THE DETROIT PLAN. BY HORACE HITCHCOCK. FOR many years, while serving as superintendent of Sunday schools, I saw hundreds of children grow up to young manhood and womanhood, and in a majority of cases go out from the school because they had reached such maturity. Every conceivable effort was made to retain them by securing the best teachers and offering such attractive social influences as could be introduced into a class. Occasionally some magnetic teacher with marked and strong personality would succeed for a time in holding a considerable number of young people in the school, but such teachers were hard to find. The The scholars never seemed willing subjects, but bound in some way to a service that was neither palatable nor in all cases profitable. Why is this so? was the question asked by troubled teacher and superintendent, and too often it was attributed to the perverseness of the young people, and they were given over to the world with the hope that early instruction might have left some seed in their hearts that would in future years bear fruit for their good and the glory of God.

In the midst of these discouraging conditions, which seemed to be almost universal in the Sunday school (so much so that in every institute program was found this topic: "How can the young people be retained in the Sunday school," and when the paper was read and the discussion ended, the mystery was not solved), the writer began to search for the cause that produced these conditions, and asked the question of himself. Why did you leave the Sunday school at the age of sixteen, just as these people do you are so troubled about? Going back to those days and digging out of memory their thoughts, I found that there existed in my mind the thought which was confirmed by the conduct of all schools, that the Sunday school was for children, and not for young people, and that as I was no longer a child I was out of place. It was not that I did not like to be in the school, but that I had changed conditions and the school had not; therefore was not adapted to me or my wants. This was a revelation which led to the thought that the fault was not in the splendid young men and women who left us, but that of the organization and adaptation of the school to their needs. The conclusion was that if we would retain our young people in the school and church, we must adopt methods and instruction which would be in accord with their age and thought. The public schools at once gave a pattern to be followed. The graded system made some part of the school fit every scholar who came to it, and gave to each one in lower grade a laudable and helpful ambition to reach the higher. This idea, I conceived, might, in a modified form, be introduced into the Sunday school, and as soon as the plan was matured I proceeded to introduce it into the Central Methodist Episcopal Sunday School of Detroit. I will as briefly as possible outline it, trusting it may be helpful to others.

The school was divided into four grades, namely, the Primary, Intermediate, Junior, and Senior, with two other departments, the Normal and the Home, each one of which was under the direction of a special superintendent, all of whom were under the direction of the general superintendent, the object of this being to make some person who was adapted to the place responsible for the department; and it has proved to be an excellent feature of the graded system, as every assistant superintendent, without any friction with others, has been ambitious to make his or her department as successful as possible.

This grade should consist of all children under eight years of age, under the instruction of a single teacher, with such assistants as are needed. Kindergarten methods of instruction may be introduced to give variety, and by the object lessons used to teach through the eye and by the movements of the body lessons from the Word never to be forgotten. Before promotion to a higher grade scholars should be able to repeat from memory the Apostles' Creed, the Ten Commandments, and the Twenty-third Psalm. The ingenious teacher in this grade will invent a hundred methods for instruction, but before all she must comprehend that she is in the most responsible position in the school. She is laying the foundation for the instruction of the other grades, and as she builds so will the superstructure be strong or weak.

This grade should be made up of scholars promoted from the Primary Grade, and all between the ages of eight and twelve years, and should be divided into classes of about seven scholars each. They should study the same lesson as the Junior and Senior Grades, and in addition to that the Catechism of the Church to which the school belongs. This may be taught by the teacher of the class or by the superintendent of the department. Promotion to the Junior Grade should be made when scholars are about twelve years of age, or upon a test of fifty questions in the Catechism, to be answered in writing, the scholars to pass if forty are answered correctly. This is the test we employ in this grade.

It is important that much should be done for these scholars. Special printed programs and reviews should be prepared for them, and they should receive much attention from the officers of the school. This department should also be a training school for teachers, who should be selected from the Seniors for their fitness for such work and after a pledge has been made that they will attend the weekly teachers' meeting for study and help in methods. These teachers should be promoted with their classes when they show they can do more advanced work. Great care should be taken in the selection of a superintendent. One who is apt to teach will find abundant opportunity to assist both teachers and scholars.

All scholars between the ages of twelve and sixteen should be placed in this grade. In most schools this will be the largest department. The wisest and best teachers should be selected for it, as the scholars are of that age in which we find them restless and difficult to interest. As a rule it will be in the same room with the Seniors, and should be recognized as a grade as frequently as Seniors. It may be done in many ways, but should be especially in the opening and closing exercises of the school. They may be called upon to read responsively with the Seniors, or to sing the solo part of a hymn while all join in the chorus. Special work may be given them in connection with the school, but not jointly with any other department. If you can keep the Junior Grade busy you can both educate and benefit them. They have great pride in being recognized as a separate organization. The members of this grade should be promoted at the age of sixteen to the Senior Grade. It may be on some examination, but I believe it not best, for this is the point where the boy and girl have gone away from school because they thought they were no longer children and a child's school was not the place for them. Recognize the fact that they are young people as soon as they do, and promote them because they are, into an element that is congenial. At once they are bound to the school by personal pride and by social influences that they are not quick to abandon. Use these elements wisely, and the school has won a victory. The superintendent of this department should be a person whom all the boys and girls like because he is one of them, and while he is "one of them" he should not forget above all things that he is their superintendent, with a responsibility resting upon him to secure their salvation.

