SFP 0.4 1915 
 
 BV 1520 .L3 1915 
 Lawrance, Marion, 1850-1924. 
 How to conduct a Sunday 
 school 
 
How to Conduct a Sunday School 
 
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HOW TO CONDUCT 
 A SUNDAY SCHOOL 
 
 Or 
 
 Thirty-One Years a Superintendent 
 
 ^y ^ SEP 24 1915 
 
 MARION LAWRANCE "^"^^^Msiui tt^ 
 
 Ten years General Secretary of the Ohio Sunday School Aaociation. 
 Fifteen years General Secretary of the International Sunday School 
 Association. Three years Joint Secretary of the World's Sunday 
 School Association. Thirty-one years Superintendent of the Washing- 
 ton Street Congregational Sunday School^ Toledo^ Ohio. At present 
 Superintendent of the South Congregational Sunday School^ Chicago. 
 
 New York Chicago Toronto 
 
 Fleming H. Revell Company 
 
 London and Edinburgh 
 
Copyright, 1905- 191 5, ^M 
 FLEMING H. REVELL COMPANY 
 
 New York: 158 Fifth Avenue 
 Chicago: 125 North Wabash Ave. 
 Toronto: 25 Richmond Street, W. 
 London: 21 Paternoster Square 
 Edinburgh: 100 Princes Street 
 
Introduction 
 
 THIS book is at once a history and a prophecy, 
 — a history of splendid service and a prophecy 
 of the better Sunday-school that is to be. To 
 the greater school that's coming it will contribute much 
 of practical value and inspiration. It should be read by 
 every Sunday-school worker everywhere. 
 
 Mr. Lawrance has the unique distinction of having had 
 over thirty years' practical experience with the Sunday- 
 school problem, at first hand, during an era of remark- 
 able development in methods, literature, ideals and 
 enrollment. A man's theories and ideals must be trans- 
 muted into concrete realities to be helpful. The world is 
 asking of him, " Can he do it ? " Let the school our 
 brother has superintended for twenty-eight years make 
 reply. 
 
 Given, a growing field, in a typical American city, with 
 average conditions of opportunity, average workers, a few 
 strong leaders, genuine and common difficulties, together 
 with some extraordinary difficulties peculiar to the field, 
 a very modest and always inadequate equipment, se- 
 cured by striking sacrifices, — given these, what progress 
 and fruit will be secured by the Sunday-school? The 
 answer is threefold ; in a school of more than fourteen 
 hundred members, in the lives of hundreds who have 
 gone out to noble service, and in the workable plans de- 
 veloped, which have become the common and precious 
 
 5 
 
6 Introduction 
 
 property of the Sunday-school world. It is an instance, 
 moreover, where magnificent and unselfish leadership 
 has been matched by magnificent and unselfish coopera- 
 tion. 
 
 Add to these years of close touch with the living 
 school and its problems, the unequalled training secured 
 in world-wide travel, by a close and clear-headed observer 
 of Sunday-school history, tendencies, methods and men, 
 and you may expect in these pages just what you re- 
 ceive, — facts, plans, inspiration, power. Ten years' serv- 
 ice for the Sunday-school in the commonwealth of 
 Ohio, contact with the great leaders of Christian work in 
 this generation in all denominations, familiarity with 
 methods which in every state, territory and province of 
 North America have succeeded or failed, personal knowl> 
 edge of Sunday-school work in England, India, Italy, 
 Greece, Egypt, Syria and Palestine, — who else stands 
 thus upon the watch tower to hail for us the coming 
 day ! 
 
 He is a wise worker who will adapt as well as adopt 
 what he reads. These pages are filled with details, spe- 
 cific and practical, for which a host of workers have 
 longed and prayed. The book gives the cream of life- 
 long experience and observation. It will become a text- 
 book for instruction and reference in many a Sunday- 
 school, institute, assembly, college and seminary. In 
 its concrete details, lies its unique and practical service. 
 These pages are likewise remunerative because they 
 are from the big heart of a man who believes in the 
 Church as an institution, and whose brotherly coopera- 
 tion is a mighty asset to any pastor. We love him much, 
 how much it were not seemly to tell here ! Churches are 
 
Introduction 7 
 
 known by the Sunday-schools they develop. Sunday- 
 schools are tested by the church life they foster. Here 
 is a man with an idea, the Sunday-school idea, //«.J the 
 appreciation, recognition, and love for 
 
 " The Church our blest Redeemer saved 
 With His own precious blood." 
 
 This book will go forth, I know, with the prayers and 
 pride of our Church and School, and of its pastor who for 
 four years has watched the working and seen the fruit of 
 the plans it presents. 
 
 Ernest Bourner Allen. 
 
 Toledo, February, igo^. 
 
 TTie Washington Street Congregational Church, 
 
Introduction to the Revision 
 
 IT has been a delight to see the principles and many 
 of the methods of this book applied by Mr. Law- 
 rance to a field very different from the one in which 
 they were developed. 
 
 The South Congregational Sunday-School of Chicago 
 is in the zone between the business and the residence 
 sections of a great and growing city. In its opportuni- 
 ties, therefore, and in its difficulties it is typical of thou- 
 sands of American Sunday-schools. 
 
 The methods and above all the Sunday-school vision 
 of this volume freely adapted to this field are already be- 
 ginning to bring most encouraging results, though its 
 author took the superintendency of the school less than 
 a year ago. A new loyalty and esprit de corps have ap- 
 peared. Numbers have increased, but better than that a 
 greater faith in the Sunday-school as an institution is 
 spreading through the congregation, and dozens of our 
 pupils have united with the church on confession. The 
 secret of this new life can scarcely escape one who closely 
 peruses these pages. 
 
 Back of these ideals and principles and breathing 
 through them are the personality and noble Christian 
 spirit of the author. He loves his Master with such 
 chivalrous devotion that whether one has his living pres- 
 
 9 
 
lo Introduction to the Revision 
 
 ence or his writings, it is a privilege to have such leader- 
 ship. His fellow- workers love him whether in his home 
 school or in the ends of the earth and in this affection it 
 is the ambition of his pastor to lead the way. 
 
 Harry E. Peabody. 
 
 ChicagOt November t jgJ4. 
 
 South Congregational Church, 
 
The Author's Word 
 
 FOR over twenty-eight successive years it has been 
 my privilege, by the blessing of God, and the will 
 of my brethren, to superintend the Sunday-school 
 of the Washington Street Congregational Church of 
 Toledo, Ohio. 
 
 They have been years of much joy in service and not a 
 few heartaches, of successes many and failures more, of 
 blessed fellowships and hallowed memories. Best of all, 
 and really all that is worth recording, they have been 
 years of victory for God in the salvation of souls, many 
 of them scattered to all parts of the land, faithfully work- 
 ing for Him. 
 
 From a small mission school of about a hundred mem- 
 bers it has grown slowly and steadily to a membership of 
 over fourteen hundred. 
 
 During these years we have had abundant opportunity 
 to test our purpose, patience and piety ; our skill as well 
 as the lack of it, and also very many new methods. The 
 school has come — partly perhaps through my public 
 work — to have a reputation far beyond what it deserves. 
 This has never been sought for it, and in some respects 
 is a detriment to it. 
 
 It is a pleasure to say, that whatever of good has been 
 accomplished, has been made possible, under God, by the 
 loyal support and faithful cooperation of a band of offi- 
 cers and teachers, about one hundred and fifty in num- 
 
 II 
 
12 The Author's Word 
 
 ber, who would make glad the heart of any superin- 
 tendent. 
 
 The school has always emphasized as its cardinal prin- 
 ciples : — 
 
 1. Thorough teaching of God's Word. 
 
 2. The salvation of souls. 
 
 3. Training its members for active Christian service. 
 
 4. The world-wide view of God's Kingdom. 
 
 5. The Church a home — full of joy and blessed help- 
 ful fellowship. 
 
 This book is born of these twenty-eight years of prac- 
 tical experience, and the wide observation made possible 
 by my relation to the organized Sunday-school work, 
 which brings me into constant touch with the choicest 
 Sunday-schools and Sunday-school workers in this and 
 other lands. 
 
 It is an effort to help Sunday-school workers every- 
 where by telling them in a plain, simple way how one 
 school actually does its work, and how the principles and 
 methods employed may be used by others. 
 
 Its title, chosen by the publishers, may seem to be 
 assuming : it simply stands for the way to conduct a Sun- 
 day-school, as I have learned it and have thought that 
 others might wish to know it. 
 
 Perhaps some who read the book will not find that for 
 which they are looking ; but all they do find is practical 
 reality and not mere theory. 
 
 It has been undertaken at this time partly because of 
 the persistent importunity of friends innumerable and 
 pubUshers not a few, whose estimate of the value of such 
 
The Author's Word 13 
 
 a book from me may be lessened by reading its pages. 
 I wish it were more worthy of its name ; but I have done 
 my best. I can do no more than to continue to pray, as 
 I have done so often during its preparation, that the 
 Heavenly Father may use it to encourage and stimulate 
 the great army of faithful Sunday-school workers in their 
 matchless labour of leading the world to God through 
 the teaching of His word to the young. 
 
 After nine years of service, this book is being sent 
 forth again, thoroughly revised. Some chapters have 
 been practically rewritten, others eliminated, and several 
 new chapters added. The rapid development of the 
 Sunday-school during the past few years has made this 
 revision necessary. It has been a source of no small 
 satisfaction to the writer to know that the book has 
 found so large a place among Sunday-school workers, and 
 especially, that it has been adopted as a text-book, or 
 part of the required reading course, in so many schools 
 and colleges. In the revision, we have sought to make 
 it even more valuable in this direction. 
 
 I remained with the Toledo school three years after 
 writing the book, thus completing thirty-one consecutive 
 years as superintendent, and I am at present the super- 
 intendent of a small Sunday-school in Chicago, where 
 we are endeavouring to carry out the general policies laid 
 down in this book. 
 
 That this revised edition maybe even more useful than its 
 predecessor in pointing the way to Sunday-school workers 
 and encouraging them therein, is my fervent prayer. 
 
 Ckicago, igi^. 
 
Contents 
 
 I. The Sunday-School . . . .1/ 
 
 II. The Sunday-School Equipped . . 23 
 
 III. The Sunday-School Organized . . 41 
 
 IV. The Sunday-School Graded . . .52 
 
 V. The Sunday-School in Session . . 61 
 
 VI. The Pastor and the Superintendent . 72 
 
 VII. Other Officers and their Duties . 79 
 
 VIII. The Teacher and His Work ... 96 
 
 IX. The Workers' Meeting . . .112 
 
 X. Installation of Officers and Teachers i 27 
 
 XI. Methods of Securing and Holding 
 
 Members i34 
 
 XII. The Public Reception of New Members 148 
 
 XIII. The Sunday-School Giving . . . i53 
 
 XIV. Class Organization .... 162 
 
 XV. Special Occasions 168 
 
 XVI. The Honours and Rewards . . .189 
 
 XVII. The Sunday-School Enjoying Itself . 196 
 
 XVIII. The Blackboard and Object Teaching 204 
 
 XIX. Through-the-Week Activities . .221 
 
 XX. Temperance Day and How to Use It . 229 
 
 XXI. Decision (Witnessing) Day . . . 239 
 
 15 
 
i6 Contents 
 
 XXII. The Boys' Messenger Service . . 250 
 
 XXIII. That Big Boy and How to Deal with 
 
 Him 259 
 
 Appendixes 
 
 A. A Superintendent's Suggestions to Him- 
 
 self ...... 275 
 
 B. Good Books for Sunday-School 
 
 Workers 293 
 
 C. My Former Pastors — An Appreciation 308 
 Index . . . . • . .313 
 
How to Conduct a Sunday 
 School 
 
 THE SUNDAY SCHOOL 
 
 " The Sunday-school is the noblest development of the 
 nineteenth century." The Sunday-school idea is many 
 centuries old ; but what we call the modern Sunday- 
 school is comparatively new. It did not originate with 
 Robert Raikes, but it certainly was he who " put the 
 Sunday-school upon the market." 
 
 The past one hundred years have witnessed the spring- 
 ing into life of more institutions and agencies whose 
 foundations are laid in the teachings of Jesus Christ than 
 all the preceding centuries. Free public schools, libraries, 
 the religious press, the temperance movement, hospitals, 
 Bible societies, missionary societies — both home and for- 
 eign, — the Young Men's Christian Association, the Young 
 Women's Christian Association, the Salvation Army, the 
 Student Volunteer Movement, Young People's Societies 
 and the Sunday-school, all are comparatively young, and 
 " the greatest of these is the Sunday-school." 
 
 Horace Bushnell and Henry Clay Trumbull were great 
 friends. When after the Civil War, Mr. Trumbull threw 
 his life energies into Sunday-school work, his friend 
 Bushnell asked him one day if he did not think he was 
 devoting too much time and strength to the Sunday- 
 
 17 
 
l8 How to Conduct a Sunday School 
 
 school. Mr. Trumbull replied that he did not think so. 
 Years afterwards, Mr. Bushnell referring to this conver- 
 sation said : 
 
 " Trumbull, you knew better than I did where the 
 Lord wanted you. I honestly thought the pulpit was a 
 bigger place for you, and I tried to get you into it. But 
 now I've come to see that the work you are doing is the 
 greatest work in the world." And after a moment's 
 pause he added, " Sometimes I think it's the only work 
 there is in the world." ^ 
 
 The imperial rank of the Sunday-school in the com- 
 munity of Christian enterprises is no longer questioned 
 by those who observe and think. 
 
 " In many respects the Sunday-school is a modern in- 
 stitution. It is a vast improvement on the past and is 
 one of the phenomenal products of Christ, worthy of 
 universal recognition as the most flexible, adaptable and 
 far-reaching institution ever yet devised for the conver- 
 sion of the world." * 
 
 So long as it means more to the Kingdom of God on 
 earth to win a boy for Christian service than it does to 
 win a man, just so long will the importance of the Sun- 
 day-school be recognized and appreciated. 
 
 Not Understood. Strange as it may seem, however, 
 the Sunday-school is not so generally understood as it 
 should be. There are many who still look upon it as the 
 " Children's Church," as the " Nursery of the Church," 
 as an " Institution." Strictly speaking, it is none of 
 these ; and yet it is all of them. It is not an institution 
 separate and apart from the church itself. Christ came 
 
 1 «« My Four Religious Teachers," p. loi. 
 2 " The Pastor and Sunday-school," p. 29. 
 
The Sunday School ig 
 
 into the world to plant a church and not a Sunday- 
 school. There is but one church for all and not separate 
 churches for the adults and the children. While the 
 Sunday-school is in a sense the nursery of the church, the 
 idea of childhood implied in that expression has done 
 more to retard the progress and growth of the Sunday- 
 school than any other one thing. The Sunday-school is 
 no more for children than it is for gray haired men and 
 women. 
 
 The Largest Christian Army. The rapid develop- 
 ment and growth of the Sunday-school is the wonder of 
 our times. It is, without doubt, the largest Christian 
 army that marshals under any single banner. The Sun- 
 day-schools of the world number more than three hundred 
 thousand, with fully thirty million of members enrolled in 
 them, more than two milHons and a half of whom are 
 voluntary, unpaid officers and teachers. Such a vast 
 army of consecrated men and women is not to be found 
 in any other department of Christian work. 
 
 The Sunday-school, likewise, has furnished the best 
 basis of cooperative effort that has thus far been dis- 
 covered : the organized Sunday-school movement prac- 
 tically covers the world. All of the states and provinces 
 of North America, and most of the countries of the earth, 
 have separate Sunday-school organizations, and these 
 organizations, together with their auxiliaries, hold some- 
 thing hke twenty thousand Sunday-school conventions 
 annually, attended by, probably, more than three million 
 of people. 
 
 The Bible-Studying-and-Teaching Service of the 
 Church. Since it is a service of the churchy all the church 
 should be there. It is as incumbent upon church mem- 
 
20 How to Conduct a Sunday School 
 
 bers to attend the service of their church when it meets 
 to study the Bible in the Sunday-school, as it is to attend 
 when it meets to hear the pastor preach. It is estimated 
 that only one church member in five in the United States 
 is found in the Sunday-school. Nothing, aside from a 
 miraculous blessing from heaven, would do the Sunday- 
 schools of our country so much good as for all church 
 members, who are able to do so, to identify themselves 
 with the Sunday-schools of their own churches. 
 
 Since the Sunday-school is a ^2^/^-studying service, 
 all who attend should have their own Bibles. Lesson 
 helps will be used exactly as they were meant to be used, 
 in the preparation of the lesson at home and not in the 
 teaching process in the school. There is an influence for 
 good in simply carrying the Book itself upon the street. 
 
 Suitable Equipment. Since the Sunday-school is a 
 studying service, the building and equipment should be 
 adapted to its use. Great reforms and changes are going 
 on in this direction now, and we may hope for some 
 splendid developments in the near future. This subject, 
 however, is treated more fully in the chapter on Equip- 
 ment. 
 
 Since the Sunday-school is a teaching service, the 
 teachers should be competent and specially trained for 
 their work. We believe the day will come when all who 
 teach in the Sunday-school will be expected to take some 
 special training for their work, such as one of the teacher- 
 training courses now so numerous and comprehensive. 
 In some schools no teachers are selected except those 
 who hold diplomas indicating that they have completed 
 such a course. This is far in advance of the average 
 school no doubt, but is an ideal worth aiming at. Horace 
 
The Sunday School 21 
 
 Mann, the great educator, said on one occasion, " The 
 only way to get good teachers is to make them." He 
 referred to public-school teachers, but it is equally true of 
 Sunday-school teachers. There should be therefore in 
 continuous operation in every Sunday-school a vigorous 
 training class where young people may be trained under 
 competent leadership for the important office of teaching. 
 
 The Sunday-school is a mighty force in the world ; but 
 from the standpoint of the Church it is a fe/d, a ripe 
 field, white to the harvest. From the best statistics we 
 are able to gather, we discover that from two-thirds to 
 three-fourths of the additions to all of our churches by 
 conversion come through the Sunday-school. Dr. John 
 Clifford, of London, sets the figures as high as five-sixths. 
 Certain it is that the church which pays easy-going at- 
 tention to its Sunday-school, failing to support it, nourish 
 it, care for it and man it as it should, is neglecting its 
 most promising opportunity and can hope for but meagre 
 results. 
 
 Controlled by the Church. The Sunday-school should 
 be under the direct management and control of the church. 
 It in turn should be loyal to the church and to the de- 
 nomination whose name it bears. Its aim should be to 
 lead the scholars through an intelligent study of God's 
 Word to give their hearts to Jesus Christ, and then to 
 unite with the church to which the school belongs. 
 
 The Sunday-school is receiving more attention to-day 
 from men of thought and learning than ever in the past. 
 It now has a literature distinctly its own which has been 
 produced by the most discerning minds and able advo- 
 cates. It is worth all the best endeavour of God's 
 choicest men and women. While the Sunday-school is 
 
22 How to Conduct a Sunday School 
 
 for the old and young alike, the fact remains that its 
 chief attraction and promise is because here we find the 
 children and youth, and it is through them that the world 
 is to be won for God. " Childhood is the battle-ground 
 of the kingdom." 
 
 The Church's West Point. We must not lose sight 
 of the fact however that the Sunday-school is a training 
 ground for the church, and that it is adapted to the needs 
 of men and women in the midst of hfe's busy days. In- 
 deed the adult department is commanding the attention 
 of many of the foremost men and women of the world. 
 
 It is in the Sunday-school that we find the unconverted 
 in larger numbers than in any other service of the church. 
 It is here we find them also at the most favourable time 
 of their lives. It is here we find the workers, the best 
 trained workers of the church, and in larger numbers than 
 in any other department of church work. It is here we 
 find the open Word of God ; and it is here we find results 
 in a more satisfactory degree than elsewhere. Surely we 
 may say with Dr. Mullins, of Louisville, president of the 
 Southern Baptist Theological Seminary, " The Sunday- 
 school is in the centre of the battle line!' 
 
II 
 
 THE SUNDAY SCHOOL EQUIPPED 
 
 Equipment does not make a good Sunday-school, for 
 the same reason that a library does not make a good 
 scholar, nor a tool-chest a good mechanic. Suitable 
 equipment, however, is a great help. The gun may be 
 capable of doing wonderful execution, but without the 
 man behind it, it is but a useless piece of metal. Some 
 men would have a better Sunday-school in a bare room 
 lacking all modern equipment than others would have 
 with the most elaborately equipped building. At the 
 outset of this chapter a cautionary signal must be raised 
 lest our readers over-estimate the value of equipment. 
 Method and machinery are good ; but men thoroughly 
 imbued with the Sunday-school idea, whose hearts are on 
 fire with a consuming desire to reach results are better ; 
 more, they are indispensable if results are to be achieved. 
 However, we must remember that even though the wheat 
 grown by our grandfathers was well cared for by the use 
 of the sickle and the flail, nevertheless the modern reaper 
 and thresher not only produce quicker and better results, 
 but infinitely larger results as well. Naturally, the first 
 subject to consider in the matter of equipment is : 
 
 The Building. Even if the building committees of 
 the older churches ever contemplated the needs of the 
 Sunday-school, they certainly did not seriously concern 
 themselves with the matter of its convenience. In those 
 days the school had no rights in the church, and the 
 
 23 
 
24 How to Conduct a Sunday School 
 
 church no responsibilities to the school. However, we 
 are glad to say that that day is rapidly passing, and 
 building committees now give attention to the housing 
 and the equipment of the school. But too much re- 
 sponsibility must not be placed upon either the architect 
 or building committee, for even among leaders in Sunday- 
 school matters there is wide difference of opinion as to 
 the details of what constitutes a properly constructed 
 Sunday-school building. The Sunday-School Times in 
 an article some years ago said this : " The distinguishing 
 and necessary features of an up-to-date Sunday-school 
 room are separativeness and togetherativeness." We 
 presume all are practically agreed as to this, but certainly 
 not all are agreed as to the details of carrying it out. 
 The idea of the article referred to (which was afterwards 
 put into booklet form) was that a Sunday-school room 
 should be so arranged that the departments could be 
 separated one from another when necessary, and yet all 
 thrown together in one large room when desired. This 
 is actually done now in some Sunday-schools by the 
 automatic raising and lowering of partitions manipulated 
 and directed from the superintendent's desk, and in such 
 a way that the school can be separated into departments, 
 or all thrown together at the will of the superintendent, 
 without any one moving his seat. It is quite im- 
 possible here to do more than make a few general 
 suggestions, referring our readers to those architects, of 
 whom there are many, who are now making a specialty 
 of this style of building. The ideal Sunday-school build- 
 ing has probably not yet been erected, though there are 
 very many which approximate closely to it, and are 
 really ideal in the minds of those who planned them. 
 
The Sunday School Equipped 25 
 
 A Sunday-school building should be built from the 
 inside out and not from the outside in ; that is to say, the 
 first consideration should be the securing of convenient 
 quarters for the school, no matter what shape this may 
 give to the outside of the building, rather than designing 
 a building for its architectural effect on the passer-by, 
 while the Sunday-school room is made to fit inside of it 
 somewhere. However, these two qualifications of at- 
 tractiveness and adaptability are not inconsistent with 
 each other. There are many handsomer buildings 
 architecturally than the First Methodist Church Building 
 of Akron, Ohio, and yet within it is the famous Sunday- 
 school room where that prince of Sunday-school super- 
 intendents, the late Lewis Miller, presided so long and 
 successfully over his school, the school which has made 
 all the world familiar with " The Akron Plan." 
 
 Do not make a basement Sunday-school room if you 
 can possibly avoid it. The late William Reynolds used 
 to say, and correctly, too, that, " A basement Sunday- 
 school room is a debasement to the Sunday-school idea." 
 The building should be ample in size so that when the 
 whole school is assembled it shall not appear crowded. 
 The ceiling should be high, and plenty of good venti- 
 lation should be provided. The walls should be taste- 
 fully decorated and the whole building made as beautiful 
 and attractive as possible. Pictures, flowers and other 
 ornaments, and even a fountain, if it can be secured, will 
 add much to the attractiveness of the room. The plat- 
 form ought to be quite large, and it should be situated so 
 that everybody can hear and see the speaker. It would 
 be well to have a large blackboard built into the wall at 
 the rear of the platform. Above the platform, in a case 
 
26 How to Conduct a Sunday School 
 
 made for the purpose, should be placed such maps and 
 charts as are designed for use by the whole school. 
 Do not place your orchestra or musical instruments on 
 the platform where they will interfere with the use of the 
 blackboard or charts. Some fine buildings make pro- 
 vision for the orchestra and other musical instruments in 
 a small gallery above the platform on the same floor with 
 the main gallery, or on a separate platform to one side. 
 
 So far as possible the main room should be arranged 
 so that the superintendent, standing in his place on the 
 platform, has every corner of it in plain sight. All the 
 class rooms and department rooms should open into it. 
 
 Department Rooms. The primary department should 
 be separated from the main school and in a room of its 
 own. We like the plan of placing the primary room so 
 that by the use of sliding doors or partitions they may be 
 thrown into the room with the main school. If this is 
 done, however, the partitions should be of such a char- 
 acter as to permit singing, and any other exercises es- 
 pecially adapted to the primary department, going on 
 without disturbing other classes. Such partitions should 
 also be made of wood and not of glass, so that one part 
 of the school may not see the other. There is a growing 
 sentiment in favour of separating the primaries entirely, 
 giving them a room that cannot in any way be opened 
 into the main school. This idea we think is correct so 
 far as the regular work of the school is concerned, but 
 when it becomes desirable on special occasions to bring 
 the whole school together, the primary department 
 usually cannot be so comfortably seated as if their own 
 room opened into the main room. If possible there 
 should also be separate rooms for the beginners' depart- 
 
The Sunday School Equipped 27 
 
 ment, the junior department and senior department, and 
 indeed it is desirable to have separate department rooms 
 for all the departments whenever this is possible. The 
 department, however, which ordinarily remains in the 
 middle of the main building, is the intermediate, though 
 we have an idea that it would be better to have the in- 
 termediates in a room, and place older scholars in the 
 centre of the auditorium. Each room should be fitted 
 up for the department which is to occupy it. Those in 
 charge of the various departments will recognize at once 
 what equipment is necessary in their particular rooms. 
 The smaller the scholars, the more need of making the 
 room attractive. 
 
 Requirements for Grading. With the coming into 
 use of the modern graded lessons, there has come also 
 the necessity of buildings and rooms adapted to their 
 use. With the introduction of these lessons, the school 
 practically becomes a group of schools, each department 
 meeting by itself, in a separate room, or rooms, specially 
 fitted to its needs. This plan does not provide for the 
 assembling of the whole school in one body, as it re- 
 gards the school strictly as a school and not as a congre- 
 gation. When it is desired that the whole school should 
 be together for anniversary or similar occasions, they 
 must be brought into the church auditorium. Some 
 buildings are being erected at present, however, which 
 combine in a very effective manner the two ideas, so 
 that there may be the separation into departments as 
 required, or the coming together into one assembly by 
 the use of movable partitions. Such a building is prob- 
 ably not so satisfactory from the standpoint of teaching 
 the graded lessons, but is more satisfactory from the 
 
28 How to Conduct a Sunday School 
 
 standpoint of general utility, as the building can be 
 thrown open for large gatherings. 
 
 It may be said that a new idea in Sunday-school archi- 
 tecture is gaining in favour, and has its highest concrete 
 expression, so far as the writer is aware, in the building 
 of the Presbyterian Church, East Liberty, Pa. It is built 
 upon the principle that the Sunday-school is a school, and 
 not a mass meeting. All departments have separate 
 rooms adapted to their use and so arranged that no two 
 of the departments can meet together, except on special 
 occasions when they all go into the auditorium of the 
 church. 
 
 Class Rooms. It is doubtful if any of the money spent 
 on Sunday-school buildings pays better dividends on the 
 investment than that which is put into class rooms. It is 
 impossible for teachers to do their best work, and indeed 
 often impossible for them to do any satisfactory work at 
 all, when the classes are crowded together in one room 
 and seated close to each other, as is the case in many of 
 our church buildings. A teacher who finds difficulty in 
 controlling and teaching seven scholars in an open room, 
 hemmed in on every side by other classes, would handle 
 twenty, and do better work, if he had a room to himself. 
 Consequently it is well to provide just as many class 
 rooms as possible in the main room, and in the depart- 
 ment rooms as well. Many except the primary from 
 this rule ; but even here it will work to advantage. 
 
 The Seating. Without doubt movable chairs make 
 the best seating for a Sunday-school ; ordinary church 
 pews should never be used if it can be avoided. Settees 
 with reversible backs are much better ; but they are not 
 so good as chairs, because it is impossible to make this 
 
The Sunday School Equipped 29 
 
 kind of seat as comfortable as a chair. Then, chairs 
 have a distinct advantage, especially with children, in 
 providing individual seats. By their use it is possible to 
 avoid crowding and some of the other evils which arise 
 from placing children too close together. The chairs 
 should be large enough to be comfortable and low enough 
 so that the occupants can rest their feet squarely upon 
 the floor. This will require at least two or three sizes 
 of chairs. There should be a difference, if possible, be- 
 tween the beginners' chairs and the primary chairs. The 
 chairs should be pretty; they are usually painted in 
 bright colours because the children like them so. 
 
 The Officers* Furniture. The superintendent should 
 have a desk of his own, and if possible in a room of his 
 own, in which he may keep all the material which he 
 desires for his own special use. All the other officers of 
 the main school, and of the departments as well, should 
 have such tables and desks as they need to enable them 
 to do their work well. It costs a little money to provide 
 this furniture ; but it pays in the long run. Each officer 
 can keep his books, reports, and all his material in tidy 
 shape, and as a result the work will be better done. 
 
 The Supply Case. The secretary, or other proper 
 officer in charge, should be supplied with a suitable case, 
 which can be locked, in which should be kept all of the 
 supplies of the school, such as papers waiting for future 
 delivery, lesson helps, printed matter, cards, report blanks, 
 etc. Much money is wasted because these things are not 
 properly taken care of If they are laid upon a table 
 they soon become disarranged, crumpled, and soiled, and 
 then find their way to the floor and into the waste basket. 
 One officer should be responsible, and should be the only 
 
30 How to Conduct a Sunday School 
 
 one to handle them. When any of these things are de- 
 sired by anybody in the school, he should be obliged to 
 get them from this officer ; in this way only can the 
 proper economy be exercised. 
 
 Class Tables. Some furniture houses now make 
 tables for this purpose and they are very desirable. The 
 tables should not be very large, perhaps twenty to twenty- 
 four inches by about twenty-four or thirty inches, with a 
 deep drawer which can be locked. In this drawer should 
 be placed all the property of the class, such as song books, 
 cards, pencils, pads, etc., etc. I know of one school where 
 the tables are made with one leg only and this fits into a 
 socket in the floor. When they are removed to the 
 closet where they are kept during the week, the room is 
 clear for other meetings. This would be true, however, 
 of ordinary tables, and they could be used for other 
 things ; consequently we prefer them. 
 
 Class Boxes. Class boxes are next in value. The 
 boxes for a given department should be uniform in size 
 and fitted into a neat case from and to which they should 
 be taken by the teacher or some member of the class, 
 before the school begins and at its close. Each box 
 should be marked with the number or name of the class 
 and should contain all of the class belongings. The ad- 
 vantage of class tables and boxes is that the time of dis- 
 tributing song books and supplies is saved at the opening 
 of the school, and the scattering of cards and papers 
 about the floor is avoided. Class boxes are often at- 
 tached to the under part of the teacher's chair. This is 
 convenient, but renders the chair of little use for other 
 purposes. 
 
 Blackboards. I would about as soon think of con- 
 
The Sunday School Equipped 31 
 
 ducting a school without music as without blackboards. 
 They are useful for so many things. There should be a 
 good board in the main room as indicated above, built 
 into the wall if possible. The same is true of every de- 
 partment room. Then there should also be a blackboard 
 in every class room. Of course the best board is one 
 built into the wall, because it takes no room and is always 
 in place. However, the revolving boards now sold by 
 various Sunday-school supply houses are very fine indeed 
 and quite inexpensive. The blackboards will be useful 
 for lesson outlines, announcements, reports, etc., and in 
 teaching in the various classes, also in the workers' meet- 
 ing, while they may be used in announcing the hymns 
 and in many other ways. It is surprising to see how 
 many Sunday-schools are able to get along without a 
 blackboard, and in many churches it is a rare thing to 
 find a good one. Lap-blackboards are now provided, 
 about two feet square, and are very valuable for some 
 purposes, though they soil the clothes of those who use 
 them.* 
 
 Wall Maps. Every Sunday-school should have at 
 least three good, large wall-maps, one of Palestine, one 
 of all the Bible lands, and another of Paul's missionary 
 journeys. Other maps are desirable, but these will answer. 
 If I could add but one more map, it would be a mission- 
 ary map of the world showing especially where the de- 
 nomination to which the school belongs has its mission 
 stations. It is economy to buy good maps and it will 
 pay to get those attached to spring rollers so that they 
 can be rolled up out of the way. A map hung on the 
 wall soon gathers dust, becomes unsightly, gets torn and 
 
 * See Appendix for books on the use of the blackboard. 
 
32 How to Conduct a Sunday School 
 
 cracked, and is finally thrown away before it has served 
 its day of usefulness. 
 
 If the workers' meetings are held in a separate room 
 there should be also a set of maps there, though they 
 need not be quite so large. Money spent in good maps 
 is well invested. In buying maps avoid those with such 
 a quantity of detail as to obscure the more important 
 features. A relief map of Palestine is desirable for closer 
 study and should be placed in the workers' meeting room 
 rather than in the main room. 
 
 Sand Map. Most primary teachers attach much value 
 to a sand map, and it is certainly very interesting to 
 children, and even to older scholars as well. Many pri- 
 mary workers who do not now have sand maps would 
 have them if they knew how easily they can be con- 
 structed, and how inexpensive they are. The following 
 suggestions are given for the benefit of any who may 
 desire to make one. 
 
 Have a carpenter make the wooden frame as follows : 
 it should be about two-thirds as wide as it is long ; a good 
 size for a small map would be two feet wide and three 
 feet long. The bottom should be constructed of plain 
 boards — pine is better because it is light. Around the 
 edge of the board should be a frame made of half-inch 
 strips nailed to the edge and projecting about an inch 
 and a half above it. This frame should be placed on 
 four legs, the front legs of which should be about six 
 inches shorter than the back two, so that the map will be 
 tilted towards the scholars, though in small classes it is 
 well for the scholars to stand about the map while it is in 
 use. Then have a tinner cover the whole upper surface 
 with zinc. If the zinc is allowed to cover the entire bot- 
 
The Sunday School Equipped 33 
 
 torn and run up over the edges it will make it all the 
 stronger. Having secured this, all you need in addition 
 is a pail full of moulder's sand. This is perfectly clean 
 and not at all disagreeable to handle. When through 
 using the sand map, place the sand back in the pail, as 
 it will keep moist better there and will not gather so 
 much dirt. A very little water will keep the sand suf- 
 ficiently moist. Some very small square blocks of several 
 sizes, painted white, will answer very well for houses. 
 The zinc does not look unlike water and will answer 
 very well in its natural colour for rivers and lakes by 
 simply removing the sand where you wish these natural 
 features to be. A sand map, if properly made, is really 
 a relief map and often serves to make the teaching of the 
 lesson more vivid. 
 
 Charts. There are various charts illustrating the Bible 
 nowadays which are very helpful. There are quite a 
 number of the Life of Christ but the one which renders 
 us the best service is designed by George P. Perry and is 
 entitled *♦ The Life of Christ." There are charts also pre- 
 pared for the purpose of guiding in the chronological 
 study of the Bible. There are available now, also, a large 
 number of very fine charts illustrating mission themes, 
 and temperance as well. These charts may be had 
 through the denominational and other publishing houses, 
 and are exceedingly inexpensive. Every Sunday-school 
 should have sets of these charts for use on proper occa- 
 sions, but they should not be always displayed as they 
 soon lose their interest and, if exposed, become unfit for 
 use. 
 
 Musical Instruments. In the arrangement of musical 
 instruments (organs and pianos) it is well to have one not 
 
34 How to Conduct a Sunday School 
 
 only in the main room, but one also in the primary room, 
 and one in each other department-room where singing is 
 desired. For a moderately sized room, a piano is more 
 desirable than an organ, though either answers the pur- 
 pose. A fine combination for leading the music is to 
 have a piano tuned with an organ, and the two played 
 together. The piano speaks more distinctly, while the 
 organ sustains the tone, and the two make a fine back- 
 ground for the singing. If there is an orchestra, it 
 should be made up only of those who are in full sym- 
 pathy with the work of the Sunday-school and quite 
 ready to cooperate by helping with the music the super- 
 intendent desires to use, rather than ambitious to render 
 set pieces, some of which may not be appropriate to the 
 occasion. A good orchestra, properly led, is of imm^ense 
 value, especially if the school meets in a large room. 
 
 Bibles. Every member of the school who is old 
 enough to read the Bible should bring his own Bible 
 from home, and use it in the class. It is well, however, 
 for the church to have a supply of Bibles so that every 
 person can have one for his individual use. Even where 
 the graded lessons are used and there is a separate text- 
 book, the Bible should be in the hands of all. Its use 
 will often be required in looking up references and veri- 
 fying passages. It is well, also, to use the Bible in the 
 general exercises of the school, or the department, so 
 that the scholars may learn to find the places quickly. 
 
 Song Books. The only suggestion we have to offer 
 under this head is that there should be plenty of song 
 books. When two or three are obliged to sing from one 
 book, disorder is created, and good singing is not easily 
 secured. Having selected the book you want, get plen^v 
 
The Sunday School Equipped 35 
 
 of them. Nothing can help or mar the Sunday-school 
 atmosphere so much as the music. Music is worship, 
 and both the words and the tunes should be selected 
 with this in mind. Use many of the standard hymns 
 which have stood the test of years, but do not turn aside 
 wholly from the modern Sunday-school music, much of 
 which is full of sweetness, inspiration, and power. 
 
 The Teachers' Library. Most Sunday-school work- 
 ers are coming to agree that a few well-selected books in 
 a teachers', or better, workers' library, are more desirable 
 than a larger library for the scholars, though both are 
 valuable. Some churches have what they call •* the 
 Teachers' Retreat," a room set apart for the teachers, 
 containing a teachers' library, with reference books and 
 all other helps. All officers and teachers have access to 
 the room at any time. Literature of our day especially 
 adapted to Sunday-school officers and teachers is abun- 
 dant and helpful. Books of this type are being issued 
 more rapidly now than ever before, and every worker 
 should have a library of his own, even if it does not con- 
 tain many books. For a good list of books to put into a 
 workers' library see Appendix B. 
 
 General Library. There is a wide difference of opin- 
 ion as to the value of a general library for the use of 
 the scholars, though many schools have them and would 
 not give them up. Many of our public libraries are now 
 equipped with Sunday-school sections, the books in 
 which have, for the most part, been suggested by the 
 Sunday-school workers of the city or vicinity. Most 
 libraries are ready to do this if they are requested to. 
 Catalogues of these Sunday-school sections are often 
 issued separately and distributed among the Sunday- 
 
36 How to Conduct a Sunday School 
 
 school scholars. In this way they know just what books 
 are to be had and are often led to use them. One reason 
 why many schools are dropping out their library is be- 
 cause of the multitude of choice Sunday-school papers 
 now being issued. These come fresh to the school every 
 Sunday and are, for the most part, filled with choice 
 reading matter. 
 
 There is a right way and a wrong way to manage a 
 library. The wrong way is to start the library going, fill 
 it up with a lot of new books, and then pay no attention 
 to it, except to hand out the books as desired, and credit 
 them when they are returned, until at length the new 
 books are worn out and all interest in the Hbrary is gone. 
 
 The right way is to have a permanent library com- 
 mittee who are on the watch all the time for new and 
 suitable books, having at their disposal continually a 
 given sum of money for this purpose. If the money 
 will enable them to put in one new book a week, that is 
 the way to do it. Books ought not to be placed in a 
 library in large quantities at a time. In the average 
 Sunday-school of two to three hundred members one 
 new book a week will keep the library aHve indefinitely. 
 This book should be selected with care, and its title an- 
 nounced in the school by the superintendent on the Sun- 
 day on which it is placed in the library. As soon as 
 books become worn, either have them repaired or dis- 
 carded. To continue to give out books that are worn 
 and have some pages missing and others torn, is to dis- 
 count your library and give the impression that it is not 
 of much value. 
 
 Perhaps the best way to keep track of the books is by 
 the card system commonly in use. I would not have the 
 
The Sunday School Equipped 37 
 
 books exchanged on Sunday if I could help it, and if it 
 must be done on Sunday it should not be done during 
 the school hour. There is, however, very little, if any, 
 time lost by having the scholars deposit the books they 
 return as they enter the building, — having indicated on 
 the card the books they wish to draw, — and securing 
 these books as they start to their homes. I would not 
 distribute the books during the school hour at all. 
 
 Some reliable publishing houses are now furnishing 
 circulating libraries which a school may use for a time 
 and return, or exchange some books for others. This is 
 a capital idea and especially adapted to small schools. 
 
 It is not necessary to have all the books of a purely 
 religious character, though they ought to be clean, moral, 
 uphfting, and suited to children and young people. 
 Nearly all dealers in library books now send out cata- 
 logues, and some send out books themselves from which 
 to make selections. Care should be taken to select 
 books that are adapted to the different departments and 
 ages,* and they should be classified accordingly in the 
 catalogue. 
 
 Cabinets. Small cabinet cases built into the wall or 
 fastened to it in various parts of the room, containing 
 articles from Bible-lands, are very helpful. By way of 
 illustration, I know of one Sunday-school having per- 
 haps a dozen such cabinets in various parts of the build- 
 ing. One of them contains stuffed birds from the Holy 
 Land ; others, samples of grain ; others, different articles 
 
 > The Sunday School Times will furnish good lists of books, as will also 
 the denominational publishing houses ; likewise, W. A. Wilde & Co., 
 Boston; Fleming H. Revell Co., New York and Chicago; The Temple 
 Library, Philadelphia ; the Church Library Association, Cambridge, Mass. 
 
38 How to Conduct a Sunday School 
 
 of wearing apparel ; others, samples of woods, and so 
 on. It is very desirable, if possible, to have such 
 articles as phylacteries, pieces of sackcloth, etc., includ- 
 ing possibly a *• Joseph's coat." There are a number 
 of reliable concerns which deal in these Oriental articles. 
 
 A Reading-Room. Many city churches are now es- 
 tablishing reading-rooms which are supplied with current 
 literature, including newspapers and magazines. Where 
 this can be done, under proper direction and control, it 
 is a very desirable thing. If allowed to run itself, how- 
 ever, it will soon run out or " into the ground." If the 
 reading-room could be conducted in connection with the 
 library, it would be the best solution of the problem of 
 both reading-room and library. Some churches are do- 
 ing this and find it greatly to their advantage. The 
 reading-room should be open on week-day afternoons 
 after school, and in the evening, also all day on Saturday, 
 and in the care of some one whose authority will be re- 
 spected by those who gather there. 
 
 An Amusement Room. This may be operated in 
 connection with the reading-room, though it should not 
 be in the same room, but rather adjoining it. Great care 
 must be used in its management or it will become a place 
 for boisterousness and disorder. Properly selected games 
 of various kinds, with suitable tables and conveniences 
 for engaging in them, will go far towards keeping some 
 boys away from the places where they will learn only 
 evil. Both reading-room and amusement room should 
 be closed by nine o'clock at night. 
 
 The Bell. In some Sunday-schools the bell is greatly 
 overworked. Ordinarily its use is wholly unnecessary to 
 secure order but is very desirable for the purpose of giv- 
 
The Sunday School Equipped 39 
 
 ing signals of various kinds. Large buildings with a 
 number of rooms often have a system of electric bells 
 in the various rooms and at the doors to give signals to 
 the department superintendents and door men. If a 
 signal from the bell is used for the purpose of securing 
 order, never repeat the signal ; give it once and then 
 wait until order is secured. If you ring the bell twice 
 for order to-day, you will have to ring it three times next 
 Sunday. Use a small tea-bell just large enough to be 
 heard across the room. The less noise you make the 
 better when seeking to secure quiet. Spare the bell. 
 
 The Flag. Every Sunday-school should teach patriot- 
 ism, therefore it is a good thing to have the flag of the 
 country displayed at every session of the school, and 
 occasionally to sing patriotic hymns and call attention to 
 the flag. Certainly the national emblem should be in 
 evidence at all public gatherings. A Sunday-school 
 that is not producing good citizens is not producing 
 Christians. We suggest, also, the use of the Conquest 
 flag, or Christian flag — they are similar but not exactly 
 ahke. The flag of the country displayed at one corner 
 of the platform and the Christian flag displayed at the 
 other, is a fine setting for a Sunday-school session. 
 
 Other Equipment. There are many other articles 
 which are very useful in the equipment of Sunday- 
 schools, and which will suggest themselves we are sure 
 to all who will give the matter any thought ; leaf clus- 
 ters for the smaller children ; the proper lesson helps and 
 graded papers; building blocks; glass birthday bank; 
 handwork material ; banners and stars ; proper record 
 books ; necessary blanks and class cards ; rubber type ; 
 pictures and certificates; various devices for securing 
 
40 How to Conduct a Sunday School 
 
 attendance, attention, regularity, liberality in giving, 
 Bible-study, etc., etc. The shelves of the Sunday-school 
 supply houses are full of them. We desire, however, 
 before closing this chapter, to raise again the red flag 
 and warn our readers not to depend upon equipment. 
 Equipment is the track and rolling stock ; organization is 
 the business policy ; the officers and teachers are the 
 directors of the road, and to them we must look for 
 results. 
 
Ill 
 
 THE SUNDAY SCHOOL ORGANIZED 
 
 Organization is system, the lack of it is confusion. 
 The difference between a mob and a trained army is 
 simply organization. Organization secures results in the 
 best and quickest way, with the least expenditure of time 
 and effort. The organization of a Sunday-school should 
 be like the works of a watch ; ever going, but out of 
 sight; ever running, yet seldom seen. No machinery 
 should be introduced into a Sunday-school, or anywhere 
 else, simply for the purpose of " seeing the wheels go 
 round." When wheels are visible or machinery rattles 
 there is something wrong. A superintendent of our city 
 came to visit our school recently. He said to the super- 
 intendent : — " I always had an idea that you had so much 
 red tape and organization here that you got your feet 
 tangled up in it ; and I have come to visit your school to- 
 day just to see how it works." During the session this 
 visitor was shown through the various departments of 
 the school. When the session was over the member of 
 the courtesy committee who had been his guide said, 
 " Have you seen the machinery ? " The visitor replied, 
 " No, I have not, but the results of it are very evident." 
 
 The value of machinery in the school is in inverse 
 ratio to its visibility. By fruits, and not by fuss and 
 feathers, you may measure any school as to its organiza* 
 tion. 
 
 In organizing a Sunday-school for work, the first 
 essential is : 
 
 41 
 
42 How to Conduct a Sunday School 
 
 Complete Enrollment. Here is a weak point in many 
 Sunday-schools. In my official capacity in State and 
 International work, I have been obliged to gather 
 statistics. That experience has shown me that there 
 are thousands of superintendents who do not know 
 evren the number of members they have. This is un- 
 pardonable. The effort necessary to secure this informa- 
 tion will put the superintendent or other officer in pos- 
 session of facts about his school which will greatly help 
 him in carrying forward his work. Complete enrollment 
 will include the name of every individual in the school 
 or in any way connected with it ; but it involves much 
 more than a list of names. There are other things we 
 ought to know. Among these certainly are the address, 
 date of entry, location in the school, date of joining the 
 church, also the date and cause of leaving. The card on 
 the following page is reproduced for the purpose of 
 showing what is considered as complete enrollment in the 
 school where it is used. 
 
 There are now many kinds of enrollment books pre- 
 pared, as well as cards suitable for keeping this record. 
 There are advantages in using a book, in that the pages 
 are never lost ; there is an advantage in the card system, 
 in that if a card is soiled or mutilated a new one can be 
 put in its place. Another advantage in the cards is that 
 the records of scholars who leave, or have died may be 
 filed away separately ; and then the system admits of in- 
 definite expansion. All things considered we prefer the 
 card system for keeping the enrollment. The desired 
 information is secured, of course, from new scholars 
 when they enter the school. If a system of records is 
 introduced into a school for the first time, slips asking 
 
The Sunday School Organized 
 
 43 
 
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44 How to Conduct a Sunday School 
 
 for the desired information should be distributed to all 
 the members, and the results tabulated by the proper 
 officer. It will be seen from the card reproduced on the 
 preceding page that if all this information is gathered and 
 properly tabulated in a large school, it means that some 
 person must be selected for the special purpose of taking 
 charge of this department, for it requires a great deal of 
 time and labour. This officer is properly called the 
 biographer, or the historian. 
 
 The Records. A variety of records is needed. First 
 those pertaining to the school as a whole, such as at- 
 tendance, etc., then those relating to the classes and to 
 individual scholars. The weekly, monthly and annual 
 records of the school itself should be kept in a book 
 made for the purpose. They should be kept in ink and 
 the work neatly done. They should be comprehensive, 
 in that they take in all of the features which it is de- 
 sirable to record. They should be comparative, showing 
 the gain or loss as compared with the foregoing Sundays, 
 months, or years. It is my conviction that many schools 
 require too much in the way of detailed record. It is all 
 right to keep the individual Sunday record of each 
 scholar on a class card, but to transfer this into a book 
 for the permanent record of the school is a waste of time. 
 In the years to come there will be little or no value in 
 knowing whether John Jones was present on the third 
 Sunday of November. It is important to know when 
 John Jones entered the school and when he left and 
 certain leading facts connected with his attendance. 
 
 It is a peculiar fact connected with the keeping of 
 records and the gathering of statistics that the less you 
 ask for the more you get ; at least, the fewer items any 
 
The Sunday School Organized 45 
 
 given officer is obliged to keep track of in a Sunday- 
 school, the more accurate his work will be. 
 
 The Secretary's W^eekly Record. The secretary's 
 record for each session of the school should show the 
 number present and number absent in each department 
 for that day. The total of these two columns of figures 
 should give the exact enrollment of the school. The 
 number of visitors should also be taken. In reading the 
 footings the attendance for the day should be compared 
 with that of the same day of the previous year, thus 
 showing whether the school is growing or not. This 
 report should also include a record of the deaths — if any ; 
 the names of those reported sick ; the number in attend- 
 ance at the last workers* meeting, the number of star 
 classes for the day (that is, classes having all members 
 present with their Bibles). This report by the secretary 
 should first be made on a pad with a pencil, and after it 
 has been verified, entered in ink in the book referred to 
 above. At the end of each month, quarter, and year, 
 the secretary should enter in his book the average attend- 
 ance, showing how it compares with the same month 
 or quarter of the year before. A sample weekly report 
 is found on the following page. It was the actual report 
 presented on the date indicated. 
 
 The Treasurer's Report. This report should show 
 the number of givers and the number of omitters, the 
 amount contributed in each department and the total for 
 the whole school. It should also set forth clearly the ex- 
 penditures for the week and the balance on hand. If the 
 number of omitters is read off for each department it will 
 stimulate all to give. The treasurer should also report 
 the monthly and quarterly totals and averages, and the 
 
46 How to Conduct a Sunday School 
 
 Secretary's Weekly Report 
 
 Sunday^ January i 
 
 29, 1905. 
 
 
 ATTENDANCE 
 
 Officers (entire school), 
 Teachers (entire school), 
 Senior Department, 
 Normal Department, 
 Young Men's Department, 
 Young Women^s Department, 
 Intermediate Department, 
 Jwnior Department, 
 Primary Department, 
 Beginner^ s Department, 
 Visitors, 
 
 Total to-day. 
 
 Attendance one year ago to-day 
 
 Present 
 
 88 
 
 72 
 
 81 
 
 18 
 
 62 
 185 
 108 
 185 
 126 
 
 29 
 
 76 
 
 870 
 
 Absent 
 8 
 11 
 21 
 
 88 
 68 
 
 U 
 58 
 80 
 85 
 
 818 
 
 Deaths reported. 
 
 None 
 
 
 ■•— 
 
 
 Names of members reported sick, 
 
 
 (Six reported) 
 
 
 
 
 
 
 
 
 Number at last Teachers^ meeting. 
 
 80 
 
 
 
 Number of Star Classes to-day (all members present with 
 their Bibles), 
 
 1 
 
 Weather, 
 
 Very cold 
 
 
 
 
 REMARKS : 
 
 Several decided for Christ to-day. 
 
 Please hand duplicate to Superintendent each Sunday, 
 
The Sunday School Organized 47 
 
 annual averages at the close of the year. For a copy of 
 the treasurer's weekly report see the chapter on " Giving." 
 The Teachers' Records. The records of the individual 
 scholar are usually kept by the teacher on a class card. 
 The marking with us is done on a percentage basis, as 
 follows : — (These are the percentages of credits given to 
 all officers and teachers of all departments and to the 
 scholars of all departments above thirteen years of age). 
 
 Attendance at Sunday-school, 60 per cent. 
 
 Bible brought from home, 10 
 
 Offering made, 10 
 
 Home study of the lesson, 10 
 Presence at church service since 
 
 the last session of the school, 10 
 
 Perfect marking, 100 
 
 This method of recognition has been criticised because 
 it apparently places attendance at the Sunday-school at 
 a higher value than lesson study, when lesson study is 
 the thing especially desired. The purpose of the mark- 
 ing system is to secure regular attendance, without which 
 no amount of good teaching will secure home study of 
 the lesson. If we can secure the presence of the scholar 
 regularly, the responsibility for securing home study rests 
 with the teacher. 
 
 The above system of marking is not so intricate as it 
 appears. The scholar seated before the teacher, with 
 Bible in hand, with his home study slip and with his of- 
 fering, leaves but one question for the teacher to ask, 
 viz. : " Have you attended a church service since the last 
 session of our school ? " By " church service " is mean^ 
 
48 How to Conduct a Sunday School 
 
 the Sunday morning or evening church service, or mid- 
 week prayer-meeting at our own church. 
 
 For scholars between nine and twelve years of age 
 church attendance is not required, and the attendance at 
 Sunday-school is marked seventy per cent, instead of 
 sixty per cent., the other features remaining the same. 
 
 For members of the primary and beginners' depart- 
 ments, attendance at Sunday-school is marked eighty, 
 committing of Golden Text ten, the bringing of an offer- 
 ing ten. 
 
 For the home department, the keeping of the weekly 
 pledge to study the lesson one-half hour, is marked 100. 
 
 Absence from sickness, marked S. 
 
 Absence out of town, marked O. T. 
 
 Absence other causes, left blank. 
 
 For tardiness or misconduct on the part of a scholar 
 the teacher is at liberty to deduct five, ten or more from 
 the marking at his discretion. 
 
 A record of ninety-five per cent, for each quarter of 
 the year is required in order to earn the honours of the 
 school. The diploma is given to those who reach the 
 ninety-five per cent, for each quarter of the year. It is 
 described elsewhere. 
 
 Divisions and Departments. The Sunday-school 
 should be separated into three sections, called Divisions. 
 These Divisions are based largely upon age and include 
 everybody — all ages from the cradle to the grave. The 
 Divisions are separated into Departments, which are 
 based, likewise, principally upon the age of the pupils. 
 The Departments are separated into Classes. 
 
 The Elementary Division. — This includes all scholars 
 from birth up to twelve years of age inclusive. The Ele- 
 
The Sunday School Organized 49 
 
 mentary Division is separated into four Departments, as 
 follows : 
 
 1. Cradle Roll — birth to three. 
 
 2. Beginners — three, four, and five. 
 
 3. Primary — six, seven, and eight. 
 
 4. Junior — nine, ten, eleven, and twelve. 
 
 The Primary and Junior Departments are divided into 
 classes, and sometimes the Beginners' Department as 
 well. 
 
 The Secondary Division. — This includes all pupils 
 of the teen age, from thirteen to nineteen, both years 
 inclusive, and is separated into two Departments, as 
 follows : 
 
 1. The Intermediate Department for scholars 
 
 thirteen, fourteen, fifteen, and sixteen 
 years of age. 
 
 2. The Senior Department for scholars seven- 
 
 teen, eighteen, and nineteen years of age. 
 Sometimes twenty-year-old scholars are 
 included in the Senior Department. 
 
 The Adult Division. — This includes all above the teen 
 age, or certainly all above twenty years of age, and is 
 divided into three Departments : 
 
 1. Organized classes. — (Of course, all classes 
 
 made up of grown people would be in- 
 cluded in this Department, but it is de- 
 sirable that they should all be organized.) 
 
 2. The Home Department. — This Department 
 
 belongs to this Division and is coming 
 more and more to be so recognized. 
 Formerly it has been classified by itself 
 but, being made up almost wholly of 
 grown people, it properly belongs here. 
 
50 How to Conduct a Sunday School 
 
 3. The Parents' Department. — This is a new- 
 Department for Parents, as explained by 
 the title, and is coming rapidly into fa- 
 vour. The title describes the class. It 
 is intended for parents to study the Bible 
 from the standpoint of parents and, inci- 
 dentally, also to stud}^ methods of dealing 
 with their famihes in regard to religious 
 instruction. 
 
 The following diagram will present the organized 
 school to the eye so that it may be more easily under- 
 stood : 
 
 I. Elementary Division- 
 
 II. Secondary Division 
 
 III. Adult Division 
 
 1 . Cradle Roll — Ages, birth to 
 
 three. 
 
 2. Beginners — Ages, three, 
 
 four and five. 
 
 3. Primary — Ages, six, seven, 
 
 and eight. 
 
 4. Junior — Ages, nine, ten, 
 
 eleven, and twelve. 
 
 5. Intermediate — Ages, thir- 
 
 teen, fourteen, fifteen, and 
 sixteen. 
 
 6. Senior — Ages, seventeen, 
 
 eighteen, and nineteen (or 
 twenty). 
 
