,illustration3 ,,course ,,iv ,,part ,i ,,graded ,,course ,,international ,,system ,,stories ,,from ,,the ,,olden ,,time ,,teacher',s ,,text ,,book ,,josephine ,l4 ,,baldwin ,,henry ,h4 ,,meyer1 ,editor ,,the ,,methodist ,,book ,,concern ,,new ,,york ,,cincinnati ,,organization ,,chart ,,age ,,course ,,titles ,,of ,,courses ,departmental ,groups ,school ------------------ ,grades ,plan #a ,plan #b #d;,,beginners,the ,little ,child and the ,,beginners,,beginners ,,kinder- #e ,heavenly ,father 7,a ,two ,,garten ,year ,course for children of ,kindergarten age47 ---------------------------------------- -------------------------- #f;,i ,bible ,stories for the ,sunday ,school and ,home--,year #a ,e --------------------------------------- ,l #g;,,ii ,bible ,stories for the ,,primary ,,primary ,e ,sunday ,school and ,m ,home--,year #b ,e --------------------------------------- ,n #h;,,iii ,bible ,stories for the ,t ,sunday ,school and ,a ,home--,year #c ,r ---------------------------------------- ----------------- ,y #i;,,iv ,stories from the ,olden ,time 7including ,special ,g ,summer ,material7 ,r --------------------------------------- ,a #aj,v ,hero ,stories 7including ,,junior ,d ,special ,summer ,material7 ,e --------------------------------------- ,,junior ,s #aa,,vi ,kingdom ,stories 7including ,special ,summer ,material7 --------------------------------------- --------- #ab,,vii ,gospel ,stories 7including ,special ,summer ,material7 ---------------------------------------- -------- #ac,,viii ,leaders of ,israel 7including ,special ,,inter- ,h ,summer ,material7 ,,mediate ,i --------------------------------------- ,g #ad;,,ix ,christian ,leaders ,h 7including ,special ,summer ,material7 ,s --------------------------------------- ,,inter- --------- ,c #ae,x ,the ,life of ,christ ,,mediate ,h 7including ,special ,o ,summer ,material7 ,o --------------------------------------- ,l #af,,xi ,christian ,living ,,senior 7including ,special ,summer ,material7 ---------------------------------------- -------- #ag,,xii ,the ,world a ,field for ,christian ,service --------------------------------------- --------- #ah,,xiii ,the ,history and ,literature of the ,hebrew ,people --------------------------------------- ,,senior #ai,,xiv ,the ,history of ,new ,,young ,c ,testament ,times ,,people ,o --------------------------------------- ,,to ,l #bj,,xv ,the ,bible and ,social #bd ,l ,living ,,years ,e ---------------------------------------- -------- ,g ,special ,courses for ,parents ,e and ,elective ,courses on ,,adult ,special ,topics ,,the ,,courses ,,begin ,,with ,,october ,,note ,,plan #a3 ,when the ,graded ,lessons were first issued the yearly courses were grouped to correspond to this well-known classification of pupils1 and the text books were marked in accordance with this plan4 ,,plan #b3 ,the departmental grouping by a series of three years to a department corresponds to the school grading where ,junior ,high ,schools have been organized and is now recommended by many denominations4 ,care must be taken to select the ,graded ,course by age and titles1 as indicated in the left column1 rather than by department names4 ,copyright1 #aiah1 by ,n4 ,s4 ,barnes4 ,prepared for teachers of children about nine years of age ,,stories ,,from ,,the ,,olden ,,time ,,teacher',s ,,text ,,book ,,course ,,iv1 ,,part ,i ,prepared by ,,josephine ,l4 ,,baldwin ,illustration3 ,the ,berean ,,graded ,,course ,,international ,,system ,,henry ,h4 ,,meyer1 ,editor ,,the ,,methodist ,,book ,,concern ,,new ,,york ,,cincinnati ,copyright1 #aiji1 #aiac1 #aiag1 by ,josephine ,l4 ,baldwin ,the memory verses from the ,american ,standard ,bible are copyrighted1 #aija by ,thomas ,nelson ,sons1 ,new ,york ,to ,mrs4 ,j4 ,woodbridge ,barnes ,,whose ,,clear ,,vision1 ,,wise ,,leadership1 ,,and ,,undaunted ,,courage ,,have ,,made ,,possible ,,the ,,international ,,course ,,of ,,graded ,,lessons1 ,,and ,,whose ,,criticism ,,and ,,supervision ,,have ,,been ,,invaluable ,,in ,,the ,,preparation ,,of ,,these ,,lessons ,,for ,,publication1 ,,this ,,book ,,is ,,gratefully ,,dedicated ,,contents ,,page ,out of ,childhood into ,youth #g ,our ,juniors1 ,their ,teachers and ,lesson ,helps #aa ,,graded ,,instruction #aa ,reasons for ,having a ,graded ,system2 ,the ,purpose of the ,graded ,course2 ,the ,material ,used4 ,,the ,,junior ,,course #ab ,arrangement of ,material2 ,the ,aims2 ,the ,correlated ,lesson4 ,,the ,,junior ,,period #ad ,beginning and ,end2 ,characteristics2 ,spiritual ,needs4 ,,the ,,junior ,,teacher #af ,personality2 ,opportunity4 ,,guides ,,for ,,study ,,and ,,teaching #ai ,the ,teacher's ,text ,book2 ,the ,pupil's ,book for ,work and ,study2 ,the ,children's ,bible2 ,the ,rainbow ,bookmark2 ,how the ,bookmark is ,used2 ,the ,bookmark as a ,reward4 ,,promotion ,,requirements ,,and ,,honors #bf ,the ,basis for ,promotion2 ,recognition for ,extra ,work4 ,stories from the ,olden ,time ,i4 ,,stories ,,of ,,the ,,beginnings #bg #a4 ,in the ,beginning #bi #b4 ,the ,garden of ,eden #ce #c4 ,hiding from ,god #dj #d4 ,cain and ,abel #df #e4 ,review #ea #f4 ,the ,building of the ,ark #ed #g4 ,the ,flood and the ,rainbow #fj ,,ii4 ,,stories ,,of ,,three ,,patriarchs #fe #h4 ,the ,call of ,abram #fg #i4 ,giving ,lot the ,first ,choice #gb #aj4 ,abram's ,rescue of ,lot #gg #aa4 ,abraham ,entertaining ,angels #hc #ab4 ,the ,song of ,mary 7,christmas ,lesson7 #hh #ac4 ,review #ic ,appendixes #ig ,a4 ,memory ,work #ii ,b4 ,book ,list #aja ,c4 ,list of ,stereographs #ajc ,d4 ,aids for ,superintendent and ,teacher #aje ,e4 ,outline of ,lessons for the ,year #ajg ,,out ,,of ,,childhood ,,into ,,youth ,traits of ,boyhood and ,girlhood ,at the beginning of the period of childhood for which the ,junior ,course is intended1 approximately nine years of age1 there appears to be in the life of the normal boy or girl a real transition as the traits and interests of earlier years give way to those of full fledged boyhood and girlhood4 ,strange premonitions of impending physical and mental changes now appear1 with suggestions of riper years that are rapidly approaching4 ,the physical and mental changes of this period are accompanied by an awakening of social consciousness4 ,this is noticeable in the friendships formed1 in the increase of love and sympathy for others and in the dawning recognition of obligations toward others4 ,the opposite of the same tendency is reflected in the sense of rivalry and emulation and1 especially in boys1 in the developing spirit of pugnacity1 tempered with a tendency to defend the weak4 ,this growing social consciousness brings with it also a stronger consciousness of self1 a clearer recognition of right and wrong and an awakening of conscience which now begins to take the place of rules made by others as a guide to action4 ,the ,inner ,life of the ,spirit ,the normal growth of the inner life of the spirit is likewise rapid1 the spiritual awakening which may be counted on during this period bringing with it the first religious crisis in the life of the boy and girl4 ,for this crisis the most careful preparation should be made4 ,when the spiritual awakening comes1 the child should be given an opportunity to choose for himself to live as ,god's child in obedience to his laws and in loving unselfish devotion and service for others4 ,when the choice has been made1 the new sense of responsibility which follows must be fostered and the child aided by suggestion and encouragement in daily conduct to follow right habits of thought and action4 ,the meaning1 need and the helpfulness of worship may be taught through actual participation in services of worship suited to the pupil's age and the manner of his natural expression of religious impulses and aspirations4 ,materials and ,methods ,the materials provided in the course of religious instruction for this period take into account the growing interest of the pupil in definite information and knowledge4 ,this material includes stories with a rich coloring of adventure and connected historical narratives appealing to the interests of this age4 ,by the use of these materials the mind of the pupil is stored with the best ,biblical images of strong and noble character as his studies introduce him to the great heroes and champions of the faith of past ages4 ,much emphasis is laid upon religious privileges and duties1 while profitable occupation exercises are suggested to insure a daily reinforcement of the lesson taught in the ,sunday school hour4 ,by precept and example the teacher may inculcate habits of neatness1 accuracy1 punctuality1 patience and other virtues4 ,he may watch over the religious life and as a wise specialist in the field of soul nurture may anticipate and prepare the way for each successive stage of that life's unfolding4 ,this ,text ,book ,the introductory chapters of this ,teacher's ,text ,book1 entitled ,our ,juniors1 ,their ,teachers and ,lesson ,helps1 present in detail the aims1 the methods and the underlying principles governing this ,junior ,course4 ,a careful study of this chapter together with the introductory chapters for the other years of the course will be found most profitable4 ,the ,course and the ,writer ,we would unreservedly commend the writer of this course1 ,josephine ,l4 ,baldwin1 to the confidence of all teachers4 ,she writes1 not from theory alone1 but from long1 practical experience in teaching ,junior children4 ,every one of the lessons contained in this course she has taught repeatedly4 ,as a teacher of teachers1 therefore1 she speaks with authority in the suggestions and directions contained in this ,teacher's ,text ,book4 ,the stories and suggestions regarding method in the form in which they are here presented1 are the rich fruitage of her expert knowledge and training4 ,there are no better courses for use with children of junior age than this course4 ,it is a tool well fashioned for its intended use4 ,as such it will not furnish a substitute for intelligent study and devotion on the part of the teacher1 nor will its use lessen the dependence of the teacher on ,divine help and inspiration in teaching2 but these personal qualifications being present1 this ,junior ,course and the graded system1 of which it is a part1 should yield large returns for the ,kingdom in the stimulation1 growth1 and enrichment of the religious experience and life of children4 ,,the ,,editor4 ,,our ,,juniors1 ,,their ,,teachers ,,and ,,lesson ,,helps ,,graded ,,instruction ,reasons for ,having a ,graded ,system ,the reason for having a graded course of instruction for the ,sunday school is that the children differ year by year in knowledge1 capacity1 interests1 and needs4 ,graded lessons are simply an attempt to meet these differences with instruction suited to each year of the developing life4 ,the aim of religious education is to fit the child for complete ,christian living1 to make him not simply a religious individual but a useful member of society1 intelligently devoted to the highest welfare of his fellows and of mankind4 ,in order that this may be accomplished he must have knowledge and his knowledge must lead to action4 ,there is a broad purpose underlying the graded lessons which is thus stated in terms of the children's religious needs4 ,the ,purpose of the ,graded ,course ,the purpose of the graded lessons is to meet the spiritual needs of the pupil at each stage of his development4 ,the spiritual needs1 broadly stated1 are these3 #a4 ,to know ,god as he has revealed himself to us in his ,word1 in nature1 in the heart of man1 and in ,christ4 #b4 ,to exercise toward ,god the ,father1 and his ,son1 ,jesus ,christ1 our ,lord and ,saviour1 trust1 obedience1 and worship4 #c4 ,to know and do our duty to others4 #d4 ,to know and do our duty to ourselves4 ,the ,material ,used ,the material through which this purpose is to be attained is taken mainly from the ,bible and treated as story1 biography1 history1 or literature according to the period for which it is used4 ,there are certain facts1 not found in the ,bible1 the knowledge of which is essential if the pupils are to see ,god in the present day world4 ,therefore1 many nature lessons are given to the little children1 incidents in the lives of modern followers of the ,lord are provided for the older children1 and broader studies from the field of modern reform and of missionary movements for young men and women4 ,there are also lessons on the ,book itself and how it has come to us4 ,all of these lessons start outside of the ,bible and lead back into it for their explanation4 ,the ,bible lessons begin with the ,word and go out into life for their application4 ,the one is just as biblical as the other4 ,,the ,,junior ,,course ,arrangement of ,material ,in the ,graded ,system the ,junior ,course follows the two-years ,beginners' ,course and the three-years ,primary ,course4 ,in those earlier years the stories are not chosen chronologically but are grouped under themes4 ,the sense of time dawns when the child is about nine years old1 therefore the ,graded ,lessons for the ,juniors are arranged chronologically1 at first by periods and later in a straight chronological course from the ,conquest of ,canaan to the end of ,new ,testament ,history4 ,the ,aims ,the aim for the ,junior lessons as a whole is3 ,to help the child to become a doer of the ,word1 and to lead him into conscious loyalty to ,jesus ,christ4 ,the aims for each of the four years are these3 #a4 ,to awaken an interest in the ,bible1 and love for it2 to deepen the impulse to choose and to do the right4 #b4 ,to present the ideal of moral heroism2 to reveal the power and majesty of ,jesus ,christ1 and to show his followers going forth in his strength to do his work4 #c4 ,to deepen the sense of responsibility for right choices2 to show the consequences of right and wrong choices2 to strengthen love of the right and hatred of the wrong4 #d4 ,to present ,jesus as our ,example and ,saviour2 to show that the ,christian life is a life of service2 to deepen interest in the ,book which contains ,god message to the world4 ,in the first year all but eight of the fifty-two lessons are the elemental stories taken from the first five books of the ,bible4 ,this is as it should be1 for these stories appeal more strongly at this time than at any later period4 ,as the first twenty-six lessons are found in the book of ,genesis the stories are easy to find and the child is not perplexed and confused by having to search for the one he wants among many books with unfamiliar and difficult names4 ,he is led by easy stages in his ,bible readings1 and through the charm of the stories1 together with his growing ability to handle the book in which they are found1 the child not only becomes interested in the ,bible but learns to love it4 ,the second part of the aim implies obedience1 and that may be said to be the key-word of this year's work4 7,see the ,junior motto and verse for the year on the inside of front cover of the ,work ,book47 ,with these children1 it is largely the absolute obedience of the immature4 ,this form of obedience is a temporary virtue which must eventually be lost in self-control4 ,but no one can attain the most perfect self-mastery who has not first learned to yield obedience to rightful authority4 ,the transfer of the seat of authority from without to within should keep pace with the child's growth in knowledge1 in emotional balance and control1 in moral strength1 and in the ability to form accurate judgments4 ,the teacher's aim is to bring the child's will into line with ,god's will for him4 ,the ,correlated ,lesson ,in the ,junior period it is essential that two lessons be given every week1 the one the regular lesson in the ,junior ,graded ,series and the other a lesson dealing with the more mechanical part of the instruction4 ,this is called the ,correlated ,lesson because it is closely related to the main lesson4 ,the reason for having it is that during the ,junior period there is a large amount of information which must be given in order that the pupils may grasp the truths in the lesson stories and learn how to handle the ,bible with ease4 ,in the first year the books and divisions of the ,bible must be taught4 ,in the other years ,bible geography becomes increasingly important as a background for the lessons1 and this is the time when it should be studied2 for the sense of location dawns at about the ninth year and the interest in geography is at its highest during the ,junior period4 ,some knowledge of the manners and customs of ,bible lands is necessary for an understanding of many of the stories4 ,all through the ,junior period are required frequent drills on essential facts and all material for memorization in order that those things may be permanently held in memory4 ,a ,junior child cannot profitably pay attention to one subject for more than twenty minutes consecutively4 ,the lesson story on any given ,sunday requires that much time1 so it would be impossible to combine with it in one ,junior lesson period the necessary correlated information4 ,fifteen minutes should be devoted to the ,correlated ,lesson1 preferably the first quarter of the ,sunday-school hour1 to be followed by the service of worship and all the other exercises1 leaving the last twenty minutes for the lesson of the day4 ,in schools where this plan is followed and the lessons are well taught1 the memory texts are both learned and remembered4 ,the