Minor i. LQM\ of c^e/or-fictuato School THE INFLUENCE OF SUNDAY SCHOOL ATTENDANCE OH BEHAVIOH IS THE BLESENTARX GRADES OF

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1 THE INFLUENCE OF SUNDAY SCHOOL ATTENDANCE OH BEHAVIOH IS THE BLESENTARX GRADES OF NORTH TEXAS DESSOaSTRATIOM SCHOOL APPROVED: Minor i Dean "of 'the'softool of Kducat'toii LQM\ of c^e/or-fictuato School

2 THE XrlPLUyi-TOn Oi>'SUM&AY SCHOOL ATTiSIIDANGIS on svioh i«tisk ilwrnir shades op WORTH TiiXAS DSMOHSt'IlfiTIO!!SCHOOL THESIS Presented to the Graduate Council of the North Texas Stat College In Partial fulfillent of the Requireents For the Decree of Master of Arts By Luclie P.althrop TTeely,B. A» Denton, Texas August, 195

3 18112 TABLE OF CONGESTS Page LIST OF TABLES, jy Chapter I. INTRODUCTION 1 Stateent of the Proble Need for the Study Procedure II* DEVELOPING A"N y;-:dsrsta\ f DING OP THE TERM, "BEHAVIOR" 7 Definitions and Opinions about Behavior Differences Reasons for Behavior Aberrations III. EVALUATING THE INFLUENCE OP THE SUNDAY SCHOOL MOVEMENT. 12 History of the Moveent Stateents of the Extent of Influence by Men of flote Stateents of Ministers of Denton, Texas IV. CASE STUDY Testing Analysis Coparison of Attending and Non-attending 3^ V. CONCLUSIONS AND RECOI5MEKDATIGNS BIBLIOGRAPHY ill

4 LIS? OF TABLES Table A*. Huaclay School A'Ste;.Aa.ueu in Group A Sunday School Attendance In Cj-rov.p ;> Su&uay Scliool Akfcorwlance in 3roup Sunday School At ^euc-fvaee la Group D Scisy School /AAenufiriee in Group B 6. Sunday f -.CU.OOl Aw;,encU>nce In Group P f T: i \K o u - -t 1,4 -. > of < (J roup A A 'innetka Scalo, Ratings of Croup A ^ Xi 'Innetka Scale Page 3> lf, hy2- l;-3 9* Ha.tiri^,s of Group G VS 'innctlca Heal 1. Ratings of Group u n : innetka Hcale n. I< at Inrn of Group 3 'iiotka V» Scale 12. Eatings of Group? -«A innetka Scale 13. Other LWuinvicr /.borrat i.ons.. * * 45 kb kl b3-$o iv

5 CHAPTER I INTRODUCTION Stateent of the Proble The proble of this study is to deterine the influence that Sunday school attendance has on behavior of children now enrolled in the eleentary grades of North Texas State College Deonstration School of Denton, Texas. Our changing ways of living brought about by the necessity for Increased production to eet the present-day deands of society for conveniences and necessities has ade life and living very coplex for children as well as adults. The transfer of uch of the responsibility of the phases of the education of children fro the hoe to the counity, the school, and the church has added to the coplexity. It is agreed by all concerned that the cooperation of all agencies with which children have contact is necessary to provide the help and guidance to develop well adjusted happy ebers of society. Need for the Study The church and its related organizations, especially the Sunday school, have been depended upon any years for character education, religious and Biblical instruction. Each denoinational group publishes or provides books, leaflets,

6 and various other kinds of aterials to assist its teachers in giving instruction. Soe of this literature is for denoinational inforation, but ost of that used in Protestant groups stresses guidance in growing, as Jesus did, in wisdo and stature, and in favor with God and an, and in living as nearly as is huanly possible according to the teachings of Jesus. Sunday schools are continuing to carry,on with individual and cobined diligence} yet today, as never before, is Aerica faced with the proble of juvenile delinquency. The Bureau of Investigation declares that decisive steps ust be taken to atop, or at least decrease, the steadily ounting nuber of delinquents. The church, like other organizations, is cognizant of the necessity of doing soething to assist in curbing delinquency ; however*, few studies have been ade to ascertain the extent of influence reached by church attendance, or the atten* dance of its Sunday school. The church sees to be placidly sure that its outreach is wide because Its teachings are good, and its objectives for training children are worthwhile. Procedure In preparing for this study understandings irero sought as to the eanings to be put into the word "behavior." Discussions of behavior probles and their causes wore studied. This background study included also a consideration of the history of the Sunday school oveent.

7 Local inisters were asked for stateents as to the objectives set up by their particular local school, and the eans through which they sought to obtain the stated objectives. The subjects for this study, nubering 126, were taken fro those enrolled in the first six grades of the Deonstration School of Worth Texas Stat College with the perission of the director and the cooperation of the teachers of these grades. It is to be understood that the subjects represent a cross section of the children of the sall North Texas city of Denton. Denton is known because of its being the location of not only North Texas Stat College, but also Texas Staoe College for Woen, Although the students in Deonstration School are acquired by application on the part of parents of the children, it is not confined to any class or group restrictions. Results fro the W1 netka Scale for Rating School behavior and Attitudes were tabulated and copared with the data obtained fro the Sunday school attendance questionnaire copiled and presented for its answers to each grade group with a stateent as to the purpose for which the results were to be used.1 An additional check-sheet of phases of behavior not included in the Winnetka scale were copiled through the cooperation for the teachers of the grades. 1 Dorothy Van Alstyne, and Winnetka Public School Faculty, ftlnnetka Scale for Rating School Behavior and Attitudes, 1937.