 7. Organized Classes — Ages, 
 
 twenty and up. 
 
 8. Home Department. 
 
 9. Parents' Department. 
 
 General Departments. There are certain general de- 
 partments in every Sunday-school not determined by 
 ages and which are not included in the divisions given 
 above but apply rather to all of those divisions : 
 
The Sunday School Organized 51 
 
 1. Teacher Training for the purpose of supplying a 
 special course of training preparatory to becoming effi- 
 cient teachers in the school. The best Teacher Training 
 class is usually one composed of young people who are 
 not now teaching but meet at the school hour for the 
 recitation under a competent instructor. All members 
 of this class should be pledged before enrollment to be- 
 come teachers in the Sunday-school when they have 
 completed the course. 
 
 2. Temperance for the purpose of teaching temper- 
 ance to all departments of the school, including pledge- 
 signing and general temperance instruction. 
 
 3. Missionary for the purpose of giving to the 
 Sunday-school missionary instruction and fostering 
 missionary interest. 
 
 In addition to the above, other general departments 
 may be added, as music, athletics, finance, etc. 
 
 The Officers. An essential feature of organization in 
 any Sunday-school is that it be well officered. All offi- 
 cers should know all their specific duties and perform 
 them. It is impossible to exercise too much care in the 
 selection of the officers. As another chapter, however, 
 is devoted to " Officers and their Duties," we will not go 
 further into the subject here. 
 
IV 
 
 THE SUNDAY SCHOOL GRADED 
 
 Grading Essential. The grading of the public school 
 is acknowledged by all to be essential to the best results. 
 The same is equally true of the Sunday-school. But it 
 is also true that there are difficulties attending the grad- 
 ing of the Sunday-school which are not encountered in 
 the public school, as, for instance, the lack of authority, 
 transient membership, poorly adapted buildings, ungraded 
 teachers and inadequate facilities. In spite of all this, 
 however, every Sunday-school may be graded with more 
 or less completeness. 
 
 Much that has been written and spoken upon the sub- 
 ject of grading in the Sunday-school has been impracti- 
 cable in the large majority of schools because the writer 
 or speaker had in mind a first-class, up-to-date Sunday- 
 school with all modern conveniences as to building and 
 equipment. A modern Sunday-school building and an 
 adequate equipment are both very desirable, but they are 
 not absolutely necessary in order to carry out a proper 
 system of grading. The average Sunday-school in this 
 country numbers less than one hundred people all told, 
 and it must meet in one room. While we should aim at 
 the best, and hold up high ideals, we must not forget this 
 Sunday-school. The principles of grading, however, are 
 the same no matter what the size of the school may be. 
 The method of applying these principles, of course, will 
 
 5a 
 
The Sunday School Graded 53 
 
 differ in schools of different size and having different 
 equipment. 
 
 Grading Defined. Grading is the arranging of the 
 members of the school into divisions, departments and 
 classes, in such a manner that the scholars, especially the 
 children and youth, shall be classified together with those 
 of about their own age and advancement, and shall be in 
 charge of officers and teachers especially qualified to meet 
 their needs. 
 
 It will be observed that if each officer and teacher is 
 to be especially adapted to the needs of some one de- 
 partment that officer or teacher will remain with that de- 
 partment, while the scholars must be advanced from one 
 department to another, since their needs are changing 
 continually with advancing years. 
 
 There are five essential conditions of grading : 
 
 First Essential of Grading. Separation into Divisions, 
 Departments, Grades, and Classes. Every school natu- 
 rally falls into three general divisions : {a) the children, 
 including those who cannot read, and up to perhaps 
 eleven or twelve years ; (p) the middle class, or those 
 who come between the two extremes, usually covering 
 the teen age; {c) those who are fully grown. Effect- 
 ive grading has to do especially with the first and 
 middle divisions and includes scholars from the time 
 they enter the school until they are nineteen years of 
 age. Many schools close their grading, however, with 
 the sixteenth year. Just how many and what depart- 
 ments are needed will be determined by local conditions 
 and by the size of the school. The diagram given in the 
 last chapter illustrates what has been said above. 
 
 While the basis of grading as given above is largely 
 
54 How to Conduct a Sunday School 
 
 that of age, it is not wholly so. A scholar is usually 
 classified with those of about his own age, not because 
 he is just so old, but chiefly because scholars of a given 
 age are commonly found studying the same lessons in 
 the day-school. Exceptions can be made and should be 
 made in the case of those who are advanced beyond their 
 years, and vice versa. 
 
 In some schools the passing of an examination in 
 supplemental and normal work is required as a condition 
 to promotion. It is very difficult to accomplish uniform 
 results by the exclusive use of the educational or mental 
 standard in grading, and it also works an injustice when 
 attempting to classify new scholars who are just entering 
 the school, and who have not had the opportunity of 
 taking the required work given to those who have been 
 regular members. Supplemental work may be carried 
 on as a feature of the grading of those schools using the 
 uniform lessons but should not be made a rigid and ab- 
 solute condition of promotion. Those who satisfactorily 
 complete the supplemental work may be promoted with 
 honour y receiving certificates or some other recognition ; 
 but those who do not master the supplemental work 
 should not be held back on that account. In other 
 words, supplemental work should be made a condition of 
 earning the honours of the school rather than a condition 
 of promotion. 
 
 Second Essential of Grading. Departmental Or- 
 ganization. Each department of the school should have 
 its own superintendent, with as many assistants as are 
 necessary. Their duties should be to maintain the grad- 
 ing of the department, create interest and enthusiasm, 
 see that the teachers are especially adapted to and 
 
The Sunday School Graded 55 
 
 qualified for work in that department, and do all in their 
 power to add to its efficiency. In small schools this 
 superintendent of the department may also be a teacher, 
 and an extra officer may not be needed ; nevertheless 
 there should be some one person in each department, 
 whether teacher or otherwise, who is perfectly famihar 
 with the grading, and with the needs of that department 
 in every particular, and whose special business it should 
 be to determine what class each new applicant should 
 enter. In other words, those in charge of a given de- 
 partment should know at once whether a new scholar 
 brought in for membership belongs in that department 
 or not, and if so, in what particular class of that depart- 
 ment. 
 
 Third Essential of Grading. A Superintendent of 
 Classification. It is one thing to grade a Sunday-school 
 and quite another to keep it graded. It will be readily ob- 
 served that if teachers enroll in their classes any one who 
 may happen to apply for membership, and if scholars are 
 permitted to bring their friends promiscuously into their 
 own classes, the system of grading will soon be broken 
 down. There must be a superintendent of classification 
 for the whole school, who alone shall have authority to 
 classify the scholars. This classification, however, refers 
 to departments rather than to classes. For instance, a 
 new scholar applies for membership. The superintendent 
 of classification will readily discover, by questioning, in 
 which department this scholar should be enrolled. The 
 scholar is then presented to the superintendent of that 
 department who will know at once in which class of the 
 department that scholar should be entered. 
 
 There are many schools which have been well graded, 
 
56 How to Conduct a Sunday School 
 
 but have entirely lost their grading in less than a year 
 because of failure at this point. In some schools all new 
 scholars are enrolled in a reception class in which they 
 remain until it is definitely known where they should be 
 properly classified, and whether or not they will become 
 permanent members. Grading is a continuous process, 
 and cannot be maintained except by working at it fifty- 
 two Sundays a year. 
 
 Fourth Essential of Grading. Adaptation of Teach- 
 ers, This is the pivotal point in grading. The teachers 
 in any department must be especially quaUfied for work 
 in that department. This is the principle to which strict 
 adherence is given in the public schools. Successful 
 teachers of the primary grades are not transferred to the 
 high school. In most cases they would prove complete 
 failures. For the same reason high school teachers are 
 not put into the primary grades. Having found a teacher 
 who is especially adapted to a given department, that 
 teacher should remain in that department, and not pass 
 from one department to the next with the scholars, no 
 matter what the bond of affection between teacher and 
 scholars may be. In other words, graded schools must 
 have graded teachers. Many schools nowadays are 
 applying the principle of adaptation of teachers to so 
 fine a degree that a teacher remains with a class but one 
 year and then takes another class of the same age. 
 Strictly speaking, this is the public school method. It is 
 not so easy, however, to carry it out in the Sunday- 
 school, but, nevertheless, there are many advantages in 
 it if the supply of teachers of the right sort can be secured. 
 
 Fifth Essential of Grading. Regular Promotion. 
 Let there be a regular promotion day at least once a year. 
 
The Sunday School Graded 57 
 
 On this day all scholars should be promoted, except those 
 in the adult division. Those in the first year of any 
 department should be promoted to the second year ; those 
 in the second year to the third year ; those in the last year 
 to the first year of the next higher department. Teachers 
 may advance with their class from one year to another in 
 the same department if thought best, but not from one 
 department to another. 
 
 The promotion should involve a change of seats if 
 possible. A given number of seats may be known as the 
 location of each department, reserved year by year for 
 that department. In this manner every scholar belong- 
 ing to the departments in which promotions are made 
 would change his seat once a year. 
 
 This plan can be carried out in the school that meets 
 in one room, even though there be but one class in each 
 year of each department. In the absence of class or 
 department rooms, curtains can be drawn, or imaginary 
 lines used to separate one department from another. The 
 primary department especially should be separated by 
 some means from the rest of the school if it is at all pos- 
 sible to do so. 
 
 We recommend that these promotions be made one of 
 the prominent features of the school, and that special 
 services be conducted on promotion day by the pastor 
 and superintendent. Many schools have a beautiful cus- 
 tom of presenting every child with a Bible as he leaves 
 the primary department. Perhaps some cannot afford 
 to do this. Certificates of promotion are now made in a 
 variety of forms, very beautiful and inexpensive; we 
 recommend their use, especially for such scholars as have 
 completed the required work. 
 
58 How to Conduct a Sunday School 
 
 How to Begin to Grade a School. Let the superin- 
 tendent call his officers and helpers together, including the 
 pastor, and have a full, free discussion of the whole 
 matter, presenting all that can be said in favour of 
 grading and all that may be said against it. Do not 
 proceed further than this until there is practically una- 
 nimity among the leaders upon the subject. When this 
 is secured, then call the teachers together and lay the 
 project before them. Some will consent and possibly 
 some will object. The plan of grading should be ex- 
 plained in detail so that all may understand it. Its 
 advantages should be made clear. Then it would be well 
 for the superintendent to present the matter to the whole 
 school, explaining especially the advantages of grading. 
 Then the teachers might take it up in their respective 
 classes and talk it all over together, showing the scholars 
 the benefit of grading, but not giving them a choice as to 
 whether they will be graded or not. In any case the 
 work should be done gradually rather than abruptly. 
 When any teacher or any class objects, let that class 
 alone for the present, and move only those scholars and 
 teachers who are in sympathy with the plan. After the 
 plan has been in operation for a few months the testi- 
 mony of the teachers whose classes are graded will grad- 
 ually cause those other teachers to withdraw their objec- 
 tions and to cooperate. If, however, any class or classes 
 do not consent to the grading, let them alone for a few 
 years ; they will be very soon beyond the grading period. 
 
 It will be observed that up to this point no authority 
 whatever has been exercised in securing the grading. 
 In the matter however of receiving new scholars into the 
 school that is in the process of being graded, authority 
 
The Sunday School Graded 59 
 
 must be exercised, or you will lose all you have gained. 
 This is where the superintendent of classification becomes 
 an essential factor. The new scholar must either go 
 where he is placed or he cannot enter the school at all ; 
 there is no alternative, if you would maintain your 
 grading. The grading having been once secured, how- 
 ever, it is quite easy to insist upon this condition. But 
 this must first be understood thoroughly by all the 
 officers, teachers and scholars. The superintendent of 
 classification, especially in a large school, should have a 
 desk where he may always be found. When new scholars 
 appear in any class or in any part of the building, they 
 are to be introduced at once to this officer, that he may 
 classify them. Eternal vigilance is the price of grading ^ 
 and no school will long remain graded which does not 
 work at the grading problem every Sunday in the year. 
 
 For the encouragement of those who have difficulty in 
 securing the grading of their schools the experience of 
 one of the best graded Sunday-schools in the country 
 may be cited. It took this school five or six years to 
 completely establish its system of grading ; and it was 
 brought about m the following manner : The superintend- 
 ent of the school and the superintendent of the primary 
 department were the only officers who desired to have 
 the school graded. They leagued themselves together 
 for this purpose, saying nothing, however, about it. It 
 was decided that every class promoted from the primary 
 department should be properly graded within itself. The 
 superintendent saw to it that no new scholars were put 
 into those classes unless they would be properly classified 
 there. As these classes advanced from year to year they 
 maintained their grading. By the time these classes. 
 
6o How to Conduct a Sunday School 
 
 moving forward step by step, arrived at the last year of the 
 intermediate department, all those who had objected to the 
 grading had passed on beyond the grading age. Then the 
 superintendent announced to the teachers, who formerly 
 had been unwiUing to cooperate, that they now had a 
 graded school. To-day that school could not be induced 
 to go back to the old way ; neither can any other school 
 which has once enjoyed the benefits of thorough grading. 
 A uniform Sunday-school nomenclature, especially in 
 the matter of the names of departments, is greatly to be 
 desired and indeed is necessary before the largest bene- 
 fits can be realized from grading. We are glad to see a 
 movement in this direction and hope that the day is not 
 far distant when, for instance, to say that a scholar is in 
 a given department of any school will convey the same 
 idea to Sunday-school workers everywhere. 
 
 Note : — For titles of books bearing upon grading and other phases, see 
 Appendix. 
 
THE SUNDAY SCHOOL IN SESSION 
 
 No session of the Sunday-school will be a large success 
 for which there has been no previous planning. The 
 time of the session is so short, and there are so many- 
 things to be done, that unless a good deal of thought has 
 been given to the program before the session begins, 
 there will be much confusion and waste of opportunity 
 during its progress. A wise superintendent will readily 
 understand that, if any large measure of profit is to come 
 from the Sunday-school, there is much planning and 
 thinking for him to do. 
 
 Before the Session. Before going to the building the 
 program should be carefully planned in all its details, and 
 written out. In other words, get ready. Then go to the 
 church early and see that the room is in readiness. It 
 may be necessary to call the janitor's attention to some 
 things that have been forgotten, such as proper ventila- 
 tion, temperature, arrangement of chairs. The officers 
 and teachers should be so well trained, and so thoroughly 
 interested in this matter, that they will all be in their 
 places before the time to open the school. When the set 
 time arrives for beginning, begin. Have a signal which 
 all will understand, indicating that you are ready. This 
 signal should be given on the very minute the school 
 ought to begin. Having once given the signal for order, 
 pever repeat it ; stand and wait until quiet is secured ; 
 tb^n proceed. Do not scold if attention is not secure^ 
 
 6t 
 
62 How to Conduct a Sunday School 
 
 immediately ; you will get it quicker by being patient, 
 and waiting. 
 
 The superintendent ought to have in mind every detail 
 of the entire session before opening the school. He 
 should know what hymns are to be sung, who is to read 
 the lesson, offer prayer, or take any other part in the 
 service. The Sunday-school session should be provided 
 for as carefully as the preaching service of the church. 
 A hymn board made of cloth blackboard material giving 
 the number of the hymns is convenient and saves time. 
 It may be hung in a conspicuous place before the school 
 begins. Let all your plans for the session of the school 
 be born in prayer, and then carry them out in a prayer- 
 ful spirit, so that the devotional element shall not be 
 lacking in any feature of the service. 
 
 During the Session. Have very few signals. Let 
 everything be done as promptly and as quietly as pos- 
 sible. There should be as much variety from Sunday to 
 Sunday as the nature of the exercises will permit. No 
 unnecessary moving about the room on the part of 
 officers and teachers should be allowed, and certainly no 
 visiting back and forth among the classes. The school 
 should understand that it is to attend strictly to business 
 from the beginning to the end of the session. If there are 
 visitors, the proper committee and officers should look after 
 them. They should not be shown about the building at a 
 time or in a manner that would disturb the work of the 
 school. Of course new members must be entered and 
 properly classified. This should be done, if possible, be- 
 fore the teaching period begins. Always know what comes 
 next, and be on the alert to discover the first indication 
 of restlessness and disorder. Make few rules, if any. 
 
The Sunday School in Session 63 
 
 " They govern best who appear not to govern at all!' 
 
 The Session Program. We give here a sample pro- 
 gram from our own school, making a few words of ex- 
 planation under each item where necessary. It may be 
 valuable to our readers by way of suggestion. It should 
 be said that this program is never carried out twice alike. 
 
 No. I. Instrumental Music. This is played by the 
 orchestra a few minutes before opening of school. The 
 orchestra times itself so as to close the number at the 
 exact minute for beginning. During this instrumental 
 music all the members of the school understand that they 
 should go to their places. They know that the moment 
 the orchestra stops, the exercises of the school proper 
 will begin. 
 
 No. 2. Signal for Beginning. We use no bells 
 whatever for securing order. We have a system of 
 electric bells ; but they are used entirely for signalling to 
 the door men and department superintendents. When 
 the orchestra ceases, the superintendent quietly rises and 
 stands in his place on the platform. Every officer in the 
 school arises immediately and remains standing until the 
 exercises begin. This is the signal for order and for the 
 beginning of the school. These officers and teachers 
 standing in the various parts of the building furnish an 
 object lesson to all. We have no difficulty in beginning 
 on time, or in securing order. 
 
 No. 3. The Opening Exercise. We have a book con- 
 taining special opening exercises, numbered consecutively, 
 nearly all of which have been arranged for our own use 
 by the writer. The hymn board indicates which one is 
 to be used. Each opening exercise consists of responsive 
 Scripture reading, the singing of several verses of 9^ 
 
64 How to Conduct a Sunday School 
 
 hymn, or of several hymns, a short prayer by the pastor, 
 and, sometimes, additional features. 
 
 No. 4. Show of Bibles. In answer to the call of the 
 superintendent, all who have brought their own Bibles 
 with them stand and hold these Bibles above their heads. 
 This is a very beautiful sight and encourages all to bring 
 their Bibles. The star classes remain standing a mo- 
 ment after the rest are seated. A star class is one with 
 all present and each with his own Bible brought from 
 home. The secretary keeps a record of the star classes 
 each Sunday. 
 
 No. 5. Our Aim. This is called for by the superin- 
 tendent and is repeated by the school. It is as follows : 
 
 " Every member present every Sunday^ on time, with his 
 own Bible, a liberal offerings a studied lesson, and a 
 mind to learny 
 
 No. 6. Our Motto. We used to change the motto 
 every year but have finally settled upon one which we 
 like very much. It is : " Remember Jesus Christ." 
 
 No. 7. Our Motto-Prayer. This is so called for lack 
 of a better name although it is not appropriate. It is a 
 beautiful verse which the school has committed and re- 
 peats. It is as follows : 
 
 " Dear Lord, of Thee three things I pray, 
 To know Thee more clearly, 
 To love Thee more dearly, 
 To walk more nearly, every day." 
 
 No. 8. Our Watchword. This is based on Dr. Shel- 
 don's book " In His Steps," and is, " What would Jesus 
 do ? " In connection with its use we often sing the fol- 
 lowing words to the tune " Spanish Hymn : " 
 
The Sunday School in Session 65 
 
 ** In our Sunday-school to-day, 
 We have met to sing and pray, 
 And to learn how we may live 
 So a good account to give. 
 Father come and meet us here, 
 Fill our hearts with love and cheer ; 
 May we live this whole week through 
 Asking, * What would Jesus do? ' " 
 
 No. 9. Our Slogan. This v^^as not used in the 
 Toledo school but we have adopted it in the Chicago 
 school and the scholars and officers are very much pleased 
 with it. It is as follows ; " Our Sunday-school must glow y 
 and grow y and go, and I will help to make it so!' 
 
 No. ID. Our Silver- Lining Song. This is sometimes 
 called our Resolution Song. It is not used every Sun- 
 
 Silver Lining. 
 
 Ellen Tbornktcboft Fowleb. 
 
 Cabbt Bonnxr. 
 
 / The In-ner side of ev-'ry cloud Is bright and shin-ing; I there- fore tarn my 
 
 1^ ^ .1 >=----- 
 
 ^^V ^jr^T irTii^iil 
 
 i 
 
 M^m^^n^mm^ 
 
 clouds a-bout, And al-waya wear them in - side out. To show the fin -ing. 
 
 K^\'mm^^^ ^w 
 
 Used by Composer's permission. 
 
66 How to Conduct a Sunday School 
 
 day, but being committed by both pupils and officers, it 
 can be used at any time, and always with good effect. 
 
 No. II. Memory Verses, The members of the school 
 have memorized a large number of Scripture verses, and 
 some of these are repeated each Sunday as the superin- 
 tendent calls for them by location. From the verses with 
 which the school is familiar the superintendent aims to 
 select a few which are appropriate to the thought of the 
 lesson for the day or otherwise specially helpful. 
 
 No. 12. Hymn. This is generally a hymn of praise 
 chosen, as all music is, with a view to its helpfulness 
 and appropriateness. 
 
 No. 13. Announcements. All the regular announce- 
 ments and most of the special ones are found in the 
 church calendar, a copy of which is given to each mem- 
 ber of the school. As far as possible the announcements 
 are printed in this calendar so as to avoid taking the 
 time for them in the school. 
 
 It is well to fit in the announcements with the regular 
 order of service so that they may not appear as announce- 
 ments at all. For example : if the title, or some thought 
 in a hymn, is along the hne of the pastor's topic for the 
 evening service, refer to that fact, and suggest that it 
 would be a good thing for them all to be present to hear 
 it. If the superintendent will keep his eyes open, he can 
 get in nearly all of his announcements without appearing 
 to make an announcement at all. 
 
 On one page of the calendar are ten questions bearing 
 on the lesson of, the following Sunday, which all mem- 
 bers of the school over ten years of age are expected to 
 answer, returning the slip on the following Sunday, the 
 Sunday on which that lesson is taught. 
 
The Sunday School in Session 67 
 
 When all the members of a given class return these 
 home-study slips properly made out, it becomes an " Ex- 
 celsior Class " for the day. 
 
 No. 14. Reading the Lesson, The introduction of 
 the graded lessons has made it impossible to read the 
 lesson in the school where several grades or departments 
 are in one room and different lessons are used. Even in 
 the use of the uniform lesson, the reading of the lesson 
 by the school is becoming more and more difficult be- 
 cause of the different versions of the Bible. However, 
 where those in one room use a given lesson, it can be 
 read together, and with good effect. The verses can be 
 read alternately by those having the old version and the 
 new version of the Bible, or they may be read alternately 
 by the superintendent and the school. We are very 
 fond of reading the lesson in the following manner, 
 especially when the lesson is from the gospels : The 
 superintendent would read a verse like this : " Jesus said 
 unto him : " — ^then the school would begin promptly and 
 read what Jesus said at that time. This makes the 
 lesson in the form of a dialogue and gives it a great 
 deal of life. Sometimes the entire school will read the 
 whole lesson in concert; sometimes one person will 
 read it alone. I remember on one occasion when we 
 had the Twenty-third Psalm for our lesson, we had 
 it read in French, in German, and in broad Scotch, 
 by three different persons ; then a blind member of 
 the church read it with her fingers, and then we all 
 repeated it together in our mother tongue. It is always 
 possible to have more or less variety in the reading of the 
 lesson. 
 
 No. 15. Hymn. This hymn should bear as directly 
 
68 How to Conduct a Sunday School 
 
 as possible upon the lesson of the day. The hymn we 
 use the most in this connection is the following : 
 
 '* Break Thou the bread of life, dear Lord, to me, 
 As Thou didst break the loaves beside the sea. 
 Beyond the sacred page I seek Thee, Lord ; 
 My spirit pants for Thee, O Living Word 1 
 
 <* Bless Thou the truth, dear Lord, to me, to me, 
 As Thou didst bless the bread by Galilee ; 
 Then shall all bondage cease, all fetters fall, 
 And I shall find my peace, my all in all. 
 
 « Teach me to live, dear Lord, only for Thee, 
 As Thy disciples lived in Galilee ; 
 Then, all my struggles o'er, then, vict'ry won, 
 I shall behold Thee, Lord, the living one." 
 
 No. 1 6. Prayer. A short, earnest prayer by one of 
 the officers or by one of the teachers, offered immediately 
 preceding the lesson study. Sometimes instead of having 
 one person offer a prayer at this point, we ask for sen- 
 tence prayers, and often we have ten or fifteen such 
 prayers in three or four minutes. 
 
 No. 17. Lesson Study Period. This is thirty minutes 
 long. It should be longer. 
 
 The first moment or two of the time is taken by the 
 teachers to mark their class cards and take their offering. 
 The class card and the offering envelope are placed by 
 the teacher where they can be easily gathered by the 
 proper officer without interrupting the class. We permit 
 no interruption of the classes by anybody, except in 
 cases of absolute necessity. Every officer of the school 
 understands that he is outranked by the teacher during 
 
The Sunday School in Session 69 
 
 the teaching half-hour, and that the teacher's rights must 
 be respected. A signal is given to the teachers three 
 minutes before time to reassemble for the closing exer- 
 cises. 
 
 No. 18. Instrumental Music. This is another num- 
 ber by the orchestra, during which the classes close their 
 work and reassemble for the closing exercises of the 
 school. 
 
 No. 19. Hymn. This is generally a hymn of praise, 
 announced, as all the hymns are, upon the hymn board. 
 
 No. 20. Reports. Three reports are usually given. 
 First, that of the Secretary, which indicates the number 
 of members present and the number absent in each de- 
 partment of the school, together with the totals. The 
 Treasurer's report indicates the offering by departments, 
 and the number of givers and the number of emitters. 
 The Birthday report indicates those who have handed in 
 birthday offerings. The names are then read of those 
 having birthdays during the coming week and from 
 whom birthday offerings are due on the following Sun- 
 day. When it becomes necessary, the Secretary reports 
 also the names of any who have died, or of those who 
 are sick. 
 
 No. 2 1 . Prayer for the sick, and for God's blessing 
 upon the offering made that day. 
 
 No. 22. Review of the Lesson. This is not a review 
 in the strict sense of that term as used in the day-school, 
 but rather the calling out of the main point of the lesson 
 that the one truth most forcibly taught in the lesson, or 
 best adapted to the school, may be firmly fixed in mind. 
 This exercise is usually conducted by the superintendent, 
 and frequently with a blackboard illustration. The dom- 
 
yo How to Conduct a Sunday School 
 
 inaiit desire at this time is that the hearts of the scholars 
 may be impressed, and, if possible, decisions secured for 
 Christ. The evangelistic spirit is cultivated throughout 
 the entire session. Prayer, usually offered by the pastor, 
 always follows this feature of the program. Of course, 
 where the graded lessons are used, and especially if sev- 
 eral grades are in one room, this particular part of the 
 exercises would have to be omitted. Nevertheless, it is 
 always appropriate to impress some important truth that 
 has a bearing upon the lives of the scholars. 
 
 No. 23. Closing Hymn. This is generally one of the 
 old church hymns, and under any circumstances is always 
 a familiar one. 
 
 No. 24. Benediction, by the pastor ; or the repetition 
 of our motto. The school is always dismissed while 
 seated. Following the benediction there is a moment of 
 perfect quiet, during which there is silent prayer. This 
 is really the quietest moment during any part of the 
 school session. At a signal from the superintendent, seen 
 only by its leader, the orchestra very softly plays again 
 the music of the hymn which has just been sung, and the 
 school quietly disperses. This method of dismissal avoids 
 the boisterous rush which sometimes follows when the 
 benediction is given while the school is standing. 
 
 We are aware there are probably many features of this 
 program which would not be feasible in small schools, 
 nor desirable in many large ones. It has been presented 
 merely for the purpose of suggestion. 
 
 After the Session. The superintendent and other of- 
 ficers can improve the moments following the session and 
 before the members of the school have left the room in 
 no better way than by cordial hand-shakings and greet- 
 
The Sunday School in Session 71 
 
 ings. Sometimes it will be desirable to have a short 
 meeting of all the officers and teachers, or of a number of 
 them, to talk over some feature of the work which has 
 developed that day in the session. Officers and teachers 
 can also utilize these few moments to speak to any 
 scholars who are spiritually interested. These are very 
 choice opportunities to the wise officer or teacher. The 
 superintendent will usually be the last one to leave the 
 building, and he should see that everything is in its right 
 place, put away or properly arranged. 
 
 The plans of the school ought to insure sympathetic 
 remembrance of those who are absent because of sickness. 
 Flowers, which may have been used for decoration in the 
 room, should be sent to the sick. 
 
 In addition to this, every officer and teacher has a les- 
 son to learn from the session of the school which is not 
 a Bible lesson. They may with much profit review the 
 work of the day, endeavouring to discover what were 
 the weak points in administration or teaching, in order 
 that they may be avoided the following Sunday ; also 
 trying to discover where the strong points were, so that 
 they may profit thereby at future sessions. 
 
 No sooner does one Sunday-school session close than 
 the officers and teachers should begin to plan for the 
 next session, for, if they hold their place in any worthy 
 way, they recognize that duties attend them during the 
 entire week. The Sunday-school session is not all of the 
 Sunday-school, for the same reason that the preaching 
 service is not all of the church. The Sunday-school 
 lasts all the week, and officers and teachers who recognize 
 this fact will do the best work on Sunday. 
 
VI 
 
 THE PASTOR AND THE SUPERINTENDENT 
 
 It is not our purpose to enter into a lengthy discussion 
 of the qualifications and duties of either the pastor or the 
 superintendent. These two officers are associated in this 
 chapter because their work brings them close together. 
 Their cooperation in the work of the church and Sunday- 
 school is absolutely necessary if there is to be any large 
 degree of success. 
 
 The Pastor. The relation of the Sunday-school to the 
 church determines the relation of the pastor to the Sun- 
 day-school. Dr. H. Clay Trumbull said, " The Sunday- 
 school in the pastor's church is his Sunday-school in the 
 same sense that the pulpit of his church is his pulpit. 
 This being so, it follows that if the pastor is what he 
 ought to be, or what he needs to be, in knowledge, in 
 ability, in spirit and in purpose, his school will be what it 
 ought to be in plan, in scope, in organization and in 
 methods of work. It will be all this before he is through 
 with it even if it is not all this when he takes hold of it." 
 
 The pastor of the church should be the pastor of the 
 Sunday-school. His right and position as the educa- 
 tional head and spiritual adviser of the Sunday-school 
 should never be questioned by the church or superin- 
 tendent or the school itself. This position, however, 
 makes him responsible for the teaching that is done in 
 the Sunday-school as in any other department of the 
 church. If this be true, he is likewise responsible in a 
 
 72 
 
The Pastor and the Superintendent 73 
 
 large measure, for the training of the teachers. He may 
 not do the work of training, but it is his right, and he 
 does well to see that it is properly attended to. The 
 members of the teacher- training class in our own school 
 were, for the most part, nominated by our pastor, and he 
 is constantly on the lookout for others who should join. 
 
 Dr. Foster says, " The pastor is the chief officer of the 
 Sunday-school in the same way that the President of the 
 United States is commander-in-chief of the army." The 
 commander-in-chief does not direct the forces in the 
 field. The pastor is really, or ought to be, the power be- 
 hind the throne, and while he should not take upon him- 
 self the duties of the school's executive head, the super- 
 intendent, he nevertheless holds the key to the situation, 
 and in the last analysis, therefore, is largely responsible 
 for the success of the school. 
 
 His relation to the superintendent should be such that 
 he may be free at all times to give helpful advice and 
 wise suggestion, and accomplish through him the results 
 which should be secured. 
 
 The wise pastor will recognize the place and power of 
 the Sunday-school as an activity of the church. He will 
 see his personal relation to and opportunity in the school 
 and govern himself accordingly. He should know how 
 and have the power to unify all the agencies of the 
 church, coordinating them in such a way as to give to 
 each its proper place in order to secure the largest and 
 best results. On this account, he should thoroughly ac- 
 quaint himself with modern, up-to-date Sunday-school 
 work in all its phases, local, denominational, interdenomi- 
 national and world-wide. He cannot do this without read- 
 ing the best books on Sunday-school history and manage- 
 
74 How to Conduct a Sunday School 
 
 merit, and without placing himself in touch with thoseagen- 
 cies that are continually fostering Sunday-school ideals ; 
 such as conventions, institutes, training-schools, etc. 
 
 It is needless to say he should be present, if possible, at 
 every session of the school and remain throughout. He 
 should be a living force in the program, not simply by 
 the courtesy of the superintendent but by his own right. 
 Dr. Mullins of Louisville in an address delivered in a 
 Pastors' Institute at Toronto, said : 
 
 " A hostile pastor equals a dead Sunday-school. 
 
 " An indifferent pastor equals an inefficient Sunday- 
 school. 
 
 ** An officious pastor equals a chaotic Sunday-school. 
 
 " A cooperating, sympathetic pastor equals an efficient 
 Sunday-school." 
 
 Surely the Sunday-school is the firing line of the 
 church and the pastor should be there. The power of 
 the Sunday-school and the pastor's relation to it are well 
 stated in the following Sunday-school " Creed." 
 
 My Creed as to the Sunday-School 
 
 E. Y. MULLINS, 
 President Southern Baptist Theological Seminary, 
 
 Louisville, Ky, 
 
 1. The supreme need in our country to-day is that the forces 
 which make for character shall control the forces which make for 
 intelligence. 
 
 2. One of the greatest forces which make for character is the 
 Sunday-school. 
 
 3. The factor of the Sunday-school most potent in the de- 
 velopment of character is the teacher. 
 
 4. The supreme lack in the present-day Sunday-school is the 
 lack of a sufficient number of thoroughly equipped teachers. 
 
 5. The chief teacher of the teachers and trainer of the trainer* 
 of the Sunday-school is the pastor. 
 
 6. The chief trainer of the pastor is the theological seminary. 
 
The Pastor and the Superintendent 75 
 
 The Superintendent as a Leader. No officer in the 
 church holds a more responsible position than the super- 
 intendent of the Sunday-school. He is a church officer 
 and should be so regarded. He should hold his position 
 by the vote of the church and under its authority. He 
 should be elected in the same manner and at the same 
 time as are the other church officers. Having been 
 elected to this position, the superintendent should be 
 given large liberty in the administration of his office. 
 He should be heartily supported by the pastor and 
 church as well as by the workers in the Sunday-school. 
 His relation to the pastor should be one of loving sym- 
 pathetic cooperation and harmony. If these two officers, 
 pastor and superintendent, can see eye to eye and pull 
 together, there is no measuring the possibilities of their 
 united effort. If, on the other hand, there is friction and 
 jealousy or lack of harmony in any sense, the result will 
 be disastrous to the school, and in the end likewise to the 
 church. 
 
 The Superintendent's Cabinet. The superintend- 
 ent's cabinet will consist of all general officers of the 
 school and the heads of the departments. The pastor, 
 of course, will be a member of it. This cabinet should 
 have regular meetings at least once a month for the pur- 
 pose of discussing the general interests of the school. 
 The superintendent should be in charge of it. 
 
 It will be possible, if all the members are present, for 
 the superintendent to lay his finger upon every weak 
 spot in the school. If the records are faulty, the secre- 
 tary is there to tell about them. If the offerings are not 
 what they should be, the treasurer is there with his sug- 
 gestions. If the grading is being neglected, the superin- 
 
76 How to Conduct a Sunday School 
 
 tendent of classification is there and will be able to throw 
 light on the subject. So, likewise, with the consideration 
 of other departments of the school — somebody is there 
 to speak for each one. 
 
 The cabinet becomes also a bond of union for prayer 
 and service and may be made a power in any Sunday- 
 school if properly conducted. 
 
 An Important Office. No wise man or woman will 
 thoughtlessly enter upon the duties of such an office as 
 this. It requires peculiar quaHfications : a recognition of 
 the proper relation of the school to the church, and a 
 realization of the tremendous possibilities of the Sunday- 
 school work. The superintendent should recognize fully 
 his relation to his pastor, to the church, to the homes 
 represented in the school, to the officers and teachers and 
 likewise to the scholars. 
 
 It goes without saying that he should be a man of gen- 
 eralship, gumption and grace ; a leader and not a driver, 
 a counsellor and not a dictator. He should be able to in- 
 spire those associated with him and to encourage those 
 who are bearing the heavy loads. 
 
 He should be permitted to choose all the other officers 
 of the school, for the reason that unless these other posi- 
 tions are held by those who are in sympathy with him, 
 he will be unable to carry out his most cherished plans. 
 Many a good superintendent fails because the church in- 
 sists upon electing the officers who are to work with 
 him. 
 
 A Student. He will have much to do with the selec- 
 tion of the teachers, though the committee with full au- 
 thority in this matter is referred to in the chapter on 
 officers and their duties. He should be a student of the 
 
The Pastor and the Superintendent 77 
 
 Sunday-school ; read every good book on the subject he 
 can secure ; go to the places where Sunday-school work- 
 ers go, thus coming in contact with those who are in the 
 midst of the work. He should visit other schools and 
 see how their work is done, that he may learn thereby. 
 
 He should have a clear head and use it unceasingly 
 and intelligently for the good of the school ; two good 
 eyes to discern the pressing needs and how to meet 
 them, frequently wearing the far-seeing glasses that he 
 may plan for the future, not forgetting to put on the 
 near-seeing glasses when he studies the school itself; two 
 good ears which will readily detect the rumbling of ap- 
 proaching trouble, always ready to listen to the tale of 
 discouragement as it comes from some tired teacher ; a 
 tongue not too ready for use, but never withholding the 
 helpful word, always complimenting when in any sense 
 deserved, and never scolding or finding fault ; two good 
 feet wiUing to go where help is needed even though the 
 way be dark ; two strong hands ever ready to lift the big 
 end of the load ; knees that bend as the face turns up ; a 
 back that is broad and used to heavy loads ; a good liver 
 and a great big heart. 
 
 As an officer he will be just, impartial and wise. As a 
 teacher he will study to be able to lead even his best 
 teachers, to guide the school in its educational work, and 
 to make Bible-students of the scholars. His methods 
 will be broad, comprehensive and straightforward. He 
 will aim to have a good school, the best school possible 
 under all the circumstances, remembering that while it is 
 more than a school it is nevertheless a school. He will 
 devote his every effort to securing the early conversion of 
 all the scholars and their membership in the church to 
 
78 How to Conduct a Sunday School 
 
 which the school belongs. Good citizenship will ever be 
 held up as one of the highest ideals of the church life. 
 His school will be a total-abstinence band pledged as far 
 as possible against the use of liquor, tobacco and pro- 
 fanity. It will be a live missionary society and know 
 what is going on in this and other lands. The mission- 
 ary activities of his own church will be made familiar to 
 his scholars, that they may get the world-wide vision. 
 His eyes will be ever open, looking for those who may 
 become teachers, church workers, ministers, missionaries 
 and the like. He will recognize that the Sunday-school 
 is worthy of his best endeavour and ever carry it upon 
 his heart. It will be the burden of his constant prayer 
 and foremost in his thoughts both day and night. As a 
 superintendent he will be consistent, active and hopeful. 
 He should be a lover of his work, of men and especially 
 of little children. As a man he should be " Brave 
 enough to be gentle and pure enough to be trusted." 
 
 Would you like to have a superintendent like that in 
 your Sunday-school ? Would you like to be a superin- 
 tendent Uke that ? I would, but — the ideal is still far off. 
 
VII 
 OTHER OFFICERS AND THEIR DUTIES 
 
 The pastor and the superintendent having been men- 
 tioned in the previous chapter, we can now proceed to 
 the discussion of the other officers of the school. 
 
 The Educational Director. This officer stands in 
 importance next to the superintendent, and in many 
 churches he is regarded as of equal rank with the superin- 
 tendent and is elected by the church in the same manner 
 as the superintendent is, being thus responsible to the 
 church rather than to the superintendent. The educa- 
 tional director has general charge of all educational 
 matters in the school. 
 
 If the church is awake to its opportunity, it will have 
 a Committee on Education to direct all the educational 
 forces of the entire church. The educational director of 
 the Sunday-school may properly be associated with the 
 church committee, and will carry out the plans of the 
 committee so far as they relate to the Sunday-school. 
 
 The selection of the lessons to be used, their adaptation 
 to the various departments and grades, the securing of 
 the best lesson helps, papers, etc., all properly come under 
 the jurisdiction of this officer. With a wise educational 
 director, it is possible to carry out some definite plans 
 that reach all departments of the school, and to really 
 make out of the Sunday-school a school in fact as well as 
 in name. 
 
 79 
 
8o How to Conduct a Sunday School 
 
 There is a large place for this officer and, however he 
 is chosen, he should be selected with great care. Usually 
 a well-educated man or woman, if possible one who has 
 been or is at present a teacher, will fill this office to the 
 best advantage. 
 
 The Assistant Superintendents. In many schools 
 these officers are called " Associate Superintendents." 
 By whatever name the office may be known, it is not 
 always dignified as it should be. Yet there are no offi- 
 cers of greater importance in the Sunday-school than the 
 assistant superintendents. 
 
 As to their duties, perhaps the easiest one that falls to 
 them is to take the place of the superintendent in his ab- 
 sence. In that case, they can plan the entire session of 
 the school and carry it out according to their own ideas. 
 Unless the school is very small, there is plenty of work 
 for one and, oftentimes, for two or even three assistant 
 superintendents. The work of each should be so clearly 
 defined, however, that there will be no crossing of Hnes. 
 They should be continually taken into the counsels of the 
 superintendent so that they may be perfectly familiar 
 with all his plans and with the general running of the 
 whole school. 
 
 Perhaps the best service they can render is to be 
 generally useful in any part of the building, carry- 
 ing out the plans arranged for that session of the 
 school. There are strangers to meet, special cases of 
 absence on the part of teachers or others to be noted 
 and provided for and, sometimes, cases of disturbance and 
 emergencies of other kinds which need attention. I 
 think it is well that each assistant superintendent should 
 have some important part in every service of the school. 
 
Officers and Their Duties 8l 
 
 but this should not always be the same part. One may 
 read the Scripture lesson, offer a prayer, make the an- 
 nouncements, lead the singing or do any one of many 
 other things, none of which is without importance. In 
 this way they will receive efficient training for the time 
 when they will be superintendents themselves. It is a 
 great mistake for the superintendent of a school to con- 
 tinue year after year in the office without a thought of 
 the necessity of continually and systematically raising up 
 young men who shall be equipped for his office. 
 
 If a superintendent should be unexpectedly called away 
 during the service, the assistant should be able to carry 
 out the program of the session without the slightest per- 
 ceptible break or confusion. 
 
 The Secretary. The duties of this officer are gener- 
 ally looked upon as of a routine character. They are 
 nevertheless exceedingly important and may be made in- 
 teresting and helpful. Our secretary has in each depart- 
 ment of the school an assistant whose duty it is to gather 
 the records desired from that department. These records 
 the secretary then assembles in his report, which is thus 
 easily made quite comprehensive and comparative. He 
 has a bunch of blank reports padded together upon which 
 he makes out in pencil the report for a given Sunday. 
 This report shows the number present and number ab- 
 sent in each department of the school, also the number 
 of visitors in attendance for that day, together with the 
 total attendance. The attendance for the same Sunday 
 of the preceding year is also recorded, thus showing any 
 gain or loss. There are spaces also for recording the 
 names of any who have died, of those who are sick, of 
 the attendance at the last workers* meeting, the names 
 
82 How to Conduct a Sunday School 
 
 of star classes and excelsior classes, together with a rec- 
 ord of the weather. See sample report on page 46. 
 
 When this report is completed in pencil it is transferred 
 in ink to the secretary's record book. Each Sunday's 
 record in this book is an exact copy of the record on the 
 pad. When the book is open there are blanks for five 
 Sundays before you and a sixth blank for the monthly 
 report. This book is made of good paper and in it only 
 ink is used. At the end of each quarter a quarterly re- 
 port is made showing the total attendance and average 
 attendance at the school and also at the workers' meet- 
 ings, with a summary of the other facts noted above. 
 
 The Treasurer. This officer performs the usual duties 
 of that office, making weekly, quarterly and annual re- 
 ports. He pays out money only upon the order of the 
 superintendent, and only for such bills as have been or- 
 dered by the Sunday-school board. His weekly report 
 shows the following items : 
 
 Amount contributed by each department. Number 
 of givers in each department and in the whole school. 
 Number of emitters in each department and in the whole 
 school. Total amount of offering. Amount paid out 
 since last report. The balance on hand. See sample 
 report in chapter on giving, page 157. 
 
 A treasurer who takes his work seriously can do much 
 towards educating the school in right methods of giving, 
 thereby fixing good habits of giving and largely increas- 
 ing the contributions. A careful study of the amount of 
 the gifts per capita from the different departments will 
 enable him, by comparison, to stimulate one department 
 by the record of what is done in another department. 
 Frequent statements should be made to the school as to 
 
Officers and Their Duties 83 
 
 the condition of the treasury, and as to how the money 
 is being spent. 
 
 The Superintendent of Classification. As stated in 
 the chapter on grading, this officer is a necessity if grad- 
 ing is to be maintained in the school. He receives all new 
 members, requiring them to fill out and sign the usual 
 application card, a copy of which is given on next page. 
 
 This blank is put up in pads with alternate sheets de- 
 tachable. By the use of carbon paper a permanent rec- 
 ord of all applicants is kept on one sheet and a copy is 
 made on the detachable sheet. This latter is taken out 
 and handed to the superintendent of the department in 
 which the new scholar is to be enrolled. This depart- 
 ment superintendent will assign the scholar to the proper 
 class, and the name is then entered upon the class card 
 in red ink by the department secretary. This indicates 
 at a glance who the new scholars are in any given class. 
 
 The Superintendent of Enrollment. The work of 
 this officer might be done by the last officer named ; but 
 we find it a most important position in our school. He 
 has general oversight and care of the rolls and class cards. 
 He reviews the class cards frequently to notice and cor- 
 rect the irregularities in marking, etc., and to discover 
 whether absentees are being properly looked after. He 
 also keeps a record of the officers of the school and, at 
 the end of the year, makes out the honour rolls from the 
 class cards of all officers, teachers, and scholars, thus se- 
 lecting the names of those who are to be recognized at 
 the anniversary. He makes out the diplomas and pre- 
 pares the list of the names of the honour scholars for 
 publication. At stated times he turns over to the bi- 
 ographer the names which are to be dropped from the 
 
84 How to Conduct a Sunday School 
 
 Application for Membership. 
 
 NOTICE TO APPLICANT:— Please fill all the blanks on this slip 
 and hand it to any officer of the School, who will show you to the 
 
 SUPERINTENDENT OF CLASSIFICATION, 
 
 Who will be found at his desk in the rear of the room. 
 
 Name 
 
 Address.. 
 
 Birthday (Age if under 16).....^ . 
 
 [Year not necessary.] 
 
 Have you ever been a member of this School before ? » - 
 
 No person over ten years of age is enrolled in our School except on 
 this written application, used as above indicated. The purpose is to se- 
 cure accuracy in spelling and addresses, and to aid us in properly classify- 
 ing the applicants. 
 
 When this form is properly filled out by the applicant, 
 the superintendent of classification makes permanent 
 record of the entry upon the following blank : 
 
Officers and Their Duties 85 
 
 Application for Membership 
 
 IN THE 
 
 Washington Street Congregational 
 Sunday School. 
 
 Name „ 
 
 Address 
 
 Birthday „ „ 
 
 Age (if under 16) _ , 
 
 Ever a member of this School before ? 
 
 Do you belong to our Church ? 
 
 Do you belong to another Church ? "j 
 
 If so what Church and where ? \ 
 
 This applicant is assigned to the, 
 
 Department to-day 19 
 
 By. 
 
 Superintendent of Classification. 
 
 NOTICE TO DEPARTMENT SUPERINTENDENTS.— New scholars are never 
 to be enrolled except upon receipt of this form properly filled out, and 
 Signed by the Superintendent of Classification. After assigning the ap- 
 plicant to the proper class (entering name on Class Card in Red Ink) 
 please sign the following and return ttiis slip to-day to the Superintendent 
 of Classification. 
 
 I have assigned this applicant to Class — 
 
 Superintendent of Department. 
 
 Biographer's 
 
 Notation, 
 
 The Superintendent of Classifica- 
 tion will keep these slips on file 
 for reference. 
 
86 How to Conduct a Sunday School 
 
 rolls, with the date and cause of leaving, so far as these 
 are known. 
 
 The Biographer. This officer keeps, by the card sys- 
 tem, permanent records of all members with the dates of 
 their entering and leaving the school, and all items of 
 interest that can be gathered, such as date of promotion 
 from one department to another, date of joining the 
 church, date of becoming a teacher or an officer, remov- 
 als, deaths and so on. For reproduction of the card used, 
 see chapter on ♦* The Sunday School Organized." 
 
 The Librarian. We have no school library but we 
 have a librarian. He has charge of the supplies for all 
 the departments of the school and furnishes them as de- 
 sired. He makes the orders for the supply houses, de- 
 termining the quantities needed. All applications for 
 any kind of supplies are made to him. He keeps all sup- 
 plies in a locked case, so that they will not be scattered 
 or wasted, and gives them out as they are needed. He 
 also looks after the clubs for teachers' helps and distrib- 
 utes through his assistants all special leaflets and music 
 which the superintendent desires to place in the hands of 
 the members. 
 
 The Birthday Secretary. All members of the school 
 are asked to contribute on the Sunday following their 
 birthday an offering equal to a penny for each year of 
 their age, though no one is asked to give more than 
 twenty-five cents unless he wishes to do so. The birth- 
 day secretary has the record of birthdays of the members 
 of the school, and sends to each a birthday letter by mail. 
 This is a printed letter and is not nearly so good as a 
 written one, but a great deal better than none. Opposite 
 will be found a form of the letter we are now using. 
 
Officers and Their Duties 87 
 
 H Birtbba? flDeeaagc 
 
 " Time fiever stops to sleep or dine^ 
 But on and on 7vith steady flight 
 He keeps untired by day and nighty 
 And boys and girls ere yet aware ^ 
 Find threads of silver in their hair^ 
 
 Btrtbba^ (Breettno 
 
 Dear Sunday-school Friend : 
 
 According to the record of our Sunday-school, your 
 birthday comes this week. The purpose of this letter is two- 
 fold : 
 
 First, to extend to you our hearty congratulations upon the 
 coming again of your birthday, with the hope that you may be 
 spared to many years of health and prosperity and usefulness, 
 and that your talents may be devoted to the only profitable 
 business, that of serving our blessed Master. 
 
 Second, to request that if you can, you will give, in grateful 
 memory of God's preserving care a <* Birthday Offering,' of at 
 least as many pennies as you are years old, to be used exclu- 
 sively in the extending of His kingdom on earth, through the 
 missionary agency of our Sunday-school. 
 
 Birthday money of this sort is not used for expenses, but is 
 wholly set apart for benevolent work. From this fund we con- 
 tribute to the various benevolences which our school supports, 
 and also maintain our adopted daughter, "Ruth," in the 
 school for girls at Ahmednuggar, India. You may place your 
 offering in the enclosed envelope and drop it into the regular 
 offering on next Sunday, or hand, or mail it to Miss Frey. 
 
 With heartiest good wishes, we remain, 
 
 Rev. Ernest Bourner Allen, Minister. 
 Marion Lawrance, Superintendent. 
 
 Miss Ella J. Frey, Birthday Secretary, 
 
 610 Vance Street. 
 
88 How to Conduct a Sunday School 
 
 The birthday secretary receives also a certain per- 
 centage of every regular offering taken in the school, and 
 all the money coming to this officer is used for mission- 
 ary and benevolent purposes, being appropriated by vote 
 of the Sunday-school cabinet. Money is paid out only 
 upon order and quarterly and annual reports are rendered. 
 
 The Supply Teacher Secretary. This officer secures 
 pledges from members of the church and school who are 
 not teaching regularly but are willing to teach occa- 
 sionally, to supply from time to time as they are needed. 
 We have found the following to be the best plan. Se- 
 cure pledges from those who are capable and willing to 
 teach, with the understanding that they are to be called 
 upon to supply not more than once a month, and that on 
 a given Sunday. In this way a list of names is secured 
 of those who will act as supply teachers on each Sunday 
 of the month. The first of the week the supply teacher 
 secretary sends notice to all those who are pledged for 
 the following Sunday, reminding them of the fact and 
 also caUing attention to the workers' meeting on Friday 
 night. There is in most churches plenty of good ma- 
 terial for supply teachers, people who are unable because 
 of lack of strength, home duties or other causes to take 
 the permanent regular charge of a class, and whose 
 splendid ability may be utilized in this way. 
 
 The Missionary Superintendent. Every Sunday- 
 school should have intelligent leadership in the matter of 
 missions. It would be well to have a missionary com- 
 mittee composed of a representative from each of the 
 departments of the school. The chairman of this com- 
 mittee could be the missionary superintendent of the 
 whole school. The purpose is to see that adequate mis- 
 
Officers and Their Duties 89 
 
 sionary instruction is given to all. This, of course, means 
 the adapting of a program to each department of the 
 school, keeping the teachers supplied with good mission- 
 ary material, and arranging occasionally for a missionary 
 concert in the school. If possible, this committee should 
 have a room where missionary curios and supplies are 
 kept, together ^ith charts and maps, to be used in the 
 school whenever needed. This superintendent should 
 arrange, also, for a missionary study-class in the school, 
 and either conduct it himself or see that somebody else 
 does. More and more the place of missions in Sunday- 
 school instruction is coming to be recognized, and this 
 officer, if awake to his opportunities, can have a vital part 
 in giving the right missionary trend to the entire school. 
 The Temperance Superintendent. Every Sunday- 
 school should be a Temperance Society with all its 
 members pledged to total abstinence and to the annihila- 
 tion of the liquor business. There is plenty of material 
 these days to enable any Sunday-school superintendent 
 to keep the Sunday-school abreast of the times. There 
 never has been so much good temperance literature as 
 now, and it is well that it is so for the fight against the 
 drink habit is on to the finish and no Sunday-school is 
 living up to its privilege and opportunity that is not 
 training its members for total abstinence. There is, 
 therefore, a great deal that the temperance superintendent 
 can do. He should give to the whole school, frequently, 
 short talks on the subject, place suitable material in the 
 hands of the teachers, see that some of the modern tem- 
 perance charts are displayed, and in every possible way 
 advance the interests of this department. It is a most 
 important office. 
 
go How to Conduct a Sunday School 
 
 The Teacher Training Superintendent. This officer 
 can work under the supervision of the educational director. 
 The pastor, the superintendent, and the educational 
 director, together with the teacher training superintendent, 
 should keep their eyes open continually for promising 
 young men and women who can be induced to take up 
 the work of teaching. He will find that a teacher train- 
 ing class, at the Sunday-school hour, made up of young 
 people, will usually be the most successful. He can also 
 carry on a class during the week for those who are teach- 
 ing on Sunday. The only way to have good teachers 
 and plenty of them is to have the teacher-making proc- 
 ess going on continually in the Sunday-school, and a 
 teacher training superintendent who is keenly alive to 
 the possibilities will find plenty to do and great joy in 
 doing it. All teachers should have some specific training 
 for their task. 
 
 The Chorister. This is a separate officer, but he 
 should be under the direct control of the superintendent. 
 He should enter heartily into the plans of the superintend- 
 ent and should endeavour to carry out his general ideas 
 Sunday by Sunday as the program is built. Singing is 
 one of the most effective features of service and, if the 
 music is properly conducted, it will be comparatively 
 easy to secure the proper atmosphere in which the Sun- 
 day-school may thrive. He should select his music with 
 great care before Sunday and, if he has a Sunday-school 
 choir, should have a rehearsal so that they will be familiar 
 with it. There can be no more exalted office, so far as 
 spiritual opportunities are concerned, than to be the 
 leader of sacred music. It ought to be the rule of every 
 Sunday-school, and every church as well, that nobody 
 
Officers and Their Duties 91 
 
 should be permitted to engage in the service of song who 
 is not a professing Christian and who does not enter into 
 this work as a feature of service. 
 
 The Athletic Director. This officer is found in quite 
 a good many schools, and their number is growing con- 
 tinually. Churches and schools are coming more and 
 more to realize that they must take a hand in the play 
 life and recreation life of their young people. Through 
 the athletic department there is a fine channel for doing 
 this. Incidentally, the director of the athletics has a fine 
 opportunity to get into the hearts and lives of the young 
 people. Many a Sunday-school has been greatly revived 
 and strengthened not only in numbers but in its spiritual 
 life through its athletic director. Great care, therefore, 
 should be taken that the director is one who has taken 
 up the task because of the good he can do for those who 
 come under his special care. 
 
 The Stenographer. This is a very valuable officer in 
 any large Sunday-school. He will take dictation of letters 
 from any of the general officers and departmental super- 
 intendents, to the sick or absent officers, teachers or 
 scholars, or on any subject pertaining to the work of the 
 school ; will typewrite the letters on school stationery as 
 early in the week as possible and forward them. He 
 should have the names and addresses of all officers and 
 teachers, and could keep a set of envelopes addressed in 
 advance, so as to save time when they are needed for 
 circular letters and leaflets. The dictation can be done 
 during the session or at some other time if convenient. 
 
 The Courtesy Committee. This committee, com- 
 posed with us of six people, seeks to make visitors wel- 
 coniie, showing them every courtesy in their power, and 
 
92 How to Conduct a Sunday School 
 
 enabling them to gain any special information they may 
 be seeking concerning any feature of the work, and to do 
 this without disturbance to the school. Whenever visit- 
 ors appear in any class or department they are at once 
 presented to some member of this committee who does 
 everything in his power to make their visit pleasant and 
 profitable. They keep a " Guest Book," in which visit- 
 ing Sunday-school workers from other places are asked 
 to write their names and residences. These names are 
 printed occasionally in our church paper, The Helper ^ and 
 the paper is then sent to the visitors. We have found 
 this committee necessary in order to avoid the interrup- 
 tion to our work which would otherwise be caused by 
 visitors wandering about the room at pleasure. Visitors 
 greatly enjoy this courtesy. 
 
