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

by Jesse Lyman Hurlbut

(2) There must also be the scholar who is to be taught. It is his part in the process of instruction not merely to listen and to remember, not merely to receive impressions, but to give expression to the teaching, in life, in character, in influence, and in service. The true effectiveness of the teaching in the Sunday school will be shown by the reproductive power of the truth in the life of the scholar.

(3) There must be a text-book in the hands of both the teacher and the pupil. In any school for religious instruction one book will of necessity stand prominent, that great Book of books which records the divine revelation to man. The Sunday school may teach history, geography, institutions, doctrines, literature of the Bible, but these only as a framework or a foundation for the education of the heart into a personal fellowship with God. This character-molding, faith-impelling force is the divine truth taught in the Bible through the experiences and teachings of patriarchs, prophets, priests, psalmists, sages, and apostles, and above all by the words and life and redemptive work of the Master himself. And the subjects of study in the Sunday school need not be limited to the text of Scripture. There may be extra-biblical material for the teaching of character and service; and all this should be open to the Sunday school.

3. Relation to the Church. However independent of the church organization the Sunday school may have been in its beginnings, and however self-dependent some union Sunday schools may of necessity be in certain churchless regions, the general fact is established that the Sunday school as an institution belongs to the church, is under the care of the church, has a claim upon moral and financial support by the church, should be a feeder to the membership of the church, and should gratefully accept the supervision of the church. It should regard itself and be recognized by all as in many ways the most important department of the church.

4. Government. All power must be under direction, and the mighty energies of the Sunday school especially need a wise, strong guidance. In the general management of the Sunday school two elements should be recognized: (1) the rights of the workers and (2) the authority of the church.

(1) It must ever be kept in mind that the Sunday school is an army of volunteers. Its workers are men and women who of their own accord give to the school without compensation their gift of service. Those who make such a contribution to the success of the Sunday school should certainly have a voice in its management.

(2) But it is not to be forgotten, on the other side, that the Sunday school is not superior to the church, nor independent of it, but subsidiary to it; hence the church should be able to exercise some control over the school if such control shall ever be needed. For example, in the choice of a superintendent, who is the executive officer of the school, the ruling body of the local church and the working body of teachers and officers should unite. No one should undertake to conduct a church Sunday school unless he thus has the definite assurance that his teachers are with him, and that his church is officially supporting him.

5. Officers. Little need be said here on this subject, for it is one with which every worker is familiar.

(1) There must be a leader, or manager, the executive head of the school, who is universally styled the superintendent. If we were organizing a new institution, and not describing one already world-wide and with officers already named by common usage and consent, we would prefer that the executive of the Sunday school receive the title of Principal or Director; but the somewhat awkward word Superintendent is settled upon him, and will remain.

(2) There must also be an assistant superintendent, or more than one, as the size of the school may demand. The better title is associate superintendent, as is now given in the larger number of well-organized schools. The superintendent should have the privilege of nominating his own associates or assistants, the nominations to be confirmed by the board of teachers and officers.

(3) There will be a secretary, with such assistants as he may require, to be nominated by the secretary and confirmed by the teachers.