SCHOOL AND COLLEGE CREDIT FOR OUTSIDE BIBLE STUDY CLARENCE ASHTON WOOD GIFT OF World Book Company Education Department SCHOOL AND COLLEGE CREDIT FOR OUTSIDE BIBLE STUDY SCHOOL AND COLLEGE CREDIT FOR OUTSIDE BIBLE STUDY A Survey of a Nonsectarian Movement to Encourage Bible Study By Clarence Ashton Wood ALBANY, NEW YORK Graduate of State Normal School, Oneonta, New York ; A.B., New York State College for Teachers; Ph.B., University of Chicago; D.B., University of Chicago; Ph.M., Syracuse University; LL.M., University of Maine; LL.M., University of Buffalo; Ped.M., New York State College for Teachers WITH AN INTRODUCTION BY Vernon Purinton Squires GRAND FORKS, NORTH DAKOTA Graduate of State Normal School, Cortland, New York ; A.B., Brown University; A.M., University of Chi- cago ; Litt.D., Brown University ; Professor of English and Dean of College of Liberal Arts, University of North Dakota; Author of "North Dakota Syllabus of Bible Study " YONKERS-ON-HUDSON, NEW YORK WORLD BOOK COMPANY 1917 Copyright, IQZ7, by World Book Company Copyright, IQ17, in Great Britain A II rights reserved WSCCOBS-I SXff C^jJ/il^JU\ mi CONTENTS PAGB Introduction vii CHAPTER I. Cooperation between State and Church . . 1 II. Credit for Outside Bible Study ... 13 III. Advantages of the Plan 30 IV. The Plan Applied in Higher Education . .41 V. The Plan Applied in Secondary Education . 66 VI. Adaptations in Central States — Eastern Di- vision 85 VH. Adaptations in Central States — Western Di- vision 99 VIII. A Kansas Proposal 117 IX. Adaptations in Western States . . . .128 X. Adaptations in Atlantic States . . . .141 XI. Adaptations in Southern States . . .155 XII. The Plan Extended to Elementary Education 166 XIII. The Canadian Situation 176 XIV. Action of Educational and Religious Organi- zations 181 XV. Question of Legal or Sectarian Difficulties . 187 XVI. What to Do? Prepare . . . . .205 XVII. Mode of Procedure . ... 213 Bibliography . . 227 Appendixes : A. The North Dakota Syllabus 233 B. The Colorado Syllabus . . . . . .245 C. The Oregon Syllabus 267 D. The Virginia Syllabus 288 E. Examination Questions 290 Index 313 v INTRODUCTION ANEW task or, perhaps better, a new realization of the significance of an old task, has recently come to the church in America. Proud of our success in separating church from state and thus securing unquestioned religious liberty, we have been at ease, unaware that we have grad- ually drifted into a situation where perhaps two thirds of our youth are securing no religious instruction whatever. The state gives them none because religion is not in its prov- ince; the church gives them little, for they do not come within its influence or, if they do, the influence is so brief and insignificant as to count for very little. The Sunday school, to be sure, has become better organized than ever before, but it has had absolutely no academic recognition, has failed to hold a large majority of our youth, and has mani- fested very little activity which could be seriously regarded as truly educational. Test after test given to the brightest young people of our country in schools and colleges has shown a most lamentable ignorance of the greatest of English classics, the English Bible, and of the fundamental and his- torical facts lying back of religious faith. It has become evident that not merely from the point of view of religion but from that of general culture the problem of religious education is a problem worthy of most serious consideration. The realization of these facts, which seems to have dawned on several educational workers in various parts of the coun- try almost simultaneously a few years ago, has spread with wonderful rapidity, and various attempts have been made to meet the difficulty. In the following pages Mr. Wood has set forth with great care the history of this remarkable movement and its present status. He shows us how the church is rallying to the task, how it is catching a new vision of cooperating with the state, not as its slave or as its mas- vii viii INTRODUCTION ter, but as a co-worker, a coordinate agency joining in the great common task of giving to the youth of our land a broad and generous education which shall fit for citizenship and for life. The movement is growing so rapidly that it is impossible to keep up with it, but Mr. Wood has succeeded in giving us a vivid picture of the situation as it is in this fall of 1916. It is fortunate that he has gathered up thus early the facts which have attended the inauguration of this great educational movement on the part of the church and the new recognition of the value of Biblical and religious training by the educational authorities of our country. VERNON P. SQUIRES The University of North Dakota November 2, 1916 SCHOOL AND COLLEGE CREDIT FOR OUTSIDE BIBLE STUDY SCHOOL AND COLLEGE CREDIT FOR OUTSIDE BIBLE STUDY CHAPTER ONE Cooperation between State and Church THE Bible has been called the textbook of American civilization. It "has entered, as a sort of lifeblood, into the history, the traditions, the ideals, the literature, and the very thought-fiber of the civilized world." The Bible is the moral code and religious manual of a •majority of the American people. "No more complete code of morals exists than is contained in the New Testa- ment, which reaffirms and emphasizes the moral obligations laid down in the ten commandments." It is the "most valuable one source of inspiration toward the religious life and righteous conduct." In addition to its ethical and religious value, the Bible "contains treasures of history, biography, and literature, in kinds and quality not to be found in any other book." The Bible is the "best seller" among all books. The con- tinued demand for copies of the Bible is extraordinary. Few of the most popular novels run more than one hundred thousand in circulation, but in the single year of 1915 the American Bible Society alone issued 2,707,739 copies of the Bible, exceeding the issue of the previous year by 281,321. In its century of existence the society has been instrumental in circulating more than 115,000,000 copies of the Bible. The Bible is found in nearly every American home, and a great deal of time and energy is devoted to religious exer- cises and instruction based upon the Bible. Notwithstand- l 2 CREDIT FOB OUTSIDE BIBLE STUDY ing these facts, there is a lamentable ignorance of the Bible, an ignorance which is not confined to those who are indif- ferent to its value. This situation is primarily due to the fact that the Bible has been excluded from the curriculum of our public schools and colleges. Religious instruction based upon the Bible was given in the colonial and early state schools. In those early days of our national history the church was the mother of education. In these later days the state has taken over the educative function of the church, save in one particular, religious education, "the normal development of the per- sonality in and for the complete social life that includes God and humanity in one fellowship." x THE BIBLE EXCLUDED FROM SCHOOLS Together with formal religious instruction, the Bible has been practically excluded from our public institutions of learning. While a familiarity with the history and literature of the Greeks and Romans is considered essential to broad culture, the history and literature of the Hebrews is, for the most part, ignored in public schools and colleges. This situation has not been brought about by the enemies of religion and of the Bible, but by their friends. Disputes among religionists over the apportionment of public moneys has caused the state to withdraw its financial support from sectarian schools. Ours is a cosmopolitan democracy, for our population is made up of all nationalities. Our political ideals forbid discrimination among our citizens upon religious grounds. Religious freedom is guaranteed to the individual. No state church can be established. From these political ideals, which lie at the very basis of our national life, has evolved a so-called doctrine of separation of state and church. 1 Religious Education for February, 1916, page 4. COOPERATION BETWEEN STATE AND CHURCH 3 Separation of state and church has been interpreted to mean indifference of state and church, if not hostility of state and church. The present lack of coordination be- tween these two institutions is depriving at least half the children of the United States, or approximately ten millions in number, of any religious instruction. President Butler of Columbia University has pointed out 1 that the child is entitled to his religious inheritance along with his scien- tific, literary, aesthetic, and institutional inheritances. Many of our American youth are being deprived of a birthright, the right to religious instruction, and collateral to that the right to a part of their literary inheritance, the Bible. There are practical difficulties in the way of giving ade- quate religious instruction in the public schools, though it would seem that it ought to be possible for intelligent and fair-minded men and women, imbued with the true spirit of Americanism, to impart to their students certain funda- mental religious ideas common to all religions based upon the Bible, without intruding religious doctrines. For the present, however, the field of religious education must be covered by the church. "Though the state must engage in education, it cannot teach or demand the teaching of religion, which is the most vital factor in education." 2 Let us hope, for the sake of the unchurched youth in our population, that this is but a temporary expedient. As it is, a multitude of our boys and girls receive no direct reli- gious or moral instruction and are growing up in absolute ignorance of the Bible. Leaving to the church full responsibility for the adequate religious instruction of her children does not, however, make it necessary to exclude the Bible from the public schools. We need to draw a clear distinction between the 1 In his Meaning of Education, page 17. 2 Texas Plan of Bible Study, page 2. 4 CREDIT FOR OUTSIDE BIBLE STUDY religious and the cultural value of this book. An important part of world literature as it is, to exclude it from the public school curriculum is ridiculous. The United States Commissioner of Education has said, "There is no reason why the Bible should not have its right- ful place in our school curriculum." l In some jurisdictions the fundamental law or judicial decree has declared that the Bible is not a sectarian book to be excluded from the public schools. In Mississippi, for instance, the state con- stitution explicitly declares that it is not to be construed as justifying the exclusion of the Bible from the public schools. 2 The Bible is taught in some of the schools of West Virginia, and there teachers are required to pass an exami- nation on the Bible, as part of the test for securing a license. In the Protestant schools of the Province of Quebec, the teachers must teach the Bible either in the public schools or in the churches. In some states the law requires the Bible or selections therefrom to be read in the public schools. In many states there is no law or judicial decision concerning the matter, but the local school board may decide the question. In some it may be read if no one objects. Practically, however, the Bible is taboo in most of our public schools, and in some states it is absolutely excluded from the schools. Dr. Richard C. Hughes, secretary for university work of the Presbyterian Board of Education, in an article on "The Limitations of Public Schools" in Religious Education, 3 after reviewing the legal provisions of the various states concerning the reading of the Bible in the public schools, says : "It is probable that the number of schools where the Bible is read is decreasing. But it is evident that even in 1 Quoted in Religious Education for December, 1915, page 543. 2 Article III, 18. 8 February, 1912, page 578. COOPERATION BETWEEN STATE AND CHURCH 5 those states where conditions are most favorable the stu- dents do not get from the * opening exercises' enough instruc- tion for their real needs. . . . The Bible reading is of necessity formal, without comment, and brief. Students are apt to compare this colorless presentation of the Bible with the positive, aggressive teaching of other subjects to the disparagement of the Bible. . . . Something more must be done, something more than it is possible for the schools or state universities to do." MERE READING OF THE BIBLE INSUFFICIENT We may agree with the United States Commissioner of Education, when he says that "the day will come when the Bible will be read in the public schools just as any other book," * but the mere reading of the Bible without note or comment is not sufficient. It has been pertinently asked, "What would be the result if we applied the principle of freedom from adult interference to other branches, secular literature, history, or mathematics?" 2 The mere reading of an emaciated skeleton of the Bible, from which is elimi- nated all that might be objectionable to any sect or religious denomination, is inadequate, especially if the reading is done under compulsion by an unsympathetic teacher. "The population of the average community is made up of people who differ so widely and so honestly in religious faith and belief that it would be impossible to get together a defi- nite body of religious knowledge that would be satisfactory to all sects, without doing violence to the integrity of the Holy Scriptures." 3 It is also inconsistent with our democratic institutions for the majority to compel the children of the minority to listen 1 Quoted in Religious Education for December, 1915, page 543. 2 Emil C. Wilm, The Culture of Religion, page 69. 3 Mississippi Plan of Affiliation, page 5, infra, Chapter XI. 6 CREDIT FOR OUTSIDE BIBLE STUDY to the reading of the religious manual of the majority, with the humiliating option of remaining outside the building while it is being read. If the majority of one period may require the Bible to be read in the public schools, what would prevent a majority of another period from requiring that the Koran or any other religious literature be so read ? What is needed is systematic instruction in and interpre- tation of the Bible, not mere reading of it. The Bible, as literature, should be taught, not merely read, in the public schools, but of course without sectarian interpretation. It should be in the curriculum of the high school and univer- sity, and should there be taught as other literature and history are taught. It should there be "treated as a great collection of religious documents that have profoundly affected language, literature, art, law, and customs, in fact the entire life of the nation and the people. This will be information, not religion, but it will be information students ought to have." * Except in limited localities, there is nothing in our laws to prevent this being done. We must recognize, however, that about the Bible has centered so much religious animosity and with the Bible are associated so many religious doc- trines supposed to have been derived therefrom, that, ex- cept in communities where the population is homogeneous in a religious sense, it is yet impracticable to reintroduce the Bible into the public school curriculum, even as literature. Some information about church history and about the various beliefs and ideals of the various great world religions is now given in history and literature courses in state schools and colleges, and selections from the Bible are sometimes included in the optional readings in English courses. This consideration of religion and the Bible is incidental and in- consequential compared with the significance and impor- 1 Hughes, supra, page 587. COOPERATION BETWEEN STATE AND CHURCH 7 tance of the subject. It is a matter of common knowledge that the reading of the Bible selections is seldom, if ever, encouraged by teachers or actually done by students. If the Bible may not be read in the public schools, there is less probability of its being taught in such schools. "It may be admitted, then, once for all, that for the present generation at least, Biblical instruction by teachers in the public schools is a matter of impossibility." 1 CHURCHES HAVE ASSUMED RESPONSIBILITY State Superintendent of Public Instruction V. M. Rice, of New York, said in 1866 2 that the proper places in which to receive religious instruction "are churches and Sunday schools, of which there is usually a sufficient number in every district." Judge Lyon of the Supreme Court of Wisconsin, in an opinion given in 1890, holding that the reading of the Bible in schools of that state constituted sectarian instruction within the meaning of the constitution of that state, 3 said, "The priceless truths of the Bible are best taught to our youth in the church, the Sabbath and parochial schools, the social religious meetings, and, above all, by parents in the home circle." Parents are disposed to delegate the instruction of their children to public or quasi-public institutions. They con- tribute to the maintenance of schools and churches and send their children to persons who are specially prepared for the work of instruction. The parent thus surrenders his pre- rogative, but this procedure is consistent with the tendency toward specialized activities. At any rate, it may be con- 1 Mississippi Plan of Affiliation, page 5. 2 Code of Public Instruction, page 349. 8 Weiss vs. Edgerton, 76 Wisconsin Reports, page 202. 8 CREDIT FOR OUTSIDE BIBLE STUDY ceded that the solution of our problem is not to be found in the home, as suggested by Judge Lyon. It is pertinent to inquire : " How many parents have the knowledge either of the subject or of pedagogy to teach the Bible properly ? Child psychology is a new science, and as applicable to the teaching of religion as of music or numbers. So greatly, also, have men's minds changed as to religious beliefs, so much have archaeology and history and ethnology done to alter the understanding of Biblical statements, that many parents would confess themselves hopelessly behind the times if put before an ordinary Sunday school class." l In the schools maintained by the churches is given all the religious and Bible instruction of any moment that our young people receive. "The churches have a responsibility for the students that cannot be shifted upon the state. . . . The church should do its own work in its own way for the young people who normally belong within the range of the particular church's responsibility." 2 The Catholic Church has taken the position that the educative process is unitary, that the religious atmosphere should permeate the whole school life. It has maintained its own parochial schools in order to withdraw its young people from what have been characterized as the "God- less" public schools. A writer in The Catholic Educational Review (3 : 166) says that "religion must be given as an integral part of all educa- tion, whether in science, in literature, history, or philos- ophy, and unless it is so given it is a worthless addition to a life process which is integrated and complete without it." The Protestant church has taken the position that though the educative process is unitary, it does not follow that it 1 The Essential Place of Religion in Education (a monograph published by the National Education Association, 1916), page 99. * Hughes, supra, page 586. COOPERATION BETWEEN STATE AND CHURCH 9 needs to be conducted at the same time in one place. This church, therefore, attempts to provide in its Bible or Sunday schools the religious and Biblical instruction which is not provided in the public schools. THE DUTY OF THE STATE TO ENCOURAGE BIBLE STUDY If these two branches of the Christian church, together with the Jewish churches, are thus working in a field where the home does not and the state will not work, ought not the state to foster and encourage this work? "State, church, and parents are all concerned in the welfare and education of the child. The state desires good citizens; the church desires consecrated Christians. They are interested in all children equally and impartially. The parent is interested in the individual; he wishes the greatest prosperity to his own child. In his development the child is a unit, and the forces making for his training must operate in harmony. There is partnership in our interest; there must be co- operation in our training if the best results are to be at- tained." l The whole problem of the religious and moral education of our young people has been given earnest attention during recent years. We have long been conscious of a lack of sympathetic cooperation between the public schools and the church schools. Leaders of both state and church edu- cational systems are awakening to the problem of religious education as a common responsibility. There is felt to be need for a more systematic and effective program of reli- gious and moral education than has yet been offered in the public schools or in the church schools. The demand has become widespread for an organized correlation of all edu- cational forces for moral and religious ends. Within the last few years several plans to make the Bible 1 Texas Plan of Bible Study, page 3. 10 CREDIT FOR OUTSIDE BIBLE STUDY better known to the pupils of the public schools have been put forward. The interest which is being manifested in the various movements for a close correlation of the public and church schools is remarkable. The occasional press reports of these plans have aroused world-wide interest. In addition to the efforts that have been made to have the Bible more generally read in the public schools, it has frequently been suggested that the church supplement the work of the Sunday school by further instruction on Satur- days, or after school hours on other days of the week. This plan, however, has not been widely adopted, probably because of a reluctance to curtail the child's opportunity for recreation. VACATION BIBLE SCHOOLS Vacation Bible schools have been conducted in the church buildings during six weeks of the summer vacation with good results. These schools seek to combine religious train- ing and practical Bible teaching with a program designed to promote, irrespective of race or creed, the social welfare of the 18,000,000 school children during the summer vaca- tion. To many children these summer schools present their only opportunity for Bible instruction. It is claimed that as many Bible lessons can be taught in a six-weeks session, with classes meeting every day except Saturdays and Sundays, as the ordinary Sunday school can teach in seven months. These vacation schools began in a very small way in 1901. The movement was founded in New York in that year by the Rev. Robert G. Boville, whose attention was drawn to the need of bringing together idle children, idle churches, and idle students for community welfare on the East Side of New York City. In 1907 the Daily Vacation Bible School Association, a national organization, was formed and schools were introduced into other cities. In 1915 COOPERATION BETWEEN STATE AND CHURCH 11 there were 339 such schools in 78 different centers, with a total enrollment of 73,058 children, under the instruction of 2731 teachers. In oversight and instruction these schools are nonsectarian and interdenominational. It has occasionally been proposed to adopt the European method of excusing the children from the public schools at certain times to attend religious instruction in the church school of their preference. Rev. George U. Wenner, pastor of Christ Lutheran Church of New York City, proposed that the children be excused for this purpose on Wednesday afternoons. 1 THE GARY PLAN At the industrial city of Gary, Indiana, the school schedule has been so arranged that all pupils whose parents request it may attend schools conducted by the various churches and synagogues of the city during a part of each school day. The so-called Gary plan provides that the child can be ex- cused during the day to take private lessons at home or to attend religious instruction. These periods are not taken from the academic work and therefore do not detract from the regular work of the school. What is taught in these outside classes is not the concern of the public school. The pupil goes directly from home to church school and then to the public school, or else from the public school to the church school and then home. Attendance at the church school is not compulsory, but is entirely a matter of coopera- tion between the church school and the home. The Gary plan is recommending itself in some places as a practical solution of the problem of religious education, but religious teaching is no essential part of the plan. It merely presents a possible opportunity. The children re- ceive their religious instruction under priest, pastor, or 1 Religious Education and the Public Schools. American Tract Society, New York, 1913. 12 CREDIT FOR OUTSIDE BIBLE STUDY teacher in their own church or parish house. No recogni- tion or credit is given in the Gary public schools for studies pursued in the church schools. STATE AND CHURCH COOPERATING The element of value in this plan is that it demonstrates the possibility of the state and church cooperating in the matter of religious instruction and Bible study. A clergy- man interested in promoting the Gary system is quoted as saying, "I am absolutely convinced that ... a church school correlating its work with the public school is the in- evitable system and the only solution of the problem of religious education." 1 Dr. John W. Good of the Kansas State Agricultural College, in "A Plan for a Closer Cooperation in the State of Kansas between the Public Secondary Work of the State and the Educational Work of all the Churches within the State," says, "A solution of the problem of Bible study is quite possible through a closer cooperation between the public school and the educational work of the local churches of the school community." The committee on religious work in state institutions of higher learning, in its report to the Fourth Annual Council of Church Boards of Education, says, 2 "It is very clear that in education the separation of church and state calls for vigorous cooperation of church with state." 1 Bulletin of Board of Education, Methodist Episcopal Church, South, February, 1915, page 206. 8 Page 36. CHAPTER TWO Credit for Outside Bible Study THE notion that the educative process can be conducted only within the confines of a building or a group of buildings is vanishing. Our state and private universities are carrying their advantages to the students by extension lectures and correspondence courses. Satisfactory completion of courses so pursued counts toward diploma and degree. In many places certain activities carried on during part of the day, outside of the public school but under supervision of the school authorities, are credited toward graduation. Walter S. Deffenbaugh, Chief of Division of School Adminis- tration of the United States Bureau of Education, wrote on March 1, 1916, that he was in favor of giving credit for out- side work when supervised and standardized by the school authorities. The report of the United States Commissioner of Educa- tion for 1915 * says that the movement to give school credit for definite home work is progressing. "A number of high schools now allow one or more units for work done at home, in the store, or in the shop, under the supervision of the school authorities. . . . The giving of school credit for some defi- nite home project properly standardized and supervised is recognized as a great aid in bringing the work of the home and the school closer together and of offering an opportunity to pupils to work on some industrial or agricultural project under real conditions." In March, 1916, the educational department of the state of New York announced a plan for coordinating and unifying home activities and school instruction in agriculture and homemaking. Regents' credits will be granted for successful 1 Volume I, page 69. 13 14 CREDIT FOR OUTSIDE BIBLE STUDY completion of approved work in these subjects. The term "project" is applied to such directed study plus supervised work. High school projects in agriculture and homemaking, supervised by special teachers, are to be known as "senior projects," and the more elementary work is to be known as "junior projects." Pupils above the age of twelve years may undertake any project authorized by the state educational department and approved by the district superintendent of schools. The district superintendent is expected to secure the coopera- tion of farm bureaus, high school agricultural and home- making instructors, granges, fair boards, and agricultural societies. One credit, or "count," for such work will be granted to seventh and eighth grade pupils during any one year, and a maximum of two counts may be granted, to be accredited only after high school entrance. This credit is to be given upon certification of the district superintendent and ap- proval of the Division of Agricultural and Industrial Education. The projects outlined for 1916 comprise gardening, potato growing, corn growing, poultry raising, cooking, and sewing. It is announced that other projects will be added from time to time as interest warrants their consideration. It is expected that at least forty-five minutes during each school week will be devoted to the study of agriculture or homemaking related to the project being carried on by the pupils. The plan is designed to place on an educational basis the activity which has developed in connection with agricultural clubs and contests, where great stress is laid upon garden and kitchen work and little upon school instruction, and where the school instruction in agriculture and homemaking is given without any effective plan of projecting this instruction into the home. CREDIT FOR OUTSIDE BIBLE STUDY 15 SCHOOL CREDITS FOR HOME WORK School credit is given in the elementary schools at Pough- keepsie, New York, for a long list of home duties, and Super- intendent S. R. Shear of the public schools said in his annual report to the board of education, January 1, 1916: "I be- lieve some way should be planned whereby high school students as well might receive credit for work done outside of the regular school duties." 1 At the March (1915) meeting of the Poughkeepsie board of education, Superintendent Shear stated: "If a child pre- pares a meal, makes a bed, mops a floor, does the ironing or washing, cares for a baby, builds a fire, goes on an errand, or does any one of the thousand things that children are called upon to do, it is just as respectable, and just as much a part of education, as the study of Greek and Latin. If children could have credit for these home duties, they would have more respect for their parents, and more respect for labor, and they would at the same time do better school work." 2 Beginning with the opening of schools in the fall of 1915, credit was offered for a long list of home duties. Those specified include work in the garden, cleaning yard, sprink- ling lawn, mowing lawn, sweeping sidewalk, shoveling snow, care of heater, washing, ironing, mopping, bedroom work, dusting, housecleaning, preparing meals, washing dishes, caring for the baby, running errands, caring for sick, repair work, care of animals, home sewing, paper routes, helping in store, practicing music lessons, and care of automobile. Credit is also given for "any other important duty not listed." The pupil is given a card on Friday afternoons upon which is printed the list of home duties for the proper perform- ance of which credit will be given. This card is returned on Mondays, ten days after it is received, with the time spent 1 Annual Report, page 14. 2 Ibid., page 11. 16 CREDIT FOR OUTSIDE BIBLE STUDY at various tasks recorded and indorsed by parent or guar- dian. Superintendent Shear meets the objection that parents may falsify when signing these cards, by saying: "I believe it is a rare parent who will deliberately falsify with the full understanding of the child, and the full knowl- edge of the parent. Even so, here is a splendid opportunity for the teacher to give moral instruction in the schools and in the homes." 1 The rules governing the giving of credit for home duties provide that such "credit will count as much in the promo- tion of a child as any regular subject in the school, and the pupil will be marked on a scale of one hundred for actual work of not less than forty-five minutes a day"; also that "any duty ... of value to the parents may be counted." Superintendent Shear reported that as the year advanced he was "more fully persuaded of the value of this line of work," and that it was "probably the most important for- ward move we have made this year." 2 He advocated the plan in an address before the New York State Council of Superintendents at Ithaca on October 9, 1915. Among other reasons advanced for it was that it dignified labor, increased sympathy between home and school, and hence increased the efficiency of the school. Some schools in other states give credit for almost any work done in the home. Superintendent L. R. Alderman of the Portland, Oregon, public schools, reported to the United States Department of Education, 3 "We are giving credit in school for music work done outside of school, and are in some schools giving credit for any work done at home." 4 1 Annual Report, page 15. 2 Ibid., pages 11 and 15. 8 Report for 1913, Volume I, page 134. 4 See School Credit for Home Work, by L. R. Alderman. Houghton Mifflin Company, Boston, 1915. CREDIT, FOR OUTSIDE BIBLE STUDY 17 The report of the United States Commissioner of Educa- tion for 1914 1 states that while "the giving of credit for any kind of work that a parent certifies his child has done is not generally considered advisable," "some schools report good results where this plan has been tried." There are several plans for allowing credit for home work. In high schools requiring fifteen or sixteen points or units for graduation, the usual plan is to allow a unit of credit for definite home tasks. In the elementary schools a few points are added to a pupil's grade in the industrial subjects, or a half holiday is granted to a pupil after he has earned a cer- tain number of credits. In Kansas, at the cities of Topeka and Salina, a total of three credits is given toward graduation from high school for work done outside of the high school. Not more than two of these credits may be in any one subject. In Wyoming credit is given for industrial work, manual training, etc., conducted outside of the public schools. At Westbrook, Maine, the high school course of study meets the requirements of college entrance, while at the same time it contains two electives, paper making and tex- tile working. The students may spend one half day each week doing work in the local mills, for which they can receive credit in these elective subjects. It is not uncommon for credit to be given for work done outside of regular school classes in the schools of Ohio. At Franklin, in that state, such credit is given for work done in correlation with the high school and under the direc- tion of the superintendent of schools in music, art, manual training, domestic science, agriculture, and commercial lines. Credit is given at Coshocton for outside work along various lines like music. The giving of credit for work done in music under the 1 Volume I, page 69. 18 CREDIT FOR OUTSIDE BIBLE STUDY instruction of a competent private teacher is meeting with favor, according to the United States Commissioner of Edu- cation, for in the report last cited we read: "Many girls attempt to carry lessons in instrumental music, which re- quire several hours of practice a day, in addition to their regular high school studies. . . . That school officials are coming to recognize the necessity for giving credit for music taken outside of school, provided no music course is offered by the school, is shown by the many reports received at this bureau.' ' * The following report from Junction City, Kansas, is cited as typical: "There has been a growing demand among the pupils of the high school to take some form of instrumental music outside of school. To do this, they have had either to run the risk of overwork or to postpone their musical training until later in life. The school authorities have arrived at the conclusion that a serious and thorough study of singing or the playing of any musical instrument is as truly a part of education as any regular school subject." At Webb City, Missouri, credit is given for private in- struction in music equivalent to the course outlined by the State Department of Education. At Lewiston, Idaho, four of the sixteen units required for graduation from the high school may be secured for music courses pursued outside of the school. At Rockford, Illinois, the board of education in 1916 passed an order allowing credit to be given for study of piano and violin music outside of school hours. In order to receive this credit the student is required to submit to an examination by a committee of competent musical experts at the begin- ning of the school term. Lessons must be taken at intervals of not less than one week, and the hours given to practice must be certified. At the close of the semester, a second 1 Page 87. CREDIT FOR OUTSIDE BIBLE STUDY 19 examination is required. The plan was worked out through the cooperation of the school authorities, the members of a local musical club, and prominent vocal instructors. It is probable that credit will be offered in the Rockford public schools during 1917 for outside vocal music. OUTSIDE BIBLE STUDY INCLUDED At the city of Newton, Kansas, credit is given in the high school for regular weekly music lessons, instrumental or vocal, under an accredited instructor, for active member- ship in any high school or approved city musical organiza- tion, for active membership in high school literary work, steady work on the farm, in the home, in the store, bank, shop, factory, office, etc. ; for judging with some degree of accuracy different types of horses, cattle, hogs, and chickens ; for china painting, oil painting, art needlework, or other handicraft, or other home-decorative work, and for definite Bible study. At various places, including Topeka and Salina, Kansas, Grand Rapids, Michigan, and Birmingham, Alabama, credit has been offered for outside study of the Bible as well as for similar work in music and other subjects. Why should not credit be given toward high school graduation for definite Bible study pursued outside of the school, either in the home or in the church school, or else- where? Is not the study of the Bible "as truly a part of education as any regular school subject," and if such credit can be given "for any kind of work that a parent certifies his child has done," ought there to be any hesitation about giving credit for Bible study? Should the public schools discriminate against a collection of literature that has played and is playing such a vital part in the life of our people ? For the public schools and colleges to grant credit toward 20 CREDIT FOR OUTSIDE BIBLE STUDY graduation for Bible study pursued outside of these insti- tutions would introduce no novel principle. In thus recog- nizing the cultural value of Bible study they accord to it the same recognition that they now accord to other activities carried on outside of the classroom. Superintendent H. B. Wilson of the public schools of Topeka, Kansas, says : "It is not difficult to find parallels in support of this policy on the part of the school. Many school systems give credit toward graduation from high school for art work done by high school students in private studios. Credit is likewise given toward graduation from high school for music work done under private teachers. Also, the high school credits toward graduation the work of students done under all cooperative arrangements, whether the student be a commercial student spending part of his time in the business office, or a manual training student spending a portion of his time in the factory, or a student who takes training in physical education in the Young Men's Christian Association, receiving credit for the same at the high school." 1 It is customary for the public schools to recognize work done in private schools or under private tutors either upon certificate or after examination. "There can be no logical objection to granting high school credit for work done out- side, if the character of the work is such as entitles it to recog- nition, and if a rigid examination shows that it has been well done; high schools frequently give credit for work done in private schools or by private tutors." 2 Why should not the work of the church schools, Catholic, Protestant, and Jewish, be similarly credited, when properly done and tested by examination or otherwise? If the church schools are in any measure providing religious education for future citi- 1 Sunday School Journal, June, 1906, page 431. * Dr. Vernon P. Squires, Brown Alumni Monthly, May, 1914. CREDIT FOR OUTSIDE BIBLE STUDY 21 zens, ought not the state to acknowledge its obligation therefor and at least grant adequate recognition for the cultural value of the Bible study pursued therein? The United States Commissioner of Education in the report for 1915 says, 1 referring to the hiring of a manager of the school savings association by six banks at Little Rock, Arkansas, to promote thrift among the school children, that "the cooperation of outside agencies should be encouraged." This statement is surely sweeping enough to include the church schools. It has been empirically proved that the state may co- operate with the church and coordinate the educational activity of the churches with that of the public schools. Public schools, elementary and high schools, and colleges in many of the states and provinces of North America are granting credit toward graduation from such institutions for Bible study voluntarily pursued outside of the state institutions, mainly in the church schools. During the last few years such a plan has been instituted and followed in certain cities in more than thirty of the states and provinces. In several states the plan has been officially indorsed by the state educational authorities. Many groups of educators, representing state and church educational associations, either have already initiated the movement or are about to recommend such action. A solution has been found for one of the most vexatious problems of American life. " What I believe to be an effec- tive door is about to be opened to the churches in the matter of giving religious education to students in state high schools." 2 1 Volume I, page 44. 2 Stonewall Anderson, secretary of education of the Methodist Episcopal Church South, in Bvlletin of Board of Education, July, 1915, page 62. 22 CREDIT FOR OUTSIDE BIBLE STUDY OUTLINE OF THE PLAN According to this plan the public or state schools simply recognize the cultural value of Bible study and grant aca- demic recognition therefor, leaving to the church the oppor- tunity and the responsibility of interpreting the Bible as it chooses. The Bible will continue to be studied as now, only more systematically and enthusiastically, in church schools, young people's classes, or privately. The teacher inter- prets the Bible according to the tenets of the particular church with which the class or the members may be con- nected. The public school authorities concern themselves only with the attainments made by the student in the geo- graphical, historical, and literary aspects of the Bible. The state either satisfies itself by certificate of the teacher of the class that the work has been satisfactorily done, or itself tests the results by an examination or other written exercise. Credit is given in most cases for satisfactory completion of any approved course of Bible study, as there is no general disposition to require the use of any particular course, or to supplant any established courses. Frequently an alterna- tive course is outlined or suggested. In the Protestant Sunday schools credit is generally given for study of either the Uniform or Graded Series of the International Lessons. The use of the International Les- sons with supplemental lessons is suggested at Pawnee City, Nebraska. At Iberia, Missouri, the work may be based upon the International Graded Series or other course ap- proved by the academy authorities. The Senior Graded Series is required in the junior high school of Lewiston, Idaho, while in the senior high school of that city the Con- structive Series published by the University of Chicago CREDIT FOR OUTSIDE BIBLE STUDY 23 Press, or its equivalent, is required. The topics of the International Graded Series are adopted in Colorado and in Texas, and textbooks in the Constructive Series are sug- gested for supplemental reading. The Constructive Series is used likewise at Webb City and at Iberia, Missouri. At Tacoma, Washington, a special course has been prepared by the Educational Committee of the local Ministerial Alliance. In most cases a brief syllabus is provided, giving in out- line the minimum requirements for credit, to serve as a guide for the use of teachers and pupils pursuing Bible courses for credit. The syllabus originally proposed in North Dakota has been followed in many different places, either in its original form or after adaptation to local conditions, as in Indiana. In Oregon an amplification of the North Dakota syllabus has been prepared by the State Superin- tendent of Public Instruction. In the state of Washington a syllabus is to be issued under the auspices of the State Department of Education. At Pawnee City, Nebraska, the superintendent of public schools furnishes each Sunday school with a brief outline of the work to be covered. The subject "Bible Study" there appears in the printed high school course of study. The expense of printing and distributing the syllabus has sometimes been borne by the State Sunday School Associa- tion, but in some cases the state has printed the syllabus. In Oregon an elaborate syllabus has been printed by the state. In Colorado the plan is set forth in a bulletin of the State Teachers' College. In most cases some evidence is required by the public school authorities that a minimum amount of time has been spent in class exercises and in preparation therefor, as a prerequisite for securing the credit for Bible study. The amount of work varies from thirty-six to forty-five recita- 24 CREDIT FOR OUTSIDE BIBLE STUDY tions a year, averaging one recitation a week during the four years of the high school course. The usual plan is for the high school to grant a limited amount of credit for Bible study toward graduation, — about the same amount of credit that is often given for other outside work, — but in Alabama it is proposed to add a few points to the pupil's grade in the public school, as is sometimes done in industrial subjects for outside or home work. A certificate is frequently required attesting certain facts relating to the quantity of the work done, and the regu- larity and punctuality in attendance. This is true at Topeka and Salina, Kansas, and Tacoma, Washington. The certifi- cate is signed by the teacher of the class and sometimes countersigned by the superintendent of the Sunday school or the pastor, or by both. Credit is given in a few cases for Bible study carried on in church school classes upon the statement, or certificate of the teacher that the work has been satisfactorily done, without any formal examination being required, but the satisfactory completion of the minimum amount of work required for high school credit is generally tested by a written examination. In some places credit is based in part upon notebooks or other written work. One half credit is some- times given for a term paper and the other half for a success- ful written test or examination. In Colorado more empha- sis is put on the written exercises and notebooks than on the examination. The questions in no case cover anything but the geographical, historical, and literary aspects of the Bible. 1 At Tacoma the pupil is admitted to the examination only on recommendation of the teacher of the class, who sends to the high school a record of class grade. In Virginia it is proposed that only pupils conforming to the general require- 1 See Appendix E, pages 290-311. ,r\^ I t V '"'7'tJ. v 'W n CREDIT FOR OUTSIDE BIBLE STUDY v 25 ments of the public school are to be admitted to the exami- nation by the high school. In some states a uniform examination is conducted in all schools where credit is sought. In other states, where credit is allowed by school boards, local arrangements are made for the examination. In Vermont it was proposed that examinations be conducted in such manner as would be ac- ceptable to the local school authorities. The examination is given quarterly, half yearly, or once a year at the close of the school year. It is given each half year at Olathe, Kansas, and Iberia, Missouri, and at Tacoma, Washington. It is usually given at the time of other public school examinations, usually in the public school building and by the public school authorities. In the cities of Washington it is usually given under the direction of the high school principal. At Tacoma it is conducted by high school examiners. In Mississippi the examination is conducted and the papers are graded by the high school authorities. At Topeka, Kansas, the exami- nation is conducted by a "disinterested competent student of the Bible." At Salina, in the same state, it is conducted by a committee consisting of the superintendent of public schools, the principal of the high school, a member ap- pointed by the board of education, and two members ap- pointed by the local ministerial union. Sometimes, however, the examination is conducted by the teacher of the class in the church building with questions prepared either by the teacher or by the school authorities or some one designated by them. There are various plans for formulating the questions. In North Dakota the questions are prepared by the state edu- cational authorities. In Indiana they are prepared by a committee of the State Teachers' Association. At Olathe, Kansas, the questions are prepared by a committee repre- 26 CREDIT FOR OUTSIDE BIBLE STUDY sentative of the various church schools conducting the classes in collaboration with the high school authorities. At Grand Rapids, Michigan, the questions are submitted by the teacher of the class to the high school principal for approval as to their pedagogical value. The Mississippi plan of affiliation provides that the teacher of the several groups in a community may suggest questions, but" the high school authorities may make up the final list of questions. At Iberia, Missouri, the questions are approved by the Academy teachers. In Virginia the examination questions are to be prepared by a committee of educators, appointed by the State Board of Education. The papers are to be sent to the high school principals, who conduct the exami- nation and send the answer papers to the committee, which determine the grades that are reported back to the principal. It was proposed in Ontario that the examination paper be prepared by an educationist appointed by the Minister of Education and that it be submitted for criticism to a com- mittee representing the churches, which should be especially selected for the purpose. The Bible study classes are generally conducted in the churches or any other convenient places that are not public school buildings. Sometimes, however, they meet in the public school building after school hours. In some cases Bible study is presented as a regular class study in the public school building. At Des Moines, Iowa, the teaching is done in the high school building after school hours by high school teachers. At Spokane, Washington, Bible courses are taught in the night school for teachers of Sunday school classes and for high school students. In Ontario Province religious instruction is given in the normal school buildings by representatives of the various churches and is accepted as part of the regular work re- quired for graduation. CREDIT FOR OUTSIDE BIBLE STUDY 27 No public funds are used in teaching the Bible courses for credit, and the state itself, in most cases, has not assumed any financial obligation in connection with this work. The plan leaves with religious bodies the responsibility and cost of Bible teaching. The teaching is never done by public school teachers as such. It is usually done by teachers in the church schools, priests, pastors, leaders from the Young Men's Christian Association or the Young Women's Christian Association, or other qualified person. As a matter of fact, the teacher is generally the pastor or priest, or some high school teacher. If the teaching is done by public school teachers, they receive no additional remuneration therefor. AN EDUCATIONAL, NOT A RELIGIOUS MOVEMENT Various plans have been suggested to avoid any semblance of discrimination against any creed or sect. It must not be overlooked that this is no more a Christian movement than it is a religious movement. Credit is to be given for creditable Bible study pursued by Christian or Hebrew. In a suggested course of Bible study issued by the State Superintendent of Public Instruction of Oregon, provision is made for the study of the Apocryphal literature of the Hebrews, books that have not been canonized and made a part of the Christian Bible. In Virginia three courses ; of Bible study are offered by the state authorities, two in the Old Testament and one in the New Testament, so that the Hebrew who denies the inspiration and authority of the New Testament may confine his study to the Biblical liter- ature that is more acceptable to him. The student may receive credit for the satisfactory completion of any two of the three courses. In the province of Ontario, it was pro- posed that optional questions be given in the examination so that the pupil might confine himself to the Old Testament if he chose. 28 CREDIT FOR OUTSIDE BIBLE STUDY The course is entirely voluntary, thus interfering in no way with individual liberty, whether of secularist or religion- ist. The decision on the part of individuals or churches whether or not to cooperate in the plan is left entirely with them. This plan of giving credit for Bible study does not super- sede or displace any other plan for giving instruction in the Bible outside of the public school during school hours. Creditable Bible study pursued in summer Bible schools or in week-day Bible schools can be credited, according to this plan, toward public school graduation, the same as for such study pursued in Sunday schools. It should be noted that the plan does not put the Bible into the public schools, but secures credit for creditable Bible study pursued outside of the schools. SUNDAY SCHOOLS AS EDUCATIONAL AGENCIES Dr. Gerrit Verkuyl, now educational superintendent for the Middle Northwest, of the Presbyterian Church, writing on "The Recognition of Outside Religious Study by Our Secular Schools,' ' x referred to the lack of sustained and purposed re- lation between the week-day and the Sunday school, and the treating of religious efforts as adventitious, and spoke as a prophet when he said that "adjustment seems near at hand." In the course of his argument Dr. Verkuyl said : "Seeing, then, that the teaching of religious subjects answers a de- mand that is not and cannot be answered in our secular schools ; that in themselves such studies have value because of their healthful effects upon the mind; and knowing, further, their literary value and their broadening of life's outlook, — it must be with a sigh of relief that our secular instructors notice other agencies at work for the making up of their shortcomings." 1 Religious Education, June, 1910, page 137. CREDIT FOR OUTSIDE BIBLE STUDY 29 He then proceeded to draw attention to the fact that "the mastery and application of Christian pedagogics and even a faithful study of the graded lessons [referring to the International Graded Lessons] involve considerable time and mental effort. A number of those that are in classes pre- paring for religious teaching are also students in the high school. However earnest and exacting their Bible work or their pedagogical studies may be, no account of them is taken in their high school work." Should the pupil "deter- mine to study sacred history, then he must do injustice either to his mind by overcrowding it or to his school duties by neglecting them. Or, should he decide not to study sacred history and kindred divine facts and promise, then a good quality of him must dwindle down." The conclusion was reached that "religious research must be recognized and duly valued." The suggestion was then made by Dr. Verkuyl that the secular instructors "take an honest look at the present con- dition of Sunday school work," and that the religious edu- cators "show plainly to such visitors the kind of work which they are doing" and " endeavor to gain a general acquaint- ance " with the ways and means of secular instruction. "Then, when our educational workers begin to understand each other and each other's work, official action can be taken on both sides. ... In order to make this official step possible, the work of our Sunday schools must be made subject to the inspection of the public educational authorities, who may pass judgment only upon its value as an educational agency. Examinations, either oral or in writing, must be made in the presence of such inspectors so that the stand- ards of the work can be fairly estimated. We believe that this plan can be carried out in certain places even now; in general very soon. It may be the honor of this generation to remedy their educational defect." CHAPTER THREE Advantages of the Plan THE results achieved by this plan of cooperation between the state and church schools, briefly stated, are : 1. It standardizes Bible study and raises the standard of qualification of Sunday school teachers. 2. It dignifies the subject and encourages Bible study. 3. It affords an incentive for more serious Bible study. 4. It increases interest on the part of parents in religious education. 5. It tends to reduce sectarian differences. 6. It coordinates church, parochial, and private schools with the public schools. 7. It gives Uplift and impetus to church schools and reacts beneficially upon the conduct and life of public schools. standardization of bible study and teaching The plan will necessitate the standardization of the church school and the raising of the standard of qualification of teachers in such schools. These schools, in order to have this Bible study accorded academic credit, will be required to con- form to academic standards of education. At some places those interested in the subject are not urging immediate granting of credits, but are giving their attention to making sure that when the public school au- thorities are disposed to grant the credit it will be found that the church schools are doing a grade of work worthy of aca- demic credit. The Protestants, at least, must admit the accuracy of this estimate of the educational efficiency of the Sunday school, recently made by Dr. Theodore G. Soares, head of the depart- ment of practical theology of the University of Chicago: 30 ADVANTAGES OF THE PLAN 31 " Its work ... is still very superficial. The Sunday school teacher is generally entirely untrained. Sunday school literature has until recently been far below the standards of the public school. Sunday school work has been enthusiastic and inspirational, but not educational." 1 Professor J. D. Elliff says in the Missouri School Journal: "In our attempt to make the Sunday school lessons easy and attractive we have shortened the recitation period, di- luted the subject matter, and lowered the standards of teach- ing, until we are in danger of defeating our real purpose. The term ' school ' in the sense of a place where something is studied intensively and taught skillfully is a misnomer when applied to some Sunday schools." 2 A Protestant Sunday school worker in a central state points to two reasons why, in his estimation, credit cannot be given for much Bible study, when he says, "The work in most of our Bible schools is not yet such as to deserve recognition, and some lessons, as, for instance, the Uniform Lessons, I consider entirely unsuited for this purpose." The teachers in Protestant Sunday schools, at least, are too often volunteer workers with good intentions, but possess- ing little skill as teachers. However, among these unpaid teachers are an appreciable number of the trained public school teachers who teach in the local church schools with which they are affiliated what they are not permitted to teach their pupils in the public schools. Either the teaching methods which are followed in the public schools are not known to many church school ad- ministrators and teachers, or these persons are imbued with a strange notion that methods must be employed in religious education different from those of secular education. The time now devoted to religious instruction in the church 1 Biblical World, January, 1916, page 6. 2 February, 1916, page 79. 32 CREDIT FOR OUTSIDE BIBLE STUDY schools is entirely inadequate. It will readily be admitted that more time should be devoted to the study of the Bible. The church should make sure, however, that it is making the best use possible of the time that is now available to it before it asks the state schools to surrender a part of their time. The equipment in church schools is sometimes inadequate, especially in country church schools; but in larger centers of population classrooms are usually provided, with ade- quate maps and reference books. As to the curriculum, in the past the Protestant churches, at least, have pursued frag- mentary studies in the Bible only. This state of affairs is remedied in the Graded Series, which provide a course adapted to the developing life of the child. Dr. Soares, however, points to the door of hope by saying that during the past quarter of a century expert educators have given much attention to the matter of religious educa- tion and that the International Sunday School Association has invited the cooperation of religious educators. This association "has completely revised its curriculum, pre- senting a graded course of study from the kindergarten to the adult classes. This has been accepted and issued in text- pamphlet form by the leading denominational publishing houses. Other systems of graded curricula have been devel- oped, most notably the 'Constructive Studies,' published by the University of Chicago Press, the 'Completely Graded Series,' published by Charles Scribner's Sons, and the new graded system announced by the Unitarian Board." * Referring to the movement for credit for outside Bible study and to the Gary plan of allowing the church to take children during school hours for study in the church buildings, Dr. Soares says, "The results will depend largely upon the possibility of training religious teachers." 2 1 Biblical World, January, 1916, page 6. * Ibid., page 11. ADVANTAGES OF THE PLAN 33 The second annual announcement of the Rochester School of Religious Education 1 refers to the pedagogical movement in the educational work of the Protestant Sunday schools as follows : "For the last decade the Sunday schools have been responding very rapidly to the modern pedagogical move- ment. Departmental organization in harmony with the natural periods of child development has been worked out, graded lesson materials have been provided by both denomi- national and independent publishing houses, definite courses for the training of teachers have been mapped out, and a host of Sunday School Institute workers have been sent out into the field in the cause of more efficient religious education. Colleges and theological seminaries are rapidly establishing chairs of Religious Education. Sunday school teacher train- ing is coming rapidly into the focus of attention." The unsatisfactory situation in the respects indicated is largely due to the failure of the state schools to recognize and foster their sister schools conducted by the church to supplement the incomplete work of the state schools. The educational standards of the church schools will gradually be raised to the level of the public school standards when the latter give academic recognition to academic work done by the former. The adoption of this plan will lead to an improvement of the teaching in church schools. One of the most significant results of the plan wherever adopted is that it raises the stand- ard of qualification for teachers in church schools. The teachers of these Bible study classes realize that their work is under surveillance by educational experts. They must either supplement their inadequate preparation for teaching or give way for others who are equipped. It is an advan- tage that the incompetent, though faithful and earnest, souls who have done the best they could when no more competent 1 See Chapter XVI, page 209. 34 CREDIT FOR OUTSIDE BIBLE STUDY teachers were available, should be compelled by the power of selection to yield their positions to those who are better prepared. In some places where credit is given for Bible study the teacher of a class working for school credit must be in some degree specially qualified for the work. The general tend- ency is to require that the Bible study be conducted under the direction of a teacher approved by the public school authori- ties, either by the local superintendent of schools or by the board of education. In at least one case (Topeka, Kansas) the list of approved teachers is posted in the high school building. In Salina, Kansas, the teachers are approved by the local ministerial union. At Topeka, the teacher must be approved by the executive committee of the city training school. The teacher, there, as in some other places, must meet the standard required of high school teachers. It was provided by the promoters of the plan in Colorado, where it was early adopted, that the State Sunday School Association should maintain and conduct graded training schools for Sunday school teachers, in order that the teachers of the high school classes in Bible study might be given special training in the subjects they are to teach. Such schools were organized throughout Colorado, and over seven hundred men and women are enrolled in these graded train- ing schools for teachers. It is stated that North Dakota, one of the first states to adopt this plan, now leads the country in its teacher-training work. Dean Vernon P. Squires, of Grand Forks, says : "One marked development has been a notable improvement in the quality of the work done in the Sunday schools of the state. Sunday school workers have realized, as they never realized before, that their work is being looked upon by their pupils in the same way that these pupils regard their regular high school studies. There has, therefore, been a noticeable ADVANTAGES OF THE PLAN 35 improvement in the character of the work. Teachers and pupils have both studied in a way hitherto unknown in the Sunday school." * At Lewiston, Idaho, the teachers of Bible study classes working for public school credit meet once a month for special directions as to the work. One of the teachers has been chosen general manager and instructor of all the other teachers. Professor G. Byron Smith of the Iberia Academy, Missouri, testifies relative to the results attained there along this line, that "it has brought the courses and the instruction up to the standard of secular education." At Spokane, Washington, classes for teachers of these courses in the Sunday schools are held in the night school, and high school pupils also are admitted to these classes. Bible classes for teachers in which not less than five hundred are enrolled are conducted in Tacoma, where high school credits are given for Bible study. The standards of the North Central Association of Col- leges and Secondary Schools, or their equivalent, have been accepted generally in states where the plan has been adopted, as the only adequate standard of efficiency for the Sunday school. These standards require that " the minimum scholas- tic attainment of high school teachers shall be equivalent to graduation from a college, . . . including special training in the subject they teach." ENCOURAGEMENT OF BIBLE STUDY The plan is well adapted to encourage careful Bible study. Every Bible teacher knows how difficult it is to get the pupils to study the Biblical literature as they study their public school lessons. By this plan "The great literature 1 Religious Education, 10 : 264. 