Organizing and Building Up the Sunday School / Modern Sunday School Manuals

by Jesse Lyman Hurlbut

1. The Training Needed. Many faithful workers in the Sunday school realize their need of preparation; but, while conscious of unfitness, they have no clear conception of the equipment which they require. What are those fields of knowledge which should be traversed by one who has been called to teach in the Sunday school? They comprise four departments: (1) the Book, (2) the scholar, (3) the school, and (4) the work.

(1) The Book. We have already noted that the Sunday school is differentiated from other systems of education in the fact that it uses mainly but one text-book, the Holy Scriptures. For that reason the teacher must first of all acquaint himself as thoroughly as possible with the contents of that wonderful volume. He should be a twentieth century Bible student; not a student or a scholar according to the light of the Middle Ages, or the seventeenth century, or even of the first half of the nineteenth century; for in all those periods the aims, the methods, and the scope of Bible study were different from those of the present time. He who is to teach the Bible successfully to-day must have some knowledge of the Bible in the following aspects:

(a) Its Origin and Nature. He must have a definite idea of how the sixty-six books of Scripture were composed, written, and preserved; and, as far as may be known, who were their authors.

(b) Its History. The Bible is, more than anything else, a book of history, containing the record of a people who received the divine revelation and preserved it. The divine revelation cannot be taught nor comprehended unless the annals of that remarkable people, the Israelites, be first read and understood. Therefore biblical history should be the first subject to be studied by the teacher in the Sunday school. The leading facts and underlying principles of that unique history must be understood; not in an outline of minute details, but as a general landscape, in which each lesson of the Bible will take its place.

(c) Its Geographical Background. The Bible brings before us a world of natural features which remain—seas, mountains, valleys, and plains; a world of political divisions which has passed away; its empires, kingdoms, and tribal relations; and cities and towns, some of them now desolate, others in poverty and in ruin. The teacher who is to instruct his pupils must be able to see those abiding elements, and by the aid of his historical imagination to reconstruct those that have changed. He must make that ancient world of the Bible roll like a panorama before the eyes of his mind.

(d) Its Institutions. Upon every page of the Bible are stamped pictures of manners, customs, institutions, forms of worship, that are unfamiliar to our Christian, Anglo-Saxon, modern world. The teacher must become familiar with this local color of another civilization, and enable his class to see it through his eyes.

(e) Its Ethical and Religious Teaching. In the past, and until a generation ago, the Bible was studied only for its doctrines. It was generally treated as one book, all written at once and by one author; its history, biography, institutions, were passed over as unimportant; while every sentence was searched for some light upon theology. From the Bible, by assorting and grouping its texts out of every book, a system of doctrine was constructed; and the mastery of this system with its proof-texts was regarded as the principal work of the Bible student. That method of Bible study has justly fallen into disuse among modern scholars. The Bible is now looked upon as a record of life rather than as a treasury of texts. Yet its stream of ethical, religious, and spiritual teaching must be found and followed by the student who is to teach the truth; and the doctrines revealed through the Bible should be regarded as a necessary part of his training.

(2) The Scholar. One book must be studied closely by the teacher, and that is his pupils. During the last thirty years human nature in all its stages, as child, as youth, during adolescence, and in maturity—especially in the earlier periods—has been investigated as never before. The student in our time can enter into the results of special study upon these subjects. He needs to know what the best books can give him of child study and mind study; and to supplement book-knowledge in this department with watchful eyes and close thought upon the traits which he finds in his own scholars.

(3) The School. The teacher in the Sunday school needs to understand the institution wherein he is a worker. The Sunday school is like the week-day school, yet unlike it; and the teacher must be able to appreciate at once what he can follow and what he should avoid in the methods of the secular school. The history of the Sunday-school movement, its fundamental principles, its organization, officers, methods of management, and aims—all these are in the scope of the teacher's preparation.

(4) The Work. Whether on Sunday or on Monday, a teacher is after all a teacher, and the laws of true teaching are the same in a Sunday school, in a public school, and in a college. The application of those laws may vary according to the ages of pupils, the subjects of instruction, and the aims of the institution, but the principles are unchanging. Those enduring principles of instruction are well understood, are set down in text-books, and can easily be learned by a student. There are successful teachers who know these principles by an intuition that they cannot explain; but most people will save themselves from many mistakes and comparative failure by a close study of modern educational methods.