,,training ,,the ,,teacher ,,by ,a4 ,f4 ,schauffler1 ,d4,d4 ,antoinette ,abernethy ,lamoreaux ,martin ,g4 ,brumbaugh1 ,ph4,d41 ,,ll4,d4 ,marion ,lawrance ,supplementary chapters by ,charles ,a4 ,oliver ,ira ,maurice ,price1 ,ph4,d4 ,approved as a ,first ,standard ,course by the ,committee on ,education1 ,international ,sunday ,school ,association ,,the ,,sunday ,,school ,,times ,,company ,,philadelphia ,,copyright1 #aijh1 ,,by ,,the ,,sunday ,,school ,,times ,,company ,,entered ,,at ,,stationers' ,,hall1 ,,london1 #aijh ,,all ,,rights ,,reserved ,,contents ,,organizing ,,and ,,conducting ,a ,,teacher-,,training ,,class #e ,,charles ,a4 ,,oliver #a4 ,,the ,,book #aa ,a4 ,f4 ,,schauffler1 ,d4,d4 ,,how ,,the ,,bible ,,came ,,to ,,us #abc ,,ira ,,maurice ,,price1 ,,ph4,d4 ,,the ,,gist ,,of ,,the ,,books #abi ,,compiled #b4 ,,the ,,pupil #aci ,,antoinette ,,abernethy ,,lamoreaux #c4 ,,the ,,teacher #aha ,,martin ,g4 ,,brumbaugh1 ,,ph4,d41 ,,ll4,d4 #d4 ,,the ,,school #bai ,,marion ,,lawrance ,,appendix ,,teaching ,,hints #bei ,,paul',s ,,journeys #bff ,,the ,,twelve ,,tribes1 ,,map #bgj ,,assyria ,,and ,,canaan1 ,,map #bgj ,,exodus ,,and ,,wanderings1 ,,map #bga ,organizing and ,conducting the ,teacher-training ,class ,,charles ,a4 ,,oliver ,teacher-,training ,superintendent ,pennsylvania ,state ,sabbath ,school ,association4 ,teacher-training ,needed4--,no more serious problem faces the ,sunday-school to-day than the question of securing more teachers and better teaching4 ,we owe it to those who are called to teach the ,word to see that means of thorough preparation be brought within their reach4 ,the best teachers will welcome a better training for ,christ's service and many good people who have not found their place in the work of the church will gladly engage in ,sunday-school teaching after they have been specially instructed in the ,bible and in the principles of teaching4 ,this book provides the essential elements for the teacher-training course in four sections3 7#a7 ,the ,bible material which is the basis for all ,sunday-school instruction1 under the title of ,the ,book1 by ,dr4 ,schauffler4 7#b7 ,a study of the working of the mind at various ages and under differing conditions 7a brief study of psychology71 under the title of ,the ,pupil1 by ,mrs4 ,lamoreaux4 7#c7 ,a study of teaching principles and the application of these principles 7a brief study of pedagogy71 under the title of ,the ,teacher1 by ,dr4 ,brumbaugh4 7#d7 ,a study of the place in which this instruction should be given1 that is1 ,the ,school1 by ,mr4 ,lawrance4 ,additional material for instruction will be found in the chapter ,how the ,bible came to ,us by ,professor ,ira ,maurice ,price1 and ,the ,gist of the ,books4 ,starting a ,class4--7#a7 ,no better beginning can be made than a prayerful conference between the pastor and the ,sunday-school superintendent to determine the need and possibilities of teacher-training within the local school4 7#b7 ,the nearest representative of organized ,sunday-school work in your county or ,state will gladly furnish you with printed matter pointing out the teacher-training plans in successful use in your denomination4 7#c7 ,select your text-book and familiarize yourself with it4 7#d7 ,call the teachers and officers together4 ,have a half-hour social feature1 to be followed with an earnest address on the need and the plan of teacher-training4 ,teach a sample lesson from the text-book4 ,endeavor in that meeting to secure at least a few persons who will agree to enter a class and will promise to do personal work to secure other members4 ,but do not make the mistake of requiring a large class before beginning4 ,a leader and two or more students will constitute a class4 ,who ,should ,enter the ,class8--,two general plans are now in operation4 ,one provides for a training class for present teachers4 ,this class should meet at a convenient time during the week to follow the course in a teacher-training text-book4 ,a whole evening could profitably be given to class work4 ,if this is not feasible the class may meet for study at the time of the weekly teachers'-meeting or before or after the mid-week prayer service4 ,a second plan provides for the training of prospective teachers1 and this may be done in a class meeting at the time of the regular school session4 ,these should be found in the senior and adult departments of the school and should be sixteen years of age or older4 ,the most promising young people in the school should be sought for membership in this class4 ,if possible1 a separate room should be provided so that the time of the closing exercises of the school could be added to the lesson period of the class4 ,this will enable the class to devote ten minutes to a brief study of the spiritual teachings of the general ,bible lesson for the day and yet leave a half-hour or more for the training lesson4 ,it should not be overlooked that if a class for present teachers is established1 the officers of the school will find the course invaluable and parents will secure very helpful instruction in the care and nurture of young children4 ,making the ,class a ,success4--,it is possible for one student to follow a teacher-training course alone1 but it is very desirable for two or more to join and take the course in class4 ,several persons meeting for conference will bring better results than the same persons studying individually4 ,the class should have a leader who is a sympathetic1 patient1 tactful ,christian man or woman1 who will inspire the members to continue in their work1 and who will see that every session of the class is a conference and not a lecture4 ,indifferent work should be discouraged4 ,the members of the class are more likely to continue to the end of the course if they have the consciousness of mastering the work4 ,the question and answer method should be emphasized1 and the entire period of the class should be given at frequent intervals to reviews4 ,illuminating essays and talks may be brought into the class1 but these should be brief1 and should deal in a simple way with side-lights on the lesson assigned for that period4 ,it is very desirable that the class should be enrolled with the denominational teacher-training department and with the ,state ,sunday ,school ,association4 ,this enrolment will furnish the officers of these organizations with information which will enable them to keep in touch with the class and to send from time to time helpful and inspirational suggestions4 ,the enrolment of the class will also cause the members to feel the importance of the course and will strengthen the sense of obligation to do thorough work4 ,the official examinations are of the greatest importance1 and should be taken by every member of the class4 ,these examination tests intensify interest1 and help to hold the class together until the end of the course4 ,great encouragement will be given to the members of the class if public recognition is made of their work from time to time4 ,brief words spoken in public commending the work which is being done will often tide some faltering member over the crisis of hesitation4 ,the denominational ,sunday-school leaders and officers of organized ,sunday-school work frequently may be called upon to lend encouragement by their helpful presence at some public function of the class4 ,the diploma issued by the denominations or by the ,international ,sunday ,school ,association is a fitting recognition of work done1 and gives the student a place in the enlarging fellowship of trained teachers4 ,alumni ,associations are being formed in the ,states with annual reunions4 ,graduating exercises should be provided1 and these should be impressive and dignified services that will show to the church and community the emphasis the ,sunday-school is placing on high grade work4 ,the ,sunday ,school ,times ,company does not offer any certificates or diplomas1 nor does it conduct any teacher-training classes4 ,all this is carried on by the denominations1 or through the agency of the ,state ,sunday ,school ,associations4 ,,the ,,book ,a4 ,f4 ,,schauffler1 ,d4,d4 ,,page ,the ,bible #aa ,,lesson 7,,old ,,testament7 #a4 ,the ,old ,testament ,division #ad #b4 ,from ,creation to ,abraham #ai #c4 ,from ,abraham to ,jacob #bc #d4 ,joseph #bh #e4 ,moses #cc #f4 ,joshua to ,samson #ci #g4 ,saul to ,solomon #dd #h4 ,rehoboam to ,hoshea #di #i4 ,abijam to ,zedekiah #ed #aj4 ,elijah #ei #aa4 ,return from ,captivity #fd 7,,new ,,testament7 #a4 ,new ,testament ,division #ga #b4 ,the ,life of ,jesus--,thirty ,years of ,preparation #gf #c4 ,the ,year of ,obscurity #hb #d4 ,the ,year of ,popularity #hh #e4 ,the ,year of ,opposition #id #f4 ,the ,closing ,week #ajj #g4 ,the ,forty ,days #ajf #h4 ,the ,early ,church #aaj #i4 ,the ,life of ,paul #aaf ,how the ,bible ,came to ,us #abc ,ira ,maurice ,price1 ,ph4,d4 ,the ,gist of the ,books #abi ,compiled ,teaching ,hints ,leaders of classes1 and individuals pursuing these studies apart from classes1 are urged to read the chapter entitled ,teaching ,hints1 on page #bei1 before beginning this section ,the ,bible #a4 ,methods of ,bible ,study4--,microscopic study of the ,bible is the study of smaller portions1 such as single verses1 or parts of chapters4 ,many sermons adopt this method4 ,it is good for many purposes4 ,but it fails to give the larger views of ,bible history that the teacher needs for effective work4 ,the telescopic method takes in large sections of the ,word1 and considers them in their relation to the whole of revelation4 ,this is the method that will be adopted in these studies4 ,illustration3 #djjj #cejj #cjjj #bejj #bjjj #aejj #ajjj #ejj _/ _/ _/ ,,ee ---------------------------------------- --------------- _/ ,a ,j ,e ,n ,a ,m ,s ,z ,c #b4 ,to assist in the study of a general survey of ,bible history1 we give as a memory outline above a chart of the centuries between ,adam and ,christ4 ,we use in this the chronology in our ,bibles1 not because it is correct1 but because scholars have not yet agreed on a better1 especially for the ages before ,abraham4 ,all the names are well-known but that of ,jared1 and his is put in merely to mark the close of the first half-millennium4 ,memorize these names so that you can reproduce the chart without looking at the book4 ,this exercise of memory will enable you to locate the chief events of ,bible history roughly in their appropriate chronological environment4 ,are you reading about any event in the wanderings of ,israel8 ,of course you are between the letters ,m4 and ,s4 ,is it a story of ,elijah that you are studying8 ,then the event must lie between the letters ,s4 and ,z4 ,or is it the biography of ,nehemiah that forms your lesson8 ,then it must lie to the right of the letter ,z4 #c4 ,one peculiarity of the ,bible narrative is that at times it is quite diffuse1 and covers much space on the sacred page1 while at other times it is most highly condensed4 ,for example1 the first twelve chapters of ,genesis cover over #bjjj years at the lowest computation4 ,all the rest of ,genesis 7thirty-eight chapters7 covers the lives of four men1 ,abraham1 ,isaac1 ,jacob1 and ,joseph4 ,the first chapter of ,exodus covers centuries while all the rest of ,exodus1 all of ,leviticus1 all of ,numbers and all of ,deuteronomy cover only forty years4 ,surely there must be some good reason for this4 ,again1 two chapters in ,matthew and two in ,luke cover thirty years of our ,lord's life1 while all the rest of the four ,gospels cover only three and a half years4 #d4 ,another peculiarity of the ,word is that the miraculous element is very unevenly distributed4 ,at times miracles abound1 and at other times they are but few in number4 ,in the first eleven chapters of ,genesis1 covering more than #bjjj years1 there are few miracles1 outside of those of the creation4 ,but in the period after that1 covered by the four great ,patriarchs1 we find more miracles than before4 ,during the ,mosaic period1 beginning with ,exodus #b1 we find that miracles begin to multiply as never before4 ,for instance1 ,god fed his people for forty years 7except on the ,sabbath7 with manna4 ,again1 in the times of ,elijah and ,elisha1 the narrative amplifies1 and the miracles multiply4 ,and once more when we come to the ,messianic period1 as exemplified in the story of ,christ1 the narrative becomes fourfold1 and the miracles multiply as never before4 ,what is the reason for this amplification of narrative and simultaneous multiplication of the miraculous8 ,it is because these periods were exceptionally significant4 ,in them ,god was trying to teach men lessons of peculiar importance4 ,so he led the writers to tell the story more in full1 and he himself emphasized the teaching by his own ,divine interposition4 #e4 ,in the ,patriarchal period ,god was calling out him who was to be the founder of that people which was to preserve ,god's law through the ages1 and from whom at last was to come ,jesus1 the ,redeemer of the world4 ,this was a most important period1 and one with which we might well become acquainted4 #f4 ,in the ,mosaic period ,god was bringing out his people from bondage and was giving to them laws that were to shape their national life for all time4 ,he was also giving to them a typology in high priest1 tabernacle1 and sacrifice that was to lead them in the way of truth until1 in the fulness of the time1 he was to come who was the fulfilment of both law and type1 ,jesus of ,nazareth1 the ,lamb of ,god1 and the ,son of ,god4 #g4 ,in the period of ,elijah and his great pupil1 ,elisha1 ,god was making a great effort to call back to himself ,israel1 or the ,northern ,kingdom1 which had been led into gross idolatry by ,jeroboam1 and later by ,ahab4 #h4 ,in the ,messianic period ,god was fulfilling all that he had promised from the beginning as to a ,redeemer who was to come4 ,he who had spoken to the fathers through the prophets1 and the various types1 was now to speak to men through the person of his ,son4 ,good reason then why1 at the four periods to which we have called attention1 ,god should provide that the narrative should be more full than at other times1 and that simultaneously there should be the marked intervention of the miraculous1 to prove that ,god was truly speaking to men1 and giving them divine directions as to how to act1 and what to believe4 #i4 ,it follows1 then1 that there are four periods to which we should pay especial attention1 as being of unusual importance1 and these are the ,patriarchal period1 the ,mosaic period1 the period of ,elijah and ,elisha1 and the period of the ,messiah4 ,if the student be well posted as to the occurrences during these periods1 and their teaching1 he will have at least a good working outline of the whole of the ,bible history in its most important developments4 ,to emphasize these periods we have added on the chart in the ,memory ,outline the dots that will be seen1 multiplying them at each period somewhat in proportion to the multiplication of the miraculous element in the narrative4 ,test ,questions ,what two ways are there of studying the ,bible8 ,what advantage is there for our purposes in the second method8 ,give the nine names that divide the ,old ,testament times into periods of five centuries each4 ,what chronological peculiarity do we find in the ,bible narrative8 ,give some examples of this4 7,pick out other instances of this yourself47 ,what peculiarity do we find in the distribution of the miracles8 ,name the four periods in which the narrative amplifies and at the same time the miracles multiply4 ,lesson #a ,the ,old ,testament ,division ,,principal ,,events ,prelude4--,the story of creation 7,gen4 #a1 #b74 ,god was the author of all and no idolatry was to be permitted4 ,first ,period4--,adam1 the first man2 sinned and fell 7,gen4 #c74 ,second ,period4--,noah1 the head of a family1 saved in the ark from a devastating flood2 a new beginning for the human race1 followed by another failure 7,gen4 #f1 #g1 #h74 ,the tower of ,babel 7,gen4 #aa3d74 ,confusion of tongues 7,gen4 #aa3e-i74 ,third ,period4--,the chosen family1 under ,abraham1 broadens to tribal life4 ,the descent to ,egypt 7,gen4 #df74 ,prosperity 7,gen4 #dg3aa71 followed by oppression 7,exod4 #a3h-bb74 ,moses the deliverer 7,exod4 #c3a-aa74 ,the march out of ,egypt 7,exod4 #ab74 ,legislation at ,mount ,sinai 7,exod4 #bj74 ,entry into ,canaan 7,josh4 #a-d74 ,times of the ,judges4 7,judg4 #a to #ba74 ,fourth ,period4--,three kings in all ,israel--,saul1 ,david1 ,solomon 7#a ,sam4 #aj to #a ,kings #ab74 ,the divided kingdom4 ,fifth ,period4--,the captivity 7#b ,kings #be74 ,the return4 ,ezra and ,nehemiah4 ,leading ,names4--,first and ,second periods--,adam1 ,noah2 ,third period--,abraham1 ,isaac1 ,jacob1 ,joseph1 ,moses1 ,joshua1 ,samuel2 ,fourth period--,saul1 ,david1 ,hezekiah1 ,josiah1 ,elijah1 ,elisha1 ,isaiah1 ,jeremiah1 ,amos1 ,hosea2 ,fifth period--,zerubbabel1 ,ezra1 ,nehemiah1 ,haggai1 ,zechariah1 ,malachi4 ,,time4--,from an unknown time to about #djj ,b4 ,c4 ,,lands4--,armenia1 ,chaldea1 ,palestine1 ,egypt1 ,persia4 ,illustration ,,significance ,,of ,,events4--,the ,old ,testament begins with a statement of the creation2 tells of the introduction of man1 made in the image of ,god2 records the downfall of man and ,god's many efforts to redeem him2 recites the incidents of ,god's dealings with chosen individuals1 selected families and a particular nation2 continues with this nation separated into two parts and held captive by a foreign power1 and closes with the return of a part of ,judah4 ,with the entrance of sin came the promise of salvation through one who should come out of the chosen 7,jewish7 nation4 ,the ,old ,testament ,preview ,,note4--,the ,chronology used throughout is based on ,the ,dated ,events of the ,old ,testament1 by ,willis ,judson ,beecher4 #a4 ,two ,great ,divisions4--,in biblical history here are two great divisions1 that of the ,old ,testament and that of the ,new ,testament4 ,it is well to have clear outlines in our minds with regard to the great outstanding characteristics of these periods4 ,in making these divisions into the periods that follow we have no ,thus saith the ,lord for our guidance1 but use the best common sense that we have4 ,others might make a different division1 but we give that below as at the least suggestive4 #b4 ,prelude4--,the great prelude of creation4 ,here we are told that all things find their origin in ,god4 ,this teaching is in contradistinction to the claim that matter is eternal4 ,it also denies the doctrine that the world was made by chance4 ,it places the beginning of all things seen in the power of ,one who is from eternity to eternity4 ,this satisfies the cravings of the human heart as no other teaching does4 #c4 ,first ,period4--,adam to ,noah4 ,here we have the first stage in the drama of human history4 ,in it we find the beginnings of the human race1 of sin1 and of redemption4 ,three most important beginnings4 ,it is covered by ,genesis #b to #e inclusive4 ,it is marked by total failure on the part of man4 ,every imagination of the thoughts of his heart was only evil continually 7,gen4 #f3e74 ,man proved himself recreant to ,god's holy law4 #d4 ,second ,period4--,noah to ,abraham4 ,chapters #f to #ab4 ,god makes a new beginning with the family of ,noah4 ,but1 as before1 man proves himself disobedient and faithless to his ,god4 ,we find a great civilization1 but little godliness4 ,for the second time man proves a failure1 so far as obedience to ,god's law is concerned4 ,man in his pride says1 ,come1 let us build1 while ,god on his part says1 ,come1 let us confound 7,gen4 #aa3d and #g74 ,but little space is given in the ,bible to these two periods1 for they are in reality preliminary to the third1 which is of vastly more importance than the two put together4 #e4 ,third ,period4--,abraham to ,kings4 ,genesis #ab through to #a ,samuel #i4 ,this is a most important period4 ,here ,god changes his method of treating man4 ,from henceforth he will chiefly communicate truth to mankind through a chosen family and nation4 ,not that no man outside of this circle can know ,god's will1 but that especially through ,abraham and his seed ,god chooses to make his will known1 until1 in the fulness of time1 ,jesus1 the son of ,abraham according to the flesh1 shall come and reveal clearly ,god's love and redemption to men4 ,in this section we have the story of the patriarchal family1 first coming out of ,ur of the ,chaldees1 and living for a while in ,canaan4 ,then they go down to ,egypt1 and at last are oppressed4 ,after being welded together in the furnace of affliction they are brought out with a mighty hand and an outstretched arm1 and in the wilderness they receive the law of ,god through their great leader1 ,moses4 ,here too they learn the way of acceptable worship1 and are prepared for entry into the ,land of ,promise4 ,then follows the conquest of the land under ,moses' successor1 ,joshua4 ,now comes the period of the ,judges1 when ,god rules his people directly through these divinely called men4 ,this is easily seen to be a most important period4 ,all this time ,israel only is monotheistic 7believing in one ,god71 but all the other nations of the earth are grossly idolatrous4 ,during this period we see that so long as ,god's chosen people obey him they prosper1 while as soon as they disobey disasters begin to multiply4 ,in this period1 too1 was given that legislation which has been the foundation of all the legislation of civilized nations from that time to this4 ,here also we have the foundations of that system of types that culminated in ,jesus1 great ,david's greater ,son4 ,sacrifice1 high priest1 tabernacle1 here have their origin or their development4 ,in all the history of the world up to that time there was no period so fraught with blessings for mankind as was this period4 #f4 ,fourth ,period4--,kings to captivity4 #a ,samuel #i to #b ,kings #be4 ,this may be divided into two parts3 7#a7 ,the united monarchy4 ,this lasted one hundred and twenty years1 and had three kings1 ,saul1 ,david1 ,solomon4 ,saul brought something of order out of national chaos4 ,david carried this still farther and made ,israel truly a great nation4 ,solomon1 however1 through too much luxury and many political alliances1 sowed the seeds of national decay4 7#b7 ,now comes the division of the monarchy1 brought on by the folly of ,rehoboam1 ,solomon's son4 ,because of his refusal to lighten the heavy taxes1 ten tribes revolted and established a kingdom under ,jeroboam4 ,ever after this they were known as ,israel1 also called by us the ,northern ,kingdom4 ,the ,kingdom of ,judah is also known as the ,southern ,kingdom4 ,israel1 or the ,northern ,kingdom went from the worship of the golden calves to that of ,baal1 and continued on the downward course until they went into captivity4 ,they had only one good king1 named ,jehu1 and he was none too good4 ,judah1 or the ,southern ,kingdom fared somewhat better1 though even here there was much idolatry4 ,at last ,judah too went into captivity1 on account of its sin4 ,it is most suggestive to compare the triumphant entry of ,israel into the land1 and its shameful exit in chains and tears4 ,it was all brought about through abandoning the ,god of ,abraham4 ,there are some in modern days who claim that ,israel had naturally a monotheistic tendency1 and on that account slowly worked its way out of polytheism into monotheism4 ,the writer does not so read the history1 but finds that ,israel had an inveterate tendency to polytheism1 and that ,god only cured it of this sin through the sorrows of the captivity4 #g4 ,fifth ,period4--,captivity and return4 ,read ,ezra and ,nehemiah4 ,this is not a period of great glory1 like that of ,solomon's reign4 ,but it is a period most remarkable on account of the fact that ,judah was now strictly monotheistic1 and from that day to this1 over two thousand years1 it has remained so4 ,in the furnace fires of captivity ,god cured his people once and forever of their besetting sin1 idolatry4 ,this is a most remarkable fact1 for the nations into which they went as captives were themselves totally idolatrous4 ,in this period comes the building of the second temple1 the reform under ,ezra1 and the building of the walls of ,jerusalem1 under ,nehemiah4 #h4 ,now the story closes for four centuries and does not open until the ,new ,testament times 7with which we shall deal later on7 begin4 ,test ,questions ,into what two great divisions is the ,bible divided8 ,give the theme of the ,prelude to the ,old ,testament4 ,give the extent of the first period4 ,what was its outcome8 ,give the extent of the second period4 ,in what moral condition did its termination find mankind8 ,from whom to whom did the third period reach8 ,what change in ,god's method of revelation did the third period manifest8 ,with what family did ,god begin now to deal more specifically8 ,where did family life merge into national life8 ,what two important phases of divine revelation did this period include8 ,give the limits of the fourth period4 ,give the two divisions of period four4 ,give the cause of the division of the ,united ,kingdom4 ,what was the course of history in the ,northern ,kingdom8 ,what course did history take in the ,southern ,kingdom8 ,give the two prominent features of period five4 ,what marked change had come over ,judah between the captivity and the return8 ,give the great names that are prominent in the several periods into which we have divided the ,old ,testament times4 ,lesson #b ,from ,creation to ,abraham ,old ,testament ,division--,prelude1 ,first ,period1 ,second ,period ,,principal ,,events ,prelude4 ,account of the ,creation4--,the creation days3 ,light 7,gen4 #a3c-e72 firmament 7#a3f-h72 land and water separated1 vegetation 7#a3i-ac72 heavenly bodies--sun1 moon1 stars 7#a3ad-ai72 fish1 birds and animals 7#a3ai-be72 man 7#a3bf-ca74 ,first ,period4 ,creation of ,man4--,man made in ,god's image 7,gen4 #a3bg72 creation of ,eve 7,gen4 #b3ba1 #bb74 ,entrance of sin and the fall 7#c3a-f72 ,cain1 son of ,adam and ,eve1 killed his brother ,abel 7#d3c-h74 ,second ,period4 ,the ,flood4--,the prevalence of wickedness 7,gen4 #f3e7 caused ,god to destroy the population of the world by flood1 with the exception of ,noah1 his family1 and selected animals 7,gen4 #f-h74 ,god made a covenant with ,noah not to destroy the people again by flood 7#i3h-ag7 ,the ,tower of ,babel4--,the wickedness in the heart of men found expression in the building of the great tower of ,babel1 and the punishment therefor was the confusion of tongues 7#aa3a-i74 ,,time4--,from an unknown time to #aibh ,b4 ,c4 ,,places4--,garden of ,eden1 ,western ,asia1 ,babylon4 ,illustration ,,significance ,,of ,,events4--,the creative period marks ,god as the supreme author of the universe and of its inhabitants2 sinless at first1 man falls1 and begins the battle with evil which shall cease only with the ultimate complete triumph of ,christ1 the ,redeemer4 ,the flood marks the first of a series of tremendous efforts to save the world from the thraldom of sin4 ,before the ,chosen ,family #i4 ,prelude4--,this is the beginning of all things1 and well suits the cravings of the human mind4 ,it says1 ,in the beginning ,god created4 ,this beginning does not go as far back as that of ,john #a3a1 for that antedates creation and points to a beginning before ,god created4 ,that is1 ,john sweeps back to that beginning when as yet there was none but ,god4 ,if this statement of ,genesis #a3a is compared with creation myths as found among other nations1 it will at once be seen to be far grander and more in accord with our best thoughts of the divine activity4 ,unbelief may say1 ,in the beginning matter1 or in the beginning force1 but that does not satisfy the human heart as do the words of the sacred writer4 ,in this beginning we see the origin of all things4 ,genesis means beginnings1 and in this book we find the beginnings of matter1 of vegetable life1 of animal life1 of man1 of sin1 of sacrifice1 of material civilization1 of the ,covenant ,people1 and of ,redemption4 ,truly a wonderful book4 ,well has it been said that ,genesis enfolds all that the rest of the ,bible unfolds4 ,in this book we find the germ of all that is to follow4 ,if we would know the inner significance of all that we find in ,genesis we must look to ,revelation4 #aj4 ,period ,one4--,adam to ,noah4 ,here comes the story of the creation of man4 ,innocent he was at the first1 but in the trial to which he is brought1 man fails1 and disobeys4 ,as sinner1 he now hides from the face of ,god1 and has to be sought out by his heavenly ,father4 ,sin created a barrier between ,god the ,holy ,one and man the sinner4 ,then it is that ,god begins his work of redemption1 and in ,genesis #c3ae we see the first promise of that redemption that is to be fulfilled in ,jesus in later days4 ,in this period we see the first sacrifice1 and in it1 too1 we come across the full fruitage of hatred1 which culminated in murder4 ,man proves to be a sad failure1 and the record is that ,god looks down from heaven to see how man is acting4 ,and ,jehovah saw that the wickedness of man was great in the earth1 and that every imagination of the thoughts of his heart was only evil continually 7,gen4 #f3e74 ,from that day to this1 man when left to himself reproduces this picture1 as may be seen in those lands where there is no light of the gospel of the grace of ,god4 ,the chief characters of this period are ,adam and ,eve1 ,cain and ,abel1 ,enoch1 who walked with ,god3 and he was not2 for ,god took him1 ,noah and his three sons--,shem1 ,ham1 and ,japheth4 #aa4 ,period ,two4--,this lasts from ,noah to ,abraham4 ,god blots out the human race as it then existed and begins it anew4 ,so far1 all that we know of the human race lived in the ,euphrates valley1 and all modern research confirms the ,bible statement with regard to this4 ,it need not be maintained that the flood was universal1 in the sense that it covered the whole world1 as we now know it4 ,all that is needful to believe is that the known world was subject to a devastating flood that caused the human race to perish1 with the exception of ,noah and his family4 ,warned by ,god ,noah builds the ark1 and embarks in it4 ,the rains descend and the fountains of the great deep are broken up1 and the land is submerged4 ,in due time1 the rains cease1 and the floods dry up1 and ,noah sends out first a raven1 which returns not4 ,then he sends out a dove1 which comes back to the ark1 not finding any resting-place4 ,in seven days he sends out another dove1 which returns bringing an olive-leaf in her mouth4 ,the third time he sends forth a dove1 which returns not4 ,then in due time ,noah goes forth from the ark1 which had rested on ,mount ,ararat in ,armenia4 #ab4 ,now follows the beautiful story of the sacrifice that ,noah offers1 and the promise of ,god never again to send a deluge on the earth4 ,this promise is confirmed by the symbol of the rainbow4 ,of course there had been rainbows before this1 but this time ,god takes the rainbow and makes it a symbol of his mercy to sinful man4 #ac4 ,the ,tower of ,babel4--,in this period we there is a great advance in civilization1 as may be seen by a careful reading of ,genesis #aj3a-cb4 ,cities are built and nations are founded by the descendants of the ,patriarch ,noah4 ,but the evil tendency of the human heart again shows itself1 and the pride of man's achievement fills the heart of the descendants of ,noah4 ,then comes the story of the tower of ,babel1 and in this we read most significantly1 ,and they said1 ,come1 let us build4 ,to this ,god's reply is ,come1 let us confound4 ,man's pride is to be abased1 and put to confusion4 ,so the human race is scattered abroad and its cherished plans are broken up4 ,for the second time1 man is seen to be a failure1 and there is call for another way of dealing with the race if the truth is to be preserved4 ,this third beginning is to be found in ,period ,three1 with which our next lesson will deal4 ,test ,questions ,state how the ,gospel of ,john has a sweep farther back even than ,genesis #a3a4 ,what beginnings may we find in the book of ,genesis8 ,how does man act toward ,god1 as soon as he transgresses his law8 ,where do we find the beginning of the story of redemption8 ,give the names of the chief actors in this first period of ,bible history4 ,give the divine estimate of the moral condition of man before the flood4 ,where does the ,bible place the story of the beginnings of the human race8 ,give the story of the building of the ark and of the flood4 ,in the second period1 what may we say of civilization8 ,how did its magnitude show itself8 ,give the record of the scattering of the human race4 ,was the second trial of man any more successful than the first1 regarded from the religious standpoint8 ,lesson #c ,from ,abraham to ,jacob ,old ,testament ,division--,third ,period ,,leading ,,persons ,abraham4--,lived in ,ur of the ,chaldees4 ,called by ,god to leave country and home and kindred to go to ,canaan1 the promised land 7,gen4 #ab3a to #be3aa74 ,isaac4--,son of ,abraham 7,gen4 #ba74 ,proposed as a sacrifice 7,gen4 #bb3a-ai74 ,married ,rebekah 7,gen4 #bd74 ,esau4--,son of ,isaac4 ,sold his birthright to his brother 7,gen4 #be3bg-cd74 ,jacob4--,son of ,isaac4 ,by a trick secured his father's parting blessing1 to which ,esau was entitled 7,gen4 #bg3a-de74 ,journeyed in search of a wife1 and married 7,gen4 #bh3aj to #ca3af74 ,returned and was forgiven by ,esau 7,gen4 #ca3ag to #cc3bj74 ,his name changed to ,israel and he became the father of the ,jewish nation 7,gen4 #ce3i-ae74 ,had twelve sons1 who become the heads of the ,twelve ,tribes of ,israel 7,gen4 #ce3bc-bg74 ,,time4--#aibh ,b4 ,c4 to the birth of ,joseph1 #ageb ,b4 ,c4 ,,places4--,ur of ,chaldees1 ,canaan1 ,egypt4 ,illustration ,,significance ,,of ,,events4--,with ,abraham ,god began a course of dealings with man which continued for about two thousand years4 ,setting apart ,abraham with his family was really the beginning of the chosen nation1 although the national life did not begin until after the escape from ,egypt 7see ,lesson #e74 ,abraham1 the ,father of the ,faithful #ad4 ,the ,bible ,deals ,largely in ,biographies4--,if you know well the stories of the great ,patriarchs1 you know the best part of ,genesis4 ,again1 if you know the stories of ,moses1 ,joshua1 ,gideon1 ,samuel1 ,david1 you will have mastered most of the history of ,israel from ,exodus through #b ,samuel4 ,this is the reason why in these lessons we deal so largely with ,bible biographies4 #ae4 ,abraham4--,abraham was one of the greatest men in all history4 ,he was the founder of that people through whom we have received all of the ,bible1 excepting only what ,luke1 the beloved ,physician1 has given us4 ,this of itself is no small distinction4 ,but more4 ,he is the great progenitor of him whom we know as the ,messiah and the world's ,redeemer4 #af4 ,abraham and his ,call4--,the call came to him in his home in ,ur of the ,chaldees4 ,exactly in what way it came we are not told4 ,it may have been an inward call1 such as believers to this day have at times4 ,bear in mind that ,abraham's ancestors were idolaters1 and that the land in which he lived was totally idolatrous4 ,this call was twofold4 ,it was a call out of1 and a call in to4 ,out of home and family and religious antecedent4 ,in to a new environment geographically1 socially1 religiously4 ,this call he obeyed at once1 and forth he went1 not knowing his ultimate destination4 ,at ,haran he paused until the death of his father4 ,then on he went4 ,how he knew what direction to take we are not told4 ,it may have been that he pushed forward as the migrating bird pushes ahead1 driven by a kind of inward impulse1 blindly but surely4 ,this at least is my idea4 #ag4 ,abraham and the ,land4--,at last ,abraham comes to ,shechem1 and there for the first time ,god tells him that this is the land of which he had spoken4 ,there1 for the first time in that land1 an altar was raised to the true ,god4 ,from that day to this1 and to the end of time1 that land and the ,chosen ,people have been and will be identified4 #ah4 ,abraham and ,egypt4--,driven by famine1 the ,patriarch goes down to ,egypt4 ,there is no record that he was divinely guided in this1 and from the fact that there he gets into trouble1 and that ,god does not appear to him at all in ,egypt1 we may infer that this was not any part of the divine plan4 ,god does not appear to his servant again until he returns to the ,land1 and builds his altar where it was at the first 7,gen4 #ac3a-ah74 #ai4 ,abraham and ,lot4--,lot was ,abraham's nephew4 ,his character differs widely from that of his uncle4 ,mark1 in his dealings with his greedy nephew1 the grandeur of the ,patriarch's character4 ,as the land cannot bear the two sets of flocks1 ,abraham gives ,lot the first choice of the land1 and declares that he will take what ,lot leaves4 ,this is not after the manner of the natural man4 ,decency would have led ,lot to decline his uncle's generous offer4 ,but ,lot was not decent1 and so seized all that he could4 ,in the end this led to ,lot's ruin4 ,it is most suggestive to note the steps in ,lot's career4 ,first he pitched his tent towards ,sodom4 ,then we find him in ,sodom4 ,then he sits in the gate of ,sodom--that is1 he has become a prominent man in that accursed city4 ,soon we see him involved in the overthrow of ,sodom by the four kings4 ,still he returns to that city1 after his rescue by his uncle4 ,and at last he has to escape from its final ruin1 penniless4 ,we read in #b ,peter #b3g that ,lot was vexed with the wicked life of the ,sodomites4 ,it has always seemed a pity that he was not sufficiently vexed to get out from the city1 bag and baggage1 long before he did4 ,again look at ,abraham when he had gained the victory over the kings as told in ,genesis #ad4 ,how grandly he stands1 refusing to touch what comes from ,sodom from a thread to a shoe latchet4 ,by the laws of war in that time all the loot was his4 ,but he would not touch it4 ,bear in mind that this was #bjjj years before the ,golden ,rule was given1 yet here we have a man exemplifying it grandly4 ,what a contrast between ,abraham and some of the troops in modern sieges1 where they have seized all that they could lay their hands on4 ,this was nearly #bjjj years after ,jesus uttered the ,golden ,rule4 ,who was more truly ,christ-like1 ,abraham #bjjj years ,b4 ,c4 or we1 #bjjj years ,a4 ,d48 #bj4 ,abraham and ,hagar4--,the ,patriarch was not a perfect man4 ,he sinned in ,egypt 7,gen4 #ab3aj-bj71 and again1 as told in ,genesis #bj3a-af4 ,again1 his faith in ,god's promise that he should have a son seems to have grown dim4 ,so he yields to ,sarah's suggestion1 and takes ,hagar4 7,gen4 #af74 ,in judging him for this1 bear in mind that he had not the light that came in later days1 through the further revelation of ,god's will4 ,then ,ishmael was born4 ,it is most suggestive that from ,ishmael1 who was not a child of faith1 sprang in later days ,muhammad the great antagonist of ,jesus ,christ1 who came from ,abraham through ,isaac1 the child of faith4 #ba4 ,abraham and ,isaac4--,to understand the command of ,god in relation to the sacrifice of ,isaac1 we must bear in mind the customs of those days in ,canaan4 ,as we now know1 through excavations in that land1 human sacrifices were common4 ,remembering this1 my own impression is that ,god intended to teach his servant two things by this command4 ,first1 that all human sacrifices were abhorrent to ,god2 and second1 that his obedience must be unquestioning4 ,god never intended that ,isaac should be sacrificed4 ,this is apparent from the whole narrative4 ,his command was a test of the utter obedience of the ,patriarch4 ,this test ,abraham met grandly4 ,he was willing to trust ,god to the last1 though he could not see the reason why4 ,then ,god showed him that his son was not to be sacrificed1 and provided in ,isaac's place a ram for an offering4 ,the story of procuring a wife for ,isaac is truly oriental in its setting4 ,but bear in mind1 it was accompanied with prayer4 ,though it is not in accord with ,western methods of courtship1 it turned out quite as well as many modern marriages made after the custom of twentieth century society4 #bb4 ,abraham and ,sodom4--,here again we have this man in a grand light4 ,he pleads for ,sodom1 and that1 in spite of its utter worthlessness4 ,but there are not in all of ,sodom twenty righteous men to be found4 ,lot's family even1 merely scoff at him1 and refuse to believe his warning4 ,it is most suggestive in this connection1 that ,god remembered ,abraham1 and sent ,lot out of the midst of the overthrow4 7,gen4 #ai3bi47 ,lot's best asset in his life was not his real estate in ,sodom1 but his godly uncle far from that wicked city4 ,just so the best asset that any modern city has1 is not its stocks and bonds1 or real estate1 but the truly godly people who live in its midst4 #bc4 ,abraham and ,machpelah4--,there are two places in ,canaan most intimately associated with ,abraham4 ,these are ,shechem1 where he first learned that he was in the ,land at last1 and ,machpelah1 where he laid ,sarah to rest and where he himself was buried4 ,here also were buried ,isaac1 ,jacob1 ,rebekah1 and ,leah4 7,see ,gen4 #be3i1 #di3cj1 and #ej3ac47 ,it would not be very surprising if some day we were to recover their bodies from that historic burying-place4 ,stranger things have happened4 ,test ,questions ,in what does the ,bible deal largely8 ,give the names of the great characters of the ,old ,testament up to ,david4 ,in what two respects was ,abraham one of the greatest men of history8 ,in what respect was the call of ,abraham a twofold call8 ,what was the religious environment of the ,patriarch in his home8 ,where did ,abraham first know that he was in the ,land8 ,what did he there raise at once8 ,what makes us think that ,god did not direct ,abraham to go to ,egypt8 ,what characteristics did the ,patriarch show in his relations with ,lot8 ,how did ,abraham's faith show somewhat of an eclipse in the matter of ,hagar8 ,who was one of ,ishmael's descendants1 and what does this suggest8 ,to whom did ,lot owe his deliverance from ,sodom at its overthrow8 ,who were buried in the ,cave of ,machpelah8 ,lesson #d ,joseph ,old ,testament ,division--,third ,period 7,continued7 ,,leading ,,person ,joseph4--,son of ,jacob4 ,a favorite son 7,gen4 #cg3c7 and a dreamer 7,gen4 #cg3e-aa74 ,hated by his brothers and sold into ,egypt 7,gen4 #cg3ab-bh74 ,a slave1 but honored2 then cast into prison 7,gen4 #ci3a-bj74 ,by interpreting a dream of ,pharaoh he was brought into high honor1 and became ,pharaoh's prime minister 7,gen4 #dj3a to #da3de74 ,stored up grain in ,egypt to provide for a famine2 relieved the needs of his brothers1 who journeyed to ,egypt in search of food2 finally invited his father's family to live in ,egypt 7,gen4 #db3a to #dg3ab74 ,other ,persons4--,pharaoh1 king of ,egypt4 ,potiphar1 an officer of ,pharaoh1 owner of ,joseph the slave4 ,the butler and the baker of ,pharaoh1 confined in prison while ,joseph was there1 and the indirect means of ,joseph's exaltation4 ,jacob1 ,joseph's father2 and ,joseph's brothers who sold him into ,egypt4 ,,time4--#ageb ,b4 ,c4 to #afdc ,b4 ,c4 ,,places4--,dothan1 in ,palestine4 ,egypt4 ,illustration ,,significance ,,of ,,events4--,as a result of ,joseph's invitation to his father and brothers1 with their family1 to come to ,egypt and partake of his bounty1 the ,hebrew nation1 through its leader1 was transplanted to ,egypt4 ,their sojourn as a people lasted many years2 and brought them into subjection to the ,egyptian monarch 7,exod4 #a3h-ad74 ,joseph--,prisoner and ,prime ,minister ,here we have a wonderful character4 ,the life of ,joseph may be divided into two parts4 ,first1 his humiliation4 ,second1 his exaltation4 #bd4 ,joseph's ,humiliation4--,genesis #cg1 #ci1 and #dj4 ,we see him first as his father's favorite1 unwisely made conspicuous by the dress that his doting father gave him4 ,this arouses his brothers' envy4 ,this envy was further intensified when ,joseph told them the dreams that he had1 which plainly foretold his exaltation1 but which made them angry4 ,even his father seems to have balked at the second dream 7,gen4 #cg3aj74 ,now comes the cruel plot of the heartless brothers1 planned at ,dothan1 though1 through the providence of ,god1 not fully carried out4 ,their definite purpose is to put him out of the way1 and we shall see what will become of his dreams4 #be4 ,here then we have a clear statement of ,god's plans and men's plans with regard to this seventeen-year-old lad4 ,god proposes to make him mighty in deeds for the welfare of ,god's people4 ,men propose to put him to death4 ,these two plans cannot both be carried into effect4 ,which is to prevail8 ,the story is a fascinating unrolling of the divine plan and the complete thwarting of the human plan4 #bf4 ,joseph the ,slave4--,the brothers change their plan1 and sell ,joseph to traveling ,midianites4 ,these take him to ,egypt1 and sell him to ,potiphar1 an officer in ,pharaoh's court4 ,note here his fidelity in all things1 so that he becomes really the overseer in ,potiphar's house 7,gen4 #ci3f74 ,instead of resenting his purchase by ,potiphar1 he takes things most patiently1 and does his duty bravely4 #bg4 ,joseph in ,prison4--,once more1 through no fault of his own1 ,joseph suffers further degradation4 ,to prison he goes4 ,we said through no fault of his own4 ,this is an understatement1 for it was on account of his fidelity to his master that he was shamefully traduced1 and so sent to jail4 ,yet even here his spirit of loyalty to duty did not desert him4 ,again we find him trusted and put in charge of all prison matters4 7,gen4 #ci3bb1 #bc47 ,but what has become all this time of ,god's plans for ,joseph8 ,are they to be thwarted8 ,nay1 wait until the fulness of time1 and then note how ,god's plans ripen1 and are fully perfected4 ,in the meantime note ,joseph's wonderfully sweet spirit4 ,see how he notices the sad countenances of butler and baker in prison4 ,note how he sympathizes with them1 and tries to help them4 ,here again1 as in the case of ,abraham1 we see the exemplification of the ,golden ,rule1 long before it was uttered4 ,had ,joseph been like some modern men1 he would have taken vengeance on the butler and baker1 they being ,egyptians4 ,he would have said1 ,these ,egyptians have enslaved and imprisoned me for no fault of mine4 ,now is my chance1 and ,i will pay them back4 ,but no such bitter thoughts seem to have entered his pure mind4 ,in the meantime note his steadfast faith in ,god and his persistent loyalty to duty1 however hard that might be4 #bh4 ,joseph's ,exaltation4--,this came with a leap4 ,the story is familiar4 ,but in studying the lesson1 let the student not fail to read it once more1 most carefully4 ,if it seem somewhat incredible that ,pharaoh should make a prime minister out of a prisoner at one stroke1 bear in mind that in the ,east they do not do things in ,western fashion4 ,even to this day ,east is ,east1 and ,west is ,west1 ,and never the two shall meet4 ,the writer during his boyhood knew of a case illustrating ,eastern methods1 which took place when he was living in his home in ,constantinople4 ,the ,sultan had a dentist4 ,one day while his dentist was off hunting1 the ,sultan got a toothache4 ,he sent for his dentist1 but could not get him4 ,his courtiers then got hold of a poor dentist who could hardly make his living4 ,he went to the palace and extracted the offending molar4 ,at once the ,sultan deposed his regular dentist1 put this man in his place1 created him a pasha1 or peer of the realm1 gave him a large stipend1 and a palace in the city and another in the country4 ,thus at one stroke the man passed from obscurity to prominence1 and from poverty to wealth4 ,this is the manner of the ,east4 ,now we begin to see ,god's plans working out manifestly4 ,yet all this time his brothers think that their plans have succeeded and that the dreamer's career is ended4 ,no1 the dreamer's career has just begun4 #bi4 ,the ,seven ,years of ,plenty4--,now follow years of great activity1 and of much honor for the former prisoner4 ,up and down the land he goes and gathers grain in untold quantities4 ,as he goes they all cry1 ,bow the knee1 and prostrate themselves in the dust before him4 ,at seventeen years of age he was sold by his brothers4 ,for thirteen years he was slave1 or prisoner4 ,now for seven years he is prime minister4 ,yet all the time ,jacob thinks that his boy is dead4 ,how little did the old ,patriarch suspect that during all these weary years ,god was working out his blessed plans for his people4 #cj4 ,the ,seven ,years of ,famine4--,once more ,joseph and his brothers stand face to face4 ,the last they saw of him was when they heard his bitter cry1 and turned a deaf ear to his entreaty4 ,twenty years have made a great change in him and they do not recognize him4 ,his treatment of them may seem harsh1 but he knew what kind of natures theirs were1 and that to do them good he must first humiliate them4 ,out of kindness he was stern4 ,to mend them and their ways he must first break them4 #ca4 ,israel in ,egypt4--,god had told ,abraham that his seed must go down to ,egypt1 and now comes the fulfilment of that prophecy 7,gen4 #ae3ac-ae74 ,during the life of ,joseph all went well with the sons of ,jacob4 ,they had the best of the land1 and dwelt in peace4 ,god's plans have been carried out to the minutest details1 and the plans of evil-minded men have miscarried4 ,god has caused even the wrath of man to praise him1 and the remainder he has restrained4 ,joseph's brethren are content to bow before him1 and even ,jacob sees that his words of ,genesis #cg3aj were not wise4 ,the wisdom of man is seen to be folly1 and it has been proved that the foolishness of ,god is wiser than men4 7#a ,cor4 #a3be47 #cb4 ,joseph's ,faith4--,on his death-bed ,joseph takes an oath of his people saying that ,god will surely visit his people and bring them in due time to the land promised to ,abraham4 ,he charges them to remember his body when they march out1 and take it with them1 and lay it away in its final resting-place in the ,land of ,promise4 ,many years pass4 ,liberty is exchanged for oppression4 ,the bitter cry of the people rises to ,god4 ,all this time the body of ,joseph 7doubtless embalmed7 is not finally buried4 ,his real funeral has not yet taken place4 ,this is the longest delayed funeral on record4 ,then at last comes the ,exodus1 and lo1 they remember that oath that ,joseph took of them1 years before1 and out with them goes his body4 ,for forty years they carry it with them1 and only then they lay it away in the ,land of ,promise4 7,see ,gen4 #ej3bd-bf4 ,exod4 #ac3ai1 and ,josh4 #bd3cb47 ,test ,questions ,into what two sections may we divide ,joseph's life8 ,why were his brethren envious of him8 ,what further intensified their hatred8 ,give the plan of ,god and the plans of men with regard to ,joseph4 ,what action did ,joseph's brethren finally take with regard to him8 ,into whose household did the lad come in ,egypt8 ,what signs have we that in all this ,joseph did not lose his faith in ,god1 or lose his convictions as to duty8 ,how did ,joseph's exaltation come so suddenly8 ,give an illustration of this from modern ,eastern life4 ,how long was it between the sale of ,joseph and the first appearance of his brethren to buy corn8 ,why did ,joseph treat his brothers as he did when they first came to him8 ,what remarkable proof have we of ,joseph's steadfast faith in ,god's promise8 ,what two most peculiar facts may be noted with regard to ,joseph's body8 ,lesson #e ,moses ,old ,testament ,division--,third ,period 7,continued7 ,,leading ,,persons ,moses4--,son of ,amram and ,jochebed 7,exod4 #f3bj74 ,adopted by ,pharaoh's daughter 7,exod4 #b3a-aj74 ,took the part of the oppressed and had to flee 7,exod4 #b3aa-ad74 ,shepherd for forty years and married 7,exod4 #b3ba74 ,called to deliver his people1 but was timid 7,exod4 #c3a-aj74 ,had various contests with ,pharaoh 7,exod4 #e to #ab74 ,led people out of ,egypt triumphantly 7,exod4 #ad74 ,received the ,ten ,commandments 7,exod4 #bj74 ,built the ,tabernacle 7,exod4 #be74 ,led the people to the borders of the ,promised ,land1 but was turned back on account of their sins 7,num4 #ac3a to #ad3cd74 ,died on ,mount ,nebo 7,deut4 #cd74 ,reappeared on ,mount of ,transfiguration 7,matt4 #ag3c74 ,aaron4--,brother of ,moses4 ,made high priest 7,exod4 #bh and #bi74 ,sinned in the matter of the golden calf 7,exod4 #cb74 ,died on ,mount ,hor 7,deut4 #aj3f74 ,,time4--#aegh ,b4 ,c4 to #adeh ,b4 ,c4 ,,places4--,egypt and ,sinaitic ,peninsula1 then east of the ,jordan valley4 ,illustration ,,significance ,,of ,,events4--,the going out of the ,hebrews from ,egypt marked the beginning of their national life1 and laws were given governing their relation to ,god and to each other4 ,the breaking of ,god's laws cost the nation forty years of wilderness wandering before they entered their promised land4 ,moses--,leader and ,legislator #cc4 ,by far the greatest man in ,old ,testament history is ,moses4 ,in point of moral uplift1 no man in all the world1 until ,christ1 can be compared with him4 ,his life divides itself into three equal sections-- 7#a7 ,life at ,pharaoh's court4--,forty years4 7#b7 ,life as shepherd in the desert4--,forty years4 7#c7 ,life in the desert as leader of ,god's people4--,forty years4 #cd4 ,life at ,pharaoh's court4--,moses was born at the time of ,israel's greatest oppression1 when1 as a measure of self-defense1 ,pharaoh had ordered all ,hebrew male children to be cast into the ,nile4 ,hence the ,hebrew proverb1 ,when the tale of bricks is doubled1 then comes ,moses4 ,as in the case of ,joseph1 we see at once the collision between ,god's plan and that of earth's greatest monarch4 ,god's plan was that ,moses must live2 ,pharaoh's plan1 that ,moses must die4 ,again we see the successful issue of ,god's plan1 and the overthrow of the human plan4 ,in carrying out his plan1 ,god makes use of a mother's wit1 a sister's fidelity1 a woman's curiosity1 and a baby's tears4 ,for all this read carefully ,exodus #b3a-aj4 ,these are the minute links in the chain of ,god's providence which1 welded together1 restore that babe to his mother's arms in less than twenty-four hours1 now with the shield of royalty protecting him4 ,had any one of these links broken1 ,moses' fate might have been sealed4 #ce4 ,as illustrating these links1 in a different sphere1 read the following3 ,professor ,darwin tells that he noticed that pansies would not grow wild near ,english villages1 but would grow far away from them4 ,investigation revealed that in ,english villages dogs go at large4 ,where dogs go at large1 cats must stay at home2 where cats stay at home1 field-mice abound2 where field-mice abound1 bumblebees' nests are destroyed2 where bumblebees' nests are destroyed1 there in no fertilization of pollen4 ,therefore1 where there are dogs1 there are no wild pansies4 ,apply this to the case in hand4 ,no mother's wit1 no ark of bulrushes2 no ark no sister's watch-care1 and no chance to arouse the curiosity of the princess4 ,therefore1 no discovery of the babe weeping4 ,consequently1 no saving of the future deliverer of his people4 ,thus ,god worked through natural agencies to thwart the decree of ,pharaoh4 ,during these forty years ,moses enjoyed all the educational advantages of the most civilized nation of that day4 ,so he was prepared by the king himself to deliver the ,hebrews from his control4 #cf4 ,life as ,shepherd in the ,desert4--,moses' life at court came to a sudden end1 through his patriotic effort to deliver one of his race from the cruelty of an ,egyptian4 ,as a result he had to flee for his life1 as even ,pharaoh could not defend him for slaying one of the ruling race for cruelty to a mere slave4 ,for forty years we find him on the ,sinaitic peninsula1 herding sheep4 ,these must have been years of deep thought4 ,often he must have wondered why ,god had given him such deliverance1 only to let him languish in the desert while at the same time his people1 whom he might have helped1 were ground down under the heel of the taskmaster4 ,at the same time these years of solitude must have been rich in opportunity for meditation and communion upward4 ,the city is not the best place for deep thought4 ,elijah was no city man1 neither was ,john the ,baptist4 ,in solitude these men learned much that the city never could teach them4 #cg4 ,life as a ,leader of ,god's ,people in the ,desert4--,his life of solitude came to a sudden close1 when ,god called to him out of the midst of the burning bush1 and bade him return to ,egypt and deliver his people4 ,at first ,moses begged to be excused1 for he doubtless well remembered that because of his effort to deliver one ,hebrew1 he had been an exile for forty years4 ,how then could he succeed in delivering a nation8 ,but on ,god's promise to be with him1 he and his brother ,aaron undertook the task4 #ch4 ,here we note the collision between ,god's plan and that of the king4 ,god's plan is1 ,let my people go4 ,pharaoh's plan is1 they shall stay right here4 ,so the battle was joined4 ,note that ,pharaoh1 as a result of the consecutive plagues1 relents and tries compromises4 ,for these read carefully the story of the plagues1 noting especially these passages3 ,exodus #h3h1 #ae1 #be1 #cb2 ,exodus #i3bh1 #ce2 ,exodus #aj3aa1 #bj1 #bd1 #bh4 ,and at last1 when his pride is utterly broken1 comes ,exodus #ab3ca4 #ci4 ,then came that night1 much to be observed1 on which ,israel marched out in triumph1 while ,egypt mourned1 and ,pharaoh repented ever resisting the divine command4 ,to this day all ,jews observe that great night1 called the night of the ,passover4 #dj4 ,under the crags of ,mount ,sinai1 ,moses spent one year with his people4 ,that was a most significant year1 as there he received the ten commandments1 and the instructions as to the building of the ,tabernacle and the ,ark of the ,covenant4 ,there1 too1 he received directions