children are familiar with ,bible lands and can associate events with the places where they occurred4 ,they understand the strange customs of ,bible times and therefore are not puzzled by accounts that would otherwise be unintelligible4 ,they know the ,bible as a book and can find references easily4 ,the upper grade ,juniors can find a score of the great passages in the ,bible without having the reference given4 ,in schools where the correlated lessons are not taught the children are not only ignorant of many things they ought to know1 but do not gain the benefit that they should get from the course of study4 ,,the ,,junior ,,period ,beginning and ,end ,only broad and general statements can be made concerning the division lines between the different departments of the ,sunday school1 especially after the end of the ,primary2 but the largest factor in deciding when the ,junior period begins is the ability on the part of the pupils to read well enough to be able to read in the ,bible without too much stumbling4 ,the end of the period is indicated by the beginning of adolescence1 and this fixes the ,junior period of the normal child as extending over at least three years4 ,the course provides studies for four years4 ,characteristics ,the general characteristics of the children in this period are marked1 differing in many important particulars from those of the period before and still more sharply from those manifested in the adolescent years4 ,there is a reaching out for and a choice of companions differing from the happy-go-lucky way in which the ,primary child accepts his neighbors as playmates and a growing tendency to concentration in groups or gangs accompanied by the most intense loyalty to the members of the group4 ,the normal interests which have an important bearing are those in reading1 heroes1 the forces of nature1 and the attainment of results4 ,intellectually1 the child begins to seek for reality4 ,the historic sense develops1 and the sense of location both develops and matures during this period4 ,there is a deep regard for authority if rightly administered by one who the child feels has a right to rule over him4 ,memory is strong and retentive4 ,a deep-seated1 though egoistic1 sense of justice is apparent4 ,this is preeminently a time when habits are formed and fixed4 ,there are limitations here1 as in every other period4 ,the child is and must be more or less self-centered1 because this is a time when he must pay attention to himself and get himself adjusted to the world about him before he can send his energies out in service for others1 as will be normal in the next period4 ,the reasoning power is very weak1 depending upon sequence rather than causality4 ,the interest in people is altogether in conduct and not at all in character2 what a person does is what these children care about1 not what he is4 ,spiritual ,needs ,the study of even these few characteristics so briefly stated makes it evident that the children have special spiritual needs2 that is1 certain phases of the great fundamental truths which underlie all religious teaching will make the strongest appeal and be most helpful at this time4 ,for instance1 in ,god's relation to us1 it is not the ,fatherhood of ,god which will appeal more strongly1 but the ,kingship of ,god1 his authority1 his wisdom1 his justice and power2 but with this presentation of the majesty of the ,creator must be closely associated the thought of ,god as a daily ,companion1 as a ,saviour from the power of sin1 and as the ,giver of eternal life and a heavenly home4 ,our relation to ,god as subjects of the ,king1 and as dependent upon him for guidance1 is linked with the thought of the privilege of cooperating with him in such forms of service as are possible to children1 and in such manifestations of love as find natural expression in prayer1 praise1 and worship4 ,the ,junior in his relation to others must be taught to play fair1 to obey those in authority1 to cooperate heartily in the duties and joys of the home life1 and to champion right causes1 whether standing alone or in company with others4 ,the duties the child owes to himself which can best be taught and are most needed in this period are the formation of right personal habits1 making right choices1 and establishing right conceptions of progress4 ,,the ,,junior ,,teacher ,personality ,a great deal is said about the characteristics of the ,junior pupils and how these affect the plans that are made for their instruction4 ,they also have a bearing upon the type of adult who should deal with the children in this formative period4 ,it should not be necessary to say that the teacher must be a ,christian and a church member1 for consistency and common sense alike would demand that he who seeks to prepare recruits for the army of the ,lord must be in active service himself4 ,he cannot say1 8,go02 he must be able to say1 as the ,master did1 8,come1 follow me40 ,the blind cannot be leaders of the blind4 ,but there are many kinds of ,christians and church members-persons who differ in temperament and in ways of looking at religious truth4 ,the ,junior period is a time when the pupils are searching for realities4 ,if normal children1 normally trained in the home and church1 they have almost unbounded credulity1 which during this period rapidly develops with growing knowledge and experience into true faith4 ,this is the ,god-given time for so strengthening the foundations of religious belief for the children that in the succeeding periods1 when doubts will normally arise and sometimes beat most insistently upon the house of their faith1 it will stand firm because built upon a rock4 ,it is a crime to suggest doubts to ,junior children or to surround them with an atmosphere of uncertainty4 ,the teacher who attempts to guide children in this period should know what he believes1 and believe it with all his heart1 and speak with no uncertain sound4 ,this may seem an almost impossible condition in an age when most learned scholars find innumerable points of criticism upon which they cannot agree1 and concerning which many declare themselves to be agnostic2 but there are certain great fundamentals which all must believe if they are to be intrusted with the leading of the young1 and those who are chosen for ,junior teachers should have the temperament which puts emphasis upon the positive and constructive in belief rather than upon the things which lie on debatable ground4 ,a person who has not a keen sense of justice1 and who is not able to be impartial and to keep in the background any personal preferences that he may have1 should not attempt to teach ,juniors4 ,the children will apply to themselves the most rigid rules if given an opportunity for self-government1 and will rejoice in obeying them1 but they will resent with the utmost intensity the slightest ruling of a teacher or superintendent which has in it a taint of partiality or injustice4 ,this does not mean that the teacher of ,juniors must be ideally perfect4 ,the impossible is not required of anyone in ,god's work2 but because 8we teach only a little by what we say1 much more by what we do1 and most of all by what we are10 it is more important that the ,junior teacher should cultivate those qualities in himself which appeal most strongly to the ,junior child than it is that the lessons chosen for the children shall present those qualities through the lives of the heroes of the past4 ,the best teacher is one in whom the pupil feels the presence of religion as a concrete1 natural thing4 ,the best ,sunday-school teaching is an initiation of the pupil into sacred things1 and initiation is a process of admitting one to a society of persons and fellowship4 ,many persons have been asked to say what in their experience as ,sunday-school pupils most influenced them for good4 ,the reply1 apparently the invariable reply1 has been1 8,the personality of the teacher rather than the content of formal instruction40 ,nothing in the way of methods or advice can take the place of wholesome1 winning personality that actually lives in the realities of the ,christian experience and truly admits pupils into the fellowship of this life4#a ,opportunity ,it is the aim of the ,sunday school 8gradually to bring to completeness or perfection the worthy qualities and characteristics of each pupil1 and repress the unworthy1 to the end that he may do the work and exert the influence of a true ,christian in his environment40 ,the ,junior period is a time when the ,sunday-school teacher is given a unique opportunity for helping to realize this aim4 ,in the child's physical life this is a time of slow growth and bodily vigor1 which makes possible a degree of concentration in work and study not to be expected in the earlier years4 ,it is a time when the memory is both strong and retentive1 and the child may make the greatest treasures of holy writ his own for all time if he learns them in these years4 ,the brain cells are still plastic1 though hardening rapidly4 ,it is therefore easy to get the child to act along suggested lines1 and through incentives and rewards to secure that regular1 voluntary repetition of the right act which is necessary for the formation of a habit4 ,the fact that this is the great habit forming and fixing period of life makes evident at once the large opportunity and the corresponding responsibility of the ,sunday school in its relation to ,junior children4 ,teachers1 while endeavoring to exemplify the virtues which they inculcate1 should constantly aim to help their pupils to form such habits as regular ,bible reading and study1 church attendance and attention 7which is even more important71 punctuality1 cooperation1 industry1 thoroughness1 perseverance2 cheerful1 systematic1 intelligent giving1 reverence and orderliness4 ,it is tremendously important that the children shall form character building habits at this time2 for 8whatever is found in the life as habits of thought1 feeling1 and action at the dawn of adolescence will then be greatly magnified and strengthened40 ,another fact which emphasizes the opportunity this period presents is that at some time during these years1 usually toward the end of the period1 comes the first great age of spiritual awakening1 when the child may be expected to become conscious of his relationship to ,christ1 and proclaim his newly realized loyalty4 ,in the eyes of the church the child is a member of the kingdom of heaven4 ,it now becomes the duty of the church 8to see that the child does not lose his spiritual inheritance2 that he is kept in the kingdom and so trained that at the time when he becomes fully conscious of his relationship to the ,divine1 he will choose to claim his inheritance as a child of ,god and lead the life for which it calls40 ,it is sometimes said that ,junior children are 8trying10 and this is absolutely true4 ,each class tries its teacher1 not because the children wish to be aggravating1 but because it is ordained that they shall gain their knowledge and experience by testing each new situation in which they find themselves1 and each new person with whom they are brought into close contact4 ,what they are seeking is reality1 and they will experiment until they find out what is true about their teacher4 ,they are not endeavoring to get their own way1 though that may often seem to be the case4 ,they never like a teacher who is weak and vacillating1 but if in the testing process they discover a teacher who knows what he tries to teach1 who is firm and kind1 impartial1 just1 and loving1 they will yield to that teacher the truest respect1 admiration1 loyalty1 and affection4 ,the ,junior teacher should rejoice in the opportunity that his task affords4 ,there is no other time in the life of a ,sunday-school pupil when such a ready response will be made to the right influence1 example1 and instruction4 ,,guides ,,for ,,study ,,and ,,teaching ,the ,teacher's ,text ,book ,two text books are provided with the lessons--one for the teacher and one for the pupil4 ,in the teacher's book it has been the aim to give as much material for the individual study of the lesson as is possible within the prescribed limits of the book4 ,bible passages that throw light either upon the truth to be taught or upon the meaning of the lesson story have been carefully selected4 ,the quotations from the commentators will also be found valuable4 ,the plan of study that will bring the best results to any teacher using this book is first to read carefully the lesson passage and any history intervening between the lesson and the preceding one1 to study what is said by the commentators and the ,bible references that are given1 and to glance over the suggestions under ,lesson ,preparation4 ,when these things have been done the teacher should turn away from all books and ask himself1 8,how can ,i best present this lesson to my class80 and with the needs of his own pupils in mind1 plan the lesson for presentation4 ,after the plan is settled the method of presentation as given in this book will not prescribe a method but may be helpful in the way of suggestion4 ,the importance of individual preparation cannot be emphasized too strongly1 for no ready-made lesson can be perfectly fitted to any class4 ,the lessons for the first half of the quarter are taken from the 8morning stories0 in the first eleven chapters of ,genesis4 ,these stories nourish the soul of the child as few other stories can1 because they keep the child in the presence of ,god4 ,it is a ,god who not only creates1 but guides1 loves1 reproves1 walks1 and talks with man as one friend with another4 ,the nine-year-old child is hardly yet beyond the stage where the fancies of fairy tale and myth make a strong appeal4 ,for that reason it seems to him perfectly natural that ,god in visible presence should meet and converse with his children4 ,these stories1 therefore1 strengthen the ,god-consciousness within him1 and awaken a response which results in the realization that he1 too1 may have personal relation with his loving1 heavenly ,father4 8,the ancient ,hebrew had no notion of science4 ,he did not ask for the immediate cause of physical events4 ,it entirely satisfied his instinct for ultimate truth to assume that thunder was ,god's voice2 that ,god had planted those cedars whose life reached back before the memory of man4 ,he related all mysteries to ,god1 and in that relationship his mind rested and his heart was satisfied40#b ,this is equally true of the child4 ,his heart is satisfied with ,god1 and he is not troubled with any questions concerning whether these early stories relate actual happenings or not4 ,they are gloriously true because they tell the truth about ,god4 ,they give the child an axis for his universe1 and that is what he is seeking4 ,the teacher should not try to interpret the stories1 but simply tell them as nearly as possible in the splendid simplicity of the ,bible language4 ,the ,pupil's ,book for ,work and ,study ,this book guides the pupil in his ,bible reading and study1 indicates verses or passages for memorization1 and through the handwork furnishes him an opportunity for making the lesson his own4 ,there are several reasons why this book is of high educational value4 ,one is that it serves to fix the facts clearly in mind and facts are the basis of ideas4 ,ideas cannot be clearly seen until the facts are mastered4 ,but the book does much more for the pupil than to put him in the possession of knowledge4 ,it gives him an opportunity to practice obedience in a different way from anything to which he has been previously accustomed4 ,in the ,primary ,department the children do an increasing amount of handwork1 but they do it with the help and under the supervision of their teachers4 ,the nine-year-old child must learn to work by himself and to obey printed instructions4 ,teachers examining this work for the first time may think that the pupils' books for the first year are so stereotyped as to leave no room for originality4 ,that is true in a sense1 and the work has been prepared purposely in this way1 for before the pupils can do original work1 they must have a certain basis of knowledge4 ,they must learn how to follow printed instructions carefully1 and be able to make themselves do the thing they are told to do at the time they are told to do it4 ,if through the books of the first year the pupils should learn to be both accurate and punctual1 we might feel well repaid even if no other results come from this study4 ,but the fact is that while doing the work exactly as it is assigned they will get the greatest benefit from the lesson themselves1 for the spirit of obedience generates an atmosphere in which all the ,christian graces possible to a child can best develop and flourish4 ,the work book ministers to the child's growing sense of responsibility4 ,if he accepts the responsibility and honestly tries to meet its requirements his character is strengthened thereby4 ,if he shirks his duty his moral nature is weakened4 ,no teacher can afford to allow the children to neglect the work book4 ,if they do not do the work there outlined1 they cannot learn the lessons1 no matter how well the stories may be told in class4 ,the child learns not by hearing but by doing4 ,on the other hand the book must never be thought of as an end in itself1 but only as a means to an end4 ,in one school the most perfect work book shown in