SKETCHES OF SABBATH-SCHOOL HISTORY.—NO. 4.
By C. C. L.
The Sabbath-schools of this early period had little uniformity either in lessons, plan of organization, or manner of conducting the school exercises. When lessons were published in the Instructor, they were probably used in a majority of the schools; but as there were usually from two to four grades of scholars in every school, while the Instructor furnished lessons for only one grade at a time, the other grades must look elsewhere for lessons, or study those not adapted to their wants. The result is well illustrated by three schools, reporting from three States in the same issue of the Instructor. The first says that “each scholar commits to memory what Scripture he can, and recites it separate to his teacher,” from which we would infer that each selected his own lesson. In the second school, the children learned six verses each Sabbath, and were then “going through with the Sermon on the Mount.” The third commenced with the first chapter of Genesis, and were taking three or four chapters for a lesson! Here is certainly variety,—very short, very long, and a sort of go-as-you-please (or rather, go-as-you-can) lesson. Another school reported that all, old and young, were studying the Revelation, and that little boys from eight to twelve years of age were “pleasurably entertained with this wonderful book!” A favorite custom among Sabbath-schools was to commit to memory passages of Scripture, record being kept to see who would learn the greatest number within a given time. One little girl thirteen years old, a member of the Sabbath-school in Monterey, Mich., in six months learned and recited 892 verses, being an average of nearly forty verses per week. The entire school of thirty-eight members recited 7,555 verses in the same time. Another school reported that they found it as easy to commit a whole chapter per week as it was to learn a few verses when the school was organized several years before. It is probable this practice was carried to an extreme, as it led one writer to propose twelve or fifteen verses for a lesson, and not have them committed. “The teacher does not commit the lesson to memory,” he argues; “why should the children?” It would be just as easy to argue thus: The children do commit the lesson; why should not the teacher? The same writer, however, favored the plan of having each scholar learn a verse to recite to the superintendent as a part of the general exercises. A few extracts showing how the exercises of the schools were conducted cannot fail to interest the reader. The Battle Creek school (March, 1858) says:—“Our plan of operating is this: To open the school with singing and prayer. Then the same lesson is recited by all the classes to their teachers, who make such remarks as the lesson suggests. After this, one of the teachers, appointed for the purpose, rises, and asks a variety of general questions, hears each scholar recite a verse of Scripture, exhorts the school to constancy in the service of the Lord, and the exercises conclude with singing from the ‘Youth’s Collection of Hymns.’” The following descriptions were written in 1860 by the superintendents of the schools referred to:— From a school in Minnesota. “The school commences after the morning service with singing a hymn and prayer. The school is divided into classes. Each scholar commits to memory what Scripture he can, and recites it separate to his teacher. Then questions are asked, and if any are unable to answer, they are explained by their teachers. The brethren and sisters remain after an intermission, and have a Bible class which frequently lasts till three o’clock.” [It was considerate in the brethren and sisters to hold their Bible class after the Sabbath-school.] From a school in Illinois. “After the Sabbath meeting the school commences by singing a hymn from the ‘Youth’s Hymn Book,’ and prayer. Then the children recite their lessons. They get six verses for a lesson, and are now going through with the Sermon on the Mount. There are two teachers, one to hear the boys recite, and another the girls. After the lesson is recited, questions are asked upon it, and instruction given. The school closes by singing a hymn. A Bible question is given out every Sabbath—generally historical—which greatly adds to the interest of the school. The children appear to take great delight in finding the answer to the question, and anything found in this way is apt to be retained.” “We commenced at the first of Genesis, taking from three to four chapters for a lesson. We have now got to the last of the book. School commences at ten o’clock by singing and prayer. The lesson is read, then the scholars recite their verses committed to memory; and if there are any questions to ask pertaining to the lesson, either by scholars or teachers, they have the privilege. Our school consists of about twelve scholars, and one teacher presides over them. After school is out our social meeting commences.” From a school in Michigan. “Our Superintendent takes unwearied pains to impress the minds of the children with the importance of not only committing scriptures to memory, but of understanding their meaning. The school commences after the morning service, first with singing a hymn out of the little book compiled by Anna White, which is so adapted to the spirit of their wants that they can with safety adopt every word they sing. Then prayer. The school is divided into classes. All that are old enough to commit to memory have one lesson, which after they have recited to their teachers, the Superintendent asks questions upon. If any question cannot be answered by scholars, the brethren are called upon. The question is decided, and often light thrown upon it. Then the ten commandments are repeated in concert both by parents and children. Questions are asked from the commandments. I believe in future questions are to be asked from the chart on the visions of Daniel and John.” The foregoing extracts will give a clear idea of the manner in which the Sabbath-school exercises were conducted until about 1870. C. C. L.