USA > Illinois > Cook County > Chicago > The Religious Education Association : proceedings of the first annual convention, Chicago, February 10-12, 1903 > Part 14
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32
I. Insufficient accommodations. The church has not yet, as a rule, come to realize that if it would have a school worthy of its name and purpose, more suitable accommodations must be provided. Architects make the most careful studies when a theater is to be built, sometimes erecting a costly model with every important
177
SUNDAY-SCHOOL ORGANIZATION
detail included and carefully worked out; ventilation, heating, lighting, acoustics, adornment, personal comfort of those in attendance, entrances, exits. In church edi- fices these matters receive comparatively scant attention, while Sunday-school architecture is an uncertain, if not unknown, quantity, with atrocious blunders frequently resulting. For the average church edifice a single large audience room is provided, usually quite too narrowly exclusive in plan to be regardful of facilities for its teach- ing department. A small, ill-shaped, and inconvenient room may be added for prayer-meetings, young people's meetings, and the school; little wonder that all three so often languish. Better would it be to reverse the order and let the best be first secured for the teaching service.
2. Paucity of equipment for teaching. The average Bible school is managed on a financial basis that is dis- creditable, in the light of its almost supreme importance. Instead of being generously provided for by the church, the school is left to its own resources, which are usually meager and insufficient. Educational appliances such as abound in secular schools are almost wholly wanting. The one text-book of the school is furnished only in the cheap- est and most perishable styles, soon becoming disgraceful in appearance, maimed, marred, and defaced ; music-books are chosen because of their cheapness, without regard to intrinsic worth ; worst of all, the lesson material that is lowest in price finds favor, though it be utterly lacking in essential requisites for the best work. Such is the rule; the noteworthy exceptions serve only to empha- size the rule.
3. Too large a nominal teaching force. This pro- ceeds from two causes: necessity for conducting the main portion of the school in a single room, thus requir- ing. a grouping into small classes ; and the quite natural desire to enlist the activities of a comparatively large number of persons, many of whom may thereby per-
178
RELIGIOUS EDUCATION ASSOCIATION
chance become developed in Christian power and Chris- tian graces through the exercise of their gifts and the improvement of their opportunities. In actual experience, however, the plan is disappointing ; classes are untaught or badly taught by a large proportion of teachers who have neglected or refused to qualify aright; the intel- lectual as well as the spiritual standard of the school is lowered; the highest success is rendered impossible. Fewer teachers, including only such as are properly quali- fied, would produce more satisfactory results in the imme- diate present and more fruitful conditions in the future.
4. Defective standard. When people are given a seem- ingly impossible task they are, like a team overloaded, likely to balk, or to surrender to what they deem the inevitable. The standard of capacity is thus brought down to the level of present attainment, and they indulge in the cry, " It is a weariness, a weariness!" When effort after effort in the line of improvement fails of suitable return, the danger of retrogression is imminent, and acceptance of, if not satisfaction with, a low standard of excellence takes the place of wholesome aspiration and noble ambition. Perfunctory effort then becomes the rule, instead of intelligent and far-sighted planning to accomplish a definite purpose beyond the mere filling up of a single session with heterogeneous "exercises" that make little present impression for good, and hinder or destroy helpful possibilities in the future of all con- cerned.
5. Lack of thorough system in effort. It is painful to observe the waste of precious time and the diffusive- ness of effort that mark the average Bible school. Given from sixty to ninety minutes for the one service in a whole week in which the particular aim is to teach and learn the word of God at close range, as a divine message for human guidance, one would naturally suppose that every moment would be thoroughly utilized, and that the most
179
SUNDAY-SCHOOL ORGANIZATION
jealous guards would be placed at every point where pos- sible interruption and waste might occur. Instead, there is often lack of promptness in beginning the service; interference with the teaching by officious though well- meaning officials; frequent interruptions of the regular order, and abbreviation of the allotted brief period of instruction ; and whole months of entire suspension of the school functions.
