15-The Administration of Religious

CHAPTER XV THE ADMINISTRATION OF RELIGIOUS

EDUCATION

WHOLE alcoves have been added to the libraries of our colleges and theological schools in the past dozen years on the subject of religious education. This literary productivity indicates that there is no subject in which the church is more interested. The pastor should make himself familiar with this new body o literature. Some of it is included in the Conference Courses o Study. In addition, the books listed at the end of this chapter should be read and kept near at hand for ready reference, and to loan, perchance, to Sunday-school workers. Only a few pages may be devoted to the subject in this volume where the outlook is upon the whole task of the church rather than upon a single phase of its work. We shall attempt nothing more than to note briefly the chief factors in the administrative problem, leaving the questions of practice and method for special study. i. THE COMMITTEE ON RELIGIOUS EDUCATION. This committee should be composed of from three to seven of the leading men and women in the church interested in educational matters. It should act as the school board of the church. The present Committee on Religious Instruction might be competent for this task if its powers were enlarged so that it would sustain a more general relation to all the organizations of the church. In a general way the duties of the Committee on Religious Education would be to study the educational problems of the local church and community, to exercise supervision over all the educational work of the church with a view of avoiding duplication and waste, and to make such recommendations to the official

158 RELIGIOUS EDUCATION 159 board as would improve the quality of religious teaching in the church.

-2. THE ADMINISTRATIVE PROBLEM. The more important elements of the problem of administration are as follows, a. Institutions. Several institutions besides the church are engaged in the religious education of the child, namely, (i) the home, (2) the public school, and (3) the community. The church should understand the contribution of each to the common task and seek the intelligent cooperation of all.

Among these the home is supreme by virtue of the longer period in which the child is in its care, the greater intimacy of its contacts, the informality and spontaneity of its instruction, and the democracy of family life. The modern home is breaking down, however, as an institution of religious education. The endeavor on the part of the church in this connection should be to encourage family worship by urging the erection of “family altars” and calling attention to some of the valuable manuals of prayer which will be helpful to those who find prayer difficult. Moreover, the home should be continually informed by church visitors of the work which the church is doing with the children, and its sympathetic cooperation asked for. The public school, while not officially responsible for teaching religion, nevertheless is related in a definite manner to the problem. It is interested in moral education indirectly, at least, through the personal contacts of teachers and pupils, and this is an important phase of religious education. In several States, notably North Dakota and Colorado, academic credit is given in the public schools for courses of instruction offered in churches which meet the standards imposed upon the public school itself. In Gary, Indiana, this cooperation has been carried much further. The children in the public school may be excused two hours each week, at the request of parents, to receive religious instruction in their respective churches on school 160 THE PASTORAL OFFICE time. Thus the church and state cooperate in their common task without trespassing on each other’s special field. Not least significant is the general atmosphere that pervades the community as a whole. The church and the home and the public school may work in perfect harmony but to little purpose if community ideals of recreation, business, education, and politics are low. On the contrary, if these ideals are high, the church and home and public school will have in the community a friendlyally in their work.

Finally, the church must not deceive itself concerning the defects which mar its own educational activities. While the public school requires the presence of the child several hours each day under trained instructors who are provided with adequate material equipment to teach arithmetic, spelling, geography, etc, the church has been trying to teach religion through untrained teachers who have the child one hour each week and who work with inferior equipment. Small wonder that we have a generation of untaught and confused Christians in our churches who can give no good reason for the faith that is in them! b. Aim. At the present time there appears to be much uncertainty about the true aim of the church in its educational task. “To teach the Bible,” some say. “To create socially efficient persons that is, persons who have learned how to live with other people to their mutual profit,” say others. “To increase the membership and benevolences of the church,” yet others suggest, by their action if not by their words. It may be that any one of these aims, properly interpreted, would be sufficiently comprehensive. As ordinarily stated, however, each leaves much to be desired.

