Chapter II: Front Matter (2)

5. =The Intermediate Department.= Here the pupils are from twelve to sixteen years of age. The classes should be small, generally of six boys or girls, never more than eight. This period in life is known as early adolescence, and calls for careful direction by wise teachers. In the Intermediate Department the great biographies of the Bible should be studied, either as the regular or the supplemental lessons; also the heroic lives of leaders in the history of the Church, of foreign missionaries, and of men and women who have labored in the home fields. Boys and girls in this stage of life are instinctively hero-worshipers, and before them should be set high ideals of character and service. Special effort should be made in leading the scholars to personal consecration to Christ and to union with the Church; for if the great decision be not made before the age of sixteen is reached, there is great danger that it will never be reached. But that decision should include more than a formal profession. It should embrace a full surrender to the will of Christ, an inward, conscious spiritual life, an aim for completeness of Christian character, and especially a willingness to work for God and humanity. Youth is a season of ardor and of energy, a period of lofty ideals and noble endeavor. All those active powers of the youthful nature should be guided into channels of usefulness. The true twentieth century disciple of Christ is not one who lives alone feasting his soul on God, but one who stands among his fellow-men, eager to aid in the world's betterment.

6. =The Senior Department.= This is the preferable title, although some organized schools call it the Young People's Department, and restrict the word Senior to the classes of fully adult age. Still others call it the Assembly, and give it an organization independent of the Sunday school.[7] The age of entrance should be sixteen, except with some who in stature and mind are mature beyond their years. It is imperative, as we have already seen, that at the door of this department the young people should leave their former teachers, and should not form new Senior classes, but as individuals enter classes already established. This department includes the members of the school between sixteen and twenty years of age; not that members of classes must necessarily leave them at twenty, but that men or women above that age entering the school should rather join the Adult Department. The classes may be as large as the arrangement of rooms will allow; larger where each class can have a separate room, which is the ideal plan. Generally, young men and young women should be in separate classes. The teacher of a young men's class should be a man whose character will inspire the respect and win the fellowship of his class. The teacher of the young women's class will generally be a lady, although often men have been successful teachers of young women.

In this department the classes should be organized, each with its own officers, chosen by the members; and the class should be consulted when a teacher is to be appointed, although the voice of the class in the decision should be advisory and not mandatory. Especial attention should be given to the social activities of this department. Each class should have its own gatherings, classes of young men and women should meet together occasionally, and a Senior Reception should be held at least annually to promote acquaintance among the members. The interest of the young people should also be enlisted in some definite form of service for the church or the community.

7. =The Teacher-Training Department.= The most promising young people, both men and women, should be selected at sixteen years of age--the time of promotion into the Senior Department--and should be organized as the Teacher-training or Normal Class. The best teacher obtainable should be assigned to this department. Often in the high school or some near-by college, a scholarly, Bible-loving instructor may be found who is willing to give a part of his time to the equipment of teachers for the coming generation. A text-book should be chosen from among those approved by the International Teacher-training Committee. No person should be admitted to this class who is not willing to give some time during the week to the study of the course. While the rest of the school may be studying the regular lessons, whether graded or uniform, this class should be at work with the teacher-training text-books. There should be thorough instruction with examinations looking toward a certificate of work done, such as the International Teacher-training diploma.[8] The course may cover two, three, or four years; and new members may be placed in the class at the opening of each year, to begin at the point where the class is studying, and to remain until they shall have completed the entire course. In a properly graded school after a few years there will be a class graduating from and a class entering the Teacher-training Department each year.

This department should also include a Reserve Class, consisting of those who are ready to act as substitutes for absent teachers. If the uniform lessons are followed, the Reserve Class should study the lesson a week in advance of the school. Into this class the graduates of the Teacher-training Class should be placed, to remain until classes are ready for them in the school.

In some schools the Teacher-training and Reserve Classes do not form a separate department, but are two classes in the Senior Department. But it is the better plan in a large school to establish the Teacher-training Department, with its own officers, thereby adding to its prestige in the school.

8. =The Adult Department.= This will include all who are above the age of twenty years. It is the judgment of advanced leaders in Sunday-school work that at twenty years those who have belonged to Young People's classes in the Senior Department should leave them for the Adult Department. Otherwise, the Senior Department in a few years will cease to be a place where young people of sixteen and eighteen years feel at home. In the Adult Department men and women may meet together as members of the same class, unless there arise a demand for separate classes and the numbers enrolled justify the division. In conducting these classes two forms of instruction have been found to be successful: (1) the colloquial method of teaching, the class studying and discussing the lesson together under the guidance of the leader; and (2) the lecture method, the teacher being the principal speaker, but always admitting questions and answers on the subject suggested by the lesson. Classes in this department may be allowed to choose their own courses of study, provided (1) that the subjects and methods are in line with the general aim of religious education, and not merely secular science or history; (2) that the courses of successive years have some sequence, and are not chosen in a haphazard, accidental manner. The Adult Department under wise direction should promote a large, intelligent, broad-minded, philanthropic type of Christian character in the church and the community.