36 CREDIT FOR OUTSIDE BIBLE STUDY of which no intelligent person can afford to be ignorant is here placed alongside of the modern literature, which it per- meates." * When the pupils know that their Bible study is considered by their public school teachers worthy of credit toward graduation, they will apply themselves to Bible study as earnestly as they do to other courses in the public school curriculum. The fact that the Bible is placed side by side with the courses in his public school curriculum impresses the pupil unconsciously with the fact that religion is a vital part of his education. "We never had classes do more serious and more satis- factory work," wrote President Julian A. Burruss of the nor- mal school at Harrisonburg, Virginia. " The students studied the Bible as never before in the history of our school. The Sunday school superintendents and pastors of the dif- ferent churches have told us that they notice a marked in- crease in attendance, regularity of attendance, and interest in the Sunday school work as a result of these classes." Some will say that the Bible should come into the lives of the young people regardless of any reward offered for its study, and that by this plan their interest is focused upon the attainment of the credential, diploma, or academic degree. They will urge that the Bible should attract on its own merits regardless of any idea of credits. AN INCENTIVE AFFORDED Of course the real objective in religious education as in secular education is development of the individual person- ality. The young person, however, is accustomed to having his attainment of a certain degree of proficiency in a course of study credited toward graduation. There is no logical reason why the same recognition should not be given for Bible study that is given for other studies. If his Bible study course 1 Biblical World, 46:47. ADVANTAGES OF THE PLAN 37 were honored with a place in his curriculum and he knew that a definite knowledge of the Biblical literature would be given credit equal to that given to English literature, for example, and would be counted toward graduation, he would pursue Bible study more zealously. Dean Forest C. Ensign of Iowa University well answers the objectors on this score : "After all, few of us do much for which we do not expect to receive credit. Even we older boys and girls are so lazy, both mentally and physically, that some real stimulus must arouse us to activity. The credit which we receive by way of the monthly pay-check, or profits in our business, or in the good opinion of our fellow-citizens, drives us to many a worthy deed which would otherwise remain undone. Possibly some of us attend divine services for the pay which comes from the approval of our pastor or our neighbor. Many a prayer meeting is made possible for the same reason, and possibly the good behavior of some of us in our homes is due to the pay which we expect to receive in the form of smiles from the earthly ruler of our destinies; so let us not under-emphasize the importance of official recognition of credit, if you please, even for a work so worthy as the study of the Word of God." l Even though the plan does increase the interest of the young people in the study of the Bible, it will not bring the Bible and religious instruction to all. Those who attend the church schools come for the most part from religious homes, and the young people who do not attend are the ones who need such instruction the most. Nevertheless, even if the church schools do not reach all the youth, they are doing what the public schools are not doing. Therefore, let the state recognize what the church schools are doing, and in a later day the state may take the next logical step and supple- ment the educative work of the church schools by directly 1 Religious Education, December, 1915, page 558. 38 CREDIT FOR OUTSIDE BIBLE STUDY teaching the Bible as literature to its wards who cannot be reached by the church schools. The plan does not propose to bring the young people to the study of the Bible as the state brings them to the study of arithmetic and geography during the elementary years, by compulsion. That it is now impracticable for the state to do. It is unfortunate that the children of all our homes cannot be brought to a study of the Bible, but according the Bible a place in the child's curriculum and allowing our public school teachers to suggest the election of a Bible course which may be taken and counted for graduation will bring many more to the study of the Bible than now study it. THE PARENTS' INTEREST ELICITED If the public school authorities announce that the church school is performing an essential and important part of the educative process, many of the parents and guardians of the unchurched children will send them to the church schools, and will have an opportunity to encourage and assist their children to do the necessary home assignments in order to pass the tests and secure the school credit therefor. Parents, too often, pay slight attention to home tasks brought from the Bible study class. This plan, however, leads the parents to attach new importance to the mastery of the assigned task from the Bible study class, since credit is given by the public schools for such study. RELIGIOUS INTERESTS HARMONIZED This plan is in no sense narrow or sectarian. Denomina- tional or sectarian jealousy is not provoked, but all pupils of all creeds and faiths receive equal credit for actual work done. It provides a happy medium for the harmonious co- operation between both great branches of the Christian church and the Hebrews. It offers equal opportunity to all. ADVANTAGES OF THE PLAN 39 Neither Catholic nor Protestant nor Hebrew has cause to object, because each can teach his own version of the Bible in his own way to his own people. The Jew, surely, will be gratified to have his racial literature accorded an honored place beside other ancient literatures. All religionists in many parts of the country are finding in this plan a happy solution of this American problem. 1 This plan especially interests the Catholics, who are main- taining parochial schools wherein they teach the Bible and the tenets of their church. There are in the United States 1276 parish high schools with a registration of 29,476 in high school grades. The total of Catholic elementary parish schools reached 5488 in 1915, with an enrollment of 1,456,209. 2 The plan will appeal especially to pupils entering the public schools from parochial and private schools, where the Bible is taught, as such pupils can receive credit toward grad- uation from the public school for such courses. As it is now, students from the parochial or private schools, when they are transferred therefrom to the public schools, receive no credit toward graduation for work done in courses in religion. It is possible under this plan for the public schools to recognize to a certain extent credits brought by these students in Bible courses as well as in algebra and Latin. EFFECTS NOTICEABLE The plan engenders real religious enthusiasm and creates a desire for Biblical knowledge. Professor G. Byron Smith of Iberia, Missouri, writes that the adoption of the plan in his city "has put backbone and purpose into the entire work of the Sunday school.' ' Dean Squires says that many young people are kept in or brought back to the Sunday school when they are brought under religious influences while study- 1 See Chapter XV. 2 Report of the United States Commissioner of Education, 1915, 1 : 560. 40 CREDIT FOR OUTSIDE BIBLE STUDY ing the Bible for credit. 1 President Burruss wrote that the effect of the plan in vogue in the normal school at Harrison- burg, Virginia, "was noticeable throughout the student life." Religious teachers are enthusiastic over the plan and public school teachers are quite generally interested in it, because it supplies a body of information which their pupils sadly need, but which cannot well be taught in the public schools. Concerning the advantages of the plan, Dr. Loran D. Osborn of the University of Colorado says : "Religious edu- cation is given a place and a recognition on a par with public school education, and the same standards are applied. At the same time, each church is left free to conduct its own work and the responsibility for religious education is thrown squarely upon the churches, where doubtless it must rest under a system involving the separation of church and state such as maintains in our country. The plan seems to contain genuine possibilities for development of religious education among young people of high school age, while the reflex in- fluence will be felt throughout the entire Sunday school in better standards and more efficient work." 2 1 Religious Education, February, 1916, page 24. * Ibid., April, 1916, page 126. CHAPTER FOUR The Plan Applied in Higher Education CREDIT toward graduation was given at the State University of Iowa, Iowa City, for certain Bible courses conducted by clergymen of that city, as early as 1908. A committee of delegates from all the leading churches of the city, from the student organizations, and from among the pro- fessors of the university presented the following petition to the faculty of the College of Liberal Arts of the university : "We respectfully request that arrangements be made as speedily as possible by which a limited amount of credit may be given students for systematic and thorough work done in any such religious studies as are usually counted toward the degree of B.A. in American universities of the first rank, provided that such students submit for approval an outline of any such course of study with a list of collateral reading, and give proper evidence that they have opportunity to pur- sue such study under the systematic and regular guidance of a reliable teacher, and pass suitable examinations to be given by the university." The faculty unanimously granted the petition, and a Com- mittee on Religious Education was appointed, which served practically as the head of a department of the university. Subject to the regulation of this committee, pastors of local churches or duly qualified representatives of any religious organization were allowed to give courses in religious edu- cation for university credit. Any teacher who desired to give courses on religious topics for credit in the university announced the fact to the committee and presented an out- line of the proposed course, which was subject to approval by the committee. Courses aggregating fourteen hours of credit were offered 41 42 CREDIT FOR OUTSIDE BIBLE STUDY by the local ministers. The following courses, each for two hours' credit, were given : Christian Apologetics, Christian Ethics, Evolution of Christian Idea and Worship of God, The Modern Interpretation of Religion, The Literature of the Bible, New Testament Theology, and Old Testament History and Literature. Students following these courses might receive four hours' credit in one year, but not more than eight hours during the four years' college course. Credit was given only after an examination conducted by the instructor of the class, sub- ject to the rules of the university. The instructor was re- quired to present to the registrar of the university a formal statement certifying the amount of work done, that the final examinations were satisfactorily passed, and the amount of credit to which the student was entitled. The work began with promise, and courses were success- fully given for two years. The interest of the students, how- ever, declined, and the courses were discontinued. Nearly one hundred students registered and received credit in these courses while they were given. Similar courses are now prepared by the university departments, are passed upon by the Course of Study Committee, by the Committee on Religious Education, and finally by the faculty. Professor Forest C. Ensign, Dean of the Men at the uni- versity, giving an account of this experiment in the Decem- ber, 1915, issue of Religious Education, 1 says : "My own per- sonal conviction is that the partial failure and final aban- donment of the work was due somewhat to the fact that the ministers giving the courses felt that they were under rather close supervision. I believe also that those giving the courses, overwhelmed as they were with their regular parish duties, felt that their courses would be compared, possibly unfavorably, with courses in the regular departments of the 1 Page 552. THE PLAN APPLIED IN HIGHER EDUCATION 43 university and they, therefore, hesitated to bring them to the attention of the students naturally affiliated with their particular churches and most likely to elect their lectures." Professor Ensign adds that the fact that these courses were rather successfully given for two years "is a suggestion of what might be accomplished under somewhat different con- ditions without in the least trespassing upon the religious rights of any, without calling upon the state for a cent of sup- port, and without subjecting the administration of the uni- versity to any criticism because of sectarian religious instruc- tion." THE PLAN WORKED OUT AT GREELEY, COLORADO In the fall of 1910 the State Teachers' College of Colorado at Greeley, a community of about eight thousand people, arranged that its students might elect to take Bible study courses in the local churches for college credit. This ex- periment, which has become widely known as the "Greeley Plan," has been increasingly successful. In the yearbook and catalogue of this college for 1916- 1917, 1 we read : "Unusual opportunities for Bible study are offered to students through a system of cooperation betweeen the churches of Greeley and the Teachers' College. Bible courses of college grade are maintained in all the larger churches. Under specified conditions students may receive college credit for work done in these classes." The Greeley plan was elaborated through the combined action of the local Young Women's Christian Association, the college faculty, and the Weld County Ministerial Asso- ciation. The guiding spirit in the movement was the Rev. De Witt D. Forward, then minister of the Baptist Church at Greeley, now pastor of the First Baptist Church at Oil City, Pennsylvania, who worked out a plan whereby the stu- 1 Page 21. 44 CREDIT FOR OUTSIDE BIBLE STUDY dents of the college should pursue their Bible study in the local churches, the college Young Women's Christian Asso- ciation cooperating with the churches to push the matter of enrollment and attendance. To this plan was added the idea of credit in the college for the Bible work thus done. This arrangement grew out of dissatisfaction with the results attained by the Young Women's Christian Associa- tion in the field of Bible study. This strong organization was conducting Bible classes composed of small groups of students. Not enough students, however, elected the Bible courses, and the work was not considered thorough enough. Then, too, these classes met the needs only of those affiliated with the evangelical churches. They were viewed with dis- approval by other denominations, and received but half- hearted support from the local churches with which these students were associated. The ministers complained that students who should attend their churches and Sunday schools felt that their religious obligations had been met if they at- tended the weekly devotional meeting of the Young Women's Christian Association and the study group to which they be- longed. The students had but little to do with the local churches. At a conference of some of the religious leaders of the com- munity Mr. Forward expressed the dissatisfaction of the local ministers with a situation which tended to isolate the college students from the churches. This led to the question of cooperation. Mr. Forward conferred with Mrs. Mary Miller Cross, the president of the Advisory Board of the Young Women's Christian Association, and they made a report to President Zechariah X. Snyder of the college, asking that arrangements be made for conducting Bible study groups in the churches of the city and granting credit for the work in the same manner that credit was being granted for other non- resident work. President Snyder accepted the recommenda- THE PLAN APPLIED IN HIGHER EDUCATION 45 tion and asked the director of non-resident work to confer with a committee composed of Mrs. Cross, the student presi- dent of the Young Women's Christian Association, and rep- resentatives of the local ministerial association, and to work out the plan in detail. Originally the ministers of the Baptist, Methodist, Congregational, and Roman Catholic churches were members of the committee. This joint committee addressed itself to two questions. Since the students from the college for teachers were to study the Bible, ought they not to have a formal course in every way worthy of teachers in training and of children in the Sunday schools ? If the quality and quantity of work done by these prospective teachers should be worthy of academic credit, ought not credit to be given to all the applicants who should meet the academic requirements for credit ? Unani- mously the members of the joint committee answered both these questions in the affirmative. The committee's conclusions were sent to President Snyder in a full statement, which covered five details of or- ganization: the course of study, the textbooks to be used, the appointment of teachers, the organization of classes, and the method of granting credit for the work. Under the test of actual practice, a few changes were found to be desirable ; but in the main the plan in use at present is identical with that originally proposed. President Snyder referred the report to the college com- mittee on curriculum. This committee worked out a set of conditions that must be fulfilled if credit were to be given for such courses. Dean James H. Hays, the chairman of that committee, reported favorably. When it was found that every religious leader, pastor, priest, and minister in Greeley had assented to the principle involved, the college launched the Greeley plan. When the students enroll in the college, the director of 46 CREDIT FOR OUTSIDE BIBLE STUDY Bible study asks for their church preference or church mem- bership. A list of the students preferring a certain church is sent to the pastor of the church. These students are then invited to become members of the Bible study class in that church and to take the work, either for or without credit. Persons not enrolled in the college may take the work in these classes without credit. If they desire the college credit, they may enroll as non-resident students. The committee recom- mends that every class elect a president and secretary and such committees as may be helpful in making the work of the class most efficient. The regular work for a student in the college is sixty term- hours per year, twenty hours to a term of twelve weeks. Bible study for the full year of thirty-six weeks is given four term-hours of credit. This is equivalent to one fifteenth of the whole year's work, and may be taken in addition to the twenty term-hours required of the resident student. To earn this credit of four term-hours, the student must attend a minimum of twenty-eight lessons of forty-five minutes each, extending throughout the year. The number and length of the sessions, the notes and themes for each term, and the scholastic attainments of the teachers are the only questions over which the college main- tains jurisdiction. It is upon the academic quality of the work alone that the college presumes to pass judgment. Each class is absolutely free to follow any doctrinal bent it may choose in the presentation of the subject. In accepting the work for credit, the college treats courses in Bible study as it does courses in mathematics or domes- tic science, accepting or rejecting the student's work as it is found academically satisfactory or unsatisfactory. At first the college set a final examination upon the year's work, but at present, while the college reserves the right to give such an examination, the student is asked to present his THE PLAN APPLIED IN HIGHER EDUCATION 47 notebook and prepare three theses upon some topic connected with the work at the end of each term. These are first read and approved by the teacher of the class and then sub- mitted to the college director for his approval. 1 The college is very careful in the selection of persons, not members of the college faculty, to conduct its work in non-resident groups. The teachers of these Bible classes are nominated by the superintendents of the Sunday schools and must be approved by the college director of Bible study before the work of the class will be accepted for credit. The director insists upon the teachers having a good general edu- cation, usually indicated by a college degree, and besides this, special preparation for teaching the Bible and personal fit- ness for the work. It is stated that in the churches now sup- porting these classes all the teachers have had their training in college or theological seminaries, all but one are graduates, and four out of nine are Masters of Arts or Philosophy. Once every term, at the call of the director, there is held a meeting of all the teachers of the Bible classes for consultation with one another and with the committee in charge of the work. Since most of the students leave the college to teach in the elementary schools at the end of two years, the plan provides for the foundations of the knowledge of Biblical history and literature to be established in the work of these two years. The work of the two years is designed to give the student, not a detailed, but a comprehensive study of the story of the Hebrew people, legendary and historical ; of the growth of their religious ideas ; and of the life and teachings of Jesus. It is recommended that a comprehensive, consecu- tive study of the books of the Old Testament should be the work of the first year, and that the life and teachings of Jesus should be taken up in the second year. Some supplementary 1 For questions used on the early examinations see Appendix E, pages 297-299. 48 CREDIT FOR OUTSIDE BIBLE STUDY lessons having to do with teaching methods in the Sunday schools are given in some of the classes at the option of the teacher. The work for the third and fourth years, designed for students who remain in the college for the A.B. degree and for preparation for positions as supervisors, principals, and teachers of high school subjects, covers in a more detailed way some particular period of Biblical history, with empha- sis upon the social and ethical significance of the book studied. This work is given in only one or two of the churches, and then only when there are enough of third or fourth year students, who have had the work of the first two years, to warrant the organization of such classes. In a bulletin issued March, 1915, by the college, entitled "A Bulletin Concerning Religious and Moral Education," and prepared by Professor Ethan A. Cross, the college direc- tor of Bible study, the courses are outlined as follows : First Year. The Old Testament. The history of the Hebrew people. The growth of the Hebrew religious ideas and ideals, traced through Hebrew legends, stories, history, and finally in the sayings of the prophets. Second Year. The Life of Christ. The events in the life of Jesus. How, when, and where Jesus lived. How Jesus worked and what he taught. The extended influence of the teachings and examples of Jesus. Third Year. A detailed study of some phase of the Old or New Testa- ment, such as the Acts of the Apostles, and a study of methods of teaching applicable to religious education. THE PLAN APPLIED IN HIGHER EDUCATION 49 Fourth Year. A detailed study of some book or group of books of the Old or New Testament not previously covered in the third year. Teaching methods. It is stated in the bulletin that it is the purpose of the work of the first two years to acquaint the students with the contents of the Bible. After the foundation is laid in the first two years, the student is ready for a more careful study of any phase of the literature or history of the Bible that the third or fourth year groups may take up. No one textbook is required, although one is recommended for each year. If the teacher in any one of the churches pre- fers a book other than the one recommended by the com- mittee, the book is submitted to the college director of Bible study for his approval. If it is approved, it is used in that class as a substitute for the recommended book. For the first year, the Old Testament studies, the books recommended are Georgia L. Chamberlain's An Introduction to the Bible for Teachers of Children, or Chamberlain's The Hebrew Prophets. These books are to be supplemented by such others as Professor Kent's Historical Bible, CornilPs History of the People of Israel, Cornill's Prophets of Israel, and, for special topics, by The Encyclopedia Britannica, The Catholic Encyclopedia, The Jewish Encyclopedia, and Hastings' Dictionary of the Bible. For the second year, the New Testament studies, Burgess' Life of Christ has been used for some years, and Kent's The Life and Teachings of Jesus at other times. Classes in the Roman Catholic Church have used Abbe Fouard's The Life of Christ and Pope's The Prophets of Israel. For Jewish classes, Montefiore's The Synoptic Gospels has been recom- mended. Some variations in textbooks have been author- 50 CREDIT FOR OUTSIDE BIBLE STUDY ized from time to time for the classes in the Episcopal Church and others. During 1915-1916 the college classes were doing the second year's work on the Life and Teachings of Jesus. The Greeley plan has been a success from the beginning. It has operated to increase greatly the number of students studying the Bible. In the first year about one hundred and fifty students enrolled in the classes, and about one third of these took the work for credit. During the year 1911-1912 there were two hundred and seventeen students who elected the courses of Bible study on Jesus, fifty-six of this number being members of the Roman Catholic church. Each succeed- ing year upwards of two hundred students have been enrolled in these classes. In the college year 1914-1915 two hundred and seventy-one students were enrolled, more than fifty per cent of the students enrolled in the college. One hundred and forty-five of these took the work for college credit. The following year approximately two hundred and sixty-five were enrolled. The plan meets with the approval of the Protestant churches of Greeley, and of the Roman Catholic and Unita- rian bodies. It has also been presented to eminent teachers of the Jewish faith and has been commended by them. All the leading churches of the city have their college Bible classes, open both to those who wish to meet the credit conditions and to those who do not care for credit. Such classes are being conducted in the Methodist, Baptist, First Presbyterian, United Presbyterian, Unitarian, Roman Catholic, Disciples of Christ, Congregational, and Episcopal churches. Three significant results are reported to have been no- ticed at Greeley since this plan has been in operation : " (1) The percentage of students in the present classes is far larger than that under the old system of Bible study in the Christian Associations and in the miscellaneous Sunday school classes. (2) The influence of former students is be- THE PLAN APPLIED IN HIGHER EDUCATION 51 ginning to be felt in various communities of the state in the direction of higher standards for the Sunday school. (3) The Bible and the religious life are coming to have more recogni- tion as belonging to a reasonable life." 1 Of the Greeley plan, Mr. Forward says, in a paper on the subject read at the meeting of the National Education Asso- ciation in St. Paul, July, 1914 : " The technique of this plan has a threefold necessity — academic, religious, civic. Always alert and interested, the leaders have worked together for the sake of the students and for the good name of the institution, to conserve academic standards. Always happily and vigorously the leaders have so wrought that each reli- gious group has had freedom for study and for investigation ; . . . The commanding purpose is threefold : To conserve the religious interests of teachers in training, to initiate sound pedagogy for the study of the Bible at the seat of a professional school for teachers, and to arouse each local church to serve its own group of the leaders of to-morrow. We shall make no plea for the outworn pedagogy of rewards. We would not force teachers, much less children, to gulp down a curriculum, and, frankly, we scout the idea that any version of the Bible can have place in our public schools. But it is a settled fact that without appropriation of state money and with only a slight expense to the local churches, the truths of religion, as expressed in our sacred writings, function in a state institution of higher learning at Greeley, Colorado." Rev. Franklin J. Estabrook, pastor of the First Congre- gational Church and president of the Weld County Ministerial Association, and Rev. W. D. Whan, minister of the Greeley Baptist Church, unite in saying: "The Greeley Plan con- tinues in usefulness and popularity in both church and col- leges, and is a great source of inspiration and efficiency to 1 Religious Edtication for April, 1916, page 110. 52 CREDIT FOR OUTSIDE BIBLE STUDY all our churches. It brings us into most happy relations with brethren of every communion, and is having a large influence in establishing standards of religious education throughout the state. It is our opinion that the so-called 'Greeley Plan* can be adapted to all the state institutions of the country." In a letter written May 18, 1912, by Mr. Estabrook at the request of and in behalf of the Weld County Ministerial Association, to express to Mr. Forward the appreciation of the churches and ministers of Greeley " for the statesmanlike and effective plan of public religious instruction carried on by the Teachers' College of Colorado," he says of the Greeley plan: "1. The work carries with it the cooperation and support of every branch of the church and yet is entirely free from the legal and denominational difficulties which have hereto- fore positively hindered such cooperation. " 2. The plan provides also an adequate and suitable course in the study of the Bible and raises the study to the profes- sional level maintained by the college in other studies. "3. It is a source of delight and profit to all who take the work for credit, many of whom are seriously studying the Scriptures for the first time, though in Sunday school all their lives. "4. The supervision of teachers and work exercised by the school is in every way conducive to the quality of the work of the teaching and of the respect in which it is held in both church and school. "5. The work seems susceptible of adaptation to the colle- giate institutions and to high schools, and will, we believe, powerfully promote the cause of Christian scholarship and prove an effective and unobjectionable method of providing an adequate education in religion under church influence." Rev. Andrew B. Casey, pastor of St. Peter's Catholic THE PLAN APPLIED IN HIGHER EDUCATION 53 Church at Greeley, who persistently supported the movement and won for it the approval of the authorities of the Catholic church in the Colorado diocese, says: "Every thoughtful and sincere man is desirous of some plan for the working out of the problem of religious teaching in our public schools. The so-called 'Greeley Plan' will certainly figure much in the future solution of this problem. For the last three years, I have taught the Bible class in my church, and the results have been most gratifying, both from the standpoint of my personal satisfaction and the splendid results from my students. I consider the Greeley Plan a success." Mrs. Anna Hileman Hugh, a member of the college faculty and Bible Study Chairman of the Young Women's Christian Association's Advisory Board, has this to say: "From the standpoint of one who has worked in one of the Sunday schools of the town for several years, and has also been a member of the faculty of the college and of the ad- visory board of the Young Women's Christian Association, I consider the Greeley Plan for Bible study far superior to any plan for such work ever undertaken for the students of the college, and believe that this movement ranks among the most important educational undertakings in the history of the institution. This opinion is shared by the faculty and townspeople of Greeley, who are interested in the problem. "In the first place, Bible study has a place on a level with other academic work. It is so presented to the students at the opening of the year. The work has been of such a char- acter that it is not considered a 'snap course.' The best students of the school have enrolled in the classes for credit. This plan seems admirably adapted to give a broader outlook in religious matters to students." Mrs. Mary M. Church, who teaches the class which Mrs. Forward conducted until the removal of Mr. and Mrs. For- ward from Greeley, wrote on December 20, 1915 : "I think 54 CREDIT FOR OUTSIDE BIBLE STUDY there is a considerable increase in the attendance of the Bible classes for credit, though my own class counts about the same as last year. ... It is indeed very stimulating to look over such careful work as most of the students present and watch their progress in actual knowledge of the Bible according to the highest standards of modern scholarship and vital religion." Later, June 13, 1916, Mrs. Church wrote : "The work this year was in many respects more gratifying than ever, though the increase in attendance is not phe- nomenal." The Greeley plan has not been extended beyond the bound- aries of Greeley, for the reason that the college faculty could not so well supervise the appointment of instructors. Any extension of the course to include other cities would make the supervision less effective or make necessary the employment of a supervisor. This is considered to be impossible under the law of the state. The principle involved is, however, pene- trating the entire educational system of the state, as we shall see in a subsequent chapter. THE PLAN WORKED OUT AT AUSTIN, TEXAS The University of Texas, at Austin, also gives credit for Biblical courses given outside the institution. Such credit is given for courses offered by the Texas Bible Chair, the Austin Presbyterian Theological Seminary, and the other members of the Association of Religious Teachers. 1 The Association of Religious Teachers is the result of an earnest and prolonged effort, on the part of those interested, to meet the felt need and demand, on the part of the students, for some systematic Biblical and religious instruction in connection with the university. As stated in its constitu- tion, the object of the association is "to present suitable religious instruction to students of the University of Texas, 1 University Catalogue, 1915-1916, page 89. THE PLAN APPLIED IN HIGHER EDUCATION 55 for credit in that institution, to prevent unnecessary dupli- cation of courses, to secure coordination of courses, so far as practicable, and such cooperation as may be mutually helpful, wise, and expedient." It is stipulated that the work must be of university grade and be taught on an undenominational basis in an educa- tional foundation of recognized standing located in Austin, or by an approved teacher, who devotes himself permanently to teaching. The rules laid down by the university authori- ties require that regular classes be held, at least equal in number, in length of period, and in amount of preparation to those of a university course involving the credit asked. Tests or examinations are held, corresponding to those of the uni- versity. Only students of sophomore grade or above are ad- mitted to the classes. The work must be completed with a creditable grade. The student cannot carry more than one full course outside the university at one time, and his total amount of work must not exceed six courses. He must se- cure the consent of the dean of the faculty and, if under twenty-one years, the approval of his parent or guardian. The schedule of courses includes the following: The Fundamental Conceptions Underlying the National Growth and Greatness of the Jews ; The Life of the Jewish Nation ; Kingdom of God as Proclaimed and Defined by Jesus Christ and Interpreted and Applied by his Followers; Life of Christ ; The Beginning and Early Period of Hebrew Proph- ecy ; The Life and Work of Isaiah ; Jeremiah, Ezekiel, and All Later Prophecy; Life and Letters of Paul; The Ethics of Jesus ; The Social Message of Jesus — Modern Applications ; Outlines of General Church History from the Beginning of the Second Century to the Eighteenth Century; Christian Ethics ; The Social Teachings of Jesus Christ ; The Parables of Jesus Christ; The History and Methods of Christian Asceticism ; Jewish History from Mendelssohn to Our Time. 56 CREDIT FOR OUTSIDE BIBLE STUDY The courses are conducted by the following gentlemen: Thomas W. Currie, Associate Professor of English Bible and Practical Theology, Austin Presbyterian Theological Semi- nary ; Frank L. Jewett, Professor of the Texas Bible Chair of the Church of the Disciples of Christ; Thornton R. Sampson, Professor of Church History and Polity, Austin Presbyterian Theological Seminary; J. Elliot Ross, Lec- turer in Newman Hall; David Rosenbaum, Instructor in Semitics, University of Texas. The teachers of these classes may state the different views of different communions but may not advocate any in the classes. While loyal to the truth, as each man sees it, all suspicion of proselytism is proscribed. Denominational advantage and sectarian advocacy are required to be elimi- nated from the courses. About one hundred and twenty-five students received cred- its as a result of pursuing such courses in 1914-1915. About the same number received credit in 1916. The religious bodies represented by the students in these classes are Dis- ciples of Christ, Presbyterians, Jews, and Roman Catholics. BIBLE STUDY PLANS AT OTHER STATE UNIVERSITIES The State University of Missouri, at Columbia, allows students to elect a limited amount of work chosen from the courses offered by a denominational Bible college situated near by. In all such cases there is no question concerning the content of the courses offered. It is merely prescribed that recognized standards as to amount and quality of work shall be maintained. Professor J. D. Elliff, Professor of High School Administra- tion at the university, who is deeply interested in the subject, has recommended to the faculty the adoption of the essential features of the Greeley plan. Professor Elliff wrote on Jan- uary 17, 1916: "I have every reason to believe that this THE PLAN APPLIED IN HIGHER EDUCATION 57 plan will be accepted by the university. I have the promise of the support of the State Superintendent of Public Schools." Dean W. W. Charters of the Education Department is ex- pected to urge its adoption. It is understood that Drury College, at Springfield, stands ready to give such credit. Professor George of that college has been active in promoting the cause in the southern part of the state. At the University of South Carolina a course is offered to students having in view social or welfare work, or the minis- try. The specifically religious and Biblical parts of the course are given by courtesy of two theological seminaries situated in the same city as the university. The university accepts and credits such courses as Bible Study and The History of Christianity to the amount of eighteen hours. In this connection it is interesting to note that the Uni- versity of Virginia is the only state university which has a professor devoting his entire time to Bible teaching. For such study pursued under Professor W. M. Forrest in the department of Biblical History and Literature, full credit is given toward college and graduate degrees. It is provided that the teaching and class instruction in this department of the university "shall never, in any wise, be sectarian or denominational in character." BIBLE STUDY PLANS APPLIED IN STATE NORMAL SCHOOLS The state normal schools at East Radford, Virginia, and at Harrisonburg in the same state, are now crediting Bible study. In the former place a very interesting combination has been worked out, with the Normal School for Women, the Young Women's Christian Association connected with the school, and the Sunday schools cooperating. The students are permitted to secure credit toward graduation from the normal school for Bible courses voluntarily pursued outside the school buildings and outside the school hours. 58 CREDIT FOR OUTSIDE BIBLE STUDY A Council, consisting of the local pastors, Sunday school superintendents of the various churches of the city, the officers and faculty advisers of the Young Women's Chris- tian Association, and the president of the normal school, was formed in 1915. The Council made a careful study of the plans being followed in North Dakota, Colorado, Indiana, and other states, and decided on a two-years course adapting the material in the North Dakota syllabus. The course which was pursued during the session of 1915- 1916 covered the historical and literary parts of the Old Testament, with due attention to geography, climate, and scenery of the Biblical countries. A study of the great and inspiring characters of the Old Testament was made. Strik- ing passages of historical and literary value were memorized. Attention was called to the parts of the Old Testament that are most frequently used by the great writers of English literature. Frequent citations and study of such literary use of the Old Testament by English writers were made. Theological and controversial interpretations were carefully avoided. The Bible study courses were not given during the summer quarter, which extended from June 14 to August 28, 1916, but lectures on the historical and literary parts of the Old Testament were given throughout the quarter. For the session of 1916-1917 a syllabus on the New Testa- ment was prepared and offered at the opening of the session for all students who desired to take it. The Council asked the pastors, the Sunday school superin- tendents, or the ecclesiastical authorities of the various churches to nominate persons of suitable character and aca- demic preparation as teachers to offer the Bible courses in connection with the various churches. These nominations were made subject to confirmation by the president of the normal school. In most cases the persons nominated by the THE PLAN APPLIED IN HIGHER EDUCATION 59 church authorities were members of the normal school faculty. Thus a strong body of teachers was secured for the work. It was provided that a uniform examination prepared and approved by the Council should be given the students taking the Bible study courses and wishing normal school credit for the same. These examinations are held twice each session, in January and in May. The library of the normal school is supplied with dic- tionaries, maps, and charts, and all the helps necessary for effective study of the Bible, which are available for the use of the various Bible study classes. Dr. John P. McConnell, president of the Radford Normal School, wrote on January 21, 1916, that the plan was "work- ing very well. . . . The plan seems perfectly satisfactory to everybody and the results are good." In a bulletin pre- pared by President McConnell and issued by the Normal School in February, 1916, explaining the Radford Normal School Plan for giving credit for Bible study, he states (page 10) that "the interest in these courses has been very gratifying from the beginning. The quality of the work done by the students is reported by the teachers as unusually good. The attendance of the students is regular." At the State Normal School for Women at Harrisonburg, Virginia, a system of Bible study and Sunday school teacher- training classes in cooperation with the different Sunday schools of the community has been in successful operation since the session of 1915-1916. It is claimed that this sys- tem has some advantages over the plan used at East Radford. Credit is given in the normal school for such work under certain carefully prescribed conditions. During the first session there were five groups pursuing the work, one each from the Baptist, Episcopal, Presbyterian, and Methodist churches, and one composed of representatives of denomina- tions not so largely included in the student body. It is in- 60 CREDIT FOR OUTSIDE BIBLE STUDY sisted that each instructor of these classes be a regular member of the normal school faculty. Each instructor has also been a member of the particular denomination to which the students belong who compose his class group, except of course in the case of the miscellaneous group, which during the first session included Lutherans, Reformed, Christians, United Brethren, and others, and was taught by a Meth- odist whom the students of their own accord chose as their teacher. The classes meet twice each week, once for literary and his- torical study and once for pedagogical study. The first session is held at the normal school, each class meeting in a regular classroom with its own instructor. The same in- structor teaches the class at the second session each week, but the class then meets in the Sunday school of its denomina- tion, and is counted as part of the Sunday school organiza- tion, being known on the roll as the "Normal Training Class." The teachers use the Sunday school literature published by the denomination represented. Regular assignments of Bible readings are made for each lesson, and the students are held responsible for home study just as in the other subjects of the normal school curric- ulum. They understand this thoroughly and give serious preparation to the lessons, using the library and every help they can find, just as in their other studies. The work is given as a regular course of the normal school and is listed in the annual catalogue of 1916 at page 59 under the department of education, as follows : " Sunday School Methods — The purpose of this course is to prepare stu- dents to teach in Sunday schools, and to that end one period per week is devoted to a careful study of the Bible from the literary and historical standpoint, and one period is given to a discussion of the methods of presenting Bible lessons to children of various ages in the Sunday school. The latter THE PLAN APPLIED IN HIGHER EDUCATION 61 period of work is conducted on Sunday morning in the Sunday schools of the several churches of the community. Some attention is paid to the organization and general manage- ment of Sunday schools. The students are for the most part divided into groups according to denominations, each group using the course and literature prepared by its denomination.'* On the literary part of the course the several instructors select in conference examination questions which are ac- ceptable to all denominations, and which offer a uniform test for the entire number taking the work. The examination on this part of the work is given at the normal school to each group simultaneously. Regular grades are assigned as a result of the class recitation and examination, just as in mathematics, history, or any other subject of study in the normal school, and the grade made by the student is recorded on the permanent records of the school and sent to the parents of the students on the quarterly reports, along with the grades in other studies. The work is thus looked upon as being a regular part of the work of the normal school. For the work done at the Sunday sessions, the students qualify for the Sunday school teachers' certificates granted by the different denominations by using the examination questions sent out by the central authorities of the various churches. This examination is given on a Sunday morning in the various Sunday schools. The first year there were about one hundred and fifty stu- dents taking the courses, which was about seventy-five per cent of all eligible students. The work is limited to stu- dents in the junior and senior years of the normal school course. President Julian A. Burruss of the normal school wrote on August 28, 1916 : "We never had classes do more serious and more satisfactory work. The students studied the Bible as never before in the history of our school, and the effect was 62 CREDIT FOR OUTSIDE BIBLE STUDY noticeable throughout the student life. Members of our faculty as well as the students themselves were enthusiastic about it. . . . In this way we keep in very close touch all the time with the different denominations, and our students have through this plan an opportunity for observation of Sunday school methods of teaching and administration, and also for practice teaching, since the class is drawn upon for substitutes as needed. The Sunday school superintendents and pastors of the different churches have told us that they notice a marked increase in attendance, regularity of attend- ance, and interest in the Sunday school work, as a result of these training classes. . . . From the experience of the past year we are convinced that the plan is workable and that there is a real demand for the instruction. We expect to continue it during the coming year, and I see no reason why it should fail to continue to be very successful in every way." Concerning the peculiar feature of the Harrisonburg plan, President Burruss wrote on September 5, 1916 : "I be- lieve this feature of our plan is an excellent one, as it links up the work so closely with the various churches and Sunday schools of the community, and also gives opportunity for our students to observe and do practice teaching under super- vision, just as they do in their regular courses at the normal school. The Sunday schools in this way occupy the same place as the 'Training School' or 'Model School' in which normal school students observe and do practice teaching." The East Central State Normal School at Ada, Oklahoma, gives credit for work done in certain Sunday school classes of the city. Credit is given at the Central State Normal School at Edmond for a course in Biblical History given by certain ministers of the local churches. Any normal school student enrolling in a class indorsed by the president of the institution and attending the full twelve-weeks term may receive credit upon passing an examination, the questions for THE PLAN APPLIED IN HIGHER EDUCATION 63 which are passed upon by the president. Dr. G. W. Gable, president of the Northeastern State Normal School at Tahle- quah, wrote on March 17, 1916 : "We hope later on to work out something definite in connection with the Sabbath schools of the town." In addition, optional courses in Bible study are given in the normal schools of Oklahoma during the summer sessions. Arrangements have been completed for a course of lectures on Old and New Testament history in the summer sessions of each of the state normal schools. More than eight thou- sand teachers attend these sessions every year. Of these, more than three hundred were enrolled in two classes study- ing Old Testament history during the 1915 session at the school at Ada under Rev. W. S. Wiley of Muskogee. Some two hundred were enrolled in the summer session at Edmond. At the Northeastern State Normal School, during the sum- mer session of 1915, the students were encouraged to attend Bible lectures and were given regular credit for briefs on these lectures. A schedule of eighty hours of Bible work, covering a period of eight weeks, was arranged for these sessions of the normal schools during the summer of 1916. A course of outline lectures on Old and New Testament history was given, for which credit was allowed equal to that given for the same amount of time devoted to any other one subject. For two years credit has been allowed to public school teachers completing courses given by the Cincinnati Train- ing School for Sunday School Workers. The public school teachers are required to earn two credits each year for outside work. The officials of the Hamilton County Sunday School Association took up the matter with Dr. Randall J. Condon, Superintendent of Public Schools, and found him very willing to grant the credits for the courses offered by the Training School. For attendance at twenty-five Bible lee- 64 CREDIT FOR OUTSIDE BIBLE STUDY tures, one credit is given, and for the same number of class sessions attended, one credit is given. Satisfactory note- book work is required. A teacher-training class is conducted in connection with Findlay College at Findlay, Ohio, for work in which certain credit is allowed. REASONS FOR COLLEGE CREDIT Professor W. O. Lewis of William Jewell College at Liberty, Missouri, discussed the subject of college credit for Bible study in a paper entitled "Shall Biblical Studies Have College Credit?" before the annual meeting of the Missouri State Teachers' Association in 1913, 1 as follows : " In the judgment of the writer, it seems so evident that Biblical studies should have college credit that there is scarcely any room for dis- cussion. It would seem that the only debatable points in this connection are such questions as : How much credit should be given to such studies? Should they be elective or required? How should they be taught, and when in his course should the student pursue them? To ask, * Shall Biblical studies have college credit ? ■ is equivalent to asking whether there is any need of giving special instruction in the Bible and religious subjects to college students at all, for unless credit is given such studies will not be pursued. The average student, while in college, is so anxious to pile up credits so as to make his degree as soon as possible, that he will not give much time and energy to anything that does not count towards graduation. " Granted that the Bible is taught by teachers who have not only a good general education, but also the necessary special training in the Bible, and who have had a real religious experience and a genuine love for the Bible (and it would seem possible for every school to find such teachers), granted 1 Proceedings of the 52d Annual Meeting, page 194. THE PLAN APPLIED IN HIGHER EDUCATION 65 that courses are offered that appeal to the average intelli- gent layman and not to the preacher only, why should not a reasonable amount of credit be given to such courses?" Professor Lewis gives three reasons why this should be so : "1. Such courses have great cultural value. " 2. They have great ethical value. "3. There is no other book that so nourishes the spiritual life." CHAPTER FIVE The Plan Applied in Secondary Education NOT only has the idea of giving credit toward graduation for Bible study pursued outside of public educational institutions proved a success in certain state universities, colleges, and normal schools, but such credit is being given in many public high schools and in a few public elementary schools in a great majority of the states and provinces. THE NORTH DAKOTA PLAN The plan was first applied to public high schools in North Dakota. Credit for Bible study similar to that given by the Teachers' College at Greeley, Colorado, is given by the high schools throughout the state of North Dakota, and this out- side Bible study, done in connection with an accredited high school, is accepted by the colleges of the state as part of the requirements for entrance to the colleges. The idea of high schools giving credit for outside Bible study seems to have originated in North Dakota with Dr. Vernon P. Squires, now Dean of the College of Liberal Arts of the University of North Dakota, at Grand Forks. In the fall of 1911, Dr. Squires, as head of the department of English in the university, gave a test to a class of college freshmen to ascertain how much they knew about Biblical literature and history. The ignorance of the Bible exhibited by the stu- dents in this examination was used as the basis of an address given by Dr. Squires before the State Education Association at Fargo in November of that year. He proposed that the State Board of Education, which has general direction of the high schools of the state, should authorize the issuance of a syllabus as a guide to systematic Bible study. The plan met with approval, and at his request 66 PLAN APPLIED IN SECONDARY EDUCATION 67 a committee was appointed to devise, if possible, some means by which credit might be given to high school students for Bible study, carried on under proper conditions, outside the high school. The committee appointed consisted of Dr. Squires as chairman, Professor A. P. Hollis of the Valley City Normal School, Superintendent Franklin Thordarson of May- ville, and Miss M. Helen Da vies of Grand Forks. Dr. Squires prepared a syllabus which has since served as the pattern, or prototype, for many similar courses in other states, as we shall later see. It was approved by the com- mittee and presented to the High School Conference, com- posed of all high school superintendents and principals in the state, which meets in May at the University of North Dakota. Matters pertaining to secondary education, such as proposed changes in the high school curriculum, are discussed before this conference, and its recommendations are usually adopted and put into operation by the State Board of Education. The conference in May, 1912, unanimously indorsed and recommended the syllabus to the State Board of Education, then called the State High School Board. This board, after careful consideration, approved the syllabus in August, 1912, as a purely educational measure, and the "North Dakota Plan" became operative without legislative action. Certain fundamental principles were decided upon by the committee of which Dr. Squires was chairman, which have been formulated as follows : "First. Religious instruction, as such, must not enter into the syllabus or examination. Important as religious instruction is, we must not violate our fundamental American idea of the separation of church and state. The justifica- tion of Bible study, so far as the schools are concerned, is found in the great value of a knowledge of scriptural history and literature as broadly cultural subjects. This idea must 68 CREDIT FOR OUTSIDE BIBLE STUDY be constantly and consistently borne in mind and strenu- ously insisted on. "Second. Every suspicion of sectarianism or of any- thing suggesting it must be avoided. Accordingly no text- book except the Bible itself shall be prescribed. Of this any version may be used : the Catholic may use the Douay version; the Protestant, the King James or the Revised version, as desired. The desirability of consulting Bible dictionaries and standard historians and commentators will be urged; but individual teachers must select their helps for themselves. "Third. All suspicions of partisanship must be care- fully avoided. There must therefore be no insistence on any theory of authorship or any system of chronology. So-called 'higher critics' or 'conservatives' shall have full opportunity to present their special views to their classes. In the exami- nation any recognized system of chronology will be accepted and no such disputed question as 'Who wrote the Penta- teuch ? ' shall ever be asked. "Fourth. The work in both Old and New Testaments will be preceded by a careful study of Biblical geography, and the whole study must be as concrete and objective as possible. "Fifth. Attention must be called to the beauty of Bibli- cal style by an insistence on the learning of a number of memory passages, in the choice of which, however, there shall be considerable latitude. "Sixth. The work as a whole must amount to enough to occupy ninety hours of recitation besides the time for preparation, this being the amount of work usually required in order to secure a half credit in the high schools of our state." 1 The approval of the syllabus by the State Board of Educa- tion in no way made Bible study compulsory. Each of the 1 Religious Education, February, 1916, page 20. PLAN APPLIED IN SECONDARY EDUCATION 69 one hundred and twenty-eight classified local high schools is privileged to approve and adopt the course, and must do so before credit for outside Bible study can be given students in such schools. The state in this matter has simply issued an outline or syllabus of Bible study as it has of various other studies, indicating the ground to be covered and the scope of the examination to be given thereon. The syllabus includes the great stories of the Old and New Testaments, the lives of the great Biblical characters, studies in the geography and history of Bible lands, and choice passages for memorizing. The studies are very much like the old Chautauqua Normal Lessons on the Bible. The syl- labus is reprinted herein as Appendix A, at pages 233-244. The course is designed for two years of work, with one recitation a week. The state requires no set amount of time to be spent on the course, but it is expected that as much work will be required as is required for any other half unit of high school credit ; namely, ninety recitation periods of forty- five minutes each, plus the required preparation for the recitation. The work may be done at home, or in groups in the Sunday schools or young people's societies. The work is ordinarily presented on Sunday and in the church schools. Some classes meet on a week-day afternoon or evening, generally in the church or in some home, although a few meet in the schoolhouse after school hours. In cer- tain church schools not supported by public funds, the course is given as a regular course every school day. In one or two cases it is presented as a regular study in the public school building. Special absence from the regular high school work is not required or permitted. These classes follow the sylla- bus and study the Bible as they are accustomed to study their other lessons. No one is forced to pursue the course, but for the benefit of those who do wish to pursue it, the state sets an examina- 70 CREDIT FOR OUTSIDE BIBLE STUDY tion based on the published outline, to be taken at the time of the regular semiannual state examinations. So far the preparation and reading of examination papers have been intrusted by the state authorities to Dr. Squires. Questions in dispute among authorities are not employed in the examinations. While the teacher of the class may give such religious instruction as he desires, all that the state takes cognizance of is the purely intellectual part of the work, that which is definitely historical or literary. To those who pass the test a half unit of credit is allowed out of the fifteen or sixteen units required for graduation from high school. This credit of one half unit is the credit regularly allowed to a study taken five times a week for eighteen weeks, or for ninety ordinary recitations. The first examination was offered in January, 1913. Fifteen young people who had pursued the work since it was begun in the previous September, representing six communi- ties, attempted the first official test, and of the fifteen, eleven were successful. One hundred and twelve papers were sent in to the State Board from thirty-two schools in June, 1913. Of these, ninety-eight from twenty-nine schools were found worthy of credit. In January, 1914, eighty-two papers were sent from twenty-one communities, of which seventy-two were given passing grade. In the June, 1914, examination, one hundred and seventy-seven papers were sent in from fifty-nine high schools. Of these, one hundred and sixty- three were passed. In the June, 1915, examination, thirty- eight communities were represented by one hundred and twenty-seven papers, one hundred and four of which re- ceived passing marks. In the June, 1916, examination, fifty- four communities were represented by one hundred and sixty-six papers, one hundred and fifty-six of which were marked passed. 1 During the first four years the system was 1 See Appendix E, page 290, for examination questions. PLAN APPLIED IN SECONDARY EDUCATION 71 in operation, six hundred and seventy-nine papers were sent up to the Board for examination from at least seventy- nine different towns. Of these, a total of six hundred and four received a passing mark. A percentage of the failures at the examinations is claimed to be due to the fact that a number of individuals have undertaken to pass the examina- tion trusting to their already acquired knowledge of the Bible. 1 Concerning the limited number of students who take the examination for Bible credit, Dr. Squires says : "This may seem a small number of papers to be sent in from an entire state, unless one recalls that the work is regarded as equiv- alent to that ordinarily done in ninety recitations and that, consequently, if the class meets only on Sunday, two years will be required to complete the course/' 2 The State Sunday School Association, of which Rev. Walter A. Snow was general secretary until October, 1916, aided in spreading the idea and stirring up interest in the plan. The association assumed the responsibility of printing and distributing the syllabus and of introducing the course in the Sunday schools of the state. It first printed the sylla- bus in its state paper and subsequently provided special re- prints thereof for general distribution throughout the state. The state itself has spent no money thus far in connection with the work. The work of instruction is carried on without expense to the state. The plan has met with much success in the state. In nearly every town and city high school, classes have been organized in connection with the various Sunday schools and young people's societies. State Superintendent of Public Instruction E. J. Taylor wrote on March 23, 1916 : "The plan for Bible Study in North Dakota and the giving of credit in 1 The Sunday School Journal, June, 1916, page 432. 2 Brown University Alumni Monthly, May, 1914. 72 CREDIT FOR OUTSIDE BIBLE STUDY our high schools for the same has met with marked success in North Dakota. People of all denominations are friendly disposed toward the plan, and a number of students belong- ing to all the leading denominations take the examination and receive credit." It has tended to harmony and cooperation of religious forces in the state. It seems to be acceptable to all people con- cerned. Mr. Snow writes that not one word of criticism has been heard of the plan, from any source. He says, "Its simplicity is its success." Dean Squires says : " Many testify to the serious nature of the work and to the interest aroused in the subject by their regular, thoroughgoing method of procedure, entirely differ- ent as it is from the rather scrappy Sunday school lessons hitherto in general use." He reports also that the Sunday school workers are enthusiastic over the plan. He says that it brings into the Bible class a group of young people who have hitherto shown little interest in such work. There seems to be throughout the state, among both high school people and those connected directly with the religious work, the feeling that the plan is helping to solve some real problems. THE COLORADO PLAN A plan of cooperation between the high schools and the church schools has also been worked out by enthusiastic specialists in religious education in the state of Colorado, whereby Bible study may be elected by the students and be given credit throughout the entire high school course. The success of the movement in connection with the Teachers' College at Greeley, Colorado, led others to believe that a similar plan might be worked out for the high school students of the state ; namely, Bible study under standard- ized conditions in the local churches for credit toward high school graduation and college entrance. The colleges of the PLAN APPLIED IN SECONDARY EDUCATION 73 state were interested in the proposition, and the State Teachers' Association took up the matter. In March, 1911, Rev. W. A. Philips, pastor of the Presby- terian Church at Longmont, a former member of the original committee from the Ministerial Association of Greeley on Bible study, conceived the idea that the same plan was applicable to the high schools. He therefore presented the scheme to the Ministerial Association of Longmont in June, 1911. In the following September the proposition was presented to the members of the high school faculty of that place. In April, 1912, the plan was presented before the College High School Conference in session at Boulder. In November, 1912, it was presented to the Educational Council of the State Teachers' Association in session at Denver. A committee of three, consisting of Professor Ira M. Delong of Boulder, Superintendent Rae H. Kiteley of Longmont, and Principal R. S. Moles of Denver, was sub- sequently appointed by the State Teachers' Association to cooperate with the following representatives of the State Sunday School Association : Dr. Philips, Principal H. B. Smith of Denver, and Mr. J. M. Correy of Denver. The Sunday School Association created a State Council of Reli- gious Education, composed of the university and college presidents together with many superintendents of public schools and prominent educators of the state. This Council, under the leadership of Dr. Irving E. Miller, now of Rochester University, New York, who as head of the Education Depart- ment of the Teachers' College at Greeley and for a time as Director of Bible Study there had done much to make the Greeley experiment a success, rendered valuable assistance in constructing the " Colorado Plan " for high schools. On November 26, 1913, the State Teachers' Association adopted a set of resolutions approving the effort being made by the churches and the Sunday school associations of the 74 CREDIT FOR OUTSIDE BIBLE STUDY state to elevate the standards of teachers in the Sunday schools and recommending that high schools give credit for Bible study conducted under qualified teachers. The reso- lutions adopted by the Teachers' Association were as follows : " 1. The religious education of the boys and girls who are in our public schools is a matter of unquestioned importance and should be emphasized and furthered in every legitimate way. "2. The Sunday school is a historic institution, backed by strong religious organization, and exercising a wide reli- gious influence over young people. Up to a recent date, however, but little serious effort seems to have been made to set up acceptable standards of teaching in its work or to se- cure on the part of the pupils any real preparation of assigned lessons. If such improvement can be made, the Sunday school is entitled to an honorable place among our educational forces. "3. We believe that a closer cooperation between the pub- lic school and the Sunday school would be of mutual advan- tage, and might assist the latter in becoming a more efficient agency of religious education, and that such cooperation is possible without transgressing our fundamental princi- ples of religious liberty. We therefore recommend that this Association approve of the strong effort now being made by the churches, the denominational educational departments, and the Colorado Sunday School Association, to elevate the standards of teaching in the Sunday schools, to improve their courses of study, and to secure on the part of the pupils the same grade of lesson preparation as is demanded in public school work ; that with this object in view it commends to the Sunday schools for classes of high school grade the recog- nized standards of the North Central Association of Second- ary Schools and Colleges ; that when these standards have been attained it recommends that high schools give credit PLAN APPLIED IN SECONDARY EDUCATION 75 for Bible study of corresponding grade in the Sunday school to an extent not to exceed one fourth unit for each year's work ; and that this body appoint a permanent committee to cooper- ate in prudent and legitimate ways for all the foregoing pur- poses with a similar committee from the Colorado Sunday School Association." 