Frank L. (Frank Llewellyn) Brown.

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Sunday School Officers



BY • _


Joint General Secretary of the World s Sunday School Association ar.u'

Superintendent Bush'vick Aveiiu'S-Central Sunday School

Brooklyn, New York






TILD:*-.. ::am

* 1«48 L

OuryrigH, T916, by




Chairman, Executive Committee
World's Sunday School Association,



c e-

Or u.



For many years we have been stressing the training
of teachers. The time has now come when the trained
teacher is asking for a trained officer. A trained
teacher cannot do his work properly unless directed
by a trained officer.

There are probably two million officers in the Sun-
day schools of America. Very few of these have had
any training for their task. When they pass out of
office there are no candidates trained for their work,
ready to take their places.

The future official leadership for the Sunday school
and church must be found in the young people of the
later teens. These are not now held to the Sunday
school because no worthy elective task is put before
them. This plan of specialization training is the only
sane method of producing a future leadership.

The course suggested in these chapters is for offi-
cers now serving and especially for young people who
through the training class in the Sunday school, the
city institute, or through correspondence courses shall
prepare for future official service.

By trained officers we do not mean simply the
superintendent and secretary, but the whole line of
specialized service made necessary by the program for



the modern Sunday school, intensive and extensive,
and including general and departmental organization,
and the whole range of activities and service required
by a ministration to the whole life and the whole com-
munity, as well as the world outreach of the Sunday

The list of these lines of specialization as given in
the table of contents covers thirty distinct avenues of
service. Not all of these officers, and committee work-
ers who are really officers, will be required in every
school ; but the things aimed at are all essential to the
life of a well-rounded school, and a smaller number
of officers can carry out effectively many of the activi-
ties included in these chapters.

I. Elective Work

Before young people of the later teens should be
placed the opportunity of selecting the special line
of service for which they shall receive equipment.
Frequently this will be the work of the teacher. Many,
however, who would not choose teaching work may
be qualified for executive service. And there are
teachers who should specialize in some executive line
to broaden their effectiveness and ability for service
on important school committees.

The superintendent, knowing the school needs, may
suggest to young people the particular work for which
he would like them to prepare. Many young people
will desire to specialize on several lines which may be
related or unrelated. The secretary, for instance, may
desire to take the visitation and publicity work; the



social committee worker may include also athletic
work ; the missionary worker may include social
service ; the temperance worker may add purity work ;
the one training for the Home Department may add
the work of parents' work.

College young people should take one or more of
these specialization lines in preparation for service to
the school and church upon their return from college.

Chairmen and members of committees of organized
classes should take such committee courses as social,
athletic, visitation, adult, missionary, evangelism, for
these relate intimately to similar class committee work.

II. The Training Class

(a) Membership. Present officers and committees
of school or classes, or young people from sixteen to
twenty-five who may be members of various classes
and who may retain their class membership while in
training for special service. Occasionally it may be
possible to turn a regular class into a training class
where the young people so desire, using the class
teacher as the instructor for the training course.

(b) Leader. This may be the pastor, superintendent,
or some other officer, or any intelligent teacher.

(c) Combination Teacher and Officer Training.
There is no reason why the training class may not
include both teacher and officer training. Those train-
ing for either service must include school organiza-
tion as one of the requirements. Where agreeable
the class can take up together the Bible section, child-



study, pedagogy, as required by the standard of the
International Sunday School Association and denom-
inations for recognition.

"While this full course is very desirable for those
training as officers and committee workers, if it is
desired that the Bible, child study, and pedagogy
sections be omitted, the class can include in its class
work simply one of the books on Sunday school
organization named below, and then each can specialize
on the elective work under direction of the teacher.

(d) Time of Class Study. Either a week night or
during the lesson period in the school session.

(e) Furnishing of Books. Since the school life will
be greatly enriched by the service of those under
training, the school could well afford to purchase the
required and specialization books needed for the train-
ing class. Of course it will be satisfactory if the
young people desire to purchase their own books.

III. Plan of Course

(a) Required Books. For all those in officer training
one of the following books on Sunday school organ-
izations must be taken before going on to the speciali-
zation work.

How to Conduct the Sunday School. Lawrance. $1.25.
The Sunday School Organized for Service. Lawrance. Boards,

50 cents net, postage, 5 cents ; cloth, 75 cents net, postage,

5 cents.
The Sunday School at Work. Faris. $i.25. 1

Trices for guidance. Subject to possible change.


The Church School. Athearn. $1.00; postage, 7 cents.
Organizing and Building Up the Sunday School. Hurlbut.