9. =The Home Department.= This department, like the Cradle Roll at the other extreme of the Sunday-school constituency, is composed of people, both young and old, who cannot be present at its sessions, but are interested in its work, and willing to give some time to its studies. In every community there are such people--aged or infirm men and women, invalids, mothers unable to leave their offspring, commercial travelers, and people who live too far from the school to attend it. These are organized into the Home Department, furnished with the literature of the school, study its text-books, make their report of work done, and send their contributions to its support through the Home Department superintendent or visitor.[9]

FOOTNOTES:

[6] This department is now named in Sunday schools of the Protestant Episcopal Church, and some others, the Font Roll, or Baptismal Roll.

[7] Suggested by Dr. J. H. Vincent.

[8] For full information concerning Teacher-training, courses, examinations, and diplomas, write to the State Secretary of Sunday School Work, or to the office of the International Sunday School Association, No. 140 Dearborn Street, Chicago.

[9] For plans of the Home Department, address the Secretary of the State Sunday School Association, or Dr. W. A. Duncan, Syracuse, New York, who is recognized as the founder of this system.

VI

THE SUPERINTENDENT

1. =His Importance.= Several years ago, the president of the New York Central Railway was called upon by a legislative committee to explain the system of signals employed upon the railroad for the protection of passengers. He gave a detailed statement, answered every question, and then made this remark: "However perfect the system may seem to be, there must always be a man to work it; and in the final analysis more depends on the man than on the plan."

That which is true in every human organization is especially true in the Sunday school: its success depends not on a constitution, whether written or unwritten, but upon a man. In the Sunday school that man is the superintendent, who not only works the plan, but also generally plans the work. Given an efficient superintendent, an efficient school will usually be developed; for the able man will call forth or will train up able workers. Hence the first and greatest requisite for a successful Sunday school is that the right man be chosen as superintendent.

2. =His Appointment.= The selection of the superintendent should be the task not only of the officers and teachers in the Sunday school, but of the entire church, for every family in the congregation has an interest in his appointment. The pastor should be consulted, and should give diligent attention and time to the search for a superintendent, not merely because he may be presumed to know his constituency, but more especially because out of all the church the superintendent is to be his most important helper. The election of the superintendent should be made by the workers in the school, its board of teachers and officers, and its action should be formally confirmed by the ruling board of the local church. No man should hold the office of a superintendent who fails to receive the approval of the church of which the school is a part. He should know that in his appointment the school, the church, and the pastor all unite.

3. =His Term of Office.= He should be chosen for a term of one year; but may be reelected for as many terms as appear expedient. Frequent changes in the management of the school will tend to destroy the efficiency of its work. But whenever the great interests involved in the religious education of an entire church or community require a new superintendent the change should be made, even though sympathy be felt for the one set aside. The institution must not be sacrificed to save the feelings of the man.

4. =His Qualifications.= It is important to consider the qualifications of an ideal superintendent, remembering, however, that all these qualities are rarely to be found in one man. We must set before us high ideals, not expecting that they will always be fully realized, yet ever seeking to attain them as far as may be possible in this imperfect world. The following are the most important qualifications for a superintendent; some of them are essential, all are desirable:

(1) _Moral Character._ The Sunday school undertakes to train the young in character; therefore he who stands as its responsible head must possess a character worthy of admiration and imitation. His life must honor, and not dishonor, his profession. It is possible for a man whose work for an hour on Sunday is in behalf of the gospel so to live in his family, in business, and in society as to work for six days against the gospel, and more than undo all his efforts for good. The leader in such an uplifting movement as the Sunday school must have clean hands and a pure heart. What Saint Paul wrote of a bishop he would have written of a Sunday school superintendent: he must have "a good report." In the well-known painting of the Emancipation Proclamation may be seen standing at the right hand of President Lincoln the Secretary of the Treasury, Salmon P. Chase, who once said, "A man in my position must not only seem right, but be right; and not only be right, but seem right." So will every one say of the Sunday-school superintendent.

(2) _A Devout Believer._ The superintendent's character should be irradiated with the fine glow of a Christian faith. He should be one who has seen the heavenly vision and unto it has not been disobedient; one whose spirit has been kindled by the Divine Spirit burning like a fire within; one who is himself a Christian man, longing to lead other men into fellowship with the Father through Jesus Christ the Son.