as to the sacrifices that were to be typical of that great sacrifice on ,mount ,calvary1 hundreds of years later4 ,there1 too1 he had his bitter experience with his people in the matter of the worship of the golden calf2 a presage of much that was to follow in the history of that wonderful but stiffnecked people as they continued their journeys through the wilderness4 #da4 ,mark in the life of this wonderful man the incredible contrast between his highest and his lowest moods4 ,in his agony over the idolatry of his people while he was on the ,mount receiving the ten commandments1 ,moses pleads with ,god for them1 and even goes so far as to beg that1 if need be1 his own name might be blotted out of ,god's book4 ,if he or the people must perish1 let it be he1 and not the people4 ,this is most noble1 and reminds one of what ,paul later on said1 in the same strain 7,rom4 #i3a-c74 ,yet later on ,moses yields to incomprehensible murmuring1 when the people have again transgressed4 ,moses was displeased4 ,and ,moses said unto ,jehovah--,have ,i conceived all this people8444 that thou shouldest say unto me1 ,carry them in thy bosom8444 ,i am not able to bear all this people alone1 because it is too heavy for me4 ,and if thou deal thus with me1 kill me1 ,i pray thee1 out of hand 7,num4 #aa3aj-ae74 ,is this the same man who speaks in the matter of the golden calf1 as we saw above8 ,and in this extraordinary fall we learn a lesson of humility and self-distrust4 ,let him that thinketh he standeth take heed lest he fall4 #db4 ,at last1 after forty years of wandering1 ,israel is on the borders of the ,land of ,promise1 but on account of his unadvised speech1 ,moses is not permitted to enter4 ,on ,mount ,nebo he dies1 alone1 and there ,god lays his body away until the great resurrection day4 #dc4 ,but again we see ,moses4 ,this time not outside of the ,land of ,promise1 but in the midst of it4 ,on the ,mount of ,transfiguration he appears1 and this time with ,israel's great prophet1 ,elijah1 and with ,israel's ,messiah4 ,there they talk of the death so soon to be accomplished in ,jerusalem4 ,then he and the prophet return to the spirit world4 #dd4 ,yet once more ,moses is brought to our attention4 ,on the ,isle of ,patmos1 ,john in vision sees and hears much of what goes on in the eternal world of bliss4 ,and lo1 he hears the ransomed sing the song of ,moses and the ,lamb 7,rev4 #ae3c74 ,to this man is given the privilege accorded to none other of the sons of men1 to have his name coupled with that of the ,son of ,god in the glad songs of heaven4 ,truly a privilege so exalted that we cannot possibly magnify it too much6 ,test ,questions ,into what three divisions does ,moses' life fall8 ,state the plan of ,god and man in relation to this babe4 ,give the links in the carrying out of ,god's plan1 on the birth of the child4 ,what illustration is given to make these links more clear8 ,what event terminated ,moses' life at court8 ,how long did his desert life as shepherd last8 ,what brought this period of his life to its close8 ,give again the conflict between the plan of ,god and that of ,pharaoh with regard to the people4 ,give the various attempts at compromise on the part of ,pharaoh4 ,where did ,israel spend the first year after the ,exodus8 ,what two great revelations did ,moses receive at ,sinai8 ,give the two instances of ,moses' action that are apparently contradictory to each other4 ,where did ,moses die8 ,why could he not enter the ,land of ,promise8 ,where do we next meet him8 ,give the final mention of this man in the ,word4 ,test ,questions for ,review ,introduction to ,lesson #e #a4 ,give the reasons why the following periods are important4 ,patriarchal2 ,mosaic2 of ,elijah and ,elisha2 of the ,messiah4 #b4 ,name the four periods in which the narrative amplifies and miracles multiply4 #c4 ,give the extent of the first1 second1 and third periods4 #d4 ,give two divisions of period four4 #e4 ,what was the cause of the division of the ,united ,kingdom8 #f4 ,give the names of the chief actors in the first period of ,bible history4 #g4 ,name the great characters of the ,old ,testament up to ,david4 #h4 ,who were buried in the ,cave of ,machpelah8 #i4 ,into what two sections may we divide ,joseph's life8 #aj4 ,into whose household did ,joseph go in ,egypt8 #aa4 ,what two peculiar facts may be noted with regard to ,joseph's body8 #ab4 ,state the three divisions of ,moses' life4 #ac4 ,where did ,israel spend the first year after the ,exodus8 #ad4 ,what two great revelations did ,moses receive at ,sinai8 #ae4 ,where did ,moses die8 ,lesson #f ,joshua to ,samson ,old ,testament ,division--,third ,period 7,concluded7 ,conquest of ,canaan4--,joshua became leader 7,josh4 #a3b74 ,received command from ,god 7,josh4 #a3f-i74 ,victory at ,jericho 7,josh4 #f71 followed by defeat at ,ai 7,josh4 #g74 ,central ,palestine conquered1 and a great assemblage held at ,shechem 7,josh4 #h3cj-ce74 ,southern and northern ,palestine partially conquered 7,josh4 #aj3a to #aa74 ,joshua's farewell 7,josh4 #bc to #bd3bg7 and death 7,josh4 #bd3bi-cc74 ,israel under ,judges4--,othniel delivered the people from ,mesopotamia 7,judg4 #c3e-aa74 ,ehud delivered from ,moab 7,judg4 #c3ab-cj74 ,deborah and ,barak delivered from ,canaanites 7,judg4 #d3a to #e3ca74 ,terrible oppression under the ,midianites1 delivery by ,gideon 7,judg4 #f3a to #g3be74 ,jephthah delivered from ,philistines and ,ammonites 7,judg4 #aj3f to #ab3g74 ,samson delivered from ,philistines 7,judg4 #ac3a to #af3ca74 ,,time4--#adeh ,b4 ,c4 to ,samuel1 #aaba ,b4 ,c4 ,,places4--,palestine4 ,illustration ,,significance ,,of ,,events4--,the ,jewish nation under ,joshua achieved success just so long as they obeyed fully the commands of ,god4 ,the ,judges1 as leaders1 were direct representatives of ,god--who was the actual head of the nation--and so far as ,god's laws were strictly obeyed1 the nation prospered4 ,joshua and the ,judges #de4 ,joshua ,becomes ,leader4--,at the death of ,moses we see ,israel on the east side of the ,jordan1 opposite ,jericho4 ,joshua succeeds ,moses as leader4 ,to him comes ,god's command1 ,moses1 my servant1 is dead2 now therefore arise1 go over this ,jordan4 7,josh4 #a3b47 ,note here no sign of discouragement4 ,moses may be dead1 but ,god still lives1 and will work through ,joshua as well as through ,moses4 ,notice in the orders given by ,god to ,joshua that no mention at all is made of sword1 spear1 or bow1 but only of obedience4 ,this is emphasized again and again and rightly1 for in obedience to ,god's law lay ,israel's hope 7read ,josh4 #a3f-i74 #df4 ,now follows the contest for the possession of the land4 ,jericho is taken1 but at ,ai defeat is experienced1 on account of disobedience4 ,so ,israel learns a costly but salutary lesson4 ,then follows the conquest of the central part of ,palestine1 ending at ,shechem4 ,next in turn came southern ,palestine1 and then the northern part of the land 7,josh4 #aj3a to #aa74 ,yet at the close of ,joshua's life1 not all of the land had been taken possession of4 ,still the heathen tribes held on in various places2 and1 indeed1 they were not thoroughly subdued until the time of ,david4 #dg4 ,reading the ,laws of ,moses4--,worthy of note was the great assemblage at ,shechem1 between the mountains of ,ebal and ,gerizim1 in the very center of the land1 where the law of ,moses was read1 with its blessings and curses1 to all the people 7,josh4 #h3cj-ce74 ,noteworthy also is the final address of the aged ,joshua to his people1 at ,shechem1 beseeching them to obey the law of ,moses1 recorded in chapter #bd4 #dh4 ,the ,period of the ,judges4--,after the death of ,joshua1 the people seem to have become more or less disorganized4 ,the tribes ruled themselves--at times well1 and at times ill4 ,during the times of the ,judges the general trend of their history was as follows3 ,israel would fall into sin1 and then as a punishment ,god allowed their foes whom they had spared to rule over them4 ,then in due time ,israel would lament after the ,lord1 that is1 repent and call on the ,god of their fathers for deliverance4 ,then ,god would allow them respite1 and by the hand of some one of the judges1 whom he raised up1 would give them deliverance 7see ,judg4 #b3aa-ah74 ,the chronology of the book of ,judges is not very clear1 and it is most probable that there were times when the oppression was not felt over all the land1 but was only sectional4 ,just the lines for a right chronology are uncertain4 #di4 ,comparison of ,periods of ,oppression and ,deliverance4--,now if we desire in a general way to judge as to the proportion of godliness as compared with idolatry1 that prevailed in these times1 we can do so by adding up the years of oppression and those of deliverance4 ,this will afford us a rough criterion as to the way in which ,israel obeyed and disobeyed their ,god4 ,for remember that the oppressions were the result of disobedience1 while the deliverances were the result of true repentance4 ,worked out in this way1 we have the following statement1 in which the name stands for the country to which the people were in temporary bondage3 ,mesopotamia1 bondage #h years1--rest #cb years4 ,moab1 bondage #ah years1--rest #bb years4 ,canaan1 bondage #bj years1--rest #bj years4 ,midian1 bondage #g years1--rest #cb years4 ,philistia and ,ammon1 bondage #ah years1--rest #g1 #aj1 and #h years4 ,philistia1 bondage #dj years1--rest #bj years4 ,adding all these up1 we find that the people were in bondage in whole or in part for #aaa years1 while they had rest as the result of their repentance for #aea years4 ,without pressing this mathematical calculation too far1 we must nevertheless conclude that for more than half the time the nation at large obeyed ,god fairly well4 #ej4 ,great ,leaders among the ,judges4--,deborah and ,barak1 who1 by their combined forces drove out the oppressors of ,canaan1 under ,jabin their king4 ,this man had mightily oppressed the people1 he having nine hundred chariots of iron1 against which poor ,israel could bring no corresponding force4 ,yet when the ,lord's time came1 he was able to overthrow the armies of ,jabin1 through the courage and combination of the two persons named4 ,then the land had rest for forty years4 7,for a wonderful setting of the song of triumph that ,deborah and ,barak sang1 let the student turn to ,professor ,moulton's ,literary ,study of the ,bible1 pp4 #acc-adb47 #ea4 ,after this came the terrible oppression of the ,midianites1 who1 with their camels1 their flocks1 and herds came on the land like grasshoppers1 and ate up everything4 ,fortunately this oppression lasted only for seven years1 otherwise there would have been nothing left4 ,the deliverance from the hosts of ,midian came through ,gideon1 whose three hundred men with torches and trumpets wrought havoc among the ,midianite army4 ,what the three hundred at ,thermopyl were to ,greece1 that this three hundred were to the people of ,israel4 #eb4 ,another terrible experience of ,israel was that which came to them in connection with their oldtime foes1 the ,philistines and the ,ammonites4 ,study the story as told in ,judges #aj3f-ah1 together with the narrative of their deliverance under ,jephthah4 ,here the student will see clearly set forth the cause of the oppression1 verses #f-i1 and the cause of the deliverance1 verses #aj-ah4 ,jephthah was a rude man of his times1 but then we must realize that rude times call for violent men4 #ec4 ,the only other case to which attention is called here that of the longest of all the periods of oppression1--the second under the ,philistines1 which lasted forty years4 ,here it was ,samson who was to deliver the people from the iron hand of the ,philistines1 and it took the iron hand of a ,samson to do the work4 #ed4 ,not a ,time of ,national ,unity4--,during all these many years1 the government of the people was largely that of the tribal leaders4 ,there was not the national unity that we saw in the days of their two great leaders1 ,moses and ,joshua4 ,nor was there the same unity of action that came later on under the kings4 ,but none the less1 the great need of the people during these years was not so much political as religious4 ,had they only obeyed the commands of ,god as given to ,moses1 and as reiterated by the angel of the ,lord to ,joshua1 ,god would not have permitted them to be ground under the heel of their oppressors as they were4 ,we fail to read the story aright unless we seize the truth that righteousness exalts a people1 while sin is a reproach to any nation4 ,this truth has its modern as well as its ancient application4 ,test ,questions ,where was ,israel at the time of the death of ,moses8 ,whom did ,god appoint to be ,moses' successor8 ,what peculiarity was there in ,god's directions to ,joshua8 ,in what order were the different parts of the land conquered8 ,tell of the great assembly at ,shechem4 ,what was the general trend of the history of ,israel during the times of the ,judges8 ,what was the cause of each period of oppression8 ,what was the cause of each deliverance8 ,give the proportion of the years of oppression and those of rest4 ,give the first two leaders named as deliverers4 ,who brought relief from the oppression of ,midian8 ,who delivered the people from the first ,philistine bondage8 ,who did the same thing in the case of the second ,philistine bondage8 ,what was the condition of the people politically during the period of the rule of the ,judges8 ,lesson #g ,saul to ,solomon ,old ,testament ,division--,fourth ,period ,,leading ,,persons ,samuel4--,the connecting link between the times of the ,judges and of the kings 7#a ,sam4 #a-h74 ,saul4--,first king1 who made a good beginning 7#a ,sam4 #aj3a-bg74 ,he united the people1 breaking down factions4 ,spurned ,samuel's advice 7#a ,sam4 #ae3a-ce74 ,he became jealous of ,david1 and angered at his own son1 ,jonathan 7#a ,sam4 #ah3h to #ai3aa74 ,rejected by ,god as king 7#a ,sam4 #ae74 ,killed in battle at ,gilboa 7#a ,sam4 #ca3a-ac74 ,david4--,a shepherd boy1 noted for bravery 7#a ,sam4 #af-ca74 ,chosen king and ruled over ,judah seven years 7#b ,sam4 #b74 ,then became king over all ,israel1 and greatly enlarged the nation's borders4 ,made ,jerusalem the capital 7#b ,sam4 #e3f-i74 ,a great religious leader and composer of ,psalms4 ,sinned against ,uriah 7#b ,sam4 #aa3a to #ab3ad74 ,his son ,absalom rebelled 7#b ,sam4 #ae to #ah74 ,solomon4--,son of ,david4 ,began his reign with a wise choice 7#a ,kings #c74 ,built the ,temple in ,jerusalem 7#a ,kings #e74 ,sinned in his marriages 7#a ,kings #aa74 ,he was noted for his great wisdom and riches4 ,he lived in luxury1 the people were heavily taxed1 and the outward prosperity was accompanied by inward spiritual decay4 ,see ,samuel's warning in #a ,samuel #h3a-ah4 ,other ,persons4--,goliath1 the ,philistine giant1 whom ,david slew4--,jonathan1 ,saul's son1 a great friend of ,david4 ,,places4--,mizpeh1 ,socoh1 ,gilboa1 ,jerusalem4 ,,time4--#aaba ,b4 ,c4 to #ihc ,b4 ,c4 ,illustration ,,significance ,,of ,,events4--,david's reign as king brought the people to the place of their greatest national success1 and ,david's reign and that of ,solomon were politically the best in all ,israel's history4 ,david was signally honored in becoming an ancestor of ,mary1 the mother of ,jesus4 ,the ,united ,kingdom4 ,saul1 ,david1 ,solomon #ee4 ,israel ,asks for a ,king4--,ostensibly because ,samuel's sons were worthless men1 but also and largely because they wished to be like the nations around them1 ,israel asked the prophet ,samuel to appoint a king over them4 ,this ,samuel was reluctant to do4 ,but commanded by ,god to acquiesce1 he anointed ,saul1 the son of ,kish1 to be king over ,israel4 ,that ,god did not consider the change from government by judges to government by kings to be an improvement1 is apparent from his saying1 they have rejected me1 that ,i should not be king over them 7#a ,sam4 #h3g74 #ef4 ,the ,first ,king1 ,saul4--,saul found the nation somewhat disorganized1 and split into many factions4 ,his task was to unite the people1 so that they could show a bold and successful front against their foes4 ,prominent among these foes were the ,philistines1 who lived on the southwest of ,israel1 and who were a courageous and persistent folk4 ,in all this work ,saul was somewhat successful4 ,he began well1 but before very long1 owing to self-will1 he swerved aside from the advice of the aged ,samuel4 ,during his reign the great war with the ,philistines took place in which ,goliath and ,david figured so dramatically 7#a ,sam4 #ag74 #eg4 ,saul's evil disposition grew worse and worse1 showing itself in his twice-repeated effort to kill ,david and his one effort to kill his own son ,jonathan for his friendship for ,david 7see #a ,sam4 #ah3aj1 #aa2 #ai3aj2 #bj3cb1 #cc74 ,on account of his distinct disobedience to ,god's command1 and his hypocrisy1 ,god rejected him from being king 7#a ,sam4 #ae74 ,still ,saul continued to rule for some years4 ,then came the end when1 in battle with his old foes1 the ,philistines1 ,saul and his sons fell1 near ,mount ,gilboa 7#a ,sam4 #ca74 ,he ruled about forty years1 and was a sad instance of a man who began well1 who had a superb counselor in ,samuel1 but who1 through self-will and disobedience1 perished at last most miserably4 #eh4 ,david ,becomes ,king4--,after the death of ,saul1 ,judah turned to ,david as its rightful leader and king4 ,he was therefore anointed at ,hebron as king of ,judah4 ,seven years later the remainder of the tribes came to him and asked him to rule over them4 ,this he did1 and in this way he was king over all ,israel for thirty-three years4 ,his remarkable character and executive ability soon showed itself4 ,his reign was most successful1 and he enlarged the bounds of the kingdom to their utmost extent4 ,it extended from the ,red ,sea and ,egypt to the ,euphrates1 as promised by ,god 7,gen4 #ae3ah and ,josh4 #a3d74 ,he captured ,jerusalem and made it the political and the religious capital of the nation 7#b ,sam4 #e3f-i74 ,thither he brought up the ,ark of the ,covenant1 and here he established the worship of ,jehovah4 ,he organized the whole of the ritual of worship1 and formed choirs of singers to make a glad noise unto the ,lord4 ,everywhere he brought order out of chaos1 and made the name of ,israel one to be feared by the surrounding nations4 ,thus to the ,israelite both of his day and of subsequent centuries he became their ideal king4 #ei4 ,his later life was saddened by his own sin in the matter of ,uriah and ,bathsheba1 where he erred most grievously4 ,in recalling this sin1 and in condemning the king for it1 we must also bear in mind his true repentance1 and also recognize that in his time there was no king who would have thought it worth while to give a second thought to the whole matter 7see #b ,sam4 #aa3a-ab3ad74 #fj4 ,the ,rebellion of ,absalom4--,the end of ,david's life was further embittered by the rebellion of his favorite son1 ,absalom4 ,this nearly brought ,david to a violent death4 ,only the indomitable spirit that the king possessed1 together with the ability of his chief general ,joab1 saved the day 7#b ,sam4 #ae-ah74 ,david was ,israel's sweet singer4 ,he composed many ,psalms1 which have come down to us as specimens of his poetic ability4 7,the writer is1 of course1 aware that some modern critics deny that any of the ,psalms are by ,david1 but he has never seen any conclusive proof of this47 #fa4 ,in general1 until his later years1 when too much prosperity had dulled his spiritual life1 ,david's character was singularly pure and unselfish4 ,his dealings with ,saul while the latter was seeking his life show a most chivalrous spirit1 in that twice he spared his enemy's life when he had him in his power 7#a ,sam4 #bd3a-bb2 #bf3a-be74 ,in his friendship for ,jonathan he shows an affection which1 reciprocated by ,jonathan1 constitutes one of the classic friendships of history4 ,taken all in all1 and remembering the times in which he lived1 ,david was perhaps the finest king that the world ever saw4 #fb4 ,solomon4--,on ,david's death his son ,solomon ascended the throne4 ,bathsheba was his mother4 ,he began his reign well4 ,when ,god gave him his choice between riches and wisdom1 he chose the latter 7#a ,kings #c3e-ae74 ,he it was who carried out ,david's plan for a magnifical temple in ,jerusalem1 where he built the most splendid temple that the world had so far seen4 ,his prayer at the dedication of the temple is a most remarkable one 7#a ,kings #h74 ,his fame spread through the world1 and on one occasion the ,queen of ,sheba1 in ,arabia1 journeyed over one thousand miles to make him a visit4 ,her astonishment at what she saw and heard in ,jerusalem is told in #a ,kings #aj4 ,in amazement she cries out1 ,howbeit ,i believed not the words1 until ,i came1 and mine eyes had seen it3 and1 behold1 the half was not told me2 thy wisdom and prosperity exceed the fame which ,i heard4 #fc4 ,but alas6 ,solomon did not continue as well as he began4 ,to enhance his glory and extend his political power1 he made alliances with idolatrous sovereigns4 ,he married the daughter of ,pharaoh1 and besides this had multitudes of wives1 who led his heart astray 7#a ,kings #aa3a-h74 ,god's warning1 given in the same chapter1 seems to have been disregarded4 #fd4 ,samuel's ,warnings come ,true4--,in ,solomon all the warnings of ,samuel as to what would come on the nation if they persisted in their choice of a king were fulfilled 7#a ,sam4 #h3a-ah74 ,he also disregarded what ,god had said through the mouth of ,moses1 as recorded in ,deuteronomy #ag3ad-bj4 ,he multiplied taxes to such a degree that the people were not able to bear them4 ,his court life was most luxurious and enervating1 and the demands of his wives for all manner of indulgences were continuous4 ,in this way1 though there was much outward prosperity1 the seeds of decay were sown with prodigal hands4 ,of course the end of such a policy could be only disaster1 though the king in his mad search after power and luxury failed to see the approaching storm4 ,however wise he may have been1 as shown in his proverbs1 he lacked that practical wisdom which begins in the fear of ,god4 ,he went steadily down hill1 and only his fame1 and his reputation as being the son of ,david1 saved him from overthrow4 ,but immediately on his death the consequences of his misrule showed themselves in a most pronounced way1 in the disruption of the kingdom4 ,like ,saul and ,david1 he also ruled over ,israel for forty years4 ,test ,questions ,what ostensible reason did the ,israelites give for asking for a king8 ,what other and truer reason did they urge8 ,what had ,god to say about this request of the people8 ,what good did ,saul accomplish8 ,why was ,saul rejected by ,god from being king8 ,how did ,saul come to his end8 ,over what tribe did ,david rule alone for seven years8 ,give the boundaries of ,david's kingdom at its largest4 ,what did ,david do for the establishment of religion1 and in what city8 ,into what bitter sin did ,david fall8 ,what great sorrow came to ,david toward the close of his life8 ,in general1 what may we say of ,david's religious life at the beginning and the close of his career8 ,how did ,solomon begin his reign8 ,what noted building did he erect in ,jerusalem8 ,in what way did ,solomon sin in his alliances with other kings8 ,where had ,god given directions as to what course of action any king of his people should pursue8 ,lesson #h ,rehoboam to ,hoshea ,old ,testament ,division--,fourth ,period 7,continued7 ,,leading ,,persons ,rehoboam4--,ascended the throne on death of ,solomon1 his father4 ,rejected wise counsel and angered his subjects 7#a ,kings #ab3a-bj74 ,israel1 the ,northern ,kingdom4 ,jeroboam ,i4--,set up as king by the ten tribes in revolt 7,israel1 or the ,northern ,kingdom71 erected two golden calves for worship 7#a ,kings #ab3be-cc74 ,ahab4--,followed ,omri as ruler of ,northern ,kingdom 7#a ,kings #af3bh74 ,married ,jezebel1 who established a heathen worship 7#a ,kings #af3ca74 ,elijah and ,elisha4--,prophets of ,god1 sent to stay the wickedness of the ,northern ,kingdom4 ,elijah enters remarkable contest with ,ahab 7#a ,kings #ag3a to #ah3df4 ,see also #a ,kings #ba74 ,for elaboration of this story see ,lesson #aj4 ,jehu4--,ruler of the nation2 tried to abolish ,baal worship 7#b ,kings #i1 #aj74 ,his reforms partially successful4 ,his son ,jehoahaz continued in gross idolatry 7#b ,kings #ac3b-i74 ,jeroboam ,,ii4--,ruler of the ,northern ,kingdom4 ,his reign marked by great outward prosperity1 but continued inward decay 7#b ,kings #ad3bd74 ,the time of the prophecy of ,amos 7read the whole book7 and of ,hosea4 ,hoshea4--,last of the kings4 ,samaria captured by the ,king of ,assyria1 and ,israel taken captive4 ,read #b ,kings #ag3a-da4 ,shalmaneser4--,the ,assyrian king4 ,,time4--#ihb ,b4 ,c4 to #gah ,b4 ,c4 ,,places4--,shechem1 ,bethel1 ,dan1 ,mt4 ,carmel1 ,jezreel1 ,horeb1 ,samaria1 ,cherith1 ,zarephath4 ,illustration ,,significance ,,of ,,events4--,god's unceasing efforts to save his people from their sins are marked by the sending of prophets1 like ,elijah and ,elisha1 at a time when wicked kings had led the people into abominable idolatry4 ,the ,divided ,kingdom4 ,israel1 or the ,northern ,kingdom #fe4 ,rehoboam ,becomes ,king4--,after the death of ,solomon his son ,rehoboam ascended the throne4 ,at once there came to him a delegation headed by ,jeroboam1 asking for relief from the intolerable taxation that ,solomon had levied4 ,rehoboam1 guided by the foolish counsel of his hot-headed young men1 replied roughly1 saying1 my little finger is thicker than my father's loins 7#a ,kings #ab3a-bj74 ,at once the men of ,israel revolted1 and set up ,jeroboam to be their king4 ,from that time on1 to the end1 the kingdom was divided1 and many times the one part was antagonistic to the other4 #ff4 ,the ,northern ,kingdom4--,jeroboam as its first king1 fearing that if the religion of the two peoples remained substantially the same1 and if his people went regularly to ,jerusalem1 the capital of the ,southern ,kingdom1 to worship1 they would be alienated from him1 devised a system of calf worship1 and set up two golden calves1 the one at ,bethel1 just over the border of ,judah1 and the other at ,dan1 in the extreme north of his domain4 ,to these two centers of worship he invited his people to resort1 in order to keep them from assembling with the men of ,judah in ,jerusalem4 ,it is too much for you1 he said1 to go so far as to ,jerusalem2 behold your gods right in your midst 7#a ,kings #ab3be-cc74 ,all this he did in utter defiance of ,god's command1 ,thou shalt not make unto thee any graven image1 and in spite of the bitter experience of ,israel in the wilderness in the matter of the golden calf that ,aaron made4 #fg4 ,this action on the part of ,jeroboam set the pace for the ,northern ,kingdom1 and from that day to the end of their history the land was full of gross idolatry4 ,not that all the men of the ,northern ,kingdom refused to follow ,jehovah1 for this was not the case1 but the rulers were leaders in one form or another of idolatry4 #fh4 ,ahab and ,jezebel4--,in #ibe ,b4 ,c4 ,ahab ascended the throne of the ,northern ,kingdom4 ,he married ,jezebel1 the daughter of ,ethbaal1 king of the ,sidonians1 a most masterful and wicked woman4 ,she led her husband to establish the worship of ,baal and ,ashtoreth1 nature divinities1 whose worship was connected with most abhorrent practises4 ,not only so1 but between them they did their best to root out all those who persisted in the worship of the ,god of ,abraham4 ,they persecuted the sons of the prophets1 and put them to the sword4 ,it was now no longer safe to try1 even in secret1 to worship the ,god of truth4 #fi4 ,elijah and ,elisha4--,it was just at this time that ,god in his mercy sent two very great prophets to ,israel to try to win them back to their allegiance to the ,god of ,moses and the ,patriarchs4 ,this1 the student will remember1 was one of those periods which was mentioned in the introduction1 in which the narrative is amplified and the miracle multiplied1 as betokening that the period was of great importance4 ,elijah and his successor1 ,elisha1 did their best to stay the downward tendency of their people1 but quite largely in vain4 ,for a while it seemed as though there was to be some real reformation4 ,but it did not last long1 and soon the people1 led astray by their rulers1 lapsed into idolatry once more4 #gj4 ,jehu4--,the one bright spot in all this sad story of the decline of the ,northern ,kingdom is found in the story of ,jehu1 #hia ,b4 ,c4 7#b ,kings #i1 #aj47 ,he dealt drastically with the worshipers of ,baal1 and tried his best to put a final stop to all ,baal worship4 ,he ruled about twenty-eight years4 ,his son ,jehoahaz continued the sin of calf worship1 and led his people once more into the downward path4 #ga4 ,under ,jeroboam the ,second the ,northern ,kingdom attained much outward prosperity1 but its spiritual life did not improve at all4 ,men became greedy of gain1 and worldliness and sin of gross description gained the upper hand4 ,it was possibly during this reign that ,god sent the prophet ,amos to bear witness against the sins of the rulers and people4 ,at this point read the prophecy of ,amos1 and try to realize how earnestly he pleaded with the men of ,israel to return to the worship of the ,god of their fathers4 ,but it was all in vain4 ,israel was joined to his idols4 #gb4 ,hosea1 too1 comes at about this same time1 and he did his best to win ,israel back from their apostasy4 ,he has well been called the pleading prophet1 for his tenderness is most touching4 ,yet all in vain were his pleas4 ,israel would have none of them4 #gc4 ,hoshea1 ,last of the ,kings4--,at last the ,divine patience seems to have been exhausted1 and ,god gave the ,northern ,kingdom over into the hands of its enemies1 and they were marched off into captivity4 ,hoshea is the last of the kings of ,israel1 and during his rule the ,king of ,assyria captured ,samaria1 and led the people off into a strange land4 ,here let the student carefully read #b ,kings #ag3a-da to see the rsum that the sacred writer gives of the reasons for the final catastrophe that befell ,israel4 ,it was on account of their sins that they were suffered to experience these dire disasters4 #gd4 ,in the place of the deported people1 the ,assyrians1 in accordance with the customs of those days1 placed peoples from alien lands in their stead4 ,in this manner the population of ,samaria became much mixed1 and the false worship of these idolatrous peoples became the religion of the land of the ,patriarchs in its northern portion4 ,this will account for the hostility between ,jew and ,samaritan which we find in the days of ,nehemiah1 and even as late as the times of our ,lord4 ,test ,questions ,what led to the disruption of the ,united ,kingdom8 ,who was chosen king over ,israel1 or the ,northern ,kingdom8 ,of what was ,jeroboam afraid at this time8 ,what did he do to hold his people from possible allegiance with ,judah8 ,where were the golden calves set up8 ,whom did ,ahab marry8 ,what innovation in matters religious did ,jezebel introduce8 ,how did she treat those who desired to worship ,jehovah8 ,what two great prophets did ,god send to ,israel at this time8 ,was the mission of ,elijah and his successor permanently effective8 ,how did the kingdom fare under ,jeroboam ,,ii8 ,was religion any better off for this prosperity8 ,name two prophets whom ,god sent at this time to try to win his people back to himself4 ,were these two prophets successful8 ,under what king was ,israel at last carried into captivity8 ,who were placed in the land of ,israel to take the place of the deported captives8 ,what was the result of this mingling of races and religions8 ,lesson #i ,abijam to ,zedekiah ,old ,testament ,division--,fourth ,period 7,continued7 ,,leading ,,persons ,abijam4--,son of ,rehoboam4 ,reigned three years 7#a ,kings #ae3a-h74 ,asa4--,son of ,abijam4 ,reigned forty-one years 7#a ,kings #ae3i-bd74 ,made some effort as a reformer4 ,jehoshaphat4--,son of ,asa4 ,brought ,judah great success 7#b ,chron4 #ag3a to #bj3cg74 ,jehoram4--,did evil like unto ,ahab 7#b ,chron4 #ba3f74 ,ahaziah followed 7#b ,chron4 #bb3d7 and was succeeded by ,queen ,athaliah1 worse than her predecessors 7#b ,chron4 #bb3aj to #bc3ae74 ,joash was a very good ruler2 he began his reign at seven years of age4 ,repaired the ,temple 7#b ,chron4 #bd3a-bg74 ,amaziah1 ,uzziah1 ,jotham4--,not remarkable in any way 7#b ,chron4 #be3a to #bg3i74 ,ahaz4--,an evil king2 caused his children to pass through the fire to idols 7#b ,chron4 #bh3c74 ,hezekiah was the best king so far 7#b ,chron4 #bi3a to #cb3cc74 ,isaiah was influential and the ,passover was restored4 ,manasseh was the worst king in many ways1 putting an idol in the ,holy of ,holies 7#b ,chron4 #cc3a-bj2 #b ,kings #ba3a-ah74 ,josiah was a good ruler1 beginning at eight years of age4 ,the ,temple was repaired1 the ,law was read1 and reform was established 7#b ,kings #bb3a to #bc3cj74 ,zedekiah4--,after ,josiah's reign matters grew worse until under ,zedekiah captivity came 7#b ,kings #be3a-ba74 ,outside ,nations that played their part in this catastrophe were ,assyria1 ,babylon1 ,syria1 ,egypt4 ,,time4--#iff ,b4 ,c4 to #ehh ,b4 ,c4 ,,places4--,judah1 ,jerusalem1 ,babylonia4 ,illustration ,,significance ,,of ,,events4--,the influence of leadership is shown in a marked degree in the history of ,judah2 like king1 like people4 ,it was many times demonstrated that one good man could turn the whole nation ,god-ward4 ,at last1 as in the case of ,israel1 ,judah is given into captivity4 ,the ,divided ,kingdom4 ,judah1 the ,southern ,kingdom #ge4 ,the ,kingdom of ,judah lasted one hundred and thirty years longer than that of ,israel4 ,this was largely owing to the greater loyalty of ,judah to the law of ,god4 ,nevertheless even under the rule of ,rehoboam1 their first king1 ,judah showed an evil tendency to depart from the law of ,god 7#a ,kings #ad3ba-bd74 ,there is no record1 however1 that ,rehoboam officially tried to influence the people toward idolatry1 as did ,jeroboam4 ,probably the very fact that the temple was in the capital of ,judah held him and the people1 in some measure at least1 to the right manner of worship4 ,abijam1 ,rehoboam's son1 followed in the footsteps of his father4 ,but his son1 ,asa1 was a much better man1 and he made efforts at reform4 ,though he was not sufficiently radical in his work1 he was a great improvement on his predecessors4 #gf4 ,under ,jehoshaphat ,judah reached the height of her power4 ,he walked in the first ways of his father ,david1 and sought not unto the ,baalim 7#b ,chron4 #ag to #bj3cg4 ,also #a ,kings #bb3da-ej74 #gg4 ,once more1 under ,joash1 ,judah enjoyed a sovereign who had in him much of godliness4 ,he repaired the temple and did much to restore the true worship of ,god4 #gh4 ,after a period of varying vicissitudes we find ,ahaz on the throne of ,judah4 ,he did that which was evil in the sight of the ,lord1 and caused his son to pass through the fire1 i4 e41 he sacrificed him to heathen idols4 ,he introduced calf worship1 and set up high places1 for false worship on every hill and under every green tree 7#b ,kings #af3a-d74 ,had it not been that his son ,hezekiah was more godly than he1 the doom of ,judah might have been much hastened4 ,during his reign ,israel was carried captive4 #gi4 ,under ,hezekiah1 however1 we see great reforms going on4 ,he removed the high places1 cut down the groves1 and even brake in pieces the brazen serpent that ,moses had made1 for to it the people had been offering incense 7#b ,kings #ah3a-h74 ,he was the best of all the kings of ,judah1 and had his successors followed in his footsteps1 there need have been no captivity of ,judah to record4 ,in his reign it was that ,god gave ,judah signal deliverance from the hosts of ,sennacherib4 #hj4 ,alas6 that so godly a king should have been followed by so worthless a man as his son ,manasseh4 ,he was perhaps the very worst of all the kings of ,judah4 ,now we see the high places rebuilt1 and idolatrous altars to ,baal established4 ,but more than this4 ,he went farther than any before him1 in that he took the ,ark of the ,covenant out of the ,most ,holy ,place1 and put there a graven image4 ,so the record says that ,manasseh did more to seduce the people to sin than all the nations whom the ,lord removed to make place for his people4 ,truly a dreadful record for one who sat on the throne of ,david4 #ha4 ,once more the people have respite1 however1 for ,josiah1 ,manasseh's grandson1 was a very different type4 ,he was only eight years old when he began to reign1 but he tried to do that which was right in the sight of ,god4 ,the deserted temple was repaired1 the law was discovered and studied1 the ,covenant was publicly renewed1 the idol in the ,most ,holy ,place was taken away1 and burned with fire1 and the high places were largely destroyed4 ,moreover1 he broke down the altar at ,bethel that ,jeroboam had originally erected4 ,he re-established the celebration of the feast of the ,passover1 which had long been neglected4 ,his efforts at reform were extended even to the dominions of the ,northern ,kingdom1 though with no permanent effect 7see for all this #b ,chron4 #cd1 #ce1 and #b ,kings #bb3a to #bc3bh74 #hb4 ,from the time of the death of ,josiah1 the downward tendency of ,judah was steadfast4 ,at last the end1 long delayed through the mercy of ,god1 came1 and under ,jehoiachin the overthrow was complete1 and under his son ,jehoiakim ,judah was marched off in captivity to the land of ,babylon4 ,thus sadly was fulfilled all that ,god had warned his people of1 and the day of retribution came just as predicted4 #hc4 ,other ,nations4--,in all this sad drama of course outside nations played a prominent part4 ,assyria1 ,babylon1 ,syria1 ,egypt1 all come into view4 ,but none of them could have wrought the havoc that they did had it not been for the recreant part that ,israel on the north and ,judah on the south played4 ,he who brought them all out of ,egypt with a mighty hand and an outstretched arm could and would have delivered them from all their foes had they been loyal to him4 ,all the blessings of ,deuteronomy #bh3a-ad might have been theirs had they only hearkened to the commandments of ,god by the mouth of his servant ,moses4 ,but as it was1 all the dreadful curses of ,deuteronomy #bh3ae-fh 7be sure to read these passages7 came on them1 and all on account of their idolatry and vileness4 #hd4 ,isaiah and ,jeremiah4--,nor did the kings and people sin thus grievously because they had no prophets to warn them4 ,just as ,god sent ,elijah1 ,elisha1 ,amos1 and ,hosea to warn and woo the ,northern ,kingdom1 so he sent the great ,isaiah and ,jeremiah to warn the men of the ,southern ,kingdom4 ,plainer warnings1 grander promises1 better counsels than these prophets gave1 have never been uttered by human lips4 ,for about sixty years1 beginning in the reign of ,uzziah1 ,isaiah pleaded with the nation4 ,he lived and prophesied during the reigns of ,uzziah1 ,jotham1 ,ahaz1 and ,hezekiah1 and all through these days he was faithful to his mission4 ,sometimes he was heeded1 and sometimes he was scoffed at1 but ever and always he was faithful4 ,so too was ,jeremiah1 whom nothing could turn from the integrity of his course4 ,for the most part mocked at1 traduced and ridiculed by the leaders1 these men were helpless1 for the minds and hearts of rulers and people were set on mischief4 ,but though hand joined in hand1 evil was sure not to go unpunished1 and so the end came4 #he4 ,captivity4--,what a contrast between ,israel marching triumphantly into the land1 and ,israel 7and later on1 ,judah7 marching out of the land in chains and humiliation6 ,through faith they conquered ,jericho1 and through lack of faith they themselves were at last conquered1 and taken off into a land of shame and sorrow4 ,test ,questions ,how long did the ,kingdom of ,judah last8 ,how much longer did it last than the ,kingdom of ,israel8 ,what reason may we assign for this8 ,under what king did ,judah reach the maximum of her power8 ,name the next king who ruled the nation in the fear of ,god4 ,how did ,ahaz provoke the ,lord to anger especially8 ,who was probably the best of all the kings of ,judah8 ,how did the son of ,hezekiah act when he came to the throne8 ,what particularly evil deed did he do in connection with the temple8 ,under what king did ,judah enjoy great reforms8 ,how far did ,josiah try to extend his reforms8 ,name some of the nations who opposed ,israel and ,judah8 ,would these nations have succeeded had ,god's people been loyal to him8 ,give the names of two great prophets of ,judah4 ,how long did ,isaiah continue to prophesy8 ,mention the contrast between ,god's people marching in to and out of the land4 ,what was the cause of their final disaster8 ,lesson #aj ,elijah4 ,old ,testament ,division--,fourth ,period 7,concluded7 ,,leading ,,persons ,ahab and ,jezebel1 and ,ahaziah1 rulers2 ,elijah and ,elisha1 prophets4 ,see ,lesson #h4 ,notable ,events in the life of ,elijah4 ,challenged ,ahab 7#a ,kings #ag3a74 ,sought solitude at ,cherith 7#a ,kings #ag3b-g74 ,dwelt with the widow of ,zarephath 7#a ,kings #ag3h-bd74 ,entered great contest with prophets of ,baal 7#a ,kings #ah3a-dj74 ,offered a prayer for rain 7#a ,kings #ah3da-df74 ,took flight in despondency to ,beersheba 7#a ,kings #ai3a-h74 ,received revelation from ,god at ,horeb 7#a ,kings #ai3i-ba74 ,rebuked ,ahab and ,jezebel for unlawfully taking ,naboth's vineyard 7#a ,kings #ba3a-bi74 ,declared judgment upon ,ahaziah 7#b ,kings #a3a-ah74 ,carried from earth in a chariot of fire1 his prophet's mantle falling upon ,elisha 7#b ,kings #b3a-ah74 ,reappears on the ,mount of ,transfiguration 7,luke #i3bh-cf74 ,,time4--#ibe ,b4 ,c4 to #ijj ,b4 ,c4 ,,places4--,samaria1 ,brook ,cherith1 ,zarephath1 ,mt4 ,carmel1 ,beersheba1 ,horeb1 ,mt4 of ,transfiguration4 ,illustration ,,significance ,,of ,,events4--,the contest of true religion with heathen beliefs is brought to a sharp focus in ,elijah's time2 and the battle-line there drawn so sharply has ever been a challenge for ,christian courage in later days4 ,elijah1 the ,great ,speaking ,prophet #hf4 ,elijah's ,mission4--,all the prophets spoke1 though some of them wrote as well1 like ,isaiah and others4 ,we call ,elijah a speaking prophet because we have but one record 7#b ,chron4 #ba3ab-ae7 of anything that he wrote4 ,elijah was sent by ,god to the ,northern ,kingdom at the time of ,ahab and ,jezebel1 to try and stay the tide of idolatry that was threatening to overwhelm the land4 ,ahab and ,jezebel had established the worship of ,baal and ,ashtoreth1 two nature divinities of the heathen world4 ,to turn back this tendency ,god sent this man of the desert4 ,of his early life we know nothing4 ,he appears before us suddenly1 as a man in the full tide of life4 ,he was from ,gilead1 and a man of action1 most emphatically4 ,to get a good idea of the man1 we may set him forth as seen in six notable scenes4 #hg4 ,first ,scene3 ,elijah and ,ahab4--,this is where he meets the king1 and announces that as the ,god of ,israel lives1 there shall not be dew or rain in all the land1 excepting at the word of the prophet4 ,note here the significant nature of this challenge4 ,the two divinities that the people were now forced to worship were supposed to preside over the processes of nature4 ,just in their realm of influence1 therefore1 ,elijah challenges them1 and claims that his ,god has given to him power over the forces of nature1 such as neither ,baal nor ,ashtoreth possessed4 ,then ,elijah disappears1 no one knows whither4 #hh4 ,now follows the fulfilment of his prediction4 ,the season for the early and for the latter rain comes and goes1 and still there is no rain4 ,probably some said1 ,this is unusual1 but of course things will even up next year1 and we shall have an abundance of rain4 ,but the next year came and went1 and still the heavens were as brass4 ,ahab now tries to discover this man who holds the key of the heaven1 that he may force him to unlock the clouds4 ,but in vain4 ,the third year comes and goes1 and still there is no rain1 while the land is dry and parched1 and even the king finds it hard to get food for his horses4 ,at the same time there are some who call attention to the most unwonted fact that not only has there been no rain1 but that even the dew has not been seen for three years4 #hi4 ,second ,scene4--,now comes the second encounter between the prophet and the enraged monarch4 ,most dramatic is this brief interview1 in which ,ahab charges ,elijah with troubling ,israel1 and ,elijah throws the charge back in his teeth4 ,then comes the further challenge on the part of the prophet to the priests of these two nature divinities1 to test their power on ,mount ,carmel4 ,the scene there is too familiar to need detailed description4 ,suffice it to remind the student that ,baal's priests were powerless to make good their claim that their gods held control over the forces of nature4 ,elijah1 however1 proves that ,jehovah is the ,god of nature1 and holds all things in his hands1 for his prayer is answered by fire1 and the sacrifice is consumed1 with the wood and the water and the very dust that lay around so abundantly4 ,now comes the confession of the people that ,jehovah and not ,baal is the true ,god4 ,then comes the rain at ,elijah's petition1 and the second great scene in the life of this man closes4 #ij4 ,third ,scene4--,very different is this from either of the two others4 ,we see this man sitting discouraged under a juniper tree1 and asking ,god to take away his life1 as he is not better than his fathers4 ,is this the same hero whom we saw standing in all his triumph before the king8 ,yes1 the same4 ,how then account for the difference in his mien8 ,probably because of the reaction that came after the exciting contest with the priests of ,baal1 and the consciousness that he had not won as great a victory for ,jehovah as he had anticipated4 ,for as soon as the prophets of ,baal had been slain1 ,jezebel1 instead of yielding1 had sent word to ,elijah that she would kill him within twenty-four hours4 ,it was this apparent failure that most probably discouraged the prophet1 so that all his work seemed to him to have come to naught4 ,note now how ,god comforts his servant1 how he ministers to his body1 by food and rest1 and to his mind by assuring him that he is wrong in thinking that he only remains as a true worshiper of ,jehovah4 ,furthermore1 ,god sends him to ,horeb1 where ,moses learned so many lessons in things divine1 and there ,god speaks to ,elijah and gives him further work to do1 so that when the prophet comes forth from his communion with ,god1 he is again the stern man of duty that he was before4 7,three great men learned much at ,horeb3 ,moses1 ,elijah1 and ,paul the ,apostle1 for when he went to ,arabia1 it was probably ,horeb to which he journeyed47 #ia4 ,fourth ,scene4--,again ,elijah and ,ahab are face to face4 ,ahab has coveted the vineyard of ,naboth1 to make out of it a garden of herbs4 ,naboth1 as was his right1 would not part with the inheritance of his fathers4 ,ahab does not dare use violence to secure possession4 ,but ,jezebel has no such scruples4 ,with bribery and perjury1 she soon has poor ,naboth convicted of blasphemy1 and stoned to death4 ,then his estate passing to the crown1 she tells her husband to arise and take possession4 ,just as ,ahab reaches the vineyard1 lo6 ,elijah confronts him4 ,the prophet was the last man whom the conscience-stricken king desired to see1 particularly at that very moment4 ,hast thou found me1 ,o mine enemy8 he exclaims1 in horror4 ,then comes the righteous prophet's stern denunciation of the guilty king1 and so the interview closes4 #ib4 ,fifth ,scene4--,now we are in the country east of the ,jordan4 ,two men are journeying together1 and we recognize them as ,elijah and his successor ,elisha4 ,suddenly there comes a supernatural rushing of what seem to be chariots and horses of fire4 ,the elder of the two is caught up1 and carried into heaven1 while the younger1 in amazement and awe1 cries out1 ,my father1 my father1 the chariots of ,israel and the horsemen thereof6 ,as suddenly as ,elijah came to the scenes of his activity1 so suddenly did he disappear4 #ic4 ,sixth ,scene4--,more quiet than any of the others is this scene4 ,we are now on the ,mount of ,transfiguration4 ,the ,master is there1 and three of his disciples4 ,suddenly there appear two others in glory with the ,master4 ,they are the great lawgiver1 ,moses1 and the great prophet1 ,elijah4 ,they are talking with ,jesus of his death which was now soon to take place in ,jerusalem4 ,then1 the conversation having come to a close1 the two visitors from the other world disappear1 and the ,master is left alone with his astonished disciples4 #id4 ,stern1 with the fear of ,god before his eyes1 and no fear of man in his heart1 stands this man of ,god1 ,elijah4 ,a benediction to ,israel ,god meant him to be1 but alas6 ,israel rejected him1 as it did the other prophets whom ,god in his mercy sent1 and so ,israel pushed on to its own final ruin4 ,for the material used in this sketch look at #a ,kings #ag1 #ah1 #ai1 #ba1 and #b ,kings #b4 ,test ,questions ,what divinities was ,israel worshiping at the time that ,elijah appeared8 ,what relationship to nature were these two divinities supposed to hold8 ,give the first scene in the life of this prophet4 ,what significance was there in his challenge8 ,give the second scene with ,ahab4 ,where did the contest between ,elijah and the prophets of ,baal take place8 ,what was the significance of this scene8 ,where next do we see ,elijah8 ,what probably was the cause of his discouragement8 ,how does ,god deal with his servant at this time8 ,where does ,elijah now go1 and what effect does his communion with ,god have on his spirit8 ,give scene four4 ,tell the story of ,naboth and his vineyard4 ,where next do we find the great prophet8 ,who was ,elijah's successor8 ,what is the last scene in the experience of ,elijah that we find in the ,bible8 ,lesson #aa ,return from ,captivity ,old ,testament ,division--,fifth ,period ,,leading ,,events ,,and ,,persons ,return from ,captivity4--,after seventy years1 ,cyrus1 king of ,persia1 allowed the ,jews to return to ,jerusalem to rebuild the ,temple under ,zerubbabel 7,ezra #a3a-aa74 ,altar set up once more 7,ezra #c3a-g74 ,the ,temple begun 7,ezra #c3h1 and following passages74 ,the prophets ,haggai and ,zechariah encouraged the people 7see books under their names74 ,sixty years elapsed of which we know nothing4 ,ezra goes to ,jerusalem to institute reforms1 such as prohibiting mixed marriages of ,jews with other nations 7,ezra #g3a to #i3ae74 ,he interpreted the law 7,neh4 #h3a-ah7 and celebrated the ,feast of ,tabernacles4 ,nehemiah1 cup-bearer to ,artaxerxes1 the king4 ,became solicitous for the city of ,jerusalem and its broken walls1 prayed for guidance1 and was rewarded by the king's assistance 7,neh4 #a3a to #b3h74 ,opposed by ,sanballat 7,neh4 #b3ai1 #bj2 #d3a-h2 #f3a-ad74 ,a great popular religious festival was held 7,neh4 #h3a-ah74 ,judah was set apart from strangers 7,neh4 #i3a-ch2 #ac3a-c74 ,the law of the ,sabbath was enforced 7,neh4 #ac3ae-bb74 ,,time4--#ech ,b4 ,c4 to about #djj ,b4 ,c4 ,,places4--,babylon1 ,jerusalem4 ,illustration ,,significance ,,of ,,events4--,the return to ,jerusalem and the institution of reforms were events of tremendous import to the ,jews1 and the faithfulness of a few men was given high recognition4 ,the rebuilding of the ,temple and reconstruction of the city walls looked forward through four centuries to the fitting setting for the scene of the coming ,messiah4 ,the ,captivity and the ,return #ie4 ,condition ,during ,captivity4--,the captivity of ,judah lasted seventy years1 dating from the first captivity under ,jehoiakim1 #fje ,b4 ,c41 when among others ,daniel was taken captive4 ,the lot of the captives in ,babylon was bad enough1 but it was not by any means as severe as the bondage in ,egypt4 ,quite a number of the captives1 such as ,daniel1 ,zerubbabel1 ,nehemiah1 occupied positions of great trust and emolument4 ,still1 by the rivers of ,babylon1 ,judah did mourn and weep1 as her people thought of ,jerusalem and its vanished glories4 #if4 ,the ,return4--,the seventy years having been completed ,god stirred up the spirit of ,cyrus1 king of ,persia1 and he issued a decree allowing all ,jews who so desired to return to their own land4 ,he also gave them many vessels of gold and silver that ,nebuchadrezzar had taken from the ,temple1 that they might use them in the new house of ,god which they were to build4 ,zerubbabel led the caravan from ,babylon to ,jerusalem4 ,arrived in ,jerusalem1 they began their work by erecting the altar first4 ,this was right1 as the altar was the foundation of all the temple services4 ,altars existed long before temples had been built4 ,for a while the building of the temple was interrupted by the foes of ,judah1 but at last it was completed1 the people being encouraged by the prophets ,haggai and ,zechariah4 ,so they dedicated the temple with much joy1 and restored the sacrifices as ,moses1 the man of ,god1 had commanded4 ,for all of this see ,ezra #a-f and the books of ,haggai and ,zechariah4 #ig4 ,ezra4--,now comes a period of about #fj years1 in which we have no knowledge of the condition of affairs in ,jerusalem4 ,at last1 however1 ,ezra1 the scribe1 goes up to the ,holy ,city1 and with him a number of patriotic ,jews4 ,the work of ,zerubbabel was the rebuilding of the temple4 ,that of ,ezra was emphatically the reformation of religion among those who were in ,judah and ,jerusalem4 ,there was much danger that through intermarriages with the people of the land the ,jews would again abandon the religion of their fathers4 ,a large part of ,ezra's effort was aimed against this evil4 ,the people declared their willingness to do as ,ezra dictated1 and so the danger from this direction was for the time being avoided4 #ih4 ,nehemiah4--,soon after this we come to the story of ,nehemiah4 ,he was cupbearer to ,artaxerxes1 a position of much ease and wealth4 ,but the welfare of ,jerusalem lay near his heart1 and he made it his business to know how matters were progressing in that city4 ,certain of his brethren at one time brought him evil tidings from there4 ,in consequence he betook himself to prayer that ,god would give him such favor in the eyes of the king that he would allow him to go to ,jerusalem and build the walls that had been thrown down4 ,in those days a city without walls was in a pitiful condition1 exposed to the assaults of all its foes4 ,for four months ,nehemiah prayed without any visible answer4 ,then it came at last in a moment4 ,one day at the table the king noticed that the face of his cupbearer was sad4 ,why is thy countenance sad8 he inquired4 ,then ,nehemiah 7after an instant of silent prayer7 told the king all that was in his heart4 ,at once the permission was given him for which he had waited and prayed for four months4 ,so off he started as soon as possible4 #ii4 ,nehemiah's ,prayer4--,note just here the nature of ,nehemiah's prayer4 ,it was not like so many modern prayers1 one for ease4 ,no1 it was a prayer for opportunity to make sacrifice and bear heavy burdens for the sake of ,jerusalem4 ,if all the church were in this day to pray for an opportunity to bear burdens and make sacrifices1 what do you think the effect would be on the advance of the kingdom of ,god on earth8 ,no sooner did ,nehemiah reach ,jerusalem than he inspected the walls to see exactly the condition in which they were4 ,then he assembled the rulers and told them of his plans1 and heartened them for the work4 ,he divided the work among the families1 thus giving each one a specific task1 and encouraging the spirit of true rivalry4 ,to every man his work1 seems to have been his excellent motto4 ,so the people got to work with enthusiasm4 #ajj4 ,opposition4--,of course there was no lack of opposition1 for all good causes have opponents4 ,but none of these things in any way moved this grand man from his purpose1 or abated in any degree his enthusiasm4 ,with sword in one hand and trowel in the other the people pushed the work forward1 while over all ,nehemiah watched with unceasing care4 ,his vigilance is apparent from the fact that for nearly two months he never put off his clothes4 ,so in fifty-two days the work was completed1 and the people's hearts were filled with joy4 ,under his rule was gathered what has sometimes been called the first ,sunday-school on record 7,neh4 #h74 ,he knew that it was on account of the ignorance of the people of the ,word that they fell so easily into sin4 ,so he gathered them all together1 and ,ezra read and explained the law of ,moses in their hearing4 ,in this connection1 too1 they celebrated the feast of tabernacles1 in commemoration of the wanderings of ,israel in the wilderness4 #aja4 ,ever watchful of the spiritual welfare of his people1 ,nehemiah instituted reforms in the matter of ,sabbath-keeping1 and of usury1 and of idolatrous intermarriages with the people of the land4 ,his labors never ceased1 for he seems to have realized that eternal vigilance was the price of true godliness1 in the midst of idolatrous surroundings4 #ajb4 ,results of the ,captivity4--,in this matter of the captivity1 the most important thing for us to bear in mind is that the people were cured by their experience of all forms of idolatry4 ,up to that time this had been their besetting sin1 into which they were ever falling4 ,from the time of the captivity and return onward to the present day the ,jew has been a strict monotheist4 ,though scattered to the ends of the earth1 never again has he fallen into this pit of iniquity and this slough of despond4 ,this is a most remarkable fact4 ,test ,questions ,how long did the captivity of ,judah last8 ,give the three most prominent names of those who had to do with the return and the