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BOOK 268.IIM2 v. 1 c. 1
INDIANA SURVEY OF RELIGIOUS
EDUCATION # INDIANA SURVEY OF REL
3 T1S3 OOObTllE fl
Digitized by the Internet Archive
in 2009 with funding from
Boston Library Consortium IVIember Libraries
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The Indiana Survey of Religious Education
MADE UNDER THE DIRECTION OF
WALTER S. ATHEARN
Volume One: THE RELIGIOUS EDUCATION OF
PROTESTANTS IN AN AMERICAN COMMONWEALTH
The Committee on Social and Religious Surveys
was organized in January, 192 1. It conducts and
publishes studies and surveys and promotes confer-
ences for their consideration. The Committee's aim
is to combine the scientific method with the religious
motive. It cooperates with other social and religious
agencies; but is itself an independent organization.
The Committee is composed of: John R. Mott,
Chairman; Ernest D. Burton, Secretary; Ray-
mond B. Fosdick, Treasurer; James L. Barton,
W. H. P. Faunce and Kenyon L. Butterfield.
Galen M. Fisher is Executive Secretary. The
offices are at 370 Seventh Avenue, New York City.
8V1
The Indiana Survey of Religious Education: One
THE RELIGIOUS EDUCATION '^^^^
OF PROTESTANTS IN AN •X'^
AMERICAN COMMONWEALTH X^
BY
WALTER S. ATHEARN ^*
E. S. EVENDEN
W. L. HANSON
WILLIAM E. CHALMERS
ILLUSTRATED WITH CHARTS AND PHOTOGRAPHS
NEW ^^^Sjr YORK
GEORGE H. DORAN COMPANY
y-4
COPYRIGHT, 1923,
BY GEORGE H. DORAN COMPANY
THE RELIGIOUS EDUCATION OF PROTESTANTS IN AN AMERICAN
COMMONWEALTH. I
PRINTED IN THE UNITED STATES OF AMERICA
^--n-
PREFACE
^
^ This book is the first of three volumes which will be
Tw^ issued under the general title: **The Indiana Survey of Re-
^ ligious Education." This survey was begun under the auspices
r^ of the Interchurch World Movement and was completed by the
"^ Committee on Social and Religious Surveys. There has been
a continuity of policy and of directing personnel throughout
the entire survey.
This volume gives an exhaustive analysis of the quantity
and quality of the religious education of Protestants in the
state of Indiana. The facts herein presented should enable
the Protestant Christian citizens of Indiana to inaugurate
a program of religious education for that state which will
Va^ preserve the meritorious features of the present system and
eliminate elements of inefficiency and waste.
Because of the methods of analysis and interpretation used
in this survey and because Indiana may be said to represent in
a general way a large section of the United States, it is be-
lieved that this volume will be of great value to religious
leaders of other states and to technical students of education
■^ who are projecting similar inquiries in other sections of the
^ country.
Q;i The introductory chapters recite the history of the survey,
..s»^ and give its objectives, methods and conclusions. Part Two
ii- of this volume discusses the church buildings of Indiana. It
'^] '" was prepared by Dr. E. S. Evenden, of Columbia University,
who, in collaboration with Dr. N. L. Engelhardt and other
members of the survey staff, prepared the Interchurch
Standards for Church and Religious Education Plants and
PREFACE
the application of these standards to the church buildings of
Maiden, Massachusetts, published under the title, "The Maiden
Survey." Part Four, dealing with child-accounting and records,
was written by Prof. W. L. Hanson, the assistant director
of the survey. The last chapter of the volume was prepared
by Dr. William E. Chalmers, Educational Secretary of the
American Baptist Publication Society. It discusses the
denominational supervision and promotion of religious educa-
tion in Indiana. The remainder of this volume was prepared
by the director.
The director wishes to acknowledge his obligations to all
members of the survey staff, and of the survey teams ; to the
members of consulting committees ; to the hundreds of church
and Sunday school officials in Indiana whose cooperation was
essential to the success of this survey; to hundreds of rehgious
leaders who have assisted in standardizing score-cards and
scales, and in the preparation of question schedules; to his
colleagues in the Interchurch World Movement and the
leaders whose vision made this survey possible ; to those friends
of religious education whose generous help has enabled this
work to be finished ; to the several advisory committees which
have rendered valuable assistance, and to the members of the
Committee on Social and Religious Surveys whose sympathetic
cooperation has been responsible for the completion of the
Indiana Survey of Religious Education.
Special acknowledgments are due to Dr. John W. Withers,
Dean of the School of Education of New York University, for
his great assistance as consulting director; to Messrs. W. L.
Hanson, J. T. Giles, Ivan S. Nowlan and Mrs. Elsie P.
Malmberg, for their efficient and faithful cooperation
throughout the entire survey; to Dr. John W. Watson, and
Messrs. Galen M. Fisher and J. F. Zimmerman for their
cordial cooperation as executive agents of the Committee on
Social and Religious Surveys, and to Messrs. Stanley Went,
[vi]
PREFACE
R. W. McCulloch and A. H. Richardson for important
editorial and technical assistance.
It is the hope of the authors of this volume, and of the
survey staff who have assisted in its preparation, that both
its contents and its methods may be vital contributions to the
solution of the problems of American religious education.
Walter S. Athearn,
Director.
[vii]
CONTENTS
PAGE
Preface v
PART ONE : INTRODUCTION
BY Walter S. Athearn
CHAPTER
I Purpose, Scope and Methods of the Indiana
Survey of Religious Education .... 35
II General Summary and Recommendations . . 54
PART TWO : CHURCH SCHOOL BUILDINGS
by E. S. Evenden
III The Church Buildings of Indiana .... 93
IV Suggestions for Future Church Building in
Indiana 129
PART THREE: THE ORGANIZATION AND AD-
MINISTRATION OF RELIGIOUS EDUCATION
IN THE LOCAL CHURCH
BY Walter S. Athearn
V Governing Boards and Officials, Time Sched-
ules and School Relationships . . . . 155
VI Organization of Sunday Schools . . . . 170
VII Devotional and Missionary Organizations for
Children and Youth in the Local Church 196
VIII Non-Church Organizations — The Boy Scouts
OF America 222
IX Church School Finance 237
[ix]
CONTENTS
PART FOUR: CHILD ACCOUNTING IN THE
SUNDAY SCHOOL
BY W. L. Hanson
CHAPTER PAGB
X Child Accounting in the Sunday School . . 275
XI Records and Reports 333
PARI FIVE: TEACHERS AND SUPERVISION
OF TEACHING
BY Walter S. Athearn
XII General Qualifications of Indiana Sunday
School Teachers 357
XIII Education, Professional Preparation for
Teaching and Teaching Experience . . . 384
XIV Standards and Methods 412
XV Classification of Indiana Sunday School
Teachers 428
XVI Supervision of Teaching 444
PART SIX: SUPERVISION AND PROMOTION
OF RELIGIOUS EDUCATION
BY Walter S. Athearn and William E. Chalmers
XVII The Indiana Sunday School Association — Its
Organization and Its Administrative and
Supervisory Officers 471
XVIII The Indiana Sunday School Association — Or-
gans AND Agencies of Supervision and Pro-
motion 508
[x]
CONTENTS
CHAPTER PAGE
XIX The Indiana Sunday School Association
Budgets and Statistics 529
XX The International Sunday School Associa-
tion— An Evaluation 540
XXI Bible Study for Credit in the Indiana High
Schools 543
XXII Denominational Supervision and Promotion
of Religious Education in Indiana . . . 552
Index 563
[xi]
ILLUSTRATIONS
PAGE
I PART OF THE EXTERIOR OF THE LEONIA METHODIST
EPISCOPAL CHURCH, LEONIA, N. J 94
II THE INNER COURT AND FOUNTAIN OF THE FOURTH
PRESBYTERIAN CHURCH, CHICAGO, ILL 94
III THE CLOISTER GARTH OF THE CHAPEL OF THE INTER-
CESSION, TRINITY CHURCH, NEW YORK CITY ... 94
IV A CHAPEL OF THE FLATBUSH CONGREGATIONAL CHURCH,
BROOKLYN, NEW YORK 95
V THE CHAPEL OF THE INTERCESSION, TRINITY CHURCH,
NEW YORK CITY 95
VI THE EXTERIOR OF THE FOURTH PRESBYTERIAN CHURCH,
CHICAGO, ILL 95
VII THE EXTERIOR OF THE THIRD PRESBYTERIAN CHURCH,
ROCHESTER, NEW YORK 110
VIII THE LAKEWOOD CONGREGATIONAL CHURCH, LAKEWOOD,
OHIO 1 10
IX EXTERIOR OF THE MANSE OF THE FOURTH PRESBYTERIAN
CHURCH, CHICAGO, ILL 1 10
X THE CORRIDOR AND FOYER ARRANGEMENT OF THE LAKE
AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER,
N. Y Ill
XI CLOISTER OF THE CHAPEL OF THE INTERCESSION,
TRINITY CHURCH, NEW YORK CITY Ill
XII THE OLD AUDITORIUM OF THE LAKE AVENUE MEMORIAL
BAPTIST CHURCH, ROCHESTER, N. Y I26
XIII THE REMODELLED AUDITORIUM OF THE LAKE AVENUE
MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . . 126
XIV THE INTERIOR OF THE FOURTH PRESBYTERIAN CHURCH
OF CHICAGO, ILL 126
XV THE PIPE ORGAN OF THE CHAPEL OF THE INTERCESSION,
TRINITY CHURCH, NEW YORK CITY I27
[xiii]
ILLUSTRATIONS
PAGE
XVI ST. mary's chapel, chapel of the intercession,
TRINITY CHURCH, NEW YORK CITY 127
XVII THE CHURCH BOARD ROOM OF THE LAKE AVENUE MEMO-
RIAL BAPTIST CHURCH, ROCHESTER, N. Y I42
XVIII THE CHURCH PARLOR AND RECEPTION ROOM FOR THE
LAKE AVENUE MEMORIAL BAPTIST CHURCH, ROCHES-
TER, N. Y. , 142
XIX THE PARLORS OF THE FIRST BAPTIST CHURCH, MALDEN,
MASS 143
XX A CORNER OF THE PASTOR's STUDY IN THE THIRD PRES-
BYTERIAN CHURCH, ROCHESTER, N. Y I43
XXI SECTION OF THE CHURCH OFFICE FOR THE LAKE AVENUE
MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . . I43
XXII THE RELIGIOUS EDUCATION BUILDING OF THE FIRST BAP-
TIST CHURCH, MALDEN, MASS 1 50
XXIII THE RELIGIOUS SCHOOL ASSEMBLY ROOM FOR THE
FOURTH PRESBYTERIAN CHURCH, CHICAGO, ILL. . . I50
XXIV THE JUNIOR DEPARTMENT OF THE LAKE AVENUE MEMO-
RIAL BAPTIST CHURCH, ROCHESTER, N. Y I50
XXV ONE CORNER OF THE KINDERGARTEN ROOM OF THE LAKE
AVENUE MEMORIAL BAPTIST CHURCH, ROCHESTER,
N. Y 151
XXVI THE PRIMARY ROOM OF THE LAKE AVENUE MEMORIAL
BAPTIST CHURCH, ROCHESTER, N. Y 151
XXVII THE DOMESTIC SCIENCE LABORATORY OF THE FOURTH
PRESBYTERIAN CHURCH, CHICAGO, ILL I5I
XXVIII THE OUTER OFFICE OF THE SUPERINTENDENT OF THE
RELIGIOUS SCHOOL OF THE LAKE AVENUE MEMORIAL
BAPTIST CHURCH, ROCHESTER, N. Y I5I
XXIX THE DINING ROOM IN THE THIRD PRESBYTERIAN
CHURCH, ROCHESTER, N. Y 1 58
XXX SERVING ROOM FOR THE KITCHEN AND DINING ROOM OF
THE THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y. I58
XXXI KITCHEN OF THE FIRST BAPTIST CHURCH OF MALDEN,
MASS 158
XXXII THE KITCHEN EQUIPMENT FOR THE LAKE AVENUE
MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . . I58
[xiv]
ILLUSTRATIONS
FACE
XXXIII THE AMERICAN LEGION CLUB ROOM OF THE THIRD
CHRISTIAN CHURCH, INDIANAPOLIS, IND 159
XXXIV THE men's CLUB ROOM AND READING ROOM OF THE
PRESBYTERIAN BRICK CHURCH INSTITUTE, ROCHES-
TER, N. Y 159
XXXV THE women's CLUB RECEPTION ROOM OF THE FOURTH
PRESBYTERIAN CHURCH OF CHICAGO, ILL I59
XXXVI girls' club ROOM OF THE FOURTH PRESBYTERIAN
CHURCH, CHICAGO, ILL 159
XXXVII THE CHURCH PARLORS, LOOKING SOUTH, OF THE THIRD
PRESBYTERIAN CHURCH, ROCHESTER, N. Y. ... I74
XXXVIII THE CHURCH PARLORS, LOOKING NORTH, OF THE THIRD
PRESBYTERIAN CHURCH, ROCHESTER, N, Y. ... I74
XXXIX THE men's GUILD ROOM OF THE THIRD PRESBYTERIAN
CHURCH, ROCHESTER, N. Y I74
XL THE men's club AND RECEPTION ROOM OF THE FOURTH
PRESBYTERIAN CHURCH OF CHICAGO, ILL I74
XLI THE men's club LIBRARY OF THE FOURTH PRESBYTE-
RIAN CHURCH, CHICAGO, ILL I74
XLII THE GYMNASIUM AND SOCIAL ROOM FOR LAKE AVENUE
MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y. . . I75
XLIII ONE CORNER OF THE GYMNASIUM IN THE LEONIA
METHODIST EPISCOPAL CHURCH, LEONIA, N. J. . . I7S
XLIV THE GYMNASIUM OF THE FOURTH PRESBYTERIAN
CHURCH, CHICAGO, ILL I75
XLV SPENCER COUNTY, INDIANA, SUNDAY-SCHOOL EXHIBIT
AT COUNTY FAIR, ROCKPORT 528
XLVI PINE GROVE METHODIST EPISCOPAL CHURCH, WHITE
COUNTY, INDIANA 528
[XV]
CHARTS AND TABLES
CHARTS
rAGB
I Distribution of religious denominations in the United
States and in Indiana 43
II Map of Indiana 44
III Score-card for a city church and religious education plant 97
IV The time of day at which 238 Sunday schools hold their
Sunday sessions 166
V Distribution of 214 Indiana Sunday schools by enrollment 171
VI Distribution of 214 Indiana Sunday schools by average
attendance 171
VII Plan of organization of 250 Indiana Sunday schools . 177
VIII Types of lesson systems used in Indiana Sunday schools
reporting on lesson systems for the years 1911-19 in-
clusive 178
IX Percentage of 193 Sunday schools using graded lessons
only, ungraded lessons only, or both graded and un-
graded lessons for the calendar years 1911-19 inclusive 179
X 151 Indiana Sunday schools distributed with reference to
present enrollment, designated age-groups and the per-
centage using graded lessons for the years 1911-19 in-
clusive 182
XI Distribution of 2,554 organized and unorganized classes
by departmental groups 189
XII Sex-segregation in 2,554 Sunday school classes distributed
by departmental groups 190
XIII Distribution of 333 church societies for children and
youth in 256 Indiana churches 305
XIV Distribution of 240 church societies for children and
youth as to type and age-group 207
XV Age-sex distribution of membership of 85 senior, 12
intermediate and 21 junior devotional societies . . . 208
XVI Marital state of senior devotional groups 3io
XVII Age-sex distribution of members of 20 senior, 33 inter-
mediate and 35 junior missionary societies .... 214
[xvii]
CHARTS AND TABLES
PAGE
XVIII Age distribution of Boy Scouts in Indiana and in the
United States as a whole 224
XIX Distribution of 522 Indiana Boy Scouts as to Scout rank 226
XX Persistency of membership of 6,843 Boy Scouts from 34
states and the District of Columbia enrolled in the
Boy Scouts of America for the first time in 1915 . . 228
XXI Distribution of meeting places of Boy Scouts in the
United States from 1915 to 1919 231
XXII Sources of income of 199 Indiana Sunday schools . . 241
XXIII Percentage of total expenditures of 199 Indiana Sunday
schools during a twelve-month period spent for (a)
support of local school and (b) for support of other
religious work 243
XXIV Percentage of total amount expcHded for local school
and other religious work during a twelve-month period
by 199 Indiana Sunday schools 256
XXV What 199 churches pay out of church treasuries for
the support of their Sunday schools, and the amount
received by the same churches from Sunday school
treasuries for the support of the churches .... 261
XXVI Relative expenditure for education by twenty-four In-
diana churches and by the municipalities in which the
churches are located 267
XXVII The percentages of population living in rural and urban
communities for two Indiana counties, compared with
the percentages which the rural and urban Sunday
school enrollments are of the total Sunday school en-
rollment in these same counties 280
XXVIII The number and percentage of the rural and urban pop-
ulations under 25 years of age enrolled in Sunday
schools in two Indiana counties 281
XXIX The percentage, the male enrollment, and the female en-
rollment respectively are, of the total enrollment in
rural and urban Sunday schools 282
XXX 20,598 persons under 25 years of age enrolled in Indiana
Sunday schools distributed by ages, compared with age
distribution in East Orange and Washington Surveys
and with the 3 per cent, sampling of validated ages . 286
XXXI Age distribution of 20,598 Indiana Sunday school pupils 287
XXXII 16,704 Indiana Sunday school pupils in urban communi-
ties distributed with reference to age and sex of pupils 292
XXXIII 3,894 Indiana Sunday school pupils in rural communities
distributed by age and sex of pupils 293
[xviii]
CHARTS AND TABLES
PACK
XXXIV Amount of elimination with respect to age in public
schools and in Indiana Sunday schools 294
XXXV Percentage of pupils, under 25 years of age, in urban
Sunday schools, who report themselves as members of
"no church," "this church," or "some other church" . 301
XXXVI Percentage of pupils, under 25 years of age, in rural
Sunday schools, who report themselves as members of
"no church," "this church," or "some other church" . 303
XXXVII Percentage of male and female Sunday school pupils
under 25 years of age in rural and urban communities
who report themselves as members of "no church,"
"this church," or "some other church" 302
XXXVIII Enrollment of urban Sunday school pupils of each age
from 12 to 24 years, distributed with respect to the
number of each age who report themselves as members
of "no church," "this church," or "some other church" 303
XXXIX Percentage of rural and urban Sunday school pupils in
different age-groups who are members of organized
classes 306
XL Percentage of Sunday schools of rural and urban com-
munities holding sessions on every Sunday in the year,
and for varying parts of the year 308
XLI Number of days for which an attendance record was
secured for Sunday school pupils using graded lessons,
and for those using ungraded lessons 311
XLII Percentage of pupils attending Sunday school for the
number of Sundays indicated 313
XLIII The per cent, of attentance of pupils using graded lesson
material compared with the per cent, of attendance of
pupils using ungraded lesson material 320
XLIV Percentage of 2,263 Sunday school pupils attending for
various portions of the Sunday school year compared
with the percentage of 14,137 public school pupils at-
tending for similar fractions of the public school year 323
XLV Percentage of the total enrollment in the public schools
of Jefferson and Clinton Counties, Indiana, in daily
attendance for the school year, compared with the
percentage of attendance for the Sunday schools in
the same counties 324
XLVI A sample page from a Sunday school record book . . 334
XLVII Specimen of Sunday school cumulative card for the pupil ^^7
XLVIII Specimen of public school cumulative card for the pupil 338
XLIX Sex distribution of 2,072 Indiana Sunday school teachers 359
[xix]
CHARTS AND TABLES
PAGE
L Occupations of 1,938 Indiana Sunday school teachers . 361
LI 1,998 Indiana Sunday school teachers distributed with
reference to the place where the teacher was reared . 362
LII Comparative ages of Sunday school teachers and public
school teachers in Indiana 364
LIII Ages of 2,073 rural and urban Sunday school teachers . 368
LIV Age of beginning teaching of 1,994 Indiana Sunday
school teachers and 16,216 Indiana public school
teachers 369
LV 1,961 Indiana Sunday school teachers distributed with
respect to age of beginning teaching in a Sunday school 370
LVI Ages at which 2,302 Indiana Sunday school teachers and
officials united with the church 373
LVII Comparison of ages joining church of 2,303 Indiana
Sunday school teachers and officers with the ages of
joining church of 272 members of the Rock River,
Illinois, Conference 373
LVIII Ages of joining church of 6,194 persons from five
Protestant denominations in 1922 376
LIX Composite graph showing Indiana Sunday school en-
rollment, public school enrollment for United States,
and age of joining church of 6,194 persons . . . 2>77
LX 1,867 Indiana Sunday school teachers distributed with
reference to sex of teachers and years of general
education 385
LXI 1,689 Indiana Sunday school teachers distributed with
reference to the number of years the teacher has taught
in a Sunday school 408
LXII 1,374 Indiana Sunday school teachers rated on a per-
centage basis involving general education, pro-
fessional training and teaching experience (see Table
CXXXVIII) 410
LXIII Percentages of Indiana public school teachers "above,"
"below" and "just meeting" the minimum standards
for rural public school teachers compared with the
percentages of Indiana Sunday school teachers sur-
veyed "above," "below," and "just meeting" equivalent
standards 439
LXIV Executive organization of the Indiana Sunday School
Association 47^
LXV Supervisory system of the International Sunday School
Association S04
LXVI Number of registered delegates at Indiana State Sunday
School Conventions from 1909 to 1921, inclusive . . 509
[XX]
CHARTS AND TABLES
LXVII A comparison of the number of pupils enrolled, the
number of teachers and officers employed in the
Protestant Christian Sunday schools of Indiana, with
the total population of the state for stated periods
from 1878 to 1919, inclusive 535
LXVIII Number of persons writing examinations for credit under
the Board of Control for Bible Study Credit in In-
diana high schools and the number making passing
grades during the five academic years beginning with
1916-17 and ending with 1920-21 549
TABLES
I Distribution of church members in the United States
and Indiana by principal denominations (U. S. Re-
ligious Census 1916) 42
II Distribution of churches surveyed by types of com-
munities 45
III Distribution of churches surveyed by denominational
groups 46
IV Twenty-five church and religious education plants
of Indiana arranged in order of rank for total scores
allotted. — Showing distributed scores on the main
items of the score-card as compared with the total
possible score for each main item 102
V Twenty-five church and religious education plants of
Indiana distributed over percentage ranges of effici-
ency as measured by the score-card based on scores
allotted on six of the major items 104
VI Sixteen selected church and religious education plants
in Indiana arranged in order of rank for total
scores allotted. — Showing distributed scores on the
main items of the score-card as compared with the
total score for each main item 105
VII Twelve selected church and religious education plants
scoring above 750 in several cities, arranged in
order of rank for total scores allotted. — Showing
distributed scores on the main items of the score-card
as compared with the total possible score for each
main item 107
VIII Twenty-five church and religious education plants
of Indiana arranged in order of rank for total scores
allotted on eight selected items of the score-card. —
Showing distributed scores on these selected items as
compared with the total possible score for each item 108
[xxi]
CHARTS AND TABLES
PAGE
IX Twenty-five church and religious education plants
of Indiana arranged in order of per cent, of total
score allotted on eight selected items of the score-
card. — Showing percentages allotted on each of the
several selected items 112
X Detailed scores for twenty-five church and religious
education plants of Indiana arranged in order of rank
for total scores allotted. — Showing distributed scores
on the main items and the principal subdivisions of
the score-card n8
XI The powers and duties of governing bodies and officials
in 256 Indiana Sunday schools 162
XII The type, contents and frequency of reports made to
officers or supervising bodies in the local church or
Sunday school 165
XIII Enrollment and average attendance in 214 Indiana Sun-
day schools 170
XIV Distribution of 93 Indiana Sunday schools having an
enrollment of less than 100 pupils 172
XV Distribution of 140 Indiana Sunday schools having an
average attendance of less than 100 pupils .... 172
XVI The number of regular teachers per school in 249
Indiana Sunday schools distributed with reference to
rural and urban location 173
XVII The number of substitute or supply teachers per school
in 218 Indiana Sunday schools distributed with ref-
erence to rural and urban location 174
XVIII The number of general school officers per school and
total number of general school officers in 252 In-
diana rural and urban Sunday schools 175
XIX The departmental organization and number of depart-
ments in each school (exclusive of Cradle Roll and
Home Departments) in 250 Indiana Sunday schools
distributed with reference to rural and urban location 176
XX Types of lesson systems used in Indiana Sunday schools
reporting on lesson systems for the years 191 1 to
1919 inclusive 178
XXI Types of lesson systems in 193 Sunday schools which
report the lesson systems used for the calendar years
1911-1919, inclusive 179
XXII 193 Indiana Sunday schools distributed with reference
to the gradation of the lesson systems used by pupils
of various ages during the calendar years 1911-1919
inclusive, and size of the school 180
[xxii]
CHARTS AND TABLES
PAGE
XXIII The number of departmental teachers' meetings held
during one year by 216 Indiana Sunday schools, dis-
tributed with references to the rural and urban loca-
tion of the schools 188
XXIV Distribution of departmental social and business meet-
ings for teachers and officers, and pupils in 250 In-
diana Sunday schools 189
XXV The number of departmental officers per school in 224
Indiana Sunday schools distributed with reference
to rural and urban location of the schools .... 191
XXVI The number of organized and unorganized classes per
department and sex of pupils in the class, in 251
Indiana Sunday schools distributed with reference to
age of pupils entering the department and range of
ages in departments 194
XXVII Age-sex distribution and marital state of members of
85 senior devotional societies 209
XXVIII Age-sex distribution of 12 intermediate devotional so-
cieties 211
XXIX Age-sex distribution of 21 junior devotional societies 212
XXX Age-sex distribution of 20 senior missionary societies 213
XXXI Age-sex distribution of 2;^ intermediate missionary
societies 215
XXXII Age-sex distribution of 35 junior missionary societies 216
XXXIII Membership and attendance in devotional and mission-
ary societies 218
XXXIV The religious denomination or organization with which
577 Boy Scouts in Indiana were affiliated .... 223
XXXV Ages of 7,480 Boy Scouts in 309 troops studied from
the records at National Boy Scouts Headquarters, 28
troops surveyed in Massachusetts, New York and
New Jersey, and 30 troops surveyed in Indiana . . 224
XXXVI The age of Scout in years and present grade in school
as shown by age-grade distribution of 456 Indiana
Boy Scouts and 432 Boy Scouts in 4 cities and i
county outside of Indiana 225
XXXVII The age of Scout in years and present grade in school
as shown by age-grade distribution of 888 Boy Scouts
in 58 troops active in 1920 226
XXXVIII Ranking of 612 Boy Scouts active in 1919 taken from
records in National Boy Scout Headquarters ; 525 Boy
Scouts in 4 cities and i county outside of Indiana
active in 1920; and 522 Indiana Boy Scouts active
in 1920 227
[xxiii]
CHARTS AND TABLES
PAGE
XXXIX The age of Scout in years and Scout rank of 522
Indiana Boy Scouts 227
XL Length of membership of 577 Indiana Boy Scouts . . 229
XLI Persistence of membership of 6,843 Boy Scouts enter-
ing 309 troops in 34 states and District of Columljia,
in 1915 230
XLII Meeting places of the Boy Scout troops in the United
States by years and percentages 232
XLIII Education of Scout Masters in the United States (by
years and by percentages of totals) 233
XLIV Groups from which Scout Masters were recruited (by
years and percentages of totals) 234
XLV Occupation of Scout Masters in the United States (by
years and percentages of totals) 234
XLVI Marital state of Scout Masters in the United States . 235
XLVII Church preferences of Scout Masters in the United
States (by years and percentages of totals) . . . 235
XLVIII Receipts and expenditures of 199 Indiana Sunday school
treasurers for one year 240
XLIX Total amount expended by 199 Indiana Sunday schools
during a twelve-month period distributed with refer-
ence to the major purposes for which the money was
expended 242
L Per cent of total expenses for various items of the
budgets of 103 American cities 243
LI The amount of money (not including salaries) ex-
pended per Sunday school for the support of the
local school as shown by the distribution of the
expenditures of 199 Indiana Sunday schools . . . 245
LII The amount of money expended for salaries of local
school workers by 199 Indiana Sunday schools . . 246
LIII The amount of money expended per Sunday school for
record books, report cards, stationery, etc., used by
local officers and teachers of 198 Indiana Sunday
schools 247
LIV The amount of money expended per Sunday school for
services of supervisors, musicians, etc., in 199 Indiana
Sunday schools 247
LV The amount of money expended per Sunday school
for textbooks, lesson helps, papers and supplies used
in teaching as shown by expenditures of 199 Indiana
Sunday schools 249
[xxiv]
CHARTS AND TABLES
PAGE
LVI The amount of money expended per pupil in average
attendance for textbooks, lesson helps, papers and
supplies used in teaching in i6o Indiana Sunday
schools distributed with reference to rural or urban
location of the Sunday school 251
LVII Per capita cost of public school textbooks (elementary
and high school) based on total enrollment in nine
free textbook states 252
LVIII The amount of money expended for the support of the
local church by 199 Indiana Sunday schools dis-
tributed as to rural or urban location of the schools 257
LIX The amount of money contributed to missionary edu-
cational and other general boards of the denomination
by 199 Indiana Sunday schools distributed with refer-
ence to rural or urban location of the schools . . 258
LX The amount of money contributed to interdenomina-
tional, educational, or missionary organizations by
199 Indiana Sunday schools 259
LXI The amount of money contributed for other benevo-
lent enterprises within foreign lands (not included
in Tables LIX and LX) by 197 Indiana Sunday
schools 259
LXII The amount of money expended for the support of
other religious work in the community by 199 In-
diana Sunday schools 260
LXIII The amount of money expended for the support of
other religious work in the nation by 199 Indiana
Sunday schools 262
LXIV The amount of money received during the last fiscal
year, from regular class and individual contribu-
tions by 199 Indiana Sunday schools 264
LXV The amount of money received during the last fiscal
year from special collections for special purposes by
199 Indiana Sunday schools 265
LXVI The amount of money received during the last fiscal
year from the local church treasury by 199 Indiana
Sunday schools 265
LXVII The amount of money received during the last fiscal
year, from concerts, entertainments, suppers, etc., by
199 Indiana Sunday schools 266
LXVIII Comparison of total church budgets and church school
budgets of twenty-four Indiana churches .... 267
LXIX 27,849 Indiana Sunday school pupils distributed with
reference to sex of pupil and rural or urban Sunday
school in which the pupil is enrolled 282
[xxv]
CHARTS AND TABLES
PAGE
LXX Rural population under 25 years of age in Clinton and
Jefferson Counties distributed as to sex and enroll-
ment in Sunday schools 283
LXXI Urban population under 25 years of age in Qinton and
Jefferson counties distributed as to sex and enroll-
ment in Sunday school 283
LXXII 20,598 Indiana Sunday school pupils distributed with
reference to their ages reported on the question blank
arranged for comparison with 801 of the same pupils
(approximately a 3 per cent sampling) whose ages
were checked against the ages given in the public
school census and public school records 285
LXXIII 187 Sunday school pupils who report their ages incor-
rectly, distributed with respect to whether or not
they are older or younger than the reported age . . 288
LXXIV Age and sex of 20,598 Indiana Sunday school pupils in
rural and urban communities (27,849 pupils returned
blanks of which 20,598 or 73.96 per cent reported
their ages) 289
LXXV Age and sex of 16,704 Indiana Sunday school pupils in
urban communities (23,283 pupils returned blanks of
which 16,704 or 71.73 per cent reported their ages) . 290
LXXVI Age and sex of 3,894 Indiana Sunday school pupils in
rural communities (4,566 pupils returned blanks of
which 3,894 pupils or 85.28 per cent reported their ages) 291
LXXVII Sex, age and church membership of 14,920 Indiana
Sunday school pupils 297
LXXVII Age, sex and church membership of 12,145 Indiana
Sunday school pupils in urban communities . . . 298
LXXIX Age, sex and church membership of 2,775 Indiana Sun-
day school pupils in rural communities 299
LXXX 12,145 pupils in Indiana urban Sunday schools distrib-
uted with respect to age (by 5 year age groups) and
their relation to the church 300
LXXXI 2,^^^ pupils in Indiana rural Sunday schools distributed
with respect to age (by 5 year age groups) and their
relation to the church 300
LXXXII Ages and relationship to organized classes of 20,437
Indiana Sunday school pupils in both rural and
urban communities 305
LXXXIII Ages and relationship to organized classes of 3,871
Indiana rural Sunday school pupils 305
LXXXIV Ages and relationship to organized classes of 16,566
Indiana urban Sunday school pupils 305
[xxvi]
CHARTS AND TABLES
LXXXV 252 Indiana Sunday schools distributed with reference
to the number of Sundays in a year that the Sunday
school was in session 308
LXXXVI
LXXXVII
LXXXVIII
LXXXIX
XC
XCI
XCII
XCIII
XCIV
xcv
XCVI
XCVII
16,918 Indiana Sunday school pupils distributed with
reference to the number of days for which an at-
tendance record was secured for each pupil, and the
gradation of the lessons used by the pupil .... 310
9,998 Indiana Sunday school pupils in both rural and
urban communities distributed with reference to the
gradation of the lesson systems used by the pupil
and the number of days the pupil attended Sunday
school out of 13 Sundays 312
2,552 Indiana Sunday school pupils in rural and urban
communities distributed with reference to the grada-
tion of lesson systems used by the pupil, and the
number of days the pupil attended Sunday school
out of 26 Sundays 314
2,263 Indiana Sunday school pupils in both rural and
urban communities distributed with reference to the
gradation of the lesson systems used by the pupil and
the number of days the pupil attended Sunday school
out of 52 Sundays 316
2,111 Indiana Sunday school pupils in rural and urban
communities distributed with reference to the grada-
tion of lesson systems used by the pupil and the per-
centage of Sundays attended 318
Comparison of the percentage of sessions attended by
6,423 Indiana Sunday schools using ungraded lessons
and 10,501 pupils using graded lessons 320
Percentage of attendance of pupils using ungraded les-
son material upon rural and urban Sunday schools . 321
Percentage of attendance of pupils using graded lesson
material on rural and urban Sunday schools . . . 321
60 rural Sunday schools distributed with reference to
the percentage, the number of pupils under 25 years
of age is of the total Sunday school enrollment (ex-
cluding Cradle Roll and Home Department) . . . 325
50 urban Sunday schools distributed with reference to
the percentage the number of pupils under 25 years
of age are of the total enrollment (Cradle Roll and
Home Department excluded) 326
245 Indiana Sunday schools distributed with reference
to the number of Sundays the child is required to be
present before his name is placed on the roll . . . 327
243 Indiana Sunday schools distributed with reference to
the number of consecutive Sundays a pupil must be
absent before his name must be marked "withdrawn" 328
[xxvii]
CHARTS AND TABLES
PAOIl
XCVIII 46 Indiana Sunday schools distributed with regard to
the number of Sundays a child, whose name has been
removed from the roll of members for absence, must
attend before being re-enrolled 329
XCIX 24s Indiana Sunday schools distributed with reference
to the number of Sundays the pupil is required to be
present in order to be classified as an active member
or as a regular attendant 330
C The form of pupil record in use in 254 Indiana Sun-
day schools 336
CI The number of different pupil record forms used in
175 Indiana Sunday schools 339
CII The use made of statistical data by the supervisory
officers of 172 Indiana Sunday schools 340
cm What pupil data are made a matter of record in 172
Indiana Sunday schools 342
CIV Sheet for judging the relative worth of pupil data in
Sunday school records 348
CV 24 items of pupil data arranged in the order of their
relative worth as matters of record 349
CVI Sex and occupation of 1,938 Indiana Sunday school
teachers 361
CVII Present ages of 2,020 Indiana Sunday school teachers
and 16,382 Indiana public school teachers .... 365
CVIII Sex and present age of 2,072 teachers in Indiana Sun-
day schools distributed with reference to rural and
urban location 366
CIX Present ages of teachers and age groups of pupils
taught at present based on data from 1,692 Indiana
Sunday school teachers 367
CX Age of beginning teaching of 1,994 Sunday school
teachers and 16,216 Indiana public school teachers . 369
CXI Sex and age at which the present teachers began teach-
ing in a Sunday school, based on data from 1,961
Indiana Sunday school teachers 370
CXI I Age of uniting with the church, based on data from
2,302 Indiana Sunday school teachers and officers . 372
CXIII Age of joining church of 6,194 persons in five Protes-
tant denominations from forty-three states . . . 374
CXIV Influences which led 1,865 Indian Sunday school teach-
ers to join church, ranked in order of their importance 378
CXV The motives which prompted 1,969 Indiana Sunday
school teachers to take up teaching in Sunday school 382
[xxviii]
CHARTS AND TABLES
PAGE
CXVI Sex and years of general education of 1,867 Indiana
Sunday school teachers 385
CXVII Present age and years of general education of 1,867
Indiana Sunday school teachers 388
CXVIII Lists of religious periodicals read regularly by Sunday
school teachers of 256 Indiana churches .... 389
CXIX Classified list of magazines read regularly by 1,782
Sunday school teachers in 256 Indiana churches . . 394
CXX Number of courses and semester hours offered by four-
teen Indiana colleges during the academic year of
1920-1921 in Biblical History and Literature, History
and Science of Religion, Religious Education and
General Education, with denominational affiliations of
the colleges 399
CXXI Certain facts regarding instruction in Bible, religious
education and professional training for public school
teachers in fourteen institutions of higher learning
in Indiana 400
CXXII The number of years a teacher has taught in Sunday
schools as shown by the teaching experience of 1,698
Indiana Sunday school teachers 405
CXXIII Age-groups of pupils taught in the past and number
of years taught in Sunday schools by 1,323 Indiana
Sunday school teachers 406
CXXIV The standards used by 1,680 Sunday school teachers to
determine the success of their teaching .... 413
CXXV Age-groups of pupils taught at present by 1,378 Indiana
Sunday school teachers and standards used to de-
termine the success of their teaching 414
CXXVI The age groups of pupils taught at present by 1,559
Indiana Sunday school teachers and character of
preparation made for teaching the lesson .... 416
CXXVII The time when preparation is made for the teaching of
the next Sunday's lesson by 1,628 Indiana Sunday
school teachers 419
CXXVIII The age groups of pupils taught at present by 1,283
Indiana Sunday school teachers and the minutes
spent weekly in preparation of the Sunday school
lesson 420
CXXIX The age groups of pupils taught at present by 1,199
Indiana Sunday school teachers and the character of
questions asked by teacher during a class recitation of
the lesson on the "Golden Rule" 423
CXXX The age groups of pupils taught at present by 675
Indiana Sunday school teachers and time when the
lesson assignment is made 424
[xxix]
CHARTS AND TABLES
PAGE
CXXXI The number of minutes spent in making the lesson as-
signment for the following Sundays by 641 Indiana
Sunday school teachers 425
CXXXII The age groups of pupils taught at present by 1,205
Indiana Sunday school teachers and things done by
the teacher in assigning the lesson for the next
Sunday 426
CXXXIII A classification plan for Sunday school teachers on the
basis of general education, professional training and
teaching experience 429
CXXXIV The general education, sex, and rural and urban loca-
tion of 1,374 Indiana Sunday school teachers . . . 432
CXXXV The professional training, sex, and rural or urban loca-
tion of 1,374 Indiana Sunday school teachers . . . 433
CXXXVI The teaching experience, sex, and rural or urban loca-
tion of 1,374 Indiana Sunday school teachers . . . 434
CXXXVII A teacher classification chart showing 1,374 Indiana
Sunday school teachers distributed with reference to
sex and certain designated classification groups based
upon years of general education, professional train-
ing and teaching experience 436
CXXXVIII General education, professional training and teaching
experience of 1,374 Indiana Sunday school teachers
rated on a percentage basis 438
CXXXIX The present age (by five year age groups) and general
education (by two year age groups above elemen-
tary school) of 1,867 Indiana school teachers . . 440
CXL Graded or ungraded lesson systems in use in 249 In-
diana Sunday schools and the difficulty of obtaining
Sunday school teachers 447
CXLI The gradation of lesson systems in use in 248 Indiana
Sunday schools and the person responsible for fur-
nishing the substitute teacher 450
CXLII The gradation of lesson systems in use in 231 Indiana
Sunday schools and whether or not the substitute
teacher is provided with the regular teacher's outline
of the lesson 450
CXLIII The gradation of lesson systems in use in 242 Indiana
Sunday schools and time when the substitute is
usually informed he is to teach 451
CXLIV The methods used by 252 Indiana Sunday school super-
visors of teachers and officers in the supervision of
class teaching 454
CXLV The average amount of time spent in each class by 183
Indiana general and departmental Sunday school
superintendents 461
[xxx]
CHARTS AND TABLES
PAGE
CXLVI The method of preparation for a visit to the class reci-
tation by 184 Indiana Sunday school officials . . . 461
CXLVII The methods used by 232 Indiana Sunday school officials
in the supervision of class teaching 462
CXLVIII The things that 227 Indiana Sunday school officials do
while visiting a class recitation 463
CXLIX The methods used by 236 Indiana Sunday school officials
to impart advice to teachers after visiting the reci-
tations 463
CL The motives which influenced 327 Indiana Sunday school
officials to undertake the work of superintendent . 464
CLI The number of members on the executive committees
of 61 Indiana county Sunday school associations . . 473
CLII The number of meetings held by the county Sunday
school executive committees in 59 county Sunday
school associations 474
CLIII Distributions of townships according to the number of
townships in the counties and the number of town-
ships organized for Sunday school work .... 476
CLIV Number of days of service given during 1920 by certain
non-salaried county Sunday school association officers 483
CLV Length of service in months of 36 Indiana county
Young People's Division superintendents .... 484
CLVI Present age of 36 Indiana county Young People's Di-
vision superintendents and age when the individual
assumed the present office 485
CLVII Annual income of fathers of twenty-one Indiana county
Young People's Division superintendents .... 487
CLVIII Occupation of the fathers of thirty-six Indiana county
Young People's Division superintendents .... 487
CLIX Years of general education of 32 Indiana county Young
People's Division superintendents 488
CLX What 25 county Young People's Division superinten-
dents and 2^ county Children's Division superinten-
dents do when they visit Sunday schools .... 490
CLXI The length of service in months of 36 Indiana county
Children's Division superintendents 491
CLXII Indiana county Children's Division superintendents dis-
tributed with reference to years of general education
of 31 fathers and 30 mothers of Indiana county
Children's Division superintendents 493
[xxxi]
CHARTS AND TABLES
PAGE
CLXIII What 35 township Young People's Division superinten-
dents and 53 township Children's Division superin-
tendents do when they visit Sunday schools . . . 495
CLXIV 90 Indiana township Children's Division superintendents
distributed with reference to number of official visits
made to the Sunday schools under their jurisdiction 502
CLXV Number of times certain designated topics occur on the
program of Indiana State Sunday School Convention
1901-1921, inclusive 510
CLXVI The type or "combination of types" of Sunday school
conventions held in 70 Indiana counties 514
CLXVII The number of community training schools held in 34
Indiana counties, the size of faculty, length of course
in weeks, and student enrollment for the year ending
December 31, 1920 527
CLXVIII Annual budgets approved by the Indiana Sunday School
Convention 530
CLXIX The approved budgets and actual expenditures of the
Indiana Sunday School Association for the years 1919
and 1920 531
CLXX The amount of money expended to carry on the work
of the township Children's Division in 35 Indiana
township Sunday School Associations 532
CLXXI Summary of the annual reports of the Indiana Sunday
school secretary based on the reports oi countj Sun-
day school secretaries 534
CLXXII The annual reports of the Indiana county secretaries to
the state secretary 536
CLXXIII Number of Sunday schools, number of teachers and
officers and total enrollment and total enrollment in
Indiana for stated periods from 1878- 1920 .... 537
CLXXIV Entrance credits in Biblical History and Literature
accepted by certain Indiana colleges during the three
academic years preceding June 15th, 1921 .... 548
CLXXV The number of Sunday schools, the number of pupils,
and the number of teachers and officers in the Sun-
day schools of Indiana by denominations .... 558
[xxxii]
PART ONE: INTRODUCTION
BY
WALTER S. ATHEARN
OUTLINE
CHAPTER I: PURPOSE, SCOPE AND METHODS OF THE
INDIANA SURVEY OF RELIGIOUS EDUCATION
I. Historical Statement
II. Objectives
III. Nine Steps in an Educational Survey
IV. Question Schedules and Survey Teams
V. The Method of "Sampling"
VI. Indiana as a Representative State
VII. "Selective Sampling" in Indiana
VIII. Sunday Schools Surveyed in Indiana
IX. General Summary of Indiana Data
X. Scope of the Indiana Survey of Religious Education
XI. Explanation of Terms
XII. Organization of the Report
CHAPTER II: GENERAL SUMMARY AND RECOMMENDATIONS
I. The Church and Religious Education Plants
II. Organization and Administration of Religious Education in the
Local Church
(a) Governing Boards and Officials, Time Schedules and School
Relationships
(b) Organization
(c) Devotional and Missionary Organizations
(d) Non-Church Organizations
(e) Church-School Finance
(f) General Conclusions and Recommendations
III. Child Accounting in the Sunday Schools
IV. Teachers and Supervision of Teaching
(a) General Qualifications of Indiana Sunday School Teachers
(b) Education, Professional Preparation for Teaching and Teach-
ing Experience
(c) Standards and Methods
[33l
(d) Classification of Indiana Sunday School Teachers
(e) Supervision of Teaching
(f) General Conclusions and Recommendations
V. The Supervision and Promotion of Protestant Christian Education
in Indiana
(a) Organization and Officers
(b) Organs and Agencies of Supervision and Promotion
(c) Budget and Statistics
(d) Bible Study for Credit in the Indiana High Schools
(e) Denominational Promotion and Supervision of Religious Edu-
cation in Indiana
(f) Summary and Evaluation of Indiana Sunday School Asso-
ciation
(g) Conclusions and Recommendations
VI. Use of Survey Data in Indiana
(a) "Better Church Schools" Campaign Committee
(b) Seven Focal Points in "Better Church Schools" Program
(c) Adoption of "Better Church Schools" Campaign Plans
(d) Adoption of the Merger
(e) Promotion of "Better Church Schools" Plans
VII. Indiana and the Nation
VIII. Objectives Realized
[34]
PART ONE: INTRODUCTION
Chapter I
PURPOSE, SCOPE AND METHODS OF THE
INDIANA SURVEY OF RELIGIOUS EDUCA-
TION
7. Historical Statement
In the early summer of 191 9 the cabinet of the Interchurch
World Movement organized an American Religious Education
Division of its Survey Department, named a Director and
appointed an Advisory Committee consisting of Dr. William
E. Chalmers, Chairman; Mr. John L. Alexander, Dr. Edgar
Blake, Dr. Frank L. Brown, Dr. E. Morris Fergusson, Mr.
Harry Wade Hicks, Miss Minnie E. Kennedy, Rev. J. C.
Robertson and Dr. Sidney A. Weston. In harmony with the
action of the Atlantic City meeting of the General Committee
of the Interchurch World Movement held January 7-10, 1920,
this Committee was succeeded by a new Advisory Committee,
appointed by the Sunday School Council of Evangelical
Denominations at its annual meeting in St. Louis, Missouri,
in February, 1920. The personnel of the new Committee
was : Dr. R. E. Magill, Chairman ; Dr. F. M. Braselman, Dr.
Arlo A. Brown, Dr William E Chalmers, Rev Robert M.
Hopkins, Dr. J. W. Owen and Dr. Frank M. Sheldon. The
work of the American Religious Education Survey Division
was conducted under the guidance of these two Committees.
The directing staff, organized during the summer of 191 9,
consisted of the following: Director, Walter S. Athearn;
Assistant Director, W. L. Hanson; Executive Secretary, Mrs.
Elsie P. Malmberg.
[35]
RELIGIOUS EDUCATION OF PROTESTANTS
Consulting Committees, also organized during the summer
of 1919, were composed as follows:
Church and Church School Buildings: N. L. Engelhardt, chair-
man; E. S. Evenden, E. Morris Fergusson, cooperating with a
larger committee on architecture.
Individual Accounting: W. L. Hanson, Charles W. Hunt,
Lavinia Tallman, E. Morris Fergusson.
Curriculum: A. Duncan Yocum, chairman; W. C. Bower,
Frank N. Freeman, W. W. Charters, Theodore G. Soares, F. C.
Eiselen, Mrs. J. W. Barnes, L. A. Weigle.
Teachers and Supervisors of Teaching: John A. Stevenson,
W. W. Charters, W. C. Bagley.
Finance: Harlan Updegraff.
Religious Education in the Home: B. S. Winchester.
Religious Education in the Community: H. Augustine Smith,
Albert E. Bailey, L. A. Warner.
Denominational Agencies: William E. Chalmers.
Interdenomi'national Agencies: W. E. Raffety, John L. Alex-
ander.
Statistics: Harold O. Rugg, W. L. Hanson, Cecile Colleton,
J. T. Giles.
Publicity: Sidney A. Weston.
This staff determined its objectives, methods and survey
personnel and conducted preliminary surveys for the testing
of schedules and the training of surveyors. By the spring of
1920 the preparations were completed for an intensive survey
of five typical states, from which, it was believed, fairly
accurate generalizations could be made regarding the United
States as a whole. These five states were Indiana, Massa-
chusetts, Alabama, Kansas and Oregon.
The first state entered was Indiana. A force of from
twenty to thirty surveyors was in this state from April 17,
1920, to June 2y, 1920, at which time the Interchurch World
Movement suspended active operations. By this time the
work of gathering data from Indiana was nearly completed.
A vast amount of valuable data had been obtained. This
material was, by action of the General Committee of the Inter-
[36]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
church World Movement, placed under the charge of the Com-
mittee on Social and Religious Surveys, of New York City.
Upon the recommendation of ( i) a committee of educational
experts consisting of W. C. Bagley, George D. Strayer, N. L.
Engelhardt, Harold O. Rugg, E. S. Evenden, M. R. Trabue,
Frank P. Graves, Harlan Updegraff and A. Duncan Yocum ;
(2) a committee from the Board of Trustees of the Interna-
tional Sunday School Association which consisted of Sidney
A. Weston, L. A. Weigle, W. S. Bovard, Lansing F. Smith
and Percy L. Craig; and (3) a committee representing
the Committee on Education of the Sunday School Council
of Evangelical Denominations and the Executive Committee
of the International Sunday School Association, consisting of
W. W. Charters, Chairman, W. L. Hanson and Sidney A.
Weston, the Committee on Social and Religious Surveys of
New York City appropriated the sum of $25,000, or such por-
tions thereof as might be needed, to make available for publica-
tion the material already collected in Indiana by the American
Religious Education Survey Department of the Interchurch
World Movement. No additional data were to be collected
except as might be necessary to verify data already gathered.
The work of coding, tabulating and interpreting the
Indiana data was begun July i, 1921, under the general direc-
tion of an Advisory Committee appointed by the Committee
on Social and Religious Surveys. The Advisory Committee
consisted of W. W. Charters, Chairman; John W. Withers,
George A. Coe, B. S. Winchester, Sidney A. Weston, E. D.
Burton, Charles E. Watson and Galen M. Fisher. The
directing staff for this work was selected as follows : Walter
S. Athearn, Director; John W. Withers, Consulting Director;
W. L. Hanson, J. T. Giles, I. S. Nowlan and Mrs. Elsie P.
Malmberg.
II. Objectives
The objectives which have determined the methods and
content of this survey are :
RELIGIOUS EDUCATION OF PROTESTANTS
(a) Facts — Such a body of vital, comparable facts as will
guide in building national, state and denominational
programs of religious education.
(b) Tools — Such a body of standardized technique — norms,
tests, standards — as will provide a new and better
method of measuring and directing the processes of
religious education.
(c) Methods — Standardized methods for guiding local
churches and communities in surveying conditions,
building programs, testing results and determining
budgets.
///. Nine Steps in an Educational Survey
Before organizing the department the Director created a
"blueprint" which would guide each step in the process of
conducting the survey. This "blueprint" provided for nine
steps in the process of the complete survey as follows :
(a) Preparation of general objectives and determination of
limitations of the survey.
(b) Creation or selection of standards of measurement
which will reduce as far as possible the element of per-
sonal opinion.
(c) Creation of schedules to secure the essential and vital
facts required to satisfy the objectives of the survey.
(d) Testing and revision of all schedules.
(e) Organization and training of survey teams,
(f) Testing of tentative survey methods in typical situa-
tions.
(g) Gathering of facts over range of time and territory to
be covered by the survey.
(h) Tabulation of the returns.
(i) Evaluation of returns, and writing the report.
IV. Question Schedules and Survey Teams
Two essential elements in a scientific educational survey
are (a) Uniformity of interpretation of schedules, and (b)
Accuracy and completeness of data.
[38]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
One of the most important contributions of the American
Religious Education Survey Department of the Interchurch
World Movement was the preparation of nearly fifty technical
survey schedules for the use of trained surveyors. These
question schedules are published in Volume III of this report.
They represent a method of analysis and organization of edu-
cational data which is destined to have a profound influence
upon methods of conducting the educational work of the
Church.
If a question schedule is to be sent out by mail or to be
used by untrained, voluntary workers the questions must be,
first, few in number, and secondly, fool-proof. The purposes
of this survey could not be served by schedules of this type.
Accordingly it was decided to prepare schedules which would
include the information desired, train surveyors and send them
out with definite instruction as to what was wanted and how
to get it in such manner as to guarantee its statistical reliability.
By the use of this method it was possible successfully to use
schedules involving many technical questions.
The question schedules used in this survey were prepared
for the purpose of securing the following types of information :
(a) Facts which indicate the quantity and quality of religious
education in home, church and community.
(b) Facts regarding special movements and programs.
(c) Facts desired by denominational and interdenominational
boards and agencies, but not essential to the purposes of
this survey.
(d) Judgments regarding matters which cannot be ob-
jectively measured.
Each question introduced into the schedules used by this
Department was so formulated as to meet as nearly as possible
the following conditions:
(a) Each question must have a problem or purpose.
(b) Each term used must have a definite meaning.
(c) Each question must be so phrased as to reduce to the
minimum the possibility of dual interpretation.
[39]
RELIGIOUS EDUCATION OF PROTESTANTS
These conditions made necessary the preparation of "defini-
tions" and "interpretations" and the creation of a school for
the special training of surveyors who were to use these sched-
ules. For this school a carefully prepared curriculum was
developed including :
(a) The origin, purpose, scope and objectives of the Inter-
church World Movement.
(b) The organization and objectives of the American Re-
ligious Education Survey Department.
(c) The science of statistics and survey methodology.^
(d) The history and organization of agencies to be surveyed.
(e) The structure and interpretation of all schedules.
The problem of securing accuracy and completeness of data
was very difficult because of the absence of records in many
cases and also because of the necessity of verifying such records
as were found. The task was, therefore, one of obtaining
first-hand information. This required much time and careful
checking of all data obtained. To training it was necessary to
add team discipline. Toward this end a complete organization
was developed that enabled the Director to secure the desired
facts with the greatest accuracy and with the least expenditure
of time and money consistent with efficiency. The system pro-
vided a series of checks so that responsibility must be assumed
by every member of the Department. At the close of the sur-
vey in each city or community the members of the survey team
were rated in the order of their efficiency and all team promo-
tions were made on the basis of these ratings. The order of
responsibility was as follows :
(a) Each surveyor was responsible to the team clerk for
accuracy and completeness of schedules.
(b) Each team clerk was responsible to the team leader.
(c) Each team leader was responsible to the chief statistician
in the Department.
* The following textbooks were used : Elderton, W. Palin and Ethel
M., "Primer of Statistics" ; Secrist, Horace, "An Introduction to Statistical
Methods"; Alexander, Carter, "School Statistics and Publicity"; Rugg,
Harold O., "Statistical Methods Applied to Education" ; Judd, Charles
Hubbard, "Measuring the Work of the Public Schools."
[40]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
(d) The chief statistician was responsible to the Director of
the Department,
Because of these precautions and of a subsequent series of
checkings which has been applied to all data included in this
report, the survey staff has reason to believe that the pub-
lished results represent a very high degree of accuracy.
V. The Method of ''Sampling*'
The American Religious Education Survey Department
adopted the method of sampling, which made it necessary to
secure only enough cases to satisfy statistical criteria of relia-
bility. This policy is just as reliable as and far more econom-
ical than the exhaustive survey of all available cases.
In answer to a member of a county school board who ob-
jected to this statistical method, a state inspector gave the
effective reply: "You do not need to kill all the ^ dogs in a
county with arsenic in order to prove that arsenic will kill dogs.
A few samples are enough." It is likewise clear that it was
not necessary to survey all the Sunday schools and all the
Sunday school teachers in Indiana in order to obtain results
which would represent accurately the general situation
throughout the state. The questions to be decided were how
many and which ones to survey.
VI. Indiana as a Representative State
Indiana was selected to be surveyed because of a number of
facts, among which are the following :
(a) It is centrally located. It is in the center of population.
The streams of immigration from the East and from
the South meet in Indiana.
(b) It has variety of geographical and occupational condi-
tions. Its soils range from the poorest clay in the
southern part and sand in the northern part to the
richest glacial loams in the central belt. Agriculture,
[41]
RELIGIOUS EDUCATION OF PROTESTANTS
mining and quarrying, manufacturing and commerce
are well represented.
(c) It is a progressive state educationally. While the state
stands seventeenth in the Ayres report, it has progres-
sive leadership, and its educational leaders have tabu-
lated much educational data as a result of school and
social surveys which are of great value as comparative
data for the present report.^
(d) It represents the dominant types of denominational and
interdenominational organisations of religious education.
(e) The Protestant Denominations are well represented, as
seen in the following distribution: (See Table I and
Chart I.)
TABLE I — DISTRIBUTION OF CHURCH MEMBERS IN THE
UNITED STATES AND IN INDIANA BY
PRINCIPAL DENOMINATIONS
(U. S. Religious Census, 191 6, page 29 and page 109, Vol. I.)
United States Indiana
Number Per Number Per
Denomination of Cent. of Cent.
Church of Church of
Members Total Members Total
All Denominations 41,926,854 100 1,177,341 100
Roman Catholic Church 15,721,815 37.5 272,288 23.1
Methodist Episcopal Church 3,7i7>785 8.9 261,228 22.2
Methodist Episcopal Church South... 2,114,479 5.0 428 .04
Methodist Episcopal Church African . 548,355 1.3 4,961 .42
Baptist — Northern Baptist Convention 1,232,135 2.9 75,374 6.4
Southern Baptist Convention 2,708,870 6.5
Baptist — National Baptist Convention. 2,938,579 7.0 10,412 .9
Presbyterian Church in the U. S. A. . . 1,611,251 3.8 59,209 5.0
Protestant Episcopal 1,092,821 2.6 8,848 .75
Disciples of Christ 1,226,028 2.9 137,727 11.7
Congregational 791,274 1.9 5,768 .5
Lutheran— All Bodies 2,439,054 5.8 65,935 5.5
United Brethren 367,934 .9 63,620 5.4
Church of Christ 317,937 .8 16,513 1.4
VII. ^'Selective Sampling*' in Indiana
The United States Religious Census for 191 6 reports 6,402
Protestant Sunday schools in Indiana. Of this number only
' See Public Education in Indiana, 1923. General Education Board, 61
Broadway, New York.
[42]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
256, or 4 per cent., were surveyed. It was the opinion of
statistical experts that so small a number of schools might be
selected in such manner as to represent a very accurate picture
of the Sunday schools of the state. Accordingly the state was
first divided into types of communities, as follows : Agri-
culture; Manufacturing industries; Commercial trades; Trans-
portation; Mining; Quarrying; Oil; Gas, etc.; Fishing;
Seafaring; Shipping, etc.; Professional and proprietary;
Education and resort.
Pot Cent or Total Membership
10 15 20 25
CATHOLIC
METXCOIST
DISCIPLES
8APTIST
UrmERAN
PRESBYTERIAN
CONGREGATIONAL
PROT. EPISCOPAL
ALL OTHER
IM)IANA
UNITED STATES ^^23
Chart I-
■Distribution of Religious Denominations in the United
States and in Indiana
From this distribution of Indiana communities typical
communities were selected in such manner as to preserve the
relative proportion of vital and determining factors such as de-
nominational distribution, education, etc.
When the communities to be surveyed were finally agreed
upon, every Sunday school in the territory selected was sur-
veyed, except in the city of Indianapolis, where a large sampling
was made.^
The communities selected to be surveyed were : Indian-
apolis ; Gary ; Muncie ; Crawf ordsville ; Frankfort ; Hunting-
ton; Evansville; Terre Haute; Jefferson County; Madison
County.
'A few schools in the territory selected for this survey were not open
to the surveyors because of hostiUty to the Interchurch World Movement.
[43]
L-j
,1
■A H-^
^#|ankfoPr'^
I -feSJ2^ -I I o
jCrdwfordsvijlle j I
Munbie I
-\ — J
INrOIANA^qUS /
Jer^rii HaJEe ] l I i { i
Chart II — Map of Indiana Showing Sections of the State Surveyed
In the cases of Terre Haute and Evansville the Survey was not completed.
[44]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
A reference to the accompanying map will show the dis-
tribution of urban and rural communities through the various
types of communities. (See Chart II.) The Interchurch
World Movement suspended its activities just as the survey
teams were ready to enter Evansville and Terre Haute, their
last assignments in the state. An analysis of the returns from
the sections of the state which were surveyed seems to justify
the belief that the returns were not appreciably modified be-
cause of the omission of these two cities.
The following table shows the distribution of churches sur-
veyed by types of communities :
TABLE II — DISTRIBUTION OF CHURCHES SURVEYED BY
TYPES OF COMMUNITIES
Types of Communities Surrounding No. of Churches
Churches Surveyed Surveyed
Total 256
Agriculture 95
Manufacturing industries 72
Commercial trades 47
Transportation 14
Mining, Quarrying, Oil, Gas, etc o
Fishing, Seafaring, Shipping, etc o
Professional and proprietary 25
Education 3
Resort o
The following table will show the distribution of the
churches surveyed by denominational groups :
TABLE III — DISTRIBUTION OF CHURCHES SURVEYED BY
DENOMINATIONAL GROUPS
No. of Churches No. of Churches
Name of Denominational Group in State Surveyed
5901 256
Methodist Bodies 1981 84
Methodist Episcopal 1636 63
Methodist Protestant 130 8
African Methodist Episcopal 52 7
Wesleyan Methodist Episcopal 96 3
African Methodist Episcopal Zion... 19 2
Free Methodist 48 3
Baptist 760 46
Presbyterian Bodies 375 32
Presbyterian 351 27
United Presbyterian 24 5
[45]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE III — DISTRIBUTION OF CHURCHES SURVEYED BY
DENOMINATIONAL GROUPS— Continued
No. of Churches No. of Churches
Name of Denominational Group in State Surveyed
Disciples 766 21
United Brethren 594 12
Christian 197 n
Congregational 39 6
Lutheran Bodies 308 10
English Lutheran 177 6
Swedish Lutheran 2
German Lutheran 87 i
Evangelical Lutheran 44 i
International Holiness 21 6
Reformed in the United States 62 6
(Hungarian Reformed, i)
Protestant Episcopal 70 4
Brethren, German Baptist 165 5
Brethren 41 2
Church of the Brethren 124 3
Friends 198 2
Salvation Army 28 2
Church of God 29
Unitarian 2
Universalist 24
Union Church 15
Union Mission
Seventh Day Adventist 60
Evangelical 207
Evangelical 2 i
Evangelical Association iii i
Evangelical, German Synod of N. A. . 94 i
All Protestant Denominations 6,402
Not reporting in above table 501
Fill. Sunday Schools Surveyed in Indiana
The following are the names and locations of the churches
whose religious education work was surveyed :
ANTIOCH, Clinton Co.
Christian.
BEE CAMP, Jefferson Co.
United Brethren.
BETHANY, Jefferson Co.
Baptist.
BETHEL, Jefferson Co.
United Presbyterian (New Hanover).
BETHEL, Clinton Co.
New Light Christian,
[46]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
BROOKSBURG, JeflFerson Co.
Baptist, Home Methodist Episcopal, Morris Chapel, Methodist
Episcopal, Macedonia Baptist.
CAMBRIA, Clinton Co.
Union, Olive Branch, Methodist Episcopal.
CANAAN, Jefferson Co.
Methodist Episcopal, Jefferson Presbyterian.
CARMEL, Jefferson Co.
United Presbyterian.
CARMEL, Clinton Co.
Spencer Chapel, Methodist Episcopal.
COLFAX, Clinton Co.
Christian, Methodist, Farmer's Chapel, Methodist Protestant,
Farmer's Chapel, United Brethren.
CRAWFORDSVILLE.
Baptist Chapel, Bethel African Methodist, Centre Presbyterian,
First Baptist, First Christian, First Methodist Episcopal, First
Presbyterian, First United Brethren, Grant Ave. Mission— Union,
Memorial Presbyterian, Second Baptist (Colored), Seventh Day
Adventist, Trinity Methodist Episcopal.
DEPUTY, Jefferson Co.
Hopewell Baptist, Baptist ('Lick Branch), Methodist Episcopal,
Pisgah Methodist Episcopal.
DUPONT, Jefferson Co.
Baptist, International Holiness, Mt. Zion (near Marble Valley),
Methodist Episcopal, Marble Valley Methodist Episcopal.
FICKLE, Clinton Co.
Methodist Protestant (Clover Leaf).
FOREST, Clinton Co.
Baptist, Liberty Methodist Protestant, Methodist Episcopal, Salem
Methodist Protestant, Forest Holiness.
FRANKFORT.
African Methodist Episcopal, First Baptist, First Christian (Dis-
ciples), First Methodist Episcopal, First Presbyterian, First United
Brethren, Holiness Sunday School, St. Paul's Lutheran, Salvation
Army, Tabernacle Methodist Protestant, Woodside Christian.
FRANKFORT (Near).
Morris Chapel Methodist Episcopal.
GARY.
Ambridge (Com. Methodist Episcopal), Bethel Swedish Lutheran
(Millers), Central Christian, Christ Church, Protestant Episcopal,
Methodist Episcopal (Colored), East Side United Presbyterian,
First African Methodist Episcopal Zion, First Baptist, First Baptist
(Colored), First Congregational (Millers), First Methodist Episco-
pal, First Presbyterian, First Reformed, Friendship House Methodist
Episcopal, Gary Congregational, Glen Park Christian (Disciples),
Grace English Lutheran, Grace Methodist Episcopal, Hungarian
Reformed, Mt. Zion Baptist (Colored), Neighborhood House Pres-
byterian, Persian Presbyterian, Roumanian Baptist Mission, St. Paul
Baptist (Colored), Second Methodist Episcopal (Colored), Swedish
Lutheran, Tolleston Christian Disciples, Trinity Baptist (Colored),
[47]
RELIGIOUS EDUCATION OF PROTESTANTS
Trinity Lutheran, West Gary Presbyterian Mission, Westminster
Presbyterian, Zion African Methodist Episcopal.
GREENWOOD, Clinton Co.
Wesleyan Methodist.
GEETINGSyiLLE, Clinton Co.
Presbyterian.
HANOVER, Jefferson Co.
African Methodist Episcopal, Methodist Episcopal, Presbyterian.
HICKS.
Baptist.
HILLISBURG, Clinton Co.
Methodist Episcopal, St. Paul's Methodist Episcopal.
HUNTINGTON.
Bethel Evangelical, Central Christian (Disciple), Church of the
Brethren, Etna Ave. United Brethren, First Baptist, First Brethren,
First Christian (Disciples), First Methodist Episcopal, First Pres-
byterian, First United Brethren, St. John's English Lutheran, St.
Peter's Reformed.
INDIANAPOLIS.
All Soul's Unitarian, Allen Chapel African Methodist Episcopal,
Brightwood Congregational, Broadway Baptist, Broadway Methodist
Episcopal, Capitol Avenue Methodist Episcopal, Central Disciples,
Central Avenue Methodist Episcopal, Central Avenue Reformed,
Central Universalist, Church of the Advent Protestant Episcopal,
Downey Avenue Disciples, Ebenezer Baptist (Colored), Edwin Ray
Methodist Episcopal, Eighth Disciples, First Baptist, First Church
Evangelical Association, First Church Society of Friends, First
Congregational, First English Lutheran, First United Brethren,
Fletcher Place Methodist Episcopal, Garden Baptist, Germania
Avenue Baptist, Grace Methodist Episcopal, Irvington Methodist
Episcopal, Jones Tabernacle African Methodist Episcopal Zion, King
Avenue Methodist Episcopal, Memorial Presbyterian, Meridian
Heights Presbyterian, Mt. Paran Baptist (Colored), New Bethel
Baptist (Colored), Olive Branch Disciples, 17th Street Baptist
(Colored), Seventh Presbyterian, Simpson Methodist Episcopal,
Third Church Disciples, Trinity Congregational, Tuxedo Methodist
Episcopal, Union Congregational, United Presbyterian, Victory
Memorial Methodist Protestant, Wesley Chapel Methodist Episcopal,
West Washington Presbyterian, Woodruff Place Baptist, Zion Evan-
gelical Synod of North America.
JEFFERSON, Clinton Co.
United Brethren.
JEFFERSON COUNTY.
New Prospect, Baptist; Elizabeth, Baptist; New Bethel, Methodist
Episcopal.
KENT, Jefferson Co.
Baptist, Christian (Disciples), Methodist Episcopal, Zoar Methodist
Episcopal.
KILMORE, Clinton Co.
Methodist Episcopal.
KIRKLIN, Clmton Co.
Christian Chapel, Disciples, Methodist Episcopal, Presbyterian,
Wesleyan Methodist.
[48]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
LANCASTER.
Baptist.
LIBERTY, Jefferson Co.
Liberty Christian.
MADISON, Jefferson Co.
Christ Church Protestant Episcopal, Ebenezer Methodist (Colored),
First Baptist, First Christian, First Presbyterian, Grace Methodist
Episcopal, Hebron Baptist (6 miles north of Madison), Indian
Kentuck Baptist, Int. Holiness Mission, Lutheran, Second Baptist
(Colored), Second Presbyterian, Trinity Methodist Episcopal, West
Madison Methodist Episcopal.
MANSON, Clinton Co.
Christian.
MANVILLE, Jefferson Co.
Christian.
MICHIGANTOWN, Clinton Co.
Hopewell Methodist Protestant, Methodist Episcopal, International
Holiness.
MIDDLEFORK, Clinton Co.
Baptist (United).
MIDDLEFORD, Jefferson Co.
Disciple.
MONROE, Jefferson Co.
Presbyterian.
MORAN, Clinton Co.
Methodist Episcopal.
MOUNT PLEASANT, Clinton Co.
Baptist, Methodist Episcopal, United Presbyterian.
MULBERRY, Clinton Co.
Fair Haven Lutheran, Methodist Episcopal, St. Luke's Reformed,
Trinity Reformed, Zion Evangelical Lutheran.
MUNCIE.
Antioch Baptist (Colored), Avondale Methodist Episcopal, Bethel
African Methodist Episcopal, Brethren Mission, Calvary Baptist
(Colored), Church of the Brethren, Congerville Christian Disciple,
Eighth St. Christian — New Light, First Baptist, First Methodist —
Free, First Methodist Protestant, First Presbyterian, Fountain
Square United Brethren, Friend's Bible School, Grace Protestant
Episcopal, High Street Methodist Episcopal, International Holiness,
Industry United Brethren, Jackson St. Disciples of Christ, Madison
St. Methodist Episcopal, Normal City Methodist Episcopal, Normal
City United Brethren, Riverside United Brethren, Salvation Army
Sunday School, Second Methodist — Free, Union Baptist (Colored),
Walnut St. Baptist, West Fifth St. Church of God, Whitely African
Methodist Episcopal, Whitely Methodist Episcopal.
NORTH MADISON, Jefferson Co.
Baptist, Disciples, Methodist Episcopal.
PAYNESVILLE, Jefferson Co.
Disciples, Mt. Zion Methodist Episcopal.
PICKARD, Clinton Co.
Hills Baptist.
[49]
RELIGIOUS EDUCATION OF PROTESTANTS
PLEASANT HILL.
Presbyterian.
PLEASANT RIDGE, Jefferson Co.
Pleasant Ridge Methodist Episcopal.
ROSSVILLE, Clinton Co.
Church of the Brethren, Methodist Episcopal, Presbyterian, New
Hope United Brethren.
RYKER'S RIDGE, Jefferson Co.
Mt. Zion Methodist Episcopal, Ryker's Ridge Baptist.
SCIRCLEVILLE, Clinton Co.
Methodist Episcopal.
SCOTLAND, Clinton Co.
Christian.
SEDALIA, Clinton Co.
Methodist Episcopal.
SHARON HILL, Jefferson Co.
Presbyterian.
SMYRNA, Jefferson Co.
Presbyterian.
SUGAR CREEK, Clinton Co.
Christian, Presbyterian.
WEST POINT, Clinton Co.
Disciples.
WIRT, Jefferson Co.
Baptist.
IX. General Summary of Indiana Data .
(a) Number church schools surveyed. 256
(b) Number teachers surveyed 2,072
(c) Number pupils surveyed 27,849
(d) Number boy scout troops surveyed 30
(e) Number of organized classes surveyed 89
(f) Number county Sunday school associations sur-
veyed 71
(g) Number county children's divisions surveyed. . . 36
(h) Number county young people's divisions sur-
veyed 36
(i) Number township children's divisions surveyed.. lOi
(j) Number township young people's divisions sur-
veyed 65
(k) Number Devotional and Missionary Societies
surveyed 240
[50]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
X. Scope of the Indiana Survey of Religious
Education
The scope of the Indiana survey of religious education will
be seen from the following list of question schedules which
were used in Indiana :
(a) Religious Education in the Local Church.
(i) General information,
(2) Individual accounting.
(3) Curriculum.
(4) Organization and Administration.
(5) Teachers and officers.
(6) Supervision of teachers.
(7) Finance.
(8) Buildings and equipment.
(9) Cooperation of the Sunday school with the re-
ligious education of the community.
(10) Educational organizations for children and young
people.
(11) Organized classes in the Sunday school.
(b) Religious Education in the Community.
(i) Community organizations for religious education.
(2) Week-day religious schools.
(3) Boy Scouts.
(c) General Supervisory and Promotional Agencies.
(i) Denominational Sunday school agencies.
(2) Interdenominational Sunday school agencies.
(3) Denominational young people's boards,
(4) Interdenominational young people's boards.
XI. Explanation of Terms
Throughout this report the term "church school" is used to
refer to the entire educational work of a local church whether
it is conducted on Sunday or on week-days. "Sunday school"
refers to the single one-hour school session held on Sundays.
In cases where the Sunday school is the only educational work
[51]
RELIGIOUS EDUCATION OF PROTESTANTS
conducted by the local church the two terms are synonymous.
The term "church school" is the more comprehensive term. It
is used officially by some denominations as a designation for
the unified educational efforts of a local church.
The phrases "number reporting," "number returning
blanks," etc., found in the tables throughout this report must
not be interpreted to mean that the mails were used in collecting
the information. Except in the case of county and township
officers in Part Six, all the material was secured through
the personal efforts of surveyors who were on the ground to
consult records, and otherwise verify the statistical reliability
of all data obtained.
A rural community is one with fewer than 2,500 inhabi-
tants, and an urban community is one with 2,500 or more in-
habitants.
The term "average" is used to denote the quotient secured
when the sum of the terms in a series has been divided by the
number of items in the series.
The term "median" is used for the point midway between
the beginning and end of a series. There will always be as
many cases below the "median" point as there are above it.
All other statistical terms are defined in the body of the
report.
XII. Organization of the Report
The results of the Indiana survey will appear in four
volumes,* as follows:
Volume I. "The Religious Education of Protestants in an
American Commonwealth."
This volume interprets in popular style the significant re-
sults of the survey.
Volume II. "Measurements and Standards in Religious
Education."
This volume interprets the scales and standards which have
* Published by George H. Doran Company, 244 Madison Avenue, New
York.
[52]
PURPOSE, SCOPE AND METHODS OF THE SURVEY
been used in the survey and introduces church school workers
to the field of objective measurements.
Volume III. "Religious Education Survey Schedules."
This volume contains the question schedules which were de-
veloped for the purposes of this survey and the codes which
accompanied the schedules.
Volume IV. "The Curriculum in Religious Education."
This volume is proposed for publication after further tests
shall have been made by the use of methods which have been
in process of development since the beginning of this survey.
The following volumes * completed by the American Re-
ligious Education Survey Department of the Interchurch
World Movement before this movement suspended its survey
work should be regarded as an integral part of this report:
"Score-Card and Standards for City Church and Religious
Education Plants," and "The Maiden Survey of Seventeen
Church and Religious Education Plants."
[53]
Chapter II
GENERAL SUMMARY AND
RECOMMENDATIONS
The succeeding chapters in this volume contain the factual
evidence upon which the conclusions and recommendations
found in this chapter are based. From the many significant
facts revealed by the Indiana Survey of Religious Education
only a few can be included in this brief summary. Enough
have been included, however, to indicate the character and
scope of the survey. ■"•
/. Church and Religious Education Plants,
Indiana church and religious education plants fall far be-
low modern standards. The typical church building scores
about 500 on the basis of 1,000 points. The greatest dis-
crepancy exists in Service Systems, Religious Schoolrooms and
Community Service Rooms. Few of the newest and best
churches in the state score as high as 600 to 800 on a 1,000-
point standard, and these have given little attention to religious
schoolrooms and community service rooms.
Many of the church buildings are inaedquately heated, the
systems being old and inefficient. A majority of the buildings
are provided with hot air furnaces, so installed that in most
cases they are constant fire -hazards. Practically no fire pro-
tection is provided. A number of buildings included in the
survey submit the congregations and the Sunday school classes
to weekly fire dangers which the civil authorities should not
permit.
^This chapter has been printed separately in booklet form under the
title "Indiana Survey of Religious Education : Summary and Recommenda-
tions," and can be obtained from the Committee on Social and Religious
Surveys, 370 Seventh Avenue, New York City ; price 25 cents.
[54]
GENERAL SUMMARY AND RECOMMENDATIONS
Most of the church buildings are old. Few have been
erected during the past ten years, and these have repeated many
of the mistakes of the older buildings. At least half of the
churches are so far below accepted standards as to be unworthy
of remodelling.
Three out of every five church buildings in Indiana should
be rebuilt or extensively remodelled within the next ten or
fifteen years.
In view of the present condition of church and religious
education buildings in Indiana and the fact that the next decade
will doubtless witness the erection of many new church build-
ings, the following recommendations are urged :
(a) Denominational and interdenominational agencies of
supervision and promotion should give the widest possible pub-
licity: (i) to the present condition of church and religious
education plants in Indiana: (2) to sources of information re-
garding approved standards, and (3) to concrete examples of
buildings which exemplify the standards.
Church boards contemplating building new structures or
remodelling their present ones should be made to realize that
detailed standards for all of the items in a complete church or
religious education plant are available.
(b) The church buildings in Indiana should make pro-
vision for more forms of activity than are provided for at
present. An expanding educational program will be seriously
handicapped unless the physical plant is modified to meet new
demands.
(c) Churches should be encouraged to build church and
religious education plants which will from the start meet recog-
nized standards. These standards should be studied in the
light of local needs and the contemplated program of the
church. With the aid of approved standards the building com-
mittee should —
(i) List all desirable items to be included in the new
building.
(2) Give this list to the church architect for his
guidance.
[55]
RELIGIOUS EDUCATION OF PROTESTANTS
(3) Check the architect's plans by the standards, item
by item, to make sure that no items have been
omitted and that all meet the approved specifica-
tions.
(4) Study at first hand, if possible, a number of the
more progressive church and religious education
plants.
(d) Cities should conduct church-building surveys in order
to secure data upon which to base intelligent church-building
programs. The Maiden Survey is a case in point.^
(e) Provision should be made for the modification of the
score-card and standards for city church plants to meet the
needs of the church in the open country. The International
Sunday School Council of Religious Education might appro-
priately undertake this important service.
//. Organization and Administration of Reli-
gious Education in the Local Church
GOVERNING BOARDS AND OFFICIALS. TIME SCHEDULES AND
SCHOOL RELATIONSHIPS
(i) Only a small percentage of the churches of Indiana
have assumed responsibility for the organization, administra-
tion and program of the church school. There is evidence,
however, that the church is slowly coming to recognize the
church school as an integral part of its organization.
(2) There is little agreement as to the duties and responsi-
bilities of teachers and officers. There is great need of a
definition of duties upon which a division of labor can be
predicated.
(3) The "Big Four" in the administration of the Indiana
Sunday schools are: (a) the superintendent; (b) the school
cabinet; (c) the church school business meeting, and (d) the
pastor.
* The Maiden Survey, George H. Doran Co., New York.
[56]
GENERAL SUMMARY AND RECOMMENDATIONS
(4) The weekly school session is held before the Sunday
morning preaching service in nine out of every ten cases.
(5) The school session lasts one hour, one-half of which
is devoted to class recitations.
(6) Reports are made with some regularity by the admin-
istrative ofificers of the church school, but 80 per cent, of the
teachers make no report.
(7) There is as yet little recognition of the right of pupils
to representation in the membership of councils, cabinets or
other governing boards of the school.
(8) Young people's and junior societies under church
auspices are independent of both the church and the church
school.
(9) Non-church organizations operating in local churches,
for the most part, look to their own official overhead organiza-
tions for their programs and for their official appointments.
(10) There are widespread, spontaneous efforts to carry
the lessons of the church school into the life of the community
through interdenominational cooperation. Adequate com-
munity organization is needed to unify, direct and develop
these efforts.
ORGANIZATION
(i) The majority of the Sunday schools in Indiana are
small schools.
Forty-three per cent, have an enrollment of less than 100
pupils.
Seventy-two and one-half per cent, have an enrollment of less
than 200 pupils.
Sixty- five per cent, have an average attendance of less than
TOO pupils.
Eighty-six per cent, have an average attendance of less than
200 pupils.
The four-teacher school is most frequently found.
The median school has eight teachers and five officers.
There is one supply teacher to every ten regular teachers.
The typical school has no departmental officers.
[57]
RELIGIOUS EDUCATION OF PROTESTANTS
(2) Seventy per cent, of the Sunday schools are completely
ungraded and 2.8 per cent, are completely graded. Seven out
of every ten Sunday schools consist of a "main school" with no
divisions of departments of any kind except the class groups.
Ninety- four and seven-tenths per cent, of the rural schools and
49.3 per cent, of the urban schools are of the "main school"
type.
(3) There is a direct relationship between the size of the
Sunday school and both graded organization and graded
instruction.
(4) Nineteen different classification groups were revealed
in the survey of 256 churches. The standardized depart-
mental classification has not been widely adopted in Indiana.
This fact suggests that this type of departmental organization
does not fit the schools generally found in Indiana. It also
raises questions regarding the efficiency of denominational and
interdenominational supervision and promotion.
(5) The small number of departmental meetings of all
kinds seems to be another evidence that departmental organiza-
tion is often a mere conformity to the mechanical requirements
of a new organization-scheme, without the essential activities
which should characterize the departmental organization.
(6) Rural schools have been scarcely touched by the de-
partmental organization.
(7) Three out of every ten Sunday school classes are or-
ganized. Class organization has had its greatest popularity
among classes of females in the Junior and Intermediate de-
partments of graded schools.
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
(i) Four different independent church boards are operat-
ing, or attempting to operate, educational programs in the local
church. Overlapping, confusion, waste, misunderstandings are
the fruits of this division of the educational responsibility
within the church.
(2) More than 46 per cent, of the churches surveyed have
no organizations for children and youth except the church
[58]
GENERAL SUMMARY AND RECOMMENDATIONS
school. The small church exhausts its leadership in "manning"
its church school. Unless a denomination can get its mission-
ary and devotional program fully expressed through the church
school these types of training will be shut out of 46 per cent,
of its churches. Not a single church was found which main-
tained all organizations officially organized and promoted by its
denominational boards.
(3) In churches operating a number of organizations for
children and youth, it was found that a very large percentage
of the children do not participate in all of the societies because
of the physical impossibility of carrying so complicated a
schedule.
(4) The unnecessary multiplication of organizations, espe-
cially in small churches, decreases the efficiency of the educa-
tional work of the church by calling leadership from an already
undermanned organization to inaugurate a new society which
will in turn be undermanned. The expedient of having the
same person supervise two undermanned organizations divides
the energy of the leader and confuses the children.
(5) Adolescent boys and young men are practically un-
touched by the missionary societies promoted in local churches.
(6) There is very imperfect grading in practically all non-
church school societies, due to four causes: (a) the scarcity
of leadership; (b) the lack of training for specialized leader-
ship; (c) the fact that the programs are promoted, in many
cases, by boards that do not make education their main task,
and (d) the fact that boards that are not charged with the
whole educational task are not apt to see the educational task
as a whole.
NON-CHURCH ORGANIZATIONS THE BOY SCOUTS OF AMERICA
IN INDIANA CHURCHES
(i) Nine out of every ten Boy Scouts are from Sunday
schools.
(2) Nine out of every ten Boy Scouts are in the public
schools.
(3) Two out of three Boy Scouts are of Tenderfoot rank.
[59]
RELIGIOUS EDUCATION OF PROTESTANTS
(4) One out of four Boy Scouts is a Second Class Scout.
(5) Nine out of one hundred Boy Scouts are First Class
Scouts.^
(6) One out of five hundred Boy Scouts is a Life Scout.
(7) One out of four Boy Scouts is thirteen years old.
(8) Seven out of ten Boy Scouts are between twelve and
fourteen years of age.
(9) The typical Boy Scout is thirteen years of age, and in
the eighth grade of the public schools.
(10) The life of a typical Indiana Boy Scout is one year
and seven months ; the life of a typical Boy Scout in the United
States is one year, nine months and eighteen days.
(11) Four out of nine church troops practice Sunday
scouting.
CHURCH SCHOOL FINANCE
( 1 ) Fifty-five and eight-tenths per cent, of the annual ex-
penditures of Indiana Sunday schools is for the support of the
local school and 44.1 per cent, is for the support of other
religious work.
(2) The typical church school expends nothing for
salaries.
(3) The median expense for each Sunday school for the
support of the local school is $100.75 per annum. Eighty- four
per cent, of the Sunday schools hold fifty-two weekly sessions
each year. The cost of operation for the typical Indiana Sun-
day school is, therefore, slightly more than two dollars per
Sunday.
(4) The following statements show the relative cost of
operating rural and urban schools:
(a) One-half of the rural schools expend less than $45.75
annually.
(b) One-half of the rural schools expend more than $45.75
annually.
' A normal boy should reach the rank of First Class Scout within one
year after his initiation.
[60]
GENERAL SUMMARY AND RECOMMENDATIONS
(c) One-half of the urban schools expend less than $172.22
annually.
(d) One-half of the urban schools expend more than $172.22
annually.
(5) Seventy-two and five-tenths per cent, of the rural
schools and 43.9 per cent of the urban schools do not expend
any money out of the school treasuries for the purchase of
record and report books, blanks or cards.
(6) The expense for textbooks and teaching supplies is
34.5 per cent, of the entire budget; the median cost per school
is $73.12.
(7) The median annual cost for textbooks, lesson helps,
papers, and supplies used in teaching per pupil, in average at-
tendance, is $.99; for rural schools, $.92; for urban schools,
$1.04
(8) For every dollar which the churches expend out of
their treasuries for the support of their church schools, the
church schools put eleven dollars back into the church treasuries
for the support of the churches.
(9) Seventy per cent, of the church schools make some
contribution annually to the missionary, educational and other
general denominational boards.
(10) The chief sources of income of church schools are
(a) class and individual contribution; (b) special collections.
(11) Forty-seven cents out of every municipal dollar go
for the support of public schools ; but only two and three-tenths
cents of every church dollar go for the support of the church
schools.
GENERAL CONCLUSIONS AND RECOMMENDATIONS
( 1 ) The chief problems of organization and administration
in Indiana concern the small school. Systems intended for
large schools have not been successfully adapted to small
schools. The small school should receive immediate attention
as a distinct educational problem.
(2) The principles of educational administration and their
[61]
RELIGIOUS EDUCATION OF PROTESTANTS
application to the educational problems of the local church
should be made a vital part of the training of the administra-
tive officers of the church schools of Indiana.
(3) The unification of the educational agencies of the
local church is an imperative necessity. This will involve the
reorganization of overhead national boards as well as the re-
organization of local church societies.
(4) The unity of the educational work of the local church
demands a critical analysis of all non-church agencies which
ofifer educational programs to the children and youth of the
church. The analysis of the Boy Scouts included in this sur-
vey should be extended to all other non-church agencies of
moral and religious education.
(5) A uniform system of church and religious education
accounting should be installed in the churches of Indiana. This
should include standardized record books, statistical forms,
rules governing distribution of funds, etc.
///. Child Accounting in the Sunday Schools
ENROLLMENT AND ATTENDANCE
( 1 ) In the Sunday schools surveyed only one pupil out of
every one hundred enrolled is of foreign birth.
(2) In the two counties surveyed, of the total rural popu-
lation of less than twenty-one years of age, 39.1 per cent, are
enrolled in Sunday schools, while of the total urban population
of less than twenty-one years of age, 48.6 per cent, are enrolled
in Sunday schools.
(3) The Indiana Sunday schools surveyed attract boys less
than they attract girls, i. e., they enroll a higher percentage of
girls than boys.
(4) The Sunday schools in rural communities enroll a
higher percentage of boys than is the case in the urban Sunday
schools.
(5) Considering only the Sunday school enrollment of
pupils of less than twenty-five years of age, more pupils are
[62]
GENERAL SUMMARY AND RECOMMENDATIONS
enrolled at twelve years than at any other age. This is true for
both rural and urban Sunday schools.
(6) Using the same group as in (5), the median age —
that is the middle pupil if all the pupils were stood up in a row
according to age — is 11.4 years; for boys, the median is 11. 1
years and for girls, 11.7 years.
(7) The median age for the rural pupils is 12.7 years; for
the urban pupils it is 11.3 years.
(8) During the twelfth year and the fourteenth year occurs
the greatest elimination of Sunday school pupils.
(9) The period of greatest recruiting of the Sunday school
is from the third to the fifth year of age.
(10) Of the group of Sunday school pupils of less than
twenty-five years of age, eleven out of twenty report them-
selves as members of churches. In rural communities only
nine out of twenty, and in urban communities between eleven
and twelve out of twenty report themselves as members of
churches.
(11) Only one out of every four pupils in the communities
surveyed is enrolled in organized Sunday school classes.
(12) The pupil attends Sunday school with equal regular-
ity whether using graded lessons or ungraded lessons. In
either event, he attends approximately every other Sunday that
the Sunday school is in session.
RECORDS AND REPORTS
( 1 ) Only one out of every three schools surveyed has any
regulation as to the number of days a pupil must have attended
before his name is placed on the roll. The modal requirement
is three days' attendance.
(2) Only one school in eight has any requirement as to
how many consecutive Sundays a pupil may be absent before
being dropped from the roll.
(3) Two out of three schools use the yearly class-book for
recording attendance and other data on pupils.
(4) Four out of five schools use only one pupil record
form. One out of ten schools uses two record forms.
[63]
RELIGIOUS EDUCATION OF PROTESTANTS
(5) The only data on pupils which the Sunday school au-
thorities in all schools regard as sufficiently important to record
are the full name of the pupil and his absence from class.
Nine out of ten of the Sunday schools record these facts.
About half of the schools make a record of the residence of the
pupil and the date of the pupil's birth.
IV. Teachers and Supervision of Teaching
GENERAL QUALIFICATIONS OF INDIANA SUNDAY SCHOOL
TEACHERS
( 1 ) The typical Indiana Sunday school teacher is a married
woman, thirty-seven years of age, with two children. She has
an annual income of $1,474. The Indiana Sunday school
teachers were reared in rural homes in which the father's an-
nual income was $1,084.
(2) Sunday school teachers are recruited from children
and adults. Public school teachers are recruited from middle
and later adolescents. The church school neglects the young
men and women at the verv time that they are making their
vocational choices.
(3) The Sunday schools of Indiana are taught by church
members. The median age of joining church is 14.9 years.
The predominant group, however, joined church at twelve,
thirteen and fourteen years. The influences which these
teachers believe were most affective in leading them to join
church were, in the order of their importance, (a) the home,
(b) the revival, (c) the church school, (d) the church service,
(e) companions, and (f) young people's meetings.
(4) Besides teaching in the Sunday school, each teacher
carries two other church responsibilities. The percentage of
attendance and punctuality at the church school sessions is very
high.
(5) The motives that led the Indiana Sunday school teach-
ers to accept service in the church school are fundamental and
worthy of highest praise.
(6) The Indiana Sunday school teachers are the mature
[64]
GENERAL SUMMARY AND RECOMMENDATIONS
men and women of the church, who, in addition to the duties
of home and business, assume the responsibihty for three types
of service to the local church because of profound convictions
that the work is of supreme importance and worthy of sacri-
ficial service.
EDUCATION, PROFESSIONAL PREPARATION FOR TEACHING AND
TEACHING EXPERIENCE
(i) Two hundred thousand Sunday school pupils are
taught each Sunday by Indiana teachers who have had less
than ten years of schooling. There are as many Indiana Sun-
day school teachers who have had three years of high school
training as there are teachers who have not had that amount of
schooling.
One-fourth of the teachers have had fewer than 8.8 years
of schooling. Thirty-eight and nine-tenths per cent, have had
fewer than ten years of schooling. Teachers with the smaller
number of years of schooling are not limited to the older
teachers whose education was received before modern educa-
tional advantages were so well developed in Indiana.
(2) The religious reading of Indiana Sunday school
teachers consumes between three and four hours each week.
Ten books are read annually and church and Sunday school
papers are read with some regularity. The newer type of
journals of religious education, such as the Church School,
the Sunday School Worker and the Christian Educator, are
practically unknown to the rank and file of Indiana Sunday
school teachers. The Ladies' Home Journal, the Literary Di-
gest, the American Magazine and the Saturday Evening Post
are the most popular of the general magazines read by the
Indiana Sunday school teachers.
(3) The professional training of the Indiana Sunday
school teachers for religious education is almost negligible.
The rank and file of Sunday school teachers have had no
courses in the Bible, religion or religious education, in any
institution of higher learning.
(4) The church colleges of Indiana have made little con-
[65]
RELIGIOUS EDUCATION OF PROTESTANTS
tribution to the Biblical or professional training of the Sunday-
school teachers of the state. They have established special
departments for the training of public school teachers, but they
have given little attention to the task of preparing teachers for
the church schools of Indiana.
The leading denominational colleges of Indiana devote
more than thirteen times as much energy to the preparation of
teachers for the state as they do to the preparation of teachers
for the church.
Only about one in six students who attend the leading de-
nominational colleges of Indiana enters the classes in Bible,
religion, or religious education, and only one out of sixty-four
students enters the classes in religious education.
(5) The Sunday school teachers of Indiana are, as a class,
untrained.
(6) The typical Indiana Sunday school teacher has taught
in Sunday school six and one-half years. The teaching has
covered a wide age-range. The teaching has been almost
entirely without supervision, and hence has had little value as a
means of improving the quality of teaching. Unsupervised
teaching experience generally tends to confirm bad teaching
habits.
STANDARDS AND METHODS
( 1 ) Nearly all the teachers recognize the value of applying
the Sunday school lesson to life, and about one-sixth have
caught the social significance of religion and recognize it in
their teaching program.
(2) Nearly all teachers read the lesson over carefully be-
fore attempting to teach it. Only a few make a lesson outline.
Seven out of ten make no effort to master the Biblical setting
of the lesson.
(3) Half of the teachers prepare their lessons early Sunday
morning or late Saturday night.
(4) The typical male teacher spends 75.6 minutes a week
in preparation of his lesson. The typical female teacher spends
66.7 minutes a week on her lesson.
[66]
GENERAL SUMMARY AND RECOMMENDATIONS
(5) Different types of questions are used indiscriminately
by a large percentage of teachers of all grades. There is an
instinctive tendency to make the lessons plain and helpful
rather than a conscious application of the fine art of question-
ing.
(6) Of 1,205 teachers reporting on lesson assignment, 550
said that they assumed the pupils would take the next lesson
and made no assignment.
(7) There are signs of the presence of a definite but not
widespread demand for approved standards and n^ethods in
the educational work of the teachers who replied to the ques-
tions on those topics. The upper one-quarter are struggling
to better conditions in the Sunday school, and this survey
shows the presence of a group of earnest and progressive
teachers who will respond gladly to a forward looking educa-
tional program. The unmistakable marks of pedagogical
"quackery" are, however, observable. The great majority are
doing the best they can with the light they have.
CLASSIFICATION OF INDIANA SUNDAY SCHOOL TEACHERS
(i) General Education
Class A includes all teachers who have had sixteen or more
years of schooling. Eleven and eight-tenths per cent, of the
teachers are in this class.
Class B includes all teachers who have had fourteen years
of schooling and less than sixteen years. Five and seven-
tenths per cent, of the teachers are in this class.
Class C includes all teachers who have had twelve years of
schooling and less than fourteen years. Twenty-eight and
eight-tenths per cent, of the teachers are in this class.
Class D includes all teachers who have had ten years of
schooling and less than twelve years. Seventeen and two-
tenths per cent, of the teachers are in this class.
Class E includes all teachers who have had eight years of
schooling and less than ten years. Twenty-eight and six-
tenths per cent, of the teachers are in this class.
[67]
RELIGIOUS EDUCATION OF PROTESTANTS
Class F includes all teachers who have had less than eight
years of schooling. Seven and nine-tenths per cent, of the
teachers are in this class.
The median Indiana Sunday school teacher has had eleven
years of schooling.
(2) Professional Training
Group I includes those teachers who have had five courses
in religious education in college, or three years in an approved
community training school. Six and five-tenths per cent, of
the teachers are in this group.
Group 2 includes those teachers who have had three re-
ligious education courses in college or normal school, or two
years in a community training school, or one year in a com-
munity training school and forty weeks in a teacher-training
class in the local church. Six and two-tenths per cent, of the
teachers are in this group.
Group 2 includes those teachers who have had twenty-four
weeks in a community training school or sixty weeks in an
approved teacher-training course or school of principles and
methods. Eight per cent, of the teachers are in this group.
Group 4 includes those teachers who have had forty weeks
in a teacher-training class in the local church or equivalent
lessons in a community training school or school of principles
and methods. Sixteen and two-tenths per cent, of the teachers
are in this group.
Group 5 includes those teachers who have had ten weeks in
a teacher-training class in the local church or an equivalent
amount of training in schools of principles and methods or
summer conferences. Eleven and six-tenths per cent, of the
teachers are in this group.
Group 6 includes those teachers who have had less than ten
weeks of teacher-training. Fifty-one and seven-tenths per
cent, of the teachers are in this group.
The median Indiana Sunday school teacher has had fewer
than ten weeks of professional training.
[68]
GENERAL SUMMARY AND RECOMMENDATIONS
(3) Teaching Experience
Grade A includes those teachers who have had three years
of teaching experience. Seventy-one and two-tenths per cent,
of the teachers are in this grade.
Grade B includes those teachers who have had two years of
teaching experience. Nine and five-tenths per cent, of the
teachers are in this grade.
Grade C includes those teachers who have had one year of
training experience. Twelve and four-tenths per cent, of the
teachers are in this grade.
Grade D includes those teachers who have had less than
one year of teaching experience. Six and nine-tenths per cent,
of the teachers are in this grade.
The median Indiana Sunday school teacher has had six and
one-half years of teaching experience.
Counting 50 per cent, for general education, 35 per cent,
for professional training and 15 per cent, for teaching expe-
rience, the typical Indiana Sunday school teacher would grade
jp.p per cent., and the largest single group of teachers would
grade 2^ per cent.
Compared with the rural public school teachers of Indiana,
it may be said that S'/.y per cent, of all the Sunday school
teachers of Indiana fall below the lowest standards which are
accepted by the state for rural public school teachers in Indiana.
SUPERVISION OF TEACHING
(i) The general superintendent of an Indiana Sunday
school is a mature man 41.2 years old, with no training for, or
experience in, educational supervision. He accepted his office
from worthy motives and gives, from his regular business, a
few hours each week to the administrative side of his office.
(2) The pastor does not supervise the teaching in the
church school.
(3) The general superintendent does not supervise the
teaching in the church school.
[69]
RELIGIOUS EDUCATION OF PROTESTANTS
(4) The general superintendent provides no means by
which his teachers may grow in knowledge and teaching skill
while they are in the teaching service. Teacher-training
classes and teachers' meetings are not successfully conducted in
more than a small fraction of Indiana churches.
(5) The supervisory work of departmental superintendents
does not differ materially from that of the general superintend-
ent. The only marked difference between the two supervisors
is in the higher general intelligence of the departmental
superintendents. Both are equally without training for
supervisory work. Both are mature, consecrated church
workers who are impelled to the service because of high and
holy motives.
GENERAL CONCLUSIONS AND RECOMMENDATIONS
(i) The Indiana Sunday school teacher is a sincere, de-
voted Christian of mature years, who has entered the teaching
service through the highest possible motives.
(2) The Indiana Sunday school teacher is untrained.
(3) The Indiana Sunday school teacher is unsupervised.
(4) A systematic campaign should be conducted by the
churches of Indiana to enlist high school graduates and college-
trained men and women in the teaching service of the local
church.
(5) The denominational colleges of Indiana should make
more liberal provision for the training of the educational
leaders of the local churches of the state. Systematic, organ-
ized effort should be made by denominational and inter-
denominational boards and associations, (a) to recruit students
for Biblical and religious education courses in the colleges of
the state, and (b) to connect college students with local church
schools as soon as they return to their home communities or
settle in other communities of the state.
(6) High-grade, standardized, teacher-training courses for
present and prospective teachers should be prepared and
vigorously promoted. These courses should be adapted to
[70]
GENERAL SUMMARY AND RECOMMENDATIONS
training-classes in the local churches, community training
schools, summer assemblies and short-term institutes.
(7) The untrained, unsupervised, voluntary teacher and
officer is entitled to close, sympathetic and continuous super-
vision by trained experts. Competent supervision in the local
Sunday school, in the community and in larger territorial units
should be provided at once.
V. The Supervision and Promotion of Protes-
tant Christian Education in Indiana
ORGANIZATION AND OFFICERS
( 1 ) The Indiana Sunday School Association and its affili-
ated county, district and township associations comprise a series
of voluntary associations of Sunday school workers organized
on the basis of territorial units for the purpose of promoting
interdenominational Sunday school work.
(2) About 56 per cent, of the state of Indiana is organized
under voluntary leadership for cooperative Sunday school
work, and the State Sunday School Association has a history
that goes back fifty-seven years.
(3) For the direction of a possible 1,092 county and dis-
trict or township organizations, with nearly 8,000 officers, the
state employs one general secretary with no field assistants.
Two salaried, full-time educational supervisors are employed.
(4) It is self-evident that a large part of the time and
energy of the state staff must be given to the maintenance of
the thousands of affiliated organizations, most of which are in
charge of untrained, voluntary officers. The rapid turn-over
in the officiary of the county associations alone presents admin-
istrative problems which deserve the entire time of a much
larger staff than the Indiana Sunday School Association has
ever employed, to say nothing of the educational demands on
the state staff.
(5) The Indiana young people's division superintendent is
selected from the faithful Sunday school teachers of average
ability who attend the county conventions and manifest an
[71]
RELIGIOUS EDUCATION OF PROTESTANTS
interest in young people's work in the local church. Profes-
sional training and specific preparation for their work is limited
to infrequent attendance upon county or state conferences.
(6) The Indiana children's division superintendents come
from average country homes. They have had, on an average,
from ten to twelve years of schooling; many of them have
taught in the public schools and their professional training is
limited to that received while preparing for public school work.
They are earnest and consecrated workers in the church and
Sunday school. They give to their work just such time as they
can take from lives already overcrowded with other duties.
Their training for supervisory work has been almost entirely
neglected; and the actual amount of supervision attempted by
them is relatively too small to be considered as a factor in the
work of the local Sunday schools. They render their largest
service as promoters of conference and convention programs,
not as supervisors.
(7) Four township or district supervisory officers (chil-
dren's, young people's, adult and administration division super-
intendents) have direct contact with the local Sunday schools,
and for this reason, they are directly responsible both for
carrying to the local school the ideas and plans of the Interna-
tional Sunday School Association and for stimulating local
initiative and developing local leadership.
(8) The township supervisors are busy Sunday school
teachers of average ability whose Sundays are largely pre-
empted by their own Sunday schools. They are inexperienced,
untrained, voluntary workers. In their hands, the work of
supervision becomes almost an unknown quantity.
(9) There is a complete "turn-over" in the personnel of
county and township officers and supervisors every twelve to
eighteen months.
(10) The supervisory system of the Indiana Sunday
School Association breaks down almost completely in the hands
of county and township offices, and consequently, very little of
the ideals and educational content of the higher levels finds its
way into the local school through these channels. It exhausts
the energy of the state supervisors to keep Hnes of communica-
[72]
GENERAL SUMMARY AND RECOMMENDATIONS
tion in operation, and this report shows that most of the super-
visory machinery is inoperative most of the time.
(ii) The local Sunday schools of Indiana are suffering
from the effects of long-distance supervision, and from their
failure to recognize that voluntary, local workers need imme-
diate, constant and personal supervision by highly trained
specialists. This means that local budgets should be obtained
to provide competent supervisors for local schools and for local
associations.
(12) The instruments of supervision have been (a) the
conventions, (b) the county councils, (c) efficiency institutes,
(d) teacher-training schools and classes. An analysis of the
data published in this report will show that the present finances
and leadership are adequate to carry the convention system, but
that they break down when they undertake to operate agencies
which require professional training, continuous service and
adequate finance.
(13) High tribute is due to those who are heroically trying
to operate an undermanned supervisory system, and praise is
also due to the system. Indiana should man the machine with
trained supervisors from the bottom up. It should not do less
for the state Sunday school association, but it should do infi-
nitely more for the teachers and officers in the local schools,
especially through community cooperation in training and
supervision.
ORGANS AND AGENCIES OF SUPERVISION AND PROMOTION
(i) Conventions
More than 125,000 persons attended Sunday school conven-
tions in Indiana in 1920. The state convention has grown in
popularity and influence. These conventions have been used
as agencies to introduce the most modern methods of Sunday
school work into the state.
(2) Township Conventions
These are the ultimate units in the convention system of the
International Sunday School Association. From these demo'
173]
RELIGIOUS EDUCATION OF PROTESTANTS
cratic, local conferences, there are carried up to county, state
and nation the problems and the contributions of the workers
who come into closest contact with the actual work of the local
schools. In like manner, they serve as a means of conveying
the ideals of the national and state leaders to the leaders in the
local schools.
(3) Efficiency Institutes
During recent years, the General Secretary has called the
county officers into an annual Efficiency Institute. These "In-
stitutes" have been well attended; the membership in 1920 was
625.
(4) County Councils
Of the seventy counties returning information, sixty-one
reported from one to fifteen meetings annually. The total
number of county council meetings of the sixty-one counties
was 240. The attendance at 197 of these meetings was 1,596.
(5) Divisional Institutes
These institutes, lasting from one to three days, are the
most effective agencies which divisional superintendents have
for the developing of a specialized leadership. Comparatively
little use is being made of this agency at present.
(6) Standards
Denominational Sunday School Association standards have
been actively promoted ; a state paper is issued monthly, prizes
and awards are used to stimulate efficient work, and reports and
personal visits of superintendents are encouraged.
(7) Training of Teachers
Teacher-training agencies are very inactive, largely on ac-
count of the small promotional staff in the state office.