the exhibit represented the most abject failure from the standpoint of religious education4 ,it was made by a boy whose mother had compelled him to do the work and supervised it rigidly4 ,he hated it with his whole heart because he was never permitted to play until that work was done4 ,the mother was exceedingly proud of the book4 ,to have it completed and neatly done was the end she had been seeking1 and that she had attained4 ,but the book was well-nigh worthless in the teacher's estimation because it did not represent the child's own initiative and volition4 ,when the pupil1 incited by example and suggestion and rewarded by commendation1 chooses to do the work1 the book becomes one of the important means by which the great end of character building is accomplished for him4 ,the teacher should always have a copy of the ,pupil's ,book for ,work and ,study and do the work in it just as he would like to have the children do it4 ,of course it should be better done than any child can possibly do it4 ,if the teacher colors the pictures with water colors1 uses illuminated initial letters1 and writes neatly and plainly1 his book will be a great incentive to the children to do the very best possible work themselves4 ,in the beginning of the first quarter's work the teacher should remember that these children are still to all intents and purposes ,primary children unaccustomed to working alone4 ,it is exceedingly important that each teacher should meet the children of the class during the week after teaching the first lesson and show them how to cut out the pictures for that first lesson and paste them in the book4 ,the children would then be certain to start right1 and though it may not be true that 8well begun is half done10 a good beginning is so encouraging to the child that he is much more likely to keep up the work and to find it enjoyable4 ,but if he makes mistakes or neglects to do the work at the beginning it is doubly difficult to interest him later4 ,the week day gathering to start the children on their handwork might be called a ,work ,book ,social1 ending with games and light refreshments4 ,when the children arrive have them take their books and read carefully with you the instructions on pages #b and #c before doing the pasting and writing for ,lesson #a4 ,suggest that the picture sheet be handled very carefully so that the pictures needed for later use may not become marred or defaced in any way4 ,encourage the children to keep the book clean and neat4 ,in order that the cover may not be soiled from use1 it is well to make a cover for each book from manilla paper and place the picture sheet between the manilla cover and the cover of the book so that there will be no danger that the pictures will be lost as the book is carried home4 ,explain that the reading is to be done each day just as indicated in the book4 ,great stress should be put at all times upon the doing of these specified tasks regularly and keeping strictly up to date with them1 in order that the children may form the habit of daily ,bible reading and study4 ,incentives and rewards will be found necessary as means for inducing the children to choose to do the work4 ,juniors do not love work1 but are interested in the attainment of results1 and when wisely led will learn later to love work for work's sake4 ,among the incentives there should be a department ,honor ,roll1 and a ,class ,banner4 ,the first year children who complete their books satisfactorily should be given a social or outing at the end of each quarter4 ,they like public recognition of every kind1 so the prospect of having the book appear in the exhibit on promotion day is a strong inducement for doing good work4 ,because of the necessary wear and tear on the book and the danger that it may be lost in carrying back and forth1 it is not best to have the pupils bring their books every week to the school all through the year2 but in the beginning it is desirable to have the book brought each week so that the teacher may see how the work is being done4 ,after the children are well started the teacher can use his own book in the class in giving any necessary instruction4 ,the ,children's ,bible ,in the beginning of this ,junior work every pupil must have a ,bible of his own1 the ,american ,standard1 if possible4 ,if the parents will not or cannot provide one1 the school must do so1 for the child cannot possibly do the work as outlined unless he has a ,bible to work with4 ,it is also essential for other reasons4 ,no one can be interested in a book which he does not know how to handle1 and it is impossible for any child to become familiar with the ,bible if the only time he uses it is on ,sunday during the ,sunday school session4 ,if some of the children have a ,king ,james ,version and some the ,american ,standard1 explain that both are translations into ,english from another language1 that the ,king ,james translation was made three hundred years ago and that of the ,american ,bible finished at the beginning of this century4 ,tell the children also that because we think the ,american ,standard gives the meaning more clearly we use it in these lessons whenever any memory texts are printed4 ,the ,rainbow ,bookmark ,there is no question but that learning the books and divisions of the ,bible is one of the hardest tasks that the children will meet during the ,junior period4 ,most of the books have names that are in a foreign language and therefore especially difficult to learn4 ,but as the children commit anything to memory easily in this period1 and as the interest in new words is strong1 the work is not nearly so hard as adults are apt to think it4 ,but whatever the difficulty may be it is essential1 if the children are to get the best results from the ,junior work1 that in this first year they shall learn the names of the books of the ,bible1 and learn how to handle the ,bible and find references quickly4 ,the use of the rainbow bookmark has been found helpful in interesting the children in the study and making it easier for them1 and in awakening in them a desire to use their own ,bibles4 ,its bright colors are attractive1 and the rainbow standing for ,god's promises has a beautiful meaning1 which is joyfully recognized by the children when they hear the story of ,the ,flood4 ,the bookmark is also useful in conducting department or class drills4 ,this bookmark is made of nine ribbons in the prismatic colors with indigo and purple1 darker shades of blue and violet1 and a white ribbon to mark the ,gospels4 ,the colors are used in this order3 red1 orange1 yellow1 green1 blue 7light71 white1 indigo1 violet1 and purple4 ,the ribbons put together in such a way that they will not tear the leaves of the ,bible can be secured of the publishing house at #be cents for each bookmark4 ,how the ,bookmark ,is ,used ,the bookmark is placed in the ,bible by putting the ribbon at the end of the division for which it stands4 ,in this way red follows ,deuteronomy1 and marks the five books of ,law or the ,pentateuch4 ,orange1 following ,esther1 marks the twelve books of ,history4 ,yellow1 following the ,song of ,solomon1 marks the five books of ,poetry4 ,green1 following ,daniel1 marks the five books of the ,major ,prophets4 ,blue1 following ,malachi1 marks the twelve books of the ,minor ,prophets4 ,white1 following ,saint ,john1 marks the four ,gospels4 ,indigo1 following ,acts1 marks the one historical book of the ,new ,testament4 ,violet1 following ,hebrews1 marks the fourteen ,pauline ,letters4 ,purple1 following ,jude1 marks the other seven letters4 ,revelation1 the one book of ,prophecy in the ,new ,testament1 has no ribbon4 ,there is a peculiar fitness in having white1 the combination of all the colors1 for the ,gospel story1 which is the center and climax of all the ,bible narratives1 and it is very desirable to have the life of ,christ marked in a peculiar way which will set it apart from the rest and emphasize its importance4 ,in the regular order indigo1 the darkest and least attractive of all the ribbons1 would mark the ,gospels1 and there would be but one ribbon for the letters1 which leaves a series of twenty-one names to be learned in one group4 ,the ,bookmark as a ,reward ,this device is first mentioned in connection with ,lesson #h4 ,in the correlated work for ,lesson #i slips of paper of the bookmark colors are suggested as markers for the memory texts1 and the children in this way begin to learn the kinds of books in the ,bible4 ,a sheet of paper for each color is not difficult to secure and would make enough strips for several classes4 ,if the school can afford to give them1 the bookmarks make a fine reward to give to the children when they have learned the books and divisions perfectly4 ,if the parents can afford to buy them and the school cannot1 suggest that they do so but ask them to wait until the children know the names of the books1 so that it will come as a reward in any case4 ,,promotion ,,requirements ,,and ,,honors ,the ,basis for ,promotion ,in any graded course of study the pupils are expected to earn promotion from grade to grade by attaining a certain required average in their work4 ,in the ,junior ,course the ,pupil's ,book for ,work and ,study is1 as the name implies1 both a guide in study1 and a means of fixing in mind the knowledge which has been gained4 ,to meet the requirements of this book the pupil must do the daily ,bible readings1 learn the memory text or texts each week1 do whatever reading is required1 and learn the hymns that are printed in the book4 ,at the beginning of the course the pupils should understand that the doing of the work for which the ,work ,book calls is a requirement for promotion4 ,in all schools seventy-five per cent out of a possible one hundred is accepted as a passing average4 ,therefore1 three out of four ,work ,books satisfactorily completed during the year entitle the child to promotion4 ,knowledge that the requirements of the ,work ,book must be met in order to earn promotion is with many children one of the strongest incentives that can be presented to them for doing that work regularly and well4 ,recognition for ,extra ,work ,every child should be incited to do more than merely meet the requirement that passes him from one grade to the next4 ,it is to furnish this stimulation that extra honor work is provided4 ,if the child chooses to complete the fourth ,work ,book he earns an honor in that way4 ,if the hymn given for illustration is illustrated that gives another honor4 ,learning the optional memory passages1 prayers1 and hymns is a third method of gaining honors2 and regular attendance upon the church service a fourth4 ,i4 ,,stories ,,of ,,the ,,beginnings ,,lesson #a ,,the ,,correlated ,,lesson ,at the beginning of this lesson the teacher and each pupil should have his ,bible in hand4 ,let us look at this book of ours which is the finest story book in all the world4 ,what name do you find on the back of the book8 ,the word ,bible means 8,the ,book10 and that is the best possible name for ,god's ,word1 because it is the ,book of all the world1 the one of which more copies are made1 sold1 and read than of any other4 ,in the last hundred years #caf1jjj1jjj copies of the ,bible were sent out by the different ,bible societies of the world4 ,now let us look at this wonderful ,book4 ,turn to the title-page and we will read together what we find there4 ,containing what8 ,so there are two great divisions in this book of ours1 one called the ,old ,testament and the other the ,new ,testament1 and it is just as you would think from the names4 ,the ,old ,testament tells of things that happened long1 long before those that are told about in the ,new ,testament4 7,drill on the names of the two parts of the ,bible until the class is familiar with the words47 ,now let us look at the page opposite the first book of the ,old ,testament4 ,what do you find there8 7,the ,names and ,order of the ,books of the ,old ,testament47 ,so you see our ,bible1 the great ,book of the world1 is not simply one book but a whole library of books4 ,how many books are there in the ,old ,testament8 7,if there is time it might be well to let each one count for himself47 ,so the ,old ,testament has #ci books4 7,follow the same plan with reference to the ,new ,testament1 and when the pupils have found that there are #bg books have them find the number of books in the ,bible by adding the two numbers4 ,when you have drilled on these figures and facts sufficiently give to each pupil a copy of the ,pupil's ,book for ,work and ,study and show them the first part of ,lesson #a1 letting them tell what words are to be written in the spaces as the work for the following day at home4 ,do not let them look ahead at the other lesson1 as that is to be taken up after the lesson has been taught47 ,,lesson #a ,in the ,beginning ,teaching ,material4--,genesis #a3a to #b3c4 ,pupil's ,reading4--,genesis #a3a-e4 ,memory ,text4--,in the beginning ,god created the heavens and the earth4 ,genesis #a3a4 ,,light ,,from ,,other ,,bible ,,passages ,nehemiah #i3f2 ,job #ab3g-aj2 #bf3g-ad2 ,psalms #ai3a-f2 #cc3f-i2 #gd3af1 #ag2 #ij3b2 #ie3d1 #e2 #ajd3a-ce2 ,jeremiah #ea3ae1 #af2 ,amos #d3ac2 ,john #a3a-c2 ,revelation #d3aa4 ,,from ,,the ,,commentators ,what1 then1 are the truths taught us in these chapters8 ,the first is that there has been a creation1 that things now existing have not just grown of themselves1 but have been called into being by a presiding intelligence and an originating will4 ,no attempt to account for the existence of the world in any other way has been successful4 ,a great deal has in this generation been added to our knowledge of the efficiency of material causes to produce what we see around us2 but when we ask what gives harmony to these material causes1 and what guides them to the production of certain ends1 and what originally produced them1 the answer must still be1 not matter but intelligence and purpose4--,the ,expositor's ,bible1 ,genesis1 ,marcus ,dods4 ,the record is not a geological treatise1 but a hymn of praise to ,god1 magnifying his mighty works1 indicating man's high relation to him1 and hallowing the weekly ,sabbath1 which is man's day of rest4--,the ,handy ,commentator1 ,a4 ,r4 ,payne ,smith1 ,dean of ,canterbury4 ,the cosmogony of ,genesis shows1 in opposition to the conceptions widely prevalent in antiquity1 that the world was not self-originated2 that it was called into existence1 and brought gradually into its present state1 at the will of a spiritual ,being1 prior to it1 independent of it1 and deliberately planning every stage of its progress4 ,the spirituality1 not less than the dignity1 of the entire representation is indeed in marked contrast to the self-contradictory1 grotesque speculations of which the ancient cosmogonies usually consist4 8,it sets ,god above the great complex world process1 and yet closely linked with it1 as a personal intelligence and will that rules1 victoriously and without a rival40--,the ,book of ,genesis1 ,s4 ,r4 ,driver4 ,if anyone is in search of accurate information regarding the age of this earth1 or its relation to the sun1 moon1 or stars1 or regarding the exact order in which plants and animals have appeared upon it1 he should go to recent textbooks in astronomy1 geology1 and paleontology4 ,it is not the purpose of the writers of ,scripture to impart physical instruction1 or to enlarge the bounds of scientific knowledge4 ,so far as the scientific or historical information imparted in these chapters is concerned1 it is of little more value than the similar stories of other nations4 ,and yet the student of these chapters can see a striking contrast between them and extrabiblical stories describing the same unknown ages handed down from prescientific centuries4 ,here comes to view the uniqueness of the ,bible4 ,the other traditions are of interest only as relics of a bygone past4 ,not so the biblical statements2 they are and ever will be of inestimable value1 not because of their scientific teaching1 but because of the presence of sublime religious truth in the crude forms of primitive science4 ,if anyone wishes to know what connection the world has with ,god1 if he seeks to trace back all that now is to the very fountain-head of life1 if he desires to discover some unifying principle1 some illuminating purpose in the history of the earth1 he may turn to these chapters as his safest and1 indeed1 only guide to the information he seeks4--,the ,christian ,view of the ,old ,testament1 ,frederick ,carl ,eiselen4 ,,aim ,to present the thought of ,god as the ,creator of all things1 the rightful ruler of the universe1 and to establish in the child an attitude of reverence toward ,god as ,creator1 and toward nature as his work4 ,,lesson ,,preparation ,the best possible preparation for the teaching of this lesson and the accomplishment of its aim is to saturate one's mind with the ,god-permeated story of the creation in the lesson passage1 and other ,bible passages given1 in which ,god stands preeminent as the almighty ,creator of the universe4 ,in the ,intermediate period1 the four years that follow the ,junior1 it would be highly interesting1 and instructive as well1 to discuss with the class the various creation stories that are found in the writings of antiquity1 and to compare them with the story as given in ,genesis2 but these children have not the historical background