subsequent reforms4 ,who first led the ,jews up out of ,babylon8 ,what was the chief work of ,zerubbabel8 ,how did he begin the building of the temple8 ,name the two prophets who encouraged the people in this work ,how long a period is there between ,zerubbabel and ,ezra8 ,what was ,ezra's chief work in ,jerusalem8 ,what was ,nehemiah's position at the court of ,artaxerxes8 ,for what in reality was ,nehemiah praying8 ,how long was his prayer unanswered8 ,how long was ,nehemiah in building the walls8 ,what illustration is given of his fidelity to this work8 ,what other reforms did ,nehemiah strive to inaugurate8 ,what is the most noticeable thing about the religious life of ,judah during and after the captivity8 ,text ,questions for ,review ,lessons #f to #aa #a4 ,in what order were the various parts of the land of ,canaan conquered8 #b4 ,what was the cause of each period of oppression in the time of the ,judges8 #c4 ,who brought relief from the oppression of ,midian8 #d4 ,what was the political condition of the people in the time of the ,judges8 #e4 ,what reasons did the ,israelites offer for wanting a king8 #f4 ,give instances of ,saul's hatred toward ,david4 #g4 ,over what tribe did ,david rule alone for seven years8 #h4 ,give the boundaries of ,david's kingdom at its height4 #i4 ,what noted building did ,solomon erect in ,jerusalem8 #aj4 ,why were the people finally dissatisfied with the king8 #aa4 ,when the ,united ,kingdom was divided1 who was chosen king over the ,northern ,kingdom8 #ab4 ,name the ,northern and the ,southern ,kingdom4 #ac4 ,what king tried to restore the worship of ,jehovah8 #ad4 ,name two prophets of the time of ,jeroboam ,,ii4 #ae4 ,under what king was ,israel carried into captivity8 #af4 ,which lasted longer1 the kingdom of ,israel or of ,judah8 ,how much longer8 ,why8 #ag4 ,under what kings did ,judah have great reforms8 #ah4 ,name two great prophets of ,judah4 #ai4 ,describe and locate the contest between ,elijah and the prophets of ,baal4 #bj4 ,tell the story of ,naboth and his vineyard4 #ba4 ,how long did the captivity of ,judah last8 #bb4 ,name the three most prominent persons that had to do with the return4 #bc4 ,what was ,zerubbabel's great work8 #bd4 ,what two prophets encouraged the work8 #be4 ,what was ,ezra's work in ,jerusalem8 ,nehemiah's8 ,illustration ,lesson #a ,new ,testament ,division ,,principal ,,events ,interval between the ,old and the ,new ,testament--four hundred years of silence4 ,governmentally1 this period was divided between ,persian1 ,greek1 ,maccabean1 and ,roman rule4 ,prelude of angelic ministration4 ,message to ,zacharias 7,luke #a3e-bj74 ,annunciation to ,mary 7,luke #a3bf-ch74 ,angelic chorus on ,bethlehem's plains to shepherds 7,luke #b3a-ah74 ,warning to ,joseph to flee from ,herod 7,matt4 #b3ac74 ,the first thirty years of the life of ,jesus are referred to but slightly in the ,bible4 ,first ,period4--,six months of preaching by the forerunner1 ,john the ,baptist 7,matt4 #c3a-ac2 also parallel passages74 ,second ,period4--,the entire life of ,jesus1 from the baptism at ,jordan to the crucifixion1 resurrection1 and ascension4 7,see entire ,gospel narrative47 ,third ,period4--,from ,pentecost1 the outpouring of the ,spirit and admission into the church of three thousand in one day 7,acts #b3a-dj74 ,gentiles admitted to the church 7,acts #aj3a-dh74 ,the first persecution 7,acts #e3ag-dj74 ,the martyrdom of ,stephen 7,acts #f1 #g74 ,fourth ,period4--,the time of the ,gentiles--the period in which we now live 7,rom4 #aa3be2 ,luke #ba3bd74 ,fifth ,period4--,will begin with the lifting of the veil from the eyes of ,israel 7#b ,cor4 #c3ae1 #af74 ,the close of this period will be a time of great blessing 7,rom4 #aa3ae74 ,the end will witness the final triumph of the religion of the ,messiah over ,jew and ,gentile4 ,,time4--,about #djj ,b4 ,c4 to present time4 ,,places4--,palestine and ,egypt2 for the ,third ,period see later maps4 ,,significance ,,of ,,events4--,the ,new ,testament marks the change from the old dispensation of priests as mediators1 to the new1 when ,jesus ,christ became the propitiation for our sins1 and not for ours only1 but for those of the whole world6 ,the ,new ,testament ,preview #ajc4 ,interval4--,between the close of the ,old ,testament ,period and the opening of that of the ,new ,testament there is an interval of four centuries of silence4 #ajd4 ,prelude4--,this is largely angelic in character4 ,to ,zacharias comes the message of the birth of the forerunner4 ,then follows the angelic annunciation to ,mary herself4 ,this in turn is followed by the angelic message to the shepherds and the heavenly chorus on ,bethlehem's plain4 ,heaven stoops to earth to announce its glad tidings4 ,a new creation is heralded1 better and grander even than that of the opening chapters of ,genesis4 ,one or two events are then recorded in the early life of the ,holy ,child1 and then there is silence for thirty years4 ,it is as though the prelude should end all4 ,but no1 the story will not end with mere prelude4 ,it will go on its course till the very last act4 #aje4 ,first ,period4--,from ,john to ,jesus4 ,suddenly ,john the ,baptist breaks on our vision1 for his short but decisive part4 ,his message is twofold1 and is comprised in the words ,repent1 ,prepare4 ,for six short months this fiery preacher calls the nation to prepare for what ,god has in store for it4 ,multitudes gather and hearken4 ,then comes ,jesus from ,nazareth1 and ,john almost in one breath calls him ,son of ,god and ,lamb of ,god4 ,two apparently irreconcilable titles1 for the one means power and exaltation1 and the other sacrifice and humiliation4 ,how these two titles were to blend in one character will be seen in the following acts of the ,divine dealing with men4 #ajf4 ,second ,period4--,from ,jordan to the ,mount of ,olives4 ,three and a half years was this in duration4 ,short as compared with any one of the ,old ,testament stories1 but far more significant1 and more full of the ,divine revelation of ,god's mercy and justice4 ,now miracles multiply as never before1 for now1 as never before1 the ,divine comes down to man and holds communion with him4 ,now truth is made clear as no patriarch or prophet ever saw it4 ,truly in this period1 ,great was the mystery of godliness2 he who was manifested in the flesh4 ,with this period we shall deal more in detail later on in these lessons1 so we make but brief allusion to it in this place4 ,suffice it to say that not in all the history of this world were there ever three years and a half so filled with benediction for mankind as were these of the second period4 #ajg4 ,third ,period4--,from ,pentecost to the ,turning to the ,gentiles4 ,pentecost was the birthtime of the ,christian ,church4 ,no ,pentecost1 no ,acts of the ,apostles4 ,no ,acts of the ,apostles1 no ,christian ,church4 ,in that case the world of to-day would be heathen1 ,muhammadan and ,jewish4 ,at ,pentecost more were brought to an acceptance of ,jesus as the ,messiah than ,jesus himself had won in his whole active ministry4 ,about five hundred would seem to have been the number of believers after our ,lord's resurrection4 ,now in one day ,peter wins and baptizes three thousand4 ,thence onward the number of believers grows1 till it numbers thousands and thousands4 ,but all these are yet ,jews1 or else proselytes4 ,the next step in this third period is the official opening of the door to the ,gentile world4 ,this took place at ,csarea1 and to ,peter was given the joy and privilege of admitting ,gentiles without their first becoming ,jews4 ,through ,pentecost and the experience at ,csarea was in large measure fulfilled to ,peter the promise of the keys 7,matt4 #af3ai71 for he it was who received the ,jews at ,pentecost into the church1 and he too it was who opened the door of the church to the ,gentile world4 ,how great this portion of ,period ,three1 and how significant to us1 is apparent as soon as we realize that but for the advance in ,csarea we in this day would first have to become ,jews before we could be members of the living church4 ,had the ,jews been willing to receive the ,nazarene as their ,messiah1 there is no telling what sweeping measure of blessing they might not have received4 ,certain it is that their history from that day to this would have been very different from what it has been4 ,their rulers cried1 ,we have no king but ,csar1 and from that time many of their people have had few to rule over them but ,czars1 ,sultans1 ,emperors1 and hostile rulers4 #ajh4 ,fourth ,period4--,the ,times of the ,gentiles4 ,in this period we now are4 ,here it behooves one to speak guardedly1 for opinions differ4 ,the writer gives his interpretation of what the ,word says4 ,when the ,jews refused to receive ,jesus as their ,messiah1 the ,apostles plainly said1 ,we turn to the ,gentiles 7,acts #ac3df74 ,on account of their hardness of heart1 blindness came to ,israel1 and a veil fell before their eyes4 ,a hardening in part hath befallen ,israel1 until the fulness of the ,gentiles be come in 7,rom4 #aa3be74 ,our ,lord alludes to this same truth when he predicts that ,jerusalem shall be trodden down of the ,gentiles1 until the times of the ,gentiles be fulfilled 7,luke #ba3bd74 ,that ,jerusalem from the days of ,titus to the present day has been thus trodden under foot of the ,gentile world is only too manifest to all who know its sad history4 ,in this period our lot is cast1 and thus we become actors in the great ,divine drama of the ,new ,testament4 ,solemn thought1 and one calculated to make us feel the serious nature of our responsibility4 #aji4 ,fifth ,period4--,this is yet to come4 ,it will begin with the lifting of the veil from the eyes of ,israel4 ,when that is to begin we know not1 and it is neither safe nor wise to venture any guess4 ,but that it will come in due time is as sure as that all the other predictions of ,old and ,new ,testament have had their commencement and their close4 ,it will be a great day1 for1 as the ,apostle ,paul says1 if the casting away of them ,israel is the reconciling of the world1 what shall the receiving of them be1 but life from the dead8 7,rom4 #aa3ae74 ,that will be a day of vast ingathering into the kingdom of ,god1 and then ,jesus shall see of the travail of his soul and be satisfied4 #aaj4 ,then ,comes the ,end4--,jew and ,gentile will then be one1 and the final triumph of the ,redeemer will be ushered in4 ,then the ransomed and redeemed of the ,lord shall unite in singing praises to him who has loved them and bought them1 and has brought them home to glory4 7,there are differences of opinion as to the last two periods in this ,new ,testament story4 ,let the student go to the law and the testimony1 as referred to above1 and decide for himself whether the writer is upheld in his laying out of these two great periods47 ,test ,questions ,how long an interval of silence is there between the ,old and the ,new ,testament times8 ,give the prelude to the ,new ,testament ,period4 ,in what does the first period consist8 ,how long does the first period last8 ,give the title of the second period4 ,how long did this period continue8 ,what is the third period called8 ,into what two divisions may this period be divided8 ,what was the significance of the admission of the ,gentiles to the church8 ,give the fourth period4 ,name the fifth period4 ,what ,scripture is there in support of these two periods8 ,lesson #b ,the ,life of ,jesus--,thirty ,years of ,preparation ,new ,testament ,division--,second ,period ,the ,life of ,jesus may be considered under five subdivisions3 ,silence1 ,obscurity1 ,popularity1 ,opposition1 ,the ,passion ,week4 ,thirty ,years of ,silence4--,the ,bible narrative tells but little of these early years2 but one public utterance of ,jesus is referred to until he was thirty years of age4 ,,note4--,the harmony of the four ,gospels used in the following chapters is not intended to be memorized4 ,it is placed here in order to familiarize the pupil with its use1 and to afford a ready means to locate the events in the ,life of ,jesus4 ---------------------------------------- ---------------------- ,,events ,,matthew ,,mark ,,luke ,,john ---------------------------------------- ---------------------- ,introduction4 444 #a3a #a3a-d #a3a-ah ,the ,genealogies4 #a3a-ag 444 #c3bc-ch ,appearance of an ,angel to ,zacharias4 444 444 #a3e-be ,an ,angel ,appears to ,mary1 ,annunciation4 444 444 #a3bf-ch ,mary ,visits ,elisabeth4 444 444 #a3ci-ef ,birth of ,john the ,baptist4 444 444 #a3eg-hj ,an ,angel ,appears to ,joseph4 #a3ah-be ,the ,birth of ,jesus1 etc4 444 444 #b3a-ba ,presentation in the ,temple 7#a1 #b74 444 444 #b3bb-ch ,visit of the ,magi4 #b3a-ab ,flight into ,egypt1 etc4 7#c74 #b3ac-ah ,return to ,nazareth 7#d74 #b3ai-bc 444 #b3ci1dj ,jesus ,goes to the ,passover 7#e1 #f74 444 444 #b3da-eb ,ministry of ,john the ,baptist4 #c3a-ab #a3b-h #c3a-ah ---------------------------------------- ---------------------- 7,the harmony reproduced here is taken from ,professor ,riddle's ,outline ,harmony of the ,gospels2 and the ,journey ,maps are reproduced from ,arnold's ,chart of ,christ's ,journeyings and ,chart of ,paul's ,journeyings47 ,,time4--#e ,b4 ,c4 to ,a4 ,d4 #bf4 ,,places4--,bethlehem1 ,jerusalem1 ,egypt1 ,nazareth4 ,illustration3 ,,period ,,of ,,preparation ,copyright1 #ahih1 ,,by ,,john ,d4 ,,wattles ,,co4 ,the figures attached to the journeys refer to events mentioned in the first column on the opposite page4 ,a method for using these ,journey maps is suggested in the section entitled ,teaching ,hints1 in the ,appendix4 ,,significance ,,of ,,events4--,the fulfilment of prophecy is strikingly shown in the events surrounding the coming of ,christ and the preparation for his ministry2 and the preaching of ,john the ,baptist epitomized the message which ,jesus was about to proclaim4 ,the ,incomparable ,life #aaa4 ,the ,thirty ,years of ,silence4--,to these years the ,gospels give small space4 ,only ,matthew and ,luke make any mention of them1 and these give to them only four chapters4 ,all the rest of the ,gospels are devoted to the three and a half years of the ,lord's active ministry4 #aab4 ,take1 now1 first what we know of this early life4 ,it was lived in ,nazareth1 in ,galilee4 ,nazareth was a town where caravans rested on their journeys between ,damascus and ,egypt4 ,it was a rough town1 as we may infer by the remark of ,nathanael1 ,can any good thing come out of ,nazareth8 7,john #a3df74 ,his home was that of a workingman1 as ,joseph was a carpenter4 ,it was therefore the home of a poor man4 ,doubtless he himself followed for all those years of silence1 the trade of his reputed father4 ,so ,jesus was truly a workingman himself4 ,his mother was exceptionally godly1 as we see by her wonderful outburst of song in ,luke #a3df-ee4 ,this song is fairly saturated with the spirit of the old prophets4 ,joseph also gives signs of his fear of the ,lord during these early years in more ways than one4 ,thus we may be sure that the atmosphere of that home was conducive to godliness4 ,he was taught the ,scriptures from his youth4 ,this is apparent from his great familiarity with them1 shown in his later years4 ,to this we shall refer later4 #aac4 ,his ,early ,education4--,of course he was taught to read and write1 as every ,jewish boy was4 ,he also had the advantage of frequent visits to ,jerusalem1 for the visit referred to by ,luke1 at twelve years of age1 was only the first of a long series of such visits4 ,no doubt after that first visit he went up to the ,holy ,city every year to the feast4 ,a lad of his type of mind would not let such an opportunity pass without taking advantage of it each time that it came4 ,so much we may say we practically know about these thirty years4 ,but there is much that we may legitimately infer1 and when guardedly used1 inference is a legitimate source of knowledge4 ,if you will let me go into a man's library1 ,i may be able to infer with much accuracy the calling of that man4 ,if the majority of the books are medical or legal1 ,i infer that the man is a doctor or a lawyer4 ,if the majority of the books that are worn are light fiction1 my inference is of a totally different nature4 ,if1 to change the illustration1 ,i go to the home of a lady1 and in the afternoon find that ,i can write my name in the dust on the polished piano-lid1 ,i infer somewhat about the housekeeper in whose home ,i am4 #aad4 ,making1 then1 reverent use of inference1 what may we learn about these thirty years of our ,lord's life1 and of the influences that were at work all that time8 ,who were his teachers8 ,for1 bear in mind1 that at the time of ,jesus' entry into his public ministry1 he came as a full-fledged man1 who was prepared for his life's work4 #aae4 ,nature ,taught ,him4--,nature is ,god's first book1 and if man had not sinned1 he would have needed no other4 ,to ,jesus1 nature was an open volume1 and he read it in all its spiritual significance4 ,while other boys saw only that which was outward1 he saw that which was inward and had spiritual meaning4 ,to him the lily spoke of his ,father's care1 the leaven that he saw in his mother's house spoke to him of the way in which the kingdom of ,god grew in this world4 ,the mustard seed was an illustration of the growth of truth4 ,many of his most simple and precious teachings were drawn thus from nature4 ,sparrows1 seed and tares1 fig-tree1 salt1 and many other objects of nature told him of things unseen4 #aaf4 ,men ,taught ,him4--,he doubtless mingled much with them in ,nazareth1 and it is not hard to imagine the boy going to the camping-place of the passing caravans1 and listening to the tales that the men from far countries had to tell4 ,the stories that he afterward made use of were in many cases doubtless gathered from such sources4 ,but he made them illustrate things unseen and spiritual4 ,look at his parables1 and see how true this may easily be4 ,the ten virgins may well have been a story that he heard1 and of which he made such solemn use in his ministry4 ,is it unnatural to suppose that in these gatherings of men he may have heard some one tell of a pearl merchant and his fortune in finding a peculiarly valuable pearl8 ,in due time he used this story to illustrate the wisdom of staking all on one superlative venture4 ,look at his parables1 and see how he made use of the interests of men in making clear the things pertaining to the kingdom of ,god4 ,the sower1 the lost silver1 the prodigal son1 children in the market-place1 the rich fool1 the vineyard and the laborers--these and many more show how richly the relationships of men with their fellow-men instructed him4 #aag4 ,the ,bible ,taught ,him4--,he was most familiar with its teachings1 and knew how to use them on the spot1 without reference to commentary or concordance4 ,we find in his sayings reference to1 or quotations from1 the following books of the ,old ,testament3 ,genesis1 ,exodus1 ,leviticus1 ,numbers1 ,deuteronomy1 #a ,samuel1 #a and #b ,kings1 #b ,chronicles1 ,job1 ,psalms1 ,proverbs1 ,isaiah1 ,jeremiah1 ,ezekiel1 ,daniel1 ,jonah1 ,joel1 ,hosea1 ,micah1 ,zechariah1 and ,malachi--#bb in all4 ,had all the utterances of our ,lord been given to us1 ,i doubt not that we should have found that he quoted from every book of the ,old ,testament4 ,for bear in mind that we have only a very small part of what our ,lord said preserved for us4 ,his recorded words are only #ch1dbb1 or the equivalent of ten short sermons4 ,but for three years he was speaking incessantly4 #aah4 ,prayer ,taught ,him4--,his habit of spending all night in prayer was not one acquired of a sudden4 ,no doubt he spent many a night in prayer while he was still at the carpenter's trade4 ,but the prayer-habit is one calculated to shed much light on things that lay hold on eternal truth4 ,all spiritual seers are men of much prayer4 #aai4 ,finally1 ,his ,visits to ,jerusalem ,taught ,him4--,not in vain did he go at least #ah times to that city before his public ministry began4 ,it was in this way that he saw the formality of the ,pharisaic party1 and the self-seeking of scribe and chief priest4 ,so when he denounced them so fiercely in later times1 he did it not out of an experience of day before yesterday1 but out of years of observation4 ,such were some of the influences that surrounded him1 and the teachers that prepared him during those thirty years of silence for his great work4 ,thus1 when the fulness of time came1 he stepped forth full armed for the contest with the powers of darkness4 ,test ,questions ,where were ,christ's thirty years of silence spent8 ,what was our ,lord's trade8 ,what can we say of the religious life of his mother and of his father8 ,in what way is inference a legitimate ground of knowledge8 ,what is the first of the teachers of our ,lord during that time that is mentioned8 ,give the second of his teachers4 ,what else did he have as teacher8 ,illustrate each of these somewhat in detail4 ,what else taught him8 ,what is the last of these teachers mentioned8 ,lesson #c ,the ,year of ,obscurity ,new ,testament ,division--,second ,period ,religious ,life of the time was marked by absence of idolatry1 by the presence of numerous synagogues and of reverence for the ,scriptures4 ,government was that of a foreign nation--,rome4 ---------------------------------------- ---------------------- ,,events ,,matthew ,,mark ,,luke ,,john ---------------------------------------- ---------------------- ,baptism of ,jesus4 #c3ac-ag #a3i-aa #c3ba-bc ,the ,wilderness4 ,temptation of ,jesus #d3a-aa #a3ab1ac #d3a-ac 7#a1 #b74 ,the ,witness of ,john1 444 444 444 #a3ai-ea etc4 ,cana4 ,the ,first ,miracle4 ,capernaum 444 444 444 #b3a-ab 7#c1 #d74 ,jerusalem4 ,first ,cleansing of the 444 444 444 #b3ac to ,temple1 etc4 7#e74 #c3ba ,ministry in ,judea4 ,witness of the 444 444 444 #c3bb-cf ,baptist4 ,imprisonment of ,john the ,baptist4 ,jesus #ad3c-e2 #f3ag-bj2 #c3ai1bj2 #d3a-c leaves ,judea1 etc4 #d3ab #a3ad #d3ad ,jacob's ,well4 ,discourse with ,samaritan ,woman1 etc4 7#f74 444 444 444 #d3d-db ---------------------------------------- ---------------------- ,,time4--,a4 ,d4 #bf to ,a4 ,d4 #bg4 ,,places4--,wilderness of ,judea1 ,bethany beyond ,jordan1 ,cana1 ,sychar1 ,jerusalem1 ,judea4 ,illustration3 ,,judean ,,ministry ,copyright1 #ahih1 ,,by ,,john ,d4 ,,wattles ,,co4 ,the figures attached to the journeys refer to events mentioned in the first column on the opposite page4 ,the ,incomparable ,life 7,continued7 #abj4 ,the ,year of ,obscurity4--,before examining this at all1 it will be well to consider the state of national life into which the life of the ,master was projected4 ,it was not like that which we have seen prevailed so constantly before the captivity1 for there was now among ,jews no idolatry of any kind to be found4 ,this was a great gain4 ,moreover1 it was a national life under subjection to a foreign and ,gentile power4 ,with this power the ,lord had to reckon1 of course4 ,once more there was great reverence for the written ,word1 which was now more full than it ever had been1 for the ,old ,testament1 as we have it1 was all in existence4 ,there was to be found in every ,jewish town the synagogue1 where the law was read and expounded4 ,this institution was an outgrowth of the captivity experience1 and was most valuable4 ,but1 alas6 there was also much of formality1 especially among the religious leaders4 ,they had so added to or explained the written law that it had become void through the traditions of men4 ,much religiosity1 but little true religion1 was to be found4 ,yet among the lowly there was still true religion1 as shown by such persons as ,zacharias and ,elisabeth1 ,joseph and ,mary1 ,mary1 ,martha1 and ,lazarus4 ,into a national life such as is here very briefly indicated1 ,jesus came forth4 #aba4 ,the ,baptism4--,he is introduced to us in this year1 first at his baptism 7,matt4 #c3ac74 ,here we have our first foreshadowing of the ,trinity1 for here the ,son stands1 praying1 while at the same time the ,father's approving voice is heard1 and the ,holy ,spirit descends and rests on the ,son4 #abb4 ,the ,temptation4--,this is at once followed by the forty days of temptation in the wilderness4 ,of this experience we are given but three specific instances4 ,these seem to be typical of all the rest1 and relate to3 #a4 ,unlawful use of his miraculous power for himself4 #b4 ,dramatic display of his power as ,messiah4 #c4 ,absolute turning from his life-purpose for the sake of self-aggrandizement4 ,all these1 it is worthy of note1 are resisted1 by the use of the written ,word1 which in ,jesus' hands is a mighty sword4 ,the fundamental reason for this assault on the part of ,satan may be found in the undoubted fact that the ,adversary knew that ,jesus had come to this world to destroy his works4 ,demons knew who ,jesus was long before men did4 ,on that account the great assault was made1 for if ,jesus could be stumbled into sin1 then he could not be ,saviour1 since he himself would need to be saved4 ,had ,jesus yielded in the wilderness1 ,calvary would not have been of any avail4 #abc4 ,the ,first ,disciples4--,during this first year ,jesus gained many disciples1 though he himself did not1 like ,john the ,baptist1 baptize them4 ,this he left to his chosen disciples4 ,this shows that the popularity of the ,baptist had at this time already begun to wane1 as he himself predicted that it would4 ,not many miracles are recorded during this period1 though we know that the one in ,cana of ,galilee was the first of a series4 ,the gathering of disciples1 who later became apostles1 begins in this year4 ,in one day the record indicates that he gained six of these 7,john #a3ce-ea74 #abd4 ,the ,cleansing of the ,temple4--,a most dramatic event in this year is his first cleansing of the ,temple4 ,the extortion practised in the court of the ,temple filled him with indignation and he drove out the money changers1 and dealers in cattle and doves1 declaring that his ,father's house was a house of prayer1 while they had made it a den of thieves4 ,this drew on him the antagonism of the rulers under whose fostering care1 or at least through whose negligence1 these abuses had grown up4 ,this antagonism never ceased until they had worked on him their will on ,calvary4 #abe4 ,interview with ,nicodemus4--,it was during this first year that we have two most remarkable dialogues of our ,lord4 ,the first is that with the ruler ,nicodemus4 ,at this interview either ,john the evangelist must have been present1 or else ,jesus or ,nicodemus must have told ,john what was said4 ,in this dialogue occurs the most significant sentence that the world has ever heard1 having within twenty-four words more of ,divine truth than any other similar number of words ever uttered1--,john #c3af4 ,in this verse1 as ,dr4 ,arthur ,t4 ,pierson puts it1 we have five couplets3 #a4 ,god the ,father and the ,son1 as the originators of salvation4 #b4 ,the ,divine action1 loved1 and gave4 #c4 ,those toward whom this action was directed4 ,the world1 and to make it personal1 whosoever4 #d4 ,the condition on which the ,divine gift may be had4 ,believe1 and therefore have4 #e4 ,that for which all this action is taken1 not perish1 but have everlasting life4 #abf4 ,the ,woman of ,samaria4--,in this year too1 at its close1 comes the interview with the woman at ,jacob's well1 in ,samaria4 ,it is well worth noticing that to a woman1 and she a ,samaritan woman1 ,jesus poured out truth as prodigally as he did to ,nicodemus1 a ruler of his own nation4 ,the result of this interview was the adherence of a large number of ,samaritans to the ,master4 ,all the above story of this first year of our ,lord's public ministry we learn only from the ,gospel of ,john1 each of the other evangelists beginning his story with the ,galilean ministry4 #abg4 ,note that our ,lord's whole public life is condensed into three and a half short years4 ,yet what a wonderful work he accomplished in that period6 ,the active life of ,alexander the ,great was thirteen years1 and that of ,napoleon twenty-three years4 ,in those years these two men wrought wonders4 ,but their empire has long since passed away4 ,the empire of the ,master is to-day wider than ever1 and the work of those three years and a half will never cease to be felt4 ,this is because he was more than mere man1 and brought to his task super-human power and knowledge4 ,test ,questions ,state the condition of ,palestine religiously at the time of our ,lord's entry into public life4 ,what was the value of the synagogue8 ,give the first event of the year in question4 ,of what doctrine do we see the foreshadowing at ,christ's baptism8 ,give the threefold nature of the temptations of which we have record4 ,what reason may we assign for the attempt of ,satan to draw ,christ to sin8 ,with whom did ,jesus have a most significant interview in ,jerusalem8 ,give the five couplets in ,john #c3af4 ,with whom did ,jesus have another interview at ,jacob's well8 ,what was the result of that interview8 ,what is there significant in the brevity of our ,lord's public life as compared with that of ,alexander or ,napoleon8 ,lesson #d ,the ,year of ,popularity ,new ,testament ,division--,second ,period 7,continued7 ---------------------------------------- ----------------------- ,,events ,,matthew ,,mark ,,luke ,,john ---------------------------------------- ----------------------- ,public ,teaching in #d3ag #a3ad1 #ae #d3ad1 #ae #d3dc-de ,galilee4 ,cana4 ,healing of the 444 444 444 #d3df-ed ,nobleman's ,son 7#a74 ,rejection at #d3ac-af 444 #d3af-ca ,nazareth 7#b74 ,sea of ,galilee4 ,call of #d3ah-bb #a3af-bj #e3a-aa the ,fishermen1 etc4 7#c74 ,healing of ,peter's #h3ad-ag #a3ba-cd #d3ca-da ,wife's ,mother1 of a ,demoniac1 etc4 ,preaching ,tour through #d3bc-be #a3ce-ci #d3db-dd ,galilee 7#d74 ,healing of a ,leper4 #h3b-d #a3dj-de #e3ab-af ,healing of a ,paralytic1 #i3b-i #b3a-ad #e3ag-bh etc4 ,jerusalem4 ,healing of 444 444 444 #e3a-dg ,infirm ,man1 etc4 7#e1 #f74 ,sabbath ,controversies1 #ab3a-ad #b3bc to #f3a-aa etc4 #c3f ,multitudes ,gather by #ab3ae-ba #c3g-ab #f3ag-ai the ,sea4 ,galilee4 ,choice of the #aj3b-d #c3ac-ai #f3ab-af ,twelve 7#g74 ,sermon on the ,mount4 #e3a to #h3a 444 #f3bj-di ,capernaum4 ,healing of #h3e-ac 444 #g3a-aj ,centurion's ,servant 7#h74 ,nain4 ,raising of the 444 444 #g3aa-ag ,widow's ,son 7#i74 ,john the ,baptist ,sends #aa3b-ai 444 #g3ah-ce ,messengers to ,jesus4 ,discourse of ,jesus #aa3bj-cj about his ,mighty ,works4 ,our ,lord ,anointed by a 444 444 #g3cf-ej ,woman4 ,second ,circuit in 444 444 #h3a-c ,galilee 7#aj74 ,healing of a ,demoniac1 #ab3bb-ej #c3bj-ce #aa3ad-cf2 etc4 #h3ai-ba ,woes against the 444 444 #aa3cg to ,pharisees1 etc4 #ac3i ,parable of the ,sower1 #ac3a-ec #d3a-cd #h3d-ah etc4 ,voyage across the ,lake4 #h3ah-bg #d3ce-da #h3bb-be2 ,tempest ,stilled 7#aa74 #i3eg-fb ,demoniacs near ,gadara4 #h3bh to #e3a-ba #h3bf-dj ,recrossing the ,lake #i3a 7#ab74 ,feast of ,matthew1 etc4 #i3aj-cd #b3ae-bb2 #e3bi-ci2 #e3bb-dc #h3da-ef ,second ,rejection at #ac3ed-eh #f3a-f ,nazareth 7#ac74 ,another ,circuit in #i3ce-ch2 #f3f-ac #i3a-f ,galilee2 the ,twelve #aj3a1 #e1 ,sent ,forth 7#ad74 to #aa3a ,herod's ,dread of ,jesus4 #ad3a1 #b1 #f3ad-af1 #i3g-i #f-ab #ba-bi ---------------------------------------- ----------------------- ,,time4--,a4 ,d4 #bh to ,a4 ,d4 #bi4 ,,places4--,capernaum1 ,galilee1 ,jerusalem1 ,nain1 ,gadara1 ,nazareth4 ,illustration3 ,,galilean ,,ministry ,copyright1 #ahih1 ,,by ,,john ,d4 ,,wattles ,,co4 ,the figures attached to the journeys refer to events mentioned in the first column on the opposite page4 ,the ,incomparable ,life 7,continued7 #abh4 ,the ,year of ,popularity4--,this was spent in ,galilee4 ,the ,galileans had heard of his fame from those of their number who had seen him in ,jerusalem1 so it required but a few deeds of might to arouse them to the highest pitch of enthusiasm4 ,his activity during this year may be studied with relation1 first1 to his miracles1 and second1 to his teaching4 #abi4 ,his ,miracles ,multiplied4--,these were multiplied beyond any previous precedent4 ,they sprang from him as sparks spring from the red-hot iron of the blacksmith under the hammer4 ,there must have been single days when he wrought hundreds of miracles4 ,take that ,sabbath day in ,capernaum as an example4 ,in the morning in the synagogue he healed a demoniac4 ,in the later part of the day he healed ,peter's mother-in-law4 ,then1 as the sun was setting1 there came to him all in that city that had maladies of any kind1 and he healed them all4 ,a wonderful day that1 for ,capernaum4 ,no wonder that later on he referred to that city as exalted to heaven4 ,his miraculous power manifested itself over disease of every kind4 ,no malady was unreachable by him4 ,the three characteristics of his healing ministry were1 first1 it was instantaneous--there was no period of convalescence4 ,deathly sick one moment--perfectly well the next2 this was the history of each patient4 7,one exception there is to this1 and that is of the man who needed two touches to cure his blindness 7,mark #h3bd47 ,was the man's faith at fault87 ,second1 it was perfect--there were no signs of weakness left and no relapses4 ,how unlike the frequent experience under even the best of modern physicians6 ,in the third place1 it was all without money or price4 #acj4 ,his ,power was equally great over death4 ,he called1 and ,lazarus came forth2 he took the dead maiden by the hand and she arose4 ,he spoke to the young man on his bier and he responded4 ,his power extended to the spirit world1 for he commanded evil spirits to come out of men1 and they obeyed4 ,nature obeyed his voice1 as when he spoke to the winds and the waves and they were hushed4 ,man1 nature1 and the spirit world all recognized his power and yielded swift obedience4 ,no wonder that his popularity was immense under these circumstances4 ,it would not be possible to exaggerate the exciting scenes through which he passed during this year4 ,men thronged around him so violently1 and crushed together to see and hear him so vehemently1 that many were thrown down and trampled on4 ,wild cries must have come from the masses of people who so excitedly pressed near to him4 ,they actually broke up the roof of one house so as to get into his presence the patient for whom they craved his services4 ,he had not time so much as to eat in peace1 as they gave him no respite 7,mark #f3ca74 #aca4 ,his ,miracles as ,lessons4--,all these miracles of his were in reality also object-lessons to lead men to an apprehension of things invisible and spiritual4 ,if he healed a man born blind1 it was to make men see that they needed spiritual sight4 ,if he touched the deaf man's ears and made him hear1 what was this but an object-lesson showing that they woefully needed spiritual hearing8 ,and if he raised the dead1 this1 too1 was to teach a great spiritual truth1 namely1 that he was the resurrection and the life4 #acb4 ,in all this wonderful life we are glad to note how much of happiness must have come to the ,master as he saw the sick made instantly well4 ,at the same time his gift of healing sometimes brought to him exquisite sorrow1 as in the case of the ten lepers1 nine of whom did not think it worth their while to go back to say1 ,thank you4 ,it was at this time in his ministry that the ,master began to bid men whom he helped hold their peace1 for there was really danger that the excited throngs would develop into uncontrollable mobs1 and that the ,roman government would find it necessary to interfere4 #acc4 ,his ,teaching was apparently less important than were his miracles1 though it was really more important4 ,if we could have only the miracles1 or the teaching1 we would at once take the teaching4 ,the miracles were chiefly temporary in their effect1 while the influence of the teaching is eternal4 ,in view of the fact that1 as noted in ,lesson #b1 we have so few of his words recorded1 we may well wonder at their power4 ,as he said1 the words that ,i have spoken unto you are spirit1 and are life 7,john #f3fc74 #acd4 ,his teaching was characterized by its boldness4 ,he taught them as one who had authority1 for he knew by inward experience the truth of all that he uttered4 ,the ,scribes were more like parrots1 for they repeated the opinions of those who had gone before them1 and had no true vision of things spiritual4 ,jesus1 on the other hand1 did not hesitate to quote passages from ,moses1 and set them aside1 on his own authority4 ,he had larger vision than had the great lawgiver1 and he was well aware of that fact4 ,ye have heard that it hath been said--but ,i say unto you1 such was his confident manner of teaching4 ,and the results of his teaching have fully substantiated his claim4 #ace4 ,in his teaching he was infinitely tender with confessed sin1 but at the same time he was equally stern against professed holiness4 ,no more terrible words have ever been spoken than those of the ,master against the ,scribes and ,pharisees1 on account of their hypocrisy4 ,to read them with any adequate conception of the occasion is to feel almost terrified at their vehemence4 ,on the other hand1 no zephyr was ever more gentle than were his words to those who felt their sin and wished to abandon it4 #acf4 ,in his teaching he made much use of parable1 for this was in reality a picture1 and he knew that pictures convey truth and are remembered longer than any other form of speech4 ,what an array of pictures his parables have hung in the galleries of our memories6 ,prodigal ,son1 ,good ,samaritan1 ,ten ,virgins1 ,lost ,sheep1 ,unjust ,judge--what are these but pictures that we cherish1 and from which we gain eternal truths of the most precious nature8 #acg4 ,his teaching for the most part revolved around the idea of the ,kingdom of ,god on ,earth1 and ,himself as its ,center4 ,let the student look up all the parables of the ,kingdom and he will realize the truth of this statement4 ,the reason why even his nearest disciples misunderstood him so1 and thought that this kingdom was to be like that of ,david1 was that they did not put the emphasis in the right place4 ,they thought of ,the kingdom of ,god1 while he thought of ,the ,kingdom of ,god4 ,there is a great difference between these two forms of emphasis4 ,the one led them to ask for places on his right and left in his kingdom2 the other emphasized the truth that the ,kingdom of ,god is within you4 ,thus in the midst of great excitement1 this year of popularity was spent4 ,tours through ,galilee were like triumphal processions1 and the throngs were never weary of crowding on him and the disciples4 ,alas6 that the people should not have better appreciated the inwardness of his mission1 but should have taken in only that which was temporal and not eternal6 ,test ,questions ,what is the second year of our ,lord's life called8 ,where was it for the most part spent8 ,what two chief characteristics marked this year8 ,over what did the ,master show his power8 ,name the peculiarities of his healings4 ,of what may the miracles be said to be object-lessons8 ,which was more truly important--his miracles or his teaching8 ,why8 ,what two characteristics did his teaching possess8 ,why did he make so much use of the parable8 ,around what thought did most of the ,lord's teaching revolve8 ,why did the disciples so misunderstand him8 ,lesson #e ,the ,year of ,opposition ,new ,testament ,division--,second ,period 7,continued7 ---------------------------------------- ----------------------- ,,events ,,matthew ,,mark ,,luke ,,john ---------------------------------------- ----------------------- ,sea of ,galilee4 ,return of the ,twelve1 etc4 #ad3ac-ba #f3cj-dd #i3aj-ag #f3a-ad ,jesus ,walks upon the #ad3bb-cf #f3de-ef 444 #f3ae-ba ,water4 ,discourses1 etc4 #ae3a-bj #g3a-bc 444 #f3bb-ga ,northward ,journey4 ,region of ,tyre and ,sidon 7#a1 #b74 #ae3ba-bh #g3bd-cj ,return to ,eastern ,side #g3ca to of the ,lake1 etc4 7#c74 #ae3bi-ch #h3i ,the ,lake ,crossed4 ,a #ae3ci to ,sign from ,heaven #af3d #h3aj-ac ,demanded 7#d74 ,the ,lake ,recrossed4 ,the ,leaven of the #af3e-ab #h3ad-ba ,pharisees 7#d74 ,a ,blind ,man ,healed4 ,on ,way to ,bethsaida 7#d74 444 #h3bb-bf ,the ,confession of #af3ac-ch #h3bg to #i3ah-bg ,peter1 etc4 #i3a ,mount ,hermon4 ,the ,transfiguration 7#e74 #ag3a-ac #i3b-ac #i3bh-cf ,healing of the #ag3ad-bj #i3ad-bi #i3cg-dc ,demoniac ,boy4 ,prediction of ,death and ,resurrection4 #ag3bb1 #bc #i3cj-cb #i3dc-de ,arrival at ,capernaum1 #ag3bd to #i3cc-ej #i3df-ej etc4 7#f74 #ah3ce ,jerusalem4 ,jesus attends the ,feast of 444 444 444 #g3a to ,tabernacles 7#g1 #h74 #h3ei ,return to and ,final ,departure from ,galilee 7#i74 #ai3a1 #b #aj3a #i3ea-ef ,mission of the 444 444 #aj3a-cg ,seventy1 etc4 ,bethany4 ,visit to ,martha and ,mary 7#aj74 444 444 #aj3ch-db ,healing of a ,man ,born #i3a to ,blind1 etc4 444 444 444 #aj3ba ,jerusalem4 ,jesus at the ,feast of ,dedication4 444 444 444 #aj3bb-db ,retirement to ,perea4 #aa3a-ac2 ,discourses1 ,parables1 444 444 #ac3aj to etc4 7#aa74 #ag3aj ,bethany4 ,raising of ,lazarus 7#ab1 #ac74 444 444 444 #aa3a-df ,withdrawal to ,ephraim 444 444 444 #aa3dg-ed 7#ad74 ,samaria4 ,healing of the ,ten ,lepers 7#ae74 444 444 #ag3aa-ai ,discourses1 etc4 #ai3b to #aj3b-de #ag3bj to #bj3bh #ah3cd ,near ,jericho4 ,healing of ,blind ,men 7#af74 #bj3bi-cd #aj3df-eb #ah3ce-dc ,jericho4 ,visit to ,zaccheus1 etc4 444 444 #ai3a-bh ,bethany4 ,anointing by #bf3f-ac #ad3c-i 444 #aa3ee to ,mary 7#af74 #ab3aa ---------------------------------------- ------------------------ ,,time4--,a4 ,d4 #bi to ,a4 ,d4 #cj4 ,,places4--,capernaum1 ,tyre and ,sidon1 ,decapolis1 ,caesarea ,philippi1 ,mt4 ,hermon1 ,galilee1 ,jerusalem1 ,eastern ,bethsaida4 ,illustration3 ,,perean ,,ministry ,copyright1 #ahih1 ,,by ,,john ,d4 ,,wattles ,,co4 ,the figures attached to the journeys refer to events mentioned in the first column on the opposite page4 ,the ,incomparable ,life 7,continued7 #ach4 ,the ,year of ,opposition4--,our ,lord's year of popularity waned much after the miracle of the feeding of the five thousand4 ,this miracle stirred the people to the very height of enthusiasm4 ,now1 they thought1 we have one who is worthy to be our king4 ,so intense was this conviction that they wanted on the spot to proclaim him king1 and raise the standard of revolt against ,rome 7,john #f3ae74 ,even the disciples seem to have been infected with this mad thought1 for he constrained them to go away 7,matt4 #ad3bb74 ,on the day following1 however1 the multitudes found him again1 and tried to persuade him to repeat the miracle of feeding4 ,this he refused to do4 ,he tried to make them understand that he had better bread for them1 even the bread of life4 ,but what they really wanted was only bakers' bread4 ,they thought that if ,moses fed the people for forty years for nothing1 their ,messiah should do even better than that4 ,so1 when he refused to be to them a commissariat department1 they at once forsook him4 ,many of his disciples went back at that time4 ,for all of this read ,john #f3bb-ga4 ,at this moment it was that ,peter comes so grandly to the front and makes his confession4 ,when we see ,peter later on denying his ,master1 let us bear in mind his bold stand taken at this juncture4 #aci4 ,opposed by the ,pharisees4--,during all this year of popularity the ,pharisees were dogging the footsteps of the ,master1 as spies dog the criminal4 ,of these ,pharisees there were at this time1 in ,palestine1 about #fjjj4 ,they were the ecclesiastical leaders of the people1 and this makes their opposition all the more ghastly4 ,they1 who should have led the people aright1 led them astray4 ,the grounds of their opposition were manifold4 ,among others were the following3 7#a7 ,they opposed him because of their own intense pride4 ,they were those who sought glory one of another1 and so they could not believe in him 7,john #e3dd74 ,his aims and theirs were so widely apart that they could not even understand him4 ,to them the glory that cometh from ,god had no attractiveness4 ,so they opposed him who was meek and lowly4 7#b7 ,they opposed him on account of his humble origin4 ,he was only a carpenter's son1 and so to them was of no account4 ,had they made due investigation1 they would have found that he came of the line of ,david1 their great king4 ,but they did nothing of the sort 7,matt4 #ac3ee-eh74 ,it was an offense to them that he came from among the lowly1 and not from some of the aristocratic families of the land4 ,his lack of training in the schools seems to have nettled them1 so that they exclaimed in disgusted surprise1 ,how knoweth this man letters1 having never learned8 7,john #g3ae47 7#c7 ,they opposed him bitterly1 on account of the company that he kept4 ,in contempt they said1 ,this man receiveth sinners1 and eateth with them 7,luke #ae3b74 ,and they continually complained that he was a friend of hated publicans and sinners4 ,they could not understand at all that the very grandeur of his mission consisted just in this1 that he came to call sinners to repentance4 ,their complaint1 as given in ,luke #ae3b1 called forth from him three of the grandest parables that we have1 namely1 those of the lost silver1 the lost sheep1 and the lost son4 ,especially were they angered because he had taken into the number of his disciples the hated ,matthew1 the tax-gatherer4 7#d7 ,they opposed him again because of his failure to observe the ,sabbath in the manner prescribed by themselves4 ,they had made the day one of weariness to the flesh1 and had passed by deeds of mercy and helpfulness4 ,so when he healed the man at the ,pool of ,bethesda and the man born blind1 on the ,sabbath1 they took counsel how they might destroy him4 ,while they themselves would pull out a sheep or an ox from the pit on the ,sabbath1 they criticized him for healing men on that day4 ,this brought forth from him stern condemnation1 which1 of course1 did not mollify their feelings toward him4 7#e7 ,furthermore1 they opposed him because he declined to observe certain minute regulations of the law concerning washing of hands and the like4 ,these regulations they had laid on men's shoulders1 but they were not at all ,divine ordinances4 ,this is why he said1 in his denunciation of them1 they bind heavy burdens and grievous to be borne1 and lay them on men's shoulders1 but they themselves will not move them with their finger 7,matt4 #bc3d74 7,read the whole of ,matt4 #bc1 and you will understand better who and what these men were who were opposing the ,master47 ,once more1 they opposed him because he had made such friends of the common people and had not in any way bowed down to them1 as the leaders of the people4 ,the common people heard him gladly1 and that angered them4 ,this multitude who knoweth not the law are cursed 7,john #g3di74 ,they were furious because the whole world seemed to have gone after him1 while they themselves were left in the background4 ,this was galling to their innate pride4 7#f7 ,what made their opposition all the worse was that though they could not deny his miracles1 they went so far as to ascribe them to the agency of ,satan4 ,he hath a demon1 and is mad3 why hear ye him8 is what they exclaimed 7,john #aj3bj74 ,the ,pharisees said1 ,by the prince of the demons casteth he out demons 7,matt4 #i3cd74 ,so they dared to ascribe to demoniac possession the deeds of him in whom the ,spirit dwelt without measure4 ,it was this ascribing to the spirit of darkness of the works of the ,holy ,spirit that brought forth from the ,master his statement concerning the unpardonable sin4 ,it really consisted in ascribing to the ,holy ,spirit the works of the prince of darkness4 #adj4 ,away from the ,crowds4--,after the miracle of the feeding of the five thousand1 the ,master was mostly in out of the way places1 such as ,csarea ,philippi1 ,decapolis1 and the coasts of ,tyre and ,sidon4 ,he feared lest the ,galileans1 if he wrought more miracles among them1 would raise insurrection1 and so bring on him the power of the ,roman government4 ,this would have ruined his mission to this earth4 ,for about six months after the miracle of the five thousand he tarried in ,galilee and its immediate vicinity before he started on his final journey to ,jerusalem4 ,it was during these six months that the transfiguration took place4 ,test ,questions ,what event closes the year of popularity8 ,what action did the people wish to take in consequence of the miracle of the feeding of the five thousand8 ,what sign have we that even the disciples were infected with this spirit8 ,what did the people wish ,jesus to do on the following day8 ,when he declined what did the people do8 ,all this time1 what was the attitude of the ,pharisees8 ,how many of these men were there at this time in ,palestine8 ,give the first ground of their opposition to him4 ,give the second ground of their opposition4 ,give the third ground4 ,give the fourth and the fifth ground assigned for their opposition4 ,to what did they ascribe his power of working miracles8 ,where did the ,master stay for the next six months8 ,what marked event took place during these six months8 ,test ,questions for ,review ,lessons #a to #e #a4 ,how long an interval of silence between ,old and ,new ,testament8 #b4 ,give the limits of each of the five periods of ,new ,testament history4 #c4 ,how may the life of ,christ be divided8 #d4 ,what was the threefold nature of ,jesus' temptation8 #e4 ,what is meant by the year of obscurity8 #f4 ,with whom did ,jesus have a most noteworthy interview in ,jerusalem8 #g4 ,what is the second year of ,christ's life called8 #h4 ,where was it for the most part spent8 #i4 ,why did ,jesus use parables so much8 #aj4 ,around what thought did most of his teachings revolve8 #aa4 ,what were the five grounds given for the opposition of the ,pharisees8 #ab4 ,where did the ,master stay for six months after the year of popularity8 ,lesson #f ,the ,closing ,week ,new ,testament ,division--,second ,period 7,continued7 ---------------------------------------- ------------------------ ,,events ,,matthew ,,mark ,,luke ,,john ---------------------------------------- ------------------------ ,triumphal ,entry into #ba3a-aa #aa3a-aa #ai3bi-dd #ab3ab-ai ,jerusalem4 ,cursing of the ,fig #ba3ah1 #ai #aa3ab-ad ,tree4 ,second ,cleansing of the #ba3ab-ag #aa3ae-ai #ai3de-dh2 ,temple1 etc4 #ba3cg1 #ch ,fig ,tree ,withered ,away4 #ba3bj-bb #aa3bj-be ,discourses1 etc4 #ba3bc to #aa3bg to #bj3a-dg #bc3ci #ab3dj ,the ,widow's ,two ,mites4 444 #ab3da-dd #ba3a-d ,greeks ,seek to ,see 444 444 444 #ab3bj-cf ,jesus4 ,unbelief of the ,jews4 444 444 444 #ab3cg-ej ,prediction of the ,destruction of the ,temple4 #bd3a1 #b #ac3a1 #b #ba3e1 #f ,discourses1 ,parables1 #bd3c to #ac3c-cg #ba3g-cf etc4 #be3df ,conspiracy between the #bf3a-e1 #ad3a1 #b1 #bb3a-f ,rulers and ,judas4 #ad-af #aj1 #aa ,the ,last ,supper4 #bf3ag-ce #ad3ab-ca #bb3g-ch #ac3a to #ag3bf ,departure to #bf3cj1 #ad3bf1 #bb3ci #ah3a ,gethsemane4 #ca-ce #bg-ca ,agony1 ,betrayal1 etc4 #bf3cf-ef #ad3cb-eb #bb3dj-ec #ah3b-ab ,jerusalem4 ,hearing 444 444 444 #ah3ac1 before ,annas4 #ad1 #ai-bd ,night ,trial before #bf3eg-fh #ad3ec-fe #bb3ed1 ,caiaphas4 #fc-fe ,three ,denials of ,peter4 #bf3fi-ge #ad3ff-gb #bb3ee-fb #ah3ae-ah1 #be-bg ,formal ,condemnation by the ,sanhedrin2 ,jesus #bg3a1 #b #ae3a #bb3ff to #ah3bh led to ,pilate4 #bc3a ,remorse and ,suicide of ,judas4 #bg3c-aj ,trial before ,pilate4 #bg3aa-ad #ae3b-e #bc3b-e #ah3bi-ch ,jesus before ,herod4 #bc3f-ab ,condemned by ,pilate4 #bg3ae-cj #ae3f-ai #bc3ac-be #ah3ci to #ai3af ,jesus ,led ,away to be #bg3ca-cd #ae3bj-bc #bc3bf-cc #ai3af1 #ag ,crucified4 ,calvary4 ,the #bg3ce-ch #ae3bd-bh #bc3cc1 #ai3ah-bd ,crucifixion4 #cd1 #ch ,jesus on the ,cross4 #bg3ci-ef #ae3bi-da #bc3ce-di #ai3be-cj ,burial of ,jesus4 #bg3eg-fa #ae3db-dg #bc3ej-ef #ai3ca-db ,guard at the ,sepulcher4 #bg3fb-ff ---------------------------------------- ------------------------ ,,time4--,a4 ,d4 #cj4 ,,places4--,bethany1 ,jerusalem4 ,illustration3 ,,map ,,of ,,jerusalem ,,and ,,vicinity4 ,copyright1 #ahih1 ,,by ,,john ,d4 ,,wattles ,,co4 ,with the ,temple as a center a circle is drawn every quarter mile1 to assist in determining distances4 ,the ,incomparable ,life 7,continued7 #ada4 ,the ,passion ,week4--,our ,lord arrived at ,bethany on his last journey to ,jerusalem on ,friday before the ,passover4 ,on the following ,sunday came the triumphal entry into ,jerusalem4 ,reckoning from that day to the day of his resurrection1 we have eight days4 ,how important these days were in the minds of the evangelists may be seen from the amount of space they give to the narrative of these days4 ,to the three years and more of his public ministry1 the four evangelists give in all #ee chapters4 ,but to the eight days spoken of1 they give #cj chapters4 ,it is most significant that had they told the story of his public ministry in as great detail1 it would have occupied over #djjj chapters4 ,this may be seen in part in the accompanying chart4 #c-a_/b years #h days #ee chapters #cj chapters ---------------------------------------- --------------------- #adb4 ,bear in mind that the ecclesiastics had by this time determined on his death4 ,but they did not want that to take place on the feast day1 lest there should be an uproar among the people1 who believed on him4 ,that is1 they were afraid of a rescue 7,matt4 #bf3e74 ,yet it did come on the feast day4 ,the reasons for this are as follows3 7#a7 ,his triumphal entry4 ,the jubilation among the people angered them4 ,they perceived that the people welcomed him1 and that they prevailed against him not at all4 ,of course this was stinging to their pride1 and they feared the outcome of this popular enthusiasm4 7#b7 ,they were further angered by their failure to discomfit him in argument in the very presence of the multitude4 ,their effort to entangle him in his talk1 as shown in ,matthew #bb3ae-df1 was a total failure1 and they knew that the people rejoiced at their discomfiture4 ,this was most galling to their pride as religious leaders of the nation4 ,add to this the terrific denunciation that ,jesus poured forth on them1 as told in ,matthew #bc3a-ci1 and bear in mind that this was in the presence of all the people1 and you have an explanation of the resentment on their part4 7#c7 ,just about at this juncture ,judas came with his offer1 which to them must have seemed most timely4 ,he knew where he could find the ,master when the people would be absent1 and they relied on their influence with ,pilate to carry their scheme through swiftly1 so that there would be no chance of any rescue4 ,so1 with this combination of circumstances1 they determined to go ahead in spite of the fact of the approaching ,passover4 #adc4 ,the ,trial4--,this was twofold4 ,in the first place1 it was an ecclesiastical trial4 ,it was before ,annas 7informal71 then before ,caiaphas1 and the ,sanhedrin4 ,here the charges were all ecclesiastical4 ,they were that he had spoken against the temple2 that he had broken the ,sabbath1 and that he was guilty of blasphemy in calling himself the ,son of ,god4 ,these charges they could not prove1 but that made no difference1 for the issue was already determined in their minds4 ,so they condemned him to death4 ,but they had no power under the ,roman government to inflict the death penalty4 ,so they had to take him before the ,roman ,governor4 ,this brings us to the second trial4 ,this was political4 ,here the charges were entirely different from those on which they had condemned him to death4 ,now they charged him with forbidding to pay taxes1 and with setting himself up to be a king1 in rivalry with ,csar4 ,all this was false1 and they knew it1 but they cared nothing for that1 so long as they could persuade ,pilate to give them the desired verdict4 ,pilate repeatedly declared him innocent1 as did also ,herod1 to whom ,pilate sent him4 ,but the ecclesiastics would take nothing but his death as their right4 ,so at last ,pilate weakly yielded1 and gave sentence as they desired4 #add4 ,the scene at the cross surpasses all description4 ,note who were there4 ,gentiles were there in the form of ,roman soldiers4 ,jews were there in the persons of the ecclesiastics1 who reviled on the cross him who for so long had gone about doing good4 ,even at this time they bore witness to his power1 crying out1 ,he saved others2 himself he cannot save4 ,had they put it1 ,he saved others1 himself he will not save1 they would have been strictly within the truth4 ,for he could have saved himself1 since it lay within his power to call for twelve legions of angels1 and they would have responded at once4 ,then where would the chief priests or even the ,roman soldiers have been8 #ade4 ,there1 too1 were the ,apostles1 who were filled with despair at the fate of him who they had hoped would redeem ,israel4 ,now their hope perished1 and they gave way to dark despair4 ,all his acquaintances from ,galilee were there1 the women beating their breasts for sorrow4 ,criminals were there as his companions in agony and shame4 ,yes1 the scene at the cross was the most dramatic that the world had ever seen4 ,for the time1 the powers of darkness seem to have triumphed1 and the best man in the world was nailed to the accursed cross4 #adf4 ,the ,penitent ,robber4--,yet even here a sudden ray of light divine breaks the darkness1 and in the penitent robber we have the most wonderful record of the triumph of faith that the world has ever seen4 ,how he was led out into the light of faith just at the moment that the faith of all others was eclipsed we cannot tell1 but the fact remains4 ,note1 all1 even the ,apostles1 had given up faith in ,jesus as the ,messiah4 ,but just at this moment1 like the sun bursting through the dark thunder-cloud1 we see the faith of this robber emerge1 resplendent1 for he recognized in the crucified man next him his ,lord4 ,he also recognizes in him a king1 for he speaks to him concerning his kingdom1 to which he is about to go4 ,more than this4 ,the robber believes that it will be well with him in the next world if his dying companion in pain remembers him1 and he also believes that he will be willing to