[74]
GENERAL SUMMARY AND RECOMMENDATIONS
BUDGET AND STATISTICS
(i) The popularity of the Indiana Sunday School Associa-
tion is shown by the willingness with which the local Sunday
schools finance the overhead organization. Seventy-one coun-
ties reported budgets for 1920 totalling $17,776. Of this
amount, $12,226 were sent to the association to meet overhead
expenses. The fact that more than two dollars are sent out of
each county for overhead expense for every one dollar ex-
pended at home shows a cordial relationship between the coun-
ties and the state association. But the small sum expended in
the promotion of local schools is evidence that there is hardly
any trained leadership devoting its time to the development of
the schools in the local churches of Indiana.
(2) Fifty-one per cent, of the Indiana Sunday School As-
sociation's annual report for 1920 was based on actual figures
and 49 per cent, represented estimates of state, county, and
township secretaries. It is impossible, therefore, to estimate
the accuracy of the statistical reports of the Indiana Sunday
School Association and its affiliated county, township and dis-
trict associations.
(3) The information which reaches the Government
Census Bureau passes through denominational and interde-
nominational secretaries in the same manner in which the same
material reaches the International Sunday School Association.
A more refined method of treating statistical data in the Gov-
ernment office cannot correct the defects which attend the
gathering and preserving of data within the local Sunday
school. Those who would improve the accuracy of Sunday
school statistics must begin with their local Sunday school.
BIBLE STUDY FOR CREDIT IN THE INDIANA HIGH SCHOOLS
During the five school years beginning 191 6- 17 and ending
1920-21, a total of 6,933 Indiana high school pupils wrote ex-
aminations for high school credit under the auspices of a Board
of Control of Bible Study for credit in the Indiana high
schools. Eighty per cent, of the candidates made passing
[75]
RELIGIOUS EDUCATION OF PROTESTANTS
grades. These 5,547 students received a total of 4,454 units
of credit in Biblical subjects. Ninety-seven of these successful
students presented Biblical subjects for credit at eleven colleges
in Indiana during the three years preceding June 15, 1921.
The number of pupils seeking high school credit for Bible
study in Indiana is increasing from year to year and the plan
is growing in favor with public school superintendents and
teachers.
This report analyzes the facts available regarding Bible
study for credit in the Indiana high schools and concludes that
valuable as this plan may be for literary and academic purposes,
the plan does not provide the solution of the problem of the
religious training of the children and youth of Indiana. This
problem must be solved under church auspices and not as a by-
product of secular education.
DENOMINATIONAL PROMOTION AND SUPERVISION OF RELIGIOUS
EDUCATION IN INDIANA
Seventeen denominations gave information regarding their
Sunday school work in Indiana. Six of these denominations
have no form of organization for the promotion of their Sun-
day schools in Indiana ; one has a Young People's Union ; one,
a Home Mission organization ; one, a conference secretary, and
only four report religious education departments of their state
boards.
Eight denominational boards spent nothing on their Sunday
school work in Indiana during the five years preceding the
date of this survey. Seven expended an aggregate of $19,300
a year for this purpose. Repeated efforts failed to obtain
from the proper officials satisfactory statements regarding the
amounts of money expended annually on their Sunday schools
in Indiana and the amounts received from them for various
church causes.
The denominational boards give varying degrees of service
to their church schools in Indiana. Four do nothing more than
supply literature ; two provide convention speakers ; one issues
literature and arranges conferences; one holds conventions and
[76]
GENERAL SUMMARY AND RECOMMENDATIONS
conferences ; four publish promotion literature and organize
conferences, and one limits itself to correspondence.
In most of the denominations, the leadership in religious
education is divided. Several boards within the denominations
issue separate and sometimes competing programs and pro-
mote unrelated and rival organizations within the local church.
The lack of coordination within the denomination and of
the denomination with the general movement for religious
education is the most outstanding weakness revealed by the
survey of denominational Sunday school agencies in Indiana.
Not a denomination was found which had unified its various
boards into a single religious educational leadership, to its own
satisfaction. And the survey failed to reveal a denomination
which had satisfactorily related itself to the general Sunday
school movement. As a result of this failure of coordination,
there is overwhelming evidence of friction, wastefulness and
inefficiency.
SUMMARY AND EVALUATION OF THE INDIANA SUNDAY SCHOOL
ASSOCIATION
The Indiana Sunday School Association has won the en-
thusiastic support of the Protestant churches of Indiana. It is
now experiencing the most concrete evidences of widespread
popular approval. Its conventions are the largest in its history.
Its budget is raised by apportionments to local schools. These
apportionments are paid more promptly and more cheerfully
than in any previous period of the history of the association.
The foregoing analysis of a popular organization with more
than half a century of helpful service to the state, has revealed
many points of strength and laid bare some points of weakness
which this section will attempt to summarize.
(i) Elements of Strength
(a) Democracy of Control: The Indiana Sunday School
Association is a democratic organization. Any Protestant
Christian citizen of Indiana can join it. Its township, county
and state conventions are open forums for the discussion of
[77]
RELIGIOUS EDUCATION OF PROTESTANTS
any and all problems concerning the religious education of the
state.
(b) Interdenomuiaiional Cooperation: Through this demo-
cratic organization all Protestant Christian bodies may carry
forward their cooperative, community work in religious educa-
tion. The Protestant Christian bodies need an organ through
which their common tasks can be performed.
(c) Growth through Participation: This association pro-
vides a channel through which thousands of local workers may
actually participate in forming the policies which are to be ap-
plied to their own and to other schools. This opportunity for
growth through participation is part of the genius of the
Indiana Sunday School Association.
(d) Executive and Supervisory Systems: In spite of the
weakness which has been pointed out in the operation of the
executive and supervisory systems of the Indiana Sunday
School Association, the principles underlying these systems are
fundamentally sound. The tendency to distinguish between
administration and supervision is in harmony with approved
standards. The system of training through councils, institutes,
etc., is in line with the most modern methods. Many of its
educational standards are crude and of doubtful value, but the
practice of using standards and scales to measure results is most
commendable.
(2) Elements of Weakness
(a) Dependence on Voluntary Leadership: It is true that
the greater part of the work in religious education must be
done by voluntary workers. It is clear, however, that volun-
tary workers cannot guarantee the continuity of the program.
The rapid turn-over from year to year in the working force due
to the system of voluntary workers causes incalculable loss in
the efficiency of the system. An organization whose machin-
ery goes to pieces periodically because of its dependence on
voluntary labor, cannot carry week-day schools of religion,
community training schools and other modern agencies of re-
ligious education. Salaried specialists must supplement the
GENERAL SUMMARY AND RECOMMENDATIONS
voluntary workers if the association is to meet modern de-
mands. The Young Men's Christian Association has found it
possible to maintain a staff of salaried workers in communi-
ties of every size. Its strength is due largely to its system
of salaried officers. The task of religious education requires a
similar organization. The voluntary worker needs the help of
a trained specialist.
(b) Inadequate Man-Power: This is perhaps the weakest
place in the Indiana Sunday School Association. The state
office is short-handed. But the most notable shortage is in the
county and city centers. It is incomprehensible that a great,
rich state like Indiana, after fifty-seven years of organized
Sunday school work, should not have a single city or county
with professionally trained leadership and an aggressive
cooperative community program of religious education. Until
cities and counties are willing to pay the price of the super-
vision of voluntary workers by salaried experts they must
expect to pay the penalties imposed by inefficiency.
CONCLUSIONS AND RECOMMENDATIONS
(i) Both denominational and interdenominational super-
vision have been of the general promotion type.
(2) Both denominational and interdenominational over-
head agencies have left the local school with inadequate
supervision.
(3) The large percentage of denominational Sunday
schools in Indiana is dependent entirely upon the interdenomi-
national agencies for stimulation, encouragement and super-
vision. The few denominations which have made more or less
provision for supervision and promotion of their denomina-
tional Sunday schools, agree that their present offerings are
meagre and in a large measure unsatisfactory.
(4) Interdenominational and denominational conventions,
institutes and conferences are the chief sources of Sunday
school inspiration. Denominational literature and teacher-
training manuals are the chief sources of Sunday school in for-
[79]
RELIGIOUS EDUCATION OF PROTESTANTS
mation. These agencies reach a very small percentage of the
teachers and officers in the state.
(5) Denominational agencies are inadequate, poorly organ-
ized and competitive. Interdenominational agencies are under-
manned and inadequately jfinanced.
(6) Denominational and interdenominational agencies are
poorly coordinated.
(7) Leaders of the denominational and interdenomina-
tional Sunday school organizations in Indiana are men and
women of the highest Christian character. They are rendering
a sacrificial service to the childhood and youth of Indiana. The
personal relationships of denominational and interdenomina-
tional leaders are sympathetic and cordial.
(8) The paramount need at the present time is for a
reorganization of the present supervisory agencies in such
manner as will, (a) unify the interests and activities of de-
nominational and interdenominational agencies, (b) unify the
interests and activities of denominational agencies, and (c)
distribute the available resources in such manner as to bring
the largest amount and quality of assistance to the teachers
and officers in local schools and communities. The great need
of help in the local schools makes it imperative that fric-
tion, overlapping and waste be eliminated in the overhead
organizations.
VI. Use of Survey Data in Indiana
No American Commonwealth has ever before had at its
disposal such an array of accurate, vital facts regarding the
status of religious education within its borders as those now
available for Indiana. These data have been collected and
published without expense to Indiana except in so far as its
citizens contributed to the support of the Interchurch World
Movement, from whose treasury a considerable part of the
survey was financed. Indiana, is, therefore, presented with
a special opportunity of so using this survey data as to con-
tribute to the entire nation examples of new and better
organization and methods in religious education.
[80]
/ •
GENERAL SUMMARY AND RECOMMENDATIONS
If this survey is to be remedial and not merely diagnostic
a constructive application of its findings is necessary. The
following steps are suggested as a desirable method of
procedure :
"better church schools" campaign committee
When Dr. Leonard P. Ayres published his rating of the
state public school systems,^ a few of the states that were
rated relatively low chafed under the classification, attacked
the accuracy of the methods used by Dr. Ayres and made
vigorous efforts to defend the educational practices of their
states. In all cases, this proved to be an unwise response to
the published rating of these states. Indiana school men re-
sponded in a much wiser manner. The Indiana public school
system was rated seventeenth from the top of the list. Immedi-
ately upon the announcement of this classification the public
school leaders of Indiana organized a "Better Public Schools"
campaign. Literature was issued showing the items upon
which Indiana schools were below approved standards, and
plans were made to correct the system at each point of defect.
The "Better Public Schools" campaign was carried to the re-
motest rural school district with the slogan "Put Indiana
Public Schools in First Place." This was wise and construc-
tive leadership.
A similar plan might well be followed now by the church,
school people of Indiana, based upon the data found in this
report. It is suggested that a "Better Church Schools" cam-
paign committee be appointed at an early date. This might be
a committee of fifty, or one hundred as may be thought wise.
It should be large enough to represent adequately the various
interests involved but not too large to be an efficient working
committee. This committee might be assembled by the
Executive Committee of the Indiana Sunday School Associa-
tion and the representative denominational Sunday school
leaders of the state.
The survey report should be placed in the hands of this
* Ayres, Leonard P., "An Index Number for State School Systems."
rsi]
RELIGIOUS EDUCATION OF PROTESTANTS
committee with instructions to prepare suggestions for the
best use of its findings. Sub-committees might be assigned
to the different sections of the report, such as Buildings,
Teachers and Supervision of Teaching, etc.
SEVEN FOCAL POINTS IN "BETTER CHURCH SCHOOLS" PROGRAM
A study of the survey data with the recommendations of
the report might well result in a program which could be
organized around the following focal points :
(i) Buildings
"More and better church buildings" might become one of
the slogans of the campaign. Specific methods should be
developed to stimulate an interest in the best buildings. Every
new church or religious education building erected in the state
in the future should approach as nearly as possible the "1,000
point" standard.
(2) Extension
"More pupils, more schools and more time for religious
training" is a second slogan worthy of inclusion in the cam-
paign. This topic would include the following objectives :
(a) Increase the enrollment in schools already established.
(b) Organize new schools in neglected districts.
(c) Establish week-day and vacation church schools.
(d) Increase the regularity of attendance in all church
schools.
(3) Organization
This report suggests standards for the organization of
religious education in the local church, in the community and
in the state as a whole. It is pointed out that the small schools
are in special need of organization which is adapted to their
size and resources. Along with plans for improving the
organization of religious education in the state should be a
vigorous effort to improve the completeness and the accuracy
[82]
GENERAL SUMMARY AND RECOMMENDATIONS
of the records and reports of all agencies of religious educa-
tion. The unification of agencies should also be considered in
the interests of unity, efficiency and economy.
(4) Teachers
More and better teachers are an imperative need. The
educational standards could be appreciably raised by a cam-
paign to recruit the teaching ranks from high-school graduates
and college-trained people. An organized effort to recruit the
teaching ranks from young people of eighteen, nineteen and
twenty years of age is suggested by the data on the compara-
tive ages of entering the public school and church school teach-
ing service. A campaign to give religious education its rightful
place in the church colleges in Indiana, to interest college
students in courses in religious education and to encourage
churches to use the services of college students and graduates
would be productive of large results.
Improving the quality of teaching by the vigorous pro-
motion of training classes in the local church, community
training classes, community training schools, schools of prin-
ciples and methods, summer institutes and assemblies, reading
circles and other methods of training available for the rank
and file of the voluntary workers in the state will form an
essential part of the forward-looking program in Indiana.
(5) Supervision
This is the weakest point in the church schools of Indiana.
It is literally true to say that there is no supervision of religious
teaching in these schools. The exceptions to this rule are so
rare as to be negligible. Voluntary teachers need close and
constant supervision by highly trained specialists. Many
churches in Indiana could employ competent directors of re-
ligious education if pastors and people saw the need of their
services. An organized effort to secure the placing of, say,
one hundred directors of religious education in local churches
of Indiana during the next two years would have a profound
influence on the religious education work of the state. In a
[83]
RELIGIOUS EDUCATION OF PROTESTANTS
campaign for this purpose, it is important that high-class
directors be employed. College graduation and at least two
years of professional training beyond college graduation in the
field of religious education would be a safe minimum standard.
One hundred such directors in a state, who could be mobilized
occasionally for special promotion of community schools,
teacher-training work, etc., would be an invaluable asset to
the state.
For churches which cannot be supplied at once with local
directors, the system of what may be termed 2one supervision
is suggested. There are many towns and cities in Indiana
which are the centers of a network of inter-connecting trolley
and steam railroad lines. A supervisor placed at such a center
could organize a system of training and supervision which
could have fairly close personal direction. It is suggested
that an efifort be made to place twenty-five or more zone super-
visors during the next two years. The following centers are
suggested : Indianapolis, Columbus, Bedford, Evansville, New
Albany, Terre Haute, Richmond, Anderson, Muncie, Frank-
fort, Crawfordsville, Lafayette, Kokomo, Marion, Decatur,
Fort Wayne, South Bend, Goshen, Laporte, Huntington,
Sullivan, Vincennes, Vernon, Rushville, Greensburg, Lebanon,
Connersville, Valparaiso and Green Castle. Many towns and
cities could be induced to support local directors of religious
education. Campaigns in the various communities for the
purpose of creating a demand for (a) zone directors of reli-
gious education, (b) community or city directors of religious
education, or (c) local church directors of religious education
will justify a liberal expenditure of time and money.
There is special need just now to magnify the importance
of the office of superintendent of the local school. In most
schools, this officer must be both executive and supervisor.
An officer-training campaign should be launched in all sec-
tions. The small schools, especially, are not likely to rise
higher than the intelligence, devotion and ideals of the
superintendent.
The three points to be stressed in the campaign to improve
supervision are :
[84]
GENERAL SUMMARY AND RECOMMENDATIONS
(a) A state-wide effort to increase the efficiency of super-
intendents in local schools.
(b) An organized effort to secure the employment of at
least one hundred highly trained directors in the local churches
of Indiana within a period of two years.
(c) The encouragement of the movement to employ full-
time, trained supervisors for communities and cities in order
that supervision may be more continuous and in order that
cooperative educational enterprises may have more capable
leadership.
(6) Standards
All effective supervision implies the erection and adminis-
tration of standards. For the purposes of this survey a number
of standards and measuring scales have been developed. In
the light of the data now available and with the aid of the
standards and scales published in the report of the Indiana
Survey of Religious Education, the "Indiana Better Church-
Schools Campaign Committee" could profitably undertake to
revise and supplement the standards now in use in that state.
The following items are proposed for inclusion in an Index
Number or composite standard for religious education in a
local church :
(a) The percentage that average attendance is of total
enrollment. (As soon as provision can be made for an accurate
community religious census, revised at regular periods, this
index number should include the percentage that the total
enrollment of the religious schools of the community is of the
total population of the community for which the various
religious bodies are responsible.)
(b) The percentage that the enrollment of pupils between
twelve and twenty-five years of age is of the total enrollment.
(This item is obviously intended to lessen the dip in the attend-
ance curve during the adolescent years.)
(c) Completeness of educational records. The relative
value of items in the records of a church school is set forth
in Part Four of this volume.
[85]
RELIGIOUS EDUCATION OF PROTESTANTS
(d) Score of textbooks in use measured by the score-card
for measuring religious education textbooks published in
Volume II of "The Indiana Survey of Religious Education."
(e) Score in percentage of school achievement, as meas-
ured by the Interchurch Standardized Sunday School Examina-
tion, published in Volume II of "The Indiana Survey of
Religious Education." Other tests published in the same
volume, when fully standardized, and still others yet to be
developed, should eventually be included in the score for school
achievement.
(f) The rating of teachers expressed in percentages as
measured by the Classification Plan published in Part Five of
this volume.
(g) The score of the church and religious education plant
as measured by the Interchurch Score Card for Measuring
Church and Religious Education Plants, published in Part Two
of this volume, expressed in percentages.
(h) Completeness of organization as measured by the
Plans for Organization of the Local Church School, published
in Part Three of this volume.
(i) Percentage that the budget for religious education is
of total church budget.
(j) Percentage that the budget for supervision is of total
religious education budget.
(7) Finance
Indiana is not spending enough for the religious education
of her people. An adequate program of religious education for
the state will involve plans for the raising and distribution of
funds to carry the enlarged program proposed. This volume
suggests some of the problems which must be faced by those
who would intelligently approach this important subject.
ADOPTION OF "better CHURCH SCHOOLS" CAMPAIGN PLANS
When the Better Church Schools Campaign Committee has
formulated its plans, its report should be presented to the
[86]
GENERAL SUMMARY AND RECOMMENDATIONS
Indiana Sunday School Convention for adoption. When once
adopted by this body, the machinery of the Indiana Sunday
School Association and its auxiliaries could properly be turned
into promotion agencies for the new program.
ADOPTION OF THE "mERGER"
By the "merger" is meant the reorganization of the
Indiana Sunday School Association in such manner as to pro-
vide for official, denominational representation on is Execu-
tive Committee, thus insuring the closest coordination of the
educational programs of denominational and interdenomina-
tional agencies. This form of organization has been approved
by the International Sunday School Association and the
Sunday School Council of Evangelical Denominations.
PROMOTION OF ^BETTER CHURCH SCHOOLS"
When the plans for the Better Church Schools compaign
have been formulated and adopted there should be vigorous
and systematic promotion of the campaign throughout the
state. The well-known order of information, agitation, legis-
lation, should be adopted. The largest publicity should be
given to the facts of the survey. The volumes of the report
should be in the hands of thousands of leaders in all walks
of life. Pamphlets, convention addresses, lantern-slide presen-
tations and newspaper articles should be used as means of
promotion. A regular promotion committee should be charged
with the execution of this important task.
It is the belief of the Survey Staff that Indiana will rally
with wonderful enthusiasm to this challenge of "Better Church
Schools."
VII. Indiana and the Nation .
Indiana was selected as a representative American
Commonwealth. Many of the findings in this volume will
apply with equal force to other states. Such states should
[87]
RELIGIOUS EDUCATION OF PROTESTANTS
profit greatly by the study of the Indiana data. All states can
use with great advantage the standards, score-cards, measur-
ing-scales, and methods of analysis which have been developed
or exemplified in the Indiana survey.
For purposes of comparison and in order that generaliza-
tions for the nation as a whole may be safely made, several
other states should be surveyed at an early date. Alabama,
representing the southern states; Massachusetts, representing
the New England states; Kansas, or Oklahoma, representing
the southwestern states; Minnesota, representing the north-
central states; Colorado, representing the Rocky Mountain
states, and Oregon representing the Pacific northwest, could
collectively furnish data which, with material already obtained
in Indiana, would paint a fairly accurate picture of the condi-
tion of religious education in the nation as a whole, and in
most Protestant Christian denominations as wholes.
The organization and prosecution of religious education
surveys, such as the one just completed in Indiana, and many
other types of surveys which time and resources would not
permit in Indiana, justify the inauguration of a Bureau of
Service and Research in connection with the International
Sunday School Council of Religious Education. Such a
Bureau would place trained surveyors and statistical experts
at the service of church boards and interdenominational asso-
ciations. It would also guarantee the accuracy and uniformity
necessary to investigations of this nature.
VIIL Objectives Realized
There is no more fitting summary of this statement of
findings and recommendations than the statement of objectives
which were formulated by the director of this survey in 1919
for the guidance of the American Religious Education Survey
Division of the Interchurch World Movement. The volumes
which comprise the report of this survey will indicate the
extent to which these objectives have been realized.
The objectives which have determined the methods and
content of this survey are :
[88]
GENERAL SIBIMARY AND RECOMMENDATIONS
(a) Facts : Such a body of vital, comparable facts as
will guide in building national, state and denomina-
tional programs of religious education.
(b) Tools: Such a body of standardized technique —
norms, tests, standards — as will provide a new and
better method of measuring and directing the proc-
esses of religious education.
(c) Methods: Standardized methods for guiding local
churches and communities in surveying conditions,
building programs, testing results and determining
budgets.
[89]
PART TWO: CHURCH SCHOOL
BUILDINGS
BY
E. S. EVENDEN
OUTLINE
CHAPTER III: THE CHURCH BUILDINGS OF INDIANA.
I. New Conception of Community Church
II. Church Program in Relation to Church Plant
III. Standards and Score-Card
IV. Use of Score-Card
V. How Score-Card Is Used
VI. A Sampling of the Churches of Indiana
VII. Analysis of Scores of Indiana Churches
VIII. The Better Churches of Indiana
IX. Better Church Buildings Outside of Indiana
X. Provision for Selected Items by Indiana Churches
XI. Size and Form of Site
XII. Internal Structure of Church Buildings
XIII. Service Systems
XIV. Fire Protection
XV. Church Rooms
XVI. Religious School Rooms
XVII. Religious School Assembly Rooms
XVIII. Religious School Classrooms
XIX. Community Service Rooms
XX. Community Service Rooms for General Use
XXI. Community Rooms for Social Service
XXII. Rooms for Recreation and Athletics
XXIII. Summary of the Church Building Situation
XXIV. Indiana Behind in Building Program
[91]
CHAPTER IV: SUGGESTIONS FOR FUTURE CHURCH
BUILDING IN INDIANA
I. Traditional Errors
II. The Church Site
III. Building or Buildings
IV. Service Systems
V. Church Rooms
VI. Religious Education Rooms
VII. Community Service Rooms
VIII. Summary
[92]
PART TWO: CHURCH SCHOOL
BUILDINGS
Chapter III
THE CHURCH BUILDINGS OF INDIANA
/. New Conception of Community Church
Christianity is a group of ideals which have stood all tests
as to the reality and permanence of their worth. The goal of
Christianity remains the same even though the methods of
work and other means employed to attain that goal have
already undergone marked changes. In the minds of many
church workers, a period of even greater change is just be-
ginning. The present-day community church with its depart-
mentalized religious education, its motion-pictures, its
gymnasium, clubrooms, and other provisions for church and
community service, is as different from the old, plain "meet-
ing house" of our grandfathers as the modern city home is
different from the home of two generations ago. Then the
home was a social unit so nearly self-sustaining that it natu-
rally assumed a large share in the education and moral develop-
ment of the children; now it often leaves the children to the
upbringing of the street and unsupervised gang.
Many churches, particularly in the larger cities, have
realized the need for enlarging their activities and have either
cooperated in the support of the Young Men's Christian Asso-
ciation and the Young Women's Christian Association or have
developed institutional churches to care for some of these
activities. It is clear that religious instruction for one hour
a week, even if given, as is not often the case, under the
[93]
RELIGIOUS EDUCATION OF PROTESTANTS
most favorable conditions, cannot compete with all the
various interests that claim the time of the boys and girls
during the other 167 hours of the week. The church can,
however, meet competition of this kind by exerting its whole-
some influence during the recreation periods of its members,
both young and old. Forms of recreation which may be open
to severe criticism when practised in commercialized amuse-
ment halls may be wholesome and even constructive when
conducted in the church plant under proper direction. If the
modern church is to be more than a traditional or sentimental
factor in the lives of many of the boys and girls now growing
to manhood or womanhood, it must occupy more of their
time and consequently more of their thoughts. To do this
requires more power of attraction than hard benches, and
harder exhortations to lead lives of sacrifice and service.
//. Church Program in Relation to Church
Plant
When a church congregation decides to make its program
of religious education conform to accepted modern practices,
it finds that many separate classrooms and several rooms for
use as departmental assemblies are needed. Most of the build-
ings erected before the modern idea of religious education
gained general acceptance are wholly inadequate to meet the
demand. Attempts are often made, by means of partial par-
titions and even by curtains on wires, to provide separation
of classes, but usually the isolation so obtained is a sorry
makeshift. Should the church also desire to render other
types of community service which would call for clubrooms
for the Boy Scouts, the Campfire Girls, the Young Men's
Bible Class, a local or church chapter of the American Legion,
playrooms, nurseries, gymnasiums and similar provisions, it
quickly becomes evident that the rooms needed can be ob-
tained only in one of three ways: (i) by a large amount of
remodelling and enlarging which in most cases results in the
retention of numerous makeshifts or undesirable elements,
(2) by the addition of a separate religious education building
[94]
TiJ.USTRATlON I :
OF THE LEON 1 A
t'HURCH, LEON] A,
PART OF THE EXTERIOR
M E r 1 1 01),I ST EPl St'OPAE
N. J.
The effective grouping of trees and shrub-
bery is well illustrated. Beliind the church
is space for tlie construction of tennis
courts, an open-air auditorium, play
grounds and a wading pool.
ll.IASTRATIO.X II: THE INNER COURT AND FOUNTAIN OF THE FOURTH PRESBYTERIAN
CHURCH, CHICAGO, ILL.
This illustrates one way of materially adding to the apparent size of a church site in
a large city. It safeguards the source of light and provides attiartive space for numerous
outdoor activities.
Illustration III : the cloister garth or the chapel of the ixtercession,
TRIjSTITY church, new YORK CITY, NEW YORK.
ll.LlSTRATIOX IV: A CHAPEL OF THE FLATBUSII COXGRKGATIOXAL CHURCH,
HKOOKLYX, NEW YORK.
This picture shows the effective use of slirubbery in removing tlie effect of sliarp angles
about the building.
Illustration V: the chapel of the intercession, trinity church, new yokk
CITY.
This is one of the two churches visited by the Building Committee which scores over
900 points. It' is a beautiful example of pure Gothic architecture. In the back of the
main auditorium are the religious school building, the parish house and the vicarage.
These are connected by beautiful stone cloisters, part of which is shown in Illvistration XI.
THE EXTERIOR OF THE FOURTH PRESBYTERIAN CHURCH,
Illustration VI:
CHICAGO, ill.
Showing the main church building, the inner court, the religious school, the community
house and the manse. This church scored higher than any other church visited by tli©
iPuUding Committee.
THE CHURCH BUILDINGS OF INDIANA
which may also carry the desired institutional factors, or (3)
by the building of a complete new church and religious educa-
tion plant to fit the new program and with provisions for
future growth. The desirability of the second or third method
will depend upon the present site and adequacy of church
auditorium and church rooms.
///. Standards and Score-Card
In 1919-1920, under the auspices of the Interchurch World
Movement, standards were developed "^ for a modern city
church and religious education plant which would provide for
departmentalized religious education and for a maximum of
community service. These standards represent the best in
present-day practice, as scientifically evaluated from the experi-
ence and judgments of ministers whose churches are carrying
on programs of community service, of church and school
architects, of students and teachers in several of the largest
theological schools, of Y.M.C.A., Y.W.C.A. and other social
workers, and of superintendents and teachers of religious
education. The diversity of results and experiences which
were represented in the establishment of these standards makes
it virtually certain that every phase of modern religious educa-
tional work was considered, and provision made for it.
The practical value of these standards and of the score-
card in connection with which they are used is immense.
Simply as a checking list for church officials planning a build-
ing they are suggestive, since at least they will serve to bring
up for consideration the question of making provision for
various kinds of activities. Being written in terms of desirable
maximums rather than of acceptable minimums, they consti-
tute a valuable aid to building committees in making plans so
complete that the discovery of various needs will not be post-
poned until after construction is finished and the building
put to the test of use. A church building committee which
* "Standards for City Church Plants to be used with the Interchurch
World Movement Score Card for Rating City Churches and Religious
Education Plants," prepared by N. L. Engelhardt, E. S. Evenden, et al.
[95]
RELIGIOUS EDUCATION OF PROTESTANTS
seriously studies these standards will most probably decide
that some of the activities, for which no provision was
originally intended, are so obviously desirable that they will
either be included in the plans at once or the plans will be
made sufficiently flexible to permit of their inclusion at a
later date. Thus the standards tend to enlarge not only the
building but the church program itself. Presenting, as they
do, the best judgments of several hundred competent authori-
ties, these standards are calculated to save time and prevent
confusion in determining what is desirable in matters of con-
struction and equipment, while at the same time they offer
insurance against the repetition of errors in church construc-
tion due to the dependence of a building committee upon the
advice of an architect who has possibly been responsible for
one type of building and knows no other. Finally the score-
card and standards are of the utmost value in determining the
adequacy of existing church plants. For this purpose the
score-card provides a score of i,ooo points for a church plant
which meets all the standards for all of the items. These
i,ooo points are distributed among the six major divisions
and the 112 subdivisions according to the judgments of large
groups of experts in the field of church construction and church
and religious educational activities. The actual distribution
of points is shown in the reproduction of the score-card, as
shown in Chart III.
IV, Use of Score-Card
In using the score-card at least three trained judges of
church and religious education plants go through the entire
plant and then independently score the building. The middle
one of these three judgments is then taken for all of the 112
principal sub-divisions, and these middle or conservative judg-
ments are totalled to make the final score for the building.
In interpreting the final scores certain groups should be kept
in mind to assist in a more accurate realization of the adequacy
of the plants being scored. A church plant which scores be-
tween 800 and 1,000 points on the score-card may be con-
[96]
THE CHURCH BUILDINGS OF INDIANA
III
1
2
-T-1
r. SITE
130
A. Location
55 1
1. Accessibility
30
2. Environment
25
B. Nature and condition
30 1
1. Drainage and soil
15
2. Upkeep of site
15
C. Size and form
45
45
. BUILDING OR BUILDINGS
150
20 1
1. Orientation
10
10
B. Gross structure
80 1
1. Type and esthetic balance
20
2. Material
10
3. Height
5
4. Roof
ft
5. Foundation
10
6. Walls a.
10
7. Entrances
5
8. Condition
15
C. Internal structure
50 1
1. Stairways
10
2. Foyer and corridors
10
3. Basement
10
4. Decorative attractiveness
20
. SERVICE SYSTEMS
160
A. Heating and ventilation
40, \
1. Kind
10
2. Installation
10
3. Air supply
5
4. Fans and motors
5
5. Distribution
5
6. Temperature control
5
B. Fire protection system
40 1
1. Apparatus
10
2. Fireproofness
15
3. Escapes
ft
4. Electrical wiring
5
5. Fire doors ,
3
6. Exit lights- and signs
2
0. Cleaning system -.
10 1
1. Kind
2
2. Installation
3
1
8. Efficiency
5
1
Chart III — Score-Card for a City Church and Religious Education
Plant
[97]
RELIGIOUS EDUCATION OF PROTESTANTS
0. Artificial lighting system
1. Gas and electricity
2. Outlets and fixtures
3. Methods and illumination . .
E. Water supply system
1. Drinking
2. Washing
3. Hot and cold water
F. Toilet sjTstem
1. Distribution
2. Fixtures
3. Adequacy and arrangement
4. Seclusion ^
6. Sanitation
G. Other service systems
1. Clocks and signal systems. .
2. Church bells and chimes . . .
3. Telephone connections
4. Service lifts
H. Service rooms
1. Workshops
2. Service oflice
3. Fuel room
IV. CHtJRCH ROOMS
A. Convenience of arrangement. .
B. Auditorium
1. Size and shape
2. Seating
3. Illumination
4. Walls and ceiling
6. Floor
6. Balcony
7. Pulpit and platform
8. Baptismal equipment
9. Conununion equipment
10. Organ and piano
11. Choir gallery
12. Choir rooms
13. Acoustics
14. Visualization equipment. . . ,
15. Cloak or check room
C. Chapel or small assembly
D. Parlor and church board room
E. Church office
F. Pastor's study •
G. Church vault
1
2
3
15
2
5
1
8
15 1
5
5
1
5
25 1
5
5
8
2
5
10 1
5
2
1
2
1
5 1
1
2
2
1
170
20
20
100
15
5
8
5
5
^
5
5
2
15
lO
$
5
5
2
15
15
5
6
10
10
15
16
5
5
1
Chart III — Continued
[98]
THE CHURCH BUILDINGS OF INDIANA
1
2
3
V. RELIGIOUS SCHOOL ROOMS
200
A. Location and connection
15 1
15
B Assembly room
60
1. Size and shape
10
2 Seating
8
3. Illumination
10
4. Walls, ceiling and-floor
10
5. Stage
10
6 Musical equipment
ft
7. Visualization equipment
ft
8. Auxiliaries
2
C. Class rooms
90 1
1. Adequacy of number
80
2. Size and shape
15
3. Seats and desks
10
4. Illumination
10
6. Walls and ceilings
ft
6. Floors
ft
7. Blackboards and bulletins
5
8 Doors and closets
ft
9. Instructional equipment
5
D. Cloak rooms and wardrobes
15
15
E Superintendent's office
10
10
F. Supply rooms
10
10
VI COMMUNITY SERVICE ROOMS. . .
190
A Rooms for general use
60
1. Recreation and dining
30
2. Kitchen
1ft
1
3. Library and reading room
15
B. Rooms for social service
10
i 1
1. Women and mothers' room
15
2. Girls' club rooms
10
3. Men's club room
15
4. Boys* club rooms
10
6. Nurses' and rest room
ft
6 Day nursery room
ft
7. Civic center
5
8. Social workers' office
2
C. Recreation and athletic rooms
60
1 1
1. Gymnasium -
20
2. Locker rooms
10
3. Showers
10
4. Swimming pool
a
6. Hand-ball court
5
€. Game and amusement rooms . . . .
5
5
Total possible score
1,000
1,000
l.OOC
Chart III — Concluded
[99]
RELIGIOUS EDUCATION OF PROTESTANTS
sidered a very high-grade plant. A church plant cannot score
above 800 without being exceptionally complete in its equip-
ment and provisions for special activities. Such a church may
fall a little short of the desired standard and hence incur a
small loss in score on a number of the items provided, or it
may be heavily penalized on one or two of its activities, in
which case it must be practically up to standard in all the rest.
It is, for example, quite possible to have a splendid church
upon a poorly located, inadequate site, and so have its score
reduced very materially — fifty or sixty points on that one
item alone.
A church plant scoring between 600 and 800 points on
the basis of 1,000 may be considered as in many ways a desir-
able plant and in almost all cases capable of being remodelled
or of having additions made to it so that its efficiency can be
materially raised. It is likely that churches falling in this
group were built a number of years ago when standards of
construction were lower than at present. These churches
possibly had a splendid plant when first built; but by compari-
son with the standards of the modern community church, they
may not only lose a few points on most of the items, but
their score may also be materially reduced by failure to make
provision for separate classrooms, special assemblies or any
of the community service rooms. Often the auditorium and
church rooms are quite adequate, and with the addition of a
religious education building, the church plant could be made
to serve its congregation acceptably without rebuilding.
A church building that scores between 400 and 600 falls
so far short of meeting desirable standards in so many items
that it becomes a question whether it will prove more econo-
mical to remodel the building or to replace it by a new plant.
A church that scores less than 500 falls so far below the
requisite standards in virtually all respects that an entirely
new plant will usually prove a good investment for the
congregation.
When a church and religious education plant scores less
than 400 it is quite certain that money spent on remodelling
or adding to it will represent an economic loss, and any build-
[100]
THE CHURCH BUILDINGS OF INDIANA
ing with so poor a score cannot but be a definite handicap to a
community service program for its congregation. If these
rough groupings are kept in mind in studying the scores of
the churches of Indiana, it will help to give a clearer picture of
the situation.
V. A Sampling of the Churches
The twenty-five churches selected by the committee on
religious education for special study in Indiana were selected
from those churches for which data, necessary for an index
number, had already been collected. This selection was scien-
tifically made and can be considered as accurately representa-
tive of the conditions throughout the state. In making the
selection no attention whatsoever was paid to the type of
church and religious education plant belonging to the church.
It is to be expected, therefore, that chance would so operate
in the selection of these twenty-five churches that there would
be some very poor church buildings, some very good and
that the majority of the number would range between these
two extremes with the heaviest grouping around that point
which most truly represents the general condition for the
state. In any such distribution one may always expect only
a few cases at either extreme with a distinct increase in the
number of cases around the center or mid-point of the
distribution.
Reference to Table I. will show the total scores allotted
by three trained scorers on the twenty-five churches in this
sampling. It will be seen that the best church of the twenty-
five scored 769 points out of a possible 1,000, while the poorest
church in the twenty-five scored but 186 points out of a
possible 1,000. A study of the total scores allotted in Table
IV. shows a distinct grouping of the churches around the 500
mark, there being eight churches between the range of 478
and 526. From this table one would be justified in saying
that the typical church and religious education plant of
Indiana scores about 500 on the basis of 1,000. This does not
mean that these plants are only 50 per cent, efficient, but it
[lOl]
RELIGIOUS EDUCATION OF PROTESTANTS
does mean that on the basis of scores allotted they obtain only
one-half of their possible score, and therefore fall far short
of reaching the accepted and desirable standards for a modern
TABLE IV — TWENTY -FIVE ^ CHURCH AND RELIGIOUS
EDUCATION PLANTS OF INDIANA ARRANGED IN
ORDER OF RANK FOR TOTAL SCORES ALLOTTED
SHOWING DISTRIBUTED SCORES ON THE MAIN ITEMS OF THE SCORE-CARD AS
COMPARED WITH THE TOTAL POSSIBLE SCORE FOR EACH MAIN ITEM
1.
s
m Pos-
ore and
Scores
MAXIMUM POSSIBLE SCORES AND ALLOTTED SCORES
I
II
III
IV
V
VI
Code N
of Chur
Scored
Service
? Religious
Com-
munity
^
Q
(<
Site
Build-
ing
■ Sys-
tems
Church
Rooms
School
Rooms
Service
Rooms
1,000
130
150
160
170
200
190
25'
I
769
109
137
114
131
153
125
24
2
734
95
134
III
144
152
96
23
3
655
107
119
94
122
136
77
22
4
648
103
116
91
119
118
lOI
21
5
613
103
106
76
128
126
74
20
6
608
99
107
85
107
116
94
^9
7
589
lOI
105 *
83
102
105
93
18
8
570
100
97
90
100
110
73
^t
9
560
100
92
80
109
97
82
16
10
526
108
119
71
99
57
72
IS
II
521
93
86
77
lOI
87
77
14
12
515
95
94
70
103
98
55
13
13
514
103
80
82
95
78
76
12
14
500
lOI
88
62
100
88
61
II
15
498
97
85
77
89
86
64
10
16
492
91
79
79
96
100
47
9
17
478
107
98
68
80
70
55
8
18
455
85
88
64
84
92
42
7
19
452
106
lOI
64
78
64
39
6
20
426
86
79
70
87
72
32
5
21
384
95
80
64
69
48
28
4
22
365
93
54
59
67
64
28
3
23
309
99
47
28
46
57
32
2
24
281
54
51
58
51
57
10
I
25
186
52
3(>
31
40
19
8
Maximum
possible
score.
1,000
130
ISO
160
170
200
190
* Churches selected at random from among churches having available
religious education records.
* Table should be read as follows: 769 points out of a possible 1,000
points have been allotted church No. 25 ; 109 points out of a possible 130 on
Site, etc.
[102]
THE CHURCH BUILDINGS OF INDIANA
church and religious education plant. It is interesting to note
that only six of the twenty-five churches score above 600
while five of the twenty-five score below 400.
The further examination of Table V. will show that the
scores are made up from the six main sub-items and that
these scores vary greatly. As might be expected, church No.
25, which ranks first among the group, also receives among
the highest scores on all of the items, but it is not unusual to
find a church building plant scoring around 500 and yet
approaching the maximum score on site or building or church
rooms. By comparing the scores allotted on the six major
sub-items, it will be seen at once that the greatest discrepancy
between the scores actually allotted and the possible score
exists in Item III. — "Service Systems," Item V. — "Religious
School Rooms," and particularly Item VI — "Community Ser-
vice Rooms." This would indicate that less attention has
been paid to these items in the past than is now being given
to them in the most modern church and religious education
plants.
VI. Analysis of Scores
Under the item of "Site" half of the churches in Indiana
would receive a score of less than 100 on the basis of a possi-
ble 130. Under the item of "Building or Buildings," one-half
of the churches of the state would receive a score of less than
92 on the basis of a possible 150. Under the item of "Service
Systems" half of the churches according to this sampling
would receive less than 76 points on the basis of 160 — less
than half the possible score. Under the item of "Church
Rooms," the median, or middle, score for the churches of the
state is in the neighborhood of 99 or 100 out of a possible
170. In the case of "Religious School Rooms," the inade-
quacy of the provision is shown by the fact that the median,
or middle, score for the state would probably be in the neigh-
borhood of 88 out of a possible 200. The greatest evidence
of failure is, however, shown in the lack of "Community
Service Rooms," where out of a possible 190, the median,
[103]
RELIGIOUS EDUCATION OF PROTESTANTS
or middle, church for the state would receive 64. This means,
of course, that on each of these items as many churches score
less than the figure mentioned as score higher than the figure
mentioned. Since Table IV, is representative of the church
building conditions for the state, it is evident that very few
churches have been built in Indiana within the last decade.
The majority of churches were built at a time when very
little attention was given to departmentalizing religious educa-
tion work and almost no attention to any provisions for com-
munity service, other than the installation of a kitchen for the
purpose of serving church and community dinners. The situa-
tion for Indiana is also shown in Table V., which gives the
number of churches in the state receiving percentages of the
total possible score. This in a measure shows the degree to
which the standards for the several major items are met by
Indiana's churches.
TABLE V — TWENTY-FIVE CHURCH AND RELIGIOUS EDU-
CATION PLANTS OF INDIANA DISTRIBUTED OVER
PERCENTAGE RANGES OF EFFICIENCY AS MEASURED
BY THE SCORE-CARD BASED ON SCORES AL-
LOTTED ON SIX OF THE MAJOR ITEMS
Percentage Ranges and Numbers of
Churches Falling Within Each
Percentage Group
Items Considered in Percentage
Commutations 0-25% 26-50% 51-75% 76-100%
I. Site 0 2 9 14
II. Building or Buildings i 3 16 5
III. Service Systems 2 15 8 o
IV. Church Rooms i 7 14 3
V. Religious School Rooms i 16 6 2
VI. Community Service Rooms. .. . 9 13 3 o
Total Scores i 11 12 i
VIL Better Churches in Indiana
During the visit of the Church Building Committee to
Indiana, an attempt was made to obtain scores from the best
churches in the state. It was impossible to visit and score
every church, although a conscientious attempt was made to
visit those churches that were considered by a number of
[104]
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[105]
RELIGIOUS EDUCATION OF PROTESTANTS
church and rehgious education officials in the state as among
Indiana's best church building plants. For this purpose the
cities of Indianapolis, Frankfort, Crawfordsville, Blooming-
ton, Anderson, Muncie, Peru, Marion, Logansport Plymouth,
Gary, Hammond, South Bend, Mishawaka and Fort Wayne
were visited and the most complete and most modern church
plants in each of these cities were inspected and scored. The
scores for sixteen of these selected church and religious educa-
tion plants are presented in Table VI. These buildings dis-
tinctly represent the best in the state. From this it is evident
that even when the best buildings are selected there are no
church and religious education plants in the State of Indiana
that closely approximate the maximum possible score, and
that there are relatively few buildings falling in the group
between 600 to 800 points on the basis of 1,000.
The only value that this table has, so far as helping to
understand the church building situation for the state is con-
cerned, lies in the fact that none of the churches visited in
Indiana scored above 800 while only two scored above 750
and only six of the number visited scored above 700. From
this table it is again evident that Indiana's church and religious
education plants in a majority of cases fall very far short of
modern standards. As in Table IV., we find again, even in
these best buildings, convincing evidence that too little atten-
tion has been given to religious schoolrooms and to community
service rooms. It is the neglect of these items and the poor
types of service systems installed which reduce the scores for
many of these churches to a point often much lower than the
external appearance of the building would indicate. As might
be expected, better provision has been made for church rooms,
especially in respect to the church auditorium, church board
room, and pastor's study, than for any of the other items.
VIIL Better Churches Outside of Indiana
For the sake of comparison with the better churches in
Indiana, shown in Table VI., the total scores and the dis-
tributed scores on the major sub-items for twelve selected
[106]
Name and Location of Churches Scored
TABLE VII — TWELVE SELECTED' CHURCH AND RELIGIOUS
EDUCATION PLANTS SCORING ABOVE 750 IN SEVERAL
CITIES, ARRANGED IN ORDER OF RANK FOR
TOTAL SCORES ALLOTTED
SHOWING DISTRIBUTED SCORES ON THE MAIN ITEMS OF THE SCORE-CARD AS
compared with THE TOTAL POSSIBLE SCORE FOR EACH MAIN ITEM
Rank on
Basis of
Total
Score
Allotted
to
Entire
Plant
Items Name Location
I Fourth Presbyterian ' Chicago, III i
2 Chapel of the Intercession New York, N. Y. . 2
3 Lake Avenue Memorial Baptist. . . Rochester, N. Y.. . 3
4 Pilgrim Congregational Cleveland, Ohio . . 4
5 Brick Church Institute (Presby.) . Rochester, N. Y.. . 5
6 Lakewood Congregational Cleveland, Ohio . . 6
7 Lakewood Methodist Episcopal. . . Cleveland, Ohio . . 7.5
8 Flatbush Congregational Brooklyn, N. Y. . . 7.5
9 Third Presbyterian Rochester, N. Y.. . 9
10 Leonia Methodist Episcopal Leonia, N. J 10
II Lakewood Presbyterian Cleveland, Ohio . . 11
12 Dewey Avenue Presbyterian Rochester, N. Y. . . 12
Sub-Items
Maxi- maximum possible score and allotted scores
mum , '' N
Possible I II III IV V VI
Score Religi- Comm-
and ous tnunity
Allotted Build- Service Church School Service
Items Scores Site ing Systems Rooms Rooms Rooms
1,000 130 150 160 170 200 190
1 924 113 144 156 161 179 171
2 911 123 146 150 158 181 153
3 854 108 136 128 162 176 144
4 815 109 120 127 151 142 166
5 812 105 114 133 140 159 161
6 810 123 131 122 143 142 149
7 806 109 139 122 152 147 137
8 806 121 121 124 141 161 138
9 803 123 139 114 133 161 133
10 785 126 136 lOS 128 148 142
II 763 no 129 121 146 140 117
12 761 122 136 128 133 146 96
13 1,000 130 150 160 170 200 190
* Churches were selected on basis of community service programs sup-
ported and completeness of plant, upon recommendations of workers in
religious education.
'Table should be read: 924 points out of a possible 1,000 points have
been allotted to the Fourth Presbyterian Church of Chicago, 111., 113 points
out of a possible 130 on Site, etc.
[107]
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[109]
RELIGIOUS EDUCATION OF PROTE^STANTS
church and reHgious education plants in cities outside of
Indiana are given in Table VII. The scores of these churches
will indicate that some are engaged in extensive programs of
community service and that they are making every effort to
provide an adequate plant for carrying on these programs. A
study of these total scores and the scores given on the six
subdivisions will show that these churches in many respects
approximate the maximum possible scores, which would indi-
cate that they have met in most respects the standards set up
for these various items. Some of the scores are lowered
because church plants are older and have been remodelled, so
that a little is deducted from the score for many items, whereas
others of the newer buildings have failed to provide for cer-
tain types of rooms or certain forms of activities, and so lose
a larger number of points on a few items.
The churches given in Table VII. should in no sense be
considered as an exhaustive list. They represent the better
churches in Rochester and Cleveland, two cities where the
Building Committee worked, one church in Chicago, a few
selected churches in the metropolitan area of New York. An
extensive study of church plants around New York or Chicago
or any other of our larger cities would undoubtedly give many
churches scoring in the group between 800 and i,cxdo points.
The beauty of structure and completeness of the plant of the
Fourth Presbyterian Church of Chicago and the Chapel of the
Intercession of Trinity Church, New York, placed these two
plants easily in the group scoring over 900. The principal
value of Table VII. in this study is to show that the standards
by which the churches of Indiana are scored are actually being
accepted and in many cases met in more modem church
construction.
IX. Provision for Selected Items
Each one of the major items on the score-card as shown
in Tables IV.-VI. is still further divided into other principal
sub-items varying in number from three to eight. These
principal subdivisions are again divided so that an evaluation
[no]
IlLUSTRATIOX VII: exterior of the third PRESBYTERIAN CHURCH, ROCHESTER,
i\EW YORK.
Showing how the reHgious school and community service building can be added to an
existing- church in a way to give the entire structure an appearance of unity.
Tl.I.rSTRATION VI I 1 : lui; l.AKi:\V()Or) COXGREG.VTIONAL Cni'RCH, LAKEWOOD, OHIO.
This is a good example of the Colonial type of arcliitecture applied to a churcli and relig-
ious education plant. The Colonial type lends itself readily to a maximum use of space.
Illustration X] : cloister of the chapel of the intercession, trinity
CHURCH, NEW YORK CITY, NEW YORK.
THE CHURCH BUILDINGS OF INDIANA
is made on 112 separate items in obtaining the total score for
any building. A detailed building study for the entire state
would involve the tabulation and comparison of the twenty-
five selected churches on all of these 112 items. Time and
space prohibiting such a detailed study, the situation can be
shown best by tabulating the scores allotted on those items
most commonly neglected in the planning and building of a
church and religious education plant. Table VIII. gives the
tabulation of these twenty-five churches on the basis of eight
selected items. If a church obtained its maximum score on
these eight items, it would receive 455 points out of the possi-
ble 1,000. This shows that the points under consideration
amount to almost half of the total score and are therefore
correspondingly significant in the church building situation
for the state. The twenty-five churches arranged in order
of the total score received on these eight items range from
church No. 25, which received 327 points out of a possible
455, to church No. i, which received 56 points out of the
same possible number. The median score for this group is
189, or 42 per cent., of the total possible score. This means
that there are as many churches in Indiana that receive less
than 189 points out of a possible 455 as there are churches
that receive more than that number of points. It will be
noticed that on the basis of these selected points the order
of the churches is not quite the same as in Table IV.
Table IX. gives the scores shown in Table VIII. in the
form of the percentage which each score is of the maximum
possible score for that item. From Table IX. it is obvious
that nineteen of the twenty-five churches receive less than 50
per cent, of the total possible score on these eight items.
X. Size and Form of Site
In the matter of the selection and utilization of the church
site more attention is usually given to its location and its
nature and condition than to its size and form. For this reason
the item of "Size and Form" was among the eight items
selected. The column headed I.C. in Table VIII. shows that
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[113]
RELIGIOUS EDUCATION OF PROTESTANTS
only three churches of the twenty-five receive more than thirty
points out of a possible forty-five. Assuming that this ratio
holds for the remainder of the state only 12 per cent, of the
churches of the state would score more than thirty points out
of forty-five. The corresponding column in Table IX. shows
that 20 per cent, of the churches receive less than half of the
maximum possible score. Very few of these churches have
much more than enough space for the church building itself
and in a great majority of cases there is little or no lawn space.
XL Internal Structure
In the scores allotted to major subdivision II., "Building
or Buildings," more attention has been given to the placement
of the building and its gross structure, including the archi-
tectural design, the general aesthetic plans of the building, and
other such items than has been given to the structure and
arrangement of the interior of the building. The item of
"Internal Structure," involving the placement, construction
and arrangement of stairways, foyer and corridors, the base-
ment, and the general decorative attractiveness of the interior,
is the second of the eight selected items. The scores allotted
to the twenty-five churches on this item are shown in the
column headed II. C in Tables VIII. and IX. Only one of
the churches receives a score of more than 40 points out of
a possible 50, only seven receive scores between 30 and 40 on
this same basis, while fourteen of the twenty-five receive less
than half of the maximum possible score for the important
items included under the heading of "Internal Structure."
Many stairways are so poorly constructed that they are con-
stant fire-traps, they are too narrow, are winding or are too
wide with no central hand-rail. Little attention has been
given in a majority of church buildings to the arrangement
and safeguarding of this important element of construction.
The controlling motive seems to have been to tuck them into
dark corners where they would occupy as little space as possi-
ble. Very few buildings seem planned so that their foyers
and auditoriums permit of convenient and easy use of all parts
[114]
THE CHURCH BUILDINGS OF INDIANA
of the building without disturbance to those using the main
auditorium. So far as the church basements are concerned,
the majority of them give the impression of having been con-
structed with no thought of any use except for the accommoda-
tion of the heating plant. The enlargement of church pro-
grams has necessitated the use of these rooms, many times so
far below ground as to be damp and unhealthy, poorly lighted
and otherwise unattractive.
XII. Service Systems
Among the eight principal subdivisions of "Service Sys-
tems," heating and ventilation and fire protection are each
given 40 points of the 160 allotted to this major item. Other
items, such as cleaning systems, artificial lighting, water sup-
ply, toilet provisions, other service systems and service rooms
are all as neglected in the church plants of the state as are
heating and ventilation or fire protection. Since these two
items are, however, the most important, the very inadequate
provisions for the service systems of church plants can be
shown by the scores allotted to these items as well as in a
more detailed tabulation of the other subdivisions of service
systems. The column headed III. A. in Table VIII. gives the
scores allotted on ''Heating and Ventilation." Sixteen of the
twenty-five churches receive a score of 20 or less each out of
the possible 40 points allotted to this item. This would indi-
cate not only that many of these buildings are inadequately
heated, but that the kind of heating system used is old and
inefficient. A majority of the buildings are provided with
hot-air furnaces, so installed that in most cases they are con-
stant fire hazards. Less than one-fourth of the churches are
provided with modern steam heating plants or with forced
ventilation. Most of the twenty-five churches have no means
of automatic temperature control, many of them not even
having an ordinary thermometer in evidence. A modern heat-
ing system not only adds to the comfort and healthfulness of
those using the church plant, but is considerably cheaper in
its operation and much safer from the standpoint of fire pre-
[115]
RELIGIOUS EDUCATION OF PROTESTANTS
vention. This column in Table IX. shows that no church
of the twenty-five receives a score of two-thirds of its possible
maximum on this item, whereas only nine of the twenty-five
receive more than 50 per cent, of their total possible score.
XIIJ, Fire Protection
The scores allotted the churches in Indiana on the item
of "Fire Protection" would show that there is almost no pro-
vision either in the matter of providing fire escapes or fire
protection apparatus. The columns headed III. B. in Tables
VIII. and IX. show this situation. On this item only two
churches of the twenty-five, or what would correspond to 8
per cent, of the churches in the state, have more than half
of the possible maximum score, and these two fall so far short
of meeting desired standards that they receive scores of
twenty-five and twenty-eight respectively.
Virtually none of the churches of the state meets the
standards of fireproof construction. Even though the external
walls may be of brick or stone, the interior is often of wood
construction easily destroyed by fire. No thought has been
given to making stairways from balconies or second, or third-
floor rooms fireproof or enclosed in such a way that they
would be safe as fire wells. Even the easily procured and
inexpensive precaution of fire extinguishers is usually lacking.
When provided, they are often not to be found at the points
of greatest fire danger ; for example, the entrance to a furnace
room or the stairway to a basement. Since it can be said that
virtually half of the churches of Indiana would score less than
one-third of the possible maximum score on this item, it is
readily seen how little attention has been given to this in past
construction. Unfortunately, a number of the more recently
constructed plants have repeated many of the mistakes of the
past. A number of the buildings included in this study (in-
flammable, frame structures with exposed furnaces in close
proximity to the unprotected, rough lumber under the floor
of the auditorium) submit the congregations and the Sunday
school classes to weekly fire dangers which civil authorities
[116]
THE CHURCH BUILDINGS OF INDIANA
would not and should not permit in public school buildings,
theatres, and other places where citizens congregate.
XIV. Church Rooms
The distribution of scores allotted on "Church Rooms"
for these twenty-five churches is shown in the column for this
topic in Table IV. If the scores allotted for this item be com-
pared with the maximum possible score, it is readily seen that
more adequate provision has been made for the church rooms
than for almost any other of the major items. This is as was
to be expected, since most churches, regardless of the kind
or extent of the religious program which they carry on, must
provide for a large church auditorium. Such provision varies
not only because of differences in size and adequacy of the main
church auditorium, but also because many churches fail to make
provision for a small assembly room, for a church parlor or
church board room, for the church office, the pastor's study
or a church vault. Even in the matter of the auditorium it-
self, which is allotted lOO points of the 170 given to church
rooms, the scores vary from 25 to 89, Seven of the twenty-
five churches receive less than 50 per cent, of the maximum
score. This is true even on an item so universally provided
for as a church auditorium. In some of the other items of this
group the provision ranges from very inadequately equipped
church offices to a complete lack of church vaults in anv of
the twenty-five churches.
XV. Religious School Rooms
Nothing has been more evident in church work during the
last few years than the increased prominence of religious edu-
cation. The typical Sunday school of a generation ago has
undergone a material transformation in many of our present-
day churches. It now represents a form of service calling for
trained teachers, departmentalized organization, separate cur-
ricula for the several departments, special departmental
assembly rooms and individual classrooms for the various
[117]
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[119]
RELIGIOUS EDUCATION OF PROTESTANTS
classes. The standard has changed from the group of eight
to ten children seated about an untrained, though well-
intentioned teacher, to one requiring that a much larger class
receive the benefit of religious instruction from a teacher
scientifically trained. The major item of "Religious School
Rooms" is divided into the six subdivisions of location and
connection, assembly rooms, classrooms, cloakrooms and
wardrobes, superintendent's office and supply-rooms. In
showing the situation in Indiana in regard to provision for
religious school rooms, the scores allotted on "Location and
Connection" of these rooms, given in Table VII., show a
distinct lack of definite plan. Twenty-one of the twenty-five
churches receive lo points or fewer, of the 15 possible for
this item. This shows, as was obvious to the Building Com-
mittee in its visits, that many of the classrooms were provided
under pressure. They are placed on stairway landings, in
basement corners, and in some cases in balconies of the gym-
nasium. It is frequently necessary to pass through several
classrooms to get from one to another part of the church
school.
XVI. Religious School Assembly Rooms
Reference to Item V. B. in Table X. will show that
eighteen of the twenty-five churches receive scores of 30 or
less out of the possible 60 points allotted this item. Many of
the scores were based on the provision of one religious school
assembly room, oftentimes arranged on some modification of
the Akron plan. The scores allotted show only in part how
inadequate such an assembly room is for a departmentalized
school.
XVII. Religious School Classrooms
By far the most important element under the heading of
"Religious School Rooms" is that of classrooms. This item
is given 90 of the possible 200 points for "Religious Educa-
tion Rooms." Classrooms take into account adeqiiacy of the
number of rooms, size and shape, the seats and desks pro-
[120]
THE CHURCH BUILDINGS OF INDIANA
vided, the illumination, walls, seating, floor, blackboard,
bulletins, doors and closets, and instructional equipment. The
columns headed V. C. in Tables VIII. and IX. give the scores
allotted for this item in the twenty-five churches studied.
Twenty-one of the twenty-five churches receive a score of
60 or less, while over half of the churches receive less than
half of the maximum score. The subdivision under class-
rooms which most truly represents the provision or lack of
provision for religious education classrooms is the score
allotted on adequacy of number, since this receives 30 of
the 90 points of the twenty-five churches. None received
more than 15 points on this. Even this score throws too
favorable a light on the situation, since so many of the class-
rooms are arranged on the Akron plan and receive a higher
score for adequacy of number than they are really entitled
to. In many cases these classrooms are separated from one
another by curtains or sliding doors which often, on account
of the difficulty of manipulating them, are not closed. Only
two of the twenty-five churches in this group made a con-
scientious attempt to provide separate classrooms permitting
a class to be conducted without constant interference from the
work of other classes,
XVIII. Community Service Rooms
No phase of present-day church building is more neglected
in existing plants than the provision for "Community Service
Rooms." A glance at the last column of Table IV., dealing
with the scores given on this item, shows that twenty-two of
the twenty-five churches receive less than half their total possi-
ble score ; while the median score for the group is only 64
points out of a possible 190. Of course, this can be explained
by the fact that the churches of a decade or more ago did not
undertake extensive programs of community service. At that
time they were content to provide the means for Sunday ser-
vices and a mid-week prayer meeting. In most cases, meagre
provision was made for kitchens and dining-rooms; but to
undertake any consistent program of religious education or
[121]
RELIGIOUS EDUCATION OF PROTESTAN^TS
of social or community service, involving the use of the church
building for the meetings of clubs or church organizations,
was not thought of. Most of these activities, where they
existed at all, were housed at the homes of individual mem-
bers. With the change that has occurred in modern social
conditions, and with the new type of family life which has
grown out of our city conditions, the church of today finds it
necessary to have more ways of reaching and serving its mem-
bers than were necessary to the church of a generation or two
ago. Very few churches have carried this program far
enough to assume any responsibility for providing means of
recreation. There is, however, a growing tendency for them
to provide gymnasiums, swimming pools, handball courts,
bowling alleys, libraries and reading-rooms where informal
social clubs may conveniently hold their meetings. The scores
referred to in Table I. show that little attempt has been made
by existing churches to remodel their plants to care for this
phase of church service. Their failure to do so may be for
either of two reasons : first, the unwillingness of the church
members to support such a program of service; second, the
almost insurmountable difficulties in the way of remodelling
some of the church plants suitably even though the church
members would gladly support the program. The total score
of 190 points out of the 1,000 shows the importance attached
to this type of service by the hundreds of experts whose
opinions were used in evaluating the points of the score-card.
This total score is divided between the three principal sub-
divisions of rooms for general use, rooms for social service,
and recreation and athletic rooms. For the sake of better
analysis of the needs in this field, the scores given to each
of these three subheadings have been tabulated in the last three
columns of Tables VIII. and IX.
XIX. Community Service Rooms for General
Use
In this division are included large rooms for recreation
and dining purposes, kitchen equipment and the maintenance
[122]
THE CHURCH BUILDINGS OF INDIANA
of libraries and reading-rooms. Of the three subdivisions,
this is by far the most adequately provided for, as can be
seen by the percentage scores in this column of Table IX.
Even on this item, however, seventeen of the twenty-five re-
ceive 30 or fewer points out of a possible 60; while six of the
twenty-five, representing 24 per cent, of the churches in the
state, may be said to have failed to provide such facilities for
these three types of rooms as would warrant their receiving
one-fourth of the possible score ; and only two of the twenty-
five scored higher than two-thirds of the maximum. The
equipment, particularly the kitchen equipment, is oftentimes
so meagre, so poorly kept, so rust-covered, as to be almost
repellant to the members of the congregation called upon to
use it. It tends to make voluntary service at social functions
where the equipment is used a drudgery, and in a sense a
punishment, rather than a pleasure. The contrast between the
typical Indiana church kitchen and dining-room equipment and
some of the equipment in the better churches of the state, as
shown in Table II., clearly indicates how most of the churches
are handicapped when an attempt is made to use their equip-
ment for community purposes. Many opportunities for
entertainment and for the holding of social gatherings are
consequently lost or indefinitely postponed, which should be
used to increase the social and religious solidarity of the
congregation.
XX. Community Rooms for Social Service
Under this head are included such rooms as women's and
mothers' rooms, girls' clubrooms, men's clubrooms, boys'
clubrooms, a day nursery and a social worker's office. It will
be seen by a comparison of the scores allotted to these items
in the column headed VI. B. with the scores for the rooms
for general use in the preceding column that but few facili-
ties of this kind have been provided. Twenty-one of the
twenty-five churches receive less than half of the possible
score, while the highest score allotted to any church is only
49 out of the possible 70. Fifteen churches receive 20 or
[123]
RELIGIOUS EDUCATION OF PROTESTANTS
fewer points on this item; while five of the churches, or what
would correspond to 20 per cent, of those in the state, receive
less than 10 of the possible 70. When scores of 20 or less
are divided between these eight items, it is evident that many
of the facihties included under this heading are inadequately
provided or entirely lacking. Each of a number of the
churches has a room which is used for meetings of the women's
organizations. Often it is the room in which the adult
women's Sunday school class meets; and which must serve
also as a clubroom, sewing-room. Red Cross room and for
all other such purposes. The women's and mothers' room,
poor as it is, is generally much more adequate than any
corresponding room provided for the men. Two or three of
the churches scored have given a room each to be used by
some church chapter or local chapter of the American Legion;
and in one case an attempt was made to have this room serve
also as a meeting place for smaller groups, or as a reading-
room for the members of the Legion. Though the space for
it had to be secured by putting screens across one end of a
large assembly room, it was fitted with comfortable chairs,
some books, current magazines, a piano and victrola.
An increasing number of churches are realizing the oppor-
tunity for service to the younger boys through cooperation
with the Boy Scouts. They are furnishing Boy Scout leaders
from their congregations, and where possible, are giving the
Boy Scouts the use of one of the church rooms. Too frequently
this room must be used for several other purposes so that
the Scouts cannot decorate it with their pennants, banners and
other trophies. Consequently the boys do not feel as much
at home in the room, nor as much interested in its decoration
and care, as they would if they could store their equipment
in it and hold meetings there at any time. The provision for
nurseries and restrooms is practically missing from all of the
churches. The same statement is true concerning day nurseries
for little children whose parents are attending church services.
In a few of the churches the kindergarten classroom is
equipped so that it can be used as a nursery during church serv-
ices. Under these conditions the equipment is too frequently
[124]
THE CHURCH BUILDINGS OF INDIANA
for children of kindergarten age rather than for the babies and
smaller children. The almost total lack of any building pro-
vision for the social worker's office, would indicate that few
of the church congregations in Indiana are using this means
of assisting and supplementing the social work of the church.
Many church activities supposedly devolve on the minister and
his wife; but opportunities for service are multiplied in the
modern community church and if many of these are to be
taken advantage of it becomes essential that assistant pastors or
trained social workers be added to the staff. When this is
done, the social worker's chance to serve the community is
seriously interfered with if the office is in some out-of-the-way
part of the building instead of easily accessible.
Many of the rooms for social service in this group may be
added at relatively little expense if they are planned for at the
time the building is erected.
XXI. Rooms for Recreation and Athletics
Poor as was the provision in Indiana churches for the
community service rooms included in the other two groups the
scores allotted for recreation and athletic rooms, in the columns
headed VI. C. in Tables VIII. and IX., will show that still less
attention has been paid to this type of service. In some cases,
where churches cooperate with a local Y.M.C.A. or Y.W.C.A.,
it would be an expensive and unnecessary duplication of
equipment to provide these rooms in the church. Even where
a Y.M.C.A. makes provision for recreation and athletics in
the immediate vicinity of a church, the church seldom uses the
equipment as a church unit. It is apt to encourage its members
to utilize the equipment; but use of the gymnasium, the swim-
ming pool or bowling alleys by a church organization, or by
classes of the church congregation, is unusual. So much influ-
ence for good can be exerted over young people by helping
them to take their recreation under the most favorable condi-
tions, that it would often be a good investment for a large
church to duplicate some of this equipment. Unquestionably
so, if the church were large enough to make it certain that its
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RELIGIOUS EDUCATION OF PROTESTANTS
separate facilities would be used and kept in perfect condition,
and if the withdrawal of its unit's support and patronage
would not jeopardize the Y.M.C.A.'s success. Of the
twenty-five churches scored in Indiana, only one received more
than 50 per cent, of its possible score, and that one received
only 52 per cent. Eleven of the twenty-five received less than
20 per cent, of the possible score. These scores represent the
situation for the state in a light more favorable than actual
conditions warrant, since, in a number of cases, churches within
using distance of a Y.M.C.A. were given some credit for
these items when they reported that they used the "Y" facili-
ties. Of the sixteen Indiana churches selected from among
those having the better church plants, eleven received less than
30 points of the possible 60 on this item. This shows that
even in the best churches of the state failure to provide for
rooms for recreation and athletics is almost as noticeable as in
the twenty-five selected churches which represent the state
at large.
XXII. Summary of the Church Building
Situation
The total scores, the scores allotted on the six major items
and on the principal subdivisions of each of these items, are
given in Table X. On the score-card shown in Chart III., each
item may be identified and the score for it found for the
twenty-five selected churches used throughout this chapter to
represent the general situation for the state. Suppose a reader
wishes to know how generally the churches of the state provide
offices for the superintendents of religious education. Let him
find, in the score-card. Division E. of Item V., and then refer
to Item v.. Division E. in Table X. He will see that six
churches, or 24 per cent., make no provision whatever for such
an office; and that 22, or 88 per cent., of the churches receive
less than half the maximum score for that point. This indi-
cates that provision for such an office was not made in the
plans of the churches ; and that in virtually all cases where the
services of a superintendent of education have been found nee-
[126]
Illustration XII: the old AiDiroKirM or the lake avexue memorial
BAPTIST CHURCH, ROCHESTER, jV. Y.
Showing the pulpit and liaptistry in one corner and tlie balcony at the back and along
one side. A large part of the audience in this room were compelled to sit facing an
annoying glare from the windows on the left.
Illustration XIII: the same auditorium after it was remodelled.
The seating capacity was increased. The baptistry remains in the corner and whsn not
used is closed with draperies in harmony with those over the organ. The stained glass
in the windows is so well selected that sufficient light is admitted even on dark days and
yet annoying glares are removed.
Illustration XIV: the beautiful auditokium of the fourth
PRESBYTERIAN CHURCH, CHICAGO, ILL. IN EVERY DETAIL A PLACE OF WORSHIP.
Illustration XV: the pipe organ of the chapel of the
INTERCESSION, TRINITY CHURCH, NEW YORK CITY.
Illustration XVI: st. mart's chapel, chapel of the intercession,
TRINITY CHURCH, NEW YORK CITY.
THE CHURCH BUILDINGS OF INDIANA
essary, he has been forced to do his work under the handicap
of cramped quarters and insufficient equipment. His office too
often consists of desk space in an unused corner of some room.
Table X. can be used, in the way indicated, for a more detailed
study of items tabulated in Tables VHI. and IX.
XXIIL Indiana Behind in Building Program
Tables IV. and X. give evidence that the church buildings
of Indiana fall far short of the standards accepted by church
and religious education authorities the country over. Even
Table VI., dealing with sixteen of the better churches, does
not lessen the force of this evidence, as these churches were
selected from the best in seventeen cities of the state. Those
cities hold 51 per cent, of the state's population. Most of the
churches are old, very few having been built in the last ten
years; and the scores allotted show that little attempt was
made to provide in them, or even in those of much more recent
construction, the physical equipment for enlarged programs
of community service which many churches are now finding
desirable. It cannot be urged that these standards call for too
heavy an outlay for a church with only moderate means avail-
able for building; for many of the churches, because they made
more adequate provision for more activities, received higher
scores than others costing three and four times as much. A
large part of the money put into a church plant may go into
pretentious exteriors, a towering and dangerous steeple, or an
elaborate and ornate auditorium; and too little into the ar-
rangement of rooms, the proper placing of stairways and
corridors, and into facilities for forms of service other than
Sunday worship. A number of churches of non-fire-resistive
material received low scores on the item of fire prevention and
very high scores for the ample provision they made for sepa-
rate rooms for religious education, more clubrooms, better
social-room and dining-room, Boy Scout rooms, gymnasium,
handball courts or bowling alleys. Where a church board
knows beforehand the types of service it wishes to render to
the community, provision for adequate facilities may be made
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RELIGIOUS EDUCATION OF PROTESTAN.TS
without the sacrifice of other desired features of a proposed
new building. This is more economical, as well as easier, than
to build the traditional building and then remodel it or construct
additions. A study of the total scores allotted to the churches
in Table IV. shows that at least half those in the state fall so
far below the approved church and religious education plant
standards that it is questionable whether the investment of
additional money on the plants would be wise. In many cases
where the existing plant receives relatively good scores on gross
building structure, service systems, and church rooms, it would
be possible to add a religious education building to care for
some of the classes in religious education besides making pro-
vision for community service rooms. It is safe to say that
three out of five churches in Indiana must be rebuilt or exten-
sively remodeled within the next ten or fifteen years if the
extension, and to some extent the success, of the work of the
churches of the state is not to be handicapped.
[128]
Chapter IV
SUGGESTIONS FOR FUTURE CHURCH
BUILDING IN INDIANA
Indiana's need for an extensive program of church building
having been shown, this chapter will present some desirable
features of modern church buildings with a view to assisting
church boards in planning and erecting the most serviceable
buildings.
I. Traditional Errors
Careful inspection of over fifty churches in Indiana made
it evident that there had been little attempt to profit by the
experience either of other churches of the same denomination
in other cities or of churches of other denominations in the
same city. The same circular auditorium, with its movable
partitions around the main floor and the balcony, was found
everywhere ; and everywhere there was complaint about the re-
sulting arrangements. The state could not have been so full
of auditoriums of this kind if church boards had heeded the
complaints. It is hoped that before churches are erected in the
future, programs of religious education and community service
will be formulated ; and that buildings will then be planned, in
the light of the standards developed, ^ providing for as many
forms of service as the money available will permit. Thought
should also be given to having the building so planned that ad-
ditions may be made, easily and economically, when needed.
The congregation will thus have a complete and consistent unit,
rather than an architectural patchwork, when the building is
finished.
* "Standards for City Church Plants," by N. L. Englehardt, E. S.
Evenden, et al.
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RELIGIOUS EDUCATION OF PROTESTANTS
//. The Church Site
What is really essential in a church site? Unfortunately,
too little attention has been paid to this question. The scores
allotted indicate that too frequently, in the selection of a church
site, the chief concern must have been merely to find sufficient
ground on which to place a building. As to the question of
the location of that plot of ground, it was apparently considered
more important that it be located centrally with respect to the
city than with respect to the homes of the members of the
congregation.
Under present city conditions, the element of environment
is much more important than either that of accessibility or of
central location, provided a few street car lines are near the
building, but not so near as to cause noise, and that streets are
paved for automobile traffic. It is most important that a
church site be in an attractive neighborhood, remote from fire
hazards and free from distracting noises. Also, the site
should be large enough to provide for the proper placing of
the building or buildings and for possible additions, as well as
for lawn and playgrounds, handball courts, or facilities for
other activities. When the church is near the center of the
city, crowded between other buildings, it is apt to serve solely
as a meeting place for the congregation. Illustration I. shows
part of the site of the Leonia Methodist Episcopal Church at
Leonia, New Jersey.
In large cities, where sites must necessarily be small, the use
of an inner court safeguards the light for the buildings and
adds an attractive feature. Such a court is used by the
Fourth Presbyterian Church of Chicago and is shown in Illus-
tration II. The Cloister Garth shown in Illustration III.
serves the same purpose for the Chapel of the Intercession,
Trinity Church, New York City.
The value of properly placed trees and well-graded lawns
and of the attractive placement of shrubs and flower beds, can
be readily seen from this illustration. It is also interesting to
know that the church site for this building comprises several
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FUTURE CHURCH BUILDING IN INDIANA
acres and has a small stream running through a grove of trees
at one corner. It is planned to have a cement wading-pool
built in the bed of this stream and to supply play apparatus for
the smaller children. The site will also accommodate two
tennis courts and an open-air amphitheatre, both of which are
contemplated for the near future. When this entire plant is
completed, it will be not only a source of satisfaction and
service to the congregation using it but a distinct asset to the
community as well. Many churches in Indiana have provided
for the proper -andscaping of their sites. Even with the most
attractive church building on an ample site, it is possible to use
shrubbery and expanses of lawn to break sharp corners, and to
produce artistic and pleasing effects. Illustration IV. shows a
good example of this use of shrubbery, a use which is, of
course, impossible where the site is but little larger than the
church building itself. It is more essential that the members
of the congregation experience a sense of pleasure upon coming
in sight of their church home, and that they go with added
pleasure into an attractive, well lighted, cheerful, restful build-
ing, than for the church to be within a few steps of a car line
in the crowded, central, business part of the city.
///. Building or Buildings
In discussing the standards for the building or buildings in
the church and religious education plant, a great many items
must be left to local initiative. This is true particularly in re-
gard to the architectural type of the building to be erected.
Though any architectural type will lend itself to the standards
proposed for a modern church and religious education plant,
the choice as to the style of the architecture should be deter-
mined by the desires of a congregation and the architecture of
other large public buildings in the city, particularly those in
the immediate vicinity of the new church. The type chosen
and the structure itself should clearly indicate that the building
is a church. The external structure should possess dignity and
charm; and, in addition, should be architecturally consistent,
that is, it should ponform throughout to the lines, forms and
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RELIGIOUS EDUCATION OF PROTESTANTS
movements established by the architectural type after which it
is built. This standard must govern also when religious edu-
cation buildings are added to the main church building. A
splendid example of this architectural consistency is found in
the Chapel of the Intercession, Trinity Parish, New York City,
shown in Illustration V. ; in the Fourth Presbyterian Church of
Chicago, shown in Illustration VI. ; in the Third Presbyterian
Church of Rochester, shown in Illustration VII. ; and in the
Lakewood Congregational Church, shown in Illustration VIII.
The materials most commonly used for structures are granite
or other kinds of stone which are particularly effective in giving
the appearance of enduringness, massiveness and solidity.
These materials, however, are more afifected by fire than is
vitrified brick or re-inforced concrete. Fire-resistive material
should be used throughout for all structures, especially those of
more than one story.
Many of the standards governing height, roof, structure,
foundation, walls, entrances and the like are given in the
volume on measurements and standards ; and, with the exception
of a few items, need not be considered here. The main and
secondary entrances should be so arranged as to open directly
into the foyer, at street level when that is possible. When steps
are necessary to reach the main floor of the building, these
should be covered for the sake of safety during inclement
weather. Even when covered, they should be provided with
center handrails if they are wider than 6 feet.
STAIRWAYS
In church building, but little attention has been paid to the
placement of stairways, or to the standards governing the
height of riser and width of tread. There should never be a
winding stairway with triangular treads ; yet many stairways
of that kind were found which the youngest children in the
religious schools were compelled to use. In one instance,
where a balcony was used for the primary classroom, the stair-
way was unusually steep and not wide enough for two persons
to use it at the same time. Worse still, half the steps were
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FUTURE CHURCH BUILDING IN INDIANA
triangular. In several churches the stairways leading to choir
lofts were narrow and winding, making the use of the lofts for
pageantry or processional purposes impossible.
Stairways should be constructed of fire-proof material ;
should be lighted by both natural and artificial light ; and should
be enclosed by fire-resistive doors in such a way that in case of
fire the stairways would become fire-wells for escape. The
tendency to use spaces beneath stairways for storage rooms
cannot be too strongly condemned. It is a questionable practice
even when the stairways are of fireproof material.
CORRIDORS
Corridors and foyers should be so arranged as to provide
ready access to all stairways and to permit the rapid movement
of people to and from the various parts of the building. Cor-
ridors should be surfaced with durable and relatively noiseless
material, such as battleship linoleum. Oftentimes corridors can
be arranged so that by means of sliding doors they can be
used to supplement some of the smaller church rooms. The
main entrance should open directly .ofif the foyer, which ought
to be large enough to permit easy passage of people to different
parts of the building, and to afford room besides for formal
gatherings of friends at the beginning or the close of any
service or entertainment. Such a corridor is shown in illustra-
tion X.
DECORATIVE ATTRACTIVENESS
In the decorating or redecorating of the interior of a
church, too much care cannot be given to securing a restful
harmony of colors and proportions. The religious school
rooms should be in harmony with the rest of the building; and
wall and ceiling colors should be adapted to the varying
amounts of light in the several rooms. A clean, attractive,
restful room will be much more conducive to religious worship
and thoughtful contemplation than one whose interior decora-
tion is distracting. The interior construction and decoration
of a church building should symbolize, as far as possible, such
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RELIGIOUS EDUCATION OF PROTESTANTS
essentials of religious life as simplicity, genuineness, perma-
nence, modesty, stability, etc, Over-ornateness should be
avoided.
IV. Service Systems
Table I. shows that 66 per cent, of the service systems of
the churches of Indiana received less than half the total pos-
sible score. This discloses a general failure to provide for the
health, comfort, and safety of the people using the church
buildings which is not easy to explain. Perhaps the neglect is
due to the fact that the buildings are in use only a short time
each week.
No amount of money thus saved, nor any expenditure for
stained glass or pipe organs, can justify the providing of poorly
heated, poorly ventilated rooms in which the congregation must
sit constantly exposed to fire danger from unprotected furnaces.
Nothing can justify the placing of primary children in a bal-
cony with an unprotected, low railing in front and with a single,
steep, narrow, winding, wooden stairway that provides the only
means of escape in time of peril.
ITEMS INCLUDED UNDER ""SERVICE SYSTEMS"''
This section of the score-card is divided into eight divisions,
as follows: (a) Heating and Ventilation: (b) Fire Protec-
tion: (c) Cleaning System : (d) Artificial Lighting : (e) Toilet
System: (f) Water Supply System: (g) Other Service Sys-
tems, such as clocks, telephones, bells, etc. : (h) Service Rooms,
such as janitor's room, janitor's work-shop and fuel-room.
These forms of service include all that are needed by any
church and religious education plant : yet many of them are
inadequately provided or omitted entirely. This is all the more
to the discredit of church plants because standards for these
matters are quite generally accepted for modern public buildings
such as court houses, libraries, office buildings, public schools
and similar buildings. Moreover, churches should lead in
movements to improve the standards of living.
[134]
FUTURE CHURCH BUILDING IN INDIANA
STANDARDS FOR SERVICE SYSTEMS
The standards for the various divisions under this item are
given in detail in the "Standards for City Church Plants" : ^
and since they deal in most cases with elements of the building
which are also standardized for other public buildings, but little
space will be spared to them in this chapter. If the standards
which are acceptable in the best homes in the community and
in the more modern public buildings were met in church build-
ings, there would be little to complain of.
HEATING AND VENTILATION
A large majority of the churches of Indiana are heated by
hot air furnaces unprotected except for a small square of tin or
asbestos directly over the furnace. The best methods of heat-
ing church and religious education plants are by direct or
indirect radiation, or by combinations of these, with mechanical
means of ventilation. Direct radiators should be placed under
windows when possible. In large auditoriums, similar to the
one shown in Illustration XIII., the direct radiators may be
concealed by false walls and the heat given into the room
through grills in the window sills. In such auditoriums the
openings for the indirect heating are at the ends of the pews,
so that the warmed air is given into the aisles. In this way it
does not strike directly any members of the congregation.
A point frequently neglected is the source of air supply.
This should be, preferably, above the roof, in order that the air
used may be free from dust, malodors and other contaminating
elements. In city churches it is desirable that air filters or,
better still, air washers be used even when the air is taken from
above the ground level. Re-circulation of air is not justifiable
even in cold weather. Heating systems should be sufficient to
heat the building to a comfortable temperature on the coldest
days. All heating systems should be automatically controlled.
* "Standards for City Church Plants" — N. L. Englehardt, E. S. Evenden,
et al.
[135]
RELIGIOUS EDUCATION OF PROTESTANTS
FIRE PROTECTION
Too much care cannot be taken to safeguard the church
and religious education plant from fire dangers. Automatic
sprinklers may well be placed in the furnace-room and fuel-
room, and at other points of danger. Standpipes should be so
placed that no part of the building is more than 75 feet distant
from the nearest hose outlet. Fire extinguishers should be
easily accessible on every floor and in particular should be
placed near furnace-rooms and important stairways. Any
building which is more than two stories in height should be
provided with fire-escapes, unless the building is of fireproof
construction with protected stairways. Self-closing fire-doors
should be installed, especially about heating-plants. In a num-
ber of church and religious education plants where older build-
ings are still being used, passageways and doors between the
buildings should always be provided with self-closing fire-doors.
Many of these provisions are required by the laws of several
states and can be compiled with for very small additional money
outlay at the time the building is erected.
ARTIFICIAL LIGHTING SYSTEM
Both gas and electricity should be provided in all churches,
the gas for kitchen purposes and for lights on stairways.
Enough outlets for electricity should be provided to give an
even distribution of light throughout the various church rooms
and schoolrooms, sufficient light for easy reading, preferably
three-foot candles or brighter. At the time of building, pro-
vision should be made for the wiring needed for stereopticons,
motion-picture machines, footlights for the auditorium and
other such purposes. Either the semi-indirect, or the entirely
indirect, system of lighting is preferable. In the placing of
lights, especially in the auditorium, care should be taken to
keep them out of the direct line of vision of those in the
audience. This applies to the placing of lights for the balconies.
Adequate switch-control of lights, both within the various
rooms and from a central switch-board near the entrance of
[136]
FUTURE CHURCH BUILDING IN INDIANA
the building will not only add to the efficiency of lighting but
to economy in operation.
WATER SUPPLY SYSTEM
All churches should meet the standards now prescribed for
public schools and provide automatic bubbling fountains, the
apparatus of which prevents a user from touching mouth or
lips to the fountain. These fountains should be located in
the corridors on each floor, particularly in the school building,
and should never be located in lavatories or toilet rooms. Wash
bowls should be provided in all toilets and should be adapted
to the heights of children. They should also be placed in the
kitchens and in the janitor's room. An adequate system of
sanitary towels and liquid-soap dispensers is essential. Hot
and cold water should be provided in all washrooms and should
be more than adequate to supply the needs of shower-baths if a
gymnasium is part of the church equipment.
TOILET SYSTEMS
The standards applicable to schools, libraries, and similar
buildings should prevail in the toilet rooms for church build-
ings. The majority of toilets should be placed in the basement
or on the ground floor. There should, however, be one addi-
tional toilet for each sex on each additional floor of the build-
ing. A special toilet and lavatory should be provided for
kindergarten and primary classes. Toilet rooms should be as
convenient as possible to stairways and corridors, yet should
afford a maximum of seclusion. They should be properly
ventilated and well lighted, preferably with a southern expos-
ure. Walls and floors should be non-absorbent, non-corrosive
and damp proof.
OTHER SERVICE SYSTEMS
Churches should be provided with clocks and signal systems,
especially in the school building. The building should be well
suppUed with telephones, particularly in the pastor's study, the
RELIGIOUS EDUCATION OF PROTESTANTS
church office and the janitor's room. When made necessary by
the size of the plant, house inter-communicating telephones
should be installed with a general switch-board. Hearing de-
vices for aged and deaf should be provided at various places in
the main church auditorium.
V, Church Rooms
Of all the requirements itemized in the score-card, and
making up the standards for a modern church building, those
relating to church rooms are the most adequately provided for,
since a church, no matter what its program, needs a large audi-
torium, a smaller assembly room, a room that can be used as a
parlor for the meeting of the church board, a church office and
a pastor's study. These are sometimes provided in the resi-
dence of the pastor; but the best arrangement seems to be to
have them in the main building, especially if the church is en-
gaged in many forms of community service. The smaller
church rooms should be arranged about the foyer and audi-
torium so as to be within easy reach of the exits and the main
auditorium. Where possible, they should also be arranged to
supplement the main auditorium either as additions to it or as
ante-rooms for various purposes. Illustration X. shows an
arrangement of auditorium and entrance hall giving easy access
to all parts of the building, while at the same time providing,
when needed, supplemental seating space for the main audi-
torium.
CHURCH AUDITORIUM
With the supplementary seating provided in other rooms,
as described above, the main auditorium should be large enough
for the maximum audience needs of the church ; large enough,
if the church be new, to care for the growth of the congrega-
tion for twenty years or more. Since the auditorium is such
an essential part of any church plant, it has been given lOO of
the entire plant's i,ooo points. These lOO points are distri-
buted between the items of size and shape, seating, illumination,
walls and ceilings, floor, balconies, pulpit and platform, bap-
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FUTURE CHURCH BUILDING IN INDIANA
tismal equipment, communion equipment, organ and piano,
choir gallery, choir rooms, acoustics, visualization equipment,
cloakroom or checkroom. Most of the standards governing
these items are met in the recently-built churches. Some of
the requirements most frequently neglected are in connection
with the placing of v^indows, the arrangement of the choir
gallery, and choir-rooms, and with provisions for visualization
equipment. The windows of the auditorium should be ar-
ranged with care to avoid cross-lights wherever possible.
Windows should not be placed too near the front of the room;
nor back of the pulpit where the audience would have to look
directly into them. Windows in the back of the auditorium
are also to be avoided because they are annoying to the pastor
and members of the choir. Very few choir galleries are ar-
ranged to seat the required number for large choruses. Stand-
ards governing this particular point provide that a choir gallery
should be :
1. Large enough to provide a seating capacity of from one-
eighth to one-tenth of the capacity of the auditorium, i.e. :
600 capacity — 60- 75 choir seats;
1,000 capacity — 100-125 choir seats;
1,500 capacity — 150-190 choir seats.
2. It should also accommodate organ console and grand
piano.
3. It should be arranged so that curtains will close all but
the front for solo or quartet work.
4. There should be platform space enough to accommodate
pageants.
Another choir gallery feature too frequently neglected is
easy access for processionals, pageants and similar perform-
ances. Provision for this is impossible when the choir gallery
can be entered only through a low, narrow door or by steep,
narrow steps. Choir-rooms should be large enough for re-
hearsals, and for the storage of music, wardrobes and other
equipment necessary for the musical service of the church.
These rooms should be attractively furnished with rugs and
pictures, and should have chairs enough for the entire choir.
They should also be provided with toilet facilities and wash-
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RELIGIOUS EDUCATION OF PROTESTANTS
basins. Illustration XII. and XIII. show the effect of re-
modeling an auditorium. In one case the pulpit and baptistry
are placed in a corner and the balcony at the end and along one
side. In the remodeled room the balcony is across the back
and the pulpit and organ are directly in front. The baptistry
is in the curtained aperture to the left of the pulpit. Illustra-
tion XIV. shows another church auditorium which meets most
of the standards established for this room. Illustration XV.
shows the beautiful organ of the Chapel of the Intercession,
Trinity Church, New York City.
CHAPEL OR SMALL ASSEMBLY ROOM
The small Chapel of the Intercession, of Trinity Church,
New York City, is shown in Illustration XVI. This attractive
room is especially serviceable for small groups. Such a chapel
should be large enough for all meetings of a distinctly religious
nature with too few in attendance to warrant the use of the
large auditorium, and which would be held in the religious
education assembly room. The standard for this room re-
quires that it seat from one-fifth to one-fourth as many people
as the main auditorium.
PARLOR AND CHURCH BOARD-ROOM
This room should be large enough for meetings of the
church board and of the larger committees, and to serve as the
church parlor if a separate parlor is not provided. It should
be carpeted, appropriately decorated, and furnished with chairs
and a long table. It should also be equipped with smaller
tables and comfortable and attractive furniture. Illustrations
XVII., XVIII. and XIX. show good examples of such rooms.
Illustration XVII. pictures a church board-room, with the
church office and the pastor's study adjacent on one side and
the church parlor and reception room, shown in illustration
XVIII., on the other side. Adjacent to the reception room
and parlor shown in Illustration XIX. is a small kitchenette
provided with stove, sink and work-table, and with a dumb-
waiter communicating with the kitchen below, making for
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FUTURE CHURCH BUILDING IN INDIANA
convenience in serving light refreshments to groups meeting in
this room in the afternoon or evening.
pastor's study
The pastor's study should be light, well ventilated and well
heated. It should be equipped with a desk, filing cabinets,
bookcases, chairs and small conference table. It should be
comfortable and attractive and, in addition, a convenient work-
room. It ought to be adjacent to the church office and be
provided with, or adjacent to, a lavatory and toilet. Illustra-
tion XX. shows a corner of such a pastor's study in the Third
Presbyterian Church of Rochester, New York.
CHURCH OFFICE
This room should accommodate the church secretary and
be equipped with a desk, several filing cases, card indexes of
members, and other office equipment to enable the church to
transact its official business accurately and promptly. Illus-
tration XXI. presents a good example of such a room. In
the part of the room not shown, and in the workroom on the
floor above, are the addressograph, mimeograph and other
equipment for efficiently doing the work of this office.
CHURCH VAULT
Very few of the churches studied in any of the cities made
provision for the safe preservation of church records and other
valuable documents connected with the church's history. A
vault ought to be provided large enough to store these accu-
mulated records and conveniently near the church office. It
should be so constructed as to be damp-proof and fireproof.
VL Religious Education Rooms
The items making up the standards for religious education
rooms, and those for community and social service rooms, are
the ones most neglected in Indiana Church plants. Tables I..
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RELIGIOUS EDUCATION OF PROTESTANTS
II. and III. show this. As a result of the recent investigations
in the field of rehgious education, it is becoming more and
more evident that there should be a more complete separation
of the classes; and also that the courses of study ought to be
graded and each school organized into separate departments.
If the particular needs of any age-group of children, in matters
of religious education, are to be met by this kind of organiza-
tion, material changes will have to be made in a large majority
of the church plants of Indiana. It is impossible to conduct a
departmentalized religious school adequately when many of the
classes have to meet in the main church auditorium and where
there can be no real isolation. Even in those schools in which
curtain-partitions are used, the noises are disturbing. Often,
even when the church plant is fairly modern and satisfactory,
as far as the church rooms are concerned, an additional build-
ing, given over entirely to religious education schoolrooms and
rooms for communit}) service, may best provide for the needs
of a departmentalized religious school. The First Baptist
Church of Maiden, Massachusetts; the Methodist Episcopal
Church of Frankfort, Indiana; the Lake Avenue Baptist
Church of Rochester, and many others found this to be true.
The separate religious education building of the Maiden
Church is pictured in Illustration XXII.
SCHOOL ASSEMBLY ROOMS
Adequate standards call for assembly rooms for the several
school departments. Two or three of these could be used for
the larger departments. Some of the smaller departments
may have classrooms so arranged that partitions that slide or
Hft will convert two such rooms into an assembly room. The
largest religious education assembly room ought to be suitable
for entertainments not ordinarily given in the church audi-
torium. It should have a stage well equipped for plays,
pageants, musical entertainments and the like. What such a
room needs to be up to standard has been carefully worked
out.^ Illustration XXIII, shows the school assembly room of
* "Standards for City Church Plants."
[142]
IlXUSTBATION XVII: THE CHURCH BOARD ROOM OF THE LAKE AVENUE MEMORIAL
BAPTIST CHURCH, ROCHESTER, N. Y.
This attractive room is open at one end and faces tlie corridor and foyer shown in Illus-
tration X The pastor's study and church office are adjacent to this room on one side
and the church reception room shown in Illustration XVIII on the other.
Illustration XX : a
CORNER OF THE WELL-
EQUIPPED pastor's STUDY
IN THE THIRD PRESBYTERIAN
CHURCH, ROCHESTER, N. Y.
Illustration XXi: sEcxiois of the church oeeice oe the lake avenue
MEMORIAL BAPTIST CHURCH, ROCHESTER, N. Y.
This room is adjacent to the pastor's study and contains adequate office facilities and
filing devices for the efficient management of the business of a large congregation.
FUTURE CHURCH BUILDING IN INDIANA
the Fourth Presbyterian Church of Chicago, Illinois. Parti-
tions in the balcony, and heavy draperies, under the balcony,
provide reasonably adequate isolation for separate classes.
This room should certainly be provided with a fireproof
moving-picture booth and a permanent screen. It may, in
many cases, be combined with a social room ; and, in the smaller
plants, with a dining-room. Where it is, movable chairs are
necessary.
CLASSROOMS
Classrooms, to supplement the use of departmental assem-
bly rooms, should be provided in sufficient number to make it
unnecessary for any class to have more than 30 members, ex-
cept in the adult divisions. A separate classroom ought to be
provided for each class of the junior department and the
higher departments ; also for each cradle roll and teacher-
training class, as each will have its own particular needs.
Sliding doors used to divide large rooms into classrooms should
be substantial and well fitted to prevent one class being dis-
turbed by another. Working conditions for classes in church
schools should be as favorable as in any school. Classrooms
should provide for at least 15 square feet of floor space and
200 cubic feet of air space per child. A room 22 feet wide,
28 feet long and 12 feet high, will adequately provide for 30
pupils ; and a room of this shape will be found best as a class-
room. Illustration XXIV. shows a combination of separate
classrooms and a departmental assembly room where space for
individual rooms was not available.
CLASSROOM EQUIPMENT
Classrooms in religious schools ought to be provided with
standard seats and desks. In the beginners' and primary de-
partments, tables and chairs of different sizes are desirable.
Movable and adjustable individual seats make rooms more
serviceable for classes of older children. Classrooms should
be well lighted, with the light coming from the left of the
pupils. Windows ought never to be in the front of a class-
[143]
RELIGIOUS EDUCATION OF PROTESTANTS
room, as they are in many of the church plants studied in
Indiana. Rooms used for religious education ought to be as
well supplied with blackboards, bulletin boards, picture-rails,
bookcases, storage-closets, maps, globes and the like as are
public school rooms.
Illustration XXV. shows a kindergarten room that is light,
roomy, attractive and well equipped. Illustration XXVI.
shows the primary room in the same church plant, the Lake
Avenue Baptist Church of Rochester, N. Y. Some of the
commendable features of this room are the standard, correct-
posture primary chairs, the tables around which classes are
grouped, the attractive carpets, the large number of blackboards
arranged on the lifting doors of the wardrobes and coat-racks.
This room is well equipped with pictures and musical instru-
ments, and can be divided by partitions into smaller rooms.
The Fourth Presbyterian Church of Chicago affords instruc-
tion in special classes for the people of the community, and
provides the necessary classrooms. Foreigners may study
English and sometimes special foreign-language classes are
organized. A well-equipped room for classes in sewing and
millinery is used by the women and girls of the neighborhood.
Special instruction is also given in nursing and in the care of
children ; and there is a well-equipped domestic science labora-
tory for classes in cooking, in the feeding of invalids and
children, and similar courses. The domestic science labora-
tory is shown in Illustration XXVII.
CHURCH SCHOOL SUPERINTENDENT'S OFFICE
In the well-equipped church school that is functioning effi-
ciently, there is a great deal more administrative work than in
the old-style school in which each teacher is entirely respon-
sible for the work of his own class. This makes it necessary
that the superintendent be provided with an adequate office,
preferably on the first floor near the main school entrance.
To be adequate, the office should have a reception room and
secretary's office, and another room in which material can be
prepared and work carried on free from interruption. Illus-
[144]
FUTURE CHURCH BUILDING IN INDIANA
tration XXVIII. shows such an arrangement of a superintend-
ent's office.
VII. Community Service Room^s
Of the main items on the score-card, this was the one in
which the Indiana churches received scores that were lowest as
compared with the total possible score. This is accounted for
by the fact that few of the churches have entered upon a pro-
gram of community service and by the fact that most of the
buildings were erected before such a program was regarded as
desirable for a church. Now that more congregations are
planning community and recreational activities, the physical
limitation of the existing plants are becoming more noticeable.
In some cases buildings may be remodeled to meet the new
needs ; in other cases it will be necessary to erect new buildings
such as the one shown in Illustration XXII., and the Com-
munity Building for the Pilgrim Congregational Church of
Lakewood, Ohio.
ROOMS FOR GENERAL USE
Suppers and receptions were among the first activities in the
way of community service undertaken by churches. These
called for large rooms which could be provided with temporary
tables and for a certain amount of kitchen equipment. In a
modern church plant, the room used as recreation room and
dining-room should be large enough to seat at table at least
half the people served by the community church. It ought to
be equipped with take-down tables, folding-chairs, a tempor-
ary platform and a piano. The room should be free from
supporting columns and should provide space for the younger
people for dancing, where dancing is encouraged, and for other
social activities. An exceedingly attractive dining-room is
shown in Illustration XXIX. A splendid church kitchen, the
large, conveniently arranged serving pantry pictured in Illus-
tration XXX., and the men's clubroom shown in Illustration
XXXIX., help to make the dining and reception room a val-
[145]
RELIGIOUS EDUCATION OF PROTESTANTS
uable asset of the Third Presbyterian Church of Rochester,
New York, in the church's community work.
KITCHEN
Adequate provision should be made for the church kitchen.
Two splendidly equipped kitchens are shown in illustration
XXXI. and XXXII. One is the First Baptist Church in
Maiden, Mass., the other in the Lake Avenue Memorial Baptist
Church of Rochester, N. Y. Where every modern conveni-
ence is provided and the room is light and attractive, there is
much more incentive for cooperative community endeavor than
where, in some dark hole, there is only a gas range and a
storage closet for dishes. The church kitchen, if it is to invite
efficient, willing service, must be as clean and cheerful as the
kitchens in the homes of the women who are to use it. Where
dish-trucks, warming-ovens, electricity operated potato-
mashers, cream-whippers, and other devices are provided,
meals for large numbers can be prepared and served so ex-
peditiously and with such general satisfaction as amply to
justify the investment for the room.
LIBRARY AND READING ROOM
Unless a public library is located so conveniently to the
church that a library within the church would be an unneces-
sary duplication, the modern community church can well afford
to have a library and reading-room for the benefit of its mem-
bers and the people of the immediate neighborhood. Illustra-
tion XXXIII. shows the library of the Third Christian Church
of Indianapolis. This comfortable lounging-room for young
men is known as "The American Legion Room," because it is
the clubroom of the chapter of that organization. It has a
good supply of books and magazines, comfortable chairs, a
phonograph, and a fireplace. The room was made by the use
of screens at the end of a large room. Nevertheless, it shows
a noteworthy attempt to supply an evident need for such a
room. The library and reading-room of the Presbyterian
Brick Church Institute, Rochester, New _ York, is shown in
Ih6]
FUTURE CHURCH BUILDING IN INDIANA
Illustration XXXIV. This suite of two extremely attractive
rooms, well furnished with comfortable, leather-upholstered
chairs, is an example of the best equipment for this type of
service. Every day and evening of the week this room meets
the real need of a number of young men.
ROOMS FOR SOCIAL SERVICE
Rooms for social service should include women's social-
rooms, mothers' rooms, clubrooms for girls, men's clubrooms,
boys' clubrooms, nurses' rooms and restrooms, a day-nursery,
a civic center room and a social worker's office. A church that
has provided these is well equipped for community service.
Often the room in which the women's Sunday school class
meets is used also as the social-room, the mothers' room, and
for other purposes. An additional room should be provided
for women's small clubs and other organizations, both social
and religious, and should be equipped with tables, chairs and
couches, and made an attractive meeting place. It should ad-
join the day-nursery, so that mothers with little children may
enjoy the social activities of the church while their children
are under the care of a trained nurse or one of the mothers in
the next room. For young married women and for older
girls, there should be social-club rooms, equipped with chairs,
tables, magazines, writing facilities, and whatever else may be
needed to make them feel at home. Such rooms are especially
well provided for in the Congregational Church of Lakewood,
Ohio; in the Third Presbyterian Church of Rochester, New
York; and the Fourth Presbyterian Church of Chicago. Three
such rooms are shown in Illustrations XXXV., XXXVI.,
XXXVII. and XXXVIII.
Men's clubrooms should not only be accessible from the
street but if possible, should be so placed as to be seen from the
street. They should have comfortable chairs, tables, news-
papers, magazines and chess-tables, and otherwise provide for
social and recreational needs. The two rooms of the Presby-
terian Brick Church Institute, Rochester, N. Y., shown in
illustration XXXIV., adjoin a room equipped with well-kept
[147]
RELIGIOUS EDUCATION OF PROTESTANT^S
billiard and pool tables, while beyond this is a room in which
moving-pictures can be shown during the winter season and
which can also be used for dancing. Illustration XXXIX.
pictures the extremely attractive room for the Men's Guild of
the Third Presbyterian Church of Rochester. It is on the
street side and opens into the Church dining-room, so that it is
a convenient and pleasant gathering place when dinners are
served. Illustrations XL. and XLI. show the men's clubroom
and reading-room of the Fourth Presbyterian Church of
Chicago, which has accommodations for boys and younger
men.
boys' club rooms
Too frequently, boys are under the necessity of moving the
furniture in some room in order to use the room for a meeting
of Boy Scout troops, or some other club of boys. These
young church members ought by all means to enjoy their church
activities and be made to feel that they have a settled home in
the church. They ought to have a room in which their equip-
ment, banner, trophies and the other accoutrements of a boys'
club could be kept on permanent display. This as a rallying
point makes possible a more general and more systematic use
of the other facilities provided by the church, such as play-
rooms, gjminasiums and the like.
nurse's room
A room for a visiting nurse, when such a form of com-
munity service is provided, may also serve as a quiet restroom
whenever the nurse is not using it. This room should be
equipped with first-aid material, chairs, a reclining-couch, a
washstand with hot and cold water, and a separate toilet. It
should also have the special equipment required in the par-
ticular kind of service rendered by the visiting nurse, in which
case, a visiting nurse's association may gladly establish a regu-
lar schedule of community aid, not only for the congregation
but for the people generally of that part of the city in which the
church is located.
[148]
FUTURE CHURCH BUILDING IN INDIANA
SOCIAL worker's OFFICE
This room should be equipped with desk, table, chairs for
conference and small-group meetings, and with filing cases for
records of visits to cases under observation and records of
follow-up work. If a paid, full-time social worker is employed
by a church, such an office, fully equipped, is almost essential
to the proper fulfillment of the social worker's duties.
ROOMS FOR RECREATION AND ATHLETICS
In some places, the need for recreation and athletics, in the
proper environment and under the right kind of supervision, is
met by a community-supported Y. M. C. A. or Y. W. C. A.
building. Often, in communities too large to be served ade-
quately by one such building, church organizations pro-
vide buildings of their own. A gymnasium, with its
necessary locker-rooms and shower-baths, will care for a
large number of groups during the week. It encourages
the formation of church-teams and class-teams, and helps
materially in bringing about among those using the
equipment a solidarity which may easily be carried on into the
other activities of the church. A number of churches also use
the gymnasiums on occasion as dining-rooms. Excellent pro-
vision for this has been made by the Lake Avenue Baptist
Church, as shown in Illustration XLII. ; by the Frankfort
Methodist Episcopal Church; in the gymnasium of the Leonia
Methodist Church, Illustration XLIII. ; and by the Blooming-
ton, Ind., Christian Church. A separate gymnasium, small
but perfectly equipped, for the Fourth Presbyterian Church,
Chicago, 111., is shown in Illustration XLIV. This gymnasium
is provided with all the equipment necessary for making and
keeping detailed health-records of the members of the congre-
gation using it.
To be of maximum service a gymnasium must, of course, be
provided with lockers. There should be separate lockers for
each sex, a minimum of large dressing-lockers and a maximum
of small storage lockers. Shower-baths also should be pro-
[149]
RELIGIOUS EDUCATION OF PROTESTANTS
vided, adjacent to the dressing-rooms. There should be
enough of these to accommodate all who use the gymnasium.
SWIMMING POOL
Some churches have swimming pools as part of their
equipment for recreation and athletics. This is very desirable
if no other pool is conveniently near in a Y.M.C.A. or
other club building. It should not be put in, however, unless
the church is willing to keep it in perfect condition, provide
for its sanitary maintenance, care for the drying of bathing-
suits, and provide hair-drying conveniences. It also calls for
constant supervision by a swimming teacher or guard attendant
while the pool is in use. Because of the temperature main-
tained in the room containing the pool, the attendant should
have a separate room at one side with a wide window, through
which he can easily see all parts of the pool.