65 cents ; postage, 7 cents.
The Village and Country Sunday School. Fox. 25 cents;

postage, 2 cents.
The Efficient Sunday School. Cope. $1.00.
The Sunday School Superintendent and His Work. Brown.

55 cents.
The Graded Sunday School. Meyer. 75 cents ; postage,

8 cents.
The Sunday School of To-Day. Smith. $1.25.
Modern Sunday School in Principle and Practice. Cope. $1.00.
Modern Methods in Sunday School Work. Mead. 50 cents;

postage, 10 cents.

(b) Specialization Book. The specialization book is
suggested under each chapter. This book may be one
of several suggested on the same theme. At least one
should be mastered and more if possible.

(c) Collateral Material. Collateral reading and
material is also suggested to broaden and deepen the
vision and grasp of the subject. This reading is not
required for recognition, but is very desirable.

(d) Method Material. This is a statement of the
work involved in the office trained for and often covers
material not included in the specialization book.

(e) Plan of Study. In this course emphasis is not
laid upon the full standard course for teachers as a
basis of diploma recognition and which covers Bible
study, child study, and pedagogy. Requirements as
to the full course can be obtained from the State
Sunday School Association or the denominational
Sunday School Board. As suggested, it is desirable
for those training to be officers to have this broader



basis. Experience has shown that it is frequently
difficult to get young men especially to take the full
course on child study and pedagogy, and such young
people, if they have executive capacity, may be dis-
couraged if the whole course is required. They should,
however, have in the class a few lessons on child
study to know the material with which they must
work, and should, of course, have a full course on the
Sunday school as the institution in which they are
to do their work.

(f) Practice Work. This should he accomplished in
accordance with the suggestions, under the direction of
the class teacher or the pastor, or the superintendent
in some cases.

(^) Thesis. This paper will show that the scholar
has grasped the subject and can apply it to the local
Sunday school situation.

IV. Examination and Recognition

The International Sunday School Association,
through the State Sunday School Associations, grants
a diploma to all who take the full course of one
hundred and twenty lessons on the Bible, child study,
pedagogy, Sunday school organization, and the special-
ization material. This is based upon the usual written
examination. This International diploma will state
the particular office trained for.

If, however, the scholar or officer prefers to confine
the preparation to the required book on Sunday school
organization and the specialization material, the Inter-



national grade certificate will be issued after examina-
tion upon the section of Sunday school organization,
and a certificate for the specialization examination.

These diplomas or certificates should be given out to
the scholar by the pastor or superintendent at a public
service or by the local Sunday School Association at a
recognition service, and these young people should be
put at work in the service prepared for as soon as



I. Books for Study and Reading

i. Required Book on Sunday School Organization.
One of the books named in Chapter I, page 10.

2. Specialization Books. One of the following:

Pastoral Leadership of Sunday School Forces. Schauffler.

50 cents.
The Sunday School and the Pastor. Faris. 25 cents.
The Pastor and the Sunday School. Hatcher. 50 cents.

3. Additional material.

The Pastor and Teacher Training. McKinney. 50 cents.
Fishin' fer Men. Clark. $1.00.

The first officer of the Sunday school requiring
training is the pastor. I say officer, for the pastor
should be recognized as the head of the Sunday school,
even though he is not superintendent. Unfortunately,
the Sunday school was not started as a church institu-
tion. Its value, however, was soon recognized by such
church statesmen as John Wesley, and it was adopted
by the church. But as an adopted child its rights and
position in the family were questioned for many years.
The great strides made in America by the Sunday
school under lay leadership, promoted by the Inter-
national Sunday School Association and the denomina-
tional Sunday School Boards, has brought the church



at large to a consciousness of the enormous value of
the Sunday school asset.

And now a new day is here in the development of
pastoral Sunday school leadership. Sixty per cent of
the theological seminaries now provide definite instruc-
tion in Sunday school organization and pedagogy.
Such universities as Boston, Chicago, Columbia (New
York), and Drake (Des Moines, Iowa) are offering
special Sunday school training courses, reenforced by
valuable exhibits.

The pastor who may not have had the advantage
of this specialized instruction in his pastoral prepara-
tion, can equip himself for choice Sunday school
service by taking a Sunday school course at the nearest
summer training school, or through a correspondence
course of some seminary, university, or denominational
Sunday School Board. The books and suggestions in
this chapter will furnish some training for his Sunday
school service and efficiency.

II. Method Material

i. General

(a) Plan with the official board for the proper equip-
ment of the Sunday school to do its appointed work.

This will mean material for proper teaching work
on Sunday, and an equipment of the building for its
week day use in the interest of the physical and social
needs of the community and its young people, as well
as the spiritual needs.

