iv
THE DEVELOPMENT OF THE
SUNDAY-SCHOOL
1780 -1905
OFFICIAL REPORT
ELEVENTH INTERNATIONAL SUNDAY-SCHOOL
CONVENTION
TORONTO, CANADA, 1905
ilHtilnr;
H
. o f^
^ PRINCETON, N. J. ^f^
Presented b7V?£,\(, g^ .^0. .3e.X-c/-^^Son
BV 1505 .16 1905 Y
International Sunday-School
Convention. I
Official report of the . . .
THE DEVELOPMENT OF THE
SUNDAY-SCHOOL
1780=1905
THE OFFICIAL REPORT
y . of the
Eleventh International Sunday-School
Convention
TORONTO, CANADA, JUNE 23-27, 1905
BOSTON, MASS.
Published by the Executive Committee of the International Sunday-
School Association
1905
EDITORIAL COMMITTEE
W. N. Hartshorn, Boston, Mass.
Rev. George R. Merrill, D.D., Minneapolis, Minn.
Marion Lawrance, Toledo, Ohio.
^Ije JFort Wl\ ^tcss
SAMUEL USHER
176 TO 184 HIGH STREET
BOSTON, MASS.
FOREWORD
A GRE,\T preacher of the last century entitled his
autobiography " The Story of the Ways of God with a
Human Soul." The story of " The Development of
the Sunday-school from 1 780-1905," herewith pre-
sented in accordance with instructions, is supremely
the record of a divine movement, and we who have
gathered some significant items from it have been con-
sciously " thinking God's thoughts after him."
The great embarrassment of the Committee has been
with the abundance and riches of material placed at its
disposal, and its chief trial the necessity, under its abso-
lute limitations, of abridging addresses made at the
convention and articles prepared for its use. For
instance, not to refer to a multitude of touching episodes
of the convention, whose permanent record would be a
delight to many, the searching and devout interpreta-
tions of Holy Scripture by Rev. Dr. Tomkins that en-
riched the " Quiet Hour " and in their entirety make a
volume of " Spiritual Helps," would have been robbed
of their value by any attempt at abridgment.
The Committee expresses its gratitude to the hundred
authors of the book for their ready and prompt co-
operation, at cost to many of them of some portion of
needed summer rest, and especially to the authors of
the convention addresses, who had grace to take joyfully
the needful " spoiling of their goods."
It would be too much to expect that a work produced
under such limitations of time and space should be
iii
iv F oreivord
entirely free from errors both of omission and cxDinmis-
sion. But even with these it is certain that it contains
an amount and quality of information concerning
organized Sunday-school work and discloses the foun-
tains of its inspiration as no other single volume that
ever came from the press.
With gratitude to God for the inspiration, progress
and issue of the work, we submit it to our great and
honored constituency:
" And establish thou the work of our hands upon us;
Yea, the work of our hands establish thou it."
W. N. Hartshorn,
George R. Merrill,
Marion Lawrance,
Committee of Publication.
Clifton, Mass., September i, 1905.
CONTENTS
Division I — Historical
Part I — The Sunday-school
PAGE
Robert Raikes and the Eighteenth Century i
George R. Merrill, D.D.
The Nineteenth Century Sunday-school 7
Charles Gallaudet Trumbull.
Organized Primary Work, 1870-1905 19
Mrs. J. W oodbridge Barnes.
" From Our Muster-Roll of Heroes " 24
Henry C. McCook, D.D., LL.D.
Part II — The Uniform Lesson
The Genesis OF the International Sunday-school Lesson . 37
Prof. H. M. Hamill, D.D.
The Lesson Committee at Work 46
John Potts, D. D.
List of the International Lessons, 1872-1906 49
The Beginners' Course 82
Airs. J. Woodbridge Barnes.
Advanced Course of Lessons 86
Prof. John R. Sampey, D.D., LL.D.
Other Lesson Courses of the Period 89
Part III — Conventions
Sunday-school Conventions 91
W . C . Pearce.
The First Sunday-schools Organized in North America . 94
The Best Selling Book on Earth 96
National and International Conventions 97
M. C. Hazard, Ph.D.
Progress and Prophecy 108
C. R. Blackall, D.D.
From Milan to Jerusalem 113
Edward K. Warren.
V
vi Contents
Division II — The International Sunday-school
Association
Part I — The Eleventh International Convention
PAGE
Opening Address 119
The President, B. B. Tyler, D.D.
Addresses of Welcome 120
Lieut. -Gov. W. Mortimer Clark, K.C., LL.D., Ontario.
Canon H. J. Cody, D.D., Toronto.
Speaker J. W . St. John, of the Legislative Assembly.
Mayor Thomas Urquhart, Toronto.
Responses 129
Rev. Alan Hudson, Brockton, Mass.
Rev. Carey Bonner, London, England.
Edward K. Warren, Three Oaks, Mich.
H. H. Bell, D.D., San Francisco, Cal.
Some Relationships of the Sunday-school
An Historic View of the Sunday-school 138
Prof. Geo. W. Richards, D.D.
The Relation of the Religious and Secular Press to the
Sunday-school 144
Levi Gilbert, D.D.
Our Debt to the Old Guard 151
Henry C. McCook, D.D., ScD., LL.D.
" A Forward Look for the Sunday-school " 164
Bishop John H. Vincent, D.D., LL.D.
The Relation of the Sunday-school to Education
The Sunday-school as an Educational Force 174
Prof. H. M. Hamill, D.D.
The Relation of the Sunday-school to the Art of Teach-
ing 178
Wnt. Douglas McKenzie, D.D.
The Relation of the Sunday-school to the Public School, 185
A. R. Taylor, Ph.D.
The Relation of THE Sunday-school TO the University . . 190
D. B. Purinton, D.D.
The Sunday-school and the Minister's Training 197
Geo. B. Stewart, D.D.
The Relation of the Teacher to the Curriculum .... 201
Prof. Martin G. Brumbaugh, Ph.D.
Contents vii
PAGE
Teacher Training 206
R. A. Falconer LL.D., Litt.D
The Army of the Future; or, After Enlistment, What? . 212
Rev. Ernest Bourner Allen.
Reverence in the Sunday-school 219
Elson I. Rexford, M.A., LL.D.
The Supplemental Lesson 226
Jesse L. Hurlbut, D.D.
The Place and Power of Memorized Scripture 230
W. H. Geistweit, D.D.
Training and Developing Teachers 238
Aliss Louise A. Emery.
The Relation of the Sunday-school to Evangelism
Individuality and Heredity in the Sunday-school . . . 240
Wm. H. Roberts, D.D., LL.D.
The Sunday-school as an Evangelistic Force 246
Prof. Frank K. Sanders, Ph.D.
The Age of Spiritual Awakening 253
Prof. A. B. Van Ormer, D.D., Ph.D.
Evangelistic Work 259
Rev. John C. Carman.
The Message of the Home Department of the Sunday-
school 261
Rev. S. W. Dike, LL.D.
The I. B. R. a 265
Rev. Carey Bonner.
Bible Class Work for Men 275
Marshall A. Hudson.
The Relation of the Sunday-school to Missions
Organized Sunday-school Work in the City 279
Philip E. Howard.
The Negro in the Sunday-school Movement 282
Gen. B. W . Green.
The Problem of the Negro 290
Rev. M. C. B. Mason, D.D.
The Sunday-school and Church as a Solution of the
Negro Problem 293
Rev D. W. Davis.
Portraits and Sketches of the International Executive
Committee, Eminent Sunday-school Leaders and the
Lesson Editors 301
viii Contents
PAGE
Map of the Eleven Districts 319
Frontiers, Old and New 349
W. G. Puddefoot, D.D.
The Sunday-school and Home Missions 353
Rev. E. E. Chivers, D.D.
A Plea for Egypt 359
Rev. Chauncey Murch.
The Relation of the Sunday-school to the Third
Deliverance of Ishmael 363
Rev. Archibald F order.
The Duty of Young America to Young Japan 367
James A. B. Scherer, Ph.D., LL.D.
The Sunday-school and the Great Commission 373
Robert E. Speer.
The Man with the Hammer 382
Rev. Carey Bonner.
The Sunday-school Exposition 391
C. R. Blackall, D.D.
The Minutes of the Convention 394
The Reports
The International Executive Committee 411
The General Secretary 418
The Treasurer 435
The Primary and Junior Secretary 454
The Teacher-Training Secretary 465
My Creed as to the Sunday-school 471
The Home Department . 472
Work among the Negroes t 478
The Work in Mexico 481
The Committee on Education 486
The Committee on Theological Seminaries 489
The West Indies Commission 49°
The Committee on Obituaries 492
The International Lesson Committee 494
Part II — Denominational Relations and Constituency
The Relation of the International Sunday-school
Association to Denominational Work 500
John R. Pepper.
The Constituency — State, Provincial and Territorial
Associations 5°4
Contents ix
Part III — ^The Related Organizations
PAGE
The American Sunday-School Union 556
The British Sunday-School Union 558
The Sunday-school Editorial Association 560
y. A. McKamy, D.D.
The Religious Education Association 563
Part IV — Organization and Methods
General Organization 565
The Primary and Junior Department 570
Mrs. J. Woodbridge Barnes.
The Home Department 574
W. A. Duncan, Ph.D.
House Visitation to Reach the Unreached 577
Hugh Cork.
The Development of the Field Workers' Department . 580
Rev. E. AI. Fergusson.
The Department of Education 584
The Development of Summer Schools 586
Rev. E. M. Fergusson.
Division III — Workers in Council
Part I — The Conferences
Pastors' Conference • , . 593
Superintendents' Conference 599
Primary Department Conference 611
Home Department Conference 611
Organized Temperance Work 619
Chinese Workers' Conference 624
Field Workers' Conference 626
Prof. E. A. Fox.
Elementary Institute 628
Adult Classes Conference 632
Part II
The Mexico National Convention, 1905 636
Mrs. Mary Foster Bryner.
X Contents
Part III
PAGE
Adult Bible Class Movement 642
W. C. Pearce.
Books You Should Know 646
A Temple unto the Lord 652
A Vision from the West 653
Rev. IF. C. Merritt.
The International Sunday-school Association: What it
Stands For 656
Division IV — Tables and Appendices
International Pledges, 1905-1908 650
Sunday-school Statistics 669
Triennial Statistical Report 670
Triennial Report on Condition of Organization .... 673
Sund.\y-school Statistics of all Nations 676
The Official Progr.\m 677
Official List of Delegates 685
The Index 703
OFFICIAL REGISTER
1905-1908 «
OFFICERS OF THE CONVENTION
President, Hon. Mr. Justice J. J. Maclaren, D.C.L., LL.D.,
Toronto, Canada.
Vice-Presidents:
A. B. McCrillis, Providence, R. I.
Rev. H. H. Bell, D.D., San Francisco, Cal.
Rev. Junius W. Millard, D.D., Atlanta, Ga.
W. B. Jacobs, Chicago, 111.
Bishop E. E. Hoss, Dallas, Tex.
Prin. Robert A. Falconer, LL.D., D. Litt., Halifax, N. S.
Rev. L H. Fulton (for the Negroes), Orangeburg, S. C.
, V ice-Presidents representing the states, provinces and
territories:
Alabama . . .
Alberta ....
Arizona ....
Arkansas . . .
British Columbia
California (N.) .
California (S.) .
Colorado . . .
Connecticut . .
Delaware . . .
District of Columbia,
Florida ....
Georgia ....
Idaho ....
Illinois ....
Indian Territory
Indiana ....
Iowa
Kansas ....
Kentucky . . .
Louisiana . . .
Maine ....
Manitoba . . .
Maryland . . .
Massachusetts .
Michigan . . .
Minnesota . . .
Mississippi . .
Missouri . . .
Montana . . .
Nebraska . . .
Nevada ....
New Brunswick
Newfoundland .
New Hampshire
New Jersey . .
New Mexico . .
New York . .
North Carolina
North Dakota .
Nova Scotia . .
J. B. Greene, Opelika.
J. F. Fowler, Wetaskiwin.
Ostora Gibson, Tombstone.
J. R. Gregson, Jonesboro.
Dr. George Telford, Vancouver.
Silas W. Mack, Monterey.
Rev. Hugh K. Walker, D.D., Los Angeles.
J. W. Jackson, Denver.
Seward V. Coffin, Middletown.
S. H. Baynard, Wilmington.
P. H. Bristow, Washington.
J. P. Hilburn, Ocala.
Mant Hood, Savannah.
Professor Freehaver, Council.
W. B. Rundle, Clinton.
Dr. W. T. Jacobs, Muskogee.
E. J. Humpe, Richmond.
William Tackaberry, Sioux City.
E. R. Burkholder, McPherson.
W. J. Thomas, Shelbyville.
F. F. Morse, Jennings.
Rev. Smith Baker, D.D., Portland.
B. G. Crealock, Burnside.
Preston Fiddis, Baltimore.
A. P. Williams, West Upton.
J. M. Davis, Kalamazoo.
Prof. D. L. Kiehle, Mmneapolis.
Thomas McClymont, Natchez.
D. R. Wolfe, St. Louis.
Rev. George Edwards, Great Falls.
E. J. Wightman, York.
C. R. Carter, Reno.
T. S. Simms, St. John.
Dr. N. S. Eraser, St. Johns.
Rev. J. B. Lemon, D.D., Manchester.
Edward W. Barnes, Perth Amboy.
E. M. BuUard, Albuquerque.
J. B. Murray, Yonkers.
George H. Crowell, Highpoint.
R. B. Griffith, Grand Forks.
C. E. Creighton, Halifax.
XI
xii Official Register
Ohio Rev. E. S. Lewis, D.D., Columbus.
Oklahoma Fred L. Wenner, Guthrie.
Ontario Rev. L. H. Wagner, Berlin.
Oregon A. M. Smith, Portland.
Pennsylvania . . . Honrjohn Wanamaker, Philadelphia.
Prince Edward Island, Col. F. S. Moore, Charlottetown.
Quebec David Bentley, Montreal.
Rhode Island . . . Rev. William Pressey, Ashton.
South Carolina . . . Rev. J. W. Shell, Spartanburg.
South Dakota . . . Rev. A. C. McCauley, Bridgewater.
Tennessee W. H. Raymond, Nashville.
Texas ....... Capt. J. Farley, Dallas.
Utah Prof. J. A. Smith, Ogden.
Vermont J. A. Greenwood, Chester.
Virginia Rev. A. L. Phillips, D.D., Richmond.
Washington (E.) . . President S. B. L. Penrose, D.D., Walla Walla.
Washington (W.) . . D. S. Johnston, Tacoma.
West Virginia . . . Dr. D. B. Purinton, Morgantown.
Wisconsin T. M. Hammond, Milwaukee.
Wyoming H. B. Henderson, Cheyenne.
Hawaii W. A. Bowen, Honolulu.
Mexico Rev. John W. Butler, D.D., Mexico City.
Treasurer, Dr. Geo. W. Bailey, Philadelphia, Pa.
Assistant Treasurer, Howard L. Merrick, Philadelphia, Pa
Recording Secretary, Rev. Joseph Clark, D.D., Columbus,
Ohio.
Asst. Recording Secretary, Rev. E. F. Talmadge, Wauregan,
Conn.
THE EXECUTIVE COMMITTEE
The General officers above named, with the following:
First District . John Legg, Worcester, Mass.
Second District, N. T. Arnold, Ridgway, Pa.
Third District . George W. Watts, Durham, N. C.
Fourth District, F. A. Wells, Chicago, 111.
Fifth District . R. B. Griffith, Grand Forks, N. D.
Sixth District . Frank P. Hays, St. Louis, Mo.
Seventh District, W. N. Wiggins, San Antonio, Tex.
Eighth District. H. P. Spencer, Denver, Colo.
Ninth District . Rev. Daniel L. Rader, D.D., Portland, Ore.
Tenth District . Rev. Wm. Horace Day, Los Angeles, Cal.
Eleventh District, Janero S. Paz, Guadalajara, Mex.
Alabama J. S. Carroll, Troy.
Alaska Sheldon Jackson, D.D., LL.D., Washington, D. C.
Alberta Rev. Prin. A. O. MacRae, Ph.D., Calgary.
Arizona Walter Hill, Prescott.
Arkansas Gen. B. W. Green, Little Rock.
British Columbia . . Noah Shakespeare, Victoria.
California (N.) ... CM. Campbell, Sacramento.
California (S.) . . . Gail Borden, Los Angeles.
Colorado .... S. H. Atwater, Canon City.
Connecticut .... S. H. Williams, Glastonbury.
Delaware C. H. Cant well, Wilmington.
District of Columbia, W. W. Millan, Washington.
Florida H. C. Groves, Ocala.
Georgia Frank L. Mallary, Macon
Idaho Rev. W. H. Bowler, Shoshone.
Illinois A. H. Mills, Decatur.
0-fJicial Register
Xlll
Indian Territory . . D. M. Marrs, Vinita.
Indiana W. C. Hall, Indianapolis.
Iowa
Kansas . . .
Kentucky . .
Louisiana . .
Maine . . .
Manitoba . .
Maryland . .
Massachusetts
Michigan . .
Minnesota
Mississippi
Missouri . .
Montana . .
Nebraska . .
Nevada . . .
New Brunswick
Newfoundland
New Hampshire
New Jersey
New Mexico
New York
New York (Honorary), W. A. Duncan, Ph.D., Syracuse.
North Carolina
North Dakota
Nova Scotia .
Ohio ....
Oklahoma . .
Ontario . . .
Oregon . . .
Pennsylvania
J. F. Hardin, Eldora.
Don Kinney, Newton.
John Stites, Louisville.
M. C. Bridges, Norwood.
L. R. Cook, Yarmouthville.
F. W. Adams, Winnipeg.
William A. Tottle, Baltimore.
W. N. Hartshorn, Boston.
E. K. Warren, Three Oaks.
Geo. R. Merrill, D.D., Minneapolis,
D. E. Wilson, Nesbit.
A. P. George, D.D., St. Louis.
Rev. D. B. Price, Stevensville.
George G. Wallace, Omaha.
J. E. Stubbs, LL.D., Reno.
E. R. Machum, St. John.
Chas. P. Ayre, St. Johns.
Prin. Geo. W. Bingham, DeiTy
Rev. Frank A. Smith, Haddonfield.
F. W. Spencer, Albuquerque.
Frank L. Brown, Brooklyn.
N. B. Broughton, Raleigh.
H. E. Pratt, Cavalier.
Dr. Frank Woodbury, Halifax.
W. A. Eudaly, Cincinnati.
Dr. L. Haynes Buxton, Oklahoma City.
William Hamilton, Toronto.
A. A. Morse, Portland.
H. J. Heinz, Pittsburg.
Prince Edward Island, Rev. E. J. Rattee, B.A., Malpeque.
Quebec ...
Rhode Island
Saskatchewan
South Carolina
South Dakota
Tennessee . .
Texas . . .
Utah ....
Vermont . .
Virginia . . .
Washington (E.
Washington (W
West Virginia
Wisconsin . .
Wyoming . .
Hawaii . . .
Porto Rico
Philippines .
Cuba ....
Mexico . . .
Central America
Seth P. Leet, Montreal.
T. W. Waterman, Providence.
J. W. Hannon, Prince Albert.
William E. Pelham, Newberry.
Rev. C. M. Daley, Huron.
H. M. Hamill, D.D., Nashville.
Wm. G. Breg, Dallas.
Thomas Weir, Salt Lake City.
D. M. Camp, Newport.
J. R. Jopling, Danville.
W. Ralph Cooley, Spokane.
W. D. Wood, Seattle.
Rev. C. Humble, M.D., Parkersburg.
S. B. Harding, Waukesha.
I. C. Whipple, Cheyenne.
Rev. E. B. Turner, Honolulu.
Rev. Robert McLean, San Juan.
Rev. Homer C. Stuntz, D.D., Manila..
Rev. Pedro Rioseco, Havana.
Rev. C. Scott Williams, San Luis Potosi.
Rev. W. W. McConnell, San Jose, Costa Rica.
At large, representing the organization of the negroes in
the South: Rev. J. A. Whitted, D.D., Raleigh, N. C; Prof.
I. Garland Penn, South Atlanta, Ga. ; and Rev. S. F. Kings-
ton, Selma, Ala.
THE EXECUTIVE ORGANIZATION
Chairman, W. N. Hartshorn, 120 Boylston Street, Boston,
Mass.
First Vice -Chairman, E. K. Warren, Three Oaks, Mich.
Second Vice -Chairman, E. R. Machum, St. John, N. B.
Secretary, George R. Merrill, D.D., Minneapohs, Minn.
xiv Official Register
Central Committee
W. N. Hartshorn, Chairman, Boston, Mass.
George W. Bailey, Philadelphia, Pa.
A. B. McCrillis, Providence, R. I.
H. J. Heinz, Pittsburg, Pa.
H. M. Haniill, Nashville, Tenn.
E. R. Machum, St. John, N. B.
W. A. Eudaly, Cincinnati, Ohio.
F. A. Wells, Chicago, 111.
G. G. Wallace, Omaha. Neb.
G. W. Watts, Durham, N. C.
E. K. Warren, Three Oaks, Mich.
SUB-COMMITTEES
Official Report
W. N. Hartshorn, Chairman, Boston, Mass.
H. M. Hamill, Tenn. I. Garland Penn, Ga.
W. B. Jacobs, 111. E. J. Rattee, P. E. I.
H. H. Bell, Cal. D. M. Marrs, Ind. Ter.
F. W. Adams, Man. J. W. Hannon, Sask.
W. R. Cooley, Wash.
Incorporation
John Stites, Chairman, Louisville, Kv.
Seth P. Leet, Que. H. J. Heinz, Pa.
A. H. Mills, 111. E. R. Machum, N. B.
A. A. Morse, Ore. D. M. Camp, Vt.
E. K. Warren, Mich. H. E. Pratt, N. D.
Work among the Negroes
N. B. Broughton, Chairman, Raleigh, N. C.
B. W. Green, Ark. E. K. Warren, Mich.
J. R. Pepper, Tenn. John Stites, Kv.
G. W. Watts, N. C. J. R. Jopling, Va.
F. L. Mallary, Ga. H. C. Groves, Fla.
Special Finance
E. K. Warren, Chairman, Three Oaks, Mich.
H. J. Heinz, Pa. W. D. Wood, Wash.
W. A. Tottle, Md. Thomas Weir, Utah.
Geo. W. Bailey, Pa. J. S. Carroll, Ala.
A. B. McCrillis, R. I. N. T. Arnold, Pa.
International Bible Reading
Frank A. Smith, Chairman, Haddonfield, N. T.
George W. Bailev, Pa. L. H. Bvixton, Okla.
V/. W. Millan, D. C. C. P. Avre, Ntd.
G. W. Bingham, N. H. S. D. Harding, Wis.
C. H. Cantwell, Del. A. O. MacRae, Alberta.
Education
H. M. Hamill, Chairman, Nashville, Tenn.
George R. Merrill, Minn. Pres. E. Y. Mullins, D.D., Kv.
Frank Woodbury, N. S. D. L. Rader, Ore.
C. Humble, W. Va. Prof. M. G. Brumbaugh-, Ph.D., Pa.
Pres. W. O. Thompson, D.D., Ohio. Rev. E. M. Fergusson, N. J.
Primary
A. H. Mills, Chairman, Decatur, 111.
Joseph Clark, Ohio. Geo. W. Bailey, Pa.
S. H. Williams, Conn. ' Don Kinney, Kans.
Frank L. Brown, N. Y. L. R. Cook, Me.
R. B. Gritifith, N. D. W. H. Bowler, Ida.
Official Register xv
Mexico
Geo. W. Bailey, Chairman, Philadelphia, Pa.
W, N. Wiggins, Tex. F. W. Spencer, N. M.
Wm. G. Breg, Tex. C. G. Trumbull, Pa.
Gail Borden, Cal. C. Scott Williams, Mex.
Walter Hill, Ariz. Janero S. Paz, Mex.
Theological Seminaries
George R. Merrill, Chairman, Minneapolis, Minn.
William Horace Dav, Cal. Pres. George B. Stewart, D.D., N. Y.
G. G. Wallace, Neb. Pres. Charles E. Miller, Ohio.
Sheldon Jackson, D. C. W. I. Shaw, D.D., LL.D., D.C.L., Que.
D. B. Price, Mont. Pres. J. E. Stubbs, LL.D., Nev.
Home Department
W. A. Duncan, Chatrmati, Svracuse, N. Y.
Frank L. Brown, N. Y. W. E. Pelham, S. C.
S. H. Atwater, Colo. T. W. Waterman, R. I.
C. M. Daley, S. D. J. F. Hardin, la.
Noah Shakespeare, B. C. W. Hamilton, Ont.
Adult Bible Classes
A. H. Mills, Chairman, Decatur, 111.
Joseph Clark, Ohio. D. E. Wilson, Miss.
C. M. Campbell, Cal. A. P. George, Mo.
W. C. Hall, Ind. M. A. Hudson, N. Y.
F. W. Adams, Man. McKenzie Cleland, 111.
Headquarters Building
W. N. Hartshorn, Chainnan, Boston, Mass.
H. J. Heinz, Pa. Gail Borden, Cal.
J. J. Maclaren, Ont. F. A. Wells, 111.
F. L. Mallary, Ga. M. C. Bridges, La.
John Stites, Ky. I. C. Whipple, Wyo.
West Indies
Frank Woodbury, Chairman, Halifax, N. S.
Geo. W. Watts, N. C. E. E. Hoss, Tex.
Frank P. Brown, N. Y. R. A. Falconer, N. S.
W. A. Eudalv, Ohio. Frank P. Hays, Mo.
John Legg, Mass. ' J. W. Millard, Ga.
THE INTERNATIONAL STAFF
General Secretary, Marion Lawrance, Toledo, Ohio.
Teacher-Training Secretary, W. C. Pearce, Chicago, 111.
Primary and Junior Secretary, Mrs. J. Woodbridge Barnes,
Newark, N. J.
Field Worker, Mrs. Mary Foster Bryner, Peoria, 111.
Field Worker, Rev. W. C. Merritt, Tacoma, Wash.
Field Superintendent for the Negroes, Dr. James E. Shepard,
Durham, N. C.
Secretary for Mexico, .Hev. E. M. Sein, Puebla, Mex.
THE LESSON COMMITTEE
Chairman, Rev. John Potts, D.D., Toronto, Ont.
Secretary, Rev. A. F. Schauffler, D.D., 105 East Twenty-
second Street, New York, N. Y.
Rev. B. B. Tyler, D.D., Denver, Colo.
xvi Official Register
Pres. J. S. Stahr, D.D., Lancaster, Pa.
Prof. John R. Sampey, D.D., LL.D., Louisville, Ky.
John R. Pepper, Memphis, Tenn.
Rev. Mosheim Rhodes, D.D., St. Louis, Mo.
Bishop H. W. Warren, D.D., LL.D., Denver, Colo.
Rev. Elson L Rexford, M.A., LL.D., Montreal, Que.
Prof. Ira M. Price, Ph.D., Chicago, 111.
Rev. O. P. Gifford, D.D., Buffalo, N. Y.
Prin. Wm. Patrick, D.D., Winnipeg, Man.
Prof. Charles R. Hemphill, D.D., Louisville, Ky.
Edwin L. Shuey, M.A., Dayton, Ohio.
British Section of Lesson Committee
Rev. Dr. S. G. Green, London, England.
Charles Waters, Esq., London, England.
Edward Towers, Esq., London, England.
W. H. Groser, B.Sc, London, England.
Rev. C. H. Kelly, London, England.
Bishop Frank W. Warne, Calcutta, India.
Archibald Jackson, Melbourne, Australia.
F. F. Belsey, Esq., J. P., London, England.
Rev. R. Culley, London, England.
Rev. Dr. Townsend, Prestatyn, North Wales.
Rev. D. C. Macgregor, M.A., London, England.
Rev. Frank Johnson, London, England.
Rev. S. S. Hershaw, Leeds, England.
Rev. S. Alfred Rowland, LL.B., Saxmundham, England.
Fred Taylor, Esq., London, England.
THE ELEMENTARY COUNCIL
Chairman, IQ02-190J, Mrs. Alonzo Pettit, New Jersey.
Secretary, Mrs. J. Woodbridge Barnes, New Jersey.
Elementary Committee, Mrs. Alonzo Pettit, New Jersey; Mrs.
M. S. Lamoreaux, Illinois; Mrs. J. A. Walker, Colorado.
REPRESENTATIVES
District No. i
Quebec Miss Christina Davidson, Montreal.
New Brunswick . . . Miss Dorothy Donald, Sunny Brae.
Prince Edward Island, Mrs. A. E. Morrison, Charlottetown.
Nova Scotia Mrs. Stuart Muirhead, Halifax.
Maine Miss Cassie Chambers, Portland.
New Hampshire . . . Miss Mary F. Dana, Manchester.
Vermont Miss Mabel E. Carpenter, Rutland.
Massachusetts .... Miss Lucy G. Stock, Springfield.
Rhode Island .... Mrs. Mary S. Brown, Providence.
Connecticut
District No. 2
New York Miss Minnie E. Dougherty, Albany.
New Jersey Mrs. Alonzo Pettit, Elizabeth.
Pennsylvania .... Mrs. M. G. Kennedy, Philadelphia.
Delaware Miss Grace Baird, Wilmington.
Maryland Mrs. W. Eason Williams, Baltimore.
official Register
xvii
District of Columbia . Mrs. W. F. Crafts, Washington.
Virginia *Miss Pearl Teter, Goshen.
West Virginia .... Miss Martha V. Graham, Wheeling.
District No. 3
North Carolina . . . *Miss Annie Henley Worth, Raleigh.
South Carolina .... Mrs. M. A. Carlisle, Newberry.
Georgia Mrs. Mary E. Hatcher, Atlanta.
Alabama Miss Minnie E. Kennedy, Opelika.
Tennessee Mrs. H[^ M. Hamill, Nashville.
Florida *Mrs. VV- H. Coats, St. Petersburg.
Mississippi *Miss Hannah Enster, Natchez.
District No. 4
. Miss Nannie Lee Frayser, Louisville.
. Mrs. E. W. Halpenny, Indianapolis.
. Mrs. G. L. Fox, Grand Rapids.
. Miss Clara L. Ewalt, Coluinbus.
. Mr. O. B. Stanton, Toronto.
. Mrs. H. L. Hill, Chicago.
District No. 5
. Mrs. J. E. Hobart, Minneapolis.
. Mrs. M. V. McGilliard, Sioux Falls.
. Mrs. S. P. Johnson, Grand Forks.
. Miss Helen Palk, Winnipeg.
. Mrs. C. P. Jaeger, Portage.
Kentucky
Indiana .
Michigan
Ohio . .
Ontario .
Illinois .
Minnesota
South Dakota
North Dakota
Manitoba . .
Wisconsin . .
District No. 6
Kansas Mrs. R. B. Preuszner, Lawrence.
Missouri Miss Mabel L. Bailey, Rich Hill.
Nebraska Miss Mamie Haines, Lincoln.
Iowa *Mrs. B. F. Mitchell, Des Moines.
District No. 7
Louisiana Miss Susie M. Juden, New Orleans.
Arkansas Mrs. C. C. Henderson, Arkadelphia.
Indian Territory . . . Mrs. H. G. Williams, Muskogee.
Oklahoma Miss Elvira E. Clark, Hobart.
Texas Mrs. P. G. Dismukes, Austin.
District No. 8
Wvoming Mrs. T. H. Collier, Cheyenne.
Utah Mrs. E. E. Shepard, Salt Lake City.
Colorado Mrs. J. A. Walker, Denver.
New Mexico *Mrs. A. C. Shupe, Albuquerque.
District No. 9
Washington (W.) . . . Mrs. C. A. Pratt, Tacoma.
Alberta Miss Simima Cameron, Olds.
Idaho *Mrs. A. J. Swain, Boise.
Oregon *Mrs. Lorena A. T. Hodson, Ncwberg.
Montana ...... *Mrs. John W. Eddy, Helena.
British Columbia . . . Mr. Noah Shakespeare, Victoria.
District No. 10
California (S.) .... Mrs. C. A. Baskerville, Los Angeles.
California (N.) .... *Miss Sadie Eastwood, San Francisco.
Arizona
Nevada *Mrs. J. E. Church, Jr., Reno.
Mexico
District No. 11
*Mrs. Wm. Wallace, Saltillo.
Those marked * are superintendents; the others were appointed by state
or provincial associations as representatives. At Toronto were included
those marked * because they were superintendents or secretaries and so
oflficially recognized.
xviii Official Register
FIELD WORKERS' ASSOCIATION
President, E. A. Fox, General Secretary of Kentucky.
Secretary, J. H. Engle, General Secretary of Kansas.
Membership Secretary and Treasurer, C. E. Hauck, General
Secretary of Cook County (Chicago), Illinois.
District Vice-Presidents :
First, W. B. Wilson, Rhode Island.
Second, W. G. Landes, Pennsylvania.
Third, Judge Joseph Carthel, Alabama.
Fourth, Dr. Joseph Clark, Ohio.
Fifth, W. H. Irwin, Manitoba.
Sixth, C. D. Meigs, Texas.
Seventh, J. C, Carman, Colorado.
Eighth, B. F. Mitchell, Iowa.
Ninth, Rev. W. C. Merritt, Washington.
Tenth, C. R. Fisher, California.
Additional members of Executive Committee: W. C.
Pearce, Chicago; Rev. E. M. Fergusson, Newark; E. W.
Hal penny, Indianapolis; B. F. Mitchell, Des Moines; W.
C. Shafer, Wheeling; Stewart Muirhead, Halifax; Dr. J.
E. Shepherd, Alabama.
Central Committee, E. A. Fox, J. H. Engle, C. E. Hauck,
Dr. Joseph Clark, E. W. Halpenny, W. G. Landes,
Marion Lawrance. ,
EDITORIAL ASSOCIATION
President, John T. McFarland, D.D., New York.
Vice-President, I. J. Van Ness, D.D., Nashville, Tenn.
Secretary, C. R. Blackall, D.D., Philadelphia, Pa.
Treasurer, C. S. Albert, D.D., Philadelphia, Pa.
Executive Committee, in addition to the above, M. C.
Hazard, Ph.D., Boston, Mass.; A. L. Phillips, D.D.,
Richmond, Va.; Wm. Briggs, D.D., Toronto, Canada.
Division I — Historical
Part I — The Sunday-school
Part II — The Uniform Lesson
Part III — Conventions
XIX
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The Development of the Sunday-school
THE SUNDAY-SCHOOL
Robert Raikes and the Eighteenth Century
GEORGE R. MERRILL, D.D.
The closing decades of the
^j^ ., eighteenth century witnessed a
jf I number of philanthropic experi-
f _ \ ments in England with the chil-
dren of ' ' the lower classes. ' ' These
sprung for the most part out of
pity for their degraded condition
and apprehensions for the secur-
ity of society, and were fruitful in
good results. Only one of them
went beyond the alleviation of
immediate ills and grew into a
movement.
That Robert Raikes became the
" founder of the Sunday-school "
while Moffat, Webb, Stock, Crampton and others who
were engaged in the same work — some of them before
him and with perhaps larger local success — did not
exceed their local limitations, is due in part to Raikes'
personality, but more to the special facilities afforded
by his business and its connections.
Robert Raikes, whose personality has been recovered
for us by his latest biographer,* was born in 1736, the
son of a Gloucester printer and editor, and inherited his
father's occupation and position.
* Biographical Notes collected by Joseph Harris, Unpublished Letters
by Robert Raikes, Letters from the Raikes Family; edited by Henry Harris,
with an introduction by Dean Farrar. — New York, E. P. Dutton & Co.
1899.
Geo. R. Merrill, D.D.
2 The Sunday-school
He is pictured as a '' fair, well-looking man," above
medium, height and comfortably stout, " buckish "
and " stylish " in appearance, with his dark blue coat
and white, buff or fancy waistcoat with silver-gilt but-
tons, cambric frills and ruffs, nankeen breeches, white
stockings and buckles in his shoes. He was accustomed
to carry a stick in his hand when it was not occupied
with his gold snuff-box or the plain horn one for common
use. He wore " a brown wig with a double row of
curls," and a three-cornered hat.
He was a man of " gay and joyous temperament,"
an affectionate husband and father, of very transparent
character and social instincts. In his religious views
he is reported as " evangelical, with a leaning toward
mysticism." Pie was " a good business man, steady,
methodical and very tenacious of purpose," kindly and
benevolent, but not without a touch of the vanity that
often marks the " self-made "man.
As the proprietor of the only printing-press in several
counties for many years, he was brought in contact with
people of literary tastes, and those who were socially
far above him. As a newspaper man he had forced
upon his attention a situation that courted investigation
and which under investigation could not fail to appeal
to his benevolent disposition and Christian impulses.
His attention seems to have been first drawn to the
deplorable condition of the prisons, and for a number of
years his efforts were put forth to make more tolerable
the lot of those confined in them, especially the poor
debtors. From these he advanced to the studv of the
degraded classes from which there was coming a con-
tinual procession " ripe or ripening for the gallows."
He had come to believe that their degradation was due
to ignorance and idleness, and that reformation could
be secured by restraint and instruction in the rudiments
of morality. After some years of fruitless efforts with
them, "at some time before 1780 it came into his mind
to attempt the problem through the children, " filthy,
Robert Raikcs and the Eighteenth Century
degraded, with the pitiable slum-born look written all
over their faces," whom he saw in the streets of the
cathedral town, " spending their Sundays in sports and
drinking, with lewd and brutal songs." " Gloucester was
the seat of the pin industry, and child -labor was largely
employed. On vSunday the children who had toiled
through the week were turned loose to riot in all sorts
of vice.
Robert Raikes' House, Gloucester, England
In 1780 he began an experiment, which he pursued
without publicity for three years, to see whether these
degraded children " when disciplined and instructed
would show the same evidences of human feelings and
instincts as those more favorably situated," and whether
he was right in the suggestion that had come to him
that salvation might be through the children.
He is not represented as sanguine of the result, and
no wonder. If contemporary accounts maybe trusted,
the boys he first gathered in " Sooty Alley," and paid
4 The Sunday-school
a poor woman a shilling a day to teach, were an un-
promising set. There was not much encouragement in
the laughter that greeted him and his associate, Mrs.
Brandon, as they passed along the street with their
charges, and the cr}^, " Bobby Wild Goose and his
ragged regiment."
But at the end of three years he was satisfied, and a
great scheme of popular education began slowl}^ to
mature in his mind. Through his newspaper, and in
other ways, he had secured the interest of such men as
the Wesley s and Whitefield, and on November 3, 1783,
the birthday of the Sunday-school as a movement, he
published an editorial in his paper, and began to exploit
his plans in the weekl}^ issues, and in the popular and
influential Gentleman's Magazine. In 1784 there were
five schools in Gloucester, with seventy-seven boys and
eighty-eight girls, the girls uniformed in bonnets " which
were provided for them after they were civilized."
These schools were put under the management of a
" board," and the rules for them, prepared by Raikes,
were aimed to secure personal cleanliness and to prevent
cursing or swearing in church. Some time before 1785
he prepared and published a text-book for these schools,
" Redinmadesy " (Reading made easy), whose contents
were in harmony with the purpose of the Sundayr
school as descriVjed by a contemporary, " to furnish
opportunities of instruction to the children of the poorer
part of the parish without interfering with any industry
of the week days."
In four years the number of scholars in these schools
in the kingdom had risen to 250,000 ; in Newcastle alone
there were 5,000. The improvement in the morals of
the children and in the conditions that produce and
encourage vice and crime were remarkable.
But the new movement was not to go without oppo-
sition. It was a time of anxious fears. France was
" under the shadow of the guillotine, and England was
clamoring for more popular franchises." The cry was
Robert Raikes and the Eighteenth Century 5
raised that the masses must be kept in their place.
Even the Gentleman s Magazine, which had been the
steadfast ally of Raikes, was forced to admit to its
columns in 1797 a fierce onslaught on the Sunday-school
as " subversive of that order, that industry, that peace
and tranquillity which constitute the happiness of society ;
and that so far from deserving encouragement and
applause it merits our contempt, and ought to be ex-
ploded as the vain chimerical institution of a visionary
projector." A Scotch preacher's great objection is " the
fear that they will destroy all family religion." Even
the friends of the schools feared the results, and in 1788
Raikes wrote, " It seems as if I had discovered a new
country where no other adventurer chooses to follow."
But there were friends, some of whom saw
farther than Raikes and his plans of bringing " the
savage, unruly elements of society under control and
providing them with an elementary education." As
early as 1784 John Wesley wrote: " Perhaps God may
have a deeper end thereto than men are aware of. Who
knows but what some of these schools may become nur-
series for Christians."
The second great forward step in the eighteenth cen-
tury was taken in Wales, where " Charles of Bala,"
who had received his impulse from Rev. Griffith Jones of
Llanddowvon, and had been working on independent
lines, gathered adults as well as children into the Sunday-
school and centered its intent and activity in the study
of the Bible. He was the first to devise and hold public
meetings in the interest of the Sunday-school, so that
the twentieth-century ideal of many was approached,
as in his care the Sundaj^-school " wore more the aspect
of a church in orderly operation than a school."
Robert Raikes retired from business in 1802; in 1804
the " freedom, of the city " was conferred upon him; in
181 1 he died after an illness of scarce a half hour's dura-
tion. The children of his own school followed his body
to the grave and sang Sunday-school hymns as they went.
6 The Stinday-school
He had seen his company of twelve boys grow to an
army of a quarter of a million, the movemient that he
originated adopted in Wales, Scotland, Ireland and
America. " An experiment which now looks so simple
and so humble as that of trying to lure these ragged
children of wretchedness to the cathedral service and
paying some poor woman a shilling a day to teach them,
resulted not only in a marked improvement in morals
among the children of Gloucester and a general amend-
ment of the condition of the city," but gave to the
nineteenth century and the world the most potent
instrument for moral and religious advancement, to be
passed on to the tv/entieth century for a development
beyond the dreams of the most sanguine.
Water Carriers and Sellers in Jerusalem
{From Glimpses of Bible Lands)
The Nineteenth Century Sunday-school
C. G. Trumbull
The Nineteenth Century Sunday-school
CHARLES GALLAUDET TRUMBULL
When, at the second anni-
versary of the American Sunday-
School Union, in 1826, the board
of managers submitted its report
upon the spiritual condition of
its flock throughout the United
States, it was in these words:
" Your auxiliaries report 468
teachers and 532 scholars as
having become hopefully piotis
since the last anniversary."
Three quarters of a century
later, Marion Lawrance asked
the Eleventh International Sun-
day-School Convention at Toronto to rejoice with him
over the 217,163 Sunday-school pupils who had united
with the church during the past triennium.
There is progress here. There ought to be in seventy-
five years. Yet look a little more closely into the
figures mentioned, and see what the percentages reveal.
The 532 pupils whose spiritual condition was hopeful in
1826 were from a constituency of 135,074, the total
number of pupils then under the influence of the Sunday-
School Union, — at that time the only American national
non-sectarian Sunday-school organization, — and that
report was for one year. The number reported in 1905
as having united with the church, 217,163, is from a
total of 12,076,232 pupils, and is for three years. In
round numbers, the percentage of ptipils favorably
reported to-day is, for one year, only .006 of the total,
while seventy-five years ago it was .004 of the total.
These percentages are only suggestive ; yet they would
seem to suggest either a high standard of accomplish-
ment in the old days, or to reveal the still tremendous
need of soul-winning to-day.
8 The Sunday-school
A field-glass sweep of the vision back through the nine-
teenth century discovers plenty to rejoice over as having
been outgrown and left behind, and plenty to restrain us
from vaunting ourselves overmuch upon our " modern
discoveries."
The revival of the Sunday-school under Robert Raikes
started with three features, two of which were, in many
schools, comparatively soon dispensed with : the paying
of teachers, and instruction in rudimentary knowledge,
such as spelling and reading. The third feature was the
limiting of the Sunda5^-school to the lower classes.
Raikes' first public announcement of his plans deplored
the lawlessness and Sabbath -breaking of children of the
lower class, and continued: "To remedy this evil,
persons duly qualified are employed to instruct those that
cannot read: and those that may have learned to read
are taught the catechism and conducted to church."
That was the germ of the modern Sunday-school in
England and America at the beginning of the nineteenth
century.
Before 1810, Sunday-school teachers were working
gratuitously in America, as they had been twenty years
earlier in England. It is interesting to compare with
to-day what was estimated in 1827 as the cash value of
the contribution of Sunday-school teachers to the edu-
cation of the population. " At thirty-three cents a
Sabbath, which was the established rate when Sunday-
school teachers, as at the first, were paid," the American
Sunda3^-School Union congratulated itself that its unpaid
teaching force was contributing $903,697 annually
toward education. To-day, on that same valuation, the
Sunday-school officers and teachers, of the International
field are contributing $26,717,210 annually. But what
was sensibly noted then is as true to-day, that " some of
them are men and wom^en whose services money would
not purchase."
Though paid teaching soon disappeared, as late as 1847
an English worker wrote: " We hail with delight the
The Nineteenth Century Sunday-school 9
present glorious movement in favor of daily education.
May it soon become universal ! Teaching reading on the
Sabbath will then be abandoned."
The associating of the Sunday-school with the poorer
classes persisted in England — as shown by the term
"Ragged Schools" — much longer than in America.
Dr. Lyman Beecher was one of the first in America to
break away from that idea, and did so by taking his own
children, in 1830 or earlier, to Sunday-school, and by
inducing his neighbors to follow his example.
It is well known that there was vigorous, sometimes
violent, opposition to Sunday-school work at the outset
in both England and America, and this by the clergy as
well as by the laity. Writing of a Sunday-school work-
er's efforts in England in 1798 a historian records: " The
opposition which Mr. Cranfield and his friends encoun-
tered in this district was dreadful. Every species of
insult was heaped upon them; they were pelted with
filth of all descriptions, and dirty water was frequently
thrown out of the windows upon their heads." And
of the " Edinburgh Gratis Sabbath School Society " a
godly man who was working with its members wrote to a
friend: " At the first formation of the society for the
support of the schools, several of the more liberal of the
clergy attended, but they have almost all deserted us
now, and are beginning to look upon us with a somewhat
jealous eye. One of them said the other day that we
were striking a blow at the very vitals of the Establish-
ment by means of these schools.''
Among the Church of England notables who attacked
the early Sunday-schools were the Bishop of Rochester
and the Archbishop of Canterbury, the latter being " the
first man in that day to call the bishops together to
consider whether something could not be done to vStop
this great enterprise." In America, "in 1787 George
Daughaday, a Methodist preacher in Charleston, S. C,
was drenched with water pumped from a public cistern,
* for the crime of conducting a Sunday-school for the
lo The Sunday-school
benefit of the African children of that vicinity.' " And
the incident is a familiar one of the young girl in Connec-
ticut who, about 1820, gathered a little Sunday-school
in the church gallery, and was forbidden by the church
authorities to continue, on the ground of its desecrating
God's dsij and God's house. The old pastor of that
church shook his ivory-headed cane at this young girl
and her flock, saying in indignation, " You imps of
Satan, doing the devil's work! "
In significant contrast with that attitude of arch-
bishop and minister was the comment of Horace Bush-
nell, perhaps the greatest molder of theological thought
in the nineteenth century, when, shortly before his
death in 1876, he said earnestly to one whom he had
earlier tried to persuade to give up Sunday-school work
and enter the ministry, " Now I've come to see that the
work you are doing is the greatest work in the world."
And after a pause, " Sometimes I think it's the only
work there is in the world." And as indicating the
change of attitude of the lait}^ toward the Sunday-
school, it is an interesting fact that four Presidents of the
United States since 1876 (Grant, Hayes, McKinley, and
Roosevelt) have, from the presidential chair, written
special messages of counsel and encouragement to the
Sunday-school workers of their land.
The first quarter of the century was characterized by
great attention to rote memorizing of long passages of
Scripture and catechism. One historian notes that it
was common for pupils to learn three hundred or more
verses a week. A formal protest against this in America
came in 1826, when the Sunday-School Union reported
" manifest improvements in the mode of conducting
Sunday-schools in America and Great Britain," one im-
provement being " the limitation of Scripture lessons and
the allotment of the same lesson to the class or classes."
And the report went on, with sound good sense, to say
that, though pleased with the diligence shown in com-
mitting many passages to memory, the number of verses
The Nineteenth Century Sunday-school ii
recited was no unequivocal evidence of the advancement
of pupils in divine knowledge; and it therefore recom-
mended to teachers that they discourage the reciting of
Scripture lessons by rote merely in order to repeat great
numbers of verses, and endeavor to make scholars under-
stand and apply to themselves the truth of revelation.
Yet when a clear-headed educator a few years ago
warned teachers against children's parrot-memorizing of
the Bible, he was branded as an enemy of our fathers'
blessed practices.
This limiting of vScripture passages for study and assign-
ing of the same lesson to all the pupils of one class, or
even the same lesson to several classes, marked the
emergence from the confusion and lack of system of the
early days into what was destined to become the simplest
and greatest system of world-encircling Bible study the
ages have yet known. The adoption of the Uniform
Lessons in 1872 made possible a steadily improving liter-
ature, both book and periodical, as an aid to the Bible
study of teachers and pupils, and for the equipment of
teacher and superintendent in methods of work, that
has contributed more to Sunday-school progress than
any other one agency apart from the Uniform Lesson
system itself.
There were quaint ideas on grading in those early
days, yet perhaps necessary because of the conditions
that existed. About the middle of the century an
essay that won an English prize of one hundred pounds
offered for the best Book of Practical Instruction for
Sunday-School Teachers, urged the following grades as
the result of many years of experience: ''The Infants,''
from two to seven years old; ''The Ignorant,'' those
from seven upwards who are not able to read well ;
"The Instructed," those from seven to fifteen who can
read; "The Adidts," those over fifteen. Here certainly
was good counsel: " Each of these divisions should be
taught in separate rooms, and on totally different
methods." The writer calls this mode of classification
12 The Sunday-school
" the natural," as far better than the usual one of
separating the sexes, condemned as " the artificial "
way.
In England, in 1820, a flourishing "' Infant School,"
numbering two hundred, under the guidance of a Mr.
and Mrs. Wilderspin as master and mistress, was emplo}^-
ing with great success methods described as follows:
" The children are all ordered to sit on the ground,
which they readily obey; they are then desired to take
hold of their toes, which being done they are desired to
count one hundred, or as man}^ as may be thought
proper, which they do by lifting up each foot alternately,
all the children counting at one time. . . .
" They also learn the pence and multiplication tables
by forming themselves in circles around a number of
young trees that are planted in the playground. ... As
soon as they are assembled round the trees they join
hands and walk round, every child saying the multipli-
cation table until they have finished it ; they then let go
hands and put them behind, and for variety's sake sing
the pence table, the alphabet, hymns, etc., etc.; thus
the children are gradually improved and delighted."
Before 1830, several accompaniments and methods of
the twentieth century Sunday-school were in operation.
The Sunday-school library had been recognized as a
powerful ally in right teaching and interest-holding;
and v/ith its recognition came the need of its supply,
resulting in the writing and publishing of children's
books of a character that had been practically unknown
before.
" Advanced " Bible classes were forming and were
urged for those who had enjoyed the advantages of the
religious instruction which the Sunday-schools afford,
and had arrived at a suitable age.
Definite temperance work in the Sunday-school was
coming into prominence, and Sunday-schools were
" reported as having voluntaril}^ formed themselves
into temperance associations, on the principle of entire
The Nineteenth Century Sunday-school 13
abstinence.'' The letter of an individual Sunday-school
worker in Cincinnati, in 1830, told of a Sunday-school
having been opened directly over a grocery from which
the neighborhood furnished itself, on the Sabbath, with
ardent spirits. On the first Sabbath of the school the
store opened as usual, but the storekeeper, hearing the
singing, went upstairs to investigate. Next Sunday
the store was closed. The neighbors besieged the house
for their accustomed Sunday drink, but the storekeeper,
who had taken his seat again in Sunday-school, " uni-
formly sent down word to his customers, ' I can sell no
more liquor on Sunday.' " And the correspondent
concluded discerningly: " Here, we think, is happily
illustrated the effects of the Sunday-school system."
Do we find a foregleam of modern conditions in the
statement of those days that " the extreme youth of
some teachers occasions anxiety to many friends of
Sunday-schools"? It was wisely recommended that
some place be found, if possible, for such teachers, but
that they be not placed over the youngest pupils, who
deserve the best instruction.
In that first third of the century a resolution was
offered by a Methodist minister, seconded by a Baptist
minister, contemplating " with high satisfaction the
increasing interest manifested by the ministers of the
gospel in the prosperity of the Sunday-schools," and at
another time it was formally urged that " every minister
should make of himself a complete Sunday-school
teacher."
We are prone to feel that only recently has the Sun-
day-school come to be recognized as the God-ordained
institution that it is, and properly supported by the
choicest laymen as well as the ministry. Yet in the
years 1827-28 there were, among the vice-presidents of
the American Sunday-School Union, the governor of
New Hampshire, the governor of Maine, a judge of the
United States District Court at St. Louis, the governor
of Illinois, and a justice of the Supreme Court of the
14 The Sundays chocl
United States, — the last named being Bushrod Wash-
ington, a nephew of George Washington. Judge Wash-
ington was particularly active in his interest in the
welfare of the society. It is not strange that with such
support at that time the society should have " Resolved,
That the concurrence of public sentiment in the design
and execution of the Sunday-school plan of instruction
is highly encouraging as the warrant of its ultimate
triumph in the United States and the v/orld."
A few years later, in 1S32, at the First National Con-
vention in New York, the training of pupils to become
teachers was under discussion, and " the entire con-
gregation in the Stmday-school " was recognized as the
right aim. Teachers' libraries were recommended to
the schools; systematic visitation of neighborhoods to
bring in scholars was counseled; and weekly teachers'
meetings for study were approved. And in 1869, at the
Fourth National Convention, elaborate plans for an
International Sunday-School Normal College were sub-
mitted, while the whole subject of teacher-training had
large place. Edward Eggleston then pointed out the
imperative need that the theological seminaries be
thoroughly awake to the matter. Three years later
H. Clay Trumbull was engaged to deliver two lectures
on Sunday-school work before Yale Theological
Seminary.
What was called the " private Sunday-school " plan,
which had considerable prominence in 1833, may have
had in it the germs of the later Home Class and Home
Department. It was that individual workers should
instruct in their own homes " wild and wandering chil-
dren " who would be more willing to come there than to
a Sunday-school.
As early as 1833, the Second National Convention
heartily approved the plan recommended by the Ameri-
can Sunday-School Union that the approaching Fourth
of July be celebrated by " a systematic and simultaneous
canvas'" of the entire country by Sunday-school workers.
The Nineteenth Century Sunday-school 15
to obtain scholars and to enlist the sympathy of parents."
And in one day, April 20, 1856, the entire city of London,
England, was canvassed in a honse-to-house visitation.
Has there been any better plan devised for teaching
boys than one that was set forth at a New York state
convention in 1858, whose method, noted then as
" somewhat peculiar," was reported as follows? " The
first thing he set out to do, was to secure the affections
of the boys. Then he made it a rule to spend six hours
every week in the study of the lesson. Next, he en-
deavorejd to secure the cooperation of their parents, by
visiting them in turn at least once a month. He kept a
large class-book, in which all the entries were made with
as much care and with almost as much minuteness as in
his counting-room ledger. Every morning and night, he
took that class-book with him into a retired chamber,
and knelt over it in prayer to God, praying for each
boy by name."
There has been some experimenting recently in
attempts to conduct the Sunday-school session more
closely after the manner of the day school, as regards
grades and curriculum. But it would seem that no
good results have been gained in such Sunday-schools
that are not being gained in even greater measure in
Sunday-schools that are conducted in recognition of the
truth that there is (in practice, whether in ideal or not)
a fundamental difference between the aim of the seculari
school and the Sunday-school. Contact with character,
not contact with a curriculum, is the strength of the
Sunday-school to-day, as it has been throughout the
nineteenth century.
The Stmday-school as it is to-day is the richly endowed
child of a century whose earliest workers planned well
and foresaw much. It is easier to say what of the
manifold and effective modern methods of work are not
new, than what are. Yet the extent of the work, the
helps available for the workers, the efficiency of the
local school, and the momentum of the organized
1 6 The Sunday-school
movement, are new to-day in their increased and increas-
ing power for good. The approved architecture of the
Sunday-school building of to-day, and the approved
architecture of the teacher's and superintendent's
spiritual and intellectual equipment, are combining to
build character with less waste and friction than ever
before. The best of the methods and the ideals of our
fathers are found to-day in the average Sunday-school.
There are now thousands of schools throughout North
America that are sensibly graded, from Cradle Roll,
Beginners' and Primar}^ Department, up through adult
classes to the Home Department, each department with
its own superintendent and separate rooms. Such
schools have their weekly teachers'-meetings for the
study of the lesson, and their teacher-training class
where those who are not yet teachers study to become
so. Ministers and seminaries are recognizing in the
Sunday-school the strategic center of their campaign,
and are giving of their best to it.
Such organization of Sunday-school forces as exists in
the state of Ohio, where at its latest convention seventy-
five of the eighty-eight counties were reported as " ban-
ner counties," having fulfilled all of the nine conditions
that set the high " banner " standard, has never before
been known in the history of Sunday-school progress.
Such an international Sunday-school organization and
convention as that whose story is told in this unique
volume marks a new epoch in events. Yet even to-day's
convention spirit is an inheritance from the pioneers.
When the First National Convention assembled in New
York in 1832 there were hardly two hundred miles of
railroad operating in the United States, and it was the
year of Asiatic cholera in New York. But, of the twenty-"
eight states and territories then in the Union, fourteen
were represented at the convention, by two hundred
and twenty delegates. How glad those tough -fibered
forefathers of ours would have been could they have
looked down the years to an international convention of
The Nineteenth Century Sunday-school 17
1905, and have read the general secretary's report, with
its record of Sunday-school organization in fifty-eight
states and provinces, in more than 2,000 counties, and in
10,000 townships; and of an arni)^ of 120,000 people
taking active part in the campaign of organizing the con-
tinent for Bible study and character-training!
The estimated number of Sunday-school pupils in the
United States in 1826 was 180,000; in the world, 1,080,-
000. In 1905 the number of Sunday-school pupils in the
United States is reported as 11,251,009; in the world, as
22,648,428. Comparing these figures with the popula-
tion of the United States then and now, we find that in
1826, 1.8 per cent of its 9,638,453 souls were pupils in the
Sunday-school; and in 1905, 14.7 per cent of its 76,303,-
387 souls are pupils in the Sunday-school. There is
advance of a most substantial character, the proportion
of Sunday-school pupils to the population of the United
States to-day being eight times what it was eighty years
ago.
jH * 'Jf * ^ ■
Almost forty years ago H. Clay Trumbull wrote con-
trasting the condition of Sunday-school affairs then with
their condition forty years earlier. One was impressed,
he said, with the sagacity and foresight of the men who
planned in 1832, and with the magnitude and glory of
the cause represented in 1872; that contrast indicated
the growth of the Sunday-school system in America
during forty years. " Who shall say," he asked, " what
is to be its growth in the next forty years? "
Thirty-three of that " next forty " have passed. The
sagacity and faith-lighted foresight of the men of '32
are not one whit dimmed by the brilliancy of the Sunday-
school's present and future. The magnitude and glory
of the cause as it was in '72 are, under God,. enlarged and
exalted to a degree perhaps not foreseen even thirty
years ago. Men and women whose services, like the
pioneers, no money could purchase, and who are making
i8
The Sunday-school
history in every so-called secular walk of life, are to-day,
as four-score years ago, giving of their best to the
Sunday-school as their chief interest in life ; but to-day
in greater numbers than ever before. The simple, God-
ordained ideal of the Sunday-school, Bible study for
character-building, is unchanged. The organizing ma-
chinery of the great, world-encircling movement is
improved and e:?j:tended. The methods of work within
the school are not essentially new; and they are not
likely to grow more complex, but rather simpler, as the
years go on. The goal will remain the same until the
Kingdom shall have come: to bring every unsaved soul
to Christ, and to train every saved soul in Christ through
his Word.
On the Watch-Tower. — Isa. 21 : 8
{From Gli)npses 0/ Bible Lands)
Organized Primary Work
19
Organized Primary Work. 1870-1905
Mrs. J. WOODBRIDGE BARNES
S. W. Clark
Mrs. S. W. Clark
Mrs. W. F. Crafts
The first primary teachers' meeting was organized
in St. Paul's M. E. Church, Newark, N. J., February 19,
1870, with Mr. C. T. Miller as president and Mrs. S.,W.
Clark (mother of Dr. Joseph Clark) as secretary. At
this meeting Mr. S. W. Clark gave a lesson to a class
from the infant school of the church, of which Mrs.
Clark had been the teacher for nearly three years.
Three months later the nucleus of the Newark Primary
Union — " The Mother Union " — was planted in Mrs.
Clark's home, and for ten years she was its president
and instructor. Early in February, 187 1, the New
York Union, or Association, as it was then known, was
formed and was presided over by Mrs. W. F. Crafts,
a successful and popular writer of primary lesson helps.
To her belongs the honor of inaugurating the national
work. Upon the organization of the National Primary
Union as a result of her work, in Philadelphia in 1884,
she was made the first president, and served fifteen
years.
Following the New York Association, the Philadel-
phia Union was organized April 26, 1879, with Mr.
Israel P. Black as president, and a little more than two
20 The Sunday-school
years later, in October, 1881, the Washington Union
was organized,
Mr. and Mrs. S. W. Clark were very active in the early
work in Newark. Mrs. Clark later served for twenty-five
years as president and instructor of the New York City
Primary Union, in which many of the best primary
teachers of those years received their training. She
resides with a son, Dr. E. L. Clark, of Media, Pa., where
in a sweet old age she maintains her interest in the
marvelous development of the primary work.
To Mr. S. W. Clark belongs the honor of introducing
the blackboard in Sunday-school instruction. This
was in the early " sixties," and though the innovation
was criticised as secularizing Bible teaching, Mr. Clark
soon proved that the blackboard could be utilized to
teach " through the eye to the heart," as well as " through
the eye to the mind."
Mr. Clark was for more than thirty years secretary
of the New Jersey Sunday-School Association. He
died in 1902.
The story of the development of primary work may
be epitomized by periods as follows:
1884. The National Primary Union, organized May 13,
Philadelphia, Pa., in connection with the fifth anniver-
sary of the Philadelphia Union. Officers were elected
representative of the unions then in existence, and the
organization was announced at the International Sunday-
school Convention at Louisville, in June. Through cor-
respondence and leaflets the organization sought to form
other unions and assist the primary workers throughout
the land. The work was supported by the voluntary
contributions of the unions.
1887. The International Primary Union, organized in
connection with the International Sunday-school Con-
vention at Chicago, in June. The term " National "
did not include Canada, hence change in scope of organi-
zation. Representation by unions constituted the gov-
erning committee. Supported financially by the unions.
Organized Primary Work 21
1896. International Primary Department, created at
the International Sunday-school Convention at Boston,
in June. Reorganization of the International Primary
Union effected and this new name given that it might
become auxiliary to the International Sunday-school
Association, according to resolution of the International
Executive Committee as follows: " The adoption of the
International Primary Union as a department of our
work and that states and counties do adopt those unions
within their respective bounds as auxiliaries." Repre-
sentation in governing committee changed from unions
to one representative from each state and province, to
which was added the chairman of the International Ex-
ecutive Committee of the International Sunday-school
Association, who also represented that committee on
the central committee of the International Primary De-
partment; this central committee conducted the work
during the triennium. Though auxiliary to the Inter-
national Sunday-school Association, the financial supjjort
was by the unions.
1899. International Primary Department was accorded
partial supi)ort from the International Sunday-school
Association, at the International Convention at Atlanta,
in April. A secretary was secured by the International
Primary Department, for part time.
1902. International Primary Department incorporated
with the International Sunday-school Association at
International Sunday-school Convention at Denver, in
June . The growth of the work of department necessitated
new plans for its conduct, increased financial support
being essential and the need for work on the field be-
coming more apparent. Committee of Adjustment was
appointed, three from the International Primary Depart-
ment and three from the International Executive Com-
mittee. The financial support was assumed by the
International Executive Committee, the unions making
their contributions directly to the International Associ-
ation Treasurer. The plan of representation by state
2 2 The Sunday-school
and province was retained. A secretary to carry on the
work was chosen by the International Executive Com-
mittee, and a Primary Committee from within the Ex-
ecutive Committee was appointed in charge of the work
for the triennium. This committee worked in conjunc-
tion with the Committee of Adjustment.
1905. The International Primary Department com-
pletes change of plan of organization begun at Denver.
The plan as suggested by the Committee of Adjustment
was unanimously adopted by the International Primary
Department and by the International Executive Com-
mittee of the International Sundav-school Association,
ml '
at the International Sunday-school Convention at
Toronto, in June. The resolution as presented was as
follows: " Resolved, That, subject to the approval of the
Executive Committee of the International Sunday-school
Association, this body, composed of one representative
from each state and province appointed by the state
or province, which has been called the Executive Com-
mittee of the International Primary Department, be
hereafter known as the Elementary Council of the
International Sunday-school Association. This Council
shall meet triennially at the time of the International
Convention and elect a committee of three to serve as
an advisory committee with the Elementary Commit-
tee appointed by the International Executive Committee
in the supervision of the elementary grades. One mem-
ber of this committee shall be elected as chairman of this
Elementary Council." The financial support is provided
for in the same manner as during the last triennium.
Officers of the International Primary Department
1884-1905
Presidents: 1884-1899, Mrs. W. F. Crafts, Washing-
ton, D. C. 1899-1902, Mrs. W. J. Semelroth, St. Louis,
Mo. 1 902-1 905, Mrs. J. A. Walker, Denver, Colo.
Secretaries : 1884-1887, Mr. Frank Hamilton, Washing-
ton, D. C. 1887 (June to November), Mr. W. N.
Organized Primary Work
^Z
Hartshorn, Boston. 1 887-1 889, Mr. F. P. Shumway,
Boston. 1889-1891, no secretary. 1891-1893, Mr. I. P.
Black. 1893-1896, Miss Bertha F. Vella. 1896-
1903, Mr. I. P. Black. 1903-1905, Mrs. J. W. Barnes.
Chairman Executive Committee : 1 884-1 899, former
presidents. 1 899-1 905, Mrs. J. Woodbridge Barnes.
Elementary Council: 1 905-1 908 — chairman, Mrs.
Alonzo Pettit, New Jersey; secretar}^ Mrs. J. Wood-
bridge Barnes, Newark, N. J.
Advisory Members of Elementary Committee: Mrs.
Alonzo Pettit, New Jersey; Mrs. M. S. Lamoreaux,
Illinois; Mrs. J. A. Walker, Colorado.
I. P. Black
Few leaders are so greatly beloved
as Mr. Israel P. Black, associated
with Primary Union work from its
inception to his death. May 22, 1903:
For over thirty-two years a primary
teacher in Philadelphia, the county
primary superintendent of his own
county, the first president of the
Philadelphia Union, organized in
1879, the faithful secretary of the
International Union, 1891-1S93, and
of the International Primary De-
partment, 1 896-1 903, he occupied a position of influence
and power in relation to the organized primary work
of the country. His early writings in the Sunday School
Times, and his later contributions to the World's Evangel
and other publications, his book, " Practical Primary
Plans," his lesson exposition for the primary and junior
teachers in connection with the Westminster press, his
editorship of the International Primary Bulletin for seven
years, together with his immense correspondence,
helped to make him known as a leader, teacher and
friend of all teachers of children.
24 The Sunday-school
" From Our Muster- Roll of Heroes "
HENRY C. McCOOK, D.D., LL.D.
How interesting it would be if one could call the roll
of those fathers and founders of organized Sunday-
school work in America, the van of that great army of
workers here represented in this triennial congress!
But time will not permit, nor indeed would your
speaker's personal knowledge allow, a fitting response.
But, following the method of that splendid roll-call
of worthies in the nth of Hebrews, a few typical names
may be noted.
The president of the convention of 1832 was Theodore
Frelinghuysen of New Jersey. He was well worthy to
head the list of that noble company of men who have
presided over your deliberations. He was a stately
gentleman of the old school of manners, son of a Revo-
lutionary patriot and senator of the United States,
whose moral worth and talents he inherited. Although
chancellor of the University of New York and president
of Rutgers College, he deemed it an honor, as so many
American statesmen have done, to serve his divine
Master as a teacher of Sunday-school children,
Lucius Hart of New York was a delegate to the first
convention, and lived to see the advent of the Inter-
national lesson system. No man better deserved
the honorable biblical degree "T.B.," "a .teacher of
babes," for he was forty years the conductor of an infant
Sunday-school. He had been so long in that service
that he had absorbed the spirit of a little child, and
so got near the kingdom of grace. His was a gentle,
loving nature, reflected in his round, smooth, kindly,
almost jolly face. He seemed to have as little self-
consciousness as the birds and the flowers, and in the
midst of one of his winning speeches he would stop and.
start up in his sweet tenor voice a child's hymn. The
act was so simple and natural that it would sweep up the
" From Our Muster-Roil of Heroes " 25
whole company in one happy bunch of song, and they
would sing with him, as though they were the children
of his infant class, some such popular refrain as " I have
a Father in the Promised Land," or " Far out upon the
prairies."
Another of those first convention veterans who lived
to take part in the vigorous Sunday-school campaigns
of the sixties was Father Byron of Wisconsin. I recall
him as the center of a remarkable scene at the state
Sunday-school convention in Jacksonville, 111. He
was one of the speakers at the children's mass meeting.
An immense audience was present, filling every square
foot of available space. Father Byron in his address
introduced a story of a nest of fledgeling birds threatened
by a snake that was slowly winding itself up the tree
to a fork where the nest was placed. He described the
agonized mother fluttering wildly around her young with
piteous cries, the unconscious younglings, the serpent's
stealthy approach until its head was poised above the
nestlings and its mouth opened to devour thern. At
that moment the mother bird swung into the scene and
dropped a leaf -covered twig of the " rattlesnake plant "
over her young. As the speaker pictured the sudden
recoil of the snake, and its flight down the tree, and the
joyful clamor of the mother, he dropped a side remark
anent the Civil War then raging which set the audience
into a wild whirl of excitement. Cheer followed cheer;
flags, handkerchiefs, hats, parasols, everything avail-
able was waved, adults and children alike joining in
the demonstration. There stood Father Byron on
the crowded platform, surrounded by officers, distin-
guished delegates and guests who were cheering as
tumultuously as the rest. His sturdy form was sup-
ported by canes. His great trunk bore up a massive
head crowned with a thick poll of snow-white hair.
His broad, genial, rosy face, from which old age had not
taken the softness and charm of youth, beamed with
a gracious delight. When the excitement abated, the
26 The Sunday-school
good old man took up his parable, and, warning his
young hearers of the perils of sin, pointed them to the
love of Jesus, more wonderful even than mother-love,
and the deliverance which He provides. It was an
impressive scene, which memory tenaciously holds; and
no more delightful image of Father Byron could one
wish to retain.
J. W. Weir of Pennsylvania was another of the leaders
of the convention of '32. He took service early in the
ranks of Sunday-school workers, and lived to see them
enlarged to be a mighty host. In his quiet, effective
way he did as much as any other person to shape the
policy and plans of our first, second and third general
conventions, and to " set the pace " for the workers not
only of his generation but of ours. We owe to him
largely our knowledge of the proceedings of those earlier
assemblies.
Arthur Tappan, the philanthropist, by his life and
character added honor to a name counted worthy in
American annals. He was a New York merchant-
prince of that noble type of which the metroiDolis has
always had notable examples. His name will go down
to posterity linked with a saying that might well be
blazoned, in this age of " graft," upon the walls of every
counting-room in Christendom, " I sell my goods, not
my principles! "
Jos. G. Garrigues left a deep impress upon the workers
of his day as publisher of Sunday-school literature, and
especially of the Sunday School Times. That journal
was for a time the only weekly organ of the cause, and
its successor still stands facile princeps in the world of
Sunday-school lesson literature. He was a man of
scrupulous integrity in business. Although interested
in all that concerns human welfare, his favorite philan-
thropies were the religious training of the young and
the total abstinence reform.
Nelson Kingsburg carried in his tall, straight, thin
form the qualities of several generations of worthy
" From Our Muster-Roll of Heroes " 27
Puritan ancestors. His benignant face and pleasant
smile and winning voice added their charm to the force
of his rather precise manners and intellect.
Courtlandt Van Rensselaer, a son of the " patroon "
of Albany, was born to an almost princely name and
estate. After graduation at Yale, he studied law and
was admitted to the bar; finally he abandoned that
profession for the ministry. It was characteristic of his
devout spirit that he chose for his first field of service a
mission to the slaves upon a Virginia plantation whose
proprietor was in sympathy with his purpose and plans.
The chief work of his life was the just alliance of the
religious and secular education of American youth. He
was from the beginning a warm friend and promoter of
Sunday-schools. The reasons which caused him to
abandon the law, with the brilliant civil and political
prospects that it held before him, are worthy of con-
sideration at this time when so many yotmg men of
talents and promise are refusing the call to the Christian
ministry: " First, I consider that every man is under
obligation to his Maker to pursue that course in life in
which he can be most useful. Second, a man of property,
who has not the troubles and anxieties of business to
divert his mind, is under peculiar obligations to make
himself useful. Third, I firmly believe that those men
are the happiest who devote themselves most to God."
Dr. Richard Newton was widely known as " the
children's preacher." He possessed the rare faculty of
winning and holding the attention of young people ; or,
it would be nearer truth to say, he diligently and suc-
cessfully cultivated that talent. His church was within
a square of my own when I was called to Philadelphia in
1869, and one of my first impressions of the new field
was of the crowds of children, accompanied by parents,
who thronged from all quarters to his afternoon services
and sermons for children. They were held once a
month, and were among the most popular meetings in
the city, and kept their popularity during many years.
2 8 The Sunday-school
Several volumes of these children's sermons were pub-
lished, and they had a large sale, and gave a marked
emphasis to this phase of the religious training of the
young.
Mr. Hammond the evangelist, in a quite different
field and method, made prominent the value of children's
special services and sermons.
R. D. Pardee was a teacher of teachers. A look into
his scholarly face, fringed by a closely trimmed beard,
gave one the impression of serenity, of a soul as peace-
ful as a summer evening. He had thought deeply upon
the problems of Sunday-school work, and was one of the
most instructive and stimulating lecturers at the con-
ventions and institutes of the period. He was a pioneer
in authorship of teachers' literature, and his " Index "
is still a valuable book in the Sunday-school workers'
library.
Gov. James Pollock of Pennsylvania was not only a
worker in the ranks, as teacher and superintendent, but
was a popular representative of the cause on the
platform. He was an incarnation of Scotch-Irish Amer-
ican fervency and fluency. Tap him on any occasion,
and he ran rich and racy thoughts and aroused the zeal
of his hearers.
B. W. Chidlaw, " Father Chidlaw " as he was lovingly
called, was one of the veterans who never grew old.
His wonderful voice rang out like a bugle over the largest
audiences. His Welsh fire burned into our hearts, and
fused us all into one loving body of devoted child-savers.
On a visit to his native Wales, the call to higher service
came, and he sleeps amid the scenes of his childhood by
beautiful Lake Bala.
John S. Hart was the ideal student and man of litera-
ture. Seeing him on the same platform with Governor
Pollock and Father Chidlaw, one would remark the great
diversity of talents and character united in the service
of Sunday-schools. Professor Hart was one of its most
polished and scholarly advocates. He was a great
" From Our Muster-Roil of Heroes " 29
teacher, an accomplished educator, a master of the
English language and literature, and he translated into
the service of the Sunday-school those ideas and methods
of secular education which he so well understood. He
was the Arnold of American education, with an even
larger personal influence than the famous master of
Rugby. He holds a place in the succession of editors of
the Sunday School Times, and as such gave a v/ide and
permanent influence to his efforts to improve the service
of Sunday-school teachers and offlcers.
Ralph Wells long held a unique place among Sunday-
school leaders. His " Grace Mission " in New York
was a Mecca to which students of successful methods
turned their steps ; and what a delight it was to see him
at work among his young people! At conventions,
especially in conducting " model classes," his enthusi-
asm was infectious, and his original and brilliant but
perfectly simple methods captured all hearts. His tall,
wiry form fairly quivered with earnestness. His large,
speaking eyes seemed at times to be starting out from
his brow. His voice was a high tenor, with some of the
qualities of a woman's, but penetrating. In speaking
his whole body was in action, rapid, nervous, not
ungraceful movements. Like John B. Gough he
" talked all over." He is at this date (1905) one of the
few surviving leaders of the Old Guard.
Henry Clay Trumbull was .probably the most re-
markable character developed in the American Sunday-
school field. Born and nurtured in New England, he
sprung of an ancestry counted worthiest even in New
England, and all that was best in his ancestors descended
by good heredity to him. In earl}^ manhood ill-health
seemed to have marked him for a brief life, and when
he entered the Union army at the outbreak of the Civil
War, it was thought that the severities of the service
would soon close his career. But his system grew
stronger under exposure. As chaplain of the Tenth
Connecticut, he showed his highest qualities of man-
30 The Sunday-school
hood. So brave and effective was his service that a
petition of the officers of his brigade was sent to the
government, that he be promoted to the rank of major
for valor and efficiency. The request had to be refused
owing to the unjust and unequal laws relating to chap-
lains, who alone of commissioned officers were denied
such recognition of distinguished service. After the
war he entered the service of the American Sunday-
School Union, and thus his life-work opened before him.
In the full vigor of his career he became proprietor and
editor of the Sunday School Times, which his talents
and energy soon made a journal of world-wide influence.
By his lectures, his books and his editorial talents he has
probably done more to mold the thinking and methods
of pastors and of Sunday-school officers and teachers
than any one in the nineteenth century.
A purpose to get something better than the ordinary
tourist's results out of a journey to the holy lands led to
the discovery of Kadesh-Bamea, and, incidentally, to
the development of studies that made him an Orientalist
of good standing. He attained an international repu-
tation as a scholar and author, and at the time of his
death, at a ripe age, his talents and experience had
raised him. to the unchallenged premiership among
leaders in Sunda^'-school work throughout the world.
His personal appearance was striking. He was tall,
erect, thin, with a face furrowed like a weather-beaten
sea captain's, and a beard full and flowing like a desert
sheik's. His large, dark-gray eyes were luminous, and
flashed in animated conversation and public speech,
and often gleamed with silent laughter. He was a wiry
bundle of nerves and muscles; superfluous flesh he had
none. His whole physical and mental being seemed to
be thrown into the subject in hand, and his body at
times fairly quivered with the eagerness of his out-
flowing thoughts, reminding one of a harbor tug throb-
bing under the movements of its immense engine. He
had enormous capacity for work, and he worked up to
" From Our Muster-Roil of Heroes *' 31
the limit. He never took vacations, and yet, in spite of
this seeming violation of nature's requirements, he lived
to a good old age, and was active almost to the last.
These are a few of the men, all of whom I knew
except Messrs. Frelinghuysen, A'''an Rensselaer and
Tappan, who were prominent in Sunday-school leader-
ship at the time this great international association v/as
organized, and a quarter of a century thereafter. Save
Ralph Wells, all have been " mustered out! " There
are many others equall}^ entitled to be named as captains
of the Old Guard. If I am asked on what principle of
selection I have named these, I must answer: I do not
know! But some day history will be just to all; and
if not, there remains the Grand Review before the
Captain of Salvation !
The Illinois Band of the Sixties
I have been a Sunday-school worker for fifty years,
as teacher, Bible-class teacher, infant-school superin-
tendent, superintendent of a colored mission school,
conductor of institutes and as pastor. I have seen
much, in man}^ fields and lands, to win admiration, of
devoted iTicn and v/omen, workers for the children.
But brightest among all these stands out the recollection
of those days when the " Illinois Band," aided b}^ a
strong contingent from Missouri and the East, were
setting the Prairie State on fire with their flaming zeal
for Sunda3^-schools.
What a band it was! There was Father Stephen
Pax son, once an apprentice lad in my native town in
Ohio, who had traveled the state with his old Sunda}^-
school horse, " Robert Raikes," gathering the pioneers'
children together, organizing Sunday-schools and laying
foundations for churches. Few missionaries have done
as much work of that sort as he, or have done it as well.
His sturdy, almost stocky, frame was surmounted by a
smooth-shaven face whose features showed shrewdness,
sincerity and common sense, and were illuminated and
^2 The Sunday-school
softened by his holy zeal and love for the children. He
was a tine example of the educating and elevating
influence of vSunday-school work upon native character.
He was wise enough to keep pushing the younger men
to the front, and compielling them to a leadership which
he knew he could not retain.
There was William Reynolds of Peoria. His manly
form towered among us like a King Saul. And a royal
captain he was ! One of the busiest of men of business, he
made his chief business for the time the winning of that
generation for Christ. Every atom of his great frame
was consecrated. His labors in those days, and for long
afterward, were wholly voluntary and unpaid. But
most of you will remember him as the general field
secretary of this convention, giving his entire time to the
service. So lately was -he translated that the sound of
his footsteps has scarcely died out from among us, and
it will be ages ere the echoes of his notable walk shall fade
away. His passing was scarcely death, simply, "He
was not, for God took him! "
There was Alexander G. Tyng. The very name he
inherited made him a banner-bearer of the Sunday-
school army. But he was a strong and active helper of
his own high choice. He was a son of Dr. Stephen
Tyng of Philadelphia and New York, whose presence
was a benediction to any cause or assembly; and a
brother of Dudley Tyng, over whose soul the garden of
God's spicery had blown its sweetest fragrance, and
whose dying words, " Stand up for Jesus! " have been
immortalized in song.
And there was John H. Vincent, already entered upon
that splendid career which won for him the reception of
last Friday night, one that only comes to great leaders
of men. They made him a bishop of the Methodist
Episcopal Church, one of the highest positions in the
Church of Jesus. But there were some who thought the
act c/g-motion rather than promotion ; for was he not
already archbishop of the Sunday-school cause? He
" From Our Mustcr-Roll of Heroes " 33
will live in history as the founder of the Berean Lessons,
and of Chautauqua, whose unique " salute " whitened
Massey Hall the other night like the wings of three
thousand fluttering doves.
And there was Edward Eggleston! His smile was as
bright as a sunburst from a cloud, and his voice as sweet
as a meadow lark's song in June. He was a veritable
Grecian, and the Greeks would have called him a godlike
man. The Sunday-school cause lost him to literature,
and therein he won fame — but oh! what he might
have been to us! Yet in those days of the " Illinois
Band " he was a princely leader, and he left his mark
deeply written upon this organization.
There, too, was Lyon of the National Teacher, a Sun-
day-school magazine that was founded as the organ of
the highest aims and methods. Modest, self-abnegating,
never a self-seeker, but ever seeking the best for the cause
he dearly loved, like the hidden stones in the foundation
of the sanctuary, he was doubly blessed of God because
unseen of men. We owe him more than we know, for
he was " a power behind the throne " in establishing
our International Lesson System.
And " the throne " was B. F. Jacobs! Incomparable
leader! Through all the limits of his tall frame he was
devoted to Christ and the children's redemption. His
blood-earnestness and readiness of speech, his tactful-
ness and sympathetic temperament made him a master
of assemblies; and he bore the test of true platform
eloquence — he won the hearts and minds of hearers.
Strong-willed, unyielding as granite in his convictions of
evangelical truth and of duty, his heart was mellow with
the love of Christ, and rich with charity towards men.
His saintliness carried no strain of bigotry, and he had
his Bible at his tongue's end as well as in his heart. How
grave his face grew in his moments of earnestness!
But the smiles that so often illuminated it were as sweet
as a glint of summer dawn. Oh, it will be long ere such
a true, wise, kind, strong and resourceful leader shall
34 The Sunday-school
arise in the kingdom of child -nurture ! Yet — " Men
die but Jesus lives!"* And childhood is an undying
factor in our world; and the children are still to be
saved and kept for Jesus !
And there was Dwight L. Mood5^ He came and
moved among us like the messenger of the flaming cross
in Sir Walter's " Lady of the Lake." At his touch and
word men arose, and seized the cross and sped away with
the message. He had the faculty of setting men to soul-
saving work. What a man he was! He was a secretary
of the Young Men's Christian Association in Chicago, and
sought young men with a quenchless zeal. Any con-
venient store box was his pulpit ; and he taught us all
to be street-corner evangelists. He was the Sunday-
school's greatest graduate preacher, the modern world's
greatest evangelist. He was a young man then — and
they all were young! How hard it is to think of them
now as such! He could hardly speak two consecutive
sentences without an error in grammar, but his love for
souls burned out his pride of speech, that bane of preach-
ers, and by and by it burned out the blunders, too.
At one of our state conventions the power of God was
especially manifest. We wondered thereat, until we
learned that the evening before the convention met
Moody had climbed into a window of the big wooden
wigwam built for the occasion, and on his knees and face
had wrestled there for hours for the presence and power
of the Holy Ghost. Is it strange that under such leaders
the prairies were soon aflame with that rare fire which of
old was kindled from the coal from off the altar of the
Highest ?
The neighboring state of Missouri shared the influence
and aided the work. Her leaders and workers crossed
the Mississippi to kindle their torches at the Illinois con-
ventions, and returned to spread the fire. Among them
were such laymen as Messrs. Yeager and B. F. Jones,
* Mr. Jacobs' dying message, sent through Dr. Geo. W. Bailey to the
Denver Convention.
" From Our Muster-Roil of Heroes " 35
Lieut. -Governor Stannard, Gen. E. Anson Moore and
Thomas Morrison. St. Louis had few more interesting
citizens than " Tom Morrison," of Biddle Market mission
Sunday-school. Divine grace and the uplifting power
of Sunday-school work raised him from an unlettered
drayman to be one of St. Louis' most useful and re-
spected citizens. It was a lesson and a delight to see
him among his more than a thousand children and
youth crowded into the great hall above the Biddle
Street Market. All knew him, all loved him, all trusted
him, and many came to him for help. He was a fine
ilKistration of the superiority of character to mere cul-
ture. He had little of the learning of the schools, but
he had the nobler gift of sanctified manhood. I had
rather trust young lives to the molding influence of
such a man as he, than to the most highly cultured mind
unlearned in the school of Christ and unadorned with
the graces of the Holy Ghost.
The leaders of song came with their inspiring gifts —
the Asaphs and Ethans of the sanctuary. Among these
were Bliss and Gould, and Philip Philips, the " singing
pilgrim," and Thane Miller, whose sightless eyes saw more
and better things than many a " seeing " Christian.
And by and by came " Chaplain McCabe." They
who in those days heard him sing " Home of the Soul,"
or " Drinking from the Same Canteen," will not forget!
These are only a few of those who have been im-
pressed upon your speaker's memory as types of our
leaders. There were others, the local pastors and super-
intendents, and visiting lecturers and speakers. After
all, those undistinguished " others " were the chief con-
tributors to the great success of the movement, and from
their ranks were recruited the future leaders, who
wrought better than their predecessors, as men ought
always to do, many of whom are now the captains of the
host.
And there were " honorable women not a few." For
the most part the}^ were " silent in the churches " in
36
The Sunday-school
those earlier days. But the spirit of the Lord was
brooding on the face of the deep. Women were be-
ginning to hear, and the Church was beginning to recog-
nize, the Holy Spirit's call to them to use their natural
endowments and gracious gifts in a wider sphere. To
the growth and development of Sunday-schools, more
than to an}^ other cause, is due the advent of woman into
those wide fields of religion and philanthropy and of
social service v/herein she has wroiight such incalculable
blessings to our humanit}^ Under the quickening,
uplifting and expanding influences of Sunday-school
work woman has found her larger self. Happily, she is
not side-tracked in this convention. No reports and
addresses have been better received, and none better
vvorth receiving, than those of our women workers.
M-r^-tf^
^-^^..^g^^
^^^
Harvesting in Galilee
{From Glivipses of Bible Lands)
The Genesis of the Lesson 37
THE UNIFORM LESSON
The Genesis of the International Sunday-school Lesson
Prof. H. M. HAMILL, D.D.
I. Period of Preparation
One hundred years was spent in laying the founda-
tion of the International Lesson System. Like all great
movements, the system is the work of many master
spirits. Its roots run back to Robert Raikes and the
wretched intellectual and spiritual conditions of Eng-
land during the eighteenth century. Raikes, turning
from hopeless endeavor to convert criminals in English
jails, and gathering the gamins from the streets of pin-
making Gloucester to be taught on Sundays by four
women, at a shilling a day each, the rudiments of spell-
ing, reading and church catechism, furnishes, the germ
of international Sunday-school history and progress.
Transplanted to America, the Raikes idea soon secured
what had been denied it in the land of its birth — the
toleration, friendship and, finally, the adoption of the
churches. Here, as in England, the Raikes idea quick-
ened the pulse of secular education. As truly as the
Raikes Sunday-school was the precursor of the English
public-school system, so in America it became the in-
spiration and stimulus to all forms of education, secular
and religious.
The successive steps that led to the conception and
adoption of the international lesson may be summarized
as follows:
1. The rise and spread of the Raikes " mission
school " in England, Wales, Ireland and Scotland, in
which the children of the poor, under hired teachers,
were the subjects of instruction.
2. The transference of the Raikes Sunday-school idea,
in method and motive, to America, and its early adop-
38 The Uniform Lesson
tion by the churches as an integral part of church work.
Once in vital relationship to the church, the first notable
era of progress was begun.
3. Then came the era of " memorization," which held
monotonous and emasculating sway for the first twenty-
five 5^ears of the nineteenth century. It became a veri-
table mania, until child memory and advanced church
leadership began the inevitable recoil.
4. Out of the reaction from the exclusive method of
memorization came the first hint of our International
system in what was called at the time the " limited
lesson " or " selected lesson " scheme. By whom or
where it was conceived no one now seems to know.
Dr. James Gall of Edinburgh is its reputed author. It
began in America in 1825. In 1826 the New York
Sunday-School Union approved the scheme and urged
its adoption. It secured a place in many schools, chiefly
in New York, Albany, Boston and Philadelphia. In
1826 Rev. Albert Judson began the issue of a monthly
series of questions on these Scripture selections for the
use of teachers. In 1827 Judson published a question
book based upon the " Selected Lessons," announced
by the author as " A First Annual Course of Lessons."
The scheme comprehended a course of scriptural selec-
tions extending through five years, of forty lessons each
year, and including " the principal facts and truths of
the Bible." The American Sunday-School Union was
quick to note its marks of progress, and gave it a hearty
endorsement. Its chief claim to popular favor, as
declared at the time, was that it " required every class
to receive instruction in the same lesson at the same
time." It soon became so widely introduced that the
American Sunday-School Magazine said that the method
of memorization and the choice by every child of his
own memory text was " now exploded from every well-
conducted Sunday-school, and all now have the same,
and that a limited portion of Scripture to study, under-
stand and commit to memory."
The Genesis of the Lesson 39
5. In 1827 the American Sunday-School Union began
the publication of its annual series of " Union Question
Books," containing from one hundred and twentj^-five
to one hundred and fifty pages, and sold at six and
a half cents a volume. Some of these books gave an
entire year to a single book of the Bible; others pre-
sented the chronological study of the life of Christ ; the
full series aiming to comprehend the entire Bible in
portions. In 1869 an " Explanatory Question Book "
was added to the series, giving answers to the questions
of the other books. Within fourteen years from the
issuance of the first " Qtiestion Book " nearly two million
were sold, and their wide use was a factor in prepara-
tion for the yet far-away national and international
uniformity.
6. A signal step was next taken by Orange Judd,
publisher of the American Agriculturist, who supple-
mented prior schemes of lesson study by the addition
to each selected lesson of its " connecting hivStory " and
" analysis." The Judd scheme was begun in 1862.
" The Judd Question Book " was prepared under his
direction by Dr. James Strong and Mrs. Dr. Olin, the
former preparing the annual list of Scripture selections
and the " connecting history " and " analysis," the
latter the questions upon each lesson. The series was
called " Lessons for Every Sunday in the Year," and
two million copies were sold between 1862 and 1865.
On the covers of the books was the statement that the
lessons were " all arranged in order of time, with brief
connective history or epitome of the entire Old and
New Testaments," and " adapted to scholars of all
ages," and " in accordance with the views of all denomi-
nations."
7. The last step in preparation for the International
Lessons was taken in Chicago. Fostered by the fact
of great interdenominational organizations at the close
of the eighteenth and early in the nineteenth century,
both in England and America, notably the London Sun-
40 The Uniform Lesson
day-School Union, the Bible and Tract societies, the
Evangelical Alliance, the denominational Sunday-school
unions in America, the fire of Sunday-school enthusiasm
was blazing all over the land. The first " National
Sunday-school Convention "of 1832 in New York, Hon,
Theodore Frelinghuysen, president; the second conven-
tion of 1833 in Philadelphia, Hon. Willard Hall, presi-
dent; the third convention in Philadelphia in 1859,
ex-Governor James Pollock, president, had fanned the
flame. It was an era of Sunday-school ideas and of
Sunday-school giants, — Pardee, Wells, Stuart and
McCook in the East; Moody, Vincent, Jacobs, Reynolds,
Whittle, Farwell, Eggleston and Blackall in the West.
Vincent and Jacobs, then in the early vigor of young man-
hood, were the Sunday-school leaders of Chicago. Vin-
cent did the thinking and Jacobs did the planning.
Called into exclusive service as a Sunday-school special-
ist by the Chicago Sunda^^-school Union in 1865, he
began to publish the " Sunday-school Teachers' Quar-
terly," afterwards changed in 1866 to the " Sunday-
school Teacher." During 1865 the " Quarterly " had
given four optional series of lessons, one of them from
the London Union, another prepared by Vincent him-
self. The first issue of Vincent's " Sunday-school
Teacher " in 1866 contained the first of a newly con-
ceived series entitled, " Two Years with Jesus — A New
System of Sunday-school Study." Briefly stated, it
comprehended a two 3^ears' course of Christ-studies,
twenty-four lessons each year, each lesson to be studied
two consecutive Sundays. The titles of the first quar-
ter's lessons will illustrate the scheme: " The Babe of
Bethlehem," " The Boy in the Temple," " The Man at
the Jordan," " The Tempted One," " The Transfigured
Christ," " The Grief at Gethsemane."
n. The Period of Adoption
After 1865 events leading to the adoption of the
International lessons crowded thick and fast. The
The Genesis of the Lesson 41
Vincent lessons were at once widely adopted by schools
in and about Chicago. The " Vincent system " was
the first in the world with analytical and illustrative
helps for the teacher and lesson helps for the scholar.
The Chicago " Teacher," continued by Rev. Edward
Eggleston, elaborated and extended it, and in four
years from the beginning of his editorship in 1867,
had a monthly circulation of 35,000 for the paper,
and of 350,000 for the scholar's lesson leaf. While
his paper was leading the way rapidly towards
national uniformity, Eggleston himself, from first to
last, singularly and strenuously combated the idea of
uniformity as repressive and harmful to the Sunday-
schools.
B. F. Jacobs, with eyes touched doubtless by the
Holy Spirit, saw the nobler vision. He was the first
Sunday-school expansionist. Taking the lesson concept
of Vincent and Eggleston, he dreamed of world-wide
extension. " The lesson is not for Sunday-schools of
this locality only," he wrote, " or for this or that denomi-
nation, or for the schools of this country only; but,
blessed be God, we hope, for the world." He began, in
1868, a weekly exposition of the Eggleston lessons in the
Chicago Baptist Standard, the first church paper that
ever attempted it. Jacobs pleaded for three things:
one and the same lesson for the whole school; one uni-
form lesson for all schools world-wide; expositions of
the lessons in all papers, religious and secular, that
could be persuaded to give them.
The fourth national convention met in April, 1869, in
the city of Newark, N. J., under the presidency of George
H. Stuart. Mr. Jacobs was made chairman of the
superintendents' section of the convention, and secured
the endorsement of his plan of uniformity by three
fourths of the superintendents, but opposed hasty action
on the ground that many publishers and writers of lesson
series were not yet ready for uniformity. In 1870
thirty or more publications contained lesson notes and
42 The Uniform Lesson
expositions upon a half-score independent series, those
of Eggleston in the Chicago " National Teacher " and
of Dr. Vincent's " Berean " being largely in advance in
patronage and prestige.
The national Executive Committee met in New York,
July, 187 1, to plan for the fifth national convention of
1872 in Indianapolis. Mr. Jacobs urged them to instant
action, as far as was practicable, upon the question cf
uniformit}^ The Committee decided to call a meeting
of all lesson publishers and writers in New York for the
8th of August, 1 87 1. On the day appointed twenty-
nine publishers and writers came together to consider
the question of national uniformity. To them the
adoption of Mr. Jacob's plan meant the sacrifice of copy-
rights, plates already prepared, and popular schemes of
study, aggregating in value many thousands of dollars.
They decided by a vote of 26 to 3 to appoint a com-
mittee to select a list of lessons for the following year,
1872. Jacobs, Vincent Eggleston, Newton and Dr.
H. C. McCook were appointed as the committee.
The lessons for 1872 were selected, comprising two
quarters of the Eggleston outlines, one quarter from the
Berean and one selected by the committee. Such is
the history of the first tentative international course.
The climax came the following year, 1872, at Indianap-
olis, in the formal adoption by the Fifth National Con-
vention of the Jacobs' plan of uniformity. Twenty-two
states and one territory were represented by ^T)d> dele-
gates, besides men from Canada, Great Britain and^
India.
The issue was joined by a resolution of Mr. Jacobs, as
follows: ''Resolved: That the convention appoint a
committee, to consist of five clergymen and five laymen,
to select a course of Bible lessons for a series of 3^ears not
exceeding seven, which shall, as far as they may decide
possible, embrace a general study of the whole Bible,
alternating between the Old and New Testaments semi-
annually or quarterly, as they shall deem best; and to
The Genesis of the Lesson 43
publish a list of such lessons as fully as possible, and at
least for the two years next ensuing, as early as the first
of August, 1872; and that this convention recommend
their adoption by the Sunday-schools of the whole
country; and that this committee have power to fill
any vacancies that may occur in their number by reason
of the inability of any member to serve." Jacobs led
the memorable discussion with five clean-cut points:
That such uniformity would be better for scholars,
teachers, parents, pastors, lesson writers. Dr. Eggles-
ton opposed the resolution, declaring it a " movement
backward." Dr. Vincent was called to the platform
and began by saying: " A year ago I opposed the scheme
of national uniformity. To-day I am thoroughly con-
verted to the other side." With minority of only ten
votes, the resolution of Mr. Jacobs was adopted, the
convention with great enthusiasm joining in the singing
of the doxology. Mr. Jacobs asked that the brethren
of the British Provinces appoint a " committee of con-
ference " with the lesson committee to be named by
the convention. Upon this first Lesson Committee the
convention appointed the following: Clergymen, Rev.
J. H. Vincent, D.D., New Jersey, Methodis;t; Rev. John
Hall, D.D., New York, Presbyterian; Rev. Warren
Randolph, D.D., Pennsylvania, Baptist; Rev. Richard
Newton, D.D., Pennsylvania, Episcopal; Rev. A. L,
Chapin, LL.D., Wisconsin, Congregational. Laymen,
Prof. P. G. Gillett, LL.D., Illinois, Methodist; George
H. Stuart, Pennsylvania, Presbyterian; B. F. Jacobs,
Illinois, Baptist ; Alexander G. Tyng, Illinois, Episcopal ;
Henry P. Haven, Connecticut, Congregational. Canadian
members were added later, as follows: Rev. J. Monro
Gibson, D.D., Quebec, Presbyterian; A. MacAllum,
Ontario, Methodist. Of this committee Drs. Vincent
and Gibson alone remain with us.
The dream was realized, and Vincent's lesson idea
and Jacob's world-wide plan of uniformity became
incarnate.
44 The Uniform Lesson
III. The Period of Extension
The newly-adopted system of lessons found instant
favor at home and in foreign lands. One by one the
denominations swung into line. Secretary Randolph
of the Lesson Committee, in his report at Atlanta in
1878, said, " We seem to have been treading a royal
highway." The religious weeklies gave large space to
critical study of the current lessons. Many secular
papers also began to furnish expositions.
Interest and progress were equally great in Canada,
which, from the beginning in 1872, has kept loyal and
hearty step with the workers of the United States. The
lessons had gone into nineteen nations within three
years. The London Sunday-School Union informed the
Atlanta Convention of 1878 that a million of its con-
stituency were enlisted in international study. A like
greeting came later from the Wesleyans of Great Britain
of another million students.
The first Lesson Committee, in the beginning of its
term, cordially invited all sincere criticism and suggestion,
looking toward the improvement of their courses of study.
Their example has been followed by the committees suc-
ceeding. The earlier and cruder plan, formulated soon
after the Indianapolis Convention under the specific
instructions of that body, was in brief the following:
1. Alternation each year between the Old and New
Testaments.
2. Beginning with Genesis, to select from the Old
Testament in chronological order.
3. To spend a part of each year in studying the life and
ministry of Christ, beginning with Matthew and passing
in order through the other Gospels.
4. To follow with lessons on the apostles, the planting
of the Church, and the doctrines of the New Testament,
as contained in Acts and the Epistles.
So intelligently and thoroughly were the selections of
the first Lesson Committee made that they have been
the landmarks of succeeding committees, varied from
The Genesis of the Lesson 45
only so far as to include other great salient events, per-
sons and doctrines of the Bible. At first the chosen
lesson-texts were briefer than now, the intention of the
committee being that the entire lesson should be both
studied and committed to memory. The " Golden
Texts " were not selected by the committee until two
years after the system of lessons began.
In line with the thought of extension, a brief word as
to the personnel of the members of the Lesson Commit-
tees will not be out of place. The resolution of Mr.
Jacobs, as adopted in 1872 at Indianapolis, fixed the
number of the first committee at ten, five clergymen and
five laymen. By vote of the convention, two more
from Canada were added to the committee in time to
attend .its first post-convention session. This first com-
mittee represented five of the numerically greater denomi-
nations. When its term of office ended six years later
at the Atlanta Convention of 1878, such was the pressure
from denominations, or divisions of denominations, not
represented in the committee, that two additional mem-
bers were added, making fourteen in the body. This
number and denominational representation was renewed
at the Louisville Convention of 1884, in appointing the
third committee. At the Pittsburg Convention of 1890,
yielding to further pressure, one more member was
added, making fifteen members, which was continued
at the Boston Convention of 1896 and the Denver Con-
vention of 1902, in constituting the fifth and the sixth
committees. At the Pittsburg Convention, in view of
the fact that the original appointrrient of committees
for a six-years' term to select a seven-years' course of
lessons was widening perilotisly the gap between the
terms of service and the lesson series, the convention
abridged the lesson series from seven to six years.
At the Louisville Convention of 1884 (as indicated in its
report), for the first time the " Corresponding Members "
of the British and Foreign committees were indicated,
beginning with six members, most of them in England.
46
The Uniform Lesson
John Potts, D.D.
The Lesson Committee at Work
JOHN POTTS, D.D.
This committee is com-
posed of fifteen members on
the western side of the At-
lantic, twelve members from
the United States and three
from the Dominion of Canada.
The British section of the
Lesson Committee is com-
posed of thirteen members.
The service rendered is with-
out fee or reward, except
hotel and railway expenses.
Tn traveling and actual com-
mittee work it means about a
week every year. In addition
to this, two sub-committees,
one on the Old Testament and the other on the New,
work during the year and report to the full committee.
While those committees render eminent service, the
full committee takes nothing for granted, but goes over
their w^ork minutely. The committee meets annually,
and at a meeting selects the lessons for a year, and
always two or three years ahead of the date when they
reach the Sunday-schools. One reason for this is that
the work of the committee is sent to the British section
for criticism and suggestion. At the following meeting
these criticisms and suggestions are carefully studied
and, in most cases, accepted. Then the selections for
the year are sent to the denominational publishing
houses and to other institutions having to do with the
preparation of the lessons. This is done in order to give
the lesson writers and artists ample time for the exposi-
tion and illustration of the lessons for the schools.
It is, I suppose, understood that the Lesson Committee
does not go beyond the selection of the texts of the lessons.
The Lesson Committee at Work 47
The committee meets in a private parlor of the
hotel where they stop. Private entertainment is not
accepted, as it would seriously interfere with the time
of the committee.
Three sessions are held daily, and sometimes, by local
arrangements, a public meeting is held in the interest
of the Sunday-school v/ork of the city where the meeting
takes place.
To illustrate the work performed by the committee
I may refer to the fact that the new series of lessons
begins with January, 1906. The committee usually
makes a general plan for six years, which is as follows ;
1906. January to December. Syn- Words and Works of Jesus.
optic Gospels. Harmony.
One whole year.
1907. January to December. Patri- Stories of the Patriarchs and Judges.
archs to Samuel as Judge.
One year.
1908. January to June. Gospel ac- The Witness of John to Jesus.
cording to St. John. Six
months.
1908. July to December. Saul to The United Kingdom. (Saul, David
Solomon. Six months. and Solomon.)
1909. January to December. Acts Expansion of the Early Church.
and Epistles. One year.
1910. January to December. Divi- Kings and Prophets of Judah and
sion of Kingdom: Captivity Israel. (Kings to Malachi.)
and Return. One year. Or
Glory, Decline and Restoration of
Israel.
191 1. January to December. Gospel The Gospel of the Kingdom.
according to St. Matthew.
One year.
It will be noticed that in the outline two and a half
years have been given to the Old Testament and three
and a half to the New Testament. The biographical
scheme has been held to with great tenacity, since it
proved so attractive a feature in the course of lessons
from 1 900-1 905 inclusive. Your committee has made
its lessons continuous for each of the years covered,
excepting for the year 1908, when six months are given
to the Gospel of St. John, and six months to the story
of the United Kingdom. The break in this year was
necessary if the scheme of three and a half years in the
New Testament and two and a half in the Old was to be
consistently carried out.
48 The Uniform Lesson
By this arrangement, the story of the Gospels is
presented during the whole of the year 1906, during
half of the year 1908, certainly during a portion of the
year 1909, where we are engaged on the Acts and the
Epistles, and during the whole of the year 191 1. There
are then only two years out of the six during which no
definite teaching concerning the life and the work of
Christ is to be found.
The specific work in relation to each lesson is the
selection of a topic, memory verses and Golden Text.
Hardly ever is an item of the above accepted until we
have reached a substantially unanimous decision.
In view of the fact that the convention requires the
Bible to be covered in a six years' course, it will be seen
by all intelligent readers that it is impracticable to enter
into minute and exhaustive study of all the books of the
Bible.
The best is done by the committee to serve the
International Convention and the Sunday-school world.
I may say for my colleagues, as well as for myself,
that we live and work under a gracious pressure of
responsibility for well-nigh twenty-six millions of the
Sunday-school army.
It is the lot of the chairman of the Lesson Committee
to be engaged on many boards, both religious and
philanthropic, but he places the Lesson Committee as the
highest of all. The fellowship of the committee is of
the most precious kind, and leads to the highest kind of
friendship for the members of the committee and,
indeed, for all consecrated Sunday-school workers.
International Lessons, iSyz—igoO
49
B. F. Jacobs
1872-1902
The Creation
Classified List of the Inter=
national Lessons, 1872-
1906, giving Topic,
Text and Date
Showing the number of times a
given topic has been studied
in thirty-five years
Bishop Vincent
1872-1896
Gen.
God the Creator of All Things
The Beginning
The First Adam
In Eden
Sin and Death
The Fall and Promise
Adam's Sin and God's Grace
Beginning of Sin and Redemption
Cain and Abel
Noah and the Ark
Noah Saved in the Ark
The Bow in the Cloud
God's Covenant with Noah
The Covenant with Noah
Temperance Lesson
Confusion of Tongues
The Call of Abram
Beginning of the Hebrew Nation
God Calls Abram
Lot's Choice
Abram and Lot
Abram and Melchizedek
The Covenant with Abram
God's Promise to Abraham
God's Covenant with Abram
Abraham's Intercession
Missionary Lesson
God's Judgment on Sodom
Abraham Pleading for Sodom
Lot's Escape from Sodom
Escape from Sodom
Destruction of Sodom
Trial of Abraham's Faith
Abraham Offering Isaac
Abraham and Isaac
Trial of Abraham's Faith
Selling the Birthright
Isaac's Prosperity
Isaac the Peacemaker
Jacob and Esau
1:1, 26-31
1:1-3; 2:4-8
1:1-2: 3
1 : 26-31 ; 2 : I-
) » > t
2: 15-25
3: 1-6, 17-19
3:1-8, 15
3:1-15
4:3-10
4:3-13
4:3-15
4:3-16
6:q-22
6:13-18
8: 1-22
9:8-17
» »
9:8-19
9: 18-27
11:1-9
11:31, 32; 12
I 2: r-9
13: 1-13
13:1-18
t,
14: I 2-24
15:^-7
15:1-18
i5':'5-i8
17:1-9
18: 16-33
18: 17-26
18:22-33
18:23-33
19: 1 2-26
19: 15-26
22: 1-13
22: 1-14
22: 7-14
25:27-34
26: 12-25
27: 22-40
Jan. 5
July 4
July 7
■3 Jan. 2
Jan. 7
Jan. I 2
Jan. 9
Jan. 19
July 1 1
Jan. 14
July 14
Jan. 26
Jan. 21
July 18
Jan. 16
Jan. 23
Feb. 2
July 21
Feb. 9
Jan. 28
July 25
Mar. 27
Feb. 16
:i-io
Aug. I
Jan. 30
Feb. 4
July 28
Feb. 6
Aug. 8
Aug. 4
Aug. IS
Feb. 23
Aug. 22
Aug. 1 1
Feb. 13
Feb. II
Aug. 29
Aug. 18
Mar. 27
Feb. 18
Feb. 20
Sept. 5
Mar. 2
Feb. 27
Feb. 25
Sept. I 2
Mar. 6
Aug. 25
Mar. 9
Mar. 4
Oct. 3
Sept. I
Oct. 10
880
901
887
894
873
887
873
880
894
901
873
894
880
887
887
873
901
873
894
880
887
873
880
887
894
901
887
880
901
880
873
880
901
887
894
880
901
887
894
887
880
873
887
894
880
887
901
873
894
880
901
880
50
The Uniform Lesson
Jacob and Esau
Jacob at Bethel
Jacob a Prince with God
Jacob's PrevaiUng Prayer
Jacob's New Name
Jacob's PrevaiUng Prayer
The New Name
Joseph Sold into Egypt
Discord in Jacob's Family
The Dreams of Joseph
Joseph Sold into Egypt
Joseph Sold
Joseph Sold into Egypt
The Lord with Joseph
Joseph in Prison
Joseph Exalted
Joseph Ruler in Egypt
Joseph Exalted
Joseph the Wise Ruler
The Report from Egypt
Joseph and His Brethren
Joseph Makes Himself Known
»» 1) »> » »
Joseph Forgiving His Brethren
Joseph and His Brethren
Joseph Sends for His Father
Israel in Egypt
Jacob and Pharaoh
Joseph and His Father
Jacob and Pharaoh
The Last Days of Jacob
Prophetic Blessings
Last Days of Joseph
Joseph's Last Days
The Last Days of Joseph
Death of Joseph
Israel in Egypt
11 >» >i
Israel Oppressed in Egypt
Israel in Egypt
The House of Bondage
The Birth of Moses
The Child Moses
The Childhood of Moses
»i »t »» » »
The Coming Deliverer
The Call of Moses
Moses Sent as a Deliverer
Doubts Removed
Moses and Aaron
Jeho^'ah's Promise
Moses and the Magicians
The First Plague
Moses and Pharaoh
The Passover
Gen. 27:30-40
Mar. 16
1873
,, 28:10-22
Mar. 23
1873
it 11
Oct. 17
1880
1 1 * *
Mar. 13
1887
1 ) If
Mar. II,
1894
It It
Sept. 8
1 90 1
„ 32:1-32
Sept. 15
1901
,, 32:9-12, 22-30 Oct. 24
1880
,, 32:9-12, 2
4-3C
) Mar. 20,
1887
1 1 i»
Apr. I,
1894
,, 32:24-30
Apr. 6,
1873
,, 37:1-5. 23
-36
Oct. 31 1
1880
,, 37:1-11
Apr. 8,
1894
,, 37:3-11
Apr. 13,
1873
,. 37:12-36
Oct. 6,
1901
,. 37:23-28
Apr. 20,
1873
„ 37:23-36
Apr. 3
1887
» I » t
Apr. 15
1894
,, 39:1-6, 2C
-23
Apr. 27
1873
„ 39:20-40:
15
Oct. 13
1 90 1
„ 39:21-23;
40:
1-8
Nov. 7
1880
,, 41:37-49
May 4
1873
„ 41:38-48
Apr. 10
1&87
» t » »
Apr. 22
1894
„ 41:38-49
Oct. 20
1 90 1
,, 41:41-57
Nov. 14
1880
., 42:29-38
May II
1873
■ „ 44:30-34;
45:
1-8
Nov. 21
1880
„ 45:1-8
May 18,
1873
,, 45:1-15
Apr. 17,
1887
t) t t
Apr. 29
1894
»» tl
Oct. 27
1 90 1
,, 45:19-28
May 25
1873
,, 46:1-4. 29
-32
June I
1873
,, 47:1-12
Nov. 28
1880
Apr. 24
1887
.. 47:5-10
June 8
1873
,, 48:8-22
Dec. 5
1880
,, 48: IS, 16;
49.
8-10
June 15
1873
,, 50:14-26
Dec. 12
, 1880
May 6
1894
,, 50:15-26
June 22
M873
,,
Nov. 3
, 1901
Ex. T : T-T4
July 3
, 1881
J » »i
May 13
t 1894
i» It
Nov. 10
1 1901
,, 1:6-14
May I
, 1887
,, I : 7-14
Jan. 4
, 1874
,, 2 : i-io
Jan. 1 1
1874
»» f»
May 8
1887
?i >i
May 20
1894
* * It
Nov. 17
1901
„ 2:5-15
July 10
, 1881
,, 3:1-10
Jan. 18
t 1874
, , 3:1-12
May 15
t 1887
t ) 11
Dec. I
t 1901
,, 3 : 1-14
July 17
, 1881
,, 3 : 10-20
May 27
t 1894
,, 4 : 1-9, 27-
31
Jan. 25
, 1874
,, 4 : 27-31 ; 5
: I-
4 July 24
, 1881
,, (>: 1-8
Feb. I
t 1874
„ 7:8-17
July 31
, i88i
,, 7 : 14-22
Feb. 8
t 1874
,, 11: I-IO
Dec. 8
,1901
,, 12 : 1-14
Aug. 7
, 1 88 1
International Lessons, i8y2~icjo6
51
The Passover
The Passover Instituted
The Passover
Jehovah's Passover
The Exodus
The Passage of the Red Sea
The Red Sea
Passage of the Red Sea
The Red Sea
IT »T l»
Bitter Waters Sweetened
Bread from Heaven
The Manna
The Giving of Manna
Defeat of Amalek
The Commandments
The Ten Commandments -
The Ten Commandments
The Commandments
Ex.
I 2:
1-14
Duties to Go 1
The Ten Commandments — Duties to Men
God's Covenant with Israel
The Golden Calf
Worshipping the Golden Calf
The Golden Calf
The People Forgiven
The Golden Calf
Idolatry Punished
God's Presence Promised
Missionary Lesson
Free Gifts for the Tabernacle
Free Giving
The Tabernacle
The Tabernacle Set Up
The Burnt OflFering
11 » » » »
The Peace Offering
The Five Offerings
Nadab and Abihu
Temperance Lesson
Nadab and Abihu (Tem.)
The Day of Atonement
»» yi »i »t
The Three Great Feasts
The Feast of Tabernacles
The Year of Jubilee
The Lord's Ministers
Temperance Lesson
The Pillar of Cloud and of Fire
Journeying toward Canaan
Journeying to Canaan
The Report of the Spies
The Spies Sent into Canaan
Report of the Spies
Israel's Unbelief
The Unbelief of the People
The Smitten Rock
12: I - 1 7
12 : 21-30, 51
13 : 17-22
14: 13-2.7
14: 19-27
14 : 19-29
14: 19-31
15 : 22-27
16: 1-5, 31-35
16: 1-8
16 : 4-12
16: 4-1 5
17 : 8-r6
20 : i-i I
20 : 1-17
20 : 1 2-21
22 :
24:
32 :
32:
32:
32:
32 :
32 :
:^i •■
35 :
35 :
40:
40:
12-17
1-12
1-6, 19, 20
1-6, 30-35
1-8, 30-35
12-20
15-26
26-35
12-23
20-29
25-35
1-13
1-16
40: 17-30
Lev. 1:1-9
I : 1-14
,, 7 : 11-18
-. 7 : 37. 38
10:1-11
16 : 1-16
16 : 16-30 .
23 : 4-6, 15-21
23 : 33-44
25 : 8-17
15
22
22
14
May 22
June 3
Dec. 15
Feb.
Feb.
Dec.
Aug.
June 10
Mar. I
May 29
Mar. 8
Mar. 15
Aug. 21
June 5
July 6
Mar. 22
Aug. 28
June 1 2
July 13
Apr. s
July 7
Sept. 4
June 19
July 20
July I
Apr. 1 2
July 27
July 14
Apr. 19
July 8
Sept. 1 1
July IS
June 26
Julv 27
Oct. 2
Aug. 3
Oct. 9
July 29
Apr. 26
Aug. 5
Oct. 16
Oct. 23
May 3
Oct. 30
June 26
July 21
Aug. 10
Aug. 12
Nov. 6
, 33-36
May 10
Nov. 13
Aug. 19
Nov. 20
Num. 3 : 5-13 May 17
6 : 1-4 Dec. 30
9 : 15-23 Aug. 26
10 : 11-13, 29-36
Aug. 17
10 : 29-36 July 28
13 : 17-20, 23-33
Aug. 4
13 : 17-33 Sept. 2
13 : 26-14 : 4 Aug. 24
14 : i-io May 24
20 : 1-13
Sept.
Sept. I
[887
[894
[901
[874
r874
[901
[881
1894
[874
t887
[874
1874
[881
[887
[902
[874
t88i
t887
[902
[874
[895
[88r
[887
[902
[888
[874
[902
[895
:874
[888
[881
[888
[887
[888
:88i
[902
[88r
r888
[874
[888
[881
[881
[874
[881
[887
[895
[902
[888
[881
[874
[881
[888
[874
[888
[888
[902
1895
[895
[888
[902
[874
[888
[888
52
The Uniform Lesson
The Smitten Rock
The Serpent in the Wilderness
The Brazen Serpent
The Serpent of Brass
The Brazen Serpent
Balaam
The New Home in Canaan
The True Prophet
The Prophet Hke Moses
Temperance Lesson
Loving and Obeying God
Last Days of Moses
The Death of Moses
Death and Burial of Moses
The Death of Moses
Joshua Encouraged
Joshua Successor to Moses
The Commission of Joshua
Joshua Encouraged
Passing Over Jordan
Crossing the Jordan
Memorial Stones
The Stones of Memorial
Preparation for Conquest
The Plains of Jericho
The Fall of Jericho
Jericho Taken
The Fall of Jericho
Defeat at Ai
Israel Defeated at Ai
Achan's Sin
Ebal and Gerizim
The Reading of the Law
Caleb's Reward
Caleb's Inheritance
Joshua and Caleb
Caleb's Inheritance
The Land Divided
The Cities of Refuge
Helping One Another
The Altar of Witness
Joshua's Warning
God's Mercies to Israel (Review)
Israel's Promise
Joshua Renewing the Covenant
Joshua's Parting Advice
The Last Days of Joshua
The Covenant Renewed
The Time of the Judges
Israel Forsaking God
The Time of the Judges
The Promise Broken
Israel under Judges
The Call of Gideon
Gideon's Army
Num. 2o : 7-13
May 31
, 1874
21:1-9
Nov. 27
, 1881
11 ) )
Aug. 31
1902
,, 21 : 4-9
June 7
1874
) ) J T
Aug. II
, 1895
., 24: 10-19
Dec. 4
1881
Deut. 6: 3-15
Aug. 18
1895
,, 18-9-16
June 14
1874
18 : 9-19
Sept. 7
1902
21 : 18-21
Sept. 3
1888
30 : 11-20
Sept. 14
1902
,, 32:44-52
Dec. II
1881
,, 34' 1-12
June 21
1874
Sept. 23
1888
,,
Sept. 21
1902
Josh. 1:1-9
Jan. 3
1875
11 11
July I
1883
1 1 1
Oct. 7
1888
I : i-ii
Oct. 5
1902
. 3: 5-17
July 8
1883
Oct. 14
1888
» )»
Aug. 25
1895
. 3:9-17
Oct. 12
1902
, 3: 14-17
Jan. 10
1875
. 4 : 4-9
Jan. 17
1875
, 4: 10-24
Oct. 21
1888
, 5:9-15
Jan. 24
1875
, .5 : 10-15; 6 : I
-5
July 15
, 1883
, 6: 1-16
Oct. 28
. 1888
, 6 : 8-20
Sept. I
, 1S95
, 6 : 12-20
Jan. 31
1875
' ) »
Oct. 19
1902
, 7 : 1-12
Nov. 4
1888
7 : 10-26
July 22
1883
7 : 19-26
Feb. 7
, 1875
, 8 : 30-35
Feb. 14
1875
July 29
1883
, 14- 5-14
Sept. 8
, 1895
. 14: 5-15
Nov. 1 1
, 1888
Oct. 26
1902
14 : 6-15
Feb. 21
1875
18 : i-io
Feb. 28
1875
, 20 : 1-9
Mar. 7
1875
) i>
Aug. 5
1883
) f 1
Sept. IS
1895
T ) I
Nov. 2
1902
, 21 : 43-45; 22
: 1-9
Nov. 18
1888
22 : 21-27
Mar. 14
187s
23 : 11-16
Mar. 21
1875
- 24: I -1 3
Mar. 28
1875
24 : 14-18
Apr. 4
1875
, 24: 14-25
Sept. 22
1895
,,
Nov. 9
1Q02
, 24: 14-29
Aug. 12
1 88 s
24: 19-28
Nov. 25,
1888
Judges 2 : 1-12, 16
Oct. 6
1895
., 2 : 6-16
Aug. 19
1883
2 : 7-16
Nov. 16
1902
2 : 11-16
Aor. II
1875
,, 2 : 11-2^
Dec. 2
1888
6: 11-18
Apr. 18
1875
„ 7:1-8
Apr. 25
i«7';
»i »i
Aug. 26
188:;
1) II
Dec. 9
1888
Intcriiatioual Lessons, i8j2-igo6
53
MEMBERS OF THE LESSON COMMITTEE
W. Randolph, D.D.
1872-1899
John Hall, D..C).
1872-1896 '^
Geo. H. Stuart
1872-1873
R. Newton, D.D.
1872-1884
; ^pi^.:
t^^
'^- m
Ji^if:''' "'' '.
p. G. GiLLETT, LL.D.
I872-I884
A. G. Tyng
1872-1878
J. M. Gibson, D.D.
1872-1878
A. MacCullum
1872-1878
Franklin Fairbanks
1872-1884
54
The Uniform Lesson
Gideon and the Three Hundred
The Triumph of Gideon
The Death of Samson
Death of Samson
The Death of Samson
Ruth and Naomi
Ruth's Choice
Ruth and Naomi
Ruth's" Choice
Ruth and Naomi
A Praying Mother
The Child Samuel
»f »» »i
Samuel Called of God
The Child Samuel
The Boy Samuel
The Sorrowful Death of Eli
Eli's Death
The Death of EU
Samuel the Reformer
Samuel the Judge
Asking for a King
Israel Asking for a King
A King Desired
Israel Asking for a King
Saul Chosen of the Lord
Saul Chosen
Saul Chosen King
Saiuuel's Farewell Address
Samuel's Parting Words
Saul Rejected
Saul Rejected by the Lord
Saul Rejected
Saul Rejected as King
David Anointed King
David Anointed
The Anointing of David
David Anointed King
Samuel Anoints David
David and Goliath
David in the Palace
David's Enemy — Saul
Saul Tries to Kill David
David and Jonathan
David's Friend - — Jonathan
David and Jonathan
David Sparing Saul
David Sparing His Enemy
David Sparing Saul
Temperance Lesson
David Spares Saul
Judges
7: 1-8
Nov. 30
1902
T 1
7 : 13-23
Oct. 13,
1895
16 : 21-31
Sept. 2,
1883
Dec. 16,
1888
1 *
16 : 25-31
May 2,
187s
Ruth I
: 14-22
Sept. 9.
1883
Oct. 20,
1895
I
: 16-22
May 9,
1875
1 1
} 1
Dec. 23,
1888
f 1
11
Dec. 7,
1902
I Sam.
I : 21-28
May 16,
187s
) »
Sept. 16,
1883
3 : i-io
May 23,
1875
3 : 1-13
Oct. 27,
189s
3 : 1-14
July 7,
1889
3 : 1-19
Sept. 23,
1883
3 : 6-14
Dec. 14,
1902
4: 1-18
Julv 14,
1889
4 : 10-18
Oct. 7,
1883
4 : 12-18
May 30,
1875
7 : 1-12
July 21,
1889
7 ■■ 2-13
Dec. 21,
1002
7 •■ 3-17
Oct. 14,
1883
7 • 5-10
June 6,
1875
7 : S-iS
Nov. 3,
189s
8: i-io
Oct. 21,
1883
, ,
July 5,
1903
8 ; 4-9
June 13,
1875
8 • 4-20
July 28
1889
9: 15-27
Aug. 4.
1889
10 : 17-24
June 20,
1875
10 : 17-27
Oct. 28,
1883
T t
Nov. 10
189s
>»
July 12,
1903
12 : 1-15
Aug. II
1889
12 : 13-25
Nov. 4
1883
»»
July 19
1903
12 : 20-25
June 27,
1875
15 : 10-23
Jan. 2
1876
1 1
Aug. 18
, 1889
) J
Nov. 17
, 1895
15: 12-26
Nov. II
1883
15 : 13-23
July 26
, 1903
16: 1-13
Jan. 9
, 1876
1 1
Nov. 18
, 1883
n
Aug. 25
, 1889
) »
Dec. I
. 1895
16 : 4-13
Aug. 2
1903
17 : 32-51
Sept. I
, 1889
1 7 : 38-49
Aug. 9
, 1903
n ■• 38-51
Jan. 16
1876
1 T
Nov. 25
1883
» I
Dec. 8
1895
iS: 1-16
Jan. 23
1876
T »
Dec. 2
, 1883
18: 5-16
Aug. 16
1903
20 : 1-13
Sept. 8
1889
20 : 12-23
Aug. 23
1903
20 : 32-42
Dec. 9,
1883
»>
Dec. 15
189s
20 : .35-42
Jan. 30
1876
24 : 1-16
Feb. 6
1876
24: 1-17
Dec. 16
1883
24: 4-17
Sept. 15
18S9
25 : 23-31,
35-38
Sept. 29
1889
>>
26 : 5-12, ;
21-25
Aug 30
1903
International Lessons, i8'/2-i(jo6
55
Saul and His Sons Slain
Death of Saul and Jonathan
Death of Saul and His Sons
Death of Saul and Jonathan
David becomes King
David King of Judah
David King over All Israel
The Tribes United under David
David King over All Israel
David Established King
The Ark in the House
The Ark Brought to Zion
The Ark Brought to Jerusalem
David Brings Up the Ark
The Ark Brought to Zion _
God's Covenant with David
God's Promise to David
God's Covenant with David
jj i» j> »'
David's Thanksgiving Prayer
Kindness to Jonathan's Son
David's Kindness
David's Victories
David's Rebellious Son
Absalom's Rebellion
David and Absalom
Absalom's Rebellion
Absalom's Defeat and Death
David's Grief for Absalom
Absalom's Death
David's Grief over Absalom
David's Gratitiide to God
David's Last Words
The Plague Stayed
Solomon Succeeding David
Solomon Anointed King
Solomon's Wise Choice
Solomon's Choice
Solomon's Wise Choice
Solomon's Wealth and Wisdom
Building the Temple
The Temple Built
The Dedication of the Temple
The Temple Dedicated
Solomon's Prayer
The Temple Dedicated
God's Blessing upon Solomon
Solomon's Prosperity
The Fame of Solomon
The Queen of Sheba Visits Si )lumun
The Wisdom of Solomon
Solomon and the Queen of Sheba
Solomon's Sin
Solomon's Fall
Solomon's Sin
Close of Solomon's Reign
The Kingdom Divided
Revolt of the Ten Tribes
The Kingdom Divided
I Sam. 31:1-6
31 : 1-13
Feb. 13
Dec. 23
Sept. 22
Sept. 6
Sam.
Sept. 13
July 5
Tuly 6
Oct. 6
July 1 2
Feb. 20
July 13
Oct. 13
July 19
Oct. 4
Feb. 27
July 20
July 26
Oct. II
Mar. 5
Oct. 20
July 27
Aug. 2
Aug. 9
Nov. 3
Aug. 23
Nov. I
Mar. 12
Aug. 10
18: 9-17, 32, 33
30
I-IO
i-ii
1-12
17-2.';
1-12
1-15
1-16
4-16
18-29
9-" 1-13
10
15
8-19
I-I 2
15: I-14
18: 18-33
18: 24-33
22 : 40-51
23 : 1-7
24: iS-25
I Kings I : 22-35
I : 28-39
3:4-15
3 : 5-iS
25-34
1-12
1-14
Aug
Nov. 10
Mar. 19
Aug. I 7
Nov. 8
Sept. 13
Nov. 17
Aug. 24
Oct. 5
Oct. 4
Dec. 6
Oct. 19
Nov. 24
Oct. II
Oct. 18
Nov. I
Oct. 26
8 : i-ii, 62, 63
Dec. 13
8: 5-2 1
8 : 22-30
8 : 22-36
8: 54-63
9" 1-9
10 : i-io
10 • 1-13
11 : 4-13
II : 26-43
12 : 1-17
12 : 6-17
12 • 1 2-20
July 2„
July 30
Nov. 2
Dec. I
Nov. 8
Nov. 15
Aug. 6
Nov. 29
Dec. 20
Nov. 9
Dec.
Nov. I
Dec. I
Dec.
Dec. 2
Jan.
July
Jan.
July
[876
[883
[889
[903
C903
[896
[884
[889
[896
[876
[884
[889
[896
[903
[876
[884
[896
[903
[876
[889
[884
[896
1896
[889
[896
[903
r87()
1884
[896
: 880
[876
[884
[903
[896
[889
[884
:884
[896
[903
[884
1889
[896
[896
[896
[884
[903
1876
[876
[884
[889
[896
[896
[876
[896
1903
[884
[889
[884
[889
[896
[889
■891
[885
[877
[904
56
The Uniform Lesson
The Kingdom Divided
The Sin of Jeroboam
Idolatry EstabHshed
Idolatry in Israel
Jeroboam's Idolatry
Omri and Ahab
Elijah the Tishbite
M )l »»
God's Care of Elijah
Elijah, the Prophet
God Taking Care of Elijah
Elijah Meeting Ahab
Obadiah and Elijah
Elijah and Ahab
Elijah and the Prophets of Baal
The Prophets of Baal
Elijah and the Prophets of Baal
Elijah on Carmel
The Prophet of the Lord
Elijah and His Sacrifice
Elijah on Mount Carmel
Elijah Discouraged
Elijah's Flight and Encouragement
Elijah at Horeb
Elijah Encouraged
Ahab's Covetousness
The Story of Naboth
Naboth's Vinevard
The Story of Naboth
Elijah Taken to Heaven
Elijah Taken Up into Heaven
Elijah Translated
Elijah's Spirit on Elisha
The Mantle of Elijah
Elijah's Successor
Elisha Succeeds Elijah
The Spirit on Elisha
The Waters Healed
The Widow's Oil Increased
The Oil Increased
The Widow's Oil Increased
Is It Well with the Child?
The Shunammite's Son
Elisha and the Shimammite
The Child Restored to Life
The Little Captive
Naaman, the Leper
Naaman Healed
' » j»
Elisha and Naaman
Naaman. the Syrian
The Leper Healed
Gehazi Punished
Gehazi's Sin
Gehazi, the Leper
Elisha's Defenders
Elisha at Dothan
Elisha's Defenders
Elisha at Dothan
I Kings 12 : 16-25
12 : 25-33
16: 23-33
16: 23-34
17: I - 1 6
1-16
I -1 8
1-16
18: 5-18
18 : i()-2y
17
18
18
18: 25-39
18: 30-39
18 : 30-46
19: 1-8
19 : 1-16
19: I - 1 8
io;'8-i8
19 : 9-18
1-16
4-14
4-16
4-19
21
21
21
21
2 Kings 2 : i-i r
2 ; i-i 2
2; 1-15
2 : 6-15
2: 9-15
2 : 12-22
2: 13-25
2 : 19-25
4: 1-7
4: 18-26
4: 18-37
4: 25-37
4: 29-37
5: 1-7
5 : 1-14
5 : 1-16
5:8-14
5 : 15-27
5 : 20-27
6 : 8- r 8
6; 8-23
July 3.
Jan. 14,
July 12,
Jan. II,
July 10,
July 31,
Jan. 2 1 ,
July 19,
Jan. 28,
July 26,
Jan. 18,
July 10,
Aug. 7,
Aug. 2,
Aug. 14,
Feb. 4,
Feb. II,
Aug. 9,
Jan. 25,
July 17,
Avig. 16,
Feb. 18,
Aug. 21,
Aug. 28,
July 24,
Aug. 23,
Feb. I.
Feb. 25,
Sept. 4,
Feb. 8,
Mar. 4,
July 31,
Aug. 30,
Feb. 15.
Sept. II
Mar. II
Sept. 6
Aug. 7
Apr. 7
Feb. 22
Oct. 2
Mar. 18
Apr. 14
Apr. 21
Apr. I
Oct. 9
Apr. 28
Sept. 13
Apr. 8
Mar. I
Aug. 14
Oct. 16
May 5
May I 2
Apr. 15
Mar. 8
Aug. 21
Oct. 23
Sept. 20
May 19
Mar. 15
May 26
Apr. 22
June 2
Apr. 29
Mar. 22
Aug. 28
Oct. 4
i8q8
1877
1885
1891
1904
1904
1877
1885
1877
1885
1891
1898
1904
1885
1904
1877
1877
1885
1891
1898
1885
1877
1904
1904
1898
1885
1891
1877
1904
1891
1877
1898
1885
1891
1904
1877
1885
1898
1872
1891
1904
1877
1872
1872
1877
1904
1872
1885
1877
1891
1898
1904
1872
1872
1877
1891
1898
1904
1885
1872
1891
1872
1877
1872
1877
1891
1898
1885
International Lessons, i8j2-igo6
57
Elisha at Dothan
God's Deliverance
Saved from Famine
The Famine in Samaria
>) M J) »»
Jehu's False Zeal
The Good and Evil in Jehu
Jehu, the King
The Boy Joash made King
The Temple Repaired
Joash Repairs the Temple
The Death of Elisha
Death of Elisha
The Death of Elisha
The Captivity of Israel
Captivity of Israel
Captivity of the Ten Tribes
Hezekiah's Good Reign
The Assyrian Invasion
Hezekiah's Prayer
Hezekiah's Prayer Answered
Josiah and the Book of the Law
The Book of the Law Found
Judah Carried Captive
Captivity of Judah
David's Love for God's House
David's Charge to Solomon
Solomon's Choice
Solomon's Temple
Rehoboain, First King of Judah
Asa Faithful to His God
Asa's Good Reign
Reformation under Asa
The Covenant Renewed
Jehoshaphat's Prosperity
Jehoshaphat's Good Reign
Jehoshaphat Reproved
Jehoshaphat's Reform
Jehoshaphat Helped of God
Joash Repairing the Temple
The Temple Repaired
Uzziah's Pride Punished
Ahaz's Persistent Wickedness
Hezekiah's Good Reign
Hezekiah, the Good King
Hezekiah Reopens the Temple
Hezekiah's Great Passover
Hezekiah and the Assyrians
Sennacherib's Invasion
Manasseh Brought to Repentance
Manasseh's Sin and Repentance
Josiah's Early Piety
"Josiah's Good Reign
The Scriptures Found and Searched
Josiah and the Book of Law
The Book of the Law Found
The Captivity of Judah
The Decree of Cyrus
2 Kings
6:8-23
Oct. 30,
1904
T»
7 : I
-I I
June 9,
1872
» '
7 :
[-16
Apr. 5,
1891
} *
7: 1
-17
Oct. II,
1885
I »
7: I
2-20
May 6,
1877
1»
10 :
I 5-3 I
Oct. 18,
1885
M
10 :
18-31
Apr. 12,
1891
1*
10 :
20-31
May 13,
1877
»J
II :
i-i 2
Nov. 6
1904
,,
12 :
1-5
Oct. 25,
1885
I »
12 :
4-15
Nov. 13,
1904
) 1
13:
14-21
May 27,
1877
» I
13:
14-25
Nov. 1,
188=;
)»
) »
Sept. 4,
1898
> 1
17 •■
6-18
June 17,
1877
» J
»)
May 24,
1 891
>»
i»
Dec. II,
1904
» »
17 ■
9-18
Sept. 18,
1898
1 >
38:
i-i 2
Nov. 22,
1885
»>
19 :
20-22,
28-37
Nov. 13,
1898
t >
20 :
I-I I
June 16,
1872
»»
20:
I -1 7
Nov. 29,
1885
J ,
22 :
1-13
Jan. 3,
1886
I >
22 :
8-20
Dec. 4,
1898
) »
24:
10-16
June 23,
1872
> »
25 ■■
1-12
Jan. 24,
1886
••
»i
June 21,
1891
I Chron
. 22
: 6-16
Sept. 6,
1896
) »
22
: 6-19
Oct. 12,
1 884
, ,
28
: I -10
July 2,
876
' >
1)
Nov. 29,
1903
2 Chron
. I :
1-17
July 9,
876
, J
3 :
1-17
July 16,
[876
) »
1 2
: I-I 2
Jan. 6,
[878
)»
14
: I-I I
Jan. 13,
C878
,,
14
: I - 1 2
July 17,
[904
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14
: 2-1 2
Oct. 2, ]
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15
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Jan. 20, ]
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17
: i-io
Jan. 27, ]
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5 1
1 »
Oct. 9, 1
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) >
19
: 1-9
Feb. 3, ]
878
J ,
19
: i-i I
July 24,
904
) 1
20
: 14-22
Feb. 10, ]
878
> J
24
■ 4-13
Feb. 17, 1
878
, J
) t
Oct. 16, ]
898
M
24
: 4-14
May 31,1
891
1 J
26
: 16-23
Feb. 24, ]
878
1»
28
: 19-27
Mar. 3, ]
878
»»
29
i-ii
Mar. 10, ]
878
1 )
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June 7, ]
891
)»
29
20-31
Dec. 4. 1
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30
: 1-13
Nov. 6, ]
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Mar. 17, i
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32
9-23
July 2. :
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Mar. 24, ]
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Nov. 20, ]
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July 30, I
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Apr. 7> 1
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34
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Aug. 6, I
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34
14-22
Apr. 14, I
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14-28
Aug. 13, I
June 14, 1
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11-21
Sept. 3, 3
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22-23
June 23, 1
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The Second Temple
Ezra I : 1-4; 3 : 8-13 Feb.
21, I
886
58
The Uniform Lesson
Returning from the Captivity
Returning trom Captivity
Returning trom Captivity
The Second Temple
Rebuilding the Temple
The Dedication
Dedicating the Temple
Ezra's Journey to Jerusalem
Nehemiah's Prayer
The Mission of Nehemiah
The Builders Interrupted
Rebuilding the Walls of Jervisalem
>» »i t» »» ) »
R.ebuilding the Wall
The Reading of the Law
Reading the Law
Reading and Obeying the Law
Public Reading of the Scriptures
The Keeping of the Sabbath
Keeping the Sabbath
If i» » »
Hainan's Plot against the Jews
Queen Esther
Esther's Petition
Esther Pleads for Her People
Esther before the King
Esther Pleading for Her People
Ezra's Journey to Jerusalem
The Afflictions of Job
Afflictions Sanctified
Job's Appeal to God
Sanctified Afflictions
Prosperity Restored
Job's Confession and Restoration
The Way of the Righteous
»» 11 »i i» II
The King of Zion
Missionary Lesson
The King in Zion
God's Works and Word
The Lord" My Shepherd
David's Trust in God
Confidence in God
The Joy of Forgiveness
Sin, Forgiveness and Peace
David's Confession and Forgiveness
David's Joy over Forgiveness
Waiting for the Lord
The Prayer of the Penitent
11 II ii^ii II
David's Confession
David's Repentance
Missionary Lesson
» » * »
Messiah's Reign (Missionary)
Missionary Lesson
Ezra
Neh.
I : I - 1 1
II
3 : I-I3
3: 10-4 : 5
I »
6 : 14-22
1 1
8 : 21-32
I : i-i I
I . I-IO
2:1-8
4:7-18
4:
4:
8:
8:
7-20
Q-21
1-8
i-i 2
8: 8-18
8: 1-12
13 : 15-22
Esther 3 : i-i i
4: 10-17
„ 4 : 10-17;
T0-5 :
lo-i 7 ;
2 :
5 •■
33
42
8: 3-5, 15
8: 21-32
: 1-10
17-27
I-IO
14-30
I-IO
Psalms 1:1-6
2 : 1-12
19: 1-14
23 : 1-6
23
27 : I -14
32 : I -II
32
40
SI
51 :
51 :
67:
1-17
I -1 3
1-17
1-19
1-7
72 : 1-19
72 : 1-20
Jan. I
Aug. 27
Oct. 15
Jan. 5
Jan. 8
Sept. 3
Oct. 22
Jan. I 2
Feb. 5
Oct. 22
Feb. 28
Feb. 1 2
Nov. 5
Nov. 19
Jan. 19
Jan. 26
Nov. I 2
Dec. 3
Feb. 19
Feb. 2
Mar. 7
Feb. 26
Dec. 10
Nov. 19
Feb. 9
Mar. 5
Dec. 3
Oct. 8
Apr. 20
: 1-3
Mar. 14
Nov. 5
;: 1-3
Mar. 12
17 Oct. 15
Nov. 12
Apr. 22
Apr. 9
Apr. 16
Apr. 6
Apr. 13
Apr. 23
Feb. 16
Apr. 3
Feb. 23
Mar. 25
Apr. 10
Aug. 31
Apr. 17
Apr. 24
Nov. 15
Sept. 7
Mar. 9
Oct. 27
Aug. 16
Oct. 25
Sept. 14
Mar. 2
May I
Oct. 18
Aug. 3
Dec. 30
Sept. 29
June 26
Mar. 30
1893
[899
[90s
[870
t893
[899
tgos
[879
t893
[899
[886
[893
99
tgos
[879
[879
[899
1905
[893
[879
[886
1893
[90s
[899
[879
[893
[899
t899
1879
[886
[905
1S93
[899
[905
[893
[893
1893
[879
[879
1893
[879
[892
[879
1888
[892
[884
[892
[892
[903
[884
[879
[889
[896
[903
[884
[879
892
[903
1884
1888
[880
[892
1890
Iiilcnia/itiiial Lessons, iSy2~igo6
59
MEMBERS OF THE LESSON COMMITTEE
B. M. Palmer, D.D. W. G. E. Cunnyngham, D.D. J. A. Broadus, D.D.
1878-1884 1878-1896 1878-1895
H. L. Baugher, D.D.
1878-1896
J. A. WORDEN, D.D.
1878-1884
John Potts, D.D.
1878 to date
M. D. Hodge, D.D.
1884-1896
Hon. S. H. Blake
I 884-1 896
Isaac Errett, D.D.
1884-1890
6o
The Uniform Lesson
Delight in God's House
Psalms of Deliverance
A Song of Praise
A Song of Praise
Missionary Lesson
Joy in God's House
Pilgrim Songs
Psalms of Deliverance
The Captives in Babylon
The All-Seeing God
Proverbs of Solomon
The Proverbs of Solomon
The Call of Wisdom
Wisdom's Warning
Rewards of Obedience
The Value of Wisdom
Temperance Lesson
» » »»
Honest Industry
True Wisdom
Fruits of Wisdom
Destructive Vices (Teni.)
Wine a Mocker (Tern.)
The Curse of Strong Drink (Tem.)
Timely Admonitions (Tem.)
Cautions against Intemperance (Tem.)
Inteinperance
Drunkenness
Temperance Lesson
Against Intemperance
The Woes of the Drunkard (Tem.)
Woes of Intemperance (Tem.)
Temperance Lesson
The Excellent Woman
Vanity of Worldly Pleasures
Reverence and Fidelity
The Creator Remembered
A Godly Life
The Creator Remembered
The Sinful Nation
Isaiah's Message to Judah
Temperance Lesson
The Woes of Intemperance (Tem.)
Temperance Lesson
Isaiah Called to Service
Christmas Lesson
The Character of the Messiah
The Prince of Peace (Christmas)
I ^ » 1 II II
Christ's Coming Foretold (Christmas)
The Babe and the King ((Christmas)
Missionary Lesson
The Kingdom of Christ
Messiah's Kingdom Foretold
A Song of Salvation
Temperance Lesson
Overcome with Wine (Tem.)
Psalms 84 ; 1-12
1 » I »
,, 85 and 126
103 : 1-22
Mar. 16,
May 8
Oct. 29,
Sept. 21,
May i5i
no : 1-7 Dec. 29.
122 : 1-7 Oct. I,
121 and 122 Dec. 24.
126 and 85 Oct. 29,
137 : 1-9 Oct. 6,
139 : 1-12 Mar. 23,
Prov
1-16
1-19
20-33
1-17
1-19
11-24
10-19
13-19
6-22
r-17
12 : 1-15
16 : 22-33
20 : 1-7
20: I ; 23
23
23
15-23
15-25
29-35
31 ■ 10-31
Nov. 23,
Oct. 25,
Aug. 13.
Apr. 30,
Nov. 22,
Aug. 20,
May 7,
Nov. 27.
Sept. 27,
Aug. 27,
Nov. 30,
May 14,
Sept. 20,
Mar. 18
20, 21, 29-35
Nov. 22,
Mar. 19,
Dec. 13,
Sept. 3,
Dec. 7,
Dec. 29,
May 21,
June 17,
Nov. 26,
Sept. 22,
Mar. 25,
Sept. 10,
May 28,
Eccles. 2 1-13 Dec. 14,
5 : 1-12 June 4,
12 : 1-7, 13, 14
June II
,, 12:1-14 Sept. 17,
I. ,1 Dec. 21,
Isaiah i : 1-18 Dec. 6,
,, I : 2-9, 16-20
Nov 20,
5 • 8-30
5 : 11-23
6
9
I -1 3
1-7
9 : 2-7
9:6,7
1 1 : i-io
26 : i-To
28: 1-7
28 : 1-13
Nov. 24
Mar. 29
Nov. 24
Nov. 25,
Oct. 23.
Dec. 22,
Dec. 24,
Dec. 18,
Dec. 23,
Dec. 24,
Dec. 25,
Mar. 29,
Jan. 3,
Oct. 30,
Jan. 10,
Nov. 23,
Nov. 27,
Jan. 17,
879
892
899
884
892
889
899
905
899
872
879
884
896
876
893
896
876
893
898
891
876
884
893
896
894
903
893
896
876
884
889
893
894
899
901
906
876
893
884
893
893
876
884
885
904
901
891
895
906
898
901
905
904
894
899
881
891
892
898
892
902
004
892
International Lessons
Temperance Lesson
Missionary Lesson
Hezekiah's Prayer and Deliverance
Hezekiah's Prayer
The Blessings of the Gospel (Missionary)
The Coming Saviour
The Vanity of Graven Images (Mis-
sionary)
The Suffering Saviour
The Saviour's Call
The Gracious Invitation
The Gracious Call
Missionary Lesson
Jeremiah Predicting the Captivity
The New Covenant
Jeremiah in Prison
The Rechabites
The Faithful Rechabites
Jehoiakim's Wickedness
Trying to Destroy God's Word
Jehoiakim Burns the Word of God
Jeremiah Persecuted
Jeremiah in the Dungeon
The Downfall of Judah
The Captivity of Judah
Prophecy against Tyre
The New Heart
Promise of a New Heart
The Valley of Dry Bones
Ezekiel's Great Vision
The River of Salvation
The Life -Giving Stream
Daniel's Temperance Society
The Captives in Babylon
Temperance Lesson
Daniel's Abstinence
Daniel in Babylon
Daniel and His Companions (Tem.)
Daniel in Babylon (Tem.)
The Furious King
The Interpreter
Nebuchadnezzar's Dream
>> 'I
The Brave Young Men
The Fiery Furnace
The Hebre ws in the Fiery Furnace
The Fiery Furnace
The Young Men in the Fire
The Fiery Furnace
The Outcast King
Temperance Lesson
The Handwriting on the Wall
Temperance Lesson
The Handwriting on the Wall
IS, i8y2-igo6
61
Isaiah 28 : 1-18
June 28, 1
891
35 : i-io
Mar. 31, J
889
„ 37:14-21
Jan. 24, ]
[892
., 38:1-8
July 9, ]
90s
40: I-IO
Mar. 27, ]
[892
42:1-10
Apr. 27. ]
[879
44:9-20
Mar. 19, ]
[893
53:1-12
May 4, ]
[879
? t »»
Dec. 13, ]
[88s
«» »'
Jan. 31, ]
[892
52: 13-53 : 12
July 16,
[90s
55:1-11
May II,
[879
>» »»
Dec. 20,
188s
55: 1-13
July 23, ]
[905
»i »»
Feb. 7,
[892
55:8-13
June 29,
1890
,, 60 : 1-12
June 28,
1 891
61:4-11
June 24,
[888
Jer. 8 : 20-22; 9 : i-
[6
Jan. 10,
1886
.. 31 .'27-37
Feb. 14,
1892
.. 53 ■ 1-9
Apr. 21,
1878
„ 35: 12-19
Apr. 28,
1878
l» » »
Jan. 17,
1886
M 36: 19-31
Feb. 21,
1892
,, 36: 20-32
Dec. 1 1 ,
1898
,, 36: 21-32
Aug. 20,
1 90s
,, 37 : 11-21
Feb. 28,
1892
,, 38: 1-13
Aug. 27,
1 90s
„ 39:1-10
Mar. 6,
1892
., 52 : i-ii
May 5,
1878
It 1 1
Dec. 18,
[898
Ezek. 26 : 7-14
June I,
1879
,, 36: 25-36
Aug. 6,
1899
., 36:25-38
Mar. 13,
1892
tt 37:1-10
June 8,
1879
t, 37: 1-14
Aug. 13,
1899
tt 47: 1-12
Aug. 20,
1899
ft »»
Sept. 10,
190s
Dan. I : 8-17
Oct. 13.
1872
> » 1 »
May 12,
1878
t » » t
June 29,
1890
,, I : 8-20
Sept. 23,
1894
., 1:8-21
Jan. 31,
1886
»i 1 »
Sept. 17,
1905
»» 11
May 22,
1892
It 1 *
July 9.
1899
2 : 10-19
Oct. 20,
1872
■ t 2: 27-35
Oct. 27,
1872
,, 2 : 36-45
May 19,
1878
tt 2: 36-49
May 29,
1892
tt 3: 13-18
Nov. 3,
1872
t. 3 13-25
June 5,
1892
,t 3:^4-28
Julv 16,
1899
,, 3; 16-28
Feb. 7t
1886
„ 3: 19-26
Nov. lO:
1872
tt 3 : 21-27
May 26,
1878
.t 4 26-33
Nov. 17,
1872
t, 5:1-6
Sept. 28,
1890
,, 5 : 1-12, 25-28
Feb. i4t
1886
.: 5' 1-13
Mar. 20,
1808
tt 5 : 17-31
July 23,
1899
,, 5 •■ 22-31
Nov. 24.
1872
»j i>
June 2,
1878
62
The Uniform Lesson
Daniel and Belshazzar
The Conspiracy
Daniel in the Den of Lions
Daniel in the Lions' Den
In the Den of Lions
Daniel in the Lions' Den
The Den of Lions
Messiah's Kingdom
Prayer and Answer
The Wonderful Deliverance
Sin the Cause of Sorrow
The Promise of Revival
Gracious Invitations
The Holy Spirit Promised
Israel often Reproved
The Lamentation of Amos
Israel Reproved
Sinful Indulgence (Tern.)
Israel's Overthrow Foretold
The Story of Jonah
Jonah Sent to Nineveh
Jonah at Nineveh
Effect of Jonah's Preaching
Nineveh Brought to Repentance
The Saviour's Kingdom
With Review Lesson
Encouraging the People
Encouraging the Builders
Joshua, the High Priest
The Spirit of the Lord
The Need of God's Spirit
Power through the Spirit
Power through God's Spirit
Lessons in Giving
Messiah's Messenger
Messiah's Kingdom (Missionary)
Preparation for the Messiah
Consecration to God
Fruits of Right and Wrong Doing
The Child Jesus
The Birth of Jesus (Christmas)
Christmas Lesson
The Infant Messiah
The Infant Jesus
Visit of the Wise Men
The Wise Men Find Jesus
The Birth of Christ (Christmas)
tt »t i» •* »l
The Flight into Egypt
John the Baptist
The Preaching of John
Jesus Baptized by John
Jesus and John
The Baptism of Jesus
Dan. 5 ■ 17-30
Oct. I
1905
,, 6-4-10
Dec. I,
1872
,, 6 : 10-23
July 30,
1899
,,
Oct. 8,
1905
,, 6 : 14-23
Dec. 8,
1872
It ) '
June 9,
1878
„ 6. 16-28
June 12,
1892
.. 7:9-14
June 16,
1878
,, 9 • 16-23
Dec. IS,
1872
12:1-12
Dec. 22,
1872
Hosea 10 : 1-15
May 7,
i8gi
14:1-9
June 10,
1877
»i »»
July 2,
i8gy
Joel 2 : 28-32
May 25,
1879
Amos 4-4-13
May 3,
1891
., 5 ■ 1-15
June 3,
1877
.- 5:4-15
Sept. 18,
1904
.. 6: 1-8
Sept. 1 1 ,
1898
„ 8:1-14
May 10,
1 89 1
Jonah I : 1-17
Nov. 8,
i88s
»» »t
Apr. 19,
1891
3 : i-io
May 20
1877
t» »;
Nov. 15,
1885
»• »»
Apr. 26,
1891
Micah 4:1-8
May 18,
1879
Nahum i : 1-13
June 24,
1877
Hag. 2 : I - 1 9
Jan. 15.
1893
» 1 »»
Sept. 10,
1899
Zech. 3 : i-io
Jan. 22,
1893
,, 4: I-IO
Jan. 29,
1893
„ 4 : 1-14
June 15,
1879
i» t ?
Sept. 17,
1899
4:1-10
Oct. 29,
1905
Mai. I : 6-1 1 ; 3 :
8-12
Dec. 10,
1899
,, 3 : 1-6; 4 • I
-6 Mar. 21,
1886
,, 3 : 1-12
June 18,
1893
»i 1 1 t
Dec. 17,
190 s
„ 3:8-18
June 2,
1879
„ 3:13-4:6
Dec. 17,
1899
Matt. 2 : I-IO
July 6,
1873
,, 2 : i-ii
Dec. 24,
1893
»' » t
Dec. 23,
1900
,, 2:1-12
Jan 4,
1880
1 J t »
July 3
1887
i« »»
July 15.
1894
»t M
Jan. 14,
1906
» t 1 1
Dec. 20
1896
» t 1^
Dec. 20,
1903
,, 2 : 13-23
July 13,
1873
M » »
Jan. II,
1880
.» ) 1
July 10,
1887
»l »»
July 22,
1894
»» It
July 17,
1887
ft » t
Jan. 10,
1904
,. 3 : 1-17
Jan. 18,
1880
.. 3:7-17
Jan. 2,
1898
„ 3 : 13-17
July 20,
1S73
11 t»
July 24,
1887
International Lessons, i8'/2-igo6
63
The Baptism and Temptation of Jesus
The Temptation of Jesus
Temptation of Jesus
Jesus Tempted
Missionary Lesson
The Ministry of Jesus
Jesus in Galilee
Beginning of the Ministry of Jesus
The Beatitudes
True Disciples
The Beatitudes
Jesus Tells Who are Blessed
The Truly Righteous
Jesus and the Law
The Tongue and the Temper
Giving and Praying
Piety without Display
Teaching to Pray
How to Pray
Our Father's Care
Trust in Our Heavenly Father
Our Father's Care
Golden Precepts
The Saviour's Golden Rule
Precepts and Promises
SoleTTin Warnings
The False and the True
The Two Foundations
» » » » » »
Hearers and Doers of the Word
The Centurion's Faith
The Tempest Stilled
The Power of Christ
Power to Forgive Sins
The Call of Matthew'
Three Miracles
The Harvest and the Laborers
The Twelve Sent Forth
The Twelve Called
The Twelve Sent Forth
Confessing Christ
Jesus and John
Christ's Witness to John
The Invitation of Christ
Judgment and Mercy
Jesus Warning and Inviting
Warning and Invitation
The Gracious Call
Jesus and the Sabbath
Parable of the Sower
The Preaching of John
Parable of the Sower
Parable of the Tares
Matt.
3 :
4;
13-4: II
4 •
4'
12-16
17-25
25-5 : 12
i-i 2
5 ■ I - 1 6
5 : 17-26
5 •• 33-48
6:
6:
6:
I -1 3
1-15
5-iS
6 : 24-34
7 :
7 :
7 :
7:
7-:
7:
7
8
8:
8:
9 :
9 •
9
9 ■
9"
10
10
10
10
II
1 1
I I
I-l 2
1-14
1 f
13-29
15-29
21-29
15-29
21-29
5-13
18-27
18-34
1-8
9-17
18-31
35-38; 10
35-10: 8
: 1-15
• 2-1 5
:5-i6
• 32-42
: i-ii
: 2-15
: 20-30
1 1 :
12 :
1 2 :
12 :
T 2 :
13 :
13 :
13 ••
13 :
13 :
13:
25-30
1-13
1-14
1-13
1-14
1-9
1-8, 18-23
1-12
18-23
24-30
24-30; 36
Jan. 28
Jan. 17
July 27
Jan. 25
July 31
Feb. 4
Aug. 1 2
Jan. 9
Sept. 25
Aug. 3
Aug. 7
Jan. 16
Apr. I
Aug. 1 o
Jan. 23
Feb. I
Aug. 14
Mar. 4
Feb. 8
Aug. 21
Feb. 15
Mar. 1 1
Feb. 22
Aug. 28
Aug. 17
Jan. 30
Feb. 29
Sept. 4
Feb. 6
Sept. 1 1
Mar. 7
Apr. 8
Sept. 18
Mar. 14
Aug. 24
Apr. I
Feb. 28
Oct. 2
Oct, 9
Apr. 4
Aug. 31
Oct. 16
Feb. 13
Oct. 23
1-8
Oct. 30
June 3.
Sept. 7,
Feb. 20,
Dec. 16,
Nov. 6,
Sept. 14,
Nov. 13,
Apr. 1 1 ,
Nov. 20,
May 6,
Feb. 27,
Sept. 21,
Mar. 6,
Nov. 27,
Feb. 21,
Apr. 8,
Dec. 4,
May 20,
Jan. 10,
Oct. 5,
Dec. II.