1 Pursuant to the terms of this resolution, a permanent committee was appointed to cooperate with a similar com- mittee from the Sunday School Association. This com- mittee adapted the Greeley plan to the requirements of the public high schools of the state and outlined a course of study, with requirements and directions for teachers of such classes. The course and its syllabus of lessons was approved by the State Council of Religious Education, and the plan was put into successful operation in September, 1914, by a number of schools. It is in operation under official sanction in a number of public high schools in Denver and elsewhere in the state. Many classes are being organized all over the state. School boards in several localities are cooperating with progressive Sunday schools in the organization of such classes. The Greeley Baptist Church has three such classes in operation. Fifty per cent of the high school pupils of Fort Morgan are in these classes. Grand Junction and Montrose also have classes. Longmont has one class of thirty in one church. Brush, another small town, has a class of twenty-six. There are classes also at Boulder and Pueblo. More than six hundred high school students were enrolled in these courses during the school year 1914-1915. The plan provides a four-years elective course of Bible study for high school students, adapted to the unfolding life of the student, and correlated with the curriculum of the 1 Teachers' Handbook of the Colorado Plan of Bible Study for Colleges and High Schools, page 5. 76 CREDIT FOR OUTSIDE BIBLE STUDY high school. It embraces historical, biographical, social, and literary studies of the Bible. The main outlines of the course are as follows : Course I. Heroes and Leaders of Israel. Course II. First Semester. The Friends and Followers of Jesus. Second Semester. The Life and Labors of Jesus. Course III. First Semester. Bible History. Second Semester. Biblical Literature. Course IV. Social Institutions and Social Application of Bible Teachings. 1. The Family and the Community. 2. The State and the Church. 3. The Industrial Order. The topics selected for these courses are adapted from the Intermediate Course of the International Graded Sunday School Lessons ; consequently the publications of the various denominational publishing houses, in so far as they have prepared lesson helps for the graded lesson series, are avail- able for the course. The committee does not recom- mend these lesson helps, but leaves the field wide open for the selection of any kind of lesson materials that will best realize the aim of the course and cover the ground indicated in the outline. A syllabus has been issued containing in detail the work of the first three years. 1 A list of books that will be found useful in dealing with the biographical material is suggested : Chamberlain, Georgia, Hebrew Prophets; Gates, Herbert, Heroes of the Faith; Kent, Charles L., Heroes and Crises of Early Hebrew History; Robinson, George L., Leaders of Israel; Soares, Theodore G., Heroes of Israel; Rutland, J. R., Old Testament Stories; 1 See Appendix B, page 245. PLAN APPLIED IN SECONDARY EDUCATION 77 Wells, Amos R., The Bible in Miniature; Willman, Leon K., Men of the Old Testament. Supplementary material is listed as follows : Smith, George Adam, Historical Geography of the Holy Land; Calkins, Historical Geography of Palestine; Stewart, Land of Israel; Leary, The Real Palestine of Today; Vincent and Hnrlbut, Bible Geography and Atlas; Kent and Madsen, or Eiler, Map of the Ancient World; Schaff-Herzog, Encyclopedia; Hastings, Bible Dictionary. In the second course, any stand- ard life of Jesus adapted to the high school students may be used, such as Burgess, Life of Christ; Rees, The Life of Jesus of Nazareth; McConaghay, Great Events in the Life of Jesus; Bosworth, Studies in the Life of Jesus. A handbook explaining the plan and containing directions for the guidance of teachers of the Bible study classes was prepared by the joint committee of the State Teachers' Association and the State Sunday School Association. This was printed by the latter association in 1914 and reprinted and published in the March, 1915, edition of the bulletin of the Teachers' College explaining the Greeley plan. In the Bible Study Syllabus for the high school students of Colorado, selected and approved by the joint committee of the two associations, are given the following suggestions as to the method of teaching the subject matter of the syllabus : "While the central aim of the course is to present vividly ideals of life through the study of concrete examples of right living, with all that they can furnish of inspiration, and to illustrate in the concrete the consequences of evil as it works out in the lives of actual men and women, nevertheless the current of history and the background of geographical fact are not to be ignored. The details of history and geog- raphy that are necessary to give 4 an understanding of condi- tions that affect the lives of individuals and to give the tang 78 CREDIT FOR OUTSIDE BIBLE STUDY of reality to the biographical facts are not the main things to be emphasized in the course ; but at the same time the good teacher will try to carry on historical and geographical lines of work continuously in intimate correlation with the more fundamental studies of human nature. "The aim of this course will not be most fully realized by homiletical treatment of the subject matter or by the study of critical questions, but rather by the vivid presenta- tion of the lives of the men and women discussed, the re- construction of the situations which confronted them in as concrete terms as possible, and the bringing home to the pupil of the truth or particular lesson to be learned through the inevitable connection which he sees and feels for himself between conditions and consequences in the life and conduct of individuals. Make the students of these lessons feel that they are dealing with real men and real women struggling with real problems, and that the ideals and attitudes that domi- nated their lives had something very definite to do with their successes and their failures. Do not be afraid to use extra- Biblical material for purposes of comparison and emphasis of the reality of the principles of conduct involved." The committee on Bible study for high schools from the State Teachers' College and the State Sunday School Asso- ciation is given general charge of all Bible study work done for academic credit in the Sunday schools and churches of the state. This committee, of which Rev. Ralph C. McAfee is chairman and Herbert B. Hay den secretary, prescribes all necessary rules relating to study, recitations, notebooks, theses, and written examinations, and prepares questions, if found helpful, for the use of teachers in the examinations. It also grades all examination papers. The first examination was given in 1915, and the results were very gratifying. It gave definite assurance that the Bible study work was needed and appreciated. Sixty-three PLAN APPLIED IN SECONDARY EDUCATION 79 students took the examination for credit, of whom fifty passed with a grade of seventy-five or more. Questions for the examination, approved by the State Committee, were sent to the superintendent of schools or principal of the local high school in sealed envelopes, which were opened at the beginning of the examination. 1 Each student taking the examination was designated by a local number, which, with the name of the town or city, was the only identifying mark upon the paper as sent to the state examiners. The local school authorities retained a list of the writers and their numbers to insure a correct return of the papers after grading. All papers, accompanied by a fee of twenty-five cents paid by the student or by the Sunday school of which he was a member, were forwarded to the secretary of the examiners. The examiners returned the papers and grades to the superintendent of schools. In estimating the work done by the pupil, the recitations and either notebook or thesis work, at the discretion of the teacher, counts one half and the examination or thesis re- quired by the state examiner counts one half. The passing mark is the same as in the local high school. As in North Dakota, no state or public school buildings are used for religious instruction. No state funds are used. No religious instruction is given by public school teachers during school hours. The work is conducted in the respective churches during Sunday school hours, under competent teachers. Each denomination, each sect, is privileged to impart instruction to its own children and according to its own canons of interpretation. General Secretary E. T. Albertson, of the Colorado State Sunday School Association, wrote on December 2, 1915, that the plan was "working into favor very rapidly in Colorado with our public school people." On June 23, 1916, Mr. 1 For questions used on this examination see Appendix E, page 299. 80 CREDIT FOR OUTSIDE BIBLE STUDY Albertson wrote : "We have secured the reports of six hun- dred and fifty-seven of our Sunday schools this year, and from these reports (which is about half) we find that eight hundred and fifteen students are taking the work, first and second year classes. Our people here in Colorado are very enthusiastic in the work, and we are looking forward to a much larger number taking the work this fall." President Henry Suzzallo of the University of Washington, at Seattle, wrote on December 22, 1915 : "I have been on the ground several times and was very much impressed with the practical working of the scheme. I find myself enthu- siastic for it. The whole theory that they have in Colorado is that religious instruction is to be conducted in the church itself, or in its Sunday school accessories. All that the school department in the neighborhood does is to check the efficiency of the pedagogy and its results and to provide credits for the same in the high school, normal school, or col- lege course. No attempt is made to determine the content or subject matter of these courses. Good teaching and re- sults are checked through supervision. The church itself must determine the ends to be achieved and the information to be given." DAKOTA AND COLORADO PLANS CONTRASTED The Colorado plan has been characterized as a "more ambitious " scheme than the Dakota plan. It has been noted that the former provides a four-years course paralleling the four years of the high school course, adapting the topics of the International Graded Lessons, while the Dakota plan provides only a two-years course based upon an original sylla- bus. The latter plan emphasizes the study of the Bible more as literature and history, while the former encourages reli- gious education as well. In North Dakota no definite amount of time is required PLAN APPLIED IN SECONDARY EDUCATION 81 to be put upon the study. The contents of the syllabus may be mastered privately or by class study. Whether or not credit is awarded depends entirely upon the student's success at an examination set by state officials. In Colorado, note- books and written work are accepted as partial evidence of completion of the work. In Colorado the emphasis is placed on the preparation of the teachers and their ability to do the work. It is re- quired that the teachers shall have scholastic attainments equivalent to graduation from a college and that they shall have had special training in the Bible. In North Dakota the qualifications of the teachers are not so definitely pre- scribed as in Colorado. No inquiry is made as to the prepa- ration of the teacher of the Bible study class. It is esti- mated, however, that by the law of natural selection the teachers have had training equal to or greater than that required for high school teachers. The State Inspector of High Schools in North Dakota has reported that the work has mainly been done by the teachers of the high schools. In order to ascertain the actual educational as well as the religious qualifications of the teachers of these classes in North Dakota, a questionnaire was sent out. The responses showed that thirty-three out of fifty teachers of classes work- ing for high school credit had taught in public institutions, ranging from college and high school to grammar grade. The average number of years of experience was five, the range being from one to thirty. Forty-two of these teachers were graduates of colleges, normal schools, or theological semi- naries ; seventeen were graduates of colleges ; nine were nor- mal graduates; and sixteen were graduates of theological seminaries. Five replied that they had taken part of a col- lege course, and three were high school graduates. Sixteen held first-grade professional certificates ; two held first-grade certificates ; one held a second-grade certificate ; and three 82 CREDIT FOR OUTSIDE BIBLE STUDY held life certificates. One had had no previous experience in teaching Sunday school classes ; five made answers indi- cating experience but not the number of years ; the remainder had had experience ranging from two to thirty years, the average being sixteen years. The results of the questionnaire indicated not only that a large majority of the teachers of these classes in North Dakota are trained and experienced public school teachers, but also that they are practically all professing Christians and mem- bers of a church. Forty-eight of the fifty teachers who replied were members of some church, several of them mem- bers of the Catholic church. Without any specific require- ment being made, teachers educationally and religiously qualified have been selected. 1 The idea of adapting the plan to high school students seems to have been first considered almost simultaneously by leaders both in North Dakota and in Colorado in the fall of 1911. While to Colorado must be given the palm for first put- ting into successful operation, in 1910, the plan which Iowa educators had in 1908 demonstrated was feasible, it was North Dakota that in 1912 first effectively applied the idea to her high school system with the sanction of the state officials. It was not until November, 1913, that the Colorado State Teachers' Association recommended the application of the Greeley plan to the high schools of the state, and the plan was not put into operation until September, 1914, two years after the classes were organized in North Dakota. Dr. Cross states that the Greeley people knew nothing of Dr. Squires' work until their plan was well past the experimental stage. He adds : "This is another case of necessity driving two people to invent a way out at about the same time." This statement of the history of the early beginning of 1 The Sunday School Journal, June, 1916, page 432 ; Religious Education, February, 1916, page 24. PLAN APPLIED IN SECONDARY EDUCATION 83 the movement is corroborated by Mr. John L. Alexander, who has made an extensive investigation of the subject for the International Sunday School Association. He says : "It began in Greeley, Colorado, moved over into North Da- kota, and back again into Colorado." In the teachers' handbook setting forth the Colorado plan it is stated that while the Colorado people were working out their high school scheme, word came that a similar program had been inaugurated in North Dakota under the leadership of Dr. Squires. It is there stated, " This coincidence indicates that all unconsciously representative educators and church- men in different states had set themselves to the task of sup- plying a long-missing element in our educational system; namely, Bible study in connection with the colleges and high schools of the country." x SPREAD OF THE MOVEMENT The success of the plan in these two states soon attracted the attention of school and religious leaders all over the coun- try. Dr. Squires has received several hundred inquiries about the North Dakota plan. "Inquiries regarding it have come to me from almost every state in the Union and from China, Japan, Korea, and New Zealand," said Dr. Squires in May, 1914, in the Brown University Alumni Monthly of that month. The North Dakota State Sunday School Association also received, up to April, 1916, inquiries about the plan pursued in that state from five hundred and seventy-five cities in forty states. Copies of the syllabus had been sent to eleven for- eign countries. A total of 12,203 copies had been distributed. Three editions of 5000 each had been printed. The printing and postage cost became such a burden that a small charge for documents had to be made. 1 Page 5. 84 CREDIT FOR OUTSIDE BIBLE STUDY The Colorado Sunday School Association has likewise been put to great labor and expense to answer the many inquiries that come to it about the Colorado plan. Dr. Philips says, "Letters are coming to me from all over the United States in almost every mail asking for our literature, all of which indicates that multitudes are greatly interested in this program." The fall of 1914 saw the beginning of some adaptation of one or the other of these plans in several of the western states, first, in most cases, by local action. The successful operation of these local experiments demonstrated the work- ability of the plan and disarmed all opposition, so that the movement spread rapidly. Washington and Indiana formed with North Dakota and Colorado the "Big Four," the states in which the idea was first widely and generally adopted by the schools. The plan has been officially indorsed by the educational authorities in Washington and Indiana and recently in Oregon, where one of the syllabi is even printed by the state, under sanction of the State Superintendent of Education. The chief educational authorities in many other western, central, and southern states, and in some eastern states, now openly approve the plan and are only awaiting the development of public opinion. The genesis and present status of the movement in the various jurisdictions will next receive our attention. The movement attained large propor- tions and momentum during 1915 and 1916. CHAPTER SIX Adaptations in Central States — Eastern Division INDIANA INDIANA was one of the first states to follow the example of Colorado and North Dakota, and in January, 1915, the State Board of Education adopted a plan allowing school boards to give high school credit for Bible study conducted outside of such schools. It is in operation in various places representing every section of the state, including township, town, and large city high schools, and is proving very popu- lar. Groups of Catholics, Protestants, and Hebrews are at work on the courses. The proposition was brought before the State Board of Education by a committee appointed at a joint meeting of the State Association of Teachers of English and the High School Section of the State Teachers' Association on Octo- ber 29, 1914, at the request of a number of school principals and superintendents. This committee consisted of William N. Otto, Indianapolis; Professor Elbert Russell, Earlham College, Richmond ; Frances Doan, Greencastle High School ; E. E. Ramsay, Bloomington High School; and Oscar M. Pittinger, Superintendent of the Frankfort Public Schools. The outline or syllabus adopted by the State Board fol- lows very closely the one adopted in North Dakota. The only change necessary to make the North Dakota plan usable was to rearrange the matter to fit the credit system of the Indiana schools. The resolution of the board was as fol- lows : "Be it Resolved, That the State Department of Education be authorized on application of any Board of Trustees of any school, city or town or any trustee of any 85 86 CREDIT FOR OUTSIDE BIBLE STUDY school township to be permitted to give one half unit of credit in the High School Course of Study for the Course of Bible Study conducted on a syllabus prepared by a joint committee of the Indiana Association of Teachers of English and the High School Section of the Indiana State Teachers' Association, and conducted under the rules prescribed by such syllabus to grant such school authorities the required permission." At a meeting of representatives from the communities that were already giving credit for Bible study, a Board of Control consisting of these representatives was organized as provided in the plan. This Board of Control appointed a Committee of Five which supervises the work and conducts examinations, consisting of Superintendent Edwin L. Rickert of the Connersville public schools, chairman ; Super- intendent Oscar M. Pittinger, Frankfort; Principal E. P. Wiles, Evansville; Superintendent J. W. Holton, Shelby- ville ; and Miss Edith D. Gwinn, Goshen. This committee has power to prepare the examination questions and to grade the manuscripts submitted for credits. The Board of Control has issued several bulletins explaining the plan. The first appeared on December 17, 1915, and was addressed to the superintendents and principals of the state. The course, as outlined, consists of four parts, two in the Old Testament and two in the New Testament. Any two parts may be taken for credit, but only two. By the plan a Hebrew pupil need take only the Old Testament parts, if he wishes, and will still receive the maximum credit. Part I is a study of forty-five of the great Old Testament narratives. Part II consists of eight of a possible twelve Old Testament character studies. Part III is a study of the life of Christ. Part IV consists of studies in the history of the early church, with special reference to the missionary journeys of Paul. All the parts provide for a study of the - ADAPTATIONS IN CENTRAL STATES 87 history and geography related and for the learning of mem- ory passages from the books of the Bible studied, as well as a knowledge of the names of all the books of the Bible. One semester credit is counted for graduation to any high school student who passes a written examination on any two of the four unit parts of the outline. Each of the unit parts is designed to cover at least forty lessons; thus two are equivalent to a high school subject pursued five days a week for one half a school year. As far as the state is concerned, the pupils may study the course in any way, — in classes, in clubs, or individually, — but each local school determines what pupils are eligible to take the examination. An examination uniform through- out the state is given four times a year, in January, March, May, and October. The examination is given in the fore- noon of the second Saturday of the examination month. The first state examination was held toward the end of the school year 1915-1916. It is provided that the examinations shall consist of ques- tions of fact based on the work outlined in the syllabus and questions of literary and historical values. Questions of theological interpretation are strictly avoided. Examina- tion manuscripts are sent to the committee by number, not by name. Each applicant for examination is required to pay a fee of twenty-five cents to cover the cost of ques- tions and grading. Printed copies of the syllabus are avail- able at a cost of ten cents. Permission to add this Bible study course to the school course must be obtained from the State Department of Edu- cation by application of the local board of school trustees. A form of resolution is suggested for the use of local school boards who wish to give credit for Bible study, which is as follows: "Resolved, That on consent of the State Depart- ment of Education, credit for outside Bible study be given 88 CREDIT FOR OUTSIDE BIBLE STUDY in the high school in accordance with the plan approved by the State Board of Education." The plan is in active operation and there are perhaps twelve or fifteen hundred young people at work now. High schools at the following places in the state have adopted the course : Berne, Boswell, Cayuga, Cherubusco, Clinton, Con- nersville, Dunkirk, Economy, Evansville, Fairmount, Farm- land, Flora, Frankfort, Franklin, Freelandville, Goshen, Greenwood, Howell, Huntington, Kokomo, Leavenworth, Lizton, Oakland City, Portland, Richmond, Salem, Shelby- ville, Sheridan, Silver Lake, Sinnettville, Spencer, Wabash, Warsaw, and Worthington. Of these the largest cities are Richmond and Evansville. The first examination was held March 13, 1916. Seventy pupils representing ten high schools tried the examination, of whom about seventy per cent were successful. At the second examination, which was held May 11, 1916, two hundred and forty pupils representing twenty-three high schools took the examination, of whom about ninety per cent passed. Superintendent Rickert explains that the larger number of failures at the first examination was due to the fact that the students had not had enough time to prepare and that probably some thought it might be an easy way to get a credit. 1 A statistical summary of the results of the first two exam- inations follows : 2 Date Schools Pupils Part I Part II Part III March 13, 1916 May 11, 1916 10 23 70 240 P. p. t. 41 17 58 141 12 153 P. P. T. 18 5 23 105 15 120 P. F. T. 12 2 14 65 2 67 1 The questions used at these examinations appear in Appendix E, pages 302-308. 2 P. means passed, F. failed, and T. total. ADAPTATIONS IN CENTRAL STATES 89 Date Schools Pupils Pabt IV All Pabts March 13, 1916 May 11, 1916 10 23 70 240 P. P. T. 16 7 24 7 31 P. F. T. 72 30 102 335 36 371 President Robert L. Kelly of Earlham College, Richmond, wrote on January 10, 1916: "It is only a question of time until this plan will be adopted by a majority of the cities and towns of this state, in my judgment." Superintendent Rickert wrote on February 14, 1916, that he felt sure that the movement would succeed. The leader of the movement at Evansville is Professor E. P. Wiles, principal of the junior and senior high schools. He wrote under date of October 7, 1915, that he believed the work was going to be a great success at that city. The question of allowing credit for the work had been passed upon favorably by the local school board, and classes had been formed in five of the largest Sunday schools of the city. At Frankfort there are at least five classes, three in con- nection with the Sunday schools and two outside of the Sunday schools. The total enrollment is approximately seventy-five. At Kokomo credit has been given in the high school for Bible study done at the local Young Men's Christian Asso- ciation in classes conducted by the secretary of that insti- tution. The young men are required to put in as much time on their study and preparation as is required for a credit in a regular subject in the high school. Superintendent H. S. Kaufman of the Warsaw city schools wrote on February 15, 1916, that all the churches of the city had classes in Bible study and would offer pupils for exami- nation at the close of the semester. Superintendent Paul Van Riper of the Franklin public 90 CREDIT FOR OUTSIDE BIBLE STUDY schools wrote on February 18, 1916, that the state plan was being followed and that four church schools were teaching the work as laid down in the state course. The question of credit for Bible study is a vital one at South Bend, a city of 55,000 inhabitants. A committee has there been working on the subject for many months. Sev- eral sessions of the local ministerial association have been devoted to discussion of. the topic. Thirty churches are interested. Several plans have been discussed, but diffi- culty has been found in arriving at a satisfactory conclusion. Rev. Charles A. Decker, minister of the First Baptist Church, is active in the matter. One plan suggested was to have each church hold a class for its own people who might be interested in the work, after school hours. It was urged that instruction could be given at this time by some one not connected with the public schools, such as the minister of that denomination or some other qualified person. Superintendent L. J. Montgomery of the city schools was very much in favor of this plan. The question has been before the local board of education at Indianapolis several times. Through the Church Federa- tion and the local churches a strong sentiment has been aroused in favor of the project. The public school officers and teachers of the city desire it. The superintendent of the Indianapolis public schools is said to be in favor of the plan and is likely soon to succeed in having it adopted there. OHIO The public schools in some cities in Ohio are giving credit for Bible study, although the movement does not up to 1916 seem to have secured very much of a foothold in that state. An unsuccessful attempt was made to incorporate the plan in a bill introduced at the regular session of the 81st General Assembly to "safeguard the right to read the ADAPTATIONS IN CENTRAL STATES 91 Bible in public education." Section 3 of House Bill No. 5£6 provided that "boards in charge of grammar schools, high schools, normal schools, and other educational institu- tions supported in whole or in part from public funds, may adopt and adapt the plan of giving 'credits' for creditable Bible study done out of school, equal in quantity and quality to studies giving the same credit in school and college." Dr. J. D. Darling, general secretary of the State Sunday School Association, wrote on January 17, 1916: "We have not done much, as yet, toward having credits given for Bible study, although there has been some movement made in that direction. . . . We have not made much progress. We hope for better things." The Educational Committee of the Federated Churches of Cleveland has under consideration the plan of giving credit for Bible study pursued outside of the public schools. At Lakewood, a residence suburb of Cleveland, the Bible is taught as history and literature in the high school, and the work accomplished is accepted by the Western Reserve University at Cleveland as one of the regular entrance credits of the university. The East Cleveland High School is offering a similar course. The course at Lakewood is elective, the juniors taking it in place of history and the seniors in place of English. Five recitations a week are held in a regular school period, as with any other subject. It is taught by a member of the high school faculty. The textbook used is Sanders' History of the Hebrews, At Findlay one half a high school credit, or four semester hours, is allowed for study pursued in a Sunday school teacher-training course conducted in an academy. One recitation a week for two years is devoted to the course. At Coshocton a movement is on foot to have the public schools give credit for work done in the church schools. 92 CREDIT FOR OUTSIDE BIBLE STUDY During the summer of 1915 Superintendent Charles E. Bryant offered to give the desired recognition for Bible study and suggested that the church schools might continue to follow whatever courses of study they were using. The local schools at Coshocton give credit for outside work done by the pupils along various lines like music, and it seems that the next logical step will be to grant credit for Bible study. Instead of working out an independent plan of study, it is proposed at Coshocton to select a standard of Bible study based upon the historical, literary, and geographical features of the International Graded Lessons, beginning with the fourth grade and extending through the high school, a total of nine years. The prospects are that the plan will be in operation at Coshocton within a short time. Superintend- ent Bryant wrote on February 3, 1916: "I have always viewed with favor the plan of giving credit for Bible work. I trust that we shall be able to work with a practical plan here in the near future." In the meantime the local religious leaders are endeavor- ing to standardize their Sunday school work so that it will be acceptable to the public school authorities, when definite action is taken. Conspicuous among those actively inter- ested is Mr. F. C. W. Trott, head of a department of the First Presbyterian Bible School. Mr. Trott wrote on February 16, 1916, as follows: "I had spoken to Mr. Bryant last year, asking him what he thought of having credit given for work done in the Bible schools, and I was greatly pleased when he submitted early last summer a plan that was very liberal. In this plan he offered to give the desired recognition to the Bible school work and suggested that the Bible schools could continue to use whatever lessons they were using. . . . Being anx- ious that, from the beginning, the standard of work should ADAPTATIONS IN CENTRAL STATES 93 be reasonably high, I suggested that ' to begin with' a curric- ulum be adopted based upon suitable features of the Inter- national Graded Lessons. 'To begin with* means that if in the future any churches or organizations wanted to use any other lesson course, they could do so provided it came up to the adopted standard in quality and quantity. It also means that if the public school authorities should find the selections as made from the Graded Lessons weak in certain places, they might add other material later on. The advantage in using the Graded Lessons would be in the fact that splendid lesson helps were already at hand and it would be easier to do good work from the very beginning. I prepared a tentative curriculum for the sixth grade and first year high school, based upon the third Junior and second Intermediate years of the International Graded Lessons. It looked as if we were going to get well started last October when sickness in Mr. Bryant's family interfered. Not to let the matter drop entirely, I determined to develop the plan as much as possible in our own church school at least, even to the adoption of the report cards that might even- tually be used by all our schools when the plan would be definitely adopted." The form of report card to which Mr. Trott refers as being used in anticipation of closer cooperation between the two educational systems of the city is unique and is reproduced on the following page. On this card the different items on which a grade is given in the Bible school are divided into two sections. The first section contains items which would especially concern the public schools in the event of their offering credit for Bible study; namely, records of attendance, punctuality, notebook work, memory work, and written tests. The other section indicates records of church attendance, Bible brought, offering made, and deportment. 94 CREDIT FOR OUTSIDE BIBLE STUDY t^i* EPORT CARD School op esbyterian church :>cton, Ohio | 1 o Parents: Kindly exami lis report carefully, sign sace below, and have ca romptly returned. 90 per cent to 100 per cei cent. F or Fair = 60 per ce than 60 per cent. W. H. the subject so marked wo vas done by the pupil. Ph H « ^ |J P^ CO o g 5 n-p m fl eport E or Excellent = = 75 per cent to 89 per cent. P or Poor = less >r and indicates that in f the regular standard \ d 1 PUP The I ^uaui -^iodaQ auijajjo ajqig T3 ^ S o .2 2 b § m- 3ui3uug a 1.2* -fl S Oo N .S« aouBpuawy O-S^.2 qoonqo | hH s^sax s na«Ujii 1 3 3fJO^ Ajoraaj^ & a s[ioj^ g 4 3[ooqa^o^i o A"pjBj, sAspung ^uasqv sABpung < K B >* 14 5 a 55 p ■ 3 K o o » u u J & ►, & 3 g ■ § w m 0> s O OS 1 «- § C 4 a 1 Ph — 1 § w ADAPTATIONS IN CENTRAL STATES 95 An oblong space has been provided at the foot of the first section in which to insert something like this, as Mr. Trott suggests : "Quarterly credits in this section are based upon the standards of Bible School work for this grade approved by the Superintendent of Public Schools." Under this scheme one of these cards for every pupil who is endeavoring to earn the special credits would become a part of the public school's records. At present Mr. Trott is using this form printed on a blue card and on a white card. The blue one is preserved for a permanent record in the Bible school, and the other is given to the pupil to be returned after being examined and signed by the parent. Attend- ance at any other school is recognized by the school using the system, if attested on cards furnished for that purpose. ILLINOIS The plan of giving credit for Bible study work done out- side of the high school has been considered in Illinois and seems to have been introduced in a small way. The high school at the city of Paris, in this state, has offered to allow students enrolled in the high school one credit each year for Bible study done in the Sunday schools of churches of the city. It is thus possible for the student during the four years in high school to earn two out of the thirty-two credits required for graduation. The plan was proposed by Superintendent J. G. Moore of the public schools after several conferences with the Ministerial Association. It was approved by representatives of six Sunday schools. Two churches have availed themselves of this opportunity, the First Christian Church and the First Methodist Church. There are two classes, a class of young men and a class of young women, doing the work in the Christian Church. They are using the graded lessons published by the Christian 96 CREDIT FOR OUTSIDE BIBLE STUDY Board of Publication of St. Louis. Rev. H. H. Peters, pastor of that church, wrote on February 24, 1916, "The work has proved quite satisfactory so far as the First Chris- tian Church is concerned, and we hope and expect that the present arrangement will be continued." He adds that the classes are doing high-grade work. Sixty students earned credits for Bible study during the half school year after its inauguration in February, 1915. Fully three times that number worked for credit during 1915-1916. Each Sunday school is permitted to prescribe the kind of work which shall make up the courses taught in its own classes. The only requirement in regard to the subject matter of these courses is that they shall be thoroughly planned and of equivalent scholarship to other courses offered in a standard high school. The basis of giving the credit is the character of the teach- ing done. In order that a Bible study class shall be accred- ited, the teacher of the class must meet, at least in general equivalents, the requirements for a teacher in the high school. A minimum of forty-five lessons of at least forty minutes each is required. This means that the student must at- tend the class at least forty-five Sundays during the year. If any church so elects, it may do the work in some other way. The student is required to study the work of the Bible class just as seriously as the regular studies of the high school. No examination is given by the public school authorities to determine the efficiency of the work done in the Bible study classes, and the credit is allowed upon the certification of the teacher of the class, countersigned by the superintendent of the Sunday school or the proper church official, provided the conditions are strictly complied with. ADAPTATIONS IN CENTRAL STATES 97 In his annual report Superintendent Moore indicated that it was planned to hold meetings of the teachers in charge of these classes to discuss organization, methods, and courses of study. He planned to urge each church to consider the recommendations of the Chicago Conference of February 9, 1915. 1 Dr. R. P. Shepherd, educational secretary of the Illi- nois Sunday School Association, said in the official organ of that association, The Trumpet Call, April, 1915 : "The Paris Plan . . . has aroused much interest through- out the state. Thousands of deeply interested people are watching to see if the church people of Paris have not only wit enough to start a good thing going, but also grit enough to keep it growing. . . . Many are wondering how the churches will stand up under the strain of being put on their educational honor, both in the matter of a course of study and in choice of teachers. "Many churches are preparing to ask their local high school boards and superintendents to make provision for accrediting the work of their pupils. These churches, school boards, superintendents, principals, and teachers, as well as a yet larger number of parents and lovers of young folks, have both eyes on Paris churches and Sunday school teachers. Every one is hoping that Paris boys and girls of high school age, their teachers and pastors, will make so conspicuous a success of the plan that not one high school district in the state will be reluctant to throw down the gauntlet to the churches." Superintendent R. G. Jones of the public schools at Rock- ford, Illinois, where, as we have noted in Chapter II, credit is now being given for outside instrumental music, wrote on May 11, 1916, that he had no doubt that credit for Bible study outside of school hours would be given after a while. 1 See Chapter XIV, page 182. 98 CREDIT FOR OUTSIDE BIBLE STUDY SOUTH DAKOTA A committee of five, representing the South Dakota Edu- cational Association, with a like committee representing the State Sunday School Association, has for two years been considering the subject. A decision on the matter from the Educational Association is still pending. Dr. Squires of North Dakota discussed the matter before the South Dakota Sunday School Association in May, 1916. Mr. George W. Miller, general secretary of the State Sunday School Association, wrote on February 15, 1916: "I feel sure that the North Dakota plan or something similar can be successfully worked out under competent leadership and is perhaps the only real solution of the Bible and the Public Schools." WISCONSIN One or two towns in Wisconsin are quietly fostering an interest in the plan. Superintendent G. W. Banting, of the public schools of the city of Stoughton, has made an arrangement with the pastors of the various churches whereby any pupil receiving systematic instruction in Bible study will be given one unit of credit. In this state it will be necessary to get the approval of the State Board of Edu- cation, as all schools receiving state aid are required to sub- mit their curricula to that body. Those interested in agitating the subject, among whom are Rev. Francis H. Brigham, pastor of Cargill Memorial Methodist Episcopal Church of Janesville, and May T. Bumby, supervisor of English in the Racine public schools, are endeavoring to interest the educational circles. No steps have yet been taken toward making up an outline of study. So far little objection has appeared in public or private. CHAPTER SEVEN Adaptations in Central States — Western Division missouri IN the state of Missouri several of the larger centers of popu- lation have adopted the plan of high school credit for Bible study. The matter of a state- wide plan is under consideration and is likely to come before the State Teachers' Association in the near future. The late State Superintendent of Public Schools, Howard A. Gass, supported the movement. He wrote on March 22, 1916 : " I heartily approve of the plan that is being used for giving credit in the public schools for Bible work done under the provisions arranged for in this state." The College Department of the State Sunday School Association, known as the Missouri Conference upon Reli- gious Education, of which Dr. W. W. Charters, dean of the education department of the State University, was the first president, has been discussing the subject for two years. It has a committee appointed to confer with a like committee from the State Teachers' Association. This committee is composed of the president of one of the state normal schools, the president of a denominational college, and the assistant superintendent of the St. Louis Board of Education. Mr. Herman Bowmer, general secretary of the State Sun- day School Association, wrote on December 29, 1915 : "There is no doubt that credit will be given at Missouri ultimately. Personally I am hoping the movement may not be definitely launched for two or three years, by which time the educa- tional standards of our Sunday schools shall have been raised sufficiently to enable a considerable number of them to meet the requirements, which I hope will be reasonably high. In the meantime we are creating sentiment quietly." 99 100 CREDIT FOR OUTSIDE BIBLE STUDY Professor J. D. Elliff, of the State University faculty and high school visitor for the state, who is urging the granting of credits at the university for extramural Bible study, has also actively advocated a plan which is claimed to be an improvement on the North Dakota and Colorado plans. In the fall of 1914 he read a paper on "High School Credits for Bible Study" at a meeting of the Missouri Conference upon Religious Education, of which he was then chairman. As a result, the committee referred to above was appointed, and a report is soon to be expected. The tentative plan which Professor Elliff has prepared and which he says he has excellent reasons to believe will be ap- proved by all parties interested, is, in the main, as follows : The plan must have the full official indorsement of the local school and church authorities concerned. The course must be taught in Sunday school or church and on Sundays or Saturdays or outside of school hours. The teachers shall con- form to the regulation standards of the North Central Associa- tion of Colleges and Secondary Schools, which provide that the minimum scholastic attainment of high school teachers shall be equivalent to graduation from a college belonging to the association, including special training in the subject they teach. Pupils taking the courses must be eligible to membership in an accredited high school and should expect to conform to all high school requirements concerning attendance, deportment, and character of work done. The class must be provided with a separate room, with freedom from interrup- tion for at least forty-five minutes, be provided with desks or table room for each pupil to work at conveniently, have a blackboard, maps of the ancient world, Palestine, the Roman Empire at the time of Christ, a Bible dictionary, and such other reference works as are thought necessary by the school and church authorities. A studious attitude must be maintained throughout the study period. ADAPTATIONS IN CENTBAJ; STA^- : ,?01 ; The plan provides that there shall be a four-years elec- tive course of Bible study for high school students which shall be adapted to the unfolding life of the pupils. It is to be correlated with the curriculum of the high schools. The courses of study are to be given by the respective churches, Hebrew, Catholic, and Protestant alike, at the Sunday school hour, if possible, under the instruction of qualified teachers. In the Missouri School Journal for February, 1916, 1 Professor Elliff says: "I have talked with many superin- tendents and high school principals who are very much interested in the matter and who are ready to make a be- ginning. All that is needed is the formulation of some defi- nite plan and the acceptance of the plan by the university and the State Department of Education." Professor Elliff has been seeking to promote the organ- ization of classes in connection with certain selected high schools of the state. He wrote on January 17, 1916 : "I am very much interested in the question of Bible study for high school credit, and have been doing what I could to promote what seems to me to be a practical plan of procedure." At Webb City, which has a school enumeration of 3350, the local board of education, in the latter part of 1915, approved a regular course of Bible study, covering the four years of the high school. The work is conducted outside of the high school under joint supervision of church and school, by teachers approved by the board of education. The sub- ject "Bible Study" appears in the printed high school course of study in each year of the English course. It is scheduled to be taken on Sunday from 9.30 to 10.45. Superintendent C. A. Greene of the city schools wrote that one unit credit is allowed for four years of work, which is the equivalent of the study of one subject for one whole year in the high school. 1 Page 78. 102 j C&EMT F,OR OUTSIDE BIBLE STUDY The course consists of the following : First Year. First Semester. The Gospel of Mark. (Burton.) Second Semester. Studies in the First Book of Samuel. (Willett.) Second Year. The Life of Christ. (Burgess.) Third Year. The Hebrew Prophets. (Chamberlain.) Fourth Year. Christianity in the Apostolic Age. (Gilbert.) The names in parentheses are authors of textbooks in the Constructive Series, published by the University of Chicago Press. It is stated in connection with the outline that the two lighter courses of the first year will serve well as an intro- duction to a definite progression through the Bible in the three successive years. They would accustom the pupils to doing as careful and thoroughgoing study of the Bible as of their other subjects. In the three later years the pupils would make a comprehensive sweep of the Biblical material, including the three great divisions, Old Testament, Life of Christ, and Life of Paul. Professor G. Byron Smith, principal of the Iberia Academy at Iberia, has had a plan under operation since October, 1913. Credit is there given for work done upon an approved course of study under an approved teacher. He reported in Novem- ber, 1915, that he had three classes in each of the two Sunday schools and one class in a third school. Only one church in the place had not joined in the movement. The academy approves the courses and the teachers, and supervises the conditions under which the instruction is given. The decision as to what the courses shall be comes entirely from the individual church. The Congregational and Methodist Episcopal churches are using the series pub- ADAPTATIONS IN CENTRAL STATES 103 lished by the University of Chicago and Charles Scribner's Sons. The Christian Church uses a series which its own people get out. Examinations are given at the end of the semester to those taking the work, and the examination and questions are approved by the academy teachers. KANSAS Credit for outside Bible study is given in several places in the state of Kansas, and committees from the State Teachers' Association and from the State Sunday School Association are studying the subject. It is probable that a definite plan for the state will soon be promulgated. Interest in this matter is quite general throughout the state. State Superintendent of Public Instruction W. D. Ross wrote on March 23, 1916 : "I am in favor of credit for this work when it is done as thoroughly and efficiently as the public school work ; that is to say, that the teachers must be as well qualified for this work as public school teachers, and the pupils must take this work as thoroughly as the other." H. B. Wilson, superintendent of public schools, has made a good beginning at Topeka. Eight different teachers in that city are conducting courses in Bible study for high school students leading to credit toward graduation. Some- what more than a hundred students are enrolled with these teachers. By resolution of the local board of education, high school students may receive credits not to exceed a total of three credits toward graduation for work done out- side of the high school. Not more than two of these credits may be in any one subject. The order allowing credit for work done outside of the school was passed at a regular meeting of the Topeka board of education on September 7, 1914, in the following form : " That credit be allowed for work done outside of school as credit toward graduation from the high school to the amount of 104 CREDIT FOR OUTSIDE BIBLE STUDY three credits, provided that not more than two credits shall be granted in any one subject, the details as to standards to be re- quired and methods of granting credit to be left to the princi- pal of the high school and the superintendent of schools." In accordance with the authority conferred by this reso- lution it was announced that credit would be given for work done outside of school in Bible study and music. The work offered in Bible study must have been taken either in a course offered by the Topeka Training School for Sunday School Workers or with an approved teacher working in some Sunday school, or in the Young Women's Christian Association or the Young Men's Christian Association. Other alternative equivalent courses, if such are proposed, will be considered. The Executive Committee of the Topeka Training School for Sunday School Workers is to pass upon the qualifications of teachers who may be assigned to teach Bible study courses which are intended to qualify high school students to offer the same for credit. The teachers of these Bible study classes shall conform approximately to the recognized standard for high school teachers. A list of approved teachers is posted on the high school office bulletin board. The examination is conducted by a competent disinterested student of the Bible. Any high school student wishing to offer Bible study work for credit toward graduation is required to file a certificate, signed by the teacher with whom he has done the work, indicating the number and length of the lessons taken, the amount of time required in the preparation of each lesson, and such other information as may be asked for. This statement must also show the scope of the work covered. The certificate must be countersigned by the superintend- ent of the Sunday school in which the instruction is given and also by the pastor of the church. Superintendent W. S. Heusner of Salina has taken similar steps, by consent of his local board of education and with ADAPTATIONS IN CENTRAL STATES 105 the cooperation of the ministers' organization of the city. On November 1, 1915, the board passed an order identical in phraseology with the one previously passed by the Topeka board of education. In accordance with the authority conferred by this order, an announcement was made in refer- ence to credit for work done outside of school in Bible study and music. The work offered for credit must have been taken in some Bible course offered by the pastor of any of the churches in Salina or in the Young Men's Christian Association of the city with an approved teacher. The courses offered must have been approved both as to content and extent by the superintendent of public schools and the principal of the high school. A committee consisting of the superintendent of public schools, the principal of the high school, a member appointed by the board of education, and two members appointed by the Ministerial Union of Salina, is authorized to pass upon the qualifications of teachers who may be assigned to teach Bible study courses which are intended to qualify high school students to offer the same for credit. The teachers of these classes must conform approximately to the recognized standard for high school teachers. A student enrolled in these classes is required to conform to the high school standards concerning attendance, deport- ment, general attitude, and character of work done and to present a certificate signed by his teacher and counter- signed by his pastor indicating the time devoted to prepa- ration of lessons and to class recitations. The examinations are conducted by a disinterested stu- dent of the Bible named by the superintendent of schools. One and one half credit toward graduation may be earned. For the year 1915-1916 any one of three courses might be offered : 106 CREDIT FOR OUTSIDE BIBLE STUDY 1. The study of How We Got Our Bible, by J. P. Smyth. 2. The course given in the Colorado Plan. 3. The course given in the North Dakota Plan. As early as 1914, credit for Bible study was given by the high school at Olathe, Kansas. Sunday school work meet- ing the requirements through the four years of the high school course receives the credit of any elective for one year, or, in other words, constitutes one of the sixteen units necessary for graduation. Students seeking the credit must be regularly enrolled students of the high school. For each pupil seeking credit certificates of attendance and study must be made by the Sunday school superintendent to the city superintendent of schools before the semester examinations. No one who has not at least a credit of ninety per cent on Sunday school attendance is permitted to take the examination. Attend- ance at Sunday school counts ten points, preparation and recitation of lessons counts ten points, and attendance at preaching service counts ten points. The record of these three counts is kept by the Sunday schools. The examina- tion given by the high school authorities at the close of each high school semester counts seventy points, making a total of one hundred points. The attendance, study, and recitation record, together with the semester examination, must make at least seventy- five per cent, which is entered upon the records of the high school each year as a credit equal to one fourth year's work in any elective in the high school course. It is provided that the examination shall be nonsectarian. The questions are prepared by a committee representative of both the various Sunday schools giving the credit work and the high school authorities, and are based upon the International Sunday School Lessons. At least two Sunday schools must have representatives present at the time of making out ADAPTATIONS IN CENTRAL STATES 107 the questions. The examinations are held at the close of each half year and are given by the high school authorities. In the city of Newton, one credit out of the sixteen required for graduation may be granted for systematic and definite study of the Bible conducted outside of the public schools, one fourth for each year. The applicant for such credit must submit a certificate of at least ninety per cent of attendance, must take an examination given or authorized by the public school, and must submit such other evidence as the school may require. The Abilene board of education has not yet finally passed upon the matter of extending credit for Bible study, but the superintendent of the city schools, W. A. Stacey, is said to be favorable to the plan. J. H. Engle, general secretary of the Kansas Sunday School Association, who is nevertheless teaching such a class in his own Sunday school, wrote on December 28, 1915, that he had no doubt that a favorable vote by the board would be unanimously given before the year's work was concluded. He said the following require- ments had been definitely stipulated: 1. A full period for recitation, — sixty minutes. 2. A separate room. 3. A teacher of college grade having had special prepara- tion in Bible study. 4. A high per cent of attendance and approved note- book work. 5. An oral quiz or a written test equivalent to examinations given in high school. Superintendent Charles A. Wagner of the public schools of Junction City, where, as previously noted, the school author- ities have arrived at the conclusion that a serious and thorough study of singing or the playing of any musical instrument is as truly a part of education as any regular school subject, 108 CREDIT FOR OUTSIDE BIBLE STUDY wrote on February 29, 1916 : "I am ready to give credit for Bible study when we can be assured that teachers of high school grade — college graduates — are the only ones allowed to give instruction. I am not clear in my own mind on one point, — the giving of extra credit to a pupil who is just passing in his work or a pupil who is failing to carry his regular work. For the credit to the strong student I am in hearty accord." At Hiawatha the Bible is taught in the high school as the equivalent of a former course in English. For a statement relative to the activity for a state-wide plan for Kansas see the next chapter. IOWA In Iowa the plan of giving high school credit for outside Bible study was adopted in the independent school district of Des Moines in 1915. In each of the three high schools there is one class for girls and one class for boys. The teaching is done by regular high school teachers as- signed for the purpose, who serve in this capacity without ad- ditional compensation. The classes recite after school hours in the school building for a period of fifty minutes. One fifth of a unit of credit is offered for work done in these courses. The same credit is given the pupils taking Bible study as is given for debating, literary work, glee club, orchestra, etc., when the same amount of time is devoted to the subject. The work is entirely elective. Students may elect Bible study for one hour each week. Z. C. Thornburg, the city superintendent of schools, wrote on January 19, 1916, that practically all the Protestant de- nominations are represented in the work and that no ob- jections had been raised by the Catholic church. At Corning, Bible study has been put into the high school curriculum as an elective by the board of education at the in- stigation of Superintendent of Schools Paul C. Skorupinski. ADAPTATIONS IN CENTRAL STATES 109 Instruction may be given by the pastors in the Sunday schools or wherever they may see fit. During 1915-1916 three classes were conducted by three pastors, all of whom were college graduates. One class was connected with a Sunday school and the other two were conducted as evening classes. The instructors are required to measure up to the educational standards of preparation required of high school teachers. Forty-four of the total enrollment of two hundred and twelve in the high school were registered in the Bible study classes for credit. It is planned to offer the course as a regular elective to be taught by one of the teachers in the English department of the high school. For this work a student may receive credit toward grad- uation, one credit for sixty hours of recitation and two credits for one hundred and twenty hours. Not more than two such credits may be so applied toward graduation, and not more than two hours of such recitation per week is per- mitted. Credit is not applied until a satisfactory examina- tion has been passed. The instructors are required to make regular six-weeks reports of attendance and scholarship to the city superintendent of schools. The textbook to be used is Sanders' History of the Hebrews. Textbooks are loaned free of charge in accordance with the local free textbook plan. Superintendent Skorupinski wrote : "It is needless to say that I believe in the work, that the pastors and students believe in it, and that we are all thoroughly enthusiastic about it. Attendance at the evening classes is almost perfect." l Credit is also given for Bible study by the school author- ities in nine or ten other cities in Iowa. Indianola, under the supervision of Superintendent of Schools O. E. Smith, has done a certain amount of religious work. 1 Educational Administration and Supervision Magazine, September, 1916, page 473. 110 CREDIT FOR OUTSIDE BIBLE STUDY In July, 1915, the State Teachers' Association, of which Superintendent Smith is secretary, appointed a committee on "School Credits for Bible, Religious Instruction, and Moral Training." On the advice of the State Department of Education, this committee simply made a preliminary report to the Educational Council in November, 1915, and asked for an extension of time for further investigation. The committee, of which Dr. Arthur E. Bennett, dean of Highland Park College, was chairman, made a report to the Council on November 2, 1916. It recommended that accred- ited secondary schools grant credit for Bible study following a syllabus based upon outlines already offered in other states. A committee on Bible study is to be appointed by the presi- dent of the State Teachers' Association. It is to be composed of three well-known educators of the state who are recognized as proficient in Bible history or Bible literature, one of whom is a teacher in a Roman Catholic college, academy, or high school and an adherent of the Roman Catholic faith. Provision is to be made for not to exceed four half-unit courses in Bible history and literature. After such courses have been approved by the Board on Secondary School Rela- tions of the State Board of Education, they are to be offered to the secondary schools, Bible schools, and churches of the state. The Bible study may be pursued outside of the secondary school, or such school desiring to follow the syllabus in giving regular courses in Bible study may do so, granting credit in the usual way. The Sunday school, church, or other organization desiring to offer such courses for credit must meet the standards demanded of accredited schools by the State Board of Ed- ucation in regard to qualifications of teachers, library equip- ment for this subject, length of recitation periods, and definition of a unit. It is recommended that no credit be granted for work done in this way unless the conditions under ADAPTATIONS IN CENTRAL STATES 111 which such work is carried forward have been approved by an inspector of the State Board of Education. It is further recommended that credit not to exceed a total of two units and not to exceed one half unit for any one student in any one year be granted for work not done under conditions approved as above, provided the applicant for credit, a regular student in the secondary school in which credit is sought, gives evidence by examination of proficiency in the history and literature of the Bible. The committee on Bible study is to submit to the Inspector of Schools of the State Board of Education, not later than May first of each year, lists of examination questions covering the half-unit courses which may be in use in the state in that year. If any accredited secondary school desires to give its students opportunity to receive credit for work in Bible study not done under the approved conditions, it may apply to the Inspector of the State Board of Education for the proper list or lists of examination questions and may conduct examinations for credit in Bible study on the day set by the Inspector for the uniform college entrance examination of graduates of accredited schools, and under the conditions fixed for such examinations. The papers are to be read under the direction of the principal of the school in which credit is sought, and credit granted or withheld as the results of the examination may warrant. The expense of printing and circulating the syllabi, out- lines, and lists of examination questions as may be authorized by the Association is to be borne by the Association. The Association is also to bear the necessary expense for not more than two meetings annually of the committee. In its report the committee says, "If a teacher gives credit for doing chores at home, why not do so for * doing a good turn ' to some one ? If credit be given for worthy endeavor, then going to church and to Sabbath school, singing in the chorus, 112 CREDIT FOR OUTSIDE BIBLE STUDY participation in the Easter exercises, and the public reading on Thanksgiving Day should receive consideration. Everything which affects developing life wholesomely should be regarded. In such a system of credits the work of the church school is entitled to recognition in evaluating the merits of the child. Bible stories, narratives, psalms, orations, and essays wherever acquired are among the worthiest furnishings of the mind." l Concerning Bible instruction in the church schools the committee said that it "is being put upon a graded system, teachers are being selected and trained with reference to their personality, aptitudes, and knowledge, so that the parochial schools and Sunday schools are doing better work in religious instruction than ever before. The organized adult and senior Bible classes are pursuing systematic study with enthusiasm. In many churches classes convene in mid-week courses for a fuller and deeper study of selected portions." 