Many official boards, whose members were brought



up in the Sunday school of the past, will have to be
patiently dealt with, until they shall see the needs of
the modern Sunday school and of the young people
of to-day.

(b) The pastor will arrange that information about
the Sunday school, its purpose and plans, reaches the
community and his own congregation. This can be
done by emphasizing the Sunday school in the weekly
write-up for the press, in the Church Calendar, and by
pulpit announcement.

(c) He should preach at least once a year on reli-
gious education in the home and Sunday school, and
on the proper relationship between the two.

(d) He should see that each member of the church
is assigned to some department of the Sunday school,
as the Bible-teaching service of the church. The
Methodist General Conference, at the Minneapolis
gathering, made this a requirement of all pastors.

(e) A committee of the official board should be ap-
pointed to safeguard the young people of the Sunday
school from community perils. This committee should
see that proper recreation is provided for these young
people, in cooperation with the school Committee on
Social and Physical Recreation.

(f) The pastor should plan for the annual installa-
tion or dedication of all officers and teachers of the
Sunday school. Rally Day morning is a good time
for this. After an appropriate sermon the officers and
teachers should be called to the front and be formally
consecrated to their important work as subpastors.

(g) He will see that the church service is closed



promptly, when the Sunday school session follows, so
as not to take one minute of the precious time of the
after session. Where possible he will arrange a com-
bination church and Sunday school session, with no
dismissal between the two. (For such combination
service write the Board of Sunday Schools of the
Methodist Episcopal Church, 58 E. Washington Street,

(h) In the church service he will plan for the chil-
dren as well as the adults, through a simplification of
his sermons or through a ten-minute children's sermon.
Suggestive material for such talks is found in Little
Ten-Minutes (Bayley, $1.00), The Junior Congrega-
tion (Farrar, $1.20), Talks to the King's Children
(Stall, Funk & Wagnalls, $1.00), Five-Minute Object
Sermons (Stall, $1.00), Five-Minute Object Sermons
to Children (Hatcher), Boys' Brigade and Other Talks,
Beware of Imitations (by J. Williams Butcher, Charles
H. Kelly, 2 Castle Street, City Road, London), Chil-
dren's Story Sermons (Hugh T. Kerr, D.D., $1.00),
What I Tell My Junior Congregation (R. P. D.
Bennett, Presbyterian Board of Publication, 75 cents),
Five-Minute Sermons to Children (Armstrong, 58
cents, postpaid), Find Us God's Secrets (McKay).

2. In the Sunday School

(a) He will be present from the opening to the close
of each Sunday school service, to greet scholars, speak
a word of good cheer to superintendent and teachers,
to pray or review or assist in the service as needed.

(b) He may need to teach a class of adults, or serve



as the teacher of a training class. In the latter way he
will be preparing those who will multiply his own

(c) During the Sunday school session he should note
young people who have capacity as workers, and in
conference with the superintendent plan for their

(d) Once a month, on the Sunday before member-
ship admission, the pastor should speak to the school
about the privilege of church membership. Into this
appeal he will need to put his best thinking.

(e) For the special decision services, careful plans
should be made. Plans for these services may be
found in The Superintendent and His Work (Jennings
and Graham) under "Decision Day," or in Chapter XX
in this book.

3. During the Week

(a) The pastor should confer as often as possible
with the superintendent, as to school plans and prog-
ress. He will seek to develop the superintendent by
putting in his hands the books named in this course
and inducing him to make thorough preparation for
his task.

( b) In his parish calls he should take Sunday school
enrollment cards and see that every member of the
household is enrolled in some department of the Sun-
day school and reported to the superintendent.

(c) He will push the visitation opportunities of the
Cradle Roll. Parents are very appreciative of atten-
tion to the babies. One Ohio pastor won three hun-



dred parents of Cradle Roll babies to church member-
ship within one year by such attention.

(d) When he meets his Sunday school scholars he
will greet them by their first names.

(e) He will plan to invite to his home, one by one,
the young people who are in their teens, and press
home the claims of Christ to their life and love and
service. One pastor who made this his plan lost prac-
tically none of his young people during these strategic

(f) He will conduct the weekly Sunday school lesson
for his officers and teachers, combining with it, if pos-
sible, some plans for their normal training in order to
improve the teaching strength. Plans for such meet-
ings will be found in the Superintendent and His
Work (Chapter XI).

(g) With the superintendent he will plan for a neigh-
borhood visitation to reach for the Sunday school the
last person in the community.

(h) He will promote a "Leadership Training Class"
to train leaders for some of the lines of service men-
tioned in this book.