8 Conclusions were reached through coparing the test results revealing the children aking up the list of behavior probles found and coparing the results with the regularity of attendance at Sunday school and also aking a coparative study of those subjects not considered behavior proble children and their Sunday school attendance record. Consideration was given also to the Sunday school and church attendance of the parents in relation to the behavior status of the children* Recoendations were ade fro inforation gained through this study with the understanding that all behavior is caused, and with the desire to see such probles decline through understanding and its resulting iproveent of child guidance in both Deonstration School and the Sunday schools and other related organizations of Denton, Texas. Related Studies A few studies have been ade and the results published. Perhaps the ost widely known is the one by Hartshorn and 2 lay called, Studies in Deceit- This study was ade for the purpose of ascertaining the relationship, if any, of Sunday school as evidenced by opportunities to cheat. After testing church enrolled and non-enrolled pupils and coparing the frequency of cheating in each group, the authors found that there is little difference in the aount of cheating on the ^Hugh Hartshorne, and Mark A. Way, Studies in Deceit*

9 part of the two groups. It was found also that the ean of frequency of Sunday school attendance for those who cheated was the sae as for those who did not cheat. Another study was conducted by Bonney, using students in a California high school.3 He found that Sunday school, church, and young people 1 s society attendance had a positive relationship to character building under certain circustances, that is,if the individual ati<ended of his own volition. He based his study upon honesty, truthfulness, use of tie and oney, and efforts in aiding others. He arrived at his conclusions through the relationship of student and teacher ratings with frequency of Sunday school, church, and young people*s society attendance. Kvaraceus ade a study along siilar lines in 19 It was ade considering delinquents and church attendance. He found that 92 per cent of the sight hundred delinquents studied claied churcn affiliation and Sh per cent of those attended services regularlya These studies tend to prove that going to church alone does not develop character or iprove orals, but one of ^Merl E. Bonney, "What Fors of Religious Influence Are More Value in Character Building?" fh International Journal of Religious Education, IV (October, T^'27), 4?." C. Kvaraceus, "Delinquent Behavior and Church Attendance," Sociology and Social Review, XXVIII {March-Apr11, 1914U* 21+.

10 the founa proof of Influence of church and Sunday school attendance* untiar certain circustances, in iproving character. Therefore, this study is conducted to obtain data to ascertain the extent of Influence of Sunday school attendance evidenced in this articular local situation#

11 GRAFTER 11 DEVELOPING AN WIDERSTAHDTIf!OP THIS TERM, "BEHAVIOR" Behavior is a ter or word with any and varied interpretations* To parents and teachers a child*s behavior, too often, is good or bad if he reacts or fails to react in accordance with the oods or wishes of the dults concerned. This unfortunate circustance is being iproved soewhat through better training for teachers and classes in adult education for parents. They are guided to a realization that behavior is caused and ust be considered and dealt with accordingly. They learn also that punishent without understanding is useless and often provokes additional and ore serious behavior difficulties. In defining the word "behavior," Webster says; Mod of conducting oneself; deportent. Behavior applies to our od of acting in the presence of others or toward the and often refers to purely external relations, or to particular instancesj it is especially used with reference to children. Conduct applies rather to the general tenor of our actions (particularly in their ethical relations) in the ore serious concerns of life; when used of specific actions, it iplies their oral aspects ore definitely than behavior Definitions fro several other standard dictionaries did not vary sufficiently when copared with the above to erit quoting, ^ Webster's Collegiate ^Dictionary, i«'ifth Edition.

12 8 If achinery or other inaniate things were to be the subjects of this study* the whys and wherefores of their perforance could be deterined readily by reading a book of directions, or consulting specialists. This is not so with people, especially children, the subjects being studied. It is seldo that two children r act alike to the sae stiulus. In fact, the sae child responds inconsistently. Richards says: One of the ost difficult things in life is to discuss behavior. It is a natter upon which every huan being has quite definite opinions. The one point upon which we all agree is that behavior is a topic which deals with the activities of other people... «Mind is the huan being, in action and this action we speak of as behavior.... Behavior is dependent upon two kl ds of facts: first, the stuff out of which we are ade biological, intellectual, teperaental; second, the way environent and training have oulded this constitutional stuff. A good constitutional endowent can develop very efficient and well balanced behavior in spite of poor social environent and educational opportunities. We often speak of such a person as self-ade. On the other hand the sae poor social and educational background can turn a child with an inferior constitutional endowent into a grown-up who becoes a nervous wreck, a chuonlc delinquent, a social dependent, a general ne'er-do-well In the last fifty years biology, edicine, psychology, sociology, psychiatry have taught us uch about the great variation in endowents with which children start their journey of life.2 Most educators agree that a child is not born to be good or bac, oral or iinoral, a troublesoe child or teacher *a pet, but that all of these coe about as a result of what society does to hi or his reaction to society. ^Ester Loring Richards, Behaviour Aspects of Child Conduct, pp, 1-3.

