To what race in the world does the Sunday school mainly belong?
What are some of the lands in which it is found?
What does the circulation of its literature show?
What influence is the Sunday-school movement exercising upon the world?
How many salient traits of the Sunday school are named in this chapter?
What are those traits in the order named?
To what race can the ancient germ of the Sunday school be traced?
What institutions among that people contained the elemental principle of the Sunday school?
What gathering similar to a Sunday school is described in the Bible?
Who was the founder of the modern Sunday school?
In what place, and what year, was the first Sunday school held?
What aided to make this institution known?
Was the first Sunday school established under direction of the clergy or the laity?
Has the clergy, or the laity, been the more prominent in the work of the Sunday school throughout its history?
What has been the attitude of the church toward this institution?
What has been stated concerning the compensation of the teachers in the earliest Sunday school?
Was the plan of paying teachers for their services continued?
Are the majority of Sunday-school officers and teachers now paid for their services?
What has been the effect of this condition, of unpaid service, upon the growth of the Sunday-school movement?
How has this condition of voluntary, unpaid work affected the moral influence of the Sunday school?
How have the expenses of the Sunday school in most places been met in the past?
How are such expenses met in the best schools at the present time?
How has the self-support of the Sunday school in the past affected its government?
What is the present share of the church in the government of the school?
What forces have directed the development of the Sunday school as a movement?
What fact in its origin largely accounts for the unity of method in the Sunday school?
What is the text-book studied in the Sunday school?
What has been the influence of the Sunday school in behalf of the Bible?
What is a Sunday-school constitution?
What is the difference between an ideal and a practical plan?
Are all constitutions written?
What six points should be provided for in the constitution of the Sunday school?
What should be the aim of the Sunday school?
State the definition of the Sunday school as given by Dr. Vincent.
What three elements are involved in a true religious education?
What difference may be noted between the Christian ideals of the past and of the present?
What method does the Sunday school employ in its work?
What are the three essentials in the working of a school?
What does the Sunday school seek to accomplish in its pupils?
What text-book is generally used in the Sunday school?
Why is this book taught so widely?
May material outside of this book be employed in teaching?
What is the relation between the Sunday school and the church?
Why is some government needed in the Sunday school?
What two elements should be recognized in the management of the school?
Name the officers of the Sunday school.
Who should constitute the members of the school?
Into what departments are most Sunday schools divided?
Why does not the mere division into departments constitute a graded Sunday school?
In what department is the school growing most rapidly?
From what departments does the school lose its pupils?
What is often the condition of classes for young people of fifteen years and older?
What inequalities may be noted in the classes of an average Sunday school?
What spirit is apt to be lacking in the school?
What two great difficulties are met by the superintendent of an ungraded school?
Sum up the six difficulties or defects which will be removed in a measure by grading the school.
Name the six essentials of a thoroughly graded Sunday school.
Draw a diagram representing the manner of seating the departments of a Sunday school.
What is meant by a fixed number of classes in each department of a graded school?
How should promotions be made from one department to another?
Why should not teachers accompany their classes when the pupils are promoted from one department to another?
What kind of lessons should be taught in the different departments of the school?
Should promotions be made on the basis of age, of merit, or as the result of examination?
Why cannot examinations in the Sunday school maintain the same standards as those of the public school?
What is the greatest difficulty to be met in grading a Sunday school?
What is the remedy for this difficulty?
What are the two methods of grading an ungraded school?
How may a school be graded by the gradual method?
What are the four steps to be taken if a school is to be graded by the simultaneous method?
What is to be done when scholars are unwilling to receive promotion?
Name seven advantages of the graded school.
Wherein does the graded school differ in appearance from one ungraded?
How is order maintained more easily in the graded school?
How does grading influence the social relations of the scholars?
Why is teaching easier in the graded school?
How does the graded Sunday school increase the interest of the pupils?
Why is it easier to supply teachers in the school after it has been graded?