■43
May 6,
[900
[904
1873
[880
[887
[906
[894
[898
[887
[873
[887
1898
[900
1873
[898
[880
[887
[906
[8S0
[887
[880
[906
!88o
1887
[873
[898
[880
[887
1898
[887
[880
[900
t887
[880
[873
[906
[904
[887
[887
[880
[873
[887
[898
[887
[887
[900
t873
[898
[894
[887
[873
[887
[880
[887
[900
[898
[873
[898
[887
1904
[906
[887
1900
[904
[873
[887
1906
64
The Uniforui Lesson
The Wheat and the Tares
Parables of the Kingdom
Other Parables
Herod and John the Baptist
John the Baptist Beheaded
Death of John the Baptist (Tern.)
The Multitude Fed
Jesus Feeds the Five Thousand
Walking on the Sea
Jesus Walking on the Sea
Jesus and the Afflicted
The Women of Canaan
The Great Confession
Peter's Great Confession
Peter's Confession and Christ's Rebuke
Confession and Cross Bearing
Peter Confessing Christ
The Cross Foretold
Sufferings of Jesus Foretold
The Transfiguration
Jesus and the Little Ones
Christ and the Children
Jesus and the Children
A Lesson on Forgiveness
11 1 J 11 » 1
The Duty of Forgiveness
The Forgiving Spirit
Jesus and the Young
»» » 1 t » ft
The Rich Young Ruler
Christ's Last Journey to Jerusalem
Christ Entering Jerusalem
Jesus Entering Jerusalem in Triumph
The Triumphal Entry
1 ♦ 11 11
Hosanna to the Son of David
The Son Rejected
The Marriage Feast
Christ Silences the Pharisees
Christ's Last Warning
Christian Watchfulness
Watchfulness (Tern.)
The Ten Virgins
Matt.
1 » 11
Parable of the Ten Virgins
The Talents
Parable of the Talents (Tern.)
The Judgment
The Day of Judgment
Jesus Anointed at Bethany
.1 II ■ »» »»
The Lord's Supper
13 •■
24-30,
36-43
Mar. 13
1S98
13 :
24-30,
37-43
Apr. 18
1880
13 :
24-33
May 27
1900
13 ■■
31-33.
44-52
Dec. 18
1887
14 •"
1-12
Jan. I
1888
» »
Mar. 20
1898
Mar. 13
1904
14:
13-21
Jan. 8
1888
,
Mar. 20
1904
14 ■■
22-23
Oct. 12
1873
, ,
July I
1900
14-
22-36
Jan. 15
1888
15 :
21-31
Jan. 22
1888
Apr. 3
1898
16:'
13-23
Jan. 27
189s
16:
ir-28
June 10
1906
16;
13-26
July 22
1900
16.
14-28
Apr. 2 5
1880
,
1
Jan. 29
1888
16:
21-28
Oct. 19
1873
1
Apr. 10
1898
17 ••
1-8
Oct. 26
1873
17:
1-9
Apr. 17
1898
17 ;
1-13
May 2
1880
,
^
Feb. 5
1888
18:
1-14
Feb. 12
1888
1 1
Feb. 10
1895
1
^
Aug. 5
1900
,
J
July I
1906
18:
2I-3S
Feb. 19
1888
If
Apr. 24
1898
11
July 8
1906
1 1
Aug. 1 2
1900
19 :
13-22
Nov. 2
1873
19 :
13-26
May 9
1880
19 ■
16-26
Feb. 26
1888
»
Dec. 2
1900
20 :
17-29
Mar. 4
1888
21 :
1-16
Mar. 1 1
1888
21 :
1-17
Sept. 9
1906
,
Jan. 13
1901
21 :
6-16
May I
1898
21 ;
8-16
Nov. 9
1873
21 ;
33-46
Mar. 18
1888
22 :
I-14
May 16
1880
»»
Apr. I
1888
,
May 8
1898
22 ;
34-46
Jan. 27
1 90 1
23 ••
27-39
Apr. 8
1888
24:
42-51
Apr. 15
1888
Apr. 2 1
1895
May 15
1898
25 :
1-13
Apr. 22
1888
Oct. 14
1906
Feb. 3
1 90 1
25 :
14-30
Apr. 29
1888
Feb. 10
1901
Oct. 21
, 1906
25 •■
31-46
May 23
1880
May 6
1888
May 22
1898
26:'
6-16
Jan. 6
1 90 1
Oct. 28
1906
26:'
17-3*
May 13
1 888
May 29
1808
Feb. 17
1901
International Lessons, iSyz-igod
65
MEMBERS OF THE LESSON COMMITTEE
A. E. Dunning, D.D.
1884-1902
J. I. D. Hinds, Ph.D.
1884-1902
D. Berger, D.D.
1884-1896
B. B. Tyler, D.D.
1890 to date
J. S. Stahr, Ph.D.
1890 to date
J. R. Sampey, LL.D.
1895 to date
H. W. Warren, LL.D.
1896 to date
A. F. SCHAUFFLER, D.D.
1896 to date
E. L Rexford, LL.D.
1896 to date
66
The Uniform Lesson
The Lord's Supper
The Passover
The Lord's Supper
Jesus in Gethsemane
Jesus and Caiaphas
Jesus before Caiaphas
Jesus before the High Priest
Peter's Denial
Jesus before the Governor
Jesus Condemned
Jesus Crucified
The Crucifixion
Jesus Crucified
The Crucifixion
The Resurrection
The Resurrection of Christ (Easter)
Christ Risen
Jesus Risen
Jesus Risen from the Dead
Easter Lesson
After the Resurrection
The Risen Lord
The Great Commission
The Beginning of the Gospel
The Mission of John the Baptist
The Baptism of Jesus
The Beginning of the Gospel
Jesus in Galilee
The Authority of Jesus
A vSabbath in the Life of Jesus
A Sabbath in Capernaum
Jesus Healing in Capernaum
A Sabbath in Capernaum
A Day of Miracles in Capernaum
Power to Heal
Healing of the Leper
The Leper Healed
Forgiveness and Healing
A Paralytic Healed
" If _ II
Jesus Forgives Sins
Power to Forgive
Jesus' Power to Forgive
The Publican Called
Jesus at Matthew's Home
The Pharisees Answered
Jesus and the Sabbath
Jesus Lord of the Sabbath
Christ and His Disciples
The Twelve Chosen
Christ's Foes and Friends
Opposifon to Christ
Parable of the Sower
The' Parable of the Sower
The Growth of the Kingdom
Power over Nature
Christ Stilling the Tempest
Jesus Calms the Storm
Power over Demons
Matt. 26: 17-30
26 • 20-30
26 : 26-30
26 • 36-46
26 : 36-50
26;'57-68
26 : 59-68
26: 67-75
27 : 1 1-26
I f
27 : 33-50
27 : 45-54
28: 1-8
28 : I -10
28; 1-15
28 : 1-20
28; 8-20
28 : 1 6-20
Mark i : i-i i
I : 1-13
I : 14-28
I : 16-27
I : 21-34
I : 2g-4S
I : 3 5-45
1 • 38-45
2 : 1-12
2 : i-i 7
2 : 1-12
2 : 13-17
2 : 13-22
2: 18-28; 3 : 1-5
Nov. 4
May 29
Nov. 16
Nov. 23
May 20,
Feb. 24
Nov. 1 1
May 30
Mar. 10
Nov. 18
Nov. 30
May 27
Dec. 7
June 5
June 3
June 6
June 12
Dec. 14
Dec. 21
Apr. 2
June 19
June 10
Dec. 16
Apr. 17
June 13
June 19
June 17
May 12
July 5
Jan. 6
Aug. 5
Jan. 28
Jan. I
Jan. 8
July 12
Jan. 13
Oct. 21
Mar. 4
Feb 7
Feb. 18
Jan. 15
Jan. 20
July iQ
Jan. 27
Oct. 28
Mar. I r
Feb. 14
Jan. 22
Feb. 25
July 26
Mar. 18
2 : 23-38; 3: 1-5
Jan. 29
3: 6-19
ft
3 ■ 20-3S
3 : 2 2-35
4 : 1-20
4 : 10-20
4' 21-34
4 • 35-41
5 •• I -1 5
Aug.
Nov.
Feb.
Nov.
Feb.
Nov.
Feb.
Apr.
Feb
Feb.
Aug,
Mar,
Mar,
Aug.
2
4
5
II
12
25
19
29
. 3
26
9
, 5
6
16
[906
[904
1873
:S73
;88S
1:901
906
[880
[901
[906
t873
[888
[873
[898
[888
[880
[898
[873
1873
893
[904
[888
[906
[892
[880
[8)8
[888
[901
[874
[889
[894
:9o6
[882
[882
[874
[889
[894
[900
[904
[906
[882
[889
[874
[889
[894
[900
[904
[882
:9o6
[874
[900
[882
:874
[894
[882
[894
[882
[S94
[882
[906
[889
?2
[874
[882
[OO4
t874
International Lessons, iSjz-igod
67
Power over Evil Spirits
The Fierce Demoniac
The Fierce Demoniac Healed
Power over Disease and Death
Power over Death
The Daughter of Jairus Raised
Power over Disease
The Timid Woman's Touch
The Mission of the Twelve
The Great Teacher and the Twelve
Death of John the Baptist
u j» fi tt »i v.-*-t;iii.^
John the Baptist Beheaded
The Martyrdom of the Baptist
The Five Thousand Fed
Feeding the Five Thousand
The Five Thousand Fed
Christ Walking on the Sea
The Tradition of Men
The Syrophoenician Mother
The Gentile Woman's Faith
Sufferers Brought to Christ
The Journey to Tyre and Sidon
The Deaf Mute
The Leaven of the Pharisees
Seeing and Confessing Christ
Jesus the Messiah
Peter Confesses the Christ
Following Christ
Christ Transfigured
The Transfiguration
The Afflicted Child
The Evil Spirit Cast Out
The Mind of Christ
The Childlike Spirit
The Childlike Believer
A Lesson on Home
Christ's Love to the Young
The Rich Young Ruler
The Rich Young Man
Suffering and Service
The Ambition of James and John
Blind Bartimasus
Bartima?us Healed
The Triumphal Entry
The Fig free Withered
The Fruitless Tree
Prayer and Forgiveness
The Wicked Husbandmen
The Rejected Son
The Wicked Husbandmen
Pharisees and Sadducees Silenced
>i It 11 "
The Two Commandments
The Two Great Commandments
f VI t* *♦
Love to God and Men
Hypocrisy and Pietv
Destruction of the Temple Foretold
Mark
3
5
5
S
6
6
6
6 ;
6;
6.
7:
n ■
1-20
21-43
22,23.35
22-24, 35
24-34
25-34
1-13
14-29
17-29
20-29
30-44
34-44
45-56
1-23
24-30
7 : 24-37
7 :
8:
31-37
I-2I
8;
8;
22-33
27-9. 1
8;
34-38-9
2-10
9.
9-
9'
9:
2-13
14-32
17-29
33-42
9:
10
* >
33-50
: 1-16
10
: 13-22
10
: 17-27
10
• 17-31
TO
10
10
» t
•■ 32-45
: 35-45
• 46-52
II ; I -I I
7 1
1 r
II
12
12
12
12
12
13
I 2-14, I
12-23
24-33
I-I2
13-27
'28-34
28-44
38-44
I-I3
Mar. 12
Feb. 20
May 13
Mar. 19
43 Aug. 30,
-43
Apr. 15
Aug. 23
Feb. 17
Apr. 2
Feb. 24
Apr. 9
June 10
May 20
Jan. 6
Sept. 6
Apr. 16
Jan. 13
May 27
Sept. 13
Apr. 23
Apr. 30
Sept. 20
July 15
June 30
May 7
Apr. 3
Oct. 4
May 14
May 21
Mar. 3
Apr. 10
I May 28
Apr. 17
June 4
June I r
Oct. II
Oct. 18
Mar. 10
June 18
July 2
Mar. 17
Mar. 10
Aug. 26
July 9
July 16
May 22
Oct. 25
July 23
Mar. 24
Dec. 9
July 30
Apr. 7
Apr. 7
9-24
Nov. I
Aug. 6
Aug. 13
Aug,
Apr
Apr,
Aug .
Scot. 16
Nov. 8
Aor. 21
Oct. 7
Sept. 3
Nov. I <;
Apr. 28
20
14
14
27
S2
[889
[906
[882
1874
[900
[874
[889
[882
[889
[882
[900
[906
[895
[874
[882
[895
[906
[874
[882
[882
1874
[900
[906
[882
[904
[874
[882
[882
[889
[904
[882
[904
[882
[882
[874
[874
[889
[882
[882
[889
[895
[906
[882
[882
[904
1874
[882
[889
[900
[882
1889
1895
[874
t882
[882
[882
[889
1895
[882
[906
[874
[889
[906
[882
[874
[88g
68
The Uniform Lesson
Calamities Foretold Mark
Watchfulness Enjoined
The Command to Watch ,,
The Anointing at Bethany ,,
The Passover
The Lord's Supper
13
13
13
14
14
14
14
14
1-20
21-37
24-37
1-9
i-ii
3-9
I 2-21
12-26
14: 22-31
14; 32-42
15 : 27-37
IS : 38-47
16: 1-8
16 : 1-13
16 : 9-20
16 : 14-20
The Agony in the Garden
The Agony in Gethsemane
The Betrayal ,, 14:42-50
Jesus Betrayed and Taken ,, 14: 43-54
Jesus Betrayed
Jesus before the High Priest ,, 14 : 53-64
Jesus before the Council ,, 14:55-65
... 14 ••55-72
The Denial ,, 14 : 66-72
Jesus before Pilate ,, 15 ; 1-15
Christ's Trial before Pilate
Jesus before Pilate ,, 15 •' 1-20
Jesus Mocked and Crucified ,. 15 : 16-26
Jesus Crucified ,, 15:21-39
Jesus on the Cross ,, 15 ^ 22-37
The Crucifixion ,, 15:22-39
Christ Crucified ,,
His Death on the Cross
After His Death
His Resurrection
The Resurrection of Christ (Easter)
The Resurrection of Jesus
,, (Easter)
Jesus Risen
The Risen Lord
After His Resurrection
Missionary Lesson
Zacharias and Elisabeth
The Forerunner Announced
The Forerunner of Christ
The Song of Mary
The Prophecy of Zacharias
The Song of Zacharias
The Birth of Jesus
»» »» »i *•
The Shepherds Find Jesus
Birth of Christ the Lord
The Birth of Jesus
Joy over the Child Jesus
The Birth of Christ (Christmas)
Christmas Lesson
Simeon and the Child Jesus ,, 2 : 25-35
Jesus Brought into the Temple
Presentation in the Temple ,, 2 : 25-38
The Childhood of Jesus ,, 2 : 40-52
The Boyhood of Jesus ,, >>
Childhood and Youth of Jesus
The Youth of Jesus .. ..
The Boy Jesus ,. ..
The Boyhood of Jesus
The Child Jesus Visits Jerusalem ,, 2 : 41-52
The Preaching of John the Baptist (Tem-
perance) .. 3
The Preaching of John the Baptist ,. 3
Luke I : 5-17
46-55
67-79
67-80
1-16
1-20
8-20
1-17
7-18
Sept. 10,
Sept. 17,
May 5,
May 12,
Oct. I,
Nov. 22,
Oct. 8,
May 19,
Apr. 28,
Oct. 15,
Oct. 22,
May 5,
Nov. 29,
Oct. 29,
May 26,
May 12,
June 2,
Nov. 5,
Dec. 6,
Nov. 12,
May 19,
June 5,
June 9,
Nov. 19,
June 16,
May 26,
Dec. 13,
June 12,
Nov. 26,
Dec. 3,
Dec. 10,
Mar. 25,
June 2,
Apr. 10,
June 23,
Dec. 20,
Dec. 17,
June 30,
Jan. 2,
Jan. 5,
Jan. 5,
Jan. 9,
Jan. 12,
Jan. 16,
Jan. 19,
July r,
Jan. 7,
Jan. 7,
July 7.
Jan. 23,
Jan. 26,
Dec. 25,
Dec. 22,
Dec. 21,
Jan. 30,
Feb. 2.
July 8,
July 14.
Feb. 6,
Feb. 9,
July 29,
Jan. 12,
Jan. 21,
Jan. 3,
Jan. 14,
Jan. 21,
Feb. 13.
882
882
889
889
882
874
882
889
89s
882
882
895
874
882
889
895
889
882
874
882
89s
904
889
882
889
89s
874
904
882
882
882
894
89s
898
889
874
882
889
881
890
896
881
890
881
890
894
900
906
878
881
890
892
89s
902
881
890
894
878
88 r
890
894
896
905
904
900
900
88 1
Intcrnatioiial LrssoHS, 18/2-1 cjof)
69
The Ministry of John
Ministry oi John the Baptist
The Ministry of John the Baptist
The Temptation of Jesus
The Preaching of Jesus
The Early Ministry of Jesus
Jesus at Nazareth
Jesus Rejected at Nazareth
Jesus at Nazareth
The Great Physician
The Draught of Fishes
Jesus CalUng His Discii:)les
Jesus Cahs Four Disciples
Christ Healing the Sick
Christ Forgiving Sin
The Power of Jesus
The Pharisees Oppose Jesus
The Sermon on the Mount
Christ's Law of Love
The Sermon on the Mount
The Centurion's Faith
The Centurion's Servant Healed
Jesus' Power over Disease and Death
The Great Helper
The Widow of Nain
Jesus and John the Baptist
Witness of Jesus to John
Christ's Testimony to John
The Sinner's Friend
Forgiveness and Love
Tesus at the Pharisee's House
The Friend of Sinners
The Parable of the Sower
Christ's Teaching by Parables
The Ruler's Daughter
Faith Encouraged
Preaching the Kingdom (Missionary)
Feeding the Multitude
Jesus the Messiah
The Transfiguration
Following Jesus
The Mission of the Seventy (Missionary)
The Seventy Sent Forth
The Mission of the Seventy
Return of the Seventy
The Good Samaritan
True Love to One's Neighbor
The Good Samaritan
Teaching to Pray
Jesus Teaching How to Pray
Teaching about Prayer
Prayer and Promise
Importunity in Prayer
The Pharisees Reproved
uke 3 :
7-22
Feb. 16
., 3 :
15-22
July 21
»»
»»
Jan. 19
.. 4;
I-I3
Feb. 23
.. 4:
14-21
Feb. 20
.. 4:
14-22
Jan. 26
M 4:
**
16-30
July 28
Oct. 7
t 1
Feb. 25
Jan. 24
.. 4:
16-32
Mar. 2
.. 4:
33-44
Mar. 9
M 5 ••
i-i I
Aug. 4
»)
1 1
Mar. 16
1»
i»
Oct. 14
1)
»»
Feb. II
Jan. 31
.. S:
12-26
Feb. 27
., 5 :
17-26
Mar. 23
Feb. 2
,, 6:
i-i I
Feb. 21
„ 6:
20-31
Nov. 18
„ 6:
27-38
Apr. 6
,, 6:
41-49
Feb. 9
• ) 7 •
» t
I-IO
Aug. II
Apr. 22
Apr. IS
,. 7 :
2-16
Feb. 16
., 7 ••
II-I7
Aug. 18
,, 7:
II-I8
Apr. 13
.. 7:
18-28
Apr. 29
., 7 :
19-28
Mar. 6
.. 7 :
24-35
Dec. 2
7 ■
1 1
36-50
* »
1 1
Mar. 13
Apr. 22
Apr. 20
May 13
,- 7:
40-50
Aug. 25
.. 8-
4-15
Apr. 27
Dec. 9
„ 8:
41. 42,
49-56 May 4
., 8:
43-5 5
Feb. 23
,- 9 ■
1-6
Mar. 27
,. 9:
10-17
May II
,, 9 :
18-27
Mar. I
,, 9:
28-36
May 18
»»
Feb. 3
1 »
» J
July 29
June 17
,, 9 :
51-62
Apr. 3
10
: 1-9
Mar. 24
,, 10
: I-I I,
17-20
Sept. 2
10
: 1-12
Apr. 24
,, 10
: 1-16
May 25
10
: 17-24
Sept. I
10
* *
: 25-37
Apr. 10,
June I
Feb. 17
1 1
It
July 15
Mar. 8
Sept. 9
I
„ 10
■• 30-37
Sept. 8
II
: 1-13
June 8,
»»
1*
1 1
July 22,
Mar. 15
May I,
I
I
IT
■ 5-t3
Sept. 15,
>,- II
: 37-47
Apr. 17,
[890
1878
[896
[800
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1904
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1894
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[906
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578
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[900
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1906
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1895
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70
The iiiiforni
Covetousness
The Rich Man's Folly
Warning against Covetousness
Tne Ricn i^'ool
Trust in Our Heavenly Father
The Duty of Watchfulness (Tern.)
Watchfulness (Tern.)
Faithful and Unfaithful Servants (Tern.)
Lawful Work on the Sabbath
Warning against Formalism
Warning against Sin
Jesus Dining with a Pharisee
»» 11 11 )) T»
The Gospel Feast
The Great Supper
Parable of the Great Supper
False Excuses
Taking Up the Cross
Lost and Found
»t IT It
The Lost Sheep and Lost Coin
The Prodigal Son
The Lost Found (Tern.)
The Prodigal Son
The Parable of the Two Sons
The Unjust Steward
The Rich Man and Lazarus
Faith
The Ten Lepers
The Ten Lepers Cleansed
Parables on Prayer
Prevailing Prayer
The Judge, the Pharisee and the Pub-
lican
Whom the Lord Receives
Lessons on Prayer
Entering the Kingdom
Bartimeus and Zacchaeus
Zacchaeus the Publican
Jesus and Zacchaeus the Publican
Zachaeus the Publican
m
Parable of the Pounds
Jesus Entering Jerusalem
Parable of the Vineyard
Jesus Teaching in the Temple
Missionary Lesson
Judaism Overthrown
Destruction of Jerusalem Foretold
The Lord's Supper
»» » ) it
The Spirit of True Service
Warning to the Disciples
Jesus in Gethsemane
Jesus Accused
Jesus before Pilate and Herod
Jesus Condemned
J^esso
n
<uke 1 2
: 13-21
Apr. 24
, 1881
>i
June 15
, 1890
12
•■ 13-23
Sept. 22
, 1878
» )
1 »
Sept. 16
, 1900
12
• 22-34
June 22
, 1890
12
• 35-46
Sept. 23
, 1900
12
35-48
May 8
, 1904
12
37-48
Mar. 22
1896
.. 13
10-17
July 6
1890
13
22-30
Oct. 6
1878
,,
,,
Apr. 5
1896
,. 14
: I -1 4
Oct. 7
, »i90o
, ,
, ,
July 29
1906
i4
•• 15-24
Oct. 13
1878
1 1
July 13
1890
,,
Apr. 1 2
T896
* 1
, ,
Oct. 14
1900
1 1
» 1
Aug. 5
1906
,, 14
25-35
July 20
1890
15
r-io
May I
1881
,,
,,
July 27
1890
1 y
,,
Oct. 21
1900
„ 15
• 1 1-24
Oct. 20
1878
, ,
May 8
1881
1 I
» 1
Aug. 3
1890
»»
It
Aug. 19
1896
1 1
)>
Aug. 28
1900
,,
May 15
1904
, ,
Aug. 12
1906
I')
1-13
Nov. 4
1900
I 6
19-31
Oct. 27
1878
11
1 1
May 15
1881
,,
,,
Aug. 10
1890
M
11
Apr. 26
1896
11
1 1
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1900
-. 17
5-19
May 3,
1896
,, 17
I I-I9
Nov. 3
1878
>»
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Aug. 17,
1890
,,
1 '
Nov. 18
1900
,, i8:
1-14
May 22,
1881
1 1
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1890
,. 25
19-10
Sept. 2
1900
,, i8
9-17
Nov. 10
1878
, ,
^ ,
May 10,
1896
,, i8
T5-3O
Aug. 31,
1890
,, i8
.S5-I9:
10 Sept. 2,
1906
19
I-IO
Nov. 17
1878
J ,
Sept. 7
1890
,,
,,
Mar. 17,
1895
11
Dec. 16,
1900
,, 19
11-27
May 29,
1881
Sept. 14,
1890
, ,
* *
May 17,
1896
, ,
,,
Dec. 23,
1900
„ 19:
37-48
Sept. 21,
1890
20
9-19
Oct. 5,
1890
, ,
,,
May 24,
1896
21 :
1-4
Sept. 28.
1890
>. .21 :
8-21
Nov. 24,
1878
,, 21 :
20-36
May 31,
1896
22 :
7-20
Oct. 12,
1890
22 :
10-20
Dec. r,
1S78
22 :
24-37
Oct. 19,
1890
,,
1 1
June 7-
1896
,, 22 :
39-53
Oct. 26,
1890
22:
54-71
Nov. 2,
1890
„ 23 :
1-12
Nov. 9,
1890
.. 23
13-25
Nov. 16,
1890
International Lessons, i8j2-igo6
71
MEMBERS OF THE LESSON COMMITTEE
John R. Pepper
1896 to date
E. B. Kephart, D.D.
I 896-1 902
\\. Rhodes, D.D,
1896 to date
Prof. J. M. Stifler
I 899-1 902
O. P. GlFFORD, D.D.
1902 to date
Edwin L. Shuey, M.AT.
1902 to date
I
C. R. Hemphill, D.D,
1902 to date
Prof. Ira M. Prick
1902 to date
Wm. Patrick, D.D.
1902 to date
72
The Uniform Lesson
Jesus before Pilate
Jesus and Pilate
The Cross
Jesus on the Cross
The Crucifixion
Jesus Crucified
» » » »
Jesus Crucified and Buried
Jesus Risen
The Resurrection of Christ (Easter)
The Resurrection of Jesus
Easter Lesson
The Walk to Emmaus
Jesus Made Known
The Risen Lord
Jesus Ascends into Heaven
The Saviour's Last Words
The Gospel for the World (Missionary)
Jesus' Parting Words
The Saviour's Parting Words (Miss'y)
Jesus Ascends into Heaven
The Word Made Flesh
Christ the True Light
Christmas Lesson
The Word Made Flesh
»» ^ » » » » »» ^
Christ the Life and Light of Men
The Witness of John the Baptist to Jesus
Christ's First Disciples
Following the Lamb
Christ's First Disciples
The First Disciple of Jesus
First Disciples of Jesus
The First Disciples
Jesus Wins His First Disciple
Jesus at the Marriage
The First Miracle
Christ's First Miracle
First Miracle of Jesus
The First Miracle in Cana
Christ's First Miracle
Jesus Cleansing the Temple
Jesus and Nicodemus
Christ and Nicodemus
Jesus and Nicodemus
The New Birth
The Water of Life
Christ at Jacob's Well
Jesus at the Well
Christ at Jacob's Well
Jesus at Jacob's Well
» » 11 » ' . ' »
Sowing and Reapmg
The Nobleman's Son
The Nobleman's Son Healed
The Second Miracle in Cana
Jesus at Bethesda
Aike 23 : 13-25
Dec. 2
1906
23 ; 13-26
Mar. 17
1901
., 23 : 33-46
Dec. 8
1878
>> f *
Dec. 9
1906
>> II
June 5,
1881
» » » »
June 14
1896
.. 23 : 33-47
Nov. 23
1890
23 : 35-53
Mar. 24
1901
24 : 1-12
Nov. 30
1890
) ) n
Apr. 5
1896
> » » »
Apr. 7
1901
» ) » »
Apr. 23
1905
,, 24: 13-27
Dec. 7
1890
,, 24; 13-32
Dec. 15
1878
» > »1
June I 2
1881
»» »»
June 0
1895
.. 24: 13-35
Apr. 21
1 90 1
,, 24: 28-43
Dec. 14
1890
25 : 36-53
June 21
1896
» 1 t >
Dec. 23
1906
24:44-53
Dec. 22
1878
' • 1 J
June 26
1881
^ ■> »»
Dec. 21
1890
» ' »»
June 23,
1895
? » H
May 19
1901
(Acts I
i-ii)
ohn I : 1-14
July 4
1875
ti 11
Jan. I
1899
, , J ,
Dec. 23
1906
I : 1-18
Apr. 4
1886
I! >.
July 5
1891
11 11
Jan. I
1905
.1 I : 19-34
Jan. 8
1905
1, 1 : 29-42
July I 2
1891
1, I : 35-46
July 1 1
1875
»» J»
Jan. 8
1899
»» » t
Feb. 4
1900
,1 I : 35-49
Aug. 19
1894
11 1:35-51
Apr. 1 1
1886
,, ,,
Jan. 15
1905
2 : i-i r
July 18
1875
» 1 > 1
Apr. 18
1886
it ft
July 19
1891
If f f
Aug. 26
1894
» I ft
Jan. 22
1905
„ 2 : i-i I
Jan. 15
1899
,, 2; 13-25
Sept. 2
1894
3 : 1-16
Sept. 9
1894
f f t »
Jan. 22
1899
., 3 : 1-17
July 26
1891
„ 3:1-18
Apr. 25
1886
f f f »
Feb. 1 1
1900
., 3: 1-15
June 29
1905
., 3:7-17
July 25
1875
,. 4:5-15
Aug. I
1875
If » »
Jan. 29
1899
., 4' 5-14
Feb. 5
1905
„ 4:5-26
May 2
1886
>» ft
Aug. 2
1891
f f If
Feb. 18
1900
,, 4: 9-26
Sept. 16
1894
,, 4: 27-42
May 9
1886
.1 4:43-54
May 16
1886
Feb. 5
1899
.1
Feb. 12
1905
.1 5 : 5-15
Aug. 8
1875
,1 5:5-18
May 23
1886
.. 5:1-15
Feb. 19
iyo5
hiternatioyial Lessons, i8'j2-igo6
n
Christ's Divine Authority
Christ's Authority
The Five Thousand Fed
Christ Feeding the Five Thousand
Jesus Feeding Five Thousand
The Miracle of the Loaves and Fishes
The Feeding of Five Thousand
Jesus the Bread of Life
*l M H »t »»
Christ the Bread of Life
Tlie Bread of' Life"
Christ at the Feast
Jesus at the Feast
Jesus the Christ
Christ Freeing from Sin (Tem.)
Freedom by the Truth
Jesus and Abraham
The Slavery of Sin
The True Children of God
The Light of the World
Christ and the Man Born Blind
Christ Healing the Blind Man
Christ Healing the Man Born Blind
Christ Healing the Blind Man
Jesus and the Blind Man
The Man Born Blind
The Good Shepherd
Christ the Good Shepherd
Jesus the Good Shepherd
The Death of Lazraus
The Resurrection of Lazarus
Christ Raising Lazarus
The Raising of Lazarus
(Easter)
The Resurrection and the Life
Christ Rejected (Review)
The Anointing in Bethany
The Supper at Bethany
Jesus Honored
The Entry of Jesus into Jerusalem
Greeks Seeking Jesus ■
Gentiles Seeking Jesus
Christ Foretelling His Death
Jesus Lifted Up
Washing the Disciples' Feet
»» »» 11 ' *
Jesus Teaching Humility
Washing the Disciples' Feet
Jesus Teaching Humility
Warning to Judas and Peter
Many Mansions
Christ Comforting His Disciples
Jesus Comforting His Disciples
Jesus the Way and the Truth and the
Life
The Comforter Promised
The Promise of the Father
The Vine and the Branches
John 5 : 17-27
5 : 17-30
6 : I - 1 4
() : I -2 1
0 : I - 1 4
6: 5-14
0 : 22-40
Jesus the True Vine
6 :
0 :
6 :
7 :
7 :
7 :
7 •■
7 :
8:
8:
8:
25-35
26-40
47-58
14, 28
31-44
37-46
37-52
40-46
12, 31
28-36
31-38,
37
-36
8:31 -40
8: 31-47
9 : I - 1 1
9 : I-
9 : I-
10 •
10 :
II, 3
17
-T I
-16
10
10
I I
I I
I I
1-18
7-18
I-16
17-44
2 1-44
II : 30-45
II ■■ 32-45
» ♦
II : 34-44
11 •■ 47-53
12: i-i I
" r*
12: I-IO
12 11 2-26
12 • 20-33
I 2 : 20-36
I 2
13
23-33
1-9
13" 1-14
13: I - 1 7
13 ■ 2 [-38
14: 1-7
14: '-3. I
14 : 1-14
14: 15-27
15
15
15
15
1-8
I-I I
I-I 2
I-16
Feb. 12
Aug. Q
Aug. 16
Feb. 19
May 30
Feb. 26
June 17
Tune 6
July 8
Jan. 20
Aug. 23
Aug. 15
Feb. 26
Aug. 30
Mar. 5
June 13
Aug. 22
Mar. 5
Aug. 29
44-59
June 20
Mar. 12
Sept. 6
Sept. 5
Feb. 24
Mar. 12
Mar. 19
5-38 vSept. 13
July 4
Aug. 19
Sept. 12
Sept. 20
Mar. 19
Aug. 26
July II
Apr. 2
July 18
July 25
Oct. 4
Mar. 3
Apr. 2
Apr. 9
Sept. 19
Sept. 26
Apr. 9
Apr. 16
Aug. I
Apr. 23
Jan. 20
Aug. 8
Oct. II
Oct. 3
Oct. 10
Apr. 30
Aug. 15
Oct. 18
Apr. 16
Aug. 22
Oct. 17
S-27 Oct. 25
.Aug. 29
Apr. 23
Apr. 30
June 3
Oct. 24
Mav 7
May 7
Sept. 5
[899
[891
[891
[899
1886
1905
[900
[ 886
r 900
895
[891
875
t899
1891
1905
[886
[875
[890
t875
[886
[905
[891
1875
r895
;899
[905
[891
:886
900
1875
[891
[899
[900
[886
1905
[886
[886
[891
(895
[899
[905
1875
t875
[899
[905
[886
t905
[901
[886
[891
[875
[875
[905
:886
[891
899
[886
[875
1891
[886
[899
[899
[906
[875
899
[905
[886
74
The Unijorui Lesson
Christ the True Vine
Friends and Foes of Jesus
The Work of the Hoi}- Spirit
The Mission of the Spirit
The Comforter Promised
The Work of the Spirit
Christ's Prayer for His Disciples
Jesus Interceding
»» » '
Jesus Prays for His Followers
Christ Betrayed
Jesus Betrayed
Christ Betrayed and Arrested
Jesus Betrayed
Christ before the High Priest
Jesus before Pilate
Jesus the King
Jesus Delivered to be Crucified
Christ before Pilate
Jesus Crucified
Christ Crticified
The Crucifixion
Jesus on the Cross
Jesus Risen
Christ Risen
Easter Lesson
Jesus and Mary
Jesus Appears to Mary
Easter Lesson
Christ Risen
The Resurrection
Jesus Appears to the Apostles
Thomas Convinced
Jesus and Thomas
The Risen Christ and His Disciples
Peter and the Risen Lord
Peter Restored
Jesus and Peter
Jesus Ascends into Heaven
The Promise of Power
The Ascending Lord
The Ascension of Christ
The Ascending Lord
Christ's Ascension
The Day of Pentecost
The Holy Spirit Given
The Promise of Power Fulfilled
The Day of Pentecost
The Descent of the Spirit
The Holy Spirit Given
The Descending Spirit
Peter's Defense
The Exalted Saviour
A Multitude Converted
The Early Christian Church
The Believing People
The First Christian Church
The Early Christian Church
The Lame Man Healed
The Healing Power
The Lame Man Healed
Acts
15- I-I6
Nov. I,
1891
15 II-I9
Oct. 31.
1875
16 ■ I-I5
Nov. 8,
1891
16 : 5-20
Sept. 12,
1886
16; 5-1 5
June II,
1905
16 : 7-14
Nov. 7,
1875
17 : i-iQ
Nov. 15,
1891
17 : 1-26
Sept. 19,
1886
17 ■■ 15-21
Nov. 14,
187s
17 : 15-26
May 14,
1 90s
18: 1-13
Nov. 22,
1891
18 ; 1-14
Oct. 3.
1886
ji
May 14,
1899
I »
Mar. 3,
1901
18: 15-27
May 21,
1899
18: 28-40
Oct. 10,
1886
1 »
May 28,
1899
»»
May 21,
190S
18: M-.\^
Nov. 21,
1875
19: I - 1 6
Oct. 17,
1886
» »
Nov. 29,
1891
19 : 17-30
Oct. 24,
1886
»i
Dec. 6.
1891
»»
June 4,
1899
»i
May 28,
1905
19: 25-30
Nov. 28,
187s
20 : 1-18
Oct. 31.
1886
J,
Dec. 13,
1891
20: 6-18
Mar. 30,
1902
20 : 1 1-18
Dec. 5,
187s
T>
Apr. 14,
1901
11
Apr. 3.
1904
20 : 1 1-20
June 1 1,
1899
20 : 11-23
June 4,
1905
20 : 19-29
Apr. 28,
1901
20 : 19-31
Nov. 7,
1886
20: 24-31
Dec. 12,
1875
21 : 1-14
Dec. 20,
1891
21 : 4-17
June 16,
189s
21 : 4-19
Nov. 14,
1886
21 : 15-22
Dec. 19,
1875
"
May 5.
1901
I : i-ii
May 19,
1901
(Luke
24: 44-53)
T : i-ii
Jan. 5,
1902
I : I - 1 2
Apr. 2,
1876
,,
July 3.
1892
I : I -1 4
Jan. 7,
1885
J J
Jan. 3,
1897
2 : I-II
Apr. 0.
1876
»»
May 26,
1901
1*
Jan. 12,
1902
) >
May 22,
1904
2 : I - 1 2
July 10,
1892
2 ; I - 1 3
Jan. ro,
1897
2 ; r-i6
Jan. 14,
1883
2 : I 2-28
Apr. 16,
1876
2 : 32-41
Jan. 7-
1872
2: 32-47
Jan. 17,
1897
2 : 37-47
Apr. 23,
1876
»»
Jan. 21,
1883
If
July 17,
1892
» t
Jan. 19,
1902
?> ' I- 10
Jan. 26,
1902
3:1-11
Apr. 30,
1876
»*
Jan. 28,
1883
3 : 1-16
July 24,
1892
\\
Jan. 24,
1897
International Lessons, TSjz-igod
75
The Prince of Life
'ine Jr'ovver oi Jesus' Name
The First Persecution
None Other Name
The Boldness of Peter and John
Peter and John before the Council
Christian Courage
The Apostles' Confidence in God
Christian Fellowship
True and False Giving
Lying unto God
Ananias and Sapphira
The Sin of Lying
The Apostles in Prison
Persecution Renewed
The Prison Opened
The Apostles Persecuted
The Apostles before the Council
The Second Persecution
The Seven Chosen
The Arrest of Stephen
The First Christian Martyr
Stephen's Defense
Stephen's Martyrdom
The Stoning of Stephen
The First Christian Martyr
The Disciples Dispersed
The Disciples Scattered
Philip Preaching at Samaria (Miss'y)
Simon the Sorcerer
Philip and the Ethiopian
The Ethiopian Convert
The Ethiopian Converted
Saul of Tarsus Converted
Saul, the Persecutor, Converted
Saul's Conversion
Saul of Tarsus Converted
Saul's Early Ministry
Saul Preaching Christ
Dorcas Restored to Life
Peter Working Miracles
Dorcas Raised to Life
Peter Working Miracles
Peter, ^neas and Dorcas
Peter's Vision
» » » »
Missionary Lesson
Peter Preaching to the Gentiles
Conversion < f Cornelius
Peter at Caesarea
Peter and Cornelius
The Gentiles Received
Gentiles Received into the Church
Gentiles Converted at Antioch
Soread of the Gospel
The Spread of the Gospel
The G<3spel Preached at Antioch
U-ts 3 :
12-21
Feb. 4
1883
.. 3 ■■
; 2-26
May 7
1870
,, 4:
1-12
Feb. 2
1902
>, 4:
1-14
" Feb. II
1885
» »
Jan. 31
1897
., 4:
1-18
July 31
1892
.. 4:
8-22
May 14
1876
,, 4:
18-3.1
Feb. 18
1883
>, 4:
19-31
Aug. 7
, 1892
,. 4:
23-37
May 21
1876
,, 4.:
32-5- II
Feb. 7
, 1897
,, 5:
i-i I
May 28
1876
» I
Feb. 25
1883
» »
Aug. 14
1892
> t
Feb. 9
1902
.. 5 •"
12-26
June 4
1876
,, 5:
17-32
Mar. 4
1883
,,
Feb, 14
1897
5 •
25-4t
Aug. 2 1
1892
5 :
27-42
June 1 1
1876
,. 5--
32-42
Feb. 16
, 1902
,, 6:
1-15
June 18
1876
»»
Mar. II
, 1883
!'. 6.
7-15
Feb. 23
, 1902
,, 6;
8-15; 7 : 54
-60
Feb. 21
, 1897
.. 7 '■
I-IQ
Oct. I
, 1876
>. 7 •
35-50
Oct. 8
, 1876
,, 7:
51-60
Oct. 15
, 1876
,, 7 :
54-8 : 2
Mar. 2
, 1902
•• 7:
54-60; 8: I
-4
Mar. 18
, 1883
>' n
Aug. 28
1892
,, 8:
I-I7
Feb. 28
1897
,, 8:
3-13
Mar. 9
1902
,, 8:
5-25
Sept. 4
1892
,, 8:
9-25
Oct. 22
1876
„ 8:
14-25
Apr. I
1883
,, 8:
26-40
Oct. 29
1876
. »»
Apr. 8
1883
,,
Sept. II
1892
»>
Mar. 7
1897
!! 8:
29-39
Mar. 16
1902
,. 9:
1-12
Apr. 6
1902
,, 9:
1-12, 1 7-20
Mar. 14
1897
,, 9:
I-18
Nov. 5
1876
t»
Apr. 15
1883
,, 9:
1-20
Oct. 2
, 1892
,, 9:
19-30
Nov. 12
1876
,, 9-'
19-31
Apr. 22
1883
,, 9:
31-43
Nov. 19
1876
,, 9 :
32-43
Apr. -29
1883
,1
Oct. 9
1892
»j
Apr. 4
1897
) t
Apr. xi
1902
.. 10
: 1-20
Nov. 26
1876
,,
Oct. 16
1892
>. 10
■• 25-35
Sept. 27
1893
10
: 30-44
May 6
t88i
, ,
Apr. 1 1
1897
10
.•30-48
Oct. 23
1892
10
: 34-44
Aor. 20
1902
10
•■ 34-48
D3C. 3
1876
II
■ 4-15
Apr. 27
1902
II
; 19-26
Apr. 18,
1897
,, I r
: 19-30
Dec. 10,
1876
» »
Mav 13,
1S83
»>
Oct, 30,
1892
76
The Uniform Less oil
The Church at Antioch in Syria
Peter Delivered trom Prison
Peter's Release
Herod and Peter
Peter Delivered from Prison
Paul and Barnabas in Cyprus
The Early Christian Missionaries
Paul in Cyprus
The First Christian Missionary
Paul Begins His First Missionary Jour-
ney
At Antioch
Paul Preaching to the Jews
Paul at Antioch
Paul's First Missionary Sermon
Turning of the Gentiles
Paul at Antioch in Pisidia
The Apostles Turning to the Gentiles
At Iconium and Lystra
Paul at Lystra
»» »i »»
Work among the Gentiles
Paul Preaching to the Gentiles
End of First Missionary Journey
The Conference at Jerusalem
The Apostolic Council
The Yoke Broken
The Council at Jerusalem
Paul's Second Missionary Journey
Paul Sent to Macedonia
Paul Called to Europe
First Conversion in Europe •
Paul Crosses to Europe
The Conversion of Lydia
Paul at Philippi
Paul and Silas in Prison
Paul and the Philippian Jailer
Paul and Silas at Philippi
The Conversion of the Jailer
Paul at Thessalonica and Beraea
Thessalomans and Beraeans
Paul at Athens
Paul Preaching at Athens
Paul at Athens
Paul at Corinth
Paul s Ministry in Corinth
The Church at Corinth Founded
Paul at Corinth
Paul's Third Missionary Journey
Paul and ApoUos
Paul at Ephesus
Power of the Word
Paul Opposed at Ephesus
The Uproar at Ephesus
The Riot at Ephesus
Paul at Troas
Paul at Miletus
Acts 1 1
19-30
May 4
, 1902
12
: 1-9
May 1 1
, 1902
>> I 2
; 1-17
Dec. 17
, 1876
» )
»»
Mav 20
, 1883
» 1
1 »
Nov. 6
1892
,. 12
5-17
Apr. 25
1897
,> 13
1-12
May 27
1883
,,
,,
May 18
, 1902
,. T.S
1-13
July r
, 1877
••
"
Nov. 13
, 1892
» »
f )
May 2
1897
13
13-16, 43-
52 June 3
, 188^
,. 13
26-39
Mav 9
1897
-■ 13
26-41
July 8
1877
., 13
26-43
Nov. 20
1892
„ 13
42-52
July 15
1877
,, 13
43-52
May 25
1902
-. 13 •
44-14 ■ 7
Nov. 27
, 1892
,, 14
1-18
June 10
, 1883
,, 14:
8-19
June I
, 1902
.■ 14
8-20
July 22
1877
,, 14
8-22
Dec. 4
1892
,. 14
• I r-22
May 16
1897
,, 14
19-28
June 17
1883
,, IS
1-6, 22-29
May 23
1897
.. 15
i-i I
Jan. 6
1884
15
I 2-29
Dec. II
1892
15
22-31
July 29
1877
15
2 2-33
June 8
1902
,. 15
35-41; ]6:
i-io'
Feb. 3
1884
., 16
1-15
Aug. 5
1877
,, 16
6-15
July 2
1893
,,
1 1
July 4
1897
,,
1 i
June 15
1902
,, 1 5
1 1-24
Feb. 10,
1884
„ 1 6
19-34
July 9,
1893
,, r6
22-34
Aug. 12,
1877
T 1
»i
July 1 1,
1897
» »
» I
Jan. 4,
1903
„ i6-
25-40
Feb. 17,
1884
,, 17 ■
1-12
July 18.
1897
,,
,,
Jan. 18,
1903
,, 17 •
1-14
Aug. 19,
1877
,,
1 y
Feb. 24,
1884
,, 17
22-31
July 16,
1893
,, 17
22-34
Aug. 26,
1877
1*
1 1
Mar. 2,
1 884
1 ♦
» »
Julv 25
1897
t )
, ,
Feb. I,
1903
,, tS:
I-I I
Sept. 2,
1877
1 »
M
July 23,
189 -,
J ,
^ 1
Aug. I,
1897
,,
* t
Feb. 8,
1903
,, 18:
I-T7
Mar. 9,
1884
,. 1 8
23-28
Apr. 6,
1884
„ 18 •
24-19 • 6
Mar. I,
1903
,, 19:
1-12
Sept. 9,
1877
, ^
, ^
July 30,
1893
,, 19:
8-22
Apr. I s,
1884
,, 19'
13-20
Mar. 8,
J 903
19:
17-28
Sept. 16,
1877
19
21-34
Aug. 29,
1897
,, 19:
23-41; 21
I, 2
May 18,
1 8 84
,, 19
29-40
Mar. 15,
1903
,, 20
2-16
Jan. 4,
I 88 s
,, 20
17-27
Jan. 1 1,
1885
International Lessons, i8j2-igo6
77
MEMBERS OF THE LESSON COMMITTEE
' ' 1 r
A. L. Chapin, D.D.
1872-1878
H. P. Haven
1872- 1876
Prof. Austin Phelps
1878
We were unable,
after
strenuous
effort,
to obtain
a picture of Mr. |
Tyler.
— Ed.
D. H. McVicAR, LL.D. W. W. Moore, D.D.
1878-1884 1896-1902
J. B. Tyler
1874-1878
World's Convention
Presidents
The article " From
Milan to Jerusalem "
tells the story of the
World's Sunday-school
Conventions. In addi-
tion to the pictures of
Mr. Jacobs and Mr.
Mr. F. F. Belsey Mr. Edward Towers Warren, which appear
elsewhere, we give here
the pictures of the two distinguished men who served in 1889 and 189S.
73
Tlic UuiforDi Lcssoi
Paul at Miletus
Paul's Address to the Ephesian Elders
Paul s Farewell
Paul's Farewell to Ephesus
Paul Going to Jerusalem
Paul's Last Journey to Jerusalem
Paul's Journey to Jerusalem
Paul at Caesarea
Paul at Jerusalem
Paul Assailed
Paul Arrested
Patd's Defense
Jesus Appears to Paul
Paul and the Bigoted Jews
Paul a Prisoner at Jerusalem
Paul before the Council
t» i» t» »*
The Plot against Paul
Paul Sent to Felix
Paul before Felix
Paul before the Roman Gi^vemor
Paul before Felix
Paul before Agrippa
Paul Vindicated
Paul before Agrippa
Paul before King Agrippa
Almost Persuaded
Paul's Voyage
Paul's Voyage and Shipwreck
Paul in the Storm
Paul's Shipwreck
Paul Shipwrecked
The Deliverance
Paul's Voyage and Shipwreck
Paul in Melita
Paul Going to Rome
Paul in Melita and Rome
Paul at Rome
Paul's Ministry in Rome
Paul at Rome
The Power of the Gospel
Redemption in Christ
Justification by Faith
Peace with God
Justification by Faith
The Life-Giving Spirit
The Contrast
The Security of Believers
The Blessedness of Believers
Faith and Confession
A Li\-ing Sacrifice
Christian Living
Obedience to Law
The Law of Love (Tern.)
Acts
20
17-52
20
22-35
20
■'2S-3S
21
• 1-14
21 .
1-15
21 .
3-12
21 :
8-15
21
15-26
21 :
27-39
21
27-40
21
30-39
22
I-2I
22
6-16
22
17-30
23 : i-i I
2 ; ; 1 2-22
23
24
12-24
10-16
10-2:;
^4
10-27
26
i-rS
26
6-20
26
19-29
26
19-32
»>
26
21-29
27 •
I, 2, I
27 •
13-26
27
14-26
27
27-44
27
30-44
27-
33-44
28
28
28
28
I-IO
1-15
I-I6
16-24,
2S: 16-31
RoTti.
28
28 •
I •
3 :
3
5
5:
8
: 17-31
20-31
8-17
19-26
19-31
I-IO
-II
1-
1-14
8: 6-18
8 : 2S-39
10 : 4-13
12 : 1-8
12 : 1-15
1 2 : 9-2 1
13: I ■
13 : 7
10
14
Sept. 23
Aug. 6
Sept. 19
Jan. 1 8
Apr. 5
Jan. 25
Oct. 3
Apr. 26
Oct. 7
Feb I
Oct. 14
Aug. 13
Feb. 8
May 3
Feb. 15
June 9
Oct. 21
Oct. 10
Oct. 28
Feb. 22
Mav 10
Mar. I
24-26
May 17
Nov. 4
Aug. 20
Oct. 17
Mar. 8
Mar. 15
Nov. II
May 24
Mar. 22
Aug. 27
Oct. 24
Nov. 18
4-26 Apr. 5
Oct. 31
Nov. 25
Apr. 12
Sept. 3
Dec. 2
June 7
Dec. 9
Apr. 19
Nov. 7
30, 31
June 14
Dec. 16
Apr. 26
Nov. 14
Sept. 10
Oct. I
Oct. 8
June 8
July 7
Julv 6
Oct. 15
May 31
July 14
July 13
June 15
July 21
July 28
Oct. 22
Aug. 4
Sept. 12,
June 22.
Apr. ly.
t877
893
:S97
[885
[903
[885
[897
[903
= 877
:SS5
t877
:893
[885
903
t885
rgoi
t877
(897
r877
t885
[903
t885
C903
[S77
[893
[897
[885
r885
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903
:S8=;
[893
[897
[877
[885
1897
[877
r885
[893
1877
t903
[877
t885
[897
1903
r877
r885
fS97
1893
t893
[893
[884
[872
1879
[893
1903
[872
1879
[884
[872
[872
1893
t872
897
[884
[903
International Lessons, rSyz-njod
79
Cor.
Love Fulfilling the Law
Temperance Lesson
Purity of Life (Tem.)
Temperance Lesson
Accountability to God
Personal Responsibility (Tem.)
Temperance Lesson
Personal Responsibility (Tem.)
World's Temperance Sunday
Help One Another
Paul's Preaching
The Cross
Husbandmen and Builders
The Temple of God
Abstinence for the Sake of Others
Temperance Lesson
Abstinence for the Sake of Others (Tem.)
Abstinence for the Sake of Others (Tem.)
Temperance Les-;on
Christian Self -Control (Tem.)
Christian Self-Restraint (Tem )
The Race and the Pr ze (Tem.)
Abstinence for the Sake of Others (Tem )
The Lord's Supper Profaned (Tem )
Christian Love
The Excellence of Christian Love
Charity the Greatest
Christian Love
Easter Lesson
The Resurrection
The Resurrection (Easter)
Victory over Death
The Ministry of Reconciliation 2 Cor.
The Grace of Liberality ,,
Gentiles Giving for Jewish Christians ,,
Liberal Giving
The Power of Christ
Christian Liberty
Temperance Lesson
Rom. I j ; 8-14
14; 7-13
14 ; IO-21
14 : 12-23
15 : 1-7
17-31
18-25
6-15
16-23
1-13
4-13
0 ;
19-27
9:
22-27
10
: 23-33
1 1
; 20-34
I-l.
13: I - 1 5
15
IS
3-14
12-26
5 : 14-21
8: 1-12
y : I - 1 1
9 : 1-15
12: I-IO
Aug. II
Sept. 25
Mar. 24
June 22
Aug. 18
June 20
Dec. 25
Sept. I 7
Nov. 20
Aug. 25
15 : 20, 21 . 50
15 ■■ 5058
Apf.
Sept
Sept
Sept.
Apr.
Tune
"Oct.
Aug.
June 30
Feb. 15
Mar.
Sept.
Nov
Sept.
July
May 4
Aug. 22
Sept. 22
Feb. 22
Apr. 14
Nov. s
Apr. 18
58
Apr. 12
July 27
May 1 1
21
25
26
25
20
Aug. 3
Nov. 1 2
Sept. 5
May 25
Jan. 21
The Fruit of the Spirit
Temperance Lesson
Paul's Message to the Ephesiaiis
Imitation of Christ
Temperance Lesson
Obedience
The Christian Armur
Gal. 4 : 1-16 June i
,, 5 : 16-26 'Mar. 25
,, 5 : 15-26; 6 ; 7, S
Oct. 30
,. 5 : 22-26; 6:1-9
Aug. 10
,, 6 : i-io Mar. 30
Eph. 2 : i-io
,, 4 : 20-32
5:11-21
,, 5 •■ 15-21
6: 1-13
6 : 10-20
Mar. 22
Nov.
Mar.
Mar. ,
May
Aug.
Nov.
19
23
31
3
17
21
Christ's Humility and Exultation
The Mind of Christ
Christ Our Example ,,
Christian Living
Christian Contentment ,,
The New Life in Christ (Tem.) Col.
The Christian Home . ,,
Practical Religion ,,
Phil. 2 : i-i I
2 : 1-13
,, 2 : 5-16
,. 4:1-13
,, 4:4-13
3 : 1-15
3 : 12-25
3 ; 16-25
Dec. 5
Aug. 24
May 10
Jan II
May 17
June 18
Nov. 26
Aug. 31
872
887
895
902
872
897
892
893
904
872
884
872
872
872
884
888
893
897
889
903
897
881
905
892
879
884
897
872
903
89s
893
879
903
879
884
879
893
897
884
872
884
906
879
890
903
893
902
889
885
879
897
897
879
885
903
885
899
893
879
8o
The Uniforni Lesson
Missionary Lesson
Working and Waiting for Christ
The Coming of the Lord
Paul's Counsel to the Thessalonians
Christian Diligence
The Faithful Saying
The Christian in the World
Paul's Advice to Timothy
Paul's Charge to Timothy
Paul's Last Words
I Thes. I
: I -10
Sept. 30,
1888
4'
Q-5 : 2
Aug. 8.
1897
4
■ T3-i8
Sept. 7,
1879
4
: i.^i.S; 5
. 1-8
Mar. 16,
1884
S:
: 14-28
Jan. 25,
1903
2 Thes. 3 :
1-18
Mar. 23,
1884
I Tim. I :
15-20; 2 :
: 1-6
May 24,
1885
6:
6-16
Sept. 14,
1879
2 Tmi. I : 1-7;. 3 : 14-17
June 13,
3 : 14-17; 4" 1-8
1897
Sober Living (Tern.)
The Christian Citizen
A Christmas Lesson
God's Message by His Son
Our Great High Priest
The Types Explained
The Priesthood of Christ
Jesus Our High Priest in Heaven
The Living Mediator
The Triumphs of Faitli
Hearing and Doing
Grateful Obedience
Christian Faith Leads to Good Works
Faith and Works
Sins of the Tongue
The Power of the Tongue
Living as in God's Sight
The Heavenly Inheritance
The Perfect Pattern
Salutary Warrings (Tem.)
Abstinence from Evil (Tem.)
Christian Progress
The Perfect Saviour
Walking in the Light
John's Message about Sin and Salvation
The Love of the Father
Gods Love in the G ft of His Son (Christ-
mas)
John's Vision of Christ
The Glorified Saviour
Jesus Appears to John
The Glorified Saviour
The Message of the Risen Christ
The Glorified Son of Man
To the Church of Ephesus
To the Church of Smyrna and Pergamos
To the Church of Sardis
The Message to the Churches
To the Church of Philadelphia
To the Church of Laodicea
The Sealed Book
May 31,
1885
3:14-4:
8 June 21,
1903
4: 1-8
Dec. 23,
1877
4:1-8,16
-1 8 Dec. 12,
1897
Titus 2 : 1-15
Nov. 25,
1900
,. 3 : 1-9
Sept. 21,
1879
Heb. 1:1-9
Dec. 25,
1898
I : 1-8; 2 : I-
4 June 7,
1885
., 4: 14-16; 5 :
1-6 Oct. 5,
1879
,, 9:1-12
Oct. 12,
1879
,1 ..
June 14,
1885
,, 91 1-14, 24
-48 June 2,
1901
,, 9: 23-28
Jan. 14,
1872
11: I-IO
Oct. 19,
1879
James i ; 16-27
Jan. 13,
1884
, ,
Dec. 3,
1893
2 : 14-23
May 30,
1897
2 : 14-26
Oct. 26,
1879
3:1-13
June 6,
1897
3 : 1-18
Jan. 20,
1884
4: 7-17
Jan. 27,
1884
I Peter i : 1-12
Dec. TO,
T893
2:19-25
Nov. 2,
1879
4:1-8
Nov. 28,
1897
4:1-11
Sept. 20.
1903
2 Peter i : i-i i
June 21,
1885
John 1 : I -10
Nov. 9,
1879
Nov. 21,
i886
1 : 5-10; 2
: 1-6
I : 5-2 : 6
Dec. 19,
1897
4: 7-16
Nov. 16,
1879
4 : 9-16
Dec. 26.
1897
Rev. 1 : 4-18
Nov. 28,
1886
,, I : 9-20
Dec. 17,
1893
II ) >
June 16,
1 90 1
I : 10-20
Nov. 23,
1879
, , ,,
June II.
1905
I : 12-20
Jan. 28,
1872
,, 2:1-7
Feb. 4,
1872
,, 2:8-17
Feb. 11,
1872
,, 3:1-6
Feb. 18,
1872
„ 3 : 1-13
Nov. 30,
1879
., 3 : 7-13
Feb. 25,
1872
• „ 3: 14-22
Mar. 3,
1872
., 5 : 1-14
Mar. 10,
1872
Intcnui/iotial Lessons, rSyz-igod
8i
The Heavenly Song
Worshiping God and the Lamb
The Lamb in the Midst of the Throne
The Saints in Heaven
A New Heaven and a New Earth (Tern.)
The Heavenly City
Tlie Heavenly Home
The Great Invitation
The Great Invitation (Missionary)
Alpha and Omega
The Last Words
Rev. 5 : 1-14
7 : 9-17
21
21
22
22
2 2:
22 :
1-7, 22-27
21-27 ; 22 :
1 1
21
10-17
10-21
Dec. 7, 1879
Dec. s, 1886
Mar. 17, 1872
Dec. 12, 1886
June 23, igoi
1-5
Dec. 14, 1879
June 18, 1905
Dec. 19, 1886
Dec. 24 1893
Mar. 24, 1872
Dec. 21, 1879
Moslems' Attitudes during Pkavek
{From Glimpses of Bible Lands)
82 The Uniform Lesson
The Beginners' Course
Mrs. J. WOODBRIDGE BARNES
The desire for special lessons for the young children is
not a new one. In 1894 the International Primary
Department appealed to the Lesson Committee for such
a course; it was granted, and in 1896, the first year, a
Primary Course appeared in The Sunday School Times.
But the course was used by few.
The International Primary Department continued its
activity, and the next Lesson Committee appointed a
sub-committee on the matter. There began a season of
systematic experimentation by the New Jersey primary
workers through their state association. They " were
a unit in their conviction that the Sunday-schools of
America must stand together, and that no separate
courses independent of the International Lesson Com-
mittee should come in to divide the forces." Con-
vinced also that private courses, protected by copyright,
were not what was needed, they issued at their own
expense a two-years course of lessons called " Bible
Lessons for Little Beginners," written by Margaret
Cushman. These were printed in the state paper known
as The Messenger. The specifications were left free,
and they followed such lines as would aid the Lesson
Committee in its work. This was done with the knowl-
edge of the Lesson Committee and with its sanction. As
a result, hundreds of schools adopted the lessons, and
from this experiment valuable results were obtained.
Best of all, perhaps, they created a demand which was
soon felt by the denominations. *
In 1 90 1 the sub-committee, at the suggestion of
the Editorial Assgciation, issued a one-year course. The
International Primary Department, believing that the
results of previous experiments had proved a two-years
course to be preferable, and also that this one-year
course could be improved, introduced into the Denver
Convention (1902) a resolution which was unanimously
The Beginners^ Course ^t^
adopted, that the new Lesson Committee prepare an
entirely new /wo-years course.
This was done, and the present International Two-
Years Course for Beginners is the result.
Why is a special course for children under six needed ?
is often asked. The following are some of the reasons
urged :
1. A child of four or five is unlike one of six, seven or
eight in its physical, mental and spiritual nature. In
these early 3^ears, the rapid growth of the brain makes it
necessary to guard against over-stimulation ; too many
impressions must not be given. Physical fatigue must
be guarded against, so the lessons must be brief, and the
entire exercises must be different from those planned
for the older children. The little child has a very
limited vocabulary, and still more limited experiences,
upon which all teaching must be based.
2. It is the time for laying foundations; that is, giving
experiences which shall develop feeling and make im-
pressions, — such experiences as shall later interpret
what otherwise would be strange and unintelligible.
3. The spiritual nature develops according to fixed
laws and a knowledge that spiritual truths can be best
presented by lessons and methods based upon the laws
of growth of soul, mind and heart.
4. In teaching an inner want must be created before
that fact or truth is given. One lesson must pave the
way for the next one ; that is, create a necessity for it.
5. It is felt that if foundation truths can be im-
parted to the younger children, their immediate needs,
will not only be supplied, but the possibility of their
receiving proper nurture in the next grades will be
increased.
Growing out of the reasons above given, the following
are some of the principles upon which the committee
were asked to base the new course:
I. It should not be arranged either chronologically or
historically.
84 The Uniform Lesson
2. The ptirpose or underlying aim of the course
should be to reveal to the child the fundamental truths
concerning God, including his relations to us and ours to
him, as well as our relations to each other. This not by
abstract statements, but by story material.
3. The course should consist of lessons grouped by
themes, paying no attention to periods of time (that is,
not arranged by quarters). The length of each theme
to depend on the topic and its treatment.
4. One theme should create a need for the following
theme.
5. In developing a theme it is necessary that it be
developed from the particular to the general; this
necessitates several lessons under a theme, as there must
be first the exemplification, then the generalizations
and application.
6. AVhen the same subject is introduced in different
places, there should always be a progressive from the
lower to the higher plane.
7. As this is not a memory period, but a time for deep
impressions, a golden text should not of necessity ac-
company each lesson. Xeither should one golden text
be made to suffice for a group of lessons if it should
compel a forcing of the text to fit the lessons.
8. AVhile the material should be story material (con-
crete), the course is not to be a mere succession of Bible
stories, but each story selected because it contains
within itself the truth desired for the theme.
9. The course should be outlined for two 3^ears of time.
An examination of the course as presented in outline
form by the Lesson Committee shows that the above
principles were held in mind. That the course is perfect
no one claims; years of practical experimentation alone
can prove what is best.
Only the largest denominational publishing houses
have issued helps upon it, and yet it is used about
equally in forty-three states and in Canada. Fifty
per cent of the unions of the country have introduced
The Beginners' Course
85
the course as a part of their teaching work, and state
and provincial organizations have reorganized their
work to include the superintendent of Beginners in their
departmental work.
That the course is used in the small as well as the large
school, proves that it is meeting a common need; that it
is bringing into the work an entirely new set of teachers
whose thought is centered on this one grade makes the
future hopeful, for in time their experience must bring
the best.
'■"-■'T^
Palestine Woman with Wedding Dowry
(^From Glimpses of Bible Lands)
86 The Uniform Lesson
Advanced Course of Lessons
Prof. JOHN R. SAMPEY, D.D., LL.D.
For five years or more the senti-
ment in favor of an advanced course
of Sunday-school lessons has been
growing in America, Requests for
such a course were presented to the
International Lesson Committee be-
fore the close of the nineteenth
century.
In the opening year of the present
century the importance of providing
J.R. Sampev,d.d.,ll.d. such a course was brought to the
attention of the Lesson Committee
bv the Sundav-School Editorial Association, an organiza-
tion representing the lesson writers of nearly all the
Sunday-school publishing houses in America. In re-
sponse to the request of the Sunday-School Editorial
Association, the International Lesson Committee, meet-
ing in New York, April 17, 1901, appointed a sub-com-
mittee to prepare a two-years course for advanced
students, and to report at the next meeting. This sub-
committee consisted of A. E. Dunning, A. F. Schauffler
and John R. Sampey. When the sub-committee met in
New York it was agreed that one year should be given
to a study of the early prophets and one year to the life
and letters of Paul.
The Interjiational Lesson Committee, meeting in
Denver, June, 1902, approved the work of the sub-com-
mittee, and recommended to the International Conven-
tion, meeting one day after the Lesson Committee, the
adoption of this series of lessons for advanced students.
By a large majority the convention voted against the
adoption of any advanced course at that time. The
critics of the International Lesson System made much of
the refusal to issue any course for advanced students.
A new organization, founded shortly after the Denver
Advanced Course of Lessons 87
Convention, won a good deal of support by vigorous
attacks on what was considered slavish adherence to
uniform lessons.
Most, if not all, the members of the Lesson Committee
thought it wise to issue an advanced course for such
classes as might wish to use it. They desired to serve
all true friends of the International Convention, and
thought it best that the Lesson Committee should pro-
vide the scheme of lessons for advanced students. If
persons desiring such an advanced course could not
secure it from the International Lesson Committee, they
would naturally be estranged to some extent from the
International Association. The convention at Denver
authorized the preparation of an optional two-years
course for Little Beginners. Some of the best friends of
the International System were foremost in requesting
the convention to authorize the Lesson Committee to
issue such a course. While the demand for an advanced
course was not so urgent, it was deemed best by the
Lesson Committee to have a scheme of lessons in readi-
ness if the convention should think it advisable to adopt it.
During the triennium intervening between the Denver
Convention and the Toronto Convention the sentiment
in favor of an advanced course gained ground rapidly.
When the question had been thoroughly discussed the
delegates were' almost evenly divided. The majority
opposed to the issuance of an advanced course was less
than twenty out of a total of more than twelve hundred
votes. The leader of the opposition to an advanced
course, seeing the strong desire for such a scheme of
lessons under the sanction of the International Con-
vention, wisely and magnanimously asked for unanimous
consent to the issuance of an optional advanced course,
to be prepared by the International Lesson Committee.
A sub-committee of four is now at work on a course
of lessons for advanced students. Many schools will not
at once take up the study of these advanced lessons,
preferring rather to retain the uniform lesson for the
88
The Unijorm Lesson
whole school. With such workers the friends of the
advanced course will have no quarrel. Those who feel
the need of advanced lessons for the adult department
will now be at liberty to use such lessons without in the
least seeming to be disloyal to the International Lesson
System.
Some persons have gone through the entire Bible four
or five times, using the selections of the Lesson Commit-
tee. Many of these faithful students would like a little
variety in the method of study, and this advanced course
of lessons will give them opportunity to take up many
sections of Scripture which would be too difficult for
the boys and girls. For any added zest in the study of
the Scriptures we should be devoutly grateful, and the
International Sunday-School Association may well
congratulate itself on having paved the way for a more
systematic and exhaustive study of the Bible on the
part of adult students.
Shepherd Leading his Flock. —John lo: 4
{Front Glimpses 0/ Bible Lands)
Other Lesson Courses of llie Period 89
Other Lesson Courses of the Period
The work of the International Lesson Committees for
a generation has not only approved itself sentimentally,
in gathering the world's millions around the same
passage of Holy Writ on each Lord's Day, but has given
occasion for the production of a wealth of helps for the
better understanding of the Bible for which the religious
world must count itself debtor.
Not the least impressive testimony to its value is in
other lesson courses that have sprung up beside it and
sometimes claimed superiority to it.
There are courses that have been developed during the
period on different lines and without conscious relation.
Among these are the elaborate course of the Lutheran
Church based upon a carefully prepared series of text-
books, and fitted to develop Bible students of a high
grade ; the Christian Year system of the Episcopal
Church, with its fine array of manuals. Those who have
been foremost in these will be first to confess indebted-
ness to the International Lessons for the atmosphere
which made their own advanced work possible.
The other lesson courses of the period, some of them
competitive, and some supplementary, have in general
been departures made possible or demanded by the very
success of the International course. Some have been
the ventures of churches with a special constituency, or
so related to universities as to make experiment possible.
Among these are churches in New Haven, Chicago,
Minneapolis and other centers. In some of them the
result has been a gratified return to the International
fold; others, after a fair test, are satisfied that under
their special conditions they have found a better way.
Some courses have interested large groups of churches
by a scientific method of selection and treatment, both
being kept in the same hands. The foremost of this
class is the course presented by the Bible Study Union,
and known as " The Blakeslee Lessons."
90^ The Uniform Lesson
Besides these there have been courses for special
classes, as those of the Young Men's Christian Associ-
ation and of various young people's societies. Others
have appealed to selected individuals who desire to
pursue Bible study more thoroughly than is possible
under Sunday-school limitations. Pres. W. R. Harper
of Chicago University, then of New Haven, was first in
this field with his " Studies," in which he introduced
and made popular the " Inductive Method " which had
become the method of successful scholars of the Bible,
as it had been the method of scholars attaining results
in every other branch of research.
His work has been continued, most largely through
the correspondence method, by the American Institute
of Sacred Literature.
At the end of a generation the millions who use and
propose to use the International Lessons are sure of three
things :
That the International System in its principles and
methods has proved itself, b}'' the test of a generation,
adapted to the needs of the " average school," such as
are seventy-five per cent of the schools of the country.
That the International System has proved itself, not
too readily, but in fact, capable of development, and of
incorporating and putting into general use whatever
has been really attained and settled by individual or
group experiment.
That the " other lesson courses " of the generation
have had a helpful ministry, of which the International
movement is to make greater use. So that the proper
attitude of the International movement towards them
all is that of full and cordial recognition, and of gratitude
for every assured better thing that has been brought to
liy^ht through them.
CONVENTIONS
Sunday-school Conventions
W. C. PEARCE
The convention idea was born in the desire for, and
need of, mutual helpfulness. The story is told of a
discouraged superintendent who was on his way home
from Sunday-school determined to resign. On the way
he met another superintendent, who, noticing his
brother's discouragement, turned and accompanied him
with the determination to put cheer into his heart.
Before he left him, he had secured his promise not to
resign. As he was departing, he who had been helped
called to his brother and said, " Our meeting together
has brought much cheer and helpfulness to me. Perhaps
the reason my load is so heavy is because my officers and
teachers feel the same need. Let us arrange a meeting
that all the Sunda^^-school workers of our town may
come together with the purpose to help each other."
Whether or not this is the origin of the first Sunday-
school convention, it is certainly an illustration of the
spirit of all of our Sunday-school conventions. From
this small beginning, the work has grown until last year
there were held in North America thirteen thousand
conventions, attended by approximately two million
and a half workers.
The Sunday-school convention platform is the only one
upon which all evangelical denominations, both sexes
and representatives of all ages, meet to discuss the
evangelization of the world. Therefore, the ideal con-
vention is a representative body — not a mass meeting.
1. It represents every part of the field. In a state of
50 counties, which has a convention of 500 delegates
representing the 50 counties, it is stronger than if it has
2,000 delegates from only 10 of these counties.
2. It represents all kinds of Sunday-school work, that
which is being done in the needy places as well as in the
91
92 Conventions
more prosperous parts of the field. Thus, in the inter-
national convention the stronger states and provinces
are brought into helpful relation with the weaker ones.
In a state convention, the better organized counties are
given an opportunity to help the weaker ones. In a
county convention the well organized townships and
schools are privileged to help those less fortunate.
3. The convention represents all kinds of Sunday-
school workers. There should be in the convention a
true proportion of association officers, pastors, superin-
tendents and the teachers of the various grades. It is
not an institute for any one kind of workers, but a place
where all may meet to consider the work as a whole.
The interdenoniinational Sunday-school convention
platform is the only place where the entire Sunday-
school field is reported and studied. In our denomina-
tional gatherings our interest naturally centers around
our own work, but in the international-interdenomina-
tional conventions we study the work of all. In the
international conventions the reports are made by
states, provinces and territories. In the state, provincial
and territorial conventions the reports are made by
counties. In the county conventions' the reports are
made b}^ townships or districts. In the township or
district conventions the report are made by schools.
Maps, bulletined reports and the printed page are some
of the means used to report the work being done, and to
reveal the needy places.
In one county convention a map of the county was
drawn on the blackboard and each Sunday-school was
located in the presence of and by the assembled delegates.
When finished it revealed a territory about 10 miles in
width and some 30 miles long, which was thickly
inhabited, and did not contain a single Sunday-school or
church. As a result of this revelation hearts Ave re
stirred, plans were m.ade, and in a few years the field was
fully occupied. This is one illustration of the helpful-
ness of taking a telescopic view of the work of the entire
Sunday-school Conventions 93
continent in the various international, state, provincial,
territorial, count}^ and township conventions.
The Sunday-school convention as the advance agent of
Sunday-school improvement is a great educational force. A
superintendent conceived the idea of enrolling babies as
members of his Sunday-school. After finding it a means
of great blessing to his own Sunday-school he spoke of it
in his county and state conventions. Then it was pro-
claimed from the international convention platform,
from, whence b}^ means of our system of state, provincial,
territorial, county and township conventions, it was borne
to every part of the continent, and to-day there is an
enrollment of 211,832 on the cradle roll of the Sunday-
schools of North Am.erica. In thousands of conventions
sample teacher-training lessons have been taught, and
plans for organizing and conducting classes have been
explained, which have led to the organization of many
classes and the enrollment of many individual students,
tmtil the teacher-training work has been introduced into
almost every part of the continent. These are only in-
stances of what the conventions have done for all
Sunday-school improvem^ent. Wherever the convention
system has not been introduced or perfected, there will be
found miuch ignorance concerning improved Sunday-
school work.
The Sunday-school convention system is also a great
evangelical force. The bringing of Sunday-school work-
ers together where they may meet each other, has been
a source of cheer and encouragement to many a dis-
couraged worker. A quiet little woman who had been
working in a small country school came for the first
time to a county convention. At the close of the con-
vention an open conference was conducted, and the
different workers testified as to what help the}^ had
received. vSeveral times she had tried to speak, but had
been interrupted. Finally she sprang to her feet and this
is the testimony she gave: " When I came to this con-
vention I thought the Sunday-school work was a-getting
94 Conventions
dead, but I don't think it is a-getting dead very fast."
Who can estimate the power of the new song which had
been put upon her Hps, and the courage which had
entered into her heart? Again and again in thousands
of instances this experience has been duplicated. If only
one person is encouraged at each convention 13,000
workers are cheered annually by the convention system
of North America.
It is the plan of the association to have some Inter-
national officer visit each state, province and territory
at least once a year in their annual conventions, to have
some state officer visit each county at least once a year in
their annual conventions, and to have some county
officer visit each township or district of the county at
least once a year in their annual conventions. By this
chain of visitation it brings some Sunday-school worker
of experience into personal touch with each Sunda}^-
school worker of the continent. It would be difficult to
estimate the inspiration and cheer brought to the thou-
sands of Sunday-school workers by the visitation of
these leaders of experience and influence.
The First Sunday-schools Organized in North America
For the following facts, we are indebted largeh^ to
Dr. Henry Clay Trumbull, in his " Yale Lectures on the
Sunday-school before Yale Divinit};" School, 1888."
" For the credit of introducing the modern Sunday-
school into the United States, there are many claimants.
It would seem that in several places, on this side of the
ocean, a Sunday-school which was started within a few
years after Raikes' beginning in Gloucester was con-
tinued for a time, and then given up, without leaving
an immediate successor. Thus a Sunday-school was or-
ganized, under the direction of Bishop Asbury, at the
house of Mr. Thomas Crenshaw, in Hanover County,
Va., in 1786; yet but little is known of it save its begin-
ning. A minute in favor of organizing Sunday-schools
Sunday-school Conventions 95
was adopted by the Methodist Conference in Charleston,
S. C, in February, 1790; yet no record is found of
Sunday-schools organized in consequence of this minute.
" In December, 1790, a meeting was called in Phila-
delphia to consider the importance of this work; and
early in January, 1791, the First-day or Sunday-school
Society was formed, for the purpose of securing religious
instruction to poor children on vSunday. This society
has continued in operation to the present day; yet its
schools, like those of Robert Raikes, had paid teachers
during the earlier years of its operation. In 1791 a
Sunday-school was started in Boston; in 1793, o^^ '^^^s
started in New York City, by Katy Ferguson, a colored
woman; in 1794 one was started in Paterson, N. J.; in
1797 Samuel Slater secured the organization of one in
Pawtucket, R. I.: in 1800 one was started in Pitts-
burg, Pa.
" In 1S03 a Sunday-school was gathered by Mr. and
Mrs. Divie Bethune, in New York City; and subse-
quently other schools were begun by them. Mrs.
Bethune was a daughter of Mrs. Isabella Graham. Mr.
Bethune had seen something of Raikes' work in England,
and the New York school was started in imitation of
that. In the same year with this beginning in New York,
a Sunday-school was begun in Portsmouth, N. H. ; the
year following one was started in Baltimore, Md. In
1809 a systematic Sunday-school movement was organ-
ized in Pittsburg, Pa."
In 1810, Miss Hannah Hill and Miss Joanna B.
Prince, of Beverly, Mass., gathered a company of about
thirty neglected children who were accustomed to play
about the wharves of Beverly on the Sabbath day, and
taught them from the Bible. This grew later into a
school for children of all famiilies.
" The Rev. RoV)ert May, from London, gave a new
start to Sunday-schools, in Philadelphia, 181 1, which
proved a beginning of permanent success. A local
union for Sunday-school work was organized in New
96 Conventions
York in 1 8 1 6 ; another in Boston the same year ; and
another in Philadelphia in 181 7.
" These societies became the nucleus of the American
Sunday-school Union, a national society, formed in 1824."
This society has organized more than 100,000 Sunday-
schools, an average of 3^ every da 3^ for eighty years, with
nearly 600,000 teachers and 4,000,000 scholars. Dur-
ing the past ten years more than 1,100 churches have
resulted from its schools.
The Best Selling Book on Earth
The most widely circulated book in the world is the
Bible, the text-book of Sunday-school work and workers.
The circulation of The Book is largely in the hands of
Anglo-Americans, who support the two greatest publish-
ing houses devoted to the distribution of the Word of
God, with headquarters in London and New York, mis-
sionary and other translators at the ends of the earth and
busy presses at such strategic centers of population and
interest as Shanghai, Tokio, Constantinople and Beirut.
In one hundred vears the British and Foreign Bible
Society issued more than one hundred and eighty million
copies — complete or in parts — in three hundred and
seventy different languages and dialects.
In eighty-eight years the American Bible Society issued
74,441,674 copies, in nearly one hundred languages, a
total of more than two hundred and fifty million copies
in more than four hundred dialects, besides those issued
by other publishing houses in England and America, in
the Revised and Authorized versions.
Last year's issues of the Am.erican Bible Society were
1,770,891 volumes. The British Society issues 2,000
copies every working hour, or nearly six million every
year. It employs 800 colporteurs and supports over
600 Bible women and spends $3,500 every working day
in the year in the manufacture of Bibles.
Behind these great enterprises stand Christians of all
denominations, united for the common work.
National and hilciiiaiional CoHvcntions 97
National and International Conventions
M. C. HAZARD, Ph.D.
At a conference of friends of
Sunday-schools, held in Philadel-
phia during the anniversary of the
American Sunday-School Union and
the General Assembly of the Pres-
byterian Church, May 23, 1832,
thirteen states and two territories,
numbers suggesting the beginning
of our national independence, were
represented. A resolution was
M. c. Hazard, Ph.D. adopted recommending the superin-
tendents and teachers throughout
the country to convene to consider the duties and obli-
gations of officers of Sunday-schools, and the best plans
of organizing, instructing and managing a Sunday-
school. A committee was appointed to prepare lists
of questions covering the Sunday-school effort as then
understood, to be sent to Sunday-school workers over
the land. The committee prepared seventy-eight ques-
tions on thirteen, different sections as follows: Schools,
organization, discipline, visiting, modes of instruction,
union question books, other question books, libraries,
other means of success, superintendents, Bible classes,
adult classes and miscellaneous. Three hundred an-
swers were received, many of them copious, and the
collection is preserved in a quarto volume of twenty-
four hundred pages, in the library of the American
Sunday-School Union, Philadelphia.
First National Convention
The first national convention was held in New York,
in the Chatham Street Chapel, -October 3, 1832, as a
result of the Philadelphia conference. Hon. Theodore
Frelinghuysen, of New Jersey, one of the eminent men
of the time, was chosen president, and two hurdred and
98
Conventions
Hon. T. Frelinghuysen
twenty delegates were present, representing fourteen of
the twenty-four states and four territories of the union.
Hon. Gerritt Smith was one of
the vice-presidents, and the body
was a notable one, including
many of the religious leaders of
the day, both clergymen and
laymen. Among the topics con-
sidered were : Infant Sunday-
school Organization ; Qualifying
Scholars to become Teachers;
Organization of County and
other Unions ; and the Propriety
of having more than One Session
a Day. The interest developed
in the discussions was such, and
the value of the conference was
estimated so highly, that it was decided to hold another
convention in 1833.
Second National Convp:ntion
The second national convention, in Philadelphia,
May 22, 1833, was called too soon after the first to
attract a large representation, and
only nine states sent delegates. Hon,
Willard Hall, an eminent .Delaware
jurist, was president of the conven-
tion. While the numbers were small
the meeting seemed to be full of life
and interest. One profitable dis-
cussion considered " Private Sunday-
schools," meaning schools or classes
taught in private houses for those
who were not willing, on account of
poverty or sectarian prejudice, to
attend the Sunday-schools in their
neighborhood — a prophetic foreshadowing of the pres-
ent Home Department movement.
Hon. Willard Hall
National and International Conventions
99
Ex-Gov. James Pollock
Third National Convention
More than a quarter of a century passed before the
second national convention was followed by another.
Evidently the movement had not
taken root, nor did it do so with the
third one held in Philadelphia, Feb-
ruary 22-24, 1859. Seventeen states
and the District of Columbia were
represented by delegates, and there
was one visitor from Great Britain.
Ex. -Gov. James Pollock was presi-
dent, and H. Clay Trumbull, of Con-
necticut, then just coming forward
into the notice of the Sunday-school
world, was one of the secretaries.
The list of speakers was a notable
one and shows that there must have been a good deal
of sense and sparkle and spirit in the convention. A
committee, of which George H. Stuart was chairman,
was appointed to arrange for " a similar assemblage of
the evangelical Sabbath-schools of America."
Fourth National Convention
In June, 1868, at the International Convention of the
Young Men's Christian Association, in Detroit, an
informal meeting of Sunday-school workers was held,
and it was decided to hold a National
Sunday-School Convention in New-
ark, N. J., April 28, 1869. Twenty-
eight states and one territory were
represented by five hundred and
twenty-six delegates, and there were
visitors from Canada, England, Ire-
land, Scotland, Egypt and South
Africa. Geo. H. Stuart, of Pennsyl-
vania, presided. Rev. J. H. Vincent
and B. F. Jacobs were associated
G. H. Stuart with H. Clay Trumbull as Secretaries
lOO
Conventions
of the convention. The convention was international in
character if not in name, and its sessions were charac-
terized by their extraordinary spiritual power. The
writer cannot recall any meeting he ever attended that
in this respect was quite its equal. It was said by the
editor of the Sunday School Times that " never before
had so many Sunday-school leaders of the land been
brought face to face. Taken as a whole, it was the
most memorable Sunday-school gathering ever assembled
in the United States, if not in the world,"
Fifth National Convention
The, fifth national convention, at Indianapolis, April
16-19, 1872, was destined to be epoch-making. There
were three hundred and thirty-eight
delegates present from twenty-eight
states and one territory. Other
workers were present from Canada.
Great Britain and India. Philip G-
Gillett, of Illinois, was president.
The sessions were held in the Second
Presbyterian Church. It was an-
nounced in the call for the conven-
tion that among the themes fore-
most in interest and importance for
its consideration was that of a sys-
tem of uniform Bible lessons for the
Sunday-schools of the land. A tentative course which
had been put out by the publishers, though imperfect,
proved to be quite popular simply because of its uni-
formity. The Sunday-schools of the land were studying
the same book; why not the same lesson? The senti-
ment in favor of one lesson for all schools grew rapidl}^
within the year, and when the convention assembled,
though there were doubts of its feasibility and its
desirability on the part of some of the leaders in the
Sunday-school world, after an impassioned address by
B. F. Jacobs, who had been the principal advocate of
p. G. GlLLETT
National and International Conventions
lOl
uniformity, the vote was practically unanirnous in its
favor. The first lesson committee was appointed to
prepare a lesson course to cover seven years. The in-
clusion of two Canadian brethren as members of this
Second Presbyterian Church, Indianapolis, Ind.
committee made it impossible for the next convention
to be other than international. At this convention a
national statistical secretary was appointed. This inno-
vation proved to be of great value to the cause, as
showing progress in organized work, and establishing an
intelligent basis for the activities of the workers.
I02
Conventions
Sixth National Convention, First International
The sixth national and first international convention
was held in Baltimore, May 11-13, 1875. Rev. George
A. Pelz, of New Jersey, was presi-
dent, and there were four hundred
and sixty-three delegates present.
The convention appears to have
been mainly a jubilation over what
had been accomplished at Indi-
anapolis. The report of the Lesson
Committee was inspiring in that it
showed how extensively the uniform
lessons had been adopted by the
Sunday-schools of many denomi-
nations. Twenty Canadian repre-
sentatives participated in the
convention proceedings.
Rev. G. A. Pelz
Second International Convention
Nothing particularly new was done in the way of
progress at the second international convention in
Atlanta, Ga., April 17-19, 1878.
Governor Colquitt, of Georgia, pre-
sided, and the most important mat-
ter for discussion was the Interna-
tional Lesson System. The delegates
seemed to have but one feeling, and
that one of warm approval. But
the main feature of this convention
was the fellowship which it brought
about between the North and the
South. The writer believes that
nothing since the war has done so
much to promote good feeling be-
tween the sections as this convention. Governor Col-
quitt melted all hearts with his farewell words. The
union of hearts there was inexpressibly delightful.
Governor Colquitt
National and International Conventions
103
Third International Convention
The third international convention met in Toronto,
Canada, June 22-24, 1881, and Hon. S. H. Blake, of
Toronto, presided. The special fea-
ture of this convention was the inaug-
uration of the interdenominational
work undertaken by the Interna-
tional Executive Committee. This,
again, was the suggestion of the
fertile brain of B. F. Jacobs, and at
this convention Mr. Jacobs began his
long service as chairman of the In-
ternational Executive Committee, to
continue until the date of his death,
twenty-one years later. President
Garfield sent a message of interest
and sympathy. It was at this convention that the home
class work was first mentioned.
Hon. S. H. Blake
!s««'*;g5fficrr --SS-5-
Fourth International Convention
Hon. Thomas W. Bicknell, of Massachusetts, presided
at the fourth international convention in Louisville, Ky.,
June 11-13, 1884. The program was
an alliterative one, — ^The Work, the
Word and the Workers. That sug-
gests the character of the gathering.
The discussions were of special
value to the delegates who had come
long distances to obtain new ideas
and inspiration.
Pastor John Paul Cooke, of Paris,
France, gave an interesting and in-
structive address on " Sunda3''-School
Work in Europe."
The third lesson committee was
appointed, and five persons were added as corresponding
members, four for Great Britain and one for France.
Hon. T. W. Bicknell
104
Conventions
Fifth International Convention
Chicago entertained the convention of 1887, June
1-3 ; elected William Reynolds, of Illinois, as president
and later appointed him " Field
Superintendent," the first official
organizer for the international field.
It was the first gathering of the kind
at which the Home Department was
presented by its author. The j^lan
of home classes had been so far tried
and perfected that here it was set
forth as a movement meriting and
demanding attention. Mr. and Mrs.
W. N. Hartshorn, of Massachusetts,
came into prominence among the
international workers at this conven-
tion, by reason of their leadership in the primary work
of the convention.
William Reynolds
Sixth International Convention
The sixth international convention, at Pittsburg,
Pa., June 24-27, 1890, was instructive and inspiring,
but without special characteristics.
Hon. J. G. Harris, of Alabama, pre-
sided, and the convention, by reso-
lution, placed its endorsement on
the Home Department. Action was
taken looking forward to the erec-
tion of a Sunday-school building in
connection with the World's Fair at
Chicago in 1893, a bviilding which
was put up, and in which many a
memorable meeting was held while
the exposition was in progress. After
a prolonged discussion, the plan of
having a quarterly temperance lesson on a Sunday of
its own was approved by the convention.
Hon. J. G. Harris
National and International Conventions
105
Lewis Miller
Seventh International Convention
The seventh international and the world's second
convention were held conjointly in St. Louis, August
30 to September 5, 1893. During
this time the field workers held their
first conference. The emiphasis of
the convention was laid upon state,
county and township work, and great
impulse was given to systematized
effort whose aim is to leave no part
of the field overlooked. The chief
discussion was on the International
Lessons, and the system was approved
in the heartiest kind of an endorse-
*
ment . Uniformity in study binds the
Sunda3^-school workers of the difler-
ent denominations together in a tie of brotherhood
which to them is very precious. At the world's con-
vention, Mr. B. F. Jacobs, chairman of the International
Committee, was elected president.
Eighth International Convention
The eighth international convention, Boston, Mass.,
June 23-26, 1896, was notable in many directions.
There were one thousand sixty-three
delegates present, the largest num-
ber in the history of international
conventions; the devotional leader-
ship of D. L. Moody, who conducted
the opening hour each day, was a
great inspiration ; Bishop Vincent,
who has been chairman of the Les-
son Committee from the beginning
in 1872, resigned, and Dr. John Potts,
of Toronto, Canada, was appointed;
all debts of the convention were
reported paid and thirty-five thou-
sand two hundred and three dollars were pledged for
S. B. Capen
io6 Conventions
the work of the next triennium. The addresses of the
convention were of an unusually high order, and under
the presidency of Samuel B. Capen, of Boston, the con-
vention reached a very high standard. The " field " of
the convention was extended to include Mexico, Central
America and the West Indies.
Ninth International Convention
Atlanta, Ga., welcomed the convention in 1899,
April 26-30, for the second time. Hon. Hoke Smith,
of Georgia, was chosen president.
The convention was called to mourn
the death of William Reynolds
(1897), the first field superintendent.
The work was broadened by the
election of Marion Lawrance, of
Ohio, as general secretary; Prof. H.
M. Hamill, of Illinois, as field secre-
tary; and L. B. Maxwell and Silas
X. Floyd, both of Georgia, as work-
ers among the colored people. Mr.
Hon. Hoke Smith Jacobs, asking retirement from active
service as chairman of the executive
committee, was made honorary chairman for life, and
Hon. John Wanamaker, of Pennsylvania, was elected to
succeed him. Mr. Wanamaker afterward declined the
honor, and Mr. Jacobs continued in service.
Tenth International Convention
The first session of the tenth international convention,
at Denver, Colo., June 26-30, 1902, was a memorial
service commemorative of the life, work and character
of Mr. B. F. Jacobs, the acting chairman of the Inter-
national Executive Committee, who died three days
before, at his home in Chicago. The tributes were elo-
quent and sincere, and made a strong impression upon
the convention and its work. Rev. B. B. Tyler, D.D.,
of Denver, the second clergyman in the history of the
National and International Conventions
107
national or international work to be so honored, was
chosen president, and Mr. W. N. Hartshorn, of Boston,
was unanimously selected as the suc-
cessor of Mr. Jacobs, chairman of the
Executive Committee. There were
eleven hundred and sixty-eight dele-
gates enrolled, and they came from
fifty-five states, provinces and terri-
tories. Mr. F. F. Belsey, president
of the British Sunday-School Union,
was a distinguished guest of the
convention. The plan of lesson se-
lection was one of the great themes
of the convention discussion, and the
final action of the convention was in the adoption of a
resolution which read, " That at this time we are not
prepared to adopt a series of advanced lessons to take
the place of the uniform lessons in the adult grades of
the Sunday-school."
Rev. B. B. Tyler
The Jews' Wailing Place, Jerusalem
io8 Conventions
Progress and Prophecy: An Interpretation
C. R. BLACKALL, D.D.
It will be evident to any careful observer that Ameri-
can Sunday-school work has been marked by distinct
stages or periods, each gradually shading into the suc-
ceeding one, and each a promise and a prophecy. In its
beginning it was spontaneous and sporadic, seedlings of
old-world attainments, in efforts of an educational
character yet undefined, while communities were widely
separated and transportation was undeveloped.
Sympathy in a common cause drew men and women
of like minds into accord in efforts to instruct and
spiritually influence untaught children; this crystallized
into union work and union lessons. It was the period
of union effort, the era of question books and mem-
orizing of scripture passages. The dominating agency
of that period was the American Sunday-School Union,
whose active agents planted schools wherever it was
practicable, and awakened the churches to unwonted
activity.
All this, though unconsciously to active participants,
distinctly and definitely led up to the next stage, that of
denominational effort. Several features in the first
National Sunday-school Convention (1832) are worthy
of note : Reports were made to the body by the Sun-
day-School Union, the Baptist Publication Society,
the Methodist Book Concern and the Congregational
Publication Societ}^; a resolution was adopted to es-
tablish a normal college for training teachers ; the sec-
tion of pastors voted that " uniform lessons, properly
graded, conduce greatly to the efffciency of our schools " ;
the section of superintendents voted that " a uniform
lesson is essential to the highest success of every school,
and it is practical and desirable to unite all the schools
of our whole country upon one and the same series."
This was forty years before the adoption of such a plan
by the Atlanta National Convention, at which the
Progress and Prophecy. 109
present uniform plan was adopted. The practical
application of the action of the convention of 1832 had
reference to the union series, which had then gained a
circulation of five millions of copies.
Meanwhile denominational publishing houses became
stronger, and with growing consciousness that union
lessons did not meet the requirements of denominational
life, the dissatisfaction with the union plan rapidly-
developed. It should be remembered that a hiatus of
twenty-five years occurred between the second and the
third national conventions, and another hiatus of ten
years between the third and the fourth. The Methodists
were the first in the field, with the " Berean Series."
Others quickly followed. Naturally, determined op-
position was manifested, and denominational activities
were increased until the former general union work
became largely a thing of the past. But there seemed
to be a steady working out of the divine intention
through these apparently cross-purposes, as federation
came to take the place of former unionism. Christian
unity became recognized as more and more of a power
and better than mere union. This was in effect a
prophecy of what followed when, in 1872, the uniform
lesson plan, with due limitations, blossomed into fruition,
and the third stage, the era of national and inter-
national organized Sunday-school work, became a
recognized fact. Without the previous stages it could
never have become a fact. It cannot fail to be observed
that the lesson question was the crux of each period
and the determinating factor in progress.
Again there was marked opposition, mainly led by the
forceful and brilliant Edward Eggleston, at that time
on the eve of turning from Sunday-school work to the
literary field. No doubt he was sincere in his views
as he was epigrammatic and eloquent in utterance. In
answer to the charge that the uniform scheme was an
untried experiment, Mr. B. F. Jacobs asserted that
three millions were already proving the blessedness of
no Conventions
the plan. But Eggleston denounced it as " a movement
backward"; declared that "it would pull down good
schools ' ' ; and ' ' quench out and squelch out ' ' the devel-
opment of the individual life of schools. Time has
abundantly proved which was the correct view, and
again we find a prophecy of the next stage.
Organized Sunday-school work came to have a wider
and deeper significance than at any previous period.
Steadily and rapidly the lesson question attained a
higher standing. With better appreciation of needs and
opportunities, and with increased facilities for instruction
in what may be termed technical lines and in technical
schools, came increased demand for better and more
thorough training of all classes of Sunday-school workers.
It was in every direction an upward movement, born of
intense desire and purpose to have better and more
worthy work done for the Master.
The present stage did not come suddenly. The
voice in the wilderness had been true and insistent.
The kingdom was " at hand." The time was ripe.
The hour struck. Step by step came the declaration of
principles that marked the era; these were not new,
nor did they find immediate acceptance; opposition
was stirred, as of yore; sharp denunciations sometiines
threatened division; but " the good hand of our God
was upon us all the way," and unity greater than ever
before resulted. " Graded schools, and graded teaching,
with graded material," became the watchwords of the
new era, which may fairly be regarded as more truly
educational than either of its predecessors, and likely to
be more potent for good.
The several lines of development leading up to this
period are well defined. Prominent among them is the
architectural, striving for acceptance. Here and there,
in steadily increasing numbers, suitable buildings were
planned and erected by well-to-do churches for their
teaching departments, among which the Akron, Ohio,
school was the pioneer. These called for improved
Progress and Prophecy. 1 1 1
appointinents and more approved facilities. Then
followed a better equipped teaching force, led by thor-
oughly qualified leaders whose whole time was required
in direction and management. This again led to new
arrangement of the school, and thus the plan of segre-
gation of departments came into vogue, of which
the East Liberty (Pittsburg) Presbyterian school is a
fine illustration.
AVith this naturally came development of the points
urged so definitely at the Convention of 1832 and really
established at that time, — the grading of Sunday-
school classes and the training of their teachers for
effective work. The International Convention both
reflected and created public sentiment upon this subject.
Private enterprise demonstrated needs which it was
attempting to satisfy independently of the convention,
and thus it educated the masses; a slow process but
sure. The International Convention wisely accepted
the situation, and an optional " Beginners' Course "
came as a result. The largest and strongest of all the
International Sunday-school conventions made its best
record by unanimously providing for an optional
" advanced course " for those who desired it, preserving
cohesion of the workers, drawing to itself added elements
of great strength and giving to the " uniform lessons "
plan a place it had never before held.
Such is the real basis of the broad and comprehensive
outlook that marks the present era. The Sunday-school
has become a " world power " of great significance,
which must be reckoned with as an important factor in
the determination of spiritual results. In the corre-
lation of forces through the freely given services and
other generous contributions of the Executive Com-
mittee of the International Association, led by its
efficient chairman ; in the eminently wise administration
of its affairs by its general secretary, so ably seconded by
a corps of International workers unexcelled the world
over; in a capable standing committee on education;
112 Conventions
for the purpose of training the teachers and elevating
the standard generahy; in the admirable and freely
given service of its strong Lesson Committee; in the
now world-wide influence exerted directly and indirectly
by the World's Stmda3^-school Convention, with its
inimitable " Cruise " in 1904, and its projected gathering
in the " Eternal City " in 1907, which is likely to prove
an unparalleled means of uplifting all Europe in Sunday-
school work ; in the closer Christian fellowship it has
brought to pass; in the increased loyalty to denomina-
tional fealty it has produced without the sectarianism
of some past periods; in the distinct recognition of the
Church of Christ as the most clearly marked element of
future stability, — all this points to the possibilities that
lie bej^'ond, and gives prophecy of a future as far exceed-
ing the past as the present exceeds the days of the first
National Sunday-school Convention. The " valley "
schools are being surely lifted to higher levels by the
active means employed by the host of trained workers
in the field; an increasing sense of responsibility and
consecration to the service of God in winning souls to
him will result in the elimination of unworthy and
inefficient persons now cumbering the teaching force and
hindering best success; the blessed Book, better taught
and more clearly understood, will be more truly loved
and obeyed.
In due time prophecy will become fact. We can bide
the time of its coming. We can trust Him who has
never failed to bring to pass His own purposes. We
can develop the pattern He sets, though in the weaving
we may not always be privileged to see the results of our
own handiwork, and we may rest assured that the
Master will straighten every tangle caused by our
sometimes bungling efforts. In any event, to Him
shall be all the glory; to us the inestimable privilege of
being co-workers with Him.
From Milan to Jertcsalem
113
E. K. Warren
From Milan to Jerusalem
EDWARD K. WARREN
President of the World's Fourth Convention
~ ™ r From the first school for " the
instruction of the young in
Christian doctrine," estabHshed
in Milan in 1586, by Cardinal
Borromeo, to the last World's
Sunday-school Convention, held
in Jerusalem in 1904, is a far
cry; but the dissimilarity of the
two immediately suggests the
reason for the firmly founded
success of the present Sunday-
school system, of which the
World's Convention is the high-
est expression.
The Italian schools, which
flourished during the life of the cardinal, drooped as he
passed away. The first Sunday-school of Paris, founded
in 1699 by Abbe de la Salle, was abandoned after six
years. Even in England and as late as the eighteenth
century the individual schools launched under favorable
auspices made but little headway until the English
Sunday-school system was organized by Robert Raikes.
Similarly, individual schools were opened in India
in 1803, in Holland in 1816, in France again in 181 8, in
Italy and Switzerland in 182 1, in Germany in 1824,
in Denmark in 1827, in Belgium in 1834, in Norway in
1844, in Sweden in 1851, in Bohemia in 1864, in Russia
in 1865, in Bulgaria in 1872, and in Finland in 1877. In
the meantime the Sunday-school movement had been
sweeping over America, and it was left for the Executive
Committee of the International Sunday-school Conven-
tion, in a session at Chautauqua in 1886, to suggest and
consider an " International Sunday-school Convention,
to include all lands, to be held in Europe at such time
114 Conventions
and place as may be decided upon by the new Executive
Committee in correspondence with workers abroad."
In these terms the Committee laid the matter before the
Fifth International Convention, held in Chicago in 1887,
with a view to unifying the individual Sunday-school
efforts of the world.
Mr. Edward Towers, of England, being present at the
Chicago Convention, secured the cooperation of the
London Sunday-School Union. Continental workers
expressed their concurrence in the plan, and the First
World's Convention was held in London, July 1-6, 1889.
Mr. F. F. Belsey, of London, was made president. Eigh-
teen countries were represented, with a total of 873
delegates, of which number 409 were registered from
Great Britain and Ireland and 415 from t,7, states and
provinces of America. The world's Sunday-school
membership that year was 19,715,781. More than half
of America's delegation journeyed to England together
on the steamship Bothnia, on a cruise which was termed
" The Return of the Mayflower.'" The keynote of this
first convention, held only seventeen years after the es-
tablishment of the Uniform Lesson System, is found in a
resolution " that we recognize in the International
Uniform Lesson Movement the onward march of real
progress."
This World's First Convention adopted a platform
which, in its essentials, was: (i) " To arouse enthusiasm
by conventions and institutes in the Sunday-school work
of all lands. . . ." (2) " To present in these conventions
the best methods of work in every department of Sunday-
school activity. ..." (3) "To cooperate with the
national and other Sunday-school associations along the
line of more effective organization." A World's Sunday-
school Executive Committee was elected, empowered to
carry on the work in the interim between conventions.
The World's Second Convention was held in St. Louis
in 1893. The sessions followed the Seventh Inter-
national Convention. Of the 887 delegates present, 45
From Milan to Jervisalern 115
were from England, 10 from five other couTitries, and
nearly all were delegates to the International Conven-
tion. The world's Sunday-school enrollment was then
22,398,661. The important feature of this convention
was the report of the work in India, made by Dr. J. L.
Phillips. Mr. B. F. Jacobs was elected president.
Five years later London again welcomed a World's
Convention, and heartily she did it, too! Eight hundred
and sixteen of Great Britain's subjects joined with 293
delegates from t,^ states and provinces across the water,
and representatives from 1 5 other countries — a total
of 1,170 men and women from a constituency numbering
24,919,313. A large part of America's delegation came
by the steamship Catalonia. The World's Convention
sensed the benefits of fraternal union, declared its senti-
ments concerning the " gathering omens of renewed
peace between the American and Spanish nations,"
prayed for " the enlargement of the life-giving Word of
God and the spread of religious thought and liberty."
Of the third convention, Mr. Edward Towers was made
president.
The pilgrimage to Jerusalem, made in 1904, repre-
sents the beginning of a new era in the development of
the World's Sunday-school Convention idea. This
convention, held in a relatively inaccessible place, pos-
sible only through the expenditure of time, money and
energy, witnessed a splendid numerical increase in the
enrollment of delegates, the United States registering
701, Canada 63, Great Britain 253, Jerusalem 377,
Palestine 72, eighteen other countries being represented
as well, — a total of 1,526 delegates.
If these statistics were multiplied tenfold, they would
be inadequate to convey an idea of the spirit of the Jeru-
salem Cruise and Convention; and the spirit, rather
than any material characteristics, was the pilgrimage.
" Was " ? One might as truthfully say "is," for this
convention assumed an identity, and became a living,
breathing force. The reasons for this are manifold.
ii6 Conventions
The eight hundred Americans associating together on
board the Grosser Kurfurst for so large a part of the
cruise of nearly two months and a half, and the delegates
from Great Britain — half as many and associated
together half as long — journeying on board the Auguste
Victoria, became intimately acquainted with each other
in their floating homes, and learned to know Christian
character in a very real and stimulating way.
A knowledge of Oriental needs, and a realization of
what is being done to meet them by the noble mission-
aries of the East, came by contact with the mission posts
along the shores of the Mediterranean.
A journey through the Lord's land and a prolonged
stay in the Holy City brought to each reverent pilgrim
a new sense of the genuineness and vitality of the Word
of God.
The mingling of the nations of the earth in the con-
vention proper could but suggest the prophecy of Hab-
akkuk, " The earth shall be filled with the knowledge of
the glory of the Lord, as the waters cover the sea."
But re-awakened, reconsecrated Christianity must
do something! Had the Jerusalem Convention failed
in this test, it would not as now mark a long step for-
ward. As it is, new encouragement is left in the mission
fields of Turkey, Syria, Egypt and Italy; new mission-
ary fervor is brought back to America ; the Palestine
Sunday-School Association is created ; the Western
Turkey Sunday-School Union is formed; the Uniform
Lessons are in extended circulation in Arabic; the Sun-
day-school efforts of Italy are strengthened, and the
World's Fourth Convention sounds a clear note to carry
forward between conventions in a systematic, organized
way the work for which the convention stands, and the
transference of the Japan field to the World's Committee
is the International indorsement of this initiative.
To-day the motto of twenty-six million Sunday-school
workers is, " The World for Christ! "
Division II — The International Sunday
school Association
Part I — The Eleventh International Convention
Some Relationships of the Sunday-school
The Relation of the Sunday-school to Education
The Relation of the Sunday-school to Evangelism
The Relation of the Sunday-school to Missions
The Reports
Part II — Denominational Relations and Constituency-
Part III — Related Organizations
Part IV — Organization and Methods
117
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THE ELEVENTH INTERNATIONAL
CONVENTION
Opening Address
BENJAMIN B. TYLER, D.D.
President Tenth International Convention
In the good providence of God we
come together in this beautiful Cana-
dian city, to greet each other, to
resume our acquaintanceship and
our fellowship, to review the work
of the triennium and to plan greater
things in the name of our Lord for
the time that is before us. I believe
we are in the opening moments of a
convention that will go down in
B. B. Tylek, D.D. history as of supreme importance in
the extension of the Master's king-
dom. We are here as members of the household of faith,
devoted to our common Lord and moved by his spirit
to advance the interests of his work among the people
of this earth.
Twenty-four years ago, in this city, I attended an
International Sunday-school convention. When we
came to the registration booths the loved and lamented
B. F. Jacobs v/as just in advance of me. When he was
asked about his denominational connection nobody
suspected that he was asham.ed for a moment of his
denominational label. He replied, "Isn't it good
enough in this place to be simply a Christian? " Our
Lord prayed that those who should believe on him might
become one as He and the Father are one. Our Lord
said, " And I, if I be lifted up, will draw all men unto
me." It is a wondrous privilege we enjoy, to live in a
time of such sweet fellowship and delightful union. I
congratulate you on the work that you have been doing
under the leadership of our common Lord.
119
I20 The Eleventh International Convention
Addresses of Welcome
His Honor WILLIAM MORTIMER CLARK, K.C., LL.D.
Lieutenant-Governor of Ontario
Mr. President, ladies and gentlc-
nien : I feel honored at being ap-
pointed an honorary president of
this great Association and being
called upon to tender to you the
warmest congratulations of the ])rov-
ince of Ontario. I avail myself most
gladly and cheerfully of the invita-
tion which you so cordially extend
me, in order that, if I did nothing
Lieut.-Gov. w. M. Clark more, I might have this public oppor-
tunity of expressing my hearty and
deep sympathy with you all, as a Sunday-school teacher.
If any apology were needed for my presence here this
evening, it would be this, that the commonwealth owes
a very deep debt of gratitude to you who give so much
of your time and attention and labor to the education
of our young people in religious knowledge. You fill
a great want in the national system of education, both
of this country and, I venture to say, also of the United
States. To you, therefore, I think, the state owes a
deep debt of gratitude ; and I therefore most cordially
welcome you to this province, and I trust that your
deliberations may be accompanied by the blessing of
God. .
Some years ago John Bright recognized the great
importance of the work of the Sunday-school, and its
great value as an adjunct to the government of the coun-
try. He said that the Sunday-school teachers of Great
Britain were the true glory of the country; and I have
no doubt that were he here to-night, he would include
the Sunday-school teachers of the United States in the
same category. The influence which you wield upon
the young of our countries is incalculable. During the
.Addresses of ] Welcome t2l
short interval of time which is allowed to you for the
instruction of the youth, do the very utmost you can to
impress upon our young people a sense of reverence for
God, for his Word, for the sanctity of the Lord's Day and
a knowledge of divine truth in its various aspects. What
that influence is upon the future of our country no one
can tell.
I have been the superintendent of a Sunday-school for
ten years. And we often, both superintendent and
teachers, have felt occasions of great unsatisfaction and,
sometimes, dissatisfaction with our pupils as well as with
ourselves ; but we need the work because of the thought
and the leaven which is being spread among the people,
and no one can tell what the result would have been had
not that influence been at work among us. It would,
indeed, have been a sad thing for us all.
The time which is allotted to the Sunday-school teacher
— I presume about an hour of actual teaching — is all
too brief for the duties of yotir great ofifice. But it re-
mains to each one of us to use to the utmost the short
period allotted to us.
The influence of such an assemblage and of the delib-
erations which will be held in the various meetings in
connection with this Association will, I have no doubt,
stimulate each one to be more diligent in the discharge of
duty, more faithful in seeking to utilize the time which is
allotted in inculcating in the minds of our young people
everything which makes for righteousness and peace.
I invoke, ladies and gentlemen, upon you the blessing
of God, and I hope that the labors of this Association
will give to each one of you a fresh impetus in your
career as a Sunday-school teacher, and that the influence
of this meeting will be felt not only in this city and prov-
ince, but among all English-speaking peoples of this
continent, and that each of you will have reason to thank
God that you were able to be present here.
122
The Eleventh International Convention
H. J. Cody, D.D.
Canon H. J. CODY, D.D.
Rector of St. PatiVs Church, Toronto
We bid you welcome. The word
welcome may mean " well come."
You are come to Toronto and come
to Canada in a good time. This is
the leafy month of June, when, if
ever, we give you perfect days, and
we hope you will enjoy to the full
your short stay among us in this the
eye of the Dominion. There is
another derivation of the word wel-
come which means "will come";
come according to our wishes and
will and pleasure, and we bid 3^ou most heartily welcome
in that sense. It is according to our best will, wish and
pleasure that this great army of Sunday-school workers
comes among us. It is an interchange of international
courtesies, and, as nations understand each other better,
possible causes of friction disappear.
We welcome you under the old flag, the flag of the
three crosses, the emblem of self-sacrifice in the cause of
humanity. Canada is situated in a remarkable position.
It has a unique influence, and will have that influence
more and more in welding together the various parts of
the Anglo-Saxon community. We are your neighbors
to the South ; we are the daughter of the Old Land across
the sea; we ought to stand in the midst of the nations
drawing the Motherland to her long-lost daughter, and
that unity, when it is consummated, spells peace for the
world and the evangelization of the race.
But this is more than an interchange of international
courtesies ; it is the celebration of participation in one of
the greatest works that God has committed to his people.
What is that work? It is in the first place the winning
of the young. It was Humboldt w^ho said that if you
wish to introduce any idea into a nation, you must first
introduce it into the schools. We are dealing with this
Addresses of Welcome 123
great problem of winning and holding the young. Sun-
day-school work is a hopeful work, for the generations
come so soon, and there is ever a fresh field in which to
operate. It is more than winning the young ; it is teach-
ing the Book; and this great convention says to the
world that we still believe that the touch of the Divine
is on the Old Book. You win the young ; you teach the
Book ; but more than that ; the Sunday-school is some-
thing higher; it is a place where there is an atmosphere
generated where Christian men and women bring the
power of consecrated personality to bear upon winning
the lives of the young to Jesus Christ. So what work
can be higher or holier and better, what international
operation can be more according to the will of God and
fraught with greater possibilities in the future?
We bid you welcome in the broad sense of national
brotherhood and in the closer sense of Christian brother-
hood, and we feel that you will take your part in witness-
ing afresh that the life of a nation as well as the life of an
individual consists in something more than the abun-
dance of the things it possesses. In an atmosphere that
is heavy with materialism, almost rank with a noxious
commercialism, in an atmosphere of class indifference
to the things of the spirit, all Sunday-school workers
are in the fore line in warning against the old-time foes
of hatred, of avarice, of worldliness, the Protean forms
of sin through' all the ages.
We bid you thrice welcome to this our Queen City,
in the name of the Lord; and surely the enthusiasm
that is generated by this convention by the blessing of
God shall not be an enthusiasm that will evaporate, but
that shall turn into tireless energy for the upbuilding
of the Church of Christ, and the spreading of the knowl-
edge of His name among the young.
124
The Eleventh International Convention
Hon. J. W. St. John
Hon. J. W. ST. JOHN
Speaker of the Legislative Assembly of Ontario
I AM glad to have the opportunity
on behalf of the Province of Ontario
and of this, the Queen City of the
Province, to extend to you all a very
hearty welcome. I welcome you
because of the work in which you
are engaged. Your work and its
results can never be determined by
the mathematics of earth, it can
only be reckoned by the mathemat-
ics of heaven. We welcome you
also because of the good you will do
among us. Your work and your presence and your en-
thusiasm must, of necessity, create an enthusiasm in our
midst and in the surrounding part of Canada. We wel-
come you because of the good work you are going to do
in the future, because your work will spread on more
and more.
I welcome you because you are on Canadian soil.
Canada is the mother of freedom on the North American
continent. For years our brave southerners were able
to march among difficulties northward, and when they
planted their feet on Canadian soil they were able to
say, " Thank God, I am free." I am also pleased to
welcome you because we are children of a common na-
tional ancestry. Our two grand flags, the Union Jack
and Old Glory, mother and daughter, wave closer to-day
than ever before, and their kindly unfoldings to the
breeze bid defiance to every form of anarchy and
wrong, and bid welcome to every advance of civiliza-
tion, liberty and Christianity. While these two flags
represent two nationalities having their separate laws
and institutions and methods of government, T rejoice
to say that they represent two nationalities strongly
united in a common cause, — the betterment of hu-
manity.
Addresses of Welcome 125
I dwell with pleasure upon the great potentialities
for good to which a great gathering of this kind gives
birth. Whatever has a tendency to cause two great
peoples to forget those things in which they differ, and
remember only the things in which they have a common
interest, is alike a benefit to them both ; whatever makes
the hearts of two peoples beat in unison makes them
more enamored of harmony, more sensitive to discord,
more earnest in a struggle to carry on the great principle
of the human uplift.
I see before us the results of the great work of this
immense convention. It means the melting down of
international barriers, the joining together of the peoples
of the earth in a common cause, and, by and by, con-
ventions of this kind with the subject matter of consider-
ation such as you have, must consummate in the advent
of that great millenial dawn when the national instru-
ments of warfare shall be transformed into international
instruments of fraternity and peace.
His Worship THOMAS URQUHART
Mayor of Toronto
I COUNT it a great privilege to wel-
come to the city of Toronto, on be-
half of the corporation of the city
and the citizens, this convention.
During the past years many im-
portant gatherings have met within
our bounds; but I feel that no one
has been more important than this.
We welcome you to our city. A
beautiful city, an English-speaking
Thomas Urquhart city, perhaps the most English city
of its size on the continent of Amer-
ica or in the world. We welcome you to a church-going
city, that brought over from the homeland that good
habit of going to church. We welcome you to a Sunday-
school city as well. We have one hundred and seventy-
126 The Eleventh International Convention
one Sunday-schools, having upon their rolls over 6,600
teachers, and with over 50,000 scholars. We have more
names upon our Sunday-school rolls than upon the
public-school roll. There are 35,000 names enrolled in
the rolls of the public schools, while our Sunday-school
roll mounts up to nearly 50,000.
We welcome you to a city of great Christian activity
and noble charities. We welcome you to a city of
homes. I believe the glory of the city of Toronto is that
it is a city of homes where nearly every home has the
spirit of home and has the spirit of Christianity. We
welcome you to the homes and the hearts of our city. We
welcome you to a great educational city, with our twenty-
five universities and colleges, having six thousand or more
students enrolled from all parts of our broad Dominion,
and many of them from the United States as well.
We welcome you to a growing city, increasing at the
rate of 12,000 or 15,000 a year. We are not very old.
Seventy years have passed away since our cit}^ was
incorporated, a little town of four or five thousand
people. To-day we number 250,000 or 260,000 or more.
Twenty-four years ago this convention met in our city,
then of only a little over 80,000 people. More than three
times as large have we grov.-n within those twenty-four
years ; and I believe we have grown even more in wealth
than in population. Perhaps the Sunday-school work
has had something to do with that.
And I wish personally to welcome you to the city of
Toronto, as a fellow worker. For more than twenty
years I have been actively engaged in the Sunday-school
work, as teacher or as superintendent. I believe it is
the best work in which a man can be engaged. When I
was elected mayor of the city somebody said to me,
" I suppose that you will now give up the position as
superintendent of Walmar Road Bible School." I said,
" No, I would rather give up the position of mayor."
I congratulate you upon the splendid achievements
which this organization has brought about during the
Addresses of Welcome 127
thirty years or more since its formation. It has been
during these years that the greatest development has
come to the Sunday-school work on this continent. I
believe one of the greatest blessings that came during
the past century to this continent was the organization
of this great international Sunda3^-school convention,
which brought the schools of this continent into line, so
that at the same hour, almost, on the same day, millions
of boys and girls might at the same time study the Word
of God. It is not necessary for us in these days to em-
phasize the importance of work among the boys and
girls, or of the child and the early conversion of the
child .
We have to congratulate this organization upon the
splendid achievement in Sunday-school work in placing
in the hands of our scholars and teachers helps for the
work, so that the school in the most remote district in
the continent may use the same helps as are used in the
metropolitan school. I congratulate you upon the
splendid literature prepared for workers and boys and
girls, pure, wholesome literature, which is abundant, and
will leave us richer and better in the years to come.
This work has an important bearing upon the question
of citizenship. If there is one thing more important
than another it is that the boys and girls shall be trained
in Christian patriotism, so that they shall be qualified
to take up positions of trust in every land. I think that
the boy or girl who starts out in life with the knowledge
of the gospel of Jesus Christ, acknowledging him as Lord
and Master, starts out with a privilege that one who
has it not cannot estimate. We cannot estimate the
importance of starting out in life with a knowledge of
Jesus Christ.
We teach the children to love and honor our king, and
to revere the name of the good Queen Victoria. On your
side of the line you teach the children to revere and
honor the memory of George Washington and of Lincoln,
who have done so much for your country. While our
128 The Eleventh International CoHveiitiott
children are rightly taught to revere the names of these,
how much more important that they should be taught
to revere the name of Him who is King of kings and Lord
of lords.
The work is important; and we intend to emphasize
that work to-day. The life of our churches depends
upon the work that is done in the Sunday-schools to-day.
The best activities of our churches are centered around
them.
How much this convention means to the Christian
life of the continent ! You remember that it was or-
dained that three times in the year the Jewish people
should go up to Jerusalem to the great feasts. We
cannot estimate the effect that those feasts had, by
bringing together the tribes in Jerusalem, upon the
national and social and religious life. And I have
wondered if this were not the great feast of to-day, when
from the forty-five states of America and from the
seven provinces of Canada come the representatives of
the great King to study together about plans of work
for saving the boys and girls. We are looking forward
in this country, as I believe you are, to a mighty revival.
We believe that the time is not far distant when we are
going to have a great revival ; and it seems to me that
in a convention such as this might be struck the keynote
which would touch the hearts of people all over this
continent, so that in the months to come we should see
such a revival upon this continent as we have not hitherto
seen.
Again I bid you welcome — welcome to our city,
welcome to our hearts, welcome to our homes. And I
bid you godspeed in the great work in which you are
engaged.
Responsive Addresses 129
Responsive Addresses
Rev. ALAN HUDSON
Pastor First Congregational Church, Brockton, Mass.
In your kindly words of greeting,
sir, you spoke of our Anglo-Saxon
brotherhood. That is now a phrase
to conjure with in the land of Wash-
ington, Lincoln and Roosevelt. It
is destined to become in this twen-
tieth century the Christian battle-
cry of the English-speaking peoples.
The Anglo-Saxon race is better
fitted than any other to realize the
Rev. Alan Hudson note of this convention and win this
generation for Christ. We are better
fitted in resources. The wealth of the world is in the
hands of the English-speaking peoples. God does not
give wealth to a people without a purpose. That pur-
pose is not personal indulgence. It is to spread the
truth of Christ along our frontiers, in our cities and
throughout the nations which have no knowledge of
the Christian revelation, that we may win our century
and generation to the cross of Christ.
The same is true of education. The Anglo-Saxon
race stands for the education of the common people.
European races could not understand why they were
distanced in commercial supremacy by Great Britain in
the nineteenth century. It was because her common
people have been trained to think. At the conclusion
of America's war with Spain the statesmen of Europe
could not understand why Spain, once the dominant
power of Europe, could have been so quickly defeated
by their American foemen. But when it was remem-
bered that sixty per cent of the Spanish soldiery were
unable to read or write, while their American antagonists
had received to a man a public-school education, the
reason was apparent. It was not the man behind the
130 The Eleventh International Convention
gun that won in the Spanish war, but the school behind
the man behind the gun.
When you sent your vSoldiers to South Africa a few
years ago to fight in the Boer war, the peoples of Europe
and even your mother country did not expect much from
you, but when the Canadian volunteers defeated Cronje
and became the heroes of Paardeberg, they confounded
the judgments of their critics. A thousand questions
were asked as to the secret of your power. It was this.
Back of every Canadian bayonet and every Canadian
rifle there was the product of the Canadian public
school. The education of the common man is the glory
of the Anglo-Saxon race. Can we not see in this in-
tellectual fitness God's call to serve our generation? If
the Anglo-Saxon race is to do its work for the world it
must take its wealth and education and lay them at the
feet of Christ.
The call of the Christian Church, — back to Christ
and forward to service, — the call of this convention to
win this generation for the Cross, is our opportunity to
return to forgotten ideals of the race. We are divinely
fitted to win this generation for Christ, for beyond every
other people, the Anglo-Saxon race has stood for an open
Bible. That book has been the enunciation of Anglo-
Saxon faith, of Anglo-Saxon law and Anglo-Saxon
liberty.
What is the meaning of this Anglo-Saxon passion for
the Bible in the common tongue of the people? It is
this. God has been providentially preparing the race to
save and serve the twentieth century. We must take
the International Sunday-school Lessons and make
them the lessons of the race. We must take the Psalms
that have sung their way into three thousand years of
history and make them the twentieth century aspiration.
We must take the great prophets who revealed to their
age the vision of God, and flash that vision across
the blindness of present-day greed. We must take the
gospels with their message of redemption, and the
Responsive Addresses 13 1
apostles with their enthusiasm for humanity, and make
them ours. We must take the Christ, whose Cross
grows larger and brighter down the centuries, and make
him the model and Saviour of our generation.
I do not know what may be the future of these two
great nations. But I believe that Britain and America
are forever destined to be brothers, and to make the
Cross of Christ the redemptive symbol of the twentieth
century.
Rev. CAREY BONNER
General Secretary, British Sunday-School Union
One strain of the Church's music sings itself insist-
ently within me. as I view this great and representative
audience :
" Blest — blest be the tie that binds
Our hearts in Christian love."
That tie is closer than the bonds of nationality; more
sacred than those of kinship. Not Canada, not America,
not Britain, but Calvary is our fatherland. We have
knelt at " a place called Golgotha," and looked there upon
One of whom each in reverent gratitude says, " He
loved me and gave Himself for me." Moreover, we
have heard His voice saying, " Go, make disciples of all
nations, teaching them to observe all things, whatsoever
I have commanded you." When interpreting some of
His words we part and separate into different camps, but
in the work of carrying out amongst the young this our
Lord's command,
" We are not divided,
All one body we."
Love has become incarnate in obedience. Ours is the
holy fellowship of service.
Permit me to add a few sentences concerning that
same fellowship of service.
There is a simple and little known incident bearing
upon our work and illustrating its value. The incident
132 The Eleventh International Convention
occurred in the life of that beloved and noble monarch,
the late Queen Victoria. As a queen, every Britisher
held her in loving honor, and as a woman we revered
her as we revere our own mothers. She had visited
one of the great provincial cities of England to perform
an important public function, and a large choir of three
or four thousand boys and girls had been organized to
sing a song of welcome, the choir being gathered to-
gether on a big wooden platform erected for the occasion.
The next morning when the queen had finished her
journey back to her palace, she sent a telegraphic mes-
sage to the mayor of that city. It had no reference
to the civic formalities, but came straight from the
great mother-heart of Victoria. It ran, " The Queen
wishes to know — did the children all get home safely? "
No more momentous question can be asked by mon-
arch, by government, or by nation. " Will the children
reach home safely? " It is the question that the King
of kings asks each one of us. May we in this convention,
and after it by lives more fully dedicated to Him and
His service, give our unwavering answer, " Lord, as far
as our powers and our faithfulness are used by thee, we
will help thy children to find their way safely home."
So great do we believe this work to be in the eyes of
our Saviour-Lord, so vital its importance to the well-
being of a nation, that we take to ourselves the suggest-
ive message signaled to his men by the Japanese
Admiral Togo on the morning of their recent decisive
sea battle. We give to the words a deeper and a larger
meaning. Let them ring out in the soul of every serv-
ant of Christ: " The destiny of a nation depends upon
your action to-day; therefore, let every man do his
utmost."
Responsive Addresses 133
E. K. WARREN
President of the World's Fourth Sunday-school Convention
A VERY pleasant duty and privilege comes to me if 1
could only feel and speak for my fellow-delegates to
these kind friends of Toronto. The people in Toronto
have welcomed us most royally in every way in which
any one can possibly be welcomed. They have wanted
us; they had us here twenty-four years ago, and they
wanted us to come again. They gave us a royal wel-
come then. While they may have five times as many
inhabitants to-day as they had twenty-four years ago,
it will be hard for them to give us five times as royal a
welcome as then.
I somewhat fear that some may feel I have not
had the right kind of experience to express for you
the gladness and joy that we have in being present.
I certainly have in some respects. My father was
a home missionary in Michigan nearly fifty years
ago, and he took our family absolutely into the woods.
Father made nearly all the' furniture that we had in
the house. I did not know how good it was then, but
it was first-class, and has come very extensively into
style. We were in a wooded country, and the first thing
we needed was some kind of table. We went out with
father into the deep forest close by, and he cut down
a small basswood tree, about twelve by fifteen inches
in diameter, cut off two sections of it about six or seven
feet long, and split in halves. Don't you see, that gave
a board or plank about a foot wide, flat on top and
round underneath. He bored holes into the planks,
and put in legs which spread out on the floor, and those
two pieces of split logs together formed a table, and it
was a stylish table, an extension table, with extension
legs too.
I went to Sunday-school at once. \^fe did not know
very much about some things, — grading, the different
departments of the school, or the young men's class, etc.
I was a boy twelve or foiirteen years of age, very quiet
134 The Eleventh International Convention
and unassuming, but always unembarrassed, you know,
and the class of young men I belonged to consisted of
five other girls and myself.
Now, brethren of Toronto, we have come to your city
and we are glad we are here. We are being welcomed
the second time to Toronto. No city in the United
States, no other city in North America, is likely to
have the privilege of welcoming this convention more
than twice to its home.
We remember when we were here before that you
were a Sabbath-keeping city. Some people cannot
understand how your mother country has had such a
wonderful history. One great reason for it I believe is
that from time immemorial you have observed God's
Holy Day. We who come as delegates are from all
parts of this great land. It is a wonderful bond that
brings us here. We come representing the men and
women of to-morrow; we come standing for the things
that are unseen. We beljeve that if we can have the
boys and girls now, we can have much to do with the
generation that is to come.
The international thought is grand; it is spreading; it
is world-wide. Those of us who were at the Jerusalem
Convention saw it extended not only to those of the
same blood and of the same language, but to various
nations of the world, different languages, colors and
types of nationality.
There is no bond but this of the Sunday-school that
can bring men together like that. One of the features
of that convention was that from the little company of
Samaritans who have lived in ancient Shechem., now
known as Nablus, nearly two thousand years, — possibly
more, — tl^e high priest, Jacob, son of Aaron, with his son
and several delegates, came down to Jerusalem to wel-
come the Sunday-schools of the world. His address was
written in Hebrew, and was interpreted to that great
convention that had met in the name of Jesus Christ by
a converted Jew. One of the brothers in giving us
Responsive Addresses
135
"welcome said there were no mathematics which could
compute that which is possible to the Sunday-schools
of the world and what we can do. Some one has beau-
tifully clothed it:
" Only a thought, but the good it wrought
Can never by tongue or pen be taught ;
For it ran through a life like a thread of gold,
And a life bore fruit a hundredfold."
H. H. Bell, D.D.
H. H. BELL, D.D.
Pastor First United Presbyterian Church. San Francisco, Cal.
I AM glad to be here, and to re-
spond to these hearty welcomes from
Canada. I am glad especially to
respond to the Speaker of 3^our
legislature. I wish to say, Mr.
Speaker and my brother, that we
are one. I think we are one first of
all in lineage. We are one in lan-
guage; we are one in the Lord we
serve ; we are one in the lesson we
study ; we are one in the Book we re-
vere ; we are one in the purposes we
have in view; we shall be one in the possibilities for the
time that is and for the eternity that is to come. I am
glad to be here, first of all, because of the Person we repre-
sent. Let us keep in view we are not representing things
of men, or great propositions of men, but a great Person
who sits yonder at the right hand of the everlasting
throne.
I am glad to be here because of the Personality we
represent. It delights our International President to
say that we touch the heart of the Church of Jesus Christ
to-day. It delights me also to say that we represent
not only the most splendid constituency in Canada and
the United States and England, — not to forget we
represent a greater constituency in the eyes of those
136 The Eleventh International Convention
who occupy the eternal throne indirectly, the hundreds
and thousands whom God has placed us in organized
position to reach for Christ and his kingdom. Mr.
Herbert Spencer spoke truth when he said, " You can-
not get golden conduct out of leaden instinct; you
cannot get that kind of conduct for the nation; ^^-ou
cannot get it for the impress of the nations that are lean-
ing upon it for inspiration out of leaden instinct; you
can only get it out of Hol}^ Spirit instinct, and that we
must give to the populations about us."
I am glad to be here again, because of the purpose
which brings us together. What is that, in a word?
That we may put the Word of God into the hands and
the hearts of the boys and girls of Canada and the
United States, and the islands of the sea, and Alaska
yonder that belongs to us. Is that all? No; we are
past that day in organized Sunday-school work. Our
purpose now is to put it into the hands and hearts as
well of the fathers and mothers, young men and young
women, and the little child just ready for the cradle roll,
and of the old man and old woman. That is the purpose
that gathers us together.
The church of the future walks in the boys and girls
of the present ; then how needful to emphasize organized
Sunday-school work! If the statesmen of the future, if
the princes of commerce and trade, are in the boys of to-
night, and I believe they are, how needful to emphasize
the organized Sabbath-school work! I believe that the
greatest and prof oundest obligation resting upon Amer-
ica, Canada and the United States, is to teach the boys
and girls the principles of the Word of God.
One thing more. I am glad to be here because of the
possibilities which stretch out before us. They are
immense. My brother has said you cannot calculate
them by any human figures. The possibilities of the
future are enough to inspire us to the most wondrous
and most splendid efforts. If these possibilities are
great, correspondingly great must be the effort, or
Responsive Addresses 137
correspondingly great must be the sin that fails to make
the effort.
While I ain speaking there is streaming through the
gateways on yon Pacific coast, whether at the great
sound on the north, or the Golden Gate hard by my
humble home, or further south, the rays of the setting
sun, and into this great continent through those gate-
ways what message does he bring? The message from
the islands of the sea, from Japan, from Manchuria,
from China, from India: " We trust you Americans; we
believe in you ; we look to you to lift before us the light
of the world." Shall we meet it? You say it is impos-
sible. Well, of course, in our own strength it is.
When some of us were in Rome we went into that old
palace which has the beautiful picture in it called " The
Aurora." It is on a ceiling higher than this. The paint-
ing is superb; the colorings are matchless. You go in
to look at it, and you look until you are weary and you
turn and say, " I have not seen it." But right in front
of you is a great mirror, an inferior thing in an inferior
case. You sit there and look into that mirror, and look,
and look, until you are thrilled with the sight. What
does the mirror for the picture ? Simply reflects it — but
it gives it to the traveler. We are weak in our own
strength, but put these bodies of ours where Christ on
the throne can simply shine on them, and then lift them
through organized Sabbath-school work for the reflec-
tion of Him upon the world, and wait until the counting
is done in his presence to hear the record of the results.
138 Some Relationships of the Sunday-school
An Historic View of the Sunday-school
Prof. GEO. W. RICHARDS, D.D.
Reformed Theological Seminary, Lancaster, Pa.
The Sunday-school is based on
the educational function of the
church and the pedagogical laws
of the human mind. One of the
primary functions of the Church is
that of teaching. Successful reli-
gious education must conform to
pedagogical laws.
That method which is most effect-
ive for the teaching of English or
G. w. Richards, D.D. American literature is most desir-
able for teaching Hebrew literature.
Doubtless the most effective method of instruction is
that of the school grouped in classes led by a teacher
using the catechetical or interlocutory method. This
method has stood the test for ages in the schools of the
nations, and for the training of youth will probably
never be superseded. The instruction of passive hearers
by a teacher's continuous discourse Dr. Trumbull calls
" a later seduction of the adversary." The interlocu-
tory system applied in Bible teaching results in some
form of the Sunday-school.
If it is true that religious education is a necessary
consequence of revelation, and that the mind of man
naturally inclines to the catechetical method, we should
expect to find the Sunday-school idea in the earliest
stages of revealed religion. The facts of history con-
firm the expectation.
Exhortations like the following are reiterated in the
Old Testament: " And these words, which I command
thee this day, shall be upon thine heart: and thou
shalt teach them diligently unto thy children " (Deut.
6: 6, 7). The Hebrews obeyed this command not only
in the home, bvit by systematic instruction through
An Historic View of the Sunday-school 139
appointed teachers. In the reign of Jehoshaphat, the
princes, Levites and priests " went about throughout all
the cities of Judah, and taught among the people " (2
Chron. 17: 7-9). After the return from the exile the
people were taught in the law under the leadership of
Ezra. " They read in the book, in the law of God, dis-
tinctly; and they gave the sense, so that they understood
the reading " (Neh. 8: 1-8). Both Josephus and Philo
speak of the schools connected with the synagogues
about the time of Christ. The latter calls them " houses
of instruction," and says the Jewish youth were taught
so thoroughly by tutors and teachers that they " bore the
image of the law in their souls." It is said there were
four hundred and sixty such schools in Jerusalem alone.
Jesus did not destroy but adopted the school for the
spread of the gospel. " He went about teaching in
their synagogues, and preaching the gospel of the king-
dom " (Matt. 4: 23). The apostles after Pentecost
" ceased not to teach and to preach Jesus as the Christ "
(Acts 5:42). Paul abode in his own hired house at
Rome, "preaching the kingdom of God, and teaching
the things concerning the Lord Jesus Christ with all
boldness " (Acts 28: 31).
In the ancient church catechetical schools for the
training of the young were connected with the local
congregations. In the larger cities there were schools
for advanced theological instruction. In most, if not
in all, of these schools the Socratic method of teaching
was used. Celsus, the first and perhaps the keenest
literary opponent of Christianity, paid an involuntary
tribute to the educational methods of the Christians
in the second century, when he charged them with
getting hold of the children in the homes and schools,
and influencing them by conversation without the
knowledge of their parents. The most fatal blow
struck at the church by the Emperor Julian was the
taking of the schools from its care and giving them to
the state, prohibiting Christian teachers.
I40 Some Relationships of the Sunday-school
The Middle Ages became dark ages when the schools
of the church declined. The priest took the place of
the teacher, the altar of the pulpit, the liturgy of the
Bible. Where teaching of the Word continued or was
revived, there the Christian virtues bloomed. Witness
the Waldenses, the Wyclifites, the Hussites and the
Brethren of the Common Life.
The reformers saw that their work would become
permanent only by the education of the people. Luther
said: " God maintains the church through the schools."
Catechisms and religious handbooks for teachers and
parents were prepared by Zwingli, Luther and Calvin.
Protestantism and popular education stand and fall
together. The Roman Catholics detected the secret
of Protestant success and adopted it. In the cate-
chism of the Council of Trent we are told: " The heretics
have chiefly made use of the catechism to corrupt the
minds of Christians." Francis Xavier went through
the streets of Genoa ringing a bell and crying to parents
to send their children to be taught in religion. Borromeo
devoted his life to teaching children in Milan. At his
death, in 1854, he left 743 Sunday-schools, 3,000
teachers and 40,000 scholars.
The religious revivals in the eighteenth and nine-
teenth centuries became effective through organized
religious teaching. The " churchlets in the Church "
arose under the pastorates of Spener and Franke, the
leaders of German pietism. In these gatherings bib-
lical subjects were discussed and the members edified
one another. Zinzendorf organized his followers into
bands of not fewer than five and not more than ten, who
were under the care of a leader or teacher. Through
Bishop Boehler in London and by a personal visit to
Herrnhut in Germany, Wesley became acquainted
with the Moravian system, and adopted it in the form
of the class-meeting of Methodism. Lecky said of
the Wesleyan movement: " The Methodists appear to
have preached especially to children."
An Historic View of the Sunday-school 141
The educational idea of the church took the distinct-
ively modern Sunday-school form under the leadership
of Robert Raikes in 1780, at Gloucester, England.
After a three years' experiment in teaching the neglected
children of the factory districts, he published the restilts
of his work. The fullness of time for the Sunday-school
had come. Raikes' plan was taken up and put into
practice throughout the United Kingdom within a
decade. Before the nineteenth century opened the
seed was borne across the sea and struck root in differ-
ent sections of the United States. The Sunday-school
rapidly passed from the stage of the ragged school to
that of the children's school, and from the children's
school to that of the Bible school for young and old.
The Sunday-school rediscovered the child. The
ancient prophet saw him in vision when he said, " A
little child shall lead them." The Christ revealed him,
saying, " Of such is the kingdom of Heaven." The
Church was intrusted with him in the command, " Feed
my lambs." For centuries the child was lost and
forgotten in church and state. He found no place in
literature and art. Even the statesman and teacher
were not in sympathy with him. But the religious
capacities of children were underestimated until they
were revealed in the Sunday-school. Less than a
century ago President Wayland, in a sermon before the
American Sunday-school Union, expressed his surprise
at the understanding of religious matters which was
shown by children in the primary class. One of the
religious magazines of 1829 seriously discussed the
question, " Can children reason? " On the basis of
answers given to a series of questions by children from
nine to twelve years, it was solemnly decided that they
can think for themselves. The primary teachers of
the Sunday-schools can answer that question to-day
without hesitation.
With the recognition of the child's mental and spirit-
ual capacity, provision was made for juvenile literature.
142 Some Relationships of the Sunday-school
Albert Barnes said he could have bought all the
children's literature in his boyhood for less than the
cost of Franklin's whistle. He was born at the close of
the eighteenth century. Now there are tens of thou-
sands of libraries containing millions of books in the
Sunday-schools of the world. Most of us may have
caught the first glimpse of a library in the little enclosure
in a corner of a Sunday-school room.
The objection raised that the Sunday-school lessens
the sense of parental responsibility and interferes with
family religion is contradicted by a century's experi-
ence. The interest of parents in the religious welfare of
their children, Bible reading and teaching in the home,
and family prayer have increased in those sections where
the Sunday-school is most prosperous. Its reflex action
is perceptibly felt in the homes of the nations. It has
strengthened congregations both by increasing mem-
bership and by creating an intelligent appreciation of
the expositions of Scripture.
As a missionary agency it is unexcelled. The Sunday-
school is the forerunner of the congregation. In the
West and South, in the new sections of cities, small
bands of teachers and scholars have been the nuclei of
large congregations. The celebrated missionary of
the American Sunday-School Union, Stephen Paxson,
organized more than 1,200 Sunday-schools, with a
membership of 60,000 scholars and teachers. Scores
of churches grew out of these Sunday-schools.
It has introduced method and system into the study
of the Bible. Criticise the International System, if you
please, it is still better than anything that preceded it.
We have not yet reached finality. We are still in the
process of working out more completely the Sunday-
school ideals. Innumerable helps for Bible study have
been produced through the Sunday-school. Univer-
sity professors and college presidents expound the lesson
weekly. Even the secular press prints expositions of
the lesson for the coming Sunday.
An Historic \'ii'iv of the Sunday-school 143
The Sunday-school has- made room for the layman,
and affords opportunity for the exercise of his gifts.
We may even pass beyond the Church, and trace the
influence of the Sunday-school in the social and political
order. It is acknowledged by historians that it prompted
and promoted public-school education in;_ England.
Penny postage in Great Britain was advocated with a
view to its bearing on correspondence between teachers
and scholars in the Sunday-schools. The British and
Foreign Bible Society was organized to meet a demand
for Bibles, which came from those who were taught to
use them in the Sunday-schools. The Religious Tract
Society of London was started to furnish good reading
for those who received a taste for it'*in the Sunday-
schools. John Bright said, " I believe that there is no
field of labor, no field of Christian benevolence, which
has yielded a greater harvest to our national interests
and national character than the great institution of
the Sunday-school."
We have passed through another commencement
season. From the halls of young academies and ancient
universities thousands of graduates have gone forth.
These institutions, with just pride, glory in the part
they take in the making of manhood and womanhood,
of civil and religious institutions. They celebrate the
praises of their alumni whose fame has made their alma
mater illustrious.
There is a modest school which has no commence-
ments. Its faculty has no titles. Its pupils have no
renown. Sometimes it is despised and rejected of men.
Yet in the members, the quality and influence of its
alumni, coextensive with the globe, it yields the palm
to none. When the Book of Life is read, when the
mysterious forces that make for character are revealed,
when the quiet influence of personality is discerned,
then we shall do homage not to the classic halls of the
university, not to the schoolhouse on the hill, but to the
little Sunday-school around the corner.
144
Some Relationships of the Sunday-school
Levi Gilbert, D.D.
The Relation of the Religious and Secular Press
to the Sunday-school
LEVI GILBERT, D.D.
Editor " The Western Christian Advocate "
Few of US adequately realize the
stupendous potency of the types,
the incalculable influence of the
public press in creating sentiment,
in molding and. directing public
opinion, in manufacturing convic-
tions over continent-wide areas, so
that multitudes of people every-
where are getting to think about the
same thing at the same time. With
this great force it behooves us to
see that our Sunday-school cause
is rightly allied.
Let it be freely and graciously acknowledged, on
behalf of the best papers of our land, that they do
give much representation both to Sunday-schools and
to other religious objects, that they give expositions
of the Sunday-school lesson each week, and that they
practically propose, as they best can, to report the pro-
ceedings of such conventions as this. But this cannot
be said of all papers. Does it not come among us as
a painful reflection and also as something of a mys-
terious enigma, why it is that the papers find such large
space for sporting news and fashion news, and such little
space, apparently, for things religious? When we con-
sider that religious people to-day form two thirds of
the community everywhere, and the churches are great
social centers, and the questions of religion are the most
important which can enter into any human considera-
tion or into our lives, is it not remarkable that there is
so little said about it? Should not the motto of every
editor of .any and every secular paper be, " The best
facts, the best things, in the best way "? And should
RclaHon of the Press to the Sunday-school 145
they not pay proportionate attention to civil life and
educational science and religion as well as the things
which are ephemeral and of merely passing note?
The secular editor ought to see the necessity of fre-
quently referring to the great work of the Sunday-school
and of religion in general, for the sake of balancing up
in the character-building of our youth a moral stamina
as against the perhaps too great intellectualism. They
ought to see that the danger of our times is not that our
youth should riot be smart, but that they should not be
good. With thirt}^ hours a week in mathematics and
history, and, perhaps, a brief half hour in Sunday-
school for moral instruction, how shall we expect truly
balanced character? We want that our youth should
know how to balance up their bank accounts ; but we
want toliave them do it without putting a cool thousand
in their pockets. We want them to know something
about geography, but something more than the shortest
route to Canada. We want them to know something
about the manufacture of chemicals, but will excuse them
from doing this for anarchistic purposes in the manufac-
ture of dynamite.
We want them to know that the Ten Commandments
are quite as important as the ten digits, and the forma-
tion of character as the formation of characters; that
purity is as much as physics, and manners as mathe-
matics, and honor as grades in history. We want them
to feel that a lie is worse than Latin misconstrued, and
bad associations worse than bad English, and man-
slaughter a little worse than murdering the king's Eng-
lish. We want them to be convinced that there are some
things pure beside right angles, and some things vulgar
besides vulgar fractions. We plead, then, for the Sun-
day-school ; and every editor ought to plead for the
Sunday-school and for religious instruction, as a necessary
counterpart to the intellectualism of the day schools.
The secular editor ought to impress upon his readers
the necessity for larger familiarity upon the part of our
146 Some Relationships of the Sunday-school
youth with our English Bible. Notwithstanding all
that is done in the Sunday-school itself and in the
church, facts come to us which prove the lamentable
ignorance, even of those in the colleges, of the old classic
stories in the book upon which our literature is founded,
and our civilization, our art, our poetry, our song, and
all that is highest and best.
This has a serious aspect, when we think of a gen-
eration' growing up in such ignorance of this book.
It seems to me that our newspapers might well call
the attention of the public to that fact. The editors
of our times might well show the necessity of the
education of the Sunday-school in regard to citizenship.
When we think of the youth who so soon shall be the
practical rulers of our land and bear the burdens of
sovereignty, is it not a necessity that they should take
that serious sense of obligation upon them in the fear of
God ? When we think of those who are ruling us to-day
in demagoguery, of the chicanery and paltering of our
times, of the scandalous revelations which have shocked
us across the border, when we see
"Men loud against all forms of power.
Unfurnished brows, tempestuous tongues,
Expecting all things in an hour.
Brass mouths and iron tongues," — ■
when we see these things, then it is that we see that out
of our Sunday-schools there should come the young men
of conscientious hearts and lives of probity and of devo-
tion, both to God and to country, who, kneeling at the
altars of the state, shall consecrate themselves for high-
est service to their time.
It seems to me that the secular editor has not meas-
ured the size of the Sunday-school problem. If you read
the proceedings of the Religious Educational Associa-
tion, you find that the Sunday-school cause goes out
not only into the home, but into correspondence courses
and summer assemblies, and music and art and litera-
ture ; it is interwedged and interlocked with all the great
Relation of the Press to the Sunday-school 147
sources of humanity; and so it is well worth the sym-
pathy and attentive consideration of the publishers of
our land.
I turn to the function of the religious journalist, as I
see it. I think that the editor will have to be continually
stirring up himself, and keeping at it, in order to see the
real dimensions of this great cause. Of course the
editor of a family journal cannot make it such a paper
as the Sunday School Times, but he must never lose
sight of the fact that this is one of the greatest things
which is laid upon him to give to his people. The temp-
tation to the editor may be, for instance, if he has been
a preacher or a theologian, to let the Sunday-school drop
out of his thought and attention. He may be discuss-
ing ponderous theological problems all the time, and
letting the child and the childlike go by. It is necessary
that he should make a department for the Sunday-school
cause in his own paper, and keep himself informed of
the progress of that cause ; that he should keep in touch
always with its most progressive editors, and with the
plans and devices which have worked well everywhere,
and get expert writers to help mark these, and to con-
tribute that which shall appear editorially; and, per-
haps, to have some one on his staff who shall be an
expert editor in that direction and contribute to his
columns the very best that can be given. And not
only can he speak upon Sunda3^-school architecture and
hygiene and the like, but he should emphasize a better
grade of Sunday-school music. The Sunday-school music
of to-day is so deplorable in many respects that it is
almost enough to make the angels weep. It is a pity of
pities that our children are growing up in almost absolute
ignorance of the worthy and stimulating and majestic
hymnody of the fathers; and that in its stead is sub-
stituted doggerel verse, and worse than slushy and
ephemeral tunes.
I believe that the editor can, in his function of auto-
crat, stir up the general public to the necessity of their
148 Some Relationships of the Sunday-school
sympathy with the Sunday-school cause. I refer to
the public within our churches. I was a pastor twenty-
five years before taking up the editorial pen, and my
heart was grieved again and again to see the almost
absolute indifference of Christian people to the Sunday-
school. Whenever there was a Sunday-school conven-
tion, these people were conspicuous by their absence.
I have known many a man and women who never came
into the Sunday-school room, and did not know what
was the name of the Sunday-school teacher of their
children. They were committing their children, for the
molding of their characters, to absolute strangers,
about whom they knew nothing. The papers, and all
Christians everywhere, should, in the name of God, try
to rectify this indifference, and bring these people to a
better mind.
The pastors themselves can be stirred up by the reli-
gious newspapers. The pastor must be reminded that he
has no larger and more hopeful field for his activities
than the Sunday-school, that here is the open door,
and a harvest for his immediate harvesting, and fruit
for his grasping. And b}^ the forming of catechetical
a-nd instructional classes, by wise and sympathetic
touch with his Sunday-school, by always being in the
Sunday-school, whether as teacher or as circulating
about from class to class and encouraging all in the
school, keeping his hand upon all departments, he will
gain more than by any other equal output of mind and
heart. The pastor must feel, too, that the great business
of the Sunday-school is not simply to give something
about the dates of kings and the geography of the Holy
Land, but the great business of the Sunday-school is
the making of holy character; and he is to see that
the Sunday-school is not sidetracked from that main
purpose.
He is to have his mind informed and be in sympathy
with the great development of Bible study to-day in
Bible classes everywhere. And the religious paper can,
Relation of the Press to the Sunday-school 149
both for him and the laity too, show, perhaps, that the
various schools of religious interpretation are not so
far apart as sometimes they seem . And they can quiet
the alarm which is very frequently manifest, as if the
foundations of religion were going ovit.
The religious editors can sho^y that the Bible is not
a book of geology or of chronology or of antiquities or
of religious literature, but a book of spirit; that God
offers us salvation, and that he who would be a man of
God may be completely furnished unto all good works.
There is the great thing about the Scriptures; that is
the great purpose and function of them. And I believe
that, to the teaching force, for the constituency of the
Sunday-school itself, the religious newspaper can come
with something which shall be very helpful. It can
encourage all to regard the school as a school, and not
simply as a social meeting-place for an hour. It can
come to them, and brace them up along the line of their
studies and other forms of training. It can come to the
children themselves, for instance, and encourage them,
in the lack of such forces as we can exert in the public
schools by the state behind \is.
We can appeal to chivalry and win young people in
our schools to raise the vStandard of the school up so as
to have the esprit de corps of the very finest and best.
We can appeal to the teachers to prepare themselves by
reading the very best books. We can encourage the
teachers to move themselves along the most modern
pedagogical lines. And at the same time that we stand
by what has been and what is in the present Sunday-
school teaching (let me speak no word but of honor
and appreciation for those who are doing such devoted
work in our Sunday-schools !) we can say, " Yes, you have
done well, but there is better yet before you." And at
the same time that we honor the International Lesson
S3^stem for what it has done and is doing in unifying
Christendom, we can say, " Where that was good in
the past, we see an even better system before us.' It
150 Some Relationships of the Sunday-school
needs expansion and development ; and to-day, by the
action of this assembly, we are taking a step in advance.
And God is always calling us forward into larger life for
the sake of his kingdom and his cause.
And, finally, we must go into the home and show how
the home is correlated with the Sunday-school and the
church, and the fallacy and heresy of having parents
throw all the responsibility of their children over on
the public-school teacher and the Sunday-school teacher.
Instittitionalism is an awful heresy. The father and
mother must cooperate with the church and public
school in building up a religious character for children,
in telling the Bible themselves, in having family worship,
in making the old book a familiar book, in filling out and
making characters. And by and by, home and church
and public school and Sunday-school cooperating, the
old world will be redeemed.
" 'Tis coming up the steeps of time.
And this old world is growing brighter;
We cannot see its dawn sublime,
But high hopes make the heart throb lighter.
Our bones may molder in the ground,
When time shall wake the world with wonder;
But we have felt it gathering round.
We have heard its peals of distant thunders,
'Tis coming; yes, 'tis coming."
Our Debt to the Old Guard 151
Our Debt to the Old Guard
HENRY C. McCOOK, D.D., Sc.D., LL.D.
Pastor Emeritus Tabernacle Presbyterian Church, Philadelphia ; President
American Presbyterian Historical Society
My address is a plea to the " living
present " for just remembrance of
the undying past. It is permitted
me to stand for a brief space amid
this marvelous scene of life and
enthusiasm, and turn back the for-
ward rush of thought to those who
have made the scene possible, —
The Old Guard of Organized
Sunday-school Work.
H. c. McCooK, D.D. We may gauge the character and
work of the Sunday-school pioneers
by the progress which the cause has made. Stand by
the vast wheatfields of the Northwest, ripening under
the June sun. What a vision of prosperity; what hope
of the nearby harvest! But one's thought may voyage
back over that sea of golden grain to the springtime.
There were good plowing and good sowing and faithful
culture as well as good seed and good soil! You to-day
are rejoicing in the harvest of twenty million Sunday-
school scholars and workers, and in the promise of yet
wider fields and fuller spiritual harvests. But through
the vista of thirty, forty, fifty years you may see the
pioneers of this cause and convention penetrating the
wilderness, breaking up the soil, scattering the precious
seed. And all that meant wise planning, thoughtful,
far-seeing methods, patience, zeal, skill, as well as hard
work. Such fruitage and such ingatherings never come
by chance.
One of the most interesting and significant features
of this convention is the exposition of Sunday-school
equipments gathered under the directorship of Dr.
Blackall. It is a rare objective presentation of that
152 Some Relationships of the Sunday-school
wealth of love, taste, skill, ingenuity and money that
is lavished upon the religious training of young people.
Books, charts, cards, pictures, magazines, papers, lesson
leaflets, maps, blackboards. Bibles and sundry miscel-
lanies show, in an impressive object lesson, what modern
Sunday-school workers are doing and whither their
thoughts and pvirposes tend.
Stretched along one wall is the historical collection of
the " American Sunday-School Union," the noble
mother of organized work for child-saving in America.
You will follow Dr. Rice from case to case, and from
object to object, the gradual development throughout
the nineteenth century of Sunday-school methods and
equipments.
You will perceive that these historic remainders of
that early day and work are reminders that the Old
Guard were broad-minded and farseeing men and
women. Already they had grasped the truths that lie
at the core of real progress and reform. They had
measured the immensity of their work, and its vital
importance to the establishment of religion and of
national prosperity, and they had formed a just con-
ception of the best methods of success.
We have far advanced beyond the lines then occu-
pied. As with other things, Sunday-school ideas and
methods have undergone evolution ; and modern
workers have improved upon the Old Guard, as, indeed,
survivors of the Old Guard have improved upon them-
selves. Perhaps in some things the pendulum has
swung too far to the opposite end of the arc, as in regard
to memorizing Scripture and the teaching of a catechism
that may give our youth the mastery of an intelligent
system of Christian doctrine.
But the pioneers had in them the root of the matter.
They were strong, wise and earnest men and women.
They were possessed by that zeal and enthusiasm
which mark those who have been seized by great truths
and principles. They were genuine enthusiasts, — "in
Our Debt to the Old Guard 153
Godists," as the derivative {en theos) implies. They
were idealists; if you please, dreamers. But dreamers
like the youthful Joseph, whose visions at Hebron,
impossible as they seemed to his unsympathetic and
unseeing kindred, were all to be realized.
The First Convention of A.D. 1832
These are general claims and statements. Let us
particularize, taking the First National Convention of
1832 as a starting point for a few details that may show
the spirit and purposes of the Old Guard. Our next
convention will mark the passing of the seventy-fifth
anniversary of the organization of this body, a fact that
ought to give the Louisville meeting special significance.
It is not easy for the youth of this generation to con-
ceive the vast and radical changes in all fields that
three quarters of a century have wrought.
In 1832 Chicago, the second city of the United States,
was unborn. The states that have sent to this conven-
tion a large part of its two thousand representatives
were like parallels of latitude, imaginary lines drawn
upon a territorial wilderness. Men had learned that
the treeless prairies could be utilized for human habi-
tations, and the course of empire was setting westward,
very slowly, and not with the mighty sweep of later
days. On the Atlantic seaboard the Old Guard were
singing,
" Far out upon the prairie
There many children dwell,
Who never read the Bible
Nor hear the Sabbath bell."
They do not sing it now. Why? The prairies have
been made to blossom, not only as the rose, but with the
rose, — the Rose of Sharon. " There many children
dwell "? There were not so very many in those days.
There are millions of them now in prairie states, and
they know their Bibles, and their hearts give back
glad echoes to the sound of Sabbath bells. They owe it
154 Some Relationships of the Sunday-school
largely to the initiative of the Old Sunday-school Guard
and their allies and associates, who planted the first
prairie Sunday-schools.
There were two hundred miles of railroad in North
America when that first convention met in New York.
To-day the iron rails interlace the continent like the
meshes of a spider's web. And of the thousands of
towns and villages along their lines, there is probably
not one in which there is not a Sunday-school. The
Old Guard planned and planted the institutions and
agencies that followed population along those iron ways
with the children's church and Bible school.
