Sketches of Sabbath-School History: Organization and Graded Lessons by C. C. L.

Seventh-day Adventist Publishing Association · Battle Creek, Mich. · Tuesday, March 10, 1885.

FromThe Advent Review and Sabbath Herald, Vol. 62, No. 10. Whole No. 1605.

Sketches of Sabbath-School History: Organization and Graded Lessons

By C. C. L.

SKETCHES OF SABBATH-SCHOOL HISTORY.—NO. 5.

As already intimated, the great wants of the Sabbath-schools were organization and graded lessons. About the only attempt made at classification was to divide the school into two parts, composed respectively of the grown people and the children. The latter learned verses from the Bible, and recited them to their teachers at the Sabbath-school. The children of each school usually—though not always—learned the same portion of Scripture, the lesson being assigned by the superintendent each Sabbath for the next. But the various schools made no effort to keep together, at least until the lessons from Sr. Van Horn began to be published in 1863. Then it is probable the children’s division in most of the schools united in the study of these lessons. The teachers evidently did not spend much time in preparation for their work, and seemed to think their duty was done when they had listened to the recitation of verses by the children, and had assured themselves that they were correctly repeated. That they did not themselves commit the lesson appears from the argument referred to last week, where the writer says, “The teachers do not commit the lesson; why should the children?”

The older people’s division was called the Bible-class. They studied the lessons for advanced classes published in the Instructor and REVIEW, or selected some book from the Bible, and proceeded verse by verse with free interchange of views until it was completed. Writers of these times almost invariably speak of the “Sabbath-school and Bible-class,” as though the latter were something separate and distinct from the former.

Let us now, as we approach the close of the first period of our Sabbath-school history, review briefly the wants of the Sabbath-schools, that we may be better prepared to appreciate the work that was accomplished during the second period.

1. The schools had no plan for keeping records or making reports, and of course required no secretaries. Hence arises the difficulty of obtaining accurate statistics of the work in this period.

2. There were no teachers’ meetings; and the teachers greatly needed arousing to the sacredness of their work and the importance of better preparation for its performance.

3. The schools had few helps, such as maps, blackboards, books of reference, etc.

4. They needed a uniform system of graded lessons, adapted to the wants of all classes, from the “little ones” to the parents.

5. They needed a better plan of organization and classification.

While the needs of the schools were thus numerous and important, it does not follow that the Sabbath-school workers of those times were lacking in zeal, or ability, or love for their work. On the contrary we have abundant proof that they possessed all these qualities in large measure. They ever showed themselves willing learners; and they performed a noble work, the influence of which is indelibly stamped for good upon the cause of present truth. Nor should the fact be overlooked that, while great advancement has been made during the last fifteen years, there is yet seemingly as much room for improvement as ever, and at least some of the wants above enumerated are still unsupplied.

THE SECOND PERIOD.—1869 to 1877.

The wants of the Sabbath-schools at the beginning of this period would seem to demand of any one who should attempt to supply them the following qualifications: (1) He must be a person having a thorough knowledge of the Bible in general and of the present truth in particular, and must be acquainted with the power of average children of different ages to comprehend religious truth, in order that he might prepare a series of lessons upon Bible history and the present truth that would meet the wants of all classes, from little children to men and women of mature age. (2) He must be a disciplinarian and an organizer, and one who from actual experience in organizing and classifying schools would be able to see the wants of the Sabbath-schools in this direction and to form plans for their relief. (3) He must be able to inspire his co-laborers with enthusiasm in their work, with a sense of its sacredness and of the importance of having the special help of God in its performance. Such a person the Lord was preparing.

In 1866 Prof. G. H. Bell came to the “Institute” for treatment, and the next spring through reading embraced the truth. Having spent the greater part of his life in the school-room, and having had much experience in Sunday-school work, it was natural that he should take a deep interest in the Sabbath-school work among the people of his new faith. He soon started a private school in Battle Creek, shortly afterward was elected superintendent of the Sabbath-school, and in 1869 was chosen editor of the Instructor. Immediately upon his commencing the duties of this office a Sabbath-school department appeared in the Instructor, in which two series of lessons were begun,—the first commencing with the creation, designed for children; and the second, upon the prophecies of Daniel, designed for youth. The following plan of organization and system of reporting were also proposed, which will be seen to be virtually the same as those in use among our Sabbath-schools at the present time:—

“The following Regulations have been adopted by the Seventh-day Adventist Sabbath-school at Battle Creek, Mich.:—

“1. The Sabbath school Year shall be divided into four equal portions, known as the First, Second, Third, and Fourth Quarters, the First Quarter commencing on the first Sabbath in June in each year.

“2. The Officers of the Sabbath-school shall be a Superintendent, an Assistant Superintendent, a Secretary, an Assistant Secretary, a Librarian, an Assistant Librarian, and a Treasurer. These Officers shall be elected quarterly, at a special meeting called for that purpose.

“3. The teachers shall be appointed by the Superintendent, and the duties of both officers and teachers shall be assigned by him. He shall also call all special meetings of the teachers or the school.

“The following reporting system has also been adopted:—

“1. At the opening of each school the Secretary shall report the total attendance of teachers and pupils at the last school, and any other items which may be of interest to the school.

“2. Each teacher shall make a quarterly report to the Secretary, showing the attendance, scholarship, and deportment of each pupil in his class. An abstract of these reports shall be included in the quarterly report of the Secretary.

3. “The Superintendent, Secretary, Librarian, and Treasurer, shall at the end of each quarter, make a report of such facts as the interests of the school seem to demand; and at the end of each year a summary of these quarterly reports shall be made out.” C. C. L.