2 The Iowa Religious Educational Association also has ap- pointed a committee on the subject. MICHIGAN The North Dakota plan has been adopted in several schools in Michigan, notably at Grand Rapids. The matter has been placed before the State Teachers' Association by the State Sunday School Association and has also been laid before the State Superintendent of Public Instruction. It is expected to be acted upon favorably by the State Teachers' Association. At Grand Rapids the Central High School has offered to give credit toward graduation for Bible study done outside of the school. Forty-nine students were given credit in 1915. During the school year 1915-1916, twenty-six boys and forty-six girls were working for such credit. This does not indicate the large number who were enrolled in classes doing the grade of work demanded for the credit. There 1 Report, page 5. 2 Ibid., page 5. ADAPTATIONS IN CENTRAL STATES 113 are eight classes in as many of the largest churches of the city, which are organized definitely for the purpose of carrying on study that will be acceptable for credit in the high school. As at Topeka and Salina, Kansas, a resolution was adopted by the local board of education at Grand Rapids offering credit for certain activities carried on outside of school. This included the study of music and other subjects, as well as Bible study in the church schools. The superintendent and principals of the high schools then let it be known that if the Sunday school superintendents or teachers would submit a course of study to the high school principal for approval, students might pursue these courses with the understanding that credit would be given at the end of twenty weeks, after a satisfactory examination had been passed. The examination paper is submitted to the high school principal for approval as to its pedagogical value. Superintendent Jesse B. Davis wrote on December 22, 1915 : "So far this plan has worked very satisfactorily, and credit has been granted to a large number of high school students. No general action was taken by organizations of teachers or Sunday school workers, and we have had no opposition." NEBRASKA The question has been agitated in the County Sunday School Associations in Nebraska, and local plans have been worked out. The school districts in this state are a law unto themselves regarding their course of study, aside from the obligation to meet the state regulations for the accredited high schools. The plan was adopted at Falls City in 1914 and at Pawnee City and Tecumseh in September, 1915. At Pawnee City credit is given for the regular Interna- tional Sunday School Lessons, with supplementary lessons from the Bible. The Bible is the only textbook required, and the course is purely elective. The time needed to com- 114 CREDIT FOR OUTSIDE BIBLE STUDY plete the course is four years. The recitations are required to be thirty minutes long, with twice that time devoted to preparation, the same as with any other high school subject. Two credits may be earned during the whole high school course for Bible study, one half credit a year. Any high school student or any student who has completed the eighth grade and intends to enter the high school may enroll with the superintendent of the Sunday school where the work is to be taken, at the beginning of any quarter ; that is, on the first Sunday of July, October, January, or April. All such enrollments are reported to the city superintendent of schools at the time of entrance, and a report of subse- quent attendance is made at the end of each quarter. The student, in order to receive credit, must pass an exami- nation given by the superintendent of schools, who furnishes each school undertaking the work a brief outline of the work to be covered during the ensuing quarter. A very brief syllabus to guide the students is provided, which is as follows : 1. Text. The Bible, together with such helps as the Sabbath school may furnish. 2. Geography. Bible lands in general. Unmistakable facts about the topography of Palestine. 3. Old Testament History. The chief narratives. Fifty famous stories, and a brief outline of Hebrew history. 4. New Testament history. Leading facts concerning the life of Christ, and the history of the early church as found in the Acts of the Apostles. 5. Literature. Selections from the Old and New Testaments. 6. General. Names of the books of the Old and New Testaments, with memory passages from each. The Tecumseh high school offers to give one credit for the satisfactory completion of a Bible study course given under the direction of any church or Sunday school which shall meet the following conditions : ADAPTATIONS IN CENTRAL STATES 115 1. The course shall consist of ninety lessons and shall be based on the North Dakota official syllabus of Bible study for high school students. 2. The class periods shall not be less than forty minutes. 3. A record of attendance shall be kept, and pupils apply- ing for credit shall have attended not less than seventy-two periods. 4. Proficiency of the pupil applying for credit shall be determined by a final examination which shall be the examination given by the North Dakota Board of Examiners, and a grade of not less than seventy- five per cent shall be attained, to receive credit. 5. Teachers to conduct these classes shall be approved by the ministers of the respective churches under whose auspices they are organized, and by the city superin- tendent of schools. 6. Where these classes are conducted in conjunction with a Sunday school they shall, if possible, be given sepa- rate classrooms for their work, that it may be as effective as possible. V. L. Strickland, superintendent of the Tecumseh public schools, wrote on January 26, 1916 : "The plan seems to be working fairly well. Three different churches have organ- ized classes. While the Catholics have not yet organized a class, the scheme has the priests' hearty approval. There seems to be little possibility of legal complications and we have had none. Falls City and Pawnee City of this state are working the same idea out in a little different way." At Falls City, pupils in the high school may take up Bible study for credit privately or under the supervision of any one of the teachers of the city without regard to creed. In 1914 thirty pupils were enrolled in the course, for which one full credit is allowed each semester. Schoolmen in a number of other places in the state are becom- 116 CREDIT FOR OUTSIDE BIBLE STUDY ing interested in the matter. Superintendent Strickland wrote that he had inquiries about the plan from a number of schools. State Superintendent A. O. Thomas wrote on March 23, 1916: "In some of the high schools in our state, credit for Bible study in Sunday school and church is given if the teachers are approved by the superintendent of the city schools, and if certain lessons are followed and certain study is given to the lesson ; the Sunday school or church certifying the course to the public schools, and the same becoming a part of the public records. ... I believe that the plan is good and the same may be worked out without religious prejudice, and to the benefit of all young people." MINNESOTA The matter was taken up on April 17, 1914, at a conven- tion of the Minnesota State Sunday School Association. It was proposed that a commission from that association co- operate with a similar commission from the State Educational Association in a consideration of the whole question of the cooperation of church, home, and public school, with a view to evolving an educational program that would provide for the development of the whole personality. Professor Luther A. Weigle, then dean of Carleton College at Northfield, but now Horace Bushnell Professor of Christian Nurture at the Yale School of Religion, was appointed chairman of the commis- sion appointed by the Sunday School Association. The sub- ject was presented to the Conference of the Educational Association during the absence both of Dean Weigle, who was absent on sabbatical furlough, and of General Secretary A. M. Locker of the Sunday School Association. The Edu- cational Association was at that time in control of members either unfamiliar with the idea or unsympathetic to it, and it was not voted upon. Those interested are waiting for a better opportunity to present the matter again in a different form. CHAPTER EIGHT A Kansas Proposal WE saw in the previous chapter that several represent- ative communities in the state of Kansas are giving public school credit for outside Bible study. Commissions from educational and religious associations are also endeav- oring to work out a uniform course for the high schools of the state that desire to offer credit for Bible study. At the session of the Kansas State Teachers' Association in the fall of 1914, the following resolution was passed: "We wish to commend the giving of high school credit for the study of the Bible outside of the school under competent teachers; and to promote and standardize such work, we recommend the appointment of a committee of five from this association." The committee appointed pursuant to this resolution was composed of Professor Raymond A. Schwegler of the School of Education in the University of Kansas at Lawrence, as chairman, Superintendent H. B. Wilson of the Topeka schools, Superintendent W. S. Heusner of Salina, and other leading educators of the state. This committee collaborated with another committee representing the State Sunday School Association, whose chairman is Rev. E. E. Stauffer of Lawrence, appointed in May, 1915. The attempt is being made to arrive at a common under- standing as to courses, credits, and academic requirements on a basis satisfactory to the State University and the other colleges, so that the credits earned for Bible study during the high school course will be acceptable for entrance in all the higher institutions of learning in the state. Professor Schwegler, as chairman of the committee from the State Teachers' Association, undertook the work of 117 118 CREDIT FOR OUTSIDE BIBLE STUDY formulating a plan. He began the preparation of an outline course of one hundred and sixty topics or lessons covering the history of Bible literature, Bible geography, and the political and ethnological background of the Bible, with representative selections from as many of the books as possible. Professor Vandervelt of Emporia College later took over the task and expected to have the course completed in 1916. It is proposed to recommend this course, or one like it, to the high schools of the state for acceptance as the equiva- lent of one sixteenth of a full high school course. The de- tails of the administration of the course will remain to be worked out. It is expected that the committee will report soon and that the plan will be put into effect at once. Dr. John W. Good of the State Agricultural College at Manhattan, as secretary of the committee on education from the State Sunday School Association, made a thorough study of the various plans being tried or considered in the different states, and organized into a detailed outline points for consideration to serve as a suggestion to the committee in formulating a workable plan for the state. Dr. Good's report, dated September 28, 1914, was submitted to the committee from the State Teachers' Association. Dr. Good's plan provided that the high schools, normal training schools, colleges, and universities supported by the public school money of the state should recognize for credit, as electives toward graduation from their respective courses, certain completed courses of Bible study pursued in the Sunday schools of the state. The basis of this closer cooperation would be a series of Bible courses of study to be adopted as elective studies in the local high schools, covering the Sunday school work of the student during his four years in the high school. These courses would be given in the Hebrew, Catholic, and Protestant churches as an integral part of their respective Sunday school A KANSAS PROPOSAL 119 work, at the regular hour for such work wherever possible, and under the instruction of teachers who had fully met all the qualifications stipulated. Upon the completion of any one of the courses of Bible study, under the conditions specified in the plan of cooperation, the student would receive credit thereon as an elective toward graduation from high school. CENTRAL SUPERVISION PROPOSED Dr. Good proposed that the central supervision of the matter of high school credit for outside Bible study be vested in a committee of nine members, three representing the State Board of Education, appointed by the State Superintendent of Public Instruction, three members repre- senting the State Teachers' Association, appointed by that body, and three members representing the State Sunday School Association, appointed by the Executive Committee of that association. This Central Committee, as proposed by Dr. Good, would hold an annual meeting at the same time and place as the State Teachers' Association. It would approve a suit- able syllabus for Bible study in the Sunday schools and other church schools of the state as a basis for high school credit. To all high school pupils who have completed the course of Bible study, it would prepare and submit, upon application, examinations for high school credit in that work. It would also provide for the grading of all exami- nation papers upon the syllabus submitted for such credit, and for the transmission of all grades to the proper high school officials, who would report the same to the individual pupils. The committee would also issue "Certificates of Qualification," good for three years, to all teachers who wished to give instruction in high school credit Bible courses, upon satisfactory evidence of their fitness for giving such instruction. 120 CREDIT FOR OUTSIDE BIBLE STUDY The local high school board would approve and certify, from the standpoint of academic qualifications alone, upon reasonable assurance of fitness for such work, those who should give instruction for high school credit in the courses outlined in the syllabus for Bible study. The election of any teacher to a position in the high school would qualify such teacher academically for teaching the Bible credit work and would entitle the teacher to a certificate to that effect from the high school board. For others than high school teachers in actual service, a recommendation from the high school board would be required as to general academic fitness. For all teachers of these courses, a "Cer- tificate of Appro val" from the local church authorities where the class is to be conducted would be required, to be countersigned by the superintendent of schools or the prin- cipal of the high school. The approved courses of Bible study would become a part of the elective courses of the high school. The high school board would approve, upon motion of the local Sunday schools, or any other properly constituted local church authority, the syllabus prescribed by the Central Committee, as an elective study, and recognize for credit toward graduation from the high school, under the rules governing elective studies, all the Bible courses that had been satisfactorily completed under the provisions of the Bible credit plan. The high school board would be called upon to extend the application of the regular rules and regulations of the high school, so as to make them include and cover the conduct of classwork in Bible credit courses, as far as such appli- cation affects the standardization of high school instruction involved in giving such courses. No special legislation of a nature to handicap the work of any local Sunday school or to interfere with the religious training peculiar to any A KANSAS PROPOSAL 121 sectarian organization would be allowed to be imposed by the high school board. As far as these Bible credit courses are to be regarded as high school elective studies, they would come under the authoritative supervision of the high school officials. Such supervision would involve only the voluntary Sunday serv- ices of the supervisor. Such supervision would be limited to that alone which would be, in the best judgment of the supervisor, constructive toward the academic standards and the religious training desired. It would become the particular duty of the high school superintendent or principal to receive and transmit, properly countersigned, all teachers' Certificates of Qualification for teaching the high school Bible credit courses. This official would confer with the educational leaders of the Sunday schools and churches as to the conditions under which the Bible credit courses might be pursued toward high school credit, and would cooperate impartially with the Sunday schools and churches in the matter of opening Bible credit classes, in so far as such cooperation involved the interests of the high school and its pupils. However, the respon- sibility of having or not having Bible credit classes would rest entirely upon the Sunday schools and churches. This latter provision would not, however, be understood as in the least impairing the privileges of any superintendent of the local high school respecting a just and voluntary in- sistence upon Sunday schools and churches availing them- selves fully of the opportunity offered in these provisions for Bible study classes, or as denying to him the privileges of rendering liberal voluntary assistance in the opening of such classes and of undertaking such aggressive community plans in the field of religious education as might look toward the more efficient work in such Bible credit classes. It would be the duty of the superintendent or high school 122 CREDIT FOR OUTSIDE BIBLE STUDY principal to see that all rules and regulations of the school relative to elective studies, assignments, reports, conduct of classes, examinations, and of these provisions for high school Bible credit generally, were faithfully complied with by the students and teachers, as far as such supervision is necessary to the interests of the high school. This duty is not to be understood to impose necessary personal visitation, though it is suggested that no better voluntary service could be rendered by the superintendent or principal of the high school to the community in which he labors. It would be incumbent upon the high school superin- tendent or principal to receive and transmit promptly all examination papers and all grades that came into his hands in connection with these Bible credit courses. The student, in each case, would be required to pay the postage upon such transmissions. Since these Bible credit courses would be given under the immediate direction of the Sunday schools and churches, the latter would be required to provide separate classrooms and other accommodations necessary for the successful working of each class pursuing the courses. It would be their duty to secure the services of suitable teachers for the credit classes, they to be careful to send to the high school superintendent a certificate of approval for each teacher so engaged, and to observe all other rules with regard to the qualifications of those who may be permitted to give such instruction. It would be the further duty of the Sunday schools and churches to provide, as rapidly as possible, the necessary works of reference, and other helps, that are essential to efficient work in the credit courses. It would be permissible, however, to make these provisions through the public library, or through special libraries, where there are such in the community. A KANSAS PROPOSAL 123 The Bible alone would be regarded as the textbook in all the courses of study, but there would be perfect liberty in the choice of any particular version of the Bible which any local church might desire to use. This liberty would be carefully respected both in giving examination questions and in grading examination papers. OUTLINE OF COURSES The Biblical materials for the several courses of study would be indicated in a syllabus of Bible study for high school credit, which would outline or prescribe courses in the following subjects : A-l. The Geography of the Old Testament. A-2. The Geography of the New Testament. B-l. The Great Narratives of the Old Testament. B-2. The Life and Teachings of Christ. C-l. The Great Men and Messages of the Old Testa- ment. C-2. The Great Men and Messages of the New Testa- ment. D-l. Outline Study of Hebrew History. D-2. The Biblical History of the Early Church. E-l. Great Chapters and Memory Passages from the Old Testament. E-2. Great Chapters and Memory Passages from the New Testament. F-l. The Prophecies in Detail. F-2. The Four Gospels in Comparison. G-l. The Law of the Old Testament. G-2. The Pauline Letters in Detail. H-l. The Forms and Manners of Hebrew Worship. H-2. The General Epistles. The completion of any two of these courses would be regarded as constituting the work of one high school year of 124 CREDIT FOR OUTSIDE BIBLE STUDY Bible study. The choice of courses would be left to the church or class, but it is suggested that something would be gained in unity of study if the courses were taken (a) in the pairs indicated by the letters (AA, etc.), or (6) by Testa- ments (A-l, B-l, etc., and A-2, B-2, etc.). The minimum time required for the completion of any one of these courses would be one recitation per week for eighteen weeks, the two courses requiring the full high school year of thirty-six weeks. The lesson assignment for each week would be such as would require two hours of study by the student in order to prepare for the recitation. The class work would be conducted under the direction of the local churches of the community in connection with their regular Sunday school work. Provision would be made for a full class period of equal length with that of the local high school, provided that in no case the Bible study period were less than forty minutes of actual class work. The proposed courses of study to be outlined in the syllabus of Bible study would be formally approved by the Central Committee and be adopted by the local high school board as elective courses before credit thereon would be allowed. When a chosen course of study had been completed, under the provisions of this credit plan, the class would be entitled to take the examination upon the course. The privilege of taking an examination for high school credit would be conditioned upon the student's having taken at the beginning of the course an assignment in the Bible course as an elective study in the high school. In addition to class work, tests, and examination, each student would be required to prepare a theme or discussion upon some topic connected with the course of study that he was pursuing, which should be submitted in good form to the Central Committee with his examination paper on the A KANSAS PROPOSAL 125 course. In each course students might also be required to keep a notebook as an integral part of the work of the course, which at the close of the course would be submitted to the teacher for review and grading. Students would always be urged, and at times would even be required, to make a liberal use of standard works of reference, such as standard his- tories, dictionaries, etc., where such use is important. Examinations would be given for credit only upon the student's having completed a chosen course of study as set forth in the syllabus, and all examinations would be further conditioned upon the student's having complied with all the requirements of the Bible credit plan. All examination questions would be provided by the Central Committee in printed form, with the time allowed for the work indicated, and in quantities sufficient to supply a separate copy to each participant in the examination. EXAMINATION ON SUBJECT MATTER OF BIBLE ONLY All examination questions would regard the Bible as the only textbook and would search for the student's knowledge of the subject matter of the Bible indicated in the syllabus for the course upon which the examination was given, and would cover the subject matter of the course in a fair and just way. In formulating the questions, great care would be exercised to avoid every appearance of sectarianism, as well as all matters that depend entirely upon disputed theories, and all questions involving the issues between "higher critics" and conservatives. Likewise in grading the answers to examination questions great care would be exercised to receive at full value any accepted system of chronology, any historical theory of interpretation, and any valid materials which the student might present from stand- ard works of reference bearing upon the materials of the course under consideration. 126 CREDIT FOR OUTSIDE BIBLE STUDY All examinations would be conducted by the instructor of the class, unless other arrangements satisfactory to the superintendent or principal of the high school were made, and would be required to conform to the rules of the local high school as far as such rules affected the conditions of high school credit. Examination papers would be written on theme paper of uniform size and would be expected to meet the standards of high school requirements in respect to form, neatness, and correctness of expression. The requirement that examinations should be given for credit only upon the student's having completed a course would not prevent the instructor of the class from giving written tests upon the work of the class as often as he deemed wise, or whenever he might be requested to do so by the superintendent or principal of the high school. To all such requests the instructor would be required to render to the local high school authorities a ready and cheerful response. All themes required in connection with any course of study would be subject to review and grading by the Central Committee and would be forwarded to the committee together with the examination paper on the course under which the theme was written. Each course of study outlined in the syllabus would be reckoned as the academic basis for one eighth of one unit of high school credit. Thus for the completion of two such courses of Bible study, or the work required for one high school year, the student would receive one fourth of one unit of credit, and for four such years of Bible study, under the provisions of this credit plan, the student would receive a total of one unit of credit, which should count toward the thirty-two units necessary for his graduation from the high schools of the state. In a discussion of the educational situation, Dr. Good says in his report : A KANSAS PROPOSAL 127 "The public schools of Kansas may not teach religion. The public school money, which is raised by common taxa- tion, may not be devoted to the teaching of religion. 'But what the state cannot do the churches can do, and what the state schools must not do, the church schools must do; namely, teach morals with living religious motives for the welfare of individuals and the stability of the state.' Ob- viously, again, the public educational system of the state may readily receive, as a free gift from the activities of reli- gious education, that vital religious foundation for moral training which the public schools may not provide for their own pupils. "In order, therefore, to promote public education and the general moral welfare of the state by emphasizing the aca- demic values of Bible study and the basis of moral training in the religious education of the youth of the state of Kansas, it shall be considered wise and proper to establish a plan of closer cooperation between the public educational work of the state and the educational work in the Sunday schools of the state." CHAPTER NINE Adaptations in Western States HIGH school credit for Bible study has been granted in many cities of the far western states, and the state departments of education in at least two western states have indorsed the movement, in one case having issued a syllabus and in the other having committed itself to such a course. WASHINGTON At a meeting of the State Board of Education of Wash- ington, late in 1915, the following motion was carried: "Since the Board looks with favor upon allowing credits for Bible study done outside of school, it is moved that a committee be appointed to consider a plan for allowing such credits, — one half credit to be given for Old Testa- ment, and one half credit for New Testament, on the basis of thirty to thirty-two credits for high school graduation, and that a syllabus of Bible study be issued under the auspices of the State Department of Education, with rules and regulations for the distribution of examination questions at least once each year." Local school boards in this state have the privilege of adopting their own curriculum, and prior to the above action on the part of the state educational officials, about one third of the two hundred and forty-seven accredited high schools of the state were already allowing credit for Bible study. As to the plan followed in these schools, Dr. N. D. Showalter, president of the State Normal School at Cheney, wrote on January 3, 1916: "The State Board requires thirty credits for work for high school graduation, but the general custom had been to require thirty-two credits of work until two 128 ADAPTATIONS IN WESTERN STATES 129 years ago. The additional two credits could be supplied by any means thought to be desirable by high school au- thorities. In a number of high schools the Bible study plan was inaugurated in connection with the regular work, — that is to say, the Bible schools were given a syllabus to follow and an examination was given at the close of the year's work under the direction of the high school principal. Those who had done creditable work were given credit in the high school accordingly. The work progressed so rapidly and was in such constant demand that the State Board of Edu- cation passed a ruling allowing full credit to be given to this work if carried forward according to the rules and regulations of the State Board, and this too applied on the thirty credits which are now made mandatory." Spokane was the pioneer city to take up this work in Washington. As early as 1904 a course in the literature of the English Bible was actually taught in a public school in that city. It was introduced at the suggestion of a boy in the eleventh grade, who asked why the Bible might not be studied in the school as well as other masterpieces of litera- ture. A half-year course was planned and announced as an elective for students of the eleventh and twelfth grades. Over twenty students, most of them boys, elected the course, which was taught during six semesters and was discontinued only because there was no one at hand to continue it. Professor Norman F. Coleman, who introduced the course, says with reference to this experiment : "The class was as varied in membership as any other in the school. It had members of Unitarian and Jewish as well as of devoutly orthodox training, while some of its members had very slight religious interest and one professed to be agnostic. Yet sectarian animosities never appeared in the class discussions. "This experiment in high school English is now far enough 130 CREDIT FOR OUTSIDE BIBLE STUDY away in time for me to see it clearly and in perspective. The course and the way in which it was taught were very imperfect, yet it seems to me to have been a decided success. I consider it now as I did then, and as I know my successor did, of unusual promise in comparison with other courses in literature for high schools. "An interested and sympathetic teacher, with ordinary preparation and tact, may, through such a course as this, open to boys and girls the book from which Cromwell gained strength, from which Lincoln learned wisdom." 1 A syllabus for Bible study has been adapted from the North Dakota syllabus under the direction of the Spokane board of education. No classes in this study are conducted in the high schools, and no time is given to it by high school teachers other than that needed to prepare and conduct the tests. Once a year, in May, tests are given in the high schools of the city under the auspices of the English department. One test is on the Old Testament, and another is on the New Testament. 2 The tests relate only to literary and historical aspects of the Bible. Any person may enter the tests, and those who get a pass- ing mark are given one half of one credit for the test in the Old Testament, and one half of one credit for the test in the New Testament, towards graduation from the high school. That is to say, one credit out of the thirty-two required for graduation in the high schools is given for successfully passing the test in Bible study. Jews, Catholics, and Protestants alike may take the course, and they all prepare for the test on equal terms without any of their church creeds being encroached upon or subverted. Any form of doctrine may be taught in the classes, but no doctrinal questions are used in the tests. 1 School Review, 21 : 246, April, 1913. 2 Appendix E, page 308. ADAPTATIONS IN WESTERN STATES 131 In May, 1915, one hundred and seventy-three students took an examination on the syllabus, and of these one hundred and twenty-nine were passed, sixty-three from the Lewis and Clark High School and sixty-six from the North Central High School. In May, 1916, two hundred and six- teen students took the examination, seventy-seven on the Old Testament and one hundred and thirty-nine on the New Testament. Of these one hundred and thirty-three were passed, ninety-two from the Lewis and Clark High School and forty-one from the North Central High School. Superintendent Bruce M. Watson of the Spokane public schools wrote on June 13, 1916 : "There appears to be great interest in the plan. Most of the Protestant Sunday schools have classes taking this work. I have heard nothing but words of commendation for it." A plan prepared by Dr. C. K. Staudt, secretary of the Women's College at Tacoma, is in successful operation at that city and in a few other places in Washington. The plan was initiated by the educational committee of the Ministerial Alliance, of which committee Dr. Staudt is chairman. After the ministers had approved the proposals of the committee, these were submitted to the Tacoma Board of School Direc- tors, who at once adopted them. On September 22, 1915, they adopted the following resolution : "High school credit for Bible study outside of high school shall be allowed pupils who follow the courses outlined by the committee of the Ministerial Alliance, the International Graded Lessons for pupils of high school age, or any course, approved by the Superintendent and Board of Directors, which is of equal educational merit and requires an equal amount of work, subject to the following regulations: "One fourth credit shall be allowed for a year's work consisting of thirty-eight recitations of thirty minutes each. Credit shall be granted to pupils who make a final grade of 132 CREDIT FOR OUTSIDE BIBLE STUDY at least seventy, obtained by averaging the grade given for class work with the grade made on an examination conducted in the high school by a high school examiner at the end of each semester. Pupils shall be admitted to the examination only on recommendation of class teachers, who shall, at the end of each semester, send to the high school principals the names and class grades of pupils recommended for examina- tion, accompanied by certificates stating that an accurate record of attendance, lesson preparation, recitation, and con- duct has been kept and that these are satisfactory." Pursuant to this action there was prepared an outline or syllabus of Bible study, covering both the Old and the New Testaments, dealing with teachings as well as events, and recognizing relations of events as well as mere facts. A four-years course of Bible study is selected, corresponding to the four years of high school work. The following are the courses : Old Testament History, Old Testament Litera- ture, The Life of Jesus, and The Apostolic Age. The sylla- bus indicates the required work and determines the scope of the examination in the high school. These courses are open to all students in the high school, but no student is compelled to take any of them. Oppor- tunity is given for enrollment at the beginning of each semes- ter. In the outline, or syllabus, religious interpretation is studiously avoided. It does not, however, hinder or em- barrass a teacher from teaching the Bible in his own way. Each denomination is allowed to teach the Bible according to its own canons of interpretation. There may be blended with each course as much religious instruction as is desired. No particular textbook or version of the Bible is recom- mended. The entire Bible is studied, not simply isolated sections thereof. The courses aim to give a general survey of the entire Bible. However, great personalities, great events, great productions of literature, and great outbursts ADAPTATIONS IN WESTERN STATES 133 of spirituality receive special attention. No state funds are used in the teaching of the Bible. Public school teachers are not asked to teach the Bible or to give religious instruction during school hours. The syllabus is simply intended to guide teacher and pupils as to the minimum requirements of each course. It is not intended that the outlines should in all cases take the place of helps that are more elaborate. Real conformity to educational standards is aimed at, and high school requirements are insisted upon in Bible study groups. The lesson material is not selected or pre- pared from either the traditional or the historical point of view, or from any other standpoint save that of religious education. Dr. Staudt wrote on January 14, 1916: "A number of inquiries have come to us with reference to our plan and courses. . . . There is a great interest shown in the study of these courses. In fact, many boys and girls are lined up in our Sunday schools that are coming to get these credits. . . . The newspapers loyally supported us and two of the leading papers print each week comments which I make on the lesson for the following Sunday." Among the towns of the state that have adopted the plan are Centralia, Everett, and Sunnyside. At the two latter places the Spokane outline is being used. Credits were first offered there in 1915. The lessons are conducted at Sunny- side by a very competent instructor, who is not, however, a public school teacher. OREGON In the state of Oregon two courses of Bible study are given, a two-years course and a four-years course, one with the indorsement of the State Board of Education and the other prepared by State Superintendent of Education J. A. 134 CREDIT FOR OUTSIDE BIBLE STUDY Churchill, with the assistance of Charles A. Phipps, general secretary of the State Sunday School Association. The syllabus for the short course was adapted from the outline prepared for the use of the high school students of North Dakota. It was indorsed by the State Teachers' Association and by Superintendent Churchill, who recom- mended that local school boards give high school credit toward graduation to students who pass the required ex- aminations. The syllabus was published in the September, 1915, issue of the Oregon Sunday School Optimist, the official organ of the State Sunday School Association. The "Suggested Course of Bible Study for Pupils outside of School," the outline of the four-years course, was pub- lished by the state in 1915, for the purpose of "assisting the departments of English and history in the high schools of the state." In an introductory statement, Superintendent Churchill says that "many teachers of English and history have asked this department to prepare a syllabus that will direct the study outside of school of pupils who wish to be- come familiar with the life stories of characters of the Bible, with the beauty of its style and the influence of its ideals." This is a most excellent outline of Bible study. It seems to be an amplification of the North Dakota Syllabus, and includes the Apocrypha. It will be found reprinted herein in full as Appendix C at pages 267-287. The work is entirely optional with the pupils and parents. Both courses are elective and have to be adopted by local school boards. The completion of the short course entitles the pupils to credit for one thirtieth of a high school course, and the completion of the long course to one fifteenth of a high school course. Secretary Phipps wrote on December 30, 1915, that many high schools have adopted one or the other of these courses and many pupils are at work. The credits are given on ADAPTATIONS IN WESTERN STATES 135 literature and history by the local board of education. The work is done in the Sunday schools, and the examinations are conducted by the state the same as in the case of all other high school studies. Dr. Carl G. Doney, president of Willamette University, Salem, Oregon, wrote January 28, 1916, that State Super- intendent Churchill had informed him that the four-years course was "meeting with much success, being pursued not only by pupils outside the schools, but by those within, some of whom are adults." Superintendent Churchill wrote on March 24, 1916, that the "Suggested Course," the four-years course, "has proved very popular, and a number of the high schools in this state have adopted the plan." He also said: "The governing boards of the high schools of this state have the right to give credit in the high school for work done in this course. The work is not carried on in the schools, but the superintendent of the school gives an examination. We have published this course as a guide for those schools that wish to accept work in Bible study." IDAHO At Lewiston, Idaho, the Ministerial Association took the initiative in this matter. In collaboration with Superin- tendent F. W. Simmonds of the public schools, they prepared early in 1915 an outline for Sunday school credits in the city schools. The matter was presented to the State Teachers' Association during the last week of December, 1915, by representatives of the State Sunday School Association. The Teachers' Association was asked to appoint a committee to meet a like committee from the other association. Mrs. Lucy M. Ormsby, general secretary of the State Sunday School Association, wrote on December 31, 1915, that the Sunday school people were hoping soon to put the plan in southern Idaho. She intended to interview the Catholic 136 CREDIT FOR OUTSIDE BIBLE STUDY bishop, the leaders among the Mormons, and the Jewish rabbi, to ascertain how they would stand in regard to the proposed plan. The Lewiston High School is organized on the basis of six years' work and is divided into two administrative units of three years each — a junior and a senior high school. The course of study for which credit is given in the junior high school is that recommended by the International Sunday School Association, for the senior department, in the Graded Lessons Series, with such additions as may be found neces- sary, or any other course of similar grade and value accept- able to the board of education. For credit in the senior high school, the students are required to pursue a course of higher grade, such as is recommended by the University of Chicago, or some course of equal grade, to be arranged in cooperation with the superintendent of schools. The superintendent of schools reserves the right to pass upon the qualifications of the teachers of these Bible study classes. The classes are taught in rooms separated from other classes in the same school, and the period for class work is required to be forty minutes. One credit of the fifteen required for graduation is to be given for the com- pletion of four years' work done in the Sunday school classes, and no credit is to be given for less than one year's work. Instead of giving an examination in the high school build- ing, it is proposed to give credit if the teachers of the Bible study classes in the respective Sunday schools state that the pupils were regular and punctual in attendance. Such equip- ment as shall be recommended by the school authorities is to be provided by the churches asking for credit, such as books, maps, charts, etc. Absences and tardiness are to be deducted on the same basis as in the public school. Superintendent Simmonds wrote on December 15, 1915, that the plan was moving off most satisfactorily. One of ADAPTATIONS IN WESTERN STATES 137 the teachers, he wrote, had been elected general manager and instructor of all the Sunday school teachers, and they meet once a month for general outlines and special direc- tions as to the work. Practically all the churches of Lewis- ton, except the Catholic Church, are participating in the work. CALIFORNIA The educational leaders of the state of California have been working for two years on the problem of correlating the public schools and the church schools on the basis of credit for Bible study. A number of high school principals in several sections of the state are giving credit for outside Bible study, and the preparation of the syllabus for this work is under way. In July, 1915, the following resolutions were introduced before the High School Teachers' Association of the state: "Resolved, That a committee of five be appointed by the president of the High School Teachers' Association to pre- pare or adopt a syllabus for the study of the Bible by high school students; and upon its approval by the Executive Committee of this Association, it shall become an official document of this body. "And be it Resolved, That said committee consult with the officials of the State Sunday School Association and call upon that body to publish said syllabus and to give the necessary publicity to this movement for detailed Bible study by high school students. "And be it further Resolved, That this Association recom- mend to Boards of high schools and Principals in California the propriety of granting at least one half credit to those students passing a satisfactory examination upon the matter of said syllabus of Bible study." While there was no serious objection to the adoption of the resolutions, it was considered best to delay their con- 138 CREDIT FOR OUTSIDE BIBLE STUDY sideration until 1916. In the meantime a committee from the association, the chairman of which is S. P. McCrea, principal of the Sequoia Union High School at Redwood, and one of the leading spirits of the movement in the asso- ciation, has been working with the Sunday school associa- tions of the state in the preparation of a syllabus. This com- mittee on July 12, 1916, indorsed the Bible study syllabus issued by the State Sunday School Association of Colorado, recommended that this work be undertaken wherever there is a local demand for its introduction in public school courses, and asked a ruling of the State Board of Education as to whether the individual public high school has authority to determine what subjects shall be given credit toward graduation and whether credit may be given for literary and historical study of the Bible when taken in Sunday schools and under other agencies outside the high school whether or not under teachers duly certified by the state. The committee was continued. Professor Merton E. Hill, principal of the Chaff ey Union High School at Ontario and Upland, who is also president of the California High School Teachers' Association, has assured the Sunday schools of his community that one quarter credit a year will be granted toward high school graduation for consistent Bible study in an organized group. There are reported to be five such organized groups taught by teachers of the grade of the high school teachers. The students of these classes are preparing notebooks and put- ting hard study on their Bible courses. The plan is not to make the International Lessons the basis for high school credit, but books like Rail's History of Christianity, the Young Men's Christian Association Studies, and the books issued by the University of Chicago. Professor McCrea wrote on March 27, 1916 : "I know of no plan so good as that of North Dakota." Other schoolmen of the state interested in the matter are H. O. Williams, ADAPTATIONS IN WESTERN STATES 139 Sacramento; W. J. Cooper, Berkeley; L. B. Avery, Oak- land ; Professor C. E. Hugh, Berkeley ; and Dr. B. S. Gowan, Bakersfield. Mr. C. R. Fisher, general secretary of the Northern Cali- fornia Sunday School Association, wrote on December 29, 1915, that it began to look "as though something were going to come of it," and Dr. H. A. Dowling, general secretary of the Southern California Sunday School Association, wrote on the same date: "We have had under consideration by our educational committee, a number of times, the matter of Bible study credits. A joint committee of the two associa- tions has been appointed to cooperate with a like committee from the educational forces of the state." WYOMING There is no correlation, as yet, between the public schools and the church schools in the state of Wyoming. At Laramie there is considerable local interest in the plan of giving credit in the high school for Bible study pursued in the Sunday schools of the city. The board of education is likely soon to adopt the plan. Superintendent J. B. Crabbe of the public schools is in sympathy with the movement. The Wyoming Sunday School Association has appointed a committee to act with a similar committee appointed by the chairman of the executive committee of the State Teachers' Association, to plan some way by which Bible study may be given credit in the public schools of the state. The efforts of those interested are being applied in the direction of removing all feeling of misapprehension lest the plan violate the principle of religious liberty. The Rev. S. Arthur Huston, rector of St. Mark's Church at Cheyenne, wrote on February 17, 1916: "We have not made much headway. . . . We hope for better things, but it is all in the future." 140 CREDIT FOR OUTSIDE BIBLE STUDY State Superintendent of Public Instruction Edith K. O. Clark wrote on March 11, 1916: "We are very much in- terested, in Wyoming, in the possibility of giving credit for home work, but so far all such credit has been given for industrial work, such as might be correlated with home economics, manual training, etc. Also attention is given to matters of personal hygiene. Bible study has not been included in this credit scheme." MONTANA The matter is likely to be presented soon in Montana. Rev. R. D. Osterhout, general secretary of the State Sun- day School Association, in conjunction with C. W. Tenney, state inspector of Montana rural schools, has published articles relating to the subject and has spoken of it in con- ventions. State Superintendent of Public Instruction H. A. Davee wrote on March 30, 1916, that he was "much in- terested in any plan which will increase the interest in Bible study," and that he was "willing to cooperate in any way to further the interests of Bible study." John Dietrich, superintendent of schools at Helena, wrote on March 6, 1916: "I am in sympathy with the idea. I hope it may find its way into our state public schools before long." ARIZONA AND NEW MEXICO The Rev. Edward D. Raley, general secretary of the New Mexico Sunday School Association, wrote on January 11, 1916: "So far, we have not been able to get anywhere in our efforts to combine the school work and Bible study in the two states of Arizona and New Mexico. . . . We have taken it up with some of the lawmakers and expect to get something done along that line. My thought is that some- thing like credits given by the day schools for real Bible study will be the most practical solution of the problem." CHAPTER TEN Adaptations in Atlantic States PLANS for giving high school credit for Bible study have been perfected in two of the Atlantic states, and the subject is being actively considered by certain religious and educational leaders in several other Atlantic states. In the latter part of 1915, definite action was taken in the matter in Virginia and in Vermont. VIRGINIA The beginning of the organized effort to launch the plan in the state of Virginia was made during the summer of 1915 at the Rural Life Conference at the State University. Fol- lowing a discussion on "The Country Church and its Allies," the following resolution was adopted on the subject : "We, the members of the Rural Life Conference at the University of Virginia, representing various churches and schools of the state, believe that the time has come for the Church and Public Schools of Virginia to coSperate for the more effective teaching of the Bible to the young, and do therefore urge the various denominational officials and organizations, and the several educational associations of the state, to request the State Superintendent of Public Instruction, in coopera- tion with their executive heads or committees, to devise and put into effect plans for securing school credit for Bible study according to the North Dakota or some similar scheme." In November, 1915, the State Teachers' Association of Virginia, meeting at Richmond, adopted a resolution recom- mending that the State Board of Education adopt some plan whereby high school pupils should receive credit toward graduation for Bible study. The resolution adopted was as follows: "Resolved, That this Association, recognizing the 141 142 CREDIT FOR OUTSIDE BIBLE STUDY value of a knowledge of the Bible in any scheme of general education, and desiring that Bible teaching by various reli- gious agencies of the State shall be encouraged and raised to higher efficiency, recommends that the State Board of Educa- tion adopt some plan whereby the pupils of our public schools who shall master a prescribed course of Bible study and pass an examination upon the same, shall receive credit towards their graduation, such action by the State Board being of a character to protect the sacred principles of religious liberty, and to leave in the hands of our churches or other religious organizations the responsibility for Bible teaching." It was proposed that a syllabus of Bible study be author- ized by the State Board and that it be printed and distrib- uted by the Extension Department of the State University at Charlottesville. An outline of the proposed plan was presented before the State Board of Education by W. M. Forrest, professor of Biblical History and Literature in the State University. That body on February 2, 1916, ap- pointed a committee of seven men whose interests are both educational and religious and who are actively connected with the Jewish, Roman Catholic, and Protestant churches, to prepare suitable outlines of courses in Bible study for high school pupils. The committee consisted of Professor Forrest, chairman; Dr. Robert E. Blackwell, president of Randolph Macon College, secretary; Hon. R. C. Stearnes, state superintendent of public instruction; Dean J. C. Metcalf, Richmond College; Rev. Father James, Benedic- tine Military College; Charles Hutzler, formerly of the Richmond School Board; and Rev. George P. Mayo, Blue Ridge Industrial School. The courses prepared by this com- mittee were approved by the State Board of Education, August 29, 1916, and an order was passed authorizing their use throughout the state. 1 1 Appendix D, page 288. ADAPTATIONS IN ATLANTIC STATES 143 One course consists of ninety lessons, entitled "Studies in Old Testament History," one of ninety lessons, entitled "Studies in Old Testament Literature," and one of ninety lessons, entitled "Studies in New Testament History and Literature." Any standard version of the English Bible — Jewish, Catholic, or Protestant — may be used for the courses. References are indicated in the syllabus for the three versions in common use, the Authorized or King James, the Douay, and the Leeser. Students may take all three courses or only one, but credit toward graduation from the high school will be limited to a maximum of one unit, or any two of the courses, which may be offered in lieu of one of the five elective courses in the high school curriculum. It is left entirely to the choice of the students or their parents and religious advisers whether they shall substitute the Bible courses for regular electives, and which of the courses offered they shall pursue. Stu- dents who do not apply for such credit will take some one of the regular high school electives in its stead. The Virginia plan provides that the Bible study may be done in Sunday schools, Sabbath schools, Vacation Bible schools, Young Men's or Young Women's Christian Asso- ciation classes, or in private schools or classes. The courses must be taken under the instruction of a teacher, and pref- erably in an organized school of the religious body to which the student or his parents belong. Classes may meet once a week or of tener, but ninety recitation periods of forty minutes per period must be devoted to each course, and the class must be in charge of a teacher who will do and require faithful work. Uniform examinations are to be held, one for each session of the high school for the present, given at the end of the session. The examination in either of the Bible courses must be given in the high school building at the same hour 144 CREDIT FOR OUTSIDE BIBLE STUDY to all pupils in that course, regardless of the different hours for examination in the electives for which Bible study is substituted. Any student certified by his Bible teacher to have com- pleted such a course is to be entitled to take the examina- tion. Blank certificates will be furnished high schools, which are to be filled out and handed the principal by students desiring to offer Bible study for credit. These certificates indicate the course or courses offered and hours of recita- tions, and state that the student is prepared to take the examination. They are to be signed by the teacher under whom the Bible work was done and countersigned by the superintendent or director of the religious school. The examination questions are to be prepared by the committee appointed by the State Board of Education, and furnished through the high school principals. Any question of personal or denominational bias is precluded from the examination papers. The committee of seven interested educators of the state who have prepared the syllabus of Bible courses has been designated to prepare the examina- tion papers, receive the answer papers from the high school principals throughout the state, grade them, and report the grades to the high schools concerned through the office of the State Superintendent of Public Instruction. It will be remembered that two of the state normal schools of Virginia now give credit for Bible study pursued in whole or in part outside of such schools, and that the State University has a professor devoting his entire time to Bible teaching, for which full university credit is given. 1 WEST VIRGINIA There is a movement in West Virginia for the adoption of the plan, and it is probable that the matter will soon be 1 See Chapter IV, pages 57-62. ADAPTATIONS IN ATLANTIC STATES 145 brought forward by the State Sunday School Association. Rev. Walter A. Snow, who did much to promote the work as general secretary of the North Dakota State Sunday School Association, has become general secretary of the West Virginia State Sunday School Association, and this is one of the projects that he is expected to promote in that state. In the independent school district of Chester, West Vir- ginia, credit is now given for outside Bible study toward high school graduation, and some two or three other places in the state have discussed the proposition. The plan was started at Chester in the fall of 1915. There are two classes in the town following the work. One is taught by Rev. J. I. Moore and the other by Mrs. George E. Lewis. Superintendent J. C. Timber man of the public schools wrote on March 3, 1916, that the plan was " doing fairly well, although it is not receiving all the attention it should be given. The chief difficulty seems to be to get properly trained teachers who have the time to give gratis to the work. I might say that the school authorities have not made any attempt to push this work or urge any one to pursue it. We feel that we have done our part when we have provided that work properly done shall receive regular credit on our high school course. So far as I know we are the only school in this state offering anything of this kind. ... I find that the ministers are unanimous in their approval of the plan, and we have yet to have a word of criticism from Catholic, Jew, or Gentile. . . . Our idea is right, I feel sure, but some details yet remain to be worked out before we feel free to have our scheme announced as absolutely right and the best. There is no question as to the need of such work." The plan pursued at Chester provides a Bible study course correlated with the regular high school work and can 146 CREDIT FOR OUTSIDE BIBLE STUDY be given in the regular church classes of any denomination. Each denomination has the opportunity to give instruction according to its own interpretation, but nothing of a sec- tarian nature is permitted to form any part of any examina- tions which may be given for credit. Credit to the extent of one unit on any high school course is given for Bible study taken outside the high school under certain conditions. The character and quality of the work done must be equal in every respect to the regular high school classroom work. This means well-qualified teachers, suit- able classrooms, reference books, and other needful helps, recitations of forty to forty-five minutes, a corresponding study period, and the maintaining of a studious atmosphere throughout the work. Each pupil taking Bible study work is required to report to the high school principal at the regular time and place for taking the examinations in the work completed. The same standards and passing mark are required in this as in all other studies. The Bible is the textbook. Unless otherwise arranged, the course will be based upon Sheffield's Old Testament A 7 ar- rative as prescribed for the College Entrance Requirements adopted in 1909. The entire course must contain not less than one hundred and eighty recitations. A half unit may be given for the completion of one half this amount. To receive credit, any other course shall be passed upon by the high school faculty. Any condition not provided for above will be adjusted by the high school principal and the superintendent, subject to review by the board of education. State Superintendent M. P. Shawkey wrote on March 22, 1916: "We have a teachers' reading circle course outlined each year by the State Superintendent of Schools. Two years ago we put the Old Testament on that list of books ADAPTATIONS IN ATLANTIC STATES 147 and a number of teachers passed an examination upon it for one of the credits for the renewal of their certificates. It was expected that all teachers of the state should pursue that reading circle course." VERMONT At the fall conventions of the Vermont State Sunday School Association and the State Teachers' Association in 1915, a joint committee was appointed to work on the prob- lem. The committee has prepared a tentative syllabus and course of study covering two years of the four-years course which is planned to correspond to the high school curriculum. The topics of the first two years practically follow the Graded Sunday School Lessons of the Intermediate Lessons, second and third years. The matter was then submitted to the State Board of Education. In case of favorable action by that body, it was planned to present the matter to the Octo- ber conventions of the two associations in 1916. The joint committee consists of Isaac Thomas, Rutland, chairman; Rev. E. M. Fuller, Richford ; Rev. C. A. Boyd, Burlington ; secretary, Miss Blanche Jouett, St. Johnsbury ; Rev. C. L. Eaton, St. Johnsbury ; S. C. Hutchinson, Montpelier ; R. N. Millett, Springfield ; and Professor C. E. Putney, Burlington. The course is to be taught in the local Sunday schools by teachers whose preparation either by experience or training for the work meets the approval of the local superintendent of schools. It is to be optional in those towns in which the local school authority provides for its adoption. Any high school student actually taking the course in any Sunday school in the town must receive credit for the same. Credit is to be given by the local school authority of the same rank as for any subject in the high school curriculum requiring thirty- nine recitation periods of forty-five minutes each during the 148 CREDIT FOR OUTSIDE BIBLE STUDY school year. The examination is to be provided in such manner as shall be acceptable to the local school authority. Religious instruction, as such, and questions of criticism, it is specifically stated in certain "Principles" adopted by the joint committee on December 4, 1915, must not enter into the syllabus or the examination. The examination and the recognition by the local school authority must be only on the basis of actual attainment in the knowledge of the Bible as outlined in the syllabus. No public funds are to be used for the printing and distribution of the syllabus, or for any other purpose in connection with the plan. , NEW YORK We have seen how in New York State the basic principle of relating the school work to the outside activities of the young has been applied in one community of the state, and that the State Educational Department is committed to it by announcing that credit may be earned in the public schools for outside work in agriculture and home making. 1 The State Commissioner of Education, Dr. John H. Finley, to judge by a communication addressed to certain legislative committees on Public Education, under date of March 9, 1915, 2 would seem to favor "a more cordial cooperation between the two forces, the church and the public school, both making for the good of society, but expressing them- selves in rigidly independent and separate organizations." More recently, Dr. Finley is reported to have said in an address to college men and women: "The time has come for all of us, no matter what creed we hold, to cooperate at the door of our schools. The state cannot do everything, and it is useless to think that the schools can accomplish 1 Chapter II, pages 13-16. 2 Quoted in Religions Education for April, 1916, page 106. ADAPTATIONS IN ATLANTIC STATES 149 everything in the way of moral training. The church and the home must do their part." 1 Superintendent S. R. Shear, who introduced at the city of Poughkeepsie the plan of giving credits in the elementary grades for home duties, wrote on June 7, 1916, regarding the wider application of the plan to include Bible study : " It is impossible for one to read intelligently certain literature, poetry in especial, without a knowledge of the Bible. Ob- viously, instruction of this sort could not be given in the public schools, without prejudice. We have various creeds represented among the students, and there ought never to be any possibility of misunderstanding in these matters. I am, therefore, heartily in favor of giving credit for Bible study done outside the public schools." At the annual convention of the New York State Sunday School Association at Albany during the middle of June, 1916, a special committee was appointed to study the matter and confer with the educational authorities of the state. The committee consists of Professor Henry S. Jacoby of Cornell University, Ithaca; Dr. Thomas E. Finegan, deputy state commissioner of education ; Superintendent Frank D. Boynton of the Ithaca Public Schools ; Professor F. H. Allen of Colgate University, Hamilton ; and Mr. Herbert L. Hill of New York City. Great impetus was lent to the movement by the indorse- ment given it by Professor Walter S. Athearn of Des Moines, Iowa, professor-elect of religious education at Boston Uni- versity, who addressed the convention on the subject of com- munity training schools for Sunday school teachers. He sug- gested that it was possible so to dignify the work done by such schools that its courses would be worthy of academic credit, and that the International Intermediate Graded Course of Lessons might be credited toward graduation from the 1 The Times, New York, February 21, 1916. 