BOWLING ALLEY
Another popular community recreation is provided by the
bowling alley. Hardly any other equipment lends itself to the
rousing of team and tournament enthusiasm as does bowling.
It also tends to center community interest in the church activi-
ties, particularly where intersectional and interchurch contests
bring visiting teams and their adherents to the bowling alleys.
But the alleys must be properly constructed and be kept in
perfect condition. In fact, all recreational equipment for a
church must be. The enjoyment of basket ball, indoor base-
ball, bowling, swimming and the like should not be lessened or
marred by inferior and run-down equipment. If a church is
to claim its share of the time of its young members increasingly
devoted to recreation, if it is to provide them with wholesome
recreation under ideal conditions, it must engage more fully
than it has engaged in the past in the activities for which com-
munity service rooms must be provided. It must provide ade-
quate equipment and keep that equipment in first class
condition, if its young members are not to be drawn away by
better equipped, better kept commercial amusement places.
[150]
ILLUSTKATIO^ XXIT: THE RKLIGIOUS EDl'CATIOX BUILDING OF THE FIRST BAPTIST
CHURCH, MALDEN, MASS.
The building houses a number of religious schoolrooms, the school auditorium, moving-
picture machines and rooms for other community activities. This is one way of supple-
menting a church plant where the auditorium and other religious rooms are adequate.
This building also houses the community School of Religious Education and the high
school department of the Maiden system of week-day religious schools.
Illustration XXIII: the religious school assembly room fob the fourth
PRESBYTERIAN CHURCH, CHICAGO, ILL.
The room is so arranged that the balcony and the main room under it are separated
into a number of smaller classrooms by lifting doors and by heavy draperies reaching
frorn the ceiling to the floor. Numerous other classrooms are provided for special class
sessions. This room is equipped with a platform on wiieels, with moving-picture appa-
ratus and a pipe organ is to be installed.
Illustration XXIV: thl juisiok department of the lake avenue memorial
BAPTIST CHURCH, ROCHESTER, N, Y.
This room is so provided with sHding and folding doors that It can be used for depart-
mental assemblies and then separated into ten or more separate classes. The use of
individual desk cliairs, with adjustable tablet arms, makes possible regular class work
in religiotis education. Where space is limited, a room of this kind is a desirable
substitute, though still a substitute, for separate classrooms.
Illustration XXV: one
CORNER OF THE KINDEKdAR-
TEN ROOM OF THE LAKE
AVENUE MEMORIAL BAPTIST
CHURCH, ROCHESTER, N. Y.
The room is equipped
with modern correct-
posture kindergarten
chairs, with low-hung
pictures and witli other
kindergarten features.
It also has a separate
lavatory and toilet for
the kindergarten and
primary departments.
Illustration XXVI:
CHURCH, ROCHESTER, N.
THE PRIMARY ROOM OF THE LAKE AVENUE MEMORIAL BAPTIST
Y.
Showing the splendid equipment of primary chairs E^nd tables and the wardrobe
cupboards for individual classes arranged with lifting blackboards so that a maximum
of blackboard space is provided. The rooni is equipped with piano and with sliding
doors which divide It into two classrooms.
Illustration XXVII: the doaikstic science laboratory of the fourth
PRESBYTERIAN CHURCH, CHICAGO, ILL.
One of the special instruction rooms wliere courses are given in domestic science,
feeding of invalids, cliildren, and similar courses.
Illustration XXVIII: the outer office of the superintendext of the
RELIGIOUS SCHOOL OF THE LAKE AVENUE MEMORIAL BAPTIST CHURCH,
ROCHESTER, N. T.
Beyond the outer office can be seen the virorkroom for preparing instructional material.
This is equipped with the mimeograph and other office conveniences. The private office
of the superintendent is also shown.
FUTURE CHURCH BUILDING IN INDIANA
VIII. Summary
Study of what the churches described in this chapter are
actually providing in the way of buildings and equipment to
carry on enlarged programs of community service, leaves little
doubt that in the future church buildings will generally afford
facilities for more kinds of activities than they do now. It is
also evident that the standards set up in "Standards for a
City Church Plant" are not only attainable but represent the
actual accomplishment of many of the more modern churches.
The churches described in this chapter represent only the
few of the better churches of the country that were visited by
the Church Building Committee while on its way to Indiana to
study the Church and Religious Education Plants of the state.
These were used in this study to induce boards that are to build
churches in the near future to. do for their congregations what
has been shown by the experience of other congregations and
other churches to be possible and desirable. The building of
church and religious education plants which will conform to
the recognized standards from the very start, and which will
further and not interfere with the work of the churches using
them, ought by all means to be encouraged. The detailed illus-
trations of churches in this study are given for their suggestive
value to those interested in or contemplating the erection of
church buildings. What they picture may not be in every case
ideal, but they do show features far superior to those found in
the average church; and therefore their study cannot but be
worth while.
The church board that is facing the problem of rebuilding
or remodeling its church plant, ought first of all to know that
detailed standards for all the items involved in a complete
church and religious education plant have been prepared.
These standards ought then to be carefully studied in the light
of the local needs and the contemplated program of the church;
after which a list should be made of all the special features to
be incorporated in the new building. This list should include
(specially designated) all the forms of activities which it is at
[151]
RELIGIOUS EDUCATION OF PROTESTANTS
all likely the church may wish to include in its program in the
future. With this information before them, church architects
can plan comprehensively. After the plans and specifications
have been submitted to the church board, they can be checked
by reference, item for item, to the standards. This checking
will prevent the omission of necessary items or auxiliaries and
will insure that the rooms as planned conform to the standards
as to size, arrangement, equipment, and the like.
Most of the churches of Indiana ought to be concerned with
building problems within the next ten or fifteen years. To
avoid repeating the mistakes of the past, members of boards
responsible for building operations would do well to study the
accepted standards for church buildings and the church and
religious education plants of some of the more progressive,
far-seeing churches, such as those described in this chapter.
[152]
PART THREE: ORGANIZATION AND
ADMINISTRATION OF RELIGIOUS
EDUCATION IN THE LOCAL
CHURCH
BY
WALTER S. ATHEARN
OUTLINE
CHAPTER V: GOVERNING BOARDS AND OFFICIALS, TIME
SCHEDULES AND SCHOOL RELATIONSHIPS
I. Appointment
(a) The Church Committee on Religious Education
(b) The Director of Religious Education
(c) The Church School Cabinet
(The Superintendent
The Secretary
The Treasurer
(e) The Supervisors
(f) The Teachers
(g) The School Council
(h) Officials of Young People's Societie
(i) Leaders of Junior Societies
( j ) Officials in Non-Church Societies
II. Powers and Duties
III. Frequency and Content of Reports
IV. Time Schedules and School Relationships
(a) Time of Sunday School Sessions
(b) Recognition of Children at Regular Church Services
(c) Forms of Cooperation with Other Churches
(d) Types of Community Service
(e) Cooperation with Non-Church Organizations
V. Summary
CHAPTER VI: ORGANIZATION OF SUNDAY SCHOOLS
I. Size of Schools
II. Forms of Organization
(a) Present Status of Sunday School Organization
(b) A "Four-Plan" Organization Scheme
(c) Departmental Organization
(d) The Organized Class
III. Summary.
[153]
CHAPTER VII: DEVOTIONAL AND MISSIONARY ORGANIZA-
TIONS FOR CHILDREN AND YOUTH IN THE LOCAL CHURCH
I. The "Four-Fold" Development of Children and Youth
II. The "Four-Fold" Division of Labor in Religious Training
(a) Organizations of the Methodist Episcopal Church
(b) Organizations of the Presbyterian Church in U. S. A.
(c) Organizations of the Baptist Church (Northern Conven-
tion)
III. The Distribution of Societies for Children and Youth in Indiana
Churches
IV. The Classification of Societies
(a) The Devotional Group
(b) The Missionary Group
V. Membership in Societies
(a) Age-Sex Distribution
( 1 ) The wide age-range
(2) The large percentage of mature members
(3) The relatively large percentage of male member-
ship
(b) Enrollment and Average Attendance
VI. The Basis of Promotion
VII. Study Courses Offered
VIII. Leadership
IX. Summary
CHAPTER VIII: NON-CHURCH ORGANIZATIONS — THE BOY
SCOUTS OF AMERICA
I. Scope of Boy Scout Inquiry
II. Age, School Grade and Scout Rank
III. Persistence of Boy Scout Membership
IV. Boy Scout Relationships
V. The Scoutmaster
VI. Summary
CHAPTER IX: CHURCH SCHOOL FINANCE
I. The Cost of Education
II. The Cost of Religious Education in the Local Churches of Indiana
(a) General Expense Budget
(b) Expenditures for the Support of Local Schools
( 1 ) For services of teachers
(2) For services of supervisors, musicians, etc.
(3) For textbooks, lesson-helps and supplies used in
teaching
(c) Expenditures for the Support of Other Religious Work
(d) Sources of Income of Local Church Schools
(e) Relation of the Budget for Religious Education to the
Total Church Budget
III. Some Unsolved Problems
(a) What Should Religious Education Cost?
(b) The Cost of Instruction and Supervision
(c) Textbooks and Teaching Supplies
(d) Building and Maintenance
(e) A Uniform System of Church and Religious Education
Accounting
(f) Other Problems
IV. Conclusions
[154]
PART THREE: ORGANIZATION AND
ADMINISTRATION OF RELIGIOUS
EDUCATION IN THE LOCAL
CHURCH
Chapter V
GOVERNING BOARDS AND OFFICIALS. TIME
SCHEDULES AND SCHOOL RELATIONSHIPS
I. Appointment
What are the various offices and official governing bodies
connected with the educational work of the local churches in
Indiana? By whom and how are the officers and governing
boards chosen? This section will undertake to set forth the
common practice in chosing the various officers and will then
briefly analyze the tendencies revealed by the data at hand.
THE CHURCH COMMITTEE ON RELIGIOUS EDUCATION
Thirty-two churches report a committee on religious educa-
tion as the basic governing board in charge of educational
activities. This committee is chosen in the following ways :
Church Business Meeting 6 elect i approve
Official Governing Church Board 14 " 3 "
Committee of Official Church Board i " i "
Chairman Committee on Religious Education.... i appoint
Pastor 7 " I approve
Church School Business Meeting 3 elect i "
Quarterly Conference 3 "
The general practice seems strongly to favor the selection
of this committee by the pastor or the body which officially
represents the church. In this way the church recognizes its
[155]
RELIGIOUS EDUCATION OF PROTESTANTS
responsibility for the educational program carried on within
the church.
Director of Religious Education. There are so few of
these officers in the Indiana churches which were surveyed that
the record will scarcely indicate the current practice regarding
the method of choosing them. The following boards or
officers are charged with the selecting of the local church's
director of religious education :
Church Business Meeting 2 elect
Official Governing Church Board 4 "
Chairman Committee on ReHgious Education. ... i appoint
Pastor 3 " I approve
Superintendent i "
Women's Missionary Society i approve
Board of Teachers and Officers i "
The most common practice seems to be for the officials of
the church to elect the director of religious education just as
they elect any other officer who is to direct an important pro-
gram for the church.
The Church-School Cabinet. This body, acting with the
superintendent, usually directs the details of the church school
and frequently determines school policies. It is created as
follows :
Church Business Meeting 7 elect
Committee of Official Church Board i "
Chairman Committee on Religious Education.... i appoint
Pastor 4
Church School Business Meeting 6 elect
Church School Board or Committee 4 "
Superintendent S appoint i approve
School Council i "
Automatically assumes office on Board due to
position as teacher or officer 3 ex-officio
Committee of Official Church Board and Church
School Business Meeting i "
Superintendent-Secretary-Treasurer. The Committee on
Religious Education and the Director of Religious Education
represent a relatively new development in the field of religious
education, a recent movement which has regarded the school as
the responsibility of the church. This fact is reflected in the
election of these three officers by the church or its official
[156]
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[157]
RELIGIOUS EDUCATION OF PROTESTANTS
boards. The table on page 157 tells the story of an earlier
period when the Sunday school was regarded as an agency in-
dependent of the church, as a law unto itself, when it was
tolerated and housed by the church but not responsible to the
church. Consequently, it elected its own officers. In this table
it will be seen how the modern emphasis on church responsi-
bility has resulted in the election of a large number of superin-
tendents, treasurers and secretaries by some official church
body. The great majority of these officers are, however, still
elected by boards which have no official connection with the
church.
Supervisors. Only a very few Sunday schools have super-
visors of music, instruction, missionary education, recreation,
etc. These officers are most frequently elected by the church
school business committee. The following table will show the
present practice in the election of these officers :
Church Business Meeting 6 elect i approve
Official Governing Church Board i " i "
Pastor I
Director of Religious Education i appoint
Church School Business Meeting 26 elect i approve
Church School Board or Committee 13 " i "
Superintendent 11 appoint
School Council i elect
Church School Cabinet i "
Pastor and Church School Board i approve
Teachers. The teachers in the Indiana Sunday schools are
elected, appointed or approved by nineteen different bodies or
officers. The most frequent source of appointment is the Sun-
day school superintendent. Next, in order of frequency, is
the practice of permitting each class to elect its own teacher.
The third method, in order of frequency, is the election of the
teachers by the church school business meeting.
Recognized authorities in educational administration recom-
mend the appointment of teachers by the director of religious
education, or the superintendent in case the school has no direc-
tor of religious education and the approval of the appointments
by the church committee on religious education. The follow-
ing table will show that there is little evidence of the application
of this principle in the church schools of Indiana:
[158]
Illustration XXIX :
ROCHKSTER, N. Y.
THE DIXING-ROOM IN THE THIRD PRESBYTERIAN CHURCH,
This room, with its regular dining-room furniture, is one of tlie most attractive dining-
rooms found in any of tlie cliurclies visited. Tlie supporting columns, an undesirable
feature in a social room, are utilized as serving centers throughout the room. The
interior decoration, consisting of artistically tinted and stenciled walls and corridors to
match, adds materially to the room's attractiveness.
Illustration XXX: serving room for the kitchen and dining-room of the
THIRD PRESBYTERIAN CHURCH, ROCHESTER, N. Y.
This rooin is equipped with a large amount of table space for storing dishes and with
an adequate steaming table. It is conveniently arranged for the passage of material
from the kitchen and through to the dining-room.
Illt'stratiox XXXI: kitciikn of the fiest baptist church of malden, mass.
This is an example of a well-equipped kitchen conveniently arranged for serving large
groups in a minimum amount of time. Cupboards for dishes are arranged around the
edge of the room in positions most convenient for serving.
Illustkation XXXll: the kitchen equipment foe the lake avenue
MEMORIAL BAPTIST CHUECH, EOCHESTER, N. Y.
This kitchen is provided with every convenience for the efficient and rapid serving of
large numbers.
Illustration XXXIII: the American legion cluukoom of the tiiikd
CHRISTIAN CHURCH, INDJA>'APOLIS, IND.
This room, with its comfortable furniture, its attractive fireplace and its reading
facilities, is made by screening one end of a large room and shows a commendable
effort to secure clubroom and reading-room facilities when the original plans of the
building do not provide for them.
Illustration XXXIV: the men's clubroom and reading-room of the
PRESBYTERIAN BRICK CHURCH INSTITUTE, ROCHESTER, N. Y.
This room is capable of separation into two smaller rooms by means of sliding doors.
It is attractively equipped with good pictures, well supplied with books and periodicals
and is in almost constant use during the entire year. Adjoining these rooms are the
pool- and billiard-room and the smaller auditorium used for motion-pictures and social
activities.
Illustkation XXXV: the women's club reception room of the fourth
PRESBYTERIAN CHURCH OF CHICAGO, ILL.
This is one of six or seven conveniently arranged and artistically decorated rooms for
tlie use of the women's organizations of tlie church.
Illustration XXXVI;
CHICAGO, ILL.
GIRLS' CLUBROOM OF THE FOURTH PRESBYTERIAN CHURCH,
Tills is one of a number of club and recreation rooms for the women and girls of the
congregation and community. It is equipped with facilities for games, with reading
material, piano, vlctrola and other facilities for recreational and club activities.
GOVERNING BOARDS AND OFFICIALS
Church Business Meeting 3 elect 3 approve
Official Governing Church Board 7 " 2 "
Committee of Official Church Board... i "
Church Committee on Religious Educa-
tion 3 " I approve
Pastor 7 appoint 9 "
Director of Religious Education i "
Church School Business Meeting 35 elect 10 approve
Church School Board or Committee... 24 " 11 "
Superintendent 108 appoint 6 "
Departmental Supervisors 4 "
Other Teachers i "
School Council 8 elect
Church School Class 43 " 2 approve
Church School Cabinet 2 "
Board of Teachers and Officers 3 "
Pastor and Superintendent 2 appoint
Superintendent and Secretary i "
Church Board and Pastor i "
Secretary i "
School Council. The church school council comprises the
teachers, officers, members of committee on religious education,
and representatives from all organized classes and all other
clubs, societies, etc., connected with the educational life of the
local church. With the exception of representatives of classes
or societies, the members of this council would automatically
assume their places on the council by virtue of their positions as
teachers or officers. There are so few of these councils that it
is difficult to determine the common practice. The following,
however, are the present methods of selection of members of
the school council :
Church Business Meeting 4 elect
Church School Business Meeting 7 "
Church School Board ox Committee 5 "
Superintendent 2 approve
Church Council 2 elect
Church School Class i "
Assume Office ex-officio i appoint
Church Business Meeting and Church School
Board i elect
Officials of Young People's Societies. The young people's
societies of the churches in Indiana, with a very few exceptions,
elect their own officers. In a small number of cases the elec-
tions must be approved by some representatives of the church,
and in three instances these officers must be approved by some
[159]
RELIGIOUS EDUCATION OF PROTESTANTS
officials of the church school. It is evident that unity of ad-
ministration within the local church can hardly be possible until
a closer relationship is secured between the church school and
other agencies of religious education maintained within the
church. The following are the methods of appointing officers
for the various young people's societies which are under church
auspices :
Church Business Meeting
Official Governing Church Board
Church Committee on Religious Educa-
tion
Pastor 4 appoint
Church School Business Meeting
Superintendent I appoint
Officers of National Young People's
Societies
Young People's Society Business Meet-
ing
Women's Missionary Society
Quarterly Conference
Church Business Meeting or Young
People's Society Business Meeting. . .
9 elect
2 "
2 approve
19
I
3 "
I
2 elect
100
I
1 elect
2 approve
Leaders of Junior Societies. The junior societies are, for
the most part, under the general direction of senior societies of
the same name or of Women's Missionary societies. In only
five of the cases listed below are the leaders of the junior
societies appointed by the officers of the local church school :
Church Business Meeting
Official Governing Church Board
Church Committee on Religious Educa-
tion
Pastor II appoint
Superintendent 2 "
Departmental Supervisors I "
Senior Young People's Society Business
Meeting
Officials of Senior Young People's
Society
Women's Missionary Societies
Junior Society Business Meeting
3 elect
11 elect
5 "
12 "
3 "
approve
I approve
2 approve
Officials of Non-Church Societies. The officials of such
organizations as the Boy Scouts, Girl Scouts, Camp Fire Girls,
etc., are usually appointed by the overhead organizations of
[i6o]
GOVERNING BOARDS AND OFFICIALS
these societies. In some cases, however, the officers of these
societies are appointed by representatives of the local church
or church school. The following table will show the practice
in the few cases for which information is available :
Church Business Meeting I elect 2 approve
Official Governing Church Board 2 " 2 "
Committee of Official Church Board... i "
Pastor 5 appoint 2 approve
Church School Board or Committee... i elect
Superintendent 3 appoint
Officials or National Boy Scouts, Girl
Scouts, etc II elect 4 approve
The foregoing tables show :
(a) That in most cases the church school is still inde-
pendent of the church,
(b) That the superintendent controls the major appointments
in the school.
(c) That the young people's and junior societies under
church auspices are independent of both the church and
the church school,
(d) That non-church organizations, for the most part, look
to their own official overhead for their official appoint-
ments,
(e) That there is practically no recognition of the principle
of appointment by the chief executive or educational
officer and approval by an official church board of
education.
(f ) That there is evidence that the church is slowly coming
to recognize the church school as an integral part of its
organization.
//. Powers and Duties
The distribution of the powers and duties of the governing
bodies and officials of 256 Indiana Sunday schools is shown
in Table XL This table shows that the "Big Four" in the
administration of the Indiana Sunday schools are (a) the
superintendent, (b) the school cabinet, (c) the church school
business meeting, and (d) the pastor. The relative power
of each of these officials, or bodies, varies in different schools ;
but singly or in combination these four officials, or bodies,
[161]
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GOVERNING BOARDS AND OFFICIALS
exercise the controlling power in a very large percentage of
the church schools included in this survey.
In the distribution of authority, all schools agree that the
assistant pastor should exercise little power. The pastor and
superintendent rank high, as they should, in the power "to
initiate new policies." The superintendent receives his highest
ranking in his authority to determine the details of the program
of exercises for the regular Sunday sessions of the school; his
second highest ranking is on "school discipline," and his third,
on his authority "to adopt curriculum changes."
The church board is granted small authority in shaping the
policy of the school. It would seem that the adoption of gen-
eral policies, upon the recommendation of the chief educational
officer of the school, would be the most important duty of the
church committee on religious education, acting on behalf of
the official board of the church. The class teachers are per-
mitted to exercise large liberty in the selection of supple-
mentary curricula material, and they have authority to
recommend curriculum changes, but they are not given large
representation in the actual selection of the regular lesson
material which they are to teach.
A glance at the table will show that such administrative
duties as the transfer of teachers is distributed in the same
general proportion as the problems of determining the school
curriculum. There is a commendable effort to secure "division
of labor" but the division has not been made on the basis of a
clear-cut concept of the duties of each officer. With rare ex-
ceptions, some one of the nineteen officers or bodies participates
in each of the thirteen duties enumerated in the table. There
is great need of a definition of duties upon which a division
of labor can be predicated.
There is as yet very little recognition of the right of the
pupils to representation in the membership of councils, cabinets
or other governing boards. Only seven of 245 schools report-
ing permit student representation in their school councils, and
only three of these 245 schools have student representation in
their cabinets. In 49 schools the business is brought before
the entire assembly of teachers, officers and pupils and all are
[163]
RELIGIOUS EDUCATION OF PROTESTANTS
permitted to participate in the determination of all school plans
and policies.
///. Frequency and Content of Reports
Table XII. distributes 254 Sunday schools with reference
to the type, contents and frequency of reports made to officers
or supervising bodies in the local church or school. Written
reports are the rule for the superintendent, the secretary and
the treasurer. Eighty per cent, of the teachers do not report
at all and 75 per cent, of those who do report, do so orally.
Monthly, quarterly and annual reports are the most common.
As a general practice, the superintendents report quarterly and
the secretaries and treasurers make annual reports. The re-
ports, in nearly all cases include (a) financial data, (b) attend-
ance statistics, (c) activities of officer or body, and (d)
recommendations.
IV. Time Schedules and School Relationships
TIME OF SUNDAY SCHOOL SESSION
Two hundred and thirty-eight Sunday schools reported on
the time of their school session. Nine out of every ten schools
meet before the regular preaching service on Sunday morning.
An occasional school meets after the preaching service, and the
others are afternoon schools. The following is the time table
for 238 schools:
Hour Number of Schools Percentage
9:00 A. M.
3
1.3
9:1s A.M.
9
3.8
9:30 A. M.
139
58.4
9:4s A.M.
16
6.7
10:00 A. M.
39
16.4
10:30 A. M.
6
2.5
II :i5 A. M.
I
.4
12:00 Noon
I
•4
12 :45 p. M.
I
•4
I :oo p. M.
I
•4
a :oo p. M.
9
3.8
2:1s p. M.
2
.8
2 :30 p. M.
9
3.8
3 :oo p. M.
2
.8
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[165]
RELIGIOUS EDUCATION OF PROTESTANTS
This time schedule will be read with interest by church
school workers in other sections of the United States. In the
New England states, for example, it would be as hard to find a
school session before the morning service of worship as it is to
find in Indiana one after that service. (See Chart IV.).
Immediately Arreit Church
In Afternoon / — ISIS
ICK
BiP6RE Church
Chart IV — The Time of Day at Which 238 Sunday Schools Hold
Their Sunday Sessions
The median length of the session in both rural and urban
communities and in all departments is sixty minutes. Likewise
the median amount of time given to the "study of the lesson"
at every school session, in rural and urban communities and
in all departments, is thirty minutes. These statements are
based upon reports from 250 schools.
RECOGNITION OF CHILDREN AT REGULAR CHURCH SERVICES
Six out of 229 churches conduct Junior Congregations
during the general service of worship of the church. Sixty-
two, or 2 1. 1 per cent., of 245 churches report the use of
children's sermons; forty-one, or 16.2 per cent., have special
music for the children at the regular church service; ten, or 4
per cent., uses a special ritual for children; six, or 2.5 per cent.,
have organized Go-to-Church Bands, and twelve, or 5 per cent.,
have other means of recognizing the presence of children at the
regular church services.
[166]
GOVERNING BOARDS AND OFFICIALS
FORMS OF COOPERATION WITH OTHER CHURCHES
It is being increasingly recognized that the church schools
have a joint responsibility for the moral and religious training
of the childhood and youth of the community ; that the school is
a social agency which finds its fullest expression in cooperation
with other agencies for individual and social betterment.
Sixty-two out of 225 schools fail to report on their cooperative
relationships; 193 schools report the following forms of
cooperation :
Community training class, 17 schools.
Community training schools, 3 schools.
Week-day religious school for children, 17 schools.
Daily Vacation Bible School, 8 schools.
Teachers' Conferences, held at regular times for Professional
growth, 13 schools.
Activities of the City, Township and County Sunday School
Associations, 133 schools.
Older Boys' and Older Girls' Councils, 8 schools.
Schools of Principles and Methods, 18 schools.
Annual Sunday School Picnic, 43 schools.
Sunday School Athletic League, 12 schools.
Community Christmas Tree, 11 schools.
Mission Sunday School, i school.
Young People's Alliance Union Meetings, i school.
Union Revival Services, 5 schools.
Union Meetings, i school.
Religious Census, 4 schools.
Near East Relief, 2 schools.
Community Singing, i school.
Home Coming Day, i school.
Children taken' to City, i school.
Community Service, i school.
Community Chorus, i school.
Community Bible Class with social feature, i school.
Unnamed, i school.
It will be observed at once that the above items of coopera-
tion make up a very meager showing for 193 churches ; but an
[167]
RELIGIOUS EDUCATION OF PROTESTANTS
analysis of the list will disclose the beginnings, along funda-
mental lines, of cooperation which must mark the life of
churches that are to declare a social Gospel.
TYPES OF COMMUNITY SERVICE
During a single year these 193 church schools rendered the
following types of community service : community music ;
community pageantry; community art; community banquets;
sunrise prayer meeting with community breakfast ; social settle-
ment work; social welfare association; cooperation with city
health commissioners; Red Cross. Community music and
social service were the predominant types of service.
COOPERATION WITH NON-CHURCH ORGANIZATIONS
The following is the list of non-church organizations with
which 193 church schools cooperated during a single year, with
the number of times each was mentioned in the reports from
these schools : Boy Scouts, 64 times ; Girl Scouts, 8 times ;
Camp Fire Girls, 15 times; Boys' Department of the
Y.M.C.A., 2 times; Girls' Department of the Y.W.C.A.,
I time; Y.M.C.A., 48 times; Y.W.C.A., 31 times; Red
Cross, 3 times ; American Legion, i time ; Cadets, i time ;
Rescue Mission, i time; Community Service Organization, i
time ; Parent-Teachers Association in School, 2 times ; Blue
Birds, I time; Associated Charities, 2 times; Child's Welfare
Association, i time; Tuberculosis League, i time; Juvenile
Court, I time; Methodist Hospital, i time; Municipal Voter's
League, i time; Young Woman's Business Association, i
time; Y.M.A., 3 times; Humane Society, i time; Audubon
Society, i time; Father's Club in PubUc School, i time; Girl
Reserves, i time; Friendship Club of the Y.W.C.A., i time;
Free Kindergarten Association, i time.
V, Summary
I. Only a small percentage of the churches have assumed
responsibility for the organization, administration and program
of the church school.
[168]
GOVERNING BOARDS AND OFFICIALS
2, There is little agreement as to the duties and responsi-
bilities of teachers and officers.
3, The weekly school session is held before the Sunday
morning preaching service. The session lasts one hour, one-
half of which is given to instruction.
4. Reports are made with some regularity by the adminis-
trative officers of the church school; but 80 per cent, of the
teachers make no report; and three- fourths of those who do
report, do so orally.
5. There are widespread, spontaneous efforts to carry the
lessons of the church school into the life of the community
through interdenominational cooperation. Adequate com-
munity organization will unify, direct and develop these efforts.
[169]
Chapter VI
ORGANIZATION OF SUNDAY SCHOOLS
/. Size of Schools
The organization and classification of schools depend, in
large measure, upon the number of pupils in each school and
the number of available teachers and officers for each school.
Two hundred fourteen schools reported both their enrollment
and their average attendance. From these reports the follow-
ing table has been compiled :
TABLE XIII — ENROLLMENT AND AVERAGE ATTENDANCE
IN 214 INDIANA SUNDAY SCHOOLS
Enrollment Average Attendance
Number Number
Number of of Schools of Schools
Pupils Reporting Percentage Reporting Percentage
Totals . 214 100 214 100
0-99 93 43.5 140 65.4
100-199 62 29.0 44 20.6
200-299 23 10.7 12 5.6
300-399 II S.I 8 3.7
400-499 6 2.8 4 1.9
500-599 5 2.3 2 .9
600-699 3 1.4 I .5
700-799 2 .9 2 .9
800-899 o o o o
900-999 5 2.3 o o
1,000-1,099 I .5 I ,5
1,100-1,199 00 00
1,200-1,299 3 1.4 o o
This table is graphically illustrated by Charts V and VI.
Those who are charged with the organization and supervision
of the Sunday schools of Indiana should recognize the lessons
of this table : 43.5 per cent, of the Sunday schools have an
enrollment of fewer than 100 pupils each, and 72.5 per cent.
[170]
ORGANIZATION OF SUNDAY SCHOOLS
have an enrollment of fewer than 200 pupils; 65.4 per cent,
of the Sunday schools have an average attendance of fewer
than 100 pupils each, and 86 per cent, an average attendance
0- 100- 200- 300- 400- 500- 600- 700 «
100 200 300 400 500 600 700 ovei*
Chart V — Distribution of 214 Indiana Sunday Schools by
Enrollment
of fewer than 200 pupils. The typical Sunday school in
Indiana is a small school. (See also Tables XIV and XV.)
If the typical Sunday school has fewer than 100 pupils
0- ICO- 200- 300- 400- SOO- 600- 700 4
100 200 300 400 SOO 600 TOO ovcb
Chart VI — Distribution of 214 Indiana Sunday Schools by Average
Attendance
enrolled, the typical school will have a small number of
teachers and officers. Two hundred forty-nine schools report
the following distribution of teachers and officers:
Total Number Rural Urban
Regular teachers 2,607
Substitute teachers 246
Departmental officers 425
General officers i,442
549
2,058
74
172
34
506
391
936
[17]
a
RELIGIOUS EDUCATION OF PROTESTANTS
The mode or the group of schools most frequently found
is the four-teacher school. The median school has eight
teachers. There are, therefore, as many schools having fewer
TABLE XIV— DISTRIBUTION OF 93 INDIANA SUNDAY
SCHOOLS HAVING AN ENROLLMENT OF
LESS THAN 100 PUPILS
Number Number of Schools
of Pupils Reporting the
Enrolled Enrollment Indicated
0-9 o
10-19 I
20-29 3
30-39 II
40-49 14
50-59 20
60-69 17
70-79 ID
80-89 10
90-99 7
than eight teachers as there are schools having more than eight
each. One-fourth of the schools have five teachers or a
smaller number each, and one- fourth have more than thirteen
TABLE XV — DISTRIBUTION OF 140 INDIANA SUNDAY
SCHOOLS HAVING AN AVERAGE ATTENDANCE
OF LESS THAN 100 PUPILS
Num,ber
of Pupils Number of Schools
in Average Reporting the Average
Attendance Attendance Indicated
0-9 o
10-19 o
20-29 18
30-39 38
40-49 25
50-59 13
60-69 10
70-79 16
80-89 14
90-99 6
teachers. The median for rural schools is 5 and for urban
schools, II. Table XVI will show 249 schools distributed
as to number of teachers in each school.
[172]
TABLE XVI — THE NUMBER OF REGULAR TEACHERS PER
SCHOOL IN 249 INDIANA SUNDAY SCHOOLS DIS-
TRIBUTED WITH REFERENCE TO RURAL
AND URBAN LOCATION
Number
of
Schools
WHICH HAVE THE N
UMBER (
DF Teachers
Indicated :
Regular
Teachers
BOTH rural and
in the
URBAN
RURAL
urban
School
Number
Percentage
Number Percentage
Number Percentage
Totals
■ 249
1 00.0
94
37.8
155
62.3
I
2
0.8
I
I.I
I
0.6
2
3
1.2
I
I.I
2
1.3
3
19
7.6
7
7-4
12
7.7
4
30
12.0
25
26.6
5 ■
3.2
5
27
10.8
20
21.3
7
4-5
6
20
8.0
8
8.5
12
7-7
7
17
6.8
ID
10.6
7
4-5
8
21
8.4
9
9.6
12
7-7
9
20
8.0
7
7-4
13
8.4
10
6
2.4
I
I.I
5
3.2
II
4
1.6
I
I.I
3
1-9
12
14
5.6
2
2.1
12
7.7
13
7
2.8
I
I.I
6
3-9
14
3
1.2
I
I.I
2
1.3
15
4
1.6
0
0.
4
2.6
16
5
2.0
0
0.
5
3-2
^t
7
2.8
0
0.
7
4-5
18
3
1.2
0
0.
3
1.9
19
3
1.2
0
0.
3
1.9
20
4
1.6
0
0.
4
2.6
21
0
0.
0
0.
0
0.
22
4
1.6
0
0.
4
2.6
23
3
1.2
0
0.
3
1-9
24
4
1.6
0
0.
4
2.6
25
0
0,
0
0.
0
0.
26
I
0.4
0
0.
I
0.6
27
4
1.6
0
0.
4
2.6
28
2
0.8
0
0.
2
1.3
29
I
0.4
0
0.
I
0.6
30
3
1.2
0
0.
3
1-9
31
2
0.8
0
0.
2
1-3
32
0
0.
0
0.
0
0.
33
0
0,
0
0.
0
0.
34
0
0.
0
0.
0
0.
35
I
0.4
0
0.
I
0.6
36
2
0.8
0
0.
2
1-3
37
I
0.4
0
0.
1
0.6
38
I
0.4
0
0.
I
0.6
39
I
0.4
0
0.
I
0.6
Statistical Measure:
Median
8.3
5.6
... 11.5
Q.
t; 1
4.6
7.8
. . . 70
... 18.5
13-5
(Table based on data from 249 of 256 schools surveyed.)
[173]
RELIGIOUS EDUCATION OF PROTESTANTS
There are only 246 supply teachers for 2,607 regular
teachers, or approximately one supply teacher for ten regular
teachers. The 425 departmental officers include cradle roll and
home department officers or substitutes. The average is less
than two to each school. Three-fourths of the schools have no
departmental officers, and one-fourth have more than three
TABLE XVII — THE NUMBER OF SUBSTITUTE OR SUPPLY
TEACHERS PER SCHOOL IN 218 INDIANA SUNDAY
SCHOOLS DISTRIBUTED WITH REFERENCE TO
RURAL AND URBAN LOCATION
Schools which have the Number of Substitute Teachers
Indicated .
Number of both rural and
Substitute urban rural urban
Te^a^htr^ ^Without CR and H ^Without CR and H ^Without CR and H
in a School Number Percentage Number Percentage Number Percentage
TotaL. 173 100 75 43.35 98 56.65
0 105 60.7 54 72.0 51 52.0
1 19 ii.o 7 9.3 12 12.2
2 12 6.9 I 1.4 II 11.2
3 8 4.6 3 40 5 S-i
4 10 5-8 3 40 7 7-1
5 5 2.9 I 1.3 4 4-1
6 4 2.3 3 4.0 I i.o
7 5 2.9 3 4.0 2 2.0
8 2 1.2 0 0 2 2.0
9 o o o o o o
10 I 0.6 0 o I 1.0
u I 0.6 o 0 I 1,0
12 to 17.. 0 0 o o o o
18 I 0.6 o o I 1.0
(Table based on data from 218 of the 256 schools surveyed.)
1 CR = Cradle Roll. H = Home Department.
such officers. Two hundred forty-nine schools have 1,442
general officers. The median for each school is approximately
five general officers.
The typical school, therefore, would have eight regular
teachers ; no supply teachers, no departmental officers, and five
general officers, or a total of thirteen teachers and officers.
For a further study of this subject see Tables XVII and
XVIII.
[174]
Illustration
xxxvii: the
church par-
lors of the
third presby-
terian church,
rochester, n.y.
The folding doors divide tliis ruom into two smaller rooms wlien desirable.
parlors open upon the church office at one end.
Illustration
XXXVIII: AN-
OTHER VIEW OF
SAME PARLORS
A view of the parlors given in Illustraticiu XX.WII from the opposite direction. This
picture shows the entrance from the parlors to the reception room of the church office
seen in tlie l^ackground.
Illustration
XXXIX: MEN'S
GUILD ROOM OF
THE SAME
CHURCH
This attractive room is used for a large variety of purposes and adjoins tlit
room.
Illustration XL: the men's club and reception room of the fourth
PRESBYTERIAN CHURCH OF CHICAGO, ILL.
This room, with its piano, library and reading-room, in addition to similar facilities
provided for the young men, is in almost constant use during the week, with the excep-
tion tliat these rooms are not used during the time of any general religious service
either in the assembly room or the main auditorium.
Illustration XLI : the men's club library of thi; km utii presbyterian
church, chicago, ill.
This is a companion room to the clubroom shown in Illustration XL.
Illustration XLII: the gymnasium and social room for the lake avenue
MEMORIAL baptist CHURCH, ROCHESTER, N. Y.
This gymnasium, witli its large fireplace in one end. Is used for many of the social
activities of the congregation. The rooms adjacent to this are so arranged as shown in
the illustration that they may be used for dining-rooms for smaller parties. For large
dinners, the gymnasium and these supplementary rooms may all be utilized.
Illustration XLlil: one
CORNER OF THE GYMNASIUM
IN THE LEONIA METHODIST
EPISCOPAL CHURCH, LEONIA,
N. J.
This room is provided
wltli regular gymna-
sium equipment. It is
also equipped for bas-
ket-ball, volley-ball, in-
door baseball and other
such games. The social
room and dining-room
open upon one side of
this room, enabling each
room to supplement the
other when necessary.
It also provides for the
seating of an. audience
in the social room at
athletic contests, there-
by allowing- the use of
the full gymnasium.
Illustration XLIV:
CHICAGO, ILL.
THE GYMNASIUM OF THE lOURTU PKES^lJi "TKRIAN CHURCH,
This IS the best equipped church gymnasium of any visited by the Building Committee.
It represents a maximum use of available space. For the gymnasium director is provided
an office and examination room where accurate physical records are made and kept.
ORGANIZATION OF SUNDAY SCHOOLS
TABLE XVIII — THE NUMBER OF GENERAL SCHOOL OFFI-
CERS PER SCHOOL, AND TOTAL NUMBER OF GENERAL
SCHOOL OFFICERS IN 252 INDIANA RURAL AND
URBAN SUNDAY SCHOOLS
Both
Rural and
No. of
Urba:
N
Rural
Urban
General
j^
k
X
r
>
f
^
r
^
School
SCHOOLS
SCHOOLS
SCHOOLS
Officers
REPORTING
REPORTING
REPORTING
in a
Total
Total
Total
School
No.
%
OMcers
No.
%
Officers
No.
%
Officers
Total
252
100.
1,442
94
37-3
506
158
62.7
936
0
0
0.
0
0
0.
0
0
0.
0
I
2
0.8
2
0
0.
0
2
1-3
2
2
10
4.0
20
4
4-3
8
6
3.8
12
3
28
II. I
84
12
12.8
36
16
lO.I
48
4
60
23.8
240
26
27.7
104
34
21.5
136
5
47
18.7
235
15
16.0
75
32
20.3
160
6
35
13-9
210
13
13.8
78
22
13-9
132
7
23
9.1
161
7
7.4
49
16
lO.I
112
8
19
7-5
152
8
8.5
64
II
7.0
88
9
II
4-4
99
5
5-3
45
6
3.8
54
10
I
0.4
10
I
I.I
ID
0
0.
0
II
2
0.8
22
I
I.I
II
I
0.6
II
12
5
2.
60
I
I.I
12
4
2.5
48
13
2
0.8
26
0
0.
0
2
1-3
26
14
3
1.2
42
I
I.I
14
2
1.3
28
15
I
0.4
15
0
0.
0
I
0.6
15
16
I
0.4
16
0
0.
0
I
0.6
16
17 >
0
0.
0
0
0.
0
0
0.
0
18
JO
0.
0
0
0.
0
0
0.
0
19
I
04
19
0
0.
0
I
0.6
19
* * *
29
I
0.4
29
0
0.
0
I
0.6
29
(Table based on data from 252 of 256 schools surveyed.)
//. Forms of Organization
PRESENT STATUS OF SUNDAY-SCHOOL ORGANIZATION
There are almost as many different organization plans as
there are Sunday schools. It is difficult to devise a system
of classification which will adequately account for the varied
forms of school organization. Using the categories of
"main school" ^ and "departments" we can, however, get a
* The term "main school" is used in this chapter because it is popularly
used to designate that section of the school which has not been broken up
into departmental groups.
[175]
RELIGIOUS EDUCATION OF PROTESTANTS
very satisfactory basis of comparison, provided we keep in
mind that there is but Httle uniformity of practice regarding
the exact age-Hmits of the various departments. Seven out
of every ten Sunday schools included in this survey consist
of a "main school" with no divisions or departments of any
kind, except the class divisions. 94,7 per cent, of the rural
schools and 49.3 per cent, of the urban schools are of this
"main school" type. Table XIX, which follows, shows the
distribution of 250 schools according to their departmental
organizations :
TABLE XIX — THE DEPARTMENTAL ORGANIZATION AND
NUMBER OF DEPARTMENTS IN EACH SCHOOL (EXCLU-
SIVE OF CRADLE ROLL AND HOME DEPARTMENTS)
IN 250 INDIANA SUNDAY SCHOOLS, DISTRIBUTED
WITH REFERENCE TO RURAL AND URBAN
LOCATION
Schools Organized with the Number of
Departments Indicated
rural and urban rural urban
Number of Departments Number Per Cent. Number Number
Totals.. 250 100. 94 156
"Main school" 176 70.4 89 87
"Main school" and one depart-
ment 39 15.6 4 35
"Main school" and two depart-
ments 14 5.6 0 14
"Main school" and three de-
partments 6 2.4 o 6
Five departments 3 1.2 o 3
' Six departments 9 3.6 i 8
* Seven departments 3 1.2 03
' Includes four schools which conform to the following classification :
Beginners. 4, 5 years; Primary, 6, 7, 8 years; Junior, 9, 10, 11, 12 years; Inter-
mediate, 13, 14, 15, 16 years; Senior, 17, 18, 19, 20 years; Adult, above 20 years.
' These three schools conform to the following classification :
Beginners, 4, 5 years; Primary, 6, 7, 8 years; Junior, 9, 10, 11 years; Intermediate,
12, 13, 14 years; Senior, 15, 16, 17, years; Young People, 18-23 years; Adult, 24
years and above.
(Table based on data from 250 of the 256 schools surveyed.)
The fact that but seven schools out of 250 fully conform
to either the earlier or the present organization standards of
the International Sunday School Council of Religious Educa-
tion, after a decade of promotion by denominational and
[176]
ORGANIZATION OF SUNDAY SCHOOLS
interdenominational agencies, would seem to justify a very
careful study of the problems involved in Sunday school
organization. Perhaps the majority of the schools are not
large enough to carry the standardized organization scheme.
(See Chart VII.)
A study of the attempt to introduce graded lesson series
into the Indiana Sunday schools will throw some light on the
•Wain "Main "Main "Main
School" School" School" School"
AND t and 2 AND 3
Oept Depts OjEPTS
5
Depts
6
Depts
7
Depts
Chart VII — Plan of Organization of 250 Indiana Sunday Schools
question of graded organization. The following table shows
the rate at which graded lessons were introduced into 251
Sunday schools from 1911 to 191 9. This Table is graphically
illustrated by Chart VIII.
For purposes of a more detailed study, 193 schools were se-
lected for which there were available complete data on both the
curricula in use and the size of the schools. Table XXI
shows the progress of graded instruction in these 193 schools
from 191 1 to 1919, and Chart IX portrays the facts graphic-
ally. While Tables XX and XXI and Charts VIII and IX
show a steady increase in the percentage of the schools using
[177]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE XX — TYPES OF LESSON SYSTEMS USED IN INDIANA
SUNDAY SCHOOLS REPORTING ON LESSON SYSTEMS
FOR THE YEARS 1911 TO 1919, INCLUSIVE
Number of
Schools
Reporting
for the
Year
Years Indicated
1911. .
1912..
1913.-
1914..
1915..
1916..
1917..
1918..
1919- •
193
196
200
209
222
228
236
239
251
Schools Using in the Designated Year the
Type of Lesson Systems Indicated
both graded and
graded lessons ungraded lessons ungraded lessons
No. Per Cent. No. Per Cent. No. Per Cent.
20
20
21
26
33
39
42
47
46
10.4
10.2
lo.s
12.4
14.9
17.1
17.8
19.7
18.3
142
142
141
140
141
134
131
125
129
73-6
72.5
70.5
67.0
63-5
58.8
55-5
52.3
514
31
34
38
43
48
55
63
67
76
16.1
17-4
19.0
20.6
21.6
24.1
26.7
28.0
30.3
(Table based on data from 251 of the 256 schools surveyed.)
graded lessons, with perhaps a sHght loss in 1919-20, the gain
has been very slow. What accounts for this slow gain ? One
answer to this question will be found when we place Table
XXI over against a table showing the size of these schools.
This correlation is shown in Table XXII. Chart X makes this
IOC%-
100%
191 i 1912
IGradedI
1914 1915 1916 1917
Chart VIII — Types of Lesson Systems Used in Indiana Sunday
Schools Reporting on Lesson Systems for the Years
1911-19 Inclusive
[178]
ORGANIZATION OF SUNDAY SCHOOLS
TABLE XXI — TYPES OF LESSON SYSTEMS IN 193 SUNDAY
SCHOOLS WHICH REPORT THE LESSON SYSTEMS
USED FOR THE CALENDAR YEARS 1911-1919,
INCLUSIVE
Number of
Schools Usi
NG IN
THE Design
ATED
Year the
Schools
Type of Lesson Systems
Indicated
Reporting
for the
Vpnr
BOTH
GRADED AND
GRADED LESSONS
UNGRADED LESSONS
UNGRADED LESSONS
Years Indicated
No.
Per Cent.
No.
Per Cent.
No.
Per Cent.
191 1
193
20
10.4
142
73-1
31
16. 1
1912.
193
20
10.4
141
72.S
32
16.6
1913
193
21
10.9
137
71.0
35
18.3
1914
193
23
11.9
131
67.9
39
20.2
1915.
193
25
130
129
66.8
39
20.2
1916.
193
28
14-5
120
62.2
45
23-3
1917
193
28
14-5
"5
59-6
50
26.0
1918
193
31
16.1
108
56.0
54
28.0
1919
193
28
14-5
105
54-4
60
31. 1
(Table based on data from 193 of the 256 schools surveyed.)
table tell an important story, namely: there is a direct rela-
tionship between the growth of graded instruction and the size
of the school. Graded lessons have made slow progress in
small schools and in the advanced grades. The foregoing
charts and tables make it very clear that the organization
100%-
HOOK
0-^LJBL-— -■■ mi MB iW ■■ JW-0
1911 1912 1913 1914 I9l5 1916 I9l7 I9l8 I9l9
Chart IX — Percentage of 193 Sunday Schools Using Graded Lessons
Only, Ungraded Lessons Only, or Both Graded and Ungraded
Lessons for the Calendar Years 1911-19 Inclusive
[179]
RELIGIOUS EDUCATION OF PROTESTANTS
necessary to carry graded instruction has not found its way
into the small schools, and consequently there is little prospect
of a greatly increased use of graded lessons in small schools
until both the organization and administration of small
TABLE XXII — 193 INDIANA SUNDAY SCHOOLS DISTRIBUTED
WITH REFERENCE TO THE GRADATION OF THE LESSON
SYSTEMS USED BY PUPILS OF VARIOUS AGES DUR-
ING THE CALENDAR YEARS 1911-1919, INCLUSIVE,
AND SIZE OF THE SCHOOL
Graded Lessons
1911
Ungraded Lessons
Ages Total
0-99 100-199 200-299 300+ 0-99 100-199 200-299 300+
Pupils Pupils Pupils Pupils Pupils Pupils Pupils Pupils
4& 5
. 193,
8
12
9
22
73
34 17
18
6-8
• 579
24
36
25
63
219
102 53
57
9-11
. 579
21
34
19
55
222
104 59
65
12-14
. 579
18
33
15
42
225
105 63
78
15-17
• 579
12
30
'3
31
231
108 65
89
18-24
• 965
15
42
19
31
390
198 III
169
Graded
igu
i
Ungraded
4&S
. 193
3
8
9
22
78
38 17
18
6-8
. 579
9
24
25
63
234
114 53
57
9-1 1
• 579
21
32
19
55
222
106 59
65
12-14
. 579
18
36
15
42
225
102 63
78
15-17
. 579
12
33
13
31
231
105 6s
89
18-24
. 965
15
43
19
31
390
187 III
169
Graded
191:
!
Ungraded
4&5
• 193
8
13
10
25
73
33 16
15
6- 8
. 579
24
39
28
72
219
99 50
48
9-1 1
• 579
21
37
22
64
222
lOI 56
56
12-14
■ 579
19
36
18
47
224
102 60
73
15-17
• 579
12
33
16
33
231
105 62
87
18-24
• 965
15
43
24
31
390
187 106
189
^ The distribution of schools by age groups and by types of lesson systems used
was first made by one- or two-year periods. In condensing the detailed table the
number of schools in the years or periods united have been added together. For
example, the distribution of the lesson systems for the sixth year in 19.S schools was
added to the distributions for the seventh and eighth years of the same 193 schools.
This gives a total of S79 schools which should be divided by three to give the actual
number of schools. This method preserved the relative percentage and made it un-
necessary to use fractions in some cases. The following table will show in detail the
method used:
Ages
6 ...
7 ...
Totals.
No. of
Schools
Report-
ing
■ 193
. 193
• 193
■ 579
[180]
Graded Lessons
Ungraded Lessons
0-99
Pupils
24
100—199
Pupils
36
200—299
Pupils
9
9
9
27
300 +
Pupils
63
0-99
Pupils
17
17
17
54
100—199
Pupils
34
34
34
102
200—299
Pupils
17
18
300+
Pupils
19
19
19
57
ORGANIZATION OF SUNDAY SCHOOLS
TABLE XXII— 193 INDIANA SUNDAY SCHOOLS DISTRIBUTED
WITH REFERENCE TO THE GRADATION OF THE LESSON
SYSTEMS USED BY PUPILS OF VARIOUS AGES DUR-
ING THE CALENDAR YEARS 1911-1919, INCLUSIVE,
AND SIZE OF THE SCHOOL— Continued
Graded Lessons
1911
Ungraded Lessons
0-99 100-199 200-299 300+ 0-99 100-199 200-299 300+
Ages
Total
Pupils Pupils
Pupils Pupils Pupils
Pupils
Pupils
Pupil
Graded
1914
Ungraded
4&5.
. 193
9
13
12
28
72
33
14
12
6- 8.
. 579
27
39
36
82
216
99
42
38
9-11.
. 579
24
37
31
71
219
lOI
47
49
12-14.
• 579
21
36
26
55
222
102
52
65
15-17.
. 579
12
33
20
41
231
105
58
79
18-24.
• 965
15
43
29
36
390
187
lOI
164
Graded
1915
Ungraded
4& 5-
• 193
10
13
13
28
71
33
13
12
6- 8.
• 579
30
39
39
83
213
99
39
37
9-11.
• 579
27
37
34
73
216
lOI
44
47
12-14.
• 579
24
36
27
57
219
102
51
63
15-17-
• 579
IS
33
20
43
228
105
58
77
18-24.
• 965
20
43
29
41
385
187
lOI
159
Graded
1916
Ungraded
4& 5-
. 193
II
17
15
30
70
29
II
10
6- 8.
. 579
33
51
45
90
210
87
33
30
9-11.
• 579
30
48
37
73
213
90
41
47
12-14.
• 579
27
44
29
58
216
94
49
62
15-17.
. 579
18
42
22
46
225
96
56
74
18-24.
• 965
25
53
34
44
380
177
96
156
Graded
1917
Ungraded
4& 5-
• 193
11
18
17
31
70
28
9
9
6- 8.
. 579
33
57
48
93
210
81
30
27
9-11.
• 579
30
54
40
75
213
84
38
45
12-14.
• 579
27
50
35
61
216
88
43
59
15-17.
• 579
18
44
26
49
225
94
52
71
18-24.
• 96s
25
53
33
44
380
177
97
156
Graded
1918
Ungraded
4* 5.
• 193
II
22
19
32
70
24
7
8
6- 8.
. 579
33
69
52
93
210
69
26
27
9-11.
• 579
30
56
43
84
213
82
35
36
12-14.
■ 579
27
48
38
68
216
90
40
52
15-17.
• 579
18
40
29
55
225
98
49
65
18-24.
• 965
25
53
39
54
380
177
91
146
Graded
1919
Ungraded
4& 5.
• 193
II
22
21
33
70
24
5
7
6- 8.
• 579
33
66
62
96
210
72
16
24
9-11.
. 579
30
53
46
86
213
85
32
34
12-14.
• 579
27
41
39
67
216
97
39
53
15-17
• 579
15
34
29
52
228
102
49
68
18-24.
. 965
20
46
42
49
385
179
88
151
[181]
RELIGIOUS EDUCATION OF PROTESTANTS
I9IS
Per Cent
20 40 60
1919
Per Cent
20 40 60 80
6-7-8
0-JOO
HB
k
100-200
H
1
200-300
■1
■
300 5 over
■B
P
9-10-11 S
0-100
n
1
100-200
■B
1
200-300
H
1
300 4 OVER
■i
I
12-13-14 <
0-100
H
■
100-200
■H
1
200-300
■1
300 & JWER
■1
I5-16-I7<
0-100
■
100-200
200-300
Hi
3Q0& OVER
■
18-24 <
0-100
N
100-200
■
■
200-300
B
i
300 & OVER
■
20 40 60
Per Cent
20 40 60
Per Cent
20 40 60 80
Per Cent
Chart X — Indiana Sunday Schools Distributed with Reference to
Present Enrollment, Designated Age-Groups, and the Per-
centage Using Graded Lessons for the Years
1911-19, Inclusive. (See Table XXII.)
schools are made consistent with the demands of graded in-
struction. Table XIII, showing the number of small schools ;
Chapter XVI, showing that church schools are unsupervised,
and Illustration XLV, showing one of many buildings in
which graded organization is very difficult, should be care-
fully studied in this connection.
[182]
ORGANIZATION OF SUNDAY SCHOOLS
A ''four-plan'" organization scheme
To provide a method of adapting the form of the organiza-
tion to the size of the school and, at the same time, of preserv-
ing the essential factors necessary to efficient school work, the
following organization plans have been developed. These
plans were developed as a contribution towards an index
number, or composite standard for the church schools of
Indiana.^ It is thought that these plans may prove to be useful
instruments for measuring the completeness of organization
of schools of widely varying sizes. A uniform age-grouping
of children is preserved in all four plans. The application
of these plans to schools of the sizes indicated will, it is
believed, provide a supervisor for every seven to nine teachers
from the smallest to the largest schools. The use of these
plans would lessen the problem of providing competent super-
vision. It would also tend to produce a uniform age-
distribution within the membership of all classes and thus
make it easier to adapt graded lesson material to pupils in the
small schools.
The committee on education in each plan is understood to
be entrusted with the entire educational program of the church
and to have power to correlate under a single administrative
agent the whole educational task of the church.
The Director of Religious Education is the ranking officer
under each plan. The General Executive, commonly known as
the "Superintendent," is an executive agent of the educational
head of the school. In Plan IV, the Director of Religious
Education assumes the executive function, as well as the
educational leadership of the school. In each plan the effort
has been to differentiate between the supervisory function
and the administrative function, even when both functions
are performed by the same officer.
These "plans" were sent out to several hundred expe-
rienced Sunday school executives and to many professional
educators, who are specializing in religious education, for the
purpose of arriving at a ranking for the various items in the
* See Volume II.
[183]
RELIGIOUS EDUCATION OF PROTESTANTS
proposed plans by the method of median judgments. The
rankings which have been adopted are, therefore, the con-
sensus of expert judgment and not the opinion of any one
person. The proposed organization plans are as follows:
PLAN I. SCHOOLS WITH 800 OR MORE
PUPILS
1. Committee on Education (20%)
2. General Officers (20% )
(a) Director of Religious Education (10%)
(b) General Superintendent (5%)
(c) Secretary-Treasurer (5%)
3. Supervisory Staff (15%)
Not fewer than three supervisors with special-
ized duties,
4. Departmental Principals (24% )
(a) Cradle Roll Principal (3%)
(b) Beginners' Department Principal (3%)
(c) Primary Department Principal (3%)
(d) Junior Department Principal (S%)
(e) Intermediate Department Principal (3%)
(f) Senior Department Principal (3%)
(g) Young People's Department Principal.,, (3%)
(h) Adult Department Principal (3%)
5. Class Teachers (21 % )
Selected for groups of pupils within age limits of
departments, as follows :
(a) Beginners, 4, 5 years (3%)
(b) Primary, 6, 7, 8 years (3%)
(c) Junior, 9, 10, 11 years (3%)
(d) Intermediate, 12, 13, 14 years (3%)
(e) Senior, 15, 16, 17 years (3%)
(f) Young People, 18-23 years (3%)
(g) Adult, 24 years and above (3%)
PLAN IT. SCHOOLS FROM 200 TO 800 PUPILS
1. Committee on Education (20% )
2. General Officers (28%)
(a) Director of Religious Education (10%)
[184]
ORGANIZATION OF SUNDAY SCHOOLS
(b) General Superintendent (6% )
(c) Secretary-Treasurer (6%)
(d) One or more Supervisors of Instruction,
Expression, etc (6% )
3. Departmental Principals (24%)
(a) Cradle Roll Principal (3%)
(b) Beginners' Department Principal (3%)
(c) Primary Department Principal (3%)
(d) Junior Department Principal (3%)
(e) Intermediate Department Principal (3%)
(f) Senior Department Principal (3%)
(g) Young People's Department Principal.... (3%)
(h) Adult Department Principal (3%)
4. Class Teachers (28% )
Selected for groups of pupils within age limits
as follows :
(a) Beginners, 4, 5 years (4%)
(b) Primary, 6, 7, 8 years (4%)
(c) Junior, 9, 10, 1 1 years (4% )
(d) Intermediate, 12, 13, 14 years (4%)
(e) Senior, 15, 16, 17 years (4%)
(f) Young People, 18-23 years (4%)
(g) Adult, 24 years and above. ,.,... (4%)
PLAN III. SCHOOLS FROM 100 TO 200 PUPILS
1. Committee on Education (15%)
2. General Officers (26% )
(a) Director of Religious Education (15%)
(b) General Superintendent (6%)
.(c) Secretary-Treasurer (5%)
3. Divisional Superintendents (27% )
(a) Children's Division Superintendent (9%)
For leaders and teachers of all groups
eleven years of age and below.
(b) Young People's Division Superintendent. (9%)
For leaders and teachers of all groups
from twelve to twenty-three years of age,
inclusive.
(c) Adult Division Superintendent (9%)
For leaders and teachers of all groups
twenty-four years of age and above.
[185]
RELIGIOUS EDUCATION OF PROTESTANTS
4. Class Teachers (32% )
Selected for pupils within the following age
groups :
(a) Cradle Roll (Principal) 1-3 years (4%)
(b) Beginners, 4, 5 years (4%)
(c) Primary, 6, 7, 8 years (4%)
(d) Junior, 9, 10, 11 years (4%)
(e) Intermediate, 12, 13, 14 years (4%)
(f) Senior, 15, 16, 17 years (4%)
(g) Young People, 18-23 years (4%)
(h) Adult, 24 years and above (4%)
PLAN IV. SCHOOLS WITH FEWER THAN
100 PUPILS
1. Committee on Education (18%)
2. General Officers (25% )
(a) Director of Religious Education (Super-
intendent) (15%)
(b) Secretary-Treasurer (10%)
3. Class Teachers (42% )
Selected within the limits of the following age
groups :
(a) Cradle Roll and Beginners, 1-5 years. . . . (6%)
(b) Primary, 6, 7, 8 years (6% )
(c) Junior, 9, 10, 11 years (6%)
(d) Intermediate, 12, 13, 14 years (6%)
(e) Senior, 15, 16, 17 years (6%)
(f) Young People, 18-23 years (6%)
(g) Adult, 24 years and above (6%)
4. Divisional or Departmental Superintendent. When-
ever there are two or more classes in a depart-
ment or division (15%)
DEPARTMENTAL ORGANIZATION
In actual practice, in the Indiana Sunday schools discussed
in this report, children are grouped into classes of every con-
ceivable age-combination. In some cases these clases are united
into larger departmental organizations. The larger number of
schools have no departmental classifications, and only seven of
[186]
ORGANIZATION OF SUNDAY SCHOOLS
the entire 256 schools surveyed conform to either the six- or
seven-department plan approved by the Sunday School Coun-
cil of Evangelical Denominations and the International Sunday
School Association. On the basis of the entering ages of
pupils the 2,554 classes in 251 Indiana Sunday schools may
be roughly classified into nineteen groups as follows :
Ages Included
No. of Classes
3, only
29
3 and above
146
4 and 5
17
4 and above
90
6, 7 and 8
73
6 and above
79
9, 10 and II
37
9, 10, II and ]
[2
90
9 and above
360
12, 13 and 14
30
13, 14, 15 and
16
71
12 and above
217
15, 16 and 17
16
17, 18, 19 and
20
41
15 and above
24
18-24
16
21 and above
41
25 and above
16
All ages
1,161
Name of Group Entering Age
Nursery 3
Kindergarten 3
*tBeginners 4
Beginners 4
*tPrimary 6
Primary 6
♦Junior 9
t Junior 9
Junior 9
♦Intermediate 12
tintermediate 13
Intermediate 12
♦Senior 15
tSenior 17
Senior 15
♦Young People i8
fAdult 21
♦Adult 25
Main School Any age
The names included in the first column are not usually
applied to all the age-groups named. In many cases they are
designated by a class number or a class name. These age-
groups are used in this classification to show the different
methods of classifying children of the different entering ages.
The departments marked * conform to the present approved
standard age-groupings; the departments marked f conform
to an earlier age-grouping which was promoted for nearly a
decade in Indiana and other states. It is again apparent, as
one examines this table, that the departmental classification
of the Indiana Sunday schools has not been successfully
achieved. When 1,161 classes out of 2,554 are open to all
ages; when there are 90 classes of beginners that make no
age limit for the group, to only 17 with a fixed age Hmit;
when there are 360 classes of juniors with no age limit, to a
total of 127 classes with either old or the new age limits,
[187]
RELIGIOUS EDUCATION OF PROTESTANTS
etc., — it is evident that the efforts of the denominational and
interdenominational Sunday school secretaries have not been
attended by a large measure of success.
Departmental organization is, in many cases, merely a new
arrangement of classes without the inclusion of the super-
TABLE XXIII — THE NUMBER OF DEPARTMENTAL TEACH-
ERS' MEETINGS HELD DURING ONE YEAR BY 216
INDIANA SUNDAY SCHOOLS, DISTRIBUTED
WITH REFERENCE TO THE RURAL
OR URBAN LOCATION OF
THE SCHOOLS
Number of Schools Holding the Number of Departmental
Departmental Teachers' Meetings Indicated:
Teachers'
Meetings rural and urban rural urban
Held in
One Year Number Per Cent. Number Per Cent. Number Per Cent.
Total... 216 loo.o 92 42.6 124 57.4
o 186 82.3 91 98.9 95 76.6
I I .4 o o I .8
2 2 .9 o o 2 1.6
3 I .4 0 o I .8
4 2 .9 o o 2 1.6
5 I .4 o o I .8
6 3 1-4 o o 3 2.4
7 o 0 o o o o
8 3 1-4 o 0 3 2.4
9 0 o o o o 0
10 3 1.4 o o 3 2.4
II 2 .9 o 0 2 1.6
12 6 2.8 I I.I s 4.0
13 0 0 o o o o
14 o 0 0 o o o
15-19 2 .9 00 2 1.6
20-24 I .4 00 I .8
25 and above 3 1.2 00 3 2.4
(Table based on data from 216 of 255 schools surveyed.)
visory factors for which departmental organization is sup-
posed to stand. Departmental teachers' meetings, and other
social and business meetings held during the year, would be
one method of measuring the activity of departmental or-
ganizations. Table XXIII shows that in 216 Sunday schools
there were 186, or 82.3 per cent., in which there were no
departmental teachers' meetings during the twelve months
preceding the date of this survey. Thirty schools report from
[188]
ORGANIZATION OF SUNDAY SCHOOLS
TABLE XXIV — DISTRIBUTION OF DEPARTMENTAL SOCIAL
AND BUSINESS MEETINGS FOR TEACHERS AND
OFFICERS, AND PUPILS IN 250 INDIANA
SUNDAY SCHOOLS
DEPARTMENTAL SOCIAL DEPARTMENTAL SOCIAL
DEPARTMENT ^^^ BUSINESS MEET- AND BUSINESS MEET-
INGS FOR TEACHERS, INGS FOR PUPILS
OFFICERS AND PARENTS
Number Number Number Number
schools meetings schools meetings
Cradle Roll o o o 2
Nursery 5 6 I 8
Beginners 4 8 i i
Primary 4 12 I 2
Junior 7 31 11 126
Intermediate 6 44 16 493
Senior 2 3 5 85
Young People 3 9 6 147
Adult I I 4 40
Home o o i 2
* Main School 8 57 40 573
^ Undistributed 15 140 26 881
* Meetings reported but department not designated.
'These meetings of the main school are not strictly departmental meetings, but they
are included in order to show the comparative activity of the "main school" and the
departments.
one to sixty meetings each year. There are virtually no
departmental teachers' meetings in the rural schools. The
number of social and business meetings held during the same
year by 250 Sunday schools is shown in Table XXIV.
No. OF
Classes
Departmental
Groups
282
Beginners
152
Primary
t.l6l
Main School
487
Junior
318
Intermediate
•57
Young People
81
Senior
16
Adult
2 1554 Tot At
20
Per Cent
40 60
80
too
■■Unoroanizeo EHil Organized
Chart XI — Distribution of 2,554 Organized and Unorganized Classes
BY Departmental Groups.
[189]
RELIGIOUS EDUCATION OF PROTESTANTS
The departmental meetings of all kinds are limited to a
very few schools, and virtually all of these are urban schools.
Junior and intermediate departments are most active.
Parent-teachers' meetings, either for the school as a whole
or for the departments, are almost unknown. Out of 202
schools reporting on this subject only two had had meetings
Ho. or
Clashes
OePARTMCNTAL
Groups
487
Junior
318
iNTeRMCOIAtC
57
YouNO People
152
Primary
16
Adult
81
Senior
I.I6I
Main School
282
Beginners
2.554
Total
Per Cent
Male
^^ Female
^1] Mixed
Chart XII — Sex-Segregation in 2,554 Sunday School Classes
Distributed by Departmental Groups.
of this sort within a year. One of these schools had held
one such meeting and the other had held six. Both were
urban schools.
One hundred five departmental superintendents reported
the following number of assistants :
54 departments had no assistants.
21
I
assistant.
15
2
assistants
5 "
3
2 "
3
4
3
6
I department
I
8
II
[190]
55 w i^tot?
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[191]
RELIGIOUS EDUCATION OF PROTESTANTS
One hundred forty-eight departmental superintendents re-
ported on the number of classes in their departments. The
median number of classes for the 148 departments is 5.7.
There are, therefore, as many departments with 5 or fewer
classes as there are with six or more classes. One hundred
thirty-seven departmental superintendents report a median of
6.8 teachers with the mode, or most common group, 6. If
the six-teacher department is the most common department,
it is clear that departmental organization has not found its
way into the smaller schools. Table XXV shows the dis-
tribution of departmental officers in rural and urban schools.
THE ORGANIZED CLASS
Table XXVI shows the distribution of 2,554 classes in
251 Sunday schools. Of the classes 775, or 30.3 per cent., are
organized. Approximately 18 per cent, of the classes in the
non-departmentalized "main schools" are organized. There
are 912 mixed classes, 130 of which are organized. Of this
number, 545 are in the "main school" or non-departmentalized
group. There are 918 classes of females, 404 of which are
organized, and there are 724 classes of males, 241 of which
are organized. Taken as a whole, three out of every ten
classes are organized. Eleven out of every 25 female classes
are organized; a little more than three out of every ten male
classes are organized; one out of every seven mixed classes
is organized. The great majority of the mixed classes are
in the "main school" group. The most popular groups for
organized classes are the junior and intermediate grades.
While class organization is not limited to any age or sex or
type of school the facts justify the statement that the organ-
ized class movement has been more popular among females
than among males ; more popular in graded than in ungraded
schools; more popular with early and middle adolescents than
with other groups. The same table. Number XXVI, shows
that sex-segregation begins even in the nursery, and extends
throughout the entire school.
[192]
ORGANIZATION OF SUNDAY SCHOOLS
The following table shows the tendency towards sex
segregation in 251 Sunday schools.
Age Group Total Males Females Mixed
Total number of classes for all
groups 2,554 724 918 912
Beginners 282 45 44 193
Primary 162 42 43 "jj
Junior 487 205 2^7 45
Intermediate 318 122 147 49
Senior 65 15 43 7
Young People 56 15 38 3
Adults 16 4 II I
"Main School" 1,161 270 345 546
Charts XI and XII show the distribution of organized
and unorganized classes, and the facts of sex-segregation
throughout certain-age-groupings, roughly formed from the
more detailed groupings in Table XXVI. (See pp. 304-307.)
///. Nummary
a. The majority of the Sunday schools are small schools.
b. Seventy per cent, of the Sunday schools are completely
ungraded and only 2.8 per cent, are completely graded.
(c) There is a direct relationship between the size of the
Sunday school and both graded organization and graded
instruction.
(d) A "Four-Plan" Organization scheme is suggested to
meet the demands of schools of widely varying sizes.
(e) Nineteen different classification groups were revealed
in the survey of 256 churches. The analysis of these groups
makes it clear that the standardized departmental classification
has not been widely adopted in Indiana and suggests again
that this type of departmental organization does not fit the
schools generally found in Indiana. It also raises questions
regarding the efficacy of denominational and interdenomina-
tional supervision and promotion.
(f) The small number of departmental meetings of all
kinds seems to be another evidence that departmental or-
ganization is often a mere conformity to the mechanical re-
quirements of a new organization-scheme, without the essen-
tial activities which should characterize the departmental
organization.
[193]
Sag
«
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OOOOOOOO'iOMtNO'^Mi-'N'-''-' tn
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noo o o "J^MD 00 moo ioon'*Oi-ioOooi-" a
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[194]
ORGANIZATION OF SUNDAY SCHOOLS
(g) The rural schools have been scarcely touched by
departmental organization.
(h) Three out of every ten Sunday school classes are
organized. Class organization has had its greatest popularity
among classes of females in the Junior and Intermediate de-
partments of graded schools.
[195]
Chapter VII
DEVOTIONAL AND MISSIONARY ORGANIZA-
TIONS FOR CHILDREN AND YOUTH IN THE
LOCAL CHURCH
/. The ''Four-Fold** Development of Children
and Youth
In addition to the church school, there has grown up
within the local churches a multitude of societies, guilds,
clubs, and fraternities, each offering a program of instruction,
expression or recreation for the children and youth of the
church. These organizations are usually designed to em-
phasize some aspect of the religious, social, physical or mental
life of the developing human being. The following diagram
shows the division of the field into four areas with the church
and the state approaching the problem from opposite sides.
The state places its special emphasis on the mental de-
velopment of the child. Until recently the vocational, physical
and social aspects of education received little attention in
tax supported schools. The schools of yesterday were or-
ganized around the "intellect" of the pupils. There is a
rapid shift in emphasis in public education today, and there
is much evidence that the schools of tomorrow will give large
place to physical and social training without neglecting in-
tellectual development. The state is even now giving much
attention to columns 2 and 3 of the following diagram. Play-
ground supervision, athletics, visiting nurses, trade schools,
municipal theaters and social centers are evidences that the
state is entering new fields of educational endeavor.
The social and physical areas have been "no man's land."
[196]
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
THE CHURCH, THE STATE, AND THE CHILD
Column 1
Religious
Church I Devo
School
tional
Societies
Cradle
Roll
0-1-2-3
Begin-
ners
4-5
Primary
6-7-8
Junior
9-10-11
Inter-
mediate
12-13-14
Senior
15-16-17
Young
People
18-23
Adult
Junior,
Inter-
mediate
and
Senior
Devo-
tional
Societies
Home
Missions
Junior,
Inter-
mediate
and
Young
People's
Home
Mis-
sionary
Societies
Foreign
Missions
Column
2
Social
Junior,
Inter-
mediate
and
Young
People's
Foreign
Mis-
sionary
Societies
Column
3
Physical
"No Man's
Land"
Column
4
Mental
Public
School
Kinder-
garten
4-5
Ele-
mentary
School
6-7-8
9-10-11
Junior
High
12-13-14
Senior
High
15-16-17
College
18-22 or
26
Adult
T
H
E
S
T
A
T
E
[197]
RELIGIOUS EDUCATION OF PROTESTANTS
Unoccupied by either state or church, this territory invited all
sorts of voluntary agencies. There was an acknowledged
need; and many worthy efforts were made to fill the need —
some independent, some sponsored by the church and some
by non-church agencies. At the present time columns 2 and
3 are occupied by a "wild growth" of voluntary organizations
of widely varying worth.
The church makes its attack upon the problem from the
side of religion. Carefully graded church schools have been
developed with age-groups corresponding to those of the
public schools. A rich curriculum is being developed and
organized classes and departments are providing expressional
work in religious, social and recreational lines. In other
words, the church school is filling all of column i and extend-
ing its activities over into "no man's land" where it comes
into contact with the indigenous, voluntary organizations that
have possession of the field and do not want to give way to
"late arrivals."
But the church schools, operating under the general direc-
tion of denominational Boards of Sunday Schools do not have
exclusive control of the religious area designated as column i.
Three other agencies demand a share in the religious training
of the children of the church and three kinds of boards
besides the Boards of Sunday Schools claim the right to
create curricula and to formulate programs of training with-
out consultation with the other boards or with the local leaders
who must operate all local programs. These three boards are
(i) Young People's Boards, (2) Women's Home Missionary
Societies, and (3) Women's Foreign Missionary Societies.
It comes about, therefore, that four different, independent
agencies are operating, or attempting to operate, at the same
time on the children in the local church. Overlapping, con-
fusion, waste, misunderstanding are the fruits of the division
of the educational responsibility within the church; and "no
man's land" still remains without systematic cultivation by
either state or church.
[198]
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
The Methodist Episcopal Church
Religious
Board
of
Sunday
Schools
Cradle
Roll
0-1-2-3
years
Begin-
ners
4-5
years
Primary
6-7-8
years
Junior
9-10-11
years
Inter-
mediate
12-13-14
years
Senior
15-16-17
years
Young
People
18-23
years
Adult
Board
of
Epworth
League
Woman's
Home
Mis-
sionary
Society
Junior
Epworth
League
(7-16
years)
Senior
Epworth
League
(16 to 25
or 30
years)
Mother's
Jewels
(Under)
10 years)
Home
Guards
(10-14
years)
Queen
Esther
Circle
(14 years
and
above)
Young
Woman's
Auxiliary
Woman's
Foreign
Mis-
sionary
Society
Light
Bearers
(Under
10 years)
King's
Heralds
(8-12
years)
Standard
Bearers
(12-16
years)
Young
People's
Mis-
sionary
Society
(above
16 years)
Social
Blue
Birds
(Under
12 years)
Camp
Fire
Girls
(12 years
and
over)
Physical
Cub
Scout
(Under
12 years)
Boy
Scouts
(12 years
and
over)
Mental
Public
School
Kinder-
garten
4-5
years
Ele-
mentary
School
6-7-8
9-10-11
years
Junior
High
School
12-13-14
years
Senior
High
School
15-16-17
j'^ears
College
and
Profes-
sional
Schools
18-22 or
26 years
•Program includes social, physical and recreational features.
[199]
RELIGIOUS EDUCATION OF PROTESTANTS
77. "Four-Fold" Division of Labor
It is the purpose of this section to show the effect of this
division of labor in the religious education of the children in
the local church. In order to make the general condition
definite and concrete, three representative denominations will
be studied, namely : Methodist Episcopal, Presbyterian and
Baptist. The chart on page 199 shows the organizations
there would be in a local Methodist Episcopal church if the
church were operating all the societies for education promoted
by the General Conference Boards of that denomination.
A glance at this diagram will show that a Methodist Epis-
copal church which maintains all the organizations for the
training of children and youth, operated or approved by an
overhead church Board, will have an eight-department church
school and fourteen other organisations. In theory three
Methodist women call on the new-born baby in a Methodist
home ; one to enroll the baby in the Cradle Roll of the church
school, thus assuring it a contact with the general educational
work of the church; one to enroll it in Mother's Jewels in
order that from its infancy it may be interested in the great
work of the Woman's Home Missionary Society, and a third
to enroll it in the Light Bearers, thus guaranteeing the per-
petuity of the world-wide program of the Women's Foreign
Missionary Society. An eight-year-old Methodist child, in
order to get all of the training which the church boards deem
essential for all Methodist children, will be a member of the
following organizations : ( i ) The Primary Department of the
Church School; (2) The Junior Ep worth League; (3)
Mother's Jewels; (4) Light Bearers; (5) Blue Birds or Cub
Scouts; and (6) The Elementary Public Schools. Six differ-
ent programs, six different loyalties, six different leaders,
present to the simple minds of eight-year-old children con-
fused and complex situations that they are unable to carry.
The fifteen-year-old boy or girl would be a member of an
organized class in the senior department of the church school
with missionary and correlated expressional work for through-
[200]
The n^esbyterlan Church, U. S. A.
Beginners
(4-5
years)
Religious
Board of
Publica
tions
and
Sabbath
School
Work
Cradle
Roll
(0-1-2-3
years)
Primary
(6-7-8
years)
Junior
(9-10-11
years)
'Junior
Christian
Endeavor
(9-10-11
years)
Inter-
mediate
(12-13-14
years)
Senior
(15-16-
17 years)
Young
People
(18-23
years)
Adult
i ofl
ica- Wi
Board
Publi
tions
and
Sabbath
School
Work
'Inter-
mediate
Christian
Endea-
vor
(12-13-
14-15-16-
17 years)
'Kappa
Sigma Pi
Knights
of Kmg
Arthur
'C.C.-
T.P.
•Senior
Christian
Endea-
vor
(18-24
years)
omans
Board of
Home
Mis-
sions'
Little-
Light
Bearers
(1 day
to
16 years)
Light
Bearers
West-
minster
Circle*
(14-18
years)
West-
minster
GuUd«
(18 years
and over)
Woman's
Board of
Foreign
Mis-
sions*
Little
Light
Bearers
(Under
6 years)
Light
Bearers
or Mis-
sion
Bands.
(6 to 12
years)
=Cub
Scouts,
«Blue
Birds
and
Brownies
Uses
Christian
Endea-
vor
Society
West-
minster
Circle
(14-18
years)
West-
minster
Guild
(18 years
and over)
Young
Womjen's
Mission-
ary
Society
(18-30
years)
So-
cial
Phy
sical
'Camp
Fire
Girls
*Girl
Scouts
*Boy
Scouts
Mental
Public
School
Kinder-
garten
(4-6
years)
Ele-
mentary
School
(6-7-8
9-10-11
years)
Junior
High
(12-13-14
years)
Senior
High
(15-16-
17 years)
College
and
Profes-
sional
Schools
(18-22
and
26 years)
^ Approved and promoted but not officially adopted.
* Approved but not officially promoted.
' Tne Women's Board of Home Missions and the Woman's Board of Foreign Mis-
sions have joint Presbyterial and Synodical Societies and officers for the cultivation
of the Westminster Guild and Light Bearer organizations. The Board of Publications
and Sabbath School Work has oversight of all Young People's and Christian En-
deavor work in the churches; but this board delegates to the Woman's Missionary
Boards most of the missionary cultivation of these organizations.
* An organized Sunday school class may also be a chapter or circle.
[201]
RELIGIOUS EDUCATION OF PROTESTANTS
the-week activities; (2) of the Junior Epworth League; (3)
of the Queen Esther Circle (if a girl) ; (4) of the Standard
Bearers; (5) of the Camp Fire Girls or the Boy Scouts; and
(6) of the Senior High School with its social, recreational,
athletic, and literary societies, including class activities. Here
again is a demand upon the time and interest of the high
school boy or girl which can not possibly be met. Neither
the child nor the church can carry this complex organization.
Which of all these organizations will survive as children chose
from among them, and as churches become too small to fur-
nish adequate leadership for so many organizations? The
reader is now ready to go to the Indiana data and see how
many of these possible organizations were in active operation
in the sixty-three Methodist Episcopal churches surveyed in
that state. Before introducing that data it will be profitable
to examine two other religious denominations to make it clear
that the Methodist Episcopal Church is in no sense an excep-
tion to the rule. In fact, these three denominations are pre-
sented because they illustrate the general practice of all
Protestant Christian denominations in Indiana. (Pages 201
and 203.)
In the Presbyterian church two most commendable ten-
dencies are in evidence : ( i ) The uniting of the church school
and the young people's societies, including the Christian
Endeavor societies under the same overhead organization,
thus facilitating the coordination of all educational and ex-
pressional work; (2) The cooperation of woman's boards in
the promotion of their educational work and a willingness to
use church school agencies as the normal avenues for mis-
sionary education. This second tendency should be encour-
aged and greatly extended.
In the Baptist church the Woman's Home Mission Society
and the Woman's Foreign Missionary Society unite in their
missionary education work through a Department of Mission-
ary Education in the Baptist Board of Education. This leaves
three distinct educational programs, with three distinct over-
head, promotion agencies, for each Baptist church.
[202]
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
The Baptist Church (Northern Convention)
Religions
Social
Sunday
School
and Pub-
lication
Society
Cradle
RoU
(0-1-2-3
years)
Beginners
(4-5 years)
Primary
(&-7-8
years)
Junior
(9-10-11
years)
Inter-
mediate
(12-13-14
years)
Senior
(15-16-17
years)
Yoimg
People's
(18-23
years)
Adult
Baptist
Young
People's
Union of
America
Jr. Young
People's
Union
(9-12years)
Inter-
mediate
Young
People's
Union
(13-15
years)
Senior
Young
People's
Union
(16-25
years)
Baptist
Board of
Education
in Coopera-
tion with
Woman's
Home and
Foreign Mis-
sion Societies
Jewels
(Under 6)
Heralds
(6-9 years)
Crusaders
(9-12 years)
Junior World
Wide Guild
(12-15 years)
World
Wide
Guild
(16-24
years)
Physical
Cub
Scouts
Boy
Scouts
Mental
Public
School
Kinder-
garten
(4-5 years)
Elementa-
ry School
(6-7-8-9-
10-11
years)
Junior
High
School
(12-13-14
years)
Senior
High
School
(15-16-17
years)
College
and Pro-
fessional
Schools
(18-22 or
26 years)
[203]
RELIGIOUS EDUCATION OF PROTESTANTS
///. Distribution of Societies
We are now ready to examine the data secured from a
survey of the various societies for children and youth in 256
Indiana churches. The first question concerns the number
and distribution of such societies. There were at the time
the Indiana data were secured, 333 societies in the 256 churches
surveyed. This number includes but four organizations that
are not definitely known to be "church" societies. Such or-
ganizations as the Boy Scouts, Camp Fire Girls, etc., are not
included in this list which is purposefully limited to organiza-
tions sponsored by a local church or denominational board,
in addition to the organizations connected with the church
school. These 333 organizations are distributed as follows :
Number of Churches Having
Number of Organisations Num^ber of Organisations
in Each Church Indicated on Left
No organizations 119 46.5%
One organization 46 18.0 "
Two organizations 42 16.4 "
Three organizations 25 9.8 "
Four organizations 10 3.9 "
Five organizations 6 2.3 "
Six organizations 3 1.2 "
Seven organizations 2 .8 "
Eight organizations i .4 "
Nine organizations 2 .8 "
This table tells a significant story. More than 46 per cevt.
(46.^) of the churches surveyed have no organisations for
children and youth except the church school. Eighteen per
cent, have but one organization in addition to the church
school. The explanation is clear — the small church exhausts
its leadership in ''manning" its church school. Forty-three
per cent, of the church schools have fewer than 100 pupils
enrolled, and 46 per cent, of the churches have no organiza-
tions for children and youth, under church direction, except
the church school. (See Chart XIII.) It is clearly evident
that unless a denomination can get its missionary and devo-
tional program fully expressed through the church school
[204]
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
these types of training will be denied to the children in 46
per cent, of its churches. The one organization that reaches
all of the churches is the church school. Forty-six out of each
one hundred churches have no other educational organization;
eighteen out of each one hundred have one additional organ-
ization, usually of the devotional type; sixteen out of each
one hundred have two additional organizations. Not a single
0123456789
Number of Oroanizations
Chart XIII — Distribution of 333 Church Societies for Children
AND Youth in 256 Indiana Churches.
Methodist Episcopal church surveyed had all of the officially
approved organizations of that denomination; and it is the
same with the other religious bodies. A divided leadership,
therefore, deprives large numbers of children of the full educa-
tional program of the church. This fact is shown by the
above statistics ; it is reinforced by the fact that in churches
with a number of societies under separate leadership many
children, unable to carry the work of all organizations, are
deprived of the training which has been allocated to the
society, or societies, which could not be included in the child's
weekly program.
[205]
RELIGIOUS EDUCATION OF PROTESTANTS
IV. Classification of Societies
For purposes of detailed study, the societies surveyed have
been classified on the basis of types of programs offered and
age-groups served. As to types of programs, all societies were
divided into two groups — Devotional, and Missionary. As to
age-groups, three general classes were recognized: (a) Senior,
including young people i8 years of age and above; (b) Inter-
mediate, including young people from 12 years to 18 years
of age, and (c) Junior, including all children under 12 years
of age. Of the 333 societies found in the 256 churches, sixty-
seven were not carefully surveyed, and twenty-six of these
surveyed were excluded from the classification because they
were local organizations, such as athletic clubs; because im-
portant data were missing; or because of some other valid
reason. This leaves 240 societies for which complete informa-
tion was available. The following is the classification of these
societies :
THE DEVOTIONAL GROUP
(i) Senior (18- + years)
(a) Baptist Young People's Union — 22 societies.
(b) Young People's Society of Christian Endeavor —
45 societies.
(c) Epworth League — 28 societies.
(d) Other organizations (Luther Leagues, Christian
Union, etc.) — 12 societies.
Total — 107 societies.
(2) Intermediate (12-17 years)
(a) Baptist Young People's Union — 4 societies.
(b) Christian Endeavor — 11 societies.
(c) Epworth League — 3 societies.
(d) Other organizations — o societies.
Total — 18 societies.
(3) Junior (under 12 years)
(a) Baptist Young People's Union — 2 societies.
(b) Christian Endeavor — 11 societies.
(c) Epworth League — 6 societies.
(d) Other organizations — 3 societies.
Total — 22 societies.
[206]
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
THE MISSIONARY GROUP
(i) Senior (18- + years)
(a) Young Women's Missionary Societies — 10 so-
cieties.
(b) World Wide Guild — 4 societies.
(c) Queen Esther Circles — 10 societies.
Total — 24 societies.
(2) Intermediate (12-17 years)
(a) Junior Young Women's Societies — 8 societies.
(b) Standard Bearers — 7 societies.
(c) Junior World Wide Guild — 3 societies.
(d) Home Guards — 4 societies.
(e) Other Mission Bands — 5 societies.
Total — 27 societies.
(3) Junior (under 12 years)
(a) King's Heralds — 14 societies.
(b) Mother's Jewels — 8 societies.
(c) Little Light Bearers and Light Bearers — 12 so-
cieties.
(d) Children's Missionary Bands — 4 societies.
(e) Little Helpers — i society.
(f) Message Bearers — i society.
(g) Buds of Promise — i society.
(h) A. B. C.'s — I society.
Total — 42 societies.
20
Per Cent
40 60 80
TOTAL
DEVOTIONAL
MISSIONARY
00
Chart XIV — Distribution of 240 Church Societies for Children
AND Youth as to TType and Age-Group.
[207]
RELIGIOUS EDUCATION OF PROTESTANTS
In making this classification it has been necessary to assign
arbitrarily a few societies, whose age-limits did not exactly
coincide with the plan adopted.
Summarizing these groupings we have the following table :
All Classes Devotional
Societies Missionary Societies
Total Per Cent. Total Per Cent. Total Per Cent.
240
100 147
100 93
100
Senior... 131
54.6 Senior. . . 107
72.8 Senior. . . 24
25.8
Interme-
Interme-
Interme-
diate . . 46
18.8 diate . . 18
12.2 diate . . 27
29.0
Junior... 64
26.7 Junior... 22
14.9 Junior. . . 42
45-3
Sixty-one per cent, of all the societies are of the devotional
type; and 39 per cent, are of the missionary type. Nearly
three-fourths (72.8 per cent.) of the devotional societies are
of Senior age; while approximately half (45.2 per cent.) of
the missionary societies are of Junior age. (See Chart XIV.)
_ ^ N. ^
— Tf r^ "<t
— — — CM eKK
— •* ^- "t
. . . . — I I I I ^w » • • JL "
AGE GROUPS
MALE
^^ FEMALE
Chart XV — Age- Sex Distribution of Membership of 85 Senior,
12 Intermediate, and 21 Junior Devotional Societies.
[208]
[209]
RELIGIOUS EDUCATION OF PROTESTANTS
V. Membership in Societies
AGE-SEX DISTRIBUTION
Table XXVII with the aid of Chart XV, reveals among
other things, the following facts:
( I ) The wide range covered by the membership of senior
societies. The difficulty of providing satisfactory work for
such widely differing groups in one society is apparent. Why
do not these societies organize separate societies? Where
would they get leaders for more societies?
MARRIED
MARRIED
56%
SINGLE
44%
■^SINGLE
90%
MEMBERS BETWEEN 1 8
AND 24 YEARS OF AGE
Chart XVI — Marital State of Senior Devotional Groups.
MEMBERS over 2$
YEARS OF AGE
(2) The large percentage of mature members. Not only
are many members beyond 25 years of age, but 10 per cent, of
those between 18 and 24 years of age, and 56.48 per cent, of
those over 25 years of age are married. (See Chart XVI.)
(3) The relatively large percentage of male membership.
The fact that 39.28 per cent, of the membership of these
societies are males and 60.7 per cent, are females suggests that
carefully organized effort might bring the sexes into equal
representation in the work of the church.
Table XXVIII with the aid of Chart XV shows again a
wide range of membership, and suggests inadequate leadership
and small churches. The division of the sexes (38.8 male,
and 61.2 female) is substantially the same as in the senior
groups. Table XXIX and Chart XV show the same wide
[210]
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[211]
s
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[212]
W
t— (
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l-H
CAl
C/2
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[213]
RELIGIOUS EDUCATION OF PROTESTANTS
range of ages in the membership of Junior groups and about
the same sex distribution (Males, 40.7; female, 59.3).
The first fact which attracts the reader in Table XXX is
the absence of young men from senior missionary societies.
Tables XXXI and XXXII with Chart XVII show the in-
^ C4 <^ 00 ^ni
— — — cao
£i 12 £ }Qa
AGE GROUPS
MALE
VPT^ FEMALE
Chart XVII — Age- Sex Distribution of Members of 20 Senior,
23 Intermediate, and 35 Junior Missionary Societies.
crease of the male sex in the younger grades. The age-sex
percentage for the three groups is :
Senior group : Males, 0% ; females, 100%.
Intermediate group : Males, 9.7% ; females, 90.3%.
Junior group : Males, 38.5% ; females, 61.5%.
These figures suggest the inquiry: Is missionary training
only for women, girls and small boys? The same wide age-
range which was noted in the devotional groups is found in the
missionary groups.
[214]
aivuiaj ■§, p?^ ° ° °
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[215]
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[2l6]
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
ENROLLMENT AND AVERAGE ATTENDANCE
Table XXXIII tells the story of attendance in devotional
and missionary societies as accurately as is possible with the
present inadequate accounting system of these societies. It
seems not to have occurred to the leaders of these societies
that records of any kind are a vital part of their work. In
many cases there is no accurate record of the names of mem-
bers. In some societies there is a monthly "roll call" but it is
unusual for a society to preserve the records of these roll
calls. The surveyors, in securing the data which have gone
into Table XXXIII, used the data which were matters of
record and then added information which seemed to be reason-
ably accurate from the testimony of officers and workers who,
in conference, agreed on the estimates furnished the surveyor.
This entire survey has sought to base its statements on actual
facts that are matters of record. This exception gives occa-
sion to comment on the care which was exercised throughout
the survey in securing accurate data, and also to emphasize
the deplorable state of the records in most devotional and mis-
sionary societies.
There is a striking uniformity in the percentage of attend-
ance at the weekly or monthly meetings of all societies. The
Senior devotional societies have the largest average member-
ship, and the Intermediate devotional societies have the largest
percentage of membership in attendance at regular meetings.
VI, Basis of Promoiion
Do the societies discussed in this chapter promote their
members on the basis of age, school grade, examinations or
tests, on the completion of a course of training, or do they
have no method or plan of promotion? Of 85 Senior devo-
tional societies, 20 omitted the question regarding promotions ;
56 had no promotion plans; 5 promoted on age basis and one
on age and school grade. Of 18 Intermediate societies, 3
omitted the question ; 5 had no promotion plans, and 10 pro-
moted on the basis of age. Of 22 Junior societies, 4 omitted
[217]
35
33
70
35
25
71
33
33
70
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE XXXIII — MEMBERSHIP AND ATTENDANCE IN
DEVOTIONAL AND MISSIONARY SOCIETIES
Percentage
Membership
Average Average in Weekly
I. Senior Devotional Societies Membership Attendance Attendance
40 Senior Young People's Society
of Christian Endeavor 45 28 61.4
21 Baptist Young People's Union S3 29 55-7
24 Epworth League 63 34 03-l
10 Other Senior Societies 44 24 53-9
Average of 95 Societies 51 29 50
2. Intermediate Devotional
Societies
10 Intermediate Christian En-
deavor Societies 30 21 70
3 Intermediate Baptist Young
People's Unions
3 Intermediate Epworth Leagues
Average of 16 Societies
3. Junior Devotional Societies
11 Junior Christian Endeavor So-
cieties 33 17 51-0
2 Junior Baptist Young People's
Union
5 Junior Epworth Leagues
2 Other Junior Societies.......
Average for 20 Societies
4. Senior Missionary Societies
9 Young Women's Missionary-
Societies
3 World Wide Guilds
9 Queen Esther Societies. ...•••
Average for 21 Societies
5. Intermediate Missionary
Societies
8 Junior Young Women's Mis-
sionary Societies 20 13 05.O
7 Junior World Wide Guild and
Mission Bands
7 Standard Bearers
4 Home Guards
Average for 26 Societies
6. Junior Missionary Societies
3 Little Light Bearers
II King's Heralds
7 Children's Mission Bands
2 Mothers' Jewels
Average for 23 Societies
[218]
24
II
46.0
33
18
57.6
27
IS
55.5
26
15
52.S
24
16
66.6
54
20
37.0
23
15
65.3
34
17
56.2
21
14
66.6
26
14
53-9
23
13
594
23
14
61.2
44
31
70.0
26
14
54.0
27
18
66.0
98
58
60.0
49
30
62.5
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
the question; 5 had no plans, and 13 promoted on the basis
of age.
The promotion plans of the missionary societies are indi-
cated by the following statements: Of 13 Senior missionary
societies, 5 omit the question of promotions, 4 have no pro-
motion plans; 3 promote on the basis of age and i upon the
completion of a training course. Of 31 Intermediate societies,
8 omit the question, 6 have no plans for promotion, 15 pro-
mote on the basis of age and 2 upon the completion of a train-
ing course. Of 28 Junior societies, 10 omit the question; i
has no plans, 16 promote on the basis of age only, and one on
the basis of age and school grade.
VII. Study Courses Offered
Only about one out of eight or ten of the devotional
societies conduct study courses for their members. The exact
proportion vv^ill be seen by the f ollow^ing table :
Number
Societies
Surveyed
Senior Devotional Societies 107
Intermediate Devotional Societies 18
Junior Devotional Societies 22
Senior Missionary Societies 24
Intermediate Missionary Societies 27
Junior Missionary Societies 42
Number
Number
Report-
Offering
Number
ing No
One
Omitting
Courses
or More
Question
Offered
Courses
II
82
14
2
13
3
2
17
3
3
6
15
0
7
18
12
23
15
This table show^s that the missionary societies attempt more
study courses than the devotional societies.
VIII. Leadership
The leadership of senior societies of both the devotional
and missionary groups differs in one or two important par-
ticulars from the leadership of the younger groups and also
from the leadership of the church school. The leaders of
senior societies are younger than the leaders of church school
[219]
RELIGIOUS EDUCATION OF PROTESTANTS
classes or of younger missionary or devotional groups. The
Senior Baptist Young People's Union is typical. The median
age of 41 leaders is 22 with the mode at 18. The median
age of leaders of 1 1 Little Light Bearer Societies is 37 years,
which is the median age of the church school teachers of
Indiana. Homemakers comprise the largest group of church
school teachers and leaders of younger missionary and devo-
tional groups. The percentage of homemakers leading senior
societies is very much smaller than either of these groups. It
is also true that leaders of senor societies have fewer church
responsibilities than do church school teachers or leaders of
other church societies.
It is not within the scope of a chapter on organization to
discuss the content of the curriculum or the qualifications of
leaders. It is proper, however, to call attention to two facts
which vitally affect the organization of the religious education
in a local church ; namely : ( i ) An unnecessary multiplication
of organizations, especially in small churches, decreases the
efficiency of the educational work of the church by calling
leadership from an already under-manned organization to
inaugurate a new society which in turn will be under-manned.
The expedient of having the same person supervise two under-
manned organizations divides the energy of the leader and
confuses the children. (2) The necessity of reporting to
overhead leaders of societies which have denominational ap-
proval often leads local leaders to organize societies in order
to secure denominational approval. The overhead competition
results in a division of leadership in the local church which is
often disastrous to its entire educational program. There is
an urgent demand for a "disarmament conference" among the
leaders of overhead boards in order that local resources may
be better organized to achieve the very ends which each board
desires.
IX. Summary
(a) The allocation of the direction of various aspects of
education to independent church and non-church boards or
[220]
DEVOTIONAL AND MISSIONARY ORGANIZATIONS
societies has resulted in a multiplication of uncoordinated
societies in the local church.
(b) Neither the child nor the average church can carry
the entire program provided by these numerous societies. It
comes about, therefore, that all of the program except that
provided by the church school is shut out of 46 per cent, of
the churches because of lack of leadership; and a very large
percentage of the children in all churches do not participate
in all of the program because of the physical impossibility of
carrying so complicated a schedule. Not one church in any
denomination ivas found in Indiana which carried the full
denominational program.
(c) It is therefore fair to conclude that the church school
is the basic organization and that the message that any board
wishes to carry to all of the children of a denomination must,
in some way, be gotten into the program of the church school.
(d) The age-sex distribution tables in this chapter show:
(i) That adolescent boys and young men are practically un-
touched by the special missionary societies promoted in local
churches. (2) That there is very imperfect grading in prac-
tically all of these non-church-school societies. This is due to
four prime causes : the scarcity of leadership ; the lack of train-
ing for this specialized leadership ; the fact that the program is'
in many cases promoted by a board that does not make edu-
cation its main task; and the fact that boards that are not
charged with the whole educational task are not apt to see the
educational task as a whole.
(e) Missionary education, devotional training, recreation,
are all necessary to a complete educational program for the
local church. This chapter presents facts which should call
together the advocates of all these and other educational inter-
ests in a conference on Unity of the Educational Work of the
Local Church.
[221]
Chapter VIII
NON-CHURCH ORGANIZATIONS— THE BOY
SCOUTS OF AMERICA
It was the original purpose of the Survey Staff to make
an exhaustive study of the work of all non-church agencies
which offer educational or recreational programs to pupils
who are enrolled in the educational courses of local churches.
Survey schedules were prepared for the Boy Scouts of Amer-
ica, the Girl Scouts, the Camp Fire Girls, and the Woodcraft
Girls. At the close of the survey of 256 churches it was found
that the Boy Scouts of America was the only one of these
organizations for which sufficient data had been found to
justify the tabulation and evaluation of the facts secured.
This chapter will attempt to set forth certain facts about the
Boy Scouts of America but it will not attempt an analysis of
the program and policies of this organization.
7. Scope of Boy Scout Inquiry
In the 256 churches of Indiana included in this Survey
there were 30 Boy Scout troops with a total membership
of 577.
Twenty-eight per cent, of the boys were in troops whose
major affiliations were with the Young Men's Christian Asso-
ciation. With minor exceptions, the remainder were in troops
which were under the auspices of local churches. Table XXXIV.
Table XXXIV shows the denominational distribution.
For purposes of comparison, data have been secured from
28 troops, including 556 boys, in Boston and Maiden, Massa-
chusetts; Brooklyn, New York; East Orange, New Jersey;
and Somerset County, New Jersey. A study has also been
[222]
NON-CHURCH ORGANIZATIONS
made of certain data which were made available through the
courtesy of the officials of the National Boy Scouts of Amer-
ica. From the admirably kept records at the National Head-
quarters, 309 troops, distributed among 34 states and the
District of Columbia, were selected for special study. These
troops had a total membership of 6,790 boys and 726 Scout
Masters. The data from these two sources will be used in
connection with the material secured in the Indiana Survey.
TABLE XXXIV — THE RELIGIOUS DENOMINATION OR
ORGANIZATION WITH WHICH 577 BOY SCOUTS
IN INDIANA WERE AFFILIATED
Denominations with Which the Bovs Are
Connected: Number Percentage
573 100
None II 1.9
Northern Baptist Convention 16 2.7
Christian Church 25 4.3
Disciples of Christ 62 10.8
Evangelical Synod of North America 13 2.2
Methodist Episcopal 216 37.6
Wesleyan Methodist Connection of America 8 1.3
Presbyterian Church in U. S. A 38 6.6
Presbyterian Church in the U. S 9 1.5
Protestant Episcopal Church 12 2.0
Y. M. C. A 163 28.4
(Table based on data from 573 of 577 scouts surveyed.)
//. Age, School Grade and Scout Rank
The following composite tables will show the age distribu-
tion of 7480 Boy Scouts in 667 troops in thirty-four states
and the District of Columbia.
The mode or largest age-group in the country as a whole,
as revealed by the records in Scout headquarters, is twelve
years; but a study of 1,021 boys in 58 troops shows the largest
age-group to be thirteen with a median of 14.1 years. The
median age from the Scout headquarters data is 13 years, i
month and i day. The median age for the Indiana troops is
14 years, i month and 11 days, and the median for the 28
troops outside of Indiana is fourteen years and fifteen days.
Chart XVIII compares the ages of Indiana Boy Scouts with
the ages of the Boy Scouts of the country as a whole.
RELIGIOUS EDUCATION OF PROTESTANTS
From 309
From 28
Troops
Troops in
IN 34
Massachusetts
From
States and
New York
30 Troops
District of
AND
IN
Columbia
New Jersey
Indiana
TABLE XXXV — AGES OF 7,480 BOY SCOUTS IN 309 TROOPS
STUDIED FROM THE RECORDS AT NATIONAL BOY
SCOUTS HEADQUARTERS, 28 TROOPS SURVEYED
IN MASSACHUSETTS, NEW YORK AND NEW
JERSEY, AND 30 TROOPS SURVEYED
IN INDIANA
Totals
FROM
All Sources
Totals 7,811
Not reporting age 170
Reporting age ... 7,641 100%
Age
Twelve 2,159 28.25
Thirteen 1,949 25.5
Fourteen 1,692 22.14
Fifteen 1,044 13-66
Sixteen 537 7-02
Seventeen 188 2.46
Eighteen 44 -57
Nineteen 22 .28
Twenty 6 .07
6,790
444
577
132 19 19
6,658 100% 425 100% 558 100%
1,960
2943
84
19.78
115
20.8
1,681
25.24
123
28.93
145
25.9
1,465
22.00
95
22.35
132
23-7
897
1347
60
I4.II
87
154
433
6.50
52
12.23
52
9.4
160
2.40
7
1.64
21
3.«
38
•57
I
•23
S
.8
18
.27
3
.7
I
.2
6
.09
0
.0
0
.0
15 16 17
Years of Age
Chart XVIII — Age Distribution of Boy Scouts in Indiana and
in the United States as a Whole.
[224]
NON-CHURCH ORGANIZATIONS
In the troops studied in Indiana, therefore, there are as
many Scouts above 14 years, i month and 11 days as there
are below that age, and the thirteen-year-old Scouts are by
far the largest age-group.
The school grade of 456 Indiana Boy Scouts, and of 432
Boy Scouts from four cities and one county outside of Indiana
representing a distribution of 58 Boy Scout troops, is shown
in Table XXXVI following. It is clear from this table that
the Boy Scout program in these centers appeals to the normal
TABLE XXXVI — THE AGE OF SCOUT IN YEARS AND PRES-
ENT GRADE IN SCHOOL AS SHOWN BY AGE-GRADE
DISTRIBUTION OF 456 INDIANA BOY SCOUTS AND
432 BOY SCOUTS IN 4 CITIES AND ONE
COUNTY OUTSIDE OF INDIANA
Indiana
Number Reporting,
Age, and Age of Scout in Years
School Grade Age 12 13 14 15 16 17 18 19
Totals 456 93 128 116 67 37 12 3 o
Grade
3rd 2 2 0 o 0 0 0 0 0
4th 4 2 2 0 0 0 0 0 0
5th 6 5 I 0 0 0 0 0 0
6th 45 21 17 7 0 0 0 o 0
7th 88 43 29 13 2 I 0 0 0
8th 132 19 62 41 8 2 0 0 o
9th 89 I 16 37 27 8 0 0 0
loth 60 0 0 18 24 15 3 0 0
nth 20 0 I 0 6 8 4 I 0
I2th 9 0 0 0 o 3 5 I o
13th I 0 0 o o 0 0 I o
Outside of Indiana
Number Reporting,
Age, and
School Grade
Totals 432 84 130 95 60 51 8 i 3
Grade
3rd o 0 o 0 0 o 0 0 0
4th 0 0 0 0 0 0 o 0 0
5th 9 7 2 0 o 0 0 0 0
6th 51 27 20 4 o o 0 0 0
7th 106 43 36 23 2 2 0 0 o
oth 120 7 60 34 14 5 0 0 0
9th 64 0 II 25 19 9 0 o 0
loth 54 o I 9 19 22 I 0 2
iith 15 o 0 0 4 7 2 I I
I2th 13 o 0 0 2 6 5 o 0
13th 0 0 0 o 0 o 0 o 0
[225]
RELIGIOUS EDUCATION OF PROTESTANTS
school-boys from the sixth to the tenth grade, the peak of
interest being reached with the eighth grade boys at thirteen
years of age, and a rapid decHne of interest following that
age. (See also Table XXXVII.)