There is no great branch of evangelical Christianity
that does not have its Sunday-school department and
secretary and missionaries. The Old Guard, working
within their denominational lines, planned and organ-
ized them all. Their Christian catholicity, shown so
notably in this union organization, stimulated rather
than smothered their devotion to their own particular
churches.
Sunday-schools originated in England, but on the
continent of Europe the Sunday-school cause had its
chief impulse and formative influence from America.
Following a law of expansion and growth that seems to
mark transplanted humanity, that institution took on
a new life and character here. The Sunday-school has
been widely introduced upon the continent; and al-
though it has by no means broken down all the iron
bars of ecclesiastical conservatism, it is blessing a multi-
tude of children and adults. It was the Old Guard who
originated that beneficent European propaganda, which
you of this generation are pushing in Italy and in Japan.
Certainly the Old Guard had something to learn that
you have learned or are learning. But they had hospi-
table minds to receive new truths. That is a quality of
strong characters and is a great gift. For example,
in that convention of 1832 they discussed the use of
the rod in Sunday-school discipline. You are not wiser
Our Debt to the Old Guard 155
than Solomon, but 3^ou would hardly take up that sub-
ject in this convention, although there have doubtless
been times when you have felt that a bit of " birch oil "
might have a modifying effect upon some of your pupils.
Again, the majority of schools represented in that
first convention had not a scholar to report as entering
the church on profession of faith. That may have been
due in some measure to defective reports; but it indi-
cated a condition upon which the present showed vast
improvement when your secretary reported nearly a
quarter million conversions during the last triennium.
It took our fathers a long time to learn that divine grace
can call and convert into God's kingdom a child Sam-
uel quite as easily as an adult Sanhedrist Saul of
Tarsus! Some of us have only half learned the lesson,
even now.
That first convention recommended the classification
of scholars, especially the separation of the wee ones into
infant classes. There you have the norm of that beau-
tiful modem development, our Primary Department.
It had not occurred to the Old Guard that the portion
of Scripture assigned to the whole school could not be
adapted to the younglings. Their views were expressed
in an apothegm which (if your speaker may be permitted
to quote himself) was spoken more than a quarter of a
century ago, — there never was a piece of meat cut for
the adult from which one could not make a bowl of
broth for the baby!
That convention of 1832 recommended that the whole
congregation, young and old, take part in Bible study.
We have not gone much beyond that, have we? On
last Friday night I heard with rapt attention the mas-
terly address of Bishop Vincent on the " Future of the
Sunday-school." I seemed to be listening to an ancient
seer painting upon the clouds of vision scenes of an
ideal future, to which he was pointing the men and
women of a new generation, and bidding them transmute
it into reality by the power of faith and consecrated toil.
156 Some Relationships of the Sunday-school
Did you mark the perspective point of the picture, —
the point toward which all its lines tended? Was it
not this — the whole Church of God, and every par-
ticular, congregation thereof gathered around the Holy
Bible in study, research and conversation upon the
teachings of the Word? The Church a Bible school for
infants, for children, for youth, for adults, each class
in its degree mastering the vital doctrines and ethics
of Christianity unto the saving and sanctification of all !
Carried away with the seer's vision, I leaned forward
from my seat as though to peer with him into the
future and catch every line and shade and hue of his
picture. And then, by one of those touches of mental
association whose mysteries no one has solved, I was
suddenly borne back almost half a century to a quiet
Sabbath scene in a rural church among the beautiful
hills of western Pennsylvania.
The service was closed. The venerable pastor de-
scended from his pulpit to the dais before the precentor's
desk. There he stood, a saint, a local bishop of his
large flock, a scholar who knew his Greek Testament as
well as his English, and knew that as few men know it
now. His voice trembled with the stress of age as he
began to catechize his people. Not in the Shorter Cate-
chism— oh, no! that was for the children; but in the
larger catechism of the Westminster Assembly, that
superb manual of Christian doctrines and duties whose
mastery makes one ^ trained theologian.
From seat to seat the questions went and the answers
came. Men and women and youth all took part promptly
and well. And they knew not only the answers, but
the Scriptural proof texts, which range through the
whole Word of God, and whose mastery will make one
a master of his Bible. I was a college student then, and
in training for the ministry, but I could not stand the
test borne so well by that country congregation. Fifty
years ago! And that was no new custom, but had its
roots in a more distant past!
Our Debt to the Old Guard 157
Those country folk were ignorant of the shibboleth
of modern advanced methods of Bible-school work.
They were following the manner of their fathers, wholly
unconscious that they were doing a rare and noteworthy
thing. But, tell me, had they not well-nigh grasped
the goal toward which our highest endeavors were
pointed?
We shall ill serve our cause if we fail to see and appre-
ciate the men and methods of the past that have wrought
such results. Let the excess of our self-applause and
gratulation over the splendid achievements of to-day
be mellowed by the rem.embrance of what our ancestors
have done. Let us rise to a wiser and steadier endeavor
after our ideals from a just knowledge of what our
predecessors have achieved.
The Old Guard as Pioneers of Uniform Lessons
Let us make a final, and it will be a crucial test, of
the advanced views and farseeing plans of the fathers
of that convention of 1832. The system of uniform
lessons that is counted the highest achievement and is
the special pride of our modern Sunday-school organi-
zation, lay there in germ in the discussions and trans-
actions. One of the topics considered was the value of
uniform Bible lessons for the whole land. The system
of " a verse a day and the same verse for all " was
commended. It is stated in a report of the convention
that there were then sixty thousand persons thus study-
ing lessons in unison, and a periodical was devoted to
the elucidation of this uniform lesson.
The question of uniform lessons as the pioneers had
to face it was presented in a threefold form. First, in
the individual school. The old go-as-you-please plan,
which left every teacher liberty to select a lesson in any
part of the Bible that seemed good, was already dis-
credited among the more intelligent conductors of
Sunday-schools. But it had a wide vogue even fifty
years ago, and your speaker remembers attending in his
158 Some Rclatitmships of the Sunday-school
childhood a school conducted in that way. The awak-
ened spirit of progress in the Old Guard made short
work of it; and soon it was the rule that every class
in any individual school be engaged upon the same
portion of Scripture.
Then came the question of denominational uniformity
throughout all the schools in every denomination of the
Christian Church; the same lesson should be taught on
the same Sunday. The " Berean Lessons " of the
Methodist Episcopal Church were in full use and favor
under the leadership of Dr. Vincent. The Baptist
Publication Society was working upon similar lines. In
the Presbyterian Church the "Westminster Lessons,"
directed by Dr. J. H. Dulles and edited b}^ your speaker,
were working on the second annual series of lessons on
the Life of Jesus. Already there had been laid out a
tentative series of normal textbooks for teachers,
covering Biblical, doctrinal, historical, biographical
and pedagogical material, with a plan for local and
state teachers' institutes. A curriculum of Bible study
had been arranged covering an eight years' course in the
Old and New Testaments ; and other plans for advanced
and supplemental studies were under consideration
when the third phase of uniform lessons, viz., the present
International Lesson System, was forced upon the atten-
tion of the churches. The wisdom of its introduction
at the time and in the manner adopted was seriously
doubted. The habitual conservative tendencies in the
several denominations had not been convinced by
sufficient previous discussion. They had just yielded
in the inatter of denominational uniformity, and it
seemed to be asking a good deal so soon thereafter to
embark in a new experiment. There Vv'ere vested in-
terests to be considered by those who were preparing
and furnishing the several denominational systems. A
change without previous knowledge and preparation
would put serious inconvenience and loss upon some
of the publication houses, and threatened grave danger
Our Debt to the Old Guard 159
to the general and cordial adoption in the future of any
suggested scheme of interdenominational uniformity.
But, as is well known, the persistency of Mr. Jacobs
prevailed, and this convention launched that system
which, for more than a quarter of a century, has largely
held the approval of nearly the entire evangelical church
of the United States and Canada, and in a large measure
of the British churches.
But the point for you to note here is this: The norm
of the present International Lesson System was consid-
ered and approved by the Old Guard eighty years ago!
As early as March, 1824, the American Sunday-School
Union issued a list of " Selected Lessons " for one year,
following apparently a scheme which had been success-
fully used in New York. These lessons were divided
into four parts, one for each quarter of the year. There
were forty-nine lessons for the year, the remaining Sab-
baths being given up to quarterly examination of the
scholars.
This plan was successfully introduced into Sunday-
schools in New York, Philadelphia, Boston and Albany,
and awakened great enthusiasm. The New York
Sunday-School Union proposed a second course of
Selected Uniform Lessons, and that was issued. It was
intended to occupy every Sabbath throughout the year,
except the first Sabbath of every month, which was
devoted to instruction in the Ten Commandments, i. e.,
a practical course in Christian morals, and one Sunday
in every quarter, which was given to a general review
and examination before the pastor. Surely that has
an up-to-date sound, has it not?
Now, you must recall the fact that, in 1832, the Ameri-
can Sunday-School Union was the common pivot of
nearly all the organized Sunday-school work in the
United States. The undenominational and unclerical
feature of its organization gave it a recognized standing
with all the churches. It had organized and was organ-
izing local and state auxiliary unions with the essential
i6o Some Relationships of the Sunday-school
characteristics of those which this convention has
favored and established. These unions were widely
distributed throughout the settled states. They formed
a bond of union and a common rallying ground for all
Sunday-school workers. They had the facilities for
giving their uniform Selected Lessons and Union
Question Books wide and catholic circulation, and they
did so. And thus they did much to prepare the way
for the introduction of the present International System.
No truthful study of the rise and development of this
interesting movement will fail to give a leading place
therein, as one of the earliest and most efficient pre-
paratory agents to this venerable institution, the pioneer
of pioneers, which to-day is better equipped and better
endowed for its cooperative work than ever before.
Nor can just history omit the important part taken in
preparing the way for the establishment of international
lessons by such undenominational publications as the
Sunday School Times of Philadelphia and the National
Teacher of Chicago.
Perhaps the purpose and aims of the earlier days
are best uncovered by some of the mottoes or watch-
words or war-cries adopted by the Illinois conventions
of Jacksonville, Duquoin, Decatur, Peoria, Bloomington
and elsewhere. First of all was " Organize! " They
aimed at an organization of all the Sunday-schools in
every county of the state. The difference between a
m^onad and a man considered as an animal, is one of
organization. Low life is simply low organization; the
highest life expresses the highest organization. Men
die, organized institutions live. He who has linked his
life by his influence, his work, his gifts with a vital
institution, a church, a Sunday-school, a college, a
university, any scheme for human betterment with life-
germs therein, has taken a gtiaranty upon the perpetu-
ity of the best part of him, — his work! Herein lies
the surest way to that great boon for which the psalmist
has taught us to pray: " Establish thou our work upon
Our Debt to the Old Guard 1 6 1
us; yea, the work of our hands establish thou it! "
There is no doubt that by the careful organization of
the Sunday-school work in county, state, national,
international and world-wide associations the pioneers
took the best means of perpetuating their influence and
labors.
''Spread the Fire! " The Old Guard believed in cam-
paigns of agitation and dissemination. A large part of
the value of their conventions lay in their power to
quicken those who attended, and send them out far and
near to carry the quickening into their own neighbor-
hoods. That is a biblical method, as old as the annual
national feasts of the Hebrews and the great convoca-
tions of the primitive Christians. We shall lose much
if we allow the " institute " element to run away with
the spiritual and devotional in oilr conventions.
Another " convention countersign " conceived in this
spirit was, ''The Children All for Jesus,'' — something
like the watchword of this convention, " Winning a
Generation." Another was " Our Object is to Save
Souls!'' a motto which Mr. Morrison had placarded all
over the walls of his Biddle Market Mission hall.
One may name a few of the subjects that claimed
much attention and excited great interest. " Teachers'
Meetings " had a first place. This, in the current
military language of the day, was " the school of the
regiment." .As every commanding officer of the armi}^
is required to school his commissioned subalterns for
teaching, drilling and governing their men, so, it was
held, every pastor or superintendent should instruct his
teachers for the duties of the coming Sabbath. Has
that obligation ceased in our da}"?
" The study of child-nature " was warmly urged.
The term " psychology " was not then in vogue; but
quite the same, the Old Guard was standing for that
correct knowledge of the young mind which leads to
just treatment, and wise, helpful methods. Study the
child; know the child; honor the child; sym.pathiz'^
1 62 Some Relationships of the Sunday-school
with the child; exalt the child; save the child and the
child's childhood! These were points warmly and often
pressed upon all who had to do with the religious training
of the young.
One other topic I name, chiefly because of its personal
relation, " Object and Outline Teaching." The use
of objects, charts, maps and especially the blackboard
in the Sunday-school is now well-nigh universal. Then
it was rare, and as I was one of its early advocates, the
topic was apt to fall to me in otir conventions. I was
supposed to have special facility in off-hand outlining
the Bible lands on the blackboard. The other day I
dropped into your " Exhibition of Methods " in St.
James' chapel, and was shown by the intelligent and
enthusiastic attendant, some of the maps of Palestine
drawn and modeled out of clay b\^ ]:)rimary department
children. They were quite as well done as my free-hand
sketches in those days when I got credit as an expert
from great companies of Sunday-school workers! In
that line, at least, there has been progress in the last
quarter century.
What will the future show? That, my fellow dele-
gates, rests with you and those whom you here represent.
The Old Guard has finished its work. A glance over this
great audience shows how largely even now the work and
destiny of Sunday-schools are in the hands of young and
niiddle-aged m.en and women. The few survivors of the
pioneers stand before you with the greeting which
Roman gladiators in the arena gave their emperor:
"Morituri salutamtts ! " "We who are about to -die.
salute you ! " The past is ours ; the future belongs to you.
You have chosen well your field of Christian and
philanthropic service ; for there is none other in sight
that promises richer fruitage than work for children and
youth. To win them for the kingdom of God and its
righteousness, and for the highest citizenship therein,
is verily to win this generation; aye, and those which
shall follow.
Our Debt to the Old Guard 163
The Old Guard is happy in its successors. Great and
good souls have a self-perpetuating quality, a spiritual
fertility which reproduces the good within themselves,
and often in improved quality. If they are permitted
from their heavenly seats to review the scenes of their
earthly being, they must have great joy in this trained
and consecrated host who have entered into their labors,
and are pushing them with accumulated and accelerated
zeal and success.
It is a wonderful future that lies before you. The few
survivors of the Old Guard salute you as the Army of the
Future! You are the inheritors of a Land of Promise
which some, like Moses, have seen from afar, and some,
like Joshua, have set their feet upon. We leave it to
3^ou with our blessing, and — which is better — with our
prayers for the blessing of God. May you escape the
errors, which also have not been wanting, and for which
we look to a merciful Saviour for forgiveness. And may
you reap a hundredfold the good seed your predecessors
have sown, and leave to other generations yet ampler
harvests to gather and more fruitful fields to sov/!
£ 64 Some Relationships of the Sunday-school
A Forward Look for the Sunday-school
JOHN H. VINCENT, D.D., LL.D.
In the interest of the church, the
home, the state and society, we who
represent the Sunday-school sing
with Robert Browning our song of
hope:
" The best is yet to be; the last
For which the first was made."
We remember the divine wisdom
and love; we open God's Word, and,
grateful for the past, look for larger
J. H.Vincent, d.d. and better things in the future.
As one stands before a large pane
of polished plate glass he finds it a partial mirror, in
which he sees, dimly reflected, the objects behind him.
These reflections mingle with the more definite per-
spective beyond, making it necessary for the observer
to take a second look to distinguish between the reflec-
tions and the objects of immediate vision.
Men of multiplying years may easily, because of
dimmed vision, see past, present and future singularly
blended. Thus on this occasion, dealing somewhat in
reminiscence, your speaker, in the enthusiasm of a life-
long loyalty to a great cause, may account as history
what some exploit as prophecy.
For example : in the glass before me I see, as a reflected
image from between thirty and forty years ago, a thor-
oughly organized Sunday-school normal work. Here
are fine ideals of teacher training, college and seminary
Sunday-school normal classes under gifted instructors,
presenting, for recognition and diplomas, candidates
who have completed Biblical and pedagogical courses
while pursuing academic and professional study I see
as in a picture from the past theories and experiments in
religious education in which home, pulpit, pastorate,
A Forward Look 165
Sunday-school, public library and normal classes, all
unite under college auspices in preparing ambitious,
eager and consecrated candidates for the Sunday-school
normal diploma.
As I look it appears to be the vision of a noble future.
I look again and find it the reflection of an actual past
in which the Sunday-school work was many years ago
elevated to high rank as an educational institution,
accounted as the " church school "; subject to the
church authorities; with week-day agencies to supple-
ment its Sunday efforts, and under the auspices of which
were to be found classes in sacred geography and history,
in ethics and theology, normal classes and institutes,
with special Sunday-school normal departments in
several seminaries, colleges and universities, where
students pursued Sunday-school curricula under skillful
educators, passed rigid examinations and received cer-
tificates. A distinguished college president of to-day
holds with care, and shows with pride, his college Sun-
day-school normal diploma given to him by the authori-
ties of a church normal department in one of our most
venerable colleges more than a quarter of a century ago.
It is with great pleasure that, as some of us look for-
ward through a clear glass at the glorious perspective,
we discover in memory these inspiring reflections from
the events, experiments, anticipations and actual
achievements of other years, — years of another century.
We join with you in songs of praise for the past, share
your holy pride in the present and unite in a resolve of
renewed consecration for the future.
" The Chautauqua movement " for thirty years, and
that most noble religious endeavor of modem scholar-
ship, " The Society of Religious Education," for five
years, have been trying to promote unification, coopera-
tion and completeness in the various agencies that make
for symmetrical education: The family, the pulpit, the
pastorate, the press, the Sunday-school, the public
school, the college, the university, the public and
1 66 Some Relationships of the Sundays ehool
private library, the philanthropic and reformatory
organizations, literary and scientific clubs and reading
circles, societies for the study of the Holy Bible and of
social problems, etc., — remembering always that the-
ories and methods of education are still in the stage of
experimentation, and that the last word has not yet been
spoken, however authoritative in tone the latest scien-
tific or pedagogical utterance may have sounded.
It is from this point of vision, where history clasps the
hand of prophecy, that we attempt to-night to dream of
the things that are to be.
It is possible in our age to make too much of method,
of recent theories, of curricula, and of merely intellectual
training. The church school, in its desire to gratify
modem educators (who sometimes carry their theories
too far and who unconsciously over-emphasize specialties
and novel devices), is in danger of making a blunder
just here, and of sacrificing good things that are old —
because they are old. But these things, our successors
will correct or avoid.
The church school of the future will be less a school
and more a home. Its keynote will not be recitation
but conversation, — friendly conversation. Its program
will embrace, not so much scientific and critical studies
in sacred linguistics, apologetics and systematic theology,
as natural, simple, wisely conducted conversations with
a view to the promotion of practical and spiritual life.
The church school will be an extension of the ideal
home — for conversation and not for formal educational
processes of intellectual arrest, concentration and
original thought ; conversation — a mutual free, familiar,
inspiring colloquy as among friends who are deeply
interested in the things of the Spirit as set forth in the
Book of God; conversation that will be not only a
homelike, friendly interview in the church school, but
will itself suggest and tend to reproduce the same simple
types of talk at home in the parlor, at the table, by the
fireside and in the nursery. Therefore we believe that
A Forivard Look 167
the best thing the Sunday-school can do is to set the
pace for the home.
To be a leader in religious conversation, the teacher
must be a genuine, evangelical, enthusiastic, self-
forgetting personality, a student of the work; a student
of the soul ; a student of human nature ; gifted in the art
of speech and with a heart for it; drawing people out,
eliciting doubts and difficulties and steadily increasing in
manifold ways the resources of his own personality.
To this art of educating conversation the biographical
feature of the Holy Scriptures directly contributes. No
subject is so easy and delightful to talk about as the con-
crete personality. The dullest people can discuss people.
We love to talk about folks, about men who achieve
great things; about people who come in contact with
real life. They embody the wide and far-reaching
energies of civilization. When we know two or three
sturdy and positive historic personalities, we know a
period. The Bible is chiefly a book of biography. Its
character studies are unequaled in all literature. What
a long procession of living men and women we meet in
the Holy Records from the days of the first Adam who
brought death, to the days of the second Adam through
whom we have life, ■ — ■ patriarchs, prophets, priests,
kings, warriors, great sinners, great saints, in whose
lives we can trace the wisdom and justice and love of
God.
These biographical studies, with the equally interesting
lives of men through all the ages, who, inspired by the
saints and heroes of Scripture, have themselves become
living epistles, read and known of all men, fairly set
before us and open out rich treasures for thought, for
conversation and for instruction !
Human biography, the most suggestive field for con-
versation, at once suggests the themes and the method
which will characterize the home and school life of the
future, — biographical study and the conversational method.
This field thus treated will give us in concrete form the
1 68 Some Relationships of the Sunday-school
treasures of divine wisdom in human and divine history
and will develop the conversational gift through which
the power of the school, the nursery, the parlor and the
pulpit will be immensely augmented. And while it is a
dangerous suggestion to make, I presume to hint, as a
dreamer, that the ideal of the future pulpit will be that
of the earnest, intense manhood that talks with sim-
plicity and naturalness to his people rather than that of
the stately orator who studies rhetorical and oratorical
effects. And what a field does this biographical em-
phasis open up to us for our lessons in which all classes
may at the same time be interested. The little child and
the old philospher find intelligent delight in looking at,
in talking with of in reading about the same great man.
As a fruit of this emphasis on " convisrsation " in the
early future, we may find in many places frequent,
informal and carefully directed conversations under
Church School auspices among wise teachers — in
teachers' meetings, in joint conferences of pastors,
superintendents, parents, day-school educators, editors
and others, on questions relating to home and school life,
the latest literature, the immediate perils to be averted
and evils to be corrected — and all this discussion free
from formality, and in the interest, not of Science, but of
Society, the Home and the Church. The Church School,
although a place of conversation, will also be a place of
worship, — reverent, thoughtful, holy worship; worship
while the Word of God is being read ; worship in moments
of unbroken silence ; worship in hymns full of dignity
and strength ; worship in word of prayer carefully chosen
and earnestly uttered ; worship that will awaken in child-
hood and youth the conviction that these, our teachers
and leaders, really do believe in a God here and now
present, a God of holiness and justice and tender mercy!
The name of the Sunday-school may come to be " The
Church School " because its best work will be done on
other days than Sunday and because it will represent in
its silent, steady, all-the-week influence, " the Church of
A Forward Look 169
the living God, the pillar and ground of the truth." It
will be the " School of the Word " which continually
applies the truth of God to the hearts, the lives, the
homes, the business, and to the social and political life
of the people. This is the mission of the Church and of
the Church School.
The Church School will quicken into intensity and
direct with intelligence the human impulses in our
young life through varied devices which will be adopted
for the prevention or for the relief of both human and
animal suffering ; the suppression of cruelty ; the timely
protest against thoughtlessness and neglect; the proper
punishment of carelessness, and every form of reckless-
ness and heartless thoughtlessness which disgrace our
age, damage our youth and dishonor our gospel.
It will come to be seen clearly that whatever makes
for personal character and influence is a part of the
mission of our gospel, and of the Church, and that
home and Sunday-school and pastoral responsibility
dare not transfer this important and complicated duty
to the day school, but must be responsible at least for
effort in behalf of true kindness and refinement in the
character and deportment of all who come under our
care.
Emphasis will also be put upon the proprieties of
life involving all ethical obligations; and the pastor's
" Class of Christian Ethics," in the conduct of which he
will be assisted by *' Sunday-school Teachers " and
certain " Sisterhoods of Service," will discuss questions
of kindness, justice, thoughtfulness in every-day UCe,
and such topics as our treatment of the little folks of
the family, the older folks who criticise and sometimes
scold, the home help in the kitchen, poor neighbors, the
deformed and the rude and naughty folk we encounter
at school and elsewhere.
The Church School will cooperate with all social
reformers who dream of a Christian civilization. There
is to be — there ought to be — a fair, generous and
lyo Some Relationships of the Sunday-school
decisive controversy with Romanism. New Testament
believers must be awake and alert, looking after her
children as Rome does, and putting forth unremitting
effort. There is to be an intelligent, kind, courageous,
positive movement in our Sunday-schools through
young people's associations, by pastoral classes and a
widespread literature, setting forth facts from history,
the teachings of Scripture, and the present condition of
countries where Rome has had unlim.ited opportunity
for centuries.
In the church of the future we must study the science
of soul life ; its faculties, capacities, resources, possibilities ;
the power of prenatal influence ; and the phenomena of
infancy, childhood, adolescence and maturity. We need
not talk much of " pedagogy," but we may acquire skill
in awakening and stimulating intellectual activity, edu-
cating the conscience, strengthening faith and devel-
oping the will power.
We may not make much ado over " sociology " but
through the influence of generous and thoughtful teachers
our children and young folks may come to be interested
in other people, in works of beneficence and in the pro-
motion of good will among all classes of society. And
we need to give cittention to the mystery of the sub-
conscious mind, the power of habit and of inherited
tendencies.
The Church School of the future will put stress on the
care of the unit, — the study of individual pupils. There
will be a pastoral sisterhood whose business it shall be to
know, protect, counsel, inspire and assist these units — -
the youthful units of the Church — in ever3''thing that
pertains to life and character. We shall be on the look-
out all the while for youth of strength, — boys and girls
of native endowment and exceptional gifts in whom we
see promise for the future.
I foresee in the ideal school of the future the perfect
simultaneous system, — the Uniform System of Lessons,
— the one keynote of the divine song for the Sabbath
A Forward Look 171
day and for the six days that preceded it. The Sunday-
school will become a college of the Book of books. The
same topic every week, and every day of the week;
the same topic not in the Church School alone but in
all departments of the all-embracing Church: Home,
Family Prayer, Week Evening Thought and Prayer
Service, Class or group meetings where believers convene
to converse on higher themes, that the week's lesson
selection may bear on spiritual life and experience. And
every week there should be held the teachers' conversa-
tion hour.
The one lesson book of the school will be " The Holy
Bible." The Book is a unity. It has but one theme
from beginning to end. The Bible gradually developed
through the centuries, and in an important sense being
now gradually developing, has s-lways one central,
dominating idea, — the divine relief or remedy for the
human need. There is practically no other subject in
the Bible: Sin and Salvation; human weakness and
divine strength; man's thirst and God's river of life;
human darkness and heaven's light ; disease and remedy ;
weariness and rest ; despair and hope ; death and life.
Open the Book where you will, that one double thought
is presented. It is in every part of the Bible. There
may be different states of historical development, but
one situation ; differing degrees of the divine manifesta-
tion, but always that one necessity in mind. The first
page tells of man's freedom and his fall from opportunity.
But even there we catch glimpses of God's gracious
purposes. And the last verse of the last page makes
music that they hear in heaven: " The grace of our
Lord Jesus Christ be with you all."
Sin and salvation : This is the theme direct or inferred,
in shadow or in substance, of every one of the one
thousand pages of the Book. Man's fall through sin and
God's call of grace in Christ,
As for beginning the study of the Book, — here or
there, — it makes little difference where. Open at any
172 Some Relationships of the Sunday-school
page, and you will find an intimation of man's need and
God's help. The Book is a unity. Even the Golden
Texts are not fragments; they are unities that repre-
sent a larger unit}^ and by law of affinity these texts of
Scripture fly together as so many scintilla and create a
divine mosaic, — and as we look we see the face of
Christ!
The Uniform Lessons suggest the whole gospel in
every lesson. The Book is one great lesson to one and
the same person. It brings to the race one message,
one law, one gospel, all brought together in one Book,
with adaptability to responsible beings five years of age,
or ten, or sixteen, or twenty-one, or fifty, or eighty years
of age. Everywhere it is the one God, the one Christ
through the one Spirit. The family lives on the same
farm, in the same house, gathers at the same tables, is
supplied from the same fields and market, with water
from the same well, fire from the same furnace and light
from the same sun.
May I warn you against one peril, born no doubt of
honest purpose and involving a loss to our International
Lesson System? It is called an " Advanced Lesson."
The very title is a depreciation of the present Lesson
System.
We must remember that the Sunday-school is not the
whole of the church, nor does it cover all the educational
functions of the church. There are, however, taken
into account. Home, Pulpit, Pastorate, Young People's
Societies, Church Classes and Clubs. The Sunday-
school must have limited time at its command. Let
that time concentrate all of its energies on one thing,
one theme, one work, and let all the energies of all the
people be concentrated on that one thing and theme.
We have 168 hours every week. Deducting two
thirds of this time, 112 hours for sleep and work and
social life, you still have 56 hours a week left for study
and reading, — for other classes, for other studies. Let
the Sunday-school concentrate its attention on one
A Forward Look 173
lesson. There is enough In it every week for all our
energies.
Dearly beloved, let us look upward and move for-
ward. Let us believe in progress, not so much because
we believe in prophecy, but because we believe in his-
tory, and chiefly because we believe in God. He is the
power that worketh ; he is the power in ourselves that
worketh for righteousness and for blessedness!
" Though hearts brood o'er the past
Our eyes with smiling futures glisten;
For lo ! Our day rolls up the skies ;
Lean out your souls and listen!
The world rolls freedom's radiant way
And ripens with her sorrow.
Keep heart! who bears the cross to-day
Shall wear the crown to-morrow! "
174 The Relation of the Sunday-school to Education
H. M. Hamill, d.d.
The Sunday-school as an Educational Force
H. M. HAMILL, D.D.
Superintendent of Teacher Training, Methodist Episcopal Church, South
It is a far cry educationally
from the Sunday-school of Robert
Raikes in Gloucester to one like
that of Marion Lawrance in To-
ledo, or of John R. Pepper in
Memphis, or of John Wanamaker
in Philadelphia. I am to try to
show that the Sunday-school has
been one of the great forces mak-
ing for religious education in this
and other lands. I want your
gracious hearing, for I have a diffi-
cult subject by reason of confu-
sion as to what constitutes an
educational force. What is an
education? The word comes flippantly from men of
pretentious scholarship. It is not often defined by
men who are capable of defining it.
Is it a thing of knowledge? Is it the furnished intel-
lect? Is it polish of mind? Then the finest educated
man I ever saw wore stripes seven years in an Illinois
penitentiar}^ Possessor of all the scholarship that
could be given by a great university, supplemented by
post-graduate study in a foreign land, he came home
without conscience, but with an intellect as keen as a
Damascus blade, only to commit forgery and pay the
penalty at hard labor for seven years for his crime. Is
education primarily of heart, or of head? Is it a mat-
ter of brain, or of conscience? Who is the educated
man? The one who knows all things and is a walking
encyclopedia in himself? Or is it the one with the heart
trained and cultivated, with conscience quickened and
made keen for the problems that shall vex the after
life?
An Educational Force 175
If the education that is meant in my theme is the well-
rounded preparation of a man for the duties and trials
and temptations of this life, and for the life beyond, then
I sa}^ to you that the Sunday-school stands second to no
other force.
What is the finest psychological basis of an education ?
It is the impact and contact of the Great Spirit that
formed man's body, mind and spirit with that man's
spirit. It is a supernatural force. It is that the mighty
Spirit who brooded over the formless earth and fash-
ioned it into a tmiverse of beauty, who took man out of
the dust of the earth and breathed into him a living
spirit, touches and infornis that spirit, and by processes
known only to himself enters into communion and fellow-
ship with that spirit. I call that the highest basis of
psychology. And the Sunday-school is built forever
upon that psychological foundation.
What is the finest pedagogic principle and method to
apply to the carrying forward of a system of education?
Is it merely alertness of mind upon the part of the teacher ?
Is it a thing of experience and training? I think there
is something deeper than that. When I was a little
fellow I had a teacher, an old, horny-handed farmer.
He had not come upon a time when the Isaiahs were
to be doubted and the Jonahs were to be cast out, and
when Hades was to be made a tolerable winter resort.
He was innocent of that finer modern scholarship that
has come to take away from us the simple faith of the
fathers. But he taught me as a boy the meaning of
unselfish, .Christlike love. It was not his skill as a
teacher. It was not that he was a fine Bible student.
I will tell you what it was. Uncle Isaac Hill loved every
one of his boys, and every one of them learned to love
him. Love was the supreme pedagogic principle and
method of that ancient Sunday-school teacher.
What is the finest possible period of life for beginning
and attaining an education, whether it be secular or
religious? The one favored subject of all educational
176 The Relation of the Sundays ehool to Education
processes and systems is the child. We have the child
in the Sunday-school from the very cradle. We have
it upon the Lord's Day, the pearl of days, the one divine
day. We have the child in the Church of the living
God; and even the little arabs of the streets soon come
to look with reverence upon the Church. We have the
close confidence and intimate fellowship of the Sunday-
school teacher and his little band of pupils in ever-increas-
ing affection and tenderness, "/n loco parentis " and
" in loco Dei,'' as old Blackstone defines the teacher;
which means that we have the finest possible occasion
and place and power for carrying forward a system of
education — all refining and hallowing influences com-
bining in that brief hour that we call the Sunday-school
session.
Let me ask another question, — What is the purpose of
the education given in the Sunday-school? Is it intel-
lectual? Is it fashioning the mind? Is it stocking the
mind with knowledge, even though it be God's Book?
Is knowledge, I ask again, the objective of Sunday-
school education? Not at all. Everything we do in
Sunday-school is but a means to an end. Everything
the secular education does is largely an end in itself.
Everything the Sunda^^-school teacher does is for the
purpose of saving the boy or^irl. The Sunday-school
has one mighty and ever-present purpose, and that is
to save souls. The Sunday-school teacher utterly fails
if he is not making spiritual impressions upon the boys
and the girls, and turning their hearts and minds away
from the follies and sins of human nature by the pure
spirit and transforming power of the gospel of God.
No man can fairly lay upon the Sunday-school at any
time, as an educational force, the burden of attempting
or doing anything more than using God's holy Book as
best he can, with the help of the Holy Spirit, for the one
purpose of taking the child from home or street and
giving him what we call, in old-fashioned way, " re-
ligion,"
A n Educational P'orce lyf
I do not want to be understood for a moment as saying
anything against that kindly interest, ever-growing,
that college and university men are taking in the Sunday-
school. But I am saying something for the benefit of
certain pretentious gentlemen who are coming to us
from time to time, and through the papers and upon
platforms are exploiting an interest that is certainly
very fresh and sudden. They would rate us side by
side, and put us as a Sunday-school into even balances,
upon professional and pedagogic grounds, with the
school that runs thirty hours a week, with a great state
behind it, and a compulsory educational law to enforce
it ; with all the paraphernalia and apparatus that it needs ;
with trained, capable teachers to carry forward its sys-
tem of education ; Vv'ith salaried gentlemen of finest
scholarship to do the teaching. Is it fair for such gentle-
men to rush into print and upon the platform, and find
fault with the plain yeomanry who come from factory
and office and farm, and take boys and girls an hour a
week, with no other compulsion than that of love, and
with little other preparation than the love of God's Book
and the hope to make it the instrument of salvation to
those whom they teach? If you do not intend to come
in capricious spirit to inveigh against the Sunday-school,
I pray you to be patient with us. We have done, and are
doing, a great work.
The education we give is that of the heart, not the
head. We have stirred the hearts and turned about the
lives of millions of boys and girls in the past thirty years
of the International lessons. If by education you mean
the bringing of souls to righteousness, then you may
count the sands of the seashore and the stars above us,
and they will be a sign to you of the boys and girls the
Sunday-school has brought into the Church of Jesus
Christ. If you count education by what we are doing
for the homes, I say the benediction of the Sunday-school
has been and is tipon the American home effectually and
beautifully, and in lines that no criticism can ever efface.
1 78 The Relation of the Sunday-school to Education
The Relation of the Sunday-school to the Art of
Teaching
WM. DOUGLAS MACKENZIE, D.D.
President Hartford Theological Seminary and President Hartford School of
Religious Pedagogy.
No man can ask himself what the
purpose of education is, and pursue
his inquiry to the end, without find-
ing himself face to face with God.
The Sunday-school teacher comes to
his work with one supreme end and
aim immediately in view. He comes
as one who already knows God and
lives face to face with him, and who
believes that there is a way called
w. D. Mackenzie, D.D. the Gospel of Christ, by which every
child and member of the race can be
brought into sonship with God. He believes that to
secure this early in life is to make the lofty end of all
education a glorious certainty for every child. The
question before us is whether the Sunday-school teacher
who aims at the same result as every true educator, but
who sees it more clearly and can pursue it more definitely,
has anything to learn from that study of the art of
teaching which the professional teacher has carried on.
Is his work in the common task of educating the young
to be pursued without system, without knowledge of the
best methods of teaching, without any use of that vast
experience which has been growing up among the ranks
of educationists in all modem lands?
The fact that the Sunday-school teacher has for his
supreme aim the bringing of the children to God must
not obscure the other fact that the means of doing so is
not by direct evangelistic preaching, but by the teaching
of the Bible. For God has revealed himself in history,
and that through a long and elaborate process of self-
revelation, and through a marvelous event called the
Relation of Sunday-school to Art of Teaching 179
Incarnation, when the Son of God was " found in fashion
as a man. ' ' The Sunday-school teacher is, therefore, under
bonds not merely to bring the children into the presence
of God, but to do so by teaching them the most wonder-
ful and beautiful and difficult story in the world. The
Bible record, which describes the long process of revela-
tion through its various stages, from the rude and
simple religion of a desert tribe to the sublime teachings
of the apostles about jesus Christ, is the text-book of the
teacher. But if the Sunday-school must teach the
noblest part of human history from the noblest specimen
of literature, that means that he is to practise the art of
teaching for its very highest end. Manifestly it would
be foolish to say that there is nothing to learn about the
art of teaching from those who have given their lives to
it, by those who are onl}^ giving a portion, although a
most valuable portion, of their energy and interest to this
task.
The art of teaching involves the careful study by the
teacher of three distinct topics. First, he has to deal
with the nature of the child. Second, he has to deal
with some subject concerning which he is to instruct that
child. And third, out of the relation of these two arise
all the problems regarding the method by which that
subject can be adapted to that child. The first of these
three subjects is called child psychology. The second of
these is, of course, the particular subject with which the
teacher is concerned, — history, or language, or science,
or one of the arts, a Scripture story, or a Christian doc-
trine, or a law of conduct. The third subject is pedagogy.
Let me say something briefly about each of these.
In the first place, the science of psychology, which
means the study of the nature and processes of the
human mind, has made great strides during the last half
century. The various methods of oV)servation which
have been developed have combined to throw a great
light upon many portions of this field, which three
generations ago the ablest students did not possess.
i8o The Relation of the Sunday-school to Education
Perhaps this is most true in regard to the psychology of
the child-life. Scores and hundreds of keen observers have
been gathering facts of all kinds, and watching with the
closest scrutiny the various stages in the growth of the
human mind among various races. It would be foolish
to say that children were never understood until the
latter half of the nineteenth century, or that no one ever
allowed in the education and training of the 3^oung for
the observance of the natural stages of development.
This would impugn the common sense of mankind.
Even Plato based his great scheme of education upon the
familiar fact that there are stages through which the
individual life passes from infancy to old age, and that
alike the powers and the interests of the individual vary
from one stage to another. Nevertheless, what a few
persons of superior intelligence possessed in the past is
now, on the basis of a wide induction of facts and a fuller
acquaintance with those facts, available for every one.
No parent who can read need now be ignorant of the
natural stages throtigh which his or her child must grow.
Why certain interests should be strong at one age rather
than another, he may know. When the love of ad-
venture, or of fairyland, or of argument, or of poetry;
when the interest in the problems of humanity, in the
condition of the poor, in the claims of religion, should
niost naturally assert themselves, may be known now
to every one who has to deal with the young. Surely no
one will profess to despise the enormous importance of
this knowledge. Least of all can the Sunday-school
teacher afford to do so. For if there are certain interests
which a child of eight has which a child of eleven is apt
not to have, this must affect alike those portions of the
Bible which will prove both interesting and helpful, and
those aspects of the religious life which will make it real
instead of unreal, attractive and imperative instead of
repulsive to these two classes. No day-school teacher
nowadays can receive from a high-grade normal insti-
tution or college a certificate for teaching without a
Relation of Sunday-school to Art. of Teaching i8i
study both of general psychology and of the psychology
of childhood. This belongs to the art of teaching, and
must be mastered by any one who would train the young
for life. I would urge that every Sunday-school teacher
who desires to spend years in this splendid field of service,
and especially the leaders and superintendents in Sun-
day-school work, should, as soon as possible, becom.e
conversant with some of the literature of this subject,
and should seek to make it real by applying the prin-
ciples there discovered to the separate classes and the
indi^'-idual children in the Sunday-school.
But, in the next place, we must take account of the
subject which is to be taught. The subject, generally
put, is Christianity. More particularly it is the Bible
as the history of God's revelation, as the story of those
persons and events through whom he made himself
known, as the word, therefore, by which to-day he
sx^eaks to us all. I need not dwell upon the fact that the
exhaustive study of the Bible has not only produced a
crop of difficulties, but a vast harvest of good. There
are some good people who are more anxious about the
difficulties than grateful for the good. They suffer from
what our psychologists would call the " obsession of
unbelief." They seem to sleep and wake with the dread
lest the Bible or the Church or the Gospel is going to be
annihilated before their very e^^es. We of this con-
ference have, I trust, a healthier state of mind than that.
To us the Bible stands not as a book on its trial, but as a
great fountain of light yielding its truth. We are not
afraid of any discovery of fact, even although it change
our individual opinions; nor are we afraid lest any dis-
covery of fact will undermine that greatest of all facts,
the person and work of our Lord Jesus Christ.
Now, under the vast enlargement of our knowledge
of the Bible and our closer study of it, we have become
aware of the varied elements which it contains. We
refuse to confuse the Psalms and prophecies and his-
tories and legal codes in the Old Testament. We refuse
1 82 The Relation of the Sunday-school to Education
to read the Bible as if there were no difference between
the Old and the New Testament, or between an epistle
and a gospel. If God has chosen to observe the differ-
ence of times and seasons in the reveahng of himself, we
are not only foolish btit irreverent if we ignore the con-
ditions which he has observed.
Hence, the work of the Sunday-school teacher in our
day must be like that of every other honest teacher in any
field. He must strive to obtain the best light upon his
topic. The art of teaching has for one of its fundamental
rules that the teacher must not only be barely acquainted
vv^ith, but growingly interested in and growingly familiar
with, the topic which he would teach. As soon as a man
feels that he knows his subject so thoroughly that he
need not study it afresh for the next hour of instruction,
he has begun to lose in that personal grip alike upon the
subject and himself and his pupil, without which the
richer elements of education can never be realized.
Hence, one is most grateful for all those agencies
which the Sunday-school world is increasingly using
for the promotion of Bible study by Sunday-school
teachers. Let this good work go on, and let every effort
receive our sympathy, wherever it is carried on, which
seeks to keep alive in all Sunday-school teachers a per-
sonal interest in this field of study. For, let me repeat,
this is the loftiest region with which the human mind can
be concerned. The humblest student of the Bible is
moving on the mountain peaks. He is dwelling amid
the mightiest and purest forces that have ever molded
or can ever mold the course of human history. To know
this Book of books well is to receive the major part of a
true culture, and to have become acquainted with what
is noblest and most inspiring in the whole course of the
story of man.
Thirdly, we come to the science and art of pedagogy. It
must be evident that if the teacher has so studied the
Bible as to have some definite or adequate idea of the
various elements which compose it, and the various.
Relation q^ Svinday-school to Art of Teaching 183
stages through which God revealed himself to Israel and
in Christ, and if the teacher has also become acquainted,
not only with the general principles of child psychology,
but with the particular stages and qualities of the chil-
dren in his own class, he will then ask himself with the
utmost earnestness how he can adapt this field of the
Bible to these individual minds. This is the art of
pedagogy. It has its principles and rules, its varying
methods with which every teacher must become more
or less definitely familiar if his teaching is to be efficient.
Once more we must recognize the fact that our Sun-
day-schools have for long been observing many of the
fundamental principles of a true pedagogy. We have
had our primary departments for the least of the little
ones, and we have had our Bible classes for young men
and women, and we have for many years in the best
schools observed other differences. Few teachers have
been so stupid as to tell the story of a miracle or unfold
the fight of David and Goliath in exactly the same words
to a child of nine as to the one of fifteen.
But what those of us who plead for the study of the
art of teaching would urge is that there is a great dif-
ference between the mere common-sense observance of
principles and that use of them which is attained by one
who has studied them formally and whose mind has
become familiarized with them in something like a
scientific manner. However highly we estimate the
spiritual work done by Sunday-schools in the past, —
and I for one do not join in that clamor of contempt
with which some have thought it well to speak habitually
of our Sunday-schools, believing as I do that the level of
work and of results has been higher than the more stupid
defenders of new methods have allowed, — we must yet
admit surely that our Sunday-schools would be raised
far above their present level of efficiency if our Sunday-
school teachers, individually and by personal study,
were made familiar with the definition and application of
these great principles.
1 84 The Relation of the Sunday-sehool to Education
The art of teaching is, when we regard it calmly, the
loftiest of all arts. He who gives himself deliberately to
this work is fashioning forms more beautiful than those
of any sculptor, and producing pictures more beautiful
than those of the greatest artist. More wonderful are his
products than the poems of the greatest singers of man-
kind. For he who can accompany one child after an-
other, even to scores and hundreds of them, through the
critical stages of their development, and help to mold
them for an eternal life, is not only himself living among
the noblest ideals and filling his heart with the sweetest
hopes, but he is teaching other hearts to hope, other
niinds to see the truth, and filling other lives with an
eternal song. Surely if there is an art in this, and if it is
the loftiest of all arts, we who believe in it, and love it,
we who have given our lives in any measure to its pur-
suit, must set ourselves to know and master its principles
and its methods. All honor to those pioneers who here
and there in recent times have founded schools or
established institutes or gathered temporary groups of
Sunday-school teachers to try to bring them into that
habit of mind and state of heart in which they will wish
to know how to teach and in which they shall learn some-
thing of that literature and of those principles which
constitute the enlarging field of this science. Let me
express the hope that out of this great conference there
will go back many leaders to many cities, in variotis
lands, determined to lift up the Sunday-school into the
conscious possession and exercise of this sublime art of
teaching. For when men and women begin to be mul-
tiplied in all Christian lands who know the principles of
this art and apply them to the glorious story of the
Bible and the gospel of Jesus Christ, we may hope with
confidence to see whole generations of children saved
from doubt and rebellion and sin, and brought as
naturally from their earliest years into the faith and
kingdom of Jesus Christ as the flowers in springtime from
the seed into the sunlight.
Sunday-school and Public School 185
The Relation of the Sunday-school to the Public
School
A. R. TAYLOR, Ph.D.
President James Milliken University, Decatur, III.
The relation of these two great
institutions is easily discovered in
their origin, history, nature, purpose,
method and spheres. Our modern
public-school system traces its origin
and development to the church
schools. The old Jewish schools
were organized in response to the
demand for a m.ore formal and
systematic instruction than the
A. R. Taylor, Ph.D. homes could give. It included the
elements of reading, writing and
calculating, the study of the Scriptures, Jewish history,
Jewish law and rabbinical teachings. Everything taught
had its place in the ethical and religious education of the
child. The same was true of the schools of the early
Christian church, though of course the instruction in-
cluded the New Testament Scriptures also. Both are
schools in the proper sense of the word. Both seek to
impart knowledge and develop the child's mental
activities and to fill it with high ideals of life and to
train it for the proper discharge of its duties and
responsibilities. Both are organized and conducted
on the same plan.
The purpose of the education of the individual child
has always been threefold, — physical, intellectual and
spiritual, — the care and culture of the body, the de-
velopment of the intellectual activities and the quicken-
ing and enlargement of the spiritual life. The home
has ever devoted itself to the realization of these objects,
particularly of the first named, and the school has sel-
dom lost sight of the dependence of the spiritual nature
upon sound bodies and sane, well-balanced miinds
1 86 The Relation of the Sunday-school to Education
Both theoretically and historically the truth has been
established that the education which ignores ethical and
religious elements is destructive to the state as well
as to the individual. In these days, no educational
creed which omitted morality and religion would fmd
acceptance in any educational assembly.
Strictly speaking, the secular school limits itself to
the preparation of the child for performing the func-
tions of the life that now is, while the Bible or Sunday-
school has always striven to prepare it both for the
present life and the life that is to come.
As these schools are dealing with the same minds, and
as the general laws of teaching and training are the same,
no matter what the subject taught may be, the methods
of instruction are much the same. The methods of
approach, the points of contact, the personality and
genius of the teacher, the perpetuation of interest, the
arousing of class and school loyalty are easil}^ recognized
as common factors in promoting the life of each.
These identities and similarities of origin, history,
nature, purpose and method show how closely and
sympathetically the Sunday-school and the day-school
are related in spirit and function. The mystery is that
they should ever have been separated in either. The
doctrine that the church and state must be independent
of each other carries with it, however, the exclusion
of formal religious instruction in schools supported by
the state.
There are, of course, certain fundamental differences
between the two schools. Among them are the dif-
ferences in the preparation of the two classes of teachers,
the subjects they teach and the sources of the material
support they receive, the amount of time given to the
children, etc. On the one hand, then, are the compactly
organized day-schools with their well-trained, well-paid
teachers, their commodious, well-equipped buildings,
their great variety of interesting and useful sub-
jects, their well-defined policies, their indisputable hold
Sunday-school and Public School 187
on public sentiment, their stability and perpetuity
guaranteed by the state.
On the other hand, are the too frequently somewhat
loosely organized Sunday-schools, with thS" more or
less crudely defined policies, with a large proportion of
poorly prepared teachers, with shifting and irregular
classes, with a general lack of sympathy and coopera-
tion on the part of the community and often of the
church members themselves, with no provision for
material support save the voluntary contributions of
friends and pupils, and with little unity of spirit and
method.
Behind the Sunday-school, however, is the Church
of the living God, and in spite of its limitations, it has
never utterly lacked for intelligent, consecrated men
and women in every Christian community, in whose
sight the souls of the children were more precious than
personal ease and gain. There are also thousands
of superbly organized and magnificently equipped
Sunday-schools throughout the land which are suc-
cessfully demonstrating their possibilities and accom-
plishing great things for righteousness.
The same methods which have so successfully ex-
alted the place and dignity of the public-school teacher
have magnified the life and the office of the Sunday-
school teacher. Often the former is also a teacher in
the Sunday-school, and thus the old alliance still exists
in the personality of the teacher, if not in the formal
organization of the schools. I'hey are not so far apart
as many people imagine, and the practical question is,
how may the old unity be restored under the present
conditions, and how may the work of each be conducted
so as to be reinforcing that of the other and doing the
greatest amoimt of good for the children.
In the first place, the intimate relationship in aim
and spirit as well as the specific mission and function of
each must be clearly recognized. In the second place,
such a public sentiment must be maintained that the
1 88 The Relation of the Sunday-school to Education
supervisors and teachers in the public schools shall not
only be qualified for their work professionally, but that,
they shall also be of such unquestioned moral and re-
ligious character 'that the atmosphere of the schoolroom
shall ever be quickening the spiritual life of the child
and confirming and reinforcing the formal religious
instruction of the home and the church ; that the litera-
ture, biography, history, music and art of the school-
room shall be so selected and so taught that they will
ever be stimulating and promoting the development of
the finer emotions and the nobler instincts, enlarging
and animating the lives of the children with loftier
ambitions and purer motives.
In the third place, the teachers in the public schools
must be enlisted as far as possible in the work of teach-
ing in the Sunday-schools and kept fully informed of
the work done in them, and urged to generous coopera-
tion in ethical and religious lines as far as their limi-
tations permit. In the fourth place, the teachers in
the Sunda3^-schools must be better prepared for their
calling; must be given a clearer understanding of the
work which the public schools are doing; must be
aroused to a full sense of the responsibilities resting
on their shoulders ; all these to the end that the
teachers in both may the more intelligently and ef-
fectively work together for the education and salvation
of the children intrusted to their care.
In the fifth place, the fact must be constantly magni-
fied that the time of the intellectual enlightenment of
the child is also the time for his ethical and religious
enlightenment. With the development of the thinking
activities comes a corresponding enlargement of his
emotional life, his affections, his desires. At the moment
of the intoxicating delight of the opening vision, and
in the hours when new affections and new impulses are
awaiting sympathetic direction, the presence of the
wise teacher is the salvation of the child. The world
is full of men and women of superior intellectuality
Sunday-school and Public School 189
and of large exj^erience in affairs, who have little or no
spiritual enjoyment, simply because their religious con-
ceptions are still those of their early childhood, and
consequently fail to satisfy the demands of their mature
life. The cause of it is in the failure of the church
and the Sunday-school to keep in sympathetic step and
touch with them in their intellectual development and
enlarijing- vision. That is the dominant vantage element
in the ideal parochial school, and the Sunday-school
will never accomplish its mission until it is organized and
conducted in such a way as to be intelligently articu-
lating with the public schools throughout the grades,
if not through the secondary schools also.
These two classes of schools must be recognized and
maintained as comj^lements of each other in the educa-
tion of the child, each fulfilling its appropriate function
and each exalting and strengthening the work of the
other.
In my opinion, one thing more is essential, — the Bible
must be restored to its old place on the desk of every
schoolmaster. Education and unity of action on the part
of Christian people everywhere will soon bring it about.
Workmen by the Roadside, Jerusalem, Greeting the Sunday-school
Pilgrims, 1904
{From Glimpses of Bible Lands)
1 90 The Relation of the Sunday-school to Education
Relations of the Sunday-school to the University
D. B. PURINTON. D.D.
President of West Virgi7tia University
Concrete relations presuppose ab-
stract relation. Abstract relation is
a primary category of being. It pre-
supposes reality, both absolute and
relative. Relative reality involves
two conditions: namely, separate,
concrete entities, material or im-
material, personal or impersonal;
and a common ground of compari-
son between them. They must have
DBF D D similarity but not sameness. Simple
identity is not relation at all. In-
deed, there can be no relation whatever without at least
two entities to be related.
The Sunday-school may be defined as an organization
of the Christian church for the study and teaching of
spiritual truth and the development of Christian char-
acter. And the university, • — -what sort of entity is it?
This question is not so easy. Much depends upon the
particular age, country or state in which it is to be
defined. There are universities and universities. In
America it is safe to say that the university is a chartered
institution whose purpose is to discover new truth and to
impart instruction in all useful knowledge. Incidentally,
and yet inevitably, it develops character likewise.
If these definitions be correct, they disclose at once a
basis of comparison, a common ground of possible
relation between the entities thus defined. Three terms
at least appear in common ; namely, truth, instruction,
character. On the basis of the substantial ideas which
these terms connote, it ought not to be difficult to estab-
lish some veritable and valuable relations between the
Sunday-school and the university. If anything in
this paper may contribute in any degree toward bringing
Relations of the Sunday-school to the University 191
them into open relation and into avowed and brotherly
cooperation, its purpose will have been accomplished.
Particularly am I anxious to develop such relation and
cooperation between the Sunday-school and the state
university, so-called. And this for three reasons. In the
first place, the state university is becoming more and
more the typical, representative institution of liberal
learning in America. In the second place, the number
and influence of such universities are constantly increas-
ing. There are now in the United States about fifty of
these institutions, with five thousand instructors and
more than sixty thousand students. In the third place,
there is an opinion somewhat prevalent in certain quar-
ters that state institutions neither have nor ought to
have anything whatever to do with matters religious or
spiritual. If it can be shown that this opinion is erro-
neous, and that certain essential and useful relations
exist or ought to exist between the Sunday-school and
the state university, the argument thus developed will
apply with added force to universities under private or
denominational control, and indeed to all universities of
any sort whatsoever.
The Sunday-school and the state university! These,
then, are the segregated entities between which com-
parison is to be made. The task seems a hopeless one,
at least to the ordinary view of the average citizen.
Possibly it may so appear likewise even to the broader,
more sympathetic view of some of you in whose presence
it is now undertaken. And yet, as already intimated,
there are at least three aspects in which the Sunday--
school and the state university seem to agree. Both are
truth-seekers, both instructors, both character-builders.
It maybe granted that the truth in which the Sunday-
school is specially interested is of a particular variety,
namely, "spiritual or religious truth. It may also be
granted that this particular kind of truth is not of
special interest to the state university. But it remains
to be noticed that the area of the genuine university —
192 The Relation of the Sunday-school to Education
be it state university or otherwise — is no less than the
entire realm of truth. It seeks all truth. As its name
implies, it is a iiniverse-ity, taking in the whole universe
of being and of knowledge. No realit}^ is foreign to its
purpose. This evidently includes religious entities along
with all others. As truth-seekers, therefore, the Sunday-
school and the university have a large area of com-
mon ground, giving rise to many useful and suggestive
relations.
Again, the same may be said of them as character-
builders. For the essentials of human character are
much the same everywhere and however developed ;
whether approached from the secular or from the
religious side, it matters not. Among these essentials
may be named the following: docility of spirit,
obedience to truth, firmness of conviction, strength of
will, tenderness of conscience, purity of heart and
probity of life. In these at least the Sunday-school and
the university perfectly agree. They likewise agree in
the following propositions:
1. Truth is for the mind r/hat food is for the body,
and must be sought and held at any cost.
2. Love is for the heart what truth is for the mind.
3. Character includes both heart and mind, and hence
depends upon love and truth alike.
4. Character determines conduct. What a man is, is
vastly more important than what he believes or what
he does. ,
5. It is the heart after all that determines character;
hence the things of the spirit are paramount.
In a third aspect some striking relations between the
Sunday-school and the university may readily be found.
The work of instruction in the state university should
have four characteristics: it should be altruistic, denio-
cfatic, cyclopedic, pedagogic.
I. First, it is to be altruistic. The university does
not exist to and for itself. It is not an end in itself. It
is only a means to a greater end. It is merely an
Relations of the Sunday-school to the University 193
implement of the state, fashioned and wielded by the
state. And all implements are but secondary. The
ax, the saw, the hammer, the engine, the loom, the dy-
namo, exist not for themselves; they are only imple-
ments of work, transmitters of material force. Even
so the university is simply a transmitter of intellect-
ual and moral force.
2. Again, the work of instruction in the state uni-
versity is to be democratic. It is for the j^eople, for all
the people. It is for the many, not for the favored few;
for the myriad masses, not for the cloistered classes.
Supported by the entire state, the university is the
property of the entire state.
This great principle was first politically recognized
in an act of the United States Congress, known as the
" Land Grant Act of 1862," by which some ten million
acres of the public domain were to be distributed to the
several states, in order to bring the boon of liberal
learning within the reach of the industrial classes, and
at such moderate cost as to exclude none, not even the
poorest, from its ample benefits. This act I regard as
beyond all comparison the most significant legislation
ever enacted in any countr}^ along the line of universal
liberal education. Thenceforth all state univel*sities
at least are and must be truly democratic in their spirit
and in their work. Every thought of intellectual self-
righteousness or of social exclusiveness is forever cast out.
3. But further, the state university should be cyclo-
pedic in its work of instruction. As it should instruct
all citizens who apply, so likewise it should offer instruc-
tion on all subjects useful to the citizens who apply. I
am quite aware that this principle may be challenged
by some educators. Certainly it involves an immense
responsibility on the part of the university. And yet
I can but think that the principle is correct and that
the responsibility must be met as far and as fast as the
demand develops and the means at hand justify. If the
state should instruct the lawyer, the doctor, the teacher,
194 The Relation of the Sunday-school to Education
the farmer, the engineer, it should likewise instruct the
mason, the bricklayer, the carpenter, the blacksmith,
the weaver and, indeed, " the butcher, the baker and the
candlestick-maker." There is absolutely no place to
stop. If the state shall rightfully undertake to train
some of her sons for useful service, she must pass her
favors around the entire family with the strictest
maternal impartiality. Domestic justice can be sat-
isfied with nothing less.
4. Once more, — the university instruction must be
pedagogic. And this term is here used in its etymo-
logical sense. The university should be a pedagogue,
TaLdaycjybs — a youth-leader. Among the ancient
Greeks, you remember, it was the office of the waidaywyos
to lead the youth under his care to the person and the
place where new truth was to be found. Even so is the
university a traiSayioyds, a youth-leader and inspirer in
all reasonable realms of new truth and useful knowledge.
Now these four characteristics of university instruc-
tion are by no means foreign to the work of the Sunday-
school. Indeed, three of them are essential to it. For
most certainly the spirit of the Sunday-school is in-
tensely altruistic. It works unselfishly and untiringly
for the good of others. It is likewise democratic. It
knows no distinctions of high or low, rich or poor, weak
or strong, learned or ignorant. And it is preeminently
pedagogic. Indeed, the Sunday-school is the blessed
iraidaycoyos of Christendom. It is never so happy as
when telling the story that is old but ever new, and
leading its needy youth into that realm of new truth —
divinely great and wonderful — the kingdom of God.
If the foregoing observations be at all correct, it
follows that the relation of the Sunday-school to the
university should be that of mutual helpfulness and
regard. Such relation can be maintained upon the part
of the Sunda3^-school in two ways: first, by seeing to it
that university students are well grounded in spiritual
truth and favorably disposed to the work of the church
Relations of the Sunday-school to the University 195
before they enter the university Hfe; and, secondly,
by furnishing religious instruction, the best and most
attractive possible, at all places where university students
are actually living the university life.
On the other hand, the university may maintain a
relation of great helpfulness to the Sunday-school by
instructing its instructors, and equipping its workers in
the best modem methods of teaching, organization and
school management. This can properly be done by all
universities, non-sectarian and state universities not
excepted. I am quite aware that this statement will be
challenged in some quarters. And in other quarters it
will be lightly dismissed as a barren theory, true enough
in itself, but utterly impossible in practice.
It may not be amiss, therefore, before closing this
discussion, to explain my meaning by making brief
reference to a practical illustration of it. The illustra-
tion happens to have come under my own personal
observation. I refer to the recent establishment of a
School of Methods for Sunday-school Workers in the
state university of West Virginia. For some years the
university has maintained a department of education
and a summer school for teachers. A little more than a
year ago, it occurred to the authorities of the university
that the thousands of Sunday-school teachers through-
out the state, whose work makes for virtue and righteous-
ness among the citizens, ought to be provided for quite
as much as the secular teachers of the commonwealth.
Accordingly the School of Methods was organized, and
its first session was opened a 3^ear ago last Monday.
It was successful even beyond expectation. With but
little time for previous announcement, it drew together
between one and two hundred Sunday-school workers, all
of whom were delighted both with the idea and with the
methods of realizing it. The university engaged the
best instructors and lecturers that could be found in
several of the states as specialists in primary and in-
termediate work, teacher training, school organization
196 The Relation of the Sunday-school to Education
and management, the home department, soul-winning,
blackboard work, Sunday-school music and other depart-
ments of vital importance to the work. The second
session will be opened on Monday next, when it is ex-
pected that several hundred Sunday-school workers will
be in attendance from all parts of West Virginia, as well
as from some other states. And henceforth the School
of Methods for Sunday-school Workers is to be a per-
manent department of the university work.
This is a new and unique thing in America, no state
university ever having attempted it before. It is there-
fore thought worthy of mention from this platform and
in presence of the great Sunday-school leaders of the
American continent.
In all civilized countries the golden age has been the
dream of philosophers, the melody of the muses, the
vision of seers, the song of poets. In many countries,
historians tell us, the golden age has already come and
gone,^ — in Egypt under Rameses the Great, in Palestine
under Solomon, in Greece under Pericles, in Rome
under Augustus, in France under Louis XIV, in England
under Queen Elizabeth. But the golden age of America
is yet to come. The fathers have not monopolized it
here. It is within the power and privilege of the present
generation to hasten its approach. Let the moral might
and spiritual energy of the American Sunday-school —
the best on earth — and the intellectual force of the
American university — soon to become the best on
earth — be once united in bonds of holy wedlock never
to be broken, and the millennial march of our golden age
will hasten on apace.
Let there be no unwise alliance between church and
state, but on this high and holy ground of mutual under-
standing and voluntary cooperation let mind and spirit
work together in the common cause of enlightenment
and redemption. And let it come to pass, in the near
future, that every state university in all America shall
have some honorable part in the glorious consummation.
Sunday-school and the Minister's Training 197
The Sunday-school and the Minister's Training
GEORGE B. STEWART, D.D.
President Auburn Theological Seminary
There is no single part of a min-
ister's work more important than
the Sunday-school. This appears,
no matter from what angle you view
the Sunday-school. If you look at
the school as the weekly assembly
of the children and youth of the
parish, you cannot fail to see what
a superb opportunity such an assem-
bly gives the minister for coming
into the closest and most influential
G, B. Stewart, D.D. relations with a conspicuously sig-
nificant element in his congregation. If you regard the
school as an organized agency within his parish for
the religious education of his people, and mainly of the
young people, you will immediately perceive that such
an organization offers him a great opportunity to dis-
charge in a most effective way one of his high func-
tions, his teaching function.
If you regard the parish school as but an integral
factor of a vast movement in process in the minister's
own denomination and in all denominations, your im-
agination is soon aglow with the vision of the marvellous
possibilities for imparting religious instruction and for
building Christian character, which it, as a well-
organized and wisely-directed movement for religious
instruction, opens before the Christian ministry. It
is, therefore, no undue emphasis which some of us
place upon this portion of the minister's work. It can-
not well be unduly magnified.
When the minister is in preparation for his life-work,
he ought to have ample preparation for this important
sphere of his ministry. This is only another way of
saying that the Sunday-school should have a large place
198 The Relation of the Sunday-school to Education
in the curriculum of the theological seminary. That it
has found only recently its proper place in the work of
some seminaries and is still practically barred from its
place in other seminaries must not be charged entirely
against the seminaries. These institutions are fairly
representative of the church, and if they have not yet
given the Sunday-school its place in their halls, they are
only a little, if any, behind the church in regard for
this great arm of the church. It must be admitted by
the severest critic of the seminary that it is only recently
that the church has said she wanted her ministers
trained for this work ; it was only yesterday that she
came to think enough of the Sunday-school to feel that
the minister ought to be an expert in its work. Fur-
thermore, the church is asking the seminaries, in this
matter, to make bricks without vStraw. It is doubtless
the case that every seminary would only be too will-
ing to give adequate instruction in this department
if it were furnished with the equipment. But the
church is slow to improve the equipment of the semi-
naries.
It would appear that the church thinks she has done
her full duty toward the seminaries when she has criti-
cised them for their backwardness in this matter, when
in simple fact it is her duty to see that all of the semi-
naries are provided with funds sufficient to enable them
to give the fullest instruction along these important
lines. That the minister may be properly prepared for
his duties in the Sunday-school he must receive instruc-
tion in four great subjects:
I. He must be instructed regarding the pastor's place
in the Sunday-school and the duties growing out of it.
He is pastor of the school, and, by virtue of his relation
to his church, he is in charge. of this large and fruitful
field. His relation to the superintendent, teachers and
scholars, his opportunities, responsibilities, powers,
should all be put before him, so that when he goes to his
parish he may know what he ought to do for and with
Sunday-school and the Minister s Training 199
and in his school in order to be a useful and faithful
pastor.
2. He must be instructed in Sunday-school organi-
zation. This involves a study of the history of the
Sunday-school movement; fundamental idea of the
school, its organization, its discipline in the large sense,
its worship, its curriculum, its instruction. It also in-
volves preparation wisely to attack the problems of the
local school of which he is to become pastor, and effect-
ively to lead it to the realization of its highest ideals.
He must be made acquainted with the Sunday-school in
the large and in the small, with what the school actually
is and what it may be made to be under skillful and
intelligent leadership.
3. He must be instructed in educational psychology.
This rather technical term covers a large domain of
necessary study for any man who is .to be a teacher and
a teacher of teachers, as every pastor ought to be. He
must know the child mind, the laws of its development,
its avenues of approach, its springs of action, and the
factors that enter into conduct and character. This is
a comparatively new field of study, and it has suffered
the fate of all new fields of study: the faddist and the
extremist have done their utmost to make it ridiculous.
Nevertheless, it is susceptible of scientific investigation,
and already has yielded many important results. No
man who is to guide and develop the religious educa-
tional forces in a parish can afford to be ignorant of
this growing scientific study of the child from the point
of view of the educator. He must have a full and usa-
ble knowledge of the Sunday-school pupil.
4. He must be instructed in the art of pedagogy. It
is entirely possible to apply to Bible teaching the prin-
ciples and practices of scientific pedagogy. The theo-
logical student ought to be taught what these principles
and practices are, and he ought to be taught their
application to the Sunday-school. This is training in
method; but method cannot be despised when it
2 00 The Relation of the Sunday-school to Education
concerns so delicate and vital a matter as bringing to-
gether the truth of the Bible and the mind of the child,
with the intent that the truth shall be effective in con-
trolling conduct and maturing character. The divinity
student is to be trained in the fine art of teaching. He
is " to be apt to teach" ; for this we have high author-
ity, and for it there is a great and crying need. He is to
know what good teaching is and how to train teachers
to teach, for he is the chief teacher in his parish school.
These are the four courses that the modem Sunday-
school has added to the curriculum of the theological
seminary, and now requires every man to pursue, who
would be prepared to do his parish work. The pastor
must know his place in the school, he must know his
school, he must know his child, and he must know his
method. I may be pardoned for saying that at Auburn
we are giving instruction along these four lines and pre-
paring to a gratifying degree our students for this great
feature of their subsequent work in their parishes.
No minister may now neglect his Sunday-school, or
count as a slight obligation his duty towards it. The
conditions of modern life lay upon the Church and the
ministry a large responsibility for the moral and religious
education of our youth. This responsibility ma}^ not
be met by the ministry without thorough, scientific
instruction of the divinity student in this vast depart-
ment of church work, and along these four lines which
are indicated above.
Relation of the Teacher to the Curriculum 201
The Relation of the Teacher to the Curriculum
Prof. MARTIN G. BRUMBAUGH, Ph.D.
Deparimciit of Pedagogy, University of Pennsylvania
The center of the educational
world is the teacher. The light of
his life is the transforming and illumi-
nating influence so essential to the
opening soul of the child. No other
agent or agency is in any adequate
way comparable to the teacher.
Emerson was profoundly wise in
declaring to his daughter that he
cared little concerning what college
M. G. Brumbaugh, Ph.D. she attended, but much concerning
what teachers she had. Garfield
counted the life of his pious-souled old teacher —
Mark Hopkins — the best university. Everywhere
thoughtful men have testified that as the teacher is,
so is the school, and what the teacher is determines
what the pupil may become. Teaching is a process in-
volving the contact of life with life. The full, rich life
of a trained teacher meets the meager, unformed life of
the pupil, and the gifts of the one become the posses-
sion of the other. Teachers endow their pupils with
enrichment of soul. God has so constituted the human
soul that it grows by contact with other souls.
The equipment of the teacher includes both a logical
and a psychological element. On the logical side, it
demands that the teacher shall possess an ordered array
of important data, such data as may fairly be considered
the necessary knowledge with which to furnish a human
spirit. On the psychological side, it demands that the
teacher shall possess an insight into soul-growth, such
insight as may fairly be considered the necessary equip-
ment with which to develop all the powers of the human
spirit. Our older pedagogy laid most stress upon the
former; our present pedagogy lays most stress upon the
202 The Relation of the Sunday-school to Education
latter. The older pedagogy asked what the teacher
knew, as if mere knowledge of a carefully constructed
curriculum were sufficient guaranty for satisfactory re-
sults in teaching. The present pedagogy asks what the
teacher can do, and is not content to store the mind
with facts, but insists upon furnishing the so'ul with
fully developed powers. The emphasis of the older was
upon the curriculum. The emphasis of the newer is
upon the pupils' expanding powers of soul.
The pedagogy of the Christian school must press the
equipment of the teacher yet one remove less from the
soul of the child. The Christian teacher must under-
stand that he teaches more by his slife than by his
thoughts, his words or his deeds. The question of the
true teacher in God's school is not " What do I know? "
nor yet " What can I do? " but always and emphati-
cally, " What am I ?" To know is good. To do is
better. To be is best. " Be ye, therefore, perfect,
EVEN AS YOUR FaTHER WHICH IS IN HEAVEN IS PER-
FECT " is the standard set for all teachers by the Ideal
Teacher.
The transcendent need of the Sunday-school is teach-
ers, — teachers who know the truth, who honor it by
living it, who glorify it by being the truth. Again the
Ideal Teacher declares, " / ajii the truth.'' The Church
as a whole is never so secure as when it is fostered by
an ideal clergy. It is never so w^eak as when it must
endure an unworthy priesthood. The Sunday-school is
never so securely progressive and gloriously triumphant
as when it is administered by ideal teachers. It is never
so weak, so hopeless, so useless, as when it must endure
the incubus of inefficient teachers. The teacher is both
light and life to the budding powers of the young soul.
In a large city, with a curriculum of merit equal to
the best, there are many miserable schools. The fault
is in the teachers. In another city, with an imperfect
curriculum, there are many excellent schools. The
excellence is due to the teachers. Poor teachers will
Relation of the Teacher to the CiirrictUum 203
miserably fail with the best curriculum. Good teachers
will triumph in spite of the curriculum. The funda-
mental reason for these assertions lies in the fact that
mastery of any curriculum is never the end of the teach-
ing process. This is not declaring that a good curricu-
lum is inferior to a poor curriculum. No sane mind
could defend such a premise. But it is declaring with
an unequivocal voice that the teacher is more than the
curriculum, just as the life is more than meat, and the
body more than raiment.
If, then, we are to take up the true reform of the
Sunday-school, we must raise our banners and wage a
vigorous warfare for thoroughly fitted teachers. Nor
will we make progress by devoting our time and our
energies to such minor purposes — valuable as these
may be — as school architecture, class appliances,
graded lessons and kindred concerns that are important,
no doubt, but that are not for a moment to be counted
as of prime significance in the light of our dominant need.
But, says an earnest protester, is it not essential
that we should have the best materials, organized in the
best order, if we are to accomplish high purposes? This
is undeniably important, but let us never forget that
it is the teacher behind the course of study that wins
the victories of the cross. Let us, first of all, concen-
trate our efforts upon the making of good teachers, and
all these minor matters will in due time be added unto
us. Our chief business is to equip each class in the Sun-
day-school with a superb teacher. We have every-
where in the Christian world capable material out of
which to make such teachers. Why not make the seri-
ous and foremost purpose of this association the task
of making good teachers?
The fundamental function of the National Educa-
tional Association is that of improving the quality of
teaching in all grades of schools. Let us hold to the
same ideals for this great International Sunday-school
Convention. There should be in every convenient
2 04 The Relation of the Sunday-school to Education
center a class of young men and women under training
to become teachers in the Sunday-school. The ministry
everywhere should plead for a high type of Christian
character devoted seriously to the business of teaching
in the Sunday-school. We should hold the place in
such regard that men and women would esteem it a
privilege to teach. It is now the pride of a man's life
that he is a lawyer, a doctor, a missionary, a dentist,
a minister. Why not exalt the work of teaching in
Christ's school to the standard that would make men
proud to record the fact, " I am a teacher in the Sunday-
school "?
A great teacher is great in soulful Vv'orth. He is rich
in attributes of the kingdom. He passes the test set
for Peter. He loves Jesus Christ more than he loves all
else. His ability and his right to teach in His name
are alike conditioned upon his love for childhood
in Christ. The best lover is the best feeder. The
measure of one's power to teach is the measure of
one's love for Him. We want trained teachers whose
hearts and heads alike are illumined by the Christ
life.
Knowledge is never an end in the educational process.
All knowledge must be transmuted into conduct before
it can in any adequate way be regarded as of worth.
The transmuting of knowledge, through feeling, into
conduct is the work of fine teaching. Knowledge is
power. But teaching is not only developing power, but
it is guiding power to right ends. The wise teacher
understands that inspiration is worth more, vastly more,
than information. He will be more concerned over
the quality of soul he develops than he is over the
quantity or quality of knowledge he imparts. He
understands also that a consecrated spirit is worth
more than a graded curriculum.
A graded course of study is an ordered complex of
many subjects of study. Any attempt to organize the
materials of education into an orderly array must first
Relation of the Teacher to the Curriciihun 205
and always select some one dominant subject of study
as the center of concern. Around this center must be
grouped all related knowledge. This center of corre-
lation for the secular school is variously designated.
For the Sunday-school, no such confusion of centers
is possible. There is only one possible center, — the
Bible. It is of transcendent interest, and it should be
used in every grade of the Sunday-school. In every
grade, for every lesson, let us keep the Bible in the hands
of our boys and girls, and its saving words in their souls.
Upon this basis we may wisely grade our teaching and
adapt our lessons to the capacity of each.
It is my abiding conviction that the recitation is the
focus of all pedagogic possibilities. The recitation is
the teacher's opportunity. To meet the pupil bare of
knowledge is unfortunate. To meet the pupil lean of
soul is fatal. A consecrated teacher is worth much more
than a graded curriculum. Such a teacher becomes a
living epistle of the Master, known and read of all pupils.
Finally, it is to be borne in mind that no course of
study for the Sunday-school has virtue in and of itself.
Its merit is to be found in the function it is made to
assume by the teacher. The finest graded materials
in the hands of an unskilled teacher will not enrich human
souls. In short, all transforming and reforming power is
wisely given by the divine wisdom to living agencies.
To gaze and to read will not develop souls. There
must be a trained guide whose experience and whose
education alike fit him to put purpose into the gazing
and meaning into the reading. That guide is the
teacher. God commits his children to teachers; be
they parents or state agents or church agents, it is all
one, the function is the same. To be a man, man must
be educated. To be a child of the King, each one must
be led carefully, patiently, skillfully and steadily by a
wise leader to the foot of the throne and, inspired by the
leading, there to bow and cry, " Holy, holy, Lord God
Almighty!"
2o6 The Relation of the Sunday-school to Education
R. A. Falconer, LL.D.
Teacher Training
ROBERT A. FALCONER, LL.D., Litt. D.
Principal Presbyterian Theological College, and Convener of Teacher Train-
ing Classes of the Presbyterian Church of Canada
Those who teach in the day-
school and in the Sunday-school
belong for the most part to the
great multitude who hold an un-
assuming, if not " a silent station
in this beauteous world." On
this continent we are still far
from giving them their meed of
honor, and yet the leaders in
the noble band of teachers are
surpassed by few in intelligence
and character, while for shaping
the plastic mind of youth into
its permanent form only the
parents can outstrip them in
their opportunity.
Unfortunately for us we often neglect to appraise our
human faculties and virtues at their true values. The
world has been slow to take Jesus in earnest when he
said, " The meek shall inherit the earth "; nor can it be
said that this other word of wisdom, so similar in spirit,
has yet been laid to heart: " Take heed that ye despise
not one of these little ones; for I say unto you that in
heaven their angels do alwa3^s behold the face of my Father
which is in heaven," They must verily be chaste souls
who are in the keeping of God himself. May it be that
the smile of a child is a flash from the Father's counte-
nance, as he beholds it with pleasure even in this earthly
habitation ?
The training of the teacher is a supreme obligation.
To begin with, one may remark that it is a most elusive
task. Who wotild presume to say that if a teacher does
thus and thus, lo! he is turned out an efificient guide
Teacher Training 207
for youth? But there are degrees, — excellent, good,
fair, indifferent. Some from all these classes are found
in our Sunday-schools. The aim of a teacher-training
course is to seek by hints on method, and instruction in
Scripture, to turn the good into the excellent, the fair
into the good, and the indift'erent into the fair. Two
assumptions we always make, — that some teachers are
born teachers, and that a good will and patience may
in time work wonders even with the poorly endowed
instructor.
(i.) There must be grades in any complete course of
teacher training. T was very much pleased to hear
from Dr. Schauffler's report on the International Lesson
Committee that they recommend an optional advanced
course, thus making three grades of lessons possible for
our schools.
One would not feel justified in laying down the prin-
ciple that a teacher-training course must follow with
precision the grades into which the scholars may be
divided, for there are .common truths which every
teacher should know; and the difference between the
equipment of teachers is not so much in the subject
matter as in the relative emphasis.
This being premised, we must also bear in mind that
men and women have aptitudes for dealing with chil-
dren of different ages. An excellent teacher of the infant
class may be a failure with a Bible class, while many
excellent people of fine natural sympathies may suit
interniediate grades, but not the primary nor the more
advanced. When our courses are complete we shall
therefore adapt our training to the special equipment
required.
(2.) To a.ll grades of teachers we have a right to
give a knowledge of the child-mind, and as arising out
of that, the best means of approach to it. I spoke of
the child as being like the sea, so infinite is the variety
of children's natures. But there are clearly defined laws
of mind and character, no less trustworthy than those
2o8 The Relation of the Sunday-school to Education
to which the mariner commits himself with confidence.
A child is not a complete enigma. The characteristics
of the past are repeated from age to age. Parents appear
again in their sons and daughters. Family and national
features are a part of our inheritance for weal or for woe.
Noble birth is no less a blessing than evil parentage is
a curse. So it comes about that psychology approxi-
mates to an exact science ; and the study of child nature
is as important as that of any other department of the
human mind.
The teacher should know what to expect in children;
how their thoughts work; how their powers of imagi-
nation and imitation may be employed to the best ad-
vantage. This knowledge of child nature easily passes
into knowledge of how to approach the child. His soul
is not hidden away like Lhassa, the capital of Tibet,
inaccessible to all but an expedition scientifically en-
gineered and equipped with the apparatus of hostile
invasion. The child-spirit runs forth to welcome you
on its threshold, when you come as a prudent and sym-
pathetic friend. So we provide the teacher with in-
struction as to the way in which the boy's or the girl's
mind may be supposed to grow; what kinds of subjects
are likely to attract most interest at different ages ; what
is the probable strength or weakness of character in
child or adolescent growth; and, therefore, the most
effective spiritual culture at each stage.
These outline facts should be known by every intelli-
gent teacher. But additional training might be supplied
in any thoroughl}^ designed course the better to furnish
forth the teacher of each grade, primary, intermediate,
or adolescent. We need not, however, expect too much
from such knowledge. Over-elaboration may occasion
more perils than those into which ignorance blunders.
All the help that even a very intelligent teacher requires
in this way may be put into small com^pass.
The Sunda\^-school teacher is not a student of anatomy,
dissecting a body which is built upon an exact system
Teacher Training 209
of bones, muscles and nerves. The teacher is studying
a living soul. We set the child in the midst and study
him. Rote, rule, precept are useful by way of hinting,
merely brief extracts from the inherited discipline of
human life, to supply us with suggestion as to how to
deal with this boy or that girl. That is all. Our teacher-
course must lay upon the average and perhaps diffident
teacher a burden which is at once heavy and stimulating.
There is the boy — study him; find out his interests;
be patient with him in his extravagance and boisterous-
ness; have sympathy with him in his temptations. We
merely point you such and such sign-posts which science
and experience have set up for us, as being the most
likely road by which the sympathetic teacher may enter
the boj^'s heart.
(3.) The good teacher must have a competent reserve
of knowledge. A bright class will soon recognize whether
the teacher has a sufficient rest, and if not, they will
make a run on it and seek to damage your credit. The
secret of good teaching lies not only in the art of impart-
ing, but before that is the art of selecting. To pick out
the main idea, and then so to group around it the differ-
ent facts as to make it prominent, is a function of the
true teacher. But this implies no inconsiderable knowl-
edge.
You may fill your memory full of details as to the
tabernacle or the ritual system of Israel, and fail to grasp
why that tabernacle or ritual was established. You
may know the dates of the kings of Israel and Judah
and the order of the prophets in the English, nay, in the
Hebrew and Septuagint versions, and yet have never
understood what the unique mission of the prophet was,
nor the message of Israel to the world. You may know
the probable dates of the life of our Lord, the institutions
and sects of the Jewish world, and the places of the
books in the New Testament canon, and have little con-
ception of the religious ideas and moral dynamic of that
age withal.
2IO The Relation of the Sunday-school to Education
So I regard it as a primary qualification in any teacher-
training course worth the name, that the facts of Scrip-
ture presented should shed light on the central truths
of the Bible.
Even the simplest teacher-training course should pro-
vide succulent facts on which mind and heart can be
noun5h?d. Every teacher ought to know why the
Bible was written. He should know what Israel did
for the world — how God spoke to his people by prophet,
historian, law-giver, psalmist and wise man — and why
Israel failed. He should know the general cause of
Christ's life; the chief things he taught and did; what he
claimed to be; in a word, the purpose of his life. He
should know what his disciples thought of him; how
he became the soul of their life ; how a new society was
created ; what a noble life was there ; how the 3^ overcame
the world ; what salvation they enjoyed, and their hope
for the future.
Do not let us imagine that this is too formidable. These
truths are simple. In fact they are the elemental truths
of our religion, simple and few, yet inexhaustibly rich.
In a good teacher's course we therefore expect such
a plain outline of Scripture truth as will show the purpose
of the books, and the place they hold in the revelation
of God. The teacher should know how the veins of
the rock run, so that he may pierce down and bring the
])upil to a spring of living water.
There is much scope for gradation in Scripture knowl-
edge. Primary teachers require more intimate acquaint-
ance with some aspects of Scripture ; advanced teachers of
others. But perhaps at present we may be content with
courses that suit the average, provided they help them
to realize that the Bible is a living Book.
How many of us take a book of the New Testament and
read it as a whole? Our views of the life of Christ are
scrappy. What do we know of the Epistles in the light
of the intense life from which they took their birth?
The age was stormy. Fierce spirits rode upon the gales,
Teacher Trainiriij 211
'&.
and threatened to submerge the Church of the Uving
God. But he kept it safe, and the salvation which the
Church then enjoyed becomes vivid tones in these pages,
so that we too may delight in it in our calmer times.
Let our teachers catch the spirit of these books.
(4.) A teacher should have an intelligent view of Scrip-
ture truth as a whole, those great facts of God, — Christ,
man and reconciliation, life in the Spirit, and the future,
— which we may call the sum of saving knowledge.
A system coordinates his knowledge, helps him to in-
terpret his own religious experience, and to understand
the Scriptures more intelligently. Bible truth has a
symmetrical though progressive wholeness. Just here
is the field to be exploited by the individual denomina-
tion. The teacher ought to know the peculiar witness
that his own Church has borne to the truth, and holding
to it in love, to give an intelligent testimony thereto.
But the range in doctrine, practice, worship and history
is so wide that it would be unwise to enter upon it now.
(5.) Above all, every course should emphasize the per-
sonality of the teacher as the measure of the effectiveness
of results. The course is to develop the teacher, not in
his own Christian life, but so that he may guide the child
into the truth. It almost goes without saying that unless
his Christian life flows full and clear from the living
Christ, the teacher can do little for the child; but the
course must keep in view the child beyond the teacher,
so the fundamental law of the kingdom is again found
to be true. The teacher must die to self, lest he cause
one of these little ones to perish ; but he will find his life
again as he leads them into the Kingdom.
(6.) Finally, I cherish the hope that the day is not far
distant when the colleges and seminaries of our churches
will recognize the supreme importance of this discipline,
and will provide, either by extensive lectures, or by
special courses in the curriculum, such a training as will
do for the teacher in some measure what is now done
for the prospective minister of the gospel.
212
The Relation of the Sunday-school to Education
Rev, E. B. Allen
The Army of the Future; or, After Enlistment, What?
Rev. ERNEST BOURNER ALLEN
This great convention is a council
of war. Under the eye of the great
Commander are met the cohorts of
the King. From every city and
hamlet, every state and province,
have gathered the picked legionaries
of the Imperial army. Before them
stretches, in imagination, the great
world field. The battle is on. What
the outcome will be no loyal soldier
of the King can question. The day
is coming when every knee shall
bow and when the knowledge of Jehovah shall fill the
earth as the waters cover the sea.
This vast world-army of more than 25,000,000 in the
Sunday-schools of Christendom is moving steadily for-
ward. The majority of them will surely enlist, in the
providence of God, under the banner of Jesus Christ,
our Lord. It is one thing to enlist. It is another thing
to train the raw recruit so that he shall be an efficient
unit in the work for the world's redemption. We have
need not only to ivin this generation for Jesus Christ,
but we have likewise the splendid and stupendous task
of setting this generation at work. Well begun is half
done. A generation won is an army recruited. Now
for the task of training.
To the primary war cr}^ of evangelism, we must ever
add the war cry of education. The work of grace
begun in the soul, the growth of grace and knowledge
must be steadily fostered. Decision days we must
have — they are indispensable. Developing days we
must likewise have, if our youth are to remain stead-
fast and not be swept away by " every wind of doctrme,
by the sleight of men, in craftiness, after the wiles of
error."
. The Army of the Future 213
If any man could tell just what is to come after the
enlistment of our youth in the army of the Lord, he
would have answered every problem that arises in the
Sunday-school world. The character of our lessons;
the development of missionary knowledge and enthu-
siasm; the conserving of our denominational life; and
the cultivation of the future, — all of these are involved
in the drill which follows enlistment.
The Sunday-school of to-day is the church of to-
morrow. What kind of a church will it he? The school's
influence upon that church is almost as final as it is
fruitful. What will that church of to-morrow believe
about the Sunday-school? What will it know and be-
lieve regarding the great missionary enterprises of the
church and Kingdom? What will it do about the great
ethical, humanitarian and patriotic needs of society
to-day?
In some way these fundamental duties of the Christian
church must be taught the church in embryo, as it exists
in the Sunday-school. All the great ideas which they
carry with them through life must be wrought into their
being before they are thirty. If they have not ade-
quate ideas of the church, of Christian doctrine and
deed, we shall find that the church of to-morrow is weak
and inefficient. Churches are known by the Sunday-
schools they maintain. Sunday-schools are known by
the churches they foster and feed.
There are four things in which the army of the future
must be drilled :
I. Denominational Loyalty
Each denomination stands for some phase of truth
which needs perpetual emphasis. Men respect other
denominations in proportion as they appreciate the
significance of their own.
It will not be an impossible thing in hundreds of
teachers' meetings for the pastor to present phases of
the denominational history which could be utilized in
2 14 The Relation of the SitJidayschool to Ediication
Sabbath-school teaching. Every church has its mis-
sionary martyrs and heroes.
Out of denominational loyalty springs more generous
support for our missionary organizations. It is a stu-
pendous fact that hundreds of thousands of dollars are
given yearly by worthy though uninformed Christian
people for causes and institutions which have no adequate
policy, no organization of stability.
The mystic letters which represent the names of our
missionary boards should be translated to our scholars and
made living realities. Some of them give very ignorantly
for a while to things which mean no more to them than
X, Y, Z, simply because they are asked to do it. When
they are older, they stop. This would not be so bad if
the opportunity to educate and interest them in our
missionary work was not practically lost.
Furthermore, excellent Christian people are giving
too much to unauthorized solicitors and independent
organizations. It is not long since a man came to this
country from Turkey, pretending to be raising money
for a school there. That man married an American
wife, spent his summers at Bar Harbor, lived at an
annual expenditure of over $4,000, while the little school
across the water received about $150. He deceived our
churches and schools and diverted their money out of
stable and intelligently administered denominational
channels into his own pocket. Ninety-six per cent of
what he raised he spent on himself, whereas any one of
our great denominational missionary boards would have
reversed the percentage, used but 7 per cent for ad-
ministrative expenses and sent 93 per cent to the field,
besides looking after it continuously.
Perhaps no one fully realizes how much the missionary
spirit needs development to-day! We who were on
the great cruise to Jerusalem have had our vision. If the
church of to-morrow, the army of the future, fulfills the
great commission, it must be stirred through the present
generation in the Sunday-school, Are you alive to your
The Ariiiy oj the Future 21 <
great opportunity? The vital missionary interest must
begin with you.
Here lies our opportunity to enlist recruits for the
great missionary work of the church for the Kingdoin.
It was a question by a Sunday-school teacher, after a
missionary sermon, to a boy of six or seven years of
age, that helped much to give Robert E. Speer to his
great work as foreign missionary secretary of the Pres-
b3^terian Board. The question of a missionary, as he
laid his hand upon a little boy's head, gave Coleridge
Patterson as a missionary to New Zealand. The teacher
who is not an enthusiast , at least a friend, of nrissious,
is far below the grade ive need.
Robert Morrison, the distinguished missionary to
China, was picked — a priceless jewel — out of the filth
of the street and welcomed to the home and class of a
faithful teacher. She loved his unattractive soul into
life and training and service. Hundreds of teachers
can do a similar work if they believe in the missionary
command and realize that they are molding the senti-
ment of the church of the future upon the . marching
orders of the King.
n. Doctrinal Furnishing
We cannot ignore that psychological period in the life
of youth when he is taking apart the old framework of
his belief and piitting it together again to suit himself.
It is better so, if he is helped at this crisis. Henry
Drummond was right when he said that in every man's
life there are three periods: First, the period of position,
when he accepts practically ev-erything that is said to
him without question. He is quite contented to take
his mother's belief for his own. The second jjeriod,
however, is one of opposition. In this period the youth
doubts much or all that was ever taught him. He is
ready to deny the simplest and the most fundamental
things. He may go to the very depths of despair in
his doubt or shipwreck all the traditional beliefs of his
2i6 The Relation of the Sundays ehool to Education
life. It will depend somewhat upon his temperament
and his teacher.
There comes a third epoch in the life of youth which
Drummond has called the era of composition. Now he
is putting things together. He knows the joy of building
a belief. He is gathering his materials from every belief
under heaven and from every life he meets. We must
be ready for this constructive period and place mate-
rials within his reach. Doctrine has its place in the life
of the soul, and many millions mark out, before they
are twenty, the doctrines by which they live for fifty
years or more. It is a big business, therefore, for the
teacher to help in this crisis.
The startling success of some fads and fancies in reli-
gious life to-day arises from the dearth of doctrinal
teaching. The problem of advanced lessons for our
Sunday-schools lies right here. Every lesson affords
some opportunity for doctrinal development. It would
be a help to thousands upon thousands of teachers to
enter upon a course of doctrinal study themselves, not
because they are unfaithful or fruitless teachers, but
they would be helped to see just what they are trying
to bring to others. Distorted fragments of biblical
teaching are to be found in a score of sects, isms and
phenomenally large organizations, exploited by the
genius of a man or a woman through emphasis upon
some neglected but popular segment of Christian doc-
trine. We must guard the future and protect from
shipwreck the present generation by a sane and syste-
matic endeavor to make clear and distinct the doctrines
of the Lord and the Book.
III. Devotional Hai^its
It is possible to cultivate the great virtues of rever-
ence, of prayerfulness and of meditation even in busy
and boisterous youth. Every school must cooperate
with the church in the development of devotional habits.
Any adequate training of our youth must include training
The Army of the FiiUtre 217
in church attendance, for the Sunday-school of to-day
is training the church-going people of to-morrow. The
message of the minister has a place in the development
of our youth.
Yoti must see to it, teachers, that you give the church
her opportunity in training the child of to-day. Are
you at church regularly? Is your class there? Do you
ever sit with them? Do you ever fit the sermon into
your teaching? The Sunday-school has its unrivaled,
unparalleled function, but it is not a church. We must
get our youth in touch with the church, in worship, in
work, in sympathy, during these strategic, never-return-
ing years, when habit and opinion are formed.
Everything that has been said about denominational
loyalty, doctrinal furnishing and the cultivation of the
devotional habit may be attained in that ideal Sab-
bath-school which is yoked with the church to receive
instruction and service along these lines.
IV. Deeds of Evangelism, Patriotism and
Beneficence
While our youth are enjoying their Sunday-school
privileges, it is easy to remind them that for every child
in the Sunday-school there is another child outside.
What are we doing to reach him? Let us stir the evan-
gelistic ardor and train its expression in the lives of our
pupils. If every one inside found and helped one out-
side, how this old continent would be roused before the
year ends. Is your school, your section of the army,
lined up for conquest? Some of our. Christian army
find it hard to engage in the hand-to-hand work which
steadily wins men. They never tried it in youth. This
spirit of personal evangelism we can cultivate to-day.
The army of the future can be trained in patriotism.
It is needed to counteract the spirit of commercialism,
of office-seeking for the sake of graft, which stalks
abroad to-day. Its typical battle-field may be found in
waging war on that personification of greed, crime and
2i8 The Relation of the Sunday-school to Education
destruction, — the saloon as an institution. Temperance
Sunday is a great day of patriotism, a day of appeal
for a declaration of independence. Instruction in the
method and meaning of civil government fall quite
within the province of the teacher whose eyes are open
to the political manipulation by the forces of evil of all
our cherished ideals of life, liberty and happiness.
There is no factor in God's universe so full of tremen-
dous power to shape the Church of the living God in the
next generation, in its missionary service, its doctrinal
ideals and its noble patriotism, as the Sunday-school
whose ranks to-day enroll the army of the future. What
the Church of to-morrow becomes, therefore, will be
largely due to what we build into it to-day.
Bethlehem Woman
{^From Glimpses of Bible Lands)
Reverence in the Sunday-school 219
Reverence in the Sunday-school
ELSON I. REXFORD, M.A., LL.D.
Principal Diocesan Theological College, Montreal, Que.
The fundamental ideas under-
lying the religious sentiment among
men are " dependence, fellowship
and progress." Of these, the feeling
of dependence appears the most
primitive. And as the religious
development of the child corresponds
in many respects with the religious
development of a people, the earli-
E. I. Rexford, m.a. est religious sentiments of the child
take the form of a sense of depend-
ence. This rudimentary religious sentiment requires
to be stimulated, nourished and developed by providing
for its expression in prayer, praise and thanksgiving.
The natural feeling which accompanies the recognition
of superiority and worth in others is respect or reverence,
and to develop this quality of reverence in the child-
mind is to develop the capacity for religious impres-
sions.
Two things are evident : jirst, that a reverent spirit
is a necessary accompaniment of effective religious im-
pressions ; ^ and second, that definite and deliberate
training from outside the child is necessary for the
development of this reverent spirit. It becomes, there-
fore, the manifest duty of every Sunday-school to work
for the development of an atmosphere of reverence
among its members as an important condition of
effective teaching.
In our efforts to create this reverent atmosphere in
our Sunday-schools, we require to recognize certain
fundamental principles.
First: This quality of reverence is a growth, a devel-
opment. While it may be potentially present in germ
in child nature, it enters into the actual experience of
2 20 The Relation of the Sunday-school to Education
child life only by means of very careful cultivation.
We are not to be surprised or discouraged if we find it
lacking in the moral and spiritual outfit of the young
child ; but we are to recognize in this defect an unfavor-
able condition for our work, to be removed by well-
directed and systematic effort.
A second principle is the intimate relation between
physical conditions and religious impressions. We are
familiar with the idea of the body as the medium through
which we give expression to mental and religious states,
and we are accustomed to interpret the mental and
religious states of consciousness of those around us by
means of their bodily attitudes and expressions. In
this way we determine whether a man is hopeful or
depressed by a glance at his bodily condition; whether
his mind is occupied with joyous or sorrowful thoughts
by the same test. Moreover, the connection of body
and mind is so intimate that it appears necessary to
give physical expression to our impressions and ideas
in order that they may be clear, definite and strong.
An idea or impression does not become clear and
strong until we take part in some action or exercise in
which it is put into actual use. This thought has been
thrown into the well-known literary form, " No im-
pression without expression." While the mutual influ-
ence of mind and body has been generally recognized,
the tendency of physical attitudes and exercises to
develop and strengthen corresponding mental and
religious states has not received the attention which
its importance deserves. .
The principle of imitation is another important
factor in the religious development of children. This
is the child's method of experimenting upon the expe-
riences of life. He observes certain attitudes and
actions in life. He reproduces these attitudes and
realizes the accompanying sensations in his own inde-
pendent experience. By repetition these imitated ac-
tions and attitudes with their appropriate emotions and
Reverence in the Sunday-school 221
mental states gradually develop into habits. The
games and plays of children are apparently determined
in large measure by their environment in home and
street life; indeed, there is good reason to believe that
many traits of child nature that have been attributed
to the influence of heredity are to be explained upon the
principle of imitation.
Very great importance is, therefore, to be assigned
to the environment of the child in the Sunday-school,
the home of religious impressions, especially to the ac-
tions and attitude of those whom the children may
naturally be expected to imitate.
We are now in a position to inquire what are the
means or methods which may be employed in harmony
with these fundamental principles for the development
of this important sentiment of reverence among chil-
dren in our Sunday-schools.
As preliminary provision there should be a well-
defined working plan, carefully considered and adopted
by the superintendent and teachers in conference. This
plan should provide for the main points of diffi-
culty which are likely to arise in working the schools,
and should secure uniform treatment from members of
the teaching staff. Under such a plan there are certain
practises on the part of pupils that cannot be tolerated,
and there will be united effort to eliminate these promi-
nent sources of disorder by uniform and persistent
pressure throughout the school, teacher supporting
superintendent, and superintendent supporting teacher.
In cases where the question of discipline is acute,
the teacher will be in her place in time to receive her
pupils when they arrive. After an experience of more
than a quarter of a century in organizing and managing
groups of children, I am very strongly of the opinion
that this method of united effort in accordance with
an approved plan deserves more attention than it is
receiving in many of our Sunday-schools, and that the
absence of such a plan accounts for the comparative
2 22 The Relation of the Sunday-school to Education
failure of many schools. In accordance with the prin-
ciple that the best way to control children is to keep
them occupied, the wise teacher will see that each
scholar is provided with the necessary material to enable
him to take his full share in the devotional exercises
and in the lesson work of the school. Each pupil should
be provided with a Bible, a service book and a hymn
book, and as far as possible each pupil should be encour-
aged to have his own set of books and to use them with
proper care because of the importance of their contents.
We are fully justified in urging upon our pupils to
treat v/ith care and respect the Bible as a book, the
prayer book, the hymn book, and the room in which
they meet for Sunday-school purposes, not only as a
matter of principle, but also for the reflex influence upon
the life of the children. For similar reasons it is well
to encourage children to secure the best copy of the
Bible they can afford for their own use, that they may
have this added pleasure in the possession and use of
the Holy Scriptures in a beautiful form.
With these preliminary precautions, the teacher is in
a favorable position to induce the members of the class
to take part in the devotional exercises of the school as
an important step in the development of the quality
of reverence. In this delicate and difficult work the
teacher does not stand alone in influencing his class.
In it the members of the class feel the pressure of that
undefined influence called " sympathy of numbers." If
the whole school is working together upon a common
plan, each class will feel the influence of the whole sch<)ol
gently moving them to cooperation. The spirit of
imitation will also do its work, and the reluctant mem-
bers, seeing the school generally taking part, will not
feel comfortable in their positions as exceptions to the
general rule.
The importance of inducing the children to join in
the devotional exercises can scarcely be overestimated.
The educational principle that " we learn to do by
Reverence in the Sunday-school 223
doing " is as true of spiritual and devotional exercises
as it is in secular matters. We learn to worship by
worshiping. We develop the prayerful spirit by
praying. The faithful and intelligent performance of
the outward act has a tendency to call up the corre-
sponding mental and spiritual state. Actual partici-
pation in the devotional exercises of the school tends
to develop an attitude of mind and heart favorable to
religious impressions.
The feeling of gratitude to God will be developed and
strengthened by expressing that feeling in prayer and
praise. If the conscience has been touched with a
sense of wrong-doing, the feeling of penitence will be
developed and strengthened by joining with the rest
of the school in the exercise of confession.
The most effective method of developing this quality
of reverence is to be found in wise application of the
principle of imitation. The example of the officers and
teachers in a Sunday-school, whom the children may
naturally be expected to imitate, must exercise a con-
trolling influence for good or for evil. " There is no
power in precept unless it is backed up by example.
Therefore parents and teachers of the young should be
more particular about what they are and what they do
than about what they teach. This is frequently reversed,
so that good teaching is nullified by poor practice."
Let us apply these principles to the practices of the
Sunday-school room.
The teacher urges the pupils to join in the singing of
the school. He impresses upon them that it is not
reverent nor right for members of the class to be talking
or to be otherwise occupied while the school is offering
jjraise in song to God. The hymn is announced, the
singing begins, but here and there in the room the chil-
dren observe the officers of the school, sometimes the
teachers, engaged in conversation or otherwise occupied
while the school is engaged in the religious exercise of
singing praises to God. What is the inevitable effect
224 The Relation of the Sunday-school to Education
upon the mind of these pupils? They reach the logical
conclusion that whatever may be the opinion of their
particular teacher, the leaders and officers of the school
and some of the teachers show by their practice that
they do not consider it unseemly or irreverent to engage
in conversation or to be otherwise occupied in the same
room, when the sacrifice of praise and thanksgiving is
being offered to God. It is almost impossible for the
average teacher to make headway against adverse
influences of this kind. All adults in a Sunday-school
room should regularly participate in each religious
exercise of the school because of the powerful influence
which their example must exercise upon the school
generally.
We instinctively associate certain physical attitudes
with definite states of mind. The standing position is
uniformly associated with the expression of special
respect. If we are to acknowledge wrong-doing and
plead for mercy, we naturally fall upon our knees and
bow our heads. If we are to express praise and thanks-
giving, if we are to laud and magnify God's holy name,
then we instinctively rise to our feet as the fitting atti-
tude for such religious exercises.
These practices are the natural outgrowth of a fun-
damental principle of our dual nature. In almost
every department of our social organization, — mili-
tary, judicial, academic, — appropriate physical attitudes
are encouraged and required, not only as expression
of, but as incentives to, appropriate states of mind.
But there is no sphere in which this principle is more
appropriate and more effective than in the religious
sphere, and especially in the religious development of
children. They delight in action, especially in expres-
sive imitative action. Change of position brings relief
and pleasure to them. The very constitution of their
nature calls imperatively for the definite recognition of
this principle in planning for their religiovis develop-
ment through devotional exercises.
Reverence in the Sunday-school 225
The recognition of this principle commits us to the
view that each of the physical attitudes of standing,
sitting and kneeling has its appropriate relation to
certain religious exercises. In general terms the stand-
ing position is associated with praise, kneeling with
prayer, and sitting with meditation. While certain
prayers in which the element of praise is dominant may
call for the standing position, and while certain hymns
of a penitential tone may well be sung upon our knees,
it is not easy to discover the fitness of the sitting posi-
tion for an address to the King of kings either of prayer
or praise. If for any cause the kneeling position is not
practicable, then let us secure the standing position for
both prayer and praise, as a change from our ordinary
sitting posture indicating respect.
But whether kneeling or standing, let the posture be
definite and well taken, indicating mental alertness and
attention. All limp, lounging, half -reclining attitudes
of the body in prayer are to be avoided as indicative of
indifference, lack of earnestness, want of respect. The
soldier who takes the erect, manly attitude of courage in
his military drill develops thereby the manly and coura-
geous spirit, and in like manner, tmder the guidance of
God's Holy Spirit, the child who regularly kneels up-
right in the attitude of attention is developing mental
alertness and spiritual definiteness in the exercise of
prayer.
I plead to-night for a united effort to secure for our
Sunday-schools an atmosphere pervaded with the sjjirit
of reverence. I plead for a common-sense use, under
the direction of the Holy Spirit, of the fundamental
principles connecting physical posture and mental atti-
tude, and in order that these common-sense means may
have a fair opportunity to effect their purpose, I plead
with our adult leaders to cooperate by their example
in developing this quality of reverence in our Sunday-
schools.
2 26 The Relation of the Sunday-school to Education
J. L. HURLBUT, D.D.
The Supplemental Lesson
JESSE L. HURLBUT, D.D.
I. The aim of all Sunday-school
work is the salvation of the scholar.
It is more than his " conversion/'
bringing him to the crisis of decision
for Christ. It embraces the com-
pleteness of his Christian character,
an equipment for service here, and
a preparation for heaven hereafter.
When the pupil has been led into
the church, his salvation is just be-
gun ; its completion will be when he
enters the city of the great King, the
heavenly Jerusalem.
2 . For this work of the scholar's salvation, the Sunday-
school enjoys a peculiar opportunity, second only to
the opportunity of the home itself, which is before all
other institutions in its privilege of soul-winning. But
outside of the home, no other place occupies the point
of vantage of the Sunda^^-school. The child attends
the Sunday-school at a period when impressions are
readily received; and when once formed, they will
endure. The right leadership will bring the child to
Christ and train him up in Christ.
3. For the salvation of the scholar, the Sunday-school
employs a potent instrumentality, the Holy Scrip-
tures. Think of it! Every Sunday, on this continent,
from twelve to fourteen million people are enrolled in
the Sunday-school, for the study of the Word of God;
that Word which is so quick and powerful. We read in
the medieval legend of King Arthur's sword, of which the
story is, " It flashed with the glow of sixty torches;
and at every stroke it clove a man! " Ours is a blade
keener and more glorious; for it cannot only wound, it
can heal; it can kill, and it can make alive.
The Supplemental Lesson 227
4. Let us consider the method employed by nearl}'
all Sunday-schools in teaching the Scriptures. There are
three methods of teaching from the Bible, — the textual,
the topical, and the para-graph method. The textual
presents, explains, enforces isolated texts or sentences,
and is largely the method of the pulpit. The topical
method presents subjects in the Bible, and finds the texts
to illustrate them everywhere, and it is the method of
the college and the theological school. The paragraph
method studies certain lessons, consisting of a number
of verses, selected a'ccording to some plan, and fixes the
scholar's attention upon them ; and that is the plan
pursued in the Sunday-school, especially since the
almost universal adoption of the International uniform
lessons. In the past thirty years we have gone through
the Bible five times, studying detached paragraphs as
Sunday-school lessons.
5. There is no doubt that the topical method, or the
study of subjects, is more nearly in accord with the
principles of pedagogical science than the paragraph
method of the lessons now in vogue. Yet in the peculiar
conditions of the Sunday-school, unpaid, non-profes-
sional teachers, and pupils, few of whom study the
lessons, the kind of lessons now taught seem to be the
only kind capable of use in the vast majority of schools
and classes.
6. But let us not forget the great results that have
been achieved under the International System of lessons.
It has made the Bible more than ever before the text-
book, and the only text -book, of the Sunday-school. It
has called forth a magnificent literature of Sunday-school
helps — for the lesson publications of to-day are of a much
higher standard than those of forty years ago. It has
set at work the ablest minds of the age in Biblical schol-
arship for the aid of Stinday-school teachers and scholars.
It has helped, more than any other system, to kee]3 the
Bible before the world and to promote its circulation.
And, best of all, it has brought into the Church eighty-
2 28 The Relation of the Sunday-school to Education
five per cent of its membership; for the increase in our
dhurches comes mainly from the Sunday-school.
7. Yet in the practical working of the International
lessons there is one grave defect, a defect which in gen-
eral teaching of the Bible approaches a failure. By
giving detached lessons, the system fails to give knowl-
edge of the Bible as a whole. It fails to give to our
pupils a knowledge of the order of events, — the stream
of Bible history. It fails to connect one lesson with an-
other, and to give to each lesson its place in the book
as a whole. Our lessons take 4ip detached events often
a hundred years apart, without calling attention to their
relations. We often leap over a gulf of a thousand years
between June and July, and then leap back over eight
hundred years between Christmas and New Year, If a
superintendent should write on his blackboard twenty
names of characters in the Bible, taken at random from
the Old Testament and the New, how many of his schol-
ars could arrange them in proper order? If he should
select twenty events at random, the Transfiguration of
Christ, the coronation of Saul, the Deluge, the Baby-
lonian captivity, etc., how many of his scholars could
place them in historical order? We once stepped over
Saul the king to Saul the slayer of Stephen, and I am
sure that some of our scholars sujjposed that they were
the same Saul!
8. If our schools are to become Bible schools in
reality, this defect must be remedied; and it can be
without difficulty by introducing, with the uniform,
another lesson parallel with it, — the Supplemental
Lessons, which should be regarded as just as necessary
as the uniform lessons, to be taught every Sunday, having
for its aim to teach that which the uniform lessons lack,
the continuit}^ and connections of all the lessons. If
a superintendent will take five minutes, or at the out-
side ten minutes, every Sunday, in a series of years he
can give to his school all that they need to know of
this general knowledge of the Bible. And what the
The Supplemental Lesson 229
superintendent can do for his school, the teacher can do
for his class, with persistence and determination. '
9. Let us name the subjects which should be em-
braced in the curriculum of the supplemental lessons.
(i.) The names and order of the books in the Bible,
with some general views of the period of composition
and variety of authorship, but of course avoiding the
vexed questions of " higher criticism."
(2.) The great events of Bible history, in their order,
and with some reference to their time, but not following
the precision of the old chronology of Archbishop Usher.
Let there be learned thoroughly twenty facts in Old
Testament history, and twenty facts in New Testament
history in their order, and the centuries wherein they
took place, if the dates are sufficiently sure.
(3.) The important localities, lands, mountains, places
of Bible geography, including three maps, which every
pupil should be taught to draw from memory, — -(i)
the Old Testament world; (2) the New Testament
world; (3) the land of Palestine.
(4.) The great biographies of the Bible — Abraham,
Moses, Gideon, David, Elijah, Elisha, Daniel, in the Old
Testament; and the life of Christ and of Paul in the
New.
(5.) An outline of the great doctrines in the Bible,
unless this department be taught in the Sunday-school
through the catechism of the church.
10. Plow shall these lessons be taught? Either by
the superintendent, with the aid of a blackboard before
the school, in five-minute outlines preceding the regular
lesson for the day, or by the teacher in the class in the
beginning of the lesson period. Five minutes of a
supplemental lesson, continued regularly for five years,
with constant reviews and questioning, will ground the
pupils in a general knowledge of the Bible which will
rem.ain with them through life, and fit those who are
pupils now to become teachers in a few years.
230 The Relation of the Sunday-scJiool to Education
W. H. Geistweit, D.D.
for the best life.
The Place and Power of Memorized Scripture
W. H. GEISTWEIT, D.D.
I HAVE in mind to-day an old man
something over seventy years of
age, who has grown partially blind.
He is one of those rare, sweet souls
whom to meet is always to receive a
benediction. One never leaves him
without new inspiration to do better
and to be better. Now and then I
meet him on the street in the great
city where I live, and he takes hold
of my arm as we walk together, he
chatting gaily of things that make
He is always quoting some rich selec-
tion from some favorite author, some striking passage
from the Scriptures. He does it so naturally, so sweetly,
that one is led to feel that he lives by the things he has
hidden in his heart. On one occasion I said to him:
" I am amazed at your memory, and the things you have
stored away in your heart. How did you come to do
it? " His reply was simple, quiet, yet charged with
a certain intensity of feeling, for any reference to his
approaching blindness is a delicate matter:
" When I was quite a young man, I carefully thought
over the days that were passing, and I reasoned that
the tjme might come when my eyesight would not be as
strong as it was then. So I began to memorize things;
charged my mind with the best selections from books,
withal taking care to learn a great deal of Scripture. My
fund grew very large. The days and years passed, and
I am an old man now; my eyesight is failing " — he
said it so softly — " and you cannot realize what com-
fort it is to me to recall the precious things that lie in
my heart; I repeat them over and again, and life is
made new and fresh by reason of them." The place of
The Place and Poiver of Memorized Scripture 231
the memorized Scripture was in the days of his young
manhood ; the poiver of it was evident in the years of
his later manhood, even down to old age.
I have in mind another old man, who lived far back
in the years, several thousand ago, and more. He was
about to leave his people. His parting message is one
of the choice things in literature. As he came to con-
sider the law of God (and there wasn't so very much of
it written then), he urged its study upon the people,
especially cautioning them to diligently teach it unto
their children. He said:
" And these words, which I command thee this day,
shall be in thine heart: and thou shalt teach them dili-
gently unto thy children, and shalt talk of them when
thou sittest in thine house, and when thou walkest by
the way, and when thou liest down, and when thou
risest up. And thou shalt bind them for a sign ujxm
thine hand, and they shall be as frontlets between thine
eyes. And thou shalt write them upon the posts of thy
house, and on thy gates." — Deut. 6: 6-9.
So spake Moses, the man of God, to the people of the
long ago. The place of the memorized Scripture was in the
childhood of the nation, and the power of it was to issue
in a people thoroughly grounded in the oracles of God,
made strong and virile and peculiar, because the Word
of God was hidden in their hearts.
A little while after, when giving his parting message
to his successor, he again urged the worth of constant
attention upon the book of the law. The people should
teach it unto their children ; they should write it upon
the doorposts of their houses; they should bind it as
frontlets to their eyes. Joshua, the leader into the new
land, was himself to be a constant student of the self-
same law.
" This book of the law shall not depart out of thy
mouth ; but thou shalt meditate therein day and night,
that thou mayest observe to do according to all that
is written therein: for then thou shalt make thy way
232 The Relation of the Sunday-school to Education
prosperous, and then thou shalt have good success." —
Joshua 1:8.
The place of the memorized Scripture was to be in his
quiet moments by day or night; and the power of it
was to be manifested in the way he passed over — a
prosperous way, one bright with the promise of good
success.
I have in mind, also, another man ; he must have been
old when he summed up that which I am about to repeat
to you. He had lived into the years of calm contem-
plation, of wide experience. He was describing the
stedfast man — - the fruitful man ; in a negative and a
positive way he drew his outline. And this was the way
he did it:
" Blessed is the man that walketh not in the counsel
of the ungodly, nor standeth in the way of sinners, nor
sitteth in the seat of the scornful. But his delight is in
the law of the Lord; and in his law doth he meditate
day and night. And he shall be like a tree planted by
the rivers of water, that bringeth forth his fruit in his
season ; his leaf also shall not wither ; and whatsoever
he doeth shall prosper." — Psalm i: 1-3.
The place of the Scripture was in the man's heart, in-
wrought by daily and nightly meditation; the power
of it was in evil withstood, a fruitful life, a fadeless tree,
a prosperous way.
Long, long afterwards, a Young Man found himself
driven resistlessly into a strange, wild, weird wilderness.
There was a terrific battle to be fought. He was to
lock in with the forces of evil, and he was to overcome!
It is significant to note the weapon of his warfare. His
was not a conflict with flesh and blood ; there were prin-
cipalities and powers against him ; the prince of the
power of darkness closed in with him in mighty conflict.
Again and again did he reply to his enemy, and his
weapon was the Word of God, which he had been taught
in common with all Hebrew children at his mother's
knee. And Satan was vanquished.
The Place and Power of Memorized Scripture 233
Just a few years after that he was at the end of his
short, but oh, such a stormy, life. Lifted on a painful
cross, his whole being quivering with pain, the things
that rose to his lips were quotations from the old Book;
the last cry was the heart-leap of an old psalmist, " Into
thy hands I commend my spirit." So Jesus of Nazareth,
Son of Man, and Son of God, God the Father unveiled,
was himself the greatest example of the place and power
of memorized Scripture.
Looking back over a life full of what the world now
calls the strenuous, a great soul was commending his
friends to the best things as he went from them, never
to look into their faces again. And his commendation
was this:
" And now, brethren, I commend you to God, and
to the word of his grace, which is able to build you up,
and to give you an inheritance among all them which
are sanctified." — Acts 20: 32.
The place and power of the inwrought Scripture was
the consuming thought of Paul's farewell message to
his Ephesian friends.
Peter, in his last word, rises to a great thought when
he reminds his friends that God had given " exceeding
great and precious promises: that by these ye might be
partakers of the divine nature." So the place and
power of the memorized Scripture was the inner life
transformed into the divine life!
Here is the plea for memorizing Scripture in order
to the development of life itself. A southern woman
was telling me of her experience with children. She
said she thought it strange that so little attention was
given to the Proverbs in the teaching of children; so
she began to give them a verse a week. They were to
memorize it, and give their experiences at the end of the
week. One lad, of an unusually quick temper, who had
an unfortunate habit of screaming when things did not
go to suit him, had quite a time with one of the verses.
It was not only memorized, but carefully explained to
234 Ihc Relation of the Sunday-school to Education
him. When he made his report, he said: "We were
having quite a time at our house; some things I didn't
like ; I got so mad I wanted to scream and kick. But I
ran into the hallway to get away for a moment, for I
remembered the verse of the week, and I said, ' He
that ruleth his own spirit is greater than he that taketh
a city,' and I got quiet, and went back to play again."
Here also is the plea for memorized Scripture in order
to effective service in the kingdom. It goes without
saying that ignorance of the Scriptures is an indication
of the lack of a full-rounded training in the intellectual
life. A year or two before his death, Charles A. Dana,
of the New York Sun, delivered an address to the news-
paper men of Chicago. Among the many things he said
was a beautiful reference to the Bible. He intimated
that a journalist's education was not complete unless he
was thoroughly familiar with the Scriptures. From the
standpoint of simple journalistic equipment he urged
the place and power of the Scriptures in the life of a
man who served his fellow-men through the daily news-
paper. If this be so, and it is, we should not need much
argument to show the power of the book in the develop-
ment of life itself into the best things, like unto the
glorious life of him who is Lord of us all. It is ignorance
of the Scriptures that makes a weak spiritual life ; it is
ignorance of the Scriptures that leads one into doubt
and despair, and sometimes sin.
I have every respect for the worker who carries his
Bible with him; he ought to have it with him. But
there are many times when the red-letter testament is
not the beautifully printed book in red and black print
on a white page, but the red-letter testament of the
heart, and the words fall from the lips of the worker or
the teacher without regard to the book itself, the disciple
being the printed page, printed with the blood-red ink
of personal knowledge and ripe experience.
Will you pardon a personal allusion? Years ago, in
an eastern city, a young man lay dying. He had been
The Place and Poivcr of Memorized Scripittre 235
a very wicked man, profane, coarse. He had often
said that if the preacher ever visited his home he would
" swear him out of it." On this night of nights, when
the sands of life were flowing out, he was calling in his
wild delirium for the preacher. They came for him some
time after midnight. The dying man seemed to be
struggling not only with disease, but with a burdened
mind, and he raved at times like a madman. There
seemed to be so little to do. Yet I sat by his side, and
opened my heart to the Scriptures, and gave him verse
after verse that seemed to fit his case. Presently he
grew quiet, and I stopped, thinking to say something else.
But he returned to his delirium, so I returned to the
memorized Scriptures. Again he grew quiet, and then
suddenly blurted out, "I'm a miserable sinner." I
hurriedly replied, " I'm so glad to hear you say that;
for a great sinner will find a great Saviour. ' If we con-
fess our sins, he is faithful and just to forgive us our sins,
and to cleanse us from all unrighteousness.' ' Though
your sins be as scarlet, they shall be as white as snow;
though they be red like crimson, they shall be as wool.' "
No man that night could have done much with the
printed page. Unless he could turn to the pages of his
heart and read therefrom, his power was gone.
I may make a few suggestions which may bring the sub-
ject to a practical conclusion. We should give direction
to this matter of memorizing Scripture, so that it shall
minister to the highest possible character. The memo-
rized Scripture should be mainly for the feeding of the
spiritual life, for direction in daily living, for use in con-
tact with the world about us. It goes without saying
that we should always be able to give to every man a
reason for the hope that is in us; and that reason must
be a scriptural reason. There is nothing so deplorable
in the Christian world to-day as the ignorance of God's
children of the ground they stand upon in matters of
personal salvation. Here is the place of beginning; we
must learn from the Scriptures the basis of our hope in
236 The Relation of the Smtday-school to Education
Grod. The children in the Sunday-schools ought to
know it ; the parents in the home ought to know.
There is no power in any life until the Word of God is
hidden in it, springing up and bearing fruit.
Then, let us go on to perfection. Day after day, week
in and out, let there be diligent attention to this matter
of memorizing the Word of God. Out from the book
let us gather the great and precious truths, slowly work-
ing them into the warp and woof of life. Take a verse
a day, if we can stand it. At least let there be a verse a
week, memorized, talked about, prayed over, inwrought,
until it becomes part of ourselves. Let us seek to
restore that beautiful old-time memorial of the day wh^n
the father was high priest in his own household ; when
he gathered the family together and read a few words,
sang a hymn, and offered prayer. Let them go over
their verses together as they sit at the table. From
the least to the greatest, let each have his Scripture.
Oh, my friends, here stands a man who is a trophy of
that sort of life, who pleads this day for the simple
life that goes to God's own Word and feeds on it
until our children shall be as olive plants in the garden
of God, every home a place of holiest living, every
Sunday-school a rendezvous for those who are seeking
God's truth, hiding it in their hearts. It shall come to
pass that at no distant day we shall have new homes,
new schools, a new society. We shall be like unto the
Puritans of whom Macaulay wrote, when he said they
were mightily read in the oracles of God. And we shall
join in the glad cry of him who sang: " O how love I
thy law! it is my meditation all the day." " Thy word
have I hid in mine heart, that I might not sin against
thee."
You recall the last moments of Ian Maclaren's " A
Doctor of the Old School." The old man is going back
to his childhood. In his dream he is again looking for
his mother to come and kiss him good-night. The tide
is rising about him, and soon the old man will float out,
The Place and Power of Memorized Scripture 237
out on the sea from which there is no returning. But
he is once more a child, and he has been struggling to
get his psalm, for his mother, true to the old-fashioned
notion of Scotch mothers, has said she cannot give him
his good-night kiss till he has learned his psalm.
" ' A'll come afore ye gang to sleep, Wullie, but ye '11
no get yir kiss unless ye can feenish the psalm.' "
He is struggling through the old psalm; it is a long
while, perhaps, since he went over it, though he seems
to have lived it through the long years of his life. At
last his work is done, and he has mastered it.
" ' A'm ready noo, and I'll get ma kiss when mither
comes; a' wish she would come, for a'm tired an' wantin'
tae sleep.
" ' Yon's her step . . . an' she's carryin' a licht in
her hand; a' see it through the door.
" ' Mother! a' kent ye wud na forget yir laddie, for ye
promised tae come, and a've feenished ma psalm.
' " And in God's house for evermore
My dwelling place shall be."
" ' Gie me the kiss, mither, for a've been waitin' for ye,
and a'll sune be asleep.'
And in " the gray morning light " the old man passed
away.
Who can tell the power of memorized Scripture ! It
becomes a rock on which to build the living house; it
becomes the spring of water in the thirsty land; it is
the manna in the wilderness ; it is the light that lightens
us home!
Nor will it be long until we shall join in the word of
the old prophet, " Thy words were found and I did eat
them ; and thy words unto me the joy and the rejoicing
of mine heart."
238 The Relation of the Sunday-school to Education
Training and Developing Teachers
Miss LOUISE A. EMERY
Teacher-Training Secretary, St. Paul, Minn.
I SHALL begin by saying that
teacher training should commence as
early as life itself and cover a period
of twenty-five or thirty years.
If I were to tell you that thcNtemp-
tations that approach nie through
the avenue of emotion find entrance
with ease, or, on the other hand, are
withstood with power, according to
the quality of moral nourishment
Miss L. A. Emery givcn me in my infancy through her
who held me in her arms, and through
the vibration of whose soul that silent but expressive
element of my nature was nourished, while she also
nourished the body with food, you might say, " 'Tis a
far-fetched statement." It is, nevertheless, true, and
that silent, inner influence that goes out to the young
individual, even before sense perception is at all keen,
largely determines the ease and grace of self-control in
later years.
The Home Department and Cradle Roll are close! 3^
linked. The former must give to the young mother
Christian literature and Christian fellowship if it would
meet the first great need of the teacher of the future.
We may then through training obtain for the Sunday-
school an adequate supply of that superior quality
known as the " bom teacher." If we would have the
bom teacher, we must meet his needs as soon as he is
bom.
The first essential element in teaching is right feeling,
emotion, vibration, movement. For this morning's
lesson we choose the term, Movement. The teacher in
the home — the mother — and the teacher of beginners
in the Sunday-school must so order daily life as to teach
Training and Developing Teachers 239
without vocabulary, their every movement expressing
and impressing the truth of the hour.
The second essential element is the Spoken Word,
simple language adapted to the age and experience of the
j:)upil. The force of personality must accompany the
spoken Word. The quoted words of another will not
do. Study, work, think, until you have brought forth
a new product stamped with your own personality and
3^our own language.
The third step is teaching through the Written Word.
The Bible gives us the very essence of child study, laws
of teaching, pedagogy, etc. It has been my experience
that until I had read many books and ministered,^ to
many children the power of truth contained in " the
Book" did not reveal itself to me. God does not
reveal his power and invite us to share it until our de-
velopment is such that it is safe in our hands. Those
who for others choose text-books other than the Bible
for the purpose of religious culture, should possess keen,
discriminating powers of mind and soul.
The fourth step in development comes through Incar-
nation. Can you give right thinking the test of the
flesh? If you can, that is example, and 'tis greater
than precept.
When Movement, Spoken Word, Written Word and
Incarnation have entered into your development, the
fifth element is already yours ; the way is then prepared
for the Holy Spirit to teach through you.
If you ask for a precedent for this order of develop-
ment, turn to the first chapter in Genesis and read that
God " moved " before he spoke into existence the
formed universe. He spoke to Adam, Noah, Abraham
and others for hundreds of years before the written
word was given to Moses. Then, moving, speaking
and writing, through prophet, priest and king, he led
the children of Israel until " the word became flesh
and dwelt among us." Thus is prepared the way for
the Spirit of Truth.
240 The Relation of the Sunday-school to Evangelism
Individuality and Heredity in the Sunday-school
WILLIAM HENRY ROBERTS, D.D., LL.D.
Larger success in Christian work
depends upon an increasing appre-
hension of the joint influence of indi-
viduality and heredity upon the
moral and spiritual welfare of human
beings.
Individuality is that quality which
makes a man distinct from all other
beings, so that no being can be put in
his place, nor confounded with him,
w. H. Roberts, d.d. nor he with Others. It is that in
each human being which can say, I
am, I must, I will. Self -existence, moral responsibility,
will power, — these are its great elements.
The word " heredity" describes those qualities of body
and mind which one inherits from parents or other
ancestors. As a force, it tends to continue in succes-
sive generations both the good and evil qualities of an-
cestors, and gives efflcacy to the proverb, " Like father,
like child."
Both individuality and heredity have a place in God's
plan for earth and man. Both receive divine recogni-
tion in Holy Scripture. There is the warning to the
individual in the fateful words, " Every one of us shall
give an account of himself to God"; and there is the
personal, divine appeal in the persuasive address, " Son,
give me thine heart." Side by side with the emphasis
upon individuality is found the acknowledgment of
the fact of heredity in the solemn declaration, " By one
man sin entered into the world, and death by sin, and
so death passed upon all men"; over against which is
placed the promise to the father of many nations, " In
thy seed shall all the families of the earth be blessed."
There is also the recognition by religious thinkers of
both these forces in the long and unending controversy
Individuality and Heredity 241
between creationists and traducianists as to the origin
of the human soul. The scientific trend of to-day is to
make heredity the great force influencing human lives
in their development and results. Not a few magnify
heredity by declaring that a child's education should
begin two hundred years before its birth.
These two influences need each to be taken into due
consideration.
From the side of individuality it is necessary to bear
in mind that we are dealing in each scholar with a person
who, within certain limitations, is an independent per-
son, with a heart to be appealed to, a mind to be in-
structed and developed, a will to be influenced. This
fact lays the foundation for mental progress on the part
of the individual, for proper Sunday-school training in
all its departments, and more than all, for direct personal
evangelistic effort.
But while individuality is present, heredity also makes
itself manifest. Every scholar present is a child. The
words " father " and " mother " represent ideas con-
taining the potency of the cumulative forces through
the successive generations. Christian work and influence
are transmitted from one generation to another.
Individuality and heredity both require, therefore,
increasing recognition in Sunday-school training of the
place and influence of the family. Whatever view is
held in any Christian denomination of the relation of
young children to the church, there is in all of them
acknowledgment of the power of social forces, especially
of those which center in, and issue from, the household.
It is one of the plain facts of human experience that
there are religious and irreligious households, and as a
result children are not upon the same level as to things
moral and spiritual any more than they are as to things
material. It should be, therefore, the business of Sab-
bath-school officers and teachers to ascertain who in the
school are the children of Christian parents and who are
not. These classes cannot be dealt with in a similar
242 The Relation of the Sunday-school to Evangelism '
manner to secure successful results. The history of
each scholar should be carefully ascertained. Scholars
should be grouped appropriately.
There is a decided tendency on the part of many to
neglect the advantage which they possess in the Christian
parentage of numerous young persons. A notable instance
of this neglect came under my observation some years
past. A man who had been the governor of one of the
great states of the Union heard, when he was over sixty
years of age, a sermon on the relation of the children of
Christian parents to the church. He thought upon the
whole subject carefull}^ and then appeared before the
session of the Presbyterian church of the city in which
he resided. When they asked him when he became
Christian, he replied that he was the child of Christian
parents; that he had been carefully trained in youth;
that as a man he had been faithful in all duty as a mem-
ber of the congregation; that a certain visiting minister
had preached a sermon on the relation of children to the
church not long previous, and that after careful thought
he had come to the conclusion that he had been a Chris-
tian since earl 3^ youth. " My great regret," he added,
" is that I have been left to find out the fact until I am
over sixty years of age."
Another suggestion as to the value of Christian nur-
ture in Sabbath-school work is found in the remark made
by that very successful lay missionar}^ among the de-
praved classes in New York City, Jerry McAuley. He
made the statement more than once, that he never knew
a man permanently converted unless he had a good
mother. AVe are not called upon to accept that remark
as stating a rule in the history of conversions. But
that Jerry McAuley should have made it as a result of
close observation of his converts is a sufficient reason
why Sabbath-school officers and teachers should give
close attention to the scholars Vv'-ho have good mothers.
The power of heredity is very great in human life, and
should be used for good when the minds of human beings
Individuality and Heredity 243
are in the plastic condition normal to youth, not when
they have been hardened into evil ways through an irre-
ligious life.
The Christian Sundaj^-school has no greater friend
and ally than the Christian family. Let us bind the
two more firmly together and use both for the moral
and spiritual welfare of souls.
To reach individuals so as to bring them to Christ,
to use aright both individuality and heredity, the evan-
gelistic spirit needs to be increasingly manifested and
cultivated in the Sunday-school. No reference is made
to methods, but only to substance. The important
thing in connection with evangelistic work is to have
the substance. The spirit of the gospel should so take
hold of officers and teachers that their speech and con-
duct in all work will evidence that they appreciate the
value of souls, and that they are filled with longing for
the salvation of their scholars.
The necessity for this is found in several considera-
tions, such as the nature of the gospel itself, the command
of Christ, the persistent human need and the large oppor-
tunity for evangelism offered in every Sabbath-school.
Our Lord's words, " Suffer the little children to come unto
me, and forbid them not," should be a stimulus to every
superintendent to see that by personal effort and prayer,
every scholar, whether connected with a religious or irre-
ligious family, not only receives the offer of Christ, but
is persuaded to accept him as Saviour and Lord.
I press home the need for this spirit in a practical way.
The Presbyterian church in the United States of America
reported, for the year ending March 31, 1904, in its
Sabbath-schools 972,000 scholars, of whom 240,000 were
members in full communion in the church. There were
732,000 scholars, therefore, who were proper objects of
evangelistic effort. What was done with these scholars?
Let us consider the facts. The number passing out
from the Sabbath-schools every year is put by some
authorities as one seventh of the total membership;
2 44 The Relation of the Sunday-school to Evangelism
by others at one eighth; to be liberal, we will put it at
one ninth. That means that these Presbyterian Sab-
bath-schools ceased to have as a part of their constit-
uency 108,000 scholars in the year referred to.
During that year, however, only 36,000 persons in
the Sabbath-schools united with the church. We are,
therefore, confronted with the solemn fact that 72,000
persons appear to have passed out from the Sabbath-
schools of the Presbyterian church in a single year with-
out having accepted Christ as their Saviour — twice as
many as were received into full communion.
This fact emphasizes the need for more of the evangel-
istic spirit in our Sabbath-schools ; for that appeal to the
individual which shall lead him to exercise the qualities
which belong to selfhood, and say, " I am a Christian;
I must serve Christ; I will be his and his alone."
The fact just stated raises also the issue as to the
primary object in Sabbath-school work. This object
is the awakening in the mind of the individual scholar
of what may be called the Christ-consciousness. Sunday-
school officers and teachers should persistently grasp
that which is the essential in religion. The great thing
in a Sunday-school is not to teach Scripture history,
geography and biography. It is not to make familiar
with the system of fundamental Scripture truth. These
things are good, but they are not the one thing needful.
The one thing needful is to create in the hearts of the
pupils a Christ-consciousness. The ideal Christian life
is the product of a sweet and trustful Christ-conscious-
ness in the mind and heart of a human being.
The beginnings of such a life can be promoted through
the sensitiveness of youthful minds to the power of the
natural ties which unite parents and children. The
words " father " and " mother" stand for primal and
mighty forces in human life, forces which our Lord laid
hold upon when he taught all men to pray saying,
" Our father, which art in heaven." The great thing
in religion is to emphasize God as the heavenly Father,
Individuality and Heredity 245
Christ as the great elder brother; to bring the young
slowly but surely to the realization of his nearness, of
his willingness to save, guide and bless, both for this
life and the life to come. The period of youth, with its
sensitiveness and imaginativeness, is used by the Holy
Spirit to bring into the lives of many scholars the in-
fluence of that love which casteth out fear. This divine
love, when realized, will grow and become the controlling
force in individtial thought and life.
Individuality stands for the responsibility of each
soul to its Maker, and heredity suggests the power of
the social affections and relationships both in man and
God. Both these influences are working mightily in
the present. The sense of responsibility has produced
a vast increase in Christian effort, for v/hich we have
always reason to thank God, and the power of the
affections has brought Christians to a sense of their
relationship each to the other, to all men, and above all
to Christ.
This convention is suggestive of another gathering
near at hand. Next November there will meet in
the city of New York the official representatives of
twenty-five of the leading Christian denominations in
the United States of America, to give expression to the
visible unity in the family of God, and to ascertain how
they may give to this existing unity more definite form
and more practical efficiency. The Interchurch Con-
ference on Federation, when it meets, will owe much
to this International Sunday-school Convention, for
you have been for a generation drawing Christians of
all denominations together into that voluntary fellow-
ship which is the appropriate forerunner of official
fellowship.
More and more may Christians everywhere come to
the understanding of the fact that they are part of that
great, gracious and mighty family which is the Church
of God.
246 The Relation of the Sunday-school to Evangelism
The Sunday-school as an Evangelistic Force
Dean FRANK K. SANDERS, Ph.D.
Yale University, New Haven, Conn., U.S. A.
It is an encouraging sign of the
times when place is given in a great
pubHc gathering to the broad and
candid consideration of the educa-
tional and evangelistic values of the
Sunday-school. My purpose is not
to review what has been achieved so
much as on the basis of that achieve-
ment to indicate the opportunity of
to-day.
F. K. Sanders, Ph.D. I shall use my terms in their broad-
est sense. By the Sunday-school is
meant the school that ought to be the school for all ages,
from little ones to adults, definable as the church organ-
ized to promote the religious education of her whole
constituency. By evangelism in the Sunday-school is
meant that use of its resources and opportunities which
shall wisely prepare its membership, young and old alike,
for an intelligent acceptance of Christian discipleship,
and shall bring them in some appropriate way face to
face with a decision. Such evangelism will be predomi-
nantly educational in its methods, a course of Christian
nurture rather than a spasm of Christian zeal.
Your attention is asked to several facts which bring
out the truly impressive evangelistic opportunity of the
Sunday-school in its work for those who are approach-
ing maturity. Let us note, in the first place, that the
age when the Sunday-school commands with little diffi-
culty the loyalty of the growing boy or girl is the very
age most suitable for the beginning of intelligent disci-
pleship, and most likely to be responsive to a wise appeal.
The great majority of active Christians gave themselves
to God before the age of eighteen. Out of 1,784 cases
An Evangelistic Force 247
of men who are leaders in Christian serviceableness
studied by Professors Coe and Starbuck and by Dr. Mc-
Kinney, the average age of public confession of Christ
had been 16.4 years.
A wider and more careful induction would probably
lower this average, or would at least place somewhat
earlier the average age of awakened religious earnestness.
Man}^ never know when they began to love God and to
wish to obey him; many more have shown a definite
desire to be true disciples of Jesus in their simple, child-
like fashion, while very young. Henry Drummond was
so manifestly a genuine Christian at nine years of age
that he was given membership in a Scottish church and
admitted to communion.
It is less important to determine the earliest age at
which conversion is possible than it is to be warned con-
cerning the age after which conversion ceases to be likely.
The age of adolescence is the critical age. The Christian
Church cannot afford to let her 3^outh pass by the age of
eighteen, or even tnuch less than that, unconsecrated to a
life of Christlike love.
In the second place, the child or young person wisely
won to discipleship tends to remain faithful for life.
The impressions of youth are those which characterize
the man. His personality, and, one might almost say,
his career, can be predicted by the one who knows his
bo34sh soul. His youthful ideals become deliberate
habitudes of m.ind. No period of life can com.pare in
far-reaching importance with the age of adolescence,
from twelve to eighteen. It is vital that the church
shall have the molding of these potential years.
A third reason follows closely on the second. When
a young person becomes a disciple it means many active
and useful years in the service of the church ; of greater
significance than the saving of a soul is the happy con-
secration of a life. The aggressive ability of the church
of to-morrow will depend upon its accession of a host of
the strong and zealous young men and women of to-day.
248 The Relation of the Sunday-school to Evangelisfn
But, furthermore, it is a matter of actual record that
the church of to-day is actually securing a large propor-
tion of its new membership directly from the Sunday-
school. The days of great revivals may not be over;
but they are far less frequent or dependable than in
olden time. Christian nurture seems to be more in
accord with the tem.per of the times, a fact which is
largely due, it seems to me, to the practical effective-
ness of the Sunday-school.
No one, then, can doubt that the Sunday-school has a
duty to promote a wise and true evangelism. It holds
the key position in Christianity's campaign. It must
provide the proper means for the religious education of
the growing personality; it must give anxious atten-
tion to the constant building of character; it must also
plan to guide to the point of decision the impulse of the
well-taught and well -trained youth to begin a life of
discipleship. The three processes are closely related.
Each implies and requires the other two.
I am well aware that a growing host of Sunday-
schools are doing each year this threefold work with
increasing success. Certain classes have been doing it
for decades.
Looking, however, at those who are more closely the
wards of the school, the boys and girls who have not
reached the age of sixteen, the question for us all to
consider is. What must we do to insure the loyal accept-
ance of each one at the proper time of the privilege and
duties of discipleship? How shall our schools meet their
evangelistic opportunity on behalf of the church?
We may say frankly at the outset that it should never
be accomplished in wholesale fashion by fervid appeals
to a whole school. Such appeals will be temporarily suc-
cessful, but permanently mischievous. Normal evan-
gelization is a process of handpicking, the outcome of
Christian culture and wise personal influence. Hence,
the foremost factor in the promotion of evangelistic
results in the Sunday-school is a well-organized, happily
An Evangelistic Force 249
cooperating staff of officers and teachers. The first
problem of the anxious pastor is right here. Organiza-
tion and system, resulting in the actual ability of the
superintendent to direct and mold the development of
the work of the school at every part, and affording him
continuous knowledge of its condition at any time, will
give the pastor a mastery of the spiritual situation.
Of no less importance is the personality of the teacher.
A heaven-born teacher, trained for effective and intelli-
gent work, is quite independent of equipment. But the
great majority of good teachers have to grow to their
work by zealous and sensible application. The teacher
who has a genuinely unselfish love for his class, rejoicing
in any personal sacrifice for its welfare ; who has learned
to carry each member on his heart, agonizing in his
behalf at the throne of grace ; who studies faithfully to
attain such a mastery of his subject that he can help
his class to get its full educational and inspirational value,
will be a power, provided he does not fail to do one thing
more. His pupils are prevailingly at home or at a secular
school. If he can form a working union with the parents
and with the favorite daily teacher of his pupil, he will
execute an enveloping movement surpassing those of
Oyama. A boy or girl can readily set one kind of in-
struction over against another and be unaffected by
either; he cannot long resist an intelligent combination.
But the best of teachers is better off with a first-rate
set of appliances and amid favoring conditions. A
third factor in the evangelistic efficiency of the Sunday-
school will be a carefully graded adjustment of teachers,
pupils and courses of study. Much of the inefficiency
of our work is due to a forgetfulness of the fact that
minds differ radically at different ages in their receptive-
ness to ideas. What thrills my soul may not make the
slightest impression upon an alert twelve-year-old. It
is foolish to ignore in the structure of our lessons and in
the methods by which we teach, the imaginativeness of
the child, the impressibility and retentiveness of the
250 The Relation of the Sunday-school to Evangelism
little boy or girl, the alertness and seeming irreverence
combined with hero-worship of the junior age and the
idealizing tendency of youth.
These open natural avenues of religious expression.
Fortunate and rare is the teacher who can adapt him-
self to* each stage of mental and spiritual growth. As in
the public schools it would seem that the average teacher
must find his place of largest power and hold it. Fortu-"
nate is the superintendent who has a row of such teachers
through whose successive influence his children pass.
Such a school can do its full duty by each child. The
passing through the different grades of such a school
will be a course in Christian culture. Adolescence needs
the educational rather than the emotional preparation.
Yet no course of study is in itself sufficient. Every pupil
in a Sunday-school is a new problem in salvation. No
two lives respond intelligently to the same stimulus.
One by one they must be led to claim their natural reli-
gious inheritance. The step need not be revolutionary,
since it asks for no more than the normal religious con-
sciousness of youth approves.
Since the average teacher is unable to correlate health-
ful religious ideas with those to which the day-school is
constantly directing the attention of an active mind the
fourth factor in the evangelistic efficiency of the Sunday-
school is a pastor's class, held often and appropriately
at the Lenten season, for the purpose of discussing the
truths and experiences which underlie the Christian life.
Its membership is the adolescent portion of the Sunday-
school. This class, like those of the school, will be svic-
cessful in proportion as its sections are graded and its
leader makes a personal contact with each shy, yet im-
pressible consciousness. It is the pastor's greatest op-
portunity. By it he can prepare with ease the vast
majority of the children of the church for their momen-
tous choice.
This brings us to the last factor in the evangelistic
efficiency of the school, the affectionate appeal to every
An Evangelistic Force 251
boy or girl who has come to the age of intelligent choice,
to make a deliberate acceptance of Jesus as friend, helper
and Lord. Without this appeal all other factors may
be rendered inoperative. Many children will be led to
this decision by a loving teacher at some opportune
moment. A few will quietl}^- make it for themselves,
aided by the Christian fellowship of the home. In many
schools and with repeated success these results are being
sought upon a special day of the year, known as Decision
Day.
Such a day, properly guarded and prepared for, may
become the most important day of the 5^ear. 1 cannot
refrain from expressing the twofold conviction that De-
cision Day should be wholly controlled by the pastor,
and that the greatest pains should be taken to avoid an
appeal to the unprepared or immature. It is a day for
the tender, loving presentation of the invitation of Jesus
to little children to become his friends and disciples, of
the glory and power of a righteous, holy, unselfish
Christ -like life, and of the duty of making a deliberate
choice. It is a day when the consecrated teacher may
second this appeal with those whom he believes are
ready to make an intelligent decision. It is not a matter
of age, but of preparation. Some are as ready at eight
3^ears of age as others at twelve.
These are, after all, but the outward, s^^stematized
means of promoting spiritual efficiency in the Sunday-
school. What of the many subsidiary agencies, each of
real importance, — the enrichment of the mind by the
memorizing of choice passages from Scripture or from
great religious thinkers, by familiarity with great works
of art, by the cultivation of missionary interest and
enthusiasm, and of civic and national loyalty and respon-
sibilit}^? Often a permanent religious impression will be
made upon a boyish mind by the personality of some
great and good man who is introduced to address the
school. Thousands of missionaries and tens of thou-
sands of godly men and women at home have been
252 The Relation of the Sunday-school to Evangelism
secured by such affectionate impressions in the Sunday-
school.
What of the following-up of the results of the deci-
sions made in the Sunday-school ? The young Christian
is in greater need than ever. His uniting with the
church is but an incident, a public avowal of his deter-
mined purpose to lead a consecrated life. More than
ever he needs the instruction of a faithful pastor and the
counsel of a friendly teacher. By active service of some
sort he will find himself and begin a life of spiritual
individuality. It is not easy to define evangelistic
efficiency in arithmetical terms. One Sunday-school
which systematically studies its evangelistic oppor-
tunity reports, out of a membership of two hundred a
year, an average admission to the church of ten. An-
other, with a membership of five hundred, reports an
ingathering of fifty. As a result of steady Christian
nurture ten per cent may, perhaps, be an average ex-
jDectation.
I have dealt with this important theme in a very
matter-of-fact way, emphasizing the exercise of judg-
ment rather than emotion ; a course of Christian nurture
rather than a day of revival; a systematic use of the
resources of the Sunday-school rather than a hasty
preparation for one grand effort. But there is un-
measured inspiration in the challenge which these pro-
saic facts convey. They exhibit a door widely open, an
achievement at our hand, a harvest which by prayerful
and persistent endeavor we may reap. Ma}^ not our
Sunday-schools become continuously in session for the
promotion of these spiritual results which will abun-
dantly justify the large trust which has been imposed
upon us by the Church of God?
The Age of Spiritual Awakening
253
A. B. Van Ormer, D.D.
The Age of Spiritual Awakening
A. B. VAN ORMER, D.D., Ph.D.
I St 2d. 3d 4th 5 th 6th
Series i 16 18 20 14 12 10 years.
Series 2 14 16 18 12 20 10 years.
Whether the effort be put forth
by the home or by the Bible school,,
at what age shall we expect and
try to obtain the spiritual awaken-
ing of children? At what age shall
we expect, or try to obtain, that
intensification of religious interest
that shall manifest itself in a public
confession of Jesus Christ, made in
obedience to the Master's injunction
to confession as a badge of faith,
fellowship and loyalty? At what
age shall we expect, or try to obtain, on the part of those
who have been indifferent to the things of the spiritual
life, a change in life-attitude whereby the center of
interest and of devotion shall pass from self to God and
fellowman ?
These questions, or their variant forms, express the
problem of our concern. '
The problem may be approached in one of two ways
by those who would attempt its solution.
There is, first, the ever open, easily traveled, much
extolled, and, to many, peculiarly satisfactory and final
way of deduction. Quite as descriptively this way can
be called the way of hasty generalization. The two
names emphasize the two phases of this way of ap-
proach. Deduction is legitimate ; the fallacy lies in the
abbreviation, if not elimination, of the inductive process
that should precede deduction. A single bit of indi-
vidual experience, unverified by repeated and closely
scrutinized and interrogated instances in one's later
experience, or in the experiences of others, often becomes
2 54 The Relation of the Sunday-school to Evangelism
determinative of conduct. Nor is this " bit of ex-
perience " always necessary. A flitting thought is
delayed in its flight, becomes insistent, and, through the
peculiar charm that things of our own production have,
it determines our action. At times an interpretation
(we fear it is often a misinterpretation) of a passage of
Scripture is made to sanction an existing custom, or is
made to be sponsor for some innovation. Thus is the
way to the problem's solution made easy.
Among the answers to the problem, gotten in this easy
way, there is marked discrepancy. Some would have
all children put on religious clothes, read3^-made to a
pattern cut out for the average child, however ill-
fitting and uncomfortaVjle they might be to the wearer.
Others, apostle-like, find no place in the church for the
children, and demand an intellectual apprehension of a
theological system as a prerequisite to church fellow-
ship. Thus do our practices and our thinking oscillate
between too little and too much, or unwise, concern
about the religious life of children. And we are more or
less at the mercy of enthusiasts who advocate their
solutions.
But there is another way of approach to our problem.
It is a way that is more tedious, more difficult, less
traveled; 3^et, withal, a way more reliable, more helpful.
This way is the way of induction. It seeks to find
through children a solution to the problem. For, in
child nature, it holds, there are to be found laws of
growth and development that have been put there by
the Author of child nature ; laws that are usable and
intended to be used in securing the ends divinely made
possible to children. Among these ends are to be in-
cluded the soul's acceptance of Jesus Christ as a per-
sonal saviour and the soul's declaration of loyalty to him.
Assuming (for we cannot now attempt a demonstra-
tion) the existence of such laws, God-given and usable,
our approach to the problem before us is by the way
of induction. Approximately ten thousand obituary
The Age of Spiritual Awakening 255
notices from the Christian Advocate of New York were
made accessible to us by Miss Josephine Baldwin, the
editor of the Memoir Department of the Advocate. These
memoirs were carefully examined, with the result that
almost five thousand were available for our study.
There were 2,276 available memoirs of men and 2,542 of
women. The memoirs cover all the decades of the nine-
teenth century, with the varying conditions of religious
interest that occurred during the century. From these
cases the curves were plotted. Many of the memoirs
made known the atmosphere in which the persons had
been reared. Because of this fact it was possible to
plot curves of the awakening of persons whose home
influences were favorable to religious growth.
Our faith in the messages of the curves may be in-
tensified by reflection on several corroborative facts.
Broadly speaking, there is an intellectual corroboration
of these curves. There are ages when certain intellectual
characteristics rise into greater prominence. These ages
coincide with the crests of the curves before us. But
much more pronounced and definite is the corroboration
that comes from the facts of physical growth and of the
precocity of girls. The crests of the curves for increase
in both height and weight are found at the same ages
as are the crests of the curves under consideration.
And in these height and weight curves the girls are seen
to reach their crests about two years before the boys.
Dr. Havelock Ellis in his elaborate study of " Man and
Woman " points out the precocity of girls in both
puberty and intellectual development. Examining the
curves before us [see their gist above], we find this same
precocity in the matter of spiritual awakening. In
view of these several corroborative facts, we are made
to feel that, at least, there is in these curves a measure
of suggestiveness that we as religious workers may well
ponder.
In the interpretation of the curves we are now con-
cerned with one thing, — the practical guidance and
256 The Relation of the Sunday-school to Evangelism
admonition they give to us who are concerned about the
religious life of young people. The theoretical, the
hypothetical, to persons thus concerned, should ever
be subordinated to the other functions of science which
have to do with the gathering of facts and the reaching
of generalizations therefrom.
These are the messages of the curves, as we hear
them:
1. There is a possibility of a late-in-life spiritual
awakening. We are glad. So says God's Word. It is
never too late to an awakened soul. But this possibility
is offset by an ever-increasing preponderance of im-
probability of such an awakening, God's Word is plain
on the matter of procrastination of decision.
2. The possibility of a very early awakening is shown
by the curves, and, in view of the Master's treatment of
children, this possibility should be kept in mind. It is
to be feared that the present tendency is in danger of
over intensifying the Master's attitude. The curves tell
of the very great improbability of very early intense
awakenings.
3. At some ages spiritual awakenings are more
probable than at other ages. These ages of probability
arrange themselves into a series of ages representing
decreasing probability [see Series i, above, for men;
Series 2, for women].
4. The favorable home influence curves, by showing a
larger percentage of awakenings at the earlier crest ages,
spell out with Biblical correctness the worthwhileness of
parental, home religion.
5. The earlier awakening of girls and young women
[compare above series to the sixth place] is plainly
shown. This is a fact that church and home alike and
together should note carefully.
There are two mutually antagonistic tendencies, the
concern alike of theory and of practice, that manifest
themselves among persons concerned about the spiritual
life and development of children.
The Age of Spiritual Awakening 257
The former of these tendencies makes for the repres-
sion of an early awakening. This tendency roots itself
in the gratuitous assumption that a more or less com-
plete theological S3^stem should be comprehended as a
prerequisite to public confession of Jesus Christ. " You
are not old enough yet "; " Wait awhile "; " Wait till
you can understand "; "Do you think you understand
what you want to do? " — These and similar expressions
by which young people are forbidden the privilege of
public confession are the fruitage of this tendency.
The curves are uncompromising in their opposition to
this tendency. More than 12% of all the plotted awak-
enings of men occurred before or at twelve years of age ;
of women more than 16% occurred before or at twelve
years of age. In the favorable home influence cases
more than 21% of the men made their public confession
before or at twelve years of age; of the women, more
than 37%.
The curves are supported, in their opposition to this
tendency, by three lines of argument which we merely
indicate in this condensation: a. The law of habitua-
tion, h. The law of repressed interests, c. The voice
of experience.
The other tendency, antagonistic to repression, is that
of overpressure, overstimulation, whereby the forms of
religious experiences are secured on the part of the
young without their accompanying substance. This
tendency is much, too much, in evidence to-day. It is
dangerous, for thus can one be hardened against Christ
and his religion as effectually as, if not more so than,
in any other way. To the hot-house process of over-
pressure the child is as susceptible in religious things as
in things educational.
Why this haste, this impatience, this anxiety for
reportable "conversions"? The curves are against it.
In the favorable home-influence curves the percent-
age of awakening at or before twelve years of age is
21 for men; for women, 37. Over against these stand
258 The Relation of the Sunday-school to Evangelism
for men 79%, for women 63% awakened after twelve
years.
Shall we then be indifferent? Be rather the more
concerned. But be concerned about pure atmosphere,
the teachings of the facts of religion, the living of the
Christ-life before and with the children, the growth into
increasing fullness of service, relying on the Holy Spirit's
use of these means to secure the surrendered life.
" My dear, have you found Jesus? " asked an anxious
father of a dying daughter, twelve years old. He knew
of no " experience " she had had. " When did I lose
him, father? " was her answer. The memoirs in many,
many cases show this to be an actual as well as a possible
experience. Life had been a continual growth in love
and service. Shall we not make this an ideal? Or, if
not, shall we not at least grant that this is one way of
finding God and allow for it in our procedures, thus
seeking to provide for the several temperamental
peculiarities as we test those who seek admission into
His church, as we present His claims and confession to
our young people?
The memoirs justify us in holding, with a devoted
student and lover of children, that,
" To become sensible of oneness with the Divine
Heart before any sense of separation has been felt, — this
is surely the most beautiful way for a child to find God."
Evangelistic Work
259
Rev. J. C. Carman
Evangelistic Work
Rev. JOHN C. CA.RMAN
General Secretary Colorado Sunday-school Association
Again for a few moments we hear
this bell of heaven ring in our hearts
the great theme of this convention,
" Winning a Generation for Christ."
The Sunday-school is the further-
most evangelistic effort of the
churches of Christendom. And the
Sunday-school Association has its
chief glory in that it is the inspirer
of the Sunday-school to do the work
of soul-winning.
Directly the Sunday-school Asso-
ciation has been to some large measure, and may yet
be to a vastly greater measure, the divine-human agent
of the churches and the Sunday-schools in that splendid
return to the old-time New Testament apostolic method:
" Daily in the temple and from house to house." House-
to-house visitation has reached many multitudes who
were neglected and neglectful of Christian people. And
especially is this true in the great cities and in the far
West. It has reached and won to the Sunday-school and
church and Christ many boys and girls and older ones.
I recall that in one of the cities in Colorado a house-to-
house visitation not very largely taken hold of by the
churches yet resulted in a few things like this: two new
churches organized, two new Sunday-schools, two home
departments and a preaching station. These were im-
mediate results of one religious census. Btit the Sunday-
school Association deals more directly with the work of
soul-winning in the Sunday-school. In the conventions
and institutes, in the schools of methods, in the visita-
tions, in the literature and the leaders, the Sunday-school
officers and teachers naturally have been inspired with
courage to reach their scholars for Christ at once.
26o The Relation of the Sunday-school to Evangelism
But most directly is the personal passion for souls
to be found in the hearts of such men and women as
are here to-day. I saw B. F. Jacobs going up the stair-
way of our convention building in Champaign, 111., in
the midst of business, — he being chairman of the Execu-
tive Committee, — from the convention room to the
auditorium, as he put his hand on the shoulder of a
child on the stairs and spoke to her about giving her
heart to Christ at once. I have seen a young man,
drawn to the services by curiosity, brought to Christ,
and going out at once and bringing his parents to that
service; and all of them gave their hearts to Christ in
that very service. I knew a man to lay down his office
and say, " I am sorry to do it, but I go a-fishing." That
is what I mean by the heart power and passion of the
Sunday-school Association, — that, without it on the
program or without advertising it by appeals that this
is an evangelistic meeting, the hearts of men and women
who are in earnest to save boys and girls will be able
to bring people to Christ.