 The Ushers. No officers are more important in any 
 religious service than quiet, well trained, gentlemanly 
 ushers. It is their business to look after the seating of 
 the people, especially of the strangers, in such a way as 
 to take the least time and make the least interruption. 
 They should be in their places at least fifteen minutes 
 before the opening of the school, as they are the first 
 ones to greet those who enter. They can introduce new 
 scholars to the superintendent of classification, and visit- 
 ors to the courtesy committee. This office requires 
 much patience and tact. 
 
 The Door Men. These constitute a very important 
 committee. They have charge of all the doors entering 
 the building and the various department-rooms — ten in 
 all — and are expected to be in their places fifteen minutes 
 before the opening of the school They see that the 
 doors are opened and closed at the proper time, allowing 
 
Officers and Their Duties 93 
 
 no one to pass in or out during Scripture reading or 
 prayer, or at any time when it would disturb the school. 
 The superintendent can communicate with those in 
 charge of the outside doors by means of electric bells. 
 As the school passes out, these door men have charge of 
 the distribution of such papers or other material as the 
 librarian desires given to the scholars at the doors. They 
 do not permit any loitering or loud talking in the vesti- 
 bules, or disturbance about the doors. 
 
 The Superintendent's Aides. Four young men occupy 
 this position and we could not do without them. They 
 are hands and feet to the superintendent. Our school 
 meets immediately after the morning service and in the 
 same room. There is much to be done in making the 
 transition from a church service to a Sunday-school 
 service. The platform must be rearranged, some books 
 must be put away and others distributed. The aides do 
 this work. This leaves the superintendent free to utilize 
 the interval between the church and Sunday-school to 
 meet strangers and speak to the people. The aides 
 rearrange the platform, put the hymn numbers upon the 
 hymn board and hang it up in its place ; bring out the 
 blackboard and place it upon the platform ; unfurl the 
 flags at the side of the desk, arrange chairs upon the plat- 
 form as they are needed for the school and place the 
 song books upon them. The electric bells are also ad- 
 justed. One of the aides then stands upon the platform 
 waiting for a signal from the orchestra, which is now play- 
 ing. This signal is given a moment before the end of the 
 selection is reached. The aide then rings the central 
 electric bell, reminding the officers and teachers in the 
 various parts of the building that they have just time to 
 
94 How to Conduct a Sunday School 
 
 reach their places. When the superintendent steps upon 
 the platform everything is in readiness, and his own books 
 are upon the pulpit in the place of those used at the 
 preaching service. It is impossible to overestimate the 
 value of the superintendent's aides. One or more of them 
 could be used profitably in any Sunday-school, no matter 
 what its size. 
 
 The Messenger Cadets. See chapter on that subject. 
 
 Department Superintendents. Each department has 
 a superintendent with as many assistants and other officers 
 as are necessary. They are expected to take as much 
 interest in their various departments as if those depart- 
 ments were separate schools and they were in charge of 
 them. They find it profitable to call together the officers 
 and teachers of their departments from time to time for 
 consultation. Whatever the general superintendent de- 
 sires to do in any department he accomplishes through 
 that department's superintendent. 
 
 The Teachers. In one sense the teachers are the 
 highest officers in any Sunday-school. The importance 
 of their work cannot be overestimated. The details of 
 their work are treated in another place in this book. 
 
 All teachers of the school are appointed by a committee 
 of three composed of the pastor, the superintendent, and 
 the superintendent of the department to which the teacher 
 is to be appointed. We consider this the best arrangement 
 for appointing teachers. It gives the pastor the right he 
 ought to exercise in directing the teaching force of the 
 school. It also honours the judgment of the superintend- 
 ent of the department where the teacher is to be placed. 
 Usually the nominations are made by the superintendent 
 of the department and confirmed by this committee. 
 
Officers and Their Duties 95 
 
 The Cabinet. The superintendent's cabinet is com- 
 posed of all the officers of the school and the depart- 
 mental superintendents. In the case, however, of the 
 committees, as the courtesy committee, ushers' com- 
 mittee, door men's committee, the chairman only is a 
 member of the cabinet. This makes a company of 
 twenty-seven men and women who are the superintend- 
 ent's constant advisers and who have two regular meet- 
 ings every month for the transaction of such business as 
 may properly come before them. 
 
 We are well aware there are many officers enumerated 
 in this chapter whose services will not be needed in some 
 schools. Indeed there may be those who think the 
 school is over-officered. We have never put in an 
 officer, however, for the purpose of honouring anybody 
 or creating a new office. Every office is the outgrowth 
 of necessity and each officer has a special work to do. 
 The duties of some of the officers here named might be 
 performed by the assistant superintendents and by others ; 
 but we have found it desirable to work in new material in 
 this way as far as possible. 
 
vni 
 
 THE TEACHER AND HIS WORK 
 
 The teacher is the hinge upon which the Sunday- 
 school swings. The importance of the teacher's office 
 cannot be over-estimated. Indeed there is a sense in 
 which the teacher is the highest officer in the school. 
 Certainly the superintendent outranks the teacher, if at 
 all, only in an executive capacity. I am sure many 
 superintendents would look upon it as a promotion if 
 they could become teachers of classes. Jesus was a 
 teacher. He commands us to teach. Surely the teach- 
 ing of God's Word is a task worthy of all the highest 
 aspirations of any man, and full of promise. Volumes 
 have been written and others will be written on the work 
 of the Sunday-school teacher. It is our purpose here 
 to give a few suggestions only regarding the teacher and 
 his work. 
 
 The Teacher Preparing. Other things being equal, 
 the difference between success and failure in the work of 
 a Sunday-school teacher is usually a matter of prep- 
 aration. Ample, intelligent and painstaking prepara- 
 tion will often change what would otherwise be drudgery 
 into a satisfying pleasure. The preparation of a teacher 
 for his work should be twofold : first, general ; second, 
 specific. 
 
 General Preparation, i. The teacher should have 
 a knowledge of the Bible, This does not refer 
 
 96 
 
The Teacher and His Work 97 
 
 to a knowledge of next Sunday's lesson but to a general 
 knowledge of the Book itself ; the relation of one part 
 to another, its general scheme and scope. The teacher 
 should have at his command such a comprehensive 
 knowledge of the whole Book that he may be able at 
 once to locate any leading event or incident, not only by 
 finding it in the Bible but in its relation to the whole 
 Bible story. The teacher needs to know the Book it- 
 self; teachers nowadays are too prone to read what 
 others are saying about the Bible, rather than to study 
 the Bible itself. 
 
 2. The teacher should have a knowledge of pedagogy. 
 A teacher should know what teaching is and how to do 
 it. The principles of the teaching process should be as 
 familiar to him as the faces of his pupils. There are, 
 however, very many most excellent teachers who per- 
 haps have never even heard of •* pedagogy " by that 
 name, yet in whose teaching may be found its very 
 essence. The teacher who really teaches, has a practical 
 knowledge of pedagogy, even if he never read a book 
 on the subject. Nevertheless, it will be greatly to the 
 advantage of any teacher to study the best books on this 
 subject. 
 
 3. The teacher should have a knowledge of the mind. 
 The same may be said of psychology as of pedagogy. 
 Many of our teachers possess in greater or less degree a 
 knowledge of the operations of the mind. It is shown 
 in the fact that even inexperienced teachers will use one 
 method of teaching with little children and quite an- 
 other with adults. For the highest results, however, 
 it is just as important that a teacher should study the 
 minds of his pupils as developed in their class work, 
 
98 How to Conduct a Sunday School 
 
 as it is for a farmer to study the soil in the various 
 fields of his farm ; indeed, infinitely more so. 
 
 4. A teacher should have large faith in the work. 
 This is a preparation only in the sense that it may be 
 cultivated. Perhaps it is rather a fitness than a prepara- 
 tion. Certainly no teacher will have large success in 
 teaching who has not large faith in the work. He 
 should beheve in the power of God's Word to do all 
 that God has said it would. He should recognize his 
 opportunity as God-given and the Sunday-school as the 
 choicest field he can work in. He should believe in his 
 work with all his heart and be filled with enthusiasm for it. 
 
 5. A teacher should have a passion for souls, Hora- 
 tio L. Sargeant was the founder in i860 of the Sunday- 
 school with which the writer was connected. At the age 
 of thirty-three, after an unusually intense business life, he 
 died. The senior pastor of the city paid him tribute in 
 these words : — " I believe Horatio L. Sargeant was in- 
 strumental in saving more souls in the city of Toledo 
 than any other man who ever lived in it ; and the reason 
 for his wonderful success was because he had a passion 
 for winning souls." Sargeant's time was not his own ; 
 he was a clerk in a railroad office and the superintendent 
 of a mission school. But his heart was on fire with a 
 consuming passion for souls. And for any without this 
 passion there will be little result. 
 
 Much of the general preparation, to which reference is 
 made above, may be acquired without special training. 
 Many successful teachers have had no training, indeed 
 they have never read a book which referred to the sub- 
 ject in a technical manner — unless we except the Bible. 
 Nevertheless it is very desirable that all shall secure all 
 
The Teacher and His Work 99 
 
 the information possible in the way of general prepara- 
 tion for the teacher's office. There are many most ex- 
 cellent books at command which will be found helpful. 
 Reference is made to them in the Appendix. 
 
 As a desirable feature of every teacher's general prep- 
 aration an important place belongs to the mastery of 
 some regular teacher training course, such as those recog- 
 nized by the International Sunday-School Association. 
 While this study cannot give to a teacher all the infor- 
 mation necessary it is a very great help, especially 
 along the lines of Bible-knowledge, pedagogy, child 
 study, etc. All of this general preparation is as neces- 
 sary for teaching in one department of the school as in 
 another. In addition to this, there should also be the 
 specialization study in the particular department where 
 the teacher is to teach. If it be the primary department, 
 certain Hnes of study should be followed that will be 
 found especially helpful ; the same is true in the junior 
 department and in all the departments even including the 
 adult. Much time and attention are now given to this 
 specialization study. 
 
 Specific Preparation. This refers to the preparation 
 of next Sunday's lesson or of next quarter's lessons. 
 Specific preparation is necessary. A day-school teacher, 
 if he is wise, will always study afresh the lesson he is to 
 teach, no matter if it is in the elementary grades, so that 
 it will be familiar to his mind. If this is necessary with 
 the day-school teacher it is infinitely more so with the 
 Sunday-school teacher, for the conditions are usually not 
 so favourable in the Sunday-school as in the public 
 school. This will require much diligent study and 
 preparation during the week. Indeed no teacher is a 
 
lOO How to Conduct a Sunday School 
 
 teacher on Sunday who is not a teacher during the 
 week. A soldier who is not a soldier in camp will not 
 be a soldier in battle. A thorough, adequate, specific 
 preparation of next Sunday's lesson with a grasp of its 
 relation to the whole of Bible history will set the teacher 
 far on his way towards success. 
 
 How to Prepare, i. Gather your material. This 
 involves first of all the study of the Bible lesson from the 
 Bible. The greatest need among Sunday-school teachers 
 to-day is original Bible study. This does not mean the 
 study of the Bible in the original languages, though that 
 is important ; it does mean the study of our English 
 Bible out of the Bible itself. First of all, the lesson 
 should be read repeatedly, using the best revised version 
 you can get. Read the text first for the purpose of get- 
 ting the story in your mind. At each successive read- 
 ing look for something specific in the text, as, for 
 instance, the places mentioned, the persons mentioned, 
 the things that were done, or said. Watch for the natural 
 divisions, noting the change in the general thought. In 
 many cases a lesson thus read will naturally fall into 
 parts, each part with a leading idea. The naming of 
 these ideas gives you an analysis of the lesson. It may 
 not be as choice an analysis as you will find in some of 
 the lesson helps ; but it may be the best one for you to 
 use as it is the product of your own mind. Of course 
 you will read all parallel passages, if there are any, and 
 look up all references which bear upon the subject. The 
 Bible is its own best commentary when intelligently used. 
 Gathering the material also involves a study of lesson 
 helps. Hundreds of the choicest minds in this and other 
 countries are focusing the wealth of years of study and 
 
The Teacher and His Work loi 
 
 preparation upon our Sunday-school lessons. For a few 
 pennies we can place upon our library tables the lesson 
 helps of our various denominations, and their quality 
 could not be improved if they cost dollars instead of 
 pennies. Of course first of all we will want the lesson 
 helps issued by our own denomination ; then it is well 
 to have some of those also issued by other denomina- 
 tions, and also as many as we can procure and have time 
 to study, of those splendid helps pubHshed by independ- 
 ent concerns. Lesson helps should be used with care 
 and discrimination ; don't try to use too many. I would 
 always use a lesson help with a pencil in my hand mark- 
 ing the items which appear to be most helpful to me. 
 
 At the World's Sunday-School Convention in London 
 in 1889, Rev. Richard Glover of Bristol made an address 
 which none of the delegates present will ever forget. In 
 that address were three sentences — referring to lesson 
 helps — which could not be improved upon : 
 
 " Brethren, use lesson helps ; but do not depend on 
 lesson helps." 
 
 " Use lesson helps with your Bible, and not apart from 
 it." 
 
 " Those lesson helps are the best which set you think- 
 ing, not those which save you thinking." 
 
 2. Arrange your Material. Having gathered a great 
 deal more material than you can possibly use, you will 
 next sort it and arrange it in usable form. This process 
 requires first of all that you should have the last lesson in 
 mind and also the next lesson and those which are to fol- 
 low. It is a great mistake to teach the lessons as if each 
 stood alone like this : 
 
102 How to Conduct a Sunday School 
 The lessons should rather be taught in this fashion, 
 
 In other words the lessons should be like links of a chain 
 rather than like bricks laid end to end. The linking of 
 the lessons together in this manner will make it easier for 
 the scholars to remember them because the recalling of 
 one will help to recall the one before it and the one after 
 it. The arranging of your material will also involve 
 keeping your scholars in mind. Some of the material 
 will not be adapted to your class, though it may be to 
 others. Of course you will have to eliminate part and 
 arrange the rest. The arrangement of your material in- 
 volves a teaching plan and this should be clearly defined 
 and decided upon before the teaching process is begun. 
 The first few minutes (sometimes called the attack or ap- 
 proach) are very important. A Sunday-school lesson 
 should be so arranged as to have \h.Qfish hook first and 
 the harpoon last. That is, the first few sentences should 
 make your lesson stick, and the last sentences should 
 make it hold. 
 
 Some Suggestions, i. Begin Early. This applies 
 especially to the week, but also to the quarter. It is well 
 at the beginning of the quarter to have in your mind an 
 intelligent outline of the whole twelve lessons. One can- 
 not hope for much success who puts off his lesson prep- 
 aration until late in the week. There are very many 
 advantages in getting an early start. Having your lesson 
 in mind, you will be thinking about it upon the street or 
 when going about your work. Suitable illustrations will 
 also come to your mind from your daily reading and 
 from your social and business intercourse with others. 
 
The Teacher and His Work 103 
 
 When you begin early you are wearing your Sunday- 
 school spectacles all the week, and see things from the 
 standpoint of your lesson. 
 
 2. Study Daily. When Paul was comparing one 
 church with another (Acts 17: 11), the point of superi- 
 ority of one over the other was their daily study of the 
 Scriptures. A daily study of the lesson gives you a bet- 
 ter chance to filter it, so to speak, and weigh it as well. 
 Then the lesson is always fresh in your mind. A little 
 time spent each day in study of the lesson is very much 
 better than a greater amount of time at one sitting. 
 
 3. Prepare Copiously. No one can teach all he knows 
 and teach effectively. It is the water in thestandpipe, the 
 water that does not come out, that makes the water which 
 does come out from the faucet come with such power. 
 David selected five stones from the brook with which to 
 fight the giant ; according to the record, however, he only 
 needed one ; had more been needed he would have been 
 ready. A teacher who is fully prepared in this way with 
 more than he can possibly use, even though much of it is 
 not in his teaching plan, will always be resourceful and in 
 command of himself. The great German, Goethe, said it 
 was a pitiable sight to see a teacher try to teach all he 
 knew. 
 
 4. Remember the Time Limit. As a rule the teacher 
 has about thirty minutes in which to teach the lesson. 
 This fact is vitally related to his method of preparation. 
 " Plan your work and work your plan " is a good motto ; 
 but you cannot work a forty minute plan into a thirty 
 minute period. We have often heard teachers say," Our 
 lesson was so interesting to-day that we only got to the 
 third verse." Sometimes this is all right ; but it is usually 
 
104 How to Conduct a Sunday School 
 
 a confession of defective preparation on the part of the 
 teacher. It is the teacher's business to get through the 
 lesson in the time allowed, and with a properly prepared 
 plan made with the time limit in view he will usually 
 succeed. There are exceptions to this rule, we will admit. 
 It is plain also that a teacher cannot teach all he would 
 Hke to ; his plan should embody only those things which 
 are most helpful to his class. A lesson thus planned and 
 taught will give better satisfaction to both pupil and 
 teacher than any of the time-absorbing side issues which 
 for the moment appear so interesting. 
 
 5. Prepare Prayerfully, Let your lesson preparation 
 be filled with prayer. You will need to prepare yourself 
 and prayer will give the best personal preparation. The 
 teacher should remember that he is the lesson in most 
 cases ; that " the teacher's life is the Hfe of his teaching." 
 All Bible study should be accompanied by prayer. The 
 Psalmist says, " Open Thou mine eyes that I may behold 
 wondrous things out of Thy law." One reason why we 
 see so few of the wondrous things is because we have 
 not asked to have our eyes opened. Put yourself into 
 the lesson. One of the best Bible teachers in New Eng- 
 land taught a class for many years. Almost every 
 scholar who entered the class, and there were hundreds of 
 them, became a Christian and joined the church. When 
 asked the secret of his success he would reply, " I just 
 keep sheUing my pod of P's, 
 
 " Pray. 
 Plan. 
 Prepare. 
 Pour Out. 
 Pull In." 
 
The Teacher and His Work 105 
 
 It was my privilege in crossing the ocean in the sum- 
 mer of 1903 to become acquainted with Rev. W. H. 
 Griffith Thomas, an EpiscopaHan clergyman of London, 
 England, now connected with a Theological Seminary, 
 Toronto, Canada, who is the author of a number of books 
 on Bible Study and has spoken at Northfield and else- 
 where in our country. Before separating from him on 
 landing he gave me these hues, which bear upon the sub- 
 ject of this chapter : — 
 
 " Think yourself empty. 
 Read yourself full. 
 Write yourself clear. 
 Pray yourself hot." 
 
 The Teacher in the Class. Much of the teacher's suc- 
 cess in the presence of the class depends upon three 
 things : — 
 
 1. Thorough Preparation. | 
 
 2. A Definite Plan. | 
 
 3. The Teacher's Manner. 
 
 Before reaching the teaching period of the Sunday- 
 school session there are various features of the opening 
 exercises to which attention must be given. The teacher 
 who is able to secure the heartiest cooperation and 
 participation in these general exercises will have, ordi- 
 narily, the least trouble in teaching the lesson. It is 
 quite important therefore that the teacher himself should 
 engage heartily in all that the school is doing, thus setting 
 his class a good example. 
 
 All the class material needed for the day, such as song- 
 books in sufficient number, Bibles in the hands of all, a 
 pad or pads for all the scholars, should be in hand before 
 
io6 How to Conduct a Sunday School 
 
 the teaching period, escaping thus the confusion incident 
 to the distribution of books, cards, envelopes, etc., when 
 the teacher begins the work of presenting the lesson. 
 But he cannot present what he does not possess; he 
 must have in his mind, then, a very clear outline of what 
 he intends to teach and also a plan of his method of pre- 
 senting it. This plan need not, and indeed should not, 
 be always the same. There is opportunity for consider- 
 able variety at this point. But so much depends upon 
 the first five minutes of the lesson period that the teacher 
 needs ^to have some plan so definitely settled that he is 
 master of the situation from the very first. Woe to the 
 teacher who comes to this point without knowing before- 
 hand what he is going to do or say. 
 
 The Teaching Process. The lesson of the day should 
 be made the outstanding theme. It should be made as 
 real as possible. Put life into it. Sometimes the hold- 
 ing up of an object at the very opening will command 
 the attention ; sometimes having the scholars draw some- 
 thing on their pads, something in the lesson or associated 
 with it will accomplish the same thing. Most of the 
 Bible lessons can be made so real that the scholars can 
 fairly see the characters themselves. It is well to use the 
 imagination and put yourself, as far as possible, into the 
 conditions as they existed at the time the lesson was 
 written. It would be impossible to be dull describing a 
 railroad accident if you had been in it. Make the lesson 
 live. " Seize the moment of excited curiosity to fix the 
 truth." Make your teaching positive rather than nega- 
 tive. The lesson should not be made a whip to snap 
 over the heads of the scholars. Make your applications 
 as you go along. The time to catch a fish is when he 
 
The Teacher and His Work 107 
 
 bites. The old-fashioned fable with a moral at the end 
 will not do for Sunday-school teaching. 
 
 There should be no lesson-helps in the hands either of 
 teacher or scholar ; Bibles only are permissible and, in- 
 deed, these should be closed most of the time. Doctor 
 Hamill says, " The A B C of good teaching is All 
 Books Closed ; " and he is right. It is impossible to over- 
 estimate the power of the " emancipated eye " during the 
 teaching process. 
 
 The Art of Questioning. The average teacher when 
 poorly prepared will usually lecture to the class ; if well 
 prepared he will ask questions of the class ; if thoroughly 
 prepared he will endeavour to provoke questions from the 
 class. The art of combining the last two methods marks 
 the highest skill in teaching. " Never tell a scholar what 
 you can get him to tell you ; and never tell a scholar 
 anything without asking him to reproduce it." These 
 principles have been laid down for many years in the 
 best books on this subject. The question hook is the 
 sceptre of power in the hands of a wise teacher. 
 
 Do not question individuals ; question the class and 
 individuahze after the question is asked. For example, 
 if you speak a boy's name and then ask him a question, 
 other boys will feel free from responsibility for the time 
 and may not give attention. If your question is directed 
 to the whole class so that every boy is looking for it to 
 come his way, you will probably have their attention 
 from the start ; then you may select the boy who shall 
 answer the question. Some teachers find it preferable to 
 ask questions repeatedly of the same scholar, especially if 
 that scholar is the least attentive one in the class. He 
 soon understands the penalty of inattention. 
 
lo8 How to Conduct a Sunday School 
 
 Do not ask leading questions which can be answered 
 by " yes," or " no," or a nod of the head ; a question 
 which requires no thought for its answer does more harm 
 than good. 
 
 Do not answer your own question by embodying in 
 the question itself the elements or suggestion of the 
 answer. Give just as little information as possible in the 
 question, expecting the scholar to give as much as possi- 
 ble. 
 
 Do not confine your questions to those who can 
 answer them best ; you can give the brighter scholars the 
 harder questions and the duller scholars the easier ones ; 
 but do not pass by any one in the asking of your ques- 
 tions. 
 
 Do not ridicule or directly negative a wrong answer if 
 honestly given. A primary teacher once asked her class 
 where Jesus was born. A scholar answered very 
 promptly, " At Jerusalem." Many teachers would have 
 said " no," and tried for another answer. Not so, how- 
 ever, with this teacher, who was wise. She said, " Thank 
 you ; very close to Jerusalem, only a few miles away at a 
 
 little town called " " Bethlehem," said several at 
 
 once. " Yes — at Bethlehem very close to Jerusalem." 
 She gave this scholar to understand that he had helped to 
 answer that question. As a result he will try again. 
 
 The Art of Illustration. Illustrations to a lesson are 
 like windows to a house — they let in light. They should 
 be used sparingly and never dragged in. Before using 
 an illustration it is always wise to ask two questions : 
 Is an illustration needed ? Have I an illustration that 
 will fit ? If the answer is " Yes " in both cases, proceed 
 with your illustration. An illustration should always be 
 
The Teacher and His Work 109 
 
 simple, clear, and easily understood. If it requires any 
 explanation, it is either a poor illustration or poorly told. 
 It should be like a ray of light in a dark night. 
 
 Patterson DuBois says : " Illustrations should be apt, 
 vivid, wholesome." The Master gave, perhaps, the best 
 method of illustration, which is that of comparison. He 
 was trying to teach the people about the Kingdom of 
 God, consequently, in speaking about the Kingdom, He 
 compared it with things they knew about. Hence, we 
 find that the word " like " is the key to the Saviour's 
 illustrations. How many of His parables have sentences 
 like this : " The kingdom of heaven is like a net," " like 
 a sower," '< hke leaven," " Hke a man taking a journey," 
 " like mustard seed," " like a man that sowed good seed in 
 his field," " like treasure hid in a field," " like a merchant 
 seeking goodly pearls," etc., etc. ! 
 
 Illustrations should be positive rather than negative. 
 They should be taken from daily life rather than from 
 books, and from incidents familiar to those being taught. 
 Care should be taken not to overdo an illustration, nor 
 tell a story or give an incident at such length or in such 
 a manner as to cause the scholars to remember the illus- 
 tration rather than the thing illustrated. The best illus- 
 tration of a good illustration with which I am familiar is 
 — the eye glasses or spectacles : they make things plainer 
 than they would be without them. Like the eye glasses, 
 an illustration should be looked through, and not looked 
 at. 
 
 Concentrate Upon the Central Truth. Do not try to 
 teach all there is in a lesson. Select a central truth. 
 This central truth may be different in different classes and 
 with different scholars in the same class owing to their 
 
no How to Conduct a Sunday School 
 
 varying needs. Having decided upon the one thing you 
 most desire to impress, teach that. It is better to teach 
 one truth in twenty ways than to teach twenty truths in 
 one lesson. Teach a Httle, but teach it well ; it is easy to 
 forget. A great teacher once said, " Not what I may re- 
 member constitutes knowledge, but that which I cannot 
 forget." 
 
 The lessons of life seem very hard for us to learn. We 
 are so dull that we must be taught over and over again. 
 The teacher cannot overestimate the value of repetition 
 and review. The Jesuits have a saying that ** Repetition 
 is the mother of learning." Always review the lesson 
 after teaching it, at least in some degree. Call up the 
 lesson that has gone before and tie the two together. 
 Look ahead to the next lesson and arrange a place for it 
 to fit into your plan. 
 
 Training for Service. Keep the main purpose con- 
 stantly in view. All Sunday-school teaching is primarily 
 for instruction ; but ultimately it is for salvation, edifica- 
 tion and training for Christian service. You should aim 
 definitely in the case of each scholar in your class, first of 
 all for his conversion, then to build up in him a strong 
 Christian character, based on the Word of God. Nor 
 should it be forgotten that part of the teacher's work is to 
 train the scholar for active service in personal work for 
 Christ and humanity. 
 
 The teacher's example is all important. We teach more 
 by what we are than by what we say or do. The teacher 
 must be what he seeks to have his scholar become. The 
 teacher who is the ideal of his scholars as a Christian man 
 or woman will have tremendous influence with them. He 
 should have sympathy for them in all of their experiences. 
 
The Teacher and His Work 1 1 1 
 
 He should give himself unreservedly to his class. You 
 can give without loving ; but you cannot love without 
 giving. 
 
 Do not on any account allow yourself to get discour- 
 aged. Whoever does his best succeeds. God's promise 
 is to the faithful. It is impossible to tell just what will 
 produce the best results. The day you seemed to fail — 
 and went home with heavy heart and tearful eyes may 
 have been the best day's work you ever did. Fidelity 
 is success. 
 
 When you are alone at home after the Sunday-school 
 is over, the experiences of the day should be reviewed 
 and, if mistakes are discovered, endeavour to find a way to 
 remedy them. Write to those who were absent. Begin 
 immediately to plan for the next Sunday's work. The 
 teacher who will carry his scholars and his lesson in his 
 mind and upon his heart all the week will soon discover 
 the supreme joy of Sunday-school teaching. " And they 
 that be teachers shall shine as the brightness of the firma- 
 ment and they that turn many to righteousness as the 
 stars forever and ever" (Dan. 12:3, Marg.). 
 
IX 
 
 THE WORKERS* MEETING 
 
 Have a Workers' Meeting. It is quite impossible to 
 overestimate the value of a properly conducted meeting 
 of this kind. This is because of the importance of the 
 Sunday-school as a factor in the work of the Kingdom. 
 Certainly all Christians are agreed that the Sunday-school 
 is the most fertile field the church can possibly cultivate. 
 This is, first, because it is easier to win children to the 
 Kingdom of God than it is to win adults. Not only that, 
 but they are much more valuable in Christian service 
 when their training begins in youth. Probably four-fifths 
 of those who unite with our churches upon conversion, 
 both in this country and England, come through the 
 Sunday-school. While the workers' meeting is helpful to 
 all officers and teachers, it is particularly so to the 
 teachers. Some one has said that, when it comes to win- 
 ning souls for God in the Sunday-school, " The pastor is 
 across the street, the superintendent is at arm's length, 
 but the teacher is face to face!' The teacher evidently 
 has the place of greatest privilege and richest opportunity, 
 a place and a task the infinite possibilities of which de- 
 mand the noblest service that every faculty can render. 
 In view of these facts, can anything be more important 
 than training and preparing the teachers in the art, not 
 only of teaching, but of soul winning ? Nevertheless 
 only a small proportion of all the churches in the United 
 States and Canada have a regular workers' meeting. 
 
 112 
 
The Workers' Meeting 113 
 
 It is the coaling station of the school. It will take de- 
 termination, work, perseverance, push and prayer to make 
 this meeting a success ; but it is worth more than it costs. 
 Have a workers' meeting ! 
 
 The Real Purpose of the Workers' Meeting. Fail- 
 ure to comprehend its design and importance is the reason 
 for the common apathy to be found in many places con- 
 cerning the workers' meeting. No superintendent who 
 fully realizes its real purpose and value will willingly do 
 without it. First, let me say that the name " teachers' 
 meeting," which is in common use, is in some respects a 
 handicap. The true workers' meeting is no more ex- 
 clusively for the teachers than it is for the officers, nor is 
 it for either of these to the exclusion of several other 
 classes of people whom we shall name later. Its intent is 
 to aid all those who have anything to do with the 
 management of the Sunday-school, whether officers, 
 teachers, or assistants of any kind. Of course the greater 
 part of the time will be given to the consideration of the 
 lesson for the following Sunday ; and yet this meeting is 
 not so much to prepare the lesson as to study the methods 
 of presenting the lesson. We have many valuable lesson 
 helps which throw light upon the lessons and place at our 
 disposal more than we can possibly teach. 
 
 The workers' meeting, however, will enable the teach- 
 ers and workers to assist one another by giving to each 
 the benefit of the study and ideas of all. It will tend to 
 unify the teaching in the school, and this is important. 
 There should be ample time given, also, for the consid- 
 eration of anything regarding the management of the 
 school, including the duties of all the officers. Discus- 
 sions concerning the grading of the school, the library, 
 
114 How to Conduct a Sunday School 
 
 the preparations for Christmas, Easter and similar occa- 
 sions, and, indeed, anything else which has to do with the 
 welfare of the school, are as appropriate at the workers' 
 meeting as is the treatment of the lesson. Help should 
 be rendered where help is needed, and when the of- 
 ficers, as well as the teachers, understand that they will 
 all get something at the workers' meeting which will help 
 them in their particular work, they will be likely to at- 
 tend. The workers' meeting enables the school to con- 
 centrate its endeavours to the strengthening of the weak 
 places. 
 
 ^A^hen and Where ? If possible, always have a fixed 
 night and always meet at the church. The advantages 
 of a fixed time and place are obvious. Those who are 
 absent from one workers' meeting or from the school 
 will know exactly when and where it is to meet the next 
 time. Besides, at the church you have the conveniences 
 for the meeting, such as a blackboard, maps, etc., which 
 you do not find in a private house. It is desirable to 
 give a whole evening to it, and this will be found little 
 enough when its real value is understood. A workers' 
 meeting tacked on before or after another meeting, while 
 a great deal better than none at all, falls far short of the 
 possibilities of this agency. As to the best time in the 
 week, we favour Friday night if it does not conflict with 
 the prayer-meeting, for the reason that it is nearer Sun- 
 day. The teachers will have had time to study the les- 
 son, and consequently their exchange of views will make 
 the meeting brighter, and their thoughts more helpful to 
 one another. However, any night in the week, provided 
 you can have the whole evening, is better than any other 
 night on which you can have but part of the evening. 
 
The Workers' Meeting 115 
 
 Some will say that they cannot spend two nights a week, 
 giving one each to the prayer-meeting and the workers' 
 meeting. We have often heard this, and used to believe 
 it ; but our observation is that in practice it is not so. 
 If the two meetings are properly conducted, the one 
 should create a relish for the other. 
 
 Fundamental Features. There are three funda- 
 mental features : I. Devotional exercises. 2. Instruc- 
 tion. 3. Items of administration. 
 
 (i) The devotional exercises should not be crowded 
 into a corner. We should never be so hurried that we 
 cannot take time for prayer and song. There ought to 
 be much prayer ; prayer not only for the school itself, 
 but especially for the next Sunday's service ; prayer for 
 the sick, for the dying, for the absent, for those who are 
 spiritually interested, for the indifferent. 
 
 (2) The instruction at the meeting should include not 
 only the treatment of the lesson for the following Sunday, 
 but also any supplemental work that may be done as a 
 regular part of the program, and in addition, the dis- 
 cussion of practical methods of Sunday-school work. A 
 part of the meeting is frequently given up to teacher 
 training, and this often works well. 
 
 (3) Under the head of items of administration, every- 
 thing should be included that has to do with the Sun- 
 day-school management, studying the school in all of 
 its departments, together with the hearing of reports, 
 making announcements, planning for coming events and 
 the like. 
 
 The relation of these general divisions to one another 
 will be best determined by local needs, but we should 
 say, on general principles, that the discussion of the lesson 
 
Il6 How to Conduct a Sunday School 
 
 for the following Sunday should take about half the time 
 of the entire session. Divide the rest of the time about 
 evenly between the devotional exercises and the items 
 of administration. An hour and a quarter is quite short 
 enough ; an hour and a half is much better for the whole 
 meeting. 
 
 Uniform and Graded Lessons. The workers' meeting 
 can be held, and will be found valuable, whether the 
 school is using the uniform or the graded lessons. The 
 meeting can be conducted in very much the same way 
 except when it comes to the teaching of the lesson. If 
 the uniform lesson is used, all departments studying the 
 same lesson, one person may conduct the teaching 
 period. If the graded lessons are used, it will be better 
 to put all the general exercises at the opening of the 
 meeting, after which the teachers can separate into 
 groups representing the various departments. This 
 will give them opportunity to study their own particular 
 problems and to go over their separate lessons prepara- 
 tory to the work of the coming Sunday. Where graded 
 lessons are used in a small school with perhaps but one 
 or two teachers in a department, this will not be found 
 quite so easy but, nevertheless, it can be done with profit. 
 
 Special Features. Monotony will take the edge off of 
 anything ; the workers' meeting is no exception. There 
 should be as much variety in the program of the meeting 
 as is consistent with its general plan and purpose. A 
 few things are here suggested that have been tried with 
 success. 
 
 1. A ten-minute drill, designed to aid the teachers 
 along the line of pedagogy, Bible history, geography, etc. 
 
 2. A short paper, not over seven or eight minutes in 
 
The Workers* Meeting 117 
 
 length, on some practical theme of Sunday-school work, 
 either general or local, the subject having been previously 
 assigned and the writer notified. The following topics 
 for consideration will indicate the kind of subjects which 
 may be suitable and profitable : 
 
 How may we increase our membership ? How get 
 the most out of a lesson help ? Shall we try to have a 
 library ? The social side of our school hfe. My idea of 
 a good teacher. — (Given by several scholars.) What 
 about new song-books ? How increase our missionary 
 offering ? How shall we observe Christmas ? Our duty 
 to absent and irregular scholars. The value of class 
 organization, etc., etc. 
 
 As a practical illustration, the following items were re- 
 cently considered in our meeting : 
 
 (i) Shall we practice for and have a fire drill in our 
 school occasionally ? 
 
 (2) What can we omit from the opening or closing 
 exercises of the school in order to give the teachers more 
 time with their classes ? 
 
 (3) Would it be feasible to run the school ten min- 
 utes longer to accomplish the above result ? 
 
 (4) Shall we change the school to the afternoon, run- 
 ning from 2 : 30 to 4 : 00, so we may have ample time ? 
 
 (5) What can we do to hasten the coming of our new 
 " Model Sunday-School Building " ? 
 
 3. Occasionally a meeting might be designated as 
 ** scholars' night," each teacher being requested to bring 
 one member of his class, that the scholars may see what 
 the workers' meeting is. 
 
 4. In schools of considerable size it will be pleasant 
 and profitable to put the devotional exercises of the 
 
Il8 How to Conduct a Sunday School 
 
 workers' meeting for one night in charge of the officers 
 of a given department of the school. For instance, sup- 
 pose you have a cradle roll ; let the superintendent of the 
 cradle roll department take charge of the devotional exer- 
 cises at one meeting. This officer would open the meet- 
 ing in the usual way, except that the hymns and prayers, 
 and Scripture reading also, would be appropriate to the 
 cradle roll work. Then a brief report would be given, 
 stating how many members they have, and how the 
 teachers can help to carry forward the work of the de- 
 partment, reciting also any cases of special interest ; this 
 to be followed by a season of prayer for that department. 
 In the same way, on another night, the home department 
 could be considered ; then the beginners, primaries, 
 juniors, intermediates, seniors, adults, etc. Also, give a 
 night to such other activities as the sunshine band, the 
 messenger boys, etc. 
 
 5. Devote ten minutes at each session to an " imag- 
 inary tour" through the countries mentioned in the 
 lessons. Appoint in advance one person to read a letter, 
 which would purport to have been written from the 
 scene of the lesson for that evening and at the very time 
 the incident occurred. Suppose, for instance, the lessons 
 are from the gospels. Letters could be written from 
 such points as " Bethlehem," " Jerusalem," ♦* Jordan's 
 Banks," " Nazareth," " Capernaum," " Sea of Galilee," 
 following the course of lessons as closely as possible. 
 Each paper should begin where the preceding one left 
 off, and thus keep the imaginary party in constant com- 
 pany with those concerning whom they are studying. 
 The scheme is the same as that worked out in the book 
 entitled, " The Prince of the House of David," though, of 
 
The Workers' Meeting 119 
 
 course, on a smaller scale. This plan has worked admir- 
 ably with us on several occasions. 
 
 6. It is a good thing to have some special objects for 
 prayer at each meeting during, say, a quarter. Suppose 
 at one workers' meeting the superintendent should make 
 this announcement : " Our special prayer for the coming 
 week and at the next workers' meeting will be for the 
 senior department," or, " for God's blessing upon our 
 decision day," or, " that the Lord will send us more 
 teachers." The good effect of this is that it secures the 
 concentration of the thought of all, and the prayers of 
 all, on the same thing. 
 
 Do not try to have more than one of these special fea^ 
 tures in operation at one time. 
 
 Who Should be in Charge ? The superintendent. 
 But it does not follow that he should teach the lesson. 
 That should be done by the person, or persons, best 
 adapted to it, whether the uniform lesson is used or the 
 graded lessons ; the superintendent, however, being in 
 general charge of the meeting. It is really his cabinet, 
 his board of counsellors, and he should there be free to 
 present anything that needs to be considered relative to 
 the welfare of the school. Indeed, he should have a care- 
 fully prepared schedule for each meeting, having pre- 
 viously decided upon what items must receive attention. 
 
 Who Should Teach the Lesson? If you have in 
 your church one person who is especially fitted to do 
 this particular work of teaching the preparatory lesson, 
 whether it be pastor, superintendent, or teacher, that is 
 the person who should be placed in charge of the lesson 
 period. There are many advantages in this arrangement, 
 chief among which is that one regular leader can plan 
 
120 How to Conduct a Sunday School 
 
 his work in advance and maintain greater continuity of 
 study than could be secured in any other way. In most 
 churches the pastor is best fitted for this work. In many 
 churches, however, there is no one person who can be 
 depended upon continually and some other plan must be 
 devised. Sometimes it is well to select a few of your 
 best teachers, and have them take turns in teaching the 
 lesson. Another very helpful way, and one which can 
 be used in any school, whether they have a good leader 
 or not, is by the use of the " angle " method, to which 
 reference will be made later. 
 
 Methods of Conducting the Lesson Period, i . Prob- 
 ably the most common method is that of having one 
 teacher conduct the lesson study regularly. If this 
 method is followed, the leader should not lecture to the 
 teachers. Not one instructor in a hundred can profita- 
 bly lead a workers' meeting indefinitely by the lecture 
 method. The cemetery is full of workers' meetings that 
 have been talked to death, and their phantoms rise up 
 to haunt us. Other things being equal, that workers' 
 meeting is most profitable which has the largest number 
 of contributors, providing they are all cooperating under 
 the direction of a wise leader. 
 
 2. Occasionally it is a good plan for the leader to 
 pretend that the teachers are all primary scholars, or 
 juniors, or intermediates, or young people, and to teach 
 them accordingly. This custom is prevalent in primary 
 unions, but it may be profitably applied in regular work- 
 ers' meetings where workers of all grades are found. 
 
 3. In some workers' meetings the lesson is taught 
 briefly twice and even three times, each treatment being 
 given by a person representing some one department in 
 
The Workers' Meeting 121 
 
 the school. For instance, the primary teacher would go 
 over the lesson, bringing out those features which are 
 most helpful to primary workers. Then a teacher of 
 boys or girls would do the same thing, having in mind 
 that department ; then, perhaps, a third leader would 
 treat the lesson from the standpoint of an adult class. 
 This method is not generally satisfactory, but many like 
 it. Of course, it would not be used in a school where 
 they have graded lessons and where the meeting is con- 
 ducted as indicated above. 
 
 4. One of the most helpful methods we have found is 
 to assign a specific thought to each of a dozen teachers, 
 upon which each one will prepare and, at the meeting, 
 present his one particular feature. This is commonly 
 called the " angle " method. The writer and many others 
 have found it highly valuable, and it is growing in favour, 
 though it loses its interest if used continuously. It has 
 two great advantages : First, a skilled leader is not nec- 
 essary, though, of course, it is very desirable to have one ; 
 almost anybody is willing to lead the workers' meeting 
 by this method. Then, in the second place, you are sure 
 of at least a dozen or so of people who will be ready to 
 give thoughts upon the lesson from as many different 
 ** angles." The explanation of these " angles " is usually 
 placed upon a little leaflet, each of the " angles " being 
 numbered. These leaflets are handed out several weeks 
 in advance, by the one who is to lead the meeting, to 
 those from whom he desires assistance, assigning one 
 *' angle " to each person. By looking over the following 
 list of " angles " the scheme will be very easily under- 
 stood. It should be made plain that all present are in- 
 vited to ask questions or in any other way contribute to 
 
122 How to Conduct a Sunday School 
 
 the meeting. The lesson leader is expected to be pre- 
 pared on all the " angles " so as to take the place of any 
 who may be absent, and to supplement such answers as 
 may not be sufficiently complete. Of course those hold- 
 ing the •* angles " should be careful not to cover more 
 ground than that which is implied in their own " angle." 
 
 Angle No. i. Approach. 
 
 Give subject of last lesson, brief treatment of interven- 
 ing history, time, place and circumstances leading up to 
 this lesson. 
 
 Angle No. 2. The Lesson Story. 
 
 Give the lesson story in your own words. 
 
 Angle No. 3. Analysis. 
 
 Give a simple working outhne for studying and teach- 
 ing the lesson. 
 
 Angle No. 4. References. 
 
 Give helpful references and parallel passages, showing 
 how they bear upon the lesson. 
 
 Angle No. 5. Biography. 
 
 Give names of persons, classes and nations mentioned 
 or referred to. 
 
 Angle No. 6. Orientalisms. 
 
 Give any Oriental customs or manners peculiar to this 
 lesson. 
 
 Angle No. 7. Principal Teachings. 
 
 Give the principal truths most forcibly taught. 
 
 Angle No. 8. First Step. 
 
 Give a good way to introduce this lesson to your class 
 so as to secure attention from the start. 
 
 Angle No. 9. Primary. 
 
The Workers' Meeting 123 
 
 Give the features of this lesson which are best adapted 
 to small children. 
 
 Angle No. 10. Objects. 
 
 Give list of any objects which might be profitably 
 shown in teaching this lesson. 
 
 Angle No. II. Illustrations. 
 
 Give a few incidents or facts that will serve as illustra- 
 tions. 
 
 Angle No. 12. Practical Points. 
 
 Give the most practical points in personally applying 
 the lesson to the every-day \\i^ of the scholars. 
 
 Equipment. A good blackboard is indispensable. If 
 there is not a blackboard built into the wall, as in a pub- 
 lic-school building, we recommend the patent revolving 
 board as the next best thing. It is very light, convenient 
 and sightly. Lecturer's chalk is preferable to ordinary 
 school crayon. Get two sizes, one having the sticks one 
 inch square and three inches long, and coming in colours, 
 six sticks in a box ; the other is made one-half inch square 
 and three inches long, and comes twelve sticks in a box. 
 Plain, simple lettering is always the best, and no stroke 
 of the crayon should ever be made which cannot be clearly 
 seen across the room. 
 
 There should be at least three maps, one of Palestine, 
 another showing all the lands of the Bible, and a third 
 outlining Paul's missionary journeys. Other maps may 
 be useful, but these will suffice. It is better to have 
 maps which roll up out of the way. They last longer 
 and will keep cleaner. George P. Perry's chart, entitled 
 " The Life of Christ," is also very desirable, and likewise 
 a relief map of Palestine. I would particularly recom- 
 
124 How to Conduct a Sunday School 
 
 mend, also, a workers' library. A collection of fifty or 
 more choice books, selected with a view of assisting, in- 
 forming, inspiring and guiding the workers, will do the 
 Sunday-school more good than a scholars' library of 
 several times that number of volumes. A list of " Best 
 Books for Sunday-School Workers " will be found in the 
 Appendix. 
 
 Who Should Attend ? Certainly the pastor if he can 
 possibly do so. At no other time or place can he come 
 into such close touch with the forces that are to win 
 members for the church. 
 
 Certainly the superintendent and all his assistants, to- 
 gether with all the officers of the school ought to be there, 
 both that they may know what is going on, and that they 
 may get help for their special work. 
 
 Certainly all the teachers. We say, without hesitation, 
 that the teacher who can attend the workers' meeting and 
 does not do so is showing neither the kind nor the degree 
 of interest that is essential to any measure of success. 
 We believe, however, that, as a rule, teachers will come 
 unless unavoidably hindered, if they are helped by the 
 meeting, and it is made worth their while. 
 
 In addition to the above classes of persons who should 
 attend, we would name two more : First, the supply 
 teachers, i. e.^ those who are to take the places of any 
 teachers who may be absent ; and also, the prospective 
 teachers, those who are looking forward to occupying 
 the teacher's office. These may be, at present, members 
 of the teacher training class and this meeting will be a 
 very great help to them. 
 
 How to Work up the Attendance. First of all, the 
 best attraction is to have a good, helpful, live workers* 
 
The Workers' Meeting 125 
 
 meeting. Make it worth attending. However, even 
 then, not all of those you desire to reach will come. 
 What shall we do then ? Keep inviting them. Try to 
 lay it upon the heart of each department superintendent 
 to have all his officers and teachers present at this meet- 
 ing. We have often done this by putting figures on the 
 board. For instance, the superintendent of the school, 
 calling the roll of the departments, at the close of the 
 meeting, the primary superintendent would report, " We 
 have ten officers and teachers present, six absent." Enter 
 this upon the board. Call the various departments in 
 this way. When the figures are all before the teachers 
 they can see what department is showing up the best at 
 the workers' meeting. 
 
 Another good way is to encourage the teachers who 
 are present and are interested, to speak about the meet- 
 ing on the next Sunday to those teachers who sit near 
 them in the school, who did not attend, urging them to 
 come to the next workers' meeting. 
 
 Always announce the workers' meeting in the Sunday- 
 school. Do not scold the teachers for not coming, but 
 announce the meeting in such a way that those who do 
 not come will feel that they are missing something. 
 Send personal letters to those who are absent, taking it 
 for granted that all the officers and teachers will be there 
 if they can. Teachers, like scholars, will for the most 
 part do what you expect them to do. Even if you have 
 the best workers' meeting in the world, it will take special 
 effort, and a great deal of it to get some of your teachers 
 to attend. However, keep at it. Never give up. 
 
 The Quarterly Workers' Meeting. If the workers' 
 meeting is held every week, there is always one meeting 
 
126 How to Conduct a Sunday School 
 
 in the quarter when there is no lesson to study. Do 
 not, on any account, give up this meeting. It is the 
 most important of all. Definite plans for reviewing the 
 quarter's lessons should be made. It can also be profit- 
 ably used for several other purposes. First, it gives an 
 admirable opportunity to review the work of the past 
 quarter and to plan for the next one ; also to look over 
 the school in general and discover, if possible, where the 
 weak places are, and plan to strengthen them. At this 
 meeting it is worth while to have the full roll-call of all 
 officers and teachers. There may be opportunity also 
 for a brief talk from the pastor, or possibly from some 
 one invited in from outside. It is well also to have a 
 special prayer service for the blessing of God upon the 
 work. 
 
 It would not be out of place to have some refreshments 
 at this quarterly meeting. Meetings of this kind are just 
 as valuable to the Sunday-school as the meetings of the 
 bank directors are to the bank. Just in proportion as 
 the work of the school is laid upon the hearts of those 
 who are responsible for it, the school will prosper. 
 
 Remember that everything that is really worth while 
 costs much effort and persevering labour. Determine 
 not only to have a workers* meeting, but to have the 
 very best workers* meeting possible, and by God's bless- 
 ing you will have it. 
 
 " Plan your work, then work your plan." 
 
X 
 INSTALLATION OF OFFICERS AND TEACHERS 
 
 Installation Service Important. The benefits of a 
 service for the installation of officers and teachers must 
 be apparent to all. It enables the pastor in a vivid 
 manner to call the attention of the whole church to the 
 importance of the Sunday-school work, and to impress 
 upon the officers and teachers their responsibility in the 
 positions they hold. Officers thus inducted into their 
 office are apt to attach more importance to their work 
 than they otherwise would. 
 
 It would be well if this service could be held on the 
 last Sunday of the year, or, if not convenient then, early 
 in the beginning of the new year, whether it be the 
 calendar year or the year recognized by the church. It 
 should be held at the hour of the regular morning church 
 service, with the usual congregation present besides the 
 Sunday-school. This service is in charge of the pastor. 
 The front seats are reserved for the officers and teachers 
 of the Sunday-school. The workers assemble in the rear 
 room and enter in a body, the officers and teachers of 
 each department sitting together as far as possible, as also 
 do the members of the various committees. 
 
 Outline Service. We give below an outline of this 
 service as usually conducted in our church, and now con- 
 ducted in many other churches. It is somewhat more 
 elaborate than would be necessary in a small school, but 
 it may serve to give an idea of what may be made out of 
 
 127 
 
128 How to Conduct a Sunday School 
 
 an installation service. Printed slips containing the re- 
 sponsive readings, as given below, are supplied to all in 
 the building. The object in reproducing the scripture 
 readings is to show how the verses are fitted to the 
 departments or to the committee reading them. 
 
 Sometimes the sermon is given by some one else 
 than the pastor. At one installation service Dr. John 
 Potts officiated — our pastor leading in all the exercises 
 except the sermon. 
 
 The following order of service is usually 
 arranged to make a four page leaflet. 
 
 [Cover page] 
 
 Installation Service 
 of the 
 
 Officers, Teachers and Workers 
 
 of the 
 
 Washington Street Congregational 
 Sunday School 
 
 Toledo, Ohio 
 
Installation of Officers and Teachers 129 
 
 ©rber of Service 
 
 1. Organ Voluntary. (Sunday-school Workers enter and occupy 
 reserved seats.) 
 
 2. Doxology. 
 
 3. Invocation. 
 
 4. Gloria Patri. 
 
 5. Hymn. (Tune, Naomi.) All sing. 
 
 1. Thy Word is like a deep, deep mine, 
 
 And jewels rich and rare 
 Are hidden in its mighty depths, 
 For every searcher there. 
 
 2. Thy word is like an armoury 
 
 Where soldiers may repair, 
 And find for life's long battle day, 
 All needful weapons there. 
 
 3. Oh, may I find my armour there, 
 
 Thy Word my trusty sword ; 
 I'll learn to fight with every foe, 
 The battle of the Lord. 
 
 6. Scripture Selection, Psalm 1 19 ; 1-16. - - - Paste*, 
 
 7. Anthem. Church Choir. 
 
 8. Prayer. , - Pastor. 
 
 9. Morning Offering. 
 
 10. Statement by Pastor of the object of this service. 
 
 11. Note. The names of the workers in our Sunday-school who are 
 to be installed to-day for the work of the new year are found on the fourth 
 page of this leaflet. 
 
 12. Responsive Service. Pastor. 
 
 Pastor. — I beseech you therefore, brethren, by the mercies of God, that 
 ye present your bodies a living sacrifice, holy, acceptable unto God, which 
 is your reasonable service. — Rom. 12 : i. 
 
 General Officers. — Feed the flock of God which is among you, taking 
 the oversight thereof, not by constraint, but willingly j not for filthy lucre. 
 
130 How to Conduct a Sunday School 
 
 but of a ready mind ; and when the chief Shepherd shall appear, ye shall 
 receive a crown of glory that fadeth not away. — i Pet. 5 : 2-4. 
 
 Pastor. — And be not conformed to this world: but be ye transformed 
 by the renewing of your mind, that ye may prove what is that good, and 
 acceptable, and perfect will of God. — Rom. 12:2. 
 
 Door-jnen. — For a day in Thy courts is better than a thousand. I had 
 rather be a doorkeeper in the house of my God, than to dwell in the tents 
 of wickedness. — Ps. 84 : 10. 
 
 Pastor. — For I say, through the grace given unto me, to every man 
 that is among you, not to think of himself more highly than he ought to 
 think ; but to think soberly, according as God hath dealt to every man the 
 measure of faith. — Rom. 12: 3. 
 
 Courtesy Committee. — A man that hath friends must show himself 
 friendly; and there is a friend that sticketh closer than a brother. — 
 Prov. i8 : 24. 
 
 Pastor. — For as we have many members in one body, and all members 
 have not the same office : So we, being many, are one body in Christ, and 
 every one members one of another. — Rom. 12 : 4, 5. 
 
 Cradle Roll Superintendejtt and Assistants. — But Jesus said. Suffer little 
 children, and forbid them not, to come unto Me : for of such is the king- 
 dom of heaven. — Matt. 19 : 14. 
 
 Pastor. — Having then gifts differing according to the grace that is given 
 to us, whether prophecy, let us prophesy according to the proportion of 
 faith : Or ministry, let us wait on our ministering ; or he that teacheth, on 
 teaching. — Rom. 12: 6,7. 
 
 Beginners, Officers and Teachers. — Verily I say unto you. Whosoever 
 ?hall not receive the kingdom of God as a little child, he shall not enter 
 therein,— Mark 10 : 15. 
 
 Pastor. — And whatsoever ye do, do it heartily, as to the Lord, and not 
 unto men. — Col. 3 : 23. 
 
 Primary Officers and Teachers. — And Jesus, perceiving tke thought of 
 their heart, took a child, and set him by Him, And said unto them. Who- 
 soever shall receive this child in My name receiveth Me ; and whosoever 
 shall receive Me, receiveth Him that sent Me : for he that is least among 
 you all, the same shall be great. — Luke 9 : 47, 48. 
 
 Pastor. — But watch thou in all things, endure afflictions, do the work 
 of an evangelist, make full proof of thy ministry. — 2 Tim. 4: 5. 
 
Installation of Officers and Teachers 131 
 
 Junior Officers and Teachers. — Remember now thy Creator in the days 
 of thy youth, while the evil days come not, nor the years draw nigh, when 
 thou shalt say, I have no pleasure in them. — Eccl. 12 : i. 
 
 Pastor. — Let the word of Christ dwell in you richly in all wisdom ; 
 teaching and admonishing one another in psalms and hymns and spiritual 
 songs, singing with grace in your hearts to the Lord. — Col. 3:16. 
 
 Intermediate Officers and Teachers. — That our sons may be as plants 
 grown up in their youth : that our daughters may be as corner stones, 
 polished after the similitude of a palace. — Ps. 144: 12, 
 
 Pastor. — Consider what I say ; and the Lord give thee understanding 
 in all things. — 2 Tim. 2 : 7. 
 
 That thou mayest walk in the way of good men, and keep the paths of 
 the righteous. — Pro v. 2 : 20. 
 
 Senior Officers and Teachers, — Wherewithal shall a young man 
 cleanse his way? by taking heed thereto according to Thy Word. — 
 Ps. 119:9. 
 
 Let Mount Zion rejoice, let the daughters of Judah be glad, because 
 of Thy judgments. — Ps, 48 : 11. 
 
 Pastor. — Let not mercy and truth forsake thee ; bind them about thy 
 neck ; write them upon the table of thine heart. — Prov. 3 : 3. 
 
 Teacher Training Superintendent. — Study to shew thyself approved 
 unto God, a workman that needeth not to be ashamed, rightly dividing 
 the word of truth. — 2 Tim. 2 : 15. 
 
 Pastor. — Search the Scriptures ; for in them ye think ye have eternal 
 life : and they are they which testify of Me. — John 5 : 39. 
 
 Adult Officers and Teachers. — All Scripture is given by inspiration of 
 God, and is profitable for doctrine, for reproof, for correction, for instruc- 
 tion in righteousness : That the man of God may be perfect, thoroughly 
 furnished unto all good works. — 2 Tim. 3 : 16, 17. 
 
 Pastor. — For God so loved the world, that He gave His only begotten 
 Son, that whosoever believeth in Him should not perish, but have ever- 
 lasting life. — John 3:16. 
 
 Home Department Superintendent and Visitors. — And daily in the tem- 
 ple, and in every house, they ceased not to teach and preach Jesus Christ. 
 — Acts 5 : 42. 
 