13 Hopkins says, "Whatover kind or quality of character any individual exhibits at any tie is soething which he has learned fro living la the particular culture."3 Later Hopkins states, "An individual 1 's philosophy is really tested by his behavior. Irs general art individual acts what he believes and believes what he acts."4 Goodenough expresses her opinion in these words,"i'he differences, little and great, significant and trifling, that you see in the behavior of your friends and in yourself are not the result of chance, but have coe about through the cobined action of growth and experience."^ Young akes the siple stateent, "All behavior is otivated. In his preface Hull states that the book was written on the assuption that all behavior, individual and social, oral and ioral, noral or psychopathic, is generated fro the sae priary laws; that the differences in the objective behavioral anif stations are due to the differing conditions under which habits are 3et up and function.? ^L. Tho:;ias Hopkins, Interaction the Deocratic Process, P. 1J>1. ~ ^ i-hbld, p ^Florence L. Goodenough, Developental Psychology, p. 6. kpaul Thoas Young, Motivation of Behavior, p. 1.?Clark L. Hull, Principles of Behavior, u. v.

14 1 Rivlin agrees with the idea that conduct probles ore often reflect the adult*s odd and not the child's personality. Ha says, "Children*s exuberance la coended one day and condened the next." An assistant professor in the departent of sociology at Brown University, Vincent H. Whitney, has had wide experience in the field of social sciences and has devoted considerable tie to studying the cause and cure of juvenile delinquency. He saydj Today, a new view of the causes of delinquency is coing to the fore. It ephasises the eotional contacts between the child and his closest adult, copanions * Usually these are the child*s parents. Soeties they are relatives, teachers, older adolescents or even distant idols of screen, radio, sports or coic section. Consciously or unconsciously, the child patterns hiself after these adults, especially if his relationship with theia is happy. The child who has been lucky enough to absorb constructive habit patterns finds it easier to resist delinquent teptations. Even though aterially the hoe la poor, he finds love, understanding and satisfying experiences in it. Many children are not so fortunate... The satisfactions they could never find at hoe were found in gang activity.... lot infrequently, delinquent behavior has another source. In hoes where children have developed raixed feelings Coward their parents, the result is often a strong internal conflict between the child*s feeling for what is "right" and his worry over acts which are "wrong." Rigid disciplinarians arouse only rebellion in the child.... More than anything else, the predelinquent needs a friend and guide.... It is a siple fact that the delinquent child is generally the poorly adjusted and unhappy child* Our poor record in treating hi will continue inevitably until we do two things: (1) find his and treat hi early} and Harry If. Rivlin, Educating for Adjustent, p. 25^.

15 11 {2} utilise the whole coplex of hoe, school and counity as active treatent agencies. Proa the viewpoint of Aerica's future, the progra would be cheap at twice the price."9 Herbert Hoover ust have been thinking about the future of Aerica when he copiled the following: The Child's Bill of Rights The ideal to which we snoaid strive is chat there shall b no child in Aerica: 'ifi&thas not been born under proper conditions. Thai ever suffers froa undernourishent. Tnat does not have propt ana efficient etrical attention and inspection. Thai does not receive priary instruction in the eleents of hygiene and good health. "that has no«the couplete birthright, of a sound aiind in a sound body. That has not, the encourageent to express ia fullest easure the spirit within which is the final endowent of very huan being.l^ Behavior is not, necessarily an Iediate anifestation of the particular eotional disturbance. Behavior is a sypto of one or any causes,or* a cobination of syptos ay be the result of a cobination of causes. T o child uses behavior to satisfy a felt aeed,and it has a definite purpose for ai. If the cause or cobination of causes can be reoved they should be, and trie child guided toward an understanding and appreciation of his changed environent. He ust have a feeling of security in the new environent set up with value or satisfaction attached to constructive behavior* ^Vincent 'whltney# n Tough Guys Are Made How Born," Coronet, LII (April, 19lf3} f ;?. ^Herbert Hoover, Counsel, II (Apr11-June, 195)* 3.

16 CJiAPTER III T?*fattia -TJ:ro T''T[--" 1 " i rt" -i T'" ' SCHO'^Tt "f?t In the early days of Aerican colonization the schools oased their entire curriculu on religion and orals. This was due principally to the church's control and operation of the schools; however, Benson says, "Textbooks were scarce and in uhe first schools it was necessary to sake use of whatever books had been brought over by the colonists froui England.All of these wore religious in their general nature* It ia a historical rack aiao that the purpose of the Hornbook was to teach children the rudients of reading in order that they i^ht take up the Gatechlsya and the Bible. After the Hornbook was astered, they usually took up the Now England Prier before uhe Catechis; the Psalter and the Testaent also preceded the Bible, which was the ain advanced reading book until about 175. As tie wont by, any changes occurred in the colonies. One of the ost iportant was the gradual separation of the schools fro tho church. With this change cae a difference in the contents of books used by children in the schools. ^ Clarence H. Benson, history of Christian Education, p

17 13 Materials of other than religious and oral nature wore included ore and ore. It was not without protest, however, that the contents wera altered; the inisters objected especially* In fact, the Bible becae the subject of aany a heated arguent and debate during this transitional period. Horace Mai, who wxa one of the greatest advocates far wax-supported schools arid probably one who contributed raore than any other single an toward their popularity and iproveent, aditted that the Bible was"an invaluable book for foring the character of children, and should be read without coent in schools, but that it was not necessary to teach it there. 11 contended that j attept to decide what creed or doctrine should be taught would ean the ruin of public education.*- Although the Sunday school is the ost widely used organized oveent to provide religious training or education for -children, it did no^ originate in Aerica, the nation founded on religious principles, Religious education, yet not so naes, was going on in ancient and raedieval ties. In any respects, such as ephasis upon reaching and teaching children, the apostolic teaching was superior. Modern religious education carried on to a large extent through the Sunday school di Tors in that it is a Sunday enterprise and is organized, but not in uhat it is a layen's oveent. Christ's disciples were layen and they taught the religion of Christ. 2 Benson, op. cit., p. 117<