What is meant by "the leakage period" in the scholars of the Sunday school?
How does the graded school hold the scholar in the school?
What are the four principal departments of an ordinary Sunday school?
In this chapter how many departments are described?
What are the names of these departments?
What department includes the names of the youngest children? Wherein does this department differ from most of the other departments? How should the list of its members be kept? How may names be obtained for it? What privileges should be given to the members of this department? What are the benefits of this department to the school?
What is the name of the second department? What ages should it embrace? What should be the exercises in this department? How should these pupils be seated in the school?
What is the third department named? What ages should it include? How should it be organized? What lessons should be taught in it?
What is the fourth department? What are the ages of its pupils? How may they be classified? What lessons should be taught to them?
What is the fifth department? What ages does it include? How should the classes be formed? Why should small classes be the rule in this department? What lessons should be taught? What should be a special aim of teachers in this department? What type of Christian character should be sought?
What is the sixth department? What other names are applied to it? What ages should it include? What requirement should be made of those entering this department by promotion? How should the classes be organized? Who should teach in this department? How may the social spirit be cultivated?
What is the seventh department? Who should be included in its membership? Who should be sought as the teacher? What condition should be required of its members? What studies should be followed? How should the course be conducted? What other class should also be connected with the Teacher-training Department? How shall this class be conducted?
What is the eighth department? Who should be included in it? What are the two methods of instruction in this department? What courses of study should be taken?
What is the ninth department? Who constitute its members? What care and help should be given to these people? What should be expected of them as members of the school?
What illustration from a railroad will show the importance of the superintendent?
How should the appointment of the superintendent be made? Who should unite in the selection? How long should be his term of office?
What are the traits named for an ideal superintendent?
What should be his moral character? Why is such a character necessary in his office? What story of a statesman illustrates this?
In what respects should the superintendent be a believer in the gospel?
Why should he be a member of the church? What is his duty to the Bible? How may the superintendent influence his school to follow his requests?
What should be his qualifications as an administrator or executive?
What trait in relation to the young should he possess?
What should be his mental attitude toward knowledge, especially knowledge of methods?
What story is told of a great sculptor?
Into what three classes may the duties of the superintendent be divided?
What are his general duties and prerogatives in relation to the school?
What are his duties through the week?
What social duties should he endeavor to fulfill?
How may he obtain teachers and workers?
What is the purpose of cabinet meetings?
How may the superintendent be ready for special occasions in the Sunday-school year?
What is his duty toward conventions and associations of workers?
What are the duties of the superintendent during the session of the school?
What suggestions are given concerning the conducting of the program of the school?
Who should review the lesson?
Name some miscellaneous hints concerning his work.
How may he have a quiet, orderly school?
How may he promote the use of the Bible as a text-book by teachers and scholars?
What rule should be kept with reference to the lesson period?
Under what conditions should visitors be allowed to address the school during the regular session?
What suggestion is made concerning self-control?
What aim should be kept before the superintendent and the school?
What is the need of an assistant to the superintendent in the Sunday school?
What two classes of assistants are required in an organized school?
What titles should be given to these officers?
How should the associate superintendent be chosen?
Why should the superintendent possess the right to nominate the associate superintendent?
Should the associate superintendent be at the same time a teacher in the school?
When should the associate take charge of the school?
How should substitutes be obtained for teachers who are absent?
What class should not be called upon to furnish substitute teachers, and why?
What class will supply teachers in a properly graded school?
How, when, and where should the teachers be obtained?
When should supply teachers be ready and in their places?
What is the work of the associate superintendent with reference to new scholars?
Should new scholars select their own classes?
What part may the associate take during the general exercises of the school?
What military title might properly be given to the associate superintendent? Wherein does this title apply to him?
Give a summary of the six duties performed by the associate superintendent.
Who is frequently and unwisely chosen as secretary of the Sunday school? What are the results of such a choice?