Religion is essentially an attitude toward God a fellowship with the Infinite, and to teach religion effectively cannot mean less than to induce men to take this attitude, establish this fellowship. Instruction in Bible and doctrine is given, but only as a means to an end. That end is to produce, we insist again, the believing soul to lead the RELIGIOUS EDUCATION 161 student to make the great adventure of faith and lay hold of God at first hand for himself. But religion tends to organize for itself certain institutional forms which are necessary to the propagation of religion. The church is one of these. Religious education, then, must concern itself with training for the work of the church as well as with the development of the religious life. The following definition includes both objects: “The functions of the church school are, (a) to develop intelligent and efficient Christian lives consecrated to the extension of God’s Kingdom on earth, and (&) to train efficient leaders for all phases of church work.” 1 This end must ever be kept in view by all who are charged with administrative responsibility for religious education, for the purpose of the organization will determine necessarily its form and program. c. Program. The aim of religious education being what it is, the program of the church school must provide for (i) worship, (2) instruction, and (3) service, for true education addresses itself to the total personality. Of course it is impossible to isolate one phase of personality from all others, but, in general, it may be said that worship is designed primarily to cultivate the religious emotions; instruction, to inform the mind with religious knowledge; and service, to enlist the will so that religious action may become habitual. To plan intelligently the details of this triple program and to distribute them properly among the several agencies of the church, constitute the heart of the administrative problem of the pastor and the Committee on Religious Education. The volumes recommended at the conclusion of this chapter contain valuable suggestions touching this matter. d. Grading. In the Sunday school we are dealing with persons in every stage of growth. The graded character of the student body requires that the school shall be graded a W. S. Athearn, The Church School, p. 1. i62 THE PASTORAL OFFICE as to (i) organization, (2) worship, (3) instruction, and (4) activities. Some little respect has always been paid to this principle. No school puts babies into the older people’s classes. Until recently, however, it would have been difficult to make an affirmation more specific, for personal preferences of the pupils and personal attachments between pupils and teachers had more to do with determining classes than any other consideration. 2

(1) Grading the organisation means the grouping of the pupils into classes, and classes into departments on the basis of age and development, and providing for the promotion from lower to higher levels.

(2) Grading the instruction has to do with both the matter and method of teaching. It implies that lesson materials should be selected with the thought of their adaptability to particular groups in mind, and not with a view of presenting in all classes the same subject at the same time.

Grading the method implies the same truth as to the manner of presenting the lesson material.

(3) Grading the worship assumes that no one order of worship is adapted to all ages any more than one type of ksson material. So far as possible the worship of the Sunday school should be by departments. The “general assembly” may have value for special days, but is not good for regular occasions.

(4) Grading the activities is as important as grading the instruction, for these two are one flesh. Activities are necessary that the pupil may learn the truth by doing it as well as by hearing. By this means the pupil is led to express, as well as receive knowledge by impression from the teacher. But children do not express themselves as adults. For a comprehensive treatment of “the graded school/’ every pastor should read the books recommended at the close of this chapter. e~ Officers and Teachers. The problem of the admin a Burton and Mathews, Principles and Ideals for the Sunday School, p. 123.