I appeal to you, dear fellow-workers in the Lord Jesus,
who is surely thinking to-day, as our beloved friends
who have gone are thinking, of the finer work we are
going to do in the organization and better work in teach-
ing, whether we shall not go back to our work in city and
state and province with a richer and deeper longing of soul
to save the boys and girls to-day, — for the night cometh
and to-morrow they may be gone.
The Message of the Home Department
261
S. W. Dike, LL.D.
The Message of the Home Department of the
Sunday-school
Rev. SAMUEL W. DIKE, LL.D.
The first word of the message of
the Home Department to us is its
offer of a large increase in the member-
ship of our Sunday-schools .
This is not a matter of theory.
Three years ago at Denver the Home
Department membership was re-
ported at nearly 300,000. Dr. Dun-
can reports 403,000 now. We know
that in Massachusetts there were
35,000 reported last October, and
it is increasing steadily. It is now
more than ten per cent of the total Sunday-school
membership. And yet less than half the schools of
that state have Home Departments. Now, with even
the present ratio of Massachusetts extended over the
country we should have nearly a million and a half of
members in the Home Department. Shall we not have
at least a round million to report in 1908? Of course
to secure this increase we should organize and push
the work. But let the means of doing this be as simple
as possible. Running awa}^ from Bible study in the
Sunday-school is not so easy where there is a good Home
Department.
Secondly, the Home Department has a message to
the pastor and the church beyond what it has to offer
in the increase of the membership of the Sunday-school.
For it brings to the service of the pastor and the church
an evangelizing agency of great value. It says to the
pastor and the church, " I offer you the best means of
finding, knowing and keeping in touch with the people
who most need you but who are most likely to escape
your notice." These visitors are a standing committee
262 The Relation of the Sunday-school to Evangelisjn
for canvassing the parish. They have a definite object
in their quarterly calls that affords an opening to inter-
course on other topics as well. Their frequent calls
and frank conferences beget the friendship that leads
to confidences. The pastor thus has a third party coop-
erating with him, who can report things he needs to know
but which are not always easily given to him directl3^
Were there no other advantage from having a Home
Department than this one of enabling the pastor and
the church to reach the people who are outside the church
and Sunday-school, this one alone would generally repay
its cost in time and effort.
But let us listen to a third word in the message of the
Home Department to us. This word may not at first
sight seem to us so very practical as something that
offers increase of numbers and an efficient evangeliz-
ing agency. But I think it quite as well worth hear-
ing as any other part of the message. This word is
that the Home Department of the Sunday-school brings
the family to the front. The Home Department of
the Sunday-school is a home institution. It does its
work in the home. It enlists the interests as well
as the affections of the home. Its greatest blessings
are on the home for its good. The method of the
Home Department has made a great transfer of work
from the school and the class to the home. It thus
marks an epoch in ways of working that will repay
study.
Practically within a century or a little more we have
invented or developed the prayer-meeting, the Sunday-
school, the missionary concert, the sewing circle, the
church sociable, and the young people's societies.
You will notice that all these and others like them
have made use of a collection of people in some central
place away from their homes. To use a sociological
word, they have been communal in form. As we have
made more of these collective or communal forms of
church work, we have made less of the home.
The Message of the Home Department 263
Now the studies of the sociologists are bringing out
the great significance of the home. The problem of
modem civilization is to find the way to develop the
church, the school, the industry and the state out of the
home and yet not leave the home weak through sur-
render of too much of its own distinctive functions in
the process.
Now we are prepared to see the real significance of
the Home Department. It is the first and most con-
siderable attempt for a century to make use of the
home in organized connection with a larger social in-
stitution. For this reason it is a prophetic institution.
It apparently marks an epoch in social methods. The
Sunday-school has, through its adoption, won the dis-
tinction of being the first of the great classes of our in-
stitutions to give attention to the great problem of
bringing the home into its proper place in the work of
society. It is saying to the Sunday-school, " Through
your adoption of the Home Department you are touch-
ing a new and yet one of the oldest of social forces. You
are giving a new direction to the efforts of the church
that, has in it great promise of the future."
The one other part of the message of the Home De-
partment that I wish to note here is the probability that
the Home Department is to be followed by other methods
of using the home for religious work. It really calls into
use a new force, and this force will be applied in other
forms.
The societies within our churches are examples of
the kaleidoscopic forms which religious organization
can take on through varied use of the collective princi-
ple. But the domestic principle is very unlike the com-
munal. It has its own laws and its own hidden resources.
What if the men who are skilled in social science, and
the women, too, and those eager in practical work, should
study the home for a generation or two! What if our
Sunday-school and other publishing societies should
work as zealously for a half century to come to create
264 The Relation of the Sunday-school to Evangelism
a literature of the home as they have done the last fifty
years in their present field! The truth is that we have
neglected the home beyond almost any other social in-
stittition, and yet it is the most important of them all.
And to my mind the Home Department of the Sunday--
school is a trumpet call to the church to discover the
possibilities of the power of the home over all life.
In conclusion: The Home Department has a four-
fold message for us. First, its simple principle of en-
listing each of its members in his own home or place of
abode makes it possible to add large numbers to our
Sunday-schools. Not less than a million should be in
our Home Departments in 1908. Secondly, the Home
Department puts into the hands of the pastor a1id the
church an evangelizing agency of the greatest value.
It opens homes, gets into sym^pathy and keeps in touch
with people not reached by any other means. Thirdly,
it calls attention to the family as an institution of great
capabilities for the objects of the church. And lastly,
the Home Department of the Sunday-school seems to
be the first of a series of inventions that may be found
to supplement the communal forms of work which
hitherto have too exclusively absorbed our attention.
Great as the significance of the Home Department
is through its power to increase the membership of the
Sunday-school, its real meaning is far deeper. For it
is a call to the church to recognize the slumbering
resources of the home and call them into life.
The I. B. R. A. 265
The I. B. R. A.
Rev. CAREY BONNER
General Secretary British Sunday-School Union
It is good at times, sir, that men of Christ should
leave the arena of battle for the mountain of vision.
Yesterday and to-day this hall has witnessed the
Sunday-school forces engaged in bloodless and friendly,
but fairly vigorous, gladiatorial display! Now, for a
few moments, we climb the hillside and look towards
the morn.
To us, as to Ezekiel the seer, the glory of the Lord
comes " by the way of the gate whose prospect is
toward the East," and let it be gratefully remembered
that fellow-laborers with the Christ among the young are
always facing the dawn.
Gazing, we see the oncoming hosts of the Lord.
Among them there marches one great battalion, nearly
a million strong, whose soldiers, though gathered from
north, south, east and west, yet tread step by step
with the tramp of a conquering army; moved by one
common motive, united by one common love, they
march, ever increasing, ever advancing. Who are they?
Whence come they? What is their mission?
The questions, in part, find answer upon the banner
waving at their head. That banner bears the device
of the Book of books, there pictured as its Author
meant it to be, — an open book. Underneath are the
mystic initials, — L B. R. A. They are lit by the glow
of God's daybreak. Scan them well. They stand for
an organization whose interests, I believe, God has
bound up in the bundle of life with those of the Sunday-
school. They represent the title, — The International
Bible Reading Association.
This association had its genesis in a dream dreamed
by a man of Jesus Christ a quarter of a century ago. If
human powers are dedicated to divine service, who can
set a limit to their influence ? And when our Lord
266 The Relation of the Sunday-school to Evangelism
accepts and consecrates the imagination of a disciple, he
may, through it, accomplish mighty and lasting realities.
The vision of Christ's seer to-day becomes the history
of the Kingdom to-morrow. It proved so in this case.
Several years ago, that Nestor of the Sunday-school
movement, your own Bishop Vincent, — happily with
us to-day, — and the sainted B. F. Jacobs, — now serv-
ing with those who see the King face to face, — cherished
the dream of a world-wide uniform system of lessons.
Not long after, Charles Waters, a British Sunday-school
man, in a moment of divinely given insight, conceived
the idea of welding together the Sunday-school forces
throughout the globe in a band of daily Bible readers
and Bible students whose readings and studies all should
bear upon the International lesson. Soon he organized
his first bands of readers.
The simple recital of figures recording the numerical
growth sounds like a chapter from the book of the Acts
of the Apostles. The founder and his fellow-helpers,
having selected suitable daily Bible readings and pre-
pared lists with cards of membership, thought that
5,000 of these would suffice for the first year; but so
rapidly did Sunday-school people respond to the idea,
that T 1,000 cards and lists were called for. The record
of annual progress shows a step from 11,000 to 29,000;
then, on till 100,000 is reached. Then each year " the
Lord added to the number " of Bible readers, and the
figures advance from 110,000 to 158,000 right on until
nearly a quarter of a million. Then, in steady annual
increases each of 50,000, the growth continues, and when
the nineteenth century closes, there are 690,000 regis-
tered members.
Still " believers," desiring to evidence their faith by
reading the record of revelation, " were the more added
to the Lord, multitudes both of men and women," and,
let us gratefully add, of children and young people,
until, at the ushering in of this year, the membership
was 850,000, now enlarged to 900,000 bringing us
The L B. R. A.
267
►-1
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z
o
u
<
I
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.l?!
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Pi ><
268 The Relation of the Sunday-school to Evangelism
within reach of the day when the international Bible
readers shall be 1,000,000 in number.
My beloved friend, Mr. Lawrance, spoke yesterday of
" poetry in figures." When we realize that these figures
represent a host, belting the world, of those who, day
by day, read the same passages in the Word of the
Living God; when we realize that Canada, on whose
soil we stand to-day, has over 10,000 associated Bible
readers, America a similar number, Africa 5,000, New
Zealand 8,000, Australia 35,000, and that other bands
are found throughout Europe, Asia and the isles of the
sea ; and when, moreover, we realize that the systematic
and uniform readings are taken, not only by youthful
scholars and by teachers in full work, but also by aged
saints and by^ those called from waging life's battles to
bear life's burdens of sickness, suffering and helpless-
ness,— when we realize all this, then the record becomes
a divinely magnificent epic poem.
Groups of Bible readers are found in upwards of
seventy different countries where varying languages are
spoken. In these many tongues more than one hundred
millions of cards and reading hints have been issued.
The meaning of this was brought home to those of us
who attended the last annual meeting of the I. B. R. A.
in the City Temple, London, whose walls so long re-
echoed the tones of that emperor of preachers, the late
Dr. Joseph Parker. First a little English girl, then a
Chinese maiden, then youths or maids from Norway,
Spain and Portugal, followed by speakers of other lan-
guages, recited those inspired words which are the very
core of the evangel, — " God so loved the world, that he
gave his only begotten Son, that whosoever belie veth in
him should not perish, but have everlasting life."
Could a multitude of men and women from the twenty
nations there represented have been present, then,
like those of old, they would have been amazed, exclaim-
ing, " We do hear them speak in our tongues the wonder-
ful works of God." It was an echo of Pentecost.
The I. B. R. A. 269
Leaving the broader aspects of this movement, there
are two or three practical questions calling for brief
reply.
1. What is the plan of daily readings?
For a week, beginning on the Monday, the subject of
the following Lord's Day International lesson is treated,
and passages are selected for daily reading; each is as
a ray of light, and all are focused upon the forthcoming
lesson topic. Thus teachers and scholars of all creeds
and churches find ready at hand an intelligently ar-
ranged set of readings, unified by the common subject,
and prove, again and again, that the best Bible inter-
preter is the Bible itself.
2. How is the L B. R. A. worked?
By an army of over ten thousand voluntary workers.
Any single Sunday-school, church or kindred organ-
ization can form a branch if only a helper be found
willing to act as secretary. The teachers will cooperate
by first joining themselves, and then influencing their
scholars to become members. The branch secretaries
in a given town or neighborhood may further be helped
and their branches strengthened by the appointment
of a district secretary, who corresponds with each and
generally promotes mutual good-will and efficiency.
3. What are the financial arrangements?
Each member pays a small annual subscrijDtion. In
Britain, this is a penny. In the United States, a nickel.
In return for the subscription each member receives,
free of cost,
(a) A card of membership;
(6) Monthly Leaflets, with Lists of and Hints upon
the Daily Readings; and, with us,
(c) A copy of that interesting magazine. The L B.
R. A. Messenger.
No organization more clearly demonstrates the
" greatness of little things " ; for out of these small annual
contributions not only are the various items of literature
just named produced and distributed freely, and all
270 The Relation of the Sunday-school to Evangelism
working expenses paid, but two Sunday-school mis-
sionaries, in connection with the India Sunday-school
Union, are supported, who labor in loyal cooperation
with missionaries already in the field in aiming to pro-
mote all sides of organized Sunday-school work among
the young people of that country.
May I now refer briefly to the I. B. R. A. in the United
States? The I. B. R. A. committee learned with grati-
fication and gladness that at Denver, three years ago,
this International Association resolved with enthu-
siastic unanimity to take up the I. B. R. A. in your own
vast empire of America. I bring to you cordial fraternal
good wishes from that committee in this new develop-
ment. We have appreciated to the full the fine spirit
of unfailing courtesy and of Christian brotherhood dis-
played, throughout the preliminiary negotiations. What
else could be expected when the signature at the foot
of the letters received by Mr. Waters was that of Marion
Lawrance ?
These are the early days of the movement with you.
Through various and unexpected difficulties the mem-
bership reported yesterday under your own new arrange-
ments was only between 3,000 and 4,000. As soon as the
way is clear, doubtless, the work will go forward with
rapid strides. At this juncture will you permit me,
for the sake of the lastingness and progress of that
work, to bear testimony to what has proved the chief
determining human factor in the phenomenal growth of
the I. B. R. A.? It is the personal bond between
branch secretary and members, and between district
and branch secretaries.
This organization has been cemented by the simple,
strong influence of Christian comradeship, and you
cannot possibly place too great emphasis upon the value
of that as an asset. If you are a secretary, then, where
personal calls or intercourse prove impracticable, write
a letter. Do not merely send the needful mimeographed
communications, but write personal letters in your own
The I. B. R. A. 271
writing, and with your own written signature. A
district secretary whom I have met in this convention
tells me of one thousand letters written in two years.
After five years of working with Charles Waters, I place
him easily first among my acquaintances for the number
of personal letters written year by year.
A word with you, my friend, thinking of acting as
I. B. R. A. district secretary. If good progress has been
made in one of your branches, write and say you are
glad. If there is a story of failure, remember a Helper
of other days who to his discouraged disciples said, " Be
of good cheer." Do you hear that a branch secretary
or some helper is ill or in trouble ? Send a message of
sympathy. Do you find that he or she is leaving a
town? Write and urge that a new branch shall be
formed in the new place. If he or she is about to be
married, then in your letter of congratulation speak with
kindly urgency of the true foundations of a home ; tell-
ing how those are blessed who daily read the good Book
in the home and daily there raise the voice of prayer and
praise.
Do not write simply to spread a society, but with
the earnest desire to increase the lovers of the Bible.
The Christian world has yet to learn the power there
is in a true, brotherly letter written in the name and
spirit of Jesus. The great Apostle of the early church is
our Apostle to-day because he wrote letters.
Our experience shows that, in view of the individual
service required, the best I. B. R. A. officer is, generally,
the one who concentrates upon this bit of work. Occa-
sionally county or town secretaries are able to take it
up in addition to their official labors. Here, we under-
stand, you have placed the district control in the hands
of your state secretaries and field workers. This plan
should prove successful if only the officer is able to devote
sufficient time to the visiting or correspondence. Should
the I. B. R. A. be relegated to a back place in the con-
sideration of an already overworked and wearied official,
272 The Relation of the Sundays chool to Evangelism
its fate is certain. Possibly the state or county sec-
retary may find it well to enlist the help of some friend
who, under his direction, will take over the detailed
duties of letter- writing, etc.
Our desire, however, is not to offer advice, but to
place at your disposal the experience of the past twenty
years. This experience abundantly proves that per-
sonal attention and personal correspondence are essen-
tial in a successful I. B. R. A. secretary; and we ask,
in the name of the Master, that you will give earnest
consideration to this matter in the appointment of your
I. B. R. A. helpers.
It may appear quite superfluous to urge upon such
a gathering as this the supreme value of Bible reading.
We are men of the Bible because the Bible has made
us men. The heavenly Father, the divine Son our
Redeemer, the Holy Paraclete, faith, love, service, —
all these are ours through the Bible.
Yet, sirs, suffer some closing words which, I believe,
need to be spoken. That Christian stalwart, the evan-
gelist of Northfield, — Dwight L. Moody, — who be-
longed not to you only, but to the world, once said, " The
greatest need of the Church to-day is the study of the
Word of God." Could he stand upon this platform
to-day, I believe he would repeat that utterance with
tremendous earnestness to this audience of Sunday-
school people.
Child study has come to the twentieth century Sun-
day-school teacher, and I am one who holds that it has
come to stay, counting it of incalculable value. We
need to bear in mind, though, that it is a means and
not an end. For the Christian educationist there is
child study only in order that there may be more intelli-
gent and more abiding Bible teaching.
Again : A prolific religious press, pouring forth papers
and magazines of every conceivable type, threatens
this generation with loss of the power to read great
books; and nothing is easier to-day than for a Sunday
The I. B. R. A. 273
school teacher to slip away from reading — I mean
seriously and studiously reading — the Greatest of Books.
He can, if so disposed, get up his lesson without once
referring to his Bible. In that fact lies danger. Let me
say — and in so saying I know that the editors here
will add their amen — that whilst the lesson notes are
excellent maps and guide-books, yet no study of the
map and no glimpse of the guide-book can ever so equip
and brace the traveler as his walks along roads and
through fields, and his climbing the hills of outlook in
the actual country itself.
In our work it is axiomatic truth that nothing can
take the place of regular, reverential and intelligent
reading of the Bible. For the teacher's own growth
Godward it is essential, and equally so in his labor
for others; for how better can we build up strong
Christian character than by creating and training a
coming race of Bible readers? Teach your scholars
that the highest truth can never be known by those
who remain outside truth's temple, critical and scoffing.
As befitteth the divine Being revealing himself to the
human, God unfolds his mind and heart to the reverent
learner kneeling within the fane.
The stained-glass windows in this beautiful Massey
Hall, viewed from the outside, are dull and without
form or color; but to us who have come within, the sun-
light of God, shining through, reveals all their design
and beauty. So truths which to the Bible doubter or
the Bible criticiser are formless and pointless become
radiant with meaning and with inspiration to the Bible
reader. It is the Master's law, " If any man wills to
do His will, he shall know of the teaching."
For the twofold reason, then, of your own soul-
growth and of a real and lasting service to your Lord
through your scholars, I commend to this assembly the
work of the International Bible Reading Association.
Let our last gaze together be fixed upon a picture
drawn by John Bunyan, the immortal dreamer. Christian
274 The Relation of the Sunday-school to Evangelism
saw the picture in the house of the interpreter. And
this was the fashion of it: " He had his eyes lifted up
to heaven; the best of books in his hand; the law of
truth was written upon his lips ; the world was behind
his back; he stood as if he pleaded with men; and a
Crown of Gold did hang over his head."
God grant that that may be the portrait of every
Sunday-school teacher.
Members of the Central Committee
At Dyke Rock Cottage, Clifton, Mass., August 22-25, 1905
Bible Class Work for Men 275
Bible Class Work for Men
MARSHALL A. HUDSON
President of the Bar oca Union of America
No argument is needed for Young
Men's Bible Classes in the Sunday-
school. It is self-evident that if
the Church does not succeed in
attracting and holding her young
men, she does not keep abreast of
the times. That they can be at-
tracted has been fully demonstrated
by the Young Men's Baraca Bible
Class.
M. A. Hudson The first Baraca Bible Class was
formed fifteen years ago with 18
young men, and to-day there are over 100,000 young
men studying the International Lessons in every state
and province of North America, beside many in Eng-
land and other foreign countries. These classes are
banded together within an organization called the
Baraca Union of America, which has a convention each
year. Each state and province has its secretary, and
eight district secretaries preside over eight districts.
A national newspaper is published by the national offi-
cers. The organization is growing at the rate of 50,000
new members this year. That it is of God is shown by
the fact that in the original Baraca class over 200 have
been converted, of which 182 have joined their own
church, and the reports, which were incomplete last
year from the 1,000 Baraca classes, gave us over 3,000
men who had joined the churches. After the Baraca
class for men had been organized nine years, the ladies,
not to be outdone, organized the Philathea along the
same line, and to-day they report 250 classes enrolled,
mostly in the United States and Canada.
In the city of Syracuse, N. Y., where the first class
was formed, 37 classes have a city union, and 1,500
276 The Relation of the Sunday-school to Evangelism
men sit down each Sunday to study the uniform lessons
in little groups scattered in 37 churches of all denomina-
tions. In New York state, 500 classes, with more than
20,000 members, are doing the same thing. The name
Baraca is a Bible name, and means " happy or blessed,"
and is found in 2 Chronicles 20: 26. We aim to bless or
make happy every young man who comes within our
circle. The name Philathea is a Greek name and means
" lovers of God." The spelling of the name Baraca has
been changed to permit of all its letters in a class pin.
From the first we believed men could study the Bible
if taught as men rather than children. We realize that
young men do not want something done for them, but
they want to do something. To this end many officers
and committees were put at work, and the class tried to
have an engagement with its members every night of
the week. The class became a sort of joint stock com-
pany and not the property of its teachers. Each class
elects its own officers and calls its own teacher for a
stated term. This form of government makes a per-
manent organization. When a teacher dies or moves
away, the class does not disband, but calls another. It
was found that young men liked to see business methods
in a Bible class, so a separate room was provided, and
after the opening exercises of the school the class marched
to their room. Here the president presided, calling
upon the class for prayers, then asking the secretary
for the notices of the week and to take the attendance,
the treasurer to take the collection, and the teacher to
give the lesson. A five-minute handshake closed this
session before the closing exercises of the school.
It was soon found that the 3^oung man craved social
life, and so we aimed to get into sympathy with him and
to provide the things he desired. The Baraca room was
opened every night, and if a young man had a desire we
could fill, we aimed to satisfy him; we had our game
night, lecture course, debate or city council, bicycle or
ball clubs, rally Sundays, Monday Bible Club, and after
Bible Class Work for Men 277
a few years a small gymnasium, with basket ball and
once a year a Baraca field day and yearly banquet. As
our national platform reads, " Young Men at Work for
Young Men, All Standing by the Bible and the Bible
School," so we made all our privileges hinge upon the
attendance upon Sunday. Soon the first class began to
grow, and it seemed as though our growth was one hun-
dredfold each month, for in six months we had 150
members, and 18 men had increased to an average
attendance of 93 for the past month.
But if we were pledged for Christ, members alone
must not end it all, and so the four active Christians in
the class held a secret meeting and each signed the secret-
service pledge: First, to pray for the unconverted
Baracas every day at noon; second, to make a list of
the men prayed for and to speak to them about their
souls; third, to meet secretly once a month and each
one pray aloud.
Well do I remember how the four knelt that Sunday
and prayed aloud, too, for the first time in their life, and
how our hearts warmed toward each other as we asked
God for the fellows whose names were to be placed upon
the back of the pledge. How soon he was to answer!
We had a treasurer in our class who was a model man
in morals and conduct and was loved by all. We all
seemed to yearn for his conversion, and his name was
placed first upon the list by two of the four secret -service
members. Monday, Tuesday, Wednesday, we prayed
at noon for our list, and at the church prayer-meeting
on Wednesday evening the first man to take part was
our treasurer, and God honored our secret service with
his first convert. These little pledges are being printed,
fifty thousand at a time to-day, and are distributed free,
together with other Baraca and Philathea literature,
by application to the Baraca Supply Company, Syra-
cuse, N. Y. Thousands of men in Baraca classes all
over the world to-day at noon are praying for their
fellows, and soon we expect as the noon hour moves
278 The Relation of the Sunday-school to Evangelism
around the globe there will be a continuous prayer, as
it never ceases to be noon somewhere.
We have demonstrated that 3^oung men can be at-
tracted and held by the Baraca Bible Class, and all the
help we need to-day is that you pray for us in our work
and by indorsing the formation of both the Baraca and
Philathea Bible classes in every school. We believe the
idea is of God and not of man's making, and if so we
need your prayers and sympathy, which we believe we
have.
Loyalty to the church, loyalty to the Bible school,
loyalty to the International Lessons and loyalty to God
has been our aim, and to-day we pledge continued loy-
alty to the same objects.
On the Road to Bethlehem — 1904
" And it came to pass, as the Angels were gone away from them into Heaven,
the shepherds said one to another, Let us now go even unto Bethlehem, and see
this thing which has come to pass, which the Lord hath made known to us." —
Luke 2 : 15
\Frovt Glimpses 0/ Bible Latids)
Organized Work in the City 279
Organized Sunday-school Work in the City
Mr. PHILIP E. HOWARD
From the lofty tower of the City
Hall your eyes will seek almost in
vain for any horizon beyond the
boundaries of Philadelphia.
Everywhere are church spires,
overtopping tenements and shops,
hovel and mansion, and pointing
to heaven the tiny, preoccupied,
hurrying creatures whom you recog-
nize as human beings on the streets
p. E. Howard bclow yOU.
There is worse than prairie loneli-
ness on those thronging thoroughfares. It is leagues
from one house to the next in that crowded block. Men
and women, knowing nothing and caring little concern-
ing the interests of one another, meet and pass and
hurry on in the quest of a livelihood, forever strangers
each to the other, even though shoulder to shoulder.
That is the city wherein the Sunday-school must
serve in the name of Him whose love brooded over that
city of old. What ma}^ the Sunday-school do, one
school standing shoulder to shoulder with another,
in the tense, preoccupied, overburdened city?
It is my purpose to state certain principles and con-
ditions of city-organized Sunday-school work which
have seemed, in the experience of Philadelphia Sunday-
school workers, worthy of consideration. These princi-
ples and conditions will probably apply to most large
cities.
A city is not the unit that its name would imply.
It is sectional in make-up, with scores of local centers,
and a myriad variety of interests.
The city is blinded by bigness. The worship of num-
bers may breed a dangerous self-sufficiency which keeps
its victims in ignorance of what is lost by ignoring the
2 8o The Relation of the Sunday-school to Missions
experience of others. It is better to have a meeting
with a field secretary as speaker and one man as audience,
with one home department or teacher-training class
as the result, than addresses from experts to thousands
who listen, applaud and forget.
It is better to help a Sunday-school superintendent
to do better work, than to ask him for money to help
an organization to help him to do better work before
you have convinced him that the organization can
help him. In Philadelphia it has been easier to get
support for the city association since schools and indi-
viduals have been definitely helped. The city associa-
tion has mailed to superintendents a symposium of
suggestions for Decision Day; another for Rally Day;
another giving practical hints on ways of keeping city
Sunday-schools from expiring by an unnatural death
in the summer, — a species of " first aid to the injured "
literature which gets to the superintendent unadorned
with any appeal for funds. Should these give his weary
brain any relief by way of new thoughts or plans, will
he not be the more ready to do his part in providing
funds for sending similar help to others?
The executive committee should be subdivided for
actual work. It may outline the policy of the associa-
tion and pass upon changes of policy, but should care-
fully subdivide the conduct of the work. Take, for
example, the teacher-training committee of the Phila-
delphia executive committee. Working in close accord
with the county secretary, it arranged five lecture courses
on teacher-training in different sections of the cit}^ and
twenty-nine per cent of the schools were represented
at the lectures. The representatives of seventy-nine
schools agreed to urge upon their fellow-workers the
suggested teacher-training class. In January, 1905, the
county secretary had a list of more than one hundred
schools definitely considering the matter. In March of
this year he could trace twenty-one new teacher-training
classes in as many schools as a result of the campaign.
Organized Work in the City 281
A class of thirty-two selected persons under the in-
struction of Professor Martin G. Brumbaugh met on
eight consecutive Saturday evenings, and from it came
more than a score of workers who are undertaking to
lead others in a similar work. Many from Professor
Brumbaugh's class shared in the conducting of ten
teacher-training institutes held in different parts of
the city under the guidance of the same sub-com-
mittee. The total attendance was 791 from fifty schools,
and the net cost to the association was $2.74. Sub-
division of labor means concentration of effort, and
that counts tremendously.
Under the guidance of these principles the year
1 904-1 905 showed real gain over the previous year.
There was an increase of five in the number of schools;
of twenty-five per cent in the number of Cradle Rolls,
and of thirty-two per cent in their enrollment ; of
twenty-one per cent in Home Departments, and of
twenty-seven per cent in their enrollment; of ten per
cent in schools reporting scholars who had united with
the church, and of thirteen per cent in the accessions
to church membership from the schools. It has been
demonstrated in Philadelphia that it is necessary to
discover what schools are willing to get together over
vSunday-school problems and then get them together,
no matter how few there muy be in each group.
It is well to find out the fundamental defects in the
schools of the city, and then to get schools cured one
by one.
A local committee of wise workers will not count a
paid secretary's services by the number of motions he
makes, but rather by the number of persons he sets in
motion toward definite improvements in individual
schools.
282 The Relation of the Sunday-school to Missions
The Negro in the Sunday-school Movement
Gen. B. W. GREEN
The Arkansas Sunday-school Con-
vention of 1904 unanimously adopted
this resolution: " That the Inter-
national Executive Committee be
and they are hereby requested to
consider the advisability of sending
a colored field secretary to take up
the work among the colored people
of Arkansas so that each county in
the state shall be fully organized
Gen. B. w. Green and that they have every facility
in Sunday-school work which is now
enjoyed by the white people."
And the convention of this year also adopted a similar
resolution which I am directed to present to this con-
vention and to urge its consideration. It is, therefore,
with pleasure that I discuss the subject assigned to me
for this hour, " The Negro in the Sunday-school Move-
ment."
The civil, political, financial and religious interests
of the Southland are so closely identified with that of
the negro that whatever tends to raise him to a higher
plane of civilization and citizenship directly serves the
best interest of our country. But shall we not rather
consider this question from a nobler standpoint than
purely a selfish one? The census of 1900 shows that
in the sixteen southern states, with Oklahoma and the
Indian Territory, there are in round numbers about
twenty millions of white people and eight millions of
negroes, while in some states the percentage is much
greater and in one the negroes predominate in numbers.
The two races are, however, separate and distinct, and
this is so because both races desire it to be so. There is
not, and in the nature of things there cannot be, social
intermingling of the races; yet the negro touches us at
The Negro in the Sunday-school Movement 283
every point and we hinder or assist him to attain a higher
civilization and prosperity.
B}^ constitutional amendment the negro is made a
citizen with equal rights with us before the law. To him
is also guaranteed the protection of life, liberty and the
pursuit of happiness. If we respect our own govern-
ment and laws we cannot do less than accord to the
negro his full and complete rights as a citizen, but we
who j)rofess to be Christians must go further than this ;
we must recognize the fact that the negro is a man with
God-given rights. He is, as we are, dual in nature.
He has a mental and moral nature. He is endowed
with the gifts of reason, the power of thought, with a
conscience and with a soul.
We believe that Christ died for the salvation of all
men, " For God hath made of one blood all nations of
men to dwell on the face of the earth." The command-
ments of God, the promises of Christ and the invitations
of the Spirit make no distinction in race. This was very
fully demonstrated on the day of Pentecost and there-
fore we need not discuss that proposition further.
In the great Sunday-school movement which has
belted the world in reaching out after humanity in order
to teach and bless, we have to some extent neglected
or overlooked our brother in black. The time has come
in this great forward movement when we must take
this " feeble folk " by the hand and say to them in all
earnestness, cordiality and love, " Come with us and
we will do you good." The question asked in the early
dawn of our race, " Am I my brother's keeper? " must
be answered by this convention in the affirmative or
God will hold us accountable for the blood of this people.
The measure of kindness shown. Christian fellowship
extended, and the helping hand offered at some cost,
vSome sacrifice, some putting aside of racial prejudices,
will be fully repaid in that day when the Judge of all
the earth will sa}^ to us, " Inasmuch as ye did it to the
least of these, my brethren, ye did it unto me."
284 The Relation of the Sunday-school 10 Missions
The state, recognizing her duty to the citizen, has
undertaken to educate the negro. To what degree of
success is not the question at issue. Far be it from me
to depreciate the good work of secular education for the
negro, but has it been an unmixed good? Has not the
negro's moral nature been neglected while his mental
powers have been enlarged? As a race, the negroes have
made large advances in civilization, education, finance
and as property owners. The race loves locality and this
leads them to purchase lands and build homes. Statistics
will show that this is the general trend of the race.
The negroes owned in 1865 in the United States $35,-
000,000 of property. In 1900 they owned $700,000,000
of property, and the number who had been so successful
as to win homes were 1,833,723. This people now pay
tax to maintain government, $3,000,000 annuall}^ They
receive annually as wage earners, $450,000,000, besides
those who own their own business or are partners with
the white folks. In the year 1900 the}^ had in bank,
$5,000,000. In 1900 there were 2,800,000 children of
school age, with 1,400,000 enrolled in school and 740,000
average attendance.
The Southland has expended on the secular education
of the negroes since they were made free, $100,000,000.
This is creditable to us, but to make this large expendi-
ture of money produce the greatest good, to make the
negro an all-round man and citizen, his moral nature
mvist also be educated. The church has, in a limited
way, undertaken to meet this want, and Christian schools
have been organized by every evangelistic denomination
represented in this convention. But has the church
fully met the demand? The negro can be educated.
In some instances he has risen to distinction in the world
of letters..
What is the church doing for this people? I shall
not weary you with statistics, but will say that the
Baptist church owns 12 institutions of learning under
white management exclusively for the benefit of the
The Negro in the Sunday-school Movement 285
negro ; the Methodist church has 1 2 ; the Congrega-
tional church 9 ; the Presbyterian church 1 2 ; the Episco-
pal church 3. Besides these there are institutions of
learning under the nianagement of the colored people
as follows: Baptist, 14; Methodist, 15, and Presbyterian,
1 2 . Yet what is this among so many ? — for there are
nearly ten millions of these people. It is like playing
with the great question. However, we must not despise
the day of small things.
Notwithstanding all this effort on the part of the
church, it is a lamentable fact that the great majority
of the negroes of the South are ignorant of the spirit
and meaning of the teachings of Christ. The}^ are a
religious and highly emotional people, but fail to com-
prehend that religion should teach righteousness in life.
The negro who after being sentenced to the penitentiary
for grand larceny, said, " I have lost my liberty, but,
thank God, I have my religion," expresses too generally
the negro's conception of religion.
The negro is imitative. He copies well. Any form
of religion is attractive to him. When rightly under-
stood and his confidence secured, the negro is easily
led. I see in these characteristics a great and impending
danger to society and to the state. The Roman Catholic
Church, as ever, is alert to the situation. They are in
these things wiser. The Romanish church is now at
work. The plan is to get full and complete control of
the child and shut him in day and night under careful
training in the doctrines and customs of that church.
No outside influence can possibly be exerted over the
child until he is thoroughly indoctrinated and is a good
son of the church. Then he is discharged from confine-
ment, but not from the care of the church ; others enter
and are thus educated, so that annually the church is
graduating many negroes in Romanism.
We should remember that the negro is not responsible
for his present moral condition. He is not an American
at his option. He was brought here by force. A stronger
286 The Relation of the Sunday-school to Missions
nation took him from his home and made him a slave
that avarice might be satisfied. For centuries he was
held in slavery. His environments tended to his moral
degradation. Habits formed in slavery are transmitted
to his posterity, though now clothed with citizenship
by the nation that enslaved him. The wonder is that
he is not far below the plane of his present moral stand-
ing. Shall we who for so long a time wronged the negro
not now undertake to undo as far as possible the evil?
Restitution is the law of right. We must, therefore,
decide to " take up the black man's burden." When
shall we do so? Now. Let the Executive Committee
be directed to take up this work at once.
There must be no mistakes made. The confidence of
the negro must be won. Suspicion of our intent will
be fatal. Colored men must be found who are Christians,
and who have at least a fair English education, men
who are apt to teach and whose lives are ensamples to
the flock. There are such meji among the negroes, and
they must be found. If the means can be had, let one
or more such men be sent to each state in the South and
direct them as field secretaries to organize the work in
the same way that our work is done. Give them teach-
ers, institutes, township, county and state conventions,
in the interest of better teachers. Give them every
facility for Sunday-school work that we enjoy.
Mr. John C. Martin, of New York, realizing the need
of this people for the gospel of Christ, has dedicated his
wealth to this work. He wisely saw that to reach this
people he must do so through their preachers. But
many of their preachers are ignorant and their lives do
not express the truth of the gospel. Mr. Martin has,
therefore, undertaken the work of systematically teach-
ing these preachers theology. He has endowed their
schools and colleges with professorships to teach young
men who have the ministry in view. To teach those
ministers who are now preaching, he has organized
circles and a regular course in theology taught them by
The Negro in the Sunday-school Movement 287
white Christian ministers, who are paid to do this work.
Then in turn these circles are gathered into state insti-
tutes. Denominational lines are ignored. Differences
of doctrinal opinion are carefully put aside. Strong
meat is reserved for the future, and now only the sincere
milk of the Word is given to the classes, so that their
famished souls may be refreshed thereby.
Mr. Martin found in my pastor. Rev. S. G. Miller, a
man eminently fitted for superintendent. Understand-
ing the nature and disposition of the negro, he is able to
command his respect and love.
Mr. Miller has not been in this work a year, but the
results are wonderful. There are now seven colleges,
with 2,500 students; 75 institutes, with 1,500 preachers
studying the Word of God under faithful teachers. He
thinks this work will be more than doubled in the next
year, and in time he hopes to organize each of the six-
teen southern states. His success is phenomenal. We
should in this movement see the guiding hand of God.
We should in the Sunday-school field of work follow
the lead of this truly great and good man.
I trust you will pardon me if I refer to myself in at-
tempting to convey the truth I have in mind. I am
familiar with the negro. I know his character, his
habits, customs and needs, for I was born on a cotton
plantation in South Carolina. My father was a large
slave owner; all my relatives were slave owners. I was
reared with the negroes. In my infancy I was nursed
and cared for by an old " black mammy." I played
with negro children, ate with them, slept with them
until merging into the age of youth. We loved our
negroes. My father was a kind and good master. He
never sold a slave. He never purchased one except to
keep the family unbroken. They were never separated
from their children. They were well fed and clothed.
Their spiritual nature was carefully attended to.
Our pastor was their pastor. They were provided with
regular preaching. On Sabbath they came to our
288 Th^ Relation of the Sunday-school to Missions
residence to hear my father read the Bible and repeat
with us the catechism and sing gospel songs. We chil-
dren taught them in Sunday-schools on the farm. Many
of our negroes could read and write. Some had arithmetic
and geography taught to them. It was the custom in
building churches in the South to construct galleries for
the negroes or to divide the church so as to give them
half of the floor space. They sang and took part in the
service and at our communion seasons they were sen/ed
by the elders as we were. My father was an elder, and
he always served the negroes. Xo one thought it strange
or suspected social equality then, but custom has changed
and such a thing could not now be done.
With such careful teaching and training, many negroes
of the South were well grounded in the truth and exem-
plified the teachings of Christ by godly lives and con-
versation. Among my fathers' slaves there were some
grand Christian characters — men who would have done
honor to any church. Unfortunately for us and for the
negroes, the franchise bestowed upon them by our gov-
ernment after the Civil War soon became the cause of
estrangement between the former masters and the
freedmen. We lost their confidence, and our influence
was at an end. It is a mooted question whether the
negro as a race has really made any progress in the
knowledge and practice of true religion since that
estrangement began.
We conscientiously believed that slavery was right and
that the teachings of the Bible sustained our position.
We believed that God approved of our act in keeping
the negro in slavery. That may sound very strange
at this time. Not until Abraham Lincoln had spoken
did we once question our right in the negro. But now
not one in all our Southland would go back to the old way
and old belief. We vie with the most ultra of our north-
em friends in saying, " No more slavery."
Now, permit me to say, that we of the Southland owe
to the negro a debt of gratitude we cannot pay. During
The Negro in the Sunday-school Movement 289
the dark days of the Civil War, the negroes, as a race,
were true to the South and to their masters. All of our
men from sixteen years old and upward without limit
were at the front. Our mothers, sisters and daughters
were at home with our negroes. They were protected,
defended and maintained by them with the strictest
fidelity, and we were not uneasy. We knew our negroes.
When I returned to my home after the armies of the
Confederacy had surrendered to the Federal authority,
I found my old parents and my sisters at home sur-
rounded by our faithful negroes. Not one had deserted
to the enemy. When we determined to remove from
Georgia and abandon the country made desolate by
war, we took up our line of march across the country
for Arkansas; our negroes begged the privilege of going
with us. They followed us on foot for three hundred
miles, and not until we reached a railroad and could not
take them further for want of money to pay their passage
did they say to us, " Good-bye." Man}^ tears were shed
by both white and black.
Do you now wonder why an ex-Confederate soldier
and a former slave owner, would stand here to-day to
plead for the negro?
May God guide this convention in considering the
interest of this misunderstood and much-abused people.
lyo The Relation of the Sunday-school to Missions
The Problem of the Negro
Rev. M. C. B. MASON, D.D.
Corresponding Secretary of the Freedmen's Aid and Southern Education
Society, Methodist Episcopal Church
Mr. Chairman, ladies and gentlemen: The negro
question is not a question of mental or physical forces,
but a moral question. Consequently, any theory for
his permanent uplift and salvation which leaves out the
moral question or the spiritual question is a theory not
worth the paper on which it was written. The splendid
work which has been inaugurated here and which is to
widen until it reaches every possible man in the length
and breadth of this nation, must be planted upon the
gospel of the Son of God.
On a train, the other day, a gentleman touched me
tenderly on the shoulder and asked if I would not, from
my standpoint as a negro, tell him my solution of the
negro problem. I answered: " Sir, I have no theory."
Struck by my unintentionally abrupt answer, his face
turned red — and so did mine. Continuing, I said:
" My friend, the trouble has been with us all these years
that even we Christian people, set to do a magnificent
work in the world as representatives of Christ, have
spent our time, our energies and our money in discuss-
ing mere theories; and theories based not upon the
careful study of the man or his circumstances, but upon
something morbid or sordid without." How far we have
been from real common sense ! We talk about the thick
head of a thousand years ago ; and yet in our day some
people would get rid of an opportunity of the church
of God to do a magnificent thing, and say, " Transport
these men back to Africa." Why, there are not ships
enough in all the world's navies even to carry back the
increase of every twenty-four hours. A distinguished
writer in the Atlantic Monthly recently said that maybe
there was an opportunity to do something with these
men, but vou had to take the mulatto, because he had
The Problem of the Negro 291
Saxon blood in him and could think and reason. I did
not deny the assertion then, and I mnst not deny it now.
I simply said to myself: " Young man, so far as you are
concerned, there is not a drop of Saxon blood in your
veins." In order to be absolutely sure, I went back
to my great-great-grandmother, stolen 197 years ago
from the west coast of Africa and fetched into American
slavery. Perhaps, Mr. Chairman, in view of some
theories, it might have been a little embarrassing if I
had gone back farther than that! And I satisfied my-
self that there was not a drop of Saxon blood in my
veins. Then I threw up my hands and said: " Oh!
what might you have been if you had had only one drop
of that wonderful mysterious blood in your veins! "
Give to those men who happen to be white the gospel ;
give to those men who happen to be black the gospel;
give men the gospel of the Son of God, and it will solve all
the world's problems. In the name of God and in the
name of all that is just I extend my hand, my physical
hand and the hand of my heart, to this distinguished
man from Little Rock, Arkansas, who, a former Con-
federate soldier, stands here to advocate a right plat-
form for all men to stand upon. I said, sir, give men
the gospel. When I look into the faces of a congre-
gation like this, to speak of what the gospel can do for
men, I get desperately in earnest, and if I only knew
how to be eloquent I would get eloquent then.
Whence came you? What is the source of your
greatness and the secret of your power? In Africa
men were talking about the fact that the sum of the
squares of the two sides of a right-angled triangle is
equal to the square of the hypothenuse before your
race was born. Ability? Ability to solve problems?
Material problems? No, no! What is it? I will tell
you. One night a man, engaged in the work you are
engaged in, heard a voice in the midst of his dreams,
saying: " Paul, come over into Macedonia and help
us." And he went over into Europe, and found your
292 The Relation of the Sunday-school to Missions
race there; and you know that they were living in the
wilderness, and eating the roots of trees, clothing their
nakedness with the skins of beasts, and drinking from
the skulls of their enemies. And I declare in all earnest-
ness, if the gospel could do so much for such an unpromis-
ing set as it did for your ancestors surely it can do much
for my people.
And so I say to you. Christian men and women from
the North and South and from the provinces, who love
God and love to have his way known, in order to
solve this problem and all the problems, to make of
every man the best possible citizen that God wants him
to be, let us not be stingy with the opportunities which
God has given to us. Let us send men the gospel, the
Sermon on the Mount, the gospel that gives to every
man a man's chance to be and to do the best and highest
things that God wants him to be and to do.
The Sunday-school and the Negro Problem 293
The Sunday-school and Church as a Solution of the
Negro Problem
Rev. D. WEBSTER DAVIS
Pastor Second Baptist Church {colored), Richmond, Va.
If I were asked to name the most
wonderful and far-reaching achieve-
ment of the splendid, all-conquering
Anglo-Saxon race, I would pass by
the Pass of Thermopylae, the im-
mortal six hundred at Balaklava,
Trafalgar, Waterloo, Quebec, Bunker
Hill, Yorktown and Appomattox. I
would forget its marvelous accu-
mulations of wealth, its additions
Rev. D. w. Davis to the literature of the world, and
point to the single fact that it has
done the most to spread the religion of Jesus Christ, as
the greatest thing it has accomplished for the better-
ment of the human family.
If some man would ask me the one act on the part of
my own race that gives to me the greatest hope for its
ultimate elevation to the heights of civilization and
culture, I would not revel in ancient lore to prove it
among the pioneers in civilization, nor would I point
to its marvelous progress since Emancipation that has
surprised its most sanguine friends, but I would take the
single fact of its unquestioned acceptance of the dogmas
and tenets of the Christian religion, as promulgated by
the Anglo-Saxon, as the highest evidence of its future
possibilities.
It is my blessed privilege to-night while you are plead-
ing for the " winning of a generation," and at this special
session for " the relation of the Sunday-school to mis-
sions, both home and foreign," to plead for my people;
and my prayer is that God may help me to make my
plea effective. The people for whom I plead are bone
of my bone and flesh of my flesh. I plead for help for
2 94 The Relation of the Sunday-school to Missions
my own bright-eyed boy and girl, and for all the little
black boys and girls in m}^ far-off southern home.
If the great race problem is to be settled (and it is
a problem, notwithstanding all that has been said to
the contrary), it is to be settled,* not in blood and car-
nage, not by material wealth and accumulation of lands
and houses, not in literary culture nor on college campus,
not in industrial education, or in the marts of trade,
but b}^ the religion of Him who said, " And I, if I be lifted
up, will draw all men unto me." These things are
resultant factors in the problem, but the problem itself
lies far deeper than these.
I. Is the negro in any measure deserving of the help
for which I plead? The universal brotherhood and the
common instincts of humanity should be enough, but
I bring more. Othello in speaking of Desdemona says,
" She loved me for the dangeis I had passed, and I loved
her that she did pity them." If pity and suffering can
awaken sympathy, we boldly claim our right to the
fullest measure of consideration. Two hundred and
fifty years of slavery, with all of its attendant evils, is
one of our most potent weapons to enlist sympathy
and aid.
As I stand hereto-night, my mind is carried back to
an old plantation in Virginia. It is the first day of
January, 1864. Lincoln's immortal proclamation is a
year old, and yet I see an aunt of mine, the unacknowl-
edged offspring of her white master, being sold away
from the old homestead. The proud Anglo-Saxon blood
in her veins will assert itself as she resists, with all the
power of her being, the attempts of the overseer to ply
the lash to her fair skin, and for this she must be sold
" way down Souf." I see her now as she comes down
from the " Great House," chained to twelve others, to
be carried to Lumpkin's jail in Richmond to be put
upon the " block." She had been united to a slave of
her choice some two years before, and a little babe had
been born to them. The husband, my mother w4th the
The Sunday-school and the Negro Problem 295
babe in her arms, and other slaves watch them from the
" big gate " as they come down to the road to go to Rich-
mond, some twenty miles away. As she saw us big
tears welled up in her big black eyes ; not a word could
she utter as she looked her last farewell. She thought
of one of the old slave songs we used to sing in the cabin
prayer- meetings at night, as we turned up the pots and
kettles, and filled them up with water to drov/n the sound.
Being blessed, as is true of most of my race, with a splen-
did voice, she raised her eyes and began to sing:
" Brethren, fare you well; brethren, fare you well;
May God Almighty bless you until we meet again."
Singing these weird lines she passed out of sight.
More than forty years have passed, and they have never
met again, unless they have met in the Morning land,
where partings are no more.
For the sufferings we have endured, leaving their
traces indelibly stamped upon us, I claim your aid that
we may have for our children this blessed gospel, the
panacea for all human ills.
2. He has elements in his nature that make him
peculiarly susceptible to religious training. He stands as
a monument to faithfulness to humble duty, one of the
highest marks of the Christ life. He is humble and faith-
ful, but not from cowardice, in evidence of which I recall
his achievements at Boston, Bunker Hill, New Orleans,
Milliken's Bend, Wilson's Landing and San Juan Hill.
He fought when a slave, some would say, from com-
pulsion, but would he fight for love of the flag of the
Union? God gave him a chance to answer the question
at vSan Juan Hill. The story is best understood as told
to me by one of the brave Ninth Cavalry as he lay
wounded at Old Point Comfort, Va.
The splendid Rough Riders are led by that prince of
men, a hero in war and a greater one in peace, who,
amid the clangor of political strife, amid the timidity
of friends and censure of foes, dares stand for the right
296 The Relation of the Sunday-school to Missions
as God has given him light to see the right, — Theo-
dore Roosevelt. Up they go amid shot and shell from
enemies concealed in fields, trees, ditches and the block-
house on the hill. The galling fire proves too much
for them and back they come. A second and third
assault prove equally unavailing. They must have help.
See them as they come, black as the sable plume of mid-
night, yet irresistible as the terrible cyclone. As is the
custom of my race under excitement of an}^ kind, they
are singing, — not " My countr3^'tisof thee, sweet land of
liberty, of thee I sing," though fighting willingly for the
land that gave them birth; not " The bonny blue flag,"
though they were willing to die for the flag they loved.
They sing a song never heard on battlefi.eld before,
" There is a hot time in the old town to-night." On they
come, trampling on the dead bodies of their comrades —
they climb the hill. " To the rear! " is the command.
" To the front! " they cry; and, leaderless, with officers
far in the rear, they plant the flag on San Juan Hill,
and prove to the world that negroes will fight for love
of country.
They were faithful to humble duty in the dark da^^s
of the South, from 1861 to 1865. When Jeff Davis
had called for troops until he had well nigh decimated
the fair southland, and even bo3^s, in their devotion to
the cause they loved dear, were willing to go to the front,
my young master came to my old mistress and asked to
be allowed to go. Calling my Uncle Isaac, my old
mistress said to him, " Isaac, go along with your young
Marse Edmund, take good care of him, and bring himi
home to me." " I gwy do de bes I kin," was his reply.
Off these two went amid the tears of the whole planta-
tion, and we heard no more for some time. One night
we heard the dogs howling down in the pasture lot;
always a forewarning of death to the southern heart.
A few nights thereafter, m}^ mother heard a tap])ing on
the kitchen window, and, on going to the door, saw
Uncle Isaac standing there alone. " What in the world
The Sunday-school and the Negro Problefn 297
are you doing here? " was the question of my mother.
" Whar's mistis? " was the answer. My mother went
to call mistress, who, white as a sheet, repeats the ques-
tion. " Mistis, I done de bes I could." Going a few
paces from the door, while the soft southern moon shone
pitilessly through the solemn pines, he brought the dead
body of his young master and laid it tenderly at his
mother's feet, having brought it on his back more than
twenty miles from the battlefield, faithful to his promise,
and from love of one with whom he had played,
though slave and master, in childhood's days. Such
acts of devotion can never be forgotten while memory
holds its sacred office. Not one case of the nameless
crime was ever heard in those days, though the flower
of the womanhood of the South was left practically
helpless in the hands of black men on southern planta-
tions.
We are proud of our 30,000 teachers, 2,000 graduated
doctors, 1,000 lawyers, 20,000 ordained ministers, 75,000
business men, 400 patentees, and 250,000 farms all paid
for, as evidence of our possibilities, but proudest of the
fact that nearly three millions of our almost ten millions
of negroes are professing Christians. It is true that
the negro is not always the best kind of a Christian.
He is often crude in worship, with a rather hazy idea
of the connection between religion and morality. A
colored man, on making a loud profession of religion,
was asked if he were going to pay a certain debt he had
contracted, remarked, " Ligun is ligun, an' bisnes' is
bisnes', an' I ain't gwy mix um." Yet I am afraid ours
is not the only race that fails to " mix um," and he does
not have to go far to find others, with advantages far
superior to his, who have not reached the delectable
mountain.
3. Our greatest curse to-day is the rum shop, kept far
too often by men of the developed and forward race,
to filch from us our hard earnings, and give us shame
and misery in return. A man who would deliberately
298 The Relation of the Sunday-school to Missions
debauch and hinder a backward race, struggling for the
light, would " rob the dead, steal the orphan's bread,
pillage the palace of the King of kings, and clip the
angels' pinions while they sing."
Right by the side of this hindrance, especially in the
country districts, is an ignorant, and, in too many cases,
venial ministry, for ignorance is the greatest curse on
earth save sin. The Sunday-school is destined to be
the most potent factor in the removal of this evil. As
our children see the light as revealed in the Sunday-
school by the teachers of God's Word, they will demand
an intelligent and moral ministry and will support no
other. Let me say to you that there is no agency doing
more in that absolutely necessary and fundamental line
than this God-sent association.
There is a beautiful story told in Greek mythology,
that when Ulysses was passing in his ship by the Isle
of the Sirens the beautiful sirens began to play their
sweetest music to lure the sailors from their pos*ts of
duty. Ul3^sses and his sailors stuffed wax in their ears,
and lashed themselves to the masts, that they might not
be lured away; but when Orpheus passed b}^ in the
search of the golden fleece, and heard the same sweet
songs, he simply took out his harp and played sweeter
music, and not a sailor desired to leave the vessel. The
sirens of sin and crime are doing all in their power to
lure us from the highest and best things in life. Wealth,
education, political power are, after all, but wax in the
ears, the ropes that may or may not hold us to the masts
of safety; but that sweeter music of the heart, played
on the harp of Love by the fingers of Faith, will hold us
stronger than " hoops of steel." Let the great Sunday-
school movement continue to play for us this sweeter
music, and no sirens can lure us away from truth and
right and heaven. The mission that will be of real
help to us will be the mission dictated by love.
Sir Launfal found the Holy Grail in ministering to the
suffering and diseased at his own door. Ye who are in
The Sunday-school and the Negro Problem 299
search of God's best gift can find it to-day in uplifting
these ten millions of people at your door, broken by
slavery, bound by ignorance, yet groping for the
light.
The great Anglo-Saxon race has been growing more
than a thousand years, and we, an -undeveloped race,
have just begun. " Have patience with us and we will
pay thee all." I sometimes feel our race, so confiding
and so trustful, and which has believed so implicitly
in the justice, truth, and honor of the white race, is be-
coming a little suspicious. An old colored woman went
to a railroad station to get a ticket for the country.
" Where are you going ? " inquired the agent. " Whar
I gwine? What you got to do v/id whar I gwine? I
gwine 'bout my business, dat's all. You jes' gimme a
ticket! " I fear too many of us begin to feel this wav.
Yet the white race should treat our race so kindly and
considerately, on account of our very weakness, that
we may always look for fair and indulgent treatment,
for the Master has said, " Inasmuch as ye have done it
unto one of the least of these my brethren , ye have done
it unto me."
4. Has the negro made improvement commensurate
with the help he has received from North and South?
I believe he has, and that each year finds him better than
the last. Dr. Talmage w^as visiting a parishioner when
a little girl sat on his knee. Seeing his seamed and
wrinkled face, she asked, " Doctor, did God make you? "
" Yes," was the reply. Then looking at her own sweet,
rosy face in a glass opposite, she asked, " Did God make
me, too? " " Yes." " Did God make me after he made
you? " " Yes, my child; why? " Looking again at
his face and hers, she said, " Well, doctor, God is doing
better work these days."
God bless our mothers and fathers! no nobler souls
ever lived under such circumstances; but God has
answered their prayers, and, with the young folks, will
do better work.
300 The Relation of the Sunday-school to Missions
•
I see gathered tipon our fair western plain nations of
all the earth. The Italian is there, and thinks of " Italia,
fair Italia! " The Frenchman sings his " Marseillaise."
The solid, phlegmatic German sings his " Wacht am
Rhein." The Irish sings " Killarney," and " Wearing
o' the Green"; the Scotchman his " Blue Bells"; the
Englishman, " God save the King "; the American, the
" Star-spangled Banner." God bless the patriot! but
the ultimate end of all governments is that the Kingdom
of Christ may prevail. One towering Christian man
thinks of this, and, seeing a black man standing by,
without home or country, remembers that " All are
Christ's and Christ is God's." He swings a baton
high in air and starts a grand hallelujah chorus. For-
got is all else as the grand chorus, white and black, of
every age and every clime, sings till heaven's arches ring
again, while angels from the battlements of heaven
listen and wave anew the palm branches from the trees
of paradise, and the choir that sang on the plains of
Bethlehem jnore than nineteen hundred years ago join
in the grand refrain:
" All hail the power of Jesus' name,
Let angels prostrate fall ;
Bring forth the royal diadem,
And crown him Lord of all."
PORTRAITS
Of the Executive Committee Elected at the Eleventh Inter-
national Sunday-school Convention, Toronto,
Ontario, June 23-27, 1905
Each state, province and territory in the United States
and Canada, with Mexico, Central America, Cuba, Puerto
Rico, the Philippines and Hawaii, is represented by one
member on this committee. Each of the eleven districts
(see map on page 316) is represented by a member. The
officers of the convention and the General Secretary are
ex officiis members of the committee, making a total of 96.
This great committee is divided for the work into the fol-
lowing sub-committees (see Official Register) :
Central Official Report
Incorporation Work among the Negroes
Finance International Bible Reading
Education Primary
Mexico Theological Seminaries
Home Department Adult Bible Classes
Headquarters Building West Indies
In addition to portraits of the committee there are in-
cluded in the following pages pictures of eminent Sunday-
school leaders, past and present, of International P'ield
Workers and groups of denominational and other editors
engaged in presenting lesson helps and other valuable
information for the use of Sunday-school workers.
301
302
Enmient Sunday-school Leaders
Hon. Mr. Justice J. J. Maclarem, D.C.L., LL.D., Toronto, Ont.,
President International Sunday-school Association, igos. Member Inter-
national Committee since 1893. Eminent jurist of Canada, Justice of the
Ontario Court of Appeals.
Eminent Sunday-school Leaders
3°3
Dr. George W. Bailey, Philadelphia, Pa.,
Treasurer International Sunday-school Association. Chairman Executive
Committee of the World's Sunday-school Association.
304
Eminent Sunday-school Leaders
Marion Lawrance, Toledo, Ohio,
General Secretary International Sunday-School Association. Superintendent
of the Washington Street Congregational Sunday-school, Toledo, Ohio, for
thirty years. Author of " How to Conduct a Sunday-school " and other
works.
Eminent Sunday-school Leaders
305
Rev. John Potts, D.D., Tcronto, Ontario,
Chairman of the International Lesson Committee. Treasurer of Victoria
College. Chairman Committee on Education of the Methodist Church of
Canada.
3o6
Eminent Sunday-school Leaders
Edward K. Warren, Three Oaks, Mich.
Vice-Chairman Executive Committee International Simday-school Asso
ciation. President World's Fovirth Sunday-school Convention. At Toronto
he pledged the salary of Dr. J. E. Shepard, field superintendent for the
negroes, for three years.
Eminent Sunday-school Leaders
307
Bishop John H. Vincent, D.D., LL.D., Indianapolis, Ind.,
Bishop of the Methodist Episcopal Church since 1872. In company with
B. F. Jacobs launched the International uniform lesson system in 1892.
Chairman of the Lesson Committee, 1872-96. Founded the Chautauqua
Assembly, i S74. For many years the Sunday-school leader in the Methodist
Episcopal church. Author of many Sunday-school books.
3o8
Eminent Sunday-school Leaders
Hon. John Wanamaker, Philadelphia, Pa.,
A Christian merchant, who for forty-eight years has been superintendent
of the Bethany Presbyterian Church Sunday-school, the largest Sunday-
school in America, and with one exception the largest in the world. Vice-
President of the International Association and President of the Pennsyl-
vania State Association.
Eminent Sunday-school Leaders
309
H. J. Heinz, Pittsburg, Pa.,
Member of the International Executive Committee and Chairman of the
Pennsylvania State Committee. Has a world-wide interest in Sunday-
school work. At Toronto he pledged the siipport for three years of a field
worker for Japan. An active Christian worker, with -extensive business
interests in all parts of the world.
3IO
Eminent Sunday-school Leaders
F. F. Belsey, J. p., London, England,
A leader of the Sunday-school forces of England. Member of the English
section of the International Lesson Committee. Chairman of the British
delegation to the Jerusalem Convention, 1904. President of the World's
First Convention, London, i88q. With Rev. Frank Johnson attended the
Denver Convention, 1902.
Eminent Sunday-school Leaders
311
Rev. Frank Johnson, London, England,
Editor ot" the Siinday-school Chronicle. Secretary of the World's Fourth
Svinday-school Convention, Jerusalem, Palestine, 1904. Author of " Under
Cross and Crescent," the story of the Jerusalem Convention.
312
Eminent Sunday-school Leaders
B. F. Jacobs, Chicago, 111.,
The founder and leader of International Sunday-school work. " Pre-
eminent as an organizer and executive' officer^" Member of the Lesson
Committee, 1872-1902. Chairman Illinois State Committee, thirty years.
Chairman International Committee, 18S1-1902. Born Paterson, N. J.,
1S34. Died Chicago, 111., June 23, 1902.
Eminent Sunday-school Leaders
3^S
Henry Clay Trumbull, D.D., Philadelphia, Pa.,
One of the wisest friends and strongest supporters of organized Sunday-
school v/ork. From 1875 to his death (Dec. S, 1903) editor of the Sunday
School TiTnes. "The Sunday-school workers of North America owe him a
boundless debt for establishing helpful relations between them and the
great Bible scholars of this generation."
314
Eminent Sunday-school Leaders
William Reynolds, Peoria, 111.,
Sunday-school worker and leader for nearly forty years. Twice president
of the Illinois State Association. President of International Convention,
Chicago, 1887. At that convention elected the first International Field
Worker, and served until his death in Louisville, Ky., in 1897.
Eminent Sunday-school Leaders
315
Israel P. Black, Philadelphia, Pa.,
Thirty-two years a primary teacher in Philadelphia. First president of the
Philadelphia Primary Union, iSyg. Secretary of the International Union,
1891-93, and of the International Primary Department, 1896-1903. For
seven years editor of the International Primary Bulletin. He died May
22, 1903.
3i6
The International Executive Conwiittee
317
President J. J. Maclaren
Chairman W. N. Hartshorn
Hem. Justice J. J. Maclaren, Toronto, Ont., President of the Convention.
Elected member of the committee at St. Louis, 1803. Member Committee
on Headquarters Building.
W. N. Hartshorn, Boston, Mass. Elected member of Executive Com-
mittee at Chicago, 18S7. Elected chairman to succeed B. F. Jacobs,
Denver, igo2. For seventeen years chairman Massachusetts State Com-
mittee. Member of all committees.
Dr. George W. Bailey, Philadelphia. Elected member of Executive
Committee at St. Louis, 1893. Elected treasurer, igoo. Member of the
following committees; Central, Finance, L B. R. A., Primary, and chair-
man Mexico.
Marion Lawrance, Toledo, Ohio, General Secretary since 1899. For ten
years General Secretary of Ohio. Member of all committees.
■»«'*"
Dr. G. W. BAIJ.EY
Marion Lawrance
3i8
The International Executive Committee
A. B. McCrillis
H. H. Bell, D.D.
A. B. McCrillis, Providence, R. I., Vice-President of the Convention.
Elected a member of Executive Committee at Louisville, 1884. Member
Central and Finance Committees.
Rev. H. H. Bell, D.D., San Francisco, Cal., Vice-President. Member
Committee on Official Report. Elected 1905.
Rev. Junius V/. Millard, D.D., Atlanta, Ga., Vice-President. Member
Committee on West Indies. Elected 1905.
W. B. Jacobs, Chicago, 111., Vice-President. General Secretary Illinois
State Association. Member Committee on Official Report. Elected 1905.
We were unable to
secure a portrait of Mr.
Jacobs.
J. W. Millard, D.D.
W. B. Jacobs
The International Executive Committee
319
Bishop E. E. Hoss
Prin. R. A. Falconer
Bishop E. E. Hoss, LL.D., Dallas, Tex., Vice-President. Bishop of the
Methodist Episcopal Church, South. Member Committee on West Indies.
Elected 1905.
Principal R. A. Falconer, LL.D., Litt. D., Halifax, N. S., Vice-President.
Member Committee on West Indies. Elected 1905.
Rev. Joseph Clark, D.D., Columbus, Ohio, Recording Secretary. General
Secretary of Ohio. Member committees on Adult Bible Classes, and Primary.
Elected 1905.
Rev. E. F. Talmadge, Wauregan, Conn., Assistant Recording Secretary.
General Secretary of Connecticut. Elected 1905.
Rev. Joseph Clark
Rev. E. F. Talmadge
320
The Internattonal Executive Committee
John Legg
N. T. Arnold
John Legg, Worcester, Mass. Elected at Toronto, 1905, to represent
the First District. Member Committee on West Indies.
N. T. Arnold, Ridgway, Pa. Elected 1905, to represent the Second Dis-
trict. Member Committee on Finance.
George W. Watts, Durham, N. C. Elected 190.S, to represent the Third
District. Member following committees: Central, Work among the
Negroes, West Indies.
F. A. Wells, Chicago, 111. Elected 190 s, to represent the Fourth Dis-
trict. Member following committees: Central, Headquarters Building.
G. W. Watts
F. A. Wells
The International ExeeiUive Connnittee
3-^i
R. B. Griffith
^
F. P. Hays
R. B. Griffith, Grand Forks, N. D. Elected 1005, to reiircsent the Fifth
District. Member Primary Committee.
Frank P. Hays, St. Louis, Mo. Elected 1005, to represent the Sixth
District. Member Committee on West Indies.
W. N. Wiggins, San Antonio, Tex. Elected 1005, to represent the Sev-
enth District. Member Committee on Mexico.
H. P. Spencer, Denver, Colo. Elected lyos, to represent the Eighth
District.
H. P. Spencer
32 2
The International Executive Committee
D. L. Rader, d.d.
Rev. W. H. Day
Rev. Daniel L. Rader, D.D., Portland, Ore. Elected 1905, to represent
the Ninth District. Member Committee on Education.
Rev. W. H. Day, Los Angeles, Cal. Elected 1905, to represent the
Tenth District. Member Committee on Theological Seminaries.
Janero S. Paz, Guadalajara, Mexico. Elected 1005, to represent the
Eleventh District. Member of Committee on Mexico.
Rev. Sheldon Jackson, D.D., LL.D., Washington, D. C. representing
Alaska. Elected member of Executive Committee at Chicago, 1887.
Member Committee on Theological Seminaries.
We were
unable
to
secure the
portrait
uf
Mr. Paz.
,,^■11
P|
\
ajl
e
2H
J. S. Paz
Rev. Sheldon Jackson
The International Executive Committee
323
J. S. Carroll
Prin. A. O. MacRae
J. S. Carroll, Troy, Ala. Elected Toronto, 1905. Member Committee
on Finance.
Principal A. O. MacRae, Ph.D., Calgary, Alberta. Elected 1905. Mem-
ber Committee on I. B. R. A.
Walter Hill, Prescott, Ariz. Elected 1905. Member Committee on
Mexico.
Gen. B. W. Green, Little Rock, Ark. Elected at Atlanta, 1899. Mem-
ber Committee on Work among the Negroes.
Walter Hill
Gen. B. W. Green
324
The International Executive Coniinittee
Noah Shakespeare
C. M. Campbell
Ncah Shakespeare, Victoria, B. C. Elected at Denver, 1902. Mcmboi
Gommittee on Home Department.
C. M. Campbelj. Sacramento. Cal. Elected Vice-President, Denver, 1902.
Elected to represent California, N., on the Executive Committee, 1905.
Member Committee on Adult Bible Classes.
Gail Borden, Los Angeles, Cal. Elected 1905. Member Committee on
Headquarters Building and on Mexico.
S. H. Atwater, Canon City, Colo. Elected at Atlanta, 1S99; served until
1902. Elected at Toronto, 1905. Member Committee on Home Depart-
ment.
Gail Borden
S. H. Atwater
The International Executive Committee
325
S. H. Williams
C. H. Cantwell
S. H. Williams, Glastonbury, Conn. Elected 1905. Member Primary
Committee.
C. H. Cantwell, Wilmington, Del. Elected 1905. Member Committee
on I. B. R. A. President Delaware A.ssociation.
W. W. Millan, Washington, D.C. Elected at Denver, 1902. President
District of Columbia Association. Member Committee on I. B. R. A.
H. C. Groves, Ocala, Fla. Elected at Boston, 1896. Member Committee
on Work among the Negroes.
W. W. Millan
H. C. Groves
326
The International Executive Committee
F. L. Mallary
Rev. W, H Bowler
Frank L. Mallary, Macon, G"a. Elected 1905. Member committees on
Work amon<? the Negroes and Headquarters Building.
Rev. W. H. Bowler, Shoshone, Idaho. Elected 1905. Member Primary
Committee,
A. H. Mills, Decatur, 111. Elected at Denver, 1902. to succeed B. F.
Jacobs. Member of followine; committees: Incorporation, Chairman Pri-
mary and Adult Bible Classes.
D. M. Marrs, Viniia, I. T. Elected 1905. Member Committee on Official
Report.
A. H Mills
D. M, Marrs
The International Executive Committee
327
W. C. Hall
J. F. Hardin
W. C. Hall, Indianapolis, Ind. Elected at Denver, 1902. Member of
Committee un Advilt Bible Classes.
J. F. Hardin, Eldc.ra, la. Elected at Atlanta^ 1899. Member Committee
on Home Department.
Don Kinney. Newton, Kan. Elected at Denver, 1902. Member Pri-
mary Committee.
John Stites, Louisville. Ky. Elected at Boston, 1896. Member com-
mittees on Incorporation, Chairman, Work among the Negroes and Head-
quarters Building.
Don Kinney
JoHx Stites
328
The International Executive Committee
M. C. BridTtES
L. R. Cooiv
M. C. Bridges, Norwood, La. Elected 1905. Member Committee on
Headquarters Building.
L. R. Cook, Yarmouthville, Me. Elected at Denver, 1902. President
Maine State Association. Member Priniary Cominittee.
F. W. Adams, Winnipeg, Manitoba. Elected 1905. Member Committee
.)n Official Report.
Williatn A. Tottle, Baltimore, Md. Elected 1905. Member Committee
on Finance. ^
F. W. Adams
W. A. Tottle
The International Executive Committee
329
E. K. Warrrn
Rev. G. R. Merrill
E. K. Warren, Three Oaks, Mich. Elected at Denver, 1902. Member of
the following committees: Central, Incorporation, Work among the Negroes,
Chairman Finance.
Rev. George R. Merrill, D.D., Minneapolis, Minn. Elected at Boston.
1896. Re-elected at Denver, 1902. Secretary of the Executive Committee.
Member of following committees: Education, Theological Seminaries,
Chairman.
D. E. Wilson, Nesbitt, Miss. Elected 1905. Member Committee on
Adult Bible Classes.
Rev. A. P. George, D.D., St. Louis, Mo. Elected 1905. Member Com-
mittee on Adult Bible Classes.
D. E. Wilson
A. P. George, D.D.
33°
The International Executive Committee
Rev. D. B. Price
G. G. Wallace
Rev. D. B. Price, Stevensville, Mont. Elected in 1003, to fill vacancy.
Member Committee on Theological Seminaries.
George G. Wallace, Omaha, Neb. Member of the Committee at Atlanta,
1899. Elected again, 1905. Member of Central Committee and Committee
on Theological Seminaries.
Pres. J. E. Stubbs, D.D., LL.D., Reno, Nev. Elected 1905. President
Nevada State University. Member Committee on Theological Seminaries.
E. R. Machum, St. John, N. B., Vice-President Denver, 1902. Member
Executive Committee since Boston, 1896. Member Central Committee
and Committee on Incorporation.
Pres. T. E. Stubbs
E. R. Machum
The International Executive Committee
2,3^
C. p. Ayre
Prin. G. W. Bingham
Charles P. Ayre, St. John's, N. F. Elected 190=;. Member Committee on
I.B.R.A.
Principal G. W. Bingham, Derry, N. H. Elected at St. Louis, 1893.
Member Committee on I. B. R. A.
Rev. Frank A. Smith, Haddonfield, N. J. Elected at Denver, 1902.
Member Committee on I. B. R. A., Chairman.
F. W. Spencer, Albuquerque, New Mexico. Elected 1905. General
Secretary of New Mexico. Member Committee on Mexico.
Rev. F. A. Smith
F. W. Spencer
332
The International Executive Committee
F. L. Brown
AV. A. Duncan
Frank L. Brown, Brooklyn, N. Y. Elected 1905. Member Primary,
Home Department, and West Indies committees.
W. A. Duncan, Ph.D., Syracuse, N. Y. Elected at Louisville, 18S4. In
1905 was made, by vote of the committee, an honorary member. Chairman
of Committee on Home Department.
N. B. Broughton, Raleigh, N. C. Elected at Atlanta, 1899. Chairman
Committee on Work among the Negroes.
H. E. Pratt, Cavalier, N. D. Elected 1905. Member Committee on
Incorporation.
N. B. Broughton
H. E. Pratt
The International Executive Committee
^?>?>
Dr. F. Woodbury
W. A. EUDALY
Dr. Frank Woodbury, Halifax, N. S. Elected at Denver, 1902. Chair-
man Committee on West Indies and member Committee on Education.
W. A. Eudaly, Cincinnati, Ohio. Elected at St. Lo.uis, 1893, President
Ohio Association. Member of Central and West Indies Committees.
Dr. L. Haynes Buxton, Oklahoma City, Okla. Elected 1905. Member
Committee on I. B. R. A.
William Hamilton, Toronto, Ont. Elected 1905. Member Committee
on Headquarters Building.
Dr. L. H. Buxton
W. Hamilton
334
The International Executive Committee
A. A. Morse
H. T. Heixz
A. A. Morse, Portland, Ore. Elected igo5. Member Committee on
Incorporation.
H. J. Heinz, Pittsburg, Pa. Elected at Denver, 1902. Member of the
following committees: Central, Incorporation, Finance, Headquarters
Building.
Rev. E. J. Rattee, B.A., Malpeque, P. E. I. Elected 190S. Member
Committee on Official Report.
Seth P. Leet, Montreal, Quebec. Elected at Pittsburg, 1890. Member
of Committee on Incorporation.
Rev. E. J. Rattee
S. P. Leet
The International Executive Committee
335
T. W. Waterman
Rev. J. W. Hannon
T. W. Waterman, Providence, R. I. Elected at Atlanta, iSgg. Member
Committee on Home Department.
Rev. J. W. Hannon Pnnce Albert, Saskatchewan. Elected at Denver,
1902. Member of Committee on Official Report.
W. E. Pelham, Newberry, S. C. Elected at Denver, 1902. Member
Committee on Honie Department.
Rev. C. M. Daley, Huron, S. D. Elected at Denver. 1902. Member
Com.mittee on Home Department.
W. E. Pelham
Rev. C, M. Daley
33^
The International Exeeutive Committee
H. M. llA.Mi...., U.D.
W. G. Breg
Prof. H. M. Hamill, D.D., Nashville, Tenn. Elected at Denver, i()02.
Member following committees: Central, Official Report, Ediication, Chair-
man.
W. G. Breg, Dallas, Tex. Elected 1905. Member Committee on Mexico.
Thomas Weir, Salt Lake City, Utah. Elected at Denver, 1902. Member
Committee on Finance.
D. M. Camp, Newport, Vt. Elected at Atlanta, 1899. Member Commit-
tee on Incorporation.
Thomas Weir
D. M. Camp
The International Executive Committee
337
J. R. JOPLING
W. R. COOLEY
J. R. Jopling, Danville, Va. Elected at Denver, 1Q02. Member Com-
mittee on Work among the Negroes.
W. Ralph Cooley, Spokane, Wash. Elected 1905. President of the
Eastern Washington and Northern Idaho Association. Member Committee
on Official Report.
W. D. Wood, Seattle, Wash. Elected at Denver, 1902. Member Com-
mittee on Finance.
Rev. Christopher Humble, M.D., Parkersburg, W. Va. Elected at Den-
ver, 1902. Member Committee on Education.
W. D. Wood
Rev. C. Humble
33&
The International Executive Committee
S. B. Harding
I. C. Whipple
S. B. Harding, Waukesha, Wis. Elected at Denver, 1902. President
Wisconsin Association. Member Committee on I. B. R. A.
I. C. Whipple, Cheyenne, Wyo. Elected to fill vacancy. Member Com-
mittee on Headquarters Building.
Rev. E. B. Turner, Honolulu, Hawaii. Elected 1005.
Rev. Robert McLean, San Juan, Puerto Rico. Elected 1905.
Rev. E. B. TuRNfcf
Rev. R. McLean
The International Executive Committee
339
Rev. H. C. Stuntz
Rev. P. RiosECO
Rev. Homer C. Stuntz, D.D., Manila, Philippines. Elected igos.
Rev. Pedro Rioseco, Havana, Cuba. Elected 1905.
Rev. C. Scott Williams, San Luis, Potosi, Mexico. Elected 1905.
ber Committee on Mexico.
Rev. W. W. McConnell, San Jose, Costa Rica. Elected 1902.
Mem-
Rev. C. S. Williams
Rev. W. W. McConnell
340
The International Executive Committee
Rev. I. H. Fulton
Rev. J. A. Whitted
Rev. I. H. Fulton, Orangeburg, S. C, Vice-President, representing the
negroes. Elected 1005.
Rev. J. A. Whitted, D.D., Raleigh, N. C. Elected 1905. Member of the
Executive Committee at large, representing the negroes.
Prof. I. Garland Penn, South Atlanta, Ga. Elected Denver, 1902,
member of the committee at large representing the negroes. Member of
Committee on Oflficial Report.
Rev. S. F. Kingston, Selma, Ala. Elected 1905, member of the committee
at large, representing the negroes.
Prof. I. G. Penn
Rev. S. F. Kingston
International Field Workers
341
Mrs. J. W. Barnes
Mrs. M. F. Bryner
Mrs. J. Woodbridge Barnes, Newark, N. J., Primary and Junior Secre-
tary, appointed to this position in the fall of 1902.
Mrs. Mary Foster Bryner, Peoria, 111., Field Worker. Appointed early
in 1903.
Mr. W. C. Pearce, Chicago, 111., Teacher-Training Secretary. Formerly
secretary of the Cook County (Chicago, 111.) Association. Appointed early
in 1903.
Dr. James E. Shepard, Durham, N. C, Field Superintendent of the Work
among the Negroes. Appointed November, 1902.
W. C. Pearce
Dr. J. E. Shepard
342
Denominational and Other Leaders
John T. McFari.and, D.D.
James Atkins, D.D.
John T. McFarland, D.D., New York. Methodist Episcopal, 2,848,000
communicants. Corresponding Secretary Sunday-School Union. Editor
The Su}iday-School Journal and other Sunday-school publications of the
denomination. President of the Editorial Association.
James Atkins, D.D., Nashville, Tenn. Methodist Episcopal Church,
South, 1,557,000 communicants. Editor and chairman of the Sunday-
school board. Editor The Sunday-School Magazine.
I. J. Van Ness, D.D., Nashville, Tenn. Southern Baptist, 1,851,000 com-
municants. Editorial secretary Southern Baptist Convention. Editor The
Teacher.
C. R. Blackall, D.D., Philadelphia, Pa. Baptist, North, 1,070,000 com-
municants. Editor of Periodials, American IBaptist Publication Society.
Editor The Baptist Superintendent. Secretary and treasurer of the Edi-
torial Association. Chairman Administration Committee, Pennsylvania
State Sunday-School Association.
I. J. Van Nrss, D.D.
C. R. Bl.ACKALL, D.D.
Denominational and Other Leaders
343
J. R. Miller, D.D-
M. C. Hazard, Ph.D.
J. R. Miller, D.D., Philadelphia, Pa. Presbyterian, North, 1,060,000
communicants. Editor The Westminster Teacher, and other publications
of the Presbyterian Church. Author of many helpful books.
M. C. Hazard, Ph.D., Boston, Mass. Congregationalist, 668,000 com-
municants. Editor The Pilgrim Teacher and the general publications of
the Congregationalist^ church for twenty-one years. Formerly associate
editor of the SundayScJiool Times, and, from 1874 to 1S81, editor The Sun-
day-School Teacher.
A. L. Phillips, D.D., Richmond, Va. Presbyterian, South, 240,000 com-
municants. General Superintendent of Sunday-school work and business
manager of The Earnest Worker.
John A. McKamy, D.D., Nashville, Tenn. Cumberland Presbyterian,
186,000 communicants. Editor of Sunday-school publications. Editor
Sundav-School Work.
A. L. Phillips, D.D.
John A. McKamy, D.D.
344
Denominational and Other Leaders
RuFtjs W. Miller, D.D.
Charles S. Albert, D.D.
Rufus W. Miller, D.D., Philadelphia, Pa. Reformed Church (German),
264,000 communicants. Secretary Sunday-school board and editor The
Heidelberg Teacher.
Charles S. Albert, D.D., Philadelphia, Pa., Evangelical Lutheran General
Synod, 223,000 communicants. Editor Augsburg Sunday-School Teacher,
and other publications.
Rev. R. Douglas Eraser, A.M., Toronto, Ontario. Presbyterian Church
in Canada, 233,000 communicants. Business manager and editor Sunday-
school publications o£ the Presbyterian Church in Canada. Editor The
Teacher's Monthly.
Rev. I. Bennett Trout, Elgin, 111. Brethren, 100,000 communicants.
Editor Brethren Piiblications.
R. Douglas Eraser, A.M,
Rev. I. Bennett Trout
Denominational and Other Leaders
Rev. Frederick Mtinz
Rev. H. H. FouT
Rev. Frederick Munz. German Methodist.
Rev. H. H. Fout, Dayton, Ohio. United Brethren, 251,000 communi-
cants. Editor Our Bible Teacher and other Sunday-school publications.
Rev. P. D. Raidabaugh. Friends, 53,000 communicants. Manager of
the Publishing Society of Friends and editor of the Bible School Ov.artcrly.
R. J. Miller, D.D., Pittsburg, Pa. United Presbyterian, 121,000 com-
municants. Editor of United Presbyterian Board of Publications. Editor
The Bible Teacher.
Rev. P. D. Raidabaugh
R. J. Miller, D.D.
346
Denominational and Other Leaders
O. F. Safford, D.D.
Rev. W. B. Olmstead
O. F. Safford, D.D., Peabody, Mass. Universalist, 54,000 communicants.
Editor Uni\'ersalist Sunday-school publications. Editor The Sunday-School
Helper.
Rev. W. B. Olmstead, Chicago, 111. Editor Light and Life, Sunday-school
publications.
F. N. Peloubet, D.D., Auburndale, Mass. Editor Peloubet's Select Notes.
Author of " The Front Line of the Sunday-School Movement," and other
books.
David C. Cook, Elgin, 111. The David C. Cook Publishing Company.
Editor of Sunday-school publications.
F. N. Pet.oubrt, D.D.
D. C. Cook
Denominational and Other Leaders
347
'—'%
1
JH^^H
L i
lo
9
C. G. Trumbull
W. J. Semelroth
Charles Gallaudet Trumbull, Philadelphia, Pa. Editor The Sunday
School Times.
William J. Semelroth, Winona Lake, Ind. Editor The World Evangel.
Prof. Amos R. Wells, Boston, Mass. Editor Christian Endeavor World.
Author of " Sunday-School Problems," " Studies in the Art of Illustration,"
and other books.
William T. Ellis, Wyncote, Pa. Religious editor, The Philadelphia Press.
Writer of Sunday-school lesson helps for forty daily papers in different parts
of the United States.
Prof. A. R. Wells
W. T. Ellis
348
Denominational and Other Leaders
E. W. Rice. D.D.
Rev. L. H. Seagar
E. W. Rice. D.D.. Philadelphia, Pa. Editor and chairman Executive
Committee of the American Sunday-School Union. Editor The Sunday-
School World.
Rev. L. H. Seagar, Cleveland, Ohio. Evangelical Association, 100,000
communicants. Editor Evangelical Sunday-School Teacher.
Robert R. Doherty. Ph.D. Associate editor Sunday-school publications
of the Methodist Episcopal Church.
Rev. James H. Garrison, LL.D.. St. Louis, Mo. Disciples of Christ,
1,2,34,000 communicants. Editor The Christian Evangelist.
R. R. Doherty. Ph.D.
J. H. Garrison, LL.D.
Frontiers, Old and New 349
Frontiers, Old and New
W. G. PUDDEFOOT, D.D.
Field Secretary of the Congregational Home Missionary Society
Many people think we have no
more frontier. It would be nearer
the truth to say we have more fron-
tiers than ever. It is true that the
oldest of the frontiers are gone,
where the settler had to fight the
Indian while felHng the forests.
Yet we have many real frontiers
left, one of which I lately visited
and wiJl describe,
w. G. PuDDEFooT, D.D. Last October I left Minneapolis
late in the evening and awoke in the
morning at Duluth. Soon after breakfast I began my
journey to Crookston, where I was to speak that evening.
On my way I passed a town within seventy-five miles
of the place I wished to visit, but which would not be
reached till after two days' ride. Starting from Crooks-
ton at 3 A.M. next day, I had seven hours' riding to
Winnipeg. At 5 a.m. I saw five steam threshers at
work. It snowed heavily the day before, and the stacks
of wheat were in some cases covered. The train left
Winnipeg fifteen minutes late, as three carloads of
" lumber jacks " were going with us. They had liquor
enough on board to stock a saloon, ah of which was
drunk by night, and then, still thirsty, they emptied
the water tanks. It began to feel like frontier work for
certain. I had left hundreds of land seekers behind,
now we were going through new country. After trav-
eling about two htmdred miles eastward I found the
home missionary, — a genuine pioneer and the son of
pioneers. It was dark, and we had to step softly down
a steep bank, slippery with ice and snow, and were pad-
dled across Rainy River in a canoe, International Falls
ftimishing the music. Here the home missionary
350 The Relation of the Sunday-school to Missions
preaches in the largest saloon in town, kept by a man
whose wife runs the temperance hotel.
This field has a hundred miles of frontier, dense forests
in much of it, the missionary's home some thirty or forty
miles from where he met me. When I asked him if he
kept a horse, he smiled and said, " I could not keep one
if I had one, and I could not use one even if I could
keep one. Why? I have only nine miles of road; the
rest is trail. In summer I can use the river, but in
winter it is tramp, tramp, tramp." Yes, tramps of
many miles, with the thermometer at 60 below zero and
more. His post-office is in Canada; his people are
settlers from everywhere. And this is one frontier only
in one state which has a few more to show. I have a
letter from a man in another state, an Oberlin scholar,
who with his wife are the only English-speaking people
in the count}^, a whole county of frontiers. Another
letter from New Mexico: " We are twenty miles from
the railway and thirty from a town with a church. If
we could hear a sermon once or twice a year it would be
a great blessing." Here are voices crying in the wilder-
ness that the church ought to listen to, and they voice the
needs of many more.
And now a word about some other new frontiers.
For many years from seventy to eighty thousand people
were pouring into Michigan, and as many more into
Texas and the northwest, but these were driblets com-
pared with the newest frontiers, with nearly a million a
year settling largely in Pennsylvania, New York, Con-
necticut, Rhode Island and Massachusetts. From the
East River up to Broadway one may pass all the fron-
tiers of Europe, China and Japan. As a rule, the
boundaries are as clear cut as the banks of the Gulf
Stream. Here, then, is the Church's opportunity. If
we are really in earnest about converting Europe, here is
the very chance. Instead of a few missionaries scattered
among the millions of Europe, here are some thousand?
of Europeans brought into contact with millions of
Frontiers, Old and New 351
Christians. Shall we improve the opportunity? One
thing is certain, we must lift them or be lowered by them.
There are now actually thousands of places where there
is neither church or Sunday-school. The Sunday-
school can go where the church cannot.
Come with me into a typical frontier town. The
nearest church is eleven miles away. The settlers are
from everywhere and on the move continually. It
seemed like wasted work to get a choir together and
have it break up in two months; a good Sunday-school
started and half the teachers leaving; but it was the
best kind of work. The church and Sunday-school were
like springs in a desert land that saved travelers' lives.
At times I grew despondent. Stores kept open on
Sundays, and saloons were thick, and many of the saloon
keepers were in office. The old schoolhouse, as it was
called, was but twelve years of age. It was built in the
forest, and yet in ten years there were two railways
with sixteen daily trains.
An incident or two will illustrate the work. Let us
go into a small house where the good woman, usually so
cheerful, is in trouble. Some one had sent a bullet through
the siding and struck the sewing-machine while she was
running it. Before she had time to explain, her boy
came bouncing in. " Ned, don't you see who is here? "
The boy doffed his cap. " Say, Mr. Puddefoot, do you
know anything about rabbits? "
" Yes, all about them; lop-eared and all other kinds."
From " rabbits " to " reading " was easy, and the result
was a barrel of Youth's Companions and similar litera-
ture. The boy devoured them. It was a small inci-
dent, but to-day the man is principal of a large high
school. Others who lived in little shanties and houses
partitioned like stables I have found all over the country.
Some are in large mercantile business, some in banks
holding good positions, some teaching in normal schools.
I have found them in Massachusetts, Connecticut and
all the way through to California .
352 The Relation of the Sunday-school to Missions
Standing in that wild-woods town twenty-five years
ago, who could have guessed at the outcome? Some of
the Sunday-schools in the outlying districts were held
in deserted camps; one over a saloon; another in a stable,
the library being kept in the manger. Now, think of the
thousands of places in our land to-day where there is
neither a church nor a Sunday-school. Think of the
awful loss through neglect, and think also of the wonder-
ful harvest that awaits the reaper.
Dyke Rock Cottage, Clifton, Mass.
Conference of the Central Committee, August 22-25, 1905
The Sunday-school and Home Missions 353
The Sunday-school and Home Missions
Rev. E. E. CHIVERS, D.D.
Field Secretary Baptist Home Missionary Society
It was a happy inspiration which
suggested as the weighty word of
this great convention, and the rally-
ing cry for service, " Winning a gen-
eration." And yet we need to read
into that motto a larger meaning
than appears upon the surface, if
we would fill out the measure of
the office and responsibility of the
Sunday-school worker.
E. E, Chivers, D.D. That office is not fulfilled, nor is
that responsibility discharged sim-
ply by winning souls to Christ. Winning must be
followed by training. Christianity stands before the
world with a gracious word of invitation and a gen-
erous promise. Speaking in the Master's name it echoes
his words, and says: " Go," " Go ye," " Go ye into all
the world and preach the gospel to every creature."
The Master's loving, winning word, " Come," is my call
to discipleship. The Master's commanding " Go " is my
commission to apostleship. There is no discipleship
that does not carr}^ with it apostleship of some kind.
The divine light is kindled in my heart not simply for
my enlightenment, but that I in turn may shed light
upon the darkened path of some one else.
AVhat we need is not simply the winning of a genera-
tion, but the enlistment of a generation in missionary
service. This is our supreme need, — a generation
instinct with the missionary spirit, pervaded by the
missionary passion, responsive to the missionary motive
and seeking the attainment of the missionary end.
The Bible is a missionary book. Abraham is called
not for himself alone, but that in him all the millions
of earth should be blessed. Israel is chosen from among
354 The Relation of the Sunday-school to Missions
the nations, not for its own sake, but for the world's
sake. Jewish particularism was with a view to
Christian universality.
Christianity is essentially a missionary religion. I
have but half apprehended the spirit of the New Testa-
ment, and have rendered but halfway obedience to my
Lord, if I content myself with coming to him for sal-
vation, and hesitate about going, in his name and at
his command, to the uttermost parts of the earth to
make that salvation known to my brother man. The
first impulse of the renewed heart is missionary. If
all organized missionary agencies were blotted out of
existence to-day, the missionary enterprise would be
born again to-morrow in the first truly regenerated
and divinely enlightened soul.
About a year and a half ago a gospel mission was
opened among the Crow tribe of Indians in Montana.
There was one man who had in him the instincts of a
leader and who early became interested in the mission-
ary enterprise. We were sure that his face was turned
toward the kingdom. We invited the missionary to
bring him to our anniversaries in St. Louis some two
weeks ago, with the hope and prayer that under the
inspiration of that great missionary assembly his heart
might be touched and he would go home to ponder what
he had seen, and to give himself to Jesus Christ. There
was a surprise in store for us. The Lord answered
our prayers according to the riches of his grace, and
when I stood up to introduce this Crow Indian, White
Arm, to the great assembly, it was to introduce him as
my brother in Christ, and to have him. through an
interpreter make his confession of faith in Christ in the
presence of that assembly.
We went down stairs together. He laid his hand
upon my shoulder, and, calling me by the name
which the tribe gave me when they honored me by
making me a member of it, he said: " You Jesus man."
Pointing to himself he said: " White Arm Jesus man
The Sunday-school and Home Missions 355
too," and laying his hand on his heart he said: " Heap
good! Heap good! Heap good! " He buried his face
in his hands, and then he made the movement of a man
striking a match, and threw up his hands. It was his
way of saying, in the expressive sign language : " Whereas
I was blind, now I see." Then, putting up his hand,
he said, " Tepee," and pointed to the north. I knew
he wanted to call my attention to his home in the north.
He named his wife and little child. He said: " White
Arm talk; Pretty Shell [his wife], she come too."
There was the normal impulse of the new life in the un-
tutored soul. Then he stretched out his hands to an
Indian camp, and then in another direction to another
camp, and then to another. Then he made a sign
showing that he would bring them all together. Then
he made the sign of spreading out his arms on a cross.
Then he said: " White Arm talk, talk, talk." Then he
made a sign of drawing in, and said, " Church, church."
Could anything have been more beautifully expressive
of the unrestrained working of the new life in a soul,
taught alone of the Spirit of the living God?
There is a practical heresy in our churches to-day
which, to my way of thinking, involves even larger harm
than many theoretical heresies which we decry; and
that is the heresy which leads men to lose all sight and
sense of responsibility for personal service and to rele-
gate it to some one else. An elder in a southern church,
they say, when his pastor called on him to pray, refused,
saying: " That is what we hire you for." Many in
our churches, though they might not express themselves
in such blunt fashion, shape their lives much as did
that elder. We need to bring clearly before the minds
of our people what the Church of the Lord Jesus Christ
stands for. It is set in the world to do precisely what
Christ came to do, viz., to reveal God to men, -.and to
redeem men unto God. That is its business. And
we need to cultivate a clearly definite sense of personal
responsibility in its doing.
356 The Relation of the Sunday-school to Missions
I stand before you as the representative of a society
that is engaged in the evangelization of the home land.
I plead for world-wide evangelization ; but in that plea
I include the home land. Neighborhood, according
to Christ's definition of it, is not a geographical term.
Wherever in the wide world there is a human being
whom I can reach with the utmost exertion of my com-
passion and help, there is my neighbor. Given on the
one side human need, and on the other side ability
to help, and you have the claim of neighborhood that
cannot be rightfully set aside.
There are conditions with us which make missionary
activity an urgent and imperious necessity. There is
an incoming tide of immigration — over one million
aliens landed on the shores of the United States last
year. Travel through New England, the home of the
Puritan and Pilgrim, the home of missionary societies,
that has given unstintingly of her life blood, of her sons
and her daughters and her treasure, for the evangeliza-
tion of home and foreign lands, and you will find her
confronted by the most perplexing and complicated
problem with which she has ever had to deal in all
her history. Go into the congested tenement-house
quarter of any of our great cities; travel, as I have
traveled, the great prairie wheatfields of the north-
west; go into the mining camps, and into the sparsely
settled frontier regions, and I will find you conditions
that make evangelistic work an urgent and crying
necessity.
In this matter of quickening the missionary spirit
and raising up a missionary generation, our Sunday-
school workers have a most important mission. In the
first place, they need to set definitely before their minds
the missionary idea, and to realize that they are set in
the Sunday-school teacher's chair, not simply to win the
scholars to Christ, but to develop in those scholars
likeness to Christ, and to send them out along lines of
beneficent ministry for Christ.
The Sunday-school and Home Missions 357
In the next place, they can give prominence in their
teaching to the missionary idea. I said a few moments
ago that the Bible is a missionary book, and I fail to
understand how teachers can address themselves to
the interpretation and exposition of divine truth with-
out being called upon continually to enforce the mis-
sionary idea. All the great and distinctive doctrines
of the Christian faith imply missions. There is not
one of the cardinal and distinctive doctrines of the
Christian faith which, rightly interpreted, has not in it
the note of universality, and which does not impose
upon us the obligation to tell the gospel of the grace
of God to every creature. Give prominence, then, in
teaching to the missionary idea.
In the next place, cultivate the habit of illustrating
Christian truth b}^ facts and incidents drawn from the
mission field. You will search in vain for illustra-
tions of Scripture truth that are more telling and that v/ill
make a more definite impression upon the minds of the
scholars. Take that gracious invitation: " Come unto
me, all ye that labour and are heavy laden, and I will give
you rest." Let me have a few boys and girls before me
while I tell them this story of the beginning of mis-
sionary work among the Kiowa Indians in Oklahoma.
A missionary came among that tribe and through an
interpreter preached to them from that text. There
was an Indian woman whose heart was strangely stirred
as she heard. The word " rest " kept ringing in her
ears and sounding in her heart, and at the close of
the service she came up to the missionary, and said,
" vSir, did you say that this Jesus about whom you
were talking could give rest?" The missionar}^, en-
couraged in heart, said, " Yes, he can give rest." " Do
you think he can give me rest?" And then the poor
woman told of the sorrows of her life, how the messenger
of death had come into her tepee and taken away first
one child and then another, until she had been left
desolate. She showed her hands, from which joints
358 The Relation of the Sunday-school to Missions
of her fingers had been chopped away as^ signs of mourn-
ing.
As she told her tale she lifted up her mutilated hands,
and with the tears streaming down her cheeks, she said :
" Do you think he could give me rest?" The mis-
sionary told her the story of Jesus; and the old woman
opened her heart to receive it, and she knew the mean-
ing of the word " rest." I have been in her home; I
have broken bread at her table ; I have taken the com-
munion at the hands of her husband, to-day a deacon
in one of our churches in Oklahoma. Don't you think
I could interest a vSund ay-school with that sidelight on
that familiar topic, " Come unto me, all ye that labour and
are heavy laden, and I will give you rest "? Missionary
literature abounds with thrilling incidents that would
illustrate almost every phase of Christian experience
that is narrated to us in God's Word. Cultivate, then,
acquaintance with missionary literature that you may
avail yourselves of illustrations for the enforcement of
Christian truth and the quickening of the missionary
spirit.
I must stop with these words: Cultivate the habit of
missionary giving among the children, and do what you
can to circulate missionary literature among them.
My interest in missions was kindled, when I was but a
little boy, by the reading of the Halfpenny Missionary
Magazine, published in Leicester, England. I shall never
forget it. On the mantel shelf in my father's house
there was a good-sized box with letters on it more
than an inch long, " Missions." Each Lord's Day, as
we came to the table, the box was passed around, and
father and mother and sister and brother made their
offerings for missions. We no more thought of going
to church without that than without our breakfast.
Christian teachers, you have opportunities along these
lines for the quickening of the missionary spirit and for
the raising up of a generation of trained workers for
Jesus Christ.
A Plea for Egypt
359
r
Rev. Chauncey Murch
A Plea for Egypt
Rev. CHAUNCEY MURCH, Missionary, Luxor, Egypt
Luxor is situated on the river
Nile, six hundred miles from its
mouth at the Mediterranean, on
the ruins of ancient Thebes, that
for about nine hundred years, dur-
ing the period of Egypt's greatest
power and glory, was one of her
chief capitals. Our humble quar-
ters stand on the precipitous eastern
shore of the river, not farther away
than the front door of this building.
But while we are so near, yet we
are so far away that a great many travelers from Euro-
pean countries and from this side fail to see us.
M}^ dear friends, I wish you all knew as the missionary
does the condition of the people of the lands 3^onder.
Many Christian travelers go to Egypt, as they do to
other countries in which missionaries are engaged, and
they come away knowing nothing about our two hun-
dred mission stations scattered all the way up and
down the valley of the Nile from the first cataract to
the Mediterranean Sea, or of the work that goes on in
the homes of poor women who are secluded, or of our
great medical work carried on in two well-equipped
hospitals, where hundreds come daily to receive treat-
ment for the body.
These people with whom we have to deal are the
product of thousands of years of heathenism, with Chris-
tianity coming in in the centuries that intervened, — the
land of Egypt having been won nominally to Christ, —
and then came centuries of Mohammedan rule. And
there we have the thousands, yea, the millions of Egypt
that spiritually know not their right hand from their
left, steeped in the grossest ignorance and superstition.
360 The Relation of the Sunday-school to Missions
And yet these, degraded, ignorant, and superstitious
as they are, may be brought to Christ.
Let me tell you one incident that comes to my mind:
We once picked up a black boy whose father and mother
had come from central Africa as slaves. His name
was Sherif, an Arabic word meaning " honor " or
" honorable." This poor bo}"-, black as night, had
never had any one take any interest in his soul. I
found after some time that he was interested in know-
ing what we believed, and in seeing what we endeavored
to practice. And several times I had conversation
with him on the subject of matters of duty and right
toward men and toward God, especially about cursing
and lying. Finally he told me one evening that he
had quit cursmg. He had no more difficulty about that.
He could go to market, and there they cursed him as
he made purchases, and he did not curse back, no
matter what they said. And said I: " Well, Sherif,
how about lying? " " Well," said he, "I have been
doing the best I can. I have been trying to quit."
" Haven't you quit? " " Well, pretty near. I won't
lie now unless I am cornered."
Sherif 's mother, in the year 1895, was hastily snatched
away by cholera. It was not until six months after
her death that he was known as a Christian; and he
said that his greatest regret in regard to his mother was
that he had not told her before she died that he had seen
the light. And since Sherif became a Christian he has
indeed been a man of honor, a boy honorable in his
life. And in Sherif we see the light of a jewel shining
forth even though enclosed, as it is, in a black, black
casket.
Egypt, a little country, has a population of ten mil-
lions of people. There are twelve thousand square
miles, nearly, in that country; four thousand the valley
of the Nile, eight thousand its delta, twelve thousand
in all, with a population of twelve millions of people.
More than nine tenths of the population of Egypt are
A Plea for Egypt 361
Mohammedans. The Mohammedans are not like pagans
who simply know nothing of Christ; they know a good
deal of him, and they know what we claim in regard to
himx. It is our work to bring these people to Christ.
A great deal of the Koran has been taken especially
from the Old Testament Scriptures. In fact, some one
has said of it that it was an Arabic version of the Hebrew
Scriptures. They accept Christ as a great prophet,
the greatest of all the prophets with the exception of
Mohammed, and yet they deny his divine character
and mission.
Among the duties required of them there is the duty
of prayer, and a great many of them pray often; but
these are prayers that can only be engaged in by those
that have some degree of understanding and education.
For the poor man who makes a failure in the proper
pronunciation of words, or in having performed all things
required, or in having gone through the proper gesticu-
lations, his prayer is all thereby rendered void, even
though he be unconscious of it. He may pray in noth-
ing but the Arabic language, even though it be not his
mother tongue.
Education is given to perhaps ten per cent of the
boys, — they are taught to read and write a little, and
to pra}^ in this Arabic language. But ninety per cent
of the boys remain in the streets. And one hundred
per cent of the girls are in the streets, never taught to
read, write or pray. Egypt is a purely Mohammedan
country. It is there they have their greatest univer-
sity, the university known as El Hassan, with ten
thousand students coming from all parts of the Moham-
medan world, a very hotbed of fanaticism and igno-
rance, where we may say ignorance is actually taught.
Egypt, with all her ignorance, with all her supersti-
tion, with all her fanaticism, is the most tolerant of all
the nations of the East. And there, although a Moham-
medan who becomes a Christian suffers everything btit
death, in his life he is protected, and in all other parts
362 The Relation of the Sunday-school to Missions
of the Turkish empire that is not true. To profess
Christianity in Tvirkey would mean to die. In Egypt
they cannot be put to death. And seeing what we have
seen, we are convinced that God will hasten forward
the time when hundreds and thousands of these people
shall come to Christ. In Egypt, there are hundreds
upon hundreds of mosques, Mohammedan places of
worship, that have been built upon the ruins of Chris-
tian places of worship. This state of affairs cannot
continue. The time will come when these shall be
regained for Christ.
At Alexandria, the great seaport of Egypt, on its
eastern side, the desert sands are crowded up against
the very city. Some years ago some merchants of that
cit}' determined to make their residence on that desert
sand. They named the place by the Arabic word for
sand, Ramileh. And there, by bringing the water to it,
the desert was reclaimed. And our great foreign
missions have given us a sanatorium in this beautifm
suburb of Alexandria, where, for a time during even/"
summer, we may retire for rest. Standing on the ver-
anda of the place at Ramleh we looked out on beau-
tiful gardens reclaimed from the sand, where grow
to-day the flowers of every clime, overshadowed by the
beautiful palm — Egypt's own palm.
But just outside these gardens, there is a desert.
Here, between two beautiful gardens, apiece of desert is
seen just as it was originall}^ On one hand, the desert
has been made to blossom as the rose ; on the other, it
remains there, barren and bleak. The moral picture
is equally a desert. But the river of God, my friends,
may be let in upon it, and the beautiful flowers of
heaven may appear. Overshadowed by Christ, our
Lord and Saviour, the moral desert shall blossom as the
rose — Egypt shall be won for Christ.
The Third Deliverance of Ishniael 363
The Relation of the Sunday-school to the Third
Deliverance of Ishmael
Rev. ARCHIBALD FORDER, Jerusalem, Palestine
Thirteen Years a Missionary among the Ishmaelites
^ My purpose at this time is to put
before you the need of one of the
most interesting and neglected peo-
ples of the earth ; people who in
the Bible are called Ishmaelites, and
who in these later days are known
to young and old alike as the Arabs.
„ ^ ,^^ H comes as a great surprise to the
■^**-. '^H majority of people to know that
E^S ' ^H the Ishmaelites as a nation exist
Archibald Forder to-day, and the question is ofttimes
asked, " Who and what are the
Ishmaelites? "
First, let me say that the Ishmaelites are one of the most
remarkable and visible testimonies to the authenticity
of God's Word. Four times over in Scripture it was pre-
dicted that they should become a great nation (Genesis
i6:to, 17:20, 21:13, and 18). These four scriptures are
fulfilled to-day in a race of people numbering thirteen
million, the direct descendants of Ishmael, the son of
Abraham and his bondservant Hagar. The Ishmaelites
are a people entirely free from the knowledge and use
of intoxicating liquors, consequent!}^ moral impurity,
lunacy, suicide, and the man}^ crimes and evils so com-
mon in civilized lands are unknown in their land.
The Ishmaelites as a nation have an unshaken belief
in the luiity of God, who made the heavens and the
earth, and from the commencement of time has ordered
the affairs of men and ruled the universe. The last, but
not least interesting fact about the Ishmaelites is that
they are in these days exactly what Jeremiah says in
49: 31," Dwellers alone." Their style of life is that of
the patriarchs thousands of years ago. Much of their
364 The Relation of the Sunday-school to Missions
every-day and social life is ruled according to the Mosaic
law. The Arab prays five times daily — at daybreak,
noon, late afternoon, sunset, and two hours later. In
four or five positions the prayers are repeated by about
eighty per cent of the people. This is what they say:
"In the name of God, the merciful and the compas-
sionate, the Maker of the heavens and the earth, the
King of the day of judgment, I beseech that thou wilt
lead me in the straight and true way; in the wa\^ that
leads direct to thyself, without turning to the right
hand or to the left. Amen."
As a people they are totally unacquainted with steam
locomotion, telegraphy, postal system, newspapers, or
any of the outside things so common to civilization.
These interesting people are one of the few remaining
nations of the earth that have not yet been touched by
the influences of the gospel, and it is because of this
reason I would plead for them this evening. There
have been two periods in the history of the Arabs, to use
the up-to-date term for them, when remarkable deliver-
ances were worked out for them in order that Scripture
might be sustained and fulfilled.
The first deliverance took place early in the life of the
founder of the nation, when God opened the eyes of
Hagar " and she saw a well of water; and she went, and
filled the bottle with water, and gave the lad drink. And
God was with the lad ; and he grew, and dwelt in the
wilderness, and became an archer." This deliverance
was worked out because fromi Ishmael there was to come
a great nation to fulfill the promises quoted before.
The second deliverance was worked out thirty centu-
ries later, when the Arabs as a nation were steeped in
heathendom and idolatry; for, hundreds of years before,
they had forsaken the God of Abraham, and, instead of
worshiping Jehovah, were worshiping things that he
had made, such as the sun, the moon and the stars, and
fires which were kept burning continually in their homes
on small altars. Isaiah, in chapter 42, verses 11 and
The Third Deliverance of Ishmael 365
12, foretold the time when these people should come
back to the knowledge and worship of Jehovah, dis-
tinctly speaking of the two sections of the Arab race,
namely, the nomadic, and the "dwellers in the city."
This prediction was fulfilled by the preaching of Mo-
hammed, who, thirteen hundred years ago, preached
what little he had gathered from a few Roman Catholic
monks about God to his people, and before he died they
had given over idolatry, and were brought back once
more to a knowledge and worship of Jehovah. And
now, for thirteen hundred years they have had no creed
but this: " There is no God but God, and Mohammed
is his prophet."
There yet remains the third deliverance for this inter-
esting people, — their salvation through the Atonement
made by Jesus Christ on Calvary. When Mohammed died
he left the Arabs with a religious system with numerous
and exacting requirements; but in it he made no pro-
vision for salvation from sin, or the certainty of eternal
life. Consequently, when these people die they have no
hope for the future, comforting themselves with the assur-
ance that " God is merciful," and what he has decreed
must come to pass, whether it be paradise or hell.
It remains for the Church of Christ, as a whole, to bring
about this third deliverance of the Ishmaelites. In
Isaiah 60, in verses 5 and 7, it is foretold that these peo-
ple, mentioned under different names, shall participate in
the blessings of the gospel; and in Psalm 72, verses 8, 9
a^nd 10, it is very distinctly stated that Christ shall have
dominion in the land of the Arab, and that the Arab
shall own allegiance to him. Christ's own words in Luke
4: t8 might well be applied to the down-trodden, neg-
lected women of Arabia, for they indeed are poor,
broken-hearted captives, blind and bound. But until
the gospel has been preached to these people, the above
predictions cannot be fulfilled.
The message of John the Baptist according to the
Greek translation has not yet been heeded, although
366 The Relation of the Simday-school to Missions
two thousand 3^ears have passed since he tittered the
memorable words: " In the desert prepare ye the way
of the Lord." In almost every other part of the known
world missionaries of one denomination or another have
gone forth to preach the gospel, everywhere meeting with
success; heathen nations, peoples and tribes for centuries
long steeped in idolatrous practices and superstitious
beliefs, casting them all on one side and accepting the
salvation provided by God through Jesus Christ.
But Arabia yet waits the advent of the missionary,
for until within recent years no attempts have been
made to enter that country with the gospel. By the
distribution of the Scriptures, preaching of the gospel,
the prayers and sacrifices of God's own people, his great
work can and must be accomplished; and it behooves
every Sunday-school delegate as well as preachers and
missionaries of the gospel to do their utmost to bring
about this third deliverance of the Arab nation. Speak-
ing for myself after thirteen years' experience among
these people, full of encouragement, trying experiences,
hardships, and fatigue, I cannot stand off and refuse to
help.
Five days from this meeting I shall be on board ship
on my way back to what I have made my life's work,
namely, the evangelization of the Arab, for
Of the world's pages one is yet unread.
One land still waits the pioneer's tread.
'Tis Arabia, home of steed and palm,
• With millions waiting yet the gospel's healing balm.
So dim longings draw me on, and point my path
To Eastern shores, to Kedar's mystic land, —
The cradle of Islam.
Our Duty to Young Japan
367
J. A. B. SCHERKR, Ph.D.
The Duty of Young America to Young Japan
JAMES A. B. SCHERER, Ph.D.
President of Newberry College, Newberry, S. C.
I SPEAK in behalf of Japan. It is
onh'- a little country, filled with
forty millions of little brown people,
but it is the cynosure of the eyes of
all nations. In 1854 Commodore
Perry opened it, a veritable box of
curios for the western world, whose
curiosity for its contents has seemed
insatiable.
In 1894 curiosity deepened into
wonder, when this little bow-shaped
country suddenly pierced the rusty
mail of China with the swift, sharp arrow of war, and
made that dozing giant rub his eyes. In 1904 wonder
became amazement, as Japan undertook to celebrate
her fiftieth jubilee of enfranchisement among the nations
by a doughty wrestling match with the colossal Slav, —
a pygmy gone out against a giant. And to-day the
world can find no words for its wonder, as it sees the
supposedly strongest power in Europe, with more than
fifty times the territory of Japan, and three times her
population, humbled to the dust by a Lilliputian power
which but yesterday wore grotesque iron-mask helmets
to frighten the enemy, chain and lacquer armor- to turn
his blows, and went into battle under the leadership of
a general with a fan in his hand. It is the wonder of
the world.
Japan is destined henceforward to have commxanding
influence in molding the great Eastern world. Take
China, for example, vast China, comprising four mil-
lions of square miles and four hundred millions of souls.
That is to say, the country is one third larger than
Europe, and comprises a third of the population of the
globe. As Japan leads, China will folloiv. How do I
368 The Relation of the Sunday-school to Missions
know that ? Because I know that it is the fashion nowa-
days for Chinese of all ranks and professions to go to
Japan if they want to learn anything, as the North China
Herald says. Because I know that even before this war
broke out, which has vastly increased the prestige of
japan in China, there were 1,500 Chinese students in
the schools of Japan, including 200 non-commissioned
officers undergoing military training in Tokio ; because
a Japanese has displaced the aged president of the
University of Peking, and the Chinese government has
engaged a Japanese adviser on international law, to-
gether with Japanese scholars for the compilation of a
new code, while Japanese educators are being introduced
throughout the whole country.
The blow which Japan struck at China ten years ago
was not a death-blow, nor even a blow that wounded,
but rather a blow of awakening. China has been sleeping
for two thousand years, but China is awakening to-day.
Whether the " yellow peril " shall prove to be a mere
myth of the " yellow press " or a reality too terriVjle to
contemplate, depends chief!}' on the kind of leadership
China shall receive from Japan.
Here is what a leading professor in the great univer-
sity at Tokio thinks that Japan's leadership ought to
be: " We shall go to China, in fact we are already
there, with a harmonious blending of the best pre-
cepts in Buddhism, Confucianism, Bushido, Brahman-
ism, Herbert Spencer, Christianity and other systems
of thought, and we shall, I think, have little trouble in
awakening the naturally agnostic mind of the Chinese
to the enlightenment of m.odern free thought. We
confidently believe that it has been assigned to Japan to
lead the world in this new intellectual era in the progress
of mankind." Marquis Ito, the greatest of Japanese
statesmen, declares, " I myself look to science, knowl-
edge, culture, as a sufhcient religion." But is it proving
to be sufficient? The minister for education recently
confessed that the young men of Japan are now on a
Our Duty to Young Japan 369
lower moral plane than were the young men of the
preceding generation.
In a book I have called attention to five noble quali-
ties of Japanese character, — bravery, loyalty, alertness,
thoroughness and self-control. To the superficial,
this might seem to be a sufficient moral equipment for
any nation. But what is bravery worth without purity?
What value has loyalty without honesty? The in-
tellect must not only be alert and thorough, it must
also be sincere. The will must learn not only self-
control, it must also learn self-reverence. The two
cancers at the core of the Japanese character are deep-
set dishonesty and abandoned impurity; either would
be sufficient to wreck the life of any nation. Let it
not be said that this is the prejudiced opinion of an
unsympathetic outsider. A Japanese journalist re-
cently confessed: " Our countrymen have earned an
unenviable reputation of being the most untrustworthy
people on earth," and admitted that they had earned
it justly. As for the other, Japan is the only civilized
government that deals in licensed prostitution as a
source of revenue, and tolerates the sale of young girls
by their parents under guise of a regard for filial piety.
Between the years of 1892 and 1897 I taught in a
Japanese government school. Naturally there came
to me opportunities of discerning the inner thought
of " young Japan." One day, for example, I gave to
a class of seniors this subject for their essay: "The
Noblest Deed I ever heard of." I wanted to learn
what their ideals are ; what things they do really esteem
as noble and good and true. The China-Japan war
had just closed. It will be remembered that one of
the last incidents of that war was the seizure by the
Japanese navy of the Chinese fleet, which had been
under the command of Admiral Ting. Now, the better
classes of Chinese and JapanCvSe have the same ultimate
basis of pagan morality, namely, Confucianism. Con-
fucianism may be said to have only one article in its
37° The Relation of the Sunday-school to Missions
creed, — filialism, — which it extends and applies -o
the state. It teaches that a man's highest duty is to
his ruler, above wife, above children, above fatiier
and mother, above right, and even above the Almighty.
Therefore, when Admiral Ting's fleet was surrounded,
he surrendered it promptly enough. But he felt that
it would be a supreme .disgrace to his Majesty the
Emperor of China to have one of his highest officials,
Ting himself, fall into the hands of the foe. Ting there-
fore killed himself out of respect for his emperor.
What would have been the feelings of the North for
Robert E. Lee, if, at Appomattox, rather than share
the fate of the gallant men he had surrended, he had
committed suicide from a sense of devoted j)atriotism?
Instead of admiring him for the unsullied hero and
knightly character that he was. North and South alike
would have despised him. And yet nine out of ten of
my Japanese schoolboys wrote of the suicide of Admiral
Ting as the noblest deed of which they had ever heard.
So great is the chasm that separates between pagan and
Christian morality, even when the pagan land is equal
in the material aspects of civilization to ourselves.
The Japanese system of ethics teaches that, next to
the state, one owes his duty to his parents. That has
a pleasant enough sound; Japanese filial piety is a very
attractive phrase indeed. But here is an illustration
of what it sometimes means in practice. Just after we
landed, the newspapers were full of the story of an
ignorant peasant in the interior, who was greatly troubled
by the fact that his aged mother seemed to be losing h^v
sight. He tried many remedies, all in vain. Then
he sought the assistance of his religion. He went to a
wizard-priest, and asked for advice. Filialism being
vital, the oracle inquired: " Are you willing to do any-
thing to save your mother's sight that the gods may
require? " " Yes," the poor man said; " I am." Then
the hideous answer came, " Feed her a human liver,
and her sight will be restored."
Our Duty to Young Japan 371
A very shrewd answer, one would say, because it
could not be obeyed; and in justice to the priest, it
may be said there was probably no expectation that
the man's filial piety would stand such a test as that.
But the devout peasant was in earnest. It never oc-
curred to him to question the divine origin or wisdom
of this message; he had implicit faith. And his devout-
ness prompted him to execute it. The only possibility
of testing the fiendish remedy was by slaying one of
his own household. He had but one child, a mere
babe. His love for his child was great, for whatever
else may be said of the Japanese, they are certainly
not " without natural affection," as the Romans in the
time of St. Paul. This man, however, was more than
a father; he was a religious devotee. One night he
took his sleeping boy out into the little garden, and
was about to slay it with a knife. But in some way
the wife and mother heard,, and understood. She
begged the man to spare the child. She agreed with
him in the theory of it all, but her mother-love was
stronger with her than anything else in the world, so
at last she said, " Oh, if the gods must be obeyed,
take me, but save my baby." So the wife died by
her husband's hand, and the gods were satisfied. But
the strangest part of my story is yet to come.
One of my lads actually chose this incident to illus-
trate the noblest deed of which he had ever heard : Not
the self-sacrifice of the mother, but the inhuman sacrifice
on the part of the husband and father. If this be their
moralit}^, what, think you, is their immorality? Does
Japan need the gospel? Is this the nation that should
become the teacher and the leader of the' mighty East?
It is the enormous disparity between her material and
her moral advancement that makes the future of Japan
of such supreme importance to the world. Japan has
had a Renaissance, but not a Reformation. Deceived
travelers, sometimes with the best of intentions, con-
fuse manners with morals, refinement with religion, and
372 The Relation of the Sunday-school to Missions
civilization with Christian conduct. Because they see
outward polish, they argue to a change of heart, and
call every cultured man a convert ; and so we have
been told that Japan has no further need of missions.
I profoundl}^ believe, in view not only of her intrinsic
needs, but also because of her future assured position
of leadership, that no other country in the world so needs
the gospel as Japan to-day. We must not allow our-
selves to be dazzled by the splendor of her soldiers' brav-
ery or by the brilliancy of her scholars, and so blinded
to her deep moral needs. Japan is indeed the land of
the rising sun, as the name literally means. For a new
sun has risen above the horizon of human history.
But whether that sun shall burn or shine, whether it
shall be lurid with threat, or bright with blessing,
depends wholly upon the attitude of the Christian
church.
Let us go back and teach our children a literal obe-
dience to a real Saviour, so that " young America "
may speed to " young Japan " with the glorious cr}'",
" Arise, shine, for thy light is come ; and the glory of the
Lord is risen upon thee! " So shall the Land of the
Rising Sun fulfill the beautiful prophecy of her name,
and send the light throughout dark Asia, until the day
shall come when " the earth shall be filled with the
knowledge of the glory of God, as the waters cover
the sea.
The Sunday-school and the Great Commission 373
The Sunday-school and the Great Commission
ROBERT E. SPEER
Associate Secretary Presbyterian Board of Foreign Missions, New York
The great problem of the Christian church is not the
problem of any one race or of any one class of people,
nor of any one set of economic or social problems. Were
it any one of these, we may be sure that our Lord
would have made reference to it when he gave his last
instructions to the church. We know well that then,
speaking the thing that was uppermost in his heart and
that he believed should be fundamental in the view and
feeling of the Christian church, he simply told his people
that he desired their chief aim to be to make known to
the whole world the gospel that he had given to them.
He seemed to have believed that the church that would
have that fundamental aim, and that would possess the
spirit that would lead it to attempt to realize that aim,
would be able to deal with all these other problems as the
secondary problems which in his view they were. The
great work of the Christian church as he conceived it was
the work of the evangelization of the world. I suppose
one may assume that we are all agreed in believing this
to be still the great and primary work of the Church of
Christ. Given therefore this problem on one hand, and
on the other the resources that are available in this Sun-
day-school movement, it is an easy and a rather entic-
ing thing to endeavor to figure out the solution.
There are thirteen million people enlisted in this
Sunday-school movement. If we could have one out of
every one thousand of this great host, it would give us
an army of thirteen thousand additional missionaries.
Thirteen thousand additional missionaries, adequately
supplied with the native helpers whom they would need,
could reach, it is alleged by experienced missionaries,
say, one hundred thousand human beings apiece in the
course of a generation. This would enable these thir-
teen thousand missionaries to reach more than the entire
374 The Relation of the Sunday-school to Missions
non-Christian world. That is leaving out of sight alto-
gether the fact that we now have on the missionary
field an agency large enough, probably, to secure in one
generation the evangelization of one third the heathen
world. And if this same army would provide an average
of two cents a week from each member of it toward the
expense of this great campaign, we should have in all
a sum of $13,000,000 — more than twice the entire
contribution of the whole Protestant church of the
United States and Canada to the work of the evangeliza-
tion of the non-Christian world to-day, a sum adequate
to maintain the thirteen thousand missionaries who
would be sent, and all the expense of the propaganda
which they would carry on. It is easily feasible, there-
fore, for the Sunday-school movement alone, by an
average contribution of two cents per week from each
member of it and of one man from every one thousand
of its membership, to furnish the effective means to ac-
complish the entire evangelization of the non-Christian
world in one generation.
It may be that some will say that they grant readily
that this is a glorious vision, but that they cannot think
of it as otherwise than as chimerical and " visionary."
But may we not remind ourselves that in our Christian
vocabular}^ a visionary thing is not an impossible thing.
There are already many Sunday-schools that have fur-
nished more than one out of every thousand ot their
membership for the world's evangelization, that are
already giving more than two cents per week per mem-
ber toward that end. All that would be necessary would
be just for us to secure from the whole Sunday-school
field what we are already securing from many individ-
ual schools. I can imagine that some are saying that
while they assent to the glory of this ideal and are pre-
pared to believe that it might be possible of realization,
they still think that the proposition is preposterous, to
lay this dut}^ which ought to lie on the shoulders of the
entire Christian church, upon the Sunday-school alone.
The Sunday-school and the Great Commission 375
When you believe a thing to be very desirable, when
you not alone feel it to be very desirable, but know it to
be absolutely essential to the life of the world, and when
you see that the agency which ought to be doing the
thing is not doing it, what can you say against the propo-
sition that the great Christian agency which has it in
its power should arise and do the undone duty? And
not alone do I say in reply to the proposition that it is
preposterous to lay this on the Sunday-school move-
ment, that it ought to be laid there because it is not
done by any one else, but I ask you what the Sunday-
school movement is but the church itself in two par-
ticular aspects, ■ — the church on the aggressive for the
souls of the unreached men and children of the world,
and the church in its plasticity, in the days of its infancy,
taking form for the days that are to come. And just so
far as the Sunday-school movement is the church ag-
gressively at work to meet a human need, and is the
church plastic for the days to come, just so far, it seems
to me, must we lay the missionary responsibility down
upon it. If the missionary responsibility is not a
fundamental and essential and pervasive responsibility
of the Sunday-school movement, then this movement
has no responsibility at all.
I believe this, in the first place, because of our debt
to those whom we are molding in this movement.
We owe to every one who comes under the influence of
the Sunday-school movement the best Christian educa-
tion. No education is Christian but the best. And
that is not alone a certain amount of biblical instruction
but a certain amount of biblical instruction with a very
definite end in view, viz., a full Christian character and
full Christian service. There is no instruction in the
Word of God that is not also an instruction in the work
of God. Our Lord never attempted to dissociate the
two. In the training of his disciples, from time to time,
he sent them out from his instruction that they might
go and test what they had learned, in contact with men.
376 The Relation of the Sunday-school to Missions
And he himself made it fundamental in his doctrine
that no man could enter his Father's home who did not do
his Father's work. And the effort to teach the Word of
God to multitudes of children and young men and wo-
men is an absolutely futile effort unless we combine with
it a training of these multitudes also in the work of God.
No man has the gospel for himself who does not have
it as a missionary deposit. The gospel is not a personal
possession which I get from a Saviour who saves me and
therefore could save the world. The gospel is some-
thing which I have from a Saviour who saves me because
he is the Saviour of the world. And no one of us has the
Saviour except as the Saviour of the world. And just as
we can have no gospel at all in any real and living sense
until we have it in its missionary conception, so we can-
not keep any gospel except as a missionary trust. There
was never yet a Christian church that was guilty of
malfeasance in its Christian duty. It may have held
the Christian doctrine but it was no Christian church.
He that doeth the will of God, he it is that loveth
God. And the Saviour cares little for any other evi-
dence of love that is not substantiated by this. " He
that keepeth my commandments, he it is that loveth
me."
We shall bring this great Sunday-school movement
under a perfect upas tree unless we ally it closely
and inseparably to the great, evangelistic, aggressive
effort to make Jesus Christ known to the whole world.
And we owe it to these children whom we train in these
schools to bring them under the inspiration and under
the moral uplift, under the ideals, the stories of hero-
ism and pictures of courage, which missions provide.
We are now writing a book of Acts as real and canoni-
cal as any book of Acts ever written. Any education
of the children of the church is faulty and not fair to
them that does not incorporate in it the influence draw-
ing these children tmder the mighty spell of Christ's
purpose to evangelize the whole world.
The Sunday-school and the Great Commission 377
We owe it not alone to the children in our Sunday-
schools, who deserve from us the best education which
is inseparable from the missionary spirit and intelli-
gence; we owe it also to the church, that the children
of the church should have the best education. We
have in our hands to-day in the Sunday-school the
church of to-morrow. What we complain of in the
church of to-day we can. rectify in the church of to-
morrow that is in our hands for its molding. If now
in the days of its beginning we stunt the missionary
activity of the church, and distort the conceptions of
the Christian life which ought to rule in the church that
is to come, can we expect that fifteen or twenty 3^ears from
now, when these minds shall have hardened and these
lives have taken form, we can give the missionary impulse
and ideal to them? What we want the church of the
next generation to be in its missionary activity we must
make that church as we have it now under our control
in the young people's societies and Sunday-schools of
our day.
In the third place, we are bound to ally this move-
ment to the missionary enterprise more closely still,
not only for the children's sake and the church's sake,
but for the sake of the world. I am very well aware, my
friends, that your assent to what I have said before will
hinge very closely on the warmth of your sympathy
and the passion of your love for the great work for which
Jesus Christ died. If the gospel in its universal aspect
has no such grip upon our own lives, if Christ to us is our
little personal Saviour and not the Saviour of all man-
kind, we can lightly brush aside the obligations that
rest upon us for the sake of the child and the church to
ally ourselves to the movement for the evangelization
of the world. But if you and I to-night feel toward
this world as our Lord felt to it, and look out upon
it with the eyes with which he looked out upon it, then
we shall see that for the world's sake we must ally this
great movement, which in itself is capable of the world's
378 The Relation of the Sunday-school to Missions
evangelization, with this great purpose which Jesus had
last on his heart and first in his thought.
I think of the thousand millions of suffering and sin-
ninsf men, women and children for whom Jesus Christ
died, who now, nineteen hundred years since he came
to the world, are in ignorance of that Saviour who is theirs
as he is ours or he is not ours at all. I ask you to think
of the world's needs not alone- in such arithmetical terms
as these. - What Mr. Murch has said gives one a little
insight into the terrible moral need of the world. This
is no place to speak of it in detail. I only ask you to
recall the simple fact that Christianity is the only religion
in the world that has forbidden polygamy. I do not
see what Christian men and women should need to have
said to them more than that, to bring home vividly to
their consciences the world's claim upon them for the
gospel of the Saviour of the whole world and chiefly of
the women of the world. There are two hundred mil-
lions of people where no man's voice is lifted in prayer
for his mother or his wife or his daughter, a thousand
millions of our human creatures, with 500,000,000 wo-
men and girls among them, barred by their sex from all
welcome to the highest things. And consider also the
fathomless spiritual need of the world.
Let us look back across the nineteen hundred years,
and refresh our mind regarding our fundamental Chris-
tian convictions. If it was necessary that Christ should
die there for us and should have spoken the word that
has come to us in order that we might know our Father
again and find our way back to Him, is it not equally
necessary that the whole world should have the message
given to it? And by as much as he is preached to us,
and we know that he is our life and our only life, by so
much are we under obligation to share those things which
cannot be elsewhere- found in this world, with the whole
world of men and women and little children, for whom
he lived and died. The world itself is waiting for the
realization, by such a force as this, of its missionary duty.
The Sunday-school and the Great Commission 379
The thing I appeal for to-night is not for any partial
recognition of that duty. It is not that simply now and
then, in our Sunday-school lessons, mention should be
made of the missionary enterprise. It is not even that
this great movement should be used as it has not yet
been used as an educational missionary force. I am
jjleading that some day — some time the day will come
when this great movement shall be tied to its proper
destiny, and we shall recognize that it is not a mere
tutorial system, or a scheme for imparting certain ideas
to the Christian church, but that God means it to be
a great agency to be closely compacted and then hurled
against the great problem of the church, — the evangeli-
zation of the world.
Many of you to-night know from your own experience
that the solution of this problem is in the hands of the
incipient church that we call the Sunday-school. Those
missionaries who have gone out have gone because of
the influences that touched their lives here. What sent
Chalmers to the South Sea? His call came when he
was a little lad in his Scotch Sunday-school. If we are
going to get the missionaries necessary for the evan-
gelization of the world, it will be because here in these
plastic days the call comes to their eager, plastic hearts.
Do you suppose that we can ever get the church to give
what is necessary for the world's evangelization by tak-
ing it when it is hardened in its habits of giving?
We have it in our power in this matter to fulfill or to
frustrate the will of Jesus Christ.
I hope that whoever plans the next convention will
see to it that one-half day is given to discussing the ways
and means by which this great army is to be set about
its proper task and allied to its great and unescap-
able duty. How few of our schools have missionary
lessons at all! By such lessons, and by missionary
prayer and missionary meetings and missionary Sunday-
school books and missionary news items, and by or-
ganizing our Sunday-schools as missionary societies, as
380 The Relation of the Sunday-school to Missions
the Methodist Episcopal Church in the United States
require their schools to be organized, we must bring the
day when this great movement shall be tied to the
great missionary movement.
I am only.concemed, however, that in the last hours of
this convention we should perceive the great truth.
This is not a mere educational movement. No living
movement can ever continue a mere educational move-
ment. This is a movement for the creation of real Chris-
tian character. No character is really Christian until
its sympathies go out as widely as Christ's, into the
whole world. This is a great movement for Christian
service. No service is Christian that does not realize as
its dominant rule the last command of our Lord. We
have got to realize this as a living and controlling
principle in our work.
One of the last speeches that I heard the late Arch-
bishop of Canterbury make was in Exeter Hall, when,
speaking to a great gathering of students, he said that
one of the most marvelous things in Christianity, to
him, was in the way in which God had been willing to
place in the control of his people the fulfillment of his
own great command, and in which the Lord Jesus Christ,
who died adequately to save the whole world, had
made the communication of the knowledge of that fact
to the world, not a matter of his own will, but of the will
of those who loved him, and who called him Lord.
Oh, that here to-night we might discern that the time
has come to break out of the swaddling bands of petty
conception that hedge in our ideals of Christian activity,
to pierce right through all the limitations that wall us in
from the great Christian duty, to rise up into the clear
conception that what God has brought us together for,
what he has given us sympathy and coherence and co-
operative fellowship for, is that he may make us a
great army to go out and conquer the whole world, and
now in this generation to obe}^ that last command of
his, that will never be obeyed at all unless it is obeyed in
The Sunday-school and the Great Commission 381
some one
generation, — " Preach my gospel to every
" Ye shall be witnesses unto me both in
creature.
Jerusalem and in Samaria and unto the uttermost parts
of the earth."
Those were the last words that our Lord Jesus Christ
spoke. May they be the words that we carry away
from this convention. And if that was first in his heart
at the last, woe betide us if we place it not first in our
hearts now.
Bethlehem — 1904
Christ Cometh . . . out of the town of Bethlehem."
{Front Glimpses of Bible Lands)
John 7 :42
382 The Relation of the Sunday-school to Missions
The Man with the Hammer
Rev. CAREY BONNER
General Secretary British Sunday-School Union
From out the silence of the century now closed conies
a message to the Sunday-school men and women of this
new century. That message is suggested by what is
held in my hand.
Here, carefully kept and passed on through four
generations, is the hammer actually used one hundred
years ago by the pioneer of modern missions, — the
" consecrated cobbler," — William Carey.
The mere sig:ht of
^t)^
a relic belonging to
such a man stirs our
thoughts and awak-
ens our interest.
We think of it in
relation to the great
missionary educa-
tionist whose hands
once held it, and
who, in the North-
amptonshire village
of Hackle ton, la-
bored with it at his cobbler's last; and, so thinking, we
see in it a deeper significance than is at first apparent.
We do not regard it as a fetish. It is a symbol.
Reading the records of history, you will find that alike
in the rise of religions, the propagation of reform and
the building up of great nations, there has always been
a man with a hammer, a " man sent from God " to be
the kingly leader.
In the heroic age of Jewish story, the " leader bold
and brave " granted to the nation was Judas, sumamed
Maccabaeus, literally, '' the hammerer," — the resistless
conqueror of all foes and saviour of his race. In the
dark Middle Ages, when Europe was threatened with
The Man ivith the Hammer 2>^t,
the slavery of superstition, the man " with the ham-
mer " arose, and Martin Luther, having nailed up his
theses of belief, hammered at the fetters of tyranny till
he broke them asunder, and then, defying the hierarchy
of Rome, he led a continent into the liberty of Jesus
Christ. Both the great nations represented in this
assembly have been chiefly molded by their " hammer
men." Britain has had her long succession of rulers
and statesmen, from Alfred the Great to William Ewart
Gladstone. To America also has been given a magni-
ficent line of Maccabaeans, like the Puritans, whose
anvil was Plymouth Rock; like George Washington,
Abraham Lincoln, and that dauntless stalwart of to-day,
Theodore Roosevelt. The kingdom of God has been
established largely by the men with the hammer. Wil-
liam Care)^ was only one in a noble arm}^ of strong,
God-sent leaders, from the days of Elijah to those of
St, Paul, and from Augustine to Charles Haddon Spur-
geon. This convention is meeting here now, because,
one hundred and twenty years ago, Robert Raikes
crudely hammered into shape the splendid mechanism
of the Sunday-school. My plea at the outset of our
gatherings is that we shall bring ourselves into the true
line of succession. Theories, methods and schemes,
many and varied and up-to-date, will be here discussed ;
but let it never be forgotten that of far more value than
all equipment is the character, the quality of the men
and women who do the work.
Machinery may become obsolete, but manhood is
never out of date.
The Toronto Convention will prove its worth by the
help it gives in making better teachers. Here we touch
the very heart of our present-day problem, and I desire
at the outset to sound this as a keynote of the convention.
To-day, as always, the Sunday-school supremely needs
the man with the hammer. Whether or not we echo
the prayer of Robert Browning's Paracelsus, " Make
no more giants, God," at least we add our " Amen "
384 The Relation of the Sunday-school to Missions
to the second petition, " Elevate the race "; which,
being interpreted for our sphere of service, means,
" Lord, put more iron into the blood of the men and
women laboring for young people. Deepen all that
makes for strong, holy character. Move thy Church
to set aside her best and sturdiest sons and daughters
for this noble task ; and move those already engaged in
it to realize its high honor and to devote their best
powers to its fulfillment." We must " magnify the
ofhce," and show to Christians, young and old, that there
is no position upon which God has placed greater dignity
than that of a Christian teacher.
You perhaps noted just now that I said " men and
women." Literally, if tradition is to be believed, there
is danger in trusting a hammer to the hands of a woman,
as the experiment is more likely to result in bruised
fingers than in driven nails! But " a fig for tradition "
when we come to the real thing. I believe that I shall
carry with me the judgment of every one in this audience
in affirming that when the historian of the Sunday-
school movement desires rightly to estimate the forces
that have molded young life, he will have to give a
foremost place to the influence of that vast company of
women who have dedicated their powers and their lives
to the work of the Sunday-school. The greatest teacher,
after all, is the motherlike woman.
You read now my hammer parable. The totality of
gifts and powers in a man or woman, like this hammer
lying alone, means weight; and when, above and be-
hind these powers, there is a regal will, controlling
and wielding them, like the man behind the ham-
mer, then that weight becomes force. We have need,
therefore, to recognize that the work of the teacher
calls for the highest use of the forces with which God
has intrusted us.
Nor does the symbol apply to ourselves alone. Carey
and his hammer have a message also concerning the
■^'-'^rk we attempt to do. What higher aim has any
The Man with the Hammer 385
Christian teacher than to bring his scholars into living
oneness with " the strong Son of God," and so -to develop
their " hammer " qualities, and help in building up a
sturdy Christian character?
Look now a little more into the detail of the hammer
message. What are the functions of the hammer?
Place this or any other hammer in the hands of a nor-
mally healthy and lively member of a primary or junior
class; leave the urchin to roam at will through your
drawing-room, and, both speedily and effectively, one
function of the hammer will be demonstrated. The
primitive instincts of that child will strongly assert
themselves, and seeing within its reach a variety of
breakable articles, something will have to go, and you
will gain an original if startling lesson from your " child
study " by learning that the hammer can be used for
breaking up.
I. It breaks up. I want to speak a word for that
primitive instinct. The hammer power of a man must
at times be used in breaking up what is wrong, and in
beating down the powers of sin when they oppose the
progress of righteousness. It were folly to suppose
that a reform could be effected simply by fighting what
was evil ; yet were it equal folly to ignore the fact that
every true reformer must at times be ready to war
against sin.
In order that we might be men, God made us free.
When pope, church or government seeks to bind God's
truth in chains, or to put fetters upon conscience, there
is only one thing that you as a freed man of Jesus Christ
can do; no whining, no parley, but, grasping your
hammer with both hands, lift it high, and, when you
see the chains, smash them! That is a Christian axiom.
" I am ever a fighter " needs to be the motto of the true
teacher. If you are the friend of Christ, you are the
foe of sin, and if you are to guard the young you must
be foes of their foes. Your scholars should know where
you stand on the great moral questions of the age. The
386 The Relation of the Simday-school to Missions
hammer-power of every man and woman here must at
least be directed against the modem trinity of iniquity
in the crying evils of gambling, impurity and the liquor
traffic. Woe to the man or people losing the power
to be angry at sin! Woe to those who never protest
against wickedness in order to witness for their Lord!
There are occasions when we dare not be silent, because
silence would be cowardice, and when we dare not keep
out of the fighting ranks, because non-resistance would
be criminal.
" No, we must fight if we would reign:
Increase our courage. Lord! "
But hear again the parable of the hammer!
II. It drives home. What is a teacher? He is a
driver-home of truth. In this age of hustle and rtish we
are in danger of forgetting that definition. The danger
besets us in our own reading and thinking, as well as in
our work. We take our religion in snippets. We are
often so occupied in tapping tin tacks that we are losing
the power of driving home bolts. To be (j.rtensive, we
must be intensive. The man who strongly influences
his fellows is he who can say, not " These many things
I attempt," but, " This one thing I do." Of some
teachers it may be affirmed that if they taught less,
they would teach more. A slice of bread digested is
more strengthening than a loaf swallowed.
But turn to the figure of the hammer. Let William
Carey himself stand for us as the typical man who drove
truth home. He was not simply a missionary in the
sense of being an evangelist, but he was a great teacher.
He hammered better than he knew. It would be inter-
esting to discuss how far the work at his last possibly
helped to mold his character; but his real hammering
was of another kind. In persistency was his power.
Not long since I made a pilgrimage to William Carey's
country and stood in the very shed where the great
missionary toiled as a cobbler.
The Man with the Hammer
387
The Cobbler's Shed
There, in his solitude at Hackleton, he dreamed his
dreams, saw divine visions, and learned something of
the vastness of God's plans. The truths discerned were
not many, but they were great. They may be stated
thus: I. God's love is not for a tribe, but for a world.
2. Divine " election " is to service. 3. The greatness
of redemption consists not in what a church is saved
from, but in what it is saved unto.
These were the truths for William Carey to drive
home, first in his own consciousness, and then into that
of the church. And the hammerer hammered on.
None near him in that little country village could under-
stand the immeasurable power of these truths ; kinsmen
and acquaintance stood afar off, but the hammerer
hammered on. At length, some one heard and heeded,
and they said, " The music of heaven is in these hammer
notes." Though the world scoffed at the " madman,"
a few of Christ's folk, by their gifts, helped to make his
dreams a reality, and at length he left England for India.
And there the hammerer hammered on. In a life of
rare and heroic sacrifice, through " peril, toil and pain
;^88 The Relation of the Sunday-school to Missions
he climbed the steep ascent of heaven "; and, right up
to the hour of his translation, still the hammerer ham-
mered on. Then God himself took up the truths his
servant had so persistently proclaimed, and sounded
them forth upon his trumpet, making them the evangel
of the century; and their divine music rings out again
in our ears to-day: love! serve! save! They are the
watchwords of the Christian church, and alone by loy-
alty to them will the followers of Jesus win the world
for God and his Christ. Here, then, was the triumph of
a teacher content to drive home two or three great
truths. " He that hath ears to hear, let him hear."
But the noblest function of the hammer is this:
HI. It gives shape. When visiting Carey's country
I was deeply interested in being taken through a modem
shoe factory, where apparently everything was done by
up-to-date machinery. In one room, however, seeing
individual workmen with their hammers doing something
at the shoes, I said to the master of the factory, who
was showing me round, " There is something, then,
that machinery cannot manage? " He answered with
a significance wider and deeper than he imagined, " No;
we still need men for the finer work of shaping and per-
fecting."
" Which thing is an allegory." God still needs men
for shaping and perfecting, and he has intrusted his
work not to angels, but to men. I do not know any
higher reward to be coveted by us than the knowledge
that, through our dedicated powers we have been
enabled to give direction and shape to the lives of the
young people under our care. It is this positive side
of our service that must ever be kept before us. A
Christian teacher will be known by what he has builded
up rather than by what he has overthrown. If we
would help in molding men, then, there are at least
four things we must endeavor to do.
I. Teach the young people the supremacy of char-
acter. We need not decry creeds if they are living
The Man with the Hammer
389
expressions of faith ; but, in the last analysis, Christ spells
character.
2. Teach them that Christ's men and women must be
good citizens. " The Kingdom of heaven is like unto
leaven." A Christian's faith should be a redemptive
force. The world condemns political Christians, but
it sorely stands in need of Christian politicians.
3. Teach the rights of the individual conscience. Re-
ligion is never vital until it becomes a matter of personal
The Old Chapel
conviction. Its strength consists in the relationship
of each disciple to his Lord. Freedom for the individual
conscience is essential to Christianity. Liberty is the
only atmosphere in which manhood breathes and grows ;
and priestcraft can never be tolerated by those who can
say, " We have seen the Lord."
4. Teach them the glory of service. A notion or
truth, however intrinsically fine, enervates unless it is
translated into action. " What shall we do with these
silver images found in yonder cathedral ? ' ' was the ques-
tion put to Oliver Cromwell by some of his soldiers.
390 The Relation of the Sunday-school to Missions
" Melt them down," he replied; " and turn them into
current coin .that shall be sent about the world doing
good, as the Apostles themselves were sent." Only
by service rendered " in His name "" can we make His
truth to become a current coin. Teach, therefore, that
character is supreme ; that the disciples of Jesus must
" behave as citizens worthily of the gospel of Christ ";
that every man has liberty of approach to the Redeemer ;
that all power gained from him is to be used for the
service of others; and then your teaching cannot fail to
be a molding force in the life of your scholars. " Fi-
nally, my brethren," if you would use your hammer-
power in destroying sin's power, if into human lives
you would drive home divine truths, if you would shape
human characters in the image of the Christ, then " be
strong in the Lord, and in the power of his might."
Your Lord liveth. Your King reigneth. His victory
is yours. " Therefore, be ye steadfast, unmovable,
always abounding in the work of the Lord, forasmuch as
ye know that your labor is not in vain in the Lord."
The Sunday-school Exposition
391
C. R. Blackall, D.D.
The Sunday-school Exposition
C. R. BLACKALL, D.D.
Director
The Sunday-school exposition,
in connection with the Toronto
International Convention, mtist
be differentiated wholly from
everything in the commercial
line that preceded it, because
from inception to close it was
the working out of a Sunday-
school educational ideal. The
plan was broad and comprehen-
sive, with due regard for every
exhibitor, hence there was no
contentious bartering for loca-
tion or space, no unseemly rival-
ries by competing publishers,
and no comf)laint first or last that any one was given
preference over another. Following months of prepara-
tion, the exposition was completed and opened to the
public at the time announced, Wednesday afternoon,
preceding the convention and continued uninterruptedly
until the close, on the Tuesday evening following. Dr.
C. A. Risk, of Toronto, was chairman of the local com-
mittee oh exhibits.
The exposition was in three distinct sections. At the
St. James Cathedral schoolhouse was a striking display
of Sunday-school periodicals issued in the states and
Canada, the oiitput for a year aggregating the enormous
quantity of nearly five hundred millions of copies. This
was supplemented by the state papers, grouped by
themselves; a portrayal by samples of printed matter
showing methods of conducting Sunday-school work
in several states, and bird's-eye views of normal work,
including diplomas and other material. Here, also,
were maps and charts and biblical pictures in great
392 The Eleventh International C onvention
variety, one feature being original drawings by leading
artists for Sunday-school periodicals. To these, again,
were added an extensive missionary display, including
working material for the home and foreign fields, from
the various denominational organizations, the Woman's
Christian Temperance Union and the Young People's
societies.
The most attractive feature, however, was six large
and fine oil paintings kindly loaned by the Hon. John
Wanamaker. In the same building, and forming a
second section, was the department of manual work,
ably presided over by the Rev. Richard Morse Hodge,
D.D., of Columbia College, who lectured several times
each day to the throngs who were in attendance. To
most of the visitors this department was a revelation.
The immense basement of Massey Hall was utilized
for the third or general section of the exposition.
F.verything was done to make the vast lecture room
especially attractive and brilliant, neither pains nor
expense being spared to this end. Across the entire
front end was the finest historical Sunday-school display
ever shown, most of the material being, for safety, in
glass cases. Dr. E. W. Rice, of the American Sunday-
School Union, who planned and arranged this exhibit,
was personally in charge. Across the entire opposite
end of the hall was a beautiful exhibit by the Providence
Lithograph Company, consisting of forty fine, large oil
paintings illustrating the life of Christ, with numerous
other artistic productions for the Sunday-school.
Along one side of the hall were several exhibits of
Bibles, in great variety. Between were large tables and
conical stands for books and other material, including
full lines of helps for teachers, arranged in complete
libraries and in classified sets; illuminated cards and
illuminated windows; musical instruments; the Under-
wood " Travel Club " stereographs; novelties of various
kinds; record systems; librarian's helps. The Perry
Pictures Company and the Cosmos Picture Company
The Sunday-school Exposition 393
each were thoroughly in evidence. As a pleasing
addition, a fine display was made here also of originals
of Sunday-school book and periodical pictures. The
arrangement of the hall was such that a view of the
whole was possible from any given point, as no exhibitor
was allowed to spoil the general effect by the use of
obtrusive signs or in other ways.
The question of government customs caused a few
embarrassing problems, but these were solved without
difficulty. It is very gratifying to be able to say that
the best Christian spirit was manifested from the
beginning to the close of the exposition ; that more
than one hundred exhibitors were at all times and in
every way ready to conform to the requirements and to
do their share in winning success, and also in cheerfully
paying their apportionment of the cost. The several
departments were thronged by interested and appre-
ciative visitors during all the days, from 8 a.m. to 10 p.m.
All things considered, the ideal of this exposition was
fairly realized, and possibly a pace was set that may be
followed more fully at future state and international
conventions.
THE MINUTES OF THE CONVENTION
FIRST SESSION — FRIDAY AFTERNOON
The first session of the Eleventh International Sunday-
school Convention was held at Toronto, Ontario, Canada, in
the Metropolitan Methodist Church, at 3 p.m. Friday, June
23, 1905, and was opened with a service of song, led by Mr.
Frederick H. Jacobs, of New York, the convention chorister.
The church was appropriately decorated with British and
American flags and potted plants, and was almost completely
filled by the incoming- delegates, htmdreds of visitors being
unable to secure admission Members of the International
Executive and Lesson Committees occupied seats on the
platform.
Rev. Benjamin B. Tyler, D.D., of Colorado, president of
the Tenth International Convention, presided, and made
the opening address.
The list of members of the Nominating Committee was
read by Mr. Marion Lawrance, of Ohio, the general secretary.
Alabama . .
Arizona . . .
Arkansas . .
California (N.)
California (S.)
Colorado . .
Connecticut .
Delaware . .
District of Columbia,
Georgia . . .
Idaho . . .
Illinois . . .
Indian Territory
Indiana . . .
Iowa ....
Kansas . . .
Kentucky . .
Maine . . .
Manitoba . .
Maryland . .
Massachusetts
Michigan . .
Minnesota
Missouri . .
Montana . .
Nebraska . .
Nevada . . .
New Brunswick
Newfoundland
New Hampshire
New Jersey .
New Mexico .
New York
North Carolina
North Dakota
Nova Scotia .
Ohio ....
Oklahoma
Ontario . . .
Oregon . . .
Rev. G. W. Patterson, D.D., Montgomery
Lloyd B. Christy, Phoenix.
S. Q. Sevier, Camden.
W. G. French, San Francisco. •
Rev. Lew D. Barr, Los Angeles.
Rev. H. R. O'Malley, Denver.
S. H. Williams, Glastonbury.
Is E. Perry, Wilmington.
J. H. Lichliter, Washington.
Edw. B. Hook, Augusta.
Rev. W. H. Bowler, Shoshone.
F. A. Wells, Chicago.
Lemuel Paris, Chelsea.
W. H. Elvin, Indianapolis.
Hon. A. F. N. Hambleton, Oskaloosa
R. M. White, Abilene.
Rev. J. F. Price, Marion.
Rev. H. L. Caulkins, Yarmouthville.
W. H. Irwin, Winnipeg.
Rev. F. H. Mullineaux, Federalsburg.
John Legg, Worcester.
E. K. Warren, Three Oaks.
Mrs. J. E. Hobart, Minneapolis.
P. M. Hanson, St. Louis.
D. B. Price, Stevensville.
W. E. Nichol, Minden.
Rev. C. L. Mears, Reno.
Rev. J. B. Ganong, Sussex.
G. A. Buffet, Grand Bank.
Rev. R. E. Thompson, Franklin Falls.
James V. Forster, Jersey City.
E. M. Bullard, Albuquerque.
Benj. Starr, Homer.
Thomas P. Johnston, Salisbury.
Rev. P. A. Scott, Grand Forks,
Peter Fraser, Pictou.
Ed. L. Young, Norwalk.
Rev. O. W. Rogers, Medford,
Rev. W. Frizzell, Toronto.
A. A, Morse, Portland.
394
The Minutes of the Convention 395
Pennsylvania . . . Samuel E. Gill, Pittsburg.
Quebec J. H. Carson, Montreal.
Rhode Island . . . W. B. Wilson, Providence.
South Carolina . . S. B. Ezell, Spartanburg.
South Dakota . . . B. D. Frederick, Sioux Falls.
Tennessee x^lfred D. Mason, Memphis.
Texas J. M. Allerdye, San Antonio.
Vermont Rev. W. T. Miller, Grand Isle.
Virginia, part time } Rev. A. L. Phillips, D. D., Richmond.
each .... i W. P. Burrell, Richmond.
Washington (E.) . . W. Ralph Cooley, Spokane.
Washington_(W.) . . Rev. W. C. Merritt, Tacoma.
West Virginia . . . J. C. Bardall, Moundsville.
Wisconsin Luther Davis, Oshkosh.
For the Negroes . . W. P. Burwell, Richmond, Va.
Rev. Floyd W. Tomkins, D.D., of Pennsylvania, condncted
the preparation service of the convention, taking as the basis
of his remarks Isaiah 6 : 1—8, and leading the audience from,
time to time in re\'erent song and fervent prayer. Mr.
Jacobs also led in several songs. The service closed with
the Lord's Prayer and benediction by Dr. Tomkins.
SECOND SESSION — FRIDAY EVENING
Massey Hall
The second session of the convention, Friday e^^ening,
Jtme 23, being a " twin meeting," was held in the Massey
Music Hall, President Tyler presiding, and was opened at
7.30 o'clock with a praise service conducted by Mr. H. M.
Fletcher, of Toronto, assistant convention chorister, assisted
by a chorus of three hundred voices, organized and trained
by him.
The Scripture was read by Rev. W. G. Wallace, D.D., with
prayer by Rev. F. H. Perry, D.D., both of Toronto. The
national British and x\merican anthems were sung by the
audience.
The President introduced the Hon. Justice J. J. Maclaren,
D.C.L., LL.D., of Ontario, chairman of the local committee
of management, to present those who should make the
addresses of welcome.
Justice Maclaren read a letter from the Lord Bishop of
Toronto, expressing regret at inability to attend.
The Chairman then presented his Honor, William Mor-
timer Clark, LL.D., K.C., lieutenant-governor of the Province
of Ontario, who made an address of welcome. A further
address of welcome was made by his Worship, Thomas
Urquhart, mayor of Toronto.
Responses to the addresses of welcome were made by
Rev. Alan Hudson, of Massachusetts, and Rev. Carey Bonner,
of London, England, secretary of the British Sunday-School
Union. -
Rev. FT. M. Hamill, D.D., of Tennessee, introduced Rev.
Bishop John H. Vincent, D.D., LL.D., of Indiana, who was
396 The Eleventh International Convention
accorded the Chautauqua sahite, and who made an address
on " A Forward Look for the Sunday-school."
It was announced that all the day sessions arranged for
the Metropolitan Church would be held in the Massey Hall,
the capacity of the church not being sufhcient to accom-
modate the convention.
SECOND SESSION — FRIDAY EVENING
Metropolitan Church
The " twin meeting " of the convention for Friday
evening, June 23, was held in the Metropolitan Methodist
Church, Mr. E. R. Machum, of New Brunswick, one of the
international vice-presidents, presiding, and was opened at
7.15 o'clock with an organ recital by F. H. Torrington, Mus.
Doc, organist of the church. Dr. Torrington also conducted
the praise service, assisted by the Metropolitan choir of one
hundred voices.
The Scripture was read by Rev. T. B. Hyde, of Toronto,
and prayer was offered by Rev. W. Sparling, D.D., pastor
of the church.
The presiding officer introduced Rev. William Frizzell,
Ph.B., vice-chairman of the local committee of irianagement,
who presented, for the addresses of welcome, Hon. J. W.
St. John, M.P.P., speaker of the legislative assembly of
Ontario, and Rev. Canon H. J. Cody, D.D., of Toronto.
Responses to the addresses of welcome were made by Mr.
E. K. Warren, of Michigan, president of the World's Fourth
Sunday-school Convention, and Rev\ H. H. Bell, D.D., of
California.
Rev. Daniel B. Purinton, D.D., of West Virginia, made an
address on " The Relation of the vSunday-school to the
University."
Mr. F. H. Jacobs then sang a solo, " There is No Night
There."
Rev. Wilham Henry Roberts, D.D., LL.D., of Pennsyl-
vania, made an address on " Individuality and Heredity in
the Sunday-school."
After announcements, the session closed with music and
the benediction.
THIRD SESSION — SATURDAY MORNING
The third session of the convention assembled in Massey
Hall, ptirsuant to announcement, Saturday morning, June
24, at 9 o'clock, President Tyler presiding, and was opened
with a praise and prayer service, the singing being led by
Chorister Jacobs, with Scripture reading by Prof. I. Garland
Penn, of Georgia, and prayer by Rev. Sheldon Jackson, D.D.,
of Alaska.
The Minutes of the Convention 397
Dr. Hamill announced the serious illness of Mr. John R.