(3) _A Working Church Member._ We have already learned that the Sunday school is not a society or an institution standing alone. It is a branch of the church, and one of the most important branches. The normal growth of the church depends in large measure upon the Sunday school, and the support of the Sunday school comes, or should come, from the church. The superintendent who endeavors to do his duty to his scholars will strive to lead them to Christ and into active membership and service in the church. Therefore, he himself must be a professed, loyal, and effective member of the church. His name should not only stand upon its roll, but his heart should also be enlisted in its behalf.

(4) _A Bible Student._ The Sunday school is the school with one preeminent text-book; and of that Book the superintendent should be a diligent student. His work is executive and not instructional; yet he must supervise the teaching, and this supervision he cannot rightly give unless he is familiar with the course of study. He should study the lesson of each department, perhaps not as thoroughly as the teachers in the department, but sufficiently to maintain acquaintance with their work. And he should master not only the specific lessons of the immediate course before his school, but also the Book as a whole.

One successful superintendent gave as a secret of his power to make his school, both teachers and scholars, willing to do whatever he asked, "I never expect my teachers or scholars to do anything that I am not ready to do myself. Before I ask them to bring their Bibles I bring mine. When I asked my school to be ready on the following Sunday to repeat in concert the Nineteenth Psalm, I committed it to memory during the week, and when the time came spoke the words with the school." Only that superintendent who himself loves the Bible, and studies it, can have a true Bible school.

(5) _An Able Executive._ The Sunday school is like that vision seen by the prophet Ezekiel, a system of wheels within wheels, all endowed with life; and the master of the mechanism directing its motion is the superintendent. Moreover, each of these living wheels in the Sunday-school machine is a volunteer worker, who may at any moment drop out of his orbit. To hold together these varied elements, to combine their movements, to guide each in his own sphere, to compass the common purpose through all the forces working as one, requires a wise brain and a skillful hand. The superintendent should have a plan for the school, with details throughout for every emergency; he should be ready to assign to every worker the task for which he is best fitted; he should be able to work with others, not merely to command others; and he should be a leader whom others will follow, not by the might of an overmastering will, but by the magnetism of an attractive personality. He should never forget that with others as well as with himself service in the Sunday school is not compulsory but voluntary, that his associates lay on the altar their free-hearted, unpaid labor; and that such workers cannot be commanded, although by tact and wise generalship they may be led to accomplish the most difficult tasks.

(6) _Sympathy with Youth._ The superintendent's office will bring him into relations with youth during all its stages, from early childhood through the entire adolescent period. He must be able to see life and the world through the eyes of a little child, of a growing boy, and of a young man. The sympathy which he needs is not a compassionate feeling _for_ youth, but a feeling _with_ youth, an ability to put himself in its place; to feel as young people feel, and to understand why they act as they sometimes do. This sympathy will impart a love for young people, such a love as will enable him to be patient with their foibles and faults, to exert a powerful influence over them, and to keep before them noble ideals of character and service.

(7) _Teachable Spirit._ No matter how much the superintendent knows, or thinks he knows, he should hold his mind open to new knowledge. He should be on the alert for new ideas, from the periodicals, from books, and from his fellow workers, in conversation, at conventions and institutes; not that he may inflict every new method upon his school, but that out of many methods he may select the best. When Michael Angelo was past eighty-five years old, and almost blind, he was found one day beside an antique torso which had recently been dug out of the ground, bending over it, and carefully pressing his fingers upon its surface. When asked what he was doing, he answered, "I am learning"! The masters in every department of work are never too wise nor too old to learn.

If a man can be found who possesses all these seven traits of character and temperament, the school which can secure him for its superintendent will be fortunate indeed. And the superintendent who thoughtfully reads the catalogue of qualifications, and feels that in some of them he is lacking, may by divine grace and his own will working together make progress toward the goal of becoming an ideal superintendent.

VII

THE SUPERINTENDENT'S DUTIES AND RESPONSIBILITIES

The superintendent has been found, has been chosen, and is in his place--what are the prerogatives and the duties of his office? These may be considered under three classes: (1) His general duties. (2) His duties during the week. (3) His duties in the session of the school.

1. =General.= (1) _Supervision._ It is his right to supervise and direct the work of the school without interference as to details from the teachers, the officers of the church, or the pastor. The pastor may be the admiral of the fleet, directing the general movements of the sea campaign; but the superintendent is the captain of the ship, through whom orders are to be given to all on board.

(2) _Selection of Teachers._ He should have the chief word in the choice and appointment of teachers, but in the choice he should obtain the concurrence of his pastor; and their election should be made upon the superintendent's nomination by the teachers and officers.

(3) _Assignment of Scholars._ He should possess the final authority in the assignment of scholars to classes, in any changes from class to class, and in promotions from lower to higher departments. In these responsibilities he may be greatly aided by an associate superintendent, to whom his authority may be delegated.

(4) _Program of Services._ It is the superintendent's prerogative to plan and direct the services of the school session. It may be the part of wisdom for him to consult with the musical director or organist in the selection of hymns, but it is the superintendent's right to choose and to announce them, in common with all parts of the program.