TABLE XXXVII — THE AGE OF SCOUT IN YEARS AND PRES-
ENT GRADE IN SCHOOL AS SHOWN BY AGE-
GRADE DISTRIBUTION OF 888 BOY SCOUTS
IN 58 TROOPS ACTIVE IN 1920
Age of Scout in Years
Grade in
School Age 12 13 14 15 16 17 18 19
Totals 888 177 258 211 127 88 20 4 3
3rd 3 2 0 o 0 o 0 0 0
4th 4 2 2 o o 0 o o 0
5th IS 12 3 0 0 0 o 0 0
6th 96 48 Z7 II 0 0 0 0 o
7th 194 86 65 36 4 3 0 o 0
8th 252 26 122 75 22 7 0 0 o
9th 153 I 27 62 46 17 0 o 0
loth 1 14 0 I 27 43 37 4 0 2
nth 35 o I 0 10 15 6 2 I
I2th 22 0 0 0 2 9 10 I o
13th I 0 o 0 o o 0 I o
TcNou- Second First Life
Foot Class Class
Chart XIX
Distribution of 522 Indiana Boy Scouts as to
Scout Rank.
The Boy Scouts of America recognize six degrees or
grades in the development of a Scout, as follows: Tenderfoot;
Second class; First class; Life; Star; Eagle.
A study of typical cases from the records at the Boy Scout
Headquarters shows the predominant group to be the Second
Class Scouts; while a study of 58 actual Scout troops in the
field shows the predominant group to be the Tenderfoot Scouts.
[226]
NON-CHURCH ORGANIZATIONS
The following table will tell its own story :
TABLE XXXVIII — RANKING OF 612 BOY SCOUTS ACTIVE IN
1919 TAKEN FROM RECORDS IN NATIONAL BOY SCOUTS
HEADQUARTERS; 525 BOY SCOUTS IN 4 CITIES
AND ONE COUNTY OUTSIDE OF INDIANA
ACTIVE IN 1920; AND 522 INDIANA BOY
SCOUTS ACTIVE IN 1920
612 Scouts 525 Scouts
Active in 4
IN 1919. Cities and 522 Scouts
Data from One County in 30
National Outside of Indiana
Rank Headquarters Indiana Troops
Totals 612 100% 525 100% 522 100%
No ranking 0 o 0 0 5 .1
Tenderfoot 122 18.4 235 52.8 331 64.02
Second class 314 47.4 148 33.2 137 26.5
First class 167 25.2 35 ^.^ 46 8.9
Life 4 .6 I .2 I .2
Star 4 -6 4 -8 2 .4
Eagle I .1 2 .4 0 .0
The age-rank correlation of 522 Indiana Scouts is shown
in Table XXXIX given below. Chart XIX shows the ranking
of 522 scouts in 30 Indiana troops.
TABLE XXXIX — THE AGE OF SCOUT IN YEARS AND SCOUT
RANK OF 522 INDIANA BOY SCOUTS
Number Reporting Both Age and Scout Rank
Age of Scout in Years
Scout Rank 12 13 14 15 16 17 18 19
Total 522 102 137 124 83 49 21 5 I
No rank 5 i i 2 0 o i 0 0
Tenderfoot 331 93 103 67 41 23 4 0 o
Second class . . . I37 5 27 45 30 16 10 3 I
First class 46 3 6 9 11 10 6 i 0
Life I o 0 0 I 0 0 o o
Star 2 0 0 I 0 0 0 I 0
Eagle 0 o 0 o 0 0 o 0 0
The greatest number of the boys in the thirty Boy Scout
troops surveyed in Indiana are thirteen years of age, in the
eighth school grade, and of Tenderfoot rank. The median age
is 14. 1 years and the median Scout is of Tenderfoot rank.
The tables in this section show that the Boy Scouts lose
their membership at about the same time that the public
school and the Sunday school suffer such marked decline in
[227]
RELIGIOUS EDUCATION OF PROTESTANTS
enrollment. In other words, the Boy Scouts are organized
within the "peak" or mode and they decline with it. (See
Chart LIX.)
I9I8
1919
Chart XX — Persistency of Membership of 6,843 Boy Scouts
FROM 34 States and the District of Columbia Enrolled
IN THE Boy Scouts of America for the First
Time in 1915.
///. Persistence of Membership
Records of length of membership were secured from 480
Indiana Boy Scouts. These records show a persistence of
membership greater than that revealed by a study of 445 Boy
Scouts in four cities and one county outside of Indiana. The
following parallel columns will show the relative length of
membership of the two groups.
No.
of
480 Boys in Indiana Boys
480
Under one year. ...... 171
From one to two years. 168
From two to three
years 82
From three to four
years 42
From four to five
years 12
From five to six years 3
From six to seven
years 2
[228]
Per
Cent.
100
35-6
35-0
17.0
8.7
2.5
.6
No.
445 Boys of Per
Outside OF Indiana Boys Cent.
445 100
Under one year 220 49.4
From one to two years 131 29.4
From two to three
years 58 13.O
From three to four
years 25 5.6
From four to five
years 11 2.5
NON-CHURCH ORGANIZATIONS
For every ten boys who join the Boy Scouts at a given
time, only two or three will retain their membership more than
two years. Table XL shows the mode or largest group to be
from 12 to 17 months. It also shows that the life of the typi-
cal Indiana Boy Scout is one year and seven months.
An effort has been made to compare this record with the
country as a whole. For purposes of this comparison, a 5 per
cent, distribution was made from the records in National Boy
Scout Headquarters of the Scout troops of 34 states and the
District of Columbia. This gave 309 troops, from which
there were selected all the boys who joined for the first time
in 1915. A list of 6,843 entering Scouts in 1915 was thus
secured. The record of each of these Scouts was followed
until he dropped from membership. Of the 6,843 who entered
in 191 5, only 3,847 remained in 1916; 2,367 in 191 7; 1,282 in
19 1 8, and only 663, or 6.7 per cent., of the original 6,843
remained in 191 9. From these records it would appear that
the period of membership of the median or typical Boy Scout
in the United States is one year, nine months and eighteen
days. Chart XX shows this fact graphically. See also Table
XLI.
TABLE XL — LENGTH OF MEMBERSHIP OF 577 INDIANA
BOY SCOUTS
Number
Number of Months of Boys
Less than 6 94
6-1 1 77
12-17 102
18-23 66
24-29 60
30-35 22
36-41 31
42-47 u
48-53 12
54-72 5
No information 97
Percentage
(Figured on
Total Number
Reporting Length
OF Membership)
19-5
15.8
2i.n
137
12.5
4.6
6.5
2.2
2.5
I.O
[229]
RELIGIOUS EDUCATION OF PROTESTANTS
Number of Same Re-Registered in
TABLE XLI — PERSISTENCE OF MEMBERSHIP OF 6,843 BOY
SCOUTS ENTERING 309 TROOPS IN 34 STATES AND
DISTRICT OF COLUMBIA, IN 1915
Number
of Scouts
Initially
Enrolled
States in 191S
Totals 6,843
Percentage of total 100
New York 1,004
Pennsylvania 814
New Jersey 470
Massachusetts 429
Ohio 402
Illinois 391
Michigan 298
Missouri 233
Connecticut 207
Texas 206
Indiana 203
Iowa 165
Virginia 154
Maryland 144
Wisconsin 136
Kansas 117
California 116
Utah 108
Maine 102
West Virginia 100
Oklahoma 97
Georgia 91
Minnesota 90
Tennessee 83
Nebraska 81
North Carolina 79
New Hampshire yj
Colorado 67
Alabama 59
District of Columbia.... 55
Vermont 56
South Carolina 54
Kentucky 54
Oregon 51
Florida ",0
I9I6
1917
1918
1919
3,847
2,367
1,283
663
56.2
34-6
18.7
6.7
456
312
181
109
266
163
97
54
300
183
86
47
297
202
112
59
244
147
88
35
220
104
53
28
204
114
50
24
144
7Z
25
9
141
114
74
29
86
44
18
9
no
66
29
15
99
77
45
31
84
42
21
13
102
77
56
38
107
75
47
22
77
31
14
6
68
60
15
8
75
34
22
14
74
35
26
15
68
43
28
13
60
37
20
8
52
32
13
7
67
45
23
8
46
24
13
0
39
12
18
4
59
45
30
17
39
24
14
7
50
25
17
7
31
21
9
4
z(^
18
4
4
16
15
9
8
41
26
II
9
40
22
6
0
24
7
2
0
25
18
7
2
[230]
NON-CHURCH ORGANIZATIONS
IV. Boy Scout Relationships
The Scout troops studied in Indiana have been recruited
largely from boys already identified with some Sunday school.
Out of 488 boys giving information on this subject, 438 or 89
per cent., were Sunday school members when they joined the
Boy Scouts. Three out of 29 troops studied make member-
ship in the troop dependent upon membership in Sunday
school; 25 do not, and 2 give no information on this point.
1919
Chart XXI — Distribution of Meeting Places of Boy Scouts
IN THE United States from 1915 to 1919.
Thirteen of 29 troops regard the activities of the troops as
expressional work for the Sunday school and 14 do not so
regard it. Three give no information. Of 30 troops studied,
all of which are either organized under the auspices of a
church, or attached to the Sunday school as one of its approved
activities, 12 engage in Sunday scouting, 15 do not, and 3
give no information.
The Indiana troops studied were also recruited largely
from boys enrolled in the public schools. Of the 577 boys in
the Indiana troops, 468 were in the public school, 22 had
[231]
RELIGIOUS EDUCATION OF PROTESTANTS
dropped out of school, and 87 gave no information on this
question. The relation of these boys to industry is indicated
by the fact that only 89 out of 577 boys report gainful em-
ployment. Of this number, 57, or 44 per cent., are in messen-.
ger or delivery service, 22 are salesmen, 13 are in manufac-
turing industries, 5 are employed as farm laborers.
The following Table XLII will show that there is now a
slight decrease in the percentage of Boy Scout troops meeting
in churches and a slight increase in the use of public schools
for that purpose. The Chart XXI will show, however, that
the church is still the chief host of the Boy Scouts of America.
TABLE XLII — MEETING PLACES OF THE BOY SCOUT
TROOPS IN THE UNITED STATES BY YEARS
AND PERCENTAGES'
Yeaks
/ »
Places of Meeting 1915 1916 1917 1918 1919
Total troops 7,346 9,671 13,199 15,079 16,106
Churches 47-5 5i-2 44-9 43-7 43-2
Y. M. C. & H. A 3.3 3.2 3.4 3.5 3.3
Schools 10.5 I5-I 17-2 18.3 19.1
Scout Headquarters 1.6 2.8 3.6 3.4 4.0
Community Institutions 3.3 i.o 1.5 1.7 1.8
Homes 5-5 6.1 5.2 5.6 4.0
Armory .4 .5 .5 .5 .4
Rented Rooms 1.3 .3 -5 10 1.4
Library i.o i.o i.i .9
Miscellaneous 26.9 18.0 21.8 21. i 21.7
* Figures obtained from reports of Boy Scouts of America.
V. The Scout Master
A study of thirty Scout masters revealed the following
interesting facts: Fifty per cent, are Sunday school teachers;
more than 80 per cent, are church members ; 60 per cent, hold
some church office, and 90 per cent, are regular church attend-
ants. Sixty-six per cent, are college graduates. Nineteen
of the thirty say that they have had no special training for
their work. The average age of twenty-seven Scout masters
is thirty-four.
[232]
NON-CHURCH ORGANIZATIONS
That these facts are fairly typical of Scout masters in the
United States will be seen fxom the following tables, which
have been prepared from the records in the headquarters of
the Boy Scouts of America:
TABLE XLIII — EDUCATION OF SCOUT MASTERS IN THE
UNITED STATES
(by years and by percentages of totals)
Years
, ^ ,
igiS^ 1916 1917 1918 1919
Total 7,067 8,92s 12,345 13,743 15-113
Total number reporting edu-
cation 6,627 8,461 11,777 12,849 14.357
Number not reporting 440 464 568 894 756
Per Per Per Per Per
Cent. Cent. Cent. Cent. Cent.
Grammar 17.0 18.2 16.6 18.3 18.8
Commercial ... ... t^.j .9
High School 23,3 24.4 26.8 24.6 26.3
College 59.7 57.4 56.6 53.4 54.0
^ Includes 34 Scout Masters of Foreign Troops.
Comparing the education of Scout masters in 1919 with
the education of the Indiana male Sunday school teachers, we
have the following result :
Indiana
Male Sunday
Scout Masters School Teachers
College education 54 percent. 20.93 per cent.
High school education 26.3 " " 21.54 " "
The following table is inserted to show the previous ex-
perience of Scout masters in work with boys. It will be
observed that there is a very pronounced tendency to recruit
the leadership of Scout troops from the ranks of Scouts them-
selves. In five years the percentage of Scout masters who had
previously been members of Scout troops increased from 16.8
per cent, to 45.4 per cent.
[233]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE XLIV — GROUPS FROM WHICH SCOUT MASTERS
WERE RECRUITED
(by years and percentages of totals)
Years
, • ,
1915 1916 1917 1918 1919
Total 7,067 8,925 12,345 13,743 I5,ii3
Total number reporting
sources 5,385 7,239 9,814 11,269 13,268
Number not reporting 1,682 1,686 2,531 2,474 1,845
Per Per Per Per Per
Cent. Cent. Cent. Cent. Cent.
Sunday school teacher 18.8 18.3 14.2 15.3 13.7
Y. M. C. A 14.0 13.2 9.7 8.6 7.6
Teaching 6.4 5.2 6.0 5.7 5.6
Boys' Work ^ 27.4 20.0 14.8 15.7 9.4
Boy Scouts 16.8 26.1 43.4 40.3 45.4
None 2.5 4.6 1.9 6.0 1 1.3
Ministry 3.8 .5 i.o 1.3 2.4
Military 34 3-6 4-3 4-3 2.5
Miscellaneous 6.9 8.5 4.7 2.8 2.0
' Includes 34 Scout Masters of Foreign Troops.
* Includes Boys' Brigade and Playgrounds.
An inquiry into the present occupation of Scout masters
shows a definite tendency to draw Scout masters from the mer-
cantile class. With the exceptions of the engineers and the
TABLE XLV — OCCUPATION OF SCOUT MASTERS IN
UNITED STATES
(by years and percentages of totals)
Years
THE
191 5
Total 7,067
Total number reporting oc-
cupation 6,719
Number not reporting 348
Per
Cent.
Clergyman 24.5
Y. M. C. A 2.7
Teachers 1 1.8
Lawyer 2.1
Professional Engineer i.o
Doctor 2.9
Mercantile 25.9
Mechanical 10.3
Miscellaneous ^ 18.8
^ Includes 34 Scout Masters of Foreign Troops.
Includes Students, Journalists, and Government Employees
[234]
19 1 6
1917
1918
1919
8,92s
12,345
13,743
15,113
7,575
12,009
13,125
14,659
1,350
336
618
454
Per
Per
Per
Per
Cent.
Cent.
Cent.
Cent.
26.3
23.2
22.3
19.6
.8
•7
.6
.6
13.1
12.9
11.5
10.9
2.7
2.0
1.8
1.6
.8
.7
1-3
1.6
2.5
3-7
2.3
2.3
29.8
33.2
41.6
42.1
13-4
8.5
131
1 1.0
10.6
15-1
5-5
10.3
NON-CHURCH ORGANIZATIONS
mechanical group which have barely held their own, there has
been a loss in all groups except mercantile. An increase from
25.9 per cent, in 191 5 to 42.1 per cent, in 1919 is an indica-
tion of the appeal of this organization to the active interest
of the merchants of the United States.
The appeal of the Boy Scout program to men who have
boys of their own is shown by the following table :
TABLE XLVI — MARITAL STATE OF SCOUT MASTERS IN
THE UNITED STATES
(by years and percentages of totals)
Years
I ' '^ — ^
191 S 1916 1917 1918 1919
Marital State Total 7,067 8,925 12,345 i3,743 15.113
Married and have boys 38.7 32.4 35.4 42.1 Data
Married, have no boys 29.8 29?7 30.8 33.0 not ob-
Single 31-5 37-6 33-8 24.9 tainable
' Includes 34 Scout Masters of Foreign Troops.
The Boy Scout Movement has had its greatest popularity
among Protestant people. During the five-year period studied,
the Catholics made rapid gains, but the percentage of non-
Protestant leadership is still relatively very low, as will be
shown by the following table :
TABLE XLVII — CHURCH PREFERENCES OF SCOUT MASTERS
IN THE UNITED STATES
(by years and percentages of totals)
Years
1913 ' 1916
Total 7,067 8,925
Total number reporting
church preference 5,593 8,424
Number not reporting i,474 50i
Per Per
Cent. Cent.
Protestant 87.4 86.6
Roman Catholic 2.5 2.0
Hebrew 1.3 1.7
Mormon 2.0 2.1
None .6 1.3
Miscellaneous 6.2 6.3
' Includes 34 Scout Masters of Foreign Troops.
I9I7 ■
1918
1919
12,345
13,743
15,113
1 1,629
11,987
14,311
716
1,756
802
Per
Per
Per
Cent.
Cent.
Cent.
85.8
90.5
84.7
3.8
4.8
50
1-4
1.8
1-7
1-5
1-4
1.4
.2
.8
1-3
7.3
5-9
[235]
RELIGIOUS EDUCATION OF PROTESTANTS
VI. Summary.
It is not within the purpose of this study to attempt an
evaluation of the program and methods of the Boy Scouts
of America. The facts presented in this chapter are intended
to show certain tendencies and conditions which should be the
common knowledge of all persons interested in the moral and
religious training of boys. Grouping some of these facts for
the purpose of summarizing this chapter, we can say that for
the United States :
Eight out of every ten Scout masters are Protestants.
Four out of every ten Scout masters are merchants.
Two out of every ten Scout masters are clergymen.
Eight out of every ten Scout troops meet in church buildings.
Four out of every ten Scout masters were formerly Boy
Scouts.
Three out of every four Scout masters are married men.
Eight out of every ten Scout masters are church members.
Five out of every ten Scout masters are college graduates.
The life of a typical Boy Scout is one year, nine months and
eighteen days.
IN INDIANA CHURCHES
Nine out of every ten Boy Scouts are from Sunday schools.
Nine out of every ten Boy Scouts are in public schools.
Two out of three Boy Scouts are of Tenderfoot rank.
One out of four Boy Scouts is a Second Class scout.
Nine out of one hundred Boy Scouts are First Class scouts.
One out of five hundred Boy Scouts is a Life Scout.
Two out of five hundred Boy Scouts are Eagle Scouts.
One out of four Boy Scouts is thirteen years old.
Seven out of ten Boy Scouts are between twelve and four-
teen years of age inclusive.
Four out of nine church troops practice Sunday-scouting.
The life of a typical Indiana Boy Scout is one year and seven
months.
It is clear that church leaders should give serious consider-
ation to the program and policies of an organization which
goes to the church for its housing, its leaders and its members.
[236]
Chapter IX
CHURCH SCHOOL FINANCE
/. Cost of Education
One of the most important problems now pressing for
immediate solution is the problem of financing education in a
democracy. How much of the wealth of a people should be
devoted to the education of the rising generation? How shall
school funds be raised? What general principles shall control
their distribution ? What proportion of the wealth devoted to
education should be devoted to general culture? What pro-
portion to vocational training? What proportion to religious
and moral training? These are some of the questions which
educational administrators have been trying to answer.
Important educational commissions are now engaged in
extensive research in an effort to find the fundamental facts
upon which to rest the financial policy of public education.
For years it has been clear that the future of democratic in-
stitutions could not be protected unless more money could be
secured for the public schools. In an argument for a more
liberal financial support of public education, before the Con-
necticut State Teachers' Association in 1902, President Charles
W. Eliot, of Harvard University, said :
My first argument in support of this proposition is that, as a
nation and on the whole, in spite of many successes, we have met
with many failures of various sorts in our efforts to educate the
whole people, and still see before us many unsurmounted diffi-
culties. It is indisputable that we have experienced a profound
disappointment in the results thus far obtained from a widely
diffused popular education. It was a stupendous undertaking at
the start, and the difficulties have increased with every genera-
tion. Our forefathers expected miracles of prompt enlighten-
ment; and we are seriously disappointed that popular education
RELIGIOUS EDUCATION OF PROTESTANTS
has not defended us against barbarian vices like drunkenness and
gambling, against increase of crime and insanity, and against
innumerable delusions, impostors and follies. We ought to spend
more public money on schools ; because the present expenditures
do not produce all the good results which were expected and
may reasonably be aimed at.^
Later in the same year, President Eliot addressed the New
Hampshire State Teachers' Association on the same theme.
In this second address he enumerated the gains which had been
secured for education, and pointed out that each educational
advance had cost more money but that each had justified itself
in the eyes of the taxpayers :
You have doubtless noticed that the gains I have reported are
chiefly in education above fourteen years of age. There has been
improvement in the first eight grades since 1870 but it is relatively
small. Yet the great majority of American children do not get
beyond the eighth grade. Philanthropists, social philosophers and
friends of free institutions, is that the fit educational outcome of
a century of democracy in an undeveloped country of immense
natural resources ? Leaders and guides of the people, is that
what you think just and safe? People of the United States, is that
what you desire and intend ? ^
Stimulated by such appeals, public education is beginning
to feel the effect of enlarged material resources; and a new
science of public school accounting and administration is being
developed.
Religious education in America is generally conceded to
be the responsibility of the church. The resources of the state
are not available for church enterprises. Religious education
must therefore look to non-state agencies or institutions for
its support. The church, however, does not even yet realize
its responsibility for the moral and spiritual nurture of the
childhood and youth of America, and of the world. Until very
recently the church has not taken its educational task seriously.
Even now, there is great need of an educational crusade that
will convict the church of the sin of neglecting the spiritual
* Eliot, C. W., "More Money for the Public Schools," p. 23.
'^ Ibid., pp. 125-127.
[238]
CHURCH SCHOOL FINANCE
nurture of its children. At no point is the neglect of the
church to provide for the spiritual development of its children
more apparent than in its failure properly to finance religious
education.
Before religious education can go much further the ques-
tion of finance must be squarely faced. How much should a
local church pay for the religious education of its children?
What proportion of the entire budget of the church should be
expended for church schools? What part of the budget for
church schools should be expended for instruction, for super-
vision, for textbooks and teaching material, etc. ? Before the
religious educator can find out how much the church should
pay for religious education he will need to know how much
churches are now actually expending for religious education.
This chapter will be devoted to the study of present con-
ditions. How much money is now raised for religious educa-
tion purposes in the local church? How and from what
sources is it raised and how is it distributed or apportioned
for various educational purposes? With the answers to these
questions in hand it would be possible to begin the develop-
ment of standards for expenditures in religious education.
When a sufficient number of studies, similar to the Indiana
survey, have been completed, it will be possible to make valua-
ble comparative tables which can not be attempted in a pioneer
study.
//. Cost of Religious Education in Local
Churches of Indiana
GENERAL EXPENSE BUDGET
There is no uniform system of bookkeeping among the
Sunday school treasurers in Indiana. No attempt has been
made by denominational or interdenominational leaders to
standardize report-blanks or the distribution of items in the
treasurer's records. For this reason it has been very hard to
interpret correctly the records found on the treasurers' books
of the 256 schools surveyed in Indiana. It has been possible,
[239]
RELIGIOUS EDUCATION OF PROTESTANTS
however, after very painstaking efforts in all cases, to secure
a uniform distribution of the items of receipts and expendi-
tures of 199 schools. These schools are fairly representative
of the entire group surveyed ; and it is believed that they are
also representative of the Sunday schools of the entire state.
The following statement shows the distribution of the receipts
and expenditures of the 199 schools for one year:
TABLE XLVIII — RECEIPTS AND EXPENDITURES OF 199
INDIANA SUNDAY SCHOOL TREASURERS
FOR ONE YEAR
Amount Received by Sunday Schools During Fiscal Year Immediately
Preceding the Date of Survey (See Chart XXII) :
a. From regular class and individual contributions $53,622.00
b. From collections for special purposes 18,898.00
c. From gifts or bequests 738.00
d. From invested funds 145.00
e. From concerts, entertainments, suppers, etc., not included
in (b) 1,364.00
f. From the local church treasury 492.00
g. From sale of quarterlies and supplies 3S-00
Total amount received $75,294.00
2, Amount Expended During the Fiscal Year for Support of Local
Schools:
Salaries
(i) Administration and control:
For services of officers $ 265.00
For record books, report cards,
stationery, etc., used by officers
and teachers
(2) Instruction and supervision :
For services of teachers 172.00
For services of supervisors, mu-
sicians, etc 2,678.00
For textbooks, lesson -helps,
papers and supplies used in
teaching
(3) Operation of plant:
For services of janitor 511.00
For fuel, light, water and supplies
(4) Maintenance:
Repairs of plant and equipment
and^ replenishment of worn-out
equipment
[240]
Other
Expense
$ 2,396.00
24,017.00
817.00
1,212.00
CHURCH SCHOOL FINANCE
TABLE XLVIII — RECEIPTS AND EXPENDITURES OF 190
INDIANA SUNDAY SCHOOL TREASURERS
FOR ONE YEAR — Continued
(S) Outlay:
Purchase of new equipment and
erection or purcliase of new
plant
(6) Other expenditures for library,
recreation, health, etc
3300
2,841.00
3,920.00
Total for support of local school $3,659.00 $35,203.00 $38,862.00
3. Amount Expended by the Sunday School Treasurer for the Support of
Other Religious Work:
(i) To local church for its support $ 5,414.00
(2) To missionary, educational and other general
boards of the denomination 17,147.00
(3) To inter-denominational, educational, or mis-
sionary organizations 1,043.00
(4) To other benevolent enterprises :
a. Within the community $1,133.00
b. Within the nation 984.00
c. Within foreign lands 3,161.00
d. Undesignated 1,875.00
e. Total for benevolent enterprises 7)i53-00
(5) Total amount expended for support of other
religious work $30,757.00
Grand total expended $69,717.00
W-
Per Cent
30 40
4
50 60
CONTRIBUTIONS
COaECTIONS
£NTERTAIf««ENTS
GIFTS OR BEQUESTS
CHURCH TREASURY
INVESTMENTS
SALE OF QUARTERLIES
Chart XXII — Sources of Income of 199 Indiana Sunday Schools.
Examining, first, the expense items in the above statement,
it will be profitable to note the relative amounts expended
during one year for the different expense items, as shown in
the following table.
[241]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE XLIX — TOTAL AMOUNT EXPENDED BY 199 INDIANA
SUNDAY SCHOOLS DURING A TWELVE-MONTH
PERIOD DISTRIBUTED WITH REFERENCE TO
THE MAJOR PURPOSES FOR WHICH THE
MONEY WAS EXPENDED.
Per-
PuRPOSES FOR Which Expended: Amount centage
Grand Total Expenditure $69,717 loo.
I Total spent for support of local school 38,862 55.8
(i) For administration and control 2,661 3.8
(a) For services of officers $ 265
(b) For record books, report cards,
stationery, etc., used by officers
and teachers 2,396
(2) For instruction and supervision 26,867 38.5
(a) For services of teachers 172
(b) For services of supervisors, musi-
cians, etc 2,678
(c) For textbooks, lesson-helps, papers
and supplies used in teaching... 24,017
(3) For operation of the plant Ii328 1.9
(a) For services of janitor 511
(b) For fuel, light, water and supplies 817
(4) For maintenance ; repairs of plant and equip-
ment and replenishment of worn-out equip-
ment 1,212 1.7
(5) For outlay; purchase of new equipment and
erection or purchase of new plant 2,841 4.1
(6) Other expenditures for library, recreation,
health, etc 3,953 5.7
Salaries 33
Other expenses 3,920
II Total spent by Sunday school for support of other
religious work 30,757 44.1
(i) To local church for its support 5,4I4 7-8
(2) To missionary, educational and other general
boards of the denomination 17,147 24.6
(3) To inter-denominational education, or mis-
sionary organizations 1,043 i-5
(4) To other benevolent enterprises 7,i53 10.3
(a) Within the community i,i33
(b) Within the nation 984
(c) Within foreign lands 3,i6i
(d) Undesignated 1,875
The expenditures for the local school are graphically illustrated by
Chart XXIV.
The eye catches at once the fact that 55.8 per cent, of the
expenses for one year are for the support of the local schools
and that 44.2 per cent, of the annual income is expended for
other religious purposes. Of the amount (55.8 per cent.) ex-
pended on the local school 34.5 per cent, is for textbooks and
[242]
CHURCH SCHOOL FINANCE
supplies used in teaching and 21.3 per cent, for all other local
school purposes. (See Charts XXIII and XXIV, Table LXI.)
FOR SUPPORT OF
LOCAL SCHOOL
56%
FOR SUPPORT OF
OTHER RELieiOUSWORK
44%
Chart XXIII — Percentage of Total Expenditures of 199
Indiana Sunday Schools During a Twelve-Month Period
Spent for (a) Support of Local School and (b) for
Support of Other Religious Work.
While the items are not comparable in all cases, due largely
to the element of volunteer service in the church school, it will
be helpful to compare this table of expenses of 199 Indiana
Sunday schools with a similar statement compiled from the
public school records of 103 American cities. This statement
was prepared by Dr. Harlan Updegrafif and published in Bulle-
tin, 1912, No. 5, of the Bureau of Education, Washing-
ton, D. C.
TABLE L— PER CENT. OF TOTAL EXPENSES FOR VARIOUS
ITEMS OF THE BUDGETS OF 103 AMERICAN CITIES
Items Per Cent.
Total 100.00
Total expenses, general control 3.45
Salaries of teachers, all schools 68.92
Salaries and expenses of supervision, all schools 2.15
Textbooks, stationery and general school supplies, all schools.. 3.45
Janitors, engineers and firemen, all schools 6.92
Other expenses of operation, all schools 5.23
Apparatus and equipment, including repairs and replacements
thereof 1.57
Repairs to buildings 5.64
Miscellaneous expenses 2.67
EXPENDITURES FOR THE SUPPORT OF LOCAL SCHOOLS
The amount of educational service purchased by the local
church is measured by the expenditure for local school pur-
[243]
RELIGIOUS EDUCATION OF PROTESTANTS
poses and not by the total expenditure of the school. In other
words, only 55.8 per cent, of the money raised by the local
church school is used to provide educational training for the
children, youth and adults of the local church.
Table LI distributes the amounts expended by the local
school for the support of its own work, with the exception
of the amounts expended for salaries. Table LII shows the
distribution of salary items for local schools. The salary
items, it will be noted, are negligible with the exception of the
third quartile in the urban schools, and here the table indicates
that one-fourth of the city churches expend more than $11.66
annually for salaries and three-fourths expend less than that
amount, with the typical church school expending nothing for
salaries. For all other expenses, besides the relatively insignifi-
cant amount expended for salary. Table LI shows a median
expense for each school of $100.75. One-fourth of the schools
expend less than $40.62 each year; one-fourth expend more
than $230.35 ; and half of the schools expend less than
$100.75, while half expend more than that amount. There are
two modal points in Table LI ; one is the $80 to 89.99 group,
and the other is the $150 to $174.99 group, with 6.5 per cent,
of all the schools in each group. The difference between the
expenses for rural and urban schools is seen in the following
statements :
One-fourth of the rural schools expend less than $23,75 each,
annually.
One- fourth of the urban schools expend less than $80.00 each,
annually.
One-half of the rural schools expend less than $45.75 each,
annually.
One-half of the rural schools expend more than $45.75 each,
annually.
One-half of the urban schools expend less than $172.22 each,
annually.
One-half of the urban schools expend more than $172.22 each,
annually.
One-fourth of the rural schools expend less than $84.67 each,
annually.
One- fourth of the urban schools expend more than $325 each,
annually.
[244]
CHURCH SCHOOL FINANCE
TABLE LI — THE AMOUNT OF MONEY (NOT INCLUDING
SALARIES) EXPENDED PER SUNDAY SCHOOL FOR THE
SUPPORT OF THE LOCAL SCHOOL AS SHOWN BY
THE DISTRIBUTION OF THE EXPENDITURES
OF 199 INDIANA SUNDAY SCHOOLS
Schools Which Report Having Expended for the
Support of the Local School, Excepting
Salaries, Amounts Indicated:
Amount rural and urban rural urban
Pnr- Per- Per-
Ntimber centage Number centage Number centage
Total Reporting. 199 loo.o 71 35.7 128 64.3
$ 0.00 I .5 I 1.4 0 .0
0.01-4.99 5 2.5 2 2.8 3 2.3
5.00- 9.99 I .5 I 1.4 o .0
10.00-14.99 5 2.5 3 4.2 2 1.6
15.00-19.99 10 5.0 7 9.9 3 2.3
20.00-24.99 8 4.0 5 7.0 3 2.3
25.00-29.99 5 2.5 3 4.2 2 1.6
30.00-34.99 8 4.0 5 7.0 3 2.3
35.00-39.99 6 3.0 3 4.2 3 2.3
40.00-44.99 6 3.0 5 7.0 I .8
45.00-49.99 4 2.0 3 4.2 I .8
50.00-59.99 8 4.0 5 7.0 3 2.3
60.00-69.99 7 3.5 4 5.6 3 2.Z
70.00-79.99 8 4.0 3 4-2 5 3-9
80.00-89.99 13 6.5 7 9.9 6 4.7
90.00-99.99 3 1. 5 2 2.8 I .8
100.00-124.99 10 5.0 I 1.4 9 7.0
125.00-149.99 II 5.5 3 4.2 8 6.3
150.00-174.99 13 6.5 4 5.6 9 7.0
175.00-199.99 9 4.5 4 5.6 5 3.9
200.00-249.99 13 6.5 0 .0 13 10.2
250.00-299.99 II 5.5 o ,0 II 8.6
300.0a-349.99 3 1. 5 0 .0 3 2.4
350.00-399.99 6 3.0 0 .0 6 4.7
400.00-449.99 I .5 o .0 I .8
450.00-499.99 2 i.o o .0 2 1.6
500.00-549.99 2 i.o 0 .0 2 1.6
550.00-599.99 2 1.0 o .0 2 1.6
600.00-649.99 3 1-5 0 .0 3 2.9
650.00-699.99 2 1.0 o .0 2 1.6
750.00-799.99 i .5 0 .0 I .8
800.00-849.99 3 1.5 0 .0 3 2.4
850.00-899.99 I .5 o .0 I .8
900.00-949.99 3 1.5 0 .0 3 2.4
950.00-999.99 2 1.0 0 .0 2 1.6
1000.00-1099.99. ■ . 2 1.0 0 .0 2 1.6
1200.00-1249.99... I .5 0 .0 I .8
[245]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE LI — THE AMOUNT OF MONEY (NOT INCLUDING
SALARIES) EXPENDED PER SUNDAY SCHOOL FOR THE
SUPPORT OF THE LOCAL SCHOOL AS SHOWN BY
THE DISTRIBUTION OF THE EXPENDITURES
OF 199 INDIANA SUNDAY SCHOOLS —
Continued
Statistical Measures :
Mode $ 80- 89.99 $15.00-19.99 $100.00-124.99
150-174.99 80.00-89.99 150.00-174.99
Median $100.75 $45-75 $172.22
Qi 40.62 23.75 80.00
Qs 230.25 84.67 325.00
(Table based on data from 199 of 251 schools surveyed.)
TABLE LII — THE AMOUNT OF MONEY EXPENDED FOR
SALARIES OF LOCAL SCHOOL WORKERS BY
199 INDIANA SUNDAY SCHOOLS
Schools Reporting Expending the Amount Indicated:
Amount rural and urban
Per-
centage
lOO.O
774
0.5
4.0
2.0
0.5
30
Number
Total reporting. . 199
$ 0.00
0.0 1- 4.99.
5.00- 9.99.
10.00-14.99.
15.00-19.99.
20.00-29.99.
30.00-39.99. .
40.00-49.99. .
50.00-59.99- •
60.00-69.99. .
70.00-79.99. .
80.00-89.99. .
90.00-99.99. .
100.00-124.99.
125.00-149.99.
150.00-174.99.
175.00-199.99.
200.00-249.99.
475-00-499-99 •
154
I
8
4
I
6
5-0
2.0
0.5
.0
1-5
1-5
.0
2.0
i.o
i.o
1.0
0.5
0.5
Number
67
62
0
3
I
0
I
o
0
0
o
o
0
0
0
o
0
0
Per-
centage
33-7
92.5
.0
4.5
1-5
.0
1-5
.0
.0
.0
.0
.0
.0
.0
.0
.0
.0
.0
URBAN
Per-
Number centage
66.3
69.7
0.8
3.8
2.3
0.8
3-9
.8
3.0
0.8
.0
2.3
2.3
2.3
3-0
1-5
1.5
1.5
0.8
0.8
0.8
132
92
I
5
3
X
5
I
4
I
0
3
3
3
4
2
2
2
550.00-574.99. --• I 0.5 0 .0 I
(Table based on data from 199 of 251 schools surveyed.)
[246]
CHURCH SCHOOL FINANCE
TABLE LIII — THE AMOUNT OF MONEY EXPENDED PER
SUNDAY SCHOOL FOR RECORD BOOKS, REPORT
CARDS, STATIONERY, ETC., USED BY LOCAL
OFFICERS AND TEACHERS OF 198 IN-
DIANA SUNDAY SCHOOLS
Schools Reporting Expending the Amount Indicated
both rural and
RURAL
URBAN
URBAN
COMMUNITIES
COMMUNITIES
Amount Number Per Cent.
Numb
er
Per Cent.
Number
Per Cent.
Total Reporting
198
1 00.0
69
34.7
129
65.3
$ 0.0
107
53.8
so
72.5
57
43-9
O.OI -
4.99
34
17.1
14
20.3
20
15.4
5-00 -
9-99
13
6.6
3
4-3
10
7-7
10.00 -
14.99
8
4.1
2
2.9
6
4.6
1500 -
19.99
7
3.6
0
0.
7
5.4
20.00 -
24.99
4
2.1
0
0.
4
3-1
25.00 -
49-99
14
7-1
0
0.
14
II. I
50.00 -
99-99
9
4.6
0
0.
9
7-1
100.00 -
149.99
I
•5
0
0.
I
.8
150.00 -
349-99
0
0.
0
0.
0
0.
350.00 -
374.99
I
0.5
0
0.
I
0.8
(Table based on data from 198 of 256 schools surveyed.)
TABLE LIV — THE AMOUNT OF MONEY EXPENDED PER
SUNDAY SCHOOL FOR SERVICES OF SUPERVISORS,
MUSICIANS, ETC., IN 199 INDIANA SUNDAY
SCHOOLS
Schools Reporting Expending the Amount Indicated
I
joth
RURAL AND
URBAN
RURAL
URBAN
Am,ount Numbi
?r Per Cent.
Number
Per Cent.
Number
Per Cent.
rotal Reporting
199
1 00.0
69
34.7
130
65.3
0.0
172
86.5
69
lOO.O
103
79.2
O.OI -
4-99
2
I.O
0
0.
2
1.5
S.oo -
9-99
2
I.O
0
0.
2
1-5
10.00 -
14.99
2
1.0
0
0.
2
1-5
15-00 -
19.99
0
0.
0
0.
0
0.
20.00 -
24.99
3
1.5
0
0.
3
2.3
25.00 -
49-99
5
2.5
0
0.
5
3-9
50.00 -
99.99
4
2.0
0
0.
4
30
100.00 -
149.99
3
1-5
0
0.
3
2.3
150.00 -
199.99
3
1.5
0
0.
3
2.3
200.00 -
299.99
I
-5
0
0.
I
.8
300.00 -
399-99
I
-5
0
0.
I
.8
400.00 -
499.99
0
.0
0
0.
0
0.
500.00 -
599-99
I
-5
0
0.
I
.8
(Report based on data from 199 of 251 schools surveyed.)
[247]
RELIGIOUS EDUCATION OF PROTESTANTS
Later tables will show that the expenses per pupil for
average attendance are nearly equal in rural and urban
communities.
A study of Table LV will reveal one reason for the diffi-
culty in securing uniform reports from Sunday school officers.
It will be seen that 72.5 per cent, of the rural schools and 43.9
per cent, of the urban schools do not expend any money out
of the school treasuries for record and report books, blanks
or cards. This means that the secretaries furnish at their
own expense tablets or note paper for temporary records and
that no permanent, uniform records are kept.
The next items in the expense list of local schools which
should receive special study are those listed under "Instruc-
tion and supervision." There are three items under this head-
ing, namely:
(i) For Services of Teachers
We have already seen (Table XLII) that 92.5 per cent, of
the rural and 69.7 per cent, of the urban schools are entitrely
without salaried service for supervision, teaching, music, jani-
tor, or for any other service. The total amount of salary
paid in one year to the administrative officers of 199 schools
was $265 ; and the total amount paid for the service of teachers
by the same schools was $172. In the public schools the
expense for teaching is from 60 per cent, to 68 per cent, of
the total budget.
(2) For Services of Supervisors, Musicians, Etc.
Table LIV tells its own story. One hundred per cent, of,
the rural schools and 79.2 per cent, of the urban schools are
entirely without salaried supervision. The greater part of the
expense for supervision in the urban schools is for the services
of musicians. In the public schools the expense for super-
vision is from 7 per cent, to 10 per cent, of the entire budget,
(3) For Textbooks, Lesson-helps and Supplies Used
IN Teaching
Table LV distributes the expenses of 199 Indian schools
foi" textbooks, lesson-helps, and supplies used in teaching.
[248]
CHURCH SCHOOL FINANCE
TABLE LV — THE AMOUNT OF MONEY EXPENDED PER
SUNDAY SCHOOL FOR TEXTBOOKS, LESSON-HELPS,
PAPERS AND SUPPLIES USED IN TEACHING,
AS SHOWN BY EXPENDITURES OF 199
INDIANA SUNDAY SCHOOLS
Schools Reporting Expending the Amount Indicated
]
both rural and
URBAN
RURAL
urban
Amount Number Per Cent.
Number
Per Cent.
Number
PerCe
rotal Reporting
199
lOO.O
73
36.68
126
633
$ 0.0
8
4-0
3
4.1
5
4.0
O.OI -
4-99
6
3-0
I
1.4
5
4-0
5.00 -
9-99
6
3-0
2
2.7
4
32
10.00 -
14.00
5
2.5
5
6.8
0
0.
1500 -
19.99
9
4.5
5
6.8
4
3-2
20.00 -
29.99
18
9-0
II
15-0
7
5-6
30.00 -
39.99
II
5-5
8
II.O
3
2.4
40.00 -
49-99
14
7.0
9
12.3
5
4.0
50.00 -
59-99
10
5-0
4
5-5
6
4-8
60.00 -
69.99
12
6.0
7
9.6
5
4-0
70.00 -
79-99
8
4.0
4
5-5
4
3-2
80.00 -
89.99
8
4-0
5
6.8
3
2.4
90.00 -
99-99
I
0.5
I
1.4
0
0.
100.00 -
124.99
18
9-0
4
5.5
14
II. I
125.00 -
149.99
15
7-5
3
4.1
12
9.5
150.00 -
174-99
13
6.5
I
1.4
12
9-5
175-00 -
199.99
4
2.0
0
0.
4
3.2
200.00 -
249.99
9
4-5
0
0.
9
7.2
250.00 -
299.99
4
2.0
0
0.
4
3-2
300.00 -
349-99
5
2.5
0
0.
5
4-0
350-00 -
399-99
4
2.0
0
0.
4
3.2
400.00 -
499-99
4
2.0
0
0.
4
3-2
500.00 -
599-99
3
1.5
0
0.
3
2-4
600.00 -
699.99
2
I.O
0
0,
2
1.6
700.00 -
799-99
I
0-5
0
0.
I
0.8
800.00 -
824.99
I
0.5
0
0.
I
0.8
Statistical Measures :
Median 73.12 42.50 121.45
Qi 27.20 21.75 47-50
Qs 151-50 69.60 207.50
(Table based on data from 199 of 251 schools surveyed.)
This item does not include crayon, blackboard, etc. It is lim-
ited to the curriculum supplies used by the pupil for school
and home work. The average amount expended per school
for this purpose is $120.68. One-fourth of the schools
expend less than $27.20 a year, and one-fourth expend more
than $151.50 a year. Between these two points is the median
[249]
RELIGIOUS EDUCATION OF PROTESTANTS
expenditure of $73.12 a year. While the average is $120.68,
there are as many schools expending less than $73.12 as
there are schools expending more than that amount. The
median for rural schools is $42.50 and for urban schools,
$121.45. The lower 25 per cent, of the rural schools expend
less than $21.75 ^^d the lower 25 per cent, of the urban schools
expend less than $47.50. The upper 25 per cent, of the rural
schools expend more than $69.60 and the upper 25 per cent, of
the urban schools expend more than $207.50.
The expense for textbooks and teaching supplies in the
199 church schools of Indiana is 34.5 per cent, of the entire
budget. This is a much higher percentage of the total school
budget than the same item sustains to the total budget of the
public schools.
The approved distribution of items of expense in the
budget of the public schools is indicated in the following table
from Strayer and Thorndike, Educational Administration,
P- 324-
Per Cent. Per Cent,
of Totals of Totals
Teaching and supervision, from 70
Supervision alone, from 7
Teaching alone, from 60
Janitors' salaries, from 5
Textbooks and supplies, from 4
Fuel, from 5
Repairs, from 3
The relative ranking of the cost of textbooks can not be
determined by a comparison with this table because of the
voluntary service of church school teachers, and also because
janitor services, fuel and repairs are charged to the general
expense of the church, in most churches. It will, therefore,
be necessary to find the cost of textbooks and teaching supplies
for each pupil in average attendance upon the church school
and then compare this cost with the cost of textbooks and
teaching supplies in the public schools.
Table LVI shows 160 Indiana Sunday schools distributed
with reference to rural or urban location of the Sunday school
and the amount of money expended per pupil in average
[250]
to
75
to
10
to
68
to
7
to
6
to
7
to
5
CHURCH SCHOOL FINANCE
TABLE LVI — THE AMOUNT OF MONEY EXPENDED PER
PUPIL IN AVERAGE ATTENDANCE FOR TEXTBOOKS,
LESSON-HELPS, PAPERS AND SUPPLIES USED IN
TEACHING IN i6o INDIANA SUNDAY SCHOOLS, DIS-
TRIBUTED WITH REFERENCE TO RURAL OR
URBAN LOCATION OF THE SUNDAY SCHOOL
Amount Rural and Urban
Expended Per Pupil in Urban Schools Rural Schools Schools
Average Daily Attendance Number Number Number
Totals i6o 57 103
0.00- .09 000
.10- .19 2 I I
.20- .29 440
.30- .39 13 4 9
•40- .49 4 I 3
•SO- .59 4 2 2
.60- .69 14 3 II
.70- .79 9 5 4
.80- .89 13 7 6
.90- .99 19 7 12
1.00-1.09 14 6 8
1.10-1.19 10 2 8
1.20-1.29 5 0 5
1.30-1.39 835
1.40-1.49 927
1.50-1.59 817
1.60-1.69 624
1.70-1.79 523
1.80-1.89 5 3 2
1.90-1.99 I 0 I
2.00-2.09 1 I o
2.10-2.19 312
2.20-2.29 000
2.30-2.39 0 00
2.40-2.49 I O I
2.50-2.59 0 0 o
2.60-2.69 I O I
2.70-2.79 0 o o
2.80-2.89 O 0 o
2.90-2.99 0 0 o
3.80-3.89 I O I
Statistical Measures:
Modes $.90-$.99 $.8o-$.89 $.9o-$.99
.90- .99
Medians 99 .92 1.04
Qt 69 .68 .70
Q« 1.41 1-33 1.45
(Table based on data from 160 of 251 schools surveyed.)
[251]
RELIGIOUS EDUCATION OF PROTESTANTS
attendance for textbooks, lesson-helps, papers and supplies
used in teaching. The median annual expense for each pupil
in average attendance for all schools is $.989 ; for rural schools
$.92, and for urban schools $1.04. The mode or most com-
mon expenditure is from $.90 to $.99, or approximately at
the median point. One- fourth of the rural schools spend less
than $.675, and one-fourth of the urban schools spend less
than $.697. One-fourth of the rural schools spend more than
$1,325 and one-fourth of the urban schools spend more than
$1,447. The fact that rural and urban expenditures per child
are so nearly equal suggests that both types of schools use a
common minimum of teaching supplies, and also that graded
lessons, which are more common in the urban schools, are
not materially adding to the cost of operating urban schools.
The per-capita cost of public school textbooks based on
total school enrollment in free textbook states is available for
purposes of general comparison of the cost of church school
and public school textbooks. The following table includes
data from nine representative states in which free textbooks
have been in operation for a period of years : ^
TABLE LVII — PER CAPITA COST OF PUBLIC SCHOOL TEXT-
BOOKS (ELEMENTARY AND HIGH SCHOOL) BASED
ON TOTAL ENROLLMENT IN NINE
FREE-TEXTBOOK STATES
Per Capita Percentage of
Cost of Cost of Text-
Textbooks Based books to Total
State on Enrollment Cost of Schools
Maine .96 340
Maryland .82 3.33
Massachusetts .79 1.93
New Hampshire .92 2.72
New Jersey .81 1.78
Pennsylvania .82 2.49
Rhode Island 1.22 3.78
Vermont .76 2.58
Wyoming 1.25 3.45
In 191 5, the New York State Department of Efficiency
and Economy reported on the probable expenditure necessary
*See Bulletin 1915, No. 36, United States Bureau of Education.
[252]
CHURCH SCHOOL FINANCE
to supply all elementary and secondary school pupils in the
state with free books. "This investigation indicates that the
probable cost of installation of a system of furnishing free
textbooks to all the pupils in the public schools of the state
would be an average of $1.2348 for each elementary school
pupil, and $4.8487 for each secondary school pupil, if pur-
chased from private publishers at prices paid by the City of
New York. No estimate has been made of the cost of publica-
tion by the State itself. The cost of renewal, or the annual cost
of a free textbook system for New York State, is estimated
from the annual cost in free textbook cities of the state as
follows: In elementary schools, $.6456; in secondary schools,
$1.5833-" '
The cost of required basic school books for Indiana in
1920 is shown in the accompanying table :
Number of Books Cost of
Name OF Textbook Used by Pupil Book or Books
1920
Totals 25 $12.07
Primer
First Reader
Second Reader
Third Reader
Fourth Reader
Fifth Reader
Arithmetic 2 .90
Grammar 2 1.45
Geography 2 3.13
History i 1.55
Physiology 2 1.68
Spelling 2 .72
Writing 8 ,64
A total of twenty-five books covering a period of eight
years cost $12.07. This original cost of $12.07 must be
divided by two because the average life of elementary public
school textbooks is two years.
Durability is a prime factor in reducing the cost of text-
books for public school pupils, and durability is one of the
chief reasons that the actual cost of the excellent graded
* Bulletin, 1915, No. 36, United States Bureau of Education.
[253]
.22
.23
•30
■37
.44
.44
RELIGIOUS EDUCATION OF PROTESTANTS
Sunday school literature is less than the more temporary
lesson material which it has displaced.
No attempt has been made to compare the quantity of
material used by pupils in the public schools with the quantity
of material used by Sunday school pupils. Neither has the
quality, mechanical structure or pedagogical excellence of the
two bodies of literature been compared. It is not the purpose
of this section of the report to suggest that, under present
conditions, the present quantity and quality of material could
be produced for less than the present rates. It is rather the
purpose of the report to suggest that there are evidences of
waste, which may be eliminated with a corresponding reduc-
tion in the cost of curriculum material without decreasing
the efficiency of instruction. The solution of the relatively
high cost of Sunday school material does not lie with the pub-
lisher so much as it lies with the consumer. By ordering
high-grade, durable material at a relatively higher cost, and
by using care in the preservation and distribution of the ma-
terial when it has been received, the consumer will be able
to reduce the cost of teaching material.
The following are sources of expense for teaching ma-
terial which increase the cost of instruction but which do
not add to its effectiveness :
(i) The Short Life of Church School Textbooks and
Other Supplies Used in Teaching
The disproportionate cost of church school textbooks over
public school textbooks is due largely to the short life of
church school literature. The public school books are used
from year to year until the text is worn out or until the text
has been replaced by a newer and better book. Public school
textbooks are better bound and, on the whole, more durable
than church school textbooks. The common practice of dat-
ing church school texts so that particular lessons are assigned
to certain designated calendar dates, tends to prevent the use
of perfectly good textbook material after the specific date
for which it has been issued. This plan saves postage for
[254]
CHURCH SCHOOL FINANCE
the publishers because the textbooks are issued serially and
mailed at reduced postal rates ; but it tends to limit the use
of each lesson to one Sunday. After the Sundays for which
lessons have been dated have passed, the lesson material is
usually destroyed even though it is new and has nothing the
matter with it except that it is "out of date." No pedagogical
value is added by dating church school lessons. The practice
leads to an inexcusable waste of valuable lesson material and
adds very materially to the cost of church school operation.
The issuance of textbooks in paper-bound "quarterly"
form tends to lower the durability and decrease the life of
textbook material. An attempt was made to determine the
actual life of church school textbooks; but the church school
secretaries and treasurers had kept no records which would
give this information. In the opinion of careful observers
the rule is one year. In the public schools, elementary text-
books last two years and high school textbooks, three years.
(2) The Careless Distribution of Leaflet Lessons and
Supplementary Papers, Cards and other
Teaching Material
It has become customary for church schools to distribute
free papers, picture cards and other free literature to the
church school classes each week. Often this material is not
correlated with the textbook material ; teachers seldom make
any attempt to apply this supplementary literature to the regu-
lar lessons ; frequently the papers are not suited to the age
and experience of the pupils who receive them. It frequently
happens that care is not exercised in the ordering of these
supplies and large quantities remain unused each Sunday.
Because the literature is dated, it is not used on later occasions.
(3) Indirect Tax For Denominational Benevolences
Denominational charities and other benevolent or mission-
ary causes are frequently supported from the profits on church
school publications. The price of each textbook, in such cases,
must contain the indirect tax which the publisher later turns
[255]
RELIGIOUS EDUCATION OF PROTESTANTS
over to some worthy cause ; but which does not tend to improve
the quality of the textbooks or to reduce their price.
Turning from the cost of instruction to the operation and
maintenance of the plant in which instruction is given, it will
be observed at once that, while 199 churches paid out of their
treasuries only $492 in one year for the expenses of their
church schools, the churches regard their schools as members
of the church family and, with rare exceptions, charged them
SUPPORT OF SCHOOL 0
Instruction •
Other Expenditures
Capital Outlay
Aomj.nistration
Operation of Plant
Maintenance
OTHER RaiGIOUS WORK
Denom. Boards
Other Benev. Work
Local Church
Interdenom. Oro.
10
Per Cent
20
30
40
• (ncluoino textbooks
Chart XXIV — Percentage of Total Amount Expended for Local
School and Other Religious Work During a Twelve-Month
Period by 199 Indiana Sunday Schools.
nothing for housing and physical maintenance: 91.5 per cent,
of the churches charge their schools nothing for janitor serv-
ice; 84.4 per cent, of the schools paid nothing for new equip-
ment and the erection or purchase of new plants; 85.4 per
cent, paid nothing for fuel, light, water or supplies, and 82.9
per cent, paid nothing for repairs of plant and equipment and
replenishment of worn-out equipment. This does not mean
that the churches are adequately housing their schools. It
means, in most cases, that the church schools occupy rooms
which have been heated, lighted and equipped for the regular
worship-services of the churches and no charge has been levied
[256]
CHURCH SCHOOL FINANCE
upon the schools for any slight expenses which might have
been added because of the presence of the church school.
EXPENDITURES FOR THE SUPPORT OF OTHER RELIGIOUS WORK
Forty-four and two-tenths per cent, of the expenditures
of the 199 churches reporting their complete budgets was for
the support of work outside of their local schools. $5,414,
TABLE LVIII — THE AMOUNT OF MONEY EXPENDED FOR
THE SUPPORT OF THE LOCAL CHURCH BY 199 INDIANA
SUNDAY SCHOOLS, DISTRIBUTED AS TO RURAL
OR URBAN LOCATION OF THE SCHOOLS
Schools Reporting Expending the Amount
Indicated
BOTH
RURAL AND URBAN RURAL URBAN
Per Per Per
Amount Number Cent. Number Cent. Number Cent.
Total Reporting 199 100. 69 34.7 130 65.33
$0.00 153 76.9 65 94.2 88 67.7
0.10-4.99 I 0.5 0 .0 I 0.8
5.00-9.99 4 2.0 0 .0 4 3.1
10.00-14.99 2 i.o I 1.4 I 0.8
15.00-19.99 I 0.5 o .0 I 0.8
20.00-24.99 2 1.0 I 1.4 I 0.8
25.00-49.99 10 5.0 I 1.4 9 7.0
50.00-99.99 13 6.5 I 1.4 12 9.2
100.00-149.99 4 2.0 o .0 4 3.1
150.00-199.99 2 1.0 0 .0 2 1.5
200.00-399.99 3 2.0 0 .0 3 2.3
400.00-599.99 I 0.5 0 .0 I 0.8
600.00-799.99 2 1.0 0 .0 2 1.6
800.00-824.99 I 0.5 0 .0 I 0.8
(Table based on data from 199 of 251 schools surveyed.)
or 7.8 per cent, of the entire income, went directly into the
treasuries of the local churches for current church expenses;
while only $492 were appropriated by the churches for the
expenses of their church schools. In other words, for every
dollar which the 199 churches expended out of their treasuries
for the support of church schools, the church schools put
eleven dollars back into the church treasuries. (See Chart
[257]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE LIX — THE AMOUNT OF MONEY CONTRIBUTED TO
MISSIONARY, EDUCATIONAL AND OTHER GENERAL
BOARDS OF THE DENOMINATION BY 199 INDIANA
SUNDAY SCHOOLS, DISTRIBUTED WITH REF-
ERENCE TO RURAL OR URBAN LOCA-
TION OF THE SCHOOLS
Schools Reporting Expending the Amount
Indicated
BOTH
RURAL AND URBAN RURAL URBAN
Per Per Per
Amount Number Cent. Number Cent. Number Cent.
Total Reporting 199 100. 69 34.67 130 65.3
$0.00 59 29.6 29 42.0 30 23.1
0.10-4.99 12 6.0 9 13.0 3 2.3
5.00-9.99 12 6.0 I 1.4 II 8.5
10.00-14.99 8 4.0 2 2.9 6 4.6
15.00-19.99 9 4.5 6 8.7 3 2.3
20.00-29.99 19 9.5 7 lo.i 12 9.2
30.00-39.99 10 5.0 2 2.9 8 6.2
40.00-49.99 5 2.5 3 4.3 2 1.5
50.00-59.99 10 5.0 4 5.8 6 4.6
60.00-69.99 6 3.0 4 5.8 2 1.5
70.00-79.99 4 2.0 I 1.4 3 2.3
80.00-89.99 4 2.0 0 .0 4 3.1
90.00-99.99 3 1.5 0 .0 3 2.3
100.00-124.99 6 3.0 0 .0 6 4.6
125.00-149.99 6 3.0 0 .0 6 4.6
150.00-174.99 I 0.5 I 1.4 o .0
175.00-199.99 I 0.5 0 .0 I 0.8
200.00-249.99 7 3.5 0 .0 7 5-3
250.00-299.99 2 i.o 0 .0 2 1.6
300.00-349.99 5 2.5 0 .0 5 3.9
400.00-599.99 2 1.0 o .0 2 1.6
600.00-699.99 4 2.0 0 .0 4 3.1
700.00-849.99 2 1.0 0 .0 2 1.6
1250.00-1399.99 2 1.0 0 .0 2 1.6
Statistical Measures :
Modes $ 0.00 $0.00 $ 0.00
Medians 19.70 3.05 30.00
Qi 0.00 0.00 4.16
Qa 58.75 26.25 97-50
(Table based on data from 199 of 251 schools surveyed.)
[258]
CHURCH SCHOOL FINANCE
TABLE LX — THE AMOUNT OF MONEY CONTRIBUTED TO
INTERDENOMINATIONAL, EDUCATIONAL, OR
MISSIONARY ORGANIZATIONS BY 199
INDIANA SUNDAY SCHOOLS
Schools Expending Amount
Indicated
Amount Number Per Cent.
Total Reporting 199 lOO.
$ 0.00 141 70.9
0.01-4.99 12 6.0
5.00-9.99 17 8.5
10.00-14.99 8 4.0
15.00-19.99 3 1.5
20.00-24.99 2 1.0
25.00-29.99 4 a.o
30.00-34.99 4 2,0
40.00-44.99 4 3.0
50.00-59.99 I o.s
70.00-79.99 3 i.o
150.00-159.99 I 0.5
(Table based on data from 199 of 251 schools surveyed.)
TABLE LXI — THE AMOUNT OF MONEY CONTRIBUTED FOR
OTHER BENEVOLENT ENTERPRISES WITHIN FOREIGN
LANDS (NOT INCLUDED IN TABLES LIX AND
LX) BY 197 INDIANA SUNDAY SCHOOLS
Schools Expending Amount
Indicated
Amount Number Per Cent.
Total Reporting 197 100.
$0.00 137 69.8
0.01-4.99 6 3.0
S.oo- 9.99 7 3.5
10.00-14.99 4 3.0
15.00-19.99 9 4.5
20.00-29.99 12 6.0
30.00-39.99 4 3,0
40.00-49.99 2 1,0
50.00-59.99 2 1.0
60.00-69.99 2 1.0
115.00-119.99 I 0.5
125.00-149.99 4 2.0
200.00-224.99 3 1.0
225.00-249.99 I 0.S
250.00-274.99 I 0.5
275.00-299.99 I 0.5
300.00-324.99 0 .0
325.00-349.99 0 .0
350.00-374.99 2 1.0
(Table based on data from 197 of 251 schools surveyed.)
[259]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE LXII — THE AMOUNT OF MONEY EXPENDED FOR
THE SUPPORT OF OTHER RELIGIOUS WORK IN THE
COMMUNITY BY 199 INDIANA SUNDAY SCHOOLS
Schools Expending the Amount
Indicated
Amount Number Per Cent.
Total Reporting 199 100.
$0.00 o .0
o.oi -4.99 2 i.o
10.00-14.99 3 1-5
15.00-19.99 6 3.0
20.00-24.99 4 2.0
25.00-29.99 5 2.S
30.00-34.99 5 2,5
3500-39.99 5 2.5
40.00-44.99 3 1.5
45.00-49.99 10 5.0
50.oa-59.99 7 3-5
60.00-69.99 5 2.5
70.00-79.99 2 1.0
80.00-89.99 7 3-S
90.00-99.99 5 2.5
100.00-124.99 16 8.0
125.00-149.99 II 5-5
150.00-174.99 10 5.0
175.00-199.99 9 4.5
200.00-224.99 5 2.5
225.00-249.99 10 5.0
250.00-299.99 S 2.5
300.00-349.99 8 4.0
350.00-399.99 4 2.0
400.00-449.99 2 1.0
450.00-499.99 7 3-5
500.00-599.99 II 5.5
600.00-699.99 4 2.0
700.00-799.99 6 3.0
800.00-899.99 3 1.5
900.00-999.99 I 0.5
1,000.00-1,099.99 3 1.5
1,100.00-1,199.99 I 0,5
1,200.00-1,299.99 2 1.0
1,400.00-1,499.99 2 . 1.0
1,500.00-1,599.99 3 1.5
1,600.00-1,699.99 I 0.5
1,800.00-1,899.99 I 0.5
1,900.00-1,999.99 I 0.5
2,500.00-2,599.99 I 0.5
2,700.00-2,799.99 I 0.5
4,800.00-4,899.99 I 0.5
[260]
CHURCH SCHOOL FINANCE
TABLE LXII — THE AMOUNT OF MONEY EXPENDED FOR
THE SUPPORT OF OTHER RELIGIOUS WORK IN THE
COMMUNITY BY 199 INDIANA SUNDAY SCHOOLS —
Continued
Statistical Measures :
Mode $100.00-125.00
Median I5i-2S
Qi 5978
Q3 381.25
(Table based on data from 199 of 251 schools surveyed.)
XXV.) Table LVIII shows that 5.8 per cent, of the rural
schools contribute amounts from $10 to $60 a year for the
support of the church ; and that 32.3 per cent., or more than
three out of every ten urban churches, make contributions
Mount 199 churches'
"lY FOR SUPPORT OF
SUNDAY SCHOOLS
ex
AMOUNT 199 CHURCHES
RECEIVED FOR THEIR
SUPPORT FROM SUNDAY
SCHOOLS
92%
Chart XXV — What 199 Churches Pay Out of Church Treasuries
FOR THE Support of Their Sunday Schools, and the Amount
Received by the Same Churches from Sunday School
Treasuries for the Support of the Churches.
ranging from $1 to $825 annually for the support of the local
church.
Table LIX indicates that over 70 per cent, of the church
schools make some contribution annually to the missionary,
educational and other general denominational boards. The
median contribution is $19.70 for all schools, with a very
wide difference between the median for rural schools of $3.05,
and the median for urban schools of $30.00. Table LX re-
veals the interesting fact that seven out of every ten church
schools make no contributions to interdenominational educa-
[261]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE LXIII — THE AMOUNT OF MONEY EXPENDED FOR
THE SUPPORT OF OTHER RELIGIOUS WORK IN THE
NATION BY 199 INDIANA SUNDAY SCHOOLS
Schools Expending Amount
Indicated
Amount Number Per Cent.
Total Reporting 199 100.
$ 0.00 17 8.5
0.00- 4.99 10 S-O
5.00- 9.99 16 8.0
10.00-14.99 10 S-O
15.00-19.99 13 6.5
20.00-24.99 8 . 4.0
25.00-29.99 9 4-5
30.00-34-99 5 2.5
35.00-39.99 8 4.0
40.00-44.99 4 2.0
45.00-49.99 4 2.0
50.00-59.99 8 4.0-
60.00-69.99 8 4-0
70.00-79.99 4 2.0
80.00-89.99 10 5.0
90.00-99.99 5 2.5
100.00-124.99 6 3.0
125.00-149.99 6 3-0
150.00-174.99 5 3.5
175.00-199.99 2 i.o
200.00-249.99 10 5.0
250.00-299.99 4 2.0
300.00-349.99 7 3-5
350.00-399-99 2 i.o
400.00-449.99 I 0.5
450.00-499.99 I 0.5
500.00-599.99 4 2.0
600.00-699.99 4 2.0
700.00-799.99 2 1.0
900.00-999.99 2 I.O
1,000.00-1,099.99 I 0.5
1,700.00-1,799.99 I 0.5
1,950.00-1,974.99 I 0.5
3,600.00-3,799.99 I 0.5
Statistical Measures :
Mode $ 0.00
Median 35-84
Qi 18.37
Q3 101.04
(Table based on data from 199 of 251 schools surveyed.)
[262]
CHURCH SCHOOL FINANCE
tional or missionary causes ; and Table LXI shows that about
seven out of ten schools make no foreign missionary contri-
butions through non-denominational agencies. Of all schools,
85.4 per cent, make no contribution through non-denomina-
tional channels to benevolent enterprises within the nation;
and 76.9 per cent, make no local contributions for community
charities through non-denominational agencies.
SOURCES OF INCOME OF LOCAL CHURCH SCHOOLS
There are seven sources of support of the church schools
of Indiana as indicated by the following analysis of the
receipts of 199 schools.
Average
Amount Per School
$75,294 $378.36
a. From regular class and individual contributions.. 53,622 269.45
b. From collections for special purposes 18,898 94-96
c. From gifts or bequests 738 3.70
d. From invested funds 145 .73
e. From concerts, entertainments, suppers, etc., not in-
cluded in (b) 1,364 6.85
f. From the local church treasury 492 2.47
g. From the sale of quarterlies and supplies 35 .17
The chief source of income is the regular class and indi-
vidual contributions. From Table LXIV it will be seen that
while the average from this source is $269.45 per school, one-
half of the schools receive from this source less than $134
per school, and one-half receive more than that amount. The
median for rural schools is $54.54, and for urban schools,
$232.13. (See Chart XXII.)
The second largest source of income is special collections
for special purposes. Table LXV shows that two-thirds of
all the urban schools and nearly three-fifths of the rural schools
use this method: 4.6 per cent, of the schools received small
appropriations from local church treasuries (Table LXVI) ;
17.6 per cent, received funds from entertainments, suppers,
etc.; and seven schools received a total of $35 from the sale
of textbooks and class room supplies. (Table LXVII.)
[263]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE LXIV — THE AMOUNT OF MONEY RECEIVED DURING
THE LAST FISCAL YEAR, FROM REGULAR CLASS
AND INDIVIDUAL CONTRIBUTIONS BY
199 INDIANA SUNDAY SCHOOLS
Sunday Schools Reporting the Amounts Indicated
both rural and urban communities
Amount Received
Total Reporting.
0.0 -
24.99
25.00 -
49.99
50.00 -
74-99
75.00 -
99-99
100.00 -
124.99
125.00 -
149-99
150.00 -
174.99
175-00 -
199-99
200.00 -
249.99
250.00 -
299.99
300.00 -
349.99
350.00 -
399-99
400.00 -
449-99
450.00 -
499-99
500.00 -
549-99
550.00 -
599-99
600.00 -
699-99
700.00 -
799.99
800.00 -
899.99
900.00 -
999-99
1,000.00 -
1,099-99
1,100.00 -
1,199.99
1,200.00 -
1,399-99
1,400.00 -
1,599-99
1,600.00 -
1,899-99
2,250.00 -
2,299.99
Number
...199
18
27
22
13
IS
II
7
II
13
9
9
S
6
o
8
I
6
3
3
I
I
I
2
4
2
I
Percentage
100
9.0
13.6
II. I
6.5
7-5
5-5
35
5.5
6.S
4.5
4.5
2.S
30
o.
4.0
0.5
3-0
1-5
1-5
0.5
0.5
0.5
i.o
2.0
1.0
0.5
Statistical Measure:
Median $I34
(Table based on data from 199 of 251 schools surveyed.)
[264]
CHURCH SCHOOL FINANCE
TABLE LXV — THE AMOUNT OF MONEY RECEIVED DURING
THE LAST FISCAL YEAR FROM SPECIAL COLLEC-
TIONS FOR SPECIAL PURPOSES BY 199
INDIANA SUNDAY SCHOOLS
Sunday Schools
Reporting the
Amount Received Amounts Indicated
Number Percentage
Total Reporting 199 100
$ 0.0 73 36.6
.01- 24.99 47 23.6
25.00 - 49.99 23 11.5
50.00 - 74-99 13 6.5
75.00 - 99.99 4 2.0
100.00 - 149.99 8 4.0
150.00- 199.99 9 4-5
200.00 - 249.99 4 2.0
250.00 - 299.99 3 1-5
300.00 - 349-99 3 i-S
350.00- 399-99 2 i.o
400.00 - 499-99 3 1.5
500.00 - 599-99 I -5
600.00 - 699.99 I -5
700.00 - 799.99 2 1.0
1,025.00 - 1,049.99 I -5
2,150.00 - 2,174.99 I .5
2,475.00 - 3,499-99 I -5
(Table based on data from 199 of 251 schools surveyed.)
TABLE LXVI — THE AMOUNT OF MONEY RECEIVED DURING
THE LAST FISCAL YEAR FROM THE LOCAL CHURCH
TREASURY BY 199 INDIANA SUNDAY SCHOOLS
Sunday Schools
Reporting the
Amount Received Amounts iNDfCATED
Numtber Percentage
Total Reporting 199 100
$ 0.00 190 95.4
.01 - 4.99 0 o.
5.00- 9.99 I 0.5
10.00 - 14.99 0 o.
15.00- 19.99 I o.S
20.00 - 24.99 3 1-5
25.00 - 29.99 o O-
30.00 - , 34.99 I 0.5
100.00 - 104.99 I 0-5
250.00 - 254.99 I 0.5
(Table based on data from 199 of 251 schools surveyed.)
[265]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE LXVII — THE AMOUNT OF MONEY RECEIVED DUR-
ING THE LAST FISCAL YEAR, FROM CONCERTS,
ENTERTAINMENTS, SUPPERS, ETC, BY 199
INDIANA SUNDAY SCHOOLS
Amount Received
Total Reporting 199
p 0.00
.01 -
5-00 -
10.00 -
15.00 -
20.00 -
25.00 -
30.00 -
35.00 -
40.00 -
50.00 -
60.00 -
70.00 -
80.00 -
90.00 -
100.00 -
4-99 •
9.99.
14.99-
19.99.
24.99.
29.99.
34-99-
39-99-
49.99.
59-99-
69.99.
79-99-
89.99.
99-99-
109.99.
200.00 - 209.99.
Sunday Schools
Receiving the
Amounts Indicated
Number
Percentage
199
100
164
82.4
2
1.2
3
1.8
5
3-0
5
30
4
2.4
I
.6
2
1.2
2
1.2
.6
0.6
3
1.8
.6
.6
2
1.2
.6
.6
(Table based on data from 199 of 251 schools surveyed.)
RELATION OF THE BUDGET FOR RELIGIOUS EDUCATION TO THE
TOTAL CHURCH BUDGET
It has not been possible to secure the total budgets of the
churches included in this survey. There are so many elements
of variability in the reports found at the various denomina-
tional headquarters that accurate comparative statements are
not available from such sources. Until a standardized system
of church accounting is adopted by all denominations, it will
be unwise to attempt statistical investigations based on their
published reports. It has, for this reason, been necessary
to make original investigations in typical churches for the pur-
pose of determining the relation of the budgets for religious
education to the total church budgets of the same churches.
The following table has been compiled from a study of twenty-
four churches selected in such manner as to represent as wide
a variety of conditions as possible.
[266]
CHURCH SCHOOL FINANCE
THE CHURCHES SPEND
THE CITIES SPEND
FOR SCHOOLS
FOR OTHER
PURPOSES
98%
FOR OTHER
PURPOSES
53Si
FOR SCHOOLS
47%
Chart XXVI — Relative Expenditure for Education by Twenty-four
Indiana Churches and by MuNiaPALiTiES in Which
THE Churches Are Located,
TABLE LXVIII — COMPARISON OF TOTAL CHURCH BUDGETS
AND CHURCH SCHOOL BUDGETS OF TWENTY-
FOUR INDIANA CHURCHES
Percentage
Religious
Education
is of Total
Church Budget
Total
Church
Church Budget
Totals 210,986
No. 1 7,837
2 2,200
3 5.075
4 5,875
5 2,500
6 2,200
7 3,200
8 17,520
9 2,680
10 8,119
II 6,514
12 4,860
13 8,393
14 18,000
15 4,800
16 6,686
17 16,500
18 12,300
19 4,670
20 17,853
21 5,500
22 3,298
23 15,477
24 8,929
Religious
Education
Budget
11,029
378
127
Sio
169
82
128
230
826
263
375
197
373
593
489
289
523
974
338
647
1,203
138
321
939
897
5-2
3.5
57
i.o
2.8
33
5.8
7.1
4.1
9.8
4.8
.3
7-7
7.09
2.7
6.0
7.8
5-9
35
13.8
6.1
2.5
9.7
6.1
0.0
[267]
RELIGIOUS EDUCATION OF PROTESTANl'S
In the interpretation of this table it should be remembered
that 44.2 per cent, of the religious education budgets repre-
sent funds raised for religious purposes outside of the local
churches. Instead of spending 5.2 per cent, as much upon
their children for their religious training as they do on the
general work of the adult congregation, these churches in
reality expend only 2,3 per cent. How much do the members
of these same churches spend on the secular education of their
children? The percentage of public school expenditures to
the entire budgets of the municipalities or districts in which
these churches are located is 47. Chart XXVI shows graphic-
ally the relative expenditures of these communities for secular
and for religious education. Forty-seven cents out of every
municipal dollar goes for the support of public schools; but
only two and three-tenths cents out of every church dollar
goes for the support of church schools.
///. Some Unsolved Problems
Among the pressing problems which confront the leaders
in the field of religious education are those involved in pro-
viding adequate financial support for religious education in
the local church, in the community, and in the larger national
and international relationships. The foregoing study has
brought certain of these problems into the foreground.
WHAT SHOULD RELIGIOUS EDUCATION COST?
The community pays 47 per cent, of its total municipal
budget for the secular training of its children, and 2.3 per
cent, of its church budget for the religious training of its
children. Is either amount adequate? How much of the
income of a people needs to be expended on the rising gener-
ation in order to guarantee the future of both state and church?
This is one of the basic questions which should have the im-
mediate attention of expert investigators.
[268]
CHURCH SCHOOL FINANCE
THE COST OF INSTRUCTION AND SUPERVISION
How much may the church safely rely on voluntary
workers for the supervision and teaching of religion? How
can the real value of voluntary leadership be determined and
in what way may a church be given credit for securing or
for having the services, on a voluntary basis, of highly skilled
professional leaders? Shall the minister's salary, or any part
of it, be charged to the budget of the church school? In the
present survey it was decided not to credit the minister's salary
to educational supervision unless he gave at least one-half of
his time to that specific work. This is the plan followed in
the public schools in estimating the cost of supervision. In
the discharge of his duty as minister of the whole congrega-
tion, the minister should be expected to give some general
oversight to the work of the church school ; the salary would
be the same, however, and the preacher's preparation would
in most cases be exactly the same, if the church had no school.
But is not the whole church educational ; and should not its
whole budget be charged to religious education ? On the other
hand, are not parks, playgrounds, libraries, public safety de-
partments, etc., in a real sense, educational? Should these
items be regarded as a part of the budget of public educa-
tion? Surely, some basis of agreement must be reached be-
fore church school finances can be standardized.
TEXTBOOKS AND TEACHING SUPPLIES
What percentage of the budget of religious education
should be expended for textbooks and teaching supplies?
How can the cost of textbooks be related to the amount and
quality of voluntary leadership? The answer to these ques-
tions awaits the development of instruments of measurement
which will determine the value of teaching material and the
efficiency of supervision and instruction.
BUILDINGS AND MAINTENANCE
What percentage of the budget of the church should be
charged to the church school on account of housing and janitor
[269]
RELIGIOUS EDUCATION OF PROTESTANTS
service? In the present survey it has been held that the
church should be credited with only such expense as it incurred
over and above the amount it would have expended had there
been no school. If there were no school, the church would
employ a preacher, engage a janitor, build a church auditorium
and vestry, hold weekly or semi-weekly services, heat its whole
plant, etc. Now, if the church school adds nothing to the
expense of operating this plant, as is usually the case, it has not
been thought just to credit the church with a contribution
to the budget of religious education. On the other hand, if
these facilities were not available it would obviously cost more
to operate the church schools. Wherever the church has
built additions for school purposes, or expended funds defi-
nitely in the interests of education, full credit has been given.
Undoubtedly this whole problem should be made the subject
of an extended study in order that uniform working rules
may be agreed upon.
A UNIFORM SYSTEM OF CHURCH AND RELIGIOUS EDUCATION
ACCOUNTING
This entire study has emphasized the need of uniform,
standardized record books, statistical forms, rules governing
distribution of funds, etc. Only a few years ago public school
finances were in a chaotic condition. The National Education
Association appointed a commission on records, reports, and
statistics. This commission has secured the adoption of stand-
ardized procedure; professional financial experts are employed
in the leading cities; and there is emerging a uniform system
of educational accounting. There is need of a similar service
in the field of reHgious education and general church finance.
OTHER PROBLEMS
Beyond all these problems of standardized accounting are
the problems of methods of raising money, church publicity,
endowments, investments, measuring results, etc., all of which
are outside of the scope of the present inquiry.
[270]
CHURCH SCHOOL FINANCE
IV. Conclusions
Three sentences might appropriately close this inquiry into
the finances of the church schools of Indiana :
The churches are not spending enough money on their
schools to guarantee the perpetuity of Christian ideals.
The churches are not getting full value out of the little
which is expended on church schools.
A system of standardized church and church school ac-
counting will systematically present to the church and church
school leaders the facts upon which they can build a system
of schools which will rest on a firm financial basis and be
free from inefficiency, extravagance and waste.
[271]
PART FOUR: CHILD ACCOUNTING IN
THE SUNDAY SCHOOL
BY
W. L. HANSON
OUTLINE
CHAPTER X : CHILD ACCOUNTING IN THE SUNDAY SCHOOL
I. Source of Data
II. Source of Pupils
(a) Native or Foreign Born
(b) Rural or Urban
III. Sex- and Age-Distribution
(a) Sex
(b) Age Distribution
IV. Elimination from the Sunday School
V. Church Relationship of Pupils
VI. Organized Classes
VII. Attendance Statistics
(a) Number of Sundays the Sunday Schools are in Session
Annually
(b) Regularity of Attendance and Effect of Graded Lessons
upon Attendance
(c) Attendance upon Rural and Urban Sunday Schools
VIII. Distribution of Enrollment
IX. Regulations Regarding Membership in the Sunday Schools
X. Brief Summary of Significant Facts
CHAPTER XI: RECORDS AND REPORTS
I. Form of Records Used
II. Use of Statistical Data Made by Schools
III. What Pupil Data are Recorded
IV. How the Pupil Data are Recorded
V. Evaluation of Pupil Data
VI. Brief Summary of Significant Facts
1273]
PART FOUR: CHILD ACCOUNTING IN
THE SUNDAY SCHOOL
Chapter X
CHILD ACCOUNTING IN THE SUNDAY
SCHOOL
/. Source of Data
The data on which this study is based were secured by
the use of a question-blank filled out by the Sunday school
pupils under 25 years of age in seven cities and two counties
in Indiana. The usual plan followed by the surveyor in having
these blanks filled out was, by arrangement with the superin-
tendent of the Sunday school, to have the pupils answer the
questions on the blank, under the personal supervision of the
surveyor, during a part or the whole of a Sunday school
session.
Little difficulty was experienced in having the blanks filled
out fully and accurately by the older pupils present at these
sessions; but there was considerable difficulty with pupils un-
der 8 or 9 years of age. Three reasons account for this :
Very young children lacked the desired knowledge of facts
regarding themselves ; the average child under eight years of
age could not write with sufficient speed or legibility; and no
adequate record system, giving the necessary data regarding
the pupils enrolled, had been kept by either the secretary or
the teachers of the Sunday school.
This situation necessitated the adoption, for the young
pupils, of different methods of filling out the blanks. The
following were the methods most generally used : ( i ) Volun-
[275]
RELIGIOUS EDUCATION OF PROTESTANTS
teers from among the older pupils went with the younger
children to the homes of these younger children where the en-
tries in the blanks were made by the parents. (2) A child was
given a blank to take home, with the request that it be returned
filled out on the following Sunday. (3) Many of the teachers,
impressed by the value of the detailed information asked for
on the blank, undertook to get the data for each of her pupils
during the week following by use of the telephone, or by per-
sonal visit to the home of the child. (4) Failing in these
methods, the surveyor personally telephoned, or visited the
homes of as many of these children as possible, in order to
get authentic information.
RELIABILITY OF DATA
Every effort was made to get accurate data regarding each
pupil; both surveyors and teachers being instructed to leave
the questions on a pupil's blank unanswered unless the source
of the answer was either the pupil, in the case of an older
pupil, or the parent, or the record of the teacher or secretary.
To what extent these instructions were followed can be in-
ferred from the fact that while 27,849 different pupil-blanks
were returned by the surveyor, 7,251 or 26 pfir cent, had
nothing written on them besides the name and sex of the
pupil. In a large percentage of these 7,251 cases, the teacher
could have answered the questions from "hearsay informa-
tion" ; but did not do so because of the insistence of the
instructions for reliable data.
An effort was made to check the reliability of data secured.
When the blanks had been returned to the main office, a 4 per
cent, random sampling was made of all these blanks. The
blanks were filed under the major divisions of city or county.
Within these major divisions the blanks were filed alphabeti-
cally according to the denomination of the Sunday school.
Beginning with the first file, every 25th blank was taken out
of the files and a copy made of its answers under the follow-
ing heads :
[276]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
a. City.
b. Denomination of Sunday school.
c. Name of pupil.
d. Sex.
e. Date of birth.
f. Age last birthday.
g. Grade in school.
h. Occupation of father.
The 4 per cent, sampling gave a total of 1,117 pupil blanks
to be used for checking the above answers. It was, of course,
impossible personally to look up the parents of each child to
verify these answers; but recourse was had to the public
school census cards kept on file in the office of the city superin-
tendent of public schools or the county superintendent of
schools in each of the cities and counties surveyed. Of the
1,117 pupil-blanks, the investigator was not able to locate
316, or 28.3 per cent. This was owing to two major causes;
inability to identify the pupil through misspelling of the
pupil's name; and a system of filing the school census cards
of pupils attending rural public schools which was so inade-
quate as to make it necessary to spend an inordinate amount
of time in searching for the right card.
Of the 801 pupil-cards located, representing a 3 per cent,
sampling of the total number of pupil-blanks returned, it was
found that no adequate check could be had with the public
school census on either the occupation of the father, or on
the grade in school of the pupil, since the enumerators were
not required by law to make a record of these facts and only
occasionally did so. In the case of five cities and one county,
the investigator was given access to the public school record
cards of the individual pupils ; and was able in many instances
to verify data regarding pupils whose names were not found
among the school census cards. The detailed results of check-
ing the reliability of the data concerning the ages of the pupils
will be found under the section headed "Sex and Age Distri-
bution," on page 282.
The conclusions regarding the reliability of the data may
be summarized as follows: Considering the data as a whole,
[277]
RELIGIOUS EDUCATION OF PROTESTANTS
or for any large unit such as a city or county, the tabulations
of the facts gathered represent the real situation in the regions
surveyed. If any small unit is taken, such as a single church,
the tabulations may not represent the exact situation. This is
true because it is only when we have a large number of cases
that the errors of the replies tend to offset one another. As
an example, take the case of the replies to the question, "What
was your age on last birthday?" The tendency of the child
to report himself as ten years old because he is accustomed
to say, "I'm going on ten," is offset by the fact that the child
who has just passed his eleventh birthday is apt to report him-
self as ten years old because of the habit established during
the past year. In the case of errors which are "cumulative,"
such as those arising out of the difficulty experienced in secur-
ing replies from pupils too young to write, special care was
taken to counteract them by various methods already ex-
plained. (For further discussion of this question see page
288 under "Age Distribution.")
//. Source of Pupils
Native or Foreign Born. The pupil enrolled in the
Indiana Sunday schools covered by this survey are al-
most wholly native-born. Out of the 19,842 pupils reporting
on nativity, only 167, or eight-tenths of one per cent., reported
themselves as being of foreign birth. This figure agrees
quite closely with the condition throughout the state as
reported by the U. S. Federal Census for 1920. From
the figures available at this date there were on January
I, 1920, about three to five months previous to the date of
this religious survey, 861,365 persons 5-20 years of age in-
clusive in the state, of which 10,279, or 1.2 per cent., were
foreign-born whites. Considering the two counties and the
remaining five cities covered by this survey, we have a total
of 166,722 persons under 21 years of age of which 2,614, or
1.5 per cent,, are foreign-born whites. Since 70 per cent,
of the foreign-born population of Gary and 35 per cent, of
the foreign-born population of Indianapolis come from coun-
[278]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
tries in which the Catholic faith is dominant, one is justified
in assuming that the 167 out of 19,842 pupils who report them-
selves of foreign birth represent, with a fair degree of accu-
racy, the hold of the Protestant Sunday schools over foreign-
born whites in Indiana.
Rural or Urban. Of the total number of Sunday
school pupils returning question-blanks — that is, 27,849 pupils
— only 4,566, or 16.4 per cent., attended Sunday schools in
rural communities. This means that for the regions surveyed,
only one pupil out of every six returning question-blanks at-
tended a Sunday school which was in the open country or in an
incorporated place of less than 2,500 inhabitants. It does not
necessarily follow, however, that all of the other five out of
every six pupils lived in an urban community. Indeed a rapid
inspection of the original blanks shows that many of them gave
their fathers' occupation as "farmer"; and the natural conclu-
sion is that the greater number of those who did, lived on farms.
Lack of resources, however, prevented a tabulation of these
cases for the purpose of getting the exact percentage. On the
other hand, it was seldom the case, if ever, that a pupil was
found who was a regular attendant of a rural Sunday school
but who lived in an urban community.
The proportion stated above — i pupil out of 6 surveyed,
attending a rural Sunday school — is not the same ratio as
that existing between the rural and urban population for the
entire state of Indiana. This relationship is shown by the
figures for the 1920 Federal Census which are given below:
Urban and Rural Population of Indiana for 1920
Per Cent, of
Class of Places Total Population
Urban territory 50.6
Rural territory 49.4
Cities and towns of less than 2,500 population lo.i
Other rural territory 39.3
This disagreement in the proportion between the urban and
rural population of the state and the proportion found in the
survey does not invalidate the findings of the survey. It
[279]
RELIGIOUS EDUCATION OF PROTESTANTS
simply indicates that in this one respect the extent of the
survey was not sufficient to represent the entire state.
When we consider the two counties surveyed we find a
much closer agreement. The rural population of these two
counties, Jefferson and Clinton, is given by the U. S. Census
of 1920 as 30,150 persons. The total population of these two
counties was 48,446. This fixes the proportion of persons
living in rural communities in these two counties as 62.2 per
cent, of the total population; and the proportion of the urban
population as 37.8 per cent. The population of these two
100%
Total Population
Population under 25
Sunday School
Enrollment
Chart XXVII — The Percentage of Population Living in Rural and
Urban Communities for Two Indiana Counties, Compared
WITH the Percentages Which the Rural and Urban
Sunday School Enrollments Are of the Total
Sunday School Enrollment in These Same Counties.
counties under 21 years of age was 17,980, of which 11,664
lived in rural communities and 6,346 in urban communities.
The estimated number ^ of persons 21 years of age and up
to and including those 24 years of age, in rural communities,
was 2,199, making the number under 25 years of age in rural
communities 13,863. For urban communities, the estimated
number of persons 21-24 years of age inclusive was 1,106,
making a total of 7,462 persons under 25 years of age. The
total number of blanks returned by pupils in rural Sunday
schools was 4,566, or 32.9 per cent, of the total rural popula-
tion under 25 years of age. On the other hand, 3,073 pupils
* The Federal Census figures available at this date do not give the num-
ber of persons under 25 years of age, but do give the number under 21
years of age and the number from 25-44 inclusive. Using these figures
and the age distributions for 1910, the above figures were computed.
[280]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
returned blanks from the urban Sunday schools, or 41.2 per
cent, of the total urban population within the same age limits.
Chart XXVII shows graphically, for these two Indiana coun-
ties, the close agreement between the ratio of urban to rural
population, and the ratio of the number of urban to the
number of rural Sunday school pupils surveyed.
The conclusion from these figures may be stated briefly as
Urban
Population
Under 25
Rural
Population
Unp£R 25
^^^ In Sunoav Schools
BH Not in Sunday Schools
Chart XXVIII — The Number and Percentage of the Rural and
Urban Population Under 25 Years of Age Enrolled in
Sunday Schools in Two Indiana Counties.
follows : In urban communities, the Sunday schools enroll
virtually two out of every five persons under 25 years of age,
while in rural communities the Sunday school enrolls only one
out of every three persons. In other words, out of every
15 persons within its area the urban Sunday school enrolls
six ; while the rural Sunday school, in its area, enrolls five per-
sons. It should be kept in mind, however, that we do not
know the percentage of persons under 25 years of age living
in rural communities who attend urban Sunday schools. If
we knew this percentage, the 8.5 per cent, difference in favor
of the drawing power of the urban Sunday school from urban
territory might be altogether overcome.
[281]
RELIGIOUS EDUCATION OF PROTESTANTS
Chart XXVIII shows in a striking manner the relative
numbers of persons under 25 years of age in rural and urban
communities who are not enrolled in Sunday schools.
///. Sex and Age Distribution
SEX DISTRIBUTION
In both urban and rural communities in Indiana, the Sun-
day schools attract boys less than they attract girls. This
fact has been known for some time ; but the degree to which
RURAL
URBAN
Chart XXIX — The Percentage, the Male Enrollment, and the
Female Enrollment Respectively Are, of the Total
Enrollment in Rural and Urban Sunday Schools.
the enrollment of girls has exceeded the enrollment of boys
has generally been much over-estimated. Table LXIX shows
the enrollments of both rural and urban Sunday schools dis-
tributed with respect to males and females.
TABLE LXIX — 27,849 INDL\NA SUNDAY SCHOOL PUPILS
DISTRIBUTED WITH REFERENCE TO SEX OF PUPIL
AND RURAL OR URBAN SUNDAY SCHOOL IN
WHICH THE PUPIL IS ENROLLED
Enrollment of Pupils in
both rural and
Sex urban schools
Number Per Cent.
Both sexes 27,849 100
Males 12,209 43.8
Females 15,640 56.2
RURAL SCHOOLS
Number Per Cent.
4,566 100
2,089 457
2,477 54-3
urban SCHOOLS
Number Per Cent.
23,283 100
10,120 43.S
13,163 56.5
[282]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
Chart XXIX presents these same facts graphically.
In this chart is portrayed the conditions in all of the com-
munities surveyed. It shows that in all of the urban Sunday
schools the girls exceed the boys by 13.0 per cent., while in
the rural Sunday schools the girls exceed the boys by only
8.6 per cent.
TABLE LXX — RURAL POPULATION UNDER 2^ YEARS OF
AGE IN CLINTON AND JEFFERSON COUNTIES DIS-
TRIBUTED AS TO SEX AND ENROLLMENT
IN SUNDAY SCHOOLS
Sex
Males . . .
Females.
Rural Communities
Population Under
25 Years of Age
7,031
6,832
Number
Enrolled in
Sunday Schools
2,089
2,477
Percentage
of Population
Under 25
Enrolled in
Sunday Schools
29.7
34-8
This larger enrollment of girls than of boys in both rural
and urban Sunday schools is not due to a preponderance of
girls in the population under 25 years of age in the regions
surveyed, but to the fact that actually a larger percentage of
the girls living in those communities is enrolled. This is best
shown by the analysis of the population under 25 years of age
in the two counties surveyed. The facts are given in Table
LXX and Table LXXI.
TABLE LXXI — URBAN POPULATION UNDER 25 YEARS OF
AGE IN CLINTON AND JEFFERSON COUNTIES DIS-
TRIBUTED AS TO SEX AND ENROLLMENT
IN SUNDAY SCHOOL
Sex
Males . . .
Females.
Population Under
25 Years of Age
3,706
3,756
Enrolled in
Sunday Schools
1,301
1,755
Percentage
of Population
Under 25
Enrolled in
Sunday Schools
35-1
46.7
From these tables we have the following facts concerning
the population under 25 years of age in these two counties
and its relation to the Sunday schools within their boundaries :
[283]
RELIGIOUS EDUCATION OF PROTESTANTS
( 1 ) In rural communities, only 29.7 per cent, of the boys
are enrolled in Sunday schools, as compared with 34.8 per cent,
of the girls; that is, 5.1 per cent, more girls than boys are
enrolled.
In urban communities, 35.1 per cent, of the boys, and
46.7 per cent, of the girls, are enrolled in Sunday schools,
or 1 1.6 per cent, more girls than boys.
(2) The Sunday schools in rural communities enroll 29.7
per cent., while the Sunday schools in urban communities
enroll 35.1 per cent, of the boys, or urban Sunday schools
enroll 5.4 per cent, more boys than do the rural Sunday
schools.
The Sunday schools in rural communities enroll 34.8 per
cent., while the Sunday schools in urban communities enroll
46.7 per cent, of the girls, or urban Sunday schools enroll
1 1.9 per cent, more girls than do the rural Sunday schools.
We may conclude then — neglecting the boys and girls who,
living in rural communities, are enrolled in urban Sunday
schools — that approximately 6 out of every 20 boys, and 7
out of every 20 girls living in rural communities are enrolled
in Sunday schools; and that 7 out of every 20 boys and 9 out
of every 20 girls living in urban communities are enrolled
in Sunday schools.
AGE DISTRIBUTION
As stated above, the reported ages of the pupils was made
a matter for special investigation in order to determine the
reliability of the answers to the question of age. Ultimately,
the purpose was to obtain an accurate age-distribution of
the Sunday school pupils. The inability of the investigator
to locate all of the names of the Sunday school pupils in the
files of the public school census or the public school records
makes it impossible to present a 5 per cent, sampling com-
pletely checked as to age, but sufficient names were found
to make it possible to present a 3 per cent, sampling. (See
pages 276 and 2^^ for the detailed description of the method
of sampling.)
[284]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
In Table LXXII is shown the 20,598 rural and urban
Sunday school pupils distributed by ages, together with the
distribution of the 801 pupils whose ages were checked by
the investigator against the public school census and records.
In each of these cases the percentages of children at each age
is shown in order that comparison may be made more readily
between the entire distribution and the distribution of the
validated ages.
TABLE LXXII — 20,598 INDIANA SUNDAY SCHOOL PUPILS
DISTRIBUTED WITH REFERENCE TO THEIR AGES RE-
PORTED ON THE QUESTION BLANK ARRANGED FOR
COMPARISON WITH 801 OF THE SAME PUPILS
(APPROXIMATELY A 3 PER CENT. SAMPLING)
WHOSE AGES WERE CHECKED AGAINST THE
AGES GIVEN IN THE PUBLIC SCHOOL
CENSUS AND PUBLIC SCHOOL
RECORDS
Three Per Cent.
Age in Years Total Group Sampling
Number Per Cent. Number Per Cent.
Totals 20,598 100 801 100
Less than i 0 0. o 0.
1 year* 15 .07 0 o.
2 years 145 .7 o o.
3 " 448 2.17 4 .5
4 " 768 3.73 5 ■(>2
5 " 1,068 5.17 42 5.22
6 " 1,197 S-8i 47 5-8i
7 " 1,342 6.51 63 7.81
8 " 1,488 7.22 53 6.56
9 " 1,512 7.34 61 8.22
10 " 1,589 7.71 64 7-93
11 " 1,668 8.04 66 8.11
12 " 1,700 8.25 83 10.20
13 " 1,442 7.00 72 8.92
14 " 1,392 6.75 53 6.56
15 " 1,119 5-43 44 5-45
16 " 910 4.41 45 5-57
17 " 756 367 29 3.59
18 " 567 2.75 30 3.71
19 " 393 1-90 21 2.60
20 " 350 1.69 10 1.24
21 " 253 1.22 3 .37
22 " 192 .93 2 ,25
23 " 162 .78 2 .25
24 " 122 .59 2 .25
^ I year means i.oo up to 1.99 years; 2 years means 2.00 up to 2.99 years; etc.
[285]
RELIGIOUS EDUCATION OF PROTESTANTS
It should be kept in mind that the percentages given above
do not represent the percentage which any one-year age-group
is of the total Sunday school enrollment, but only of the enroll-
ment of pupils under 25 years of age.
With the exception of the percentages of children enrolled
at 5 years of age and at 12 years of age, there is a fair agree-
3
-I
o
0 I 2 3 4 5 6 7 8 9 K) II 12 13 14 15 16 17 13 192021 22232^25
Years of Aoe
Indiana Sunday School Pupils
E.Orange and Washington S.S. Pupils
3% Sampling - Validated Ages
Chart XXX — 20,598 Persons Under 25 Years of Age Enrolled in
Indiana Sunday Schools Distributed by Ages, Compared With
Age Distribution in East Orange and Washington Survey
and With the 3 Per Cent Sampling of Validated Ages.
ment. As explained before, the school census does not record
children who are under 5 years of age, so no check could
be had on these children. As to the difference between the
percentages of the 12-year-old group, no satisfactory explana-
tion can be given. However, it must be stated that a 3 per
cent, sampling is not sufficient to give a true picture of actual
conditions as respects the ages of the pupils. Furthermore,
it should be remembered that 316 of the 1,117 pupils were not
located in the census or public school records; so that it was
impossible to validate the ages of these children. As explained
[286]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
above, a considerable number would be among those under 5
years of age; but it is also reasonable to suppose that with
the increased sampling which the location of these 316 pupils
would have given, the percentage distribution of the "sam-
pling'' would have agreed more nearly with that obtained from
the total group of 20,598 pupils.
One other fact should be stated with regard to the fre-
quency with which the investigator located pupils of certain
ages. The compulsory attendance laws of Indiana require
children between the ages of 7 and 15 inclusive to attend
1500-
1250-
Z 1000-
£
750-
500
250-
0..
J
-1500
-1250
-1000
-750
-500
■^50
123456789 10 II 12 B 14 1516 17 18 19 2021 2223 24
Years of Aoe
Chart XXXI — Age Distribution of 20,598 Indiana Sunday School
Pupils.
school for a certain period each year. In those ages, there-
fore, the school census records are more accurate than in
the ages above 15 or below 7 years.
The only other attempt to get an age-distribution of the
enrollment of Sunday school pupils under the age of 25 is
reported in the Encyclopedia of Sunday Schools and Religious
Education, by Marjorie J. Jones, under the title, "Loss in
Sunday School Attendance." The writer reports that a census
of the children, by ages from 4 to 18 years, present in the
Sunday schools of East Orange, N. J., and in those of the
state of Washington, was taken on a particular Sunday.
While the exact figures showing the number of children
[287]
RELIGIOUS EDUCATION OF PROTESTANTS
of each age present on the Sunday in question are not given,
a graph is shown which enables the numbers of pupils of each
age to be computed. Chart XXX compares the distribu-
tion of Sunday school pupils obtained from the Indiana sur-
vey with that reported by the Encyclopedia of Sunday Schools
and Religions Education in the surveys of East Orange,
N.J., and the state of Washington. It will be observed that
the two curves are quite similar in their general form, though
they do not agree as to the age at which the most pupils are
found in the Sunday schools. The Indiana survey found that
more pupils were enrolled at 12 years of age, while the other
survey found that more pupils were enrolled at 10 years
of age.
As stated before, the attempt to validate the pupil data as
to age shows that for any small unit, such as the single church,
the age-distribution will not hold, but that the age-distribution
will be accurate for any large number of churches because
the errors in reporting ages will compensate one another.
This is shown by Table LXXIII, comparing the number of
pupils who reported themselves as older with those who re-
ported themselves as younger than they really are.
TABLE LXXIII — 187 SUNDAY SCHOOL PUPILS WHO REPORT
THEIR AGES INCORRECTLY, DISTRIBUTED WITH
RESPECT TO WHETHER OR NOT THEY ARE
OLDER OR YOUNGER THAN THE
REPORTED AGE
Number Per Cent.
Total reporting ages incorrectly 187 100.
Number reporting themselves older than correct age 91 48.7
Number reporting themselves as younger than cor-
rect age 96 51-3
Number of pupils i year older than reported 74 39.5
Number of pupils i year younger than reported 86 46.0
Number of pupils 2 years older than reported 17 9.2
Number of pupils 2 years younger than reported 10 5.3
Taking the group as a whole, it appears that the tendency
to report themselves older than they really were was no
stronger than the tendency to report themselves younger.
This was found to be true of pupils at all ages, though there
were not enough cases at each age really to justify a stronger
statement than the one just made.
[288]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
TABLE LXXIV— AGE AND SEX OF 20,598 INDIANA SUNDAY
SCHOOL PUPILS IN RURAL AND URBAN
COMMUNITIES
Totals
Per
Number Cent.
Total pupils re-
porting age. . . 20,598 100.
Age of Pupil in
Years
Less than i
I
10.
II.
12.
13-
14.
15-
16.
17-
18.
19.
20.
21.
22.
23-
24.
o
IS
145
448
768
068
197
342
488
512
589
668
700
442
392
1,119
910
756
567
393
350
253
192
162
122
Statistical Measures :
Median
Qi
Q3
.0
.07
.70
2.17
3-72
5-17
5.81
6.S1
7.22
7-34
7.71
8.09
8.25
7.00
6.75
5-43
4.41
3-^7
2.75
1.90
X.69
1.22
.93
.78
•59
11.4
8.1
14.8
Males Females
Per Per
Number Cent. Number Cent.
8,809
54
204
338
460
547
601
712
697
719
778
754
639
557
415
334
253
183
121
127
106
75
73
54
42.71 11,789 57-14
.04
.26
•99
1.64
2.23
2.65
2.91
3-45
3.38
3-49
3-77
3.66
3.10
2.70
2.01
1.62
1.23
.89
.59
.62
•51
.3(>
•35
.26
II. I
8.0
14-5
o
7
91
244
430
608
650
741
776
815
870
890
946
803
835
704
576
503
384
272
223
147
117
89
68
.0
•03
•44
1. 18
2.08
2.94
3-15
3-59
3.76
396
4.22
4-32
4-59
3-90
4-05
3A2
2.79
2.44
1.86
1.31
I.OI
•71
.57
•43
•33
ri.7
8.2
15-2
(27,849 pupils returned blanks, of which 20,598 pupils, or 73.96 per cent.,
reported their ages.)
Note. — Table LXXIV should be read as follows :
1,066 of the 20,598 pupils were 5 years of age, of which 460, or 2.23
per cent., of the total number reporting ages were males, and 608, or
2.94 per cent., of the total number reporting ages were females.
All percentages following the number of males and females of each
age are figured on the total number reporting ages — 20,598 — as a base.
Table LXXV and LXXVI should be read similarly.
[289]
RELIGIOUS EDUCATION OF PROTESTANTS
In view of the above facts brought out in the validation
of the ages of the pupils in the 3 per cent, sampling, we can
conclude that (i) the age-distribution in such a large group
— 20,598 pupils — represents the actual age-distribution, be-
cause whatever errors occur in reporting ages in one direction
TABLE LXXV — AGE AND SEX OF 16,704 INDIANA SUNDAY
SCHOOL PUPILS IN URBAN COMMUNITIES
Totals Males Females
Per Per Per
Number Cent. Number Cent. Number Cent.
Total pupils re-
porting age. .. 16,704 100. 7,033 69.50 9,671 73.46
Age of Pupil in
Years
Less than i o .0 o .0 o .0
1 2 .01 o .0 2 .01
2 105 .63 37 -22 68 .41
3 324 1-93 149 .89 175 1-04
4 617 3.69 262 1.56 355 2.13
S 90s 540 381 2.28 524 3-12
6 98s 5-89 453 2.71 532 3.18
7 1,118 6.69 489 2.92 629 3.77
8 1,243 7.44 604 3.61 639 3-83
9 1,282 7.67 586 3.50 696 4.17
10 1,340 8.02 610 3-6s 730 4-37
II 1,413 8.46 641 384 772 462
12 1,432 8.57 622 3.72 810 4.85
13 1,204 7.20 536 3.20 668 4.00
14 1,127 6.74 455 2.72 672 4.02
IS 886 5-30 316 1.89 570 341
16 685 4.10 238 1.42 447 2.68
17 587 3-51 188 1.12 399 2.39
18 402 2.40 116 .69 286 1.71
19 303 1.81 81 .48 222 1.33
20 236 1.41 76 .45 160 .96
21 166 .99 53 -31 113 ..68
22 139 -83 53 -32 86 .51
23 112 .62 45 -27 67 .40
24 92 .55 42 .25 50 .30
Statistical Measures :
Median 11.3 10.9 ".6
Qi 8.1 8.0 8.2
Qz 141 13.8 15.0
(23,283 pupils returned blanks, of which 16,704, or 71.73 per cent.,
reported their ages.)
Note. — See instructions for reading Table LXXIV.
[290]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
are compensated for by equivalent errors in the opposite
direction.
Table LXXIV shows the age-distribution of pupils attend-
ing Sunday schools.
Table LXXV gives the distribution of the pupils attend-
ing urban Sunday schools, and Table LXXVI gives the same
TABLE LXXVI — AGE AND SEX OF 3,894 INDIANA SUNDAY
SCHOOL PUPILS IN RURAL COMMUNITIES
Totals Males Females
Per Per Per
Number Cent. Number Cent. Number Cent.