18 Neither was Robert Ralkes, British reforer, philanthr >plst and publisher, the originator of religious education, but h had uch to do with its becoing a world-wide interest tiirou/yihis social invention, often referred to as Raikes Ragged School, The story is told that Robert Raikes becae interested, in the rough and rowdy children as a result of what occurred on a dark evening in 176. He was picking his way through a uddy street in the so by district of Gloucester,.England, with a servant walking ahead holding a lantern. The children resented hia upper-class and shouted obscene language and threw ud at hi. Pro this pelting he sought shelter in a doorway. He reproached a thin, tired woan nearb;,» saying that the parents should be ashaed letting those children run wild in the streets. Her 41ick reply was that he had not seen anything until he was there on Sunday. She explained that the children worked hard twelve hours a day in factories with no place to go when their work was done. Nor was there any.place to play. On Sunday they had ore hours to run wild and get into trouble, Raikes had been helping en released fro prison, but had becoe discouraged because ost of the returned quickly to their wicked waya and to prison. He readily turned his thoughts toward helping these ra.,ed ruffians, the slu children of Gloucester.

19 15 With uch difficulty he acquired a roo iri the din,y district and by r.ivinc ccaicy and coins he gathered,about a dozen together on Sunday inorning and read the Scriptures and told a st.jrj with a staple oral. Hews of the sweets and coins traveled, and Sunday after Sunday the crowd grow. He defied the old. taboo and let {.Iris coe too. His requireents were that they co with clean hands and.faces; with,hair cobed, and sit still and listen* Be usually had to provide cobs and show the how to use the. In the face of ridicule he had faith in his project} added nore schools and teachersj and continued to teach reeding, writing, arithetic, good orals and religion for two hours each Sunday orning and three hours In the afternoon. After he was sure of the success of M s undertaking, he used his position as publisher co advertise his work. Mews of the knowledge end nature of Sunday school spread lik wildfire throughout the world. Business associates whoa he had influenced to sat up schools in London and Gloucester appealed to the churches to have Sunday schools, but were refused because it was sinful to do any work on Sunday, and further than that it was beneath the dignity of the clergy to teach the dirty, noisy i children of the lower classes.

20 lb Raikes was bold of the influence of his training* Arstrong says: Parents of these overworked underfed children began telling hi of the transforation In their children# There were words of -ratituoe such as a griy laborer spokej *Guv'nor, we don*t have to beat our To near so ooch now.* A factory owner wrote a glowing letter of appreciation. His workers ostly six to twelve years old who attended the flawed School were ore obedient, less quarrelsoe,3 He lived to see further evidence of his Influence. In Noveber, 1??%* the Gentlean 1 a Magazine presented a full discussion of the project and the oveent spread even ore rapidly. Arstrong says that John Wesley, founder of Methodis, supported it vigorously, declaring, "The Sunday school is one of the noblest institutions which has been seen in Europe for soe centuries." Wesley Introduced singing in the Sabbath schools, sot up classes by ages, shortened the hours of attendance and ade the services ore attractive." k- Raikes was influential in advancing two oveents of treendous iportance to society! general education for all and the decline of child labor. He fought untiringly to guide and protect the children. He argued with business leaders and Mebers of parliaent telling the that "the future strength of the country depends upon what is ade of the children. n '> 3q. k. Arstrong, "The Hanged School of Robert Raikes # H Reader*a Digest, LIU (Noveber, 19i{X>)» 9* 4lbid, 9. >Xbid, 9.

21 17 A noted jurist,who had sentenced any children to be whipped for petty cries, after seeing the Ragged School kneeling in prayer,sought help for the accused instead of punishent. At the tie of Bailees* death in lgll, after thirty years of giving tie, talents and oneyj he had seen his oveent grow fro the dozen waifs to lj., in attendance at Sunday schools, and fro all walks of life. lie did not forget his children even at his funeral. His will read that each child attending should be given a plu cake and a shilling. Pro that Ragged School there developed the odern Sunday School, an institution that now covers the world. Today Millions of children and adults regularly receive religious guidance fro volunteer teachers. It is perhaps the strongest force on earth for klral training and character building outside the hoe. "The large place layneri have taken in the advanceent of the Sunday school has brought into the oveent the genius of the business an for organization, and enabled the Christian forces to carry out the Great Coission for reaching and teaching in a far ore systeatic effort than has been ft known since apostolic days#" said Benson. / Benson, op. clt., p. 12.