RELIGIOUS EDUCATION 163 istrator is well-nigh solved when he has selected and trained competent associates to assist him, and distributed responsibility intelligently among them. In the Methodist Episcopal Church the selection of leaders for the church school unmistakably devolves upon the pastor. No teacher can be nominated to the Sunday School Board without his concurrence, and it would be difficult to secure the confirmation of a superintendent by the Quarterly Conference in the face of his opposition. The most frequent lament heard among pastors deals with the dearth of lay leaders or their unwillingness to serve. But the work must be done with the human material that is available. The only solution of this problem is for the pastor to take his teaching office seriously. If he ministers to a large church, he may secure an expert to whom he can turn over all responsibility for the educational work of the church, called usually a director of religious education. But not one church in fifty is prepared to employ such a teaching pastor in addition to the preaching minister. The only alternative is for the one pastor to give himself to the task of training officers and teachers for the church school. A few teachers may be induced to take a Correspondence Training Course under the Board of Sunday Schools at Chicago, In many larger towns and cities Community Night Schools of Religious Education are doing excellent work in training Sundayschool workers. But only a few leaders in each school are thus reached. Such agencies do not take the place of training classes in the local church. The development of these classes should be the pastor’s chief concern. It may be pleasanter to teach the Brotherhood Class, or lead the Boy Scouts, but his general relation to the school as a whole forbids his pouring himself out exclusively over a few when all need his guidance. The way he may most directly minister to all is to fill his subordinate leaders with his ideals and spirit, who, in turn, will pass them on to others. Every pastor can and should teach two classes, as mentioned previously (i) the Teacher Training Class 164 THE PASTORAL OFFICE and (2) the Probationers’ Class. In this way he can determine in a very few years what a whole church shall believe. The first step In the development of a competent staff of workers is to invite those who are already teaching in the school, but have had no training for their work, together with a selected number of young people who seem to be potential teachers, to join such a training class. Arrange an hour for meeting that will be convenient to the greatest number. Speak of the ideals you hold and the opportunity for the investment of life that is afforded the conscientious Sunday-school teacher. Then outline the course of study covering two or three years, having consulted the Teacher Training Department of the Board of Sunday Schools previously as to methods and materials. The course of study should include at least four fundamental subjects, (1) The pupil, his nature and development at different ages, and the way his mind works.

(2) The materials of study, such as the Bible, church history, Christian missions, etc.

($) Principles and methods of teaching.

(4) Organisation and administration of the school. 3

If the pastor can secure others more competent than himself to take charge of this class, well and good. If not, then he should not shirk the responsibility. If he is not ready, he must get ready by reading and study.

/. Finance. The administrative problem includes the element of finance. At the present time the Sunday school is a very profitable “side line” for the church. It not only pays all its own expenses but, in addition, it makes generous contributions to the benevolent work of the church all of this without being a charge against the general budget of the church. Would it not be more ideal, however, if the church included the expenses of the Sunday school in its *See Organisation and Administration of the Sunday School Cuninggim and North, p. 47, RELIGIOUS EDUCATION 165 regular budget, and then asked the Sunday school to make a contribution toward the expenses of the church? Is not the educational work of the church as deserving of support by the whole church as the work of the choir and the work of the minister? In formulating a financial policy for the Sunday school, it must be remembered that giving should have educational value. It is an expressional activity, supplementing instruction by requiring the pupil to act upon the truth as well as hear it. Giving that is truly educational is, first of all, (i) intelligent. It is prompted by a rational appeal in which exact information is presented, and never based primarily on thoughtless impulse. If the pupils can be induced to ask questions or discuss the proposed object of benevolence, so much the better. (2) Again, this giving must be real. That is, it should be something that is of value and belongs to the child himself not something for which he cares little or which he has received for the asking from another. (3) Moreover, this giving should be unselfish. Much so-called charity is actuated by motives that are un-Christian. Even in the church the appeal to denominational pride and ambition crowds aside the unselfish appeal to give without hope of personal or denominational reward. (4) And, finally, this giving should be systematic and regular. Only so will the church have adequate funds to carry on her work without embarrassment.

Many schools divide the total offering into three parts. The first is contributed toward the local expenses of the church; the second is set apart for missions and other stated benevolences; while the third is kept as a fund from which special appropriations are made, from time to time, in support generally of local community institutions. This fund should be safeguarded by a committee whose recommendation shall be necessary before any appropriation can be authorized. g. Pupils. Another important factor in the administrative problem of the church school has to do with securing 166 THE PASTORAL OFFICE and holding a student body. Ideally every member of every family should be enrolled and active in some department of the school. This ideal is difficult to attain, nor can it be even approximated except by the most diligent application.

1 I) The first duty is to hold what we already have. This can be done only by making the school a good school. For this it is not necessary that it be large, but only that its teaching be worthy. “Many a school that is blaming the people for their lack of spirituality needs to lay the blame for its empty benches on its own sloth and lack of ability/’

It is altogether possible for a Sunday school to deserve no pupils.