remember him4 ,what a most wonderful exhibition of faith this was1 under the circumstances4 ,at the moment when the powers of darkness were most triumphant the power of the ,holy ,spirit was also most clearly shown4 ,and in response to all this faith comes the reassuring reply1 ,to-day shalt thou be with me in ,paradise4 #adg4 ,at the cross1 too1 we may see the epitome of all men in their relation to sin and death1 for while all three of the victims that day were brought to the cross by sin1 they stood in very different relationships to sin4 ,see1 all died because of sin4 ,but the impenitent robber died in his sin4 ,on the other hand1 the penitent robber that day died to sin4 ,jesus could do neither of these things1 for he had no sin4 ,but that day he died for sin4 ,this truth is set forth in the accompanying diagram1 and is most suggestive4 ,none but ,jesus can die for sin1 but all sinners must either die in sin or die to sin4 ,illustration3 ,,he ,,died ,,in ,,for ,,to ,,sin ,test ,questions ,when did our ,lord arrive at ,bethany8 ,how do we know that the events of these eight days were of the utmost importance in the minds of the evangelists8 ,why did the ecclesiastics not want to put ,jesus to death on the feast day8 ,give the first reason why his death came on a feast day4 ,give the second reason for this4 ,give the third reason for this action4 ,state in what respect the trial of ,jesus was twofold4 ,what were the charges in the ecclesiastical trial8 ,what were the charges in the political trial8 ,what was the verdict of both ,pilate and ,herod about ,jesus8 ,state in detail who were present at the crucifixion4 ,give the story of the wonderful triumph of faith on the part of the penitent robber4 ,what was the relationship of the three crucified men to sin8 ,lesson #g ,the ,forty ,days ,new ,testament ,division--,second ,period 7,concluded7 ---------------------------------------- ---------------------- ,,events ,,matthew ,,mark ,,luke ,,john ---------------------------------------- ---------------------- ,the ,resurrection ,morning4 ,women ,visit the ,sepulcher4 #bh3a-h #af3a-h #bd3a-aa #bj3a1 #b ,peter and ,john ,visit the ,sepulcher4 444 444 #bd3ab #bj3c-aj ,appearance to ,mary ,magdalene4 444 #af3i-aa 444 #bj3aa-ah ,second ,appearance4 #bh3i1 #aj ,report of the ,guard4 #bh3aa-ae ,appearance to ,peter2 #a ,cor4 #af3ab1 ,walk to ,emmaus4 #ae3e #ac #bd3ac-ce ,appearance to ,ten ,disciples4 444 #af3ad-ah #bd3cf-dc #bj3ai-be ,appearance to ,eleven ,disciples4 444 444 444 #bj3bf-bi ,sea of ,galilee4 ,appearance to ,seven ,disciples4 #bh3af 444 444 #ba3a-bd ,appearance to ,many #a ,cor4 ,disciples4 #bh3af-bj #ae3f ,final ,appearance2 ,acts #af3ai1 ,ascension4 #a3c-ab #bj #bd3dd-ec ,conclusion4 444 444 444 #bj3cj1 #ca2 #ba3be ---------------------------------------- ---------------------- ,,time4--,a4 ,d4 #cj4 ,,places4--,jerusalem1 ,galilee1 ,mt4 of ,olives4 ,the ,incomparable ,life 7,concluded7 #adh4 ,the ,forty ,days4--,as it is unfortunately customary on the part of certain modern critics to deny the physical resurrection of our ,lord1 and to maintain that all that we know about him after his resurrection is that he was alive1 it seems needful to give a whole lesson to these forty days4 ,the critics above referred to claim that the disciples of ,jesus expected his physical resurrection1 and1 being ignorant and unlearned1 they were easily deceived by the reports of the women4 ,in reply to this unwarranted claim the following truths must be insisted on4 #adi4 ,first truth4 ,the disciples never expected ,jesus to die1 least of all on the cross4 ,indeed1 the general expectation was that the ,messiah must abide forever 7,john #ab3cd74 ,so when he spoke of his death1 they did not even understand what he meant4 7,see ,mark #i3cb2 ,luke #i3de2 ,luke #ah3cd47 ,at one time when ,jesus spoke of all this1 ,peter even ventured to rebuke him 7,matt4 #af3bb74 #aej4 ,second truth4 ,from the above it is most apparent that they never even thought of a resurrection 7see ,mark #i3aj74 ,when they saw him die1 and knew from the physical signs of the blood and water that he was dead1 they at once gave up all hope in him as the expected ,messiah4 ,this is apparent from the remark of the two to the ,master as they were going to ,emmaus 7,luke #bd3ba74 ,their remark implies that now they had given up any such hope4 ,but more than this4 ,had they thought of any resurrection1 would they not have remained near the garden where his body was laid8 ,surely ,john and the ,master's mother would not have abandoned that garden for ,jerusalem4 ,nor would they have prepared spices for his final entombment had they had any reasonable hope of his resurrection4 ,what took the women to the tomb on that ,easter morning was not any remotest hope that they might find him alive1 but only the completion of plans for his final burial4 ,all this is apparent from the unvarnished narrative of all of the evangelists4 ,rightly read1 the narrative reveals the one fact that they had not the least hope that they would ever see him alive in this world4 #aea4 ,third truth4 ,when the tomb was found empty on that ,easter morning1 even that did not awaken any thought that the ,lord had risen4 ,this is proved by the whole story of ,mary on that day 7,john #bj74 ,all her thought was1 where is the body8 ,even when ,jesus appeared to ,mary1 she did not recognize him at first1 so far was it from her thought that he could be living4 ,and when the women reported to the disciples that they had seen him alive1 their words seemed to the ,apostles as idle talk 7,luke #bd3aa74 ,so when ,peter and ,john ran to the tomb and found not his body1 they simply believed that it had been taken away by some one1 and not at all that he had risen from the dead1 for as yet they knew not the truth that he must rise 7,john #bj3i74 #aeb4 ,fourth truth4 ,when the women were convinced that the ,lord was really risen1 still the men remained unconvinced4 ,the two on their way to ,emmaus did not recognize him1 for they never thought that it could be he4 ,peter seems to have been convinced when the ,lord appeared to him1 but in that upper chamber1 when they all 7excepting ,thomas7 saw him1 still they would not believe that it was really he1 but thought that they saw a spirit 7,luke #bd3cf-dj74 ,it took physical demonstration to prove to these men that he was really in their presence4 ,no1 they were not the credulous men that the critics would have us believe4 #aec4 ,fifth truth4 ,but as yet ,thomas would not believe1 and a whole week of arguing on the part of the other disciples did not move him4 ,it took the personal appearance of the ,master himself to convince ,thomas that the others had not been deceived 7,john #bj3bd-bi74 ,all this is proof positive that the critics are wrong in this matter and that the evangelists are telling the simple truth about the physical resurrection of our blessed ,lord4 #aed4 ,sixth truth4 ,if the body had not risen1 but was still in the grave1 it would have been easy for the ,jews to disprove the story of the physical resurrection4 ,all they would have had to do was to say1 ,here we have the body1 and to talk of resurrection under these circumstances is absurd4 ,the concocted falsehood 7,matt4 #bh3aa-ae7 shows that the body was not in the grave4 ,but for the disciples to steal it while the ,roman soldiers were on guard was absolutely impossible4 ,this is why money had to be given to the soldiers1 and they made sure that ,pilate would be fixed also1 and so the soldiers be saved from punishment4 #aee4 ,the ,conclusion4--,no1 the arguments offered to convince us that ,jesus' body did not rise are all based on unbelief1 and buttressed by false presentation of the whole case4 ,to all these we simply respond1 ,now ,,is ,christ risen from the dead4 ,the appearances of the ,master1 given in their order1 so far as we can arrange it1 are as follows3 #a4 ,to ,mary at the tomb 7,john #bj3aa-ah74 #b4 ,to the women as they were returning from the empty tomb 7,matt4 #bh3i74 #c4 ,to ,peter 7,luke #bd3cd74 #d4 ,to the two walking to ,emmaus 7,luke #bd3ac-cc74 #e4 ,to the ten in the upper chamber 7,luke #bd3cf-dh74 #f4 ,to the eleven in the upper chamber 7,john #bj3bf-bi74 #g4 ,to ,james 7#a ,cor4 #ae3g74 #h4 ,to the seven1 at the ,sea of ,galilee 7,john #ba3a-be74 #i4 ,to the five hundred brethren in a mountain in ,galilee 7#a ,cor4 #ae3f74 #aj4 ,to the ,apostles in ,jerusalem 7,acts #a74 ,to these may be added his appearances to ,paul1 to ,stephen1 and to ,john on the ,isle of ,patmos4 #aef4 ,the ,ascension4--,at last we come to the final scene4 ,we are on the ,mount of ,olives4 ,he is there1 and with him the eleven4 ,as he blesses them1 lo1 he begins to ascend4 ,in rapt amazement they gaze on his disappearing figure4 ,then a cloud intervenes1 and he is lost to their sight4 ,still they gaze1 hoping once more to see him1 when they are aware that two strangers are with them4 ,these men say to them that this same ,jesus will return again in like manner as they have just seen him go4 ,satisfied with this message1 they return to ,jerusalem1 there to tarry until they be endued with that power of which the ,master had just spoken to them4 ,how this power came and the results of its coming we shall see in the lesson on the ,acts of the ,apostles4 ,test ,questions ,what explanation of the resurrection of the ,lord do some critics give8 ,in reply to this false contention1 give the first truth4 ,give the second truth4 ,give the third truth4 ,give the fourth truth4 ,give the fifth truth4 ,give the sixth truth4 ,mention in their order the various appearances of our ,lord to his disciples4 ,what other appearances may we add to these8 ,describe the final ascent on the ,mount of ,olives4 ,after his ascension1 where did the ,apostles go8 ,for what did they then wait in the city of ,jerusalem8 ,lesson #h ,the ,early ,church ,new ,testament ,division--,third and ,fourth ,periods ,the ,pivotal ,events of the ,book of ,acts4--,pentecost--the bestowal of the ,holy ,spirit 7,acts #b3a-dg74 ,the healing power given1 as well as spiritual power 7,acts #c3a-aa2 ,acts #e3ab-af74 ,persecution came to the disciples 7,acts #d3a-bb2 ,acts #e3ah74 ,the great persecution 7,acts #f3a to #g3fj74 ,the conversion of ,saul of ,tarsus 7,acts #i3a-bb2 ,acts #bb3a-ba2 ,acts #bf3a-bj74 ,the gospel given to the ,gentiles 7,acts #aj3c to #aa3dh74 ,missionary work organized 7,acts #ac3a-c74 ,the ,council at ,jerusalem 7,acts #ae3a-ca74 ,the gospel crossed from ,asia to ,europe 7,acts #af3i74 ,the first preaching at ,philippi 7,acts #af3ad1 #ae47 ,lydia the first convert4 7,the life of ,paul is treated more fully in the next lesson47 ,,time4--,a4 ,d4 #cj to ,a4 ,d4 #ea4 ,,places4--,jerusalem1 ,damascus1 ,caesarea1 ,tarsus and ,cilicia1 ,troas1 ,philippi4 ,,significance ,,of ,,events4--,here the gospel ceases to be local in character and becomes universal--held no longer by national or geographical boundaries4 ,development of the ,early ,church #aeg4 ,importance of the ,book4--,the ,acts of the ,apostles is the most important book in the ,new ,testament1 for if we were to lose one of the ,gospels1 we should still have three left1 and if we lost one epistle1 the others would still be ours4 ,but if we had no ,acts1 we should be left with no story of the ascension1 7except ,luke #bd3ea7 and the next record would be ,paul's letter to the ,thessalonians4 ,the whole story of ,pentecost1 and the spread of the ,gospel1 would be lacking1 and1 indeed1 we should know nothing of the writer of the above-named epistle1 nor how he came to write to the church in ,thessalonica4 ,we should have absolutely nothing to bridge over the gap between the ascension and this letter4 ,illustration #aeh4 ,in the ,acts there are six pivotal events1 on which all the rest of the story turns4 ,master these1 and the whole story is clear4 ,these events we give as follows3 7#a7 ,pentecost4 ,this means power4 ,it is suggestive that the ,greek word translated power 7,acts #a3h7 is the one from which our word dynamite comes4 ,bear in mind the situation at the ascension4 ,here were fishermen and common individuals1 to whom was committed the carrying of the gospel to all the world1 yet they had neither education1 nor wealth1 nor social position1 nor political influence4 ,what an impossible task6 ,what they needed1 therefore1 more than anything else1 was power from above4 ,it was this that ,pentecost gave them1 and that1 too1 in such measure that ,peter won1 in one day1 more disciples for his ,master than the ,master himself had won in three and a half years4 ,thus the church was founded1 and before long numbered in ,jerusalem over ten thousand persons4 7#b7 ,persecution4 ,at first persecution might seem to be a disaster to the church4 ,as a matter of fact1 it was a great blessing4 ,there was danger that the believers in ,jerusalem would forget that they were told to begin at ,jerusalem1 but were to go to ,judea and ,samaria1 and as far as the ends of the earth4 ,up to the time of the persecution that arose about ,stephen there is no sign that the church did anything outside of the ,city of ,david4 ,so1 in the providence of ,god1 the cloud of persecution broke on them and they were scattered abroad4 ,most fortunate it is that then they did their duty1 for we read that the disciples 7except the ,apostles who stayed in ,jerusalem71 went everywhere preaching the ,word 7,acts #h3a-d74 ,this event marked the beginning of that spread of the gospel that has never ceased from that day to this1 and never will cease1 until the final victory is won4 ,through persecution it was that ,god stirred up the disciples1 and forced them to do work that they seem1 in their great joy over the truth1 to have neglected4 7#c7 ,the conversion of ,saul4 ,by far the most dangerous enemy of the infant church was ,saul of ,tarsus4 ,how he worked1 and how the church feared him1 we shall see more in detail in our next lesson4 ,suffice it to say here that had he continued in his first course1 the whole history of the spread of the ,gospel would have been very different from what it was4 ,from the standpoint of the truth of ,god1 next to ,moses1 ,paul was the greatest man who has ever lived4 ,to have him on the side of the truth1 instead of against it1 was a great thing for the church of that day and for the church since that day4 ,that which is of the utmost importance in the conversion of ,saul is the fact that ,jesus himself appeared to him1 and in this way gave him1 as it were1 the ,master's own sanction to act as one of the ,apostles4 ,as a matter of fact1 the two most important miracles of the ,new ,testament are the resurrection of the ,lord and the conversion of ,saul of ,tarsus4 7#d7 ,the tearing down of the middle wall of partition4 ,this took place in ,csarea1 and to ,peter was given the great privilege of tearing this wall down4 ,what was this wall8 7,eph4 #b3ad47 ,it was one divinely built centuries before4 ,up to the experience at ,csarea 7,acts #aj7 no ,gentile might come into the church of ,god1 excepting by way of the ,gate of the ,proselyte4 ,he must submit to ,jewish ordinances and customs before he could be one of the ,covenant ,people4 ,the ,apostles themselves had no thought that the ,gentiles ever could come into the church excepting in the usual way4 ,without circumcision1 they believed no man could be acceptable to ,god4 ,now the time had come when this middle wall must come down1 and to ,peter was given the high privilege of accomplishing this task4 ,but to convince ,peter that the command was of ,divine origin1 it was needful for ,god to perform a double miracle1 the like of which had never been seen4 ,therefore to ,peter on the housetop at ,joppa1 and to ,cornelius the centurion1 in ,csarea1 ,god gave a vision1 and when the two visions were brought together1 they were found to match exactly4 ,then when the ,holy ,spirit came to the men at ,cornelius' house1 ,peter was convinced that the middle wall was down1 and that to the ,gentiles as well as to the ,jews the door was open on condition of faith in the ,messiah4 ,in this event and that of the church on the day of ,pentecost1 when ,peter opened the door of the church to #cjjj ,jews1 we see1 in part at least 7and in large part71 the fulfilment of the power of the keys 7,matt4 #af3ai74 ,to exaggerate the importance of this breaking down of the middle wall is not possible1 for had not that been done1 we in this day would still have to become ,jews before we could be members of ,god's church on earth4 ,this action by ,peter was afterward endorsed by the ,council at ,jerusalem 7,acts #ae3a-ca71 at which the apostle rehearsed his experiences in ,caesarea4 7#e7 ,the organizing of missionary work by the church4 ,this was done in ,antioch1 as seen in ,acts #ac3a-c4 ,in this action1 guided by the ,holy ,spirit1 the church at ,antioch became the pioneer church in missionary labor4 ,it is worth noting that the ,holy ,spirit chose for this missionary work1 not the inferior members of the church1 but their very best men4 ,what an example to the church of later days6 ,to this day we need not the lesser lights for missionary work1 but the great lights of the church4 ,let the lesser lights burn at home1 but the great lights be sent into the outer darkness to illuminate that4 ,this is the ,divine plan4 7#f7 ,the crossing of the gospel from ,asia to ,europe4 ,this took place from ,troas to ,philippi4 ,it was in accord with the ,divine plan 7,acts #af3i74 ,this army of invasion consisted of only four men1 ,paul1 ,silas1 ,timothy1 and ,luke4 ,a feeble force1 as viewed from the merely human standpoint2 but a potent force viewed from the ,divine position4 ,the story is one of the most fascinating in all history4 ,noteworthy it is that in ,europe the first two converts were women--,lydia was the first1 and the poor woman possessed of a spirit of divination the second 7,acts #af74 ,this woman was under the control of a syndicate of men1 who made gain from her misfortune4 ,in these two cases we see a kind of prophecy of the work that the gospel does for womankind4 ,all other religions degrade woman4 ,only the ,christian religion puts her where ,god originally placed her1 by man's side1 as his helpmate4 ,alas6 soon half of this army of invasion finds itself in prison on account of its beneficent work4 ,yet even here they make a conquest1 and before morning the jailor1 who put them in the inner prison1 is himself a prisoner of the ,lord ,jesus ,christ4 ,an army with such a spirit as ,paul and ,silas had is practically invincible4 ,thus1 the gospel started on its westward way1 destined in due time to reach these western shores1 then as yet unknown to the eastern world4 ,test ,questions ,why is the ,acts of the ,apostles the most important book in the ,new ,testament8 ,name the first of the six pivotal events recorded in the ,acts4 ,to what danger was the early church exposed8 ,about how many members did the church in ,jerusalem have before the persecution broke out8 ,name the second pivotal event in the ,acts4 ,how did the scattered disciples show their great loyalty to the truth8 ,give the third pivotal event in the ,acts4 ,what fact in the conversion of ,saul is of the utmost importance8 ,give the fourth pivotal event4 ,what was this middle wall of partition8 ,what was there remarkable in the miracles that ,god wrought to convince ,peter that he was to tear the wall down8 ,name the fifth pivotal event in the ,acts4 ,what kind of men did the ,holy ,spirit choose for missionaries8 ,give the sixth pivotal event in the ,acts4 ,what significance is there in the first conversions in ,europe8 ,what notable victory did ,paul and ,silas gain in prison8 ,lesson #i ,the ,life of ,paul ,new ,testament ,division--,third ,period 7,concluded7 ,,principal ,,events ,his ,early ,life4--,born 7as ,saul7 at ,tarsus1 in ,cilicia 7,acts #bb3c71 the date of his birth not being known4 ,his trade was that of tentmaking 7,acts #ah3c71 and this he found useful later 7#a ,cor4 #d3ab74 ,he was educated under ,gamaliel1 a noted ,rabbi 7,acts #bb3c2 #e3cd74 ,his ,first ,appearance in the gospel story is at the stoning of ,stephen 7,acts #h3c7 and he became an active persecutor of ,christians 7,acts #i3a2 #bf3aj1 #aa2 #i3ac74 ,his ,conversion took place on the road to ,damascus 7,acts #i3a-bb2 #bb3c-ac2 #bf3i-ah74 ,he went to ,arabia 7,gal4 #a3ae-ag7 and worked in ,syria and ,cilicia 7,gal4 #a3ba74 ,he was brought by ,barnabas to ,antioch 7,acts #aa3be1 #bf7 and remained there a year4 ,his ,first ,missionary ,journey began at ,antioch 7,acts #ac3a-c7 and is described in ,acts #ac to ,acts #ae3ce1 when a return to ,antioch was made4 ,he was stoned at ,lystra 7,acts #ad3h-ai7 and made a number of disciples 7,acts #ad3bj-bd74 ,his ,second ,missionary ,journey began at ,antioch1 where he and ,barnabas disagreed 7,acts #ae3cf-dj7 and is recorded in ,acts #ae to #ah3bb4 ,timothy joined him 7,acts #af3a-c71 he heard the call of need from ,macedonia2 crossing to ,europe 7,acts #af3h-aj7 he planted churches 7,acts #ag3a-i2 #ah3a-ag7 and again returned to ,antioch4 ,his ,third ,missionary ,journey began at ,antioch1 and is recorded in ,acts #ah3bc to ,acts #ba3bf4 ,it included a stay of three months in ,greece1 and ended at ,jerusalem1 where he made a report of his ,gentile ministry 7,acts #ba3ae-bf74 ,his ,voyage to ,rome began with arrest in ,jerusalem 7,acts #ba3bg-cf74 ,a plot to kill ,paul failed 7,acts #bc3ab-ad74 ,he was sent to ,csarea and appeared before the ,roman rulers 7,acts #bd1 #be1 #bf71 remaining there over two years 7,acts #bd3bg74 ,he suffered shipwreck 7,acts #bg3a-dd71 but reached ,rome at last 7,acts #bh3a-ca74 ,his ,sufferings are outlined in #b ,corinthians #aa3be-bh4 ,,time4--,about ,a4 ,d4 #b to ,a4 ,d4 #fc4 ,,places4--,tarsus1 ,jerusalem1 ,arabia1 ,damascus1 ,antioch1 ,cyprus1 ,perga1 ,antioch in ,pisidia1 ,iconium1 ,lystra1 ,derbe1 ,malta1 ,galatia1 ,troas1 ,corinth1 ,athens1 ,caesarea1 ,rome4 7,details of ,paul's journeys are given in the ,appendix47 ,,significance ,,of ,,events4--,paul bequeathed to his ,christian posterity the record of a life unreservedly consecrated to service and a series of letters which set forth the philosophy of ,christian belief in a manner that for simplicity and depth has never been surpassed4 ,illustration ,paul--,persecutor and ,preacher #aei4 ,his ,birthplace4--,saul was born in ,tarsus in ,cilicia1 which was one of the university cities of that day4 ,unlike ,john the ,baptist1 therefore1 ,saul was a city-bred man1 and this urban influence is seen in the illustrations of truth that he loves to use4 ,they deal largely with city life4 ,the influence1 too1 of a city is apparent in his mental make-up1 for no one like ,saul could be brought up in a university town without feeling the influence of his environment4 #afj4 ,his ,age4--,exactly when he was born is not known4 ,but all seem to agree that it was about the same time as our ,lord1 so that when ,jesus was playing in the streets of ,nazareth1 ,saul may have been playing in the streets of ,tarsus4 ,his parents evidently intended that he should be a rabbi1 but before he went to ,jerusalem1 there to continue his studies1 they had him learn the trade of a tentmaker 7,acts #ah3c74 ,this trade was most useful to him in later days 7#a ,cor4 #d3ab74 ,in ,jerusalem he was under the instruction of a noted teacher named ,gamaliel1 7,acts #e3cd71 and ,saul names him as his teacher in ,acts #bb3c4 #afa4 ,he comes before us first in the stoning of ,stephen1 where he cares for the garments of those who did the actual stoning of the first martyr4 ,then for a while he stands to the forefront in the bitter persecution of the new and hated sect of the ,nazarene4 ,for the fearful work that he did in ,jerusalem read ,acts #h3c1 and ,acts #i3a2 for similar work done elsewhere also ,acts #bf3aj1 #aa4 ,how widely he was soon known as a ruthless persecutor we learn from ,acts #i3ac4 ,on account of all this he was the most feared man in the world by all believers4 #afb4 ,his miraculous conversion took place on the way to ,damascus on an errand of persecution4 ,of this we have one narrative given by ,luke1 and two given by the ,apostle himself4 7,acts #i3a-bb2 ,acts #bb3c-ac2 ,acts #bf3i-ah74 ,from the moment of his conversion1 ,saul was a changed man4 ,that which he hated before he now loved1 and for the sake of his newly found ,master he was willing to suffer all the persecutions that he himself had up to that time meted out to others4 ,as a consequence of his preaching in ,damascus he was obliged to flee1 and he went at once to ,arabia 7,gal4 #a3ae-ag71 where many think that he spent three years in the vicinity of ,mount ,sinai1 where ,moses and ,elijah had learned so much4 ,it may be also that before he comes to the front in the story told by ,luke1 he was in ,syria and ,cilicia1 as mentioned in ,galatians #a3ba4 #afc4 ,in connection with the revival in ,antioch1 he is introduced by ,barnabas1 who went to ,tarsus and got him to aid him in his work 7,acts #aa3be1 #bf74 ,here the ,apostle remained for about one year1 doing grand work for the church in that place4 ,as we have seen in our lesson on the ,acts1 this was the church which organized the first missionary work1 and sent ,paul and ,barnabas as their missionaries to other cities4 ,here begins ,paul's first missionary journey 7,acts #ac3b74 ,in all his work ,paul aimed at cities1 for he knew that there he could find men1 and these were what he sought4 ,this first journey took him to ,cyprus1 ,perga1 ,antioch in ,pisidia1 ,iconium1 ,lystra1 ,derbe1 and back through ,lystra1 ,iconium1 ,antioch1 to ,attalia1 and back to ,antioch in ,syria4 ,let the scholar read the story as told in ,acts #ac and #ad4 ,in ,lystra it was that he and ,barnabas were first deified--thought to be gods1--and not long after nearly killed by the inhabitants of that city4 ,in ,malta later on he was first taken for a murderer1 and then later on deified4 ,paul is the only man in all the ,bible history who had such varied experiences4 #afd4 ,in his second missionary journey he started once more from ,antioch1 and together with ,silas made a tour of the cities touched in his first journey4 ,then they went into ,galatia1 and so on to ,troas4 ,here it was that the vision of the man of ,macedonia came to ,paul1 and the result was that they crossed over to ,europe4 ,in our last lesson we saw this army of four start on their journey across the ,hellespont1 they being destined to bring to ,europe the gospel of the grace of ,god4 ,for the narrative of this journey let the scholar look up carefully ,acts #ae3cf to #ah3bb4 ,in this tour he remained for a year and a half at ,corinth4 ,the place where he found the least persecution was ,athens1 and there too he found the least real seriousness4 ,the ,athenians seem to have cared too little about religion to take the trouble to persecute4 #afe4 ,the third missionary journey begins in ,acts #ah3bc1 and the chief episode of this journey is that which took place in ,ephesus 7,acts #ai1 #bj74 ,in this city ,paul remained for two years 7,acts #ai3aj74 ,here was kindled the most remarkable bonfire that the world had ever seen1 it being made up of books of incantation1 that the idolaters were now willing to consign to the flames4 #aff4 ,paul's journey to ,rome really begins at ,jerusalem1 whither he had gone to take alms to his fellow-countrymen who were in distress4 ,here he was set upon and arrested1 and then taken to ,csarea1 where he appeared before ,festus1 ,felix1 and ,agrippa4 ,here he was delayed for more than two years4 ,then he was sent to ,rome on trial for his life4 ,in this voyage the great shipwreck occurred4 7,for further details of this wonderful life1 the scholar is referred to ,dr4 ,stalker's ,life of ,paul1 a most wonderful and brief setting forth of the main incidents of the life of the ,apostle47 #afg4 ,in all this story of ,paul's labors and sufferings there are great gaps4 ,this is seen as soon as we compare his life1 as given in the ,acts1 with one statement of his to the ,corinthians1 as given in #b ,corinthians #aa3be-bh4 ,put in parallel columns1 so as to bring them out1 the record is as follows3 ,paul's ,story ,luke's ,story ,five times whipped by ,jews4 ,not one mentioned4 ,thrice scourged by ,romans4 ,only one mentioned4 ,thrice shipwrecked4 ,not mentioned1 for the shipwreck given in ,acts was subsequent to those named4 ,a night and a day in the deep4 ,not mentioned4 #afh4 ,a ,triumphant ,life4--,therefore1 ,paul was bound to the whipping-post eight times1 and suffered shipwreck four times1 while once he clung to wreckage for twenty-four hours before he could get to land4 ,yet in spite of all this he could exclaim1 ,wherefore ,i take pleasure in weaknesses1 in injuries1 in necessities1 in persecutions1 in distresses1 for ,christ's sake3 for when ,i am weak1 then am ,i strong 7#b ,cor4 #ab3aj74 ,and in spite of all that he suffered he could also cry out3 ,i have learned1 in whatsoever state ,i am1 therein to be content 7,phil4 #d3aa74 ,it seems to us that if the ,apostle had been asked1 ,where did you learn this truly wonderful lesson8 he might have replied1 ,the whipping-post was my academy1 and mobs with clenched fists and paving-stones were my professors4 ,fastings and perils in the deep were my college1 and my midnight vigils were kept in the inner prison4 ,weariness and pain were my text-books1 and kings and rulers my lecturers4 ,chained soldiers were my room-mates1 a thorn in the flesh was my monitor1 and ,christ the crucified was ,head-master4 #afi4 ,all agree that at last ,paul suffered martyrdom in ,rome1 by being beheaded4 ,so ended the life of the most useful man of that day1 and the great leader in work among the ,gentiles4 ,test ,questions ,where was ,saul born8 ,what distinguished ,tarsus at that day8 ,what trade did ,saul learn1 and how was it useful to him in after-life8 ,when does he first come before us as a historical character8 ,what kind of a life did he live after the martyrdom of ,stephen8 ,give an account of his conversion4 ,where did he go from ,damascus at once on his conversion8 ,give the outline of his first missionary journey4 ,what remarkable experience did he have at ,lystra8 ,give the tour of his second missionary journey4 ,what was the principal city in which he wrought on his third journey8 ,give an account of his sufferings as given in his letter to the ,corinthians compared with ,luke's narrative4 ,where did ,paul suffer martyrdom1 and in what way8 ,test ,questions for ,review ,lessons #f to #i #a4 ,what were the charges in the ecclesiastical trial of ,jesus8 #b4 ,what in the political trial8 #c4 ,name the persons who were present at the crucifixion4 #d4 ,give the six truths concerning the resurrection4 #e4 ,mention in their order the various appearances of ,jesus to his disciples4 #f4 ,what other appearances may be added to these8 #g4 ,describe the ,ascension4 #h4 ,what are the six pivotal events recorded in ,acts8 #i4 ,what fact in ,saul's conversion is of the utmost importance8 #aj4 ,what victory did ,paul and ,silas gain in prison8 #aa4 ,give the outline of ,paul's first missionary journey4 #ab4 ,of his second4 #ac4 ,where did ,paul suffer martyrdom and how8 ,how the ,bible ,came to ,us ,,by ,,ira ,,maurice ,,price1 ,,ph4 ,d4 ,professor of the ,semitic ,languages and ,literatures in the ,university of ,chicago4 #a4 ,the ,english ,bible is the ,bible of the ,english-speaking world4 ,it is used in several editions or translations4 ,the most prominent of these are the ,authorized1 or ,king ,james ,version 7of #afaa71 and the ,revised ,version 7of #ahha-e71 and the ,american ,standard ,revision 7of #aija74 ,the recent revisions are supplied with marginal references and notes1 both to parallel and to explanatory texts4 ,in addition to these citations we find frequent references to the ,heb7rew71 ,sept7uagint71 ,vulg7ate71 and ,syr7iac7 readings4 ,that is to say1 the translators of the ,english ,bible refer the reader to some variant reading in one of the great ,bibles of the ancient world1 for some valuable explanation of1 or variant from1 the reading found on the page of the ,bible being read4 ,in other words1 we see by the margins of our ,english ,bible1 that there are many old ,bibles in different languages which scholars must study if they give us the best that can be produced4 #b4 ,every one who can read the ,bible in ,english must recognize the fact that our ,bible is only a translation from the language in which the books of both ,testaments were originally written4 ,the original language of the ,old ,testament is ,hebrew with a few sections appearing in the ,aramaic tongue2 and the ,new ,testament is ,greek4 ,any translator who wishes to give us an ,english ,bible that will be closest to the meaning intended by the original writers1 must translate out of those two languages4 ,if any of us has ever attempted to translate a language1 he knows how difficult it is to transfer the exact thought of one tongue into another4 #c4 ,the ,hebrew language of the ,old ,testament is full of picture-thoughts4 ,it is simple in construction1 and has a very small number of words in actual use4 ,it was the language of the ,hebrew peoples during the time of their national existence1 but degenerated into ,aramaic some time after their return from the exile4 ,the tremendous expressive power of the language is seen in the great sermons of the prophets1 especially ,isaiah1 and in the poetry of ,job and the ,psalms4 #d4 ,the founding and the growth of ,alexandria under ,greek influence led to an epoch in the history of the ,bible4 ,facilities for trade and other reasons made this city attractive to the ,jews4 ,greek1 however1 was the prevailing language of the community4 ,early in the third century ,b4 ,c4 the proportion of ,greek-speaking ,jews became so large that there was a call for their ,scriptures in their adopted tongue4 ,to supply this religious need of the ,jews1 the ,hebrew ,bible was translated 7about #bhj-acj ,b4 ,c47 into the ,greek language4 ,this ,greek ,bible contained all the books of the ,hebrew ,bible1 and several other small books now called the ,apocrypha4 #e4 ,this ,greek ,bible1 now called the ,septuagint 7,seventy71 so named because it was thought to have been translated from the ,hebrew by seventy men1 became the ,bible of the ,old ,testament for the ,greek-speaking world4 ,in the time of our ,lord it was largely used by the ,new ,testament writers4 ,it was quoted by them1 and especially by ,paul1 almost everywhere4 ,it was the ,bible of the early ,christian church until the conquest of ,rome and the ,latin tongue required a translation into ,latin4 ,these early ,latin translations of the ,old ,testament were all made from the ,septuagint4 ,there were also some scholars in the church who1 not being satisfied with the translation of the ,septuagint1 made translations of their own4 ,these were of some value to scholars1 such as that most famous of all ,biblical students1 ,origen 7#ahf-bed ,a4 ,d47 who were trying to construct the best ,greek text of the ,bible4 #f4 ,the many and differing ,latin translations that were current in the second1 third1 and fourth centuries led ,jerome1 a fully equipped and competent scholar1 to translate the whole ,bible from the original languages into good idiomatic ,latin 7#chd-dje74 ,his translation differed so much from those versions in general use that it was sharply and bitterly criticized by the less scholarly and more hostile enemies of progress4 ,but the faithfulness of his translation to the original text commended it to the most thoughtful men of the ,christian church1 and before many centuries it became the ,bible of the ,latin-speaking and ,latin-using world4 ,that was the ,bible adopted by the ,council of ,trent1 ,april #h1 #aedf1 as the official ,bible of the ,roman ,catholic ,church4 ,with the exception of the ,psalms1 which is simply a revision of an old ,latin ,psalter1 and the apocryphal books included in the collection1 this is ,jerome's translation1 made #chd-dje1 which was so drastically condemned when it first appeared4 #g4 ,in northern ,syria there was a body of ,christians who used the ,syrian language4 ,somewhere in the second century they made1 or had made for them1 a translation of the ,bible to aid them in their ,christian growth4 ,the translation from ,hebrew ,old ,testament into ,syriac was a translation from one sister tongue into another1 and was thus quite freely rendered4 ,if one should to-day translate from ,dutch into ,german1 he would feel free to vary from the literal if thereby he thought he could help bring out the meaning of the original language4 ,this ,syriac translation1 while a beautiful piece of work1 was most too freely done to be of much value to scholars who are to-day trying to find out what the text could have been from which it was made4 ,there are none of the ,latin ,bible apocryphal books in the ,syriac version4 #h4 ,these facts show us that the early ,christian church in ,egypt1 ,palestine1 ,syria1 ,asia ,minor1 and ,europe used the ,bible mainly in three versions1 viz43 ,septuagint ,greek1 ,latin ,vulgate1 and the ,syriac--all valuable1 prominent texts4 ,of ,greek texts there were several translations current among different branches of the early church4 #i4 ,when the peoples on the outskirts of civilization became ,christianized they also were provided with the ,scriptures1 translated into their tongues from one of the three or four great versions of that day4 ,thus we have the ,bible in ,arabic1 ,ethiopic1 ,armenian1 ,gothic1 ,slavonic and a lot of other border languages4 #aj4 ,the ,bible was introduced into ,england very early in the ,christian centuries1 and it was one of the ,latin versions current in the ,western world4 ,this was succeeded by the ,vulgate ,latin4 ,preachers and teachers were obliged to interpret this in the language of the native peoples4 ,some fragments of these interpretations1 paraphrases1 and translations remain to the present day1 preserved in the ,anglo-,saxon or early ,english tongue4 ,in the fourteenth century1 ,wycliffe 7#acbj-achd7 gave us the first ,english ,bible1 translated1 not from the original ,hebrew and ,greek1 but from the ,latin ,vulgate1--a translation of a translation4 ,this was received with slight favor by the churchmen of that day4 #aa4 ,not until the sixteenth century do we have an ,english ,bible translated out of the original languages of the ,bible4 ,after great opposition and severe trial ,tyndale succeeded in printing in ,germany and distributing in ,england an ,english ,new ,testament translated from the ,greek4 ,but his books were confiscated1 and burned in ,london by the church officials4 ,remaining on the continent and prosecuting his translation of the ,old ,testament he was finally kidnapped1 imprisoned1 strangled1 and burned at the stake ,october #f1 #aecf--;all because he translated the ,bible into ,english so that the common people could read it4 ,within one year after his martyrdom his translation was published under another name by royal authority1 the authority of ,henry ,,viii4 ,for several years ,english ,bibles flowed from the presses of ,england and the continent in several editions1 most prominent of which were ,matthew's1 ,coverdale's1 and the ,great ,bible4 ,a revulsion against ,protestantism cut off ,cromwell's head and gave ,bible-popularity a setback4 ,edward ,,vi 7#aedg-c7 espoused the cause of the ,protestants1 while ,mary ,tudor 7#aeec-h7 burned at the stake many of the best men of the times1 such as ,ridley1 ,latimer1 and ,john ,rogers4 ,in the reign of ,queen ,elizabeth 7#aeeh-afjc7 ,bible translation and publication1 both ,protestant and ,catholic1 made rapid progress4 ,there were published the ,geneva version 7#aefj71 the ,bishops' ,bible 7#aefh71 and the ,rheims ,new ,testament 7,roman ,catholic1 #aehb74 ,of all these the ,geneva ,bible became the most popular4 #ab4 ,early in the reign of ,james ,i 7#afjc-be7 a movement was set on foot to provide a new and better ,english translation of the ,bible4 ,most of the eminent ,biblical scholars of ,england set to work and produced in #afaa the ,authorized ,version of the ,bible2 it is a model of good ,english and a very faithful translation of the original texts known at that time4 #ac4 ,between #afaa1 the date of appearance of the ,authorized ,version1 and #ahgj1 the date of the beginning of a revision1 a period of more than #bej years1 scholars found a large number of very valuable manuscripts of the ,bible1 older and nearer the lost originals than any hitherto known4 ,the ,english language1 too1 in that space of time1 had changed in some important particulars4 ,during this same period1 several private attempts were made to give us a new and better translation than the ,authorized ,version4 ,several works were produced on the added new material of the new manuscripts now known to scholars4 ,in fact1 there was agitation toward a new translation on the grounds of the better ,hebrew and ,greek texts now at hand1 of the more thorough and comprehensive scholarship available1 and of the obsolete language of the ,authorized ,version4 #ad4 ,in #ahgj steps were taken toward revision1 and before many years both a ,british and ,american ,revision ,committee1 made up of many of the leading ,british and ,american ,biblical scholars1 were at work4 ,after ten years of most conscientious and careful effort the ,revised ,version of the ,new ,testament appeared in #ahha1 and four years later1 in #ahhe1 the ,old ,testament appeared--thus completing a translation on the basis of the best manuscripts now known to the scholarly world4 #ae4 ,the ,american ,revision ,committee1 not as conservative as the ,british in the retention of old terms1 words and phrases1 carefully revised the ,revised ,version and issued in #aija ,the ,american ,standard ,revised ,version--the best edition of the ,bible in the ,english language4 ,test ,questions #a4 ,what are the three most prominent of the editions of the ,bible in ,english8 #b4 ,what are the two original languages of the ,old ,testament8 ,the original language of the ,new ,testament8 #c4 ,what is a special characteristic of the ,hebrew language8 #d4 ,what is meant by the ,septuagint8 #e4 ,who was the great translator of the ,bible into ,latin8 ,by what church was it officially adopted8 #f4 ,into what language akin to ,hebrew was the ,bible translated1 and through the agency of what people8 #g4 ,what versions were mainly in use in the early ,christian church8 #h4 ,who gave us the first ,english ,bible1 and when8 #i4 ,who first translated the ,bible into ,english from the original ,bible languages8 #aj4 ,tell the story of ,tyndale's version4 #aa4 ,what other editions were prominent at about that time8 #ab4 ,what gave ,bible popularity a setback8 #ac4 ,what ,bibles were published during the reign of ,queen ,elizabeth8 #ad4 ,in whose reign and by whom was the ,authorized ,version produced8 #ae4 ,why was a revision deemed necessary8 #af4 ,in what year did the ,revised ,version of the ,new ,testament appear8 ,the ,old ,testament revision8 #ag4 ,what body of men prepared the ,revision8 #ah4 ,who prepared the ,american ,standard ,revised ,version1 and in general how does it differ from the ,revised ,version8 ,the ,gist of the ,books ,the ,old ,testament--,the ,pentateuch ,genesis ,the book of beginnings--the creation2 the fall of man2 the beginnings of the chosen people4 ,exodus ,the story of the going out of the chosen people from ,egypt to ,canaan1 with an account of ,god's dealings with his people in guiding them into national life4 ,leviticus ,laws and ceremonies of the tabernacle for the priestly tribe of ,levi1 as a guide in their service4 ,numbers ,the book of the numbering of the people on two occasions--7#a7 ,at ,sinai1 in the second year of the wanderings2 7#b7 ,on the ,jordan1 in the fortieth year4 ,containing the story of the wanderings1 from ,sinai to the countries east of the ,jordan4 ,deuteronomy ,the repetition of the ,law1 to the people who had been born in the wilderness1 as applied to the coming life in ,canaan2 appointment of ,joshua to succeed ,moses2 the account of the death of ,moses4 ,historical ,books ,joshua ,the story of the ,conquest of ,canaan2 distribution of the land2 locating tabernacle at ,shiloh2 and death of ,joshua4 ,judges ,the story of ,israel's political and religious decline after ,joshua's death4 ,there was no king in ,israel2 every man did that which was right in his own eyes4 ,a history of the ,judges from death of ,joshua4 ,ruth ,the link connecting the period of the ,judges with the ,monarchy1 giving ,david's genealogy1 and furnishing many instances of faith1 and of the bringing of good out of evil4 #a and #b ,samuel ,a continuation of the history of the ,judges1 telling of ,eli and ,samuel1 and the story of ,saul's anointing and reign1 and the rise and reign of ,david4 #a and #b ,kings ,the history of the kingdoms of ,israel and ,judah from the death of ,david to the captivity4 ,the story of the conflict between ,jehovah and ,baal4 ,the life-stories of ,elijah and ,elisha4 #a and #b ,chronicles ,giving matter supplementary to the preceding books2 the temple ritual under ,david and ,solomon2 restoration of church and nation after captivity4 ,ezra ,the return of the captives under ,zerubbabel2 the rebuilding of the temple2 the second return of captives in time of ,artaxerxes ,longimanus and ,ezra's reformation of the people4 ,nehemiah ,the rebuilding of the city walls of ,jerusalem under ,nehemiah2 reforms1 civil and religious2 restoration of ,temple services2 re-enacting of ,mosaic law4 ,esther ,an episode in the history of the ,israelites who remained in captivity1 showing the overruling power of ,providence4 ,poetical ,books ,job ,the story of ,job's sufferings and patient endurance2 the wisdom and power of ,god in dealing with him2 his closing days of peace and prosperity4 ,psalms ,a compilation of songs of praise and devotion1 used especially in the public worship of ,jehovah4 ,proverbs ,a manual of practical rules of life setting wisdom over against folly--principally the work of ,solomon4 ,ecclesiastes ,the story of a search for happiness in the things of the world1 concluding with the emptiness of everything but the doing of ,god's will4 ,song of ,solomon ,there are three principal views concerning the ,song of ,solomon or ,song of ,songs3 7#a7 ,as a spiritual allegory1 teaching ,god's love for ,israel2 7#b7 ,as an allegory with ,christ as the ,lover and his church as the beloved2 7#c7 ,as the story of ,solomon's love for the ,shulamite4 ,the ,prophetical ,books ,the ,major ,prophets ,isaiah ,prophecies against ,jerusalem2 a forecast of ,messianic days2 the relation of the ,jewish nation to its enemies2 the disappearance of national distinctions1 and the great future of the church4 ,jeremiah ,warnings to the ,jews2 a survey of all nations2 a promise of return from exile2 prophecies regarding ,egypt4 ,lamentations ,a pathetic ode1 expressing ,jeremiah's grief over the destruction of ,jerusalem and its ,temple1 and the miseries of slavery and famine4 ,ezekiel ,prophecies before and after the destruction of ,jerusalem1 exhorting to repentance2 pronouncing ,god's judgment on the surrounding nations2 and visions of the final glory of ,god's people in a new ,jerusalem4 ,daniel ,the story of ,daniel in ,babylon1 and particularly noteworthy because of its ,messianic predictions4 ,the ,minor ,prophets ,hosea ,points out the unfaithfulness of ,israel2 the necessity for punishment2 the final restoration of ,israel4 ,joel ,a prophetical description of locusts1 drought1 and invasion1 with exhortation to fasting1 prayer1 and repentance2 a promise of blessing2 a warning of the destruction of ,jerusalem2 a foretelling of the founding of ,messiah's ,kingdom4 ,amos ,denounces sins of nations around ,israel and ,judah2 describes the state of the two kingdoms1 and pictures the coming of the ,messiah and restoration of the people4 ,obadiah ,predicts annihilation of ,edom1 and contrasts it with the future restoration of ,israel1 who are to possess ,edom and ,philistia1 and enjoy the promises of the ,messiah4 ,jonah ,the story of ,jonah's mission to the ,ninevites1 his wilfulness1 and ,god's love for the nations4 ,micah ,depicts the fall of ,israel and ,judah2 the better things to come2 foretells invasions of ,sennacherib and ,shalmaneser1 the dispersion of ,israel1 destruction of ,jerusalem and ,assyria1 and the birthplace and kingdom of ,christ4 ,nahum ,a consoler from ,jehovah1 foretelling the downfall of ,assyria1 and repeating ,jonah's denunciations of ,assyria4 ,habakkuk ,foretells destruction of the ,chaldeans2 utters song of praise for the power and mercy of ,jehovah1 with confidence in his mercy on his people4 ,zephaniah ,prophetic warnings against ,judah1 and the ,baal and ,moloch worship1 ending with reproofs to ,jerusalem1 and promise of final restoration4 ,haggai ,an arousement of the people to support ,zerubbabel and ,joshua 7the high priest7 in building the ,temple4 ,zechariah ,encourages the ,jews to push on in building the ,temple2 foreshadows national history and the coming of the ,messiah4 ,malachi ,reproves the profanation of the priests in the ,new ,temple1 and foretells the appearance of the ,messiah to purify the ,temple4 ,the ,new ,testament--,historical ,books ,matthew ,the nature of the ,kingdom of ,heaven2 the miracles to illustrate ,jesus' teachings2 the opposition of ,pharisees2 ,jesus as the kingly ,messiah4 ,mark ,emphasizes the deeds of ,christ1 the mighty ,saviour4 ,luke ,sets forth the redemptive character of ,christ4 ,john ,emphasizes the deity of ,christ4 ,acts ,the history of the founding and extending of the ,christian ,church--under ,peter and ,paul4 ,the ,epistles--,pauline ,romans ,the summary of ,god's dealings with mankind1 from first adoption to sonship1 showing sinfulness of human race2 the way of salvation2 the ,christian's duty and privileges2 the development of truth2 personal messages4 #a and #b ,corinthians 7#a7 ,the church as it was at that time2 reproof of the factional spirit2 intercourse with heathen2 words about the ,lord's supper2 resurrection of the dead4 7#b7 ,the model pastor2 thankfulness for the removal of evils against which ,paul had written in the first letter2 indignation at the arrogance of his opponents4 ,galatians ,the magna charta of ,christian liberty4 ,contains details of ,paul's life4 ,salvation impossible through works of the law4 ,brief outline of plan of salvation as given in ,romans4 ,its argument makes ,christianity not a ,jewish sect but a world religion4 ,ephesians ,on the ,ideal ,church4 ,written to strengthen those who had left heathenism1 contrasting their present higher life with the former degradation4 ,philippians ,on the ,ideal ,christian4 ,written during ,paul's first imprisonment in ,rome--a letter of grateful affection1 of joy over the ,philippian ,christians1 and comment upon his imprisonment and prospects4 ,colossians ,on the ,ideal ,saviour4 ,the supremacy of ,christ as the source of all spiritual blessings2 the stimulus of ,paul's own example in pressing on to the truth2 a warning against false teachings2 the effect of sharing in ,christ's resurrection4 #a and #b ,thessalonians 7#a7 ,gratitude for their acceptance of the ,gospel2 the glories of resurrection and of the transformed body2 7#b7 ,to correct an impression that the resurrection was near at hand2 exhortations to perseverance1 and appeals for the prayers of the ,thessalonians4 #a and #b ,timothy ,to counteract the ,judaizing influence at work against ,paul's views of ,christianity1 and to encourage ,timothy in his duties1 with directions as to public worship1 and friendly counsel to ,timothy4 ,titus ,advice as to the course to pursue in helping the church in ,crete to overcome degenerate state2 church organization1 qualification of elders1 suppression of false teachers2 personal words to ,titus2 the importance of good works4 ,philemon ,a letter of reconciliation on behalf of ,philemon's converted slave ,onesimus1 by whom the letter was taken to ,philemon4 ,hebrews ,showing the superiority of the ,christian over the ,jewish dispensation1 because its ,author is superior to ,moses2 because the ,old ,covenant was incomplete2 and warnings against relapses into ,judaism4 ,the ,epistles--,general ,james ,an ,epistle of ,faith4 ,addressed to ,jewish ,christians1 on sincerity and patience2 against hypocrisy1 self-deceit1 adulation of the rich1 and contempt of the poor2 on ruling the tongue2 on false charity2 and warning against trying to serve ,god and ,mammon4 #a ,peter ,the first of two ,epistles of ,hope4 ,as to earthly trials2 a holy life2 duty as citizens1 slaves1 husbands1 wives2 pastors and their duties4 #b ,peter ,perseverance in faith and good works2 punishment of the impenitent2 certainty of the ,second ,advent4 #a ,john ,the first of three ,epistles of ,love4 ,a doctrinal discourse1 especially to ,gentiles in ,asia ,minor1 aiming to show the true doctrine as to the ,person of ,christ1 and communion with him as necessary to a holy life1 and intended to confirm them in their faith4 #b ,john ,to the elect lady 7of whom nothing certain is known7 and her children--an exhortation to love1 faith1 godliness1 and a warning against false teachers4 #c ,john ,to ,gaius1 of whom nothing certain is known1 commending him for hospitality and piety1 warning him against ,diotrephes1 and asking his help for ,demetrius4 ,jude ,remarkable for an otherwise unrecorded saying of ,enoch 7v4 #ad74 ,warns against false teachers4 ,cites examples of impenitence1 and affirms certainty of judgment and punishment of the wicked4 ,prophetical ,revelation ,the only prophetical book of the ,new ,testament4 ,the visions of ,john the ,apostle on the ,isle of ,patmos1 in his old age4 ,,the ,,pupil ,,antoinette ,,abernethy ,,lamoreaux ,,lesson ,,page #a4 ,knowing the ,pupil #aci #b4 ,the ,beginners ,age--,three to ,six #adc #c4 ,beginners ,age 7concluded7 #adg #d4 ,the ,primary ,age--,six to ,nine #aea #e4 ,junior ,age--,nine to ,twelve #aee #f4 ,junior ,age 7concluded7 #aei #g4 ,the ,intermediate ,age--,twelve to ,sixteen #afc #h4 ,the ,intermediate ,age 7concluded7 #afg #i4 ,the ,senior ,age--,sixteen to ,maturity #aga #aj4 ,maturity #age ,teaching ,hints ,leaders of classes1 and individuals pursuing these studies apart from classes1 are urged to read the chapter entitled ,teaching ,hints1 on page #bei1 before beginning this section ,lesson #a ,knowing the ,pupil #a4 ,there never was a time when so many people were students of human life as to-day4 ,professional men1 business men1 politicians1 educators1 parents1 indeed the whole thinking world has apparently matriculated in a college of life4 ,what is it1 how does it develop1 how may it be influenced1 how led to action8 ,these are typical questions to which answers are sought4 ,there would be no value in this study were it not for the fact that life1 like all other of ,god's creations1 is under law1 and the laws are unchangeable and universal4 ,certain causes will always produce certain results under normal conditions4 #b4 ,since these laws of life may be known1 two conclusions follow3 first1 results which are desired in a life can be intelligently planned for2 second1 haphazard1 ignorant work with a life becomes culpable in proportion to the issues at stake and the opportunity for acquiring skill in the work4 #c4 ,why the ,sunday-school ,teacher should know the ,pupil4--,next to fathers and mothers1 the duty of understanding life is laid most imperatively upon ,sunday-school teachers4 ,four unanswerable arguments present themselves as proof4 7#a7 ,the issues are the most vital in the world4 ,the case the lawyer seeks to win is important1 but the case the teacher seeks to win involves character1 not reputation1 and the outcome is eternal4 7#b7 ,a mistake with a life cannot be wholly rectified4 ,there is a best time for each phase of work with a life--a time to form habits and store memory1 a time to shape ideals and to crystallize life purposes1 a time to broaden sympathies and to lead to service2 if this best time be passed1 the results1 if obtainable at all later1 come with greater effort and with less success4 7#c7 ,the time is short4 ,measured on the dial1 an hour in a week or a lifetime out of an eternity is too brief to allow of one wasted moment1 one experimental or ignorant touch upon a soul4 ,but measured by the duration of a given opportunity the time is shorter still4 ,conditions in the life are constantly changing1 never to return in the same way again4 ,what is done in buying up the opportunity1 must be done quickly4 7#d7 ,success is largely conditioned upon obedience to ,god's laws4 ,only the ,holy ,spirit can make spiritual work effective1 but he always operates in accordance with ,god's laws4 ,there are conditions between the teacher and ,god which must be met before he can work1 and conditions between the teacher and the pupil4 ,these conditions or laws are not hidden and mysterious1 but may be definitely known1 and in proportion as they are obeyed will ,god have access to the soul of the pupil4 #d4 ,what the ,teacher ,should ,know about the ,pupil4--,every teacher owes to ,god and to the life he seeks to touch a twofold knowledge3 first1 a knowledge of the general laws in all life1 and second1 a knowledge of the individual life of each pupil4 7#a7 ,general knowledge4 ,since the purpose of this study of the pupil is to afford a general knowledge of life1 four preliminary statements will suffice in this connection4 7a7 ,life is constantly changing4 ,this change is evident in growth or increase in size and development or increase in power4 ,it occurs not only in the body but the soul as well1 or that part of life which is not physical1 and is a result of nourishing food and proper exercise4 ,the ,sunday-school has recognized this fact of change by its division of the life of the pupil into six periods1 ,beginners1 ,primary1 ,junior1 ,intermediate1 ,senior1 and ,adult4 ,these periods mark different stages in development4 7b7 ,each period has certain predominant characteristics