(5) _Support._ He is entitled to a loyal support from all his fellow workers; but if he is tactful he will take them into his confidence, will present his plans for their consideration, and will not attempt important reforms or changes without their concurrence.

2. =Week-day Work.= He is the superintendent of the Sunday school for seven days in every week; and will find much work to be done between the sessions. His week-day duties will include some that have already been mentioned.

(1) _Program._ Before he comes to the school he should invariably prepare a well worked out program for each session. It is a good plan to have a large blank book, in which two pages opposite each other are assigned to the session for the day. Every hymn should be selected in advance and noted in its place; every announcement to be made should be written; the outline of a lesson review, if one is to be given, should be indicated; and space should be left for memoranda of miscellaneous matters which may need attention. This program should be laid upon the desk, so that if for any reason the superintendent should be out of his place upon the platform an associate can go forward without delay.

(2) _Lesson Study._ In schools where the uniform lesson is still followed in all or most departments, the superintendent should make himself thoroughly acquainted with the lesson for the coming session. As has been intimated, he should be prepared for any work expected of his teachers and scholars. He should be ready after the class study to give a practical summary of the teachings in the lesson, in a crisp, well-outlined talk, which will be aided by a blackboard illustration. And in the increasing number of schools which are employing graded lessons, not uniform in the departments, the superintendent should have at least a general knowledge of the subjects studied in each department. The more thoroughly the superintendent fills his own mind and heart with the truth, the more efficiently will the truth be taught in his school.

(3) _Social Duties._ The superintendent should know all his teachers, and, as far as possible, his scholars also. If it be practicable for him to visit teachers at their homes, the visitation will greatly increase his influence and his usefulness. If in his own home, or in the parlors of some family in the congregation, a social gathering of the teachers and officers can occasionally be held, it will add to the social power of the school. And in the social relations much can be accomplished before and after the church service, the school session, the prayer meeting, and the other gatherings of the congregation. There are superintendents who keep before them up-to-date lists of the classes, and by study of faces during the school session, with judicious inquiry, are able to call large numbers of the scholars by name. Such greetings will strengthen the superintendent and heighten the loyalty of the school.

(4) _Seeking Workers._ In nearly all Sunday schools there is a constant need of helpers, to fill the places of withdrawing or absent teachers; and the work of supplying the demand generally falls upon the superintendent. He may find relief in the work of an associate superintendent, as will be seen in the next chapter. Both the superintendent and his associate should always be on the alert for new teachers and for new scholars. As the builder in stone looks at every fragment of rock, to see where it will best fit into his wall, so the whole-hearted superintendent studies every individual in the parish, to find exactly the place he may fill in the school, as an officer, a teacher, or a scholar; and not infrequently his search will be rewarded by a treasure.

(5) _Cabinet Meetings._ The superintendent should confer frequently with the several heads of departments, and with all the officers; talking with them freely about his own plans, and learning theirs, for the welfare of the school. It is not necessary that these cabinet meetings should be formal, having a secretary and a record. They may be held occasionally, for a few minutes after the session of the school, or as a social evening at a private house.

(6) _Special Days._ He should keep a calendar of special occasions in the school year, such as the Sundays set apart for temperance and for missions, Easter, Children's Day, Rally Day, Decision Day, Christmas, Promotion Day, and other notable events. Weeks in advance of each occasion--in the case of some of them even months in advance--he should begin to consider what special exercises should be held, what preparation is needed, and who can best supervise the plans. For a fortnight before Children's Day or the Christmas celebration, many Sunday schools are in a turmoil of confusion, and lessons abandoned, simply because the superintendent did not take thought in sufficient time.

(7) _The Convention._ The Sunday-school work of the Christian world is now thoroughly organized in international, state, county, and town associations. Each school finds itself a part in a mighty movement; and it is the duty of the superintendent to see that his school takes its place in the Sunday-school army. He should see that in the institute and the convention his school is well represented; and if at all possible he should attend these gatherings, and be active in them. Many a worker who for most of the year is alone, burdened with perplexities, has been refreshed, has found his vision enlarged and his plans improved, by conference with other workers, and by listening to experienced specialists.

3. =His Duties in the School Session.= (1) _Present Early._ He should be at his post, if possible, from twenty minutes to half an hour before the opening of the school. However early he may arrive, he will probably find a group of children there in advance of him; and they will behave better if his eye is on them, especially if his glance is kind, and with it is a hand-shake or a word of recognition. The early superintendent will often be surprised to find how much business in the interest of the school can be transacted before the session.

(2) _Open Promptly._ With his program ready, he should begin the session exactly on the minute, and should carry out every item according to the plan. If for any reason the superintendent is not at the desk when the moment for the opening arrives, the associate or first department superintendent should be empowered to call the school to order and begin the opening service.