150 CREDIT FOR OUTSIDE BIBLE STUDY high schools in lieu of an equivalent amount of work in English literature or general history. He stated that the plan was knocking at the door of New York State as it is knocking at the door of every state. The suggestion was heartily approved, and a motion was passed indorsing the plan and asking for the appointment of a committee to study the subject. Dr. Joseph Clark, state superintendent of the associa- tion, wrote on June 12, 1916 : "I am sure I voice the senti- ment of a million Sunday school workers in the Empire State when I say that they are heartily in favor of high school credit for Bible study done outside of the public schools." Both the New York City and the New York State asso- ciations of Congregational churches took favorable action in the matter in May, 1916, at the instigation of Edwin Fairley, of the department of English in the Jamaica High School. The New York City Association of Congregational Churches adopted the following resolution on May 11, 1916 : "Resolved, That the New York City Association of Congre- gational Churches recommend to the Regents of the State of New York and to the Board of Superintendents of Edu- cation in New York City the so-called North Dakota plan of Bible study for high schools and urge the adoption of the same in our State and City. That we call on other religious bodies to take similar action." Similar action was taken by the New York State Associa- tion of Congregational Churches at its annual conference at Binghamton, May 16, 1916, at the instance of New York City members. It was recommended that the State Board of Regents give careful consideration to the granting of high school credit for Biblical study done outside of the school. The conditions as to population and educational organi- zation of the state are in no way so peculiar or so different ADAPTATIONS IN ATLANTIC STATES 151 from those in the other states as to preclude the adoption of the plan. The educational organization of the state is quite similar to that of North Dakota, where the plan has been longest applied in secondary education. In North Dakota there is a central State Board of Education corre- sponding in some degree to the New York Board of Regents. The local school boards also have as wide latitude in New York as in other states with respect to the choice of subjects that shall comprise the local school curriculum. They may set their own standards for promotion and graduation. Dr. Squires, in a personal letter dated March 10, 1916, gives his opinion that "If the Board of Regents in New York would adopt an outline of Bible Study similar to that which we have in North Dakota, which has recently been adopted in Indiana, as an elective worthy of recognition in the high school course, I believe that a good many of the local communities would take it up and that they would not be violating any law or fundamental principle of our Ameri- can government." President Robert L. Kelly of Earlham College, Richmond, Indiana, wrote on January 10, 1916, "There is absolutely no doubt in my mind but that this plan may be adapted to conditions in the State of New York." Dr. Irving E. Miller, who was for a time director of religious education in the State Teachers' College at Greeley, Colorado, where the plan has been successfully applied in higher education since 1910, has already made use of a modification of the Greeley plan in Rochester in connection with the University of Rochester. 1 MASSACHUSETTS A preliminary plan for beginning the work in Massachu- setts has been formulated by General Secretary Hamilton S. 1 See Chapter XVI, page 209. 152 CREDIT FOR OUTSIDE BIBLE STUDY Conant, who has given the matter considerable attention. A score or more of leaders interested in the subject met with the Commissioner of the State Board of Education, but their views of what they desired were so widely divergent that no agreement among the Protestants could be found as a basis for approaching their Jewish and Catholic brethren. The wisdom of beginning anything of the kind in Massa- chusetts during 1916 was questioned, because of the then pending constitutional amendment concerning the appropria- tion of any public funds for sectarian purposes. CONNECTICUT The State Sunday School Association of Connecticut ap- pointed a committee in 1914 to consider the subject, but General Secretary Wallace I. Woodin wrote on December 20, 1915, that the committee discovered that there is a good deal of Bible study going on in the public schools of the state, and that it would be a very difficult matter to outline a feasible plan of Bible credits. NORTH CAROLINA The religious and educational leaders of North Carolina are considering the matter of school credit for Bible study, but none of the plans for Bible study correlated with the work of the day schools have yet been tried out in the state. Although no definite action has been taken, the State Super- intendent of Public Instruction is understood to be in sym- pathy with the plan and has had it presented to the State Teachers' Assembly. Mr. J. Walter Long, general secre- tary of the State Sunday School Association, wrote on February 14, 1916: "I cannot be sure how soon we shall be able to begin work, since we find it necessary to get our Sunday school teachers ready for a piece of work with so much merit in it, and to that end we are addressing our- ADAPTATIONS IN ATLANTIC STATES 153 selves at present. To do this we are setting up city and community training schools for the development and train- ing of Sunday school leaders and teachers." SOUTH CAROLINA The matter is likely to be taken up in South Carolina sometime during 1916. Mr. R. D. Webb of Spartanburg, general secretary of the State Sunday School Association, is studying the subject with a view to suggesting a plan to the public school authorities and to the executive committee of the association. Mr. Webb wrote on January 27, 1916 : "So far as I know nothing particular has been done in this state toward secur- ing cooperation between the public schools and the Sunday schools. It may be that a few of the denominational schools in the state allow credit for work done in the Sunday schools, but I do not, as yet, know definitely about it." NEW JERSEY Nothing definite looking to recognition of Bible study by the public schools has been done, as yet, in New Jersey, although the subject was discussed somewhat in East Orange about two years ago. PENNSYLVANIA As yet nothing has been done by the public schools in Pennsylvania in regard to giving academic credit for Bible study in the church schools. The matter has been discussed, but no action has been taken. Developments may be expected soon at Oil City in this state, for the Rev. De Witt D. Forward, who initiated the credit for Bible study plan at Greeley, Colorado, is now a pastor at Oil City. In the fall of 1916 he had promised some " Colorado sunshine on the horizon of education " in the form 154 CREDIT FOR OUTSIDE BIBLE STUDY of "Community lectures on religious education." Reverend Father William O'Ryan, who had urged the adoption of the plan at Denver, and Professor Walter S. Athearn of Des Moines, Iowa, were among the dozen prominent educators invited to address the public and Sunday school teachers of the city. DISTRICT OF COLUMBIA The matter has not been discussed by the Sunday School Association of the District of Columbia, nor has any move along this line been made in the District. Dr. L. A. Sadler, secretary of the association, wrote on February 22, 1916 : "Aside from any law to the contrary, lam not in favor of attempting religious education in the public schools in the old way. It does not accomplish anything. I do not know how much could be expected from the new plan. At least it would be a step in the right direction." CHAPTER ELEVEN Adaptations in Southern States IN the western division of the Southern states, we have seen that the Greeley plan of giving credit toward gradua- tion from a state institution of higher education has been applied at the State University of Texas. High school credit for Bible study is being given in certain localities in Texas, Oklahoma, and Arkansas. TEXAS A plan patterned after the Colorado plan for giving such credit in the high schools of Texas has been perfected. Some five or six cities of the state give credit in their high schools for Bible courses pursued outside of the schools. Austin, the capital city, adopted a plan similar to the Colo- rado plan in 1914. During the following school year two hundred high school students enrolled in the various classes. A "Plan of Bible Study for High School Credits with Syllabus of Bible Lessons" was put forth in January, 1916, by a State Commission on Religious Education, composed of thirty-two educational leaders from seventeen different de- nominations and religious organizations, with the approval of State Superintendent of Public Instruction W. F. Doughty. This plan has been adopted in Austin, Georgetown, Fla- tonia, Belton, and Texas City. A number of other cities are considering the subject. Belton, a town of three thou- sand inhabitants, has given such credits with success for two years. Professor Frederick Eby of Austin, a member of the faculty of the State University, is chairman of the commission which is promoting the idea. He wrote on December 29, 1915, that the plan was winning its way into favor and had proved 155 156 CREDIT FOR OUTSIDE BIBLE STUDY to be "the best plan in our part of the country for solving the great problem." The course of study is practically the same as the graded lessons for the intermediate department prepared by the International Sunday School Association, and has been copied without change from the syllabus approved by the joint committee on Bible study for high schools of Colorado. While the commission does not recommend the lesson helps published by the various denominational publishing houses, yet as far as these houses have prepared lesson helps for the graded lesson series, they will be available for the course. It is the intention of the commission to leave the field wide open for the selection of any kind of lesson materials that will best realize the aim of the course and cover the ground indicated in the outline. In explanation of the plan the commission states that it does not ask the state to teach the Scriptures, but that it merely desires high schools to credit as part of the student's course the genuine information he has secured from his Sunday school teachers. "Let it be clearly understood the teaching is not done in the public schools, but in the churches, homes, or any other private place; the responsibility does not rest upon the public school authorities, but upon the religious leaders." It is specified that the instruction should conform to the following conditions: Teachers who give such a Biblical course must hold a first-grade state certificate, or in the absence of a certificate must, in the judgment of the city superintendent of schools and the committee on teachers, possess the training represented by such a certificate. At least forty consecutive minutes of class instruction must be given each week for a term of nine months. There must also be provided a separate room, to insure proper conditions of at- tention, adequate maps of Palestine and vicinity, and a black- ADAPTATIONS IN SOUTHERN STATES 157 board adequate in size. A reference library, though not at this time required, is urged as essential to the best results. The city high school may offer one or more units of credit toward graduation for the work done in a course in the study of the Bible. It is stated that not less than one half unit of credit should be counted. No credit will be granted until the student has passed an examination satisfactory to the high school authorities. Questions for the examination may be suggested by all the teachers engaged in the work for credit, but the city superintendent of schools, or whatever other person the city school board may direct, is to make out all the final examination questions. The papers are to be graded by any one authorized by the city superintendent of schools. OKLAHOMA Certain high schools in the state of Oklahoma give credit toward graduation for Bible study conducted in the church schools and elsewhere, and some colleges accept the units of credit thus earned as they do other units in their entrance requirements. We noted in Chapter IV that credit is given in the state normal schools of Oklahoma for Bible study in church schools throughout the academic year, and that such courses are given in the summer sessions of these schools. R. H. Wilson, state superintendent of public instruction, has commended the plan and encouraged it. He wrote on March 13, 1916 : "I took the stand with our Board of Edu- cation a year ago that we should permit the teaching of the undisputed parts of the Bible and give credit for it in the schools. ... I heartily indorse the plan." The State Board of Education is said to favor giving credit for Bible study from the university down. The plan has been working for three years at the city of Muskogee. Edwin S. Monroe, superintendent of the Musko- 158 CREDIT FOR OUTSIDE BIBLE STUDY gee public schools, started this work in Oklahoma, and C. B. Smith, principal of Washington School in this city, is push- ing it. The Rev. W. S. Wiley, field secretary of the Sunday School Board, Southern Baptist Convention, whose head- quarters are at Muskogee, also is urging the matter both locally and throughout the entire south. At Muskogee the classes are conducted outside the public school buildings, generally in some church, although other convenient places are used. One class is conducted in the Carnegie Library. The classes are conducted by the different ministers of the city. Practically all the Protestant churches have classes. A Jewish class which studies only the Old Testament is conducted by a woman. The pupils are given the privilege of choosing their place of recitation and study. The course prescribed is divided into two parts : First, The Life of Christy by Keedy, and second, The Heroes of the Old Testament, by Keedy. The completion of each of these studies is given one half unit of credit toward graduation. In the prosecution of this Bible study, the pupil must devote one hour each week for thirty-six weeks to the study, making as thorough preparation for the work as he does for any other of his studies. In addition to the recitation, there is assigned collateral reading, map drawing, theme writing, etc. The teacher of each class keeps a record of attendance and daily grade. The course is elective and optional. There are two examinations : one at mid-year, the other at the close of the year's work. The first one is given by the class teacher without reference to any other class. The second one covers the work of the whole year and the ques- tions are uniform for all classes in the city. At the close of the school year, a thorough test as to the student's knowledge of the work covered is made, as in any other study. The persons conducting the work come together in the office of the superintendent of public schools, ADAPTATIONS IN SOUTHERN STATES 159 bringing with them a number of suggestive examination questions. These are read aloud, and if there is any objec- tion to any question, that question is eliminated. From all the questions remaining the questions for the examination are selected. This method of procedure, besides eliminating objectionable questions, tests the character of the teaching as well as the knowledge of the pupil. After the questions are selected, members of all the classes assemble and take the examination under public school auspices. The papers are returned to the respective teachers of the classes for grading and certification and are placed on the permanent records of the high school. The pupil must make an average of eighty per cent on this test, and in addi- tion he must make an average of eighty per cent in his class recitations. Mr. Smith wrote on February 29, 1916, that the plan was working well. "It is the Superintendent's deep conviction," said Mr. Smith, "that the study of the Bible in our public schools should at least rank in importance with the study of Shakespeare." He said that about two hundred pupils had taken advantage of the credit offered for Bible study and that there were about one hundred and twenty taking the course at the time he wrote. In a pamphlet describing the work, Mr. Wiley says : "The results are very satisfactory in many ways. There is an increased interest in Bible study throughout the city; the ministers have been brought into closer touch with the school life of the city, which is a needed thing throughout the country. The school principals, teachers, and pupils have been brought to see the value of the Bible in education as never before, and the moral toning up of the school life is to be seen on every hand." Mr. Wiley wrote on March 6, 1916, that he considered the matter of credit for Bible study the "livest proposition before 160 CREDIT FOR OUTSIDE BIBLE STUDY our churches to-day." He said the Muskogee plan had proved very satisfactory, and that the people of his denomi- nation — the Baptists — throughout the entire South have "swung into line." At Antlers the superintendent of schools, E. L. Rodman, has been giving credit for Sunday school attendance for some time. The matter was before the annual convention of the Okla- homa State Sunday School Association in 1915, and a Col- lege Committee was appointed to work out a scheme of cor- related Bible study with the high schools and normal schools. Action was temporarily delayed by the removal from the state of the chairman of the committee. A committee was subsequently appointed by the Oklahoma Educational Asso- ciation, headed by President Charles W. Briles of the normal school at Ada. This committee suggested a plan to the State Sunday School Association in the spring of 1916, which provided for the adding of supplementary credits to the average grade of the pupils in the elementary public schools. 1 President Briles wrote on February 3, 1916: "The work is growing more popular all the while." In the June, 1916, issue of Religious Education, page 286, he said: "In the high schools and in all the institutions of higher learning, plans should be formulated whereby credit toward gradua- tion should be given for work done. For all pupils in high schools and institutions of higher learning regular courses of Bible study should be offered, and for this work academic credit toward graduation should be given. The plan should provide that there shall be a four-years elective course of Bible study for the high school and normal school pupils, which should be adapted to the unfolding life of the pupils and correlated with the curriculum of the high school." Mr. C. H. Nichols, general secretary of the State Sunday 1 See Chapter XII, page 170. ADAPTATIONS IN SOUTHERN STATES 161 School Association, wrote on January 21, 1916: "We hope soon to reach the desired goal." ARKANSAS Since the fall of 1914, Conway, Arkansas, has had a four- years course in Bible study for use in Sunday schools, for which a credit of one unit is allowed in the high school course. The examination is conducted by high school teachers. Superintendent J. P. Womack, of the Conway public schools, wrote on December 30, 1915 : "Our plan of Bible study has been only partially successful, (1) because of the difficulty of securing the right sort of teachers, (2) because the plan involves the breaking up of existing classes and the formation of new ones with no sufficiently strong, cement- ing principle — the classes lack solidarity, (3) because there is too little time given in the ordinary Sunday school to do real work, (4) because of a lack of lesson 'helps,' etc. This year we are trying a change. Our pupils stay in their classes and do regular work, then take an examination at stated intervals. It is too early to predict the results." In the eastern division of the southern states, credit for Bible study is offered in at least two states, with the approval of the state educational authorities, and the plan is under consideration in other states. MISSISSIPPI Mississippi has a "Plan of Affiliation" between Sunday schools and high schools designed to promote an interest in the study of the Bible, which was worked out by a joint committee from the State Teachers' Association and the State Sunday School Association, and then adopted by both organizations. In 1914 the State Sunday School Association appointed a 162 CREDIT FOR OUTSIDE BIBLE STUDY committee to confer with a like committee which the De- partment of High Schools and Colleges of the State Teachers' Association was asked to appoint, and to report a year thereafter a plan of affiliation that would be satisfactory to the educational authorities of the state. At the meeting of the State Teachers' Association held in Jackson in May, 1914, Superintendent D. C. Hull, of the Meridian public schools, reported before the department men- tioned above the action of the State Sunday School Associa- tion and moved the appointment of the suggested committee. The committee appointed, with Superintendent Hull as chairman, conferred and agreed upon a report which was considered and adopted by the parent bodies at their 1915 meetings. A bulletin outlining the plan of affiliation was issued in the latter part of 1915, and several affiliated groups are at work in different parts of the state. The plan of cooperation agreed upon is a very simple one. The high school offers credit toward graduation for work done in denominational Sunday schools on a course of study in the Bible. The students meet in their Sunday schools and are taught by teachers of their own faith. The teacher placed in charge of the group working for high school credit must have the qualifications prescribed by the Southern Association of Colleges and Preparatory Schools for High School Teachers, or, in lieu thereof, such qualifications as may be satisfactory to the authorities of the high school in which credit is desired. The equivalent of thirty-six recita- tions of forty-five minutes each is the minimum require- ment for a year's work. If the length of the period must be shorter, the number of periods must be correspondingly greater. The course of study may be based upon the International Sunday School Lessons, Graded Series, or such other lesson outlines as may best suit the different churches. The fol- ADAPTATIONS IN SOUTHERN STATES 163 lowing outline of six courses is suggested for the benefit of those desiring to use it: 1. Old Testament History from the call of Abraham to the death of Moses. 2. Old Testament History from the conquest of Canaan to the captivity of Judah. 3. Old Testament Biography, including the lives of the Major Prophets and their works. 4. Old Testament Biography, including the lives of the Minor Prophets and their works. 5. The Four Gospels. 6. The Life and Letters of the Apostle Paul. When the course is completed, the high school principal, or some one authorized by him, conducts an examination, based upon the facts involved. The questions must be so framed as to admit of answers without regard to the particu- lar religious belief to which the student adheres. The teachers of the several groups in a community may suggest questions for the examination, but it is the prerogative of the principal of the high school, or of some one appointed by him, to make up the final list of questions, to conduct the examination, and to grade the papers. Each year's work, when satisfactorily completed, is given the credit value of one fourth of a unit, provided that the total credits recog- nized shall not be less than one half unit or more than one unit. A "Committee of Promotion" has been selected, includ- ing in its membership the State Superintendent of Public Instruction, presidents of several colleges of the state, super- intendents of city schools, a Jewish rabbi, and two bishops of the Catholic church. ALABAMA In Alabama a plan for granting credit in the public schools of the state was adopted in December, 1915, by a committee 164 CREDIT FOR OUTSIDE BIBLE STUDY including the state superintendent of education. This plan, which is essentially different from the plans heretofore con- sidered, is set forth in the next chapter. LOUISIANA In Louisiana a commission has been appointed by the State Sunday School Association to investigate thoroughly the matter of high school credits for Bible study, and report back to the State Convention. The commission is at work on the subject and is expected to report during the year 1916. KENTUCKY The matter is under consideration by the Educational Committee of the Kentucky Sunday School Association. Dr. W. J. McGlothlin, of the Southern Baptist Theological Seminary at Louisville, is working on a plan to submit to the committee and to the public school superintendents. FLORIDA General Secretary R. C. Weidler, of the Florida Sunday School Association, wrote on February 28, 1916, that the leaders in that state had begun to talk about the matter. He says, "I can assure you that we stand ready, whenever the time seems ripe, to branch out along these lines." TENNESSEE The matter of giving school credits for outside Bible study is under consideration in Tennessee, although nothing defi- nite has yet been done. Joseph Carthel, general secretary of the State Sunday School Association, wrote on February 25, 1916, that it was his intention to take the matter up in the spring. State Superintendent Samuel W. Sherrill wrote on March 2, 1916: "I am in favor of this, provided the ADAPTATIONS IN SOUTHERN STATES 165 Bible study can be properly graded so that it will not cheapen or lower our standard of efficiency." An effort was made in Nashville during 1915 to institute some such plan. Superintendent J. J. Keyes of the city schools was in perfect accord with the plan, but the lack of agreement among the leading pastors of the city prevented action. The initiative came from some of the pastors of the city who sought to have credit given students for out- side study in Bible history. An informal meeting of the pastors was held, and a committee was appointed to present the matter to the board of education. After considerable discussion the matter was referred to the Instruction Com- mittee, it being stated that this committee would meet with the committee of clergymen at any time they might designate. CHAPTER TWELVE The Plan Extended to Elementaby Education THERE has been adopted or considered in some places a modification of the plan of giving credit for Bible study, which consists of adding certain points to the average stand- ing of the students in the public schools, or to the standing attained in some specific subject for regularity of attendance at some church school. This method is essentially different from the plan first applied in Colorado and North Dakota. It is a recognition by the public schools of the educational value of Bible study and may lead to the giving of credit for satisfactory work done in the church schools. It has the advantage that it encourages Bible study by pupils in the grammar or elementary schools. This plan is being tried in the state of Alabama and in a small way in California, and has been recommended in Oklahoma. ALABAMA In Alabama both grammar and high schools are included in the plan. Recognition is conditioned upon the pupil's regularity of attendance at the church school, satisfactory lesson study, and general deportment. Necessary restric- tions and regulations in detail are determined by the local school boards. Birmingham, in the fall of 1915, was the first city in Alabama to effect cooperation between the public schools and the church schools in the matter of public school credit for Bible study. Montgomery came next with a plan differ- ing in some details from the plan followed at Birmingham. Credit was given at Birmingham for satisfactory work done outside of the public schools in vocal expression and in piano and other musical instruments under private in- 166 PLAN EXTENDED TO ELEMENTARY EDUCATION 167 struction. Credit was also given for work done in home economics and in manual training. Creditable work in cook- ing, sewing, and the like was given credit when attested by parents. Shop work, home gardening, poultry raising, and other industrial activities likewise were credited. Dr. J. H. Phillips, superintendent of the city schools, simply took the logical step and extended the credit system to the field of Bible study. A pupil in the public schools of Birmingham who has taken Biblical courses under approved and qualified teachers and who desires to receive credit therefor, may present to the principal of his school in January and in May a certificate signed by his Sunday school teacher and countersigned by the superintendent of the Sunday school, indicating that the pupil has attended not less than thirteen out of eighteen class periods devoted to Sunday school work during a half school year, that the pupil has been diligent and faithful and has made satisfactory progress, and that he is accord- ingly recommended for credit. Upon the receipt of this certificate, the principal approves it and directs the pupil's public school teacher to make record of his supplementary credits, provided that the pupil, if in the high school, shall not fall below sixty per cent in English for the half year or, if in the elementary schools, below sixty per cent in all the regular studies of his class for the half year, and provided that the pupil's character and deportment shall be deemed worthy and exemplary. The supplementary credit which the high school student may have added to his standing in English amounts to five per cent of his total rating in that subject for the half year. The elementary school pupil may receive a supplementary credit of one point, which is added to his general average standing in all his regular school studies for the half year. The Birmingham Board of Education says, on a card 168 CREDIT FOR OUTSIDE BIBLE STUDY explaining the plan, that it believes that all educational agencies which seek the development of our youth and the betterment of community life should work in cooperation. It also states its belief that encouragement and recognition should be given by the public schools to the efforts of Sun- day schools and other institutions which give religious in- struction to the youth. Such religious instruction can be correlated with the work of the public schools, it is said, in entire harmony with the principles of religious liberty. The plan followed at Montgomery differs only in some details from the Birmingham plan. In both the grammar and high schools the credit that is allowed is five points for the year, which may be applied as supplementary credits to whatever branch of study the pupil may elect. It is required, as in Birmingham, that the pupil must not fall below sixty per cent in English if in the high school, and that his general average must not fall below that figure if in the grades. The "Plan for Alabama," which recommends the grant- ing of supplementary credits in public schools to those pupils doing satisfactory work in Sunday school, was adopted December 28, 1915, by a Committee on Public School Credits appointed by the executive committee of the Alabama Sun- day School Association on November 10, 1915. The com- mittee was composed of Hon. W. F. Feagin, state superin- tendent of education ; Dr. George H. Denny, president of the University of Alabama ; Dr. J. M. Shelburne, president of Howard College ; P. E. Green, educational superintend- ent for Alabama of the Presbyterian church; and Leon C. Palmer, general secretary of the State Sunday School Asso- ciation. By action of the executive committee of the State Sunday School Association, the plan is being brought to the attention of educational leaders throughout the state with a view to its general adoption. No special course of study is prescribed, equal recognition PLAN EXTENDED TO ELEMENTARY EDUCATION 169 being given the course prescribed by each denomination or religious faith. Mr. Palmer, however, points out that pupils in Protestant Sunday schools who study the International Graded Lessons will have a great advantage over those who study the uniform lessons, because of the definiteness of the graded work and of the ease with which the tests may be applied. The Alabama plan has met with enthusiastic indorsement by all denominations. The Pastors' Union and the Sunday School Association of Birmingham have indorsed and com- mended it. The Sunday schools are using the method suc- cessfully both to secure regular attendance and to improve their instruction and increase their efficiency. Mr. Palmer wrote on March 28, 1916, "So far as we can judge at present the plan is working excellently." Besides Birmingham and Montgomery, some of the smaller towns of the state have adopted the Plan for Alabama. Mobile and Selma are likely to adopt it. Mr. Palmer wrote, "We are not urging the cities to adopt it any more rapidly than they wish, as we want to observe the workings of it so as to have a definite statement to make." Since the supplementary credits are given to all religious faiths alike, whatever course of instruction they may pre- scribe, no occasion for opposition is afforded on denomina- tional grounds. Hebrews, Catholics, and Protestants alike are cooperating, and none have raised objections to the plan. It has been indorsed by the State Hebrew Religious Educa- tional Society and by the State Sunday School Association. Mr. Palmer wrote on January 1, 1916: "I understand that there has been no objection raised by either Jews or Catholics to the plan. . . . Educational institutions have the right under proper restrictions to recognize and give credit for educational work done in other institutions. That is the basis upon which these credits are given.", 170 CREDIT FOR OUTSIDE BIBLE STUDY Mr. Palmer wrote again on March 28, 1916, that the Plan for Alabama was receiving full support from both Jews and Catholics. He added: "A few days ago I received a note from the leading Catholic priest in this city (Mont- gomery) expressing cordial interest and cooperation in the plan, and I understand that both here and in Mobile (where the matter is under consideration) one of the leading movers in favor of it has been the Jewish rabbi." THE OKLAHOMA PLAN In Oklahoma the committee headed by President Briles suggested that five per cent advance be given upon the average grade for the year made by a pupil in any grade of the public school. This credit is to be given for regular attendance upon the church school with which the pupil voluntarily affiliates, reasonable diligence in preparation of the lessons, as shown by promptness in recitation in the class, and manifestation of the proper attitude toward the work in the class. It is stipulated that the same rules for attendance shall obtain as apply to the public school which the child attends. By "a manifestation of the proper attitude toward the work of the Bible study class" is meant that the conduct and general attitude of the pupil toward the work shall be such as should be required in the public school. Upon the receipt of a statement from the superintendent of the church school certifying to the conditions indicated, President Briles would advance the grade in the public school five per cent. It is provided that the teacher in charge of the Bible class should be qualified to do acceptable work as a class instructor. Concerning the peculiar feature of the Oklahoma plan, President Briles says : "The annual average grade of a pupil in any grade of the public school, reckoned upon the basis of 100 per cent, represents an amount of required useful PLAN EXTENDED TO ELEMENTARY EDUCATION 171 knowledge and of mental development, resulting from ex- penditure of effort in work accomplished. It is not unreason- able to conclude that an additional hour given to the study of the Bible in the Sunday school would result in the acquisi- tion of additional useful knowledge and mental development. In addition, therefore, to the grade received for the work done in the prescribed course in the public school, upon the theory of relative value of subjects, the five per cent advance would easily be justified. This will afford an incentive to every pupil who is ambitious to excel, to identify himself with the work of some Sunday school and thus receive the additional advantage in securing an advance in the percent- age grade of his work for the year." * Concerning the Alabama plan, Mr. Palmer wrote as fol- lows: "Perhaps the term 'supplementary' credit for Bible study is not a fortunate expression. The situation, how- ever, seems to us to be about as follows : It is impossible on account of constitutional and denominational difficulties to have a course in the study of the Bible and of religion quoted as one of the regular courses in the schools and to give credit for the study of such subject as a separate course in said school. This being the case, the only alternative would seem to be to add to the pupil's grading in his regular curric- ulum such credits as he may earn by this Bible study, without attempting to rank it as a separate subject in the curriculum. If it is a study of legitimate educational value, there is no reason why his mark in that subject (since for the reason stated above it cannot be listed as a separate subject) should not be allowed to raise his general school standing. As the plan is operated in Birmingham, he is required (in the high school) to apply this credit to his English grade because it is considered that the study of the Bible has a literary value. Montgomery, however, does not require 1 Religious Education, June, 1916, page 286. 172 CREDIT FOR OUTSIDE BIBLE STUDY this. I had a talk a few days ago with Mr. Floyd, the superintendent of schools of Montgomery, and discussed this point. He mentioned the fact that it seemed to some persons a little out of place that the credit earned by a pupil in Bible study should be allowed to apply to mathematics, for example, if the pupil so desired; this phase of it was discussed in full by the School Board and they took the position that a man is a better mathematician, a better chemist, or indeed anything else, if he is a moral man and has had moral training, and so the slight additional credit that a pupil would in some instances gain on his mathe- matics or science course, if he elected to apply the Bible study credit that way, would not be out of harmony with the best educational theory. However, this represents of course an extreme case. "If it was thought best," Mr. Palmer suggests, "the School Board could require that in order for a pupil to receive this Bible study credit in a subject he must already have made a passing mark in that subject, so that his Bible study would not pass him if he would otherwise have failed, but would simply give him a better rating in that subject. None of the cities of Alabama that have adopted the plan have made this regulation, and I do not suggest it, but am simply mentioning it as a possibility for those who might take that point of view regarding it." THE EXTENSION OF THE VARIOUS PLANS TO THE ELEMENTARY SCHOOLS The plan for Alabama and the Oklahoma plan are seen to be essentially different from the Colorado and North Dakota plans in that instead of definite credit toward gradu- ation being offered, supplementary credits are added to credits already earned in the public schools. Furthermore, credit for outside Bible study is given not only to high school PLAN EXTENDED TO ELEMENTARY EDUCATION 173 students but also to students in the elementary or grammar schools. In the plans heretofore reviewed, the giving of these credits was limited to students in universities, colleges, normal schools, and high schools, although the Colorado plan — and perhaps some others — may tend to encourage the study of the Bible on the part of students below the high school. Sometimes prospective high school students pursue the Bible courses for credit while in the grades. No outline of study or syllabus has yet appeared as a basis for credit in the elementary grades, but the topics of the International Graded Series may be found adaptable for that purpose. The International Sunday School Asso- ciation proposes to extend the application of the plan so as to include primary or elementary schools. The legislation proposed in Ohio to give credit "for cred- itable Bible study done out of school" included grammar schools as well as high schools, normal schools, and other educational institutions. The committees representing the religious and educational interests of South Dakota which are considering the subject will probably urge the extension of the principle to the ele- mentary grades. Superintendent J. C. Timberman of Chester, West Vir- ginia, wrote on March 3, 1916 : "It seems advisable from our experience to extend the work to the grammar grades as well as the high school pupils. They are more easily interested and more good might be done." Credit toward graduation for Bible study carried on out- side of the public institutions, we have seen, was first success- fully given in the field of higher education. Having been found feasible there, it was natural for those working in the field of secondary education to ask why it could not be applied to high schools as well as to colleges and universities. 174 CREDIT FOR OUTSIDE BIBLE STUDY To the grateful surprise of all interested, the plan has suc- ceeded so well in so many places and under such different conditions that the next step is to apply it to the elementary schools, so that the great bulk of our young people who never reach even the high school may have their attention drawn to Bible study by the incentive of credit for its successful pursuit. The report of the United States Commissioner of Education indicates that there are nineteen millions enrolled in the elementary schools as against 1,374,000 in the public and private secondary schools, 216,000 in the colleges and universities, and 100,000 in the normal schools. A report presented at the 1915 meeting of the Northern Baptist Convention has this to say relative to credit in the elementary grades: "In the elementary grades credit must be based entirely on the theory, established in fact, that the child is doing in the church school, work equivalent in time and study to that which he would be doing in the school. . . . There should be no thought of tests or examinations in the church school, for they are out of place in elementary work. The utmost care should be exercised to grade the work of instruction, the conditions of study, the classrooms, appa- ratus, and discipline at least fully up to the standards in the public schools.' ' 1 C. W. Tenney, state inspector of rural schools in Mon- tana, suggests that credit should be allowed in elementary public schools, not only for attendance at church or Bible schools, on the same basis that credit is frequently given for home work, but "to all elementary pupils who have read at least one chapter [of the Bible] under the supervision of the father or the mother." Mr. Tenney's idea is that this would tend to encourage home reading of the Bible. 2 At Eveline, Lewis County, Washington, credit is given in 1 Religious Education, December, 1915, page 569. 2 School News and Practical Educator, 29 : 390, April, 1916. PLAN EXTENDED TO ELEMENTARY EDUCATION 175 the elementary schools for daily reading of the Bible. At Roslyn, in the same state, credit has been given for "read- ing good books.' ' Credit is given for attending church or Sunday school in the elementary schools at Algona and at Charleston, Wash- ington. Such credit is also given in the elementary schools of Cowlitz County, in the same state. In Oregon, the elementary schools of Portland allow credit for attendance at church and Sunday school. CHAPTER THIRTEEN The Canadian Situation SOME credit for Bible study is given in Canada in the field of higher education, and efforts are being made to apply the plan to secondary and elementary education. ONTARIO There is in operation in the Province of Ontario a plan of cooperation between the normal schools and the various Christian churches of the province. This plan provides for regular religious instruction as part of the course of study. The instruction is given in the school itself by representa- tives of the various churches cooperating, and is accepted as part of the regular work required for graduation. In December, 1913, Dr. John Seath, superintendent of education of the Province of Ontario, sent out to representa- tives of various denominations of the province a memoran- dum setting forth a scheme for courses in Bible study and in morality for the primary schools of the provincial system. Some trouble developed in connection with Dr. Seath's proposal, because of the opposition of one of the religious bodies, and only the ethical part of his scheme was put into operation. A set of readers, entitled The Golden Rule Books, a Canadian edition of an American series, has been intro- duced into the schools. Professor Frederick Tracy of the University of Toronto wrote on December 11, 1915, that Dr. Seath's proposal "has not yet gone into effect, having been pushed aside for the time being, like so many other things, through the new con- ditions brought about by the war. It is, however, the in- tention of the Chief Superintendent of Education to bring it before the attention of the Legislature at its approaching 176 THE CANADIAN SITUATION 177 session; and it is hoped that they may find it possible to give it their consideration." Rev. E. W. Halpenny, general secretary of the Ontario Sunday School Association, wrote on December 31, 1915, "I understand it is yet to come." Dr. Seath wrote on December 10, 1915, that "the question will be considered sometime next year." Dr. Seath proposed that the Department of Education prescribe in a two-years course the most suitable parts of the Old and New Testaments, with selected passages for memorization, and that an examination paper be set on the prescribed course. No instruction was to be given by the teachers as part of the school course of study, either during or after school hours. The instruction was to be given in the homes of the parents and in the Sunday schools. It was suggested that the clergymen concerned might also, for part of the year at any rate, utilize the time avail- able after the close of school with more success than hitherto, because the examination would prove a strong incentive for the pupils to attend. Dr. Seath claimed for the scheme that it would also affect more than the candidates and could not fail to disseminate widely a knowledge of the Bible. Dr. Seath proposed that duly accredited representatives of the different denominations be asked to submit a course of study for consideration of the Minister of Education, and that the scheme be brought into operation during 1914, with the first examination in 1915. It was proposed that the examination paper should be prepared by an education- ist appointed by the Minister of Education, but before final approval it should be submitted for criticism to a com- mittee representing the churches and especially appointed or selected for the purpose. The examination was to be taken as a part of the requirements for entrance into the high school. It was to be optional with the pupils. It was proposed that the examination paper should con- 178 CREDIT FOR OUTSIDE BIBLE STUDY tain a sufficient number of optional questions, so that any pupil might confine himself, if he chose, to that part of it that deals with the Old Testament, without thereby placing himself at any disadvantage in the matter of marks. Dr. Seath wrote on September 11, 1916, that he was in hopes that the scheme he had proposed would be adopted. QUEBEC In Quebec the study of the Bible is a compulsory subject in the first eight school years in the Protestant schools. The work is all taken from the International Sunday School Graded Lessons. The pupils may do the work in the Sun- day school or in the day school as they see fit. The day- school teacher is, however, held responsible by the authori- ties for the pupils' knowing the Scriptures. The system is not that of credits given by the public schools, but a course in Scripture required to be taken in one school or the other. In the last four years of the course, the pupils of the Protestant schools are required to pass a government ex- amination in Scripture in order to pass their grade. There is no Scripture on the curriculum beyond the eighth grade. The work is all laid out in a "Memoranda of Instruction for Teachers," published by the Department of Public Instruc- tion. Ten of the forty-two pages of the pamphlet are devoted to outlining the work on the Scriptures. Scripture comes first in order, followed by arithmetic, nature study, spelling, etc. In the Macdonald College School for Teachers in the city of Quebec, at the head of which is Professor W. O. Rothney, where the Protestant teachers of the province are trained, one hour a week during the session of nine months is devoted to Scripture study. The course consists of: (1) Old and New Testament history, including geography of Bible lands ; THE CANADIAN SITUATION 179 (2) Study of the subject matter of books from which selec- tions to be taught in schools are taken ; and (3) Methods of teaching Scripture to the different grades. NOVA SCOTIA The matter of credit for outside Bible study has been before the Executive Committee of the Nova Scotia Sun- day School Association, and a special committee appointed to advance the subject was called together by W. L. Tuttle, chairman of the Executive Committee, in June, 1916. This special committee agreed in September, 1916, to approach the various denominations and request the proper authority in each to appoint representatives who would confer with each other on the matter. If unanimity could be secured, then the way would be open to request the Provincial Coun- cil of Public Instruction to authorize the preparation of a syllabus of instruction and arrange for examinations on the basis of which credit would be given in the public schools for Bible study done elsewhere. It was pointed out that as this was an attempt, not to teach religion, but to encourage the study of the Bible by giving credit for such study in the public school course, all the churches could more readily cooperate in the effort and agree upon a line of action. The Methodist and Anglican churches in June, 1916, at the meetings of their respective courts, agreed to cooperate and appointed their representatives. Archbishop McCarthy, on behalf of the Catholic church, gave his cordial commen- dation to the proposal and promised his cooperation. When the Baptists and Presbyterians have likewise given their approval and appointed representatives, a further re- port will be made by the special committee. Mr. Tuttle wrote on September 18, 1916: "There are reasons why progress is not very marked in this Province, 180 CREDIT FOR OUTSIDE BIBLE STUDY chief of them being the present regulations of the Council of Public Instruction. We have not lost sight of the matter, however, and hope to make some advance in the near future." SASKATCHEWAN Mr. D. H. Wing, general secretary of the Saskatchewan Sunday School Federation, wrote on January 26, 1916, that his people were making a study of what other states and provinces are doing along this line. He said, " We believe that this is a step in the right direction and ultimately will bring large results for religious education over the entire North American Continent." MANITOBA The matter has been placed before the Executive Board of the Manitoba Sunday School Association by Mr. W. H. Irwin, general superintendent and secretary of the association. CHAPTER FOURTEEN Action of Educational and Religious Organizations ALTHOUGH there is no united effort among the national and international agencies existing for the promotion of religious education, some of them have commissions or committees appointed to investigate the whole field of reli- gious education. Many of them are urging the adoption of the plan of giving credit for Bible study. THE RELIGIOUS EDUCATION ASSOCIATION The Religious Education Association was formed in 1903 for the purpose of uniting all persons interested in the sub- ject of religious education in a common endeavor to further religion by educational means in home, school, church, and community, and in all human life. The general aim of the association is "the promotion of moral and religious educa- tion." Its contention is "that education should be complete rather than fragmentary; that the child is entitled to his scientific, literary, aesthetic, institutional, and religious inheritance; and that a primary duty of parents, schools, and churches is to contribute each its share toward the devel- opment of the highest character." * Dr. Henry F. Cope is secretary of the association, with executive offices at Chicago. The Executive Committee of this association is making a careful study of the whole situation, and the subject was exhaustively treated at the thirteenth annual convention of the association at Chicago, February 29 to March 2, 1916. The convention took the form of a specialized conference on "The Relations of Instruction in Religion to Public Education." The work of the conference was based upon 1 Religious Education, February, 1916, page 4. 181 182 CREDIT FOR OUTSIDE BIBLE STUDY investigations of various experiments in week-day religious instruction, accredited Bible study, parochial training, religious exercises in public schools, and the present status of moral training in public schools. Nothing that was presented during the entire convention elicited so much interest and discussion as the plan of giving credit for outside Bible study. At one session of the convention Dr. Vernon P. Squires of North Dakota read a paper entitled "What are the rea- sons for asking the state to give school credits for religious instruction ?" Professor H. A. Hollister of Urbana, Illi- nois, read a paper concerning "Possible Problems from the Educational Point of View." These papers were discussed by President R. L. Kelly of Richmond, Indiana; George H. Brumhall, Brigham Young University, Provo, Utah; Miss Laura H. Wild, Lake Erie College ; President Guy C. Wilson, Latter Day Saints University, Salt Lake City; and Dr. Lester Bradner, New York City. INTERNATIONAL SUNDAY SCHOOL ASSOCIATION A special conference was called to consider the subject of high school credits for Bible study on February 9, 1915, in Chicago, under the auspices of the Elementary and Second- ary Committees of the International Sunday School Asso- ciation. A committee of nine was appointed, with instruc- tions to invite all general religious educational organizations in North America to cooperate with the committee in the creation of a commission for the purpose of suggesting standardized courses of Bible study and religious instruc- tion for credit in schools of primary and secondary education. A Commission on Bible Study in Relation to Public Education was accordingly organized, with Mr. John L. Alexander, superintendent of the secondary division of the International Sunday School Association, as secretary. EDUCATIONAL AND RELIGIOUS ORGANIZATIONS 183 This commission proposes to formulate a standard for the work and outline a plan for introducing it. The work of the commission, according to its "Findings," is to gather the results of investigations and experimenta- tions in Bible study, invite the cooperation of the great religious bodies of America in preparing plans and courses of Bible study worthy of academic recognition, foster and develop through existing agencies all worthy plans for more adequate study of the Bible on the part of students of high school age, and stimulate public opinion to the end that Bible study be given its proper place in connection with the American system of education. The platform of the commission declares it is to be guided by the following principles : 1. The American principle of separation of Church and State, as being fundamental to civic and religious liberty. 2. The privilege of each educational unit to determine its own edu- cational standards and methods. 3. The necessity of adequate opportunity for positive instruction and systematic training in religion and morals as a basis for a sound civic life. 4. Progress is to be made with due regard to public sentiment and obedience to existing laws, e.g. : a. Buildings or property supplied and supported by State funds should not be used for regular religious instruction by pri- vate religious bodies. b. No public funds are applicable to private religious instruction. c. Teachers employed by the public school should not be re- garded as available during school time for religious instruc- tion in connection with private religious bodies. d. Churches and other religious organizations should conform to the practice of the educational authorities in the handling of the public school aspects of all questions that concern religious education. e. In any plan to correlate religious instruction with that of the 184 CREDIT FOR OUTSIDE BIBLE STUDY day school, the educational authorities should recognize the independence and freedom of religious bodies in the directing of their religious instruction. DENOMINATIONAL INTEREST The various religious denominations are showing an interest in these plans for bringing Bible instruction and religious training to public school students. The Commission on Christian Education of the Federal Council of the Churches of Christ in America, of which Rev. Henry H. Meyer, of New York City, is secretary, is at work on the problem and expected to be ready to report some- time during 1916. The Council of Church Boards of Education, meeting in January, 1915, at Chicago, took action favoring the grant- ing of academic recognition by public school authorities for academic work done in Bible study outside of school hours. It requested standardizing bodies in public instruction to define the conditions under which academic recognition may be given for academic work done in Bible study. It would encourage the churches and Sunday schools to provide for such Bible instruction and such allied work as will prepare them to bear their part in the movements looking toward the proper functioning of the church and the public school in religious education. At a joint meeting of the secretaries of the church educa- tional societies held in Chicago at the same time, action was taken favoring "academic recognition by public school authorities for academic work done in Bible study outside of school hours." The Committee on Religious Training in Church and State Schools, in its Annual Report to the General Confer- ence Board of Education of the Methodist Episcopal Church, South, on April 22, 1915, recommended concurrence in the EDUCATIONAL AND RELIGIOUS ORGANIZATIONS 185 resolutions of the Council of Church Boards of Education at Chicago in the January preceding, and that each annual conference board of education be requested to take such steps as may be necessary to carry them into effect. Mr. Stonewall Anderson, secretary of education of the Methodist Episcopal Church, South, in his report to the General Conference Board of Education, said: "A move- ment has been recently begun which promises great things for the religious education of high school students. The essential features of this movement are : (1) A place is secured in the high school curriculum for courses in the Eng- lish Bible ; (2) these Bible courses are actually taught by the church in the Sunday school or elsewhere. I suggest that this phase of religious education in state schools be referred to the Committee on Religious Education and that the committee be instructed to give careful study to the whole matter; that if it appears that the movement offers undoubted opportunity for giving religious education to Methodist students in public high schools, a feasible plan be worked out and presented to the church at large." 1 A commission on moral and religious education of the Northern Baptist Convention at Los Angeles, California, May 19, 1915, urged "that efforts be concentrated on secur- ing for the Bible the recognition of its place in literature in the regular course in the school" and insisted "that the church preserve its prerogative of teaching religion and do not abandon it to the state." It also recommended "the raising of educational work of the church to the point of efficiency where we can claim the right of credits and aca- demic recognition." 2 1 Bulletin of Board of Education, Methodist Episcopal Church, South, July, 1915, page 62. 2 Bulletin No. 4, "The Church and the Public School in Religious Edu- cation," pages 5 and 8. 186 CREDIT FOR OUTSIDE BIBLE STUDY The Sixth Annual Report of the Bible School Depart- ment of the American Christian Missionary Society of the Disciples of Christ in America, presented to the Annual Con- vention in July, 1915, favors the giving of credit toward a high school diploma for Bible study done in the Bible School. The Commission on Religious Education of the Congre- gational Churches is expected soon to make an inquiry into the matter of giving credit for outside Bible study. In Chapter X, on page 150, we noted that the associations of Congregational churches in New York City and in New York State have taken action recommending to the city and state educational authorities the giving of credit for Bible study. CHAPTER FIFTEEN The Question of Possible Legal or Sectarian Difficulties THERE is absolutely no objection which can be raised against this plan of cooperation between the public schools and the church schools, by secularist or religionist, on either legal or denominational grounds. The increasing popularity of the plan has proved its practicability. It is so simple and practical that the marvel is that no one has thought of it before. It works everywhere. The following statement from Superintendent O. M. Pittinger of the city schools of Frankfort, Indiana, written on February 14, 1916, expresses the universal experience of those who have had to do with introducing the plan : "We have had no opposition whatever here and I can see no rea- son for opposition anywhere if the matter is properly pre- sented. It seems to me an excellent plan for a systematic study of the Bible." In Colorado, where the plan has been followed longest, no legal complications have arisen, and this is true wherever it has been adopted. The opinion was early expressed by those instrumental in initiating the plan in that state that it "can be adapted to all the state institutions of the country." Mr. Forward, in a paper on the Greeley plan prepared for presentation at the meeting of the National Education Association at St. Paul in July, 1914, referring to those who established the movement at Greeley, said : "These careful pioneers decided to have no lawsuits. Giving point, from beginning to end, to the students' privilege in serious Bible study and wrought into the fiber of the whole process is the accepted American principle, 'Separation of church and state.'" 187 188 CREDIT FOR OUTSIDE BIBLE STUDY Dr. Henry P. Cope, secretary of the Religious Education Association, succinctly stated the whole case for the plan when he wrote on December 7, 1915, "No constitutional difficulties have been discovered, as all work is done inde- pendently of school property, school funds, school time, or school officials, as such." Rev. W. S. Wiley, in a pamphlet describing the plan as in operation at Muskogee, Oklahoma, says, "There is no law in any state against the plan we have here ; it can be done anywhere so far as the law is concerned." Rev. H. H. Peters, pastor of the First Christian Church at Paris, Illinois, wrote on February 24, 1916, "We have not thus far encountered any legal difficulties." • Superintendent V. L. Strickland of Tecumseh, Nebraska, voiced the general opinion and experience of all who have applied the plan when he wrote on January 26, 1916, "There seems to be little possibility of legal complications and we have had none." Dr. James P. O'Brien of Kansas City, Missouri, wrote on January 4, 1916, "We do not anticipate any legal diffi- culties." Dr. C. K. Staudt, who prepared and initiated the Tacoma, Washington, plan, testified that no legal difficulty was there encountered. Leon C. Palmer, general secretary of the Alabama State Sunday School Association, who has pushed the matter in that state, wrote on January 1, 1916, "No legal or consti- tutional objections have been raised." Superintendent H. B. Wilson of Topeka, Kansas, wrote in Religious Education, 1 " So far as I have been able to learn, these plans in actual operation have met with no insur- mountable obstacles which have been raised by any denomi- national or legal interest." 1 December, 1915, page 575. POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 189 SEPARATION OF STATE AND CHURCH "There can be no objection to the plan on the ground that it authorizes the public schools to give religious in- struction and so joins church and state," says Dr. Squires, "for the schools do not give religious instruction or recog- nize it ; they merely recognize private work in the study of the history and literature of one of the greatest and most influential peoples of the ancient world." 1 It has been stated that "the public school is the most delicate nerve center in the application of the principle of separation of church and state," and it has been urged that it is against the best interests of both public school and church school for credit to be given for work done in the church school by the public school, for the reason that a clear line of separation must be maintained between church and state. Superintendent Edwin L. Rickert of Connersville, In- diana, who is chairman of the Board of Control which has charge of supervising this work in that state, wrote on April 3, 1916: "The only objection that seems to me worthy of serious consideration is the question as to whether it may lead finally to the breaking down of the American principle of separation of church and state. A careful reading of the plan, I believe, will convince any one that this danger is at a minimum, if it is at all present." Superintendent Wilson of Topeka, referring to the long and bitter struggle for freedom from state domination and control, gives his opinion that "There seems little or no rea- son, however, to fear any return to the old type of binding relationship in any degree whatever from the giving of credit for Bible study work done in the church." 2 He con- 1 Brown Alumni Monthly, May, 1914. 1 The Sunday School Journal, June, 1916, page 431. 190 CREDIT FOR OUTSIDE BIBLE STUDY tinues : "If there be no fundamental reason from this stand- point for not encouraging the development of this policy, the large gains in knowledge of the Bible which will come to our young people from stimulating this thorough study of the same under church direction certainly argues strongly in favor of a wise and conservative encouragement of this cooperative relationship between the church and the public schools." The objection was raised at the 1916 meeting of the Reli- gious Education Association by Dr. Edwin S. Lewis that if credit were given by state schools for Bible study pursued in church schools, it would result in a certain degree of domi- nation by the state over the church. Dr. Squires met this objection as follows: "The North Dakota assumption is that Biblical instruction and instruction in the fundamental Christian concepts are necessary parts of a liberal education. They are a part of the racial heritage of the Anglo-Saxon race. But, the idea is that the church and the church teachers shall teach religion, without let or hindrance. There should be and is no domination by the state. The only requirement is that honest work should be done, and our children should have just a little encouragement by the state saying that the work ought to be done, although the state teachers, as such, cannot do the work. Yet the state should say that the work has value, and that it will recognize the value and give it credit in the work of the school. And then, the church can do the teaching that it thinks right and proper, and the parents of the children will have perfect freedom in saying what kind of instruction shall be given. It seems to me that there will be no dicta- tion on the part of the state in any such way as seemed to be assumed and suggested in the paper" l by Dr. Lewis. 