6. Neglect of thorough classification and grading. Classes, as regards both pupils and teachers, are usually formed and maintained on the basis of personal prefer- ence rather than of age and intellectual adaptation. If grading of classes is attempted, it is commonly on the basis of capacity accurately to recite certain portions of the Bible. Promotion from grade to grade on true edu- cational principles seldom exists. If classes are recog- nized as belonging to a particular grade, care is seldom taken that the teaching material shall be rightly chosen, preferences of the pupils being allowed to decide upon the kind of lesson-helps to be used.
7. Lack of discipline. This point deserves especial emphasis. Trained officials are even less numerous than fully equipped teachers. The exercise of discipline in administration is exceedingly rare. A sentimental notion prevails too generally that a disturber of the school must be retained and his evil deeds tolerated or condoned at all hazards, in the hope of his ultimate reclamation. The vital interests of the nine, or even of the ninety-and-nine, are often sacrificed for the good that may be gained to the one who is in fault. In no other department of moral and religious or secular effort is such a course pursued. Kind, yet thorough discipline, while absolutely essential for best results in teaching, is likely to be preventive, as well as curative, of evil.
It is proper to say that primary departments have become much better classified and graded than was gen-
180
RELIGIOUS EDUCATION ASSOCIATION
erally the case a decade ago. Primary workers deserve well at our hands ; they have set a pace which the great host might well follow; they have shown the value of adapting means to ends; they have developed child- study, and have used the results of that study for improve- ment of methods, so that they are reaching out through their unions to yet higher and better work.
It is but fair also to recognize the fact that all the defects mentioned are not often found to exist in any one school; and that, notwithstanding the inefficiency and hindrances so often present, God has wondrously blessed honest, though defective, service, and has transmuted the baser metals into the unalloyed currency of his king- dom.
III. A right grouping of forces. This is my simplest definition of organization. Recognizing existing defects as in large degree resulting from conditions that cannot easily be changed, and unwilling to sacrifice a present good -limited though it be - to a mere possibility of something better beyond, it behooves those who are aim- ing at advancement to consider carefully each step pro- posed. The present campaign is one of education, not destruction ; its well-defined purpose is to elevate, not to debase ; its suggestions are intended to be helpful, not to discourage any honest and conscientious worker. It will not be true to its mission, however, if in any degree it condones bad and wasteful work in the Lord's harvest field, or disregards evil conditions and practices that hinder those who are seriously striving for the best results.
I. We cannot at once rebuild, or even essentially modify, church edifices in order to provide better teach- ing facilities, but we may so impress the churches of Christ with the greatness and value of their teaching de- partment that in some reasonable measure there shall be .
provided more suitable accommodations for the school ;
18I
SUNDAY-SCHOOL ORGANIZATION
we may inspire such recognition of the teaching work as shall lead to adequate provision for the school, such as we already and happily find in scores of communities. Therefore let the agitation go forward until Christian men and women perceive the needs and act generously with regard to them.
Until such time comes we must wait patiently, though not ceasing to work actively; enlisting architects in efforts to plan wisely from thorough study of the moral and religious problems involved ; arousing the clergy and the laity alike to truer conceptions of the school work and more liberal provision for it; leaving no stone unturned or remaining where the good seed of the kingdom ought to have opportunity for development; utilizing every possible force and every available unit in the mighty host of workers who are susceptible of improvement and advancement; and faithfully weeding out such as are mere cumberers of the ground and a positive hindrance to those who are actuated by a high and noble purpose.
In Bible-school architecture the purely ornamental may well yield to the practical, the rule being severe simplicity, with the beauty that comes of perfect adapta- tion of means to ends. The primary department should be so separated that neither sight nor sound can inter- fere with efficient work; its methods so essentially differ from those of the other departments that it should not be required to participate even nominally in any "general exercises " of the school; hence its place is by itself, where it cannot disturb others or be disturbed by others.