Total pupils re-
porting age... 3,894 100. 1,776 45.49 2,118 54.37
Age of Pupil in
Years
Less than i o .0 o .0 o .0
1 13 .33 8 .21 5 .12
2 40 1.02 17 .43 23 .59
3 124 3.18 55 1.41 69 1.77
4 151 Z-^7 76 1.95 75 192
5 163 4.18 79 2.02 84 2.16
6 212 5.44 94 2.41 118 3.03
7 224 5.75 112 2.87 112 2.88
8 245 6.29 108 2.77 137 3.52
9 230 5.90 III 2.85 119 3.05
10 249 6.39 109 2.79 140 3.60
II 255 6.54 137 3.51 118 3.03
12 268 6.88 132 3.38 136 3.50
13 238 6.11 103 2.64 135 3.47
14 265 6.80 102 2.61 163 4.19
IS 235 5.98 99 2.54 134 3.44
16 225 5.77 96 2.46 129 3.31
17 169 4-34 65 1.66 104 2.68
18 165 4.23 67 1.72 98 2.51
19 90 2.31 40 1.02 50 1.28
20 114 2.92 51 1.30 63 1.62
21 87 2.23 53 1.36 34 .87
22 53 1.36 22 .56 31 .80
23 50 1.28 i8 .71 22 .57
24 30 .77 12 .31 18 .46
Statistical Measures :
Median 12.1 11.7 12.4
Qi 8.2 8.0 8.2
Q3 16.1 15.9 16.1
(4,566 pupils returned blanks, of which 3,894 pupils, or 85.28 per cent.,
reported their ages.)
Note. — See instructions for reading Table LXXIV.
[291]
RELIGIOUS EDUCATION OF PROTESTANTS
facts for the pupils attending rural Sunday schools. These
tables show (i) a tendency of urban Sunday schools to enroll
more boys and girls of the public school ages, 6 to 13 years,
than do the rural schools. Beyond the age of 14, the per-
centage of boys enrolled in rural Sunday schools is higher
than in the urban schools. The influence of the public school
seems to be marked in the case of the urban group of Sunday
schools, especially during the compulsory attendance ages,
7 to 15 years inclusive. The rapid rise of the curve up to
2 200
( 2 3 4 5 6 7 8 9 10 II 12 13 1415 16 17 18 19202122 2324
Years of Aqe
Chart XXXII — 16,704 Indiana Sunday School Pupils in Urban Com-
munities Distributed With Reference to Age and Sex of Pupils.
the age of 12 years, as shown in Chart XXXII, indicates
that the Sunday school not only attracts but holds its pupils
during this period.
In the urban Sunday schools, the tendency to break away
comes in the thirteenth year, about a year before those pupils
who have completed the eighth grade in the public schools
are allowed to leave school and engage in some employment.
Following this is a year when the elimination from the Sunday
school is not so great — probably corresponding to the period
of additional attendance on public schools required of those
who have not completed the eighth grade — and then a rapid
drop in the curve, showing a very rapid elimination of pupils
from the Sunday schools in urban communities.
[292]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
Chart XXXIII shows the relative number of males and
females of the different ages in rural Sunday schools. The
total number of pupils returning question blanks is not suffi-
cient to "smooth out" the curve. Nevertheless the distribution
is similar to that of urban schools.
The age of maximum enrollment of boys is ii in both
the urban and rural Sunday schools. For girls, the age of
maximum enrollment is 12 in urban Sunday schools and 14 in
rural Sunday schools.
200
200
I 2 3 4 5 6 7 8 9 10 11 12 13 14- 15 16 17 18 1920 21 22324
Years of Age
Chart XXXIII — 3,894 Indiana Sunday School Pupils in Rural
Communities Distributed by Age and Sex of Pupils.
IV. Elimination from the Sunday School
It has long been recognized that the "teen" age is the age
for dropping out of Sunday school. Just how many are
eliminated has not been known and can not be known until
more accurate and detailed pupil-records, covering a period
of years, are available for study.
In the public school field, several critical studies have been
made of this problem, though not for the state of Indiana.
One study is presented here in order that some idea may be
had of the relative elimination in the public and Sunday
schools. In making this comparison, however, one fact should
be kept in mind; attendance upon the public schools is com-
[293]
RELIGIOUS EDUCATION OF PROTESTANTS
pulsory within certain ages. No such compulsion operates
in the case of the Sunday school.
In Chart XXXIV is shown the curve for percentage of
public school children retained in the public schools/ together
with the percentage of Sunday school pupils retained in the
100
80
60
*-
40
i
20
0
■*;
^
<
\-
>
\
\
V
•^••.
>.
\
S
"s
100
80
60
40
20
5
o
£
9 10 1112
13 14 15 16 17
Years of Agc
18 19 20 21 22
LeoENo:
Public School Children (After ThorndiKe) "■
Sunday School Pupils Onoiana} Males — — - — -.-.
Sunday School Pupils Qnoianaj Females •• ••••«
Sunday School Pupjls ^noiana) Both Sexes— •—«—
Chart XXXIV — Amount of Elimination With Respect to Age in
Public Schools and in Indiana Sunday Schools.
Sunday schools surveyed. It must be kept in mind that the
percentage of pupils at each age retained in the Sunday schools,
as shown by the chart, is greater than the actual retention.
The reasons for this are several. In computing the percentage
of children retained at any age, we use the following formula :
Number of children of any age
Number of children in maxi-
mum age-group
Per cent, of children retained.
Since in this case the number of boys and girls enrolled is
greatest at the age of 12, we use that figure for the maximum
age-group. There is an error, of course, in using this figure.
* After Thorndike, 1907.
[294]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
It is always too small ; therefore the per cent, retained is al-
ways too large. The figure used for the maximum age-group
is too small, because it does not take into account the elimina-
tion of pupils that has occurred for various causes before
the twelfth birthday. Some pupils will always drop out before
the twelfth year for such reasons as sickness, death, loss of
interest in the Sunday school, removal from the community
and the like. Furthermore the use of the figure given above,
even though no elimination occurred before the 12th year,
would be wholly justified only in a community with a sta-
tionary population. In a growing community there is a con-
stant recruiting of pupils at the different ages, which tends to
conceal the dropping out of pupils; while in a community
which is decreasing in population the Sunday school appears
to have an abnormal loss of pupils. No attempt has been
made to correct these errors in the number of children in
the maximum age-group, as it involves a rather complicated
statistical procedure. Consequently, it is necessary to remem-
ber, when reading the conclusions below, that the elimination
of the Sunday school is not exaggerated, but understated.
By referring to the chart we see that for boys, the curve
of the per cent, of children retained follows rather closely the
curve for public school pupils, until the fourteenth year. After
that the public school elimination is greater. In the Indiana
Sunday schools, by the fourteenth year, 25 per cent, of the boys
are eliminated ; by the eighteenth year, fully 75 per cent. ; and by
the twenty-second year 92 per cent. With the girls it is prob-
able that only 12 to 15 per cent, are eliminated at the age of
14; 61 per cent, at the age of 18; and 88 per cent, when
the age of 22 is reached. In other words, out of every twelve
boys in the Sunday school at eleven years of age, at least 3
have dropped out by the age of fourteen, 9 by the age of
eighteen, and 11 by the age of twenty-two. In the case of
the girls, out of every eight girls at twelve years of age, i
has dropped out by the age of fourteen, 5 by the age of
eighteen, and 7 out of 8 by the age of twenty-two.
From what groups of pupils do these losses come? This
question is discussed under the following heading:
[295]
RELIGIOUS EDUCATION OF PROTESTANTS
V. Church Relationship of Pupils
Any study of the relationship between individuals and
the church is rendered difficult by the various interpretations
placed upon church membership. The great majority of the
younger children in the Sunday school, and a considerable
number of the young people, do not have a clear conception
of the meaning of church membership. The younger chil-
dren, and some of the older as the surveyors learned in secur-
ing answers to these blanks, confuse the baptismal service
in many cases with that of uniting with the church. In com-
munities having churches which regard the children of parents
who are members of church as being born into the church, we
find this idea spreading to the other children of the com-
munity. Again, it was found that "belonging to a Sunday
school which meets in a certain church building," carries with
it, to the child mind, the idea of belonging to the church itself.
Under the headings, "Source of Data' and "Reliability of
Data' will be found a discussion of the methods used by the
surveyors to check the answers, and secure the true facts
relative to each pupil.
In Tables LXXVII, LXXVIII and LXXIX will be found
the detailed distribution of those Sunday school pupils who
answered the questions as to their relation to the church. In
these three tables the distribution is given by single years and
for boys and girls separately.
From these tables it will be seen that a larger percentage
of the urban Sunday school pupils — both boys and girls — re-
port themselves as members of church than do rural Sunday
school pupils. In rural schools 6i per cent, of the boys, and
52 per cent, of the girls report themselves as members of
"no church." In the urban schools 47 per cent, of the boys
and 42 per cent, of the girls report themselves as members
of "no church." Taking both sexes together, we find that in
rural Sunday schools 56 per cent., and in the urban schools
44 per cent., report themselves as members of "no church."
[296]
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[299]
N
RELIGIOUS EDUCATION OF PROTESTANTS
The data given in Tables LXXVII, LXXVIII, and
LXXIX have been rearranged by presenting the number of
pupils who are members of "this church," "some other
church," and of "no church" by five-year age-groups instead
of one-year age-groups. This presentation shows more clearly
the tendencies or trends of church relationship as the age of
the pupils increases.
TABLE LXXX — 12,145 PUPILS IN INDIANA URBAN SUNDAY
SCHOOLS DISTRIBUTED WITH RESPECT TO AGE
(BY 5- YEAR AGE-GROUPS) AND THEIR
RELATION TO THE CHURCH
Age-Group
Totals.. 12,145
Under 5 years 463
5.0- 9.9 years 2,895
10.0-14.9 years 5,428
1 5.0-19.9 years 2,646
20.0-24.9 years 713
Number Reporting Themselves as
Members
OF
'No Church"
"This Church"
"Some 0th
Church"
5,320
5,892
933
418
2,134
2,161
526
81
41
661
2,862
1,815
513
4
100
405
30s
119
TABLE LXXXI — 2,777 PUPILS IN INDIANA RURAL SUNDAY
SCHOOLS DISTRIBUTED WITH RESPECT TO AGE
(BY 5-YEAR AGE-GROUPS) AND THEIR
RELATION TO THE CHURCH
Number Reporting Themselves as
Members
OF
Age-Group
"Some Other
"No Church"
"This Church"
Church"
Totals..
2,777
1,554
1,059
164
Under 5 years
155
147
8
0
5.0- 9.9 years
629
587
40
4
10.0-14.9 years
960
575
337
48
15.0-19.9 years
741
215
463
63
20.0-24.9 years
290
30
211
49
Charts XXXV, XXXVI and XXXVII show these same
facts in graphic form. From these tables and charts it will
be readily seen that for both boys and girls, as the ages of
the pupils increase, we find an increasing tendency for the
Sunday school enrollment to consist of persons who report
themselves as either members of "This church" or of "Some
[300]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
other church." In the age-groups under lo years, as we would
normally expect, only about 4 to 7 per cent, of the rural school
pupils are reported as members of church; while a much
higher proportion (21 per cent.) of the urban school pupils
are reported as members. In the 10- 14.9 years age-group, we
have in the rural schools 40 per cent., and in the urban schools
60 per cent., of the pupils reporting themselves as members
of church. These percentages increase for both rural and
urban Sunday schools as the ages increase, so that in the
100%
5-10 10-15 15-20
Years of Age
20-25
Chart XXXV — Percentage of Pupils, Under 25 Years of Age, in
Urban Sunday Schools, Who Report Themselves as Members
OF "No Church," "This Church," or "Some Other Church."
20.24.9 years age-group we have, in the rural schools 88 per
cent., and in the urban schools 89 per cent., of the pupils
enrolled at these ages reporting themselves as members of
church.
We also find that there is an increasing tendency for pupils
to attend Sunday schools other than those maintained by the
churches of which they are members. This tendency is slightly
greater in the case of urban school pupils than in that of rural
pupils; also greater with respect to girls than with boys.
These percentages range from approximately i per cent, in
the 5-9 year age-group, to 16 per cent, in the 20-24.9 age-
[301]
RELIGIOUS EDUCATION OF PROTESTANTS
0-5 5-10 10-15
Years of Age
15-20 20^25
Chart XXXVI — Percentage of Pupils, Under 25 Years of Age, in
Rural Sunday Schools Who Report Themselves as Members
OF "No Church," "This Church," or "Some Other Church."
group, in both the rural and urban Sunday schools. Taking
all age-groups, approximately 6 per cent, of the pupils of
rural Sunday schools and 8 per cent, of the pupils of urban
Sunday schools attend a Sunday school maintained by a
RURAL
URBAN
Males Females
Males Females
Chart XXXVII — Percentage of Male and Female Sunday School
Pupils Under 25 Years of Age in Rural and Urban Commu-
nities Who Report Themselves as Members of "No
Church " "This Church," or "Some Other Church."
[302]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
church other than the one to which they belong. It is quite
striking that in both rural and urban Sunday schools one out
of every six pupils in the highest age-group studied (20-24.9
years) does not attend the Sunday school maintained by the
church to which he belongs.
From the above tables and charts it is clearly seen that as
the ages of the pupils increase, the larger is the percentage of
1200-^
13
16 17 18 19 20 21 22 23 24
Years of Aoe
I No Church ^^Some Other Church
This Church
Chart XXXVIII — Enrollment of Urban Sunday School Pupils of
Each Age from 12 to 24 Ye.'\rs, Distributed with Respect to the
Number of Each Age Who Roport Themselves as Members of
"No Church," "This Church," of "Some Other Church."
those who report themselves as members of church. At first
glance, this may appear to be wholly the result of the evange-
listic work of the Sunday school and church; but such a con-
clusion does not regard the fact that the enrollment of pupils
at each age rapidly increases after the twelfth year. What
these tables show very decidedly is that those pupils who have
not united with the church by the fourteenth year tend to
drop out in large numbers during the fourteenth year. After
the fourteenth year the elimination is from both groups, the
non-church members and the church members. Chart
XXXVIII presents this situation graphically.
[303]
RELIGIOUS EDUCATION OF PROTESTANTS
By following with the eye the lines connecting the tops
of the columns representing the number of pupils enrolled in
urban Sunday schools of each of these groups referred to
above — "non-church," members of "this church," and mem-
bers of "some other church" — one will readily see where the
elimination is taking place in the urban schools, and at what
ages. Just how great this elimination is from year to year,
and how much from each group, can not be exactly deter-
mined from the data at hand. To get these facts exactly,
one should have a large number of pupil-records covering a
series of years in the life of each pupil. Such facts were not
available in the regions surveyed in Indiana.
VI. Organized Classes
Considerable stress has been laid by various denominations
in the past few years on class organization. This survey
shows that while organized classes are fairly strong in the
urban schools, the majority of pupils in rural schools are in
unorganized classes. Approximately only i pupil out of 4,
in both rural and urban schools, is a member of an organized
class. Considering rural schools alone, out of 3,871 pupils
under 25 years of age reporting on this question, 707 — or 18
per cent. — were members of organized classes. In the urban
Sunday schools, out of 16,566 pupils under 25 years of age
reporting on this question, we have 4,682, or 28 per cent., en-
rolled in organized classes. Considering the relative size of
the urban and rural Sunday schools, with the greater oppor-
tunity for closer grading of a class as to age and the conse-
quent advantage to class organization, it appears that the dif-
ference in the percentage of pupils in organized classes in rural
and urban schools should be much greater.
In the following tables the ages have been grouped to corre-
spond to the departmental age-groupings approved by the
International Sunday School Association. This grouping is
made to show the more clearly the tendencies toward class
organization with increased age of pupils. In both rural
[304]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
TABLE LXXXII — AGES AND RELATIONSHIP TO ORGANIZED
CLASSES OF 20,437 INDIANA SUNDAY SCHOOL PUPILS
IN BOTH RURAL AND URBAN COMMUNITIES
Age-Group In Organized In Unorganized
OF Pupil Classes Classes
Reporting Number Per Cent. Number Per Cent.
0-3.9 years 601 4 .66 597 99.33
4, 5 1,822 19 1.04 1,803 98.96
6, 7, 8 3,997 170 425 3,827 95.7s
9, 10, II 4,733 679 14.34 4,054 85.63
12, 13, 14 4,510 1,737 38.51 2,773 61.49
15, 16, 17 2,752 1,541 56.0 1,211 44.00
18-24 2,022 1,239 61.27 783 38.73
TABLE LXXXIII — AGES AND RELATIONSHIP TO ORGANIZED
CLASSES OF 3,871 INDIANA RURAL SUNDAY
SCHOOL PUPILS
Age-Group In Organized In Unorganized
OF Pupil Classes Classes
Reporting Number Per Cent. Number Per Cent.
a-3.9 years 174 o .0 174 100
4, 5 311 o .0 311 100
6, 7, 8 677 24 3-54 653 96.45
9, 10, II 721 90 12.48 631 87.52
12, 13, 14 771 155 20.10 616 79.90
15, 16, 17 627 228 36.36 399 63.63
18-24 590 210 3559 380 64.40
TABLE LXXXIV — AGES AND RELATIONSHIP
CLASSES OF 16,566 INDIANA URBAN
SCHOOL PUPILS
Age-Group In Organized
OF Pupil Classes
Reporting Number Per Cent.
0-3.9 years 427 4 .93
4, 5 1,511 19 1-25
6, 7, 8 3,320 146 4-39
9, 10, II 4,012 589 14.68
12, 13, 14 3,739 1,582 42.31
15, 16, 17 2,125 1,313 61.78
18-24 1,432 1,029 71.85
TO ORGANIZED
SUNDAY
In Unorganized
Classes
Number Per Cent.
423 99.06
1,492 98.75
3,174 95.60
3,423 85.32
2,157 57.69
812 38.22
403 28.15
and urban schools this tendency is marked, though much more
so in the case of the urban Sunday schools.
In the two age-groups included in the ages 6- 11 years, the
percentage of pupils in organized classes is nearly the same in
both rural and urban Sunday schools. Above these ages, the
urban Sunday school rapidly tends towards class organiza-
[305]
RELIGIOUS EDUCATION OF PROTESTANTS
tion. In the 12-14-year age-group, three times as many pupils
are in the organized classes as in the 9- 11 -year age-group. In
the 15-17 year age-group, the percentage of pupils in organ-
ized classes is four times what it is in the 9-1 1 age-group;
and in the 18-24 year age-group the percentage of pupils in
organized classes is five times what it is in the 9- 11 -year age-
group. In other words, in the urban schools 4 out of every
10 pupils of the ages 12-14 inclusive are in organized classes;
6 out of every 10 pupils of ages 15-17 inclusive, and 7 out of
IOC%-
RURAL
URBAN
80%-
60%
40%-
20%-
0
Organized
T
I fP
II II
B'iOllGANIZEDB
■ mm
0-6 6-9 9-12 12-15 15-18 18-21 0-6 6-9 9-12 12-15 15-18 18-21
Years of Age
Chart XXXIX — Percentage of Rural and Urban Sunday School
Pupils in Different Age-Groups Who Are Mem-
bers OF Organized Classes.
every 10 pupils of ages 18-24 inclusive are in organized
classes.
In the case of the rural schools, with 12 per cent, of the
9-11-year age-group in organized classes — or i pupil out of
every 8 — we have nearly twice this percentage of the 12-14-
year age-group enrolled in organized classes, and approxi-
mately three times that percentage enrolled in organized classes
in both the 15-17-year age-group and the 18-24-year age-
group. This is, in the two oldest age-groups studied, approxi-
mately 3 out of every 8 pupils are enrolled in organized
classes.
The reason why these two age-groups have the same per-
[306]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
centage of pupils in organized classes is that these ages are
generally grouped together in the same class in the rural
schools. This is not the case in the urban schools, where there
are enough pupils to make two classes ; consequently we have
varying percentages in the two upper age-groups in the urban
schools. This same wide age-range in the upper classes of the
rural Sunday schools, with its accompanying variation in the
interests of the pupils, probably accounts in large part for the
fact that the urban schools have twice the percentage of pupils
in organized classes of 18-24 years age as do the rural schools.
Chart XXXIX represents the conditions found in Tables
LXXXII, LXXXIII, and LXXXIV. The increasing ten-
dency of pupils to organize their classes as the age increases
is readily seen by inspecting this chart.
This chart also shows that class organization is not a large
factor in either the rural or urban Sunday schools before the
12-14-year age-group. (For additional discussion of class
organization, see Chapter VI, pp. 192-194.)
VIL Attendance Statistics
NUMBER OF SUNDAYS THE SUNDAY SCHOOLS ARE IN SESSION
ANNUALLY
The all-year Sunday school is the one most commonly
found in both rural and urban communities in Indiana. Vir-
tually five out of every six schools surveyed, or 84 per cent.,
hold sessions every Sunday in the year. As is well known, a
smaller per cent, of rural schools hold sessions during the
entire year ; but the difference between the percentage of urban
and the percentage of rural schools holding all-year schools is
less than is commonly supposed. Approximately 78 per cent.,
or three out of every four rural schools, and 90 per cent., or
nine out of every ten urban schools, are open all year.
Despite the fact that it is quite the common practice for
urban churches to hold no church services during the month
of August, the Sunday school holds its sessions regularly
during this month. In some of the larger churches there was
[307]
RELIGIOUS EDUCATION OF PROTESTANTS
z —
52
48>52
44-48
40-44
36-40
Under
'^■'^^^^^xtTMxxyjrj'^MxyyyAr^rrM'M'jr^^
3
I
I
36^
60% 80%
^^
I0Q%
Urban
Rural
Chart XL — Percentage of Sunday Schools of Rural and Urban
Communities Holding Sessions on Every Sunday in the
Year, and for Varying Parts of the Year.
TABLE LXXXV — 252 INDIANA SUNDAY SCHOOLS DIS-
TRIBUTED WITH REFERENCE TO THE NUMBER
OF SUNDAYS IN A YEAR THAT THE
SUNDAY SCHOOL WAS IN SESSION
Both Rural
and Urban Rural Urban
Sundays in Session Schools Schools Schools
Totals 252 112 140
53' I o I
52 214 87 127
51 4 I 3
SO I I o
49 o o o
48 4 I 3
47 4 3 I
46 3 2 I
45 0 o o
44 I I o
43 2 I I
42 3 1 2
41 o o o
40 2 2 o
39 2 3 o
Z^ 3 3 o
32 3 3 o
30 2 I I
26 2 2 o
25 I I o
" In one instance the year included 53 Sundays.
[308]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
found a tendency to comt)ine the classes which were depleted
during the summer months, and to maintain an ungraded
school ; but so far as a "vacation" for the entire Sunday school
was concerned, very few of the Sunday school officials con-
sidered a cessation of the school's activities advisable.
As will be noted in a study of these tables, only about one
school in twenty maintains a school year shorter than three-
quarters, or 39 weeks. The majority of these schools are
found in the rural communities, where the roads are bad and
the schools are difficult of access.
Regularity of Attendance and Effect
of Graded Lessons
As stated in several places in this report, accurate and de-
tailed pupil-records were seldom found in the Sunday schools
covered by this survey. The record of the pupil most fre-
quently kept by the teacher was that of the pupil's attendance
upon the sessions of the Sunday school. But, even here, great
difficulty was experienced in finding accurately kept records for
so long a period as a half year. Again and again class records
of attendance had to be discarded by the surveyor because the
teacher had omitted, for one or more Sundays, in a quarter,
the record of attendance of the pupils of her class. The
records were usually well kept for the first few Sundays at
the beginning of the year ; but as the year went on more and
more teachers seemed to tire of the labor involved in keeping
these records up to date.
This accurate record of attendance of a large number of
pupils covering a large area was sought in order to discover the
degree of regularity of attendance of Sunday school pupils.
Because of the difficulty of tabulating the attendance when the
attendance record varied in length anywhere from one to fifty-
two Sundays, only those attendance records were taken which
fell into one of the following groups : Group I : Those records
which were complete for only 13 Sundays, or one-quarter of
a year. Group II : Those records which were complete for 26
Sundays, or a half year. Group III : Those records which
[309]
RELIGIOUS EDUCATION OF PROTESTAKtS
were complete for the entire year, or 52 Sundays. Group IV
contained only records of pupils whose names had not been
on the class roll during the entire period covered by any one
of the other three groups. This was done to make it unneces-
sary to count a pupil absent when his name was not on the
class roll. Consequently the attendance records are for pupils
whose names are actually on the class rolls during the period
for which the attendance record was secured. Every pupil
who had entered the class late, who had moved from the city,
entered another Sunday school, or whose name had been
stricken from the rolls by the teacher or secretary, had his
attendance or absence counted only during the period in which
his name was actually on the rolls of the school.
TABLE LXXXVI — 16,918 INDIANA SUNDAY SCHOOL PUPILS
DISTRIBUTED WITH REFERENCE TO THE NUMBER
OF DAYS FOR WHICH AN ATTENDANCE RECORD
WAS SECURED FOR EACH PUPIL, AND THE
GRADATION OF THE LESSONS USED
BY THE PUPIL
Total Pupils Pupils
Pupils Using Both Using Using
Graded and Ungraded Graded
Ungraded Lessons Lessons Only Lessons Only
Total Pupils.. 16,918 6,423 10,495
Attendance record for i
year — 52 Sundays 2,257 805 1,452
Attendance record for half-
year — 26 Sundays 2,552 934 1,618
Attendance record for quar-
ter-year— 13 Sundays 9,998 3,907 6,091
Irregular Periods, Per
Cent, of Attendance used 2,111 777 i,334
Table LXXXVI shows the distribution of pupils whose
attendance records were secured. This distribution is given
here on two bases; length of time for which an attendance
record was secured, and the type of Sunday school lessons
being studied by the pupil.
It will be seen at once that more than half of all the pupil-
records secured — 59 per cent. — were for the shortest period or
13 weeks. Fifteen per cent, of the pupil-records were secured
for a half-year, and only 13 per cent, of the records of these
[310]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
17,000 pupils were of sufficient accuracy for a period of one
year to justify the surveyor's having these records copied.
As it was found that only 13 per cent, of the attendance
records had been accurately kept for a year, it is evident that
not much value had been placed upon pupils' records by the
teachers and officials of the Sunday schools surveyed.
It is generally held that a higher type of teacher is required
to handle graded lessons successfully. Furthermore, it is gen-
o One Quarter
o
o: Halt Year
o
i Entire Year
S
S Irregular
Periods
^y^^//yy'//yy>y>^/>^>^^>^^^^^^^^/W^^J^^^A
Thousands of pupils
2 3 4
Graded —
Unoraoeo WFTFh
Chart XLI — Number of Days for Which an Attendance Record was
Secured for Sunday School Pupils Using Graded Lessons,
AND for Those Using Ungraded Lessons.
erally assumed that the higher the type of teacher, the greater
value she places upon properly kept pupil-records. Inspection
of the above chart will show that there was very little relation
between the use of graded lessons and the length of the
period for which these records were kept or the quality of
the records theinselves. It must be remembered that the sur-
veyor copied the attendance records of the pupils or had them
transcribed. This was not done unless the records measured
up to a certain standard determined by an inspection of the
teacher's class-book.
In Table LXXXVII is presented the distribution of the
9,998 pupils in Group I by the number of Sunday sessions
attended. The number of pupils attending only one Sunday
is given, the number attending two Sundays, the number
attending three Sundays, and so on. This distribution is
shown for the pupils who used ungraded lessons, and for those
[311]
RELIGIOUS EDUCATION OF PROTESTANTS
who used graded lessons. Through these comparative tables
the effect of graded lessons upon regularity of attendance can
be studied. Similar information for Groups II, III, and IV
are found in Tables LXXXVIII, LXXXIX and XC.
TABLE LXXXVII — 9,998 INDIANA SUNDAY SCHOOL PUPILS
IN BOTH RURAL AND URBAN COMMUNITIES DIS-
TRIBUTED WITH REFERENCE TO THE GRADATION
OF THE LESSON SYSTEMS USED BY THE PUPIL
AND THE NUMBER OF DAYS THE PUPIL
ATTENDED SUNDAY SCHOOL OUT
OF 13 SUNDAYS
Pupils Using Pupils Using
Number of Sundays Ungraded Lessons Graded Lessons
Attended
Number Per Cent. Number Per Cent.
Totals 3,907 100 6,091 100
o 10 0.3 9 0.2
1 248 6.3 355 5-8
2 270 6.9 372 6. 1
3 256 6.6 383 6.3
4 251 6.4 393 6.S
5 257 6.6 415 6.8
6 255 6.5 485 8.0
7 300 7.7 486 8.0
8 301 7-7 508 8.3
9 317 8.1 502 8.2
10 359 9-2 630 10.3
II 317 8.1 507 8.3
12 352 9.0 528 8.7
13 414 10.6 520 8.6
Statistical Measures :
Qi 4+ Sundays attended 5+ Sundays attended
Median 8+ " " 7+
Q3 11+ " " 11 +
This table should be read as follows : There were 3,907 pupils using
ungraded lessons for whom an attendance record for 13 Sundays was
obtained. Of these, 10, or 3 per cent., were on the roll but did not attend
at all ; 248, or 6.3 per cent., attended only i Sunday ; 270, or 6.9 per cent.,
attended only 2 Sundays, etc. The other half of the table concerning
pupils using graded lessons is to be read in the similar manner.
An inspection of these tables and of Chart XLII reveals
some very interesting facts. In the case of the 3,907 pupil?
using ungraded lessons, in Group i, Table LXXXVII, one-
half of the pupils attended on eight or more Sundays out of
the thirteen ; and the other half on fewer than eight Sundays.
[312]
0 1 23 456789 10 II 12 13
Number of Sundays Attended
S^UsiN6 Graded Lesions i Us I no^ Ungraded Lessons
6%-
4-%-
2%-
0 .
8%
-1
a.
rt?
6%
u.
O
t-
4%
S
O
2%
Q.
0
0 I 3 5 7 9 1 113 15 17 19 21 23 25
Number of Sundays Attended
^2 Using Graded Lessons BB Using Ungraded Lessons
10% ^r~z tPSK
6%
4%
2%
0
:
;
R
\
B
I
Vi
^
\
\
\
I
\
Pi
\
\
\
\
I
\
\
\
\
\
\
'/
\
\
\
i
\
\
i
\
'
8%
6%
4%
2%
0
Ik
o
z
111
o
1-4 4^8 8-12 12-16 16-20 202*. 24-28 28-32 3236 3©*) 40^ 44'4a4&-52
Number of Sundays Attended
Eza Using Graded Lessons
Chart XLII
Using Ungraded Lessons
Percentage of Pupils Attending Sunday School for
THE Number of Sundays Indicated.
[313]
RELIGIOUS EDUCATION OF PROTESTANTS
One- fourth of this group attended on only four Sundays or
fewer ; and three- fourths on more than four Sundays. At the
upper end of the distribution, we find one-fourth of the 3,907
pupils attending eleven out of the thirteen Sundays.
TABLE LXXXVIII — 2,552 INDIANA SUNDAY SCHOOL PUPILS
IN RURAL AND URBAN COMMUNITIES DISTRIBUTED
WITH REFERENCE TO THE GRADATION OF LESSON
SYSTEMS USED BY THE PUPIL, AND THE NUM-
BER OF DAYS THE PUPIL ATTENDED SUN-
DAY SCHOOL OUT OF 26 SUNDAYS
Pupils Using Pupils Using
Number of Sundays Ungraded Lessons Graded Lessons
Attended
Number Per Cent. Number Per Cent.
Totals.... 934 100 1,618 100
o o o. o o.
1 24 2.6 50 3-1
2 23 2.5 65 4.0
3 22 2.4 53 3.3
4 33 3-5 47 2.9
5 30 3.2 55 3-4
6 35 3-7 47 2.9
7 33 3-5 52 3-2
8 21 2.2 57 3.6
9 22 3-4 47 2.9
ID 29 3.1 68 4.2
II 28 3.0 46 2.8
12 32 3-4 65 4.0
13 37 40 45 2.8
14 35 3-7 71 4-4
IS 52 5-6 66 4.1
16 39 4-2 76 4-7
17 33 3-5 69 4.3
18 45 4.8 64 4.0
19 29 3.1 76 4.7
20 44 4-7 72 4-5
21 49 5-2 56 3-5
22 37 4.0 63 3.9
23 42 4.5 71 4-4
24 63 6.7 66 4.7
25 43 4-6 70 4-3
26 44 4.7 100 6.2
Statistical Measures:
Qi 9+ Sundays attended 8+ Sundays attended
Median 16+ " " 15+
Qs 21+ " " 21 +
[314]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
Considering the 6,091 pupils using graded lessons for
whom we have an attendance record of 13 Sundays, we find
that the median pupil attended on seven Sundays out of the
thirteen; that is, one-half of the 6,091 pupils attended on seven
or more Sundays, and the other half on fewer than seven
Sundays. One-fourth of this group attended on fewer than
five Sundays. The upper fourth of the group were in attend-
ance II Sundays out of the 13.
Looking at the distribution of these pupils by number of
days in attendance out of the thirteen, we find the percentage
of pupils attending 9, 10, 11, 12 or 13 Sundays slightly larger
than the percentage of those attending i, 2, 3, 4, or 5 Sun-
days. This is true for both graded and ungraded lesson
groups. In fact, if we compare the distribution, by number
of Sundays attended, of those pupils using graded lessons with
those using ungraded lessons, we find no material difference
in the two groups. Apparently graded lessons do not tend to
hold pupils in attendance for periods of 13 weeks in length
any better than do ungraded lessons.
Turning to group II (Table LXXXVIII), those pupils for
whom an attendance record of 26 weeks was secured, we find
virtually the same situation as with Group 1. In this case,
however, we have a much smaller group — 2,552 in Group II,
as against 9,998 pupils in Group I — so that our results are not
so conclusive.
The median pupil using graded lessons attended 15 Sun-
days, while the median pupil using ungraded lessons attended
16 out of 26. In other words, half of the 1,618 pupils using
graded lessons attended fifteen or more Sundays out of the
twenty-six. Again there is a slight advantage in favor of the
ungraded lessons ; but this difference is so slight as to be of no
significance.
When we consider Group III (Table LXXXIX), those
for whom we have a record of attendance covering the entire
year, with approximately the same number of pupils under
consideration as in Group II — the advantage is very slightly
in favor of the graded lessons. The median pupil using un-
graded lessons attended on twenty-six, or exactly half of the
[315]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE LXXXIX — 2,263 INDIANA SUNDAY SCHOOL PUPILS
IN BOTH RURAL AND URBAN COMMUNITIES DISTRIB-
UTED WITH REFERENCE TO THE GRADATION OF
THE LESSON SYSTEMS USED BY THE PUPIL AND
THE NUMBER OF DAYS THE PUPIL ATTENDED
SUNDAY SCHOOL OUT OF 52 SUNDAYS
Number of Sundays
Attended
Totals .
r
2 ,
3
4
5
6
7
8
9
10
II
12
13
14
15
16
17
18
19
20
21
22
23
24
25 •
26
27
28
29
30
31
32
33
34
35
36
37
38
39
[316]
Pupils
Using
Pupils
Using
Ungraded Lessons
Graded Lessons
Number
Per Cent.
Number
Per Cent.
805
TOO
1,458
100
16
2.0
23
1.6
IS
1.9
36
2.5
II
1.4
31
2.1
23
2.9
41
2.8
14
1-7
41
2.8
22
2.7
32
2.2
21
2.6
24
1.6
II
1.4
21
1.4
10
1.2
18
1.2
20
2.5
38
2.6
7
0.9
26
1.8
19
2.4
22
1-5
17
2.1
21
1-4
19
2.4
18
1.2
21
2.6
16
I.I
12
1-5
15
I.O
14
1-7
18
1.2
14
1-7
28
1-9
12
1-5
27
1.9
21
2.6
33
2.3
10
1.2
26
1.8
15
1.9
24
1.6
9
I.I
24
1.6
16
2.0
19
1-3
23
2.9
31
2.1
23
2.9
29
2.0
IS
1-9
18
1.2
9
I.I
20
1-4
II
1.4
25
1.7
16
2.0
29
2.0
16
2.0
31
2.1
15
1.9
21
1-4
IS
1.9
30
2.1
IS
1-9
31
2.1
21
2.6
26
1.8
14
1-7
35
2.4
8
l.o
26
1.8
17
2.1
36
3.5
16
2.0
35
1.7
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
TABLE LXXXIX — Continued
Pupils Using Pupils Using
Ungraded Lessons Graded Lessons
Number of Sundays
Attended Number Per Cent. Number Per Cent.
40 28 3-5 54 37
41 9 1. 1 26 1.8
42 14 1.7 42 2.9
43 10 1.2 34 2.3
44 15 1-9 37 2.5
45 22 2.7 40 2.8
46 12 1.5 23 1.6
47 15 1-9 28 1.9
48 12 1. 5 31 2.1
49 17 2.1 21 1.4
SO 26 3.2 34 2.3
51 4 0.5 20 1.4
52 17 2.1 33 2.3
53* I 0.1 o o.
Statistical Measures :
Qi 13+ Sundays attended 13-I- Sundays attended
Median 26+ " " 29-i- " "
Q3 39+ " " 41+
' 1920 was a leap year, with Sunday falling on February 29th; any Sunday school
ending its School Year in February would have 53 Sundays in the year.
Sundays in the year; while the median pupil using graded
lessons attended on twenty-nine out of the fifty-two Sundays.
Otherwise stated, half of the 805 pupils using ungraded les-
sons attended on twenty-six or more Sundays in the year,
while the other half attended on fewer than twenty-six Sun-
days. And, half of the 1,458 pupils using graded lessons
attended on twenty-nine or more Sundays, while the other half
attended less frequently. Considering the upper quartiles —
the upper 25 per cent, when the pupils are arranged in the
order of the number of days of attendance from the lowest to
the highest as in Table LXXXIX — the upper fourth of the
pupils using ungraded lessons were in attendance thirty-nine
or more Sundays out of fifty-two. The upper fourth of the
pupils using graded lessons attended on forty-one or more
Sundays in the year. The lowest one-fourth of both the
graded and ungraded lesson groups attended on thirteen Sun-
[317]
RELIGIOUS EDUCATION OF PROTESTANTS
days or fewer during the year : that is, one- fourth of all the
pupils in this group attended Sunday school less than one-
fourth of a school year of fifty-two weeks.
In Group IV (Table XC) — pupils for whom attendance
records were secured for various irregular periods — there is
apparently no difference in the attendance of the pupils using
TABLE XC — 2.III INDIANA SUNDAY SCHOOL PUPILS IN
RURAL AND URBAN COMMUNITIES DISTRIBUTED
WITH REFERENCE TO THE GRADATION OF LESSON
SYSTEMS USED BY THE PUPIL AND THE
PERCENTAGE OF SUNDAYS ATTENDED
Pupils Using Ungraded Pupils Using Graded
Percentage Lessons Lessons
OF Sundays
Attended
Number Per Cent. Number Per Cent.
Totals 777 loo 1,334 100
0-9 37 4-8 53 4-0
10-19 74 9-5 93 7-0
20- 29 82 10.6 131 9.8
30- 39 62 8.0 107 8.0
40-49 35 4-5 113 8.5
50- 59 94 12.1 169 12.6
60-69 80 10.3 150 11.2
70- 79 48 6.2 92 7.0
80- 89 85 10.9 123 9.2
90-100 180 23.2 303 22.7
Statistical Measures:
Medians Ungraded — 60.5 per cent, of Sundays attended
Graded — 60.1 per cent, of Sundays attended
graded and those using ungraded lessons, the median pupil in
each lesson-group having attended on 60 per cent, of the Sun-
days covered by the record period.
Summarizing, it is apparent from the discussion of these
four distribution tables that graded lessons as now taught in
the Sunday schools covered by the Indiana survey do not influ-
ence, either for better or worse, the attendance of the pupils.
This fact can probably be shown more clearly when the
aggregate attendances and aggregate absences are taken into
consideration, and the percentage of attendance is computed
[318]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
from these data for the pupils using graded lessons and for
those using ungraded lessons. For example, in Group I all of
the 9,998 pupils were on the Sunday school rolls for one-
quarter of the year, or thirteen Sundays. Of this number,
3,907 pupils used ungraded lessons and 6,091 used graded les-
sons. If these 3,907 pupils had attended every Sunday in the
quarter they would have attended a total of 50,791 Sundays.
(3,907 X 1 3-) But many of these pupils were absent. Ten of
them were absent for the entire quarter — that is, out of a
total possible attendance of 130 Sundays, there was a total of
o Sundays present and 130 Sundays absent; 248 pupils were
present one Sunday each, or an aggregate attendance of 248
Sundays, and an aggregate absence of 2,976 Sundays. 270
pupils were each present two days out of a possible thirteen
Sundays, making for them an aggregate attendance of 540
out of a possible 3,510 Sundays, and therefore an aggregate
absence of 2,970 Sundays. In like manner can be calculated
the total days' attendance and total days' absence of all the
pupils included in the distribution of the pupils in Group I.
We have then, when this summary is made, a total of 3907
pupils using graded lessons with an aggregate attendance of
29,419 out of a possible 50,792 Sundays. The per cent, of
attendance of the pupils in Group I is found by dividing this
aggregate attendance by the total possible attendance. Stated
in the form of an equation it would be :
Per cent, of attendance
Aggregate Sundays attended
Aggregate "possible" attendance.
Substituting the above quantities in the equation and
solving, we have :
29,419
Per cent, of attendance = ^ 57.9 per cent.
50791
Using this method throughout Groups I, II and III, we
have the following table :
[319]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE XCI — COMPARISON OF THE PERCENTAGE OF SES-
SIONS ATTENDED BY 6,423 INDIANA SUNDAY SCHOOL
PUPILS USING UNGRADED LESSONS AND 10,501
PUPILS USING GRADED LESSONS
Number of Pupils Using Ungraded Pupils Using Graded
Sundays Lessons Lessons
Included Per- Per-
in the aggregate cent. aggregate cent.
Attend- Number attendance of Number attendance of
ANCE of Pos- Attend- of Pos- Attend-
Record Pupils sible Actual ance Pupils sible Actual ance
13 3,907 50,791 29,419 57.9 6,091 79,183 45,760 57.7
26 934 24,284 14,014 61.8 1,618 42,068 23,436 55.7
52 805 41,860 21,144 50.5 1,458 75,816 39,776 52.4
Irregular No No No No
periods. . . 777 record record 58.7 1,334 record record 59.4
Per Cent Attending
60^
o C^E Quarter
ae
O
« Half Year
bJ
O
Z
2 Entire Year
^ Irregular
** Periods
80%
lOOK
I Graded
^^Unoraded
Chart XLIII — The Percent, of Attendance of Pupils Using Graded
Lesson Material Compared with the Percent, of Attend-
ance OF Pupils Using Ungraded Lesson Material.
The above consolidated table together with Chart No.
XLIII shows clearly and convincingly the conclusion stated
on page 318 as to the effect of graded lesson material on attend-
ance. It is true that other factors may enter here to conceal
the real effect of the use of graded lessons on attendance, but
no attempt has been made to eliminate them. With the data
at hand such an effort would be impossible.
ATTENDANCE UPON RURAL AND URBAN SUNDAY SCHOOLS
It was originally the intention to compare the attendance
of pupils upon the rural Sunday schools with the attendance
[320]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
upon urban schools; but while figures are given here, the
number of pupils in the rural group is not large enough to
permit of reliable conclusions being drawn from their attend-
ance. Again the lack of adequate records in the Sunday
schools is responsible for the failure to arrive at refiable
conclusions.
TABLE XCII — PERCENTAGE OF ATTENDANCE OF PUPILS
USING UNGRADED LESSON MATERIAL, UPON
RURAL AND URBAN SUNDAY SCHOOLS
Number of Sundays Number
Included in the of
Attendance Record Pupils
13 Sundays 660
26 " 83
52 " 137
Sunday
Urban Sunday
OOLS
Schools
Percentage
Number Percentage
of
of of
Attendance
Pupils Attendance
54-3
3,297 58.7
49.6
851 58.5
56.5
668 49 6
TABLE XCIII — PERCENTAGE OF ATTENDANCE OF PUPILS
USING GRADED LESSON MATERIAL, ON RURAL
AND URBAN SUNDAY SCHOOLS
Rural Sunday
Schools
Number of Sundays Number Percentage
Included in the of of
Attendance Record Pupils Attendance
13 Sundays 418 49.5
26 " 119 55.8
52 " 7 60.9
Urban Sunday
Schools
Number Percentage
Pupils
5,673
1,499
1,451
of
Attendance
58.4
55-7
52.4
If we take the above figures at their face value, it would
appear that urban Sunday school pupils attend somewhat more
regularly than do rural pupils. As these groups are not
comparable in size, it is an open question as to what the real
situation is. With respect to the pupils attending the rural
schools, there is clearly a lack of conclusive data, for the
attendance records of the major portion of these pupils cover
that period of the year when the roads in the country are at
their worst — the winter and spring months. For the urban
Sunday school pupils, however, the per cent, of attendance is
quite reliable, in each instance being based on a large num-
ber of cases.
[321]
RELIGIOUS EDUCATION OF PROTESTANTS
By consolidating the attendance records for all of the
pupils attending rural schools, we find that 1,424 rural pupils
attended 14,398 Sundays out of a possible 26,754, or 53.8
per cent. In like manner, the 13,439 urban pupils attended
159,151 Sundays out of a possible 287,248, or 55.4 per cent.
Such a slight difference in the per cent, of attendance in favor
of the urban Sunday school pupils is not very significant in
view of the statement of conditions given above.
Taking into consideration the fact that it is easier for a
pupil to have perfect attendance for a short period of time than
for a long period, and that the longer period more nearly
represents the actual conditions as regards attendance, the
conclusion is entirely justified that the (nuerage Sunday-school
pupil attends a little more than half of the Sundays during the
period his name is on the roll.
Considerable time and not a little effort were expended in
attempting to secure from the public schools in the same com-
munities covered by this religious survey the distribution of
public school pupils by the number of days attended. While
these facts are collected by the majority of the city schools
and some of the rural schools, they were not assembled in
such form as to make the data comparable with the religious
survey data. It is very desirable, however, to compare the
distributions, by the fraction of school term attended, for pub-
lic school children and for Sunday school children. The fol-
lowing chart shows graphically the distribution of 14,137
public school children with the distribution of 2,263 Sunday
school children for a period of 52 weeks. While the group of
public school children is a different group from the one repre-
sented in the distribution of Sunday school children, yet it is
from a community in which the compulsory education laws
are similar to those of Indiana, and where the enforcement
may be assumed to be as effective as in the Indiana region
surveyed.
From this curve we see the effect of the enforcement of
the compulsory education laws upon the attendance of public
school pupils. The peak of the curve comes at a point on the
base line representing nine-tenths of the school term attended.
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
In fact fully three- fourths of the public school pupils in the
communities from which these data were taken attended four-
fifths or more of the time. On the other hand, the line for
the Sunday school pupils is nearly parallel to the base line at
a height equivalent to one-tenth of the total number of pupils
included in the group. About one-tenth of the Sunday school
pupils then attended for one-tenth of the year, or approxi-
mately five Sundays, or less; another one-tenth attended from
10 20 30 40 50 60 70 80 90 100
Per Cent of School Term Attended
Chart XLIV — Percentage of 2,263 Sunday School Pupils Attending
FOR Various Portions of the Sunday School Year Compared with
THE Percentage of 14,137 Public School Pupils Attend-
ing for Similar Fractions of the Public School Year.
one-tenth of the year to one-fifth of the year (6, 7, 8, 9, or
10 Sundays) ; another one-tenth attended from one-fifth of
the year to three-tenths of the year (11, 12, 13, 14 or 15
Sundays) ; and so on. It is evident that there is no one com-
pelling factor to cause attendance in the case of the Sunday
school pupils. Indeed, many factors enter in to cause pupils
to attend regularly upon the public schools, chief of which is
an enlightened public sentiment favoring the public schools.
With such a sentiment, compulsory education can be enforced ;
without it, the laws are of little avail. Undoubtedly, the chief
factor in regularity of attendance upon the Sunday schools is
the religious sentiment of the various homes which make up
the community.
[323]
RELIGIOUS EDUCATION OF PROTESTANTS
An attempt has been made to show the relative attendance
of the children in Jefferson and Clinton counties upon the
public schools and upon the Sunday schools. In securing the
Sunday school percentage of attendance the aggregate days
attendance for all periods has been taken.
The above percentage of attendance for the public schools
does not do them justice. In computing the percentage of
SUNDAY SCHOOLS PUBLIC SCHOOLS
Absent .^^f^^^^^^. Ab&eht
Daily j^^^^^^^^^^Omly
Prcscntn^^^^^^^ Present
Daily ^*<«^^p^^ Daily
Chart XLV — Percentage of the Total Enrollment in the Public
Schools of Jefferson and Clinton Counties, Indiana, in
Daily Attendance for the School Year Compared
with the Percentage of Attendance for the
Sunday Schools in the Same Counties.
attendance, all of the public school pupils are considered to be
''on the roll" for the entire school year. Such is not the
case, because families move from the county, children enter
private or parochial schools and other children are removed
by death. Yet the absences of these pupils have been counted
against them, because no records are available for determining
the number of pupils off the roll during the year and the num-
ber of days each pupil was off the roll. This results in a lower
percentage of attendance than we should get. With this reser-
vation kept in mind, one may conclude that public school pupils
attend at least three- fourths of the time the public schools are
in session, while the Sunday school pupils attend only half
the time the Sunday schools are in session.
[324]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
VIII, Distribution of Enrollment
Out of a total of 256 Sunday schools, statistics were re-
turned by the surveyors from 94 rural and 1 59 urban schools.
Only 60 of the 94 rural schools reported the ages in such a
way as to make it possible to determine the percentage of the
enrollment under 25 years of age. In Table XCIV v/ill be
found the distribution of these schools.
TABLE XCIV — 60 RURAL SUNDAY SCHOOLS DISTRIBUTED
WITH REFERENCE TO THE PERCENTAGE THE NUM-
BER OF PUPILS UNDER 25 YEARS OF AGE IS OF
THE TOTAL SUNDAY SCHOOL ENROLLMENT.
Percentage Number of Percentage Number of
Groups Schools Groups Schools
Total number of SO-S4.9 6
schools 60 55-59-9 7
60-64.9 S
20-24.9 I 65-69.9 ID
25-29.9 I 70-74-9 8
30-349 I 75-79-9 6
35-39-9 I 80-84.9 5
40-44-9 2 85-89.9 3
45-49-9 4
Statistical Measures:
Mode 65-69.9% of pupils enrolled are under 25 years of age.
Median 66.1% " " " " " " " " "
25 percentile... 45% " " " " " " " " "
75 percentile... 74.3% " " " " " " " " "
(Total Sunday school enrollment does not include Cradle Roll or Home
Department.)
In these 60 schools the range in enrollment is from 25
pupils to 214, so that they represent adequately the conditions
found in the 94 rural schools surveyed. For every enrolled
pupil 25 years of age and over in the median Sunday school
in these communities, we find two pupils under 25 years of
age. In one-fourth of these Sunday schools only 45 per cent,
of the total enrollment are persons under 25 years of age,
while in the upper fourth of these 60 schools 74 per cent, of
the total enrollment are persons under 25 years of age.
Of the 194 urban Sunday schools sui-veyed, in only 50
were the surveyors able to find pupil statistics in such form as
[325]
RELIGIOUS EDUCATION OF PROTESTANTS
to enable the percentage of pupils under 25 years of age to
be calculated. This sampling is too small to justify any ade-
quate conclusions being drawn from them for the state as a
whole; but the percentage distribution is given here to show
what was found in these 50 schools, and also for comparison
in future studies of this character.
TABLE XCV — 50 URBAN SUNDAY SCHOOLS DISTRIBUTED
WITH REFERENCE TO THE PERCENTAGE THE NUM-
BER OF PUPILS UNDER 25 YEARS OF AGE IS OF
THE TOTAL ENROLLMENT
Percentage Number of Percentage Number of
Groups Schools Groups Schools
Total number of 60-64.9.
schools so 65-69.9.
70-74-9 5
30-34-9 I 75-79-9 5
35-39-9 0 80-84.9 7
40-44.9 5 85-89.9 4
45-49-9 3 90-94-9 3
50-54-9 3 95-99-9 o
55-59-9 3
Statistical Measures:
Median 70% of total enrollment are under 25 years of age.
25 percentile... 54-5% " " " " " " " " "
75 percentile... 81.4% " " " " " " " " "
(Total Sunday school enrollment does not include Cradle Roll or Home
Department.)
In these 50 schools, the range of enrollment is from 33
pupils to 1,345 pupils. In the median school in these urban
communities we find 7 out of every 10 pupils enrolled are under
25 years of age. In one-fourth of these 50 Sunday schools, the
enrollment under 25 years of age is 55 per cent, of the total
enrollment. In the upper one- fourth, 81 per cent, of the total
enrollment are under 25 years of age. In the two groups of
schools studied, the 60 rural and the 50 urban, we find the
percentages of persons enrolled who are under 25 years of
age to be quite similar.
In general it can be stated, regarding the urban schools
studied, that the larger schools, with organized adult classes
conducted on the lecture plan, have a larger percentage of
persons enrolled who are 25 years of age or over than we find
in the smaller schools.
[326]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
IX, Regulations regarding Membership in the
Sunday School
The investigation of the regulations regarding enrollment
and attendance of pupils was made in order to find out what
agreement, if any, existed among the schools as to the regula-
tions to be observed. The study shows that the "common
practice" is to have no regulations whatever!
With regard to the number of Sundays the child is required
to be present before his name is placed on the roll, the surveyors
returned 245 replies. Of these 245 schools, 160 or 65 per
cent, have no regulations whatever. The child is considered
as being a member of the Sunday school the first day of his
appearance. He is not required to make any promise or state-
ment whatever as to his attendance in the future, so that he
does not feel any obligation to return. The distribution of the
number of Sundays the child is required to be present before
he is enrolled in the remaining 85 Sunday schools is found in
Table XCVL
TABLE XCVI — 24s INDIANA SUNDAY SCHOOLS DISTRIBUTED
WITH REFERENCE TO THE NUMBER OF SUNDAYS
THE CHILD IS REQUIRED TO BE PRESENT
BEFORE HIS NAME IS PLACED ON THE ROLL
Number of schools reporting 245
Number schools having "no regulations".... 160
Number schools having regulations 85
Number of Sundays
Attendance Required Number of Schools
1 24
2 3
3 55
4 3
An even smaller percentage — 16.3 per cent. — of schools
have any regulations as to the number of Sundays a pupil may
be absent before his name is marked "withdrawn from the
school." This means that two-thirds of the Sunday schools
surveyed carry a child on the roll indefinitely, when in many
instances the child is a member of another Sunday school.
RELIGIOUS EDUCATION OF PROTESTANTS
This "padding of the rolls" is partly responsible for the low
percentage of attendance in the Sunday schools. In Table
XCVII will be found the facts concerning this item.
TABLE XCVII — 243 INDIANA SUNDAY SCHOOLS DISTRIB-
UTED WITH REFERENCE TO THE NUMBER OF CON-
SECUTIVE SUNDAYS A PUPIL MUST BE ABSENT
BEFORE HIS NAME MUST BE MARKED
"WITHDRAWN"
Number of schools reporting 243
Number of schools having "no regulation".. 209
Number of schools having a regulation 34
Number of Sundays
Absence Permitted Number of Schools
I o
2 o
3 12
4 5
5 2
6 3
7 o
8 o
9 II
10 I
Median Approximately 5 Sundays' absence
Of the 34 schools having a definite regulation as to when a
pupil may be dropped from the roll, 12 schools — 35.2 per cent
— remove a child's name from the roll after three consecutive
absences and 11 schools drop the child after 9 consecutive
absences. Of course, if there is good reason for the child to
be absent, such as sickness or the like, the name is kept on the
roll. But in the course of the survey, it was found again and
again that the same child would be on the roll of two schools
without having attended one of them for a period varying
from one to three months. Or the family might have left
the city without any intention of returning and still the mem-
bers of this family would be on the Sunday school roll.
Frequently a pupil whose name has been withdrawn from
the roll returns to school. The question arises immediately :
Is this withdrawn pupil to be re-enrolled at once; or must he
give evidence of his desire to be a member of the Sunday school
by more than one Sunday's attendance? As has just been
[328]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
shown, only 34 schools have a definite regulation for dropping
pupils from the roll. Twelve other schools transfer the child's
name from the list of enrolled pupils to that of "visitors";
thus permitting the school to have some claim upon the child's
interests but not to regard him as a full member. In Table
XCVIII will be found the practice of those 46 Indiana Sunday
schools with regard to the return of children to a school of
which they have once been members. The other 199 schools
have no regulations whatever on this point.
TABLE XCVIII — 46 INDIANA SUNDAY SCHOOLS DISTRIB-
UTED WITH REGARD TO THE NUMBER OF SUNDAYS
A CHILD WHOSE NAME HAS BEEN REMOVED
FROM THE ROLL OF MEMBERS FOR ABSENCE
MUST ATTEND BEFORE BEING RE-ENROLLED
Total number of schools having a definite
regulation 46
Number of Stmdays
A ttendance Required Number of Schools
1 14
2 I
3 26
4 3
5 o
6 0
7 0
8 0
9 0
10 2
Median (and Mode) .... 3 days' attendance required
From this table it is evident that the large majority of the
Sunday schools — approximately four out of five schools — do
not feel any necessity for the use of such terms as re-enroll-
ment. In other words, the pupil's name is not removed from
the roll except in case of death or removal from the city. Of
the 46 schools which do have regulations, 30 per cent, restore
the pupil to his original status the first day he returns to school ;
56 per cent, require the pupil to manifest his good intentions
to be a member of the school by attending three Sundays.
Approximately 7 per cent, require four Sundays, and 5 per
cent, require ten or more Sundays attendance.
[329]
RELIGIOUS EDUCATION OF PROTESTANTS
Three other questions regarding the enrollment and attend-
ance regulations were asked of the Sunday school officials.
In each case the idea was to find out whether or not the Sunday
school classified its members into groups depending upon the
regularity of attendance; and if so, the degree of regularity
which governed the classification. These three terms are,
Active Member, Regular Attendant, and Visitor. The replies
are summarized for the first two of these terms in Table XCIX.
TABLE XCIX — 245 INDIANA SUNDAY SCHOOLS DISTRIB-
UTED WITH REFERENCE TO THE NUMBER OF SUN-
DAYS THE PUPIL IS REQUIRED TO BE PRESENT
IN ORDER TO BE CLASSIFIED AS AN ACTIVE
MEMBER OR AS A REGULAR ATTENDANT
Number of schools reporting. . . . 245 245
Number having "no regulation". 234 226
Number having a definite regu-
lation II 19
Number of Sundays Active • Regular
Attendance Required Member Attendant
I I o
2 o o
3 9 IS
4 I I
5 o a
6 o o
7 o o
8 0 I
As the questions were worded in the printed schedule, the
figures in the table should be read as follows : "Nine schools
reported that for a regularly enrolled pupil to be classified as
an active member he must attend during the year three out of
five Sundays. Fifteen schools reported that for a regularly
enrolled pupil to be classified as a regular attendant, he should
attend during the year an average of three out of five Sundays."
Undoubtedly one reason why such classifications are not in
greater favor is that a great amount of clerical work is required
to keep the attendance records in good shape. As the situation
now stands, it is the exceptional school that knows the condition
within its own membership as regards attendance.
A much larger percentage of the schools attempt to make
a distinction between the enrolled membership and the visitors.
[330]
CHILD ACCOUNTING IN THE SUNDAY SCHOOL
Of the 243 schools answering this question, 191 or 79 per cent',
are reported by the surveyors as having no regulations, from
the standpoint of attendance, as to what constitutes a "visitor,"
Of the 52, or 21 per cent, of the schools which do have a
definite regulation, approximately 10 per cent, classify a person
as a visitor if he attends only one Sunday out of five. Fifteen
per cent, classify a person as a visitor if he attends only one
or two Sundays out of five. Two-thirds of the 52 schools
classify the person as a visitor if he attends fewer than four
Sundays out of five. It would appear that with those schools
which have regulations regarding attendance, the common
practice is to count a person as a visitor until he has attended
three Sundays out of five. On his fourth appearance his narne
is transferred to the record of enrolled members.
All of the above goes to show that there is no general
agreement as to what is desirable in the way of regulations
as to attendance. Nor does there exist any closer agreement
as to the terms used to classify the groups into which the
membership may be divided by these attendance regulations.
This situation should be made a matter of careful study to
determine what is the effect of attendance regulations upon
attendance; and, furthermore, to recommend — as has been
done for the public schools of the nation — a uniform system
of terminology carrying with each enrollment and attendance
term a precise definition capable of uniform interpretation.
X. A Brief Summary of Significant Facts.
In the Sunday schools surveyed, only one pupil out of every
hundred enrolled is of foreign birth.
In the two counties surveyed, 32.9 per cent, of the total
rural population under 25 years of age is enrolled in Sunday
schools, while 41.2 per cent, of the total urban population under
25 years of age is enrolled.
The Indiana Sunday schools surveyed attract boys less than
they attract girls: i.e., they enroll a higher percentage of girls
than boys.
[331]
RELIGIOUS EDUCATION OF PROTESTANTS
The Sunday schools in rural communities enroll a higher
percentage of boys than do the urban Sunday schools.
Considering only the Sunday school enrollment of pupils
under twenty-five years of age, more pupils are enrolled at
twelve years than at any other age. This is true for both rural
and urban Sunday schools.
Using the same group as in the above statement, the
median age — that is, the age of the middle pupil, if all the
pupils were stood up in a row according to age — is 11.4 years :
for boys, the median age is i i.i years ; and for girls, 1 1.7 years.
The median age for the rural pupils is 12.7 years; for the
urban pupils, 11.3 years.
During the twelfth year and the fourteenth year occur the
periods of greatest elimination of Sunday school pupils.
The period of greatest recruiting is from the third to the
fifth year of age.
Of the group of Sunday school pupils under 25 years of
age, II out of 20 report themselves as members of church.
In rural communities only 9 out of 20, and in urban com-
munities between 11 and 12 out of 20, report themselves as
church members.
Only I out of every 4 pupils in the communities surveyed
is enrolled in an organized Sunday school class.
The pupils attend Sunday school with equal regularity,
whether using graded lessons or ungraded lessons. In either
case, a pupil attends approximately half of the Sundays on
which the Sunday school is in session.
[332]
Chapter XI
RECORDS AND REPORTS
/. Form of Record Used
Of the 254 Sunday schools surveyed, 175, or 69 per cent.,
reported on the type of pupil-record being used in the school.
Seventy-nine schools failed to report, or in any way to check
the sheet dealing with records and reports. In view of the
fact that the questions called for checking only in case at least
one of the record- forms listed was being used, and that other
pages of the schedule were carefully filled out by the secretary
of the school under the direct supervision of the surveyor, it
may be assumed that a school which did not check any of the
record-forms listed was not using any of these. Yet since
the surveyors were not asked to indicate definitely that the
school had no record system, the seventy-nine .schools not
checking the form of record used are omitted in this study.
It is highly probable that the situation is worse than represented
in this report.
Of the 175 Sunday schools using one or more of the five
forms listed in this schedule, two-thirds use the Teacher's Year
Class-book. Such a record book is familiar to the majority
of those engaged in Sunday school work. It provides for a
minimum of data concerning the pupil, generally his name, date
of birth or his age, residence, and a space for the weekly record
of the pupil's attendance and possibly his financial contribution.
One-sixth of the schools use the Individual Card Index
record covering a period of one year. In general, such a card
includes the same facts concerning the pupil as are recorded in
the Teacher's Year Class-book. One-seventh of the schools
use the Teacher's Quarterly Class-book — a record book similar
RELIGIOUS EDUCATION OF PROTESTANTS
1^
_ -, Months
CtASS No.
Dates
1
TEACHER
SCHOLARS
Total Credits Earned
Enrollment, Including Teacher
Class Mark— Credits Divided by Enrollment
Number Visitors Present
Total Number Present
Offerine
Chart XLVI — A Sample Page from a Sunday School Record Book.
[334]
RECORDS AND REPORTS
Total
AV'CE
H.R.?
;
Chart XLVI — A Sample Page from a Sunday School Record Book
' — Continued.
[335]
RELIGIOUS EDUCATION OF PROTESTANTS
in make-up and content to the yearly class-book, but intended
for use during one quarter only. Approximately one school
in twenty uses the Cumulative Card Index record system cov-
ering a series of years. In this record-form the facts concern-
ing the pupil are added from year to year so that at any time
the Sunday school authorities have at their command a rather
complete Hfe history of the pupil. (On pages 337 and 338 is
reproduced a sample cumulative record card of this type for
Sunday schools, together with the standardized record card
in use in approximately 75 per cent, of the public schools in
cities of 8,000 or over in the United States.) Below is given
the table which shows the distribution of schools according
to the type of record-form used.
TABLE C — THE FORM OF PUPIL-RECORD IN USE IN 175
INDIANA SUNDAY SCHOOLS
Schools Using the
Form of Record Used Record Form Indicated
IN THE Sunday School
Number Per Cent.
Teacher's Quarterly Class-Book 25 14.3
Teacher's Year Class-Book 1 16 66.2
Individual Card Index System 30 17.1
Class Card Index System 9 5.1
Cumulative Card Index System covering a series
of years 10 5,7
(Table based on data from 175 of 254 schools surveyed.)
Of the above record-forms, the first four are placed in the
hands of the teacher or class secretary. These record-forms
are primarily for an attendance record; and possibly a record
of the pupil's financial contributions to the school. The last
named record-card — the cumulative record card, covering a
series of years — is always in the keeping of the secretary of
the school. It is a permanent record-card to be kept in a central
file ready for reference. Additions to this card are made by
the school secretary or his assistants from the records obtained,
in part, from the teacher's class book or pupil-record cards.
This form of record can not be used with advantage by itself,
as so many facts recorded on this card are summaries or
transcriptions from the teacher's yearly record.
[336]
RECORDS AND REPORTS
CHURCH SCHOOL CLASSIFICATION RECORD
OEPT.
CATC
■NROLLED
CLASS
NO.
GRADE
NO.
DEPT
□ ATE
ENROLLED
CLASS
NO.
GRADE
NO.
DEP'T
DATE
ENROLLED
CLASI
NO.
GRADE
NO.
C. R.
g
z
UJ
z
u
5
0
5
BEGIN-
NERS
>-
e
<
z
B
a.
ill
J
Dl
0
UI
0.
0
z
0
>-
K
2
z
3
n
z
u
a H
u <
r 111
t
1
( RES.
LAST NAME FIRST ADDRESS
PHONE
' BUS.
OCCUPATION BUSINESS ADDRESS
JOINED CHURCH BY DATE
MO. DAY YEAR
AGE BIRTHDAY PUBLIC SCHOOL GRADE
MO, DAY YEAR
CHURCH PREF-
PARENTS MEMBER? ERENCE
ASSIGNED
TO DEPT. CLASS NO. GRADE
LOSS TO CHURCH BECAUSE
REMARKS
CHURCH ENROLLMENT CARD - ACTIVE ^o'lJ^p^^lA^ro'l.
Chart XLVII — Specimen of Sunday School Cumulative Card for
THE Pupil.
NUMBER OF PUPIL-RECORD FORMS USED IN A SCHOOL
In Table CI are shown the 175 Sunday schools distributed
by the number of record-forms used in the school. It was
found that where more than two forms were being used, the
I337]
b
DATE OF ADMISSION
C
Age Sept. 1
Years Months
d
Grade
e
Room
f
Days
present
e
Heoltti
h
Conduct
i
Scholar,
ship
In tho tpBca below may be (eoorded : (1 ) cases of truancy ; {?>-ca9e! of co»pofat punishment ;
(T) reasons for non-promotion; (4) other matters worthy of roccfrt, such s8 serious illness or
pronounced charaqteristics likely to affect success.
(OV£B)-a
2. F'jrrt namo and tftitial
ELEMENTARY SCHOOL RECORD SYSTIV.
OFFICE RECORD
THIS CARD IS NOT TO tfC TAKEN
FROM THe PRINCIPAL'S OFFICE.
3. PUce of birth
6, Name of parent or guardran
4. Certified date of birth 5. Vaccrnaled
7, Occupation of parent or guardian
THE UTMOST CARE SHOULD BE
USED IN RECORDING NAMES AND
DATES. AVOID ABBREVIATIONS.
WRITE ALL DATES IN THE FOLLOW*
ING manner: 1912-9-23.
8'. Former place ol (esidertce
Latest place of residence, mclading residence outside of the <fts>
trict when pupil is transferred.
■' School last attended
9a Data of discharge
In the space above ahould be recorded any facts necessary to show
the final destination of the pupil on leaving the school, as, for example:
"To work" (occupation and salary if desired); "To remain at home"^
•"Death"; "Permanent illness"; "Transfer to (name of KhooJ>";
''Commitment to (rtame of institution)."
UbntrBtama Cit. No. 30-2036.AA
Chart XLVIII — Specimen of Public School Cumulative Card for
THE Pupn-.
[338]
RECORDS AND REPORTS
school usually had a large enrollment and was highly organized.
Both of these conditions made rather complete pupil-records
necessary, in order that the officials might keep in touch with
the situation in all departments of the school.
TABLE CI — THE NUMBER OF DIFFERENT PUPIL-RECORD
FORMS USED IN 175 INDIANA SUNDAY SCHOOLS
Schools Using
Number of Pupil-Record the Number
Forms Used Indicated at Left
Number Per Cent.
One 139 79-5
Two 20 11.4
Three 3 2.86
Four I .95
Five o 0.0
Six 12 6.85
(Table based on data from 175 of 254 schools surveyed.)
From the above table it is seen that more than three- fourths
of all the schools for which information was secured on
this point, used only one pupil-record form. Coupling
this fact with what was learned from Table CII, that
four-fifths of the schools used either the quarterly or the yearly
form of the teacher's class-book, it is evident that the great
majority of schools were satisfied" with the recording of very
few facts concerning the pupil. Furthermore, they were
satisfied to discard these records as soon as the period for
which the record-books were made had ended. This fact was
learned by the surveyors, through their inability to locate the
teacher's class-books, except an occasional one, for the previous
quarter or year.
About one school in ten used two record- forms. These
forms were generally the teacher's class-book and an individual
record-card containing the more permanent facts concerning a
child. Schools using more than two forms were of the highly
organized type. In such schools, in addition to the cumulative
record-card for the individual pupil, and some form of a
teacher's record of attendance, there were found the pupil-
enrollment-card or blank, report to parent on the child's work,
and the like.
[339]
RELIGIOUS EDUCATION OF PROTESTANTS
//. Use Made by Schools of Statistical Data
It is a well established principle of educational administra-
tion that all statistics should be gathered for definite purposes.
Some purposes may be immediate; for instance, the finding
out in what public school grade a child is in order to assist in
classifying him in his Sunday school work. Or the purpose
may be remote; attendance and enrollment data for a series
of years may be gathered to determine the rate of growth of
the school. For the purpose of this survey, six different pos-
sible uses were listed; and the surveyors personally asked the
secretary and the superintendent to state the uses to which the
statistical data gathered by the school had been put. Table CII
gives the replies of these school officials in such form as to
allow comparison.
TABLE CII — THE USE MADE OF STATISTICAL DATA BY
THE SUPERVISORY OFFICERS OF 172 INDIANA
SUNDAY SCHOOLS
ScHCMDLS Reporting That They
do not make do make
use of data for use of data for
Use Made of Data purpose indicated purpose indicated
Number Per Cent. Number Per Cent.
Revising the curriculum 168 97.6 4 2.4
Increasing school attendance 115 66.8 57 33.2
Bettering home conditions of pupils 167 97.2 5 3.8
Vocational assistance to pupils 169 98.0 3 2.0
Increasing cooperation with other
organizations 165 95.9 7 4.1
Improving the relation of the Sun-
day school to the church 140 81.4 32 18.6
(Table based on data from 172 of 254 schools surveyed.)
Of the 172 Sunday schools from which the surveyors
secured definite answers, 57 schools, or 33 per cent., use the
statistical data for increasing school attendance. It is hard
to believe that the supervisory officers in two out of every three
schools fail to see the relation between greater regularity of
attendance on the part of the pupils and the proper use of
attendance statistics ; yet such must be the case, for if attendance
[340]
RECORDS AND REPORTS
statistics were intelligently used by a larger number of school
officials, surely the average Sunday school pupil would attend
much more than half of the Sundays — something he fails to do
under present conditions. Lack of a clear-cut conception of
the necessity and the possibilities resulting from the use of at-
tendance data, together with a definite lack of knowledge of
how these data can be used with advantage, are probably re-
sponsible for the situation revealed by this survey.
Thirty-two schools, or 19 per cent., use the statistical data
for improving the relationship of the Sunday school to the
church. Such schools use such facts as "church membership
of the pupil," "church membership of the father or mother of
the pupil," "church or non-church organizations of which the
pupil is a member," and the like for uniting the school more
closely to the church. Apparently, in the minds of the super-
visory officers of five-sixths of the schools, these facts given
above do not improve the relation of the Sunday school to
the church to such a degree as to warrant the expenditure of
effort necessary to collect and arrange these data for use.
Of the other four uses listed, such a small percentage of the
Sunday schools reported to the surveyors as having made use
of the statistical data in any one of these forms, that we can
say it is the exceptional school which has supervisory officers
with vision and knowledge of the purposes and methods of
using statistical data.
///. What Pupil Data Are Recorded
In order to find out what pupil-data are made a matter of
record by the Sunday schools of the communities surveyed in
Indiana, twenty-four different facts concerning the pupil were
listed and the superintendent and secretary of the school was
asked to tell the surveyor what facts were recorded by the
school, and by whom the facts were recorded. It should be
stated that these twenty-four questions on pupil-data were
selected by a consensus of opinion of experts engaged in
religious education in the following manner : A large number
of experts were asked to list those pupil-data which were, in
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[343]
RELIGIOUS EDUCATION OF PROTESTANTS
their judgment, most necessary for the school to have on
record. From the large list submitted the 24 items found in
Table CIII were selected, because they were suggested more
frequently than the other items.
The only pupil-data which are made a matter of record
by the great majority of the schools are (i) the full name
of the pupil, and (2) the attendance of the pupil at class.
Virtually nine-tenths of the schools attempt to record these
facts. This agrees quite closely with Table C, which shows
that fully 80 per cent, use the Teacher's Year Class-book or
the Quarterly Class-book. These record books make slight
provision for other pupil data. Approximately one-half of
the schools surveyed make a record of the residence of the
pupil; two-fifths of the schools record the date of birth of the
pupil ; two-sevenths, the fact as to whether or not the pupil is
promoted; one- fourth the fact as to whether or not the pupil
is a member of church ; one-fourth, the date of a pupil's with-
drawal from class; about one-fifth, the names of the pupil's
father and mother; one-fifth, a pupil's tardiness; one-sixth,
the cause of a pupil's withdrawal from class. The other facts
are recorded by the schools much less frequently. Table CIII
lists these pupil-data to show with what frequency they are
made matters of record by the 172 schools.
Unfortunately, the tabulations were not made in such a way
as to show how frequently each fact is made a matter of record
by urban Sunday schools as distinguished from rural schools.
The order of the list for schools in urban communities would
undoubtedly be different from that of the list for rural com-
munities. For example, the residence of a child is a matter of
much concern in a city; but of little importance in rural com-
munities where the majority of the people not only know one
another, but one another's residences as well. For the same
reasons, the names of the father and mother of the child are
much less necessary in the small rural school. It is very
probable that the recording of other items would be affected
in much the same way.
Despite the fact that the table is for rural and urban Sunday
[344]
RECORDS AND REPORTS
schools combined, it is surprising that though the Sunday
school has been regarded by religious workers as one of the
foremost recruiting agencies of the church, yet so small a per-
centage of the schools attempt to make a record of those pupil-
data which bear directly upon this recruiting of members. For
example, only 15 per cent, of the schools record the church
relationship of the parents of the pupils. Again, only 15 per
cent, record the date when the pupil unites with the church.
Only 4 per cent, attempt any record of whether or not the pupil
attends the services of the church; and only 4 per cent, of the
schools make a record of the church organizations of which
the pupil is a member,
IV. How the Pupil Data Are Recorded
Both the superintendent and school secretary were asked
by the surveyor as to the method of recording each of the
twenty-four items of pupil-data. Was a fact concerning a
pupil recorded by the teacher or by the secretary of the school?
And was this made a matter of permanent record to be revised
at stated periods ? Obviously certain facts need no revision, —
the name of the pupil, date and place of birth, and the like.
But other facts may change frequently as : residence of the
pupil, grade in public school, occupation and similar data. Such
information concerning the pupil, if it is to be valuable, must
not be allowed to become "out of date."
In Table CIII will be found the distribution of schools
according to the method of recording the different items of
pupil-data. An inspection of the table shows that the bulk of
the recording is done by the teacher, or in some instances by
the class secretary. In case the class secretary is attached to
the staff of the school secretary, then the school secretary is
considered as making the record. Taking the first item, the
"full name of the pupil," we find that in 92 schools, or 58.9
per cent., the teacher is the only one who makes this a matter
of record. But in 22 schools, or 14 per cent., both the secretary
and the teacher record this fact; in 7 schools, or 4.5 per cent.,
it is made a part of the permanent record and of the teacher's
[345]
RELIGIOUS EDUCATION OF PROTESTANTS
record as well; while in 17 schools, or 11 per cent., it is made
a matter of record by the teacher and by the secretary, and is
made a part of the permanent record. Summing these up, we
find that the teacher makes this record in practically nine-tenths
of the schools. Following the same procedure with respect to
those items in the list which do not have such permanent value,
we find that the burden of recording them falls primarily upon
the teacher. When one considers that the average length of
the recitation period is only thirty minutes, and that most of
the recording of pupil-data by the teacher is done at the begin-
ning or at the end of the recitation period, one can readily
understand why Sunday school records are not more inclusive
of details and more accurate than they are at present.
The teacher considers teaching as her main function in the
Sunday school, and is unwilling to take much time for the
recording of pupil data from the precious thirty minutes at
her disposal. If these pupil-records are of value, then definite
steps must be taken so to organize the work of recording them
as to relieve the class teacher of much of the detail connected
with it. This does not mean that the teacher has no need for
such data in her work as a teacher. On the contrary, she needs
this detailed information concerning her pupils in order to help
make her teaching more effective, more applicable to the par-
ticular needs of the pupils; but she ought not to be burdened
with both the task of teaching and the task of gathering
and recording these pupil-data. This latter is properly a prob-
lem for the secretarial force of the school.
V, Evaluation of Pupil-Data
Earlier in this chapter it was stated that these 24 items of
pupil-information were selected through an inquiry, directed
to religious education experts, as to what pupil-data were most
important, and what ought to be made a matter of record. No
attempt was made to determine the relative importance of
each item.
In writing this report, it was felt desirable to attempt to
determine the relative worth of each item. The procedure
[346]
RECORDS AND REPORTS
followed is fully explained in the following instruction sheet
and blank for recording judgments which were sent to 197
religious education directors, secretaries of denominational
Sunday school boards, secretaries of state Sunday school asso-
ciations, professors of religious education in universities and
colleges, and similar officials and workers in the religious
education field.
The following instructions were given to those who were
asked to give judgments on the relative value of items in
Sunday School records.
You are asked to do two things :
First:
Rank the items (on the attached sheet) in the order of
their importance.
Examples: (a) If you think the items are of equal
value, place the figure i opposite each item in the column
headed "Rank."
(b) //, however, you do not think these items are of
equal value, place the figure / opposite the item you con-
sider the most important; the figure 2 opposite the item
of second importance ; the figure j opposite the item next
in importance, etc., etc., until you have ranked the entire
24 items.
Second:
Assign to each of the items a score, such that when the
scores for each of the 24 items are added the total will
be 100.
Examples: (a) If you have decided that each item is
of equal rank, then the score set opposite each item will
be aV^.
(b) If you decide these items are not of equal value,
then set opposite the item ranked / (of first importance)
a score, say, 10 ; opposite the item ranked 2, a score which
will indicate your idea of the relative difference in the
value of these two items, say, 8 ; opposite the item ranked
J, a score similarly found, etc., etc.
Keep in mind that the total of the scores assigned must
equal 100.
When completed the score sheet will appear somewhat as
follows :
[347]
RELIGIOUS EDUCATION OF PROTESTANTS
Itefn Rank Given Score Assigned
Item I 3 7-5
" 2 5 7.0
" 3 I lo.o
" 4 2 8.0
Etc
Etc
Etc
Sum of Scores lOO.
Table CIV is the form submitted for the use of the
judges.
TABLE CIV — SHEET FOR JUDGING THE RELATIVE WORTH
OF PUPIL DATA IN SUNDAY SCHOOL RECORDS
Item Rank Assigned Score Assigned
( i) Full name of pupil
(2) Date of birth
(3) Place of birth
(4) If foreign born, year came to U. S.. .
( 5 ) Name of father
(6) Name of mother
(7) Number of brothers and sisters
(8) Residence of pupil
(9) Whether employed or in public
school
10) Occupation, if employed
1 1 ) Grade, if in school
12) Member of church?
13) Church relationship of parents
14) Church organizations of which pupil
is a member
15) Date of joining each organization...
16) Non-church organizations of which
pupil is a member
17) Date of joining non-church organiza-
tions
18) Absence of pupil from class
19) Tardiness of pupil to class
20) Date of withdrawal from class
21) Cause of withdrawal from class
22) Promotion and non-promotion of
pupil
23) Attendance upon church services....
24) Date of uniting with church
Sum of scores .... lOO.
Signed
Position
Write on the back of this sheet any suggestions you may care to make,
after you have ranked and j«dged the items given.
[348]
RECORDS AND REPORTS
Of the 197 letters sent out, 88 replies were received. Eleven
replies were received too late for tabulation, and twelve had
to be discarded because the judge had not followed instruc-
tions. The tabulation of the scores assigned by the other 63
judges is given in Table CV.
TABLE CV — 24 ITEMS OF PUPIL DATA ARRANGED IN THE
ORDER OF THEIR RELATIVE WORTH AS
MATTERS OF RECORD
Range of Middle 50
Median Scores Per Cent.
Item Rank Score Low High Qi Qz
Full name of pupil i.o 6.08 3.0 20.0 5.0 8.0
Residence of pupil 2.0 5.19 .0 20.0 5.0 7.0
Grade, if in public school 3.5 5.1 i.o lo.o 4.0 6.0
Member of church 3.5 5.1 .0 lo.o 4.3 6.1
Date of birth 5.0 5.07 1.5 13.0 4.2 6.1
Absence of pupil from class.... 6.0 5.0 .0 20.0 4.2 6.0
Name of father 7.0 4.6 1.0 8.6 4.0 6.0
Cause of withdrawal from class 8.0 4.5 .0 15.0 4.0 5.0
Date of uniting with church.... 9.0 4.38 .0 lo.o 3.6 5.0
Promotion and non-promotion of
pupil lo.o 4.46 .0 8.1 3.0 5.0
Church relationship of parents., ii.o 4.35 1.0 lo.o 4.0 5.0
Attendance upon church services 12.5 4.2 .0 8.0 3.6 5.0
Employed or in public school. . 12.5 4.2 .0 9.3 3.0 5.0
Name of mother 14.5 4.05 .0 8.0 2.25 5.0
Church organizations of which
pupil is a member 14.5 4.05 1.0 lo.o 3.0 4.7
Tardiness of pupil to class 17.0 4.0 .0 15.0 3.0 5.0
Occupation, if employed 17.0 4.0 i.o 8.0 3.0 4.8
Date of withdrawal to class.... 17.0 4.0 .0 6.1 2.0 5.0
Number of brothers and sisters 19.0 3.57 .0 lo.o 2.4 4.2
Non - church organizations of
which the pupil is a member.. 21.0 3.01 .0 7.0 2.0 4.0
Place of birth 21.0 3.01 .0 7.4 1.0 4.0
If foreign born, year came to
the U. S 21.0 3.01 .0 5.2 1.3 4.0
Date of joining each church
organization 23.0 2.3 .0 5.7 1.0 2)-2i
Date of joining each non-church
organization 24.0 1.9 .0 7.0 1.0 3.0
(Since there are 24 items, the item with the lowest median score is
given a rank of 24. Where two or more items have the same median
score, all are given the same rank. For example, the third and fourth
items in the list are both ranked 3.5 — the average of the sum of two
•J -|- 4
ranks. ^-^ =3-5)
In the first column of the table are shown the ranks of the
various items as determined by the magnitude of the median
[349]
RELIGIOUS EDUCATION OF PROTESTANTS
scores given in the second column. For example, the item,
"Full name of the pupil" receives the highest median score — ■
6.08 — and is therefore given the rank of i.
In the second column are found the medians of the score
of the 63 judges on each of the twenty-four items. Again
taking the first item as an example, all of the scores of the
63 judges on the relative importance of the full name of the
pupil as a matter of record were arranged in the order of
their magnitude. Then, counting in from either end, the
middle score, that is the thirty-second score, is taken as rep-
resenting most fairly the judgment of the 63 persons.
In columns three and four are found the lowest and highest
scores assigned by any of the judges to each of the items. The
range indicates the lack of agreement between the judges as
to the relative worth of an item. An inspection of these
columns will show that there was the least disagreement in the
case of those items coming at the end of the list; i.e. those
items which have the least importance as matters of record.
There is much wider disagreement in the scores assigned to
the items receiving the highest median scores. If one takes
the first five items, the average range is 13.5 points; the last
five items have an average range of 6.5 points. It is probable
that the low scores in the case of the first two items can be
explained by the comments of one judge who had assigned low
scores to these items — "I have assumed the recording of these
items; hence my scores on these items have been reduced as
much as possible."
In columns five and six are found the two scores on each
item which include the middle 50 per cent, of all the judgments.
In column five are found the 25-percentile scores. (Commonly
called the first quartile and abbreviated as Q^. It is found by
arranging the scores of all the judges on one item in the order
of magnitude, and then taking that score below which will be
found 25 per cent, of all the scores. Similarly, the 75-percentile
or third quartile — Q3 — is that score below which will be found
75 per cent, of all the scores.) Between these two percentile
scores, Qi and Q3, will be found the "middle 50 per cent,"
[350]
RECORDS AND REPORTS
which enables one to judge how closely the scores group them-
selves around the median score. In the case of the first item,
the range is from a low score of 3.0 up to a high score of 20.0;
yet half of all the scores are grouped between 5.0 and 8.0, or
only 3 points. In the case of the second item, while the range
of scores is from o to 20.0, yet one-half of all the scores are
found between 4.0 and 5.0, or within one point. In general,
the more closely the scores group themselves around the middle
score, the greater the reliability of the median score. It
appears, then, from an inspection of these columns that in the
majority of items, the scores are grouped closely about the
median.
Several of the judges objected to ranking all of these items
in one group. Their chief reason for objecting was that this
list contained pupil-data of two types : those data which should
be made a matter of permanent record, and those of a nature
justifying a temporary record only. This objection was fully
recognized before the list was submitted to the judges; but it
was decided that in a school which had a thoroughly organized
secretarial force, these items of a temporary nature would be
the bases for permanent records and should, therefore, be
included in this study. For example, no one would think of
recording each Sunday's attendance upon the permanent record-
card of the pupil; but the summary of the year's attendance,
as obtained from the teacher's class-record, would certainly be
recorded in the permanent record. Without doubt, the wide
variation in the judgments of judges on some of the items of
pupil-data was due, in large measure, to this ranking of all the
items in one group.
When one compares the ranking of the relative worth of
these pupil-data by these 63 judges with present practice in
the Sunday schools of Indiana, there is evidence of considerable
agreement. In Table CIV of the six items accorded the first
six ranks, by the 63 judges of the relative worth of the items
as matters of record, five items are found by Table CV to have
been the most frequently recorded data in the 172 Indiana
Sunday schools surveyed. Also, of the six items at the bottom
[351]
RELIGIOUS EDUCATION OF PROTESTANTS
of the list according to the 63 judges, five are found to be the
items least frequently recorded by the 172 Indiana Sunday
schools.^
That there is this close agreement between the frequency
with which the Indiana Sunday schools record certain pupil-
data, and the judgment of these 63 judges as to the wisdom
for recording these data, is not strange when one considers
that six-sevenths of the judges are in administrative or execu-
tive positions, are familiar with the record systems in the
Sunday schools and more or less determine what pupil-facts
are made matters of record. In this study it was hoped that
it would be possible to separate the judges into three or four
groups so as to determine whether or not the groups differed
as to the facts to be recorded. Unfortunately, the number of
persons in each group of judges was not sufficient to justify
a separate tabulation. It would appear, however, from an
inspection of the judgments of the group of seven professors
in religious education in colleges and universities, that these
tend to place more value upon those pupil-data which are
generally thought to be more social in their bearing. For
example, the occupation of the pupil, his relation to the public
school, the organizations to which the pupil belongs, and
the like.
It is quite evident that the 24 items of pupil-data are not
of equal value as matters of record. It is also evident that the
valuation placed on these items is a reflection of present prac-
tice. This is merely another way of saying that the above
ranking indicates the degree to which uses for each of these
pupil data are evident to the minds of the judges. It is highly
probable, furthermore, since the great majority of the judges
are officials and executives in the field of religious education
and familiar with the average Sunday school and its untrained
workers in all lines, teachers, supervisors, secretarial force, etc.,
that this knowledge would lead the judges to place a higher
estimate upon those items which the judges felt confident the
Sunday school worker could use. With highly trained Sunday
* The coefficient of correlation between the ranks occupied by each item
in the two tables, according to Spearman's Rank Formula, is -|- .78.
[352]
RECORDS AND REPORTS
school workers, and with a sufficient number of them, pupil-
data might be utilized with a degree of effectiveness impossible
under ordinary conditions.
VI. . A Brief Summary of Significant Facts
Only one out of every three schools surveyed has any regu-
lation as to the number of days a pupil must attend before his
name is placed on the roll. The modal requirement is three
days attendance.
Only one school in eight has any requirement that a pupil
be dropped from the roll after a prescribed number of con-
secutive absences.
Two out of three schools use the yearly class-book for
recording attendance and other pupil-data.
Only one school in twenty maintains a modern pupil's-
record system of the cumlative type; i.e., a record of the pupil
for a series of years.
Four out of five schools use only one pupil-record form.
One out of ten schools uses two record-forms.
The only pupil-data which the Sunday school authorities
regard as sufficiently important to record are : the full name
of the pupil, and his absence from the class. Nine out of ten
of the Sunday schools record these facts.
About half of the schools make a record of the residence
of the pupil and the date of the pupil's birth.
[353]
PART FIVE: TEACHERS AND SUPER-
VISION OF TEACHING
BY
WALTER S. ATHEARN
OUTLINE
CHAPTER XII: GENERAL QUALIFICATIONS OF INDIANA
SUNDAY SCHOOL TEACHERS
I. Sources of Data
II. Number of Sunday School Teachers in Indiana
III. Sex, Marital State, Race and Nativity
IV. Occupation, Salary, and Income
V. Social and Economic Background
(a) Where Reared
(b) Occupation, Income, and Nativity of Father
(c) Education of Parents
VI. Age
(a) Present Age
(b) Age of Beginning Sunday School Teaching
VII. Church Relationships and Loyalty
(a) Age of Joining Church
(b) Influences Leading to Church Membership
(c) Church Activities
(d) Faithfulness to Church School
(e) Motives for Teaching in the Church School
VIII. Summary
CHAPTER XIII : EDUCATION, PROFESSIONAL PREPARATION
FOR TEACHING, AND TEACHING EXPERIENCE
I. General Schooling
(a) Amount of Schooling
(b) Grouping of Teachers on the Basis of Years of Schooling
(c) General and Religious Reading
II. Professional Training
(a) Courses in Professional Subjects
(b) Practice Teaching
(c) Available Professional Courses in Indiana Church Col-
leges
(d) Professional Reading
(e) Schools and Agencies for Training Sunday School
Teachers
(f) Conventions and Teachers' Meetings
III. Teaching Experience
[355]
CHAPTER XIV: STANDARDS AND METHODS
I, Standards Used by Teachers in Measuring the Success of Their
Teaching
II. Lesson Preparation
III. Methods of Questioning
IV. The Assignment of Lessons
CHAPTER XV: CLASSIFICATION OF INDIANA SUNDAY
SCHOOL TEACHERS
I. The Need of a Classification Plan
II. The Plan Described
III. The Plan Applied to Indiana Sunday School Teachers
IV. A Correlation of General Education, Professional Training, and
Teaching Experience
V. A Comparison of Indiana Sunday School Teachers and Indiana
Rural Public School Teachers
VI. Summary
CHAPTER XVI: SUPERVISION OF TEACHING
A. By the General Superintendents
I. The Superintendent as Administrator and Supervisor
II. General Qualifications of Indiana Sunday School Superintendents
III. Motives for Accepting Superintendency
IV. Supply, Placement and Retention of Teachers
(a) The Supply of Teachers
(b) The Placement of Teachers
(c) The Transfer of Teachers
(d) The Dismissal of Teachers
(e) The Resignation of Teachers
( f ) Substitute Teachers
(g) Public Recognition of Teachers
V. Agencies for Training Teachers While in Service
(a) The Teacher-Training Class
(b) Teachers' Meetings
(c) Demonstration or Model Lessons
(d) Regular and Helpful Supervision
(e) A Study of Classroom Methods
(f) Visiting Other Teachers
(g) Correspondence Study
VI. Methods of Classroom Supervision
VII. Methods Used to Judge Successful Teaching
B. By Departmental Superintendents
I. Present Status of Departmental Supervision
II. Qualifications of Departmental Superintendents
III. Authority Vested in Departmental Superintendents
IV. The Departmental Superintendent or Supervisor
V. Comparison of Methods of Supervision of General and Depart-
mental Superintendents
VI. Summary
[356]
PART FIVE: TEACHERS AND SUPER-
VISION OF TEACHING
Chapter XII
GENERAL QUALIFICATIONS OF INDIANA
SUNDAY SCHOOL TEACHERS
/. Sources of Data
There are approximately 5,644 Protestant Sunday schools
in Indiana. For the purpose of this study, 256 of these Sunday
schools were selected for special investigation by methods fully
explained in the section of this report entitled "The Purpose,
Scope and Methods of the Indiana Survey of Religious
Education." Carefully prepared question-schedules were for-
mulated and surveyors were trained in uniform methods of
presenting the schedules to the teachers in individual or group
conferences. It was made clear to each teacher that the inquiry
was impersonal in the sense that no names were to be revealed,
but personal and intimate in the sense that accurate information
was requested concerning many private personal matters which
were of great importance to those who were trying to help
all teachers and all Sunday schools.
Before filling out the question-schedules, the teachers were
asked to read carefully a statement from which the following
extract has been taken :
The first step in improving training courses, lesson-helps, and
lesson-systems is to secure the exact facts about the teachers for
whose use the material is prepared. It is not necessary that the
age, sex, education, nationality, parentage, experience, etc., of
[357]
RELIGIOUS EDUCATION OF PROTESTANTS
any particular teachers be known, but it is absolutely necessary
that lesson writers know these facts about teachers in general.
This general information can only be learned by securing the
exact facts, in an impersonal statement, from each teacher. For
this purpose, thousands of teachers will be asked to answer the
following questions. They are requested not to sign their names.
The information is not intended for the use of the local church or
Sunday school ; it will go to those who are preparing the material
for the use of Sunday school teachers and pupils. The questions
are numerous, and some of them are of an intimate character.
You will understand from the foregoing statement that this ex-
haustive, but impersonal statement is requested in order that those
who plan material for you to use may do so more intelligently.
There is a reason for every question. Please take time to do this
work thoroughly and expect as a reward textbooks and lesson-
helps more suited to your needs than you have ever had before.
"Sunday school teachers will be interested to know that a
similar survey has been made of thousands of public school
teachers and that training courses and textbooks are already be-
ing improved because of the facts secured.
"It is expected that the Sunday school teachers will cooperate
in a similar survey with as much professional enthusiasm as did
the public school teachers.
"In the interest of all teachers, we urge each teacher to care-
fully answer the following questions."
After this statement had been read, the surveyor usually
discussed with the teacher the purpose of the inquiry and
answered any questions which might be raised by the teacher.
Because of this method a very large percentage of the teachers
answered the questions and a very high percentage of com-
pleteness and accuracy of statement was secured. Of the 2,670
teachers in the 256 schools surveyed, 2,072 or 77.6 per cent,
returned schedules.
//. Number of Teachers
In the 256 churches surveyed there were 2,670 teachers for
the 2,604 classes and 253 supply teachers. If this ratio is
typical of the entire state, as we have reason to believe it is,
there were in Indiana, in 1920, a total of 47,240 regular
[358]
GENERAL QUALIFICATIONS OF TEACHERS
teachers and 4,430 supply teachers, or a grand total of 51,670
Sunday school teachers.
///. Sex, Marital State, Race and Nativity
Female Sunday school teachers outnumber the male teachers
in Indiana about three to one, there being 1,509 female teachers
and 563 male teachers among the 2,072 teachers surveyed.
This is approximately the same ratio that exists between female
and male teachers in the Indiana public schools, there being
15,650 female teachers and 5,411 male teachers in the State.
In urban communities 25.4 per cent, of the Sunday school
teachers are males; in the rural communities, 34.2 per cent, are
males. (See Chart XLIX.)
Chart XLIX — Sex Distribution of 2,072 Indiana Sunday School
Teachers.
Of the 2,061 teachers answering as to their marital state,
466 men and 967 women, a total of 1,433, were married, and
91 men and 537 women, a total of 628, were single. It would
seem that young men are not being recruited into the teaching
service as generally as the young women are. Twelve hundred
forty married teachers report the number of children in their
families as varying from o to 9 with the median 2. That is,
there are as many of the married Sunday school teachers who
have fewer than two children as there are who have more than
that number. Comparing these statements with similar facts
from the public school teachers of Indiana we get the following
percentages : 69.6 per cent, of the Sunday school teachers are
[359]
RELIGIOUS EDUCATION OF PROTESTANTS
married and 30.4 per cent, are single; 22.44 P^r cent, of the
public school teachers are married and 77.56 per cent, are
single. Sixty per cent, of the public school teachers are without
dependents.
All except 90 teachers reported as to their color; 523 men
and 1,351 women, a total of 1,874, are white, and 26 men and
82 women belong to the Negro race. Among the 20,066 public
school teachers of Indiana there were only 261 Negro teachers
in 1919. A sampling of approximately 5 per cent, of the
Sunday school teachers of the state gave 108 Negro Sunday
school teachers. At this rate there would be over 2,000 Negro
Sunday school teachers in Indiana, with only 261 Negro public
school teachers. The 1920 census gives the Negro population
of Indiana as 80,810, or 2.8 per cent, of the total population.
Negroes are received into the public schools, where they are
under white teachers almost exclusively; Negroes are not
received into the Sunday schools of the white people in the
same democratic manner. In other words, the fact of race
segregation is evidently more pronounced in religious schools
than in the secular schools.
With reference to their nativity, 2,007 teachers are dis-
tributed as follows: 526 males and 1,463 females, a total of
1,989, are native born; and only 18 males and 26 females, a
total of 44, are foreign born.
IV, Occupation, Salary and Income
Only six Sunday school teachers, three male and three
female, out of the 1,938 reporting on this subject, receive
compensation for their teaching services. Sunday school
teachers as a class are voluntary workers drawn from the com-
munity surrounding the school. To them Sunday school
teaching is an avocation. What are their vocations and what
their financial incomes from all sources? This section will
attempt to answer both of these questions.
Housewives, professional men and women, clerks and
farmers, in the order named, furnish the major part of the
Sunday school teachers for Indiana. The following table
[360]
GENERAL QUALIFICATIONS OF TEACHERS
shows the distribution of 1,938 Indiana Sunday school teachers
according to their occupation :
TABLE CVI— SEX AND OCCUPATION OF 1,938 INDIANA
SUNDAY SCHOOL TEACHERS
Both Sexes
Males
Females
Occupation
Totals. .
Agriculture . . .
Manufacturing.
Trade
Transportation.
Public Service.
Professional. . .
Domestic Serv-
ice
Clerical
Student
Home-maker . .
Number Per Cent. Number Per Cent. Number Per Cent.
1,938
159
146
112
23
16
260
159
126
lOO.O
8.3
7-6
5.8
1.2
•9
13-4
2.5
8.2
6.5
45.8
548
149
96
8S
16
10
126
18
22
26
o
28.3
27.1
17-5
15.5
2.9
1.8
22.9
2-3
4.0
4-7
.0
1,390
10
50
27
7
6
134
30
137
100
71.7
.7
3-7
1.9
.6
•5
9-7
2.2
9.9
7.2
64.0
(This table is based on data from 548 of 563 males and 1,390 of 1,509
females, or 1,938 of the 2,072 teachers included in this survey.)
This table is shown graphically in Chart L.
Per Cent
20
30
40
Home-Maker
Professional
Agriculture
Clerical
Manufacturino
Student
Trade
Domestic Service
Transportation
Public Service
Chart L — Occupations of 1,938 Indiana Sunday School Teachers.
Slightly more than half of the teachers reported the
amounts of their incomes, which varied from a few hundred
dollars to $15,000 and above. The number reporting was
1,065. One-fourth of this number received less than $858.87;
one- fourth received more than $2,109.71. The median income
for males was $1,746.56; for females, $1,235.99; for both
[361]
RELIGIOUS EDUCATION OF PROTESTANTS
sexes, $1,474.40. In other words, there are as many of the
1,065 teachers who receive an annual income of less than
$1,474.40 as there are who receive more than that amount.
V, Social and Economic Background
WHERE REARED
Nearly half of the Sunday school teachers in the schools
surveyed came from the open country, as the accompanying
chart and table will show :
Number
Teachers
Where Reared Reporting Males Females
Totals 1,998 542 1,456
Village 915 331 584
City 620 100 520
Country 341 85 256
Village and City 60 12 48
City and Country 32 6 26
Village, city and country 30 8 22
Chart LI presents these figures in graphic form.
Chart LI — 1,998 Indiana Sunday School Teachers Distributed with
Reference to the Place where the Teacher was Reared.
OCCUPATION^ INCOME AND NATIVITY OF FATHER
The data in the foregoing paragraph are supported by the
following figures showing the occupation of the fathers of
1,847 teachers reporting on this subject :
[362]
GENERAL QUALIFICATIONS OF TEACHERS
Number
Occupation of Father Answering Males Females
Totals 1,847 517 1.330
Agriculture 897 306 591
Manufacturing industries 368 82 286
Trade, including salesmen 221 48 173
Professional, including teachers 159 44 115
Transportation 74 ll 63
Domestic and manual service 73 13 60
Public service 28 3 25
Clerical occupations 20 6 14
Mining, quarries, oil, etc 7 4 3
One-fourth of the fathers of 282 male teachers received
less than $848 a year, one-fourth received more than $2,019 a
year; and the median annual income was $1,084. One- fourth
of the fathers of 518 female teachers received less than $1,028
a year, one-fourth received more than $2,222 a year ; and the
median annual income was $1,552. For both sexes the median
annual income of the fathers was $1,422; and one-fourth
received less than $957 a year and one- fourth received more
than $2,074 a year. It will be noted that the female teachers
came from homes somewhat more thrifty than those of male
teachers. It is also apparent that the present generation of male
Sunday school teachers has a marked increase in income over
that of their fathers. The median annual income of the fathers
of male teachers was $1,084. The median annual income of
the present male teachers is $1,746.56.
There were only 63 men and 171 women among the 1,994
teachers reporting whose fathers were of foreign birth.
EDUCATION OF PARENTS
Nearly three-fourths of the teachers gave information
regarding the education of their parents. The parents of
female teachers had educational advantages slightly superior
to the advantages of parents of male teachers; the median
number of years of schooling for both father and mother of
female teachers was 8.6, while the median number of years of
schooling for the fathers and mothers of the male teachers was
8.3 each. Taking the group as a whole, 1,415 teachers reported
as to the education of their fathers, and 1,409 reported the
RELIGIOUS EDUCATION OF PROTESTANTS
same facts regarding their mothers. One-fourth of both the
fathers and mothers had less than 8 years of schooHng; one-
fourth of the fathers had more than lo.i years of schooHng,
and one-fourth of the mothers had more than 9.4 years of
schooling. Half of the fathers and half of the mothers had
less than 8.5 years of schooling and half had more than that
number. The median number of years of schooling of the
fathers and mothers of these Sunday school teachers was,
therefore, 8.5.
VL Age
PRESENT AGE
The typical Indiana Sunday school teacher, judged from a
study of the present ages of 2,020 teachers, is 37 years old.
One-fourth of the teachers are under 27.2 years, and one-fourth
are above 47.3 years. Women teachers are approximately seven
years younger than men teachers. The median age of female
teachers is 35.1 years, and the median age of male teachers
is 42.1 years. One-fourth of the men are under 32.8 years.
10-
20
20-
25
25-
30
30- 35- 40- 45- 50-
3b 40 45 50 55
Years of Age
55- 60 &
60 OVER
1^ Sunday School Teachers ^ Public School Teachers
Chart LII — Comparative Ages of Sunday School Teachers and
Public School Teachers in Indiana.
[364]
GENERAL QUALIFICATIONS OF TEACHERS
and one-fourth of the women are under 25.5 years. One-
fourth of the men are over 52.6 years, and one-fourth of the
women are over 45.3 years.
Of 2,072 Sunday school teachers reporting 2,020 gave
their ages; out of 18,583 Indiana pubHc school teachers report-
ing 16,382 gave their ages. From Table CVII, given
below, it will be seen that Sunday school teachers are a more
mature group than are public school teachers. There are
twice as many (41.94 per cent.) public school teachers under
25 years as there are Sunday school teachers (20.4 per cent) ;
and there are twice as many (41.9 per cent.) Sunday school
teachers over 40 years as there are public school teachers (19.59
per cent.). The comparative ages of Sunday school teachers
and public school teachers are shown in Chart LIL
TABLE CVII — PRESENT AGES OF 2,020 INDIANA SUNDAY
SCHOOL TEACHERS AND 16,382 INDIANA
PUBLIC SCHOOL TEACHERS
Sunday School Public School
Teachers Teachers
males females percentages of
Per Per Per
Present Age Total Cent. No. Cent. No. Cent. Total Males Females
2,020 551 1,469 16,382 4,135 12,247
10-19 years 196 9.7 25 4.6 171 11.7 12.72 13.98 11.46
20-24 " 216 ii.o 33 6.0 183 12.5 27.22 24.35 34-19
25-29 " 213 10.5 38 7.0 175 11.9 18.27 16.87 19-68
30-34 " 258 12.8 65 11.8 193 13.1 11.68 11.97 11-40
35-39 " 291 14.4 83 15. 1 208 14.2 8.39 8.48 8.31
40-44 " 249 12.3 71 12.9 178 12.1 6.37 9-27 5-47
45-49 " 217 10.6 73 13.2 142 9.7 5.12 6.24 4.00
50-54 " 148 7-3 58 10.5 90 6.1 4.08 5.34 2.82
55-59 " loi 5.0 38 7-0 63 4.3 2.15 2.63 1.68
60 and above 133 6.9 67 12.3 66 4.6 1.87 3.00 .74
Statistical Measurements of Present Ages of Sunday School
Teachers :
Both Sexes Male Female
Median 37.0 years 42.1 35.1
First Quartile 27.2 " 32.8 25.5
Third " 47.3 " 52.6 45.3
Table CVIII shows the comparative ages of rural and
urban and male and female teachers. Table CIX shows the
correlation between ages of teachers and age-groups of pupils
taught. Chart LIII shows that city teachers are more mature
[365]
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[367]
RELIGIOUS EDUCATION OF PROTESTANTS
than rural teachers, except between 30 and 35 years and beyond
50 years.