What results follow from an efficient secretary?
What six qualifications are named for the ideal secretary?
What traits of a business man should he possess?
What should be his principle with regard to regular attendance? What also should be included in his attendance?
Wherein should the secretary be a good writer?
What should be the traits of his mental action?
What exercises in the school should never be interrupted by the work of the secretary? Should he ever come to a class while the lesson is being taught?
What should be the behavior of the secretary?
How should the secretary be chosen?
How long should be his term of office?
How should the assistant secretary be appointed?
What are department secretaries, and who should be appointed to this position?
What seven duties are named for the secretary and his assistants?
What record should be kept of business meetings?
What are his duties with reference to reports from committees?
What weekly record should be kept of the attendance in the school?
What are the duties of the secretary with regard to the records of class attendance?
What general catalogue of the members of the school should be kept? How should this record be arranged?
What is the duty of the secretary with regard to the literature used in the school?
How should the official correspondence of the school be conducted?
Why was little money required by the early Sunday schools? Wherein was this fact fortunate for the schools?
Why are the expenses of the Sunday school greater than they were in the early years?
What are the principal expenses of a modern Sunday school?
What are the methods of supplying funds for the Sunday school in most places?
What is the objection to these methods?
What is the ideal method of supporting the Sunday school? Under this plan what should be expected of the members of the school? What are the advantages of this plan?
Should the same person act as secretary and as treasurer? In that case what principles should be observed?
What kind of a person should be chosen as treasurer?
What funds should be placed under his charge?
Where should he keep the money of the school? How should this bank account be conducted?
What reports should the treasurer present, and where should he present them?
How should all payments of the treasurer be authorized?
What should be done with bills against the school?
In what form is it desirable to make payments for bills?
How and when should the accounts of the treasurer be audited?
What service can the treasurer render to the school in relation to benevolent interests?
Why was the library important to the school in the earlier times?
What are the facts regarding the decline of the Sunday-school library in recent times?
What causes are assigned for the decline of the Sunday-school library?
How are books more accessible now than in former times?
Why is the library no longer needed to draw pupils to the school?
How does the present educational aim of the Sunday school affect the interest in the library?
What criticism is made upon the books in most Sunday-school libraries?
How does the management of the library often interfere with the order of the school?
What three benefits are named from a well-conducted Sunday-school library?
How does the library in many places aid the school?
What four principles should guide in the selection of books?
What classes of books should be in the library?
Why must the books be popular and interesting?
What should be the literary standard for books in the Sunday-school library?
Should love stories be admitted?
What moral standards should be maintained?
What is meant by the Christian spirit in the Sunday-school library?
What kind of a library should be sought for in the educational work of the Sunday school?
How may the use of such a library be promoted in the school?
How may the public library be made useful to the Sunday schools in a city or town?
Who should choose the books for the Sunday-school library?
What should be expected of the library committee?
Why should a large purchase of books at one time be avoided?
How may the committee learn of new books?
How should donations of books be regarded?
What are the advantages of small additions at frequent times?
Who should be sought for the Sunday-school librarian?
How should the assistant librarians be chosen?
What plan should be followed in collecting the books returned to the library by the scholars?
What are some plans for choosing books?
What difficulties are met in the choice of books by scholars?
How should the books be distributed?
What are the difficulties met in the return of books by scholars?
How may the loss of books be avoided?
How may lost books be traced and brought back?
Why does the work of the Sunday-school teacher require special qualifications?
What four qualifications are named as requisite?
What should be the relation of the teacher toward Christ?
What should be his attitude of mind and heart toward young people? Why is this attitude necessary?
What should be his relation to the Bible?
What is required of him as a worker?
When did training for Sunday-school teachers begin in America?
What have been various stages and periods in the movement for teacher-training?
What four reasons are named why the Sunday-school teacher should receive training?
How does the shortness of the time and its weekly meeting of the Sunday school relate to the training of the teacher?