The senior department should be similarly provided for by itself, where the tone and teaching, both as to matter and method, may be distinctively its own; and, except on special occasions when the school is massed, it should not be held to the schedule of the junior de- partments.
The intermediate and junior departments may prop-
182
RELIGIOUS EDUCATION ASSOCIATION
erly be grouped in classes, the intermediates occupying a central space where they can be taught by methods not too far in advance of those in the primary department, and subdivided into classes as may be found advisable.
The junior department should have separate class- rooms on lower and gallery floor, each so arranged that full view of the superintendent's platform is assured from every point. These two last-named departments should participate in the "general exercises " of opening and closing the school.
It is a cause for regret that our Bible-school nomen- clature is not as yet uniform, especially as regards desig- nation of the " junior " and " intermediate " departments. As suggested in this paper, the succession would be: primary, intermediate, junior, senior. Either might be in subdivided classes if found necessary.
2. But what of that vast majority of schools whose accommodations are limited to a single room, used in common for Sunday services and weekly prayer-meetings? The question is vital and it should be met squarely, for in these schools the struggle for existence is often pitiful. Those who succeed under adverse conditions are worthier of commendation than those who have every encourage- ment with almost unlimited resources. In membership, schools are usually too small for subdivision into dis- tinct and separate departments; the departmental lines are more nominal than real; to designate a single class of six or eight as a " department " would be pretentious, although it might really form as distinct a grade in the school as that formed by the primary class. Under such circumstances, curtains may be so placed as materially to aid in holding attention and concentrating thought.
If the number in attendance justifies division, the primary class might find place in a near-by residence ; the same plan might be adopted for the senior class, thus forming an adult department, with opportunity for
183
SUNDAY-SCHOOL ORGANIZATION
growth. Should the senior class become too large for any available place, it might meet in the audience room of the church at a different hour from that of the main body of the school, yet always be regarded and managed as one with the school in all particulars save the time or place of holding its sessions. There is no less unity when departments are located in different buildings than when they are located in entirely separated rooms of the same building. And there is not less of actual unity when each department is conducted by methods that are adapted to its grade, than when the whole school is brought together under a program which of necessity cannot be related equally to all engaged, and which- to some, at least-is a source of personal discomfort or weariness.
3. With regard to official leaders in the Bible school, little need be said. It is becoming more and more gen- erally recognized that certain qualities are as essential to a superintendent, for instance, as perfection in material and construction are to the mainspring of a timepiece. The greatest difficulty lies in finding those who are properly equipped ; hence the best available person must usually be accepted without question. The pastoral headship must be invariably recognized; a pastor who neglects or ignores this educational [and religious de- partment of church work does so at his peril. A very large school needs the whole time of its superintendent, and therefore he should be a salaried officer. The smaller schools can be very well managed as at present.
4. We come now to the question of grades and grading for religious instruction-a question that is purely administrative, and one not necessarily beset with insuperable difficulties even in the smaller schools, toward which our best thought and efforts may well be directed.
Two questions should arise with the appearance of
184
RELIGIOUS EDUCATION ASSOCIATION
any candidate for membership in lower grades of the Bible school : First, is the pupil likely to be permanent in attendance ? In one of the best schools I ever knew -and a mission at that - entering pupils were placed in a preparatory department for one month, during which time they were considered and tested, and then were assigned to the grade and class to which they were especially adapted. While this plan is applicable only to large and popular schools, the essential idea could be utilized in any school. The superintendent or his assist- ant should personally pass upon every case, and not be in too great haste to book new members without due regard to their future and the good of the school. Second, what is the pupil's intellectual status, therefore with whom shall he be placed for instruction ? This question concerns both teacher and class. If not rightly classified, the pupil is at great disadvantage because out of his proper relation ; and the teacher is embarrassed by futile efforts at adaptation to individual requirements of the pupil. The pupil's preference in the matter of the class should not be the principal consideration, though sometimes it may properly be taken into account.