This most important grade will have in it all persons over sixteen years of age, and all classes should be on an equal footing; that is, that all should be called Senior Classes, whether the members are sixteen or sixty. There should be no "Bible classes."

In the formation of Senior Classes great care should be taken so to adjust them that there shall be no friction. The social idea must be considered, although the scholar should not know that it is being thought of. Scholars who would have no sympathy with each other, and who would never harmonize, should never be placed in the same class; if they are, one or the other will leave the class or school. In the selection of teachers for the Senior Classes great care should be taken. These scholars must be taught, not entertained; so men and women must, if possible, be found who are well informed, apt to teach, consecrated to their work, and who will give to their lesson and class such attention as is required to insure successful work. It is far better in this grade to have a few good teachers with large classes than many teachers, some of whom are incompetent to instruct, and smaller classes. Special instruction should be given in the way of courses of consecutive lessons, lectures, and anything that will supply the intellectual wants of these young people. Never allow the methods of instruction to get into ruts. Teachers should be helped by pastor and superintendent, and nothing should be left undone which would interest and attract the young people. The social element should be employed under careful supervision, but always with the Senior Grade alone. Never allow the children of lower grades to have a part in a social gathering with the Seniors unless by special invitation of the young people. This is the point where they are sensitive, and it must be well guarded.

Employ the young people in every possible way. Let the ruling members of the church recognize them and give them all the church work possible, and they will do it, not only well, but with a spirit that will be inspiring to the church.

Many years of experience convince me that from this department must come the best material for teachers for the school, and will help to settle the vexed question as to where we can get teachers. Take them from the Senior Grade and give them such Normal training as will fit them for teachers and officers. The knowledge that the superintendent is looking among the Seniors for competent persons to fill all places of responsibility is a great inspiration to them, and exalts their idea of the character and usefulness of the Sunday school.

The members of this grade are at an age when they are ready to enter upon some business, and the question as to what it shall be and where they shall get a situation is a very serious one to them. There is no way in which officers and teachers can bind the young people more closely to themselves and the school than by taking a personal interest in their business, and helping them to secure such employment as they need, and securing situations where they will be under good influences.

In the Primary Grade a great effort should be made by the teachers to secure a personal acquaintance with the mothers of the children. If possible call at their homes and thereby learn something of their home life, always making a memorandum of such things as impress the teacher as having an influence upon the character of the scholar.

A Saturday afternoon reception for the mothers, who, if possible, are to bring their children, is an excellent method. It should be very informal.

Avoid in this grade, as in all others, the idea of paying scholars by prizes, or in any other way, for efforts made to learn or do what is right, but always keep before them the idea that they are to do well because it is right. This gives the little ones a self-respect which is powerful in its influence.

In making promotions from one grade to another it is not best to have ironclad rules. If a class is to be promoted it is not best to leave one or more out because they have not quite reached the age required. Neither is it wise to insist upon a scholar being promoted because he has reached the proper age, unless he is willing to leave the class he is in.

Promotion may be made once or twice a year. I think once is best, and then it should be at a special service in which all the school should take part.

If a teacher is a misfit in a class the time for promotions is the time to put that teacher where he can work without friction, without giving any publicity to the change. It is also an excellent time to place a scholar not easily controlled with a teacher who is especially fitted to handle him. The scholar should never know why the change was made.

Every Sunday school should have a Normal Class. Courses of study have been prepared which can be handled by any good teacher or pastor who will make an effort. This course will give not only teachers but scholars an exalted idea of the Bible as a book, and prepare them to expound the lessons as they could not without such a course of study. If there is not a class individuals may take the course alone and pass examinations, which will entitle them to the diploma of some of the Sunday school assemblies.

Many superintendents say they cannot grade their schools because they have not separate rooms for the departments. It is desirable to have separate rooms, but if you do not have them you should grade the school, putting each grade by itself in some part of the room, if you have but the one. An aisle or a curtain may be the dividing line. Most excellent results have been realized where the whole school was in one room.

The Home Department is for the benefit of persons who cannot attend Sunday school. The conditions upon which membership is secured are that they shall study the lesson for the day one half hour on the Sabbath; all members to report quarterly whether they have kept the pledge. Those who join this department are members of the school and entitled to all its privileges, such as lesson helps, the use of library, and all other things that other members enjoy. This department should include persons who are distant from the school, the aged, the sick, and may include persons who reside hundreds of miles away, especially those who have been members of the school in other days. This department should have a superintendent who will give it attention and look after all who become members.

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