(3) _Conduct Program._ The superintendent should conduct the general program of services; although it is advisable to recognize the associate and others, by calling upon them to take some part in the opening or closing services. A superintendent whose methods were always well chosen was wont once in each month to invite some official or prominent member of the church, who was not an attendant upon the school, to be present, sit upon the platform, and offer the prayer at the opening of the session. This kept the leading members of the church in closer relation to the school.

(4) _During the Lesson._ As a general principle, the superintendent should remain at his desk during the lesson period; but to this rule frequent exceptions will be made. The supply of substitutes for absent teachers, and the assignment of new scholars to classes, belong to the field of the associate superintendent.

(5) _Lesson Review._ In the Sunday schools which still follow the uniform system of lessons, studying the same portion of Scripture in all, or nearly all, the grades of the school, the superintendent should give a brief practical summing up of the practical points in the lesson; but this review should not exceed five or six minutes in length. If the pastor possesses the gift of terse, crisp speaking, this practical talk may be given by him. In the schools adopting the graded courses of lessons this review should be given in each department by the department superintendent. Here again the adaptation to the point of view and needs of the pupils of each grade can be made much more effective than in the ungraded school.

(6) _Closing._ The superintendent should so carry out the program as to close the session at the time appointed. An hour and a quarter is as long as is profitable for the school; and everything that needs to be done can be brought into that space. Often much time is lost by unnecessary delays between the numbers on the program.

4. =Miscellaneous Duties.= Here are a few general suggestions, hints, and "don'ts" for the superintendent, briefly stated:

(1) _Notebook._ Let the superintendent remember to obtain that notebook, to keep it at hand, and to make use of it. Some pages at the end of the book might be reserved for special suggestions gathered from books, periodicals, and meetings.

(2) _Quiet._ Let him be careful not to make much noise during the session, but to set an example--which will soon be felt--in favor of quiet and orderly conduct. It is not at all certain that he needs a bell for calling attention; but if he uses one, let it be a little, gentle, quiet bell, held in the hand as a signal, and never rung vociferously or repeatedly. Said a new superintendent as he tested the bell on Saturday before assuming office, "What a magnificent bell this would be for calling missionaries home from India!" But he never used it in the school. One of the best superintendents of a generation ago was widely known as "the silent superintendent." He was not deaf nor dumb, but his manner was noticeably quiet, and his large Sunday school was always in perfect order.

(3) _Early Lesson._ Let the opening service be short, so that the lesson period--which is the important part of the program--may be reached while the teachers and scholars are fresh and the air of the room is pure.

(4) _Use the Bible._ If a Scripture lesson is read by the superintendent and school responsively, it should be from the Bible upon the desk or in the hand of the leader, and not from a lesson quarterly. Encourage the use of the Bible as a text-book and for reference. If the superintendent always brings his own Bible, he can appeal to his teachers and scholars to follow his example. With regard to the Scripture reading in the opening service, it is the judgment of many thoughtful superintendents that even in a school following uniform lessons the reading should not be the lesson for the day, but a devotional portion of Scripture, perhaps a selection from the Home Readings of the week. It is a good plan for the first reading of the lesson for the day to be by the teacher and the class together.

(5) _Lesson Period._ No interruption should be allowed to break into the time assigned for class study, except under imperative necessity. The teacher and the class should hold that period sacred to united study, without being diverted from their task by secretary, librarian, superintendent, or pastor. Said Bishop Vincent once, "I would like to have suspended from the roof of the Sunday-school hall a series of great glass half-globes, one for each class, to be dropped down over the class, and kept there during the time reserved for the study of the lesson!"

(6) _Speakers._ A visitor should rarely be invited or allowed to address the school; never, unless the superintendent has sufficient knowledge to be sure that he will speak briefly, interestingly, and pointedly. Before the uniform lesson concentrated the studies of the Sunday school it was the custom to invite almost any visitor to speak to the school; and many were the wrongs inflicted upon the boys and girls in those good old days by dull, loquacious Sunday-school orators. But almost everybody now understands that the Sunday school is a working institution, and its work must not be interrupted.

(7) _Self-control._ There will be times when the superintendent will need to be on guard over himself; times when he feels depressed, or melancholy, perhaps a little cross. If he yields to his natural impulses, the school will soon perceive the state of his nerves, and some scholars may even endeavor to add to his trials. At such times, let him watch over himself mightily, and resolve, no matter how he feels, to "keep sweet," to speak gently, and to look cheerful.

(8) _The Aim._ Lastly, one purpose should ever stand before the superintendent, and should be the constant object of his endeavor--to lead all his scholars into a personal, vital relation to Jesus as the Christ, to bring them into union with the church, and to inspire them to enter upon active Christian service.