AGE OF BEGINNING SUNDAY SCHOOL TEACHING
SHghtly more than one- fourth (27.58 per cent.) of the
1,994 Sunday school teachers who gave information on this
subject began teaching before they were 18 years old; half
of them began between the ages of 25 and 45; almost as
many began after 50 years as before 25 years of age.
Under 15- 20-
15 20 25
25-
30
30- 35- 40- 45- 50-55- 60- 65- 70 &
35 40 45 50 55 60 65 70 over
Years or Age
Rural
C^^Urban
Chart LIII — Ages of 2,072 Rural and Urban Sunday School
Teachers.
Table CXII shows the comparative ages at which Sunday
school teachers and public school teachers began to teach. It
will be noted that the public school recruits 61.3 per cent, of
its teachers during the eighteenth, nineteenth and twentieth
years, while the Sunday school secures but 25 per cent, during
these years. It is also significent that the Sunday school secures
36.1 per cent, of its teachers after the twenty-fourth year, while
the public school secures only 5.5 per cent of its teachers after
that age.
In general the maturity of teachers increases with (a) the
maturity of the pupils and (b) the age-range in the group
taught. In other words, the rule is to have young teachers for
[368]
GENERAL QUALIFICATIONS OF TEACHERS
young pupils ; older teachers for older pupils, and older teachers
for classes in which the age-range presents more complicated
problems of instruction and discipline. (See Table CIX.)
A study of lable CX and Chart LIV will show the
TABLE CX — AGE OF BEGINNING TEACHING OF 1,994 SUN-
DAY SCHOOL TEACHERS AND 16,216 INDIANA
PUBLIC SCHOOL TEACHERS
Sunday School Teachers Public School Teachers
Beginning
Age
Less than 18
yrs
i8yrs
19
both
SEXES
1,994
20
21
22
23
24
25 yrs. and
above 720
No.
550
2ig
102
178
69
6S
45
46
Per
Cent.
27.6
II.O
5-1
8.9
3-5
2-2,
2.3
2.3
550
Per
No. Cent.
FEMALES
1,444
Per
No. Cent.
BOTH
SEXES MALES FEMALES
16,216 4,344 11,872
75
47
29
55
23
23
18
18
137
8.6
5-3
1 0.0
4.2
4.2
3-3
3.3
475
172
73
123
46
42
27
28
32.8
11.9
5.1
8.5
3-2
2.9
1.9
1.9
36.1 262 47.4 458 31.8
Per
Cent.
II-3
22.6
21.0
17.7
9.8
5-7
3-4
30
5-5
Per
Cent.
11.9
19.2
18.6
17-5
lO.I
5-9
3.6
3.6
Q-4
30%'
20%-
io%- -I
^
1
1
^
■ I I
^
Under t8
18
19
20
22 23
24 25 &
OVER
Per
Cent.
10.7
26.9
23-3
17.9
9-5
5-5
3-1
2.4
1.6
•30K
■20«
\C%
YCARS OF AOE
■■Sunday School Teachers ^zaPUBUic School Teachois
Chart LIV — Age of Beginning Teaching of 1,994 Indiana Sunday
School Teachers and 16,216 Indiana Public School Teachers.
[369]
RELIGIOUS EDUCATION OF PROTESTANTS
importance of recruiting the teaching service of the Sunday
school during the period from 1 8 to 24 years. Table CXI and
Chart LV show the distribution of 1,961 Indiana Sunday
school teachers with respect to the age at which they began
to teach.
^ lO- 15-20-^5- 30- SS- 40- 45. 50- 55- 60- 65- 70-
(5 20 25 30 35 40 45 50 55 60 65 70 75
Years of Aoe
Chart LV — 1,961 Indiana Sunday School Teachers Distributed with
Respect to Age of Beginning Teaching in a Sunday School.
TABLE CXI — SEX AND AGE AT WHICH THE PRESENT
TEACHERS BEGAN TEACHING IN A SUNDAY
SCHOOL, BASED ON DATA FROM 1,961 INDIANA
SUNDAY SCHOOL TEACHERS
Age at Which
Persons Began Totals Males Females
Teaching in a Per- Per- Per-
SuNDAY School Number centage Number centage Number centage
Totals 1,961 loo.o 541 27.6 1,420 72.4
10-14 102 5.2 7 1.3 95 6.7
15-19 748 38.1 143 26.5 605 42.6
20-24 397 20.2 133 24.6 264 18.6
25-29 241 12.3 81 15.0 160 11.3
30-34 315 10.9 72 13.3 143 lO.I
35-39 114 5-8 42 7-8 72 S-i
40-44 67 3.4 30 5.6 37 2.6
45-49 39 a.o II 2.0 aS 2.0
50-54 24 1.2 12 2.2 12 .9
55-59 9 .5 5 .9 4 .3
60-64 3 -2 3 .6 o .0
65-69 I .1 I .2 o .0
70-74 I .1 I .2 T .0
[370]
GENERAL QUALIFICATIONS OF TEACHERS
VIL Church Relationships
AGE OF JOINING THE CHURCH
All but 47 of the 2,072 Indiana teachers returning question-
schedules are church members. Each teacher was asked to
state the age at which he or she joined the Church. In reply,
1,693 g^ve the answers from which the following age-groups
have been compiled :
Total Number
Ages of Joining Joining at Number of Number of
the Church Given Age Males Females
0-4 2 o 2
5-9 109 18 91
10-14 743 138 605
IS-19 505 163 342
20-24 162 78 84
25-29 77 34 43
30-34 44 23 21
35-39 20 II 9
40-44 16 II 5
45-49 752
50-54 532
55-59 000
60-64 3 2 I
The median age for both sexes is 14.9 years; for males,
17.2 years; for females, 14.4 years. One-fourth of both sexes
joined the Church under 12.6 years of age, and one-fourth
joined after the age of 17.6 years. The mode or predominant
group is 12, 13 and 14 years. The females joined the Church
at a slightly younger age than the males. One- fourth of the
females joined before they were 12.4 years old; one-fourth
joined after they were 17, and one-half joined before they
were 14.4 years old. The median age for the males was 17.2
years. One-fourth of the males joined before they were 13.3
and one-fourth joined after they were 22.3.
To this group of Sunday school teachers was added the
data from the county and township young people's and chil-
dren's division superintendents and the general and departmen-
tal superintendents in local churches, making a total of 2,302
Indiana Sunday school teachers and officials. From this list
[371]
RELIGIOUS EDUCATION OF PROTESTANTS
the following Table CXII has been prepared. Chart LVI
shows the distribution graphically.
TABLE CXII — AGE OF UNITING WITH THE CHURCH, BASED
ON DATA FROM 2,302 INDIANA SUNDAY SCHOOL
TEACHERS AND OFFICERS
Age of Uniting with the
Church Number
Age of Uniting with the
Church Number
Total Reporting. . . .
Less than i year (Birth-
right Quakers)
2.0- 2.99 years
3.0- 3.99
4.0- 4.99
S.o- 5-99
6.0- 6.99
7.0- 7-99
8.0- 8.99
9.0- 9.99
10.0-10.99
11.0-11.99
12.0-12.99
13-0-13.99
14.0-14.99
I5-0-I5-99
16.0-16.99
17.0-17.99
18.0-18.99
19.0-19.99
20.0-20.99
2 1. 0-2 1. 99
22.0-22.99
23.0-23.99
24.0-24.99
25.0-25.99
26.0-26.99
27.0-27.99
28.0-28.99
29.0-29.99
30.0-30.99
3 1.0-3 1.99
32.0-32.99
33.0-33-99
34.0-34-99
2,302
9
I
o
3
3
II
16
46
57
119
106
283
172
291
181
198
103
139
64
89
45
40
34
35
42
18
14
24
IS
29
8
13
13
12
35-0-35-99 years
36.0-36.99
37-0-37-99
38.0-38.99
39-0-39-99
40.0-40.99
4 1. 0-4 1. 99
42.0-42.99
43-0-43-99
44.0-44.99
45.0-45.99
46.0-46.99
47.0-47-99
48.0-48.99
49.0-49.99
50.0-50.99
5 1.0-5 1.99
52.0-52.99
53-0-53-99
54-0-54-99
55-0-55-99
56.0-56.99
57-0-57-99
58.0-58.99
59.0-59.99
60.0-60.99
6 1. 0-6 1. 99
62.0-62.99
63.0-63.99
64.0-64.99
7
7
5
5
4
II
5
2
3
3
I
3
4
For purposes of comparison, a chart has been prepared
(Chart LVII) showing the curve of the age of joining the
Church of 2,302 Indiana Sunday school teachers and officers,
with a curve representing the age of religious awakening of 2y2
GENERAL QUALIFICATIONS OF TEACHERS
5 10 15 20 25 30 35 40 45 50 55 60 66 .
aoe at which petison united with church
Chart LVI — Ages at Which 2,302 Indiana Sunday School Teachers
AND Officials United with the Church.
members of the Rock River Conference. This latter curve was
prepared by Professor George Albert Coe and published on
page 44 of The Spiritual Life, 1900. Two decades elapsed
between the gathering of the Rock River Conference data and
the Indiana data. The lack of more definite correlation be-
tween the ages of religious awakening of members of the
Rock River (Illinois) Conference and the ages of joining the
20 25 30
Years of Aoe
Chart LVII — Comparison of Ages of Joining Church of 2,303 Indiana
Sunday School Teachers and Officers with the Periods of
Religious Awakening of 272 Members of the Rock
River, Illinois, Conference.
[373]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXIII — AGE OF JOINING CHURCH OF 6,194 PERSONS
IN FIVE PROTESTANT DENOMINATIONS FROM
FORTY-THREE STATES
Age of Join-
ing Church Total No
Totals. .. .6,194
14
Per
Cent.
100.
5.00- S.99
6.00- 6.99
7.00- 7.99
8.00- 8.99
9.00- 9.99
27
71
159
339
10.00-10.99 458
11.00-11.99 536
585
597
500
389
312
227
160
115
12.00-12.99.
13.00-13.99.
14.00-14.99.
15.00-15.99.
16.00-16.99.
17.00-17.99.
18.00-18.99.
19.00-19.99.
20.00-20.99.
21.00-21.99.
22.00-22.99.
23.00-23.99.
24.00-24.99.
25.00-29.99.
30.oa-34.99.
35 0O-39-99-
40.00-44.99.
45.00-49.99.
50.00-54.99.
55.00-59-99-
60.00-64.99 .
65.00-69.99.
70.00-74.99 .
75.00-79.99.
80.00-84.99.
85.00-89.99.
90.00-94.99.
113
no
122
69
68
302
232
212
159
96
76
70
38
13
12
6
3
3
I
.226
.436
1. 145
2.570
5-48
7.40
8.66
9.454
9.647
8.08
6.287
5-043
3667
2.585
1.858
1.827
1.778
1.972
1.115
1. 10
4.875
3.788
3-099
2.565
1.58
1.24
1. 146
.613
.209
.195
.096
.048
.048
.016
Males
2,742
5
10
26
74
132
200
248
276
281
231
142
132
107
51
43
37
42
52
36
32
126
95
104
75
47
34
30
14
8
7
5
3
I
0
Per
Cent.
44-2
.182
-365
.949
2.70
4.82
7-30
8.935
10.09
10.02
8.43
5.18
4.82
3.905
1.86
1-57
1-354
1-53
1.90
1.317
1.17
4-595
3.099
3.782
2.735
1.714
1.23
1.094
.51
.291
.219
.182
.109
.036
.0
Females
3,452
9
17
45
85
207
258
288
309
316
269
247
180
120
109
72
76
68
70
33
36
176
137
108
84
49
42
40
24
5
5
I
o
2
I
Per
Cent.
55.8
.26
■49
1.31
2.47
6.093
7.48
8.533
8.957
9.16
7.802
7.16
5.22
3.48
3.16
2.087
2.20
1.97
2.03
.956
1.044
5.098
3.678
3.128
2.146
1.42
I.2I
1.158
.694
.144
.144
.028
.00
•057
.028
Statistical Measures;
14 days
Median 14 yrs., 7 mo..
Modal points, between 10-14 yrs.
Qi II yrs., 10 mo., 22 days
Qa 21 yrs., 4 mo., 21 days
[374]
GENERAL QUALIFICATIONS OF TEACHERS
church of the Indiana Sunday school workers, together with
the wide appHcation of the Rock River Conference curve to
curricula building by the leading Protestant denominations
suggested the advisability of a new study of the ages at which
people are now joining the Church, following methods that
would guarantee more exact data than had been secured in
previous surveys. Accordingly, question-blanks were sent to
300 churches in each of five religious denominations, namely,
Methodist Episcopal, Baptist, Presbyterian, Disciples and Con-
gregational. Each church was asked to return the list of names
of all persons who had joined the church during the twelve
months from December i, 1920, to and including November
30, 1 92 1, together with the exact date of birth, verified by
birth certificate; the record of the name in the family Bible,
etc. ; and the exact date of joining the Church, verified by the
church records. By this method 6,194 names were secured
with verified dates of birth and accession to the Church. These
names were from 43 States in the Union, The denominational
distribution is as follows :
Methodist Episcopal
Congregational
Presbyterian ,
Baptist
Disciples
With respect to these 6,194 persons, 44.2 per cent of whom
are male and 55.8 per cent, are female, the age of joining the
Church varies from 5 years to 94 years and three months. The
median or middle point in the entire range of ages falls at
14 years, 7 months and 14 days. The mode for the entire
range falls in the thirteenth year. That denominational prac-
tices do not vary materially, especially regarding adult evange-
lism, would seem to be indicated by the fact that the median
for each of the religious bodies that was studied falls at ap-
proximately the same point. The following table will show
the denominational variation in median, and mode :
[375]
No. Additions
Reported
No. Churches
Reporting
Total
Males
Females
61
2,234
1,006
1,228
81
1,490
641
849
66
1,186
521
662
47
742
344
398
20
545
230
31S
RELIGIOUS EDUCATION OF PROTESTANTS
Median Age Church Mode Church
Accession Accession
Methodist Episcopal iiyrs., 9 mo., 4 days Between 9andi4yrs.
Congregational 15 yrs., 10 mo., 14 days " 12 " 15 "
Presbyterian 14 yrs., 8 mo., 18 days " 12 " 14 "
Baptist 14 yrs., i mo., 28 days " 10 " 13 "
Disciples 14 yrs., 0 mo., 6 days " 9 " 13 "
It will be noted from Table CXIII that one-fourth of the
persons joining the Church were under the age of 11 years, 10
months, and 22 days. One-fourth joined the Church after
12%
10%
8%
6%
4%
2%
0
in%
R%
fi%
1
\
4%
1
\
?%
/
V
\
—
tmmt
—
.P^
ii-.
0
10 15 20 25 30 35 40 45 50 55 60
Years of Age
Males
Females
Chart LVIII — Ages of Joining Church of 6,194 Persons from Five
Protestant Denominations in 1922.
they were 21 years, 4 months, and 21 days old. One half,
or 50 per cent, of the church accessions were people between
the ages of 11 years, 10 months, 22 days, and 21 years, 4
months, and 21 days, — an age-range of 9 years and 6 months.
The fact that 75 per cent of the church members are re-
ceived before the age of 21 years, 4 months, and 21 days, jus-
tifies the startling statement that the chances are three to one
that the person who has not joined church by the time he or
she reaches the legal age of 21 years never will join a church.
The curve made from the Indiana data (see Chart LVII.)
and the curve made from the data obtained from forty-three
[376]
GENERAL QUALIFICATIONS OF TEACHERS
states (see Table CXIII. and Chart LXIII.) are almost
identical.
In the curve of the age of joining the Church the significant
dip at 14 years of age has suggested a composite graph showing
this curve, the curve of Sunday school attendance and the
curve of public school attendance. (See Chart LIX.) In all
of these curves there is a significant drop at some point between
12 and 14 and a practical disappearance of the interest by 20
I6%r
14%
\2%
10%
8%
6%
4%
2%
Age of
'•..Joining Church
Public School:\
-Enrollment^ '■
\e%
14%
12%
10%
8%
6%
4%
2%
0
8 9 10 II 12 13 14 15
Years of Age
16 17 18
Chart LIX — Composite Graph Showing Indiana Sunday School
Enrollment, Public School Enrollment for United States
and Age of Joining Church of 6,194 Persons.
or 25 years of age. The so-called "teen age" problems have
given rise to many proposed remedies. The public school has
at last proposed the junior and senior high schools with thor-
oughly reconstructed programs and curricula. The Sunday
school has projected the organized class, departmental organi-
zation and graded curricula. Non-church agencies have built
independent organizations of many kinds, some within the
peak of interest and some on the line of decline and even in the
"dip" of the curve; but little success has attended these efforts.
The "dip" in these curves is still an unsolved problem.
[3771
RELIGIOUS EDUCATION OF PROTESTANTS
As to church membership, the Catholic Church, through
ritual and doctrine, "sets" the minds of children from 5 to 12
years of age so that the rising tide of emotional interest from
12 to 14 or 15 years guarantees the allegiance of the individual
to the institution and his conformity to its demands in
spite of all the facts and arguments of later events. May it
not prove to be true that the "dip" cannot be prevented by
working at the point of the "dip" alone? If church loyalties
are planted at the "peak" of religious interest, can they be
made permanent, habitual life interests before the wave re-
cedes ? May it not be that the Protestant churches must make
more use of the years of childhood as the period for estab-
lishing church loyalties, and fully capitalize this loyalty during
the years of heightened emotional interest, making sure that
a wisely-selected curriculum with skillful methods prevent
early loyalties from producing narrow, non-creative devotees
of the established order? The curriculum of the future
should contribute towards the solution of the problem of
church membership. It is hoped that the data herein presented
may prove helpful to those who are charged with the forma-
tion of constructive programs for this critical period of child-
hood and youth.
INFLUENCES LEADING TO CHURCH MEMBERSHIP
The teachers of Indiana were asked to list in the order of
their importance the influences which had led them to join
the Church. An analysis of Table CXIV will show that
86.5 per cent, of the teachers replying to this request place
home training as the most important influence leading to their
uniting with the Church. The second influence in importance
was the revival; the third influence was the church school;
the fourth influence was the church service; the fifth was the
influence of companions; and the sixth, the young people's
meetings. The overwhelming testimony to the primacy of the
home as a source of religious training and church loyalty, the
place of the regular church service in the religious life of the
child, even though this service has not been adapted to the
[378]
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[379]
RELIGIOUS EDUCATION OF PROTESTANTS
special needs of children and youth; the fact that the revival
outranks the church school as a source of religious recruits;
and the relatively minor influence of young people's societies
as evangelistic agencies, are important revelations of this in-
vestigation. It should be kept in mind that this is a record of
the influences which those of the present teaching body be-
lieve were most effective in leading them to join the Church.
The median age of the persons making these judgments is 37
years. The median age of joining the Church was 14.9 years.
The record reveals conditions as they existed twenty-five years
ago. To what extent are these influences operating today?
To what extent do they influence the attitude of the present
teachers in the church school towards new methods of
evangelism ?
CHURCH ACTIVITIES
The Sunday school teachers are called upon to perform
many other duties besides those pertaining to the educational
work of the church. Replies from 1,974 teachers show that
the typical Sunday school teacher regularly supports two
church activities in addition to the church school. Ninety-
six per cent, attend church services regularly; 49.3 per cent,
are regular attendants at prayer meeting; 27.8 per cent, are
responsible for the young people's meetings; 21.6 per cent,
sing in the church choir and attend choir practice; and 52.6
per cent, attend missionary, social and other meetings held
under church auspices. It seems clear that the efficiency of
the teacher's service will be impaired by the multiplicity of
demands which are made upon both time and energy. (See
Chapter VII.)
FAITHFULNESS TO CHURCH SCHOOL
That Sunday school teachers faithfully attend the services
of the school is shown by the report of 1,478 teachers as to
the number of Sundays each was absent during a period of
one year. The median number of absences for both males
and females was four Sundays. One- fourth of both sexes
[380]
GENERAL QUALIFICATIONS OF TEACHERS
were absent fewer than two Sundays during the year; and
one-fourth were absent more than six Sundays.
The record of punctuality is even better than that of
attendance. Six hundred seventy out of 1,150 teachers re-
porting were not tardy a single time during the year. One-
fourth were tardy more than twice during the year.
These statements indicate a very high degree of punc-
tuality and attendance on the part of the Indiana Sunday
school teachers.
MOTIVES FOR TEACHING
Church loyalty, love of children, the joy of teaching, and
service to society through the moral and religious training of
children — these are the four high motives which have re-
cruited the teaching service of the churches of Indiana. The
accompanying table, CXV, shows that 78.2 per cent, of the
1,969 teachers reporting on this subject entered the service
because of a desire to serve the church in this manner; 63.8
per cent, began teaching because of their love for children ;
and 53.9 per cent, because of a kindred emotion — the joy of
teaching children. The social interest is expressed in the fact
that 4 1. 1 per cent, were influenced by a desire to serve society
through the teaching of morality and religion to the rising
generation. The motives listed in the table are not mutually
exclusive. Under the heading of "other motives," there were
listed such interesting statements as : "The salvation of their
soles" (sic) ; "as an infidel to refute God and the Bible"; "to
make up for negligence in other ways"; "rather teach than
listen to someone else" ; "desire to destroy denominationalism" ;
the loss of a child." Running through the 145 special influ-
ences, there were the same three or four great fundamental
motives — (i) desire to serve the church; (2) desire to serve
the child; (3) desire to serve the higher ideals of society; and
(4) the desire to secure the largest and most satisfactory self-
expression.
The types of pressure mentioned in the table by 176
teachers inchided such statements as : "Pressure from the com-
[381]
RELIGIOUS EDUCATION OF PROTESTANTS
munity"; "Everybody expects the minister's wife to do any-
thing" ; "Pastor urged" ; "Teacher insisted" ; "Persistent pres-
sure of pupils" ; and also a group of reasons that reveal a
deep religious motive behind the teaching service. Among
these reasons were the following typical statements of them:
"Led by divine power" ; "Call of God" ; "Convicted of the
spirit"; "Greatly impressed by God that I must teach"; "Con-
science impelled" ; "An impeUing 'must/ " etc.
This study shows that the rank and file of the Sunday
TABLE CXV — THE MOTIVES WHICH PROMPTED 1.969
INDIANA SUNDAY SCHOOL TEACHERS TO TAKE
UP TEACHING IN SUNDAY SCHOOL
Influenced by Method Indicated
BOTH sexes males FEMALES
Motives for Teaching Per Per Per
IN Sunday School No. Cent. No. Cent. No. Cent.
Total Reporting 1,969 100. 523 100. 1,446 100.
(a) Desire to render service to
the church in this manner 1,540 78.2 407 77.8 1,133 78.4
(b) Love for children 1,256 63.8 214 40.9 1,042 72.1
(c) The enjoyment coming
from teaching 1,062 53.9 251 48.0 811 56.1
(d) Gives a better social stand-
ing in the community Z37 I7-I 76 14.5 261 18.O
(e) No one else available 547 27.8 147 28.1 400 37.7
(f) Took the class to please
the Superintendent 386 19.6 81 15.5 305 21.1
(g) Could offer no valid ex-
cuse for not taking the
class 508 25.8 134 25.6 374 25.7
(h) Interest in the moral and
religious education of chil-
dren 810 41. 1 206 39.4 604 41.8
(i) Was pressure of any sort
brought to bear upon you
to take up this work? Yes. 176 8.9 29 5.5 147 10.2
(j) Other motives 145 7.4 25 4,8 120 8.3
(Table based on data from 1,969 of the 2,072 teachers surveyed; 523
out of 560 males, and 1,446 out of 1,509 females.)
school teachers of Indiana have been recruited by worthy
motives and suggests that those who would build the teaching
body for the church of the future should appeal to church
loyalty, love of children, love of society and the desire for
growth through the highest self-expression.
[382]
GENERAL QUALIFICATIONS OF TEACHERS
VIII. Summary
The typical Indiana Sunday school teacher is a married
woman, thirty-seven years of age, with two children. She has
an annual income of $1,474.40. The Indiana Sunday school
teachers were reared in rural homes in which the father's
annual income was only $1,084.
Sunday school teachers are recruited from children and
adults. Public school teachers are recruited from middle and
later adolescents. The church school neglects the young men
and women at the very time that they are making their voca-
tional choices.
The Sunday schools of Indiana are taught by church mem-
bers. The median age of joining the Church was 14.9 years.
The predominant groups, however, joined the Church at 12,
13, and 14 years. The influences which these teachers be-
lieve were most effective in leading them to join the Church
were, in the order of their importance, those of : ( i ) the
home; (2) the revival; (3) the church school; (4) the church
service; (5) companions; (6) young people's meetings.
Besides teaching in the Sunday school, each teacher carries
two other church responsibilities. The percentage of attend-
ance and punctuality at the church school sessions is very
high.
The motives that led the Indiana Sunday school teachers
to accept service in the church school are fundamental and
worthy of highest praise.
Finally, the Indiana Sunday school teachers are the mature
men and women of the church, who assume, in addition to
the duties of home and business, the responsibility for three
types of service to the local church because of profound con-
victions that the work is of supreme importance and worthy of
sacrificial service.
[383]
Chapter XIII
EDUCATION, PROFESSIONAL PREPARATION
FOR TEACHING AND TEACHING
EXPERIENCE
/. General Education
AMOUNT OF SCHOOLING
The Sunday school teachers of Indiana represent all grades
of educational progress and many and varied types of educa-
tional institutions. In determining the amount of schooling
the Indiana Sunday school teachers had received, it was neces-
sary to take into account the present academic standing of the
different institutions of learning and also the differences in
quantity and quality of all schools due to the lapse of years
since many of the present teachers were students. By care-
fully weighing all the school credits which the teachers re-
porting on their educational advantages were able to supply,
it was possible to prepare Table CXVI, showing the distribu-
tion of the 1,867 teachers on the basis of their years of school-
ing. This table is graphically illustrated in Chart LX.
It will be noted from a study of this table that the mode,
or most numerous group, comprises those who have had from
12 to 12.9 years of schooling. One- fourth of the teachers
have had less than 8.8 years of schooling; one-fourth have had
more than 13.5 years; and the median period of schooling is
11.02 years. A curve of the years of schooling of these
teachers would show three peaks, one at 8.00 to 8.90; one
from 12.00 to 12.90 and one from 16.00 to 16.90 years.
(See Chart LX.)
A correlation table has been prepared showing the rela-
tion of the age of the teacher to the amount of schooling. A
[384]
EDUCATION, TRAINING AND EXPERIENCE
0 ■■ up ip qi ip p p i^iii-iP ^w^mWWWWW 0
1-2 2-3 3-4 4-55-66-7 7-8 8-9 9-10 I0-II1H212-I3B-I4WH5I5-J6I&17I7H8 18-19
Years of Gcneiral Education
Chart LX — 1,867 Indiana Sunday School Teachers Distributed with
Reference to Sex of Teachers and Years of General Education.
TABLE CXVI — SEX AND YEARS OF GENERAL EDUCATION
OF 1,867 INDIANA SUNDAY SCHOOL TEACHERS
Rural and Urban Communities
both sexes males females
Years of General Per- Per- Per-
Education Number centage Number centage Number centage
Total number re-
porting educa-
tion 1,867 100. 492 26.4 1,375 73.7
0.0-0.9 o .0 0 .0 0 .0
1.0-1.9 4 0.2 2 0.4 2 0.1
2.0-2.9 4 0.2 2 0.4 2 O.I
3.0-3.9 4 0.2 3 0.6 I 0.1
4-0-4-9 5 0.3 4 0.8 I 0.1
5.0-5.9 20 I.I 4 0.8 16 1.2
6.0-6.9 41 2.2 16 3.3 25 1.8
70-7.9 72 3-9 18 3.7 54 3.9
8.0-8.9 384 20.6 86 17.5 298 21.7
90-9-9 195 10.4 60 12.2 13s 9.8
10.0-10.9 192 10.3 46 9.3 146 10.6
11.0-11.9 160 8.6 42 8.5 118 8.6
12.0-12.9 431 23.1 61 12.4 370 26.9
I3.0-I3-9 76 41 14 2.8 62 4.5
14.0-14.9 62 3.3 21 4.3 41 3.0
15.0-15.9 32 1.7 10 2.0 22 1.6
16.0-16.9 135 7.2 58 11.8 77 5.6
17.0-17.9 14 0.7 12 2.4 2 O.I
18.0-18.9 36 1.9 33 6.7 3 0.2
[385]
RELIGIOUS EDUCATION OF PROTESTANTS
study of Table CXVII will show that the older teachers, whose
education was received before modern educational advantages
were so well developed in Indiana, are not the only ones with
but a few years of schooling.
GROUPING OF TEACHERS
For the purposes of a general rating of teachers on the
basis of their general education, the following six classes have
been used:
Class A. Sixteen years or more of schooling.
Class B. Fourteen years and less than sixteen years of
schooling.
Class C. Twelve years and less than fourteen years of
schooling.
Class D. Ten years and less than twelve years of
schooling.
Class E. Eight years and less than ten years of schooling.
Class F. Less than eight years of schooling.
On the basis of these classes the 1,914 teachers reporting
on their schooling would be grouped as follows :
Rural Rural Urban Urban
Class Amount of Schooling Total Male Female Male Female
1,914 165 316 340 1,093
Class A Sixteen years or more of
schooling. (College graduation
and above) 193 16 I3 92 73
Class B Fourteen years and less than
sixteen years of schooling.
(Two years of college and less
than four years) 105 9 9 25 62
Class C Twelve years and less than
fourteen years of schooling.
(High school graduate and
less than two years in col-
lege) 514 21 73 53 367
Class D Ten years and less than
twelve years of schooling.
(Two years of high school
and less than four years).... 356 32 41 59 224
Class E Eight years and less than ten
years of schooling. (Elemen-
tary school and less than two
years of high school) 594 74 IS6 77 287
Class F Less than eight years of
schooling 152 13 25 34 80
[386]
EDUCATION, TRAINING AND EXPERIENCE
The largest single group, the mode, is Class E, with from
eight to ten years of schooling. Adding Class F to Class E,
we will see that 746, or 38.9 per cent, of the 1,914 teachers
reporting, have had fever than ten years of schooling. If this
rate extends throughout the state, as it undoubtedly does,
there are each week over 200,000 Sunday school pupils en-
rolled in classes taught by persons who have had less than half
of a high school education.
GENERAL AND RELIGIOUS READING
Thirteen hundred five of the 2,072 teachers reported on
the number of books read by them during one year. One-
fourth of this number read fewer than five books during the
year and one-fourth read more than twenty. The median
number was ten. In other words, there were as many teachers
who read fewer than ten books during the year as there were
who read more than that number. The women teachers read
more books than the men. The median number read by men
is 6; by women, 10. The lower quartile for men is 4; for
women, 5, The upper quartile for men is 15; for women, 25.
That is to say, one-fourth of the men read fewer than four
books annually and one- fourth of the women read fewer than
five. One-fourth of the men read more than 15 and one-
fourth of the women read more than 25 books annually. Be-
tween these two quarters there are one-half of the teachers.
The median or middle point of the whole series is 10.
Fourteen hundred seventy-two teachers give the number
of volumes in their private libraries. The median number of
books in each teacher's library is 46. One- fourth of the
libraries have fewer than 24 books and one-fourth have more
than 57 volumes. As to the use of the public libraries of the
state, 828 teachers, out of 2,072, report that they make fre-
quent use of public libraries, 937 that they do not use public
libraries frequently, and 307 ignore the question altogether.
Regarding the number of hours devoted each week to
religious reading, 1,456 teachers report a median of 3.8 hours.
[387]
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[388]
EDUCATION, TRAINING AND EXPERIENCE
One-fourth read fewer than 2.5 hours, and one-fourth read
more than 5.8 hours a week.
The following lists of religious periodicals regularly read
by the Sunday school teachers of six religious denominations
will reward very careful study. (See Table CXVIII.)
TABLE CXVIII — LISTS OF RELIGIOUS PERIODICALS REGU-
LARLY READ BY THE TEACHERS IN 256
INDIANA SUNDAY SCHOOLS
Number
Teachers
Baptist, Including Indi-
cator ed Baptist eating
The Baptist 33
Baptist World 2
Christian Herald 10
Messenger 6
Missionary Magazine 3
Missions 92
Baptist Observer 136
Union Review 4
Sunday School Times 20
Young People's 22
Baptist Advocate i
American Baptist 2
National Baptist 2
Crisis 3
Girls' Companion i
Christian Work i
Church Work i
Christian Evangel 2
Examiner- Watchman 3
Woman's Friend i
Mission Herald i
Herald of Light i
Institute i
Sunday School Journal 4
Herald of Lights i
New Era Movement i
Baptist Lookout i
World Outlook 2
Missionary Review of World i
Missionary Seer i
Missionary Serial i
Young People's Service 12
Star of Zion I
Sunday School Literature^.. 14
System i
(Data from 279 Baptist teachers, incl
Number
Teachers
Baptist, Including Indi-
Colored Baptist eating
{Continued)
Union Signal 2
New Century Teacher i
Wonderful Word i
Biblical World i
Girls' World 2
Baptist Standard 3
State Paper i
Union Review i
Continent i
Boys' Work I
Expositor I
Denom. Paper Unnamed'... 3
Missionary Magazine Un-
named ' 9
American Issue i
Journal and Messenger 5
Baptist Survey i
Christian Alliance i
Awakener 2
Youths'_ World i
Methodist Recorder i
Western Christian Advocate 2
Class Teacher i
Western Recorder 3
Tidings i
Christian Endeavor World... i
Hope 3
Worker 3
Voice I
Word and Way i
Gospel Trumpet 3
Keystone i
Total 447
uding 45 colored Baptist teachers.)
' Includes "Sunday School Papers," "Sunday School Helps," etc.
• Denominational papers, church papers, etc.
° Missionary papers, etc.
[389]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXVIII— LISTS OF RELIGIOUS PERIODICALS— Conhnwei
Number
Teachers
Indi-
Confffeffational eating
Advance 2
American Missionary 4
Boys' Companion 2
Christian Endeavor World... 2
Congregationalist 7
Girls' Companion 4
Girls' World I
Union Signal I
Well Spring 6
Forward I
Presbyter I
World Herald i
Forward I
Missionary Journal 2
What-To-Do 2
Firelight 2
Church School i
Mission Studies i
Everyland I
Total 41
(27 Congregational teachers re-
porting.)
Number
Teachers
Indi-
Disciples of Christ eating
World Call 93
Christian Evangelist 28
Front Rank 22
Christian Herald 12
Lookout 55
World Outlook 8
Christian Standard 34
Sunday School Times 16
Christian Endeavor World... 15
World's Work 3
Asia I
Christian Century 3
Girls' Circle 4
Boys' Comrade i
National Enquirer i
Expositor 2
Girlhood Days 7
Mission Herald i
Illustrator 2
Sunday School Literature*.. 12
Christian Reporter 2
* Includes "Church Papers," etc.
' Includes "Missionary Magazine."
' Includes "Sunday School Papers," etc.
Number
Teachers
Disciples of Christ Indi-
(Continued) eating
Statesman i
Boys' World i
Indiana Worker 5
Denom. Papers Unnamed.... 5
Association Monthly 2
Girls' Companion
Burning Bush
Boy Life
Boyhood Days
Congregationalist
Advance
Biblical World
Religious Education
King's Builders
Christian Vim
Westminster
Union Signal 2
What-To-Do
Missionary Magazine Un-
named *
Our Hope 2
Total 357
(213 Disciples' teachers report-
ing.)
Number
Teachers
Indi-
Methodist Episcopal eating
Christian /?iS^:.tLrnl 00c
Advocate 1 ^- Western \ ... 225
Advocate ^ YV^estern J
Christian Herald 52
Classmate 57
Epworth Herald 73
Heathen Woman's Friend... 49
Sunday School Literature*.. 62
Sunday School Times 28
Woman's Home Missions.... 35
Wonderful Word 3
World Outlook 41
Biblical World ...... '. '. ..... i
Christian Work 4
Christian Observer i
Christian Witness 6
Church School 11
Dynamo 2
[390]
EDUCATION, TRAINING AND EXPERIENCE
TABLE CXVIII— LISTS OF RELIGIOUS PERIODICALS— Confrnw^i
Number
Teachers
Methodist Episcopal Indi-
(Continued) eating
Gideon Magazine i
God's Revivalist 12
King's Business i
Lesson Illustrator 2
Methodist Review 6
Pentecostal Herald 9
Simpson Review^ 3
Sunday School Advocate.... 7
Superintendent Standard .... i
Denom. Papers Unnamed V . 8
Pilgrim Elementary Teacher i
Missionary Magazine Un-
named ' 7
Christian Statesman 2
Expositor 2
Bible Champion
World Call
Christian Evangelist
Religious Education
Young People's Weekly
Girls' Companion
"Baptist Papers"
American Friend
Watchword
Message
New Era
Christian Science Journal...
Living Church
American Church Monthly. .
Churchman
Spirit of Missions
Missionary Visitor
Zion Watchman
Gospel Trumpet
Missionary News
International Christ-Messen-
ger
Epworth League Quarterly..
Forward 2
Herald and Presbyter 2
Christian Endeavor World.. . 3
War Cry
Christian Worker
Methodist Recorder
Christian Standard
Korea Mission
Way of Faith
Number
Teachers
Methodist Episcopal Indi-
(Continued) eating
Christian Holiness i
Holiness Herald i
Homiletic Review i
United Presbyterian I
What-To-Do 2
Lookout 2
Anti-Saloon League Paper. . i
Assembly Herald I
The Guide i
Total 764
(500 Methodist Episcopal teachers
reporting.) Number
Teachers
Indi-
Presbyterian, U.S.A. eating
Continent 24
New Era 55
Forward 35
Foreign Missionary 8
Over Land and Sea 3
Sunday School Papers^ 11
Sunday School Times 16
Christian Vim 4
Christian Work 4
C. E. World 17
Herald 15
Lesson Illustrator i
Silver Cross i
Woman's Work 5
Missionary Magazine Un-
named * 8
Association Men i
Sunday School Literature... 4
Boys' World 2
Herald and Presbyter 20
Home Missions 5
Queen's Garden i
Awakener i
Homiletic Review 2
Signs of the Times 2
Young People's Weekly 3
World Outlook 5
Presbyterian Assembly i
Christian Herald 6
United Presbyterian 4
Westminster Guild 4
* Includes "Church Papers," etc.
' Includes "Woman's Missionary Papersi," "Missionary Magazine," "Mission Papers.'
' Includes "Sunday School Quarterlies, Journals and Helps."
* Includes "Women's Missionary Papers, Magazine," etc.
[391]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXVIII— LISTS OF RELIGIOUS PERIODICALS-
Number
Teachers
Presbyterian Indi-
(Contintied) eating
Classmate i
Denom. Papers Unnamed * . . 2
Expositor I
Bible Champion i
Girls' Companion i
Family Altar i
Missionary Friend i
Missionary Review of World 2
Statesman I
Everyland i
Spirit of Missions i
Continued
Number
Teachers
Reformed Church Indi-
(Continued) eating
Sunday School Times 3
Wonderful Word
Reformed Church World. . . .
Burning Bush
Forward
Herald and Presbyter
Pentecostal Herald
Girls' Companion 3
Christian Vim i
Totals 272
(178 Presbyterian teachers re-
porting.) Number
Teachers
Indi-
United Presbyterian eating
C. E. World. 3
Christian Union Herald 6
Christian Herald 7
Missionary Magazine 6
Missionary Review of World i
New World Movement 6
Sunday School Literature... 4
Sunday School Times 2
Evangelist 2
United Presbyterian 18
Denom. Papers Unnamed... 5
What-To-Do i
Young People's Weekly 2
Total 63
iS7 United Presbyterian teachers
reporting.) Number
Teachers
Indi-
Reformed Church eating
Denom. Papers Unnamed \ . 2
Messenger 2
Outlook of Missions 25
Sunday School Literature ^ . . 7
Heidelburg Teacher 6
Way 2
Christian Work i
Christian World 21
Christian Endeavor World. . 12
Christian Herald 8
Total 99
(59 Reformed Church teachers
reporting.) Number
Teachers
Indi-
United Brethren eating
Evangel 31
Woman Evangel 7
Christian Herald 3
Oriental Missionary Standard 2
Sunday School Times 6
Religious Telescope 70
C. E. World 13
Watchword 40
World Outlook 3
Missionary Review 9
Witness i
Bible Teacher i
Christian Conservation 5
Christian Cynosure 5
Intercollegiate Statesman ... I
Gems of Cheer i
Girls of Today i
Western Christian Advocate. I
Girls' Friend 5
Expositor I
Sunday School Literature * . . i
Boys' Friend i
United Presbyterian i
Young People's Weekly i
Union Signal 2
Message 3
Everyland i
Homiletic Review i
Total 212
(104 United Brethren teachers
reporting.)
^ Includes "Our Church Papers and Denominational Magazine.
" Includes "Our Church Papers, Magazines," etc.
' Includes "Sunday School Helps," etc.
* Includes "Sunday School Papers and Helps."
[392]
EDUCATION, TRAINING AND EXPERIENCE
TABLE CXVin— LISTS OF RELIGIOUS PERIODICALS— Continued
Grand Total
Baptist 447
Church of Brethren 87
Christian Church 71
Congregational 41
Evangelical 102
Disciples of Christ 357
Society of Friends 26
Lutheran 103
Methodist Episcopal 764
Methodist Protestant 64
Wesleyan Methodist 6
Free Methodist 12
African Methodist 29
Zion African Methodist 7
Colored Methodist Episcopal 6
Presbyterian 272
United Presbyterian 63
Protestant Episcopal 37
Reformed Church 99
Salvation Army 20
United Brethren 212
Universalist 8
International Holiness 32
Seventh Day Adventist 14
Church of God 6
Grand Total Religious Periodicals Read by 1782 Teachers. 2,885
Outstanding facts to be observed from a study of these
lists are the absence of a journal of universal denominational
appeal through which a common message can be carried to the
entire constituency of the denomination; and the absence of
an interdenominational journal through which a common mes-
sage may be carried to large numbers of people in all de-
nominations. Another fact of great significance in the small
circulation of such journals as The Church School, The Chris-
tian Educator and The Sunday School Worker.
Over against the religious reading of the Indiana Sunday
school teachers, it is interesting to note the type of general
reading which is done by the same teachers. The following
table shows the distribution of the 179 titles of magazines
regularly read by the Sunday school teachers in the 256
churches surveyed, with the total number of persons naming
each magazine. These titles indicate the reading taste, domi-
[393]
RELIGIOUS EDUCATION OF PROTESTANTS
nant interest, and vocation of the persons who are charged
with the teaching of rehgion to the childhood of Indiana. Of
the general magazines, the Ladies' Home Journal, the Literary
Digest, the American, and the Saturday Evening Post are the
most generally read. ( See Table CXIX. )
TABLE CXIX — CLASSIFIED LIST OF MAGAZINES READ
REGULARLY BY 1782 SUNDAY SCHOOL TEACHERS
IN 256 INDIANA CHURCHES
General, Literary, etc.
Argosy I
American 319
Atlantic Monthly 28
Bookman i
Century 18
Collier's Weekly 54
Cosmopolitan 25
Current Literature 5
Democracy 2
Designer 7
Dial I
Everybody's 13
Forum i
General magazines unnamed 36
Good Housekeeping 48
Happy Hours i
Harper's Monthly 18
Hearst's i
Hearth and Home 2
Holland's Magazine i
Home Life 2
Ladies' Home Journal 419
Leslie's Weekly 17
Life 4
Literary Digest 371
Living Age I
McCall's 72
McClure's 13
Metropolitan 6
Munsey's 3
Pathfinder 26
People's Home Journal.... 26
People's Popular Monthly.. 2
Pictorial Review 120
Red Book 8
Saturday Evening Post 203
Scribner's
Smith's
To-day's
Toledo Blade'
True Story
16
I
3
I
I
General, Literary, etc. — Continued
Woman's Home Companion 171
Woman's Home Journal.... 4
Yale Review i
Public Affairs, Current Events, etc.
Child Welfare i
Commoner 2
Current Events 8
Current History 1
Current Opinion 6
Current Topics 2
Independent 27
Nation 2
New Republic 5
North American Review 5
Outlook 50
Public Opinion 2
Review of Reviews 52
Survey 5
World's Work 30
Educational
American Historical Maga-
zine I
Educator Journal 9
Helps for Teaching 2
Indiana Educator 1
Kindergarten Review I
Mentor 7
Modern Language Journal.. i
National Geographic 115
Normal Instructor
Penmanship
Popular Educator
Primary Education
Primary Plans
School Journal
School News
Science and Mathematics.
Teachers' Journal
II
I
I
5
6
3
2
I
I
^ A daily paper with weekly supplement on Thursdays.
[394]
EDUCATION, TRAINING AND EXPERIENCE
TABLE CXIX — CLASSIFIED LIST OF MAGAZINES — Continued
Women's Magazines
American Motherhood . . . .
American Woman
Boston Cooking School
Comfort
Delineator
Forecast
Gentlewoman
Home Magazine
Household
Household Journal
Housekeeper
Housewife
Illustrated Companion
Journal of Home Eco-
nomics
Modern Priscilla
Mothers' Home Life
Mothers' Magazine
Needlecraft
Woman Citizen
Woman's Home Magazine..
Women's Weekly
Women's Work
Woman's World
Women's magazines un-
named
Agricultural
Breeders' Gazette
Country Gentleman
Dairy Producer
Drovers' Journal
Farm and Fireside
Farm and Home
Farm Journal
Farm Life
Farm papers unnamed
Farmer Mechanic
Farmer's Guide
Farmer's Wife
Indiana Farmers' Guide....
Iowa Homestead
Poultry Keeper
Prairie Farmer
Successful Farming
Technical, Mechanical
Illustrated World ,
Motor Age ,
Popular Mechanics
Popular Science Monthly..
Scientific American
Technical Magazine ,
2
7
I
19
43
I
4
I
I
I
i8
2
2
9
I
21
4
3
2
S
I
46
II
5
26
2
I
6
5
8
7
21
I
44
3
II
I
I
2
10
Professional
Medical Journal
Dental Magazine
American Journal of Nurs-
ing
Trained Nurse
Trade, Business
American Machinist . . .
Bankers' Monthly ....
Carpenter
Chamber of Commerce.
Chemical Journal
Credit Men's Bulletin..
Nation's Business
Railway Conductor . . .
System
Trade
Nature
Bird Lore
Birds ,
Field and Stream.
Nature Lore ,
Recreation, Outers
Fine Arts
Architectural Magazine
Drama
Etude
House and Garden.
Hygiene
Health
Life and Health
Mind and Body
Physical Culture ....,
Public Health
Red Cross Magazine.
Young People's Magazines
American Boy
Boy Life
Every Girl ,
St. Nicholas
Scouting Magazine
Youth's Companion . . . . ,
4
I
I
I
I
44
Miscellaneous
American Legion
Army and Navy Magazine.
Association Men
[395]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXIX — CLASSIFIED LIST OF MAG AZmES — Continued
Miscellaneous — Continued Miscellaneous — Continued
Business System ^ 2 North American World ^. . . i
Continent I Photo Play 2
Federation ^ 2 Stockman i
Golden Rule, Hills ^ 4 Success^ 6
Message' 1 Twentieth Century^ i
National Inquirer ^ i Vick's American Monthly ^. . i
Nautilus I World To-day ^ i
^ Not listed in Severence "Guide to Periodicals Published in U. S."
//. Professional Training
COURSES
About one-fourth of the 2,072 Sunday school teachers re-
turning blanks have at some time held public school teachers'
certificates. It is fair to conclude that few of the 467 who
omitted this question had ever held teachers' certificates. Of
the 1,605 who answered, 159 males and 367 females, a total
of 526 had been certificated as public school teachers. It is
also fair to conclude that the major part of the professional
training of the Sunday school teachers reporting such training
has been secured in preparation for public school service.
Reporting on the number of professional courses taken in
high school, normal school, college or university, 1,271 teachers
list the following number of courses:
Number of
Persons
Number of
Number
Type of Courses
Taking Courses
Courses
Reporting
Total
Males
Females
No courses. . .
. 72>(>
Theory of Teaching
. 401
118
283
One course. . .
130
Educational Psychology.,
■ 403
116
287
Two courses .
112
School Management
, 311
90
221
Three courses
. 89
History of Education
. 322
02
230
Four courses .
203
Five courses . .
I
The median number of professional courses is zero; one-
fourth of the male teachers report more than three courses,
and one- fourth of the female teachers report more than two.
This, however, does not take into account the 801 teachers who
gave no information on this subject. The distribution of the
courses as to type is shown in the right-hand portion of the
above table.
An analysis of the reports of 2,072 teachers as to the
[396]
EDUCATION, TRAINING AND EXPERIENCE
courses in religion and religious education taken in normal
schools, colleges or universities, is presented here in an inter-
esting table. Eight hundred thirty teachers give no informa-
tion ; 956 say they have taken no courses, and 386 report from
one to six courses.
Number of Persons
Number op Number Type of Courses Taking Courses
Courses Reporting Total Males Females
No courses. ... 956
One course. .. . 128 Biblical History 253 103 150
Two courses.. 103 Biblical Literature 229 91 138
Three courses . 59 History of Religion 145 65 80
Four courses.. 46 Missions 115 47 68
Five courses.. 23 Religious Education 97 43 54
Six courses... 27 Church History 131 65 66
One-fourth of the teachers reporting have had one or more
courses in religion or religious education; but the typical
teacher has had no courses in these fields.
PRACTICE TEACHING
There has been virtually no practice teaching in the train-
ing of the Indiana Sunday school teachers. In reply to the
inquiry on this subject, 1,082 of the 2,072 teachers ignored
the question; 856 said they had had no practice teaching; 53
reported from 10 to 19 weeks; 36, from 20 to 29 weeks; 18,
from 30 to 39 weeks; 14, from 40 to 49 weeks; 13, above 49
weeks. The distribution of these practice courses with refer-
ence to the types of institutions in which the courses were
taken shows that 63 courses were taken in high school ; 58 in
county training schools; 117 in normal schools; 59 in col-
leges or universities ; and one in a city normal school. It is
evident that the practice courses which have been taken by
these Sunday school teachers were intended to train public
school teachers.
AVAILABLE PROFESSIONAL COURSES IN INDIANA CHURCH
COLLEGES
A study of the catalogues of fourteen denominational col-
leges shows a minimum offering in the fields of Biblical litera-
ture and history, and in the history and science of religion.
The offerings in the science and art of teaching religion in the
[397]
RELIGIOUS EDUCATION OF PROTESTANTS
home, in the local church and in the community is inexcusably
meagre. In Table CXX, there is an exhibit of 14 colleges
founded primarily for the ends of religious education, sup-
ported by the philanthropy of churches, but devoting more
than thirteen times as much energy to the preparation of
teachers for the state as they do to the preparation of teachers
for the church. The denominational colleges of Indiana have
strained their resources to the limit to establish and maintain
teacher-training courses which will meet the approval of the
State Department of Education. They seem not to have felt a
similar responsibility for the educational programs in the
churches from which they draw their chief support.
Table CXXI paints a still sadder picture. Not only are
there meagre offerings in the fields of religion and religious
education, but barely one in six students who enter the ten
institutions reporting on this subject enrolls in the courses in
the Bible or religion and only one out of sixty-four enters the
classes in religious education. Only 58 students in ten de-
nominational colleges are majoring in religion, and 30 of these
are in one college. One reason why only 386 of the 2,072
Sunday school teachers in the 256 Indiana churches have pur-
sued courses in religion, Bible and religious education is now
apparent. The fact that less than 10 per cent, of the teachers
in these 256 churches are college graduates suggests that
graduates from denominational colleges have not been trained
in large numbers to serve the local church with the same devo-
tion and energy which they are giving to the civic, literary and
social life of the communities in which they live. Leadership
for the school in the local church should come in large measure
from the church college. Until these institutions are made
conscious of their obligations in this direction, the cause of
religious education in Indiana will limp along with mediocre
leadership.
PROFESSIONAL READING
One hundred sixty-three books were named as the pro-
fessional reading of the teachers who have not studied edu-
cational courses in college or other accredited institution of
[398]
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[400]
EDUCATION, TRAINING AND EXPERIENCE
learning. The list includes 24 titles which reflect the influence
of public education and run the gamut from DeGarmo, White
and Halleck of a generation ago to Thorndike, Monroe and
Cubberley of the present time.
Number
Teachers
Naming
Title Book
Angell, Psychology 4
Pillsbury, Psychology • •
Thorndike, Psychology
Dewey, Psychology
Sanderson, Psychology
James, Psychology 17
James, Psychology of Religious Experience
James, Talks to Teachers
Starbuck, Psychology of Religion
Halleck, Psychology and Psychic Culture
Home, E. L., Psychology of Religion
Swift, The Mind in the Making
Harrison, Some Silent Teachers
Harrison, Child Training
White, Elements of Pedagogy
De Garmo, Methods
Hinsdale, Teaching the Language Arts
Spencer, Education
Home, Philosophy of Education
Seeley, New Teacher Management
Seeley, History of Education
Graves, History of Education
Monroe, Text Book in the History of Education
Cubberley, Public School Education in the U. S
These basic books have touched but a few of the hun-
dreds of teachers answering the inquiry regarding their pro-
fessional reading.
In the field of religious education there were a scattering
few of such titles as : Betts, How to Teach Religion; Athearn,
The Church School; Cope, The Modern Sunday School in
Principle and Practice; Burton and Matthews, Principles and
Ideals of the Sunday School; Weigle, The Pupil and the
Teacher; St. John, Stories and Story Telling; Littlefield,
Handwork in the Sunday School. Outnumbering books of
this type five to one were the most frequently mentioned texts
of the old First Standard Course, including Moninger,
Training for Service, 26 times; Moninger, Elementary
Teacher's Manual, 3 times; Moninger, Methods, i time;
[401]
RELIGIOUS EDUCATION OF PROTESTANTS
Welshimer, Bible School Vision, i time; Meacham, Training
to Teach, 2 times ; Oliver and Stevenson, The Teacher Trained,
5 times; Oliver, Preparation to Teach, 7 times; Hurlburt,
Teacher Training Course, 8 times. Of the New Standard
Teacher Training Course texts, Barclay, Arlo A. Brown,
Baldwin, Lewis, Winchester, Slattery, Danielson are named
with a total of 26 readers, the exact number accredited to
Moninger's Training for Service. The remainder of the list
is made up for the most part of the more popular elementary
treatments of pedagogical and Biblical subjects.
SCHOOLS AND AGENCIES FOR TRAINING SUNDAY SCHOOL,
TEACHERS
For the training of the rank and file of the Sunday school
teachers of the United States there have been established
certain types of schools and agencies with regular courses
of study and a relatively standardized organization and
method. An effort has been made to find out to what extent
these agencies of training have contributed to the preparation
of the Indiana Sunday school teachers. The following is a
list of schools and agencies which have touched 616 of the
2,072 teachers from whom information was requested; 1,456
omitted all reference to this topic in their replies.
Number
of Times
Name of School or Age%cy Reported
Total 637
Primary Graded Union 30
School of Principles and Methods 59
Teacher Training Class (local church) 417
Teacher Training Class (community) 88
Community Training School 19
Chautauqua • 3
Course by Chicago University of Sacred Literature 3
Bethany Assembly i
Bible Institute 3
Teacher Training at Lutheran Institute I
Y. M. C. A. (Lake Geneva) i
Institute 3
Y. W. C. A. Conference 2
Bible School 2
Bible Correspondence School i
Presbyterian Winter Conference, Short Course i
Young People's Conference 2
Summer Conference i
[402]
EDUCATION, TRAINING AND EXPERIENCE
One hundred twenty-five persons report graduation from
one or more of the above schools during the past 21 years.
The total number of persons enrolled in any of the above
schools on January i, 1920, v^as 83. It will be noted in the
above list that the teacher-training class in the local church
is the most fruitful source of teacher-training among the
churches surveyed. It is significant that only 28 teacher-
training classes were in operation in the 256 churches at the
time these data were secured.
Some idea of the academic standards of these schools can
be had from a study of the textbooks used in the classes.
Seventy-five different texts are listed below; forty-one were
used by but one teacher each.
Name of Text
No. of
Times
Used
Training the Teacher — Oliver 37
Teacher Evangel — Moninger 26
Training for Sendee — Mon-
inger 23
Teacher and Pupil — Weigle. . 21
Teacher — Unnamed 17
Teacher Training — Hurlbut.. 16
Bible 15
New Standard Teacher
Training Course — Chalmers 14
Teacher Training — Barclay.. 10
First Manual Teacher Train-
ing II
Primer of Teacher Training
— Brown
Preparation for Teaching —
Oliver 8
Lecture Course 5
Life of Christ 4
Teacher Training — Hammil. . 4
Program of Christian Living 4
No text 4
8
Name of Text
No. of
Tim,es
Used
Baptist Teacher Training
Manual 3
Teacher Training Course —
Trumbull 3
Bible History 3
Junior Work and Worker. . . 3
Handbook for Sunday School
Workers — Olmstead 2
Youth and the Church — Maus 2
Church School — Athearn .... 2
Course by Mrs. Lemereaux.. 2
International 2
Keystone Teacher Training
Course 2
Life of Christ — Barclay 2
Teacher Training Essentials
— H. E. Tralle 2
New Convention Normal.... 2
Teacher Training Quarterly. 2
Teacher and Learning —
Sheridan 2
Otterbein Teacher Training.. 2
The following are the titles mentioned by only one teacher
each: Advanced Course; Bible and Its Meaning; Brethren;
Charts; Christian Nurture; Church History; Christian Teacher
Training Course; Correspondence Course; Dr. Berniger;
Eiselin and Barclay; Elements of Religious Pedagogy, Pattee;
Four Gospels; Girlhood, Lerange; Graded Course; How to
[403]
RELIGIOUS EDUCATION OF PROTESTANTS
Teach Religion, Betts; Jesiis of Nazareth, Rhees; Life of
Christ, Bosworth; Life of Jesus; Missions in Modern Schools;
Methodist Teacher Training Manual; National Teacher Train-
ing Course; Old Testament History; Origin and Teaching,
New Testament; On Sunday-school Teaching; Pedagogy,
Shepherd; Record and Letters of the Bible, Bosworth; Reli-
gion and Morals; Special Course by Pastor; Story Telling from
Bible; Sunday-school Teacher's Bible; Talk with Training
Classes, Slattery ; Taking Men Alive; Teacher s Guide; Teacher
Training, Fischer ; Teacher Evangel, Junior; Teachers' Life of
Christ; Teaching Values of Life of Christ, Barclay; Training
Book Number One; Twentieth Century New Testament; What
the Bible Teaches; The Worker and His Bible.
CONVENTIONS AND TEACHERS* MEETINGS
Only 629 teachers replied to the request for information
regarding attendance upon conventions of Sunday school
workers. Of this number, 271 attended a Sunday school con-
vention during the year preceding the survey of their church.
The median for those replying is 2. About two-thirds did
not reply to this question. One-"fourth of the one-third that
did reply attended no conventions during the year ; one- fourth
attended more than three conventions each.
Two-thirds did not reply to the question regarding
teachers' meetings in the local church; 253 said they did not
attend such meetings and 373 said they did attend. Of the
one-third replying to this inquiry, half attended fewer than
8.6 meetings during the year and half attended more than
that number. The median number of meetings attended by
men was 11.5 and by women 6.8. Only 57 out of the 2,072
teachers report attendance upon a community teachers'
meeting.
A summary of the foregoing statements regarding the
professional training of Sunday school teachers need only
refer to the meagre service of denominational colleges in
this direction; the scanty and undirected professional reading;
the small fraction of teachers reached by the denomi-
[404]
EDUCATION, TRAINING AND EXPERIENCE
national and interdenominational teacher-training programs;
the elementary character of the work attempted by these
agencies; and, finally, to the relatively small proportion who
attend conventions, teachers' meetings and similar means of
professional growth. The professional training of the rank
and file of these teachers is practically nil.
TABLE CXXII — THE NUMBER OF YEARS A TEACHER HAS
TAUGHT IN SUNDAY SCHOOLS AS SHOWN BY THE
TEACHING EXPERIENCE OF 1,698 INDIANA
SUNDAY SCHOOL TEACHERS
Teachers Reporting Having Taught the
Number OF Years Number of Years Indicated
Taught both sexes males females
IN Sunday Schools Number Number Number
1,698 470 1,228
0 118 33 85
1 195 45 ISO
2 155 38 117
3 133 22 lOi
4 114 26 88
5 99 26 73
6 95 25 70
7 66 IS SI
8 71 20 SI
9 28 9 19
10-14 220 64 IS6
15-19 107 33 74
20-24 96 3S 60
25-29 90 26 64
30-34 52 23 29
35-39 29 10 19
40-44 27 12 IS
45-49 7 3 4
50-S4 440
55-59 202
60-70 I I o
Statistical Measures: Total Males Females
Median 6.5 8.2 6.0
Qi 2.7 3.0 2.6
Q3 147 19-2 12.7
(Table based on data from 470 of 563 males, and 1,228 of 1,509 females,
or 1,698 out of 2,072 of the teachers included in this survey.)
[405]
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[406]
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[407]
RELIGIOUS EDUCATION OF PROTESTANTS
4C%-
0-5- 10- 15- 20- 25- 30- 35- 40- 4-5. 50- 55- 60-
5 10 15 20 25 30 35 40 45 50 55 60 65
Number of Years Taught
Chart LXI — 1,698 Indiana Sunday School Teachers Distributed
WITH Reference to the Number of Years the Teacher
Has Taught in a Sunday School.
IIL Teaching Experience
Twenty-seven Sunday school teachers report college
teaching experience; twelve report normal school teaching
experience. The median for both groups is 2.5 years. Four
hundred thirty-two report pubhc school teaching experience,
with a median experience of 5.2 years.
Three hundred seventy-four of the 2,072 teachers did not
state their experience as Sunday school teachers. The experi-
ence of the 470 males and 1,228 females who did reply, varied
from zero to 59 years. The median for both sexes was 6.5
years; for males, 8.2 years, and for females, 6.0 years. One-
fourth of the teachers have taught less than 2.y years; and one-
fourth have taught more than 14.7 years. (See Table CXXII
and Chart LXI.)
The teaching experience of many teachers covers a large
pupil age-range. Classes sometimes contain pupils from six
to sixty years of age. When the classes are confined to a
[408]
EDUCATION, TRAINING AND EXPERIENCE
specified age limit, it often happens that a teacher will, during
a period of a few years, be transferred from one group to
another until the whole school has been covered. For example,
note, on Table CXXIII, that one teacher who has taught 5
years has taught classes including all ages. Following the
five-year group through the columns, you come to 25 teachers
who in five years have taught two consecutive age-groups,
such as the primary and junior groups; the next column lists
5 teachers who in 5 years have taught two groups not con-
secutive, such as the primary and senior groups. A study of
this entire table will show how diversified has been the teaching
experience of the Indiana Sunday school teacher.
It will be pointed out in a later chapter that the typical
Sunday school teacher does his work without supervision.
The professional growth through undirected teaching is almost
a negligible quantity.
IV. Summary
There are as many Indiana Sunday school teachers who
have had three years of high school training as there are who
have not had that amount of schooling. Two hundred
thousand Sunday school pupils are taught each Sunday by
Indiana teachers who have had less than ten years of schooling.
The religious reading of Indiana Sunday school teachers
consumes between three and four hours each' week. Ten
books are read annually and church and Sunday school papers
are read with some regularity. Such journals of religious
education as The Church School, The Christian Educator, and
The Sunday School Worker are virtually unknown to the rank
and file of Indiana Sunday school teachers. The Ladies'
Home Journal, the Literary Digest, the American, and the
Saturday Evening Post are the most popular of the general
magazines.
Besides the 526 teachers who have made some preparation
for public school teaching, the professional training of the
Indiana Sunday school teachers is almost negligible. The
rank and file of Sunday school teachers have had no courses
[409]
RELIGIOUS EDUCATION OF PROTESTANTS
in the Bible, religion or religious education in any institution
of higher learning.
The church colleges of Indiana have made little contribu-
tion to the training of the Sunday school teachers of the state.
They have established special departments for the training of
public school teachers; but they have given little attention to
the task of preparing teachers for the church schools of
Indiana.
Per Cent
to 15
^
Chart LXII — 1,374 Indiana Sunday School Teachers Rated on a
Percentage Basis Involving General Education, Professional
Training and Teaching Experience. (See Table CXXXVIII.)
The professional reading of the Indiana Sunday school
teachers has included only a very few of the standard texts in
the science and art of teaching religion.
Schools of Principles and Methods and teacher-training
classes in local churches have furnished the major portion of
such training as the Sunday school teachers of the state have
had. Brief training courses, with textbooks of a mediocre
type, taught by teachers with no professional training,
comprise the quantity and quality of the training courses that
have been conducted in this state. The great mass of teachers,
however, have been untouched by even this type of training.
There was little enthusiasm for teacher-training in the schools
surveyed. The Sunday school teachers of Indiana are, as a
class, untrained.
[410]
EDUCATION, TRAINING AND EXPERIENCE
The typical Indiana Sunday school teacher has taught in
Sunday school six and one-half years. The teaching has
covered a wide age-range. The teaching has been almost en-
tirely without supervision, hence it has had little value as a
means of improving the quality of teaching. Unsupervised
teaching experience generally confirms bad teaching habits.
The good common sense of conscientious men and women
save them from many pedagogical pitfalls; but spiritual mal-
practice is sure to result from the well-intentioned service of
the untrained, and uninformed. The preparation of the Indi-
ana Sunday school teachers for the high and holy task of
teaching religion is most pathetically meager.
[411]
Chapter XIV
STANDARDS AND METHODS
7. Measuring Success In Teaching
Eleven criteria were given to the teachers in 256 Indiana
churches and they were asked to indicate which ones they used
in determining the success of their work. To this request
1,680 teachers responded. The following are the criteria, with
the percentage of the teachers using each.
Members of the class understand their lesson — 58.5 per cent.
Interest of the class — 81. i per cent.
Members are able to repeat the important verses of the
lesson during the lesson period — 24.2 per cent.
Members are able to repeat the important verses at the end
of the quarter — 10.6 per cent.
High percentage of regular attendance — 57.2 per cent.
Members apply truths of the lesson to daily life — 43.6 per
cent.
Number of members who join church — 30.1 per cent.
Number of members of church in your class who show a
growth in spiritual life — 25.6 per cent.
Examination, oral — 11.8 per cent.
Examination, written — 2.5 per cent.
Cooperation of members of the class in carrying out activi-
ties— 1 8. 1 per cent.
An examination of Table CXXIV will show that there is
practical unity of opinion as to these standards on the part of
both sexes. Both rank class interest, the ability to make the
class understand the lesson, and high regular attendance as the
three most important criteria. Both agree that mastering the
verbal text of the lesson is of relatively minor importance;
both make church membership a minor criterion, and both
[412]
STANDARDS AND METHODS
TABLE CXXIV — THE STANDARDS USED BY i,68o SUNDAY
SCHOOL TEACHERS TO DETERMINE THE SUCCESS
OF THEIR TEACHING
Teachers Using Standards Indicated
) *
both sexes males females
Standards
Per Per Per
Number Cent. Number Cent. Number Cent.
Total reporting. . i,68o loo. 450 26.8 1,230 73.2
(a) Members of the class
understand the lesson... 983 58.5 244 54.2 739 6o.i
(b) Interest of the class.. 1,363 81. i 367 81.6 995 8o.l
(c) Members are able to
repeat the important
verses of the lesson dur-
ing the lesson period 407 24.3 47 10.4 360 29.3
(d) Members are able to
repeat the important
verses at the end of the
quarter 178 10.6 19 4.2 159 12.9
(e) High per cent, of
regular attendance 961 57.2 258 57.3 703 57.2
(f) Members apply truths
of the lesson to daily
life 733 43.6 216 48.0 517 42.0
(g) Number of members
wrho join the church 505 30.1 148 32.9 357 29.O
(h) Number of members
who show a growth in
the spiritual life 430 25.6 136 30.2 294 23.9
(i) Examinations, oral... 199 11.8 35 7.8 164 13.3
(j) Examinations, written 42 2.5 9 2.0 33 2.7
(k) Cooperation of mem-
bers of class in carrying
on activities 304 i8.i 91 20.2 213 17.3
(Table based on data from 550 of 563 males, and 1,230 of 1,509 females,
or i,68a of 2,072 teachers included in this survey.)
dispense with examinations almost entirely as a method of
testing their classroom work. There is a recognition of the
value of the application of the lesson to life on the part of
nearly half the teachers; and about one-sixth have caught the
social significance of religion and recognize it in their teaching
program. Table CXXV will show the use of these standards
by the teachers of nineteen different age-groupings.
The criteria used need to be refined and defined and
measuring scales should be created to assist the teacher in self-
evaluation of classroom procedure.
[413]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXXV — THE AGE-GROUPS OF PUPILS TAUGHT
AT PRESENT BY 1,378 INDIANA SUNDAY SCHOOL
TEACHERS AND STANDARDS USED TO
DETERMINE THE SUCCESS OF
THEIR TEACHING
Standards Used ^Rejorl Age-Groups Taught
ina 4,5 4-11 4-17 6,7.8 6-11 6-17
Number Reporting on Age Groups 1,378 86 69 11 126 52 22
(a) Members of the class under-
stand the lesson 807 52 36 6 77 35 15
(b) Interest of the class 1,119 64 58 9 98 41 15
(c) Members are able to repeat the
important verses of the lesson
during the lesson period 333 39 27 4 67 25 6
(d) Members are able to repeat the
important verses at the end of
the quarter 139 10 12 3 23 12 3
(e) High per cent, of regular at-
tendance 791 42 34 6 61 33 13
(f) Members apply truths of the
lesson to daily life 626 25 21 S 46 20 12
(g) Number of members who join
the church 425 3 7 1 18 6 6
(h) Number of members of church
in your class who show a
growth in spiritual life 367 7 9 4 14 4 6
(i) Examinations, oral 212 9 5 4 23 10 2
(j) Examinations, written 35 2 i 0 i i i
(k) Cooperation of members of
class in carrying on activities. . 262 631 525
(Table based on data from 1,378 of 2,064 teachers included in this
survey.)
[414]
STANDARDS AND METHODS
TABLE CXXV — Continued
Age-Groups Taught ^.i
9, 10, II 9-14 9-24 12-14 12-17 12+ 15-17 15+ 18-24 18+ 21+ 25+ Ages
167 91 14 166 74 9 71 78 90 18 II 220 3
113 54 7 103 49 5 41 37 52 10 4 109 2
139 72 14 142 58 7 56 60 78 15 9 181 3
46 26 3 35 9 3 10 6 10 I o 15 I
23
7
2
16
5
I
S
4
6
I
0
6
0
106
60
6
102
44
4
49
41
58
7
3
120
2
75
41
4
80
33
3
43
36
51
12
5
119
0
64
32
6
73
33
3
36
28
37
9
4
59
0
40
36
7
20
15
3
5
I
I
46
33
3
24
7
2
3
0
0
24
4
2
25
2
5
43
9
4
7
2
I
7
I
0
78
8
I
I
I
0
21 15 5 41 22 3 16 25 32 5 4 51
[415]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXXVI — THE AGE-GROUPS OF PUPILS TAUGHT
AT PRESENT BY 1,559 INDIANA SUNDAY SCHOOL
TEACHERS AND CHARACTER OF PREP-
ARATION MADE FOR TEACH-
ING THE LESSON
l^^^ZSZ^r No, Aoe-Gkoups ok Pup,.s Taucht
THE Lesson Reptg. 4,5 4-1 1 4-176,7,8 6-1 1 6-179,10,11
Number reporting on
preparation of lesson 1,559 loi 77 12 137 58 22 195
a. Pray for guidance in
your teaching 1,280 72 60 11 108 46 18 160
b. Read the lesson over
carefully to make
sure that you un-
derstand 1,447 90 67 9 123 54 21 186
c. Outline the lesson
(determining ques-
tions to be asked,
indicating verses to
be memorized and
points to be em-
phasized 702 27 18 6 54 19 10 91
d. Do you usually write
these out?
Yes 327 II 2 I 12 13 2 48
No 864 55 43 9 loi 26 15 na
e. Select illustrations
which a p p 1 y to
daily life 812 36 21 4 56 29 9 116
f. Master the Biblical
setting 505 17 12 3 23 10 7 59
(Table based on data from 1,559 of 2,072 teachers included in this
survey.)
[416]
STANDARDS AND METHODS
TABLE CXXVI — Continued
Age-Groups of Pupils Taught j,.
9-14 9-24 12-14 12-17 12+ 15-17 15+ 18-24 184- 21+ 25+ Ages
99 IS 189 84
86 12 151 70
II
77
90
lOI
20
13
25s
3
7
68
75
92
19
13
209
3
ID
75
83
94
20
13
228
3
95 15 181 80
48 5 96 41 7 38 48 56 7 4 ia6 I
34 I 40 18 5 16 23 46 3 4 57 I
55 10 112 41 5 43 54 31 9 6 136 i
49 7 104 46 5 50 43 74 10 ll 139 3
29 8 69 26 4 29 34 54 6 10 102 3
[417]
RELIGIOUS EDUCATION OF PROTESTANTS
//. Lesson Preparation
Here are the things which 1,935 Indiana Sunday school
teachers say they do in preparation for the teaching of a
Sunday school lesson :
82.5 per cent. — Pray for guidance.
93.0 per cent. — Read the lesson over carefully to make sure
of understanding it.
43.9 per cent. — Outline the lesson, determine questions to
be asked, verses to be memorized, and points
to be emphasized.
20.9 per cent. — Write out the outlines.
50.0 per cent. — Select illustrations which apply to life.
30.3 per cent. — Master the Biblical setting.
In other words, nearly all Sunday school teachers read
their lesson over carefully; and nearly half make mental note
of the important points and the leading questions to be asked.
Only a few write out the lesson outline. Seven out of ten
teachers make no eflfort to master Biblical setting. Half of
the teachers select illustrations which will apply the "truths"
of the lesson to the lives of the pupils. The fact that four out
of every five teachers "pray for guidance" as a part of their
lesson preparation is a measure of the spiritual motive which
dominates the Sunday school teachers of Indiana. See
Table CXXVI.
But when do Sunday school teachers prepare their lessons ?
The following statements will indicate when 1,628 Indiana
teachers say they prepare their lessons :
43.5 per cent. — Set aside a definite night each week for les-
son preparation.
49.6 per cent. — Prepare their lessons early Sunday morning
or late Saturday night.
2.6 per cent. — Study the lesson during the opening exer-
cises of the Sunday school.
26.7 per cent. — Have some time definitely set aside daily.
(Most of this group are also included with
those who have a definite night each week
for study.)
[418]
STANDARDS AND METHODS
1.6 per cent. — Prepare the lesson when the class reads the
lesson at the beginning of the recitation.
Table CXXVII shows, among other things, that more men
than women prepare their lessons early Sunday morning or
late Saturday night.
In view of the foregoing statements, it is interesting to
have 1,495 of the 2,072 teachers tell the amount of time they
spend each week in the preparation of their Sunday school
lessons. One-fourth of the men spend less than 60.4 minutes
each week; one- fourth spend more than 128.7 minutes;
between these two quartiles are half the men teachers. The
median is 75.6 minutes.
Each week one-fourth of the women spend less than 58.6
minutes on their Sunday school lessons, and one- fourth spend
124.7 minutes; the median for women being 66.7 minutes.
That is to say, there are as many women Sunday school
teachers who, each week, spend less than 66.7 minutes on
TABLE CXXVII — THE TIME WHEN PREPARATION IS MADE
FOR THE TEACHING OF THE NEXT SUNDAY'S
LESSON BY 1,628 INDIANA SUNDAY
SCHOOL TEACHERS
Teachers Checking Time Indicated
Time When Lesson both sexes males females
Is Prepared
Per Per Per
Number Cent. Number Cent. Number Cent.
Total number of teachers
reporting 1,628 100. 423 26.0 1,205 74-0
(a) A definite night during
the week 705 43.3 165 39.0 540 44.8
(b) Early Sunday morning
or late Saturday night.. 808 49.6 257 60.8 551 45.7
(c) During the opening
exercises of the church
school 42 2.6 14 3.3 28 2.3
(d) Some time definitely
set aside daily 434 26.7 99 23.4 335 27.8
(e) Prepared at the time
when the class reads the
lesson at the beginning
of the recitation 26 1.6 7 1,7 19 1.6
(Table based on data from 423 of 563 males and 1,205 of 1,509 females,
or 1,628 of 2,072 teachers included in this survey.)
[419]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXXVIII — THE AGE-GROUPS OF PUPILS TAUGHT
AT PRESENT BY 1,283 INDIANA SUNDAY
SCHOOL TEACHERS AND THE MINUTES
SPENT WEEKLY IN PREPARA-
TION OF THE SUNDAY
SCHOOL LESSON
Number
OF Minutes
Spent in
Preparation Age-Groups of Pupils Taught at Present
OF
School 4,5 4-11 4-17 6,7,8 6-11 6-17 9,10,11 9-14
Lesson Totals Yrs. Yrs. Yrs. Yrs. Yrs. Yrs. Yrs. Yrs.
Totals.. 1,283 78 72 10 93 50 26 151 95
o- 9 3020 000 I o
10- 19 9 2 o o 0 I o 3 o
20-29 27 711 522 2 3
30-39 178 19 18 o 22 12 4 31 14
40- 49 56 24 2 4 3 o 8 6
50-59 23 I I o 4 o o 5 I
60-69 403 25 28 3 37 14 10 55 31
70-79 7100 000 1 2
80-89 12 010 100 I 2
90-99 83 52 I 5 5 2 5 6
100-109 8010 000 o I
110-119 4000 IIO o o
120-129 218 7 8 2 10 7 5 31 16
130-139 3000 000 o o
140-149 4 I I o o 0 o o o
150-199 105 4 5 o 3 I 0 7 9
200-299 60 30 o o o 3 s I
300-399 47 000 120 5 a
400-499 24 10 I o 2 o I I
500-599 4 00 o 0 o o o o
600-699 5000 000 o 0
(Table based on data from 1,283 of 2,072 teachers included in this
survey.)
[420]
STANDARDS AND METHODS
TABLE CXXVIII — Continued
Age-Groups of Pupils Taught at Present
-24
12-14
12-17
12+
15-17
15+
18-24
18+
21 +
25+
^//
'rs.
Yrs.
Yrs.
Yrs.
Yrs.
Yrs.
Yrs.
Yrs.
Yrs.
Yrs.
Ages
12
141
66
10
62
72
89
16
II
226
3
0
0
0
0
0
0
0
0
0
0
0
0
I
I
0
0
0
I
0
0
0
0
0
I
I
0
0
I
0
0
0
I
0
0
17
8
0
7
9
2
I
0
14
0
0
7
S
0
3
2
4
I
I
4
0
0
5
I
0
I
0
I
0
0
3
0
6
46
24
3
15
24
18
3
2
58
I
0
0
0
0
0
I
0
0
0
2
0
0
I
0
0
0
2
I
0
0
2
I
I
10
6
I
8
I
5
3
0
17
0
0
0
0
0
I
2
0
0
0
3
0
0
I
I
0
0
0
0
0
0
0
0
3
21
5
3
13
14
26
3
5
48
I
0
I
0
0
I
0
0
0
0
I
0
0
I
0
0
0
0
I
0
0
0
0
I
14
8
0
7
8
8
3
0
27
0
I
3
I
2
5
2
9
0
3
22
0
0
7
3
I
0
2
10
I
0
13
0
0
3
I
0
I
3
I
I
0
8
0
[421]
RELIGIOUS EDUCATION OF PROTESTANTS
their lessons as there are those who spend more time. Table
CXXVIII shows the relative amount of time spent in lesson
preparation by teachers of various age-groups.
Of 1,516 teachers reporting, 658 use the Bible and Lesson
Quarterly exclusively in preparing their lessons; and 858 use
additional lesson helps.
///. Methods of Questioning
To show the methods of questioning used in the various
age-groups, the teachers were asked to indicate which of the
following questions they would ask their present class if they
were teaching a lesson on the "Golden Rule" :
Under what conditions did Jesus present the Golden Rule?
Explain what the Golden Rule means.
Repeat the Golden Rule.
Tell a story that you have read which illustrates the Golden
Rule.
Give illustration showing how your friends have used the
Golden Rule.
Give illustrations of failure to use the Golden Rule.
Give illustrations of where you can use the Golden Rule.
Eleven hundred ninety-nine teachers answered these ques-
tions and also gave the age-groups of their Sunday school
classes.
Table CXXIX shows that these questions are used indis-
criminately by a large percentage of the teachers of all grades.
The use of the negative with relation to the positive is
virtually the same in all age-groups. There is a uniformity of
distribution of the questions in age-groups which cover a wide
area — as 4-17 years ; 6-17 years ; 9-24 years; 12-24 years. The
percentage of teachers who used, as a criteria for the testing
of their teaching, the statement, "Members apply truths of
their lesson to daily lives," was 43.6. (See Table CXXV.)
It is interesting to note that the percentage of those who asked
their pupils to give illustrations of how their friends have
used the Golden Rule, was 43.3 ; and the percentage of those
[422]
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[423]
RELIGIOUS EDUCATION OF PROTESTANTS
who asked how the pupils could use the Golden Rule was 5 1 .6.
Fifty-one (80 per cent.) of the teachers of children 4 and 5
years of age and 79 (or 40 per cent.) of the teachers of groups
25 years of age and above asked their classes to "Repeat the
Golden Rule."
The table seems to show an instinctive tendency to make
the lesson plain and helpful rather than a conscious application
of the fine art of questioning.
TABLE CXXX — THE AGE-GROUPS OF PUPILS TAUGHT AT
PRESENT BY 675 INDIANA SUNDAY SCHOOL TEACHERS
AND TIME WHEN THE LESSON ASSIGNMENT IS MADE
Time When Lesson Assignment
Is Made
Number of Teachers Who Make
THE Assignment at
Age-Groups of
Pupils Taught
Totals.
Total
Reporting
Per
Number
■ 675
Cent.
the beginning of
the recitation
Per
Number
THE END OF THE
RECITATION
Per
4-5
4-1 1
4-17
6-7-8
6-11
6-17
9-10-11
9-14
9-24
12-13-14
12-17
12
15-16-17
15
18-24
18
31
25
All ages
years 16
28
41
24
15
124
52
8
98
39
5
33
52
43
6
7
78
2
lOO.O
2.4
41
0.6
6.1
3.6
2.2
18.4
7-7
1.2
14-5
5.8
0.7
4-9
7-7
6.4
0.9
i.o
11.6
0.3
70
I
I
0
Cent.
10.4
1-4
1-4
.0
1 1.4
1-4
2.9
1 1.4
4-3
1.4
12.9
4.3
.0
7-1
7-1
1 1.4
1.4
1-4
18.6
Number
605
15
27
4
33
23
13
116
49
7
89
36
5
28
47
35
5
6
65
2
Cent.
89.6
2.5
4-3
0.7
5-5
3.8
2.1
19.2
8.1
I. a
14.7
6.0
0.8
4.6
7.8
5.8
0.8
1.0
10.7
0.3
(Table based on data from 675 of the 2,072 teachers included in this
survey.)
[424]
STANDARDS AND METHODS
IV, The Assignment of Lessons
Nine out of ten teachers, regardless of age-group taught
(See Table CXXX), assign their lesson at the close of the
recitation. The median time consumed in lesson assignments
is 5 minutes (See Table CXXXI). Of 1,205 teachers report-
ing on the lesson assignment, 550 said they assumed the pupils
TABLE CXXXI — THE NUMBER OF MINUTES SPENT IN MAK-
ING THE LESSON ASSIGNMENT FOR THE FOLLOWING
SUNDAYS BY 641 INDIANA SUNDAY
SCHOOL TEACHERS
Number Teachers Using
Indicated Time in
Number Minutes Spent in Making Lesson Assignment
Assignment Males Females
Totals 164 477
0 15 46
1 6 12
2 22 58
3 28 83
4 4 14
5 68 184
6 a 4
7 o 4
8 o 6
9 o I
10 16 57
II or more 3 o
Statistical Measures:
Median 5.0 5.0
Qi 2.9 3.0
Qs 5-7 5.8
(Table based on data from 164 of 563 males and 477 of 1,509 females,
or 641 of 2,072 teachers included in this survey.)
would take the next lesson and made no assignment. Table
CXXXII, however, shows, among other facts, a tendency to
direct the study of pupils. This tendency to guide the work of
students does not appear to be affected by age-groups.
There are signs of the presence of a definite, but not wide-
spread, demand for approved standards and methods in the
educational work of the teachers who replied to the questions
[425]
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c/5
STANDARDS AND METHODS
on these topics. The upper one-fourth are struggling to better
the conditions of the Sunday school; and this survey shows the
presence of a group of earnest and progressive teachers who
will respond gladly to a forward-looking educational program.
There are, however, the unmistakable marks of pedagogical
"quackery." The great majority are doing the best they can
with the light they have.
[427]
Chapter XV
CLASSIFICATION OF INDIANA SUNDAY
SCHOOL TEACHERS
/. Need of a Classification Plan
It has seemed desirable to devise some plan for classifying
the Sunday school teachers of Indiana on the basis of general
education, professional training, and teaching experience.
Such a plan should make it possible to group the entire teach-
ing body into a few general classes to which could be applied
certain scales or units of measurement to indicate degrees of
proficiency in each element entering into the classification. It
is quite customary to group public school teachers into classes
on the basis of scholarship, training and experience. Incen-
tives in the form of promotions, increased salary, or other
rewards are used to encourage teachers to meet the conditions
necessary to pass from lower to higher grades. It is hoped
that a similar use may be made of a plan to classify Sunday
school teachers.
II. The Plan Described
On the opposite page will be found a plan for the classi-
fication of Sunday school teachers. (See Table CXXXIII.)
It assumes that in addition to high moral character and a
profound religious experience, the three elements most essen-
tial to a successful Sunday school teacher are general educa-
tion, professional training, and teaching experience. On the
scale of lOO per cent., it was assumed that these three elements
should be rated 50 per cent., 35 per cent, and 15 per cent.,
respectively. The fact that teaching experience in the Sunday
[428]
CLASSIFICATION OF SUNDAY SCHOOL TEACHERS
TABLE CXXXIII — A CLASSIFICATION PLAN FOR SUNDAY
SCHOOL TEACHERS ON THE BASIS OF GENERAL
EDUCATION, PROFESSIONAL TRAINING
AND TEACHING EXPERIENCE
Class
General
Education
Group
Professional
Training
Grade
Teaching
Experience
A
50
per
cent.
Sixteen or more
years of school-
ing
I.
35
per
cent.
(a) Five courses in Re-
ligious Education, two of
which may be general
education courses, or (b)
three years in approved
community training
school
a.
IS
per
cent.
Three years
or more
B
40
per
cent.
Fourteen years
of schooling
and less than
sixteen
2.
25
per
cent.
Three religious educa-
tion courses in college or
normal school, or (b)
two years in community
training school, or (c)
one year in community
training school and 40
weeks in teacher training
class
b.
10
per
cent.
Two years
C
30
per
cent.
Twelve years
of schooling
and less than
fourteen
3.
15
per
cent.
(a) Twenty-four weeks
in community training
school, or (b) sixty
weeks in approved
teacher training course,
or school of Principles
and Methods
c.
5
per
cent.
One year
D
20
per
cent.
Ten years of
schooling and
less than twelve
4-
10
per
cent.
(a) Forty weeks in
teacher training class, or
(b) equivalent lessons
in community training
school and Schools of
Principles and Methods
d.
0
per
cent.
Less than
one year
E
10
per
cent.
Eight years of
schooling and
less than ten
5.
5
per
cent.
Ten weeks in teacher
training class or equiv-
alent in schools of Prin-
ciples and Methods, or
summer conferences
F
5
per
cent.
Less than eight
years of school-
ing
6.
0
per
cent.
Less than ten weeks of
teacher training
[429]
RELIGIOUS EDUCATION OF PROTESTANTS
school is usually unsupervised and therefore not highly con-
ducive to professional growth led this item to be rated rela-
tively low. General education was given the major rating
because it was recognized that a trained, well-informed mind
can most skilfully meet and master the problems that confront
a religious leader in the present age.
Three columns on the classification chart are divided as
follows :
First Column: General Education
Class A. All teachers who have had sixteen or more years
of schooling. This includes all who have had four
or more years of college or university training.
Rating, 50 per cent.
Class B. All teachers who have had fourteen years of
schooling and less than sixteen. Rating, 40 per
cent.
Class C. All teachers who have had twelve years of school-
ing and less than fourteen. Rating, 30 per cent.
Class D. All teachers who have had ten years of schooling
and less than twelve. Rating, 20 per cent.
Class E. All teachers who have had eight years of school-
ing and less than ten. Rating, 10 per cent.
Class F. All teachers who have had less than eight years
of schooling. Rating, 5 per cent.
Second Column: Professional Training
Group I. (a) Five courses in religious education in college
or in normal school, two of which may be gen-
eral education courses, or (b) Three years in an
approved community training school. Rating, 35
per cent.
Group 2. (a) Three religious education courses in college
or normal school, or (b) Two years in community
training school, or (c) One year in community
training school and 40 weeks in teacher training
class. Rating, 25 per cent.
Group 3. (a) Twenty-four weeks in community training
school, or (b) Sixty weeks in approved teacher
training course, or school of principles and
methods. Rating, 15 per cent.
Group 4. (a) Forty weeks in teacher training class or
equivalent lessons in community training school
[430]
CLASSIFICATION OF SUNDAY SCHOOL TEACHERS
and schools of principles and methods. Rating,
lo per cent.
Group 5. Ten weeks in teacher training class or equivalent
in schools of principles and methods, or summer
conferences. Rating, 5 per cent.
Group 6, Less than ten weeks of teacher training. Rating,
o per cent.
The following definitions have been used in the application
of this standard to the teachers of Indiana :
a. A course for the purpose of this classification is a class
in college or teacher-training school of college grade re-
citing two or three hours each week for one semester.
b. A community training school is a community school
offering a course of study covering a period of years
(usually three) and continuing from 24 to 30 weeks each
year, with a required number and distribution of courses
for graduation.
c. A teacher training class in the local church or community
includes any course of instruction given in the church
or community for the purpose of training Sunday school
teachers and officers.
d. A summer conference course, for purposes of this classi-
fication, must have a regular course of instruction for the
training of teachers, with fixed standards for certificate or
other recognition.
e. A school of principles and methods is an intensive five-
or ten-day school or institute organized under denomina-
tional or interdenominational auspices, requiring not
fewer than twenty class periods and providing for de-
partmental specialization.
Third Column: Teaching Experience
Grade a. Three years of teaching experience, two of which
may have been in public or private schools.
Rating, 15 per cent.
Grade b. Two years of teaching experience, one of which
may have been in public or private schools.
Rating, 10 per cent.
Grade c. One year of teaching experience. Rating, 5 per
cent.
Grade d. Less than one year of teaching experience.
Rating, o per cent.
[431]
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CLASSIFICATION OF SUNDAY SCHOOL TEACHERS
///. The Plan Applied to Sunday School
Teachers
Among the 2,072 teachers who returned question sched-
ules, 1,374 gave full information as to all the facts required
for the use of the Sunday School Teachers' Classification Plan
described in the foregoing pages. Accordingly these teachers
have been grouped first into the six general-education classes;
then, into the six professional groups ; then, into the four
teaching experience grades.
Throwing the 1,374 teachers into the three general groups
we get the following table :
General Education Professional Training Teaching Experience
Per
Per
Per
Class Number
Cent.
Group Number
Cent.
Grade Number Cent.
Class A.. 162
11.8
Group I . . 89
6.5
Grade a.. 978 71.2
Class B.. 78
57
Group 2.. 84
6.2
Grade b. . 130 9.5
Class C. . 396
28.8
Group 3.. no
8.0
Grade c . . 171 12.4
Class D.. 236
17.2
Group 4.. 222
16.2
Graded,. 95 6.9
Class E.. 393
28.6
Groups.. 159
11.6
Class F. . 109
7.9
Group 6.. 710
51.7
Median case falls in
Median case falls in
Median case falls in
Class D
Group 6
Grade a
The median Sunday school teacher, of the 1,374 rated
above, has had ten to twelve years of schooling, less than ten
weeks of teacher-training and three or more years of experi-
ence. Tables CXXXIV, CXXXV, and CXXXVI should be
carefully studied. The different ratings of male and female
teachers, and urban and rural teachers, are shown in these
tables.
IV, Education, Training and Teaching Ex-
perience
Table CXXXVII is a combination of Tables CXXXIV,
CXXXV, and CXXXVI. The first column to the left shows
the six general education classes. Each class should be read
[435]
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[437]
o
RELIGIOUS EDUCATION OF PROTESTANTS
in connection with everything to the right of it, between the
open spaces.
The second column gives the six professional groups for
each of the six general education classes and this column
should be read in connection with everything to the right of it.
Immediately below the title of the table is a column, run-
ning entirely across the page, giving the four grades of teach-
TABLE CXXXVIII — GENERAL EDUCATION, PROFESSIONAL
TRAINING AND TEACHING EXPERIENCE OF 1,374
INDIANA SUNDAY SCHOOL TEACHERS RATED
ON A PERCENTAGE BASIS
(For method of rating see pages 429-431.)
Rural and Urban
Percental Totals Communities
Rating Males Females
Total reporting. . . . 1,374 364 1,010
Percentage
100% 4.3 58 37 21
95 211
90 3.3 45 20 25
85 I 0 I
80 3.7 50 18 32
75 1-6 22 7 15
70 3-9 53 15 38
65 1.9 26 II 15
60 2.7 37 4 33
55 6.4 88 12 76
50 5-4 74 12 62
45 ii.o 150 28 122
40 5.7 78 18 60
35 lo.i 142 40 102
30 7Q 96 19 77
25 174 239 63 176
20 7.2 99 33 66
15 4-5 61 II 50
10 3-2 43 12 31
5 0.8 10 3 7
Statistical Measures :
Mode 25%
Qi 27.3 Median Median
Median 39-9 41-3 39-8
Q3 57.2
(Table based on data from 1,374 of the 2,072 teachers included in this
survey.)
[438]
CLASSIFICATION OF SUNDAY SCHOOL TEACHERS
ing experience for both sexes with percentages designated for
each grade.
If the reader will now fix his eye on the column marked
"Totals" near the top of the table, he will find, just to the right
of the grand total, the number 978. This indicates that there
are 978 teachers who are in grade a as to teaching experience.
Each of these teachers is entitled to 15 per cent, on this item.
Just below 978 is the number 58. This means that 58 teachers
who are in grade a in teaching experience are also in group i
SUNDAY
SCHOOLS
PUBLIC
SCHOOLS
Below Standards
Just Meeting Standards
Above Standards
Chart LXIII — Percentage of Indiana Public School Teiachers
"Above," "Below" and "Just Meeting" the Minimum Stan-
dards FOR Rural Public School Teachers Compared
WITH THE Percentages of Indiana Sunday School
Teachers Surveyed "Above," "Below," and
"Just Meeting" Equivalent Standards.
as to professional training and in class A as to general educa-
tion. Each of the 58 teachers would rate 100 per cent. In
Hke manner the other columns should be interpreted.
Classifying the 1,374 teachers on a percentage basis for
purposes of more simple grouping, we get Table CXXXVIII,
which reveals to us the startling fact that the largest single
group of teachers are 25 per cent, efficient on the basis of our
Classification Plan. The median for all groups is 39.9 per
cent, for rural teachers, the median is 29.8 per cent, for males,
and 30.3 per cent, for females ; for urban teachers the median
is 45.3 per cent, for males, and 43.1 per cent, for females.
One-fourth of all the teachers are below 27.3 per cent. ; one-
[439]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXXXIX — THE PRESENT AGE (BY FIVE-YEAR AGE-
GROUPS) AND GENERAL EDUCATION (BY TWO-YEAR
AGE-GROUPS ABOVE ELEMENTARY SCHOOL) OF
1,867 INDIANA SUNDAY SCHOOL TEACHERS
Years of
General Education
Male Teachers
Totals . .
Class F Less than 8 years
" E 8.0- 9.99
" D 10.0-11.99
" C 12.0-13.99
" B 14.0-15.99
" A i6.o-above
Total
IN Each
Class
49
146
88
75
31
103
Per
Cent.
492 26.35
9.95
29.67
17.89
15.24
6.30
20.93
10-14 15-19 ao-24
23
3
4
5
8
3
o
32
0
9
3
10
5
5
Female Teachers
Totals.... 1,375
Qass F Less than 8 years loi
E 8.0-9.99 " 433
D lo.o-i 1.99 " 264
c 12.0-13.99 " 432
B 14.0-15.99 " 63
A i6.o-above " 82
73.65
7.35
31-49
19.20
31.42
4.58
5.96
9 158 178
I
32
51
71
3
0
9
27
18
100
II
13
Male and Female Teachers
Totals.... 1,867
Class F Less than 8 years 150
E 8.0- 9.99
D 10.0-11.99
C 12.0-13.99
B 14.0-15.99
A i6.o-above
579
352
507
94
185
8.03
31.01
18.85
27.16
5.03
9.91
10
4
5
o
I
o
o
4
36
56
79
6
0
210
9
36
21
110
16
18
[440]
CLASSIFICATION OF SUNDAY SCHOOL TEACHERS
TABLE CXXXIX — Continued
Present Ages, in Years, of Sunday School Teachers
25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84
38
59
73
59
70
50
35
17
19
7
6
3
I
3
6
8
7
9
4
I
4
I
I
0
5
16
21
13
23
16
14
8
9
2
4
2
2
7
8
14
15
13
12
2
3
3
I
0
ID
12
13
8
6
3
0
3
I
I
0
0
4
2
2
7
3
3
I
0
I
0
0
0
16
19
23
9
16
6
4
3
I
0
0
I
169 184 195 162 126 83 54 37 15
7
14
22
12
20
3
7
I
2
0
0
0
42
58
72
69
45
36
20
16
7
2
I
0
27
31
47
27
25
15
13
5
4
I
0
0
63
59
35
40
21
18
II
II
I
0
0
0
10
II
8
5
6
5
I
2
I
0
0
0
19
II
II
9
9
6
2
2
0
0
0
0
207
243
268
221
196
133
89
54
34
10
8
3
8
17
28
20
27
12
II
2
6
I
I
0
48
74
93
82
68
52
34
24
16
4
5
2
29
38
55
41
40
28
25
7
7
4
I
0
73
71
48
48
27
41
II
14
2
I
I
0
14
13
10
12
9
8
2
2
2
0
0
0
35
20
34
18
25
12
6
5
I
0
0
I
[441]
RELIGIOUS EDUCATION OF PROTESTANTS
fourth are above 57.2 per cent. There are as many below
39.9 per cent, as there are above that per cent. The typical
Indiana Sunday school teacher, if our sampling is representa-
tive, is a 40 per cent, teacher on the basis of general education,
professional training and teaching experience. Male teachers
in the city, grade higher than female city teachers. Female
rural teachers grade slightly higher than the male rural teach-
ers. City teachers grade higher than rural teachers.
Chart LXII, on page 410, shows graphically the rating of
1,374 Indiana Sunday school teachers. Table CXLI shows
that teachers rating low in general education are not con-
fined to the older teachers, and suggests that the graduates of
the Indiana high-schools and colleges are not being secured in
sufficient numbers for the teaching service of the churches.
F, Sunday School and Public School Teachers
In order to be eligible to teach in the rural public schools
of Indiana, a person must have graduated from an accredited
high school, must possess a one-year teacher's certificate, and
must have received at least twelve weeks of instruction in an
approved summer school or its equivalent. The professional
training given in the twelve-weeks' summer school comprises
two of the three courses offered for a period of sixty days.
All of the rural public school teachers in Indiana meet this
standard ; 48 per cent, are above the minimum standard.
An equivalent of this minimum standard for Sunday school
teachers would require twelve years of schooling and 180 reci-
tation periods in professional and Biblical subjects. Applying
this standard to the 1,374 Indiana Sunday school teachers, we
find but 2.04 per cent, who just meet the standard, 10. 11 per
cent, who are above the minimum standard, and 87.84 per cent,
who are below it. Chart LXIII, on page 439, shows graphi-
cally the relative rating of Indiana rural public school teachers
and both rural and urban Sunday school teachers.
The churches of Indiana can not retain their leadership
unless they find some way to improve the teaching efficiency in
the church schools.
[442]
classificatio:n of Sunday school teachers
VI. Summary
The median Indiana Sunday school teacher has had eleven
years of schooling.
The median Indiana Sunday school teacher has had fewer
than ten weeks of professional training.
The median Indiana Sunday school teacher has had six and
one-half years of teaching experience.
Counting 50 per cent, for general education, 35 per cent,
for professional training and 15 per cent, for teaching experi-
ence, the typical Indiana Sunday school teacher would grade
39.9 per cent., and the largest single group of teachers would
grade 25 per cent.
Compared with the rural public school teachers of Indiana,
it may be said that Sy.Y per cent, of all of the Sunday school
teachers of Indiana fall below the lowest standards which are
accepted by the state for rural public school teachers in the
state.
It is well to recall, in connection with these startling state-
ments, the superb spiritual preparation of the Indiana Sunday
school teachers, and to express the conviction that, under wise
leadership, they will "study diligently" that they may become
workmen who can "rightly divide the word of God."
[443]
Chapter XVI
SUPERVISION OF TEACHING
7. By General Superintendents
THE SUPERINTENDENT AS ADMINISTRATOR AND SUPERVISOR
The chief executive officer of the Sunday school is called
superintendent. As superintendent, this officer has been
charged with the duty of administering the regular program
of the school, recruiting its teaching force, building up its
attendance, holding workers' conferences, directing its finances,
etc. But all this is administrative, not supervisory. The task
of the supervisor is to improve the quality of instruction and
to increase the efficiency of administration. The supervisor
works within the system which the executive is operating. He
tests results, introduces new methods, guides teachers and
officers in the development of new processes and in the acquisi-
tion of skill in the performance of their several duties. It is
quite possible for one person to act both as executive and as
supervisor; but supervision and administration remain two
distinct functions.
This chapter will present the data secured in the survey of
255 Indiana churches on the subject of supervision. This part
of the inquiry had for its objective the answer to these ques-
tions : "To what extent is religious education actually super-
vised in Indiana churches?" "By whom are the church schools
supervised?" "What are the characteristic methods of super-
vision ?"
GENERAL QUALIFICATIONS OF SUPERINTENDENTS
The Indiana Sunday school superintendents are voluntary
workers selected because of their interest in church work in
general and in the religious training of boys and girls in
[444]
SUPERVISION OF TEACHING
particular. All of the 256 superintendents furnished some
information regarding themselves and their work. Fifty-two
failed to answer the question as to salary, but all the remainder
replied that they served the Sunday school without financial
remuneration. That the Sunday school superintendents are
selected from the dependable lay workers of the local church is
shown by the fact that the median for the length of church
membership of 240 superintendents is 21.7 years, and the
median for the length of time which these superintendents have
been teachers in a Sunday school is 5 years. The median age
of 249 superintendents is 41.2 years, which is approximately
that of the male Sunday school teacher. One-fourth of them
are under 34.7 years, and one-fourth are over 50.5 years.
The typical Sunday school superintendent does not let the
duties of the office seriously interfere with his regular
business.
The experience of the median Sunday school superin-
tendent as a superintendent is 3.3 years, but the median
length of time the 255 superintendents have held their present
offices is somewhat shorter. One-fourth have held their pres-
ent positions less than i.i year; one-fourth have been in their
present position more than 5.4 years : but the middle point of
service is 2.4 years. This virtually means that every two or
three years new sets of executive and supervisory officers are
placed in charge of the Sunday schools of Indiana.
These superintendents come to their office with almost no
training for, or experience in, educational supervision. Only 16
of the 255 report experience as public school supervisors; and
only 50 have taught in public or private schools. Of the 50
teachers who had had public school experience, 43 had taught
in the elementary grades, 14 in high schools or academies, 2 in
normal schools and 7 in colleges or universities.
One-fourth of the 237 superintendents reporting on the
amount of their schooling have attended school less than 8.2
years; one-fourth have attended more than 13.5 years; the
median for all of these superintendents is 8.8 years. There are
as many who have had less than nine years of instruction as
there are who have had more than that amount of schooling,
[445]
RELIGIOUS EDUCATION OF PROTESTANTS
How many of these superintendents actually attempt to
supervise the education work under their direction or to secure
such supervision? Two hundred fifty-two superintendents fur-
nished information on this subject. One hundred fifty-six said
that no attempt whatever was made to supervise the work of
their schools. The remaining ninety-six report supervision by
one or more of the following persons : the superintendent of
the Sunday school, 65 ; director of religious education, 6 ;
departmental superintendents, 22 ; assistant superintendents, 3 ;
supervisor of teaching, 3; pastor, 15.
MOTIVES FOR ACCEPTING SUPERINTENDENCY
The same motives which influence men and women to
become Sunday school teachers influence them to assume the
leadership of a school. The dominant motive in all cases is a
desire to render service to the church in this way.
The influences which led 255 Indiana superintendents into
their present position, in the order of their relative ranking,
are:
Desire to render service to the church in this manner. . . 108
No one else available 90
Outside pressure 39
Interest in the moral and religious education of children 27
Enjoyment in supervising and improving teaching 3
Love for administrative work 3
While the position is literally forced upon a large number
of superintendents, the motive which induces the majority of u
them to accept the work, even under pressure, is love of '
church, love of society or love of children.
SUPPLY, PLACEMENT AND RETENTION OF TEACHERS
The Supply of Teachers. One of the most im- |
portant tasks of an educational administrator is the supply
and placement of teachers. Many Sunday school superin-
tendents feel that their chief duty is to keep the teaching ranks
recruited. Seventy-six superintendents report that they have
[446]
SUPERVISION OF TEACHING
no difficulty in securing teachers ; 174 report this as one of their
problems. When asked why people declined to become Sunday
school teachers, the following were given as the chief reasons :
(i) Indifference; (2) personal sense of inability; (3) lack of
consecration; (4) unwilHngness to take responsibility; (5)
involves too much work; (6) unwillingness to leave adult
class; (7) lack of education, and (8) lack of adequate training
classes. It is interesting to note that not a single superin-
tendent gave as a reason for his shortage of teachers "graded
lessons too difficult."
Table CXL, however, indicates very clearly that it is harder
to find teachers for a school using graded lessons than for one
which uses ungraded lessons.
TABLE CXL — GRADED OR UNGRADED LESSON SYSTEMS
IN USE IN 249 INDIANA SUNDAY SCHOOLS AND
THE DIFFICULTY OF OBTAINING SUNDAY
SCHOOL TEACHERS
Schools Using the Lesson Systems
Indicated
reporting reporting
"no difficulty" in "difficulty" IN
finding sunday finding sunday
Gradation of school teachers school teachers
Lesson Systems Total
Number Number Per Cent. Number Per Cent.
Graded 48 8 16.7 40 83.3
Ungraded 128 45 35.1 83 64.9
Both Graded and Un-
graded yz 22 30.1 SI 69.9
(Table based on data from 249 of 256 schools surveyed.)
The Placement of Teachers. One hundred ninety,
out of two hundred fifty-two superintendents replying
to the inquiry, say they do not make a serious effort to suit
the ability of the teacher to the age and general character of
the pupils in the classes. This single admission is one of the
strongest possible evidences of the incapacity of the average
Sunday school superintendent to direct an educational pro-
gram.
The Transfer of Teachers. On the question of
the transfer of teachers, 230 superintendents reported:
[447]
RELIGIOUS EDUCATION OF PROTESTANTS
124 said that teachers had been transferred to other classes
upon their recommendations ; and 106 said that they had no
authority to transfer teachers. This power is vested in various
bodies in the schools of Indiana such as ( i ) the church business
meeting; (2) the official governing church board; (3) the
church committee on religious education; (4) the pastor;
(5) the church school business meeting; (6) the church school
cabinet; etc. The power to transfer teachers is vested in the
superintendent in fewer than 50 per cent, of the cases. Unless
the superintendent is given large power to control the place-
ment of his teachers he should not be held responsible for the
character of the educational work of the school.