that would be necessary to enable them to appreciate such discussions4 ,what they are most intensely interested in is the deeds of people4 ,not what people think or what they are1 but what they do1 attracts the ,junior child2 and in like manner it is not the attributes of the ,deity1 but his power manifested in the universe1 creating1 ruling1 and overruling1 that will hold the attention and minister to the spiritual needs of those we teach4 ,,lesson ,,presentation ,point of ,contact 7,show a picture representing a person or persons in the act of prayer4 ,the well-known ,angelus is perhaps one of the best for this purpose4 ,question on it1 and get from the children1 if possible1 the story of the call to prayer47 ,the sweet sound of the bell borne on the evening breeze from the steeple of the village church comes to the field where the workers are busy with their tasks4 ,what do they do as they hear it8 ,to whom are they speaking when they bow their heads8 ,let us think for a moment of another scene4 ,it is in another country far away from this1 and the people look very different from those in our picture1 but they too are bowing1 not simply the head but the whole body1 for they are kneeling and their heads are bowed to the earth4 ,what do you think they are doing8 ,yes1 they are praying1 but to what8 ,as we look toward the east we see that the sun is just rising above the horizon1 and it is the sun that those people are worshiping4 ,in that country and in others we could find people who worship the moon in the same way1 and the reason why these things are done is that all people everywhere have a desire in their hearts to worship1 and these people have taken the things that they see which seem to them to be the most wonderful and have made gods out of them4 ,they know nothing about this greatest ,book in all the world1 which you and ,i know and love1 and so they do not know of the great and good ,god to whom you and ,i pray1 and whom we call our ,father4 ,if we could see those people and talk with them what would we wish to tell them8 ,it seems to me that for these people1 the first story to tell from ,god's ,word would be the first story in that ,book1 one that we have heard1 perhaps1 many times1 but which we never tire of hearing1 and which we are to hear once more to-day4 ,the ,lesson ,story ,it seems strange1 does it not8 to think of a time when there was no earth2 but there was such a time and there our story for to-day begins4 ,all was black darkness where this world now is1 but ,god was in his heaven1 for in his ,word we read1 8,before the mountains were brought forth1 or ever thou hadst formed the earth and the world1 even from everlasting to everlasting1 thou art ,god40 ,so in the eternity of long1 long ago ,god lived and ruled1 and he was thinking of a people whom he would make in his own image to be his children1 and of the home that he would make for them4 ,then it was that from the great black space of the universe darkness fell away1 for ,god said1 8,let there be light3 and there was light4 ,and ,god called the light ,day1 and the darkness he called ,night40 ,under the almighty hand of the ,creator1 at his command1 this planet that we call the earth began to swing in its orbit1 but it was wrapped in vapors until ,god spoke again saying1 8,let there be a firmament in the midst of the waters1 and let it divide the waters from the waters40 ,at his words the clouds gathered together above1 separating themselves from the waters upon the earth1 8and ,god called the firmament ,heaven40 7,from this point try reading the story from the ,bible1 but have it so thoroughly in mind that if you find the attention of the pupils wavering in any degree you can return to the other method4 ,whether you read or tell the story of the six days1 have the pupils open their ,bibles and read with you the first three verses of the second chapter47 8,in six days the ,lord made heaven and earth1 the sea1 and all that in them is1 and rested the seventh day3 wherefore the ,lord blessed the sabbath day1 and hallowed it0 7,exodus #bj3aa74 ,what a beautiful story it is1 and how glad we are to know that all the wonders of the earth and sky and sea are the handiwork of our ,father6 8,the heavens declare the glory of ,god2 and the firmament showeth his handiwork0 7,psalm #ai3a74 ,the unwearied sun1 from day to day1 ,does his ,creator's power display1 ,and publishes to every land ,the work of an almighty hand4 ,soon as the evening shades prevail1 ,the moon takes up the wondrous tale1 ,and nightly1 to the listening earth1 ,repeats the story of her birth2 ,while all the stars that round her burn1 ,and all the planets in their turn1 ,confirm the tidings as they roll1 ,and spread the truth from pole to pole4 ,this is what the poet has said about the moon1 sun1 and stars in the heavens1 and then he says that though there is no voice or sound that we can hear1 still they truly sing and always of ,god their ,creator4 ,this is the way that the poet has told the story to us3 ,what though in solemn silence all ,move round the dark terrestrial ball8 ,what though no real voice nor sound ,amid the radiant orbs be found8 ,in reason's ear they all rejoice1 ,and utter forth a glorious voice2 ,forever singing as they shine1 8,the hand that made us is divine40 --,joseph ,addison4 ,the most wonderful thing of it all is that though our ,god is so great he tells us in his ,word that we may speak to him in prayer4 ,that is the meaning of the ,angelus bell calling to prayer every day1 and it is the meaning of other bells which on one day in the week ring sweet and clear1 not as a call to prayer in the midst of work or play1 but as a call to worship on the day that is holy1 set apart from the duties of the week1 and made a day of loving service and praise to our ,god4 ,,the ,,pupil',s ,,book ,,for ,,work ,,and ,,study ,if you have not already done so1 read carefully the comments and suggestions on page #bb1 concerning the necessity for helping the children to start the work in their books correctly4 ,read what is said on page #bf about promotion requirements and let your pupils know at the beginning of their work how important it is for them to do regularly what is asked of them in the ,work ,book if they wish to earn an honorable promotion at the end of the year4 ,,lesson #b ,,the ,,correlated ,,lesson 7,holding your ,bible1 review something in this way37 ,what is this book called8 ,what does the word ,bible mean8 ,into how many parts is the book divided8 ,what are they called8 ,why is the first called the ,old ,testament and the second the ,new8 ,how many books are there in the ,old and how many in the ,new8 ,how many in the ,bible8 ,what is the name of the first book in the ,bible8 ,who can spell that word8 ,what does it mean8 ,what is the first verse in the first book8 7,open your ,book for ,work and ,study that the pupils may see your first lesson neatly written and the pictures pasted4 ,even though you have had the children together during the week as suggested on page #bb1 in order that you might help them work out this first lesson in their books1 it will be an encouragement to them if you examine each book and commend the work heartily when it is possible to do so4 ,if any have not yet done the work it is of the utmost importance that you have them stay after ,sunday school or see them either at their homes or your house before next ,sunday4 ,to allow the first week's work to be neglected will leave the child to conclude that it is not very important after all and that you do not really care whether it is done or not4 ,as soon as possible the children must learn to do the work without assistance1 but at the beginning they will need both help and stimulation4 ,speak of the fact that if they do all the work in the ,junior ,course and keep their books1 they will have a little library of twenty-three books illustrated with many beautiful pictures4 ,tell them of the exhibit of ,work ,books when the work of all the ,juniors will be shown to other people in the ,sunday school and to the parents and friends of the children4 ,whatever you can do to make the child see the value in his book and arouse his pride in his work will be a great help to him in establishing habits that make for strength of character4 ,to allow a pupil to fail to do his work is to encourage a neglect of duty and indifference to just obligations1 which will inevitably weaken his moral fiber47 ,,lesson #b ,the ,garden of ,eden ,teaching ,material4--,genesis #b3d-be4 ,pupil's ,reading4--,genesis #b3i1 #ae-be4 ,memory ,text4--,and the ,lord ,god took the man1 and put him into the garden of ,eden to dress it and to keep it4 ,genesis #b3ae4 ,,light ,,from ,,other ,,bible ,,passages ,proverbs #ad3bc2 #ah3i2 #bb3bi4 ,ecclesiastes #i3aj2 #aa3f2 ,romans #ab3aa2 #a ,thessalonians #d3aa1 #ab4 ,,from ,,the ,,commentators ,man is not made simply to enjoy life2 he is to labor and work4 ,even such a garden as the one described in verse #i gives scope for man's activity2 he is to till it1 to develop its capacities1 and adapt it to his own ends1 and to keep 7,isaiah #bg3c7 or guard it1 against the natural tendency of a neglected garden to run wild1 and against damage from wild animals or other possible harm4--,the ,book of ,genesis1 ,s4 ,r4 ,driver4 ,but man is not designed solely to till and keep the garden4 ,there are dormant in him capacities of moral and religious attainment1 which must be exercised1 developed1 and tested4 ,a command is therefore laid upon him1 adapted to draw out his character1 and to form a standard by which it may be tested4 ,it is a short and simple command1 unaccompanied even by a reason2 but it is sufficient for the purpose3 man's full knowledge of what he must do or not do can be attained only as the result of a long moral and spiritual development1 it cannot exist at the beginning4 ,and the command relates to something to be avoided3 the acknowledgment and observance of a limitation1 imposed upon his creaturely freedom by his ,creator and ,lord1 must be for man the starting point of everything else4--,die ,genesis ,erklrt1 ,august ,dillmann4 ,it is not enough to place man in the garden3 further provision is yet required for the proper development of his nature1 and satisfaction of its needs1 a helper who may in various ways assist him1 and who may at the same time prove a companion1 able to interchange thought with him1 and be in other respects his intellectual equal1 is still needed4--,the ,book of ,genesis1 ,s4 ,r4 ,driver4 ,in order to complete man's happiness three primal laws were given4 ,the first was work2 this was embittered later in consequence of man's sin1 but is still his greatest blessing1 whether he recognizes it as such or not4 ,we find this to be true1 for whenever man evades work1 and seeks pleasure only1 his whole nature becomes impoverished1 and deprived of the stability of earnest purpose and responsibility which ought to be his birthright4 ,the gift of law1 even in its rudimentary stages 8thou shalt not10 is the second great blessing to man4 ,the moral law1 putting man into the right relationship between good and evil1 is as necessary as the great laws of the physical world are to the universe4 ,further1 with the revelation of that law was given also the penalty of transgression4 8,in the day that thou eatest thereof1 dying thou shalt die40 8,the wages of sin is death40--,bible ,lessons for ,schools1 ,genesis1 ,e4 ,m4 ,knox4 ,,aim ,to help the pupils to realize that work is a part of the infinite plan for the development of character2 to make it evident that it is noble to be a worker1 and to lift the everyday duties of home and school from the plane of drudgery to that of joyous cooperation in ,god's purposes4 ,,lesson ,,preparation ,the gospel of the dignity of labor has never been adequately preached1 therefore the preparation for this lesson may include the entire reversal of what has been ground into the teacher's consciousness from the beginning until now1 concerning the place of work in the world4 ,for many years people have read the ,lord's words to ,adam after the fall1 which consigned him to the task of wresting his sustenance from the unwilling earth1 as if that were the introduction of work into the world1 and as if it were1 therefore1 brought in simply as a punishment for disobedience4 ,this was evidently the thought in the mind of the poet who sang1 ,dear work6 art thou the curse of ,god8 ,what must his blessing be6 ,throwing aside all such misconceptions1 read the material for this lesson with the thought of finding in it how1 under the ideal conditions of ,eden1 work was given to man which would require the use1 and therefore minister to the development of his physical powers in tilling the ground2 how his mind was given exercise in plans for guarding or 8keeping0 the garden and in naming the animals2 and how the higher spiritual powers were called into service when he was given a companion in association with whom the emotions of love and tenderness would find expression4 ,it is implied also in ,genesis #c3h1 that ,god was wont to meet with ,adam and ,eve in the garden and talk with them there4 ,the picture that we get as we study this passage in this way has in it the elements of congenial employment1 companionship1 obedience to the highest law1 and communion with ,god1 and these are exactly the elements that will bring the nearest approach to the ideal in any life to-day4 ,,lesson ,,presentation ,introduction ,i wonder if you can remember the time when you first began to ask such questions as these3 ,who made the world8 ,who made the moon and stars that shine in the night1 and the sun that lights and warms the day8 ,who made the trees and taught them how to grow8 ,who made all the animals8 ,who made the fish that swim in the water and the birds that fly in the air8 ,have you ever asked such questions8 ,they are the questions that children have been asking always1 ever since there were any children in the world1 and the story that answers all these questions for us is one that mothers have told to their children for thousands of years4 ,do you know what story ,i mean8 ,who can answer the question1 8,who made the world80 by using just one verse from the ,bible8 ,the ,lesson ,story ,our story to-day is about a garden4 ,it was a beautiful garden1 more beautiful than anything you and ,i have ever seen4 ,in it were all kinds of trees and plants1 grasses1 flowers1 and herbs4 ,a river watered the garden4 ,animals lived in the garden2 birds made their nests in the trees and flew across the blue of the sky1 filling the air with their sweet songs4 ,everyone who has heard or read the story of the ,garden of ,eden thinks of it as a beautiful place in which there was nothing to distress or make one afraid4 ,the story tells us that ,god made this garden as a home for the man whom he had created in his own image4 8,the ,lord ,god took the man and put him into the ,garden of ,eden0--to do what do you suppose8 ,just to amuse himself all day long8 ,no1 ,god did not put ,adam into the garden that he might have a pleasant place in which to do nothing4 ,he was put into the garden 8to dress it and to keep it40 ,he was to find the greatest joy working in the garden1 picking the fruits1 caring for the growing things1 and in guarding them from anything that might not be good for them4 ,even in the garden there was studying to be done2 for ,adam studied the animals and the birds1 watched them at their play1 saw how they lived1 and gave to each a name that was suited to it4 ,this kind of work was pleasant1 but ,adam could not make companions of the animals1 and though he had work to do ,adam was lonely4 ,god saw that this was so1 and he said1 8,it is not good that the man should be alone2 ,i will make him a help meet for him40 ,and the ,lord ,god caused a deep sleep to fall upon ,adam1 and he slept2 and when he awoke he found a woman at his side whom ,god had given him to be his companion and friend4 ,now he was no longer lonely1 for he had some one with him who had a mind and spirit like his own1 who could talk with him and help him in his work as none of the animals could possibly do4 ,so ,adam and ,eve were happy in obeying the heavenly ,father4 ,they found pleasure in doing what he told them he would like to have them do1 and in keeping from doing what ,god had said they must not do4 ,let us read from ,god's ,word just what this was4 7,verses #af and #ag47 ,when the sun had gone behind the western hills1 and the refreshing breezes of the early evening were making the air sweet and cool1 and the birds were singing their good-night songs1 then it was that the sweetest of all the joys of the day came to the pair in the garden1 for we are told that ,god walked with them in the cool of the day4 ,have you ever thought you would be glad if there were no such thing as study8 ,have you ever wished that you could play all day and never do any work8 ,i suppose all of us have felt that way sometimes1 but would it be best for us8 ,would we be happy very long if we had nothing to do but play8 ,not very long4 ,i have often heard boys and girls say at the end of the long summer vacation that they were glad to go back to school4 ,and this story1 which pictures for us a garden of beauty and happiness1 tells of study and work as well as play1 of loving companionship and through it all a spirit of cheerful obedience to ,god4 