Read Ebook: Seven Graded Sunday Schools: A Series of Practical Papers by Hurlbut Jesse Lyman Editor

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We have six grades. Primary, Intermediate, Junior, and Senior Departments, Normal Class, and Reserve Corps.

LESSONS.

The International Lessons are used throughout the entire school. The standard of promotion from one department to another is the age of the pupil, knowledge of the ordinary lessons, and especially of the supplemental lessons studied in each class of the school, with two or three exceptions. These supplemental lessons occupy the first five minutes of each lesson period, and contain valuable information in regard to the Bible and the Church.

THE PRIMARY DEPARTMENT.

THE INTERMEDIATE DEPARTMENT.

In this room also the instruction is mainly oral. The children are taught the lesson by the principal, who uses blackboards and charts when needed. She likewise has her assistants, who perform for her the same service as is rendered by the assistants in the Primary Department. The Catechism of the Church, the Ten Commandments and the Apostles' Creed are taught as supplemental lessons. Here the children remain three years, or until they are eleven years of age. On passing an examination on the supplemental lessons they are promoted to the Junior Department.

THE JUNIOR DEPARTMENT.

In this department the boys and girls are assigned to separate classes. As far as possible the girls are taught by male and the boys by female teachers. Each class contains six or eight pupils, who sit around a little table, the drawer of which holds their order of exercises and singing books. The pupils remain in this department five years, or until they are sixteen years of age. These classes are divided into five sections, representing the five years of study in this grade. The pupils of the first section, or year, occupy seats to the right, immediately in front of the superintendent; the pupils of the second year at the left, immediately in front of the superintendent; the pupils of the third year behind the first, and the pupils of the fourth year behind the second. The pupils of the fifth year sit at one side, at the left, and are divided into two large classes for convenience sake, and use for recitation two of the church rooms on the first floor of the building. The teachers go with their classes as they are promoted from year to year in this grade, and when their classes are promoted to the Senior Department they turn back and take new classes from the Intermediate Department.

The pupils of the first year, the most recent from the Intermediate Department, remain in this section one year, and then, if able to pass a satisfactory examination in the names of the books of the Bible and the five doctrines of grace, they may be promoted with their teachers to the second year. The supplemental lessons in this grade are printed on cards and furnished to each scholar. The pupils of the second year remain in this section one year, and then, if able to pass a satisfactory examination in Bible biography from Adam to the Judges, the Apostles' Creed and the Beatitudes, they may be promoted to the third year.

The pupils of the third year remain in this section one year, and then, if able to pass a satisfactory examination in Bible biography of the Judges and Kings, the Ten Commandments, the Great and New Commandments, they may be promoted to the fourth year.

The pupils of the fourth year remain in this section one year, and then, if able to pass a satisfactory examination in the biography of the New Testament, the women of note in the Old and New Testaments and the eight points of Church economy, they may be promoted to the fifth year.

The pupils of the fifth year remain in this section one year, and then, if able to pass a satisfactory examination in Bible geography and history, they may be promoted to the Senior Department.

THE RECEPTION CLASS.

Connected with the Junior Department is a Reception Class for pupils between the ages of eleven and sixteen. All new scholars who join the school and are entitled to enter the Junior Department become members of this class. The teacher makes it her special duty to learn the scholar's age, attainments, home influence and surroundings, and tests his punctuality and regularity of attendance. After the scholar has passed a satisfactory probation he is assigned to a class in the graded system of the school.

THE SENIOR DEPARTMENT.

In the Senior Department the classes occupy three of the five large rooms in the gallery. The members of these classes remain in this grade three years. They study as supplemental lessons "The Chautauqua Text Book Number 19--'The Book of Books,'" divided into a course of study for three years. Those who pass satisfactory examinations, and who desire it, are promoted to the Normal Class.