 Pastor. — I charge thee therefore before God, and the Lord Jesus Christ, 
 who shall judge the quick and the dead at His appearing and His king- 
 
A 3^ How to Conduct a Sunday School 
 
 dom ; Preach the word, be instant in season, out of season ; reprove, re- 
 buke, exhort with all long suffering and doctrine. — 2 Tim. 4; i, 2. 
 
 Congregation. — The Lord bless thee, and keep thee : The Lord make 
 His face to shine upon thee, and be gracious unto thee : The Lord lift up 
 His countenance upon thee, and give thee peace. — Num. 6 : 24-26. 
 
 13. Hymn — (Tune, Uxbridge). All sing. 
 
 O teach me. Lord, that I may teach 
 The precious things Thou dost impart : 
 
 And wing my words that they may reach 
 The hidden depths of many a heart. 
 
 O fill me with Thy fullness, Lord, 
 
 Until my very heart o'erflow 
 In kindling thought and glowing word, 
 
 Thy love to tell, Thy praise to show. 
 
 14. Installatioa Sermon and Prayer. - Rev. John Potts, D. D. 
 
 15. Worker's Covenant. All workers joining led by the Pastor. 
 
 Trusting in the Lord Jesus Christ for strength, I 
 humbly promise Him and this Church that I will be 
 faithful to the extent of my ability, to all known duties 
 and responsibilities devolving upon me as a worker in 
 this Sunday-school. I will endeavour to be regular and 
 punctual in attendance; diligent in my lesson study; 
 loyal to the established rules of the school ; consistent in 
 my example ; and will seek earnestly the salvation and 
 edification of the scholars and the truest Christian fel- 
 lowship among the entire membership. 
 
 16. Consecration Hymn — (Tune, Dennis). . - - AH sing. 
 
 1. Father, my spirit search : 
 Reveal my needs to me. 
 
 As now, a Worker in Thy Church, 
 I give myself to Thee. 
 
 2. Thy lambs Thou bid'st me feed. 
 Feed me, O Shepherd mine ; 
 
 If led by Thee, then may I lead 
 My flock in paths divine. 
 
Installation of Officers and Teachers 133 
 
 3. Teach me to love Thy word, 
 Teach me to do Thy will ; 
 With earnest labours for my Lord 
 Help me my life to fill. 
 
 17. Consecration Prayer and Benediction. - - Pastor. 
 
 The last page of the printed program is used for the 
 names of the officers and teachers, indicating the titles to 
 their office and the department in which they work. 
 
XI 
 
 METHODS OF SECURING AND HOLDING 
 MEMBERS 
 
 Securing New Members. Dr. Peloubet has said, " It 
 is a sin for a school to be smaller than it can be." Cer- 
 tainly no school should be content not to grow ; and, if 
 conditions are normal, a healthy school will grow. It is 
 our purpose in this chapter to present some usable 
 methods for securing new members. As a principle it 
 ought to be stated that a rapid growth is usually an un- 
 healthy one. The late B. F. Jacobs used to say, " God 
 pity the Sunday-school that gets a hundred new scholars 
 at any one time." Very few schools, however, need have 
 any fear on this point ; yet some of the modern methods 
 of securing members produce very rapid growth. It is 
 possible to pour cold water continuously into a teakettle 
 when its contents are boiHng, and to do it so slowly and 
 evenly that the water will continue to boil right along. 
 But if you pour it in rapidly the boiling process will 
 cease. This illustrates how new scholars should be re- 
 ceived in a Sunday-school. If they come in more rapidly 
 than they can be assimilated and properly cared for, there 
 is a great danger of lowering the school temperature and 
 depreciating its standard of vi^ork. 
 
 Among the various methods of securing new members 
 we name the following : — 
 
 134 
 
Methods of Securing and Holding Members 135 
 
 The Personal Invitation. One of the large audi- 
 ences which assembled to hear Jesus preach was called 
 together by the " Come and see " of one woman. 
 There is no method of invitation to compare with this. 
 It was Andrew's personal invitation that brought 
 Peter, and Philip's personal invitation that brought 
 Nathanael. A personality can be put into a spoken 
 invitation that is almost wholly lost if the invitation 
 be printed or even written. A Sunday-school that 
 will make a business of personally inviting people to 
 its membership will have little to complain of in the 
 way of numbers. Superintendents should persuade 
 officers, teachers and scholars to cultivate the habit of 
 personal invitation. 
 
 The Printed Invitation. Good printing is always a 
 great help. The printed invitation can often be used 
 where the personal invitation cannot be given, and it can 
 also be used in connection with it. Use good printing 
 or none at all. A business concern which would con- 
 tinuously put out shoddy printing, of cheap appearance 
 and bungling style, will have a low rating in any com- 
 munity. Let your printed matter be tasty, well arranged, 
 in the highest style of the printer's art. Always use 
 good paper and frequently use colours. An invitation 
 should be short and to the point. Every superintendent 
 must use his own ingenuity ; at the same time he may 
 profitably learn much from others. We produce here- 
 with some very helpful styles of invitations. The dis- 
 play lines are printed in red, the remainder in any con- 
 trasting colour. 
 
136 How to Conduct a Sunday School 
 
 A Happy Family. 
 
 You never saw a happier one, nor one more united and con- 
 tented, than the more than one thousand folks — ranging in age 
 from a few days old to seventy five years — who compose 
 
 The "Washington Street Oongregational Sunday-School. 
 
 We do have good times together every Sunday from eleven 
 forty-five to one o'clock. You couldn't go to sleep if you 
 wanted to, and you won't want to. Everybody's busy. Just 
 like a beehive. Every feature counts. Souls are saved. 
 God is honoured. 
 
 Why Not Be In It? 
 
 Ernest Bourner Allen, Minister. 
 Marion Lawrance, Superintendent. 
 Application for Membership on other side. 
 
 Every Sunday in the Tear 
 
 As regularly as Sunday comes, a cheery welcome awaits you at 
 the Washington Street Congregational Church and Sunday- 
 School, "' On the Point," corner Washington and Dorr Streets. 
 (Norwood Belt and Dorr Street Car Lines pass the door.) 
 Preaching every Sunday at ten o'clock, followed by the Sun- 
 day-school at eleven forty-five. People's Popular Service 
 every Sunday night at seven-thirty. Our Sunday-school has 
 suitable departments and classes for all— old and young. We 
 endeavour by good fellowship and cordiality, spirited singing, a 
 splendid orchestra, earnest prayers, short talks, telling testi- 
 monies, faithful Bible study, and a variety of general exercises, 
 to please and help all who come among us, either as members 
 or visitors. Come next Sunday and see for yourself. 
 
 You will find a welcome here. 
 
 Ernest Bourner Allen, Minister. 
 Marion Lawrance, Superintendent. 
 
Methods of Securing and Holding Members 1 37 
 
 TIMES A YEAR,''"''^"^'"-^^ 
 
 ^^ M ^ AJ-^j.-!^*^ J. M, M. M^j. ^'-^j ^^ Sunday 
 1 W comeSy a cheery welcome awaits you at the 
 \J^^ Washington Street Congregational Church 
 and Sunday- School y " On the Pointy corner 
 Washington and Dorr Streets {Norwood Belt and Dorr 
 Street Car Lines pass the door). Preaching at ten and 
 seven-thirty and Sunday-school at eleven forty-five every 
 Sunday. We have suitable Departments and Classes for 
 all ages {one exclusively for men). We try by spirited 
 vocal and orchestral music ^ short, earnest prayers, faithful 
 Bible study and a variety of general exercises, to please, 
 interest and profit all who come among us. Please ac- 
 cept this invitation and come Next Sunday. 
 
 MARION LAWRANCE. 
 "We are Fearfiilly in Earnest. superintendent. 
 
 Our Sunday-school must glow and grow and go, 
 And I will help to make it so. 
 
 THIS IS THE SLOGAN OF THE 
 
 South Congregational Sunday-School 
 
 Which is *' at home " to visitors and friends every Sunday at noon. 
 Any one may join v^ho does not leave another school to do so, 
 and who is w^illing to take a working interest in the business. 
 
 It*s a busy and interesting place — profitable too, because it helps 
 folks to live right and to have a mighty good time doing it. 
 
 Ask any one who belongs to this Sunday-school and he will 
 tell you 
 
 " It's a Going Concern ' ' 
 
 Harry E. Peabody, Pastor 
 Marion Lawrance, Superintendent. 
 
 Corner 40th and Drexel Boulevard : Chicago 
 
138 How to Conduct a Sunday School 
 
 The last invitation presented above is printed on a 
 private post-card. On the left end of the address side is 
 printed the following : 
 
 "SUNDAY MEETINGS: 
 Preaching at 10 : 30 a. m. and 7 : 45 p. m. every 
 
 Sunday. 
 Sunday-school at noon. 
 South Church extends a warm welcome to any of 
 
 its services. 
 AND SO DO I." 
 
 This may be signed by any member of the school and 
 sent through the mails, though it is intended chiefly to be 
 handed to the person you desire to reach. 
 
 Districting the Territory. Some schools divide the 
 territory around their church into small districts, putting 
 one or two people in charge of each. They are sup- 
 posed to become familiar with their fields and regularly 
 invite to their Sunday-school those who do not go else- 
 vi^here. When newcomers move in, those in charge are 
 at once to ascertain the facts concerning the family and 
 report them to the school, after extending them a per- 
 sonal invitation. 
 
 I am told this method has been in successful operation 
 for a long time in the Tabernacle Baptist Sunday-school 
 of Raleigh, North Carolina, of which the late N. B. 
 Broughton was for so many years superintendent. When 
 a newcomer in the town is discovered they make a sys- 
 tematic and persistent effort to secure him ; that they 
 have large success is shown by the size of this splendid 
 school. If, for instance, the newcomer is a young man, 
 his name is read before the young men's class ; some one 
 
Methods of Securing and Holding Members 139 
 
 is specifically assigned to call upon him on Monday ; an- 
 other one on Tuesday ; another on Wednesday, and so 
 on throughout the week. Still another is assigned to call 
 for him on Sunday morning at his boarding house, or 
 wherever he may live, and endeavour to bring him to 
 the school. 
 
 The fact of a daily caller throughout the week cer- 
 tainly gives the impression that they are tremendously in 
 earnest, and the result is, one of the largest schools, for a 
 city of that size, anywhere in the country. It is also one 
 of the very best schools. 
 
 The Red and Blue Contest. This method of securing 
 new members has come into quite common use in many 
 places. Usually the whole school is divided into two 
 parts, each part under a captain. The captains having 
 been chosen, they themselves choose the members of 
 the school. One side is called the •' Reds " and the other 
 the " Blues." Each member of the two divisions usually 
 wears a little bit of coloured ribbon, one side wearing red 
 and the other blue. Buttons are now made and worn for 
 this purpose. Each division is properly organized and 
 starts out on a canvass for new members. Reports of 
 progress are publicly made to the school week by week 
 by figures on the blackboard, by a large imitation ther- 
 mometer, or any other device. A time is set for the con- 
 test to close, and great efforts are made within this time 
 limit to see which division will secure the most new 
 scholars. At the close of the contest some recognition 
 is accorded the new members ; and the defeated side is 
 obliged to tender a reception or banquet to their con- 
 querors. 
 
 I presume there are cases where this scheme has 
 
140 How to Conduct a Sunday School 
 
 worked advantageously and without harm to any one ; 
 but it is an exceedingly risky method. The scholars are 
 not always wise in their efforts to secure new members. 
 They are so anxious for their side to " beat " that they 
 will invite many who should not be solicited. Before 
 passing judgment upon the success of any such contest, 
 it would be well to find out what the other Sunday- 
 schools in the neighbourhood think about it. Any 
 method which induces scholars to leave one school and 
 join another is wrong. The Red and Blue Contest can 
 be conducted, however, without these evil effects, but it 
 requires great care on the part of those in charge. 
 
 A Limited Membership. This follows the principle 
 that what is most difficult to secure is most earnestly 
 sought. It has worked exceedingly well in some schools. 
 The officers determine how many members they can con- 
 veniently accommodate in their building. This may ap- 
 ply to the school as a whole or to the school by depart- 
 ments. For instance, a given building may be able to 
 conveniently accommodate one hundred in its primary 
 department. Set one hundred as the limit here, and re- 
 ceive no more. Use all proper means to secure the one 
 hundred, and when they are secured hold all other appli- 
 cations upon a *• waiting list," to be received as vacancies 
 occur. When a given department or indeed the whole 
 school has reached its limit it is possible to make stricter 
 regulations regarding attendance. For instance, it might 
 be announced by the superintendent that three Sundays' 
 absence without an excuse would cause one to lose his 
 membership in the school. If a scholar Hked the school 
 and knew that another was waiting to take his seat, he 
 would make unusual efforts to be present. This plan, of 
 
Methods of Securing and Holding Members 141 
 
 course, can only be worked where there is abundance of 
 material to work upon. 
 
 The Church in the School. Every member of every 
 church should be enrolled in the Sunday-school of that 
 church. There is no good reason why it should not be 
 so, and in many churches we find the entire church 
 membership enrolled in the Sunday-school. If, for any 
 reason, any member of the church cannot attend, there 
 is the home department, and membership here identifies 
 him with the Sunday-school. 
 
 The very first field for a Sunday-school to cultivate in 
 the securing of members is its own church roll. It would 
 be well if a committee were appointed consisting of 
 representatives of the adult classes and of the home de- 
 partment. Let this committee come together, each with 
 a copy of the church roll in his hand from which has al- 
 ready been checked the names of those who are in the 
 Sunday-school. Then call the roll, and ask some one to 
 be responsible for each name. When it is apparent that 
 a given person should belong to the home department, 
 let the home department become responsible for that per- 
 son. Having assigned the names in this way, the com- 
 mittee should begin to work through their classes and 
 organizations to secure these members by personal solici- 
 tation. They ought not to be contented with one invita- 
 tion if that fails, nor with two, nor with half-a-dozen ; they 
 should keep it up. It may be that if one person fails to 
 get a given member, his name should be turned over to 
 another person. If any person is especially hard to 
 reach, there would be no difficulty in putting his name 
 in the hands of half-a-dozen people in order that they 
 may all extend the invitation. We believe that thou- 
 
142 How to Conduct a Sunday School 
 
 sands of churches can secure every member of their 
 church in the Sunday-school if they become " fearfully 
 in earnest." This is a good place to begin. 
 
 A Good School. A school that is interesting, helpful, 
 stimulating, uplifting, vigorous, will of itself have a strong 
 drawing power. *• Have a good meal ready when you 
 ring the bell." Do not indulge in any clap-trap attrac- 
 tions to build up your membership. I heard of a school 
 whose membership increased two hundred in one week, 
 simply because the superintendent announced that on the 
 following Sunday everybody who came would get a warm 
 doughnut. Scholars who come for doughnuts will go 
 when the doughnuts are gone. All such devices do more 
 harm than good. In the long run, the school which does 
 honest, faithful work in the way of Bible teaching and 
 general instruction ; whose sessions are carried on with 
 life and vigour and tremendous earnestness ; whose con- 
 suming desire is to win souls for Christ and build up 
 Christian character, will have little need of special effort 
 to increase its membership. 
 
 Goodness does not depend on bigness, and many 
 schools have been worshipping at the shrine of bigness, 
 rather than at the shrine of goodness. Do not seek 
 members for the sake of numbers, but for the sake of 
 increasing your usefulness. The principles underlying 
 a healthy growth are these: — i. Have just as good a 
 school as possible. 2. Let the people know that you 
 are in the business. 
 
 Holding the Members. Holding the members is 
 really the test of organization. The percentage of at- 
 tendance to enrollment indicates the thoroughness in this 
 direction. For example, it is better to have an average 
 
Methods of Securing and Holding Members 143 
 
 attendance of five hundred out of an enrollment of seven 
 hundred, than it is to have an average attendance of seven 
 hundred out of an enrollment of twelve hundred. In the 
 first instance the percentage of attendance to enrollment 
 is seventy-one while in the other it is but fifty-eight. We 
 labour under many disadvantages. It is estimated that 
 the personnel of the average Sunday-school changes 
 about twenty to twenty-five per cent, annually. In the 
 public school the scholars are regular because they must 
 be ; but you cannot say must in a Sunday-school. The 
 power to hold comes from another source. Membership 
 in a Sunday-school should mean something. The more 
 it can be magnified and dignified the less difficulty there 
 will be in holding the members. 
 
 Follow up Absentees. It ought to be the rule of every 
 Sunday-school that no member, from officer to scholar, 
 could be absent a single Sunday without that fact being 
 noticed. There should be so much system in this matter 
 that if the teacher does not look up the absentee some- 
 body else will. Our greatest leakage is at this point. 
 We lose more scholars because they are not looked up 
 than from all other causes combined. A scholar who can 
 repeatedly absent himself from the school without having 
 any attention paid to the fact is justified in the conclusion 
 that they do not care much for him. 
 
 The best way to deal with an absentee is by a personal 
 visit from the teacher. This is better than a visit from 
 the pastor, superintendent, or church visitor. The 
 teacher's visit affords him one of the choicest opportuni- 
 ties he will ever have. There is a chance to speak the 
 personal word and to manifest a personal interest. If it 
 is impossible for the teacher to visit, then let him write a 
 
144 How to Conduct a Sunday School 
 
 personal letter ; this is better than a postal card. A call 
 over the telephone is better than a postal card or any- 
 written or printed message. To provide for the cases 
 where a visit cannot be made the school should have 
 some printed forms noticing the absence of scholars ; one 
 of these should be sent to every absentee. The printed 
 cards will at least give the absentees to understand that 
 they were missed. Sometimes a teacher can send word 
 to an absent scholar by one who is present. While these 
 methods are good, none of them can compare for effect- 
 iveness with a personal visit. 
 
 More scholars are won for Christ by personal invitation 
 than by class work. While the responsibility for this mat- 
 ter lies upon the teacher, the school should help the teacher 
 in every possible way by looking up absentees when the 
 teacher cannot or does not do it. 
 
 Care for the Sick. That would be a strange teacher 
 who would fail to use the opportunity afforded of coming 
 close to the scholar in time of sickness. The personal 
 visit, carrying some flowers, a picture card, booklet, fruit, 
 or indeed anything that will interest or please the scholar, 
 will do much to win his heart. It is wicked for a teacher 
 to write ♦' left " after the name of an absent scholar with- 
 out knowing or seeking to know the cause of the absence. 
 When one is sick and confined to the house, he is 
 especially sensitive to any kindness that is shown him, 
 and when he sees that the Sunday-school takes such a 
 vital interest in his welfare as to look after him when he 
 is sick, the chances are that he will stand by that Sunday- 
 school when he gets well and always have a good word 
 to say for it. 
 
 Birthday Letters. This will strengthen the teacher's 
 
Methods of Securing and Holding Members 145 
 
 hold upon the scholar and thus reduce the number of ab- 
 sences. Anything that can be done to establish the 
 teacher in the confidence and affection of the scholar will 
 do much towards securing regular attendance. The 
 teacher should know and recognize the birthday of every 
 scholar in the class. Here again a personal visit counts 
 for most and an autograph letter is next in value. Printed 
 forms are very nice indeed but they are not so good as 
 the written letter or the personal visit. One of the 
 printed forms used in our own school is reproduced in our 
 chapter on giving. 
 
 Practical Help. Sometimes scholars are absent be- 
 cause they need suitable clothing. Help judiciously given 
 at this point will do a great deal of good and will increase 
 interest in the Sunday-school. Teachers of scholars old 
 enough to work should know what they are doing, where 
 they work and what sort of work they can do. If any 
 are out of a position one of the best ways to tie them up 
 permanently to the Sunday-school is to help them get a 
 new position. Especially is this true of classes of work- 
 ing young men and women. Many classes are so well 
 organized that they really become employment bureaus 
 for their members who are out of a position. Positions 
 secured in this way are more likely to be with those who 
 would be in sympathy with the Sunday-school and its 
 activities, and thus the one securing the position would 
 be more likely to feel at home from the start. 
 
 The School a Home. I know of no power so effect- 
 ive in holding our scholars as to make the school a real 
 delight to all who attend. Use every effort to create a 
 school spirit, a spirit of friendHness. Call the school u 
 family. Refer to absentees as causing vacant chatilps 
 
146 How to Conduct a Sunday School 
 
 about the family hearthstone. When any scholar is 
 in trouble refer to it as trouble that has come to the 
 family. This esprit de corps should be cultivated all the 
 time. Our own church is referred to continually as 
 «• Our Church Home." We try to make it deserve the 
 name. We talk it up and walk it up. A large foliage 
 bed in front of the building forms these words : " Our 
 Church Home ; " this can be read from the passing street 
 cars. All of these things tend to cultivate that spirit of 
 fraternity which is so essential if you wish to hold your 
 members. They must be made to feel that they belong, 
 not only to the school itself, but to all who attend it. 
 
 We have found a salute very helpful. We call it the 
 " Pastor's Salute " because he suggested it. It is simply 
 the raising of the hand above the head and waving it. 
 Officers, teachers and scholars recognize each other at a 
 distance by this salute. It is especially pleasing to the 
 smaller children. Many times I have been arrested in 
 my reverie while on my way to or from the office or my 
 home by the shrill call or whistle of some children at a 
 distance ; upon looking up the waving hands said to me, 
 " We belong," and my waving hand answered, " So do I." 
 
 Love. After all, the cement that binds people to- 
 gether is Love. Folks will go where they are loved. 
 This is especially true of children. If the scholars 
 understand that their interests are taken seriously by 
 the officers and teachers of the Sunday-school and that 
 everything that is done for them is done through love, 
 they are very likely to respond with faithful attendance 
 and cooperation. It is put down as the test of the Chris- 
 tian church. We read in the Bible concerning God's 
 people that they should love one another and even the 
 
Methods of Securing and Holding Members 147 
 
 people outside of the church will say, " See how these 
 Christians love each other." Nothing can withstand 
 this love because it is the love of Jesus Christ in hu- 
 man hearts, and where love is, people will go and will 
 wish to remain. 
 
XII 
 
 THE PUBLIC RECEPTION OF NEW MEMBERS 
 
 New Members. On the last Sunday of each quarter, 
 during the opening exercises of the school, we give 
 public recognition to all the new members who have 
 entered during the quarter. There are several benefits 
 arising from this custom : — 
 
 1. It enables the whole school to know who the new 
 members are. 
 
 2. It makes the school feel something of a re- 
 sponsibility for the proper treatment of these new 
 members. 
 
 3. It makes the new members feel that they are 
 welcome. 
 
 4. It dignifies Sunday-school membership. 
 
 5. It strengthens the spirit of fraternity. 
 
 The reception exercises need not take more than 
 fifteen minutes, nor need they interfere with any other 
 feature of the session. It may be wise to explain the 
 program somewhat more in detail, and then present an 
 outline of the service as it is now used. 
 
 At the opening of the school, during the playing of 
 an instrumental number by the orchestra or pianist, a 
 sufficient number of front seats are vacated to accommo- 
 date the new members. The new scholars then take 
 these seats, the younger ones in the front and the older 
 ones in the rear. The row of seats or chairs just behind 
 
 14S 
 
The Public Reception of New Members 149 
 
 these new members is then occupied by those teachers 
 into whose classes new scholars have entered during the 
 quarter. When the time comes to form the " Love 
 Circle," to which reference is made in the exercise below, 
 the officers of the school take their places at the sides 
 and in front of the seats occupied by the new members, 
 and join hands with one another and with the teachers 
 seated behind the new members. Within this •* Love 
 Circle " are the new members, also the pastor and super- 
 intendent. While these officers and teachers are stand- 
 ing with their hands clasped the pastor leads in the 
 *• prayer of consecration and thanksgiving " and then 
 the " Greeting Hymn " is sung. 
 
 It would be difficult to over-estimate the benefit ac- 
 cruing to the school from such a service as this, when it 
 is entered into with heartiness. It does much to cultivate 
 the school spirit and it dignifies the school itself. Follow- 
 ing is presented one such exercise in full, as a suggestion. 
 
 IReception Service 
 
 The Beginners and Primaries will assemble in the Auditorium while 
 the orchestra is playing 
 
 OUR SUNDAY-SCHOOL ODE. 
 
 ( Tune — America) 
 
 Dear Father, wilt Thou bless, 'Tis here we love to meet 
 
 And lead in righteousness, About our Saviour's feet. 
 
 Our Sunday-school ; Our Sunday-school ; 
 
 Grant that each soul may be Now hear us while we pray 
 
 Striving continually On this sweet Sabbath day; 
 
 To praise and honour Thee Take all our sins away ; 
 
 God bless our School ! God bless our School ! 
 
150 How to Conduct a Sunday School 
 
 Superintendent. — The persons whose names appear on this leaflet hav« 
 been enrolled as members of our Sunday-school during the first three 
 months of 1905, and it is our pleasure to-day to extend to them all 
 a most cordial and hearty welcome. 
 
 Superintendent. — What is our aim as a School ? 
 
 School. — " Every member present every Sunday, on time, with his own 
 Bible, a liberal offering, a studied lesson, and a mind to learn." 
 
 Superintendent. — What is our watchword ? 
 
 School.—" What would Jesus do ? " 
 
 Superintendent. — What is our motto ? 
 
 School. — " Remember Jesus Christ." 
 
 Pastor. — Words of Greeting. 
 
 Superintendent. — What is our slogan ? 
 
 School. — " Our Sunday-school must glow and g'roau and go^ 
 And I will help to make it so." 
 
 Superintendent. — (To the New Members.) You have heard our words 
 of welcome. You have heard the School repeat " Our Aim," «' Our 
 Watchword," " Our Motto," and " Our Slogan." You have heard 
 from our Pastor the Meaning of Sunday-school Membership and have 
 received his greeting. Will you promise to try, as far as you possibly 
 can, to join with us in carrying out the high ideals of our School ? 
 
 New Members Answer. — I will. 
 
 School. — We gladly receive you. In the name of our common Lord we 
 bid you welcome. Our work is worthy of our best endeavour. We 
 promise to help you. We expect you to help us. Let us labour to- 
 gether to build each other up in every Christian grace, and to make 
 our beloved Sunday-school a strength and credit to the Church, and 
 a power for God in our City and in the World. 
 
 Superintendent. — In the name of Jesus Christ. 
 
 School. — Amen. 
 
 ©ur %ovc Circle 
 
 Superintendent.— T\iQ Love Circle will be formed by all the officers, and 
 the teachers of classes in which are new members, joining hands, 
 within which will be the new members. While the circle is formed 
 we will sing the Reception Hymn on the following page. 
 
The Public Reception of New Members 151 
 RECEPTION HYMN. 
 
 IVritten for the Washington Street Congregational Sunday-School, Toledo, Oi 
 
 We greet you in our school to-day. 
 
 With song our gladness showing ; 
 Come, walk with us the heav'nward way. 
 
 True love on all bestowing. 
 With glowing hearts we greet 
 
 And pray, " God bless you ever ; " 
 As here from day to day we meet, 
 
 Thrice welcome to you all ! 
 
 Refrain. — Thrice welcome to you all this day, 
 
 While each for each we humbly pray 
 And once again we gladly say 
 " Thrice welcome to you all ! " 
 
 We greet you in the Saviour's name, 
 
 His Word within us dwelling ; 
 Come, spread abroad His wondrous fame. 
 
 The Spirit's message telling. 
 With happy hearts we sing 
 
 And praise the Father holy ; 
 May ev'ry day His mercy bring 
 
 A blessing on you all ! — Refrain. 
 
 We greet you for the future bright, 
 
 Our lives for service yielding ; 
 Come, ready for the harvest white. 
 
 The flashing sickles wielding. 
 With willing hearts we go 
 
 Forth where He bids us labour ; 
 To toil each day and good seed sow, 
 
 God save and guide you all ! — Refrain. 
 
 Note The last page of the program contains the names of all the 
 
 new members by departments. 
 
152 How to Conduct a Sunday School 
 3Pcllow6bip 
 
 During the singing of the Reception Hymn, the Pastor and Superin- 
 tendent extend to the new members a cordial handshake — their pledge 
 of recognition and Christian affection. 
 
 Pastor. — A prayer of Consecration and Thanksgiving, closing with the 
 Aaronic Benediction : 
 
 " The Lord bless thee, and keep thee : 
 The Lord make His face to shine upon thee, and be 
 
 gracious unto thee : 
 The Lord lift up His countenance upon thee, and 
 
 give thee peace." 
 
XIII 
 
 THE SUNDAY SCHOOL GIVING 
 
 Giving. Giving money for the Lord's work should be 
 regarded as an act of worship, and may be made a means 
 of grace. Yet scarcely any other feature of Christian 
 activity receives so little thought and consideration. The 
 reason is that in a large proportion of our Sunday-schools 
 there is no system about it whatever, and consequently 
 the results are meager and unsatisfactory. The church of 
 to-day does not know how to give as it should, and this is 
 largely due to the fact that the members who compose the 
 churches were not taught this grace in the Sunday-school. 
 
 If the present generation of Sunday-school scholars is 
 taught the basic principles of giving for the Lord's work, 
 the churches of the future will give with great liberality 
 and yet with ease. Our missionary societies and other 
 benevolent agencies will not be continually pleading for 
 money to make up deficits, nor will they be obliged to 
 send out workers at starvation salaries. These things to- 
 day are a reflection upon the church. The fundamental 
 principle of all right giving is a recognition of the fact 
 that we are but stewards of the Lord's substance, whether 
 that substance be money, lands or merchandise ; that it 
 all belongs to Him ; and that it is possible for men to rob 
 God. The great principles underlying this whole matter 
 need to be taught rather than the mere detail of the ap- 
 plication of those principles. A few suggestions may be 
 helpful in the discussion of this very important subject. 
 
 Systematic Giving. Each member of the school, no 
 
 153 
 
154 How to Conduct a Sunday School 
 
 matter how rich or how poor he may be, ought to settle 
 with himself beforehand as to how much he will under- 
 take to give each Sunday. Suppose the amount he fixes 
 upon is five cents ; having made the definite pledge for 
 that sum each Sunday, that five cents should be given 
 with as sacred punctuality as an honest man would evi- 
 dence in paying his debts. It ought to be looked upon 
 as the same kind of a transaction. The failure to pay the 
 sum on a given Sunday ought to carry with it the un- 
 derstanding that it will be made up on the following Sun- 
 day, or as soon thereafter as possible. No other thought 
 should ever enter the mind of a member of a Sunday- 
 school than that an absence on any one Sunday calls foi 
 a double offering on the following Sunday. This carries 
 with it also the thought of regularity in giving. 
 
 Regular Giving. Spasmodic giving does not produce 
 the largest results, and is no better in cultivating the right 
 spirit in giving than spasmodic eating would be in cul- 
 tivating good health. Regularity counts in giving as it 
 does in feeding the body. It was once my privilege to 
 ride in a farm wagon behind as handsome a pair of horses 
 as I ever saw. They were covered with heavy rough 
 farm harness, but the horses themselves were sleek and 
 fat, and in as good spirits as they could be. I said to the 
 owner as we rode along, '* You must give these horses a 
 good deal to eat to keep them looking so well." His 
 reply was, " Not at all, these horses eat very litttle ; but I 
 feed them regularly, and that is the secret of their good 
 condition." Systematic and regular giving for the Lord's 
 work and in His name operates in just this way upon the 
 life and character of the giver. 
 
 On no account would we keep a record of the amount 
 
The Sunday School Giving 155 
 
 given by any scholar. Let the class book or other record 
 show simply the fact of his giving. Let him keep the matter 
 of the amount to himself; it is the concern of no one else. 
 It is a matter between himself and God, to whom he gives. 
 
 Intelligent Giving. One who gives simply and only 
 because another asks usually gives without blessing to 
 himself and often without profit to others. It is the 
 business and, indeed, the duty of any one who gives to 
 the Lord's work to know what he is giving for, and how 
 the money is to be used. The story is told of a boy who 
 gave five cents towards the great fund which Bishop 
 McCabe was raising at one time. As the bishop was to 
 speak in their city on a given day, the boy said to his 
 mother, " I must go and hear Bishop McCabe. I gave 
 him five cents and I want to know what he did with it." 
 That was the boy's right ; and that spirit must be back 
 of all intelligent giving. 
 
 I was very much chagrined many years ago upon step- 
 ping into the primary department of a Sunday-school to 
 hear the following : The teacher asked, " Children, what 
 is next Sunday?" As the next Sunday was the first 
 Sunday of the month a number responded, in concert, 
 ♦' Missionary Sunday." Then another question, " What 
 are you to bring next Sunday ? " And the response 
 came back, " Some extra money." ** What for ? " said 
 the teacher. To my amazement a number of scholars 
 responded, " To pay for the picture cards." It was the 
 custom on Missionary Sunday to give a picture card to 
 each scholar and, while this teacher had not intended it 
 so, the scholars had been given the idea that the extra 
 offering was to pay for these cards, when in fact the extra 
 money was all given for missionary purposes. 
 
156 How to Conduct a Sunday School 
 
 Two primary scholars are said to have been talking 
 about their teacher. One said, " Do you know that our 
 Sunday-school teacher chews gum ? " The other said, 
 " Well, she can afford to when we give her all our pen- 
 nies." It is impossible to give intelligently except there 
 be clear knowledge of the purpose to which the money 
 is to be applied. A well explained benevolence before 
 any audience will largely increase the giving for that 
 specific purpose. Frequent reports should also be made 
 to the school showing how their money has helped others. 
 In short, it ought to be stated very fully and very fre- 
 quently how much money is needed, where it is to go, 
 and what it will accomplish. Without this information 
 furnished by the superintendent, and this interest on 
 the part of the members, there can be no intelligent 
 giving. 
 
 General Giving. That is to say, everybody ought to 
 give. Too much stress cannot be laid in the right way 
 upon the fact that no Sunday-school session is complete 
 to any member unless he has made a contribution on 
 that day. We are not to determine the amount given by 
 the individual ; but we ought to insist that every member 
 gives some amount every Sunday. It is remarkable how 
 much can be done in this direction when a little attention 
 is paid to it. In our school we report every Sunday not 
 only the number of givers but the number of emitters, 
 and yet we do not know how much any particular mem- 
 ber gives. Perhaps it will not be out of place to call 
 attention to the accompanying reproduction of an ordinary 
 report, just as it is given every Sunday in our school. 
 The one given herewith is correct in every detail as to 
 amount, etc., for the Sunday mentioned. 
 
The Sunday School Giving 
 
 157 
 
 WEEKLY REPORT 
 
 Sunday School Treasurer 
 
 Washington Street Congregational Church 
 
 Toledo, Ohio, January 29, 1905. 
 
 Balance from last report $23.16 
 
 Department 
 
 Givers 
 
 Omitters 
 
 Amount 
 
 Officers amd Assfs 
 
 ^ 
 
 
 %3.29 
 
 Senior 
 
 S4 
 
 
 2.82 
 
 Normal 
 
 IS 
 
 
 .55 
 
 Toung Men 
 
 62 
 
 4 
 
 4.17 
 
 Toung Women 
 
 m 
 
 1 
 
 7.24 
 
 Intermediate 
 
 m 
 
 
 2.88 
 
 Junior 
 
 146 
 
 s 
 
 3.48 
 
 Primary 
 
 153 
 
 1 
 
 3.36 
 
 Beginners 
 
 S4 
 
 
 .83 
 
 Totals to-day, 
 
 74^ 
 
 9 
 
 
 Received from other 
 
 sources, 
 
 
 
 Paid out since laM report, 
 Balance on hand. 
 
 3.00 
 
 $54.78 
 
 18.30 
 
 $36.48 
 
 F. G. Crandell, 
 
 Treasurer. 
 
158 How to Conduct a Sunday School 
 
 It will be noticed that there were seven hundred and 
 forty-two givers and nine omitters. The report also 
 shows to what department those omitters belonged ; but 
 we do not know who they are when the report is read 
 by the treasurer. However, everybody knows that there 
 are omitters and every omitter knows that he is referred 
 to. It is a very rare thing in our school to have more 
 than twelve omitters on any Sunday, and the number 
 often falls considerably below that. Sometimes there is 
 not a single omitter in the school, — that is to say, every 
 member present makes a contribution. 
 
 Generous Giving. Liberality in giving is wholly a 
 relative term. For one scholar to give five cents would 
 be liberality on his part ; for his next neighbour in the 
 same class to give the same amount might be quite the 
 reverse. The " penny " has been greatly overworked in 
 the Sunday-school. We can all say truthfully with Paul, 
 " Alexander the co/fpersmith did me much evil." Never 
 was a truer thing said than that by Eugene Wood in a 
 capital article in McClure's Magazine^ " Train up a child 
 to give a penny and when he is old he will not depart 
 from it." It is a serious belittlement of the Sunday- 
 school idea to talk about pennies to boys and girls and 
 young people who have nickels and dimes and dollars, 
 too, to spend for chewing-gum and candy, and anything 
 else they wish to buy. 
 
 We need a higher rating for the Sunday-school. We 
 shall get it when we insist on each individual, no matter 
 of what age, giving as generously as he can. We must 
 remember, however, that there are those who are giving 
 liberally when they give a penny, and there may be cases 
 when the giving of anything on a particular Sunday 
 
The Sunday School Giving 159 
 
 would be a hardship ; such cases are rare however. The 
 frequent reporting by the treasurer of the amount given 
 by each department and by the whole school, enumerat- 
 ing the number of givers and omitters in each depart- 
 ment, has raised the offering very materially. With us it 
 has added fully fifty per cent., and the development still 
 continues. 
 
 Money Properly Used. It is quite the fad nowadays 
 among Sunday-school workers to claim that the church, 
 out of its treasury, should pay all the expenses of the 
 Sunday-school, and that all the money raised in the 
 Sunday-school should be used exclusively for missionary 
 purposes. We are sorry to part company with the goodly 
 host which so strenuously holds to these views ; never- 
 theless we must do so. The Sunday-school is admittedly 
 under the care and supervision of the church. The 
 church is without doubt entirely responsible for all of the 
 expenses of the school, and must see that the school is 
 amply supported in every way. Granting this, however, 
 the scholars need to be taught something in addition to 
 the duties of giving to beneficences. They have a duty 
 to the church itself and Hkewise to the school. A certain 
 proportion of the offering in the school every Sunday 
 should go directly to the church treasury so that every 
 scholar in the school may know that a portion of his gift, 
 however large or small, helps to support his pastor. 
 This is but right, for the pastor of the church is pastor 
 of the school. 
 
 Then a certain portion of the Sunday-school offerings 
 should be used for the support of the school itself. A 
 large proportion of the money raised in the school should 
 be dedicated to missionary and benevolent objects, not 
 
i6o How to Conduct a Sunday School 
 
 forgetting the denominational boards. If these three 
 channels of expenditure, benevolence, church support, 
 and school support, are kept in right proportions and 
 relations to each other (and they will vary in different 
 localities), we believe the general educational effect will 
 be much better upon the scholars than if all their money 
 went into missionary enterprises. 
 
 Dignified Giving. By this we mean that the giving 
 should have a prominent and significant place in the 
 regular exercises of the Sunday-school. The mere act 
 of gathering the money from the scholars can be done 
 better by the teachers than in any other way, and this 
 probably at the very beginning of the recitation period, 
 but it should not be passed over in silence. In the general 
 exercises of the school the money from all the classes is put 
 in a plate or basket and, at a convenient time, held up 
 by the superintendent, and the attention of the school 
 called to it. He may quote some verses of Scripture, or 
 simply refer to the fact that the money given belongs to 
 the Lord and that the Lord's blessing is to be asked 
 upon it. Then follows a short earnest prayer that God 
 will bless the gift that has been made in His name, 
 that those who gave it may get a blessing in their 
 giving, and that the emitters of to-day may be givers 
 next Sunday. 
 
 In some schools the offering is taken in the same 
 manner as in the church service, by passing the plate. 
 Sometimes this is done while a song is being sung. 
 Surely this is wholly out of place, for is it not better to 
 worship God in one way at a time, so that the whole 
 heart may go with the service ? Always dignify the 
 giving by calling it an offering, never a " collection-" Iv 
 
The Sunday School Giving i6l 
 
 is an offering unto the Lord, to be used in His work. 
 Let it be so called. Every offering should be accom- 
 panied with a prayer for God's blessing upon it. Culti- 
 vate the joyful spirit in giving. The teaching of Christ 
 that " It is more blessed to give than to receive," should 
 have due prominence. 
 
 If the suggestions of this chapter are carried out in 
 any Sunday-school, there will be little difficulty in 
 materially increasing the amount given and the number 
 of givers, while giving will be recognized, as it should be, 
 as a vital feature of the service, pleasing to God and very 
 profitable to those who engage in it. 
 
XIV 
 CLASS ORGANIZATION 
 
 The church is learning many valuable lessons from the 
 business world. One of these lessons relates to the value 
 of organization. We live in a day of organization. Some 
 of the great business enterprises with which we are fa- 
 miliar, such as the railroad, telephone and telegraph com- 
 panies, the post-office, and all the successful mercantile 
 enterprises, present marvellous examples of the power of 
 organization. The church has lost much in the years 
 that are past because of her failure to recognize this 
 power. There is a great awakening in this matter, how- 
 ever, in the churches of the land, and there is danger at 
 present of over-organization, or rather, too hasty organi- 
 zation. Organization, when properly effected and carried 
 out, means system, economy, and power. The more than 
 Fifty Thousand Organized Bible Classes in the Sunday- 
 schools of North America are an evidence of this because 
 of their greatly increased efficiency. 
 
 Benefits. Proper class organization places responsi- 
 bility upon the class itself, and the teacher simply 
 becomes one of the officers, the most important, maybe, 
 with a specific duty to perform. In this way, many of 
 the dangers that centre around the strong personality 
 of a teacher are anticipated and met, for it is well known 
 that where classes are built around a single personality, 
 without organization, they almost invariably go to pieces, 
 
 162 
 
Class Organization 163 
 
 or at least greatly suffer, when that personality is with- 
 drawn. Organization, therefore, secures permanency, 
 efficiency, and strength. It places everybody at work, 
 giving to each member the specific responsibihty for 
 which he is best adapted. As a result, workers are de- 
 veloped, good fellowship is cultivated, the numbers are 
 increased, and efficiency is secured. 
 
 How to Organize. Do not be in a hurry. It is un- 
 wise to organize any class before the class itself under- 
 stands what organization means and has been led to 
 express a desire for it. This will usually come about 
 through the explanations and enthusiasm of some leader 
 — it may be the teacher or some member of the class. 
 The proper literature should be procured from your de- 
 nominational house or your local Sunday School As- 
 sociation, and carefully studied. The Hterature should 
 be placed in the hands of a committee, which would be 
 instructed to give the matter careful consideration and 
 bring in recommendations. Probably more organized 
 classes fail because they organize too hastily than from 
 any other reason. No organization will run itself, and 
 the class should thoroughly understand, before anything 
 is done, that the organization requires the cooperation 
 of the members. Without this cooperation failure is 
 certain. Before presenting the general plans to the 
 whole class, it is well to select two or three of the 
 more prominent members and explain the whole matter 
 to them, securing their pledge of cooperation in advance. 
 The pastor and the superintendent should also be con- 
 sulted. 
 
 Purpose. It should be clearly understood from the 
 first that the class is being organized in order to become 
 
164 How to Conduct a Sunday School 
 
 more efficient. Do not organize simply to have parties 
 and social gatherings. Lay out an adequate program 
 of work, and undertake something that is worthy of the 
 time and effort of the members of the class. The class 
 will rally much more quickly to a large, comprehensive 
 plan than to a small one, even though it be a difficult 
 one to carry out. No organized class will ever live long 
 that does not undertake things worth while. 
 
 Study the Bible. A far-reaching investigation, made 
 some time ago, revealed the startling fact that a large 
 proportion of the organized classes that turn away from 
 Bible study to the consideration of purely social or 
 economic topics, soon dwindle and die. On the other 
 hand, it is a rare thing for an organized class that gives 
 itself diligently to Bible study and undertakes an ade- 
 quate program to suffer that fate. It is quite proper to 
 study these outside topics, but they should not be allowed 
 to take the whole Sunday-school hour, or displace Bible 
 study. There are other times at which they can be con- 
 sidered, and such consideration will be of real benefit. 
 
 Relation to the School. The organized class should 
 be loyal to the Sunday-school and to the church. It 
 should be a part of the Sunday-school and so recognized. 
 It should, if possible, meet at the Sunday-school hour, and 
 be present with that department of the school to which 
 it belongs, during either the opening or closing service, 
 preferably not both. If an adult class, it should be with 
 the adult division, if an intermediate class, with the inter- 
 mediate department, and so on, where there are separate 
 rooms. It is a serious mistake for an organized Bible 
 class to undertake to run independently of the Sunday- 
 school. It leads to misunderstandings, divisions, and in- 
 
Class Organization 165 
 
 efficiency. A certain amount of class enthusiasm and 
 loyalty is necessary, but these are not inconsistent with 
 school loyalty and, where both go together, the results 
 are more likely to be satisfactory. This loyalty should 
 apply to money matters also and a certain proportion, at 
 least, of the money raised in an organized class should 
 be passed over to the school treasurer. Arrangements 
 may be made whereby they could retain a portion of it 
 to carry on their distinctive class work. 
 
 The Standard of Organization. The International 
 Sunday School Association recognizes standards in both 
 the secondary and adult divisions. In the adult division, 
 the officers required are, a president, a vice-president, a 
 secretary, a treasurer, and a teacher, with three standing 
 committees, as follows : membership, social, devotional 
 and missionary. In the secondary division, the same 
 officers are required, but there is a little more leeway as 
 to the matter of committees. The three committees 
 named above, however, in an adult class are essential. 
 As the class grows and the work expands, other com- 
 mittees may be organized. There is a wide range of 
 possibiHties here. No committee, however, should be 
 organized until there is a specific work to be done that 
 cannot be done so well by the existing committees. 
 Never organize a committee for the simple purpose of 
 organizing a committee or having a place to put some 
 names in a printed Hst. The International leaflets, fur- 
 nished by the State and Provincial Sunday School Asso- 
 ciations, contain suggested constitution for both secondary 
 and adult classes, and otherwise quite fully outline their 
 work, including through-the-week activities. 
 
 Names, etc. A good name for an organized Bible 
 
i66 How to Conduct a Sunday School 
 
 Class is exceedingly desirable. Local conditions have 
 much to do with the choosing of the names. A name 
 that is specially significant, as the name of a great leader 
 in the denomination or church, or a name that carries 
 with it some idea of the purpose of the class, is usually 
 best. It is not always best to name classes after persons 
 who are still living. Many classes have mottoes also, 
 and this is a good plan ; they serve as a sort of slogan. 
 Pennants and flowers are likewise frequently chosen. 
 All of these things have their influence in building up 
 class spirit and helping to hold the class together. Of 
 course it is well for the class to wear the International 
 emblem, the green in the elementary division, the blue in 
 the secondary division and the red in the adult. All 
 organized classes should be reported to the proper de- 
 nominational authorities, and a certificate secured. The 
 International Association furnishes a certificate also, either 
 by itself or jointly with such of the denominations as de- 
 sire it. Information on this point can be had of the denom- 
 inational leaders or your local Sunday-school secretary. 
 
 Community \Vork. Every class should undertake 
 such tasks as will give to every member an opportunity 
 for service. Not all would be interested in the same 
 thing. There may be a variety of activities, but a class 
 that is thoroughly organized and, through its committees, 
 has assigned each particular member to a specific task, is 
 likely to reap the largest benefit. A perusal of the chap- 
 ter in this book entitled •* Through-the-Week Activities " 
 will reveal very many channels through which organized 
 classes may operate ; it is not necessary to repeat them 
 here. Every organized class ought to be a real strength 
 to the church and pastor and to the Sunday-school and 
 
Class Organization 167 
 
 its superintendent, and a blessing to the community. 
 Organized classes do not die for something to hear, but 
 for something to do that is worthy of their capabilities. 
 The organized class is a bridge leading over the chasm 
 from the old type of Sunday-school to the new. The 
 organized Bible Classes give backbone, strength, power, 
 and standing to any Sunday-school where they are prop- 
 erly maintained. The leaflets referred to above will de- 
 fine the duties of all officers and committees, and give 
 much-needed information as to all details. Many good 
 books, likewise, are mentioned in the Appendix at the 
 end of this book. 
 
XV 
 
 SPECIAL OCCASIONS 
 
 There is distinct gain to any Sunday-school in the 
 celebration of the various festivals of the church and in 
 the observance of other special occasions. These afford 
 opportunities for the whole school, together with the 
 members of the church and the parents and friends, to 
 come together. We fear sometimes, however, that there 
 is a tendency to have too many of these special occa- 
 sions. Though a number of them are named in this 
 chapter, it would not be wise for any school to observe 
 all of them in any one year. The special days suggested 
 below are given in the order they come in the calendar 
 year. 
 
 New Year's Reception. New Year's Day is a holiday, 
 and as such is often abused. Some years ago we con- 
 ceived the idea of endeavouring to utilize the day to the 
 advantage of our work, and it has come to be one of the 
 most profitable of our annual exercises. The advantages 
 which arise from it are distinctively those of sociability, 
 fellowship and publicity. Our method of observing it is 
 as follows : — 
 
 The whole church is opened, decorated and warmed. 
 The chairs are taken from the centre of the lecture room 
 so that there is plenty of open space for moving about. 
 The exercises begin at two o'clock in the afternoon, de- 
 voting one hour to each of the younger departments. 
 From two to three the cradle roll members, the begin- 
 
 i68 
 
Special Occasions 169 
 
 ners and the primaries have their exercises. The officers 
 of these various departments are in charge and arrange 
 whatever program they wish. No romping is allowed in the 
 church, though otherwise they have the utmost freedom. 
 We sometimes have a parade up and down the aisles of the 
 church with the Httle ones of the cradle roll leading off in 
 their carriages, or carried by the mothers in their arms. 
 There is sometimes singing and speaking, and always re- 
 freshments. Usually a large music box plays continually. 
 When all have arrived, the officers of the departments stand 
 in line and receive the congratulations of the teachers and 
 scholars, who pass by them, stopping and shaking hands, 
 and wishing them a Happy New Year. It affords a fine 
 opportunity for the pastor and superintendent and workers 
 generally to meet these children at short range and get 
 acquainted with them. When the hour is up each 
 scholar present is given a " Scattergood " calendar, and 
 with many a " Happy New Year " the delighted children 
 start off to their homes. Many of the parents come with 
 the children and thus a choice opportunity is afforded to 
 get acquainted with them also. 
 
 From three to four the junior department, in charge 
 of their officers, has entire control of the program. The 
 music is frequently furnished by the juniors themselves, 
 who sing, play the piano, the mandolin and other instru- 
 ments. The children have perfect liberty to do as they 
 please, provided their plans are approved by their offi- 
 cers. When their time is up they are presented with 
 Scattergood calendars. Indeed everybody present that 
 day receives one of these calendars. 
 
 From four to five the intermediates have their recep- 
 tion. The same general rules hold here as in the other 
 
lyo How to Conduct a Sunday School 
 
 departments ; the scholars being older, however, ranging 
 from thirteen to sixteen, the character of the entertain- 
 ment is different. All are served with light refreshments. 
 At five o'clock the church is closed. 
 
 At seven o'clock the church is again opened and all 
 the older departments of the school, including the home 
 department, and the members of the church and congre- 
 gation, together with the friends and others, gather for 
 an evening of pleasure and profit. There is perhaps a 
 little more of a set program for this meeting, though its 
 thoroughly informal character is maintained. Light re- 
 freshments are served just as in the afternoon. There is 
 more music, some recitations, and occasionally some 
 special features. This meeting affords the pastor and 
 superintendent a fine opportunity to speak a few words 
 to those gathered. The house being well filled it is an 
 opportunity not to be despised. In all that is done that 
 day no formality or stiffness is allowed. It may well be 
 imagined that a day thus spent with the pastor, superin- 
 tendent and other officers present all the afternoon and 
 evening, affords an opportunity for much good and at the 
 same time centres about the house of God the beautiful 
 thoughts of the opening year„ We would not give up 
 our New Year's reception. 
 
 Easter. Easter is in many respects the most joyous 
 festival of the year. It comes just as the severity of 
 winter is giving way to the smiles of approaching spring. 
 The flowers are beginning to appear. Many of the little 
 children who have been housed in during the severe 
 winter months will gladly engage in the Easter festivities. 
 The thought it celebrates is one of the most inspiring of 
 aH ^at come to the Christian heart. The best Easter 
 
Special Occasions 171 
 
 celebration is the one which celebrates Easter. Any sort 
 of exercise which fails to magnify and emphasize the 
 resurrection of Jesus Christ is a travesty upon the day 
 and a detriment to the school. Let the room be beauti- 
 fully decorated. This is easier perhaps at this time of 
 the year than at any other. In the country especially 
 the fresh boughs of green leaves and the early flowers 
 are available. A cross covered with flowers is appro- 
 priate. The ordinary crepe paper which comes in rolls 
 may be cut in strips two inches wide and the ends pasted 
 together. These hung in fanciful designs about the room 
 are very pretty indeed. Some of the supply houses 
 also prepare handsome set designs which are attractive 
 and inexpensive. The bright clothing of the children 
 will in itself be a beautiful decoration, surpassed only by 
 their faces. 
 
 We recommend the Easter concert. In some schools 
 the best time to have this concert is at the regular school 
 hour. We prefer, however, to have an evening when the 
 church gives the Sunday-school the right of way and the 
 parents and friends can more conveniently attend and 
 enjoy the services with the children. The success of 
 such an exercise depends largely upon the time and 
 pains taken in its* preparation. It is better to have 
 simple music well sung than to attempt new music with- 
 out sufficient practice. There are many beautiful exer- 
 cises prepared every year and at prices within the reach 
 of all. 
 
 Some schools greatly enjoy what is known as " A Seed 
 Sowing Service." There are various ways of conducting 
 it. We did as follows : — About two hundred flower-pots 
 filled with rich earth were placed on tables in the front 
 
172 How to Conduct a Sunday School 
 
 of the room. At a given time in the exercises some of 
 the teachers sowed pansy seeds in these pots. The 
 pots were then given to such scholars of the school as 
 desired to take them that they might try their skill in 
 raising pansies. Their work was recognized by the 
 presentation, later in the season, of beautiful pictures to 
 those who produced choice, blooming pansies. The ex- 
 ercises of the seed sowing day were all centred around 
 that thought. Such songs as " Sowing in the Morning," 
 " Scatter the Seed," " What Shall the Harvest Be," were 
 used. This exercise is not very expensive, as the flower- 
 pots and seeds are quite cheap. 
 
 For a number of years our school has used successfully 
 at Easter time what is known as " The Changed Cross." 
 This is a large cross made of heavy wire screening with 
 the meshes about half an inch square. The cross is about 
 six feet high, with the front and sides each about ten 
 inches wide. The back is open. It is placed upon a 
 wire frame so that it will stand alone. All the members 
 of the school are asked to bring carnations. The school 
 itself can supply a quantity so that there may surely be 
 enough. What are known as " seconds " are sufficiently 
 good for this purpose and quite inexpensive. After ap- 
 propriate Easter services, during the playing of a selec- 
 tion by the orchestra or piano, all the members of the 
 school, old and young, march past the platform bringing 
 their carnations. These are taken by some young ladies 
 or young men, or both, and the stems are put through 
 the meshes of the cross, some one standing behind pull- 
 ing the stems until the flowers are against the cross, thus 
 covering the wire entirely. When the cross is complete, 
 none of the wire is seen at all : it is made up wholly of 
 
Special Occasions 173 
 
 carnations. Above the cross, on a slanting frame, is 
 placed an open Bible, thus completing the figure. In 
 the centre of the cross, amongst the carnations, is placed 
 a large Easter lily. This is easily held in place by a 
 rubber band attached to the wire frame. Beautiful 
 effects can be produced in various ways. At one time 
 the cross may be of white, at another time of red, then 
 again pink, or these colours may be combined in many 
 ways. After the services are over, the flowers can be 
 taken from the cross, made into bunches, and sent to the 
 sick and to the hospitals. The lesson of " The Changed 
 Cross " is one of the best Easter lessons I know. 
 
 Easter is a good time to make an offering for some 
 phase of missionary or philanthropic work. 
 
 Mother's Day. The second Sunday of May is recog- 
 nized as " Mother's Day." It is celebrated not only by 
 the Sunday-school but by all sorts of societies and organi- 
 zations. Governors of many of the United States issue 
 '* Mother's Day " proclamations. The custom of cele- 
 brating " Mother's Day " is very beautiful and is becom- 
 ing very popular. There are quite a good many 
 " Mother's Day " exercises now prepared, so that 
 schools may use them at the opening service of the 
 regular session or take the whole Sunday-school session 
 for it. Rather than take the whole session, however, it 
 is better to have the special exercises at night so as not 
 to interfere with the Bible study. 
 
 " Mother's Day " was originated by Miss Anna Jarvis, 
 of Philadelphia. The white carnation has come to be 
 recognized as the appropriate flower to be used on that 
 occasion. It is not only used in decoration but is worn 
 by men and women by the thousand 
 
174 How to Conduct a Sunday School 
 
 *' Mother's Day " in the Sunday-school affords a fine 
 opportunity to pay attention to the mothers of the con- 
 gregation and the school. They may be given special 
 seats, and the service may be prepared especially for 
 them. Some appropriate souvenir may be given to the 
 mothers who come. 
 
 ** The noblest thoughts my soul can claim, 
 The holiest words my tongue can frame, 
 Unworthy are to praise the name 
 More sacred than all other. 
 
 " An infant when her love first came, 
 A man, I find it still the same ; 
 Reverently I breathe her name. 
 The blessed name of Mother." 
 