and out of these characteristics arise definite opportunities and needs4 ,to meet these opportunities and needs is the goal of work for each period4 ,the final goal of developed ,christian character can be attained only through reaching the goal of each period4 7c7 ,development is gradual1 constant and progressive4 ,the soul comes into the world containing infinite but undeveloped possibilities4 ,the unfolding is gradual and constant as the possibilities are called out by the needs of the life4 ,there is also an order in unfolding4 ,the soul develops power for simple mental processes first and for the complex later3 interest in self first and in others later2 consciousness of the natural first1 the spiritual later4 ,the teacher who knows ,god's order1 obeys his laws and waits his time is the teacher whose seed sowing is reaped in the hundredfold harvest4 7d7 ,it is impossible to ignore the physical and mental side of the pupil and be successful in spiritual work with him4 ,the lesson cannot reach the soul save by way of physical senses and a physical brain and mental processes identical with those necessary in apprehending a history lesson4 ,the ,holy ,spirit applies the truth to the life but he has only so much to apply as has been received into the mind4 ,therefore pure air and bodily comfort1 acute senses and obedience to the laws of the mind are as surely linked with spiritual work as prayer4 7#b7 ,specific knowledge4 ,though all lives possess the same general characteristics and are under the same general laws1 no two lives are identical4 ,some unfold more rapidly than others1 some have larger capacity and more latent possibilities than others and all are in differing circumstances4 ,it is this variation that makes individuality1 and the more perfect the adaptation of the teacher's work to the individual the greater the teacher's success4 ,again1 each life is immeasurably influenced by its environment4 ,no teacher can understand a pupil without knowing what has entered into his life4 ,i am a part of all that ,i have met4 ,the home and the daily surroundings are the explanation of what the pupil is and an index to what he needs4 ,this specific knowledge can come only through close personal observation and sympathetic intimacy with the pupil4 ,in this intimacy is revealed the pathway to the heart1 as it winds through ambitions and interests and love4 ,unless the teacher find this path to the tender1 responsive place whose gateway each soul keeps for itself1 the seed must fall on the stony ground where germination is impossible4 ,test ,questions #a4 ,since laws of life are known1 what two conclusions follow8 #b4 ,give four reasons why the ,sunday-school teacher should know the pupil4 #c4 ,what twofold knowledge about the pupil should the teacher have8 #d4 ,how has the ,sunday-school recognized the changing life of the pupil8 #e4 ,give three characteristics of development4 #f4 ,how may specific knowledge of the pupil be gained by the teacher8 ,lesson #b ,the ,beginners ,age1 ,three to ,six #e4 ,general ,characteristics 7#a7 ,absorption4 ,the ,beginners period1 together with the ,primary1 ,junior1 and ,intermediate periods1 is pre-eminently the absorptive time of life4 ,as the possibilities of the soul begin to awaken1 curiosity1 imitation1 imagination1 feeling and all the manifold expressions of its power1 they require food and exercise just as the body requires them to develop strength4 ,hence these years of most rapid development are the years of greatest hunger1 physical and mental1 of greatest capacity to receive and assimilate1 and of greatest activity4 7#b7 ,rounded development4 ,these periods are also the years of rounded development4 ,every part of the body is growing and every power of the soul4 ,while development is not perfectly symmetrical and balanced1 as for example1 feeling developing strength before reason1 imagination before self-control1 it is nevertheless all-sided and requires in consequence nourishment and activity in every part4 ,conditions change as maturity approaches and development becomes more and more narrowed to a special line4 ,the muscles of the blacksmith's arm increase in strength1 the fingers of the violinist grow more flexible1 the imagination of the poet more beautiful1 the analytic power of the lawyer more keen1 until physical and mental power begin to break2 but1 outside of the specialty1 growth and development practically cease because of the cessation of nourishment and activity on other sides4 #f4 ,special ,characteristics 7#a7 ,restlessness4 ,this is the most restless period of all the ,sunday-school life4 ,a surplus of activity is generated in the body1 and it must be expended if the child is to be in a healthy condition1 as well as in a normal1 happy mental state4 ,but the outgo of this activity should do more than merely reduce pressure1 as the escape of steam from a safety valve4 ,it is a law of life that we both understand and retain most thoroughly the thing we do4 ,this abounding activity is ,god's great provision for enabling the child to make his own that which he is receiving through his senses4 ,it is handling and eating the apple that makes him understand what it is4 ,it is playing that he is the father or the ,sunday-school teacher1 performing the act of helpfulness and love that enables him to enter into the meaning of these relations and duties of life4 ,the problem of the ,sunday-school teacher then is not ,how can ,i keep the child still1 but ,how can ,i make this activity teach the child2 for1 re-emphasizing the thought1 ,the child understands and remembers the action far better than the admonition4 7#b7 ,imitation4 ,the activity of this period is distinctly imitative4 ,just as the child must learn to form letters by copying them before he can develop an individual style of writing1 so he must learn right action by imitating it before he can be independent and original4 ,every time a child imitates an action he understands its meaning better1 he fixes it more securely in memory and he also makes its repetition so much the easier4 ,it is important1 therefore1 to note what he naturally imitates4 ,in this period it is some definite act1 not the spirit nor life of the actor4 ,he does not aspire to resemble the character of the teacher1 but he does try to speak and move and look as she does4 ,as the action is performed1 the life unconsciously but surely becomes like the one who is imitated4 7#c7 ,curiosity4 ,because the child has everything to learn ,god has made him want to learn everything4 ,as physical hunger arouses an effort to supply the need for physical food1 so mental hunger or curiosity arouses an effort to supply mental food4 ,it is most active in the period of greatest absorption1 when the life must store for future use4 ,there are two points in relation to curiosity which it is important for the ,sunday-school teacher to remember4 7a7 ,its field of operation1 or that toward which it is directed4 ,curiosity is selective1 going out only toward those things in which the life is interested4 ,in this period the child's interests are in activities in ,nature and everyday life and in the things about him2 but he desires to know only the simplest facts concerning them4 ,what the object is1 where it came from1 and what it will do1 usually satisfy his curiosity regarding it4 ,the teacher1 therefore1 is guided in the selection of what shall be given the child in a lesson4 7b7 ,its channels of operation or that through which it acts4 ,the channels through which curiosity reaches out for knowledge and brings back the results of its search are the senses4 ,every waking moment finds them taking in sensations which are carried to the brain through the nervous system4 ,the more perfect the senses in their working the more correct the message they bring4 ,failure to learn and inattention are usually caused by some defect in the senses or other part of the body4 ,while an adult can arrive at new ideas through other ideas1 the child must receive practically all his ideas through his senses4 ,this guides the teacher as to the method of presenting the lesson4 7#d7 ,fancy4 ,this is the early form of imagination1 unleashed and untrammeled1 which transforms objects1 gives soul to inanimate things and creates for the child his own beautiful play world4 7#e7 ,self-interest4 ,the beginner himself is the center of his little world4 ,his thinking and his feeling revolve around his own personality1 and his own advantage is the thing he constantly seeks4 ,this is ,god's order of development4 ,the consideration for others will follow later1 but even now the child may be led into loving1 unselfish acts through imitation and personal influence4 7#f7 ,faith4 ,perhaps the better term in the beginning would be credulity1 for faith is confidence which has a basis in knowledge1 and knowledge does not necessarily enter into a child's belief4 ,anything an older person tells him is accepted unquestioningly1 no matter of what sort it may be4 ,this means a great responsibility and an unequaled opportunity in the matter of religious instruction4 ,the stories of ,god's power and the love of ,jesus ,christ are absorbed into the life1 neither proof nor explanation being necessary nor indeed comprehensible4 ,as the stories multiply in the home and the ,sunday-school that which was credulity at first becomes genuine faith4 ,the child does not reason that ,god will do because he has done1 but a feeling of the ,divine strength and love grips him and out of this feeling grows loving confidence in the ,one who first loved him4 ,if a child passes through the ,beginners department without this response1 his teacher has been out of touch with her ,lord4 ,test ,questions #a4 ,what are the age limits of the ,beginners period8 #b4 ,what are the general characteristics of the ,beginners ,age8 #c4 ,what are some of the characteristics of these years of absorption8 #d4 ,what is meant by rounded development8 #e4 ,name six special characteristics of the ,beginners ,age4 #f4 ,what is the purpose of a child's abounding activity8 #g4 ,what is gained by a child when he imitates an action8 #h4 ,what two points about a child's curiosity is it important for a teacher to know8 #i4 ,who is the center of the little child's world8 #aj4 ,by what means is true faith developed in a child8 ,lesson #c ,beginners ,age 7,concluded7 #g4 ,opportunities of the ,beginners ,age4--7#a7 ,shaping character through influence4 ,there are two ways of touching a life--the one through definite instruction1 which must be understood to avail anything2 the other through unconscious influence which is felt1 not necessarily comprehended4 ,the mind of the beginner is awake and active1 but he can grasp little instruction beyond simplest facts about concrete things4 ,right and wrong1 unselfishness1 love1 all the abstract standards and principles of life1 he cannot comprehend intellectually1 but he absorbs the influences that go out from them1 and what is felt is always more powerful than that which lodges only in the head4 ,during the first six years of life the child is peculiarly sensitive to every influence that comes to him out of his environment1 and these1--not instruction1--determine what he shall be4 ,no amount of teaching upon the subject of flowers and birds and trees can arouse the joy and gratitude which a drive through the country on a glorious spring morning awakens4 ,no number of lessons upon self-control will make the impression upon the heart which the sight of it in another makes4 ,the child cannot understand the nature and necessity of reverence1 but he will feel it1 if that be the influence of the ,sunday-school hour4 7#b7 ,shaping character through imitation4 ,the actions in this period which result from instruction are few compared to those which come from the instinct of imitation2 therefore what the teacher is unable to do through precept she can accomplish through the power of example and story4 7#c7 ,imparting simple spiritual truths4 ,these must be truths with whose earthly likenesses the child is familiar4 ,this will make possible stories of ,god's power as ,creator1 his love and care as ,heavenly ,father1 stories of ,jesus as the loving ,friend and ,helper of little children1 and the necessity of obedience to his commands4 #h4 ,needs of the ,beginners ,age4--,if the opportunities of this period are to be realized1 four things are necessary3 7#a7 ,a ,christlike teacher4 ,while influences go out from everything1--people1 circumstances1 conditions1 even inanimate1 senseless things1--a human life radiates the strongest influence4 ,it has a twofold effect upon a little child3 he not only feels the influence1 but it also moves him to imitate the person4 ,he may forget the lesson1 he may not have comprehended it at all1 but he has absorbed the teacher during the hour and he will try to reproduce what she has said and done even to her very tone1 expression1 and manner4 ,if his model be a gentle voice or a loving word1 the very act of imitating it makes him gentler and more tender1 and what exhortation may not secure1 influence and imitation will bring4 ,therefore a teacher will do her strongest work with a beginner by being like ,jesus ,christ4 7#b7 ,a suggestive atmosphere4 ,atmosphere represents the sum total of all the influences at a given time4 ,the soft music of the organ1 the dim light1 the stillness1 the attitude of prayer1 all create an atmosphere to which reverence and worship are the natural response4 ,in confusion and bustle1 with loud voice and impatient movement on the part of the teacher1 there could be only restlessness and irreverence and inattention on the part of the child4 ,the atmosphere must suggest to the pupil that which the teacher desires from him1 be he beginner or adult1 for feeling and action are more influenced by atmosphere than admonition4 ,the greatest work for the hour will have been accomplished if the child shall feel that the ,lord was in that place1 though he knew it not1 intellectually4 7#c7 ,right direction of activity4 ,the activity of the child may prevent his receiving any benefit from the instruction1 or it may be the most effective means for fastening impressions4 ,it is such a constant and prominent factor in the problem of the hour's work that the teacher must plan beforehand just how it shall be directed4 ,in addition to opportunities for general movement1 such as rising for songs1 or marching1 every thought given to the child should have some action immediately connected with it as far as possible1 both to help him remember it and make it easier for succeeding actions to follow4 ,for example if the lesson is upon helpfulness1 each child should be led into doing something for his neighbor before he leaves4 ,a prayer attitude should accompany prayer4 ,as this is the rhythmic period1 motions which the children themselves suggest may accompany the songs4 ,the results of directing the activity into helpful channels will be found in better memory of the lesson and in the starting of right habits of action4 7#d7 ,an imitable activity in the lesson4 ,in simplest facts set forth in a story of a person1 not in exhortation1 the lesson must make vivid and attractive an activity which the child can imitate4 ,the more realistic the portrayal1 the more surely will the child attempt to reproduce it4 #i4 ,difficulties in the ,beginners ,age4--,the difficulties of this period arise largely from the child's immaturity and are to be overcome by adaptation of methods and instruction4 7#a7 ,restlessness and lack of self-control1 making sustained attention impossible4 ,a program consisting of brief exercises1 varied in character1 full of interest1 and permitting frequent movement1 will meet this condition4 7#b7 ,limited experience and scanty store of ideas4 ,this necessitates careful selection of teaching material1 that spiritual truth outside the child's comprehension be not forced upon him1 since he can grasp only that which is like something that he knows4 7#c7 ,a limited vocabulary4 ,this calls for watchful care in language1 particularly lest a familiar word be used in a sense unfamiliar to the child4 7#d7 ,a conflicting home atmosphere4 ,when the child absorbs influences that lack ,jesus ,christ during seven days in the week1 only a teacher filled with ,divine life and power can effect counter-conditions more powerful in the brief time of her contact4 #aj4 ,results to be ,expected in the ,beginners ,age4--,summing up the results already suggested1 the work in the ,beginners department will make its impress upon the feelings of the child1 primarily4 ,he will have learned some truths about the ,heavenly ,father1 and his ,son ,jesus ,christ1 and there is an intellectual value in these4 ,but this value cannot compare with that of the love and trust which come unconsciously1 yet really1 into his soul1 if the teacher has done her work with ,god4 ,test ,questions #a4 ,in what two ways may life be touched8 #b4 ,give illustrations of what is known as unconscious influence4 #c4 ,what methods accomplish more than precepts with ,beginners8 #d4 ,what spiritual truths can be taught in this period8 #e4 ,name four needs of the ,beginners ,age4 #f4 ,what is meant by atmosphere8 ,how utilized8 #g4 ,how may the child's activity be given the right direction8 #h4 ,name four difficulties in the ,beginners period4 #i4 ,how may restlessness be overcome8 #aj4 ,what special care is needed in the teacher's choice of words8 #aa4 ,what are some of the results to be expected in the ,beginners ,age8 ,lesson #d ,the ,primary ,age--,six to ,nine #aa4 ,general ,characteristics of the ,primary ,age4--,the ,beginner is easily traced in the ,primary child1 but more developed and stronger4 ,two general characteristics may be specially mentioned3 7#a7 ,broader interests4 ,curiosity is increasingly active concerning things with which the senses come in contact1 yet the child in the ,primary period is able to reach beyond that which he can see or handle4 ,he cares nothing for abstractions like missions1 or patriotism1 or temperance1 but his interest is genuine in the people and actions back of the abstraction4 ,it is a law of the soul that interest in a certain thing will extend to other things related to it4 ,this makes it possible for the teacher to take the child far into the field of knowledge1 provided the starting-point be something in which the child is naturally interested4 7#b7 ,greater mental power4 ,while the child does not reason as an adult1 he enjoys thinking for himself4 ,the ,primary teacher who gives him predigested lessons1 tells him everything in the picture1 asks no questions1 and does not lead him on to arrive at any conclusions for himself1 not only fails to obtain results that are possible1 but really retards the child's development4 ,personal effort must precede increase of strength in soul as well as body4 #ab4 ,special ,characteristics of the ,primary ,age4 7#a7 ,physical activity4 ,in place of the restlessness of the preceding period1 activity directed toward more definite ends appears4 ,it is very important that the activity be expended rightly1 since its use in every action strengthens some one of the rapidly forming habits4 7#b7 ,power of perception4 ,this is the ability of the mind to understand the sensations which senses and nerves send to the brain1 or to interpret their meaning2 as1 for example1 to know that the round yellow ball is an orange1 or to recognize the different details in a picture4 ,perception grows constantly more quick and active as the child's store of knowledge increases4 ,two things must be remembered3 7a7 the teacher must be sure that the first idea of anything is the correct one1 for it will be eradicated with difficulty1 and upon it all future thinking in that line will be based2 7b7 since each sensation produces an idea embodying itself1 and it is on these ideas that the soul is nourished1 character must grow in quality like its food4 ,tell me what you eat and ,i will tell you what you are4 7#c7 ,memory4 ,the mind has greater power to retain that which is given to it than in the preceding period1 though it holds these facts disconnectedly rather than related into systematic knowledge1 as they will be later4 ,but this power of retention must not be abused through storing memory with a quantity of useless material4 ,that which is impressed upon the plastic1 non-resisting cells of the child's brain ought to have some immediate meaning and value for the life at a time when the intellectual and spiritual needs are so many4 7#d7 ,imagination4 ,this is the power of the mind to make living and real that which is not present to the senses4 ,it is one of the most striking characteristics of the ,primary period and one of the most important as well4 ,the imagination works only with concrete things in childhood1 making new objects out of the old1 making the story and the mental picture as real as the tangible experience1 making ,jesus an actual present ,helper and ,friend4 ,later it will work with abstract ideas and ideals of life formed from the pictures it has cherished4 #ac4 ,opportunities of the ,primary ,age4 7#a7 ,character building through the mental picture4 ,abstract ideas about which the mind reasons do not have power over the soul of the child4 ,it is the vivid picture which imagination holds that arouses the feeling and impels the action4 ,so great is the power of the picture that the teacher need not exhort and admonish concerning what ought to be done4 ,she only need set forth the action in a story that appeals1 and imagination will do the rest4 ,while very many of these pictures come unconsciously to the child from his environment1 it is the privilege of the teacher definitely and carefully to provide the highest type of mental picture through the well-selected story1 in order to secure the finest action4 7#b7 ,increased knowledge of ,bible facts4 ,the lesson may contain more than in the earlier period1 because the child's interest in details has increased and he has greater power of attention4 ,it is important to note1 however1 in what the increase may consist4 ,it is not in the number of truths presented in the lesson1 but in the number of details concerning the one truth for which the lesson stands4 ,since the mind has developed new power to hold the impressions which are made upon it1 ,scripture verses containing fundamental truths1 like ,god's love and care1 the duty of love toward him and others1 and the necessity of obedience may be given1 with explanation1 for memorizing4 7#c7 ,service prompted through imitation and personal influence4 ,the activity should even now be tracing pathways in the brain that shall mean life habits of loving service for others4 ,there is this difference1 however1 between service in childhood and later4 ,the motives must now be supplied and strengthened by others2 later the promptings will come from within4 #ad4 ,needs of the ,primary ,age4--,in addition to the needs mentioned in the ,beginners period1 and which still obtain1 there are two to be especially borne in mind4 7#a7 ,the absolute necessity of knowing how to make spiritual truth live in story form4 ,the child can receive it in no other way1 and there is therefore no substitute for a rightly prepared story given by a spiritually prepared teacher4 7#b7 ,the necessity for the child to learn obedience in the use of his activity4 ,this is to be secured not by force1 but because the one to whom it is to be rendered wins it through love and the power of personality4 #ae4 ,difficulties in the ,primary ,age4--,there will still be difficulties in attention and in confining the instruction to that which the child can really grasp1 but the greatest difficulty will center about the activity4 ,yet the whole problem will be solved with no harsh question of discipline if the child is kept constantly busy with that in which he is interested4 #af4 ,results to be ,expected in the ,primary ,age4--,if the teacher has met her opportunity1 there will be growing love to ,jesus ,christ1 the beginning of service for him1 and deep down in the soul of the child an increasing store of material out of which life ideals are to be fashioned in the days to come4 ,test ,questions #a4 ,name two general characteristics of the ,primary ,age4 ,what years are included8 #b4 ,how are the child's broader interests shown8 #c4 ,what method of teaching can hinder the child's growing mental power8 #d4 ,name four special characteristics of the ,primary ,age4 #e4 ,what is meant by power of perception8 ,illustrate it4 #f4 ,how may memory be abused8 #g4 ,what is imagination8 #h4 ,name three opportunities of the ,primary ,age4 #i4 ,what does a well-defined mental picture lead to in the child's mind8 #aj4 ,why may a lesson contain more than in the ,beginners period8 #aa4 ,how does the source of motives toward service differ in childhood as compared with later life8 #ab4 ,name two needs of the ,primary ,age4 #ac4 ,name some of the difficulties4 #ad4 ,what results may be expected8 ,lesson #e ,junior ,age--,nine to ,twelve #ag4 ,general ,characteristics4--,a broad survey of this period reveals the fact that in a peculiar way ,god is preparing life for entrance upon the larger opportunities and responsibilities of maturity4 ,there is new physical strength1 new intellectual vigor1 greater power of absorption and assimilation1 a wider diffusion of interest4 ,the curiosity of earlier years becomes a real spirit of investigation along lines of interest1 and questioning1 not alone to find out facts1 but also foundations of belief begins to appear4 ,the individuality of each child stands out more distinctly and emphasizes itself in two marked ways--first1 the desire for prominence1 and1 second1 an independence of spirit and action4 ,yet1 with all this independence1 the boys and girls are easily dealt with if authority is administered by one whose personality has commanded respect and love4 #ah4 ,specific ,characteristics4 7#a7 ,energy1--physical and mental4 ,though this has already been referred to in a general way1 it must have special mention as one of the most marked and important features of the ,junior period4 ,physical vigor is apparent in the force of bodily movements so trying to sensitive nerves--,god's provision for the excess of nervous activity4 ,it also appears in the type of games belonging to this period and the intensity with which they are played4 ,the new mental power is evident in the ability to perform more difficult and complex mental tasks1 to reason more clearly1 and to attend more closely4 7#b7 ,development of the social instinct4 ,these years mark the rapid development of insistent and insatiable desire for close companionship with others4 ,there are no standards of attainment nor social distinctions according to which friends are chosen4 ,the gang or the club is based entirely on kinship of spirit among those of the same age and sex4 ,often geographical lines enter in1 and the boys of a certain street or district will band together1 and not uncommonly be the sworn enemies of other gangs for no more valid reason than love of contest1 growing out of the instinct of rivalry4 ,but this martial aspect of gang life is not a characteristic of all the social tendency of the period4 ,there is a drawing of child to child for peaceable purposes1 the joy of common sympathies and interests and the fun of expeditions and good times together4 ,this social awakening is ,god's plan for leading the life into larger relationships preparatory to taking its place in the world4 ,what the companionship is in its influence upon character and ideals is the serious question for the home and the ,sunday-school teacher4 7#c7 ,hero-worship4 ,this is pre-eminently the hero-worshiping period1 with all that means in incentive to effort1 in patterns of life1 in imitation1 in character-building4 ,in mature years1 the ideal of life is either a composite from many lives or1 if it be one individual1 a dissected individual1 certain qualities picked out for admiration and emulation1--and over the rest1 a mantle of charity4 ,this analysis of character and discrimination is possible only to an intelligent and developed life4 ,the child accepts his hero in his entirety4 ,whatever he does is right and is the goal of effort in imitation4 ,the physical element enters largely into the ideal of this period because of the prominence of the physical in the child's life1 and1 unhappily1 physical and moral strength are not always balanced4 ,too much of the literature written to supply the ravenous desire of this age for reading portrays physical strength in criminal and in daredevil molds1 and the moral side of the ideal is not only unfed1 but perverted4 ,the ,sunday-school teacher must help the home at this point to supply the boys and girls1 through books and living personality1 with all the elements of worthy and imitable ideals1 since the task of finally shaping these ideals lies in the years just beyond4 7#d7 ,memory in the height of its power4 ,the broader the responsibilities to be assumed1 the greater the demand upon the soul's resources to meet them4 ,just at the threshold of a larger life1 the mind comes into its greatest power of retention4 ,during the years from about nine to fifteen1 conditions never to return so favorably make possible the fullest1 broadest1 and more accurate storing of the mind4 ,the exact wording of a passage of ,scripture is as easy to secure as the general sense of its meaning4 ,whole chapters do not tax the pupil beyond his mental ability4 ,the mechanical1 literal side of instruction1 which deals with maps and names and facts about the ,word1 written and incarnate1 should now be given4 ,held tenaciously and exactly in memory1 they will reveal the spiritual treasure they contain to the larger spiritual vision of the next period4 ,the careful selection and explanation of that which is to be memorized1 so necessary in the preceding period1 is not as necessary during these years4 ,the enlarged experience of the child will make some meaning inhere in everything which is brought to him1 so that it is not the dead weight it would have been earlier4 ,yet an abundant supply of food1 intellectual and spiritual1 for the present needs of an active1 investigating1 and tempted life must not be overlooked in eagerness to store for the future4 7#e7 ,habit formation4 ,the two physical conditions necessary for habit formation1 easily impressed brain cells1 and activity making these impressions1 are at their best during this period4 ,every time an act is performed1 a nervous force passes through the brain1 stimulating nerves and muscles to action1 and leaving the trace of its passage4 ,each repetition of the action deepens the tracing1 until little pathways are established1 and the nervous force follows these naturally and involuntarily4 ,sooner than is realized the pathway is so deep that only by effort can a given thought or nervous stimulus express itself in any other way than by passing through the accustomed channels out into the old action1--and this is habit4 ,the early stages are easy1 usually unconscious1 but any change when the path is deep and the cells hardened means greatest effort1 and often unavailing struggle with self4 ,the drunkard who in his sober moments implores the saloon-keeper to refuse him liquor1 no matter how he may plead for it later1 reveals the fact that habit or the tendency to follow the old brain paths may become stronger than desire and will and all outer human influence and incentives combined4 ,therefore the habit-forming period1 when pathways may be traced in any direction1 becomes one of the most responsible and wonderful of the life4 ,test ,questions #a4 ,what are some of the general characteristics of the ,junior ,age8 ,the years included8 #b4 ,name five specific characteristics of the ,junior ,age4 #c4 ,how does energy show itself at this time8 #d4 ,what are some of the signs of the social instinct8 #e4 ,what is the great purpose of that instinct8 #f4 ,how may hero-worship be used by the teachers8 #g4 ,what teaching material is peculiarly well suited to the memory-activity of this period8 #h4 ,what is the process by which habit is created8 ,test ,questions for ,review ,lessons #a to #e #a4 ,give several reasons why it is important for the ,sunday-school teacher to know the pupil4 #b4 ,how may the teacher best come to know the pupil8 #c4 ,what are the special characteristics of children of the ,beginners age8 #d4 ,how would you develop true faith in a child8 #e4 ,what is the difference between influence and precept8 ,illustrate both4 #f4 ,how would you guide a child's activity in the right direction8 #g4 ,what results may properly be looked for in the ,beginners age8 #h4 ,what general difference is there between children of the ,beginners and the ,primary age8 #i4 ,describe and illustrate perception1 memory1 and imagination4 #aj4 ,what is the difference between children's and grown people's motives for service8 #aa4 ,mention several characteristics of the ,junior age4 #ab4 ,what is the social instinct1 and how does it show itself8 #ac4 ,what sort of teaching material is well adapted to the ,junior age8 ,lesson #f ,junior ,age 7,concluded7 #ai4 ,opportunities of the ,junior ,age4--,no period offers opportunities bearing more directly and openly upon the formation of character than the ,junior period1 when manhood- and womanhood-to-be are so rapidly determining4 ,out of these opportunities five may be selected as most significant3 7#a7 ,the opportunity to gain spiritual ends through social means4 ,the more a teacher can enter into the fun-loving1 companionship-craving side of the pupil's heart1 the greater his power over that life for distinctly spiritual things4 ,it is after the party or the picnic or the tramp together that the personal message can be spoken4 7#b7 ,the opportunity to arouse and to guide the pupil's effort through heroic ideals4 ,sermonizing on what they should do is practically valueless with boys and girls of this age1 for considerations of duty weigh little until the larger moral consciousness of the next period4 ,furthermore1 they live but for the day1 and do not appreciate the relationship between present action and future character4 ,what they may do later as a result of their own convictions and understanding1 they may be inspired to do now through the hero who has aroused their admiration and desire of imitation4 7#c7 ,the opportunity to establish right habits of life4 ,the pathways of service through which the ,christian life ought to express itself must be definitely and painstakingly traced in this period and the next4 ,motives for the action may not be the highest1 and must often be supplied by another4 ,for example1 the daily ,bible reading that ought to be prompted by real love for the ,word later may now be done for love of the teacher--or because the promise was given1 but in any event it is leaving its indelible impress--and making the ,quiet ,hour more assured in the future4 7#d7 ,the opportunity to build ,bible knowledge into character4 ,impressions are necessary and effective in their place1 but something more definite is needed for stability of character4 ,the opportunity of supplementing impressions with facts is the one offered by this ,golden ,memory period4 ,two points should be noted3 _/ 7a7 ,the mind is growing in its power to associate facts4 ,the association of events around a person or a place is easily made now1 and toward the end of the period sequences of time and cause and effect are grasped4 7b7 ,the ,holy ,spirit can bring to the remembrance only that which has been in the mind4 ,therefore the teacher who stores the memory at this time with ,scripture passages makes it possible for ,god to speak to the heart in later years4 _/ 7#e7 ,the opportunity to lead to open confession of ,jesus ,christ4 ,this is not to force1 it is not to play upon the child's emotions1 and lead him to do that which has no foundation in a consciousness of his own relation to ,christ1 but something is radically wrong in the home and something lacking in the teacher's work1 if the boys and girls do not really love the ,lord ,jesus in this period4 ,they do not understand it all1 but the essentials of a ,christian life they may have1--love1 faith1 penitence for wrongdoing1 and the desire to serve ,christ4 ,their experience cannot be that of an adult1 for they have not his insight4 ,but just as surely as the love and caress of the child is precious and acceptable to a mother even before there can be any comprehension on his part of the sacrificial character of mother-love1 so is child-love precious and accepted with the ,master even before the child grasps the great spiritual contents4 #bj4 ,needs of the ,junior ,age4 7#a7 ,the presentation of ,christianity as something to do rather than to be4 ,the boys and girls do not live in inner experiences in these years1 but in outward1 energetic action2 therefore1 what they may do for ,jesus ,christ and others needs emphasis4 ,this presentation also includes a ,christ who appeals to boyhood and girlhood1 the wonder-worker of ,mark1 the ,god-,man of ,matthew and ,luke1 and the victorious ,king of ,revelation4 7#b7 ,opportunities for service4 ,these must be carefully devised by the teacher1 with the twofold purpose of giving immediate expression to the desire to do something and leading to the formation of habits of ,christian activity4 7#c7 ,christian heroes4 ,the teacher ought to be a ,christian hero himself4 ,out of missionary literature1 out of the lives of great men who have lived1 out of ,bible characters1 heroes must be multiplied4 ,the ,sunday-school lessons ought to be hero studies1 not sermons4 ,heroic literature ought to be put into the hands of the children--either directly or through indirect suggestion in some curiosity-arousing reference to the story4 ,this means the most effective type of instruction during all the week as well as ,sunday4 7#d7 ,a lesson requiring work on the part of the pupil4 ,telling a ,junior class primary stories will deplete it in numbers and weaken it in strength4 ,assigned work to be prepared at home1 questions1 note-books1 map-making1 anything to stimulate and utilize the activity of mind and body through interest1 not compulsion1 is the great necessity of the lesson hour4 #ba4 ,difficulties of the ,junior ,age4--,three difficulties may be encountered4 7#a7 ,a misdirected energy4 ,energy means finest growth and development if it is under direction and control1 but devastation otherwise4 ,the key to the situation is in the teacher's personality1 plus a plan for the hour's work1 appealing to interest and calling for constant activity1 either mental or physical1 on the part of the pupil4 7#b7 ,evil associates4 ,the teacher cannot guard the child through the seven days of a week2 often the home does not1 and in this new social interest there is a danger from evil associates4 ,better pastoral work by the teacher1 a closer co-operation with the home1 and substitutive--not prohibitive--measures avail much in meeting this difficulty4 7#c7 ,the enticement of bad literature4 ,this period and the next are the time of greatest hunger for reading and there is a real danger from the temptations of pernicious books4 ,satan has emissaries on the school-grounds and in the candy store1 and boys and girls are his shining marks4 ,the substitutive measures here again are the only wise and effective ones4 #bb4 ,results to be ,expected in the ,junior ,age4--,the results of work in this period ought to appear in an increase in ,bible knowledge1 the strengthening of right habits and manly ideals of life1 and back of it all the warm love of boyhood and girlhood for the ,lord ,jesus ,christ4 ,test ,questions #a4 ,how may spiritual ends best be gained8 #b4 ,how may the pupil's efforts in right doing be aroused8 #c4 ,what is needed in this period in addition to impressions8 #d4 ,what essentials of the ,christian life may the pupils readily have at this period8 #e4 ,what aspect of ,christianity appeals most to pupils of this age8 #f4 ,what method of teaching should be substituted for story telling8 #g4 ,what three difficulties may be encountered in the ,junior ,age8 #h4 ,what results may be expected8 ,lesson #g ,the ,intermediate ,age--,twelve to ,sixteen #bc4 ,general ,character of the ,period of ,adolescence4--,the ,intermediate age ushers in a time known as adolescence1 including the years approximately from twelve to twenty-four1 during which life passes from childhood to maturity4 ,the period is marked by the development of new physical powers1 new emotions1 new ideals and conceptions of life1 and a new spiritual consciousness4 ,the change from the old life to the new1 from the narrow to the broad1 from interests selfish and small to interests as far-reaching as the world and eternity1 is often accompanied by more or less upheaval in the soul and this period of re-adjustment may be a time of storm and stress4 ,two facts out of the many suggest the critical nature of adolescence3 7#a7 ,during these years the pupil is most susceptible to the power of influence4 ,it does not touch his life simply as an impression1 but as an impelling1 determining force inciting him to action4 7#b7 ,life rarely changes in its tendencies and character after full maturity has come4 ,there is a physical reason for this in the hardening of the brain which fixes the pathways of habit and renders new lines of thought and action difficult4 ,therefore1 in all probability as life emerges from adolescence will it enter eternity4 #bd4 ,general ,characteristics of the ,intermediate ,age4--,many of the characteristics of the ,junior age are still evident1 though modified by fuller development4 ,physical energy has increased and the mind has greater power1 especially in its ability to reason4 ,no disillusioning has come to destroy the old hero-worship1 but with even more intensity each life clings to that one who embodies its aspirations4 ,the hunger for general reading reaches its climax in this period1 to be succeeded by specialized interest in lines determined by the taste of the individual4 ,lacking still the self-control of manhood1 breaking from the old life and dimly apprehending as yet the meaning of the new1 under the domination of impulse and influence as well as of dawning conviction1 the ,intermediate age offers particularly trying problems with its great opportunities4 #be4 ,special ,characteristics of the ,intermediate ,age4 7#a7 ,the functioning of new physical powers4 ,this is one of the most significant changes in the ,intermediate period1 because of its physical effects and its reflex influence upon the mental and emotional life4 ,severe temptations often have to be met1 questioning and unwise introspection1 and the teacher ought to be a confidential friend as well as instructor4 7#b7 ,a condition of instability and easy excitation4 ,the nervous system is abnormally sensitive and quickly disturbed4 ,the mind is keyed to vigorous1 intense1 and often unbalanced thought1 but it is in the feelings that the lack of poise is most manifest4 ,whether the teacher can assign causes or not1 he is conscious that the emotions are a veritable tinder-box1 easily kindled into a great fire by a very little matter4 ,superlatives1 slang1 and the highest pitches of enthusiasm are common experience1 and because action and reaction are equal and opposite1 periods of depression corresponding to those of exhilaration are almost inevitable4 7#c7 ,a new personal consciousness4 ,there are several marked evidences of its existence4 7a7 ,care for appearance4 ,in the beginning of this period1 what others think is a matter of supreme indifference1 but it is not long before a desire to appear well manifests itself4 ,solicitude as to one's personal looks is supplemented by anxiety over the condition of the home1 the standing of the family1 the social position and dress of the companions4 ,naturally1 judgment of others is based on outward appearance rather than on real worth of character4 7b7 ,desire for appreciation4 ,an intense longing is experienced to have talents1 accomplishments1 wits1 efforts--everything which pertains to self valued at par or above4 ,for this cause there is frequent public parade of wares1 as in the case of the smart youth or the girl who draws attention to herself by loud talking and laughter4 ,the same longing works self-consciousness1 embarrassment1 and awkwardness in others who feel themselves deficient1 neither class as yet apprehending the truth that character1 not external show1 wins the truest meed of praise from the world4 7c7 ,a sense of approaching manhood and womanhood4 ,this makes the life sensitive beyond expression to reproof or criticism1 particularly in public4 ,it also explains the restlessness and desire to enter at once upon the life-work4 7#d7 ,increasing ,social ,appetite4 ,the boy who said in answer to a remonstrance over his presence in the billiard hall and bowling alley1 ,a fellow has got to have fun somewhere1 voiced the sentiment of all his confrres in the ,intermediate period4 ,the desire for good times is paramount1 and its right indisputable in the conception of the young people4 ,the delight in healthy outdoor sports continues with the athletically inclined1 and ought to be fostered as a safety valve for surplus energy1 a diverter of self-centered thought1 and a tonic for excitable nerves4 ,in the latter part of this period1 however1 the love of fun gives place to a love of functions1 either the helpful sort of social commingling or the danger-filled type1 marked by late hours1 excitement1 and overwrought imagination4 ,this transition comes from a growing mutual attraction between the sexes which has succeeded the repulsion evident in the early part of the period4 7#e7 ,the ,development of the ,altruistic ,feelings4 ,though these feelings are not unknown to childhood1 their vigorous development does not begin until the ,intermediate period4 ,the pupil now experiences an impulse from within to sacrifice for others and make his life a source of blessing4 ,the new sense of ,god and his claims intensifies and vitalizes the desires4 ,unselfishness appears1 interest in the welfare of others as well as self1 and willingness to do for them even at personal cost4 ,these are the feelings that make it possible to say ,brother1 and to love the neighbor as one's self4 ,they can come only as the meaning of life is better understood4 ,they can remain only as they are given constant expression in action4 7#f7 ,a ,spiritual ,awakening4 ,even though the pupil may be a genuine ,christian1 there comes to him at this time a larger consciousness of ,god and the soul's relation to him1 and with it a call to full surrender4 ,whereas the childhood relation to ,god was based on feeling1 there is now the element of will-power which must ratify by deliberate choice that which love has prompted4 ,if the pupil is not a ,christian1 this awakening comes as ,god's call to accept ,jesus ,christ as ,saviour and crown him ,lord of the life as well4 ,if the call is not heeded now1 its tones grow less and less distinct1 until1 in the strident cries of the world1 they may be silenced forever4 ,test ,questions #a4 ,what is meant by adolescence8 #b4 ,what is the general character of the period8 #c4 ,what two facts indicate the critical nature of this period8 #d4 ,what six special characteristics mark this period8 #e4 ,what two signs of personal consciousness8 #f4 ,what desire is paramount at this time8 #g4 ,what is meant by altruistic feelings8 ,describe their development4 #h4 ,what new element now enters in to affect the relation to ,god8 ,lesson #h ,the ,intermediate ,age 7,concluded7 #bf4 ,opportunities of the ,intermediate ,age4--,there is a significant difference in the purpose of the opportunities presented during childhood and during adolescence4 ,if they were to be summed up in key-words1 that for childhood would be absorption2 for adolescence1 adjustment4 ,the opportunities of childhood converge toward supplying the soul with material needful for growth--influences1 impressions1 and a mass of facts more or less unconnected in the beginning4 ,but this is only the first step in character building4 ,these materials must be arranged1 facts must be related to one another1 and the life must be related to other lives in real interest1 sympathy1 and service4 ,this process of relating fact to fact1 life to life1 and each soul anew to ,god is the paramount task of adolescence1 even though absorption continues with almost unabated strength4 ,analyzing the opportunities which are presented to the ,intermediate teacher in this new adjustment of life1 three stand out prominently3 7#a7 ,the opportunity to foster high ideals4 ,whether it be consciously defined or not1 every one has that toward which ambitions and effort go forth1 and this ideal determines what character shall be4 ,no one can give an ideal to another1 as a book is handed over1 for it is a personal thing1 to be fashioned by each soul for itself out of that which it has absorbed through the years4 ,it is in the transition from childhood to maturity that every life decides what 7for it7 seems most worth while1 and to this ideal makes surrender of thought1 desire1 and effort4 ,is not ,god's gracious purpose evident1 in that this is the time when life is most easily influenced8 7#b7 ,opportunity to develop self-reliance4 ,a life cannot count for ,god and for others unless it can make decisions and meet tests by itself4 ,the power to do this comes only through effort to do it4 ,during the ,intermediate age1 the young people may be more and more thrown upon their own resources1 permitted to decide matters for themselves1 learning wiser judgment through mistakes as well as successes4 ,one of the most serious errors on the part of the teacher lies at this very point1 dictating instead of suggesting1 choosing for the pupil instead of allowing him to choose1 thinking for him instead of stimulating every power of his soul to rise to a personal solution of the problem in hand4 ,if strength and independence of character do not come in these years of adjustment1 the probabilities are that life will always be weak and vacillating4 7#c7 ,the opportunity to strengthen the altruistic feeling or love for the other4--,in the broadening and deepening experience of adolescence such conceptions as love1 suffering1 sacrifice1 and surrender reveal a new meaning and strange force of attraction4 ,no opportunity comparable to the one presented in this awakening ever returns1 as the soul1 with life before it1 stands at the divergence of the paths1 one leading toward ,god and service1 the other away from him into self1 and deliberate1 decisive choice to be made4 ,if through the influence of the ,holy ,spirit the pathway of service be chosen1 two laws of ,god tend to make it permanent2 7a7 ,the law of growth and development4 ,if the feelings have proper nourishment1 i4 e41 something to arouse them1 and are given expression in action1 they will just as surely grow strong as a well-nourished1 vigorous body1 and obviously1 the stronger the feelings of loving interest1 the more assured is the life of service4 7b7 ,the law of habit4 ,a feeling will become habitual if continually indulged and expressed1 and it is during adolescence that habits are permanently fixed4 #bg4 ,needs of the ,intermediate ,age4--,the needs of this period are of two sorts--important and imperative4 ,it is exceedingly important that the pupil be treated with consideration1 respect1 and appreciation1 that he be given good literature1 that he be guarded and guided in his social life4 ,it is imperative1 however1 that he be established in the right relation to ,god and to his neighbor at this time of new consciousness of these relationships4 ,four things will definitely further this supreme end3 7#a7 ,the teacher with the vision of what may be done4 ,if he is not disobedient to the vision1 it will lead him to close fellowship with ,god and the pupil1 for two things are evident1--he cannot lead the pupil unless he is in sympathetic touch with him1 nor can he lead him to any higher place than he himself occupies4 ,if he be in vital relation with ,god and live with the pupil in his ambitions1 discouragements1 successes1 temptations1 the most dynamic external force that can operate in this period will be his to wield1 namely1 a spiritual personal influence4 7#b7 ,definite decisions4 ,the danger-point in this crisis lies in permitting these newly awakened feelings to be dissipated without decision and action4 ,if this occurs they weaken1 the impulse to take the right stand lessens1 and irresolution finally becomes the tacit choice of the self-seeking life4 7#c7 ,definite responsibilities4 ,a life of service is made up of definite servings4 ,the beauty and duty of loving sacrifice appeal to the emotions1 but a concrete thing to be done calls the will into action4 ,to every pupil should be given definite tasks both in the class itself and in the church1 in order to arouse effort and make the thought of service habitual4 7#d7 ,definite objects of benevolence4 ,the teachers of the ,intermediate age can almost determine when the world shall be given to ,jesus ,christ4 ,at no time can a permanent interest in missionary enterprises and philanthropies at home be so easily launched as now if the subjects considered be concrete1 enthusiastically presented on a basis of facts1 and followed by definite response in gift1 prayer1 or service4 #bh4 ,difficulties in the ,intermediate ,age4 7#a7 ,lack of mental balance and consequent instability of conduct4 7#b7 ,the fascination of the social world and the growing interest of each sex in the other4 7#c7 ,the half-way position between childhood and maturity which retains the immaturity of childhood1 but feels the selfhood of the man4 7#d7 ,the attraction of the external rather than of intrinsic worth4 ,in this is the key to many of the problems4 ,what appears to advantage allures1 even if it be not the best4 ,this gives superficial standards of measuring people and things and easily opens the way to harmful influences at the critical time when ideals and life purposes are forming4 ,the teacher himself is the most important factor in the solution of these problems1 not by any attempt to force1 but by a patient1 suggestive1 and inspiring touch upon the pupil's life4 #bi4 ,results to be ,expected4--,the pupil ought to leave this period in the right attitude toward ,god and toward his neighbor4 ,to render this attitude strong and unchangeable is the work of the next period4 ,test ,questions #a4 ,what is a keyword for the opportunities of the ,intermediate ,age8 ,explain its application4 #b4 ,name three important opportunities of this age4 #c4 ,what serious error may the teacher commit in this period in impairing the pupil's self-reliance8 #d4 ,name four needs of the ,intermediate age4 #e4 ,what is the danger-point in bringing a pupil to definite decisions8 #f4 ,what great responsibility as to benevolences rests upon the teacher8 #g4 ,name four difficulties of the ,intermediate ,age4 #h4 ,what results may be expected8 ,lesson #i ,the ,senior ,age--,sixteen to ,maturity #cj4 ,general ,characteristics of the ,senior ,age4--,the ,senior age includes the two periods technically known as middle adolescence1 from about sixteen to eighteen1 and later adolescence1 from eighteen to full maturity1 about twenty-four4 ,of these1 the earlier period is the climax of the tempest-tossed years4 ,the later period witnesses the final adjustment of the pupil to life and its problems4 ,these years are marked by uncertainty because the pupil does not understand himself1 by emotional upheaval connected with the development of the deeper feelings of the soul1 and by a struggle between the old ideal of selfishness and the new ideal of service4 #ca4 ,special ,characteristics of the ,senior ,age4 7#a7 ,continued development of the higher feelings4 ,the power of the soul to feel for others1 appearing in the ,intermediate age1 has grown stronger if properly nurtured4 ,in addition there comes a new love for the beauties of ,nature and a reverence for her laws1 a love of the arts and the great causes that men espouse4 ,there is the thrill of awakening love between man and woman4 ,highest of all1 the soul is now able to give response to the right simply because it is the right4 ,duty has real meaning and conviction becomes a motive power4 ,as the large vision of what life may be dawns upon the soul1 unbounded enthusiasm and courage possess it4 ,there are no heights too dizzy to be reached1 no obstacles too difficult to overcome4 ,but enthusiasm often alternates with depression and self-distrust1 leading to indifference1 apathy1 or recklessness4 ,this is the explanation of the vacillating conduct almost universal during the early part of this period4 ,a critical spirit toward others is common1 as merciless scrutiny reveals how far the majority come from the high standards of life so newly appreciated4 ,the frank openness of childhood has been succeeded by a tendency to shut the deeper thoughts and feelings away from others1 and while there is an unspeakable longing to share problems and perplexities1 the veil is not easily drawn aside4 7#b7 ,the rapid development of the reasoning power of the mind4 ,this crowning expression of the intellectual power of the mind has not been wanting before1 but it comes to full flower in this period4 ,in the first delight of being able to see inner relationships1 to argue1 to relate cause and effect1 reason is given the place of honor and everything must pass in review before it4 ,this very often precipitates a conflict between reason and faith through failure to see that a thing is not necessarily opposed to reason even if it cannot be understood by reason2 and a period of doubt in religious matters may ensue4 7#c7 ,maturing of the will power4 ,this makes possible self-control1 gives power to act independent of the impulse and influence which always determines a child's actions1 power to hold steadily to a certain course even against strong opposition4 ,this is