There is connected with the Senior Department a Lecture Class, where the lesson is taught entirely by the lecture method. No questions are asked the members. Visitors and strangers are made welcome to seats in this class. There is also a General Bible Class, where the lesson is largely taught by questions and answers. These two classes--the Lecture and General Bible Class--occupy large rooms in the gallery, and are for those graduates of the Senior Department who do not wish to fit themselves for teachers in the Normal Class, and for all others of mature years who wish to study the International Sunday School Lessons without entering the graded system of the school.

THE NORMAL CLASS.

The Normal Class occupies seats on the main floor, at the left of the superintendent, during the opening and closing exercises, and uses for recitation one of the church rooms on the first floor of the building, furnished with blackboard and maps. In the Normal Class the regular International Lessons are studied very briefly. For two years the class is taught the lessons of the Chautauqua Normal Union, and passes yearly written examinations on the studies pursued. At the end of two years the members who have passed satisfactorily the examinations on the printed papers furnished by the Normal Union are graduated, receive their diplomas, and are promoted to the Reserve Corps, to be drafted on occasion into the teaching force.

THE RESERVE CORPS.

The Reserve Corps consists of the graduates of the Normal Class and others who are specially fitted for teaching. They occupy seats on the main floor, at the right of the superintendent, during the opening and closing exercises, and use for recitation one of the church rooms on the first floor of the building. The members of this class enter it with the distinct understanding that they will hold themselves in readiness to teach when called upon, and they act, in turn, as substitute teachers for the regular teachers who may be absent. They study the lessons one week in advance of the school, so when asked to teach a class they are prepared by the study of the previous Sabbath. From this class the permanent teachers of the school are generally taken. This fact is a great incentive to diligence and punctuality on the part of the regular teachers, as they know that a number of qualified persons stand ready to take their places if they are irregular or not acceptable.

PROMOTIONS.

Examinations in each department are held during the month of March, by the Executive Committee, and the promotions are all made on one Sunday in April. This promotion or commencement day becomes one of great interest and importance. The members of the Normal Class who have passed their examinations are presented before the entire school by their teacher for graduation. They receive their diplomas from the hands of the pastor, who presents them with words of praise and encouragement. They then take their seats with the Reserve Corps. Promotions from the Senior Department then fill up again the Normal Class. Promotions from the Junior Classes fill up the empty room in the Senior Department. The Junior Classes are all advanced one year, and the Intermediate Department gives a new first year to the Junior Grade. The depletion of the Intermediate Department is then supplied from the Primary Department. The primary room fills up, not by promotions, but by constant accessions made from Sunday to Sunday.

CONCLUSION.

We have tried to give you, as best we could, some idea of our school. We are by no means satisfied with it; there are too many weak places yet to be found. We do not allow, however, our pupils to go on from year to year without learning something, and we afford them the opportunity of gaining much valuable knowledge. We shall continue to labor on in this line and try to make it what its name signifies that it is, a school--a school on the Sabbath for the study of God's word. We have gone into detail in regard to our work that we might help some out of difficulties under which they may labor. If we have dropped a word, or made any suggestions that shall be helpful to Sunday school workers in organizing and conducting their schools, we shall be amply paid for the preparation of this paper.

THE DETROIT PLAN.

BY HORACE HITCHCOCK.

FOR many years, while serving as superintendent of Sunday schools, I saw hundreds of children grow up to young manhood and womanhood, and in a majority of cases go out from the school because they had reached such maturity. Every conceivable effort was made to retain them by securing the best teachers and offering such attractive social influences as could be introduced into a class. Occasionally some magnetic teacher with marked and strong personality would succeed for a time in holding a considerable number of young people in the school, but such teachers were hard to find. The The scholars never seemed willing subjects, but bound in some way to a service that was neither palatable nor in all cases profitable. Why is this so? was the question asked by troubled teacher and superintendent, and too often it was attributed to the perverseness of the young people, and they were given over to the world with the hope that early instruction might have left some seed in their hearts that would in future years bear fruit for their good and the glory of God.