 Children's Day. In some respects this is the hap- 
 piest day of the year to Sunday-school scholars. In our 
 climate it usually comes the second Sunday in June ; the 
 date, however, varies in different localities to suit the 
 coming of the flowers. There are many ways of cele- 
 brating the day and the ingenuity of the most resource- 
 ful will have ample field for operation here. Of course 
 the room should be decorated with flowers, pictures, birds 
 and in any other appropriate way. The whole day should 
 be given up to the children. The regular session of the 
 Sunday-school could at least have appropriate opening 
 exercises. The scholars should be assembled in the 
 preaching service and hear a special sermon from the 
 pastor, and that day they could sing some of their own 
 songs instead of the church hymns. I would have a 
 children's day exercise at night, if convenient, and make 
 it as elaborate and complete as possible. The offering 
 
Special Occasions 175 
 
 made on this day, and there certainly should be an offer- 
 ing, is generally used for Sunday-school work and we 
 recommend that it be devoted to the Sunday-school 
 work of the denomination. 
 
 Rally Day. This festival is rapidly growing in favour. 
 It usually comes at the end of the summer break-up, and 
 is used as a means of rallying the forces again for the work 
 of the fall and winter. When a general is preparing for a 
 battle he is said to rally his forces. When a sick person 
 begins to recover it is said of him that he is rallying. 
 When a bookbinder brings together in one place the 
 different sections of a book to be bound into one he is 
 said to be rallying the book. All of these phases may 
 be apphed to the Sunday-school work ; we are rallying 
 our forces for the great campaign of the fall and winter. 
 The Sunday-school has not been up to its full strength 
 and vigour in the summer and is now girding on its 
 power. And, like gathering the sections of a book, the 
 rallying process binds it into a unit so that it is usable. 
 
 The time of the year makes it possible to have very 
 beautiful decorations and in large variety. As it is a sort 
 of harvest home gathering the decorations may be appro- 
 priate to that thought. Our building was certainly never 
 more beautifully decorated than when we used corn stalks 
 with the full ears of corn still upon them. A shock of wheat 
 upon the platform is very appropriate. Ears of corn tied 
 up by the husks are also beautiful. Fruits and fall flowers 
 are always in abundance and make fitting decorations. 
 
 Our rally day occurs on the last Sunday of September 
 and the Sunday-school hour is devoted largely to it. The 
 music is specially selected and is of a strong, vigorous 
 character. Sometimes a speaker is brought in from out- 
 
176 How to Conduct a Sunday School 
 
 side to make a short address. We always have, however, 
 on that day our " grand review." When everything is in 
 readiness the orchestra begins to play a processional. 
 Everybody in the school and all who are in the building 
 march in order by the platform, depositing their offering 
 envelopes as they pass. First come the little ones of the 
 cradle roll, carried or led by their parents, then the be- 
 ginners, followed by the primaries and the other depart- 
 ments of the school in the order of their age, the adult 
 department, home department and visitors coming last. 
 This procession is continuous until everybody in the 
 house has passed the platform and made his offering. It 
 is a very beautiful sight. Various devices are used to re- 
 ceive the offerings upon the platform. One year the 
 bank, so-called, was a very large real pumpkin ; another 
 year a plaster of Paris eggy about two feet long, laid in a 
 nest of straw. Again we used a small barrel ; then again 
 there was upon the platform a beautiful cross decorated 
 with flowers and at the foot of it a box into which the 
 envelopes were dropped. Thus they deposited their of- 
 ferings at the foot of the cross. The money given is for 
 the organized Sunday-school work. 
 
 Rally day is always the largest day of the year in the 
 matter of attendance. When the school is all gathered it 
 would be a great mistake for the pastor and superintend- 
 ent to lose the opportunity of impressing upon them the 
 importance of the work in which they are engaged, and of 
 laying before them the plans for the fall and winter cam- 
 paign. It also affords the opportunity to solicit a larger 
 interest on the part of those parents and friends who are 
 present who usually take no active interest beyond send^ 
 ing their children. 
 
Special Occasions 177 
 
 Rally day should be well advertised. A beautiful, 
 well-printed invitation should be sent to all who are not 
 present on the Sunday before rally day, to all members 
 of the church, to parents of the children, and to as many 
 former members of the school as can be reached. It is 
 really a reunion and is one of the happiest days of the 
 year. 
 
 Promotion Day. Every graded Sunday-school must 
 have a regular promotion day. With us it is the last 
 Sunday of our school year, and this happens to fall upon 
 rally day. We think this very fortunate for it gives us 
 an opportunity to engage in the promotion day services 
 in the presence of many visitors and the parents of the 
 children, and they thus become very much interested in 
 our work. On promotion day we make it a point to 
 change the seat of everybody who is promoted, so that 
 they may all fare alike. The fourth year of the inter- 
 mediate department graduates into the senior depart- 
 ment, becoming the first year of that department. After 
 an explanation of the significance of promotion these 
 fourth-year members of the intermediate department 
 change their seats ; then the third-year members of the 
 intermediate department move to the seats vacated by 
 the fourth-year scholars ; the second-year intermediates 
 then move to the seats vacated by the third-year inter- 
 mediates ; the first>year intermediates then move to the 
 seats vacated by the second-year intermediates ; the 
 third-year juniors then move to the seats vacated by the 
 first-year intermediates, and so on down the list. This 
 is done with military precision, without any commotion 
 whatever. It is really a very beautiful sight. 
 
 The conditions of promotion need a little explanation. 
 
178 How to Conduct a Sunday School 
 
 Our school is graded chiefly upon the age bcisis, excep- 
 tions being made, as indicated elsewhere, in the case of 
 scholars who are advanced beyond their age in the public 
 school. Those who comply with the conditions receive 
 beautiful certificates of promotion and are given honour- 
 able mention on promotion day. Those who do not 
 comply are not held back but are allowed to go on with 
 their class ; however, they receive no public mention and 
 no certificates. This is one of the strongest incentives 
 of which I know to secure home study of the lessons and 
 other required work. The promotion exercises are held 
 at the opening of the service on rally day and usually take 
 about twenty minutes. 
 
 Installation Day. This is an exercise designed to 
 dignify the work of the officers and teachers. See 
 chapter on installation of officers and teachers. 
 
 The Anniversary. This is the great feast of the year. 
 It is held on the last Sunday of October and is for the 
 purpose of giving public recognition to those who have 
 earned the honours of the school during the year preced- 
 ing and ending with the first of October. (Sunday-schools 
 observing the current year would probably hold their 
 anniversary about the last of January.) The month in- 
 tervening furnishes opportunity for completing the 
 records and preparing for the public gathering. It 
 is always held in the auditorium of the church, and 
 Sunday evening is devoted to the service. The school 
 is seated in a body by departments, the visitors and 
 parents occupying the gallery. Special music is rendered 
 by the orchestra and the school, and also by the children 
 of the elementary departments. The room, appropriately 
 decorated, is generally packed to the doors by those anx- 
 
Special Occasions 179 
 
 ious to witness these anniversary services. It is the most 
 popular gathering of the year. 
 
 The names of those who have earned the honours for 
 the year are printed in our church paper, The Helper. 
 These names are printed in such a way as to indicate 
 which members receive the first-year honours, which the 
 second, which the third, and so on. The honours are 
 presented by the pastor and superintendent. Each first- 
 year honour member receives the Robert Raikes Diploma 
 referred to in the chapter on honours and rewards. As 
 the names are called, each first-year honour member 
 comes forward and passes through a large white arch 
 which stands upon the platform. He receives also at the 
 same time a white pin bearing the name and emblem of 
 the school. 
 
 Those who are entitled to the second year of perfect 
 record then follow passing through a red arch which now 
 stands upon the platform, the white one having been re- 
 moved. Each member receives a red seal to be fastened 
 to the diploma and another school pin similar to the first 
 one except that its colour is red. The third-year mem- 
 bers pass through a blue arch, receiving a blue seal and 
 a blue pin. 
 
 The members for the fourth, fifth, sixth and seventh 
 years pass through arches which are respectively green, 
 violet, silver and gold, receiving seals and pins of the 
 same colour. The pin given for the seventh year, how- 
 ever, is solid gold, costing one dollar. It is highly prized 
 by those who have earned it, for it stands for seven years 
 of faithful service. About four hundred members of our 
 school are now wearing these gold pins. All who have 
 earned this honour belong to the ** Alumni." Many 
 
l8o How to Conduct a Sunday School 
 
 of them keep right on earning the honours year after 
 year. 
 
 As the seventh year completed the Robert Raikes Di- 
 ploma we found it necessary to adopt some other means 
 to maintain the interest for the years following, conse- 
 quently for the eighth year of perfect record we have 
 adopted the Robert Raikes Alumni Diploma described in 
 our chapter on honours and rewards. Seals for the 
 honours of succeeding years are attached to this diploma 
 as indicated elsewhere. No pins are given after the gold 
 pin is received. The honours above the seventh year 
 are called alumni honours. Those who receive alumni 
 honours pass through the gold arch, the figures repre- 
 senting the year being changed at the top of the arch as 
 the members for each year pass through. 
 
 This may seem like a very simple service, and yet it 
 stands for a great deal. The interest in our anniversaries 
 has had much to do with maintaining the evenness of our 
 attendance throughout the year. We are aware that 
 some will object to the method because of the expense. 
 We admit that it is expensive but it pays. It ought to 
 be said right here, however, that there are two sides to 
 this question of expense. If a scholar has earned the 
 honours of the school for seven years, his offering to 
 the school will many times overpay all this expense, 
 though of course that is not the purpose of gathering the 
 offering. Money paid out for the anniversary service, 
 considered from a purely financial standpoint, is a good 
 investment. Yet this aspect of the consideration does 
 not govern us in the slightest degree ; we are after the 
 flock and not ih^ fleece. 
 
 The music at our anniversary is always a special fea- 
 
Special Occasions l8i 
 
 ture. Not infrequently we use an anniversary hymn that 
 was specially written for us. We reproduce the last one 
 on the following page because it is particularly appropriate. 
 It is written by my friend Rev. Carey Bonner, General Sec- 
 retary of the Sunday School Union of London, England. 
 
 Christmas. No festival of the church or Sunday- 
 school is so universally and elaborately celebrated as 
 Christmas, and none so greatly abused. The harm that 
 has been done in the name of Christmas is appalHng; 
 but we are learning better things. It would be difficult 
 to find a Sunday-school that did not in some way observe 
 the beautiful celebration of the birthday of the Christ- 
 child. It is the winter festival. The same thing may be 
 said of Christmas that was said of Easter ; the best way to 
 celebrate it is to emphasize the truth for which it stands. 
 The church and Sunday-school have been slow to learn 
 that it is more blessed to give than to receive, and yet 
 giving is the very spirit of Christmas. Santa Claus, Kris 
 Kringle and the big fireplace are very pleasing to the lit- 
 tle children ; but there is a more excellent way and we are 
 glad that the Sunday-school world is beginning to rec- 
 ognize it. Christmas trees are very beautiful indeed and 
 for decorations nothing can be finer, but a Christmas ex- 
 ercise which consists only of a Christmas tree bearing 
 gifts for the children, no matter how simple or expensive, 
 is an opportunity lost. 
 
 There are many beautiful and effective Christmas ex- 
 ercises already prepared and being prepared fresh every 
 year ; but I would not recommend the use of any of 
 them at the regular Sunday-school hour. At this hour, 
 it seems to me, there should be the Christmas lesson, giv- 
 ing the full time to it. I would change the order of 
 
i82 How to Conduct a Sunday School 
 
 Father, Hear Thy Children's Voices. 
 
 Anniversary song inscribed to my friend, Mr. Marion Lawrance and the Washington 
 Street Congregation Sunday-School, Toledo, Ohio. 
 
 Words and Music by Cabky Bownkb. 
 Introduction to each verse. p 
 
 1. Fa - ther, hear Thy chil - dren's vole - es Glad and 
 
 2. Grace di - vine hath strength pro - vid - ed Day by 
 
 3. For the hal - lowed, sweet com-mun- ion With our 
 
 4. For our com - rades loy - al - heart - ed. Far a 
 
 5. All the way that lies be - fore us Thou dost 
 
 ^ 
 
 ^- 
 
 .J.. 
 
 ^ 
 
 m 
 
 free; 
 day; 
 King, 
 way, 
 know, 
 
 A. 
 
 « « »-8=*— ' ■ S gS. ^ *- 
 
 Ev - *ry glow - ing heart re - joic - es 
 
 Love, our wan - 'dring feet hath guid - ed 
 
 For all earth - ly bonds of un - ion, 
 
 Scat - tered now, and from us part - ed, 
 
 With Thy ban - ner float - ing o'er us 
 
 Thine 
 
 to 
 
 be; 
 
 All 
 
 the 
 
 way; 
 
 Praise 
 
 we 
 
 bring ; 
 
 Lord, 
 
 we 
 
 pray. 
 
 Forth 
 
 we 
 
 go, 
 
 Whilst on this our 
 
 What we knew not. 
 
 For the friend - ship 
 
 Some have en - tered 
 
 March - ing on - ward 
 
 Copyright, 1904, by Marion Lawrance. 
 
Special Occasions 
 
 183 
 
 Father, Hear Thy Children's Voices. 
 
 to light, Strengthened ev 
 
 r-1 
 
 sac - ri - fice of praise — 
 our trl - umphs, Tbou hast wrought ; 
 the joys of Berv - ice true, 
 we miss them— they are blest, 
 er by Thy might, 
 
 I 
 
 Loud and clear our song we raise Un - to Thee. 
 
 Full re-demp-tion Thou hast brought; Thanks we pay. 
 
 For the work we yet may do, Now we sing. 
 
 Close - ly fold '- ed to Thy breast, Safe ai'e they. 
 In Thy name to win the fight. O'er each foe. 
 
 ^ 
 
 r=t 
 
 i 
 
 ^^^ 
 
 
 ^^m 
 
 jah! Hal - le - lu 
 
184 How to Conduct a Sunday School 
 
 services for the day only sufficiently to permit the intro- 
 duction of special Christmas music and a few other fea- 
 tures ; but don't neglect the Bible lesson on the birth of 
 Christ. The world needs to be brought back to the 
 simple Christmas message. The best service you can 
 possibly render the scholars of the school is to impress 
 the lesson of Christmas day so deeply in their minds and 
 hearts that they will never forget it. The giving of gifts, 
 especially gifts of any value, to the scholars of the school 
 at Christmas time — except perhaps in some mission 
 schools — works far more harm than good. Giving is the 
 essence of the Christmas lesson and we should not rob 
 our scholars by denying them the opportunity to give. 
 
 The giving Christmas is the thing we have tried year 
 after year for a long time and would not give up now for any 
 consideration. The giving service with us is held at night. 
 It is generally combined with a short Christmas exercise 
 consisting of appropriate music, recitations, Scripture read- 
 ing and remarks. In the giving service there is the largest 
 liberty afforded to all of the members of the school. 
 
 Perhaps I can do no better than to give a brief account 
 of a recent " Giving Christmas." The weather was very 
 cold and stormy, the sidewalks very slippery and unsafe, 
 but the house was packed to the doors as is usually the 
 case at our " Christmas Giving Service." 
 
 The school was seated by departments, the primaries 
 marching in during a processional by the orchestra. 
 First came instrumental and vocal music, then prayer and 
 Scripture. The little children delighted us with some 
 special exercises in the way of singing and recitations. 
 The giving exercise came last. The platform was cleared 
 of the chairs and pulpit furniture, and filled with tables. 
 
Special Occasions 185 
 
 The " Scroobys/'an organized class of young men, led the 
 procession headed by the pastor and superintendent, both 
 honourary members of the class. Each young man 
 staggered down the aisle with a two bushel sack of 
 potatoes ; sometimes the sacks were carried by two. 
 Twenty-six bushels of potatoes were thus piled up at the 
 sides of the platform. The bursting of one of the sacks 
 and the scattering of potatoes made a little merriment. 
 Potatoes " had the floor " that night. 
 
 Then the school marched past the platform by depart- 
 ments, the smallest children first. It was indeed a tri- 
 umphal march. Everybody shared in the giving. 
 
 The orchestra kept up its splendid music. Canned 
 goods were brought in abundance, also all kinds of 
 groceries, and wearing apparel, books, toys, bedding, etc., 
 until the platform was weighted down with literally wagon 
 loads of good things. 
 
 Some gave money. It had been arranged beforehand 
 that all money brought, as far as possible, should be pre- 
 sented in new one dollar bills. Some young ladies 
 stood by the side of the line, received the money and 
 passed it over to the treasurer of the school who pinned 
 the bills end to end on a long white ribbon. The last to 
 come forward was a young men's class, " The Kinetics," 
 one bearing a small stand and another a huge pie in a 
 large pan a foot and a half in diameter, with a beautiful 
 brown crust on top. The superintendent was asked to 
 cut the pie. When he did so there came forth, not the 
 " four and twenty blackbirds " of Mother Goose fame, 
 but twenty bright new one dollar bills. These were 
 pinned with the rest to the long ribbon, which, now com- 
 pleted, was borne by several young men across the front 
 
l86 How to Conduct a Sunday School 
 
 end of the church, the ends extending down the aisles, up 
 the stairways, and into the galleries. It was a very strik- 
 ing picture with its one hundred feet of money made up 
 of just one hundred and seventy-five one dollar bills. 
 This money by previous arrangement known to the 
 school was used as follows : — 
 
 Fifty dollars to furnish a bed in the Toledo Hospital. 
 
 Fifty dollars to be sent to a former pastor who is sick 
 and disabled. 
 
 Thirty dollars to help a worthy and needy young stu- 
 dent in Kentucky. 
 
 Twenty-five dollars to another deserving young stu- 
 dent in New York State. 
 
 Twenty dollars to be used by the ladies of our own 
 church to help the needy poor of our city. 
 
 No wonder the audience clapped a hearty approval of 
 this practical method of doing good, as the long ribbon 
 of bills was displayed. The goods upon the platform, 
 valued at ;^350.oo, was distributed to the Boys' Home, 
 Day Nursery, Door of Hope, City Mission, etc. It will 
 be seen that in goods and money the receipts from this 
 exercise aggregated ^^5 25.00. A happier company never 
 assembled in our building and it was still happier when 
 it dispersed in the thought of having done something 
 worth while. A fervent prayer and the singing of 
 *' Praise God From Whom All Blessings Flow " closed 
 the exercises. 
 
 One young man in college who would have been 
 obliged to give up his schooling but for the help thus 
 given him in former years by our Sunday-school was 
 thereby enabled to complete his course and afterwards 
 became a teacher in the institution. 
 
Special Occasions 187 
 
 At one such service our home department members 
 rolled up a beautiful rubber-tired invalid-chair — to be 
 retained as the property of the school and loaned to any 
 who might need it whether members or not. It has 
 " paid for itself" many times over in the expressions of 
 gratitude from those who have used it. Since then two 
 other similar chairs have been added, and they are almost 
 always in use. 
 
 At the close of these giving services the platform looks 
 something like a department store. It sometimes hap- 
 pens that we endeavour to regulate the kinds of articles 
 to be given. On several occasions we confined it to fruit 
 and vegetables. Another year we gave laundry soap and 
 distributed it all to the charitable institutions of the city. 
 On a number of occasions we have required a ticket of 
 admission consisting of a potato or apple. Five barrels 
 of these " tickets " were sent to various needy institutions 
 as a result on one Christmas. The members of the school 
 receive absolutely nothing. They have come however 
 to look upon this giving service as most delightful, and 
 they enjoy it far more than they would the receiving of 
 the small gifts we might be able to make them. We try 
 to emphasize in this giving service the true spirit of 
 Christmas and to teach our scholars that in this way we 
 are doing just what Jesus came into this world to do ; 
 that they may learn of Him of whom it is said, '' He went 
 about doing good." 
 
 It is touching to listen to some of the reports brought 
 back by those who carry the gifts to the poor. A class 
 of boys set a large basket containing a Christmas dinner, 
 and beside it a sack of flour, on the porch of a poor 
 widow. They then knocked on the door and ran away. 
 
i88 How to Conduct a Sunday School 
 
 The " God bless you's " which followed the boys as they 
 ran was worth more than any gift they could have re- 
 ceived for themselves. One old lady said, " If it had not 
 been for this gift my Christmas dinner would have been 
 dry bread and tea." The resolutions of thanks which 
 come from the institutions are enough to remove from 
 the mind of any the thought that a giving Christmas 
 does not pay. It is the Lord's work, and when we are 
 giving we are doing it in His way. 
 
 There are many other special occasions observed by 
 various Sunday-schools, and many of them with profit. 
 To some of them a brief reference may be made. 
 
 Flag Day. This is held in the United States, near the 
 Fourth of July, and is sometimes called Patriotic Day 
 and sometimes Good Citizenship Day. The building is 
 decorated with flags and the school sometimes engages 
 in a flag drill. Patriotic songs are sung and patriotic 
 speeches made. 
 
 Parents* Day. This is a day set apart for the parents 
 of the children. Special endeavour is made to secure 
 their attendance, and when they arrive reserved seats are 
 given them and appropriate exercises are prepared to en- 
 tertain and profit them. We invite our parents also on 
 Rally Day and Children's Day and, indeed, to all of our 
 Special Days. 
 
 Thanksgiving Day. This would naturally fall on the 
 Sunday nearest Thanksgiving Day. This date differs in 
 the United States and Canada. The name of the day 
 suggests its treatment. 
 
 Decision Day. This is made the subject of a chapter 
 elsewhere. 
 Temperance Day. See chapter on temperance. 
 
XV 
 
 THE HONOURS AND REWARDS 
 
 Rewards properly bestowed upon those who have 
 faithfully earned them are always a means of stimulation 
 and encouragement. 
 
 All recognition of the work done in the Sunday-school 
 should be entirely impartial and general in its applica- 
 tion. The same general conditions must apply to of- 
 ficers, teachers, and scholars alike, except that, of course, 
 certain things will be required of the older members 
 which are not required of the small children. The small- 
 est scholar'ought not to be asked to do what the superin- 
 tendent, pastor, and teachers are unwilling to do. 
 
 During the session of the school it is customary with 
 us, as with many others, to recognize in a public way 
 those classes or departments which make a specially 
 good showing in certain directions, as indicated below. 
 
 Star Classes. Usually a star class is one with every 
 member present. With us not only presence is required, 
 but every member, including the teacher, must have his 
 own Bible brought from home. In many schools one of 
 the hymns is called the " Star Song." While it is being 
 sung the " Star Classes " stand and the others remain 
 seated. Stars are placed on standards at each of these 
 classes, showing to the whole school which classes have 
 attained this distinction for the day. In other schools 
 the names of these classes are read from the platform. 
 
 Banner Classes are so named for a variety of reasons. 
 
 189 
 
igo How to Conduct a Sunday School 
 
 With us the Excelsior Banner is awarded for a month to 
 the class making the best showing in home study of the 
 lesson, as indicated by their written work. A large 
 United States silk flag is held for a month by the depart- 
 ment showing the largest percentage of attendance to its 
 enrollment during the preceding month. 
 
 It will be observed that no class or scholar in any of 
 the plans of recognition mentioned receives anything 
 personally. We hold to the principle also in recognizing 
 the individual work of the members, whether officers, 
 teachers, or scholars, that the practice of giving prizes 
 and rewards of intrinsic value often works harm while it 
 seldom succeeds in producing the desired results. This 
 is our deliberate conclusion, after having tried both ways. 
 Occasionally, however, we slightly violate this rule. One 
 quarter, for instance, our lessons being in John's Gospel, 
 we offered the neat little " Gospel of John " books fur- 
 nished by the Bible Institute Colportage Association, of 
 Chicago, to all who would read that gospel. We gave 
 out about five hundred of them. 
 
 Members of our school who have reached in our mark- 
 ing system a percentage of ninety-five per cent, for each 
 quarter of the year are given public recognition at the 
 anniversary. The system of marking used in the school 
 is explained on page 47. For the first year of such record 
 in the school, whether the member is a primary scholar, 
 grown scholar, a teacher or an officer, he receives a 
 Robert Raikes Diploma. 
 
 Robert Raikes Diploma. This is a beautiful litho- 
 graphed diploma, 14X 17 inches, designed by the author 
 some twenty years ago. On the following page is pre- 
 sented a miniature reproduction of the diploma. 
 
The Honours and Rewards 191 
 
 This diploma, beautifully framed and ready to hang 
 upon the wail, is presented to the member at the anni- 
 versary service. He also receives a celluloid pin bearing 
 the name of the school and its emblem in the centre. 
 When a member has earned a second year of perfect 
 record, he does not receive another diploma, but a red 
 seal is attached to the diploma he already has, and he re- 
 ceives in addition a pin similar to the one he received the 
 first year, except that it is red, the same colour as the 
 seal. For the third year of perfect record a blue seal and 
 pin are given ; for the fourth year the colour of the seal 
 and pin is green ; for the fifth year, violet ; for the sixth 
 year, silver ; for the seventh year, gold. All of these 
 pins are very cheap except the last one, which is made of 
 solid gold, and costs a dollar. It has no commercial 
 value, however, because the name of the school is upon 
 it, and also the school emblem (an open Bible, a cross, 
 and the rays of the sun). The six seals referred to are 
 placed in round spaces on the margin of the diploma, 
 and when they are all present, the whole makes a beauti- 
 ful picture. 
 
 A glance at the picture of the diploma will show where 
 the various seals belong ; for example, the place where 
 the red seal belongs is indicated by the following words 
 printed on the diploma which are covered up when the 
 seal is affixed : " For Second Year of perfect record a 
 Red Seal is attached here." Similarly the location of the 
 other seals is indicated. 
 
 The best results in the use of this diploma come from 
 its cumulative value. For instance, when a member has 
 earned the diploma he then wants the red seal. He 
 cannot get it, however, without a whole year of faithful- 
 
192 How to Conduct a Sunday School 
 
 ness. Having earned the red seal, he wants the blue seal 
 a great deal more than he wanted the red one, and so on 
 to the end. The diploma with its six seals and the gold 
 pin represent seven years of faithful work. 
 
 The Robert Raikes Diploma is now very popular in all 
 parts of the country, being in use to a greater or less de- 
 gree in every state of the Union and province of Canada, 
 For the method of distributing these diplomas, see chap- 
 ter on " Special Occasions." 
 
 The Robert Raikes Alumni Diploma. Hundreds of 
 members having earned and received the Robert Raikes 
 Diploma with all its seals, made it necessary to inaugurate 
 something else lest the members lose their interest. We 
 consequently introduced what is known as the Robert 
 Raikes Alumni Diploma designed by Leslie C. Lawrence 
 of Detroit, Mich. This is much larger and handsomer 
 than the Robert Raikes Diploma, being 19X 24 inches in 
 size, beautifully lithographed in four colours upon very 
 heavy bond paper. This diploma is given, suitably 
 framed, to those who earn the honours of the school the 
 eighth year. In the margin are spaces for twelve more 
 seals, both diplomas thus covering a period, all told, of 
 twenty years of faithful work. A number of our mem- 
 bers have received this diploma with all of the seals 
 attached, indicating twenty years of perfect record. 
 Facing this page will be found a miniature Robert Raikes 
 Alumni Diploma. 
 
 It sometimes happens that members who are working 
 for the honours of the school lose their record for one 
 reason or another. It may be on account of removal 
 from the city, and it may be from indifference. When 
 this happens they can take up the work at any later time 
 
The Honours and Rewards 193 
 
 and go on with their honours, even though a number of 
 years have elapsed since they received their last recogni- 
 tion. The fact that this is often done shows that, while 
 the interest may lag for a time, it seldom ever wholly dies 
 out. Something like three hundred members of our 
 school receive the honours every year at the anniversary. 
 
 There is a movement on foot now whereby the work 
 done in one school where these Robert Raikes Diplomas 
 are used is recognized in other schools using the same 
 system. So that, for example, a scholar having earned 
 the diploma and several seals can, upon removing to 
 another city and becoming a member of another school 
 using the same system, go right on earning the seals — 
 beginning in the new school where he left off in the old 
 one. There have been a number of cases of that kind in 
 our school. This plan is a good one and tends to bring 
 the schools into closer relation to each other and at the 
 same time encourages the scholar who removes to seek 
 membership at once in another school. 
 
 Does it Pay ? The question may well be raised as to 
 whether all of this detail and expense really pays ? The 
 expense is considerable, for these diplomas, frames and 
 all, are bestowed without cost upon those who earn them. 
 The question of cost is often asked of us, and we think 
 we can in a very concrete form give a conclusive answer. 
 
 A diploma, framed ready to hand out, costs about 
 seventy-five cents ; the six seals cost two cents each ; the 
 six celluloid pins cost a cent and a half each, and the gold 
 pin given out at the end of the seventh year costs one 
 dollar : so that the entire cost is not over two dollars. 
 
 Of course, all members of the school are regular con- 
 tributors, and the average gift per Sunday is about four 
 
194 How to Conduct a Sunday School 
 
 cents per capita. From this, it will readily be seen that 
 the offerings for one year would cover the entire expense 
 for the seven years. 
 
 The Alumni diploma, with its seals covering thirteen 
 years, can be bought for about one dollar ; so that for three 
 dollars, all told, the diplomas, pins, and seals can be pro- 
 cured, covering twenty years of record, during which time 
 the scholar would probably contribute about eighty dollars 
 to the school. Of course, it should not be put upon this 
 basis, and the reward should be given entirely independ- 
 ently of any contributions. Certainly no person should 
 be led to believe that he is paying for his rewards. 
 Reference to the matter is made here simply to answer 
 the question raised above. It is the cheapest and probably 
 one of the best systems in use, judged by its popularity. 
 
 The best result, however, of this system of honours 
 shows itself in the evenness of our attendance throughout 
 the year, and in the percentage of our attendance to the 
 enrollment. 
 
 The average attendance in our school for the four 
 quarters of the year 1904 was as follows : — 
 
 Average 
 Attendance 
 
 1st Quarter 777 
 
 2d Quarter 802 
 
 3d Quarter 698 
 
 4th Quarter 824 
 
 Yearly Average 775 
 
 The average enrollment for the year was 995. 
 
 This shows that the percentage of attendance to en- 
 rollment was about seventy-eight per cent. The at- 
 
The Honours and Rewards 195 
 
 tendance, however, includes some visitors each Sunday, 
 so that perhaps it would be safer to say that the per- 
 centage of attendance each Sunday to enrollment, 
 confining both to actual membership, is seventy to 
 seventy-five. The most interesting feature of these 
 figures, however, is the attendance during the summer 
 quarter. The school meets every Sunday in the year. 
 It will be noticed that even this quarter's average is 
 only about ten per cent, below the average for the year. 
 Nearly all schools in the cities become very much de- 
 pleted during the summer months, and many of them 
 discontinue, because they cannot keep up their attend- 
 ance. The results we have reached in this respect we 
 attribute almost wholly to our marking system. The 
 members of our school understand perfectly well that 
 the ninety-five per cent, which they must obtain in their 
 marking before they will be entitled to their honours, ap- 
 plies to the summer quarter as well as to the others. 
 However, we have an advantage in this respect over 
 some other churches in that a large proportion of our 
 people do not take extensive trips in the summer time, 
 
XVII 
 THE SUNDAY SCHOOL ENJOYING ITSELF 
 
 The craving for social enjoyment is an instinct in the 
 young which will be satisfied in some way, under either 
 good or bad conditions. The Sunday-school which 
 intelligently addresses itself to the problem of furnishing 
 opportunities for clean, pure, exhilarating enjoyment to 
 its members has thereby solved many of its other prob- 
 lems. The Sunday-school is more than a school, and 
 the officers and teachers are more than instructors. Next 
 to the home, the Sunday-school should be the happiest 
 place on earth to all its members, and especially so to 
 those who are young. If the school at frequent intervals 
 will provide its members with suitable entertainments and 
 opportunities for social enjoyment both indoors and out, 
 it will continually tighten its hold upon them, and they 
 will the more readily yield to the one great purpose for 
 which the Sunday-school stands. It will be proper for 
 us to consider briefly some of the methods by which 
 these highly desirable conditions can be established. 
 
 Entertainments. Many churches are now providing, 
 not only for the congregation, but also for the Sunday- 
 school, series of entertainments of various kinds, such 
 as lectures, impersonations, readings, musicales and con- 
 certs. It is possible so to arrange such courses of en- 
 tertainments for the winter that they may be within easy 
 
 196 
 
The Sunday School Enjoying Itself 197 
 
 reach financially of nearly all the pupils of the school. 
 In one such course, connected with our own church, the 
 whole course costs but fifty cents, and any scholar under 
 sixteen years who sells a course ticket to another person 
 receives one free for himself. There is a small extra 
 charge for reserved seats. This entertainment course 
 has been in operation for fifteen years. Usually it con- 
 sists of five numbers, the entertainments costing from 
 twenty-five to one hundred and seventy-five dollars each. 
 Some years we have come out with a small deficit, but 
 more frequently with a httle balance on the right side. 
 Money is not the main consideration. It is impossible 
 to estimate the value of these courses to our church and 
 Sunday-school. They satisfy a demand for just that sort 
 of intellectual and social recreation, a demand which 
 would otherwise be satisfied somewhere else, and possibly 
 that " somewhere else " would not be so healthful and 
 helpful in its influence as our church home. 
 
 Some Sunday-schools give a series of very cheap en- 
 tertainments, charging the scholars five cents each or 
 even a penny for admission. These are usually of the 
 musical order, or by means of the stereopticon or phono- 
 graph ; they may be made very entertaining and profitable. 
 Other schools give free entertainments to their scholars, 
 admission by ticket, the program usually being filled by 
 local talent. For instance, somebody who is familiar 
 with electricity would give some demonstrations ; a 
 chemist would be called in to give experiments in his 
 line ; the pastor or others would give illustrated talks, 
 using the blackboard. Many other things might be 
 suggested. All of these things which help to satisfy 
 the craving for intellectual and social recreation are 
 
198 How to Conduct a Sunday School 
 
 profitable to the scholar, and tend to give both church 
 and school a larger place in his life. 
 
 Social Gatherings. In those departments or classes 
 which are above the juniors or intermediates in age, 
 properly conducted social gatherings are very helpful. 
 Department gatherings had better be held at the church, 
 and class gatherings at the home of the teacher or that 
 of some member of the class. With scholars who are 
 not grown the teacher should always be present, and in- 
 deed this is desirable for all classes. A department 
 social once a year, and a class social twice a year or per- 
 haps once a quarter will add greatly to the pleasure of 
 the school work both for teachers and for scholars, while 
 they will afford to the teacher many opportunities to 
 speak personal words to the scholars, and to get nearer 
 to them than they could in any other way. Generally it 
 is better to have some literary and musical features rather 
 than to give these meetings over entirely to games and 
 sports. 
 
 Picnics. Everybody knows what a picnic is, and it is 
 not necessary to try to define one here. There is a 
 certain helpful exhilaration in the outdoor relaxation, in 
 the running and romping of the children, and in the 
 games that are usually engaged in on such occasions. 
 My purpose is to describe one particular kind of picnic 
 which we have found by experience to satisfy the school 
 better that any we have ever had before. The time came 
 when it was necessary to introduce some new features 
 and also to provide something that would attract and 
 hold the older scholars, and the members of the church as 
 well, so that the whole church and school could picnic 
 together. 
 
The Sunday School Enjoying Itself 199 
 
 We heard of an egg hunting exercise connected with 
 a union picnic of the schools of Chattanooga, Tenn., and 
 decided to try that. Since then we have had an " Egg 
 Hunt" twelve years in succession, and all of our people, 
 old and young, are enthusiastic in their interest and par- 
 ticipation in it. This kind of picnic can be held in the 
 country or village as well as in a city. Guided by a 
 description of the picnic as we conduct it, any who desire 
 to employ the same means may adapt them to their own 
 local conditions. 
 
 We hold the picnic early in September and make it a 
 means of rallying the members who have scattered during 
 the summer. Coming before Rally Day it has much to 
 do with increasing the attendance on that day. The 
 picnic is usually held on Saturday, so that all the school 
 children may attend, though it is designed as much for 
 the whole church as for the Sunday-school children. 
 We meet at the church in the morning at a given hour, 
 all bringing lunch baskets. These baskets are left at the 
 church and taken from there to the picnic grounds in 
 large wagons. At the time appointed all board the open 
 street cars which have been lined up at the side of the 
 church. In the leading car is a brass band. The small 
 children are put in the forward cars and with them a 
 sufficient number of grown people to prevent accidents. 
 When the cars are all loaded (twelve or fifteen of them) 
 the procession starts and passes down through the heart 
 of the city and out to the city park. The playing* of the 
 band and the shouting of the children bring the people 
 from the stores to the sidewalk until it gives the city the 
 appearance of circus day. 
 
 It is a happy throng you may imagine, with shouting 
 
200 How to Conduct a Sunday School 
 
 and singing and laughter. Each car carries a banner 
 with the name of the school, and on each car are a num- 
 ber of people who are provided with packages of confetti 
 ribbon. This is made of paper half an inch wide, in 
 various colours, and rolled in bolts like narrow tape. 
 Holding the end of the ribbon and throwing the bolt 
 makes a streamer perhaps twenty or thirty feet long. 
 It is only a few minutes after the cars start before they 
 are pretty thoroughly decorated with this many-coloured 
 ribbon, and look very gay as they pass through the city. 
 Each person is provided with a pasteboard badge printed 
 on both sides, one side announcing the picnic, and the 
 other announcing the Rally Day which is to come. 
 
 On arriving at the grounds a procession is formed, 
 with the band leading, followed by the small children, 
 these by the larger children, and so on, including adults, 
 until all are in line marching to the part of the park 
 which is to be used for the picnic. Then comes the egg 
 hunt. Wooden eggs painted a bright red are used. 
 They can be bought for about one cent each at almost 
 any wood-working establishment. They are the size and 
 shape of ordinary hens' eggs. The committee having in 
 charge the hiding of the eggs takes a thousand of them 
 to the park early in the morning. In various sections of 
 the park they are hidden away in the grass and the 
 bushes, in the forks of the trees and in any suitable place. 
 One section of the park is reserved for the beginners ; 
 another for the primaries ; another for the juniors, and so 
 on, not forgetting the grown up people. When the egg 
 hunt begins the departments are separated and the officers 
 and teachers of each department are informed, for the first 
 time, where their field of operations lies. There is also 
 
The Sunday School Enjoying Itself 201 
 
 one golden egg. At a given signal all start upon the egg 
 hunt. None are more interested and zealous in their 
 search than the men and women. The hunt lasts nearly 
 an hour, for some of the eggs are hidden away very 
 securely. After it is over the boy and the girl, or the 
 man and the woman of each department who has been 
 most successful in that department, and the one who finds 
 the golden egg, are suitably rewarded in some way. One 
 year they were given an automobile ride, another a 
 watermelon treat, another a boat ride in a steam launch, 
 etc. The real sport, however, Hes in searching for the 
 eggs, and this is clean sport as well as very exciting 
 while it is going on. It is very amusing to see grown 
 men and women either on all fours hunting in the grass 
 for eggs or scurrying about like children among the 
 bushes. You would think they were really children — 
 and for that day they are. 
 
 After the egg hunt is over there comes the old- 
 fashioned picnic-dinner, which needs no explanation. 
 Then follow competitive games of many kinds, adapted 
 to children of all ages and to grown people as well, from 
 the catching of a rubber ball by the beginners to a base- 
 ball game by the young men. Races, chariot contests, 
 balloon ascensions, etc., are part of the varied program. 
 Everybody is allowed the largest liberty to enjoy himself 
 as he sees fit. Our egg hunting picnic adds greatly to 
 the strength of our school life, while it is enjoyed more 
 than any other kind we have ever had in the past. There 
 is nothing connected with it except the street car parade 
 that cannot be copied anywhere. 
 
 Other Kinds of Enjo)niient. There are many other 
 things that could be named which have their use in cul- 
 
202 How to Conduct a Sunday School 
 
 tivating the social side of the school life and furnishing 
 choice entertainment. One of these is found in the social 
 gatherings of the organized classes. We have spoken of 
 that more at length in our chapter on that subject. At 
 this point we will only stop to say that the organized 
 class has done more to solve the social problem of the 
 Sunday-school than anything else. There are quite a 
 number of other features of enjoyment referred to, like- 
 wise, in our chapter on " Through-the-Week Activities." 
 Some of the Special Days referred to in another chapter 
 afford splendid opportunity for enjoyment, especially 
 New Year's Day. 
 
 Conclusion. The entire chapter on " The Sunday 
 School Enjoying Itself " would not be worth the space it 
 occupies if I did not say in closing that all of these things, 
 whether entertainments, class organizations, socials or 
 picnics are but means to an end, and whenever, on any 
 account, any of them are allowed to interfere with the 
 real purpose of the Sunday-school, they are doing more 
 harm than good. We believe, however, that a certain 
 amount of relaxation, sociability and enjoyment are con- 
 sistent with the highest type of real Christian work. 
 There is that craving for these things, especially in the 
 youthful heart and mind, which will find satisfaction some- 
 where, and certainly it is better to sanctify the games and 
 enjoyments with which they are familiar, than it is con- 
 tinually to tell the children not to do this or that. We 
 believe that a baseball game can be played to the glory 
 of God, and that all of these other things can be con- 
 ducted in the same way. 
 
 When class organizations degenerate into minstrel 
 shows or masquerades, they are compromising them- 
 
The Sunday School Enjoying Itself 203 
 
 selves and lowering the standard they represent. Much 
 of the success lies in the hands of the officers and teach- 
 ers in all of these matters, and the responsibility lies there 
 too. Nehemiah said, " The joy of the Lord is your 
 strength," and all these things under proper restriction 
 and management, if carried on for the right purpose, in 
 the right manner, will add to the efficiency of the school 
 work rather than detract from it. Of all the people on 
 the earth God's children should be the happiest, and 
 while it is true that they should find their chief enjoy- 
 ment in Him, in His word and in His work, the re- 
 laxation of the body afforded by pure and innocent 
 amusement is not detrimental but helpful in this direc- 
 tion. 
 
XVIII 
 THE BLACKBOARD AND OBJECT TEACHING 
 
 " The kingdom of heaven is like unto a grain of mus- 
 tard seed, which a man took, and sowed in his field: 
 which indeed is less than all seeds : but when it is grown, 
 it is greater than the herbs, and becometh a tree, so that 
 the birds of the heaven come and lodge in the branches 
 thereof" (Matt. 13: 31, 32). 
 
 This is object teaching, and the Master Himself is au- 
 thority for its use. Objects may be real or imaginary. 
 In the case cited above it is not at all certain that Christ 
 had mustard seed in His hand, or that He referred to a 
 particular man or field ; nevertheless this was object- 
 teaching. There is a right and a wrong way of using 
 objects ; but with many teachers the practice is much 
 abused by unwise application. It must be laid down as 
 a basic principle that no object should ever be used in 
 teaching for the mere purpose of using an object. Any 
 sort of object teaching which leaves in the mind the 
 memory of the object instead of that of the lesson taught, 
 is a damage rather than a help. A child went home from 
 the Sunday-school and said to his mother, ♦* I don't think 
 much of Jesus any more ; He's nothing but a pasteboard 
 man." The teacher had evidently pinned a picture of 
 Christ to the wall or blackboard and had not been careful 
 to explain that it was nothing but a picture ; she had 
 
 204 
 
The Blackboard and Object Teaching 205 
 
 actually taught that Christ was a pasteboard man, though 
 she did not realize that she was doing so. In a conven- 
 tion of Sunday-school workers we heard a speaker say : 
 " These are the twelve apostles and this one is Judas." 
 She pointed to twelve sticks stuck up in the sand, one of 
 which was painted black. Wooden apostles and clothes- 
 pin angels have done duty long enough ; nevertheless 
 there is a power in the right and wise use of objects 
 which we have little realized. 
 
 Object Teaching Scientific. We are told by those 
 who are experts in this specialty that the optic nerve is 
 the largest and most sensitive nerve entering the brain, 
 the seat of intelligence. Indeed, some go so far as to 
 say that we learn four times as much through the eye 
 as through all the other senses combined. 
 
 Object Teaching Effective. Many of our best edu- 
 cators have for a long time claimed that a child will learn 
 more up to seven years of age than he will learn in all 
 his life from that age on. This is largely due to his use 
 of the sense of sight He learns innumerable things that 
 are never found in books. He learns that an animal 
 moves and a tree stands still, that a cow is larger than a 
 cat, that chalk is white and ink is black : he learns the 
 relation of things to things. This sounds absurd ; but all 
 these things must be learned ; and they are all learned 
 through the eye. The sight is used sometimes as the 
 sum of all the other senses. For instance, when after 
 you have puzzled your brain over a mathematical prob- 
 lem which you could not solve, a few words from your 
 teacher lifted the cloud, you will remember that you said, 
 " Oh, I see ! " You meant that you understood ; the ex- 
 pression used not referring especially to the sense of sight. 
 
2o6 How to Conduct a Sunday School 
 
 This only illustrates the thought that unconsciously we 
 regard this sense as the most important. 
 
 Object Teaching Approved in the Bible. Both Old 
 and New Testaments are full of it. One thing is com- 
 pared with another, and familiarity with the one helps to 
 give a right impression of the other. Any one who will 
 look through the Bible with this thought in mind will be 
 astonished beyond measure to find how many different 
 objects are used as a means of instruction. They include 
 almost every animal you can think of, as dove, camel, 
 coney, calf, bee, ant, moth, sparrow, dog, horse, sheep, 
 goat. They include many plants and fruits and eatables, 
 as, for example, butter, honey, apples, oil, bread, water, 
 wine, Hly, grass, vine, salt. We find also reference to 
 many parts of the human body, as the head, hand, feet, 
 heart, eye, ear, teeth, hair, tongue, bones, marrow, bowels. 
 Some of the more notable objects mentioned in the Bible 
 are the brazen serpent, the passover, the pillar of fire, the 
 pillar of cloud, the burning bush, the rainbow, the fleece, 
 the tabernacle and its furniture, etc., etc. The list is 
 almost endless. Parables are examples of object teaching 
 in the truest sense ; '* and without a parable spake He 
 not unto them." 
 
 The Use of Objects Approved in Secular Teaching. 
 Every schoolroom is a proof of this. You will find there 
 maps, charts, pictures, globes, blocks, manikins, black- 
 boards, plaster casts, and the like. No schoolroom would 
 be considered modern or in any wise up-to-date that was 
 not well supplied with these things. 
 
 Object Teaching Practical. Anybody can use objects 
 if he will use good judgment. The one method of object 
 teaching which is the most convenient and indeed the 
 
The Blackboard and Object Teaching 207 
 
 most practical in any Sunday-school is the blackboard. 
 Any person can use the blackboard if he will mix brains 
 with his chalk. The simplest work is the best work. 
 The work which is done in the presence of the school, 
 crude as it may be, is far more effective than more artistic 
 or elaborate work done beforehand. Do not attempt to 
 draw finished pictures on the blackboard ; use the simplest 
 sort of landscape outlines ; on no account undertake to 
 draw faces or animals in the presence of the school. 
 Some one has wisely said, " If you cannot draw on 
 the blackboard, draw on your imagination." For in- 
 stance, here is a man and a boy ( | j ) ; you do not need 
 to label either one of them ; your scholars will quickly 
 determine which is the man and which the boy. The 
 blackboard is useful for many purposes. The numbers 
 of the hymns for the day may be written on it and thus 
 the time used in announcement may be saved. Many 
 use the blackboard to display the reports of the day ; 
 this is called the visible report. Time is saved thereby, 
 while everybody is able to see the report for that day at 
 a glance. A man with a blackboard, and a piece of 
 chalk in his hand can hold an audience a long time 
 whether he makes a mark on the board or not, pro- 
 vided he makes a motion occasionally as if he were 
 going to. The simplest use of the blackboard is the 
 best use. No line should ever be made which cannot 
 be seen from all parts of the room. Our purpose here 
 is to give a few illustrations that may be helpful by way 
 of suggestion. 
 
 Use your blackboard for maps. The best map is an 
 outline map. The ordinary printed maps, especially 
 those in the quarterlies and many used for wall pur- 
 
2o8 How to Conduct a Sunday School 
 
 poses are so filled up with the names of towns and 
 rivers and mountains and lakes that you can scarcely 
 find what you want. A few bold strokes on the black- 
 board and you have a map. It may not be accurate ; 
 but it will answer the purpose of the best map you can 
 buy. The accompanying map can be drawn in less than 
 half a minute and will answer every purpose for a map 
 of the Holy Land. The superintendent should practice 
 until he can draw this map while he talks. 
 
The Blackboard and Object Teaching 209 
 A few other illustrations. 
 
 The Picture Guess Review affords an admirable op- 
 portunity for the use of the blackboard. Draw a picture 
 frame upon your board and then imagine a pic- 
 ture in it. Describe the picture to the school and ask 
 them to tell what it is. We have found this very helpful 
 indeed. For instance, suppose the superintendent should 
 say, " This is my imaginary picture. I see a house in a 
 town. People are crowding about the house so that I 
 cannot see the lower part of it at all. They seem to be 
 trying to get into the house, and they are looking over 
 the shoulders of those in front. Something very interest- 
 ing must be going on in there. On one side of the 
 house, outside, is a stairway. On the house-top I see 
 four men looking down through a hole in the roof. 
 They seem to be greatly interested in what they are 
 witnessing." This is enough for the description ; then 
 ask questions of the school : Why has this crowd as- 
 sembled ? Who is there inside who attracts so much at- 
 
210 How to Conduct a Sunday School 
 
 tention ? What has He been doing there ? What are 
 the four men doing ? Whom did they bring ? Why ? 
 Why did they not enter through the door? What did 
 the Great Physician do to the man whom they brought ? 
 How did the man who was healed show his gratitude ? 
 Not all lessons will yield to this kind of treatment, but 
 as a rule those which may be called descriptive lessons 
 will. 
 
 This little illustration given me by Dr. Schauffler can 
 be used to emphasize the necessity of being on the right 
 track. It is known that the railroad tracks in a union 
 station are close together and parallel. Apparently they 
 go in the same direction. As a matter of fact, however, 
 after the trains leave the station, one may go north and 
 another south. If a man wants to go north he must be 
 very careful to get on the train which goes north. It 
 will not do to say, " This other train is headed in the 
 same direction," for it may travel in a different direction 
 altogether after it leaves the station. This makes an im- 
 pressive lesson ; we all appear to be travelling in the same 
 direction ; we come into the world as infants, have many 
 
The Blackboard and Object Teaching 21 1 
 
 experiences in common, arrive at old age and die, — these 
 are the common experiences of all ; but the Bible teaches 
 us that the ways part at the grave and that those who 
 have served God are taken home to live with Him, and 
 those who have not served God are separated from Him. 
 It makes a great difference whether we are on the right 
 track or on the other one. 
 
 The prayer chain is beautifully explained in this sim- 
 ple illustration : — There are three links in this prayer 
 chain. Cornelius is praying at Csesarea ; that is one-half 
 of a link. God answers him and tells him what to do ; 
 that is the other half of the same link. Peter is praying 
 in Joppa ; that is one-half of a link. God tells him what 
 to do when certain people call for him ; that is the other 
 half of that link. Cornelius does what God tells him to 
 do, sends for Peter; that is one-half of the third link. 
 Peter does what God tells him to do ; that is the other 
 half of this link. Thus the prayer chain is complete, and 
 we discover that the shortest way from one heart to 
 another is oftentimes by way of the throne of God. 
 
 There are numerous methods of using the blackboard. 
 
212 How to Conduct a Sunday School 
 
 If lettering is done, as a rule it should be printed rather 
 than written, especially if it is to be read across the 
 room ; writing will do only for a small class-room. The 
 blackboard should not be filled up with printing or writ- 
 ing either; the less you can put upon it the better, 
 provided you make the truth plain. Acrostics are some- 
 times used with good effect. Coloured chalks are help- 
 ful ; avoid the heavy colours such as deep blue, brown, 
 etc. The most useful colours are red and yellow, some- 
 times green, but as a rule, use more white than anything 
 else. 
 
 I saw Mr. E. A. Fox of Kentucky, use this illustration 
 on one occasion with good effect. He was trying to teach 
 that the best way to get rid of a bad habit was to get 
 rid of it all at once, and not a little at a time. He wrote 
 the word habit on the board thus : 
 
 HABIT 
 
 He then erased the H and said ''you have A BIT 
 left " ; he then erased the A and said, " you still have a 
 BIT " ; he then erased the B and said " you still have 
 IT " ; then putting the whole word upon the board 
 again he erased it all at once. Those who saw this will 
 not forget its lesson. 
 
 However, the blackboard is not the only means of ob- 
 ject-teaching. For the purpose of suggestion only, here 
 are a few illustrations. Take a piece of stiff paper and 
 cut it in two on the zigzag line : 
 
The Blackboard and Object Teaching 213 
 
 This can be used to illustrate how the Old and New 
 Testaments fit into each other. For example, show only- 
 one piece of the paper, explaining that the angles and 
 corners of the jagged edge might represent what the 
 Old Testament said about a given subject ; then produce 
 the other piece of paper ; these angles and corners are 
 what the New Testament says on the same subject. 
 Now put the pieces together and show how they fit into 
 each other. For example, the Old Testament says that 
 Christ was to come ; that He was to be born of a virgin ; 
 born in Bethlehem ; would be a man of sorrow ; would be 
 crucified ; no bones would be broken ; would be buried 
 rise again and ascend to the Father. Turning to the 
 New Testament we find that each of these things did 
 actually happen. This proves beyond question that the 
 Christ of the New Testament was the Christ of prophecy. 
 One of the slips of paper represents the Old Testament 
 and the other its fulfillment ; they fit into each other Hke 
 the two parts of a hinge. 
 
 Other Objects. A primary teacher showed to her class 
 a beautiful apple with a small rotten spot in it. After call- 
 ing attention to the rotten spot she laid the apple on the 
 shelf in the presence of the class. Sunday after Sunday 
 
214 How to Conduct a Sunday School 
 
 she took it down and showed the class how the spot had 
 grown, until finally the apple was all bad. Then she 
 made the application, that the evil in the heart would 
 grow like that unless it was taken out ; and she showed 
 them the only way by which it could be taken out. 
 
 A burnt stick shows the influence of bad companions 
 and bad reading. It is impossible to take hold of it 
 without being soiled. 
 
 Petrified wood is made what it is by its surroundings. 
 
 The attractiveness of sin and the difficulty of extricating 
 one's self from it may be shown by a piece of fly paper. 
 
 The only way to put life into a dead coal is to put it 
 by the side of a live one. This shows the power of a 
 bad example or a good one. 
 
 Take two candles lighted, one a very short one and one 
 a very long one. These represent the Christian hfe ; the 
 long candle represents the boy and the short one the old 
 man. The boy has longer to shine than the man, thus 
 illustrating the advantage of becoming a Christian in 
 youth. The following design illustrates this point ad- 
 mirably : 
 
 S li 
 
 0GE OF ACCEPTING CHRIST AND 
 PROBABLE YEARS OF USEFULNESS 
 
 THEREAFTER 
 
 f II ft f] i^ ^ 
 
 75 eOYSS. 
 
 » I920253038^«50 55 6065r0 75 
 
 QiGURES BEL0W THE CANDLES REPRESENT THE AGE OF ACCEPTING CHRIST 
 FIGURES AIDNGSIDE THE CANDLES SHOW THE LENGTH OF UFE THAT MAT 
 BE EXPE CTED TO FOLLOW BASED ON UFE INSURANCE ACTUARIE S TBBLES 
 
 An early DEDSION means just so many more years OF CHRISTIAN SERVICE 
 
The Blackboard and Object Teaching 2 1 5* 
 
 A sensitive plate may illustrate the power of first im- 
 pressions. A plate can be made ready for the camera by 
 the photographer in a dark room and securely wrapped 
 in a box. Hold up the box and tell what is in it and the 
 condition of the plate. Explain that the moment the 
 Hght strikes it the plate is spoiled for a picture because it 
 was not exposed under right conditions ; if it had been it 
 would have reproduced a beautiful picture of the boy or 
 girl who was placed before it. 
 
 An electrotype was once a soft, plastic metal when it 
 was in a heated state ; now it is fixed and cannot be 
 changed, illustrating childhood and its plasticity. 
 
 Christ's power to draw men to Himself may be repre- 
 sented by the magnet. Many beautiful illustrations can 
 be made from this little toy. For instance, one piece of 
 metal drawn by the magnet will draw another because it 
 has now the power of the magnet. Small nails are good 
 to use here. A very small nail drawn by the magnet 
 will draw a larger one. A child may sometimes draw 
 his father or mother to Christ. An old, rusty nail yields 
 very slightly to the drawing power of the magnet. Men 
 who have been long in sin are hard to draw, yet Christ 
 can draw them. A very pretty illustration is to place a 
 magnet on one side of a sheet of paper and a cambric 
 needle on the other, holding the paper so the audience 
 can see the needle but not the magnet. The needle will 
 follow the magnet as it is moved from one part of the 
 paper to another, yielding to the influence of an unseen 
 power. 
 
 Many umbrella handles have crooks on the end and 
 look as though they were made of roots. This is actually 
 true and it is done we are told in the following manner. 
 
2i6 How to Conduct a Sunday School 
 
 A certain kind of shrub which sends down a long straight 
 root is cultivated for the purpose of making umbrella 
 handles. When they arrive at a certain age the plants 
 are pulled up and the root tied in a knot. They are then 
 planted again and allowed to grow until the root is large 
 enough for an umbrella handle. The lesson is obvious. 
 
 The power of habit is beautifully illustrated by taking 
 common sewing thread and wrapping it around a boy 
 whose arms are held straight down by his sides. Talk 
 about a habit winding itself around a boy. It may be 
 the habit of swearing or the use of tobacco. Stop oc- 
 casionally and ask the boy to break the thread. He will 
 do so. Wind more thread, it is more difficult to break 
 it. Finally he cannot break it at all. 
 
 The leading or drawing power of the Holy Spirit is 
 illustrated, though perhaps in a very imperfect way, as 
 follows : — Take a very small thread, as fine as you can 
 get. Blindfold a boy and then lead him about the room 
 by the thread. If he follows as you draw you can lead 
 him anywhere. Let him stop however and resist, and 
 the thread is broken ; he cannot follow because he does 
 not feel your drawing any more. 
 