In the higher or adult grades the case is totally different, and the decision must always rest with pupil and teacher ; but even then by tact and courteous persuasion right adjustments can be made without difficulty. The question of larger or smaller classes depends entirely on the accommodations at command and the individual capacity of the teachers.
5. Closely related to grades and grading are the also purely administrative questions of transfers, and of advancement from lower to higher grades. Real obstacles rise like lions in the way, but they may be safely passed by use of goodnatured tact and somewhat rugged per- sistence. Teachers become attached to their pupils, and pupils to their teachers; the bond is not always easily
185
SUNDAY-SCHOOL ORGANIZATION
broken, yet it is sometimes necessary that it should be broken if the highest good of the pupils is to be consid- ered. Teachers do not always advance with their classes, but are satisfied with an interminable round of the same themes, so slightly varied that pupils at once detect the repetition. Pupils change in mental attitude toward truth and toward the world at large, and hence require new touches of life in order to all-around development.
I repeat a principle which I have frequently enun- ciated, that you can always grade upward, but never downward ; hence the path is made easy. Grading should always be done on the recommendation of the teacher ; upon personal examination as to attainments of the pupil ; or with reference to age and other conditions entirely apparent. It is well to make transfers at stated times in the year, with suitable public recognition, always dignified in character, thus emphasizing the unity of the school and developing its esprit de corps.
I do not claim to have presented anything original in this paper, but have simply recalled to notice well-known facts and principles worthy of acceptance and capable of universal adoption. I have endeavored to suggest a foundation upon which may be constructed and main- tained moral and religious teaching through or by means of that meritorious and effective agency for good, the Bible school.
THE CURRICULUM OF STUDY IN THE SUNDAY SCHOOL
PROFESSOR SHAILER MATHEWS, D.D.,
THE UNIVERSITY OF CHICAGO, CHICAGO, ILLINOIS
By a curriculum is meant the subject-matter of study so arranged as to lead the pupil in an orderly fashion through that instruction and discipline for which all schools are established. The curriculum of the Sunday school must conform to this general conception. Its subjects of study must be so arranged that its students in the successive years may be given instruction and mental, moral, and religious discipline. He who would write upon this subject is confronted with a condition and not a theory. He must therefore, on the one side, while endeavoring to present ideals, be sensitive to the possi- bilities of the institution for which he prescribes subjects of study; and, on the other hand, he must not allow any discouragement due to facts as they are, to lead him to abandon his ideal for things as they should be.
The curriculum of a Sunday school is conditioned by the purpose for which a Sunday school exists. If the purpose be the mere giving of information, one sort of curriculum will be demanded; if its purpose be the awakening and the growth of the religious nature through the use of the Bible, then a very different sort of curriculum will be demanded. If such a religious purpose be recognized, there are still conditions that are regulative.
The curriculum to no small degree must be influenced by a decision as to whether the religious growth of the child is likely to be steady or marked by crises ; whether it shall move on as steadily and as devoid of moral strength as in the case of his growth in mathematical
186
187
SUNDAY-SCHOOL CURRICULUM
process. In other words, shall instruction in the Sunday school ignore the fact that there is no moral growth without specific and conscious decisions; and that in many, if not in most, cases these decisions are not made in childhood, but in the period of adolescence, when almost of necessity they involve a greater or less inner struggle? Generally the boy or girl does not consciously enter upon a religious life without some moment of most intense introspection and struggle with his accumulated habits and concepts. Shall the curriculum recognize such moments? In a word, has conversion any peda- gogical significance, and, if so, shall it exercise any influence upon the construction of a curriculum which, if properly taught, will hasten and normally direct the religious growth of the youth?