22 So concerned with the progress of religion were a group of layaien that thej organised a Layraen*s Habitual Go:aaiitto with headquarters in Jlow ork City. T>eForrest, Chairan of the Woen 1 s Coii.aittee, says in her recent bulletin, n.'? ive years ago the Layen'3 "ational Corvn.Ltnee, a nonscctarian organisation, was requested by any of its contributors and friends to help ste juvenile delinquency.,,. The Coarait&ee accepted the challenge and National Sunday School Week was inaugurated the second week of April, 19lf.Su The preservation of our Aerican ideals depends upon the oral fortitude of our children. Ho child can possess oral fortitude without having a knowledge of Oud."? Aerica owesrauohof its standard of 1riving to the earlj religious training of its youth. Its first forally organized Sunday schools appeared about 179 and soon spread all over the nation,. Many wo11 known nax.ies in our country's history are linked with the Sunday school. Daniel Webster naed it as the ost effective eans for oral instruction. General Willlean Henry Harrison w s teaching a class in a sall church on the banks of the Ohio River at the tie he was elected President. Willia Jennings Bryan,was a regular teacher. John V/anarsaker, Philadelphia erchant, while 'Sara 13. DePorrest, Bulletin advertising National Sunday School Seek April 1-l6, 1 : )5Q,

23 19 postaster general, couted each Sunday fro Washington to teach his Sunday school class* Innuerable business en are leaders in their local Sunday schools, Colgate, Eraft and Heinz are typical representatives of this group* J. Edgar Hoover, Director of the Federal Bureau of Investigation, declares: "The Sunday School is undoubtedly th ost effective eans in our country for fighting juvenile delinquency and crie. Benson strengthens his discussion of the extent of influence of the Sunday school* He says "It is ipossible to overestiate the political and religious results of the Sunday School oveent. 11^ He continues by quoting stateents of others concerning the Sunday school. Parts of these quotations follow: Rev. J. G. Kitto in 188 at the celiterary celebration said that wherever our Christinanity extends, the iportance of the Sunday school Is recognized as the nursery and training school of the church. II. Clay Trubull stated: It is evident that the great religious decline of the eighteenth century was consequent on a lack of a divinely designated church school agency for win ting and training of the young; and uhat the direct religious advance of the nineteent century is consequent upon a revival and expansion of that agency, with its legitiate influence and outcoe* A Arstrong, op* cit*, p. 92* ^Benson, op* cit*, pp»

24 2 woodrow Wilson, speaking in England at the close of World V>ar I, said: Undoubtedly the church, In aintaining the oral stability of the nations as well as contributing sons for ared services has been the outstanding factor in winning all wars where national righteousness and justic were at stake. But we believe if the church had strengthened and lengthened its educational ar, war ight have been avoided entirely. War for Great Britian and Aerioa has been inevitable, :fever in the history of these English-speaking nations has there been less religious instruct! :r» in the hoe and in the school* Should we fail to recognize this appalling need, and arrange to adequately eet it, even though we win the war, we shall certainly lose the peace. We ust coe to believe that Christian education is the way out. We have tried force and it has failed, legislation has been tried and found inadequate. We have turned to secular education and seen that it is insufficient. These agencies are unavailing for procucing character. IVeust begin with the child and indoctrinate hi with the truths of the Bible by,a-process of teaching and training,?he English-speaking people ust give support to the indispensable Sunday school. ITo study Is ore iportant than the study of the Bible and there is no ore effective agency for sucli'stiihy than the Sunday school* Rankin said, tt X regard the Sunday school as aong the ost indispensable institutions we have. n A forer governor of Colorado said, "If this country is to be the leader aong the nations of the world, every effort should be ade to develop aong the young people those eleents of Christianity which will fit the for success and leadership. This can best b done in the Sunday school." President Harding, alared at the conditions in his day, warned, "it is tie we give our attention to the religious instruction of the children of Aerica. n

25 21 s'mbaon said, n lii& nsod of the hour is not ore factories, railroads, steaships, aries or navies, but ore religious education." 1 After a century of encouraging growth the Sunday school oveent caae to a stop in 1916, and by 1926 it was rotreeting, and since 193& it has boon existing under great difficulties, Benson found that in 1929, Within twenty-one years there had been a decline of 1,5)4-5>792 pupils in the Sunday schools of England and V;ales, and a falling away of >1^1,693 froa the Jkiarican schools in less than half that tie. Statistics froxa the United States Census bureau showed that sixteen states showed,a decrease in Sunday school attendance between 1916 and 192c, but showed for the ost part an increase in population and in church ebership as well, zaaking the failure of the Sunday school the ore conspicuous and inexcusable,h Reports for the next decade were even worse, and the crie wave started up soon after the decline of Sunday School. During World War XI a trend to return to Sunday school was not noted. At the tie of the writing of his article in , Arstrong says, M 7he World Council of Christian Education estiates a totukl Protestant Sunday school ebership of 6,,, about 2>,, in the United States."^ "^Benson, op. clt,, pp ^Ibid, p. 3i B# ^Arstrong, op. clt,, p. 92,

26 22 A representative nuber of the inister of the churches of Denton, Texas,were requested to contribute stateents of their particular organization's objectives for its Sunday school, and the eans through which the objectives are reached. Wost of she inisters responded with stateents to eet the request. Quotations fro these responses are included below, Parish wrote: You will find oelow the oojectives of Christian Education given by the I.C.R.E.^3 These objectives have been adopted by our Education coittee and they check closely to see that they are realized in our Church. At the present tie the coittee is working to lead the church in an evaluation of its progra as copared to these objectives. We try to realize the through the departents of our church, the educational departents of our church, the educational departent in our Sunday School, stress on our Church at Worship at the orning services of worship, through the Chi Rho for Interediate group on Sunday evening, a Vacation Church School each suer, and suraer caps and conferences for the children. 1. Christian education seeks to foster in growing persons a consciousness of God as a reality in huan experience, and a sense of personal relationship to hi. 2. Christian education seeks to develop in growing persons an understanding and appreciation of the personality, life, and teaching of Jesus as will lead to experience of hi as Savior and Lord, loyalty to hi and his cause, and will anifest itself in daily life and conduct. 3* Christian education seeks to foster in growing persons a progressive and continuous developent of Christlike character. 1. Christian education seeks to develop in growing persons the ability and disposition to participate in and cjntriuute constructively to the building of a social order throughout the world, ebodying the ideal of the ^I.C.H.E. stands for the International Council of Religious Education.