the kingly possession of the soul with which ,almighty ,god has chosen to leave freedom4 ,but the soul tends to act as it has formed the habit of acting through the years under the direction of others4 ,in the light of this fact1 the importance of the earlier work of the teacher is emphasized4 #cb4 ,opportunities of the ,senior ,age4--,the opportunities discussed in the ,intermediate age still obtain in this period1 but to them may be added three peculiarly favorable at this time4 7#a7 ,the opportunity to give help in choice of life vocation4 ,the choice of that place where each shall invest his life is one of the most serious and complex problems that the pupil has to meet4 ,loving and sympathetic counsel often stimulates a young man or woman to aspire in the choice instead of settling down into easy mediocrity4 ,the call of the ministry1 the mission field1 settlement work1 every vocation involving the setting aside of selfish ambitions1 is most loudly heard at this time1 and often a word is sufficient to turn the decision in that direction4 7#b7 ,to strengthen foundations of faith4 ,the questioning of this period makes it possible to ground belief in the verities of the ,christian religion4 ,faith need not be blind4 ,god gives a reasonable basis for all he asks us to accept4 ,the careful study of facts which are the starting-point of faith will help the doubting soul to trust beyond the point of sight1 and enable him to give a reason for the hope that is in him4 7#c7 ,to establish broad interests4 ,if the pupil is narrow and circumscribed in his thought at this time1 the fault lies in large measure at the teacher's door1 for every impulse is to stretch in interest to the farthest limit in every direction4 ,there will never again be such an opportunity to establish the world-wide interests begun in the ,intermediate age1 for life settles in a groove in adulthood and new interests do not readily appeal4 #cc4 ,needs of the ,senior ,age4 7#a7 ,the influence of lives that will bear the test4 ,in this doubting1 critical period of life1 the daily life of others is the unanswerable argument for or against the power of the gospel4 ,if for no other reason than to establish the faith of her young people1 the church ought to walk in white4 7#b7 ,sympathy and confidence toward the pupil4 ,some one has said that the word hunger will express the period of adolescence1 and for nothing is the pupil so hungry as to be understood1 appreciated1 and trusted4 ,the teacher is privileged to live into the life of the pupil at every point1 and be the sympathetic friend who shall help him to work out his high calling in ,christ ,jesus4 #cd4 ,difficulties of the ,senior ,age4--,the very things that constitute the strength of this period present many of its difficulties4 ,the greater mental power coming with increased reason and will is apt to give rise to self-sufficiency and the doubt already mentioned4 ,opinions are readily and dogmatically launched1 and to reverse them wounds pride4 ,advice may be secretly welcomed and outwardly scorned4 ,this is the period when there is danger that wisdom may perish if the youth meet an untimely end4 ,but far more dangerous is the tendency toward the sowing of wild oats which is so often evident4 ,a certain recklessness easily grows out of the disturbed emotional nature and excesses lie not far beyond4 ,for all of these difficulties1 faith and prayer1 an attitude of helpfulness at every point1 and the love that never fails1 afford the only solution4 #ce4 ,results to be ,expected4--,as the pupil emerges from the period of development into maturity1 he ought to be strong in the grace that is in ,christ ,jesus1 with interest and love as broad as that of his ,master1 and thoroughly furnished unto every good work4 ,test ,questions #a4 ,what are the general characteristics of the ,senior ,age8 ,the years included8 #b4 ,name three special characteristics4 #c4 ,how would you explain vacillating conduct during the early part of this period8 #d4 ,name three opportunities of the ,senior ,age4 #e4 ,how may doubters be helped in this period8 #f4 ,what are two special needs of this period8 #g4 ,the chief difficulties8 #h4 ,what the results to be expected8 ,lesson #aj ,maturity4 ,the limited space of a single chapter permits only a suggestive discussion of this important period1 so often neglected in the study of the pupil4 #cf4 ,general ,survey4--7#a7 ,keyword1 ,service4 ,as childhood's task is absorption1 and the task of youth adjustment1 so the task of maturity is service4 ,that which has been taken in must be given out again1 enriched and enlarged by its stay in the soul4 ,this is the last of life for which the first was made1 and to fail here means to miss the meaning of living4 ,all the factors necessary for service are now ready4 ,experience and study have supplied something to give1 mental discipline and unimpaired physical strength supply the power for service1 the broad outlook reveals the need and place of service1 and the soul's awakening toward ,god and the neighbor have supplied the motives for service4 7#b7 ,physical and mental power at the height4 ,waste and repair in bodily tissues are balanced during the prime of life4 ,if development has been normal1 the will is resolute1 and judgment and reason are dominating and wise1 for experience has given large data from which to draw conclusions4 ,while the ,golden ,age of ,memory is far in the past1 the power of retaining new knowledge through the old is strong4 ,to enter upon unfamiliar lines of thought1 however1 at this time and achieve any mastery is a mark of genius at least for hard work4 ,the soul has capacity now for the highest feelings that can stir the heart of man1 yet the character of those it really experiences is determined by what life has been feeding upon4 ,the love1 joy1 and peace which give glory to maturity and old age grow alone out of thought upon true and pure and lovely things and those of good report4 7#c7 ,development specialized1 not general4 ,out of the many calls and lines of interest1 each life has made choice of one or more1 according to taste and circumstances4 ,along these lines growth and development proceed4 ,it is not that life could not continue the many-sided expansion of adolescence1 but growth demands nourishment1 development demands activity4 ,the need for the expert1 the multiplicity of cares and the force of habit make it difficult to keep up along many avenues4 7#d7 ,time of achievement4 ,achievement may or may not be that service which manhood owes4 ,the purpose in the task determines that4 ,to souls especially endowed and favorably environed come the riches of intellectual research1 of creation in the arts1 of successes in the business world4 ,to the many1 achievement means only struggle here1 but waiting treasures laid up with ,god4 7#e7 ,time of soul hunger4 ,the teacher of men and women always faces hungry hearts4 ,if the soul has not found satisfaction in ,god1 the pangs of starvation are inevitably there4 ,if the soul does know ,god1 there is unspeakable longing for a clearer revelation and a deeper consciousness that in the midst of life's weakness and aspiring ,god's goodness flows around our incompleteness1 ,round our restlessness ,his rest4 #cg4 ,opportunities ,presented in ,maturity4--,but three great opportunities out of the many can be suggested3 7#a7 ,the opportunity to be somebody's ideal4 ,every successful life is the pattern for some eager1 ambitious boy or girl4 ,did not ,paul's exhortation to ,timothy look toward this as well1 when he besought him to be an ensample in word1 in manner of life1 in love1 in faith1 in purity8 7#b7 ,the opportunity to count for the kingdom4 ,there are two lines of ,christian work which call loudly to-day to men and women--personal evangelism and the missionary enterprise4 ,these are the doors most imperative for the soul in possession of power1 experience1 and resources to enter4 ,beyond these doors lies the solution of every one of the world's problems4 7#c7 ,the opportunity to grasp the doctrines of ,christianity4 ,the relation of truth to truth cannot come until the mind can deal with the abstract4 ,the little child grasps some of the facts of ,christianity1 but the adult mind has the power to deal with infinite reaches of truth1 interdependent and self-illuminating4 ,this is the solid food for full-grown men4 #ch4 ,needs of ,maturity4--7#a7 ,adequate spiritual nourishment4 ,the time of disillusionment has come1 much of the optimism and buoyancy of youth have gone4 ,life is found to be a struggle even with its victories1 and responsibilities and sorrows weigh4 ,the teaching must present a ,saviour and a salvation sufficient for great heart needs4 ,it is for the deep things of ,god that life's experiences have made mature souls hungry1 and there is pathos in the superficial dole meted out by so many teachers--superficial because they themselves have never lived down deep4 7#b7 ,the broad outlook4 ,to busy men and burdened women1 the class ought to be a place of vision4 ,absorbed in one's tiny corner through six toiling days1 the seventh should give opportunity to lift up the eyes and look on fields glorious in their incoming harvest4 ,there is refreshment and inspiration and incentive now in the news from ,china and ,japan and the islands of the sea4 ,the teacher must bring the world-view to the class if he believes that world service is ,god's thought for manhood4 7#c7 ,emphasis on personal responsibility4 ,this is the pivotal point upon which a life of service turns1 and it ought to be the focal point of teaching4 ,long enough has stress been laid on the conditions in the world and what ought to be done4 ,the need now is for a prophet to say1 ,thou art the man6 #ci4 ,difficulties4 7#a7 ,pre-occupied soil4 ,the cares of the world and the deceitfulness of riches choke the word and it becomes unfruitful4 7#b7 ,fixedness of habit4 ,life's attitude is settled in thought1 feeling1 and will1 and a change is possible only through the ,spirit who can make all things new4 7#c7 ,the sin of idolatry4 ,every life that has not put ,god first now worships at the shrine of a self-elevated idol1 the tangible expression of its ideal4 ,to dethrone it from love and substitute ,jesus ,christ shakes to the foundations4 7#d7 ,weakness of spiritual aspirations4 ,it is a law of the feelings that repression instead of expression weakens a feeling and tends to its destruction4 ,if the life has refused to act upon its impulses toward ,god through the years1 the task of making the feeling strong enough to lead into action now is one beyond the power of the teacher4 ,it must be done by ,god1 who is able to raise up even from the dead4 #dj4 ,results to be ,expected4--,as life nears its meridian and the west grows clearer1 it ought to be with unveiled face and character changing into ,his likeness in beauty1 love1 and self-surrendered service4 ,test ,questions #a4 ,what is the keyword of maturity8 #b4 ,name four characteristics4 #c4 ,for what has the soul special capacity at this time8 #d4 ,what special opportunities are presented by maturity8 #e4 ,what are three needs of maturity8 #f4 ,what must definitely mark the teaching8 #g4 ,what three difficulties appear8 #h4 ,what results are to be expected8 ,test ,questions for ,review ,lessons #f to #aj #a4 ,what essentials of the ,christian life may a ,junior readily have8 #b4 ,how may we stimulate a ,junior's efforts in right-doing8 #c4 ,what results may we look for in this age8 #d4 ,explain the period of adolescence4 #e4 ,what are the signs of personal consciousness at this time8 #f4 ,what affects the adolescent's relation to ,god8 #g4 ,what important opportunities has the ,intermediate age8 #h4 ,what must be guarded against in urging decision at this time8 #i4 ,what years are included in the ,senior age8 #aj4 ,why are doubts to be expected in this age8 #aa4 ,what results should be aimed at with ,seniors8 #ab4 ,what is meant by maturity8 #ac4 ,what is the goal for this age8 ,,note4--,a helpful treatment of the whole subject of child nature is found in ,mrs4 ,lamoreaux's book ,the ,unfolding ,life4 ,,the ,,teacher ,,martin ,g4 ,,brumbaugh1 ,ph4,d41 ,,ll4,d4 ,,lesson ,,page #a4 ,what the ,teacher ,should ,be #aha #b4 ,what the ,teacher ,should ,know #ahd #c4 ,what the ,teacher ,should ,do #ahg #d4 ,what the ,pupil ,should ,do #aij #e4 ,what ,teaching ,is #aic #f4 ,what an ,educational ,principle ,is #aih #g4 ,what an ,educational ,method ,is #bja #h4 ,what the ,concrete ,means in ,teaching #bje #i4 ,what ,instruction1 ,drill1 and ,examination ,can ,do #bji #aj4 ,what ,will-,training ,leads ,to #bab ,teaching ,hints ,leaders of classes1 and individuals pursuing these studies apart from classes1 are urged to read the chapter entitled ,teaching ,hints1 on page #bei1 before beginning this section ,lesson #a ,what the ,teacher ,should ,be #a4 ,the ,value of ,character4--,we teach more by what we are than by what we know4 ,emerson once said1 ,what you are thunders so loud ,i cannot hear what you say4 ,everywhere the character of the teacher is counted a vital part of his equipment4 ,even in secular schools the teacher is required to possess a good moral character4 ,how much more should we demand high moral and spiritual standards of the teacher in the ,sunday-school6 ,but mere goodness is not enough4 ,we must demand1 in addition to personal worth1 certain other salient qualities in the person who stands before childhood as a teacher of ,god's truth4 #b4 ,training ,always ,needed4--,there is a common notion that teachers like poets are born1 not made4 ,this is fallacious for two reasons3 7a7 we do not know till we try whether or not we can teach2 7b7 we do know now that the greater number of teachers are made by training and not by inherited qualities4 ,then1 too1 we are told that born teachers need no training1 that they can teach without preparation4 ,this notion is false1 because the best native power may be made better by proper training4 ,we call a doctor who has had no training in medicine a quack1 and it is not too much to say the same of untrained teachers4 ,hence all of us will be the better fitted for our work in the ,sunday-school if we have in addition to our native powers such added power as prayer and training assuredly give4 #c4 ,a ,living ,example4--,the teacher should be not only a professing ,christian1 but a living example of the kind of life we want every child to live4 ,it is unfortunate to place the destiny of a human soul in the care and under the directing thought of a teacher who neither believes nor lives a consistent ,christian life4 ,the teacher should be kindly considerate of his pupils4 ,no amount of fine teaching power can compensate for the lack of such kindly concern for the welfare of his pupils as will best lead them to crave in their own lives the same courteous and considerate qualities4 ,he should also be perfectly sincere and frank4 ,there can be no such thing as playing a part in the presence of children4 ,they discern with an intuition that is as certain as logic the sincerity or insincerity of the teacher4 ,it is a mistake to flatter1 to scold1 to threaten or to cajole pupils4 ,these are the marks of poor teaching4 ,a perfectly frank teacher will never cheapen his sacred opportunity by any trick or device that has the ring of insincerity4 #d4 ,enthusiasm4--,the teacher should be an enthusiast4 ,i had the good fortune to hear ,bishop ,phillips ,brooks speak to a great body of men in ,boston4 ,there was in his whole manner such sincerity and enthusiasm as to carry conviction to each one in his audience4 ,he had a good thing4 ,he believed in it with his whole heart4 ,he was enthusiastic in its praise4 ,he had tested it and found it good4 ,he wanted others to share the same splendid good4 ,his address left an impression that years cannot dim4 ,his enthusiasm made him a great teacher4 ,this does not mean that one should speak in a loud tone1 in high-pitched voice1 with vehement manner and gesture4 ,these are marks of weakness1 not of strength4 ,but it does mean that one should be confident of the worth of his message and anxious to impress its worth upon others4 ,enthusiasm is born of sincere conviction in the correctness of the thing one aims to teach4 #e4 ,directness4--,much of all that is best in teaching is the result of a mastery of the theme in such way as to make all the statements and questions of the teacher clear and direct4 ,one must consider his language carefully4 ,to the child in the class words may mean quite a different thing from what they mean to the teacher4 ,one must have the pupils' point of view1 and then make all his teaching so pointed1 so specific1 that the meaning must be clear4 #f4 ,alert ,insight4--,the teacher must be alert and aggressive1 discerning the favorable moment to say great truths2 with his thoughts more upon his pupils than upon his text4 ,otherwise his power to govern is weakened and the interest of his pupils is lessened if not wholly lost4 ,to accomplish the best things one must know in advance the scope and purpose of the lesson1 and watch for the moment when1 with interest at its height1 he will best succeed in reaching the deepest fountains of purpose in the soul of the pupil4 ,this quality of insight in the teacher's equipment will put the class upon a basis of work4 ,the pupils will quickly realize that the teacher is imbued with a purpose2 that he proceeds in a business-like way to accomplish a result which is seen to be of value4 ,the very directness of the teacher is an asset of great significance4 ,this always appeals to young persons4 ,they like a lesson that is full of snap and action4 ,they will not long abide a dull and dreary dragging over a subject--be it ever so fruitful in guidance4 #g4 ,love4--,the teacher must be a sincere lover of childhood and of the ,master4 ,in the final chapter of the great ,gospel by ,john1 ,jesus examines ,peter and indicates the basis of great teaching power4 ,it is well to study this narrative carefully4 ,picture ,peter1 at the dawn1 weary and disheartened1 coming from his fishless quest4 ,the ,master meets him and asks him but one question1 but he asks that question three times1 and each time he follows ,peter's reply with the command ,feed4 ,the lesson is plain--he that loves most feeds best1 and the measure of one's power to teach the truth of ,god to his children is the measure of one's love for the ,master ,teacher4 ,where there is no love there can be no great teaching4 ,test ,questions #a4 ,what should be counted a vital part of the teacher's equipment8 #b4 ,is it true that teachers are born1 not made8 ,give two reasons for your answer4 #c4 ,name two ways in which a teacher can be a living example4 #d4 ,what are some of the evidences of a teacher's enthusiasm8 #e4 ,whose point of view must the teacher take8 #f4 ,what manner and method in teaching do pupils like8 #g4 ,what is the measure of one's power to teach the truth of ,god to ,his children8 ,lesson #b ,what the ,teacher ,should ,know #h4 ,he ,must ,have1 before ,he ,can ,give4--,we can give only what we possess4 ,this law holds throughout4 ,peter understood this when he made the memorable reply to the beggar's request for alms3 ,silver and gold have ,i none2 but such as ,i have give ,i thee4 ,it follows that whatever we wish the pupil to know the teacher should also know1 and he should know more than he can hope to teach4 #i4 ,he ,should ,know ,his ,bible4--,what do we wish the pupil to learn8 ,answering this will answer in part the question1 ,what should the teacher know8 ,manifestly1 then1 the teacher should be familiar with the ,bible4 ,how very fragmentary and unsatisfactory our knowledge of the great ,book is until we have studied it in a definite and systematic way--in the way we study our history or our geography4 ,the teacher should at least know the salient features of the incomparable ,text and should have well fixed in memory many of the great utterances that lie like flecks of gold upon its sunny pages4 #aj4 ,clear and ,related ,knowledge4--,but the teacher should know in a more connected and also in a more detailed way the truths of the ,book4 ,the pupil's knowledge should be clear1 by which one means that he should know a thing and not some other thing in its stead2 and a teacher's knowledge should be not only clear but related1 by which one means that he should know a thing in its relation to all other things with which it is vitally connected4 ,this makes for system in knowledge1 and gives the teacher the power to teach each fact with its due emphasis1 no more and no less4 ,some writers on education call this kind of knowing apperception1 by which they mean seeing a thing in its proper system and in its due relations4 ,to say that ,jesus was born in ,bethlehem1 that he lived in ,nazareth1 that he was crucified on ,calvary1 and that he arose from the dead on the third day1 as he said he would1 is clear knowledge4 ,to see ,jesus as the fulfilment of prophecy1 as the promised ,king1 as the leader of his people1 as a teacher with more than human insight1 as the founder of a church1 and as the pattern and perfection of all endeavor1 is related knowledge2 it is seeing ,jesus as part of a great system of purpose that swept into time by the will of ,god4 #aa4 ,it is well also for the teacher to possess adequate knowledge2 he should be able to separate a fact into its parts2 that is1 analyze it4 ,this analytic power makes for vivid teaching but it is a power that the pupil in his early years cannot acquire4 ,only the mature mind is analytic1 and the teacher who knows how to analyze a fact or a lesson knows the secret of proportion in teaching1 the power to know what to make emphatic1 what to make subordinate4 ,it is a poor teacher who is unable to distinguish between a vital element and a non-vital element4 #ab4 ,related ,subjects4--,the teacher should also know such related subjects as will best enable him to make clear each point under treatment in the lesson4 ,a teacher should have a working knowledge of biblical geography and of sacred antiquities4 ,he should know how to use a concordance1 how to work up cross-references1 how to interpret peculiar idioms1 and in general how to use the text of the ,bible in the most effective manner4 ,he should know the general principles of organization pursued in a modern ,sunday-school1 together with the outlines of the history of the church1 and should have a general knowledge of the translations of the ,bible into the ,english language4 #ac4 ,thinking ,principles4--,in addition to the subject-matter1 the teacher should know something of the laws of thought1 and the best way to use knowledge as an agency in forming these laws of thought4 ,all these laws are scheduled in any elementary treatise on psychology1 and the best method of using knowledge to train the soul is set forth in any good treatise on pedagogy4 ,thus to a knowledge of the subject-matter the teacher must add a knowledge of psychology and of pedagogy4 ,scholarship alone is not the test of a good teacher4 #ad4 ,if one reflects for a time upon his own methods of acquiring knowledge1 he will begin to understand the operations of the human soul4 ,when one reads that knowledge enters the soul only through the special senses1 or that ideas may be recalled by memory1 it is of the utmost importance that he should ask himself the question3 ,what do these statements mean8 ,an illustration will help to answer this question3 ,i know that fire will burn my hand2 the knowledge of this fact entered my consciousness through the sense of touch1 and my memory recalls it4 #ae4 ,teaching ,principles4--,when the laws of soul growth are fairly well understood1 it is time to investigate the principles of pedagogy1 the laws that govern the teacher in the act of using knowledge to occasion activity in the soul of a learner4 ,for the laws of teaching rest upon the laws of the soul4 ,we cannot know how to proceed in the teaching process until we know how the soul acts under given conditions4 #af4 ,this act of teaching is a vastly significant one4 ,it results in changing the viewpoint of the pupil's life4 ,it should produce in his soul new knowledge1 or power1 or skill1 or all of these combined4 ,consider well1 teacher1 what this means4 ,how the child is taught determines in no small way how he will in the years to come regard his fellow-man1 his country1 his church1 his own duty1 and his loyalty to all that makes for progress in the life that is hid with ,christ in ,god4 #ag4 ,there are certain educational principles of great value to the teacher4 ,consider what it means to adapt knowledge to the capacity of the learner1 or what it means to secure interest in the learner1 or what it means to proceed from the simple to the complex in teaching1 and you will begin to understand something of the power of right activities in the recitation4 ,test ,questions #a4 ,what is the pre-requisite for giving8 #b4 ,what is the least the teacher must know about the ,bible8 #c4 ,in what way should the teacher's knowledge of the ,book be superior to the pupil's8 #d4 ,what does apperception mean8 ,illustrate the word4 #e4 ,give instances of the kind of related knowledge that the teacher should have4 #f4 ,by what means does knowledge enter the soul8 #g4 ,what should the act of teaching produce in the soul of the pupil8 ,lesson #c ,what the ,teacher ,should ,do #ah4 ,the teacher must have a purpose1 must see the end of the teaching process1 and the way to that end4 ,then he should endeavor in the best way to reach that goal4 ,the goal is to achieve in the pupil the highest type of religious conduct3 not a religious feeling nor a religious thought system2 but feeling and thought crystallized into character1 the standard coin of the soul4 ,all the efforts of the teacher must be directed to the attainment of this purpose4 ,otherwise the recitation will be aimless and the result failure4 #ai4 ,the teacher must have a plan of procedure in advance of the recitation4 ,this plan he should map out carefully1 and then on his knees ask ,god if it is the best plan4 ,to plan carefully and then to execute skilfully is the prime test of teaching4 ,this plan must include a study of each pupil as well as a study of each lesson4 ,it is at this point that so many teachers go wrong4 ,they seem to think that a knowledge of the lesson is the only preparation required4 ,they overlook the fact that it is vastly more important to know the pupil than it is to know the lesson4 ,those that know the subject-matter only are scholars1 not teachers4 ,those that add to their knowledge of the subject-matter a clear insight into the operations of their pupils' minds and also comprehend the fine art of fitting knowledge to the capacity of the learner1 are the only real teachers4 #bj4 ,the teacher must be ready to change his plan if it does not meet the conditions that arise in the class2 but this is a critical procedure1 and only the wise teacher may follow it with success4 ,the teacher must not allow pupils to lead him into by-paths4 ,here tact and skill are of use in leading the class to the teacher's will and to the teacher's plan4 ,the teacher's will must be supreme in it all4 ,i have seen great opportunities lost absolutely because a weak teacher allowed the lesson to drift at the caprice of a pupil instead of following a well-conceived plan4 ,a group of boys once told me that they did not need to prepare the ,sunday-school lesson because they always asked the teacher some questions at the opening of the recitation1 and the teacher took the entire time to discuss the questions4 ,the pupils1 the while1 sat in their places smiling at the weakness of a teacher who lacked the discernment necessary to be master of the situation4 ,the time given to the legitimate work of instruction is all too brief to be wasted in any such senseless ways4 #ba4 ,the teacher must be alert and lead the recitation4 ,this quality of leadership challenges interest and carries the pupil with a sweep of enthusiasm to the end4 ,to lead most wisely is so to direct the current of thought as if it were not directed4 ,the highest art in teaching is to conceal that art1 to guide by suggestion and not by command4 #bb4 ,the teacher will strive to secure a major part of the discussion from the pupil4 ,he will know when not to talk4 ,it must not be forgotten that it is the thing the teacher causes the pupil to do1 not the thing the teacher does in the presence of the pupil1 that is most significant4 ,many a class is talked into mental stupor and spiritual indifference4 ,a garrulous teacher is an abomination4 #bc4 ,a wise teacher will work for his pupils4 ,his aim will be steadily to aid them out of class as well as in class4 ,i know a teacher who meets his class occasionally for a social hour in an informal way4 ,the boys of that class are enthusiastic believers in their teacher and in the power of practical ,christian fellowship4 ,look into the ,elder ,brother movement1 the value of an organized class1 and kindred movements that give the teacher the power to direct conduct in the pupil4 ,here you will find the key to many successful avenues of usefulness to the pupil4 ,the significance of all this lies in the general value of a teacher who by word and by deed makes easy the way of the pupil to the ,master4 #bd4 ,a good teacher will know when to commend and when not to commend4 ,he will not open himself to the criticism that his praise is overdue2 nor will he1 on the other hand1 constantly scold and complain and nag his pupils4 ,he will insist upon order and industry and will labor assiduously to arouse enthusiasm in the class4 ,he will constantly endeavor to see things from the pupils' point of view and sympathize with the pupils' plan of thought4 ,he will not forget that he was once a child1 and he will steadily pray for that wise charity that knows the difference between childish caprice and youthful viciousness4 ,he will not seriously regard the former2 he will not fail to check and rebuke the latter4 #be4 ,a wise teacher will aim at a few things and bend his energies to achieve them4 ,he will not dissipate his power by undertaking to do too many things4 ,he will fix upon some dominant purpose and cause it to run like a thread of gold throughout the recitation4 ,i once heard a preacher begin his discourse with the ,garden of ,eden and end it with the ,new ,jerusalem4 ,he said so many things in an unrelated way that his effort was wholly wasted4 ,it is a mark of weakness to engage in mental sauntering4 ,the wise teacher will hold a thought before his pupils until1 like a jewel1 it flashes light from every facet4 ,he will also use the best things done by some one pupil to stimulate like results in others4 ,above all1 a consecrated teacher will not grow weary in well doing1 for he should have an unflinching faith in ,god1 in his pupil1 and in the power of his teaching to produce ,christian character4 ,test ,questions #a4 ,what is the teacher's goal8 #b4 ,at what point in the teaching plan do many teachers go wrong8 #c4 ,who must lead in the teaching process--teachers or pupils8 ,why8 #d4 ,what is the highest art in teaching8 #e4 ,who should do most of the talking--pupils or teacher8 #f4 ,why should a teacher work with pupils out of the class hour as well as in it8 #g4 ,what should be the teacher's attitude toward caprice or toward viciousness8 #h4 ,should the teacher aim at a few things or many8 ,why8 ,lesson #d ,what the ,pupil ,should ,do #bf4 ,the ,pupil's ,part4--,the part the pupil takes in the act of learning is all-important4 ,the success of the recitation is in a large degree conditioned by the attitude of the pupil4 ,he must be organized and directed by the teacher for the process of instruction4 ,what the pupil will do in the recitation is conditioned upon the skill and power of the teacher4 ,when the pupil fails to do what he should do the fault usually lies with the teacher4 ,the pupil does that which the teacher stimulates him to do4 #bg4 ,the pupil should approach the recitation willingly and gladly4 ,the pupil who is in class against his will is a difficult pupil to teach1 and it is doubtful whether or not any lasting good results from enforced attendance4 ,parents should not overlook this fact1 and teachers will find here a hint of unusual significance4 ,this willing1 joyous approach to the lesson is conditioned upon at least four things3 7a7 the preparation of the lesson by the pupil in advance2 7b7 the absence of other appeals more enticing to the interest of the pupils2 7c7 the quality of teaching power and skill exercised by the teacher2 7d7 the spirit of good-will and of kindly concern that rules the school as a whole4 #bh4 ,the ,pupil's ,preparation4--,from the smaller pupils no formal preparation can be demanded in advance4 ,but for all1 the lesson should be read1 either by the pupil or by some one in the home1 prior to the time of the recitation4 ,it is a good plan to indicate briefly the week preceding just what leading ideas and incidents the pupils should master before the recitation occurs4 ,there are many indirect acts that the pupil may perform during the week that may fittingly be regarded as preparation for the lesson2 such as visits to the sick1 efforts to bring new members to the class1 incidents of the week which made a marked impression for good1 and kindred matters4 ,these can all be touched upon by the teacher by judicious questioning1 and in this way1 at the opening of the recitation1 lead each pupil to make some statement of a good done4 ,this will promote the moral atmosphere so vital to successful interpretation of the lesson4 #bi4 ,divided ,interests4--,many times the pupil comes reluctantly to the ,sunday-school because his interests lie for that hour elsewhere4 ,if the parents go on a pleasure trip1 it is unfair to compel the child to forfeit the same opportunity4 ,wise parents will show the more excellent way by themselves accompanying their children to the ,sunday-school4 ,my own father never led his boys to the silent recesses of the mountain brooks to see ,god's wonder world until after we had returned from the ,sunday-school4 ,to enjoy the former we were unconsciously encouraged to attend the latter4 ,the so-called liberal ,sabbath is the foe of the ,sunday-school1 and all friends of the best things should oppose the lessening of the power that wins childhood for the ,master through regular attendance upon his school4 #cj4 ,when pupils dislike the teacher because he is weak or rude or petulant or unprepared to teach1 it is difficult to keep these pupils in regular attendance4 ,each teacher should constantly ask himself1 ,how may ,i personally add to the attractiveness of the ,sunday-school8 ,careful inquiry and close supervision of the classes by the superintendent should compel good teaching or a prompt change of teachers4 ,it is useless to expect pupils to love the ,sunday-school well enough to endure a worthless teacher4 ,how often pupils grow weary in attendance because the teacher has no power to woo the young spirit to the fountains of love and light6 ,on the other hand1 how gladly and how regularly children turn to the ,sunday-school when a great-hearted and warm-spirited teacher is always there to welcome and to nourish them6 #ca4 ,there is a marvelous attractive power in a well-organized school4 ,when the spirit that rules in it and the organization that guides it are so wisely fostered as to create in the school an atmosphere of genuine stimulation the pupil will find it easy to come gladly1 to say with the ,psalmist1 ,i was glad when they said unto me1 let us go unto the house of ,jehovah4 #cb4 ,reverence4--,in the recitation proper1 the pupil should be helped to be reverent1 well-behaved1 and actively absorbed in the lesson4 ,he should be shown the gains of complying promptly and cheerfully with the requests of his teacher2 the ,king's business must be conducted with decency and dispatch4 ,he should develop a quickening concern for the welfare of his classmates and foster a wholesome support to the class as an organization4 ,it is not always the lesson taught but the spirit that rules during the lesson that wins the young spirit to adoration and service4 #cc4 ,regularity and ,promptness4--,the early acquisition of the habits of regularity and promptness in attendance are virtues of no mean moment in the life of the learner4 ,whatever may be legitimately done to promote these habits is worthily done4 ,an essential part of the discipline of life lies in acquiring dependable habits4 ,it is the systematic attendance upon the ,sunday-school that at last leads the pupil to say again1 ,i was glad when they said unto me1 ,let us go unto the house of ,jehovah4 ,some unique and valuable exercise at the opening of the recitation1 occupying but a minute or two of time1 will often prove of great value4 ,i have headed this chapter1 ,what the pupil should do1 because it is not what the pupil thinks1 nor what he says1 that is of greatest moment4 ,it is his conduct in the class and his conduct during the week in home1 in school1 in play1 that tests most directly the value of the teaching he receives4 ,the focus of teacher concern is not what the pupil learns1 but what the pupil does2 not thought1 but conduct2 not theory1 but practise2 not ideas1 but acts2 not ability to answer questions1 but ability to live a clean1 sweet1 quiet ,christian life4 ,all teaching that falls short of this goal is unworthy teaching4 ,the supreme test of teaching1 laid down by the ,master1 is that we should do the will of our ,father that is in heaven4 ,test ,questions #a4 ,whose fault is it1 generally1 if the pupil fails to do what he ought in the class8 #b4 ,what four things help to the pupil's willing approach to the lesson8 #c4 ,in what ways may a pupil prepare for the lesson period8 #d4 ,how may the pupil be spared a division of interest8 #e4 ,what should be the pupil's attitude and bearing during the recitation8 #f4 ,what should be the real focus of the teacher's concern about the pupil8 ,lesson #e ,what ,teaching ,is #cd4 ,teaching ,defined4--,the ,sunday-school teacher as much as any other teacher should understand clearly what teaching is4 ,teaching is not telling1 and no amount of talking to the pupil can be considered as teaching4 ,teaching is not determined by anything that happens outside the pupil1 but by the action of the pupil's soul upon the things that are presented to it through the senses4 ,teaching may be defined as causing a human soul to know4 #ce4 ,everything outside the learner may be considered his teacher4 ,we are taught in the broadest sense by the spirit of ,god's universe expressed in terms of order and law4 ,we are taught in a more restricted sense by our immediate environment1 and especially by the people whose lives come in close contact with our own4 ,in the most restricted sense we are taught by a trained mind1 and this trained mind belongs to a person called a teacher4 ,the process of teaching may be considered as the act of bringing into the consciousness of the learner the knowledge already in the consciousness of the teacher4 ,we cannot teach what we do not know4 ,teaching ends when the pupil knows all that the teacher knows4 #cf4 ,impression and ,expression4--,when ,i say that ,i know a certain thing1 ,i mean that my soul possesses that thing and knows that it possesses it2 this is consciousness4 ,the teaching act completes itself when the learner is able to express in language or otherwise to the satisfaction of the teacher the facts in consciousness4 ,in other words1 the soul is not fully educated until it has reached the point of expression4 #cg4 ,it will be seen from this that teaching is possible only when the soul is actively seeking new knowledge4 ,this attempt of the soul to seek new knowledge causes it1 for one reason or another1 to focus itself upon some one object of thought to the exclusion of all other objects of thought4 ,this act is called attention4 ,when the will directs the attention it is called voluntary attention4 ,when some other agency than the will directs the attention it is called involuntary attention4 #ch4 ,securing ,attention4--,the greatest art in teaching is to secure attention4 ,the highest form of attention is voluntary attention4 ,the young child does not possess sufficient will-power to control attention2 consequently in the early grades some other agent than a command of the will must hold attention4 ,this other agent in a general way may be characterized as interest4 ,in other words1 the young child's interests hold his attention1 and the thing in which he takes the greatest interest will easiest attract his attention4 #ci4 ,there are certain well-known principles underlying the interest of the child4 ,first1 his curiosity2 second1 novelty1 or unexpectedness2 third1 imitativeness2 fourth1 illustrations based upon his experience4 ,the teacher cannot be too careful to consider what is of interest to a child4 ,we cannot measure the interests of a child by the interests of an adult4 ,here the study of child nature is the only safe and adequate guidance4 #dj4 ,how ,knowledge ,reaches the ,soul4--,there are but five gateways to the soul of a child1 called the senses3--,seeing1 hearing1 touching1 tasting1 smelling4 ,there are no other channels of approach4 ,whatever increases the breadth of this sense-approach in a subject of study increases the interest of the learner in that subject4 ,if ,i tell a child about a ball1 ,i utilize his sense of hearing2 if ,i show him a ball1 at the same time ,i describe it1 ,i utilize seeing and hearing2 if ,i hand him a ball1 as ,i describe it1 ,i utilize touching1 seeing1 and hearing4 ,a single fact reaching consciousness through the senses and recognized in consciousness is called a percept or a particular notion4 ,it is sometimes called an idea4 ,the soul in giving expression to an idea uses a word or some other sign for the idea4 ,thus words are the signs of ideas4 #da4 ,when other facts of a similar character reach consciousness1 and are identified there with the first percept1 the percept becomes a concept1 general notion or general idea1 just as the percept is an individual idea2 that is1 the percept stands for one object apprehended in consciousness2 the concept stands for a group of similar objects under one name apprehended in consciousness4 ,all the common nouns are concepts just as all proper nouns are percepts4 ,for example1 in the sentence1 ,washington was a brave man1 it is plain that ,washington is a particular idea or percept and man is a general idea or concept4 #db4 ,judgment and ,reasoning4--,the aim of the teacher is1 first1 to secure clear percepts1 and then rapidly to change these percepts into concepts1 which is only another way of saying that good teaching relates the things in the soul in such a way as to give the child the fewest possible terms with which to carry the largest possible number of particular facts4 ,concepts are the shorthand of the soul's language4 ,when these concepts are compared and their agreement or disagreement noted the soul is forming judgments4 ,when these judgments are expressed in language the soul is forming sentences4 ,when these judgments are compared and their agreement or disagreement noted1 the soul is reasoning4 ,sentences are the signs of judgments or reasons1 just as words are the signs of percepts or concepts4 ,thus the percept first comes2 the percept grows into the concept2 the concept into the judgment2 the judgment into reasoning2 and these are the four steps in the process of knowing4 ,they are the tools of thought4 ,teaching must be a training in the use of these tools4 #dc4 ,memory is of little use unless it is simply the power to hold things clearly understood by the soul4 ,it is not good teaching to burden the memory with masses of things not clearly perceived and conceived1 although it may be at the beginning not at all objectionable to commit to memory certain great utterances from the ,bible and other standard literature1 even when the meaning is not clearly and fully apprehended4 ,but at the earliest time possible these should be analyzed and the meaning worked into forms of clear knowledge4 #dd4 ,imagination4--,imagination is the power of the soul to work up into new combinations the things in memory4 ,memory keeps things as the soul got them through the senses4 ,the products of memory have a basis in experience4 ,the products of imagination have no such basis in experience4 ,imagination is the creator of new products4 ,it cares not for facts1 but works after its own fancy4 ,it is a more dangerous power because more free4 ,to curb it at the outset is necessary4 ,to allow it free range is to open the way for statements from the child that often alarm the parent or teacher4 ,but when once the moral sense is awakened and governs imagination the latter becomes the agency that creates all art and enriches all life4 #de4 ,teaching aims to develop by appropriate exercise all these powers of the soul4 ,what the pupil learns is not so important as what power he gains in the control and use of his thinking processes under the guidance of a skilful teacher4 ,test ,questions #a4 ,what is teaching8 #b4 ,when does teaching end8 #c4 ,what is consciousness8 #d4 ,what marks the completion of the teaching act8 #e4 ,what is attention8 ,voluntary8 ,involuntary8 #f4 ,what will most easily attract the attention of a young child8 #g4 ,state four principles underlying the child's interest8 #h4 ,name the gateways to the soul4 #i4 ,what is a percept8 #aj4 ,what is a concept8 #aa4 ,state the four steps in the process of knowing4 #ab4 ,when is memory of most use8 #ac4 ,what is imagination8 ,test ,questions for ,review ,lessons #a to #e #a4 ,what point of view must the teacher take8 #b4 ,is it true that teachers are born not made8 #c4 ,what does apperception mean8 #d4 ,by what means does knowledge enter the soul8 #e4 ,what is the teacher's goal8 #f4 ,what is the highest art in teaching8 #g4 ,what four things help to the pupil's approach to the lesson8 #h4 ,what should be the teacher's real concern about the pupil8 #i4 ,what is teaching8 #aj4 ,what is attention8 ,voluntary8 ,involuntary8 #aa4 ,state four principles underlying the child's interest4 #ab4 ,name the gateway to the soul4 ,lesson #f ,what an ,educational ,principle ,is #df4 ,laws of the ,soul4--,everything in this world behaves in a certain way under certain conditions4 ,all the things in ,god's great1 good world operate in harmony with some force or power that is always present and that always does or causes to be done the same thing4 ,when once we have discovered this power and stated in a formula how it behaves we have a law4 ,the soul is no exception to this general statement4 ,it behaves1 under similar conditions1 in the same way4 ,when once we have discovered how the soul acts and formulate its methods of action we have a law of the soul4 #dg4 ,from these laws of the soul we may also learn how to make the soul grow in a certain desired way4 ,we can also discover the laws in the materials which we use to cause growth in the soul4 ,these laws become the guide to all good teaching4 ,they are here called educational laws or principles4 #dh4 ,educational ,principles4--,thus it will be seen that educational principles rest upon the laws of the soul4 ,they tell us in brief and clear statements what should govern us in teaching a growing soul4 ,if one turns to any treatise on pedagogy he will find there a statement of these laws4 ,of course1 these will be found to vary somewhat because no one is quite certain that the last facts concerning the soul are known4 #di4 ,but the important thing is not1 after all1 what one finds in the books1 but what one is finally led to accept as his own guiding principles4 ,it is of the utmost importance that one should have certain general principles of education as standards by which to test his own teaching4 ,a ship without a compass sails a no less aimless or dangerous course than does a teacher without pedagogic guidance4 ,what the compass is to the ship1 educational principles are to the teacher4 ,thus educational principles aid in achieving the end or purpose of the educational process2 which end is1 according to ,spencer1 to live completely1 or1 as we usually say1 to fit each one to live in the exercise of all the power ,god made it possible for him to enjoy4 ,to realize this end teaching must proceed according to law4 #ej4 ,the first law to be noted is that the subject matter presented to a growing soul must be adapted to the capacity of the learner4 ,this law is so self-evident that we unconsciously observe it4 ,we do not give the same kind of lessons to a child in the primary grade that we should and do give to the pupil in the adult ,bible class4 ,the whole significance of graded exercises is based upon this fundamental principle4 ,this law rests upon the generally accepted fact that the different powers of the soul change their relative activity during the years of growth4 #ea4 ,the second principle is equally important3 ,there is a natural order in which the powers of the soul should be exercised4 ,this order is the order of their activity4 ,the earliest power to become educationally active is sensation1 the last is reason1 and hence we can phrase this law in the maxim from sense to reason4 ,different writers state the same thing in the following way3 observation before reasoning2 the concrete before the abstract2 sense knowledge before thought knowledge2 facts before definitions2 processes before rules2 the particular before the general2 the simple before the complex2 from the known to the next related unknown4 ,all these maxims may be traced to the same law of the soul1 and they may all be summed up in the maxim1 teaching must proceed from things to symbols1 since the senses deal with things and reason deals with symbols4 ,no wise teacher will pass this law by until its full significance is understood4 ,jesus was a masterful teacher4 ,he observed this law frequently4 ,note the examples in the ,gospels1 using the incident at ,jacob's well as an example4 sop's fables are all built upon the principle here laid down1 as are the numerous fairy tales by the ,grimms1 ,andersen1 and others4 #eb4 ,since the soul grows only by its own activity a third law arises3 ,knowledge can be acquired only by occasioning the proper activity in the soul of the pupil4 ,it is always important to keep in mind that it is not what the teacher thinks and does1 but what he causes the pupil to think and do1 that makes for knowledge4 ,the best teaching secures the best mental activity on the part of the pupil4 #ec4 ,just what the proper activity is may be seen by a consideration of a fourth principle3 ,first presentations of new knowledge must be made objectively in all grades of the school4 ,ideas cannot be taught through words4 ,they can be taught through objects1 and the ideas can then be named4 ,the name is the word4 ,this law may be stated as ideas before words4 ,it stands as a protest against abstract and formal teaching4 ,it demands that knowledge shall be fitted to the nature of the soul's growth4 ,the child that for the first time was shown a growing fern in a vase and called it a pot of green feathers was on the right track4 ,he will in due time acquire the right word4 ,his idea is clear4 ,it follows also that the only words in which knowledge can be presented to the soul are words that name known things4 #ed4 ,these and many other principles are the basis of the whole teaching process4 ,happy that child whose teacher has thought his way through these essential laws and observes them in all the activities of the recitation4 ,no teacher can grow in power or skill without mastering the meaning of these laws1 which may be called the alphabet of the teacher's preparation4 ,these laws the teacher should always have in mind as guidance4 ,they are not to be announced to the pupil4 ,jesus always followed great educational principles1 but he never announced these to his disciples4 ,when you say ,that is a good lesson1 you mean that the lesson is in harmony with laws of teaching you know to be good4 ,there is no other basis of judging the worth of a teacher4 ,test ,questions #a4 ,what is meant by a law of the soul8 #b4 ,why are educational principles needed8 #c4 ,what is the first law as to the subject matter of teaching8 ,the second8 #d4 ,what is the earliest power that becomes educationally active8 #e4 ,what maxim sums up the order in which the soul-powers should be exercised8 #f4 ,state the third law of the soul4 ,the fourth4 ,illustrate4 ,lesson #g ,what an ,educational ,method ,is #ee4 ,applying ,principles4--,when the teacher puts an educational principle to work in the act of teaching he uses a method4 ,a method is a principle applied1 put into operation4 ,principles make up one's educational theory2 methods make up one's educational practise4 ,it is as important to have a good method as it is to have a good law4 ,the way a law is applied is a method4 ,when we agreed that it would be a good thing to teach scientific temperance to our children we announced a principle4 ,to apply this led to the use of the school4 ,teaching in the school the subject of scientific temperance became a method4 ,we might have chosen the home1 the church1 or any other agency4 #ef4 ,one's method is often the test of one's principle4 ,if ,i say that repetition makes for clear knowledge ,i announce a law or principle4 ,the test of the law is the way the soul acts under repetition4 ,does the learner gain in clearness of knowledge by repetition8 ,if so1 the law is true4 ,if not1 the law is not true4 #eg4 ,kinds of ,methods4--,methods are of two kinds3 general and special4 ,a general method may be followed in teaching all the different subjects that make up a course of study4 ,a special method is followed in teaching one particular subject or a part of a subject4 ,a device is merely a temporary resort to some special act to accomplish an immediate result4 ,methods1 general and special1 may be used again and again4 ,a device rarely can be repeated1 since the same conditions may never again arise4 #eh4 ,analytic and ,synthetic ,method4--,a lesson1 like a jack-knife1 is made up of a number of parts4 ,we may begin the recitation by presenting first the object or lesson as a whole and follow with a study of the parts2 this is the analytic method4 ,or we may begin the recitation by presenting first the parts1 one at a time1 and follow with a study of the object as a whole4 ,this is the synthetic method in teaching4 ,these two general methods are usually combined in a complete lesson4 ,that is to say1 we usually consider first the whole thought1 then analyze it into its several parts1 and when each part is understood1 we combine by synthesis the parts into the general thought4 ,if1 for example1 we begin by citing the golden text1 and then analyze the lesson to find the parts that illustrate the meaning in the golden text1 and finally combine these parts into a fuller understanding of the golden text1 the process is analytico-synthetic4 ,the purpose of this thought exercise is to enlarge the learner's comprehension of the general truth in the lesson4 ,in the earlier years teaching should be largely synthetic2 in later years1 analytic4 ,a study of the growth of the powers of the soul will show why this is so4 #ei4 ,inductive and ,deductive ,method4--,when once the mind is trained to analyze fairly well it is possible to use another set of general methods4 ,in reasoning we may begin with particular facts1 with simple sensations1 with the individual notions based upon concrete experience1 and rise step by step to a general law4 ,if we pursue this plan in the recitation1 we use the inductive method in teaching4 ,if we pursue the opposite order1 beginning with some general law or principle and proceed by reasoning to special or particular facts1 we use the deductive method in teaching4 ,the parable of the sower is a good example of inductive teaching4 ,the seventh chapter of ,matthew contains a number of excellent examples of deductive teaching4 ,note carefully the method by which ,jesus makes plain the words1 ,beware of false prophets4 ,these general methods are followed always in one order or another by every good teacher4 #fj4 ,the recitation also affords opportunity for the exercise of special methods4 ,we may or we may not ask questions4 ,we may or we may not assign topics1 we may or we may not draw pictures on a blackboard4 ,we may or we may not ask pupils to consult the text of the lesson in reciting the same4 ,these facts suggest methods that the wise teacher will consider carefully4 #fa4 ,questioning4--,if the teacher asks and requires the pupils to answer a series of questions he is using the question method4 ,it is a good method because it compels the pupils to think and to give expression in proper language to their thoughts4 ,it is vastly better than telling1 for telling things to pupils is not teaching1 since it fails to cause the pupil's mind to act in any creative way4 ,it is a much abused method because many questions that an unwise teacher asks do not lead by synthesis to a common general truth or law4 ,it is to be noted that the simplest form of questioning seeks only to obtain in answer a statement of fact1 as when one asks how many miles it is from ,jerusalem to ,jericho1 or who betrayed ,jesus1 or any similar question that calls for a statement of fact4 ,a better question is one that sets all the currents of thought aflow1 that causes one to stop1 think1 weigh1 ponder1 deliberate1 before framing an answer4 ,a careful study of ,jesus' method of asking questions is of the utmost value in mastering the fine art of teaching by the question method4 ,in ,luke #i ,jesus asks the question1 ,who do the multitudes say that ,i am8 ,after the disciples had reported all the guesses of the people1 he asked1 ,but who say ye that ,i am8 ,this question went to the heart of the subject of his identity4 ,it forced from ,peter a great declaration4 ,wise questioning always touches