In the midst of these discouraging conditions, which seemed to be almost universal in the Sunday school , the writer began to search for the cause that produced these conditions, and asked the question of himself. Why did you leave the Sunday school at the age of sixteen, just as these people do you are so troubled about? Going back to those days and digging out of memory their thoughts, I found that there existed in my mind the thought which was confirmed by the conduct of all schools, that the Sunday school was for children, and not for young people, and that as I was no longer a child I was out of place. It was not that I did not like to be in the school, but that I had changed conditions and the school had not; therefore was not adapted to me or my wants. This was a revelation which led to the thought that the fault was not in the splendid young men and women who left us, but that of the organization and adaptation of the school to their needs. The conclusion was that if we would retain our young people in the school and church, we must adopt methods and instruction which would be in accord with their age and thought. The public schools at once gave a pattern to be followed. The graded system made some part of the school fit every scholar who came to it, and gave to each one in lower grade a laudable and helpful ambition to reach the higher. This idea, I conceived, might, in a modified form, be introduced into the Sunday school, and as soon as the plan was matured I proceeded to introduce it into the Central Methodist Episcopal Sunday School of Detroit. I will as briefly as possible outline it, trusting it may be helpful to others.

GRADES.

The school was divided into four grades, namely, the Primary, Intermediate, Junior, and Senior, with two other departments, the Normal and the Home, each one of which was under the direction of a special superintendent, all of whom were under the direction of the general superintendent, the object of this being to make some person who was adapted to the place responsible for the department; and it has proved to be an excellent feature of the graded system, as every assistant superintendent, without any friction with others, has been ambitious to make his or her department as successful as possible.

THE PRIMARY DEPARTMENT.

This grade should consist of all children under eight years of age, under the instruction of a single teacher, with such assistants as are needed. Kindergarten methods of instruction may be introduced to give variety, and by the object lessons used to teach through the eye and by the movements of the body lessons from the Word never to be forgotten. Before promotion to a higher grade scholars should be able to repeat from memory the Apostles' Creed, the Ten Commandments, and the Twenty-third Psalm. The ingenious teacher in this grade will invent a hundred methods for instruction, but before all she must comprehend that she is in the most responsible position in the school. She is laying the foundation for the instruction of the other grades, and as she builds so will the superstructure be strong or weak.

THE INTERMEDIATE DEPARTMENT.

This grade should be made up of scholars promoted from the Primary Grade, and all between the ages of eight and twelve years, and should be divided into classes of about seven scholars each. They should study the same lesson as the Junior and Senior Grades, and in addition to that the Catechism of the Church to which the school belongs. This may be taught by the teacher of the class or by the superintendent of the department. Promotion to the Junior Grade should be made when scholars are about twelve years of age, or upon a test of fifty questions in the Catechism, to be answered in writing, the scholars to pass if forty are answered correctly. This is the test we employ in this grade.

It is important that much should be done for these scholars. Special printed programs and reviews should be prepared for them, and they should receive much attention from the officers of the school. This department should also be a training school for teachers, who should be selected from the Seniors for their fitness for such work and after a pledge has been made that they will attend the weekly teachers' meeting for study and help in methods. These teachers should be promoted with their classes when they show they can do more advanced work. Great care should be taken in the selection of a superintendent. One who is apt to teach will find abundant opportunity to assist both teachers and scholars.

THE JUNIOR DEPARTMENT.

All scholars between the ages of twelve and sixteen should be placed in this grade. In most schools this will be the largest department. The wisest and best teachers should be selected for it, as the scholars are of that age in which we find them restless and difficult to interest. As a rule it will be in the same room with the Seniors, and should be recognized as a grade as frequently as Seniors. It may be done in many ways, but should be especially in the opening and closing exercises of the school. They may be called upon to read responsively with the Seniors, or to sing the solo part of a hymn while all join in the chorus. Special work may be given them in connection with the school, but not jointly with any other department. If you can keep the Junior Grade busy you can both educate and benefit them. They have great pride in being recognized as a separate organization. The members of this grade should be promoted at the age of sixteen to the Senior Grade. It may be on some examination, but I believe it not best, for this is the point where the boy and girl have gone away from school because they thought they were no longer children and a child's school was not the place for them. Recognize the fact that they are young people as soon as they do, and promote them because they are, into an element that is congenial. At once they are bound to the school by personal pride and by social influences that they are not quick to abandon. Use these elements wisely, and the school has won a victory. The superintendent of this department should be a person whom all the boys and girls like because he is one of them, and while he is "one of them" he should not forget above all things that he is their superintendent, with a responsibility resting upon him to secure their salvation.