27 23 Fatherhood of God and the brotherhood of an. 5. Christian education seeks to develop in growing persons the ability and disposition to participate in the organized society of Christians the church, 6. Christian education seeks to develop in growing persons an appreciation of the eaning and iportance of the Christian faily, arid the ability and disposition to participate in and contribute constructively to the life of this priary social group, 7. Christian education seeks to lead growing persons into a Christian interpretation of life and the universe; the ability to see in it God's purpose and plan; a life philosophy built on this interpretation, 8. Christian education seeks to effect growing persons the assiilation of the best religious experience of the race, preeinently that recorded in the Bible, as effective guidance to present experience, Gentry 1 s stateent was: In our bible School work we have an ideal that is well stated in the words of Paul: «Train yourself in godliness, 1 This was his adonition to Tiothy, We realize that training in godliness ust be Biblecentered. Moreover, it consists of uch ore than the fundaentals of Gospel obedience. It extends beyond this into the character building that is fundaental to Christian living. Paul further elaborates in the sae verse, quoled in part above; *for while bodily training is of soe value, godliness is of value In every way, as it holds proise for the present life and also for the life to coe, 1 {Revised Standard Version). While the Public school is prier11,/ concerned with training the ind and the body, let the Bible School concentrate on training the heart, the training in godliness. Mot until the child is trained in godliness can we have the well-rounded personality, We urge that the teaching begun in the Bible class by all eans be continued and extended in the horn. Within the Bible School itself clay parties and other suitable entertainents that bring the students together often in good fellowship are encouraged. This progra is achieving, better church attendance throughout the whole faily, encouraging ore hoe devotions, and in general, establishing In students a better viewpoint toward citizenship responsibilities and life's higher values,*5 Texas, S. Parish, Pastor First Christian Church, Denton, 15 1, Levi Gentry, Minister Church of Christ, Denton, Texas.

28 2b f Bebard's plan was as follows: O&ttCI'XVRS IN TEX fi;ilii3icu8 SDtJCATK-HAL PROGRAM OF THE FIRST BAFTI3T CHURCH, DENTON, TEXAS I, Ultiate objectives* 1. To lead the pupi? into a personal knowledge of Jesus Christ and a full subission to his sovereignty. 2. To acquaint the pupil with the general content of the Bible ana lead hi to regard it as the Word of God for present day life situations, 3. To produce in the pupil a ature, Caristian concept of social relations ranging fro individual activities to world citizenship bases* II» Iediate objectives. 1. Regular and punctual attendance upon church activities, 2. Bringing and using his bible in Church school class sessions. 3» Regular and proportionate contributions to church budget recognising the tithe as a Miniu standard in giving. If. The developent of a habit of dally Biole reading and daily prayer in private devotions. III. Methods eployed. 1. Grading the Bible school and Training Unions on age bases, providing sall classes in suitable quarters where congenial groups ay pursue supervised study and activities. 2. Use of "six-point Record Syste" in the Bible School. 3. Well integrated progra of prootion and adinistration ranging fro general church officers, through departental officers (see iters 1 above) to the full corps of class officers in each of the organized classes (above <3years of age) and adult supervisors for eleentary groups. Copeland stated the following objectives for the Church School and the eans for reaching the: OBJECTIVES PGR OUR CHURCH SCHOOL AMD THE MEAKS FOR kisacmikg THEM Presbyterian Church in the United States of Aerica 1 Roger D. Hebard, pastor First Baptist Church, Benton, Texas.

29 25 The purpose of our church school is to teach the gospel of Jesus, the Christ - the good news that Sod is Creator and Father of all, that ankind was created to live together as brothers after the principles revealed In the person ana teaching of Jesus* Realizing that we now live in a tie when there is a race between the rebirth and the disintegration of huan welfare, the teaching task of the church becoes even ore iportant. The church ust teach or die Itself. The church ust teach and teach powerfully, or the world, as we know it now, will die. Our teaching of the gospel ust be pointed toward individual change, individual regeneration, for it is fro sue,individual regeneration only that the world can be changed. Dr. Jaes D. Sart of our Board of Christian Education reinds us of the stateent of Dr. Jaes fruslow Adaus, pointing out the fact that we are facing three crises: econoic, political and oral. And of the oral crisis, Dr. Adas says, *If there is to be a regenerationit can coe about only by uhe regeneration of each of us as individuals. It is not a atter of coittees, achinery, and organizations. It can cone only fro soe subtle change in the heart of the individual. Ban and worn* M To be ore specific, it is the objective of our teachii-3progra: (1) To train our children and youn^ people so..hat they could intelligently and clearly and convincingly tell a non-christian what the Christian gospel is and why they are theselves Christians by conviction. (2) To train the so that they ay see the practical iplications of their Christian, faith for every day life and particularly in the relationship to the Issues which confront huan society today. (3) So to teach the Bible that it will produce Christiss who can read the Bible intelligently for theselves and find daily, in its pages, God s personal word to the and to the world of which they &re a part. {!}.)To train up churchen with sufficient understanding of what t'-eir church has been in the past to know why they are Christians, and not pagans, Protestants and not Roan Catholics. (5) To show children and young people fro early years the eaning of worship, both public and private, and to draw theft into the fullest participation in the life and the worship of the Christian congregation. (6) To help parents that they ay know how to work together with the church school andin the Cruristlan training of their children. In order to achieve in a ore effective anner, these objectives, the Presbyterian Church, launched in I9I4B..October, an entire new curriculu. It was launched at a cost of illions of dollars. It was launched at a tie when the church's graded aterials were gaining in