1 Religious Education, June, 1916, page 272. POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 191 NO CONSTITUTIONAL BARRIER Let us see if the plan brings the church and state together in any way violative of the letter or the spirit of the funda- mental law of the country. The only provisions in the federal Constitution which in any way have any possible bearing are the following : "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." (1st Amendment.) "No religious test shall ever be required as a qualification to any office or public trust." (Article VI, section 3.) "No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States." (14th Amendment.) The whole subject of religion is excluded from the juris- diction of the federal government. Religious liberty is not guaranteed by the federal government. The several states may make such regulations on the subject as they think fit, but if there is anything thoroughly imbedded in American institutions, it is the absolute freedom of every person in the exercise of his religion without let or hindrance. 1 The principle of separation of state and church guarantees religious liberty to the individual and renders impossible an established, or state, church. It does not, however, ignore religion or the necessity of fostering moral and religious education. Religious teaching is encouraged by exemption of the houses of religious worship from taxation for the sup- port of government. It has been said that "the Constitution protects the State against interference from the Church and protects the Church against interference from the State and establishes 1 Reynolds v. United States, 98 U. S. Supreme Court Reports, 145. 192 CREDIT FOR OUTSIDE BIBLE STUDY a system of friendly independence." * Friendly independ- ence, however, is not incompatible with friendly coopera- tion in a matter so vital to the best interests of the state. It is perfectly obvious that the giving of credit for outside Bible study in no way comes within the purview of the con- stitutional provisions referred to. The Bible is not mentioned in the federal Constitution and but infrequently in the state constitutions. The Con- stitution of Mississippi, however, explicitly provides that it is not to be construed as justifying the exclusion of the Bible from the public schools. 2 Whether or not the Bible is a sectarian book and for that reason is to be excluded from the public schools, has been a question before the state courts, but these decisions have no bearing here because the plan does not provide for the introduction of the Bible into the public schools. The plan does not involve the study or even the reading of the Bible in the schools. President Kelly of Earlham College, Richmond, Indiana, very aptly says, "There is no constitutional or legal denial of 'the need or value of religion as an element in character building. ,,,3 SECTARIAN COOPERATION It was feared by the originators of the plan that sec- tarian differences and prejudices might interfere with its success, and it is this bogy which rises first to the mind when the plan is presented. The testimony, however, from all places where the plan is in operation is that Catholics, Protestants, and Jews are finding in it a means of hearty cooperation. In many places Catholic priests and Jewish 1 Schaff, Religious Freedom, page 82. * III, 18. 3 Religious Education, December, 1915, page 547. POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 193 rabbis are vying with Protestant Sunday school teachers in the preparation of students for the examinations in the Bible credit classes. "Different sects and churches cannot complain," says Dr. Squires, "that their children are taught things contrary to their special creeds, for they are privileged to do their own teaching, mingling with the intellectual study whatever special religious teachings they see fit. All the State re- quires is a clear knowledge of essential facts." 1 Rev. Franklin J. Estabrook, pastor of the First Congre- gational Church at Greeley, Colorado, wrote on December 18, 1915 : "There is absolutely no dissension in the state with regard to the classes. I presume that they are as com- mon in the Catholic churches as in the Protestant." The Catholic Church at Greeley has each year conducted a large and enthusiastic class. Acting President J. H. Hayes of the State Teachers' College at Greeley wrote on December 2, 1915: "We have no difficulty about denominational preju- dices or constitutional objections, owing to the fact that we throw it open widely to all denominations." In Denver the cause has received the hearty support of Catholic priests and Jewish rabbis. There are differences between the Douay version of the Bible used by the Catholic church and the King James and other versions, which the respective sects regard as material, but there is no difficulty in that respect in this plan because no particular version is required to be used. Catholic, Protestant, or Jew may use the version of his choice. Other textbooks as an aid to the study of the Bible may be recom- mended, but none are required. The Catholic does not object, for he can teach his own version to his own people in his own way. The largest set of papers coming in from any one community in North 1 Brown Alumni Monthly, May, 1914. 194 CREDIT FOR OUTSIDE BIBLE STUDY Dakota in June, 1913, came from a class taught by a Cath- olic teacher who used the Douay version. According to Dr. Squires, there is absolutely no hostile criticism of the plan in that state. Christians and Jews are entering into the plan of promoting outside study of the Bible as literature for credit. The Sisters in charge of the Sacred Heart Academy at Fargo wrote to Dr. Squires: "We have a large class and all are very much interested in their study. We encourage them to take it up, especially because we find so many students deficient in their knowledge of Biblical history and literature. This work is highly commendable and meets with our appreciation and approval." In almost every one of the examinations offered in North Dakota, there has been a class from one or more of the Catholic parochial schools. Fourteen papers of the ninety- eight sent up for examination at the June, 1914, examination and twenty of eighty-two sent up in the January, 1914, examination were from classes in the Sacred Heart Academy. Every one of the twenty Catholic students at this latter examination received a passing mark. In the June, 1915, examination papers were received from ten pupils from this same academy, and only one student failed to pass. In the June, 1916, examination, twenty of the one hundred and sixty-six examination papers were by students using the Douay version of the Bible. Rev. Walter A. Snow, general secretary of the West Virginia Sunday School Association, says that "Perhaps the most remarkable thing about the whole plan has been its hearty acceptance by all parties. Not a word of criticism has reached the ears of any of those officially connected with the promotion of the plan." 1 The plan appeals as much to the Jew as to the Christian, 1 The Sunday School Journal, June, 1916, page 432. POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 195 for academic recognition is accorded his racial literature similar to that accorded to other ancient literature. In Alabama the plan has been indorsed by the State Hebrew Religious Education Society. George Alexander Kohut, of the School for Jewish Boys, Riverdale-on-Hudson, New York, is quoted as saying: "I believe that giving credits for Bible study will be a boon to Bible students. It almost makes me wish that I had the opportunity of participating in these benefits myself. I have no doubt that much could be done to create wide interest in this plan in New York City." * The Jewish interpretation of the New Testament of course differs from the Christian interpretation, but many leading Jews are enthusiastic students of the New Testament and claim it as part of Hebrew literature. The plan permits the Jewish rabbi or other teacher to interpret to his young people the New Testament, with which they need to be acquainted for cultural purposes if not for religious pur- poses. In order that there may be no suggestion of discrimina- tion against Jewish students who may not want to study the New Testament for credit, courses have been so ar- ranged that the student may secure the maximum Bible credit by pursuing the study of the Old or New Testament in whole or in part ; that is, allowing the student, irrespective of whether he is Christian or Jew, to take all Old or all New Testament studies or part of each. We have seen that the Indiana plan provides four alternative courses, but credit is allowed for only two. By this plan the Hebrew pupil may take only the Old Testament courses if he desires and may still receive the maximum credit. 2 1 "Opinions of the Greeley Plan," in Accredited Bible Study, by Rev. DeWittD. Forward. 2 See Chapter VI, page 86. 196 CREDIT FOR OUTSIDE BIBLE STUDY Another means of avoiding all possibility of sectarian dis- crimination is, in the examination, to allow the student to select questions based on the Old Testament out of a larger number of questions presented. This course was suggested by Dr. Seath of Ontario. At Muskogee, Oklahoma, as we have seen, the teachers of the classes suggest to the examiner a number of questions, from which any that are not accept- able to any teacher are eliminated. The Apocrypha, uncanonized Old Testament literature, can also be introduced into the course with advantage. The Christian student as well as the Hebrew ought to be familiar with the Apocryphal books. The word from Texas is that "all bodies of Christians as well as the Jews have cooperated in the matter." l Pro- fessor Frederick Eby of the University of Texas says : "The operation of the plan has everywhere proved successful. All bodies of Christians and Jews have cooperated in the matter.' ' 2 Superintendent of Schools J. C. Timberman, of Chester, West Virginia, wrote on March 3, 1916, "We have yet to have a word of criticism from Catholic, Jew, or Gentile." Superintendent Jesse B. Davis of Grand Rapids, Michi- gan, wrote on December 22, 1915, "We have no opposition. The plan has been approved by the Catholics." Superintendent Z. C. Thornburg of Des Moines, Iowa, wrote on January 19, 1916, that while the Catholic church was not represented in the movement there, no objection had been raised by members of that faith. Rev. H. H. Peters of Paris, Illinois, wrote on February 24, 1916, "We did not encounter any sectarian difficulties, be- cause the same privilege was accorded every church in the city." 1 Texas Plan of Bible Study for High School Credits, page 3. 2 Bulletin of Methodist Episcopal Church, South, February, 1915, page 200. POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 197 Dr. John P. McConnell, president of the State Normal School for Women at East Radford, Virginia, wrote on January 21, 1916, "The plan seems perfectly satisfactory to everybody and the results are good." Superintendent D. C. Hull of the public schools of Merid- ian, Mississippi, wrote on January 24, 1916, "No religious prejudices have bothered us so far." Superintendent H. B. Wilson of Topeka, Kansas, wrote on January 5, 1916 : "The Catholic priests here were very cor- dial when the matter was taken up with them, saying that now their students who do work in their high school for a while before they come to us would be able to get credit not only for their algebra and Latin but also for their Bible study. They said, also, that they would immediately organ- ize classes for those Catholic students who are in our high school. I think they have not done this yet, but they were very cordial and enthusiastic about the matter." The Catholic priests in Topeka are taking steps to pro- vide courses in Bible study and in other phases of religious instruction for the Catholic high school students who at- tend the public high school. Superintendent V. L. Strickland of Tecumseh, Nebraska, wrote on January 26, 1916, "While the Catholics have not yet organized a class, the scheme has the priests' hearty approval." Mr. E. C. Knapp of Spokane, Washington, wrote on January 3, 1916, that the number of Catholic students who were taking the syllabus of study was small, partly because the Protestants are taking the lead in promoting it and have not sought to enlist the Catholics, and partly because the parochial schools give the young Catholics considerable Bible training. He says, " We have not heard of a case where the Catholics have been opposed to the syllabus plan." Dr. C. K Staudt of Tacoma, Washington, wrote on 198 CREDIT FOR OUTSIDE BIBLE STUDY January 14, 1916, that Catholics, Jews, and Protestants alike called for the explanatory booklets. The Superin- tendent of Public Instruction of the city had told Dr. Staudt that not a word of adverse criticism had come to the Board of Education, since the adoption of the plan. Catholic, Protestant, and Hebrew students are pursuing Bible courses for credit in Indiana. Superintendent Rickert of Connersville wrote on April 3, 1916: "Groups of Cath- olics, Protestants, and Jews are at work. Since the plan has been inaugurated I have known of no material opposition." We have noted in Chapter XII, at pages 169, 170, that the Plan for Alabama is finding favor with Catholics, Protestants, and Jews, one of the leaders of the movement in Montgomery and in Mobile being a Jewish rabbi. STATE FUNDS NOT REQUIRED The secularist as well as the religionist is disarmed. He well knows that all governments admit the need of moral and religious teaching as a governmental policy. Napoleon said in effect that if there were no God he would have to make one. The secularist might well imagine social conditions where there was no moral or religious restraint upon the conduct of his fellow-citizens. The conditions where every one did that which was right in his own sight did not prove satisfactory in a former age. If the secularist is insistent, however, that none of his contribution toward the support of government be used in promoting religious education in any degree, even to the extent of acquainting the young people with Hebrew liter- ature, he can find no objection to this plan, for we have seen that none of the state funds are expended for the pur- pose. Furthermore, the public buildings are seldom used during school hours and are used at other hours only as any other group of citizens may use them. POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 199 If the Bible study is carried on outside of public school property and by teachers who do not receive remuneration therefor from the state funds, it is obvious that there can be no conflict with laws which provide that no appropriation or public funds are to be used in aid of any church, school, or educational institution controlled by any church or sec- tarian denomination. 1 It is not unusual for the state to assume some financial burden in fostering and encouraging education in denom- inational schools and colleges in the way of inspection and examinations. In the state of New York, for example, a constitutional clause providing that the state shall not use its property, credit, or public money in aid of any such school or institution wholly or in part under the control or direction of any religious denomination or in which any denominational tenet or doctrine is taught, contains the exception "other than for examination or inspection." 2 Under such a provision there can be no difficulty in the state's assuming the inconsequential financial task of co- ordinating the church schools with the public school system by providing the requisite inspection of the church schools and a uniform examination throughout the state for those who elect to pursue Bible courses for credit. QUALIFIED TEACHERS REQUIRED There are some practical obstacles in the way of the immediate adoption of the plan in all places. Conspicuous among these is the difficulty of devising ways and means of getting the kind of Work done in the church schools that will command the respect of the state school authorities. Dr. Loran D. Osborn of the University of Colorado, in Religious Education for April, 1916, at page 126, says, concern- ing the difficulties involved in the practical operation of the 1 Colorado Constitution, IX, 7. 2 Article IX, section 4. 200 CREDIT FOR OUTSIDE BIBLE STUDY plan, that these are chiefly "those connected with securing teachers, having adequate classroom facilities, and getting the students to study." The churches as a rule have no corps of trained teachers in the church schools whose preparation is equal to the preparation required of the teachers in the state schools, and in some places there has been difficulty in finding suitable teachers to conduct these Bible study credit classes. A principal of one of the California high schools is said to have made a public announcement that whenever the Sun- day school teachers qualified, he would be glad to give credit for Bible study, but under the present plan of Sunday school work this would be impossible. That certainly is a challenge that ought to spur the religious leaders to con- structive action. One significant result of this plan is that it attracts qual- ified persons as teachers in the Bible study credit classes. The teacher is usually the pastor, priest, or rabbi, or a teacher in some local public school or college who volunteers his services. The results of the questionnaire in North Dakota, as stated in Chapter V, show that the plan in actual operation strengthens the teaching staff of the church school. The enlistment of these competent teachers will tend to eliminate the incompetent and unprepared teachers. Dr. Squires, referring to conditions in North Dakota, says concerning the teachers : "The lack seems to be not so much on the informational side as in the matter of inspira- tional power and ability to maintain interest. Most of the teachers have been educationally well equipped; not all have had the peculiar tact necessary to make a success of a purely voluntary course." x It may be insisted that, given the teaching conditions in the church school that would be required in order to justify 1 Religious Education, February, 1916, page 22. POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 201 the state in giving academic credit for Bible study, the church could secure as good results, or better, without academic recognition for such study. The church schools, however, need just that recognition, which we insist is their due, as an aid in securing the ideal conditions. The work of the church schools is hampered and belittled in the eyes of the young people just because it is not linked with and made a part of their life curriculum, as is being done with other activities outside of their school work. In many church schools there is doubtless a present lack of physical equipment in the way of separate classrooms, blackboards, maps, and reference books, but when the possession of these facilities is made a prerequisite to secur- ing academic recognition for Bible study, this inadequacy will doubtless be remedied. Dr. Squires reports that in North Dakota there has been some difficulty in getting the boys and girls to do serious work in the Bible courses conducted for credit. They at first thought that it would be a "snap course," an easy way to pick up a little credit. Consequently a good many failed to pass the examination. Dr. Squires says their fail- ure in some cases discouraged teachers and in many more deterred the young people from undertaking the work. 1 Inadequate time is often given in the ordinary church school to systematic class study of the Bible. It is not im- practicable to apportion the usual Sunday school hour so as to lengthen the study period to about forty-five minutes, the amount of time which the University of the State of New York requires to be devoted to weekly class instruction in correlation with home projects in agriculture and home- making, for which credit is offered. Another real difficulty that may hinder the adoption of the plan in some places is the natural conservatism and 1 Religious Education, February, 1916, page 22. 202 CREDIT FOR OUTSIDE BIBLE STUDY perhaps, in some cases, the indifference of schoolmen to the claims of moral and religious education. A principal of a middle west high school, who is reported to have said, "We accept this work not because of any in- trinsic value it may have, but in order to quiet those people who speak frequently of our public schools as 'Godless institutions/ " may or may not have spoken for himself alone; but there is surely a goodly company of school ad- ministrators and officials, as the evidence herein shows, who are enthusiastic over the merits of the plan. Witness, for instance, R. H. Wilson, superintendent, and president of the State Board of Education of Oklahoma, when he says, "I heartily indorse the plan." RELIGIOUS INSTRUCTION ENCOURAGED The objection has been made that the plan sterilizes religious training. One pastor is reported to have objected to the plan on the ground that "there is no religion in it." It is proposed that the examinations be entirely free from any purely religious sentiment or bias and that they carefully avoid all theological questions. While religious instruction and worship are in no way involved in the idea of credit for Bible study, this is, however, to be encouraged, and how much of those elements is introduced into the Bible study course depends entirely upon the teacher. The teacher is left at perfect liberty to combine with the geographical, historical, and literary aspects of the Bible any religious interpretation he desires. Under the plan proposed, the state will encour- age religious education, but will pass only on the purely intellectual and informational study of the Bible as a piece of world literature. Would not the interest of the student of a Bible study credit class be centered upon the syllabus or outline of geographical and historical facts on which the examination POSSIBLE LEGAL OR SECTARIAN DIFFICULTIES 203 would be based, to the exclusion of the ethical and religious elements? That would depend also upon the teacher. The same situation would exist in this respect as in any other study. A teacher may present the bare skeleton of any science or may vitalize it with flesh and blood, as it were. The real teacher would not lean too heavily on the syllabus in this or any other subject. Objection may be made to determining the student's grade in Bible study solely by means of a formal examination, without permitting any evaluation of the student's work to be made by the teacher, based upon written work and the record of class work. This, however, is not an objection to the giving of credit for outside Bible study, but to the method of determining whether or not such credit shall be given. That is an objection properly addressed to the sys- tem of determining credit quite generally in vogue in all our public institutions of learning. The giving of an examination as the basis of the Bible credit is not of the essence of the plan. We have seen that in Colorado and elsewhere partial credit is given for daily class work, note- book work, and other written exercises, and that in other places the credit is given on the statement of the teacher that the work has been properly done. Is the church confessing weakness on its part in asking for academic recognition for the work of its schools? Not a bit of it. It can show that its schools have steadily and progressively raised their standards and extended their influence. It does not, however, claim for its schools that they have kept pace with the public schools and colleges. The advocates of academic recognition for outside Bible study believe that this lagging behind on the part of the church schools is due to the lack of coordination between the two educational systems, state and church. Will the average religious community subject its Bible 204 CREDIT FOR OUTSIDE BIBLE STUDY teaching to the surveillance of an outside authority ? That remains to be seen. Many churches of various faiths have done so in all parts of the country. They are not obliged to do so. The plan is entirely optional. If the churches desire to secure for their young people the academic recog- nition for Bible study, it is for them to meet the educational requirements imposed by the state. The experience of one western city, where the plan of giving high school credit for Bible study pursued in the church schools was adopted by the local school board, should serve as a warning against using the plan as a proselyting scheme. In this city two of the Protestant ministers used it as a means to enroll pupils of other church denominations than their own in their Sunday school classes. This created a great deal of bad feeling among the ministers and resulted in the board's abandoning the plan for the time being. CHAPTER SIXTEEN What to Do? Prepare HAVING studied the main features of this plan and having surveyed the various adaptations that have been made of it in many places, we are ready to consider what can be done in those localities where there is now no cooperation between public and church schools. The word of the hour is "preparedness." That suggests the first step to be taken in this matter. It is to raise the educational efficiency of our church school work so that when the public school authorities are ready to grant credit for Bible study, the religious leaders may not be in any way embarrassed by a failure of their work to measure up to the educational standards of the public schools. Let us at once raise the "educational work of the church to the point of efficiency where we can claim the right of credits and academic recognition." 1 A question is raised and answered for us by Superintendent Frank F. Bunker of the Berkeley, California, schools, as follows: "How can the churches make their work more vital and increase their hold on the masses? By procuring a better trained body of teachers; adapting the spirit of instruction to the spirit of youth; giving as much care to the religious training of the adolescent as the schools are giving in matters secular." 2 "Everything depends upon the intelligence, tact, and spirit of the teacher. Here, as in everything else, mere machinery cannot do the work. It is the man behind the 1 Religious Education, December, 1915, page 571. '"Cooperation of Church and School," in Sierra Educational News, December, 1911; reprinted in Catholic Educational Review, 3:153-170. 205 206 CREDIT FOR OUTSIDE BIBLE STUDY machine that counts." 1 "Sunday school teachers, it is recognized, must be well prepared if this work is to be ac- cepted for credit in the public schools." 2 "The church must become an educational factor, must train its teachers, must become pedagogically efficient, must be ready to take over such a portion of public education as properly belongs to the religious side of education." 8 Many pastors and church school workers must be aroused to the opportunity which the plan presents to them. They must aid in raising the educational efficiency of the Bible study classes and enlist to service in this work the large body of trained educationists in the membership of the church. TRAINING RELIGIOUS TEACHERS Three agencies have recently been developed to meet the need of qualified workers in the church schools, — the Teachers' Council, the Teachers' Training Class, and the City or Community Training School. The Teachers' Council is a monthly meeting of all the teachers and officers of the school, where problems of ad- ministration are considered and where by means of prepared papers and discussions teachers without adequate Biblical and pedagogical training can be brought up gradually to the standard of efficiency. It is not sufficient, however, to train teachers now in service. There should be in training a corps of young people who shall be available as future teachers and officers of the church schools. Every progressive church school should accordingly maintain a regular Teachers' Training Class for 1 Religious Education, February, 1916, page 24. 2 The Essential Place of Religion in Education (a monograph published by the National Education Association, 1916), page 99. * Fourth Annual Report, Council of Church Boards of Education, page 58. WHAT TO DO? PREPARE 207 the preparation of young people for effective service as teachers and administrators. The City or Community Training School, or Institute or School of Religious Education, as it is sometimes called, is a night school of religious education, with rigid requirements of study, recitation, and examinations, for the better train- ing of Sunday school workers in methods of efficient organi- zation and administration, in methods of teaching, and in knowledge of the Bible. It is not the purpose of these train- ing schools to supplant teachers' training classes in the local church school, but to train leaders for such classes and to offer opportunity for training to teachers in schools where no training classes have been established. The course pursued in these schools consists of a certain amount of lecture work and a certain amount of depart- mental work. Departmental specialization is made possible by bringing together in one group under the leadership of an expert all the teachers of the various churches of a com- munity who are working in the same department. TYPICAL TRAINING SCHOOLS The Community Training School has demonstrated its value in many centers of population. There are about two hundred and fifty such schools in successful operation. One of the first to be organized was at Cincinnati, Ohio. The school is conducted under the auspices of the Hamilton County Sunday School Association and is held in one of the local churches, with two sessions of an evening. There is a Bible lecture period extending from 7.30 to 8.20, followed by a class period from 8.20 to 9. The 1915 session of the school began November 1 and continued until April 24, 1916. Courses are given in Old Testament History, New Testa- ment History, Church History, Biblical Interpretation, Principles and Methods of Teaching, Biblical Geography 208 CREDIT FOR OUTSIDE BIBLE STUDY and the use of Bible helps, Organization and Administration, Missionary Methods, Sunday School Evangelism, Story Telling, Temperance Methods, etc. We have noted in Chapter IV, page 63, that credit is given at Cincinnati by the public school authorities to public school teachers who satisfactorily complete courses in the Training School. At Topeka, Kansas, Superintendent H. B. Wilson of the public schools is also director of the City Training School and allows full credit for courses taken in this school toward graduation from the high school. At Des Moines, Iowa, there is a community training school with a strong faculty under the direction of Dean Arthur E. Bennett of Highland Park College, known as the Sunday School Institute. This institute bears the same relation to the religious work of the community that a state normal college bears to the public schools of the state. Superintendent Z. C. Thornburg of the city schools is a member of the community board of religious education. Dean Bennett and Superintendent Thornburg build the curriculum of the local Sunday schools. The institute holds its sessions in the local Young Women's Christian Association building. The average enrollment is two hundred and two, and while any one is admitted who can do the character of work required, fifty per cent of those enrolled are college graduates. A three-years course is pursued, and high educational standards are maintained. The local libraries and university provide the reference books required. There are five such institutes in Iowa in towns with populations as low as from three to six thousand people. 1 In the city of Chicago there is what is called the Chicago System of Community Training Schools, coordinated with the Cook County Sunday School Association. The proto- 1 See Athearn, The City Institute for Religious Teachers. University of Chicago Press, 1916. WHAT TO DO? PREPARE 209 type of these schools was the Community School of Religious Education, organized in 1914 as the result of a community movement embracing twenty churches in Oak Park and River Forest. There are nine other such schools in the city, organized in practically the same way. Efforts are under way to provide an endowment of $5000 for each of these schools. Principal Floyd E. Peddicord of the Nathaniel Hawthorne School at Oak Park is the dean of these schools. The enrollment in the Oak Park-River Forest School was six hundred and eighteen for the first year, beginning in the fall of 1914. The sessions of this school are held in the First Presbyterian Church at Oak Park. Three years of work is required for graduation from all these schools except the first one organized, which requires four years. There is conducted in the city of Rochester, New York, a School of Religious Education under the auspices of the Protestant churches, with the cooperation of the Young Men's Christian Association, the Young Women's Christian Association, the University of Rochester, and the Rochester Theological Seminary. It was opened in November, 1914, with Dr. Irving E. Miller of the university, who had served as director of Religious Education while connected with the Teachers' College at Greeley, Colorado, as director of the School of Religious Education. All who are interested in religious education are invited to take the courses, whether they plan to prepare themselves for Sunday school work or to broaden their understanding of the problems of the Sunday school, including Sunday school workers now in service, parents who wish to keep in touch with the religious development and training of their children, and students who wish to supplement their training with special courses which will fit them for more efficient service in the field of religious education. 210 CREDIT FOR OUTSIDE BIBLE STUDY There are two terms of twelve weeks each, the sessions being held on Tuesday evenings at the Young Men's Chris- tian Association building. The sessions are from 7 to 8 and from 8 to 9, and students may enroll for either or both sessions, for either or both terms. The first term of the second year began September 28, 1915, and ended Decem- ber 14, 1915 ; the second term began January 4, 1916, and was ended March 21, 1916. For the accommodation of those who wish to go to the early session direct from office, store, or shop, a light luncheon is served in the Young Men's Christian Association building. Courses are given dealing with the problems of the various departments of the Sunday school : Elementary Course in the Bible, the Message of the Bible to the Modern World and to the Teachers of Childhood and Youth, Bible Heroes and Heroines, Child Psychology, Principles and Methods of Religious Education, Organization and Administration of the Sunday School, the Graded Sunday School, Bible Stories, and Story Telling. It will be recalled that in the state of North Carolina the Protestant leaders interested in the movement for the giving of credit for Bible study are addressing themselves first to developing and training Sunday school leaders and teachers as a preliminary step in preparation for the ulti- mate granting of such credit. They are there establishing city and community training schools for this purpose. Several community training schools have been established in Guilford County. The Greenboro school has a three- years course of study for two terms of each year. Twenty- four churches are represented in the school, and there is an enrollment of one hundred and fifty-eight. The first term opened on February 4, 1915, and continued for twelve weeks, with two periods each week. Every church of every de- nomination in the city was represented in the school, and WHAT TO DO? PREPARE 211 several students came from schools outside the city limits. The third year's work began in October, 1916. The plan provides for the community school to hold at least thirty sessions aside from examinations and general exercises, meeting one evening each week. The work of each evening is divided into two periods, one a lecture assembly period of forty-five minutes, when a speaker pre- sents some subject of interest, and the other a class period, when the school meets in sections for instruction in special lines of work. The class work is the main feature. The weekly program is as follows : 7.45, song and devotional service ; 8, lecture period ; 8.30, departmental classes ; 9.30, adjournment. Meetings are held every Thursday at the West Market Methodist Church Annex. A council composed of representatives from each Sunday school and religious organization in the city determines the general plan and policy of the school. The executive con- trol of the school is vested in a central committee of five members, the officers, and members of the faculty. COMMUNITY RELIGIOUS COUNCIL A "Council of Moral and Religious Education," to hold the same relation to the moral welfare of the young that a city council holds to civic affairs, has been proposed. 1 This council would consist of all pastors, public school officers and teachers, Sunday school superintendents and teachers, librarians, Young Men's Christian Association and Young Women's Christian Association employed officers, social workers, leaders in women's clubs, etc. This council could lead in the study and organization of community plans for more effective religious and Biblical instruction. Before such a council, containing representatives of all the religious and educational interests of a community, 1 Bulletin No. 4, Northern Baptist Convention, page 10. 212 CREDIT FOR OUTSIDE BIBLE STUDY Catholic, Protestant, and Hebrew, the matter of the closer correlation of the public and church schools might well be discussed. The advantages of the plan of giving public school credit for outside Bible study could there be stated and the interest of the school authorities enlisted. Such a council has been organized at Toledo, Ohio. It has presented to the board of education a scheme for week- day instruction of children in the elementary grades and for enrollment and record of attendance of high school students at the week-day church school, and one fourth unit of credit after examination. A DIRECTOR OF RELIGIOUS EDUCATION There are cases where a large city church or a group of churches in a community has secured the services of a paid "Director of Religious Education," who bears somewhat the relation to the church schools that the superintendent of schools bears to the public school system of a city. The development of this idea argues well for the prospect of increasing the educational efficiency of the church schools. Such a director should be employed wherever possible to aid in preparing the way for the granting of credit for Bible study. EQUIPMENT "Our churches must learn that religious education re- quires equipment in buildings, libraries, and teaching ma- terials and apparatus," says the report of the Religious Edu- cation Association on the training and supply of professional workers in religious education at the 1915 convention. 1 Let the church schools be provided by the church with better physical equipment for educational work. 1 Report of the United States Commissioner of Education, 1915, 1 : 631. CHAPTER SEVENTEEN Mode of Procedure THIS survey of the genesis and present status of the movement for the giving of academic credit toward graduation for outside Bible study shows that the plan may be either initiated in a local community or adopted as a state policy. The first mode of procedure is immediately available where local interest in the subject has crystallized into public opinion, while the second is more effective in a larger way where the state educational authorities can be won over to the plan. RECAPITULATION To refresh our memory, let us recapitulate a few illustra- tive instances of how the plan was initiated in specific juris- dictions or localities. In Colorado the religious leaders collaborated with representatives of the college faculty to devise the Greeley plan. The idea of extending the plan to the field of secondary education was put forward by religious interests and approved by the State Teachers' Asso- ciation, which appointed a committee to cooperate with a similar committee from the State Sunday School Association in outlining a course of study. In North Dakota the matter was originally acted upon by a committee of the State Teachers' Association, and then approved first by the High School Conference and finally by the State Board of Education. In Indiana the proposi- tion was brought before the State Board of Education by a committee from the State Association of Teachers of Eng- lish and the High School Section of the State Teachers' Association. At Tacoma the plan was initiated by the local Ministerial 213 214 CREDIT FOR OUTSIDE BIBLE STUDY Alliance and adopted by the local school board. At Lewis- ton, Idaho, the Ministerial Association took the initiative. In Texas the matter was put forth by a State Commission on Religious Education composed of thirty-two educational leaders from seventeen different denominations and religious organizations, with the approval of the state superintendent. The superintendent of the Muskogee public schools started the movement in Oklahoma. The Mississippi plan of affiliation was worked out by a joint committee representing the state and church school interests. In Virginia the State Teachers' Association recommended that the State Board of Education adopt the plan. The Alabama plan was adopted by an executive com- mittee of the State Sunday School Association, of which the state superintendent of public instruction was a mem- ber, and is to be brought to the attention of state educa- tional leaders with a view to its general adoption. This summary suffices to show that there may be various ways of getting at the matter. Where the local school boards control the curriculum of the schools, the plan may be intro- duced locally; but in jurisdictions where the curriculum of local schools is arranged by or subject to the approval of state educational officials, their approval of the plan must be secured. While religious leaders naturally have given the initial impetus to the movement, it cannot be too strongly em- phasized that it must be put forward as an educational rather than as a religious movement. Religious leaders in or out of the ranks of teachers in state schools will be most interested in pushing the matter, but experience shows that the best mode of procedure is for the religious leaders so to present the plan to their friends in the field of secular education that the latter will appreciate its merits and take the initiative in starting the movement. MODE OF PROCEDURE 215 STARTING THE PLAN No legislative action is anywhere required to start the plan. In those localities where the public schools already give credit for home work or other outside activities, there ought to be no difficulty for the school authorities to accord the same recognition to Bible study when they have been led to appreciate the advantages of the plan and to see that it involves no religious or sectarian difficulties. We have seen that in several instances, instead of offering credit specifically for Bible study, credit has been offered generally by school authorities for one or more outside activities, including Bible study. Such credits have been offered for music and Bible study in Topeka and Salina, Kansas ; Grand Rapids, Michigan; and Webb City, Missouri. For local considerations this may sometimes be a wise course. Generally, however, it would be well for those interested in the plan to call what might be called "a Council of Re- ligious Education" to consider the subject of cooperation between the public schools and the church schools. To this meeting should be invited every teacher and official in the public schools and in the church schools of the community, the members of the board of education, every local clergy- man, — Catholic, Protestant, and Hebrew, — secretaries of young men's and young women's Christian and Hebrew associations, public librarians, etc. Before this gathering should be laid the features of the plan for giving public school credit for outside Bible study. Great care must be taken to explain the matter in detail and to win the consent and approval of those who do not understand it and who are fearful lest sectarian differences become aroused and intensified. Assuming that the religious and educational leaders of the community are at last won by some such method to the 216 CREDIT FOR OUTSIDE BIBLE STUDY plan, a formal resolution might be adopted at such a gather- ing approving the plan and asking the school authorities to offer credit for such work. Experience has shown that school boards heartily and readily agree to the adoption of the plan where it is rightly presented. IMPORTANCE OF MAKING THE MOVEMENT NONSECTARIAN It is so important a caution that it will bear repetition that too great care cannot be taken to avoid all possibility of misunderstanding by putting the movement on a broad nonsectarian basis. It should not be put forward as the proposal of any faith. The cooperation of every religious organization in the community should be sought. The school board should publicly announce the conditions under which credit will be given for outside Bible study, stating the quantity and quality of Bible study that will be required for credit. The church schools will then be called upon to show whether they are doing or are able to do the grade of work which the public schools consider worthy of academic recognition. A STATE-WIDE PLAN MOST DESIRABLE The ideal arrangement would seem, however, to be a uniform system of supervising and crediting Bible study such as is in vogue in North Dakota and Indiana and is proposed in Virginia. Where, as in New York State, uni- form examinations are held simultaneously throughout the state, there should be provided by the state education de- partment a syllabus of Bible study for the guidance of the classes that wish to pursue the subject, as is provided in other subjects. Where there may exist practical difficulties which seem to prevent the publication of the syllabus by the state, as is done in Oregon, it may be published by religious interests. In such MODE OF PROCEDURE 217 a case, Catholics, Protestants, and Hebrews ought jointly to assume this task ; but if this cooperation cannot be arranged, let one of these groups do it, relying upon the merits of the plan to enlist the cooperation of the others subsequently. The State Sunday School Association has, in probably every instance, approved the plan and has asked the state superintendent or commissioner of education to take action and appoint a committee to prepare a syllabus, or has col- laborated with representatives of the state organization of teachers. These organizations, through a selected joint committee, might well prepare and recommend to the state superintendent a syllabus. C. W. Tenney, state inspector of rural schools in Mon- tana, suggests that "some outline of a course of Bible study should be submitted to each of the State Teachers' Associa- tions, with a request that it recommend that all high school principals give credit similar to that allowed in North Dakota, whenever in the judgment of that principal the teachers have scholastic preparation equal to that required of other high school teachers and where the study of the lesson, the length of the recitation period, and the general quality of the work indicate that it is worthy of credit from the standpoint from which other high school subjects are judged." 1 There should be a uniform examination provided by the educational authorities of the state. The questions might well be prepared by a committee composed of educators, selected by the state superintendent, who are representative of the various churches. The questions could be issued to the local school principals and the answer papers sent back to the committee which prepared them or to an examiner representing the state. The Virginia plan provides for a central committee of 1 School News and Practical Educator, 29 : 390, April, 1916. 218 CREDIT FOR OUTSIDE BIBLE STUDY seven educators of the state, headed by the state superin- tendent. Dr. Good of Kansas proposed that the central supervision of the matter be vested in a committee of nine members, three representing the state board of education, appointed by the state superintendent of public instruc- tion, three members representing the State Teachers' Asso- ciation, appointed by that body, and three members repre- senting the State Sunday School Association, appointed by the executive committee of that association. In Colorado the committee on Bible study for high schools from the State Teachers' College and the State Sunday School Association constitutes the state committee of ex- aminers. This committee is given general charge of all Bible study work done for credit in the Sunday schools and churches of the state. The educational boards or officers of the Catholic, Protes- tant, and Jewish churches might select a list of educators of their respective faiths who are occupying state school or college positions, and submit this list to the state superin- tendent. The central committee might be selected from these lists in some manner agreeable to all concerned, so as to give all interests representation approximately propor- tionate to the number of communicants in the state. The state superintendent or commissioner of education should recommend, as did Superintendent Churchill of Oregon, that local school boards give public school credit toward graduation for outside Bible study and specify the conditions under which such work shall be done. It would give great impetus to Sunday school work to know that its work was thus recognized by the state school authorities. CREDIT FOR ALL BIBLE STUDY OF ACADEMIC GRADE Credit should be offered for Bible study of an academic grade done in Sunday schools, week-day religious schools, MODE OF PROCEDURE 219 Vacation Bible schools, young men's and young women's Christian and Hebrew associations, private schools, with tutor at home, or in any class of any kind provided by any religious organization. It has been estimated that upwards of ten million young people in the United States between the ages of three to eighteen are not enrolled in any Sunday school. 1 Vacation Bible schools, such as are being developed by the Daily Vacation Bible School Association, should be organized in every community to supplement the inadequate work of the Sunday schools, and their work should be duly recog- nized and credited by the public school authorities. Sunday schools in cities are either closed during the sum- mer or so depleted in attendance that the regular program is interfered with. Why not let all the churches of a com- munity close the Sunday schools during July and August and send the children to a community summer week-day school conducted in one or more convenient buildings? Work of a secular character might be interwoven with Biblical and religious instruction and the correlation of both these branches of education thus be made apparent to the children. The sessions should begin at an early hour and continue only during the forenoon, leaving the afternoon free for recreation and play. Considerable Bible study is conducted in young people's societies and under the direction of the International Chris- tian associations. In 1915 over six thousand boys and young men elected to try tests at the completion of Bible study courses pursued in Young Men's Christian Association classes. There is no reason why this work should not come within this program and be given academic credit, assuming that it is of the required standard. 1 1916 edition of Church and College Ministry to Children in Daily Vaca- tion Bible Schools. 220 CREDIT FOR OUTSIDE BIBLE STUDY We have seen that in Oklahoma and Virginia, where the state departments of education are back of the movement, credit in the state normal schools is given for outside Bible study, and that in the normal schools of Oklahoma Biblical courses are actually taught in the summer sessions. It would seem a capital plan thus to encourage Bible study on the part of future public school teachers in training, who will go into the various communities of the state imbued with an interest in the subject and in sympathy with the idea of thus coordinating the work of the schools and of the churches. The early and persistent success of the plan at Greeley, Colorado, since 1910, is an indication of what may be done in this direction. Nor should we stop there; the state colleges and univer- sities, as well as the normal schools, high schools, and gram- mar schools, should recognize for credit as electives toward graduation completed courses of Bible study pursued in the Catholic, Protestant, and Hebrew churches as an integral part of their respective Sunday school work. DISCRIMINATION TO BE AVOIDED The Virginia proposal of three courses of study, two on the Old Testament and one on the New Testament, seems ideal and well calculated to prevent discrimination against students of any faith. All three courses may be pursued by a student, but credit is given for only two of the courses. Private Bible study for credit should not be precluded by requiring that the study shall be pursued under an approved teacher, but the taking of the work under such a teacher should be encouraged by some method. A higher grade might be required on the examination of candidates for credit who have followed the course privately. Dr. Good proposed that the central committee issue cer- tificates of qualification to teachers who wish to give in- MODE OF PROCEDURE 221 struction in these courses, upon satisfactory evidence of their fitness, and that the local church authorities issue cer- tificates of approval. The Greeley plan provides for the nomination of the teachers by the Sunday school superin- tendent and their approval by the school authorities. At Lewiston, Idaho, the qualification of teachers of Bible study credit classes is passed upon by the city superintendent of schools. At Tecumseh, Nebraska, teachers are approved by the ministers of the churches concerned and by the city superintendent of schools. At the city of Salina, Kansas, the qualification of teachers is passed upon by a committee consisting of the superintendent of schools, the principal of the high school, a member appointed by the board of educa- tion, and two members appointed by the Ministerial Union of the city. QUALIFIED TEACHERS REQUIRED The latter arrangement gives all interests a fair represen- tation and would seem to be a workable plan. At any rate teachers should be selected for these classes who meet the requirements for teachers in the school or institution where the credit is sought. Besides having a good general educa- tion, the teachers should have had special preparation for teaching the Bible and personal fitness for the work. At least graduation from high school, or its equivalent, should be required. Eventually the completion of a minimum amount of study in a teachers' training course should be required. An interdenominational teachers' training school, such as is described in the previous chapter, should be organized in every city. Where there exists a college, school, or class for the training of public school teachers, the training school should be closely affiliated with such institutions. Teachers in these institutions should be enlisted to give instruction in the training school and their students encouraged to take 222 CREDIT FOR OUTSIDE BIBLE STUDY the Biblical courses offered in the training schools, for which credit toward graduation should be given. There will be no difficulty in most communities of any size in securing qualified teachers to conduct Bible classes for credit. The priest, pastor, or rabbi may be available to conduct such a class in his church, but in some cases either he may lack the requisite pedagogical training or his pastoral duties may not permit him to take on the additional duty. He may, however, find many a capable school teacher or other person of broad culture who will be willing to conduct the class. In some communities the churches may advanta- geously employ a religious director either separately or jointly, a part of whose duties it shall be to conduct such classes. EXISTING ORGANIZATIONS TO BE UTILIZED The study for credit may be taken up by existing organi- zations, or classes or study groups may be specially formed for the purpose, but it would seem best to disturb as little as possible the existing organizations for Bible study. In one case the formation of special Sunday school classes to study for high school credit proved unsuccessful, as the result of breaking up former class associations. The new classes lacked solidarity. The work was subsequently taken up by the regular classes. In many cases, however, it might be desirable to form special classes. CONTENT OF COURSES As to the course of study to be followed, we have already suggested that the state issue a syllabus. This should follow in outline as nearly as possible the topics of what may be considered the best courses now being followed in the church school. The topics of the Graded Series used in many progressive Protestant Sunday schools easily lend themselves to this adaptation and have been thus adapted MODE OF PROCEDURE 223 with success. They even form the basis of the Bible work in the Protestant public schools of Quebec. Relative to the content of the course or courses, the con- ference held on the subject at Chicago in February, 1915, recommended "that, for the present, all religious bodies now seeking credit in secondary schools for Bible study by pupils of the high school age shall provide for at least the equivalent of thirty-six recitation hours in Old Testament history and biographies, thirty-six recitation hours in New Testament history and biographies, and thirty-six recitation hours in the Gospel, or an additional like period in Old Testament studies." WHERE CLASSES MAY MEET It was not in accordance with the thought of the origina- tors of the Bible credit plan that these classes should meet in the public school or college buildings. Generally it will doubtless be convenient and advisable for them to be held in other than tax-supported institutions, as churches, libraries, Young Men's Christian Association buildings, or other such quasi-public place. The use, however, that is being made of public school buildings by sectarian and religious organizations is surpris- ing, and would seem to indicate that there would be but little objection to Bible study classes meeting in such build- ings. The reports show, according to the United States Commissioner of Education, 1 that "in various parts of the country, schoolrooms are used by Sunday schools and mis- sionary societies, as well as for divine worship. Denomi- national associations, church societies, Sunday school teacher- training classes, and Young Men's and Young Women's Christian Associations indicate other phases of religious activities which are found upon public school premises. One city reported that the Jews and one or two other sects 1 1914, 1:456. 224 CREDIT FOR OUTSIDE BIBLE STUDY were using the schoolhouses after four o'clock for sectarian instruction." As the result of a questionnaire recently sent to the towns and cities of West Virginia by the United States Bureau of Education, it was found that the public school buildings were used at Carbondale for religious worship; at Davis for Sunday school; at Fairmont for Bible study classes; Grafton, church entertainments; Huntington, Sunday school occasionally. Churches were granted temporary use as follows: Mannington, Sunday school; Morgantown, Sunday school; Weston, church and Sunday school. 1 Some of these Bible study credit classes have met in public school buildings in North Dakota and elsewhere, and this arrangement seems to have been satisfactory to the com- munity. There would seem to be no difficulty in this re- spect where there is such a provision as this found in the Education Law of New York : 2 "The trustees or board of education of each district may . . . permit the use of the schoolhouse and rooms therein, and the grounds and other property of the district, when not in use for school purposes " for certain other specified purposes, including "persons assembling therein for the purpose of giving and receiving instruction in any branch of education, learning, and the arts." The courses have been taught in public night schools and even as regular courses in the public schools. CONCLUSION There is no reason why this plan "to create a church sys- tem of religious education parallel to the state system of secular education" should not be generally applied. The data herein collected show that it has been successfully adapted in diverse parts of the country. The movement 1 Report, 1915, 1 : 73. 2 Section 455. MODE OF PROCEDURE 225 can be said to have passed the experimental stage and to have been proved a success. In the words of Dr. R. P. Shepherd, educational secre- tary of the Illinois Sunday School Association, the educa- tional chasm between church and state has been success- fully bridged. "A complete parallel in the local community of a church system of religious instruction, coupled through- out with the state system of secular instruction, can be made." 1 It has been said that this plan is the only course between the Scylla of an established state church and the Charybdis of a bitter sectarianism. The committee of the Iowa State Teachers' Association, which on November 2, 1916, reported a plan for giving credit for Bible study, said that the various courses in Bible study " are likely to be defined with as much professional skill and exactness as are courses in history and language. With such definitions will come methods of administration suited to American conditions, bringing about a reasonable unity through the modification and adaptation of the various ten- tative plans now in operation." 2 1 The Trumpet Call, April, 1915. 2 Report of the Committee, page 13. BIBLIOGRAPHY General Religious Education, the journal of the Religious Education Asso- ciation, is the most reliable source of information on the subject of correlated Bible study. The Recognition of Outside Religious Study by Our Secular Schools, by Dr. Gerrit Verkuyl, in Religious Education, June, 1910, page 136. The School and Church Cooperating, by President Robert L. Kelly, in Religious Education, December, 1915, page 540. Religious Education and the Public School System, by Dean F. C. Ensign, in Religious Education, December, 1915, page 549. The Church and the Public School in Religious Education, by Dr. Henry F. Cope, in Religious Education, December, 1915, page 566. A General View of the Movement for Correlating Religious Education with Public Instruction, by Dr. George A. Coe, in Religious Educa- tion, April, 1916, page 109. The Church and the Public School in Religious Education, Bulletin No. 4, Baptist Commission on Religious Education. American Baptist Publication Society, Philadelphia. Findings of the Commission on Bible Study in Relation to Public Education, International Sunday School Association, Chicago, 1915. Sixth Annual Report of the Bible School Department of the American Christian Missionary Society of Disciples of Christ in America, July, 1915. The Bible in School Plans of Many Lands, by Dr. Wilbur F. Crafts, Washington, D.C., 1914. Contains documents gathered and com- piled for Council of Church Boards of Education. School Credit for Home Work, by Superintendent L. R. Alderman. Houghton Mifflin Company, Boston, 1915. The Church Vacation Schools, by Harriet Chapell. Fleming H. Revell Company, 1915. The Better Vacation School, by W. E. Woodhull, in The Sunday School Journal, June, 1916, page 436. The Sunday School Journal, June, 1916, pages 418-443, published by the Methodist Book Concern, Cincinnati. 227 228 CREDIT FOR OUTSIDE BIBLE STUDY A Safe Plan of Cooperation, by Superintendent H. B. Wilson, in The Sunday School Journal, June, 1916, page 431. The City Institute for Religious Teachers, by Walter S. Athearn. University of Chicago Press, 1916. Crediting Bible History in the Schools, by Professor William M. Forrest, in The (Harrisonburg, Va.) Normal Bulletin, January, 1916, page 40. Academic Credit for Bible Study, in Associate Teacher, April, 1914, page 5. Colorado The Greeley Plan, a bulletin of the State Teachers' College of Colorado concerning religious and moral education, by Professor Ethan Allen Cross. Series XIV, No. 7, March, 1915. The Greeley Plan for Bible Study, by Professor Ethan Allen Cross. A pamphlet designed to encourage students in State Teachers' Col- lege of Colorado to enroll in Bible classes and work for college credit. Teachers' Handbook of the Colorado Plan of Bible Study for Colleges and High Schools. Prepared by the Joint Committee from the State Teachers' Association and the State Sunday School Associa- tion of Colorado. Printed by the latter association, 1914. Bible Study Syllabus for the High School Students of Colorado, selected and approved by the Joint Committees on Bible study for High Schools for the State Teachers' Association and the State Sunday School Association of Colorado, June, 1915. Accredited Bible Study, by Rev. De Witt D. Forward. A paper read at National Education Association meeting, St. Paul, July, 1914. Accredited Bible Study, by Rev. DeWitt D. Forward, in Religious Education, April, 1911, page 135. The Colorado Plan of Bible Study, by Dr. Loran D. Osborn, in Religious Education, April, 1916, page 124. Bible Study in State Colleges and High Schools : A Way Out, by Professor Ethan Allen Cross, in American Journal of Sociology, March, 1915, page 700. Accredited Bible Study, by Mary Muncy Church, in Biblical World, July, 1915, page 45. The Colorado Plan, in The Sunday School Journal, June, 1916, page 423. BIBLIOGRAPHY 229 North Dakota Official Syllabus of Bible Study for High School Students, selected and adopted by the High School Board of North Dakota, August, 1912. Printed by the North Dakota Sunday School Association, Fargo. Third edition, January, 1915. High School Credit for Bible Study. A paper read at the 53d Annual Convention of the Michigan State Sunday School Associa- tion at Benton Harbor, November 14, 1913, by Rev. Walter A. Snow, General Secretary of the North Dakota Sunday School Association. The North Dakota Plan, by Dr. Vernon P. Squires, in Religious Education, June, 1913, page 225. Accredited Bible Study, by Rev. Walter A. Snow, in Religious Education, June, 1914, page 306. The North Dakota Plan of Bible Study, by Dr. Vernon P. Squires, in Religious Education, June, 1915, page 264. The North Dakota Plan of Bible Study. Report prepared for Reli- gious Education Conference of February 28 to March 1, 1916, by Dr. Vernon P. Squires, in Religious Education, February, 1916, page 20. High School Credit for Bible Study, in Biblical World, May, 1913, page 345. The North Dakota Plan of Bible Study, by Dr. Vernon P. Squires, in Biblical World, June, 1913, page 392. A Brown Man's Cooperative Plan of Bible Study, by Dr. Vernon P. Squires, in Brown (University) Alumni Monthly, May, 1914. North Dakota Plan for Accrediting Bible Study, by Dr. Vernon P. Squires, in Journal of Education, July 23, 1914, page 104. Credit for Bible Study, in Journal of Education, May 13, 1915, page 516. High School Credit for Bible Study, by Dr. Vernon P. Squires, in Journal of Education, December, 1916. Academic Credit for Bible Study, in The Independent, March 9, 1914, page 341. Plans for Religious Education of Pupils in State Schools, by W. E. Hogan, in Bulletin of Board of Education, Methodist Episcopal Church, South. Nashville, Tennessee, February, 1915, page 202. An Interesting Experiment, in The Outlook, April 26, 1916, page 946. 