(2) But not all the students can be retained. Death and removal, if no other influences, will continually deplete the enrollment. Moreover, the community is always growing by birth and by the coming of new people from other communities. The obligation to serve these strangers as well as the need to replace the natural losses makes it imperative that new pupils shall be recruited intelligently and systematically. The following methods are generally approved, (a) Let the school understand just what its field may be. A map of this field should hang in the room where teachers’ meetings are held.

(b) A careful census should be taken of this area at least once a year, noting the names, ages, sex, and Sundayschool affiliations of all who live here.

(c) After the names of all prospective pupils as revealed by the census have been tabulated or catalogued, a persistent effort should be made to secure their enrollment in the school. Let personal invitations be given by parish visitors, teachers, pupils, and members of the church who live in the vicinity. Let these names be put upon a mailing list of persons who receive regularly bulletins from the church and school. Do not be satisfied with a single invitation. Secure the names of all children under three for RELIGIOUS EDUCATION 167 the Cradle Roll. Do not be betrayed, however, into the folly of conducting a “color contest,” dividing the school into rival camps of “reds” and “blues,” each endeavoring to secure the larger number of students. The last state of a school which adopts this method of increasing its enrollment is nearly always worse than the first.

(d) A wholesome school spirit should be cultivated. This can be done by making the work of the school so much worth while that students cannot but be proud of it. h. Plan of Organization. The Sunday-school administrator must ever be working over his plan of organization. The school includes persons of all ages and both sexes, sometimes in larger and sometimes in smaller numbers. And the plan of organization will vary according to these several factors. A little school of ten or twelve would probably have two classes and two teachers, the teachers acting as officers. A school of fifty, according to Fergusson, would organize five classes, under five teachers and two officers, a superintendent and a secretary; a primary, junior, intermediate, senior, and adult class. Each of the classes would expand into a department corresponding to its name as the enrollment increases to one hundred, five hundred, or a thousand, with such additional classes, teachers, and officers as the larger enrollment may require. The departmental organization generally approved for the larger school is as follows, (1) A General Superintendent, together with an additional superintendent for each department.

(2) A General Secretary, together with an additional sec retary for each department.

(3) A Treasurer, with such assistants as may be needed.

(4) Teachers and classes grouped by departments (a) Beginners’ 3 to 5 years inclusive.

(&) Primary 6 to 8 years inclusive.

(c) Junior 9 to n years inclusive.

(d) Intermediate 12 to 14 years inclusive.

(e} Senior 15 to 17 years inclusive. i68 THE PASTORAL OFFICE (/) Young People’s 18 to 23 years inclusive.

(g) Adult over 23 years.

(h) Extension Department with Superintendent and Visitors, (i) Cradle Roll and Home Department.

(5) Organists, choristers, and ushers as may be needed for the general and departmental assemblies.

(6) In many classes in the Senior, Young People’s, and

Adult Departments, the stability of the group has been increased by class organizations with officers and committees. Such organizations provide new opportunities of service, and promote “class spirit.”

(i) Cooperation. The Sunday-school administrator must continually strive for cooperation on the part of all engaged in the educational task.

(1) This has to do with the relation of his school to other Sunday schools in the community. It has been charged that while the public school is a unifying force, the Sunday school is a divisive force, setting group against group in mutual hostility. This need not be. It is entirely possible for the several schools in a community to regard themselves as fellow workers on the common task of religious education, so dividing the work and the field that no one shall be overlooked and the rights of all shall be respected.

(2) Moreover, it has to do with the public school. There should be no censure of the State school as godless. The same standards of grading should be followed as far as possible in the two schools. And the child should not find his teacher on Sunday denying the things that were taught him in the public school during the week.