VIII

THE ASSOCIATE AND DEPARTMENT SUPERINTENDENTS

1. =The Necessity.= In every Sunday school there is need of an officer to aid the superintendent and to take his place when absent. Even in a small school the supervision can be more thorough and the teaching more efficient, if some one is at hand with authority to relieve the superintendent of minor details, and give him freedom for the general management. And in a large school assistants to the superintendent are an absolute necessity, for each department becomes in itself a school. There is need, therefore, of a general assistant to be the chief of staff to the superintendent, and, in a large and well-organized school, of a special assistant in each department.

2. =Titles.= Until recently, the assistant superintendent in most Sunday schools was merely one of the teachers named to take the place of the superintendent when absent, but with no duties when the head of the school was present. In the complete organization that is now becoming general, the office has been renamed, and its functions distinctly assigned. The chief assistant to the superintendent is now generally called the Associate Superintendent, a higher title for his important and regular duties. The chief of each department in the Sunday school is generally called Department Superintendent, that is, Primary Department Superintendent, Senior Department Superintendent; and each department superintendent has the same relation to his department that the associate superintendent holds to the school.

3. =Appointment.= The associate superintendent should be nominated by the superintendent and confirmed by the board of teachers and officers. When two candidates are nominated for the office of superintendent, and one obtains a majority, it is not wise to elect the minority candidate as associate superintendent, unless he is entirely acceptable to the newly chosen superintendent. The chief executive of the school should not be compelled to find next to him a rival, who may be an uncongenial worker, to carry out plans with which the latter may not be in accord. In order to possess freedom in his policy the superintendent should choose his own chief helper; but he should receive the confirmation of his choice from his fellow workers in the school. The same plan of nomination and confirmation should be followed in the choice of the department superintendents. The associate and the department superintendents should constitute the superintendent's cabinet, to be called together often for consultation upon the interests of the school.

4. =Duties of the Associate Superintendent.= (1) _Not a Teacher._ Unless the school be small, with less than a hundred members, the associate superintendent should not at the same time be the regular teacher of a class. He will find other work to occupy his time, both before and during the session of the school. He may, however, hold himself ready to act as substitute for an absent teacher.

(2) _Deputy Superintendent._ If for any reason the superintendent is absent, his place should be taken promptly by the associate superintendent. It should also be understood that if at the moment of opening the school, or at any point in the general service, the superintendent is not on the platform, the associate shall act as his representative, without the slightest reflection upon the superintendent's administration, the two being regarded in their work as one.

(3) _Providing Substitutes._ One definite duty of the associate superintendent should be to provide substitutes for absent teachers, relieving entirely the superintendent from that burdensome and perplexing task. The teachers should permit no ordinary hindrance to keep them from their classes, for no one can fully supply the place of a true teacher in the regard of the scholars. But when a teacher finds it necessary to be absent he should make strenuous endeavor to find a substitute; and if unable to secure one, should notify, not the superintendent, but the associate; and before the lesson period the associate should have a supply ready.

If the school has been properly graded it will include a Teacher-training Class; but under no circumstances should the associate take one of its members as a supply teacher, even for one Sunday. This class should remain untouched by the demand for teachers until its members have completed the prescribed course. If there is a Reserve Class, substitutes should be called from it in some order, preferably alphabetical, so that the same members will not be taken too frequently.

Where the Sunday school is held in the afternoon or at noon, the associate can generally provide for needy classes by watching at the morning service for possible teachers. If he is compelled to look for them in the Adult or Senior classes of the school, he should be present early, and if possible obtain his supplies before the opening of the school. If the associate superintendent has done his work, when the lesson begins, every class will have a teacher seated before it, ready for the Bible study. He should never wait until the time for opening the lesson to see what classes need teachers, and then undertake to obtain them by interrupting the teaching in three or four classes and calling for volunteers, while the classes without teachers are listlessly waiting, and valuable time is lost from the half-hour of the lesson period. All this work should be done before the lesson, and, if possible, before the opening of the school.

(4) _Assignment of New Scholars._ Another duty of the associate superintendent is to meet new scholars and assign them to classes. For this work he should be present early, meet the scholars as they come, learn who the new scholars are, write down names, places of residence, ages, parents' names, why they come; and prepare material for the card catalogue under the secretary's care. Scholars bringing new members, and teachers into whose classes they may come, should introduce them to the associate superintendent, who should at once take charge of them. No new scholar below the grade of Senior should choose his own class, although his desire to be with friends should be considered, so far as it will not interfere with the established system of classification. Some large graded schools have a temporary class to which new pupils in the Intermediate and Junior grades are assigned for a few sessions until their permanent place can be fixed.