30 26 circulation. The decision to launch,such a progra involved ountainous labors of preparation. But the church did it because it believed that any Christian education of boys and girls, if it be transfo 'inn:in power, requires parental participation. The salient parts of this new curriculu entitled, "Christian Faith and Life - A Progra for Church and Hoe" are as follows: (1) aterials for both the hoe and the church, that they ay work together in the training of children and youn,_:people. (2) The teaching progra is centered around great central thees. (3) The teaching progra Included not only faith, but action. (!}.) A constant ephasis of the Bible - Bible centered. Now & word or two concerning each of these. First, as Dr. Ralph Uorinan Mould, writing In the Christian Century for January 25, 1959* retinas us, "One of the lew Curriculu basic principles is: "All parents shall assue and discharge specific weekly responsibilities in the Christian teachin, of their children." To help the, the church provides instructional aterials for the parents to use at hoe. It also supplies better assistance to teachers in the for.-rj of quarterly sixty-four page agazines with a different one for each departental are group. In addition to these, the church publishes a series of beautifully bound, full length graded reading and reference books for the pupils which go into their hoes and becoe a part of a peranent library of Christian source aterials. The three central thees which shall be repeated according to the age levels, are: (1) the life of Christ, (2) the Bible, (3) the church. Throughout the curriculu is a strong ephasis relating faith and action. The doctrinal teachings are so put that they are understood snd related to the actions of daily life. "Strong and thorough going Christian convictions lead to strong and thorough going Christian action in every area of life. The person who really believes that God is the Father of all en and that Christ died for all en, has no choice but to reove fro his heart all barriers that shut off certain classes of his fellow en." Since our present generation of Christians is found by any tests to be rearkably ignorant of what the Bible is, and what is in the bible, a constant ephasis in the New Curriculu has been placed on the Bible. The need is not necessary for "ore Bible," but for a different approach to the t&aching of the Bible. In the Sew Curriculu this 1: reached in bringing the Bible teaching beyond the level of ere Bible Inforation. Hot only is the pupil infored concerning: the events of the Bible, but it is ade clear to hi concerning what these events ean for hi in hie life today. The Bible becoes for

31 2? hi iilife life today. The Bible becoes for hi a book through which God speaks to hi and coes as a living redeeing God. into the nvdst of his life now. And soe ention in th Hew Curriaulurn should be ade of the tools for the teacher. She has the pupil's reading book to servo, and does serve, as a very great help in enabling the teacher to look beyond the iediate lesson and relate it to the larger purpor.es of the year's teaching. In the uiagazlne for the parents and teachers, the teacher will receive an abundance of aterial to be usee in the preparation for the Sunday's classes. And also in the agazine will be suggestions for discussions for various phases of the teaching which will enlarge the teacher 3 general knowledge and better equip her for hor task. For the class session particularly, there will be the work aterials which relate the teaching progra of both the reading book and the teacher s quarterly. The faith of the leaders of the church who launched this New Curriculu, to achieve the purposes of the Church School has surely been justified* The parents are actually participating now in the progra of teaching. Aon-* ^11 the churches, using the curriculu for the first year, eighty-three per cent reported that the parents were receiving the agazine and participating in the progra. At present, five thousand, three hundred Presbyterians USA churches are using,he new aterials. This is around two-thirds of the total churches. In addition to this, soe twelve hundred churches of other counions have also adopted the new progra. Several of the ore interesting Instances being the Aerican Church in Geneva, Switzerland, and certain dioceses of the Episcopal Church. The Congregational Christian Churches and Evangelical and the Refored Church have contr cted to use all of the children's hoe reading books although they are developing their own teaching guide. And as Dr. Mould says, "In this curriculu requiring parent participation, a point not to be issed is that it is being used in every conceivable size and type of church and in every state of the union. Only about one Presbyterian Church, USA,in twenty has a paid assistant to the inister. So the responsibility of the progra has rested on the shoulders of run-of-the-nine teachers and leaders. One of the happiest things to report on the Presbyterian, USA,progra is that the size of a church does not detanni *e its success in parent participatlon."*«joseph J. Copeland, Pastor First Presbyterian Church U.S.A., Penton, Texas.