(3) Again this concerns the spirit of his own organization. Every officer and teacher, every department and class should have the same attitude and share in the common enthusiasm. This state of affairs can never obtain if an individual or a small group makes out the program and demands that the majority shall give unquestioning obedience. School spirit and loyalty come only from full and RELIGIOUS EDUCATION 169 frequent discussion, in the most democratic way, on the part of the officers, teachers, and pupils, so that whatever decisions may be reached or plans made appear to be the outcome of the collective thought of the whole group.

(4) Finally, an effort should be made to correlate into a unified program all the educational work that is done by the several organizations in the local church. This does not imply that all study classes shall meet at the same hour, or that no organization shall conduct classes except the Sunday school. It only means that an intelligent effort shall be made to avoid duplication of classes and subjects. It is hard to see why the Epworth League should conduct Bible classes in addition to those conducted by the Sunday school.

It is confusing to have several small mission study classes when one good class would be better every way. Moreover, unity, as it applies to the curriculum, requires that no important subject shall be overlooked as well as that there shall be no waste through duplication.

/. Building and Equipment. The careful administrator will realize that good educational work cannot be done without proper physical equipment and a building adapted to school work. The ideal thing would be to have a house constructed especially for the Sunday school, providing separate rooms for all departments and for most of the classes, and completely furnished with the necessary tools for teaching. A few churches approximate this ideal closely. Most of them fall far short of it, and it will be an important part of the administrator’s work to secure better housing and equipment for his school. The least he can plan on as to housing will be separate rooms for the Beginners’, Primary, and Junior Departments respectively. If necessary, the Intermediate, Senior, Young People’s and Adult Departments may meet together for worship, but separate classrooms should be provided as far as possible for the several classes. The Board of Sunday Schools of the Methodist Episcopal Church maintains a bureau of architecture and will gladly submit plans 170 THE PASTORAL OFFICE and suggestions to any pastor or superintendent contemplating a new building or remodeling an old one.

Good equipment can be secured by any school that really desires it. This means, first, that the rooms shall be airy and clean. A few good pictures can be hung upon the walls.

Small chairs and tables can be provided for the younger children, maps and blackboards for such teachers as will use them, musical instruments and good song books as may be necessary to lead in song, and materials for manual work, such as sand-tables, clay, crayons, blocks, drawing materials, etc. k. Records. Finally, the importance of careful accounting of personnel and funds will not be overlooked by the careful administrator. Careful records of all receipts and disbursements must be kept by the treasurer, and his accounts regularly audited. And the secretary must work out such a system of records as will account definitely for everyone who comes in the school and for every absentee. The Methodist Book Concern will gladly provide a full system of records at little cost, and the Board of Sunday Schools will be pleased to advise all persons interested in improving Sunday-school accounting.

BOOKS RECOMMENDED FOR FURTHER STUDY John E. Stout, Organization and Administration of Religious Education.

W. S. Athearn, The Church School Burton and Mathews, Principles and Ideals for the Sunday School.

H. F. Cope, Efficiency iti the Sunday School; Religious Education in the Family; The Week-day Church School; School in the Modern Church; The Modern Sunday School in Principle and Practice.

E. M. Fergusson, How to Run a Little Sunday School; Church School Administration.

Howard J. Gee, Methods of Church School Administration.

Hugh Hartshorne, Worship in the Sunday School W. N. Hutchins, Graded Social Service for the Sunday School.

Marion Lawrance, How to Conduct a Sunday School RELIGIOUS EDUCATION 171 Franklin McEIfresh, Training of Sunday School Teachers and Officers.

H. H. Meyer, The Graded School in Principle and Practice.

Margaret Slattery, Talks With the Training Class.

George H. Betts, The New Program of Religious Education.

George A. Coe, Education in Religion and Morals; Social Theory of Religious Education.

A. A. Lamoreaux, The Unfolding Life.

Albert H. Gage, How to Conduct a Church Vacation School.

Charles W. Brewbaker, Sunday School Management.

Herbert F. Evans, The Sunday School Building and Its Equipment.

Dan B. Brummitt, The Efficient Epworthian.