the very center of discussion and crystallizes thought4 #fb4 ,for more advanced classes it is a good plan to assign in advance certain subjects to be recited by the pupil in the recitation4 ,when this is done1 the teacher uses the topical method4 ,it requires a maximum of effort and should not be used with young pupils4 ,it is an excellent method in the ,bible classes4 #fc4 ,illustrations4--,if the teacher uses objects1 pictures1 or drawings to make meaningful his language in teaching1 he is using the illustrated method4 ,this is especially valuable in the primary grades4 ,the one necessary caution is that the objects1 pictures1 or drawings shall be wisely selected1 and that in their use special care be taken that the interest of the pupils is focused upon the thought or fact to be taught and not upon the illustration4 #fd4 ,if the teacher allows the pupils to consult the text while reciting1 his method is likely to produce little permanent good4 ,to fix the lesson in memory1 to lay aside all books1 to face the anxious and earnest teacher1 is to secure the best results4 ,of course1 there are times when the text is to be studied and when it is necessary to refer to the printed lesson1 but a wise teacher will remember that when soul looks into soul the greatest possible good comes from teaching4 ,test ,questions #a4 ,what is meant by a teaching method8 #b4 ,what is meant by the analytic method8 #c4 ,the synthetic method8 #d4 ,what is meant by the inductive method8 #e4 ,the deductive method8 #f4 ,why is the question method a good one8 #g4 ,why is mere telling not teaching8 #h4 ,what kind of question is better than that which merely draws out a fact8 #i4 ,what is the topical method1 and with what pupils should it be used8 #aj4 ,what is the gain in using illustrations8 ,what the danger8 #aa4 ,should the lesson text be consulted by the pupil when reciting8 ,why8 ,lesson #h ,what the ,concrete ,means in ,teaching #fe4 ,value of the ,concrete4--,the world is made up of concrete things2 that is1 things which can be recognized by the senses4 ,the first impressions the soul gets of this world are concrete4 ,we call them individual or perceptual notions4 ,the soul compares1 classifies1 generalizes these concrete notions into general or conceptual notions4 ,these thought products are abstract4 ,but all knowledge begins in these individual notions and hence all first presentations of a new lesson or a new object of thought must be in the concrete4 ,the richer and more varied the concrete data1 the more valuable is the mental result in abstract thought4 ,when an abstract notion is presented to a class it is of no educational value unless it can be referred back in the mind of each pupil to some concrete experience in his own past4 ,the teacher1 knowing this1 will always aim to interpret general truths1 which are abstract1 into terms of experience1 which are concrete4 ,when ,david wishes to express the thirst of his soul for ,god he says1 ,as the hart panteth after the water brooks1 so panteth my soul after thee1 ,o ,god4 ,to a people familiar with ,palestine and the habits of the hart this language at once made vividly real1 in a concrete image1 the great longing the pure soul has for its ,creator4 #ff4 ,all the tentacles of the soul seem to find in the concrete thing great sources of nourishment4 ,note the crowds that throng the zological gardens1 the flower expositions1 the picture galleries1 the museums of one sort or another1 to see the potency of the concrete as a great teaching power4 ,explore a boy's pocket to learn what the concrete is worth4 ,why all these scraps1 broken glass1 rusty nails1 old knives1 buttons1 peculiar pebbles1 colored strings1 parts of a watch or clock1 odd sticks1 bits of chewing gum1 ends of pencils1 broken buckles1 speckled beans1 colored papers1 bits of fur1 and other things that he treasures8 ,because in a most potential way they are nutrition to his yearning soul4 ,one will never fathom the real depths of the concrete as teaching data until he can appreciate why the son of a ,president of the ,united ,states gladly traded rare exotic flowers from the ,white ,house conservatory for the discarded paper caps of common milk bottles4 #fg4 ,the trouble we all experience is to discover just what concrete thing the general statement figures in the soul of the child4 ,when our pupils read ,up from the meadows rich with corn1 ,clear in the cool ,september morn1 what does it mean to them8 ,instance a poor child whose life is pent within the narrow walls of a city tenement1 one who has never seen the park1 much less the great1 grand farms of the country2 what can even this simple language of ,whittier's figure to that child8 ,do you not see that first of all the needed thing in teaching is to bring new thoughts into terms of old thoughts1 to interpret the new by the old1 to translate all abstract truth into terms of conduct and into terms of real concrete experience4 ,if then the pupil's personal experience is meager1 how very difficult it is to teach him1 and how very important it is that we should be wise enough to supply the concrete data necessary to make meaningful our teaching4 #fh4 ,tools for the ,teacher4--,the agencies at the teacher's disposal are objects1 pictures1 drawing1 and stories4 ,these demand extended study4 ,do you have a collection of objects and of pictures for teaching purposes8 ,these are your tools4 ,be sure you carry a goodly store of them4 ,select them with care and use them with caution4 ,if you cannot draw beautiful pictures1 do not worry4 ,but be sure you can1 with a few strokes of the crayon1 make concrete the thought you wish to emphasize4 ,this power is of immeasurable value and the training of every teacher should include lessons in simple graphic illustration4 #fi4 ,stories4--,but above all else1 as equipment to teach1 can you tell a story8 ,the story is an abstract truth dressed in concrete garments4 ,when ,jesus was asked to define the word neighbor he might have answered in some such definition as may be found in any dictionary4 ,he was too wise a teacher to do that4 ,he immediately translated the meaning of neighbor into the concrete story of the good ,samaritan and gave us an example of the loftiest teaching power the world has ever known4 ,every parable is an example of great skill in teaching the abstract by means of the concrete4 ,go over the series and note in how many ways the ,kingdom of heaven is concreted into terms of the common experience of the people ,jesus taught4 #gj4 ,a good story1 well told1 at once attracts marked attention4 ,the pupil unconsciously turns to a concrete incident and from that obtains the richest nutrition for his spirit4 ,but the story must be well told4 ,it must contain abundant elements of specific detail and must be packed with incidents that thrill with action4 ,the old ,mother ,goose rhymes are excellent examples of stories full of action1 and1 as a result1 of interest4 ,the child personifies all things1 that he may find in them the elements of life1 of action1 of things in the process of doing4 ,if you will spend an hour with a boy who is riding a stick that is to him a horse1 or a girl who is playing with a rag-doll1 you will learn the method and value of action in the concrete materials of instruction4 #ga4 ,rhyme and ,song4--,if to the story is added the attractive appeal of rhythm1 rhyme1 and song the concrete materials of teaching become almost ideal4 ,it is a good thing to conclude a well-told story with a short1 simple poem and a song1 both of which should relate to the same truth the story sets forth in the concrete4 ,through story1 rhyme1 and song the growing soul climbs most surely and securely to the lofty and illuminating vistas of ,god's universal laws4 ,maxims1 precepts1 proverbs1 mottoes1 laws1 become meaningful and potential only when the soul moulds these mass motives of guidance from the plastic and suggestive data of a rich and varied contact with concrete experiences and things4 ,i am the vine1 ,i am the good shepherd1 ,i am the way1 contain the very essence of all great method in the art of building a soul for the ,kingdom of ,god and of service4 ,test ,questions #a4 ,give an illustration of a concrete notion8 #b4 ,what may be learned by the study of a boy's pocket8 #c4 ,by what means should we bring new thoughts to the pupil8 #d4 ,what are four tools at the teacher's disposal8 #e4 ,what constitutes a good story8 #f4 ,what appeal may well be added to the story8 ,lesson #i ,what ,instruction1 ,drill1 and ,examination ,can ,do #gb4 ,the two processes at work in every good recitation are teaching and learning4 ,the first of these processes is the work of the teacher2 the latter is the work of the pupil4 ,learning includes study proper and practise in the use of knowledge learned4 ,the learning process should1 of course1 be directed by the teacher4 #gc4 ,teaching1 the work of the teacher1 includes three distinct elements or parts3 instruction1 drill1 examination4 ,these may at times be supplemented by a fourth teaching process of considerable importance1 review4 ,every good class exercise is made up of these elements4 ,in certain cases the amount of time devoted to one or to the other of these varies greatly4 ,no fixed law can be set4 ,the judgment of the teacher1 the condition of the class1 the immediate purpose of the particular lesson1 combine to make the relative value of these elements vary from one recitation to another4 ,we can1 however1 study the purpose or function of each and arrive at some fairly adequate guidance4 #gd4 ,instruction is the process through which the teacher aims to assist the pupil in the acquisition of knowledge or power1 or both4 ,it may take the form of written or of oral instruction4 ,written instruction has to do with the mastery of the printed page4 ,to know how to obtain knowledge from the printed page is an important end of instruction4 ,understandest thou what thou readest8 is a question that goes to the heart of good written instruction4 ,oral instruction is the act of the living teacher in stimulating the pupil to know4 ,it has three phases--objective1 indirect1 and direct4 #ge4 ,objective instruction is the presentation to the eye or other sense of the pupil1 by means of objects or pictures1 some concrete thing which will aid the pupil to gain clear knowledge4 ,we have already considered the value of this form of concrete instruction4 #gf4 ,indirect instruction is the process of recalling1 through memory1 past objective experiences and causing the mind to discern their likeness or unlikeness1 their relations one to another1 and to express a conclusion that the teacher does not first announce4 ,in indirect instruction the learner is led to express his own past knowledge and1 by comparing one fact with another1 to arrive for himself at new knowledge4 ,this is a most difficult but a most valuable type of instruction4 ,it makes the pupil an explorer after truth and it should result in making him a discoverer of truth4 ,the joy of original discovery possesses the soul of the successful pupil1 who is taught by this indirect or suggestion method of instruction4 #gg4 ,direct instruction is the communication of facts by the teacher through oral language to the pupil4 ,the pupil in this type of learning follows the statements of the teacher and sees for himself the truth of the facts presented and the conclusion reached4 ,the danger of direct teaching lies in the fact that the teacher may fail to arouse in the pupil a current of thought corresponding to his own4 ,in this case there is no resulting knowledge in the soul of the learner2 and1 instead1 there is likely to be confusion or disorder in the class4 ,this is a common phenomenon in classes that are so unfortunate as to have poor teachers4 ,the law underlying all oral teaching is as follows3 ,do not tell the pupil directly what he may be reasonably expected to observe or discern for himself4 #gh4 ,drill is the process through which the teacher aims to assist the pupil in the acquisition of power and skill4 ,the new truth1 when first apprehended by the pupil1 must be made so familiar to the learner that he can promptly and easily recall the new truth or knowledge4 ,drill is the agency that accomplishes this result4 ,note how often a boy or girl repeats some new sentence or word or game in order to fix its easy recall4 ,many teachers think repetition deadens interest4 ,but without repetition ,comenius rightly declares we do not know solidly4 ,repetition is nature's way of developing strength4 ,it is of prime importance that every new truth be drilled until it is as familiar to the learner as old knowledge4 ,then it becomes easy of recall and ready for use4 ,the wise teacher will avoid the abuse of the drill by so varying the exercise as to secure a maximum of interest1 for interest is the basis of pleasure1 and the soul does not easily retain knowledge that is not pleasurable4 #gi4 ,examination is the process through which the teacher aims to test the result of instruction and learning4 ,its value is twofold3 it adds to the learner's knowledge by the preparation he makes for the examination1 and it gives the teacher a means of measuring the results obtained through instruction and drill4 ,if the examination tests only knowledge gained by direct teaching1 it is of little value4 ,if1 on the contrary1 the questions are so phrased as to cause the pupil to think his way out of things known into some newer and higher order of knowledge1 it is a valuable exercise4 ,usually before examinations are given the teacher and pupils join in a review4 #hj4 ,the review is an invaluable teaching agency when it results in such a reorganization of unrelated or partly related facts of knowledge as to give the pupil a clearer and surer grasp upon the relative value of the facts previously acquired4 ,a drill fixes a given fact more securely or solidly in the soul2 a review organizes these drilled facts into new systems and wider classifications4 ,it is seeing the old once more1 but seeing it from a new point of vantage2 just as a man climbing a tower with windows at stated points sees in each case all that he saw before1 but sees it in a new setting1 sees it as part of a larger scene1 and sees it finally as a part of a mighty whole4 ,wisely conducted1 the review establishes proportion in the knowledge set in the soul and leads finally and directly to the fact that all truth is at last one truth2 all life at last one life2 all parts at last one great infinite unity1 whose name is ,god4 ,test ,questions #a4 ,what two processes are at work in every good recitation8 #b4 ,what four elements does teaching include8 #c4 ,what are the three phases of oral instruction8 #d4 ,define each of these three phases4 #e4 ,what law underlies all oral teaching8 #f4 ,what is meant by drill8 #g4 ,define examination4 ,what is its twofold value8 #h4 ,when is a review valuable8 ,lesson #aj ,what ,will-training ,leads ,to #ha4 ,the soul by thinking1 feeling1 and willing completes its round of activities4 ,it is not a three-parted power1 each part doing one and only one of these things2 but it is a single power1 capable of doing in turn all these things4 ,the soul thinking is at work in an intellectual process4 ,the soul feeling is at work in an emotional process4 ,the soul willing is at work in a volitional process4 ,these three processes are so inter-related that it is not easy to separate them at any given time1 and yet a bit of reflection upon how the soul does operate will make fairly clear these distinct processes4 ,a child that has not been made unnatural by arbitrary training always follows its emotions and its thoughts by action4 ,the inference from this is significant4 ,the soul untrammeled always translates thought and feeling into action4 ,this is only another way of saying that all intellectual and emotional products are under the direction of the will4 ,the will is the power of the soul that resolves to do1 that causes us to act4 ,the will uses thought and feeling in much the same way that a sailor uses compass and rudder to guide a vessel in the right course4 #hb4 ,the ,first ,step1 ,obedience4--,at the beginning the feeling and thought elements are so numerous and so complex that the will is unable rightly to organize all this data into guidance4 ,hence the child must be guided by a will that has1 through experience1 acquired this power4 ,the will of the parent and of the teacher is at the outset the effective guide1 and the one necessity for the welfare of the child is obedience4 ,gradually the child finds his way through the maze of things his intellect and his sensibilities have retained1 and then he becomes self-directive4 ,his own will has asserted itself4 ,he is now able and should be free to direct his own actions4 ,when he does this his difficulties will not disappear4 ,at times1 he will find his will at a loss to give the guidance he knows he should have4 ,then1 by all means1 it is important that he should willingly surrender his finite will to the infinite will1 his imperfect guidance to the perfect guidance2 and he shall thus find his complete freedom of action in full surrender to the will of ,almighty ,god4 #hc4 ,in this first stage1 when parent and teacher are motive and will to him1 the child needs to be guided with the utmost care4 ,there must be reasonableness in the guidance4 ,caprice1 anger1 impatience1 arbitrariness1 and severity are the methods of weaklings and cowards4 ,from all such the child should be freed4 ,consistency1 kindness1 patience1 reasonableness1 and moderation are the methods of strong1 successful teachers4 ,if you utter a command1 see to it that the child obeys4 ,nothing is quite so deadly in the realm of the will as the fact that the pupil knows that his teacher threatens1 commands1 talks--but never acts4 ,if you really do not intend to enforce obedience1 do not utter the command4 ,if you do not intend to compel obedience1 do not assume the rle of guide and teacher4 ,how many children come into caprice instead of regulated conduct because they have from infancy lived in a realm of caprice1 of confusion1 and of disorder2 a realm that moved by no law and hence set no law of guidance in the soul of the child4 #hd4 ,the ,aim of ,teaching is ,right ,living4--,we err when we assume that intellectual endeavor will inevitably lead to right conduct4 ,nothing is more obvious than the fact that our conduct is far below the plane of our thought4 ,we know vastly better than we do the things that are right and true4 ,nor do we quite understand the function of good teaching if we neglect to cultivate the feeling powers of the soul4 ,it is my conviction that we act more nearly in harmony with our feelings than our thoughts4 ,if1 then1 conduct1 right action1 or character is the end of all true teaching2 if1 as ,jesus taught1 it is not what we know1 nor yet what we feel1 but what we do1 that makes life worth while1 it is of the utmost importance that we should so train the feeling life as well as the thought life as to prepossess the soul to right conduct4 ,but the feelings are intensely concrete4 ,whence arises again the value of concrete teaching as a method in will training4 #he4 ,self-control4--,aim to bring the pupil speedily into the exercise of his own will1 into self-regulated conduct4 ,nothing will so surely negative good instruction as to deny to the pupil the freedom to exercise his own will as soon as that will has become sufficiently powerful and reasonable to be an adequate agency to direct the pupil's conduct4 ,many teachers and parents insist upon guiding the pupil long after he is capable of self-direction4 ,here1 of course1 is the critical moment in the pupil's life1 and only the most careful study of the pupil and constant prayer for ,divine assistance will insure the wisest procedure4 ,when a boy has acquired self-control it is always a mistake to treat him as you would a small child4 ,his self-respect is involved in his desire to do things in the way his own will determines4 ,to ignore this fact is to predispose the boy to rebellion against his teacher2 and perhaps against all constituted authority--human and divine4 #hf4 ,teach ,what to do1 ,rather than ,what not to do4--,above all1 do not build a negative code in the soul of a child4 ,it is not what he is restrained from doing1 but what he is constantly encouraged to do that makes for right will training4 ,the great power of ,jesus as a teacher lies in his steadfast ability to teach the world what to do1 how to act1 right conduct in the midst of complex conditions4 ,a negative code stops all endeavor1 a positive code sets the soul aglow with the consciousness of things done1 of processes initiated and completed1 of struggles with wrong successfully ended1 of progress from weakness to strength1 from human error to ,divine truth4 #hg4 ,the end of all endeavor is to do the will of ,god1 and the goal of all teaching is to equip a human soul to live in joyous accord with the infinite wisdom4 ,ye shall know the truth1 and the truth shall make you free4 ,test ,questions #a4 ,in what three ways does the soul round out its activities8 #b4 ,what is meant by the will8 #c4 ,what should be the effective guide for the child at first8 #d4 ,name five elements that characterize the methods of strong teachers4 #e4 ,why are some children capricious rather than obedient8 #f4 ,what is the aim of teaching8 #g4 ,what mistake will most surely negative good instruction8 #h4 ,what is ,jesus' great power as a teacher8 #i4 ,what is the goal of all teaching8 ,text ,questions for ,review ,lessons #f to #aj #a4 ,what is meant by a law of the soul8 #b4 ,what is the first law as to the subject matter of teaching8 #c4 ,what is the earliest power that becomes educationally active8 #d4 ,what is meant by the inductive method8 #e4 ,why is mere telling not teaching8 #f4 ,what is the gain1 and what the danger1 in using illustrations8 #g4 ,illustrate what is meant by a concrete notion4 #h4 ,what are four tools at the teacher's disposal8 #i4 ,what constitutes a good story8 #aj4 ,what two processes are at work in every good recitation8 #aa4 ,what are the three phases of oral instruction8 #ab4 ,when is a review valuable8 #ac4 ,what is meant by the will8 #ad4 ,name five elements that characterize good teaching8 #ae4 ,what is ,jesus' great power as a teacher8 ,,note4--,this entire subject has been more fully discussed by ,dr4 ,brumbaugh in his book ,the ,making of a ,teacher4 ,,the ,,school ,,marion ,,lawrance ,,lesson ,,page #a4 ,the ,sunday-school #bai #b4 ,the ,sunday-school ,equipped #bbd #c4 ,the ,sunday-school ,organized #bbh #d4 ,the ,sunday-school ,organized 7concluded7 #bcb #e4 ,the ,sunday-school in ,session #bcf #f4 ,the ,sunday-school ,teacher #bdj #g4 ,the ,workers' ,meeting #bdd #h4 ,sunday-school ,finance #bdh #i4 ,the ,sunday-school and ,missions #bea #aj4 ,organized ,adult ,classes #bee ,teaching ,hints ,leaders of classes1 and individuals pursuing these studies apart from classes1 are urged to read the chapter entitled ,teaching ,hints1 on page #bei1 before beginning this section ,lesson #a ,the ,sunday-school #a4 ,the ,sunday-school is the ,bible-studying and teaching service of the church4 ,it is a church service4 ,all the members of the church should be connected with it4 ,it should be under the care and control of the church4 ,its purpose is to present the ,word of ,god1 by the hand of competent living teachers1 to every man1 woman and child1 for the purpose of leading them to ,christ1 developing their ,christian characters1 and training them for service4 #b4 ,the ,earliest ,schools4,a--,schools for the study of ,god's ,word seem to have existed as far back as the time of ,abraham4 ,in ,moses' day1 schools were maintained for the religious training of the young4 ,these schools were numerous also in ,ezra's time4 ,jesus no doubt attended such a school in his boyhood days4 ,the schools of his time resembled the modern ,sunday-school in some of their methods4 ,there were elementary schools for children1 and senior schools for both children and adults4 ,these latter schools were connected with the synagogue4 ,it was through these schools1 chiefly1 that the ,christian church was extended and built up4 #c4 ,the ,raikes ,movement4,a--,the first seventeen centuries of the ,christian era witnessed1 for the most part1 a general decline in the church and in ,christian activity4 ,during all this period1 the church's life increased or waned in proportion as it attended to or neglected the religious instruction of the young4 ,the seventeenth century1 and much of the eighteenth century were dark days for the church4 ,it was toward the close of this period that ,god saw fit to connect the name of ,robert ,raikes with the ,sunday-school movement of the world4 ,while he was probably not the founder of the first ,sunday-school1 his name is nevertheless inseparably connected with the beginnings of the modern ,sunday-school4 ,in the city of ,gloucester1 ,england1 ,july1 #aghj1 this man--the editor and proprietor of the ,gloucester ,journal--started his first ,sunday-school1 in the kitchen of a dwelling-house4 ,this room was eleven feet long1 eight feet wide1 six and a half feet high4 ,the children were to come soon after ten in the morning and stay till twelve4 ,they were to go home and stay till one1 and after reading a lesson1 they were to be conducted to church4 ,after church1 they were to be employed in repeating the catechism till half past five1 and then to be dismissed with an injunction to go home without making a noise2 and by no means to play in the street4 ,four women were employed as teachers in this school1 at a shilling a day4 ,the early ,raikes schools were not connected with the church in any way4 ,a ,the statements in these paragraphs are taken in substance from ,,yale ,,lectures ,,on ,,the ,,sunday ,,school 7,trumbull74 #d4 ,sunday-school ,extension4--,sunday-schools soon became very popular1 and spread over ,great ,britain and into ,europe4 ,sunday-schools are known to have existed in the ,united ,states as early as #aghf1 and probably much earlier than that 7even in #afgd74 ,they found congenial soil in the ,western ,hemisphere1 and multiplied rapidly4 ,there are now more than a quarter of a million ,sunday-schools in the world1 enrolling more than twenty-five millions of people4 ,more than one-half of this vast army is in ,north ,america4 #e4 ,the ,sunday ,school ,union of ,london4--,this organization was effected in #ahjc in ,surrey ,chapel1 ,london1 and is the oldest expression of organized ,sunday-school work4 ,it is local only in name4 ,its auxiliaries are to be found in all parts of the ,united ,kingdom1 ,continental ,europe and the various dependencies of ,great ,britain4 ,it holds valuable properties in ,london1 conducts an extensive printing establishment1 and maintains a large corps of workers as secretaries1 colporteurs1 etc41 not only in ,great ,britain but on the ,continent1 in ,india and elsewhere4 #f4 ,the ,american ,sunday ,school ,union4--,the earliest ,sunday-school organizations in ,north ,america were a ,sunday ,school ,union in ,new ,york ,city in #ahaf1 another in ,boston the same year1 and still another in ,philadelphia in #ahag4 ,these were combined in #ahbd into a national society known as ,the ,american ,sunday ,school ,union4 ,this society1 through its large corps of missionaries1 plants new ,sunday-schools1 especially on the frontier4 ,it conducts a large publishing establishment at its headquarters in ,philadelphia1 and has done and is doing a great work4 #g4 ,the ,national ,sunday ,school ,convention4--,the first national interdenominational convention in the ,united ,states was held in the city of ,new ,york in #ahcb4 ,delegates were present from fourteen states and four territories4 ,a second convention was held in the city of ,philadelphia1 the following year1 #ahcc4 ,not until #ahei was the third convention held1 and this one also in the city of ,philadelphia4 ,in #ahfi1 in ,newark1 ,n4 ,j41 may be said to have begun the present series of great conventions in our country1 for they have been held triennially from that time until the present4 ,the fourth and last strictly national convention was held in the city of ,indianapolis in #ahgb4 ,here the ,international ,system of ,uniform ,lessons had its birth4 ,the ,international ,lessons went into use ,january1 #ahgc4 ,they are selected by a committee appointed by the ,international ,convention1 co-operating with a similar committee appointed by the ,sunday ,school ,union of ,london4 ,it was decided that the next convention should be international in character1 and include the ,dominion of ,canada4 #h4 ,international ,sunday ,school ,movement4--,international conventions have been held triennially since #ahge4 ,the ,international ,sunday ,school ,association administers its affairs through an ,executive ,committee of nearly one hundred men1 representing every state1 province1 territory and country in and belonging to ,north ,america4 ,in its main ,association1 and through its auxiliaries1 it employs a large number of ,sunday-school workers in its various departments4 ,it is supported by the voluntary offerings of ,sunday-schools and individuals4 ,under its auspices are held annually about sixteen thousand ,sunday-school conventions1 the purpose of which is to give information1 stimulation1 and education along all lines of ,sunday-school work4 #i4 ,auxiliary ,associations4--,the various states1 provinces1 territories and countries of ,north ,america maintain associations auxiliary to the ,international ,sunday ,school ,association4 ,the oldest existing organization is that of the ,province of ,quebec1 which has been in continual operation since #ahcf4 ,the states and provinces1 for the most part1 maintain annual conventions4 ,auxiliary to these auxiliaries are the associations of the counties or next smaller political divisions4 ,in the thickly settled portions of the country1 still smaller organizations are effected in the townships and cities4 #aj4 ,the ,world's ,sunday ,school ,association4--,the ,first ,world's ,sunday ,school ,convention was held in the city of ,london1 ,england1 in #ahhi1 about two hundred and fifty delegates attending from ,north ,america4 ,the ,second ,world's ,convention was held in connection with the ,seventh ,international ,convention at ,st4 ,louis1 ,missouri1 in #ahic4 ,the ,third ,world's ,convention was held again in ,london in #ahih4 ,three hundred delegates were present from ,north ,america4 ,the ,fourth ,world's ,convention was held in ,jerusalem1 ,palestine1 in #aijd4 ,over eight hundred delegates attended from ,north ,america1 and nearly five hundred from ,great ,britain1 traveling in chartered steamships4 ,the ,world's ,fifth ,sunday ,school ,convention was held in the city of ,rome1 ,italy1 in #aijg1 with over eleven hundred delegates4 ,and there the ,world's ,sunday ,school ,association was organized1 to hold conventions1 gather statistics1 and to co-operate with other organizations in increasing the efficiency of ,sunday-schools throughout the world4 ,the ,world's ,sixth ,sunday ,school ,convention is to be held in ,washington1 ,d4 ,c41 #aiaj4 ,test ,questions #a4 ,what is the ,sunday-school8 #b4 ,give instances of the earliest schools for the study of ,god's ,word4 #c4 ,describe what is known as the ,raikes movement4 #d4 ,how early are ,sunday-schools known to have existed on our continent8 #e4 ,how many ,sunday-schools in the world to-day8 #f4 ,what proportion of these are in ,america8 #g4 ,what is the ,sunday ,school ,union of ,london8 #h4 ,what is the ,american ,sunday ,school ,union8 #i4 ,where and when were the four ,national ,sunday-school ,conventions held8 #aj4 ,when and where did the ,international ,lessons have their origin8 ,when put into use8 #aa4 ,how many ,international ,conventions have been held8 #ab4 ,by whom are the ,international ,lessons selected8 #ac4 ,what is the work of the ,international ,sunday ,school ,association8 #ad4 ,describe its system of ,auxiliary ,associations4 #ae4 ,what is the ,world's ,sunday ,school ,association8 ,lesson #b ,the ,sunday-school ,equipped #aa4 ,buildings4--,a discussion of ,sunday-school buildings properly comes under the head of equipment1 but as that is a large topic by itself1 it is not our purpose to consider it here but to confine ourselves to those features of equipment which may be used in any building4 ,the buildings should be made with the needs and conveniences of the ,sunday-school in mind4 ,the department rooms and class rooms are but expressions of this idea4 ,the school deserves as good a room as the preaching service1 and one as thoroughly adapted to its uses4 ,department rooms and class rooms can often be temporarily arranged by the use of curtains or screens1 in a building where no regular partitions have been provided4 #ab4 ,seating4--,chairs are better than pews4 ,they should be comfortable1 and adapted to the size of the pupils who are to use them4 ,no one can sit quietly very long unless his feet can rest squarely on the floor4 ,if the room is not carpeted1 the chair legs should have rubber tips4 #ac4 ,tables4--,such of the officers as need to use desks or tables should have tables of their own1 so that all of their books1 blanks1 and supplies may be kept in proper order4 ,class tables are very desirable4 ,they need not be very large4 ,each table should have a drawer or box in it for the song-books and other property of the class4 ,this economizes time and saves confusion1 as nothing will need to be distributed4 #ad4 ,class ,boxes4--,where it is impossible to use class tables1 a class box is next in value4 ,it should contain the song-books and everything else belonging to the class1 and should be kept in a given place where some member of the class can secure it before the school1 and replace it after the school is closed4 #ae4 ,blackboards4--,it is impossible to overestimate the value of blackboards in ,sunday-school work when rightly used4 ,there ought to be one in the main school1 and one in every department room4 ,it would be well1 also1 if there were a small blackboard in every class room4 ,it can be used for so many purposes1 such as reviewing the lesson1 announcing hymns or displaying reports4 ,the revolving blackboard is the best for general use1 and the most ornamental4 ,square crayons of half an inch1 or one inch1 in size are better than the ordinary round school crayon4 ,simple work is better than elaborate work4 ,anybody can use a blackboard to advantage1 whether he can draw or not4 #af4 ,maps4--,if a school can have but one map1 let it be the map of ,palestine4 ,then add the following maps1 in the order named3 ,bible ,lands2 a second map of ,palestine1--one for ,old ,testament and one for ,new ,testament2 ,paul's missionary journeys2 a missionary map of the world2 a missionary map of the denomination4 ,a sand map is good for use in the later elementary grades1 but should not wholly displace the wall map4 #ag4 ,charts4--,many helpful charts are now prepared for ,sunday-school use2 charts of the life of ,christ1 charts for missionary purposes and temperance teaching1 charts with choice passages of ,scripture and hymns4 #ah4 ,libraries4--,if possible1 have two libraries1 one for teachers1 one for scholars4 ,a teachers' library should contain ,bible-study helps and books for ,sunday-school workers1 which treat of special phases of ,sunday-school work4 ,the scholars' library should be properly classified so that the members of all departments will feel an equal interest in it4 #ai4 ,missionary ,curios4--,material aid in creating missionary interest will be secured by showing woods1 stones1 plants1 flowers1 clothing1 and birds from the various foreign fields1 and by the use of pictures and models of their buildings1 which reveal the customs of the lands under consideration4 ,these things are abundant1 and are comparatively inexpensive4 #bj4 ,flags and ,banners4--,every school should have the flag of the nation displayed at each session4 ,many schools use the ,christian flag1 also1 made of white silk with a blue field and red cross4 ,the ,conquest ,flag is also popular4 ,banners for ,star ,classes1 ,excelsior ,classes1 ,honor ,classes1 etc41 are desirable if properly used4 ,considerable school spirit may be cultivated by having school colors embodied in a pennant1 which is always displayed when the school is in session4 #ba4 ,objects4--,many objects are now prepared that are valuable in ,sunday-school work1 such as building blocks1 models of the ,tabernacle1 globes1 and birthday banks4 #bb4 ,bibles and ,music ,books4--,every member of the school who is old enough to read should bring his own ,bible4 ,nevertheless1 it is well to have a supply of school ,bibles1 as they should be used in the school instead of lesson helps4 ,select a good music book1 and get plenty of copies4 ,if every member has a book1 the singing and the order will be better4 ,hymn banners and song rolls are useful adjuncts4 #bc4 ,pictures4--,choice pictures are not only beautiful1 but valuable in many ways4 ,the walls of the ,sunday-school room1 and especially of the elementary departments1 should be well decorated with choice inexpensive pictures1 illustrating various ,bible scenes2 there may also be miscellaneous pictures of an equally elevating and refining character4 #bd4 ,stereopticon4--,here and there a school is able to have a stereopticon or magic lantern4 ,this instrument is becoming more popular every day4 ,if properly used1 a stereopticon is very helpful in ,sunday-school work4 #be4 ,lesson ,helps4--,supply yourselves with plenty of lesson helps for officers1 teachers1 and scholars4 ,get the very best1 but leave them at home on ,sunday4 #bf4 ,records and ,printing4--,records that are worth keeping1 at all1 are worth keeping well1 and in well-made books4 ,all printing should be well done or not done at all4 ,business houses are judged by their printing2 ,sunday-schools likewise4 ,use good paper1 occasionally colored inks1 and let all the printing be neat and tasteful4 #bg4 ,bells4--,bells are useful1 if not used too much4 ,do not use a gong4 ,a small tea bell is large enough for an ordinary room4 ,the less noise the superintendent makes1 the less noise the scholars will make4 #bh4 ,equipment for ,hand-,work4--,this comparatively new feature of ,sunday-school work is rapidly gaining favor4 ,it is usually the most successful in the ,junior ,department1 though it is used extensively in both the ,primary and ,intermediate departments4 ,in this brief paragraph1 we can but mention some of the phases of hand-work1 as follows3--,the sand map2 the pulp map2 map drawing2 written lesson outlines2 cutting and pasting pictures in blank books 7with or without writing71 treating of the current lessons1 or missionary lands and themes2 sewing2 modeling ,oriental objects in clay1 pulp1 etc41 etc4 ,test ,questions #a4 ,when there are no separate rooms for departments1 what may be done8 #b4 ,name some of the requisites in the most satisfactory seating4 #c4 ,name two important articles of class promotion4 #d4 ,what are some of the uses of a blackboard8 #e4 ,state what maps are needed in the school4 #f4 ,what kind of books should a teacher's library contain8 #g4 ,suggest ways of creating missionary interest4 #h4 ,what banners and objects would be valuable8 #i4 ,who should bring ,bibles to the school8 #aj4 ,what is the proper place for lesson helps on ,sunday8 #aa4 ,what are some of the things needed for hand-work in the school8 ,lesson #c ,the ,sunday-school ,organized #bi4 ,a ,sunday-school is organized for work when 7#a7 the official positions are filled2 7#b7 there are teachers for all the classes2 7#c7 the scholars are properly enrolled and classified2 7#d7 and it has intelligently set itself thoroughly to accomplish1 in a definite way1 that for which a ,sunday-school stands4 #cj4 ,enrolment4--,the name of every member of the school should be enrolled either in a book or by the card system4 ,the enrolment should show not only name and address1 but date of entry1 birthday1 date of promotion from one department to another1 date of uniting with the church1 date and cause of leaving the school2 date of death1 if necessary4 #ca4 ,classification 7or ,grading74--,classification consists in placing the scholars in such departments and classes as will secure for them and for the whole school the best results in the best manner4 ,this will require that the scholars be advanced from one department to another at proper intervals1 in order to meet their changing needs4 #cb4 ,departments4--,every ,sunday-school should be divided into departments4 ,three or four departments are possible in the smallest schools1 and more are desirable in larger ones4 ,it is usually possible to maintain the following departments in an ordinary school3 7#a7 ,the ,cradle ,roll1 for children too small to attend the regular sessions4 ,these are usually under three years of age4 7#b7 ,the ,beginners1 for children from three to six4 7#c7 ,the ,primary1 for children from six to nine4 7#d7 ,the ,junior1 for children from nine to eleven or twelve4 7#e7 ,the ,intermediate1 for boys and girls from twelve to fifteen or sixteen4 7,in some schools1 a ,senior ,department1 coming between the ,intermediate and the ,adult1 is recognized47 7#f7 ,adult1 for all over fifteen or sixteen4 7#g7 ,the ,home ,department1 for those who cannot attend1 but who will study the lessons each week4 7#h7 ,the ,teacher-,training ,department1 for those who are preparing to become teachers4 ,in many schools of several hundred or more1 the ,adult ,department indicated above is divided into a ,young ,men's ,department1 a ,young ,women's ,department1 and a ,senior ,department of classes of either sex4 ,an educational test may be required for promotion with honors from one department to the other2 but transfer 7without honors7 may be made upon the age basis4 ,without departments there can be no thorough grading4 #cc4 ,departmental ,organization4--,each department should have some organization within itself1 at least a superintendent in general charge4 ,the superintendent of the department determines in what classes new scholars shall be enrolled1 and carries into effect the plans of work outlined by the cabinet or the superintendent of the ,sunday-school4 ,the teachers should be especially adapted to the work of the department1 and should remain in that department as long as they can do their best work there4 #cd4 ,classification 7or ,grading47--,proper classification cannot be maintained unless some one especially appointed for this purpose gives it careful attention every ,sunday4 ,neither teachers nor scholars should be allowed to bring new members into their classes without the consent of the officer in charge of the classification1 nor should new scholars be permitted to join whatever class they wish1 regardless of proper classification4 ,eternal vigilance is the price of grading4 ,the superintendent of classification will determine to what department the new scholar belongs1 and his word should be final4 #ce4 ,promotions4--,there comes a time when a scholar ceases to belong in one department1 and belongs in another4 ,promotions should be made regularly1 and at a public service4 ,all members of the school up to and including the intermediate scholars should be promoted at the same time1 changing seats1 as far as possible4 #cf4 ,records4--,the general records of the school should be well kept1 in ink1 in a good book adapted to the purpose4 ,there should be annual1 quarterly1 and weekly reports which should be comparative and complete4 ,officers and their ,duties #cg4 ,the officers will vary in number and work1 according to the size of the school and the character of its organization4 ,certain officers1 however1 are needed1 no matter how large or small the school may be4 ,many schools are under-officered2 it is oftener so than otherwise4 ,not all of the officers we shall name here could be profitably used in a small school1 and yet each of them is important4 #ch4 ,the ,pastor4--,since the ,sunday-school is a church service1 the pastor not only has privileges there1 but has responsibilities as well4 ,his chief responsibility lies in the directing of the teaching1 for the pastor of a church is as responsible for the teaching that is done in his ,sunday-school as for the teaching that is done from his pulpit4 ,this determines largely his place of greatest opportunity--the selecting of material for the teacher-training class1 and helping to select and appoint the teachers in all departments of the school4 ,he should not act as superintendent1 if it can be avoided1 neither should he usually teach a class1 except as a substitute teacher4 ,he should attend the school regularly1 and have a vital part in the program of every session4 #ci4 ,the ,superintendent4--,the superintendent should be regarded as a church officer1 and1 except in union and mission ,sunday-schools1 should be elected by the church to which the ,sunday-school belongs1 in the same manner as other church officers are elected4 ,he should have general charge of the ,sunday-school1 and be regarded as its executive head4 ,he should have sole authority to appoint all of the other officers of the school3 such appointment to be confirmed either by the church or some body representing it1 such as a ,sunday-school ,board or teachers' meeting4 ,he should have a voice in the appointing of the teachers in all departments4 ,during the school session he should study the school1 seeking to discover the weak places and how to strengthen them4 #dj4 ,the ,assistant ,superintendent4--,the assistant superintendent should take charge of the school in the superintendent's absence1 and should also have specific duties to perform in every regular session4 ,these duties will be determined by the size and requirements of the school1 and the efficiency of the other officers4 #da4 ,the ,secretary4--,the name of this officer indicates his duties4 ,his reports should be neatly kept in ink1 in a book prepared for the purpose4 ,they should be comprehensive and comparative1 so that it may be determined at a glance whether the school is growing or not4 ,he should make reports weekly1 quarterly1 and annually4 #db4 ,the ,treasurer4--,the duties of this officer are likewise indicated by his name4 ,he should be more1 however1 than the custodian of funds4 ,he should endeavor to increase the offerings to the proper amount4 ,he will pay out money only upon orders properly placed in his hands4 ,test ,questions #a4 ,name four conditions that mark the organized ,sunday-school4 #b4 ,what facts should enrolment show8 #c4 ,what is meant by grading8 #d4 ,name the principal departments into which a school may be divided4 #e4 ,what officer should receive and locate new scholars8 #f4 ,what are some of the factors in wise promotion of school members8 #g4 ,state the pastor's chief responsibility for the school4 #h4 ,what are the duties of the superintendent8 #i4 ,the ,assistant ,superintendent8 #aj4 ,what are the secretary's duties8 #aa4 ,the treasurer's8 ,lesson #d ,the ,sunday-school ,organized 7,concluded7 #dc4 ,the ,superintendent of ,classification4--,this office may be filled by one of the assistant superintendents1 but in a school of one hundred or more1 it is well to have a separate officer4 ,his duty will be to classify the new scholars1 first ascertaining by personal investigation the department in which the new scholar belongs4 ,this is a most important office1 and cannot be neglected a single ,sunday without detriment to the grading of the school4 #dd4 ,the ,librarian4--,this officer should have charge of the library or libraries and of all supplies4 ,new books should have his approval before being added to the library4 ,he should properly classify the books1 so that those in each department may know which are best adapted to their needs4 ,it would be well1 if possible1 to give him control of a library fund1 with authority to add one or two books at a time as the funds will allow4 ,all such books should be announced from the platform on the day they are placed in the library4 ,a library maintained in this way will always be fresh1 and never lose its interest4 #de4 ,the ,birthday ,secretary4--,this officer takes charge of the birthday contributions of the members4 ,each member of the school may be asked to contribute on his birthday as many pennies as he is years old1 or as much more as he may choose4 ,the money thus gathered may be used for benevolent and missionary purposes and become the means of creating considerable interest4 #df4 ,the ,substitute ,teacher ,secretary4--,this officer should see that classes whose teachers are temporarily absent are supplied with teachers4 ,having secured a list of names of those who will substitute1 he should send notices each ,monday to those who are pledged for the following ,sunday1 notifying them that their date is at hand1 and asking them also to attend the ,workers' ,meeting that week4 #dg4 ,the ,biographer4--,some schools call this officer the ,historian4 ,he keeps in a book1 or by the card system1 permanent records of all the members1 with date of entering the school and other items of interest1 such as date of promotion1 of joining church1 removals1 deaths1 etc4 ,where this work is properly done1 the records become exceedingly interesting and valuable4 #dh4 ,the ,door ,men4--,a door man should be placed in charge of each door entering the building1 or opening from one room into another4 ,these door men should know just when the doors may be opened for people to pass without interfering with the school4 ,they should be in their place before the school begins1 allowing none to enter the room when their entrance would disturb the services4 ,they should pay special attention to strangers and visitors1 and prevent boisterous conduct or talking about the doors4 #di4 ,the ,ushers4--,every school should have at least one usher1 and as many more as are needed4 ,in a school of three hundred or over1 several ushers can be used profitably4 ,they should be in their places early1 to pay proper attention to visitors1 and to see that they do not occupy seats intended for regular scholars4 ,they can also look after new scholars as they enter1 and see that they are directed to the ,superintendent of ,classification4 #ej4 ,the ,courtesy ,committee4--,this committee will be needed chiefly in larger schools4 ,its purpose is to make visitors welcome1 and show them every courtesy that is possible4 ,the ,courtesy ,committee relieves the superintendent and other officers of this particular duty1 thus enabling such officers to do those things for which they are responsible4 ,visitors greatly appreciate this attention1 and will go away with a good impression of the school4 ,a ,guest ,book may be kept1 to secure the names of visitors4 #ea4 ,the ,missionary ,secretary4--,every ,sunday-school ought to be a missionary society4 ,the ,missionary ,secretary will endeavor to cultivate missionary interest and spirit in the school4 ,he can do this by securing a proper distribution of missionary literature1 by helping to prepare missionary programs and concerts1 by keeping in touch with those phases of mission work supported by the school1 or church or denomination1 and reporting from time to time4 ,he will have charge of the missionary maps1 charts1 and curios4 #eb4 ,the ,temperance ,secretary4--,this officer should endeavor to cultivate the spirit of temperance and good citizenship4 ,if temperance pledges are used in the school1 it would be well for him to keep a record of them1 and to enter the names permanently in a book1 reporting from time to time how many names he has4 ,he can aid the superintendent1 also1 by helping to prepare temperance concerts1 and by introducing various appropriate features into the program on ,temperance ,sunday4 #ec4 ,the ,superintendent's ,aides4--,these are usually boys1 twelve to sixteen years of age1 who are hands and feet for the superintendent4 ,they prepare the platform and room for the school service1 put the blackboard into place1 adjust the hymn-board and the flags1 if they are used4 ,they may also distribute the hymn-books and ,bibles4 #ed4 ,the ,messenger ,cadets4--,these are usually boys of the ,junior ,department1 and their chief business is to carry messages to absentees1 flowers to the sick1 or messages to any one1 for the superintendent or pastor4 ,under the direction of the ,home ,department ,superintendent they may deliver the quarterlies and other supplies4 ,they should be in charge of a man who understands boys and loves to work with them4 #ee4 ,the ,sunshine ,band4--,this is usually made up of girls of the ,junior age1 who visit the sick1 carry them flowers1 sing and read to them1 and minister to them in every way they can4 ,they should be in charge of a woman appointed for this work4 #ef4 ,the ,department ,superintendents4--,these should be looked upon as officers of the ,sunday-school4 ,each superintendent is expected to preside in his own department1 with as much care as if it were the entire school2 to preserve the grading provided for by the superintendent of classification2 to endeavor to keep the classes as nearly uniform in size as possible2 and to cultivate a department life and interest4 #eg4 ,the ,superintendent's ,cabinet4--,all of the officers named above1 and the ,chairmen of all the committees named above1 constitute the ,superintendent's ,cabinet4 ,nothing should be presented to the teachers or to the school as a whole until it has first been decided upon by the ,cabinet4 ,the ,cabinet should have regular meetings1 perhaps once a month4 ,test ,questions #a4 ,what are the duties of a superintendent of classification8 #b4 ,of the librarian8 #c4 ,how can a ,birthday ,secretary be utilized8 #d4 ,how may substitute teachers be secured8 #e4 ,in what ways can door-men render service8 #f4 ,what may ushers do8 #g4 ,through what officers may missionary work be emphasized1 and how8 ,temperance work8 #h4 ,what is meant by ,superintendent's aides8 ,messenger ,cadets8 ,the ,sunshine ,band8 #i4 ,how may a ,superintendent's ,cabinet help the school8 ,lesson #e ,the ,sunday-school in ,session #eh4 ,the ,sunday-school session is not the ,sunday-school1 for the same reason that a church service is not the church4 ,the session begins1 carries out a certain program1 and closes4 ,the ,sunday-school continues throughout the week4 ,much previous planning and preparation are essential to the success of any ,sunday-school session4 #ei4 ,time4--,the most convenient hour is the best hour4 ,having discovered that hour1 hold to it the year round4 ,frequent changes will bring disaster4 ,every hour has its advantages and disadvantages4 ,the morning hour is usually attended by more tardiness of teachers and scholars1 but all are fresher4 ,the noon hour will suffer less from tardiness and will have a larger attendance of adults4 ,discipline will be more of a problem1 especially if the school is continued far beyond the dinner time4 ,the afternoon hour has the following advantages3 7#a7 ,the school does not precede nor follow another service1 which is detrimental to both4 7#b7 ,a completely rounded program can be carried out because the time will be longer4 7#c7 ,there is opportunity for after-meetings1 if desired4 ,many of the best schools are held in the afternoon4 ,there are the following disadvantages1 however3 7#a7 ,it breaks in upon the ,sunday afternoon home life4 7#b7 ,it prevents the members from working in mission schools1 etc4 7#c7 ,it may interfere with the attendance at the night services4 #fj4 ,length of ,session4--,the usual session is one hour long1 but this is too short to secure the best results4 ,an hour and a quarter is better1 and is long enough for a morning or noon school4 ,under good management1 an afternoon school can use an hour and a half to advantage4 #fa4 ,program4--,the superintendent should have a written program1 and know his ground every step of the way4 ,the pastor and chorister should have copies4 ,so also should every individual participant4 ,the passing from one feature of the program to the next should be done quickly1 and1 so far as possible1 without announcement4 #fb4 ,how to ,begin4--,be ready4 ,insist that all officers and teachers shall be ready4 ,begin exactly on time4 ,do not wait for anything nor anybody4 ,be sure all understand the signal for beginning4 ,give the signal once1 never oftener4 ,wait for silence4 ,do not begin without it4 #fc4 ,signals4--,use the bell sparingly1 if at all4 ,for certain signals the bell may be desirable1 but never to secure order4 ,a chord on the piano is better than a bell4 ,piano signals should be arranged so that a signal given in a certain way always means the same thing4 ,the superintendent's rising in his place1 or1 if standing1 simply raising his hand1 should be signal enough to secure the attention of any school4 ,it will be1 if the school is properly trained1 and so seated as to be able to see a signal4 #fd4 ,music4--,an orchestra is good1 but should not be too large for the room4 ,a piano is better than an ordinary organ because of its distinct tones4 ,the next best instrument to add is a violin for a small room and a cornet for a large one4 ,do not consume too much time with instrumental music in the session4 ,the orchestra can give an overture at the opening1 a number while classes reassemble after the teaching period1 and a postlude at the close4 ,that is sufficient4 ,the superintendent should select the hymns1 in conference with the chorister4 ,some of them should be appropriate to the lesson of the day4 ,use one or two old church hymns at each session4 ,select a good book1 and have plenty of copies4 ,the best results cannot be secured where even two sing from the same book4 ,the hymn numbers should be placed on the blackboard or hymn-board1 before the opening1 in plain sight of all4 #fe4 ,prayers4--,sunday-school prayers should never be long1 and those who pray aloud should keep the children in mind4 ,all the rest will follow4 ,two or three short prayers at different times