Sunday-School Success A Book of Practical Methods for Sunday-School Teachers and Officers — Text and Context

Practical Methods from an Average Teacher

Wells repeatedly grounds his advice in his own classroom struggles. He describes himself as an average teacher who never had charge of a large school or class, yet found ways to succeed. This perspective gives the book a down-to-earth tone. For instance, he recounts how a lecturer gained instant attention by simply touching a piece of chalk to a blackboard, doing nothing else. Wells uses this anecdote to argue that a teacher with a bit of chalk is effectively two teachers. He recommends flexible blackboards, slates, or even manilla paper tacked to boards, and stresses that artistic skill is less important than trusting children's active imaginations. He notes that in children's own drawings, straight lines stand for men and circles with three dots represent faces.

The Teacher's Role in Class Organization

Wells devotes a chapter to class organization, advising teachers to elect officers every six months and rotate them thoroughly. He insists that genuine responsibility must be placed on officers: the teacher should give up the front of the class to the president during business, wait to be recognized before speaking, and make few motions. To foster loyalty to substitute teachers, Wells suggests having the class elect a substitute and an alternate when the teacher is absent. However, he warns that the plan fails if the teacher delegates entirely; the teacher must also invite strangers and seek new members. He uses a striking metaphor: the teacher alone has the dipper of water that starts the pump. An ounce drawn out from scholars is better than a ton put in.

Attention, Questioning, and Trigger-Teaching

Several chapters focus on maintaining attention and effective questioning. Wells discusses getting and keeping attention, the importance of questioning, and what makes a good question. He introduces terms like trigger-teaching, galvanic teaching, and serial teaching, suggesting methods to provoke student response. In the chapter on questioning, he likely emphasizes clear, thought-provoking queries. He also addresses the problem of late scholars and how to utilize them, and warns against side-tracking the teacher. Wells's language is direct and metaphorical: he speaks of righteous padding, the trial balance, and the teacher's three graces. These chapters reveal a teacher constantly experimenting with techniques to engage his class.

Specific Challenges and Solutions

Wells tackles specific Sunday-school problems with practical solutions. He discusses teaching the Psalms, temperance and missionary lessons, and topical lessons. He advises on introducing thoughts, illustrations and applications, and using the Sunday school and newspaper. He warns against taking things for granted and addresses the problem of visitors. One chapter is titled Under Petticoat Government, likely dealing with the predominance of female teachers. He also covers the superintendent's role, the Sunday school and the weather, and how to run a profitable picnic. Throughout, Wells draws on his own experience and that of successful teachers he knew, offering concrete, actionable advice rather than general principles.

Wells's manual is best read as a collection of essays to be dipped into rather than read straight through. Each chapter stands alone, addressing a specific problem with a clear, practical solution. Readers will find the most value by selecting chapters that match their current challenges, whether that be lesson preparation, maintaining attention, or organizing a class. Wells's frankness about his own failures makes his advice trustworthy and his methods easy to adapt.