Chapter 20
#99. Missionary Libraries.#--Some of the choice, bright, interesting missionary books which are now very abundant should be in every Sunday-school library. If selections are properly made, the books will be sought for and eagerly read by the boys and girls. There should also be in the teachers' library some special missionary books dealing with methods (see Appendix), and the teachers should be urged to read them.
#100. Missionary Equipment.#--Splendid missionary maps, charts, pictures, and curios are now abundant and inexpensive. They may be secured from denominational publishing houses. Every school should have a supply, and they should be in the care of the Missionary Secretary. Large charts and maps may be made by the scholars under the direction of the Missionary Committee. Secure, if possible, a missionary map of the world, and a map showing the missionary activities of the denomination. Charts showing the relative strength and growth of the Christian religion as compared with other religions in all parts of the world are effective. A cabinet of missionary curios is most desirable.
#101. Mission Study Class.#--There should be at least one mission study class in every school. It is usually possible. Such classes need not continue all the year. Ten meetings of one hour each, for ten successive weeks, will enable any class that applies itself to the work to complete one of the elementary text-books relating to missions. The meetings should be held on a week-night, and they should not be obliged to divide the evening with any other meeting. The available time in the Sunday-school session is not long enough unless double the number of lessons are used, and this is not always practicable. The class should be composed only of those young people who are deeply interested, or want to become interested, in missions. Five to ten members are enough for a good class. The leader should be an enthusiast who is not afraid to work. Such a class maintained for a few years will create a missionary interest in any school that will reveal itself in larger offerings, and probably in volunteers for the missionary field.
#102. Missionary Room.#--If there is an available room in the church, it would be well to set it apart as the Missionary Room. Here will be found the missionary library, periodicals, maps, charts, and curios, properly displayed and cared for. It may be a class-room, if no other room is to be had. The Missionary Secretary will have a table or desk here, and it will serve as his office. It will furnish a good place for the mission study class, and will be the center of all the missionary activities of the school.
#103. Missionary Sunday.#--Missionary instruction should be given in connection with every lesson that will permit of it. Once a month, however, there should be special missionary exercises, whether the particular lesson lends itself to missionary treatment or not. Five or ten minutes' time during the opening or closing exercises can be profitably arranged for by the Missionary Secretary with appropriate music, missionary selections, recent items from the field, map drill, and display of charts and curios. Or, some of the elementary outlines of missionary study now available may be taught from the platform or taken up in the classes.
#104. Missionary Concerts.#--A properly arranged missionary concert is interesting and instructive. Usually it is best to confine each concert to a given missionary field. Display a map of the field. Have participants dressed to represent the natives. Appropriate music, recitations, facts from the field, and a short missionary address by the pastor or by a returned missionary will make an excellent program. Secure from your denominational publishing house leaflets giving facts about the field under consideration, and distribute them to the audience. Once a quarter is none too often for a missionary concert.
#105. Denominational Boards.#--Every Sunday-school should contribute regularly and generously to its own denominational benevolences. Contribute to one benevolence at a time, and let this one be definitely explained, so that the giving may be intelligent. Every school ought to be familiar with the great missionary movements of the world, and especially of its own denomination.
#106. Specific Objects.#--More interest can be created and more money raised for a specific than for a general object, and done more quickly. Denominational boards, recognizing this, have provided to meet it by enabling churches, schools, and individuals to contribute to a specific purpose, under the general direction of a given board. Shares to the extent of the donor's contribution are assigned in a particular station, the donor thus having a share in the entire work of the station. This is known as the "Station Plan" of giving.
#107. Reflex Influence.#--No church, school, nor Christian can honor the Master by endeavoring to carry out his last command without receiving a great blessing. The power and effectiveness of a local school in its own work are usually in proportion to its interest in the world-wide Kingdom. If it will "make a little cake" for others first, it will have all it needs at home. This rule is without exception.
Test Questions
1. Repeat the quoted sentence at the beginning of paragraph 96.
2. What are the duties of the missionary secretary?
3. Of the missionary committee?
4. What missionary equipment is desirable?
5. State how a mission-study class may be conducted.
6. What plan may well be used for a Missionary Sunday?
7. For a Missionary concert?
8. What is usually the measure of the power of the local school?
Lesson 10
Organized Adult Classes
#108.# Organized classes have existed in small numbers here and there for many years; not until recently, however, has the attention of the Sunday-school world been especially attracted to them. When once their value became recognized the idea spread rapidly, and the organized adult class is now one of the most prominent features of Sunday-school work almost everywhere.