 A lily bulb and a lily shown together make a beautiful 
 illustration of death and the resurrection. 
 
 Ordinary building blocks can be used very effectively to 
 illustrate the building of character. In using the blocks 
 you might put one or two in irregularly so that after a 
 while the wall is impaired and falls. A paper block 
 might be put in, which the weight of the wall will press 
 together, causing the whole to fall down. Thus weak 
 places in our character are sure to show themselves 
 sooner or later. 
 
The Blackboard and Object Teaching 217 
 
 The slimy tracks of the fish worm on the sidewalk 
 after a shower may illustrate the effect left upon the mind 
 by reading bad books. 
 
 For a capital temperance object lesson see the last 
 illustration in the chapter on temperance. 
 
 A Bottle Illustration. There are very many illustra- 
 tions given by means of bottles and chemicals. We will 
 give but one, and before doing so, will say that this illus- 
 tration is ofttimes objected to and, if used at all, should 
 be used with great care. There is a good lesson in it if 
 wisely used. Have a pint bottle of clear glass nearly 
 full of pure water. Also a one ounce bottle of tincture 
 of iodine and an ounce bottle of saturated solution of 
 hypo-sulphite of soda. The large bottle represents 
 the heart of a little child before consciously doing 
 anything wrong. A few drops of the tincture of iodine 
 will stain the water. This may represent the first wrong 
 thing that is done. When one has done wrong once it 
 is easier to do wrong again ; the habit grows. Keep 
 pouring in a little more and a little more of the tincture 
 of iodine until the contents of the large bottle are very 
 black and ugly. This may now represent a man grown 
 up in a sinful life. Ask the children if the contents of 
 the bottle can be made pure and clean by washing the 
 outside of the bottle ? This will illustrate that we need 
 something more than to dress up and look respectable 
 and appear clean on the outside. Such verses as Psalm 
 51:7 and I John I : 9 might be taught in connection 
 with this illustration. Explain that only Christ can make 
 the heart pure and clean. When we take Him into the 
 life and heart He drives out the sin ; they cannot stay in 
 the same heart together with Him. Then pour into the 
 
2i8 How to Conduct a Sunday School 
 
 large bottle the saturated solution. Explain that you are 
 using a figure only and that this represents the effect on 
 the life of taking Christ into the heart. The water in the 
 large bottle will return immediately to its natural colour. 
 Explain now that this represents a Christian life and that 
 a Christian can withstand, by the power of Christ, the 
 temptations that come in his way. Illustrate again by 
 pouring into the large bottle some of the tincture of 
 iodine, and call attention to the fact that it does not taint 
 the water as it did before, because there is something 
 there now that resists its power. Jesus in the life en- 
 ables us to resist temptations to which we yielded 
 before. 
 
 A freight-car going down the track, having been de- 
 tached from the engine, goes right because it was started 
 right. " Train up a child in the way he should go : and 
 when he is old he will not depart from it." 
 
 " The sparrows on a telegraph wire are very busy with 
 their chatter but wholly unconscious of the great world's 
 messages that are passing beneath them through the very 
 wire on which they stand." This is something like many 
 churches and individuals who are so busy with their own 
 small affairs that they are unconscious of the great move- 
 ments of the church and of the world. 
 
 A Rose. One of the most beautiful illustrations I know 
 of is given with a large rose — better provide two roses, 
 the same colour and size, if possible. Let them be red, 
 with good stems. Talk to the children about the rose : 
 refer to its beauty, how it grows, its sweet odour, and its 
 various uses. Tell how it carries jo}^ to the sick room 
 and conveys loving messages to friends. Then dwell on 
 the fact that only God can make a rose. A man may 
 
The Blackboard and Object Teaching 219 
 
 plant the bush and care for it but he cannot make the 
 leaves to grow nor the buds to bloom ; God alone can do 
 that. Only God can make a rose. Repeat the sentence 
 over and over, " Only God can make a rose." Then be- 
 gin to remove the petals one by one, very slowly, drop- 
 ping them upon the floor as you say, " but any one can 
 spoil a rose." Repeat over and over, <• Only God can 
 make a rose, but any one can spoil a rose." Before the 
 rose is more than half destroyed, speak of life. Explain 
 what you mean by life : not simply putting life into the 
 body but making our life what it ought to be. Explain 
 how God can make it what it ought to be. We take 
 Jesus into our life and He shows us the way. Then say 
 again and repeatedly, " Only God can make a hfe, but 
 any one can spoil a life." Begin again to remove the 
 petals from your rose as you say again, " Only God can 
 make a rose, but any one can spoil a rose ; only God can 
 make a life, but any one can spoil a hfe." Explain how 
 the life may be spoiled by going to bad places, by learn- 
 ing to drink intoxicants, by using tobacco, by lying, by 
 dissipation, by reading bad books, by going into bad 
 company, by thinking bad thoughts, etc., etc. Give 
 some illustrations of spoiled lives resulting from these 
 things, all the while continuing slowly to remove the 
 petals and drop them upon the floor, repeating over 
 and over as you do so at every opportunity, " Only 
 God can make a life, but any one can spoil a hfe." 
 When all the petals are gone and you have nothing 
 but the stem left, hold the two up together — the 
 stem with its flower all spoiled and gone, and the 
 other stem with its beautiful flower, and ask the children 
 which they would rather be like, the spoiled flower or 
 
220 How to Conduct a Sunday School 
 
 the perfect flower. The appHcation is easily made, 
 and the children's eyes will be riveted upon you from 
 start to finish. This illustration has been wonderfully 
 blest of God. 
 
XIX 
 THROUGH-THE-WEEK ACTIVITIES > 
 
 The Sunday-School and Social Service. The Sun- 
 day-school as a channel for social service will strike many 
 as a new idea. And yet such it is. Indeed, it is coming 
 more and more to be regarded as one of the very best 
 agencies for preaching this " Gospel of Humanity." 
 Quite a surprise came to many as a result of the recent 
 Men and Religion Forward Movement, when it was dis- 
 covered that there was scarcely a feature exploited by the 
 social-service specialists engaged in that continent-wide 
 campaign which was not already being effectively carried 
 on in the Sunday-school, chiefly through the more than 
 forty thousand organized classes of people over sixteen 
 years of age. 
 
 All of the legitimate through-the-week activities of the 
 Sunday-school are based upon the commands of our 
 Lord as found throughout His teachings. Fortunately 
 we are not left in uncertainty as to what His command- 
 ments are. They cover every kindly act, not only to 
 those whom we love, but also to strangers and enemies. 
 In dealing with the fruits of Christian character, we should 
 not overlook the roots of Christian character. The giv- 
 ing of the cup of cold water •' In His Name " is truly a 
 
 1 This chapter appeared as an article in the April, 19 13, issue of the 
 Ladies^ Home Journal, under the title " What the Sunday-School Does 
 During the Week," and is reproduced here with the permission of the 
 Curtis Publishing Company. 
 
 221 
 
222 How to Conduct a Sunday School 
 
 Christian service, but we must not forget Who it is that 
 inspires the service. The difficulty with much of our 
 present-day social service is that the emphasis is put in 
 the wrong place, leaving with the beneficiary the tend- 
 ency to kiss the hand that holds out the refreshing cup, 
 with never a thought of the source of the noble impulse 
 that prompted the act of mercy. 
 
 The through-the-week activities of the Sunday-school 
 naturally fall into two classes. In the first the immediate 
 purpose is pleasure and development ; the second touches 
 the outside world in helpfulness and service. 
 
 Activities for Pleasure. Along the lines of pleasure 
 and development we have such activities as socials, 
 picnics, excursions, birthday parties, fagot parties, 
 " roasts " of various sorts (corn, clam, apple, marsh- 
 mallow, etc), hay-wagon rides, moonlight rides on the 
 water, and overnight and week-end camps. 
 
 Sometimes the activities take the form of entertain- 
 ments, such as are afforded by moving pictures, the 
 stereopticon, dramatic, Hterary or debating clubs, lectures, 
 story hours, declamation contests, practical talks by 
 fathers, mothers, doctors, nurses, business men, etc., or the 
 exhibition of pets, stamps, coins and the like. Music 
 lovers will organize glee clubs, while, of course, the ban- 
 quet has a large place. 
 
 Activities for Helpfulness. Teaching people useful 
 and practical things is exceedingly common, such as 
 sewing, dressmaking, millinery, housekeeping, care of 
 children, care of plants, carving, modeling, carpentry, 
 painting, drawing, raffia work, hygiene, first aid to the 
 injured, care of animals, and vocational talks to young 
 men and young women. 
 
Through-the-Week Activities 223 
 
 Then there are those activities that require skill, such 
 as wood carving, china painting, brass and iron work, 
 photography, stenciling, basketry, clay modeling, drawn- 
 work, fancy needlework of all kinds, and even gardening, 
 often including window-gardening and contests in raising 
 potted plants and flowers. Many schools give packages 
 of flower seeds to the pupils, with the understanding that 
 the pots of blooming plants are to be exhibited at a given 
 time. Sometimes the seeds are sown in the pots in the 
 schoolroom, with appropriate seed-sowing exercises. 
 
 But the feature of through-the-week activities that has 
 the greatest attraction for the older pupils is in the realm 
 of sports, games and athletics. All the indoor games are 
 played, from the simple dominoes, checkers, etc., for 
 which game-rooms are often provided, to the more active 
 gymnastics, calisthenics, and basket-ball. Hundreds of 
 new church buildings are now provided with gymnasiums, 
 game-rooms, reading-rooms and even swimming-pools. 
 
 The Sunday-School and Games. To the outdoor 
 sports and games there seems to be no limit, and all 
 tastes may be satisfied. The " hike " is very popular, 
 especially with Boy Scouts, Boys' Brigades, and all kinds 
 of boys' clubs. Sometimes these take the form of nut- 
 ting parties, or flower or specimen parties, and are often 
 chaperoned by some one who can make them educational 
 as well as interesting. 
 
 Then there are fishing, hunting, swimming, rowing, 
 skating, skeeing, kite flying, bicycHng ; while possibly the 
 most popular of all are tennis, golf, hockey, cricket and 
 football — and our own national game, baseball. 
 
 The largest amateur baseball organization in the world 
 is connected with and plays under the direct supervision 
 
224 How to Conduct a Sunday School 
 
 of the Sunday School Association of Chicago. It is com- 
 posed of eleven leagues of six teams each, enrolling about 
 a thousand young men, none of whom is eligible except 
 upon the written statement of the pastor and superin- 
 tendent of the church, that he is a regular member of the 
 Sunday-school, with a satisfactory attendance record. 
 The members' names are enrolled in the office of the 
 Sunday School Association. No Sunday playing is al- 
 lowed and no profanity ; a violation of these rules severs 
 connection with the league. There are similar Sunday- 
 school baseball leagues now in many cities, and literally 
 thousands of clubs are connected with and controlled by 
 Sunday-schools. 
 
 All the activities mentioned above are now carried on 
 by Sunday-schools, and are regarded as entirely in keep- 
 ing with the " weightier matters " of the school, because 
 they help to develop the physical, mental, and social 
 sides of life. They go far to convince the members and 
 friends of the Sunday-school that real religion has to do 
 with bodies as well as with souls. There is also an ele- 
 ment of social service in them, for their influence extends 
 beyond the school to the community. 
 
 Along educational lines, we find instances of schools 
 providing annual scholarships for young women at busi- 
 ness colleges, educating a girl in a mountain school, 
 sending a young man through medical college, support- 
 ing a boy and a girl in a foreign-mission school, paying 
 the tuition of a young man at college, subscribing for 
 magazines for needy people, conducting night classes in 
 common-school branches, and employing good musicians 
 to teach music, vocal and instrumental. Free employ- 
 ment bureaus are carried on by young women for young 
 
Through-the-Week Activities 225 
 
 women and by young men for young men, and lists of 
 boarding-houses are supplied to newcomers. 
 
 Helping the Sick and Needy. Helping the sick ap- 
 peals to everybody. One Bible Class of " fire laddies " 
 raised the money and built an auditorium for a tuber- 
 culosis camp. Other schools send flowers to the sick, 
 support district nurses, conduct fresh-air camps, pay for 
 hospital operations, support families while the fathers are 
 sick, provide invaUd chairs to lend, conduct campaigns 
 of letter-writing to those who need encouragement, give 
 automobile rides to shut- ins and convalescents, read to 
 the sick, old and blind, provide free medical attendance, 
 conduct free dispensaries, and furnish rooms in hospitals. 
 One Sunday-school in a large city supports a pre-natal 
 nurse who visits among the very poor classes, giving 
 helpful counsel. 
 
 The poor we have with us always, and here, too, the 
 gospel of the helping hand is preached. The needy are 
 systematically sought out and helped by thousands of 
 Sunday-schools. Clothing and books are sent to the 
 poor, poor mothers are gathered on holidays for dinner 
 and musical entertainment, coal is furnished, blankets are 
 loaned, the rent of consumptives is paid, entertainments 
 are held on lake boats as they dock, for the benefit of 
 the sailors. One school sent three hundred and eighty- 
 seven dollars to a home-mission preacher on the frontier 
 for clothing and supplies. Others help to build orphan- 
 ages, send magazines to prisons and engine houses, 
 systematically visit poor-farms, homes for the friendless 
 and orphan asylums, furnishing whatever is needed. A 
 Graded Union from ten schools made many improve- 
 ments in a local jail. One men's class provides homes 
 
226 How to Conduct a Sunday School 
 
 for " down and outs," furnishing food, shelter, clothing, 
 and help to find employment. Another men's class pays 
 sick and accident benefits to its members. Another class 
 looks after prisoners whose time is up, finding employ- 
 ment ; another helps prisoners on parole, and not a few 
 cooperate with the Juvenile Court in the care of boys 
 and girls. 
 
 Community service is but one form of social service, 
 and we discover that the Sunday-school is a blessing to 
 community life. We find schools opening free reading- 
 rooms, teaching English to foreigners, establishing cir- 
 culating libraries in rural communities, conducting 
 temperance campaigns. Organized men's classes have 
 voted the saloon out of many a town. Many schools 
 have built and equipped gymnasiums, while some have 
 established Young Men's Christian Associations and 
 Young Women's Christian Associations. 
 
 Other activities are, cultivating and beautifying the 
 vacant lots of a town, planting vegetables and flowers, 
 cutting the weeds on vacant lots and by roadsides, em- 
 ploying expert story-tellers in public places for the 
 children, arranging for concerts and stereopticon enter- 
 tainments in the open air, and conducting free music 
 classes. 
 
 In one town the Sunday-schools conducted a Fourth 
 of July picnic with games, music, etc. Later they organ- 
 ized for open discussion of civic problems and studied 
 the book " Community Service." The schools of another 
 city placed five thousand Bibles in hotel rooms, one in a 
 room. 
 
 The Call of the Child. But nowhere does the Sun- 
 day-school show its fitness to help more plainly than in 
 
Through-the-Week Activities 227 
 
 its dealings with children and institutions for children. 
 It would be impossible to enumerate its ministrations in 
 this direction. The whole world answers to the call of 
 the child. Girls and boys are supported in blind asylums 
 and every sort of children's institution. A girls' class 
 clothed the children in a poor home, another supported 
 two orphans, while others have started a fund for a hos- 
 pital for deformed children, dressed dolls for crippled 
 children, provided penny entertainments for children, 
 conducted free kindergartens, established public play- 
 grounds, pasted scrap-books of picture cards for children's 
 wards in hospitals, taken a car-load of children to the 
 park for a day's outing, and given a holiday dinner to 
 two hundred children. 
 
 Sweetened by Service. A little Sunday-school near 
 one of our great cities, located in a community that was 
 stirred up by bickerings and jealousies, sought some way 
 to bring about a better condition. The way was found 
 by uniting the people in the neighbourhood in service 
 for the tenement-house district of the city. The women 
 banded together in a sewing society, though they them- 
 selves were as poor as many of the people they sought 
 to serve. Thus, uniting these people in common service 
 for others, the whole neighbourhood was sweetened. 
 
 The Sunday-school is one of the best agencies for 
 social service because it is found everywhere, no other 
 institution being so near to all the people ; it is prepared 
 because it is already organized ; it is economical because 
 no new buildings are required ; it is ready because it lives 
 the year round and is always at its post ; it is strong be- 
 cause it represents more than eighteen million members 
 in North America alone, of whom probably two miUion 
 
228 How to Conduct a Sunday School 
 
 and a half are men ; it is efficient because it is equipped 
 with earnest workers, and in its sympathies needs only to 
 enlarge upon its policy of helpfulness. 
 
 The day is not far distant when the Sunday-school will 
 have the rating it deserves. And when that day comes, 
 we shall realize what now by many is but faintly sus- 
 pected : that the Sunday-school is the church's best 
 channel for social service, the community's best leavener 
 for good, and the nation's best good-citizenship builder. 
 And the reason is not difficult to discover. The Saviour 
 of men's souls and the Saviour of men's bodies is one — 
 the matchless Christ. 
 
XX 
 
 TEMPERANCE DAY AND HOW TO USE IT 
 
 Four times a year we have a temperance lesson and to 
 many superintendents Temperance Day is a bugbear. 
 This, however, is usually because there has been no prep- 
 aration for it. It has not been anticipated far enough in 
 advance. 
 
 Ways to Use Temperance Sunday. Always have a 
 plan for Temperance Day, and the day will soon become 
 one of the most interesting in the quarter. Do not wait, 
 however, until Temperance Sunday to begin teaching 
 temperance. We should keep our eyes open continually, 
 and use temperance illustrations whenever appropriate, 
 whether in the lesson or not, provided they do not inter- 
 fere with the lesson of the day. One who is looking for 
 temperance illustrations will find plenty of them. Our 
 purpose in this chapter is to suggest ways in which 
 Temperance Sunday may be observed in the Sunday- 
 school. 
 
 1. Conduct the school in the usual way, using the 
 temperance lesson assigned, together with appropriate 
 music and remarks in the opening and closing exercises. 
 This is perhaps the most common way of observing 
 Temperance Day. 
 
 2. Have appropriate opening and closing exercises, 
 using the regular temperance lesson of the day, but have 
 
 229 
 
230 How to Conduct a Sunday School 
 
 it taught from the platform to the whole school or to the 
 various departments if they have separate rooms. The 
 changing of the regular exercises of the school will of 
 itself attract attention to the fact that there is something 
 unusual planned for that day. 
 
 3. Open with appropriate general exercises ; but, in- 
 stead of teaching the lesson, have an address by some 
 strong temperance specialist. The school may be closed 
 in the usual manner. 
 
 4. Instead of the regular exercises of the school use 
 one of the specially prepared temperance exercises, to 
 be had of the supply and denominational houses, the 
 Woman's Christian Temperance Union, and other sources. 
 *« A Boy in the Bible and Another Boy," by Mrs. Stevens, 
 is capital, and there are many other exercises of great 
 value. These exercises give us a world-wide view of the 
 temperance subject. They enable us to study it from 
 the broad view-point instead of the narrow one. You 
 may ask the boys and girls to sign the pledge ; but you 
 ought to get them to realize the position they occupy 
 in relation to the whole world, and teach them that it 
 will be not only a benefit to them personally, but to the 
 world itself. Reference should often be made in the 
 Sunday-school to the temperance movements of the 
 world. Tell the story of how our own Congress passed 
 a law prohibiting the sale of firearms and liquor in the 
 New Hebrides, greatly to the joy of the old missionary 
 John G. Paton ; tell how his heart was breaking because 
 his forty years of work there was being destroyed by the 
 importation of drink from our own country, though 
 England had repeatedly refused to sell it to them. There 
 is a leaflet published by Congress which is an extract 
 
Temperance Day and How to Use It 231 
 
 from a speech by Senator Gallinger, wherein is given 
 the testimony of many physicians on the effects of beer. 
 One of the best temperance documents in print is the 
 address given by Congressman Richard P. Hobson on 
 " The Great Destroyer." It may be had for the asking 
 from your member of Congress. Another very forceful 
 illustration is a leaflet entitled " The Story of an Alcohol 
 Slave as Told by Himself." This appeared in McClures 
 Magazine in August, 191 2. It may be obtained from 
 your General Secretary. These, and many others which 
 are now put out, may be used with good effect on Tem- 
 perance Day. 
 
 It is interesting to know of what is called the *• Zone 
 de Prohibition " in Africa, where sixteen nations, in a 
 vast territory reaching from one sea to the other, have 
 banded together to protect the people from alcohol. 
 
 5. Use the Temperance Pledge Card. I am aware 
 there are some who do not believe in pledges ; I do. 
 The positive pledge, however, is preferable to the nega- 
 tive one. Instead of asking the scholars not to do a 
 thing, ask them to do something. It is a good thing for 
 anybody to sign a card which says, " I will not be a 
 drunkard ; " it is a great deal better to sign a card which 
 says, '* I will do all I can to keep myself and others from 
 being drunkards." One of the pledges which has been 
 greatly blessed is called " A Declaration of Independ- 
 ence." Its wording is as follows : — " For love of Christ 
 and country I hereby make my declaration of independ- 
 ence against King Alcohol ; I pledge myself never to use 
 intoxicating liquor as a drink, and I promise to do all I 
 can to end the drink habit and the liquor traffic." The 
 original of this pledge was painted in St. Louis by a 
 
232 How to Conduct a Sunday School 
 
 drinking man, and he was the first one to sign the pledge 
 containing these words. 
 
 The Lincoln and Lee Pledge, which is now largely 
 used, is as follows : " Whereas, the use of intoxicating 
 liquors as a beverage is productive of pauperism, degrada- 
 tion, and crime ; and believing it is our duty to discour- 
 age that which produces more evil than good, I therefore 
 pledge myself to abstain from the use of intoxicating 
 liquors as a beverage." 
 
 The pledge adopted by the International Sunday School 
 Association, and now being vigorously pushed through- 
 out the Sunday-schools of North America, is, to my 
 mind, far better than either of the pledges suggested 
 above. It is as follows : 
 
 " That I may give my best service to God and to my 
 fellowmen, I promise God and pledge myself never to use 
 Intoxicating Liquors as a drink, and to do all I can to end 
 the Drink Habit and the Liquor Traffic." 
 
 It is a good thing to have a large copy of the pledge 
 hung in the schoolroom. Pledge-signing is much more 
 popular now than it ever was before, and thousands of 
 schools are endeavouring to pledge their pupils to total 
 abstinence. This is largely because of the increased 
 interest in the subject of temperance. The day is fast 
 approaching when the saloon will be abolished from 
 American soil. 
 
 We recommend that the names of all pledge signers 
 be kept in permanent form. In some schools the pledge 
 cards are strung together with coloured ribbons and used 
 to decorate the room on temperance day. Many schools 
 print their pledges on different coloured cards, red, white, 
 and blue, and then attach them to canvas in such a way 
 
Temperance Day and How to Use It 233 
 
 as to make an American flag. Any flag could be made 
 of the same cards provided these three colours were used. 
 
 6. It is sometimes desirable to have a union rally of 
 the schools in your town or neighbourhood on the 
 World's Temperance Sunday, which falls in November 
 of each year. At that time it is well to have some good 
 speakers present. The schools should meet en masse and 
 sing appropriate music and have appropriate exercises 
 throughout. These meetings create a large interest. I 
 would not recommend them every quarter, but certainly 
 on the annual temperance day this method might be used 
 with profit. In one such meeting there were four men 
 who spoke. The first was a merchant ; the second a 
 judge ; the third a physician ; the fourth a coroner. They 
 each laid stress upon the importance of total abstinence 
 from different standpoints : the industrial, the criminal, 
 the hygienic and medical, while the coroner referred to 
 many whose bodies came to him as the result of intem- 
 perance. 
 
 7. Personal illustrations are sometimes very helpful ; 
 but they should be used with much care. One superin- 
 tendent of whom we know made a very effective talk in 
 his Sunday-school on " Thirty-five men of our town 
 whom I have known." He spoke of thirty-five men, not 
 by name, however, telling how one after the other went 
 down because of the drink habit. There are times when 
 personal applications are most telling. Nothing is more 
 effective than a timely, local illustration. Seven caskets 
 lay side by side in a Baptist church in our city, and the 
 minister was to preach the funeral sermons of seven of 
 his own young people. It was really one sermon. These 
 young people had been out sailing and were run down 
 
234 How to Conduct a Sunday School 
 
 by a tug and drowned. Why ? Because the man in 
 charge of the tug was drunk. No wise superintendent 
 would allow an opportunity like this to go by without 
 enforcing the temperance lesson with this awful illustra- 
 tion. Personal illustrations are plentiful ; the papers are 
 full of them, and you do not need to go out of your own 
 locality to see them with your own eyes. 
 
 8. It is sometimes well to use illustrations which ap- 
 peal to the eye. Large numbers of these are available. 
 Two lines may be drawn on the blackboard, one repre- 
 senting the churches and another representing the saloons, 
 giving a certain number of inches to each church or saloon 
 showing their numerical relation to each other. There 
 are also chemical illustrations which are helpful, as well 
 as pictures showing the effects of alcohol upon the body. 
 One of the best devices I know of is the following : — Use 
 different coloured ribbons of varying lengths to represent 
 the amount of money spent annually for different purposes. 
 For example, the annual expenditure in the United States 
 for the various items named is approximately as follows : — 
 
 Foreign Missionary Work - $ 17,000,000.00 
 
 Chewing Gum - - - - 25,000,000.00 
 
 Pensions ------ 175,000,000.00 
 
 Candy ------ 200,000,000.00 
 
 Home Church Work - - 250,000,000.00 
 
 Panama Canal - - - - 400,000,000.00 
 
 Public Education - - - 700,000,000.00 
 
 Bread ------ 750,000,000.00 
 
 Tobacco ------ 1,000,000,000.00 
 
 Alcoholic Liquor - - - 2,000,000,000.00 
 
 If the ribbon representing the first item is made an 
 inch in length, then the ribbon representing candy, for 
 
Temperance Day and How to Use It 235 
 
 instance, would be about twelve inches long, while the 
 ribbon representing the drink bill would be nearly ten feet 
 long. This is a very telling illustration when properly 
 used. Anybody can make the device. 
 
 9. Fix your temperance teaching in song. The general 
 exercises of the school can be changed so as to introduce 
 a number of temperance songs. As a rule, one will re- 
 member a song longer than a lesson taught. One song 
 well selected and used, not once alone and then discarded, 
 but used over and over so that it identifies itself with tem- 
 perance Sunday, has an excellent influence. I asked two 
 temperance specialists what song above all others they 
 would recommend for such use. They both gave the 
 same answer, though neither knew what the other had 
 said. The song they recommended was, " Yield Not to 
 Temptation." " Have Courage, My Boy, to Say, * No '" 
 is also a good song for such purposes. I remember 
 when a boy learning a temperance song entitled, " The 
 Cold Water Army." 
 
 10. There should be in the Sunday-school library 
 some temperance books, well chosen, appropriate, and 
 selected especially for scholars, while there should be 
 others especially for teachers. The teachers' books 
 should be rather of a reference character so that illustra- 
 tions may be secured from them. One excellent book of 
 this kind is entitled " Protection of Native Races Against 
 Rum and Alcohol." " Particeps Criminis," * by Chap- 
 man, is an awful arraignment of the legalized liquor in- 
 terests and should arouse to action everybody who reads 
 it. Many other good books might be named. There 
 are prepared now a large variety of excellent charts 
 
 1 " Particeps Criminis," by Chapman, cloth 75c. Revell. 
 
236 How to Conduct a Sunday School 
 
 which may be had without much expense. They illus- 
 trate all phases of the temperance question and the drink 
 habit, dealing with it from scientific, industrial, and moral 
 standpoints. Any Sunday-school will do well to supply 
 itself with these charts and have them ready for use 
 upon occasion. 
 
 The above methods of observing Temperance Day are 
 given as suggestive only. It is desirable to have variety 
 and not to observe all temperance days in the same 
 fashion. It is well to try to teach temperance in your 
 Sunday-school so that the boys and girls themselves may 
 be free from the drink habit ; but it is well also so to in- 
 struct the school that it may become a great power to 
 free the world from the curse of drink. Gur schools have 
 .an influence over those in legislative authority and should 
 not be slow to exercise it. Many a temperance measure 
 has been carried because the churches and Sunday-schools 
 set about it to bring the proper pressure to bear upon 
 their legislators. In many a town in North America the 
 saloon has been voted out of existence chiefly through 
 the agency of the Christian men in the organized Bible 
 classes of the Sunday-schools. 
 
 The Cigarette Habit. In this connection the cigarette 
 habit should also be treated. Not long ago I made this 
 announcement in our own school : " A business man of 
 our city asked me to recommend to him a bright, young 
 boy, who should enter his office with the prospect of 
 working up to a secretaryship. He asked me if we had 
 such a boy in our school. I told him that we had one 
 such boy that I called to mind, but I could not recom- 
 mend him because he was a cigarette smoker." One of 
 the most eminent scholars of our day, a man who is 
 
Temperance Day and How to Use It 237 
 
 officially connected under government jurisdiction with 
 the reformatories for boys, made the statement in public 
 in my hearing, that in growing boys the cigarette habit 
 was often more harmful than drink, and that the habit was 
 more difficult to overcome. He told of one boy who pled 
 to be released from a certain institution and admitted to 
 another because where he was they would not give him 
 tobacco and in the other they would. The only way, 
 however, to get into the other institution was through a 
 definite crime. This lad actually killed a boy in the re- 
 formatory, and when asked by the person referred to 
 above why he did it, said that he guessed now they would 
 send him to the institution where he could get tobacco. 
 
 It is well to call attention to the closed doors of fac- 
 tories, and business houses all over the country where 
 cigarette smokers will not be employed. Thousands of 
 our boys are ruining themselves with these " coffin nails," 
 and our large business concerns are saying plainly that 
 they will not employ cigarette smokers in any capacity. 
 Several states have by legislation prohibited their sale. 
 On the following page is given an illustration which ap- 
 peared in The Sunday School Times^ and is used with 
 their permission, picturing a few of the doors which are 
 closed to the cigarette smoker. The article referred to 
 was written by Mrs. Zillah Foster Stevens. 
 
 On a certain temperance Sunday the writer was talking 
 to the primary children of his school urging them never 
 to take the first drink. Just behind him sat a fine look- 
 ing man with a kind and genial face, an officer in that 
 same primary department. He spoke up and said : 
 " Tell them about the cigarette. We have more trouble 
 with children smoking cigarettes than from any other 
 
238 How to Conduct a Sunday School 
 
 Some of the Many Doors That Are Closed To-day 
 Against Smokers of Cigarettes 
 
 nn irir 
 
 Lie LIm 
 
 m, 
 
 ff 
 
 DD 
 
 DD, 
 
 »0f 
 
 
 mm 
 
 cause. They lead to all that's bad." And who is this 
 man and why this caution about cigarettes ? He is at 
 present and has been for years one of the detectives in 
 the employ of our city. He knows what he is talking 
 about. Would that all detectives were found in the 
 Sunday-school, and would that all of us were doing the 
 valiant work for God that this same detective is doing. 
 
XXI 
 
 DECISION (WITNESSING) DAY 
 
 Decision Day is generally understood to be a specific 
 day appointed in advance, for which preparation is made, 
 and on which definite efforts are put forth to secure de- 
 cisions for Christ on the part of the Sunday-school 
 scholars. Frequently the State or the Provincial Asso- 
 ciation will select a given day and this will be known 
 everywhere within their borders as Decision Day. At 
 the same time, of course, any school is at liberty to 
 observe Decision Day whenever it chooses to do so. 
 
 That there is great need of securing a decision for 
 Christ at an early age in the life of the child there can be 
 no doubt. Speaking generally the age of twenty marks 
 the dead-line ; if the children and youth are not brought 
 to Christ before that time the chances are that they will 
 not be brought at all. 
 
 Objections. There are those who object to Decision 
 Day for various reasons. One objection is that its 
 methods are too mechanical. This is an objection not 
 altogether without foundation and it should receive care- 
 ful thought. That there is a dangerous tendency towards 
 mechanical methods no one can doubt. But it is always 
 easy to make the method of more importance than the 
 motive. The remedy lies largely in the hands of the 
 superintendent. First, he should not postpone all efforts 
 to secure immediate decisions because there is a Decision 
 
 239 
 
240 How to Conduct a Sunday School 
 
 Day coming ; if he does, the chances are that the Deci- 
 sion Day will amount to very little when it does come. 
 Then, in the program and conduct of the day he must see 
 that there is no rattle of machinery. There should be 
 reverence and the awe of deaUng with souls. The sense 
 of eternity should subdue the movements of all concerned. 
 The decision must be aided and made more solemn by 
 the program and the method followed. 
 
 Another objection often heard is that every day should 
 be Decision Day. To this also we quite agree. But is 
 it not true that every day should be a thanksgiving day ? 
 Yet we are not prepared to drop our annual Thanksgiv- 
 ing Day from the calendar. Those who make this 
 objection are generally silenced by the question, " Is 
 every day Decision Day in your Sunday-school ? " 
 However, we do well ourselves to endeavour to answer 
 this question in the affirmative, whether we observe De- 
 cision Day or not. 
 
 To my mind. Witnessing is a better word than Deci- 
 sion and more clearly defines the purpose of the day. 
 That Decision Day is the best, all things considered, on 
 which decisions previously made are first declared. If it 
 is known a considerable length of time in advance just 
 when Decision Day, or Witnessing Day, is to be ob- 
 served, the teachers can begin by personal work to 
 secure decisions among the scholars. The atmosphere of 
 a Sunday-school class does not always lend itself to deal- 
 ing with individuals. It is by far better to be alone with 
 the scholar. This may be accomplished at the scholar's 
 home or at the teacher's home by appointment, if the 
 teacher is sufficiently interested. By securing decisions 
 in this way in advance, the sometimes just criticism of 
 
Decision (Witnessing) Day 241 
 
 high-pressure methods and also of immature decisions, is 
 avoided. When two or three in a class are deciding for 
 Christ, it is easy for others to fall in line and do the 
 popular thing, sometimes, however, without sufficient 
 thought and consideration. 
 
 A Few Suggestions. /. Do not make rules. What 
 we need is not methods but men; not rules, but hearts set 
 on fire. It will not do to be mechanical in our methods 
 of soul-winning. Not all are to be reached in the same 
 manner. The influences which will bring one to a deci- 
 sion will have no effect upon another. Not all of our 
 scholars are to be converted in the same manner. 
 Samuel was dedicated to God before he was born ; Peter 
 was brought in by his brother ; Paul was suddenly ar- 
 rested when in open and violent rebellion against God ; 
 Cornehus was saved in answer to prayer ; the jailer in a 
 great fright ; and Timothy came to Christ as a boy 
 through the teaching of a godly mother. It is altogether 
 a mistake to insist that anybody shall come to Christ in a 
 given way. Of course there should always be the sur- 
 render of the heart and will but there are many ways of 
 doing this. It is not the method but the fact that we arc 
 to seek. 
 
 2. The Personal Element. God pays a premium for 
 the hving teacher. When a soul is to be warmed into 
 life, God plans to bring a living soul in contact with it. 
 The gospel enters the heart not so much by words as by 
 wedges and the thin edge of the wedge is a life. The 
 printed page is good ; but the living voice is better. We 
 see Philip at the command of God hurrying southward to 
 join himself to the Ethiopian in the chariot. The 
 traveller is reading a choice portion of God's Word ; but 
 
242 How to Conduct a Sunday School 
 
 he needs the living voice of a Hving teacher. Then it 
 should be remembered that the teacher cannot lead 
 scholars into experiences with which he is himself un- 
 familiar. 
 
 Before Decision Day. If a particular decision day is 
 to be observed, it should be appointed some time in ad- 
 vance. Much depends on the preparation that is made 
 in the intervening period. The pastor and superintend- 
 ent must work together. It would be well to call the 
 teachers together frequently and lay before them your 
 purposes and plans. There should be much prayer and 
 instruction while the burden of soul-winning is laid upon 
 the hearts of the teachers to the fullest extent possible. 
 Both pastor and superintendent should explain to the 
 teachers the best methods of using the Bible in soul- 
 winning. It would be well for the teachers to read such 
 books as " Spiritual Life in the Sunday-School," " In- 
 dividual Work for Individuals," *• Taking Men AHve," 
 " Studies for Personal Workers," " Recruiting for Christ," 
 " Second Timothy Two Fifteen." Several of these books 
 might be procured and passed around amongst the teach- 
 ers to read before Decision Day. A proper atmosphere 
 must be created in the school. Shortly before the day 
 arrives, the pastor might preach a sermon on the im- 
 portance of early decision, especially laying upon the 
 hearts of the parents their obligation to their own chil- 
 dren in this regard. Conditions will need to be studied 
 very carefully. The workers' meeting will become the 
 place of conference and the seat of power. Indeed almost 
 everything, so far as human agency is concerned, depends 
 upon the teachers in this matter. It is to them a great, 
 an unusual opportunity, one which they need to be 
 
Decision (Witnessing) Day 243 
 
 helped to meet. Let the teachers take unusual pains to 
 get close to their scholars. The best way to do this is 
 by a personal visit in which they may express their deep 
 interest in the eternal welfare of the scholar. If the 
 teacher cannot visit, then he should write ; and he can 
 always pray. The teacher who is himself right with 
 God, and who is really anxious for the conversion of his 
 scholars will have the best success. There will need to 
 be much heart searching and possibly repentance on the 
 part of the workers themselves, for only clean vessels can 
 bear the messages of God. 
 
 I would not announce decision day at any time in the 
 Sunday-school. Superintendent and teachers should talk 
 a great deal about decisions, but not much about decision 
 day. When the school opens the scholars should not 
 know that there is concerted action to this particular end 
 throughout the room ; but the officers and teachers should 
 know ; the scholars will soon feel it. 
 
 On Decision Day. If possible have a prayer service 
 before the beginning of the school. Open the school 
 very reverently and prayerfully, avoiding as far as pos- 
 sible all items of business and anything that would dis- 
 tract attention. Let the music be especially appropriate 
 and familiar. Have more prayer than usual in the open- 
 ing exercises. If the regular lesson of the day is appro- 
 priate, use that ; if not, use something else. The services 
 should be cheerful, yet serious. Pastor and superintend- 
 ent might both speak of their desire that souls should be 
 saved. Talk plainly and lovingly. Give the teachers 
 ample time to talk with their scholars and see that they 
 are not interrupted on any account. The teacher should 
 have large faith while he is teaching — not only faith in 
 
244 How to Conduct a Sunday School 
 
 God but faith in His word and faith in his pupils. One 
 reason we do not see larger results is because we do not 
 in faith expect them. 
 
 Do not use wrong motives. Put first things first. Do 
 not give the scholars the impression that church mem- 
 bership is the end of all your work ; it is good, but it is 
 not the most important thing. What we wish to secure 
 is their decision for the Lord Jesus Christ ; then all of 
 these other things will take care of themselves. Of course 
 we wish to teach towards the church ; the scholars when 
 converted should all become members of the church. 
 This should be made plain, for it is very important ; yet 
 it is not the first thing nor the most important. If a de- 
 cision day card is used, the teacher will do well to keep 
 the signed card until the following Sunday, giving the 
 scholar a blank card to take home so that he may know 
 just what he has signed. On the following Sunday, if 
 the scholar is still of the same mind and willing to go for- 
 ward with his profession, the card may be surrendered to 
 the superintendent. 
 
 Let me say again that the Sunday-school class is not 
 the best place to do personal work for Christ. While 
 many are reached in that way the conditions are far from 
 the best. As a rule, teacher and scholar should be alone. 
 The teacher should seek such opportunities by inviting 
 the scholars to his home one at a time ; or calling at 
 their homes, or meeting them elsewhere. Many a soul 
 has been won for God by an earnest word, on the street, 
 in the car, across the counter, but not usually when others 
 are present listening to the conversation. One fine large 
 class of which I know, composed of about forty young 
 men, is just now in the midst of a very interesting ex- 
 
Decision (Witnessing) Day 245 
 
 perience. The teacher called together all the boys of the 
 class who were Christians and told them that he had 
 invited to his house to dinner, on a given night, a certain 
 boy in the class, and named an hour when he probably 
 would be alone with him in his study trying to lead him 
 to Christ. These Christian boys were asked to meet at 
 that time and have a season of prayer together for the 
 teacher's success in winning their classmate to Christ. 
 If the teacher succeeded, this new boy was taken into the 
 circle and joined in the prayer-time as other boys were 
 invited to the teacher's house. Over twenty of the class 
 have already been won in this way. 
 
 The following form of card is very simple and has 
 been largely used by Dr. J. Wilbur Chapman and in 
 many Sunday-schools. 
 
 ACKNOWLEDGMENT CARD. 
 
 I do acknowledge Jesus Christ as my 
 Saviour. 
 
 It is my honest purpose to serve Him all 
 my life. 
 
 Scholar's Name 
 
 Address 
 
 Teacher's Name • 
 
 Date Class No 
 
 At the close of the lesson period, when the school is 
 reassembled, after the singing of an appropriate hymn 
 and a season of prayer, have testimonies from those who 
 have decided for Christ, and then words from the teach- 
 
246 How to Conduct a Sunday School 
 
 ers giving their experience. Encourage the young dis- 
 ciples to testify for Christ at every opportunity. The 
 pastor or superintendent should refer to the decisions 
 that have been made giving the scholars some helpful 
 instruction as to how to put in practice their new pro- 
 fession. This is one of the most important features of 
 decision day, and should not be overlooked or neglected. 
 
 The Use of the Bible. On decision day and on every 
 other occasion when efforts are being made to win souls 
 for Christ we need to have in hand, with firm grasp, the 
 " sword of the Spirit." It has been placed in our hands 
 for this purpose ; but how clumsy many of us are in han- 
 dling it. The following arrangement of verses in dealing 
 with souls has been greatly blessed in the past and we 
 give it here by way of suggestion to our readers. They 
 are placed in proper order. 
 
 Romans J : 2j. For ail have sinned and come short 
 of the glory of God. All have sinned ; this is the com- 
 mon starting point and the next step cannot be taken 
 until this condition of sin is realized on the part of the 
 scholar. 
 
 Galatians 5 .* ig-21. Now the works of the flesh are 
 manifest, which are these ; Adultery ^ fornication ^ unclean" 
 nesSy lasciviousnesSy idolatry ^ witchcraft^ hatred^ variance^ 
 emulations, wrath, strife, seditions, heresies, envyings^ 
 murders, drunkenness, revellings, and such like : of the 
 which 1 tell you before, as I have also told you in time 
 past, that they which do such things shall not inherit the 
 kingdom of God. One of the results of sin is that it 
 closes the gates of heaven. None who do these things 
 enumerated have any part there. 
 
 Acts ^ : 12. Neither is there salvation in any other; 
 
Decision (Witnessing) Day 247 
 
 for there is none other name under heaven given among 
 men, whereby we must be saved. Jesus is the only way 
 of escape and that way is at hand and always ready. 
 
 John 6 .* J7. All that the Father giveth Me shall come 
 to Me ; and him that cometh to Me I will in no wise cast 
 out. He will receive any who come to Him. There are 
 no favouritisms ; all have an equal chance. 
 
 Matthew 11 : 28. Come unto Me^ all ye that labour 
 and are heavy laden^ and I will give you rest. Not only 
 will all be received who come to Him, but He urgently 
 invites all to come. It is His constant attitude towards 
 us ; He is pleading continually. 
 
 2 Corinthians 6 : 2. For He saith, I have heard thee 
 in a time accepted, and in the day of salvation have I 
 succoured thee : behold, now is the accepted time ; behold, 
 now is the day of salvation. 
 
 Hebrews /j. : y. Again, He limiteth a certain day, say- 
 ing in David, To-day, after so long a time ; as it is said, 
 To-day if ye will hear His voice, harden not your hearts. 
 He wants us to come now, to-day. 
 
 Acts 16:31. And they said. Believe on the Lord 
 Jesus Christ, and tkou shalt be saved, and thy house. 
 This tells us how we may come to Him, simply by 
 believing in His name and surrendering ourselves fully 
 to Him. 
 
 John 5 .• 2^. Verily, verily, I say unto you, He that 
 heareth my word, and believeth on Him that sent me, 
 hath everlasting life, and shall not come into condemna- 
 tion ; but is passed from death unto life. This was 
 D. L. Moody's favourite verse and gives the assurance 
 the young soul needs as he steps out into the promises 
 of God. 
 
248 How to Conduct a Sunday School 
 
 Many souls have been led step by step from sin into 
 the light of the glorious liberty of Jesus Christ by the 
 use of these verses in the order named. There are 
 many other verses and passages that are just as good 
 and possibly better, but these have been wonderfully 
 blessed. 
 
 After Decision Day. Now comes the real work. Al- 
 most everything depends upon the teaching and training 
 — the shepherding given to these disciples. It will be 
 well to have three lists of the names of those who have 
 signed decision day cards, or who have in any other way 
 made their decision known. One list should be given to 
 the pastor, another to the superintendent and the third 
 kept by the teacher. Use these lists in a systematic ef- 
 fort to instruct, train and lead these scholars into the 
 kingdom and its service. Keep very close to them ; have 
 disciples' meetings frequently. This is a choice oppor- 
 tunity for the pastor to give much needed instruction. 
 It is alarming to know how many are lost to the church 
 and to Christ because of the failure at this point; failure 
 to give timely instruction and helpful counsel. Nothing 
 grieves the heart of a pastor or superintendent more than 
 to realize that many of the young lives who decide for 
 Christ and enter the church fall away and do not become 
 active in service. In most cases, this is the fault of the 
 church. These young people should be set to work at 
 once and given specific tasks to do. As a pianist cannot 
 play acceptably without constant practice, so it is easy for 
 a young Christian, or an old one either, to lose his cun- 
 ning or his skill in personal work, and lose his joy in his 
 Christian service simply through neglect. This is a very 
 serious matter, and the church that fails to give it serious 
 
Decision (Witnessing) Day 249 
 
 attention will have much occasion for mourning as it sees 
 the young people drifting back again into the world. It 
 should be the universal rule that every young Christian 
 should be given some specific task to do for his Master. 
 
XXII 
 
 THE BOYS' MESSENGER SERVICE 
 
 The boys of our Sunday-schools, if wisely directed, 
 make our best helpers. They are full of life and energy, 
 and if this energy is properly utilized, it means much for 
 the welfare of the school and even more for that of the 
 boys. The messenger service has come to be one of the 
 regular features of the organized Sunday-school work in 
 some states. The boys like organization. They are 
 just at that age where the " clan " or " gang " spirit is 
 strongest, and all that is needed is careful direction on 
 the part of a competent manager who is a friend of boys. 
 The benefits of such an organization among the boys are 
 many. It holds them in the Sunday-school and trains 
 them for more important work in later years. The boys 
 soon come to feel that they are doing something worth 
 while. They become feet and hands for the pastor and 
 superintendent. The service they can render is almost 
 unlimited ; perhaps the most important is that of carry- 
 ing messages to absent scholars. They can also distrib- 
 ute printed matter from house to house; carry invita- 
 tions to residences and offices, and deliver the church 
 paper, home-department quarterlies, and other printed 
 matter. In our Sunday-school the boys are called Mes- 
 senger Cadets.* 
 
 * The red book and other Messenger-Cadet supplies may be obtained 
 from the World's Sunday-School Publishing Company, Detroit, Michigan. 
 
 250 
 
u 
 
 u 
 
 <v 
 c 
 
 tfi 
 en 
 
 H 
 
The Boys' Messenger Service 251 
 
 Officers. They are organized with the following of- 
 ficers : — 
 
 A Commajider, This is always the superintendent of 
 the Sunday-school. 
 
 A Vice-Commander. This is some associate, really 
 appointed by the superintendent, though elected by the 
 boys themselves. He meets with the boys every time 
 they meet and has general direction over them. 
 
 Then they have a president, vice-president, secretary 
 and treasurer, elected from among the boys. Their duties 
 are those usual to such offices. 
 
 They also have a captain and a lieutenant who direct 
 the boys in their field work while they are delivering 
 messages. Below is given the outline of what is known 
 as " The Messenger Cadet Red Book." Every boy has a 
 copy of the red book and must become familiar with its 
 contents and comply with its requirements. 
 
 Messenger Cadet Red Book 
 
 Q. What is a Messenger ? 
 
 A. A Messenger is one who has received a 
 Message. 
 
 Q. What is he to do with his Message ? 
 A. He is to carry the Message to the person to 
 whom it is directed. 
 
 Q. How should a Messenger go with his Mes- 
 sage ? 
 
 A. He should go in haste and not stop to talk 
 with any one on the way. 
 
252 How to Conduct a Sunday School 
 
 4. Q. How should he present his Message ? 
 
 A. He should present his Message politely, with 
 his cap in his hand. 
 
 5. Q. What should he do after delivering his Mes- 
 
 sage ? 
 A. He should ask for a Reply and wait for it. 
 
 6. Q. When he receives the Reply, what should he 
 
 say ? 
 A. He should say : " I thank you." 
 
 7. Q. If no one is at home, what should he do ? 
 A. He should fill out a Service Slip, put it in- 
 side the Message and put both, with an 
 envelope addressed to the Superintendent, 
 in the Mail-box or under the Door. Then 
 he should write on the Carrier-envelope : 
 " Not at Home." 
 
 8. Q. If he cannot get a Reply at once, what should 
 
 he say ? 
 A. He should say : " Shall I call again, or will 
 you mail your Reply to our Superintend- 
 ent ? " If the person prefers to mail it, 
 leave an envelope addressed to the Su- 
 perintendent, and write on the Carrier- 
 envelope : " Will mail reply." 
 
 9. Q. If the person has moved, what should the 
 
 Messenger do ? 
 A. He should try to find out from the neigh- 
 bours the new address and write on the 
 
 Carrier-envelope : " Moved to ." 
 
 If the new location is in his district he 
 should deliver the Message. 
 
The Boys' Messenger Service 253 
 
 10. Q. If a Messenger is sick or for any reason can- 
 
 not take his Messages on Sunday, what 
 should he do ? 
 
 A. As soon as he knows he cannot be present 
 he should inform the Commander, so that 
 some one else can take his place. 
 
 11. Q. If a Messenger is absent for two Sundays 
 
 without a good excuse, what should he do ? 
 A. He forfeits his membership, and should send 
 in his cap and badge, and all supplies, so 
 that another boy can take his place who 
 can be depended on like a good soldier. 
 
 12. Q. What other duties have the Messenger 
 
 Cadets ? 
 A. They should attend, if possible, all regular 
 and called meetings, and at the end of 
 each quarter assist in distributing the 
 Home Department SuppHes under the 
 direction of the Superintendent of that 
 department. 
 
 13. Q. What should a Messenger be ? 
 
 A. He should be a gentleman everywhere and 
 always. He should not use tobacco nor 
 bad language. He should always remem- 
 ber our Messenger Cadet motto : 
 » Go— I Am With You." 
 
 The message delivered to absent scholars is printed in 
 the form of a regular telegraph message and is as 
 follows ; — 
 
254 How to Conduct a Sunday School 
 
The Boys' Messenger Service 255 
 
 Attached to one end of this message, though perforated 
 for the purpose of tearing off, is a slip with a place for 
 the name of the absent scholar, and on the back of the 
 same slip a place for the absent scholar to indicate the 
 reason for his absence. When the message is folded 
 ready to deliver, it appears as in figure i below. 
 
 MESSAGE 
 
 NAME 
 
 ADDRESS. 
 
 CLASS. DEPARTMENT.. 
 
 DATE. 
 
 Kindly fill out back of above slip, then detach it, and re- 
 turn it by the Messenger or by mail to the Superintendent. 
 
 Figitre i. 
 
 The slip signed and returned by the absent scholar to the 
 
 messenger boy reads as in figure 2. 
 
 TO THE SUPERINTENDENT 
 
 The cause of my absence was : 
 
 I will be present next Sunday if possible. 
 NAME..O 
 
 Figure 2. 
 
256 How to Conduct a Sunday School 
 
 When the cadet calls at the home of the absent scholar 
 and there is no one at home, he puts the •* Service Slip " 
 (figure 3) under the door or in the mail-box. 
 
 MESSENGER CADET SERVICE SLIP 
 
 Dear Friend : — 
 
 As a Messenger Cadet, I called at your 
 house to-day with a message, which I leave, as 
 I am unable to see you. Will you kindly fill 
 out the blanks as requested and mail to our 
 superintendent, using the addressed envelope, 
 or if you prefer me to call again for it, please 
 let me know and oblige. 
 
 Yours for the Sunday School, 
 
 Messenger Cadet 
 
 No Street 
 
 Figure j. 
 
 The boys meet in the superintendent's room at the 
 church on the afternoon of alternate Sundays. At the 
 close of Sunday-school on those Sundays, the secretaries 
 of the various departments address the messages to be 
 delivered to absentees. Teachers indicate beforehand by 
 a check mark on their class cards the scholars to whom 
 they wish the messages sent. 
 
 The messages from each department are gathered by 
 the captain and lieutenant of the cadets, who take them 
 home and between that time and the hour of meeting in 
 the afternoon, arrange them in convenient routes, placing 
 
The Boys' Messenger Service 257 
 
 together those of one locality ready for one boy to take. 
 Each cadet is given enough messages to keep him occu- 
 pied for an hour or an hour and a half or less time if he has 
 a bicycle. His messages are placed in a large manilla en- 
 velope known as the " Carrier Envelope " and the street 
 numbers placed in proper order on the outside of the en- 
 velope in blanks left for that purpose, so that he can call 
 on all of them in the shortest space of time. The sHps, 
 filled out and handed back to the cadet by the absentees, 
 are placed in this envelope. On the outside of the " car- 
 rier envelope " the cadets write such items of information 
 as " not at home," " removed," *' quarantine," etc. After 
 completing their rounds the cadets take their " carrier 
 envelopes " back to the church and drop them through 
 the door into a mail-box placed there for that purpose. 
 
 In the evening the vice-commander takes these en- 
 velopes from the box and reviews the slips sent in by 
 the absentees, and the information written on the outside 
 of the envelopes. From this there always develops some 
 facts which should be reported to the department super- 
 intendents, such, for instance, as wrong addresses, re- 
 movals from the city, unreported sickness, etc., etc. The 
 boys are supposed while on duty to wear white caps 
 with the words " Messenger Cadets " printed on the 
 front. They also have buttons with the initials M. C. 
 upon them. They are often publicly recognized in some 
 pleasing way. Occasionally they are given a banquet. 
 Then again some special music or a short interesting 
 talk is given to them at regular meeting times before 
 they take up their " business." Their meetings are con- 
 ducted in a businesslike way and devotional exercises are 
 always held, led by the commander or more frequently 
 
258 How to Conduct a Sunday School 
 
 by the vice-commander. When the meeting adjourns 
 and they are all ready to start upon their errands they 
 repeat together their motto, 
 
 " GO— I AM WITH YOU." 
 
 The boys Hke the work and take great interest in it. 
 They do good and they get more good. Some day 
 many of them will occupy important positions in the 
 church. They are training for that now. The influence 
 of this work is beneficial. The boys shown in the picture 
 in this chapter are nearly all grown now, and most of 
 them have become active in Christian service. 
 
XXIII 
 
 THAT BIG BOY AND HOW TO DEAL WITH HIM 
 
 The problem of the big boy is ever present with us ; 
 it is not settled either by books or by lectures. Every 
 boy brings his own problem with him and must be dealt 
 with individually. Rules are good by way of suggestion ; 
 but rules which are made in the study are often revised 
 when we come into the living presence of the real boy. 
 After all, it is a mistake to talk about the problem of the 
 boy. The real problem is that of leadership. When 
 adequate leadership is secured, there is no boy problem. 
 The boy and the girl are both alike to God ; but the boy 
 needs our greater care for the reason that he is earlier 
 and oftener and more continually out from under the in- 
 fluences of home and mother. 
 
 Satan's Special Target. Satan's keenest arrows seem 
 to be directed against the boy. The liquor dealers' asso- 
 ciation in one of our central states employed a man at a 
 good salary (I am informed) to distribute brandy drops 
 to the boys as they came out of the public schools, in 
 order to create an appetite for drink. A saloon-keeper 
 was discovered sprinkling the sidewalk with sawdust and 
 then sprinkling the sawdust with beer. When asked the 
 purpose of this he said, " The boys from school will be 
 passing here presently. I want to make customers out 
 of them by getting them used to the smell of beer." The 
 boys are thrown with bad men whose language is often 
 
 259 
 
26o How to Conduct a Sunday School 
 
 fouL They are given bad books to read and shown ob- 
 scene pictures, all calculated to stain their boyish in- 
 nocency and make them bad. The gauntlet through 
 which the boys must run if they are to become honour- 
 able men is terrible to contemplate. 
 
 In a convention of liquor dealers in Ohio one speaker 
 concluded his address with these words : " The success 
 of our business is dependent largely upon the creation of 
 appetite for drink. Men who drink liquor, hke others, 
 will die and if there is no new appetite created our coun- 
 ters will be as empty as our coffers. Our children must 
 go hungry or we must change our business to that of 
 some other more remunerative. The open field for the 
 creation of appetite is among the boys. After men have 
 grown and their habits are formed, they rarely ever 
 change in this regard. It will be needful therefore that 
 missionary work be done among the boys, and I make a 
 suggestion, gentlemen, that nickels expended in treats 
 for the boys now will return in dollars to your tills after 
 the appetite has been formed. Above all things create 
 
 APPETITE." 
 
 A young man about eighteen years of age committed 
 suicide in a drunken brawl. Two hundred mothers went 
 to look at his body, each to see if it was her boy. Most 
 of the criminals in our penal institutions enter there as 
 boys and young men between eighteen and twenty- 
 three. 
 
 These pictures are terrible to look upon ; but the 
 stream of woe will continue to flow on until Sunday- 
 school workers and Christian men and women are 
 aroused to the importance of saving the boys. 
 