are better than one long prayer4 #ff4 ,memorizing ,scripture4--,every school should repeat some ,scripture from memory every ,sunday4 ,select the verses carefully1 and not too many of them4 ,a few verses thoroughly memorized are better than many imperfectly learned4 #fg4 ,lesson ,study4--,the lesson study period should be the heart of the session4 ,it should never have less than thirty minutes4 ,hold this period sacred to the teachers1 without interruption of any kind4 ,no visiting of classes by officers at this time should be permitted4 ,the necessary business of the session should be conducted during the opening and closing services4 ,do not distribute books nor papers to the classes until the close of school--certainly not during the teaching period4 #fh4 ,review4--,the superintendent should not review the entire lesson2 he should mention only that part of it which enables him to fix the personal application he has in mind for the school that day4 ,the blackboard will help if properly used4 #fi4 ,reports4--,reports should be few1 and very short1 never in detail4 ,calling the roll of officers and teachers is a waste of time4 ,to give the number present1 the number absent1 the offering for the day1 the missionary collection1 and the names of the sick is usually sufficient1 except in cases of emergency1 such as deaths or funerals4 #gj4 ,announcements4--,the fewer announcements the better4 ,those that must be made should be brief1 plain1 striking4 ,do not call them announcements4 ,work them in1 one at a time1 as comments on the program in hand4 ,the announcement that you have an announcement to make is an announcement wasted1 and time wasted1 too4 ,never take the time of all to make an announcement that concerns but a few4 ,do not fall into set forms4 ,announcements may be interesting and instructive1 but usually they are not so4 ,they should be made a study4 #ga4 ,how to ,close4--,the lesson review or application should be followed by a short prayer4 ,then sing a sweet1 familiar hymn bearing upon the truth you have tried to impress1 the school remaining seated4 ,then the benediction1 school still seated4 ,then a moment of silent prayer1 followed by the piano or orchestra softly playing the music that has just been sung4 ,let this be the signal for dismissal4 ,test ,questions #a4 ,what are some of the advantages and disadvantages of the various hours for ,sunday-school session8 #b4 ,what are some of the details to look out for in beginning a session8 #c4 ,name a signal that is better than a bell4 #d4 ,state how you would plan to secure good singing4 #e4 ,what should not be allowed during the lesson period8 #f4 ,outline a good plan for the closing service4 ,test ,questions for ,review ,lessons #a to #e #a4 ,what is the purpose of the ,sunday-school8 #b4 ,how many ,sunday-schools in the world to-day8 #c4 ,suggest ways of creating missionary interest in the school4 #d4 ,what are some of the requisites for hand-work in the school8 #e4 ,give four conditions that mark the organized ,sunday-school4 #f4 ,what is meant by grading8 #g4 ,name the principal departments into which a school may be divided4 #h4 ,when and where did the ,international ,lessons have their origin8 #i4 ,by whom are the ,international ,lessons selected8 #aj4 ,what is the work of the ,international ,sunday ,school ,association8 #aa4 ,what is the ,world's ,sunday ,school ,association8 #ab4 ,how may substitute teachers be secured8 #ac4 ,what is meant by ,messenger ,cadets8 #ad4 ,what are special points to look out for in beginning a session8 #ae4 ,how would you plan to secure good singing8 ,lesson #f ,the ,sunday-school ,teacher #gb4 ,the ,teacher's ,office4--,next to the minister of the gospel1 the ,sunday-school teacher occupies the highest office in ,christian service4 ,the central and most important feature of every ,sunday-school session is the ,bible-teaching period4 ,all the other exercises of the school should be so arranged as to make the teaching period as effective as possible4 ,the teachers do the teaching2 hence the importance of the office4 ,the character of the teacher and the efficiency of the teaching usually determine the efficiency of the school2 like teacher1 like school4 #gc4 ,the ,teacher in ,prospect4--,probably the greatest problem in ,sunday-school work1 at present1 is that of securing a sufficient number of good teachers4 ,the only solution of this problem is for every school to have at least one teacher-training class each year4 ,any school which sets itself definitely to the task of training its own teachers1 from its own ranks1 for its own classes1 will reduce the teacher problem to a minimum4 ,such a class should be composed of young men and women between the ages of sixteen and thirty1 specially chosen by the pastor and superintendent because of their interest in the work and apparent fitness for it4 ,the class should be taught by the best teacher obtainable1 though he need not be an expert4 ,it should meet at the church1 at the regular ,sunday-school hour1 thus solving the difficulty as to time and place4 ,substitute teachers should never be drawn from this class4 ,a teacher's diploma should be issued to each student completing the course and passing the required examination4 #gd4 ,the ,teacher ,trained4--,many who are now teaching desire to take a teacher-training course4 ,difficult though it is to maintain a class for such workers1 it can be done4 ,evidently it cannot meet at the ,sunday-school hour1 as the teachers are already occupied4 ,a full week-night is preferable1 if it can be had2 if not1 it may come before or after the ,workers' ,meeting or prayer-meeting1 though this arrangement is always more or less detrimental to both meetings4 ,interdenominational training-classes are much better than none1 but the training-class in the local church is the ideal1 and should be maintained wherever it is possible4 ,when it is impossible to attend a teacher-training class1 or there is none1 individuals may take a course alone1 and this is often done4 #ge4 ,the ,teacher ,chosen4--,the teacher should be chosen and appointed by the proper authority representing the church and the ,sunday-school4 ,the committee for appointing teachers should be composed of three persons3 the pastor of the church1 the superintendent of the ,sunday-school1 and the superintendent of the department where the teacher is to teach4 ,if there is a separate superintendent of teachers in the ,sunday-school1 he may represent the superintendent of the school in this capacity4 ,no one should be set over any class as teacher whose appointment is not satisfactory to the three persons named above4 #gf4 ,the ,teacher ,installed4--,the ,sunday-school is a church service1 hence the teacher should be properly recognized by the church4 ,it is desirable that all the officers and teachers should be assembled and installed in their offices for the coming year with fitting exercises1 at a regular service of the church4 ,such a service as this dignifies the office of the ,sunday-school teacher1 places upon him the approbation of the church1 and makes him feel that his work is appreciated4 ,the installation service should be in charge of the pastor of the church1 and the officers and teachers should be seated in a body4 ,appropriate exercises for such a service have been arranged1 and may be easily secured from the denominational publishing houses4 #gg4 ,the ,teacher ,protected4--,during the general opening and closing exercises of the ,sunday-school session the superintendent is in charge4 ,but during the teaching period the teacher outranks everybody else1 and is entitled to the full time set apart for teaching without any interruption4 ,the officers of the school should not be allowed to disturb the classes in any way4 ,the making of the class reports1 gathering of the offering1 and similar matters1 should be attended to before the recitation begins1 and in such a manner as to make the least interference with the class work4 ,it is a sin to disturb a class unnecessarily after the teaching has begun4 #gh4 ,the ,teacher ,between ,sundays4--,the wise teacher will regard the intervening week between two sessions of the school as the time of his greatest opportunity4 ,he will review in his mind the experiences of the previous ,sunday1 endeavoring to learn therefrom how to improve his work in the future4 ,he will give himself diligently to the preparation of his lesson and to the visiting of the absent1 and will be especially careful to call upon the sick members of his class4 ,he will attend the ,workers' ,meeting1 and avail himself of every opportunity for improvement4 ,he will seek personal interviews with those of his scholars who have been troublesome in the matter of discipline1 and will talk individually with all the members of his class in order to win them to ,christ4 ,he will identify himself with the ,international ,reading ,circle1 as a member of which he pledges to read at least one good ,sunday-school book each year1 and thus keep in touch with the ,sunday-school movements of the world4 #gi4 ,the ,teacher's ,aim4--,the teacher should aim1 first of all1 to win the confidence and esteem of his scholars4 ,until this is done little else is possible1 because there can be no effective teaching without co-operation4 ,he should give his scholars faithful and efficient instruction in the ,word of ,god4 ,the lesson itself should be taught each ,sunday1 and not allowed to be brushed aside by the discussion of any other topic1 though other topics may be used to introduce or illustrate the lesson4 ,he should endeavor to lead his scholars to an acceptance of the ,lord ,jesus ,christ as their ,saviour4 ,this is oftener accomplished by a personal interview than in the class4 ,he should aim to lead his scholars into membership in the local church4 ,he should aim1 by careful training and instruction1 to build his scholars up into strong ,christian characters1 and to fit them for the duties of civic and religious life4 ,let him remember that his work is for eternity4 #hj4 ,the ,teacher's ,reward4--,the teacher receives much of his reward as he goes along1 but not all of it4 ,the privilege of being associated with the ,great ,teacher1 and laboring in obedience to his command2 the joy of leading souls to ,jesus ,christ1 and sending them out into the world as witnesses for him2 the consciousness of growing power in service because of work well done2 the companionship of kindred spirits engaged in the same great work--these are surely rewards enough4 ,but there is another reward when the work is done4 ,it is ,god's ,well done to the faithful4 ,test ,questions #a4 ,what should be the most important feature of every ,sunday-school session8 #b4 ,what is the solution of the problem of getting teachers8 #c4 ,who should be in a teacher-training class8 #d4 ,who should choose the teachers8 #e4 ,in what special way may the teacher be recognized by the church8 #f4 ,what may the teacher accomplish between ,sundays8 #g4 ,what do you regard as the teacher's proper aims8 #h4 ,what is the teacher's reward8 ,lesson #g ,the ,workers' ,meeting #ha4 ,the meeting which is commonly called the ,teachers'-,meeting we prefer to call the ,workers' ,meeting1 because it should be as helpful to the officers as to the teachers4 ,it is impossible to overestimate the value of a properly conducted ,workers' ,meeting1 and yet it is difficult to maintain one4 ,a ,sunday-school without a ,workers' ,meeting is a collection of classes1 and not a school at all1 strictly speaking4 ,a helpful ,workers' ,meeting maintained regularly every week guarantees a good ,sunday-school4 ,it is a thermometer accurately indicating the true condition of the school4 ,to the tired worker it is a refreshing port-of-call between the two continents of ,sunday2 to the discouraged1 it is a heart stimulant2 to the over-busy1 it is a storehouse filled with what they need1 and ready for their use4 ,to all who are willing to pay the price of the best work1 it is a necessity4 #hb4 ,leadership4--,the superintendent should preside4 ,it is his meeting4 ,the program should be in his hands1 and of his making4 ,he should not teach the lesson unless he is the best qualified person to do it4 ,he should have a special message for the workers at each meeting1 bearing upon some phase of the work4 #hc4 ,equipment4--,all who attend should have their own ,bibles4 ,tablets and pencils should either be brought from home or be furnished by the school4 ,there should be a good blackboard at hand1 also the necessary maps and charts for lesson study4 ,a teachers' library is very important1 and the librarian should be present1 so that the workers may take home the books if they desire4 ,models of the tabernacle with its furniture1 the temple1 an ,oriental house1 etc41 will be helpful4 ,leaflets on various phases of the work1 for distribution1 may profitably be used from time to time4 #hd4 ,who ,should ,attend4--,certainly the pastor4 ,the teachers are his best helpers2 the ,sunday-school is the whitest part of his great field4 ,he cannot afford not to be in vital touch with the workers of the ,sunday-school4 ,he may or may not be the best person to teach the lesson4 ,all the officers of the school should be there1 for the details of their official duties will be discussed from time to time4 ,of course the teachers will be there1 and the substitute teachers who are to act on the following ,sunday4 ,it would be well also for the prospective teachers or the members of the training class to be present1 if possible4 ,some schools require the attendance of the teachers upon this meeting4 #he4 ,the purpose of the meeting is to study the school1 to plan for the school work1 to create ,sunday-school enthusiasm2 to disseminate ,sunday-school intelligence2 to maintain a vital relation to the great ,sunday-school movements of the day2 to show how to teach the lesson for the following ,sunday4 ,it is to help1 instruct1 encourage1 and equip the officers and teachers at every point1 and in every way4 #hf4 ,time and ,place4--,if possible1 devote an evening to it1 late in the week and at the church4 ,settle upon one night and stick to it4 ,those who are absent will always know exactly when and where the next meeting will be held4 ,no more important meeting is ever held at the church than this1 and it ought to have the right of way one night in the week4 ,it is a short-sighted policy on the part of any church to deny this4 #hg4 ,methods of ,lesson ,work4--,the ,workers' ,meeting is not a ,bible class4 ,to conduct it as one will usually kill it4 ,a good ,workers' ,meeting presupposes previous preparation of the lesson on the part of the teachers4 ,they do not come there to study the lesson4 ,other things being equal1 that ,workers' ,meeting is the best which1 under wise leadership1 has the largest number of participants4 ,it should be conducted on the catechetical rather than the lecture plan4 ,the method of presenting the lesson should have more consideration than the subject-matter4 ,the ,angle ,method of conducting the lesson periods of a ,workers' ,meeting is very popular1 and is explained by the following1 which may be printed on cards1 and handed a week in advance to ten persons1 each of whom is asked to be prepared on a given ,angle4 ,angle ,no4 #a--;,approach4 ,give subject of last lesson1 brief intervening history1 time1 place1 and circumstances leading to this lesson4 ,let the lesson text be read at this point4 ,angle ,no4 #b--,the ,lesson ,story4 ,give the lesson story in your own words4 ,angle ,no4 #c--;,analysis4 ,give one or more simple working outlines for studying and teaching this lesson4 ,use the blackboard if convenient4 ,angle ,no4 #d--;,biography4 ,give the names of persons1 classes1 and nations mentioned or referred to in the lesson4 ,angle ,no4 #e--,orientalisms4 ,give any ,oriental customs or manners peculiar to this lesson4 ,angle ,no4 #f--;,central ,truth4 ,give the central truth of the lesson and your reason for its choice4 ,angle ,no4 #g--;,first ,step4 ,give a good way to introduce this lesson so as to secure attention from the start4 ,angle ,no4 #h--,primary4 ,give the features of this lesson which are best adapted to small children4 ,angle ,no4 #i--;,illustrations4 ,give a few incidents or facts that will serve as illustrations4 ,angle ,no4 #aj--,practical ,lessons4 ,give the most practical lessons in personally applying the truths of this lesson4 ,the leader should be prepared on all the ,angles1 so that he can take the place of any one who is absent4 #hh4 ,program4--,begin with a bright1 earnest1 tender devotional service of ten minutes1 remembering in prayer any who may be sick1 and special cases of interest mentioned by those present4 ,then devote fifteen or twenty minutes1 according to the need1 to some feature of the school work previously decided upon4 ,it may be a discussion of finances1 led by the treasurer1 or of the records1 led by the secretary1 or of grading1 led by the superintendent of classification1 or a consideration of a given department1 led by the superintendent of that department4 ,follow this with thirty or thirty-five minutes in the consideration of the lesson4 ,then devote about ten minutes to messages or suggestions from the pastor or superintendent1 or both1 closing with a five-minute service of prayer and song4 ,the service can be made to come within an hour1 by shortening some of the items named above4 ,at the close of the ,workers' ,meeting1 spend a few minutes in social intercourse4 ,a ,workers' ,meeting conducted after this manner will be a veritable dynamo of power for the ,sunday-school1 and none who can attend will willingly remain away4 ,test ,questions #a4 ,state some of the gains in having a ,workers' ,meeting4 #b4 ,who should lead that meeting8 #c4 ,what equipment is needed for it8 #d4 ,who should attend it8 #e4 ,describe the ,angle ,method of lesson study at the ,workers' ,meeting4 #f4 ,outline a suggested program for such a meeting4 ,lesson #h ,sunday-school ,finance #hi4 ,christian giving is ,christian worship4 ,no test of ,christian character is so accurate or severe as the motive and method of giving4 ,giving is a ,christian grace1 and the ,sunday-school is the best place to cultivate it4 ,the ,sunday-school should be the ,west ,point of the church1 in this as in other things4 ,since the ,sunday-school is a church service1 the church is evidently responsible for its maintenance and support4 ,it does not follow1 however1 that the church should pour into the ,sunday-school all the money it needs1 nor that the ,sunday-school should give away all the money it raises4 #ij4 ,the ,financial ,board4--,there is in many a church1 and should be in every one1 a board having the special care of the finances of the ,sunday-school4 ,this board should be composed of certain officials in both the church and the ,sunday-school1 so that their action may be wise and intelligent4 ,certainly the pastor1 superintendent1 church treasurer1 and school treasurer should be members of this board4 ,they should be empowered to carry out the financial policy of the school1 direct in all matters of financial detail1 audit all bills1 and see that these are promptly paid1 so the good credit of the school may be maintained4 #ia4 ,the ,budget4--,at the beginning of each year a carefully prepared budget should be presented by the ,financial ,board1 indicating how much money the school will be asked to raise1 and what proportion of it should be used for benevolences1 church support1 school expenses1 etc4 ,a liberal allowance should be made for unexpected expenditures that cannot be foreseen4 ,the budget should be printed1 so that each member may have a copy4 ,if satisfactory1 the budget may be accepted by the school1 by vote1 as an indication of its loyalty to the board and to the church4 #ib4 ,right ,motives in ,giving4--,all giving should be as unto the ,lord4 ,the scholars should be taught that we are all stewards1 and that everything we have belongs to ,god4 ,sunday-schools properly imbued with right motives in giving to-day mean churches aflame with financial and spiritual power to-morrow4 ,when the motive is right1 giving is a means of ,christian growth4 ,love is the only worthy motive2 giving is the test of love4 ,you can give without loving1 but you cannot love without giving2 ,god so loved the ,world that he gave his only son4 ,without love1 there is no joy in giving4 ,without joy in giving1 we cannot please him2 ,god loveth a cheerful giver4 ,no deeper joy ever comes to the ,christian heart than the joy of right giving4 ,jesus said1 ,it is more blessed to give than to receive4 ,every ,sunday-school should be taught this truth1 and taught why it is truth4 #ic4 ,right ,methods in ,giving4--,every member of the school should be asked to contribute a certain amount regularly each ,sunday1 making up the same in cases of absence4 ,this amount should be decided upon by the scholar in conference with his parents or the teacher1 unless the scholar earns his own money4 ,avoid spasmodic efforts in raising money4 ,in the end1 the effect on the school is not good1 and the results are not satisfactory4 ,every member should be urged to give something1 no matter how small4 ,the sum given should be in proportion to the ability to give1 and not gauged by what others do4 ,one of the safest foundations that can be laid for the development of ,christian character and a happy life is to fix in youth the habit of regular1 systematic1 intelligent giving4 ,small1 dated envelopes for each scholar1 one for each ,sunday1 stating the purpose for which the money is used1 generally insure larger offerings and greater satisfaction to the givers4 ,do not gather the offering during the singing or during any other feature of the service4 ,dignify it by giving it a place and time4 ,offer a prayer over it before passing it to the treasury4 #id4 ,how to ,use the ,money4--,the larger share of the money contributed by a ,sunday-school ought1 if possible1 to be devoted to missionary work and benevolences4 ,a certain proportion of the money should be passed over to the church treasury1 so that every member of the school may know that he is helping to support the church1 and feel that the church's pastor is his pastor4 ,a certain portion of the money should be used for the expenses of the school4 ,this will teach economy and independence4 ,the proper division of these funds will not be the same in all cases1 but should be determined by the ,financial ,board1 in view of the local conditions and needs4 #ie4 ,records and ,reports4--,no account should be kept of the money given by any member1 but only of the fact of giving4 ,thus may be avoided the appeal to the pride of the well-to-do1 and the envy of the very poor4 ,the report for each ,sunday should show how many givers and how many omitters there are in each department or class and in the whole school4 ,mentioning the departments or classes having no omitters will stimulate other departments and classes to seek that distinction4 ,a blackboard properly ruled so that nothing need be done but put in the figures1 can be made to show this in a manner that will not be forgotten1 and it will be a good object-lesson to the whole school4 ,frequent reports should be made to the entire school as to the use that is made of the money4 ,printed statements should be issued1 if possible1 with full1 detailed report of all funds received and expended1 which the scholars may take home to their parents4 ,the more thoroughly the school and the home are kept informed as to these financial operations1 the more generous and intelligent will be the giving4 ,test ,questions #a4 ,how should the ,financial ,board be made up1 and what are its duties8 #b4 ,what is the true motive for giving8 #c4 ,name some right methods in giving4 #d4 ,what use should be made of ,sunday-school contributions8 #e4 ,what facts should the ,treasurer's weekly report include8 ,lesson #i ,the ,sunday-school and ,missions #if4 ,it is the whole business of the church1 and it is the business of the whole church1 to carry the whole ,gospel to the whole world as speedily as possible4 ,missionary work is not one of the features of church activity2 it is the one all-important work of every church1 every ,sunday-school1 every ,christian4 ,without intelligent missionary interest there can be little spiritual power4 ,every ,sunday-school should be1 in fact1 a missionary organization1 and set itself to definite1 far-reaching missionary tasks4 #ig4 ,missionary ,secretary4--,every ,sunday-school should have a ,missionary ,secretary4 ,he should be deeply interested in missions1 and as thoroughly informed as possible4 ,he should bring to the school from time to time the latest missionary intelligence1 especially from those fields in which the denomination1 the church1 and the school are most interested4 ,he will select the missionary books for the scholars' and the teachers' library4 ,he should co-operate with the other officers and teachers in creating and maintaining a missionary atmosphere in the school4 #ih4 ,missionary ,committee4--,if the school is large1 a ,missionary ,committee will be useful4 ,it should be under the general direction of the ,missionary ,secretary1 and should consist of one person from each department of the school4 ,this will insure that all departments are brought into vital touch with the missionary activities of the school4 ,such a committee will be most helpful in arranging missionary programs1 selecting members for the mission study classes1 planning the entire missionary instruction of the school1 and attending to the proper distribution of missionary periodicals and literature4 ,this committee may also assist in securing a missionary training of the teachers in the teacher-training classes4 #ii4 ,missionary ,libraries4--,some of the choice1 bright1 interesting missionary books which are now very abundant should be in every ,sunday-school library4 ,if selections are properly made1 the books will be sought for and eagerly read by the boys and girls4 ,there should also be in the teachers' library some special missionary books dealing with methods 7see ,appendix71 and the teachers should be urged to read them4 #ajj4 ,missionary ,equipment4--,splendid missionary maps1 charts1 pictures1 and curios are now abundant and inexpensive4 ,they may be secured from denominational publishing houses4 ,every school should have a supply1 and they should be in the care of the ,missionary ,secretary4 ,large charts and maps may be made by the scholars under the direction of the ,missionary ,committee4 ,secure1 if possible1 a missionary map of the world1 and a map showing the missionary activities of the denomination4 ,charts showing the relative strength and growth of the ,christian religion as compared with other religions in all parts of the world are effective4 ,a cabinet of missionary curios is most desirable4 #aja4 ,mission ,study ,class4--,there should be at least one mission study class in every school4 ,it is usually possible4 ,such classes need not continue all the year4 ,ten meetings of one hour each1 for ten successive weeks1 will enable any class that applies itself to the work to complete one of the elementary text-books relating to missions4 ,the meetings should be held on a week-night1 and they should not be obliged to divide the evening with any other meeting4 ,the available time in the ,sunday-school session is not long enough unless double the number of lessons are used1 and this is not always practicable4 ,the class should be composed only of those young people who are deeply interested1 or want to become interested1 in missions4 ,five to ten members are enough for a good class4 ,the leader should be an enthusiast who is not afraid to work4 ,such a class maintained for a few years will create a missionary interest in any school that will reveal itself in larger offerings1 and probably in volunteers for the missionary field4 #ajb4 ,missionary ,room4--,if there is an available room in the church1 it would be well to set it apart as the ,missionary ,room4 ,here will be found the missionary library1 periodicals1 maps1 charts1 and curios1 properly displayed and cared for4 ,it may be a class-room1 if no other room is to be had4 ,the ,missionary ,secretary will have a table or desk here1 and it will serve as his office4 ,it will furnish a good place for the mission study class1 and will be the center of all the missionary activities of the school4 #ajc4 ,missionary ,sunday4--,missionary instruction should be given in connection with every lesson that will permit of it4 ,once a month1 however1 there should be special missionary exercises1 whether the particular lesson lends itself to missionary treatment or not4 ,five or ten minutes' time during the opening or closing exercises can be profitably arranged for by the ,missionary ,secretary with appropriate music1 missionary selections1 recent items from the field1 map drill1 and display of charts and curios4 ,or1 some of the elementary outlines of missionary study now available may be taught from the platform or taken up in the classes4 #ajd4 ,missionary ,concerts4--,a properly arranged missionary concert is interesting and instructive4 ,usually it is best to confine each concert to a given missionary field4 ,display a map of the field4 ,have participants dressed to represent the natives4 ,appropriate music1 recitations1 facts from the field1 and a short missionary address by the pastor or by a returned missionary will make an excellent program4 ,secure from your denominational publishing house leaflets giving facts about the field under consideration1 and distribute them to the audience4 ,once a quarter is none too often for a missionary concert4 #aje4 ,denominational ,boards4--,every ,sunday-school should contribute regularly and generously to its own denominational benevolences4 ,contribute to one benevolence at a time1 and let this one be definitely explained1 so that the giving may be intelligent4 ,every school ought to be familiar with the great missionary movements of the world1 and especially of its own denomination4 #ajf4 ,specific ,objects4--,more interest can be created and more money raised for a specific than for a general object1 and done more quickly4 ,denominational boards1 recognizing this1 have provided to meet it by enabling churches1 schools1 and individuals to contribute to a specific purpose1 under the general direction of a given board4 ,shares to the extent of the donor's contribution are assigned in a particular station1 the donor thus having a share in the entire work of the station4 ,this is known as the ,station ,plan of giving4 #ajg4 ,reflex ,influence4--,no church1 school1 nor ,christian can honor the ,master by endeavoring to carry out his last command without receiving a great blessing4 ,the power and effectiveness of a local school in its own work are usually in proportion to its interest in the world-wide ,kingdom4 ,if it will make a little cake for others first1 it will have all it needs at home4 ,this rule is without exception4 ,test ,questions #a4 ,repeat the quoted sentence at the beginning of paragraph #if4 #b4 ,what are the duties of the missionary secretary8 #c4 ,of the missionary committee8 #d4 ,what missionary equipment is desirable8 #e4 ,state how a mission-study class may be conducted4 #f4 ,what plan may well be used for a ,missionary ,sunday8 #g4 ,for a ,missionary concert8 #h4 ,what is usually the measure of the power of the local school8 ,lesson #aj ,organized ,adult ,classes #ajh4 ,organized classes have existed in small numbers here and there for many years2 not until recently1 however1 has the attention of the ,sunday-school world been especially attracted to them4 ,when once their value became recognized the idea spread rapidly1 and the organized adult class is now one of the most prominent features of ,sunday-school work almost everywhere4 #aji4 ,organization4--,elaborate organization will not be needed1 except in very large classes4 ,it is best to organize men's classes and women's classes separately4 ,call together by announcement and invitation those who are interested in forming a class1 for conference4 ,furnish them with the leaflets on organized classes furnished by the denomination or by the ,international ,sunday ,school ,association4 ,explain the method and purpose of class organization4 ,endeavor to secure a definite number of charter members to begin with4 ,adopt the suggested ,international constitution1 or some other if better suited to the needs of the class2 or appoint a committee to draft the sort of a constitution desired4 ,secure the ,international ,certificate of ,recognition1 which should be framed and hung upon the walls of the class-room4 ,it will be well to make the organization conform to the standard set up by the ,international ,sunday ,school ,association1 and outlined in their leaflets4 #aaj4 ,purpose4--,the real purpose of class organization is to make the class more effective in those things for which a ,sunday-school class exists4 ,genuine1 faithful ,bible study for the purpose of leading men and women to ,christ1 developing ,christian character1 training for service1 securing their membership in the church1 and setting them to work1 is the business of the class4 ,everything else must contribute to this4 ,with this as the goal1 any wisely conducted class will succeed2 but if anything else overshadows this1 true success is impossible4 ,thoroughly organized classes will solve the problem of holding men and women in the ,sunday-school1 and are doing it continually4 #aaa4 ,officers and ,their ,duties4--,elect a president1 vice-president1 secretary1 and treasurer1 whose duties will be those usually performed by such officers4 ,the president will preside1 not only at all class meetings1 but at the regular ,sunday session of the class as well4 ,the most important officer to choose is the teacher4 ,select the very best teacher obtainable1 and one1 if possible1 who is well known and liked by the class4 ,the teacher and president should be ex-officio members of all committees4 ,other officers may be chosen as they are needed4 #aab4 ,committees4--,appoint but few committees to start with1 and others as the need arises4 ,the ,executive ,committee may consist of the general officers of the class and the chairmen of the various standing committees4 ,the ,membership ,committee will seek to secure new members1 look up the absentees1 and visit the sick4 ,as the class grows in size1 part of this work may be assigned to special committees4 ,the ,devotional ,committee will have in charge the devotional services of the class on ,sundays and at other meetings4 ,the ,social ,committee will welcome and introduce new members and visitors2 it will also seek to cultivate the social side of the class1 providing such gatherings and entertainments as may be approved4 ,the growing needs of the class will suggest special committees from time to time4 #aac4 ,name4--,there is inspiration in a good name4 ,it may be the name of some prominent person in the denomination or community1 but it is better not to use the name of any one still living4 ,or the name may have the charm of secrecy--a word or initials--with a significance known only to the class4 ,whatever name is adopted1 make much of it4 ,let it be prominent on all the class printing4 ,many classes adopt colors1 and decorate their class-room with them2 some choose a class flower1 to be worn on special occasions4 ,class stationery and whatever else will tend to cultivate a class spirit is desirable4 #aad4 ,class ,meetings4--,there should be regular meetings of the class1 at least quarterly4 ,the social committee will usually arrange for these meetings1 but occasionally another committee should be in charge1 as the literary or athletic committee4 ,the great occasion of the year will be the annual meeting1 when a special effort should be made to secure the presence of all members1 past and present4 ,the election of officers1 a banquet1 a fine program1 and a glad reunion will be its customary features4 #aae4 ,relation to the ,school4--,the organized class should be a part of the ,sunday-school with which it is connected4 ,it will be better if during the opening or closing service the members of the class can sit with the school4 ,their relation to the school should be the same as that of any other class4 ,class spirit is good1 but school spirit is better4 ,they should use the regular ,bible lesson4 ,nearly all classes which have turned aside from the ,bible lessons have gone down4 ,they should contribute to the regular school fund1 and comply with all the requirements of the school4 ,the influence of large organized classes upon the boys and girls1 thus emphasizing loyalty to the school1 is very great4 #aaf4 ,relation to the ,community4--,organized classes are now combined in a regular department of the organized or ,international ,sunday-school work4 ,each organized class should co-operate with others in extending and improving organized class work and methods4 ,delegates should be sent from the class to conventions and conferences1 and make report to the class upon their return4 ,the ,international emblem1 a small red button or pin with a white center1 will enable members of organized classes to recognize each other when they meet4 ,much helpful literature for organized classes is now in print1 in the form of periodicals1 lesson helps1 and books for teachers1 officers1 and scholars4 #aag4 ,benefits4--,a class spirit is fostered4 ,the class becomes a working force and unit4 ,the organized class has something definite to do4 ,it sets every member to work4 ,it helps to hold the big boys and girls in the school4 ,it interests men and women in the study of the ,bible and in the church4 ,it furnishes workers for the church and ,sunday-school1 teachers for mission schools1 speakers and singers for evangelistic meetings upon the street and elsewhere4 ,it gives strength and dignity to the school4 ,it adds largely to the school's financial resources4 ,organization carries many a class over the dead center of discouragement1 or the weakening influence of being without a teacher4 ,a well-organized class will grow1 for a time at least1 whether it has a teacher or not4 ,test ,questions #a4 ,explain a method for organizing an adult class4 #b4 ,what is the purpose of such organization8 #c4 ,what officers does an organized class need8 #d4 ,what committees8 #e4 ,what are the advantages of a name for the class8 #f4 ,what is the right relation of such a class to the school8 #g4 ,to the community8 #h4 ,state the benefits of an organized class4 ,text ,questions for ,review ,lessons #f to #aj #a4 ,what should be the most important feature of the ,sunday-school session8 #b4 ,who should be in a teacher-training class8 #c4 ,what may the teacher accomplish between ,sundays8 #d4 ,what is a ,workers' ,meeting8 #e4 ,what is the ,angle ,method of study at that meeting8 #f4 ,what are the duties of the financial board8 #g4 ,how may a mission-study class be conducted8 #h4 ,what is usually the measure of a school's power8 #i4 ,how may an ,adult ,class be organized8 #aj4 ,state the benefits of an organized class4 ,,note4--,this entire subject is fully and helpfully discussed by ,mr4 ,lawrance in his book ,how to ,conduct a ,sunday ,school4 ,,appendix ,teaching ,hints ,two years of time preferably should be allowed for the completion of these lessons4 ,the ,international ,association will grant a diploma upon the completion of the ,first ,standard ,course1 provided at least one study year has been spent in pursuing the fifty lessons4 ,if the book is studied by a normal class1 meeting at the time of the regular lesson period on ,sunday1 only a half-hour will usually be available2 and in this case at least one hundred half-hour periods1 extending over two teaching years1 should be used for the fifty lessons4 ,if full hour periods are available1 the course may be completed within one year of fifty lesson periods4 ,the ,book ,although the numbered lessons begin with the story of ,adam on page #ad1 there are two chapters which may be used as preliminary material1 if the leader chooses4 ,one of these is ,how the ,bible ,came to ,us1 by ,professor ,price1 on page #abc4 ,there are fifteen numbered paragraphs in this chapter2 if there are at least fifteen members in the class1 a profitable hour could be spent by assigning a paragraph to a member1 several days ahead1 with the understanding that each one was to read the entire chapter1 but to be specially prepared in his assigned paragraph4 ,at the time of the lesson hour pencil and paper could be supplied to each member of the class4 ,then beginning with paragraph #a1 all books closed1 the assigned member could state from memory the contents of the paragraph1 while all the others silently write down wrong statements or omissions--these to be brought out later4 ,the chapter on the ,bible1 page #aa1 should also precede the numbered lessons4 ,the chart given is easily remembered and each member might reproduce this chart from memory and tell something of each of the several periods enumerated4 ,the ,lessons on the ,book4--,it will be seen that each lesson is composed of several parts3 7a7 ,the historical outline1 which is placed first2 7b7 the geographical work1 in a statement of places and an outline map2 7c7 a paragraph designated ,significance of ,events2 7d7 the story of the period briefly retold in simple language4 ,note the following suggestions3 7a7 ,the ,historical ,outline4--,these outlines1 taken altogether1 constitute a complete statement of the essentials of ,bible history4 ,they are the framework upon which may be built as elaborate a ,bible story as one may wish4 ,the outlines may well be used for memory work and in question drills and reviews4 7b7 ,the ,geographical ,work4--,in most of the chapters the maps are so simply drawn that they may be used for geography drill1 each student being asked to draw 7without tracing7 the simple map connected with the lesson1 and locate the places mentioned4 7c7 ,significance of ,events4--,these paragraphs1 taken together1 form a concise story of the progress of redemption and revelation1 and state the spiritual teaching of each period4 ,the essentials of these statements may be memorized1 but students should be required to express the thought in their own language4 7d7 ,the ,retold ,bible ,story4--,emphasis upon the memorizing of the other three parts of the lesson should not prove an excuse for passing by the ,bible narrative here given4 ,without this the other work may prove dry and uninteresting--a task4 ,the student who reads and rereads the narrative with care will find his memory work in the other portions invested with a vitality that will otherwise be missing4 ,the narrative section will furnish abundant material for brief debates1 informal discussions1 assigned papers on special topics1 and many other helpful methods4 ,bible study of historical facts in rigid outline may be made as dry as dust4 ,bible study aglow with human interest and enthusiastically pursued by diversified methods may be made the most interesting study that can be undertaken4 ,using the ,blackboard4--,the blackboard may be used with great profit as an aid in reviewing a lesson1 either at the close of a teaching period1 at the beginning of a period following a lesson assigned for home study1 or at intervals in the course after covering several lessons4 ,no special blackboard outlines are offered in this book2 it is urged that each leader shall construct his own blackboard review from the historical outlines at the beginning of each lesson on the ,bible4 ,such a blackboard review should be accompanied by questions and answers4 ,here is an illustration of the blackboard use of the outlines of ,lesson #a1 ,the ,book1 page #ad1 after the entire lesson has been carefully studied and with all books closed4 ,leader4--,what are the great divisions of the ,bible8 ,answer4--,old ,testament and ,new ,testament4 7,here may follow a drill on the ,books of the ,old ,testament in their order47 ,leader4--,we will begin with the study of ,the ,old ,testament ,division 7write74 ,leader4--,how may this be divided8 ,answer4--,into a prelude and five periods4 ,leader4--,what does the prelude tell about8 7,write ,prelude47 ,answer4--,story of creation 7write74 ,leader4--,where do we read about it8 ,answer4--,genesis #a1 #b 7write74 ,leader4--,where do all things have their origin8 ,answer4--,in ,god4 ,leader4--,what does the first period tell about8 7,write ,first ,period47 ,answer4--,the creation of ,adam 7write74 ,leader4--,what beginnings do we see in this period8 ,answer4--,the beginning of the human race1 sin1 and redemption 7write74 ,leader4--,where is this told about8 ,answer4--,genesis #c 7write74 ,leader4--,who is the leading person of the second period8 7,write ,second ,period47 ,answer4--,noah 7write74 ,leader4--,what event is chronicled in connection with ,noah8 ,answer4--,the flood 7write74 ,leader4--,what great structure was built in this period8 ,answer4--,the tower of ,babel 7write74 ,leader4--,what punishment came to the people for building this tower8 ,answer4--,confusion of tongues 7write7 ,leader4--,where do we read about this period8 ,answer4--,genesis #f-aa 7write74 ,this method may be followed in the case of each of the ,bible lessons4 ,the blackboard outline for the entire first lesson would appear about as follows1 after being built up step by step3 ,the ,old ,testament ,division ,prelude4--,story of ,creation 7,genesis #a1 #b7 ,first ,period--,adam ,human race ,the beginning of ,sin ,redemption ,second ,period--,noah--the flood ,tower of ,babel--confusion of tongues 7,genesis #f-aa7 ,third ,period--,abraham--chosen family ,egypt--prosperity--oppression ,moses--,exodus ,journeys ,canaan ,judges 7,genesis #ab to ,judges #a3ba7 ,fourth ,period--,saul--,david--,solomon 7#a ,sam4 #aj to #a ,kings #ab7 ,fifth ,period--,captivity--return ,ezra1 ,nehemiah 7#b ,kings #be7 ,each leader will thus be enabled to use the blackboard in his own way1 basing the drill on the outline material at the beginning of each chapter2 this blackboard review will be brought to the students with a freshness not secured when suggested outlines are printed with each lesson4 ,familiarity with maps should be encouraged at every point4 ,the leader may accustom the class to the question1 ,where is that place8 nearly every time a town or locality is named4 ,the average beginner in ,bible study is afraid of a map2 the more familiar he becomes with these maps1 the more confidence he will have in his own ,bible knowledge4 ,the ,new ,testament ,section4--,in the several chapters beginning on page #ga the historical outline consists of a harmony of the ,gospels4 ,it is not intended that the student shall memorize this harmony2 but the ability to reproduce from memory the journey map published in connection with each section of the harmony would give the student a very helpful grasp on the order of events in the life of ,christ4 ,the use of a journey map as a basis for telling the story of a chosen period will fix events and geographical location in mind at the same time4 ,the ,pupil ,the lessons on ,the ,pupil enter a field of study with which the average teacher is perhaps less familiar than with the ,bible section4 ,hence the leader will do well to begin slowly and to allow plenty of time for discussion in the class4 ,professional teachers who have studied the science of psychology may be very helpful in occasional talks to the class1 provided you are assured in advance that they will not confuse the students by the use of technical terms4 ,such talks from outsiders should be brief1 and confined to one phase of the subject1 and time should be allowed for questions by the students and informal discussion4 ,students should be encouraged to find their own illustrations for certain well-defined statements4 ,take1 for instance1 the paragraph ,imitation under numbered paragraph #f1 on page #add4 ,one or more students may be asked to bring illustrations of this statement from their own home or ,sunday-school experience in a given week4 ,one will tell how he saw a neighbor's boy try to keep step with his father while on a walk4 ,another will describe the actions of a little girl she saw dressed in her mother's skirt--actions plainly imitative of the mother herself4 ,illustrations like these observed and reported by the students themselves will greatly aid in the study of the section1 and will be much more valuable than illustrations ordinarily furnished in the text4 ,the leader is urged1 however1 to challenge any illustration which misses the point or gives a wrong impression4 ,bringing the ,teaching to a ,focus4--,in some cases the superintendent of the department which includes the age under discussion 7as1 for instance1 ,the ,beginners ,department71 whether a member of the class or not1 may be invited to tell in from five to ten minutes how far he or she is able to meet the opportunities1 supply the needs1 overcome the difficulties1 and realize the results so clearly stated by ,mrs4 ,lamoreaux in the closing paragraphs of each chapter4 ,this would give the whole lesson a local setting and application4 ,the ,teacher ,the remarks in the first paragraph of the section under ,the ,pupil1 just preceding1 apply equally here4 ,outside help is desirable1 but simplicity in treatment must be maintained4 ,profound knowledge of a subject does not insure ability to restate that knowledge in simple terms4 ,better not have the profound knowledge displayed if it is going to leave the students in confusion4 ,the principle of home-made illustrations referred to above applies equally well to the section on ,the ,teacher4 ,it is safe to say that each adult student in the class will remember teachers who have excelled in the points enumerated by ,dr4 ,brumbaugh4 ,the student should be encouraged to take a statement like that found in paragraph #d1 page #ahb1 and say to himself3 ,which of my teachers was notably enthusiastic8 ,how did this enthusiasm impress me8 ,how did it help him in teaching great truths8 ,these observations may frequently need to be made quietly to the student's self4 ,but they will greatly help him to master the laws of teaching4 ,the ,school ,here is a section dealing with a concrete subject1 and illustrations will be within the range of vision of every one who is associated with ,sunday-school work4 ,at the very outset there may be found those who will take exception to many of the suggestions made1 because they are deemed to be impracticable in our school4 ,this attitude should be firmly but patiently overcome4 ,if discussion proves that the thing suggested is undesirable1 or that a better method may prevail1 that is a point worth making4 ,but the argument that a thing is desirable but impossible should have no footing in a teacher-training class4 ,let the motto be1 ,if it ought to be1 it can be4 ,the teacher may be inclined to skip a paragraph like that on ,the ,secretary4 ,of what interest is that to me8 she may ask4 ,the answer is simple3 ,no one is equipped to be a teacher who doesn't know the school as a whole2 and no one knows the school as a whole who doesn't know it in its several essential parts4 ,only when the teacher knows the secretary's duties1 for instance1 is that teacher prepared to see how careful he should be in meeting his obligations to the secretary in the line of the latter's official work4 ,each teacher should be encouraged to study executive problems1 such as those relating to the superintendent and other officers1 as if they were his own2 and at least he should discover his part as a teacher in helping the executive officers to make the school a success4 ,in many localities sections of the class may visit other schools and report back to the class upon the features in which these schools excel4 ,this offers a practical laboratory method for the concrete teaching of these lessons4 ,of course1 such visits should be made with the knowledge and consent of the superintendent of the school visited2 and at such times and in such manner that the work of the school will not be disturbed4 ,teachers of regular classes will greatly profit by an occasional trip to another school2 it is time gained rather than lost4 99 99 99 99 99 ,teacher-training superintendents find a marked tendency in some classes to discontinue the work after the section on ,the ,bible has been covered4 ,it is a false notion that a knowledge of the ,bible is the only thing necessary for ,sunday-school teachers4 ,leaders should enthusiastically carry their classes past this common dead-point over into the sections on ,the ,pupil1 ,the ,teacher1 and ,the ,school2 this special effort to arouse enthusiastic interest in what is to come after the ,bible course will often prevent students from dropping out of the class4 ,in all the work make haste slowly4 ,it is more important to get the work done well than it is to get it done in a given time4 ,charts of ,paul's ,journeyings ,from ,a ,chart of ,paul's ,journeyings1 ,arnold1 ,published by ,the ,sunday ,school ,times ,co4 ,illustration3 ,first ,journey ,copyright1 #ahig1 ,,by ,,john ,d4 ,,wattles ,,co4 ,first ,journey ,antioch4 ,paul and ,barnabas commissioned 7,acts #ac3a-c74 #a4 ,seleucia4 ,embarked 7,acts #ac3d74 #b4 ,salamis4 ,preached in synagogues 7,acts #ac3e74 #c4 ,paphos4 ,the sorcerer 7,acts #ac3f-ab74 #d4 ,perga4 ,john ,mark returned 7,acts #ac3ac74 #e4 ,antioch of ,pisidia4 ,preaching and persecution 7,acts #ac3ad-ej74 #f4 ,iconium4 ,strife 7,acts #ac3ea to #ad3g74 #g4 ,lystra4 ,paul stoned 7,acts #ad3h-ai74 #h4 ,derbe4 ,made many disciples 7,acts #ad3bj1 #ba74 #i4 ,lystra4 #aj4 ,iconium4 ,confirmed disciples 7,acts #ad3ba-bd74 #aa1 #ab4 ,antioch4 #ac4 ,perga4 ,spoke the ,word 7,acts #ad3be74 #ad4 ,attalia4 ,embarked 7,acts #ad3be74 #ae1 #af4 ,antioch4 ,reported their work 7,acts #ad3bf-bh74 #ag4 ,jerusalem4 ,council 7,acts #ae3a-bi74 #ah4 ,antioch4 ,tarried1 preaching 7,acts #ae3cj-ce74 ,illustration3 ,second ,journey ,copyright1 #ahig1 ,,by ,,john ,d4 ,,wattles ,,co4 ,second ,journey ,antioch4 ,paul and ,barnabas disagree 7,acts #ae3cf-dj74 #a4 ,syria and ,cilicia4 ,confirming churches 7,acts #ae3da74 #b4 ,derbe and ,lystra4 ,timothy accompanies 7,acts #af3a-c74 #c1 #d4 ,iconium1 ,antioch4 ,delivering decrees 7,acts #af3b1 #d1 #e74 #e4 ,galatia1 ,phrygia1 ,mysia1 ,troas 7,acts #af3f-h74 ,troas4 ,macedonian call 7,acts #af3h-aj74 #f4 ,samothrace1 ,neapolis 7,acts #af3aa74 #g4 ,philippi4 ,lydia2 the jailer 7,acts #af3ab-dj74 #h1 #i4 ,amphipolis1 ,apollonia 7,acts #ag3a74 #aj4 ,thessalonica4 ,church planted 7,acts #ag3a-i74 #aa4 ,beroea4 ,preaching1 strife 7,acts #ag3aj-ad74 #ab4 ,athens4 ,address on ,mars' ,hill 7,acts #ag3ae-cd74 #ac4 ,corinth4 ,church planted1 ,aquila and ,priscilla 7,acts #ah3a-ag74 #ad4 ,ephesus4 ,left ,priscilla and ,aquila 7,acts #ah3ah-ba74 #ae4 ,csarea4 ,landed 7,acts #ah3bb74 #af4 ,jerusalem4 ,saluted the church 7,acts #ah3bb74 #ag4 ,antioch4 ,spent some time 7,acts #ah3bb1 #bc74 ,illustration3 ,third ,journey ,copyright1 #ahig1 ,,by ,,john ,d4 ,,wattles ,,co4 ,third ,journey ,antioch4 ,departed from 7,acts #ah3bc74 #a-e4 ,galatia1 ,phrygia1 ,ephesus4 ,stablishing disciples 7,acts #ah3bc74 ,ephesus4 ,apollos1 ,tyrannus1 ,demetrius 7,acts #ah3bd to #ai3da74 #f4 ,troas 7#b ,cor4 #b3ab1 #ac74 #g-ac4 ,macedonia1 ,greece4 ,gave exhortation 7,acts #bj3a1 #b74 ,greece4 ,spent three months 7,acts #bj3c74 #ad-ah4 ,philippi4 ,set sail 7,acts #bj3d-f74 #ai4 ,troas4 ,eutychus restored 7,acts #bj3f-ab74 #bj4 ,assos4 ,took in ,paul 7,acts #bj3ac1 #ad74 #ba4 ,mitylene1 ,chios1 ,samos1 ,miletus 7,acts #bj3ad1 #ae74 ,miletus4 ,visit of ,ephesian elders 7,acts #bj3ae-ch74 #bb1 #bc4 ,cos1 ,rhodes1 ,patara1 ,cyprus1 ,tyre 7,acts #ba3a-c74 ,tyre4 ,tarried seven days 7,acts #ba3c-f7 #bd4 ,ptolemais4 ,abode one day 7,acts #ba3g74 #be4 ,csarea4 ,virgin prophets1 ,agabus 7,acts #ba3h-ad74 #bf4 ,jerusalem4 ,report of ,paul's ,gentile ministry 7,acts #ba3ae-bf74 ,illustration3 ,voyage to ,rome ,copyright1 #ahig1 ,,by ,,john ,d4 ,,wattles ,,co4 ,voyage to ,rome ,jerusalem4 ,paul's arrest 7,acts #ba3bg-cf74 ,jerusalem4 ,address in the ,hebrew language 7,acts #ba3cg to #bb3bi74 ,jerusalem4 ,address before the sanhedrin 7,acts #bb3cj to #bc3aa74 ,jerusalem4 ,plot of the ,jews 7,acts #bc3ab-cb74 #a4 ,csarea4 ,examination before ,felix 7,acts #bc3cc to #bd3bc74 ,csarea4 ,before ,felix and ,drusilla 7,acts #bd3bd-bg74 ,csarea4 ,before ,festus1 appeal to ,csar 7,acts #be3a-ab74 ,csarea4 ,before ,agrippa and ,bernice 7,acts #be3ac to #bf3cb74 #b-e4 ,sidon1 ,cyprus1 ,myra1 ,cnidus1 ,crete 7,acts #bg3a-ac74 #f4 ,sea of ,adria1 ,melita4 ,shipwreck 7,acts #bg3ad-dd74 ,melita4 ,rescue1 miracles by ,paul 7,acts #bh3a-aa74 #g4 ,syracuse4 ,tarried three days 7,acts #bh3ab74 #h1 #i4 ,rhegium1 ,puteoli4 ,found brethren 7,acts #bh3ac1 #ad74 #aj1 #aa4 ,appii ,forum1 ,three ,taverns4 ,met by brethren from ,rome 7,acts #bh3ae74 #ab4 ,rome4 ,conference with ,jews 7,acts #bh3af-bi74 ,rome4 ,preaching in own hired house 7,acts #bh3cj1 #ca74 ,illustration3 ,,assyria ,,and ,,canaan ,illustration3 ,,the ,,twelve ,,tribes ,illustration3 ,,the ,,exodus ,,and ,,wanderings ,illustration3 ,,the ,,northern ,,and ,,southern ,,kingdoms ,,transcriber',s ,,notes #a4 ,passages in italics are surrounded by underscores4 #b4 ,passages in bold are indicated by bold4 #c4 ,images have been moved from the middle of a paragraph to the closest paragraph break4 #d4 ,some of the obvious punctuation errors have been corrected1 for example1 added missing period at the end of a paragraph4 #e4 ,the word ,beroea uses an oe ligature in the original4 #f4 ,the following misprints have been corrected3 ,peninusla corrected to ,peninsula 7page #cc7 wofully corrected to woefully 7page #ia7 ocuntries corrected to countries 7page #abi7 ittle corrected to little 7page #adf7 ather corrected to rather 7page #afd7 tast corrected to last 7page #baa7 #g4 ,other than the corrections listed above1 printer's inconsistencies in spelling1 hyphenation1 and ligature usage have been retained4