#109. Organization.#--Elaborate organization will not be needed, except in very large classes. It is best to organize men's classes and women's classes separately. Call together by announcement and invitation those who are interested in forming a class, for conference. Furnish them with the leaflets on organized classes furnished by the denomination or by the International Sunday School Association. Explain the method and purpose of class organization. Endeavor to secure a definite number of charter members to begin with. Adopt the suggested International constitution, or some other if better suited to the needs of the class; or appoint a committee to draft the sort of a constitution desired. Secure the International Certificate of Recognition, which should be framed and hung upon the walls of the class-room. It will be well to make the organization conform to the standard set up by the International Sunday School Association, and outlined in their leaflets.
#110. Purpose.#--The real purpose of class organization is to make the class more effective in those things for which a Sunday-school class exists. Genuine, faithful Bible study for the purpose of leading men and women to Christ, developing Christian character, training for service, securing their membership in the church, and setting them to work, is the business of the class. Everything else must contribute to this. With this as the goal, any wisely conducted class will succeed; but if anything else overshadows this, true success is impossible. Thoroughly organized classes will solve the problem of holding men and women in the Sunday-school, and are doing it continually.
#111. Officers and Their Duties.#--Elect a president, vice-president, secretary, and treasurer, whose duties will be those usually performed by such officers. The president will preside, not only at all class meetings, but at the regular Sunday session of the class as well. The most important officer to choose is the teacher. Select the very best teacher obtainable, and one, if possible, who is well known and liked by the class. The teacher and president should be ex-officio members of all committees. Other officers may be chosen as they are needed.
#112. Committees.#--Appoint but few committees to start with, and others as the need arises.
The Executive Committee may consist of the general officers of the class and the chairmen of the various standing committees.
The Membership Committee will seek to secure new members, look up the absentees, and visit the sick. As the class grows in size, part of this work may be assigned to special committees.
The Devotional Committee will have in charge the devotional services of the class on Sundays and at other meetings.
The Social Committee will welcome and introduce new members and visitors; it will also seek to cultivate the social side of the class, providing such gatherings and entertainments as may be approved.
The growing needs of the class will suggest special committees from time to time.
#113. Name.#--There is inspiration in a good name. It may be the name of some prominent person in the denomination or community, but it is better not to use the name of any one still living. Or the name may have the charm of secrecy--a word or initials--with a significance known only to the class. Whatever name is adopted, make much of it. Let it be prominent on all the class printing. Many classes adopt "colors," and decorate their class-room with them; some choose a class flower, to be worn on special occasions. Class stationery and whatever else will tend to cultivate a class spirit is desirable.
#114. Class Meetings.#--There should be regular meetings of the class, at least quarterly. The social committee will usually arrange for these meetings, but occasionally another committee should be in charge, as the literary or athletic committee. The great occasion of the year will be the annual meeting, when a special effort should be made to secure the presence of all members, past and present. The election of officers, a banquet, a fine program, and a glad reunion will be its customary features.
#115. Relation to the School.#--The organized class should be a part of the Sunday-school with which it is connected. It will be better if during the opening or closing service the members of the class can sit with the school. Their relation to the school should be the same as that of any other class. Class spirit is good, but school spirit is better. They should use the regular Bible lesson. Nearly all classes which have turned aside from the Bible lessons have gone down. They should contribute to the regular school fund, and comply with all the requirements of the school. The influence of large organized classes upon the boys and girls, thus emphasizing loyalty to the school, is very great.
#116. Relation to the Community.#--Organized classes are now combined in a regular department of the organized or International Sunday-school work. Each organized class should co-operate with others in extending and improving organized class work and methods. Delegates should be sent from the class to conventions and conferences, and make report to the class upon their return. The International emblem, a small red button or pin with a white center, will enable members of organized classes to recognize each other when they meet. Much helpful literature for organized classes is now in print, in the form of periodicals, lesson helps, and books for teachers, officers, and scholars.
#117. Benefits.#--A class spirit is fostered. The class becomes a working force and unit. The organized class has something definite to do. It sets every member to work. It helps to hold the big boys and girls in the school. It interests men and women in the study of the Bible and in the church. It furnishes workers for the church and Sunday-school, teachers for mission schools, speakers and singers for evangelistic meetings upon the street and elsewhere. It gives strength and dignity to the school. It adds largely to the school's financial resources. Organization carries many a class over the dead center of discouragement, or the weakening influence of being without a teacher. A well-organized class will grow, for a time at least, whether it has a teacher or not.
