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Of Sunday Schools and Their Organization 50 § 4 History of the Sunday School Movement in the Methodist Episcopal Church BY ADDIE GRACE WARDLE THE METHODIST BOOK CONCERN NEW YORK CINCINNATI DEDICATED TO THE HEARTENING MEMORY OF A MOTHER'S FAITH AND DEVOTION MARTHA SINGLETON WARDLE 1842-1897 FAITHFUL TO THE SUNDAY SCHOOL OF THE WE^LEYAN CHURCH IN ENGLAND AND OF THE METHODIST EPISCOPAL CHURCH IN AMERICA NOTE IN the assembling of material, quotations from original sources have been emiployed as the most desirable method of por­ traying historic events accurately. In the use of these quotations the original source has been followed in spelling, punctuation, etc., as far as possible. OUTLINE CHAPTER I ENGLISH ANTECEDENTS OF THE AMERICAN METHODIST SUNDAY SCHOOL MOVEMENT PAGE § I. Early Methodism and Its Relation to Religious Education ii a. Its program, indicating the early soil of the Sunday School. (i) Educational. (2) Evangelistic. (3) Social. b. Methodism's preparation. (i) Educational emphasis and institutions. (2) Organization of children's classes by pastors. (a) Legislation. 1748. 1766. (&) Wesley's experience in children's classes. (3) Sunday gatherings for religious instruction prior to 1780. {a) In the Wesley family. (Jb) In Wycombe by Hannah Ball. § 2. Methodism and the Raikes Movement 16 a. Methodism's relation to the founding of the Sunday School. b. John Wesley's attitude and work. c. Other leaders of the movement. § 3. Sunday School Plans and Later Legislation in England that May Have Served as Models for American Methodism 24 a. Sunday School developments, 1798-1805. b. Conversations between Wesley and the preachers, 1797. c. Important legislation, 1805, 1808, 1817, 1819, 1822, 1823, 1826, 1827, 1828. d. Summary of legislation and work. § 4. Further Early Contributions of Methodism to the Sunday School Movement 35 a. Origin of the British and Foreign Bible Society. 6. Adult Sunday School Work. c. Sunday Schools in Asia. CHAPTER II EARLY BEGINNINGS IN AMERICA AND THE EVIDENT INFLUENCE OF ENGLISH WESLEYANISM, I784-1827 § I. Methodism in America and Early Religious Instruction 42 a. Church organization. b. Instruction of children. (i) Legislation. (2) Early instruction. OUTLINE PAGE § 2. The Early Sunday School Movement 46 § 3, Official Recognition of Sunday Schools and Their Organization 50 § 4. The Book Concern and Sunday Schools 55 § 5. Examples of Sunday School Work 55 §6. Relation of the Methodist Sunday Schools to Sunday School Unions... 57 § 7. Religious Education on the Frontier and Among the Indians 58 CHAPTER III THE METHODIST SUNDAY SCHOOL UNION AND SUNDAY SCHOOL ADVANCE, 1827-1840 § I. Organization of the Methodist Sunday School Union 61 a. Organization. 6. Object. c. Reception and immediate success. d. Criticisms. § 2. Early Sunday Schools of the Union 65 § 3. Problems of the Schools 66 § 4. Early Work of the Sunday School Union Board 67 a. Periodicals. b. Resolutions. c. Helps to teachers. d. A Sunday School pastor. § 5. Annual Reports of the Union 69 a. First Report and General Conference Legislation. b. Second Report. » c. Third Report. § 6. Indication of Intensity of Interest 72 a. In Sunday School work. b. In abnormal reUgious experiences. c. In the educational feature. d. In General Conference legislation. § 7. Later Legislation and the Decline of the Sunday School Union 74 o. Merging of benevolences. b. The publishing fund. c. Changes in Sunday School legislation following the merging. CHAPTER IV THE PERIOD OF ORGANIZATIONAL PROGRESS, 1840-1908 § I. A Quadrennium of Re-beginnings, 1840-1844 78 a. Reorganization. b. New legislation. c. Publications. d. The Board's doing first-hand work. 6 OUTLINE PAGE § 2. The Years of Calamities and Unprecedented Progress, 1844-1868 82 a. The forward plans of the Board. (i) Election of "Editor of Sunday School Books and Tracts." (2) New financial resources. (3) Rallying the whole church. b. Statistics showing the progress, 1844-1868, and additional legisla­ tion. c. The calamities of the period and their relation to the Sunday School work, (i) European War (1848) and immigration to America. (2) Cholera epidemic (1850). (3) Civil War. (a) Withdrawal of the Methodist Church, South. {b) Disorganization of the work during the war. § 3. Two Decades of New Methods, 1868-1888 99 a. Creation of the "Department of Sunday School Instruction." b. New Methods in general Sunday School work. c. Statistics of the Sunday School Centenary (1880). § 4. Two Decades of the Emphasis of the Normal Sunday School and the Agitation of Religious Education, 1888-1908 102 a. The semicentenary of the reorganization of the Methodist Sunday School Union, 1890. 