32 26 Meyer presented these objectives: Objectives The objectives of the Sunday-school have been clearly laid down by Christ Jesus Hiself, when He told His disciples, "Go ye therefor and teach all nations,.. «teaching the to ooserve all things whatsoever I have coanded you," The oras Christ spoke then to His disciples were not only eant for cheia, but also for ohe Church today, arid for every individual Christian in the Church today. Paul echoes she thought of the Savior's words when he adonishes fathers to "bring the (children) up in the nuture and adonition of the Lord." It is of course the peculiar duty and privilege of the parents to give their children a Christian education. The church in general, ana the Sunday-school in particular, does not intend to infringe upon their rights, nor indeed should it* The Sunday-school exists to r.ivc the parents assistance In the Christian education and training of their children. As the C ;rlstia ;looks at the words of the Lord, he sees oasically two oojectivee indicated: (1) to "teach all nations," which in a ore accurate translation of the original would read "ake disciples of all nations; w and (2) to teach the "&o ooaerve all things whatsoever I have coanded you." The Sunday-school exista to assist the Christian In carrying out these two basic objectives, particularly In children, since they too are included in the ter "nations. 11 The first, ana priary, objective or the Sundayschool then is to Christianize children who are without faith in Jesus Christ, or to strongthen the faith of such children who have already ebraced their Savior through Holy Baptis, This of course can only be achieveo through the work of the Holy Spirit, However, He does so through the Word of God, and it is this Woi'd which the Sundayschool gives to the child. This first objective therefore involves the education of the child in: (1) the sin of an; and (2) the love of God through Christ Jesus. The second objective involves education in Christian life, observing in every-day life what the Lord has coanded. The fiord of Goc ust again be the guiding light, since it is there that the Lord has revealed His divine will for our life. This second objective has a broad scope, since the facets of the Christian life are any and variiea. However, tney can porhpas be sued up in just a few categories. 1. Mission Work The ai of the Sunday-school is to ake the child rn sslon-conscious. Once the child has bee ibrought to f&ich, the Lord expects of hi that he tell others of the Savior. What is the objective of the Sunday

33 29 school as an organization should also be the objective of each individual pupil. He should do all he can to spread the Kingdo of the Lord# lie should b told of the work of the church in issions, both at hoe and on foreign soil, and should be expected to support such work che&rfully# 2» Christian Service The child should be shown areas in which his Christian love can exert and show itself, He should be encouraged to "love thy neighbor as thyself," regardless of race or color. He should be given opportunities for helping the poor and distressed# In general, the ai of the Sunday-school is to train the pupil in anifesting love in all*his associations and in all circustances of life. That love should be shown as a natural outgrowth of his love for God. 3* Worship -The Sunday-school should also train the pupil in worshipping God through song and prayer, in attendance at cnurch service, and in the attainent of a reverent attitude over against the Word of God and His nae* In suarizing the objectives of the Sunday-school it can here be said that the goal is not the head, but the heart. It is that which the Sunday-school ust try to reach, not with roan-ade theories, nor with Mother Goose, but with the one "power of God unto salvation" the Word of God, the Gospel of Christ Jesus. "The soul of education is the education of the soul." The children of today desparately need that education, and we ust give it to the. Behind us we hear a voice: "Suffer she little children to coe unto Me, and forbid the not," We bring the by teaching the. Here the Sunday-schoolyes, every eduaatlonal agency stands or falls. John Milton has put it well; "The end of all education Is for the child to,*ain the knowledge of God in Christ, and out of that knowledge to love Rin, to iitate Hi, and to grow like Hira." The result is a Christian genulejnan, citizen, and leader. Methods In the attainent of the objectives the foreost requireent is the teaching of the lord of God. The teachers use God*8 Word for the spiritual food of the pupils entrusted to the, clarifying, illustrating, and ephasizing those truths which are to ake thera "wise unto salvation." The teacher works toward this ai when he presents Bible stories and applies the in agreeent to Scripture; when he teaches Scripture passages relating to the Lesson taught; and when he in a spirit of love shows the pupils their sins and ephasizes the forgiving grace of God in Christ.

34 3 The teacher als >applies the lesson for the day to the life of the child today. He relates the Biol stories, not erely to Interest the children, but to ove oh&rn to a better Christian, life. In order to do so, the teacher begins and supervises far the children definite projects related to ission w>rk, Christian service, worship, and other aspects of Christian life, that they say Isarn by doing. The teacher will not only acquaint the children with their obligation of dolus ission work, but will provide then with definite outlets for the perforance of that obligation. lie will not only tell the children to love thelr neighbors, but he will supply then with opportunities to do so. He will not only encourage the to worship God, but will teach the son^a and prayers for that purpose. It is apparent that the teachers of the Sundayschool have a great responsibility. Therefore, effort* are ade to secure teachers.-hoare wall grounded theselves in the Christian faith, who gtv& to others a good exaple of Christian conduct, who understand children and are experienced in their training, and who take their work seriously. They should also be eager to increase their knowledge of the Word of God. The supervision of the Sunday-school belongs to the congregation and is exerted through,ho pastor." Matters pertaining to business and organization are 1,ft to a Superintendent elected by the congregation. He ust se to it that adequate equipent Is available. The Sunday-school ust be a source of joy for the pupils* However, all things ust serve as tools for the power of God through the lord. The child*a interest rauat not be et to the detrient of his needs. 'The ai of the Sunday-school is to answer both. Induceent The induceent for the achieveent of the objectives lies in the word of the Lord: "All power is givea unto He i':i heaven arid In earth, and lo, 1 a with^you always even unto the rid of the world." The Sunday-school fails in the attainent of its 3&I if it depends alone upon the ability of the pastor, the Superintendant, or the teacher. God's is the power. He ust grant success. But He will* He is present with His power over the souls of His children. n Go ye therefore." His coand becoes our privilege when we realize His presence In our idst. Entrusted to our care are children at a very pliable age. What they learn now will ean uch to the personally in the future and will help to shape the world"of toorrow. We ust answer that trust by teaching the the Will of