The Sabbath-School Index Pointing out the history and progress of Sunday-schools, with approved modes of instruction. — Story, Setting & Ideas
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hune had spent part of the years 1801 and 1802 in England, where they had observed the progress of Sunday-schools in Great Britain; and on their return, in connection with their pious mother, the late Mrs. Isabella Graham, they arranged their plans, and "in the autumn of 1803 these three Christian philanthropists opened the first Sunday-school in New York for religious and catechcetical purposes, at their own expense, at the house of Mrs. Leech, in Mott street." Mrs. Graham and Mr. and Mrs. Bethune then established two other Sabbath-schools in other parts of the city, and soon after one for the children in the alms-house in New York. It is to the same source, too, that _adult_ schools owe their commencement in this country, or at least in New York. Mrs. Graham, it is stated, opened the first adult school in Greenwich, in 1814, on the second Sabbath in June, only about two months before her death. We are thus particular to state these facts, for we are aware that a later date has been insisted upon for the inauguration of the first Sunday-school of New York.
Samuel Slater opened a school for his operatives in Pawtucket, Rhode Island, in 1797. The Broadway Baptist Sabbath-school, in Baltimore, was established in 1804, and it is said to be still in operation. Mrs. Amos Tappan (Miss Buckminster) opened a Sabbath-school in Portsmouth, New Hampshire, in 1803. We do not learn that the Churches and organized Christian bodies took hold of the Sabbath-school movement in this country, so as to _produce_ permanent and efficient _action_, until 1809, when we find an elaborate constitution and plan of action from Pittsburgh, Pennsylvania. In 1810 a Sabbath-school was organized in Beverly, Massachusetts, and in Boston in 1812. Soon after this there began to be a more general and awakened interest in the Churches in behalf of Sabbath-schools, and the years 1814, 1815, and 1816 were years of most triumphant progress, so that in 1817 Sunday-schools were organized in most of our flourishing churches and Christian communities throughout this country.
Early in 1816 the New York Sunday-School Union was established, and is the first and oldest Union in our land, having just celebrated its semi-centennial. The American Sunday-School Union was organized in 1824, to provide a juvenile Christian literature (and from whence our public school district libraries borrowed their first idea) and to plant a Sunday-school wherever there is a population.
Surely, if any work in our land needs to be hastened, it is that of the religious instruction of the neglected children and youth of this nation by means of Sabbath-schools. Not to mention the various modern denominational movements, the above we believe to be a correct history of the Sunday-school progress, and we suppose it to be sufficiently full for practical purposes in this work. We have ample materials on this subject to fill a large volume, but this may here suffice.
There are other questions, however, which ought to be here recorded in connection with the progress of the cause. In Great Britain the work is embarrassed from the fact that as a general rule only the children of the poor and middle classes attend their Sabbath-schools. In the early stages of the Sabbath-school movement in this country the same custom prevailed here, and it is certainly worthy of record by what means the change was effected.
R. G. Pardee’s The Sabbath-School Index (1868) is a practical manual that compiles “approved modes of instruction” for Sunday-school teachers, superintendents, and pastors. Rather than a theoretical treatise, it offers concrete examples: transcribed classroom dialogues, blackboard diagrams, and object lessons. One excerpt shows a teacher leading a lesson on the Passover by drawing door-frames on a board with red chalk, drilling students on which houses the angel would “pass over.” Another uses the image of a steam engine to explain the “place of power” in the heart where Christ knocks. These vignettes reveal a method that combines repetition, visual aids, and emotional appeal.
The Blackboard as a Teaching Tool
Pardee devotes an entire chapter to the blackboard, and the excerpts demonstrate its centrality. In one lesson, the teacher draws “three or four door-frames” and uses red chalk to mark blood on two, then asks the class to identify which houses the angel would enter. This visual drill fixes the biblical fact “impressively and perfectly into the scholars’ minds.” The blackboard is not merely decorative; it is a device for repetitive, interactive testing. The teacher also uses the board to sketch an engine, tracing the path of the express train to illustrate the “place of power.” These examples show that Pardee valued the blackboard as a tool for making abstract theological concepts—atonement, salvation, obedience—concrete and memorable for children.
Dialogue and Repetition in the Classroom
The transcribed lessons reveal a highly interactive, call-and-response style. The teacher asks rapid questions: “What drew the cars? An engine. Did you ever see an engine? Yes, sir!” Students answer in unison or individually, and the teacher repeats key phrases—“the blood,” “the door,” “the place of power”—multiple times. This method aims to drill facts and interpretations into memory. In the Passover lesson, the teacher checks understanding by asking what would happen if the basin were “set behind the door” or if a child cut a finger and sprinkled blood on the house. The students’ emphatic “No, sir!” responses show that the technique is designed to correct misconceptions and reinforce the correct theological meaning.
Object Lessons from Everyday Life
Pardee’s manual advocates using familiar objects to teach spiritual truths. The steam engine lesson is a prime example: the teacher describes the express train’s approach, the whistle, and the engineer’s hand on the “little iron bar” that controls the engine. This leads to the analogy of Jesus knocking at the heart’s door and the need for “blood” on that door. The teacher also references the Civil War: “Why did our soldiers go off to the war? To fight; yes, and to shed their—blood—for their country.” This connects sacrifice for nation to Christ’s sacrifice. Such object lessons ground theology in the child’s immediate world, making abstract doctrines tangible through comparison with trains, soldiers, and household items.
Readers approaching The Sabbath-School Index should treat it as a period-specific handbook, not a modern curriculum. The methods—blackboard drills, repetitive questioning, and object lessons—reflect mid-nineteenth-century educational theory and evangelical priorities. Pay attention to the detailed transcripts: they reveal not only what was taught but how teachers managed attention, corrected errors, and built emotional intensity. The book is best read as a primary source for the history of religious education in America.
Leafing through old Pardee’s manual, I kept thinking how those blackboard exercises were a kind of handwork, a way to make ideas tangible. That quiet thought lingered, nudging me toward an older curiosity about craft as learning itself. The connection felt less like a formal study, more like remembering a path I’d once wandered. Hand-Craft: The Most Reliable Basis of Technical Education in Schools and Classes — A Closer Reading carries that same gentle, earnest pulse.
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