7,memory ,text47 ,,the ,,pupil',s ,,book ,,for ,,work ,,and ,,study ,show the picture for this lesson and go over the work for the coming week as carefully as you think necessary1 but not so elaborately as to rob it of all freshness for the child when he comes to take it up by himself4 ,,lesson #c ,,the ,,correlated ,,lesson ,what was the name of our story last ,sunday8 ,in what book is that story found8 ,in what chapter were your readings for the week8 ,tell me what you found in the picture for the lesson4 ,if you were asked to write a title under the picture what would you choose8 7,tell the children they may write a title in their books47 ,what work was given to ,adam that he did with his hands8 ,what did he have to think and plan for8 ,what was the memory text of the lesson8 ,suppose the heavenly ,father had not cared to have his children do any work1 how do you think that verse would have ended then8 8,the ,lord ,god took the man1 and put him into the garden of ,eden0--to do what8 7,to have a good time1 may be suggested47 ,do you think he would have had a really happy time without anything to do8 ,no3 ,god himself is not idle1 and his children1 because made in his image1 cannot be really happy unless they do something worth while with the powers that he has given them4 ,i suppose there are some kinds of work and study that you have to do that you do not enjoy doing1 but you can do anything if you remember that it will please the heavenly ,father1 your own father and mother1 and others who love you4 ,your play afterward will give you much more pleasure1 and the best of it is that1 after a while1 you will learn to like the work4 ,what command did ,god give to ,adam about one of the trees in the garden8 7,show your book and find out what the pupils have done in theirs4 ,discourage emphatically any attempt to do this work ahead of the lesson-teaching in the school4 ,the tendency in the beginning will probably be on the part of many to rush ahead with the work while it is novel1 but when the novelty has worn off there will be a reaction and it will be difficult to get the work done at all4 ,keep in mind constantly that one great purpose to be accomplished through the work book this year is to teach the children to follow instructions implicitly47 ,,lesson #c ,hiding from ,god ,teaching ,material4--,genesis #c3a-bd4 ,pupil's ,reading4--,genesis #c3a-ae4 ,memory ,text4--,can any hide himself in secret places so that ,i shall not see him8 saith ,jehovah4 ,jeremiah #bc3bd;a4 ,,light ,,from ,,other ,,bible ,,passages ,psalm #aci3g-ab2 ,proverbs #bh3a1 #ac2 ,jeremiah #b3ag1 #ai2 ,romans #e3ab-ai2 #f3bc2 #a ,corinthians #ae3ba1 #bb4 ,,from ,,the ,,commentators ,as of the tree of life which stands in the paradise of the future it is said1 8,blessed are they that do his commandments1 that they may have right to the tree of life02 so in ,eden man's immortality was suspended on the condition of obedience4 ,and the trial of man's obedience is imaged in the other tree1 the tree of the knowledge of good and evil4 ,from the childlike innocence in which man originally was1 he was to pass forward into the condition of moral manhood1 which consists not in mere innocence1 but in innocence maintained in presence of temptation4444 ,only by choosing the good in presence of the evil are true manhood and real maturity gained4--,the ,expositor's ,bible1 ,genesis1 ,marcus ,dods4 ,like the great ,teacher of ,nazareth1 the prophetic author of this marvelous story was dealing with the deepest experiences of human life4 ,his problem was to make clear and plain even to children the nature of that inner struggle which we call temptation4 ,he accomplishes his end by the use of the simple story and dialogue4 ,attention and interest are fixed from the first on the experiences of a certain man and woman4 ,the story has all the personal charm of those fascinating popular tales which come from the ancient ,east4 ,its prologue1 the primitive story of creation1 was old centuries before the days of ,moses4 ,in the first scene the actors are the serpent1 the woman1 and the man4 ,in the dialogue between the serpent and the woman is brought out vividly the struggle that raged in her own mind between her natural inclinations and her sense of duty4 ,in the second scene ,jehovah appears4 ,the acts and motives of the man and woman and the terrible consequences of sin are portrayed so concretely and dramatically that even the youngest and simplest reader can fully appreciate them4 ,the thoughtful reader1 however1 soon discovers that the marvelous biblical narrative is far more than a mere record of the experiences of a primitive man and woman4 ,like the inimitable parables of ,jesus1 it is a chapter from the book of life4--,heroes and ,crises of ,early ,hebrew ,history1 ,charles ,foster ,kent4 ,among the many religious teachings with which this marvelous story abounds may be noted3 7#a7 ,innocence does not become virtue until it is tested and proved by temptation4 7#b7 ,if the testing is to be effective1 the temptation must be of a character to appeal to the individual tested4 7#c7 ,sin is not ,god's but man's creation4 7#d7 ,to sin is to act in accord with the baser and more selfish rather than the nobler and diviner motives4 7#e7 ,an act of sin destroys a man's peace of mind and purity of thought4 7#f7 ,sin unconfessed is a sin constantly committed1 and it absolutely prevents even ,god himself from forgiving the unrepentant sinner4 7#g7 ,in keeping with the law of cause and effect1 sin brings its own inevitable punishment4 7#h7 ,the worst effect of sin is the severing of the normal1 harmonious relations between ,god and the individual4 7#i7 ,most of the pains and ills of life are the result of some one's sin4 7#aj7 ,man must learn in the school of pain and toil the lesson of obedience4 7#aa7 ,even though guilty and unrepentant1 man is still the object of ,god's unceasing love and care--,ibid4 ,,aim ,to show through the story of the first disobedience the character and consequences of all sin1 and to point out the only way to escape from it4 ,,lesson ,,preparation ,the story that we have in this lesson must make an appeal to every child because there is no child in our ,junior ,department who has not had the experience of being disobedient1 and also1 doubtless1 of trying to hide both the sin and himself from the one disobeyed4 ,probably there can be no more effectual way of beginning the preparation of this lesson than for the teacher to think back to his own experience as a child1 and recall in what manner he made his way back through repentance and forgiveness to a complete restoration of the feeling of loving freedom that should exist between parent and child4 ,the attitude of the one in authority is always a very important factor1 but even with the most wise and loving of parents or guardians1 the natural tendency of the one who transgresses is to concealment4 ,with the facts of the story clearly in mind and the memory of one's own experience as a guide1 it should be easy to make the children realize that disobedience always brings unhappiness in the end1 and a sense of separation from those who love us2 that the worst thing anyone can do is to try to hide a disobedient act1 because the only way to get back to the right road again is through the opposite course--brave confession instead of cowardly hiding or denying1 repentance and the determination to forsake instead of clinging to the wrong4 ,prayer is always the most essential part of our lesson preparation1 and in this lesson especially we need to pray that we may be given such heavenly wisdom and so much of love in our own hearts that we can make the children see the heavenly ,father as a ,god of infinite love and compassion1 one who hates sin but loves the sinner4 ,many people who are now teaching children have testified that in their own childhood1 from the way in which these ,old ,testament stories were presented1 they saw in ,god only an avenging ,deity1 eager to punish or destroy4 ,we must always remember that ,jesus never presented his ,father and ours in that way1 and that he whose life was given to provide a way of escape for sinning humanity said1 8,he that hath seen me hath seen the ,father40 ,,lesson ,,presentation ,introduction 7,describe the happy home life of a family of children1 each having his own work to do in the home1 each taking a pride in doing his work in the best way1 and tell of the playtime following the work4 ,picture the children going down the street to meet their father as he comes home from work1 and the joys of the evening time when all are together4 ,then tell of a day when the playtime was not so happy because one of the boys did not care to play4 ,he said he was not sick1 but he certainly was cross1 and took no pleasure in any of the things that he generally loved to do4 ,when the time came to go to meet father he would not go1 but instead went to his own room4 ,of course the father missed him and when he found his boy was not ill he was anxious to know what the trouble could be47 ,can you guess what it was that made ,walter wish to hide from his father that night8 ,the ,lesson ,story ,what a beautiful garden that was of which we heard last ,sunday6 ,and how happy ,adam and ,eve were as they did the work ,god had given them to do1 and enjoyed the loveliness of the place which ,god had given them for a home1 looking forward each day to the time when he would come and walk and talk with them there6 ,but there came a sad day1 when all that was changed4 ,the garden was just as beautiful1 but ,adam and ,eve found no pleasure in it4 ,the work was there to be done1 but they had no heart for it4 ,open your ,bibles to the second chapter of ,genesis and read with me verses #af and #ag4 ,that does not mean that the moment they disobeyed they would die1 but that the sin would open the door for death to enter the world1 and that some day death would come to them as the result of disobedience4 ,one day the tempter said to the woman1 8,is it possible that ,god has said that you must not eat of the fruit of all the trees of the garden80 ,eve answered 7,genesis #c3b1 #c74 ,the serpent said3 8,that is not true4 ,you will not die4 ,the real reason why ,god does not wish you to eat of the fruit of that tree is that when you do so you will become as a god yourself1 for you will know good and evil40 ,it seems strange that ,eve would listen to anyone who said that what ,god had told her was not true1 but she did4 ,she even began to look at the tree and its fruit and to long to have it1 until1 finally1 she took it and ate1 and gave some to ,adam1 and he ate4 ,then they did know good and evil1 for they could remember the days when they were obedient and the happiness that they had1 and now through shame and fear and the wretchedness of a guilty conscience they saw what evil is1 and that with their own hands they had opened the door to let it into their lives4 ,there was no longer any joy in the thought of the heavenly ,father's coming to the garden1 and they tried to hide themselves from him4 8,can any hide himself in secret places so that ,i shall not see him8 saith ,jehovah40 ,how would you answer that question8 ,of course they could not hide from ,god1 and it would be the worst possible thing to do if they could4 ,god knew of the wrong they had done and the punishment that the sin must bring to them1 but his only wish was to help his sinful children1 for he loved them then as always4 7,have the children read verses #i and #aj to themselves and then answer this question37 ,what reason did ,adam give for hiding himself8 ,was that the true reason why he was afraid8 ,no1 for he had been naked before and had never been afraid4 ,it was his sin that made him afraid4 7,read verses #aa1 #bc1 #bd47 ,you have guessed that the boy ,i told you about in the beginning of the lesson had disobeyed his father1 and that that was the reason why he wished to hide4 ,you knew because you have sometimes felt like hiding yourself for the same reason4 ,so you can see how this old1 old story tells what we know is true when it shows us that wrong doing separates us from the one whom we have disobeyed and makes us miserable4 ,what was it that spoiled the happy home that ,adam and ,eve had in the ,garden8 ,what was it that spoiled ,walter's good times8 ,yes1 disobedience2 and it is always so4 ,those who break ,god's law have to suffer for it in some way4 ,but how glad we are to know that ,god loves us so much that when we are sorry and tell him so1 he will forgive us and give us a chance to try again4 ,listen while ,i read you something that the ,bible says about this4 7,psalm #hf3e2 #a ,john #a3i47 ,,the ,,pupil',s ,,book ,,for ,,work ,,and ,,study ,there probably will not be anything in the work outlined for this week that the children cannot easily do4 ,it would be well1 however1 to call their attention to the memory text printed on page #h4 ,have them pronounce the name of the book from which it is taken1 and help them to find the reference and read the words from the ,bible4 ,ask them what the 8a0 after the reference means1 and if they do not know1 have them read again the paragraph explaining this on page #c4 ,the easiest way for the children to find the book of ,jeremiah when unfamiliar with any of the books is to open the ,bible in the middle4 ,the book opened to will be ,psalms1 which you can explain is the hymn book of the ,bible1 and then they can turn the leaves to the right until they reach the book of ,jeremiah4 ,tell them that the name is that of the man who wrote the book4 ,,lesson #d ,,the ,,correlated ,,lesson ,get the facts of last ,sunday's story briefly from the children1 leaving most of the time for the answers to ,wednesday's question in the pupil's work book concerning what they think ,eve should have done when she was tempted to disobey ,god4 ,another question which it will be helpful for the children to think through and find an answer to is1 ,after ,adam and ,eve had disobeyed the heavenly ,father1 what should they have done right away when they realized the wrong and felt the shame8 ,if each pupil can be brought to see1 through thinking it out for himself1 that the only possible help for one who has done wrong comes from ,god1 and that ,adam and ,eve should have gone to ,god to confess their sin and ask forgiveness instead of trying to hide from him1 the conclusion will point its own moral and each child will make his own application4 ,see how many know the memory text and the name of the book in which it is found4 ,if there is time1 read to the children ,psalm #aci3g-ab1 letting them follow you with the ,bible open before them4 ,ask all to read softly with you1 each making it his own prayer1 verses #bc and #bd4 ,,lesson #d ,cain and ,abel ,teaching ,material4--,genesis #d3c-ae4 ,pupil's ,reading4--,genesis #d3c-ae4 ,memory ,text4--,love suffereth long1 and is kind2 love envieth not4 #a ,corinthians #ac3d;a4 ,,light ,,from ,,other ,,bible ,,passages ,job #aa3ad1ae2 ,romans #f3ab1af2 ,colossians #c3ab-ad2 ,james #c3ad2 #e3i4 ,,from ,,the ,,commentators ,the narrative 444 impressively shows how sin1 having once appeared1 became hereditary in the human race1 and speedily developed into its most revolting form4 ,its details enable us to see how jealousy1 when indulged1 leads to hatred and murder1 and violates not only the ties of humanity but those of family affection2 how the sinner casts off all regard for the truth and for his natural obligations2 how progress in sin adds to the misery of man's lot2 and 8conscience doth make cowards of us all40 ,the truths taught are1 that ,god looks on the hearts of his worshipers1 seeks to restrain the sinner ere he yields to passion1 marks the death of the innocent1 and graciously mitigates his punishment when his mercy is sought4--,the ,one ,volume ,commentary1 ,james ,r4 ,dummelow4 ,those who do not serve ,god hate him who does because they cannot help wishing that they were like him1 yet they have no intention of imitating him1 and this makes them jealous and envious4 ,instead of being angry with themselves1 they are angry with him4--,sermons1 ,thomas ,p4 ,newman4 ,the reason of the rejection of ,cain's offering was that he had not been 8doing well40 78,it would be strange if the gods looked to gifts and sacrifices and not to the soul40--,plato47 ,notice that the offering is secondary3 ,abel and his offering1 ,cain and his offering2 the man and his state of spirit are the important elements4--,commentary on ,genesis1 ,marcus ,dods4 ,,aim ,to help the child to feel the beauty and strength of the love that envieth not1 and to awaken within him a desire to possess it4 ,,lesson ,,preparation ,envy is defined as 8selfish ill-will toward another because of his superior success1 endowments1 or possessions40 ,it is a feeling which is apt to be displayed by children comparatively early because of the greater success of their classmates in school1 or of the larger possessions of those whose parents have either more money or less wisdom in spending it than their own4 ,it is so ugly a trait and so insidious in its attacks that it is well to have a lesson like this which shows the sin in its most hideous form4 ,the story of ,joseph's brethren1 who hated him because he was more worthy than they1 and of ,saul1 who viewed with murderous jealousy the popularity of the young ,david1 are other instances of the