Fifty-seven superintendents report the transfer of one or
more teachers during a twelve-month period for the following
reasons :
Seven transferred three teachers each for inability to teach
pupils of a given age.
Five transferred three teachers each, and one five teachers,
for inability to discipline pupils of a given age.
Three transferred two teachers each; thirty transferred
three each; six transferred five each, and one transferred seven
teachers "because there was greater need of their services in
another class or office."
Dismissal of Teachers. The dismissal of teachers
is very rare in the Indiana Sunday schools. Of the 247
officers reporting on this subject, 91.5 per cent, did not dismiss
a single teacher during the preceding twelve month period.
Eighteen superintendents (7.3 per cent.) dismissed one teacher
each, two (0.8 per cent.) dismissed two teachers each; and one
(0.4 per cent.) dismissed three teachers. One hundred thir-
teen said they did not have the authority to dismiss teachers,
this power being exercised by other persons or bodies in the
church or church-school.
There will surely be cases in all schools in which the teacher
is maladjusted, incompetent and otherwise unfit to continue in
charge of the class. Unless the supervising officer has the
power to transfer or remove such teachei-s, great harm is sure
to come to the pupils who ought, above all else, to be protected
[448]
SUPERVISION OF TEACHING
from spiritual malpractise. Fear of injuring the feelings of
adults may seriously injure the lives of children.
The Resignation of Teachers. To what extent is
the teaching body depleted each year because teachers resign
or "give up" teaching? One hundred five, or 41.8 per cent.,
of 251 superintendents reporting on this subject, did not lose a
single teacher during the year previous to their report by rea-
son of resignation. The median loss per school during the
year, for the entire 251 schools, was one teacher for each
school. The following table will show the causes to which
146 superintendents attribute the loss of 353 teachers during
one year:
Reasons For Giving Up Teaching Number Per Cent.
Lack of harmony with administration 11 3.1
Too much time required to prepare lessons 17 4.8
Lacking interest in the work 38 10.8
Inability to interest the class 20 5.7
Inability to discipline the class 5 1.4
Home duties 47 13.3
Removal from community no 31.2
Feeling of inability to teach 14 4.0
Results do not justify effort 3 0.8
Illness 67 19.0
Marriage 21 6.0
At least two-thirds of these 353 teachers gave up teaching
for causes which were clearly justifiable. Many of the no
teachers who "removed from the community" will doubtless
"take up" teaching again in the communities to which they
have gone. That the volunteer system of supplying teachers is
attended by so little loss from resignations is probably due
largely to two causes : ( i ) the religious motive which caused
the teacher to enter the service, and (2) the lack of strictly
enforced standards of efficiency in the schools.
Substitute Teachers. The superintendent is respon-
sible for furnishing substitute teachers in 185 out of 242
cases. In 31 cases this responsibility is left to the teachers;
in 15 cases to the departmental superintendents, in 2 cases, to
a special officer; and in 9 cases to other persons not desig-
nated. The substitute teachers are not supplied with the
[449]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXLI — THE GRADATION OF LESSON SYSTEMS IN
USE IN 248 INDIANA SUNDAY SCHOOLS AND THE
PERSON RESPONSIBLE FOR FURNISHING THE
SUBSTITUTE TEACHER
Number
of Schools Number of Schools Which Report That
Gradation Reporting the Person Responsible for Furnishing
OF Which Have the Substitute Teacher Is the —
Lesson Lesson , >• ^
Systems Systems Depart-
as General mental Special Other
Indicated Supt. Supt. OMcer Teacher Person
Graded 49 34 7 i H 3
Ungraded 128 105 2 i I9 5
Both Graded and
Ungraded 71 47 13 0 29 $
(Table based on data from 248 of the 256 schools surveyed.)
regular teachers' outline, in 135 out of 233 cases. The substi-
tute teacher is notified that he is expected to supply for the
regular teacher at various times according to the plans reported
by 239 superintendents. Ninety-six of these superintendents
notify substitute teachers during the preceding week; 95
notify them early Sunday morning; 18 notify them Sunday
morning after they arrive at the church; and 30 use a com-
bination of these plans. As to the supply of substitute teach-
ers 143 out of 249 superintendents say they have no definite
TABLE CXLII — THE GRADATION OF LESSON SYSTEMS IN
USE IN 231 INDIANA SUNDAY SCHOOLS AND WHETHER
OR NOT THE SUBSTITUTE TEACHER IS PRO-
VIDED WITH THE REGULAR TEACHER'S
OUTLINE OF THE LESSON
Schools Reporting That the
Total No. Substitute Teacher Is —
of Schools
Gradation Reporting not provided provided
of Which Have vv^ith the regular with the regular
Lesson Lesson teacher's outline teacher's outline
Systems Systems of the lesson of the lesson
of the Kind
Indicated Number Per Cent. Number Per Cent.
Graded 44 19 43.1 25 56.9
Ungraded 116 74 63.7 43 36.3
Both Graded and Un-
graded 71 41 57-7 30 42.3
(Table based on data from 231 of the 256 schools surveyed.)
[450]
SUPERVISION OF TEACHING
plan but that they pick out substitute teachers from Sunday to
Sunday as the need arises ; 47 appoint a substitute teacher for
each class or grade ; 44 appoint two or three general substitute
teachers and use them as they may be needed; 11 use combi-
nations of the foregoing plans.
Table CXLI indicates that in schools using graded lessons
there is a tendency to throw the responsibility of securing
supply teachers on to the teachers themselves. The table shows
TABLE CXLIII — THE GRADATION OF LESSON SYSTEMS IN
USE IN 242 INDIANA SUNDAY SCHOOLS AND TIME
WHEN THE SUBSTITUTE IS USUALLY IN-
FORMED HE IS TO TEACH
Both Graded
Graded Ungraded and Ungraded
Lessons Lessons Lessons
Time No. of
When Schools 47 124 71
Substitute
Teacher Is Number Using Number Using Number Using
Informed Tim^e Indicated Tim.e Indicated Time Indicated
During the preceding week 23 33 39
On Sunday morning after
church school begins... 14 65 15
On Sunday morning (two
or three hours before
class time) 1 lO 7
During the preceding week
and on Sunday morning
after church school be-
gins 2 9 5
On Sunday morning after
church school begins and
on Sunday morning (two
or three hours before
class time) 0 I O
During the preceding week
and on Sunday morning
(two or three hours be-
fore class time) 223
During the preceding week,
on Sunday morning after
church school begins, and
on Sunday morning (two
or three hours before
class time) 3 I 3
Other plan o o O
"No definite time" 230
(Table based on data from 242 of the 256 schools surveyed.)
[451]
RELIGIOUS EDUCATION OF PROTESTANTS
that 28.5 per cent, of the schools using graded lessons leave
the selection of supply teachers to the regular teachers, while
only 14.8 per cent, of the schools using ungraded lessons
leave the selection of substitutes to the regular teachers.
Table CXLII indicates clearly that the regular teachers in
schools using graded lessons are more apt to provide the sub-
stitute teachers with their lesson outlines than is the case in
schools using ungraded lessons. The influence of graded les-
sons on the problem of the substitute teacher is shown also by
Table CXLIII. This table shows, for example, that in schools
using graded lessons 48.9 per cent, of the substitute teachers
are notified "during the previous week" ; while in schools using
ungraded lessons only 26.6 per cent, are notified at that time.
Public Recognition of Teachers. Three out of
every four of the 247 superintendents reporting on the
subject make no attempt to recognize publicly the services of
teachers. Thirty-nine of them hold public installation serv-
ices; thirteen introduce the newly elected teachers and officers
to the school; four have the teachers' names published in the
local papers; two provide for a paragraph of recognition in
the local church paper ; one sends the names of his teachers to
the Western Christian Advocate; one asks each teacher to take
publicly a pledge of faithful service; one mentions the names
of the teachers in his quarterly report; and one mentions the
teachers by name in his public prayer on the day of their
election.
TRAINING OF TEACHERS WHILE IN SERVICE
An attempt was made to find the quality and quantity of
opportunity for improvement available for the teachers in the
Sunday schools of Indiana. Chapter IV made it clear that
the average teacher is unprepared to teach religion when he
enters the teaching service. The following paragraphs will
make it equally clear that the average church provides its
teachers with no means of improving while they are in the
teaching service.
There are at least six types of agencies which are available
as means of improving teachers while in service :
[452]
SUPERVISIOxN OF TEACHING
The Teacher-Training Class. Only twenty-eight
teacher-training classes were found in the 256 churches
surveyed. Eleven of these classes were held on Sunday morn-
ing for the special benefit of prospective teachers. A little
more than half of these classes meet weekly throughout the
year; one-sixth meet weekly for one quarter of the year and
about one-sixth, for half of the year.
Teachers' Meetings. Thirty-six schools reported
teachers' meetings. These meetings with one exception are
held on week-day evenings. Fifteen hold weekly meetings;
fifteen hold monthly meetings; four hold quarterly meetings;
one meets semi-annually ; the rest meet from five to nine times
a year at the call of the superintendent or pastor. The rank
and file of the Sunday schools do not have regular teachers^
meetings.
Demonstration of Model Lessons. Only one dem-
onstration class was reported and it met monthly on Fri-
day evenings at nine o'clock. Out of the 2,072 teachers who
returned question schedules only forty-one said they had
attended a model or demonstration lesson during the preceding
twelve months.
Regular and Helpful Supervision. Three super-
intendents reported regular and helpful supervision for
their teachers each Sunday morning.
A Study of Classroom Methods. There was no such
study reported.
Visiting Other Teachers. This agency of growth and
training was not reported by a single superintendent.
Correspondence Study. Not a single superintendent
reported the use of this method of training for teachers in
service.
methods of classroom supervision
It has already been pointed out that no attempt is made at
supervision in 62 per cent, of the schools included in this
survey. Of the 38 per cent, which receive some amount and
quality of supervision, 67.7 per cent, is in charge of the
regular superintendents; 22.9 per cent, is in charge of depart-
[453]
RELIGIOUS EDUCATION OF PROTESTANTS
mental superintendents; 15.6 per cent, is in charge of the pas-
tor; 6.3 per cent, is in the hands of directors of religious educa-
tion; and the remaining 6.2 per cent, is divided equally
between the assistant superintendents and the supervisors of
teaching.
TABLE CXLIV — THE METHODS USED BY 252 INDIANA
SUNDAY SCHOOL SUPERVISORS OF TEACHERS
AND OFFICERS IN THE SUPERVISION
OF CLASS TEACHING
Supervisors Who
Report Using
Method Indicated
Method Used
Number Per Cent.
Total number reporting supervision 96 100.
(a) Visiting the class and offering suggestions for im-
provement of the teaching, giving helps to the
teacher in the method of questioning, how to as-
sign the lesson, helps in the preparation of the
lesson 41 42.8
(b) Giving suggestions in the method of discipline. ... 45 46.9
(c) Checking the accuracy and value of the facts
taught 16 6.7
(d) Citing sources of supplementary material and helps . 25 26.O
(e) Giving general help in the teachers' meeting in-
stead of visiting the actual class room teaching.. 18 18.8
(f) Visiting the class and giving general helps in
teachers' meetings 31 33.3
(g) Visiting the class v^rithout offering suggestions for
the improvement of the teaching 35 36.5
(h) Suggesting forms of religious activity (missions,
social service, etc.) 25 26.O
(156 schools report no supervision whatever, 3 schools omitted infor-
mation; 96 of the 252 schools surveyed reported the methods indicated in
this table.)
As a further evidence of the fact that the classroom work
of teachers in the Indiana Sunday schools is without super-
vision, the following facts are presented :
Two thousand seventy-two teachers were asked how many
times their Sunday school classes had been visited by their
pastors during the previous year. 1,092 did not reply to the
question. Of the 980 who did reply, 696, or 70 per cent., said
their pastor had not visited the class a single time ; 70 had had
one visit each from their pastors; 50 had had 2 visits each
[454]
SUPERVISION OF TEACHING
from their pastors. The typical teacher is never visited by the
pastor during a class session.
The frequency of the superintendents' or supervisors' visit
to the classroom teacher is indicated by the fact that 537, or
62 per cent., of the 861 teachers who reported on this subject,
said their classes had not been visited a single time during the
previous year by the school superintendent or supervisor of
teaching; 54 said they had had one visit each from this officer ;
50 said they had been visited twice each, and 38 had received
three visits each. Taken as a whole the median male teacher,
of the 861 reporting, receives one visit each year from a school
superintendent or supervisor and the typical female teacher is
not visited at all by this officer. Table CXLIV will show the
methods of supervision of teaching which are reported from
252 schools.
The following paragraphs will show the amount of time
spent by supervisors in actually observing the classroom work
of Sunday school teachers, and the technique of supervision
now in use.
Ninety supervisors reported on the amount of time devoted
to a classroom visit; 55 or 61. i per cent, remained less than
five minutes ; 26 or 28.9 per cent, remained from five to nine
minutes, and 9 or 10 per cent, remained ten or more minutes.
Ninety-one supervisors report the following methods of
preparing for a visit to the class recitation :
Method of Preparation Number Per Cent.
No preparation 40 44.0
Studies the lesson or lessons to be supervised for the
day 41 45.1
Studies teachers' written plan of lesson 0 0
Prepares practical illustrations of the main points of
the lesson 6 6.6
Prepares something new to aid teacher in weak points. . 17 18.7
Holds preliminary conference with teacher 7 7.7
While they are present at the recitation, the supervisors
deport themselves as follows: Of 96 reporting, 10 (10.4 per
cent.) teach part of the lesson; 69 (71.9 per cent.) remain
quiet, making no comment whatever on the lesson; 16 (16.7
per cent.) commend the teachers' methods during the visit;
[455]
RELIGIOUS EDUCATION OF PROTESTANTS
12 (12.5 per cent.) take notes on the lesson during the visit;
and 3 (3.1 per cent.) offer adverse criticism regarding the
teachers' methods during the visit.
What methods do the supervisors use in imparting advice
to teachers whose classes they have visited ? Ninety-six super-
visors reported on this subject, as follows: 7 (7.3 per cent.)
give their advice orally in the presence of the class; 66 (68.8
per cent.) have private, personal conferences with the teachers ;
42 (43.8 per cent.) make general reference to it in the teachers'
meetings ; 6 (6.3 per cent.) make specific reference to the visits
in the teachers' meetings; i (i.o per cent.) make a written
report to the teacher, and 11 (9.4 per cent.) make no report to
the teacher.
The typical teacher whose class is visited by the school
superintendent receives from that officer no suggestions for
improvement of classroom teaching. This statement is based
upon the replies of 730 classroom teachers, 550 of whom had
received no suggestions whatever from their superintendents
which were calculated to improve their teaching. Table
CXLIV shows that the one subject that outranks all others in
the supervisory program of the Sunday school superintendent
is how to keep order.
STANDARDS USED TO JUDGE SUCCESSFUL TEACHING
The superintendents of 241 Sunday schools responded to
the following requests :
First: Pick out one of the most successful teachers in the
church school and list, in the order of their importance, the
four or five qualities most responsible for the success of this
teacher.
Second: In a second column rank, in the order of their
importance, the five or six qualities most essential to the success
of teachers in your schools.
The first request secured the superintendent's analysis of a
successful teacher. The second, made in the Hght of this
analysis, enabled him to rate these qualities in terms of his own
standards of successful teaching.
[456]
SUPERVISION OF TEACHING
The following table shows the names of the qualities, the
number rating each quality first, by both methods of scoring,
and the relative rank of each quality :
Qualities of
Best Sunday
School Teacher
Number
Ranking
Qualities Quality Order
of First of
Importance Ranking
Intimate knowledge of the Bible 74 i
General scholarship (secular as
well as religious) 12 6
Thorough and regular prepa-
ration of the church school
lesson 20 4
Making the lesson fit in with the
child's daily life and needs... 13 5
Richness of vital Christian ex-
perience 35 3
Ability to entertain pupils in
class recitation 11 7
Skill in conducting the reci-
tation (skill in questioning,
setting definite aims for the
recitation, assigning lessons,
etc.) 6 8
Consecration 50 2
Ability to discipline 2 9
Ability to get pupils to memorize i 10
Attractive personality 12 6
Ability to lead in worth-while
activities for Sunday and
week-days i 10
Ability to secure home prepara-
tion o II
Qualities Regarded
Essential to Success
OF All Teachers
Number
Ranking
Quality
of First
Importance
Order
Ranking
63
2
8
6
18
4
7
7
42
3
3
8
5
67
8
I
I
10
3
9
9
5
I
10
0
II
By both methods of grading three items come to the rank-
ing of either first, second or third importance. Taking into
account the larger number of votes for the first quality named,
the order would be as follows :
Intimate knowledge of the Bible.
Consecration.
Richness of vital religious experience.
Thorough and regular preparation of the church school
lesson.
[457]
RELIGIOUS EDUCATION OF PROTESTANTS
For fifth place "attractive personality" ties with the ability
"to make the lesson fit the child's daily life and needs."
For sixth place "attractive personality" ties with "general
scholarship." In this connection, it is helpful to recall the
investigation made some years ago by Mr. F. L. Clapp, quoted
by Professor W. C. Bagley in School Discipline, pp. 30-33.
Mr. Clapp secured a rating of the important elements which
entered into the personality of a successful public school
teacher. One hundred experienced school superintendents and
principals prepared a list of ten specific qualities; and then
rated these qualities in the order of their importance in the
success of certain successful teachers in their schools. The fol-
lowing is the list in the order of their importance :
Address
Personal appearance
Optimism
Reserve
Enthusiasm
Fairness
Sincerity
Sympathy
Vitality
Scholarship.
This list, to be sure, contains a somewhat diflFerent type of
quaUties; but it is worth while to note, for example, that
"personal appearance" is first in the public school list and fifth
or sixth on the church school list. "Scholarship" is tenth on
the public school list, and sixth on the church school list. The
state protects the public school superintendent from unin-
formed teachers by examinations, etc., and the matter of
scholarship may, therefore, not rank as a major item in the
mind of a public school superintendent.
Bible study, Consecration, Personal religious experience —
these are the three concepts which loom large in the mind of
the Sunday school Superintendent — the ability to teach,
the technical skill which will enable a teacher to give to
his pupils a knowledge of God's Word, to foster a deep reli-
[458]
SUPERVISION OF TEACHING
gious experience on the part of his pupils, and to develop the
spirit of consecration in others — these rare, but essential
qualities do not hold a high place in the judgment of the
Indiana Sunday school superintendents. It is not a question of
"either — or," but rather a question of "these — and." To con-
secration, religious experience and Biblical knowledge, there
should be added as essential requisites of the teachers of
religion, a capacity to develop these qualities in their pupils.
//. By Departmental Superintendents
PRESENT STATUS OF DEPARTMENTAL SUPERVISION
During the past decade great stress has been placed, by
denominational and interdenominational leaders, upon depart-
mental organization of the school in the local church. To
what extent this effort has borne fruit in the schools of Indi-
ana will be shown in another chapter. It is the purpose of this
section to show merely the character of the present depart-
mental supervision in the churches which were surveyed in
Indiana, and to compare departmental and general super-
vision. This study is based on the returns from 155 depart-
mental superintendents in Indiana.
QUALIFICATIONS OF DEPARTMENTAL SUPERINTENDENTS
The median departmental superintendent is 40.8 years old.
In maturity, these officers are approximately the same as the
general superintendents. The general education of depart-
mental superintendents is, however, materially above that of
general superintendents. The median years of schooling of a
departmental superintendent is 12.3 years; while that of the
general superintendent has been shown to be 8.8 years. The
mode or largest group of superintendents have had between
eight and nine years of schooling and the largest group of
departmental superintendents have had an educational training
equivalent to that of a high school senior.
Departmental superintendents, generally called principals,
[459]
RELIGIOUS EDUCATION OF PROTESTANTS
are selected from the experienced Sunday school teachers.
The median teaching experience of these officers is 8.5 years.
Based upon 115 superintendents reporting, the median time
spent each week, in addition to the Sunday school hour, by
departmental superintendents, in the work of their office, is
two hours and fifty-five minutes. Fifty-six of 143 depart-
mental superintendents report a median teaching experience in
the public schools of 2.6 years. Most of these had taught in
elementary schools. Sixteen out of 125 report experience as
public school supervisors. Of 128 superintendents reporting
on the subject, none received salary for his services in the
church school.
AUTHORITY VESTED IN DEPARTMENTAL SUPERINTENDENTS
Sixty-three per cent, of the 142 departmental superin-
tendents reporting, say they have full authority for the assign-
ment and promotion of pupils ; 20.4 per cent, have the right to
recommend, and 9.9 per cent, to approve, such assignment or
promotion ; 6.3 per cent, report no authority whatever in these
matters. Sixty-eight out of 114 departmental superintendents
have authority to transfer pupils for misconduct; 46 do not
have such authority. In 90 out of 129 cases, teachers are
required to refer all cases of discipline to the departmental
superintendents. In 105 out of 136 cases the departmental
superintendents have the authority to select the supplementary
material of instruction for their departments. In 41.5 per
cent, of the 118 cases, the departmental superintendents have
authority to transfer teachers within their departments.
Forty-eight per cent, of 98 departmental superintendents have
the authority to dismiss teachers.
The extent to which departmental superintendents exercise
their authority over pupils and teachers is, in some measure,
set forth in the following facts : 99 per cent, of loi depart-
mental superintendents report no pupils suspended or trans-
ferred during an entire year ; 92,3 per cent, of 65 departmental
superintendents report no truancy in their departments during
the preceding year; 93.3 per cent, of 105 departmental super-
[460]
SUPERVISION OF TEACHING
TABLE CXLV — THE AVERAGE AMOUNT OF TIME SPENT IN
EACH CLASS BY 183 INDIANA GENERAL AND DEPART-
MENTAL SUNDAY SCHOOL SUPERINTENDENTS
Superintendents Spending Time
Indicated
sunday school departmental
SUPERIN- SUPERIN-
TENDENTS TENDENTS
Amount of Time Spent No. Per Cent. No. Per Cent.
Total reporting.... 90 100. 93 100.
None o 0.0 15 16.1
Less than 5 minutes 55 61. i 39 41.9
Five to 9 minutes 26 28.9 23 35-5
Ten minutes or more 9 lo.o 6 6.5
(156 of 256 schools report no supervision whatever. This table is
based on data from 90 general superintendents and 93 departmental super-
intendents from 100 schools.)
TABLE CXLVI — THE METHOD OF PREPARATION FOR A
VISIT TO THE CLASS RECITATION BY 184 INDIANA
SUNDAY SCHOOL OFFICALS
Both Sunday Superintendents
School and Using Method Indicated
Depart- Sunday depart-
mental SCHOOL mental
SuPERIN- SUPERIN- SUPERIN-
TENDENTS TENDENTS TENDENTS
Per Per Per
Method of Preparation No. Cent. No. Cent. No. Cent.
Number reporting.... 184 100. 91 100. 93 100.
(a) No preparation 67 36.4 40 44.0 27 29.0
(b) Studies the lesson or les-
sons to be supervised for
the day 80 43.5 41 45.1 39 41.9
(c) Studies teacher's vi^ritten
plan of lesson 2 i.i o 0.0 2 7.4
(d) Have practical illustrations
of the main points of the
lesson 29 15.8 6 6.6 23 24.7
(e) Have something new to aid
teacher in weak points.... 41 22.3 17 18.7 24 25.8
( f ) Preliminary conference with
teacher 27 14.7 7 7.7 20 21.5
(156 out of 256 schools report no supervision; 91 general superin-
tendents and 93 departmental superintendents in 100 schools report as
indicated in this table.)
[461]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CXLVII — THE METHODS USED BY 232 INDIANA SUN-
DAY SCHOOL OFFICIALS IN THE SUPERVISION
OF CLASS TEACHING
Superintendents Who Report
That They Use the Method
Indicated
SUNDAY school DEPARTMENTAL
SUPERIN- SUPERIN-
TENDENTS TENDENTS
Method Used No. PerCe'nt. No. Per Cent.
Total reporting 96 100. 136 100.
(a) Visiting the class and offering sug-
gestions for improvement of the
teaching (giving helps to the teacher
in the method of questioning, how
to assign the lesson, helps in the
preparation of the lesson) 41 42.8 32 23.5
(b) Giving suggestions in the method of
discipline 45 46.9 52 38.2
(c) Checking the accuracy and value of
the facts taught 16 6.7 19 14.0
(d) Citing sources of supplementary
material and helps 25 26.0 45 33.1
(e) Giving general help in the teachers'
meeting instead of visiting the actual
class room teaching 18 18.8 26 19.1
(f) Visiting the class and giving general
helps in teachers' meeting 31 32.3 37 27.2
(g) Visiting the class without offering
suggestions for the improvement of
the teaching 35 36.5 34 25.0
(h) Suggesting forms of religious activ-
ity (missions, social service, etc.)--' 25 26.0 28 20.6
(156 out of 256 schools report no supervision, whatever; 96 general
superintendents and 136 departmental superintendents in 100 schools
report as indicated in this table.)
intendents report no teachers dismissed during the preceding
year.
THE DEPARTMENTAL SUPERINTENDENT AS SUPERVISOR
The foregoing statements show clearly that the depart-
mental superintendent is in fact an assistant superintendent
who does within certain age-groups the same sort of work
which the general superintendent does in schools which are not
departmentally organized. This officer then is (a) adminis-
trator, (b) teacher and (c) supervisor. One hundred fifty-
[462]
SUPERVISION OF TEACHING
TABLE CXLVIII — THE THINGS THAT 227 INDIANA SUNDAY
SCHOOL OFFICIALS DO WHILE VISITING A
CLASS RECITATION
Superintendents Who, During
A Visit to the Sunday School
Class, Do the Things Indicated
sunday school departmental
superin- superin-
tendents TENDENTS
Things Done by Superintendents No. Per Cent. No. Per Cent.
Total reporting 96 100. 131 100.
(a) Teaches part of the lesson 10 10.4 11 8.4
(b) Remains quiet, making no comment
whatever on the teaching 69 71.9 58 44.3
(c) Commends teacher's methods during
the visit 16 16.7 26 19.8
(d) Takes notes on the lesson during
the visit 12 12.5 18 13.7
(e) Criticizes teacher's methods during
the visit 3 3.1 i 0.8
(156 out of 256 schools have reported no supervision of class teach-
ing; 96 general superintendents and 131 departmental superintendents in
100 schools report as indicated in this table.)
TABLE CXLIX — THE METHODS USED BY 236 INDIANA SUN-
DAY SCHOOL OFFICIALS TO IMPART ADVICE TO
TEACHERS AFTER VISITING THE RECITATION
Superintendents Who Imparted
Advice as Indicated
SUNDAY school DEPARTMENTAL
SUPERIN- SUPERIN-
TENDENTS TENDENTS
Method of Imparting Advice No. Per Cent. No. Per Cent.
Total reporting 96 100. 140 100.
(a) Orally in the presence of class 7 7.3 5 3.6
(b) Personal talk (private conference)
with the teacher 66 68.8 75 53.5
(c) General reference in teachers' meet-
ing .•:■•■• 42 43-8 39 27.9
(d) Specific reference to the visit in
teachers' meeting 6 6.3 11 7.9
(e) Written report to teacher i i.o 2 1.4
(f) No report made to teacher 11 9.4 9 6.4
(156 out of 256 schools report no supervision; 96 general superin-
tendents and 140 departmental superintendents in 100 schools report as
indicated in this table.)
[463]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CL — THE MOTIVES WHICH INFLUENCED 327
INDIANA SUNDAY SCHOOL OFFICIALS TO UNDER-
TAKE THE WORK OF SUPERINTENDENT
Number of Superintendents Assigning the
Various Ranks to the Motives Listed
SUNDAY school DEPARTMENTAL
superintendents SUPERINTENDENTS
Motives Order of Choice Order of Choice
Total I 23456 Total 12345
222 105
(i) Desire to
render service
to the church
in this manner 175 108 43 21 2 i 0 94 72 15 7 o o
(2) The enjoy-
ment in super-
vising and im-
proving teach-
ing 66 3 17 30 ID 3 3 66 10 36 17 2 I
(3) Interest in
moral and re-
ligious educa-
tion of children 136 27 68 32 8 1 o o 00000
(4) Love for
administrative
or managerial
work 43 3 5 II 16 5 3 so i 18 21 8 2
(5) No one else
available 93 40 26 9 5 10 3 42 16 9 8 8 i
(6) Outside
pressure 79 39 10 15 2 4 9 34 7 12 i 3 u
(Table based on data from 222 out of 256 general superintendents and
105 out of 187 departmental superintendents.)
five departmental superintendents were asked what other duties
they performed in the school besides the work of a depart-
mental superintendent. Here are their replies :
36 teach a Sunday school class regularly.
75 substitute when regular teachers are absent.
97 substitute only as a last resort when no other substitute
can be obtained.
75 prepare the lesson regularly beforehand as if they were
regular teachers.
[464]
SUPERVISION OF TEACHING
The median portion of each Sunday's session spent in
administration by 121 superintendents is 50.3 per cent.; the
median portion of each Sunday's session spent in supervision
by 132 superintendents is 44 per cent.
The fact that only 47 out of 155 departmental superin-
tendents gave information regarding departmental agencies
for improving the teacher while in service, may fairly be
interpreted as indicating that there was little activity in this
direction to report. Eleven of the 47 conducted departmental
teacher-training classes ; 38 had departmental teachers' meet-
ings; 3 had monthly demonstration lessons; and one reported
regular and helpful supervision every Sunday.
COMPARISON OF METHODS OF SUPERVISION OF GENERAL AND
DEPARTMENTAL SUPERINTENDENTS
Table CXLV shows that departmental superintendents do
not spend more time with the classroom teacher than the gen-
eral superintendents do.
Tables CXLVI and CXLVII show that departmental super-
intendents are more specific, more direct in their methods of
supervision than are the general superintendents.
Table CXLVIII compares the things the two types of
supervisors do while visiting the work of the class teacher.
In this comparison the general superintendent compares very
favorably with the departmental superintendent.
Table CXLIX shows no pronounced advantage for either
supervisor in the methods used in imparting advice to teachers
after the class visit. In Table CXLVI it was noted that the
departmental superintendent prepared for specific, personal
helpfulness to the teacher ; in this table it is evident that the
"follow-up" of the visit is not so largely of the personal type
as is that of the general superintendent.
In comparing the motives which prompted the two types
of supervisors to engage in administrative and supervisory
work of this kind, Table CL furnishes some unexpected data.
The absence of any mention of "interest in moral and religious
education of children" as a motive for departmental super-
[465]
RELIGIOUS EDUCATION OF PROTESTANTS
intendents is hard to explain. The dominant motive in each
case is "desire to serve the church." The second and third
choices of the departmental superintendents show a very de-
cided interest in supervisory and managerial activity on the
part of this group. An almost equal proportion of each group
took their positions under some kind of pressure. Willingness
to take a responsibility because there is no one else available
will usually have back of it a love of the church, a love for
children or a profound conviction that society needs the
service.
///. Summary
The general superintendent of an Indiana Sunday school is
a mature man 41.2 yeiars old, with no training for or experi-
ence in educational supervision. He accepted his office from
worthy motives and gives, from his regular business, a few
hours each week to the administrative side of his office.
The pastor does not supervise the teaching in the church
school.
The general superintendent does not supervise the teaching
in the church school.
The general superintendent provides no means by which
his teachers may grow in knowledge and teaching skill while
they are in the teaching service. Teacher-training classes and
teachers' meetings are not successfully conducted in more than
a small fraction of Indiana churches.
The supervisory work of departmental superintendents
does not differ materially from that of the general superin-
tendent. The only marked difference between the two super-
visors is in the higher general intelligence of the departmental
superintendents. Both are equally without training for super-
visory work. Both are mature, consecrated church workers
who are impelled to the service because of high and holy
motives.
[466]
PART SIX: THE SUPERVISION AND
PROMOTION OF RELIGIOUS
EDUCATION
BY
WALTER S. ATHEARN
AND
WILLIAM E. CHALMERS
OUTLINE
CHAPTER XVII: THE INDIANA SUNDAY SCHOOL ASSOCIA-
TION—ITS ORGANIZATION AND ITS ADMINISTRATIVE
AND SUPERVISORY OFFICERS
I. Organization
(a) Organization of State Sunday School Association
(b) Organization of County Sunday School Associations
(c) Organization of Township and District Sunday School Asso-
tions
(d) General Discussion of Organization Scheme
II, Administrative and Supervisory Officers
(a) State Officers
(b) County Officers
1. County Young People's Division Superintendents
a. Number and Length of Service
b. Sex, Age, Marital State, Race, Nativity, Salary and
Occupation
c. Social and Educational Background
d. Education, Professional Training and Teaching Experi-
ence
e. Supervisory Activities
2. County Children's Division Superintendents
a. Number and Length of Service
b. Sex, Age, Marital State, Race, Nativity, Salary and
Occupation
c. Social and Educational Background
d. Education, Professional Training and Teaching Experi-
ence
e. Supervisory Activities
[467]
(c) Township and District Officers
I. Township Young People's Division Superintendents
a. Number and Term of Service
b. Sex, Age, Marital State, Race, Nativity, Salary and
Occupation
c. Social and Educational Background
d. Education, Professional Training and Teaching Experi-
ence
e. Supervisory Activities
3. Township and District Children's Division Superintendents
a. Number and Term of Service
b. Sex, Age, Marital State, Race, Nativity, Salary and
Occupation
c. Social and Educational Background
d. Education, Professional Training and Teaching Experi-
ence
e. Supervisory Activities
III. An Evaluation of the Supervisory System of the International
Sunday School Association in Indiana
CHAPTER XVIII: THE INDIANA SUNDAY SCHOOL ASSO-
CIATION—ORGANS AND AGENCIES OF SUPERVISION AND
PROMOTION
I. Organs of Educational Promotion
(a) Sunday School Conventions
1. The Indiana State Sunday School Convention
2. County Sunday School Conventions
3. Township Sunday School Conventions
(b) Efficiency Institutes
(c) County Councils
(d) Divisional Institutes
II. Agencies of Supervision
(a) Standards
1. The International County Organization Standard
2. The International Township Organization Standard
3. The International Local Church School Organization
Standard
4. The International County Children's Division Organiza-
tion Standard
5. The International Township or District Children's Divi-
sion Organization Standard
6. The International State Sunday School Association Or-
ganization Standards
(b) The Awakener
(c) Visits from Members of the State Staff
(d) Prizes, Awards and Certificates
(e) Reports
III. Educational Promotion Program
CHAPTER XIX: THE INDIANA SUNDAY SCHOOL ASSOCIA-
TION—BUDGETS AND STATISTICS
I. State Budgets
II. County Budgets
III. A Study of Indiana Sunday School Statistics
(a) The Reports of State, County and Township Secretaries
(b) The United States Censors of Religious Bodies for 1916
[468]
CHAPTER XX: THE INTERNATIONAL SUNDAY SCHOOL
ASSOCIATION— AN EVALUATION
I. Elements of Strength
(a) Democracy of Control
(b) Interdenominational Cooperation
(c) Growth Through Participation
(d) Executive and Supervisory Systems
II. Elements of Weakness
(a) Dependence on Voluntary Leadership
(b) Inadequate Man- Power
(c) Finance
III. An Indiana System of Protestant Christian Education
CHAPTER XXI: BIBLE STUDY FOR CREDIT IN THE INDIANA
HIGH SCHOOLS
I. History
II. Essential Features
III. The Examination
IV. Cooperating High Schools
V. Record of Students Writing Examinations
VI. Analysis and Evaluation
CHAPTER XXII: DENOMINATIONAL PROMOTION AND
SUPERVISION OF RELIGIOUS EDUCATION IN INDIANA
I. Sources of Information
II. General Organization
III, Service
IV. Finances
V. State Organization
VI. Programs
VII. Results
VIII. Training
IX. Division of Effort
X. Conclusions
[469]
PART SIX: THE SUPERVISION AND
PROMOTION OF RELIGIOUS
EDUCATION
Chapter XVII
THE INDIANA SUNDAY SCHOOL ASSOCIA-
TION—ITS ORGANIZATION AND ITS
ADMINISTRATIVE AND SUPER-
VISORY OFFICERS
7. Organization
The Indiana Sunday School Association and its affihated
county, township and district associations are voluntary asso-
ciations of individuals for the promotion of Sunday schools.
The organization of Sunday schools dates back as far as 1818.
By 1832 or 33, the first county Sunday school association was
organized in Daviess County. At about the same time there
was organized a State Sunday School Union which continued
for a few years. In 1857, a second State Sunday School
Association was organized at Indianapolis, at which time
statistical reports were received from 223 Sunday schools in
various parts of Indiana. The third State Sunday School
Association, now known as the Indiana Sunday School Asso-
ciation, was organized at Indianapolis, May 30, 31, and
June I, 1865, in a State convention assembled upon public
notice. This state association has been in continuous exist-
ence since that date. It has held fifty-seven consecutive annual
state Sunday school conventions. The present organization of
the state, county, township and district associations is given in
this section.
[471]
RELIGIOUS EDUCATION OF PROTESTANTS
ORGANIZATION OF STATE SUNDAY SCHOOL ASSOCIATION
The final authority for the State Association is the Annual
Sunday School Convention. This convention is a delegate
body from the affiliated Sunday school associations and from
the individual Sunday schools of the state. It elects annually
four convention officers ; namely, president, vice-president,
secretary and treasurer. It also elects twelve members of the
State Board of Directors (four each year for terms of three
years) who, with the four convention officers, constitute a
central committee of sixteen members. The terms of office of
one-half of the central committee expire each year. This
central committee, known officially as the Board of Directors,
holds four stated meetings each year. The members receive
their traveling expenses but no salary or per diem allowance
for their services. They review past programs and approve
plans for future work.
The Board of Directors select from their number an ad
interim body known as the Executive Committee. This com-
mittee consists of seven members; it meets quarterly and on
call of its chairman.
In addition to the Board of Directors of sixteen members,
and the Executive Committee of seven members, there is a
Business Committee of five members, including the President
of the Convention and the General Secretary of the Associa-
tion as ex-officio members. The Business Committee is ap-
pointed by the Board of Directors, but it reports to the
Executive Committee. This committee is in reality an office
committee which advises the General Secretary regarding the
details of office administration.
The personnel of the state committees has included repre-
sentative business and professional men of the state without
regard to denominational affiliation.
ORGANIZATION OF COUNTY SUNDAY SCHOOL ASSOCIATIONS
Of the ninety-two counties in Indiana, eighty-five had
county organizations of some kind in 1920. Seventy of these
[472]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
organized counties have been carefully studied for purposes
of this report ; the remainder are relatively inactive. The
county organizations consist of an annual county convention
which is the basic organization for county interdenominational
TABLE CLI — THE NUMBER OF MEMBERS ON THE EXECU-
TIVE COMMITTEES OF 6i INDIANA COUNTY
SUNDAY SCHOOL ASSOCIATIONS
Number of Members Officers Reporting
on Executive Committees the Number Indicated
2 I
3 I
4 • 0
5 S
6 I
7 3
8 17
9 10
10 6
II 2
12 I
13 0
14 3
15 2
i6 I
17 2
i8 I
19 I
20 2
21 I
22 O
23 I
Statistical Measures :
Total number of members on 6i executive committees.... 620
Average number of members on executive committee 10
Mode 8 members
Median 9 "
Qi 8
Q. II
(Table based on data from 61 of 70 counties reporting.)
Sunday school work. This convention elects convention offi-
cers and an Executive Committee.
The Executive Committee, recommended at present by the
International Sunday School Association, consists of the con-
vention officers and four divisional superintendents. There is
[473]
RELIGIOUS EDUCATION OF PROTESTANTS
evidence of an adjustment to this standard in Indiana. Of
sixty-one counties reporting on this question, seventeen had
eight executive committeemen ; ten had nine, and the remainder
varied from two to twenty-three members. The total mem-
bership of sixty-one executive committees was 620. (See
Table CLI.)
TABLE CLII — THE NUMBER OF MEETINGS HELD BY THE
COUNTY SUNDAY SCHOOL EXECUTIVE COMMIT-
TEES IN 59 COUNTY SUNDAY SCHOOL
ASSOCIATIONS
Number of County Officers
Number of Meetings Held Reporting the Number of
During the Year Meetings Indicated
o I
1 6
2 IS
3 II
4 9
5 2
6 4
7 I
8 5
9 0
10 I
II I
12 2
25 I
Statistical Measures:
Mode 2 meetings a year
Median — Number of meetings held 3.7
Total number of meetings held by 69 counties 256
(Table based on data from 59 of 70 counties reporting.)
The Executive Committee is charged with the following
duties: (i) holding county conventions; (2) formulating
educational policies; (3) transacting business between conven-
tions, and (4) employing the educational staff of the county.
When the committee consists of the convention ojfficers and
four voluntary or salaried divisional superintendents, the duty
of the committee also includes the general supervision of the
Sunday schools of the county. Sixty-nine executive commit-
[474]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
tees reported 256 meetings held during the year. One commit-
tee did not meet; six held one meeting; fifteen held two;
eleven, three, nine, four ; two, five ; four, six ; one, seven ; five,
eight ; one, ten ; one, eleven ; two, twelve, and one, twenty-five
meetings. (See Table CLIV.)
Sixty-four executive committees report the following dis-
tribution of standing committees:
Number Counties
Counties Having Com<mittees
Committees Reporting Indicated
Executive 64 56
Convention program 64 43
Finance 64 34
Education 64 41
Teacher-training 64 38
Children's Division 64 SS
Young People's Division 64 53
Adult Division 64 54
Administration Division 64 13
Others 64 19
There is a total of 406 standing committees in the 64
counties. Five counties have all nine of the standing commit-
tees named. The distribution of standing committees in the
64 counties is as follows :
One committee, 3 ; two committees, 2 ; three committees,
4; four committees, 2; five committees, 14; six committees, 5;
seven committees, 6; eight committees, 16; nine committees,
1 1 ; ten committees, i .
ORGANIZATION OF TOWNSHIP AND DISTRICT SUNDAY SCHOOL
ASSOCIATIONS
The county convention, a voluntary association of Sunday
school workers, is the final authority in township interdenomi-
national Sunday school work. This convention elects its own
officers. The approved township organization plan provides
for convention officers and an executive committee consisting
of the convention officers and four divisional superintendents.
These divisional superintendents are voluntary supervisors of
the children's, young people's, adult and administrative divi-
sions.
[475]
RELIGIOUS EDUCATION OF PROTESTANTS
There are 1,017 townships in Indiana. In some cases two
or more townships are organized into a "district" for local
Sunday school purposes. Sixty-eight counties reported 757
townships or districts. Of this number, 570, or 74.2 per cent.,
were organized for Sunday school activities. The following
table shows the distribution of townships according to the
number in the county and the number organized for Sunday
school work (Table CLIII) :
TABLE CLIII — DISTRIBUTIONS OF TOWNSHIPS ACCORDING
TO THE NUMBER OF TOWNSHIPS IN THE COUNTIES
AND THE NUMBER OF TOWNSHIPS ORGAN-
IZED FOR SUNDAY SCHOOL WORK
Number of
Total
Counties
Number
with
of Town-
Number of
Number
Number of
ships in
These
of Town-
Townships
Counties
Townships
Number of
Per Cent.
ships or
Indi-
Indi-
Organised
Townships
of
Districts in a
cated on
cated on
forS.S.
Not
Whole
County
the Left
the Left
Activities
Organised
Organised
4
2
8
0
8
0
5
3
15
10
5
66
6
3
18
10
8
56
7
2
14
13
I
93
8
I
8
8
0
100
9
9
81
81
0
100
10
10
100
79
21
79
II
8
88
65
23
74
12
6
72
56
16
78
13
10
130
90
40
69
14
6
84
52
22
62
15
2
30
21
9
70
16
I
16
16
0
100
17
I
17
15
2
88
18
I
18
II
7
61
19
2
38
22,
IS
60
20
I
20
20
0
100
(One county reported eight organized townships but did not report
the number of townships in the county.)
Sixty-one counties reported 3,720 township or district
officers. The distribution of officers ranges from eight in a
county of nine townships to 180 in a county of 20 townships
or districts. Four hundred eighty-three out of the 578 organ-
ized townships made reports to the county secretary in 1920.
[476]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
GENERAL DISCUSSION OF ORGANIZATION SCHEME
The accompanying diagram (Chart LXIV) will show the
executive organization of the Indiana Sunday School Asso-
ciation. The Executive Committee of the International Sun-
day School Association, with its Board of Trustees and its
General Secretary, constitutes the International overhead.
The Indiana Sunday School Association consists of the Indi-
ana Sunday School Convention, a Board of Directors, an
Executive Committee, a Business Committee and a General
Secretary, The personnel of the state overhead consists of
sixteen volunteer officials and one full-time employed secre-
tary. The county organization consists of the county conven-
tion and an executive committee. The township organization
consists of a township or district convention and an executive
committee.
This executive machinery, which is to carry an educational
program, comprises the following officers if all units are organ-
ized with a minimum quota.
State Executive Committee i6 members
92 Township or district executives 646 "
1,000 Township or district executive committee-
men (Estimated) 7,000 "
Total 7,662 "
In practical operation, the number of officers, as the state is
now organized, would greatly exceed this number.
For the direction of these 1,092 organizations with nearly
eight thousand officials, the state employs one general secre-
tary, with no field assistants, for organization purposes. The
fact that about 75 per cent, of the counties have each an
active organization, and that 74.2 per cent, of the townships
in the organized counties have active organizations, is a tribute
to the simplicity of the organization and the devotion of the
voluntary leadership which has been enUsted in this service.
About 56 per cent, of the state of Indiana is organized under
voluntary leadership for cooperative Sunday school work, after
[477]
RELIGIOUS EDUCATION OF PROTESTANTS
International Sunday ScHoqfi
Association Executive
Committee IN 1920
BOARD of trustees
general secretary
Indiana Sunday School
Convention
BOARD OF DIRECTORS
executive committee
business committee
GENERAL SECRETARY
County Convention
executive committee
pres., sec, treas.,
4 supervisors
Tow^NSHip OR District
Convention
EXECUTIVE committee
PRES., SEC, TREAS.,
4 SUPERVISORS
The School in the
Local Church
Chart LXIV — Executive Organization of the Indiana
Sunday School Association.
[478]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
fifty-seven years of State Sunday School Association history.
There is a revelation of both the strength and the weakness of
the system in the fact that sixty-one counties reported 620
county officers and 3,720 township officers when, in addition to
the State Secretary, but one full-time and two part-time county
secretaries are employed in the entire state. It reveals the
sacrificial devotion of volunteer officers; it reveals also the
great need of full time, trained executive secretaries for all
counties, and a staff of organization specialists in the state
office.
II, Administrative and Supervisory Officers
STATE OFFICERS
The administrative officers of the Indiana Sunday School
Association consist of a General Secretary, a staff of educa-
tional supervisors and a central office force.
The General Secretary is charged with the oversight and
direction of the program of the association. This office has
been filled during the entire history of the association by men
who have ranked among the recognized leaders in State Sunday
school work. The terms of office of five general secretaries
span a period of twenty-eight years, as follows : — C. D. Meigs,
1893 to 1900; John Carman, 1900 to 1902; E. W. Halpenny,
1902 to 1909; George N. Burnie, 1909 to 1919; E. T. Albert-
son, 1919 to the present time. This record of continuity of
service, added to the fact that during the past twenty-five years
but three men have served the association as president, indi-
cates a long term of uninterrupted service which should have
favorably influenced the religious education work of the state.
The present General Secretary, Mr. E. T. Albertson, has
come up from the ranks through a series of well deserved
promotions. He served the Indiana Sunday School Associa-
tion as Young People's and Teacher-Training Secretary for
two and one-half years ; for five years he served as General
Secretary of the Colorado Sunday School Association. From
Colorado, he was recalled to the general secretaryship of
[479]
RELIGIOUS EDUCATION OF PROTESTANTS
Indiana. The work of Mr. Albertson and his staff consists of
the following groups of duties : —
(i) General promotion of a program of religious educa-
tion throughout the state.
(2) Establishing and maintaining county, city and town-
ship affiliated Sunday school associations as track-
age over which the educational program may be
carried.
(3) Promotion of educational ideals through affiliated
Sunday school associations.
The General Secretary and all of his staff must be concerned
at all times with both trackage and cargo.
It is self-evident that a large part of the time and energy
of the state staff must be given to the maintenance of the
thousands of affiliated organizations, most of which are in
charge of untrained, voluntary officers. The rapid turn-over
in the officiary of the county associations alone presents admin-
istrative problems which deserve the entire time of a much
larger staff than the Indiana Sunday School Association has
every employed, to say nothing of the educational demands on
the state staff.
The present staff of the general secretary consists of four
divisional secretaries; namely, Children's Division Superin-
tendent, Young People's Division Superintendent, Adult Divi-
sion Superintendent and Administration Division Superintend-
ent. These four superintendents undertake to promote the
work of the four divisions of the Sunday school through the
use of supervisory machinery which they establish in county
and township Sunday school associations, and through general
promotion agencies. The Children's and Young People's Divi-
sion Superintendents are full-time salaried employees of the
State Sunday School Association. The other two superintend-
ents are volunteer workers who give to the work of their divi-
sions what time they can spare from busy business and pro-
fessional lives.
The Children's Division has had a salaried superintendent
for fifteen years. Mrs. Maud Junkin Baldwin and Miss Hazel
Lewis, who have attained national leadership in this field, laid
[480]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
the foundations of the children's division work in Indiana.
The terms of office of children's division superintendents have
been as follows: Mrs. Maud Junkin Baldwin, 1906 to 1909;
Miss Hazel Lewis, 1910 to 1912; Miss Emma Lemon, 1913
to 1920; Miss Nellie C. Young, since the spring of 1921.
Miss Young is a college graduate and an experienced public
school teacher. Her professional training for children's divi-
sion work was received at the summer institutes at Bethany
Park, Indiana, and at Lake Geneva, Wisconsin.
The Young People's Division is of more recent origin
than the Children's Division, It has been supervised by volun-
tary directors for most of its existence; for several years it
was joined with missionary education or teacher-training.
This voluntary leadership has helped to train some of the
influential Sunday school leaders of the state, among them
being E. T. Albertson, now General Secretary, and Theodore
Mayer, now secretary of the Board of Sunday School of the
Evangelical Synod of North America. During recent years,
this division has been under the charge of a full-time, salaried
superintendent. The present superintendent. Rev. Wayne G.
Miller, has had three years' college training, and successful
pastorial and Young Men's Christian Association experience.
His special training for young people's work was secured in
the International Training School at Lake Geneva, Wisconsin.
Previous to the present form of organization, with its four
divisions, there were various departments with more or less
influence, such as : home department, missionary education
department, temperance department, teacher-training depart-
ment, and publicity department. The report of the superin-
tendent of the publicity department for the year ending in
June, 19 1 5, shows the tendency of state departments to repro-
duce themselves through the affiliated county and township
organizations. The report says : "Another purpose sought
is the organization of a department of publicity in each county
association which would establish in at least one newspaper in
the county seat, a column or department for Sunday school
news. A county superintendent of publicity should be named."
(Program of Fifty-first Annual Sunday School Association,
p. 20.)
[481]
RELIGIOUS EDUCATION OF PROTESTANTS
The divisional organizations are carried down through the
counties and townships and each divisional superintendent is
responsible for the creation and maintenance of this divi-
sional machinery as well as for the promotion of a divisional
program. The demands of this machinery on the general
secretary and the division superintendents is well illustrated
by the following extract from the report of the General
Secretary for 19 12. "During the year, Miss Lewis (the
Children's Division Superintendent) made the following rec-
ord: County conventions, 54; township conventions, 8;
institutes, 11; committees, 11; special meetings, 13; Sunday
schools visited, 1 1 ; public schools visited, i ; number of
places reached, 91 ; number of sessions attended, 221 ; number
of addresses given, 219; other conferences, 43; miles traveled,
10,927. My record is : county conventions, 63 ; township
conventions, 17; institutes, 3; committee meetings, 4; special
meetings, 6; Sunday schools visited, 25; other meetings, 4;
number of places reached, loi ; number of sessions attended,
265 ; number of addresses given, 229 ; round table conferences,
']2\ other conferences, 67; miles traveled, 10,563." {Program
Forty-Eighth Annual Convention, p. 16.) With the present
schedule of the employed officers of the state association, each
secretary or superintendent will be able to visit each county in
the state once in three years. This schedule leaves scant time
for necessary office work or for productive educational work on
the part of the educational staff of the Indiana Sunday School
Association.
COUNTY OFFICERS
In nearly all cases the executive and supervisory work of
the county Sunday school associations is under the direction
of voluntary local leaders. One county reports a full-time
secretary at an annual salary of $1,040; one county reports a
part-time secretary at $100 per annum,, and another county
reports a part-time secretary at $25 per annum. The re-
mainder report no salaried officers.
[482]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
The accompanying table shows the days of service ren-
dered in the year 1920 by the non-salaried county officers in
sixty-seven Indiana counties :
TABLE CLIV— NUMBER OF DAYS OF SERVICE GIVEN
DURING 1020 BY CERTAIN NON-SALARIED COUNTY
SUNDAY SCHOOL ASSOCIATION OFFICERS
Number
Number of
Number of Counties
of Number Days Counties Not
Counties of Per Report- Report-
TiTLES OF Not Counties Annum ing on ing on
Non-Salaried Reporting Reporting Given Days of Days of
Officers Officer Officer by This Service Service
at Left at Left Officer Given Given
President O 67 629 26 41
Vice-President 4 63 137 14 53
Secretary^ I 66 778 25 42
Chairman Executive
Committee 36 31 135 4 63
Treasurer^ 30 37 320 8 59
Superintendent of
Teacher-Training^. . . 17 50 108 15 52
Superintendent of
Young People's Divi-
sion 5 62 158 14 53
Superintendent of
Children's Division. . 4 6z 253 6 61
Superintendent of
Adult Division" 4 63 217 13 54
Superintendent of
Administrative Divi-
sion 10 57 1x6 14 S2
Superintendent of
Home Department*. . 25 42 42 7 60
Superintendent of
Temperance ' 29 38 6^ 10 57
Superintendent of
Missions ' 28 39 47 8 59
(Table based on data from 61 of 70 counties reporting.)
^ In 29 cases the secretary and treasurer are merged in one office.
'In 6 cases Teacher-Training, Temperance and Missions were merged under
"Educational."
' In s cases Adult, Home Department, Temperance and Missions were merged.
In 2 cases Home Department, Temperance and Missions were merged. Forty-four
counties reported 1,622 Sunday schools visited by county officers and superintendents
in 1920.
For several years an effort has been made to merge all
supervisory activities into four departments ; namely Chil-
dren's, Young People's, Adult, and Administrative. The
[483]
RELIGIOUS EDUCATION OF PROTESTANTS
children's division and the young people's division have been
most actively promoted from the state and international offices.
The adult and administrative divisions have been under volun-
tary leadership, and consequently these divisions have not been
TABLE CLV — LENGTH OF SERVICE IN MONTHS OF 36
INDIANA COUNTY YOUNG PEOPLE'S
DIVISION SUPERINTENDENTS
Number Superintendents
of Months Serving Months
Service Indicated
Two 2
Three i
Four 2
Five 3
Six 3
Seven i
Eight I
Nine i
Ten I
Eleven i
Twelve 4
Thirteen I
Fourteen o
Fifteen i
Sixteen 2
Seventeen 2
Eighteen o
Twenty-four 2
Thirty 4
Thirty-six 2
Forty-two 2
Statistical Measures
Months
Total months of service rendered by superintendents.. 549
Average length of service rendered 15
Median length of service rendered 12
(Table based on data from 100 per cent, of 36 counties reporting.)
promoted with the same vigor as have the other divisions
which have had the advantage of full-time salaried superin-
tendents in the state office. It has seemed desirable to make a
study of the type of leadership which could be recruited for
[484]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
voluntary service in the counties by division specialists in the
state office. Accordingly, a special study has been made of
the county young people's division superintendents and the
county children's division superintendents.
TABLE CLVI — PRESENT AGE OF 36 INDIANA COUNTY
YOUNG PEOPLE'S DIVISION SUPERINTENDENTS AND
AGE WHEN THE INDIVIDUAL ASSUMED
THE PRESENT OFFICE
Male Female
number of cases of number of cases of
the ages indicated the ages indicated
On Assuming On Assuming
Age in Years Office At Present Office At Present
IS to 19 years i o I 0
5401
20 '
' 24 "
25 '
' 29 "
30 '
' 34 "
35 '
' 39 "
40 '
' 44 "
45 '
' 49 "
50 '
' 54 "
5 5 2 2
4 4 4 3
2423
2143
0124
I I I I
(Table based on data from 100 per cent, of 36 counties reporting.)
County Young People's Division Superintendents
Number and Length of Service: From a list of 81 names
of county young people's division superintendents, furnished
by the Indiana Sunday School Association, responses could be
secured from only 36, or 44.4 per cent. Some were not aware
that they had been appointed to this office; others were not
taking their appointment seriously. Of the 36 superintendents
returning question-schedules, 1 1 had been in service six months
or less time ; 5 had served from 7 to 1 1 months ; 4 had served
one year; 6 had served from 13 to 18 months; 2 had served
two years ; 4, two and one-half years ; 2, three years ; and 2,
three and one-half years. Twenty, or 55.5 per cent., had
served one year or less ; 8, or 22.2 per cent., had served more
than two years. Eighteen superintendents reported that their
predecessors served an average of 1.3 years each. It is clear
that the annual mortality of county young people's division
superintendents is very high. Table CLV shows the median
[485]
RELIGIOUS EDUCATION OF PROTESTANTS
length of service to be one year; i.e., there is a complete "turn-
over" every twelve months.
Sex, Age, Marital State, Race, Nativity, Salary, and Occu-
pation: Twenty of the thirty-six superintendents are male,
and sixteen are female. Table CLVI shows that the ages of
the largest group of men fall between 25 and 29 years; and
the present ages of the largest group of women fall between
30 and 39 years. Eleven males and eleven females are mar-
ried; nine males and five females are single. Fifteen super-
intendents report a total of 31 children in their families. All
of the thirty-six superintendents belong to the white race; all
were born in the Uiiited States ; all serve the County Sunday
School Association without salary. Two were reared in the
village; five, in the city; twenty-four, in the country; one, in
village and city ; one, in city and country, and three, in village
and country. Thirty-five superintendents list their occupations
as follows : Agricultural, 1 1 ; trade, i ; public service, i ; pro-
fessional, 9; clerical, 4; housewife, 9. Twenty-three super-
intendents report a median yearly income of $1,100, which is
$374.40 below the median income of the Sunday school
teachers whom they supervise.
Social and Educational Background: The general educa-
tion of thirty fathers and thirty-three mothers of young
people's division superintendents was as follows : 70 per cent,
of the fathers and 69.7 per cent, of the mothers had received
eight years or less of schooling; 10 per cent, of the fathers
and 6 per cent, of the mothers attended high school but did
not graduate; 3.3 per cent, of the fathers and 9 per cent, of
the mothers were graduated from high school; 13.3 per cent,
of the fathers and 12. i per cent, of the mothers attended
college, but did not graduate; 3.3 per cent, of the fathers and
3 per cent, of the mothers were graduated from college.
The following tables will show that the county young
people's division superintendents have come, for the most part,
from Indiana farm homes with very modest incomes. (Tables
CLVII and CL VIII.)
Education, Professional Training and Teaching Experi-
ence: Nearly two-thirds of the Indiana young people's divi-
[486]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
sion superintendents have never attended an institution of
higher learning. One-eighth (12.5 per cent.) have had eight
years of schooHng or less; about one-fourth (28.1 per cent.)
have finished nine or ten grades; one-fourth (25 per cent.)
TABLE CLVII — ANNUAL INCOME OF FATHERS OF TWENTY-
ONE INDIANA COUNTY YOUNG PEOPLE'S DIVI-
SION SUPERINTENDENTS
Father's Income Number of Cases
$ 500 2
600 3
900 2
1,000 3
1,200 3
1,500 I
1,800 1
2,000 3
3,000 I
4,000 I
5,000 I
have finished eleven or twelve grades ; a little more than one-
sixth (15.6 per cent.) have attended college but have not
graduated; and about one-sixth (18.7 per cent.) have been
graduated from college. The median years of schooling is
12. 1. In other words, there are as many country young peo-
TABLE CLVIII — OCCUPATION OF THE FATHERS OF THIRTY-
SIX INDIANA COUNTY YOUNG PEOPLE'S DIVISION
SUPERINTENDENTS
Father's Occupation Number of Cases
Agriculture 27
Manufacturing 4
Trades
Transportation
Professional
Public Service
Clerical
pie's division superintendents who are high school graduates
as there are who are not high school graduates. (See Table
CLIX.)
Only 14 of the 36 superintendents have taken courses in
either theory of teaching, educational psychology, school man-
[487]
RELIGIOUS EDUCATION OF PROTESTANTS
agement, or history of education, in high school, normal school
or college. Only five have taken courses in all four subjects.
Eleven of the thirty-six report courses in institutions of higher
learning in the field of religion, as follows: Biblical history,
7; Biblical literature, 6; missions, 3; religious education, 4;
church history, 2. Only one superintendent has taken all five
of these courses.
TABLE CLIX — YEARS OF GENERAL EDUCATION OF 32
INDIANA COUNTY YOUNG PEOPLE'S DIVISION
SUPERINTENDENTS
Number of
Sup eriniende nts
Who Have Had
the Number of
Years Schooling
Number of Years Indicated
70- 7-9 I
8.0- 8.9 3
9.0- 9.9 8
10.0-10.9 I
11.0-11.9 2
12.0-12.9 7
I30-I3-9 I
14.0-14.9 3
15.0-15.9 o
16.0-16.9 5
20.0-20.9 I
Statistical Measures : Years
Average 11.7
Median 12.1
Qi 9-5
Q3 14-3
(Table based on data from 32 of 36 counties reporting.)
The professional training of young people's division super-
intendents, in schools other than institutions of higher learn-
ing, has been even more meager than in the more advanced
courses. Only one reports attendance upon a School of
Principles and Methods. Eleven have pursued teacher-training
courses in local churches, with an attendance varying from ten
to forty weeks, with an average of twenty-two weeks. Only
[488]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
two had graduated. None had attended a community training
school; two had attended summer conferences at Winona
Lake. The special preparation of these superintendents for
the specific work of supervising young people's work in the
county has been as follows: Four have attended the Inter-
national Sunday School Training School at Lake Geneva,
Wisconsin. Seven report attendance upon county council
meetings. Thirty-four have attended a total of 114 county
conventions. Thirteen have attended state worker's confer-
ences from one to six times. Seventeen have attended state
Sunday school conventions. Fifteen have attended county
young people's division institutes from one to nine times.
Thirty of the thirty-six superintendents have taught in Sunday
school; thirteen in the public day-school, and one in normal
school. Sixteen say they use a public library frequently and
sixteen say they do not make frequent use of a public library.
Twenty-eight reported that they had read a total of 407 books
during the year, 1920. The total number of books in the
libraries of twenty-nine superintendents was 3,416.
The Indiana young people's division superintendent is
selected from the faithful Sunday school teachers of average
ability who attend the county conventions and manifest an
interest in young people's work in the local church. Profes-
sional training and specific preparation for their work is lim-
ited to infrequent attendance upon county or state conferences.
Supervisory Activities: Twenty-eight of the thirty-six
superintendents are Sunday school teachers whose duties will
not permit them to give much time to the actual supervision
of young people's departments on Sunday. Out of a possible
1,664 visits, thirty-two superintendents report a total of 117
visits during the 52 Sundays of 1920. Three superintendents
say they gave no time to the work of their office ; eleven report
from six to thirty-six days, with an average of nearly 18 days
each year to this work. Twenty-two omitted this question.
Ten superintendents held no institutes during 1920; seven
held 13 institutes with a total attendance of 646; two held six
institutes but their enrollment is not reported.
[489]
RELIGIOUS EDUCATION OF PROTESTANTS
What do young people's division superintendents do when
they visit schools in their counties? The following table will
answer this question: (See Table CLX.)
TABLE CLX — WHAT 25 COUNTY YOUNG PEOPLE'S DIVISION
SUPERINTENDENTS AND 27 COUNTY CHILDREN'S
DIVISION SUPERINTENDENTS DO WHEN
THEY VISIT SUNDAY SCHOOLS
25 County Young 27 County Chil-
People's Divisions dren's Divisions
Number of Number of
Superintend- Superintend-
ents Number of ents Number of
Who Superintend- Who Superintend-
Things Superintendents Do do not ents Who do not ents Who
When Visiting Do as Do as Do as Do as
Schools Indicated Indicated Indicated Indicated
Talk to assembly of school
about Young People's Division
work 6 19 9 18
Advertise county convention or
institutes 6 19 12 15
Promote plans for Young Peo-
ple's work 9 16 8 19
Hold conference with superin-
tendents and teachers con-
cerning Young People's Divi-
sion standards for local
school II 14 12 15
Teach a class 19 6 18 9
Make an address in Young
People's Division 21 4 17 10
Observe work of school 10 15 5 21
Observe work of school and
give practical suggestions for
improvement 18 7 11 16
Present County Young People's
Division standards 13 12 12 15
Gather statistics for county re-
port 14 II 6 21
Present county banner or award 24 i 25 2
Organize classes of Young Peo-
ple's age • 23 2
Of eight superintendents who report the time spent in
visiting each school, four remained 60 minutes ; the other four
remained 30, 25, 20 and 15 minutes respectively. Six super-
intendents remained with the teachers and officers after the
school session for conferences of the following duration:
2, no time; the remaining four, 10, 15, 20, and 30 minutes
[490]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
respectively. Three superintendents report six camp confer-
ences for Older Boys; and three report an equal number of
camp conferences for Older Girls. Five superintendents report
eighteen townships meeting the young people's division stand-
ard ; and seven report 82 local schools meeting the local school
standard for the young people's division.
The cost of supervision is one way to measure its amount
and quality. Of the twenty counties replying to this inquiry,
fourteen did not spend any money for young people's work last
year and six report a total expense of $297.
County Children's Division Superintendents
Number and Length of Service: From a list of 83 county
children's division superintendents, information was received
from thirty-six. Some could not be located, some had removed
from the state, some did not know they had been elected to this
office, and others had received notice of their appointment and
declined to accept the position. Those who responded with
TABLE CLXI — THE LENGTH OF SERVICE IN MONTHS OF 36
INDIANA COUNTY CHILDREN'S DIVISION
SUPERINTENDENTS
Superintendents Reporting the
Length of Service Indicated
Length of Service in Months Number Per Cent.
Totals 2)^ loo.o
i.o- 5-9 3 12.1
6.0-1 1.9 6 16.6
12.0-17.9 9 25.0
18.0-23.9 I 2.8
24.0-29.9 4 ll.i
30.0-35.9 2 5.5
36.0-41.9 2 5.5
42.0-47.9 I 2.8
48.0-53.9 I 2.8
54.0-59.9 I 3.8
72.0-77.9 I 2.8
84.0-89.9 I 2.8
102.0-107.9 I 2.8
144.0-150.0 I 2.8
(Table based on data from 100 per cent, of 36 counties reporting.)
[491]
RELIGIOUS EDUCATION OF PROTESTANTS
information, without doubt, represent the great majority of
the active children's division superintendents in the counties of
Indiana. The presence of a full-time state children's division
superintendent for the past fifteen years does not seem to have
given the state a very large or permanent group of county
children's division superintendents. The mortality of county
children's division superintendents has been less than that of
the county young people's division superintendents. Twenty-
four persons who preceded the present incumbents in twenty-
four counties had served an average of two years each. Of the
present thirty-six superintendents reporting, 28.7 per cent,
have served one year or less; 27.8 per cent, have served
between one and two years; 17.6 per cent, have served between
two and three years; and 25.1 per cent, have served from
three to twelve and one-half years. At this rate, there would
be practically a complete turnover every eighteen months.
(See Table CLXI.)
Sex, Age, Marital State, Race, Nativity, Salary and Occu-
pation: There was but one man among the thirty-six chil-
dren's division superintendents reporting; 86.1 per cent, are
above thirty years of age, and 36.1 per cent, are between
forty-five and sixty years of age. The median age is 39 years
and six months. That is, there are as many county children's
division superintendents who are below 39.5 years of age as
there are county children's division superintendents who are
above that age. Nine superintendents are single and twenty-
seven are married; nineteen of the married superintendents
report a total of forty-seven children in their families, and
four report no children ; all belong to the white race, all were
born in the United States ; all serve the county associations
without salary. Thirty-four superintendents report their occu-
pations as follows: Agriculture, 3; trade, 3; professional, 6;
clerical, i ; student, i ; home-maker, 20. Fifteen superin-
tendents reported incomes varying from $800 to $7,000, with
a median of $1,400. Three housewives reported incomes of
from $100 to $200 each in addition to the husband's income.
Social and Educational Backgrounds: Twenty-one of the
thirty-six superintendents were reared in the country ; seven, in
[492]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
the village ; three, in the city ; one, in the village and country ;
three in city and country, and one in city, village and country.
These superintendents come, for the most part, from farm
homes. Twenty-four out of thirty-four gave agriculture as
their fathers' occupations. The income of the fathers of these
TABLE CLXII — INDIANA COUNTY CHILDREN'S DIVISION
SUPERINTENDENTS DISTRIBUTED WITH REFERENCE
TO YEARS OF GENERAL EDUCATION OF 31
FATHERS AND 30 MOTHERS OF INDIANA
COUNTY CHILDREN'S DIVISION
SUPERINTENDENTS
Superintendents Superintendents
Who Report Total Who Report Total
Years of Father's Years of Mother's
Schooling to Be Schooling to Be
the Number OF the Number of
Total Years of General Years Indicated Years Indicated
Education Number Per Cent. Number Per Cent.
Totals 31 100. 30 100.
o I 3.2 0 0.
I o o. o 0.
2 o 0. 0 0.
3 0 0. I 3-3
4 0 o. 0 o.
5 2 6.4 0 0.
6 0 o. 2 6.6
7 2 6.4 o o.
8 24 77-4 19 63.3
9 I 3.2 2 6.6
10 o o. 3 lo.o
II 0 0. o 0.
12 0 0. I 3.3
13 I 3-3 2 6.6
(Table based on returns from 36 county children's division superin-
tendents.)
officers, as reported by sixteen superintendents, varies from
$800 to $12,000; with about 50 per cent. $1,000 and below,
and about 50 per cent, with an income above $1,000. Ninety-
three per cent, of the fathers and 73 per cent, of the mothers
have an eighth-grade education or less. (See Table CLXH.)
Education, Professional Training and Teaching Experi-
ence: The general education of the children's division super-
intendents is much higher than that of their parents. The
[493]
RELIGIOUS EDUCATION OF PROTESTANTS
thirty- four persons reporting on this question received the
following degrees of general education : eighth grade and
below, 8.8 per cent. ; from the ninth grade to the eleventh
grade, 20.3 per cent. ; high school graduation, 32.3 per cent. ;
three years of college work, 34.8 per cent. ; college graduation,
2,9 per cent. The median is 12,4 years and the mode or
largest single group is 12 years.
The professional training of these superintendents re-
ceived in high school, normal school or colleges, as reported
by twenty-one persons, has included the following courses :
theory of teaching, 19 persons; educational psychology, 17
persons; school management, 16 persons; history of education,
15 persons. Twenty-seven out of thirty-six persons omitted
the question concerning courses in Biblical history and litera-
ture, etc. Four had taken Biblical history; seven. Biblical
literature; six, missions; three, religious education; and five,
church history. Seventeen have held public school teachers'
certificates.
Only three of the thirty- six superintendents are reported
as members of the International Children's Division Reading
Circle; 29 report definitely that they are not members. Two
superintendents have never attended a county Sunday school
convention; 27 have attended a total of loi county conven-
tions. Eight have never attended a state Sunday school
convention; 24 have attended a total of 74 state conventions.
Three superintendents have never attended a county council
meeting; twenty-nine have reported a total of 191 meetings;
14 have not attended a state worker's conference, and 15 have
attended a total of 25 such conferences. One-third have never
attended a county children's division institute; 9 have attended
43 such institutes. Twenty-four superintendents report an
average of five hours a week spent in religious study; 29 say
they make frequent use of public libraries; 25 read a total of
442 books during the year, 1920; 27 report a total of 5.804
volumes in their private libraries.
Supervisory Activities: Each of the thirty-six county
children's division superintendents reporting is responsible for
[494]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
the supervision of sixty-three Sunday schools in ten townships
or districts. For this service, they have the assistance of town-
ship children's division superintendents. In what ways and to
what extent do these county supervisors actually supervise?
The following paragraphs are the answer to this inquiry :
Two-thirds of the 36 superintendents omit the question as
to the amount of time given to the work of their office; one
TABLE CLXIII — WHAT 35 TOWNSHIP YOUNG PEOPLE'S
DIVISION SUPERINTENDENTS AND 53 TOWNSHIP
CHILDREN'S DIVISION SUPERINTENDENTS DO
WHEN THEY VISIT SUNDAY SCHOOLS
35 Township Young 53 Township Chil-
People's Division dren's Division
Superintendents Superintendents
Number Number
Superin- Number Superin- Number
tendents Superin- tendents Superin-
Who tendents Who tendents
Do Not Do Who Do Do Not Do Who Do
the Things the Things the Things the Things
Activities Mentioned Mentioned Mentioned Mentioned
Talk to assembly of school
about Young People's
Division work 16 19 23 30
Advertise township or
county convention or in-
stitute 16 19 28 25
Promote plans for Young
People's work 17 18 21 32
Hold conference with
superintendent and
teachers concerning
Young People's Division
standards for local
school 22 13 30 23
Make an address in Young
People's Division 28 7 40 13
Teach a class 19 16 39 14
Observe work of school. .9 26 15 38
Observe work of school
and give practical sug-
gestions for improve-
ment 22 13 29 24
Present county and town-
ship or district Young
People's or Children's
Division standards 23 12 28 25
Gather statistics for town-
ship or county report. ..12 23 17 36
Present township banner
or award 31 4 51 2
[495]
RELIGIOUS EDUCATION OF PROTESTANTS
does not give any time, and eleven give a total of 333 days to
this service. Seventeen do not say how much money was
expended during the year for the prosecution of their work,
six spent no money, and thirteen counties spent a total of $257
on their children's divisions during the year.
Eleven counties held no county children's division insti-
tutes in 1920; seventeen counties held 23 such institutes with
a total attendance of 593 persons. Ten of the 36 counties did
not observe children's week; seven omitted the question; and
19 reported children's week observance by 247 schools. Over
half of the county superintendents omitted the question regard-
ing the number of townships and schools meeting the recog-
nized standards; eight reported that there were no townships
in their counties meeting the township standards; eight re-
ported a total of 53 townships which have met the standards.
Five reported that there were no schools in their counties meet-
ing the approved local school standards and twelve counties
report a total of 158 schools which do meet the standards.
Twenty-nine of the thirty-six county superintendents are either
officers or teachers in local Sunday schools which require their
presence on Sundays. This explains the fact that the 19
superintendents who have visited schools have only made 102
visits to Sunday schools in 52 weeks.
Table CLXIII shows that these official visits are given
over largely to promoting county and township conventions
and the general ideals of the children's division for local
schools. These visits usually consume the entire Sunday
session of the school. Brief conferences are held following
the school sessions. Six superintendents report that from
5 per cent, to seventy-five per cent, of their conferences are
given to promoting county programs.
The Indiana children's division superintendents come from
average country homes. They have had, on an average, from
ten to twelve years of schooling; many of them have taught
in the public schools and their professional training is limited
to that received while preparing for public school work. They
are earnest and consecrated workers in the church and Sunday
[496]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
school. They give to their work just such time as they can
take from hves already overcrowded with other duties. Their
training for supervisory work has been almost entirely neg-
lected; and the actual amount of supervision attempted by
them is relatively too small to be considered as a factor in the
work of local Sunday schools. They render their largest
service as promoters of conference and convention programs,
not as supervisors.
TOWNSHIP AND DISTRICT OFFICERS
Each township, or group of townships known as a district
when organized into a unit of the Indiana Sunday School
Association system, has a president, vice-president and secre-
tary-treasurer and an executive committee. These officers are
charged with the business of the township Sunday school
associations. They are non-salaried, local Sunday school
workers who are devoted to the cause of religious education.
The present plan of organization, as, has been previously
pointed out, provides for four township divisional superin-
tendents who, with the convention officers, constitute the town-
ship executive committee. These four supervisory officers
(children's, young people's, adult and administration divisions)
have direct contact with the local Sunday schools, and for this
reason, they are directly responsible (i) for carrying to the
local school the ideas and plans of the International Sunday
School Association and (2) for stimulating local initiative
and developing local leadership.
Because the state has had, for many years, paid leadership
for the children's and young people's divisions, an inquiry has
been made into the present status of township children's and
young people's division work. The results of this investiga-
tion are given in this section.
Township Young People's Division Superintendents :
From a list of 304 township young people's division super-
intendents, only 65 replied to urgent and repeated requests for
information. Many could not be located at the addresses
[497]
RELIGIOUS EDUCATION OF PROTESTANTS
given; others had removed from the county; others had just
been appointed to office and had no information because no
records were available from their predecessor's work; still
others were not sufficiently interested to fill out a question
schedule. "Life is too short!" wrote one such officer, as an
excuse for returning no information. Another wrote: "It
seems a mistake to appoint me as young people's division
superintendent as my work has been among little tots and
seems likely to continue so." Another wrote : "Dear Sir, I
thought I let you know that I am superintendent of no Sunday
school, the Sunday school we have out here it fail, yours
truly." A score or more of such letters were received. The
sixty-five superintendents who did provide information un-
doubtedly represent not only the best, but also the major part
of the special work which is being done by township young
people's division superintendents.
Number and Term of Service: It is not possible to make
a correct estimate of the number of township young people's
division superintendents. Out of a possible 1,017, if all
counties and districts were supplied, there had been 304 names
reported to the state Sunday school office. Of this number,
information could be secured from only 65. Of the sixty-five
officers furnishing data, 36 failed to say how long their
predecessors had held office ; 8 said they had had no predeces-
sors; and 2 reported an average term of office for their
predecessors as 1.3 years. Sixty-two of the 65 officers re-
ported their own term of office as follows: 30, or 48.3 per
cent., had served one year or less; 24, or 36.7 per cent., had
served from one to two years; 8, or 13 per cent., had served
from three to eight and one-half years. Thirteen months is
the median term of service.
Sex J A^e, Marital State, Race, Nativity, Salary, and
Occupation: Sixty-three township young people's superin-
tendents give their age as follows: i between 15 and 19
years; 11 between 20 and 24 years; 13 between 25 and 29
years; 10 between 30 and 34 years; 8 between 35 and 39
years; and 20 between 40 and 75 years. The median is 31
years and six months. Women outnumber the men in this
[498]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
office just two-to-one. Thirty-five are married and 28 single.
Twenty-three of the married superintendents report a total of
62 children in their families. All belong to the white race ; all
are American-born and all serve their townships without sal-
ary. Forty-six per cent, are homekeepers; 27 per cent, are
farmers; and 14.3 per cent, are engaged in professional service.
Social and Educational Background: Only thirty-one
superintendents report the amount of their incomes. Of these,
16 receive $1,000 or less; 10 receive between $1,000 and
$2,000, and 5 receive between $2,000 and $4,000. This is
substantially the same income as their fathers received. The
median income for township young people's division super-
intendents is $1,100; of their fathers, $1,150. Forty-nine of
the 64 superintendents reporting on the question of father's
occupation came from farm homes; 69.8 per cent, of the
fathers and 73.9 per cent, of the mothers of 53 officers report-
ing had eight years of schooling or less; 9.4 per cent, of the
fathers and 15 per cent, of the mothers had from one to three
years of high school work; 5.6 per cent, of the fathers and
3.8 per cent, of the mothers graduated from high school. 7.5
per cent, of the fathers and 7.5 per cent, of the mothers
attended college from one to three years and 7.5 per cent, of
the fathers and none of the mothers graduated from college.
The median years of schooling for both fathers and mothers
is 8.5.
Education^ Professional Training and Teaching Experi-
ence: Of 61 superintendents reporting, 16 were high school
graduates and 5 were college graduates. The median years of
schooling was 12 years. One-fourth had less than 9.1 years of
schooling and one-fourth had more than 12.9 years of school-
ing. Twenty- four of the 65 officers had pursued courses in one
or more of the following subjects in high school, normal school
or college: theory of teaching, 19; educational psychology, 24;
school management, 14; history of education, 9. Only 14
reported courses in any of the following subjects : Bible
history, 10; Bible literature, 7; missions, 4; religious educa-
tion, 3 ; church history, 3.
Eighteen out of 54 superintendents have never attended
[499]
RELIGIOUS EDUCATION OF PROTESTANTS
county council meetings, 36 have attended a total of 93 such
meetings. Eight have never attended a county Sunday school
convention; 50 have attended a total of 144 such conventions.
Thirteen have attended a state workers' conference, and 31
have attended one or more state Sunday school conventions.
Twenty-one have not attended a county young people's division
institute; 29 have attended a total of 36 such institutes.
Supervisory Activities: Sixty-four counties report an
average of five schools in each township. How much and
what kind of supervision does each township young people's
superintendent give to the five schools under his jurisdiction?
The following statement will answer this question. (See
Table CLXIII.)
Twenty-one out of 57 superintendents did not visit a single
school during 1920; only 33 made more than one visit to the
same school during the year. Fifty-one out of 53 township
young people's division superintendents were at the same time
teachers or officers in local Sunday schools ; and, hence, it was
difficult for them to visit other schools on Sunday. Twenty-
five superintendents gave a total of 103 days of service to the
Sunday schools of the township during the year. Thirty-four
held no institute for their township workers; 14 held 17 such
institutes with a total attendance of 217 such workers. Only
seven reported any expenditure for township young people's
work. These seven townships expended a total of $246.
Five township older boy's conferences, and six township older
girl's conferences were reported. One joint conference with
an attendance of 25 was held.
Township and District Children's Division
Superintendents
Number and Term of Service: Out of a possible 1,017
township children's division superintendents, only 271 names
were available in the state office. Of this number, 100 re-
turned question schedules. It is not possible to state with
accuracy the number of township children's division super-
intendents who are in office at any particular time, because of
[500]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
(i) the rapid turnover in the personnel, and (2) the loose
system of supervision which leaves, in many cases, no contact
between the township superintendent and either the county or
state office. Here is a letter from a county children's division
superintendent : "This is very poorly filled out. I told the
committee when I was appointed children's division superin-
tendent I could not care for the work. Am a widow with two
children. Invalid mother. Aged father to care for. Besides
my personal business and local church work, I teach in Sunday
school and act as church treasurer." In such counties, town-
ship officers are practically without supervision. This is by no
means an exceptional case.
Forty-four superintendents reported that their predecessors
had served an average of one and one-half years. Of 93
superintendents stating their term of service, 34 had served
one year or less and 20 had served six months or less. There
is a complete "turnover" practically every eighteen months.
Sex, Age, Marital State, Race, Nativity, Salary and
Occupation: Only three out of ninety-seven township chil-
dren's division superintendents reporting are men. The
median age of 94 superintendents reporting was 38.6 years.
One-fourth were under 29.8 years of age and one-fourth were
over 46.7 years of age. Approximately, three out of every
four of the 97 persons reporting were married. Forty-nine
of the y^ married superintendents report a total of 125
children. All are white, all are American born, and all serve
the township Sunday school association without salary. Of
97 reporting their occupation, 69, or 71 per cent., are home-
makers; and 13, or 13.4 per cent., are farmers or farmer's
daughters.
Social and Educational Background: The median income
of the fathers of twenty-eight superintendents was $1,000.
Seventy-one, out of 91 reporting, come from farm homes.
Eighty per cent, of the fathers and 86 per cent, of the mothers
of the superintendents reporting on this subject had an eighth-
grade education or less. The median years of schooling for
fathers is 8; for mothers, 8.5.
[501]
RELIGIOUS EDUCATION OF PROTESTANTS
Education, Professional Training and Teaching Experi-
ence: The mode, or largest group of township children's
division superintendents have had eight years of schooling.
The median is lo years and 6 months; that is, there are as
TABLE CLXIV — 90 INDIANA TOWNSHIP CHILDREN'S DIVI-
SION SUPERINTENDENTS DISTRIBUTED WITH REFER-
ENCE TO NUMBER OF OFFICIAL VISITS MADE
TO THE SUNDAY SCHOOLS UNDER THEIR
JURISDICTION
Superintendents Who
Report Having
Visited the Sunday
School Under Their
Jurisdiction the
Times Indicated
Number of Visits Made
Number Percentage
Totals 90 100.
o 43 418
1 10 II. I
2 15 16.7
3 II 12.2
4 I I.I
5 5 5.6
6 3 3-3
7 I I.I
8 o o.
9 o o.
10 o o.
II o o.
12 I I.I
Statistical Measures:
Median I visit
Mode "No visits"
Average 1.5 visits
(Table based on data from 90 of 100 superintendents reporting.)
many township children's division superintendents with less
than 10.5 years of schooling as there are with more than that
amount of schooling. One- fourth of all the children's division
superintendents reported have less than 8.8 years of schooling,
and one-fourth have more than 12.4 years of schooling.
These statements are significant because these are the officers
who come into direct contact with the teachers in local schools.
[502]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
The median years of schooling of township children's division
superintendents is approximately two years less than that of
county children's division superintendents. Thirty-one out of
lOO reported the professional training in high school, normal
school or college as follows : 26 had studied theory of teach-
ing; 18, educational psychology; 18, school management; 15,
history of education. Only 9 out of 100 replied to the inquiry
regarding their courses in religious subjects. These 9 dis-
tributed their courses as follows : Eight had studied Biblical
history; 5, Biblical literature; 4, missions; 4, religious educa-
tion; 4, church history. Thirty out of 80 have held public
school teachers' certificates. Two reported attendance at a
primary graded union ; 8, schools of principles and methods ;
-^^y, teachers' training class in a local church; 7, community
training class; i, community training school. Only 10 report
graduation from any of these schools. Fifty-two superintend-
ents say that they read a total of 711 books during 1920; and
62 say they have a total of 6,649 volumes in their private
libraries. Forty-one out of 80 have never attended a county
council meeting. Sixty-nine out of 87 have attended a total of
277 county Sunday school conventions. Fifteen of the 76
reporting have attended one or more state workers' confer-
ences ; eighty per cent, have never attended such conferences.
Forty-two have attended a total of loi state Sunday school
conventions. The median number of county conventions
attended by each officer is 2. Eighty-nine report an average
of 12 years' experience as Sunday school teachers; 25 report
an average of 4 years' experience as public-school teachers.
Supervisory Activities: Ninety-eight township children's
division superintendents report an average of seven schools
to each township. Eighty-six out of 98 are so related to the
work of some one local Sunday school that they find it
difficult to visit other schools. Forty-three out of ninety did
not visit any Sunday schools during 1920; forty-seven made
a total of 139 visits during the year. (See Table CLXII.)
Thirteen report that they have given no days to the work of
their office during the year; and twenty report a total of 317
days of service. Sixty-five out of 100 omitted the question
[503]
RELIGIOUS EDUCATION OF PROTESTANTS
Children's
Division
Committee
and Supt.
Children's
State Divi-
sion Supt.
County
Children's
Div. Supt.
Township
Children's
Division
Supt.
Young
People's
Division
Committee
and Supt.
Young
State Peo-
ple's Div.
Supt.
County
Young Peo-
ple's Div.
Supt.
Township
Young Peo-
ple's Divi-
sion Supt.
INTERNATIONAL
SUNDAY SCHOOL
ASSOCIATION
Gen. Sec.
(First Level)
INDIANA
SUND.\Y
SCHOOL
ASSOCIA-
TION
Gen. Sec.
(Second Level)
County Sunday
School
Association
Co. Sec.
(Third Level)
Township Sun-
day School
Association
Twn'p Sec.
(Fourth Level)
Adult Divi-
sion Com-
mittee and
Supt.
Adult State
Division
Supt.
County
Adult Divi-
sion Supt.
Township
Adult Divi-
sion Supt.
Adminis-
trative Div.
Commit-
tee Supt.
Adminis-
trative State
Div. Supt.
County Ad-
ministrative
Div. Supt.
Township
Adminis-
trative Div.
Supt.
THE SCHOOL IN THE
LOCAL CHURCH
Chart LXV-
Supervisory System of the Indiana Sunday School
Association.
regarding finance. Of the thirty-five answering, 26 said they
spent no money during the year, and 9 reported a grand total
of $63, which is $7 a township per annum. Table CXLIII
shows the things done by township children's division super-
intendents when they visit Sunday schools. The length of
[504]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
each visit is usually sixty minutes, with a half -hour's con-
ference at the close of the session on township or local school
problems. Thirty superintendents reported the observance of
children's week by 112 of the 201 schools in their townships.
Fifteen out of 100 superintendents report eighteen township
children's division institutes with a total attendance of 137
workers. Only three out of 97 superintendents were members
of the International Children's Division Reading Circle.
///. The Supervisory System Evaluated
The accompanying Chart LXV shows graphically the
supervisory system of the Indiana Sunday School Association.
There are four levels of supervision, viz : national, state, county
and township. There are four areas of supervision, viz :
children's, young people's, adult and administration divisions.
The first level of supervision provides a program and a method
which it hands down to the respective divisional superintend-
ents connected with the state Sunday school association. It is
not within the scope of the present study to analyze the Inter-
national Sunday School Association's method of supervision
except as it affects the work of the Indiana Sunday School
Association.
The second level of supervision comprises four divisional
supervisors who look to the International Sunday school
Association for their program and to the Indiana Sunday
School Association for their appointment and their salary.
Salaried superintendents are employed for the children's and
young people's divisions; voluntary leadership is secured for
the adult and administration divisions. Only a few hundred
dollars a year are available for the promotion budgets of these
departments. Each of these state divisional superintendents
is charged with three duties : ( i ) the promotion of the specific
educational program for which his division is responsible,
(2) the establishing of the special divisional organisation
necessary to carry the special educational program of the divi-
sion, and (3) sharing with the state Sunday school secretary
the task of general administration. The task of maintaining
[505]
RELIGIOUS EDUCATION OF PROTESTANTS
the county Sunday school machinery is so great that the
divisional officers are forced to take a large part of their time
for general administrative work. They become "line-men"
whose duty it is to reestablish communication when the ma-
chinery is out of order.
The third level of supervision comprises 368 county divi-
sional superintendents who look to their respective state
divisional superintendents for their programs and to the county
Sunday school association for their appointments. When the
county organization breaks down, this supervisory machinery
becomes inoperative. It has been shown that the county
supervisors are untrained, inexperienced, voluntary, local
workers of average ability. They do the best they can; but the
machinery goes to pieces in their hands.
The fourth level of supervision comprises approximately
four thousand township divisional superintendents. These
officers have the greatest responsibility and the most difficult
position in the entire system; for it is their duty to stimulate
and direct the work of the teachers in the local schools. This,
the most important link in the chain of supervision, is the
weakest of them all. The township supervisors are busy
Sunday school teachers, of average ability, whose Sundays are
largely preempted by their own Sunday schools. They are
inexperienced, untrained, voluntary workers. In their hands,
the work of supervision becomes almost an unknown quantity.
The supervisory system of the Indiana Sunday School
Association breaks down almost completely at the third and
fourth levels; and, consequently, very little of the ideals and
educational content of the higher levels find their way into the
local school through these channels. It exhausts the energy of
the state suprvisors to keep the pipe-lines of communication in
operation; and the foregoing analysis shows that most of the
supervisory machinery is inoperative most of the time.
But the trouble is not necessarily with the machinery, it is
rather with (i) Inadequate state supervisory force; (2) In-
adequate budgets to carry a strong and comprehensive educa-
tional program; (3) Inadequate local leadership. The local
Sunday schools of Indiana are suffering from the effects of
[506]
THE INDIANA SUNDAY SCHOOL ASSOCIATION
long-distance supervision, and from their failure to recognize
that voluntary, local workers need immediate, constant and
personal supervision by highly trained specialists. This means
that local budgets should be secured to provide competent
supervisors on the third and fourth levels of supervision.
The instruments of supervision have been (i) the conven-
tions, (2) the county councils, (3) efficiency institutes, (4)
teacher-training schools and classes. An analysis of the fore-
going data will show that the present finances and leadership
are adequate to carry the convention system ; but they break
down when they undertake to operate agencies which require
professional training, continuous service and adequate finance.
High tribute is due to those who are heroically trying to
operate an undermanned supervisory system ; and praise is due
to the system, as well. Indiana should man the machine with
trained supervisors from the bottom up. It should not do less
for the state Sunday school association; but it should do
infinitely more for the teachers and officers in the local schools,
especially through community cooperation in training and
supervision.
[507]
Chapter XVIII
THE INDIANA SUNDAY SCHOOL ASSOCIA-
TION — ORGANS AND AGENCIES OF
SUPERVISION AND PROMOTION
/. Organs of Educational Promotion
The organs for promoting the programs of the state,
county, township and district Sunday school associations are :
(a) conventions; (b) efficiency institutes ; (c) county councils ;
and (d) divisional institutes. These four organs will be
discussed in this section.
SUNDAY SCHOOL CONVENTIONS
More than 500 Sunday school conventions are held annu-
ally in Indiana by the state, county and township associations.
These conventions are popular assemblies for the inspiration
and training of volunteer workers and for the creating of a
Sunday school conscience throughout the state. More than
125,000 people attended a Sunday school convention in Indi-
ana during the year ending June, 1920.
The Indiana State Sunday School Convention : The
Indiana Sunday School Association has held an annual con-
vention without interruption for fifty-seven years. The
conventions have grown in popularity and influence; the con-
vention of 192 1 enrolled 3,851 paid delegates. This is thought
to be the largest convention of Sunday school workers that ever
assembled on American soil. The registration for the state
conventions for the past thirteen years, is as follows :
[508]
ORGANS AND AGENCIES
Location Year Enrollment
Lafayette 1909 430
Indianapolis 1910 600
Fort Wayne 1911 800
Richmond 1912 1,000
Evansville 1913 i,3iS
Indianapolis 1914 1,400
Logansport 191 5 1,500
Muncie 1916 2,200
Terre Haute 1917 2,001
South Bend 1918 i,350
Marion 1919 1,800
Crawf ordsville 1920 2,535
Lafayette 1921 3,851
The growth of the state convention is graphically set forth in
the accompany diagram. (See Chart LXVI.)
A careful examination of the programs for the past twenty-
one years reveals many evidences that the conventions were
used as agencies to introduce into the state the most modern
methods of Sunday school work. In 1901 and 1902, Mrs.
4000
3000
9<W4
1
J
D
lLEC
ATE
/
1
1000
0
<
^
"
/
N
/
f
^
^
^
5 s
3\ C
> -
- r
h c
4 £
> C
2 2
^ c
t -
5 £
1 VI
i C
\ c
>• 0
\ c
0 c
\ c
^ c
> -
^ c
- r
^ 0
5000
4000
3000
2000
1000
Chart LXVI — Number of Registered Delegates at Indiana State
Sunday School Conventions from 1909 to 1921, Inclusive.
Mary Mitchell and Mrs. M. S. Lamereaux were lecturing on
child psychology, and Dr. H. M. Hamill on teacher-training.
"A Normal Department in Every School" was a topic for
discussion in 1902; "training in Christian service" and the
[509]
RELIGIOUS EDUCATION OF PROTESTANTS
TABLE CLXV— NUMBER OF TIMES CERTAIN DESIGNATED
TOPICS OCCUR ON THE PROGRAM OF INDIANA
STATE SUNDAY SCHOOL CONVENTION —
1901-1921 INCLUSIVE
Topics Total 1901 1902 1903 1904 1905 1906 1907 1908
Totals 958 II 21 21 40 29 36 45 46
Religious Education and
Public School 30 I
Inspiration 136 3 i i 2 2 3 8
Sunday School Associa-
tion Work 116 I 2 2 6 4 4 10 8
Sunday School Relation
to Community 6
Theological 10 i 2
Sunday School Adminis-
tration and Organiza-
tion 284 3 II 5 II 7 10 II 8
Teacher Training 74 1234222 6
Home and Sunday
School ID I
Missionary Education . . 32 22
Evangelism 20 i 431 i
Expression 20 I
Church and Sunday
School 13 2 I I
Biblical Exegesis 10 i 3 i
Music and Worship 32 2 i i 1
Finance 17 I 2 I
Social Education 13 13
Methods of Teaching. . 61 3 145485 I
Temperance 38 i i 2
Graded Curriculum 27 i i i i i 3
Child Study 69 i 2 3 2 5 3
^ Only partial program available.
[510]
ORGANS AND AGENCIES
TABLE CLXY — Continued
1909 1910 1911 1912 1913 1914 191S 1916 1917 1918 1919 1920 1921
61 8 * 41 54 60 54 38 65 78 76 88 77 70
I
2
I
I
2
I
9
6
6
7
9
14
17
9
5
19
II
10
6
5
4
14
I
I
4
6
4
2
4
2
I
7
2
4
II
I
12
15
I
14
4
9
14
19
13
14
II
24
29
37
20
20
9
2
3
2
6
4
4
4
6
3
4
I
4
2
4
I
2
4
3
3
5
3
3
4
2
I
I
2
I
2
I
3
I
I
2
I
I
2
3
6
I
I
2
2
2
2
I
I
3
I
I
I
I
2
3
6
12
3
I
I
I
I
I
I
2
3
I
I
I
I
4
I
I
2
5
2
I
I
6
8
3
4
4
I
3
3
5
8
3
2
4
I
I
3
I
I
I
4
I
I
4
2
2
4
4
3
2
9
10
3
7
6
[511]
RELIGIOUS EDUCATION OF PROTESTANTS
public presentation of diplomas to graduates of "Our State
Normal Courses" were prophetic features of 1903. *'A
"Demonstration Lesson" for the junior department was a
feature of 19 14.
In 1905 and 1906, Mrs. J. W. Barnes discussed "Graded
Lessons and Lesson Construction"; in 1907, Prof. E. P. St.
John lectured on "Graded Lessons," "Story Telling," "Early
Adolescence," "Late Adolescence"; and a foot-note urges
Sunday school teachers of the state to spend a year in a school
of religious pedagogy. In 1908, "Manual Work in the Junior
Department" was demonstrated.
Since 191 1, the programs have been organized definitely
around the major departments of work, i.e., children's divi-
sion ; young people's division ; teacher-training ; county officers,
etc. Rich programs have been provided in each department,
conference periods have been held, and a general program of
inspiration has welded the whole program into a unit. The
printed programs have been beautifully constructed and well
illustrated, and they frequently carry the printed reports of
the officers and superintendents of departments or divisions.
The programs for i9ioto 1914 show the response of the state
to the teacher-training emphasis of that period. The program
of 191 1 recorded 994 teacher-training students in the state
with 279 graduates; and the program of 1913 recorded 3,498
from the "Advanced Course." This report says that the
teacher-training movement "has passed the first stages of
enthusiasm" ; and a later report records the passing of the
supervision of teacher-training to denominational boards. In
this same convention, there was announced a plan for inducing
the denominational colleges of the state "to offer regular credit
courses for the training of Sunday school teachers. The pro-
gram for 191 5 records the passing of the days of "wild enthu-
siasm" in teacher-training; but reports the largest teacher-
training enrollment in the history of the state, 5,431, with
other students enrolled in the first community training school
held in the state during the previous year. The program for
191 5 recognized the coming of Community Training Schools,
[512]
ORGANS AND AGENCIES
Bible Study Credit in Public Schools, and Departments of
Religious Education in colleges. "The Sunday School as a
Social Force" was discussed in 191 1 by Dr. M. S. Littlefield,
as was also the topic "Worship as a Factor in Sunday School
Instruction." The more recent programs have dealt with the
use of pageantry and the fine arts in religious education, the
technique of teaching, curricula building, supervision, effi-
ciency tests, standards for the departments, etc., etc. It is clear
from this listing of topics that the State Sunday School con-
ventions of Indiana have been used to promote the most
progressive ideas and methods.
Table CLXV, on pages 510 and 511, shows the distri-
bution of topics on the Indiana state convention programs for
the past twenty-one years. The length of periods for the
various topics was approximately the same. The longer and
richer programs of recent years represent the influence of
graded instruction and departmental organization on the state
convention programs.
County Sunday School Conventions : The county
Sunday school conventions are the chief sources of interde-
nominational Sunday school enthusiasm. The county officers
are guided in the building of the county programs by sugges-
tions from the state officers. The larger counties frequently
secure the services of educational experts from beyond the
county limits. Local talent is developed through actual par-
ticipation in the activities of these annual county conventions.
Many of the most active leaders in Sunday school work in the
state owe their interest and development to these annual gath-
erings of county Sunday school workers.
About one-half of the county conventions in Indiana are
"mass" conventions; the others are delegate conventions, with
representatives from Sunday schools, townships or districts, or
both. (See Table CLXVI.) These conventions are inspira-
tional, educational, administrative and legislative in their pur-
poses and functions. The reports of the county officers are
heard and approved and plans are formulated for the ensuing
year. In addition to stimulating the regular Sunday school
[513]
RELIGIOUS EDUCATION OF PROTESTANTS
workers to more intelligent effort, these conventions, through
their popular presentation of great problems to mass meetings
of citizens, carry the Sunday school message to thousands of
citizens who would otherwise remain ignorant of its message
and its fundamental relation to our democratic institutions.
Fifty-five county conventions, reported for 1920, reached
11,646 delegates and, in addition, from two to three times as
many citizens who were not registered delegates.
TABLE CLXVI — THE TYPE OR "COMBINATION OF TYPES"
OF SUNDAY SCHOOL CONVENTIONS HELD
IN 70 INDIANA COUNTIES
County S. S. As/n
Officers Reporting
Type or Combination
of Types Indicated
"Mass Convention" only 36
"Mass Convention" and "Delegates from Churches
or Schools" 10
"Mass Convention," "Delegates from Churches or
Schools" and "Delegates from Districts or
Townships" 13
"Mass Convention" and "Delegates from Districts
or Townships" 3
More than the three above specified forms 3
"Delegates from Churches and Schools" only 2
"Mass Convention," Delegates and other forms i
"Mass Convention," and other forms 2
(Table based on data from 100 per cent, of 70 counties reporting.
Reports cover the year preceding the date of the survey.)
Township Sunday School Conventions: Township
conventions are miniature editions of the county conventions.
Once or twice each year the workers in the schools of a town-
ship or a series of townships (commonly called a district)
meet for mutual encouragement and helpfulness in these local
conventions. The county officers are the moving spirits in the
organization and promotion of these conventions. They are
the ultimate units in the International Sunday School Associa-
tion convention system. From these democratic, local confer-
ences, there is carried up to county, state and nation the prob-
lems and the contributions of the workers who come into
closest contact with the actual work of the local schools. In
[514]
ORGANS AND AGENCIES
like manner, they serve as a means of conveying the ideals of
the national and state leaders to the leaders in the local schools.
Forty-nine counties report a total attendance at township
conventions in 1920 of 62,990 different people. It is probable
that the records for the entire state would show an annual
attendance upon township Sunday school conventions of fully
100,000 people.
EFFICIENCY INSTITUTES
Efficiency Institutes are training schools for county and
township officers. During recent years, the General Secretary
has called the county officers into an annual Efficiency Insti-
tute. These "Institutes" have been well attended ; the member-
ship in 1920 was 625. These institutes are to the state associa-
tion staff what a salesman's convention is to a merchant. The
state workers and specialists from other states instruct the
county officers on every phase of the program which is to be
carried back into the counties.
COUNTY COUNCILS
County Councils are meetings of all the county and town-
ship officers for the purpose of discussing the work of the
Sunday schools of the county. Of the seventy counties re-
turning information, sixty-one reported from one to fifteen
meetings annually. The total number of county council meet-
ings of the sixty-one counties was 240. The attendance at
197 of these meetings was 1,596.
The minutes of a county council meeting in one of the best
organized counties will show the important function which
these meetings hold in the Sunday school work of a county.
"The Second County Council Meeting of the Elkhart County
Sunday School Association was held Sunday afternoon, August
21, at 2:30 P.M., in the First Methodist Chruch of Goshen.
County officers present were : Carpenter, Stine, Zimmerman,
[515]
RELIGIOUS EDUCATION OF PROTESTANTS
McOmber, Sims, Franz and Holdeman, Districts represented
were: Clinton, Goshen, Nappanes, Middlebury, Benton, Elkhart
and Bristol. New Paris and Wakarusa Districts were absent.
"The following business was discussed and decided on :
"Decided to urge each district to hold a Fall Rally or Conven-
tion one or two Sundays prior to 'Go-To-Sunday-School-Day'
and to urge each local school to hold its Rally Day on 'Go-To-
Sunday-School-Day.'
"Miss McOmber explained the Young People's Division Insti-
tutes which are to be held over the county, September 20-27,
under the direction of Mr. Wayne G. Miller, our State Young
People's Division worker.
"Mr. Zimmerman told of the Children's Division Institutes
which are to be held over the county, October 14-17, under the
direction of Miss Nellie Young, our State Children's Division
worker.
"Miss Mamie Leonard gave a brief and interesting report
of the State Sunday School Convention held at Lafayette, June
14, 15 and 16.
"Miss McOmber gave a similar report of her two weeks'
Training Course at Lake Geneva and urged that more workers
avail themselves of this splendid opportunity to equip themselves
better for Service.
"Mr. Franz, chairman of the Finance Committee, gave a re-
port of the meeting of said Committee together with County
Pres. and Sec.-Treas. on Friday evening, August 18, 1921. The
following budget was presented and apportionments were allotted
to each District on the basis of their reported enrollment for last
year.
"The budget is as follows :
State S. S. Ass'n $ 939-00
Prtg., Adv., Phone & Stationery 80.00
Postage for Co. Officers 75-00
Stenographer & Misc. Exp 50.00
Transportation 100.00
Delegates — State Convention 40.00
" Efficiency Institutes i5-00
County Convention Exp 163.30
Lake Geneva Training School 40.00
Local District Expense 375-oo
$1,877.30
C516]
ORGANS AND AGENCIES
"District Apportionments as follows at lo^ per capita :
Enrollment Attendance Apportionment
Clinton 912 $ 91.20
Goshen 3)972 397-20
Nappanee 2,570 257.00
Middlebury 756 75.60
Benton 289 28.90
Elkhart 7,228 722.80
New Paris 700 70.00
Wakarusa Ij932 193-20
Bristol 414 41.40
$1,877.30
"It is understood that the schools be asked for a voluntary
offering of 10^ per capita based on last year's reported enroll-
ment with the understanding that offerings be divided 50%, 30%
and 20% to the State, County, and District Associations. Each
district is urged to pledge all or at least a definite part of their
apportionment and report to the County Sec-Treas. as soon as
possible.
"It was decided to issue a Financial Statement for the past
year showing receipts and disbursements in detail. This state-
ment to be distributed as an aid to the Financial Drive this fall.
"Decided to have another County Council prior to January
I, 1921, subject to the call of County President.
"Pres. E. A. Carpenter,
"Sec-Treas. O. W. Stine.
"P. S. Only one copy of this report will be sent to each dis-
trict, so will you kindly give the other officers of your district
a chance to see this report either privately, or through your
District Cabinet Meeting?"
DIVISIONAL INSTITUTES
Divisional Institutes are schools of methods lasting from
one to three days for the training of leaders of the various
divisions. These institutes are the most effective agencies
which the divisional superintendents have for the developing
of leadership for their special departments. That compara-
tively little use is being made of this agency at present, is re-
vealed by the following reports of children's and young people's
divisional institutes.