Pepper, of Tennessee, member of the Lesson Committee and
chairman of the Executive Committee's sub-comniittee on
work aniong the negroes; and on his motion, seconded by-
Professor Penn, of Georgia, the president was directed to
send a telegram of sympathy to Mrs. Pepper.
William A. Dtmcan, Ph.D., of New York, chairman of the
Committee on Home Department Work of the International
Executive Committee, made a report on the condition and
progress of home department work.
Mrs. J. Woodbridge Barnes, of New Jersey, International
Primary and Junior secretary, made a report upon the work
of the International Primiary and Jimior Department.
Mrs. Mary Foster Bryner, of Illinois, international field
worker, made a report upon the work of the International
Convention in Mexico.
Rev. James E. Shepard, M.D., of North Carolina, inter-
national field worker, made a report upon the work among
the negroes in the South.
-"ta*
Mr. W. C. Pearce, of Illinois, International Teacher-Training
secretary, reported the work of teacher-training in the inter-
national field durins: the triennium.
't>
Mr. Marion Lawrance, of Ohio, international general sec-
retary, presented his triennial report of the work in the
international field during the triennium, together with the
triennial report of Sunday-school statistics. Both of these
reports were distributed to the audience in printed form,
and Mr. Lawrance read portions of the former with brief
comments.
The chairman of the Executive Com.mittee, Mr. W. N.
Hartshorn, of Massachusetts, was received with the Chau-
tauqua salute, the audience rising, and presented the tri-
ennial report of the Executive Committee.
Mr. Charles Gallaudet Trumbull, of Pennsylvania, an-
nounced the serious illness of Mrs. Hartshorn, and on his
motion, seconded from all parts of the house, the president
was directed to send a telegram of sympathy and remem-
brance to Mrs. Hartshorn.
Rev. A. F. Schauffler, D.D., of New York, secretary of
the Lesson Committee, presented the triennial report of
the committee. The report was distributed in printed form
and was read by Dr. Schauffler.
The Nominating Committee, through Mr S. E. Gill, of
Pennsylvania, chairman, presented as its nominee for presi-
dent of the convention the Hon. Justice J. J. Maclaren,
39^ The Eleventh International Convention
K.C.L., LL.D., member of the Executive Committee for
Ontario, and he was unanimously elected.
The newly-elected president was presented to the conven-
tion by Rev. John Potts, D.D., of Ontario, chairman of the
Lesson Committee, and was welcomed by the retiring presi-
dent, Dr. Tyler. President Maclaren, on assuming the chair,
made a brief address.
The " quiet half-hour " was conducted by Rev. Dr. Tom-
kins, after which the session adjourned.
FOURTH SESSION — SATURDAY AFTERNOON
The fourth session of the convention, Saturday afternoon,
June 24, was held as a series of conferences and mass meetings,
as follows:
In the Metropolitan Church, from 1.45 to 3 o'clock, a
conference of pastors. Rev. Dewitt M. Benham, of Mary-
land, presiding, and Rev. Dr. Schauffler leading the dis-
cussion.
In the same church, from 3.15 to 4.45 o'clock, a conference
of superintendents, Mr. George W. Watts, of North Caro-
lina, presiding and General Secretary Lawrance leading. At
this conference ten-minvite talks were given on " The Adult
Department," by Mr. Pierson H. Bristow, of the District
of Columbia; on " The Program," by Mr. William Johnson,
of Ontario; and on " Building Up a City School," by Mr.
E. C. Knapp, of Connecticut; followed by a discussion led
by Mr. Lawrance.
In the Bond Street Congregational Chvirch, from 2 to 4
o'clock, a conference on primary and junior work, Mr. W. J.
Semelroth, of Indiana, presiding, and Mrs. J. Woodbridge
Barnes leading. At this conference, after devotional service,
led by Mr. A. H. Mills, of Illinois, Mrs. James L. Hughes, of
Ontario, president of the International Kindergarten Union,
made an address on " The Co-operation Between Home and
School," Prof. A. B. Van Ormer, B.D.,of Pennsylvania, made
an address on " The Age of Spiritual Awakening," and Miss
L. A. Emery, of Minnesota, made an address on " Training
and Developing Teachers."
In the Jarvis Street Baptist Church, from 2 to 4 o'clock, a
conference on the Home Department, Mrs. Flora V. Stebbins,
of Massachusetts, presiding and leading. At this confer-
ence addresses were made by Mr. C. D. Meigs, of Texas; Mrs.
Phoebe Curtis, of Ohio; Mrs. J. R. Simmons, of New York;
Rev. E. W. Halpenny, of Indiana; Mr. E. C. Knapp, of
Connecticut; Rev. T. C. Gebauer, of Kentucky; Mr. C. E.
Hauck, of Illinois; Mr. W. G. Landes, of Pennsylvania,
and Rev. James A. Worden, D.D., of Pennsylvania.
The Minutes of the Convention 399
•
In Cooke's Church (Presbyterian), from 3 to 4.45 o'clock,
a conference on temperance in the Sunday-school, Rev.
John Potts, D.D., presiding, and Mrs. Zillah Foster Stevens,
of Missouri, leading. At this conference addresses were
made bv Dr. Potts, Mrs. Wilbur F. Crafts, of the District of
Columbia; Rev. F. N. Peloubet, D.D., of Massachusetts; Mr.
David C. Cook, of Illinois; Mrs. Mary Foster Bryner, of
Illinois; and Mr. Charles Gallaudet Trumbull, of Pennsyl-
vania.
In the schoolroom of the Knox Presbyterian Church, at
2 o'clock, a conference on Chinese mission-school work,
conducted by Rev. R. P. Mackay, D.D., of Toronto. Ad-
dresses were made by a number of Toronto pastors and
workers.
Five mass meetings of children were also held at 3 o'clock.
At each meeting there was a program of vocal and instru-
mental music, with responsive Scripture readings and other
exercises by the children. Each child in attendance received
a souvenir card of pressed flowers from Palestine, with the
compliments of Mr. W. N. Hartshorn, chairman of the
International Executive Committee.
The assigninents for the meetings were as follows:
Massey Hall, Hon. J. P. Whitney, premier of Ontario,
presiding. Mrs. Mary Foster Bryner, Peoria, 111., and Rev.
John C. Carman, Denver, Col., speakers.
Dunn Avenue Presbyterian Church, Judge John Win-
chester presiding. Rev. Archibald Forder, Jerusalem, Pales-
tine, and the Rev. Joseph Clark, D.D., Columbus, Ohio,
speakers.
Walmer Road Baptist Church, his Worship Mayor Thomas
Urquhart presiding. Mr. Frank L. Brown, Brooklyn, N. Y.,
and Rev. Archibald Forder, Jerusalem, Palestine, speakers.
St. Paul's Church of England, Rev. Dr. Albert Carman
presiding. Bishop John H. Vincent, D.D., LL.D., Indian-
apolis, Ind., and Rev. Carey Bonner, London, England,
speakers.
Woodgreen Methodist Church, Mr. A. E. Kemp, M.P.,
presiding. Mr. H. J. Heinz, Pittsburg, Pa., and Rev.
H. M. Hamill, D.D., Nashville, Tenn., speakers.
FIFTH SESSION — SATURDAY EVENING
The fifth session of the convention met in Massey Hall on
Saturday evening, June 24, at 7.30 o'clock. President Mac-
laren in the chair.
After singing, led by Chorister Jacobs and the convention
choir, the Scripture was read by Mr. W. G. Breg, of Texas,
and prayer was offered by Rev. C. L. Mears, of Nevada.
Prof. Frank Knight Sanders, Ph.D., of Connecticut, made an
address on " The Sunday-school as an Evangelistic Force."
400 The- Eleventh International Convention
Prof. George W. Richards, D.D., of Pennsylvania, made an
address, giving " An Historic View of the Sunday-school."
Rev. H. M. Hamill, D.D., of Tennessee, made an address
on " The Sunday-school as an Educational Force."
A solo was sung by Chorister Jacobs, upon request.
After notices by the president and Rev. C. R. Blackall,
D.D., director of the convention exhibit, the session adjourned,
with prayer by Rev. J. S. Stahr, D.D., of Pennsylvania,
member of the Lesson Committee.
SIXTH SESSION — SUNDAY MORNING
The service Sunday morning, June 25, from 9 to 10 o'clock,
in the MetropoHtan Church, was one of prayer and fellow-
ship, conducted by Dr. Tomkins.
At the morning and evening services in the chiirches the
pulpits were occupied by the convention delegates and
visitors, the general theme of sermons and addresses being
" Winning a Generation."
In the afternoon many of the Sunday-schools were visited,
the delegates participating.
SEVENTH SESSION — MONDAY MORNING
The seventh session of the convention was opened in
Massey Hall on Monday morning, June 26, at 9 o'clock,
President Maclaren in the chair, and was opened with sing-
ing, led by Chorister Jacobs, Scripture reading by Mr. Seward
V. Coffin,' of Connecticut, and prayer by Rev. H. S. Tralle,
of Missouri.
The convention entered upon the consideration of the
report of the Lesson Committee.
Addresses were made by Rev. John T. McFarland, D.D.,
of New York, corresponding secretary of the Sunday-school
Union of the Methodist Episcopal Church, and by Rev. I. J.
Van Ness, D.D., of Tennessee, editor of the southern Baptist
Sunday-school publications.
After singing, it was voted that all those participating in
the debate shall speak frotn the platform.
By request of the Chair, that part of the Lesson Commit-
tee's report dealing with an advanced course was read by
Dr. Tyler, who moved:
That the convention instruct the Lesson Committee, on
account of the widespread agitation and desire for an ad-
vanced course of Bible lessons, to prepare such lessons, said
course to be optional.
Dr. Hamill moved, in substitution:
That the Lesson Committee is hereby instructed to con-
tinue the lesson system as at present existing, viz., the
The Minutes of the Convention 401
beginners' course and the uniform lesson for all other
grades of the school.
Rev. Ernest Bourner Allen, D.D., of Ohio, yielded his time
on the program, and the time of debate was extended accord-
ingly.
Addresses in support of one or the other of these propo-
sitions were alternately made by Dr. Schauffler, Dr. Hamill,
Prof. E. P. St. John, of Connecticut; Mr. C. D. Meigs, of
Texas; Rev. Edward G. Read, D.D., of New Jersey; Robert
R. Doherty, Ph.D., of New Jersey; Rev. Henry C. McCook,
D.D., of Pennsylvania; R. E. Magill, of Virginia, and Prof.
I. B. Burgess, oi Illinois. Rev. John Potts, D.D., of Ontario,
made an address summing up the discussion.
The motion of Dr. Tyler and the substitute of Dr. Hamill
were read. During the singing of " Blest be the Tic that
Binds " all visitors not delegates were requested to withdraw
from the delegates' seats. Rev. George R. Merrill, D.D., of
Minnesota, led the convention in prayer.
The vote on Dr. Hamill's motion was taken viva voce, and
a division Avas called for.
A rising vote was taken; Mr. E. K. Warren, of Michigan,
Dr. Merrill, Jtidge John Stites, of Kentucky, Rev. J. A.
Worden, D.D., of Pennsylvania, and Mr. W. A. Eudaly, of
Ohio, were appointed tellers. The president announced
that the vote stood as follows: 617 for the substitute and
601 against. The substitute was declared carried.
On motion of Judge Stites, it was
Resolved, That the selection of the place for the next meet-
ing of this convention be made a special order for Tuesday,
June 27, 1Q05, at 11. 10 a.m.
That nominating speeches be limited to five minutes each,
and all seconding speeches to two minutes.
That the vote be taken at 11.40, and if no place receives
a majority on the first vote, only the two receiving the highest
number be considered thereafter.
On a point of order raised by Dr. McCook and -others, that
the motion of Dr. Tyler as amended had not been put and
carried, the Chair ruled that the adoption of the substitute
carried with it the settlement of the (juestion involved in the
original motion.
Principal Robert A. Falconer, Litt.D., LL.D., of Nova
Scotia, made an address on " Teacher Training."
The Nominating Committee, through Mr. S. E. Gill, of
Pennsylvania, made its report, and U]:)on their recommenda-
tion the officers nam.ed were unanimously elected. (See
the Official Register.)
At this point Dr. Hamill was recognized by the Chair. He
said: " The International Sunday-school Convention has
always been a unit, and it must remain so. I had no idea
402 The Eleventh International Convention
that so many of the delegates desired the optional advanced
course. As the framerof the resolution that has been carried,
I wish to offer this: ' In view of the fact that so large a
proportion of the delegates do ask for an advanced lesson,
I move that the request of the minority of the convention
be granted, and that the Report of the Lesson Committee
be adopted.' "
A vote was taken, and with only one " no," the motion of
Dr. Hamill was declared carried.
[Inasmuch as that "no" came by a misunderstanding
from one of the speakers who had stoutly espoused the ad-
vanced course, the vote goes down to history as unanimous.
— Ed.]
EIGHTH SESSION — MONDAY AFTERNOON
The eighth session of the convention, Monday afternoon,
June 26, was opened with singing, tmder the leadership of
Professor Jacobs. Rev. C. H. Heustis, of Alberta, read the
Scriptures, and all joined with him in the Lord's Prayer.
The session was called to order by President Maclaren.
The report of the Committee on the Executive Committee's
Report was read by George W. Watts, of North Carolina, as
follows :
To THE Members of the International Sunday-school
Association:
Your committee appointed to pass upon the recommenda-
tions made to the convention in the Report of the Executive
CotTimittee respectfully submit the following:
First, your committee recommends that the name of
this body be changed from " Convention " to " Association,"
as recommended, and that proper steps be taken for incor-
poration. It is also suggested that in incorporating the
Association the charter be taken out under the laws of a
state or province which will permit the holding of the tri-
ennial and other meetings without restriction as to locality
and that this matter be referred to a special committee.
Second, your committee is of the opinion that there com-
mendation to raise not less than $50,000 per year for three
years, for the purpose of meeting the increased demand for
trained men and women in the work of the Association is,
considering the excellent condition of the organization and
the wealth and character of its constituents, a reasonable
recommendation, and that an earnest effort be made to
raise this sum.
Third, your committee is of the opinion that it is desirable
to interest to the greatest extent possible the Christian
business men of the continent, that we may have their coun-
sel and financial support, and earnestly recommiend that
the Executive Committee pursue such a course as, in the
judgment of its members, will best accomplish this result,
The Minutes of the Convention 403
leaving it to the Executive Committee to determine from
time to time the best course to pursue, but that no fimds
of the Association shall be used for this purpose.
Fourth, the dissemination of information covering the
work that has been done, and the plans for the future, will
increase the interest of our constituency and bring to us
additional suppiort. We therefore recommend the publi-
cation of the work recommended by the Executive Com-
mittee, but that the iSvSue be limited to the number of copies
that can be effectively placed.
Fifth, the idea of an international Sunday-school building
'is a good one, but we recommend that its disadvantages as.
well as its advantages be carefully considered and reported
upon at the next convention.
Sixth, we desire to commend the faithful and constant
service of the Executive Committee, the vSecretaries, and
employees of the Association. V/e also congratulate the
convention on the thorough business methods that enter into
the conduct of its affairs, and recommend that as rapidly as
possible the Association be centralized, so that a strong man,
with competent assistance, may be continually in touch,
through the central office, with all departments of the work
throughout the field.
Respectfully submitted,
F. A. Wells.
Geo. W. Watts.
Norman T. Arnold.
After a brief discussion it was voted that the last words —
" That this matter be referred to the special committee " —
be stricken out. It was decided to vote upon the report by
clauses.
It was moved that the first clause be adopted as amended.
Moved, to amend this motion by the substitution of the
word " jurisdiction " for -the words " state or province."
The amendment being accepted, the motion was carried.
The second, third, fourth, fifth and sixth clauses were
then adopted in order.
Mr. Hartshorn announced that the Report of the Eleventh
International Convention would be published in connection
with a " History of the Development of the Sunday-school,
1780 to 1Q05," and that the prospectus of the book, answering
all c[uestions, would be distributed at once.
The report of the treasurer was then read by Dr. George
W. Bailey, of Pennsylvania.
The report of the Auditing Committee was read by George
W. Watts, of North Carolina, as follows:
The committee to audit the treasurer's account have
examined the books and vouchers and found them correct
and the balance in bank the same as reported. Your
404 The Eleventh International Convention
committee desire to express their appreciation of the careful
and painstaking manner in which the accounts of the con-
vention are kept. It is evident that our Treasurer devotes
much time and thought to the fmancial interests of our work.
In frequent times of need we are indebted to him for large
financial advances, and we cannot refrain from suggesting
that if those who make pledges would pay more promptly
our Treasurer would be saved much emVjarrassment and
anxiety.
Respectfully submitted, .
Geo. W. Watts. ,
Frank A. Smith.
Wm. H. Benson.
It was voted to adopt the report of the treasurer.
Five-minute addresses on " Toronto 1 881-190 5, a Retro-
spect and the Prospect," were then given as follows: Gen.
B. W. Green, of Arkansas; Rev. M. 'C. B. Mason, *D.D., of
Ohio; and Rev. H. M. Hamill, D.D., of Tennessee.
After singing " Blessed Assurance," Marion Lawrance
made an address on " The Future: Our Needs and How to
Meet Them." Before calling for pledges he asked Dr.
Hamill to offer prayer. Pledges amounting to $57,893.50
were then received. The session closed with singing and
prayer.
NINTH SESSION — MONDAY EVENING
Massey Hall
The ninth session of the convention, Monday evening,
June 26, was opened by a praise service led by Professor
Fletcher.
Mr. J. F. Drake, of California, read the Scriptures, and
Dr. John Potts, of Toronto, offered prayer.
After singing by the choir, an address on " Reverence in
the Sunday-school " was given by Rev: Elson I. Rexford,
M.A., LL.D., of Ouebec.
The choir again sang, and the Rev. T^evi Gilbert, D.D.. of
Ohio, addressed the convention on " The Relation of the
Religious and Secular Press to the Sunday-school."
Professor Jacobs spoke in warm praise of the delightful
fellowship and co-operation Avhich Dr. Torrington and Pro-
fessor Fletcher had given in the music of the convention,
referring especially to the organ recitals at the Metropolitan
Church by Dr. Torrington, and to the splendid work of the
chorus under the direction of Professor Fletcher. He moved
a vote of thanks to Dr. Torrington, to Professor Fletcher
and the choir. The motion was unanimously and enthu-
siastically passed.
After singing by the chorus, the benediction was pronounced
by Canon Dixon."
The Minutes of the Convention 405
NINTH SESSION — MONDAY EVENING
Metropolitan Church
The " twin meeting " for Monday evening, June 26, was
held in the Metropolitan Church, George W. Penniman, of
Massachusetts, presiding, and was opened by an organ re-
cital by F. H. Torrington, Mus. Doc, followed by a praise
service led by Professor Jacobs.
Rev. E. L. Marsh, of Waterville, Me., read the scripture
lesson, and prayer was offered by Hon. Noah Shakespeare,
of Victoria, B. C.
Addresses were made as follows:
By Rev. Henry C. McCook, D.D., LL.D., of Pennsylvania,
on " The Old Guard " ; by President William Douglass Mac-
kenzie, D.D., of Connecticut, on " The Relation of the
Sunday-school to the Art of Teaching"; and by Rev. James
Atkins, D.D., of Tennessee, on " The Kingdom in the Cradle."
TENTH SESSION — TUESDAY MORNING
The tenth session of the convention, Tuesday morning,
June 27, was opened by a praise service under the leadership
of Professor Jacobs.
Rev. Adam D. Archibald, of Prince Edward Island, read
the Scriptures, and praj'er was offered by the Hon. E. R.
Burkholder, McPherson, Kan.
After singing " 'Tis the Blessed Hour of Prayer," Chair-
man Maclaren introduced Mr. Marshall A. Hudson, of New
York, president of the Baraca Union of America, who made
an address on " Adult Classes and Work for Men."
A conference on adult classes and work for men was con-
ducted by Mr. McKenzie CI eland, of Illinois. Many ques-
tions were asked, receiving prompt and suggestive replies.
" I Love to Tell the Story " was sung, and Mr. Hartshorn
announced that the Executive Committee had appointed a
sub-committee on adult Bible-class work.
Rev. George B. Stewart, D.D., of New York, made an
address on " The Sunday-school and the Minister's Training."
Mr. E. K. Warren, of Michigan, was then introduced, and
spoke of the new plans which had been discussed by the
Executive Committee in regard to the broadening of the
work, emphasizing epecially the great opening at present in
Japan. '
Mr. Heinz spoke further of this new opportunity, at the
san:e time pledging $1,000 a year for three 5Aears for this
special work. Dr. Joseph Clark, of Ohio, also spoke, em-
phasizing the need of making the most of the present great
opporttmity. Additional pledges were then taken by Mr.
Lawrance, amounting to $3,600. When this was annoimced
the entire audience rose, and sang " Praise God, from Whom
All Blessings Flow."
The Chair announced that invitations for the twelfth
international convention, 1908, had been received by the
4o6 The ElcvcntJi International Convention
president from Hot Springs, Ark., Louisville, Ky., San Fran-
cisco, Cal., and Winona Lake, Ind. Speakers presenting
motions to accept the invitations were limited to five minutes.
The Chairman here read the following rules: " Speakers
presenting invitations shall be given five minutes only.
Speakers seconding or speaking to the invitations shall be
limited to two minutes." F. W. Thompson, of Arkansas,
spoke for Hot Springs, Rev. C. R. Hemphill, D.D., of Ken-
tucky, for Louisville, Rev. H. H. Bell, D.D., of California,
for San Francisco, and W. C. Hall, of Indiana, for three min-
utes for Winona Lake, asking that the other two minutes
be given to Bishop Vincent.
Gen. B. W. Green, of Arkansas, seconded the motion in
favor of Hot Springs, Dr. Ogden, of Kentucky, for Louis-
ville, Mr. Ernest Day, for Cahfomia, and Rev. Dr. Potts for
Winona Lake. The Chairman then read the following reso-
lution of the Executive Committee:
Resolved: " That the location of the next convention
should be made with a view to the best interests of the entire
field and work of our Association."
A trial vote was then taken, and Hot Springs having de-
cidedly the smallest number, the champions of this place
withdrew the name.
A vote then taken resulted as follows: Winona Lake, 363;
Louisville, 430; San Francisco, 432,
It was moved by Dr. Clark, of Ohio, that the vote be taken
by states. The Chair ruled him out of order. An appeal
was made, but the decision of the Chair was unanimously
sustained.
A final vote was then taken. Winona Lake was with-
drawn. San Francisco received 469 votes and Louisville 647.
Dr. Bell, of California, moved that the vote be made unani-
mous for Louisville. This motion was seconded by Gen.
Green, of Arkansas, and by Mr. Hall, of Indiana, and was
unanimously carried.
Announcements were made by the Chair, who stated that
the " Quiet-Hour," under the leadership of Dr. Tomkins,
which ^was crowded out of the morning session, would be
given the place at 3 o'clock. The session closed with the
benediction.
»
ELEVENTH SESSION — TUESDAY AFTERNOON
The eleventh session of the convention, Tuesday after-
noon, June 27, was opened by devotional service led by
Professor Jacobs.
The Chairman presented Prof. Martin G. Brumbaugh,
Ph.D., of Pennsylvania, who. made an address on " The
Relation of the Teacher to the Course of Study in the Sunday-
school."
Rev. W. H. Geistweit, D.D., of Illinois, addressed the con-
vention on " The Place and Power of Memorized Scripture."
The Minutes of the Convention 407
The following Committee on Resolutions was appointed by
^he Chair: Rev. DeWitt M. Benham, of Maryland; Rev. J.
C. Carman, of Colorado; C. G. Trumbull, of Pennsylvania;
Rev. H. H. Bell, of California; John Legg, of Massachusetts,
and H. P. Moore, of Ontario.
Mr. Waterman reported for the committee appointed by
the Executive Committee to carry their sympathy to the
delegation from Indian Territory in regard to the member
of the Executive Committee from that place who had suf-
fered a stroke of paralysis since coming to Toronto. Mr.
Waterman reported that Mr. Stretch had just passed away,
without regaining consciousness.
Dr. Tomkins then took charge of the " Quiet Hour,"
choosing for his subject " Crosses."
Rev. J. C. Carman, general secretary of the Colorado
Sunday-school Association, then addressed the convention
on " Evangelistic Work."
Mr. Hartshorn made a further announcement in regard
to the published report, speaking of the outlook for the
World's Fifth Convention at Rome in 1907.
The following was read by the Chairman :
" This is to certify that at a meeting of the Executive Com-
mittee appointed by the International Simday-school Associa-
tion at its session of 1905 at Toronto, called for the purpose of
organization, W\ N. Hartshorn, of Massachusetts, was unani-
mously nominated as chairman of the committee for the
ensuing triennium."
Signed, George R. Merrill, Secretary.
Toronto, June 27, 1905.
Mr. Hartshorn v/as unanimously elected chairman of the
Executive Committee.
The benediction was pronounced by Professor Jacobs.
TWELFTH SESSION — TUESDAY EVENING
Massey Hall
The twelfth session of the convention, Tuesday evening,
June 27, was opened by praise service led by Professor
Fletcher and the chorus.
Rev. Hiram Htill, of Manitoba, read the Scriptures. Mr.
T. S. Sims, of New Brunswick, offered prayer. The chortis
sang the famous " Glory " song.
The Rev. DeWitt M. Benham, Ph.D., of Maryland, re-
ported for the Committee on Resolutions as follows:
Your Committee on Resolutions would respectfully submit
the following report :
Resolved: i. That the Executive Committee be authorized
to appoint at its discretion any committees which, in their
judgment, are necessary for carrying out the work of this
convention.
4o8 The Eleventh International Convention
2. In view of our conviction that the teacher is the heart
of the Sunday-school situation, and that the training and
equipment of the teacher is of more momentous importance
to the progress and success for which this Convention stands
than any other matter with which we have to deal, not
excepting such matters as organization, architecture, grading,
or even the lesson system itself, we heartily commend the
growing attention which is being given to the systematic
training of the teacher, and the action of the Executive
Committee in creating and appointing an International Com-
mittee on Education and an International Teacher-Training
Secretary, and we cordially endorse every proper step that
is being taken by our Committee on Education and our
Teacher-training Secretary to arouse widespread interest
in the need of better teaching, and to disseminate information
as to how better teaching can be attained.
3. That we heartily approve and commend the forward
movements as outlined by otir worthy chairman, Mr. W. N.
Hartshorn, including the incorporation of the Association,
the raising of $50,000 a year for the triennium, the wide-
spread circulation and sale of the official report, and the
commission of business men to visit and confer with business
men of various cities about the importance and financial
needs of our great and expanding international work.
4. That this Convention regards with sincerest gratitude
to our Heavenly Father the growing generosity of the states,
jjrovinces, territories and individuals in their financial
support of organized international work, and especially in
providing financial means for extending this work among
the negroes of the South and to the people of Mexico and
Japan.
5. That the hearty thanks of this Convention be extended
to Prof. F. H. Jacobs and Mr. H. M. Fletcher for their inspir-
ing leadership in our service of praise, to Dr. F. H. Torrington
for his masterly organ recitals given daily at the Metropoli-
tan Church, and to the trained choirs whose voluntary serv-
ices have so effectively enhanced the musical character of
the evening sessions.
6. That this Convention desires to express its appreciation
of the exposition of Sunday-school supplies and helps, shown
under the arrangement and direction of Rev. C. R. Blackall,
D.D., and the exhibition of the historical sacred paintings,
so kindly loaned by Mr. John Wanamaker.
7. That the thanks of this Convention are extended to
the city of Toronto for the noble hospitality of her citizens,
their cordial and heartfelt interest in the cause which we
represent and in the sessions of this convention; to the
ministers and chiirches for their co-operation in making the
convention a success, a,nd the cheerfulness with which they
have offered their buildings to the use of the convention, and
their pulpits to our representatives; to the directors of
Massey Hall for the privilege of meeting in that excellent
The Minutes of the Convention 409
auditorium; to his Honor the Lieutenant-governor, his
Worship the Mayor, and his Honor the Speaker of the Legis-
lative Assembly, for their kindness in opening the meetings
of the convention and extending to us their words of wel-
come; to the press of the city for the large space and excel-
lent reports given the convention in their cokmms; to the
railroad and steamboat lines for their favorable trafftc rates
and the courtesy of their employees and ofificials.
Rev. DeWitt M. Benham, Ph.D., Maryland, C/m?Vman.
Charles G. Trumbull, Pennsylvania.
Rev. H. H. Bell, California.
J. C. Carman, Colorado.
H. P. MooRE, Ontario.
These resolutions were unanimously adopted.
The Rev. James A. B. vScherer, D.D., LL.D., of South
Carolina, addressed the convention on " The Duty of Young
America to Young Japan."
The chorus sang " There is a Saviour Calling Thee To-day."
The Rev. D. Webster Davis, of Virginia, addressed the
convention on " The Sunday-school and the Church as a
vSolution of the Negro Problem."
The chorus sang " Glory and Honor."
The Chair introduced Archibald Forder, of Jerusalem,
Palestine, who delivered an address on " The Relation of
the Sunda3'-school to the Third Deliverance of Ishmael."
The chorus sang the " Lost Chord."
At the close of the music, Missouri pledged $50 for the
work of Mr. Forder.
Mr. Hartshorn told the audience how Mr. Forder came as
a delegate to the World's Sunday-school Convention at
Jerusalem, and later (in June, 1904), came to Arnerica, where
he has been engaged in the presentation of his important
work.
For the greater part of the time Mr. Forder has been a
guest of friends in Boston.
Mr. Lawrance then received pledges amounting to nearly
$700 for the work of Mr. Forder in Arabia.
Rev. W. G. Puddefoot, of Massachusetts, gave an address
on " The Sunday-school and Home Missions."
The unanimous election of Mr. W. N. Hartshorn, of Massa-
chusetts, as chairman of the International Executive Com-
mittee, was then announced, and Mr. Hartshorn was pre-
sented to the convention.
Mr. Edward K. Warren, of Michigan, president of the
World's Fourth Sunday-school Convention at Jerusalem,
1904, was asked to address the convention.
President Maclaren requested Rev. Dr. John Potts, of
Toronto, to " dismiss and close this great Convention "; and
at 10.30 P.M. the Eleventh International Sunday-school
Convention was history.
4IO
The Eleventh International Convention
TWELFTH SESSION — TUESDAY EVENING
Metropolitan Church
The " twin " missionary meeting, Tuesday evening, June
27, in the Metropolitan Church, was opened by an organ
recital by Dr. F. H. Torrington, followed by the service of
praise led by Professor Jacobs.
Mr. A. B. McCrillis, of Rhode Island, vice-president of
the International Association, presided. The scripture
lesson was read by Mr. C. P. Ayre, of Newfoundland, and
prayer was offered by Rev. C. R. Hemphill, D.D., of Ken-
tucky. Missionary addresses were made by Rev. E. E.
Chivers, D.D., of New York; Rev. Chauncey Murch, of
Luxor, Egypt, and Mr. Robert E. Speer, of New York.
The report of the Committee on Resolutions, previously
adopted at Massey Hall, was read by the chairman, Rev. D.
M. Benham, of Maryland.
The benediction was pronounced by Rev. F. A. Smith, of
New Jersey.
Prof. Dott. Cav. Ernesto Filippini
General Secretary of the National Committee of the Italian Sunday-School
Association
{From Glimpses 0/ Bible Lands)
The International Executive Comniiitce
411
W. N. Hartshorn
The International Executive Committee
W. N. HARTSHORN, Chairman
By the good providence of our
Heavenly Father we have reached
the goal of the eleventh trien-
nium. In moral and religious
effort we may measure endeavor,
but we cannot inventory results.
The book-keeping of Heaven alone
can keep these accounts and
render a balance sheet. To avoid
duplicating information yotir Com-
mittee has asked General Secre-
tary Lawrance and his associates
to each tell the Convention their
" Story of the Triennium." Be-
cause of the many departments
and the time limit some facts may be omitted, but full
and definite information concerning each department
will be printed in the Official Report.
Denver, 1902, — Toronto, 1905
We entered this triennium, July, 1902, in the shadow
of the death of Mr. B. F. Jacobs, the beloved and trusted
chairman and leader in the international work from
1 88 1 to June, 1902. We recall his threefold and last
message, borne by our treasurer, ^Dr. George W. Bailey,
to the Executive Committee, at Denver.
" Men die, but Jesus Christ lives; the work goes on.
Give my love to the brethren — God bless you."
Three years ago General Secretary Lawrance and one
stenographer comprised the employed force of this
Convention. Dr. Hamill had resigned in 1901; Rev.
L. B. Maxwell had died in March, 1902. The tenth
convention, at Denver, pledged $14,469 per annum for
three years. The amount paid, what additional sums
412 The Reports
contributed and how expended will be stated in the
treasurer's report. With nearly $15,000 pledged, and
faith that additional contributions would be made, your
Committee, early in the triennium, increased the num-
ber of secretaries, until now we have Mr. Marion Law-
rance, Mr. W. C. Pearce, Mrs. J. W. Barnes, Mrs. Mary
"Foster Bryner, James E. Shepard and, we had until
God called him, G. G. Marcus, — making- six secretaries
and three stenographers; yet there never was more
unfinished work or greater need for trained men and
women than now.
"God has Placed the Banner on New Heights "
The reports of your secretaries and special committees
will show progress. " The pillar of cloud by day " and
" the pillar of fire by night " have moved forward. God
has placed the banner on new heights and bids us to
come up to it. Shall we dare to plan and to act in this
Convention and during the new triennium so as to force
its recall? The advance already gained reveals an ex-
tended horizon, a tremendous need, new opportunity
and added responsibility. " We have just won a vic-
tory," said the officer, as he saluted Napoleon. Looking
up, Napoleon replied, " There is time to win another
victory before the sun shall go down," and sent him to
the front, and another victory was won. Your Com-
mittee is persuaded that it has only begun to discover
the magnitude of the self-imposed task of this Associa-
tion. The cry for help was never so urgent and intelli-
gent as now. States and territories that hitherto have
never had a conscious need are now asking for men and
money.
" It Contemplates a Reservoir "
If organized Sunday-school work in the State of
Pennsylvania, under the leadership of John Wana-
maker and H. J. Heinz, needs $22,000 per annum, and
Massachusetts, containing one fifth of the Sunday-
The International Executive Committee 413
school membership, needs $10,000, is it Christian busi-
ness sense that other states have not similar needs that
money and consecrated service can supply? Organi-
zation is the individual mutiplied. It contemplates a
reservoir in the state, province and territory, into which
may be gathered the results of actual experience,
judicious training, the best thought, suggestion and in-
spiration that may be gathered from world-wide Sunday-
school effort. The individual Sunday-school with which
you are connected should have a pipe line to such a
reservoir, and, however remote or isolated, weak or
strong, it should be brought into helpful relations with
the central organization, the strong and wise contribut-
ing, the weak and less experienced receiving; all co-
operating.
" The Heart and Leadership of the Church "
We sometimes congratulate ourselves that the mem-
bership and friends of the Sunday-school embrace the
heart and leadership of the church; that the fruit of
the Sunday-school will be the church membership of
to-morrow, and that the quality of the work done will
determine the kind of religion, the standard of morals
and the type of the citizenship of the coming generation.
We rejoice in a continent-wide constituency of fourteen
million. This constituency controls uncounted wealth.
There is no organization in the church so complete as
the Sunday-school. It has a comimon purpose, and yet,
with this splendid organization, vast constituency and
unmeasured wealth, we congratulate ourselves that we
have raised during the triennium a little more than
fifteen thousand dollars a year, to maintain and develop
this mighty work. " Why, my dear brother," said a
friend recently, " you seem to be doing a world-wide
business on a ' nickel in the slot returns,' using narrow
gauge, single-track equipment and power rather than
the wide gauge, four-track equipment of the * Empire
State ' and ' Twentieth Century Limited. ' "
414 The Reports
" You DO NOT Compass your Opportunity "
If, as chairman, I could speak personally to the
officers and leaders in the states, provinces and terri-
tories, I would tell them the conclusions I have reached
after visiting different sections of this country and
studying the needs from the viewpoint of organized
Sunday-school work. To myself I have said, " You
do not compass your opportunity." " You have nar-
rowed your duty." " You have limited your gifts."
Honestly, brethren, would our sacrifices, our gifts, our
plans and the results gained in Sunday-school work
command our respect as business men, if applied to
maintain and support a business, upon the success of
which depended the comfort, life and development of
the present and future generations of this continent?
And yet we believe that on the success of the Sunday-
school depends largely the moral and religious life of
this and future generations.
I believe that God has called this Convention to do
very definite things, to develop plans and declare pur-
poses that shall be worthy of its constituency and the
work it is set to do. AVe should ask for pledges for fifty
thousand dollars a year for three years. Even this sum
will not be sufficient to meet the demands necessary to
accomplish the work that is awaiting us.
" Do You See that Little Church? "
This is not a difficult task to accomplish. Let us not
forget who are our associates; the character of our con-
stituency; its multitude and its wealth. Walking with
a friend of the international work, recently, in an inland
city, talking of its need and possibilities, this friend said
to me: " Do you see that little church? It has within
its membership thirty-one millionaires." It is an
exceptional church, but there is a larger constituency
who have not yet contributed, because they have no
knowledge of this work, than the present contributing
constituency. We should, therefore, take such steps
The International Executive Committee 415
as will command the attention and inspire the confidence
of Christian business men. We believe there are five
hundred men on this continent who would gladly con-
tribute fifty dollars to one hundred dollars per annum
if only they knew the character and purpose of this
work. Let us enlarge our horizon and we will discover
them. I will pledge myself to find one twentieth of the
amount, if only fifty thousand dollars may be secured
for the coming triennium. Are there not nineteen
others?
" But a Capitalist of Jerusalem "
Did you ever think, or have you forgotten, that when
our dear Lord was crucified and the question was,
whether his body was to be flung to the dogs or to be
buried, it was not the apostles or the people, or any of
those who had rushed after him, but a capitalist of Jeru-
salem and a student from the university who had cour-
age and love to take the body of our Lord and bury it
with honor, against the day of his resurrection. Now, as
then, we need the brain of the student and the gifts of
the capitalist to make the work of the church more
secure and permanent.
"To Inaugurate Power — to Secure Progress"
To develop successful plans to meet the present needs
of this work does not admit of easy thinking and of
indifferent action. Definite things must be done to
inaugurate power to secure progress. At the Winona
conference in August, 1903, among the many topics
discussed were the following: " Is It Desirable to Pro-
vide an Advanced Course of Lessons? " " Uniform
Nomenclature." " Shall the International Sunday-
School Association become Incorporated? " " Shall
We Create a Publicity Department? " " How to In-
crease Annual Contributions to Fifty Thousand Dollars."
Your committee expects that the ripened fruit from
the Winona conference will be harvested in this con-
vention.
4i6 ^ The Reports
Your Committee therefore recommends:
1. Incorporation. For your information I record th^*
following action of your Executive Committee in To-
ronto, yesterday, Friday, June 23. Voted: That this
International Executive Committee recommend to the
Eleventh International Convention that the name of this
body be changed from " Convention " to " Association "
and that proper steps be taken for incorporation.
2. That this Convention shall attempt to raise in
pledges and contributions not less than fifty thousand
dollars per year for three years for the purpose of meet-
ing the increased demand for trained men and women
in the work of this Association.
3. That this Convention approve the plan of appoint-
ing a commission of not less than five men, Vv^ho shall,
at their own expense, visit different states in the inter-
national field for the purpose of conferences with Chris-
tian business men, that they may become informed
concerning the work of this association and, therefore,
contribute to its support. This commission may not
necessarily include in its number only members of the
Executive Committee, but it shall be appointed by the
Committee.
4. The Committee approves the plan presented by the
Chairman for the distribution of one hundred thousand
copies of the book, " The Development of the Sunday-
School, 1780-1905," — the Official Report of the Inter-
national Sundav-School Convention." This book will
contain nearly six hundred pages, more than three hun-
dred illustrations, cloth bound, price fifty cents, postage
paid. The ordinary price of the book would be two
dollars. It will contain the addresses, reports and
statistics of the Eleventh International Sunday-School
Convention with portraits of the speakers and officers.
It will also contain the history of the International
Lesson System and portraits of the Lesson Committee
from 1872 to 1908; a classified list of the International
Lessons, 1872-1906, giving date, topic and text of each
The International Executive Committee 417
lesson ; the story of departmental work, the beginners,
the primary, the junior and the advance, the teacher-
training, home department, supplementary lessons,
men's classes, adult classes, etc. ; the story of the
National and the International and World's Conventions,
1832, to Jerusalem, 1904, with portraits of the presidents
and officers ; organized interdenominational work,
township, state, international and world-wide; the
development of the Sunday-school from Robert Raikes
to the end of the Toronto convention.
5. That the booklet entitled "A Temple unto the Lord,"
— the International Sunday-school Building, — head-
quarters for North America, be presented to the Con-
vention by the Chairman "as merely an expression of
a suggestion which may, in God's own time, together with
the loving cooperation and generous gifts of the vast
constituency and unmeasured wealth of the international
forces, become not only ' a Temple unto the Lord ' and
the Sunday-school headquarters of North America, but
also may serve to yield an income to the permanent sup-
port of its work, annually, of sixty to eighty thousand
dollars." Your Committee seeks no action in this Con-
vention concerning this suggestion. It is possible at
the Convention in 1908 your Committee will have a
further report to make regarding this plan.
" Accomplished in God's Own Time and Way "
It is the desire and hope of your Committee that by
the development of these plans, and others which may
recommend themselves to its approval in the future,
that we may accomplish in God's own time and way the
purpose for which this organization was brought into
existence, and has been kept until this moment. Our
prayers and sympathies go out for our associates in the
states and provinces and territories where there is at
present a great need that is not yet met.
4i8
The Reports
Marion Lawrance
Report of the General Secretary
marion lawrance
The Field
At the time of the Denver Con-
vention your general secretary
was your only paid representa-
tive, aside' from a clerk in the
office.
Mrs. J. W. Barnes was ap-
pointed our Primary and Junior
Secretary in the fall of 1902.
In November of the same year
our two colored workers, Prof.
G. G. Marcus and Dr. James E.
Shepard, were engaged.
Early in 1903 the force was in
creased by adding Mr. W. C.
Pearce, now our Teacher- Training
Secretary, and Mrs. Mary Foster Bryner.
We now have two stenographers in the General Sec-
retary's office, and one in the office of the Primary and
Junior Secretary at Newark, N. J.
Speaking for all of these, except myself, I am sure we
could not find more faithful, consecrated and efficient
workers anywhere. They are all especially adapted to
the work they have undertaken. The present forward
condition of our work is due very largely to their labors.
This is not easy work we are doing, and yet it is full of
joy. Each of these workers will make a detailed report.
It is for me only to speak in a general way.
The field has been covered as frequently and as thor-
oughly as it was possible with this force of workers.
Every state, province and territory, except a few of the
unorganized provinces of the Dominion of Canada, have
been visited during the triennium from one to three
times by one or more of these workers. Their work has
not been confined wholly to conventions, but mostly so,
Report of the General Secretary 419
because the demand is so great and the force so small.
Nevertheless, there have been made a number of inspi-
rational tours into different parts of the country, holding
meetings in various cities besides the ones where the con-
ventions were held. Statistics give but a very faint idea
of the work done, and yet we believe that those who main-
tain the work have a right to the figures. Their inability,
however, to report the real work done, is shown by the
fact that a conference is put down as a conference.
Sometimes it is thirty minutes long, sometimes several
hours, and sometimes a whole day. The aggregate dis-
tance traveled by these six workers during the past three
years reaches the enormous sum of 304,030 miles. The
aggregate number of addresses, conferences, etc., is 5,132.
In addition to our regular force, however, we have
been obliged from time to time, to call in special help in
order to send a representative to conventions which we
could not otherwise reach. We recognize in this capa-
city the splendid work done by Mrs. M. G. Kennedy,
Dr. H. M. Hamill, Rev. W. C. Merritt, Charles D. Meigs,
J. H. Engle, Hugh Cork, Mrs. Alonzo Pettit, Charles R.
Fisher, Joseph Clark, Alfred Day, Rev. E. M. Fergusson,
Rev. George O. Bachman, W. H. Irwin and others.
Special mention should be made of Rev. AV. C. Merritt,
and the state of Washington. That state voluntarily
offered Mr. Merritt 's services to the International Com-
mittee one month a year for the three years of the trien-
nium, and we have had the benefit of his splendid work.
He has just come from the convention in Idaho, where
he has been representing us through the courtesy and
at the expense of the state of Washington. He has
rendered excellent help also in Montana, Oregon, Nevada
and British Columbia. Our treasurer, feeling that it was
right that Washington should have the credit for his
services, has entered up the amount of his salary on their
account, although they specifically requested that it
should not apply on their pledge made at Denver, and
il was not applied. This contribution of the state of
420 The Reports
Washington is all the more noteworthy when we remem-
ber that in amount of contributions made and paid
to the International Association during the last three
years, they stand ninth in the list of states, although
they stand twenty-ninth in their Sunday-school enroll-
ment. Washington is certainl}^ entitled to the thanks of
this Convention.
It may be stated likewise in this connection that the
state of Washington is now divided into two associations,
the Eastern and the Western, separated by the moun-
tains. Connected with the Eastern Association is the
" Panhandle " of Idaho, This division seems necessary
because of physical conditions, and is entirel}^ in accord
with the views of the brethren in both states, and was
authorized by a vote of the International Convention at
Atlanta.
The only other change in our field is that the Nova
Scotia Association has invited the Bermuda Islands to
join them, as they are closely associated together in
other branches of religious work.
No record of what has been accomplished in the great
field would be complete without reference to the many
tours that have been made by our Chairman, Mr. Harts-
horn. Into many of our states and cities in the central
west and south, and many parts of the east, and in the
Dominion of Canada, has he gone with his words of cheer
and counsel. He is giving practically his whole time to
us, and it will be very difficult for us to express in any
way our full appreciation of this fact.
The vast amount of field work we have been enabled to
do because of our increased force, however, has shown us
plainly the great need for more. We are not giving the
states and provinces all we should give them when we
simply send a worker for three days to attend their con-
vention. It may not be my province to make recom-
mendations to this convention, and I will not, but it
may fairly be within proper bounds to tell something of
the needs. Our field force is certainly not half as large
Report of the General Secretary 421
as it should be, and we are hoping that this convention
will make it possible to materially increase it.
We should not be satisfied unless, before adjournment,
we arrange for at least three more white men, one or
two more negroes, and a general secretary for Mexico.
Our General Secretaries
It would be difficult to find a more faithful, self-sacri-
ficing company of workers than those who are occupying
the offices of general secretary in the various states and
provinces. All of the states and provinces have general
secretaries except ten. The states and provinces of
Arkansas, North and South California, Colorado, Con-
necticut, Indiana, Maine, Missouri, Nebraska, New
Brunswick, New Hampshire, New York, North Carolina,
Oklahoma, Prince Edward Island, Quebec, South Dakota,
Texas and Vermont have put in new secretaries since
the Denver Convention, though most of them had state
and provincial secretaries before. We have now 148
men and women in the employ of our state and pro-
vincial associations under pay, and 89 of them are giving
their whole time to it.
A Vast Army of Workers
It is quite difficult to realize how many choice men and
women there are devoting their time to this work. Fifty-
eight states and provinces are organized. Over 2,000
counties are organized. From a careful estimate, we
judge that fully 10,000 townships, districts, etc., are
organized. Ohio and Illinois alone furnish one fourth
of that number. Certainly the committees having in
charge the work in these various organizations will
average ten people each, many of whom devote large
portions of their valuable time to committee meetings,
conventions, visitation and the like. In other words,
there are 120,000 people in our field who are giving solid
blocks of time to this work without any remuneration
whatever. No wonder the blessing of God has been upon it.
42 2 The Reports
Conventions
The Associations are not conducted for the benefit of
the conventions, but the conventions are conducted for
the benefit of the Associations. Conventions are good
thermometers as to the condition of the work in a
given locaHty. A convention which is representative
and well attended by the active workers, is a sign of
good organization and a healthy condition. The con-
ventions during the past three years have, as a rule,
continually grown in size and interest. A marked
change, however, is going on in the convention programs.
Happily we are having less pyrotechnics and more real
work. The number of institutes is growing, and we
are coming to learn that conventions and institutes
which really do things worth while are the best and are
best supported. Many of our conventions have come
to be very large. For example, those in Massachu-
setts and Ohio. The latter, held the first week of this
month, had over 3,000 workers present, and many of the
sessions were attended by over five thousand people in
one audience. Some of these convention programs
have packed into them through conferences and ad-
dresses an incredibly large amount of solid work and
teaching.
We must not forget the weaker organizations, how-
ever. It was my privilege a few weeks ago to attend
the State Convention of Nevada with less than 25 dele-
gates in it, representing the forty-two schools of that
great state, which is nearly as large geographically as
three Ohios, and yet Nevada is represented on our Inter-
national Committee by the president of their state uni-
versity. Dr. Stubbs, who is not only greatly interested
in our work, but has crossed the continent to be with us
to-day. I am sure we are glad to be the " big brother "
to such states as Nevada.
Conventions have been held in all of the states and
provinces during the last three years, and in nearly every
case, they have been held annually.
Report of the General Secretary 423
We are pleased to report that Newfoundland recently
held the best convention in their history. They enrolled
1,150 delegates, and are very much encouraged. New-
foundland is fully represented in this convention.
The total number of conventions of all kinds, state,
county, township, etc., reported during the past year in
our field, is 13,811, though we believe these figures are
far too small. This means that there have been during
the triennium probably about 40,000 conventions. Esti-
mating the average attendance at these conventions at
200, and that is very small, we reach more than
2,500,000 people annually.
Summer Schools and District Conferences
There are probably nearly fifty summer schools held
annually in the United States and Canada which meas-
ure up to the standard set by our Association, and many
others which do considerable work, but fall somewhat
short in their measurement. Two summer training
schools are now held under the auspices of the Fourth
and Seventh International districts. One at Winona
Lake is in its second year. Last year it covered three full
weeks, and enrolled 406 students from thirty different
states. International certificates were issued for full work
to 50 students, and for section work to 210 students.
This year it will continue for two weeks instead of three.
The Seventh District School is to be at Searcy, Ark.,
and covers a week in July. Both of these schools are
under the direction of Professor Hamill, chairman of our
Committee on Education.
Some of these schools of methods have been in opera-
tion for a good while under various auspices, and are
getting stronger year by year; as, for example, the one
which holds its twelfth annual session at Asbury Park,
N. J., this season.
District conferences have been held in the First, Sec-
ond, Third, Fourth and Fifth Districts. It is my privi-
lege to attend all of these.
424 The Reports
The Work among the Negroes
No department of our work is deserving of more credit-
able mention than that among the colored people of the
South. When we last assembled in Denver, our sorrow
at the loss of the sainted Maxwell was still fresh in our
hearts. One of the most enthusiastic movements of
that great convention was when money was pledged to
carry on this great work.
In the fall of 1902, the committee having this matter in
charge, selected two choice men to serve us. Prof. G. G.
Marcus, of Memphis, Tenn., and Dr. James E. Shepard,
of Durham, N. C. These men soon showed their special
fitness for the work and were everywhere received with
great favor. It was difficult to take up the work where
Mr. Maxwell laid it down, for he had tried to cover the
whole field and it was too much for him or any other man.
Marcus and Shepard have done most valiant work. We
are grieved, however, to be obliged to record that in
October, 1904, Professor Marcus closed his work on earth
and went to his reward. Dr. Shepard has been doing
double duty since that time. I am glad that Dr. Shep-
ard is present, and will appear before this convention
to make a detailed report. He is a man of unusual
ability, deep consecration and tremendous earnestness.
Moreover, as a speaker, he can hold his own with great
credit to himself before any audience anywhere. His
work has been carried on mostly in the states of North
and South Carolina, though he has done considerable
work in Alabama, Georgia and Tennessee. The details
of his work will be reported by himself. While we may
well congratulate ourselves upon the great work that has
been done, it is really only a beginning, and a small one
at that. The fact that there are in the United States
over three million colored children between the ages of
five and fourteen gives us a little hint of the tremendous
task and opportunity which lies before us. We ought to
have at least five wide-awake, efficient negro secretaries
in five of the most promising Southern states, and these
Report of the General Secretary 425
under the general direction of a secretary who shall be
recognized everywhere as a prince of men among the
negroes. Of course, the whole work should be entirely
under the control of our Executive Committee and espe-
cially the sub-committee having this special feature in
charge. But there is an opportunity for large faith
and contributions. I do not know where money can
be placed to better advantage for the Kingdom of God.
Our opportunity is our responsibility. Shall we rise to it?
Theological Seminaries and Christian Schools
The place of the theological seminary in Sunday-
school work is more and more coming to be recognized
and felt. No word of mine can begin to express it so
well as it has been done by Dr. E. Y. Mullins, president
of the Southern Baptist Theological Seminary, in what
he is pleased to call his " Sunday-school Creed," which
is as follows:
1. The supreme need in our country to-day is that the
forces which make for character shall control the forces
which make for intelligence.
2. Our greatest force which makes for character is
the vSunday-school.
3. The factor of the Sunday-school most potent in the
development of character is the teacher.
4. The supreme lack in the present-day Sunday-school
is the lack of a sufficient number of thoroughly equipped
teachers.
5. The chief teacher of the teachers and trainer of the
trainers of the Sunday-school is the pastor.
6. The chief trainer of the pastor is the theological
seminary.
7. In view of the absence in the past of any adequate
coordination and guidance of the departments of the
teacher, the pastor and the seminary, there is an oppor-
tunity for the new Educational Committee of the Inter-
national Sunday-school Association to do a great work
for the Kingdom.
426 The Reports
Our pastors are our leaders. While they will not
ordinarily occupy the place of the executive head of the
school, viz., the superintendent, they should, neverthe-
less, be just as truly pastors of the Sunday-school as of
the church. The demand for more religious pedagogy,
more of the English Bible, more of child study and
Sunda3^-school management in the regular seminary
courses, comes from the pastors themselves. That the
seminaries are gladly yielding to this condition, is a most
hopeful sign. We presume there is not a seminary in the
land that has not done more than ever before. Many of
them are giving to their students splendid courses of
lectures upon the subject and conducting pastor's insti-
tutes. Some have even gone further than this, and put
in specific courses of study, looking toward Sunday-
school work in its various departments. I have person-
ally addressed the students in the following seminaries
and in most of them have given a regular course of lec-
tures. All of our International workers and very many
others have done much of this same work.
Presbyterian Seminary, Louisville, Ky.
Southern Baptist Seminary, Louisville, Ky.
Cumberland Presbyterian Seminary, Lebanon, Tenn.
Christian Seminary, Lexington, Ky.
United Presbyterian, Xenia, Ohio.
Heidelberg Seminary, Tiffin, Ohio.
Chicago Theological Seminary, Chicago.
Lane Seminary, Cincinnati, Ohio.
Oberlin Seminary, Oberlin, Ohio.
Crozer Seminary, Chester, Pa.
United Brethren Seminary, Dayton, Ohio.
Queen's College, Kingston, Ontario.
Auburn vSeminary, Auburn, N. Y.
Pacific Seminary, Berkeley, Cal.
San Anselmo Seminary, San Anselmo, Cal.
Moody Bible Institute, Chicago,
Pastor's Institute, Louisville, Ky.
Pastor's Institute, Toronto, Ontario.
Report of the General Secretary 427
«
The latter institute included the Methodist, Presby
terian, Baptist, and Episcopal Seminaries of Toronto.
The Committee on Education
No sub-committee connected with our work has had so
many meetings nor made such a tangible showing in
results as has the Committee on Education. The
teacher-training forces of the country have for many years
been doing much good work, but it remained for this
Committee to crystallize them into a systematic whole.
Without creating any new text-books, or imposing any
conditions which are out of reach of the ordinary asso-
ciation, they have erected uniform standards, prepared
two diplomas, one elementary and one advanced, and
have recognized also the Sunday-school work done in
summer schools, schools of methods, Chautauquas, etc.,
when it comes up to the required standard, furnishing
International certificates for the same. Under the wise
leadership of Dr. Hamill, the Chairman, and W. C.
Pearce, our International Teacher-Training Secretary,
the advance has been simply marvelous. I am to give
here but this general statement, and the interesting
details will be presented by the brethren above referred
to.
International Bible Reading Association
This Association was started in London over twenty
years ago by Mr. Charles Abaters, who is still their secre-
tary. It has had meager growth in our country, though
its total membership in the world is 850,000. Under the
instruction of the Executive Committee, however, it
was taken up specifically as a department of our work
January i, 1905. The time was inopportune, because
those upon whom we were obliged to depend for its suc-
cess, have been absorbed in gathering their reports and
making other arrangements for this Convention. We
believe there is great good to be accomplished through
the International Bible Reading Association and that
the next three years will show large increase.
428 The Reports
Twenty-one of the states and provinces have formally
adopted it, and we have returns from twelve of these
states, besides small returns from other states which
have not adopted it. The provinces of the Dominion
have, for the most part (and by agreement), continued
to procure their supplies from London because we were
making a slight change in the membership fee. The
following states have adopted it and made definite
returns. They are placed in the order of their member-
ship:
New Hampshire, Delaware, South Dakota, Vermont,
Kansas, Missouri, West Virginia, Nebraska, New Jersey,
California (North), Utah, Iowa.
The other states which have adopted it, but as yet
made no report, are:
Arkansas, Illinois, Indiana, Kentucky, Maine, Massa-
chusetts, Michigan, Wyoming, Prince Edward Island.
We have received memberships from the states of
Florida, Ohio, Pennsylvania, Rhode Island and Texas,
though they have not adopted it as a department.
We enroll at present 3,337 members.
A very slight effort on the part of the various Asso-
ciations would not only result in greatly encouraging
systematic reading of the Bible, but the membership fees
would soon be sufficient to keep an extra worker in the
field, besides paying all the expenses of the department.
We trust that every state and province will lay vigor-
ous emphasis upon the International Bible Reading
Association during the next triennium.
Mexico
Mexico is an open door. There is probably no more
invitins: field for Christian work to be found in the world.
The missionaries of all denominations who are now work-
ing in Mexico agree to this. They say the people are
breaking away from the priest-craft, and that the field is
ripe. The whitest portion of the field is among the
children.
Report of the General Secretary 429
The first specific endeavor of our Association to help
the people of Mexico took form in July, 1903, when in
answer to their call for help, we sent Mrs. Bryner to
their National Convention, held in Mexico City. This
convention was most remarkable in man}^ ways. Seven
hundred and twenty-five delegates were present,
representing twenty-four of twenty-seven states of
the great republic. Some of these delegates walked
sixty miles to attend the convention, In the follow-
ing winter of 1904 Mrs. Bryner was sent there again,
and made a tour covering two months, visiting many of
their cities under the direction of their local workers.
This tour which was made possible largely by gifts
solicited by the Svmday School Times for this specific
purpose, was greatly blessed. It became evident to the
missionaries there, as well as to Mrs. Bryner, that there
ought to be a general secretary placed in charge of
the work.
The International Committee, in the summer of 1904,
set apart $250 to be expended in Spanish-speaking litera-
ture for gratuitous use in Mexico and Central America.
Mrs. Bryner was asked to prepare this literature because
of her familiarity with the field, and two months in the
winter of 1905 were set apart for that purpose. Eight
leaflets have been written by her for this purpose. They
have been reviewed and revised by a large number of
missionaries in Mexico. It is thought these leaflets are
sufficient for the present.
It was thought best not to have all of these printed at
once, because their annual convention is to be held
within three weeks from this time in the city of Guada-
lajara, when new officers will be elected, and their names
and the location of their office should appear upon the
leaflets. Mrs. Bryner is to be in attendance, and will
spend the two months following in convention work in
different parts of the republic. One thousand each of
the leaflets Nos. i, 2 and 8, have been prepared for use in
their convention.
430 The Reports
One thousand dollars of our money is equal to some-
thing over two thousand dollars of their money, and will
sustain their work for a year, supporting a general sec-
retary. Some specific effort has been made to help them
secure a secretary, and the results of that effort will be
made known at a later hour in this convention. Jlere
is a magnificent opportunit}^ for investment in the Lord's
work. Our l^thren in Mexico are profuse in their
expressions of gratitude because of our helpfulness.
The West Indies
Correspondence has been opened up with the West
Indies, reaching from Cuba to Trinidad, and even includ-
ing Demerara. We had hoped ere this to make a cruise
of this inviting portion of our field, but as yet have not
been able. It is our hope that during the next winter
a cruise maybe made covering six or eight weeks, for the
purpose of holding conventions and inspirational meet-
ings in as many as possible of the strategic points of these
islands. The traveling expenses of each person sent on
such a tour can, it is estimated, be covered by $250, or
possibly less. The party ought to consist of ten people
(though four would do), fairly representing the different
departments of the work, so that several meetings can
be held at one time. The committee will be glad if any
of our recognized practical Sunday-school workers will
volunteer for this delightful cruise. It ought to start
about the fi-rst of January, and return the latter part of
February or the first of March. Our correspondents in
all parts of this great field are looking forward with keen
anticipation to the consummation of such a plan. Two
missionaries fro in Trinidad were with us on the Jerusa-
lem trip and were very anxious that this cruise should be
made last winter. If it is to be carried out this winter, we
ought to know it now. There are, no doubt, those in this
convention who would be willing to contribute the $2,000
or $3,000 necessary to make such a trip possible. If so,
we shall be very glad to cultivate their acquaintance.
Report of the General Secretary 431
Personal
During the past three years my office work has been
heavier than usual because part of my duties have been to
arrange for the conventions and make appointments for
all of our workers. I have also been called upon to meet
with the Executive Committee .and other committees
frequently. Consequently I have not been able to be
in the field as much as I otherwise would. However, I
have traveled during the last three years 76,327 miles
(not including the trip to Jerusalem), and have made 743
addresses. I have been permitted also, by the courtesy
of the International Committee and the World's Execu-
tive Committee, to attend the Centennial of the Sunday
School Union of London, and the "World's Convention at
Jerusalem. These two trips together consumed over
four months of time.
The large amount of mail received and forwarded, and
the other work necessary in my office, has been attended
to up to within nine months by Mr. Starr and such
occasional help as I could secure. Since then another
stenographer has been added, and yet the work is crippled
for the lack of sufficient office force. We have prepared
and used over a million pieces of printed matter, all bear-
ing upon the work. Of this, 500,000 were Round Table
Leaflets, furnished for convention use in the various
states and provinces. Have sold International Reports
amounting to $917.79. I have not done all I planned
to do, because of the lack of time and help.
Before closing this personal note, I wish to express
my heartfelt gratitude to the whole Committee, and its
chairman, Mr. Hartshorn, and its treasurer. Dr. Bailey,
for their patience and kindness shown in many ways.
Also to my associates in the International field, the
general secretaries, and the workers of the various asso-
ciations throughout all of North America. They have
all been kind to me far beyond what I have deserved, and
I am very thankful to every one of them, and most of all
to the Heavenly Father.
432 The Reports
Sunday-school Statistics of North America
Gathered for the Eleventh International Sunday-school Convention,
Toronto, Canada, June 23-27, 1905
By far the most difficult feature of our work is that of
gathering the statistics. It is hkewise the most unsatis-
fa:ctory. Even with the best organization it is always
attended with a large amount of detail work and requires
much perseverance and patience. Without thorough
organization, statistics are little more than estimates.
Good organization, on the other hand, brings good sta-
tistics. Indeed, this is the severest test of organization.
No matter how thoroughly a state may be organized in
other directions, the inability to gather satisfactory
statistics indicates that the organization is defective.
Complete statistics cannot be gathered through exclu-
sive denominational channels, because many of the
smaller denominations do not issue year books, and many
of the schools are identified with no denomination. The
process of gathering statistics is exceedingly valuable
and helpful to the secretary, for the reason that it puts
him into possession of the facts he otherwise would not
know, and makes him more familiar with the field than
he could otherwise become. Indeed, the gathering of
statistics puts the secretary in possession of information
that is vitally important to his work, indeed, far more
so than the figures themselves.
It ought to be an encouragement to us to secure as
accurate statistics as possible because of the fact that
Hon. William T. Harris, Commissioner of Education of
the United States, has promised to embody our statistics
in his official report. (See Statistical Tables in Appen-
dix.)
Statistics from Colored Sunday-schools
In our present condition of organization, it is quite
impossible to secure accurate statistics of the colored
Sunday-schools. They are included in the stativStics for
Report of the General Secretary 433
the white schools in the preceding tables. Since, how-
ever, we have now fairly good organization in North
and South Carolina, likewise in Georgia and Alabama,
and a partial organization in Virginia, all under the
general direction of our negro field workers, it ought to
be less difficult to secure statistics from this depart-
ment of our work. We trust that by the next Inter-
national Convention we shall be able to report just
how many colored schools there are, together with the
enrollment.
What Our Statistics Show
1. A very slight gain in the number of Sunday-schools
and in the total enrollment.
2. Much inaccuracy in the reports, as shown by the fact
that no less than twelve states report a gain or loss of
about 40,000 each as compared with the last statistics
presented, while one state shows a gain of 117,000 and
another shows a loss of 237,000. These figures simply
mean great inaccuracy somewhere, either with present or
former reports.
3. An increase in the number of states organized.
4. That we have held about 14,000 Sunday-school
conventions during the past year, or probably 40,000
conventions during the triennium.
5. A considerable falling off in the number of Primary
Unions.
6. Nearly 12,000 Primary Departments reporting
separate rooms.
7. A gain of 25 per cent in the Home Department.
8. A gain of about 100 per cent in the membership of
the teacher-training classes.
9. A gain of 1 20 per cent in the number of teacher-train-
ing graduates.
10. Ninety-seven hundred and ninety-three Cradle
Rolls reporting, with 198,223 members.
11. Thirty-five hundred and sixty-four schools observ-
ing Decision Day.
434 ^^^ Reports
12. Nineteen states and provinces reporting Temper-
ance Departments. The Dominion of Canada leads in
this department.
13. Eighteen states report 3,337 International Bible
Reading Association members.
14. Eighty-nine workers are employed by our Asso-
ciations on full time, and fifty-nine on part time.
15. There is a gain of 30 per cent in the number of
teachers' meetings.
16. The additions to the churches from the Sunday-
schools show up better than before with many states not
reporting.
We are " holding our own " and something more.
Our chief concern just now should be to ascertain " who
is holding the rest " and what our responsibility is in
regard to them.
Respectfully submitted,
Marion Lawrance,
General Secretary
Report of the Treasurer
435
Dr. G. W. Bailey
Report of the Treasurer
Dr. GEORGE W. BAILEY, Philadelphia, Pa.
At the Denver Convention we
received 59 state, ])rovincial, terri-
•torial, and district pledges. Of
these 59 pledges, 48 have been paid
in full, and upon 8 there has been
partial payment. Of the 275 per-
sonal, church and school pledges,
206 have been paid in full and of
the remaining 69, 40 are partially
paid.
Your secretaries and field workers
have been most painstaking in the
statement of their accounts and the
expenditure of your money. An
impartial comparison will clearly
demonstrate that they have trav-
eled more miles, visited various sec-
tions of our country more frequently,
held more conventions, institutes
and conferences, and, so far as Jiuman
intelligence can determine, accomplished far greater results in
proportion to the money expended than during any previous
triennium in the history of our International Convention.
I desire to express my sincere gratitude to scores of our
contributors who, in addition to prompt payment of their
pledges, have greatly encouraged your Treasurer by expres-
sions of appreciation and of warm interest in the work
which lies so near our hearts.
To illustrate: The Treasurer of one of our organizations
wrote under date of June 12 last as follows: " I enclose
herewith draft for $90 to pay balance due on Oklahoma's
pledge to the International Association. If it makes you
as happy to receive this check as I am in sending it, there
are two happy treasurers." Further he says: " I write this
upon my return from a seventy-mile journey by cars and
teams, and an investment of one and a half days' time and
S6, to help a delinquent county to meet its $50 pledge.
Received $11.25 in cash as a visible result, and a promise of
the balance. Yet it is glorious work and I am a thousand
fold repaid in the joy the Lord gives me in His service."
A member of the Executive Committee writes: " Here-
with find my check for $42 to pay balance due on account
of our primary pledge, and an additional check to pay all
tm]3aid personal pledges of persons residing in Iowa." A
state secretary writes: " Please send me a memorandum of
all tmpaid pledges of persons residing" in Illinois, and I will
send a check to pay them."
436 The Reports
Per Contra: A Sunday-school in one of our Western
states pledged $5 per annum, or $15 for the three years.
The first year's pledge was paid. Numerous requests for
the payment of the balance brought the following from the
superintendent, who is the manager of an investment com-
pany. He wrote: " Since making that pledge our Sunday-
school and church have spent $21,000 in building a fine
place for holding our Sunday-school, The result is our
Sunday-school is in very close quarters financially, although
their rooms for holding school, v;ith the exception of three
or four buildings, are the hnest in the state of . For
this reason we will ha\'e to ask you to excuse us from the
pledge this time." They were excused.
The total amount reported as pledged at Denver, including
$2,518 reported as pledged at a meeting of the Primary
Department, was forty-three thousand four htmdred and
nineteen dollars ($43,419). By reason of duplicate pledges
and misunderstandings, this amount was reduced to forty
thousand four hundred and nine dollars ($40,409), of which
sum thirty-eight thousand six hundred and seventy-seven
dollars ($38,677) have been collected, leaving a balance un-
collected of one thousand seven hundred and thirty-two
dollars ($1,732). We have, therefore, received nearly 96%
of the total amount pledged.
In three instances pledges were made by the states far in
excess of their ability. These were adjusted by corre-
spondence with the executive committees of these states,
which, being allowed, will show that our collections are nearly
98% of the total amount pledged.
RECEIPTS
ALABAMA $3 1 5 00
Primary Department 45 00
Bibb County (colored) i 30
Mobile County (colored) 300
Mrs. G. E. McGehn i 00
Teachers Association, Louchapoka 2 00
,, _ ,, Lafayette *. . . . i 00
Auburn Primary Union 2 00
Expenses, G. G. Marcus and J. E. Shepard 3 7 04
,, M. Lawrance 35 00
ALASKA:
Samuel Green $20 00
W. D. Wood 30 00
Sheldon Jackson 5 00
ALBERTA $40 00
E. K. Warren 30 00
ARIZONA $30 00
M. B. Hazeltine 95 00
ASSINIBOIA:
Allan L. MacLean $15 00
E. K. Warren 30 00
$442 34
55 00
70 00
125 00
45 00
Report of the Treasurer
437
ARKANSAS $150 oo
Mrs. K. T. Hagler 5 00
Expenses, Mrs. Barnes 20 00
,, W. C. Pearce 34 00
„ • ,, Van Buren 5 00
$214 00
BRITISH COLUMBIA 50 00
CALIFORNIA (North) $200 00
Primary Department 10 00
C. M. Campbell 25 00
Expenses, W. C. Pearce 50 00
„ Mrs. Barnes 50 00
„ M. Lawrance " 60 00
395 00
CALIFORNIA (South) $150 00
Primary Department 60 00
Mrs. L. N. Richards 15 00
Expenses, W. C. Pearce 45 00
,, Mrs. Barnes 45 00
,, M. Lawrance 5° 00
■ 365 00
COLORADO $175 00
Primary Department 162 50
Cumberland Presb. Sunday-school, Sterling 5 00
J. K. Miller 30 00
Twenty-third Ave. Missionary Society, Denver. . . 6 00
R. W. W. Kingston 15 00
W. S. DuPel 2 00
First Congregational Sunday-school, Telluride . . 10 00
Dr. A. H. Stockham 30 00
Mrs. B. B. Tyler 15 00
Fifth St. M. E. Sunday-school, Grand Junction. . 5 00
T. H. Acherson i 50
R. M. Pollock 20 00
Colorado Springs 10 00
Expenses, Mrs. Bryner 25 00
512 00
CONNECTICUT $300 00
W. H. Allen 1 5 00
Mrs. F. S. Walkley 5 00
Center Church Sunday-school 12 59
E. P. St. John 15 00
Expenses. M. Lawrance 50 00
,, Mrs. Barnes 15 00
,, W. C. Pearce 25 00
,, Mrs. Bryner 20 00
457 59
CUBA:
Rev. J. A. Worden, Pennsylvania 75 00
CENTRAL AMERICA:
Edwin Hollock, Connecticut 30 00
DELAWARE $300 00
W. K. Crosby 300 00
Mrs. Crosby 30 00
Herbert N. Fell 10 00
Expenses, W. C. Pearce 45 00
68s 00
DISTRICT OF COLUMBIA $375 00
Primary Department 15 00
A. L. Dietrich 2 50
Mrs. W. F. Crafts 1 5 00
Expenses, Mrs. Barnes 14 00
,, M. Lawrance 40 00
„ W. C. Pearce 32 00
493 SO
438 The Reports
FLORIDA $20 00
H. C. Grover 30 00
Expenses, M. Lawrance 25 00
GEORGIA $352 10
Friendship Baptist Church, Atlanta 77 60
W. S. Witham 10 00
Second Presbyterian Sunday-school, Augusta ... 10 00
Sunday-school Superintendents' Union 30 00
Coweta County (colored) 2 66
Mass Meeting, Hamilton (colored) 126
Church, Americus (colored) i 26
Dougherty County (colored) 4 06
Brunswick City (colored) 2 20
Dublin (colored) 401
Eastman (colored) i 00
Macon (colored) 2 50
Congregational Sunday-school. Thomasville .... i 15
A. M. E. Sunday-school, Thomasville 5 05
First Baptist Sunday-school, Thomasville 3 05
Augusta 255
Expenses, M. Lawrance 109 11
,, Mrs. Bryner 30 00
,, W. C. Pearce (Colored Association) . . 10 00
,, W. C. Pearce, Savannah and Atlanta . 18 79
,, W. C. Pearce 125 00
,, Mrs. Barnes 36 36
HAWAII:
Rev. W. D. Maze $10 00
Mrs. E. R. Carter 5 00
IDAHO :
Methodist Sunday-school, Boise $30 00
H. E. Neal 30 00
Primary Union, Boise 2 25
Expenses, W. C. Pearce 12 50
,, W. C. Merritt 20 00
,, Mrs. Barnes 12 50
ILLINOIS $3 000 00
Primary Department 225 00
E. O. E.xcell I 000 00
Oakland M. E. Sunday-school, Chicago 30 00
E. C. Gedelman i S 00
F. A. Wells 375 00
Mrs. Wells 75 00
Edith and Harris Wells 78 00
Rev. M. S. Johnson 15 00
C. H. Brand 30 00
J. A. Burnham 30 00
E. H. Nichols 90 00
W. C. Pearce 45 00
E. L. Griffiths 10 00
Burr Mission 1 5 00
A. J. McDermid 6 00
S. C. Warne 20 00
C. L. Weaver 15 00
G. W. Miller 45 00
W. B. Rundle 45 00
L. B. Vose 45 00
W. S. Rearick 30 00
Mrs. William Reynolds 33, 00
A. T. Arnold 3 00
A. H. Mills 75 00
Mrs. Mills 1 5 00
First Presbyterian Sunday-school, Decatur 15 00
Presbyterian Sunday-school, Toledo 5 00
Englewood First M. E. Sunday-school, Chicago. . 10 00
$75 00
839 71
15 00
107 25
Report of the Treasurer
439
ILLINOIS (Continued):
M. E. Sunday -school, Shawneetowu $15 oo
Amy C. Crouch 3 00
Mrs. D. C. Cook 1 50 00
A. W. Snyder 3 00
Omah Woods 1 5 00
Mrs. C. E. Clark 3 00
Rev. Hugh C. Gibson 3 00
C. W. Rose 1 5 00
Bertha A. Beef 9 00
Minnie Bolan 3 00
Mrs. M. F. Bryner 100 00
R. G. Ardrey 3 00
Mrs. M. F. Hurst 1 5 00
A. W. Rosecrans 1 5 00
C. J. Kiefer 3 00
Brown County 4 00
R. C. WilHs 300 00
Mr. and Mrs. Bickerdike 3 00
I. B. Trout . 3 00
George Maguire 3 00
Limestone River Sunday-school 15 00
P. P. Laughlin 1 5 00
Mrs. E. R. White 1 2 00
M. L. Norris 3 00
E. M. Breckenbndge 30 00
D. C. Cook 300 00
McDonough County 10 20
State Association for Japan i 00
Francis Neeland 2 00
Primary Department, Auburn Park M. E. Sunday-
school 12 25
Old Salem, Chautauqua 75 00
Fulton County 20 00
Expenses, Mrs. Bryner 1 1 7 95
,, ,, Edgar County 20 00
„ ,, Cook County 25 00
„ ,, Chautauqua 19 So
„ „ Fulton County i 00
,, M. Lawrance 20 00
,, ,, Moody Bible Institute . . 20 00
,, ,, Chicago Association .... 5 00
,, W. C. Pearce Superintendent Union Elgin, 5 00
$6 701 90
INDIAN TERRITORY $75 00
Expenses, W. C. Pearce 7 80
Mrs. Bryner 12 50
INDIANA $600 00
Primary Department 45 00
Emil Kroessman 3 00
Mrs. A. C. Baggs 2 00
Mrs. Ida Porterfield 9 00
Mr. and Mrs. J. F. Habler 3° 00
E. D. Kirby 1 5 00
L. C. Miller 2 00
First Christian Sunday-school, Angola 3 00
C. B. Butcher i 00
Mrs. John Gortner 3 00
Mrs. Lettie Getz 9 00
F. W. Kelsey 6 00
Mrs. F. C. Leffingwell 3 00
Clara E. Getz 6 50
Walter Carr i S 00
Anna R. Black 1 5 00
R. S. Ogle 10 00
E. J Scott 2 00
Amelia Klute 3 00
A. P. Ritz 5 00
95 30
440 The Reports
INDIANA (Continued):
Anna M. Schulz
Dorothea Schulz
Katie Kkite
Adam S. Ogg .
Lutherans of Richmond
Josiah Morris
W. H. Elvin
Mrs. D. W. Thomas . . .
WiUiam C. Hall
Expenses, M. Lawrance
Mrs. Barnes .
,, W. C. Pearce
,, Mrs. Bryner .
IOWA SS450
Primary Department
William Tackaberrv
B. F. Mitchell .'
H. R. Millhiser
J. F. Hardin
W. A. Sears
A. W. Murphy
Mrs. H. B. Burke
Edith G. Whiting
Expenses, Mrs. Barnes
,, M. Lawrance
,, W. C. Pearce
$5 00
5 00
5 00
6 00
30 00
30 00
30 00
3 00
30 00
32 50
40 00
4 00
35 00
$1 043 00
50 00
78 00
30 00
3 00
3 00
30 00
3 00
15 00
6 00
6 00
SO 00
60 00
6 06
JAPAN:
J. D. Springston $5 00
KANSAS $400 00
Primary Department
J H. Engle
Mrs L. L. Uhls
Ida E. ^Staffer
S. P. Kane
Don Kinney
C. C. Kesinger
Mr. and Mrs. Kesinger
C. H. Isely
T. A. Werner
A. E. Magaffin
Expenses, M. Lawrance
„ Mrs. Bryner
W. C. Pearce
,, Mrs. Barnes
KENTUCKY
Primary Department
Miss Sue B. Scott
E. A. Fox
Miss Lucy Mahan
Mrs. Foster Hehn
E. N. Woodruff
C. A. Casperke
Miss M. F. Burton
Expenses, M. Lawrance
Pastors' Institute.
Mrs. Brvner
W. C. Pearce
Bible College. . . . ,
Mrs. Barnes, Owenboro
,, Louisville
740 06
5 00
LOUISIANA
J. N. Pharr _. . . ,
New Orleans Primary Union
45
00
15
00
I
00
6
00
7
50
75
00
30
00
300
00
6
00
6
00
6
00
47
02
10
00
35
00
30
00
$450
00
15
00
335
00
6
00
15
00
75
00
25
00
3
00
15
00
97
40
25
00
6
75
80
00
25
00
5
50
10
00
T T^*? f\r
$50
00
100
00
• 4
00
Report of the Treasurer 441
LOUISIANA (Continued):
Expenses, Mrs. Bryner $25 00
,, W. C. Pearce 50 00
„ Mrs. Barnes 50 00
$279 00
MANITOBA $275 00
Primary Department 5 00
Expenses, M. Lawrance 40 00
MAINE $300 00
Primary Department 30 00
Nellie B. Jordan 2 00
E. S. Everett 10 00
Expenses, Mrs. Barnes 30 00
,, M. Lawrance 7 82
,, W. C. Pearce 30 00
MARYLAND
Baltimore Primary Union
Expenses, W. C. Pearce
„ Mrs. Barnes
,, M. Lawrance, Baltimore
$150
00
24
00
25
00
IS
00
30
00
I 500
00
60
00
30
00
30
00
20
00
15
00
5
00
5 000
00
20
00
500
00
85
00
25
00
42
06
MEXICO:
D. C. Cook, Illinois $150 00
Expenses, Mrs. Bryner 6 00
320 00
409 82
5 332 06
244 00
MASSACHUSETTS $1
J. W. Field
W. C. King
Mrs. F. L. Cleveland .
Rev. C. H. Daniels ...
Edwin R. Partridge
Mrs. Lucv Stock
W. N. Hartshorn
E. P. St. John
Chester W. Kingsley .
Expenses, M. Lawrance
,, Mrs. Bryner .
,, Barnes .....
MICHIGAN . .'$600 00
Presbyterian Sunday-school, Ann Arbor 10 00
In memoriam, Mrs. B. M. Richmond 15 00
Misses Davidson and Warren 15 00
William Milhan and Alice Reniff i S 00
J. G. Johnston 30 00
First Presbyterian Sunday-school, Battle Creek . 15 00
Mrs. G. C. Higbee 1 5 00
North Side Sunday-school .S 00
L. Lawrence 10 00
Primary Union, Grand Rapids 2 00
E. K. Warren 100 00
Expenses, M. Lawrance 62 00
Wayne County 4 00
Mrs. Bryner 75 20
W. C. Pearce 25 00
,, Hillsdale College 8 40
,, District Meeting 5 00
— ion 60
MINNESOTA $150 00
Primary Department, St. Paul Union 5 00
St. Paul Union 3 34
„ M. Lawrance 45 00
„ W. C. Pearce 30 00
233 34
156 00
445
The Reports
MISSISSIPPI $150 oo
L. A. Duncan 1 5 00
Expenses, M. Lawrance 80 00
W. C. Pearce 50 00
$2Q5 00
MISSOURI $79 70
Primary Department 77 5°
Presbyterian Sunday-school, Parkville 15 00
A. L. Galoway and family 10 00
Mrs. R. W. Waggener 1 5 00
Independence Avenue M. E. Sunday-school, Kan-
sas City 30 00
Mrs. Sarah F. Marston i 00
Expenses, Mrs. Bryner 68 47
,, ,, Springfield City 10 00
,, ,, Primary Union 17 5°
,, W. C. Pearce 55 00
,, ,, East St. Louis S. S. Union, 3 90
583 07
MONTANA:
First Presbyterian Sunday-school, Butte 30 oc
NEWFOUNDLAND :
Frank Woodbury $30 00
30 00
NEVADA $20 00
Expenses, M. Lawrance 15 00
35 00
NEW BRUNSWICK $300 00
Primary Department 18 75
Expenses, M. Lawrance 35 00
W. C. Pearce 85 00
,, Mrs. Barnes i 25
,, Mrs. Bryner 30 00
470 00
NOVA SCOTIA $225 25
Expenses, M. Lawrance 106 00
W. C. Pearce 50 00
,, Mrs. Barnes 5° 00
,, Mrs. Bryner 5° 00
481 21
NEBRASKA $300 00
Primary Union 11 00
D. B. Gilbert 1 5 00
W. D. Myers 5 00
R. D. Gould 45 00
J. D. Stewart 1 5 00
Carl E. Oberg 5 00 ^
T. A. Moss 3 00
Rev. F. W. Dean 3 00
Roy M. Jackson 2 00
W. R. Jackson 3 00
Mrs. Mary C. Arnold 3 00
Mark L. Hodge 5 00
L. W. Zook 3 00
K. L. of C. E. Society, Dawson 10 00
Knox County i 00
Expenses, Mrs. Barnes 3 25
M. Lawrance 45 00
W. C. Pearce 15 00
492 25
NEW JERSEY $1 505 93
Primary Department 180 00
Mrs. E. M. Ferguson 3° 00
E. W. Barnes 75 00
George W. Bailey 3°° 0°
Miss E. D. Paxson 60 00
A friend 15 00
1 5 00
Report of the Treasurer 443
NEW JERSEY (Continued):
W. H. Krerge $6 70
F. A. Ferris 50 00
Expenses, M. Lawrance 40 00
,, Mrs. Bryner 25 00
„ Mrs. Barnes 75 12
,, ,, by Mrs. Barnes 59 10
$2 436 85
NEW HAMPSHIRE $150 00
Expenses, Mrs. Barnes 25 00
,, W. C. Pearce 25 00
Mrs. Bryner 25 00
225 00
NEW MEXICO $50 00
Expenses, Mrs. Barnes 19 33
,, Mrs. Bryner 25 00
94 33
NEW YORK $1 800 00
Primary Department 225 00
DeWitt C. Hurd 1 5 00
Thomas Hooker 30 00
W. W. Hall 30 00
Wallace Weston, Jr 30 00
Mrs. H. A. Clark 45 00
P. B. Bromfield 25 00
F. Billings 25 00
F. A. Ferris 50 00
Louis Klopsch 25 00
New York City Mission 20 00
E.xpenses, M. Lawrance, Kings County 25 00
,, ,, Auburn, Sunday-school. 35 00
„ ,, 20 00
,, Mrs. Barnes 2 00
2 402 00
NORTH CAROLINA "^^170 00
Tabernacle Sunday-school, Raleigh 20 00
G. W. Watts 70 00
Riedell County (colored) i 21
Berquiman County (colored) 507
Colored Sunday-school Association 19 00
Pasquotank County (colored) 5 50
Tarboro County (colored) i 00
Greenville County (colored) 420
Washington County (colored) 3 00
Hertford County (colored) 11 36
Chowan County (colored) i 50
Columbia County (colored) i75
Newberry County (colored) i 10
Weber County (colored) i 10
Person County (colored) 2 50
J. E. Shepard 10 00
P. H. Williams i 00
First Baptist Church, Chapel Hill 2 00
Alamance Colored Association 2 00
Mt. Olive Baptist Sunday-school, Elizabeth City . 2 00
Beaufort County 11 00
Charlotte County i 00
Expenses, W. C. Pearce, Colored Association. ... 55 00
,, ,, Raleigh Meeting 5 50
,, ,, 60 00
^^ „ C. D. Meigs 40 00
,, Mrs. Bryner 10 00
,, ,, Salisbury 4 5°
„ W. C. Pearce, Salisbury 4 50
NORTH DAKOTA $180 00
By R. B. Griffith 300 00
Primary Department 10 00
R. B. Griffith , 30 00
526 79
444 The Reports
NORTH DAKOTA (Continued):
Grand Forks Primary Workers $500
Expenses, Mrs. Bryner 45 00
„ M. Lawranc 40 00
OHIO $1 500 00
Primary Department 100 00
M. Lawrance 1 50 00
Ashland County Sunday-school Association .... i 5 00
M. B. Templin 15 06
South Congregational Sunday-school, Columbus, 15 00
M. E. Sunday-school, Centreburg s 00
W. C. Wayte 10 00
J. H. Lamb 15 00
L C. Lawrence 15 00
Charles E. Archer 30 00
J. A. Boughtor 10 00
Logando U. B. Sunday-school, Springfield 15 00
Monroe County 15 00
Washington County 75 00
Montgomery County 36 00
Nellie H. Copeland 3 00
A. C. Crist 15 00
Christ. an Workers' Home 5 00
U. B. Sunday-school, Potsdam 5 00
Mrs. R. J. Smith 3 00
T. H. EUenberger 100 00
Hood Bros. & Co. 48 00
City Primary Union i 00
Findlay Primary Teachers r 20
H. H. Finch 50 00
Cleveland Primary Union 5 00
C. E. Grant 5 00
George Brainard 5 00
Expenses, W. C. Pearce 57 50
,, ,, Cleveland 25 00
,, ,, Toledo Institute 25 co
,, Mrs. Bryner 35 00
„ ,, Hamilton County 10 00
,, ,, Cuyahoga County 15 00
,, M. Lawrance, Clev^eland 10 00
„ ,. United Presb. Seminary, 10 00
„ ,, Heidelberg Theological
Seminary 27 00
,, ,, Lane Seminary 15 00
., ,, Oberlin Seminary 5 00
,, ,, U. B. Seminary 10 00
,, Mrs. Barnes, Toledo Institute 50 00
ONTARIO $600 00
T. B. Escott so 00
Expenses, M. Lawrance 57 50
,, ,, Queen Union 35 00
,, Mrs. Bryner 37 50
Services, Mrs. Bryner 50 00
)io 00
2 561 76
830 00
OKLAHOMA $175 00
Oklahoma City 10 00
Expenses, M. Lawrance 22 45
,, Mrs. Bryner 22 00
,, W. C. Pearce 66 06 »
295 51
OREGON $50 00
Primary Department 60 00
R. J. Ginn ; 60 00
Expenses, W. C. Pearce 25 00
,, Mrs. Barnes 25 00
„ M. Lawrance 50 00
. 270 00
Report of the Treasurer 445
PENNSYLVANIA $3,000 00
By S. E. Gill 100 00
Primary Department 300 00
Unknown 2 00
I. P. Black .' 25 00
Mr. and Mrs. Hugh Cork 15 00
Buena Vista Street M. E. Sunday-school, Allegheny, 15 00
H. J. Heinz 600 00
Mrs. I. P. Black 10 00
S. E. Gill 60 00
Mrs. H. C. Ayres 15 00
Rev. J. R. Miller, D.D 300 00
Summer School, Mill Rift i 00
Mrs. A. Fergus _ 9 25
Wilkesbarre Primary Union 2 00
Mrs. L. M. Hagerty 2 00
Expenses, Mrs. Barnes , . 100 60
,1 " Philadelphia Primary Union, 5 00
„ M. Lawrance 35 00
PHILIPPINE ISLANDS:
First Presbyterian Sunday-school, Portland, Ore. $15 00
Plymouth Congregational Sunday-school, Colum-
bus, Ohio 15 00
Englewood First M. E. Sunday-school, Chicago .. lo 00
C. C. Kesinger, Kansas 15 00
Wyoming Association 15 00
L. W. Gunby, Maryland 30 00
PORTO RICO:
L. W. Gunby, Maryland $30 00
PRINCE EDWARD ISLAND $90 00
Expenses, M. Lawrance 20 00
,, W. C. Pearce 10 00
„ Mrs. Bryner 10 00
QUEBEC $300 00
Primary Department 35 00
Expenses, Mrs. Barnes 26 00
„ W. C. Pearce 35 00
Montreal, for Primary Work 5 00
RHODE ISLAND $300 00
Primary Department 30 00
Providence Lithograph Company 300 00
Expenses, Mrs. Barnes 53 96
„ Mrs. Bryner 30 00
„ W. C. Pearce 25 00
,, M. Lawrance 35 00
SOUTH CAROLINA $300 00
Spartanking County (colored) i 60
Darlington County (colored) i 70
Marion County (colored) 4 35
Florence County (colored) 3 58
Manning County (colored) i 00
Beaufort County (colored) 5 00
Bamnall County (colored) 225
Chester County (colored) 5 50
Hunter County (colored) 5 00
Collections 75
Colored Convention 3i '^'^
Rockhill Sunday-school 5 00
Expenses, Mrs. Bryner 45 00
„ Mrs. Barnes 10 00
tt W. C. Pearce 25 63
$4 596 85
100 00
30 00
130 00
401 00
7 73 96
449 36
446 The Reports
SOUTH DAKOTA $75 oo
Mr. and Mrs. H. S. Smythe 15 oo
Expenses, Mrs. Bryner 69 18
,, Mr. W. C. Pearce 1 5 00
UTAH:
Primary Department $10 00
VERMONT $225 00
By E. K. Warren 150 00
Mrs. L. E. Martin 75 00
S. J. Watson 15 00
Expenses, M. Lawrance 25 00
,, Mrs. Barnes 1 6 00
VIRGINIA $100 00
J. R. Jopling 30 00
Sunday-school Union, Richmond 10 00
Expenses M. Lawrance 40 00
,, Mrs. Bryner 25 00
W. C. Pearce 40 00
,, Mrs. Barnes 25 00
Mrs. Barnes, Dr. A. L. PhiUips 25 00
WASHINGTON $605 00
Primary Department 60 00
D. S. Johnson 1 50 00
Mrs. H. N. Hinsdale 10 00
;i74 18
TENNESSEE $300 00
By J. R. Pepper 300 00
Primary Department 70 50
A. W. Whitaker 10 00
R. B. Eleazer 6 00
J. R. Pepper 75 00
Joseph Townsend 5 00
Mrs. H. M. Hamill 10 00
Permanent S. S. Com., Cumberland Presb. Ch.. . 100 00
Tipton County (colored) 4 05
Dyer County (colored) 2 00
Haywood County (colored) i 80
Gibson County (colored) ■ 2 25
Hardeman County (colored) 225
Decatur County (colored) i 25
Lauderdale County (colored) 385
Henderson and McNairy Counties (colored) 201
Hardin County (colored) 5 39
Clifton, Wayne County (colored) 2 54
Oakland, Fayette County (colored) i 45
Jasper County (colored) 3 00
Expenses, M. Lawrance 79 95
,, Mrs. Bryner , 3905
,, C. D. Meigs 25 00
W. C. Pearce 68 57
„ ,, Memphis 25 00
„ Mrs. Barnes, Knoxville 570
„ ,, Chattanooga 18 00
,, ,, Columbia 4 00
„ ,, Nashville 20 00
,, ,, Memphis 20 00
,, ,, Jackson 3 00
,, G. G. Marcus, Weakley County (colored) i 00
I 217 61
TEXAS $100 00
Evan Morgan 4 00
E. H. Mosely 2 00
Tyler Primary Union i 00
Expenses, Mrs. Bryner 42 00
149 00
10 00
506 00
29s 00
825 00
Report of the Treasurer 447
WEST VIRGINIA $300 00
F. M. Marshall 15 00
Expenses, M. Lawrance 20 00
,, Mrs. Bryner 47 00
,, E. M. Ferguson 20 00
W. C. Pearce 45 00
$447 00
WISCONSIN $150 00
Primary Department 45 00
Expense, Mrs. Bryner 25 00
M. Lawrance 25 00
W. C. Pearce 37 78
282 78
WYOMING $85 00
Primary Department 15 00
Expenses, W. C. Pearce 16 20
,, Mrs. Barnes 28 00
Mrs. Bryner 25 00
169 20
MISCELLANEOUS:
Cash $2 48
Expenses, Mrs. Barnes, Chautauqua Institute. . . 60 00
,, W. C. Pearce, National Cragregational
Sunday-school Association 10 00
,, Mrs. Barnes, a friend iS 00
G. H. Archibald, London 10 00
Expenses, W. C. Pearce, Lake Orion Bible Confer-
ence 85 00
,, W. C. Pearce, Winona Lake Training
School 64 40
,, M. Lawrance, Pastors' Institute, Toronto, 25 00
Philadelphia Superintend-
ents' Association .... 15 00
,, ,, Tabernacle Presbyterian
Church, Philadelphia ... 30 00
Collection on Steamship " Grosser Kurftirst "... 287 14
Winona Assembly, services Mr. Lawrance 100 00
Winona Summer School, services Mr. Lawrance .. 25 00
729 02
SUM\fARY
On account State and Provincial pledges 26 301 23
On account personal pledges 12376 30
Expenses, gratuities, and special contributions 8 838 43
$47 516 02
BALANCE SHEET
Receipts
From states and provinces, account pledges $26 301 23
individuals, account pledges 12 376 36
on account of expenses of workers and mis-
cellaneous sources 8 838 43
contributions to Japan Fund 100 00
contributor's account, expenses Lesson Com-
mittee 2 256 57
interest on bank balance 89 97
sales of diplomas. Committee on Education ... i r i 30
sale of reports of Denver Convention i 026 04
contributors' account, expenses Dr. Potts and
Mr. Lawrance attending London Convention, 320 00
International Bible Readers' Association,
memberships sold 89 44
sale of printed matter 294 7 1
Balance on hand June 25, 1902 3 337 69
$55 141 74
448
The Reports
EXPKNDITURES
T. C. Ikehara $300 00
H. M. Hamill, expenses 20 00
Mrs. M. F Bryner, salary and expenses 4 222 43
James E. Shepard, ,, ,, 3 891 67
G.G.Marcus, „ „ 2 817 36
W. C. Pearce, ^ „ „ 7 283 23
M. Lawrance, salary and traveling expenses ir 170 51
M. Lawrance, office rent, stenographer and clerk
hire and office supplies 4 Q67 16
M. Lawrance, printing, postage and telegrams 2 725 45
J. C. Carman, expenses 50 00
C.D.Meigs, „ 87 35
Mrs. Barnes, salary and traveling expenses 5 292 90
Mrs. Barnes, office rent, clerk hire, and supplies .... i 857 91
Mrs. Barnes, printing, postage, and telegrams 973 32
E. M. Ferguson, expenses 20 00
Joseph Clark, ,, 58 75
J. A. Halliday, , 23 35
W. C. Merritt, ,, 331 00
A. D. Moore, , 12 50
Expenses, Lesson Committee 2219 66
Printing, postage, telegrams, treasurer's office 143 58
Interest 44 59
Committee on Education, printing, etc 197 13
International Primary Council 878 16
Expenses Denver Convention 407 13
Printing and postage, reports Denver Convention ... 1834 14
Expenses Executive Committee, Philadelphia,
Winona and Buffalo 187 10
Expenses Dr. Potts and Mr. Lawrance attending
London Convention r.25 24
Expenses International Bible Readers' Association
(printing) 1 69 79
International Field Workers' Department 56 86
Account of expenses, Toronto Convention 541 95
Incidentals 401 15
Balance on hand June 26, 1905 i 330 37
$55 141 74
LESSON COMMITTEE ACCOUNT
Receipts
Publishing House of M. E. Church South $144 33
D. C. Cook Publishing Company 194 07
United Presbyterian Board of Publication 20 36
W. A. Wilde Company :••:■• 94 54
Congregational Sunday-school and Publication
Society 99 54
American Baptist Publication Society 194 oS
Publishing House of Evangelical Association 44/8
United Brethren Publishing House 1 14 46
Free Methodists' Publishing House 54 72
Methodist Book Concern 278 71
F. H. Revell Company 54 72
Presbyterian Church in Canada 64 70
American Sunday-school Union 64 1 2
Presbyterian Committee of Publication 59 73
Sunday-school Board of Reformed Church 44 78
Methodist Book and Publishing House 84 59
Cumberland Presbyterian Publishing House 44 78
Lutheran Publication Society •. - ■ • 94 54
Sunday-school Board, Southern Baptist Convention, 24 88
Presbyterian Board of Publication 144 33
Church Record, Sunday-school Publication 12 73
Sunday School Times 138 65
Brethren Publishing Company ; 21 oi
Report of the Treasurer
449
International Sunday-school Evangel .
Standard Publishing Company .
Methodist Protestant Board of Publication . . . .
A. M. E. Sunday-school Union
Advent Christian Publication Society ,
Balance due General Fund June 26, 1905 .
Expenditures
Expenses, meeting at New York, May, 1902 . . .
,, ,, ,, Denver, Jmie, 1902
,, ,, ,, New York, January, 1903
,, ,, ,, Washington, April, 1903 .
,. Buffalo, June 1904
Printing
Expenses, meeting at Chicago, November, 1903 .
Balance due General Fund June 25, 1902
$54
37
37
12
21
48
63
81
82
15
01
72
$63
20
823
54
141
80
640
23
382
10
142
79
26
00
8s
63,
$2 30s 29
j.2 305 29
WILLIAM REYNOLDS' MEMORIAL FUND
Receipts
Interest on water bonds $450 00
,, ,, school board bonds 37 So
,, Quebec subscriptions 36 00
Balance June 25, 1902 — Note $200 00
Uninvested 8 9s
■ 208 9S
Expenditures
Payments to Mrs. Reynolds.
July 17, 1902 $75 00
November 1 1, 1902 6 2s
January iSi 1903 12 00
February 2, 1903 75 00
May 8, 1903 6 25
August 3, 1903 75 00
November 2, 1903 6 25
December 28. 1903 75 00
March 9, 1904 12 00
May 6, 1904 6 25
August 2, 1904 75 00
November 2, 1904 6 25
January 24, 1905 87 00
May 9, 1905 6 25
Balance on hand — Note $200 00
Uninvested 8 9s
208 95
Assets
Five per cent bonds of Wenonah, N. J., Water Com-
pany $3 000 00
Five per cent bonds of Wenonah, N. J., School Dis-
trict 250 00
Quebec Association's subscription 200 00
W. J. Semelroth's note 100 00
Uninvested cash 89s
$732 45
$732 45
$3 558 95
MEXICAN FIELDS, WORKERS* FUND
Collected by the Sunday School Times Company
G. H. Stevens $1 00
B. Munson 2 00
Catharine J. Laws i 00
A. J. McDermid i 00
45o The Reports
M. A. Hudson $r oo
Prof. G. F. Nicolassen 5 oo
Mrs. I. W. Gillies 25 oo
Trinity Reform Church, Allentown, Pa 10 00
F. W. Fisher. 5 00
Bessie McKnight i 00
Mrs. F. M. Burt and Flora M. Burt i 50
Mrs. R. W. Williams i 00
R. R. Goudling ; . 5 00
W. E. Rhodes r 00
Dover Court Presbyterian Sunday-school, Toronto . . 2 00
Congregational Sunday-school, Freedom, Ohio i 00
Walter Furner 50
William Sanders i 00
Nellie Sanders r 00
Mrs. William Walker 20 00
Methodist Protestant Sunday-school, Rose ville, Ohio. 2 12
First United Brethren Sunday-school, Dayton, Ohio . 10 00
Mrs. H. C. Stebbins 2 00
Mrs. Anna S. Butler 10 00
Harriette Carter i 00
Mrs. E. M. Rhodes 5 00
Miss Ora Gates 2 00
W. Foss 40
Miss Adele Brewer i 00
W. H. Ingersoll 5 00
W. L. Duckies 5 00
Second Bohemian Baptist Sunday-school, Chicago . . i 00
Trumbull County Sunday-school Association, Ohio . . 10 00
Walnut Street Presbyterian Sunday-school, Phila-
delphia 15 00
Mrs. Henry Fisher r 00
Junior Christian Endeavor Society, Hoxe, Kan 2 00
L. B. Merritt and T. C. S. Berry 5 00
Mrs. M. F. Bryner 5 00
Alexander Duguid 5 00
C. P. Hunt 5 00
A. H. Eames 5 00
Bethel Sunday-school, Hamilton Beach, Ont 23 44
H. P. S. Smith 2 00
M. J. Calhoun 2 50
Berry Chapel Sunday-school, Ravenswood, Chicago . i 50
Charles Lawrence 5 00
L. U. M. O. Class, Baptist Sunday-school i 00
Miss T. Beebles i 00
Mrs. J. F. Bingham 1 00
First Congregational Sunday-school, Peoria, 111 10 00
W. B. Cooper 2 00
J. S. Weeden 1 00
Miss Emma F. Kelly i 00
Hatfield Sunday-school, Massachusetts 5 00
D. J. Conklin 2 50
Mr. and Mrs. F. H. Barber 2 00
Willow Grove Sunday-school, Fan wood, N. J 18 00
Charles H. Newell 2 00
C. E. Gunn i 00
W. C. Meeker i 00
H. C. Dunn i 00
H._ A. Green S 00
William Thompson i 00
Friends' Bible School, Washington, D. C 3 37
Dr. Bertha Campbell 5 00
Jonathan Sharp i 00
Miss Emma Theaker 5 00
N. Spencer i 00
Mrs. N. Bradway i 00
Hannah F. Deur 5 00
Salem Sunday-school, Flesherton. Ont 2 23
S. A. Danforth 2 00
Report of the Treasurer 451
S. H. Hay
C. E. Hepburn . ,
Ladies' Aid Society, Congregational Church, Tryon,
N. C
C. W. Masland
J. F. Perry
W. W. Woods
J. R. Sangree
Anna E. Howard
John J. Jackson
Sunday-school of Kensington Congregational Church,
Philadelphia
Home Department Congregational Ch., Madrid, N. Y.
Missionary Society, First Presbyterian Church
From " Mount Dora," Florida
Primary Children, Woodlawn Presbyterian Church,
Peoria, 111
Mrs. Gurnon
Scholars and teachers of the Primary Department,
Tenth United Presbyterian Sunday-school, Alle-
gheny, Pa
Myrtle Wingfield
C. L. France
Mrs. J. E. Merriman
Fairplay Union Sunday-school, Fairplay, Md
Margie D. Ward
Miss H. Bailey
Ball Prairie Sunday-school, Allenville, Wis
F. T. Philbrook .
Second Presbyterian Sunday-school, Germantown . . .
J. W. Darrow
E. O. Jones
Miss M. Armstrong
L. L. Wadhams
Mrs. H. T. Bullard
Florence N. Worley
G. E. Hartman
Emma Phelps
E. L. Bonny
Friendly Class, Allston Congregational Sunday-school,
Massachusetts _.
Mr. and Mrs. W. C. Lewis
R. Morrison
Christ Church Sunday-school, Wardsville, Ont
Indiana State Sunday-school Association
E. Brubaker
Wayland F. Reynolds
Junior Christian Endeavor Society, Trinity Reformed
Church, Norristown
Francis J. Cushing
Corssley & Hunter
H. E. Waterhouse
M. E. Sunday-school, Sandle River, Allendale, N. J. .
T. R. White, Jr
B. Munson
Mrs. D. R. McClure
Tabernacle Presbyterian Primary School, Philadel-
phia
M. E. Sunday-school, Fallbrook, Cal
Church of Christ Sunday-school, Williamstown, Mass.
First Congregational Sunday-school, Meriden, Conn. .
Reformed Church Sunday-school, Delmar, N. Y
Cohoctoh M. E. Sunday-school, N. J
First Presbyterian Sunday-school, Niagara, N. Y. ...
St. Matthew's Lutheran Sunday-school, Brooklyn,
N. Y
Robert MacQueen
Infant School, Mt. Airy Presbyterian Church, Phila-
delphia 25 00
«.I
00
1'
00
5
00
lO
00
I
00
2
00
4
00
2
00
2
00
5
00
3
00
5
00
5
00
5
00
I
00
10
00
50
I
00
S
00
2
35
2
00
2
«»o
5
00
I
00
10
00
10
00
2
00
10
00
5
00
I
00
I
00
10
00
I
00
5
00
10
00
2
00
.S
00
I
60
10
00
5
00
4
00
5
00
I
00
5
00
I
00
I
00
10
00
5
00
I
00
5
00
I
50
I
00
5
00
2
00
I
00
2
00
5
00
I
00
452 The Reports
St. John's Lutheran Sunday-school, Charleston,
S. C $10 00
R. G. Chisholm 10 00
William Sissoms i 00
M. R. B 5 00
Miss E. B. Clark 1 00
Princeville Presbyterian Sunday-school, Illinois 30 00
Prince ville Presbyterian Sunday-school, Junior Chris-
tian Endeavor Society, Illinois 2 00
Sundav-school class of young ladies, Rochester,
N. Y , 5 00
International Bible Readers' Association 5 00
Clexicus 6 00
Samuel Jones i 00
Mrs. S. D. Carr 50
G. F. Billings i 00
Mr. and Mrs. I. D. Woodford 2 00
Junior Christian Endeavor Society, Second Presby-
terian Church, Birmingham, Ala 3 00
E. Jayne 5 00
Mrs. John Stahl 2 00
Dorchester Temple Bible School, Boston 5 00
H. Fockiner 2 00
J. E. Cook 5 00
M. L. Knapp 5 00
Abbey M. Lowell i 00
Mrs. H. J. Ireton i 00
S. B, Strong 1000
Primary class, Presbyterian Church, Grand Forks,
N. D 1000
B. A. Jacks I 00
Georgia Brown 1000
E. L. Morley 3 00
Mrs. R. E. Story i 00
Congregational Sunday-school, Dowagiac, Mich 10 00
Junior C. E. Society, Montreat Church, New Orleans. i 00
Mildred Snyder i 00
Margaret C. Lewis i 00
Miss Annie Burt i 00
Everitt A. Cole 2 50
Oak Grove Sunday-school, Green Bay, Wis 4 3i
Mrs. Josiah Brown i 00
Mrs. W. E. Hutchinson's Mission School, Weaverville,
N. C 75
First Presbyterian Sunday-school, Santa Anne, Cal.. s 00
S. Teankle i 00
Zion Episcopal Sunday-school, Kingsville, N. C i 00
W. H. G. Wight 5 00
Mrs. M. A. Ives 3 20
H. A. Sutherland 5 00
Mrs. Anna M. Smith 2 00
L. E. Prall 4 00
Primary Department, Hopedale Union Sunday-school,
Massachusetts ■ • . 5 00
Young People's Society Christian Endeavor, First
Congregational Church, Rockaway Beach, L. 1 3 00
G. M. Daniels, Mexico 2 50
Rev. G. H. Brewer i So
H. F. Rugan 5 00
Miss Carrie A. Tuttle's Sunday-school class. Middle-
town, Conn I 00
" Perfect Number " Mission's Circle, North Haven,
Conn I 00
Sunday-school of Baptist Gerrnan Brethren, State
District of Middle Pennsylvania 5 00
Intermediate Department. Woodlawn Park Presby-
terian Sunday-school, Chicago 5 00
Friends' names not mentioned 112 35
-SS83 02
Report of the Treasurer
453
Collection at Indiana Convention
Loose cash items $ii 73
Arthur Black 10 00
S. E. Jones
Ahce E. Winder .
George F. Modes .
J. M. Glyns
Mrs. Myra Moore .
A. L. Smith
C. Huber
F. D. Watner . . . .
Mrs. Jacob Getz .
M. Jay
I. EUeman
Mrs. R. KepHnger
C. M. Jenkins . . . .
00
00
00
00
00
00
00
00
00
00
00
Mrs. O. H. Spring
L. T. Pennington
Miss E. R. Meyer
C. M. Hamilton
Fannie Elliott
Mrs. F. French ........
A. M. Jenkins
W H. Milligan
J. M. Bonebrake
Dr. J. A. Walls
John Bilsland
E. H. Hassemeier
E. L. Garboden
Contributions less than f i
00
00
00
00
00
00
00
00
oo
00
00
00
00
3
2 V,
I 00
Lillian Diefmeyer
T. Nicholson . . . ,
C. H. Griswold . . .
P. A. Reed
Sundry Contributions
E. K. Warren i
Georgietta Cleveland
Lake Orion Bible Conference,
Indiana
L. Lawrence
Indiana
Total contributions ....
Expenses, Mrs. Bryner . .
*I
00
3
00
50
I
00
00
00
2
00
8
5 b
5
00
5
00
I
00
C. D. Meigs $5 00
Rev. L. Snyder
E. W. Halpenny 5
M. F. Bryner 25
C. W. Hodgin i
W;. H. Elvin 25
Richmond, Indiana
I 00
00
00
00
I 00
$190 06
;i,i39 70
2q6 90
Balance on hand $842
90
Note. — Mrs. Bryner's expenses in conducting the work in Mexico are
very small because of free transportation secured by the Sunday School
Times Company.
454
The Reports
Mrs. J. W. Barnes
Report of the Primary and Junior Secretary
Mrs. J. WOODBRIDGE BARNES
] Organized work for primary
teachers has been regularly pre-
sented to this body, but always
from the office and correspon-
dence point of view only. In
1902 the International Association
assumed new responsibilities in
relation to our primary work, so
that the work upon the field might
be more closely connected with
that of the office, and to that end
secured a secretary. As secretary
of this department for two and a
half years I have visited forty-
eight states and provinces. This
personal contact with the work upon the field, in addi-
tion to that of the office, enables me to report as
follows :
State and Provincial Organization
Of the sixty-three possible places for organizations we
have an organization or superintendent or secretary in
all but three. This is an advance of seventeen over the
Denver report, yet the work is only in its infancy in
most of the states and provinces.
Only six states employ a primary worker on full time,
a few have help for special convention trips and the rest
are without money for traveling expenses or postage;
progress is necessarily slow. In the past the Interna-
tional Primary Department has tried to plan its work in
harmony with the general association, but lacking con-
tact with the field it was impossible to help the associa-
tions to adapt suggested plans to their special needs.
State and provincial associations were eager for a
common plan of organization, and because of their
Report of the Primary and Junior Secretary 455
importunity the International Executive Committee at
its meeting last August recommended the plan as
presented by the primary committee, and which has
since been presented to the Executive Committee of each
state and province. It is as follows:
" Whereas, the International Executive Committee is
very desirous of promoting a certain degree of uniformity
in organization and plans of work, and has made a com-
parison of the plans of the various state and provincial
associations for conducting their work for the elementary
grades,
" Resolved: That we earnestly recommend direct super-
vision of such departments by a sub-committee of the
state or provincial Executive Committee to which shall
be added as advisory members of such sub-committee
at least three experienced workers nominated by the
teachers of the elementary grades brought into meeting
for the purpose of making such nominations."
Old organizations are being remodeled and the new
ones formed on the new plans. This in time will bring
permanency of organization.
The work done on the field in convention and insti-
tutes for the elementary grades varies from 98 % and 1 00%
in such states and provinces as Colorado, New Jersey,
Manitoba, Southern California, Massachusetts, Minne-
sota, New York, North Dakota, to 80% in Ohio, 50% in
Kansas and Indiana, down to 25% in the more unor-
ganized places. This brings the average down to 50%
of all conventions with work for elementary grades on
the program.
All but ten of the states and provinces have their
county superintendent list quite complete, and in the
better organized fields these in turn are securing district
or township helpers. There has been a great advance in
this direction.
The Unions and Their Work
The quality of the work done b}^ the unions during
this triennium has been of a high order, and the ability
456 The Reports
of the union leaders to adapt their work to changing
conditions has been demonstrated. With the change in
administration and the passing of the Bulletin a new
system for checking and reporting unions was inau-
gurated, with the result that a number of the unions
that formerly were in a weak condition, but continued to
report and receive the Bulletin were put on a new list,
and the active working unions kept by themselves. As
a result the list is not so large, though in reality I think
the list of active ones is larger than formerly.
There has been a loss in several states and provinces
due to the state or province being without a primary
superintendent, as Pennsylvania was for two years, or
the lack of field work due to illness of superintendent
or lack of funds, as in several states. The organization of
teacher-training classes has also lessened the number of
unions in small places, the primary and junior teachers
uniting in the union training class, hence permanency of
organization is lost.
Of those reporting the following facts will be of in-
terest concerning their work :
Average membership of each union, 30. Average
number of members teaching in the union, each quarter,
10. Sixty per cent studying a training course. Sixty-
two per cent have printed programs. Forty-eight per
cent have a library. Thirty-two and a half per cent
supported by dues. Sixty-seven and a half per cent sup-
ported by voluntary contribution. Thirty per cent using
the Beginners' Course, weekly. Fifty per cent using
the Beginners' Course, several lessons taught at once.
Sixty-seven and a half per cent assisted the county and
state associations in conventions. Forty-three per
cent held an annual institute.
The division of the unions into sections for Beginners,
Primary and Junior is growing in favor in the larger
unions, but no attempt was made to ascertain the num-
ber so doing. This type of work is still in its experi-
mental stage, bvit the quickness of the leaders to adapt
Report of the Primary and Junior Secretary 457
themselves to the growing needs of the teachers is to be
commended. The change in plan of organization of the
unions, electing grade vice-presidents instead of i, 2 and
3 vice-presidents regardless of grade has transformed the
work in many unions.
The Teacher-Training Course
For over thirty-five years, the teachers have been try-
ing to equip themselves for their own work and through
the Leaflets published in the early days by the
National Primary Union and later by means of the
Bulletin as issued by the International Primary
Department, various temporary courses of study were
suggested. In the meantime state and provincial
courses were started, btit these were usually confined to
one book containing a condensed outline of Bible study
with a few suggestions on general Sunday-school organi-
zation and methods.
It soon became evident that a more definite course of
study for teachers of children was needed. Accordingly,
at Atlanta, in 1899, the International Primary Depart-
ment appointed a committee to confer with B. F. Jacobs
and the Executive Committee, and the}^ were given
power to act. The next winter a course in five sections
was outlined as follows:
I. Bible section; 2. Child study; 3. Laws of Teach-
ing; 4. Methods of Teaching; 5. Methods of Work.
The cotirse was based on the state or provinicial courses
then largely used, which as before mentioned embraced
mainly Biblical work, and in order to induce the teachers
of children to take their own state or provincial courses,
it was planned that credit should be given for the
Biblical section to all such graduates.
State and provincial associations at once took new
interest in teacher training, several states adopting the
International Primary Course entirely, others bringing
the state course up to a higher plane, by using the
International Primary Course in an adapted form.
458 The Reports
Thousands upon thousands of teachers have studied
the entire course, and some of the unions have gone
through the course for the third time. While this is
true, yet a comparatively small number have taken the
examination on each of the five sections and been
awarded a diploma. Teachers everywhere seem more
eager to get the benefit of the study than to receive
recognition.
Since the introduction of this course there has been
great advance in teacher-training work all over the field.
Within the last two years two International diplomas
have been prepared by the Committee on Education as
recognition for two courses, one called an elementary
diploma — though it is not for elementary grades, but
the preliminary course, corresponding to our section i —
and for an advance course of study. Both of these are
general, not specific, courses for any particular grade of
teachers. At Denver the primarj^ teachers considered
plans for the improvement of the course, but for reasons
they were postponed.
Since that time two attempts have been made to get a
consensus of opinion as to improvement. A list of
questions was sent to all graduates of the course or
students of any section, as well as to the state and
provincial superintendents, and the result was presented
to the International Primary Department in session in
connection with this Convention. They have through a
committee carefully considered the changes necessary,
and in conjunction with the Committee on Education
they have agreed to the following changes :
1 . It is agreed that the present course of study known
as the Training course for Teachers of the Elementary
Grades consisting of five sections be revised.
2. That this course shall consist of four sections upon
each of which there shall be prepared a list of questions
or statements covering the matter which the teachers
should know. These questions or statements shall be
printed and be public property and shall serve as a
guide for stvidents' research. To aid the students in the
Report of the Primary and Junior Secretary 459
acquisition of this knowledge, for each section a book or
books of reference shall be suggested. Upon the com-
pletion of any one section the student may apply for the
questions upon that section, which, if satisfactorily
answered, will entitle her to a certificate. Upon the com-
pletion of the four sections a diploma will be given in
recognition of the work done.
3. That as this course will rank with the present
course known as the Advanced Course, it will be easier
to promote the work if the names of the sections be
the same. That is, i. Bible study; 2. Church history;
3. Child study and pedagogy; 4. Sunday-school history,
organization and management. This course will, how-
ever, be marked as for teachers of the elementary grades.
4. That while the names of the sections will be the
same, it is understood that the work outlined for each
section need not be of equal strength with those of the
Advanced Course for teachers of the upper grades; that
is, more might be required, sometimes less, in a corre-
sponding section. It is also understood that the same
book or books need not necessarily be used for each
section as those suggested in the Advanced Course.
*^&&*
Report on Schools of Methods
During the last ten years the " School of Methods "
has been a great factor in developing the teaching force.
At first the schools were planned only to meet the needs
of the elementary grades. With the enlargement of the
work for these teachers, the International Executive
Committee intrusted its stimulation to the Primary
Committee. Accordingly this committee acted as a
Committee on Summer Schools. Desiring that new
schools might profit by the experience of those formerly
established, a standard of excellence was created as
follows:
1. Registration. The names and grades of all
students must be registered.
2. Attendance. A daily record of attendance at
each session and section must be kept for each student.
3. Time. Sessions must be held for not less than five
days and not more than ten consecutive days, not
counting Sundays.
460 The Reports
4. Character of School. The regular work shall
consist wholly of instruction, conferences, illustrations of
methods and devotions, without transaction of business.
The illustrations of methods should be for definite
grades.
5. Course of Study. One or more courses of study
of not less than five periods each shall be offered for each
of the recognized elementary grades, and for such of the
upper grades as the school work may be intended to
cover.
According to the reports received from the State and
Provincial Primar}^ and Junior Superintendents forty-
four schools have been held during the last triennium, in
fourteen states and provinces, as follows: Colorado, 6;
Illinois, 2 ; Indiana, i ; Kentucky, 5 ; Louisiana, i ;
Massachusetts, i ; Quebec, i ; New Jersey, 3 ; Nova
Scotia, 4; Pennsylvania, 13; Rhode Island, 3; Tennes-
see, 2; West Virginia, i; Wisconsin, i. The number
of students reported from these schools is 7,250. Twen-
ty-six of these schools have reported to this committee
from nine states and provinces as follows: Pennsylvania,
9; New Jersey, 3; Rhode Island, 3; New Brunswick, i;
New York, i; Illinois, j ; Colorado, 6; Massachusetts, i;
Nova Scotia, i. Students enrolled, 6,931.
Supplemental Lesson Outlines
Experimentation concerning supplemental lessons for
pupils under thirteen has been going on within these
departments for years, culminating in the outline pre-
sented at Denver, which represented the consensus of
opinion of the workers of the covin try, and was adopted
for future experimentation. The printing of the out-
line in leaflet form has done much for graded work,
86,000 leaflets have been sent from the office directly and
over 110,000 with " state editions."
It is impossible to tell how many schools are using
these outlines, owing to the meager statistics, but it is of
interest to know that the Presbyterian Board North
adopted them entire as their official course and that the
Report of the Primary and Junior Secretary 461
outlines known as the " Nova Scotia plan," which is
outlined for the entire school, adopted these as outlined
for the Beginners and Primary, but did not take the
Junior, as we differ as to the age and length of time for a
Junior department.
The Committee appointed at Toronto to consider the
Outline of Supplemental Lessons which has been in use
during the past three years, and to suggest ways in
which it might be improved, reported as follows:
" That both from our own experience as teachers and
from the testimony of other teachers, which has been
gathered in the prosecution of state and county work :
I. The outline is entirely satisfactory in matter,
order of presentation and amount given. 2. It would
be a blow to the cause of grading and to all educational
work in our schools to have any change made in the
course at present. Josephine L. Baldwin, New Jersey.
Clara Louise Ewalt, Ohio. Mamie Haines, Nebraska.
Alice B. Hamlin, Pennsylvania. Nannie Lee Frayser,
Kentucky.'^
The Grading of the School
The grading of the Sunday-school has been the subject
of a large share of the more than thirty thousand letters
received and of the more than thirty-five thousand
letters sent out from our departmental office in Newark,
N. J. It has been interesting to note the development of
this idea, and the awakening of interest in the child as
the center from which to start, both in considering the
methods to be employed and the subject matter to be
taught. Because of this better understanding of the
need of the child from the old-time primary department
which included all the children up to eleven, twelve and
sometimes thirteen years of age, there has naturally
evolved the three departments with which we are now
familiar: the beginners, from three to five years; the
primary, six to eight years, and the junior, nine to
twelve years, and as each has its own corps of
teachers we may confidently expect more intelligent
specialization.
462 The Reports
The Beginners' Course of Lessons has attracted much
attention during the triennium, the new two-year
course coming from the Lesson Committee promptly after
the Denver Convention. I have tried to ascertain to
what extent it is used and what results are being
obtained from its use, the full report of which investigation
has been made to the Lesson Committee. From the
publishers I find that the printed helps on the course go
regularly into forty-three states and into Canada
beside. The distribution does not seem to be sectional,
California, Minnesota and Massachusetts using about an
equal number of helps. The Central West — Illinois,
Kansas, Indiana and Iowa — use about the same number.
They are used from California to Washington, from
Maine to Texas, in Canada and in Mexico.
But interest in the gradation of the material is not
confined to the beginners. Already the pupils from this
grade where they have had foundation truths taught
are now to be found in the primary classes, and the
desirability of having material which will enable the
primary teacher to build definitely and practically upon
this foundation, already laid, is so manifest that the
matter has culminated in a resolution to the Lesson
Committee requesting " a separate series of lessons
suitable for children of the primary grades."
Great progress has been made in the formation of
junior departments with special work suited to pupils
from nine to twelve. A special study on " The Age of
Spiritual Awakening," made by Prof. A. B. Van Ormer, of
Norwood, Pa., which will be reported at the afternoon
session, has been of great value to the cause, and shows
the trend of the work for these grades.
Statistics
Reports from the state or provincial secretaries for
this department have been received and are tabulated
in the report of the general secretary. There will be
found the growth of the cradle rolls, and schools having
Report of the Primary and Junior Secretary 463
separate rooms for the younger children, while other
items from their reports have helped me to furnish the
tabulations used elsewhere in this report.
It is a matter for regret that there has been no con-
certed action for the gathering of special questions on the
educational side of our work as it relates to the grading
of the school, the lessons used, etc. A number of the
states and provinces have done so through their primary
secretaries, but while the results as reported are excellent
as a basis for local work they are not sufficient to tabulate
and draw inferences from for the larger field. I am
hoping that our larger denominations will unite on a
series of questions of this character, for with denomina-
tional authority reports from the schools could be gotten
on these qtiestions which would furnish the basis for
study and experimentation.
- It is a matter of great moment that the figures as
gathered show that with better grading and more
suitable material the number of those who come nat-
urally into the kingdom is greatly increased.
Department Relations
The value of the work of any one department of our
association cannot be justly estimated simply by its
achievements in its own realm. Especiall}^ is this true
of the Elementary Department, because it stands in a
fundamental relation to all others. Hence all that we
do organically to upbuild the State or Provincial and
International Elementary work is laying a foundation
for the rest of the organization to build upon; and this
fact not only fully justifies all the time, money and effort
expended in pushing the elementary work in the past,
but makes apparent the necessity for greater effort m
this direction in the future.
That the Primary and Junior teachers are interested
in this department is shown by the following facts which
is only a partial summary of the work done by your
Secretary in the last two and one-half years :
464 The Reports
More than 30,000 sealed letters have been received
and answered. There have been sent out from the
office more than 60,000 Cradle Roll Leaflets; 86,000
Grade Outlines ; 48,000 Teacher Training; 90,000 Round
Table, and 30,000 other leaflets, and more than 55,000
blanks on which have been gathered various statistics
and important information.
I have attended nearly 800 Conventions, Conferences,
Institutes, Primary Union Sessions, Committee Meet-
ings and Summer Schools, and made nearly 1,200 public
addresses and traveled nearly 60.000 miles, not including
the Jerusalem Convention.
Mrs. Alonzo Pettitt, of Elizabeth, N. J., has, during
the triennium, attended 245 Conventions, Institutes and
Conferences in various states, under the auspices of the
International Association. Her work was planned from
the Primary Oflice in consultation with the General
Secretaries and at no expense to the Association. She
traveled over 5,000 miles.
Mrs. M. G. Kennedy also made a tour for the Associa-
tion under similar conditions, visiting California, Kan-
sas, Oklahoma and Texas, and traveling about 3,500
miles.
Report of Teacher-Training Secretary
465
W. C. Pearce
Report of Teacher-Training Secretary-
Mr. W. C. PEARCE
It gives me pleasure to make
this my first report. AVhile I
have served as International
Field Secretary, since April,
1903, my appointment as
Teacher-Training Secretary
was not made until the follow-
ing August. My work in the
field will be reported by the
chairman of the Executive
Committee and our General
Secretary. This report deals
exclusively with the teacher-
training work.
The effort to secure trained
and efficient Sunday-school workers is not confined to
the last few years. We have a record of teacher-training
classes having been taught as early as 1862, and the work
of teacher-training was urged in conventions as early as
1847. The past fifteen or twenty years have been marked
by special activity on the part of the Sunday-school
workers and Sunday-school associations in their effort
to promote teacher-training work. Some associations
now have an alumni, numbering up into the thousands.
During the past triennium, however, the work has made
unusually rapid progress. Evidently, we are just begin-
ning to reap the harvest from the seed so faithfully
sown by the workers who have preceded us. The ap-
pointment by the International Executive Committee
of the Committee on Education in August, 1903, marked
an epoch in the development of this department of our
work. Too high praise cannot be spoken of the unselfish
devotion of the men who compose the membership of
this committee. As a result of their careful and wise
plans, the work has made and is making rapid progress.
466 The Reports
The first work of your Teacher-Training Secretary
was to collect data as to the status of the work in the
different parts of the field. The facts thus collected
were submitted to the Committee on Education at their
first meeting, who decided that practically all the work
which was then being done was substantially of an ele-
mentary character. Taking these facts as a basis, a
standard for an elementary course of study was estab-
lished, the rules formulated for the issuing of the Inter-
national Diploma. The standard for an elementary course
of study required that it should consist of four sections:
(i) An outline study of the New Testament. (2) An
outline study of the Old Testament. (3) A general
study of Sunday-school organization and management.
(4) A study of the essential principles and methods of
teaching.
The rules formulated for the issuance of a diploma
are as follows:
1. The association must have a teacher-training de-
partment and exercise supervision over all classes and
students, said supervision to be evidenced by enroll-
ment and examinaton.
2. A course of courses of study must be selected by
the association, and approved by the Committee on
Education.
3. The examination must be conducted on questions
sent out or approved by the association supervising the
work.
4. The examination must be in writing, without help
and under the supervision of the association conduct-
ing the examination.
5. Those taking the examination shall make a grade
of not less than seventy per cent.
According to this standard and these rules, it. was
found at the time they were established, viz., Decem-
ber, 1903, that twenty-eight associations were main-
taining teacher-training departments entitled to be put
upon the approved list. Since that time, fifteen other
Report of Teacher -Training Secretary 467
associations have established teacher-training depart-
ments according to the requirements of the committee,
and are now upon the approved list. Three of these
departments have over one hundred students each
enrolled, and five others have over fifty each, showing
that a splendid beginning has been made. Thus we
are able to report at the present time that forty-three
associations are maintaining approved teacher-training
departments as follows: Alabama, Arkansas, Northern
California, Southern California, Colorado, Connecticut,
North Carolina, North Dakota, Delaware, Georgia,
Illinois, Indiana, Indian Territory, Iowa, Kansas, Ken-
tucky, Louisiana, Maine, Manitoba, Maryland, Massa-
chusetts, Michigan, Minnesota, Missouri, Nebraska, New
Hampshire, New York, Nova Scotia, Ohio, Oklahoma,
Ontario, Oregon, Pennsylvania, Prince Edward Island,
Quebec, Rhode Island, South Dakota, Texas, Vermont,
Virginia, Washington, Wisconsin and Wyoming.
An International Elementary Diploma was prepared
to be. issued by the International Association, through
the various auxiliary state, provincial and territorial
associations, which diploma had been adopted by forty-
one of the states, territories and provinces. During
the past year, eight hundred and seventy-six of these
diplomas have been issued by twenty-three different
associations.
At the second meeting of the Committee on Educa-
tion, a standard for an advanced course of study was
established. This standard requires a study of the
following four general subjects:
1. The Bible: Introduction to the Old and New Tes-
taments; Biblical Geography; Biblical History; Biblical
Doctrine or Fundamental Biblical Truths.
2. General Church History. (Denominational Church
History referred to the various Denominations.)
3. Pedagogy and Child Study.
4. The Sunday-school, its history, organization, and
management. According to this standard, Nova Scotia,
468 The Reports
New Brtiiiswick, and Illinois have already established
advanced courses of study, and others are definitely
planning for the same. It is not required that a class
or a student should take an elementary course before
they are entitled to take an advanced course. Letters
of inquiry received from many parts of the field seem to
indicate a demand for the introduction of teacher-
training work into our colleges, as well as our theological
seminaries. More and more, college men and women
are coming to be leaders in every walk of life, and we
believe no more promising field for teacher-training
work can be found than that offered by these educa-
tional institutions. The advanced course promises to
help us successfully to enter this field. An advanced
diploma has been prepared by the committee which
will be issued under the same rule which obtained the
elementary diploma.
Fresh reports of teacher-training work have been
received from forty-six associations, as follows: Ala-
bama, Arkansas, Southern California, Colorado, Connec-
ticut, Delaware, District of Columbia, North Dakota,
South Dakota, Florida, Georgia, Idaho, Illinois, Indiana,
Iowa, Manitoba, Maine, Maryland, Massachusetts,
Mexico, Michigan, Minnesota, Montana, New Brunswick,
Nevada, Nova Scotia, New Hampshire, New Jersey, New
Mexico, New York, Ohio, Oklahoma, Ontario, Oregon,
Pennsylvania, Quebec, Rhode Island, Texas, Vermont,
Virginia, West Virginia, Wisconsin, Kansas, Kentucky,
AVashington and Nebraska.
Four of these associations report no teacher-training
work. In several of the others the records for the first
two years of the triennium are incomplete, but from
the forty-two associations which report some work hav-
ing been done, we are able to give the following facts:
During the triennium 2,431 classes have been enrolled
with a membership of 32,377. Including the 1,834
enrolled as individual students this makes a grand
total of teacher-training membership of 34,211. Thirty
Report of Teacher -Training Secretary 469
associations report 4,157 full course graduates. Twenty-
seven associations report 6,556 students who have
finished partial courses. Thirty-one associations report
1,370 classes enrolled at the present time with a mem-
bership of 21,888, and 952 individual students making
a grand total teacher-training membership at the pres-
ent time of 22,840.
Seven associations report over one hundred full course
graduates during the triennium as follows : Southern Cali-
fornia, 118; New York, 200; Nova Scotia, 295; Illinois,
344; Ohio, 422; Massachusetts, 433; Pennsylvania,
1,700. Seven associations report over 200 students
who have finished partial courses during the trien-
nium as follows : Ohio, 200; New York, 300; Iowa, 400;
Indiana, 450; Nova Scotia, 545; Illinois, 1,664; Penn-
sylvania, 2,650. Nine associations have enrolled at
the present time over 500 students each, as follows:
New Jersey, 500; Colorado, 551; Ontario, 703; Indi-
ana, 722; Nova Scotia, 1,000; Ohio, 1,618; Illinois,
2,457; New York, 2,500; Pennsylvania, 2,890.
The action of the Committee on Education in erect-
ing standards for courses of study has been received
v/ith general favor. Several of the denominations have
already planned courses of study and others are planning
to do so. Without doubt nothing would aid us more in
pushing the teacher-training work of the continent
than for each denomination to carefully prepare courses
of study of its own, measuring up to the standards erected
by our International Committee,
From letters received from Mexico, we learn that
several teacher-training classes have already been or-
ganized and are now being taught. One well known
course of study is being translated into the Spanish
tongue and published in a paper called El Testigo. One
of the workers writes, " If funds for the publication of
this work in booklet form could be secured it would be
a great stimulus to the formation of other classes for
the training of teachers." We are hoping that soon
47 o The Reports
Mexico will have a well organized teaciier-training
department and that by the end of the next triennium
a splendid teacher-training work for the republic may
be reported.
In December, 1904, the International Committee
issued teacher-training leaflet number one entitled,
" The What and How of Teacher Training." Already
26,800 of these leaflets have been sent out to every
part of the international field. Every notice in our
various Sunday-school journals and magazines, con-
cerning this work, brings many inquiries in regard to
the plans for organizing and conducting teacher-training
classes. These inquiries come from every kind of people
and from every part of the field, all of which indicate the
keenest interest in this department of work. It gives
us pleasure here to record our thanks to the various
Stmday-school publishers, for the space which they
have given to teacher-training plans and work. We
do not mention any names because we cannot mention
them all. It is a great help to the work and we are
grateful.
From this brief survey of the present condition of
the teacher-training work, we receive great encourage-
ment. We are at least able to see that a splendid be-
ginning has been made. All are united in the deep
conviction that the greatest need in our Sunday-school
work is trained and efficient workmen. All recognize
that the teacher is the chief factor in successful Sunday-
school work. The disciples of our Lord have been com-
missioned to " Go teach." How can we fulfil this com-
mission unless we have teachers? How can we vSecure
teachers unless our teachers are trained? How shall
our teachers be trained unless some one shall train them ?
The work may seem great but our Master is greater.
The difficulties may be numerous, but His promises are
more. Many who should help us may be indifferent,
but this should only be fuel for our zeal. The child-
hood of the world is eagerly asking and confidently
Report of Teacher-Training Secretary 471
expecting us to teach them the way of righteousness
and to lead them in the paths of wisdom. With the
Master's voice bidding us to go forward in the prosecu-
tipn of this most righteous and much needed work, let
us push steadily and confidently on until we shall have
secured a million and a half trained teachers for the
Sunday-schools of North America.
My Creed as to the Sunday-school
Rev. E. Y. MULLINS
President Southerti Baptist Theological Seminary, Louisville, Kentucky
(From an address at Pastors' Conference, Louisville, Ky., 1903)
1. The supreme need in our country to-day is that
the forces which make for character shall control the
forces which make for intelligence.
2. One of the greatest forces which make for character
is the Sunday-school.
3. The factor of the Sunday-school most potent in
the development of character is the teacher.
4. The supreme lack in the present-day Sunday-school
is the lack of a sufficient number of thoroughly equipped
teachers.
5. The chief teacher of the teachers and trainer of
the trainers of the Sunda^^-school is the pastor.
6. The chief trainer of the pastor is the theological
seminary.
7. In viev,^ of the absence in the past of any adequate
co-ordination and guidance of. the departments of the
teacher, the pastor and the seminary, there is an oppor-
tunity for the new Educational Committee of the
International Sunday-school Association to do a great
work for the Kingdom.
472
The Reports
The Home Department
W. A. DUNCAN, Ph.D., Chairman
(Tamitations of space forbid the use of the whole of Dr. Duncan's full
and admirable report.)
THE UNITED STATES
Alabama. — In the heart of
the " piney woods" of Lee
County, eighteen miles from the
railroad, is a little church, " Wa-
toola." The people are honest
and thrifty, but have had few
advantages of education. They
are sparsely scattered over a
wide territory. Several years
ago they learned of the Home
Department. One was promptly
organized and vigorously carried
on. At the last report this de-
partment covered an area of
twent}^ square miles. " The ter-
ritory has been gone over with a fine-toothed comb."
The school had increased from a membership of forty-
five to two hundred and thirty-one (including Home
Department and Cradle Roll). The Cradle Roll was
carried on with the Home Department, the same visitors
serving for both. They have established a separate
Primary Department ; the school is equipped with good
maps and singing books. They are on the alert for new
ideas, and present a remarkable instance of an " up-to-
date " Sunday-school in the heart of the country.
Southern California. — This state has increased
its membership by two thirds in the year. The super-
intendent writes: " One year will do much toward a
better and more complete report. It is a grand work,
and my heart is in it for the upbuilding of the home in
Bible study."
W. A. Duncan, Ph.D.
The Home Department 473
Colorado. — The state superintendent writes: " The
Home Department work made advances the past year
and the prospects are favorable for better work the
coming year.'.'
Connecticut. — At Ore Hill there are about one
hundred and thirty children. A specialty is made of
caring for those without the privileges of the Sunday-
school. Home Department classes are formed for them
when practicable. Next, an endeavor is made to obtain
a promise from the parents or other friends to instruct
the children. Thus every member in the home, from
the baby to the grandmother, is included and provided
for.
Georgia. — Georgia has many Home Departments,
but no responsible person to prepare the reports. One
of the most important departments in Atlanta, where
Mrs. Cronk, wife of the pastor of the English Lutheran
Church of the Redeemer, has organized a police Home
Department, including the chief, two or three captains,
nearly all the sergeants and many of the rank and file,
beside the matron and messenger boy. She says it is
a very imposing looking class, and she can hardly explain
how she dared appear before them. After her con-
ference with them, thirty came forward and shook
hands with her, and accepted the cards, writing their
names and addresses, thus promising to become
members of the Home Department class. This
was repeated in a few moments with the second
watch, and later with the third, or night, watch, and
before morning she had enrolled sixty members in
this one Home class. Since then it has been largely
increased. One member of the force told her he had
never seen men so interested in any movement of a
religious character. Plans are laid for a firemen's
Home Department, and one for street railw^ay men, per-
mission having been given from the chief and superin-
tendent. In the former there are loo men and the
latter has 800.
474 The Reports
Delaware. — The work has made very slow growth
in this state, but we look for larger gains. One eighth
of the schools of the state have Home Departments.
Illinois. — Ninety-three out of the 102 counties in
the state have Home Departments, The Dixon Home
Department is next to the largest Home Department,
having about 900.
Massachusetts. — Seven hundred and sixty-five
schools report a Homie Department, with a total mem-
bership of 29,801. This is a gain of 83 departments
and 2,842 members, and represents the results of the
efficient service of Mrs. Flora V. Stebbins, who closed her
term of official connection with the State Association at
the time this report was rendered, January i, 1905.
Michigan. — One school, the Grand River Avenue
Baptist of Detroit, has 700 Home Department members
enrolled, in addition to the 600 in the home school.
So intense is the interest that they have employed a
paid Home Department superintendent.
Missouri. — " The figures do not indicate the strength
of the Department in the state, but are the best we
could do now. We have taken a new lease on life."
New Mexico. — " Our work is in its infancy. We
are few and widely scattered, and our schools lack many
of the ' modern improvements ' which those farther
east enjoy."
New York. — There are 52 county Home Depart-
ment secretaries. This state contains the largest cit}^
Home Department in the world, having 1,200 members.
New York is still the banner state, as it always has been
in Home Department work.
North Carolina. — The Home Department work
is comparatively new, and the superintendent was
unable to approximate the number of departments,
but thinks that all now existing, probably fifty, have
been organized during the past three years. Taking
the Home Departments of his own county as a basis,
he thinks 30 members is a fair average for each.
The Home Department 475
Ohio. — The report from Ohio reads: " I am glad to
tell you that Ohio is making great advance this year,
and new Departments are reported every day. We
have been pushing it hard through our county and town-
ship secretaries. They have been responding splendidly
and are giving great impetus to the work."
Pennsylvania. — The largest Home Department
in the state, and in the entire Methodist Episcopal
denomination, is that of the First Methodist Episcopal
Church of Wilkesbarre, numbering 534 members. The
average membership of the Departments in the state
is over 40. The secretary writes: " The future is full
of promise."
Vermont. — This state is doing an aggressive work
along interdenominational lines under the name of
the " Vermont Idea." It is quite identical with the
early interdenominational work in the state of New
York, and is one of the most valuable and interesting
developments of the work during the past ten years.
State international secretaries are advised to write to
Rev. E. M. Fuller, Burlington, Vt., and obtain from him
the leaflets and plans in connection with it. It is called
the " Town Home Department Idea." The relation of
the members to the individual school is as though they
were solicited by it; that is, a person preferring the
Congregational school will be enrolled a Home Depart-
ment member of the Congregational Sunday-school,
and so considered by that school. Persons who express
no choice are assigned to the respective schools in order.
Under this plan the Vermont Home Department
membership has increased during the past year 2,000
members.
CANADA
AssiNiBOiA. — " The English-speaking people are
widely scattered among the ranches and foreigners.
The superintendent of the Department has difficulty in
obtaining visitors on this account, but has the coopera-
tion of five denominational missionaries when visiting
476 The Reports
and in conducting reviews at the commencement of
services in the different locaHties. Lessons are learned
at home and reviewed at the pubhc service. Nearly
all the English-speaking Protestants are willing to
adopt the plan, and the parents readily agree to teach
their children. The provincial superintendent tries to
visit them annually. He says this plan is proving a
great boon to isolated families and individuals. One
orphan family of six children, from seven to fifteen
years, live with grandparents, and are taught by an
invalid aunt. Without this department they would
receive little if any religious instruction.
" The Church is well able to carry this scheme to
every family and individual in the land as quickly as
a government takes a census."
New Brunswick. — With the new year the Home
Department seemed to have sprung into new life. One
church reports a Department of 128 members; 26 had
joined during the year. One county made a gain of
four Departments during the year and 225 new members.
Gre.\t Britain. — " According to returns made to
December 31, 1904, %^ schools have adopted the Home
Departmicnt, with a membership of 4,835. This is
an increase during the 3^ear of 1,119 i^ membership.
During the present year considerable interest has been
shown and the ' Department ' has been adopted in
many schools. The future is very promising, and we
are looking forward to a considerable increase when the
returns for the present year are received."
Bohemia. — The follovvdng is the report for 1905,
from Bohemia, where a few years ago the chairman of
the I. B. R. A. advanced the money for the publication
of " Pamucka," the Sunday-school paper, through
Rev. J. S. Porter, missionary of the Am.erican Board
in Prague. Mr. Porter writes:
" I want to tell you how we are trying to build up
Home Sunday-schools. In many a home you find
beside the Bible a small book in paper covers;
The Home Department 477
* Pamucka ' is the title. It means ' help ' and deserves
the name. It is the only help to the understanding of
the Bible that many have ; it contains the daily readings
with perhaps fifty words of explanation on the text for
each day. On an average two pages are devoted to the
exposition of each Sunday's lesson. A¥e published this
year 3,600 of these books, and they find their way into
almost as many homes. They go across the borders;
the Slovaks in Hungary have them. Several hundred
follow the Bohemians and Slovaks to America. Some
fifty copies find their way into Russia. This, the
only Sunday-school help published in the Bohemian
language, is a great blessing. Every night or morn-
ing, or perhaps both night and morning, the Bible and
' Pamucka ' are brought out, the passage read, the little
' portion ' and then the prayer. Only eternity will
tell how souls in this way have been brought to the
light and fed out of the Word of God.
" But this is not all, nor the best. Beside aiding
the pastors and teachers in their preparation of the
lessons, ' Pamucka ' serves many families who live where
there is no church. They gather on Sunday with some
invited guests, perchance, and study the lesson and read
' Pam.ucka.' From time to time come letters of thanks
from those lonely families. Not long ago a servant
shut off from religious privileges wrote of the blessing
this book brings her. From another place comes testi-
miony from a tailor, who gathers neighbors around him
on Sunday to hear the Word of God. He says, ' In
the " Pamucka," I have text and sermon too.' In not a
few places the ' Pamucka ' furnishes the sermon for
little congregations who cannot have a preacher. Not
long ago a lady came to me and asked me for some
copies. She said: ' Our Romanist neighbors, who will
not come to our meetings, enjoy reading at home the
" Pamucka." ' "
478
The Reports
J. E. Sheparo
Work among the Negroes
Dr. J. E. SHEPARD
Field Superintendent of Work for Negroes
I TRANSMIT a brief summary
of my stewardship and the
future needs of the fiekis.
Much has been accompHshed,
but a far greater work remains
to be done in evangeHzing and
systematizing. It will require
patience and self-sacrifice, with
the expenditure of money, to
reach tangible results.
In the Southern states, by the
United States census of 1900,
are 3,077,412 children between
the ages of five and fourteen.
These figures show that over one
third of the negro population is in childhood. The
work of the International Sunday-school Association,
so far as the negro is concerned, must be largely among
these, to take these children and make Christian citizens
of them.
Since January, 1903, I have attended six state con-
ventions for the colored people, two in Alabama, two in
North Carolina, one in South Carolina, one in Georgia.
In South Carolina 27 counties out of 42 are organized
or in process of organization; in North Carolina out of
97 counties 39, and 2 city organizations. In Alabama
18 counties are organized; in Georgia 14; in Tennessee,
10, and in Virginia, 4. Two Baraca classes have been
started. In Durham, N. C, a Baraca class room has
been added 4:o the chvirch at a cost of near $1,400. I
have organized 84 counties, the greater portion of which
are doing good work. I have attended 109 county con-
ventions, held 32 institutes, attended 107 mass meet-
ings, held 79 meetings for pastors and superintendents,
Work among the Negroes 479
attended 86 other religious meetings, addressed 154
Sunday-schools, 140 day schools, 24 colleges, 6 theolog-
ical seminaries, delivered 154 Sunday addresses; total
number addresses delivered 659, travelled 36,778 miles.
I find many Sunday-schools seeking to improve in
method, equipment and spiritual power. They eagerly
welcome new ideas. The superintendents are realizing
that the boys and girls, and especially the young men,
must be reached and saved, if the race is to advance.
Hence they are turning to the Sunday-school. Better
teachers are demanded, and there is a growing dis-
position on the part of the pastors and superintend-
ents to supply these demands. We have only enrolled
in the Sunday-schools of the South about 798,000;
where are 2,279,412 that the Sunday-school has not
reached ?
This work must be one largely of charity. The
colored people have done well considering the smallness
of their wages, large families and other charitable
organizations dependent tipon them for support.
I desire to make some general suggestions.
First : The field workers must be increased and a speci-
fied territory given them. With large territories it is
impossible to keep the work alive in every portion.
Second: If a colored general secretary could be ap-
pointed to keep in touch with the workers on the field
and the county organizations, better results could be
obtained. This general secretary would at all times be
available for state conventions, special meetings and
institute work. He should direct the movements of
field force from his office.
Third: If it is not practicable to appoint other workers,
I would suggest the employment of one, with the title,
" Secretary for the Colored People," with an office secre-
tary to keep up correspondence. When the men are not
available, a letter is the next best substitute. I would
prefer, however, the appointment of four men on the
field. It may be that men could be found who could
4^o The Reports
give a portion of their time to the work, especially dur-
ing the summer months. The state conventions could
supplement any offer made them by the Executive Com-
mittee: for instance, the Alabama Colored State Con-
vention asked that the Executive Committee appoint a
man for the state of Alabama, pledging to raise part of
his salary.
Fourth: If funds are available I would ask that a
man be appointed to do work in the large towns and
cities.
Fifth: I would suggest a booklet containing the ob-
jects of this Association, instructions how to organize
and maintain county organizations, suggestions on sup-
plementary and normal work, the cradle roll and home
department. The more sim^ple it is the better it would
be. I find that everywhere the people want something
to guide them.
I close this report thanking you for support and
encouragement. I assure you that my people are grate-
ful for the great work you are attem.pting to do for them.
At the meeting of the Central Committee at Clifton, Mass.,
August 22-25, ^905? i^ '^v^s
Voted: That we stand ready to give $350 per annum on
salary and $100 on expenses to the colored work in the south-
ern states, to any state that will raise a like sum for the sup-
port of colored state workers, the executive committee of the
state to present one or more names to the Committee on
Negro Work, who, with the Field Secretary for the Negroes,
shall select a worker.
The following-named workers have since been selected, in
harmony with this vote :
South Carolina — Rev, J. W. Moultrie, Marion.
North Carolina — Prof. W. G. Pearson. Durham.
Our Neighbor Mexico
481
Mary F. Bryner
Our Neighbor — Mexico
MARY FOSTER BRYNER
Field Worker of International Sunday-school Association
" Love thy neighbor as thy-
self " was easy of fulfilment be-
tween Canada and the United
States, possessing, as they do,
much of common heritage, cus-
toms, interests and language ; so
a generation ago these two na-
tions joined hearts and hands,
forming the International Sun-
day-school Association, to work
together for the proraotion of
Sunday-school interests in North
America.
Just south of the States was
another neighbor, whose heritage,
customs, interests and language were so entirely differ-
ent, that we were scarcely acquainted with them. Only
those who have crossed the border into Mexico can
appreciate the difference. So marked is it that mis-
sionary boards regard Mexico as a foreign field, and mis-
sionaries sent there are considered foreign missionaries.
When Canada and the United States joined hands in
1872 there was not even a railroad to Mexico City from
the States. There were few schools of any kind, and
not one Sunday-school in all Mexico. For four hundred
years it had been under the control of one church, and
the Bible had been a sealed book. However, a liberal
element was growing, and about thirty years ago came
an awakening. Leaders in Mexico came to realize that
their country lacked things which other nations possess,
and began to inquire into the causes. The entrance of
Protestant missionaries was allowed, and Dr. John W.
Butler, who still resides in Mexico City, was one of the
pioneers.
482 The Reports
Is Mexico worth saving, with its population of fourteen
millions, and its wonderful resources, which have never
been developed?
Present investments of eight hundred and forty mil-
lion dollars by Bfitish and American capitalists in rail-
roads, mines, plantations and various industries prove
their faith in the commercial prospects of the country.
On May i of this year a definite money standard was
adopted, making the Mexican silver dollar equal to
about fifty cents of our money. Business interests have
brought over seven thousand English-speaking residents
to Mexico City, and in every city may be found an
American colony.
Diaz and his associates, as well as the missionaries,
believed that there was a brighter future for Mexico, and
the three decades since Diaz was first chosen president
show a remarkable awakening in political, commercial,
educational and religious affairs.
The desire to learn English is rapidly spreading among
the Mexicans. Every mission has its school for children
and youth, where English is taught as one branch. No
child is permitted to attend the English class who does
not attend the Bible class; so the Bible class is tolerated
for the sake of the English, and the seed is sown which
often brings forth fruit. Mission schools have stimulated
the organization of government schools, and in some
sections a compulsory educational law has been estab-
lished, though not generally enforced.
The religious awakening, begun under the influence
of the missionaries, must be continued with their hearty
cooperation, though native officers and teachers are
being trained as rapidly as possible. Under these
influences the Sunday-school has grown in some thirty
years to about four hundred.
Something over two years ago there came to our
general secretary a Macedonian call, " Come over to
Mexico and help us." A previous engagement pre-
vented his going. Distance and expense also seemed
Our Neighbor — Mexico 483
hindrances too great to be overcome. The generosity
of the Sunday School Times made it possible for another
of the workers to carry the greetings of the International,
and to assure Mexico of our interest and desire to help.
In July, 1903, a trip of five days and nights was neces-
sary to reach Mexico City. Numerous surprises were
in store. The great temple for the Convention, in the
heart of Mexico City, was the former property of the
Catholic church, which, for violation of the law some
thirty years before, had been confiscated by the govern-
ment and resold to the Protestant mission. The patio,
roofed over, formed the audience room. The arches
of the cloisters in front had been filled and plastered,
and contained the creed, the Lord's Prayer, Ten Com-
mandments, etc,, in Spanish. The side cloisters enclosed
a printing office, from which are sent out lesson leaves
and the church paper in Spanish, to all parts of the
country. There was a delegation of seven hundred and
twenty-five, representing twenty-three of the twenty-
seven states. A choir of young people from the mission
schools had been trained to sing such dignified selections
as " The Heavens are Telling " and the " Hallelujah
Chorus," etc. There were neat badges, careful regis-
tration, and a well-prepared program of practical
topics. Early sunrise prayer meetings were attended
by from two to five hundred. Temperance teaching
was emphasized, for Mexico suffers from the curse
of the native drink. Audiences numbering above a
thousand were composed of missionary leaders, Mexi-
can pastors and teachers, with groups of converted
Indians. Probably three fourths in attendance were
Mexicans.
New methods were explained through interpreters,
and gladly received. The first interpreter was Servando
Erquivel, a Christian young Mexican professor, of
Palmore College, who regularly subscribed to twenty-
eight magazines and periodicals in English, that he might
keep in touch with the world's work and progress.
484 The Reports
During the Convention numerous invitations to visit
the workers in their local districts could not be accepted
for lack of time, but a tour of eighteen cities was planned
for January and February, 1904, which carried the work
nearer to the individual schools, and produced practical
results. During the Mexico Convention it was recom-
mended that the country be divided into twelve districts,
and each encouraged to hold a district convention the
following year. Programs received show that this plan
was partially carried out. Letters of appreciation, of
suggestions and new methods, letters of inquiry about
many phases of the work, prove that the visits were not
without influence.
There are signs of progress, though the difficulties of
introducing new features can scarcely be appreciated by
us who can so easily procure explanatory literature and
needed help. There have been no leaflets or books on
Sunday-school methods in Spanish. The teacher who
organized the first cradle roll found the mothers greatly
interested, and easily secured the babies' names, but no
cradle roll, birthday card, or certificates were published
in Spanish. A superintendent in Guanajuato decided
to grade his school and introduce supplementary lessons,
but could find only English outlines, so had some printed
in Spanish.
A training class of ten young teachers was organized,
but there were no formal outlines in Spanish, and be-
fore any could be translated and printed, permission
must be secured from the English author.
A young Mexican primary teacher decided to plan
special Children's Day exercises, with promotion from
her department. Of course, no certificates could be
secured except those made by hand.
The pressing needs of Mexico are plain — first, an
open Bible throughout the country. Mexican children
are lovable and teachable and easily interested. Bible
stories are new to many and easily understood, because
the country and customs are so like Palestine — the
Our Neighbor — Mexico 485
low, square houses, with the center patio or courtyard,
the scarcity of fuel and water in some sections, the plain
food of the common people, the slow methods of prepar-
ing the meal, plowing, etc., the great number of weary
and heavy laden, the unfortunate beggar by the wayside,
the lack of appreciation of the value of time, etc.
Mexico needs that native workers, many of whom
never attended Sunday-school during childhood, shall
be furnished instruction about the Bible; also methods
of teaching and plans for the work in general. For this
there must be provided literature in Spanish. Through
the International Association, eight leaflets are in proc-
ess of preparation at the present time, as follows:
Organized Sunday-school Work ; Sunday-school Man-
agement; The Sunday-school Officers; The Sunday-
school Session ; The Sunday-school Teacher ; Lesson
Preparation ; The Home Department ; Round Table of
Forty Questions on General Sunday-school Topics.
Another need is at least one field worker, an educated
Mexican, familiar with English and Spanish, who
would be acceptable to all denominations, who would
give instructions at conventions, translate a few books,
or selected chapters, into Spanish, as leaflets, translate
or write articles on Sunday-school work to be published
in the few denominational papers already in circulation,
present Sunday-school progressive methods before the
annual denominational gatherings, and give a series of
lectures to the students now gathered in the mission
schools, as these young people will be the future Sunday-
school teachers.
They are a hungry multitude. Hungry for the
Bread of Life ; like the multitude of old they have noth-
ing. Shall we say, " They are so many, send them away,
that they may buy bread for themselves"? Or do we
hear the Master saying, " Give ye them to eat "?
486 The Reports
Committee on Education
Final Report of Triennium of igoa-igos
The sub -committee appointed in August, 1903,
known as the " Committee on Education," makes in
brief this its final report for the triennium ending at
Toronto, June, 1905.
As all matters except such as were enacted by this
Committee at its session in December, 1904, at Colum-
bus, Ohio, have already been submitted to and disposed
of by the Executive Committee, I beg leave to very
briefly summarize former action and append such addi-
tional action as was taken at the Columbus session.
Summary
The first session of the Committee was held in Decem-
ber, 1905, at Louisville, Ky. At this session the Com-
mittee established the standards for an elementary
teacher-training course, approved all teacher-training
courses in operation throughout the International field
which measured up to the standards set, and also " ap-
proved " by name all association teacher- training
departments in which such recognized courses were
being efficiently operated.
A committee was appointed to frame an elementary
International diploma, and also a committee to fix the
standards and frame the diploma for an " advanced "
course.
The matter of the nomenclature of the grades of the
Sunday-school, which the Executive Committee had
referred to us, was entered upon by appointing a mem-
ber of our Committee to confer with representative
workers and ascertain their views as to a possible uni-
formity.
The Committee at this session further prepared over-
tures to the denominations, asking their cooperation,
and to the Sunday-school Editorial Association, urging
Committee on Education 487
the erection of teacher-training departments in their
several teaching helps.
At the second session of the Committee, held at
Winona Lake in August, 1904, the standards for the
advanced course were adopted and the diploma ordered
prepared and "printed, together with the requirements
agreed upon by the Committee as to both elementary
and advanced courses. A committee was given charge,
ad interim, of the further approval of all bodies asking
for recognition under the rules of the Committee.