How does the teacher's responsibility make his training necessary?
What does this age demand of teachers?
Why does this age make special demands upon Bible teachers?
In what condition of mind with regard to the lesson do most of our scholars come to the Sunday school?
Why does the condition of the scholar require preparation on the part of the teacher?
What are the four departments of teacher-training?
What in the Bible does the teacher need to know?
What does he need to know about his scholars?
What does he need to know about the school?
What does he need to know about teaching?
What are the four departments of the teacher's task?
What has he to do as a student?
What may he do as a friend?
What is required of him as a teacher?
What is his work for his class, as a disciple of Christ?
What kind of a temple is the Sunday school?
Whence must come the members of the school?
What duty does the school owe to the population around it?
Of what should a Sunday school be representative?
What elements in a mixed community should enter into the Sunday school?
What methods should be sought in localities where the traits and needs of the people differ?
What fact regarding the population of our country brings great problems to the church and Sunday school?
Give some instances of the effect of changing population upon churches.
How often are churches generally compelled to change their constituency?
What are some causes of the changed conditions in cities and country places?
What should be done in growing communities?
What are the conditions, and the remedy for them, in a declining population?
How may a population change socially while increasing numerically?
What is the duty of a Sunday school in changing communities?
When may a church or a Sunday school rightly abandon its field?
What is the first duty of the Sunday school in relation to its field?
What is its duty to the population in its field, wherever the population can be reached?
What elements in the population should be provided for in the plans and efforts of the school?
Why is it not only desirable but necessary to seek for increase in the membership of the Sunday school?
What is the percentage of change in Sunday schools annually?
For what should search be made in the school?
How may the absentees from the school be looked after?
What traits in a Sunday school will naturally draw to it scholars?
Why should the Sunday school be made a prominent feature in the church?
What are some special occasions in the year to which attention should be given?
What special methods of building up the school may be employed in certain localities?
How may the school be advertised?
What are some advantages in a personal invitation?
What plans for the visitation of the field are suggested?
What caution should be given concerning methods of recruiting the Sunday school?
What is meant in the title of this chapter?
How many tests or criterions are here named?
What are these tests?
What is meant by the representative character of a Sunday school?
Why is organization necessary to constitute a good school?
What is included in a graded school?
To what extent is order a requisite?
How may the demand for order be carried to excess?
What is "spirit" in a Sunday school?
What constitutes efficiency in Sunday-school work?
For what purpose is the teaching and work of the Sunday school?
What is included in the building of a character, as an aim of the Sunday school?
How should these tests or traits be viewed?
What illustrative passage is given from the New Testament?
[1] An exception is to be noted in the Sunday schools of the Roman Catholic Church, where most of the teachers belong to religious orders.
[2] Bishop John H. Vincent.
[3] For qualifications and functions of the teacher see Chapters XIII and XIV.
[4] For a more complete statement, see the volume of this series on The Graded Sunday School in Principle and Practice, by Dr. H. H. Meyer.
[5] Dr. A. H. McKinney, in After the Primary—What?
[6] This department is now named in Sunday schools of the Protestant Episcopal Church, and some others, the Font Roll, or Baptismal Roll.
[7] Suggested by Dr. J. H. Vincent.
[8] For full information concerning Teacher-training, courses, examinations, and diplomas, write to the State Secretary of Sunday School Work, or to the office of the International Sunday School Association, No. 140 Dearborn Street, Chicago.
[9] For plans of the Home Department, address the Secretary of the State Sunday School Association, or Dr. W. A. Duncan, Syracuse, New York, who is recognized as the founder of this system.
[10] R. L. Stevenson's Treasure Island.
[11] For detailed methods and plans, see the volume of this series on The Training of Sunday School Teachers.
[12] 2 Pet. 1. 5-7.
Text uses both Sunday School and Sunday-School.
Obvious punctuation errors repaired.
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