III. Practice Work

Let the Pastor conduct a class for the training of
teachers and officers.

IV. Thesis

(a) He may prepare a model service for the installa-
tion of his Sunday school officers and teachers.

(b) A plan of week-day efficiency for his own school.



I. Books for Study and Reading

1. Required Book on Sunday School Organization.
One of the books named in Chapter I, page 10.

2. Specialization Books. One of the following:

Sparks from a Superintendent's Anvil. Schauffler. $1.00,

Thirty Years at a Superintendent's Desk. Pepper. 25 cents,

Ways of Working. Schauffler. $1.00, postpaid.
How to Make the Sunday School Go. Brewer. 50 cents,

Sunday School Success. Wells. $1.00, postpaid.
The Superintendent and His Work. Brown. 55 cents,

The Successful Sunday School Superintendent. Wells.

yS cents, postpaid.

3. Additional Material:

How to Conduct the Sunday School. Lawrance. $1.25,

The Sunday School at Work. Faris. $1.25, postpaid.
Modern Methods in Sunday School Work. Mead. 60 cents,

Organizing and Building Up the Sunday School. Hurlbut.

65 cents, postpaid.
A Manual of Sunday School Methods. Foster. 75 cents,

The Superintendent and His Associates. Howard, 10 cents.



Principles and Ideals for the Sunday School. Burton and

Mathews. $1.00, net, postage 10 cents.
The Evolution of the Sunday School. Cope. 75 cents;

postage, 8 cents.
Sunday School Movement in America. Brown. $1.00.
Yale Lectures on the Sunday School. Trumbull. $2.00,

Worship in the Sunday School. Hartshorne. $1.25; postage,

10 cents.

4. Additional Material for the Rural Superintendent:

Teens and the Rural Sunday School. Alexander. 50 cents.
Series Rural Department Leaflets. New York State Sunday

School Association.
Solving the Country Church Problem. Bricker. $1.25.
The Challenge of the Country. Fiske. 75 cents.
The Rural Church Movement. Earp. 75 cents.
Farm Boys and Girls. McKeever. $1.50.
The Rural Church and the Farmer. Dowd. 25 cents.
The Village and Country Sunday School. Fox. 25 cents.
The Day of the Country Church. Ashenhurst. $1.00.
The Church of the Open Country. Wilson. 60 cents.
The Country Church. Gill and Pinchot. $1.25.
The Country Life Movement. Bailey. $1.25.
Report of the Commission on Country Life. 75 cents.
The Rural Problem of the United States. Plunkett. $1.25.

The superintendent, or the one in training for that
office, should first obtain a vision of the place of the
Sunday school, its relation to the church as the Bible-
teaching service of the church, its responsibility to the
whole life of the scholars, its part in the community
life, and its obligation and opportunity as a unit in
the plan of world-saving. He should know the school
as an organization fashioned to meet these responsi-
bilities. This knowledge of his work, extensively and



intensively, is needed to enable him to shape his plans.
And this knowledge he will obtain through the study
of the required book on Sunday school organization
mentioned and through the suggested collateral

Tact, good cheer, patience, a good voice, promptness,
some organizing ability, love for Christ, the Book, and
the scholar — these will go a long way toward the
right equipment for this office. The superintendent
stands next to the pastor as a community influence.
He should multiply himself by using others.

An outline of his duties with some helpful plans

II. Method Material

i. Organization

(a) Attempt only that measure of organization re-
quired by local needs and conditions.

(b) This organization should aim to meet the needs
of the scholar and community and should cover effec-
tive Bible study during the Sunday session, and reach
the week-day life of scholar and teacher. It should
deal, therefore, with officers, teachers, pupils, curri-
culum, and session, committees, homes, and community.

2. Officers
(a) These will vary according to the size of the
school, running from the requirement of the small
school — say, superintendent, secretary and treasurer,
organist and chorister — to the large school with as-
sistant superintendents in charge of particular tasks,
department superintendents, birthday and absentee



secretaries and committees having in charge the pro-
motion of many lines of school activities.

(b) The superintendent should nominate these offi-
cers who are to be so closely associated with him,
subject to confirmation by the proper board.

(c) He will see that the books named in these
articles dealing in turn with these officers, are placed
in their hands to train them to do efficient work and
thus lighten his own burdens.

(d) He will make of these officers a cabinet for pur-
pose of conference on school plans.

3. Teachers

(a) The best method of securing teachers is to make

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Online LibraryFrank L. (Frank Llewellyn) BrownSunday school officers manual; the training of officers and committees, a practical course for Sunday school leaders → online text (page 1 of 14)