At this session the terms of the nomenclature of
Sunday-school grades was fixed and report made to
the Executive Committee for action thereon.
The Connnittee, having been appealed to widely to
define a system of supplementary studies for the Sunday-
school, and also to fix upon some form of recognition
proper for summer training schools, decided at this
session to refer the matter for fuller instruction to the
Executive Committee, which was done at Buffalo, with
the result that the Committee on Education was in-
structed to prepare a suitable certificate of recognition
for training schools, together with conditions under which
such certificates could be used, and to consider and report
at Toronto upon the matter of graded supplemental
studies.
At the third session of the Committee held at
Columbus, Ohio, in December, 1904, the Committee
partly entered upon the approval of such textbooks
as might meet the standards of the adopted advance
course.
It also adopted the leaflet on teacher training, pre-
pared at its request by Mr. Pearce.
A general standard was agreed upon as to supple-
mental course of study, and the International Execu-
tive Committee was asked to urge the denominations
to provide and use such supplemental studies as would
come under the standards which the International Con-
vention may approve and declare.
488 The Reports
The Committee further asked that Chairman Harts-
horn might make provision at the Toronto Convention
for an informal conference by all interested ^vorkers upon
the report of supplemental studies. The matter was
ordered to be further considered by a special committee
from the Committee on Education, and its final report
and recommendations to be made at Toronto in time to
be put before your body.
Standards were also fixed under which recognition
and certificates might be referred to summer training
schools as follows:
1. The course of the school to include at least the
Bible, Sunday-school teaching and the management and
methods of the Sunday-school. ,
2. At least fifteen hours' work thereon as a student
of the school.
3. The requirement of notebooks and other tests of
work done by students.
4. Instruction in at least two of the Sunday-school
grades, with report of attendance by grades to Commit-
tee on Education. The Chairman, Dr. Merrill and Mrs.
Barnes were appointed as a committee to pass upon all
schools asking approval as summer schools.
Mrs. Barnes was instructed to prepare and present
at Toronto to this Committee the plan of a primary
training course and diploma.
Mr. Pearce was instructed to enter into further
correspondence w^ith the denominations as to their
cooperation with the Department of Education of the
International Convention and use of its diplomas.
This concludes the summary of work done by the
Committee on Education. At its final meeting to be
held Friday, June 23, at Toronto, other matters will be
concluded and will be presented to your Vjody in time
for your action.
Respectfully submitted,
H. M. Hamill,
Chairman.
Committee on Theological Seminaries 489
Committee on Theological Seminaries
Final Report for Triennium of 1902-1905
As chairman of the Committee on Theological Semi-
naries, I have fully carried out instructions of the Exec-
utive Cominittee, and have already made two reports —
the first report in full detail at the Winona Lake session
and the second at the Buffalo session. In the former of
these reports I detailed the correspondence I had with
nearly all Protestant seminaries of North America and
gave sumniaries of their replies to questions I had asked
as to the status of Sunday-school training of candidates
for the ministry.
At the Buffalo session I made further brief report,
asking for further instructions. Since then I have asked
each meniber of the Committee to advise me, as chairman,
if it was deemed best to again enter into a correspondence
of inquiry and investigation during the present trien-
nium, and all replied that it did not so appear.
In general, as summing up the relation and status of
our seminaries in the matter of Sunday-school equip-
ment and training, there has been and is a most notable
growth of opinion and action in the direction of requir-
ing all candidates for the ministry to study, both by
text and lecture course, the subjects needed for a
thorough and modern Sunday-school pastor.
The Committee at Buffalo authorized me to make use
of the Sunday School Times' symposium with hearty
consent of its editor, in such printed form as I might
deem best. So far I have not done this for the reason
that anything less than the full symposium would have
been a mutilation, and an edition of the full matter
would have been somewhat expensive.
Respectfully .submitted,
H. M. Hamill,
Chairman.
49° The Reports
The West Indies Commission
Dr. FRANK WOODBURY
The West Indies Commission was created at Denver
in 1902.
The idea grew out of the fact that about three
million citizens of North and South Am.erica are de-
tached from the mainland, and have not been in easy-
touch with the great international organized Sunday-
school movement.
The purpose of the Commission is: To acquaint
the mainland of North America with the men and
women who are building up in those islands Chris-
tian sentiment and following, and to bring both into a
position of mutual helpfulness. To plan a visitation
to the West Indies in the interests of systematic Bible
study and Christian education; to continue the tour
to Trinidad and to British Guiana (South America), and
plant the International Sunday-school flag for the first
time on .that dark and needy continent, and to interest
the churches as never before in that most neglected
mission field.
Conditions
1. There is a well distributed and organized Protes-
tant cause, largely under English, Scotch and Canadian
control. They feel keenly the great odds against which
they are fighting, and need the prayers and cheer of their
comrades on the mainland,
2. There is a very large and aggressive Roman Catho-
lic church and a heavy heathen pojjulation in Trinidad
and Demerara.
3. Throughout the islands there is much culture,
refinement and fine Christian spirit, orderly, well gov-
erned communities, and, as elsewhere, a seething mass
of ignorance and sin.
The strategic points to touch, naming them as they
would be visited, are: Bermuda, St. Kitts, Antigua, San
The West Indies Commission 491
Lucia, Barbados, Trinidad, Demerara (South America),
Porto Rico, Jamaica, Cuba, Nassau (Bahamas).
What Good?
1. It will encourage several thousands of ministers,
missionaries and Sunday-school workers, who need help.
2. It will lead to the development of the organized
Sunday-school movement with all that that ma}^ mean,
and will add colonial Sunday-school associations to the
great family.
3. It will open an " Effectual Door " to that needy
continent so long neglected by the churches.
4. It will open the way for an international field sec-
retary for the West Indies, who can use part of his time
in studying conditions in South America.
It has been suggested that a large number of enthusi-
astic Sunday-school men and women should accompany
the Commission on a chartered ship.
It would show the development of the Sunday-school-
missionary spirit. It would give the organized work
added importance in the eyes of the Christian world.
It would draw world-wide attention to the great needs
of South America. It would awaken the evangelistic
spirit, and kindle revivals all along the route. It would
provide a most delightful sea trip in semi-tropical
waters, in the middle of our northern winter, amidst
scenery and surroundings entirely unique.
A COMMISSION consisting of Dr. Frank Woodbury, chair-
man, and Mrs. Woodbury, Halifax, N. S.; Mr. Frank L.
Brown and Mrs. Brown, Brooklyn, N. Y.; and Rev. Edgar T.
Capel, General Secretary of the Quebec Provincial Associa-
tion, Montreal, Que., will sail, January 25, 1906, for a sys-
tematic visitation to the West Indies.
492
The Reports
Report of Committee on Obituaries, 1902-1905
Prof. G. G. MARCUS, Memphis, Tenn., International Field
Worlser for the Negroes
After seventeen years of
service in the public schools of
Memphis, Tenn., Professor Mar-
cus entered the employ of the
International Executive Com-
mittee in November, 1902,
having been chosen to the
work the August previous.
His work was chiefly in Ala-
bama and Tennessee, where he
met with good success. He
attended and addressed the
meeting of the Executive Com-
mittee at Winona Lake in
1903, where many of us met
him. He was ill at the time
of the meeting at Buffalo, 1904, and died in Septem.ber
of that year, greatly lamented by all who knew him.
His funeral in Memphis was very largel}'^ attended by
both the blacks and whites and was a tribute to his
high character. We extend our deep sympathy to his
bereaved family.
Prof. G. G. Marcus
Deceased Members of the Executive Committee
W. H. CowHicK, of Cheyenne, Wyo., was elected
to this Committee at the Denver Convention. In 1903,
v/hile on his way to the meeting at Winona Lake, he was
stricken with paralysis from which he did not recover.
Capt. J. N. Pharr, of Berwick, La., was elected
to this Committee in 1903, and was present at the meet-
ing at Winona Lake, participating in its councils. His
deep interest in the work of the far West was evidenced
by a subscription of $100 to the work in that field. He
Comnitttee on Obituaries
493
was stricken with sickness not long after his return home
and died i» the autumn of 1903.
C. M. Messinger, of Prescott, Ariz., was elected to
the committee at Atlanta, Ga. So far as we can
ascertain he was never to attend its meetings, though
deeply interested in its work. He died in 1904.
E. C. Stretch, who had just been elected to this
Committee from the Indian Territory and who had
attended some of the sessions of this convention, was
stricken with paralysis on Sunday, June 25, and died
Tuesday p.m., June 27, 1905.
Respectfully submitted,
W. C. Merritt.
A. B. McCrillis.
Rachel's Tomb — 1904
On the way to Bethlehem
" And Rachel died, and was buried in the way to Ephrath, which is Bethlehem."
-Gen. 35: 19.
{Frojn Glimpses of Bible Lands)
494 ^ ^^ Reports
Report of the International Lesson Committee
The Sixth International Sunday-school Lesson Com-
mittee was appointed at the International Triennial
Convention at Denver, Colo., in June, 1902, and consists
of the following members:
Rev. John Potts, D.D. J. R. Pepper.
Rev. a. F. Schauffler, D.D. Bishop H. W. Warren, D.D.
E. L. Shuey. Principal E. I. Rexford, D.D.
Rev. B. B. Tyler, D.D. Prof. Ira M. Price, D.D.
Rev. J. S. Stahr, D.D. Rev. O. P. Gifford, D.D.
Prof. J. R. Sampey, D.D. Principal Wm. Patrick, D.D.
Rev. Mosheim Rhodes, D.D. Prof. C. R. Hemphill, D.D.
Prof. S. I. Curtiss, D.D.
Working in conjunction with this committee is the
British Committee, which, as constituted at the present
time, consists of the following individuals:
Rev. S. G. Green, D.D. Rev. S. S. Hershaw.
Rev. C. H. Kelly. Rev. S. Alfred Rowland, LL.B,
Rev. R. Culley. F. F. Belsey.
Rev. Dr. Townsend. Charles Waters.
Rev. D. C. Macgregor, M.A. Fred Taylor.
Rev. Frank Johnson. Edward Towers.
William H. Groser.
The Committee had its first meeting before the ad-
journment of the Denver Convention, at which meeting
the Rev. John Potts, D.D., was reelected as Chairman,
and Rev. A. F. Schauffler, D.D., as Secretary. Since the
Denver Convention your Committee has held three
meetings, one in Washington, D. C, the second in
Buffalo, N. Y., and the third in Toronto, at each of
which the usual work has occupied the attention of the
Committee.
The Beginners' Course. — Before the convening of the
Denver Convention your Committee had prepared and
issued a course of lessons covering one year for " Begin-
ners," i.e., scholars under six years of age. This scheme
of lessons had not proved thoroughly satisfactory,
The International Lesson Committee 495
although it did good work in preparing for a more perfect
course. In response to unanimous appeals from Stm-
day-school workers in primary departments, your Com-
mittee was instructed to prepare and issue a two-years'
course for beginners. This work was delegated to a sub-
committee, consisting of Principal Rexford, Drs. Sam-
pey, Hemphill and Schauffler. The sub-committee
gave unstinted labor to this important matter by con-
ferring either personally or by letter with nearly all of
the leading workers among the primary scholars. As
a result the Lesson Committee put forth a two-years'
course for beginners, topically arranged. This course
has met with much commendation. In a letter very
recently received from Mrs. J. Woodbridge Barnes,
Primary and Junior Secretary of the International
Sunday-school Association, she says that the course
is used throughout the United States and Canada.
State secretaries report, with regard to the Beginners'
Course, that its use is " steadily increasing," — " we have
doubled this year." Mrs. Barnes adds: " On the
whole it would seem that of the schools that might be
expected to adopt such a course, about 25 per cent
have already done so." This is encouraging when we
remember the vastness of the area covered, and the
newness of the scheme. Mrs. Barnes reports: " From
every direction words of approval come, and a feeling
of gratitude is expressed frequently for the Course."
Mrs. Barnes is personally delighted with the progress
which this cause has made.
As our British brethren did not feel as though such a
course could be wisely used by them, they asked that
we should place at the head of our official list of Begin-
ners' Course Lessons the words, " Issued under the
authority of the American Section of the International
Lesson Committee. Optional." This our Committee
has done.
The Uniform Lesson Course. — Many suggestions
have come to our Committee from many lands and
496 The Reports
workers, with regard to changes in the general outline
of the Lessons, 1 906-1 911 inclusive. One of the most
urgent of these begged for greater continuity in the
selection of the lessons, and deprecated any change
from the Old Testament to the New in the middle of
the 3^ear. The Committee was also urged to give large
preference to the lessons of the Gospels. Our British
friends begged furthermore for the apportionment of
vsome part of a Gospel during each of the six years of the
Course. Other requests also have been preferred, such
as the insertion of two distinctively missionary lessons
once a year; the insertion of a prisoners' reform lesson
once a year; the preparation of lessons on patriotic
themes, and the like.
As a result of long deliberation, prayerful as well as
thoughtful, your Committee put forth the following
as the outline for the lessons, 1906- 11 inclusive:
International Lesson Committee Document
1906. Jan. — Dec. Synoptic Gospels. Words and Works of Jesus.
Harmony. One whole year.
1907. Jan. — Dec. Patriarchs to Samuel Stories of the Patriarchs and
as Judge. One year. Judges.
1908. Jan. — June. Gospel according The Witness of John to Jesus,
to St. John. Six months.
190S. July — Dec. Saul to Solomon. The United Kingdom.
Six months. (Saul, David and Solomon.)
1909. Jan. — Dec. Acts and Epistles. Expansion of the early Church.
One year.
1 910. Jan. — Dec. Division of Kingdom. Kings and Prophets of Judah and
Captivity and return. One year. Israel. (Kings to Malachi.)
or
Glory, Decline and Restoration of
Israel.
191 1. Jan. — Dec. Gospel according to The Gospel of the Kingdom.
St. Matthew. One year.
It will be noticed that in the outline two and a half
years have been given to the Old Testament and three
and a half to the New Testament. The biographical
scheme has been held to with great tenacity, since it
proved so attractive a feature in the course of lessons
from 1900 to 1905 inclusive. Your Committee has made
The International Lesson Committee 497
its lessons continuous for each of the years covered
excepting for the year 1908. when six months are given
to the Gospel of St. John, and six months to the story
of the United Kingdom. The break in this year was
necessary if the scheme of three and a half years in the
New Testament and two and a half in the Old was to
be consistently carried out.
By this arrangement, the story of the Gospels is
presented during the whole of the year 1906, during
half of the year 1908, certainly during a portion of the
year 1909, where we are engaged on the Acts and the
Epistles, and during the whole of the 3^ear 191 1. There
are then onl}^ two years out of the six during which no
definite teaching concerning the life and the work of
Christ is to be found.
An Advanced Course. — At the Convention at Denver
the Lesson Committee then reporting presented to the
Convention an Advanced Course covering two years,
and recommended its adoption for the sake of those
schools that desired it for any of their senior classes.
Ihis Advanced Course was not adopted by the Con-
vention. Since that time there has been widespread
agitation on this subject, and requests from far and
from near have been made for the preparation and adop-
tion in some form of an Advanced Course for adult
classes. In order to shed some light on this matter the
Secretary of your Committee sent out a questionnaire
to six hundred ministers of all evangelical denomina-
tions the covmtry over. These ministers were all pastors
of churches of over two hundred membership. The
questionnaire is as follows:
gUESTIONNAIRE
1. In your judgment is there a need and a demand
for an optional course of lessons for advanced classes,
in connection with the International lesson course?
2. If needed, should it be a permanent course?
3. Or should it be a continuous course? (See note
at the close of Report.)
498 The Reports
4. Should such a course be as far as possible parallel
to the regular International cotirse?
5. Should such a course cover both Old and New
Testaments ?
6. How man}'- classes in your school use any ad-
vanced lessons?
7. Would you prefer an historical or a topical course?
Over three hundred replies have been received. We
shall not burden this convention with the weariness of
listening to a detailed tabulation of all these replies.
For our purpose it is sufficient to say that out of the
number of replies received, 294 emphatically desired
an Advanced Course, and 23 did not. In view of such
testimony as this, it would really seem as though the
International Convention ought to take some action in
the m.atter. If we might be allowed to make a rec-
ommendation, it would be to the effect that the Lesson
Committee be authorized to prepare and issue as " op-
tional " such an Advanced Course as in their most
miature judgment would meet the needs of schools
desiring such lessons for their senior departments.
Should this be done, the International Convention will
then stand for a course of three grades : first, a Beginners'
Course for those under six years of age. (Here we
might state as the resvilt of some thought, that the
Beginners' Course now adopted would serve well for
scholars up to eight years of age.) Second, the Regular
Uniform Course for all scholars above Beginners and
below the Senior Department, and third, an Advanced
or Senior Course. The adoption of these three courses,
it must be remembered, does not make it obligatory
that any school abandon an absolute uniform lesson
for all classes. It leaves it optional. Those desiring
a uniform lesson will then take the regular course issued
by the Committee, while those who favor gradation in
lesson material will take the threefold course.
At the Denver Convention President Hopkins, of
Williams College, Mass., was elected to represent
The International Lesson Committee 499
Congregationalists on the Committee. He declined
to serve and his place was taken by Prof. vSamuel
Ives Curtiss, D.D., of Chicago. Owing to his frequent
absence in Palestine, Dr. Curtiss never met with the
Lesson Committee. In vSeptember, 1904, he passed
to his rest and his reward, thus leaving a vacancy on
the Committee.
It only remains for the Committee to say that the
work committed to their charge has been done as
thoroughly as it was possible for them to do it, and
though at times the burden, especially on some of the
sub-committees, has been heavy, it has been gladly
borne, and the Committee desires to testify to its grati-
tude to Almighty God for his watchful care over them,
and for his loving kindnesses, which have been new
every morning and fresh every evening.
In behalf of the Committee,
John Potts, A. F. Schauffler,
Chairman. Secretary.
Note. — As an example of what is meant by a " continuotts " course, the
following may illustrate my meaning : When studying the Acts in the In-
ternational Course, have an advanced course on the Epistles. When study-
ing the Divided Kingdom, have a course on the Prophets. When studying
the Exile, have one on the Prophets and later psalms.
DENOMINATIONAL RELATIONS AND
CONSTITUENCY
The
Relation of the International Sunday-school
Association to Denominational Work
JOHN R. PEPPER
Clearing
House
What the great
is to the vast and varied banking
interests of the financial world, the
Organized International Sunday-
school work is to the many Christian
denominations co-operating with it.
Banks existed and did much
business in an isolated capacity
long before the clearing house was
established, but the world at large
knew very little about the tremen-
dous aggregate volume of business
its immense influence upon the com-
transacted, and
mercial world.
So the many noble and useful denominations of Chris-
tian men and women had most honorable history touch-
ing Sunday-school activity as well as various other
lines of church industry and benevolence many decades
before the Organized International phases of Sunday-
school work, as now prosecuted, were dreamed of.
But, as the bank doing business within special limits
found its life pulse greatly quickened and its functions
much enlarged by connection with the centers of finan-
cial power, through the medium of the clearing house,
so also have the many denominations had larger ministry
and wider horizons by fellowship in labor for the lifting
of all to better levels of service, the result of which
presents to the world to-day an army that can touch
finger tips around the globe. Each division of this
great army is clearly marked in its encampment line,
yet every soul possessing the same splendid spirit of
500
Relation to Denominational Work 501
loyalty to the great Captain and a heart beat in unison
with each other.
Some of the Benefits, i. A spirit of brotherly kindness
and fraternity unknown among the same fellow Chris-
tians before.
2. A magnificently organized plan for the study of the
Word of God, and the only plan thus far devised for all
denominations to use the same portions at the same time.
3. The only common ground upon which all Christians
meet for the betterment of the Sunday-school work,
furnishing a permanent basis for world-wide conquest.
4. The creation of a body of literature by educated
and trained experts, covering not only a vast field of
Biblical research gathered around one common series
of international lessons on the one hand, but also supply-
ing increasingly large and helpful instruction concerning
minute details of practical Sunday-school work in all
departments. This would not be possible save as under-
taken interdenominationally.
5. The aggregation of strength brought to pass by
combining the interests of all in one for reaching and
aiding the smallest and most obscure school, not only
on the North American continent, but in the uttermost
parts as well. Tens of thousands of conventions, insti-
tutes and kindred meetings for helpfulness are held over
the wide world annually, which could not be done by any
separate denomination, however strong and resourceful.
6. An Inspirational and not a Competitive Service. It
is necessary that this point should be set in broad-face
capital letters, because of the bleared and even blind
vision of some. From, the very birth morning of the
International Lesson System and all that has gathered
about it since, it was determined to make it purely an
handmaiden of service to all who should choose to use
it and in no sense interfere or enter into competition with
denominational interests.
For that very reason the International Lesson Com-
mittee had its duty made clear cut and perfectly defined
502 Denominational Relations and Constituency
right from the beginning, — thirty-three years ago, —
being permitted to select only the title, the Scriptural
text, Golden Text, Bible Readings, etc., without giving
a single word of comment of any kind. All treatment
of lessons as given by the Committee is committed
entirely to the Denominational Lesson Writers, to be
given from their particular view points.
This arrangement is evidently not understood by
thousands of Sunday-school workers, in view of the fact
that members of the Lesson Committee are having con-
stant demands for commentaries and other printed
matter supposed to be issued by the Committee. This
erroneous and hurtful notion has militated in some
quarters against the whole organized plan of Inter-
national Sunday-school work. Such assumption of
denominational rights was never contemplated on any
part of the ground, and should it ever be undertaken,
even remotely, it would mark the day of decadence of
the Interdenominational Sunday-school work as a just
reward for so short-sighted and unwise a policy.
So vital to the perpetuity of the work is the last point
made, this writer feels that no more fitting close could
be given to * ' the relation of the International Sunday-school
work to the denominational ivork " than to embody here
the clear and emphatic resolutions passed by the Central
Committee of the International Sunday-school Asso-
ciation, at its meeting held at Clifton, Mass., August
22-25, i9°5' ^s follows:
" Inasmuch as the International Sunday-school
Association derives its constituency, its opportunity
for service, and its income for prosecuting its self-im-
posed work from the membership of the churches of
the various denominations, and as the publication and
the sale of the different Denominational Lesson Helps
and other Sunday-school literature is the unquestioned
right of each denomination, therefore be it
" Resolved, That it is not the province and never has
been the practice of the International Sunday-school
Relation to Denominational Work 503
Association, or that of any of its related organizations,
to enter into the publishing or the sale of lesson helps, or
any business relations that would seem competitive with
such publishing houses, and it has in the past studi-
ously sought to -avoid such relations.
' ' Resolved, That the permanency and the highest success
of the International Sunday-school Association depends
upon maintaining an impartial co-operative relation
with said publishing houses, and that any other course
will endanger the real usefulness of all interdenomi-
national co-operative work.
''We, therefore, recommend that no State secretary or
paid employee of state, provincial, or territorial organi-
zation engage in the sale of lesson helps or literature,
but maintain a loyal relation to the publications of all
denominational publishing houses."
When it is remembered that this committee, acting
in the interim of the triennial conventions of the Asso-
ciation, represents the entire Executive Committee,
which is made up of one member from each state, prov-
ince and territory of the United States and Canada,
and that this Committee further represents all the
denominations co-operating with the Association, in
fact, that this Committee speaks for the entire constitu-
ency on this continent, the voice of the International
Sunday-school Association is heard concerning the real
relation of the Association to the many religious denom-
inations that constitute its general body.
The whole and only purpose of this discussion is to
set forth in perfectly unmistakable terms, if possible,
the very close, intimate and even dependent relation
between all the parties interested, and to brush away
the fog that has beclouded the minds of some on the
points here given. " We be brethren " of one family all,
and one member cannot suffer without the entire house-
hold being touched. Information, inspiration, co-opera-
tion and evangelization should be, and is, the happy-
voiced quartette of so large and so flourishing a family.
THE CONSTITUENCY
State, Provincial and Territorial Organizations
ALABAMA
International Committeeman . , . . J. S. Carroll, Troy.
International Vice-President . . . . J. B. Greene, Opelika.
President State Association . . . . E. J. Russell, Athens.
Chairman Executive Committee . . George G. Miles, Montgomery.
General Secretary Joseph Carthel, Montgomery.
Primary Secretary Miss Minnie S. Kennedy, Opelika,
Superintendent Home Department . Miss M. E. Smith, Opelika.
E. J. Russell
G. G. Miles
Alab.\ma was or-
ganized in 1879. The
state association was
reorganized in 1890.
Alabama has 67
counties. Of these 55
are organized, 13 are
banner counties.
There were 657 dele-
gates, representing 52
cov:nties in attendance
\ipon the last state con-
vention. The contri-
butions for the support
of the work are slowly
but steadily increasing.
In some counties the work is getting to be thorough. The report of the
Dallas County Convention showed that all of the Sunday-schools in the
county, except two, were represented in the county or one of the district
conventions during the year. The organized districts hold from one to
four conventions a year. Many of these report every^ Sunday-school repre-
sented in one or more of the conventions during the year. About sixty
per cent of the districts in the state are organized.
In the last triennium our three large cities, several of the smaller ones, a
number of towns and some country places have made a house to house
canvass. The Sunday-schools that carefully followed up the work of the
canvass secured fine results. Those that neglected to do this got but little
benefit from it.
The Home Department is being worked successfully in city, town and
country schools. There has been marked development of the primary work
The teachers' associations are important factors in improving the work in
some of the towns and cities. The Sunday-school revival, where carefully
planned and guarded, has been a helpful method for increasing the attend-
ance of the schools adopting it. Emphasis should be laid upon the necessity
for guarding against the dangers incident to this plan.
Official Visiting Day has been adopted by some of our district associations.
504
The Constituency 505
ALASKA
No Territorial Organization
International Committeeman, Rev. Sheldon Jackson, D.D., LL.D.,
Washington, D. C.
The first church to commence work in Alaska was the Russian Orthodox
Church, in August, 1794, at Kadiak. During the nineteenth century this
church established congregations and built chapels in every Aleut settlement
from Sitka to the western limit of the Aleutian Islands but did not have any
Sunday-schools.
The first missionaries to enter Alaska after the transfer of the country to
the United States, and establish both missions and Sunday-schools, were
Rev. Sheldon Jackson and Mrs. Amanda R. McFarland, at Wrangell,
August 10, 1877.
The success of Presbyterian Missions in Sotitheastem Alaska awakened
an interest ainong other denominations, and in the order named missions and
Sunday-schools were established by the Presbyterians (1877), Roman
Catholics (1878), Moravian (1884), Episcopalians (1886), Baptists (1886).
Methodists (1886), Swedish Evangelical Union (1887), Friends (1887),
Congregationa lists (1890), and Norwegian Evangelical Lutheran (1900).
Wherever the churches opened mission stations, they opened Sunday-
schools as important adjuncts to their work. With the opening of Protest-
ant Sunday-schools, similar schools were opened at the missions of the
Roinan Catholic Church, and also at the more prominent stations of the
Russian Orthodox Church.
In 1885 the United States Bureau of Education commenced the establish-
ment of public schools in Alaska. Wherever a public school existed in a
village that had no mission, and the teacher of the school was a Christian
(as many of them are), the teacher established and maintained an unde-
nominational Sunday-school.
As a rule there is but one Sunday-school in a community, and some of these
are one hundred miles from the nearest school, with a wilderness between.
The isolation of the Sunday-schools in Alaska has so far prevented any
organization but with the development of its resources and the incoming
of a larger population, the time will come for the establishment of Su:iday-
school Associations.
ALBERTA
No Provincial Organization
International Committeeman Rev. Prin. A. O. McRae, Calgary.
International Vice-President J- F- Fowler, Wetaskiwin.
ARIZONA
International Committeeman "VM alter Hill, Prescott.
International Vice-President Ostora Gibson, Tombstone.
President Territorial Association Walter Hill, Prescott.
Chairman Executive Committee Walter Hill, Prescott.
Secretary Fr\nk C. Reid, Flagstaff.
5o6 Denominational Relations and Constituency
William Reynolds, of Illinois, organized the Arizona Association
March 31, 1890, at Phoenix. Rev. F. D. Rickerson was the first president
and M. W. Messinger, secretary and treasurer.
In February, 1894, a two days' convention was held in Phoenix, with Mr.
Reynolds present. No convention was held in 1895, but the following year
a three days' convention was held at Flagstaflf; and thereafter annual con-
ventions were held until 1900, when a break was made until the following
spring to permit the presence of the International Sunday-school party.
Conventions were held in 1902 and 1903, since which time no convention of
the territorial association has been held.
The records are incomplete, the unexpected and untimely death of
Mr. Messinger, the faithful and beloved secretary from the time of organiza-
tion until his decease, having left us without knowledge concerning some of
the books and papers. Search has been made for them, but they have not
been found.
Organized work in Arizona has thus far done but little, but we hope for
better things. Phoenix and Maricopa county were for a long time our only
organized town and county; but we now have two additional counties
organized, Yavapai and Cochise.
ARKANSAS
International Committeeman
International Vice-President
President State Association .
Chairman Executive Committee
General Secretary
Home Department Secretary
Teacher-Training Secretary .
Primary Secretary
Temperance Secretary . . .
Next State Convention . . .
Gen. B. W. Green, Little Rock.
J. R. Gregson, Jonesboro.
S. Q. Sevier, Camden.
Gen. B. W. Green, Little Rock.
Rev. W. Fred Long, Little Rock.
Rev. J. D. Hammons, Little Rock.
Mrs. L. L. Whitney, Little Rock.
Miss Minnie Allen, Pine Bluff.
Mrs. LuLA A. Markwell, Little Rock.
Jonesboro, June, 1906.
The Arkansas Sun-
day-school Association
was organized in 1878.
At the first state con-
vention in 1 88 1 only
three counties were
represented.
There was no defi-
nite work undertaken
until 1889 when Wil-
liam Reynolds of Illi-
nois, made a visit to
Arkansas in the inter-
est of the International
work, and succeeded in
perfecting an organiza-
tion. Annual meetings have been held regularly since 1896. The
convention of 1901 was visited by International workers in their trans-
continental tour. The sum of $600 was secured for the salary of a field
S. Q. Sevier
Rev. W. F. Long
The Constituency 507
secretary for the followftig year, and Rev. G. A. Henderson was appointed
to that work. Sixteen organized counties were represented at that
convention.
One year later Rev. W. Fred Long was employed for a year, though the
association had only a subscription of less than $400 to offer him as a salary.
He accepted the place with the understanding that if the salary could not be
raised there should be no debt created. He has been elected every year
since and is now the general field secretary of the association, giving his
whole time to the work. There are forty-three counties organized with
thirty-two yet to be organized before we can claim the state fully at work.
During the year 1905 there was organized in connection with the associa-
tion the Seventh International Summer Teachers' Training School. The
Arkansas Sunday-school Herald, owned by the association, is a prosperous
journal, in its third year.
BRITISH COLUMBIA
International Committeeman . . . Noah Shakespeare, Victoria.
International Vice-President . . . Capt. Geo. Telford, Vancouver.
President Provincial Association . . Noah Shakespeare, Victoria.
The British Columbia Association was suggested on May i, 1900, by
Rev. W. C. Merritt, Superintendent of Sunday-school work for the State
of Washington. May 19, a meeting of the Sunday-school superintendents
of Victoria was held, at which it was decided to organize a branch of the
International Sunday-school Association. On July 1 1 , a meeting of Sunday-
school workers was called, and with the presence and co-operation of the Gen-
eral Secretary of the International Association, it was decided to organize
the Province of British Columbia. Following this, the Victoria district
was organized, and the first Provincial Convention held in Victoria on
November 27, 1900. On May 20, 1901, the second district, Vancouver,
and the lower mainland, was organized. The second Provincial Convention
was held in Victoria, September 19, 190 1. The third convention was helJ
at Nanaimo, December s, 1902 The fourth convention was held in Van-
couver, November 26, 1903. The fifth convention was held in Victoria,
October 28, 1904. Mr. Noah Shakespeare is President of the Provincial
Association and chairman of the conventions for five years, and to his ener-
gies and devotion is due, to a very large degree, the success of the work in
the Canadian Northwest.
British Columbia covers many thousands of miles in extent, and it is
impossible to do more than organize the chief centers of Victoria, Vanco\i-
ver and Nanaimo. The work already done has brought good results in
harmonizing the denominations, and in increased ability for intelligent
Sunday-school work.
Our plans for the immediate future are to strengthen the districts, already
organized, and as soon as possible to organize in the Kootenay and other
districts.
5o8 Denominational Relations and Constituency
CALIFORNIA (NORTH)
International Committeeman . . .CM. Campbell, Sacramento.
International Vice-President . . . Silas W. Mack, Monterey.
President State Association . . . .CM. Hill, D.D., Berkley.
Chairman Executive Committee . . Rev. H. H. Bell, D.D., San Francisco.
General Secretary C R. Fisher, San Francisco.
Primary Department Miss Sadie Eastwood, San Francisco.
Home Department Rev. S. C Patterson, San Francisco.
Teacher-Training Department . . . I. N. Halliday, Oakland.
Temperance Department .... Rev. Geo. McCormick, Salinas.
Last Convention Stockton, April 12-14, IQOS'
Out of 48 counties
in our territory, 3,3, are
organized, and have
district associations.
Some of the remaining
counties are " unor-
ganizable."
The association has a
full set of ofificers, in-
cluding Primary and
Junior, Teacher-train-
ing, Home and Tem-
perance Department
Superintendents .
During the past year
headquarters have
been established, and an assistant secretary placed in the office, who is
capable of doing field work as well. Our work has been centralized and
greatly strengthened.
For the first time in several years we can report that, practically speaking,
we are out of debt. The expenses of our association amount to about $5,000
per year. This amount is raised by pledges and free-will offerings from
schools and individuals.
We have an official organ. The California Sunday-school Register, a six-
teen page paper, edited by the general secretary.
C. M. Hill, D.D.
C. R. Fisher
CALIFORNIA (SOUTH)
International Committeeman . . Gail Borden, Los Angeles.
International Vice-President . . . Rev. Hugh K. Walker, D.D., Los
Angeles.
President State Association. . . . W. C. Weld, Riverside.
Chairman Executive Committee . T. S. To.mpkins, Pasadena.
General Secretary Hugh C Gibson, Los Angeles. ,
Primary Department Supt Mrs. C. A. Baskerville, Los Angeles.
Home Department Supt Mrs. A. J. Bartlett, Los Angeles.
Teacher-Training Department Supt. Mrs. Stella B. Irvine, Riverside.
Temperance Department Supt. . . Mrs. Geo. W. Dugger, Pasadena.
The Constituency
509
W. C. Weld
T. S. Tompkins
Hugh C. Gibson
The organization of a Sunday-school t-ssociation to comprise the nine
southern counties of California was made necessary by reason of the distance
from San Francisco and was made highly expedient by reason of the homo-
geneous character of the people of this section. The organization was per-
fected in November, 1891, and the first annual convention of the associa-
tion was held in March, 1892. From that time until October, 1904, the
work was conducted by local workers. Hugh C. Gibson was called from
Illinois in October, 1902, to undertake the work as general secretary.
The work, therefore, of the Southern California State Sunday-school Associa-
tion is really at the very beiginning of its wider usefulness and general
effectiveness. The Association now coinprises 379 schools, 65,650 scholars,
5,405 teachers and loi Home Departments. Eight counties are fairly well
organized.
The plans include the organization of each county for local work through
conventions and institutes in association with the great annual State Con-
vention, and a tour to reach especially the weakest parts of the state by a
company of the best Sunday-school workers to be secured. Our chief prob-
lem is to bring about the hearty cooperation and unanimity of all the
denominations. No effort will be spared to bring the state work of Southern
California to the point of its highest efficiency and worthy of the great
sisterhood of the International Association.
COLORADO
International Committeeman S. H. Atwater, Canon City.
International Vice-President J. W. Jackson, Denver.
President State Association S. H. Atwater, Canon City.
Chairman Executive Committee S. H. Atwater, Canon City.
General Secretary Rev. John C. Carman, Denver.
Home Department J- D. Warner, Denver.
Teacher-Training Department Mrs. Jean F. Webb, Denver.
Primary Department Mrs. J. A. Walker, Denver.
Messenger Department Rev. John C. Carman, Denver.
Men's Department James E. Work, Fort Morgan.
Next State Convention Denver, June 12-14, 1906.
5IO Denominational Relations and Constituency
The Colorado State Sunday-School Association
was organized in Golden twenty-five years ago.
The first secretary was Joseph Clark, now general
secretary of Ohio.
The faith and foresight of those early leaders
have been nobly seconded by other leaders of
skill and notable consecration.
At present j,^ county associations minister to
87 per cent of the Sunday-schools of the state.
The state organization reaches practically all the
others.
Fourteen of these county associations have
attained to the front line position, the highest
standard of excellence in America. Fourteen are
T^ T ^ r- banner counties and five are star counties.
Rev. J. C Carman c ^i ^ ^ • ^ j • j j
Many 01 the schools are introducing graded
organization and are securing graded original written preparation -of
the International and of supplemental lessons.
State and county superintendents are pressing upon the attention of
Sunday-school officers and teachers, by means of literature, letters, personal
visiting, conventions, institutes, summer schools, the most approved prin-
ciples and methods of organization, teaching, training. Cradle Roll and
Primary Work, Home Department, Men's Department, Messenger Depart-
ment, Decision Day and House-to-House Visitation Work.
Hopes for the immediate future are: Some new county organizations,
more perfect city organizations, many more front-line Sunday-schools, and
a second employed State Field Worker.
CUBA
No Organization
.International Committeeman Rev. P. RioSECO, Havana.
Sunday-school work in Cuba really began with the American occupation
of the island in 1899. Prior to this, Protestantism had been scarcely
tolerated in Cuba and only three of the larger denominations of Evangelical
Christians had undertaken to establish their missions, — the Episcopalians,
the Baptists and the Methodists. Their coming to Cuba was in the order
named.
Mr. Rioseco says; " Since the occupation of the island by the Americans,
the door has been wide open for missionary effort and it is really an inviting
field. Each year sees a decided advance, and judging from reports, Cuba
as a field for missionary enterprise is one of the most promising, especially
when considered from the point of view of the Sunday-school. It was my
privilege and honor to be appointed the first Sabbath-school missionary of
the Presbyterian Church for Cuba, and I have been on the island for nearly
seven years, organizing schools and working among the children and young
people. My work has been confined principally to the city of Havana, but
I have had the opportunity of visiting all the important towns in the western
half of the island and have everywhere noted the easy access one has to the
children. The parents, though reared in an atmosphere impregnated with
the dogmas and superstitions of the Roman Church, are perfectly willing
The Constituency
511
to have their children attend the Sunday-schools, and it is not difficult to
gather half a hundred children at any of our mission stations. The ob-
stacle that most retards the growth and development of the Sunday-school
in Cuba is the lack of capable teachers. No organized attempt has been
made to impress upon the more intelligent converts the great privilege a
Christian has in being able to instruct the children and inculcate the truths
of the gospel in them. It would be an excellent thing for a committee of the
International Sunday-school Association to visit Cuba this coming winter,
and arouse the missionaries to the vital importance of having a better and
a more thoroughly equipped Sunday-school. We are to hold a national
conference of the Young People's Societies and Sunday-schools of Cuba in
the city of Matanzas in February, 1906."
CONNECTICUT
International Committeeman S. H. Williams, Glastonbury.
International Vice-President Seward V. Coffin, Middletown.
President State Association S. H. Williams, Glastonbury.
Chairman Executive Committee . . . . S. H. Williams, Glastonbury.
General Secretary Rev. Elliott F.^ Talmadge,
Wauregan.
Next State Convention Hartford, Nov. 7-10, 1905.
The Connecticut Sunday-School Union held its
first annual meeting, May 5, 1825, in Hartford.
The first " State Convention of Connecticut
Sabbath-School Teachers assembled in Hart-
ford in the Pearl Street Congregational Church,
Tuesday, April 28, 1857." Since that date the
State association has existed in about its present
form. From 1857 until 1869 Henry Clay Trum-
bull was its most energetic, consecrated and
efficient secretary. His work in discovering and
revealing the needs in " outlying districts," in
organizing and maintaining Sunday-schools,
can hardly be overestimated. The successors of
Dr. Trumbull have been as follows: W. I.
Fletcher, John D. Wattles, Leonard W. Parrish,
George H. Wattles, Clarence B. Willis, William
H. Hall, George S. Deming, and, since 1903, Elliott F. Talmiadge.
For many years much attention was given to missionary effort and to
the planting of new schools ; but since the entrance of so many other forces
into the field of direct evangelistic effort the Association has thrown the
emphasis upon the " fostering of Sunday-school efficiency and interest."
The management of the association is in the hands of a board of directors,
composed of the officers (president, vice-president, secretary, treasurer and
auditor) and three members from each of the eight counties of the state.
Members of this board are elected at the State Convention which is held
biennially. This board meets semi-annually, but appoints from its own
number an executive committee of five, which meets monthly and has the
immediate supervision of all work.
E. F. Talmadge
5^2
Denominational Relations and Constituency
DELAWARE
International Committeeman
International Vice-President
President of State Association
Chairman Executive Committ
General Secretary
Home Department Secretary
Teacher-Training Secretary .
Primary Secretary
Next State Convention . . .
ee
C. H. Cantwell, Wilmington.
S. H. Banyard, Wilmington.
C. H. Cantwell, Wilmington.
Walter O. Hoffecker, Smyrna.
Miss Maggie Wilson, Seaford.
Rev. J. E. Franklin, Wilmington.
Mrs. Lottie T. Brockson, Townsend.
Miss Florence Burke, Magnolia.
Middletown, April, 1906.
We were unable,
after strenuous
effort, to obtain
a picture of Mr.
Hoffecker. — Ed.
W. O. Hoffecker
from every school in the state.
The Delaware State
Sunday-School Associ-
ation was organized
April II, 1 888, and
the State Convention
has been held each
successive year.
Every county is or-
ganized, and every
hundred (township)
save three, and the
strength of this or-
ganization is shown
in the fact that last
year a statistical re-
port was obtained
Miss M. Wilson
— a splendid indication of work.
We have but three counties. One has reached the " Banner " mark,
another will have reached it before 1905 closes, and the third is nearing it.
Our conventions are well attended, and are fruit-bearing. Last year a gain
of 100 per cent in the number of conventions was made. For the coming
year we are planning to strengthen and render more effective our Hundred
Association work and to push vigorously Teacher Training, Home Depart-
ment, Primary and I. B. R. A. work.
For an increased interest in Sunday-school work, for the splendid increase
in Sunday-school enrollment, for the large number of scholars won for Christ
and the church in the year that is past, we render hearty praise and thanks-
giving unto our Heavenly Father, and hopefully, trustfully, joyfully, take
up the work before us.
DISTRICT OF COLUMBIA
International Committeeman .... W. W. Millan, Washington.
International Vice-President .... W. S. Shellenberger, Washington.
President Association W. W. Millan, Washington.
Chairman Executive Committee . . W. W. Millan, Washington.
Field Worker J. H. Lichliter, Washington.
President Primary Union Mrs. Amy May Gray, Washington.
President Home Department Union . Mrs. M. M. Mitchell, Washington.
Next Convention Oct. 30, Nov. i, 1905.
The Constituency
513
A Sunday-school Union was organized in the
District of Columbia at a meeting of superintend-
ents and others interested in Sunday-school work,
held October 11, 1S80, in the chapel of the Young
Men's Christian Association. Prior to this for a
number of years, certainly as far back as 1875,
there 'had existed a Superintendents' Union,
which held meetings more or less regularly.
For a number of years the new Union held
monthly meetings. In 1 888 the organization was
modified, and the management of affairs en-
trusted to a " Council " composed of the super-
intendents of all the schools in the Union. This
covmcil met monthly. In 1894 the first of the
present series of annual conventions was held,
and the organization changed to its present form,
the management being intrusted to an Executive Committee composed of
the five officers and fifteen others chosen by the convention. No changes
have been made since 1894, except that the Executive Committee has been
increased to twenty-five inckiding the officers, and the name changed
to " The Sunday-school Association of the District of Columbia."
A convention has been held each year since 1894. Under the old Super-
intendents' Union and the Sunday-school Union of the District of Columbia
numerous notable institutes were held, and the district was visited by many
prominent workers.
The work is well organized and in good condition. We look to the future
with hope. Sunday-school enrollment is increasing; methods are improv-
ing; interest is strong.
W. S. Shellenberger
FLORIDA
International Committeeman H. C. Groves, Ocala.
International Vice-President J. P. Hilburn, Ocala.
President of State Association .... W. J. Carpenter, Tampa.
Chairman Executive Committee . . . H. C. Groves, Ocala.
Primary Secretary Mrs. W. N. Coats, St. Petersburg.
We were unable,
after strenuous
effort, to obtain
a picture of Mr.
Carpenter. — Ed.
W. J. Carpenter
At the last session of the Florida Convention
at Tallahassee, steps were taken looking to the
securing of a state worker. Denominational
district conventions held by Baptists and Metho-
dists have considerably encouraged attendance
upon the Sunday-schools. There seems to be
a great opportunity and need in Florida for
general and progressive work.
The latest statistics from Florida, 1898, gave a
total enrollment of 107,449 in 2,400 Sunday-
schools. There were i 2,1 19 officers and teachers
engaged in leadership and instruction. An ap-
preciation of the importance of organized inter-
denominational work would be a great stimulus
toward practical results.
514 Denominational Relations and Constituency
GEORGIA
IntcFnational Committeeman . .
International Vice-President . .
President State Association . .
Chairman Executive Committee .
Frank L. Mallary, Macon.
Mant Hood, Savannah.
George Hains, Augusta.
George Hains, Augusta.
Primary Department Mrs. E. S. Chipley, Edgewood. .
Home Department J. H. Miller, Madison.
Teacher-Training Department . . Rev. C. O'Neal Martindale, Newnan.
During the years 1 898-1 901 interest in the
work of the state organization was at a low
ebb, but in J002 matters began to mend and
some beginnings were made of re-organization.
The thirtieth annual convention at Madison in
1903 was marked by the securing of pledges to
the amount of one thousand dollars, and for
six months of the year following a field worker
was employed wha, in that time, organized
thirty-five counties. The convention of 1904,
at Macon, was an enthusiastic one and has given
much impetus to the work through the state.
During the months of April and May, 1905,
conventions were held in nine of the fifteen
districts of the state and a considerable num-
ber of equally successful county conventions,
and the work of organizing the counties has progressed finely. It is de-
sired to greatly increase the number of district conventions, but the field
is too large for one man, and an additional worker is needed to realize
our plans.
George Hains
IDAHO
International Committeeman Rev. W. H. Bowler, Shoshone.
International Vice-President Prof. Freehaver, Council.
President State Association Rev. W. H. Bowler, Shoshone.
Chairman Executive Committee .... Rev. W. H. Bowler', Shoshone.
Superintendent Primary Department . . Mrs. A. J. Simmons, Boise.
Superintendent Normal Department . . . Rev. H. A. Lee, Weiser.
The Idaho Association was organized in 1896 at Boise, with H. E. Neal
as president and E. C. Cook, secretary. These officials served six years.
For three years the association published a state paper. Lack of financial
support caused the suspension of the paper as well as the practical cessa-
tion of vigorous work. The prospects seem bright for some good work in
the near future.
Three delegates went from Idaho to the Toronto convention, and we
hope Idaho will have considerable benefit from the efforts of the field worker
in the northwest.
The Constituency
515
IOWA
International Committeeman J- F. Hardin, Eldora.
International Vice-President Wm. Tackaberry, Sioux City.
President of State Association . . . . A. F. N. Hambleton, Oskaloosa.
Chairman Executive Committee . . . . C. J. Kephart, D.D., Toledo.
General Secretary B. F. Mitchell, Des Moines.
Home Department Secretary Mrs. J. B. Short, Fairfield.
Teacher-Training Secretary Rev. Wm. Murchie, Red Oak.
Primary Secretary Miss Grace Wood, Fraser.
Temperance Secretary Miss Lena Yeaton, Knoxville.
Next State Convention Council Bluffs, June, 1906.
A. F. N. Hambleton
C. J. Kepjiakt, D.D.
P>. F. MiTCHELI.
In 1835 the first Sunday-school was organized at Burlington. In 1865
the first county conventions were held. A small company of workers
assembled at Clinton, September 20, 1865, some driving over two hundred
miles, and organized the State Association. Ten men were appointed to
visit other State Associations and study their methods of work. Years
of light and shadow followed, yet annual conventions were held.
At present all the ninety-nine counties are organized and over 60 per cent
of the townships. There are twenty-four districts represented by a member
on the State Executive Board; four salaried workers; association head-
quarters maintained; six departments of work with secretaries of each;
standards for Banner counties and townships used ; the apportionment plan
is used for finances, and this year, the first in many, found all bills paid.
Statistics are gathered by county and township officers; twenty-five forms
of printed leaflets are furnished ; four general canvasses of the state have
been made and four annual Decision Days observed.
The purpose and plan of work are becoming better understood and the
spirit of cooperation is deepening. God has greatly blessed the work to
the increase of the efficiency and membership of our schools. For this
year " forward " along all lines. Tours are planned for conventions and
institutes and Teacher-Training School next summer.
5i6 Denominational Relations and Constituency
ILLINOIS
International Committeeman A. H. Mills, Decatur.
International Vi'^e-President W. B. Rundle, Clinton.
President State Association Henry Moser, Sheridan.
Chairman Executive Committee A. H. Mills, Decatur.
General Secretary W. B. Jacobs, Chicago.
Home Department Secretary C. E. Schenck, Paris.
Teacher -Training Secretary Mrs. A. E. Northrop, Whcaton
Temperance Mrs. M. P. Stevens, Peoria.
Primary Mrs. H. L. Hill, Chicago.
Next Convention Kankakee, May, 1906.
The Illinois Sunday-School Association was
organized in Dixon in 1859, since which time
it has regularly met each year in annual" con-
vention. Its founders were men whose names
have since been associated with every advance
movement for better Bible study and improved
Sunday-school methods. The object of the as-
sociation is two-fold. I. Missionary, or " in-
gathering," and (2) Educational, or " u-jibuild-
ing." The aim is to reach every person in
every part of the state. The methods include,
the organization of a Sunday-school within
reach of every family in the state ; house-to-
house visitation and normal institutes. The
work of the state association is under the direc-
tion of an executive committee of fifteen mem-
bers who meet three times a year. The state is divided into twenty dis-
tricts, each under the charge of a president who is ex-officio a vice-
president of the state association. Every one of the 102 cotmties has a
living organization, evidenced by the holding of an annual convention.
Six field workers are employed. There are 1,579 townships and pre-
cincts in the state, niost of which have township organizations, tinder
whose auspices more than 1,670 conventions were held last year.
Special features of the work in Illinois are: Thoroughness of organiza-
tion; the visitation of each school by the township president, and efficient
normal work under the direction of a competent superintendent. The
work and organization are of high standard. Illinois has nearly 7,900
Sunday-schools .
Henry Moser
INDIANA
International Committeeman .... W. C. Hall, Indianapolis.
International Vice-President . . . . E. J. Humpe, Richmond.
President State Association .... W. C. Hall, Indianapolis.
Chairman Executive Committee . . W. C. Hall, Indianapolis.
General Secretary Rev. E. W. Halpenny, Indianapolis.
Elementary Department Mrs. E. W. Halpenny. Indianapolis.
Home Department Mrs. D. W. Thomas, Elkhart.
Messenger Department Rev. C. C. Bonnell, N. Vernon.
Teacher-Training Department . . . . Rev. E. W. Halpenny, Indianapolis.
The Constituency
517
The first Sunday-school was organized in
New Albany in 181 8 by Rev. Isaac Read. The
first county Sunday-school organization was in
Daviess County at Washington, July 5, 182Q.
The first attempt to organize the state as an
association was about 1832-33. This organ-
ization was maintained for a few years. A
second organization was effected in October, 1S57,
when 223 Sunday-schools reported. The present
organization was effected on June i, 1865, at
Indianapolis.
Wni. H. Levering, of LaFayette, from whom
these facts were obtained, reported his school
among the 2 2 3 at the Convention of 1857. He has
been identified officially with a Sunday-school
and Sunday-school work for over seventy years.
The condition of Indiana at present is full of hope and good prospect. Dur-
ing the past year, on a wave of conviction, rather than enthusiasm, it en-
rolled 1,000 in the Teacher-Training Department. The other departments
are clamoring for attention, and the state is hastening to meet the demands.
All the aspects of the work are now classified into departments: (a)
Finance, {b) Elementary Grades, (c) Extension, {d) Education and {e)
Evangelism and Reform. Each department is in charge of a tub-committee
from the State Board of Directors, with advisory members from the state.
The organization of cities is one of the thoughts uppermost in the mind of
the State Association. The interests of the Home and Teacher-Training
Departments are being urged, and it is the plan to soon place a worker in
the elementary grades in the field.
Rev. E. W. Halpennv
INDIAN TERRITORY
International Committeeman D. M. Marrs, Vinita.
. Dr. W. T. Jacobs, Muscogee.
International Vice-President .
President Territorial Association
Chairman Executive Committee
Secretary
S. B. Dawes, Muscogee.
George J. McClure, Coalgate.
D. M. Marks, Vinita.
S. B. Dawes
The Sunday-School
Association of the In-
dian Territory was or-
ganized three years
ago. Rev. Thomas
Lane, Dr. W. T.
Jacobs and D. M.
Marrs attended the
Denver Convention as
the first delegates from
the Indian Territory to
the International Sun-
day School Associa-
tion. They returned
so filled with its spirit
G. J. McClure
5i8 Denominational Relations and Constituency
that they set to work to effect an organization, which they did in Novem-
ber, 1902. Twelve hundred schools have been reported to the Association,
and there are many not reported. The work lacks organization and
local workers, and needs help from the international field workers. There
being no organized counties, it is difficult to effect county and township
conventions, etc.
Many of the denominations fail to support the international work on the
ground that the denominational schools should have first attention, which
often means that no other sort of work is attempted.
Indian Territory is a new country and everything is in a state of transi-
aon. Statehood is expected soon and many prefer to wait on settle!
government. Should Indian Territory and Oklahoma be admitted as one
state, we expect to merge the two Sunday-school associations. The field
is a marvelously rich one and is ripe for the harvest. There are vast num-
bers of children in the Indian Territory white, black and red, who never
saw a Stmday-school, and know nothing of Jesus, the Saviour of men and
women and little children.
KANSAS
International Committeeman Don Kinney, Newton.
International Vice-President E. R. Burkholder, McPherson.
President State Association E. R. Burkholder, McPherson.
Chairman Executive Committee . . . James H. Little, La Crosse.
General Secretary J. H. Engle, Abilene.
Superintendent Primary Work .... Mrs. R. B. Preuszner, Lawrence
Next Convention Lawrence, May 1-3, 1906.
E. R. Burkholder
J. H. Ln
J. H. Enc.le
The Kansas Sunday-School Association was organized at Atchison in
1866. In May, 1905, the fortieth annual convention was held at Hutchin-
son with more than twelve hundred delegates present, and an equal
number of visitors, from 74 of the 105 counties of the state. All
counties have been organized. The attendance at these state conventions
has varied from a few hundred, representing fewer than a dozen counties,
to 1,200 from ninety-four counties. For five years the policy has been to
induce each county to choose a delegate-at-large whose duty it is to secure
The Constituency
519
the largest and most creditable delegation possible and to go, at county
expense, at its head, to the state convention.
For more than twent^^ years paid secretaries have been employed. Rev.
J. A. Bright, Mr. George Bourne, Rev. A. P. George, Mr. J. F. Drake and
Mr. J. H. Engle have successively served in this position, the last named
being the present general secretary. An office secretary has been employed
since 1900.
An additional field worker will be added to the force as soon as a suitable
person can be found. Primary and teacher-training superintendents are
maintained. Hoine Department and temperance workers are about to be
announced. Mr. James H. Little, of La Crosse, has served for three years
as chairman of the state committee.
KENTUCKY
International Committeeman . . John Stites, Louisville.
International Vice-President . . W. J. Thomas, Shelbyville.
President State Association . . . W. J. Brown, Somerset.
Chairman Executive Committee . C. J. Meddis, Louisville.
General Secretary Prof. E. A. Fox, Louisville.
Home Department Secretary . . Dr. H. G. Ogden, Louisville.
Teacher-Training Secretary . . . Prof. H. K. Taylor, Beechmont.
Primary Secretary Miss Nannie Lee Frayser, Louisville.
Next State Convention Ashland, 1906.
W. J. Brown
C. J. Meddis
Prof. E. A. Fox
The State Association was organized at Louisville forty years ago, and
has made steady progress along all lines of its legitimate work. At pres-
ent there are four persons regularly employed ; a state paper is published
with four thousand individual subscribers; one hundred counties are organ-
ized, and thirty-two are banner counties.
While due prominence is given to all the regular forins of work, several
features are worthy of mention. Banner counties. — County officers are
urged to make their counties banner counties because a county is not
organized for effective work until it reaches the banner standard. Pastors'
Sunday-School Institute. — This was organized in December, 1902, and holds
520 Denominational Relations and Constituency
its fourth annual session January 29-31, 1006. Its purpose is to bring the
pastors of the state together for conference on their relation and duty
to the Sunday-school, and to indicate the best way of preparing for these
duties. It is proving a great blessing to the work.
House-to-house visitation. — Much prominence is given to this, especially
in the country districts. Every house in many counties is being visited
annually. A plan has been adopted by which this can be done at an aver-
age cost of five dollars per county. It is one of the very best of our plans
of work.
Summer school. — Kentucky belongs to the fourth district, which is
doing a splendid work in an annual summer school at Winona Lake, Ind.
LOUISIANA
International Committeeman M. C. Bridges, Norwood.
International Vice-President F. F. Morse, Jennings.
President State Association J- F. Christman, Crowley.
Chairman State Committee H. C. Tinney, New Orleans.
Chairman Tinney
writes that the outlook
is brighter and the
State Association is in
better shape than for
some time past. Gen-
eral Secretary Kent
resigned several
months ago, but on ac-
count of the " yellow
fever scare," no one
has been appointed to
fill his place. The work
has been carried on by
the Executive Com-
mittee, and in the near
future a field secretary will be selected to carry on the work of agitation and
organization. The report made at Denver in 1902 is still applicable in 1905.
' Louisiana is certainly going forward in the Sunday-school work, although
vast fields lie untilled, waiting for the harvest."
J. F. Christman
H. C. TiNNEV
MANITOBA
International Committeeman . . . F. W. Adams, Winnipeg.
International Vice-President . . . B. G. Grealock, Bumside.
President Provincial Association . M. E. Boughton, Arden.
Chairman Executive Committee . . M. E. Boughton, Arden.
General Secretary W. H. Irwin, Winnipeg.
Home Department Secretary . . . Rev. HeNRY Lewis, Melitar.
Teacher-Training Secretary .... W. H. Thomson, Portage La Prairie.
Primary Secretary Miss Helen Park, Winnipeg.
Temperance Secretary W. H. Parr, Winnipeg.
Next State Convention Brandon, 1906.
The Constituency
521
M. E. BOUGHTON
W. H. Irwin
The Manitoba Sun-
day-School Associa-
tion was organized
October 17, 1877, at
Winnipeg, with the
late Rev. Jas. Robert-
son, D.D., as president
and the late Rev. E.
W. Morrow, M.A., as
secretary-treasurer.
In 1900 southeastern
Assiniboia, and in 1904
a portion of western
Ontario were added
to the Manitoba field.
In 1892, Mr. W. H.
Irwin was engaged as general superintendent and secretary and has given
his entire time to the work. Headquarters were opened in Winnipeg in
1902.
Every county with six or more schools is organized with the necessary
officers, including secretaries of Teacher Training, Primary Home Depart-
ment, Temperance and I. B. R. A. work. Very rapid progress has been
made along departmental lines. An appropriate certificate and diploma
for graded Schools and attractive Ternperance Pledge cards and Honor
Roll have been issued by the Association. The International diploma is
issued to successful students in the Teacher-Training course. The twenty-
sixth convention, in 1905, was the largest and best in the history of the
association. Our plans for the future include the appointment of a Field
Worker, a second and third year Teacher-Training course, and the erection
of a Sunday-school building in Winnipeg. Besides offices and meeting
rooms, this will contain a library and a reading-room where Sunday-school
periodicals will be on file and will be made a bureau of information for
pastors and Sunday-school workers. This building will be the home of the
Association and an appropriate monument to the importance of the Sunday-
school cause.
MAINE
International Committeeman L. R. Cook, Yarmouth villc.
International Vice-President Rev. Smith Baker, D.D., Portland.
President State Association L. R. Cook, Yarmouthville.
Chairman Executive Committee . . . L. R. Cook, Yarmouthville.
General Secretary H. E. Lufkin, Yarmouthville.
Teacher-Training Department . . . . H. E. Lufkin, Yarmouthville.
Next State Convention Portland, October 11-13, 1905.
The Maine Association was organized in Lewiston, September, 1869,
Edward Eggleston and Bishop Vincent were the speakers. B. C. Jordan
and Dr. Smith Baker were at that meeting and are members of 'the present
executive committee. A convention has been held each year. Systematic
field work was done by Alden Baker in 1877 for more than half the
year, but not until 1890 was a man again placed in the field. Since
522 Denominational Relations and Constituency
then a secretary has been employed most of
the time, also a primary worker from time to
time.
Maine has sixteen counties, all large; a scattered
population along a coastline of 2,486 miles, and
in rural communities with few railroads, and
difficult of access. The organization comprises
county, district and township associations, with
but few of the latter. Statistics and finances
come through these channels, a part of the money
comes from individual subscriptions over the
state. Each county is partially organized, doing
convention and institute work each year, under
direction of the general secretary who is in the
field much of the time. Organization and teacher-
training are being pushed.
The plans for the future under the direction of a faithful and generous
executive committee include continued and stronger effort along estab-
lished lines of work, strengthening especially the institute feature and
promoting all forward movements; the employment, permanently, of
an elementary field worker, and the standardizing of the work which is
well on the way.
H. E. LUFKIN
MARYLAND
International Committeeman . .
International Vice-President . .
President State Association . . .
Chairman Executive Committee .
State Superintendent
Superintendent Elementary Work
Superintendent Home Department
Superintendent Teacher-Training .
Next Convention
. W. A. ToTTLE, Baltimore.
. Preston Fiddis, Baltimore.
. Preston Fiddis, Baltimore.
. Rev. RuFus W. Weaver, Baltimore.
. Rev. George H. Nock, Baltimore.
. Mrs. W. Eason Williams, Baltimore.
. Rev. P. A. Heilman, Baltimore.
. Miss Minnie L. Davis, Baltimore.
. Baltimore, October, 1906.
Preston Fiddis
Rev. R. W. Weaver
Rev. G. H. Nock
The Constituency 523
The Maryland Sunday-School Union was incorporated by the General
Assembly of Maryland, March 9, 1846, " for the purpose of promoting the
Biblical instruction of the rising generation throughout the state." Thus
as a corporate institution it has entered its sixtieth year. According to
its constitution it operated as a state branch of the American Sunday-
School Union. About twenty-five years ago it began to work independ-
ently of the latter organization, but its constitution was not changed until
a little over a year ago, when it became an auxiliary of the International
Sunday-School Association.
Twenty years ago it began the work of county and district organization.
While, on account of the conservatism of our people and the rivalry between
kindred denominations, this work has not been as successful as could be
desired, yet in recent years there has been marked progress. Denomina-
tions are dwelling together in unity of spirit, and it is now easy to secure
their cooperation. The greatest state convention in the institution's
history was held a year ago, and the whole state has been thrilled with its
spirit. All departments of work received a wonderful impetus.
The affairs of the institution are directed by a president, vice-presidents
(representing each county and Baltimore city), a board of managers,
representing each of the evangelical denominations, secretary, treasurer,
state superintendent, together with the usual standing committees and
heads of departments.
While the institution has done a great work in the past along missionary
lines, having organized 873 Sunday-schools and spent multiplied thousands
of dollars in needy sections of the state, it was never before in the position
it now finds itself as an organized factor in lifting the state to a higher plane
of advanced Sunday-school work.
The educational work of the institution is being pushed with vigor. We
have a central Sunday-school Worker's Institute in successful operation,
from which there will be over a hundred graduates. From this is radiating
an influence that is resulting in the organization of teacher-training classes
in various schools in the city and counties. A lecture course in the inter-
est of teacher-training was instituted last year, and will be resumed this
fall. Maryland is determined, by the help of God, to stand beside the best
organized states in this country.
MASSACHUSETTS
International Committeeman . . . W. N. Hartshorn, Boston.
International Vice-President . . . Appleton P. Williams, West Upton.
President State Association . . . Appleton P. Williams, West Upton.
Chairman Executive Committee . . W. N. Hartshorn, Boston.
General Secretary Hamilton S. Conant, Boston.
Educational Secretary Rev. John D. Pickles, Ph.D., Melrose.
Elementary Secretary Mrs. L. E. Ware, Worcester.
Next State Convention Salem, October 3-5, 1905.
The Massachusetts Association was organized in Boston, November 14,
i88q. Rev. A. E. Dunning, D.D., editor of the Congregationalist, was chosen
president. W. N. Hartshorn was made chairman of the Executive Com-
mittee, and has served continuously until now. Rev. George H. Clarke was
524 Denominational Relations and Constituency
A. P. Williams
H. S. CONANT
Rev. J. D. Pickles, Ph.D.
general secretary for six months, from October, 1891. From March, 1892,
to December, 1900, Miss Bertha F. Vella was priniary secretary. In Sep-
tember, 1892, Joseph N. Dummer became general secretary.
The state, although containing only 14 counties and 8,300 square miles,
was divided into 50 districts. A district comprises only as many towns as
the pastors, superintendents and teachers in the towns can meet at a con-
venient center for an annual district convention or conference. In 1896
Hamilton S. Conant became, and is now, general secretary. Miss Bertha F.
Vella and Miss Lucy Stock have served as primary secretaries, and Miss Ada
R. Kinsman as normal secretary. Mrs. Flora V. Stebbins was home depart-
ment secretary from 1899 to 1905.
The organized work is divided into the following departments, each one
of which is in charge of a chairman, who is a member of the Executive
Committee: Elementary Grades, Teacher Training, Home Department,
Rally and Decision Days, Religious Census, Pastors, Publications, Finance,
College, Architecture, Advanced Grades. Contributions to the state work
in 1904 amounted to nearly ten thousand dollars. Rev. John D. Pickles,
Ph.D., has been employed as educational secretary and is to enter upon
the work October i, 1905.
MISSISSIPPI
International Committeeman D. E. Wilson, Nesbitt.
International Vice-President Thos. McClymont, Natchez.
President State Association J- T. Bl'CK, Jackson.
Chairman Executive Committee . . . . J. C. Cavett, Jackson.
General Secretary Rev. I. D. Borders, Brooksville.
Home Department Supt Wm. McBride, Oxford.
Teacher-Training Secretary L. P. Leavell, Jackson.
Primary Secretary Miss H. Eister, Natchez.
Next State Convention Kosciusko, June, 1905.
The state association was organized at Jackson in 1S78. Conventions
were held regularly until 1885. After two years, the association was re-
organized with the help of B. F. Jacobs, and has held meetings annually
The Constituency
52;
J. T. Buck
J. C. Cavett
Rev. I. D. Borders
since that time. The interest has been maintained largely through the
leadership of John T. Buck, J. S. Rae and others.
The need of organized Sunday-school work may be realized when it is
known that out of the 230,000 white children in the state only 69,000 are
in the Sunday-schools.
Rev. Isaac D. Borders, a young man of consecration and fine education,
has been secured as state secretary to serve from January to June,
1906, at which time it is hoped to make the engagement permanent. We
shall be able to meet the expense of this advance without any great diffi-
culty.
There is planned for the early spring a general visitation of the state under
the direction of the secretary, to reach all the counties in advance of the con-
vention in June and to secure representation from each if possible.
We are confronted with many difficulties, prominent among which are
the indifference of Sunday-school people to interdenominational work,
opposition of ministers in all denominations. Another difficulty is our
lack of large cities to serve as centers of work and influence. The mem-
bership of the leading denominations is most largely in the country where
Sunday-schools are few and small.
MEXICO
International Committeeman
International Vice-President
President Association . . .
Rev. W. Scott Williams, San Luis Potosi.
Rev. John W. Butler, D.D., Mexico.
Rev. John W. Butler, D.D., Mexico.
Chairman Executive Committee, Rev. John W. Butler, D.D., Mexico.
General Field Secretary . . . Rev. Eucario M. Sein, Puebla.
Sunday-school workers of all denominations in Mexico met in the city
of Mexico, April 5-9, 1893, and organized a National Sunday-School Asso-
ciation. There were sixty-six delegates present. A second meeting was
held in Guadalajara in 1894. After the third in San Luis Potosi in 1895,
regular conventions were not held for several years, and the only oppor-
tunity offered for consultation and conference on Sunday-school matters
was at the National Christian Endeavor Conventions, and later, at the
526 Denominational Relations and Constituency
X
J. W. BUTLEK, D.D.
meetings of " The Con-
federation of Christian
Workers in Mexico."
The Sunday-school as-
sociation formed an
integral part of the
"Confederation," and
at the conventions, a
day was usually given
to Sunday-school prob-
lems.
The visits of . Mrs.
Mary Foster Bryner, in
1903 and 1904, gave
new impulse to the
work, and in July,
Rev. E. M. Sein
1905, two weeks after the Toronto Convention, Mrs. Bryner, commissioned
by the International Association, assisted in the organization of the asso-
ciation work upon a new and more substantial basis. Twenty-one of
the twenty-seven states of the republic wore represented by nearly
four hundred delegates. The offer of the International Association to
provide one thousand dollars per year for three years toward the sup-
port of work was gratefully accepted, and the convention voted to make
special efforts to add to this aniount from timo to time.
Rev. John W. Butler, Methodist, of Mexico City, was elected president,
and Rev. W. Scott Williams, Presbyterian, of San Luis Potosi, was chosen
secretary and treasurer. An executive committee of nine members, repre-
senting the different denominations engaged in missionary work in the
republic, was selected, with Dr. Butler as chairman. Rev. Eucario M. Sein,
a missionary of the Friends, was unanimously chosen as general field secre-
tary and will devote his entire time to the work. He is a native of Toluca,
Mexico, thirty-five years of age ; speaks English and Spanish fluently, and
is a cultured, consecrated Christian gentleman, greatly beloved for his work's
sake. The Mexico Association has bright prospects for a successful work.
MICHIGAN
International Committee E. K. Warren, Three Oaks.
International Vice-President J. M. Davis, Kalamazoo.
President State Association Rev. B. McDermand, Detroit.
Chairm.an Executive Committee . . . E. K. Warren, Three Oaks.
Primary Department Mrs. G. L. Fox, Grand Rapids.
Home Department D. B. Allen, Covert.
Teacher-Training Department .... Rev. S. T. Morris, Grand Rapids.
Next State Convention Traverse City, Nov. 14-16, 1905.
The development of Sunday-school work in Michigan has been full of
experience and deprivations necessary in frontier life. We have a vast
field covering fifty-seven thousand square miles, a territory of long dis-
tances and sparse population in many portions, more than half of our
counties averaging but fifteen persons to the square mile, with forty-six
The Constituency
527
per cent of the popu-
lation in the Upper
Peninsula foreign ;
much of the territory
is practically mission-
ary ground.
The first Sunday-
schools within the
state were organized
in 1820 in Detroit and
Monroe counties; the
first in the interior
was at Richland, Kala-
mazoo County, in a log
house, in 1830. The
state organization has
existed for forty-five years. For sixteen years Mr. E. A. Hough, of Jackson,
was chairman of the Executive Committee, and gave freely of both time
and money. He is now honorary chairman of the committee.
Mr. George Parsons, of Watervliet, has been one of the most useful mem-
bers of the Executive Committee, his services having extended over a period
of more than thirty years.
The first paid secretary of the association was M. H. Reynolds, of Owasso,
who rendered persistent and earnest service for a number of years. For
the past si.x years Alfred Day, now of New York, has been general secretary.
Organized work has been attempted in eighty-three of the eighty-four
counties in otir state. Michigan had forty-two delegates to the Toronto
Convention just held, and thirty-six to the World's Fourth Sunday-School
Convention at Jerusalem.
E. A. Hough
Geo. Parsons
MONTANA
International Committeeman Rev. D. B. Price, Stevensville.
International Vice-President Rev. G. Edwards, Great Falls.
President State Association Rev. S. W. Brown, Helena.
Chairman Executive Committee Rev. D. B. Price, Stevensville.
Rev. S. W. Brown
This association was organized in 1888. It
has encountered many difficulties and has at-
tained a moderate measure of success.
The territory of the association is missionary,
large in area and sparsely settled, therefore the
county is the unit of organization. One at-
tempt has been made to employ a state field
worker, but this failed for lack of funds. It is
difficult to maintain county organizations, but
the association officers are rendering good serv-
ice in this direction.
The last state convention was the best in the
history of our organization.
We need the assistance of the International
Association to meet our peculiar condition.
528 Denominational Relations and Constituency
The desire for help is not due to indifference, but rather to our zeal
for the success of the Sunday-school cause. The state is divided into
five districts, each under the direction of a supervisor, whose duties include
attendance upon the county convention in each organized county to secure,
if possible, organization in other counties, and in case of unorganized coun-
ties, to hold one or more meetings at a central point in the interest of inter-
denominational work, reporting to the Executive Committee. This serv-
ice is voluntary on the part of the supervisors. The state association is
free from debt.
MINNESOTA
International Committeeman . George R. Merrill, D.D., Minneapolis.
International Vice-President . Prof. D. L. Kiehle, Minneapolis.
President State Association . . Jeff H. Irish, Detroit.
Chairman Executive Committee Jeff H. Irish, Detroit.
General Secretary A. M. Locker, Windom.
Primary Secretary Mrs. Jean E. Hobart, Excelsior.
Teacher-Training Secretary . . Miss L. A. Emery, St. Paiil.
Next State Convention .... Windom, April, igo6.
The first perrnanent
records of the Min-
nesota Sunday-School
Association are of the
ninth annual conven-
tion held in June,
1867. Ainong the in-
terested workers of
that time were J. E.
Bell, D. C. Bell, M. B.
Lewis and R. A. Mott,
who are still interested
loyal supporters. Con-
ventions have been
continuous since that
time, and the pro-
grams show the presence of prominent state and international workers.
The present situation is one of hope. The general secretary is not able
to do much field work, but he directs the work from his office with a strong,
helpful, guiding hand. The two principal cities, St.. Paul and Minneapolis,
are so organized as to reach helpfully every school in them. Miss L. A.
Emery, Teacher-Training Secretary, is in charge of the city v;ork, and Mrs.
Jean E. Hobart, the Primary Secretary, is doing much field work.
The plans for the future provide for an attempt to cancel the debt of
several years' standing; the work of a strong general secretary who will
not be hampered financially, an awakening along all lines of organized
worlc, and the realization of a vision, possessed for many years by a few of the
faithful, of the time when Minnesota would be a help to her own Sunday-
school army and a strength and stay to the International and world-wide
work.
J. H. Irish
A. M. Locker
The Constituency
529
MISSOURI
International Committeeman . .
International Vice-President . .
President State Association . .
Chairman Executive Committee
General Secretary
Primary Department Superintendent,
Home Department Superintendent
House-to-House Visitation Sup't . .
Teacher-Training Superintendent . .
Temperance Department Sup't . . .
Rev. A. P. George, D.D., St. Louis.
D. R. Wolfe, St. Louis.
Hanford Crawford, St. Louis.
Hanford Crawford, St. Loi-.is.
Elmer E. Lacey, St. Loviis.
Mrs. L. L. Allen, Pierce City.
R. M. Inlow, Kansas City.
C. H. Maschmeier, hi. Louis.
Prof. H. G. Colwell, St. Louis.
L. G. A. Copley, Kansas City.
Hanford Crawford
E. E. Lacey
The year following
the close of the Civil
War, some of oiir best
citizens and wisest men
representing both sides
during the bitter con-
test, believing impli-
citly that the only
permanent basis for
restoring the happi-
ness of the home, the
usefulness of the
church and the pros-
perity of the commun-
ity and the common-
wealth, was upon the
teachings of Christ, determined to impress them upon the young through
the cooperation of Christians of all denominations. For this purpose a
state convention met in St. Louis, October 26, 1866, which resulted in the
organization of the Missouri State Sunday-School Association, with Col.
J. T. K. Hayward of Hannibal as president; ten vice-presidents and seven
members of the executive coinmittee were selected from the different
denominations of the state.
The foundation thus laid proved abiding. Every year since has witnessed
the assembling of a state convention, at which plans have been adopted for
extending the work thoroughly to every county, township and community
in the state. The most aggressive decade of the association work was that
beginning 1888. During the past few years the work has suffered for want
of a close personal supervision. During the past convention year only
65 of the 114 counties of the state held conventions, but under the direction
of a field worker in each of the four grand divisions of the state it is hoped
that all the counties will be thoroughly organized for the most aggressive
work during the coming year. A monthly paper is published in the interests
of the state work, and a central office is maintained in St. Louis, with a
paid general secretary, recently elected, who gives his entire time to the
work.
The working department of the state association are priniary, house-to-
house visitation, home, teacher-training, temperance and the International
Bible Reading Association.
53© Denominational Relations and Constituency
NEBRASKA
International Coniniitteeman . . George G. Wallace, Omaha.
International Vice-President . . E. J. Wightman, York.
President State Association . . . L. P. Albright, Red Cloud.
Chairman Executive Committee . George G. Wallace, Omaha.
General Secretary Prof. H. M. Steidley, Lincoln.
Primary Secretary Miss Mamie Haines, Lincoln.
Home Department Mrs. C. L. Jones, Hastings.
Teacher Training Prof. W. R. Jackson, University Place.
Temperance Mrs. Dora V. Wheelock, Superior.
L. P. Albright
The State Sunday-
School Association was
organized in the First
Baptist Church, Oma-
ha, in 1868. D. L.
Moody was one of the
leaders of the conven-
tion. Annual sessions
since that date have
served to give the
association a fixed
place of influence and
power in the state.
Some of the leading
men of Nebraska have
been identified with the
Prof. H. M. Steidley
work of the Association. In 1898, during the Exposition in Omaha, a
Trans-Mississippi Sunday-school Congress was held in connection with the
state convention and great impetus was given to association work.
The present condition of the work in Nebraska is very hopeful. The
work of organization still goes on and the efficient leadership of Professor
Steidley and Miss Haines, who are devoting their time and energies, is
beginning to tell for great good all over the state. We have been fortunate
in securing their services. We believe the next few years will show great
advancement. One of the most encouraging features is the body of earnest
business men of Nebraska who are contributing their thought, their time,
their money and their prayers for success.
NEW BRUNSWICK
International Committeeman .
International Vice-President .
President Provincial Association
Chairman Executive Committee
General Secretary ....
Teacher-Training Supt. . .
Home Department Supt. . .
Primary Department Supt. .
Temperance Department Supt
I. B. R. A. Department Supt
Next Provincial Convention
. E. R. Machum, St. John.
. T. S. SiMMS, St. John.
. J. W. Spurden, Fredericton.
. T. S. SiMMS, St. John.
. Rev. J. B. Ganong, Sussex.
. E. R. Machum, St. John.
. Ethel Hawker, St. John.
. A. Maude Stillwell, St. John.
. Mrs. T. H. Bullock, St. John.
. Alex Murray, St. Stephen.
. Moncton, October 17-20, 1905.
The Constituency
531
We were
unable,
after
strenuous |
effort,
to
obtain
a picture
of Mr.
Spurd
en.
— Ed.
J. W. Spukden
T. S. SIMMS
Rev. J. B. Ganong
Interdenominational Sunday-school work in New Brunswick had its
birth at the formation of the Carleton County Association in 1875. Out of
this sprang, in 1884, the provincial organization. Through the visits of
International Sunday-school workers to our conventions, and the devoted
labors of our former field secretary. Rev. A. Lucas, the whole province has
been thoroughly organized, and brought into touch with the central execu-
tive.
Each department, viz., Teacher Training, Primary Work, Home Depart-
ment, Temperance, Grading and I. B. R. A., is under the care of an efficient •
superintendent. In the first named of these New Brunswick has been com-
plimented by the highest authorities as being in the front rank.
The present field secretary. Rev. J. B. Ganong, is carrying forward to a
still higher pitch of thoroughness the excellent work of his predecessor.
During each of the past two years a tour of the provinces has been made in
connection with the annual meetings of county associations, in which promi-
nent Sunday-school experts have assisted, which have proved of the greatest
value.
For the future the association will continue its present methods, giving
special prominence to teacher training and primary work. A " Summer
School " for Sunday-school workers is also under consideration.
NEVADA
International Committeeman Pres. J. E. Stubbs, LL.D., Reno.
International Vice-President C. R. Carter, Reno.
President State Association Prof. L. W. Cushman, Reno.
Secretary Fenton A. Bonham, Reno.
Superintendent Primary Department . Miss L. Sybil Howe, Carson.
Superintendent Home Department . . Mrs. J. W. Smith, Wadsworth.
Superintendent Normal Department . Dr R. Adams, Reno,
Last Convention Reno, April, 1905.
A preliminary meeting looking toward the organization of Svmday-
school work in Nevada was held in Reno just preceding the Denver
Convention. The formal organization of the Nevada Sunday-School
532 Denominational Relations and Constituency
Association was effected in June, 1903, in Reno. Rev. W. C. Merritt of
Washington represented the International work and the following were
elected: President, Dr. L. W. Cushman ; Vice-Presidents, Rev. F. S,
Lawrence and Rev. H. H. McCreery; Secretary-Treasurer, Fenton A.
Bonham; Superintendent Normal Department, Dr. Romanzo Adams;
Primary Department, Sybil Howe; Home Department, Mrs. J. W. Smith.
At this convention twenty-nine delegates were present.
August 24, 1903, Washoe County was organized under the direction of
Mr. C. R. Fisher, State Secretary of California. In April, 1904, a county
institute was held immediately preceding the state convention held in Carson
City. At this convention the Nevada Association was formerly affiliated
with the California Sunday-School Association, and the Sunday-School
Register was adopted as the official organ of the state association. The
report of the secretary showed 38 Sunday-schools in the state with a total
meinbership of 1,486.
At the annual convention held in Reno, April, 1905, the general sec-
retary, Mr. Marion Lawrance, was the inspiration of the meeting. Forty-
two schools were reported enrolled with a membership of 2,609.
Prof. L. W. Cushman of Reno has been president, and Fenton A. Bon-
ham, secretary-treasurer of the association ever since its organization. The
state association was represented at the late convention at Toronto by
three delegates.
NEW HAMPSHIRE
International Committeeman . . . Prin. G. W. Bingham, Derry.
International Vice-President . . . Rev. J. B. Lemon, D.D., Manchester.
President State Association . . . Rev. J. B. Lemon, D.D., Manchester.
Chairman Executive Committee . Rev. W. H. Bolster, D.D., Nashua.
General Secretary Rev. R. E. Thompson, Franklin Fallc
Home Department Secretary . . . Rev. R. T. Wolcott, Methuen, Mass.
Teacher-Training Secretary .... Prin.^. Willis Kemp, Kingston.
Primary Secretary Rev. T. H. Stacy, Concord.
Temperance Secretary O. A. Towne, Franklin Falls.
Next State Convention Concord, October 24-26, 1905.
J. B. Lemon, D.D.
W. H. Bolster, D.D. Rev. R. E. Thompson
The Constituency
533
The State Association was organized in Manchester, November 6, 1874.
John G. Lane, the first secretary, served faithfully for seventeen years.
Annual conventions have been held without intermission, and from year to
year groups of the busiest men in the state have given freely of their time
and talent in committee work.
A missionary was employed two months in 1891. From 1895 to 1S98,
Rev. I. B. Miller served six nionths of each year as Field Secretary. Fol-
lowing his resignation, Mr. F. F. Lewis was employed for two months. The
Executive Committee then secured Mr. J. N. Dummer, who was expected
to be in the field three months in the spring and the same time in the
fall, and to conduct the correspondence throughout the year. Under the
leadership of Mr. Miller and Mr. Dummer the organization of the counties
and of many districts was effected. Mr. Dummer resigned in the fall of
1904, and Rev. Roger E. Thompson was chosen field secretary, to devote
his whole time to the work. A single item may suggest growth of interest
in the work. Twenty-eight people from New Hampshire attended the
International Convention in Boston, 1896, and fifty-six went to Toronto.
We are just beginning. Organization must be perfected, all departments
must be better worked, and our leaders are feeling that if our Sunday-school
work is to be religious education of the best sort, we must provide for our
teachers the best training possible.
NEW JERSEY
International Committeeman . . Rev. Frank A. Smith, Haddonfield.
International Vice-President . . Edward W. Barnes, Perth Amboy.
President State Association . . . James L. Griggs, Somerville.
Chairman Executive Committee . Capt. C. B. Parsons, Red Bank.
General Secretary Rev. E. Morris Fergusson, Newark.
Elementary Miss Josephine L. Baldwin, Newark.
Teacher Training Rev. Jesse L. Hurlbut,D.D., S.Orange.
Home Department Rev. Melville E. Snyder, Bridgeton.
Superintendents' Union F. Wayland Ayer, Camden.
Next Convention Atlantic City, November 15-17, 1905.
J. L. Gkiggs
C. B. Parsons
Rev. E. M. Fercutsson
534 Denominational Relations and Constituency
This association was formed at New Brunswick, N. J., November 4,
1858, with Hon. Theodore Frelinghuysen. president of the National Con-
vention of 1832, as its first president. Most of the twenty-one counties
were soon organized, and all but two or three of them have maintained
unbroken and efficient service ever since. Since 1882 .the association has
had a paid general secretary. Its distinctive character of steady organi-
zation, complete statistics and dependable income is due largely to the
system of township secretaries developed by Samuel W. Clark, state sec-
retary for nearly thirty years.
Primary work was early made a leading feature, Mrs. Samuel W. Clark
being its leading exponent. This work has now expanded to include
gradation in all departments. Among other contributions to progress.
New Jersey appears to have started the first primary teachers' union (New-
ark, 1870); the plan of members teaching lessons in turn (Newark Union,
1880 and since), which resulted in developing a force of primary teachers
able to teach others; the first cradle roll (Central Baptist, Elizabeth, 1884);
the first summer school for graded (primary) teachers (1894); the grading
of supplemental elementary studies (i8g6); Decision Day as a movement
(1896); and the beginners' department with separate international lesson
course (movement started 1897).
Present features include the pushing of home department, training class,
and International Bible Reading Association organization ; plans and
materials for gradation ; the extension fund for increased income ; and the
School of Methods at Asbury Park.
NEW MEXICO
International Committeeman . . . . F. W. Spexcer, Albuquerque.
International Vice-President . . . . E. M. Bullard, Albuquerque.
President State Association .... Judge J. R. McPhie, Santa Fe.
Chairman Executive Committee . . F. W. Spencer, Albuquerque.
General Secretary F. W. Spencer, Albuquerque.
Supt. Primary Department Mrs. A. C. Shupe, Albuquerqiie.
Supt. Home Department Mrs. T. L. McSpadden, Albuquerque.
Supt. Teacher-Training Department . Prof. U. F. Duff, Deming.
Field Worker Rev. A. M. Harkness, Santa Fe.
The work in New Mexico is in good condition. The officers are ready to
push the work into all sections of the Association territory, and the Inter-
denominational work will be urged with renewed vigor after the vacation
period. A detailed report of the work in New Mexico has not been received.
NEWFOUNDLAND
International Committeeman C. P. Ayre, St. John's.
International Vice-President Dr. N. S. Eraser, St. John's.
The Sunday-School Association of St. Johns was organized in February
1 895, at a general meeting of Sunday-school workers. The first president
was Dr. H. E. Wendall, now removed to Sydney, C. B., a most earnest worker
in all Christian projects. Formed with the purpose of advancing Sunday-
The Constituency
535
school interests, the association has, in the main, done good work; although,
at times, interest in its affairs seems to be at a very low ebb. During the
ten years it has been instrumental in introducing the home department,
the Cradle Roll, better grading in the schools, improved helps and, last, and
probably best of all, the Decision Day movement. In 1 897 Mr. Reynolds
visited St. Johns, and his addresses are still cherished in the hearts of those
who heard him.
The annual convention held last summer under the presidency of Mr.
C P. Ayre was the best ever held in Newfoundland. Many were present
from various parts of the island, and the addresses were most interesting
and instructive. The association believes that there is a great work for a
■' field worker " in the Island and aims to have one before long.
NEW YORK
International Committeeman . . . Frank L. Brown, Brooklyn.
International Vice-President . . . J. B. Murray, Yonkers.
President State Association . . . Benjamin Starr, Homer.
Chairman Executive Committee . A. F. Schauffler, D.D., New York.
Secretary Grant L. Bice, Albany.
Field Superintendent Alfred Day, Syracuse.
Home Department Supt Mrs. J. R. Simmons, Hammondsport.
Normal Work Miss Frances S. Walkley, Albany.
Primary Supt Miss Minnie E. Dougherty, Albany.
Next State Convention Gloversville, June 12-14, 1906.
Benjamin Starr
Alfred Day
The New York Association was organized at a meeting of superinten-
dents and teachers in Albany, January 22, 1857. The object of the associa-
tion is to increase the efficiency and extend the' influence of evangelical
Sunday-schools throughout the state of New York; to establish new
Sunday-schools where they are needed, and thus to carry the Bible by the
hand of the living teacher to every man, woman and child in the state.
The sixty-one counties are organized separately, excepting Queens and
Nassau which form one organization. Nearly all the towns in the state
536 Denominational Relations and Constituency
are organized or belong to a district organization. The work of the associa-
tion is under the control of an Executive Committee of forty-eight persons,
six persons from each of the eight Judicial Districts of the state and elected
for three years.
The office of the association is located at 44 State Street, Albany. Grant
Ty. Bice, secretary and treasurer, is in charge of this office. The official organ
of the association, the quarterly magazine, Sunday-schools at Work, is
published from this office.
NORTH CAROLINA
International Committeeman
International Vice-President
President State Association . .
Chairman Executive Committee
Secretary Primary Department
Secretary Home Department
Teacher-Training Department .
N. B. Broughton, Raleigh.
George H. Crowell, High Point.
H. N. Snow, Durham.
N. B. Broughton, Raleigh.
Miss Annie Worth, Raleigh.
Mrs. Frances P. Hubbard, Woruhville.
Prof. J. E. Pegram, Durham.
Next Convention Charlotte, April, igo6.
The North Carolina Association was organized
in Raleigh, November i, 1878, with a good meet-
ing and fair promise for its future life. For
several years annual meetings of the associa-
tion were held, but very little was done in the
way of county or township organization. The
state convention w^as composed, for the most
part, of voluntary Sunday-school workers.
About 1890 a field worker was employed and
the organization of the counties undertaken.
This work was continued for about eight
years when the field worker was discontinued
for lack of financial support. Another effort
was made in 1903 to maintain a general secre-
tary, but the office was discontinued in 1905.
The work is now- maintained by the executive
comniittee with an office secretary with headquarters in Raleigh.
Thirty of the ninety-seven counties in the state are fairly well organized.
At the last state convention, the territory was divided into districts of
three counties each, with a vice-president in charge, and it is hoped to effect
further organization of the counties through the district organization. We
publish a monthly paper called The North Carolina Sunday-school Beacon,
and its subscription list is one of the most hopeful features of our work.
By the assistance of county and district vice-presidents, with such help
as we can render from headquarters, we are trying to put fresh life into
the present organizations and effect new ones. We greatly need the visit
to our important towns and cities of some one of the international field
workers, to acquaint our people with the organized work.
H. N. Snow
The Constituency
537
NOVA SCOTIA
International Committeeman . . . Dr. Frank Woodbury, Halifax.
International Vice-President . . . C. E. Creighton, Halifax.
President Provincial Association . Rev. E. W. Cummings, Amherst.
Chairman Executive Committee. . W. H. Studd, Halifax.
General Secretary Stuart Muirhead, Halifax.
Home Department Supt Robert Steward, Scottsbum.
Teacher-Training Supt Dr. Frank Woodbury, Halifax.
Primary Supt Mrs. Stuart Muirhead, Halifax.
Temperance Supt Mrs. L. J. Pottei , Canning.
Next Provincial Convention . . . Amherst, October 24, 25, 1905.
Rev. E. W. Cummings
W. H. Studd
Stuakt Muirhead
For twenty years previous to 1S85 Nova Scotia formed part of the Mari-
time Sunday-School Association. It having been found that better work
could be done with an association for each Province, the Nova Scotia
Association was organized at Windsor in the year 1885, and has continued
active in the work.
In the early history of the association the burden of carrying on the
work fell largely on two men, E. D. King and Chas. H. Loupard. They
are still members of the Executive Committee and take an active part.
In 1890 the first secretary was employed, John Grierson, who did excellent
pioneering for seven years, and laid the foundations for the progressive
work of the present time. He was succeeded by O. M. Sanford, who served
until 1 90 1 when the present secretary was appointed.
The association has brought to the Sunday-schools of the Provinces the
most progressive methods of work. It is the organized work that has given
the Sunday-school work of this Province its high standing. Nova Scotia was
the first association of the International field to adopt two departments:
— Temperance in 1892 and Supplemental Lessons in 1901. We have four
departinents of work under efhcient superintendents. Education (including
Teacher Training and Supplemental. Lessons), Home, Temperance and
Primary. In each of our counties and in a large number of our districts we
have superintendents for the departments. Besides continuing these
departments in the future we hope to add Adult and Missionary depart-
ments.
53^ Denominational Relations and Constituency
NORTH DAKOTA
International Committeeman . . . H. E. Pratt, Cavalier.
International Vice-President . . . R. B. Griffith, Grand Forks.
President State Association . . . Sidney Clark, Grand Forks.
Chairman Executive Committee. . R. B. Griffith, Grand Forks.
General Secretary Rev. John Orchard, Fargo.
Home Department Secretary . . . Mrs. C. W. Smith, Nashville.
Teacher-Training Secretary .... Prof. A. P. Mollis, Valley City.
Primary Secretary Mrs. S. P. Johnson, Grand Forks.
Temperance Secretary J. W. Whiddefield, Seal.
Next State Convention Valley City, third week in May, 1906.
We were unable,
after strenuous
effort, to obtain
a picture of Mr.
Clark. — Ed.
■ ■»<tiV,;'?fe&_a
Sidney Clark
Rev. John Orchard
The lack of workers
and money, and the
inability to interest
people in the work
held back the state in
its early period. But
the work of organiza-
tion, begun in 1889,
has resulted in an
almost full fruition in
1905. Five years
ago there could
scarcely be found any
Cradle Roll, Primary
Union or Teacher-
Training Class ; there
were few Home Departments, Teachers' Meetings or graded schools. Now.
all these are found scattered through the state, to our great encouragement
and joy.
This year begins a new epoch in our organized work. We have gone on,
step by step, not too fast to menace our success, or so slow as to lose our
place, but always reaching forward for the best that could be gained.
Now it is no longer the service of a man for one month in the year, as in
1S95; nor a man shared with Montana, as in 1900; nor one seven months
of whose time are claimed by Minnesota, as from 1901; but a General
Secretary of our own, all the year through.
Our immediate aims are, a better equipped school in every community;
a trained body of teachers for every school; a practical foundation for the
best business methods for superintendents; a hopeful outlook for every
faithful pastor; a school confessing Christ and fellowship in church member-
ship.
ONTARIO
International Committeeman .... W. Hamilton, Toronto.
International Vice-President .... Rev. L. H. Wagner, Berlin.
President Provincial Association . . . Rev. L. H. Wagner, Berlin.
Chairman Executive Committee . . . Rev. Wm.Frizzell, Ph. B., Toronto.
General Secretary J. A. Jackson, Toronto.
Teacher-Training Secretary E. A. Hardy, Toronto.
Extension Secretary ........ Thomas Yeli.owlees, Toronto.
The Constituency
539
?
f m^M
Rev. L. H. Wagner
Rev. Wm, Frizzell
J. A. Jackson
The first Sunday-school in Ontario was opened at Brockville, October,
i8ii. From this beginning expansion was rapid. Unions were formed
and, at a meeting of the Canada Sunday-school Union's Committee, July,
1856, Mr. S. J. Lyman suggested holding a convention of Canadian workers.
The result was a meeting at Kingston, February, 1857, attended by 310
delegates representing 280 schools. In September, 1865, a second conven-
tion assembled at Hamilton. A permanent organization was effected under
the name, " Sabbath-School Association of Canada." This was the pro-
genitor of the Ontario Sunday-school Association.
During the intervening forty years its course has been steadily upward.
It was its deputation to the National Committee, dealing with the question
of one Uniform Lesson for the United States, which suggested that the
words, " Uniform National Lessons," read " International Uniform
Lessons," thus enlarging the golden girdle of uniform Bible study. At
present, the Association maintains a commodious office and employs three
secretaries, with one office assistant. Its methods are chiefly organizing
auxiliary associations; holding conventions and institutes; assisting in
house-to-house visitation and pushing forward the work of teacher-training.
. Some would like the enthusiasm to rise high enough, in the next annual
convention, to provide for a primary secretary, and to establish an Asso-
ciation paper; but, if such advances are impossible now, " What we have
we'll hold," and continue our efforts even more vigorously along lines
which have brought such beneficent results in the past.
OKLAHOMA
International Committeeman . . Dr. L. Haynes Buxton, Oklahoma City.
International Vice-President . . Fred L. Wenner, Guthrie.
President State Association . . . Arthur Whorton, Oklahoma City.
Chairman Executive Committee . Fred L. Wenner, Guthrie.
General Secretary Wm. Rogers, Medford.
Home Department Supt Mrs. Dora Martin, Perry.
Teacher-Training Supt Geo. D. Willingham, Hobart.
Primary Supt Miss Lou Benson, Oklahoma City.
Next Territorial Convention . . Hobart, May, 1906.
540 Denortiinational Relations and Constituency
Arthur Whorton
F. L. Wenner
Wm. Rogers
The Oklahoma Sunday-School Association was organized in November,
1893, three years after the Territory was created, and in May, 1905, at the
Thirteenth Annual Convention, the association changed its name to the
Oklahoma State Sunday-school association, and is now duly chartered as
such.
At the 1905 convention more than five hundred delegates assembled from
every county in the territory. The Governor of the Territory and Hon.
Leslie M. Shaw, Secretary of the Treasury, came forty miles on a special
train to address the convention. Money was raised to wipe out all indebted-
ness and nearly $2,000 pledged for the work of the new year.
Every county in the territory is organized, six being banner counties,
A general secretary is employed for full time, one field worker and an office
assistant are employed for part time, and four active department superin-
tendents are pushing House Visitation, Hoine Department, Teacher-Train-
ing and Priinary work. One or two counties are contemplating putting
out their own field workers and every phase of the work is being well cared
for.
In the twelve years of its history the association has never rnissed having
a good annual convention, and three or four years there have been terri-
torial institutes and rallies in addition, a state paper has been published
from the first, a place was ready for a general secretary or field worker several
years before a suitable man could be found and in no way has the organized
Sunday-school work of Oklahom.a ever taken a backward step.
International Committeeman .
International Vice-President .
President State Association . .
Chairman State Convention
General Secretary
Home Department Secretary .
Primary Departtnent Secretary
Christian Citizenship Secretary
Teacher-Training Secretary
Next Convention
OHIO
. W. A. EuDALY, Cincinnati.
. E. S. Davis, D.D., Columbus.
. W. A. EuDALY, Cincinnati.
. W. A. EuD.\LY, Cincinnati.
. Joseph Clark, D.D., Columbus.
. Mrs. Pheba a. Curtiss, Columbus.
. Miss Clara Louise Ewalt, Columbus.
. Rev. W. M. Curry.
. Mr. M. A. HoNLiNE.
. Marietta, June, 1906.
The Constituency 541
The Ohio Sunday-School Association was or-
ganized in 1859. It has had a continued
existence lor almost forty-seven years and not
a year has passed without its Annual State
Convention. During the " sixties " and early
" seventies " some of the best and most aggres-
sive work done by the association was accom-
plished, notably in institute work and gathering
of correct statistics. The association has always
been well-officered, and a vast amount of labor
was crowded into the first thirty years of its
history, which might properly be designated as
its first epoch.
With the selection of Mr. Marion Lawrance as
general secretary in 1889, the association entered -. „ 1-^ -r^
, ,. . -r, Joseph Clark, D.D.
upon a new and distinct era. ror ten years
Mr. Lawrance, with marvelous skill, lifted the work into greater efficiency.
In almost complete county and township organization he laid a splendid
foundation for a superstructure. Upon this foundation the association
has since builded, until to-day Ohio occupies a position among the states
declared to be in the very forefront of the organized work.
In each of Ohio's eighty-eight counties there is an active county organi-
zation, with a total enrollment of 8,225 Sunday-schools. Of the 1,369
townships, 1,320 are organized and active. Nine large cities in the state
have city associations. These combined organizations hold each year more
than 3,000 conventions, institutes or special Sunday-school meetings.
The state work is directed by an executive committee, which meets three
times during the year, a business committee of seven members which meets
monthly, and a general secretary. The headquarters of the State Asso-
ciation are in the Ruggery Building, Columbus, thoroughly equipped for
conducting the business of the association on strict business lines. In the
offices are the general secretary, the departmental secretaries, and an office
force of six clerks and stenographers.
In addition to a general secretary, the state employs the entire time of
secretaries for the Primary, Teacher-Training and Home Departments,
three resident state field workers in the cities of Cleveland, Toledo and
Columbus, and a force of nine field workers, organized in two parties, and
engaged in tour work among the townships. In all, six clerks and sixteen
field workers are giving their entire time to the work in Ohio, while several
other special workers, on call, are paid for services as rendered.
The Ohio work last year cost the State Association more than $16,000;
the " budget " for 1905-06 is $23,000. The schools of the state contribute
about $7,500 annually. The remainder is contributed by several thousand
people in small monthly subscriptions, payable at the state office, quarterly
by mail.
At the Toronto Convention, Ohio reported more teacher-training classes,
more Home Departments, more Cradle Rolls, more graded schools, more
Sunday-school conventions and more conversions than any other state in
the Union.
In 1905, seventy-five counties reached the " banner standard," as follows:
Organized, convention, townships organized, apportionment paid, one hun-
dred state papers, statistics, list of superintendents, delegates state con-
vention.
542 Denominational Relations and Constituency
OREGON
International Committeeman . . . . A. A. Morse, Portland.
International Vice-President . . . . A. M. Smith, Portland.
President State Association . . . . R. R. Steele, Portland.
Chairman' Executive Committee . . A. A. Morse, Portland.
Home Department Mrs. Samuel Connell, Portland.
Normal Department R. R. Steele, Portland.
Primary Department Mrs. Lorena F. Hodson, Newburg.
In or near 1870, a meeting of those interested
in Sunday-school work in Oregon was held, but
where held, or what was accomplished, cannot
be definitely stated other than the bare announce-
ment, because no record of the meeting can be
found. In 1872, another meeting was held in
Portland, and the program of that convention
was headed, " The Second State Sunday-School
Convention of Oregon." Seventy-six Sunday-
schools were reported, but the number enrolled
was not given.
The fifth convention (1874) was also held in
Portland, and in this convention "Washington
Territory was included. Here, too, the number
of schools given was seventy-six, and total enroll-
ment 7,254, about eight per cent of the popula-
tion. In 1878, another joint convention was held in Portland, Ore.,
reporting 102 schools with an enrollment of 12,416 and Washington Terri-
tory, 49 schools, with 4,448 enrolled. In 1886 a meeting was called at
Portland, and the Oregon State Sunday-School Association was reorganized
and since then state conventions have been held every year.
We are rejoicing in the election of Rev. W. C. Merritt as an International
field worker and hope to have our own state worker in the field by Novem-
ber I, next. Mr. Merritt has promised to help us in the work and we hope
to report 150,000 enrolled when we go to the Louisville convention in 1908.
R. R. Steele
PRINCE EDWARD ISLAND
International Committeeman .
International Vice-President .
President Provincial Convention
Chairman Executive Committee
Field Secretary
Supt. Primary Department
Supt. Home Department . ,
Supt. Normal Department . .
Supt, Temperance Department
Rev. E. J. Rattee, B.A., Malpeque.
Col. F. S. Moore, Charlottetown.
Rev. G. F. Dawson, Little York.
Rev. R. S. Whidden, Bedeque.
Rev. A. D. Archibald, Summerside.
Mrs. A. E. Morrison, Charlottetown.
Thomas Moves, Bedeque.
Prof. E. E. Jordan, Charlottetown.
Mrs. C. W. Strong, Summerside.
This association was organized September 10, 1894, hy the late William
Reynolds, international field organizer, assisted by Rev. A. Lucas, then
general secretary of New Brunswick. The work was carried on by the
The Constituency
543
Rev. G. F. Dawson
Rev. R. S. Whidden
Rev. A. D. Archibald
executive committee and other workers until igoo, when Rev. G. P.
Raymond was chosen to give one month a year to the work. The results
were so satisfactory that, in 1901, Mr. Raymond was engaged as field sec-
retary, devoting his entire time to the work. He served the association
with great success until March, 1904, when he was succeeded by the present
secretary.
For association purposes the island is divided into fifteen districts, each
thoroughly organized. Two conventions a year are held in each district,
and other meetings are arranged whenever possible. Sundays the field
secretary presents the work in the churches.
We are trying to come in contact with all the teachers, and are empha-
sizing the importance of having trained workers in every school. Our
conventions are taking on more and more the features of an institute, and
practical instruction in teaching is given, as well as the best plan for Sunday-
school work. This practical phase appeals to the teachers, and we hope it
will result in their taking an active interest in the four years' teacher- train-
ing course which is now being prepared
PENNSYLVANIA
International Committeeman . . . H. J. Heinz, Pittsburg.
International Vice-President . . . Hon. John Wanamaker, Philadelphia.
President State Association . . . Hon. John Wanamaker, Philadelphia.
Chairman Executive Committeo . H. J. Heinz, Pittsburg.
Field Secretary W. G. Landes, Philadelphia.
Supt. Primary Department. . . . Miss Ermina C. Lincoln, Philadelphia.
Supt. Home Department Rev. E. F. Fales, Philadelphia.
Supt. Normal Work Rev. C. A. Oliver, York.
Supt. Summer Students' Work . . Hugh Cork, Philadelphia,
Next State Convention Philadelphia, October 11-13, 1905.
1862, first State Convention. Annually since, except 1864-66. 1893,
first Field Secretary appointed. 1894, Hon. John Wanamaker, President.
544: Denominational Relations and Constituency
Hon. John Wanamaker
re-elected each year
since. Work broad-
ened at once; General
Secretary chosen; .45-
senibly Herald started ;
Primary and Norinal
superintendents ap-
pointed; tour of the
state, led by William
Reynolds ; r e c e i p t s,
$4,000. 1896, Home
Department superin-
t e n d e n t appointed.
i8g7, permanent State
offices opened. 1899,
House-to-House Visi-
W. G. Landes
tation, directed by special superintendent; receipts, $11,000. 1900, plans
for administration perfected; summer schools a marked feature. 1903,
three Lecture Courses, sixty popular lectures given in twenty counties.
1904, nine Lecture Courses, one hundred and forty-five lectures, in forty-
five counties; Summer Student work inaugurated, twenty-five men employed;
Primary Field worker and superintendent of elementary work appointed.
Additional Field worker employed steadily, others during part of the year;
bequest of $15,000 led to incorporation; convention largest in its history,
with extensive Educational Exhibit; receipts, $i 6,000, and pledges made
for succeeding year, $21,000.
1905, forty-six students in the field; summer schools maintained; tour
of the state by six workers, visiting forty-seven counties; over three thou-
sand normal students enrolled. Free entertainment of delegates not to be
provided at future state meetings.
The state organization conducted on business principles. Nine directors.
Six standing committees: Committee on Administration acts for the Board
during interim of monthly meetings, related directly to all employees, chair-
man audits all accounts, and attests Treasurer's checks; Committee on
Finance plans for income and expenditures, under definite schedule; Com-
mittee on Elementary Grades has supervision of Beginners, Primary and
Junior work; Committee on Education has oversight of normal or teacher-
training work, summer schools, lecture courses, etc.; Committee on For-
ward Movements related to student work, temperance, missions, etc.;
Committee on Program engaged throughout the year in building program.
Each committee consists of three directors, who may select three advisory
members. The chairman of each committee is held responsible for his
department, and all disbursements in his department must have his
approval. Two basic principles of administration: Centralization in the
Directorate, and departmental responsibility. Details invariably worked
out in committees, and results submitted in writing; only the most essential
matters occupy the Directors' meetings.
At the Toronto Convention, Pennsylvania reported 10,158 Sunday-schools
with a total enrollment of 1,491,812, — the largest association, in the num-
ber of schools and enrollment, in the International Field. Thirty of the
sixty-seven counties are "Banner" counties. Nine hundred conventions
were held last year. There are 48,000 enrolled in the Home Department.
The Constituency
545
QUEBEC
International Committeeman . .
International Vice-President . .
President Provincial Association
Chairman Executive Cominittee
General Secretary
Superintendent ?Iome Department
Superintendent Temperance Dept.
Seth p. Leet, K.C., Montreal.
David Bentlev, Montreal.
W. L. Shurtleff, K.C, Coaticook.
R. H. Buchanan, Montreal.
Rev. Edgar T. Capel, Montreal.
G. L. Masters, Coaticook.
Mrs. S. E. Mabon, Lachute.
Next Convention Montreal, November 7-9, 1905.
W. L. Shurtleff, K.C.
R. H. Buchanan
Rev. E. T. Capel
The Sunday-School Union of the Province of Quebec was organized
July 21, 1 83 A. Its field was the whole of the then known Dominion, and
its successors, the different Provincial Associations, since their organization,
have tried to carry out the original purpose which was announced to be
" to promote the establishment of Sabbath schools wherever it is deeined
practicable, and to encourage and strengthen those already in existence."
Until 1890 the Union did not do anything in the way of convention work.
For thirty years, Rev. John McKillican had been agent and missionary of
the Union and had travelled over the Dominion, visiting schools and going
into the neglected portions and organizing new schools. In 1890, he severed
his connection with the Union and since that time the secretaries have been:
Stuart Muirhead, now of Nova Scotia; George H. Archibald, now with the
Sunday-School Union in London; Rev. E. W. Halpenny, now of Indiana;
and the present eflficient worker, Rev. Edgar T. Capel.
Organization is difficult on account of the limited Protestant population.
In several counties there are no Protestants, and of the 1,650,000 popula-
tion in the Province only 220,000 are non-Roman Catholic.
There are, however, 450 Sunday-schools in the Province, with 4,800
officers and teachers, and 36,500 teachers. Last year about $2,200 was
raised for all purposes.
546 Denominational Relations and Constituency
RHODE ISLAND
International Committeeman . .
International Vice-President . .
President State Association
Chairman Executive Committee
General Secretary
Next Convention
T. W. Waterman, Providence.
Rev. William Pressey, Ashton.
C. W. Calder, Providence.
James H. Smith, Providence.
WiLLARD B. Wilson, Providence.
Providence, October 10, 11, 1Q05.
C. W. Calder
J. H. Smith
W. B. Wilson
" The first real Sunday-school in the United States," says General Secre-
tary W. B. Wilson, " was organized by Samuel Slater in Pawtucket,"
and, until the inauguration of the International movement, Rhode Island
easily stood among the leaders in Sunday-school work. The work was
done by enthusiastic, consecrated individuals without organization. The
teaching was by catechisms, question books and recitations of Scripture.
Sunday-school concerts were relied upon for stimulation of interest. The
Baptists held an enthtisiastic annual convention, which was cited everywhere
by Sunday-school workers as a model.
In 1878, an interdenominational association was formed. The state was
so small that county and township work were thought impossible. The
president was a clergyman taken from a different denomination each year,
and five denominational secretaries were chosen. A. B. McCrillis was
chosen chief secretary, and, for many years, was one of the propelling forces.
For some years the convention was the chief stimulating Sunday-school
force in the state. In 189.3, W. B. Wilson was chosen state secretary, and
has served continuously to date. The association was incorporated in 1809.
Rhode Island is now fully organized. Conventions, institutes and dis-
trict and township conferences are held at least once a year within five miles
of every Sunday-school in the state. The Summer School for Sunday-
school Teachers has just closed its fourth annual session.
There has been a continuous growth of interest and a healthy develop-
ment of the work during the last twelve years.
The hope for the immediate future is a teacher-training secretary to
devote his entire time to the work in conventions, and in the conduct of
glasses.
The Constituency
547
SOUTH DAKOTA
International Committeeman . . . Rev. C. M. Daley, Huron.
International Vice-President . . . Rev. A. C. McCauley, Bridgewater.
President State Association . . . Rev. James Chalmers, D.D., Brookings.
Chairman Executive Committee . Rev. C. M. Day, Huron.
General Secretary Rev. F. P. Leach, Sioux Falls.
Primary Department Mrs. M. V. McGilliard.
Home Department Rev. John Whalley.
Teacher Training Department . . Rev. H. R. Upton, Scotland.
Temperance Department .... Mrs. F. P. Leach, Sioux Falls.
Next Convention
The originator of the first distinctively Sunday-
school movement in Dakota Territory was Rev.
Mr. Martin, who started the first school in Ver-
milion (S. D.) in the early summer of 1861, in
a log building which was destroyed the follow-
ing year in an Indian uprising. The first Terri-
torial Sunday-school Convention was fittingly
held in Vermilion, the town in which the first
school was organized fourteen years earlier,
October, 26, 1875. Nathan Ford, a native of
Palestine, was first president of the Association.
The second convention, at Yankton, June 1,3,
1876, was conducted by Ralph Wells, of New
York. This early convention passed the first
resolution favoring prohibition. County con-
ventions were first inaugurated that fall. At
the 1877 convention the first resolutions were passed indorsing the
uniform lesson. The 1878 convention was greatly inspired by the presence
of E. Pay son Portei; the first International Secretary to visit the Dakota
Association.
The 1 88 1 convention planned for district organization and for more
thorough work in the counties.
During the succeeding years of phenomenal settlement the work grew
apace and was of power throughout the whole territory. But in the nine-
ties the work lost much of its early power and though the organization
never became entirely extinct a reorganization seemed necessary to bring
it to its present standard of interest and efficiency.
The general secretary. Rev. F. P. Leach, has recently completed his sec-
ond year of service, and plans are under way to extend the work into
every unorganized portion of the state.
Rev. F. P. Leach
SOUTH CAROLINA
International Committeeman W. E. Pelham, Newberry.
International Vice-President Rev. J. W. Schell, Spartanburp
President State Association Rev. W. B. Oliver, Florence.
Chairman Executive Committee .... W. E. Pelham, Newberry.
548 Denominational Relations and Constituency
We were
unable,
after
strenuous |
effort,
to
obtain
a picture
of Mr.
Oliver
Ed.
....
Rev. W. JB.Oliver
The organized work in South Carolina gives
promise of increasing interest. Good annual
conventions have been held during the triennium
just closed. At two of these international assis-
tance was enjoyed and the presence and work of
Mrs. Bryner were greatly appreciated.
The executive committee has been charged
with the work of organizing the counties of the
state and is now putting forth efforts in that
direction. There is a strong and growing senti-
ment in favor of the employment of a field worker,
and if a suitable man can be found we believe
that the result will be a greatly increased inter-
est in the work.
Meanwhile we praise God for his favor and
pray for his direction for the future.
TENNESSEE
International Committeeman
International Vice-President
President State Association . .
Chairman Executive Committee
General Secretary
Prof. H. M. Hamill, Nashville.
W. H. Raymond, Nashville.
John R. Pepper, Memphis.
W. H. Raymond, Nashville.
Edward Albright, Nashville.
W. H. Raymond
J. R. Peppek
Edward Albkigkt
The organized work in Tennessee, in its present form, dates back to 1888.
In the previous decade there had been a promising beginning and several
annual conventions and then the work was suffered to languish. Since 1888
the work has been maintained, at present with growing interest, and is
attracting to its support men who are most prominent in business and
educational work.
The convention of 1895 at Tullahoma was notable for the attendance of
B. F. Jacobs and was the largest and most far-reaching in its results of any
ever held in the state. A general secretary was placed in the field whose
program was " conventions and oollections," with emphasis on the latter, so
The Constituency
549
that Tennessee har exceeded in contributions many more highly organizet^
states.
From twenty to twenty-five counties have a form of organization and it is
planned, under the leadership of the present secretary, to strengthen these
organizations and push the formation of new ones. A plan has also been
formed, in lack of any state paper, to utilize the columns of two hundred
newspapers in the different counties of the state.
TEXAS
International Committeeman .... Wm. G. Brrg, Dallas,
International Vice-Pregident .... Capt. J. Farley, Dallas.
President of State Association .... W. N. Wiggins, San Antonio.
Chairman Executive Committee . . . Wm. G. Breg, Dallas.
General Secretary CD. Meigs, Dallas.
Supt. Home Department Mrs. C. D. Meigs, Dallas.
Supt. Teacher-Training Department . Prof. C. A. Arnold, San Antonio.
Supt. Primary Department Mrs. Adele Phillips, San Antonio.
Next State Convention San Antonio, 3d week in June, 1906.
C. D. Meigs
Texas has 248 counties, many of which are so
sparsely settled as to make county organization
impractical. In many other counties precinct
organizations can only be formed by combining
two or more into a " district." This makes
high " banner " standards of organization
impossible.
The state was first organized in 1875, but
froin that date to 1890 the organization was not
continuous, arid the records have been mostly
lost.
In 1 88 1 or 1882 the first general secretary was
employed in the person of Dr. W. J. Rogers now
of Bellevue, Texas; but the association had no
support as he was compelled to resign in about
six months.
In 1892-93 the second general secretary, Curtis P. Coe, was employed,
but after he left in 1894 three years passed without a convention. Since
1897, however, conventions have been held annually.
July I, 1 90 1, Lewis Collins was elected general secretary, serving until
September, 1903. October i, 1904, C. D. Meigs was elected. At this date
only 38 counties have working associations. The conventions of 1904 and
1905 showed greatly increased interest, and the outlook is hopeful.
At the last convention a new constitution was adopted, and the con-
vention voted to incorporate the association. In addition to the regular
officers there is an Executive Committee of 30 members located in groups
throughout the state. It is planned to hold quarterly meetings of the
committee in different parts of the state, with a public meeting in connection
with each committee ineeting. A central committee of ten members will
meet monthly at Dallas, the headquarters of the association. A tour of ten
of the principal cities is planned for November, 1905, with W. C. Pearce as
chief instructor.
550 Denominational Relations and Constituency
UTAH
International Committeeman . . Thomas Weir, Salt Lake City.
International Vice-President . . Prof. J. A. Smith, Ogden.
President State Association . . Rev. Wildman Murphy, Salt Lake City.
Secretary L. M. Gillilan, Salt Lake City.
Christian Sunday-schools came to Utah in the early seventies, with the
first mission churches, and as late as 1885 were almost as lonesome ia the
community as such schools would be in a Mohammedan country. This is
still true in no small degree of the schools outside of Salt Lake City and a
few of the larger towns.
With the influx of Gentiles in 1889 to 1893, came larger and freer oppor-
tunities for Sunday-school work, and there are now in the state about one
hundred and fifteen effective Sunday-school organizations. Of these some
fifty are located in Salt Lake City and Ogden, and in the immediate vicinity.
There are, perhaps, seventy-five schools in the state in which the average
attendance is under fifty.
In Salt Lake City and Ogden where there is a Gentile population, there
are perhaps a half a dozen with an enrollment of over three hundred. The
Sunday-school work in Salt Lake City has been unusvially encouraging
during the past few years.
About fifteen years ago conferences of the associated Sunday-school
workers were inaugurated under the impulse given by the International
Association.
Our methods outside a few of the larger schools are and must be, for some
years, those of the foreign missionary. Our greatest problem outside of
the cities mentioned, is how to get the children to instruct in the way of
life as taught by the Church of our one Master. The home department
idea, leading as it does to personal visitation, has been one of the best new
things we have tried. Rev. Wildman Murphy and Prof. L. M. Gillilan are
doing good work as president and secretary of our association.
VERMONT
International Committeeman . . . Hon. D. M. Camp, Newport.
International Vice-President . . . J. A. Greenwood, Chester.
President State Association . . . G. F. North, Burlington.
Chairman Executive Committee . F. S. Pease, Burlington.
Field Secretary Edward M. Fuller, Burlington.
Next Convention St. Johnsbury, Oct. 17-18, 1905.
The Vermont Sunday-School Association was organized in Rutland in
the fall of 1869, with E. A. Fuller, of Burlington, president, and Geo. E.
Davis, of Burlington, secretary. The late Rev. J. H. Babbitt was many
years successively General Secretary, Statistical Secretary and International
Committeeman.
There was no paid worker in the field until about 1897, since which time
Revs. I. B. Miller, George L. Story, and Edward M. Fuller, the present field
secretary, have been engaged.
The Constituency
551
In 1896, the asso-
ciation was incorpo-
rated. There is an
Executive Committee
of seven, the chairman
chosen each year and
two members elected
annually for three
years, and a Board of
Directors consisting of
this committee and. one
member chosen annu-
ally by each County
Association. All the
counties are organized
under a uniform con-
stitution, and county conventions are held consecutively in the fall just
prior to the State Convention. Township and district associations are
auxiliary to the county organizations. The Home Department Work is
almost wholly carried on interdenominationally, under the township asso-
ciations. The State Association publishes The Vermont Sunday-school
Herald.
The plans for the immediate future call for the employment of another
worker who shall combine the duties of Home Department and Teacher-
Training Superintendents. " Education and Evangelization " are the
watchwords of the association.
G. F. North
E. M. Fuller
VIRGINIA
International Committeeman . .
International Vice-President . .
President of State Association
Chairman Executive Committee,
Corresponding Secretary ....
Home Department Supt. . . .
Teacher-Training Superintendent,
Primary Superintendent ....
Next State Convention ....
J. R. JoPLiNG, Danville.
Rev. A. L. Phillips, D.D., Richmond.
Prof. Geo. W. Walker, Blacksbury.
Hon. Thos. N. Jones, Smithfield.
A. L. Knowles, Staunton.
Miss Annie Lind Forsberg, Lynchburg.
Miss Nettie Hamer, Charlottesville.
Miss Pearl Teter, Goshen.
Newport News, April, 1906.
The first Interdenominational Sunday-School Convention in Virginia was
held in Richmond in 1875. Four others were held at irregular periods
between 1875 and 1898, though several counties held conventions during
that time. Since 1898 state conventions have been held annually.
Sixteen of the one hundred counties in the state are organized, and hold
their county conventions annually. Some of these counties are doing
good work in the adjoining counties, trying to organize them.
A field secretary was employed and put to work in that field from 1900
to 1902, when he was discontinued for lack of funds. There are many
earnest laymen in the state who would willingly support an efficient field
worker who is a good organizer, and with proper effort a much larger por-
tion of the state would soon be organized and the work would be easily
self-sustaining.
552 Denominational Relations and Constituency
Prr.i. G. W. Walker
Hon. T. N. Jokes
A. L. Knowlss
At the last state convention superintendents of Primary, Teacher-Train-
ing and Home Departments were elected. The state Executive Committee
has subdivided the work, and some progress toward county and township
organization is being made.
EASTERN WASHINGTON and NORTHERN IDAHO
International Committeeman . . . W. Ralph Cooley, Spokane, Wash.
International Vice-President . . . Pres. S. B. L. Penrose, Walla Walla.
President Association W. Ralph Cooley, Spokane, Wash.
Chairman Executive Committee . W. Ralph Cooley, Spokane, Wash.
Primary Secretary Mrs. R. W. Smart, Spokane, Wash.
Home Department Secretary . . . Mrs. J. A. Rodgers, Davenport.
Teacher-Training Secretary . . . Rev. F. B. Huffman, Palouse.
On account of the geographical situation of that large tract of country
comprising the eastern half of Washington and the northern counties of
Idaho, it has long been thought wise by international and local workers to
create an association for this field. Such a course was authorized at the
Atlanta Convention in 1899, but action was not taken until the Washing-
ton State Convention at Spokane, April 27, 1905, when, vrith representa-
tives from Idaho present, the new association was organized.
Pursuant to action taken up by the state executive committee, a state
secretary will be chosen as soon as a suitable nian can be secured, and on
account of the excellent organization accoinplished by Rev. W. C. Merritt,
former secretary for the whole state of Washington, there must necessarily
be rapid development under wise leadership.
WASHINGTON
International Committeeman . .
International Vice-President . .
President State Association . .
Chairnian Executive Committee
Field Secretary James Lynch, Seattle.
(WEST)
W. D. Wood, Seattle.
D. S. Johnston, Tacoma.
D. S. Johnston, Tacoma.
D. S. Johnston, Tacoma.
The Constituency
553
The state work in
Washington wa s or-
ganized as a result of
the visit of WilHani
Reynolds toTacoma in
April, 1SS9. For five
years state and county
conventions were
held, and in 1804 Mr.
Reynolds made an-
other visit to the state.
Conventions were
held in ten counties
and the state conven-
tion was the largest
vet held. In April,
1897, Rev. W. C. Merritt was elected president of the state association,
and later secretary and field worker. He devoted eight years of faithful
service to the development of the Sunday-school work and the results of
his labors are shown in the excellent condition of the work to-day.
At the annual convention in Spokane in April, 1905, the state was divided
and there are now two associations — Eastern and Western Washington.
During the past year we raised about thirty-nine hundred dollars for the
state and International work. The resignation of Mr. Merritt was a distinct
loss to the work. James Lynch, the paid superintendent of the Plymouth
Congregational Sunday-school, Seattle, is the new field worker. The work
in every department is in a very hopeful condition. The most encourag-
ing feature is the recognition of the value of the Association and its work
by the pastors of the state.
D. S. Johnston
Jas. Lynch
WISCONSIN
International Committeeman S. B. Harding, Waukesha.
International Vice-President T. M. Hammond, Milwaukee.
President State Association S. B. Harding, Waukesha.
Chairman State Committee S. F. Shattuck, Neenah.
Primary Superintendent Mrs. C. P. Jaeger, Portage.
The Wisconsin State Association is in earnest in the work, though the
progress has been slow. Since the resignation of General Secretary Chyno-
weth in February, the work of that office has been undertaken by Mrs. C. P.
Jarger, the efficient primary worker. Under the leadership of President
Harding, the work is being placed on a substantial basis, and the prospect
seems bright for the future.
WEST VIRGINIA
International Committeeman . Rev. C. Humble M.D., Parkersburg.
International Vice-President . Pres. D. B. Purinton, D.D., Morgantown.
President of State Association . Pres. D. B. Purinton, D.D., Morgantown.
Chairman Executive Committee, Rev. C. Humble, M.D., Parkersburg.
554 Denominational Relations and Constituency
General Secretary ...'.... W. C. Shafer, Wheeling.
Home Department Secretary . . . Miss Louise P. Hubbard, Wheeling.
Teacher Training Secretary . . . Rev. L. E. Peters, Clarksburg.
Primary Secretary Miss Martha V. Graham, Wheeling.
Temperance Secretary Mrs. M. R. C. Morrow, Fairmont.
Next State Convention Clarksburg, April 17-19. 1906.
Pres. D. B. Purinton
W. C. Shafer
From the first meet-
ing in Wheeling in
1880 to the twentieth
in 1900 at Ravens-
wood, there was a
record of " Ups and
downs." Yet only
two conventions were
missed.
In 1902. at the Hunt-
ington convention, W.
C. Shafer was elected
the first general sec-
retary of the state, and
has since continued to
serve in this capacity.
The association has headquarters in one of the best business blocks of
Wheeling, the largest city, and is recognizing all the important depart-
ments of work. Primary, Teacher Training, Home and Temperance-, each
with a competent secretary. All of them volunteer their services with the
exception of the Primary and Junior Secretary, who is employed for six
months this year for the first time. The officers are men who have proven
their worth by years of faithfulness before being elected to their present
positions.
The association president is also President of the State University, and
has established a school of methods for Sunday-school workers, which has
exceeded all expectations for the two sessions.
Thirty-seven of the fifty-five counties are organized; seven more are
ready to come into the organization in October. There are seven banner
counties and a decided growth in interest and practical work is manifested
all over the state. The greatest encouragement comes from the fact that
there is now a demand for the work and for help from headquarters, and
the association is making earnest efforts to respond, notwithstanding the
lack of railroads and means of transportation.
WYOMING
International Committeeman .... I. C. Whipple, Cheyenne.
International Vice-President . . . . H. B. Henderson, Cheyenne.
President State Association Prof. Aven Nelson, Laramie.
Secretary Mrs. Amy T. Powelson, Cheyenne.
Supt. Primary Work Mrs. J. H. Collier, Cheyenne.
The Constituency
sss
Newell Dwight Hillis, now pastor of
Plymouth Church, Brooklyn, N. Y., came to
Wyoming in 1881 to organize Sunday-schools.
This was six years before he entered the ministry.
The association was first organized by Dr.
Joseph Clark of Ohio. For fifteen years regular
annual conventions were held, then there was a
vacation until 1900 when the association was
reorganized by the International leaders who
^p»- .^^^^^,-1 were conducting " the Northwestern Tour."
^■i ^^^^^^H ^^^ counties are organized, with seven others
^^^r J^B^^^^^k ^^ ^^ heard from. A primary worker is s source
s^^H ^^^^^^^^^^ ^^ inspiration and help, and the general work is
l^^^^mfHHHm making good progress. Last year there were
357 additions to the churches from the Sunday-
schools of the state.
The fields are indeed " white unto the harvest," yet man/ communities
are without Sunday-school organization. Much is expected from the efforts
of a resident field worker in the great West.
Prof. AvEN Nelson
Committee on "Work among the Negroes'
Clifton, Mass., Conference, August 22-25, 1905
RELATED ORGANIZATIONS
The American Sunday-School Union
January ii, 1791, there was formed " A Societ}^
for the Institution and Support of First-Day or Sunday
schools in Philadelphia." Its schools, with at first
paid teachers, were open to children and all young
apprentices or tradesmen who " have not former oppor-
tunities of instruction previous to their being appren-
ticed to trade." Reading and writing were taught
from the Bible. In 181 1 Rev. Robert May, a missionary
of the London Missionary Society, on his way to India,
visited Philadelphia and brought inform.ation as to
English methods. Various societies sprung up, until
for the sake of unity and efhciency it seemed wise to
seek some combination of activity, and on May 27,
181 7, the organization of " The Sunday and Adult
School Union " was perfected. In 1824 there were
affiliated with this society 723 schools, with 7,300
teachers and 46,619 scholars in 17 states, territories and
the District of Columbia.
This success stimulated desire for a national society.
Plans were outlined, and on May 25, 1824, at a meeting in
which several denominations and fifteen to twenty states
were represented, the American Sunday-School Union
was organized.* It speedily showed itself an instru-
ment of greatest efficiency. For miore than a half
century it was the organized center and inspiration of
the Stmday-school activities of the land. It stood
behind the " Limited Lessons " which before 1825
had local trial to make them " uniform," to such effect
that one series of " helps " had a circulation equal to
seven tenths of all the Sunday-school teachers in the
country, and " The Union Questions," which were the
most " up-to-date " treatment of the lessons, a circu-
*" A Century of Sunday-school Progress"; by Rev. E. W. Rice, D.D„
Editor of the pubUcations of the American Sunday-School Union.
556
The American Sunday-School Union 557
lation of a million. To aid in popularizing these lessons,
helps were issued, teacher-training plans proposed, etc.
When the " uniform lesson " was reached the Society
at once secured the services of experts to give the best
" light and leading " upon the new path.
In all its history it has been a prominent agency in
the development of a wholesome juvenile literature.
The chief aim of the organization has been Sunday-
school extension. In 181 7 there were 100 Sunday-
vSchools in the whole country. The missionaries of the
society sent out over the land, representing eight de-
nominations and prosecuting their work in sixteen states,
stimulated local organizations, awakened interest, col-
lected facts and introduced newest methods with an
immediate and gratifying response.
In 1839 a crusade was undertaken to establish within
two years a Sunday-school in every destitute community
in the Mississippi valle}^. At the end of the time, 78
missionaries had organized 2,867 schools, and the next
year there were found 20,000 teachers and 30,000
scholars in connection with them whose confession of
Christ had been within the previous nine years.
In 1833 a similar crusade was projected for the south-
Atlantic states and Florida, and 400 schools were organ-
ized, and 1,500 added to the record in the Mississippi,
valley. In this same year a national house-to-house
canvass was planned for the Fourth of July, 1834. In
1870 the country was divided into missionary districts,
eight in number, in which the agents of the Society,
Vv'ith smaller fields for assistant workers, organize
schools as needed and inspire those that already exist.
During the seventy-five years of its history the Union
has organized 100,928 schools, distributed publications
to the value of $9,000,000. Its work has been fruitful
in conversions, the reported number for ten years
approaching 70,000; and in the period, 1891-1869, 1,118
churches grew out of its work.
558 Related Organizations
The British Sunday-School Union*
William Brodie Gurney was a young Sunday-school
teacher in a suburb of London in 1803. After an inter-
esting conversation with a friend, also engaged in
Sunday-school work, he said, " Your school is better
than ours, and you tell me that there are schools better
than yours. Why should we not get together Sunday-
school teachers and try to improve, if possible, our plans
of instruction, and stimulate others to open new schools
in London? "
The answer to the question was the Sunday-School
Union, formed July 13, 1803. Quarterly meetings of
teachers were held, annual sermons were secured, and
the idea was urged that every church should have a
school. Four books were published, the first of which,
" A Plan for the Establishment and Regulation of Sun-
day-schools," was the earliest effort to grapple with
the problem of s^^stem and organization in the school.
No special publicity was given to the Union until, after
nine years, it ventured upon its first public meeting, a
May breakfast, which proved a marked success.
In 1 81 3 the first periodical for teachers was issued
and, two years later, by the South London Auxiliary,
the first monthly for scholars. In 182 1 there were up-
wards of 4,000 affiliated schools, and enlarged plans of
efficiency were entered upon.
In 1828, James Gall, of Edinburgh, who was a special
advocate of the value of the Socratic method of teach-
ing, was brought to the help of the work. He had great
influence and success as a lesson-builder, and while it
appears now that his estimate of the interrogative method
was an exaggerated one, his views and influence were
of marked value and stimulus at the time.
* " A Hundred .Years' Work for the Children," being a sketch of the
history and operations of the Sunday-School Union, from its formation in
1803 to its centenary in 1903. By William H. Groser, B. Sc. (London),
Senior Honorary Secretary. — London, The Sunday-School Union.
The British Sunday- School Union ■ 559
In 1 83 1 the Union took advantage of the jubilee of
the Sunday-school to raise a fund to assist in erecting
Sunday-school buildings and in establishing missions,
which was of large use.
In 1840 there was begun the publication of two lists of
selected lessons for each Sunday of the year. In 1874
the afternoon list was succeeded by the International
lessons, in whose preparation the Union has a part,
through the British section of the Lesson Committee.
This period was also signalized by the issuance of the
first teachers' helps and the promotion of infant and
senior classes.
In 1853 the jubilee was kept and a plan matured for
a suitable home for the Society. With it and the new
facilities at command, operations of large scope were
entered upon, whose prosecution has been the work
of the last fifty years. In all these this ancient society
has been increasing in strength and influence.
The visible signs of realization have been in the crea-
tion of a Sunday-school literature, the suggestion and
inception of world-wide gatherings of Sunday-school
workers, the development of Sunday-school missions
in seventeen countries in Europe, the organizations of
the Teachers' Training College with its 1,500 students
in attendance at a session, and the World's Days of
Prayer for Sunday-schools. Under its auspices the
British section of the Christian Endeavor Society was
organized; the International Bible Reading Association,
which enrolls 760,000 readers; the maintenance of a
special Sunday-school evangelist undertaken ; and zeal-
ous support given the Band of Hope movement.
It maintains also its philanthropies: A Children's
Holiday Home, a House of Rest for lady teachers, and a
Children's Convalescent Home,
So marvelous has been the fruitage of the meeting of
two young Sunday-school teachers, interested enough
in the work in which they were engaged to talk to each
other about it.
56o
Related Organizations
J. A. McKamy, D.D.
The Sunday-school Editorial Association
J. A. McKAMY, D.D.
Though the production of
Sunday-school literature began
and has kept step with the
Sunday-school movenient, it has
been only quite recently that a
long-felt, but not strongly-felt,
desire for closer relations between
those who are engaged in this
important work has been realized.
For many years it has seemed
good to some to bring together
in an organization the editors and
publishers connected with the
various establishments that are
producing the lesson helps and reading papers of many
kinds which are now used very, generally in the Sunday-
schools. Occasional m,eetings at the triennial inter-
national conventions had been about the only oppor-
tunities open for even so much as the cultivation of
personal acquaintance among these fellow-craftsmen.
Little, however, was made of these slender opportunities.
Presbyterian, Lutheran, Baptist, Congregationalist,
United Brethren, and all the rest, on both sides of the
international boundary, weeded each his own row,
uninformed, for the most part, and, to an appreciable
extent, indifferent, as to what was going on in the other
rows. But all this has been changed.
In April, 1901, a representative number of editors
and publishers came together in New York City and
formed the organization known as the Sunday-school
Editorial Association. The basis agreed upon was
broad enough to provide standing room for all editors,
lesson-writers and publishers, denominational and un-
denominational, who treat the International lessons
in their literature. The glad hand was extended to
The Sunday-school Editorial Association 561
the brethren in Great Britain, AustraHa, India and
•
elsewhere, as well as to those in the United States and
Canada. Now at the tender age of four, the Association
has upon its membership roll nearly all the Sunday-
school editors and publishers in the wide, wide world.
In addition to these, many well-known lesson- writers,
who are neither editors nor publishers, are enrolled
among the members. At the last annual meeting,
which was held at Toronto, just prior to the opening of
the International Convention, the constitution of the
Association was revised in two or three important
particulars, one of which provides that on any vital
question, upon the demand of any member, the decision
shall be reached by a poll limited to one vote to each
publishing house represented. Thus in determining an
important issue the smaller publishing concerns weigh
as heavily as the larger.
Long before the adjournment of the initial meeting
of the Association it was clearly seen that for all con-
cerned the organization was one of the best of good
things. Subsequent annual meetings, which have been
held in Denver, Clifton, Richmond and Toronto, have
made notable contributions to the strength of this
impression. Great gain has come already from the
delightful fellowship which was found lying fallow, and
which has proven most responsive to cultivation. The
brethren are finding how good it is to know each other
this side of paradise. With this coming together each
member finds himself in possession of a new and greatly
enlarged consciousness of the magnitude and far-
reaching possibilities of the work that has been com-
mitted, in the providence of God, to the makers of
Sunday-school literature. At the same time each has
come to attach a new value to his own work on account
of the relations that it sustains to the vast whole.
Almost immediately the discovery was made that there
are great common problems which may be met most
advantageously by the collective wisdom of the entire
562 Related Organizations
body. It has been seen that there is a place foK
cooperative effort. To a considerable degree the accumu-
lated resources of all have been made available for each.
The programs of the several annual meetings have sent
the thought of the Association along the practical and
technical lines peculiar to the experience of editors and
publishers. One result of this, apparent already, is a
series of all-round improvements in lesson-study periodi-
cals. Fuller opportunity is afforded for observing and
reporting upon the transforming changes that are taking
place in the work of the Sunday-school, both theoreti-
cally and practically. At the invitation of the Lesson
Committee, the Association is lending its advice in
improving the uniform system of lessons.
The extent of the influence of the Association is clearly
discerned by the man who sees with only half an eye.
Collectively, it stands sponsor for a business that repre-
sents an investment of perhaps fifteen millions of dollars,
supported by a constituency that is practically co-
extensive with the Sunday-school membership of North
America, to say nothing about that in other lands, and
which in its aggregate annual output falls only a little
short of a half billion pieces of Sunday-school literature.
Nor is this all ; it is through the collective service of this
Association that the magnificent work of that great
group of devoted Christian scholars — the Lesson Com-
mittee — becomes of practical avail for the millions.
To the membership of this body, in an unusual degree,
there is given the direction of the Bible study pursued
by millions under the auspices of our evangelical churches
with all that it involves. In the day of larger things for
the organized Sunday-school work in North America,
those who have been intrusted with its direction recog-
nize, among the " related organizations," the command-
ing position held by this Association.
The Religious Education Association 563
The Religious Education Association
The Religious PMucation Association was organized
by the Convention for Religious and Moral Education
which met in Chicago, Februar}'' 10-12, 1903. There
were present in the convention more than four hundred
eminent educators ministers, editors of religious papers,
Sunda3^-school workers, officers of the Young Men's
Christian Association and of young people's societies,
superintendents and teachers of public schools, etc.
Fifteen religious denominations were represented. There
were delegates from twenty-three states and from
Canada.
The convention was a notable one because of the
men who composed it, the addresses which were given,
and the harmonious action which created the associa-
tion.
The convention adopted the following resolution as a
definition of the scope and purpose of the association.
" Inasmuch as an important service can be rendered
by cooperation of workers for the studying of problems,
for furnishing information, for mutual encouragement,
and for the promotion of higher ideals and better meth-
ods, a new organization for the United States and Canada
has seemed desirable. The organization should be
comprehensive and flexible. This will exclude advo-
cacy of the distinctive views of any denomination or
school of opinion ; it will forbid the limitation of the
work to any single phase of religious and moral educa-
tion, as, for example, the Sunday-school; it will prevent
the control of the organization by any section of the
country, by those interested in any single division of
the work, or by those representing any one school of
thoughts. It is not the purpose to publish a series of
Sunday-school lessons or to compete with existing
Sunday-school or other organizations ; but rather to
advance religious and moral education through such
agencies."
564 Related Organizations
The Religious Education x\ssociation seeks to render
such general assistance as shall increase the efficiency
of all individuals and organizations now engaged in
religious and moral instruction, serving as a clearing-
house for ideas and activities, unifying, stimulating and
developing all those forces which together can secure to
religion and morality their true place and their proper
influence.
The work of the Association is arranged and con-
ducted under seventeen departments. Each depart-
ment has an executive committee to direct its activity,
consisting of a president, a recording secretary, an
executive secretary and from three to seven additional
members.
Each department, under the direction of its execu-
tive committee, will conduct investigations in its sub-
ject, issue reports of such investigations, prepare and
publish annually some real contribution to progress in
its field, spread information as to ideals, facts, methods
and opportunities, hold meetings of the department
with special programs in connection with the annual
convention and at other times, and in all ways pro-
mote the work of the Association.
Three annual conventions of the Association have
been held: Chicago, 1903; Philadelphia, 1904; and
Boston, 1905, and the proceedings have been published
in book form. The officers, elected at Boston, February,
1905, are as follows: President, W. F. McDowell, D.D.,
LL.D., Chicago, 111., Bishop of the Methodist Episcopal
Church; First Vice-President, W. H. P. Faunce, D.D.,
President Brown University, Providence, R. I.; Record-
ing Secretary, Prof. George Albert Coe, Northwestern
University, Chicago; Treasurer, James H. Eckels, Com-
mercial National Bank, Chicago; Chairman Executive
Board, William R. Harper, D.D., President of the Uni-
versity of Chicago; General Secretary, Dr. Clifford W.
Barnes.
ORGANIZATION AND METHODS
General Organization
International Sunday-school work has followed in
its organization hitherto the analogy of the political
parties of the United States.
The convention, held triennially, is composed of
accredited delegates from each state, territory and
province of its constituency, the delegation being equal
to four times the electoral vote of each state or territory,
for the United States, with a corresponding number from
other territories and provinces in North America. The
possible number of such delegates to the convention of
1905 was 2,214.
The convention elects from its membership an official
staff sufficient for the proper ordering of the assembly,
consisting of a president, several vice-presidents and
recording secretaries, whose duties are those of the
corresponding officers in political conventions, and are
limited to the convention itself, except as these officers
become, ex officiis, members of the International Exec-
utive Committee, by which, as by the national political
committee, the constituenc}^ is held in line, policies
worked out and the general interests cared for in the
interim of conventions.
The two great instruments of the convention for its
permanent work are the Lesson Committee and the
Executive Committee.
The Lesson Committee
The Lesson Committee is composed of fifteen men
selected from different portions of the field and the
various denominations of Christians cooperating in the
convention, for their representative positions and
scholarship, for a term of six years. They are charged
with the duty of selecting, under certain broad principles
laid down by the convention, the texts of Scripture
565
566 Organization and Methods
which from Sunday to Sunday constitute the uniform
lesson, with appropriate " Titles " and " Golden Texts "
for the same. No comments or expositions or treat-
ment of the lessons, in any way, are prepared by this
committee. These are the work of the different denomi-
national Sunday-school and publishing organizations,
and of individual editors and publishers, who alone are
responsible for them.
The Executive Committee
The Executive Committee is composed of the officers
of the convention, ex officiis, and one member from each
state, territory and province included in the convention,
with three members representing the negroes of the
South. These are nominated each by the particular
jurisdiction he represents, and elected by the convention.
This committee has placed in its hands, subject
always to instruction from the convention, all the
interests of the International work, the selection of the
lessons excepted. It employs and directs the activities
of all agents and workers, raises and expends funds
necessary for the prosecution of the work, and, in
general, organizes, extends, supervises and conducts,
between conventions, the work heretofore carried on in
the name of the International Sunday-school Convention,
and hereafter to be conducted under the style of the
International Sunday-school Association. It serves also
as a program and business committee for the meeting
of the triennial convention.
This committee holds an annual meeting of several
days' duration at some convenient center and reports its
doings in the triennium for the approval of the con-
vention.
The Chairman of the Executive Committee
The chairman of the Executive Committee is its
executive officer charged " to carry out all plans of the
committee as outlined at its annual meeting," with large
General Organization 567
liberty of initiative and method. He is bound by no
written rules, but is expected to carry with him in his
policies the judgment and cooperation of the Committee.
The Central Committee
The Central Committee is chosen by the Executive
Committee, chiefly from those of its members who may
be able readily to meet with each other and the chair-
man. Tt meets frequently at the call of the chairman,
and forms for him a sort of cabinet for the consideration
of matters on which action is necessary between the
meetings of the Executive Committee.
The Treasurer
The Treasurer, with the assistance of the Finance
Committee, has the responsibility of collecting the
pledges for the support of the work made at the conven-
tion, and of enlarging the same to meet its needs, and of
guarding the wise and careful expenditure of funds.
Departmental Organization
The growing policy of the Executive Committee,
approved by successive conventions, has been to organize
the work under their charge, as the occasion seemed to
demand, into " departments " each of which may have
a development and an organization of its own, as the
range and the significance of its work are recognized,
and pointing the way to the ultimate arrangement of the
work in its great and naturally coordinated sections.
The departments already authorized and in different
stages of development are ; ( i ) The Primary Department ;
(2) the Home Department; (3) the Field Workers'
Department; (4) the Department of Education.
Officers and Agents Appointed by" the Executive
Committee
Thus far the Executive Committee in the discharge of
its trust has appointed secretaries, field workers, com-
missions and committees.
568 Organization and Methods
The secretaries and field workers are salaried repre-
sentatives , of the committee ; the commissions and
committees serve without remuneration and usually at
their own charges.
The General Secretary has charge, under the
direction of the chairman of the Executive Committee,
of field work and directs the movements of field workers,
spending a large portion of his own time in attendance
upon conventions. He conducts the correspondence,
gathers the statistics and circulates the literature of the
Association.
Department Secretaries. — - When fully organized,
each department will be in charge of a secretary or
superintendent responsible for its efficiency and having
the aid of expert service. At present the Primary
Department is the only one that has reached this state
of efficiency, and its success is the justification of the
extension of the method as rapidly as may be expedient
to other forms of the work. In the Department of
Education the special work of teacher-training is in
charge of a secretary who also serves as field worker.
The Field Workers, of whom in the last triennium
four were commissioned, attend and aid in conventions
throughout the International field, or in special portions
of it, under the direction of the general secretary.
Commissions are distinguished, in general, from com-
mittees in being composed in part of persons who are
not members of the Executive Committee, but no very
special care has beeen taken to observe the distinction.
During the past triennium there have been two of these
bodies, one upon work in Japan, and the other upon
work in the West India Islands.
The Committees of permanent standing are eight in
number, and the work with which they are charged is
sufficiently indicated by their names. They are, first, the
three committees having the oversight of departments:
Primary, Home and Education. Second, the two
Missionary Committees, on work among Negroes in the
General Organization
569
South and on Mexico. Third, the three special com-
mittees, on Theological Seminaries, Adult Bible Classes,
the International Bible Reading Association.
All this measure of organization has been a develop-
ment without constitution or written rule. Demands
have been met as they have arisen with the wisdom given
at the time. The present nomenclature may not be
exact or at all points self-consistent. It certainly will
not be affirmed that the present organization is fully
adjusted to the new opportunities that are pressing upon
the Association.
But it is to be said with gratitude for the overruling
guidance of the Almighty and with thankful recognition
of the great souls he has given for its leaders, that in its
simplicity and absolute flexibility it has been found
adequate for wonderful success.
wm'^^^'mu^'si^^mmr^.vmm^mM^^fmi^m^^vm^^M^ 1 ly liiji^.y^jigl^iv^^ji ■# j.
'^J^ig^Kg^<l^«^w■^«wi^^^w '■mw"
Tiberias and the Sea ui UALii,ii,ii — i>>'4
"After these things Jesus went over the Sea of Galilee, which is the Sea of
Tiberias." — John 6 : i
{From Glimpses of Bible Lands')
570 Organization and Methods
The Primary and Junior Department
Mrs. J. W. BARNES
The International Executive Committee divides the
work of the Association into sections, placing in charge
of each a committee selected from its own body. The
Primary and Junior Department differs from the other
division in that its work is more complex, covering as
it does three departments, — Beginners, Primary and
Junior, — each of which has its own special problems and
difficulties. For this reason, and in order that the
Primary Committee may plan wisely for these grades,
they have associated with them three advisory members
who have both technical and experimental knowledge.
These members are selected from the elementary teachers
at large and nominated according to the following reso-
lution :
Resolved, that subject to the approval of the Execu-
tive Committee of the International Sunday-school
Association, this body, composed of one representative
from each state and province appointed by the state
or province, which has been called the Executive Com-
mittee of the Primary Department, be hereafter known
as the Elementary Council of the International Sunday-
school Association. This council shall meet triennially
at the time of the International Convention and elect
a committee of three to serve as an advisory committee
with the Elementary Committee appointed by the Inter-
national Executive Committee ^n the supervision of the
elementary grades. One member of this committee
shall be elected chairman of this Elementary Council.
To carry out the plans of this joint committee, the
International Executive Committee has a special secre-
tary, at present known as the Primary and Junior Sec-
retary, whose whole time is devoted to the work in
field and office. The ideal will be reached when each
state and province is provided with a siniilar organiza-
tion under its own executive committee, each provided
The Primary and Junior Department 571
with a secretary or superintendent through whom
communication may be had, for only under these con-
ditions can the benefits of the International Association
be felt in every part of the field.
The work of the department is carried on by means of
a system of conventions, through correspondence and
the distribution of printed matter. The aim of the com-
mittee is to have one of its representatives at each state
and provincial convention, that by personal contact
with the state and provincial organization and its de-
partment secretary, their plans may be adapted to local
conditions. When the Primary and Junior Secretary is
that representative, in addition to meeting the Execu-
tive Committee, conferences are held with the depart-
mental secretary, and those who represent the auxiliary
organization, that is, the county and township secre-
taries in charge of the elementary work, and the leaders
of Unions. From the platform as well as in conference,
both the inspirational and the technical side of the work
is presented.
Through correspondence the departmental office aims
to keep the state and provincial department heads in-
formed concerning the plans of the Primary Committee,
and to bring to their attention the best methods in
operation in other states and provinces, and through a
system of reports the office is enabled to keep the Pri-
mary Committee informed concerning the work being
done on the field both by the state and provincial de-
partments and by the representative sent out by the
International Executive Committee. While the aim of
the office is to operate so far as possible through the
state or provincial department, it naturally follows that
much individual correspondence is necessary.
Leaflets on different phases of the work have been
prepared and are sent out in limited quantities to the
state and provincial organizations upon request. Those
wishing large quantities order them with their own state
or provincial imprint and get them at cost. These
572 Organization and Methods
leaflets include the Cradle Roll, Outline of Supplemental
Lessons, Suggestions for County Superintendents,
Training Course, Manual for Graded Unions and Round
Tables for Convention use.
The creation of the state or provincial departmental
organization, when perfected so that it reaches into each
county and township, makes it possible for each local
school to know the best things that are done in other
schools, and also to pass on to others the sohition of
problems through which they have struggled. The
organization thus becomes a clearing house for the best
ideas and methods and a means of stimulating all lines
of activity which relate to the religious training of the
young.
The complete Sunday-school is one which meets the
needs of every individual at each stage of his develop-
ment, and provides for its own perpetuation as an insti-
tution. To assist in bringing about this ideal, our
Department realizes the need of establishing foundations,
and to this end desires in each school a Cradle Roll for
the children under three, a beginners' class or depart-
ment for pupils from three to five, an organized Primary
Department for those from six to eight, while for the
juniors, whose ages range from nine to twelve, a sepa-
rate organization is essential if the highest spiritual
results are to be attained.
The bettering of local conditions for teaching, such
as separate rooms for instruction, the segregation of
departments, the use of pictures, blackboards, manual
work for Juniors, the improvement of the teaching and
the establishment of such grade studies as shall, with
the lesson teaching, meet the needs of each pupil, are
constantly kept before the workers.
Realizing that the teacher needs special preparation
for her task, we aim to have each one a graduate or a
student of some training course, either denominational,
or state or provincial; but as all such courses lacked
the technical instruction necessary for elementary
The Primary and Junior Department 573
teachers, we outlined an International Primary Course
six years ago. At Toronto a special committee was
appointed to broaden this course by suggesting several
books for research under each topic and preparing a
series of questions as a guide to study.
Bvit the best training for teachers comes, not through
the study of a training course alone, but when in addition
the teacher may have the benefit of experimentation
in teaching before, and of weekly conference with,
teachers of a similar grade. To meet this need the
Primary Union sprang into existence in 1870. Since
then the Union has been a mighty factor in bringing
about the important changes which have taken place
in relation to the elementary grades.
Satisfied at first with the mere weekly preparation of
the lesson, the members soon began to reach out after
teaching principles rather than methods, and then as
the summer schools and institutes broadened the horizon
of effort and achievement, the Union has become not
only a place where needs are met, but where they are
anticipated. For instance, the introduction of the
Beginners' Course of lessons is the final result of years
of instruction and training in the Union which enabled
the teachers to understand the nature and needs of the
younger children. The summer school, also, is a direct
out -growth of the Union, as are also the two- and three-
day institutes held for the teachers of the elementary
departments.
While the programs of the Unions throughout the
field vary in kind, the same principles characterize all
of them. The continued life and growth of these
Unions is dependent upon the fact that from the very
beginning they have been banded together in an inter-
national relationship, which has since broadened, so
that while the International Primary Department is still
the head, the Unions are also affiliated with the county
and state or provincial associations.
574 Organization and Methods
The Home Department
W. A. DUNCAN, Ph.D.
Chairman of the Home Department
I. Its Evangelistic Side. — The original idea of
the Home Department of the Sunday-school is a mis-
sionary one, to reach out after the masses. As they
would not come to the Sunday-school, it was proposed
that the Sunday-school should reach out after them,
and this was to be accomplished through the work of
the Home Class Visitor and the recognition of full
membership in the main Sunday-school.
The work of the Home Department is an attempt in
part to revive the Apostolic practice of going to the
people, and to obey the command, " to go out into the
byways and highways and compel them to come in."
When intelligently developed, this method offers great
opportunities for solving the problem of reaching the
unchurched and needy portions of our communities.
II. Its Purpose. — Its purpose is to encourage the
systematic study of the Bible among those who for
any reason cannot attend the regular session of the
school. The hope of the movement is in personal
contact through house-to-house visitation.
The evangelized parish is said to be one where every
person has been made to feel that both God and his
people want him and are seeking him with a persist-
ency that will not accept of denial. When the Sunday-
school, through the Home Class Visitor, shall have
carried the Bible to every soul in the parish, and offered
every opportunity of systematic study through the
classes in the school and in the home, and added thereto
the encouragement of loving persuasion and efficient
Bible teaching, it will have done a great deal toward
the evangelization of the parish.
III. Its Motive. — The motive for the organization
and development of this work is from the great com-
mission to preach and teach the gospel to every creature.
The Home Department 575
Until it was organized, the Sunday-school was not
fulfilling its obligations under the Great Commission,
for it offered no opportunity for Sunday-school mem-
bership to those who could not, or would not, attend
the regular sessions of the Sunday-school. By a change
in the basis of Sunday-school membership in 1881,
resulting in the recognition of home class students as
members of the Sunday-school, the parish became the
field of operation, and Sunday-school membership
included all those who became members and studied
their lessons either at home or in the main departments,
the study of the Word, as well as attendance at the
school, being regarded as the basis of membership.
Every school which organizes such a Department makes
it possible for those outside to become members of
that school and receive all the rights and privileges
which such membership offers. It is not entirely a
question of membership, but of attitude toward the
unevangelized, for experience has shown that there
are vast numbers of people who upon wise and patient
invitation will gladly join in systematic Bible study.
In this Department everything centers around the study
of the lesson, and it was to encourage this study of the
lesson and of the Bible in connection with the lesson,
that the membership was enlarged and visitors ap-
pointed to visit homes and make reports to the regular
Sunday-school.
IV. Its Methods. — Its methods are simple, easy to
understand and to follow. The pastor usually preaches
a sermon on Bible vStudy in the home, calling attention
to its importance. Men or women, called visitors,
are appointed and given districts to visit, with the
request that they secure pledges. The parish is fre-
quently divided into districts, and there are as many
visitors assigned to the work as there are districts.
Ten or twelve houses well looked after are better than
twenty or thirty hurriedly called upon. Whether the
home class is large or small, it should not be large enough
576 Organization and Methods
to prevent the visitor from becoming thoroughly ac-
quainted with ah the people in the district. The visi-
tors should recommend those who have preferences
for other denominations to their respective churches.
The home class members should recognize the visitor
as their teacher, from whom they are to receive pledge
cards and envelopes, returning the same to him or her
at the end of the quarter. Where Home Departments
are connected with churches, the superintendent of
the Sunday-school should obtain the hearty coopera-
tion of the pastor and officers of the church, and all
plans and appointments should be submitted to them
for approval. The superintendent of the Sunday-school
should appoint some earnest and intelligent person as
the superintendent of the Department, and this super-
intendent should secure the visitors and divide into
districts the territory to be covered, reports being made
quarterly from these districts to the superintendents of
the Sunday-schools, the same as from every other
department of the school. In fact, it should be recog-
nized — every phase of its existence — as the organic
part of the Sunday-school, subject to all its duties and
entitled to all its privileges.
V. Its Results. — The results of this work, when
vsuccessfully carried on, are: the promotion of Bible
study; the increase of attendance on the main school
and upon the services of the church ; the increase of
contribution to the benevolent and missionary work
of the church; salvation of souls; increase of church
membership, and development of Christian character.