 Keep the Boy in Sunday- School. The Sunday-school 
 
That Big Boy and How to Deal With Him 261 
 
 has an important part in this matter. The warden of 
 one of our penitentiaries said the other day, " There are 
 nine hundred and four boys and men in our penitentiary. 
 All are asked the same questions when they are received. 
 Ten of this number said they had attended Sunday-school 
 regularly ; eighty-five said they had attended irregularly 
 and eight hundred and nine said they never went to 
 Sunday-school." 
 
 Captain Steele, a police captain of New York City, 
 said some time ago, " In twenty-five years I have never 
 had a man or woman brought before me for trial that I 
 did not ask the question, * Do you attend Sunday-school ? ' 
 Not one had attended Sunday-school regularly. If I could 
 get the parents of America to keep their children in Sun- 
 day-school regularly until fifteen years of age, I believe 
 they could be saved." 
 
 W. A. Hillis, superintendent of the American Sunday- 
 School Union for Ohio, Indiana and Michigan, gives this 
 testimony : •' In my work of nearly eleven years in twelve 
 different states, I have found but ten persons who were 
 Christians and who had not attended Sunday-school be- 
 fore they were twelve years of age ; in the same congre- 
 gations I have found more than ten thousand people who 
 were Christians that attended Sunday-school before they 
 were twelve years of age." 
 
 Two Judges' Verdict. Judge Wofford, veteran crim- 
 inal judge of Kansas City, has probably tried more crim- 
 inals than any other man in the state. He was trying a 
 boy sixteen years old for keeping money that he had 
 found. The boy's mother and the mother's pastor came 
 to plead for him. The judge told them they ought to 
 have kept the boy in Sunday-school, and then said the 
 
262 How to Conduct a Sunday School 
 
 following : " Never have I known a boy to be charged 
 with crime in this court who had attended Sunday-school 
 with his parents, and I have been judge of this court a 
 great many years. Sunday-school boys do not come 
 here. I have never had one before me and I never will 
 have one." 
 
 Judge Lewis Fawcett, sometimes referred to as " The 
 Life-Saver," said on one occasion to a boy whom he was 
 sentencing : ♦• In the five years I have been sitting on the 
 bench I have had twenty-seven hundred boys before me 
 for sentence and not one of them was an attendant of a 
 Sunday-school. Had you gone there, I am sure you 
 would not be before me to-day." 
 
 Why the Boy is Not in Sunday-School. The boys 
 are not in the Sunday-school in the proportion they 
 ought to be. Take the country over, we presume it is 
 safe to say that in the Sunday-schools there are three 
 girls of the " teen " period to one boy in the same period. 
 Of the five hundred thousand youth of day-school age 
 in one state not in any Sunday-school whatever, it has 
 been carefully estimated that three hundred thousand of 
 them are boys between twelve and twenty-one. 
 
 There must be a reason for this. Boys will go where 
 they want to go. It is not difficult to secure an audience 
 of boys at a baseball game. Perhaps we could learn 
 some lessons for our Sunday-school work from the base- 
 ball game. Certainly the players are all in earnest and 
 are all specially trained for the position they occupy. 
 They throw themselves into their work with all the vigour 
 they possess and the boys who are looking on understand 
 the game. 
 
 Parental Responsibility. Parents are partly to blame 
 
That Big Boy and How to Deal With Him 263 
 
 for the absence of the boys from our Sunday-schools. 
 This is especially true of the fathers. The best way of 
 which I know to hold big boys in the Sunday-school is to 
 build a wall of fathers between them and the door. 
 
 Church members are also to blame in a large measure. 
 Statistics show that, taking the country as a whole, 
 probably only about one church member in four is a 
 regular attendant at the Sunday-school. No wonder the 
 big boys get an idea that it is not the place for them 
 when they do not see there the men with whom they are 
 acquainted. If our Sunday-schools presented the con- 
 tinuous and wholesome picture of large classes of men 
 and women, in regular attendance, including the very 
 cream of the community, the boys would get no such 
 idea as they have to-day concerning them. 
 
 Then the superintendents are sometimes at fault. 
 Many of them conduct their Sunday-schools as if all the 
 people present were children. They address the Sunday- 
 school as " Dear Children," forgetting for the time being 
 that the young lad who has put on long pants and begun 
 to rub his upper lip is no longer a child. Many of these 
 big boys are talked out and sung out of the Sunday- 
 school by baby-talk and baby-songs. It is a mistake to 
 give " pipe-organ talk " to adults and " jew's-harp talk " 
 to boys. It is all right to be childlike ; it is all wrong to 
 be childish in the Sunday-school. 
 
 A New Day. Within the last few years, however, 
 there has come about a great change in the views held 
 by men towards the Sunday-school. The rise and de- 
 velopment of the organized classes of men and women 
 has brought in a new day. There are more than two 
 millions and a half of men old enough to vote in the 
 
264 How to Conduct a Sunday School 
 
 Sunday-schools of North America at present, and the 
 ranks of men, to say nothing of women, are being in- 
 creased annually at the rate of about one hundred thou- 
 sand. This, of itself, is giving a new impulse to the boys' 
 department of the Sunday-school. The men's move- 
 ment has been quickly followed by the advance in the 
 Secondary Division which covers the teen age boys and 
 girls. More attention is at this time being given to the 
 Secondary Division than to any other Division of the 
 school, and the results are becoming apparent. How- 
 ever, there was so much ground to cover that it will be a 
 long time yet before the teen age boys equal the girls in 
 numbers in the Sunday-school. Let us pray for the 
 hastening of that day. 
 
 Boys Can be Reached. The big boys can be brought 
 into Sunday-school. There are hundreds of Sunday- 
 schools all over this country, representing city, town, 
 village and country, where may be found more boys than 
 girls. This is not usually the case, however, and when 
 it is the case there is always an adequate reason for it. 
 
 The superintendent of one such school when asked the 
 secret of his success simply said, " Go after them ; " a 
 pastor of such a school in New Jersey when asked the 
 same question by the writer said, ** Make them know you 
 want them." Dr. Peloubet, the lesson-help writer, says 
 the remedy is to " Have a good meal ready when you 
 ring the bell." Others who have made a success along 
 this line give us these suggestions : " Make them wel- 
 come ; " " Send the big boys after big boys ; " " Treat 
 them like men ; " " Make the school worth while ; " 
 " Make it a business to get them ; " " Make the school 
 hard to get into." 
 
That Big Boy and How to Deal With Him 265 
 
 The old saying, " Put the cookies on the lower shelf," 
 savours a good deal of antiquity, but not a great deal of 
 common sense. When I was a boy the cookies I wanted 
 most of all were those that I had to climb on a chair to 
 get. There is a principle here we have been forgetting 
 in our Sunday-school work. The more of honest en- 
 deavour we require on the part of our Sunday-school 
 scholars the more anxious others will be to join. It is 
 natural to want to belong to something that is worth 
 while. Those who desire to make a success in securing 
 and holding the boys will find that it Hes in the direction 
 of the following suggestions : — 
 
 1. Go after the boys systematically; make it a busi- 
 ness. 
 
 2. Go after the boys personally. Nothing can equal 
 a personal invitation. Printed matter is good. A one- 
 cent circular has its value ; but it plainly says, " I am not 
 worth two cents." 
 
 3. Go after them persistently ; never give up. Many 
 a scholar has been secured after weeks, and sometimes 
 months of continuous effort. 
 
 What is the secret of success in securing and holding 
 these big boys ? If we could answer this question satis- 
 factorily to our readers, we should be very happy. There 
 is no royal road to success. The best we can do is to 
 offer some suggestions which have been found very help- 
 ful in this regard. 
 
 Believe in Boys. In many communities all the evil 
 that is done is laid at the door of the " bad boy." We 
 hear very much about the " bad boy." Every Sunday- 
 school, every community, has its " bad boy." It is 
 enough to make boys bad to call them so continually. 
 
266 How to Conduct a Sunday School 
 
 One of the reasons why they are bad is because they are 
 not always given the same amount of kind consideration 
 which is accorded to the girls of the same homes. We 
 should discriminate between boisterousness and mali- 
 ciousness ; between animal life and meanness. Boys do 
 not learn to do evil in a good home. There are many- 
 other doors open for them, however, and if their homes 
 are not attractive, they will find these doors and enter in. 
 The following poem appeared in the Boston Transcript 
 and is very suggestive. 
 
 No Place for the Boys. 
 
 What can a boy do, and where can a boy stay, 
 If he is always told to get out of the way ? 
 He cannot sit here, and he must not stand there. 
 The cushions that cover that fine rocking-chair 
 Were put there, of course, to be seen and admired; 
 A boy has no business to ever be tired. 
 The beautiful roses and flowers that bloom 
 On the floor of the darkened and delicate room, 
 Are made not to walk on — at least, not by boys ; 
 The house is no place, anyway, for their noise. 
 
 Yet boys must walk somewhere ; and what if their feet, 
 Sent out of our houses, sent into the street. 
 Should step round the corner and pause at the door, 
 Where other boys' feet have paused often before ; 
 Should pass through the gateway of glittering light. 
 Where jokes that are merry and songs that are bright. 
 Ring out a warm welcome with flattering voice. 
 And temptingly say, " Here's a place for the boys." 
 Ah, what if they should ? What if your boy or mine 
 Should cross o'er the threshold which marks out the line 
 'Twixt virtue and vice, 'twixt pureness and sin, 
 And leave all his innocent boyhood within. 
 
That Big Boy and How to Deal With Him 267 
 
 O, what if they should, because you and I 
 
 While the days and the months and the years hurry by, 
 
 Are too busy with cares and with life's fleeting joys 
 
 To make round our hearthstone a place for the boys ? 
 
 There's a place for the boys. They'll find it somewhere; 
 
 And if our own homes are too daintily fair 
 
 For the touch of their fingers, the tread of their feet. 
 
 They'll find it, and find it alas in the street, 
 
 'Mid the gildings of sin and the glitter of vice ; 
 
 And with heartaches and longings we pay a dear price 
 
 For the getting of gain that our lifetime employs. 
 
 If we fail to provide a good place for the boys. 
 
 Be Interested in What Boys are Interested in. This 
 is a principle which applies alike in business, in politics 
 and in religion. If you desire to secure the interest of 
 anybody the quickest and best way is to manifest an in- 
 terest in that in which he is interested. A teacher who 
 was late to his class found the boys busily engaged talk- 
 ing about the baseball score of the game the day before. 
 He abruptly and peremptorily quieted them, saying that 
 this was Sunday-school and not a place to talk base- 
 ball. One boy said to his neighbour, " All right, if he 
 don't want to hear baseball we don't want to hear Bible 
 and that settles it ; " and it did settle it. That teacher 
 could do very little with those boys that day. He should 
 have talked about baseball because they were talking 
 about it. Had he manifested an interest in the game and 
 thus found the point of contact with that class he could 
 have done a great deal more good than by following the 
 course he did. One teacher of whom I know makes a 
 business of watching for articles in the magazines and 
 elsewhere which will please his boys. That last inter- 
 esting article on electricity is passed over to Charley be- 
 
268 How to Conduct a Sunday School 
 
 cause Charley is making a study of that subject. Charley 
 will attend the Sunday-school next Sunday and listen to 
 his teacher. The principle applies everywhere. 
 
 Give the Boys Something to Do. A healthy boy must 
 be busy. If his energies are not directed in proper chan- 
 nels they will find other channels. This trait of boyhood 
 is ample justification for class organization. It sets before 
 the boy some definite object to be attained, social, phys- 
 ical or literary. Organized classes are multiplying rapidly 
 in all parts of the country and especially among boys and 
 young men. Some classes are even incorporated under 
 the laws of the state in which they are located. This is 
 not necessary, but it shows to what extent class organiza- 
 tion has been carried. Some classes have buildings and 
 rooms of their own, also libraries, reading-rooms, savings 
 banks, employment bureaus, insurance departments, etc. 
 Class organization has done very much to solve the problem 
 of the *' big boy " and the young man in the Sunday-school. 
 
 Know the Boys by Name. It is time well spent to get 
 acquainted with the boys. A teacher who knows his boys 
 on Sunday and fails to recognize them during the week 
 and in their working clothes will have Httle influence with 
 them. One of the keenest rebukes I ever received was 
 from a boy in our own school. He was delivering 
 groceries and I did not recognize him as I admitted him 
 to the back door; I had only seen him in his Sunday 
 clothes. There was quite a little surprise in his tone, if 
 not in his words, when he said, " Mr. Lawrance, you don't 
 know me ; do you ? " Learn to put faces and names to- 
 gether. It is well also to remember that boys are not very 
 fond of nicknames, especially childish nicknames. " Bub " 
 is an abomination. 
 
That Big Boy and How to Deal With Him 269 
 
 Don*t "Don't" the Boys. Teach positively and not 
 negatively. Instead of telling a boy that he should not 
 read the book he is reading because it is bad, compliment 
 him because he loves to read ; then recommend a good 
 book and see that he gets it. Too many of us are hke 
 the mother who said to her servant, " Mary, go and see 
 what the children are doing and tell them they mustn't." 
 " Johnny Don't " belongs to a large family. 
 
 Don't Treat All Boys Alike. They are not machines ; 
 each has his peculiarities. No two can be reached by 
 exactly the same process. One needs argument ; another, 
 persuasion ; another, urging. Study the boys as a farmer 
 studies his soil and familiarize yourself with their peculi- 
 arities. A mother who had raised seven boys was asked 
 to give her method. " Why," said she, " I had seven 
 methods." Every wise mother knows just what this 
 meant. 
 
 Allow for Animal Spirits. Boys are full of them. In- 
 stead of trying to cram a four-quart boy into a pint pot, it 
 is better to recognize his God-given activity and try to 
 direct it into proper channels. It is just as necessary for 
 him to be active as it is for him to eat. They are in the 
 awkward age ; they have two more hands and two more 
 feet than they know what to do with. Do not criticise 
 every little thing they do ; and don't call mischief mean- 
 ness, for it is not always that. I sometimes think teachers 
 of boys of this age ought to have one blind eye. 
 
 Be Tactful with the Boys. Tact is that quality which 
 makes one master of the situation. It is something like 
 that quality in a cat which makes him light on his feet 
 when you drop him. Tact is often a short cut to success 
 and frequently causes the teacher to leave the path he 
 
270 How to Conduct a Sunday School 
 
 had marked out as his course for that day and start to 
 cut cross lots. This is justifiable and indeed often neces- 
 sary in order to reach the boys. Tact is never intelligent 
 without a knowledge of the scholar. It is an art worth 
 cultivating. 
 
 Keep Close to the Boys. Be a friend to them ; remem- 
 ber you are far more than an instructor. Do not make 
 the lessons a whip to drive them with. One teacher, 
 when asked the secret of his success with his boys, said : 
 •• I won my boys by taking walks with them." Meet 
 them during the week. Be interested in their every-day 
 affairs. Go to their homes, or stores, or shops. D. L. 
 Moody was won to Christ by his Sunday-school teacher 
 in the back room of a shoe-store in Boston. Invite them 
 to your home occasionally. It pays. Give them some- 
 thing to eat. 
 
 Give These Boys Men Teachers. A boy's ideal is a 
 man, a girl's ideal is a woman. During these years when 
 character is being solidified and habits are being fixed, 
 the right kind of a man as teacher can do more for the 
 boys than a woman can. Please observe I said, — the 
 right kind of a man as teacher. Many classes of boys 
 have lady teachers who are doing infinitely more for 
 them than many men could do. Some of the most 
 notable organized classes of young men in the country 
 are taught by women. The principle holds, however, 
 that other things being equal, it is better to have a man 
 teacher for boys in the " teen " age. The reasons for this 
 are obvious. 
 
 Sympathize with the Boys. They need it. They 
 miss it when it is withheld. They were used to it as 
 little children and they long for it as big boys, but the*' 
 
That Big Boy and How to Deal With Him 271 
 
 are too proud to admit it. Boys of this age are not 
 understood. They are passing through physical changes 
 which they themselves do not understand. It is the most 
 sensitive and trying period in their lives. Many boys, 
 and girls, too, for the matter of that, are leading lives of 
 sin and shame for the lack of a word of sympathy at this 
 critical time. Benjamin West, the great painter, drew a 
 crude picture upon the floor. Many a mother would 
 have scolded her boy for marking up the floor in that 
 fashion, but his mother saw the embryo artist and press- 
 ing a kiss upon his lips commended him for his drawing. 
 Many years afterwards the great painter said, " My 
 mother's kiss made me a painter." 
 
 Many a boy goes out in the back yard and hugs his 
 pet dog because his mother does not hug him. A beau- 
 tiful incident is told in connection with the battle of El 
 Caney during the Spanish-American War. As they 
 were entering into battle, a young, smooth-faced, girlish- 
 looking boy about eighteen years of age became fright- 
 ened, and throwing himself upon the ground began to 
 cry hke a child. His comrades were ashamed of him. 
 Some of them told him he was a disgrace to the uniform 
 he wore, and to the company he was in. He confessed 
 it was so, but said he could not help it. General Chaffee 
 came riding along at that time with the great responsi- 
 bility of that battle upon him ; his keen eye, however, 
 observed the boy. He dismounted and asked the boy 
 what was the trouble. The boy plainly told him that he 
 was afraid. The great general placed his hand upon his 
 shoulder saying, " Look here, my lad, I see a good soldier 
 buttoned up in that jacket. Get up and take your gun 
 and fall in line with the other boys ; they'll not be ashamec* 
 
272 How to Conduct a Sunday School 
 
 of you when the sun goes down." The boy turned and 
 took the general by the hand and thanked him for his 
 words of sympathy, then seized his gun, found his place, 
 and held it, too. It is said that when the battle was over, 
 this boy was found still firing, using but one arm, the 
 other one being disabled by a bullet in the shoulder. It 
 was the word of sympathy that saved him. 
 
 The following lines from Coventry Patmore are very 
 pathetic and significant. 
 
 " My little son, who looked from thoughtful eyes. 
 And moved and spoke in quiet grown-up wise, 
 Having my law the seventh time disobeyed, 
 I struck him, and dismissed 
 With hard words, and unkissed, — 
 His mother, who was patient, being dead. 
 Then, fearing lest his grief should hinder sleep, 
 I visited his bed, 
 But found him slumbering deep. 
 With darkened eyelids, and their lashes yet 
 From his late sobbing wet. 
 And I, with moan, 
 
 Kissing away his tears, left others of my own; 
 For, on a table drawn beside his head. 
 He had put, within his reach, 
 A box of counters and a red-veined stone, 
 A piece of glass abraded by the beach. 
 And six or seven shells, 
 A bottle with bluebells, 
 And two French copper coins, ranged there with 
 
 careful art. 
 To comfort his sad heart." 
 
 Love the Boys. Dr. Charles M. Sheldon said re- 
 cently, " There is nothing in this world but what will 
 yield if you put love enough into it." It is a mistake to 
 
That Big Boy and How to Deal With Him 273 
 
 try to get into a boy's heart on the northeast corner where 
 it is all frozen up. There is a sunny side, a warm side to 
 every boy's heart and nature into which you may enter 
 through the door of love as in no other way. The goody- 
 goody style of love is repulsive to a boy; but genuine 
 love, showing itself in helpful interest, is always appre- 
 ciated. A teacher who really loves his boys in this man- 
 ner will soon find that they will follow him anywhere. 
 No truer words were ever spoken than those which were 
 used as a text by the great London preacher, Mark Guy 
 Pearse, in Saint James Church in Chicago : " The world 
 is dying for a little bit of love." Professor E. O. Excell 
 heard that sermon and worked those words into his beau- 
 tiful song, " A Little Bit of Love," a song that every 
 worker with boys ought to know. We are glad to pre- 
 sent the song here with Mr. Excell's permission. 
 
274 How to Conduct a Sunday School 
 A Little Bit of Love. 
 
 To my Friend, Marion Lawrance. 
 
 B.O. B. 
 
 E. 0. BxeaO. 
 
 mimntpu 
 
 m 
 
 ^ 
 
 1. Do you know the world is dy-ing For a lit -tie bit of love? Ev-'ry- 
 
 2. From the poor of ev-'rycit-y, For a lit -tie bit of love, Hands are 
 
 3. Down be -fore their i - dols fall-ing, For a lit -tie bit of love, Man -y 
 
 4. While the souls of men are dy-ing For a lit -tie bit of Jove, While the 
 
 where we hear the sigh-ing For a lit -tie bit of love; For the love that rights a 
 
 reach-ingout in pit-y For a lit -tie bit of tove; Some have bnrdenshardto 
 
 souls in vain are call-ing For a lit -tie bit of love; If they die in sin and 
 
 chil-dren,too,arecry-ing For a lit -tie bit of love. Stand no lon-ger i-dly 
 
 &uhrr r-r i c 
 
 IKK.sb yi KK 1.1. 
 
 S 
 
 ^4=m^rw-m\^^--^i\i ^-^ 
 
 wrong,Fiilsthe heart with hope and song; They have waited,oh,so long, For a 
 bear,Some have sorrows we should share; Sh§II they falter and de-spair For a 
 shame, Some one sure-ly is to blame Fornotgo-ing b His name, Witha 
 by, Ton can help them if you try; Go,then,8aying,"Heream I,'' With a 
 
 Pine. Refrain. 
 
 D. S. each verse, 
 
 /TV 
 
 »'''M l ,J'J: l i' l j:jrM,J'J, l i JjJV4U 
 
 a lit-tlebitof 1 
 
 lit -tie bit of love. For a lit-tlebitof love. For a lit -tie bit of 
 
 Et-tle bit of love? For a lit-tlebitof love, For a lit -tie bit of 
 
 Kt-tle bit of love. With a lit-tlebitof love. With a lit -tie bit of 
 
 Kt-tle bit of love. With a lit-tlebitof love, With a Bt-tle bit of 
 
 love, 
 lore, 
 love, 
 love. 
 
APPENDIX A 
 
 A SUPERINTENDENT'S SUGGESTIONS TO HIMSELF 
 
 He is a wise superintendent who keeps a note-book and 
 uses it for the purpose of entering suggestions which 
 come to him from observation, reading and contact with 
 other workers, concerning various phases of Sunday- 
 school work. Many of these suggestions will never be 
 used ; but some of them will. The following suggestions 
 have been gathered from many sources. Most of them 
 have been successfully used in our own school. 
 
 The fagot fire is novel and interesting. At the annual 
 workers' meeting held the last week in September, we sit 
 around the walls of the lecture room, leaving the centre 
 of the room free. It is sort of a reunion after the sum- 
 mer holidays. On a table is placed a metal frame with 
 fire in it or under it so that anything combustible placed 
 upon it will burn immediately. Workers then volun- 
 tarily place upon the fire anything they choose connected 
 with any experience, the relation of which will interest 
 those present. One puts on a letter, another a twig, an- 
 other a clipping, giving a few words of explanation. At 
 one fagot fire the pastor's fagot was a twig he plucked 
 from the banks of Jordan. Mine was a flower I picked 
 on Mars Hill. One lady brought a few heads of oats 
 from her field and presented to the school ,$8.70, her 
 
 275 
 
276 How to Conduct a Sunday School 
 
 tithe from the sale of the oats. One man brought a Httle 
 piece of wood broken from the siding of the old church 
 in Canada where he started to Sunday-school as a child. 
 Many brought leaves and flowers and letters and twigs, 
 etc. All were interesting and in some way referred to 
 the school and its work. 
 
 There are many record books for superintendents. I 
 have had the best satisfaction in using a blank book. 
 I buy a two-hundred-page record-ruled book, pocket 
 size, and give one page to a week. At the extreme top 
 of the page I put, in red ink, first the attendance, second 
 the offering, third the attendance at workers' meeting of 
 the corresponding Sunday of the previous year. Exactly 
 below these I enter each week in black ink the figures 
 for the current year. On the first ruled line is entered, 
 "Week ending February 5, 1905," etc. In part of the 
 book pages are ruled off for the names and addresses of 
 all officers and teachers. 
 
 The " Nest Egg " seems to be a new idea in some 
 schools. We have a large egg about a foot long made 
 of wood and painted to look like a hen's egg. It is hol- 
 low and has a hole in the top. The church building fund 
 for our present house was started in this egg more than 
 twenty years ago, and it is now in use for a similar 
 purpose looking forward to a new " Model Sunday-school 
 building." A certain sum of money is put into it every 
 week in the presence of the school. This, with the 
 prayer which always accompanies it, keeps the matter 
 prominently before the school. 
 
Appendix A 277 
 
 On Rally Day two years ago all were asked to bring 
 cut garden flowers. A light framework in the shape of 
 a cross with open wire screening for a back was placed 
 on the platform. It was eight feet long. The foot of 
 the cross rested on the floor and the top on a railing 
 three feet high. As the scholars passed by the platform 
 in procession to the music of the orchestra they tossed 
 their flowers upon the cross. Others arranged the 
 flowers. It was a most beautiful cross when completed 
 and cost but a trifle. 
 
 Announcements which are always made in the same 
 manner and practically in the same words are, for the 
 most part, a waste of time ; it is possible to have variety 
 in the announcements. Sometimes it works well to have 
 the pastor announce the preaching service ; the Christian 
 Endeavour president the Endeavour service, etc. It is 
 better not to call them •' announcements " at all, but to 
 refer to them as, — " The opportunities of the week," 
 " Some important things that are going on," etc. It is 
 a waste of time to make an announcement that you have 
 an announcement to make. Announcements usually 
 have the best effect when they are given in a way not to 
 be recognized as announcements ; for example : Suppose 
 something in the hymn you are singing reminds you of 
 the pastor's text for that evening, refer to that fact and 
 remind the school that it is a good thing to be on hand 
 when the pastor preaches. 
 
 We have had much difficulty in maintaining a teacher- 
 training class. We had an idea that teachers who have 
 
278 How to Conduct a Sunday School 
 
 classes should take a training course. This required an 
 extra meeting during the week, which was difficult to 
 secure. Now our teacher-training class is made up of 
 prospective teachers — young people who are looking 
 forward to taking up the teacher's work. It meets at 
 the Sunday-school hour and is a success. 
 
 A good object lesson to present to the school may be 
 made by placing upon the blackboard or a chart two 
 rings whose relative size corresponds to the size of the 
 church and Sunday-school. They should lap over each 
 other in such a way as to show what proportion of the 
 church is in the Sunday-school. Another pair of rings 
 showing what proportion of the Sunday-school is in the 
 church is equally effective. This device of course is to 
 be used as a starting point for getting more of the church 
 members into the Sunday-school and more of the Sunday- 
 school into the church. 
 
 Have some variety in the music. Occasionally have a 
 verse read before it is sung, or a verse may be sung by 
 one voice or one class, or one department, or by the 
 boys, or by the girls, etc. Sometimes the effect is good 
 to have all sing the melody. Sometimes sing a verse 
 without the instruments. Some choruses are pretty re- 
 peated softly with closed lips, simply humming the tune. 
 Have variety. 
 
 Some schools make quarterly reports to the parents of 
 the standing of the scholars in the matter of attendance. 
 
Appendix A 279 
 
 offering, deportment, etc. There are two sides to it. 
 Parents who are interested sufficiently to care much will 
 if possible attend the school. Then they will know these 
 things without being told. However it has its ad- 
 vantages. 
 
 " Tulip Sunday " was the name given to our Easter 
 exercises one year. Tulips and flowers were brought in 
 pots in large numbers and the platform was filled with 
 them. A program of suitable scripture, appropriate reci- 
 tations and music was given. The tulips were taken to 
 the sick of our own church and to the hospital. Sim- 
 ilarly on another Easter we had a " Hyacinth Sunday." 
 
 I find a loose-leaf book commonly known as a price 
 book the best thing I have yet used for my Sunday pro- 
 grams. The programs are written out in full before 
 Sunday. After the program is written out the leaves 
 can be placed in the book and thus kept in good order 
 and always clean. It is a good thing to preserve these 
 programs from week to week. 
 
 I interested one class of boys by offering to start for 
 them a class-library beginning with one book of their 
 own selection, a second book to be added when all the 
 members had read the first one, and so on. They 
 selected Ben Hur for the first book. 
 
 It is a good thing to have permanent committees on 
 temperance, missions, etc., who will be constantly on the 
 
28o How to Conduct a Sunday School 
 
 lookout for something good for the program on temper- 
 ance and missionary days, which they will suggest in ad- 
 vance to the superintendent. He can then work into his 
 program such suggestions as are suitable. 
 
 Any school which is financially able would find it a 
 good investment to have as part of its furniture a large 
 globe, say two feet in diameter. If the mission stations 
 of the denomination are located upon it the school 
 will get a better idea where they are than in any other 
 way. 
 
 Occasionally in the closing exercises of the school it is 
 well to take three or five minutes for one minute per- 
 sonal testimonies concerning Christ and the Christian 
 life. Many times this will fix the truth of the lesson 
 better than anything that can be said from the platform. 
 
 We find it pays to recognize in some way those who 
 do the best home-study work on the lessons. We re- 
 cently gave the little book " The Words of Jesus " to the 
 boy and girl in each department whose work on the 
 lessons showed up the best as indicated on their written 
 home-study shps. 
 
 We have upon the walls of our room the photographs 
 of two of our boys who lost their lives in the Spanish - 
 American War. We should also place there the photo- 
 
Appendix A 281 
 
 graph of any member of the school who lost his hfe 
 in trying to save Hfe ; the influence upon the school is 
 good. 
 
 The superintendent who runs too far ahead of the 
 teachers will break the cord that binds them together. 
 He should keep close to his teachers ; take them into his 
 counsel. If he has anything new to suggest talk it over 
 with the teachers before presenting it to the school. 
 
 We offered a small, cloth bound copy of the Gospel of 
 John, emphasized edition, to any member of the school 
 who would read this Gospel, our lessons being in it at 
 that time. This worked well ; we gave out something 
 like five hundred copies in two months. 
 
 It is a capital idea to save the beautiful pictures of the 
 leaf-cluster, and use them to paper the walls of your mis- 
 sion Sunday-school building. I have seen walls thus 
 papered and they were constantly preaching many 
 beautiful though silent sermons. 
 
 It is worth while to make a continuous and systematic 
 effort to secure as members of the Sunday-school all the 
 members of the church. We have not succeeded, but 
 the effort we have made has brought us many new mem- 
 bers and we are keeping at it. 
 
282 How to Conduct a Sunday School 
 
 We have found that it pays to send from two to six 
 delegates regularly to our annual county and state con- 
 ventions, pay their travelling expenses and expect them to 
 make a report to our workers' meeting. It stimulates the 
 workers and helps the school. 
 
 Private class-cards are good. They are printed on thin 
 paper and kept by the teacher in his Bible. He thus has 
 a complete mailing-list, or prayer-list always at hand and 
 there is no necessity to take the regular class-card from 
 the school. 
 
 It is a good thing to think ahead. On January ist, 
 reserve a few pages of your diary, heading one " Easter," 
 another " Children's Day " and others " Rally Day," 
 " Christmas," etc. Then, as you get suggestions through 
 reading and other sources, make note of them. 
 
 When the members of the teacher-training class gradu- 
 ate, present their diplomas to them in public with short 
 appropriate exercises. It is an honour justly deserved by 
 the students and will encourage others to take up the 
 training course. 
 
 Where it can be done, it is a fine thing to keep in touch 
 with absentees who are out of the city, especially during 
 vacation time. If the church or school prints a paper or 
 calendar, send that ; the absent members will appreciate it. 
 
Appendix A 283 
 
 Small cards with pressed flowers from Palestine pasted 
 upon them make beautiful Christmas and New Year 
 presents and are inexpensive. The small ones may be 
 had for two cents each in quantities. 
 
 We asked our members to hand in written suggestions 
 as to how to improve our Sunday-school. Printed slips 
 were given out for the purpose and we received many 
 good, helpful suggestions. It makes all feel that they are 
 part of the concern. 
 
 Some superintendents occasionally have the boys and 
 men whistle the air of a song while the rest sing the 
 words. It sounds beautiful when well done ; but I have 
 been afraid to try it. If the boys make nonsense of it, 
 the effect is bad. 
 
 I must make a collection of articles from Palestine to 
 use in the school occasionally. I already have phylac- 
 teries, a tear -bottle, a piece of sackcloth, a cone from 
 the cedars of Lebanon, a bottle of Jordan water, etc. 
 
 The preview is the solution of the review. A quarterly 
 review, for which preparation has been made from the 
 first of the quarter to review day, will be a delight and 
 very profitable. Lacking this preparation in advance it 
 is a bugbear and usually a failure. 
 
 When new members apply for admission, especially if 
 they are children, it is well to ascertain whether or not 
 
284 How to Conduct a Sunday School 
 
 they are leaving another school to join yours. If they 
 are, it is better to look into the matter before receiving 
 them. 
 
 Where the Sunday-school follows the church service 
 it is a good plan to have officers of the school stationed 
 at the ends of the aisles to give all who are not regular 
 members a cordial invitation to remain for the Sunday- 
 school. 
 
 Stereopticons are now being used by so many churches 
 that I must look into the matter. They are not so ex- 
 pensive as they used to be, and those who are using them 
 seem much pleased. The moving picture is yet to be 
 used in the Sunday-school. 
 
 It works well to emphasize one department at a time. 
 For example, suppose you try to get the whole school 
 interested for a month or a quarter in adding members 
 to the cradle roll. Then take another department. 
 
 By all means have some systematic method of filing 
 clippings so they can always be found when needed. It 
 is a good plan to file with these clippings cards locating 
 articles which cannot themselves be filed. For example : 
 " First Sunday-schools in the United States. See Yale 
 Lectures, pp. 122, 123." 
 
 Many schools are woefully ignorant of the missionary 
 work of their denomination. We superintendents are at 
 
Appendix A 285 
 
 fault. The schools ought to know and to be interested. 
 Then they will give. " No information — no inspira- 
 tion." 
 
 I believe one of the best things we do in our Sunday- 
 school is to fix choice Scripture passages in the minds of 
 the scholars. These passages, in future years, will be 
 found helpful in times of temptation and sorrow. 
 
 It is a good thing for the superintendent to spend 
 part of the lesson-study period on the platform whence 
 he can study the school ; it enables him to detect the 
 beginnings of disorder and to note the weak spots. 
 
 If the school is supporting a boy or a girl in the 
 mission-field, it adds greatly to the interest and in- 
 creases the offerings to have an enlarged picture of 
 that person displayed in the Sunday-school room. 
 
 When there is a deep spiritual interest in the school it 
 is well to have a brief informal after-meeting for such as 
 wish to remain. There is better opportunity for personal 
 work there than in the class. 
 
 Do not adopt every new method of which you hear at 
 conventions. Carefully consider every new method pro- 
 posed, then be careful to adapt before you adopt. Intro- 
 duce but one new plan at a time. 
 
286 How to Conduct a Sunday School 
 
 The endless portable blackboard has some advantages 
 over other kinds. The writing can always be at the top 
 of the board where it may be seen. 
 
 Occasionally have all the real old people — say those 
 seventy years old and older sit upon the platform. Their 
 testimony as to God's goodness and power to keep would 
 be interesting and helpful. 
 
 Birthday letters are very helpful. The superintendent 
 who sends birthday letters to his officers and teachers will 
 find it is time well spent. The same is true as to teachers 
 and their scholars. 
 
 Many schools have •* colours " and a " flower." The 
 former are used in decorations and the latter on special 
 occasions. Our colours are blue and white and our flower 
 is the pink carnation. 
 
 Make it plain to the officers of the school that no 
 interruption of teachers during the teaching period is to 
 be permitted on any account. Be sure you do not set a 
 bad example yourself. 
 
 Remember the boys and girls who are away at college. 
 Send them a message once in a while. When their birth- 
 days come, have the school send a telegram of congratu- 
 lations. When they are at home for their vacation, make 
 mention of it. 
 
Appendix A 287 
 
 The conquest flag and the Christian flag make a 
 
 beautiful decoration especially when used with the flag 
 of the country. 
 
 Send a representative of the school to visit other 
 schools and report the good things seen there to the 
 workers' meeting the following week. We can learn 
 from others. 
 
 I saw a rectangular Sunday-school room made into 
 eight light class-rooms in half a minute by means of 
 curtains hung on wires tightly stretched across the room, 
 one lengthwise through the centre and three crosswise at 
 regular intervals. 
 
 Occasionally we find a very precious feature of our 
 opening exercises in what is known as " sentence 
 prayers." We sometimes have ten or a dozen of them 
 in two or three minutes. 
 
 Occasionally have some good reader read the lesson to 
 the school out of the Twentieth Century New Testament 
 while the members follow it in their own Bibles noting 
 the difference. 
 
 A Sunday-school choir is capital if well handled. It 
 improves the singing and is good practice for the mem- 
 bers who may be in training for the church choir later. 
 
 Keep your eyes open for novel printing and new ways 
 of advertising. 
 
288 How to Conduct a Sunday School 
 
 Some schools have a custom of decorating the graves 
 of members who have died during the preceding year. 
 We have never done it, but it is worth thinking about. 
 
 Keep thinking up good names for classes, and put 
 them in your book. Your teachers will call upon you 
 from time to time to suggest a name. For boys' classes, 
 Indian names are attractive. 
 
 " The Boynton Neighbourhood," by Faye Huntington, 
 will greatly interest the home department superintendent. 
 It shows the possibilities of that department. 
 
 It is well frequently to remind the young men and 
 women in the school of the advantages of the young 
 people's society and to urge them to attend. 
 
 Keep your eyes open for those who are interested and 
 who might possibly be induced to confess Christ and join 
 the church. Always turn their names over to the pastor. 
 
 Beware of the visitor who wishes to ** say a few words 
 to the dear children." The school is better off without 
 that speech. Stick to the program. 
 
 I find it is profitable to study the advertisements in the 
 church and Sunday-school papers. Often I find some- 
 thing there that will help me. 
 
 Keep a box of thumb tacks handy in the desk. They 
 are often useful. 
 
Appendix A 289 
 
 The World's Sunday-School Association has opened a 
 Surplus Material Department. This affords a fine oppor- 
 tunity for Sunday-schools to use the material they do not 
 need in the way of lesson helps, illustrated papers, leaf 
 clusters, and so on. By apphcation to this department 
 at Metropolitan Tower, New York City, any Sunday- 
 school may be placed in touch with a mission Sunday- 
 school of its own denomination to which it may send its 
 surplus material. This furnishes a bond of union that 
 creates interest both at home and abroad. About ten 
 thousand American Sunday-schools are now lined up 
 with as many mission stations through this channel and 
 find it a delight. 
 
 A large bulletin board in the entry is valuable. It can 
 be made of soft wood, and covered with felt if desired. 
 Notices can be put up with thumb tacks. 
 
 How about the basement? Can it not be fitted up 
 for the boys' drill room or game room? They would 
 like a place hke that if it can be made warm and com- 
 fortable. Think about it. 
 
 Many schools give out the " Scattergood " Calendar 
 the first of January to their members. These calendars 
 were furnished by the late Thomas Scattergood, of Phila- 
 delphia. There is a page for each month with beautiful 
 and helpful mottoes. They may be had free upon appli- 
 cation, though there may be limitations with which I am 
 not familiar. 
 
290 How to Conduct a Sunday School 
 
 The writing of a daily letter is a good habit. Suppose 
 each night before retiring, or each morning before break- 
 fast, the superintendent should ask himself the question, 
 " Which one of the officers, teachers, or scholars in our 
 school needs a word of encouragement the most just 
 now ? " Then, write your letter. 
 
 It is a good thing, in the fall, to write to the various 
 denominational and independent Sunday-school Publish- 
 ing Houses for their new catalogues. You will likely 
 find something there you would Hke to use, but even if 
 you do not, you will find much to interest you. 
 
 I have used a duplicating machine with good effect, 
 but it does not take the place of printing ; the work is 
 not always satisfactory. However, it is convenient to 
 have. 
 
 Pennants are quite the thing these days. Many or- 
 ganizations and many towns have pennants of their own. 
 They have been popular with colleges and schools a long 
 time. The Sunday-school pennant is a good thing. It 
 should be made of the colours of the school. 
 
 Every superintendent would do well to read at least 
 one good Sunday-school book each month. Even then, 
 he cannot hope to keep up with the procession. 
 
 From one-fifth to one-third of the Sunday-school is 
 absent every Sunday. The superintendent should en- 
 
Appendix A 291 
 
 deavour to find the reason for this, and these absent 
 members should rest heavily upon his heart. 
 
 We find a church and school paper very helpful. For 
 over thirty years we have published The Helper. It 
 started as a little four-page leaflet but it is now a twenty- 
 four page magazine. The advertising and subscriptions 
 just about carry it. It is an invaluable means of com- 
 munication between the pastor and superintendent and 
 the church and school. 
 
 The superintendent should turn over to the pastor 
 promptly every item of information concerning any 
 member of the school that will in anywise help the 
 pastor in his work. 
 
 A number of the Sunday-schools of Winnipeg and of 
 Chicago have baseball clubs. They claim it helps to 
 hold the big boys and young men in the summer. No 
 one is eligible to the club who is not a member of the 
 school. In Chicago, there are about one hundred clubs 
 in the League, numbering something Hke two thousand 
 boys and young men all told. They are not allowed to 
 use tobacco or bad language, nor to play on Sunday. 
 
 Make it a point to get every officer of the church into 
 the Sunday-school. You may not succeed but it will 
 pay to make the effort. 
 
292 How to Conduct a Sunday School 
 
 It gives the impression of enterprise for the school to 
 have neatly printed stationery of its own for the use of the 
 officers and teachers. 
 
 The superintendent who frowns or scolds or becomes 
 impatient will soon lose his power to control That 
 gone, all is gone. 
 
 Keep the teachers reading good things. Splendid 
 tracts on all phases of the work are plentiful. They are 
 cheap too. 
 
 Insist that no quarterlies or lesson-helps be used in the 
 class in the teaching process by either teacher or scholars. 
 
 The International Bible Reading Association works 
 well and increases the interest in Bible-study., 
 
 Have something going on all the time. Keep the 
 school continually looking forward. 
 
 It is well to avoid the selling of tickets and such 
 things in the church on Sunday. 
 
 When you notice a specially good voice among the 
 scholars tell the chorister about it. 
 
 Keep up the shout of victory. 
 
 Never get discouraged. 
 
APPENDIX B 
 
 GOOD BOOKS FOR SUNDAY SCHOOL WORKERS 
 
 It is impossible to classify accurately many of the 
 valuable Sunday-school books, because they treat of dif- 
 ferent phases of the work. In order to make the follow- 
 ing list as practical as possible therefore, the same book 
 may be listed in several places. All of the books in this 
 entire list will be found helpful, and it is especially urged 
 that pastors, superintendents, and teachers read as many 
 as possible of those classified under general heads. There 
 are many valuable periodicals, none of which are included 
 in this list. 
 
 ORGANIZATION AND HISTORY 
 
 Bible School Vision. Welshimer. - - - $ .50 
 
 Front Line of the Sunday School Movement. 
 
 Peloubet. ------- i.qo 
 
 Reports of International Sunday School Conventions i.oo 
 
 Robert Raikes : The Man and His Work. Harris. 1.50 
 
 Sunday School Movements in America. Brown. - 1. 25 
 
 The Bible School. McKinney. - - - - .60 
 
 The Evolution of the Sunday School. Cope. - .75 
 The History of The International Lesson System. 
 
 Rice. ------- .50 
 
 The International Lesson System. Sampey. - 1.25 
 World Wide Sunday School Work, World's 
 
 Seventh Convention, Zurich. - _ - i.oo 
 
 Yale Lectures on the Sunday School. Trumbull, i.OO 
 
 293 
 
294 How to Conduct a Sunday School 
 
 RELIGIOUS EDUCATION IN GENERAL 
 
 A Biblical Introduction. Adeney and Bennett, - 2.00 
 
 A Manual of Hebrew Private Life. Stearns, - .25 
 
 A Primer of Hebrew History. Stearns, - - 40 
 
 A Primer of the Bible. Bennett, - - _ 1. 00 
 
 Biblical Geography and History. Kent, - - 1.25 
 
 Biographical Studies in the Bible. Strong, - - .50 
 
 Education in Religion and Morals. Coe, - - 1.25 
 
 Garden of Eden. Dean Hodge, - - - I.^O 
 
 Hero of Heroes. Horton, - » - - - i.oo 
 
 Heroes and Crises of Early Hebrew History. Kent. i.oo 
 
 Historical Bible. 6 Vols. Kent. - - - i.oo 
 
 Historical Geography of the Holy Land. Smith. - 3.75 
 
 History of the Bible. Mutch, - - - - .50 
 
 History of the Hebrew People. Kent, 2 Vols. Each 1.25 
 
 Hymns You Ought to Know. Cope, - - - 1.50 
 
 Jesus Christ and the Christian Character. Peabody. .50 
 
 Landmarks of Church History. Cowan. - - .40 
 
 New Testament and its Writers. McClymont. - .40 
 
 Out-of-Doors in the Holy Land. VanDyke. - 1.50 
 
 Principles of Religious Education. Butler. - - 1.25 
 
 Religion of a Mature Mind. Coe, _ - - 1.25 
 Social Significance of the Teachings of Jesus. Jenks. 
 
 .75 cloth, .50 paper 
 
 Story of the Bible. Foster. - - - - i.io 
 
 Story of the Bible. Hurlburt. - - - - i.io 
 
 The Ancestry of the English Bible. Price, - - 2.00 
 
 The Bible and its Books. Hamill. - - - ,50 
 
 The Child and His Religion. Dawson. - - .75 
 
 The Construction of the Bible. Adeney. - - 1.50 
 
 The Heart of the Bible. Robertson, - - - i.oo 
 
 The Land of Israel. Stewart. - - - - .45 
 
 The New Appreciation of the Bible. Selleck. - 1.50 
 
 The Old Testament and its Contents. Robertson. .40 
 
 The Pleasure of Reading the Bible. Scott, - - .50 
 
 The Romance of the English Bible. Paris, - .25 
 
 The Worker and His Bible. Eiselen-Barclay, - .55 
 
Appendix B 295 
 
 Thirty-Four Memory Hymns and their Stories. 
 
 Wells, - - - ... .50 
 
 GENERAL METHODS 
 
 Superintendents should read these books as well as those indicated 
 specifically The Superintendent, 
 
 A Manual of Sunday School Methods. Foster. - i.oo 
 
 Efficiency in the Sunday School - - - _ i.oo 
 For Childhood and Youth : Ideals for the Modern 
 
 Sunday School. Mark. - _ _ _ .60 
 
 Future Leadership of the Church. Mott. - - .50 
 
 Housing the Sunday School. Lawrance. - - 2.00 
 
 How to Increase Attendance. Stowell. . . .10 
 
 Modern Methods in Sunday School Work. Mead. .50 
 Organizing and Building up the Sunday School. 
 
 Hurlbut. ------- .65 
 
 Principles and Ideals for the Sunday School. Bur- 
 ton-Matthews. ------ I.oo 
 
 Some Great Stories and How to Tell Them. Wyche. .50 
 
 Sunday School Essentials. Wells. - - - i.oo 
 
 Sunday School Management. Cope. - - - .25 
 
 Sunday School Problems. Wells. _ _ _ i.oo 
 Sunday School Records, Reports and Recognitions. 
 
 Fox. -------- .50 
 
 Sunday School Secretary and Assistants. McKinney. .10 
 
 Sunday School Success. Wells. - - - - i.oo 
 
 The Christ, the Church and the Child. Bonner. - i.oo 
 
 The Church School. Athearn. - - - - j.oo 
 
 The Graded Sunday School in Principle and Prac- 
 tice. Meyer. ------ .50 
 
 The Invitation Committee. "John Timothy Stone. - .25 
 
 The Organized Sunday School. Axtell. - - .50 
 
 The Pedagogical Bible School. Haslett. - - 1.25 
 
 The Sunday School at Work. Farts. - - - i.oo 
 The Sunday School Graded — How, Why, What ? 
 
 McKinney. - - - - - - .11 
 
 The Sunday School in the Country. Farts, - .10 
 
296 How to Conduct a Sunday School 
 
 The Sunday School of To-day. Smith. - - 1,25 
 The Sunday School Organized for Service. Law- 
 
 rance. _-_-.__« .^O 
 
 The Treasurer and the Librarian. Wells. - - .10 
 
 The Work and the Way. Wimms and Humphrey. .60 
 
 The Work of the Sunday School. Marker. - i.oo 
 
 The Worker and His Church. Beeler. - - .50 
 
 Timothy Standby. Clark. _ - - _ .^0 
 
 Ways of Working. Schauffler. - - - - .88 
 Working Manual of a Successful Sunday School. 
 
 Lawrance. _-__-- ,25 
 
 Worship in the Sunday School. Hartshorne, - 1,25 
 
 ELEMENTARY DIVISION 
 
 After the Primary — What ? McKinney. - - .50 
 All about the Primary. Sudlow. - - - .50 
 A Montessori Mother. D. C. Fisher. - - 1.25 
 As the Twig is Bent. Chenery. - - ,. - i.oo 
 A Study of Child Nature. Harrison. - - - I.OO 
 Beckonings from Little Hands. DuBois. - - .75 
 Beginners' Department. Athearn. - - - .35 
 Child Nature and Child Nurture. St. John. - .50 
 Child Problems. Mangold. - - - - 1.25 
 Children of the Future. Nora Archibald Smith. - I.OO 
 Children's Rights. Wiggin. - - - - i.oo 
 Children's Ways. Sully. - - - - - 1.25 
 Christmas Tide. Harrison. - _ - - i.oo 
 Fifty Famous Stories Retold. Baldwin. - - .30 
 Finger-Points to Children's Reading. Field. - 1.08 
 Fireside Child Study. DuBois. - - - - -75 
 For the Children's Hour. Bailey and Lewis. - 1.50 
 Handwork in the Sunday School. Littlefield. - i.OO 
 How to Tell Stories to Children. Bryant. - - I.OO 
 In Story land. Harrison. ----- i.oo 
 International Graded Lessons for Beginners - .50 
 International Graded Lessons for Primary De- 
 partment ------- .50 
 
Appendix B 297 
 
 International Graded Lessons for Junior Depart- 
 ment _______ ^^Q 
 
 Junior Department. Athearn. - _ _ « .^^ 
 
 Kindergarten Lessons for Church Sunday Schools - .75 
 Kindergarten Stories for the Sunday School and the 
 
 Home. Cragtn. - - - - - 1.25 
 
 Lessons'for Teachers of Beginners. Daniehon, - .75 
 
 Little Animal Stories. Daniehon, _ - _ i.oo 
 
 Love and Law in Child Training. Poulsson. - i.oo 
 
 Making Men and Women. Robinson. - - .75 
 Making the Best of our Children. Jllen. 2 Vols. 
 
 Each I.oo 
 
 Misunderstood Children. Harrison, - - - i.oo 
 
 Mother Stories. Lindsay. - _ _ _ _ i.oo 
 
 Object Lessons for Little People. Danielson, - i.oo 
 
 Our Primary Department. Murray. - - - .50 
 
 Picture Work. Hervey. - - - - - .25 
 
 Practical Primary Plans. Black. _ - _ i.oo 
 
 Prayers for Children. Mrs. W. H. Dietz. - - .05 
 
 Primary Department. Athearn. - _ _ _ .35 
 
 Primary Lesson Detail. Thomas. - - - .60 
 
 Stories and Story Telling. St. "John. - - - .50 
 
 Stories of Bible Victories (Junior). Robinson, - .58 
 
 Telling Bible Stories. Houghton. - - - 1.25 
 
 Tell Me a True Story. Stewart. - - - 1.25 
 
 The Beginners' Department. Wray. - - _ .50 
 
 The Child. Tanner. _ - _ - _ 1.25 
 
 The Child and His Religion. Dawson. - - .75 
 
 The Child for Christ. Mc Kinney. - - - .50 
 
 The Children's Challenge to the Church. Gardner. .85 
 
 The Church and Her Children. Hulbert. - - i.oo 
 
 The Dawn of Character. Mumford. _ - - .75 
 The Elementary Worker and His Work. 'Jacobs^ 
 
 Lincoln. --___-- .55 
 
 The Fire Builders. DuBois. - - - - -35 
 
 The First Three Years of Childhood. Bardeen, - 1.50 
 
 The Junior Congregation. Farrar, - - - i.oo 
 
 The Junior Worker and His Work. Robinson, - .55 
 
298 How to Conduct a Sunday School 
 
 The King and His Wonderful Castle. Brown, - .35 
 
 The Lord's Prayer for Children. Lawson. - - .50 
 The Moral Condition and Development of the 
 
 Child. Wright, - - - - . .75 
 
 The Natural Way. DuBois, - - - - 1.25 
 
 The Point of Contact in Teaching. DuBois, - .60 
 
 The Primary Department. Archibald, - - .50 
 The Primary Teacher in the Country Sunday 
 
 School. Pierson. - - - - - .12 
 
 The Pupil and the Teacher. Weigh. - - - .50 
 
 The Shepherd Psalm for Children. Baldwin, - .30 
 
 The Story Hour. Wiggin and Smith. - - i.oo 
 
 The Training of Children in Religion. Hodges. - 1.50 
 
 The Unfolding Life. Lamoreaux. - _ _ .7^ 
 
 The Unfolding Personality. Mark. - - - i.oo 
 
 Three Years with the Children. Wells, - - 1.25 
 
 Up Through Childhood. Hubbell, - - - 1.25 
 
 SECONDARY DIVISION 
 
 Boy Life and Self-Government. Fiske, - - i.oo 
 
 Boy Scouts of America - - - - - .25 
 
 Boy's Eye View of the Sunday School. Pucker, - .50 
 
 Boys' Self-Governing Clubs. Buck, - - - .50 
 
 Boy Training. Alexander, - - _ - .82 
 
 Bringing up Boys. Clark, - - - _ .^o 
 
 Brothering the Boy. Rafferty, - - - « .75 
 
 Building Your Girl. Wayne, - - - - .50 
 
 Church Work with Boys. Forbush, - - - .50 
 
 Farm Boys and Girls. McKeever, - - - 1.50 
 For Childhood and Youth : Ideals for the Modern 
 
 Sunday School. Mark, - - - - .50 
 
 Four Epochs in Life. Muncie, - - - - 1.50 
 
 Girl and Woman. Latimer, - - - - 1.50 
 
 How to Deal with Lads ----- .80 
 
 Just Girls. Slattery, - - - - - i.oo 
 
 Just Over the Hill. Slattery. - - - - -75 
 
Appendix B 299 
 
 Life Questions for High School Boys. Jenks. - .40 
 Manual of Physical Training for Boys and Girls. 
 
 Anderson. ------- i.oo 
 
 Men and Religion Messages. - - - - .^o 
 
 Our Big Boys and the Sunday School. McKinney, .50 
 
 Our Boy — Six Steps to Manhood. Bartow. - .75 
 
 Our Boys and Girls. Kennedy. - - - - .56 
 
 Problems of Boyhood. 'Johnson. - _ - i.oo 
 
 Report Rural Committee (On Adolescence). Alex'r. .50 
 
 Short Stories of Christ — The Ideal Hero. Robinson, .58 
 Short Stories of Heroes of the Early Church. 
 
 Robinson. ------- .58 
 
 Short Stories of Old Testament Heroes. Robinson. .58 
 
 Social Activities for Men and Boys. - - - i.oo 
 
 Spirit of Youth in the City Streets. Addams. - 1.25 
 
 Story of Our Bible. Robinson. - - - - .58 
 
 Story Telling. Lyman. ----- .75 
 
 Successful Boys' Clubs. ----- .50 
 
 The Bible Story Retold for Young People. Ben- 
 nett and Adeney. - - - - - - .60 
 
 The Boy and His Club. McCormick. - - .50 
 The Boy and the Church. Foster. - ' - -75 
 The Boy and the Sunday School. Alexander. - I.OO 
 The Boy Problem. Forbush. _ _ - - i.oo 
 The Boy Problem Solved. Jamieson. - - - .50 
 The Boy's Work Message — Men and Religion For- 
 ward Movement. ----- i.oo 
 
 The Boys of the Street. Stelxle. ^- - - .50 
 
 The Coming Generation. Forbush. - - - 1.25 
 
 The Contents of the Boy. Moon. - - - l.OO 
 
 The Girl and Her Religion. Slattery. - - i.oo 
 
 The Girl in Her Teens. Slattery. - - - i.oo 
 The Intermediate Department Church School. 
 
 Athearn. - - - - - " '35 
 
 The Intermediate Worker and His Work. Lewis. .55 
 
 The Minister and the Boy. Hoben. - - - i.oo 
 
 The Senior Department Church School. Athearn. .35 
 
 The Senior Worker and His Work. Lewis. - .55 
 
Joo How to Conduct a Sunday School 
 
 The Sunday School and the Teens. Alexander, - i.oo 
 
 The Youth of a People. Winchester. - - - -75 
 
 What I Tell my Junior Congregation. Bennett, - .75 
 
 When I was a Girl. Foxcroft. - - - - 1.50 
 
 While You Are a Girl. Slattery, - - - -75 
 
 Winning the Boy. Merrill, - - - - ,50 
 
 ADULT DIVISION 
 
 Adult Bible Classes : Forms of Organization. 
 
 Hazard. - - - - - - - .15 
 
 Adult Bible Classes. Hood. - - - - -75 
 
 Adult Bible Classes. Wood-Hall, - - - .30 
 
 Adult Class Study. Wood. - - ' - -IS 
 
 Aliens or Americans ? Grose. - .50 cloth, .35 paper 
 
 For Home Department Workers. Fergusson. - .10 
 
 Higgins, A Man's Christian. Duncan. - - .25 
 
 Home Classes and Home Department. Hazard. - .50 
 
 Home Training in Religion. McKinney. - - .10 
 
 Ideal Adult Class in the Sunday School. Wells, , .50 
 
 Life of Christ. Stalker. ----- .60 
 
 Principles of Jesus. Speer. _ _ - - .50 
 
 Representative Men of the Bible. Vol.1. Matheson. i.oo 
 
 Social Creed of the Churches. Ward. - - .50 
 
 Social Welfare and the Liquor Problem. Warner. i.oo 
 
 Taking Men Alive. Trumbull. - - - - .50 
 
 The Adult Bible Class. Revised. Pearce. - - .25 
 
 The Adult Worker and His Work. Barclay. - .55 
 
 The Church's One Foundation. Nicoll. - - i.OO 
 
 The Efficient Layman. Cope. - - - - 1.25 
 
 The Home Department of To-day. Stebbins, - .25 
 
 The Home Department. Fergusson. - - - .10 
 
 The How Book. Hudson. _ - - - .50 
 The Ideal Adult Class in the Sunday School. 
 