Test Questions
1. Explain a method for organizing an adult class.
2. What is the purpose of such organization?
3. What officers does an organized class need?
4. What committees?
5. What are the advantages of a name for the class?
6. What is the right relation of such a class to the school?
7. To the community?
8. State the benefits of an organized class.
Text Questions for Review
Lessons 6 to 10
1. What should be the most important feature of the Sunday-school session?
2. Who should be in a teacher-training class?
3. What may the teacher accomplish between Sundays?
4. What is a Workers' Meeting?
5. What is the "Angle Method" of study at that meeting?
6. What are the duties of the financial board?
7. How may a mission-study class be conducted?
8. What is usually the measure of a school's power?
9. How may an Adult Class be organized?
10. State the benefits of an organized class.
NOTE.--This entire subject is fully and helpfully discussed by Mr. Lawrance in his book "How to Conduct a Sunday School."
APPENDIX
Teaching Hints
#Two years of time# preferably should be allowed for the completion of these lessons. The International Association will grant a diploma upon the completion of the First Standard Course, provided at least one study year has been spent in pursuing the fifty lessons.
If the book is studied by a normal class, meeting at the time of the regular lesson period on Sunday, only a half-hour will usually be available; and in this case at least one hundred half-hour periods, extending over two teaching years, should be used for the fifty lessons. If full hour periods are available, the course may be completed within one year of fifty lesson periods.
The Book
Although the numbered lessons begin with the story of Adam on page 14, there are two chapters which may be used as preliminary material, if the leader chooses. One of these is "How the Bible Came to Us," by Professor Price, on page 123. There are fifteen numbered paragraphs in this chapter; if there are at least fifteen members in the class, a profitable hour could be spent by assigning a paragraph to a member, several days ahead, with the understanding that each one was to read the entire chapter, but to be specially prepared in his assigned paragraph. At the time of the lesson hour pencil and paper could be supplied to each member of the class. Then beginning with paragraph 1, all books closed, the assigned member could state from memory the contents of the paragraph, while all the others silently write down wrong statements or omissions--these to be brought out later.
#The chapter on the Bible#, page 11, should also precede the numbered lessons. The chart given is easily remembered and each member might reproduce this chart from memory and tell something of each of the several periods enumerated.
#The Lessons on the Book.#--It will be seen that each lesson is composed of several parts: (a) The historical outline, which is placed first; (b) the geographical work, in a statement of places and an outline map; (c) a paragraph designated "Significance of Events"; (d) the story of the period briefly retold in simple language. Note the following suggestions:
(a) _The Historical Outline._--These outlines, taken altogether, constitute a complete statement of the essentials of Bible history. They are the framework upon which may be built as elaborate a Bible story as one may wish. The outlines may well be used for memory work and in question drills and reviews.
(b) _The Geographical Work._--In most of the chapters the maps are so simply drawn that they may be used for geography drill, each student being asked to draw (without tracing) the simple map connected with the lesson, and locate the places mentioned.
(c) _Significance of Events._--These paragraphs, taken together, form a concise story of the progress of redemption and revelation, and state the spiritual teaching of each period. The essentials of these statements may be memorized, but students should be required to express the thought in their own language.
(d) _The Retold Bible Story._--Emphasis upon the memorizing of the other three parts of the lesson should not prove an excuse for passing by the Bible narrative here given. Without this the other work may prove dry and uninteresting--a task. The student who reads and rereads the narrative with care will find his memory work in the other portions invested with a vitality that will otherwise be missing. The narrative section will furnish abundant material for brief debates, informal discussions, assigned papers on special topics, and many other helpful methods. Bible study of historical facts in rigid outline may be made as dry as dust. Bible study aglow with human interest and enthusiastically pursued by diversified methods may be made the most interesting study that can be undertaken.
#Using the Blackboard.#--The blackboard may be used with great profit as an aid in reviewing a lesson, either at the close of a teaching period, at the beginning of a period following a lesson assigned for home study, or at intervals in the course after covering several lessons. No special blackboard outlines are offered in this book; it is urged that each leader shall construct his own blackboard review from the historical outlines at the beginning of each lesson on the Bible. Such a blackboard review should be accompanied by questions and answers. Here is an illustration of the blackboard use of the outlines of Lesson 1, The Book, page 14, _after the entire lesson has been carefully studied and with all books closed_.
_Leader._--What are the great divisions of the Bible?
_Answer._--Old Testament and New Testament.