( The statistics of the Home Department will be found
in the pages of the General Secretary's statistics. See
appendix. )
House Visitation
577
Hugh Cork
House Visitation to Reach the Unreached
HUGH CORK
There are multitudes of people
who never go to church, and there
are more children and young people
outside the Sunda3^-school than in,
according to tl:c most reliable sta-
tistics. How may these be induced
to connect themselves with some
church, or at least how may the
Church discharge her obligation to-
ward reaching them? Experience
has proven that house-to-house visi-
tation is a most excellent m.ethod
in this direction.
House visitation is an organized, cooperative effort,
made on a single day by the Sunday-schools and churches
of a community for the purpose of reaching these un-
reached ones. This one-day visitation is simply to
save time, energy and expense, besides reducing de-
nominational friction to a miinimum. This method is
intended to begin the work, only, and each local church
is to carry it on in its own way.
Without this cooperative visitation no church can
possibh^ find every one who prefers its standards, but
with it a direct line can be made from each local church
to the homes preferring it, and no church need hereafter
waste time in calling at homes where the jjeople have
decided preferences for other churches. Further than
this, after such a one-day investigation and invitations
extended to attend the church of their choice no person
can say, " No man cares for m\^ soul."
The plan is a simple one. A circular explaining all
the details may be secured by addressing General Secre-
tary Lawrance, Toledo, Ohio. The plan as outlined
in the circular will need to be adapted to each community
to be worked, but in general its suggestions are helpful,
578 Organization and Methods
being the result of more than a hundred visitations in
cities large and small.
Where visitations have failed to meet the expectations
of those who were looking for greater results is where a
wrong idea of the purpose of the visitation was gotten
at the beginning. The " business director}^ " man
makes a canvass of a city and classifies all its business
houses, so that the wholesale distributors can send
their men to a city and even before he goes they can,
by means of this business directory, tell him at just
what houses, on just what streets, he will have to call,
and knowing how many houses he can work each day
thev can send word to the retailers in the next town
just when their representative will arrive. What good
would this business directory do these wholesalers if
they simply told the directory man to leave an invita-
tion to call at their wholesale house? But each busi-
ness man knows what a help it is to know just where
the people " in his line " operate, and he soon does the
rest. This is precisely the purpose of these one-day
visitations. Not to publish a directory of the prefer-
ences of all denominations, but to give to each local
church the names and addresses of all the people in the
community who prefer its services.
The afterwork of these one-day visitations is the work
that counts, and those churches most particular in this
are loudest in their praise of house-to-house visitation.
One such church in my own state reports that of 1 1 3
scholars found on visitation-day for their Sunday-school,
they have 106 of them on their school roll two years
after. A method adopted by one church in my own
cit}^ is to group all who prefer its services by " Ward "
and " Section," the latter meaning about four " squares "
or " blocks." One or miore sections or sometimes a
whole ward (according to the number of their families
living in the area) is put under the supervision of one
person, either an officer of the church, or simply a
member, and these persons keep in close touch with all
House Visitation 579
the families in their territory and watch for new ones
moving in. If any do not come to the church services
regularly they are looked up. If the pastor is needed
for special cases he is soon there. This does not take
the place of pastoral visitation by the pastor himself,
but it does keep the membership of the church visiting
among themselves, which is so needed in these times.
I believed in house-to-house visitation as set forth
above five years ago, but I believe in it more to-day
than ever, and the day is not far distant when it will
be used and appreciated more than it has ever been.
For further information concerning house-to-house
visitation, consult your denominational publishing
houses, or address your state or provincial association.
House Visitation Leaflet No. i, giving in detail the
plan of the work, v/ill be sent free on request, by Marion
Lawrance, General Secretary, Toledo, Ohio.
A Primary and Junior Union
Is a company of two or more primary and junior teach-
ers, representing different Sunday-schools, banded to-
gether for any or all of the following purposes:
1. To provide for the exposition and presentation of
the Sunday-school lesson.
2. To pursue suitable courses of study and discuss
topics relating to the class work.
3. To increase the efficiency of the work, by united
prayer and conference, both with each other and the
members of other unions.
4. To promote mutual acquaintance and fellowship
among the primary and junior teachers of the vicinity.
5. To assist in all interdenominational movements
which will further the work of the Sunday-school.
580 Organization and Methods
The Development of the Field Workers' Department
Rev. E. MORRIS FERGUSSON
The idea of bringing together the field workers and
officers of the various state, territorial and provincial
Sunday-school associations into an annual conference
for mutual helpfulness and the creation of a standard
of workmanship was first proposed by Mr. William J.
Semelroth, at Chautauqua, N. Y., in August, 1892.
The occasion was the annual miceting of the International
Executive Comm.ittee. The place was the porch of the
Hotel Athenasum. The opportunity was found in the
presence of a number of state and provincial secretaries,
who had come, at the invitation of Mr. B. F. Jacobs,
to counsel with the Committee. A modest petition for
permission to form such an organization, signed by
about twenty workers, was presented to the Committee
and heartily approved. The petitioners met the same
evening, organized, elected W. J. Semelroth, of Missouri,
president, and Rev. Samuel I. Lindsay, of Iowa, secre-
tary, and named in addition Marion Lawrance and M.
H. Reynolds to constitute, with the officers, the program
committee.
The first conference was held a yesiv later, August 30,
1893, ^'t St. Louis, as the first day's session of the Seventh
International Convention. Besides presenting a strong
conference program, the meeting elected, as officers for
the triennium, Marion Lawrance, president; Miss Mamie
F. Huber, secretary, and a program committee of three:
E. M. Fergusson, Alfred Day and Rev. H. M. Hamill.
It also adopted resolutions m.aking these the executive
committee, appointing the International Convention as
the time for holding each regular meeting, and providing
for annual informal conferences in connection with the
meetings of the International . Executive Committee.
A voluntary offering was received and handed to the
secretary for expenses. The proceedings were printed
Field Workers' Department 581
and widely distributed, both separatel}^ and as part of
the Convention report.
Pursuant to the plan thus outlined, helpful conferences
were held at Chautauqua in T894 and 1895, Mr. Law-
rance presiding. The field workers, however, felt
themselves at a disadvantage, August not being a con-
venient month for them, and their proceedings being
liable to interruption or suspension at the pleasure of
the Executive Committee, whose greater importance
and prior right to the precious hours none was disposed
to question. In 1896, when the question of reorgani-
zation came up at the Boston meeting, it seemed to the
leaders that either the movement should be abandoned
or a closer organization should be formed. The latter
course was agreed on. Alfred Day, of Ontario, was
made president and Miss Huber was re-elected secretary.
The secretary began at once, as directed, to gather a
membership roll and to collect annual dues, and soon
had the treasury in shape for work.
Abandoning the joint conference plan, the Executive
Committee called and successfully conducted the fourth
annual conference of the Field Workers' Association, as
it was now properly called. This was held at Louisville,
Ky., January 19-21, 1897. Of the seventy-two mem-
bers reported by the secretary, twenty-seven attended.
The proceedings were duly issued and proved a useful
document.
The fifth conference was held at Plainfield, N. J.,
January 18-20, 1898. Thirty-eight memibers attended.
The otherwise stimulating and practical program w^as
somewhat marred by an extended discussion on the
right of tlie field workers to have an organized associa-
tion, meeting at a time convenient to itself, but not to
the International Executive Committee, controlling a
treasury of its own, paying out money — - as had been
done — for part of the traveling expenses of its own
program committee, and liable to ^act in opposition to
the will of the International Executive Committee and
582 Organization and Methods
its chairman. The defense to this attack was, that no
' person was admitted to membership who was not re-
sponsible to the International Convention or one of its
auxiliaries; that no money was raised other than the
voluntary dues of the members; that the expenditures
made were legitimate ; and that the strengthening of
the organization and the separateness of its meetings,
so far from being symptoms of disloyalty, were necessary
in order to give the association strength to do its work.
The next regular meeting, preceding the Ninth Inter-
national Convention at Atlanta, in 1899, nearly proved
a failure as a conference, owing to delayed excursion
trains and the almost continuous discussion of business
matters. Miss Huber, now Mrs. Fergusson, withdrew
as secretary, and her six j'-ears of faithful and voluntary
service were suitably recognized. Mr. Day was re-
elected president and E. M. Fergusson was elected sec-
retary; but both declined to serve unless the relation
of the Association to the International Executive Com-
mittee could be cleared up and the imputation of dis-
loyalty effectually removed. A conference committee
was appointed, which canvassed the subject with care
and reported an amended basis of organization, with
the name changed to " The Field Workers' Department
of the International Sunday-school Convention," and
the scope and limitations of its activity carefully defined.
These changes were unanimously and heartily approved
on both sides, and the International Executive Com-
mittee gave the newly-christened Department their
God-speed in its labors for the education of the workers
in the International field.
The object of the organization, as defined at this time,
is, " to bring together its m.embers for mutual helpful-
ness, through the holding of meetings, the discussion
and advocacy of methods of field work, and the circula-
tion of literature in connection therewith."
Excellent conferences, of high educational value, and
embodying papers and discussions of permanent worth,
Field Workers' Department 583
were held at Toledo, in January, 1900, and at Baltimore,
in January, 1901. Each of these was later perpetuated
in a published report. The Baltimore conference was
made noteworthy through the presentation of Dr.
Hamill's able paper on the history of the International
lesson system.
At Denver, in 1902, a far-reaching change in the
Department's method was made. Instead of one annual
conference, it was voted to hold several in each inter-
conventional year, so as to reach the whole field and not
the eastern section only. Three were accordingly held
in the winter of 1903, at Indianapolis, Oklahoma City,
and Atlanta, Chairman Hartshorn and Secretary Law-
rance being present at all. An attempt was also made
to arrange for one or more on the Pacific slope, but all
that could be done was to hold a series of conferences,
led by W. C. Pearce and Mrs. J. W. Barnes, in connection
with the state conventions. The direction of these was
properly turned over to the International office. In
January and February, 1904, other conferences were
held at Portland, Me., and Minneapolis; and at Phila-
delphia a combined conference and institute was held
for six days. The triennial conference of 1905, at To-
ronto, is otherwise reported in this volume.
Among the many services already performed by this
faithful and loyal auxiliary of the great international
organization may be mentioned the formulation of a
standard of field organization (see Report of 1897);
the managing of the annual club subscription to the
association papers, whereby members may keep in
monthly touch with most of the field ; the frequent
collections and exchanges of association printed matter ;
the steady development and standardization of those
methods and principles which constitute the art and
the science of Sunday-school field organization ; and
the Christian fellowship and uplift that has made the
conferences mean so much to the discouraged and
isolated worker.
584 Organization and Methods
The Department of Education
This last shoot from the International stock seems to
many to be of very special promise. Certainly, no
development of organized work in recent 3^ears has been
greeted with such satisfaction, especially among college
people and trained men and women, as the creation by
the International Executive Committee of the Depart-
ment of Education, without definition or limitation, but
with freedom to find itself. It was accepted as a sign
that the International leadership was awakening to the
strength of the demand, that while no less emphasis
should be placed on Evangelism, proper and comparative
emphasis should be placed on Education, and that hence-
forth the man whose chief interests were in the problems
of religious education was to be welcome at the Inter-
national Board.
When, therefore, the Executive Committee at its
meeting at Winona in 1903 created the Department of
Education it was possible to call into service, as the
committee in charge of the department, not only chosen
men of its own number, but in addition to these, repre-
sentative Christian men from higher institutions in the
East and West and South.
The new department put itself at once into relations
of correspondence with the educational departments of
the various denominations and with the teacher-training
departments of the various state and provincial asso-
ciations, to make it understood that it had come not to
rule but to help. Each forward step has been taken so
carefully within recognized International lines as to
disarm criticism except such as has arisen from ignorance
or misunderstanding.
Under the direction and by order of the Executive
Committee it has set forth a uniform nomenclature, so
that henceforth we speak understandingly, and intend
the same thing, as we name the four departments of the
school, Primary, Junior, Intermediate and Senior.
The Department of Education 585
Under the same direction, it established standards for
an elementary teacher-training course and issued an
elementary diploma, thousands of which have already
been used by the various state and provincial associa-
tions.
With a view to a higher grade of work, on the educa-
tional side, acting always by direction of the Executive
Committee, it has established standards for an advanced
teacher-training course and has issued an advance
diploma to be given to those who care to prosecute work
of college grade. A considerable number of the bodies
which make up the International constituency are
already preparing courses that shall conform to this
standard.
The committee is now engaged upon the additional
task that has been committed to it of establishing
standards for supplementary work for the school. There
are already promises that as soon as these graded stand-
ards can be arrived at, courses and books meeting their
demands will be issued from prominent denominational
publishing houses, and the new century will be signalized
by a most significant forward movement on the educa-
tional side of Sunday-school work.
It is too early to predict the whole range of the oppor-
tunity that will be filled by this department. But it is
certain that in the hands of m^en who are thoroughly in
sympathy both with the highest educational ideals and
with the International ideals as well, and under the
immediate control. a,s it is, of the Executive Comimittee,
its development will be along lines that are not only safe
but most helpful.
586
Organization and Methods
Rev. E. M. Fergusson
The Development of Summer Schools
Rev. E. MORRIS FERGUSSON
The summer school of methods
for graded Sunday-school teachers
is but a recent product of organ-
ized Sunday-school work; yet its
influence has been great, and its
future is beyond easy measuring.
It may be defined as a Sunday-
school graded institute and con-
ference, lasting about a week,
and held at an attractive place
and a convenient time, usually in
the summer.
Unlike a convention, the sum-
mer school represents no organi-
zation, bears no reports, elects no
officers and transacts no business. Unlike a Chautau-
qua assembly, its work is condensed into a few days, and
a full day's work in Sunday-school instruction is offered
for each day, with no attempt to combine instruction
with recreation and general culture. Unlike many
Sunday-school institutes and lecture courses, it seeks
to learn from the students as well as to impart to them,
develops a constituency of former students, offers ad-
vanced as well as elementary instruction, and is a club
and a guild of workers, no less than a school. It does
not disdain such incentives as certificates and recogni-
tions; but its object is to introduce ideas, test and
develop methods and materials, mold public opinion
and produce leaders of progress, rather than to multiply
graduates. Most significant distinction of all, it is only
for graded teachers, and such as are willing to enroll
according to a standard plan of Sunday-school gradation.
The first step in the creation of an institution of this
sort seems to have been taken in the city of Newark,
The Development of Summer Schools 587
N. J., in the year 1880, when Mrs. Samuel W. Clark, who
for ten years had presented the weekly Sunday-school
lesson to the Newark Primary Union, was called with
her husband to Philadelphia, leaving none to fill her
place. At her suggestion, the reluctant members, in a
spirit of real self-sacrifice, divided the service among
themselves, forming a committee of teachers who pre-
sented the quarter's lessons in turn. Changes and sub-
stitutions in this teaching force gave opportunity for
the younger members to try their skill and win promo-
tion. In this effective school of practice were trained
for platform service such primary workers as Mrs. Alonzo
Pettit, her sister, Mrs. Juliet Dimock Dudley, Miss Jose-
phine L. Baldwin and Mrs. J. Woodbridge Barnes. No
one leader's personality and method dominated this
company. They learned to work together, to seek the
best things and to extend help to other primary teachers
wherever they could be found. In 1891 they first held
an all-day annual institute, which became and still is
a notable primary occasion.
In 1894, at Asbury Park, N. J., the first summer school
for primary teachers was held for ten days, July 24 to
August 3. Having noted the helpfulness of the Newark
Union's institute, and the number of workers there able
and willing to join in enlarging its scope, I secured from
the executive committee of the New Jersey Sunday-
School Association the right to hold such a school in
their name, and from the Newark Unioa an advisory
committee, of whom Mrs. Barnes was the efficient chair-
man. Miss Annie S. Harlow, Mrs. Samuel W. Clark
and Miss Juliet E. Dimock (now Mrs. Dudley), with
the committee, were the leading members of our first
faculty. One lecture was given by Mrs. M. G. Kennedy.
Sixty-seven were enrolled, of whom about forty took
the work throughout. The cost was one hundred and
forty dollars, of which half was raised by fees and half
by subscription. The state executive committee were
so impressed by the success and the promise of the idea
588 Organization and Methods
that they voted to assume all the expense of the next
year's work, making the tuition free.
The school of 1895, held again at Asbury Park, en-
rolled one hundred and ninety members, and the success
of the program was phenomenal. The session lasted six
days. In 1896 three schools were held on consecutive
weeks, with a net total enrollment of two hundred and
forty-six. In 1897, and each year since, the school has
met each July for one week, pupils being charged a fee
for attendance. The enrollment has averaged about
one hundred and seventy-five.
The first attempt to hold a summer school of this type
elsewhere than in New Jersey seems to have been made
in Chicago, where, for several years, beginning in 1897,
a large and very successful school was held, the Illinois
Sunday-School Association assuming the expenses and
making the tuition free. Other schools, more or less
nearly approximating the type, were held that summer
in Maine and Quebec, under the lead of Mr. George H.
Archibald, and in Alabama, under the lead of Miss
Minnie Allen. In 1898 the schools were repeated for
Illinois, Maine and Quebec, a new school was held by
Mrs. W. F. Crafts at Chautauqua, N. Y., and Mrs. J. W.
Barnes held a week of work at Pittsburg, which bore
fruit the next year in Pennsylvania's first summer school,
Eagles Mere, 1899. Kentucky, also, in 1899, fell into
line, with a school at Lexington. In recent years, Penn-
sylvania, Rhode Island and Massachusetts have main-
tained schools of the original type, and others have been
tried, notably in West Virginia, where the state uni-
versity, in 1904, opened its doors to the work. The
states of the Fourth International District now unite in
a strong summer school at Winona Lake, Ind.
At the outset, this work was strictly for the primary
teachers, and was called a " school of primary methods."
The primary teachers in 1894 were frequently in charge
of all the younger children, from three to eleven. In
1898, however, the Asbury Park school gave a separate
The Development of Summer Schools 589
course for junior teachers and superintendents of " inter-
mediate departments " (children nine to twelve), as
they were then called ; and this course did much to
draw together the junior workers as a distinct grade
from the primary. The existence of these and also of
the kindergarten grade workers had been recognized by
separate conferences on the program of 1897 ; but while
more and more work for the beginners' or kindergarten
grade was given each year, a separate section for begin-
ners' teachers was not organized until 1902. The con-
stituency of graded beginners' teachers is still small,
though rapidly increasing. In 1903 a section was first
organized for the intermediate and senior teachers ; and
to this extent only has the Asbury Park school included
ungraded teachers in its plans of instruction. There
are now, 1905, so far as is known, very few Sunday-
school teachers who are permanently attached to the
intermediate or early adolescent grade ; and it was in
the hope of increasing the number that the section was
opened.
It may well be asked. Why is the graded, i. <?., per-
manently fixed, status of pupils at such a school as this
so significant a feature? The answer is: First, because
as a rule it is the graded teachers who care enough about
the methods and materials of their task to be willing to
make the sacrifices needed to come. Secondly, when a
teacher is graded she belongs to the school permanently
and to the class but temporarily, and it will pay the
Sunday-school to invest money in improving her efifi.
ciency. Hence many such teachers are sent every year
to Asbury Park at their school's expense, and the results
justify the outlay. Thirdly, where the pupils all repre-
sent one grade, it is possible to make the whole program
center around the needs of the pupils of that grade
instead of dealing mainly with scripture truth and
general principles of teaching, as must be done where
the teachers come together without regard to grade.
The work thus becomes so definite and practical that
5 go Organization and Methods
every pupil this year tries to attend next year also, and
to bring some one else. Fourthly, the school cannot be
successfull}^ maintained from year to year and its in-
fluence extended without a constituency of permanent
friends, old pupils, leading workers; and unless these
are graded teachers, the constituency changes too
rapidly to build on. The history of New Jersey's school
has been referred to at length, not for anything especially
noteworthy therein, but because it illustrates this signifi-
cance of the graded status of the teacher-pupil as the
distinctive characteristic of the summer school of Sun-
day-school methods.
The possibility of adapting the principle of the summer
school to work upon an international scale was tested
at Denver in 1902, under the leadership of Mrs. Barnes
and other w(5rkers in the International Primary Depart-
ment. The success of the " Western School of Methods "
held for three days preceding the Tenth International
Convention at Denver is part of the history of that great
gathering. Much the same, though under a different
name, was the elementary workers' division of the Inter-
national Institute at Toronto, reported in this vohime.
Reports of summer schools have been gathered for
some years by the International Primary Department ;
and in December, 1904, a standard of recognition was
adopted by the International Executive Committee's
sub-committee on education.
Division III — Workers in Council
Part I — The Conferences
Part II — The Mexico National Convention
Part III — The Adult Bible Class Movement
Books You Should Know
A Temple unto the Lord
A Vision from the West
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THE CONFERENCES
Pastors* Conference
Rev. DEWITT M. BENHAM, Presiding
Rev. A. F. SCHAUFFLER, D.D., Leader
Topic: The Pastors' relation to the school.
Question: Sometimes the superintendent will not
work as the pastor wants him to. What then?
Dr. Schauffler: Nine times out of ten the superin-
tendent can be won by the pastor, by judicious work.
Question: Is it well for the pastor to be superinten-
dent of the school?
Dr. Schauffler: Rather than have his Sunday-
school badly managed, the minister ought to superin-
tend his own school. Better than that is training some
one to take the school as soon as he is able.
Rev. a. R. Diets, of Massachusetts: Suppose a
Sunday-school has a superintendent who is a very good
man but an inefficient superintendent. Suppose there
is not in the Sunday-school a really efficient man for
superintendent. The people might think, if the pastor
becaine superintendent, that he was taking everything
into his own hands.
Dr. Schauffler: First, I should try to make that
inefficient but good man efficient ; and that means
patient work. That is not done in a night. But if I
could not I would take charge of the school myself and
make him assistant superintendent.
Rev. James Atkins, of Tennessee: Does not this
involve the pastor's having in mind all the time the
training of a force?
Dr. Schauffler: Now you have struck bedrock.
Isn't it worth the pastor's while to be watchful all the
time in training his workers to be ready to do work?
Mr. Smith, of Pennsylvania: There is a difficulty that
some pastors find in being fresh for their morning's
593
594 The Conferences
services. There are a good many pastors who, for lack
of efficient workers, superintend and also teach in their
Siinday-schools. Now the question arises as to the proper
hour for the Sunday-school, so that the pastor may go
from his Sundav-school and be fresh after having soent
an hour in superintending the school and teaching the
Bible class, perhaps, and looking after teachers for other
classes ?
A Minister from Ohio : We have made an experiment
in bringing together the Sunday-school services and the
service of worship, having the service for worship first and
all the children present at that with a portion for them,
and then the entire congregation unite in the study of
the word for forty-five or fifty minutes. The result
was that we increased the attendance of our Sunday-
school forty-five per cent, and the attendance of chil-
dren at the morning service.
A Delegate: How long have you tried this?
Answer: It is now in its fifth year.
Question: What do you do on communion Svin-
day? Answer: We allow an interval of ten minutes
between the first and second services. But on com-
munion and other special occasions we run a little over.
But we aim to begin the Sunday-school exactly on time,
no matter how long the pastor's services may be.
A Delegate : I knew an experiment where the Sunday-
school was taken out of the forenoon and the church
services begun a httle earlier. And it largely increased
the attendance of children and young people in the church,
but the Sunday-school was in the afternoon and took the
place of the night service. In that case the pastor could
very well be superintendent.
Dr. Schauffler: The ideal is, for the average
town, preaching in the morning, Sunday-school in the
afternoon, preaching in the evening.
A Delegate from Iowa: How can we arouse a
greater interest of the ministers in the Sunday-school
work?
Pastors' Conference 595
Dr. Schauffler: The answer to your question must
be given in the theological seminary, — that is where
the beginning of it lies, and, I am glad to say, that,
though slowly, yet really, the theological seminaries are
facing this problem. Twenty-two years ago a conven-
tion was held in this city, and I introduced a resolution
asking the theological seminaries to provide some in-
struction along Sunday-school lines for their scholars.
The resolution was not even brought up. Last year I
was here and gave a series of lectures to six divinity
schools in Toronto on the matter of Sunday-school
work. So " the world do move "!
A Delegate: All over Iowa there are not to exceed
three ministers in a county convention. There was
not one in the state convention. The ministers in
the town where the convention is held do not come
into the Sunday-school convention. Arouse the minis-
ters to the importance of the Sunday-school department,
where ninety-three per cent of our church members
come from.
A Minister from Pennsylvania: I am the pastor of a
congregation and the chairman of the county. We ask
our corresponding secretary to direct a note to each
pastor asking him to name a subject and state whether
he will take part in our institutes throughout the
county, — that is, give us a talk on some topic; and we
have found that nearly every pastor will gladly take
hold of the work.
Dr. Schauffler: How, where and by whom the
Sunday-school worker is to be trained.
Rev. Mr. Scott, of Michigan: No pastor can get into
thorough touch with the Sunday-school as an organi-
zation, and know what is the best training, until he is
actually brought into the viewpoint of the child life.
His whole training has been away from that. Now I
have been through it, theological, pedagogical and
psychological, for years, and know of what I speak. It
is worth while to get even one dozen books in 3^our own
596 The Conferences
library that will represent that side of the Sunday-school.
It will do more for your training of the teachers in your
individual Sunday-schools than almost anything else.
Rev. L. H. Wagner, of Ontario: The pastor's nor-
mal class, selected out of the Bible class, in a separate
room during the school hour, — that is the plan we
have adopted in our school. And we are doing good
work. The teachers are trained normal students.
Rev. Dr. Hayner, of Pennsylvania: Four years ago
we organized a normal class in our Bible school for the
training of teachers. Since then we have graduated
seventy-nine. We have now a list of fift}^ graduate
teachers on the roll, waiting for classes.
Rev. W. H. Day, of Los Angeles: I think that with
me the fear was of undertaking another hour a week
which should be a perpetual obligation. I have learned
that it was quite possible to undertake a normal course
and say: " We will have this course for a definite,
limited period and then stop." My own personal work
has been, first, a normal course with my teachers and
then, after that, a series of short classes, with certain
special groups, who afterwards can be used as workers.
Very limited in time, even so short as ten weeks, we say:
" How many of you will come together for this short
course? " The results have been very helpful.
Dr. Schauffler: The larger part of the states
have regular normal courses that they recom.mend.
If you do not know whether your state has one, you
ought to know. Adopt any of those or some other one.
Rev. W. I. Shattuck, of Massachusetts: I have a
point to raise as to the public sentiment that nearly ever}^
pastor faces when he steps out of the routine path. The
public whom we serve expect about so many stated
services, and they expect us to give quite largely of
our time to do these things; and to do them well
requires about all our time. If we are going to be
Sunday-school experts it is necessary that we be let up a
little in other respects.
Pastors' Conference 597
A Minister from Nebraska: For fourteen years we
had a normal teachers' class every week. Then, for
substitute teachers, have a good teacher teach the lesson
one week in advance to those whom we would draft as
Sunday-school teachers.
A Minister: We hold a teachers' meeting just before
the prayer-meeting and I teach the class myself.
Dr. Schauffler : If I had twelve teachers and
could get six of them to come to a meeting like that it
would be well worth my time to teach that class.
A Delegate: I do not think that ministers in these
days live a more strenuous life than the business men.
I hold a teachers' class on Monday evening. We take
up the following Sunday's lesson on Monday evening.
It keeps me busy on Monday getting read}^ for that
evening. I dispel the blues by studying the lesson for
the evening. We have the majority of the teachers
and a number of the senior pupils, so that, when the
following Sunday comes, if there is a teacher absent,
there is one ready to teach. I teach the class largely
as I would teach in the Simday-school.
A Delegate from California: The other day my
pastor said: " I have my library well supplied with
books, but I get more from this teachers' meeting for
my help in preaching than I get out of my library."
My pastor is R. R. Meredith.
Dr. Schauffler: When I was a pastor, ofttimes
I saw a very difficult lesson coming on. I would
preach around that lesson for one or two weeks, before
the time, so that when the lesson came my teachers
were rather familiar with the environment of the lesson.
The sermons and the teachers' meetings reinforced
each other.
A Delegate: While the ideal is that the pastor
should teach the normal or teacher-training class, there
are pastors who feel that they can preach but not teach,
and some justly. But they may do something. Now,
in many places we are having our large teacher-training
598 The Conferences
classes meeting from many churches. Last year, in
Chicago, we had, I think, seven union teacher-training
classes and eleven hundred teachers enrolled taking
those courses.
Our greatest help outside the conduct of those classes
by their teachers came from the pastors. Where the
pastor cannot teach a class himself, he ma}^ do a yet
larger work, by determining first that he will have, if
possible, a class in his own school, and will find a man
or woman to teach it, and then, if he cannot do that,
that his teacher shall go, under his supervision, to some
training class. If you cannot do it, find some one who
can. And if you cannot find one in your own school,
send your people to some one who can and will do it.
Rev. a. M. Osgood, of Massachusetts: I desire to add
a third suggestion. First, the importance of teaching a
training class on the part of the pastor. Second, the im-
portance of wise distribution of literature into the hands
of the teachers by the pastor. The third, a correspon-
dence between the pastor and his teachers that shall
be regular, and shall suggest on the pastor's side the
material that has come to his attention, and that shall
bring the teachers constantly in touch with the pastor's
study.
Mr. Harvey, of Nova Scotia: Suppose you have a
good -sized school and not sufficient Christians to put
in the school as teachers — will you appoint others who
are not Christians?
Dr. Schauffler: I would say, if you cannot get
enough Christians to teach your classes you would take
non-Christians. Then I would pray, with others, for
them. In my school, always in such cases, they join the
church within one year. But then, we .pray over them.
Dr. Schauffler: We have had here talk which
shows that there are many waj^s of reaching one conclu-
sion. The conclusion is, " Better results." All the
methods include hard work on the part of the leader.
Know! Do! Both these mean work.
Superintendents' Conference 599
Finally, notice this, that the church of the future,
as we all know, springs out of the childhood of the pres-
ent. And we ministers are so apt to forget that and to
talk to adults, and not talk and train for the service of
the children. I want to prove to you, if I can, how out
of the scholars in their teens to-day are to come the
teachers, preachers, elders and deacons of the future.
And I am therefore going to ask all present who were
converted at or before sixteen years of age to rise. [Most
of those present rose.] You see where the majority
of the workers come from. We are sixteen-year-old ers
bom into the life of God and work. I'he future minis-
ters and teachers are now in their teens; and our busi-
ness is to bring them to the knowledge of God's truth
and train them for his service. And that is the only
business, I repeat, that the minister has.
Superintendents' Conference
GEORGE W. WATTS, Presiding
MARION LAWRANCE, Leader
Address : " The Adult Department : Its Place, Purpose,
Problems and Possibilities "
P. H. Bristow, Superintendent Calvary Baptist Sunday-school, Washing-
ton, D. C.
The two purposes of the adult department are to
get the church into the school and the school into the
church. There is the problem of the pastor, the adult
membership, the teacher, the class, the exercise and
the social problem.
The first problem is to interest the pastor. If you
cannot do it any other way, hold a prayer-meeting for
him. Do anything that will bring him into the spirit
which ought to be in j^our Sunday-school.
The next problem is of the adult membership of
the church. You cannot solve it except by personal
work, — going after a man, and pleading with him to
use his interest in the great work which leads into the
6oo The Conferences
church, to go into it as an officer or teacher or an3^thing
he is fit for.
Next is the teacher problem. So many people are
willing to teach who cannot teach ; so many are not
willing to teach who can teach. We need willingness
and ability together. Convince the good men and
women that they owe a duty to the church and school
as teachers, and make them teach.
The class problem. Once in a while, with middle-
aged men and women, it is well enough to have a class
for both. Ordinarily, have men's classes and women's
classes. Organize your classes. I would have large
classes in the adult department.
Exercises? You cannot have the same kind of exer-
cises for all classes. Have exercises that will appeal to
men and women as well as to children. Make them
dignified and uplifting. But close 5^our day, or have
the best one in the neighborhood to do it, by having him
face your adult department and talk on the lesson.
Don't let anybody come in and divert the thoughts of
the classes by talking about everything in the world
but the lesson.
The last- question is the social problem with them. Men
and women like to be social and have people social. I
suppose there are twenty classes in my school v/hich quar-
terly or at other intervals have social meetings and
invite people in, and many people come to these meetings
who stay in the school. This brings members into the
classes.
Address: "The Program"
William Johnson, Superintendent Bridges Street M. E. Sunday-school,
Belleville, Ontario.
There are a thousand other things the superintendent
may ask other people to do but the cheerful singing.
The Word is read by the man or the woman who is the
best reader in the school ; there is a place for the pastor
which is whenever and however he likes, — as a rule
the superintendent and pastor havQ an agreement as to
Superintendents'' Conference 60 r
it. The missionary, the man on the firing line, is the
one to whom that school bov/s more than to lieutenant-
governor or jDresident or king. There is a place for the
local church — " our church " and " our school." Our
denomination next — why we belong to it and why it is
the very best of all the denominations. A place for other
denominations, so that mention is often made in the
program as to what other denominations are doing.
And so through that program that school is constantly
in touch with all the forward movements of the church.
Everything we see that is good about the president and
the king finds a place on the program. There is con-
stant reference on it to the public-school teachers and
the colleges, and the teachers there. By name the sick
are brought into the program, and thanksgiving is given
for those who are getting well. The deaths of scholars
and teachers are always noticed in the ^program, and
songs of triumph, not sadness, are sung because they
are gone to the better world. Words of commendation,
anything that has appeared in the local press with
regard to anyone of our school, is read to the school;
anything that the superintendent has heard of com-
mendation is repeated from the platform — preparing the
program is entirely his matter. It takes two years to
prepare a program. From the time the International
Lesson Committee issue their lessons until the time on
which the lesson comes the superintendent is looking
at it and preparing.
There should be put into the program, first, a great
deal of joy and gladness. Everybody coming into that
school must feel that the gladdest place in the town at
that time is the Sunday-school. Prayer is another
of the elements that enter into the program.
And there is a place for a smile or a laugh, because
that school knows it is just as pious to laugh as to cry.
Now when the school gets that kind of a program from
Sunday to Sunday there is not much room for the ques-
tion, what not to put on the jDrogram.
6o2 The Conferences /
Address: "Building Up a City School"
E. C. Knapp, Superintendent of the Fourth Congregational Sunday-school,
Hartford, Conn., and of the Broadway Tabernacle (N. Y.) Sunday-school.
The subject assigned me is " Building Up a City
School: Conditions, Methods, Results."
I. Conditions
A down-town city church ; in a New England city ;
an old church organization ; an old church building and
not adapted to Sunday-school work; with poor equip-
ment; an ordinary school, not noteworthy in any line;
with an average attendance of about three hundred;
a Cradle Roll of twenty-four; a Home Department of
sixty-five, and an entire enrollment, including Cradle
Roll and Home Department, of less than six hundred.
There were fifty officers and teachers; a great cry for
more teachers; no teachers' meeting; no Sunday-
school spirit, such as should characterize a school of this
type ; the offerings were small ; less than fifty boys and
girls attended the morning church service ; there was
little lesson preparation in the home; many boys and
girls did not bring Bibles to school; very few pupils or
parents read the daily readings; the absentee problem
was quite prominent; in general, the school was like
many another school. It was just " holding its own."
The pastor was a good all-round Sunday-school man,
who believed thoroughly in the Sunday-school and
stood back of it.
II. Methods
The Teachers' Meeting. We called it our Workers'
Meeting, and we considered it our Power House. We
came together for one hour every Tuesda}^ evening, not
so much for lesson study as for conference. It was a
privilege, not a duty. We strengthened the opening
service in the school. The opening service should be
the key to the Sunday-school session, and the superin-
tendent should be the key to the opening service. We
Superintendents' Conference 603
aimed to have this service full of life, good cheer and
worship. We used a printed order of worship on card-
board, which saves much delay, puts new vigor into the
school, helps the singing and responsive reading, and
makes the service dignified and worshipful.
We had a Rally Day on the first Sunday of every
month, with an opening service a little longer than
usual, and reference to the school record during the
previous month. Suggestions were given concerning
the work for the coming month. The offering was for
some special missionary purpose. The Junior and In-
termediate Departments adopted the marking system
used in the Marion Lawrance School in Toledo, which is
as follows: Sunday-school attendance, 60; church at-
tendance, to; lesson study, 10; Bible brought, 10;
offering, 10. Total, 100. The Juniors and Interme-
diates were asked to hand in written work every Sunday.
On our church calendar, each Sunday, were questions on
next Sunday's lesson.
We set our young people to work. When the}^ did it,
we encouraged them. As fast as they became efiicient
we promoted them. We paid especial attention to the
boys and girls. It is better to overlook the men and
women who are already in the church than the boys
and girls who are passing through the period of impres-
sion and expression. We selected ten or twelve boys as
pages. They come to the church early Sunday morning
and get the forty class boxes in readiness for the Junior,
Intermediate and Young People's classes. Some of the
young men were appointed as ushers and doormen.
They were a great help in securing quietness, preserving
order and assisting in matters of detail. Clubs, social
and literary, were organized for boys and girls.
Several new officers were appointed for the depart-
ments and for the school, and the teaching force was
increased. Some classes were divided and new classes
were formed. We found that better work was done
with five in a class instead of ten. We asked every
6o4 The Conferences
teacher to look after every absentee every week, either
personall}^ or by mail.
We urged a higher rating for the Sunday-school, and
we tried to have every teacher and officer get a larger
vision of it. The Sunday-school is not a children's
affair. It is the Bible studying and teaching service
of the church. It is the future church. If four fifths of
the Protestant Church come from the Sunday-school, the
future church depends almost entirely upon it. Moreover,
four fifths of all conversions take place under twenty
years of age. A junior choir of fifty boys and girls, from
eight to twelve years of age, was organized, also a young
ladies' chorus of fifty voices. The Home Department
was heartily supported by the Sunday-school manage-
ment.
The Cradle Roll was enthusiastically supported. A
Cradle Roll is one of the best means of having a living
link between the school and the home. An Enrollment
Secretary was appointed, who had the privilege and
authority of putting new pupils into classes where they
belonged, regardless of their likes and dislikes. A
Teacher Supply Secretary was appointed, who kept an
oversight on all teachers, both regular and substitute.
III. Results
The Cradle Roll has increased from 24 to 68. The
Home Department has increased from 65 to 255. The
average attendance has increased from 300 to 450.
The enrollment, which was less than 600, is now nearly
1,000. Instead of 50 teachers and officers, we now have
105. Instead of 50 boys and girls in the church service
Sunday morning there are now 150.
The Junior Choir and Young Ladies' Chorus sing every
Sunday, in both church and school. This summer, while
the regular church choir is away, the Junior Choir will
sing at the morning church service, and the Young
Ladies' Chorus at the evening service. The weekly
teachers' meeting has an average attendance of 30 to 35.
SMpcrintcndcnts' Conference 605
The offerings in the school during the past eight months
have been $441.86, as compared with $162.91 for the
same period last year. A large number of the boys and
girls hand in written work every Sunday, the greater
part of it being of as high a grade as the work in the
public school.
Not only do many of the boys and girls, but also many
of the parents, read the daily readings in their home.
Some of the adults in the church who were not in the
habit of attending the Sunday-school became regular
attendants. All of the departments have increased and
there is a departmental spirit which is stimulating. The
Sunday-school spirit on the part of the whole school is
strong. They take pleasure in standing back of any
policy which is suggested. The singing and the general
responsiveness improved in a wonderful manner.
A new life has been put into the entire church. Strong
leaders have been developed, who seem capable of stand-
ing upon their own feet. The work seems to go on when
I am away the same as when I am there. I have been
present only five Sundays during the last four months,
owing to my connection with the Broadway Tabernacle
School in New York City, and yet the school has been
growing steadily. The marking system has brought
about gratifying results. In six months the number
standing 100 each for the entire month increased as
follows: 13, 34, 48, 63, 94, 106.
The boys and girls have been coming into the church.
During the past eight months thirty-nine persons joined
the church on confession ; twenty-nine of them were from
the Sunday-school. It must also be borne in mind that
the Fourth Church is an evangelistic church, and that
during that time special evangelistic services were held
to reach adults. One of the best proofs of interest on
the part of our workers is the fact that the Fourth
Church school has nine representatives here at the
Toronto Convention.
6o6 The Conferences
Name the best books for teachers?
Mr. Lawrance: You are to do that. Let us name
them: "Teachers and Teaching"; Prof. Hamill's
book "The Sunday-school Teacher"; Hamill's "Lec-
tures on the Sunday School "; Du Bois' " Point of Con-
tact " ; " Seven I^aws of Teaching " ; " Proceedings of the
International Convention"; Brumbaugh's new book
on teaching; " Blackboard Class "; " Organized Sunday-
school Work," by Axtell; " Ideals and Principles of
Sunday-school Teaching"; "Sunday-school Success";
' ' How to make a Sunday-school Go, ' ' by Brewer ; ' ' Front
Line of the Sunday-school."
How should the lesson be reviewed?
Mr. Lawrance: You cannot review a Sunday-school
as you review a day school. A review in a Sunday-
school is not to bring out all the thought of the lesson
for the day, but the one thing that you want to make
stick in the minds of your scholars. It is better to teach
one truth in twenty ways than twenty truths.
How can a supply of teachers be secured ?
Mr. Gale (Superintendent of the largest Methodist
Episcopal Sunday-school on the Pacific Coast) : We have
a supply-teacher class in our school, taught by a public-
school teacher a Sunday in advance, with great success.
A Delegate: All the teachers in our school, with
two or three exceptions, are normal graduates. The
superintendent each week notifies certain number of
them to be ready for next week.
Mr. Bristow: The adult department solves it with
us, because we have a superintendent who does nothing
else but notify members of the adult department a week
in advance that they will be called upon the next Sun-
day.
How may the quarterly review be made successful?
Mr. Lawrance: Methods are many; principles are
few. Methods may vary; principles never do. What
Superintendents' Conference 607
is the principle underlying the successful review at the
end of the quarter? The object is to cinch the knowl-
edge ; but what is the principle underlying it that makes
a success of it? What is the one word or two that will
answer the question?
A Delegate: Knowledge of the lesson.
Mr. Lawrance: That is it; get ready, and at the
beginning of the quarter.
A Delegate: I have tried one plan in review, giving
each lesson to a person in the Sunday-school who gives
the principal points of that lesson, all the Sunday-school
being together,
A Delegate: The most successful reviews I have
ever had have been along the line of the persons, places
and principal points of the lessons, giving the subjects
to persons several weeks in advance.
Class reviews are best for several reasons. First,
every teacher carries on the review. It works the pupils
and they do more work.
A Delegate: We have found it well, instead of
appointing one man to review the whole quarter a week
before the end of the quarter, to appoint three to review
each four lessons.
What is a proper basis for grading the school?
Answers: Age, scholarship, knowledge of the Bible,
companionship.
A Delegate: We combine age and attainment. If
they are too old to stay where they are, they are moved,
whether they have attained or not ; but they are re-
warded for attainment.
A Delegate: In the public schools pupils are pro-
moted at a certain age even if they have not the scholar-
ship required. The Sunday-school should not be more
exacting.
A Delegate: We grade by four things: memory
verses, Bible study, answers by written examinations
and one other.
6o8 The Conferences
W. K. Am DEN, Superintendent of the Ruggles Street
Baptist Church, Boston: We settle it on the O. K.
basis. At the age of twelve pupils are supposed to pass
from the senior primary departments. Sometimes
they do not know enough to go forward, but are too
old to stay. So we call it the O. K. department. We
pass them out and put them under teachers who do
nothing but prepare them for the grade to which they
should go.
Mr. Noah Shakespeare, of British Columbia:
I have experienced very great difificulty in knowing
how to deal with the grading question. So far in my
school we have graded on age and size and learning.
Even on that basis we find difficulty. We find sometimes
a boy as tall as myself, and another boy not half as tall,
but really older than the bigger boy. It would hardly
be fair to leave the big boy in the class and take the
smaller boy into the higher class because he had better
qualifications, for the bigger boy would feel humiliated
and feel like leaving the school.
Professor Burgess, of Chicago : I have not very much
to add to the admirable suggestions made. I like the
suggestion about gathering together those who are too
old, in a special class. There is this one point we can
get from colleges; they give degrees, some with honor,
some with less honor, some simply with approbation.
We can make a distinction between those who are pro-
moted with honor and those who are not.
Mr. Lawrance: We have to adapt ourselves to the
local conditions. We give certificates of promotion to
those who do the required work. The others go on
without the public recognition. I do not believe we can
make an absolute basis on educational lines for grading.
What is Sunday-school evangelism?
Mr. Scott: My idea is to give every one of the pupils
opportunity through the Decision Day, to decide early
for Christ; and we are beginning to find out that
Superintendents' Conference 609
children can decide intelligently much earlier than people
have been thinking, especialh' when you have catecheti-
cal classes conducted by the pastor.
A Delegate : Impress on the teachers that they ought
to expect the children to decide for Christ very early.
A Delegate: The teacher, having the work on his
heart, looking into the eyes of the scholar, watching the
indications, seeing that they are right on the point of
accepting Christ, may then follow it up personally.
A Delegate: I suggest a conference of superinten-
dents, teachers and pastors occasionally, to mark any-
thing which they have noticed in their classes in the way
of inclination to accept Christ.
A Delegate: Have a scholars' prayer-meeting at
the close of the Sunday-school. We brought in twenty-
seven of our scholars last winter in that way.
A Delegate: One thing among many which has
been greatly blessed in our own school was a spiritual
census by means of cards having the name and address
of every pupil, and figures, i, 2, 3, 4, to be marked accord-
ing to the way the scholar wished to describe his own
spiritual condition. " i' meant that he was a member
of the church; " 2 " meant that he was ready then and
there to indicate a positive decision for Christ; " 3 "
meant that there was an interest in his heart in the
matter but that he was not fully decided; "4" meant
that there Avas an interest and that he was willing he
should be prayed for.
A Delegate: The teacher ought to know his class
and have private interviews with them upon this ques-
tion of submitting to Christ, and then they ought to
have counsel with the mother regarding the tendencies
of the child and the things that must be met and over-
come. And then an alliance between the mother and
the school in regard to bringing the scholars to Christ
first, and the training or upbuilding in the knowledge
of the Word. There ought alwa3''s to be this alliance
between the home and the school.
6io The Conferences
A Delegate: We should take it for granted that
the children are already in the Kingdom. The teachers,
officers and pastors should see that they never get
outside the Kingdom. And if we take that course they
never will.
A Delegate: In our Sunday-school the pastor is
present for an hour before the Sunday-school assembles.
All understand that. Teachers sometimes bring pupils
whom they know to be anxious. Often the boys and
girls themselves bring other boys and girls.
A Delegate: What will you do with the scholars
who decide for Christ on Decision Day?
Mr. Lawrance: Teach them to confess Christ. In
our school at Syracuse, New York, our pastor conducts
a class for just that kind of boys and girls for two or
three months after they have made that decision, and
when he and the board of deacons are satisfied of their
conversion they are accepted into full membership in
the church.
A Delegate: At our church we divide the boys and
girls into separate classes and they are conducted along
that same line.
Mr. Miller, of Los Angeles: In our church we put
them into a class under the care of the deacons on Sun-
day morning.
Mr. Lawrance: What is wise to say to a child ten
or twelve years old who has intelligently accepted
Christ and is ready to come into the church, but the
parents forbid?
Answer: Tell him to wait patiently until the parents
consent.
Mr. Lawrance: It is very discouraging to a child
who is really a Christian to be refused by the parents.
Whoever deals with that child is in a delicate position.
You must not turn that child against father and mother.
But we can teach them, " It is right to obey father and
mother; but you can be a Christian under these cir-
cumstances outside the church."
The Home Department Conference 6ii
Primary Department Conference
W. J. SEMELROTH, Presiding
Mrs. J. WOODBRIDGE BARNES, Leader
This conference, held in the Bond Street Congrega-
tional Church, attracted a large number of primary
and junior teachers and workers. After devotional ser-
vices by Mr. A. H. Mills, a member of the International
Executive Committee, greatly interested in primary
work, there were two notable addresses, one by Mrs.
James L. Hughes, Toronto, Ontario, president of the
International Kindergarten Union, on " Cooperation
Between Home and School," and the other on " The
Age of Spiritual Awakening," by Prof. A. B. Van
Ormer, Gettysburg College, Norwood, Pa. Professor
Van Ormer's topic was the result of a special investi-
gation made for the International Primary Department.
His address appears in another part of this volume.
We regret that a full report of this conference is not
at hand.
The Home Department Conference
Mrs. FLORA V. STEBBINS in charge
The Jarvis Street Baptist Church, *^^
Saturday, 2 p.m., June 24, 1905,
Toronto, was well filled with enthu-
siastic Home Department workers.
In the absence of Mr. W. H. Hall,
of New York, who was to preside,
Mrs. Flora V. Stebbins, of Massa-
chusetts, took charge of the con-
ference.
Mr. C. D. Meigs, General Secretary
for Texas, said: " The Home Depart- j^^g^ f. vTstebbins
ment work, like the plan of salva-
tion, is surrounded by a lot of human difficulties and
misapprehensions, but none divine. The majority of
6i2 The Conferences
schools have at least three departments, the primary,
intermediate and adult, and these include all who
attend the school. But every community has many
people in it who cannot attend the main school, and
they need Bible study as much if not more than those
who go to Sunday-school. So we start the Home De-
partment. Its members are those people who cannot
or will not attend the school, but who do study the
current Sunday-school lesson at least one half hour
each week in their homes, and keep a record of the
lessons studied and make a report to the visitor at the
end of the quarter.
" The reason so many schools have no Home De-
partment is because the church furnishes so few mem-
bers who really have religion enough to do such personal
work. All it needs is a few real Christians who have
religion in their souls and spell it soles. It takes walking,
talking is not enough. Its scope, geographically, is
from the Atlantic to the Pacific, and from the grizzly
bear in the North to the alligator in the South. As to
the family, it may reach from the baby in the cradle
to the father, mother, grandmother, grandfather and
the servants. It fits everywhere. There is not a school
anywhere so small that it cannot be made larger by it,
so poor that it cannot be made richer by it, so good
that it may not be made better by it. It will fit in
country, town or city, and can be made helpful and
successful wherever people want it."
Mrs. Phoebe Curtiss, State Superintendent of the
Home Department of Ohio, spoke on " Superintendents
and Visitors, Their Qualifications, Their Duties, Their
Privileges."
" It is imperative that the superintendent and visitors
of the Home Department be w4sely chosen. The first
essential is interest in the work, interest sustained by
thorough information and accompanied by an enthu-
siasm that never wavers. The workers need consecra-
tion, tact bom of sympathy, courage and system.
»;
The Home Department Conference 613
Duties. " The Home Department superintendent
enlists and instructs the visitors, directs their work,
inspires and advises them. The visitors make their calls,
procure and instruct the members, furnish them regu-
larly with the lesson helps, receive their reports and
make reports to the superintendent of the department.
The visitor strives to awaken interest in all matters
pertaining to the church and school. The privileges are
manifold : They serve the home by giving it the blessing
of the open Bible, the church and school by creating,
increasing and contintiing an abiding love and interest,
and, above all, they serve their Master by winning souls
to him."
Mrs. J. R. Simmons, State Home Department Super-
intendent of New York, spoke concerning Auxiliary
Workers, Secretaries and Treasurers, and Substitute
Visitors.
" The superintendent of a Home Department must be
the head or the work cannot be unified. Therefore, the
the secretary should work under the direction of the
superintendent much after the manner of the private
secretary of the business man. Independent action by
the secretary might confuse or mar the superintendent's
plans. Careful records should be kept, a report should
be made quarterly to the Sunday-school.
" Only large departments need a treasurer. Care
must be taken not to emphasize the financial part of
the work to the members ; it is their personal good, not
their possessions, that we seek. The Home Department
worker can only learn lessons written on the page of
experience, hence the visitor who is wise will have some
one on whom she can depend to study the work with
her, call with her, and in case of emergency act as her
substitute. The substitute visitor will often prove well
fitted to take up the work of the regular visitor."
Mrs. Flora V. Stebbins spoke of the vSunshine Band
which was introduced into the Sunday-school family b^
herself in April, 1900.
6 14 The Conferences
" The Sunshine Band is the organization of girls be-
tween the ages of eight and fifteen, for the purpose of
stimulating them in church work. We give the methods
of one band in operation as an illustration.
" Sixteen girls have pledged themselves to attend
the meetings of the Band, obey their leader and to carry
' sunshine' wherever they go, and to meet every Wednes-
day afternoon at four o'clock in the church parlor. After
a brief devotional service reports are heard from the
committees, viz. : Visiting, Supply, Work, Supper and
Out -look. Reports are discussed, plans made for the
work of the week and the work in hand is taken up.
In this Band two children are dependent on the ' Sun-
shine Band ' for all that they wear, and so, while the
fingers are busy with the sewing the president of the
foreign missionary society tells them of the last news
from India. The work of all the church societies is thus
made familiar to the girls.
" Each girl brings her supper and at six o'clock sits
down to the table and a season of good cheer follows, in
which the leader learns of the everyday life of her girls,
their home and school problems, and with wise sym-
pathy counsels them. At the close of the tea hour the
leader prays for her girls and for the work. While the
supper things are being cleared she has her cose}^ talk
with those who desire. At 7 p.m. all adjourn to the
chapel where they are met by other girls and boys.
They practice hymns and learn new ones. At 7.45 they
lead the praise service of the midweek prayer meeting
of the church. Here they bring the sunshine of their
sweet voices and the inspiration of their presence at the
family gathering of the church. Four of the girls joined
the church on Easter Sunday."
Results. " The girls are taught to do the work that
devolves on the women of the church intelligently and
well, and learn that their highest happiness comes from
serving others and so serving Him. They have been
the means of carrying sunshine into many dark homes."
The Home Department Conference 615
Rev. E. W. Halpenny, General Secretary of Indiana,
spoke on the Messenger Department. " What is known
in the East as the ' Messenger Service ' has been devel-
oped in Indiana into a ' Department ' of the State
Sunday- School Association, and also of the individual
school. It is an opportunity to organize the boys from
ten to fifteen years of age into a permanent company
for work relating to the church and Sunday-school.
The plan has a simple constitution, including one or two
restrictions as to being gentlemanly and avoiding the
use of tobacco and bad language.
" A fundamental advantage is in giving the boys the
idea that they are and can be of some use in the church
and Sunday-school. It also provides an outlet for the
tons of surplus energ}^ found among any group of boys
in the period of early adolescence or even earlier. There
are many things a boy can do such as carrying the
notices or church papers, delivering calls for special
meetings, taking books or papers to the Home Depart-
ment members, acting as pages and guides at conven-
tions. In addition to this the boys may cultivate
flowers and carry them to the sick, the same wiih fruit
and vegetables, distributing them to the needy, etc.
In our Indiana Department, realizing that ' all work and
no play ' still makes ' Jack a dull boy ' we have added
both an athletic and literary aspect to our departments
with a view to both entertain and protect the boys; a
full description of the workings of the department will
be sent free to any one inclosing postage and addressing
such request to the State Sunday-School Association,
at Indianapolis, Ind."
Mr. E. C. Knapp, of Hartford, Conn., spoke on " How
to Increase the Membership of the Department. " " Dur-
ing the past three months we have increased our depart-
ment from 65 to 255, and I have been asked to tell how
it was done.
" I. We realized the need. We believe that the
Bible is the greatest book in all the world and that it
6i6 The Conferences
should be studied. The Bible cannot be taught in the
public schools. The Bible does not have the honored
place it deserves in the home and family worship. The
adult church members are not attending the Bible school
as they should. Many of them do not look on the
Sunday-school as the Bible studying and Bible teach-
ing service of the church, but merely as a children's
affair. Some simple, systematic plan of Bible study
is needed. It enabled us to take the Sunday-school to
the individual.
"2. We went at it, yes, in more ways than one.
A. Through the teachers' meeting. We asked our teach-
ers to call on the parents of the boys and girls in their
classes. This gave them an excuse to make calls. B.
Through the scholars. From the platform in the Sun-
day-school the superintendent held the Home Depart-
ment idea before the whole school, frequently asking the
classes concerning the progress made. C. Through the
pulpit. Pastor preached on Bible study and urged all
to either join the main school or the Home Department.
D. We arranged for systematic calling in the parish.
E. We supplied each member with a copy of the World
Evangel each month. Our offering envelopes were given
out each month instead of each quarter. This required
frequent visitation and it also increased the offerings.
"3. We stuck to it. Perhaps ninety per cent of
Sunday-school success is sticking to it. It required
hard work to get the momentum, but steady, earnest
and enthusiastic effort will bring it about."
Rev. T. C. Gebauer, State Field Worker of Henderson,
Ky., spoke on " How to Increase Interest in the Depart-
ment in the Township and District."
" I. Secure the cooperation of all the pastors. Ask
them to preach a sermon on the Home Department or
Home Bible Study; explain the work and prepare the
way for starting the department.
"2. Hold conferences with superintendents of depart-
ments and Sunday-schools and plan house-to-house
The Home Department Conference 617
visitation; district the territor}^ and secure the name
and address of every member in the community.
"3. Arrange a meeting of all the visitors of the dis-
trict, hear reports, meet difficulties, instruct them in new
methods and in all ways encourage them.
"4. Hold a rally with the Home Department mem-
bers; give a review and preview of the lessons. Get
the members acquainted and cultivate the social side
of Sunday-school work.
"5. Give the Home Department a prominent place
on the program of the district convention; distribute
literature, and frequently publish reports concerning the
work in the various schools of the district and thus
keep the department before the people.
"6. He can best help increase the interest of the
Home Department by loving the work, praying for the
spiritual power and not weary in going about pleading
for an open Bible in the home."
Mr. C. E. Hauck, General Secretary of Cook County,
Illinois, spoke on " How to Increase Interest in the
Department in the County." " Realize first that there
is a field to occupy. We have the thing it needs. Our
command to do the work is from the Lord. It is a great
opportunity for a large amount of work. Three things
it demands:
" I. Conviction that it is necessary, that you are
to do it, that it is worth your best effort. 2. Concen-
tration. Emphasize it in all meetings. Appoint or
elect a director or secretary. Organize as a department
and get a working committee. Have those who are
successful relate their experience. 3. Continuation.
A let up will let down. The end will show the success
not the beginning. Make a long pull, a strong pull
and a pull all together all the time. We followed this
in Cook County last fall and the results are most gratify-
mg.
Mr. W. G. Landes, Field Secretary of Pennsylvania,
spoke on " How to Increase the Interest in the State."
6i8 The Conferences
" First, By the employment or the appointment of a
live man or woman who will give all the time or part
of the time to this work; one who will keep in close
touch with the county home department superintend-
ents. Second, By keeping at the state headquarters a
supply of home department leaflets explaining the char-
acter and nature of the work, to be furnished free by the
state to the county associations to be distributed through-
out the county. Third, By publishing regularl}^ in the
columns of the state association paper, if one is printed,
bits of news and items of interest concerning the work.
Fourth, By organizing a lecture bureau through which
the county conventions and Sunda3^-school rallies can
be supplied with speakers who are thorotighly conver-
sant with every phase of the work."
Rev. J. A. Worden, D.D., LL.D., of Philadelphia,
spoke on " How to Increase the Interest in the Depart-
ment throughout North America." The immediate
need of a sub-committee from the International Execu-
tive Committee was emphasized. Let such a committee
come into as close contact as possible with the state
secretaries, either personally or by correspondence, to
give direction and encouragement. The ideal leader-
ship would be an International Home Department Sec-
retary. Until the ideal can be attained a conxmittee
would be of the greatest help and inspiration. Dr.
Worden emphasized the importance of time on conven-
tion programs to the presentation of and conferences
upon this work.
The following resolution was adopted and presented
to the Executive Committee:
" Resolved, That it is the desire of this conference, in-
asmuch as the Home Department has attained to such
importance, that it be given a larger place on the pro-
gram of the next triennial convention in 1908."
Organized Temperance Work 619
Organized Temperance Work
Mrs. ZILLAH FOSTER STEVENS
No right conduct without proper instruction."
Recognizing the necessity of
systematic and effective temper-
ance teaching that shall save our
rising generation from the destruc-
tion wrought by alcohol, cigarettes,
opium and other narcotics, thirteen
states and six provinces have re-
sponded to this need by including
a temperance department in the
organized work of their Sunday-
Mrs, z, F. Stevens school associations. These tem-
perance departments, through regu-
larly appointed temperance secretaries, or superinten-
dents in counties, districts, townships, or individual
schools, aim to bring specific and thorough temperance
teaching to every child in every Sunday-school. The
states and provinces having temperance departments
are: Illinois, Iowa, Arkansas, Nebraska, North and
South California, Missouri, West Virginia, Wyoming,
Indian Territory, North Dakota, South Dakota and
Ohio (the Ohio department is known as the Good
Citizenship Department), Nova Scotia, New Bruns-
wick, Prince Edward Island, Alberta, Manitoba and
Quebec.
At a conference of temperance secretaries held at
Toronto, general agreement was reached as to the work
and methods that would effectively promote temper-
ance work in our Sunday-schools. The plan in out-
line was as follows: In general teach, and appl}^ to daily
life, those scripture truths and principles which shall
" educate the children for total abstinence and for the
destruction of the liquor traffic"; temperance secre-
taries or superintendents in every county, township
and individual school, to plan and direct the temperance
620 The Conferences
teaching; make faithful and definite use of the ap-
pointed temperance lesson in each quarter, so that every
grade and department of the school may receive appro-
priate temperance teaching, — Home Department and
Primary Department to be included.
The temperance lessons of the first and third quarters
to be taught by each Individual teacher to each indi-
vidual class.
The temperance lesson of the second quarter to be
used as Anti-Cigarette Day. General exercises are
recommended, when the evils and dangers of the
cigarette habit shall be taught. Pledge signing is
recommended.
The temperance Sunday in the fourth quarter —
World's Temperance Sunda}' — to be used as an occa-
sion for teaching Christian patriotism, Christian citizen-
ship; for urging the claims of that " righteousness "
which " exalteth a nation "; and for warning against
that sin of intemperance which is the special " reproach
of our people.
Approved Methods. Promote pledge signing. Put
temperance books in Sunday-school library. Distribute
temperance literature. Secure cooperation of Home
and Primary Departments. Unite several schools in
temperance rallies. Secure place for discussing meth-
ods of temperance work on the programs of township,
county and state conventions, also at institutes and
summer schools. Record temperance work done, and
report to proper county and state secretary or super-
intendent of temperance work.
At the Temperance Conference held in Toronto, Sat-
urday, June 24, 1905, Rev. Dr. John Potts presiding
and Mrs. Stevens leader, the following program was
observed :
Subject, " Temperance work in the Twentieth Century
Sunday-School . "
A Call to Temperance Work in Sunday-school. (Letter. )
Rev. Theodore L. Cuyler.
Organized Temperance Work 621
Definite Reasons why the Church must Promote Specific
Temperance Work. (Letters.) Rev. Charles Blanchard;
Bishop McDowell.
What Kind of Temperance Teaching ? (Letter. ) Robert E.
Speer.
The Part of the Pastor in Sunday-school Temperance
Work. (Letter.) Rev. Charles M. Sheldon.
A Profitable Temperance Lesson. Address, Rev. F. N.
Peloubet. (Letter.) Rev. Wilbur F. Crafts.
Laying Foundations in Temperance Work. Address, Mrs.
Mary F. Bryner.
The Temperance Teacher's Ally — The Editor. Address,
David C. Cook.
" A More Excellent Way " in Temperance Teaching. Ad-
dress, Charles Gallaudet Trumbull.
Temperance Teaching from the Patriotic Standpoint.
Address, Mrs. Wilbtir Crafts.
Cooperation of Forces in Sunday-school Temperance Work.
Address, Rev. John Potts.
Mrs. Stevens in opening, said: " The duty of the
Sunday-school concerning temperance teaching has been
clearly defined by Dr. Potts in his address on ' Sunday-
School Ideals ':
" ' It is the bounden duty of every worker in the Sun-
da^^'-school to educate the children of the church and
of the home for total abstinence and for the destruction
of the liquor traffic'
" This plain declaration of temperance teaching as a
duty, — this specific definition of the aim of temper-
ance teaching, nothing less than total abstinence,
nothing less than the destruction of the liquor traflic, —
has been accepted by our Sunday-school leadership,
and by our workers of the rank and file. From every
quarter of the international field comes the earnest
response, ' We are ready, we are eager, to give to our
children this effective temperance teaching; we accept
the duty, but we ask for help in its accomplishment.
We need to learn wiser, better ways of fitting our tem-
perance teaching to the facts of the life of to-da3^'
" In answer to this expressed need, the Program Com-
mittee appointed this Temperance Council. Questions
62 2 The Conferences
covering every phase of temperance effort in Sunday-
school have been sent to representative Sunday-school
workers; and the proceedings of this conference will
consist of answers to these questions, contributed by
men and women who represent every department of
Sunday-school work. The pastor, the primary worker,
the editor, the lesson writer, the chairman of the com-
mittee who prescribes our lessons, the average teacher
who must deal with these lessons, — all these, from their
varying points of view, will give their best thought to
the solution of the problems involved in ' Temperance
work in the Twentieth Century Sunday-School.' "
The sentiments expressed by the speaker at the Con-
ference, or sent to the leader by letter, were clear, clean
cut and helpful. Among them were the following:
The twentieth century church must do definite temper-
ance work because it is Christ's church, working for humanity
in obedience to him. If the church does not do definite
temperance work, either this work will not be done or it
will be undone. — Bishop W . F. McDowell, LL.D., Chicago,
Bishop of the Methodist Episcopal Church.
The stronger and more inveterate the prejudice that can
be created in the minds of children and young people against
all use of alcohol, and the more solidly they can be estab-
lished in the habits of total abstinence, the better. — Mr.
Robert E. Speer.
To reach the Sunday-school with any efficient temperance
work, the pastor should give at least two months in every
year in preaching to his entire Sunday-school temperance
sermons, making the entire morning service a special train-
ing service along temperance and other practical lines of
Christian ethics. — Rev. Charles M . Sheldon, author of ''In.
His Steps."
Many of the vicious and criminal were once in the Sunday-
school, and might have been saved from the drink that
swept them on to ruin, by better temperance teaching. With
only four temperance lessons a year, teachers ought to jeal-
ously guard every moment. For instance, when September
brings the splendid lesson of Daniel's band, let only a few
moments be given to the story. Let us ask swiftly, What is
the chief peril of boys to-day in the matter of drink? The
answer is beer, the most baneful drink, because — being
considered the least harmful — it makes a beginning. Eighty
Organized Temperance Work 623
per cent of the inmates of an inebriate asylum near my New
York church told me they began with beer. Instead of
trying to teach everything, teach the danger from beer in a
way to make it felt. That is enough for me. ... Rev. W. F.
Crafts, Washington, D. C.
If the church does not promote specific temperance work,
its general and indefinite teaching on that subject will go
for nothing. If the church does not promote specific tem-
perance work she will be definitely yoked up with intem-
perance. The man who in any respect whatever is actively .
or passively the friend of the liquor Vjusiness is, so far forth,
directly antagonizing the work of the church. Every boy
and man who is captured by the saloon is lost by the church.
It follows absolutely that the man who, in any respect, favors
the saloon antagonizes the church, he is pulling down the
church when he fails to pull down the liquor shop. — Charles
Blanchard, President Wheaton {III. ) College.
A temperance pledge, taken in childhood, was my salva-
tion from the temptations of college life, and ever afterward;
and I would like to see the pledge wisely introduced into all
our Sabbath schools. Every pastor ought not only to
preach against the deadly drink usages in his pulpit, but
press upon the children in his Sunday-school that their only
safety from the deadly and soul-damning sin of drunkenness
is to stop before they begin. — Rev. Theodore L. Cuyler, D.D.,
Brooklyn, N, Y ,
Nothing affords such an opportunity to mold the hearts
and lives of boys and girls for temperance as do Sunday-
school lesson helps and Sunday-school papers. The scholar
may listen to his teacher talk on temperance for twenty or
thirty minutes. He listens to his paper for hours. The
teacher reaches the child, the paper reaches the whole family.
One of the chief difficulties in the way of securing satisfactory
results in Sunday-school temperance work is in holding the
scholars in attendance until voluntary decisions have been
made and habits of life formed. It is a sad fact that a large
proportion of the boys and girls, seventy-five percent of the
boys, leave the Sunday-schools before this time is reached. —
David C. Cook, Chicago.
Let temperance teaching begin with the little ones, empha-
sizing the positive side ; proper care for the body God has
given to be his dwelling place. Love, faith, truth and,
caution are comer stones that rightfully belong to the foun-
dations of childhood's character. — Mrs. Mary Foster Bryner,
Peoria. III.
Strong drink has its grip on the throat of the world and
the children of all nations need to be warned against it.
624 The Conferences
Through the teaching of out children in the Sunday-school,
the church of God can undo this grip. The quarterly tem-
perance lessons give the church some opportunity of teach-
ing temperance. Let us make the most of these four-times-a-
year chances, and as often as possible, at other appropriate
times, bring up the subject. Let temperance be presented
as a patriotic as well as a religious dtity. Let the national
flag be in evidence on temperance Sundays and teach that
drunkenness disgraces the Christian nation to which we
belong. Through temperance teaching let us develop a
noble patriotism. — Mrs. Wilbur F. Crafts, Washington, D. C.
The " more excellent way in temperance teaching " is
teaching by fact rather than by exhortation. Perhaps the
"best instance of the teaching by fact rather than by exhor-
tation is the work being done to-day throughout the public
schools of the cotintry in the line of systematic temperance
instruction, and to-day there are 26,000,000 children in the
United States, who, under the laws of the state and nation,
are compelled to attend public schools in which they must
receive systematic temperance instruction. In the matter
of signing the pledge, for total abstinence, appeal to fact can
be made effective. The more excellent way in temperance
teaching is never to let up on it. — C G. Trumbull, The
Sunday School Times.
The first condition of a profitable temperance lesson is that
the teacher should seek to influence his pupils by means of
the principles, the motives and the arguments which are
effective in making and keeping himself a total abstinence
man. The best temperance lessons are based on broad
principles such as underlie many other choices and actions.
Basing the temperance lessons on principles there may be
more than four temperance lessons a year. For often a
teacher and the lesson writer can clearly designate a teni-
perance application as one of the truths that grow out of
the principle which is the soul of the lesson. The best
temperance lessons are those which come naturally in the
course of continuous Bible study, and that use the illustra-
tive method to make the teaching vivid and impressive.
" The Star of Bethlehem " for temperance may be " Over
the School House." but the cradle in which the temperance
cause is rocked is in the Sunday-school. — Rev. F. N.
Peloubet, D.D., author of " Select Notes."
Chinese Workers* Conference
This conference was held in the Knox Presbyterian
Church. Owing to the illness of Rev. Dr. McKay, chair-
man, Rev. A. Gandier, M.A., presided.
Chinese ]]'orkers' Conference 625
Dr. J. C. Thompson, of Montreal, referred to the fact
that there are three hundred classes for Chinese in
Canada, and that more than two thousand volunteers
in Canada alone are devoting themselves to bringing
gospel truth to thousands of Chinese youth. Greet-
ings were presented from more than a score of places,
not including those represented by members of the con-
ference from several of the larger places in the United
States and Canada.
Supt. George Ewing, of Toronto, explained the manner
in which the churches in Toronto are divided into dis-
tricts, each under the supervision of a church engaged
in interesting the Celestials. A canvass is made for-
pupils, and when found they are better accommodated
in the school than they were in their own land. It v/as
urged that each one should have a separate table, and
that among the textbooks used the Bible should always
be included.
Mrs. E. D. Hall, superintendent of Toronto Chinese
Christian Endeavor Society, advanced the opinion that
teachers should be of middle age and that the books
used should contain a vocabulary such as is in use in
ordinary conversation. The pupil should be persuaded
to read the Bible and to pray in Chinese. She gave a
number of suggestions to teachers; among them were
the following: Do not try to teach too much. Speak
distinctly and in an even tone. Avoid undue famil-
iarity, and when necessary to call upon your scholar,
companionship of the superintendent or fellow-teacher
on the part of a young lady would be becoming.
Mr. Joseph Henderson expressed the opinion that
missionaries in China could greatly aid those in this
country by writing books on the character of the China-
men and the best method of instructing them. Among
the hindrances he found the lack of comprehension of
the Celestial character, the difficulty of communication;
on the other hand, the over-earnestness of the Chinese
to learn was a great advantage.
626 The Conferences
Rev. Thomas Paton, of Ontario, for several years in
Canton, China, founder and president of the Chinese
work in western Canada, related his experiences.
Rev. A. B. Winchester, of Toronto, said that in many
cases men converted here to Christianity return to their
own land and teach others. Then those who remain
still pagans were of great use in promoting a friendly
feeling toward Europeans.
Not the least interesting feature of the conference was
an address by Rev. Dr. Hager, of Hong Kong, now on
furlough from work in the native villages.
A resolution deprecating the opium trafific at home,
and abroad was heartily adopted.
American policy toward the Chinese was referred to
by Rev. W. H. Lingle, a missionary from Hunan, China.
He said there is still an opportunity for placing good
schools in China.
There was an interesting display of Sunday-school
literature, and as a sequel to the conference several
interesting gatherings of Chinese and teachers were held
on the following day, notably one at Cooke's Presb}^-
terian Church, when some three hundred Chinese were
addressed by Drs. Hager, Thompson and Lingle, in
Chinese. The conference secretary, Mr. T. Humphries,
of Toronto, presided.
Field Workers' Conference
Prof. E. A. FOX
This conference met for three days immediately
preceding the International Convention at Toronto.
Nearly one thousand association and primary workers
were in attendance. The conference was favored with
a very helpful and interesting address on the history
of the department by President E. M. Fergusson. He
closed by giving some excellent suggestions for the
improvement of the work.
Mr. W. C. Pearce at a former meeting had been asked
to prepare a digest of the principles and methods of
Field Workers' Conference 627
county organization. For an hour each day the con-
ference considered this digest in detail with Mr. Pearce.
When completed this will, no doubt, be one of the most
valuable documents ever issued by the department.
It discusses in detail the plan of organization, the officers
needed, the duties of the various officers, the necessary
departments for a complete organization, the kinds of
work to be carried on by the association, the annual
convention, the organization of the townships, the
gathering of statistics, house-to-house visitation, ban-
ner counties, standards of excellence for the county,
the township, and the individual school — in short
every detail of the work of a thoroughly organized
county. As many of our county officers are unac-
quainted with the work and the duties they are expected
to perform when first elected, this pamphlet will be of
inestimable value to them, and consequently to the
work, containing as it does the combined wisdom of
the international and state officers.
The gathering and use of statistics is regarded as one
of the most important and one of the most difficult
duties connected with our work. At Denver, in 1902,
it was decided to ask each state to secure information
from the individual Sunday-school on ten points. These
were thoroughly discussed and revised at the Toronto
Conference. The question of raising funds to carry
on the work is another of vast importance, and several
plans were suggested. Dr. Joseph Clark, of Ohio, read
an interesting paper on the plan in their state, which
elicited much interest. The plan is an adaptation of
that used by the Anti-Saloon League, and calls for
subscriptions of any amount, payable monthly. They
have made a great success of it in Ohio, and other states
are adopting it.
After the organization of a county is completed, then
its work of encouraging, stimulating and assisting the
individual Sunday-schools begins in earnest. Much
time was given to this department of the work in
628 The Conferences
sectional conferences. There was a conference each day
led by Mr. I^awrance on the executive department of
the work, for general secretaries, presidents, treasurers,
chairmen and others. The relation of these officers to
each other and their respective duties were fully dis-
cussed. Mr. Charles D. Meigs led a conference on the
Home Department ; Mr. W. C. Pearce one on Teacher-
Training; and Mr. J. H. Pmgle one on the work of
County Secretaries. These were well attended and
much valuable help was given.
One of the most helpful features of the conference
was a series of five lectures by Mr. E. P. St. John, of
New York, on " Child Nature and the Sunday-school."
Those who heard these lectures were thoroughly con-
vinced that a knowledge of the child is just as impor-
tant as a knowledge of the Bible in the management and
teaching of a vSund ay-school, and that in the grading of
a Sunday-school the division into classes and depart-
ments is not arbitrary, but is based on fundamental
characteristics of child nature. This was one of the
best, as well as the largest, conferences ever held by the
department.
Elementary (Primary and Junior) Institute
" Toronto, 1905," will mark an era in the organized
primary and junior work, because of the unification of
plans of work in relation to what is now known as the
International Sunday-school Institute, and especially for
the coalition of the International Primar}' and Junior
Department with the international organization.
Formerly, the International Primary and Junior
Departmicnt held its sessions for business and practical
work during the time of the International Convention,
but at Denver, in 1902, the plan of a three days' insti-
tute preceding the convention was inaugurated. This
year at Toronto the uniting of the field workers and
the elementary (primary and junior) workers into one
Elementary InsHtute 629
institute with divisions for each, and joint afternoon and
evening sessions, was voted a great success.
In the elementary division two aims were kept before
those present, the instructing of and conference with
those who are responsible for the guidance of others,
such as the leaders of unions, county and state or
provincial secretaries, and the instruction of the indi-
vidual teachers. The work was arranged under such
topics as were first in importance on the organized lines,
and then again divided into sections for instruction for
the beginners, primary and junior teachers.
With sixty- three names on the program of the ele-
mentary division all but two were present. Never
before was such a hearty interest taken in the conferences
on organized work, which included such problems as
are constantly coming before us in relation to our union
work, teacher-training and lecture courses, to sa}^ noth-
ing of the plans for the pushing of these in country, town
and city. When from four to five hundred people are
present in that sort of a conference at 9.30 in the morn-
ing, and clamor for an extension of time for discussion,
real interest is apparent. It is evident that the work
has now grown to the point where it will be necessary
to devote two or three days wholly to these leaders.
The special interest centers about the business meet-
ings and the coalition of the International Primary and
Junior Departm.ent with the international organization.
For thirty years and more the work for the teachers
of the elementary grades (beginners, primary, junior) was
conducted entirely apart from the international organ-
ization. Then there was a partial co-operation as
regards finances. At Denver plans for consolidation
were considered. x\nd now the two have been finally
brought together, the plans formed at Denver being
given opportunity to materialize.
A resolution was suggested by the primary and junior
workers themselves, was presented first to the primary
committee of the international organization, and by
630 The Conferences
them to the International Executive Committee. It
received the latter 's hearty indorsement. It was then
brought to the Executive Committee of the Interna-
tional Primary and Junior Department, and was unani-
mously adopted. The three persons chosen by the
latter as the advisory members representing their inter-
ests, were Mrs. Alonzo Pettit, New Jersey; Mrs. M. S.
LamxOreaux, Illinois, and Mrs. J. A. Walker, Colorado.
The name " Elemientary " was considered desirable, as
the workers confessed to great inconvenience in being
obliged to say " beginners, primary and junior " each
time they needed to speak of these grades collectively.
The term " Council " was the choice of the International
Executive Committee as representing the work to be
done, thus saving confusion by having the term " Execu-
tive Committee " used for more than one body. The
resolution is as follows:
" Resolved, That subject to the approval of the Execu-
tive Committee of the International Sunday-school
Association, this body, composed of one representative
from each state and province appointed by the state or
province, which has been called the Executive Commit-
tee of the IVimary and Junior Department, be hereafter
known as the Elemientary Council of the International
Sunday-school Association. This Council shall meet
triennially at the time of the international convention,
and elect a comimittee of three to serve as an advisory
committee v/ith the elementary committee appointed
by the International Executive Committee in the super-
vision of the elementary grades. One member of this
committee shall be elected as the chairman of the Ele-
mentary Council."
While this means that this advisory committee of
three, with the regular committee of the International
Association, will have supervision of the work in the
field and office as it relates to this special phase of work,
and while the International Association will continue
to have a secretary in charge of the department, yet we
Elementary Institute 631
shall have the support and assistance of a committee
having in charge the investigation of the special needs
of the beginners, -[primary and juniors, and permanent
committees for the supplemental outlines and teacher-
training course.
A new impetus was given to the teacKer-training work
by the address given on " Training and Developing
Teachers," by Miss Louise A. Emery of St. Paul, Minn.
Miss Emery is the Teacher- Training Secretary for Minne-
sota. Her address was considered by those who heard
her as the finest presentation of the subject ever made to
our body.
Among the subjects considered during the conference
of Primary and Junior Workers, were the following:
B?:ginners. " Meeting the Need of the Beginners,"
Miss Clara Louise Ewalt of Ohio.
" The Beginning of Christian Fellov/ship," " Cradle
Roll," " Birthdays," Mrs. Stuart Muirhead, Nova
Scotia. " The Program," Miss Marion Thomas, New
Jersey. Song, " The Development," Miss Willena E.
Browne, Massachusetts. " A Sunday-school Session for
Beginners " was conducted with Miss Marion Thomas,
New Jersey, as superintendent ; Miss Helen Park, Mani-
toba, secretary, Miss Grace M. Longfellow, Minneapolis,
pianist. A Round Table Conference was conducted by
Miss Grace Tompkins of New York.
Primary. " The Primary Teachers' Duty and Oppor-
tunity," Miss Lucy G. Stock, Massachusetts. " Making
the Grade Work Attractive," Miss Alice B. Hamlin,
Pennsylvania. " A Supplemental Lesson Developed,"
Miss Mamie Haynes, Nebraska. " Hints on Lesson
Building," Miss Emily Lena Spear, Illinois. " Making
the Most of the Lesson Story," Miss Nannie Lee Frayser,
Kentucky.
Junior. " The Necessity of Special Work," Miss M. G.
Kennedy, Pennsylvania. " Round Table," Mrs. W. J.
Semelroth, Indiana. A Round Table Conference was con-
ducted by Miss Minnie Kennedy, Alabama. " Making
632
The Conferences
the Grade Work Attractive," Miss Florence H. Darnell,
Penns3dvania. Miss Darnell also conducted a black-
board class exercise each morning. " Temperance Teach-
ing Exemplified," Mrs. Zillah Foster Stevens, Missouri.
" Instruction in Map Making," Dr. Richard M. Hodge,
New York. " A Sunday-School Session for the Juniors,"
with Mrs. Jean E. Hobart, Minnesota, Superintendent;
Mrs. II. M. Glossbrenner, Assistant Superintendent; Miss
C. E. Blake, Rhode Island, Secretary; and Miss Annie
Jack, pianist.
Conference on Adult Classes
Conducted by McKENZIE CLELAND
What effect has a successful
adult class upon the membership
and attendance of the school?
Mr. Pierson H. Bristow, of Wash-
ington, D. C. : Sixteen years ago
there was one adult class in Calvary
Sunday-school. To-day there are
thirty-eight, with an enrollment
averaging from ten to three hundred
in each class, a separate adult de-
partment, with an enrollment
of almost one thousand. Sixteen
years ago we had two departments in the school ; to-day
we have six departments. Sixteen years ago there
were between seven and eight hundred enrolled in the
school; to-day, twenty-two hundred.. Sixteen years
ago we met in the church vestry; to-day we meet in a
Sunday-school house built for the purpose. An in-
creased interest in the winning of souls is another effect.
2. What is the best kind of teacher for a men's class?
Mr. Watts, of North Carolina : This question can
be answered by simply asking yourselves what sort of a
man is at the head of a successful Bible class in your
Sunday-school. That man has five qualifications for
M. Cleland
Conference on Adult Classes 633
his work. First, he is consciously a Christian and conse-
crated. He is a Bible student, who believes in the
Bible and is willing to dig deep for the truths which are
in it. He is a genial man, who can grasp a young man's
hand, and back of it will be felt his ver}^ heart's throb.
He is a sympathetic man, who knows and understands
young men, their temptations, their doubts and diffi-
culties and how to meet them. And then he is an en-
thusiast on winning men. He believes in it with all
his heart and works at it as the most important business
in the world for him.
3. Should the adult class use the International lessons?
Mr. Rosenkranz, of Illinois: One danger that con-
fronts men's classes to-day is abandoning the Interna-
tional lessons. Use the International lessons, first, last,
all the time.
4. Can athletics be used to advantage in 3^oung men's
classes?
C. G. Kindred, of Chicago: In Chicago we found we
could not get at the young men during working hours.
They were busy in the store, got home late at night and
left early in the morning, but on Saturday afternoons
there was a great crowd of young men gathered in the
parks. So we began to get into athletics to touch the
lives of these young men. And we found that to uni-
form a couple of classes and put them on the diamond,-
with no swearing or smoking or loud, boisterous talk
would interest nearl}^ all the people in the park. The
largest crowds in Washington Park now on Saturday
afternoon are around the baseball boys of our Sunday-
school classes. We have injected into the dangerous
idle period the baseball athletics and other things that
appeal to onv young men.
When the church puts up the banner of the cross
and appeals to the soldierly qualities of young men,
they will come into the kingdom of God. That is what
we are trying to do in our athletics, and we are
succeeding.
634 The Conferences
We have no Sunday playing and disbar the Sunday
players. As a consequence, the non-professional
players in Chicago are gradually coming over on our
side.
5. How can a young men's class help the pastor?
A. Dransfield, of Rochester, N. Y. : One class over
thirty years old, with over one hundred members and over
one hundred average attendance, has built the portion of
the church in which it meets ; it keeps record of the attend-
ance of its members at the morning and evening church
services, and at the Wednesday evening meeting, and
has been a great help in the prayer meetings of the
church. This class is also giving annually $100 to $200
for the support of the school proper.
6. Is the button or badge of any material help in
building up adult classes?
C. E. Hauck, of Chicago: It certainly is a great help.
When those who wear it meet each other on the street,
they begin to talk with each other about the classes, and
receive from each other many things that help. This
button was devised by Mr. H. L. Hall, who thought it
would be a good thing in taking men to a convention to
put on them some badge. It is abotit one and a half
years old, and we have sold twenty-two thousand of
them in ten different states. They are sold for one
cent apiece, and they indicate any class organization.
7. Does the adult Bible class department arouse any
especial interest or enthusiasm among classes where it
has been tried?
Mrs. Flora V. Stebbins, of Massachusetts: I think
I can best answer this question by giving an experience.
When I went West the first thing that I saw happened
to be one of those little buttons. The next day I
went into a store and the clerk said: " Who are you
and what class do you belong to and what are you
doing here? " I went out of that store and got lost
and didn't know how to get back to headquarters. I
met a policeman. I have an awe of policemen, but this
Conference on Adult Classes 635
man had on a button. I said to him: " Can you tell me
where I am at? " and he said he could, and he just put
me right. I got lost in a hotel, and the porter had on a
button. I asked him the way, and he said he would
take me to the ladies' parlor, and he said: "What
class do you belong to? " On a street car I said to a
street car conductor, " I am lost," and he pointed to
my button and said: " We are on the same road, and I
guess we will fetch up all right." I went back to the
East determined that we would know something of
organized work. In about a year from now you will
find those bvittons as plenty in Massachusetts and New
England as out in the center of things around Chicago.
W. N. PIartshorn: I wish to bring greetings from
the Executive Committee to this conference on the
adult Bible class. An able committee, strong, loyal
and aggressive, has been appointed by the Executive
Committee to assist in this great movement, and we
only need now your cooperation and the blessing of our
heavenly Father.
Robert Raikes
Founder of the Modern Sunday-school
636 The Mexico National Convention
The Mexico National Convention, 1905
Mrs. MARY FOSTER BRYNER
The National Convention of Mexico at Guadalajara,
July 13-16, began jtist two weeks after the close of the
International Convention at Toronto. It was a week's
trip from Illinois to Guadalajara, with a stop-over of
one evening to meet with the Sunday-school workers of
El Paso, Texas, and another, over Sunday, with the
workers in Parral, Mexico. During the last two days
delegates from the various cities continued to join the
train on the main line, until a large company arrived
together at Guadalajara, about noon of July 13.
Guadalajara, the " Pearl of the West," is beauti-
ful for situation and climate. It is considered second
to none in the republic, unless, perhaps, Mexico City.
It is the capital of the state of Jalisco in western Mexico,
located in a fertile agricultural country. Nevertheless,
it is exceedingly fanatical, and the local committee
experienced great difficulty in securing a building in
which to hold the convention. None of the three
Protestant churches were large enough, and the public
authorities refused to rent any one of the public build-
ings for the purpose.
However, a fine place v/as providential!}^ secured.
Near the outskirts of the city stands a fine building
erected a few years ago as a branch of the Battle Creek
Sanitorium. These Christian friends generously offered
the use of their patio if it could be prepared to accom-
modate the convention. The committee gladly
accepted and made ample provision, though at consid-
erable expense. Because of the rainy season it was
necessary to provide a canvas roof which cost $300 (Mex-
ican) ; 300 chairs, at four cents per day for five days,
had to be rented from an old unused theater and else-
where. It was necessary to build a platform, etc.,
incurring a total expense of over $600, which the Guad-
alajara friends paid, rejoicing that they were able to
The Mexico National Convention 637
provide a building for this gathering of Christian people ;
even the Mexican church contributed $100. Delicate
festoons of cedar were draped between the white pillars.
I^alms and other plants were placed here and there. A
large Mexican flag hung opposite the entrance just above
the platform. An organ and piano were provided, the
seats were neatly arranged in semicircles. If the room
had been built on purpose it could not have been more
attractive and convenient for the convention.
The building stood within capacious grounds and was
beyond the molestation from the fanatical element who
were not idle. For days preceding the convention, arti-
cles had appeared denouncing the Protestant church.
Circulars signed by a priest were freely distributed on
the streets, at the stations and posted in public places
with this heading, " The Protestant is not the true
Church and will destroy itself."
As Guadalajara is located on one side of the republic,
on a branch of the Mexican Central Railroad, it was not
expected that the attendance could be as large as at
Mexico City, two 3^ears ago, where there are several
large schools whose students were enrolled as delegates,
and where several lines of railroads enter the city.
Besides, there are many things about Mexico City to
attract the larger crowd. Nevertheless, at Guadalajara
there were about four hundred who regularly attended
the sessions and at least three hundred were present in
the evening. Perfect harmony and a continued interest
prevailed.
Twenty-one of the twenty-seven states were repre-
sented by delegates. The sacrifices made by delegates
that they might attend this convention are worthy of
mention. One delegate came from Los Angeles, Cal.,
a distance of about thirty-five hundred miles each way,
to represent the Mexican church there. Nineteen dele-
gates were present from the state of Chihuahua, one
thousand miles away. Among those was a middle-aged
Mexican couple who had never before left their native
638 The Mexico National Convention
city of Parral. When asked about it they replied,
" Nunca, nunca, — Never, never." One may imagine
the surprises of the journey and the convention to such
as these.
There were delegates from Monterey and Saltillo
in the northeast, from Tampico on the eastern coast,
and several from Merida, Yucatan, who were obliged
to travel several days by land and water. It was re-
marked that the journey from Merida was more difficult
and inconvenient than from New York. Delegates were
present from Guanajuato and vicinity, so recently visited
by the great flood, which killed hundreds and destroyed
millions of property. They reported with thanksgiving
that just before the great wave of water reached the
church, hospital and school and the home of the mission-
aries, it leaped over an embankment and left their
property entirely uninjured, though it stood on lower
land than much that was destroyed.
Two brethren from Sinaloa on the west coast, bevond
the mountains, traveled twelve days on horseback before
they reached the railroad, part of the time with a private
guide and part of the way with the pack train which
brings the ore to the nearest railroad. It was still neces-
sary to travel two days and nights to reach Guadalajara.
They did not expect to reach home again till two weeks
after the convention. Some delegates live where there
is only one small church and they have never seen any
other believers than those in their own congregation.
Can we imagine the inspiration it brings to them to
meet with several believers from all parts of the country?
It was interesting that, of the five delegates from Mexico
who were among the Jerusalem Pilgrims to the World's
Convention, all were present at Guadalajara except the
physician, who has been studying in Paris ever since.
As no entertainment is provided it was necessary
for the delegates to secure an abiding place during the
six days. Some secured accommodation in the sana-
torium building where the parlors and offices were also
The Mexico National Convention 639
available for committee meetings. Others were scattered
throughout the city. The city must have known that
something was going on for each delegate wore a con-
vention button, larger than a dollar, in Mexican colors,
green, white and red, on which was printed:
" National Convention of Sunday-schools and Young
People's Societies, Cxuadalajara, 1905. — Mexico for
Christ."
Neat programs of the thirteen regular sessions and
conferences were also printed in the Mexican colors.
Additional programs were prepared for special after-
noon sessions and conferences. Neat little hymn books
in Spanish were also printed in three sections, — songs
for the congregation, songs for the mixed chorus of
young people from the various schools and songs for
the male chorvis of the young men students. The music
had been carefully prepared and was well rendered.
Mexican people love to sing, and during all religious
gatherings many are attracted about the door or inside
the vestibule by the music.
A special feature was the six o'clock prayer mieeting
each of the five mornings during the convention. These
were held in one of the churches more than a mile froin
the sanatorium and were attended by from two to three
hundred people each day. Under the leadership of
Pastor Morales, " the Moody of Mexico," they were
spirittial and uplifting. Cards for decision and deeper
consecration w'ere signed by mian}^ and there were a
number of conversions. The influence of these meet-
ings was evident throughout the convention.
Several years ago the various Christian denomina-
tions in Mexico formed a National Confederation under
whose auspices have been held eight national conven-
tions, which consider especially the work of the Sunday-
schools and Young People's Societies. Special days are
devoted to each line of work and various conferences are
arranged for editors of religious papers, medical mis-
sionaries, the pastors, etc.
640 The Mexico National Convention
The addresses for this convention had been carefully
prepared. One evening was devoted to three addresses
upon the Bible, which for so many years had been a
closed book in Mexico. The Sunda3^-scho(jl is one of
the strongest influences for encouraging Bible study.
I was privileged to present the greetings from the
Eleventh International Convention at Toronto and also
the official document pledging one thousand dollars,
gold, per year, for three years to the friends in Mexico,
from friends in the United States. This sum is to be
used to pay the salary and expenses of a field secretary.
Both to surprise and to please the Mexicans a friend
translated the document into Spanish. As a first public
effort in that language, I read the document to the full
convention. The announcement of the gift was received
with enthusiastic applause. An appropriate resolution
was passed accepting the gift and instructing the sec-
retary to acknowledge it b}^ an appreciative letter.
No time was lost in fulfilling the conditions suggested
regarding the use of the gift. A representative com-
mittee of nine men was appointed who held five meet-
ings before the close of the Convention: Chairman, Dr.
J. W. Butler, Mexico City; Secretary and Treasurer,
Rev. C. Scott Williams, San Luis Potosi; Rev. A. C.
Wright, Guadalajara; Rev. J. G. Chastain, Guadalajara;
Rev. Neill E. Pressly, Tampico; Rev. J. M. Brown,
Mexico City; Rev. Vicente G. Santin, Mexico City; Rev.
Enrique Westrup, Monterey; Rev. Eucario M. Sein,
Matehuala.
Several leaflets on Sunday-school work recently pre-
pared and printed in Spanish were distributed at the
afternoon session, also copies of the Sunday School
Times and m.iscellaneous literature kindly sent by pub-
lishers in the United States for those who could read
English. The delegates were eager for these helps.
Part of the Sunday afternoon was devoted to a
children's meeting and part to a meeting of Christian
experience and testimony. Many of these Mexican
The Mexico National Convention 641
workers have endured tribulation, persecution and
ostracism for the cause of Christ. Some of these ex-
periences were very touching, yet they seemed to count
it all joy in his service. The Sunday evening session
closed with a consecration service which was very im-
pressive. One by one, as groups of workers stood,
prayers were offered for Christian Endeavorers, Ep worth
Leagues, Stmday-school teachers and parents and,
finally, all ministers were called to the platform. More
than forty ]\Iexican pastors and American missionaries
of various denominations knelt together, covering the
entire platform, while a special prayer was offered for
them. Although the official program closed Sunday
evening, extra sessions were f)lanned for Monday. They
didn't want to stop. Two years had passed since the
previous convention in Mexico City, but it seemed to
be the unanimous desire to hold the convention annually,
so Puebla was selected as the place of meeting for 1906.
ADULT BIBLE CLASS MOVEMENT
*
W. C. PEARCE
Like all truly great movements, it did not spring up
in a single day, but has been the growth of many years.
No one man or compan}^ of men can claim the credit
for it. It is born of God and has been prospered by
him. Its i^urpose is to reach men and women, lead
them to accept Christ, teach them God's Word and
enlist them in his service.
It wotild be impossible to give the date when the
first adult class was organized. According to various
plans and in various places, such classes have been or-
ganized for many years. The last few years have been
marked by special activity in this work. Many classes
have grown to large proportions. Several plans have
been devised that have attracted widespread attention.
Among these may be mentioned the Baraca, Philathea,
Brotherhood of Andrew and Philip, the Yokefellows
and perhaps others. These individual classes and
special movements, working along the line of their own
plans, demonstrated the value of adult Bible class work
and created the need for united action. Two states
led the way, New York and Illinois.
In Illinois, the work was begun by the leaders of a
few men's classes in Chicago. At first they thought of
organizing a Men's Bible Class Union, but after many
conferences and much consultation, it was determined
to make the movement a department of the Cook
County Sunday-school Association, and to include
women's classes and mixed classes as well as men's
classes. At the Annual County Convention in 1903,
these plans were consummated by the election of an
adult Bible class superintendent and the appointment
of a special committee to work with him. Literature
♦This article was received too late for proper classification in Part IV, Division II.
— Ed.
642 i
Adult Bible Class Movement 643
explaining th^ plans for organizing classes was prepared
and circulated. The work was presented from the
various convention platforms. Conferences were held
and schools were visited. These efforts met with hearty
response and brought quick results. At the last County
Convention, Chicago alone reported 931 classes, with
a membership of 18,700. These consist of 317 men's
classes, with a membership of 6,884, 288 women's classes
with a membership of 5,591, and 326 mixed classes
with a membership of 6,205.
In May, 1903, fifty representatives of adult classes
went from Chicago to the Illinois convention, witK the
purpose to present this work to the entire state, and
secure the organization of a department for the state
association. The subsequent efforts of the state com-
mittee to introduce this work met with a glad welcome
that evidenced an existing need and a consequent desire
for help.
An emblem was later prepared which could be worn
by members of an}^ class. This emblem consists of a
red button for men, with a round white center, and a
red pin for women with a diamond white center. It
signifies there is no purity of life without sacrifice
and no cleansing from sin without the shedding of
blood.
In New York in the spring of 1903, the State Sunday-
School Association recognized the importance of this
work by arranging for a conference of Adult Bible Class
workers in connection with their annual Sunday-school
Convention. At this time the interest shown was so
great and a desire for organization so manifest, that a
committee of five was appointed to consider and recom-
mend plans for an Adult Bible Class Federation. The
first work of this committee was to ascertain the opinions
of the Sunday-school workers throughout the state, in
regard to the following plans:
(a) Whether such a federation would meet with the
approval and cooperation of the organized classes.
644 Adult Bible Class Movement
(b) Whether the Bible schools of the state, not then
having such organized classes for their young people,
were ready to establish such classes.
(c) What form of organization would be most simple
and yet most effective.
The replies received were so encouraging that in the
annual convention of the New York Sunday-School
Association for 1904, the committee rendered the follow-
ing report, which was enthusiasticalh^ adopted:
T. That a federation or an affiliation should be effected
of such organized Bible classes of the state as are com-
posed of members seventeen years of age or over, both
male and female.
2. That the federation should belong to the New York
State Sunday-School Association and be a part of it ;
thus securing at once representation in every part of the
state.
3. That it should have an elective officer in every
judicial district of the state.
4. That it should have an appropriate n^me of a
single word, if possible.
Literature has been prepared and distributed through-
out the state, defining the purpose and describing the
plans for an organized Adult Bible Class. As a result,
a large number of new classes have been organized
throughout the entire state, and the association is
encouraged to believe that soon every Sunday-school in
the state m.ay have organized classes for their men and
women.
Previous to the Toronto Convention, Mr. W. N. Hart-
shorn, chairman of the International Executive Com-
mittee, visited Illinois and New York to study the work
and consider the advisability of making this movement
a feature of the international work. On Sunday morn-
ing, June 25, in Trinity Church, Toronto, a conference
of the leaders of this work was held. Mr. W. C. Pearce,
the representative of the International Executive Com-
mittee, presided, and George F. Zaneis, of Chicago, was
Adult Bible Class Movement 645
appointed secretary. After prayerful consultation, the
following resolution was unanimously adopted :
" We recommend that the International Executive
Committee appoint a special committee of five or seven
to be known as the Adult Department Committee.
That at least the chairman of this committee shall be
a member of the International Executive Committee.
That the work of said committee shall be to devise plans
for the improvement and extension of adtilt Bible class
work in connection with the Stinday-schools of North
America, and that they have power to act only in so far
as they have received instructions from the Interna-
tional Executive Committee."
The International Executive Committee took the
matter under consideration at their regular meeting,
8 P.M., June 26, and inaugurated the work by the
appointment of an Adult Bible Class Committee.
BOOKS YOU SHOULD KNOW
By much care and thought we have grouped in the following pages the
names, authors, prices and publishers of books that will be of service to you.
If you order by mail, you can send money safely by postal or express money
order.
THE PRESBYTERIAN BOARD OF PUBLICATION, AND SABBATH
SCHOOL WORK, 13 19 Walnut Street, Philadelphia, Pa., will send the fol-
lowing books, postage paid, to any address in any city or town, in any state,
province or territory, on receipt of the price named.
Davis's Bible Dictionary. Prof. John D. Davis, Ph.D. Net, $2.00; in-
dexed, 25 cts. extra.
A Historical Geography of Bible Lands. With fourteen colored maps. By
John B. Calkin. Net, $1.00.
How to Teach the Little Folks. 20 cts.
Preparing to Teach. A Normal Class Book. 88 cts.
Bible Teachers' Guide. By James A. Worden, D.D. 2 vols. 25 cts. each.
Westminster Teacher-Training Course. Two parts. Each, 25 cts. Lessons
by Prof. Amos R. Wells, Pres. George B. Stewart, Rev. C. A. Oliver,
Robert E. Speer, Dr. R. J. Miller, Rev. R. W. Miller, and others.
Intermediate Grade Lessons. (Just published.) Rev. E. Morris Fergusson.
25 cts.
Supplemental Lessons for Beginners. Miss Marion Thomas. 25 cts.
First Year Supplemental Lessons for Juniors. Miss Josephine L. Baldwin.
25 cts.
CHARLES SCRIBNER'S SONS, 153 Fifth Avenue, New York, will send
the following books, postage paid, to any address in any city or town, in any
state, province or territory, on receipt of the price named.
Yale Lectures on the Sunday-School. By Rev. H. Clay Trumbull, D.D.
$2. 00.
Teaching and Teachers. By Rev. H. Clay Trumbull, D.D. $1.25.
Telling Bible Stories. By Louise Seymour Houghton. $1.25, net.
THE BAPTIST SUNDAY SCHOOL BOARD, Nashville, Tenn., will send
the following books, postage paid, to any address in any city or town, in any
state, province or territory, on receipt of the price named.
The Pastor and the Sunday School. By W. E. Hatcher, D.D. 50 cts.
Pastoral Leadership of Sunday School Forces. By Rev. A. F. Schauffler,
D.D. 50 cts.
The Twentieth Century Sunday School. By S. H. Greene, D.D., LL.D.
50 cts.
The Pastor and Teacher Training. Rev. A. H. McKinney. 50 cts.
Doctrines of our Faith. E. C. Dargan. D.D. 50 cts.
Normal Studies, Sunday-School Workers. Vol. I. The Sunday School.
B\ Rev. B. W. Spilman. 25 cts.
Normal Studies. Vol. II. An Elementary Study of the Bible by Books.
By Rev. Hight C. Moore. 30 cts.
646
Books You Shottld Know 647
FLEMING H. REVELL COMPANY, 15S Fifth Ave., New York City, N.Y ,
80 Wabash Avenue, Chicago, 111., 27 Richmond Street, W., Toronto, Canada,
will send the following books, postage paid, to any address in any city or
town, in any state, province or territory, on receipt of the price named.
Sunday-School Movements in America. By Brown. $1.25.
How to Conduct a Sunday-School. By Marion Lawrance. $1.25, net.
Sunday-School Success. By Wells. $1.25.
The Pedagogical Bible School. By Haslett. $1.25, net.
Practical Primary Plans. By Black. $1.00, net.
Bible Lessons for Little Beginners. By Haven. 75 cts., net.
Two Years Course. In two volumes. Each, 75 cts., net.
After the Primary, What? By McKinney. 75 cts., net.
Pictured Truth. Pierce. $1.25.
The Child for Christ. McKinney. 50 cts., net.
The Natural Way in Moral Training. By DuBois. $1.25, net.
The Teacher and the Child. By Mark. 75 cts., net.
THE SUNDAY SCHOOL TIMES, 1031 Walnut Street, Philadelphia, Pa.,
will send the following books, postage paid, to any address in any city or
town, in any state, province or territory, on receipt of the price named.
A Pilgrimage to Jerusalem. By Charles Gallaudet Trumbull. $2.50. A
limited edition, bound in half leather, with the author's signature and
with a separate photograph of the Central Committee. $3.00 per volume.
The Making of a Teacher. By Prof. Martin G. Brumbaugh, Ph.D., LL.D.
$1.00.
Teacher Training with the Master Teacher. By Prof. C. S. Beardslee, D.D.
50 cts.
Sunday School Teacher Training. By Prof. H. M. Hamill, D.D. 50 cts.
The Beginners Course in Bible Study. 50 cts.
Timothy Stand-by, the Sunday-School Man. By Joseph Clark, D.D. Cloth
bound, 50 cts; paper, 25 cts. .
Supplemental Bible Question Course. By John B. Smith. 50 cts.
Supplemental Bible Exercises for the Sunday-School. By W. T. Bawden.
Paper covers, 15 cts.
A Chart of Christ's Journeyings. By C. E. Arnold. 20 cts.
Guide Board for Teachers. By W. H. Hall. 50 cts.
The Sunday School Times Lesson Pictures. 40 cts. per year, including maps.
Lesson Pictures on Souvenir Post Cards. 20 cts. for the quarter.
The Life Story of Henry Clay Trumbull. By Philip E. Howard. $1.75.
A Wisdom Calendar for igo6. 10 cts.
The Works of Henry Clay Trumbull:
A Lie Never Justifiable. $1.00.
In Tribulation: or. The Blessing of Trials. 75 cts.
The " Principle and Practice " Series. Each, 50 cts.; the set, six volumes
in a box, $2.50. Ourselves and Others; Aspirations and Influences; See-
ing and Being; Practical Paradoxes; Character-Shaping and Character-
Showing; Duty-Knowing and Duty-Doing.
Two Northfield Sermons. Paper, 30 cts.
Light on the Story of Jonah. Paper, 20 cts.
The Ten Commandments as a Covenant of Love. Paper, 25 cts.
My Four Religious Teachers. 75 cts.
648 Books You Should Know
THE METHODIST BOOK CONCERN, Eaton & Main, Publishing Agents,
150 5th Avenue, New York, will send the following books, postage paid, to
any address in any city or town, in any state, province or territory, on
receipt of the price named.
The Modern Sunday School. By Bishop J. H. Vincent. 90 cts.
How to Make a Sunday Schooi Go. By A. T. Brewer. 60 cts.
Sunday School Organization and Methods. By Charles Roads. 40 cts.
Teacher Training for the Sunday School. By Charles Roads. 2q cts.
Bible School Pedagogy. By A. H. McKinney, Ph.D. 29 cts.
Primary Teaching. By Martha van Marter. 70 cts.
The Librarian of the Sunday School. By Elizabeth Louisa Foote. 35 cts.
Books of the Bible and New Testament History. By G. W. Pease. 1 1 cts.
Illustrated Lesson Notes. By Rev. J. T. McFarland, D.D. List price, $1.25 ;
special price to teachers, net, postage paid. $t.oo.
Also the following books by Rev. Jesse L. Hurlbut, D.D.:
Revised Normal Lessons. 29 cts.
Graded Sunday Schools. 50 cts.
Studies in Old Testament History. 29 cts.
Studies in the Four Gospels. 29 cts.
From Saul to Solomon. 25 cts.
The Superintendent's Helper. 25 cts.
THE PRESBYTERIAN COMMITTEE OF PUBLICATION, 212 North
Sixth Street, Richmond, Va., will send the following books, postage paid,
to any address in any city or town, in any state, province or territory on
receipt of the price named.
The Teacher-Training Text Book. Edited by Rev. J. R. Miller, D.D. 2 vols.
Paper, 25 cts. each.
The Pastor's Bible. By Rev. E. C. Murray. Net, 25 cts.
Land of Holy Light. By Rev. R. P. Kerr, D.D. Net, 50 cts.
Prayers for the Use of Families. By Rev. J. B. Stratton. Net, 40 cts.
THE AMERICAN BAPTIST PUBLICATION SOCIETY, 1420 Chestnut
Street, Philadelphia, Pa., will send the following books, postage paid, to
any address in any city or town, in any state, province or territory, on
receipt of the price named.
Our Sunday School Work and How to Do It. By C. R. Blackall, D.D.
Paper bound, 10 cts.; cloth, 15 cts.
The Ministry of the Sunday School. By T. Harwood Pattison. $1.10.
Lessons from the Desk. By Rev. Harold Kennedy. 60 cts.
Practical Handbook on Sunday-School Work. By L. E. Peters. 60 cts.
THE CUMBERLAND PRESBYTERIAN PUBLISHING HOUSE, 1 50 Fourth
Ave. .North Nash ville,Tenn., will send, postage paid, to any address in any city
or town, in any state, province or territory, on receipt of the price named, the
following books by J. W. Axtell, covering all phases of Sunday-school work.
The Organized Sunday School. A Working Manual for Ofificers. 50 cts.
The Teaching Problem. A Message to Sunday-school Workers. 50 cts.
Grading the Sunday School. The Outcome of Organization. 50 cts.
The Superintendent's Handbook for 1Q06. 50 cts.
The Teacher's Handbook. 35 cts.
Books You Should Know 649
W. A. WILDE COMPANY, 120 Boylston Street, Boston, Mass., and 192
Michigan Avenue, Chicago, 111., wii! send the following books, postage paid,
to any address in any city or town, in any state, province or territory, on
receipt of the price named.
Peloubet's Select Notes. A Commentary on the International Sunday-
School Lessons. By Rev. F. N. Peloubet, D.D., and Amos R. Wells,
M.A. $1.25.
Ways of Working: or, Helpful Hints for Sunday-School Officers and Teachers.
By Rev. A. F. Schauffler, D.D. -Si. 00.
The Teacher, The Child and the Book : or. Practical Suggestions and Methods
for Sunday-School Workers. By Rev. A. F. Schauffler, D.D. $1.00.
The Front Line of the Sunday-School Movement. By Rev. F. N. Peloubet,
D.D. $1.00.
Sunday-School Problems: What They Are and How to Solve Them. By
Amos R. Wells, M.A. $1.00.
The Blackboard in the Sunday-School. By Henry Turner Bailey. 75 cts.
The Blackboard Class for Primary Sunday-School Teachers. By Florence H.
Darnell. Paper, 25 cts.
The Great Painters' Gospel: or, The Life of Our Lord as Told by the Master
Painters of the World. By Henry Turner Bailey. .f2.oo.
A Child's Story of the Life of Christ. By Helen Brown Hoyt. $1.25.
Special Songs and Services, No. i and No. 2. For Primary and Intermediate
Classes. By Mrs. M. G. Kennedy. Each, 45 cts.
Songs of the Seasons. For the Primary and Junior Grades. By Lucy G.
Stock and George Chad wick Stock. Paper, 25 cts.
The Palm Branch: or. The Gospel in Song. By Mrs. J. A. Hodge. 25 cts
THE UNIVERSITY OF CHICAGO PRESS, Chicago, 111., and 156 Fifth
Avenue, New York, will send the following books, postage paid, to any
address in any city or town, in any state, province or territory, on receipt
of the price named.
Principles and Ideals for the Sunday School. By Ernest DeWitt Burton
and Shailer Matthews. $1.10.
Outline of a Bible School Curriculum. By George W. Pease. $1.65.
The Life of Christ. By Ernest DeWitt Burton and Shailer Matthews. $1.00.
One Year of Sunday-School Lessons, for the Kindergarten. By Florence U.
Palmer. Si.oo.
An Introduction to the Bible for Teachers of Children. By Georgia L. Cham-
berlain.
Studies in the Gospel According to Mark. By Ernest DeWitt Burton. $1.00.
A Short Introduction to the Gospel. By Ernest DeWitt Burton. $t.oo.
For the Home Division and Bible Clubs. Outline Bible Study Courses.
The Founding of the Christian Church. By Ernest DeWitt Burton. Paper,
50 cts.
The Social and Ethical Teachings of Jesus. By Shailer Matthews. Paper,
50 cts.
The Life of Christ. By Ernest DeWitt Burton. Paper, 50 cts.
The Foreshadowing of the Christ. By William R. Harper. Paper, 50 cts.
The Work of the Old Testament Prophets, and The Work of the Old Testa-
ment Sages. By William R. Harper. Paper, each, 50 cts.
650 Books You Should Know
THE AMERICAN SUNDAY-SCHOOL UNION, 1122 Chestnut Street, Phila-
delphia, Pa., will send to any address in any city or town, in any slate,
province or territory, the following books on receipt of the price named.
Robert Raikes, the Man and His Work. By J. Henry Harris. $1.98.
Story of the Sunday School. By J. Henry Harris. 75 cts.
Sunday-School Movements in America. By M. C. Brown. $1.00.
Prayers for Children and Sunday Schools. 19 cts.
Handy Helps for Busy Workers. By Rev. Edwin W. Rice, D.D. 45 cts.
Five-Minute Talks to the Young. By Rev. Richard Newton, D.D. $1.02.
Gospel Story, a Life of Christ. 38 cts.
Gateways to the Bible. By Sayce, Blaiklie, and others. 45 cts.
Our Sixty-six Sacred Books. By Rev. Edwin W. Rice, D.D. 58 cts.
Divine Origin of the Holy Scriptures. By S. Austin Allibone, LL.D. 40 cts.
How the Bible Came to Us. By Frank S. Heme. 58 cts.
Old Testament Criticism in New Testament Light. By G. H. Rouse, M.A.,
LL.D. $1.12.
Dictionary of the Bible. By Rev. Philip Schaff, D.D. $1.25.
People's Dictionary of the Bible. By Rev. Edwin W. Rice, D.D. 3;^ cts.
Biblical Antiquities. By Rev. Edward Cone Bissell, D.D. $1.35.
Alphabetical Index to the New Testament. 18 cts.
Complete Concordance to the Old and New Testament. By Alexander Cruden.
$1.10.
How John and I Brought Up the Child. By Elizabeth Grinnell. 70 cts.
Is Christianity True ? By Eminent Writers. 45 cts.
The New Citizenship. By Samuel Zane Batten. 78 cts.
THE PILGRIM PRESS, 14 Beacon Street, Boston, Mas^., 175 Wabash
Avenue, Chicago, 111., or 156 Fifth Avenue, New York, will send to any
address in any city or town, in any state, province or territory, the follow-
ing bnc>ks on receipt of the price named.
Outline Bible Studies. 25 cts., net.
The Bible, the Sunday-School Textbook. By Alfred Holborn, M.A. 75
cts., net.
Bible Studies. By A. E. Dunning, D.D. Paper, 25 cts., net; cloth, 40
cts., net.
The Books of the Bible, with Relation to their Place in History. By M. C.
Hazard, Ph.D., and Prof. H. T. Fowler. Board covers, 50 cts., net.
The Young Teacher. By William S. Groser. so cts., net.
The Prophets as Statesmen and Preachers. By Prof. H. T. Fowler. 50 cts.
The Boy Problem. By William Byron Forbush, Ph.D. 75 cts., net.
The Home Department of the Sunday School. By M. C. Hazard, Ph.D.
50 cts., net ; paper, 25 cts., net.
The Kindergarten Sunday School. By Frederica Beard. 75 cts., net.
The Model Sunday School. By George M. Boynton, D.D. 50 cts., net;
paper, 30 cts.
Being a Christian. By Rev. Washington Gladden, D.D. 60 cts.; paper,
25 cts., net.
Biblical Atlas and Gazetteer. $1.00, net.
The Gospels Combined. By C. H. Pope. 50 ct?., net.
Monday Club Sermons on the International Sunday School Lessons. $1.25.
The Primer of Christian Evidences. By R. A. Redford. M.A. 50 cts., net.
Books Yoti Should Know 651
The Psalms and their Story. By W. E. Barton, D.D. $1.25, net.
Bible Study Songs. By Bertha F. Vella. Board covers, 30 cts., net; cloth,
40 cts.
Responsive Worship for Bible Schools. By Milton A. Dixon. Cloth, $25.00
per hundred; paper, $15.00 per hundred.
The Sunday-School Primary Teachers' Manual. By Louise Ordway Tead.
Cloth, 35 cts., net; paper, 25 cts., net.
Songs for Little People. 60 cts.
THE METHODIST BOOK AND PUBLISHING HOUSE, Toronto, Ontario,
will send the following books, postage paid, to any address in any city or
town, in any state, province or territory, on receipt of the price named.
Sunday-School Outlines. A Series of Normal Studies. By Rev. W. Bow-
man Tucker, A.M., Ph.D. 35 cts.
A Harmony of the Gospels. By Rev. W. H. Withrow, D.D., F.R.S.C. 50 cts.
Ho\/ to Study the Bible. By Rev. George C. Workman, M.A., Ph.D. 10 cts.
The Making of a Teacher. (Canadian edition.) By Martin G. Brumbaugh,
Ph.D., LL.D. $1.00.
A New and Complete Harmony of the Gospel of Jesus Christ. By Rev. J. H.
Rutan. Net, v$2.oo.
A TEMPLE UNTO THE LORD
j^
je^
This'picture of a fifteen-
story building is merely
an expression of a sugges-
tion which may, in God's
own time and way, to-
gether with the loving
cooperation and generous
gifts of the vast constitu-
ency and unmeasured
wealth of the International
forces, become not only
a temple unto the Lord,
but also may yield an
income to the permanent
support of the work of
the International Associa-
tion annually of $60,000
to $80,000.
Chairman Hartshorn's Re-
port, Toronto, June 24, 1905.
^
je/
THE INTERNATIONAL SUNDAY-SCHOOL HEAD-
QUARTERS FOR NORTH AMERICA
652
A VISION FROM THE WEST
Rev. W. C. MERRITT, Tacoma, Wash.
Standing by the shore of this
western sea, a vision of wondrous
magnitude and beauty unfolds itself
before me. I look to the North and
East and South, and see the grandest
mountains of the world stretching
away until lost in the distant Rock-
ies. Rolling down their valleys are
the mightiest rivers of the continent.
Along their banks lie plains that
are becoming a veritable " Garden
. of God." From their boundless
forests the world is already supplying its needs; from
their mines flow increasing streams of coal and iron and
copper and lead and silver and gold ; from their waters
the fishermen of all nations gather a rich harvest ; from
their granaries and orchards, America and Europe and
Asia are already being fed. As I study this marvelous
panorama I see streams of humanity crossing over the
mountains and finding their homes all over its terri-
tory; the great transcontinental railroads, burdened with
the people and the commerce of the world.
Rev. \V. C Merritt
" I hear the tread of pioneers
Of nations yet to be;
The first low wash of waves, where soon
Shall roll a human sea.
" The rudiments of empire here
Are plastic yet, and warm;
The chaos of a mighty world
Is rounding into form."
Already the foundations of great cities have been
laid; the foregleams of a new civilization, the types of
a new race, are seen upon these western shores.
653
654 ^ Vision from the West
I turn to the west, and the broad Pacific rolls un-
broken to the land of the " Rising Sun," and I see a new
world-power leap full-armed from the brow of ancient
Asia into the arena of our great, new West. China,
too, is awakening, and Napoleon said, " When China
awakes she will move the world."
The thrill of new life is arousing all of these nations.
And when brought to the consciousness of a new and'
higher civilization, the prophetic words of Seward
will be fulfilled, " The commerce of the Pacific will
be the commerce of the world." We are cutting the
Panama Canal, and when the tides of the two oceans
shall meet, their commerce will be one. As I inuse,
the words of another great American, our Captain
Mahan, come to me:
" We stand at the opening of a period when the
question is to be settled decisively whether Eastern
or Western civilization is to dominate throughout the
earth and to control its future. The great task now
before the world of civilized Christianity, its great
mission, which it must fulfill or perish, is to receive into
its own bosom and raise into its own ideals those ancient
and different civilizations by which it is surrounded and
outnumbered, the civilizations at the head of which
stand Japan, China and India."
Here upon the shores of our Western Sea is to be the
meeting-place of these civilizations. And the supreme
issue is not commercial and material, but moral and
spiritual.
How shall we meet it ? Captain Mahan offers the only
solution: " This Christian nation, to save itself, must
save Asia.'' We must develop here a type of manhood
and womanhood so strong and true that at this point
of impact we can " receive into our midst, and raise to
our ideals " those who come to us. How can this be
realized? Best by incorporating into the child life of
to-day that which is demanded in the manhood of to-
morrow. By growing a generation of men and women
A Vision from the M'cst 655
which believes in the Bible as the word of God, and
which loves and obeys Jesus Christ. The highest safety
is to be found in this, " that from a child thou hast
known the holy scriptures which are able to make thee
wise unto salvation through faith which is in Jesui
Christ."
The hope of the future is in the adequate moral and
religiovis culture of the child. And the majority of
children must receive that culture in the Sunday-school.
Hence the greatness, the importance and the dignity
of this service. Jesus said, " The kingdom of God is
within you." And it must be within us if we are to do
this great work. The true spirit of this nation is evan-
gelistic. E^vangelize we can, and evangelize we must.
The mighty impulses of a great evangelistic past are
again gathering themselves within us for still greater
achievements. There must be, there can be, no failure.
If any man suggest it, our answer is that of John Paul
Jones to the Serapis, — "Have you surrendered,?"
" We have not yet begun to fight."
THE INTERNATIONAL SUNDAY-SCHOOL
ASSOCIATION
It stands for the cooperation of all Christian churches,
not organic union.
It stands for the International System of Uniform
Lessons, now used in all parts of the world, by more
than twenty millions of people.
It stands for encouragement and stimulation, by
bringing the strong into helpful contact with the weak.
Fully 15,000 conventions are held annually under its
auspices in the United States and Canada, attended by
at least two million people.
It stands for better teaching, through teachers' meet-
ings, teacher-training classes, teachers' reading courses,
institutes, primary unions, summer schools, etc., and
special courses in the theological seminaries designed
especially to qualify pastors to train their own teachers.
It stands for the very best in architecture, equip-
ment, management and Bible instruction, and for
everything helpful, hopeful and good in Sunday-school
work.
It stands for extending to all — no matter how old
or how young — the benefits of the Sunday-school
and the house of God, through the house-to-house visit-
ation. Home Department, Cradle Roll, etc., and for
carrying the open Word of God by the hand of a com-
petent consecrated teacher to every man, woman and
child.
Best of all — the magnificent improvements and
advancements, for which this association stands, it
has actually in a very large measure brought to pass,
and its influence is growing and widening every day.
It stands in need of your cooperation and financial
support just now, as the only source of revenue for
carrying on this great work is the free will offerings of
its friends, and all who believe in extending the king-
dom of God on earth by the religious and moral train-
ing of the young.
656
Division IV — Tables and Appendices
International Pledges, 1905-1908
Sunday-school Statistics
Official Program
Official List of Delegates
OS7
•r>\0
TABLES AND APPENDICES
International Pledges, 1905-1908
The following pledges were made at the Toronto Convention, June 26,
1905, for the siipport of the work during the next triennium, 1905-8. The
cards signed indicated plainly that the sum pledged was to be paid annually,
with the understanding that the payments are to be made during the first
six months of each year. >
States, Provinces and Territories, Per Total
and by whom pledged annum three years
ALABAMA $100 00
,, (Colored) 25 00
$j7S 00
ALASKA — Sheldon Jackson $25 00
Sheldon Jackson 5 00
90 00
ALBERTA $20 00
H. W. B. Douglas 10 00
90 00
ARIZONA $25 00
Eugene H. Stover 5 00
— 90 00
ARKANSAS $50 00
S. Q. Sevier 25 00
• • 225 00
ASSINIBOIA — W. R. Sutherland $10 00 30 00
BRITISH COLUMBIA $33 00 99 00
CALIFORNIA (North) $200 00
Chas. M. Campbell 50 00
C. R. Fisher 5 00
Wm. G. French 100 00
Miss Catharine A. McCracken i 00
I 068 00
CALIFORNIA (South) $165 00
Primary Department 20 00
Gail Borden 100 00
Gail Borden 83 33
W. F. Cronemiller tS 00
Hugh C. Gibson i 00
I 153 00
COLORADO $100 00
John C. Carman (2 yrs, only) 30 00
Jessie Alice Fink 1500
Jessie Alice Fink 2 00
Cora Shank 5 00
426 00
CONNECTICUT $100 00
C. E. Bartlett 4 00
Caroline E. Bartlett 100
W. Douglas Mackenzie 10 00
Elliott F. Talmadge 25 00
420 00
DELAWARE $1 10 00 330 00
DISTRICT OF COLUMBIA $130 00
Calvary Baptist S. S., Washington, D. C.
(2 yrs. only) 100 00
J. W. Reisner 5 00
60s 00
FLORIDA — H. C. Groves $10 00 30 00
659
66o Tables and Appendices
GEORGIA $10000
,, _ (Colored) 100 00
First Cong'l Ch. S. S., Atlanta 5 00
Mrs. L. B. Maxwell 5 00
Mrs. Thos. Moore S 00
Dr. Robt. E. Williams 25 00
Dr. Robt. E. Williams i 00
$723 00
IDAHO $25 00 75 00
ILLINOIS $r 000 00
Janet Thom Allison 500
Mary Anderson 5 00
R. G. Ardry ($1 00 paid) i 00
A. T. Arnold i 00
Mrs. A. T. Arnold i 00
H. P. Naylor i 00
Mary I. Bragg 10 00
E. M. Breckenridge ($5 00 paid) 5 00
O. B. Britten 3 00
Mrs. Mary Foster Bryner 25 00
Mrs. Mary Foster Bryner 33 33^
Isaac B. Burgess 5 00
Martin E. Cady 5 00
Mary R. Child r 00
Mrs. C. E. Clark i 00
David C. Cook i 000 00
Henry F. Cope S 00
A. F. Gavlord S 00
H. P. Hart 5 00
Charles E. Hauck 5 00
J. A-. Hohngren 10 00
Mrs. Mary F. Hurst 5 00
W. B. Jacobs 100 00
W. B. Jacobs 25 00
A. M. Kenney 5 00
C. W. Knapp 10 00
P. P. Laughlin 5 00
H. T. Lay 10 00
John W. Leonard 5 00
Andrew J. McDermid 3 00
Miss L. Ingram Mace i 00 *
G. W. Miller 8 33
A. H. Mills 25 00
A. H. Mills 100 00
E. H. Nichols 50 00
E. H. Nichols 5° 00
W. C. Pearce 25 00
T. N. Pitkin 5 00
Mr. and Mrs. O. T. Purl 5 00
W. S. Rearick 10 00
A. W. Rosecrans 5 00
Mr. and Mrs. W. B. Rundle 15 00
Mrs. M. Schunerhom 2 00
J. B. Sikking, Jr 10 00
A. W. Snyder i 00
T. B. Stephenson ($1 00 paid) i 00
F. A. Wells and family 5°° 00
9 341 CO
INDIAN TERRITORY $25 00 75 00
INDIANA $300 00
Priinary Department 25 00
Mr. and Mrs. R. H. Archey 2 00
Mrs. M. J. Baldwin 2 00
Josh Beasley i o 00
Beulah Buchanan 2 00
Presbyterian S. S. Plymouth 10 00
International Pledges, igoj-igo8 66 1
INDIANA (Continued):
Wm, H. Elvin
Mary T. Glossbrenner
W. C. Hall
G. W. Hemay
Mr. and Mrs. Jas. A. McMath
Main St. Christian S. S., Rushville
Maple Grove S. S., Lebanon ,
J. Q. Merriman
Mrs. Maggie_ H. Miller
Josiah Morris
Mrs. Ida A. Porterfield
Richmond S. S. Association
Anna M. Schulz
W. J. Semelroth
Lyman B. Vose
R. C. Willis
IOWA
C. H. Ainley
Elias Handy
J. F, Hardin
J. F. Hardin
Mrs. Geo. Humphrey
B. F. Mitchell
Mrs. J. J. Richardson
Wm. Tackaberry
KANSAS
E. Bartholomew
E. R. Burkholder
J. H. Engle
Don Kinney
Mr. and Mrs. J. W. Lowdermilk . .
C. C. and M. M. Kesinger
S. J. Miller
J. A. Werner
R. M. White
KENTUCKY
Rev. M. S. Clark
J. Shreve Durham
E. A. Fox
Frank W. Hardy
Louis J. Mcintosh
Miss Lucy Mahan
Miss Mary Moore
Miss Sue B. Scott (i yr. only, 1907)
Miss Sue B. Scott
John Stites
E. N. Woodruff (i yr. only)
LOUISIANA
B. C Lee *
Herz Rase
$10
00
2
00
10
00
2
00
3
00
3
00
I
00
2
00
I
00
10
00
2
00
25
00
3
00
10
00
ro
00
100
00
$1 635
00
$200
00
33
33
5
00
10
00
lO
00
5
00
2
00
I
00
10
00
R29
00
$200
00
S
00
25
00
5
00
25
00
5
00
100
00
20
00
2
00
25
00
I 236
00
$250
00
I
00
2
50
2
00
I
00
5
00
■
5
00
25
00
100
00
15
00
so
00
100
00
I 279
SO
$50
00
5
00
50
00
31S
MAINE $175 00
Baptist S. S., Yarmouthville 10 00
E. L. Marsh i 00
MANITOBA $100 00
F. W. Adams 10 00
James Laidlaun -^ 5 00
Helen Palk 5 00
T. H. Patrick (for Manitoba delegation) .... 50 00
Thos. Ryan 50 00
Robina E. Spence 10 00
SSS 00
690 00
662
Tables and Appendices
MARYLAND $50 oo
MASSACHUSETTS $500 00
Charles A. Boyd 4 00
Clarendon St. Baptist S. S., Boston 25 00
Mrs. B. L. Colby 10 00
Miner C. Cone 5 00
Hamilton S. Conant 10 00
Sarah R. Damon i 00
A Friend i 00
First Baptist Church, Reading 5 00
First M. E. S. S., Fitchburg 5 00
W. N. Hartshorn i 000 00
Ella Ford Hartshorn 500 oo'
W. C. King 10 00
J. Lillian Larrabee 2 00
Union Cong'l S. S., Winthrop Beach 5 00
John Legg 5i 33
Abbie S. Litchfield i 00
. Ulysses E. Mayhew 3 00
Rev. A. M. Osgood 5 00
Mrs. Mary Paxton 25 00
St. Andrews Presb. Church, Boston 5 00
St. Paul's M. E. Church S. S., Lynn 5 00
Edwin E. Smallman, Park St. Cong., Boston . 10 00
Arthur F. Smith 10 00
S. A. Spooner 5 00
Mrs. Geo. W. Stevenson S 00
Lucy G. Stock 10 00
A. C. Stone 100 00
A. C. Stone 50 00
Frank A. White 5 00
Elvira H. Wiggin 2 00
W. F. Wilson 2 00
MICHIGAN $.300 00
J. K. Campbell 5 00
Leslie C. Lawrence 8 00
Hillsdale Free Baptist S. S., Hillsdale 5 00
Howard L. Holmes i 00
E. K. Mohr 10 00
Mrs. John L. Moore i 00
E. A. Palmiter 10 00
Mrs. Julia A. Reed 5 00
Alva Sherwood 5 00
E. K. Warren i 200 00
E. K. Warren 100 00
East Main St. Baptist S. S., Jackson 5 00
MINNESOTA $50 00
First M. E. S. S., Windom 10 00
Chas. F. Bager 5 00
Central Baptist S. S., Minneapolis 5 00
Mrs. H. G. Harrison 10 00
Thos. McClyinont i 00
MISSISSIPPI $75 00
MISSOURI $200 00
C. H. Nowlin i 00
MONTANA '. . . $50 00
NEBRASKA $100 00
Primary Department i o 00
NEVADA $20 00
$150 00
7 078 00
4 965 00
243 00
225 00
603 00
150 00
430 00
60 00
International Pledges, igoj-igo8 603
$100
00
25
00
2
00
5
00
$600
00
3
00
5
00
5
00
$525 00
'03
00
3y6 00
NEW BRUNSWICK $125 00
E. R. Machuni 25 00
T. S. Simms 25 00
NEWFOUNDLAND (possible duplicate) $25 00
50 00
Samuel Harris 10 00
NEW HAMPSHIRE
W. G. Everett
Edwin B. Stiles
Roger E. Thompson . .
NEW JERSEY
Philip Case
Rev. Edward G. Read
Mrs. Oliver C. Willson
I 839 00
NEW MEXICO $10 00 30 00
NEW YORK $750 00
Primary Department 100 00
J. V. Baker 5 00
Andrew M. Brown 3 00
Andrew M. Brown 2 00
Frank L. Brown 25 00
Frank L. Brown 25 00
Fred C. Burney 5 00
Rev. H. T. Chadsey . 3 00
Miss Lillie R. Corwin 5 00
John Bancroft Devins 10 00
A. W. Gray 2 00
Mrs. Anna L. Greenman 20 00
Henry S. Jacoby 5 00
W. W. King 25 00
L. W. Kinzly 3 00
William G. Lightfoote S 00
H. S. Lyle 2 00
J. T. McFarland 10 00
A Friend ( i st yr. paid) 5 00
Julia C. Ostrander t 00
Smith Parish 2 00
C. E. Pa.tterson 50 00
Mr. and Mrs. A. J. Rumsey 10 00
Rev. A. F. Schauftlcr 25 00
Jas. Scoville 2 00
Mrs. S. W. Sherwood 5 00
Rev. C. A. Spalding i 00
Baptist S. S., Homer S 00
W. S. Taylor 5 00
Charles B. Tefft 5 00
George H. Trull 5 00
Fred S. Walts 2 00
Wallace Weston, Jr 25 00
3 462 00
NORTH CAROLINA $100 00
,, (Colored) 100 00
B R. Coward i 00
Jas. B. Dudley 10 00
Rev. H. B. Hunter 5 00
Negro Baptist S. S. Connection 25 00
James E. Shepard 25 00
Geo. W. Watts 200 00
I 498 00
NORTH DAKOTA $50 00
Primary Department 5 00
Mrs. Thos. Armstrong i oo
664 Tables and Appendices
NORTH DAKOTA (Continued):
J. W. Arthur $2 00
W. A. Caldwell 10 00
Mrs. W. A. Caldwell
V. E. Stenersen
O. H. Wunn
NOVA SCOTIA
A. E. Blois
Miss Irene Colquhoun
Miss L. M. Colquhoun
Peter Eraser . . .'.
Alex. Sutherland
Frank Woodburv
OHIO
E. G. Adams
Rev. S. C. Bates (ist yr. paid)
Laura Bayless (Baptist Primary Class)
Ellsworth M. Beard
Mrs. A. D. Campbell
Miss Erva E. Carver
Dr. and Mrs Chalfant
Joseph Clark
Nellie H. Copeland
Mr. and Mrs. R. Cowden
Mrs. Phebe A. Curtiss
Mrs. Belle A. Ditmer
Mrs. H. A. Dowling
Mrs. H. A. Dowling.
H. Ellenberger
J. C. Fuhr
Edward D. Coller
W. A. Holmes
E. F. Knickerbocker
Marion Lawrance
Grace K. McClurg
Miss Anna C. Mindling
Mrs. A. A. Moore
A. T. Nelson
J. M. Parker
Rev. Gerald R. Richards
Dunham Ave. Disciple S. S., Cleveland .
Cleveland Primary Union, Cleveland . .
Fred A. Starr
C. F. Strecker
5
00
I
00
I
00
$225
00
$100
00
5
00
I
00
5
00
5
00
20
00
5
00
.
423
00
$1,000
00
I
00
1
00
2
00
10
00
I
00
I
00
5
00
10
00
3
00
5
00
10
00
3
00
10
00
10
00
100
00
I
00
5
00
3
00
5
00
55
00
I
00
v>
00
10
00
I
00
10
GO
I
00
10
00
5
00
5
00
SO
00
OKLAHOMA $75 00
Miss Oakie Grahain 2 00
William Rogers 5 00
ONTARIO $300 00
Rev. A. W. Barker i 00
Miss Bate i 00
Dr. E. E. Bennett 5 00
D. B. Best 5 00
W. N. Carr i 50
H. W. Chamberlain 5 00
D. R. Clare 2 00
Elmer Davis 5 00
George Elliott 2 00
Rev. W. Griffith 500
J. Guest I 00
J. M. Hagar i 00
Miss M. W. Harris 5 00
Mrs. W. Henderson 5 00
Albert R. Hugh ,,,,,.,.,.,, i 00
3 996 00
246 00
International Pledges, igoj-igoS 665
ONTARIO (Continued):
Isaac Hord $1000
Mrs. I. Hord S 00
H. C. Hoar 5 00
T. C. Jewell i 00
Miss Frankie M. Jewel 2 00
E. D. Lang i 00
Asher P. Latter 2 00
Rev. M. C. McLean i 00
Rev. R. Martin 3 00
Methodist S. S., Millbrook 5 00
John Myers i 00
Clara J. Nelles i 00
J. W. Newbery 2 00
Rev. R. F. Nie i 00
S. Clowes Noxon 2 00
Mrs. A. B. Ormsby 5 00
W. M. Orr 3 00
A. H. Ranton (i yr.) 50 00
Rev. I. A. Ross 5 00
J. S Ross I 00
Walter Russell 5 00
Mrs. Walter Russell 5 00
J. A. Schruck 2 00
C. H. Stickle 2 00
R. G. Struthers 10 00
Mrs. J. A. Symington 10 00
R. Tuttle 20 00
J. M. Wallace i 00
St 410 50
OREGON $75 00
A. A. Morse 5 00
— • — 240 00
PENNSYLVANIA $1 000 00
(No signature) loo 00
Geo. W. Bailey 100 00
M. G. Brumbaugh 10 00
R. L. Clark i 00
W. L. Corrin 5 00
P. L. Craig 10 00
First Christian Church S. S., Erie 2 00
S. P. Barr, Grace M. E S. S., Grove City .... 5 00
J. D. Graves 25 00,
Rev. L. W. Hainer 5 00
H. J. Heinz i 000 00
Kane Baptist S S., Kane 5 00
Janies W. Kinnear 10 00
W. G. Landes 5 00
Dr. Frank W. Lange (Phila. County) 50 00
T H. Lippiatt 2 50
Miss Ella Martin 10 00
D H. M Her 10 00
E. I> McCafferty 10 00
E. E McCurdy 2 00
East End Presb. S. S., Pittsburg 5 00
C. E. Rauch 5 00
Reading, Pa Union 5 00
Rev. John N. Reseigh i 00
Martha E. Robison 10 00
Wm. H. Scott 100 00
J. L. Slater 5 00
H. H. Strunk 2 00
C G. Trumbull 25 00
R. I. Vail 2 00
John Wa ton 10 00
FRINGE EDWARD ISLAND $30 00 ^ 90 00
666
Tables and Appendices
QUEBEC
J. W. Knox
Mrs. H. H. Lang
RHODE ISLAND *.
Graded Primary Union, Providence
Frederick P. Church
Mrs. S. H. Cuthbert
Calvary Baptist Bible School, Providence . . .
A. B. McCrillis
Providence Lithographing Co
Emma G. Welch
SASKATCHEWAN — W. H. Irwin, Winnipeg,
Man
SOUTH CAROLINA
,, ,, (Colored)
Rev. T. P. Burgess
D. W. Bythwood
F. Y. Dendy
Jas. W. Eichelberger
H. G. Fisher
A. U. Frierson
I. H. Fulton
Miss S. M. Furman
R. F. Lee
J. B. Middleton
J. Adger Smyth, Jr
Presb. S. S., Pelzer
J. S. Stanback
J. H. Walker
SOUTH DAKOTA
TENNESSEE
J. E. Annis
Geo. W. Boddie
H. M. Hamill
E. E. McDavid
Alfred Mason
John R. Pepper
TEXAS
UTAH
VERMONT
C. S. Andrews
D. M. Camp
Edward M. Fuller
H. H. Tenney, Methodist Sundav-school . . .
G. F. North -.
M. P. Perley
Geo. L. Story
VIRGINIA
T. I. & C. Institute, Claremont
W. P. Bunell
Miss Grace G. Davis .
Mr. and Mrs. C. J. Dorr
James R. Jopling
John J. Smallwood (paid $5 00)
E. WASHINGTON AND N. IDAHO
$100
00
5
00
5
00
$330
$150
00
5
00
5
00
I
00
25
00
100
00
100
00
10
00
I 088
$20
00
60
00
$100
00
50
00
I
00
3
00
2
00
5
00
5
00
5
00
3
00
5
00
I
00
2
00
10
00
S
00
5
00
2
00
612
00
$35
00
105
00
$125
00
100
00
5
00
100
00
5
00
S
00
100
00
I 320
375
30
00
00
$125
00
$10
00
00
$100
00
2
00
10
00
5
00
5
00
5
00
100
00
5
00
696
00
$50
00
25
00
25
00
I
00
5
00
10
00
5
00
363
00
$7^.
00
225
00
luicrnaiiotial Pledges, igo^-igo8
667
WESTERN WASHINGTON
W. C. Merr.tt
W. C. Merritt
Plymouth Cong. S. S., Seattle
WEST VIRGINIA
J. C. Bardall
T. C. Bardall
C. Humble
Myron Hubbard
Myron Hubbard
T. Marcellus Marshall
L. W. Nuttall
WISCONSIN
Mrs. D. B. Bennett (for the 3 3'rs.)
First Cong'l S. S., Sheboygan . . . .
First Cong'l S. S., Oshkosh (3 yrs.) .
F. Gasser
Mrs. F. Gasser
F. R. Proctor
W. H. Weber
$125 00
50 00
10 00
25 00
WYOMING
$100
00
50
00
100
00
10
00
5
00
10
00
10
00
25
00
$100
00
50
00
10
00
25
00
2
50
2
50
I
00
I
00
$630 00
930 00
$10 00
426 00
30 cc
RECAPITULATION AND SUMMARY
The following are the totals pledged from each state, province and territory
for the following three years, including the Association pledge and individ-
ual pledges.
Alabam.'V $3 75 00
Alaska 90 00
Alberta 90 00
Arizona 90 00
Arkansas (See Note
" A ") 225 00
assiniboia 30 00
British Columbia. . . 99 00
California (N.) .... i 068 00
California (S.) i 153 00
Colorado 426 00
Connecticut 420 00
Delaware 330 00
District of Colum-
bia 605 00
Florida 30 00
Georgia 723 00
Idaho 75 00
Illinois 9 341 00
Indian Territory . . > 75 00
Indiana i 635 00
Iowa 829 00
Kansas i 236 00
Kentucky i 279 50
Louisiana 315 00
Maine 558 00
Manitoba 690 00
Maryland 150 00
Massachusetts 7 078 00
Michigan 4 965 00
Minn sota 243 00
Mississippi 225 00
Missouri 603 00
Montana 150 00
Nebraska 430 00
Nevada
New Brunswick . . .
Newfoundland ....
New Hampshire ....
New Jersey
New Mexico
New York
North Carolina . . .
North Dakota
Nova Scotia
Ohio
Oklahom.\
Ontario
Oregon
Pennsylvania (See
Note " B ")
Prince Edward Is-
L.\ND
Quebec
Rhode Island
Saskatchewan
South Carolina ....
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
Washington (E.) . . .
Washington (W.) . . .
West Virginia
Wisconsin
Wyoming
$60 00
525 00
255 00
396 00
I 839 00
30 00
3 462 00
I 498 00
225 00
423 00
3 996 00
246 00
I 419 50
240 00
7612 50
90 00
330 00
I 088 00
60 00
61 2 00
105 00
I 320 00
375 00
30 00
696 00
363 00
225 00
630 00
930 00
426 00
30 00
Total $65 168 so
668 Tables and Appendices
Note " A." Arkansas promised to put in a colored man
if we would pay $400 a year. I understood this meant that
they would contribute a similar sum of S400 and get an $800
<nan. In making up the sum of our pledges, this $400 a year
paid by Arkansas amounts to $1 200 00
Note " B." At that same meeting of the Committee, Mr.
Heinz agreed to pay one quarter of a man's salary for the
West. Mr. Hartshorn named the sum of $1 600 as his salary.
The other quarter was taken equally by Mr. Hartshorn and
Mr. Warren. This was pledged on condition that the Western
states would pay the other $800 a year for three years. This
was pledged in the Committee meeting by brethren Morse,
Bell, Borden and others from the West. No pledges were
signed. It was understood in the Committee that this took
care of a $1 600 man, amounting in the three years to 4 800 oc
(This $4 800, and the $1 200 from Arkansas makes the
$6 000 as reported as having been pledged in the Committee.)
Note " C." On the floor of the Convention, Mr. Heinz
promised to take care of a man in Japan. The sum set for
each year was $1 000. This does not strictly belong in our
International budget, but was included in the sum raised on
the floor of the Convention.
Added to this should be the $1 000 turned over in cash by
Mr. Lawrance raised previous to the Convention especially
for the Mexico work i 000 00
Note " D." Added to the above should be the following
pledges for the Mexico work for the second and third years:
J. R. Little, La Crosse, Kans $100 200 00
Alexander Henry, Philadelphia, Pa 100 200 00
Graf M. Acklin, Toledo, 0 100 00
Grand total $72668 50
Sunday-school Statistics
669
Sunday-school Statistics
Statistics presented to the Several International Sunday-school Conventions
Sunday-
schoo]s.
Teachers.
Scholars.
Total.
1. Baltimore.
May 11-13, 1875-
United States
Canada
2. Atlanta.
April 17-19, 1878.
United States
Canada
3. Toronto.
June 22-24, 1881.
United States
British America
4. Louisville.
June 11-13, 1884.
United States
British America
5. Chicago.
June 1-3, 1887.
United States
British America
6. Pittsburg.
June 24-27, 1890.
United States
British America
7. St. Louis.
Aug. 31-Sept. 2, 1893. .
United States
British America
8. Boston.
June 23-26, 1896.
United States
British America
9. Atlanta.
April 26-30, 1890.
United States
British America
Mexico
10. Denver.
June 26-30, 1902.
United States
Canada
* Newfoundland and Lab
rador
* Mexico
* West Indies
* Central America
11. Toronto.
June 23-27, 1905.
United States
Canada
* Newfoundland and Lab
rador ,
Mexico
* West Indies
* Central America
Total North America
64,871
4,401
78,046
5,395
84,730
5.640
98,303
5,213
99,860
6,448
108,939
7,020
123,173
8,745
132,639
9,450
137,293
10,527
319
139,501
10,220
353
319
2,306
231
140,519
10,750
353
434
2,306
231
I
154,593
753,060
35,745
853,100
41,693
932,283
42,912
1,043,718
45,511
1,108,265
52,938
1,151,340
58,086
1,305,939
71,796
1,396,508
79,861
1,399,711
81,874
723
1,417,580
82,156
2,374
723
10,709
577
1,451,855
85,632
2,374
1,266
10,769
577
1,552,473
5,790,683
271,381
6,504,054
339,943
6,820,835
356,330
7,668,833
387,966
8,048,462
440,983
8,649,131
497,113
9,718,432
599,040
10,890,092
666,714
11,327,858
680,208
9,259
11,474,441
685,870
22,766
9,259
111,335
5,741
11,329,253
684,23s
22,766
13,797
111,335
5,741
12,167,1 27
6,543,743
407,126
7,357,154
381,636
7.753,118
399,242
8,712,851
433,477
9,156,727
493,921
9,800,471
555,199
11,024,371
670,837
12,286,600
746,575
12,727,569
732,082
9,982
13,151,091
786,654
25,140
10,082
122,104
6,218
13,209,114
790,566
25,140
15,063
122,104
6,318
14,168,305
* i8q8 Statistics.
670
Tables and Appendices
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676
Tables and Appendices
SUNDAY-SCHOOL STATISTICS OF ALL NATIONS
The following statistics were compiled for the Centen-
nial of the Sunday-school Union of London, 1903. They
were revised for the World's Sunday-school Convention,
held at Jerusalem, in 1904. The statistics from North
America are revised to date.
Sunday-
schools.
Teachers.
Scholars.
Total.
EUROPE.
Great Britain and Ireland .
Austro-Hungary
Belgium
Bulgaria
Denmark
Finland
France
Germany
Greece
Holland
Italy •. .
Norway
Porttigal
Russia
Spain
Sweden
Switzerland
Turkey in Europe
ASIA.
India, including Ceylon ....
Persia
Siam
China
Japan
Turkev in Asia
AFRICA
NORTH AMERICA.
United States
Canada
Newfoundland and Labrador
West Indies
Central America
Mexico
SOUTH AMERICA
OCEANICA.
Australasia
Fiji Islands
Hawaiian Islands
Other islands
Total, WORLD
53
590
2.SQ
«3
35
ggo
7
611
I
475
7
742
4
2
020
261
I
000
18
83
90
6
000
7
,762
30
8
,719
107
16
los
I
,074
516
4
,246
140
,519
10
,750
3 53
2
,306
231
434
3SO
7,4S8
I
,474
230
210
262
.131
674,123
643
403
140
4,610
I 2,928
3,876
39,872
7
5-092
823
3,600
70
785
181
20,300
7,490
170
14,952
440
64
1,053
7,505
4,250
8,45 5
1,451,855
85,632
2,374
10,769
577
1,266
3,000
54,670
2,700
1,413
800
2,426,888
7,300,340
10,572
4,616
1,576
72,800
165,140
61,200
826, ^41
180
206,000
I 2,160
75,000
1,419
15,679
5,419
300,000
I 22,567
1,420
333,776
4,876
809
5,264
44,035
25,833
161,394
11,329,253
684,23s
22,766
111,335
5,741
13,797
150,000
595,031
42,909
15,840
10,000
22,739,323
7,974,463
11,215
5,019
1,716
77,410
178,068
65,076
866,21 ?
187
21 1,092
12,983
78,600
1,489
16,464
5,600
320,300
130,057
1,590
348,728
5,316
873
6,317
51,540
30,083
169,849
13,209,114
790,566
25,140
122,104
6,318
15,063
153,000
649,701
45,609
17,253
10,800
25,614,916
The Official Program d'jy
The Official Program
[As adopted by the Executive Committee]
FIRST SESSION
Friday Afternoon, June 23
Metropolitan Church
Rev. B. B. Tyler, D.D., Denver, Col., President of the Tenth International
Convention, presiding.
Preliminary Announcements by the Presiding Ofificer and by the Chairman
of the International Executive Committee.
Preparation Service, conducted by Rev. Floyd W. Tomkins, D.D., Rector
of the Holy Trinity Church, Philadelphia, Pa.
SECOND SESSION
Friday Evening, June 23
Twin Meeting, Massey Hall
Praise Service, conducted by Prof. F. H. Jacobs, New York, assisted by a
chorus of 300 voices.
Bible Reading. Rev. W. G. Wallace, D.D., Toronto.
Prayer. Rev. F. H. Perry, D.D., Toronto.
Hon. Mr. Justice Maclaren, D.C.L., LL.D., Chairman of the Toronto local
committee, will present for the
Addresses of Welcome —
His Honor William Mortimer Clark, K.C, LL.D., Lieutenant-
Governor of Ontario; His Worship Thomas Urquhart, Mayor of
Toronto.
Responses to the Addresses of Welcome —
Rev. Alan Hudson, Pastor First Congregational Church, Brockton,
Mass.; Rev. Carey Bonner, London, England, General Secretary of
the British Sunday-School Union.
Address — "A Forward Look for the Sunday-school."
Bishop John H. Vincent, D.D., LL.D., Indianapolis, Ind.
Twin Meeting, Metropolitan Church
Organ recital, F. H. Torrington, Mus. Doc, Toronto.
Mr. E. R. Machum, St. John, N. B., Vice-President of the Tenth
International Convention, presiding.
Praise service, conducted by Dr. F. H. Torrington, assisted by the Metro-
politan Choir, 100 voices.
Bible Reading. Rev. T. B. Hyde, Toronto.
Prayer. Rev. W. Sparling, D.D., Toronto.
Rev. W. Frizzell, Ph.B., Vice-Chairman of the Toronto local committee,
will present for the
Addresses of Welcome — •
Hon. J. W. St. John, M.P.P., Speaker of the Legislative Assembly of
Ontario; Rev. Canon H. J. Cody, D.D., Rector St. Paul's Church,
Toronta
678 Tables and Appendices
Responses to the Addresses of Welcome —
Mr. E. K. Warren, Three Oaks, Mich., President of the World's
Fourth Sunday-school Convention, Jerusalem, 1904; Rev. H. H.
Bell, D.D., Pastor First United Presbyterian Church, San Francisco,
Cal.
Address — " The Relation of the Sunday-school to the University."
Rev. D. E. PuRiNTON, D.D., Morgantown, W. Va., President of the
University of West Virginia.
Music. Anthem by the Choir.
Address — " Individuality and Heredity in the Sunday-school."
Rev. Wm. H. Roberts, D.D., LL.D., Philadelphia, Pa., Stated Clerk
and Treasurer of the General Assembly of the Presbyterian Church in
the United States.
THIRD SESSION
Saturday Morning, June 24
Metropolitan Church
Praise and Prayer Service.
Prof. I. Garland Penn, Atlanta, Ga.
Rev. Sheldon Jackson, LL.D., Alaska.
" The Story of the Triennium, and a Vision of the Future."
" The Home Department." W. A. Duncan, Ph.D., Syracuse, N. Y.,
Chairman International Home Department Committee.
" Work among the Negroes." Dr. James E. Shepard, Field Worker,
Durham, N. C.
" The International Committee." Mr. W. N. Hartshorn, Chairman,
Boston, Mass.
" The International Field." Mr. Marion Lawrance, General
Secretary, Toledo, Ohio.
" The Primary and Junior Departments." Mrs. J. Woodbridge
Barnes, Secretary, Newark, N. J.
" Our Neighbor, Mexico." Mrs. Mary Foster Brvner, Field
Worker, Peoria, 111.
" The Department of Teacher-Training." Mr. W. C. Pearce,
Secretary, Chicago, 111.
" The International Lesson Committee." Rev. A. F. Schauffler,
D.D., Secretary, New York.
Report of the Committee on Nominations.
The Quiet Half Hour, conducted by Dr. Tomkins.
FOURTH SESSION
Saturday Afternoon, June 24 ,
Conferences
Metropolitan Church
Pastors' Conference.
Rev. Dewitt M. Benham, Baltimore, Md., presiding.
Rev. A. F. Schauffler, D.D., New York, leader.
Superintendents' Conference.
Mr. George W. Watts, Durham, N. C, presiding.
Mr. Marion Lawrance, Toledo, Ohio, leader.
The Official Program 679
Ten-Minute Talks.
" The Adult Department: Its place, purpose, problems and possi-
bilities." Mr. P. H. Bristow, Superintendent Calvary Baptist Sunday-
school, Washington, D. C.
" The Program: What to put in, what to leave out, the value of
variety." Mr. William Johnson, Superintendent Bridge Street M. E.
Svinday-school, Belleville, Ontario.
" Building up a City School: conditions, methods, results." Mr.
E. C. Knapp, Superintendent Fourth Congregational Sunday-school,
Hartford, Conn.
Bond Street Congregational Church
Primary Department Conference.
Mr. W. J. Semelroth, Winona Lake, Ind., presiding.
Mrs. J. WooDBRiDGE Barnes, Newark, N. J., leader.
Devotional Service. Mr. A. H. Mills, Decatur, 111.
Address — " The Cooperation between Home and School."
Mrs. James L. Hughes, Toronto, President of the International
Kindergarten Union.
Address — " The Age of Spiritual Awakening."
Prof. A. B. Van Ormer, Gettysburg College, Norwood, Pa.
[This topic is the result of Professor Van Ormer's investigation,
made expressly for the International Primary Department.]
Jarvis Street Baptist Church
The Home Department.
Mr. W. W. Hall, New York, presiding.
Mrs. Flora V. Stebbins, Fitchburg, Mass., leader.
"The Home Department Defined — Its Scope." Discussion. Mr.
C. D. Meigs, Dallas, Tex.
" Superintendents and Visitors " — (a) Their Qualifications; (b) Their
Duties and Privileges; (c) How Best Secured. Mrs. Phoebe Curtiss,
Painesville. Ohio.
"Auxiliary Workers " — (a) Secretaries and Treasurer; (b) Substitute
Visitors; (c) Sunshine Bands; (d) Messenger Service. Mrs. J. R.
Simmons, Hammondsport, N. Y.
" The Messenger Department." Rev. E. W. Halpenny, Indianap-
olis, Ind.
" How to Increase the Membership in the Department." Mr. E. C.
Knapp, Hartford, Conn.
" How to Increase Interest in the Department."
(a) In the Township and District. Rev. T. C. Gebauer, Henderson,
Ky.
(b) In the County. Mr. C. E. Hauck, Chicago, 111.
(c) In the State. Mr. W. G. Landes, Philadelphia, Pa.
(d) Throughout North America. Rev. J. A. Worden. D.D., LL.D.,
Philadelphia, Pa.
Cooke's Church
Temperance Conference.
Rev. John Potts, D.D., presiding.
Mrs. ZiLLAH Foster Stevens, St. Louis, Mo., leader.
68o Tables and Appendices
Subject: " Temperance Work in the Twentieth Century Sunday-school."
" Why must the Twentieth Century Church do Definite Temperance
Work? " Written answers by Rev. Charles Blanchard, President
of Wheaton College, Wheaton, 111.; Bishop W. F. McDowell, Chicago,
111.
Definite Temperance Work in the Sunday-school." Written
answer by Mr. Robert E. Speer.
" Temperance Teaching in Primary Classes." Mrs. Wilbur F.
Crafts, Washington, D. C.
" A Profitable Temperance Lesson." Rev. F. N. Peloubet, D.D.,
Auburndale, Mass.; Mr. Amos R. Wells, Boston, Mass; Rev. Wilbur
F. Crafts, Washington, D. C.
" Laying Foundations in Temperance Work." Mrs. Mary Foster
Bryner, Peoria, 111.
"The Temperance Teacher's Ally — the Editor." Mr. David C.
Cook, Chicago, 111.
Cooperation of Forces in Sunday-school Work.'' Rev. John
Potts, D.D., Toronto, Ontario.
" A More Excellent Way in Temperance Work." Mr. Charles
Gallaudet Trumbull, Philadelphia, Pa.
" The Average Teacher and the Quarterly Temperance Lesson."
Mrs. Zillah Foster Stevens, Peoria, 111.
" A Whole School Pledged to Temperance." Mr. William Johnson,
Belleville, Ontario.
" The Part of the Pastor in Sunday-school Temperance Work."
Written answer by Rev. Charles M. Sheldon, Topeka, Kan.
" One Way to Improve Sunday-school Work." Mr. W. C. Lilley,
Pittsburg, Pa.
Knox Church Schoolroom
Chinese Mission School Conference.
Rev. R. P. Mackay, D.D., Secretary Foreign Missionary Committee
of the Presbyterian Church in Canada, in charge.
" Review of the Work." Dr. J. C. Thompson, Montreal.