 Wells. ------- .55 
 
 The Making of a Nation. Kent. - - - i.oo 
 
 The Modern Church - - - - - 1. 00 
 
 The Romance of the English Bible. Farts. .25 
 
Appendix B 30 1 
 
 The Successful Adult Bible Class. Cook. - - .50 
 
 The Sunday School and the Home. Brown. - .25 
 
 The Teaching of Bible Classes. Revised. 8ee, - .75 
 
 The Training of Parents. Abbott, _ _ _ i.oo 
 The Why and How of the Organized Adult Bible 
 
 Class. Bombarger. - - _ , - - .25 
 
 THE PASTOR 
 (//z addition to books under general headings) 
 
 History of the Sunday School. Trumbull. - - 2.00 
 Pastoral Leadership of Sunday School Forces. 
 
 Schauffler, ------- i.oo 
 
 Pastor and Teacher Training. McKinney, - - .50 
 Personal and Ideal Elements in Education. King. 1.50 
 Teaching and Teachers. Trumbull. - - - 1.25 
 The Ministry of the Sunday School, Pattison. - i.oo 
 The Modern Sunday School in Principle and Prac- 
 tice. Cope. ---_-« 1.25 
 The Pastor and the Sunday School. Hatcher. - .75 
 The Sunday School and the Pastor. Farts. - - .50 
 The Twentieth Century Sunday School. Greene. - .50 
 
 THE SUPERINTENDENT 
 
 (In addition to the books under general headings) 
 
 A Model Superintendent. Trumbull - - - 1.25 
 
 A Prayer Before the Lesson. Howard. - - .50 
 
 Sparks from a Superintendent's Anvil - - - i.oo 
 
 Superintendent's Book of Prayer. Pell. - - .50 
 
 Superintendent's Service Book. Fergusson. - - .25 
 
 The Superintendent and His Work. Brown. - .55 
 
 Thirty Years at the Superintendent's Desk. Pepper. .25 
 
 THE TEACHER 
 
 (The Teacher — Teacher Training — Pedagogy — Psychology) 
 
 A Brief Course in the History of Education. 
 
 Monroe. ^ ^ ^ - - - - x.25 
 
302 How to Conduct a Sunday School 
 
 A Study of Child Nature. Harrison. - - - i.oo 
 Briefer Course Psychology. James. - - - 1.60 
 Charm of the Impossible. Slattery. - - - .^5 
 Education as Adjustment. O'Shea. - - _ i.^o 
 Elements of Religious Pedagogy. Pattee. - - .75 
 First Standard Manual of Teacher Training. Bar- 
 e/ay. --__-__ ,^0 
 Froebel's Educational Laws. Hughes. - - 1.25 
 Fundamentals in Child Study. Kirkpatrick. - 1.25 
 Guide for Teachers of Training Classes. Slattery, .57 
 Habit Formation and the Science of Teaching. 
 
 Rowe. -----__ 1.50 
 
 Hints on Child Training. Trumbull. - - - 1.25 
 
 How to Plan a Lesson. Marianna Brown. - .50 
 
 How to Teach a Sunday School. Carmack. - i.oo 
 
 Human Behaviour. Colvin and Bagley. - - i.oo 
 
 Idealism in Education. Home. - - - - 1.25 
 
 Ideals in Sunday School Teaching. Angus. - - .50 
 Learning to Teach from the Master Teacher. 
 
 Marquis. ----___ .^5 
 
 Living Teachers. Slattery. - - _ _ .^^ 
 Point of Contact in Teaching. DuBois. - - .60 
 Practical Pedagogy in the Sunday School. McKinney. .50 
 Preparation for Teaching. Oliver, - - _ .40 
 Primer on Teaching ; Especially Adapted to Sun- 
 day School Work. Adams. - - - .25 
 Principles of Character Making. Holmes. - - 1.50 
 Psychological Principles of Education. Home, - 1.75 
 Psychologic Method of Teaching. McKeever. - i.oo 
 Psychology in the School Room. Dexter and 
 
 Garlich. ------- 1.50 
 
 Secrets of Sunday School Teaching. Pell. - - i.oo 
 
 Seven Laws of Teaching. Gregory. - - - .50 
 
 Talks to Teachers on Psychology. James, - - 1.50 
 
 Talks with the Training Class. Slattery. - - .25 
 Teachers' Meetings, Their Necessity and Methods. 
 
 Trumbull. - - - - - - - .30 
 
 Teacher Studies in the Art of Illustration, ^ells. i.oo 
 
 Teacher Training Essentials. Tralle, - - .25 
 
Appendix B 303 
 
 Teacher Training with the Master Teacher. 
 
 Beardslee, ------- .^O 
 
 Teaching and Teachers. Trumbull. - - - 1.25 
 
 Ten Don'ts for Sunday School Teachers. WelU. - .25 
 
 The Art of Questioning. Home. _ _ _ .05 
 
 The Art of Teaching. Fitch. - - - - .25 
 
 The City Institute for Religious Teachers. Athearn. .75 
 
 The Educative Process. Bagley. _ _ . 1.25 
 
 The Making of a Teacher. Brumbaugh. - - i.oo 
 
 The Moral Instruction of Children. Adler. - 1.50 
 
 The Natural Way in Moral Training. DuBois. - 1.25 
 
 The Pupil and the Teacher. Weigh. - - - .^o 
 
 The Seed, the Soil and the Sower. Slattery. - .35 
 
 The Spiritual Life. Coe. ----- i.oo 
 
 The Story of the Mind. Baldwin. - - - .35 
 The Sunday School Teacher. Hamill. - - .50 
 The Teacher and the Child. Mark. - - - .7^ 
 The Teachers' Candlestick. Slattery. - - .35 
 The Teacher that Teaches. Wells. - - _ .50 
 The Teacher, the Child and the Book. Schauffler. i.oo 
 The Training of Sunday School Teachers and Of- 
 ficers. McElfresh. ----- .75 
 
 Unconscious Tuition. Huntington, - - - .17 
 
 MISSIONS 
 
 A Part of the World Program. Paxton. - - .20 
 A History of Protestant Missions in the Near East. 
 
 Richter. ------- 2.50 
 
 American Indian on New Trail. Moffett. - - .60 
 
 Apostolic and Modern Missions. Martin. - - I.OO 
 
 Boys' Congress of Missions. Koehler. - - .50 
 By-Products of the Rural Sunday School. Somern- 
 
 dike. -------- .60 
 
 Child in the Midst. Larabee. - - - - .60 
 
 Children at Play in Many Lands. HalL - - .75 
 
 Christianity and the Nations. Speer. - - - 2.00 
 
 Community Studies for Cities. Wilson. - - .25 
 
304 How to Conduct a Sunday School 
 
 Community Studies for Country Districts. Anna 
 
 B. Taft, - .35 
 
 David Livingstone. Home, _ - - . .^O 
 
 Five Missionary Minutes. TrulL - - - .50 
 
 Good-bird the Indian. Wilson. - - - - .40 
 
 Holding the Ropes. Brain. - - - - i.oo 
 
 Holy Spirit in Missions. Gordon. - - - 1.25 
 
 Home Missionary Handicraft. J. & L. B. Beard. .75 
 
 In Red Man's Land. Leupp. - - - - .60 
 
 Livingstone Hero Stories. Mendenhall. - - .15 
 
 Livingstone the Pathfinder. Mathews. - - .60 
 
 Men Who Were Found Faithful. Speer, - - i.oo 
 
 Missionary Chalk Talks - - - - - .10 
 
 Missionary Education. Diffendorfer - - - .10 
 
 Missionary Ladies in Foreign Lands. Pitman. - .75 
 Missionary Methods for Sunday School Workers. 
 
 Trull ------- .^o 
 
 Missionary Object Lessons for Children — Amer- 
 ican Indian -_-_._ i.^o 
 Missionary Object Lessons — Japan and Africa - 1.50 
 Missionary Principles and Practices. Speer. - - 1.50 
 Missionary Programs and Incidents. (19 14.) Sec- 
 ond Series of Five Missionary Minutes. Trull. .50 
 Missionary Programs No. 2 (Especially suitable 
 
 for Intermediate Department) - - - .75 
 Missionary Programs No. 3 (Especially suitable 
 
 for Intermediate Department) - - _ .75 
 
 Missionary Readings. Brain. - - - - .60 
 
 Missionary Stories. Brain. - - - - .60 
 
 Missionary Studies for the Sunday School. Edited 
 
 by Trull. ------- .50 
 
 Missions and Modern History. Speer. - - 4.00 
 
 Missions from Modern View. Hume. - - 1.25 
 
 Missions in the Sunday School. Hixon. - - .60 
 
 New Era Programs for the Sunday School - - .05 
 
 New Home Missions. Douglass. - - - .60 
 
 Nineteen Centuries of Missions. Scudder. - - .50 
 
 On the Firing Line. Somerndike, - - ,60 
 
Appendix B 305 
 
 Our World Missions. Billings. - - - .25 
 
 Pictures Worth Painting from Far-OfF Fields - .40 
 
 Presbyterian Foreign Missions. Speer. - - .50 
 
 Princely Men in the Heavenly Kingdom. Beach, .60 
 
 Servants of the King. Speer. - - - - .60 
 
 Social Aspects of Foreign Missions. Faunce. - .60 
 
 Some Great Leaders in the World Movement. - 1.25 
 
 Studies in Missionary Leadership. Speer, - - 1.50 
 
 Talks on China ------ .25 
 
 Talks on India ------ .25 
 
 The Call of the World. Doughty. - - - .25 
 
 The Conquering Christ. Boone. - - - .7^ 
 The Crisis of Missions, or The Voice Out of the 
 
 Cloud. Pierson. - - _ _ _ .^5 
 
 The Decisive Hour of Christian Missions. Mott. .60 
 The New Acts of the Apostles, or The Marvels of 
 
 Modern Missions. Pierson. - - - 1.25 
 
 The Story of David Livingstone. Golding. - .50 
 
 The Why and How of Foreign Missions. Brown. .60 
 
 Twelve Little Pilgrims. Scott. - - - - i.oo 
 
 Uganda's White Man of Work. Lyon. - - .60 
 
 Under Marching Orders. Hubbard. - - - .60 
 
 Where the Book Speaks on Missions. McLean. i.oo 
 
 TEMPERANCE 
 
 A Century of Drink Reform. Fehlandt. - - I.OO 
 
 Alcohol a Foe to Railroad Efficiency — A Symposium .05 
 
 Alcohol and the Human Body. Horsley. - - .40 
 
 Anti-Saloon League Year Book. Cherington. - .25 
 
 Control of Body and Mind. Jewett. - - - .50 
 Economic Aspects of the Liquor Problem. Edited 
 
 by yohn Koren. ------ 1.50 
 
 Good Health. Jewett. ----- .40 
 
 Hand-Book of Modern Facts about Alcohol. 
 
 Stoddard. ------- .50 
 
 Intoxicating Drinks and Drugs. Crafts. - - 1. 00 
 
 John Barleycorn. ^Jack London. - - - 1,^0 
 
306 How to Conduct a Sunday School 
 
 Primer of Hygiene. Ritchie. - - - - ,48 
 
 Primer of Physiology. Ritchie. - - - - .72 
 
 Social Welfare and the Liquor Problem. Warner. I.OO 
 
 Substitute for the Saloon, Calkins. _ _ - i.^O 
 
 The Anti-Alcohol Movement in Europe. Gordon. 1.50 
 
 The Evils of Alcohol. Chappie. - - - .60 
 
 The King and His Wonderful Castle. Brown. - .35 
 
 The Life of Frances E. Willard. Gordon. - - 1.50 
 The Liquor Problem. Edited by Frances G. 
 
 Peabody. ------- i.oo 
 
 BLACKBOARD AND OBJECT WORK 
 
 Chalk, or What We Can Do with It. JVood. - .75 
 
 Crayon and Character. Griswold. - - - 1. 00 
 
 Experimental Object Lessons. Gray. - - .75 
 
 Five Minute Object Lessons. Stall. - - - i.oo 
 
 Map Modelling. Maltby. - - - - - 1. 25 
 
 Object Lessons for Children. Tyndall. - - 1.25 
 
 Object Lessons for Junior Work. Wood. - - .45 
 
 Object Lessons and Illustrated Talks. Kenngott, - .25 
 
 Pencil Points for Preacher and Teacher. Pierce, - 1.25 
 
 Pictured Truth. Pierce. - - - - - 1. 00 
 Seeing Truth, or Object Teaching with Magical 
 
 Effects. Woolston. ----- .83 
 
 The Bible and the Blackboard. Belsey. - - .75 
 
 The Blackboard Class. Darnell. - - - .25 
 
 The Blackboard in the Sunday School. Bailey. - .75 
 
 Through the Eye to the Heart. Craft. - - .75 
 
 SPIRITUAL WORK 
 
 Bringing Pupils to a Decision for Christ. Mahy. - .lO 
 
 Christian Nurture. Bushnell. - - - - 1.25 
 
 Educational Evangelism. McKinnley. - - .60 
 
 Getting and Holding. Hamby. - - - - .50 
 
 Individual Work for Individuals. Trumbull. - .60 
 
 Introducing Men to Christ. Weatherford. - - .75 
 
 Natural Way in Moral Training. DuBois, - - 1.25 
 
Appendix B 307 
 
 Our Children for Christ. Scudder. - - - .10 
 
 Passion for Souls. 'Jowett. _ _ - _ .^o 
 
 Recruiting for Christ. Stone. - - - - i.oo 
 
 II Timothy 2: 15. Pope. ----- .50 
 
 Spiritual Life in the Sunday School. Chapman. - .35 
 
 Studies for Personal Workers. 'Johnston. - - .75 
 
 Taking Men Alive. Trumbull. - - - - .50 
 
 The Child for Christ. McKtnney. - - - .50 
 
 The Training of Children in Religion. Hodge. - 1.25 
 
 The Unfolding Personality. Mark. - - - i.oo 
 
 Winning Men One by One. Wood. - - - , .50 
 
 SELL'S SERIES FOR BIBLE CLASS STUDY 
 
 Bible Studies in the Life of Christ. Cloth, .50 ; paper, .25 
 
 Bible Studies in the Life of Paul. " .50 ; " .25 
 
 Bible Study by Books. - - " .60 ; " .35 
 
 Bible Study by Doctrines. - - " .50; " .25 
 
 Bible Study by Periods. - - " .60 ; " .35 
 
 Studies in Early Church History. " .50 ; " .25 
 
 Studies in the Life of the Christian. " .50; " .25 
 
 Supplemental Bible Studies. - " .50; " .25 
 
 THE "HOW TO CONDUCT" SERIES 
 
 Practical Handbooks for Sunday School Workers 
 EDITED BY MARION LA WRANCE 
 
 The following ten volumes now in course of publication : 
 
 1. Organized for Service. Marion Lawrance. 
 
 2. The Teacher at His Best. A. H. Mc Kinney, D. D. 
 
 3. The Elementary Division. Mary Foster Bryner. 
 
 4. The Secondary Division. John L. Alexander. 
 
 5. The Adult Division. W. C. Pearce. 
 
 6. Worship and Music. Prof. H. Augustine Smith. 
 
 7. The Special Days. Marion Lawrance. 
 
 8. Sunday School and Missions. William A. Brown., D. D. 
 
 9. Sunday School and Temperance. Zillah Foster Stevens. 
 10. Sunday School Evangelism. George G. Mahy^D.D. 
 Each Volume 16 mo., cloth bound » - Net, .50 
 
APPENDIX C 
 
 MY FORMER PASTORS— AN APPRECIATION 
 
 Five former pastors, whose combined terms of service 
 cover the years from 1883 to 1907, have, in the 
 pages following, given their generous words of testi- 
 mony concerning the Sunday-school referred to in this 
 book. 
 
 My present pastor, a true yoke-fellow and brother be- 
 loved, has furnished the introduction to this revision as 
 my former pastor furnished the introduction to the first 
 edition. 
 
 These pastors have all maintained a vital relationship 
 to the school, always present throughout the entire ses- 
 sion, always interested, always at work. 
 
 They speak from actual knowledge, though their words 
 of commendation are far too generous. 
 
 Their sympathetic cooperation, helpful counsel, and 
 never failing patience have been a constant inspiration 
 to me. 
 
 I love them — every one. 
 
 ^^^/^^^<;I^7^ e.^^^^ 
 
 308 
 
Appendix C 3^ 
 
 TESTIMONIES OF FORMER PASTORS COVER- 
 ING TWENTY YEARS 
 
 From Rev. Josiah H, Jenkins, Cincinnati, 0. 
 
 •* When I became pastor of the Washington Street 
 Congregational Church, Toledo, Ohio, I found Mr. Law- 
 rance in charge of the Sunday-school. He was resolutely- 
 acting upon the Apostle's injunction, " Prove all things ; 
 hold fast that which is good." Prizing at its full value 
 the old, he had rare ability for devising, appreciating and 
 adapting the new. But old or new, everything must 
 stand the supreme test of making the Sunday-school a 
 soul-saving institution. I cannot see how any system is 
 likely to be better adapted to the workings of a Sunday- 
 school than that which is here in successful operation. 
 Its constant and oft repeated aim is to lead its members, 
 first to Christ, and then into the church. Results are 
 always the goal, and these are realized in that school as 
 in no other school I know of." 
 
 From Rev. A. B. White, Los Angeles, Cal. 
 
 " Well do I remember that Sunday-school. There was 
 a sunny joyousness and freshness in it that transformed 
 all into a refreshing and inspiring service. The method 
 of securing order at the beginning of the session was new 
 to me. I had seen superintendents who pounded the 
 desk, clanged the bell, tramped around and gave sharp 
 reprimands. Not so with Mr. Lawrance. Everything 
 was ready. When he arose to open the school order 
 seemed to prevail instantly. It was delightful to see the 
 sympathetic cooperation and harmony of action between 
 
oio How to Conduct a Sunday School 
 
 superintendent, teachers and scholars. All felt it an 
 honour to belong to the school, and joyfully contributed 
 to its success. No wonder it grew and grew until there 
 was not a vacant seat. Delicacy forbids that I say all 
 my heart prompts me to of this superintendent and his 
 grand work. To continue so long a time at the head of 
 one school ; to bring so many divergent minds into har- 
 monious cooperation ; to secure such abundant fruits 
 from years of toil ; shows a master in the art of success- 
 fully conducting a Sunday-school." 
 
 From Rev. O. D. Fisher^ Wolfboro, N. H, 
 
 " During my pastorate of the Washington Street Con- 
 gregational Church we left the old house and moved into 
 the new. The way the Sunday-school stood the test of 
 transition, was a strong proof of its stability. I was a 
 constant attendant of the school, and know its workings. 
 It is surely a model school, not in theory, but in fact ; a 
 title given to it by others, but never claimed for it by its 
 superintendent. All the machinery used was a living or- 
 ganism and not a hindenng device. The life within the 
 wheels was the Spirit of God, the manifest presence of 
 which was the distinctive feature that characterized the 
 school. It had a definite aim ; and to a greater degree 
 than I have ever known in any other school, its aim was 
 carried out." 
 
 From Rev. G. A. Burgess, D. D., Pawtucket, R. I. 
 
 " The Washington Street Congregational Sunday- 
 school brings great practical results to pass. Its mem- 
 bers learn that punctuality, righteousness and sunshine 
 
Appendix C 3U 
 
 belong to true religion. The place breathes with great 
 esprit de corps. Its life of service is evident in its * Giv- 
 ing ' Christmas, and large benevolences. Its scores of 
 memory verses are like Eolian strings over which winds 
 of adversity and temptation make music. It is a work- 
 shop and a home. The sunny radiance of the great 
 assembly studying the Word of God, the hum of busy 
 groups listening and answering with heads together, the 
 quiet, happy moments of silent prayer, the comforting 
 words of the superintendent, with souls deciding for 
 Christ and uniting with the church — these make the 
 Washington Street Sunday-School a memory ineradi- 
 cable for good for all the years. I thank my Heavenly 
 Father that I have been a member of it." 
 
 From Ernest Bourner Alletiy Toledo^ Ohio, 
 " After thirteen years (1901-1914) of happy service 
 with the workers of the Washington Street Congrega- 
 tional Church and The Marion Lawrance Sunday-School, 
 I am more and more impressed with the importance of 
 the Sunday-school as the prime asset for building a 
 church and helping the homes of a community. My 
 friend, the superintendent of this school, has now (1914) 
 been away seven years in the larger work to which long 
 ago we loaned him. The school now bears not only his 
 name, our loving tribute, but also the indelible marks of 
 his plans, prayers and personality. The new generation 
 which has come in since he left Toledo shares the legacy 
 of his life-work — a Sunday-school with an aim, a sacri- 
 ficial service, and a passion for fruit- bearing in the king- 
 dom of God. That legacy we have tried to use aright 
 
312 How to Conduct a Sunday School 
 
 and preserve, in the face of rapidly changing environ- 
 ment, and to provide the ampler equipment which its 
 further preservation necessitates. Our hearts go out in 
 glad satisfaction over the wider work of our superintend- 
 ent, for such he is for life and forever, and we give him 
 the heartiest welcome whenever he comes back home ! " 
 
Index 
 
 A B C of good teaching, The, 107 
 Absentees, 290, 291 
 Absentees, Follow up, 143 
 Absentees, Keep in touch with, 
 
 282, 286 
 Acknowledgment Card, 245 
 Activities for helpfulness, 222 
 Activities for pleasure, 222 
 Adaptation of teachers, 56 
 Adapt before you adopt, 285 
 Adult Division, The, 49 
 Adult Division, Books on, 300 
 After Decision Day, 248 
 After-meeting, The, 285 
 After the session, 70, 7 1 
 Age basis in grading, 48, 49, 50 
 A good marking system, 47, 190 
 A good object lesson, 278 
 A good school, 142 
 A grand review, 176 
 Akron plan, The, 25 
 A lesson to be learned, 71 
 A limited membership, 140 
 " A little bit of Love," 274 
 Allen, Rev. Ernest Bourner, 5, 6, 
 
 7»3"»3i2 
 Allow for animal spirits, 269 
 All should give, 156 
 Alumni, The, 179 
 Alumni Diploma, The, 180, 194 
 Always something doing, 292 
 A method of recognition, 148 
 A model school, 310 
 Amusement room, 38 
 An appreciation, 308 
 A new day, 263 
 
 Angle method for workers' meet- 
 ings, 120, 121 
 An interest in boys, 267 
 Anniversary, The, 178 
 Anniversary music, 18 1, 182, 1 83 
 
 Announcements, 66, 277 
 
 A pod of P's, 104 
 
 Applications for membership, 83 
 
 Applications for membership, 
 
 sample card, 84, 85 
 Arches, The, 179 
 Architecture, A new idea, 28 
 Arranging the platform, 93 
 Art of questioning, The, 107, 108 
 A sample secretary's report, 46 
 A sample treasurer's report, 157 
 Assistant superintendents, 54, 80 
 Associate superintendent, 80 
 Athletic Director, 91 
 Attendance record, 45, 46 
 Average attendance based on mark- 
 ing system, 194 
 
 Bad boy. The, 265, 266 
 
 Banner classes, 189, 190 
 
 Baseball clubs, 291 
 
 Baseball leagues, 224 
 
 Basis of classification, 49, 50 
 
 Beautiful cross. A, 277 
 
 Beautiful decorations, 279 
 
 Before Decision Day, 242 
 
 Before the session, 61 
 
 Begin early, 61, 71 
 
 Beginners, The, 26, 49 
 
 Be interested in boys' interests, 267 
 
 Believe in boys, 265 
 
 Bell, its use and abuse, 38 
 
 Benediction, Aaronic, 152 
 
 Benediction, school seated, 70 
 
 Benefits of class organization, 162, 
 163 
 
 Best record book for a superintend- 
 ent, 276, 279 
 
 Bible, The use of, 246 
 
 Bible, all should have, 20, 34 
 
 Bible illustration. A, 213 
 
 313 
 
3H 
 
 Index 
 
 Bible Institute Colportage Associa- 
 tion, 190 
 Bibles as gifts on Promotion Day, 
 
 57 
 Bibles, show of, 64 
 Bible studying and teaching serv- 
 ice, 19, 20 
 Bibles should be carried, 20 
 Big boy, The, 259 
 Biographer, The, 44, 86 
 Birthday letters, 86, 144, 145, 286 
 Birthday Message, A, 87 
 Birthday money, how secured, how 
 
 used, 87, 88 
 Birthday report, 69 
 Birthday secretary, 86 
 Blackboard and object teaching, 
 
 204, 207 
 Blackboard and object work, books 
 
 on, 306 
 Blackboard lettering, 212 
 Blackboard used for maps, 207 
 Blackboard used for reports, 207 
 Blackboard used to announce 
 
 hymns, 207 
 Blackboards, 25, 31, 286 
 Blackboards, simple work the best, 
 
 207 
 Blackboard work illustrations, 209- 
 
 212 
 Bonner, Rev. Carey, 181 
 Books for Pastor, 301 
 Books on Adult Division, 300, 301 
 Books on Blackboard and Object 
 
 work, 306 
 Books on Elementary Division, 
 
 296, 297, 298 
 Books on General Methods, 295 
 Books on Missions, 303-305 
 Books on Organization and His- 
 tory, 293 
 Books on Religious Education in 
 
 General, 294 
 Books on Secondary Division, 298, 
 
 299, 300 
 Books on Temperance, 305, 306 
 Books on The Superintendent, 301 
 Books on The Teacher, 301-303 
 Books on Spiritual Work, 306, 307 
 Bottle Illustration, A, 217 
 
 Boy and baseball. The, 262 
 
 " Boynton Neighbourhood, The,' 
 
 288 
 Boy problem, The, 259 
 Boys, allow for animal spirits, 269 
 Boys can be reached, 264 
 Boy's great enemy, The, 259 
 Boys' Messenger Cadets, 250 
 Boys' Messenger Service, 250 
 Boys' Messenger Service, Motto, 
 
 258 
 Boys' Messenger Service, Officers, 
 
 Boys, recognizing their individual- 
 ity, 269 
 Boys, Satan's special target, 259 
 Boys, securing and holding, 265 
 Boys should be kept busy, 268 
 Boys, sympathize with them, 270 
 Boys' teachers should be tactful, 
 
 269 
 Broughton, Hon. N. B., 138 
 Building, class rooms, 26 
 Building, its characteristics, 25 
 Building, movable partitions, 24 
 Bulletin board, 289 
 Burgess, Rev. G. A., D.D., 310 
 Bushnell, Rev. Horace, D.D., 17, 
 
 18 
 Business of school discussed at 
 workers' meeting, 115 
 
 Cabinets, 37 
 
 Cabinet, The, 75, 95 
 
 Cabinet, The : its value, 75, 76 
 
 Call of the Child, The, 226, 227 
 
 Captain Steele, a testimony, 261 
 
 Care for the sick, 144 
 
 Care in receiving new members, 
 
 283 
 Catalogues, 290 
 
 Cause of church debts, The, 153 
 Certificate of promotion, 57 
 Chaffee, General, 271 
 Chairs for seating, 28, 29 
 Changed Cross, The, 172 
 Chapman, Rev. J. Wilbur, D.D., 
 
 235. 245 
 Chart, A : The Life of Christ, 123 
 Charts, 26, 33, 89 
 
Index 
 
 3'5 
 
 Cheap class rooms, 287 
 Childhood, the battle ground, 22 
 Children's Day, 174 
 Children's Day offering, for what 
 
 used, 175 
 Choice moments after the session, 
 
 Chorister, The, 90 
 
 Christmas, how to celebrate, 181 
 
 Christmas, The giving, 184, 185 
 
 Christmas, the lesson, 184 
 
 Christmas, tickets of admission to 
 exercises, 187 
 
 Christmas trees, 181 
 
 Church calendar, 66 
 
 Church failing to support Sunday 
 School, 21 
 
 Church in the school, The, 141 
 
 Church, its responsibility in hous- 
 ing, 24 
 
 Church membership, proportion in 
 Sunday School, 20 
 
 Church officers in Sunday School, 
 291 
 
 Church, only one, 19 
 
 Church Paper, The, 291 
 
 Church service, attendance re- 
 quired, 47, 48 
 
 Church should control Sunday 
 School, 21 
 
 Church's West Point, 22 
 
 Cigarette habit. The, 236 
 
 Class boxes, 30 
 
 Class cards, 47, 83 
 
 Class emblems, 166 
 
 Classification, Superintendent of, 55 
 
 Class library, 279 
 
 Class mottoes, 166 
 
 Class organization, 162 
 
 Class organization. Standard of, 165 
 
 Class rooms, 28 
 
 Class tables, 30 
 
 Clifford, Dr. John : Conversions 
 through the Sunday School, 21 
 
 Clippings, should be filed, 284 
 
 Closing exercises, 280 
 
 Closing hymn, how selected, 70 
 
 Collection of articles from Pales- 
 tine, 283 
 
 Colours for the school, 286 
 
 Committee on Education, 79 
 Committees in class organization, 
 
 165 
 Community service, 226 
 Concentrate upon central truth, 109 
 Confession Card, 245 
 Conquest Flag, The, 39, 287 
 Conventions : send delegates, 282 
 Courtesy Committee, 91, 92 
 Covenant for Sunday School teach- 
 ers and officers, 132 
 Cradle Roll, The, 49 
 Crayon, what colours to use, 212 
 Creating appetite, 260 
 Cross for Rally Day, 277 
 Curse of drink, The, 260 
 
 Danger of recruiting contests, 
 
 The, 140 
 Decision Day, 239, 243 
 Decision Day, A few suggestions 
 
 for, 241 
 Decision Day, After, 248 
 Decision Day card, 244 
 Decision Day, how to prepare for 
 
 it, 242 
 Decision Day, its importance, 239 
 Decision Day, objections to, 239, 
 
 240 
 Decision Day, some helpful books, 
 
 242 
 Decision Day, the personal ele- 
 ment, 241 
 Decision Day, the use of the Bible, 
 
 246 
 Decision Day, when to hold it, 239 
 Decision Day, Witnessing better 
 
 name, 240 
 Declaration of Independence, A, 
 
 231 
 Decorating the graves, 288 
 Definite plan. A, 105 
 Departments, 48 
 Departments, General, 50, 51 
 Departments, separate rooms, 27 
 Department rooms, 26 
 Department rooms, absence of, 57 
 Department superintendents, 54, 
 
 55»94 
 Departmental organization, 54, 56 
 
3i6 
 
 Index 
 
 Dignifying school membership, 148 
 Districting the territory, 138 
 Divisions, Emblems of, 166 
 Divisions, The, 48, 49, 50 
 Divisions, Separation into, 53 
 Don't " Don't " the boys, 269 
 Don't treat all boys alike, 269 
 Door Men, The, 92 
 DuBois, Patterson, 109 
 During the session, 62 
 
 Easter, 170 
 
 Educational Director, The, 79, 90 
 
 Egg hunting picnic, 199 
 
 Electric bells, 93 
 
 Elementary Division, 49, 50 
 
 Elementary Division, Books on, 
 
 296 
 Emblems, 166 
 
 Emphasize one department, 284 
 Employment bureau, 145 
 Enrollment, Best method of keep- 
 ing, 42 
 Enrollment, card system, 43 
 Enrollment, Complete, 42 
 Enrollment, sample card, 42 
 Enrollment, what it should include, 
 
 42 
 Entertainments, 196, 197 
 Equipment, a word of warning, 40 
 Equipment, its purpose, 23 
 Equipment, not an essential, 23 
 Equipment, Various articles of, 39 
 Every officer in his place, 61 
 Excell, Prof. E. O., 273 
 Excelsior Banner, The, 190 
 Excelsior Class, 67 
 
 Fagot Fire, The, 275 
 
 Fawcett, Judge Lewis, " The Life- 
 
 Saver," 262 
 Fisher, Rev. O. D., 310 
 Flag, 39 
 Flag Day, 188 
 
 Flock and not the fleece. The, 180 
 Flowers for Easter Day, 279 
 Following up absentees, 143 
 Foster, Dr. : the pastor and the 
 
 school, 73 
 Fox, Prof. E. A., 212 
 
 Freight car illustration, 218 
 Frowning superintendent. The, 292 
 Fundamental principles of giving, 
 
 Gallinger, Senator, 231 
 Games, The use of, 38, 223 
 Gang, The, 250 
 
 General Methods, Books on, 295 
 Getting ready for Children's Day, 
 
 174 
 Give the boys something to do, 268 
 Giving, an act of worship, 153 
 Giving, a sample weekly report, 
 
 157 
 Giving Christmas, The, 184 
 Giving, keep no record of indi- 
 vidual amounts, 154 
 Giving: Money properly used, 159 
 Giving, should be dignified, 160 
 Giving, should be general, 156 
 Giving, should be generous, 158 
 Giving, should be intelligent, 155 
 Giving, should be regular, 154 
 Giving, should be systematic, 153, 
 
 Globe for mission study, 280 
 Glover, Rev. Richard : lesson 
 
 helps, loi 
 " Go — I am with you," 253, 258 
 Good books. Appendix B, 293 
 Good Citizenship Day, 188 
 Grading, a continuous process, 55 
 Grading defined, 53 
 Grading, eternal vigilance the price 
 
 of, 59 
 Grading, five essentials of, 53 
 Grading, how one school did it, 59, 
 
 60 
 Grading, how to begin, 58 
 Grading, in the public schools, 56 
 Grading new scholars, 59 
 Grading not dependent on build- 
 ing, 52 
 Grading possible, 52 
 Grading, separation into Divisions, 
 Departments, etc., 48, 49, 50, 53 
 Grading sometimes slow process, 59 
 Grading through supplemental 
 work, 54 
 
Index 
 
 317 
 
 Guest book, 92 
 
 Hamill, Prof. H. M., D.D., 107 
 Helper^ our church paper, The, 92, 
 
 179, 291 
 Helping the sick and needy, 225 
 Highest officer, The, 73 
 HiHis, W. A., 261 
 Historian, The, 44 
 Hobson, Congressman Richard P., 
 
 231 
 Holding the members, 142 
 Home Department, The, 48, 49 
 Honourable mention, 178 
 Honours of the school, 48, 54, 83, 
 
 178, 179 
 How to begin to grade a school, 58 
 How to celebrate Easter, 170 
 How to decorate for Rally Day, 
 
 175 
 
 How to decorate the church, 171 
 How to file clippings, 284 
 How to get the boys, 264, 265 
 How to govern, 61, 62 
 How to hold your members, 142, 
 
 143 
 How to keep up summer attend- 
 ance, 194, 195 
 How to look up absentees, 253, 254 
 How to make announcements, 277 
 ' How to make the most of Promo- 
 tion Day, 177 
 How to make the school grow, 1 38, 
 
 141 
 How to organize a class, 163 
 How to prepare the lesson, 100 
 How to read the lesson, 67 
 How to receive new members, 148 
 How to review the lesson, 69 
 How to secure new members, 134 
 How to secure order, 61 
 How to select a name for organized 
 
 class, 165, 166 
 How to use the Sunday School 
 
 money, 159, 160 
 How to treat visitors, 91, 92 
 Hunting the weak spots, 283 
 Huntington, Faye, 288 
 Hyacinth Sunday, 279 
 Jiymns, 66, 67, 68, 69, 70, 93 
 
 Hymns appropriate for installation, 
 
 129, 132 
 Hymn, Reception, 149 
 
 Illustrated papers, how to use 
 them, 289 
 
 Illustration, The art of, 108 
 
 Illustrations, 213-220 
 
 Imaginary tour. An, 118 
 
 Improving the choir, 287 
 
 Installation Day, 178 
 
 Installation of officers and teachers, 
 127 
 
 Installation service, 1 28-133 
 
 Interest in messenger boys, 257 
 
 Intermediate Department, 27, 49 
 
 International Bible Reading Asso- 
 ciation, 292 
 
 International Sunday School Asso- 
 ciation, 165, 166 
 
 International Sunday School Asso- 
 ciation Temperance Pledge, 232 
 
 Jacobs, B, F., 134 
 
 Jenkins, Rev. Josiah H., 309 
 
 Junior Department, The, 27, 49 
 
 Keep close to the boys, 270 
 Keep the boy in Sunday School, 
 
 260 
 Kinetics, The, 185 
 Know the boys by name, 268 
 Kris Kringle, 181 
 
 Lack of authority, 52 
 Lack of sympathy, 271 
 Lap blackboards, 31 
 Large summer attendance. A, 195 
 Largest Christian army. The, 19 
 Lawrence, Leslie C, 192 
 Layman's opportunity. The, 22 
 Leaf-cluster, a good use for it, 281 
 Leaflets, etc., how distributed, 93 
 Lecture course. A, 196 
 Lecturer's crayon, 123 
 Lesson helps, How \b use, 20, loi 
 Lesson helps, not in class, 292 
 Lesson in persistency, A, 138, 139 
 Lesson of the penny, The, 158 
 Lesson Period, The, 68, 106 
 
3i8 
 
 Index 
 
 Lesson pieparation, arranging the 
 matter, 100-104 
 
 Lesson preparation, avoid mon- 
 otony, 116 
 
 Lesson preparation, begin early, 
 102 
 
 Lesson preparation, gather your 
 material, 100 
 
 Lesson preparation, link lessons to- 
 gether, 102 
 
 Lesson preparation, should be 
 copious, loi, 103 
 
 Lesson preparation, should be 
 prayerful, 104 
 
 Lesson preparation, uniform and 
 graded, 116 
 
 Lesson preparation, specific, 99 
 
 Lesson preparation, study daily, 
 why? 103 
 
 Lesson preparation, the fish hook 
 and the harpoon, 102 
 
 Lesson preparation, the time limit, 
 
 103 
 
 Lesson review, The, 69 
 
 Lessons to be used. Selection of, 79 
 
 Librarian, The, 86, 93 
 
 Library, Circulating, 37 
 
 Library for workers, 35 
 
 Library, how to maintain interest, 
 
 36 
 Library, how to select books, 36 
 Library, when and how to operate, 
 
 36. 37 
 Library, where to find books, 37 
 Life of Christ, The, 33 
 Limited membership, 140 
 Lincoln and Lee Pledge, 232 
 Love Circle, 149, 150 
 Love the boys, 272 
 Love, the cement that binds, 146 
 
 Machinery, should be invisible, 41 
 
 Magnet, Illustration, 215 
 
 Mann, Pres. Horace, on how to get 
 
 teachers, 21 
 Maps, 26, 31, 33, 123, 207 
 Marking system, A, 47 
 McCabe, Bishop C. C, 155 
 McClure's Magazine, 158, 23 1 
 Memorizing Scripture, 285 
 
 Memory verses, 66 
 
 Men teachers for boys, 270 
 
 Message to absent scholars, 250, 
 
 254 
 Messenger Cadets, The, 250 
 Messenger Cadet Service Slip, 256 
 Messenger Cadets' Red Book, 251 
 Method of receiving new members, 
 
 83 
 Method of securing and holding 
 
 new members, 134 
 Methods of recognition, 148, 177 
 Miller, Hon. Lewis, 25 
 Missionary Committee, 88 
 Missionary study-class, 89 
 Missionary Superintendent, 88, 89 
 Missionary work, 284 
 Missions in the Sunday School, 
 
 Helpful books, 303 
 Money properly used, 159 
 Moody, D. L., 247, 270 
 Mother's Day, 173 
 Motto Prayer, A, 64 
 Mullins, Dr. E. Y., A definition, 
 
 22 
 Mullins, Dr. E. Y., A Sunday 
 
 School creed, 74 
 Music, how to have variety, 278 
 Musical instruments, 26, 33, 34 
 My former pastors, 308 
 
 Names of departments, 49, 50 
 
 Nest egg. The, 276 
 
 New member, how classified, 83 
 
 New member, sign application, %2> 
 
 New members, public reception of, 
 148 
 
 New members, samples of invita- 
 tions, 136, 137 
 
 New members, should not be taken 
 from other schools, 283 
 
 New members, the personal invita- 
 tion, 135 
 
 New members, the printed invita- 
 tion, 135 
 
 New methods, 285 
 
 New Year's Reception, 168 
 
 Noblest development of nineteenth 
 century, 17 
 
 No interruptions, 68 
 
Index 
 
 3»9 
 
 " No place for the boys," a poem, 
 266 
 
 Normal work, 54 
 No summer vacation, 195 
 Not understood, 18 
 Novel printing, 287, 288 
 
 Object lesson, relative size church 
 and Sunday School, 278 
 
 Objects, Clothes-pin angels, 205 
 
 Objects, may be real or imaginary, 
 204 
 
 Object teaching, approved in secu- 
 lar teaching, 206 
 
 Object teaching, approved in the 
 Bible, 206 
 
 Object teaching effective, 205 
 
 Object teaching, examples of, 207- 
 220 
 
 Object teaching practical, 206, 207 
 
 Object teaching scientific, 205 
 
 Offering on Rally Day, The, 176 
 
 Ofhcers, 51, 284 
 
 Officers and their duties, 79 
 
 Officers' furniture, 29 
 
 Omitters, The, 158 
 
 Opening exercise, 63 
 
 Organization and history, books 
 on, 293 
 
 Organization, definition, 41 
 
 Organized classes, 49, 202, 221, 268 
 
 Oriental articles, 37 
 
 Oriental objects, 283 
 
 " Our Aim," 64 
 
 «' Our Church Home," 146 
 
 Our grand review, 176 
 
 "Our Love Circle," 150 
 
 Our motto, 64 
 
 Our motto-prayer, 64 
 
 Our school ode, 149 
 
 Our school salute, 146 
 
 Our " Silver Lining " Song, 65 
 
 Our slogan, 65 
 
 Our watchword, 64 
 
 Parental responsibility, 262 
 Parents' Day, 188 
 Parents' Department, 50 
 Partitions, movable, 24 
 Passing through the arches, 179 
 
 Pastor and superintendent. The, 
 
 72.75 
 Pastor and teacher-training. The, 
 
 72,73 
 Pastor, good books for, 301 
 
 Pastor, his opportunity in the 
 school, 73 
 
 Pastor, his responsibility. The, 72 
 
 Pastor in the Sunday School, The, 
 72. 73. 74 
 
 Pastor's relation to the superin- 
 tendent. The, 73 
 
 Pastor's salute. The, 146 
 
 Patmore, Coventry, 272 
 
 Paton, Dr. John G., 230 
 
 Patriotic Day, 188 
 
 Patriotism, 39 
 
 Pearse, Rev. Mark Guy, 273 
 
 Pedagogy, A knowledge of, 97 
 
 Peloubet, Rev. F. N., D.D., 264 
 
 Pennants, 290 
 
 Percentage of attendance to enroll- 
 ment, 194 
 
 Perry, George P., 33, 123 
 
 Personal invitation, 135 
 
 Personal testimonies, 280 
 
 Picnics, 198 
 
 Picnics, a new kind, 198, 199 
 
 Picture guess review, The, 209 
 
 Pledge cards. How to use, 231 
 
 Pod of P's, 104 
 
 Potts, Rev. John, D.D., 128 
 
 Practical help, 145 
 
 Prayer chain. The, 211 
 
 Prayer for the sick, 69 
 
 Prayer in school, 68, 69, 70 
 
 Prayer over the offering, 69, 160 
 
 Presbyterian Church, East Liberty, 
 Pa., 28 
 
 Pressed flowers, 283 
 
 Preview and review, The, 283 
 
 Price of grading, The, 59 
 
 Primary Department, 26, 49 
 
 Printed invitations, 135 
 
 Printer's ink, a good use, 135 
 
 Private class cards, 282 
 
 Prizes or rewards, which, 190 
 
 Process of lesson preparation, lOO 
 
 Promotion, change of seats, 57, 177 
 
 Promotion Day, 177 
 
320 
 
 Index 
 
 Promotion Day, should be promi- 
 nent, 56, 57 
 
 Promotions, when and how, 54 
 
 Proper reports, 69 
 
 Psychology, A knowledge of, 97 
 
 Public graduation, 282 
 
 Public reception to new members, 
 148 
 
 Purpose of Rally Day, 175 
 
 Purpose of the review, 69 
 
 Quarterly Workers' Meeting, 
 
 The, 125, 126 
 Questioning, The art of, 107, 108 
 
 Raikes, Robert, 17 
 
 Rally Day, 175 
 
 Reading-Room, how to conduct, 
 38 
 
 Reading the lesson, 67, 287 
 
 Reception class, 56 
 
 Reception hymn, 15 1 
 
 Reception Service, A, 149, 150 
 
 Recognition of faithfulness, 190 
 
 Recognizing home study, 280, 281 
 
 Record of birthdays, 86 
 
 Records, comprehensive, compara- 
 tive, 44 
 
 Records, what to keep, 44 
 
 Red and blue contest, 139 
 
 Redeeming New Year's Day, 168 
 
 Regular promotions, 56 
 
 Relief maps, 33 
 
 Relief map of Palestine, 123 
 
 Religious education in general. 
 Books on, 294 
 
 Remember denominational benevo- 
 lences, 160 
 
 Repetition, its value, 1 10 
 
 Reports, 69 
 
 Reports to the parents, 278, 279 
 
 Review of lesson, 69, 70 
 
 Rewards for Bible reading, 190, 
 281 
 
 Reynolds, William, 25 
 
 Right train. The, illustration, 210 
 
 Robert Raikes Alumni Diploma, 
 180, 192 
 
 Robert Raikes Diploma, 179, 190, 
 192 
 
 Robert Raikes Diploma, its cumu- 
 lative value, 180 
 Rose, A, illustration, 218 
 
 Sample illustrations, 214-219 
 Samples of printed invitations, 136, 
 
 137. 138, 
 
 Sample program. A, 63 
 
 Sample treasurer's report, 157 
 
 Sand map, 32 
 
 Sargeant, Horatio L., testimonial, 
 98 
 
 Satan's special target, 259 
 
 Scattergood Calendar, 169, 289 
 
 Schauffler, Rev. A. F., D.D., 210 
 
 Scholars' records, 47 
 
 Scholars should not be classified by 
 teacher, 55 
 
 Scholars should not classify them- 
 selves, 55 
 
 School a home, The, 145 
 
 School colours, 286 
 
 School flower, A, 286 
 
 School honours, The, 190, 19 1 
 
 School meets every Sunday in 
 year, 195 
 
 School stationery, 292 
 
 Scroobys, The, 185 
 
 Seals and pins, 179 
 
 Seating, The, 28 
 
 Seating, Chairs, 28 
 
 Secondary Division, The, 49, 264 
 
 Secondary Division, Books on, 298 
 
 Secretary, The, 8i 
 
 Secretary's weekly record, 45, 46, 
 69 
 
 Seed Sowing Service, A, 171 
 
 Senior Department, The, 27, 49 
 
 Sentence Prayers, 287 
 
 Session, previous planning neces- 
 sary, 61 
 
 Session program. The, 63 
 
 Session program, opening exercise, 
 
 63 
 
 Session program, show of Bibles, 64 
 
 Session program, signal for begin- 
 ning, 61 
 
 Sheldon, Rev. Charles, M. D., 64, 
 272 
 
 Shepherding the converts, 248 
 
Index 
 
 32» 
 
 Signal for beginning, 63 
 Signals, 39 
 
 Signals for reassembling, 69 
 Signals should be few, 62 
 Sliding partitions, 26 
 Social gatherings, 198 
 Social side, The, 196 
 Some principles in teaching, 106 
 Song books, 34 
 
 Southern Baptist Theological Sem- 
 inary, 22 
 Special occasions, 168 
 Specific preparation, 99 
 Spiritual work, Books on, 306, 307 
 Star classes, 189 
 Stenographer, The, 91 
 Stereopticon, 284 
 Stevens, Mrs. Zillah Foster, 230, 
 
 237 
 
 Stick to program, 288 
 
 Study the Bible, 164 
 
 Suggestions to a superintendent, 
 
 275 
 
 Suitable Sunday School prayers, 64, 
 68 
 
 Sunday School, The, 17 
 
 Sunday School, a development, 17 
 
 Sunday School, a field, 21 
 
 Sunday School, a force, 21 
 
 Sunday School, a missionary so- 
 ciety, 78 
 
 Sunday School, a modern institu- 
 tion, 18 
 
 Sunday school, a school, 77 
 
 Sunday School, a service of the 
 church, 19 
 
 Sunday School, a soul-saring insti- 
 tution, 309 
 
 Sunday School, a studying service, 
 20 
 
 Sunday School, a teaching service, 
 20 
 
 Sunday School, a training ground, 22 
 
 Sunday School, adapted to needs of 
 
 men and women, 22 
 Sunday School, all should be in, 
 
 141 
 Sunday School and games, 223 
 
 Sunday School and social service, 
 221 
 
 Sunday School, average size in the 
 
 United States, 52 
 Sunday School baseball clubs, 223, 
 
 291 
 Sunday School building, The, 23 
 Sunday School building, Akron 
 
 plan, 25 
 Sunday School building beautified, 
 
 25 
 
 Sunday School building, class- 
 rooms, 28 
 
 Sunday School building. Depart- 
 ment rooms, 26, 27 
 
 Sunday School building, main 
 room, 26 
 
 Sunday School by departments, 49, 
 
 Sunday School Cabinet, 95 
 
 Sunday School choir, 287 
 
 Sunday School, Church's West 
 
 Point, 22 
 Sunday School comparatively new, 
 
 17 
 
 Sunday School, controlled by 
 
 church, 21 
 Sunday School creed, 74 
 Sunday School enjoying itself. The, 
 
 196 
 Sunday School equipped. The, 23 
 Sunday School, finances, 159, 160 
 Sunday School, firing line, 74 
 Sunday School for all ages, 19 
 Sunday School for the whole 
 
 church, 19 
 Sunday School giving, The, 153 
 Sunday School graded, The, 52 
 Sunday School, How to improve, 283 
 Sunday School, how to seat. The, 
 
 28, 29 
 Sunday School in centre of battle 
 
 line, 22 
 Sunday School in session. The, 61 
 Sunday School, its aim, 21 
 Sunday School, its importance. 
 
 The, 18 
 Sunday School, lasts all the week, 71 
 Sunday School loyal to the church. 
 
 The, 21 
 Sunday School loyal to the de- 
 nomination, The, 21 
 
322 
 
 Index 
 
 Sunday School, not children's 
 
 church, 1 8 
 Sunday School, not understood, i8 
 Sunday School, organized, 41 
 Sunday School program, 279 
 Sunday School room, not in the 
 
 basement. The, 25 
 Sunday School should have trained 
 
 teachers, 20 
 Sunday School stationery, 292 
 Sunday School, suitable equipment, 
 
 20 
 Sunday School teaching, its prime 
 
 purpose, no 
 Sunday School, the ideal building, 
 
 24»25 
 Sunday School Times, The, 24, 237 
 Sunday School, training ground, 22 
 Sunday School, uniform nomen- 
 clature, 60 
 Superintendent, The, 75, 93, 290 
 Superintendent, a church officer. 
 
 The, 75 
 Superintendent as a teacher. The, 
 
 77 
 
 Superintendent and good citizen- 
 ship. The, 78 
 
 Superintendent, an ideal, The, 77, 
 
 78 
 Superintendent and the workers' 
 
 meeting, 119 
 Superintendent, a student. The, 76, 
 
 77 
 Superintendent during class time, 
 
 The, 285 
 Superintendent, Good books for, 
 
 301 
 Superintendent, his daily life. The, 
 
 76 
 Superintendent, his qualifications, 
 
 76,77 
 Superintendent's Aides, The, 93 
 Superintendent's Cabinet, The, 75 
 Superintendent's letter. The, 290 
 Superintendent's note book. The, 
 
 275 ^ . 
 
 Superintendent of classification. 
 
 The, 55, 59, 83, 92 
 Superintendent of enrollment, The, 
 
 83 
 
 Superintendent's record book, The, 
 276 
 
 Superintendent selecting teachers. 
 The, 76, 78 
 
 Superintendent should choose other 
 officers, The, 76 
 
 Superintendent should have pro- 
 gram well in hand, The, 62 
 
 Superintendent should have under- 
 studies, 81 
 
 Superintendent should keep close 
 to teachers, The, 281 
 
 Superintendent should think ahead, 
 The, 282 
 
 Superintendent's suggestions to 
 himself. A, 275 
 
 Superintendent who frowns, 292 
 
 Supplemental work, 54 
 
 Supplies, how kept, 86 
 
 Supply Case, 29, 86 
 
 Supply teacher secretary, 88 
 
 Supply teachers, how secured, 88 
 
 Supreme need, The, 74 
 
 Surplus material, 289 
 
 System of marking, 47, 48 
 
 Systematic giving, 153, 154 
 
 Study advertisements, 287 
 
 Sweetened by service, 227 
 
 Tabernacle Baptist Sunday 
 
 School, Raleigh, N. C, 138 
 Tact, 269 
 
 Talking to the children, 263 
 Tardiness, how overcome, 48 
 Teach a little well, i lo 
 Teacher and his work, The, 96 
 Teacher, Books for, 302 
 Teacher in the class, 105 
 Teacher preparing, The, 96 
 Teacher should have a knowledge 
 
 of pedagogy, The, 97 
 Teacher should have a knowledge 
 
 of the mind. The, 97 
 Teacher should have a passion for 
 
 souls. The, 98 
 Teacher should have large faith, 
 
 The, 98 
 Teacher training class, at school 
 
 hour, 277, 278 
 
Index 
 
 323 
 
 Teacher training class, importance 
 of, 20, 21 
 
 Teacher training class, the grad- 
 uates, 282 
 
 Teacher training course, its value, 
 99 
 
 Teacher training department. The, 
 
 51 
 
 Teacher training superintendent, 90 
 Teachers, The, 94 
 Teachers' diplomas, 20 
 Teacher's general preparation. The, 
 
 96,97 
 Teachers, graded, 56 
 Teachers, how appointed, 94 
 Teacher's manner. The, 105 
 Teachers' meeting, better workers' 
 
 meeting, 113 
 Teachers' meeting, for officers as 
 
 well as teachers, 113, 114 
 Teacher's records, The, 47 
 Teachers' retreat, 35 
 Teachers' rights. The, 68 
 Teachers should be trained, 20 
 Teachers should not enroll new 
 
 scholars, 58, 59 
 Teachers should study Bible, 100 
 Teacher's specific preparation, The, 
 
 100 
 Teaching period, no interruptions, 
 
 286 
 Teaching process. The, 106 
 Temperance, a good object lesson, 
 
 234 
 Temperance, a union rally, 233 
 Temperance books in library, 235 
 Temperance, Books on, 305 
 Temperance committee, 279 
 Temperance Day, ways to use, 229 
 Temperance department, 51 
 Temperance, helpful leaflets, 231 
 Temperance pledge. The, 231 
 Temperance songs, 235 
 Temperance superintendent, 89 
 Temperance, use personal illustra- 
 tions, 233 
 Testimonies of former pastors, 309 
 Thanksgiving Day, 188 
 Thomas, Rev. W. H. Griffith, 105 
 Through the eye to the heart, 205 
 
 Training for service, no 
 Transient membership, 52 
 Treasurer's report, 45, 69, 82, 157 
 Trumbull, Rev. Henry Clay, D.D., 
 
 17,72 
 Tulip Sunday, 279 
 
 Unconverted, where found, 22 
 
 Uniform and Graded Lessons, 116 
 
 United States flag, 190 
 
 Use of objects in teaching, 204 
 
 Use of signals, 61, 62 
 
 Use of the Bible on Decision Day, 
 
 246 
 Use of the imagination, 207 
 Ushers, The, 92 
 Utilizing the social life, 202 
 
 Value of a note-book, 275 
 Value of conventions, 282 
 Value of good reading, 292 
 Value of the handshake, 70 
 Variety in the program, 63 
 Visiting other schools, 287 
 Visitors, how received and treated, 
 62 
 
 Wall maps, 31 
 
 Washington Street Sunday School, 
 
 311 
 
 Welcoming strangers, 83 
 
 West, Benjamin, 271 
 
 What sympathy did, 271 
 
 Whistling hymn, 283 
 
 White arch, 179 
 
 White, Rev. A. B., 309 
 
 Why the boy is not in Sunday 
 
 School, 262 
 Winning souls, 245 
 Witnessing day, 239 
 WofFord, Judge, 261 
 Woman's Christian Temperance 
 
 Union, 230 
 Wood, Eugene, 158 
 Word of warning, 40 
 W^ork for the boys, 251, 256 
 Worker's covenant. A, 132 
 Workers' library, 124 
 Workers' meeting, The, 113 
 
3H 
 
 Index 
 
 Workers* meeting, definite time, 1 14 
 Workers* meeting, equipment, 123 
 Workers' meeting, fundamental 
 
 features, 115 
 Workers' meeting, how to secure 
 
 attendance, 114, 124 
 Workers' meeting, how to set 
 
 workers to work, 138 
 Workers' meeting, method of con- 
 ducting, 120, 121 
 Workers' meeting, often talked to 
 
 death, 120 
 Workers' meeting, real purpose, 
 
 113, 242 
 Workers' meeting, scholars* night, 
 
 117 
 Workers' meeting, special features, 
 
 116, 117, 118, 119 
 
 Workers* meeting, superintendent 
 in charge, 119 
 
 Workers* meeting, the angle 
 method, 120, 121 
 
 Workers* meeting. The quarterly, 
 125, 126 
 
 Workers' meeting, when and where, 
 114 
 
 Workers' meeting, who should at- 
 tend, 124 
 
 World's Temperance Sunday, 233 
 
 Writing daily letter, 290 
 
 Written suggestions, 275 
 
 Young People's Society, 288 
 Zone de Prohibition, 231 
 
 Printed in the United States 0/ America 
 
 13 
 
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