direction in which envy inevitably carries those who yield to it4 ,in preparing the lesson imagine how the two boys probably differed in their boyhood1 for 8great crimes are committed only by men whose characters have been gradually debased by lesser sins40 ,kent points out nine vital truths illustrated by the story of which the preceding quotation is one4 ,another which ,juniors would be able to understand is that ,god patiently points out to the offender the right way and endeavors to influence him to follow it4 ,another is guilt unconfessed cuts a person off from his fellows4 ,,lesson ,,presentation ,introduction ,i am thinking of a strange picture in which a flaming sword that turns in every direction closes the way into a garden4 ,back in the distance ,i can see a place over which the sun is shining with warmth and beauty4 ,trees and plants and birds and flowers are all glad in the sunshine1 and the animals are running and playing for very joy2 but there are no people there4 ,what garden is it that ,i see8 ,were there ever any people in it8 ,who were they8 ,what command was given to them there8 ,when they disobeyed that command they could no longer live in that beautiful home1 and when they went out from it the flaming sword was placed there to show them that they could never hope to go back to the place where they had been so happy while they were innocent and obedient children of the heavenly ,father4 ,suppose some one should ask us to tell how people might have a happy home in these days--what would we say8 ,i should say that first of all the people in the home must love and be glad to help each other4 7,let the children express their own ideas freely but guide the conversation so that the essentials of obedience1 cheerfulness1 and kindness will be mentioned47 ,the ,lesson ,story ,i have a story to tell you to-day about two brothers4 ,when the first one was born his mother named him ,cain1 and as she looked at him she said to herself1 8,i hope my boy will be strong to fight against evil40 ,but as he grew older the face of the mother became sad as she watched her boy1 for soon she saw that he was yielding to evil tempers instead of fighting against them4 ,after a time another baby boy came to the home1 and he was called ,abel4 ,together the two boys grew1 the father and mother teaching them and hoping the best things for them4 ,when each was old enough to choose the way in which he would make his living ,cain became a farmer and tilled the ground1 planting seed and raising fruits and grains4 ,abel became a shepherd and spent his time raising and caring for his sheep4 ,it seems from the story that ,abel succeeded better than ,cain1 and ,cain became envious and jealous of his brother4 ,the ,bible does not tell us so1 but we may be quite sure that ,abel was a cheery1 pleasant1 unselfish1 helpful son to his father and mother1 and that ,cain was gloomy1 selfish1 and cross in the home4 ,cain saw the difference between his brother and himself1 but instead of trying to be like ,abel he simply hated him for his goodness4 ,during their boyhood days ,cain and ,abel had seen their father bring offerings to the ,lord1 and as boys they had taken their part with their father and mother in the family worship2 but when they were grown men each must do for himself what their father had done for them when they were young4 ,so it came to pass that ,cain and ,abel brought their offerings to ,god1 ,cain bringing some of the fruits that he had raised1 and ,abel bringing the best of his flock4 ,god was glad to accept the offerings of ,abel because the spirit in which ,abel brought his gift was one of love and joy4 ,god can read the very thoughts of our hearts1 and as he looked at ,cain he saw envy and jealousy and hatred choking every good thing in his life1 and because he was cherishing such evil thoughts1 his offering could not be acceptable to the ,god of love4 ,when ,cain saw that his offering was not accepted he became very angry1 he scowled and hung his head4 ,then the ,lord said to ,cain3 8,why are you angry1 and why is your countenance fallen8 ,if you will do what is right1 you will please me4 ,if you do wrong1 sin is like a wild beast crouching at your door1 wishing to destroy you2 but you can rule over it if you will40 ,see how tenderly the heavenly ,father showed ,cain his wrong1 and tried to help him back into the right way4 ,but ,cain let sin1 that is like a wild beast1 stay at his door1 and did not try to conquer it4 ,after a while he said to his brother ,abel1 8,let us go out into the field10 and when they were in the field alone together1 ,cain in his envy and hatred of his brother rose up against him and killed him4 ,open your ,bibles at the fourth chapter of ,genesis and read with me verses #i and #aj4 ,god told ,cain that he would be from that day a fugitive and a wanderer in the earth4 ,cain answered1 8,my punishment is greater than ,i can bear1 for ,i shall be driven away from thy face1 and anyone who finds me will kill me40 ,but the ,lord appointed a sign for ,cain which would show people that they must not kill him1 and ,cain went away from his father's house4 ,sin had ruined another life4 ,as it had driven ,adam and ,eve from the ,garden of ,eden1 so now it drove ,cain away from his home1 and left his father and mother in the greatest sorrow they had ever known4 ,how dreadful envy1 jealousy1 and hatred are1 and how much unhappiness they have brought into the world4 ,is there anything strong enough to conquer this sin which ,god said is like a wild beast8 ,yes1 love is stronger than anything else in the world4 ,envy cannot even stay where love is4 8,god is love10 the ,bible says1 and he will help us to be loving and kind if we ask him4 8,love suffereth long1 and is kind2 love envieth not40 7,have this text repeated1 and if the conditions are such that you can do so1 close with a sentence prayer47 ,,the ,,pupil',s ,,book ,,for ,,work ,,and ,,study ,read to the class the directions given under ,thursday's work for finding #a ,corinthians #ac3d;a1 and let them find the verse without comment or other explanation on your part1 in order to make sure that they are able to follow such printed directions4 ,of course it is important that they should be able to find the verse1 as it is the memory text of the lesson4 ,,lesson #e ,,the ,,correlated ,,lesson ,home ,preparation ,take some small blank cards or slips of heavy paper and prepare them for use in the class by writing plainly on one side and on the other these things3 ,first card 7#a7 ,genesis1 7#b7 ,beginnings4 ,second card 7#a7 ,genesis #a3a1 7#b7 ,in the beginning ,god created the heavens and the earth4 ,third card 7#a7 ,what story is in ,genesis1 chapter #b8 7#b7 ,in what book and chapter is the story of the ,garden of ,eden8 ,fourth card 7#a7 ,what story is in ,genesis1 chapter #c8 7#b7 ,in what book and chapter is the story of the disobedience of ,adam and ,eve in the ,garden of ,eden8 ,fifth card 7#a7 ,what story is in ,genesis1 chapter #d8 7#b7 ,in what book and chapter would you look for the story of ,cain and ,abel8 ,sixth card 7#a7 ,where is the verse that begins1 8,love suffereth long08 7#b7 ,repeat #a ,corinthians #ac3d;a4 ,seventh card 7#a7 ,where could you find the question that begins1 8,can any hide himself in secret places08 7#b7 ,repeat ,jeremiah #bc3bd;a4 ,eighth card 7#a7 ,what is the meaning of the word 8,bible08 7#b7 ,the ,book4 ,ninth card 7#a7 ,how many parts has the ,bible1 and what are they8 7#b7 ,two1 ,old ,testament and ,new ,testament4 ,tenth card 7#a7 ,the ,bible contains how many books8 7#b7 ,sixty-six4 ,eleventh card 7#a7 ,how many books in the ,new ,testament8 7#b7 ,twenty-seven4 ,twelfth card 7#a7 ,how many books in the ,old ,testament8 7#b7 ,thirty-nine4 ,review in ,class ,explain to the pupils that each one is to have a card on which is some question1 and if he can answer it1 he is to keep the card1 if he cannot answer it1 the one next to him on the left may try1 and so on around the class4 ,if no one can answer1 the card is to be laid aside to be drilled on later4 ,if it is answered1 the one who gives the correct answer keeps the card4 ,most of the cards are made out in such a way that it makes no particular difference which side up they are placed2 that is1 whichever side is up will suggest to one who knows what is on the other side4 ,but in the questions on the ,bible1 books1 etc41 the cards should be placed with the question up4 ,of course it is obvious that the pupil who has the most cards in his possession at the end of the review has done the best work in it4 ,,lesson #e ,review ,teaching ,material4--,genesis1 chapters #a-d4 ,pupil's ,work4--,answering questions and reading ,genesis #d3bj-bb4 ,,lesson ,,preparation ,read at one sitting the first four chapters of ,genesis1 and then think through the stories to get at the inner meaning which you have tried to bring to the children4 ,the class review with the cards will have brought the more mechanical facts that have been learned sufficiently to mind4 ,this review should emphasize the truths that the stories hold in solution1 but should do this1 not by dogmatizing concerning them1 but by leading the children to make the statements for themselves4 ,because of the natural interest of children in the origin of things enough new matter is introduced in the ,pupil's ,book for ,work and ,study to give the names of the persons to whom are ascribed the originating of tent life1 music1 and the making of instruments of metal4 ,these things should not be touched upon in this lesson1 however1 but left as a surprise for the home work4 ,,lesson ,,presentation ,recite to the children the lines from ,joseph ,addison's hymn1 8,the ,spacious ,firmament on ,high0 7quoted in the first lesson74 ,why is it that the sun1 the moon and the stars make people think of the power of ,god8 ,what else that you see every day reminds you of ,god's handiwork8 ,can you tell the story which was given us in the ,bible to teach us that ,god made all things8 7,have the story told briefly and as nearly as possible in the ,bible words47 ,what is the name of the beautiful home which ,god gave to ,adam8 ,what did ,adam have to do in the garden8 ,why could not the animals be his true companions and friends8 ,what did ,god do for him8 7,let the children describe what they think might have been a day in the life of ,adam and ,eve in the ,garden of ,eden4 ,mention the two trees and the command concerning them if the children do not do so1 and see if without any reminder or suggestion from you1 they tell that in the cool of the evening ,god walked with the pair in the garden47 ,what a happy home that was in the ,garden of ,eden6 ,were ,adam and ,eve always happy there8 ,how was it that one day instead of looking forward with joy to the time when ,god would come to talk with them1 they tried to hide from him8 ,yes1 they had not been strong enough or loving enough to obey1 and having been disobedient1 they were afraid to meet ,god4 ,was it right for them to try to hide8 ,what should they have done8 ,we had a story of two brothers4 ,what were their names8 7,let the children tell the story briefly47 ,what was it that made ,cain do such a dreadful thing8 ,could he have conquered the sin that crouched like a wild beast at the door of his heart1 if he had tried8 ,i am going to ask you four questions1 and ,i think you can answer each one of them in the words of a ,bible verse4 ,who made the world8 ,what did ,god give ,adam to do in the ,garden of ,eden8 ,can anyone hide from ,god8 ,tell me two things that love does and one that love will never do4 ,,lesson #f ,,the ,,correlated ,,lesson 7,as the references to ,jabal1 ,jubal1 and ,tubal-cain are the first passages that have been given in the pupil's book without being first presented in the class1 it will be interesting to see how well the children have succeeded in getting at the facts47 ,what was our picture for this last week8 ,how many people were there in it8 ,what were they doing8 ,what was the name of the man who is called 8the father of all who play upon the harp and the organ08 ,so we found from our ,book which tells us of the beginnings of things1 that way back in the ages of long ago people learned how to make instruments of music and to play upon them4 ,to-day we have wonderful instruments1 great pipe organs1 violins1 pianos1 cornets and other instruments of brass1 and whenever we see these or hear their music we will remember that the ,bible tells us that the one who first thought of making music in that way was named ,jubal4 ,when a man is taking care of large herds of cattle1 what does he need to find for them8 ,it is not easy to find pasture for a great many cattle1 and it would be very tiresome and even impossible to go back every night to the home4 ,it would not be comfortable to sleep on the ground with no protection from the rain or cold4 ,who was it that first thought of having a tent to live in1 and carrying it with him wherever he went8 ,so ,jabal was the father of all such as take care of cattle and live in tents4 ,are there any people to-day who live in tents all their lives8 7,with a class of boys the reference to ,tubal-cain could be introduced by asking for a penknife and getting the pupils to tell of the man who first thought of making tools and weapons out of metal4 ,ask if anything is being invented to-day4 ,lead the children to see that the possibilities of discovery and invention are by no means exhausted1 and help them to realize the wisdom and love of ,god in giving to man power to think out such things47 ,,lesson #f ,the ,building of the ,ark ,teaching ,material4--,genesis #f3e to #g3e4 ,pupil's ,reading4--,genesis #f3e1 #i1 #ad-bb4 ,memory ,text4--,thus did ,noah2 according to all that ,god commanded him1 so did he4 ,genesis #f3bb4 ,,light ,,from ,,other ,,bible ,,passages ,psalm #ajc3ag1 #ah2 ,proverbs #a3cc2 #ai3af2 ,jeremiah #ah3g-aj2 ,ezekiel #cc3ad-af2 ,matthew #bd3ce-ci4 ,,from ,,the ,,commentators ,the narrative here becomes more circumstantial than it has been in chapters four and five1 for the ,flood is the first event of crucial importance since the ,creation and the beginnings of man upon earth 7chapters one to three71 of which ,hebrew tradition told4 ,the ,flood marks the end of a past age and the beginning of a new one2 it is thus an event in which the purposes of ,god may be expected to declare themselves with peculiar distinctness2 and it is1 accordingly1 treated as the occasion of a great manifestation both of judgment 7chapter #f7 and of mercy 7#h3ae to #i3ag74 ,the ,flood is a judgment upon a degenerate race3 ,noah1 with his family1 is delivered from it on account of his righteousness2 as humanity starts upon its course afresh1 new promises and new blessings are conferred upon it4--,the ,book of ,genesis1 ,s4 ,r4 ,driver4 ,what1 then1 is the purpose of inspiration8 ,is it to insure that we shall have clear and infallible information on certain questions of geology and astronomy1 or on the way in which ,god created the heavens and the earth8 ,is it to keep us from mistakes about the history of ,israel8444 ,surely not4 ,god had no intention of giving us an encyclopedia of scientific knowledge1 and thus depriving us of the discipline of acquiring such knowledge for ourselves4444 ,inspiration is concerned with what is to us of infinitely more importance--even the guidance of our conduct1 the building up of noble characters for ,god4 ,it has been well said that conduct forms three fourths of human life1 and it is with these three fourths that the inspired writings have to do4 ,their inspiration therefore consists not so much in their infallible science or minutely accurate details of history1 as in their teaching ,god's will and ,god's relation to men4444 ,these writings concern themselves with the great moral and spiritual facts1 duty1 character1 moral responsibility1 the happiness that comes from harmony with the will of ,god4 ,their object is to teach the eternal contrast between ,righteousness and ,unrighteousness1 ,obedience and ,disobedience1 ,selfishness and ,self-sacrifice1 ,purity and ,lust2 to teach men that ,god is on the side of holiness and good1 that his help and sympathy are near in the fierce fight with temptation1 and that even when the fight is lost and the life defiled1 there is a way back to holiness and ,god if men will but earnestly seek it4--,how ,god ,inspired the ,bible1 ,j4 ,paterson ,smyth4 ,they 7the ,scriptures7 conveyed to the ,hebrews1 and they still convey to us1 the worthiest conceptions of ,god and of ,his relation to the world and men4 ,they are a standing witness to the fact that the nation of ,israel enjoyed a peculiar revelation of the true ,god4 ,if the 8folk-lore0 of the ,hebrews1 like that of all other peoples1 was inconsistent at many points with our modern knowledge of nature and history1 yet it was so purified among them1 under the guidance of the ,spirit of ,god1 from all taint of heathenism1 that1 as it stands in the opening chapters of ,genesis1 it contains nothing inconsistent either with the religion of ,jehovah or with the fuller revelation of ,jesus ,christ4--,the ,one ,volume ,bible ,commentary1 ,j4 ,r4 ,dummelow4 ,,aim ,to present the ideal of unquestioning obedience to the commands of ,god1 and through the story to deepen the impulse to choose and do the right4 ,,lesson ,,preparation ,a careful study of the passage