THE SENIOR DEPARTMENT.

This most important grade will have in it all persons over sixteen years of age, and all classes should be on an equal footing; that is, that all should be called Senior Classes, whether the members are sixteen or sixty. There should be no "Bible classes."

In the formation of Senior Classes great care should be taken so to adjust them that there shall be no friction. The social idea must be considered, although the scholar should not know that it is being thought of. Scholars who would have no sympathy with each other, and who would never harmonize, should never be placed in the same class; if they are, one or the other will leave the class or school. In the selection of teachers for the Senior Classes great care should be taken. These scholars must be taught, not entertained; so men and women must, if possible, be found who are well informed, apt to teach, consecrated to their work, and who will give to their lesson and class such attention as is required to insure successful work. It is far better in this grade to have a few good teachers with large classes than many teachers, some of whom are incompetent to instruct, and smaller classes. Special instruction should be given in the way of courses of consecutive lessons, lectures, and anything that will supply the intellectual wants of these young people. Never allow the methods of instruction to get into ruts. Teachers should be helped by pastor and superintendent, and nothing should be left undone which would interest and attract the young people. The social element should be employed under careful supervision, but always with the Senior Grade alone. Never allow the children of lower grades to have a part in a social gathering with the Seniors unless by special invitation of the young people. This is the point where they are sensitive, and it must be well guarded.

Employ the young people in every possible way. Let the ruling members of the church recognize them and give them all the church work possible, and they will do it, not only well, but with a spirit that will be inspiring to the church.

Many years of experience convince me that from this department must come the best material for teachers for the school, and will help to settle the vexed question as to where we can get teachers. Take them from the Senior Grade and give them such Normal training as will fit them for teachers and officers. The knowledge that the superintendent is looking among the Seniors for competent persons to fill all places of responsibility is a great inspiration to them, and exalts their idea of the character and usefulness of the Sunday school.

The members of this grade are at an age when they are ready to enter upon some business, and the question as to what it shall be and where they shall get a situation is a very serious one to them. There is no way in which officers and teachers can bind the young people more closely to themselves and the school than by taking a personal interest in their business, and helping them to secure such employment as they need, and securing situations where they will be under good influences.

SUGGESTIONS.

In the Primary Grade a great effort should be made by the teachers to secure a personal acquaintance with the mothers of the children. If possible call at their homes and thereby learn something of their home life, always making a memorandum of such things as impress the teacher as having an influence upon the character of the scholar.

A Saturday afternoon reception for the mothers, who, if possible, are to bring their children, is an excellent method. It should be very informal.

Avoid in this grade, as in all others, the idea of paying scholars by prizes, or in any other way, for efforts made to learn or do what is right, but always keep before them the idea that they are to do well because it is right. This gives the little ones a self-respect which is powerful in its influence.

In making promotions from one grade to another it is not best to have ironclad rules. If a class is to be promoted it is not best to leave one or more out because they have not quite reached the age required. Neither is it wise to insist upon a scholar being promoted because he has reached the proper age, unless he is willing to leave the class he is in.

Promotion may be made once or twice a year. I think once is best, and then it should be at a special service in which all the school should take part.

If a teacher is a misfit in a class the time for promotions is the time to put that teacher where he can work without friction, without giving any publicity to the change. It is also an excellent time to place a scholar not easily controlled with a teacher who is especially fitted to handle him. The scholar should never know why the change was made.

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