(Here may follow a drill on the Books of the Old Testament in their order.)
_Leader._--We will begin with the study of _The Old Testament Division_ (write).
_Leader._--How may this be divided?
_Answer._--Into a prelude and five periods.
_Leader._--What does the prelude tell about? (Write _Prelude_.)
_Answer._--_Story of creation_ (write).
_Leader._--Where do we read about it?
_Answer._--_Genesis 1, 2_ (write).
_Leader._--Where do all things have their origin?
_Answer._--In God.
_Leader._--What does the first period tell about? (Write _First Period_.)
_Answer._--The creation of _Adam_ (write).
_Leader._--What "beginnings" do we see in this period?
_Answer._--_The beginning of the human race, sin, and redemption_ (write).
_Leader._--Where is this told about?
_Answer._--_Genesis 3_ (write).
_Leader._--Who is the leading person of the second period? (Write _Second Period_.)
_Answer._--_Noah_ (write).
_Leader._--What event is chronicled in connection with Noah?
_Answer._--_The flood_ (write).
_Leader._--What great structure was built in this period?
_Answer._--_The tower of Babel_ (write).
_Leader._--What punishment came to the people for building this tower?
_Answer._--_Confusion of tongues_ (write)
_Leader._--Where do we read about this period?
_Answer._--_Genesis 6-11_ (write).
This method may be followed in the case of each of the Bible lessons. The blackboard outline for the entire first lesson would appear about as follows, after being built up step by step:
The Old Testament Division
_Prelude._--Story of Creation (Genesis 1, 2)
_First Period_--Adam {Human race The beginning of {Sin {Redemption
_Second Period_--Noah--the flood Tower of Babel--confusion of tongues (Genesis 6-11)
_Third Period_--Abraham--chosen family Egypt--prosperity--oppression Moses--Exodus Journeys Canaan Judges (Genesis 12 to Judges 1:21)
_Fourth Period_--Saul--David--Solomon (1 Sam. 10 to 1 Kings 12)
_Fifth Period_--Captivity--return Ezra, Nehemiah (2 Kings 25)
Each leader will thus be enabled to use the blackboard in his own way, basing the drill on the outline material at the beginning of each chapter; this blackboard review will be brought to the students with a freshness not secured when suggested outlines are printed with each lesson.
#Familiarity with maps# should be encouraged at every point. The leader may accustom the class to the question, "Where is that place?" nearly every time a town or locality is named. The average beginner in Bible study is afraid of a map; the more familiar he becomes with these maps, the more confidence he will have in his own Bible knowledge.
#The New Testament Section.#--In the several chapters beginning on page 71 the historical outline consists of a harmony of the Gospels. It is not intended that the student shall memorize this harmony; but the ability to reproduce from memory the journey map published in connection with each section of the harmony would give the student a very helpful grasp on the order of events in the life of Christ. The use of a journey map as a basis for telling the story of a chosen period will fix events and geographical location in mind at the same time.
The Pupil
The lessons on The Pupil enter a field of study with which the average teacher is perhaps less familiar than with the Bible section. Hence the leader will do well to begin slowly and to allow plenty of time for discussion in the class. Professional teachers who have studied the science of psychology may be very helpful in occasional talks to the class, provided you are assured in advance that they will not confuse the students by the use of technical terms. Such talks from outsiders should be brief, and confined to one phase of the subject, and time should be allowed for questions by the students and informal discussion.
Students should be encouraged to find their own illustrations for certain well-defined statements. Take, for instance, the paragraph _Imitation_ under numbered paragraph 6, on page 144. One or more students may be asked to bring illustrations of this statement from their own home or Sunday-school experience in a given week. One will tell how he saw a neighbor's boy try to keep step with his father while on a walk. Another will describe the actions of a little girl she saw dressed in her mother's skirt--actions plainly imitative of the mother herself. Illustrations like these observed and reported by the students themselves will greatly aid in the study of the section, and will be much more valuable than illustrations ordinarily furnished in the text. The leader is urged, however, to challenge any illustration which misses the point or gives a wrong impression.
#Bringing the Teaching to a Focus.#--In some cases the superintendent of the department which includes the age under discussion (as, for instance, The Beginners Department), whether a member of the class or not, may be invited to tell in from five to ten minutes how far he or she is able to meet the _opportunities_, supply the _needs_, overcome the _difficulties_, and realize the _results_ so clearly stated by Mrs. Lamoreaux in the closing paragraphs of each chapter. This would give the whole lesson a local setting and application.
The Teacher