6. The quadrennium report, 1888-1892. (i) Statistics. (2) Organization of the Epworth League. (3) The Rindge Fund. c. The closing years of the period and the decline of the work. d. The reorganization as the "Board of Sunday Schools." CHAPTER V PRINCIPLES AND METHODS OF SUNDAY SCHOOL INSTRUCTION, 1840-1908 § I. The Child and Its Religious Experience 106 a. Disciplinary statement. b. Emphasis upon learning the catechism. c. Religious experience of the child as central and the Bible as the textbook. § 2. Means and Instrumentalities in the Sunday School Work 112 a. Books. b. Parents. c. Pastors. d. Teachers. § 3. The Training of the Teacher 119 a. Appeal and early plans for teacher training (1827- ). b. The "Normal Sunday School." c. The "Institute." d. The "Normal College." 7 OUTLINE PAGE e. The Chautauqua Movement. /. Lyceum courses. § 4. Courses of Study for the Pupils 129 a. Question books, catechisms, etc. b. Lesson leaves. c. Lesson books and graded courses. d. Uniform lessons. e. Supplemental lessons. § 5. Specific Methods of Instruction and the Organization of the Sunday School 143 a. Resolutions and articles setting forth problems in method. b. Specific methods recommended. (i) Syllable repetitions and formal rules. (2) Use of blackboard. (3) Use of illustrative objects—museums. (4) Singing and hymn books. c. Characterizations of the period. § 6. Sunday School Libraries 153 § 7. Sessions of the Sunday School 157 § 8. Children's Meetings I59 § 9. Prophecies of the Modern Emphasis in the Sunday School 160 a. Sunday School missionaries. b. Vocational guidance and social service. c. Recreation. d. The children's church. e. The legitimate field of the Sunday School. (i) Relative to rich and poor. (2) Relative to age. (3) The Sunday School for all the congregation. § ID. The Extensive Work of the Sunday School 163 a. In America. (i) In organization, and frontier work. (2) Among non-Americans in America. b. In foreign fields. § II. The Climax of the Period in the New Emphasis and the Graded Les­ son Plan 171 a. The biological and pedagogical emphasis. b. The period of fruitage. (i) Its character. (2) Its agencies. (a) International Primary Union and Graded Lesson Conference. (&) Religious Education Association. (c) Sunday School Editorial Association. c. Methodism and the Graded Lessons. d. The organization of the Board of Sunday Schools. 8 OUTLINE CHAPTER VI THE NEW ORGANIZATION AND ITS ADVANCE, 1908-1916 PAGE § I. The Emphasis of the New Organization 176 a. The Adult Movement. b. The centrality of the child. § 2. The Goal of the Movement 177 a. The statement. b. The vital problems. § 3. The Extension and Promotion Work 179 a. Teacher-training courses and institutes. b. Reports. c. Extension plans. d. Missionary education. e. Special features in present plan. (i) Leaflets of instruction, (2) Divisions of Teen-Age. (3) Cooperation of Board of Sunday Schools with other boards. (4) Three experiments. f. Standardization program. § 4. The Curriculum and Literature Plans. 185 a. The International Lesson Committee. b. Departmental Uniform Lessons. c. Revised Graded Lessons. d. College Voluntary Study Courses. e. Publications of the Board of Sunday Schools. CHAPTER Vll SUMMARY OF THE SUNDAY SCHOOL MOVEMENT IN AMERICAN METHODISM § I. The General View '... 201 § 2. Elements Entering into the Educational Program Historically Con­ sidered 203 a. Organization. b. Equipment. c. Method, including Curriculum. d. The Teacher. e. The Goal. APPENDICES I. APPENDIX—STATISTICS § I. Table of Growth of the Sunday School 213 § 2. Table of Sunday School Gifts to Missions 215 § 3. Table of Sunday School Council of Evangelical Denominations 216 II. APPENDIX—CONSTITUTION OF THE BOARD OF SUNDAY SCHOOLS Chap. IX—Board of Sunday Schools 216 BIBLIOGRAPHY 223 INDEX 226 9 CHAPTER I ENGLISH ANTECEDENTS OF THE AMERICAN METHODIST SUNDAY SCHOOL MOVEMENT § I. EARLY METHODISM AND ITS RELATION TO RELIGIOUS EDUCATION METHODISM vvras born in a university atmosphere and among university men. How fitting and inevitable that the church of the Wesleys, organized by that choice company of Oxford (Uni­ versity) students, should be found always with an educational program! But the movement was a reaction against infidelity and formalism in behalf of faith and a personal, conscious rela­ tionship with God. How fitting and inevitable that Methodism should be found always with an evangelistic program! And, furthermore, that little group formulated a social program, a ministry to the poor, the sick, and the imprisoned. Could there have been a better combination of ideals as a soil in which to develop that beautiful, sturdy plant, the Sunday school, that had in the centuries sought many lands for its growth to perish al­ ways at last from a hostile climate ? It was in 1738, a little less than fifty years before Robert Raikes began his Sunday school in Gloucester, England, that a prayer and Bible-study meeting became the Wesleyan Church of England. These fifty years—what busy years they were in the tilling of the soil in which to plant the new seed that was to be disseminated so widely through the Gloucester Journal, owned and edited by the time-honored Gloucester philanthropist, and through the Arminian Magazine, begun and edited by John Wesley, the founder of Methodism! "Lady Huntingdon, the Wesleys, and their early associates were of the excellent of the land.
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