" Aim and Organization." Mr. Geo. Ewing, Toronto.
" Methods." Mrs. E. D. Hall, Toronto.
" Helps and Hindrances." Rev. Dr. Speer, Toronto.
" Problems and Possibilities." Rev. A. B. Winchester, Toronto.
" Results." Mr. T. Humphries, Toronto.
CONCURRENT MASS MEETINGS OF CHILDREN
Saturday, June 24, 3 p.m.
Five Mass Meetings of Sunday-school children will be held in Massey
Hall, and in the following churches: Dunn Avenue, Presbyterian,
Parkdale; Walmer Road, Baptist; St. Paul's, Church of England,
Bloor Street East; and Woodgreen, Methodist, Queen Street East.
The order of services will be the same in each of the places, and will
include a inusical program of well-known hymns, and selections by
the orchestra. One of the features of the afternoon will be the presenta-
tion of a souvenir from Palestine to each child in attendance at the
meetings. The places of meeting with the chairman and speakers will
be as follows •
The Official Program 68 1
Massey Hall. Hon. J. P. Whitney, Premier of Ontario, presiding. Mrs.
Mary Foster Bryner, Peoria, 111., and Rev. John C. Carman, Denver,
Col., speakers.
Dunn Avenue Presbyterian Church. Judge John Winchester, presiding-.
Rev. Archibald Forder, Jerusalem, Palestine, and Rev. Joseph
Clark, D.D., Columbus, Ohio, sj^eakers.
Walmer Road Baptist Church. His Worship Mayor Thomas Urquhart,
presiding. Mr. Frank L. Brown, Brooklyn, N. Y., and Rev. Archi-
bald Forder, Jerusalem, Palestine, speakers.
St. Paul's, Church of England. Rev. Dr. Albert Carman, presiding.
Bishop John H. Vincent, D.D., LL.D., Indianapolis, Ind., and Rev.
Carey Bonner, London, England, speakers.
Woodgreen Methodist Church. Mr. A. E. Kemp, M.P., presiding. Mr.
H. J. Heinz, Pittsburg, Pa., and Prof. H. M. Hamill, D.D., Nashville,
Tenn., speakers.
FIFTH SESSION
Saturday Evening, June 24
Massey Hall
Praise and Prayer Service.
Mr. W. G. Breg, Dallas, Te.xas.
Rev. C. L. Mears, Reno, Nev.
Address — " The Sunday-school as an Evangelistic Force."
Prof. Frank K. Sanders, Ph.D., New Haven, Conn., Dean of Yale
Divinity School, and Secretary-elect of the Congregational Sunday-
school and Publishing Society.
Address — " Historic View of the Sunday-school."
Rev. George W. Richards, D.D., Lancaster, Pa., Professor of
Church History, Franklin and Marshall Seminary.
Address — " The Sunday-school as an Educational Force."
Prof. H. M. Hamill, D.D., Nashville, Tenn., Superintendent of
Teacher Training, M. E. Church, Sovith.
SIXTH SESSION
Sunday Morning, June 25
Metropohtan Church
Service of Prayer and Fellowship, conducted by Dr. Tomkins.
Visiting clergymen and secretaries will occupy pulpits in the city at
the morning services, as arranged. The theme will be: " Winning a
Generation."
Sunday Afternoon
The Sunday-school Sessions
Delegates and others will attend the sessions of the Sunday-schools of
the city and participate in the services in accordance with the local
arrangements.
Gospel Temperance Mass Meeting in Massey Hall, under the auspices of the
Canadian Temperance League, Toronto. Speakers, Rev. M. C. B.
Mason, D.D., Cincinnati, and Rev. Ernest Bourner Allen, Toledo,
Ohio. Music under the direction of Professor Jacobs and Mr. H. M,
Fletcher assisted by the Convention Choir.
682 Tables and Appendices
Sunday Evening
Visiting clergymen and secretaries will occupy pulpits in the city at
the evening service, as arranged.
SEVENTH SESSION
Monday Morning, June 26
Metropolitan Church
Praise and Prayer Service.
Mr. Seward V. Coffin, Middletown, Conn.
Rev. H. S. Tralle, Kansas City, Mo.
Consideration of the Report of the lesson Committee.
Rev. J. T. McFarland, D.D., New York, Corresponding Secretary
of the Sunday-school Union of the M. E. Church, and Editor of Sunday-
school publications, and Rev. I. J. Van Ness, D.D., Nashville, Tenn.,
Editor Southern Baptist Sunday-school Publications.
Further consideration of the Report.
Summing up, by Dr. Potts.
Report of the Nominating Committee.
Address — " Teacher Training."
Principal Robert A. Falconer, Litt. D., LL.U., President Presby-
terian Theological College, Halifax, N. S., and Convener of Teacher-
training Classes.
Address — " The International Bible Reading Association."
Rev. Carey Bonner, London, England, General Secretary of the
British Sunday-School Union.
Address — - " The Army of the Future; After Enlistment, What? "
Rev. Ernest Bourner Allen, Pastor Washington Street Congre-
gational Church, Toledo, Ohio.
The Quiet Half Hour.
EIGHTH SESSION
Monday Afternoon, June 26
Metropolitan Church
Prayer and Praise Service.
Rev. C. H. Heustiss, Edmonton., Alberta.
Mr. George G. Wallace, Omaha, Neb.
Report of the Committee on the Executive Committee's Report, followed by
its consideration.
Report of the Treasurer, Dr. George W. Bailey, Philadelphia, Pa.
Addresses — " Toronto, 1881-1905. A Retrospect and a Prospect."
Gen. B. W. Green, Little Rock, Ark.; Rev. John Potts, D.D.,
Toronto; Rev. M. C. B. Mason, D.D., Cincinnati, Ohio, Corresponding
Secretary of the Freedmen's Aid and Southern Education Society,
M. E. Church, and Prof. H. M. Hamill, D.D., Nashville, Tenn.
Address — " The Future. Our Needs and How to Meet Them."
Mr. Marion Lawrance, Toledo, Ohio, General Secretary.
NINTH SESSION
Monday Evening, June 26
Twin Meeting, Massey Hall
Praise and Prayer Service.
Mr. J. F. Drake, Pasadena, Cal.
Rev. Wallace Nutting, D.D., Providence, R. I.
The Official Program 683
Address — " Reverence in the Sunday-school."
Rev. Elson I. Rexford, M.A., LL.D., Principal Diocesan TheologicaV
College, Montreal, Quebec.
Address — ■ " The Relation of the Sunday-school to the Public School."
A. R. Taylor, Ph.D., Decatur, 111., President James Millikin
University.
Address — " The Relation of the Religious and Secular Press to the Sunday-
school."
Rev. Levi Gilbert, D.D., Cincinnati, Ohio, Editor The Western
Christian Advocate.
Twin Meeting, Metropolitan Church
Organ Recital, Dr. Torrington.
Praise and Prayer Service.
Rev. E. L. Marsh, Waterville, Me.
Hon. Noah Shakespeare, Victoria, B. C.
Address — " The Old Guard."
Rev. Henry C. McCook, D.D., Sc.D., LL.D., Philadelphia, Pa.
Address — " The Relation of the Sunday-school to the Art of Teaching."
Rev. Wm. Douglas Mackenzie, D.D., President Hartford, Conn.,
Theological Seminary, and President Hartford School of Religious
Pedagogy.
Address — " The Kingdom in the Cradle."
Rev. James Atkins, D.D., Nashville, Tenn., Editor Sunday-school
Publications, M. E. Church, South.
TENTH SESSION
Tuesday Morning, June 27
Metropolitan Church
Praise and Prayer Service.
Rev. A. D. Archibald, Summerside, P. E. I.
Hon. E. R. BuRKHOLDER, McPherson, Kan.
Address — " Adult Classes and Work for Men."
Mr. Marshall A. Hudson, Syracuse, N. Y., President of the Baraca
Union of America.
Conference on Adult Classes and Work for Men.
Conducted by Mr. McKenzie Cleland, Chicago, 111.
Address — " The Sunday-school and the Minister's Training."
Rev. George B. Stewart, D.D., President Auburn Theological
Seminary, Auburn, N. Y.
Business, including the work of the International Association, among the
negroes, in the west, and in Japan.
Selection of the place for the Twelfth International Convention.
ELEVENTH SESSION
Tuesday Afternoon, June 27
Metropolitan Church
Praise and Prayer Service.
Mr. James Lynch, Seattle, Wash.
Rev. E. S. Lewis, D.D., Columbus, Ohio.
684 Tables and Appendices
Address — " The Relation of the Teacher to the Course of Study in the
Sunday-school. ' '
Prof. Martin G. Brumbaugh, Ph.D., University of Pennsylvania,
Philadelphia, Pa.
Address — • " The Place and Power of Meinorized Scripture."
Rev. W. H. Geistwkit, D.D., Chicago, 111., Editor of Service.
Quiet Half Hour. Dr. Tom kins.
Address — " Supplemental and Graded Lessons." Followed by a conference.
Rev. Jesse L. Hurlbut, D.D., South Orange, N. J.
Business.
TWELFTH SESSION
Tuesday Evening, June 27
Twin Missionary Mass Meeting, Massey Hall
Praise and Prayer Service.
Rev. Hiram Hull, Rat Portage, Manitoba.
Mr. T. S. Sims, St. John, New Brunswick.
Address — " The Duty of Young America to Young Japan."
Rev. James A. B. Scherer, D.D., LL.D., Newberry, S. C, President
Newberry College.
Address — " The Sunday-school and the Church as a Solution of the Negro
Problem."
Rev. D. Webster Davis, Richmond, Va., Pastor Second Baptist
Church.
Address — " The Relation of the Sunday-school to the Third Deliverance
of Ishmael."
Rev. Archibald Forder, Jerusalem, Palestine, Missionary among
the Arabs.
Address — " The Sunday-school and Home Missions."
Rev. W. G. PuDDEFOOT, D.D., South Framingham, Mass., Field
Secretary, Congregational Home Missionary Society.
Twin Missionary Mass Meeting, Metropolitan Church
Organ recital. Dr. Torrington.
Praise and Prayer Service.
Mr. Chas. p. Ayre, St. John's, Newfoundland.
Rev. Chas. R. Hemphill, D.D., Louisville, Ky.
Address. Rev. E. E. Chivers, D.D., New York, Field Secretary, Baptist
Home Missionary Society.
Address. Rev. Chauncey Murch, Missionary, Luxor, Egypt.
Address. Mr. Robert E. Speer, Associate Secretary, Presbyterian Board
of Foreign Missions, New York.
Official List of Delegates
685
Official List of Delegates
ALABAMA
Dr. Minerva Baird, Montgomery.
Rev. George W. Bouldin, Holly-
wood.
Mr. Joseph Carthel, Montgomery.
Miss Emma M. Chambers, Gaston-
burg.
Miss Minnie E. Chambers, Gastun-
burg.
Mrs. B. E. DeVan, Kimbrough.
Mrs. H. A. Dansby, Selma.
Miss Alleene Dansby, Selma.
Miss Kate Edmonds, York.
Mr. Jerome T. Fuller, Centerville.
Mr. W. C. Fuller, Centerville.
Mr. R. B. Gaston, Gastonburg
Miss Hattie Gaston, Gastonburg.
Miss Marv Hope, Sunny South.
Mr. and Mrs. J. R. Kelly, Montgom-
ery.
Mr. Lawrence Kelly, Montgomery.
Miss Minnie Kennedy, Opelika.
Miss Gussie C. Lee, Bay Minette.
Rev. R. D. Lees, Huntsville.
Mr. Leon C. Palmer, Montgomery.
Rev. G. W. Patterson, D.D., Mont-
gomery.
Mr. W. E. Pettus, Huntsville.
Miss M. Ezra Robbins, Lower Peach-
tree.
Miss Lula Scott, Auburn. -
Dr. J. F. Tumey, Hartsell.
Mrs. S. A. Tyson, Montgomery.
Mr. and Mrs. J. E. Wilkinson, Selma.
Mr. and Mrs. A. T. Wilkinson, Gas-
tonburg.
Miss Florence Williamson, Cowikee.
Mr. Lamar Williamson, Lower
Peachtree.
ALASKA
Rev. Sheldon Jackson, D.D., LL.D.,
Washington, D. C.
ASSINIBOIA
Mr. W. R. Sutherland, Yorkton.
ALBERTA
Mr. H. W. B. Douglas, Edmonton.
Rev. Allan C. Farrell, Red Deer.
Rev. Charles H. Huestis, M.A., Ed-
monton.
Rev. Edward Michener, Red Deer.
Simima Caineron, Olds.
ARIZONA
Mr. and Mrs. Lloyd Christv, Phcpnix.
Mr, Walter Hill, Prescott.
ARKANSAS
Rev. and Mrs. W. F. Andrews, Little
Rock.
Miss Eloise Angell, Pine Bluff.
Miss Joe Angell, Pine Bluff.
Miss Elise E. E. Avery, Hot Springs.
Mrs. W. B. Ayars, Malvern.
Mrs. L. H. Belser, Camden.
Mr. H. A. Butler, Malvern.
Mr. and Mrs. C. C. Carroll, Grossett.
Miss Marguerite Carroll, Grossett.
Gen. B. W. Green, Little Rock.
Mr. J(jhn T. Greenfield, Little Rock.
Mr. J. R. Gregson, Jonesboro.
Mr. A. O. Groves, Hope.
Rev. and Mrs. W. Fred Long, Little
Rock.
Miss Maude J. Rumph, Cainden.
Hon. S. Q. Sevier, Camden.
Miss Virginia E. Sevier, Camden.
Mrs. J. P. Simpson, Malvern.
Mr. Harry A. Stewart, Camden.
Miss Marjorie Sumpter, Malvern.
Mrs. M. B. Sumpter, Malvern.
Rev. F. W. Thompson, Hot Springs.
BRITISH COLUMBIA
Rev. A. C. Crews, D.D., Toronto,
Ont.
Rev. Robert Laird, Vancouver.
Mr. Noah Shakespeare, Victoria.
Mrs. C. Spofford, Victoria.
Mrs. Jean Templer, Vancouver.
Rev. W. H.Withrow, D.D., Toronto,
Ont.
CALIFORNIA (N.)
Mr. Ralph Abbott, San Francisco.
Rev. William Abbott, San Fran-
cisco.
Rev. H. H. Bell, D.D., San Fran-
cisco.
Mr. Charles M. Campbell, Sacra-"
mento.
Mrs. Frances C. Campbell, Sacra
inento.
Miss Grace E. Coates, Berkeley.
Mr. and Mrs. F.R. Farrier, Lakeport.
Mr. C. R. Fisher, San Francisco.
Miss Charlotte Flaus, Sacramento.
Mr. William Gordon French, San
Francisco.
Mr. Charles Crocker Hall, Berkeley
Mrs. Johnson, San Jose.
Miss Catharine A. McCracken, Oak-
land.
Rev. and Mrs. Henry B. Mowbray,
Oakland.
Mr. Ira E. Randall, San Francisco.
Miss Mary M. Speers, Oakland.
Mr. J. Elmer Wilson, San Francisco
686
Tables and Appendices
CALIFORNIA (S.)
Rev.. Levi D. Barr, Los Angeles.
Mrs. C. S. Becket, Pomona.
Mr. and Mrs. Gail Borden, Alhain-
bra.
Mr. W. F. Cronemiller, Los Angeles.
Rev. William Horace Day, Los An-
geles.
Mrs. N. C. Deming, Los Angeles.
Mr. J. F. Drake, Pasadena.
Mrs. M. F. Durgan, Los Angeles.
Mrs. M. H. Dwight, Pasadena.
Mr. and Mrs. W. O. Gamer, Santa
Monica.
Rev. Hugh C. Gibson, Los Angeles.
Mr. and Mrs. C. W. Harrison, Los
Angeles.
Rev. E. A. Healv, Los Angeles.
Rev. W. W. Riley, Saticoy.
Mrs. M. E. Taylor, Long Beach.
COLORADO
Mr. and Mrs. Guy A. Adams, Boul-
der.
Rev. and Mrs. Conrad Bluhm, La
Junta.
Rev. John C. Carman, Denver.
Rev. and Mrs. J. L. Cameron, Brush.
Mrs. G. H. Collins, Boulder.
Miss Jessie Alice Fink, Greeley.
Mr. and Mrs. E. J. Gregory^ Fort
Collins.
Miss Gregory, Fort Collins.
Miss Marian Hinds, Grand Junction.
Mrs. Otis Hogrefe, Cedar Edge.
Mrs. Elizabeth G. Hunter, Cripple
Creek.
Rev. H. R. O'Malley, Denver.
Miss Cora N. Shank, Canon City.
Miss Edith C. Sloane, Cripple Creek.
Rev. and Mrs. B. B. Tyler, Denver.
Mrs. J. A. Walker, Denver.
Mrs. Belle Ward, Canon Citv.
Bishop H.W. Warren, D.D., Denver.
Mrs. Jean F. Webb, Denver.
CONNECTICUT
Mrs. R. A. Baldwin, New Haven,
Mr. H. L. Bamett, Lakeville.
Mr. Wells Campbell, New Haven.
Mr. Arthur Cattermole, Danburv.
Mr. Seward V. Coffin, Middletown.
Rev. Henry H. Davies, Salisburv.
Mr. E. B. Fall, Middletown.
Mr. C. P. Gladding, Hartford.
Mr. Edward A. Gladwin, Middle-
town.
Rev. and Mrs. George D. Gould,
Rockville.
Mr. and Mrs. George B. Guild, Dan-
ielson.
Mr. Henry W. Hoyt, Danbury.
Mrs. Fannie E. Kiblae, Hartford.
Mr. E. C. Knapp, Hartford.
Mr. W. T. Lane, Norwich.
Rev. W. Douglas Mackenzie, D.D.,
Hartford.
Rev. Howard C. Meserve, Milford.
Mr. Ralph I. Munson, New Haven.
Mr. Oscar A. Phelps, Hartford.
Mr. George H. Priest, New Haven.
Rev. Frank K. Sanders, New Haven.
Rev. W. E. Scofield, Greenwich.
Mr. H. H. Spooner, Kensington.
Rev. Elliott F. Talmadge.Wauregan.
Mr. Frank L. Whipple, New Britain.
Mr. S. H. Williams, Glastonbury.
Rev. Henry Collins Woodruff,
Bridgeport.
DELAWARE
Mr. Frederick Bringhurst, Marshall-
ton.
Miss Florence Burke, Magnolia.
Rev. J. Edgar Franklin, Wilmington,
Miss Erma Rea Huev, Seaford.
Mr. L. W. Hurlev, Seaford.
Mr. and Mrs. I. Elmer Perry, Wil-
mington.
Mr. C. P. Swani, Bridgeville.
Mr. and Mrs. William E. Tunnell,
Lewes.
Miss Maggie S. Willson, Seaford.
Mr. B. F. B. Woodall, Milford.
DISTRICT OF COLUMBIA
Mr. P. H. Bfistow, Washington.
Mrs. Wilbur F. Crafts, Washington.
Mrs. Amy May Gray, Washington.
Miss Katharine' J. Laws, Washing-
ton.
Mr. Jacob H. Lichliter, Washington.
Mr. and Mrs. W. W. Millan, Wash-
ington.
Mrs. Sallie R. Reeves, Washington.
Mr. and Mrs. J. W. Reisner, Wash-
ington.
Miss Annie F. Walker, Washington.
FLORIDA
Miss Sara Donnella Griffin, An-
thony.
Miss Ossie Griffin, Anthony.
GEORGIA
Mrs. C. F. Baker, Augusta.
Mr. and Mrs. W. S. Booth, Manor.
Miss Mary J. Bothwell, Augusta.
Dr. and Mrs. Joseph Broughton,
Atlanta.
Miss Mary Briscoe, Atlanta. .
Mrs. B. F. Brown, Augusta.
Miss Effie Brown, Atlanta.
Miss Margaret Brown, Newnan.
Miss Hattie L. Buchanan, Atlanta.
Mr. H. D. Bunn, Fairfax.
Mr. J. D. Bunn, Fairfax.
Mr. M. L. Bunn, Fairfax.
Mr. George P. Butler, Augusta.
Miss Lillie Clark, Macon.
Miss Leontine Day, Atlanta.
Mrs. Thomas J. Day, Atlanta.
Miss Olive D. Eve, Augusta.
Official List of Delegates
687
GEORGIA (Cuiitiiiued)
Mrs. Harvey Hatcher, Atlanta.
Mr. Mant Hood, Savannah.
Mr. E. B. Hook, Augusta.
Mr. J. P. Lide, Fairfax.
Miss Ahce Jeffries-Moore, Bolton.
Mr. and Mrs. Thomas Moore, Bt)lt(in.
Mrs. John Neely, Augusta.
Miss Mary H. Newell, Milledgeville.
Miss Mary C. North, Augusta.
Prof. E. M. Osborne, Augusta.
Miss Rachel Reid, Augusta.
Mrs. Rem Rem sen, Augusta.
Miss Annie E. Roddey, Augusta.
Mrs. Amory Sibley, Augusta.
Mrs. Jerry T. Smith, Augusta.
Miss Ceciile Smith, Augusta.
Mrs. J. W. Wallace, Augusta.
Miss Maggie Whitaker, Milledge-
ville.
IDAHO
Rev. W. H. Bowler, Shoshone.
Rev. and Mrs. Arthur C. Dill,
Weiser.
Mrs. H. A. Ellsworth, Boise.
ILLINOIS
Mr. L. E. Alexander, Reno.
Miss Marv Anderson, Pinckneyvillc.
Mr. and Mrs. A. T. Arnold, Wheaton.
Mr. I. J. Atwood, Oakwood.
Mr. H. P. Baylor, Onarga.
Rev. G. W. Benn, Staunton.
Miss Marv I. Bragg, Chicago.
Mr. O. B. Britton, Taylorville.
Mr. O. R. Brouse, Rockford.
Mrs. Mary Foster Bryner, Peoria.
Prof. Isaac B. Burgess, Morgan
Park.
Miss Marv L. Butler, Chicago.
Rev. Martin E. Cady, D.D., Evans-
ton.
Miss Mary R. Child, Belleview.
Miss Hessie Christie, St. Louis.
Mr. and Mrs. C. E. Clark, CarroUton.
Mr McKenzie Cleland, Chicago.
Mr. and Mrs. David C. Cook, Elgin.
Rev. Henry F. Cope, Chicago.
Rev. J. A. Cosby, Aurora.
Mr. Ira Cottingham, Eden.
Mis5 Artha Cusaac, Shelbvville.
Mr. W. H. Dietz, Chicago.
Rev. Samuel Eamgey, Rockford.
Rev. J. S. Eberhart, Chicago.
Miss Nonie Ellis, Farmer Cit\'.
Mr. A. F. Gavlord, Chicago.
Rev. and Mrs. W. H. Geistwcit,
Chicago.
Rev. Charles S. Goff, Flat Rock.
Mr. and Mrs. Frank Graves, Rock-
ton.
Mr. P. D. Greenlee, Belvidere.
Mr. Charles E.. Hauck, Chicago.
Mrs. E. M. Heinroth, Chicago.
Mrs. H. L. HiU. Chicago.
Mr. and Mrs. Hill, Clinton.
Mr. J. A. Holmgren, Evanstou,
Rev. Marion Humphreys, Milan.
Mr. W. B. Jacobs, Chicago.
Mr. A. M. Kenney, Broadlands.
Mr. and Mrs. W. D. Kimball, Elgin.
Rev. Charles G. Kindred, D.D., Chi-
cago.
Dr. and Mrs. C. W. Knapp, GiVjson
City.
Mr. George W. Lacke\', Lawrence-
ville.
Mr. P. P. Laughlin, Decatur.
Miss Clara Laughlin, Shelbyville.
Mr. John W. Leonard, Wheaton.
Rev. Z. T. Livengood, Lanark.
Mr. C. A. Lloyde, Champaign.
Miss Minnie McBurney, Chicago.
Mr. Andrew J. McDermid, Chicago.
Mrs. A. J. McDermid, Chicago.
Rev. William Eraser McDowell,
D.D., LL.D., Chicago.
Rev. Charles F. McKown, Athens.
Miss L. Ingram Mace, Bloomington.
Mr. G. E. Matkin, Watseka.
Mrs. O. W. Maxfield, Godfrey.
Mr. E. C. Miller, Martinsville.
Mr. George W. Miller, Paris.
Mr. and Mrs. A. H. Mills, Decatur.
Rev. Samuel M. Morton, D.D.,
Effingham.
Mr. Henry Moser, Sheridan.
Rev. George C. Moor, Champaign.
Mr. William Morrell, Palmyra.
Miss Emma L. Muemer, Naperville.
Miss Marietta Neel, Mattoon.
Mr. E. H. ?>^ichols. Chicago.
Rev. W. B. Olmstead, Chicago.
Mr. and Mrs. W. C. Pearce, Chicago.
Mrs. Harry Planert, Thebes.
Mr. T. N. Pitkin, Vandalia.
Mr. and Mrs. J. G. Porter, Clinton.
Mr. and Mrs. O. T. Purl, CarroUton.
Mr. and Mrs. W. S. Reanck, Ash-
land.
Miss Annette Rearick, Ashland.
Miss Nettie Richrnond, Mason. •
Mrs. R. G. Risser, Kankakee.
Dr. J. F. Roemer, Waukegan.
Mr. and Mrs. A. W. Rosecrans, Ash-
ton.
Mr. A. L. Ruffner, Vevay Park.
Mr. and Mrs. W. B. Rundle, Clinton.
Mrs. R. W. Salter, Chicago.
Mrs. M. W. Shermerhom, Chicago.
Miss Emnia Shasburger, Chicago.
Mr. and Mrs. J. B. Sikking, Jr., E.
St. Louis.
Prof. James H. Snuth, Chicago.
Miss Susie Smith, Mason.
Mr. A. W. Snyder, Galesburg.
Miss E. L. Spear, Canton.
Rev. W. J. Stewart, Buda.
Mr. T. J. Storey, Bloomington.
Mr. Edgar E. Strother, E. St. Louis,
Dr. A. R. Taylor, Decatur.
Miss Mabel A. Torrey, Taylorville.
Rev. George A. Walter, Pekin.
Rev. J. H. Walterick, Mt. Carmel.
Mrs. Belle Warren, Tuscola.
Mr, and Mrs, F, A, Wells, Chicago.
68S
Tables and Appendices
ILLINOIS (Continued)
Mrs. Katherine S. Westfall, Chicago.
Rev. and Mrs. Cyrus A. Wright,
Alton.
Mr. George F. Zaneis, Chicago.
INDIAN TERRITORY
Mrs. Clarence C. Buxton, Masyville.
Mr. D. M. Marrs, Vinita.
Mr. Lemuel Pari, Chelsea.
Mr. E. C. Stretch,* Vinita.
INDIANA
Mr. T. J. Addlcman, Richmond.
Mr. and Mrs. R. H. Archev, Green-
field.
Mrs. M. J. Baldwin, Wincma Lake.
Miss Ida E. Br.rtel, Richmond.
Mr. Joshua Beasley, Sullivan.
Mrs. Anna R. Black, Terre Haute.
Prof. William Blanchard, Green-
castle.
Miss Beulah Buchanan, Indianap-
olis.
Mr. F. B. Carey, Plymouth.
Mr. Walter Carr, Chalmers.
Mrs. E. N. Cook, Warsaw.
Mr. Willard W. Doll, Kimmell.
Miss Rosa Dunn, Richmond.
Mr. William H. Elvin, Indianap-
olis.
Prof. W. A. Fisk, Richmond.
Mr. and Mrs. C. M. Gibbs, Green-
field.
Mr. Edward D. Goller, Indianapolis.
Mrs. Mary Glossbrenner, Indianap-
olis.
Mr. Thomas W. Gronendyke, New
Castle.
Mrs. Arthur Hackleman, Richmond.
Mr. and Mrs. W. C. Hall, Indian-
apolis.
Rev. and Mrs. E. W. Halpenny, In-
dianapolis.
Mr. J. S. Harris, Richmond.
Mrs. Emma B. Harris, South Bend.
Mr. Eh Helser, Warsaw.
Rev. George W. Henry, Tipton.
Mr. Eli Hinderer, Syracuse.
Rev. L. D. Holaday, Kimmell.
Rev. I. M. Houser, Crawfordsville.
Mr. and Mrs. Ed. Humpe, Rich-
mond.
Rev. and Mrs. W. A. Hunter, Vin-
cennes.
Mr. S. T. Johnson, Lebanon.
Mr. D. A. Kochenour, Brownstown.
Mr. George W. Laird, Columbia
City.
Mr. and Mrs. J. A. McMath, Indian-
apolis.
Rf v. Alex. McLaughlin, Millersburg.
Mrs. Bell Manley, Mishawaka.
Mr. J. L. Merriman, Keystone.
Mr. Josiah Morris, Bloomingdale.
Mrs. Marv B. Morris, Bloomingdala
Mr. Carl V. Nipp, Rushville.
Mr. R. S. Ogle, Tipton.
Mr. S. S. Ohl, Mulberry.
Mrs. Ida A. Porterfield, Indian-
apolis.
Miss Etta Ridgway, Amboy.
Mr. William Robinson, Brookston.
Miss Anna M. Schulz, Richmond.
Rev. and Mrs. E. J. Scott, Lvnn.
Mr. and Mrs. W. J. Semelroth
Winona Lake.
Mr. Irvin Stanlev, Westfield.
Mrs. J. W. Tavlor, Richmcjnd.
Bishop John H. Vincent, D.D
LL.D., Indianapolis.
Miss Lola Weddle, Roachdalc.
Mr. R. C. Willis, Crawfordsville.
Rev. Alonzo Yates, Vincennes.
IOWA
Mr. C. H. Ainlcy, Des Moines.
Miss Carrie Bass, Dallas Center.
Mr. and Mrs. John Cochran, Indian-
ola.
Miss Pearl Cochran, Indiancila.
Mr. S. W. Cole, Detroit.
Rev. W. R. Coventry, Elliott.
Mr. Wesley Crossan, Eldora.
Mrs. J. H. Davies Webster City.
Mr. E. K. Eberhart, Des Moines.
Mr. M. D. Evans, DeWitt.
Mis3 Helen J. Evans, DeWitt.
Mr. and Mrs. A. F. N. Hamblcton,
Oskaloosa.
Prof. Elias Handv, Mt. Pleasant.
Mr. J. F. Hardin,' Eldora.
Mr. Kent Hardin, Eldora.
Miss Maud Haskill, Mason City.
Mr. Dean Hoshal, Rippey.
Miss Flossie Hoshal, Rippey.
Mr. Garfield Hoshal, Rippey.
Mr. and Mrs. J. L. Hoshal, Rippey.
Mrs. S. F. Houck, Radcliffe.
Mrs. Mary Houck, Radclifl'e.
Mr. and Mrs. George Humphrey,
Van Home.
Mrs. Anna Lewis, Seymour.
Rev. Hugh McNinch, Ackley.
Mr. James R. Martin, Des Moines.
Mr. B. F. Mitchell, Des Moines.
Mr. S. B. Nichols, Mason City.
Rev. and Mrs. G. M. Orvis, Du-
buque.
Mr. and Mrs. Charles N. Page, Des
Moines.
Mrs. J. J. Richardson, Marcus.
Miss Sadie A. Query, Villisca.
Miss Eva Rittgers, Grimes.
Miss Mabel Rittgers, Grimes.
Miss Effie Roberts, Afton.
Mr. James A. Smith, Corydon.
Mrs. Margaret M. Stewart, Des
Moines.
Mrs. Annie Swallum, Hubbard.
Mr. William Tackaberry, Sioux City.
* Deceased.
Official List of Delegates
689
IOWA (Continued)
Rev. T. E. Thuresson, Des Moines.
Mrs. C. C. Wallace, Des Moines.
Mr. Lawrence Wallace, Des Moines.
Mrs. D. G. Wescott, Gladbrook.
Miss Merivah Wright, Des Moines.
Miss Grace Wood, Traer.
KANSAS
Mr. E. Bartholomew, Stockton.
Hon. E. R. Burkholder, McPheron.
Mr. and Mrs. J. C. Butcher, Cald-
well.
Mr. James Dexter, Newton.
Mr. J. H. Engle, Abilene.
Mrs. Sarah C. Engle, Abilene.
Miss Forence M. Engle, Abilene.
Mr. Jesse R. Engle, Abilene.
Mr. John T. Haight, Paola.
Miss Clara Hildreth, Altamont.
Mr. and Mrs. C. C. Kensenger, Leav-
enworth.
Mr. and Mrs. Don Kinney, Newton.
Mr. James H. Little, La Crosse.
Mr. and Mrs. J. W. Lowdermilk,
Riley.
Mr. William Meredith, Leavenworth.
Prof. S. J. Miller, McPherson.
Mr. A. Switzer, Hillsboro.
Rev. D. B. Shuey, Emporia.
Mr. and Mrs. J. A. Werner, Alden.
Miss Ruth Werner, Alden.
Mr. and Mrs. R. M. White, Abilene.
Rev. Henry Zimmerman, Emporia.
KENTUCKY
Mr. and Mrs. J. L. Amsden, Ver-
sailles.
Mr. and Mrs. L Bailey, Madison-
ville.
Miss Erastes Balee, Shepherdsville.
Miss M. V. Balee, Shepherdsville.
Mrs. H. L. Bell, Guston.
Miss Mary Bell, Fulton.
Rev. M. S. Clark, Butler.
Mr. H. H. Combs, Shepherdsville.
Mr. J. Shreve Durham, Greensburg.
Mr. Henry M. Edmonds, Louisville.
Prof, and Mrs. E. A. Fox, Louisville.
Miss Nannie Lee Frayser, Louis-
ville.
Mr. and Mrs. J. W. Gaines, Law-
renceburg.
Rev. T. C. Gebatier, Henderson.
Prof, and Mrs. M. L. Girton, Jack-
son.
Rev. Frank W. Hardy, Louisville.
Rev. Charles R. Hemphill, D.D.,
Louisville.
Mr. T. B. Henderson, Webster.
Mrs. Jennie K. Hill, Fulton.
Mrs. S. T. Hombeck, Shepherdsville.
Miss Rilla E. Howard, Mattingly.
Mr. and Mrs. S. H. Jones, Louisville.
Mrs. vSallie Knight, Louisville.
Miss Georgia Kovms, Ashland.
Rev. S. M. Logan, Wilmore.
Mr. James V. Logan, Jr., Louisville.
Rev. E. W. McCorkle, D.D., Nicho-
lasville.
Mrs. R. S. McGehee, Pembroke.
Mr. Louis J. Mcintosh, Louisville.
Miss Lucy Mahan, Willianisburg.
Miss Sallie R. Marcum, Columbia.
Mr. E. H. Matthews, Pewee Valley.
Mr. C. J. Meddis, Louisville.
Miss Melissa May, Owensboro.
Rev. H. G. Ogden, D.D., Louisville.
Rev. James F. Price, Marion.
Mr. and Mrs. Huston Quin, Louis-
ville.
Miss Elizabeth Raymond, Sheperds-
ville.
Rev. S. W. Reid, Louisville.
Mr. Charles B. Richardson, Wil-
liamsburg.
Prof. John R. Sampey, D.D., Louis-
ville.
Miss Sue B. Scott, Lexington.
Miss Hannah S. Smith, Shepherds-
ville.
Mr. and Mrs. John Stites, Louisville.
Mrs. W. T. Underwood, Campbells-
ville.
Mr. W. J. Vaughan, Madge.
Rev. and Mrs. Joseph T. Watts,
Louisville.
Mr. Edward N. Woodruflf, Louis-
ville.
Miss Adeline B. Zachert, Louisville.
LOUISIANA
Dr. J. W. Adams, New Orleans.
Rev. John F. Foster, Jeanerette.
Mr. B. C. Lee, Cotishalla.
Rev. and Mrs. John M. Williams,
Covington.
MAINE
Mr. Frank M. Brown, Livermore
Falls.
Rev. Herbert L. Caulkins, Yar-
mouthville.
Mr. L. R. Cook, Yarmouthville.
Miss Bertha Curtis, Freeport.
Mr. and Mrs. George L. Gerrish,
Portland.
Mrs. L. C. Goddard, Woodfords.
Miss Bertha G. Hayes, Yarmouth-
ville.
Mr. and Mrs. H. E. Lufkin, Yar-
mouthville.
Rev. E. L. Marsh, Waterville.
Miss Edith A. Merrill, No. Yar-
mouth.
Mr. Lewis H. Millspaugh, Winthrop.
Mrs. Nellie R. Milspaugh, Winthrop.
Miss Sabrina Morey, Belfast.
Miss Grace M. Robinson, Yar-
mouthville.
Miss Sarah T. Rollins, Dexter.
Miss Edna M. Sawyer, Yarmouth-
ville.
Miss Lula C- Sawyer, Yarmouth-
ville.
6 go
Tables and Appendices
MAINE (Continued)
Miss Rena Sawyer, Cousins Island.
Miss Flora M. Sherman, Belfast.
Miss Marion Soule, S. Freeport.
Mrs. C. A. Stockbridge, Yarmouth-
ville.
Miss Annie Sturtevant, Dexter.
Miss Grace Thorpe, Portland.
Miss Lizzie Warren, Islesboro.
Miss Ella A. Woods, Yarmouth.
Mr. Thomas Vamey, Windham
Centre.
MANITOBA
Mr. F. W. Adams, Winnipeg.
Rev. W. A. Alexander, Lenore.
Miss Pearl Alexander, Minnedosa.
Miss Saby G. Alexander, Minnedosa.
Mr. W. Barber, Snowflake.
Mr. W. T. Barr, Neepawa.
Mr. Jaines Black, Winnipeg.
Mr. and Mrs. Alex. Buchan, Winni-
peg.
Miss M. Cairns, McGregor.
Miss Curry, Oak Lake.
Mrs. Davis, Brandon.
Mr. J. Doolittle, Brandon.
Mrs. A. L. Goyner, Oak Lake.
Miss Goyner, Oak Lake.
Miss Annie Grummett, Rapid City.
Mr. James Hall, Snowflake.
Mrs. D. Hammil, Austin.
Rev. and Mrs. J. F. Hartley, Roland.
Mrs. D. A. Hopper, Brandon.
Miss Hopper, Brandon.
Rev. Hirum Hull, B.A., Kenora.
Mr. W. H. Irwin, Winnipeg.
Mrs. W. A. Jones, Brandon.
Mr. James Laidlaw, Clearwater.
Rev. John W. Little, B.D., Kee-
watin.
Mr. J. C. Lowrie, Bagot.
Miss Edna Linklater, Winnipeg.
Mrs. W. J. McKay, Carnegie.
Mr. J. F. G. McArthur, Winnipeg.
Mr. A. E. Mitchell, Brandon.
Mr. F. W. Morton, Gainsborough.
Miss Mabel Munroe, Beaver.
Mrs. E. E. Orr, Oak Lake.
Miss Helen Palk, Winnipeg.
Miss Edna Parkin, Brandon.
Rev. Prin. William Patrick, D.D.,
Winnipeg.
Mr. T. H. Patrick, Souris.
Miss Scott, Rapid City.
Miss Annie M. Shaw, Minnedosa.
Mr. and Mrs. D. Smith, Gladstone.
Mr. Ernest Smith, Swan River.
Mrs. Robert Smith, Brandon.
Miss Robina E. Spence, Balmoral
Place.
Miss Switzer.
Miss E. G. Thomas, Winnipeg.
Mrs. Walace,
Rev. J. S. Watson, B.A., Minnedosa.
Miss Helena Williamson, Brandon.
Miss Williamson, Winnipeg.
Mrs. J. C. Wilson, Brancion.
MARYLAND
Rev. J. P. Anthonv, Keedysville.
Rev. DeWitt M. Benham, Ph.D.,
Baltimore.
Rev. Harry W. Burruss, Aberdeen.
Miss Mary J. C. Davis, Hagerstown.
Miss Minnie L. Davis, Baltimore.
Mr. Charles W. Dorsey, Dickeyville.
Rev. and Mrs. A. M. Evers, Hagers-
town.
Mr. and Mrs. Preston Fiddis, Balti-
inore.
Miss Lucile E. Fiddis, Baltimore.
Mr. Jesse P. Gadner, Linwood.
Mr. and Mrs.W. C. Geeting, Keedys-
ville.
Rev. G. K. Hartman, Hagerstown.
Miss Marv A. Kitzmiller, Keedys-
ville.
Mr. O. C. Michael, Aberdeen.
Rev. and Mrs. F. H. Mullineaux,
Federalsburg.
Mr. John H. Plummer, Hagerstown.
Miss Emma J. Simmont, Baltimore.
Mr. and Mrs. William A. Tottle,
Baltimore.
Miss Annie UUum, Mondel.
Mrs. Brent Waters, Baltimore.
Miss Margaret Waters Baltimore.
Rev. Orilas G. White, Faltimore.
Mrs. W. Eason Williams Baltimore.
MASSACHUSETTS
Rev. Haig Adadourian, West Tis-
bury.
Mr. Edward I. Aldrich, Boston.
Mr. W. K. Andem, Boston.
Mr. Isaac Blair, Boston.
Mr. Harrv P. Bossom, Reading.
Mr. Charles A. Bovd, Randolph.
Mr. W. H. Brock, "Athol.
Mr. Benjamin W. Brown, North-
bridge.
Miss Willena E. Browne, Boston.
Mr. Robert L. Bentley, Brookline.
Mr. Hubert Carleton, Boston.
Mr. Henry L. Cary, North Adams.
Mr. Hamilton S. Conant, Boston.
Mr. Miner C. Cone, Dorchester.
Miss Elizabeth F. Cooper, Roxbury.
Mr. Arthur L. Copeland, Campello.
Miss Jessie N. Cummings, Reading.
Miss Elizabeth B. Dawes, Peter-
sham.
Rev. Asa Reed Dilts, Lowell.
Mr. A. D. Dimick, Wakefield.
Rev. Edwin B. Dolan, Wales.
Miss Clara W. Eaton, No. Middle-
boro.
Mr, Frank Farr, Lawrence.
Mr. James M. Forbush, Boston.
Rev. DeMont Goodyear, Abington.
Mr. W. N. Hartshorn, Boston.
Mrs. Elda Henderson, West Fal-
mouth.
Rev. Charles Summer Holton, New-
buryport.
Official List of Delegates
691
MASSACHUSETTS (Continued)
Rev. George H. Johnson, Swamps-
cott.
Mrs. Lillian N. Kennev, Plymouth.
Mr. C. H. Kimball, Wobum.
Mr. W. C. King, Springfield.
Mrs. J. Lillian Larrabee, Winthrop.
Mr. John Legg, Worcester.
Rev. James McAllister, New Bed-
ford.
Miss Jane T. Macomber, Fall River.
Rev. F. A. Macdonald, Lexington.
Mr. W. W. Main, Melrose.
Mr. Ulysses E. Mayhew, West Tis-
bury.
Mr. A. H. Morton, Holyoke.
Mr. C. M. Nash, Webster.
Rev. A. M. Osgood, Gloucester.
Rev. C. J. Palmer, Lanesboro.
Mr. George W. Penniman, Brockton.
Rev. F. N. Peloubet, D.D., Auburn-
dale.
Rev. Willard T. Perrin, D.D., Bos-
ton.
Mr. J. H. Potter, Fitchburg.
Mr. Frank A. Rich, Barre.
Mr. Herbert E. Robbins, Norwell.
Miss Carrie M. Roberts, Chelsea.
Rev. W. I. Shattuck, Easthampton.
Mr. Edwin E. Smallman, Winthrop.
Rev. C. E. Spaulding, Fitchburg.
Mr. Albert H. Stanton, Huntington.
Mrs. Flora Violet Stebbins, Fitch-
burg.
Mr. George W. Stevenson, West
Lynn.
Mr. A. C. Stone, Chelsea.
Miss Lucy G. Stock, Springfield.
Mr. Thomas H. Sutcliffe, Brockton.
Miss Ruthetta M. Sylvester, Han-
over.
Miss Grace W. Towne, Belchertown.
Rev. C. W. Turner, Groton.
Mr. Frank A. White, Boston.
Rev. Elmer E. Williams, Middle-
boro.
Rev. W. F. Wilson, Amesbury.
Mr. A. L. Wright, South Hadley.
MICHIGAN
Rev. and Mrs. Clarence E. Allen,
Flint.
Mr. D. B. Allen, Covert.
Miss Grace Allen, Covert.
Mr. J. R. Blake, Union City.
Mr. and Mrs. J. E. BoUes, Detroit.
Hon. John K. Campbell, Ypsilanti.
Miss Alice M. Campbell, Ypsilanti.
Mr. Frederick W. Chamberlain,
Philadelphia, Pa.
Mr. and Mrs. Alfred Day, Detroit.
Miss Evangeline O. Dav, Detroit.
Mr. H. Moraci T. Dennis, Detroit.
Mrs. G. L. Fox, Grand Rapids.
Mr. Samuel A. French. Dundee.
Rev. D. A. Graham, Detroit.
Hon. John H. Grant, Manistee.
Prof, and Mrs. C. H. Gurncy, Hills-
dale.
Mr. C. A. Hagle, Midland.
Rev. J. V. N. Harkness, Houghton.
Prof, and Mrs. C. L. Herron, Hills-
dale.
Mrs. G. L. Hicks, Allegan.
Mr. and Mrs. Howard L. Holmes,
Romeo.
Mr. Edward Hutchins, Fennville.
Mr. Burt G. Knapp, Blissfield.
Mr. Leonard Laurense, Detroit.
Mr. Leslie C. Lawrence, Detroit.
Miss Julia E. Mehlman, Detroit.
Mrs. J. W. Milliken, Traverse Citv.
Mr. Edward K. Mohr, Grand Rapids.
Mr. and Mrs. John L. Moore, Union
City.
Rev. James Nixon, Ferrv.
Mr. E. S. Palmiter, Hart.
Mr. William A. Powell, Marshall.
Mrs. Julia A. Reed, Onsted.
Rev. Charles Ernest Scott, Albion.
Mr. and Mrs. Alva Sherwood, Three
Oaks.
Rev. Seward W. Stone, Yale.
Mr. Charles A. Strait, Traverse City.
Miss Elizaljeth G. Vivian, Traverse
Citv.
Mr. E. K. Warren, Three Oaks.
Miss Lydia Warren, Three Oaks.
MINNESOTA
Mr. W. G. Aldrich, Windom.
Mr. S. W. Batson, Minneapolis.
Miss L. A. Emery, St. Paul.
Mr. Ernest Fagenstrom, Minneapo-
lis.
Miss Tone Geggie, Minneapolis.
Rev. L. S. Hall, St. Peter.
Mrs. H. G. Harrison, Minneapolis.
Mrs. Nancy Henderson. Waseca.
Mrs. Jean E. Hobart, Minneapolis.
Mrs. C. J. Hunt, St. Paul.
Miss Etta Jamieson, St. Paul.
Mrs. D. M. Johnston, Waseca.
Miss Jeannette Kenedy, Tracy.
Mrs. D. W. Lansing, Fcranton, Pa.
Miss A. C. Leitsh, St. Paul.
Prof. A. M. Locker, Windom.
Miss Beatrice Longfellow, Minne-
apolis.
Miss Grace Longfiellow, Minneapo-
lis.
Rev. J. W. Loughridge, Duluth.
Rev. George R. Merrill, D.D., Min-
neapolis.
Miss Edith Nichols, Minneapolis.
Miss Ella Nichols, Minneapolis.
Miss Lola Nichols, Minneapolis.
Mrs. R. H. Passmore, Minneapolis.
Miss Carrie S. Pond, St. Paul.
Rev. B. C. Sills, Walnut Grove.
Miss Minnie Tumbull, Minneapolis.
Miss Rose Tumbull, Minneapolis.
Rev. and Mrs. William Walker,
Brainerd.
692
Tables and Appendices
MISSISSIPPI
Rev. and Mrs. R. G. Beattie, Kos-
ciusko.
Dr. and Mrs. Charles F. Boger,
Natchez.
Mr. L. A. Duncan, Meridian.
Miss Kate E. Futch, Raymond.
Mrs. Jean C. Gray, Sumner.
Rev. C. W. Knight, Shuqualak.
M.-. Thomas McClymont, Natchez.
Miss Robel McRaven, Meridian.
Miss Annie Rumble, Natchez.
Mr. G. R. Throop, Bolton.
Mr. and Mrs. W. S. F. Tatum, Hart-
tiesburg.
Mr. and Mrs. D. E. Wilson, Nesbitt.
Miss Mamie Wilson, Nesbitt.
MISSOURI
Mrs. Lula Ross Appleby, Willard.
Mrs. J. W. Bailey, Rich Hill.
Miss Mabel Bailey, Rich Hill.
Mrs. G. P. Baity, Kansas City.
Rev. Ira W. Bamett, Freeman.
Miss Nellie B. Boyd, St. Louis.
Miss Alice Margaret Bulla rd, St.
Joseph.
Miss Emma C. Clerc, St. Louis.
Miss Edna A. Cocks, Kansas City.
Mr. Walter A. Coon, Republic.
Mrs. Roxie M. Cook, St. Joseph.
Mr. Samuel A. Cubbin, Sheldon.
Mrs. S. W. Davis, Kansas City.
Miss Nellie Irene Eldridge, Spring-
field.
Miss Jessie L. Ewing, Kirkwood.
Rev. and Mrs. A. P. George, St.
Louis.
Mr. John B. Glass, Springfield.
Mr. and Mrs. Peter M. Hanson, St.
Louis.
Miss Ida May Hanson, St. Louis.
Rev. W. H. Heslar, Peculiar.
Rev. Stanley D. Jewell, D.D., But- '
ler.
Dr. T. M. King, Springfield.
Mr. Elmer E. Lacey, St. Louis.
Judge and Mrs. A. C. Lamson, Pine-
viUe.
Mr. Charles H. Linck, St. Louis.
Miss Nellie M. Lohoff", Holden.
Miss Emma Lee McCourt, St. Louis.
Mr. and Mrs. R. W. McDonald, St.
Joseph.
Mr. Robert F. McGlothlan, Spring-
field.
Rev. J. W. McKean, Lebanon.
Mrs. Jessie E. Martin, St. Louis.
Mr. C. H. Maschmeier, St. Louis.
Miss Mary A. Mendelar, St. Louis.
Mr. Jonathan E. Moore, Spring-
field.
Mrs. Y. F. Mossop, St. Louis.
Mr. E. B. Newcombe. St. Joseph.
Mr. C. H Nowlin, Kansas City.
Mr. and Mrs. Josiah A. Parker, St.
Louis.
Mr. and Mrs. Sibley A. Pierce, Kan-
sas City.
Mrs. Bettie Pindell, St. Joseph.
Miss Lucretia Reynolds, St. Louis.
Mr. Harvey G. Riggs, Callao.
Mr. H. E. Scanland, Minneola.
Mr. J. J. Schreiber, St. Louis.
Miss Lillie May Schreiber, St. Jo-
seph.
Miss Katie R. Schreiber, St. Joseph.
Mr. James W. Silsby, Springfield.
Mrs. George S. Simonds, Kansas
City.
Mrs. S. Howard Smith, St. Louis.
Miss S. Jeanette Smith, St. Louis.
Mr. and Mrs. Albert G. Souther, St.
Louis.
Mrs. William E. Spratt, St. Joseph.
Mrs. Zillah Foster Stevens, St. Louis.
Mrs. Elizabeth Strebeck St. Louis.
Mr. Joseph M. Story, St. Louis.
Rev. and Mrs. H. E. Tralle, Ph.D.,
Kansas City.
Mr. George A. Trenholm, St. Joseph.
Mr. Albert W. Tytler, Kansas City.
Miss Anna M. Weedman, St. Louis.
Miss Mav Weedman, St. Louis.
Mr. Thomas H. Whitehill, St. Louis.
Miss Chrissie R. Willby, Springfield.
Miss Mary J. Wilson, Jennings.
Miss Fannie L. Zener, Hamilton.
NEBRASKA
Miss Dorinda Abbott, Minden.
Miss M. Blanche Adams, Lincoln.
Miss lone AUbright, Red Cloud.
Miss Alice J. Boone, Kearney.
Mr. John T. Borland, Exeter.
Mr. John Dale, Omaha.
Mr. Robert Dempster, Omaha.
Rev. Mrs. Minnie J. Dickinson, Lin-
wood.
Miss Rose Etting, David City.
Mrs. G. D. Follmer, Lincoln.
Miss Kate Follmer, Lincoln.
Miss Edith E. Fovits, Sioux.
Mrs. Emma Grunkemeyer, Burwell.
Miss Elizabeth S. Haase, Dakota
City.
Miss Mamie Haines, Lincoln.
Miss Anna Halberg, Axtell.
Mrs. Curtis HoUingshead, Monroe.
Mr. and Mrs. N. C. Holman, Tobias.
Miss Ida M. Jeep, Sioux.
Miss Ida B. Knoll, Crete.
Miss Vida Leamer, Wakefield.
Rev. M. B. Lowrie, Omaha.
Rev. Luther P. Ludden, Lincoln.
Mr. and Mrs. W. E. Nichol, Minden.
Mrs. E. Peckham, Lincoln.
Prof. H. M. Steidlev, Lincoln.
Mr. George G. Wallace, Omaha.
NEVADA
Rev. Charles Leon Mears, Reno.
Miss Belle Stanley, Reno.
Miss Dora Stanley, Reno.
Official List of Dcligates
693
NEW BRUNSWICK
Miss Lena G. Babbitt, Lower Bur-
ton.
Rev. Frank Baird, M.A., Sussex.
Rev. Joseph H. Brownell, Little
Shemogue.
Miss Almeda Burchill, Hibernia.
Rev. and Mrs. W. Camp, Sussex.
Mis5 Minnie Colpitts, M.A., Sussex.
Rev. A. D.Dewdney.D.D., St. John.
Miss Dorotliy Donald, Moncton.
Mr. H. Ashley Estabrooks, Upper
Gaoretown.
Miss Bessie Estabrooks, Upper Gage-
town.
Miss Stella M. Estabrooks, Upper
Gagetown.
Mr. E. M. Ganong, St. Stephen.
Rev. J. B. Ganong, B.D., Sussex.
Rev. A. M. Hubly, Belleville.
Mr. E. R. Machum, St. John.
Miss Belle McLean, St. John.
Rev. B. H. Nobles, Sussex.
Mr. Hunter Parsons, St. John.
Mr. and Mrs. Robert Reid, St.
John.
Rev. J. C. Robertson, B.D., Mill-
town.
Rev. W. A. Ross, M.A., Moncton.
Mr. T. S. Simms, St. John.
Mrs. Viola B. Slipp, Hampstead.
Mr. and Mrs. J. Willard Smith, St.
John.
Miss Annie C. Willet, Brookville
Station.
NEWFOUNDLAND
Mr. Charles P. Ayre, St. John's.
Mr. and Mrs. George A. Butfett,
Grand Bank.
Mr. H. Norman Burt, St. John's.
Rev. T. B. Darby, B.A., Fortune.
Miss Annie Dove, St, John's.
Miss Lockhart, St. John's.
Judge Penny, Carbonear.
Mr. William J. Scott, Twillingate.
NEW HAMPSHIRE
Principal George W. Bingham,
Derry.
Rev. A. E. Draper, Groveton.
Miss Minnie M. Duncan, Claremont.
Mr. and Mrs. W. G. Everett, Man-
chester.
Mr. and Mrs. W. F. French, Milford.
Mr. and Mrs. Alvin Greene, Green-
ville.
Mr. W. C. Landis, Lakeport.
Mrs. J. B. Lemon, Manchester.
Miss Minnie E. Littlefield, Man-
chester.
Mr. N. T. Platts, Manchester.
Rev. J. G. Robinson, Dover.
Miss Clara E. Rowell, Franklin.
Rev. J. W. Scribner, Melvin Village.
Rev E. B. Stiles, Center Sandwich.
Rev. and Mrs. B. H. Tilton, East
Tilton.
Rev. R. E. Thompson, Franklin
Falls.
Mr. and Mrs. Harrie E. Waite, Con-
cord.
NEW JERSEY
Miss Josephine L. Baldwin, Newark.
Mr. and Mrs. Edward W. Barnes,
Perth Amboy.
Mrs. J. Woodbridge Barnes, Newark.
Rev . William R. Burrell, Living-
ston.
Mr. Philip Case, Somerville.
Mr. Thomas Clements, Nutley.
Mr. and Mrs. William L. Condit,
Hoboken.
Mr. and Mrs. George H. Corfield,
Jersey City.
Miss Florence Cromer, Bimiinghani.
Mr. and Mrs. H. Grinnell Disbrow,
Bloomfield.
Mr. Robert H. Doherty, Jersey City.
Mr. and Mrs. Adolf L. Engelke,
Englewood.
Rev. E. Morris Fergusson, Newark.
Mr. and Mrs. James V. Forster,
Jersey City.
Miss M. C. Garland, Hoboken.
Mrs. F. A. Garland, Hoboken.
Miss Rena Hilliard, Manahawkin.
Mr. and Mrs. A. P. Hopper, Ridge-
wood.
Mr. George W. Hughes, Woodbury.
Rev. Jesse Lyman Hurlbut, D.D.,
South Orange.
Mrs. Emily C. Kinch, South Orange.
Mrs. H. A. Lippincott, Pemberton.
Rev. John Francis Morgan, Jersey
City.
Miss Anna R. Nesom, Phillipsburg.
Mr. and Mrs. Joseph W. Newell, Bir-
mingham.
Miss Elizabeth D. Paxton, Prince-
ton.
Mrs. Alonzo Pettit, Elizabeth.
Rev. Samuel D. Price, Shrewsbury.
Rev. and Mrs. E. G. Read, Somer-
ville.
Miss Aimee L. Rogers, Newark.
Mr. U. Cutler Ryerson, Newark.
Mr. H. G. Shaw, Newark.
Rev. Frank A. Smith, Haddonfield.
Miss Effie Sinclair, Birmingham.
Miss Marion Thomas, Newark.
Miss Nellie Thomas, Newark.
Mr. Simeon D. Turton, Newark.
Mrs. Andrew L. Watson, Nutley.
Mr. E. F. Westcott, Newark.
Rev. and Mrs. J. B. Westcott,
Pleasant ville.
Rev. Francis Peet Willes, Elizabeth.
Mrs. Oliver C. Wilson, Newark.
NEW MEXICO
Mr. E. M. Bvillard, Albutiuerque,
694
Tables mid Appendices
NEW YORK
Dr. Otis H. Babbitt, Auburn.
Mr. J. V. Baker, Gouverneur.
Rev. O. S. Baketel, New York City.
Miss Jessie Barr, Brooklyn.
Mr. W. G. Barrows, Syracuse.
Mr. and Mrs. Grant L. Bice, Syra-
cuse.
Mr. and Mrs. Charles D. Blackmon,
Rochester.
Rev. Andrew M. Brown, McGraw.
Mr. Frank L. Brown, Brooklyn.
Miss Elizabeth M. Brown, Warsaw.
Rev. S. R. Brown, Groveland.
Rev. George A. Brock, Stockport.
Mrs. Fannie H. Carr.
Mr. Kendall B. Castle, Rochester.
Rev. and Mrs. H. T. Chadsey, Lock-
port.
Rev. E. E. Chivers, D.D., New York
City.
Mr. Leon Cole, Barker.
Rev. Charles M. Collins, New York
City.
Mr. and Mrs. A. H. Corwin, New
York City.
Miss Lillie R. Corwin, Rochester.
Rev. Alton H. Cowles, Buffalo.
Miss Minnie D. Crosier, Syracuse.
Mr. and Mrs. Will T. Damon, Buf-
falo.
Rev. and Mrs. John B. Devins, New
York City.
Mr. Richard D. Dodge, Brooklyn.
Miss Anna Dodge, Belmont.
Miss Minnie E. Dougherty, Hart-
ford, Conn.
Mr. Thomas Dransfield, Rochester.
Dr. W. A. Duncan, Syracuse.
Mr. J.Donald Dunlop, Spring Valley.
Rev. E. Herbert Dutton, Buffalo.
Rev. William M. Dve, Gainesville.
Dr. M. B. Eshleman. Buffalo.
Mis. Dora Fenner, Buffalo.
Mrs. Frederick Flower, Syracuse.
Rev. William J. Ford, Syracuse.
Mrs. Gertrude S. Foreman, Albion.
Rev. S. A. Freeman, Lyndonville.
Mr. James C. Garrison, Waterloo.
Mrs. Edgar F. George, Freeville.
Rev. O. P. Gifford, D.D., Buffalo.
Rev. Walter L. Green, Alfred.
Mrs. A. L. Greenmour, Utica.
Rev. J. Willard Griffith, Buffalo.
Mr. E. A. Hill, Syracuse.
Mr. H. C. Holcomb, Portielle,
Mrs. M. J. Horn, Utica.
Mr. M. A. Hudson, Syracuse.
Mrs. N. E. Hutchens, Canandaigua.
Prof. F. H. Jacobs, New York.
Prof. Henry S. Jacoby, Ithaca.
Rev. Georre C. Jones, Elba.
Mr. T. H. King, Trumansburg.
Mr. W. W. King, New Rochelle.
Mr. and Mrs. L. W. Kinzly, Lock-
port.
Mr. and Mrs. Nathaniel Laird, New
Y(jrk City.
Mrs. J. W. Lerman, New York City.
Mr. William G. Lightfoote, Canan-
daigua.
Mrs. S. W. Lincoln, New York City.
Miss C. L. Loomis, Utica.
Rev. John T. McFarland, New York
City.
Rev. E. E. Merring, Fayetteville.
Rev. Henry H. Meyer, New York
City.
Mr. John Ward Mile?, New York
City.
Miss Mary Moall, Barnard.
Mr. James H. Morse, Svracuse.
Mrs. M. F. Mudge, Johnson Creek.
Mr. J. B. Murray, Yonkers.
Rev. George Nicholls.
Mr. George F. Nieman, Lockport.
Mr. and Mrs. T. Otto, Syracuse.
Mrs. Julia C. Ostrander, Brooklyn.
Mrs. Harnet L. Owen,
Mr. Smith Parish, Portville.
Mr. and Mrs. Eli G. Partridge,
Bronx.
Mr. C. E. Patterson, Rochester.
Rev. O. B. Pershing, Niagara Falls.
Rev. J. J. Phelps, Trumansburg.
Mr. and Mrs. D. L. Pierson, Brook-
lyn.
Mr. William D. Porter, New York
City.
Rev. James Watt Raine, Riverhead.
Rev. Daniel Redmond, Avoca.
Rev. Jay Forbes Robinson, Ham-
burg.
Mr. and Mrs. A. H. Rogers, Glov-
ers ville.
Mr. and Mrs. A. J. Rumsey.Batavia.
Rev. A. F. Schauftler, D.D., New
York.
Mr. P. D. Schuyler, Syracuse.
Miss Nettie A. Service, Warsaw.
Mr. C. F. Sherman, Mt. Vernon.
Mrs. S. W. Sherwood, Cortland.
Mr. Robert Scott, New York City.
Mrs. J. R. Simmons, Hammonds- .
port.
Mr. W. Carlvle Smith, Oswego.
Miss Flora E. Smith, New York City.
Rev. C. A. Spalding, Middleport.
Robert E. Speer, New York City. /
Mr. Benjamin StaiT, Homer.
Rev. George B. Stewart, D.D., Au-
burn.
Mrs. L. K. Stewart, Buffalo.
Mr. and Mrs. H. A. St. John, Ithaca.
Prof. Edward P. St. John, Pratts-
burg.
Miss Anna E. Strain, Niverville.
Rev. W. T. Tavlor, Albion.
Mr. W. S. Tavlor, Jefferson.
Mr. Charles B. Tefft, M.D., Utica.
Mr. George B. Thompson, Lockport.
Miss Grace B. Tompkins, New York
Citv.
Rev. George H. Triill, New York
Citv.
Rev. F. E. Van Wie, Sherman.
Miss Mary Jean Voak, Canandaigua.
Official List of Delegates
695
NEW YORK (Continued)
Mrs. Anna Voege, Brooklyn.
Miss Frances S. Walkley, Univer-
sity Blk., Syracuse.
Mr. Fred S. Walts, Watertown.
Mr. Fred E. Welsher, Gasport
Mrs. W. W. Wheeler, Syracuse.
Mir,s Mary Whitbeck, Kinderhook.
Rev. William C. Whitford, Alfred.
Rev. E. R. William, Arcade.
Mrs. C. H. Wood worth, Bufifalo.
NORTH CAROLINA
Rev. R. M. Andrews, Greensboro.
Miss Addie Belle Barron, Charlotte.
Mrs. A. C. Barron, Charlotte.
Miss Dora Barron, Charlotte.
Mr. and Mrs. J. J. Bernard, Raleigh.
Miss Sallie Bethune, Charlotte
Miss Martha E. Blair, High Point
Mrs. C. R. Boone, Raleigh.
Mr. J. M. Broughton, Raleigh.
Mr. and Mrs. N. B. Broughton,
Raleigh.
Mr. Z. T. Broughton, Wilson.
Mrs. Simons Clarkson, Charlotte.
Rev. George L. Cook, Charlotte.
Prof, and Mrs. George H. Crowell,
High Point.
Mr. George H. Crowell, High Point
Prof, and Mrs. W. M. Cundiff, Si-
loam.
Mrs. R. T. Gowan, Raleigh.
Rev. P. H. Gwynn, Charlotte.
Miss Fannie S. Harris, Charlotte.
Miss Kate V. Harris, Charlotte.
Mr. and Mrs. F. J. Holloway,
Raleigh.
Miss Edna Holloway, Raleigh.
Miss Luella Holloway, Raleigh.
Miss Jessie Holloway, Raleigh.
Mrs. Mary J. Jackson, Kinston.
Mr. Thomas P. Johnston, Jr., Salis-
bury.
Mr. and Mrs. T. P. Johnston, Salis-
bury
Mr. C. F. Lindsay, Lexington.
Rev. J. Walter Long, Dobson.
Mr. J. R. Mendenhall, Greensboro.
Rev. R. A. Miller, Lowell.
Mr. H. A. Mofhtt, High Point.
Mr. W. D. Mofifitt, Lexington.
Mrs. Henrietta Phillies, Kinston.
Miss Maud Reid, Raleigh.
Mr. and Mrs. George W. Watts,
Durham.
Prof, and Mrs. L. D. Watson, Ral-
eigh.
Miss Annie Worth, Raleigh.
NORTH DAKOTA
Rev. E. J. Bechtel, Cavalier.
Mr. and Mrs. W. A. Caldwell, M<i-
nango.
Mr. C. D. Gambrell, Wyndmere.
Mrs. Dr. Grassick, Buxton.
Miss Etta Haase, Hillsboro.
Mrs. S. P. Johnson, Grand Forks.
Mr. W. J. Lean, Joliette.
Mrs. C. A. Macnamara, Fargo.
Miss Ida Macnamara, Fargo.
Mr. John Orchard, Fargo.
Rev. and Mrs. P. A. Scott, Wheat-
land.
Rev. and Mrs. C. F. Sewery, Harvev.
Mr. V. E. Stenerson, Minot.
Mr. George Trichler, Niagara.
Mrs. A. D. Tripp, Minot.
Mr. C. H. Wunn, Cogswell.
NOVA SCOTIA
Mr. and Mrs. A. E. Blois, Shuben-
acadie.
Miss Irene Colquhoun, Clark's Har-
bor.
Miss L. M. Colquhoun, Clark's Har-
bor.
Mr. C. E. Creighton, Halifax.
Principal R. A. Falconer, D. Litt.,
Halifax.
Mr. Peter Eraser, Pictou.
Mr. and Mrs. J. C. Harlow, Amherst.
Mr. H. L. Hewson, Amherst.
Miss Ethel M. Hiltz, Dartmouth.
Mr. W. P. King, Traro.
Neil MacLean, Sydney Mines.
Mr. and Mrs. John Mowat, Pictou
Mr. and Mrs. Stuart Muirhead, Hali-
fax.
Mrs. J. A. Silver, Lunenburg.
Miss A. M. Smith, Amherst.
Miss Elma Smith, Lunenburg.
Miss Lolita M. Smith, East Sydney.
Miss Lizette Smith, Lunenburg.
Mr. Walter Stewart, Sydney Mines
Mr. Alex. Sutherland, Forest Glen.
Mr. Harvey Thome, Dartmouth.
Rev. W. M. Tufts, D.D., Steelarton.
Miss Marion Wathen, Harconrt,
N. B.
Dr. Frank Woodbury, Halifax.
Rev. David Wright, Springhill.
Mrs. W. A. Zwicker, Lunenburg.
OHIO
Mr. E. G. Adams, Plain Citv.
Rev. Ernest Bourner Allen,' Toledo.
Miss Ida Andrews, Toledo
Rev. S. C. Bates, Ph.D., Harrison.
Miss Laura B. Bayless, Wilmington.
Mr. Ellsworth M. Beard, Toledo
Rev. R. R. Bigger, Ph.D., Massillon.
Miss Mary Bosse, Loveland
Miss Anna Caldwell, Glenville
Mrs. A. D. Campbell, Cleveland.
Mrs. C. E. Carroll, Cleveland.
Miss Erva E. Carver, Freeport
Dr. and Mrs. R. W. Chalfant, Belle-
fontaine.
Miss Bertha Christian,
Dr. and Mrs. Joseph Clark, Colum-
bus.
Mr. William H. Cline, Norwalk
Miss Nellie H. Copeland, Columbus.
696
Tables and Appendices
OHIO (Continued)
Col. and Mrs. Robert Cowden, Day-
ton.
Mr. and Mrs. A. H. Cross, Cleveland.
Rev. William M. Curry, Lima.
Mrs. Phebe A. Curtiss, Columbus.
Mrs. M. H. Davis, Toledo.
Mr. F. Diehl, Woodsfield.
Mr. L. L. Doud, Norwalk.
Miss Mary E. Donaldson, Cleveland.
Rev. and Mrs. H. A. Dowling, Co-
lumbus.
Rev. J. Fletcher Dyer, Youngstown.
Mr. and Mrs. F. H. Ellenberger,
Cleveland.
Mr. and Mrs. W. A. Eudaly, Cin-
cinnati.
Miss Clara Louise Ewalt, Columbus.
Mr. A. D. Fowler, New Lexington.
Mr. J. C. Fuhr, Williamsburg.
Rev. Levi Gilbert, D.D.. Cincinnati.
Miss Jeanette Gill, North Lima.
Mr. M. J. Grable, Cleveland.
Mr. J. L. Graham, Lancaster.
Mr. and Mrs. C. T. Griffith; Shawnee.
Mrs. F. Harris, Kennedy.
Rev. William B. Hartzog, Cleveland.
Rev. John Clark Hill, D.D., Spring-
field.
Mr. Wilson A. Holmes, Granville.
Mr. Edward S. Jaines, Columbus.
Mr. G. C. Kelley, Lima.
Miss Mabel Kellev, Springfield.
Rev. Ellen R. King, Smithfield.
Rev. E. F. Knickerbocker, Wooster.
Mr. M. W, Laird, Middlefield.
Mr. Marion Lawrance, Toledo.
Rev. E. S. Lewis, D.D., Columbus.
Rev. Byron R. Long, Ashtabula.
Mr. B. J. Loomis, Jefi^erson.
Miss Grace McClurg, Lima.
Mr. John McGarey, Xenia.
Mrs. Ida C. Mannon, Oregonia.
Rev. M. B. C. Mason, D.D., Cin-
cinnati.
Mr. Luther Mitchell, Dublin.
Miss Anna C. Mindlinp, Waterford.
Rev. and Mrs. H. H. Monninger,
Steubenville.
Mr. and Mrs. A. A. Moore, Barber-
ton.
Mr. and Mrs. J. M. Parker, Nelson-
ville.
Miss Eliza H. Patton.
Miss Addie Persons, Glenville.
Rev. William A. Powell, Toledo.
Rev. Gerald R. Richards, Toledo.
Mr. W. H. Radebaugh, Lancaster.
Mr. and Mrs. Stanley Robinson,
Cleveland.
Mr. James Schlappi, Delta.
Mr. L. Schumacher, Woodsfield.
Mr. C. W. Shinn, Columbus.
Prof. E. L. Shuey, Dayton.
Mrs. S. H. Skinner, Cleveland.
Rev. P. E. Smoke, Lorain.
Mr. Howard Spangler, Clinton.
Mr. Fred Starr. Toledo.
Mr. and Mrs. C. F. Strecker, Mari-
etta.
Mr. C. Lloyd Strecker, Marietta.
Miss Bessie Stukey, Lima.
Mr. and Mrs. E. H. Tussing,Delphos.
Rev. William F. Weir, Ashtabula.
Mr. J. B. Whitney, Painesville.
Mr. Edward L. Young, Norwalk.
OKLAHOMA
Dr. L. Haynes Buxton, Oklahoma
City.
Miss Elvira E. Clark, Hobart.
Miss Frances Crocker, El Reno.
Mrs. S. H. Cuthbert, Kingfisher.
Miss May Oakland Graham, Noble.
Mr. E. A. Lawless, Deer Creek.
Mrs. Frances Miller, Brule.
Miss Nina F. Palmer, Guthrie._
Mrs. Dr. Richardson, Union City.
Mr. James A. Robertson, Jr., Luther.
Rev. O. W. Rogers, Medford.
William Rogers, Medford.
ONTARIO
Rev. Dr. S. S. Bates, Toronto.
Rev. J. R. Bell, B.A., Laurel.
Mr. D. B. Best, Magnetawan.
Mr. John W. Bickle, Cobourg.
Mr. Ezra A. Brown, Woodstock.
Rev. Bernard Bryan, Toronto.
Rev. R. N. Burns, B.A., Brampton.
Mr. James R. Cavers, Galr.
Mr. Hiram W. Chamberlain, Ottawa.
Hon. William Mortimer Clark, K.C.,
LL.D., Ontario.
Mr. R. W. Clarke, Millbrook.
Rev. Canon H. J. Cody, D.D., To-
ronto.
Mr. W. J. Dunster, Kintore.
Mr. and Mrs. T. S. Edwards, Iro-
quois.
Mr. H. M. Fletcher, Toronto.
Rev. R. Douglas Eraser, M.A.,
Toronto.
Rev. W. Frizzell, Ph. B., Toronto.
Rev. Canon Greene, Orillia.
Mr. W. Hamilton, Toronto.
Mr. and Mrs. E. A. Hardy, Toronto.
Mr. and .Mrs. T. F. Harrison, Kings-
ton.
Rev. W. H. Harvey, B.A., Brant-
ford.
Rev. W. E. Hassard, B.A., B.D..
Toronto.
Rev. W. H. Hincks, B.A., LL.B .
Toronto.
Mr. J. R. Hipwell, Alliston.
Mr. and Mrs. Isaac Hord, Mitchell,
Mr. W. N. Hossie, Brantford.
Rev. Fred E. Howitt, Hamilton.
Mrs. Tames L. Hughes, Toronto.
Mr. H. C. Hunt, Belleville.
Rev. T. B. Hyde, Toronto.
Mr. and Mrs. J. A. Jackson, Toronto.
Rev. W. Wesley Jones, Cloyne.
Mr. William Johnson, Belleville.
Official List of Delegates
697
ONTARIO (Continued)
Mr. E. J. Joselin, Toronto
Mr. E. D. Lang, Berlin.
Rev. Asher P. Latter, Sudbury.
Rev. Alex. MacGillivray, Toronto.
Mr. J. A. McCrea, Guelph.
Mr. D. A. McDermid, London.
Mr. A. Mclnncs, Vankleek Hill.
Mr. William McRae, Guelph.
The Hon. Mr. Justice J. J. Maclaren.
D.C.L., LL.D., Toronto.
Rev. Robert Martin, B.A., Strat-
ford.
Mr. H. P. Moore, Acton.
Mr. S. J. Moore, Toronto.
Rev. J. W. Newberrv, Elcho.
Rev. Randolph F. Nie, M. A., Homer.
Mr. W. M. Orr, Fruitland.
Mr. John A. Paterson, K.C., To-
ronto.
Rev. F. H. Perrv, D.D., Toronto.
Rev. Joseph Philp, B.D., Ph.B.,
Kincardine.
Rev. James G. Potter, B.A., Peter-
boro.
Rev. John Potts, D.D., Toronto.
Rev. and Mrs. J. J. Redditt,Toronto.
Mr. W. J. Scott, Lancaster.
Rev. S. Sheldon, Toronto.
Mr. D. L. Sinclair, Toronto.
Rev. Wrav R. Smith, Arthur.
Rev. W. Sparling, D.D., Toronto.
Mr. O. B. Stanton, Toronto.
Hon. J. W. St. John, Toronto.
F. Tracy, B.A., Ph.D., Toronto.
Mr. F. H. Torrington, Toronto.
Mr. P. C. Trebilcock, Bowmanville.
Mr. Joel Thurney, Streetsville.
Rev. J. K. Unsworth, Hamilton.
Mr. Thomas Urquhart, Toronto.
Rev. L. H. Wagner, Berlin.
Rev. W. G. Wallace, D.D., Toronto.
Mr. R. F. Willis, Uxbridge.
Mr. Thomas Yellowlees, Toronto.
OREGON
Mr. A. A. Mors?, Portland.
PENNSYLVANIA
Mr. and Mrs. Charles S. Albert,
Philadelphia.
Mr. N. T. Arnold, Ridgway.
Dr. George W. Bailey, Philadelphia.
Mr. S. P. Barr, Grove City.
Rev. C. P. Bastian, Littlestown.
Miss Maude E. Baumgardner, Wells
Tannery.
Prof. William Beery, Huntingdon.
Mr. James Riley Bergey, Doyles-
town.
Rev. and Mrs. C. R. Blackall, Phila-
delphia.
Rev. S. S. Blough, Pittsburg.
Mr. and Mrs. J. Andrew Boyd,
Wilkesbarre.
Mrs. S. J. Brice, Philadelphia.
Mr. John S. Brown, Warren.
Prof. M. G. Brumbaugh, Ph.D.,
Philadelphia.
Mrs. Margaret W. Bryan, Philadel-
phia.
Mr. William H. Benson, Colhngdale.
Mrs. James W. Campbell, Glenshaw.
Rev. George Cavanagh, South Wil-
liamsport.
Rev. R. L. Clark, Lancaster.
Miss Cora N. Coates, Philadelphia.
Mr. W. L. Corrin, Oil City.
Mr. Percy L. Craig, Newcastle.
Mr. Henry C. Craner, Williamsport.
Rev. and Mrs. R. Crittenden, Belle-
fonte.
Miss Florence H. Darnell, Philadel-
phia.
Rev. and Mrs. Edwin H. Delk,
Philadelphia.
Mrs. D. F. Diefenderfer, Erie.
Miss Marion P. Dingee, Philadel-
phia.
Mr. and Mrs. D. R. Donald, Pitts-
burg.
Dr. and Mrs. S. L. Drcibclbics, Rcad-
Mr. Hermon Eldredge, Erie.
Mrs. A. L. Ent, Bloomsburg.
Rev. R. L. Erhard, Clearfield.
Miss E. H. Evans, Norristown.
Mr. E. A. Feight, Roaring Spring.
Miss Alice B. Feight, Roaring
Spring.
Mr. and Mrs. Alexander T. Findley,
Altoona.
Miss Margaret Fleming, Philadel-
phia.
Prof, and Mrs. Eugene C. Foster,
Philadelphia.
Mr. J. Howard Gerhart, Telford.
Mr. and Mrs. S. E. Gill, Pittsburg.
Rev. and Mrs. Ulysses S. Greves,
Pittsburg.
Mr. L. Morrill Hainer, Norristown.
Rev. and Mrs. L. W. Hainer, Nor-
ristown.
Miss Edith L Haldeman, Philadel-
phia.
Miss Alice B. Hamlin, Pittsburg.
Mr. H. J. Heinz, Pittsburg.
Rev. and Mrs. Alexander Henry,
Philadelphia.
Miss Adaline Henry, Philadelphia.
Mr. W. H. Hirst, Philadelphia.
Miss Katharine Hoffman, Lebanon.
Mr. Albert P. Hughes, Philadelphia.
Mr. Vernon Hull, Hillsgrove.
Rev. B. J. Hummel, Claysville.
Mr. J. C. Humphrey, Philadelphia.
Rev. Charles F. Irwin, West Mid-
dlesex.
Mrs. Margaret C. Jackson, Philadel-
phia.
Mr. and Mrs. James W. Kinnear,
Pittsburg.
Mr. and Mrs. W. G. Landes, Lans-
downe.
Dr. and Mrs. Frank W, Lange,
Philadelphia.
698
Tables and Appendices
PENNSYLVANIA (Continued)
Mrs. D. W. Lansing, Scranton.
Mr. William D. Launiaster, Dan-
ville.
Mr. William C. Lille y, Pittsburg.
Miss Ermina C. Lincoln, Philadel-
phia.
Mr. and Mrs. T.H. Lippiatt, Shamo-
kin.
Mr. A. Lukenback, Belief unte.
Mr. E. D. McCaffertv, Pittsburg.
Miss Anna M. McClure, West Ches-
ter.
Rev. and Mrs. Henry C. McCuok,
Devon.
Mr. and Airs. E. E. McCurdy, Leb-
anon.
Mr. and Mrs. Oscar McCurdy, Pitts-
burg.
Mr. George McMillan, Washington.
Rev. J. W. Martin, Ph.D., Canton.
Mr. D. H. Miller, Kane.
Rev. J. R. Miller, D.D., Philadel-
phia.
Rev. R. J. Miller, D.D., Pittsburg.
Rev. Rufus W. Miller, D.D., Phila-
delphia.
Miss Ehzabeth Moore, McCallister-
ville.
Hon. and Mrs. Thomas H. Mvirray,
Clearfield.
Rev. John H. Mortimer, Williams-
port.
Rev. Charles A. Oliver, York.
Mrs. William Patterson, Philadel-
phia.
Rev. J. G. Patton, Washington.
Mr. E. N. Phillips, Coraopolis.
Mr. George May Powell, Philadel-
phia.
Mr. and Mrs. J. A. F. Randolph,
Waynesburg.
Mr. and Mrs. C. E. Rauch, Lebanon.
Mr. John N. Reseigh, Pittsburg.
Rev. Edwin Wilbur Rice, D.D.,
Philadelphia.
Rev. George W. Richards, D.D.,
Lancaster.
Mrs. M. B. Richardson, Philadel-
phia.
Miss Helen Roberts, Norristown.
Rev. W. H. Roberts, D.D., LL.D..
Philadelphia.
Miss Martha E. Robison, Lebanon.
Rev. M. M. Rodgers, Vanport.
Mr. H. I. Romig, Beaver Springs.
Mr. William Rounsley, Millerstuwn.
Mr. A. D. Sallee, Pittsburg.
Rev. William C. Shaeffer, D.D..
Lancaster.
Rev. Ambrose M. Schmidt, Belle-
fonte.
Mr. and Mrs. William H. Scott,
Philadelphia.
Miss Martha P. Scott, Philadelphia.
Miss Helen P. Scott, Philadelphia.
Miss Dorothy Scott, Philadelphia.
Mr. John H. Scribner, Philadelphia.
Rev. Joseph Showersi Claysville.
Mr. and Mrs. J. L. Slater, Pittsburg,
Rev. J. S. Stahr, D.D., Lancaster.
Mr. Horace H. Strunk, Philadelphia
Prof. E. A. Smith, Ph.D., Meadville.
Mr. Allan Sutherland, Philadelphia.
Rev. and Mrs. Floyd Tomkins, Phil-
adelphia.
Mr. and Mrs. C. G. Trumbull, Phila-
delphia.
Mr. Rossman I. Vail, Scranton.
Prof. A. B. Van Ormcr. Norwood.
Rev. Scott R. Wagner, Allentown.
Mr. William C. Walker, Ambler.
Miss Elma L. Walker, Ambler.
Mr. John Walton, Philadelphia.
Rev. C. A. Waltman, Blaine.
Rev. E. B. Walts, Williamsport.
Mr. James G. Wiester, Wilkinsburg.
Rev. and Mrs. C. E. Wilbur, Pitts-
burg.
Mr. and Mrs. Samuel P. Wishart,
Wells Tannery.
Rev. and Mrs. James A. Wordcn,
Philadelphia.
Mr. D. W. Wylie, Piltsburg.
Mr. Samuel Young, Pittsburg.
Miss Edna Young, Pittsburg.
PRINCE EDWARD ISLAND
Rev. and Mrs. A. D. Archibald,
Summerside.
Mrs. E. R. Steele, Alberton.
QUEBEC
Prof. Henry F. Armstrong, Mon-
treal.
Mr. George N. Burnie, Montreal.
Rev. Edgar T. Capel, Montreal.
Mr. and Mrs. J. H. Carson, Montreal.
Mr. James H. Cayford, Westmount.
Miss Eva Clark, Montreal.
Miss Laura Clark, Montreal.
Miss Elsie Mav Cushman, Hull.
Mr. St&wart W. Cuthbert, Montreal.
Miss Christina Davidson, Montreal.
Miss Alice G. Davis, Montreal.
Mr. C. W. Davis, Montreal.
Miss Agnes R. Edwards, Shcrbrooke.
Rev. C. R. Hager, D.D., Hongkong,
China.
Rev. T. A. Halpenny, B.A., Mon-
treal.
Mr. J. W. Huntzberger, Montreal.
Mr. J. W. Kilgour, Beauharnois.
Mr. J. W. Knox, Montreal.
Mr. and Mrs. Seth P. Leet, Montreal.
Mr. and Mrs. J. R. Lowden, Mon-
treal.
Miss J. C. Lowden, Montreal.
Rev. and Mrs. W. W. McRae, Dun-
dee Centre.
Rev. Isaac Norman, Yarm.
Miss S. A. Phillips, Montreal.
Mr. William R. Price, Sherbrooke.
Mr, A. W. Ramsay, Montreal.
Official List of Delegates
699
QUEBEC (Continued)
Rev. E. I. Rexford, LL.D., Mon-
treal.
Rev. William J. Shaw, LL.D., Mon-
treal.
Rev. J. C. Thomson, M.D., Mon-
treal.
Miss W. Watson, Mvstic.
R.ev. George H. Williams, Quebec
City.
RHODE ISLAND
Rev. Daniel L. Bennett, Washing-
ton.
Mrs. C. E. Blake, Barrington.
Mrs. Marv S. Brown, Providence.
Mr. and Mrs. C. W. Calder, Provi-
dence.
Mr. Frederick P. Church, Barring-
ton Center.
Mr. and Mrs. Charles M. Cole, New-
port.
Miss Elizabeth B. Gibbs, Provi-
dence.
Mr. M. T. Kinyon, Pawtucket.
Rev. George E. Lombard, Wickford.
Mr. and Mrs. A. B. McCrillis, Provi-
dence.
Rev. and Mrs. William Pressey,
Ashton.
Miss Emma F. Read, East Provi-
dence.
Mr. T. W. Waterman, East Provi-
dence.
Mr. Albert Whitford, Westerly.
Mr. Benjamin Wilbur, South Scitu-
ate.
Mr. and Mrs. W. B. Wilson, Provi-
dence.
SOUTH CAROLINA
Miss Margaret Anderson, Rock Hill.
Miss Lottie Barron, Rock Hill.
Mr. and Mrs. D. L. Bryan, Columbia.
Rev. T. P. Burgess, Edgefield.
Mrs. M. A. Carlisle, Newberry.
Mr. J. C. Cork, Rock Hill.
Mr. B. W. Crouch, Saluda.
Mr. and Mrs. S. B. Ezell, Spartan-
burg.
Miss Pearl Fewell, Rock Hill.
Rev. D. M. Fulton, Darlington.
Mr. Allen J. Graham, Greenville.
Mr. I. W. Gray, Woodruff.
Mr. S. C. Hodges, Greenwood.
Miss Magaret Hudgens, Honeapath.
Prof. William T. Lander, Green-
wood.
Mr. J. H. McMurray, Fort Mill.
Mr. and Mrs. J. P. McNeill, Florence.
Rev. Will B. Oliver, Florence.
W. E. Pelham, Newberry.
Dr. B. H. Rutledge, Florence.
Prof. James A. B. Scherer, Ph.D.,
LL.D., Newberrv.
Miss Lily Earle Sadler Rock Hill.
Rev. J. W. Shell, Spartanburg.
Miss Gertrude Simpson, Prosperity.
Rev. T. W. Sloan, Greenville.
Mr. J. Adger Smyth, Jr., Pelzer.
Rev. J. M. Steadman, Gaffney.
Miss Mamie vSteele, Rock Hill.
Rev. James Henle vThomwell, D.D.,
Fort Mill.
Miss Nannie Thorn well. Fort Mill.
Miss Roberta Wardlaw, Darlington.
Mr. Edward A. Wavne, Columbia.
Rev. W. E. Wilkins, Columbia.
Mr. R. Evans Wylie, Lancaster.
Miss Juanita Wylie, Lancaster.
SOUTH DAKOTA
Mr. D. D. Frederick, Sioux Falls.
Mr. W. G. Frederick, Sioux Falls.
Mr. T. H. Hagen, Htxron.
Rev. and Mrs. F. P. Leach, Sioux
Falls.
Miss Olive M. Leach, Sioux Falls.
Mr. Charles N. Madeen, Centerville.
TENNESSEE
i^er-- James Atkins, D.D., Nash-
ville.
Miss Jennie Anderson, Memphis.
Mr. J. E. Annis, Chattanooga.
Rev. George O. Bachman, Good-
lettsville.
Miss Nellie Behm, Chattanooga.
Mr. and Mrs. George W. Boddie,
Gallatin.
Miss Martha Briggs, Memphis.
Mr. William K. Brother, Knoxville.
Mr. R. W. Caldwell, Gallatin.
Miss Lidie M. Carr, Memphis.
Miss Narcie M. Carr, Memphis.
Miss Guinn Cate, Chattanooga.
Mr. and Mrs. John T. Chandler,
Memphis.
Rev. O. T. Finch, Memphis.
Miss Corena Flinn, Chattanooga.
Rev. and Mrs. H. M. Hamill, Nash-
ville.
Miss Glennie Headrick, Chattanooga.
Miss Mary E. Herron, Memphis. ^
Rev. William S. Jacobs, Nashville.
Miss Grace Johnson, Memphis.
Miss Mary Lake, Memphis.
Mr. E. E. McDavid, Finley.
Rev. John A. McKamy, Nashville.
Mr. J. W. McKinney, Memphis.
Alfred D. Mason, Memphis.
Rev. A. J. Meaders, Dyersburg.
Mr. H. R. Moore, Huntland.
Miss Lyda C. Moore, Memphis.
Miss Mamie Moore, Gallatin.
Mr. George W. Pardue, Gallatin.
Mr. W. W. Pardue, Gallatin.
Mr. and Mrs. W. H. Raymond, Nash-
ville.
Mrs. Rufus Reese, Gallatin.
Mr. Charles W. Rogers, McMinn-
ville.
Mrs. W. F. Roush, Memphis.
'OO
Tables and Appendices
TENNESSEE (Continued)
Mr. and Mrs. W. C. Sharon, Chat-
tanooga.
Miss EHzabeth Shields, Memphis.
Mr. and Mrs.W. F. Trousdale, Nash-
ville.
Miss K. Trimple, Nashville.
Rev. and Mrs. I. J. Van Ness, Nash-
ville.
TEXAS
Mr. John M. Allardyce, San Antonio.
Mrs. F. G. Baldwin. Dallas.
Mr. Marvin Blackmon, Terrell.
Miss Laura Bouldin, Fort Worth.
Mr. and Mrs. W. G. Breg, Dallas.
Miss Laura Conner, Fort Worth.
Mr. W. M. Crow, Dallas.
Mr. and Mrs. W. L. Diamond, Dallas.
Mr. J. Farley, Dallas.
Miss Bessie Farlcv, Dallas.
Mrs. E. M. Goode, Dallas.
Mrs. Heard, San Antonio.
Miss E. Alice Holman, San Antonitj.
Miss Ida B. Holman, San Antonio.
Miss Florence M. Hubbard, Dallas.
Mrs. Nellie Jameson, San Antonio.
Mr. and Mrs. Charles D. Meigs, Dal-
las.
Miss Sarah L. Nicholas, White-
wright.
Mrs. W. Quebedeaux, Austin.
Mr. J. M. Ramsey, Austin.
Miss Jessie Rainsey, Austin.
Miss Harriet L. Ransom, Dallas.
Mr. Claude D. Scott, Dallas.
Miss Minnie Threadgill, Waco.
Mr. W. N. Wiggins, San Antonio.
Miss Beulah M. Wiggins, San An-
tonio.
Miss Ada Willeford, Seguin.
Miss Lena Williams, Salado.
Miss Margaret Williams, Salado.
UTAH
Mr. L. M. Gillilan, Salt Lake City.
VERMONT
Mr. C. S. Andrews, Barre.
Mr. A. A. Aseltine, Enosburg Falls.
Rev. Robert J. Barton, Greensboro.
Rev. J. S. Brown, Manchester Cen-
ter.'
Miss Anna Byington, Charlotte.
Mr. D. M. Camp, Newport.
Rev. and Mrs. E. M. Fuller, Bur-
lington.
Mr. and Mrs. J. A. Greenwood,
Rev. W. f. Miller, Grand Isle.
Mr. Frank A. Morse, West Rutland.
Mr. G, F. North, Burlington.
Mr. M. P. Perley, Enosburg Falls.
Mr. J. W. Pomeroy, Enosburg Falls.
Mr. Thomas Rose, Burlington.
Rev. G. W. Woodall, D.D., Pitts-
ford. ■ ■■ '
VIRGINIA
Mr. and Mrs. J, W. Borum, Norfolk.
Miss Jean Patton Cameron, Goshen.
Mr. and Mrs. DeWitt Crane, New-
port News.
Miss Grace G. Davis, Staunton.
Mr. B. A. Deffenbaugh, Long Glade.
Mr. and Mrs. C. J. Dorr, Newport
News.
Miss Ella J. Firebaugh, Rockbridge
Baths.
Mr. W. C. Garvin, Martinsville.
Mr. J. W. Grandy, Norfolk.
Miss Ella C. Hahn, Newport News.
Mr. John A. Jones, Long Glade.
Mr. and Mrs. J. R. Jopling, Dan-
ville.
Mr. A. Lee Knowles, Statmton.
Mr. Kinzlev G. Knowles, Staunton.
Rev. T. H.Lacey, D.D., Blackstonc.
Miss Edithe Lam, Lexington.
Rev. and Mrs. R. A. Lapsley, Ash-
land.
Mr. and Mrs. R. E. Magill, Rich-
mond.
Miss Marv Moore, Lynchburg.
Rev. A. 'L. Phillips, D.D., Rich-
mond .
Mr. and Mrs. George L. Stevens,
Norfolk.
Miss Pearl Tcter, Goshen.
Mrs. J. H. Valentine, Richmond.
Miss Myra A. Vendegrift, Newport
News.
Miss Agness Van Lear, Lipscomb.
Rev. H. A. Young, Goshen.
WASHINGTON
Prof, and Mrs. H. T. Coleman,
Spokane.
Mr. W. Ralph Cooley, Spokane.
Rev. W. O. Forbes, Portland, Ore.
Mr. James Lvnch, Seattle.
Rev. W. C. Merritt, Tacoma.
Rev. George R. Vamey, Belling-
ham.
WEST VIRGINIA
Mr. J. C. Bardall, Mounds ville.
Rev. and Mrs. Earle A. Brooks,
Waverly.
Miss Pattie Campbell. Longacre.
Miss Mayme Charlton, Mannington.
Miss Ora Dent, Mannington.
Mr. Thomas Evick, Ceredo.
Mr. W. H. Gilmore, St. Cloud.
Miss Martha V. Graham, Wheeling.
Miss Elizabeth M. Harlan, Manning-
ton.
Mr. and Mrs. E. B. Hawkins, Fay-
ette ville.
Mr. Myron Hubbard, Wellsburg.
Miss Louise P. Hubbard, Wheeling.
Dr. and Mrs. C. Humble, Parkers-,
burg.
Miss Ada C. Jepson, Wheeling,
Official TasI of Dclci^atcs
701
WEST VIRGINIA (Continued)
Miss Anna Frances McCuskey, Wav-
erly.
Rev. T. Marcellus Marshall, Stout's
Mills.
Miss Ada Morgan, Mannington.
Mr. and Mrs. L. W. Nuttall, Nut-
tallburg.
Rev. Oscar Lee Owens, Mannington.
Rev. N. A. Parker, Green Stdphur
Springs.
Daniel B. Purinton, Ph.D., LL.D.,
Morgantown.
Dr. M. M. Reppard, Middleboume.
Rev. W. J. Rutherford, St. Marys.
Mr. W. C. Shafer, Wheeling.
Miss Bird Stage, Eureka.
WISCONSIN
Mrs. H. E. Andrews, Portage.
Mrs. S. H. Anderson, Appleton.
Mr. C. H. Blom, Sheboygan.
Mrs. Nellie Bowstead, Milwaukee.
Miss Blanch Crow, Evansville.
Mr. and Mrs. Luther Davies, Osh-
kosh.
Mrs. H. L. Day, Eau Claire.
Miss Nellie Gist, Sheboygan. _ _.
Mr. and Mrs, F. Gasser, Prairie du
Sac.
Mr. T. M. Hammond, Milwaukee.
Mr. R. O. Irish, Fond du Lac.
Mrs. C. P. Jaeger, Portage.
Mrs. H. G. Lewis, Portage.
Miss M. E. McCumber, Fond du Lac.
Mrs. J. W. Morgan, Evansville.
Mr. Frank Proctor, Eau Claire.
Mr. and Mrs. Carroll Quimby, She-
boygan.
Miss Miriam Ritchey, Portage.
Mrs. J. H. Ritchey, Portage.
Mrs. J. H. Rogers, Portage.
Mrs. William S. Ross, Mineral
Point.
Mr. and Mrs. E. D. Stacy, Beaver
Dam.
Mr. W. H. Weber, Menomonie.
FOREIGN
Rev. Carey Bonner, London, Eng-
land.
Rev. Edward Brown, Aberdeen,
Scotland.
Rev. T. Rowatt Brown, Bigger,
Scotland.
Rev. Archibald Forder, Jerusalem,
Palestine.
Rev. Chauncey Murch, Luxor,
Egypt.
Colored Delegates Who Attended the Toronto Convention
ALABAMA
Mr. W. T. Breeding, Montgomery.
Rev. C. L. Fisher, Birmingham.
Rev. J. S. Jackson, Birmingham.
Rev. S. F. Kingston, Selma.
Mr. J. E. Lawrence, Montgomery.
Dr. W. H. Mixon, Selma.
Rev. N. N. Nealy, Montgomery.
Rev. E. J. Penney, D.D., Tuskegee.
GEORGIA
Rev. G. W. Arnold, Atlanta.
Prof. A. J. Davis, Atlanta.
Miss Ella E. Davis, Atlanta.
Miss Cora Findlay, Atlanta.
Miss Birdie Ford, Atlanta.
Mr. W. R. Gray, Atlanta.
Miss Julia Howard, Atlanta.
Miss Rhohena Jones, Atlanta.
Miss Bessie Landrum, Atlanta.
Miss Ella Landrum, Atlanta.
Miss Hattie M. Landrum, Atlanta.
Miss Katie B. McClendon, Atlanta.
Prof. W. B. Matthews, Atlanta.
Mrs. Clara T. Maxwell, Decatur.
Miss Jessie McHenry, Atlanta.
Miss C. F. McHenry, Atlanta.
Prof. James L. Murray, Albanv.
Miss M. Belle Paschall, Atlanta.
Prof. I. Garland Penn, Atlanta.
Prof. M. W. Reddick, Americus.
Miss Birdie Thomas, Atlanta.
Miss Carrie Thomas, Atlanta.
Mr. R. G. Withei"spoon, Augusta.
NORTH CAROLINA
Miss Minnie E. Amey, Durham.
Miss Julia A. Amee, Goldsboro.
Miss Emma E. Andrews, Williams-
ton.
Prof. B. R. Cowerd, Kinston.
Major J. Elmer Dellinger, Greens-
boro.
Dr. J. B. Dudley, Greensboro.
Prof. H. E. Hagans, Goldsboro.
Rev. S. B. Hunter, Kinston.
Miss Julia A. Latta, Durham.
Dr. A. M. Moore, Durham.
Prof. George W. Moore, Raleigh.
Prof. W. G. Pearson, Durham.
Mr. D. W. Perkins, Ehzabeth City.
Prof. L. R. Randolph, Washingon.
Miss Nita D. Rogers, Raleigh.
Dr. James E. Shepard, Durham.
Miss K. Waddell Telfair, Wilming-
ton.
Rev. A. B. Vincent, Raleigh.
Dr. J. A. Whitted, Raleigh.
Miss Pearl Whitted, Durham.
SOUTH CAROLINA
Mr. Robert F. Bowler, Orangeburg.
Prof. R. E. Brogdon, Manning.
Mr. D. L. Bryan, Columbia.
702
Tables and Appendices
SOUTH CAROLINA (Continued)
Rev. D. W. Bythewood, Beaufort.
Miss Nettie C. Crockette, Chester.
Rev. F. Y. Dendy, D.D., Marion.
Mr. James W. Eichelberger, Jr.,
Rock Hill.
Rev. Augustus U. Frierson, D.D.,
Sumter.
Rev. I. H. Fulton, Orangeburg.
Prof. C. G. Garrett, Columbia.
Prof. E. G. Jones, Sumter.
Rev. R. F. Lee, Barnwell.
Rev. R. A. Madison, Charleston.
Rev. J. B. Middleton, D.D., Dar-
lington.
Mr. J. S. Stanback, Chester.
Miss A. Lucille Stewart, Manning.
Rev. J. H. Walker, Bamberg.'
Rev. J. C. Williams, Sumter.
TENNESSEE
Rev. C. H. Clark, D.D., Mt. Olive.
Rev. W. S. Ellington, Nashville.
VIRGINIA
Mr. W. P. Burrell, Richmond.
Rev. D. Webster Davis, A.M., D.D.,
Richmond.
Rev. John J. Sinallwood, Claremont.
RECAPITULATION OF ENROLLMENT
Number of states, provinces, territories and countries represented . 60
(Those not represented were: Central America, Cuba, Hav/aii,
Mexico, Montana, Philippines, Porto Rico, Saskatchev^'an
and Wyoming) 9
Number of states and provinces having full delegations 28
Number of religious denominations represented 30
Accredited delegates, officers and speakers i.gSj
Fraternal delegates from abroad S
Total delegates present 1 ,988
Visitors, not including Toronto (six states estimated) 1,012
Grand total 3.000
Men enrolled, 1,120; women enrolled, 868.
Official position of those present:
International officers, including out-going and in-coming commit-
teemen 95
State, provincial and territorial officers 528
Paid state and provincial workers, about (including every General
Secretary but one) 100
Pastors 318
Superintendents 35 1
Other officers 252
Teachers . 856
THE INDEX
For State, Provincial and Territorial Index, see page 712
Subjects
Adult classes: Conference, 632; Mc-
Kenzie Cleland, 632; addresses,
632; the adult department, 599;
adult Bible class movement, 642.
Advanced course-. Article by J. R.
Sampey, 86; action at Denver,
1902, 107; the vote at Toronto,
401.
American Sunday-School Union,
The; History and work, 556; sug-
gested hrst national convention,
556.
Asbury Park, N. J., summer school,
423. ...
Associations: State, provincial and
territorial, with portraits, 504.
Auditing committee, report ot, 403.
Banner on new heights, The, 412.
Bible Class Work for Men, 275.
Bible, The: The best selling bouk
on earth, 96.
" Bobby Wild Goose and his
ragged regiment," 4.
Books you should know, 646.
British Sunday-School Union: His-
tory and work, 558.
Building headquarters, Sunday-
School: A temple unto the Lord,
— picture, 652 (see also, 403, 417).
Child nature and the Sunday-
school, 628.
Children's mass meetings, 399.
Chinese workers' conference, 624.
Addresses: J. C. Thompson, 625;
Geo. Ewing, 625; Mrs. E. D.
Hall, 625; Joseph Henderson,
625; Rev. Thos. Paton, 626; Rev.
A. B. Winchester, 626; Rev. Dr.
Hager, 626; Rev. W. H. Lingle,
626; T. Humphries, 626.
Clifton, Mass.: Summer home of
Mr. W. N. Hartshorn, 352; place
of the Clifton conferences, 352.
Commission to visit various parts of
the field, 416.
Conferences, The : Pastors' confer-
ence, 593; superintendents' con-
ference, 599; primary department
conference, 611; home depart-
ment conference, 611; temper-
ance work conference, 619; Chi-
nese workers' conference, 624;
field workers' conference, 626; ele-
mentary institute, 628; adult
classes, 632.
Constituency: Sketches of state,
proyincial and territorial organ-
izations, with portraits, 504.
Conventions, Sunday-ischool: The
convention idea, 92 ; national and
international conventions, 97;
world's conventions, 113; asso-
ciation conventions during the
triennium, 422; convention city
for 1908, Louisville selected, 406.
Creed of the Sunday-school: My
creed as to the Sunday-school,
Pres. E. Y. MuUins, 425, 471.
Delegates, official list of, 685.
Denominational relations: Relation
of the International Sunday-
school Association to denomina-
tional work, 500; important reso-
lutions adopted at Clifton, 502.
Development of the Sunday-school,
416, 403.
Early leaders in vSunday-schoul
work, 24.
Editorial Association, The Sunday-
school, 560; officers, xviii.
Education: The Sunday-school as
an educational force, 174 (see
also, 185, 190, 197, 201, 206, 238);
the department of, 584; commit-
tee on, 427; report, 486.
Elementary Institute, 628; begin-
ners, primary and junior divi-
sions, addresses, 631.
Eleventh International Convention:
President's opening address, 119;
addresses of welcome, 120; respon-
sive addresses, 129. Addresses:
Historic View of the Sunday-
school, 138; Relation of the Reli-
gious and Secular Press to the
Sunday-school, 144; Our Debt
to the Old Guard, 151; A For-
ward Look for the Sunday-school,
164; The Sunday-school as an
Educational Force, 174; Relation
of the Sunday-school to the
Public School, T85; Relations of
the Sunday-school to the Univer-
sity, 190; The Sunday-school and
the Minister's Training. 197; The
Relation of the Teacher to the
Curriculum, 201; Teacher Train-
ing, 206; The Army of the Fu-
ture; or. After Enlistment, What?
212; Reverence in the Sunday-
school, 219; The Supplemental
l/csson, 226; Place and Power of
Memorized Scripture, 230; Train-
ing and Developing Teachers, 238;
Individuality and Heredity in
the Sundav-school, 240; The Sun-
day-school as an Evangelistic
Force, 246: The Age of Spiritual
Awakening, 253; Evangelistic
Work, 259; The Message of the
703
704
The Index
Home Department of the Sunday-
school, 261 ; The I. B. R. A., 265 ;
Bible Class Work for Men, 27s;
Organized Sunday-school Work in
the City, 279; The Negro in the
Sunday-school Movement, 282;
The Problem of the Negro, 290;
The Sunday-school and the
Church as a Solution of the Negro
Problem, 293; Frontiers, Old
and New, 349;. The Sunday-
school and Home Missions, 353;
A Plea for Egypt, 350; The Rela-
tion of the vSunday-school to the
Third Deliverance of Ishmael,
363; The Duty of Young Amer-
ica to Young Japan, 367; The
Sunday-school and the Great
Commission, 373; The Man with
the Hammer, 3S2. Minutes of the
Convention: Committee on nomi-
nation, 395; report, 397, 401;
letter froiu the Lord Bishop of
Toronto, 395; reports of officers
and committees, 397; the lesson
committee's report, 397; debated,
400; Dr. Tyler's motion, 400;
action on advanced lessons, 401;
Professor Hamill's motions, 400,
401 ; Hon. Justice Maclaren elected
president, 397; expressions of
sympathy for Mr. J. R. Pepper
and Mrs. W. N. Hartshorn, 397;
the conferences, 398; mass meet-
ings for the children, 399; Sun-
day services, 400 ; report on Ex-
ecutive Committee's report, 402;
report of auditing committee, 403.
Pledges for 1905-1908: taken,
404; the list, 659; praise for Dr.
Torrington and Mr. Fletcher, 404;
the work in Japan, 405; invita-
tions for 1908, 405; Louisville
selected, 405; committee on ill-
ness of E. C. Stretch, 405; death
of Mr. Stretch reported, 493; elec-
tion of Mr. W. N. Hartshorn as
chairman of the Executive Com-
mittee annoimced, 407; commit-
tee on resolutions appointed, 407 ;
report, 407; contribution for
Archibald Forder's work, 409;
addresses of W. N. Hartshorn and
E. K. Warren, 409; closing serv-
ice of the convention, 410. The
reports: Executive Committee,
411; general secretary, 418; treas-
urer, 43 5 ; primary and junior
secretary, 454; teacher-training
secretary, 465; the home depart-
ment, 472; work among the ne-
groes, 478; our neighbor, Mexico,
481; committee on education,
486; committee on theological
seminaries, 489; West Indies com-
mission, 490; committee on obit-
uaries, 492; lesson committee, 494.
Evangelistic work, 259 (see also,
246, 253).
Executive Committee, The: Por-
traits and sketches, 317; work
and organization of, 565; report,
397 ; report of committee on,
402.
Exposition, The Sunday-school,
391; Dr. Blackall thanked, 408.
Field workers, International, por-
traits and sketches, 341.
Field workers' conference: E. A.
Fox, 626; Pres. E. M. Fergusson,
626; W. C. Pearce, 626, 628;
Joseph Clark, 627; C. D. Meigs,
628; J. H. Engle, 62S.
Field workers' department, 580.
Fifty thousand dollars a year for
International Sunday-.s c h o o 1
work, 416, 402.
First Sunday-schools, The In
North America, 94; in foreign
countries, 113.
Foreword, iii.
General Secretary: Report, 418.
Genesis of the International Sunday-
school Lesson, 37.
Grading: Quaint ideas in early days,
II.
Heart and leadership of the church,
.413..
Historic view of the Sunday-school,
138.
Home Department: .Home class
work first mentioned, 1881, 103;
indorsed, 1890, 104 (see address
by Rev. S. W. Dike, 261); report
of Dr. W. A. Duncan, chairman,
472; the Vermont idea, 475; in
Bohemia, 475; conference, 611.
Addresses: C. D. Meigs, 611;
Mrs. Phoebe Curtiss, 612; Mrs.
J. R. Simmons, 613; Mrs. Flora
V. vStebbins, 613; E. W. Hal-
penny, 615; E. C. Knapp, 615;
T. C. Gebauer, 616; C. E. Hauck,
617; W. G. Landes, 617; J. A.
Worden, 618; article by W. A.
Duncan, 574.
House-to-house visitation: London,
England, canvassed in 1856, 15;
house visitation to reach the un-
reached, 5 7 7-
Incorporation, 402, 416.
Infant schools flourishing in 1820,
I 2.
Interdenominational work under-
taken in 1 88 1, T03.
International Bible Reading Asso-
ciation, 265, 427.
International Sunday-school Asso-
ciation, The, 117; change of
name from convention, 402; a
vast army of workers, 421; what
it stands for, 656.
Invitations for 1908, 405.
Subjects
705
Japan, The work in, 405.
Jerusalem: The World's Fourth
Convention, 1904, 115.
Lesson Committee, The- At work,
46; the lesson committee ac-
count, 1902-1905, 448; report of,
397, 494; debate on report, 400,
401.
Lesson editors, portraits and
sketches, 342.
Map of the eleven international
districts, 316.
Mexico: An open door for Sunday-
school work, 428; fund for work
in, 449; work in Mexico, report of
Mrs. Mary Foster Brynerfor 1902—
1905, 481 ; national convention of
1905, 636.
Milan to Jerusalem, From, 113.
Muster Roll of Heroes, From Our,
address, H. C. McCook, 24.
National and international conven-
tions, 97.
Negroes, Work among the: S. X.
Floyd and L. B. Maxwell elected,
106; the negro in the Sunday-
school movement, 282; the prob-
lem of the negro, 290 ; the Sun-
day-school and church as a solu-
tion of the negro problem, 293;
review of the work, 190 2 -190 5,424;
report of work, 1903-190 5, 47*8;
Dr. Shepard, 478; action of the
central committee at Clifton, 480.
Nineteenth Century Sunday-school,
The, 7.
Obituaries: Committee on, report,
492.
Official Register: officers of the con-
vention, xi; Executive Committee,
xii; executive organization, xiii;
sub-committees xiv; lesson com-
mittee, XV ; elementary council,
xvi; field workers' association,
xviii; editorial association, xviii.
Old Guard, Otir Debt to the, 151.
Organization and methods: general
organization of the international
work, and committees, 565.
Organization, Triennial statistical
report of, 673.
Other lesson courses of the period,
89; the Blakeslee lessons, 89;
Y. M. C. A. course, 90; Chicago
University inductive studies, 90.
Pastors' conference, 593.
Pledges, 1 905-1 908, 659.
Presidents of the United States en-
dorse the Sunday-school, 10, 103.
Primary Department : organized
primary work, 1S70-1905, 19;
first primary teachers' meeting,
19; Newark Primary Union, 19;
national and international pri-
mary union (organized, 20; incor-
porated with International Asso-
ciation, 21; officers, 1884-1905,
22; change in plan, 22, 455; the
elementary council, 22; begin-
ners' course, 82; report of secre-
tary at Toronto, 454; primary
unions and their work, 455;
teacher-training course, 457;
schools of methods, 459; supple-
mental lesson outlines, 460; grad-
ing, 461; statistics, 462; depart-
ment relations, 464; work of the
primary and junior department,
570 (see Elementary Institute,
628) ; a primary and junior union,
579.
Program, Official, 677.
Progress and prophecy, an inter-
pretation, 108.
Publishing Committee, The, iv.
Raikes, Robert, and the Eighteenth
Century, i ; founder of the mod-
ern Sunday-school, 1780, i ; death
in 181 1, 5; three features of his
school, 8; portrait, 635.
" Ragged Schools ": Dr. Lyman
Beecher one of the first to break
away in America, 9.
Related organizations, 556.
Relation of the Secular and Reli-
gious Press to the Sunday-school,
144.
Religious Education Association,
563.
Reports of officers and committees,
411.
Reservoir, A Sunday-school, 412.
Resolutions: Committee appointed,
407; report, 407.
Reverence in the Sunday-school, 219.
School of Methods, West Virginia,
195- , ,
Searcey, Ark., summer school, 423.
Second Presbyterian Church, In-
dianapolis, where the uniform les-
son system was adopted, 1872,
lor.
" Sooty Alley," where Sunday-
school boys were first gathered, 3.
Statistics: Sunday-school statistics
of North America, 432; what
they show, 433.
Summer schools and district con-
ferences, 423; the development
of, 586.
Sunday-school statistics, 669; tri-
ennial statistical report, 670;
triennial report of organization,
673; Sunday-school statistics of
all nations, 676.
Sundav-school, The, opposition to
in the early days, 5, 9; numbers,
1826-190S, 7; members, 1826-
1905, 17 (see, also, convention
addresses, for relationships of the
Sunday-school).
7o6
The Index
Sunday School Times, The, 26, 30;
beginners' course appeared, 1896,
82.
Sunshine Band, The, 614.
Superintendents' conference, 59Q.
Addresses: P. H. Bristow, 599;
Wm. Johnson, 600; E. C. Knapp,
602.
Tables and appendices, 659.
Teachers, Sunday-school: working
gratuitously in 1810, 8; value of
their work to-day, 8; called
" imps of Satan," 10.
Teacher Training: report of W. C.
Pearce, 465 ; progress of work, 469
(see also, standard for advanced
course, 467).
Temperance: definite work in early
days, 12; quarterly lesson ap-
proved, 104.
Temperance Work: organized, 619;
conference, 619; John Potts, 620;
Mrs. Zillah Foster Stevens, 621 ;
Bishop McDowell, 622; Robert
E. Speer, 622; Rev. C. M. Shel-
don, 622; Rev. W. F. Crafts, 623;
Rev. Chas. Blanchard, 623; Mrs.
Mary Foster Bryner, 623; Rev.
Theo. L. Cuyler, 623; David C.
Cook, 623; Mrs. W. F. Crafts,
624; Rev. F. N. Peloubet, 624.
The Beginners' Course: Mrs. J. W.
Barnes, 82.
The best selling book on earth, 96.
The Blakeslee Lessons, 89.
Theological seminaries: their place
in Sunday-school work, 425;
report of committee on, 489.
Toronto: Resolutions of thanks to
the city and people for hospi-
tality, 408.
Treasurer's report, 43s; receipts,
1902-1905, 436; expenditure,
448; lesson committee account,
448; William Reynolds' memo-
rial fund, 449; Mexican fund, 440.
Uniform Lessons: The Genesis of
the International Sunday-school
Lesson, Prof. H. M. Hamill, 37;
history and progress from 1826,
38; American Sunday-School
Union Question Books in 1827,
39; first church paper to attempt
the weekly exposition, 41; the
lesson publishers and writers
meet, 42; adoption, in 1872, of
Mr. Jacobs' resc-lution for, 42,
100; the first lesson committee,
43 ; adopted by the London Sun-
day-School Union, 44; personnel
of the lesson committees, 45 ; the
lesson committee at work, 46;
the plan for 1906-191T, 47, 496;
classified list of lessons, 1872-
1906, 49; report of committee
on (1905), 494; a questionnaire,
497-
West Indies: cruise proposed, 430;
' report of Dr. F. Woodbury, 490 ;
commission appointed, 491.
Winona Lake: summer school, 423.
Illustrations
A Teinple unto the Lord, 652.
Bethlehem, 1904, 381.
Bethlehem Woman, 218.
Calvary from the North Wall, 658.
Committee on Work among the
Negroes, 555.
Dyke Rock Cottage, Clifton, Mass.,
352.
Group of Delegates on Mars Hill,
1004, 118.
Harvesting in Galilee, 36.
Members of the Central Committee
on the Piazza, Dyke Rock Cot-
tage, 274.
Moslems' Attitudesduring Prayer, 81.
On the Road to Bethlehem, 278.
On the Watch Tower. 18.
Palestine Woman with Wedding
Dowry, 85.
Rachel's Tomb, 1904, 493.
Robert Raikes' House, Gloucester,
England, 3.
Second Presbyterian Church, Indi-
anapolis, lOI.
Shepherd Leading His Flock, 88.
The Convention Tent, xx.
The Garden of Gethsemane, 592.
The Jews' Wailing Place, Jerusalem,
107.
The Old Chapel, 389.
Tiberias and the Sea of Galilee, 1904,
569.
Water Carriers and Sellers in Jeru-
salem, 6.
Wm. Carey's Cobbler Shop, 387.
Wm. Carev's Hammer, 382.
Workmen by the Roadside, Jerusa-
lem, Greeting the Sunday-school
Pilgrims, 1904, 189.
Personal References and Portraits
Adams, F. W., portrait, 328.
Albert. Chas. S., D.D., portrait, 344.
Albright, Edward, portrait, 548.
Albright, L. P., portrait, 530, 548.
Allen, Rev. E. B., portrait, 212;
The Armv of the Future, 212.
Archibald. Rev. A. D., portrait, 543.
Arnold, N. T., portrait, 320.
Personal References and Portraits
707
Atkins, James. D.D., portrait, 34.?;
The Kingdom in the Cradle, 405.
Atwater, S. H., portrait, 324.
Ayre, C. P., portrait, 331.
Bailey, Dr. Geo.W., portrait, 303,317,
435; report of the treasurer, 435.
Bala, Charles of, held first public
Sunday-school meetings, 5.
Barnes, Mrs. J. W., portrait, 454,
341; organized primary work,
1870-1905, 19; The Beginners'
Course, 82; appointed primary
and junior secretary, 418; report,
454; personal work, 464; the pri-
mary and junior department, 570.
Baugher, Rev. H. L., member lesson
committee, portrait, 59.
Bell, Rev. H. H., portrait. 135, 318;
response to address of welcome,
135; nominated San Francisco for
1908, 406.
Belsey, F. F., portrait, 77, 310;
president world's convention,
1889, 1 14; present at Denver, 107.
Benham, Rev. D. M., president of
pastors' conference, 593.
Berger, Rev. D., member lesson
committee, portrait, 65.
Bice, G. L., portrait, 535.
Bicknell, T. W., portrait, 103; pres-
ident fourth international con-
vention, 103.
Bingham, W. H., portrait, 331.
Bishop of Toronto, letter to con-
vention, 395.
Black, Israel P., portrait, 23, 315;
president Philadelphia Primary
Union 19; sketch, 23.
Blackall, C. R., portrait, 391, 342;
Progress and Prophecy, 108; the
Sunday-school exposition, 391;
thanked for the success of the
exposition, 408.
Blake, Hon. S. H., portrait, 59;
member lesson committee, 59;
president third international con-
vention, 103.
Blanchard, Rev. Chas., temperance
conference, 623.
Bolster, W. H., D.D., portrait, 532.
Bonner, Rev. Carey, portrait, 267 ;
response to address of welcome,
131; the I. B. R. A., 265; the
Man with the Hammer, 382.
Borden, Gail, portrait, 324.
Borders, Isaac D., portrait, 525.
Boughton, M. E., portrait, 521.
Bowler, W. H., portrait, 326.
Breg, W. G., portrait, 336.
Bridges, M. C, portrait, S2S.
Bristow, P. H., The Adult Depart-
ment, 599.
Broadus. Rev. J. A., member lesson
committee, portrait, 59.
Broughton, N. B., portrait, 332.
Brown, Frank L., portrait, 332;
appointed on West India com-
mission, 491.
Brown, Rev. S. W., portrait, 527.
Brown, W. J., portrait, 519.
Brumbaugh, Prof. M. G., portrait,
201 ; The Relation of the Teacher
to the Curriculum, 201.
Bryner, Mrs. Mary Foster, portrait,
481, 341; appointed field worker,
418; report on " Our Neighbor,
Mexico," 481; temperance confer-
ence, 623; Mexico national con-
vention, 1905, 636.
Buchanan, R. H., portrait, 545.
Buck, J. T., portrait, 525.
Burkholder, E. R., portrait, 518.
Butler, J. W., D.D., portrait, 526.
Buxton, L. H., portrait, 333.
Byron, Father, a picturesqtie
worker, 26.
Calder, C. W., portrait, 546.
Camp, D. M., portrait, 336.
Campbell, C. M., portrait, 324.
Cantwell, C. H., portrait, 325.
Capel, Rev. Edgar T., portrait, 545;
appointed member of West Indies
coinmission, 491.
Capen, S. B., portrait, 105; presi-
dent_ eighth international con-
vention, 105.
Carman, Rev. J. C, portrait, 510;
evangelistic work, 257.
Carroll, J. S., portrait, 323.
Cavett, J. C, poi;trait, 525.
Chapin, Rev. A. L., portrait, 77;
member lesson committee, 77.
Chivers, Rev. E. E., portrait, 353;
the Sunday-school and Home
Missions, 353.
Christman, J. F., portrait, 520.
Clark, Joseph, portrait, 319. 541;
secretary of the convention, xi.
Clark, S. W., portrait, 19; intro-
duced the blackboard in Sunday-
school instruction, 20; and Mrs.
Clark leaders in summer school
of methods, 587.
Clark, Mrs. S. W., portrait, 19;
leader in first (Newark, N. J.)
primary union, 19.
Clark, Lieut. -Gov. W. M., portrait,
120; address of welcome, 120.
Cleland, McKenzie, portrait, 632;
adult classes conference, 632.
Cody, Canon H. J., portrait, 122;
address of welcome, 122.
Colquitt, Gov. A. H., portrait, 102;
president second international
convention, 102.
Cook, D. C, portrait, 346; temper-
ance conference, 623.
Cook, L. R., portrait, 328.
Cooley, W. R., portrait, 337.
Conant, H. S., portrait, 524.
Cork, Hugh, portrait, 577 ; house visi-
tation to reach the unreached, 5 7 7.
Cowhick, W. H., obituary, 492.
Crafts, Mrs. W. F., portrait, 19;
organized national primary union,
19; temperance conference, 624.
7o8
The Index
Crafts, Rev. W. F., temperance con-
ference, 623.
Crawford, Hanford, portrait, 5 29._
Cummings, Rev. E. W., portrait,
537-
Cunnyngham, Rev. W. G. E., mem-
ber lesson committee, portrait, 59.
Curtiss, Mrs. Phebe, home depart-
ment conference, 612.
Curtiss, Rev. S. I., appointed on les-
son committee, 499; death, 499.
Cuyler, Rev. T. L., temperance con-
ference, 623.
Daley, Rev. CM., portrait, 33 5-
Davis, Rev. D. W., portrait, 293;
The Sunday-school and the
Church as a Solution of the Negro
Problem, 293.
Dawes, S. B., portrait, 517.
Dawson, Rev. G. F., portrait, 543.
Day, Alfred, portrait, 535.
Day, Rev. W. H., portrait, 322.
Dike, Rev. S. W., portrait, 261 ;
The Message of the Home Depart-
ment, 261.
Doherty, R. R., Ph.D., portrait, 348.
Duncan, W. A., portrait, 332; hon-
orary member of the international
executive committee, 472; chair-
man of home department com-
mittee, report, 472; The Home
Department, 57.4.
Dunning, Rev. A. E., member lesson
committee, portrait, 65.
Ellis, W. T., portrait, 347.
Emery, Miss Louise A., portrait,
238; training and developing
teachers, 238.
Engle, J. H., portrait, 518; field
workers' conference, 628.
Errett, Rev. Isaac, member lesson
committee, portrait, 59.
Eudaly, W. A., portrait, 3,2,3,.
Fairbanks, Franklin, member lesson
committee, portrait, 53.
Falconer, Rev. R. A., portrait, 206,
319; Teacher Training, 206.
Fergusson, Rev. E. M., portrait,
533; president field workers'
conference, 626; the field workers'
department, 580; The Develop-
ment of Summer Schools, 586.
Fiddis, Preston, portrait, 522.
Fillippini, Prof. D. C. general sec-
retary of the Italian Sunday-
school Association, portrait, 410.
Fisher, C. R., portrait, 50S.
Fletcher, H. M., thanked by Pro-
fessor Jacobs, 404; by the con-
vention, 408.
Floyd, Silas X., elected worker
among the negroes, 106.
Font, Rev. H. H., portrait, 345.
Forder, Archibald, portrait, 363 ; The
Relation of the Sunday-school to
the Third Deliverance of Ishmael,
363; contribution for work in
AralDia, 409.
Fox, Prof. E. A., portrait, 519; the
field workers' conference, 626.
Eraser, R. Douglas, A.M., portrait,
344-
Frelinghuysen, Theodore, portrait,
98; president of convention of
1832, 24, 97.
Frizzell, Rev. Wm., portrait, 539.
Fuller, E. M., portrait, 551.
Fulton, Rev. I. H., portrait, 340.
Gandier, Rev. A., Chinese workers'
conference, 624.
Ganong, Rev. J. B., portrait, 531.
Garrison, J. H., LL.D., portrait, 348.
Gebauer, T. C, home department
conference, 616.
Geistweit, Rev. W. H., portrait, 230;
Place and Power of Memorized
Scripture, 230.
George, Rev. A. P., portrait, 329. .
Gibson, Hugh C, portrait, 509.
Gibson, Rev. J. Munro, member
lesson committee, portrait, 53.
Gifford, Rev. O. P., portrait, 71;
member lesson committee, 71.
Gilbert, Rev. Levi, portrait, 144;
Relation of the Religious and
Secular Press to the Sunday-
school, 144.
Gillett, Philip G., portrait, 53, 100;
member of lesson committee, 53;
president fifth national conven-
tion, 100.
Green, Gen. B. W., portrait, 282;
The Negro in the Sunday-school
Movement, 282.
Griffith, R. B., portrait, 321.
Griggs, J. L., portrait, 533.
Groves, H. C, portrait, 325.
Hains, George, portrait, 514.
Hall, Rev. John, member of lesson
committee, portrait, 53.
Hall, Hon. Willard, president sec-
ond national convention, portrait,
98.
Hall, W. C, portrait, 327; nomi-
nated Winona Lake for 1908, 406.
Halpenny, Rev. E. W., portrait,
517; home department confer-
ence, 615.
Hambleton, A. F. N., portrait, 515.
Hamill, Prof. H. M., portrait, 174,
336; Genesis of the International
Sunday-school Lesson, 37; chosen
field secretary, 106; The Sunday-
school as an Educational Force,
174; report of committee on. edu-
cation, 486; report of committee
on theological seminaries, 489;
motion on advanced lessons, 401.
Hamilton, W., portrait, 3,3,3,.
Hardin, J. F., portrait, 323.
Harris, J. G., portrait, 104; presi-
dent sixth international conven-
tion, 104.
Personal References and Portraits
709
Hannon, Rev. J. W., portrait, 335.
Harding, S. B., portrait, 338.
Hartshorn, W. N., portrait, 317, 41 1 ;
leadership in primary work, 104;
elected chairman international
executive committee, 1902, 107;
re-elected in 1905, 407; report of
Executive Committee, 411;
greetings to adult class confer-
ence, 635; closing address, 409.
Hartshorn, Mrs. W. N., leadership
in primary work. 104; resolution
of sympjTthy to, 397.
Hauck, C. E., home department con-
ference, 617.
Haven, H. P., portrait, 77; mem-
ber lesson committee, 77.
Hays, F. P., portrait, 321.
Hazard, M. C, portrait, 07, 343;
national and international con-
ventions, 97.
Heinz, H. J., portrait, 309, 334.
Hemphill, Prof. C. R., member les-
son committee, portrait, 71 ; nomi-
nated Louisville for 190S, 406.
Hill, C. M., D.D., portrait, 50S.
Hill, Walter, portrait, 323.
Hinds, J. I. D., member lesson com-
mittee, portrait, 65.
Hodge, Rev. M. D., member lesson
committee, portrait, 59.
Hoss, Bishop E. E., portrait, 319.
Hough, E. A., portrait, 527.
Howard, Philip E., portrait, 279;
Organized Sunday-school Work
in the City, 279.
Hudson, Rev. Alan, portrait, 129;
response to address of welcome,
1 29.
Hudson, M. A., portrait, 275; Bible
Class Work for Men, 275.
Humble, Rev. C, portrait, 337.
Hurlbut, Rev. J. L., portrait, 226;
supplemental lessons, 226.
Irish, J. H., portrait, 528.
Irwin, W. H., portrait, 521.
Jackson, J. A., portrait, 539.
Jackson, Rev. Sheldon, portrait,
322.
Jacobs, B. F., portrait, 49, 312;
estimate of, 3,^; leader for uni-
form lessons, 41, 42; presents
resolution at Indianapolis, 1872,
for first lesson committee, 42,
100; suggested interdenomina-
tional work, 1881, 103; elected
chairman international executive
cornmittee, 103; made honorary,
chairman for life, 106; death in
1902, 106; commemorative serv-
ice, 106; president world's sec-
ond convention, 115.
Jacobs, F. H., convention chorister,
304; speaks in praise of Dr. Tor-
rington. Professor Fletcher, and
others, 404; thanked by the con-
vention, 40S.
Jacobs, W. B., vice-president inter-
national association, 318.
Johnson, Rev. Frank, editor Lond(3n
vSunday-School Chronicle, por-
trait, 311.
Johnson, Wm., the program, 600.
Johnston, D. S., 553.
Jones, Hon. T. N., 552.
Jopling, J, R., portrait, 337.
Kennedy, Mrs. M. G., primary field
work, 464.
Kephart, C. J., D.D., portrait, 515.
Kephart, Bishop E. B., portrait, 71;
member lesson committee, 71.
Kingston, Rev. S. F., portrait, 340.
Kinney, Don, portrait, 327.
Knapp, E. C. , superintendents' con-
ference, 602; home department
conference, 615.
Knowles, A. L., portrait, 552.
Lacey, E. E., portrait, 529.
Landes, W. G., portrait, 544; home
department conference, 617.
Lawrance, Marion, portrait, 304,
317, 418; elected general secre-
tary, 106; report at Toronto, 418;
personal work, 1902-1905, 431;
leader superintendents' confer-
ence, 590.
Leach, Rev. F. P., portrait, 547.
Leet, Seth P., portrait, 334.
Legg, John, portrait, 320.
Lemon, J. B., D.D., portrait, 532.
Little, J. H., portrait, 518.
Locker, A. M., portrait, 528.
Long, Rev. W. F., portrait, 506.
Lufkin, H. E., portrait, 522.
Lynch Jas., portrait, 553.
MacCullum, A., member lesson com-
mittee, portrait, 53.
Machum, E. R., portrait, 330.
Maclaren, Hon. Justice J. J., presi-
dent International Association,
portrait, 302, 317; elected presi-
dent, 397-.
MacRae, Prin. A. O., portrait, 323.
Marcus, Prof. G. G., portrait, 492;
appointed field worker among the
negroes, 418; obituary, 492.
Marrs, D. M., portrait, 326.
Mason, Rev. M. C. B., The Problem
of the Negro, 290.
Maxwell, L. B., elected worker
among the negroes, 106.
McClure, G. J., portrait, 517.
McConnell, Rev. W. W., portrait,
McCook, Rev. Henry C, portrait,
151; The Muster Roll of Honor,
address, 24; Our Debt to the Old
Guard, 151.
McCrillis, A. B., portrait, 318.
McDowell, Bishop W. F., temper-
ance conference, 622.
7io
The Index
McFarland, John T., D.D., portrait,
342.
McKamy, Rev. J. A., D.D., por-
trait, 34,3; The Sunday-school
Editorial Association, 560.
McLean, Rev. R., portrait, 338.
McVicar, D. H., portrait, 77; mem-
ber lesson committee, 77.
Meddis, C. J., portrait, 519.
Meigs, C. D., portrait, 549; home
department conference, 611; field
workers' conference, 628.
Merrill, Rev. Geo. R., portrait, i,
329; article on Robert Raikes, i.
Merritt, Rev. W. C, portrait, 653;
special field work in the West,
419; report of comtnittee on
obituaries, 493; A Vision from the
West, 653.
Messenger, C. M., obituary, 493.
Miles, G. G., portrait, 504.
Millan, W. W., portrait, 325.
Millard, Rev. J. W., portrait, 318.
Miller, J. R., D.D., portrait, 343.
Miller, Lewis, portrait, 105; presi-
dent seventh international con-
vention, 105.
Miller, R. J., D.D., portrait, 345.
Mills, A. H., portrait, 326.
Mitchell, B. F., portrait, 515.
Moody, D. L., a power in Christian
service, 34.
Moore, Prof. W. W., portrait, 77;
member lesson committee, 77.
Morse, A. A., portrait, 334.
Moser, Henry, portrait, 516.
Moultrie, Rev. J. W., worker among
the negroes, S. C, 480.
Muirhead, Stuart, portrait, 537.
Mullins', Rev. E. Y., My creed as to
the Sunday-school, 425, 471.
Munz, Rev. Frederick, portrait, 345.
Murch, Rev. Chauncey, portrait,
359; A Plea for Egypt, 359.
Nelson, Prof. Aven, portrait, 555.
Newton, Rev. Richard, portrait, 53;
the children's preacher, 27; mem-
ber lesson committee, 53.
Nock, Rev. G. H., portrait, 522.
North, G. F., portrait, 551.
Olmstead, Rev. W. B., portrait, 346.
Orchard, Rev. John, portrait, 538.
Palmer, Rev. B. M., member lesson
committee, portrait, 59.
Parsons, C. B., portrait, 533.
Parsons, Geo., portrait, 527.
Patrick, Prin. Wm., portrait, 71;
inember lesson committee, 71.
Paxson, Ste phe n , 31.
Paz, J. S., 322.
Pearce, W. C, portrait, 341, 465;
Sunday-school conventions, 91;
appointed teacher-training secre-
tary, 418; report, 465; field
workers' conference, 626; adult
Bible class movement, 642.
Pearson, Prof. W. G., worker among
the negroes, N. C, 480.
Pelham, W. E., portrait, 335.
Peloubet, F. N., D.D., portrait, 346;
temperance conference, 624.
Pelz, Rev. Geo. A., portrait, 102;
president first international con-
vention, 102.
Penn, Prof. L G., portrait, 340.
Penniman, Geo. W., 405.
Pepper, John R., portrait, 71, 500,
548; inember lesson committee,
7 1 ; relation of the International
Sunday-school Association to
Denominational Work, 500; con-
vention expresses sympathy, 397.
Petitt, Mrs. Alonzo, primary field
work, 464.
Pharr, Capt. J. N., obituary, 492.
Phelps, Prof. Austin, portrait, 77;
member lesson committee, 77.
Phillips, A. L., D.D., portrait, 343.
Pickles, John D., Ph.D., portrait,
524.
Pollock, James, president third
national convention, portrait, 99.
Potts, John, portrait, 40, 59, 305;
the lesson committee at work, 46;
meinber lesson committee, 59;
appointed chairman, 105, 494;
teinperance conference, 620.
Pratt, H. E., portrait, 332.
Price, Rev. D. B., portrait, 330.
Price, Prof. Ira M., portrait, 71;
member lesson committee, 71.
Puddefoot, Rev. W. G., portrait,
349; Frontiers, Old and New, 349.
Purinton, Rev. D. B., portrait, 190,
554; Relations of the Sunday-
school to the University, 190.
Rader, Rev. D. L., portrait, 322.
Raidabaugh, Rev. P. D., portrait,
345.
Raikes, Robert, i ; portrait, 635.
Randolph, Rev. Warien, member
lesson committee, portrait, 53.
Rattee, Rev. E. J., portrait, 334.
Raymond, W. H., portrait, 548.
Rexford, Rev. E. I., portrait, 65, 219;
member lesson committee, 65 ;
Reverence in the Sunday-school,
219.
Reynolds, William, portrait, 104,
314; a royal captain, 32; presi-
dent fifth international conven-
tion, 104; chosen first interna-
tional field worker, 104; death,
106; memorial fund, 449.
Rhodes, Rev. M., portrait, 7r ; mem-
ber lesson committee, 71.
Rice, E. W., D.D., portrait, 348.
Richards, Prof. G. W., portrait, 138;
An Historic View of the Sunday-
school, r38.
Rioseco, Rev. P., portrait, 339.
Roberts, Rev. W. H., portrait, 240;
Individuality and Heredity in the
Sunday-school, 240.
Personal References and Portraits
711
Rogers, Wm., portrait, 540.
Russell, E. J., portrait, 504.
Safford, O. F., D.D., portrait, 346.
Sampey, Prof. J. R., portrait, 65,
86; member lesson committee, 65 ;
advanced course of lessons, 86.
Sanders, Rev. F. K., portrait, 246;
The Sunday-school as an Evan-
gelistic Force, 246.
SchauITler, Rev. A. F., portrait, 65;
member lesson committee, 65 ;
secretary, 404; report of commit-
tee, 494; leader pastors' con-
ference, 593.
Scherer, Rev. J. A. B., portrait, 367 ;
The Duty of Young America to
Young Japan, 367.
Seagar, Rev. L. H., portrait, 348.
Sein, Rev. E. M., portrait, 526.
Semelroth, W. J., portrait, 347'.
president primary conference,
611.
Sevier, S. Q., portrait, 506.
Shafer, W. C., portrait, 554.
Shakespeare, Noah, portrait, 324.
Sheldon, Rev. C. M., temperance
conference, 622.
Shellenberger, W. S., portrait, 5x3.
Shepard, Dr. J. E., portrait, 341 ;
appointed field worker among
the negroes, 418; report, 478.
Shuey, E. L., portrait, 71; member
lesson committee, 71.
Simmons, Mrs. J. R., home depart-
ment conference, 613.
Simms, T. S., portrait, 531.
Smith, Rev. F. A., portrait, 331.
Smith, Hoke, portrait, 106; presi-
dent ninth international conven-
tion, 106.
Smith, J. H., portrait, 546.
Snow, H. N., portrait, 535.
Speer, Robert E., The Sunday-school
and the Great Commission, 373;
temperance conference, 622.
Spencer, F. W., portrait, 331.
Spencer, H. P., portrait, 321.
Stahr, Prof. J. S., portrait, 65;
member lesson committee, 65.
Starr, iJenjamin, portrait, 535.
Stebbins, Mrs. Flora V., portrait,
611; home department confer-
ence, 611.
Steele, R. R., portrait, 542.
Steidley, Prof. H. M., portrait, 530.
Stevens, Mrs. Zillah Foster, portrait,
619; organized temperance work,
621.
Stewart, Rev. G. B., portrait, 197;
The Sunday-school and the Min-
ister's Training, 197.
Stifler, Prof. J. M., portrait, 71;
member lesson committee, 71.
Stites, John, portrait, 327.
St. John, E. P., Child Nature and
the Sunday-school, 628.
St. John, Speaker J. W., address of
welcome, portrait, 124.
Stretch, E. C, committee on illness
of, 407; obituary, 493.
Stuart, George H., portrait, 53, 99;
member lesson committee, 53;
president fourth national conven-
tion, 99.
Stubbs, Pres. J. E., portrait, 330.
Studd, W. H., portrait, 537.
Stuntz, Rev. H. C, portrait, 339.
Tallmadge, Rev. E. F., portrait, 319,
511-
Taylor, A. R., portrait, 185; Rela-
tion of the Sunday-school to the
Public School, 185.
Thompson, F. W., nominated Hot
Springs for 1908, 406.
Thompson, Rev. R. E., portrait,
.532.
Tinney, H. C, portrait, 520.
Tomkins, Rev. Floyd, D.D., prepa-
ration service, 39s; the quiet
half -hour, 398; service of prayer
and fellowship, 400.
Tompkins, T. S., portrait, 509.
Torrington, Dr. F. H., organ recital,
396; thanked by Mr. Jacobs, 404;
by the convention, 408.
Tottle, Wm. A., portrait, 328.
Towers, Edward, portrait, 77; presi-
dent world's convention, 1898,
1 1 5 •
Trout, Rev. I. Bennett, portrait,
344-
TrumbuU, Charles G., 7; portrait,
7, 347.
Trumbull, Henry Clay, portrait, 313;
The most remarkable character
in the Sunday-school field, 29;
The First Sunday-schools in
North America, 94; secretary
third national convention, 99;
secretary fourth national conven-
tion, 99.
Turner, Rev. E. B., portrait, 338.
Tyler, Rev. B. B., portrait, 65, 107,
119; member lesson committee,
6s ; president tenth international
convention, 106; opening address
at Toronto, 119; motion on lesson
committee's report, 400.
Tyler, J. B., member lesson com-
mittee, 77.
Tyng, Alexander G., portrait, 53;
a banner bearer, 32; member
lesson committee, 53.
Urquhart, Mayor Thomas, portrait,
125; address of welcome, 125.
Van Ness, I. J., D.D., portrait, 342.
Van Ormer, Prof. A. B., portrait,
253; The Age of Spiritvial Awak-
ening, 253.
Vincent, John H., portrait, 49, 164,
307; a splendid career, 32; foun-
der of Chautauqua and the Ber-
ean lessons, 33; called into ex-
clusive Sundav-school service in
712
The Index
1865, 40; secretary fourth nation-
al convention, 99; elected chair-
man lesson committee, 1S72, 105;
resigned, 1896, 105; a forward
look for the Sunday-school, 164.
Wagner, L. H., portrait, 539.
Walker, Prof. G. W., portrait, 552.
Wallace, G. G., portrait, 330.
Wanamaker, John, portrait, 308,
544; declined election as chair-
man of executive committee, 106;
resolution of appreciation for loan
of historical sacred paintings, 408.
Warren, Edward K., portrait, 113.
306, 329; From Milan to Jerusa-
lem, 113; response to address of
welcome, 131.
Warren, Bishop H. W., portrait, 65;
member lesson coni:nittee, 65;
The Work in Japan, 405; closing
address of convention, 409.
Waterman, T. W., portrait, 335-
Watts, Geo. W., portrait, 320; presi-
dent superintendents' conference,
5Q9.
Weaver, Rev, R. W., portrait, 522.
Weir, Thomas, portrait, 336.
Weld, W. C, portrait, 509.
Wells, Prof. A. R., portrait, 347-
Wells, F. A., portrait, 320.
Wenner, F. L., portrait, 540.
Whidden, Rev. R. S., portrait, 543.
Whipple, I. C, portrait, 338.
Whitted, Rev. J. A., portrait, 340.
Whorton, Arthur, portrait, 540.
Wiggins, W. N., portrait, 321.
Williams, A. P., portrait, 524.
Williams, Rev. C. S., portrait, 339.
Williams, S. H., portrait, 325.
Wilson, D. E., portrait, 329.
Wilson, Miss M., portrait, 512.
Wilson, W. B., portrait, 546.
Wood, W. D., portrait, 337-.
Woodbury, Dr. Frank, portrait, 3,3,3;
report of committee on West
Indies, 491; member of commis-
sion, 491.
Woodbury, Mrs. Frank, appointed
member of West Indies commis-
sion, 491.
Worden, Rev. J. A., member lesson
committee, portrait, 59; home
department conference, 618.
STATE, PROVINCIAL AND TERRITORIAL ORGANIZATION
Alabama, 504.
Alaska, 505.
Alberta, 505.
Arizona, 505.
Arkansas, 506.
British Gjlumbia, 507.
California (N.), 508.
California (S.), 508.
Colorado, 509.
Connecticut, 511.
Delaware, 512.
District of Columbia, 512.
Florida, 513.
Georgia, 514-
Idaho, 514.
Illinois, 516.
Indian Territory, 517.
Indiana, 516.
Iowa, 515.
Kansas, 518.
Kentucky, 519.
Louisiana, 520.
Maine, 521.
Manitoba, 520.
Maryland, 522.
Massachusetts, 523.
Michigan, 526.
Minnesota, 528.
Mississippi 524.
Missouri, 529.
Montana, 527.
Nebraska, 530.
Nevada, 531.
New Brunswick, 530.
Newfoundland, 534.
New Hampshire, 532.
New Jersey, 533.
New Mexico, 534.
New York, 535.
North Carolina, 536.
North Dakota. 53S.
Nova Scotia, 537.
Ohio, 540.
Oklahoma, 539.
Ontario, 538.
Oregon, 542.
Pennsylvania, 543.
Prince Edward Island, 542.
Quebec, 545.
Rhode Island, 546.
South Carolina, 547.
South Dakota, 547.
Tennessee, 548.
Texas, 549.
Utah, 550.
Vermont, 550.
Virginia, 551.
Washington (East), 552.
Washington (West), 552,
West Virginia, 553.
Wisconsin, 553.
Wyoming, 554.
Cuba. 510.
Mexico, 525.
BEGINNERS' LESSONS
The Two- Year International Beginners' Course
(For Scholars under Six Years of Age)
Issued under the authority of the American Section of the International
Lesson Committee, and, in accordance with instructions from the Denver
Triennial Convention of 1902, marked " Optional."
The course is arranged to begin with September, and work towards
Thanksgiving and Ciiristmas. It may, however, be begun at any time by
the teacher, care being exercised to commence at the lesson corresponding
with the month in which the individual teacher begins.
In most cases the Golden Texts have been taken from the Revised Ver-
sion. But in one or two cases, where the Avithorized Versifjn was simpler,
and the meaning the same as that of the Revised, the former has been
retained. A. F. Schauffler, Secretary,
John Potts, Chairman, Toronto, Ont. 105 East 22d St., N. Y. City.
FIRST YEAR
Theme : God the Creator
Golden Text: All things were made by Him. — John i; 3,
1. God Making Trees and Flowers. ^ Gen. i ; 9-13.
2. God Making Animals. — Gen. i : 20—25.
3. God Making All Things. — Gen. i; 1-8, 14-10.
Theme : Home Life
Golden Text: Lord, Thou art our Father. — Isa. 64: 8.
4. The First Family. — Gen. i : 26-51 ; 3: 20; 4: i, 2.
5. The First Home. — Gen. 2; 4-10,-15-17.
Theme : God's Loving Care
Golden Text: He careth for you. — i Peter 5: 7.
6. God Caring for Birds and Flowers. — Matt. 6: 26-34.
7. God Caring for Baby Moses. — Ex. 2: i-io.
8. God Caring for Elijah. — t Kings 17. 1-6.
Qo God Caring for Many People. — Ex. 16: 11 -18, 31-3.S.
Theme : Giving Thanks to God
Golden Text: O give thanks \xnto the Lord, fur He is good. — Ps. io6: i.
10. Daniel Thanking God. — Dan. 2: 17-24.
11. The Israelites Thanking God. — Ex. 14: 0, 10, 21-31 ; 15: 1-21.
12. Thanking God for All Things. — Ps. 103: 1-5; 104: 10-24.
13. Thanking God in Heaven. — Rev. 7: 0-17- ,
Theme : Giving
Golden Text! God loveth a cheerful giver. — 2 Cor. 9:7-
14. A Poor Woman's Gift. — Mark 12: 41-44.
15. Giving to the Needy. — Neh. 8: 1-12.
16. The Israelites Giving to God. — Ex. 35: 20-20.
Golden Text: He loved us and sent His Son. — i John 4: 10.
17. God's Gift to His Son. — Luke 2: 1-20.
18. The Wise Men's Gifts. — Matt. 2:1-11.
Theme: The Boy Jesus
Golden Text: His name was called Jesus. — Luke 2: 21.
19. Jesus IBeing Nfimed. — Luke 2: 21-30.
20. Testis in His Home. — Luke 2: 30, 40. 5i. S^-
Golden Text: Let us go unto the house of the Lord. — Ps. 122: i.
21. Jesus Going to the House of God. — Luke 2: 41-40.
713
714 Beginners' Lessons
Theme: The Man Jesus
Golden Text: He took them in his arms and blessed them. — Mark 10: 16.
22. Jesus' Love for Children. — Matt. 19: 13-15; Mark 10; 13-16.
Golden Text: I will sing unto the Lord. — Ex. 15:1.
23. Children Praising Jesus. — Matt. 21: 6-17.
Golden Text: Who went about doing good. — Acts 10: 38.
24. Jesus Feeding the Hungry. — Mark 6: 30-44; John 6: 1-14.
25. Jesus and the Storm. — Mark 4: 35-41 ; Matt. 8: 23-27.
26. Jesus Curing a Sick Boy. — John 4: 46-54.
27. Jesus and Jairus' Daughter. — Mark 5: 21-24, 35-43-
Theme : Resurrection Lessons
Golden Text: We shall all be changed. — I Cor. 15: 51.
28. The Flowers Blooming Again. — Song of Solomon 2 : 11-13; Luke 12: 27.
Golden Text: Christ died and lived again. — Rom. 14:9.
29. Jesus Dying and Living Again. — Matt. 28; i-io.
Golden Text: I go to prepare a place for you. — John 14: 2.
30. Jesus Returns to Heaven. — Acts i : 9-1 1.
31. Our Heavenly Home. — John 14: 1-3; Rev. 22: 1-5.
Theme: Reverence
Golden Text: The Lord our God is Holy. — Ps. 99* 9.
32. Reverence for God's Name. — Ex. 20:7; i Kings 8: 41-43 ; Ps. 113:1-5.
33. Reverence for God's House. — Ex. 3: 16; 40: 34-38; Ps. 122: i; Eccl.
5: I. 2.
Golden Text: Remember the Sabbath day to keep it holy. — Ex. 20: 8.
34. Reverence for God's Day. — Neh. 13: 15-22; Gen. 2:2, 3; Ex. 20:8-11;
Isa. 56- 2-7.
Golden Text: I will not forget thv Word. — Ps. 119: 16.
35. Reverence for God's Word. — ■ 2 Cliron. 34: 1-6, 14-18, 29-33.
Theme: Obedience
Golden Text: Children obey your parents. — Eph. 6. i.
36. Joseph Obeying His Father. — Gen. 37: 13-17.
Golden Text; I will help thee. — Isa. 41; 10.
37. Fishermen Obeving Jesus. — Luke 5: i-ii.
38. Noah Obeying God. — Gen. 7: 12-24; 8: 1-22; o: 13.
39. God Will Help Us to Obey Him. — Dan. 1 : [-21.
Theme: Repentance
Golden Text: I will be sorry for my sin. — Ps. 38- 18.
40. Peter's Sorrow for Sin. — Luke 22: 54-62; John 21: 15-17.
41. Turning Away from Sin. - — ■ Luke 19: i-io.
Theme: Forgiveness
Golden Text: Ready to Forgive. — Ps. 86: 5.
42. Joseph Forgiving His Brothers. — Gen. 37: 23-28; 45; 1-15.
43. A Father's Forgiveness. — Luke 15: 11-24.
Theme: Prayer
Golden Text: My God will hear me. — Micah 7:7.
44. Hezekiah's Prayer for Help Granted. — 2 Kings 20: 1-7.
45. David's Prayer for His Child Denied. — 2 Sam. 12; 15-23.
46. Elisha's Prayer for a Child Granted. — 2 Kings 4: 8-37-
47. Jesus Praying. — Luke 3; 21, 22; Mark i: 35; 14: 26-42,
Theme: Kindness
Golden Text: Be ye kind one to another. — Eph. 4: 32.
48. Rebekah's Kindness. — Gen. 24: 10-20, 29-31. *
49. The Boy and the Lamb. — i Sam. 17: 32-3S.
50. David's Kindness to a Lame Boy. — 2 Sam._ 9: 1-13.
51. Elisha's Kindness to a Poor Woman. — 2 Kings 4: 1-7.
52. The Good Samaritan. — Luke 10: 30-37.
Beginners' Lessons 715
SECOND YEAR
Theme: Happy Home Life
Golden Text: Honor thy father and thy mother. — Ex. 20: 12.
1. Respect for Parents. — jer. 35: i-io; Kph. 6: 1-4.
2. Miriam Ready to Help. — Ex. 2: i-io.
Golden Text: Blessed are the peacemakers. — Matt. 5: 0.
3. Jonathan the Peacemaker. — i Sam. 10: 1-7; i Thess. 5; ij.
Golden Text: Preferring one another. — Rom. 12: 10.
4. Kindness to Guests. — 2 Kings 4: S-13; Heb. 13; 2.
Theme: Unselfishness
Golden Text: Christ also pleased not himself. — Rom. 15- 3.
5. Abraham and Lot. — Gen. 13. i-q.
6. Ruth and Naomi. — Ruth i: 1-22.
Theme: God's Goodness
Golden Text; God shall supply every need of yours. — Phil. 4: ly.
7. God's Care for Ishmael. — Gen. 21:1 2-20.
8. God's Care for Elijah. — i Kings 17: 8-16.
9. God's Care for Daniel. — Dan. 6: 1-23.
10. God's Care for Peter. — Acts 12: 1-17.
11. God's Care for Us. — - Ps. 23: 1-6.
12. God's Care for All Things. — Matt. 6 25-30.
Theme: Gratitude
Golden Text: Be ve thankful. — Col. 3: i 5.
13. A Man Thanking Jesus. — Luke 17: ii-kj.
14. A Lame Man Thanking God. — Acts 3: r-io.
Theme : Helpfulness
Golden Text: Let us do good unto all. — Gal. 6: lo.
15. A Little Girl Helping her Master. — 2 Kings 5: 1-5, q-ti.
16. Samuel Helping in the House of God. — r Sam. 3: i-jo.
17. Friends Helping a Sick Man. — Mark 2: 1-12.
18. A Little Boy Helping Jesus. — John 6: 5-14.
Golden Text: For God so loved the world that He gave His only begot-
ten Son. — John 3: 16.
19. God Helping Us by the Gift of His Son. — Matt. 1:21; Luke 2: 1-20;
I Tim. 1:15.
Theme: Jesus Our Helper
Golden Text: Lord be thou my helper. — Ps. 30: 10.
20. Jesus Helping the Fishermen. — John 21: 2-13.
21. Jesus Feeding Four Thousand Men. — Matt. 15: 32-39; Mark 8: 1-9.
22. Tesus Healing a Leper. — Matt. 8: 1-4; Mark 1:40-45.
Golden Text: Mv help cometh from the Lord. — Ps. 121:2.
23. Jesus Healing a Blind Man. — John g: 1-41.
24. Jesus Raising the Widow's Son. — Luke 7: 11-17.
Theme: Jesus Our Teacher
Golden Text: Teach me Thy way, O Lord. — Ps. 27: 11.
25. Jesus' Example of Service. — -John 13: i-i5-
26. Jesus' Story of a Supper. — Luke 14: 16-24.
27. Jesus' Storv of the Lost Sheep. — Luke 15: 3-7.
28. Jesus' Story of the Seed. — Matt. 13: 3-S.
Theme: The Risen and Ascended Lord
Golden Text: Behold I make all things new. — Rev. 21:5.
29. New Life in Nature. — Gen. 1:12; Song of Solomon 7:11-13; Ps.
65: 9; 74: 16, 17; 104: 14-17; 147: i6-t8.
7i6 Beginners' Lessons
Golden Text: He is Risen. — Matt. 28: 6.
30. Jesus' New Life. — Luke 24. 1-9.
Golden Text: In my Father's house are many mansions. — John 14: 2.
31. Jesus Going Back to Heaven. — Luke 24: 36-53.
32. Our New Life. — Rev. 21: 1-4, 21-27.
Theme: Jesus' Nearness to Us
Golden Text: I am with you alway. — Matt. 28: 20.
33. Jesus' Promise of Nearness. — John 14: 18-23; 16: 16-22; Matt. 28: 20.
34. Jesus' Nearness to Paul. — Acts 18: i-ir; 2 Tim. 4; 16-18.
Theme: Obedience
Golden Text: We must obey God. — Acts 5: 29.
35. Gideon and the Three Hundred. — Judges 7: 12-21.
36. Peter and John Obeying God. — Acts 5: 17-32.
Theme: Honesty
Golden Text: Let us walk honestly. — Rom. 13:1 3-
37. The Honest Workmen. — 2 Chron. 24: 4, 8-14; 2 Kings 12: 11-15.
38. The Dishonest Servant. — 2 Kings 5; 20-27.
3Q. The Honest Treasurers. — Ezra 8: 21-34.
Theme: Truthfulness
Golden Text: My moitth shall speak truth. — Prov. 8: 7.
40. Samuel Telling the Truth. — i Sam. 3: 1-21.
41. Daniel Telling the Truth. — Dan. ?: 13-30.
42. Truthful at All Times. — John i: 43-51; Eph. 4: 25; Ps. 15: i, 2.
Theme: Self-Control
Golden Text: Be* patient toward all. — i Thess. 5: 14.
43. David's Self-Control. — i Sam. 26: 1—25.
44. Jesus Bearing Wrong. — Luke 9; 51-56.
Theme: Prayer
Golden Text: Lord, teach us to pray. — Luke 11 : i.
45. Praying for Help. — Neh. i : i-i i.
46. Praying for Others. — i Sam. 12: 19-24; Matt. 5; 44; James 5: 13-16.
47. When and Where to Pray. — Matt. 6: 6; Dan. 6: 10; Acts 3:1; Gen
24: 10-14; Neh. 2:4; James 5: 13; Matt. 8:23-46.
Theme: Forgiveness
Golden Text: Forgiving each other. — Eph. 4: 32.
48. Stephen Forgivmg his Enemies. — -Acts 7: 54-60.
49. Jesus Forgiving Peter. — John 18: 15-18, 25-27; 21: 15-17.
Theme: Love
Golden Text- Let us love one another, for love is of God. — i John 4: 7,
50. Jonathan's Love for David. — - i Sam. iS: t-4; 20: 1-42.
.>5i. Mary's Love for Jesus. — John 12: i-S; Mark 14. 3-9.
52. Jesus' Love for His Friends. — John 11: 1-44-
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