(5) _Detailed Supervision._ There are also minor duties wherein the associate superintendent can be of great service. While the superintendent is at the desk directing the general exercises, his associate may be upon the floor, quietly observing the condition and needs of the school. He can note where Bibles, song books, or lesson quarterlies are needed, and can see that they are distributed without interrupting the service. He can also give quiet attention to the order of the school, calling to their duty boisterous, talking, or inattentive scholars. For the superintendent to stop in announcing a hymn or reading the Scripture, to rebuke some disorderly or thoughtless pupil, breaks into the service and mars its dignity. The associate superintendent can accomplish the desired result at the right moment by a light step and a gentle word.

(6) _Chief of Staff._ In a word, the associate superintendent should be the chief of staff to the executive head of the school, his eyes, ears, and hand; possessing full acquaintance and accord with his plans, and carrying them out in his name; informing and advising him, yet careful of criticism; avoiding all that would hinder, and aiding in all that would make his management successful. He can divide the labor, and relieve his chief of some of the most perplexing and trying details, leaving him free to watch over the general interests of the school. Whoever can fulfill such a service is an invaluable worker, and should be held in high honor.

Many of the duties named above may be in the sphere of the department superintendent, who should be in his section what the associate superintendent is to the school.

IX

THE SECRETARY OF THE SUNDAY SCHOOL

1. =Importance.= The secretary of the Sunday school is an officer of far greater importance than is generally supposed. In too many schools some youth in the adolescent period is made secretary, merely to keep him in the school, without consideration of his capacity and adaptedness to the office. As a result of an unsuitable appointment, the minutes of the teachers' meetings are incomplete, the registry of the classes is neglected, and the true condition of the school cannot be ascertained. If by any good fortune or by a more careful choice an able and faithful secretary takes his place, at once a new impulse is felt by the school. The superintendent, the teachers, and even the scholars will realize that energy, accuracy, and thoroughness count for much in the work of this department. They will appreciate faithful service, and will themselves respond to its influence.

2. =Qualifications.= The ideal secretary of a Sunday school should possess the following characteristics:

(1) _A Business Man._ He should possess the instincts of a man of business, being willing to work, systematic in method, and thorough in care of details.

(2) _Regular in Attendance._ He should make the Sunday school his business on Sunday, with a fidelity equal to that which he manifests toward his vocation through the week. His regularity should also embrace promptness, coming in advance of the hour; for much of the secretary's work may be done before the opening of the service.

(3) _Good Writer._ He should be able to write legibly, and possess skill in framing sentences correctly, and in writing them plainly, without unnecessary flourishes.

(4) _Quick Mental Action._ His mental processes should be sufficiently rapid for him to set down an ordinary motion, presented in a public meeting, without requiring it to be repeated or written out by the mover. An able recorder will promptly express in the minutes the form of a motion or the spirit of a speech, thereby saving much time in the meeting and much space in the report.

(5) _Quiet Manner._ The secretary should watch the program and do his work without interrupting it. He should never appear among the classes during prayer, during the reading of Scripture, or while a speaker is addressing the school. Only under urgent necessity should he come to a class in the lesson period, and in that case only at its beginning. During intervals in the service, or during the singing, he may find it needful at times to pass among the classes; but he should do this necessary work quietly, without distracting the attention of the school.

(6) _Courteous Conduct._ His bearing should always be that of a gentleman, refined and courteous, thoughtful of others and patient toward all; a manner enabling him to win the friendly aid of every teacher, upon whom the accuracy of the class record must depend.

Whoever can be found, in the school or the community, possessing these qualities, or approaching them, should be chosen as secretary of the Sunday school, whether man or woman. Often a young woman, accustomed through the week to business methods, becomes an efficient secretary of the Sunday school.

3. =Appointment.= The secretary should be elected by the board of officers and teachers. As he is not merely an assistant to the superintendent, but an officer of the school, it is not necessary that he should receive a nomination from the superintendent. His term of office should be one year, with as many reelections as will promote the good of the service.

4. =Assistants.= In almost any school the secretary will need an assistant, whom he should nominate, subject to confirmation by the board of teachers and officers.

5. =Department Secretaries.= In a graded Sunday school there should be an assistant secretary for each department, who may be one of the teachers, or in the Senior and Adult grades, one of the scholars. He should take the records of the classes in the department and transmit them to the secretary of the school. But the secretary is responsible for the records of the entire school, and should see personally that the record of each department is complete.

6. =Duties.= The work of the secretary may be classified as follows:

(1) _Record of Meetings._ As secretary of the board of teachers and officers, he should be present at all business meetings and make a careful record. Every motion should be stated clearly, with the names of its mover and its seconder, and the action taken. A statement should be given of every committee appointed, its purpose, and the names of its members. All committees should be expected to present written reports, however brief. A concise summary of each report, in a few sentences, or a single clause, should appear in the minutes of the meeting at which the report is presented; and the report itself should be filed for reference in case it should be needed. A committee once named is on the minutes, and cannot be ignored nor forgotten until its report has been presented and adopted, and the committee has been formally discharged. For example, it is not sufficient for the committee on the Christmas entertainment to hold the entertainment; it must afterward report that the entertainment was held on a certain date; must have its report adopted, and receive its discharge. It should be the duty of the secretary from time to time to call for reports of committees named in the minutes of previous meetings, to insist that a report be rendered, and that some action be taken upon it.