230 CREDIT FOR OUTSIDE BIBLE STUDY The North Dakota Plan, in The Sunday School Journal, June, 1916, page 424. Higfy School Credit for Bible Study in North Dakota, by Rev. Walter A. Snow, in The Sunday School Journal, June, 1916, page 432. Various States Public School Credits for Bible Study : Plan for Alabama. A state- ment prepared by the Committee on Public School Credits and issued by the Alabama Sunday School Association, December, 1915. School Credits for Bible Study and Religious Instruction. A folder explaining the requirements for supplementary credits in Birming- ham, Alabama. Sunday Schools and Public School Credits. A pamphlet explaining the basis of cooperation between Sunday schools and public schools of Birmingham, Alabama. School Credits for Bible Study and Religious Instruction. A pam- phlet containing requirements for school credits in Montgomery, Alabama, schools. The Conway Plan of Bible Study : Part I, Old Testament Biography. A pamphlet by Superintendent J. P. Womack, Conway, Arkansas. The Bible as Outside High School Work, by President Robert L. Kelly, in Educator Journal, December, 1913, page 213. Outline of Bible Study for Indiana High Schools, arranged by a joint committee of the Indiana Association of Teachers of English and the High School Section of the Indiana State Teachers' Associa- tion, and approved by the State Board of Education. Indianapolis, Indiana, September, 1915. Bible Study and the Indiana High School, in Educator Journal, October, 1914, page 86. State Board of Education Approves Plan of Bible Study for Indiana High Schools, in Educator Journal, March, 1915, page 356. The New Course in Bible Study for Indiana High Schools, in Educator Journal, September, 1915, page 23. Bible Study for Indiana High School Pupils, in Educator Journal, October, 1915, page 104. Bulletins of Board of Control for Bible Study for Credit in Indiana High Schools. BIBLIOGRAPHY 231 Notes on the Progress of the New High School Course in Bible Study, in The Educator- Journal, Indianapolis, Indiana, December, 1915, page 215. A Plan for a Closer Cooperation in the State of Kansas between the Public Secondary Educational Work of the State and the Educational Work of All the Churches within the State. A report by Dr. John W. Good, Manhattan, Kansas, September 28, 1914. High School Credits for Bible Study in Kansas, by Superintendent H. B. Wilson, Topeka, in Religious Education, December, 1915, page 574. Credit toward Graduation from the High School for Work Done Out- side of the School. A folder setting forth the conditions on which credit will be given in the high schools at Topeka, Kansas, for out- side work in Bible study and music. September, 1914. Credit toward Graduation from the High School for Work Done Out- side of the School. A folder similar to the Topeka folder, issued at Salina, Kansas, November, 1915. A Plan of Affiliation between Sunday Schools and High Schools Designed to Promote an Interest in the Study of the Bible, issued by the Mississippi Sunday School Association, Jackson, 1915. Shall Biblical Studies Have College Credit? by Professor W. O. Lewis, in Report of 52d Meeting of Missouri State Teachers' Associa- tion, held at St. Louis, November 6-8, 1913. A Report of the Commission of the Missouri College Conference upon Religious Education. College Leaflet No. 1, issued by the Missouri Sunday School Association, St. Louis. High School Credit for Bible Study in Sunday School, by Professor J. D. Elliff, in Missouri School Journal, January, 1915, page 16. High School Credit for Bible Study, by Professor J. D. Elliff, in Missouri School Journal, February, 1916, page 78. The Oklahoma Plan of Bible Study Credits, by President Charles W. Briles, in Religious Education, June, 1916, page 285. High School Credit for Bible Study, by Rev. W. S. Wiley. A pamphlet explaining the plan at Muskogee, Oklahoma. A Syllabus of Bible Study for Oregon High School Students. The September, 1915, issue of The Oregon Sunday School Optimist. A Suggested Course in Bible Study for Pupils Outside of School^ issued by Superintendent J. A. Churchill, Salem, 1915. 232 CREDIT FOR OUTSIDE BIBLE STUDY Plan of Bible Study for High School Credits with Syllabus of Bible LessonSy approved by the Texas State Commission on Religious Education, January, 1916. Bulletin of the Association of Religious Teachers for Credits in the University of Texas, 1915-1916. Rules Regulating the Correlation of Sunday School and Public School Work, in Austin, Texas. A New Plan for Religious Education , by Professor Frederick B. Eby, of the University of Texas, in Bulletin of Board of Education. Methodist Episcopal Church, South, February, 1915, Nashville, Tennessee, page 198. Principles upon which High School Credit May Be Given for Bible Study. Adopted by Joint Committee of Vermont Teachers' Associa- tion and Vermont Sunday School Association, December 4, 1915. Proposed Plan for High School Credit for Bible Study, as adopted by the Virginia State Teachers' Association, Richmond, Virginia, 1915. Official Syllabus of Bible Study for High School Pupils, Approved and Authorized by the Virginia State Board of Education and Pub- lished by the State University. University of Virginia Record, Ex- tension Series, Vol. II, No. 1, September, 1916. The Radford Normal Plan of Bible Study, Bulletin of the State Normal School for Women at Radford, Virginia, February, 1916, Volume III, No. 5. Syllabus of Bible Study for High School Students, adopted by the Board of Education, Spokane, Washington. Bible Study for High School Students : Course I, Old Testament History, prepared and issued by a committee from the Ministerial Alliance and adopted by the Board of Education of Tacoma, Wash- ington, 1915. Canada Memoranda Setting Forth a Scheme for Courses in the Bible and in Morality for the Primary Schools of the Provincial System, by Hon. John Seath, Ontario, December, 1913. Accredited Bible Study in Canada, by Professor Frederick Tracy, in Religious Education, August, 1914, page 389. Correlated Bible Study for Elementary Grades in Canada, by Charles A. Myers, in Religious Education, June, 1915, page 269. APPENDIX A Official Syllabus of Bible Study for High School Students: Selected and Adopted by the High School Board of North Dakota, August, 1912 I. STUDIES IN OLD TESTAMENT GEOGRAPHY 1. Palestine. Palestine is a strip of country at the eastern end of the Mediterranean Sea. It extends east from the sea to the Arabian desert (on an average about 50 miles), and north from the southeastern corner of the Mediterranean to the river Leontes and Mt. Hermon (less than 150 miles). Physically, Palestine is divided into four regions, or strips, running north and south. 1. The first is a plain along the coast from five to twenty-five miles in width and of great fertility. Here were the chief cities of the Philistines and the famous Plain of Sharon. 2. The second is a hilly zone with elevations from three thousand to four thousand feet high in the north but towards the middle flattening out into the Plain of Esdraelon, watered by the river Kishon. South of this the surface again breaks into hills and becomes more and more rugged until near Hebron it attains an elevation of over three thousand feet. 3. To the east this hill country slopes rapidly to the deep gorge of the Jordan Valley, the deepest depression on the face of the earth. The Jordan rises on the slopes of Mt. Hermon some dis- tance north of the Sea of Galilee and descends rapidly until at the Sea of Galilee it is 682 feet below sea level. It continues to descend through a winding course of nearly two hundred miles (only sixty- five in a straight line) until at the Dead Sea it is 1292 feet below sea level. The Jordan Valley varies in width from about four miles in the north to about fourteen in the south. In the north it is fertile ; in the south, alkaline and arid. The Dead Sea is forty-seven miles long and ten miles wide. South of this lake is the gravelly desert Arabah, gradually rising to a height of six hundred feet above the sea level and falling away again towards the Red Sea. 283 234 CREDIT FOR OUTSIDE BIBLE STUDY 4. To the east of this great cleft of the Jordan and extending to the desert is a pleasant hilly region (Bashan, Gilead, Moab, and Edom) rising to a plateau about 2000 feet in height. This section is well watered and admirably adapted to grazing. The great variety in the country is conducive to a corresponding diversity in its plants and animals. The authorities mention 113 species of mammals, 348 of birds, and more than 3000 varieties of flowering plants. 2. The Relation of Palestine to Other Lands. Palestine lay on one of the main routes of travel in the ancient world. To the south- west was Egypt with its mighty civilization; to the northeast, Mesopotamia with its powerful empires ; across Palestine, between the Nile and the Euphrates, swept for many centuries the caravans and armies of the world. There were four main highways corre- sponding to the four divisions of the country already mentioned. One road followed the coast, leading from Egypt through the Phil- istine cities (Gaza, Ashdod, etc.) to Phoenicia (Tyre and Sidon) and so on to the north. A second traversed the central range of hills and the Plain of Esdraelon, passing through Samaria and Jerusalem and so south to Beersheba, where it turned west toward Egypt. On the north it led to Damascus and thence eastward across the desert to Mesopotamia (Assyria, Nineveh, Babylonia, Chaldea, Land of Shinar). A third route followed the Jordan Valley on its eastern side, extending down to Elath on the Red Sea and turning thence to Sinai and beyond. On the north this road also led to Damascus. The fourth highway likewise led from Elath, connect- ing with caravan routes across the desert to the east and proceeding north through Moab, Ammon, and Gilead to the ancient emporium of Damascus. Along these roads and their branches and connec- tions surged the tide of old-world traffic. By the southern routes the Israelites entered the land; by the northern they were, cen- turies later, led forth into captivity, and in due time returned to reoccupy their ancient home. Note. Most Bibles nowadays contain maps. The student should carefully study the Old Testament map in connection with APPENDIX A 235 the foregoing outline and locate all the places mentioned. He should also locate the chief mountains, as Mt. Carmel (near the coast), Mt. Tabor, Mt. Gilboa, Mts. Ebal and Gerizim (near Samaria and Shechem), Mt. Pisgah and Mt. Nebo (northeast of Dead Sea), and Mt. Sinai or Horeb (to the southwest). He should also locate the important towns and cities, such as Dan or Laish (in the extreme north), Jezreel, Dothan, Samaria, Shiloh, and Bethel (in the central part), and Jericho, Gibeon, Jerusalem, Bethlehem, and Hebron (in the south). H. THE GREAT OLD TESTAMENT NARRATIVES 1. The Creation (Gen. I). 2. The Garden of Eden (Gen. H, 8-IV, 16). 3. The Flood (Gen. VI, 1-IX, 19). 4. Babel (Gen. XI, 1-9). 5. The " Call of Abraham " (Gen. XI, 27-XH, 9). 6. Abraham and Lot (Gen. XIH, also XV, also XVH, 1-XIX, 28). 7. The Sacrifice of Isaac (Gen. XXII). 8. The Marriage of Isaac (Gen. XXIV). 9. Jacob and Esau (Gen. XXVU-XXXHI). 10. Joseph and his Brethren (Gen. XXXVII, also XXXIX- xlvh). 11. Early Life of Moses (Ex. I and H). 12. The Call of Moses (Ex. HI and IV). 13. The Deliverance of Israel .(Ex. V-XV). 14. Israel in the Wilderness (Ex. XVI and XVH). 15. Israel at Sinai (Ex. XIX and XX). 16. The Golden Calf (Ex. XXXH). 17. The Death of Moses (Deut. XXXIV). 18. The Entrance into Canaan (Josh. I-VI). 19. The Great Battle with the Amorites (Josh. X, 1-15). 20. The Defeat and Death of Sisera (Judges IV and V). 21. The Deeds of Gideon (Judges VI and VH). 22. Jephthah (Judges XI). 23. The Life and Death of Samson (Judges XTV-XVI). 236 CREDIT FOR OUTSIDE BIBLE STUDY 24. Ruth, the Faithful Moabitess (Ruth I-IV). 25. The Calling of Samuel (1 Sam. III). 26. The First King of Israel (1 Sam. VIII-XI). 27. The Early Adventures of David (1 Sam. XVI-XVIH, 9). 28. David and Jonathan (l Sam. XX). 29. David and Saul (1 Sam. XXI-XXIV). 30. The Deaths of Saul and Jonathan (1 Sam. XXXI and 2 Sam. I). 31. David Made King (2 Sam. V, 1-VI, 15, also VH-IX). 32. The Rebellion of Absalom (2 Sam. XIV, 25-XVIH, 33). 33. Rizpah (2 Sam. XXI, 1-14). 34. The Greatness of Solomon (1 Kings II, 1-12 ; HI, 1-XI, 13). 35. The Kingdom Divided (1 Kings XI, 41-XH, 33 ; also XIV, 21-31). 36. Elijah (1 Kings XVI, 29-XIX, 21). 37. Naboth's Vineyard (1 Kings XXI; also XXII, 29-40 ; also 2 Kings IX, 30-37). 38. Elijah Translated (2 Kings II, 1-12). 39. Elijah's Marvelous Achievements (2 Kings IV-VH). 40. The Wicked Athaliah (2 Kings XI). 41. The Destruction of Sennacherib (2 Kings XVIII, 13-XIX, 37). 42. The Great Reform under Josiah (2 Kings XXII, 1-XXIH, 30). 43. The Call of Isaiah (Is. VI, 1-8). 44. The Fall of Jerusalem (2 Kings XXV, 1-21). 45. Daniel and his Three Friends (Dan. I-III ; also V and VI). 46. The Return from the Exile in the Time of Cyrus (about 530 B.C.) (Ezra I, 1-H, 2; H, 64-VI, 22). 47. Nehemiah leads back another Group in Artaxerxes* Time (about 450 B.C.) (Nehemiah I-IV). 48. Esther, the Beautiful Queen (Esther I-X). 49. The Test of Job (Job I and II, also XLII). 50. Jonah (Jonah I-IV). APPENDIX A 237 m. A BRIEF OUTLINE OF HEBREW HISTORY BEFORE CHRIST The history of the Hebrews as a distinct people begins with their escape from Egypt and their establishment in Palestine, a dozen centuries or more before Christ. The first great period includes the era of settlement and conquest and extends up to the beginning of the kingdom under Saul (eleventh century B.C.). See Narratives 11-25. The second great period, beginning with the accession of Saul, includes the great reigns of David and Solomon, and extends to the division of the kingdom under Rehoboam and Jeroboam (tenth century B.C.). See Narratives 26-35. The third great period includes the reigns of nineteen kings in Israel (northern kingdom) until its overthrow by Sargon, King of Assyria (eighth century) and of twenty kings in Judah (southern kingdom) extending to the fall of Jerusalem and captivity of Judah under Nebuchadnezzar, King of Babylon, in the sixth century. The great characters during this time are Elijah, Elisha, Amos, Hosea, Hezekiah, Isaiah, Micah, Josiah, Jeremiah, Ezekiel. See Narra- tives 36-44. The fourth great period includes the captivity of Judah (sixth century), the return and rebuilding of Jerusalem, and the subsequent control of Palestine by the Persians, the Greeks, and the Romans, including the brilliant century of independence under the Macca- bees from about the middle of the second century until after the middle of the first century B.C. See Narratives 45-48. The student would do well to consult a Bible Dictionary or an Ancient History for the chronology and for the relations existing between the Hebrews and the other great nations of antiquity. It is not always possible to be sure of the exact date of a given event, as the various authorities differ ; but the student should grasp the historical periods and be able to assign each great event to its proper century. Any recognized system of chronology will be accepted. Various excellent Hebrew histories are easily obtainable. 238 CREDIT FOR OUTSIDE BIBLE STUDY IV. THE BOOKS OF THE OLD TESTAMENT The thirty-nine books are divided in five groups, as follows : 1. The Pentateuch : Genesis, Exodus, Leviticus, Numbers, Deu- teronomy (5 books). 2. The Historical Books : Joshua, Judges, Ruth, 1st and 2d Samuel, 1st and 2d Kings, 1st and 2d Chronicles, Ezra, Nehemiah, Esther (12 books). 3. The Poetical Books: Job, Psalms, Proverbs, Ecclesiastes, The Song of Solomon (5 books). 4. The Major Prophets : Isaiah, Jeremiah, Lamentations, Eze- kiel, Daniel (5 books). 5. The Minor Prophets : Hosea, Joel, Amos, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Mala- chi (12 books). V. MEMORY PASSAGES FROM THE OLD TESTAMENT Note. Learn any five of the following passages. Each of the passages selected should be carefully committed to memory so as to become an abiding possession. 1. The Ten Commandments, Exodus XX, 3-17. 2. From a speech of Moses, a specimen of Hebrew oratory, Deut. VI, 4-15. 3. The First Psalm. 4. The Twenty-third Psalm. 5. The Forty-sixth Psalm. 6. The One Hundred and Third Psalm. 7. Job XXVIH, 12-28. 8. Proverbs, Chapter HI, 1-26. 9. Isaiah XL, 18-31. 10. Isaiah LV. VI. STUDIES IN THE LIFE OF CHRIST A. Political Divisions in Christ's Time. The general landscape features in New Testament times are, of course, the same as those APPENDIX A 239 already outlined. (See I, above.) But the political divisions were entirely different. These were as follows : (a) To the west of the Jordan : 1. Judea, corresponding, in the main, to the old kingdom of Judah and including such places as Jerusalem, Jericho, Bethlehem, Bethany, Ephraim, Lydda, and Joppa. 2. Samaria, occupying the central part of the region around the ancient city of Samaria, extending north to the river Kishon, and numbering among its cities Sychar and Csesarea. Judea and Samaria were under the proconsul Pontius Pilate. 3. Galilee, lying to the west of the lake of the same name and extending north to Phoenicia (Tyre and Sidon). Among its points of interest were Nazareth, Capernaum, Cana, Chorazin. (6) To the east of the Jordan : 1. Perea, extending from the river Arnon north somewhat be- yond the river Jabbok. This region and Galilee were united under the rule of Herod Antipas, son of Herod the Great. 2. Decapolis, east of Galilee and stretching off to the southeast, a region of flourishing Greek cities. 3. The Tetrarchy of Philip, extending from opposite the Sea of Galilee north to Mt. Hermon (the probable scene of the Transfigura- tion). Among its cities were Bethsaida and Caesarea Philippi. Its ruler in Christ's time was Philip, another son of Herod the Great. Note. All these divisions and points of interest should be care- fully located on the map. B. The Life of Christ. The four evangelists differ somewhat in their accounts of the life of Christ. For this there are two causes : (1) John purposely omits to mention various facts recorded by the earlier writers, intending in his gospel to give additional information rather than to repeat familiar matter. (Because of their general agreement the first three gospels are called the " synoptic gospels.") (2) The synoptic gospels do not always agree, in the order of events ; Matthew seems to prefer to treat his matter topically. For example, when recording parables he groups several together, apparently disregarding the exact chronology. See Matt. XIII. 240 CREDIT FOR OUTSIDE BIBLE STUDY It is, therefore, somewhat difficult to determine the exact order of the events in Christ's life. In the outline given below we shall follow, in the main, the order found in Luke ; here and there facts not recorded by him are inserted. First Period. Childhood and Youth, up to and including the Temptation. Luke I-IV, 13. Read also Matt. II-IV. Locate places mentioned. Second Period. The Beginnings of Christ's Active Ministry, or The Year of Obscurity. Read John II-IV. During this period, after his first miracle in Cana in Galilee, Jesus appears to have worked mainly in Judea. The event marking the close of this period seems to have been the imprisonment of John the Baptist. See Matt. IV, 12, 13 ; also Mark I, 14 ; also, Mark VI, 14-29. Third Period. The Period of Growing Popularity. Read Luke IV, 14-IX, 50. During this period, which probably lasted considerably over a year, Jesus worked mainly in the neighborhood of the Sea of Galilee. Among the chief events to be remembered, in addition to the various miracles and parables, are the following : (1) The choosing of the twelve disciples, in connection with which doubtless occurred the Sermon on the Mount (briefly recorded by Luke in Chapter VI, 20-49, and more fully in Matthew V-VH, which should be read). (2) Two journeys north for rest and privacy. The first — into Phoenicia — is not mentioned by Luke, but is described in Matthew XV, 21-31 ; the second is described in Matthew XVI, 13-21. Here in Peter's confession was made a definite announcement of Jesus' Messiahship, after which he talked to his disciples of his approaching death. (3) The Transfiguration, probably on Mt. Hermon. Fourth Period. The Final Year of Ministry, or Period of Con- stantly Growing Opposition. Read Luke IX, 51-XIX, 10. During this period, lasting doubtless for something less than a year, Jesus withdrew from Galilee, but not being welcomed in Samaria, journeyed south by a route east of the Jordan (see Mark APPENDIX A 241 X, 1), reaching Jericho shortly before the time of the Passover. In this period should also be placed the visit to Bethany and the rais- ing of Lazarus as recorded in John XI, 1-40, and the subsequent sojourn in Ephraim (John XI, 47-54). Fifth Period. The Passion Week and the Forty Days. Read Luke XIX, 11-XXIV, 53 ; also Acts I, 1-14. After his triumphal entry into Jerusalem on Sunday, Jesus evidently made his headquarters at Bethany, going each day to Jerusalem to teach in the Temple (Luke XXI, 37). The bitterness of the hierarchy daily increased. On Thursday evening he cele- brated the Passover and instituted the Lord's Supper, after which occurred his last extended conversation with his disciples. Read John XIV-XVII. Then came the scene in Gethsemane, the arrest and the trials. Of these Luke mentions four. Before whom was each ? The Crucifixion followed on Friday and the Resurrection on Sunday, after which occurred the various manifestations and the Ascension. VH. STUDIES IN HISTORY OF THE EARLY CHURCH Note that the influence of Christianity soon extended beyond Palestine. Study in connection with the following outline a map of the Eastern Mediterranean, showing the various voyages of Paul. In the matter of dates there is not absolute agreement among the historians, and so none are given here. The student should, how- ever, adopt some reasonable chronology and follow it consistently. 1. The Progress of the Church at Jerusalem. Read Acts I-VH. Get clearly in mind the chief events : The manifestation of power on the Day of Pentecost ; Peter's great sermon and its effect ; the enthusiasm and devotion of the church; the incident of Ananias and Sapphira ; the beginnings of persecution ; the appointment of the seven deacons and the death of the first martyr, Stephen. 2. The First Missionary Work of the Church. Read Acts VHI-XII. 242 CREDIT FOR OUTSIDE BIBLE STUDY Note that this work was due largely to scattering of the early Christians by persecution. Note the work of Philip, the first foreign missionary ; the conver- sion of Saul and his work in Arabia and Damascus (read Gal. I, 17, 18) ; also the work of Peter, and his vision at Joppa ; the admis- sion to fellowship of Cornelius, the Roman, and the widening vision of the church ; the spread of the gospel to Antioch, the chief city of Asia, and the rapid increase of the church in spite of persecution. Locate all places mentioned. 3. The Great Missionary Work of Paul. (1) Paul's First Missionary Journey. Read Acts XIII and XIV. Follow the route of Paul and Barnabas from Antioch across Cyprus and so on to the mainland through Antioch in Pisidia, Ico- nium, Lystra, and Derbe, and back again by the same route to At- talia, whence they sailed to Antioch. Note carefully their experience in each city and the evidences of their success. (2) The Great Council at Jerusalem. Read Acts XV, 1-35. This is very important, as at this time the Mother Church gave official sanction to the work among the Gentiles, an essential step toward making Christianity a world religion. (3) The Second Missionary Journey. Read Acts XV, 36-XVEII, 22. Again follow the route of Paul and Silas as they proceeded over- land from Antioch by the great Roman road through Tarsus, Paul's early home, and so on across the mountains to the Galatian cities visited on the first journey. Note that instead of going north into Bithynia, as apparently they had planned, they followed the caravan road to Troas, where Paul had the great vision which took him into Europe. Follow his route through Macedonia. Note that his general method of work in each city was to approach the Jews first and then to turn to the natives. Note his varied experiences, es- pecially at Athens and at Corinth, where he remained a year and a half. Recall the friends he made during this trip and follow his return to Antioch via Ephesus and Caesarea. APPENDIX A 243 (4) The Third Missionary Journey. Read Acts XVIH, 23-XXI, 16. Note that as in the second journey Paul starts out by visiting Tar- sus, Derbe, Iconium, etc., and then follows the great caravan road direct to Ephesus, the chief commercial city on the ^Egean, where the gospel had already been preached, somewhat imperfectly, by Apollos. Follow his route, which doubtless took him to the scenes of his former work at Philippi and Thessalonica and thence south to Corinth, where he stayed three months. Observe that on his return he again visited his dear friends at Philippi (note his affection for this church as expressed in Phil. 1, 1-5 ; and IV, 1), and spent a week at Troas, thence skirting the coast to Miletus, where he bade good- by to his Ephesian friends. Follow his entire route on the map to his landing places at Tyre and Caesarea, whence he went to Jeru- salem. (5) Paul's Arrest in Jerusalem and Appeal to Caesar. Read Acts XXI, 17-XXVIII. Note the circumstances of Paul's arrest, his address on the temple stairs, his address before the council, the plot against his life, his night ride to Caesarea, his trial before Felix, his two years in prison, his trial before Festus and appeal to Caesar, and his great address before Agrippa. Follow on the map the route of the ship as it sailed along the southern coast of Asia Minor as far as Fair Havens in Crete; then the general course of the tempest-tossed vessel to Melita ; and finally the course of the Castor and Pollux to Puteoli and the overland journey by the famous Appian Way to Rome. Note Paul's manner of life in Rome as for two years he waited for his trial. The details of Paul's subsequent career are uncertain. It would seem that he was released on the first charge, and later engaged once more in missionary work, only to be again arrested. The most defi- nite information is found in 2 Timothy IV, 7-22, a passage evi- dently written shortly before his death, which is usually dated about 68 a.d. Jerusalem was destroyed by Titus in 70 a.d. 244 CREDIT FOR OUTSIDE BIBLE STUDY VHL THE BOOKS OF THE NEW TESTAMENT The twenty-seven books are divided into five divisions, as follows : 1. Biographical (or gospels) : Matthew, Mark, Luke, John (4 books). 2. Historical: The Acts (1 book). 3. Epistles to special churches or persons : Romans, 1st and 2d Corinthians, Galatians, Ephesians, Philippians, Colossians, 1st and 2d Thessalonians, 1st and 2d Timothy, Titus, Philemon, Hebrews (14 books); 4. General Epistles : James, 1st and 2d Peter, 1st, 2d, and 3d John, Jude (7 books). 5. Prophetic, or Apocalytic : Revelation (1 book). IX. MEMORY PASSAGES FROM THE NEW TESTAMENT Note. Learn any five of the following passages, as in the case of the Old Testament passages, being careful to commit them ac- curately : 1. The First Christmas, Luke H, 8-19. 2. The Beatitudes, Matt. V, 3-11. 3. The Lord's Prayer, Matt. VI, 9-13. 4. From Jesus' Last Talk, John XV, 1-14. 5. Paul's Address on Mars Hill, Acts XVH, 2-31. 6. Rules for Life, Rom. XII, 9-21. 7. Paul's Account of Love, 1 Cor. XHI. 8. Faith, Heb. XI, 1-6, and 32-40. 9. Works, James II, 14-26. 10. The New Jerusalem, Rev. XXII, 1-14. APPENDIX B Bible Study Syllabus for the High School Stu- dents of Colorado : Selected and Approved by the Joint Committees on Bible Study for High Schools for the State Teachers' Association and the Colorado Sunday School Association of Colorado, May, 1916 HEROES AND LEADERS OF ISRAEL First Year's Course in Detail 1. The Land Where Hebrew History Began. Genesis 2 : 10-15 ; 10: 10-11; 11: 1-9, 31, 32. (A preliminary geographical and historical study of the Tigris and Euphrates regions.) 2. Abraham the Pioneer. Genesis 11: 31, 32; 12: 1-10; 13: 1-4, 18. 3. Abraham the Man with a New Vision of God. Genesis 13 : 14-17 ; 15 : 1-6 ; Hebrews 11 : 8-19. (To show how Abraham was faithful to his vision.) 4. Jacob a Winner with God. Genesis 25 : 19-34 ; 28 : 10-22 ; 32: 24-32; 35: 9-20. (Note: In connection with a study of Joseph attention should constantly be paid to the land of the Nile. Biblical Material for this historical and geographical background : Genesis 41: 54-57; 42: 1-3; 45: 10-13; 47: 29-31; Exodus 1: 1-14 ; Isaiah, Chapter 19.) 6. Joseph the Boy Who Was True to His Trust. Genesis 37 : 2-4, 12-27 ; 39 : 1-6, 20-23 ; 41 : 33-45. 6. Joseph the Man Who Overcame Evil with Good. Genesis 42 : 1-6, 13-17 ; 44 : 18-34 ; 45 : 1-15. 7. Moses the Prince Who Chose Exile. Exodus 2:11-22; Acts 7 : 17-29 ; Hebrews 11 : 24-27. 8. Moses Emancipator and Lawgiver. Exodus 2 : 23-25 ; 3 : 1-22; Acts 7: 30-36; Exodus 12: 21-23, 29-36; Psalm 105: 23- 45. 245 246 CREDIT FOR OUTSIDE BIBLE STUDY 9. Joshua Scout and Conqueror. Exodus 17 : 8-16 ; Numbers 13: 1-3, 17-33; 14: 5-10; Joshua 1: 9; 3: 5-17; 6:1-20; 24: 1,2, 14, 15, 29-31; Acts 7:45; Hebrews 11 : 30. 10. Gideon the Man Whom Responsibility Made Great. Judges 6 : 1-8, 22. 11. Ruth the True Hearted. The Book of Ruth. 12. Samuel Trained for Service. I Samuel, Chapters 1-12. 13. Saul the Leader Who Lost His Chance. I Samuel, Chapter 11; 14-47-15:35; Chapter 31. 14. David the Kingly Youth. I Samuel, Chapters 16-20. 15. David the Youthful King. I Samuel, Chapter 21; II Samuel, Chapters 1-4. 16. David Israel's Greatest King. II Samuel, Chapter 5 ; Kings 2:11. 17. Solomon Famed for Wisdom, Wealth, and Peace. I Kings, Chapters 2, 3, 4, 5, 6, 9. 18. Rehoboam a Youth Who Despised Good Counsel. I Kings, Chapter 12. 19. First Semester Review. 20. Jeroboam a Champion Who Forsook the Lord. I Kings 11 : 26-40; 12:1-33; 13:33,34. 21. Elijah the Champion of Jehovah. 1 Kings, Chapters 17 and 18. 22. Elijah Learning a Better Way. I Kings, Chapters 19 and 21 : 17-29. 23. Elisha the Plowman Prophet. II Kings 2 : 1-13 ; 4 : 8-37 ; 5:1-15; 13:14-20. 24. Jehu the Vengeful King. II Kings, Chapters 9 and 10. 25. Jonadaba Man Who Dared to Stand Alone. I Chronicles 2 : 55 ; II Kings 10 : 15-28 ; Jeremiah 35. 26. Amos the Herdsman Preacher. Amos 1:1; 7 : 10-1 ; 6 : 1-11. 27. Hezekiah and Josiah Religious Reformers. II Kings, Chapters 18 and 20, 22 and 25 and 35 ; Isaiah,Chapters 36 and 39. 28. Isaiah Prophet and Statesman. Isaiah 1 : 1-20 ; Chapter 6 ; 7:1-9; 8:21; 9:7; 39. APPENDIX B 247 29. Jeremiah the Man Who Suffered to Save His City. Jeremiah 1:1-19; 39:1-18; 40:1-6; 42:1-22; 43:1-7; 45:1-5; 47. 30. Daniel and Ezekiel, Heroic Hebrew Captives. Daniel, Chapters 1 and 4 ; Ezekiel, Chapters 1 and 2; 3 : 4-27; 6 : 8-10 14:1-5; 21-23; Chapter 27. 31. Cyrus the Liberator of the Jews. Isaiah 44 : 28 ; 45 : 1-4 13; Ezra 1:1-8; 3:1-7. 32. Haggai the Inspirer of Discouraged Builders. Ezra 3 6-13 ; 4 : 1-5, 11-24 ; 5:1; Haggai 1:1-8; 2:1-4; Zechariah 4:1-10; Ezra 5: 2-5. 33. Nehemiah and Ezra the Founders of Judaism. Nehemiah, Chapters 1, 2, 4, 6, 9, 13. 34. Judas the Jewish Conqueror. The First Book of Maccabees. 35. John the Last Prophet of the Old Dispensation. Matt. 3 ; Mark 1 : 1-12 ; Luke 3 : 1-22 ; John 1:6-8; Matthew 11 : 2-14. 36. Second Semester Review and Final Examinations. THE FOUNDER AND DISCIPLES OF THE CHRISTIAN RELIGION Second Year's Course in Detail First Semester — The Friends and Followers of Jesus Second Semester — The Life and Labors of Jesus First Semester Outline 1. The Roman Empire and Christianity. A geographical and historical lesson to furnish a background for the semester's study. Biblical Material : Acts 2 : 5-12. Reference Material : The Roman Empire in the Time of Christ. 2. Mary the Mother of Jesus. (a) Chosen to be the mother of Christ. Luke 1 : 26-38. (6) Praising God for this high honor. Luke 1 : 46-55. (c) Fleeing to save her child's life. Matt. 2 : 1-18. id) Training the boy Jesus. Matt. 2 : 19-23 ; Luke 2 : 39-52. (e) Calling upon her Son to help a friend. John 2:1-11. (/) At the foot of the cross. John 19 : 25-27. (g) A believer in Jesus. Acts 1 : 14. 248 CREDIT FOR OUTSIDE BIBLE STUDY 3. Peter the Disciple and Apostle. (a) Education. John 1 : 40-42 ; Luke 5:1-11; Mark 1 : 29-39 ; 3:13-19; Mark 5 : 22-24, 35-43 ; 6:7-13; 8:27-34; 9:2-9; John 13 : 6-10. (6) Temptation and testing. Mark 14 : 26-42, 54, 66-72. (c) Restoration and commission. Mark 16:7; Luke 24 : 34 ; I Cor. 15 : 5 ; John 21 : 7-22. (d) Leader. Acts 1 : 12-22; Chapters 2-5. (e) Fellow-worker. Acts 8:14-24; 9:32-43; Chapter 10; 11 : 1-18 ; 12 : 1-19 ; Acts 15 : 6-11 ; Gal. 2 : 11-16 ; I Cor. 1 : 12 ; 3 : 22; 9:5; I Peter. (J) Pastor and Martyr — Early Traditions. 4. James One of the Favored Three. (a) Called by the Master. Matt. 4:21; Mark 1 : 19 ; Luke 5 : 10. (6) Ordained one of the Twelve. Matt. 10:2; Mark 3 : 14 ; Luke 6 : 13. (c) Present at the Transfiguration. Matt. 17:1; Mark 9:2; Luke 9 : 28. (d) Present at the Passion. Matt. 26 : 36 ; Mark 14 : 33. (e) Slain by Herod. Acts 12 : 2. 5. John the Beloved Disciple. (a) A beginner in service. John 1 : 35-39 ; Mark 1 : 19-20. (b) Chosen and surnamed. Mark 3 : 17. (c) Jesus' love for John. John 13 : 23-26. (d) The loving trust. John 19 : 25-27. (e) John at the tomb. John 20 : 2-10. (/) By the sea. John 21. (g) Why John wrote. John 19 : 35 ; 21 : 24 ; I John 1:1-4; Revelation, Chapter 1. (h) John's work in Asia. Revelation, Chapters 2 and 3. 6. Andrew the Soul-winner. (a) Wins Peter. John 1 : 40-42. (b) Wins a boy. John 6 : 8, 9. (c) Wins Greeks. John 12 : 20-22. APPENDIX B 249 7. Nicodemus a Seeker after Truth. (a) A timid but earnest seeker. John 3 : 1-15. (6) Coming into the light. John 7 : 45-52. (c) A firm believer, not ashamed of his faith. John 19 : 88-42. 8. Thomas the Doubter, Who Became a Firm Believer. (a) Called to be an apostle. Luke 6 : 12-16. (b) Refuses to forsake Jesus in an hour of danger. John 11 : 7-16. (c) Seeking light. John 14 : 1-7. (d) Overwhelmed by doubt. John 20 : 24, 25. (e) The first to acknowledge the deity of Jesus. John 20 : 26-28. 9. Mary and Martha, a Contrast in Service. (a) The two sisters. Luke 10 : 38-42. (b) The raising of Lazarus. John 11. (c) The feast and the anointing. John 12 : 1-11. 10. Mary Magdalene a Loyal Helper of Jesus. (a) Ministering to Jesus. Luke 8 : 1-3. (6) Standing by the cross. John 19 : 25. (c) A witness of the death and the interment. Mark 15 : 40-47 ; Luke 23 : 55, 56. (d) The first to see the risen Lord. John 20 : 1-18 ; Mark 16 : 9. 11. Stephen, Preacher and Martyr, (a) Chosen deacon. Acts 6 : 1-6. (6) Interpreter of Christ. Acts 6 : 8-10 ; 7 : 44-53. (c) The first Christian martyr. Acts 7 : 54 to 8 : 1. 12. Philip the Evangelist. (a) A colleague of Stephen. Acts 6 : 1-6. (b) A pioneer evangelist. Acts, Chapter 8. (c) The host of Paul and Luke. Acts 21 : 7, 8. 13. Barnabas the Large-hearted. (a) Consecrating his money. Acts 4 : 36, 37. (6) Befriending Paul. Acts 9 : 26, 27. (c) Taking charge of the work in Antioch. Acts 11 : 19-23. (d) Companion of Paul. Acts 11 : 25-27 ; 12 : 25 ; Chapters 13- 15. (e) The secret of his goodness. Acts 11 : 24. 250 CREDIT FOR OUTSIDE BIBLE STUDY 14. Saul the Pharisee and Persecutor. (a) Student. (b) Pharisee. (c) The enemy of the Christians. Acts 22: 3, 28; 23:6; 26:4; Galatians 1 : 14 ; Philippians 3 : 3-6 ; Acts 7: 54 to 8: 3; 26:9-11. 15. Paul the Disciple and Preacher. (a) A convert and his zeal. Acts 9 : 1-30 ; 26 : 12-23. (b) A missionary evangelist. Acts 11 : 27-30; 12:25; Chap- ters 13-26. (c) A life victorious. Romans 8; I Cor. 9; II Cor. 11 : 16 to 12:10; n Timothy 4. 16. Luke the Early Historian. (a) Paul's call to Macedonia. Acts 16 : 9-18. (b) Paul's travels and counsels. Acts 20 : 5 to 21 : 19. (c) Paul on his way to Rome. Acts, Chapters 27, 28. (d) Luke the beloved physician. Colossians 4 : 14. (e) The companion of Paul. II Timothy 4 : 11. (f) A fellow-laborer. Philemon 24. (g) A faithful narrator. Luke 1 : 1-4 ; Acts 1:1,2. 17. Timothy, Paul's Son in the Faith. (a) A chosen companion of Paul. Acts 16 : 1-5. (6) " Faithful in the Lord." I Corinthians 4 : 17. (c) His work commended. I Corinthians 16 : 10, 11. (d) A messenger with good tidings. I Thessalonians 1:1; 3 : 2-8. (e) Paul's letters to Timothy. 18. Semester Review. Second Semester Outline — The Life and Labors of Jesus part I The Thirty Years of Private Life 1. The Sources of our Knowledge of the Life of Jesus. The Origin and Purpose of the Four Gospels. APPENDIX B 251 (a) Prologue of John's Gospel. John 1 : 1-18. (6) Preface of Luke's Gospel. Luke 1 : 1-4. (c) The Gospels — meaning of the name. Matt. 4 : 23 ; Luke 4:18. When, why, and by whom written. Authorship, purpose, and differences of the four gospels. (d) Other sources for the life of Christ. 1. Jewish history. 2. The Christian Church. 3. The Land of Palestine. 2. From the Birth of Jesus to the Coming of John the Baptist. (a) The Annunciations. Luke 1 : 5-56. (b) Birth of John the Baptist, and of Jesus. Matt. 1 : 18-25 ; Luke 1:57-80; 2:1-20. (c) The Infancy of Jesus. Matt. 2 : 1-23 ; Luke 2 : 21-39. (d) His Life in Nazareth. Luke 2 : 39-52. part n The Opening Events of Christ's Ministry 3. From the Coming of John the Baptist to the Public Appearance of Jesus in Jerusalem. (a) The Ministry of John the Baptist. Matt. 3 : 1-12 ; Mark 1:1-8; Luke 3: 1-20. (6) The Baptism of Jesus. Matt. 3:13-17; Mark 1:9-11; Luke 3 : 21-23. (c) The Temptation. Matt. 4 : 1-11 ; Mark 1 : 12, 13 ; Luke 4 : 1-13. (d) The Beginnings of Faith in Jesus. John 1 : 19-51 ; John 2 : 1-12. PART III The Early Judean Ministry 4. From the Public Appearance in Jerusalem to His Return to Galilee. (a) Cleansing the Temple. John 2 : 13-22. (6) Discourse with Nicodemus. John 2 : 23-3 : 21. 252 CREDIT FOR OUTSIDE BIBLE STUDY (c) Baptizing and Teaching in Judea and Samaria. John 3:22-36; 4:1-42. PART IV First Period of the Galilean Ministry 5. From the Return to Galilee to the Choosing of the Twelve, (a) The Beginning of the Ministry in Galilee. Matt. 4:12, 17 ; Mark 1 : 14, 15 ; Luke 4 : 14, 15 ; John 4 : 43-45. (6) The Nobleman's Son. John 4 : 46-54. (c) First Rejection at Nazareth. Luke 4 : 16-30. (d) The Call of the Four. Matt. 4:18-22; Mark 1:16-20; Luke 5: 1-11. (e) First Preaching Tour in Galilee. Mark 1 : 35-45 ; Luke 4 : 42-44. 6. Growing Hostility of the Scribes and Pharisees. (a) The Paralytic Borne of Four. Matt. 9:1-8; Mark 2 : 1-12 ; Luke 5 : 17-26. (6) The Call of Matthew. Matt. 9:9-13; Mark 2:13-17; Luke 5 : 27-32. (c) The Question about Fasting. Matt. 9 : 14-17 ; Mark 2 : 18- 22 ; Luke 5 : 33-39. (d) The Infirm Man at the Pool of Bethesda. John, Chapter 5. (e) The Disciples Plucking Grain. Matt. 12 : 1-8 ; Mark 2 : 23- 28; Luke 6: 1-5. (f) The Man with the Withered Hand. Matt. 12 : 9-14 ; Mark 3:1-6; Luke 6: 6-11. PART V Second Period of the Galilean Ministry From the Choosing of the Twelve to the Withdrawal into North- ern Galilee. 7. The Choosing of the Twelve, and the Sermon on the Mount, (a) The Widespread Fame of Christ. Matt. 4 : 23-25 ; 12 : 15- 21 ; Mark 3 : 7-12. APPENDIX B 25S (6) The Choosing of the Twelve. Matt. 10 : 2-4 ; Mark 3 : 13- 19; Luke 6: 12-19. (c) The Sermon on the Mount. Matt., Chapters 5, 6, 7, and 8:1; Luke 6 : 20-49. 8. Further Conflict with the Scribes, and Lessons Concerning the Kingdom. (a) Warnings to the Scribes and Pharisees. Matt. 12 : 22-45 ; Mark 3 : 20-30 ; Luke 6 : 43^5. (6) The True Kindred of Christ. Matt. 12 : 46-50 ; Mark 3 : 31- 35; Luke 8: 19-21. (c) The Parables by the Sea. Matt. 13 : 1-53 ; Mark 4 : 1-34 ; Luke 8 : 4-18. 9. Miracles and Ministry in Galilee. (a) The Stilling of the Tempest. Matt. 8 : 23-27 ; Mark 4 : 35- 41 ; Luke 8 : 22-25. (b) The Gadarene Demoniacs. Matt. 8 : 28-34 ; Mark 5 : 1-20 ; Luke 8 : 26-39. (c) The Raising of Jairus' Daughter. Matt. 9 : 18-26 ; Mark 5 : 21-43 ; Luke 8 : 40-56. (d) Second Rejection at Nazareth. Matt. 13 : 54-58 ; Mark 6 : 1-6; Luke 4: 16-30. (e) The Mission of the Twelve. Matt. 9:36-11:1; Mark 6:7-13; Luke 9 : 1-6. if) Death of John the Baptist. Matt. 14 : 1-12 ; Mark 6 : 14-29 ; Luke 9 : 7-9. PART VI Third Period of the Galilean Ministry From the Withdrawal into Northern Galilee to the Final De- parture for Jerusalem. 10. A Northern Journey, and a Brief Stay by the Sea of Galilee. (a) Journey toward Tyre and Sidon. Matt. 15 : 21-28 ; Mark 7 : 24-30. (b) Return through Decapolis; Miracles of Healing. Matt. 15:29-31; Mark 7: 31-37. 254 CREDIT FOR OUTSIDE BIBLE STUDY (c) The Feeding of the Four Thousand. Matt. 15 : 32-38 ; Mark 8 : 1-9. (d) The Pharisees and Sadducees Demand a Sign. Matt. 15 : 39- 16:12; Mark 8: 10-21. (e) The Blind Man near Bethsaida. Mark 8 : 22-26. 11. Journey to Caesarea Philippi; Peter's Confession, and the Transfiguration. (a) Peter's Confession. Matt. 16:13-20; Mark 8:27-30; Luke 9: 18-21. (6) Christ Foretells His Death and Resurrection. Matt. 16 : 21- 28; Mark 8:31-9:1; Luke 9 : 22-27. (c) The Transfiguration. Matt. 17 : 1-13 ; Mark 9 : 2-13 ; Luke 9 : 28-36. (d) The Demoniac Boy. Matt. 17 : 14-20 ; Mark 9: 14-29; Luke 9 : 37-43. (e) Christ Again Foretells His Death. Matt. 17 : 22, 23 ; Mark 9:30-32; Luke 9: 43-45. part vn The Perean Ministry From the Final Departure from Galilee to the Final Arrival at Jerusalem. 12. Jesus at Work for Mankind. (a) The Final Departure from Galilee. Matt. 19 : 1, 2; Mark 10:1; Luke 9: 51-62. (6) The Mission of the Seventy. Luke 10 : 1-24. (c) The Good Samaritan. Luke 10 : 25-37. (d) The Visit to Martha and Mary. Luke 10 : 38-42. (e) The Good Shepherd. John 10 : 1-21. 13. An Earnest Teacher and Preacher. (a) Discourse on Prayer. Luke 11 : 1-13. (b) Concerning Trust in God, and Coming Judgment. Luke, Chapter 12. (c) Teaching by Ministry and Parable. Luke, Chapters 15, 16. APPENDIX B 255 (d) Concerning Forgiveness and Faith. Luke 17 : 1-10. (e) Further Teachings in Perea. Luke 17 : 11-18 : 14. 14. Closing Events in the Period of the Perean Ministry. (a) The Raising of Lazarus, and its Effect on the Jews. John, Chapter 11. (6) The Parable of the Pharisee and the Publican. Luke 18 : 9- 14. (c) Christ Blessing Little Children. Matt. 19 : 13-15 ; Mark 10:13-16; Luke 18 : 15-17. («0 The Rich Young Ruler. Matt. 19 : 16-20 ; Mark 10 : 17-31 ; Luke 18 : 18-30. (e) Christ Foretells His Crucifixion. Matt. 20:17-19; Mark 10:32-34; Luke 18 : 31-34. PABT vin The Passion Week From the Final Arrival in Jerusalem to the Resurrection. 15. The Triumphal Entry, and Conflicts with the Jews. (a) The Triumphal Entry. Matt. 21 : 1-11 ; Mark 11 : 1-11 ; Luke 19 : 29-44 ; John 12 : 12-19. (6) Christ's Authority Challenged. Matt. 21:23-27; Mark 11:27-33; Luke 20: 1-8. (c) The Questions by the Jewish Rulers. Matt. 22 : 15^40 ; Mark 12 : 13-34 ; Luke 20 : 20-40. (d) Christ's Unanswerable Question. Matt. 22 : 41-46 ; Mark 12:35-37; Luke 20 : 41-44. (e) Gentiles Seek Jesus, while Jews Reject Him. John 12 : 20-50. (J) Judas Conspires with the Chief Priests. Matt. 26 : 1-5, 14- 16 ; Mark 14 : 1, 2, 10, 11 ; Luke 22 : 1-6. 16. Jesus' Last Day with the Disciples. (a) The Last Supper. Matt. 26 : 17-30 ; Mark 14 : 12-26 ; Luke 22:7-30; John 13 : 1-30. (b) The Farewell Discourses. Matt. 26 : 31-35 ; Mark 14 : 27- 31 ; Luke 22 : 31-38 ; John 13 : 31-16 : 33. (c) The Intercessory Prayer. John, Chapter 17. 256 CREDIT FOR OUTSIDE BIBLE STUDY 17. The Arrest and Trial ; the Crucifixion and Burial. (a) The Agony in Gethsemane. Matt. 26 : 36-46 ; Mark 14 : 32- 42 ; Luke 22 : 39-46. (6) The Betrayal and Arrest. Matt. 26 : 47-56 ; Mark 14 : 43- 52 ; Luke 22 : 47-53 ; John 18 : 1-11. (c) The Trial by the Jews. Matt. 26 : 57-27 : 10 ; Mark 14 : 53- 72 ; Luke 22 : 54-71 ; John 18 : 12-27. (d) The Trial before Pilate. Matt. 27 : 11-31 ; Mark 15 : 1-20 ; Luke 23 : 1-25 ; John 18 : 28-19 : 16. (e) The Crucifixion. Matt. 27 : 32-56 ; Mark 15 : 21-41 ; Luke 23:26-49; John 19: 16-37. (f) The Burial. Matt. 27:57-61; Mark 15:42-47; Luke 23 : 50-56 ; John 19 : 38-42. (g) The Watch at the Sepulcher. Matt. 27 : 62-66. PART IX The Forty Days From the Resurrection to the Ascension. 18. Christ's Resurrection, Special Appearances, Ascension, (a) The Resurrection Morning. Matt. 28 : 1-10 ; Mark 16 : 1- 11 ; Luke 23 : 56-24 : 12 ; John 20 : 1-18. (6) The Report of the Watch. Matt. 28 : 11-15. (c) The Walk to Emmaus. Mark 16 : 12, 13 ; Luke 24 : 13-35. (d) The Appearance to the Disciples in Jerusalem, Thomas being Absent. Mark 16 : 14 ; Luke 24 : 36-43 ; John 20 : 19-25. (e) The Appearance to Thomas with the Other Disciples. John 20 : 26-29. (/) The Appearance to Seven Disciples by the Sea of Galilee. John 21 : 1-24. (g) The Appearance to the Eleven on a Mountain in Galilee. Matt. 26 : 16-20 ; Mark 16 : 15-18. (h) Christ's Final Appearance, and Ascension. Mark 16 : 19, 20 ; Luke 24 : 44-53. (i) The Conclusion of John's Gospel. John 20 : 30, 31 ; John 21: 25. APPENDIX B 257 Reference Material Any standard Life of Jesus adapted to high school students, such as Burgess' Life of Christ. BIBLICAL HISTORY AND LITERATURE Third Year's Course in Detail First Semester — Great Epochs and Events in Bible History Second Semester — Biblical Literature First Semester Outline 1. The Great Beginnings. The Mosaic Account. (a) The universe. Genesis 1 : 1-19. (b) Organic life. Genesis 1 : 11, 12 : 20-25. (c) The human race. Genesis 1 : 26-31. (d) The Sabbath. Genesis 2 : 1-3. 2. The Dispersion of Mankind. (a) The story of Noah. Genesis, Chapters 6 to 9. (6) The sons of Noah. Genesis, Chapters 10 and 11. (c) The distribution of the races of man. From History or En- cyclopedia. 3. Seeking " The Promised Land." (a) The migration of Terah. Genesis 11 : 27-32. (6) The call to Abraham. Genesis 12 : 1-3. (c) Through Canaan to Egypt. Genesis 12 : 4-20. (d) From Egypt to Hebron. Genesis 13 : 1-18. (e) Abraham, Isaac, and Jacob. Genesis (selected). Their relationship, God's covenant with each, and what each contributed to Hebrew history. 4. Israel in Egypt. (a) The story of Joseph. Genesis, from Chapters 30, 37, 39-41. (6) Seeking a new home. Genesis, from Chapters 41-46. (c) Dwelling in Egypt. Genesis 47 : 11-31 ; 50: 22-26. (d) The Israelites oppressed. Exodus, Chapter 1. (e) A deliverer called. Exodus, Chapters 2 and 3. 258 CREDIT FOR OUTSIDE BIBLE STUDY 5. From Egypt to Canaan. (a) The exodus from Egypt. Exodus 12 : 29-42 ; 14 : 5-9, etc. (b) Life in the wilderness. Exodus 15, 16, 17, etc. (Selected.) (c) Crossing the Jordan. Joshua, Chapters 1 to 4. (d) The conquest of Canaan. Joshua 5-12 (selecting main events). 6. Israel under the Judges. (a) Fifteen Judges — a period of about 350 years. See Bible History. (b) Their appointment directed. Judges 2 : 16 ; Deuteronomy 16 : 18. (c) Qualifications and duties. Exodus 18 : 21 ; Leviticus 19 : 15, etc. (d) The last of the judges. I Samuel 8 : 3. 7. Israel Ruled by Kings. (a) A king demanded. I Samuel 8 : 1-18. (6) Saul — appointment and anointing. I Samuel 9 and 10. Disobedience and rejection. I Samuel 15. (c) David — anointed to be king. I Samuel 16 : 1-13. Becomes king of Judah. II Samuel 2:4. King of all Israel. II Samuel 5:3. Character and career. Bible History. (d) Solomon — succeeds David as king. I Kings 2 : 10-12. God's covenant with him. I Kings, Chapter 9. Buildings, writing, character. Bible History. 8. A Divided Kingdom. (a) The cause, under Rehoboam. I Kings, Chapter 12. (6) The revolt, under Jeroboam. I Kings, Chapters 11 and 12. (c) The two kingdoms — Israel and Judah. Location, chief cities, etc. From Bible History and Encyclopedia. 9. The Overthrow of Israel. (a) Governed by 19 Kings. I and II Kings, Bible History, Encyclopedia. A good king — your own selection. APPENDIX B 259 A king who did evil — your own selection. (6) The fall of Samaria. II Kings, Chapter 17. (c) The " Ten Tribes " captive to Assyria. II Kings, Chapter 17. 10. The Conquest of Judah. (a) Ruled by 20 Kings. I and II Kings, History, Encyclopedia. A typical righteous king — your selection. A typical evil king — your selection. (b) Jerusalem taken. II Kings, Chapter 25. (c) The people captives to Babylon. II Kings, Chapter 25. 11. The Return to Palestine. (a) Permitted by Cyrus. Ezra 1 : 1-11. (b) Rebuilding the city and temple. Ezra, Chapters 3 to 6. (c) Liberty under Judas Maccabseus. Jewish History. (d) Brought under Roman dominion. Bible Encyclopedia. 12. The Coming of Christ. (a) The Prophecies. Isaiah 7:1; 11 : 1-10 ; Micah 5 : 2. (6) The Annunciation. Luke 1 : 26-33. (c) The Birth : time and place. Luke 2 : 1-16. (d) The infancy and boyhood of Jesus. Luke 2 : 21-52. (e) The meaning to the world ; the Gospel and its influence. 13. The Divine Life of Service. (a) His words of wisdom : The Sermon on the Mount ; the Par- ables ; Messages of forgiveness. (b) His works of grace : Miracles of healing ; blessing the children ; loving sympathy. (c) His human fellowship : With his disciples ; in the home at Bethany ; with the needy. (d) His remonstrance against evil : Cleansing the Temple ; de- nouncing the scribes and Pharisees. (e) His sufferings and death : A life of self-denial ; persecution, and a heroic end. (J) His resurrection and final words of promise. 14. The Commission of the Twelve. (a) Chosen as Apostles. Matthew 10 ; Mark 3. (6) How selected. Read the several accounts. 260 CREDIT FOR OUTSIDE BIBLE STUDY (c) Trained for service. By the Master himself. (d) Sent forth to duty. Matthew 10. (e) The first Christian Missionaries. The Book of the Acts. 15. The Day of Pentecost. (a) The promise of power. Acts 1 : 4, 5. (b) The promise fulfilled. Acts 2 : 1-4. (c) The gift of tongues. Acts 2 : 5-13. (d) The testimony of Peter. Acts 2 : 14-36. (e) The power of the Spirit. Acts 2 : 37-47. 16. The Power of Persecution. (a) Stephen a martyr for Christ. Acts 6 : 8-15 ; 7 : 54-60. (6) A general persecution. Acts 8 : 1-3. (c) The Gospel spread abroad. Acts 8 : 4-8, 14-16, 25. (d) The persecutor preaches Christ. Acts 9 : 1-20. 17. The Great Messenger. (a) A loyal Hebrew. Acts 22 : 1-4 ; 26 : 4-5. (6) Converted to Christ. Acts 26 : 12-20. (c) Consecrated to service. Acts 22 : 10-20. (d) Establishes Christian churches. The Acts of the Apostles. (e) Writes Christian counsel. Paul's Epistles. (/) Triumphant in the faith. 2 Timothy 4:6-8; Romans 8 37-39. 18. Semester Review. Reference Material Old Testament History — Peritz. New Testament History — Rail. Christianity in the Apostolic Age — Gilbert. Historical Bible Series — Kent. Students' Old Testament — Kent. Life of Paul — Y. M. C. A. APPENDIX B 261 Second Semester Outline — Biblical Literature 1. The Bible and its Makeup. Old Testament — 39 books, Hebrew, Story of the Jews. New Testament — 27 books, Greek, Story of Christianity. Kinds of Literature : History, Law, Prose, Narrative, Romance Stories, Parables, Letters, Pastoral, Lyric, and Epic Poetry, Phi- losophy, Prophecy, Orations, Sermons, Prayers — Examples of each. A. PROSE I. History 2. The Story of Solomon. A Study in Biography. A. Parentage and training. B. Anointed to be king. I Kings 1 : 32-40. (a) His religious zeal. I Kings 3 : 2-14. (b) Extent of his kingdom. I Kings 4 : 20-25. C. His administration. (a) Organization of his aids. I Kings 4 : 1-7. (6) The fame of his wisdom. I Kings 4 : 29-34. (c) His alliance with Hiram of Tyre. I Kings 5 : 1-18. (d) The building of the temple. I Kings 6 : 1-14. D. The decline of his power. (a) Idolatry and its rebuke. I Kings 11 : 1-13. (6) His adversaries and his death. I Kings 11 : 14-26, 41-43. 3. The Early Christian Church. Acts 1 : 8. A. The promise of power. Acts 2 : 1-8. B. The promise fulfilled. Jerusalem. Acts 4: 32; 5-11. C. First called Christians. Antioch. Acts 11 : 26. D. The Gentile Church. Samaria. Acts 8 : 14-25. Greece. Acts 16 : 12-31. Italy. Acts 28 : 16-31. H. Law 4. A. The First Code. (a) Prologue. Exodus 20 : 2. (6) The duty of reverence. Exodus 20 : 3-7. (c) Respect for the Sabbath. Exodus 20 : 8-11. (d) Respect for parents. Exodus 20 : 12. 262 CREDIT FOR OUTSIDE BIBLE STUDY (e) Prohibited sins. Exodus 20 : 13-17. B. The second code. (a) The Master questioned. Matthew 22 : 34-36. (6) Our love for God. Matthew 22 : 37-38. (c) Our duty to our fellows. Matthew 22 : 39-40. III. Prose Narrative 6. A. A Loyal Listener. (a) The characters in the story. I Samuel, Chapters 1, 2. (6) A servant to the priest. I Samuel 3 : 1-3. (c) The call in the night. I Samuel 3 : 4-7. (d) The call interpreted. I Samuel 3 : 8-9. (e) The loyal response. I Samuel 3 : 10. B. An effective worker. (a) A miracle wrought. Acts 14 : 8-10. (b) False worship prevented. Acts 14 : 11-13. (c) God honored. Acts 14 : 14-18. IV. Romance Story 6. Rebecca, a Prose Idyl. Genesis 24 : 1-67. (a) A devout mission. Genesis 24 : 1-9. (6) The mission undertaken. Genesis 24 : 11-14. (c) The damsel appears. Genesis 24 : 15-20. (d) The messenger received. Genesis 24 : 31-33. (e) His story told. Genesis 24 : 34-49. (f) His mission accomplished. Genesis 24 : 50-61. ig) A godly home established. Genesis 24 : 62-67. V. Parables 7. The Kingdom of Heaven. A. The sower and the seed. (a) The story told. Matthew 13 : 1-9. (b) The explanation given. Matthew 13 : 18-23. B. The wheat and the tares. Matthew 13 : 24-30. (a) The explanation given. Matthew 13 : 36-43. C. The mustard seed. Matthew 13 : 31-32. D. The leaven. Matthew 13 : 33. APPENDIX B 263 E. Other parables. Matthew 13 : 44-52. F. Why Jesus taught in parables. Matthew 13 : 10-17 ; 13 : 34-35. VI. Christian Letters 8. Admonitions for Right Living. (a) Bible standards for the Christian family. Ephesians 6: 1-18. (b) Practical suggestions of duty. Romans 12 : 1-21. (c) The nature and work of faith. Hebrews 11 : 1-23. (d) The beauty of Christian love. I Corinthians 13 : 1-13. B. POETRY I. Pastoral 9. Ruth, an Idyl of Human Love. (a) What is poetry ? A pastoral poem ? An idyl ? (b) Time and place location of this story ? (c) Leading characters and their characteristics ? (d) Main incidents in the story ? 1. Naomi and her family. Ruth, Chapter 1. 2. Boaz and his interests. Ruth, Chapters 2-4. (e) The interest and beauty of the poem ? II. Lyric Poems and Composers (Deborah, Moses, Miriam, Hannah, Mary) 10. Songs of Faith and Trust. A. An introductory meditation. Psalm 1. (a) Happiness the result of Godliness. B. Confidence in God's grace. Psalm 23. (a) The Shepherd Psalm. C. The blessings of the righteous. Psalm 91. (a) Trust in God's Providence. D. A hymn of Thanksgiving and a prayer for guidance. Psalm 139. E. The helpfulness and beauty of the Psalms to the early Jews and to us of to-day. 264 CREDIT FOR OUTSIDE BIBLE STUDY III. Epic Poems and Composers (Joseph, David, Saul, Ruth, Naomi, Esther, Job) 11. " An Epic of the Inner Life " or the Mystery of Human Suffering. A. The Prologue. (a) A godly man grievously afflicted. Job 1:1; 2 : 10. (b) His three friends come to bring comfort. Job 2 : 11-13. B. The poem. (a) They argue that only the guilty suffer. Job 4 : 7. (6) Job claims that he is innocent. Job 23 : 10-12. (c) Elihu insists that chastisement is : 1. An expression of divine goodness. Job 34 : 10-17. 2. A cure but also a prevention. Job 36 : 9-13. (d) God shows Job the wonder and mystery of the world. Job 38 : 1-7. (e) Job's humility and trust. Job 42 : 1-6. C. The Epilogue. (a) God is well pleased and restores Job's prosperity. Job 42 : 7- 17. C. PHILOSOPHY AND THE WISDOM LITERATURE (Proverbs, Job, Ecclesiastes, James, and the Books of Ecclesiasticus and of Wisdom from the Apocrypha) 12. A. The Hebrew Sage. (a) Against suretyship and idleness. Proverbs 6 : 1-11. (6) Concerning the mischief maker. Proverbs 6 : 12-15. (c) Seven things hateful to God. Proverbs 6 : 16-19. (d) Filial obedience a protection against impurity. Proverbs 6 : 20-35. B. The Preacher's Sayings. (a) Remember God in youth. Ecclesiastes 12 : 1-7. (6) The value of wisdom. Ecclesiastes 12 : 8-12. The chief con- cern of man. Ecclesiastes 12 : 13-14. C. The Christian Philosopher. (a) The cause of strife and war. James 4 : 1-3. APPENDIX B 265 (jb) Choose between God and the world. James 4 : 4-10. (c) All evil speaking is forbidden. James 4 : 11-12. (d) The uncertainty of human plans. James 4 : 13-17. D. PROPHECY 13. A. The Messiah Foretold. (a) The promises of Christ's coming. Isaiah 55 : 1-5. (b) Calls to repentance. Isaiah 55 : 6-7. (c) The Providence of God. Isaiah 55 : 8-13. B. The vision of a Christian prophet. (a) The Holy City. Revelation 22 : 1-5. (b) The Word and the Book. Revelation 22 : 6-10. (c) The permanency of character. Revelation 22 : 11-21. E. PUBLIC ADDRESSES I. Oratory (Masters of Eloquence : Moses, Elijah, Amos, Isaiah, Peter, Paul, Jesus) 14. Patriotism and Devotion. A. The speaker and his audience. Deuteronomy 5:1. B. He recalls God's covenant. Deuteronomy 5 : 1-3. C. He urges loyal obedience. Deuteronomy 6 : 1-3. D. Advises to love God and His Word. Deuteronomy 6 : 4-8. E. Warns against idolatry. Deuteronomy 6 : 9-16. F. Exhorts to true righteousness. Deuteronomy 6 : 17-25. II. Sermons 15. Early Preachers of Christ. A. Peter at Pentecost. (a) The time, the place, the occasion. Acts 2 : 1-13. (6) The appeal to prophecy. Acts 2 : 14-21. (c) Jesus, the risen Lord. Acts 2 : 22-36. B. Paul on Mars Hill. (a) Conditions that called forth the sermon. Acts 17 : 16-21. 266 CREDIT FOR OUTSIDE BIBLE STUDY (b) The Athenians and their unknown god. Acts 17 : 22-23. (c) Paul preaches the true God. Acts 17 : 23-29. (d) He urges repentance and faith in Christ. Acts 17 :, 30-32. 16. Jesus on the Mount. (a) Suggestion : Read Matthew 5, 6, 7. Select special sections for intensive study. (6) The Beatitudes. Matt. 5 : 1-12. (c) The nature of discipleship. Matt. 5 : 13-20. (d) Duties under the moral law, on anger, purity of life, good for evil, etc. Matt. 5 : 21-48 and 6 : 12. (e) Counsel as to prayer. Matt. 6 : 5-15 ; 7 : 7-12. (J) Standards of life and conduct on display, sincerity, wealth, service, trust, etc. Chapter 6. (g) Further appeals for righteousness. Chapter 7. F. PRAYER s 17. The Soul's Communion with God. A. A patriot's prayer for his people. (a) An exile hears news from his home. Nehemiah 1 : 1-3. (6) His sorrow for the sins of his people. Nehemiah 1 : 5-7. (c) He dwells on God's mercy. Nehemiah 1 : 8-9. (d) He asks for God's blessing. Nehemiah 1 : 10-11. B. The Saviour's prayer for the world. (a) His prayer for God's glory. John 17 : 1-5. (b) His prayer for His Apostles. John 17 : 6-19. (c) His prayer for all other believers. John 17 : 20-26. 18. Semester Review and Examination. Reference Material The Bible as English Literature — Gardiner, Scribners. The Story of the Bible — Harold B. Hunting. The Bible as Literature — Moulton. The Bible as Literature — Hood and Grant. For General Reference — Hastings' Dictionary of the Bible* APPENDIX C A Suggested Course in Bible Study for Pupils Outside of School, Issued by the Department of Education of the State of Oregon, 1915 Introductory Note on the Geography of the Holy Land. Pales- tine is a strip of country running north and south at the east end of the Mediterranean Sea. It extends from the sea eastward to the Arabian desert, a distance of some fifty miles. Its approximate southern boundary is an imaginary line drawn from the southern extremity of the Dead or Salt Sea to the southeastern corner of the Mediterranean. From this line it extends about 150 miles north to the river Leontes and Mt. Hermon. This was the " promised land " out of which the Canaanitish tribes were driven by the great migratory movement of the Hebrew peoples, led first by Moses and afterward by Joshua. It was an extremely diversified, well-watered, and productive region — a " land flowing with milk and honey.'* Physically it is divided into four strips running north and south as follows : 1. The Coast Plain, a strip about 20 miles in width along the Mediterranean. 2. The Hill Country, a strip immediately to the east of the coast plain, attaining a various elevation, in some places as much as 3000 feet. 3. The Valley of the Jordan River, the deepest depression on the earth's face. The Jordan rises in the slopes of Mt. Hermon and flows south. At the sea or lake of Galilee it is 682 feet below sea level, and at the Dead Sea the depth below sea level is 1292 feet. 4. The country beyond the river ; this was a hilly plateau to the east of Jordan, well adapted to grazing and the pastoral pursuits. Three features are of especial importance in Biblical literature. 1. The Sea of Galilee, the scene of many events in the life of Christ. 2. The Plain of Esdraelon, or the valley of Jezreel ; many important events in Israel's history took place in this region. It is watered by the river Kishon. 3. The River Jordan. 267 268 CREDIT FOR OUTSIDE BIBLE STUDY After the conquest of Canaan, this territory was divided among the several tribes of the Hebrew peoples. Reference to any good map (most Bibles contain them) will show the division. The thirteenth chapter of Joshua describes it. See also Numbers 32 : 1- 5; 34:16-29. The position of Palestine with reference to neighboring lands is of importance. It lay on one of the main routes of travel of the ancient world, and about midway between the two cradles of civilization of the ancient East. Four great highways traversed the " promised land," roughly corresponding to the four physical divisions given above. Egypt lay to the south and west ; Mesopo- tamia, where flourished the empires of Assyria and Babylon, to the north and east. Palestine thus became the path of caravans of trade and armies of conquest, and frequently the theater of great wars. THE OLD TESTAMENT — 39 BOOKS The Books of the Law The Major Prophets Genesis Isaiah Exodus Jeremiah Leviticus Lamentations Numbers Ezekiel Deuteronomy Daniel The Narrative Books The Minor Prophets Joshua Hosea Judges Joel Ruth Amos I and II Samuel Obadiah I and H Kings Jonah I and II Chronicles Micah Ezra Nahum Nehemiah Habakkuk Esther Zephaniah Haggai The Poetic Books Zechariah Job Malachi Psalms Proverbs Ecclesiastes Song of Solomon APPENDIX C 269 I. THE BOOKS OF THE LAW These are the first five books of the Old Testament, also called the Pentateuch, which means " five books." They take the name " Law " because they contain the various ancient codes of the He- brew peoples. These may be catalogued as follows : a. The decalogue or Ten Commandments. Ex. 20 : 2-17. Com- pare Dt. 5 : 6-21. b. " The Book of the Covenant." Ex. 20 : 20-23 : 33. c. The Code of Deuteronomy. The book of Deuteronomy may be described as a volume of law accompanied by hortatory intro- ductions and comments. The chief law portions are found in Chapters 12-27. The entire volume is of a very high tone, and will repay reading. d. The " Law of Holiness." Lev. 17-26. e. The Priestly Code. Gen. 17 (The law of circumcision) ; Ex. 12 (The Passover) ; Lev. 1-16, and 27 ; and large portions of the books of Exodus and Numbers. But besides containing the law codes, these books deal also with very important periods of Israel's history as well as giving us the Hebrew ideas of the beginning of things. For convenience these narratives may be divided into: (a) The Early Narratives of Genesis ; (6) Period of the Patriarchs ; (c) Period of the Exodus. a. The Early Narratives of Genesis. Gen. 1-11. The Creation Narratives. Gen. 1-2 : 3 and 2 : 4-25. The Serpent in the Garden. Gen. 3. Cain and Abel. Gen. 4. The Flood. Gen. 6-9 : 18. The Tower of Babel. Gen. 11 : 1-9. b. The Period of the Patriarchs. Gen. 12-50. The Call of Abraham. Gen. 11 : 27-12 : 9 ; also 15. Abraham and Lot. Gen. 13. Sarah and Hagar. Gen. 16. Doom of the Cities of the Plain. Gen. 18-19 : 28. The Sacrifice of Isaac. Gen. 22 : 1-19. Betrothal of Isaac and Rebekah. Gen. 24. 270 CREDIT FOR OUTSIDE BIBLE STUDY Jacob and Esau. Gen. 25 : 19-34 and 27 : 1-45. Jacob Serves for Rachel. Gen. 28-29. Jacob Wrestles with an Angel. Gen. 31 : 43-32. Joseph Sold into Egypt. Gen. 37. Joseph in Egypt. Gen. 39-41. Joseph and His Brethren. Gen. 42-45. Death of Israel and Joseph. Gen. 50. c. The Period of the Exodus. Exodus-Deuteronomy. Early Life of Moses. Ex. 1 and 2. The Call of Moses. Ex. 3 and 4. The Affliction of Israel. Ex. 5-6 : 13. The Plagues of Egypt. Ex. 7-11. The Passover and Deliverance. Ex. 12-14. Israel in the Wilderness. Ex. 16 and 17. Israel at Sinai. Ex. 19 and 20. The Golden Calf. Ex. 32. Consecration of Aaron and His Sons. Lev. 8-9. Rebellion of Korah. Numb. 16. Balak and Balaam. Numb. 22-24. Death of Moses. Deut. 34. H. THE NARRATIVE BOOKS These include the next twelve books of the Old Testament and cover the history of Israel from the Conquest of Canaan to the Babylonian captivity, and the return to Jerusalem. They tell of the formation of a nation out of the allied tribes, the establishment of a splendid monarchy, the fatal split into two kingdoms, and the resulting loss of national identity. The passages cited below are intended to indicate the progress of that history as well as to exhibit some of the finer literature contained in these books. The two books of Chronicles are a sort of review of Israel's history from the beginning to the decree of Cyrus permitting the return to Jerusalem after exile. The great influence of the prophets, men like Samuel, Elijah, Elisha, Isaiah, and Jeremiah, throughout the major part of the period should be noted. APPENDIX C 271 a. The Conquest of Canaan. The Book of Joshua. Jehovah's Charge to Joshua. Josh. 1. The Siege and Fall of Jericho. Josh. 6. The Conquest of Ai. Josh. 7 and 8. The Great Battle with the Amorites. Josh. 10. Hazor Captured and Burned. Josh. 11. Joshua's Farewell. Josh. 23 and 24. b. The Period of the Judges. Judges and Ruth. This was a period of transition. The tribes had settled down in the promised land, but the conquest was not so complete as to give them undisturbed possession. The apostasy of the people also paved the way for internal weakness. The birth of the nation really begins when Deborah is able to bring about an effective coalition of six tribes. Apostasy of the People. Judg. 2 : 11-3 : 6. Deborah, the Joan d'Arc of Israel. Judg. 4 and 5. Gideon and the Midianites. Judg. 6-8. Jephthah and his Daughter. Judg. 11. Samson and Delilah. Judg. 13-16. Ruth the Moabitess. The Book of Ruth. (A pastoral tale of this period.) c. The Period of the Monarchy. I and II Samuel and I Kings 1-10. Compare I Chron. 10-29 and II Chron. 1-9. The Call of Samuel. I Sam. 3-4 : la. Saul, King of Israel. I Sam. 8-11. Jonathan at Michmash. I Sam. 14. Jehovah Rejects Saul. I Sam. 15. David, the Shepherd Boy. I Sam. 16-18 : 9. David and Jonathan. I Sam. 20. David Spares Saul. I Sam. 24 ; also 26 : 1-12. The Great Battle of Gilboa. I Sam. 28-31. Abner and Joab. I Sam. 2 : 8-3. David the King. II Sam. 5-6 : 15. David's Prayer and Thanksgiving. II Sam. 7. David's Sin. II Sam. 11-12 : 25. The RebeUion of Absalom. II Sam. 14 : 25-18. 272 CREDIT FOR OUTSIDE BIBLE STUDY King Solomon. I Kn. 2 : 1-12 ; also 3-4:1; also 4 : 20-34. The Building of the Temple. I Kn. 5-7. The Dedication. I Kn. 8-9 : 9. The Visit of the Queen of Sheba. I Kn. 10. d. The Period of the Divided Kingdoms. I Kings 11-22 and II Kings. Compare II Chron. 10-36 : 21. The Kingdom Divided and Despoiled. I Kn. 11:41-12; also 14 : 21-31. Elijah and Ahab. I Kn. 17-19. Naboth's Vineyard. I Kn. 21. The Translation of Elijah. II Kn. 2. Elisha and the Shunammite. II Kn. 4. Naaman, the Captain of Syria. II Kn. 5. The Siege of Samaria. II Kn. 6 : 8-7. The Wicked Athaliah. II Kn. 11. Elisha's Death and Sign. H Kn. 13 : 14-21. The Fall of Samaria. II Kn. 17. The Destruction of Sennacherib. II Kn. 18 : 13-19. The Great Reform under Josiah. II Kn. 22-23 : 30. The Fall of Jerusalem. II Kn. 24 : 206-25. e. Period of the Exile and Return. Ezra, Nehemiah, Esther, (Daniel, Apocrypha). Compare II Chron. 36 : 22, 23. The Return from Exile. Ezra 1 and 2 : 64-6. Rebuilding of the Temple. Nehemiah Leads Back Another Group. Neh. 1-6. Intrigues of Tobiah and Sanballat. Esther, the Queen. Esther 1-10. A tale of the period of the captivity. Though Daniel is commonly reckoned as one of the prophetic books, it nevertheless contains a large portion of narrative belong- ing to this period. Daniel and His Three Friends. Dan. 1 and 2. Nebuchadnezzar's Golden Image. Dan. 3. Nebuchadnezzar's Dream. Dan. 4. The Feast of Belshazzar. Dan. 5. Daniel in the Lion's Den. Dan. 6. Daniel's Penitential Prayer. Dan. 9. APPENDIX C 273 The group of books styled the Apocrypha also belong mostly to this period and it is convenient to notice them in this place. The group consists of nine books and five fragments as follows : I and II Esdras, historical narratives dealing with about the same matters as Ezra and Nehemiah. Tobit, a pious story of the period of the captivity. Judith, a war story of the Return. Wisdom of Solomon and Ecclesiasticus, two books of the type known as " Wisdom Literature." (See below, Ecclesiastes.) Baruch, a composite book containing (a) an ancient form of confession of sins used by the Palestinian remnant ; (b) a panegyric on wisdom ; (c) a consolation and encouragement to the exiles. Three fragments from the book of Daniel, cut off because not found in the Hebrew ; namely, The Song of the Three Children, The History of Susanna, and Bel and the Dragon. The Rest of the Book of Esther, cut off from the end of that book for the same reason. The Prayer of Manasses, King of Judah, when he was a captive in Babylon. I and II Maccabees, historical narratives dealing with the rise to power of the Maccabean dynasty about 167 B.C., some 350 years after the Return, and during the period following the con- quests of Alexander. Important Dates in the History of Israel Age of Abraham. The Exodus. Saul, King of Israel. David. Solomon. The First Temple. Division of the Kingdom. Age of Elijah and Elisha. Fall of Samaria. Fall of Jerusalem, and Babylonian captivity. Return from Exile. Maccabean Rising. B.C. 2350 B.C. 1700-1650 B.C. 1020 B.C. 1010 B.C. 970 B.C. 930 B.C. 875-825 B.C. 722 B.C. 586 B.C. 536 B.C. 167 274 CREDIT FOR OUTSIDE BIBLE STUDY m. HEBREW POETRY The Bible contains some of the finest poetry ever written. There are not only poetic books, like Job, and a collection of short re- ligious poems or hymns, like the Psalms, but poems are scattered throughout the other portions. The five books placed at the head of this section as The Poetic Books are those commonly reckoned as such ; but one of these, Ecclesiastes, belongs rather to the type known as " Wisdom Literature " ; and one whole book, Lamenta- tions, is not included in this classification, though it is assuredly poetry. A list of the poems of the Bible is given here with some of the finer passages especially noted. a. The Poetic Volumes. 