I hold that adolescent life, and the moment of crisis of moral and religious growth which we call conversion, are two elements that cannot be eliminated from religious pedagogy, and that therefore they must influence the curriculum. There are three possible curricula for Sunday schools as they now exist : (1) the uniform curriculum; (2) the graded-uniform curriculum; and (3) the graded curriculum.
I. The uniform curriculum. Nothing is easier than to discover faults in things that actually exist. If a states- man is a successful politician who has died, a utopia is a program which has never been given a chance to live. I can remember, as a very small boy, hearing my elders discuss the change from the system of Sunday-school lessons which had been prepared by the Sunday school itself to the system of uniform lessons which was to be used the world over. At that time, as I recall it, there was no small discussion of the advisability of the plan. Looking back over the thirty years of trial of these lessons, I am sure that no thoughtful person would ques- tion the wisdom of the decision which that church along
188
RELIGIOUS EDUCATION ASSOCIATION
with thousands of others made. The uniform system of lessons has been and still is of immeasurable value to the Christian world. Any attempt on the part of Christen- dom to destroy it, at least before we are ready to adopt a better system, would be nothing less than suicidal.
By the uniform system of lessons I mean precisely that system which is prepared by the International Sun- day-School Lesson Committee, and which is used by the vast majority of all Protestant Christian churches. That it falls short of being ideal, even as a uniform system, probably no one of its most ardent champions would question, while its advantages must be admitted by its most outspoken opponents. The question before us at this time is briefly to consider its actual pedagogical value. Of its ability to weld the Sunday schools into something like a unity, to concentrate the study of an entire world upon a given subject -in a word, of its gen- eral practicability, no one can have any doubt in the light of its history.
In my opinion the question is not that of destroying this form of curriculum, but of developing its possibilities and of guarding it so far as possible from inherent dan- gers. The uniform system has these pedagogic advan- tages: (1) it gives a definite lesson to an entire school ; (2) it makes easy the holding of teachers' meetings for preparing the lesson of the next Sunday; (3) it provides a section of the Scripture of a length which may conven- iently be handled in the time generally given to study in the Sunday school; (4) it makes possible the prepa- ration of high-grade lesson-helps at the minimum of expense ; (5) it enables the entire family to join in the study of the same lesson. The most serious objections which can be brought against it are: (1) its tendency toward atomism -that is to say, the presentation of bits of Scripture rather than the Scripture as a whole, and thus the breaking of any continuity of teaching; (2) its
189
SUNDAY-SCHOOL CURRICULUM
forcing students of different mental development to study the same lesson ; (3) its failure to lead the pupil forward by successive years-that is to say, it lacks pedagogical movement; (4) its disregard of the period of spiritual crises.
These dangers may be in part met, in the first place, by so arranging the selections chosen for the lessons that, taken as a whole, they shall constitute literary units of some sort. Within the last few years this has obviously been the policy of those who have selected the lessons. Instead of miscellaneous selection of bits of material from different parts of the Bible, we have a tolerably continu- ous study of the different sections of the Bible. In the second place, the danger which arises from attempting to teach all the students one and the same lesson has been to some degree provided against by the adoption of methods which in some way adapt the lesson to the pupil. In the third place, the lack of progress may be, and to some degree has been, obviated by the adoption of cycles of lessons in which there is considerable actual progress in the lessons themselves, i. e., for those pupils who start in with the beginning of the cycle. The fourth danger, so far as I am able to sec, cannot be obviated by the uni- form system ; conversions will of course occur, but with small help from the curriculum. Especially is this true of those who come to the spiritual crisis in early matu- rity.
II. The semi-graded or graded-uniform curriculum. Years ago the most serious objection to the uniform sys- tem, namely, that it attempted to teach the same lesson to pupils of different mental and religious development, was recognized and considered. As a result of that con- sideration there were introduced into the Sunday schools special lessons for very young children, and the lessons taught in the kindergarten and the lowest classes of the elementary departments were in reality detached from
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.