(2) _Record of the School._ In every well-ordered Sunday school the secretary summarizes in writing the attendance in each department, the total attendance, the number of new scholars, and other items to be preserved, including the weather, which may sometimes account for a small attendance; also a comparison with the record of the same Sunday last year. This report should be read to the school by the secretary at the call of the superintendent, or posted before the school; and it should also be recorded in a book which will contain the statistics of the school through a term of years.

(3) _Records of Classes._ The secretary and his assistants should prepare the books in which the class record of attendance is recorded. The name of each scholar should be given correctly and fully (for example, not "F. Jones," but "Frederick Jones"). The secretary should see that the record of attendance for each Sunday is accurately kept. He will need to give special attention to classes where substitutes take the place of absent teachers, and to see that the record for the day is not neglected. As often as the arrangement of the class books requires the rewriting of the names of the scholars, he should transcribe the list, always writing every name in full. In looking through the class lists he should note the names of those who have been absent for a series of sessions, and should report them to the superintendent, for consideration and for investigation of every habitual absentee. If these scholars can be visited, many of them may be retained in the school.

(4) _Records of Scholars._ In addition to the record in the class books, another record should be kept of every member of the school, including every officer, teacher, and scholar; a card catalogue, each name upon a separate card, and all the cards filed in alphabetical order. The card for each scholar should give besides his name the date of his entrance to the school, either the date of his birth or his age at entering--approximative, if above eighteen years; his residence, with street and number in a city; parents' names; class to which he is assigned; his relation to the church or congregation, and any other important facts. The card should contain the record of every promotion, and its date; of any changes in residence, and other details, so that it becomes a reliable and complete history of each individual in the school. In many schools the birthday of each member is kept upon the record, and is recognized by sending a birthday card. If a scholar or teacher leaves the school the fact is recorded, and the card is then taken from the regular catalogue and filed permanently in the list of "former members."

(5) _Literature of the School._ The secretary should be in charge of the literature used by the school, its text-books, lesson-quarterlies, and other periodicals. He should see that the literature is ordered in full time, should receive it, keep it in his care, and attend to its distribution. The particular text-book for each grade is fixed by the superintendent; and the secretary should receive from him direction as to the lesson helps for each grade.

(6) _Correspondence._ The secretary should conduct all correspondence in behalf of the school or of the teachers as a body, unless for a special purpose the chairman of a committee be in charge of correspondence relating to his work.

The secretary who with the aid of his staff undertakes to do all the work that rises before him will not find his task a light one. But his department carried on with vigor will greatly promote the success of the Sunday school.

X

THE TREASURY AND THE TREASURER

1. =In the Early Sunday School.= A study of origins has shown that in the earliest Sunday schools in America, as in England, provision was made for the payment of officers and teachers. In the first schools established in and near Philadelphia, each paid teacher had charge of what would now be considered a department, and the practical teaching was given under his direction by scholars, who were called monitors. But in a new country, where the settlements were small and the people mostly poor, the system of paid teachers soon passed away, and the schools were carried on by voluntary and unpaid workers. It was fortunate for the American Sunday school that in its beginnings it required but little money. For the place of meeting any chapel or schoolhouse or settler's cabin would serve. The literature was exceedingly meager--a few Testaments and spelling books, and generally these were brought by the teachers and scholars. When the earliest lesson books were published, they were not quarterlies, nor annuals, to be thrown away after one using, but were studied year after year. The largest item of expense was the library; and as this was an institution for the entire neighborhood, the families willingly contributed toward it. Not until the Sunday school had become thoroughly founded did the question of its financial support arise as a problem.

2. =In the Modern Sunday School.= As the Sunday school advanced in position, in influence, and in better methods of work, its expenses naturally increased. Now, in the opening of its second century, its financial requirements are far greater than they were even a generation ago. It asks for special and suitable buildings, with rooms and furnishings adapted to the educational needs of its several departments; for a periodical literature suited to teachers and scholars of every grade, and requiring to be renewed every year; for an organ or piano--often for several, with an orchestra added; for an equipment of song books different from those in the church service; for entertainments and gifts at Christmas, and a day's outing for all in the summer; for libraries containing popular books for the scholars and helpful works for the teachers in their work. The demands of a large and growing Sunday school, in city or country, are great, but in nearly all congregations the funds for the support of the Sunday school are obtained with less effort than those for any other department of church activity, and in this liberality the Christian people show their wisdom and insight.