1. The Book of Job. It has a prose introduction and conclusion, but the body of the work is an epic poem, showing the conduct of a righteous man under adversity. Job Bewails His Birth. Job 3. Where Shall Wisdom Be Found ? Job 28. The Answer of Jehovah. Job 38-39 ; also 40 : 6-41. 2. The Psalms. A collection of fine poems of amazing depth and vitality. Only a few of the best known and most frequently quoted are given below. . David's Hymn of Deliverance. Psalm 18. The Shepherd Song. Psalm 23. A Nuptial Ode. Psalm 45. A Miserere. Psalm 51. God the Eternal. Psalm 90. A Song of Thanksgiving. Psalm 100. A Supplication and a Thanksgiving for Forgiveness. Psalms 102 and 103. A Happy Song. Psalm 114. De Profundis. Psalm 130. A Song of Sorrow. Psalm 137. A Hymn of Praise. Psalm 150. 3. The Proverbs. A poetic " wisdom book." It abounds in epigram and not infrequent humor; it consists for the most part APPENDIX C 275 of sundry admonitions, warnings, and encouragements tending to show the wisdom of uprightness and the folly of false dealing. Should all be perused. The three citations below are selected as typical : The Wisdom of Wisdom. Prov. 1 : 20-2. Three Warnings — Against Suretyship, Idleness, Mischief- making. Prov. 6 : 1-19. Eulogy of a Worthy Woman. Prov. SI : 10-31. 4. The Song of Solomon, a lyric drama of much beauty. 5. Lamentations. An elegy on Jerusalem laid waste. It deals first with the sorrows of captive Zion (Chapter 1), showing how these came from Jehovah (Chapter 2). The lament of the afflicted follows, and the hope of relief through God's mercy (Chapter 3). The distress of the siege is described, and the miseries of the cap- tivity bewailed (Chapters 4 and 5). It closes with a prayer for mercy. 6. Ecclesiastes, or The Preacher. The excellency of wisdom and the vanity of all things apart from God. Read especially : An Address to Youth. Eccles. 11 : 9-12 : 8. b. Other Poems Scattered through the Narrative Books. The Prophecy of Jacob. Gen. 49 : 1-27. The Song of Moses and Miriam. Ex. 15 : 1-18. Four Speeches of Balaam. Numb. 23 : 7-10 ; 23 : 18-24 ; 24 : 3- 9; 24:15-24. The Song of Moses. Deut. 32 : 1-43. Moses' Blessing of the Tribes. Deut. 33. Deborah's Battle Hymn. Judg. 5. The Magnificat of Hannah. I Sam. 2 : 1-10. David's Lament over Saul. I Sam. 1 : 19-27. David's Psalm of Praise. I Sam. 22. David's Last Song. II Sam. 23 : 1-7. A Psalm of David. I Chron. 16 : 8-36. Compare Psalm 105 : 1-15. Hezekiah's Thanksgiving. Is. 38 : 9-20. Jonah's Prayer. Jonah 2 : 1-9. 276 CREDIT FOR OUTSIDE BIBLE STUDY A Prayer of Habakkuk. Hab. 3. Various fragments and short pieces as follows : The Song of Lamech. Gen. 4 : 23, 24. Noah's Curse. Gen. 9 : 25-27. Two Nations. Gen. 25 : 23. Isaac's Blessing. Gen. 27 : 27-29 and 27 : 39, 40. Two quotations. Numb. 21 : 14, 15 and 21 : 27-30. The Song of the Well. Numb. 21 : 17, 18. Samson's Riddle. Judg. 14 : 14 and 18. David's Lament over Abner. II Sam. 3 : 33, 34. c. There should also be noted the following, from the Apocrypha : The Song of the Three Children. Verses 29-68. Tobit's Rejoicing. Tobit 13. And three wonderful hymns which, though from the New Testa- ment, still partake of the spirit and genius of Hebrew poetry : The Magnificat, or Hymn of Mary. Lk. 1 : 46-55. The Benedictus, or Hymn of Zacharias. Lk. 1 : 68-79. The Nunc Dimittis, or Hymn of Simeon. Lk. 2 : 29-32. IV. THE HEBREW PROPHETS AND PROPHECIES The importance of the position of influence occupied by the prophets in the history of Israel can hardly be overestimated. They were accorded a place alongside the priesthood in the re- ligious life of the people, and were frequently a determining factor in statecraft and politics. Some of them were men of exceptional power, claiming to exercise control over the rulers in the name of Jehovah. The writings which are included under the Prophecies may be regarded as either the sermons (as Isaiah) or the visions (as Ezekiel) of the prophet. Some of the greater passages are cited below : Isaiah. A prophet of the southern kingdom, c. 720 B.C. (the latter portion of the book from Chapter 40 onward is sometimes considered a " Second Isaiah," and dated about the time of the Return from exile.) APPENDIX C 277 Isaiah's Call. Is. 6. The " Book of Immanuel." Is. 7-9 : 7. A Warning and Condemnation. Is. 28 : 1-22. Consolation. Is. 40. The Suffering Servant of Jehovah. Is. 52-53. Jeremiah. A prophet of the southern kingdom, c. 600 B.C. The Call of Jeremiah. Jer. 1. A Lesson from the Potter. Jer. 18. The Faithful House of Rechab. Jer. 35. The King Burns the Roll. Jer. 36. Lamentations. See under Hebrew Poetry. Ezekiel. A prophet of the captivity, c. 586 B.C. Ezekiel's Call. Ezek. 2-3 : 15. A Watchman in Israel. Ezek. 33 : 1-21. False Shepherds in Israel. Ezek. 34 : 1-24. The Valley of Dry Bones. Ezek. 37 : 1-15. Daniel. A prophet of the exile. (The narrative portions have been treated above.) Daniel's Vision of the End. Dan. 12. Hosea. A prophet of the northern kingdom, c. 740 B.C. The Prophet's Plea with His Nation. Hos. 13-14. Joel. A prophet of the northern kingdom, c. 800 B.C. The Outpouring of God's Spirit. Joel 2 : 21-3. Amos. A prophet of the southern kingdom, c. 760 B.C. Israel's Doom. Amos 8-9 : 4. Obadiah. A prophet of uncertain date. (Compare verses 1-9 to Jer. 49 : 7-22.) Jonah. Like several of the books of the Old Testament, Jonah is quite unique. It is not prophecy in the same sense as Isaiah or Ezekiel, but is a narrative about Jonah the prophet. It will repay careful study. Jonah lived about 750 B.C. in the northern 278 CREDIT FOR OUTSIDE BIBLE STUDY kingdom. See II Kn. 14 : 25. Jonah's prayer (2 : 1-9) has al- ready been referred to under Hebrew Poetry. Micah. A prophet of the southern kingdom, c. 720 B.C. A younger contemporary of Isaiah. The Reign of Peace. Micah 3:9-4:8. Nahum. A prophet of the southern kingdom, c. 625 B.C. The Overthrow of Nineveh. Nahum 2 and 3. Habakkuk. A prophet of the southern kingdom, c. 600 B.C. Habakkuk's prayer (Chapter 3) has already been referred to un- der Hebrew Poetry. Zephaniah. A prophet of the southern kingdom, c. 625 B.C. Haggai. A prophet of the Return, c. 525 B.C. Zechariah. A prophet of the Return, c. 525 B.C. The Prosperity of Zion. Zech. 8 ; also 9 : 9-17. Malachi. The last of the prophets, c. 450 B.C. The Advent of Jehovah's Messenger. Mai. 3 and 4. V. MEMORY PASSAGES FROM THE OLD TESTAMENT 1. The Ten Commandments. Exodus 20 : 3-17. 2. From a speech of Moses, a specimen of Hebrew oratory. Deut. 6 : 4-15. 3. The First Psalm. 4. The Twenty-third Psalm. 5. The Forty-sixth Psalm. 6. The One Hundred Third Psalm. 7. Job 28: 12-28. 8. Proverbs 3 : 1-26. 9. Isaiah 40 : 18-31. 10. Isaiah 55. APPENDIX C 279 THE NEW TESTAMENT — 27 BOOKS The Gospel According to Matthew According to Mark According to Luke According to John Historical Narrative The Acts of the Apostles The Pauline Epistles Romans I and II Corinthians Galatians Ephesians Philippians Colossians I and II Thessalonians I and II Timothy Titus Philemon Other Epistles Hebrews James I and H Peter I, n, and HI John Jude Prophetic or Apocalyptic The Revelation of John Introductory Note on Political Divisions of Palestine in New Testament Times. There were three main divisions of Palestine west of the Jordan. Judea, to the south, corresponding in a general way to the ancient kingdom of Judah, and including Jeru- salem, Bethlehem, Bethany, Jericho, etc. ; Galilee, to the north, in the country west of the lake of that name and in which much of our Lord's ministry was spent, including Cana, Capernaum, Nazareth, etc. ; between these two, Samaria, the territory around the ancient city of Samaria. To the northwest of Galilee lay Phoenicia. East of Galilee across the lake was the Tetrarchy of Philip, including the region called Decapolis. South of this was Perea, which with Galilee formed the Tetrarchy of Herod Antipas. Judea and Samaria comprised the Roman province of Judea. 280 CREDIT FOR OUTSIDE BIBLE STUDY I. THE LIFE AND TEACHINGS OF JESUS CHRIST — THE FOUR GOSPELS The first three Gospels are called the synoptics, because of their general agreement. St. John's Gospel stands somewhat apart from the other three and is the interpretation of the Life, rather than a narration of events. In the outline given below, St. Mark's Gospel is taken generally, as it is the earliest of the four and gives the " priceless first impressions." Events not recorded by St. Mark are taken from the others. The aim is to give a complete reading of St. Mark. The parallel passages in the other Gospels should be consulted. a. The Life. Introductory — The Prologue of St. John. Jo. 1 : 1-18. 1. The Gospel of the Infancy. The Annunciations. Lk. 1 : 5-56. Birth of John and of Jesus. Lk. 1 : 57-2 : 20. Compare Mt. 1 : 18-25. Childhood of Jesus. Lk. 2 : 21-52. Compare Mt. 2 : 1-23. 2. Opening Events of the Ministry. The Ministry of John. Mk. 1 : 1-13 ; also Mt. 3 : 1-12 ; Lk. 3 : 1-20. The Temptations. Mt. 4 : 1-11 ; Lk. 4 : 1-13. The Beginnings of Faith. Jo. 1 : 19-2 : 12. Early Judean Ministry. Jo. 2 : 13-4 : 42. 3. The Galilean Ministry — First Period. Beginning of Christ's Public Work. Mk. 1 : 14-45. Rejection at Nazareth. Lk. 4 : 16-30. Growing Hostility of the Scribes. Mk. 2-3 : 6. The Nobleman's Son. Jo. 4 : 46-54. The Infirm Man at Bethesda. Jo. 5. 4. The Galilean Ministry — Second Period. The Choosing of the Twelve. Mk. 3 : 7-19. A Preaching Tour. Lk. 7:1-8: 3. A Day of Teaching by the Sea. Mk. 3 : 20-4 : 34. APPENDIX C 281 A Day of Miracles by the Sea. Mk. 4:35-5:43; also Mt. 9 : 27-34. A Preaching Tour. Mk. 6 : 1-29. The Crisis at Capernaum. Mk. 6 : 30-7 : 23 ; also Jo. 6. 5. The Galilean Ministry — Third Period. A Journey North for Retirement. Mk. 7 : 24-37. The Feeding of the Four Thousand. Mk. 8 : 1-26. A Second Northern Tour. Mk. 8 : 27-9 : 32. In Capernaum. Mk. 9 : 33-50 ; also Mt. 17 : 24-27. 6. The Ministry in Perea. Departure from Galilee. Lk. 9 : 51-62. A Visit to Mary and Martha. Lk. 10 : 38-42. Healing of the Man Born Blind. Jo. 9. The Woman Healed on the Sabbath. Lk. 13 : 10-21. The Raising of Lazarus. Jo. 11 : 1-54. The Ten Lepers. Lk. 17 : 1 1-1 9. Various Narratives. Mk. 10. A Visit to Zacchseus. Lk. 19 : 1-10. 7. His Last Week. Sunday — The Triumphal Entry. Mk. 11:1-11. Monday — Cursing of the Fig Tree. Mk. 11 : 12-19. Tuesday — A Day of Conflict. Mk. 11 : 20-14 : 11. The Gentiles Seek; the Jews Reject. Jo. 12 : 20-50. Wednesday — No record. But it has been supposed that the following may have happened on that day : The Woman Taken in Adultery. Jo. 7 : 53-8 : 13-11. Thursday — The Last Supper. Mk. 14:12-26; Mt. 26:17- 30 ; Lk. 22 : 7-30 ; Jo. 13 : 1-30. The Intercessory Prayer. Jo. 17. Friday — In Gethsemane. Mk. 14:27-52; Mt. 26:36-56; Lk. 22:39-53; Jo. 18:1-11. The Trial. Mk. 14 : 53-15 : 20 ; Mt. 26 : 57-27 : 31 ; Lk. 22 : 54-23 : 25 ; Jo. 18 : 12-19 : 16a. The Crucifixion. Mk. 15:21-47; Mt. 27:32-61; Lk. 23: 26-56a; Jo. 19:16&-42. Saturday — The Watch at the Sepulcher. Mt. 27 : 62-66. 282 CREDIT FOR OUTSIDE BIBLE STUDY 8. The Great Forty Days. The Resurrection. Mk. 16 : 1-11 ; Mt. 28 : 1-15 ; Lk. 23 : 56a- 24:12; Jo. 20 : 1-18. The Walk to Emmaus. Lk. 24 : 13-43. Compare Mk. 16 : 12, 13. In the Upper Room. Jo. 20 : 19-29. Compare Lk. 24 : 36-43 and Mk. 16 : 14. The Appearance by the Sea. Jo. 21 : 1-24. The Appearance on the Hill. Mt. 28 : 16-20. Compare Mk. 16 : 15-18. The Ascension. Lk. 24 : 44-53 ; also Acts 1 : 1-11. Compare Mk. 16 : 19, 20. b. The Teachings. Much of the teaching of our Lord has been given in the above outline. The outline below is in a sense supplementary, and gives some of the passages from the Gospels not referred to above : 1. Studies from St. Matthew's Gospel. The Sermon on the Mount. Mt. 5-7. Compare Lk. 6 : 20-49. The Parables by the Sea. Mt. 13 : 1-53. Discourse on Humility and Forgiveness. Mt. 18. The Laborers in the Vineyard. Mt. 19 : 23-20 : 16. Three Parables of Warning. Mt. 21 : 28-22 : 14. The Destruction of Jerusalem. Mt. 24 and 25. 2. Studies from St. Luke's Gospel. The Mission of the Seventy. Lk. 10 : 1-24. The Good Samaritan. Lk. 10 : 25-37. A Discourse on Prayer and One against the Pharisees. Lk. 11. Concerning the Judgment. Lk. 12. Four Short Discourses. Lk. 13. The Galileans Slain by Pilate; The Woman Healed on the Sabbath; Are Many Saved?; Reply to Warning against Herod. Discourse at a Pharisee's Table. Lk. 14 : 1-24. Discourse on Counting the Cost. Lk. 14 : 25-35. The Prodigal Son, and two other parables. Lk. 15. APPENDIX C 283 Two Parables of Warning. Lk. 16. Concerning Forgiveness and Faith. Lk. 17 : 1-10. The Coming of the Kingdom. Lk. 17 : 20-18 : 14. Parable of the Pounds. Lk. 19 : 11-28. Compare Mt. 25 : 14- 30. 3. Studies from St. John's Gospel. Discourse on the Bread of Life. Jo. 6 : 22-70. Christ at the Feast of Tabernacles. Jo. 7 : 1-52. Discourse on the Light of the World. Jo. 8 : 12-30. Discourse on Freedom. Jo. 8 : 31-59. The Good Shepherd. Jo. 10 : 1-21. Christ at the Feast of Dedication. Jo. 10 : 22-42. Christ's Farewell Discourses. Jo. 13 : 31-16 : 33. H. THE RECORD OF THE EARLY CHURCH — ACTS 1. The Primitive Church at Jerusalem. The Period of Waiting. Acts 1. The Day of Pentecost. Acts 2. The Growth of the Church. Acts 3-5. Stephen. Acts 6-8 : la. 2. The Church Scattered Abroad. Philip the Evangelist. Acts 8 : 1&-40. Saul. Acts 9:1-31. Compare Acts 22:5-21; 26:12-18; Gal. 1 : 17-24. Peter. Acts 9 : 32-11 : 18. Early Days at Antioch. Acts 11 : 19-12. 3. St. Paul, the Traveler. First Missionary Tour. Acts 13-14. The Council of Jerusalem. Acts 15 : 1-35. Compare Gal. 2 : 1-21. Second Missionary Tour. Acts 15 : 36-18 : 22. Third Missionary Tour. Acts 18 : 23-20 : 3. 4. St. Paul, the Prisoner. St. Paul Goes to Jerusalem. Acts 20 : 4-21 : 26. St. Paul's Arrest. Acts 21 : 27-33. 284 CREDIT FOR OUTSIDE BIBLE STUDY St. Paul at Cffisarea. Acts 24-26 : 32. The Voyage to Rome — Two Years in Prison. Acts 27 and 28. IH. THE PAULINE EPISTLES The list at the head of this section gives the order of St. Paul's epistles as they occur in the Bible. The order below is chrono- logically grouped, as showing the development of St. Paul's thought, and giving something like a systematic view of his writings. a. The Epistles of the Second Missionary Tour. I Thessalonians consists of a personal portion, Chapters 1-3 ; and an ethical portion, Chapters 4-5. Read especially : Concerning Those Fallen Asleep. I Thes. 4 : 13-18. The Closing Exhortations. I Thes. 5 : 12-28. II Thessalonians is of especial importance as showing the preva- lence of the opinion that the second coming of Christ was imminent. St. Paul endeavors to correct this. The Second Advent. II Thes. 2. b. The Epistles of the Third Missionary Tour. These four epistles show St. Paul at the very height of his mis- sionary labors, and in the midst of the great Judaistic controversy which shook the Church. The writings of this period fairly flash fire. I Corinthians reproduces the life of a typical Gentile-Christian community. It was written in response to several questions submitted by the Corinthian Church. See 7:1. The Evil of the Party Spirit. I Cor. 1 : 10-4. Disorder in the Church. I Cor. 11. The More Excellent Way. I Cor. 12 : 31-14 : 1. The Resurrection of the Dead. I Cor. 15. II Corinthians, beautifully called the " confessions " of St. Paul, gives us much personal information about him. The Ofiice of an Apostle. II Cor. 2 : 14-4 : 6. The Sufferings of an Apostle. II Cor. 4:7-5: 10. The Life of an Apostle. II Cor. 5 : 20 to 6 : 13 and 7 : 2-4. APPENDIX C 285 The Great Invective. II Cor. 10-13. Romans, called his greatest epistle. While addressed especially to the Jews at Rome, it partakes of the nature of a treatise on the relation or contrast of the Mosaic law, and Christian grace. It carries through a well-sustained argument; it consists of a doc- trinal portion, Chapters 1 : 16-11, and a practical part, Chapters 12-16. All in Need of Redemption. Rom. 1 : 16-3 : 19. The Spirit of Sonship. Rom. 8. Israel's Loss the Gentile's Gain. Rom. 11. Practical Christian Conduct. Rom. 12-13. Galatians, a controversial epistle. A Judaizing party in Galatia had succeeded in winning the churches partly away from St. Paul's gospel, making a severe crisis in the affairs of the Gentile Church. He writes in refutation : St. Paul Claims Authority for Himself and His Message. Gal. 1-2. Mosaism and Christianity Contrasted. Gal. 3-4. Freedom and License Not the Same. Gal. 5-6. c. Epistles of the First Imprisonment. Ephesians might be described as a thanksgiving that the Lord's prayer of John 17 was in process of fulfillment. The main theme is unity of both branches, Jew and Gentile, of the Church; St. Paul presents the ideal of the Church as the mystical Body of Christ predestined before all ages, and destined to last all ages; whose aim it is to make men holy, and to unite all mankind in peace and love. The Apostle's Benedictus. Eph. 1 : 3-14. Gentiles, Once Aliens, Now Fellow-heirs. Eph. 3. Unity of the Body of Christ. Eph. 4 : 1-24. The Panoply of God. Eph. 6 : 10-20. Colossians, an ideal of Christian life and practice, written in refutation of a philosophy which had made its appearance at Colossse. The Office of the Son. Col. 1 : 1-23. Warning Against Error. Col. 2 : 8-3 : 4. 286 CREDIT FOR OUTSIDE BIBLE STUDY Philemon, the one essentially personal letter of St. Paul. It is an exquisite little epistle. The Letter of a Christian Gentleman. Phile. 1-25. Philippians, similar to II Cor. in giving us personal touches of St. Paul. He is writing to trusted friends. Styled the " epistle of joy " from the frequency with which this word and its cognates occur. His Bonds Not a Hindrance. Philp. 1 : 12-30. Lowliness the Mind of Christ. Philp. 2 : 1-18. All Things Loss for Christ. Philp. 3 : 1-16. d. The Pastorals. The three letters to Timothy and to Titus are thus aptly called. They were written during the second imprisonment at Rome, and show us St. Paul facing martyrdom and death. Pastoral Directions to Timothy. I Tim. 3 : 14-4. (Containing an early Christian hymn. 3 : 16.) " Fight the Good Fight." I Tim. 6 : 11-21. St. Paul's Last Words. II Tim. 4. IV. THE REMAINING BOOKS OF THE NEW TESTAMENT a. The Epistle to the Hebrews. An apologetic treatise and one of the most important writings of the New Testament. Its aim was to help certain Christians who seemed not to have a true insight into the nature of Christianity. It compares two religions — Leviticalism and Christianity. The author's view of the former is that it kept men at a distance from God; Christianity, on the other hand, knows no veil; it is the religion through which we draw nigh to God. The main theme of the treatise is the finality of the Christian religion. The Supreme Excellence of the Son. Heb. 1-3 : 6. The Son as High Priest. Heb. 4 : 14-7. The Son's High Priestly Ministry. Heb. 8-10 : 18. The Triumphs of Faith. Heb. 11. The New Covenant. Heb. 12. APPENDIX C 287 b. The Epistles General. James, addressed to the Christian Jews of the Dispersion; written by James, the Lord's brother. Concerning Trial. Jas. 1. Belief and Practice. Jas. 2. Concerning the Tongue. Jas. 3-4 : 3. I and II Peter. Commonly reckoned as the work of the Apostle Peter. " An Inheritance Incorruptible." I Pet. 1:3-2: 10. " We Were Eye-witnesses." II Pet. 1. I, II, and III John. The letters of St. John the Evangelist. " Walk in the Light." I Jo. 1-2 : 11. The Spirit of Truth and the Spirit of Error. I Jo. 4-5 : 12. Jude. The author was the brother of the Lord and of James. Compare with this epistle the second chapter of II Peter. The Faith Once Delivered. Jude 1-25. c. The Revelation of John. An apocalyptic book comparable to Ezekiel, Zechariah, and parts of Daniel. Styled the book of " New Testament prophecy." The Address to the Seven Churches. Rev. 1 : 4-3. The Countless Multitude. Rev. 7. The Seven Bowls of Wrath. Rev. 16. A New Heaven and a New Earth. Rev. 21-22. V. MEMORY PASSAGES FROM THE NEW TESTAMENT 1. The First Christmas. Luke 2 : 8-19. 2. The Beatitudes. Matt. 5:3-11. 3. The Lord's Prayer. Matt. 6 : 9-13. 4. From Jesus' Last Talk. John 15 : 1-14. 5. Paul's Address on Mars Hill. Acts 17 : 2-31. 6. Rules for Life. Rom. 12 : 9-21. 7* Paul's Account of Love. I Cor. 13. 8. Faith. Heb. 11:1-6, and 32-40. 9. Works. James 2 : 14-16. 10. The New Jerusalem. Rev. 22 : 1-14. APPENDIX D Official Syllabus of Bible Study for High School Pupils: Approved and Authorized by the Virginia State Board of Education, August 29, 1916, and Published by the State University (This is the most recent state syllabus issued for use as a basis for Bible study credit. It was prepared by Professor W. M. Forrest, head of the department of Biblical History and Literature in the State University, collaborating with Mr. Charles Hutzler, formerly of the Richmond School Board, and Dr. Edward N. Calisch. It is a carefully prepared syllabus of considerable length, providing three courses of ninety lessons each. As it is impracticable to reproduce it here in its entirety, an outline thereof follows. In the syllabus Biblical passages for memorizing are indicated at the begin- ning of each course, to be assigned from time to time during the course.) COURSE I. OLD TESTAMENT HISTORY I. The Beginning of History. II. The Hebrew Patriarchs. III. The Exodus and Wanderings. IV. Conquest of Canaan. V. Israel under the Judges. VI. The United Kingdom. VII. The Divided Kingdom to the Destruction of Israel. VIII. The Kingdom of Judah to the Babylonian Captivity. IX. The Exile of Judah. X. The Restoration of Judah. COURSE II. OLD TESTAMENT LITERATURE I. Biblical Legislation — Codes and Covenants — General Laws and Holidays. II. The Psalms. III. The Wisdom Books. IV. The Prophets. APPENDIX D 289 COURSE III. NEW TESTAMENT HISTORY AND LITERATURE a. The Life of Christ. I. The Birth and Early Life of Christ. II. The Preparation for the Public Ministry of Christ. III. The Judean Ministry. IV. The Early Galilean Ministry. V. The Later Galilean Ministry. VI. The Final Galilean Ministry. VII. The Perean Ministry. Vin. The Last Week. IX. The Resurrection and Ascension. b. Leading Features of the Four Gospels. I. The Gospel of Matthew. II. The Gospel of Mark. III. The Gospel of Luke. IV. The Gospel of John. c. The Early History of the Church. I. The Church in Jerusalem. II. The Church in Judea, Samaria, and Syria. III. The Church in the Gentile World — Paul's Three Mission- ary Journeys and Journey to Rome. IV. Evidences of Paul's Release, Later Activity, and Execution. d. Leading Features of Early Christian Literature. I. Paul's Letters to Churches. II. Paul's Letters to Persons. III. General Letters. IV. The Book of Revelation. APPENDIX E Examination Questions state high school board of north dakota, janu- ary 13, 1913. biblical history and literature, one half unit credit (Answer any ten questions. Time, 180 minutes) 1. Draw an outline map of Palestine, locating Mt. Carmel, Mt. Pisgah, the Dead Sea, the Sea of Galilee, the Jordan, the Kishon, Beersheba, Bethlehem, Dan, Jericho, Jerusalem, Samaria. 2. Briefly state what the following names suggest : Cain, Cana, Canaan, Esther, Esdraelon, Goliath, Jeroboam, Josiah, Nehemiah, Sharon. 3. Briefly narrate the chief events connected with the Exodus from Egypt. 4. Briefly tell the story of Ruth. 5. Describe the "Call of Isaiah." 6. Briefly recapitulate the chief events of the last week of Christ's earthly life. 7. Briefly recapitulate the chief events of Paul's second mis- sionary journey. 8. Briefly recapitulate the chief events that occurred during Paul's imprisonment at Csesarea. 9. Name twenty (20) books of the Old Testament, grouping them under proper heads, as historical, poetical, etc. 10. Name twenty (20) books of the New Testament, properly grouping them. 11. Write a memory passage from Psalms. (One complete Psalm.) 12. Write a memory passage from the New Testament. (At least 150 words.) 290 APPENDIX E 291 STATE HIGH SCHOOL BOARD OF NORTH DAKOTA, MAY 28, 1913. BIBLICAL HISTORY AND LITERATURE. ONE HALF UNIT CREDIT (Answer any ten questions. Time, 180 minutes) 1. Draw an outline map of Palestine, locating by name the chief river, the chief salt-water lake, the chief fresh-water lake ; the capitals of the kingdoms of Judah and Israel, the birthplace of Jesus, the early home of Jesus, also the land of the Philistines, the land of Moab, and Damascus. 2. Who or what were Aaron, Baal, Capernaum, Hebron, Jonathan, Nehemiah, Samson, Samuel, Stephen, Timothy? 3. Briefly discuss the four great periods of Hebrew history. 4. Briefly tell the story of Joseph and his brothers. 5. Briefly tell the story of Daniel, making clear his courage and faithfulness. 6. Briefly tell the story which follows the setting of the Book of Job. 7. Briefly explain Peter's vision at Joppa at the house of Simon, and explain its significance in the history of the early church. 8. Enumerate the chief events recorded in the gospels concern- ing the life of Jesus prior to his first public miracle. 9. Briefly tell the story of Paul's first missionary journey. 10. Name thirty books of the Bible, telling whether each is in the Old Testament or the New. 11. Write a memory passage from the Old Testament, selecting a passage outside of the Psalms and about 150 words in length. 12. Write a memory passage from the New Testament, selecting a passage outside the gospels and about 150 words in length. 292 CREDIT FOR OUTSIDE BIBLE STUDY STATE BOARD OF EDUCATION OP NORTH DAKOTA, JAN- UARY, 1914. BIBLICAL HISTORY AND LITERATURE. ONE HALF UNIT CREDIT (Answer any ten questions; each has a value of ten per cent. Time, 180 minutes) 1. Briefly locate each of the following, stating also for what each is remembered : Bethel, Bethlehem, Carmel, Gaza, Hebron, Jericho, Kishon, Nebo, Samaria, Tyre. 2. Briefly state what each of the following men and women did to entitle them to remembrance: Athaliah, Deborah, Esau, Esther, Jeroboam, Jezebel, Josiah, Nehemiah, Rachel, Sennacherib. 3. Briefly describe the chief events in the life of Moses. 4. Name and briefly discuss five men who were prominent in Israel during the so-called period of the Judges. 5. Name and briefly describe five important events in the life of David. 6. How are the books in the Old Testament grouped ? Name 20 books, assigning each to the proper group. 7. Quote from memory a passage from the Old Testament at least 150 words in length. 8. Briefly describe the chief events in Chrises life during the third period (period of growing popularity). 9. Name six of the disciples chosen by Christ, and in regard to each of those named mention some interesting historical fact. 10. Briefly review the chief events in the history of the early church from the Day of Pentecost to the conversion of Saul of Tarsus. 11. Briefly review the chief events in the life of Paul from the time he was arrested in Jerusalem until he reached Rome. 12. Quote from memory a passage from the New Testament, at least 150 words in length. APPENDIX E 293 STATE BOARD OF EDUCATION OF NORTH DAKOTA, JUNE, 1914. BIBLICAL HISTORY AND LITERATURE. ONE HALF UNIT CREDIT (Answer any ten questions; each has a value of ten per cent. Time, 180 minutes) 1. Draw an outline map illustrating Old Testament geography, locating the following : Bethel, Carmel, Esdraelon, Gaza, Hebron, Jericho, Jerusalem, the Jordan, Moab, Nebo. 2. Draw a similar map illustrating New Testament geography, locating the following : Csesarea, Capernaum, Damascus, Hermon, and Nazareth. 3. Briefly explain who each of the following was: Apollos, Barnabas, John the Baptist, John the Disciple, Luke, Mark, Philip, Silas, Stephen, and Timothy. 4. Name ten important men mentioned in the Old Testament and explain why each of these is noted. 5. Name ten important women mentioned in the Bible and explain why each is noted. 6. Briefly tell the story of the early life of Jacob, including his quarrel with his brother and the circumstances of his marriage. 7. Briefly tell the story presented in the Book of Job. 8. Name ten parables spoken by Jesus, briefly stating what each teaches. 9. Name and briefly describe ten miracles ascribed to Jesus. 10. Give an account of Paul's first missionary journey, mention- ing different places visited and the chief events which occurred. 11. Name forty books in the Bible, ascribing each to its proper position. 12. Write a memory passage from the Bible, at least 150 words in length. 294 CREDIT FOR OUTSIDE BIBLE STUDY STATE BOARD OF EDUCATION OF NORTH DAKOTA, JUNE, 1915. BIBLICAL HISTORY AND LITERATURE. ONE HALF UNIT CREDIT {Answer any ten questions; each has a value of ten 'per cent. Time, 180 minutes) 1. Draw an outline map of Palestine, naming and locating by the number the scene of each of the following events : (1) The death of Moses. (2) The early home of David. (3) Solomon's capital. (4) The capital of the kingdom of Israel. (5) Elijah's contest with the prophets of Baal. (6) The city in which Jesus grew to manhood. (7) The river in which Jesus was baptized. (8) The sea on which he stilled the storm. (9) The city near which Paul saw the vision which changed his life. (10) The city in which Paul was imprisoned for three years. 2. Tell the stories of the boyhood experiences of the four fol- lowing : Jacob, Joseph, Samuel, David. Confine your accounts to the boyhood experiences. 3. Briefly tell the stories of the four following women : Jael, Ruth, Jezebel, Esther. 4. Tell the story of the Book of Job. 5. Tell the story of the Book of Jonah. 6. Write a memory passage from the Old Testament, at least 150 words in length. 7. Describe the five following events in the life of Jesus : (1) his visit to the temple when twelve years old ; (2) his baptism ; (3) his temptation ; (4) his transfiguration ; (5) his triumphal entry. 8. Mention ten noteworthy places visited by Paul on his mis- sionary journeys, telling briefly on which trip he visited the place and what happened there. , 9. What connection with the life and work of Paul did each of APPENDIX E 295 the following men have : Agrippa, Barnabas, Felix, Festus, John, Mark, Luke, Peter, Silas, Stephen, Timothy? 10. Name and classify twenty books in the Old Testament and twenty books in the New Testament. 11. Write a memory passage from the New Testament, at least 150 words in length. 12. Explain the Biblical allusion in each of the following quota- tions : (1) "He, who lone in Patmos banished, Saw in the sun a mighty angel stand, And heard great Babylon's doom pronounced by Heaven's command." — Burns. (2) "I held it better men should perish one by one Than that earth should stand at gaze like Joshua's Sun at Ajalon." — Tennyson. (3) "The airy hand confusion wrought, Wrote 'Mene, mene,' and divided quite The kingdom of her thought." — Tennyson. (4) "Lazarus left his charnel cave And home to Mary's house returned." — Tennyson. (5) "He changes the self-satisfied Pharisee into the broken-hearted, self -abased Publican." — Newman. (6) "Known voices are as David's harp Bewitching Saul's oppressive woes." — Faber. (7-8) "Nor did Israel escape The infection, when their borrowed gold composed The calf in Oreb ; and the rebel king Doubled that sin in Bethel and in Dan." — Milton. (9) "On him baptized Heaven opened, and in likeness of a dove The spirit descended." — Milton. (10) "So Lycidas sunk low, but mounted high, Through the dear might of Him that walked the waves." — Milton. 296 CREDIT FOR OUTSIDE BIBLE STUDY STATE BOARD OF EDUCATION OF NORTH DAKOTA, JUNE, 1916. BIBLICAL HISTORY AND LITERATURE. ONE HALF UNIT CREDIT (Answer any ten questions; each has a value of ten per cent. Time, 180 minutes) 1. Explain the relation of Palestine to the other lands men- tioned in the Old Testament. Draw an outline map of the whole region. 2. Name ten (10) prominent men of the Old Testament who lived before the time of David and explain why each is noted. 3. Name ten (10) prominent men of the Old Testament who lived after the time of David and explain why each is noted. 4. Name ten (10) women mentioned in the Old Testament and explain why each is noted. 5. Name two (2) books of the Pentateuch, six (6) historical books, three (3) poetical books, three (3) major prophets, and six (6) minor prophets. 6. Write from memory one of the Psalms. 7. Name ten (10) prominent men of the New Testament and explain why each is noted. 8. Give an account of five (5) parables spoken by Jesus. 9. Give an account of five (5) wonderful works performed by Jesus. 10. Discuss the work of the Apostle Paul at Athens, Corinth, the Island of Cyprus, Ephesus, and Philippi. When did he visit each place ? To which did he write epistles ? 11. Write a memory passage from the New Testament, at least 150 words long. 12. Explain theBiblical allusionin each of the following quotations : (1) "Marked even as Cain." — Tennyson. (2) "A heart as rough as Esau's hand." — Tennyson. (3) "Gash thyself, priest, and honor thy brute Baal." — Tennyson. (4) "If to be fat is to be hated, then Pharaoh's lean kine are to be loved." — Shakespeare. APPENDIX E 297 (5) "As ragged as Lazarus when the glutton dogs licked his sores." — Shakespeare. (6) "There was a firebrand at each fox's tail Unleashed in the cornfield. " — Browning. (7) "Fair as Ruth in the old Hebrew pastoral." — Whittier. (8) "To Him who gave the tangled ram To spare the child of Abraham." — Whittier. (9) "He preached to all men everywhere The gospel of the Golden Rule." — Longfellow. (10) "Samson stark at Dagon's knee Gropes for columns strong as he." — Emerson. QUESTIONS USED AT GREELEY, COLORADO, FOR BIBLE STUDY CREDIT IN THE STATE TEACHERS' COLLEGE, MAY 25, 1913 Directions to Teachers of the Classes You are expected to read and grade the papers. Judge the papers as a whole. Read for evidences of scholarship and intelligent grasp, rather than for flaws or technical minutiae. The amount of ground that it is reasonable to expect your pupils to cover in this written ex- ercise must be judged not in advance, but rather on the basis of what those who employ their time well actually accomplish. Papers are to be marked S (satisfactory) or the word "Unsatisfactory" written across the back of the paper. When graded by the teacher, they are to be delivered to Dr. Irving E. Miller, of the College. Directions to Students Answer, if possible, from three to five questions. Choose these questions from at least two groups. Write according to the stand- ards of composition that prevail in classes in English. Organize your answers in such a way that they will be complete and unified within the space which you can afford to give them in your limited time. You may begin with any question you choose. Do not waste any time copying the question ; identify it by indicating the number. 298 CREDIT FOR OUTSIDE BIBLE STUDY Questions Group I 1. What do you understand by the word "Bible"? Explain the significance of the terms "Old Testament" and "New Testa- ment." On what basis is this division into two parts made ? What is the "Apocrypha," which is found in some editions of the Bible? 2. Classify the content of the Bible from the literary point of view. Illustrate your answer by specifying some book, books, or parts of books of the Bible that fall under each literary form. 3. Explain briefly (a sentence or two) ten of the following terms : Eden, Pentateuch, Covenant, Patriarch, the Exodus, Decalogue, Theocracy, Monotheism, the Exile, the Restoration, Publican, Pharisee, Sadducee, Pentecost, Dispersion, Epistle, Apocalypse. Group II 4. Name four different periods in the history of the Children of Israel. Name one man prominently identified with each period and discuss briefly his significance in the life of that period. 5. How was the tendency to idolatry among the Hebrews finally overcome ? 6. Compare and discuss the specific functions of the priests and the prophets in the religious and moral life of the Hebrew people. 7. Discuss ideals and standards of home life and child train- ing among the Hebrews. Group III 8. What do you understand by Biblical canonics ? Tell some- thing of the Canon of the Old Testament. 9. What is meant by "Higher Criticism"? Tell something of its problems. 10. Discuss the place of the Bible in the general culture of the in- dividual. APPENDIX E 299 QUESTIONS ON THE CANON OF THE NEW TESTAMENT, APRIL 14, 1912 1. What is the meaning of the phrase "The Canon of the New Testament"? 2. Distinguish between a "provisional canon" and the "final canon." 3. Upon what principle were books admitted to the "final canon"? About what time was the "final canon" determined? 4. In what way were the different parts of the New Testament preserved, and how were they first brought together? 5. If the Canon of the New Testament can be arranged into four different groups of writings in some systematic way, arrange the writings so. 6. What is meant by the "Process of Discrimination" as used in the Encyclopaedia Britannica article ? 7. What influence had Justin Martyr in bringing together the New Testament books ? 8. What was the probable beginning of the use of the New Testa- ment books ? 9. What brought about the settlement of the Canon that lasted ten centuries ? 10. What questions have arisen in modern times about the Canon of the New Testament ? How are they generally answered ? 11. To what extent is credit due to the Catholic Church for the preservation of the New Testament writings ? 12. In what particulars do the various Christian churches of to-day agree in regard to the Canon of the New Testament ? FINAL EXAMINATION IN THE HIGH SCHOOLS OF COLORADO IN JUNE, 1915 Heroes and Leaders of Israel (Time, not over two hours. Answer any ten of the fifteen) 1. Name in order, and classify in groups, the books of the Old Testament. 300 CREDIT FOR OUTSIDE BIBLE STUDY 2. State the main divisions of Hebrew history, and name a man prominent in each period. 3. Of what interest to us of to-day is a knowledge of the history of the Hebrew people ? 4. In what part of the world was Hebrew history located? What ancient peoples occupied that region ? What modern coun- tries occupy it ? 5. Why is Abraham called "The Pioneer"? From which of Noah's sons was he descended? Where was his early home? What journey did he undertake? Why? Give your estimate of his character. 6. Who was Isaac ? Esau ? Jacob ? Joseph ? How many sons had Jacob ? Why did they go into Egypt to live ? 7. Who was Moses ? Tell of his infancy — his life as a prince — a tragedy that caused exile — the three great periods in his life. 8. Tell briefly the story of Ruth and Naomi. 9. Who was Samuel ? Saul ? David ? Solomon ? 10. What caused the division into the two kingdoms, Israel and Judah ? Who was the first king in each and what cities were their capitals ? 11. Name four prophets whom we have studied. What was a prophet? What great service was rendered by the prophets of Israel and Judah? 12. When and by whom were the "ten tribes" of Israel con- quered? The people of Judah? 13. How long were the people of Judah in captivity ? Where ? What had Cyrus to do with their return to Jerusalem? Ezra? Nehemiah ? 14. What was the great work of Judas, "the Jewish conqueror" ? What was the great mission and message of John, "the last prophet of the old dispensation"? 15. What are some of the great lessons to be learned from a study of Hebrew history? What benefit have you derived from the study ? APPENDIX E 301 FINAL EXAMINATION IN THE HIGH SCHOOLS OF COLORADO IN JUNE, 1916 The Friends and Followers of Jesus — The Life and Labors of Jesus (Time, not over two hours. Answer any ten of the fifteen) 1. Locate Palestine; name three of its main divisions, three important cities or towns, a noted river, and two seas. 2. Under what civil government was Palestine when Jesus was born ? Under what religious control ? Who was Csesar Augustus ? Herod the tetrarch ? Herod the king ? Pontius Pilate ? Annas and Caiaphas ? 3. From what sources do we derive our knowledge of the life of Jesus, his followers, and his work ? Name the first five books of the New Testament. What do they contain ? 4. Who was John the Baptist ? Why so called? What was his great mission to the world? How was his work related to that of Jesus ? What was the result of his preaching ? 5. Tell of the choosing of the Twelve, — the kind of men they were, — their names (as many as you can), — their work, — and Jesus' plan or method in training them. 6. What disciples are sometimes called "the favored three"? Why? What two were brokers? What four were fishermen? What one was a tax-collector ? 7. Give a brief but comprehensive account of the life and career of Paul. 8. In what different ways did Jesus seek to do good to the people about him? Give illustrations. 9. What is a parable ? Why did Jesus use parables so much ? Outline the "Parable of the Sower and the Seed" (or any other par- able with which you are familiar) and tell what lesson it teaches. 10. What is the "Golden Rule"? Repeat it. What would be the effect of its universal application ? 11. Where was Bethany? What dear friends of Jesus lived there? What wonderful thing did Jesus do for them? 302 CREDIT FOR OUTSIDE BIBLE STUDY 12. Tell something fully of one of the following, showing its reli- gious lesson: (1) The Transfiguration, or (2) the story of "The Good Samaritan," or (3) the Rich Young Ruler. 13. Who opposed Jesus in his work? Why? What complaint did they make when he said, "Son, thy sins be forgiven thee"? When his disciples picked a few heads of grain one Sabbath day? How bitter did their opposition finally become? 14. Tell of the closing events of the earthly life of Jesus, impor- tant events that followed, and what his life and teachings have meant to the world, — and to you. 15. How far do you think the teachings of Jesus have permeated the church of to-day? How far society? How far business? How far ought they ? INDIANA HIGH SCHOOLS, MARCH 11, 1916 Questions on Part I (Old Testament) 1. Describe briefly Palestine as to location, size, and its physical divisions. 2. State in a few words Palestine's relation to the other lands that surround it. 3. What are the four great periods of Hebrew history before Christ? 4. Name four great Old Testament narratives recorded in the Book of Genesis. Relate in some detail one of these. 5. For what are these great heroes and heroines famous in Old Testament history: Abraham, Moses, Gideon, Samson, David, Elijah, Solomon, Joseph, Miriam, Sarah, Aaron, Isaac, Deborah, Noah, and Rebecca ? 6. Define, in their Old Testament meaning, these terms : Pass- over, Exodus, Migration, The Plagues, The Wilderness, Tabernacle, Covenant, Promised Land, Ten Commandments, The Flood. 7. Quote two memory passages from the Old Testament. 8. (a) Name the five books of the Pentateuch in their Biblical APPENDIX E 303 order. (6) Name three Poetical Books of the Old Testament, (c) Name four Historical Books. 9. (a) Underscore with one line the major prophets and with two lines the minor prophets in this list: Daniel, Haggai, Joel, Isaiah, Amos, Malachi, Jonah, Ezekiel, Hosea, Jeremiah, Obadiah. (b) Why are some prophets called major and others minor? 10. What Bible stories are connected with the following places : The Garden of Eden, Mt. Ararat, the Red Sea, Mt. Sinai, the Land of Midian, Ur of the Chaldees ? Questions on Part II (Old Testament) 1. What was the substance of God's promise to Abraham? Where was Abraham's old home? What was the name of the country to which God called him? 2. Give some description of the physical nature of Palestine. Make a rough sketch of its shape, etc., mountains, and chief river. 3. Tell briefly the story of the flood. Who were Noah's sons ? What races did each establish ? 4. In your study of Old Testament characters, who did you learn was the dreamer, the murderer, the law-giver, the founder of a nation ? 5. Give in some detail the deeds of four of the great Old Testa- ment characters named in this list : Abraham, Moses, Ruth, Samuel, Saul, David, Solomon, Elijah, Nehemiah, Esther, Isaiah, and Daniel. 6. Quote in full two memory passages you have mastered in your study. Indicate in what Biblical books they are found. 7. Name the Historical Books and the minor prophets in their order. 8. Define these terms : The Bible, Old Testament, Pentateuch, Poetical Books, Major Prophets, Deuteronomy, Genesis, Priest, Prophet, Ark of the Covenant. 9. Give a brief outline of Hebrew history before Christ. 10. Locate these characters in Old Testament history: Lot, Aaron, Joshua, Ruth, Samuel, Gideon, Samson, David, Absalom, Elijah. 304 CREDIT FOR OUTSIDE BIBLE STUDY Questions on Part HI (New Testament) 1. Name the political divisions of Palestine in Christ's time. 2. Name the four gospel writers, and tell how one writer may differ from another in his narrative of Christ's life. 3. Give a brief outline of the periods of Christ's life. 4. Give two of the memory passages you committed. 5. What are the five divisions into which the twenty-seven books of the New Testament fall ? 6. Name the Epistles to the special churches. Name the general Epistles. 7. In the first period of Christ's life, describe these important events : (a) Birth of Christ ; (b) Flight into Egypt ; (c) Return to Nazareth ; (d) Baptism of Jesus ; (e) Temptation of Jesus. 8. Connect certain events in Christ's life with these places: Bethlehem, Nazareth, Egypt, Cana in Galilee, the river Jordan, Bethany, Jerusalem, Gethsemane. 9. Tell the story of two miracles performed by Jesus. 10. Name the twelve apostles. What three stood closest to Jesus? Questions on Part IV (New Testament) 1. In the study of the history of the early church tell of its early progress at Jerusalem following the great Day of Pentecost. 2. Tell of the work of Philip ; of the conversion of Saul ; of Peter's vision at Joppa, and of the spread of the Gospel to Antioch. 3. Trace the steps of Paul on his first missionary journey. Who accompanied him on this first journey ? 4. Tell something of Paul's second and third missionary journeys and their effects. 5. What can you say of Paul's last days in Rome ? 6. Quote two memory passages of this section. 7. What are the Biographical Books of the New Testament? the Historical ? the Prophetic ? APPENDIX E 305 8. Locate these places and persons in their connection with the history of the Early Church: Ananias and Sapphira, Stephen, Cornelius, Antioch, Tarsus, Damascus, Macedonia, Timothy, Agrippa. 9. Tell something of Paul's arrest in Jerusalem and his appeal to Caesar. 10. Name in order the Epistles to special churches or persons. INDIANA HIGH SCHOOLS, MAY 13, 1916 Questions on Part I (Old Testament) (Any ten, but include the 8th question in the ten) 1. (a) Tell the story of David and Goliath, (b) Who was David's closest friend ? (c) Who succeeded David as king ? 2. Connect these names with their Biblical setting : Esau, Boaz, Jonathan, Deborah, Gideon. 3. For what are these Biblical places noted : Gilboa, Mt. Car- mel, Sinai, Mt. Ararat, the Cave of Adullam, the river Kishon ? 4. (a) Name the three great kings of united Israel. (b) Name three kings of northern Israel and two of Judah. 5. Locate on a rough outline map of Palestine the following: The river Jordan, Jerusalem, Mt. Carmel, Jericho, Judah, Samaria, the Dead Sea. 6. Name three major prophets and five minor prophets. What was the most important work of a prophet ? 7. Tell briefly the story of Ruth or the story of Esther. 8. Give your favorite memory passage in full. 9. Make a rough outline map of Palestine and indicate its im- portant geographical divisions. 10. Recount some of the experiences of the Children of Israel during their journey through the Wilderness. 11. Relate briefly one of your favorite Biblical stories, not mentioned above. 12. Name some interesting event in the life of Moses, of Jacob, of Samuel, of Barak, of Saul, of Joshua, of Solomon. 306 CREDIT FOR OUTSIDE BIBLE STUDY Questions on Part II (Old Testament) {Any ten, but include the 9th in the ten) 1. (a) Tell how Noah and his family were saved during the flood. (6) What was the cause of the flood? (c) How long did it last? (d) Tell how Noah knew that the waters had abated. What was God's promise to Noah and what sign did God give Noah that this promise would be fulfilled ? 2. (a) Tell about Abraham's call and migration, (b) What was the greatest trial of Abraham's faith ? Result ? 3. Compare and contrast the following characters (select any three groups) : (a) Lot and Abraham ; (6) Saul and David ; (c) Samuel and Samson; (d) Ruth and Esther; (e) Moses and David ; (/) Jacob and Esau. 4. (a) Why did Joseph's brothers hate him ? (6) What did they do with him ? (c) What story did they tell their father ? (d) How did Jacob receive the news? (e) Give three incidents in Joseph's life in Egypt. 5. (a) Give three incidents that occurred during Israel's trip through the Wilderness, (b) How long were they in the Wilder- ness? (c) Who was their leader? (d) What were some of his duties as leader ? (e) Who was his successor ? 6. Name five judges of Israel. How were they chosen ? For what purpose ? 7. Who was the first king of Israel? Of which tribe of Israel was he? Why did Israel want a king? What marked difference was there between Saul and Jonathan ? How were they related ? 8. (a) Who was Solomon? (6) What was his first work as king? (c) Where was the temple? What is on the site now? (d) What became of Solomon's temple ? (e) Give three character- istics of Solomon's rule. 9. Write one memory passage on Part II in full. 10. Describe briefly the life and work of Elijah and of Elisha. 11. Make a map of Palestine showing : The Jordan River, the APPENDIX E 307 Plain of Esdraelon, the Sea of Galilee, Mt. Lebanon, Mt. Tabor, Jerusalem, Samaria, Shiloh, and Bethlehem. 12. (a) Tell the story of the giving of the Ten Commandments. (b) Write brief character sketches of Ruth, Esther, and Samuel. Questions on Part III (New Testament) (Any ten, but include the 9th in the ten) 1. Tell how each of the political divisions of Palestine was governed during the life of Christ. 2. (a) Who were the authors of the "synoptic gospels"? (b) What other writer tells the story of Christ's life and in what respect does he differ from the "synoptic gospels"? 3. Tell briefly the story of Christ's life up to the last week. 4. Tell briefly the events of the last week, beginning with the triumphal entry into Jerusalem and including the Resurrection. 5. (a) Tell the story of one miracle performed by Jesus. (6) Tell the story of one parable spoken by Jesus. 6. Give a brief account of Jesus' baptism; his temptation; his transfiguration. 7. With what events do you connect these places : Mt. Her- mon, Cana in Galilee, Bethlehem, Gethsemane, Nazareth? 8. (a) What connection had these persons with Christ: John the Baptist, John, Peter, Matthew, Thomas, Judas Iscariot, Laza- rus, Martha, Herod the Great, Pontius Pilate? (6) How did Peter rank in prominence among the other disciples of Jesus ? 9. Quote one memory passage of Part III in full. 10. Name the five divisions of the New Testament and the books included in each. 11. Tell the story of Jesus' birth and the flight into Egypt. 12. Describe the final trials of Jesus before his crucifixion. 308 CREDIT FOR OUTSIDE BIBLE STUDY Questions on Part IV (New Testament) (Any ten, but include the 8th in the ten) 1. Name three men who were active in the progress of the Church at Jerusalem and tell something of their work. 2. Name three men who carried the Gospel to the Gentiles and tell how they did it. 3. Name seven cities visited by Paul on his missionary journeys. 4. Tell something of the treatment received by the disciples after their acceptance of Christ. 5. Why was there a great council held at Jerusalem, and what was its eff ect ? 6. Tell briefly the story of Paul's life. 7. In what way were these people connected with the history of the early church : Stephen, Philip, Cornelius, Dorcas, Timothy, Felix, Ananias and Sapphira, and the Philippian jailer ? 8. Quote one memory passage of Part IV in full. 9. Name the supposed authors of ten books of the New Testa- ment. 10. For what purpose was each of these divisions of the New Testament written : (a) The Gospels ; (b) the Acts of the Apostles ; (c) the Pauline Epistles ? 11. Describe briefly these events : (a) The ministry of John the Baptist; (b) the baptism of Jesus; (c) the triumphal entry of Jesus into Jerusalem. 12. Relate briefly two well-known miracles of Jesus and name four famous parables of Jesus. SPOKANE, WASHINGTON, MAY 15, 1915 (Old Testament) (Answer ten questions. Time, 90 minutes) 1. Draw an outline map of Palestine, showing seas, rivers, im- portant cities, and trade routes. 2. Name three of the most prominent persons in Hebrew his- tory before the entrance of Israel into Canaan. APPENDIX E 309 3. How are the Old Testament books grouped? Name the books of the second division. 4. Outline the events associated with David's cry, "O, my son Absalom ! My son, my son Absalom ! Would to God I had died for thee, O Absalom, my son, my son !" 5. State briefly what you know about the following ten men and women: Aaron, Daniel, Deborah, Esau, Esther, Gideon, Isaac, Jonathan, Josiah, and Rachel. 6. Write the First Psalm. 7. Tell the story of Ruth. 8. Give a brief account of the life of Moses. 9. After the death of what king was Israel divided, and who were the first kings to rule over the divided kingdom ? 10. Describe briefly the chief events in the life of Elijah. 11. Why is a knowledge of the English Bible necessary for general culture ? 12. Give the ten commandments. (New Testament) {Answer five questions. Time, 90 minutes) 1 . Enumerate the chief events recorded in the gospels concern- ing the life of Jesus prior to his first public miracle. 2. Write a memory passage from the New Testament, select- ing a passage outside the gospels and about 150 words in length. 3. Briefly recapitulate the chief events of the last week of Christ's earthly life. 4. Indicate carefully the use that has been made of the Last Supper in English literature. 5. Name twenty (20) books of the New Testament, properly grouping them. 6. Name six of the disciples chosen by Christ, and in regard to each of those named, mention some interesting historical fact. 7. Briefly review the chief events in the history of the early church from the Day of Pentecost to the conversion of Saul of Tarsus. 310 CREDIT FOR OUTSIDE BIBLE STUDY SPOKANE HIGH SCHOOLS. EXAMINATIONS ON SYLLABUS OF BIBLE STUDY, MAY 20, 1916 (Old Testament) {Time, 90 minutes) 1. Give the Old Testament story of the origin of languages. 2. Mention the Old Testament books that are classed under the following literary forms: (a) Drama, (b) Poetry, (c) History, (d) Novel, (e) Legal treatise. 3. Mention an important incident connected with each of the following: (a) Goshen, (6) Laban, (c) Cain, (d) Samuel, (e) Sinai, (/) Jephthah, (g) Athaliah, (h) Ajalon, (i) Mt. Nebo, (j) Jericho. 4. (a) Mention three Old Testament stories in which animals play an important part. (6) Give the authors and titles of two well-known English poems that are based on Old Testament narratives. (c) Explain the meaning of the rainbow. (d) What protest did Daniel and his friends make against the food that was given them ? Why ? 5. Tell the story of Naboth's vineyard. 6. Write a brief biography of David. 7. (a) To what was Jacob's name changed and what was the occasion ? (6) How was Naaman healed ? (c) How did Gideon choose his army ? (d) What was the cause of the division of the kingdom ? 8. (a) How did Sisera meet his death ? (b) How did Saul die? (c) How did Esther frustrate the plot against her people ? (d) About what is the elevation of Mt. Ararat ? 9. Who captured Jerusalem and what did he do with the city, the king, and the people ? 10. Complete any five of the following sentences : (a) "Honor thy father and thy mother that — " (b) " And thou shalt bind them for a sign upon thine hand and — " APPENDIX E 311 (c) "Therefore the ungodly shall not stand in the judgment nor — " (d) "Surely goodness and mercy shall follow me — " (e) "God is our refuge and strength — " (J) "The Lord is merciful and gracious — " (g) "Happy is the man that findeth wisdom and — " (h) "But they that wait upon the Lord shall — " (i) " And unto man he said, Behold the fear of the Lord that is — " (j) "For my thoughts are not your thoughts, neither — " (New Testament) (Answer eight questions. Time, 90 minutes) 1. Draw a map showing the political divisions of Palestine in the time of Christ. 2. Name the divisions of the books of the New Testament and the number of each. Which book do you like best ? Why ? 3. Name five of the miracles of Jesus and five of his parables. 4. Write from memory the Beatitudes. 5. Tell what you know of the following : Pentecost, Stephen, Joppa, Damascus, Sapphira, Cornelius, Crete, Gethsemane, Lazarus, Cana. 6. Write not less than 50 nor more than 100 words about Peter. 7. (a) Give an outline of the life of Paul, (b) Name three churches established by him, and three addresses given by him. 8. In what business were the following engaged : Peter, Paul, John, Luke, Zebedee, Matthew, Timothy? 9. (a) Name the periods in the life of Christ. (6) Name the principal locality connected with each. Name two events in each period. 10. When was the church established among the Jews? among the Gentiles ? in Europe ? Mention the chief actor in each event. INDEX (References are to pages) Action of educational and religious 193; Reading of Bible not suffi- organizations, 150, 174, 181-186. See International Sunday School Association, Religious Education Association, State Sunday School associations, and State teachers' or educational associations. Advantages of giving credit for Bible study, 30^0. Alabama, 19, 163, 166-170, 171, 172, 188, 195, 198, 214; Birmingham, 19, 166-168; Montgomery, 166, 168, 198; Mobile, 169, 170, 198; Selma, 169. Appendixes : A, North Dakota Syl- labus, 233-244 ; B, Colorado Syl- labus, 245-266; C, Oregon Sylla- bus, 267-287 ; D, Virginia Syllabus, 288-289; E, Examination Ques- tions, 290-311. Arizona, 140. Arkansas, 161. Atlantic States, 141-154. Bible Study: Critical and doctrinal questions avoided, 24, 57, 58, 68, 70, 87, 125, 130, 144, 146, 148, 163, 202; Cultural, ethical, religious, and spiritual value of, 1, 4, 65, 67 ; Excluded from schools, 2, 3, 14; Geographical, historical, and liter- ary aspects of, 6, 22-28, 67, 68, 77, 78, 80, 87, 91, 130, 202; Ignorance of Bible, 2, 3, 8, 66, 194; Inter- pretation of Bible necessary, 6; Liberty of interpretation, 23, 40, 46, 70, 79, 130, 132, 146, 184, 190, 193, 195, 202; Memorization of selections, 58, 68, 87, 238, 244, 278, 287, 288 ; Only textbook required, 48, 68, 113, 123, 125, 132, 143, 146, cient, 5, 6 ; Reading of, in schools, 4, 5, 6, 7, 10; State should en- courage Bible study, 9; Study of Bible not compulsory, 28, 68, 69, 108, 118, 132, 134, 143, 147, 158, 204 ; Taught as a regular subject, 26, 38, 57, 58, 60, 63, 69, 91, 110, 129, 176, 178, 220; Taught in public schools and colleges out of school hours, 26, 108, 223, 224; Taught in church schools, etc., 7, 9, 19-21, 22, 26, 41 et seq. Bibliography, 227-232. Buildings, used for Bible study and religious purposes, 223, 224. California, 137. Canada, 176-180; Manitoba, 180; Nova Scotia, 179; Ontario, 176, 177; Quebec, 4, 178; Saskatche- wan, 180. Central States, 85-127. Central supervision, 119, 121, 124, 125, 126, 218. Certificates of qualification, 119, 121, 220. Certificates of approval, 120. College credit for outside Bible study, reasons for, 64, 65. Colorado plan, 23, 24, 34, 58, 72-84, 85, 153, 154, 166, 172, 187, 193, 199, 203, 213, 218 ; Committee in charge of, 78; Contrasted with North Dakota plan, 80; Outline of course, 75, 76; Questions on examinations, 79, 299-302; Reso- lutions of State Teachers' Associa- tion, 74 ; Results of examinations, 78, 79; Suggestions for teaching course, 77; Syllabus, 75, 76, 77, 313 314 INDEX 138, 245-266; Teachers' hand- book, 77, 83, 228. Columbia, District of, 154. Connecticut, 152. Constitutional difficulties, question of, 188, 191, 192, 193. Constructive Series, 22, 23, 32, 102, 103, 136, 138. Cooperation between state schools and church schools, 1-12, 21, 74, 127, 148, 166, 168, 190, 191, 192, 203, 215, 224, 225. Council of moral and religious edu- cation, 211, 212, 215. Courses, content of, 22, 42, 47-49, 55, 58, 69, 75, 76, 80, 86, 102, 118, 123, 132, 143, 158, 163, 178, 207, 210, 222, 223, 225. See Syllabi. Credit for outside study, 12-19, 165, 214. Credit for outside Bible study, 19 et seq. ; Outline of the plan, 22-28. Credit, amount of, for outside Bible study, 46, 70, 75, 87, 91, 95, 101, 103, 106, 107, 109, 110, 111, 113, 114, 118, 126, 128, 129, 130, 134, 136, 137, 138, 143, 146, 157, 158, 161, 163, 212. Credit without examination, 22, 24, 96, 110, 136, 167, 170. Credit for Bible study, an incentive, 36, 37. Denominational interest in plan, 150, 174, 184-186. Difficulties involved, 161, 187-204. Director of religious education, 212, 222. Educational and religious organ- izations, action of. See Action of educational and religious organ- izations. Educational, not religious or sec- tarian movement, 27, 67, 214, 216. Efficiency of Sunday schools, 30-33, 112, 205 et seq. Elementary education, plan applied in, 66, 166-175, 176, 212, 220. Equipment for effective Bible instruc- tion, 32, 110, 201, 212. Examination questions for Bible study credit : North Dakota, 290- 297; Colorado, 297-302; Indi- ana, 302-308; Spokane, 308-311. Examination questions, how pre- pared, 25, 26, 59, 61, 78, 86, 103, 106, 111, 113, 125, 144, 148, 157, 158, 159, 163, 177, 196, 217. Examinations, how conducted, 25, 26, 59, 61, 70, 79, 87, 104, 105, 106, 111, 124, 130, 135, 143, 144, 157, 158, 159, 163, 217. Examinations, question of their value, 203. Examinations, results on : Colorado, 78, 80; North Dakota, 70, 71, 194; Indiana, 88, 89; Washing- ton, 131. Existing organizations utilized, 161, 222. Expense not generally borne by state, 23, 27, 71, 79, 83, 84, 86, 87, 111, 122, 127, 133, 148, 183, 198, 199. Florida, 164. Forward, Rev. De Witt D., 43, 44, 51, 52, 153, 187. Gary plan, 11, 12, 32. Graded series. See International Sunday School Lessons. Greeley plan, 43-54, 66, 72, 73, 74, 75, 77, 187, 193, 209, 220; Com- mendations of, 51-54; Course of study, 47-49; Details of, 46-47; Genesis of, 43-45; Purpose of, 51; Significant results, 50, 52; Students enrolled, 50. INDEX 315 Harmonization of religious interests, 38, 39, 72, 192-198. Higher education, plan applied in, 41-65, 173, 176, 220. Idaho, 134-136; Lewiston, 22, 35, 135-137, 214, 221. Illinois, 95-97, 224; Paris, 95-97, 188, 196 ; Rockford, 97. Indiana, 23, 58, 84, 85-90, 151, 187, 189, 192, 195, 198, 216 ; Board of Control, 86; Examination ques- tions, 25, 86, 302-308; Examina- tions, 86, 87, 88, 89; Outline of course, 85, 86; Places where plan is in operation, 88, 89, 90; Regu- lations concerning examinations, 87; Resolution of State Board of Education, 85, 86 ; Syllabus, 85. International Sunday School Asso- ciation, 32, 83, 182-184, 223. International Sunday School Les- sons, 22, 23, 29, 31, 76, 80, 92, 93, 106, 113, 131, 136, 138, 147, 149, 156, 162, 169, 173, 178, 222. Iowa, 41-43, 108-112; Corning, 108, 109; Des Moines, 26, 108, 196; Indianola, 109; Report of Com- mittee to State Teachers' Associa- tion, 110-112, 225; University of Iowa, 41-43. Kansas, 103-108, 117-127, 218; Abilene, 107; Hiawatha, 108; Newton, 19, 107; Olathe, 25, 106; Salina, 19, 24, 25, 34, 105, 106, 215, 221 ; Topeka, 19, 24, 25, 34, 103-104, 189, 197, 215. Kentucky, 164. Legal difficulties, question of, 187. Louisiana, 164. Manitoba, 180. Massachusetts, 151. Michigan, Grand Rapids, 19, 26, 112, 113, 196, 215. Mississippi, 4, 25, 26, 161-163, 197, 214. Missouri, 99-103, 188; Iberia, 22, 23, 25, 26, 35, 89, 102; University of Missouri, 56, 57, 100; Webb City, 23, 101, 102, 215. Montana, 140, 174, 217. Nebraska, 113; Falls City, 113, 115; Pawnee City, 23, 113 ; Tecumseh, 113, 114, 188, 197, 221. New Jersey, 153. New Mexico, 140. New York, 13-16, 148-151, 199, 216; Poughkeepsie, 15, 16, 149. North Carolina, 152, 210, 211. North Dakota plan, 34, 58, 66-72, 79, 80-84, 85, 151; Contrasted with Colorado plan, 80 ; Examina- tion questions, 25, 70, 290-297; Fundamental principles of, 67, 68; Questionnaire to determine qualifications of teachers, 81, 82, 200; Results of examinations, 70, 71, 194; Syllabus, 23, 58, 66, 67, 69, 71, 81, 83, 85, 114, 130-134, 138, 151, 166, 172, 182, 194, 200, 201, 216, 217, 224, 233- 244. Nova Scotia, 179. Ohio, 90-95; Attempt to incorpo- rate plan in legislative bill, 90 Cincinnati Training School, 63 Coshocton, 91-95 ; Cleveland, 91 Findlay College, 64, 91; Lake- wood, 91 ; Report card used at Coshocton, 93, 94; Toledo Coun- cil of Moral and Religious Educa- tion, 212. Oklahoma, 62, 63, 157-161, 170, 171, 172, 188, 196, 202, 214, 220. Ontario, 26, 27, 176-178. 316 INDEX Oregon, 84, 133-135, 175 ; Syllabus, 23, 27, 134, 216, 218, 267-287. Out-of-school work, credit for, 13 et seq. Parents' relation to Bible study, 7, 8, 9, 38, 174. Pennsylvania, 153. Preparation for Bible study credit, 205-212. Private and parochial schools, credit for Bible study in, 39, 194, 219. Procedure in inaugurating plan, 213-225. Quebec, 4, 178. Reasons for college credit for Bible study, 64, 65. Recapitulation of methods of in- augurating plan, 213, 214. Religious Education Association, 181, 182, 188, 190, 212, 227. Religious Education magazine, 227. Religious instruction encouraged, 202. Religious organizations, action of. See Action of educational and religious organizations. Saskatchewan, 180. School buildings, use made of, 223, 224; New York law relative to use of, 224. Secondary education, plan applied in, 19-40, 66-172, 173, 176, 220. See names of states and localities where applied. Sectarian cooperation, 38, 39, 72, 192-198. Sectarian difficulties, question of, 187, 192-198. Sectarianism avoided, 68, 192, 195, 196, 215, 216, 220. Separation of state and church, 2, 3, 12, 67, 183, 187, 189-192. South Carolina, 153; University of, 57. South Dakota, 98, 173. Southern States, 155-175. Spread of movement, 83, 84. Squires, Dr. Vernon P., 34, 39, 66, 67, 70, 71, 72, 82, 83, 98, 151, 182, 189, 190, 193, 194, 200, 201 ; Articles by, see Bibliography. Standardization of Bible study and teaching, 30, 74, 92, 96, 99, 100, 103, 109, 110, 112, 120, 133, 162, 204, 205 et seq., 221. Starting the plan, 215. State educational authorities, action of, 67, 85, 87, 128, 133, 142, 148, 156, 157, 163, 202. State Sunday School associations, 71, 73, 74, 75, 77, 79, 83, 84, 91, 98, 99, 103, 107, 112, 116, 117, 118, 119, 134, 135, 137, 138, 139, 140, 145, 149, 150, 151, 152, 153, 154, 160, 161, 162, 164, 168, 169, 178, 179, 180, 188, 194, 214, 217, 218, 219, 225. State superintendents, indorsement of, 71, 99, 103, 116, 135, 140, 157, 164, 202. State teachers' or educational asso- ciations, 66, 73, 74, 85, 86, 99, 103, 110, 112, 116, 117, 118, 134, 135, 137, 138, 139, 141, 152, 160, 161, 214, 217, 218, 219. Success of the plan, 50, 59, 61, 62, 71, 72, 79, 89, 109, 113, 115, 131, 133, 135, 136, 155, 159, 160, 197. Supplementary credits, 17, 166-172 ; Alabama, 24, 166-172; California, 166; Oklahoma, 160, 165, 170-172. Syllabi, Bible Study, 23, 66, 67, 69, 71, 81, 83, 85, 130, 132, 133, 134, 138, 142, 155, 156, 173, 200, 203, 216, 217, 222, 224 ; North Dakota, 233-244; Colorado, 245-266 ; Ore- gon, 267-287; Virginia, 288-289. INDEX 317 Teachers, qualifications of, 30, 31, 33, 34, 35, 46, 47, 55, 74, 81, 96, 100, 103, 104, 105, 108, 109, 110, 112, 119, 120, 136, 147, 156, 162, 167, 199, 200, 205-211, 217, 220- 222; North Dakota questionnaire to determine, 81, 82, 200. Teachers' Council, 206. Teachers' training classes, 60, 61, 63, 64, 97, 206. Teachers' training schools or insti- tutes, 34, 153, 206-211, 221; Chicago, 208, 209; Cincinnati, 63, 207, 208; Des Moines, 208; Greenboro, 210, 211 ; Rochester, 33, 151, 209 ; Topeka, 34, 104, 208. Tennessee, 164, 165. Texas, 23, 155-157, 196, 214; Austin, 155 ; University of Texas, 54-56. Text and reference books recom- mended, 49, 76, 77, 91, 102, 106, 109, 138, 146, 158, 257, 260, 266. See Constructive Series. Vacation or summer Bible schools, 10, 11, 28, 143, 219. Vermont, 25, 141, 147. Virginia, 24, 26, 27, 36, 40, 141-144, 197, 214, 216, 217, 220; Harrison- burg normal school, 59-62; Rad- ford normal school, 57-59, 197; Syllabus, 142, 143, 288-289; Uni- versity of Virginia, 57. Washington, 23, 84, 128-133, 174, 175; Algona, 175; Centralia, 133; Charleston, 175; Cowlitz County, 175; Eveline, 174; Everett, 133; Roslyn, 175 ; Spokane, 26, 35, 129, 197; Sunnyside, 133; Tacoma, 23, 24, 25, 35, 131-133, 188, 197, 213. Week-day Bible schools, 10, 11, 28, 90, 177, 182, 212, 218, 219. Western states, 128-140. West Virginia, 4, 144, 194, 196, 224 ; Chester, 145, 146, 173. What to do, 205-225. Wisconsin, 98; Stoughton, 98. Wyoming, 139; Laramie, 139. Young Men's Christian Association, 20, 27, 89, 104, 105, 143, 209, 210, 211, 215, 219, 223. Young Women's Christian Associa- tion, 27, 43, 44, 45, 53, 57, 59, 104, 143, 208, 209, 211, 215. YB 30233 UNIVERSITY OF CALIFORNIA LIBRARY