[517]
RELIGIOUS EDUCATION OF PROTESTANTS
Of seventy counties reporting on Children's Division Insti-
tutes, 35 omit the question, 24 report no institutes held, and 11
report a total of 19 institutes. The enrollment in 13 of these
institutes was 530.
Of seventy counties reporting on Young People's Division
Institutes, 35 omit the question, 22, report no institutes held,
and 13 report a total of 14 institutes. Eleven institutes report
a total attendance of 416.
//. Agencies of Supervision
The major emphasis of the Indiana Sunday School Asso-
ciation has been on promotion. There are, however, some
agencies of supervision which are worthy of mention. Among
them are: (a) standards and goals; (b) "The Awakener";
(c) personal visits of supervisors; (d) prizes and awards;
(e) reports.
STANDARDS
The Indiana Sunday School Association, following the
leadership of the International Sunday School Association,
has established standards or goals for the purpose of measur-
ing the efficiency of county, township, and local Sunday school
organization and administration. The present standards are:
(i) THE INTERNATIONAL COUNTY ORGANIZA-
TION STANDARD
I. County organized (5 points) and convention held (5
points).
II. Annual (5 points) and semi-annual county council meet-
ings (5 points).
III. Complete annual statistical report sent to state office thirty
days prior to the state convention (10 points).
IV. Written reports from all county officers at annual county
convention (10 points).
V. Apportionment paid in full (10 points).
VI. Townships organized (5 points) and annual conventions
held (5 points).
VII. County represented at state convention (10 points).
[518]
ORGANS AND AGENCIES
VIII. County represented at annual state or county efficiency
conferences (lo points).
IX. The average standing of all Sunday Schools equals 60 per
cent, of the International standard (10 points).
X. Twenty-five per cent. International standard schools (10
points).
(2) THE INTERNATIONAL TOWNSHIP-
ORGANIZATION STANDARD
I, Township organized (5 points) and annual convention
held (5 points).
11. Annual (5 points) and semi-annual (5 points) township
council meeting.
III. Complete annul statistical report of every Sunday school
(10 points).
IV. Written reports from at least three township officers at
the annual township convention (10 points).
V. Apportionment paid in full (10 points).
VI. Every Sunday school in the township visited by an asso-
ciation officer (10 points).
VII. Township represented at annual county convention (10
points).
VIII. Township represented at annual (5 points) and semi-
annual county council meetings (5 points).
IX. The average standing of all Sunday Schools equals 60
per cent, of the International standard (10 points).
X. Twenty- five per cent. International standard schools (10
points).
(3) THE INTERNATIONAL LOCAL CHURCH
SCHOOL ORGANIZATION STANDARD
I. Cradle roll (5 points).
Home department (5 points).
II. Organized and registered young people's class (5 points).
III. Organized and registered adult class (5 points).
Teacher-training class (10 points).
IV. Graded organization (5 points).
V. Missionary instruction (5 points).
VI. Temperance instruction (10 points).
VII. Definite decision for Christ urged (10 points).
[519]
RELIGIOUS EDUCATION OF PROTESTANTS
VIII. Workers' conferences regularly held (lo points).
IX. Full denominational requirements (lo points).
X. Full association requirements:
Annual report to state association (3 points).
Delegates at association convention (4 points).
Offering for association work (3 points).
(4) THE INTERNATIONAL COUNTY CHILDREN'S
DIVISION ORGANIZATION STANDARD
(Each item counts 10%)
I. County children's division superintendent.
II. Children's division in each district or township.
III. Complete annual report sent to the state children's division
superintendent at least two weeks prior to the state con-
vention.
IV. A written report made by county children's division
superintendent to annual county convention.
V. Children's division work presented in county convention.
(a) Conference for the discussion of the work of the
children's division of the county and township asso-
ciation.
(b) By address or conference on the children's division
of the local Sunday School.
VI. Annual county children's division efficiency institute or
conference.
VII. Children's week observed.
VIII. County superintendent pursuing the International Chil-
dren's Division reading course.
IX. Division represented in state or group efficiency institutes
or conferences.
X. Thirty per cent, of Sunday Schools reaching denomina-
tional standards.
(5) INTERNATIONAL TOWNSHIP OR DISTRICT
CHILDREN'S DIVISION ORGANIZATION
STANDARD
I. Township children's division superintendent.
II, Complete report of children's division work to be sent to
the county children's division superintendent at least two
weeks before the county convention.
[520]
ORGANS AND AGENCIES
III. Written report made by township children's division
superintendent to the township convention.
IV. Children's division work presented in the township con-
vention by an address or conference.
V. Township children's division superintendent present at
efficiency institute or conference.
VI. Children's week observed.
VII. At least one institjite or conference during the year for
teachers and parents of children.
VIII. Township children's division superintendent making at
least one visit a year to the schools of the township.
IX. Township children's division superintendent pursuing the
International Children's Division Reading Course.
X. Thirty per cent, of Sunday schools reaching denomina-
tional standards for the children's division.
(6) INTERNATIONAL STATE SUNDAY SCHOOL
ASSOCIATION ORGANIZATION STANDARDS
The following International Standard is the outcome of
two years of study. In the summer of 1916, the Employed
Officers' Association of the International Sunday School Asso-
ciation appointed a Commission on Standards, which reported
at the annual meeting of the Association in 191 7. The find-
ings of the Commission are the work of all sections of the
Employed Officers' Association.
The Committee on Education of the International Sunday
School Association made a careful study of the findings of the
Commission, and finally approved the standard, to be used by
the International Field Department until the Educational
Committee, by study and experiment, could produce a standard
of Organization and Educational Content. This standard was
used as the objective measurement of the organization of
State and Provincial Sunday School Associations during the
quadrennium 1918-1922.
POINTS OF STANDARD
I. General Organisation (20 Credits).
1. (2) State or provincial executive committee.
2. (4) Complete organization by counties.
[521]
RELIGIOUS EDUCATION OF PROTESTANTS
3. (4) Delegate from every county at state or provincial
convention.
4. (2) Educational superintendent or committee.
5. (2) Apportionment or pledge paid.
6. (2) Statistical report rendered.
7. (2) Member at international executive committee
meeting.
8. (2) Delegates at International Sunday School Asso-
ciation Convention.
II. Children's Division (20 Credits).
9. (2) State or provincial superintendent.
10. (4) State or provincial committee.
11. (5) County superintendents.
12. (2) Superintendents' annual conference.
13. (3) Students at International Sunday School Associa-
tion Training School.
14. (4) Observance of children's week.
III. Young People's Division {20 Credits).
15. (i) State or provincial superintendent.
16. (2) State or provincial committee.
1 7- (3) County superintendents.
18. (2) Adult Training conference.
19. (2) Students at International Sunday School Associa-
tion Training School.
20. (i) Older boys' (15-19) conference.
21. (i) Older girls' (15-19) conference.
22. (i) Young men's and women's (18-24) conferences.
23. (i) Older boys' council.
24. ( I ) Older girls' council.
25. (i) Young men's and women's council.
26. (2) Represented at International Older Girls' Camp-
conference.
27. (2) Represented at International Older Boys' Camp-
conference.
IV. Adult Division {20 Credits).
28. (3) State or provincial superintendent.
29. (4) State or provincial committee or federation.
30. (5) County superintendents.
31. (4) State or provincial conference.
32. (4) Students at International Sunday School Associa-
tion Training School.
[522]
ORGANS AND AGENCIES
V. Administrative Division (20 Credits).
33. (3) State or provincial superintendent.
34. (4) State or provincial committee.
35. (5) County superintendents.
36. (4) State or provincial conference.
37. (4) Students at International Sunday School Associa-
tion Training School.
The Indiana Sunday School Association has been given
fifth place among the state and provincial associations of North
America based upon the percentages printed opposite the
various items on the standard above.
The publication of tables giving the comparative rating of
schools, townships or counties has a definite value as a method
of supervision. The follow^ing county secretary's report will
indicate the use which is being made of school standards in
Indiana.
HANCOCK COUNTY REPORT
June 24th, 19 19.
"Grades of the schools in Hancock County 39% in their town-
ship order.
Blue River 31% Buckcreek 23^%
1 Shiloh Christian 21% i Amity U. B 35
2 Western Grove Fr... . 26 2 Mohawk U. B 10
3 Westland Friends ... 46 3 Mt. Comfort M. E.. . . 20
4 Otterbein U. B 30
Brown 48^%
I Maple Grove U. B.. . . 35 Jackson 52%%
^ Iw'Y^ Christian .... 45 , Charlotteville Chr. ... 45
3 Shir ey Friends 50 ^ Charlottsville Fr 70
4 Shirley M. E 50 Charlottsville M. E. . . .60
5 Warnngton U. S. .... 45 ^ Cleveland M. E 32
6 Wi kmson Christian. . 65 ^ Nameless Creek Chur. 55
7 Wilkinson Friends... 45 ^ •^'^
8 Wilkinson M. E 60
9 Willow Branch Ind. Brandywine 20%
M. E 90 I Finley M. P s%
10 Zions Chapel M. E o 2 Mt. Lebanon M. P.. .. 50
(No report.) 3 Sugar Creek Chr 5
[523]
RELIGIOUS EDUCATION OF PROTESTANTS
Centre 31^%
1 Bradley M. E 28
2 Colored M. E 25
3 Currey Chapel M. E.. 30
4 Ada New M. E 16
5 Maxwell M. E 10
6 Christian 18
7 Adventist 25
8 Friends 35
9 Presbyterians 56
10 Heavenly Recruits ... 35
1 1 Greenfield Naz 30
12 Mohawk Naz 8
13 Stringtown Naz 41
14 Greenfield M. P 53
15 Greenfield U. B 53
Green 75>4%
1 Eden M. E 87^
2 Sugar Grove U. B 64
Sugar Creek 423^ %
1 Gem M. E 11
2 New Palestine M. E.. .. 81
3 New Palestine Chr 18
4 Philadelphia M. E 60
Vernon 27%%
1 Fortville Christian . ,
2 Fortville M. E
3 Mo Cordsville M. E..
(No re "^r
4 Fortville N
(No report;
51
60
, .0
"Please note the above. Your school may be better than the
grade given you, but each school has been given careful consid-
eration and graded to the best knowledge based upon the report
sent us by your school and what little we could learn other-
wise. This list will be mailed to all the Sunday schools in the
County, so each can see how it stands in relation to other
schools.
"We grade on the International Standard which includes
your denominational requirements. If you do not have these
standard requirements and want same, write me and I will send
same by return mail.
Yours,
H. C. Hutchens, Sec.-Treas."
THE AWAKENER
This is an official publication of the Indiana Sunday School
Association. Each registered delegate at the state convention
receives a year's subscription of the paper. It is in its thirty-
ninth year. Its reports, messages from state superintendents,
etc., are valuable aids in the creation and maintenance of
standards.
VISITS FROM MEMBERS OF THE STATE STAFF
Members of the staff of the Indiana Sunday School Asso-
ciation arrange to visit Sunday schools as frequently as possible
[524]
ORGANS AND AGENCIES
in the interests of the standards which have been adopted for
general promotion. These visits are helpful but the proportion
of the schools of the state covered each year by members of
the state staff is so small that the work is of relatively little
importance as a standardizing effort.
PRIZES, AWARDS AND CERTIFICATES
At each state convention, certain awards are publicly made
to schools and affiliated organizations which have met the state
standards.
REPORTS
The state secretary and the state divisional superintendents
have a system of reports which county and township
officers are urged to fill out regularly and return to the state
office. Frequently, circular letters and personal letters are
sent out to carry information, admonition, and helpful stimula-
tion. These reports are effective agencies of supervision.
///. Educational Promotion Program
The program promoted by the machinery of the Indiana
Sunday School Association and its affiliated county and town-
ship organizations includes the following as its major items:
(a) The promotion of county, township, and local Sunday
school standards.
(b) The promotion of agencies of leadership training,
including :
( 1 ) Teacher-training in the local church. The major
responsibility for this work is now assumed by the various
denominational Sunday school boards.
(2) Schools of Principles and Methods. These train-
ing institutes are usually conducted by denominational
Sunday school boards; but the Indiana Sunday School
Association holds such schools under its own auspices,
also. There were seven such schools held in the state
during 1920.
[525]
RELIGIOUS EDUCATION OF PROTESTANTS
(3) Community Training Schools. In 191 1, there
were six Graded Unions in Indiana, as follows : In-
dianapolis, in its twenty- fourth year; Greenfield; Boone
Co.; Plymouth; Franklin and Kokomo. In 1912, Fort
Wayne and South Bend were added and Greenfield, Boone,
Count and Franklin dropped out, leaving five for that
year. In 1913, the list consisted of Indianapolis, Ply-
mouth, Kokomo, Fort Wayne, South Bend, Evansville
and Terre Haute.
At present there are no Graded Unions in Indiana. They
were not supplanted by the community training schools; but
the change of emphasis which brought this new agency of
training caused the Graded Union to be abandoned.
Only thirteen of the seventy counties returning county
question-schedules reported community training schools. These
thirteen counties operated forty community schools with ses-
sions ranging from six to fifty-two weeks. Only three or four
of these schools would meet the standards of the International
Sunday School Association for community training schools.
Thirty- four schools report 1,253 students enrolled.
Eight counties held ten summer schools or conferences
ranging from two days to seven weeks in duration with enroll-
ments of from 75 to 125 at each conference. (See Table
CLXIX.)
(c) The promotion of week-day religious schools. Indiana
has been the pioneer state in the organization of week-day
religious schools. Such schools are in successful operation in
Gary, Indiana Harbor, Hobart, and Hammond.
(d) The promotion of vacation schools of religion.
(e) The promotion of Bible-study credit in the public
schools for work done under church auspices.
(f) The development of a Sunday school conscience
through "Inspirational Tours," etc.
Twenty-six counties promoted an annual "Go-to-Church
Day" ; forty-one promoted an annual "Go-to-Sunday-school
Day" ; nine conducted a home visitation census in the county.
One of the methods used to bring the Sunday school to the
[526]
ORGANS AND AGENCIES
attention of the masses is the Sunday school exhibits at county
fairs. The photograph facing page 528 shows the Sunday
school booth at the Spencer County Fair, Mr. W. R. Botten-
field, the County Chairman, writes as follows regarding the
composition of this exhibit :
"We asked for and secured from state headquarters some
samples of children's work, that had been done in Sunday school,
also a supply of tracts and leaflets on the different phases of
Sunday school work; home department, cradle roll, organized
classes, etc. We also asked all the denominational as well as
the non-sectarian publishers to furnish us samples of their litera-
ture and supplies which was responded to very liberally. These
were posted up and displayed to the best advantage we could
and were used by us in talking to visitors in regard to Sunday
school methods and we gave out quite a bit of literature."
TABLE CLXVII — THE NUMBER OF COMMUNITY TRAINING
SCHOOLS HELD IN 34 INDIANA COUNTIES, THE SIZE
OF FACULTY, LENGTH OF COURSE IN WEEKS, AND
STUDENT ENROLLMENT FOR THE YEAR ENDING
DECEMBER 31, 1920
Number
of
Number
of
Number of
Number of
Schools
in
Members
of
Weeks in
Students
the County
the
Faculty
the Course
Enrolled
Totals 40
71
160
1,253
I
10
-
-
I
2
6
30
I
II
12
190
I
I
-
24 .
-
I
I
12
20
2
I
I
2
26
3
-
20
I
52
-
^l
6
265
I
8
24
324
I
4
24
404
35 schools report 71 faculty members.
33 schools report an aggregate of 160 weeks.
34 schools report the total number of students enrolled as 1,253.
(70 counties returned schedules ; 36 omitted information as to com-
munity training schools; 21 reported no such schools; 13 counties reported
the 40 schools as shown in this table.)
(g) The promotion of professional reading through a
State Religious Education Reading Circle. About 200 volumes
[527]
RELIGIOUS EDUCATION OF PROTESTANTS
of a very high grade are in the library at the central office of
the association. These books may be drawn out by any Sunday
school worker in the state. A system of credits and certifi-
cate recognition has been developed.
(h) The promotion of all aspects of the program of reli-
gious education through conventions, through a state paper
and other forms of publicity.
[528]
Illustration XLV: spencer county, ind., Sunday school exhibit at county
FAIR, ROCKPORT.
Illustration XLVI: pine ckovk mli lioinhi tt'i.^nji'Ah lulrch, white county,
IND. typical home OF THE ELTSAL SUNDAY SCHOOL.
Chapter XIX
THE INDIANA SUNDAY SCHOOL ASSOCIA-
TION-BUDGETS AND STATISTICS
/. State Budgets
The problem of financing the program of the Indiana
Sunday School Association does not seem to have been re-
garded as serious during the past twenty-five years and prob-
ably during the whole life of the association. There are three
chief sources of income: (a) an apportionment of 2, 3, or 5
cents per member of each local Sunday school, collected
through the county associations; (b) personal subscriptions;
and (c) convention registration fees. The first of these
methods has been found most satisfactory. The burden of
financing the overhead organization is thus placed back upon
the local Sunday schools.
The budgets approved by the annual conventions for the
periods 19 13 to 1921 are shown in the following table : (Table
CLXVIII.)
The amounts expended on the budget items have usually
coincided approximately with the amounts appropriated. The
table on page 530 shows the appropriations and expenditures
for the years 191 9 and 1920.
The approved budgets for 1920 and 192 1 contain an item
of $3,000 for the salary of an educational superintendent.
This item was not used because a satisfactory man could not
be secured. The increase in the annual budgets has been
gradual and there is evidence of a serious effort to meet the
demands of a constantly growing but increasingly inadequate
program. The officers of the association have exercised strict
economy in the expenditure of state funds.
[529]
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BUDGETS AND STATISTICS
TABLE CLXIX — THE APPROVED BUDGETS AND ACTUAL
EXPENDITURES OF THE INDLA.NA SUNDAY SCHOOL
ASSOCIATION FOR THE YEARS 1919 AND 1920
1919
Amount Amount
Items AppROPRiAT't;D Expended
Totals.... $15,370.00 $17,836.87
Salaries 7,880.00 8,113.50
Rent 540.00 540.00
Office expense 850.00 1,748.98
Departments 950.00 348.92
Printing 650.00 S70.18
Board of Directors 250.00 401.65
Awakener 1,000.00 1,327.11
Field work 850.00 2,077.44
State Convention 1,800.00 1,609.09
International pledge 600.00 600.00
Miscellaneous 500.00
1920
Amount Amount
Items Appropriated Expended
Totals $21,780.00 $18,211.55
Salaries 12,240.00 9,261.15
Rent 540.00 715-85
Office expense 1,300.00 679.00
Departments 500.00 427.25
Printing 800.00 481.27
Board of Directors 300.00 247.51
Awakener 1,400.00 1,497.78
Field work 1,500.00 1,959.88
State Convention 2,400.00 1,662.30
International pledge 600.00 650.00
Miscellaneous 200.00 629.56
//. County Budgets
Seventy-one counties reported on their budget for the year
1920. The following table tells the story:
Items in County Budgets
(a) Salaries
(b) Conventions and institutes
(c) Travel
(d) Postage and stationery,
printing, etc
(e) Pledge to State Association
Number
Number
Number Amount
of
of
of Reported
Counties
Counties
Counties by the
Omitting
Giving
Reporting Number of
Infor-
Infor-
No Money Counties
mation
mation
Expended Answering
Total. $17,776
41
30
18 1,16s
34
2,7
3 2,064
35
36
6 764
25
46
I 1,966
16
55
0 12,226
[531]
RELIGIOUS EDUCATION OF PROTESTANTS
The fact that more than two dollars is sent out of each
county for overhead expense for every one dollar expended at
home shows a cordial relationship between the counties and the
state association. But the small sum expended in the promo-
tion of local schools is evidence that there is almost no trained
leadership devoting its time to the development of the schools
in the local churches of Indiana. Table CLXX will show the
meager budgets for township departmental supervision.
TABLE CLXX — THE AMOUNT OF MONEY EXPENDED TO
CARRY ON THE WORK OF THE TOWNSHIP CHIL-
DREN'S DIVISION IN 35 INDIANA TOWNSHIP
SUNDAY SCHOOL ASSOCIATIONS
Number of Superinten-
dents Who Report
Having Spent the
Amount of Money Spent Amount of Money
Indicated
Number Percentages
Totals 35 100.
$0. 26 74.3
1. 00- 1.99 o o.
2.00- 2.99 2 5.7
3.00- 3.99 I 2.9
4.00- 4.99 I 2.9
5.00-5.99 I 2.9
6.00- 6.99 2 5.7
7.00-7.99 o o.
8.00-8.99 o O-
9.00-9.99 O 0.
10.00-10.99 I 2.9
25.00- I 2.9
(65 out of 100 superintendents omitted information regarding finances.
The average amount of money spent per township is $1.80.)
The sources of funds for county Sunday school budgets
include the following :
(a) Individual subscriptions. Twenty-six county secre-
taries report 678 subscribers with a total subscription of $1,722.
Nearly all counties rely on small gifts of from one to five
dollars from individuals to meet their annual expenses.
(b) Local school assessments: Forty-nine counties report
$12,849 from 19 10 different schools.
[532]
BUDGETS AND STATISTICS
(c) Convention collections: Forty-five counties report
$1,632 from convention collections,
(d) Registration fees: Only three counties reported re-
ceipts from convention registration fees.
It is clear that the chief source of funds for both county
and state Sunday school asociation work is the regular per
capita apportionment made on the enrollment in local Sunday
schools. Of 36 counties reporting, 17 omit data regarding
finance; 6 report no money expended for children's division
work; and 13 report a total of $257.00, or an average of $19.72
a county for the year 1920.
///. A Study of Indiana Sunday School Statistics
THE REPORTS OF STATE, COUNTY AND TOWNSHIP SECRETARIES
An effort has been made to determine the probable accuracy
of the statistical reports which are made annually to the Inter-
national Sunday School Association. The data which reaches
the International Sunday School Association from Indiana
comes first, from class teachers; second, from school secre-
taries ; third, from township secretaries ; fourth, from county
secretaries; and fifth, from the state secretary. The careful
survey of 256 typical Sunday schools in Indiana justifies the
statement that the Sunday school records are inaccurate and
incomplete, in a large percentage of the schools; and that an
appreciation of the value and importance of correct records is
almost wholly absent from the teachers and officers of local
schools. (See Chapter XI, pp. 333-356.) Township secretaries
receive from school secretaries two kinds of data: (i) data
based on actual records, and (2) estimates of the school secre-
tary made in the absence of actual records. The township
secretary sends on to the county secretary three kinds of data:
(i) data based on actual records from the schools of the town-
taries, (2) estimates of the township secretaries, and (3) esti-
mates of the township secretaries for the schools in the town-
ship from which no reports have been secured. These esti-
[533]
RELIGIOUS EDUCATION OF PROTESTANTS
Items Reported
TABLE CLXXI — SUMMARY OF THE ANNUAL REPORTS OF
THE INDIANA SUNDAY SCHOOL SECRETARY BASED
ON THE REPORTS OF COUNTY SUNDAY
SCHOOL SECRETARIES
(For the Year ending June, 1921.)
Number of Counties in Indiana — 92.
«a ^ S "u .5
• « Oi O •~ 5*
<^ o s^^
■^^ i s
«.s ^"^
Number of schools in townships. . 5,268 o 100.
Number of officers and teachers 65,369 o 100.
Number of scholars 515,408 0 100.
Total number of officers, teachers
and pupils 618,198 0 100.
Average attendance 304,293 13 85.87
Distribution of enrollment by
children, young people and
adults 27 76.05
Distribution, Cradle Roll
Number 3,548 2
Members 61,020 4
Distribution, Home Department
Number 2,044 3
Members 34,840 3
Distribution, Young People and
Adults
Number of schools 24
Number of classes 24
Number of Sundays Schools do-
ing training 1,134 3
Number of Sunday Schools
graded 1,870 24
Number of Sunday Schools using
graded lessons 1,604 24
Mi<!«;,-nnarv^^^v^"^ instruction .. 2,470 3
^'^^'^"^"^^ i Giving offerings .... 2,761 23
Number added to church 24,039 3
Number of Sunday Schools
making reports 2,879 25 72.8 50.0
(Figures in these
two columns copied
from the Annual
Report of the State
Sunday School Sec-
retary for Indiana.)
s "o *-
^ ^ t^ ^i>
0,0:; til ^i
77.17
77.17
77.17
77.17
63.04
47.83
97.8
95-6
75.0
72.0
96.7
96.7
73.9
73-9
73.91
73.91
5 1. 09
51.09
96.7
74.0
74-0
51.1
74.0
96.7
75-0
96.7
Si.i
73-9
52.0
73.9
[534]
BUDGETS AND STATISTICS
mates are based on previous reports and such information as
may have come to the attention of the township secretary.
The county secretary assembles the reports from the town-
ship secretaries and adds to them his own estimates for the
schools in the townships from which no reports have been
secured, or leaves the report incomplete. The county secre-
taries report to the state secretary the original data from the
records of local schools, plus (i) estimates of the school secre-
200.000
SScOwOtcn 9i 0\ O* Oi
— — — — — — — — — — Si
Chart LXVII — A Comparison of the Number of Pupils Enrolled,
THE Number of Teachers and Officers Employed in the
Protestant Christian Sunday Schools of Indiana,
with the Total Population of the State for
Stated Periods from 1878 to 1919, Inclusive.
taries, (2) estimates of the township secretaries, and (3) esti-
mates of the county secretaries. In turn, the state secretary
assembles the actual figures, and the three sets of estimates
which reach him from the county secretaries and sends them
on to the International Sunday School Association supple-
mented by his own estimates for the counties from which he
has been unable to receive reports.
The accompanying Table CLXXI shows the summary of a
study of the character of the annual report of the state secre-
tary for 1920.
This report shows that only 2,879 o^ the 5,268 schools in
Indiana submitted actual reports in 1920; and that only 65 of
the 92 counties submitted reports. The total number of teach-
[535]
RELIGIOUS EDUCATION OF PROTESTANTS
ers and pupils reported is 618,198; the number of pupils is
given as 515,408. By subtraction we have 102,790 teachers
and officers. But the number of teachers reported in the third
item of the table is only 65,369. Here is a discrepancy of
37,421 teachers and officers.
The following table will show the results of an inquiry into
the character of the reports of county secretaries to the state
secretary: (See Table CLXXII.)
TABLE CLXXII — THE ANNUAL REPORTS OF THE INDIANA
COUNTY SECRETARIES TO THE STATE SECRETARY
(Township and District figures considered in this study.)
(Reports for Year ending June, 1920.)
Number Totals Per Cent-
Total number of townships in Indiana 1,017
Total number of townships reporting as
townships .. 663
Number of townships reporting actual
figures 471 ... 71.04
Number of townships reporting estimates
only 77 ... 11.61
Number of townships reporting both
actual figures and estimates 49 ... 7.4
Number of townships not reporting at all 66 ... , lo.o
Total number of districts reporting as
districts .. 30
Number of districts reporting actual
figures 23 ... 76.7
Number of districts reporting both actual
figures and estimates 7 ... 23.3
Total number of cities reporting as cities . . 6
Number of cities reporting estimates 3 ... 50.0
Number of cities reporting actual figures 3 ... 50.0
Total townships, district and cities re-
porting . . 699
Number reporting actual figures 497 ... 71. 1
Number reporting estimates 80 ... 11.4
Number reporting both actual and estimate
figures 56 ... 8.0
Number not reporting 66 ... 10.0
From the foregoing tables it will be apparent that of the
92 counties in Indiana, 27, or 28.2 per cent., did not report
to the State Sunday school secretary in 1920; and 65, or 71.8
per cent., did report in 1920. Of the 65 counties reporting,
only 7 1. 1 per cent, returned actual figures; and these, in many
cases, included the estimates of the school secretary. In other
[536]
BUDGETS AND STATISTICS
words, 51 per cent. (71.1 per cent, x 71.8 per cent.) of the
Indiana Sunday School Association's annual report for 1920
was based on actual figures and 49 per cent, was made up of
estimates by state, county and township secretaries. It is
impossible, therefore, to estimate the accuracy of the statistical
reports of the Indiana Sunday School Association and its
affiliated county, township, and district associations.
TABLE CLXXIII — NUMBER OF SUNDAY SCHOOLS, NUMBER
OF TEACHERS AND OFFICERS AND TOTAL
ENROLLMENT IN INDIANA FOR STATED
PERIODS FROM 1878 TO 1920
Number of Number of Total
Date of Schools in OMcers and Number of Attending'
Report State Teachers Pupils Membership
1875 No report ....
1878 4,089 40,062 352,650 365,712
1881 4,047 38,814 334,396 373,210
1884 4,047 38,814 334,396 373,210
1887 4,491 46,898 366,684 413,522
1890 5,508 45,109 574,185 419,294
1893 4,931 50,950 371,602 422,552
1896 5,306 60,538 432,229 492,767
1899 5,617 68,329 515,568 509,957
1902 5,617 45,600 515,560 561,163
1905 5,277 68,591 517,146 599,525
1908 5,210 64,881 464,676 507,557
191 1 5,151 63,425 501,833 565,520
1914 5,165 62,975 598,138 661,111
1918 5,386 70,664 691,170 761,836
1920 5,268 65,369 515,408 618,198
(Data taken from the records of the International Sunday School
Association.)
With these statements in mind, the accompanying table of
statistics taken from the reports of the Indiana Sunday School
Association to the International Sunday School Association at
intervals of three or four years since 1878, will take on new
meaning. (See Table CLXIII.) The eye catches at once
certain figures which indicate defects in the records rather than
actual conditions in the Sunday schools of Indiana. For ex-
ample, the reports for 1881 and 1884 are identical for all
items: the reports for 1899 and 1902 are identical as to the
number of schools and the number of pupils.
It is not improbable that the International Sunday School
[537]
RELIGIOUS EDUCATION OF PROTESTANTS
Association, in the absence of reports from Indiana for 1884
and 1902, entered in its records for Indiana a report based on
the records of a previous triennium. Between 1889 and 1902
there is a reported slump of 22,729 teachers and officers with-
out the loss of a single pupil. In the following triennium there
is a reported increase of 22,729 teachers and officers with an in-
crease of students of only 1,620; and during the same period
there is a reported loss of 342 Sunday schools. On the whole,
however, the table shows the best estimates which Sunday
school officials have been able to make in the light of such actual
figures as were at their command. The accompanying Chart
LXVII will show graphically the growth of Sunday school
enrollment in Indiana since 1878, based on Table CLXXIII.
It appears that in recent years the growth in enrollment in
Sunday schools has exceeded the growth in population of the
state ; but that the growth in the number of teachers and officers
has not kept pace with the growth in Sunday school enrollment.
THE UNITED STATES CENSUS OF RELIGIOUS BODIES FOR I916
The United States census of Religious Bodies for 191 6
gives the following totals for the Sunday schools of Indiana :
(See Table CLXXV.)
(i) Number of organizations 6,809
(2) Number of organizations reporting 5,841
(3) Number of Sunday schools reported.... 5,979
(4) Number of officers and teachers 73,633
(5) Number of pupils 735,967
Of the 88 religious bodies included in the above summary,
58 are affiliated with the Indiana Sunday School Association.
The totals for the state Sunday school constituency included in
the above summary are :
(i) Number of organizations 5»934
(2) Number of organizations reporting 5,340
(3) Number of Sunday schools reported.... 5,443
(4) Number of officers and teachers 71,022
(5) Number of pupils 683,331
[538]
BUDGETS AND STATISTICS
The statistics for Sunday schools which are pubHshed in
the United States Census of ReHgious Bodies, are based, in the
last analysis, on the records kept by local Sunday school secre-
taries. These records, as has been previously pointed out,
are very imperfectly kept. The two items which are most
reliable in these Sunday school reports are (i) the number of
persons present including visitors; and (2) the amount of
money received each Sunday. The information which reaches
the Government Census Bureau passes through denominational
and interdenominational secretaries in the same manner as the
same material reaches the International Sunday School Asso-
ciation. A more refined method of treating statistical data in
the government office can not correct the defects which attend
the gathering and preserving of data within the local Sunday
school. Those who would improve the accuracy of Sunday
school statistics must begin with their local Sunday school.
[539]
Chapter XX
THE INDIANA SUNDAY SCHOOL
ASSOCIATION— AN EVALUATION
The Indiana Sunday School Association has won the en-
thusiastic support of the Protestant churches of Indiana. It is
now experiencing the most concrete evidences of widespread
popular approval. Its conventions are the largest in its history.
Its budget is raised by apportionments to local schools. These
apportionments are paid more promptly and more cheerfully
than in any previous period of the history of the Association.
The foregoing analysis of a popular organization with more
than half a century of helpful service to the state, has revealed
many points of strength and laid bare some points of weakness
which this section will attempt to summarize.
7. Elements of Strength
(a) Democracy of control: The Indiana Sunday School
Association is a democratic organization. Any Protestant
Christian citizen of Indiana can join it. Its township, county
and state conventions are open forums for the discussion of
any and all problems concerning the religious education of the
state.
(b) Interdenominational cooperation: Through this demo-
cratic organization all Protestant Christian bodies may carry
forward their cooperative, community work in religious educa-
tion. The Protestant Christian bodies need an organ through
which their common tasks can be performed.
(c) Growth through participation: This association pro-
vides a channel through which thousands of local workers may
actually participate in forming the policies which are to be
[540]
SUNDAY SCHOOL ASSOCIATION
applied to their own and to other schools. This opportunity
for growth through participation is part of the genius of the
Indiana Sunday School Association.
(d) Executive and Supervisory Systems: In spite of the
weakness which has been pointed out in the operation of the
executive and supervisory systems of the Indiana Sunday
School Association, the principles underlying these systems are
fundamentally sound. The tendency to distinguish between
administration and supervision is in harmony with approved
standards. The system of training through councils, institu-
tutes, etc., is in line with the most modern methods. Many of
the standards published in Chapter XVIII are crude and of
doubtful value ; but the method of using standards and scales
in measuring results is most commendable,
//. Elements of Weakness
(a) Dependence on voluntary leadership: It is true that
/ the greater part of the work in religious education must be
done by voluntary workers. It is clear, however, that voluntary
workers can not guarantee the continuity of the program. The
rapid turn-over from year to year in the working force due to
the system of voluntary workers causes incalculable loss in the
efficiency of the system. An organization whose machinery
goes to pieces periodically because of its dependence on volun-
tary labor, can not carry week-day schools of religion, com-
munity training schools, and other modern agencies of religious
education. Salaried specialists must supplement the voluntary
workers if the association is to meet modern demands. The
Y. M. C. A. has found it possible to maintain a staff of salaried
workers in communities of every size. Its strength is due
largely to its system of salaried officers. The task of religious
education requires a similar organization. The voluntary
worker needs the help of a trained specialist.
(b) Inadequate man power: This is perhaps the weakest
place in the Indiana Sunday school system. The State office
is short-handed. But the most notable shortage is in the county
and city centers. It is incomprehensible that a great, rich state
[541]
RELIGIOUS EDUCATION OF PROTESTANTS
like Indiana, after fifty- seven years of organized Sunday school
work, shall not have a single city or county with professionally
trained leadership and an aggressive cooperative community
program of religious education. Until cities and counties are
willing to pay the price of the supervision of voluntary workers
by salaried experts they must expect to pay the penalties im-
posed by inefficiency.
(c) Finance: The present budgets in the Indiana township,
county, and state Sunday School Associations will support a
convention system but they will support little else. There is a
great need of a system of finance so organized as to care for all
overhead expenses and at the same time greatly increase the
funds available for local expenses. The county and township
budgets discussed in this report are too small to guarantee the
spiritual literacy of the American people. The great need is
not for more money for overhead organization ; it is for more
money, for township, village, city and county leadership. This
new local emphasis will demand a new system of finance for the
Indiana Sunday School Association.
///. An Indiana System of Christian Education
This report points out specific ways to strengthen the
weak places in the Sunday schools of Indiana, and suggests
methods for cooperative efforts in securing needed reforms.
It also urges the preservation of all agencies that have elements
of strength. Among these there is no agency in the state with
more elements of strength than the Indiana Sunday School
Association. It should be utilized to its fullest capacity in
order that there may be in the state a regularly recognized
Protestant Christian System of Religious Education.
[542]
Chapter XXI
BIBLE STUDY FOR CREDIT IN THE INDIANA
HIGH SCHOOLS
/. History
The Indiana Sunday School Association has issued the
following account of the inauguration of the Indiana Bible
Study for High school Credit Plan :
"At the joint meeting of the Indiana Association of Teachers
of English and the High school Section of the Indiana State
Teachers' Association, October 29, 1914, a request was received
from a number of school principals and superintendents, that a
joint committee be appointed to prepare a plan of Bible study
for Indiana similar to that in use in other States. The committee
appointed was chosen from the two organizations without any
knowledge as to church affiliations.
"As soon as the committee had finished its work on the out-
line, copies of the proposed outline were printed and submitted
to the State Board of Education for its approval, both of the
contents of the course and the manner of giving credit. After
due deliberation, the board approved, almost unanimously, the
plan as prepared by the committee. This action made it legal
for local school boards throughout the State to introduce the
course and grant credit in the high schools upon request of citi-
zens or school officials. Similarly, it left with the local boards
the power to refuse admission to the course.
"The State Sunday School Association, at its annual con-
vention, passed resolutions approving the course and pledging
support for its adoption. Similar endorsement has been given
by several of the county and local associations."
//. Essential Features
Bulletin Number 11, issued by the Committee of Five,
which has the active management of the plan, sets forth the
following as its essential points :
[543]
RELIGIOUS EDUCATION OF PROTESTANTS
"One semester credit may be given toward graduation.
"To receive credit the student must pass a written examination
based upon any two of the four parts of the syllabus. Only two
units may be taken for credit.
"The syllabus consist of two units based upon the Old Testa-
ment and two based upon the New Testament.
"One representative from each high school using this course of
study shall constitute a board of control. The Board of Control
elect from their number a committee of five persons who shall
have charge of making the examination questions, and grading
the papers.
"The examination shall consist of (i) questions of fact based
upon the work in the syllabus, and (2) questions of literary and
historical values. Questions of theological interpretation shall
be strictly avoided.
"Each applicant for examination shall be required to pay a
fee of twenty-five cents to cover expenses. This fee is required
for every examination.
"The work in Bible Study may be done by individuals, in clubs,
in schools, in Sunday schools, or in any way desired.
"Each school shall determine whether or not students have
met the local requirements to entitle them to take the examination.
"The principal or a teacher of the school shall have charge of
the examination, and shall send in all manuscripts.
"In order to be entitled to give credit, each school must be
authorized to do so by the State , Department of Education. The
Boards of Trustees of cities and towns or township trustees may
make this request by passing the following resolution : 'Resolved,
that on consent of the State Department of Education, credit for
outside Bible Study be given in accordance with the plan approved
by the State Department.' Inform the State Department of this
action.
"The official syllabus may be obtained from the Shortridge
Echo Press, Shortridge High school, Indianapolis, Indiana. Single
copies postpaid, six cents ; in lots of five or more, five cents per
copy, postpaid.
"Catholics, Protestants and Hebrews have done this work. A
Hebrew pupil can take the work in the Old Testament and receive
the maximum credit.
"The school credit is controlled by the school. It is assumed
that a knowledge of Hebrew History, or a knowledge of the
Bible in general is just as essential as a knowledge of Greek or
Roman history, or a knowledge of other forms of great literature.
"The examination dates are the second Saturday of each month
from September to June, inclusive.
[544]
BIBLE STUDY FOR CREDIT
"The Committee of Five consists of Supt. J. W. Holton,
Shelbyville, Chairman ; Supt. T. F. Fitzgibbon, Muncie ; Prin.
J. W. Kendall, Secy.-Treas., Marion ; Miss Rose Rudin, Evans-
ville ; Supt. Amos C. Henry, Jeffersonville."
///. The Examination
The written examination, based on the outline printed in the
approved syllabus, constitutes the only test of the pupil's fitness
to receive credit for Biblical subjects. The passing mark is
the same as in any other subject in the school granting the
credit. The character of the examination questions is shown
by the following questions which constituted the official lists
for the June, 1921, examination.
PART I (Answer any ten)
1. Why is a study of the Bible necessary?
2. Draw a map of Palestine showing the four physical regions.
3. How do maps aid in the study of the Bible?
4. Name the books of the Pentateuch.
5. Briefly write the story of the Flood.
6. Who is your favorite Old Testament character? Why?
7. Identify Abraham, Lot, Rebecca, Esau and Caleb.
8. Characterize Moses.
9. Describe the Calling of Samuel.
10. Tell something of the early life of David.
11. In what way was Solomon strong? In what way weak?
12. Write the Shepherd Psalm.
PART II (Answer any ten)
1. Name the Historical Books of the Old Testament.
2. Give meaning of patriarch ; judge ; priest ; prophet.
3. What is meant by the Division of the Kingdom?
4. Describe the Contest on Mt. Carmel.
5. Tell what you can of Elijah.
6. Characterize Isaiah.
7. Name the Major Prophets.
8. Identify Naboth ; Belshazzar; Cyrus; Daniel.
9. Describe the Rebuilding of the Temple.
ID. Briefly give the story of Esther.
11. How was Job tested?
12. What is your favorite book of the Old Testament? Why?
[545]
RELIGIOUS EDUCATION OF PROTESTANTS
PART III (Answer any ten)
1. Name the political divisions of Palestine in time of Christ.
2. Name the four gospels,
3. Who is your favorite character of the New Testament? Why?
4. Name the General Epistles.
5. Tell what you can of the Childhood and Youth of Jesus.
6. Name four miracles of Jesus.
7. Describe the Transfiguration.
8. Describe the raising of Lazarus.
9. What is meant by Passion Week?
10. Describe the scene at Gethsemane.
11. Why was Jesus crucified?
12. Tell the story of the Resurrection.
PART IV (Answer any ten)
1. Name the Epistles to Special Churches or persons.
2. Why should you have a knowledge of the New Testament?
3. Write Paul's address on Mars Hill.
4. Why is the Day of Pentecost important?
5. Tell what you can of Peter.
6. Who was the first Christian martyr? Describe his death.
7. What made Paul great?
8. Describe Paul's First Missionary Journey.
9. What is the purpose of the Book of Acts?
10. Name three cities visited by Paul on his third journey.
11. Tell what you can of Paul before Felix.
12. Write the Lord's Prayer.
IV, Cooperating High Schools
The extent to which this plan has been adapted by the high-
schools of Indiana is shown by the following list of 171 high-
schools which were authorized by the State Board of Education
to give credit for outside Bible Study, January i, 1921.
Angola
Aurora
Berne
Butler
Bridgeton
Bluffton
Arcadia
Battle Ground
Brookston
Acton
Brazil
Berne
Argos
Ashley
Auburn
Boswell
Bicknell
Bloomington
Carthage
Cayuga
[546]
BIBLE STUDY FOR CREDIT
Center Township
Cambridge City
Cowan
Churubusco
Clay City
Clinton
Charlestown
Coesses
Clayton
Columbus
Connersville
Corydon
Dale
Dana
Decatur
Darlington
Dunkirk
Dupont
Hamilton
Hagerstown
Huron
Hartford City
Hope
Huntington
Jamestown
Jeffersonville
Jasonville
Kempton
Kewanna
Kendallville
Kokomo
Kingman
Kenard
Kirklin
Eaton
Eugene Township
Economy
Edinburg
Ellettsville
Evansville
( Two high schools ) Lapd
Lizton
Farmland
Francesville
Flora
Freelandville
Frankfort
Franklin
Fremont
Liberty Center
Lagro
Lebanon
Larwell
LaFountain
Lowell
Linton
Greentown
Galveston
Goshen
Greencastle
Georgetown
Greenwood
Greenfield
Gas City
Mt. Vernon
Mackey
Monticello
Matthews
Morristown
Michigan City
Middleburg
Marion
Milroy
Middletown
Merom
Madison
Mt. Summit
Mulberry
Muncie
North Liberty
Newtown
Nappanee
New Castle
Noblesville
New Philadelphia
North Manchester
Newport
New Market
Owensville
Oakland City
Orleans
Odon
Peru
Pimento
Parker
Portland
Petersburg
Poseyville
Petroleum
Pleasant Lake
Pendleton
Plainfield
Plainville
Pulaski
Rossville
Richmond
Royerton
Rockport
Roam
Seymour
Spiceland
Shelbyville
Salem Center
Sheridan
Salem
Silver Lake
Shipshewana
South Bend
St. Joe
South Whitley
Spencer
[547]
RELIGIOUS EDUCATION OF PROTESTANTS
Swayzee Upland West Newton
Summitville Williamsport
Syracuse Veedersburg Wolcottville
Winamac
Tangier Wabash Wingate
Terre Haute Warren Wawaka
(Three high schools) Warsaw Worthington
Troy Waveland Wheatland
Thorntown West Lafayette
Tyner Westphalia Zionsville
TABLE CLXXIV — ENTRANCE CREDITS IN BIBLICAL HIS-
TORY AND LITERATURE ACCEPTED BY CERTAIN
INDIANA COLLEGES DURING THE THREE
ACADEMIC YEARS PRECEDING
JUNE 15TH, 1921
<^
•^ '"5 s"^
tj s ^1 S; 5 u -5
Name of College ^'1.^1 l| 'i:|l5
Totals 156 124.95 58
Butler College 12 12 o
DePauw University 12 12 12
Earlham College 33 IQ-OS IS
Evansville College^ 16 7.9 2
Franklin College 24 12.5 o
Hanover College 0 o 0
Indiana University^ 28 28 0
Manchester College .... 17 20 15
Taylor University 8 7.5 8
Union Christian College 00 o
Wabash College 6 6 6
• Credits for two years only. College only two years old.
• Record for one year only.
V. Record of Students Writing Examinations
The following table will show the number of students
writing examinations for Bible Study credit since the begin-
ning of the plan, the number making passing grades and the
[548]
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BIBLE STUDY FOR CREDIT
number of units of credit earned. No records have been kept
showing the sex of pupils writing examinations and no infor-
mation is available as to the number of Protestant, Catholic
or Jewish students which are included in the accompanying
table. (See Chart LXVIII.)
Number
Year Taking
Examination
Total 6,933
1916-17 660
1917-18 1,281
1918-19 1,555
1919-20 1,620
1920-21 1,818
2500
2000
1500
1000
500
Number
Making
Passing
Grade
Percentage
of Pupils
Making
Passing
Grades
Number
Units _
of Credit
Earned
5,547
80.00
4,454
426
1,046
64.5
81.7
351
826
1,273
1,309
81.9
80.8
1,054
1,081
1,493
82.1
1,143
.
No. Wr
Ex AMI N
ITINO
ATIONS,.^
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---'
..-'•""'
•"" No,
Exam
Passing
1 NAT IONS
^
/
*
2500
2000
1500
1000
500
1916-17 1917-18 1918-19 1919-20 1920-21
Chart LXVIII — Number of Persons Writing Examinations for
Credit Under the Board of Control for Bible Study Credit in
Indiana High Schools and the Number Making Pass-
ing Grades During the Five Academic Years Be-
ginning with 1916-17 and Ending with 1920-1921.
An effort has been made to determine how many students
present credits for entrance to Indiana colleges which have
been earned under the provisions of the Indiana plan for Bible
study credit in high schools. Table CLXXIV, on page 548,
shows that of the 5,547 students making passing grades
in Biblical subjects 97 or 1.7 per cent, entered eleven
[549]
RELIGIOUS EDUCATION OF PROTESTANTS
Indiana colleges during the three years from 1918 to 1920
inclusive. Many of these students were Catholic and Jewish,
many may have enrolled in other colleges, and some may have
enrolled in college earlier than 19 18. When all these deduc-
tions have been made, it is evident that a very small fraction
of the Protestant students who receive Bible study credits in
the high schools of Indiana use such credits for entrance into
the Protestant Christian colleges of Indiana.
VL Analysis and Evaluation
The Bible study credit plan in Indiana, like that of North
Dakota, had its genesis in the English section of the state
teachers' association. High school and college teachers of
English, noting their students' lamentable ignorance of the
English Bible, have been active in devising plans for remedying
this defect. The Indiana plan involves the following elements :
(a) The announced purpose of the Biblical study — to im-
part literary and historical knowledge — is academic, not reli-
gious. To teach the Bible as literature and history, without an
appreciation of the dominating religious motives which inspired
the literature and history, is to rob the Bible of much of its
richness and power. To accomplish the religious development
of boys and girls, the Bible must be taught for its religious
values. It is true that the plan does not prevent the private
teachers from giving the subject a definite religious emphasis;
but the plan does not encourage such emphasis.
(b) The plan is under state regulation. The approval of
the State Board of Education is one of the prerequisites for
the operation of the plan. Whenever the State sets examina-
tions or in other ways regulates the content, method, or quality
of Biblical instruction, there is a definite violation of the Ameri-
can principle of the separation of church and state, or else there
is a complete secularization of the method and content of the
Biblical teaching.
(c) The plan conditions academic credit upon a single ex-
amination, with questions made by one committee, given by
another, and papers marked by a third party. No standard
[550]
BIBLE STUDY FOR CREDIT
high school in Indiana would be willing to place English, his-
tory, science, mathematics or any other high school discipline
on the same basis. The method tends to foster "cramming"
for tests within the limits of the syllabi. The plan does not
tend to further the more thorough curriculum provided by the
graded textbooks now available for Sunday school use. It
does not have the advantage of the Colorado plan which pro-
vides a way to standardize both the teacher and the conditions
of teaching.
(d) The plan tends to develop favorable public sentiment
for the introduction of English Bible courses into the English
and history departments of the American high school. A
prominent member of the "Committee of Five" writes : "The
plan is growing to be very popular in Indiana. There is a
strong demand that Bible study in high schools be placed on
the same basis as other studies. This will probably be done."
This development is exactly what would be expected of a
movement whose purpose was "literary and historical," not
religious or theological. In other words, this plan leans
towards the state, rather than the church, towards academic
culture rather than spiritual development.
It is not the purpose of this report to discount the value of
the work being accomplished by this plan of Bible study credits
in the high schools in Indiana. It is rather intended to point
out that valuable as this plan may be for literary and academic
purposes, it does not provide the solution of the problem of the
religious training of the children and youth of Indiana. This
problem must be solved under church auspices, not as a bi-
product of secular education.
[551]
Chapter XXII
DENOMINATIONAL PROMOTION AND SUPER-
VISION OF RELIGIOUS EDUCATION IN
INDIANA
BY WILLIAM E. CHALMERS
/. Sources of Information
By personal interviews with denominational leaders re-
sponsible for the promotion of religious education in Indiana,
and by correspondence with state and national officers, an
attempt was made to secure accurate data regarding the de-
nominational Sunday school and other religious education work
in that state for the five-year period beginning in 1916 and
ending in 1921. The following items were included in the
question-schedule :
(a) Workers
(i) What paid workers has your denomination at work in
Indiana? Or in a larger area including Indiana?
(2) What General Denominational officer visits your state
in the interests of Sunday schools?
(3) What regular service is rendered the Sunday schools
of Indiana by your denominational headquarters?
(b) Finances
(i) How much is expended for state workers by your
General Board?
(2) What proportion of Headquarters' expenses are
chargeable to Indiana?
(3) What amounts are raised within the state?
(4) Is a fixed sum assigned to each church or school?
[552]
DENOMINATIONAL PROMOTION
(c) Organization
(i) What organization of workers have you for your
states ?
(2) How are your workers related to interdenominational
organizations ?
(3) Have you any regular meetings of denominational
workers for official action?
' (d) Program of Work
(i) Is there a program of state effort?
(a) Who arranges this program?
(b) How permanent is it?
(c) What are its chief items?
(2) Do local churches have programs?
(3) How generally adopted and promoted?
(4) Is there any cooperation with international Sunday
school work or other denominations?
(e) Results
( 1 ) What are the outstanding results of your Sunday school
work during this period?
(a) Buildings ?
(b) Teacher-training?
(c) Missionary education?
(d) Week-day religious instruction?
(e) Daily Vacation Bible Schools?
(f) Future Plans
(i) Have you any plans for enlargement of your work in
Indiana ?
(2) Name of chief items in the plans.
(g) Summer Assemblies
(i) Have you state summer schools for all your people
such as summer assemblies ?
(2) Or Chautauquas ?
(h) Young People's Societies
(i) Form of program.
(i) Other Agencies
( 1 ) Do you have other agencies at work in your church for
religious education?
(2) In what forms ?
[553]
RELIGIOUS EDUCATION OF PROTESTANTS
Information was received from the following denomina-
tions :
Church of the Brethren; Presbyterians; Disciples of Christ;
Baptist (Northern Convention) ; Methodist Episcopal; Protestant
Episcopal ; Methodist Protestant ; Friends ; Reformed Church,
U. S. A.; Church of Christ; Evangelical Association; Evangelical
Synod; Free Methodists; United Brethren (Old Constitution);
Evangelical Lutheran ; United Brethren ; United Presbyterian.
This chapter will summarize the data furnished by the
foregoing denominations.
//. General Organization
A survey of the various denominations which have at-
tempted any systematic effort to encourage Sunday school work
among their own churches in Indiana shows seventeen with
some form of Sunday school organization. Some of these
have not passed beyond the committee stage. In the case of
others the titles which they give their general administration
officers indicate the character of the organization. Four report
national Sunday school secretaries charged with field adminis-
tration duties; one, a National Superintendent; one, a Young
Peoples Secretary; one, a Regional Director; two, Field Sec-
retaries ; one, a Chairman of a Sunday School Board, and one,
a Home Mission Secretary.
///. Service
The degree in which these denominational organizations
have developed their service to the churches is shown by the
following summary ; four do nothing more than supply litera-
ture ; two provide convention speakers ; one issues literature and
arranges conferences; one holds conventions and conferences;
four publish promotion literature and organize conferences,
and one limits itself to correspondence.
[554]
DENOMINATIONAL PROMOTION
IV. Finances
The financial report is not very satisfactory because of its
vagueness. Eight denominational Boards spent nothing on
Sunday school work in Indiana during the period under sur-
vey. Seven expended an aggregate of $19,300 a year. De-
tailed figures v^'ere not obtainable from several of the stronger
denominations. In addition to indicating the amounts spent
directly in Indiana for Sunday school work, it was hoped the
denominational boards could estimate the proportion of their
support which came from Indiana, and the proportion of their
expenses which should be charged to that state. The returns on
this point are so indefinite as to suggest that the general board
is so far removed from the local situation as never to have been
considered in a direct relationship. Similarly it was impossible
to obtain the amounts raised within the state for denomina-
tional Sunday school work.
V. State Organization
The inquiry as to a state denominational organization of
Sunday school workers or leaders revealed the following facts ;
six denominations have no form of organization; one has a
Young People's Union; one, a Home Mission organization;
one, a Conference Secretary; and four report religious edu-
cation departments of their state boards. Nine have regular
meetings of their state Sunday school workers in some form;
and eight report no gatherings of any sort. Twelve report a
recognized form of cooperation with the Indiana Sunday
School Association; and five say they have no official co-
operation.
VI. Programs
In the matter of providing a program of work and advance
for their churches in the state, the largest variety obtains.
Ten denominations have such a state program; five have no
program and two use the interdenominational program. As to
[555]
RELIGIOUS EDUCATION OF PROTESTANTS
the authority which plans the program, nine say the planning
is done by their state organization; seven, by their national
board ; two, by a national secretary ; one, by the young people's
officers ; and one by the missionary leadership. This program
is annually determined by nine denominations ; a three-year
effort being arranged for by one denomination, and a perma-
nent program by two denominations. The leading items of
these programs include graded organization, institutes, teacher-
training, evangelism, stewardship, daily vacation Bible schools,
class-organization, and week-day instruction.
FII. Results
The estimates of results obtained since the inauguration
of denominational boards of religious education, do not dis-
tinguish as to sources of help. It is evident that many of the
gains are due to the general Sunday school movement. Six
emphasize improved Sunday school buildings ; eleven note
gains in teacher-training; eight mention increased missionary
training ; four have extended week-day schools ; nine have daily
vacation Bible school movements and two have made progress
in developing the church school.
Fill. Training
It is encouraging to mark the growth of leadership in
making plans for the future. Eleven have such plans for their
churches. A common method of training Sunday school work-
ers employed by the churches is the Summer Assembly, Eight
have regular assemblies for their constituency in part or all of
the state. One limits its training to church school teachers and
officers. One denomination conducts a four-day training school
in the denominational college, superseding the regular curricu-
lum for the period.
IX. Division of Effort
In most of the denominations the leadership in religious
education is divided. Several boards within the denomination
[556]
DENOMINATIONAL PROMOTION
issue separate and sometimes competing programs and promote
unrelated and rival organizations within the local church.
Eight say their young people's society is separately organized
and influential. Seven say the missionary societies are pro-
moting their own forms of local organization and program.
Two say their denominational college or academy is strongly
influencing the local church by its training courses.
X. Conclusions
Every separate Protestant movement eventually includes
some form of child-training. Any religious survey of Ameri-
can territory reveals the prolific subdivisions of Protestantism
and their wide variations as to form of organization and creed.
But not all surveys make clear, as does this one, the inevitable
modern tendency toward Sunday school work no matter how
exclusively interested in adults the movement may have been in
its beginnings. A striking example of this tendency is seen
in the growth of the Salvation Army. The Indiana Survey
shows that this organization now includes regular Sunday
school work in its program.
Denominational organization for Sunday school help shows
wide divergence. A Sunday school movement, which proceeds
far enough to be recognized, is influenced by the peculiar de-
nominational church polity and by an awakening to the need of
religious education. In many denominations the leaders appre-
ciate the need of evangelistic and missionary and financial
organization ; but have not seen the relation of the child to the
future church. For the most part, the financial support of the
Sunday school work is pitifully meager.
The provision for determining programs of religious edu-
cation to be urged upon the churches is most unsatisfactory.
No other field of church effort is so unorganized and hap-
hazard. The variety of agencies which have pushed into this
field show the lack of consideration of this problem by the
church. Advance is hindered and energy is wasted by the fail-
ure to establish a competent and recognized leadership.
The lack of coordination within the denomination, and of
[557]
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I^X
[561]
DENOMINATIONAL PROMOTION
the denomination with the general movement for religious edu-
cation, is the most outstanding weakness revealed by the survey
of denominational agencies. Not a denomination was found
which had, to its own satisfaction, unified its various boards
into a single rehgious educational leadership. And the survey
failed to reveal a denomination which had satisfactorily re-
lated itself to the general Sunday school movement. As a
result of this failure of coordination, there is overwhelming
evidence of friction, wastefulness and inefficiency.
For General Summary and Recommendations see Chapter II
of This Volume.
[562]
INDEX
Absences, 321 ; number of, al-
lowed, before pupil is denied
membership, 327, 328.
Accounting, a uniform system of
church and religious education,
270.
Accounting, child, see "Child
accounting in the Sunday
school."
Active members of a Sunday
school, 330.
Age, of teachers, a table, 440.
Age, sex distribution, in devo-
tional societies, 207, 208.
Agencies, for training Sunday
school teachers, 402; text-books
used, 403.
Air supply, source of, in church
building, 135,
Albertson, E. T., 479, 481.
Alexander, John L., 35, 36.
"American Legion Room" of
Third Christian Church of In-
dianapolis, 146.
American Magazine, the, 65.
Annual Sunday School Conven-
tion, 472.
Antioch, church in, selected for
survey, 46.
Architecture, 131.
Artificial lighting, 136.
Assembly rooms, 120, 142; small,
140.
Assessments, local school, 532.
Assignment of lessons, 424-425.
Athearn, Walter S., 35, 37.
Athletics, rooms for, 125.
Attendance, 62 ; average attend-
ance of pupils, 319; no one
factor to compel, 323 ; regular-
ity of, and effect of graded
lessons, 309; statistics of, 307.
Auditorium, church, 138.
Average attendance, 217; table
of, 218.
Awakener, the, 524.
Awards, 525.
Ayres, Dr. Leonard P., 81.
Bagley, W. C, 36, 37, 458.
Bailey, Albert E., 36.
Baldwin, Mrs. Maud Junkin,
480.
Baptist Church, periodicals of,
289; plan of organization of,
202, 203.
Barnes, Mrs. J. W., 36, 512.
Bee Camp, church selected in, for
survey, 46.
Benevolences, indirect tax for,
255-
Bethany, church in, selected for
survey, 46.
Bethel (Jefferson and Clinton
Counties), churches in, select-
ed for survey, 46.
"Better church schools" program,
adoption of campaign plans,
86; buildings, 82; campaign
committee, 81; extension, 82;
finance, 86; organization, 82;
promotion of, 87; seven focal
points in program, 82 ; stand-
ards, 85; supervision, 83;
teachers, 83.
Bible study, for credit, 75.
Biblical history and literature ac-
cepted as entrance credits in
certain colleges, 548.
Blake, Dr. Edgar, 35.
Bloomington Christian Church,
149.
Blue birds, 200.
Board-room, church, 140.
Books, record, money expended
for, 247.
[563]
RELIGIOUS EDUCATION OF PROTESTANTS
Books, for professional reading
of Sunday school, teachers,
398.
Botlenfield, Mr. W. R., 527.
Bovard, W. S., 37.
Bower, W. C, 36.
Bowling alleys, 122, 150.
Boy Scouts of America, 59, 202;
age of and grade in school, a
table of, 223, 225; ages of, a
table of, 223, 224; church pref-
erences of scout masters, 235;
education of scout masters,
233; groups from which scout
masters are recruited, 234; life
of membership in, one year and
seven months, 229 ; marital state
of scout masters, 235; meeting
places of, a table, 231, 232;
membership, persistence of,
table of, 228, 230; occupation
of scout masters, 234; ranking
of, and ages, tables of, 227;
relationships of, 231; reHgious
denomination of, a table of,
223; scope of inquiry about,
222; scout-master, 232; sum-
mary, 236.
Boys' club rooms, 148.
Braselman, Dr. F. M., 35.
Brooksburg, churches in, selected
for survey, 47.
Brown, Dr. Arlo A., 35.
Brown, Dr. Frank L., 35.
Budgets, annual, approved by In-
diana Sunday School Conven-
tion, 530; comparison of total
church, and church school
budget, 267; county, 531;
sources of funds for, 532;
general expense, for church
schools, 239; overhead ex-
penses, 532 ; relation of budget
for religious education to total
church, 266; state, 529; Sun-
day school, 75.
Building of churches, see "Build-
ings, church."
Building program, Indiana be-
hind in, 127.
[564]
Buildings, church school, 93; a
sampling of churches, loi ; air
supply, source of, 135 ; archi-
tecture, 131 ; artificial lighting
system, 136; assembly rooms,
120; auditorium, 138; bowling
alley, 150; boys' club rooms,
148; budget for, 269; chapels,
140; choir galleries, 139;
church school superintendent's
office, 144; classrooms, 117, 120,
143; clocks, 137; community
service rooms, 121-123, 145;
corridors of, 133 ; decorative
attractiveness, 133 ; fire protec-
tion, 116, 136; heating, 115,
135; internal structure, 114;
kitchen, the, 146; library and
reading room, 146; lighting,
136; nurses' room, 148; other
service systems, 137; parlor and
boardroom, 140 ; pastor's study,
141 ; provision for the deaf in,
138; rooms, 117, 138; school
assembly rooms, 142; service
systems, 115, 134; signal sys-
tems, 137; site of, 130; size of,
III; small assembly room, 140;
social workers' office, 149;
stairways of, 131; standard and
score-card, 95 ; suggestions for
future, 129; summary of situa-
tion of, 126, 151; swimming
pool, 150; table of some church
buildings arranged by rank of
excellence, 104, 105 ; table
showing various, with scores
for excellence, 107, 108, 112,
113, 118, 119; telephones, 137;
the office, 141 ; the vault, 141 ;
toilet systems, 137; ventilation,
115. 135; water supply system,
137; windows, 139.
Burnie, George N., 479.
Burton, E. D., 37.
Cabinet, of church-school, 156.
Cambria, churches in, selected
for survey, 47.
Camp Fire Girls, 202.
INDEX
Canaan, churches in, selected for
survey, 47.
Cargo, 480.
Carman, John, 479.
Carmel (Jefferson and CHnton
Counties), churches in, selected
for survey, 47.
Catholic Church, and the chil-
dren, 379.
Census, United States, for reli-
gious bodies for 1916, 538.
Certificates, 525.
Chalmers, Dr. William E., 35, 36.
Chapel, 140.
Chapel of the Intercession of
Trinity Church, New York, 110,
132, 140.
Charters, W. W., 36, 37.
Child accounting, in the S. S.,
age of dropping out of Sunday
school, 292 ; age and sex of
Sunday school pupils in rural
and urban communities, 289 ;
attendance, 307 ; church rela-
tionship of pupils, 296; distri-
bution of enrollment, 325 ;
organized classes, 304; tables
of ages and membership of,
305, 306 ; pupils reporting them-
selves as "no church" members,
tables, 300, 301, 302, 303; reli-
ability of data, 276; w^hat is
included in, 277 ; sex, age and
church membership of pupils,
urban and rural, tables, 297,
298, 299; sex and age dis-
tribution, 282, 289-293 ; age
distribution, and tables for,
284, 285, 286-293; sex distribu-
tion, and tables for, 282, 283,
289-293 ; source of data, 275 ;
source of pupils, 278; native or
foreign, 278 ; rural or urban,
279; table .of age distribution,
285, 286, 287, 288, 289, 290, 291,
292, 293 ; table of pupils who
report ages uncorrectly, 288 ;
tables of sex distribution, 282,
283, 289, 290, 291, 292, 293.
Children, four-fold development
of, 196; recognition of, at regu-
lar church services, 166.
Children's Division of Indiana
Sunday School Association,
480; county superintendents of,
491; money expended to carry
on work of township, 532 ;
township and district superin-
tendents of, 500-505.
Child-training, every separate
Protestant movement eventu-
ally includes some form of, 557.
Choir galleries, 139.
Christian Educator, the, 65.
Church Committee, on religious
education, 155; officials of
young people's societies, 159;
superintendent-secretary-treas-
urer, 156; supervisors, 158;
teachers, 158.
Church members, distribution of,
by denomination, 42.
Church School, the, 65.
Church school, buildings, 93 ;
cabinet of, 156; cost of in-
struction and supervision, 269 ;
faithfulness of teachers to,
380; finance, see "Finance,
of church school" ; sources of
income of, 263; summary, 168;
system of uniform account-
ing for, 270.
Church services, recognition of
children at regular, 166.
Churches, a plan of, or chart
of organization of, 197; a
sampling of, loi ; age at which
pupils begin to drop out of,
292 ; age at which teachers
join, 371 ; ages of persons
joining, 372-378; better, in
Indiana, 104; better, outside of
Indiana, 106; distribution of,
by denominational groups, 42,
43, 45 ; distribution of, by types
of communities, 45 ; forms of
cooperation with other, 167;
in Indiana, 54; lack of full
denominational program, 221 ;
new conception of communitv,
[565]
RELIGIOUS EDUCATION OF PROTESTANTS
93; organization of religious
education in local, 56; program
in relation to plant, 94; rooms,
117; site of, 130; summary of
building situation, 126; table
of churches with high scores,
107, 108, 112, 113, 118, 119;
table of selected, arranged in
order of rank for total scores
allotted, 104, 105 ; teachers and
activities of the, 380.
Clapp, F. L., 458.
Classes, distribution of organized
and unorganized, by depart-
mental groups, 189; number of
organized and unorganized, per
department and sex, table, 194;
organized, 192, 304; pastors
visiting, 454 ; sex-segregation
in Sunday school, 190,
193;
Classification chart, a teacher,
428.
Classification plan, applied to
Sunday school teachers, 435 ;
chart and explanation of, 430;
for teachers, a chart of, 429;
description of, 428; general
education, 430 ; professional
training, 430; teaching experi-
ence, 431.
Classroom methods, 453,
Classroom supervision, methods
of, 453-
Classrooms, 117, 120, 143; equip-
ment for, 143.
Clocks, 137.
Coe, Professor George Albert,
37, 373-
Colfax, churches in, selected for
survey, 47.
Collections, convention, 533 ;
money received from, 265.
Colleges, accepting biblical his-
tory and literature as entrance
credits, 548 ; Indiana church,
available professional courses
in, 397, 399-400.
Colloton, Cecile, 36.
Committee on Education of the
[566]
International Sunday School
Association, 521.
Community service, types of, 168.
Community service rooms, 121,
145 ; for athletics, 125 ; for gen-
eral use, 122; for recreation,
125 ; for social service, 123.
Community training schools in
Indiana counties, number of,
527.
Congregational Church of Lake-
wood, 147.
Congregational church, periodi-
cals of, 390.
Connecticut State Teachers' As-
sociation, 237.
Consulting Committees for the
Survey, 36.
Contributions, from regular
classes and individuals, a
table of, 26s, 264.
Control, democracy of, 540.
Conventions, 404, 508; county
Sunday school, 513; township,
73; township Sunday school,
514; type or "combination of
types" of, in Indiana counties,
513-
Cooperation, interdenominational,
540 ; with non-church organiza-
tions, 168; with other churches,
forms of, 167.
Correspondence study, 453.
Corridors, 133.
Cost, of religious education,
268.
Councils, county, 515; a report
of a meeting of, 515, 517;
school, 159.
County councils, 74, 515.
County Sunday School Associa-
tions, number of meetings held
by executive committee of, 474 ;
number of members on execu-
tive committees of, 473; or-
ganization of, 472.
County Sunday school conven-
tions, 513.
Cradle Roll, 200.
Craig, Percy L., 37.
INDEX
Crawfordsville, churches in, se-
lected for survey, 47.
Cub scouts, 200.
Cumulative card for Sunday
school pupils, 337, 338.
Cumulative card index system,
336.
Data, evaluation of pupil, 346;
pupil, forms for judgment on,
348-349; pupil, how recorded,
344; pupil, vi^hat are recorded,
341; pupil, table of, 342-343;
statistical, use by schools of,
340.
Deaf, provision for the, in
churches, 138.
Decorative attractiveness, 133.
Definitions, used in application of
teachers' standards, 431.
Denominational organi z a t i o n,
shows wide divergence, 557.
Denominational program, lack of
full, in churches, 221.
Denominational promotion and
supervision of religious educa-
tion, yd, 552; conclusions, 557;
division of effort, 556; finances,
555; general organization 554;
results, 556; service, 554;
sources of information, 552;
state organization, 555; train-
ing, 556.
Denominational Sunday school
agencies, 76.
Departmental organization, 186.
Departmental social and business
meetings for teachers, table of,
188.
Departmental Superintendents.
(See "Superintendents, de-
partmental.")
Deputy, churches in, selected for
Survey, 47.
Devotional organization, in the
Sunday schools, 196.
Devotional programs, groups un-
der, 206.
Disciples of Christ, periodicals
of, 390.
Dismissal, of teachers, 448.
District officers, 497.
District Sunday School Associa-
tions, 475.
Divisional institutes, 74, 517.
Dupont, churches in, selected for
survey, 47.
Durability of text-books, 253.
Eagle scouts, 226.
Economic background of teach-
ers, 362.
Education, of teachers, general,
384; table of, 436, 437.
Educational Administration, 250.
Educational and general boards,
money contributed to, 258, 259.
Educational promotion in schools,
organs of, 508; program for,
525.
Efficiency institutes, 74, 515.
Effort, summary of denomina-
tional division of, 556.
Eiselen, F. C, 36.
Elementary Public Schools, 200.
Eliot, President Charles W., 237,
238.
Employed Officers Association,
521.
Encyclopedia of Sunday Schools
and Religioics Education, 287,
288.
Engelhardt, N. L., 36, 37.
Enrollment, 62, 217; distribution
of, 325; number of pupils un-
der twenty-five years of age,
325, 326; range of, as to age,
326.
Entrance credits in biblical his-
tory and literature accepted by
colleges, 548.
Epworth League, Junior, 200.
Errors, traditional, in church
building, 129.
Evenden, E. S., 36, 37.
Executive Committees of the
Sunday School Associations ;
duties of, 474; number of meet-
ings held by, 475 ; standing
committees, 475.
[567]
RELIGIOUS EDUCATION OF PROTESTANTS
Executive systems, 541.
Expenditures and receipts of
Sunday school treasurers for
one year, 240, 241, 243; for
support of various religious
work, 257, 260-262.
Experience of teachers, a table
of, 436, 437.
Fathers, of teachers, education
of, 363 ; income, 362 ; nativity
of, 362; occupation, 362.
Fergusson, Dr. E. Morris, 35, 36.
Fickle, church in, selected for
survey, 47.
Finance, 542; budget for build-
ings and maintenance, 269 ; for
"better church schools," 86; in
Sunday schools, 60 ; other prob-
lems, 270; summary of denomi-
national, 555.
Finance, of the church school;
accounting, uniform system of,
270; and religious education,
238; amount of local school
workers salaries, 246; amount
of money received during last
fiscal year, 265 ; conclusions,
271 ; contributions from classes
and individuals, 264; cost of in-
struction and supervision, 269 ;
cost of text books and teaching
supplies, 269 ; education, cost
of, 237; educational and gen-
eral boards, money contrib-
uted to, 258, 259; expenditures
for support of other reli-
gious work, 258-262; expendi-
tures for the support of local
schools, 243 ; a table, 245 ; gen-
■ eral expense budget, 239; in-
direct tax for denominational
benevolences, 255 ; interdenomi-
national organizations, money
contributed to, 259; missionary
boards, money contributed to,
258, 259; money expended for
books, cards, etc., 247; money
expended for supervisors, 247,
248; money expended for
[568]
teachers, 248; money expended
for textbooks, lesson helps and
supplies used in teaching, 247,
248; per cent of total expenses
for various items of the budget,
a table of, 243 ; receipts and ex-
penditures for one year, tables,
240, 241, 243; relation of bud-
get for education to total
church budget, 266; sources of,
263 ; some unsolved problems
in, 270; special collections,
money received from, 256 ;
total amount expended over a
period of one year giving pur-
poses for which expended, a
table, 242; what education
should cost, 269.
Fire protection, 116, 136.
First Baptist Church of Maiden,
Massachusetts, 142, 146.
First class scouts, 226.
Fisher, Galen M., 37.
Foreign born pupils in the Sun-
day school, 278.
Forest, churches in, selected for
survey, 47.
Fourth Presbyterian Church of
Chicago, no, 132, 143, 144, 147,
149.
"Four-Fold" plan, development of
children and youth, 196; di-
vision of labor, 200; organiza-
tion scheme for Sunday schools,
183.
Frankfort, churches in, selected
for survey, 47.
Frankfort Methodist Episcopal
Church, 149.
Freeman, Frank N., 36.
Funds, sources of, for county
school budgets, 532.
Gary, churches in, selected for
survey, 47.
Geetingsville, church in, selected
for survey, 48.
Giles, J. T., 36, 37.
"Go-to-Church Day," 526
"Go-to-Sunday-School Day," 526.
INDEX
Governing boards, 56.
Governing- boards and officials,
appointments, 155.
Graded lessons, in Sunday
schools, 309 ; do not influence
attendance, 320; tables of, 178-
182.
Graves, Frank P., 37.
Greenwood, church in, selected
for survey, 48.
Growth, through participation,
540.
Gymnasiums, 122, 149.
Halpenny, E. W., 479.
Hamell, Dr. H. M., 509.
Hand-ball courts, 122.
Hanover, churches in, selected
for survey, 48.
Hanson, W. L., 35, 36, 37.
Heating, 115, 135.
Hicks, church in, selected for
survey, 48.
Hicks, Harry Wade, 35.
High schools, Bible study for
credit in, 543 ; analysis and
evaluation, 550; essential fea-
tures of, 543 ; examination, the,
545 ; high schools cooperating
in plan, 546; record of students
writing examinations, 548.
Hillisburg, churches in, selected
for survey, 48.
Historical background of the Sur-
vey, 35-
Hopkins, Rev. Robert M., 35.
Hunt, Charles W., 36.
Huntington, churches in, selected
for survey, 48.
Income; of teachers, 360; sources
of, of local church schools, 263 ;
sources of, for Sunday schools,
241.
Indiana ; a representative state,
41 ; a system of Christian edu-
cation, 542 ; an evaluation of
supervisory system of Interna-
tional Sunday School Associa-
tion of, 505; and the nation, 87;
behind in building program,
127; better churches in, 104;
better churches other than in,
106; church buildings of, 93;
general summary of data on,
50; map of, showing sections
surveyed, 44 ; number of pupils,
teachers and officers enrolled in,
from 1878 to 1920, 537; se-
lected as the representative
American commonwealth, 87 ;
"selective sampling" in, 42;
study of Sunday school statis-
tics, 533 ; Sunday schools sur-
veyed in, 46 ; use of school
standards in, an example, 523 ;
use of survey data in, 80;
United States census of reli-
gious bodies for 1916, 538.
Indiana State Sunday School
Convention, 508 ; number of
times certain designated topics
occur on program of, a table,
510-511.
Indiana Sunday School Associa-
tion, 71, 471, 473, 533, 539; ac-
tual expenditures of, for 1919
and 1920, 531 ; administration
division superintendent, 480;
administrative officers, 479;
adoption of the merger, 87;
agencies of supervision, 518;
adult division superintendent,
480; "Better Church Schools"
campaign, 87; Bible study for
credit in high schools, 543 ; an-
alysis and evaluation, 550; es-
sential features of, 543 ; ex-
amination, the, 545 ; high
schools cooperating in plan,
546 ; record of students writing
examinations, 548; budgets ap-
proved by, 530; budgets,
county 531; state 529; chil-
dren's division superintendent,
480; conclusions and recommen-
dations, 79 ; county association,
472 ; county officers, 482 ; days
of service given, 483 ; length of
service in months of, 484;
[569]
RELIGIOUS EDUCATION OF PROTESTANTS
present age of, 485 ; educational
promotion, organs of, 508;
elements of strength, 540; ele-
ments of strength of; de-
mocracy of control, "JT,
executive and supervisory sys-
tems, 78; growth through
participation, 78; interdenomi-
national cooperation, 78; ele-
ments of weakness, 541 ;
dependence on voluntary lead-
ership, 78; inadequate man-
power, 79; executive organiza-
tion of the, 478; general dis-
cussion of organization, 477;
general secretary, 479; staff of,
480; work of, 480; officers of,
479 ; official publication of, 524 ;
given fifth place among state
and provincial associations,
523 ; organization, 471 ; prizes
and awards given by, for meet-
ing standards, 525 ; program of
fifty-first annual Sunday school
association, 482; standards of,
518; state association, 472;
state staff, visits of the, 524;
state officers, 479; statistics, a
study of, 533-539 ; summary and
evaluation of, J"]; superinten-
dents, what they do when visit-
ing school, 490 ; supervisory of-
ficers, 479; supervisory system,
504; an evaluation of the, 505;
township and county officers,
497; township and district as-
sociations, 475; young peoples'
division superintendent, 480.
Indianapolis, churches in, se-
lected for survey, 48.
Institutes, divisional, 517; ef-
ficiency, 515.
Instruction, cost of, 269.
International Field Department,
521.
International Sunday School As-
sociation. See "Indiana Sun-
day School Association."
Interchurch world movement, 45.
Interdenominational organ i z a -
[570]
tions; money contributed to,
259.
"Internal structure," 114.
Items, provision for selected, no.
Jefferson, churches in, selected
for survey, 48.
Jones, Marjorie J., 287.
Junior Epworth League, 200.
Junior societies, leaders of, 160.
Kennedy, Minnie E., 35.
Kent, churches in, selected for
survey, 48.
Kilmore, churches in, selected for
survey, 48.
Kirklin, churches in, selected for
survey, 48.
Kitchen, 146.
Ladies' Home Journal, the, 65,
394-
Lake Avenue Baptist Church of
Rochester, 142, 144, 146, 149.
Lakewood Congregational
Church, 132.
Lamereaux, Mrs. M. S., 509.
Lancaster, church in, selected for
survey, 49.
Leaflet lessons, careless distribu-
tion of, 255.
Leaders, of junior societies, 160.
Leadership, 219.
Lemon, Emma, 481.
Leonia Methodist Church, 149.
Lesson systems, gradation of,
and number of days attendance
of pupil, 316; tables of, 178-
182, 316; types of, table of,
178.
Lessons, assignment of, 425; de-
monstration of model, 453 ;
effect of graded lessons on at-
tendance of pupils, 314; grada-
tion of systems, and the sub-
stitute teachers, 450-451 ;
graded and ungraded and diffi-
culty of obtaining teachers, a
table, 447; number of minutes
spent in making assignment for,
INDEX
425 ; things done by teacher in
assigning, 426; preparation of,
418; time of assignment of,
424, 425 ; time spent in prepara-
tion, 419.
Levels, of supervision, 505.
Lewis, Hazel, 481.
Liberty, church in, selected for
survey, 49.
Libraries, 122, 146.
Life scouts, 226.
Light Bearers, 200.
Lighting system, artificial, 136.
Literary Digest, the, 65, 394.
Littlefield, Dr. M. S., 513.
Madison, churches in, selected for
survey, 49.
Magazines, classified list of, read
regularly of teachers, 394-396.
Magill, Dr. R. E., 35.
Maintenance, budget for, 269.
Maiden Survey, the, 56.
Malmberg, Elsie P., 35, 37.
Man power, inadequate, 541.
Manson, church in, selected for
survey, 49.
Manville, church in, selected for
survey, 49.
Marital state and age, sex distri-
bution of some devotional so-
cieties, table, 209.
Marital state, of senior devo-
tional groups, 210; of Sunday
school teachers, 359.
Mayer, Theodore, 481.
Median age, of persons joining
church, 2i7(>
Meetings, teachers, 453.
Meigs, C. D., 479.
Membership, active members,
330; in boy scouts, record of,
228, 229, 230; in societies, 206;
influences leading teachers to
church, 379 ; number of Sunday
absences allowed before deny-
ing, 327, 328; number of Sun-
days attendance before grant-
ing, 327; question of pupils re-
entering after withdrawal, 328;
regular attendants, 330; regu-
lations regarding, in Sunday
schools, 327; visitors, 330.
"Merger," adoption of the, 87.
Methodist Episcopal Church of
Frankfort, Indiana, 142.
Methodist Episcopal Church,
chart of the, 199; periodicals
of, 390.
Methods, in Sunday schools, 66.
Methods, in teaching, 412.
Michigantown, churches in, se-
lected for survey, 49.
Middleford, church in, selected
for survey, 49.
Middlefork, church in, selected
for survey, 49.
Miller, Rev. Wayne G., 481.
Missionary organization in the
Sunday schools, 196.
Missionary organizations, groups
under, 58.
Missionary training, who for, 214.
Missionary work, amount con-
tributed to, 258, 259.
Mitchell, Mrs. Mary, 509.
Model lessons, demonstration of,
453-
Monroe, church in, selected for
survey, 49.
Moran, church in, selected for
survey, 49.
Mother's Jewels, 200.
Mount Pleasant, churches in, se-
lected for survey, 49.
Mulberry, churches in, selected
for survey, 49.
Muncie, churches in^ selected for
survey, 49.
Nation, the, and Indiana, 87.
New Hampshire State Teachers
Association, 238.
Non-church organizations, 59 ;
Boy Scouts, 222; cooperation
with, 168; officials of, 160.
North Madison, churches in,
selected for survey, 49.
Nowlan, I. S., 37.
Nurses' room, 148.
[571]
RELIGIOUS EDUCATION OF PROTESTANTS
Objectives of the Survey, 37;
realized, 88.
Occupations, of teachers, 360.
Office, the church, 141.
Officers, administrative and su-
pervisory, of Indiana Sunday
School Association, 479; nuin-
ber of, in Indiana, by denomi-
nations, 558-561 ; number of de-
partmental, per school, table,
191 ; number of teachers, pupils
and, enrolled in Indiana from
1870 to 1920, 537; township and
district, 497.
Officials, methods of class super-
vision, 462 ; method of prepa-
ration for a visit to Sunday
school classes, 461 ; motives for
accepting positions as superin-
tendents, 464; of non-church
societies, 160; of Sunday
schools, powers and duties, 161 ;
things that they do while visit-
ing classes, 463.
Organization, general summary
of denominational, 554, 555;
shows wide divergence, 557;
of religious education in local
churches, 56; of Sunday
schools, 170.
Owen, Dr. J. W., 35.
Parentage, recording pupils,
344-
Parents, of teachers, 363.
Parlor, church, 140.
Pastor, assistant, 163.
Pastors, and visits to classes of
the Sunday school, 454.
Paynesville, churches in, selected
for survey, 49.
Periodicals ; agricultural, 395 ;
educational, 394 ; fine arts, 395 ;
general, literary, etc., 394; hy-
giene, 395 ; miscellaneous, 395 ;
nature, 395 ; of various
churches, 289-293 ; professional,
395; public affairs, current
events, etc., 394; technical, me-
chanical, etc., 395; trade, busi-
[572]
ness, 395; religious, read by
teachers, 289; women's maga-
zines, 395; young peoples, 395.
Pickard, church in, selected for
survey, 49.
Pilgrim Congregational Church
of Lakewood, Ohio, 145.
Placement, of teachers, 447.
Plans, for schools with a definite
number of students, 184-186.
Pleasant Hill, church in, selected
for survey, 50.
Pleasant Ridge, church in, se-
lected for survey, 50.
Population, in Indiana ; number
and percentage of rural and
urban, of two counties, enrolled
in Sunday school, 281 ; urban
and rural for 1920, 279; per-
centage of, compared with Sun-
day school enrollment, 280.
Presbyterian Brick Church Insti-
tute, Rochester, New York, 146.
Presbyterian church, a plan of
or a chart of organization of,
201, 202; periodicals of the,
391-
Primary department of the
church school, 200.
Prizes, 525.
Problems, some unsolved, on
finance, 268.
Professional training for teach-
ers, 396.
Professional training, of teachers,
68.
Programs, summary of denomina-
tional, 555.
Promotion, basis of, 217.
Protestant Christian Education,
supervision and promotion of,
Public recognition of teachers,
452.
Public school pupils and attend-
ance, 324.
Public school teachers, necessary
qualifications of, 442.
Pupils, age groups of, taught in
Sunday schools by teachers in
INDEX
Indiana, tables, 406-407; age-
groups of, taught in Sunday
schools and time spent in prepa-
ration of a lesson for, 420, 421 ;
age-groups taught, 415-417; age
and sex of Sunday school pupils
in rural and urban communities,
289; in rural communities, 291,
293 ; in urban communities, 290,
292; age at which they begin
to drop out of church, 292 ; age
of dropping out of Sunday
school, 292, 293; attendance
records in connection with
gradation of lessons, 314; at-
tendance records of, a table,
310; average attendance of,
317; data of, how recorded,
345 ; church relationship of,
296; comparison of attendance
of, using graded and ungraded
lessons, 323 ; comparison of
number enrolled with popula-
tion of the state, 535 ; evalu-
ation of data on, 346; forms
for judgment on, 348-349; no
one factor to cause attendance
of, 323 ; number of teachers,
officers and, enrolled in In-
diana from 1870 to 1920, 537;
number of, in Indiana, by de-
nominations, 558-561 ; number
of, under twenty-five years of
age, 325, 326; regulations re-
garding membership of, in
school, 327; report their ages
incorrectly, table of those who,
288; reporting themselves as
"no church" members, tables,
300, 301, 302, 303; sex, age and
church membership of, urban
and rural, tables, 297, 298, 299;
source of, 278; who re-enter
after name has been withdrawn,
328.
"Quackery," 427.
Queen Esther Circle, 202.
Question schedules, 38; for
teachers, 357; formulated to
meet certain conditions, 39;
preparation of, 39; problem of
securing accuracy, 40 ; team
discipline and, 40; text books
used, 40.
Questioning of pupils, methods
of, 422.
Raffety, W. E., 36.
Reading, promotion of profes-
sional, 527.
Reading-rooms, 122, 146.
Receipts and expenditures of
Sunday school treasurers for
one year, 240, 241, 243.
Recreation, rooms for, 125.
Religious education, and church
school finance, 238; church
committee on, see also "Church
Committee on Religious Edu-
cation" ; church and religious
plants for, 54; credit for, in
high schools, 543 ; cost of, 239 ;
denominational promotion and
supervision of, y6; director of,
156; Indiana system of, 542;
organization and administration
of, in local churches, 56; re-
ports, 164; table on type, con-
tents and frequency of, 165 ;
rooms for, 141 ; what should it
cost, 268.
Religious school rooms ; assembly
rooms, 120; classrooms, 117,
120.
Reading, professional, of teach-
ers, 398.
Records, 62,, 333; a brief sum-
mary of significant facts, 353 ; •
cumulative card index system,
336; different forms used, a
table of, 336; form of, used,
333; table of forms used, 334,
335 ; how pupil data are re-
corded, 345; keeping of, by
teachers, 311 ; number of pupil-
record forms used in a school,
337; sheet for judging relative
worth of pupil data, 348; table
of items of pupil data accord-
[573]
RELIGIOUS EDUCATION OF PROTESTANTS
ing to their worth as, 349; use
made of statistical data, 340;
what pupil data are recorded,
341 ; table of, 342-343-
Re-enrollment, 328.
Reformed Church, periodicals of
the, 392.
Registration fees, 533.
Regular attendant, of a Sunday
school, 330.
Relationships, of Boy Scouts, 231.
Religious denominations, of vari-
ous organizations of Boy
Scouts, 223.
Report cards, money expended
for, 247,
Reports, 62, 333; a brief sum-
mary of significant facts, 353;
annual, of county secretaries to
state secretary, 536; on re-
ligious education, 164; table on
type, contents, and frequency
of, 165.
Residence, recording pupils, 344,
Resignation, of teachers, reasons
for, 449.
Results, summary of denomina-
tional, 556.
Robertson, Rev. J. C, 35.
Rock River Conference, 373.
Rooms, church, 138; boys' club,
148; classrooms, 143; equip-
ment for, 143; church, 117;
community service, 121, 122,
145 ; for general use, 145 ; for
recreation and athletics, 125 ;
for social service, 123 ; nurses',
148; recreation and athletic,
149; religious school assembly,
120 ; religious education, 141 ;
religious school class, 117, 120;
social service, 147.
Rossville, churches in, selected for
survey, 50.
Rugg, Harold O., 36, 37.
Rural communities, sex, age and
church membership of pupils in,
table, 299.
Rural schools ; attendance in, 325 ;
percentage of, a table, 325 ; ages
[574]
of pupils in organized classes,
305, 306.
Ryker's Ridge, churches in, se-
lected for survey, 50.
St. John, Prof. E. P., 512.
Salaries, amount expended for
local sunday-school workers,
246.
Salary, of teachers, 360.
"Sampling," method of, in In-
diana, 41.
Saturday Evening Post, the, 65,
394.
School assembly rooms, 142.
School council, 159.
School relationship, 56, 155.
Schools. See also "Sunday
schools"; for training Sunday
school teachers, 401-402; text
books used, 401.
Scircleville, church in, selected
for survey, 50.
Score card, use of, 96, 97-99 ; an-
alysis of scores, 103; on items
of pupil data worth recording,
349> 350; table of church build-
ings by rank allotted on eight
selected items, 108; table of
selected churches, arranged by
order of rank for total scores,
102; table of twelve selected
buildings scoring above 750 in
excellence, 107.
Scotland, church in, selected for
survey, 50.
Scoutmaster, the, 232; church
preferences of, 235; education
of, table of, 233 ; groups from
which recruited, 234; marital
state of, 235; occupation of,
234.
Second class scouts, 226.
Secretaries, annual reports of
county, to state secretary, 536;
reports of state, county and
township, as basis of statistics,
533; summary of statistics
based on annual reports of,
534-
INDEX
Secretary, 156; of class, and
record books, 336.
Sedalia, church in, selected for
survey, 50.
Senior High School, the, 202.
Senior societies, 210.
Service, 554; summary of de-
nominational, 554.
Service systems, 115, 134; items
included under, 134; other,
137; standards for, 135.
Sex, of county children's division
superintendents, 492 ; of teach-
ers, 359.
Sex-age distribution; of 12 inter-
mediate devotional societies,
211; of 20 junior missionary
societies, 213 ; of 21 junior de-
votional societies, 212; of 23
intermediate missionary socie-
ties, 215; of 35 junior mission-
ary societies, 216.
Sex-segregation in Sunday school
classes, 190, 193.
Sharon Hill, church in, selected
for survey, 50.
Sheldon, Dr. Frank, 35.
Signal systems, 137.
Site, church, iii, 130.
Size, of church site, in.
Smith, H. Augustine, 36.
Smith, Lansing F., 37.
Smyrna, church in, selected for
survey, 50.
Soares, Thomas G., 36.
Social background of teachers,
362.
Social service, rooms for, 147.
Social workers office, 149.
Societies, basis of promotion in
devotional, 217; classification
of, 206; distribution of, 204;
table of, 205; distribution of
members of devotional, accord-
ing to sex and age, 208-216;
leadership of, 219; membership
and attendance in devotional
and missionary societies, 217;
table of, 218; membership in,
206; senior, 210; study courses
offered in, 219; summary of,
220.
Special collections, money re-
ceived from, 265.
Stairways, 131.
Standards, an example of the use
of, 523; in judging successful
teaching, 456; in Sunday
schools, 66; international coun-
ty children's division, 520 ; in-
ternational county organization,
518; international local church
school, 519; international state
Sunday school association or-
ganization, 521 ; international
township organization, 519; in-
ternational township or district
children's division organization,
520; of church school build-
ings, 95; points of, 521; prizes,
awards and certificates for,
525-
Standard Bearer, 202.
Structure, internal, 114.
Study, pastor's, 141.
Study courses, 219.
Star scouts, 226.
State officers, of the Indiana
Sunday school association,
479-
State staff, 524.
State Sunday School Association,
organization of, 472.
State Religious Education Read-
ing Circle, 527.
State Sunday School Association,
Statistical measures, 318.
Statistics, a study of Indiana
school, 533 ; annual reports of
county secretaries to state sec-
retary, 536; comparison of
pupils and teachers enrolled
with population of the state,
535 ; data, use made by schools
of, 340 ; number of teachers, of-
ficers and pupils enrolled in
Indiana from 1870 to 1920, 537;
reports of state, county and
township secretaries, 533 ; sum-
[575]
RELIGIOUS EDUCATION OF PROTESTANTS
mary of annual reports of
secretaries, 534.
Stevenson, John A., 36.
Strayer, George D., 37.
Subscriptions, local, 532.
Substitute teachers, and gradation
of lesson systems, 450-451 ;
number of, per school, table,
174.
Sugar Creek, churches in, selected
for survey, 50.
Sunday schools, a brief summary
of significant facts, 331 ; a
"f o u r - p 1 a n" organization
scheme, 183 ; a supervisory sys-
tem of, an evaluation of, 504,
505; administrative and super-
visory officers, 479; attendance
statistics, 307; table of, 308;
basis of promotion, in devo-
tional societies, 217; budget, 75;
child accounting in, 62; classes,
the organized, 192; classifica-
tion of societies, 206; conven-
tions, J2)^ 508; county councils,
74, 515; a report of a meeting
of, 515-517; departmental or-
ganization, 186; devotional and
missionary organizations, 58 ;
distribution of societies, 204 ; ta-
ble of, 205 ; divisional institutes,
74, 517; efficiency institutes,
515; elimination from, 293; en-
rollment and average attend-
ance, 217; table of, 170, 218;
enrollment, distribution of, 325 ;
finances, 60; forms of organi-
zation, 175; tables, 176, 177;
general conclusions and recom-
mendations, 61 ; general of-
ficers, number of, table of, 175;
graded and ungraded lessons,
tables, 178-182; leadership of
societies, 219; lesson systems,
tables, 178-182; no one factor
to cause attendance at, 323 ;
non-church organizations, 59 ;
number of, by denominations,
in Indiana, 558-561 ; number of
departmental officers per, table,
[576]
191 ; number of, in session an-
nually, 307 ; table of, 308 ; num-
ber of organized and unor-
ganized, per department and
sex table, 194; number of
teachers per, tables of, 171-174;
officials, powers and duties of,
161; organization of, 57, 170;
departmental, 186; officers, 71;
organization plans for schools
with a definite number of
pupils, 184-186; organized
classes, 304; tables of ages and
membership of pupils in, 305,
306; pastors visiting the classes
in, 454; records and reports,
333; regularity of attendance,
and effect of graded lessons,
309; regulations as to member-
ship in, 327; reports, 164; table
of type, content and frequency
of, 165; size of, 170; social and
business meetings for teachers,
table of distribution of, 188,
189; sources of income, 241;
standards and methods, 66, 74;
statistics, 75; status of organi-
zations, 175; tables, 176, 177;
study courses offered in socie-
ties, 219; supervision of teach-
ing in the, 64; surveyed in In-
diana, 46 ; teachers, 64 ; teachers
meetings, table of number of,
188; time of sessions, 164;
township conventions, 73; use
made of statistical data, 340.
Sunday School Worker, the,
65.
Superintendents, 156; average
amount of time spent in each
class, a table, 461 ; comparison
of supervision of general and
departmental, 465 ; depart-
mental, as supervisor, 462;
authority vested in, 460; quali-
fications of, 459; children's di-
vision, 491 ; county children's
division, 491 ; education, train-
ing and experience of, 493;
number and length of service
INDEX
of, 491 ; sex, age, marital state,
race, etc., of, 492 ; social and
educational backgrounds, 492;
supervisory activities, 494 ;
county young people's division,
485 ; education, training and ex-
perience, 486; incomes of
fathers of, 487; number and
length of service, 485; occupa-
tions of fathers of, 487; sex,
age, marital state, race, etc.,
etc., 486 ; social and educational
background, 486; supervisory
activities, 489; what they do
when visiting school, 490; gen-
eral qualifications of, 444;
methods of imparting advice to
teachers after visit to classes,
463 ; method of preparation for
visit to classes, 461 ; most time
spent in administration, 465;
motives for accepting position
as, 446; of the Indiana Sunday
School Association, 480; office
of, in church school, 144;
strong point of, is how to keep
order, 456; summary, 466; su-
pervision of teaching, 444;
things done by, while visiting
classes, 463 ; time spent in visit-
ing schools, 490; township and
district children's division, 500 ;
education, training and experi-
ence, 502; number and term of
service, 500; sex, age, nativity,
race, etc., 501 ; social and edu-
cational background, 501 ; su-
pervisory activities, 503 ; town-
ship young people's division,
497 ; education, training and ex-
perience, 499 ; number and term
of service, 498; sex, age, race,
nativity^ etc., 498; social and
educational background, 499 ;
supervisory activities, 500 ;
visit:; of, to classes, 455; what
they do wher visiting Sunday
schools, 490, 495.
Supervision, agencies of, 518;
cost of, 269; first level of, 505;
fourth level of, 506; lorig dis-
tance, effect of, 507; methods
of classroom, 453 ; regular and
helpful, 453; reports, 524, 525;
second level of, 505 ; standards
of, 518; third level of, 506;
visits from state staff, 524.
Supervisors, 158; departmental
superintendent as, 462; method
of preparing for a visit to
classes, 455 ; methods used by,
in supervision of teaching, 456;
money expended for services
of, 247; should be trained from
bottom up, 507; use of statisti-
cal data by, 340; visits to
classes, 455.
Supervisory systems, 541 ; In-
diana Sunday School Associa-
tion, 504.
Supplies used in church schools,
short life of, 254.
Survey, the, communities se-
lected for, 43; explanation of
terms used in, 51 ; general sum-
mary of, and recommendations,
54; general summary of, and
recommendations, child ac-
counting, 62; church and re-
ligious education plants, 54 ; In-
diana and the nation, 87; ob-
jectives realized, 88; organiza-
tion and administration, 56 ;
supervision and promotion, 71 ;
teachers and teaching, 64; use
of survey data, 80; historical
statement in connection with,
35 ; method of "sampling," 41 ;
nine steps in an educational
survey of this kind, 38; objec-
tives of, 37; objectives which
have determined methods and
content of, 88; organization of,
52; question schedules, 38; for-
mulated to meet certain con-
ditions, 39; preparation of, 39;
problem of securing accuracy,
40; team discipline and, 40;
textbooks used, 40; scope of,
51; teams, 38; text books used
[577]
RELIGIOUS EDUCATION OF PROTESTANTS
for question schedules, 40; use
of date of, in Indiana, 80.
Swimming pools, 122, 150.
Tallman, Lavinia, 36.
Tax, indirect, for denominational
benevolences, 255.
Teacher-Training Class, the, 453.
Teachers, 158; age and years of
general education, a table, 388 ;
age groups of pupils taught by
Indiana, tables, 406-407; age
groups of pupils taught, tables,
415-417; age of beginning
teaching, 368; tables, 368-370;
age of joining church, 371 ; age
of, present, 364; tables of age
and sex, 364, 367; amount of
schooling, 396; assignment of
lessons, 425; average, has from
ten to twelve years of school-
ing, 435; average length of
teaching, six and one-half
years, 41 1 ; character of ques-
tions asked by, a table, 423;
church activities, 380; church
relationships, 371 ; classification
chart of, 428; classification of,
428; a chart of, 429; descrip-
tion of, 428; classification of,
67; summary of, 443; classified
list of magazines read by, 394-
396; comparison of, employed,
with population of the state,
535; conventions, 404; corre-
spondence study for, 453;
courses, professional, taken by,
396; definitions used in apply-
ing standard to, 431; dismissal
of, 448; education and profes-
sional preparation for, 65 ; edu-
cation of, summary of, 409;
educational preparation for,
396; experience, 408; experi-
ence, sex and location of, tables,
431, 432; faithfulness to church
school, 380; fathers of, 362;
filling out question-schedules,
357; general conclusions and
recommendations, 70 ; general
[578]
education, 67, 384 ; general edu-
cation, sex and location of, a
table, 436-437; general qualifi-
cations of, 64, 357; general
reading, 287; graded and un-
graded lessons and difficulty of
getting, 447; grouping of, 386;
income of, 360 ; influences lead-
ing to church membership, 379 ;
influence which led, to join
church, and a table, 378, 379;
lesson preparation, 418; marital
state of, 359; meetings of, 404,
453 ; meetings of, number of,
by table, 188; method of im-
parting advice to, after visit to
class by superintendent, 463;
methods of questioning, 422;
money expended for, 248; mo-
tives for teaching, 381 ; a table
of, 382; nativity of, 359; need
of a classification plan, 428; a
chart of, 429; description of,
428; number of, 358; number
of, in Indiana, by denomina-
tions, 558-561 ; number of
minutes spent in making les-
son assignments, 425; things
done by, in assigning lesson,
426; number of, per school,
tables of, 171-174; number of
pupils, officers and, enrolled
in Indiana from 1870 to
1920, 537; number of years
teaching, a table, 405; occupa-
tions of, 360; one-fourth of,
public school teachers also, 396 ;
periodicals, religious, read by,
289 ; placement of, 447 ; plan of
classification applied to Sun-
day school, 435; practice teach-
ing, 397; present age of, a
table, 440; professional courses
offered, at Indiana colleges,
tables, 397, 399, 400; profes-
sional training of, 68, 396; a
table of, 435, 438 ; public recog-
nition of, 452; qualifications
for eligibility to teach in public
schools, 442; race of, 351 ; read-
INDEX
ing, professional, 398; regular
and helpful supervision, 453;
religious reading, 287; resigna-
tion of, 449 ; reasons for, 449 ;
salaries of, 360; schools and
agencies for training, 402 ; text-
books used, 401, 403; sex of,
359; sex and years of general
education, a table, 385; social
and business meetings for, 189;
social and economic back-
ground, 362; sources of data
on, 357; standards used by, to
determine success of teaching,
tables, 413-414; study of class-
room methods, 453; substitute,
449 ; a table of the number of,
174; summary, 383; supply of,
446; teaching experience, 69;
time spent by, in preparing les-
sons, 419; time when lesson as-.
signment is made, 424, 425;
training of, 74, 452; class for,
453; transfer of, 447; typical
teacher is forty per cent, on the
basis of general education, pro-
fessional training and experi-
ence, 442 ; untrained, as a class,
410; visiting other, 453; where
reared, 362.
Teacher's quarterly class-book,
333-
Teacher's year class-book, 333.
Teaching, age groups of pupils
taught, 415-417; age of be-
ginning, 368; tables, 368-370;
assignment of lessons, 425 ;
character of questions asked by
teachers, 423 ; classification of,
summary, 443 ; comparison of
supervision of, by general and
departmental superintendents,
465; demonstration of model
lessons, 453 ; departmental su-
perintendents, supervision by,
459; education of teachers, sum-
mary of, 409 ; educational prep-
aration for, 396; experience,
69, 408; in regard to classifica-
tion plan, 431 ; experience, sex
and location of teachers, tables,
431, 432; measuring success in,
412; methods of classroom su-
pervision, 453; methods of
questioning, 422 ; methods of
supervisors as to, 456; motive
for, 381; table of, 382; of
teachers, a table of, 436, 437;
practice, 397; qualifications of
superintendents, 444; qualities
incidental to successful, 458;
sources of data on, 357; stand-
ards and methods, 412; stand-
ards used to judge success-
ful, 456; superintendent as ad-
ministrator and supervisor, 444;
supervision of, 64, 69, 444;
summary, 466; teacher-training
class, 453 ; training teachers
while in service, 453 ; work of
superintendents, 464.
Teams, survey, 38.
Telephones, 137.
Tenderfoot scouts, 226.
Terms used in Survey, explana-
tion of, 51.
Textbooks; cost of basic school
books for Indiana, 253 ; dura-
bility, 253 ; money expended
for,, 247, 248, 249; per capita
cost of public school textbooks,
252; short life of, 254; used by
schools and agencies for train-
ing teachers, 401, 403.
The American, 394.
The Church School, 393.
The Christian Educator, 393.
The Sunday School Worker,
393-
Third Christian Church of In-
dianapolis, library of, 146.
Third Presbyterian Church of
Rochester, 132, 141, 146, 147.
Time, of Sunday school sessions,
164.
Time schedules, 56, 155.
Toilet systems, 137.
Township and district children's
division, 500 ; superintendents
of, 500-505.
[579]
RELIGIOUS EDUCATION OF PROTESTANTS
Township; conventions, 73; of-
ficers, 497; Sunday school as-
sociations, 475; Sunday school
conventions, 514; young
peoples division, 497; superin-
tendents of, 497-500.
Townships, distribution of, ac-
cording to number of in coun-
ties, 476.
Trabue, M. R., 37.
Trackage, 480.
Training of teachers, 74.
Training, summary of denomina-
tional, 556.
Transfer, of teachers, 447.
Treasurers, 156; of church
schools, and expenditures for
one year, 240, 241, 243.
Ungraded lessons iri Sunday
schools, and tables, 178-182.,
309-
United Brethren Church, periodi-
cals of the, 392.
United Presbyterian Church,
periodicals of the, 392.
United States census of religious
bodies for 1916, 538.
Unity of the Educational Work
of the Local Church, a pro-
posed conference on, 221.
Updegraff, Dr. Harlan, 36, 37,
243-
Urban communities ; sex, age and
church membership of pupils
in, table, 298,
Urban schools, ages, of pupils in
organized classes, 305, 306; at-
tendance in, 326 ; percentage of,
a table, 326; pupils attend
slightly more regularly than in
rural, 326.
Vault, the church, 141.
Ventilation, 115, 135.
Visitors, of a Sunday school, 330.
Voluntary leadership, dependence
on, 541.
Warner, L. A., 36.
Water supply system, 137.
Watson, Charles E., 37.
West Point, church in, selected
for survey, 50.
Weigle, L. A.,' 36, 37.
Weston, Dr. Sidney A., 35, 36,
37-
Winchester, B. S., 36, 37.
Windows, 139.
Wirt, church in, selected for sur-
vey, 50.
Withers, John W., 37.
Women's Foreign Missionary So-
cieties, 198.
Women's Home Missionary So-
ciety, 198.
Yocum, A. Duncan, 36, 37.
Young, Nellie C, 481.
Young People's Boards, 198.
Young People's Division of the
Indiana Sunday School Asso-
ciation, 481 ; superintendents of
the county, 485.
Young peoples societies, officials
of, 159-
[580]
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