of ,scripture assigned for the teacher in this lesson presents much that is interesting and many points that are puzzling4 ,for one's own information and satisfaction it would be well to read the article on the ,deluge in any good ,bible dictionary and to consult commentaries on the narrative4 ,but in preparing the lesson for the pupil attention must be centered on the story as given in the verses that the pupil is to read4 ,the simple account of the one man who was 8righteous10 8perfect or blameless in his generation10 and who 8walked with ,god0 in loving obedience1 when the 8wickedness of man was great in the earth10 and 8every imagination of the thoughts of his heart was only evil continually10 is one that makes a strong appeal to the children4 ,the building of the ark2 the surprise of the people as they saw a boat built upon dry land1 and their undoubted ridicule of ,noah2 his opportunity for preaching righteousness2 the completion of the ark and the going in of the animals1 ,noah and his family1 are the elements of a story of surpassing interest1 which carries also a strong religious impression in its emphasis upon obedience and its reward4 ,the negative side should not be dwelt upon4 ,the teacher will need to note carefully just the point in the story where this lesson ends4 ,the story is so generally told as a whole1 including the building of the ark1 its completion1 the going in of animals and people1 the coming of the rain1 the rising of the waters1 the final settling of the ark on dry land1 and the going out of ,noah and his family and the animals1 that the natural tendency will be to encroach upon next week's lesson without meaning to do so4 ,,lesson ,,presentation ,introduction 7,have your ,work ,book open at page #ad47 ,we had some rules last week in our ,work ,book1 and they were headed1 8,how to ,have a ,happy ,home40 ,how many of you read those rules8 ,suppose ,i read them very carefully now1 and you see if you think any of them might be left out of the list4 ,which one of these rules do you think is the hardest of all to obey8 7,if the children do not speak of it themselves1 call their attention to 8,be willing and obedient10 and explain that it means not simply to do what you are told to do1 but to do it willingly and cheerfully47 ,it is often hard to obey1 because the command is to do some hard or disagreeable thing1 and the harder it is to obey1 the more temptation there is to do unwillingly what we are told to do1 and to be cross about it4 ,when one obeys in that spirit all the beauty of the obedience is taken away4 ,one who obeys willingly will soon find that he can obey cheerfully1 and it is only such obedience that is pleasing to the heavenly ,father4 ,the ,lesson ,story ,i have a beautiful story to tell you to-day of a man who obeyed in just that way4 ,the name of this man was ,noah4 ,in his time there were many people living in the world1 but1 except ,noah and his family1 no one of them cared to please ,god1 and they did not even try to obey him4 ,the ,bible tells us that 8the earth was filled with violence10 and that ,god said the evil doers must be destroyed4 ,but ,noah was not one of these1 and to him ,god said something like this3 8,the people are so wicked and cruel that ,i shall have to send a flood upon the earth which will destroy all those who are doing such evil things1 but ,i want you to build an ark in which you and your wife and children shall be saved40 ,this ark was to be a great boat three stories high1 with rooms in it1 and a large door in the side4 ,just as soon as ,noah knew what ,god wanted him to do he bought the wood and hired carpenters and began the work of building the ark4 7,show the picture for this lesson47 ,do you think it was an easy task to build that ark in a land full of wicked people8 ,of course1 when his neighbors saw what he was doing they were curious to know what this great building was to be4 ,when he told them1 can you imagine how they would laugh at him for building a boat on dry land1 and how they would laugh harder still when he said there was to be a flood8 ,it must have been hard for ,noah to stand their ridicule1 but he never thought of giving up the work4 ,he did a braver thing than just keeping on with the building1 too1 for all through the years he was at work the ,bible says that he was 8a preacher of righteousness40 ,he told the people of the punishment that was surely coming1 and urged them to give up their wicked ways and do the sort of things that would be pleasing to the heavenly ,father4 ,but they would not listen1 and would not believe what he told them4 ,still ,noah kept patiently on working and preaching until the ark was finished4 ,then ,god said to his faithful servant1 8,before very long ,i will bring the flood of waters upon the earth40 ,let us read what it says in the ,bible about the things that ,noah was to do before the flood came 7,genesis #f3ai-ba74 ,do you suppose that ,noah did all that just as ,god had told him to do8 ,let us read that next verse very carefully together3 8,thus did ,noah2 according to all that ,god commanded him1 so did he40 ,is not that a splendid thing to be said about any man8 ,let us read the words again and then close our books and say them1 for that is our memory text this week1 and it is one that we would like always to remember1 ,i am sure4 ,the ,bible says that ,god told ,noah what he wanted him to do4 ,how does ,god tell you and me what he wants us to do8 7,guide the conversation so that the children themselves will mention the ,bible1 ,god's message1 and the ,sunday school and church where the meaning of the message is explained to us and where we try to help each other to be doers of the ,word4 ,teachers at school and those who guide and direct in the home should also be mentioned47 ,you see that as you obey these helpers that ,god has given to you1 you are learning to do according to all that ,god has commanded you4 ,what has ,jesus said of those who hear the ,word of ,god and keep it8 7,luke #aa3 #bh47 8,thus did ,noah2 according to all that ,god commanded him1 so did he40 ,shall we not ask the heavenly ,father to help us to be so strong to obey and so willing that something like that may be said of us too8 ,prayer 7,to be used if the conditions in the room and the spirit of the class make possible a quiet moment in which heads may be bowed1 and the words1 softly spoken by the teacher1 heard by all the members of the class47 ,our ,father in heaven1 we are glad that we have the ,bible with its stories of people who loved and obeyed thee in the long ago4 ,may we learn from these stories how to be more obedient to-day4 ,help us to be cheerful1 loving doers of the ,word4 ,we ask it in ,jesus' name4 ,amen4 ,,lesson #g ,,the ,,correlated ,,lesson ,use your own copy of the pupil's book1 and let the children talk over the lesson on the ,building of the ,ark freely and informally4 ,if you should find that any one of the class has been dwelling in thought upon the people outside of the ark1 and wondering why it was necessary that all of them should be destroyed1 have them read ,genesis #f3 #aa1 and help them to see that people who choose to live in sin cannot be saved from its consequences4 8,evil shall hunt the violent man to overthrow him0 7,psalm #adj3 #aa4 ,see also ,galatians #f3 #g1 #h74 ,people were sowing violence and reaping violence4 ,human life was not respected4 ,god's laws were scorned and ignored4 ,there had to be a new beginning for the world1 if there were to be any people left in it4 ,do not refer to this side of the question unless the children speak of it4 ,if they do1 emphasize the patience of ,god and the warnings that were given through ,noah's preaching and the added force that his words would have because of the actual building of the ark going on daily before their eyes4 ,give the children this name drill1 telling them not to answer any question that cannot be answered by a name4 ,who lived in the ,garden of ,eden8 ,who was told to build an ark8 ,we had a story about two brothers3 what was the name of the older one8 ,the younger8 ,how many people went into the ark8 7,this should not be answered because it cannot be answered by a name47 ,who is said to have been the first to make musical instruments8 ,who is called the father of all who live in tents8 ,what is the name of the book in which our lessons are found8 ,who is said to have been the first man to think about making weapons and tools out of metal8 ,what is the name of the first story in the ,bible8 ,in that story what did ,god make first8 ,what did ,god call the light8 ,what name was given to the darkness8 ,what was the gathering together of the waters called8 ,what is the light that rules the day8 ,what is the lesser light that rules the night8 ,what other lights are there in the sky at night8 ,,lesson #g ,the ,flood and the ,rainbow ,teaching ,material4--,genesis #g3 #f to #h3 #bb2 #i3 #ab-ag4 ,pupil's ,reading4--,genesis #h3 #f-bj2 #i3 #ab-ag4 ,memory ,text4--,i do set my bow in the cloud1 and it shall be for a token of a covenant between me and the earth4 ,genesis #i3 #ac4 ,,light ,,from ,,other ,,bible ,,passages ,isaiah #ed3 #i1 #aj2 ,jeremiah #cc3 #ai-ba1 #be1 #bf4 ,,from ,,the ,,commentators ,the ,noachian covenant guarantees the stability of natural law4 ,the covenant with ,abraham was confirmed in its promise to ,isaac and ,jacob and insured a blessing through their seed to all nations4444 ,of still greater significance was the covenant at ,horeb or ,sinai4444 ,it was really a constitution given to ,israel by ,god1 with appointed promise and penalty1 duly inscribed on the tables of the covenant which were deposited in the ark4--,bible ,dictionary1 ,hastings4 ,as the expulsion from paradise and the exile of ,cain gave to mankind a new chance1 a fresh start1 so with the flood4 ,wickedness had by this time so prevailed that the earth needed to be washed from sin2 but ,god did not repeople it with a new race set above the possibility of wrong-doing--rather1 the race of man was given a new opportunity4 ,the moral necessity of the catastrophe is emphasized by ,god's long attempt--in the preaching of ,noah for a hundred and fifty years--to win men back to goodness1 to induce a voluntary change of heart4 ,the outstanding feature of the story is the covenant1 which henceforth runs through the history of ,israel1 and of the spiritual ,israel4444 ,the emphasis laid upon the sanctity of life is especially worthy of note4 ,the sons of ,noah might well have believed that ,god held life cheap after its widespread destruction4 ,observe1 therefore1 the insistence upon this command1 and that its sanction is still the same as before the almost universal appalling wickedness--that man is made in the image of ,god4 ,the principle of the flood is not destruction but salvation1 as was that of the sentence of death upon ,adam4 ,by the flood the danger of departing from ,god was emphasized for all generations4--,telling ,bible ,stories1 ,louise ,seymour ,houghton4 ,this word 7covenant7 occurs some two hundred times in the ,old ,testament1 and the idea lies at the root of the whole conception of law among the ,jews4 ,covenants as made between men1 form the beginnings of civilized government4444 ,the word is also used of the relation of ,god to man2 of his justice1 his unchangeable nature1 and his protecting power1 on the one side1 and the corresponding duties devolving upon man1 especially as embodied in the law of ,moses1 on the other4 ,a series of covenants 7with ,abraham and his successors1 with ,israel in the wilderness1 with ,david7 runs through ,old ,testament history4 ,the particular idea in the covenant with ,noah is that of the uniform working of ,god in nature and of his loving care for his creation4 ,on these two ideas are based all physical science1 which could not exist if there were no laws of nature1 and all religion1 which otherwise would become mere superstitious dread of unseen powers4--,the ,one ,volume ,commentary1 ,james ,r4 ,dummelow4 ,,aim ,to associate the thought of ,god's promises with the rainbow1 and to show that his promise is to bless and that our part is to obey4 ,,lesson ,,preparation ,there are so many details in this story that are interesting to children that the main task in preparing the lesson1 after becoming thoroughly familiar with those details1 is so to arrange the different items that the climax shall stand out clearly1 and the full force be given to the point of greatest teaching value as stated in the aim of the lesson4 ,,lesson ,,presentation ,introduction ,one summer day ,alice and ,kate and ,robert were playing out under the trees on the lawn and having a fine time1 when it seemed to them as if the sun had been put out as suddenly as an electric light is turned off4 ,they looked up and saw that there were heavy black clouds all over the sky4 8,run10 said ,robert1 8it is going to rain40 ,they hurried as fast as they could1 but had barely time to pick up their toys and rush to the veranda before the rain came down in torrents4 ,they found a sheltered place where the rain did not beat in and settled themselves to play1 but they had hardly started a new game before the sun shone out as suddenly as it had disappeared a few minutes before4 8,it has stopped raining10 said ,alice4 8,yes10 said ,kate1 8but look at those dark clouds40 ,robert ran to the steps that he might see the clouds better1 and exclaimed1 8,o1 come quick and look6 ,it goes all the way across the sky40 ,what do you suppose he saw8 ,have you ever seen a rainbow8 ,what is the first thing you do when you see one8 ,probably we all want to do as ,robert did and call every one within calling distance to come and see it1 for it is so beautiful4 ,in the long1 long ago ,i suppose children did that same thing when they saw a rainbow1 but ,i am sure they did something else too4 ,i think they ran to their mothers or fathers and said1 8,won't you please tell us the story of the rainbow80 ,the story of which those fathers and mothers always thought when they saw the rainbow and the one which they told to their children is the one that ,i am going to tell to you to-day4 ,perhaps they called it just what it is called in our books--the ,story of the ,flood and the ,rainbow4 ,it is another story about the man who built the ark4 ,what was his name8 7,review briefly47 ,what is the verse which tells us how ,noah obeyed ,god8 ,the ,lesson ,story ,finally there came a day when ,god told ,noah to take into the ark his wife1 his three sons and their wives1 together with 8every beast after its kind and all the cattle after their kind and every creeping thing that creeps on the earth after its kind1 and every bird after its kind4 ,and they went in unto ,noah into the ark1 two and two1 of all flesh1 wherein is the breath of life40 ,when all were safely in the door was shut4 ,then the rain came and the waters rose high and higher until all the mountains were covered4 ,upon the waste of waters the ark floated4 ,days and weeks and months went by1 still the waters were over everything4 ,then ,god caused a high wind to pass over the earth and the waters began to go down4 ,one day ,noah opened the window of the ark and sent a raven out and the raven did not come back4 ,then ,noah sent out a dove1 but the dove found no rest for her foot and came back to the ark1 and ,noah took her in4 ,after waiting seven days more1 ,noah sent the dove out again and at evening time of that day she came back and in her bill she brought an olive leaf4 ,the olive trees grow only in valleys1 so ,noah knew that the water must have dried off the earth4 ,he waited seven days more and sent the dove out again1 but this time she did not return4 ,then ,noah removed the covering of the ark and looked1 and behold the face of the ground was dry4 ,and ,god spake to ,noah saying1 8,go forth from the ark1 thou and thy wife1 and thy sons and thy sons' wives with thee4 ,bring forth with thee every living thing1 both birds and cattle and every creeping thing that creepeth upon the earth40 ,so ,noah and his family once more stood in ,god's sunshine upon the dry land4 ,the first thing that ,noah did after leaving the ark was to build an altar to the ,lord and offer a sacrifice of thanksgiving4 ,god was pleased with ,noah's sacrifice and gave him a promise that never again should the earth be destroyed by flood1 and he said3 8,while the earth remains1 seed-time and harvest1 cold and heat1 summer and winter1 day and night shall not cease40 ,just then the sun shone brightly against a dark cloud1 and a brilliant rainbow spanned the sky4 ,god said1 8,this is the sign of the covenant which ,i make between me and you and every living creature that is with you1 for endless generations4 ,i do set my bow in the cloud1 and it shall be a token of a covenant between me and the earth40 ,so with the bow shining against the cloud mothers and fathers told this story to their children4 ,to them the rainbow was the sign of ,god's covenant--his promise to bless the earth and all who live upon it4 ,they remembered something else when they saw it and that is that they had a part in the covenant4 ,god's part was to bless2 theirs to obey4 ,the rainbow will remind us1 too1 of ,god's promise4 ,when we see it stretching across the heavens1 in our hearts we will praise the heavenly ,father for his loving kindness1 and ask him to help us to be his obedient children4 ,how glad we are that he has said1 8for endless generations10 because that means that his blessing will be for always and always4 ,,the ,,pupil',s ,,book ,,for ,,work ,,and ,,study ,show the picture for this lesson and have the children repeat the memory text as they see the rainbow in the picture4 ,,note4--,if you have not already done so1 read about the ,rainbow ,bookmark1 on page #bd4 ,you will need one to use in teaching next ,sunday's ,correlated ,lesson4 ,,ii4 ,,stories ,,of ,,three ,,patriarchs ,,lesson #h ,we enter now upon the second period of our course1 and for the next thirteen lessons will follow the fortunes of the three great patriarchs of ,jewish history4 ,the same lesson of simple and unquestioning obedience is found in these stories1 with an occasional negative lesson1 showing the consequences of disobedience4 ,as the promise to ,abram points to the coming of the ,messiah1 in whom all the nations of the earth were to be blessed1 the ,christmas ,lesson chosen for this year is upon the ,song of ,mary1 which ends with a reference to the promise given to her as the fulfillment of the promise given to ,abram4 ,,the ,,correlated ,,lesson ,i wonder what you will think about the next time you see a rainbow in the sky4 ,tell me what ,god said about the rainbow to ,noah4 ,god's promise to ,noah is only one of hundreds of promises that are in this book1 and the best of it is1 those promises are for you and me as well as for the people who lived in the days when the ,bible was written4 ,do you see the bookmark ,i have in my ,bible to-day8#c ,it has in it the colors of the rainbow1 which people have called the 8bow of promise10 and that is one reason why we like to have a rainbow bookmark for the ,bible4 ,it reminds us of such beautiful promises as this3 8,i will instruct thee and teach thee in the way which thou shalt go40 8,i am with thee and will keep thee whithersoever thou goest40 ,this bookmark is useful in another way4 ,the ,bible has how many books8 ,now those sixty-six books are not all of one kind4 ,some are poetry1 some are sermons1 some are history and some are law4 ,these ribbons mark the different kinds of books and so help us to handle the ,bible more easily4 ,some day you will know all the kinds of books that the ribbons mark1 but just now you need only remember one4 ,the red ribbon marks the first five books which are called books of ,law4 7,have the children repeat this47 ,,lesson #h ,the ,call of ,abram ,teaching ,material4--,genesis #aa3bg to #ab3i2 ,james #b3bc4 ,pupil's ,reading4--,genesis #aa3ca to #ab3i2 ,james #b3bc4 ,memory ,text4--,by faith ,abram1 when he was called1 obeyed2 and he went out1 not knowing whither he went4 ,hebrews #aa3h;a1 c4 ,,light ,,from ,,other ,,bible ,,passages ,joshua #bd3a-c2 ,nehemiah #i3g1 #h2 ,isaiah #da3h-aj2 #ea3a1 #b2 ,micah #g3bj2 ,acts #c3be2 #g3a-e2 ,romans #d3ac2 ,galatians #c3f-i2 ,james #b3bc4 ,,from ,,the ,,commentators ,either during the reign of ,hammurabi1 or shortly before he established his rule1 the migration of ,abram from the ,babylonian city called 8,ur of the ,chaldees0 in the biblical narrative1 into the land of ,canaan1 is supposed to have occurred4444 ,though he and his descendants1 for a long period1 were dwellers in tents1 living a nomadic tribal life1 like that of their near relatives1 the nomadic ,arabs1 he had come from a country of considerable civilization1 where writing and the keeping of records were common1 and he had not left that state of civilization behind1 444 for 8the power and influence of ,babylonia had been firmly established for centuries throughout the length and breadth of western ,asia40--,the ,rise and ,fall of ,nations1 ,j4 ,n4 ,larned4 ,with the spirit of the true prophet1 ,abraham leaves behind all that men usually cherish most and sets out on his long journey4 ,in ,canaan also he disregards his personal interests and is intent only upon knowing and doing the will of ,god4 ,self-sacrificing1 courageous1 obedient to the voice of ,god--he is supremely worthy to be the father of a prophetic nation4 ,blessed was the race that had such a character held up thus prominently before it6--,heroes and ,crises of ,early ,hebrew ,history1 ,charles ,foster ,kent4 ,in the simple1 unhesitating faith with which ,abram acted at once and to the fullest1 on every intimation of the ,divine ,will1 lay the supreme distinction which gained him his two unique titles--the 8,father of the ,faithful10 and 8,the ,friend of ,god40--,old ,testament ,characters1 ,geikie4 ,,aim ,to present again the ideal of unquestioning obedience2 to give an impulse toward the attaining of this ideal by showing that the obedient are friends of ,god and a source of blessing to their fellows4 ,,lesson ,,preparation ,besides the study of the ,bible passages1 and what the commentators have to say concerning the incident of our lesson1 there are many legends of ,abram which are intensely interesting and relate to the protests which he made against the idolatry of his father and of the people among whom he lived4 ,see ,history for ,district and ,graded ,schools1 ,ellwood ,w4 ,kemp1 chapter on 8,what the ,hebrews ,taught the ,world02 ,leben ,abraham's1 by ,beer1 quoted by ,geikie in ,old ,testament ,characters2 ,the ,talmud4 ,in studying this story with the children in mind we must remember that our own point of view concerning leaving one's country and kindred to go out1 not knowing whither1 is a far different one from that which the children themselves will have4 ,to them moving has in it the attractive element of novelty1 and all the charm of the 8unexpected0 in every day's experience for some time after the move has been made4 ,they have not yet become so thoroughly attached to the place where they live as to be able to comprehend in the least the sacrifice that ,abram made1 and if we could examine the contents of their minds by some kind of ,x-ray process1 we would doubtless discover that they were looking upon ,abram's experience in that respect as one to be coveted4 ,this may explain why teachers of ,junior children have often found this story tame and uninteresting from the children's point of view4 ,,lesson ,,presentation ,introduction ,you may be quite sure that any child old enough to be in the ,junior ,department has had stories of the ,pilgrims and ,puritans several times in his day school course4 ,one good way of introducing this lesson1 therefore1 would be to question concerning the ,pilgrims1 and why they came to this country1 developing the fact that they cared more to worship ,god as they thought they should than for anything else that life could give4 ,they were ready to give up their comfortable homes1 their friends1 their relatives1 and go into a strange land where no homes awaited them1 and suffer privations1 cold1 and dangers1 because they knew that in that strange land they would be free to worship ,god in their own way4 ,from this it would be easy to pass to the story of a man who took his family1 his servants1 and all that he owned and went into a strange land of which he knew nothing1 because he had heard the voice of ,god telling him to go4 ,another method of approach would be by calling attention to the names by which some men have been called1 which they have won for themselves by the things that they did4 ,george ,washington was called the father of his country4 ,why8 ,to-day we have a story of a man who earned a much more wonderful name even than that4 ,the ,lesson ,story ,it was a long1 long time after ,noah and the seven who were with him went out of the ark and heard ,god's covenant with them and saw its beautiful sign in the sky4 ,now there were many people in the earth1 and though they were not so wicked as the people had been before the ,flood1 they had forgotten the ,god to whom ,noah built his altar and offered sacrifices1 and from whom he heard the promise of blessing4 ,instead of worshiping ,him who is the maker of the heavens and the earth1 they were worshiping the sun and the moon and the stars1 and even idols made by men4 ,of course they could not obey the ,god whom ,noah served when they were giving all their thought to idols1 neither could ,god speak to them1 because they would not listen to his voice4 ,among the people who were descended from ,shem1 the oldest son of ,noah1 there was a man named ,terah1 who lived in ,ur of the ,chaldees4 ,he made up his mind to take his family and move away from the place where he was then living to ,canaan1 a country far from ,ur4 ,we do not know just why he decided to do this1 but he started from ,ur with his son ,abram1 his nephew ,lot1 and ,abram's wife1 ,sarai4 ,they did not go to ,canaan1 but stopped at a place called ,haran1 and there ,terah died4 ,terah was a worshiper of idols1 but ,abram1 his son1 had somehow kept the faith in the one true ,god1 and did not bow down to the moon or stars or to idols of wood or stone4 ,because ,abram loved the heavenly ,father1 ,god could speak to him1 and ,abram could hear ,god's voice1 and his love made him wish to do just what ,god asked him to do4 ,so it happened that at ,haran ,abram heard ,god speaking to him1 and saying1 8,get thee out of thy country1 and from thy kindred1 and from thy father's house1 unto a land that ,i will show thee40 ,god did not tell ,abram where he wanted him to go1 he only said1 8,i will show you the land10 but he gave him a wonderful promise1 for he said1 8,i will make of thee a great nation1 and ,i will bless thee1 and make thy name great2 and in thee shall all the families of the earth be blessed40 ,now1 ,abram not only loved ,god but he believed that ,god knew what was the best for him1 and that ,god would do just what he promised4 ,so ,abram did leave his country and his relatives and friends4 8,by faith ,abram when he was called1 obeyed2 and he went out1 not knowing whither he went40 ,taking his wife1 his nephew1 his flocks1 and servants1 he started from ,haran1 and ,god led him down into the land of ,canaan1 the very land to which ,terah had intended to go when he left ,ur4 ,no doubt1 as ,abram journeyed he kept saying to himself as he entered a new part of the country1 8,i wonder if this is the land where the ,lord wants me to live40 ,but as no sign was given1 he kept on until he came to ,shechem1 in the land of ,canaan1 and there he found that he had reached the land to which the ,lord had called him to go4 ,let us read from the ,bible just what happened there 7,genesis #ab3f1 #g74 ,the ,canaanites were heathen people1 and on all sides ,abram saw idols and idol worship4 ,but he knew something far better than that1 and as he journeyed through the land he built altars to the true ,god and offered sacrifices wherever he pitched his tents4 ,in all this ,abram was earning a name for himself1 though he did not know it4 ,he loved ,god so much that he listened for his voice4 ,when ,god spoke he obeyed gladly2 and he showed his love by praise and prayer and worship4 ,would you like to know the name that ,abram earned8 ,it is one that has been given to him through the thousands of years since he lived1 and it is the most beautiful name that anyone could ever have4 ,he is called 8,the ,friend of ,god40 ,,pupil',s ,,book ,,for ,,work ,,and ,,study ,ask the children if they would like to see the place in the ,bible where ,abram is called the friend of ,god1 and help them to find ,james #b3bc4 ,then show them the first line on page #be of the work book on which they are to write the last four words of that verse4 ,,lesson #i ,,the ,,correlated ,,lesson ,what did ,i tell you the first five books in the ,bible are called8 7,books of ,law47 ,what is the color of the ribbon for those books in our rainbow bookmark8 ,let us see how many of our memory texts belong with the red ribbon4 ,where is the verse that tells about the creation of the world8 7,genesis #a3a47 ,where is the verse that tells what ,god gave ,adam to do in the ,garden of ,eden8 7,genesis #b3ae47 ,there was one about ,noah--where will we find that8 7,genesis #f3bb47 ,and one about the rainbow--7,genesis #i3ac74 ,all these are in the first book--the book of ,genesis1 and because that is one of the books of the ,law ,i will give you a red slip to mark the place of each of those verses4 ,what was the verse about hiding from ,god8 ,that verse was in the book of ,jeremiah4 ,let me tell you how to find it4 ,open the ,bible in the middle4 ,what book is there8 7,psalms47 ,now turn to the right and you will find first ,proverbs1 then ,ecclesiastes1 ,song of ,solomon and ,isaiah1 and then comes the book we are looking for--,jeremiah4 ,turn through the chapters until you find the #bc;d1 and the #bdth verse of that chapter4 ,this book belongs in a group of five that are called books of the ,major ,prophets and they are marked by the green ribbon4 7,give the children a green slip and let them put it in as a mark for the memory text in ,jeremiah47 ,what was the verse about love8 ,that is in one of the books of the ,new ,testament4 ,if you take the part of your ,bible that is to the right of ,jeremiah and open that part in the middle and then take the right hand little part and open that in the middle1 you will find you have #a ,corinthians4 ,then you can find the #acth chapter and the #dth verse4 ,the ribbon for these books1 which are called ,letters1 is violet1 so we will put a violet slip in to mark the place of this memory text4 7,the only other text which they have had is ,hebrews #aa3h;a1 c4 ,they can find that by turning to the right from #a ,corinthians1 and that may also be marked by a violet strip of paper4 ,drill by having the children find the verses by subjects47 ,,lesson #i ,giving ,lot the ,first ,choice ,teaching ,material4--,genesis #ac3a-ah4 ,pupil's ,reading4--,genesis #ac3a-ac1 #ah4 ,memory ,text4--,as ye would that men should do to you1 do ye also to them likewise4 ,luke #f3ca4 ,,light ,,from ,,other ,,bible ,,passages ,psalm #aai3cf2 ,proverbs #a3ai2 ,matthew #f3ai-ba2 ,luke #ab3ae2 ,john #ac3cd2 ,romans #ab3aj2 #a ,corinthians #aj3bd2 #ac3a-ac2 ,james #b3h4 ,,from ,,the ,,commentators ,this choice of ,sodom as a dwelling place was the great mistake of ,lot's life4 ,he is the type of that very large class of men who have but one rule for determining them at the turning points of life4 ,he was swayed solely by the consideration of worldly advantage4 ,he has nothing deep1 nothing high in him4 ,he recognizes no duty to ,abram1 no gratitude1 no modesty2 he has no perception of spiritual relations4444 ,it was ,abram's simple belief that ,god's promise was meant and was substantial that made him indifferent as to what ,lot might choose4 ,his faith was judged in this scene1 and was proved to be sound4444 ,wherever there is faith the same results will appear4 ,he who believes that ,god is pledged to provide for him cannot be greedy1 anxious1 covetous2 can only be liberal1 even magnanimous4--,the ,expositor's ,bible1 ,genesis1 ,marcus ,dods4 ,,aim ,to lead the children to admire the kindliness and unselfishness of ,abram1 and to exhibit a similar spirit in their own daily lives4 ,,lesson ,,preparation ,after you have read carefully the story of this lesson answer for yourself these questions3 ,what is the most important teaching point in this story8 ,how can ,i arrange the material of the story in such a way as to bring that point into strongest perspective8 ,abram gave up to another what he had a perfect right to take for himself4 ,would ,junior children generally regard that as a foolish thing to do1 and1 therefore1 lose all the force of the lesson if too much stress should be put upon that phase of the truth8 ,what is the ,junior child's highest conception of what must be done in order to obey the ,golden ,rule8 ,what elements in ,lot's character stand out clearly in this transaction8 ,how does he exhibit indifference toward the best welfare of his family8 ,the consequences of his choice come out in later lessons1 and are exactly what might be expected1 but1 of course1 these must not be touched upon in this lesson4 ,the only point which needs emphasis here is the statement of verse #ac4 ,,lesson ,,presentation ,introduction ,abram was sitting in the door of his tent4 ,sarai1 his wife1 was near by and was watching him anxiously1 for she could see that he was troubled1 but she knew not why4 ,they had just returned to the place near ,bethel from a long journey which they took into ,egypt because there had been a famine in the land of ,canaan4 ,their flocks and herds were so many that ,abram was known as a very rich man in a country where men counted their wealth by the number of cattle they owned4 ,the dark tents of ,abram's servants stretched away over the valley and up on the sides of the low hills1 for his followers were many4 ,lot1 ,abram's nephew1 also had servants and flocks and herds4 ,his tents were there too1 and the smoke was going up from many fires1 for it was supper time4 ,as ,abram sat looking out over the valley1 ,sarai questioned softly1 8,what is it that troubles thee80 ,and ,abram answered1 8,thou knowest how ,i have thought that ,lot would always be with us1 as he has been all his life2 but ,i cannot now see how that can be4 ,to-day and yesterday1 and indeed every day since we pitched our tents in this valley1 as ,i have gone about to see how the herds and flocks were being cared for by the men1 ,i have found quarreling and strife among the herdsmen40 8,quarreling and strife80 8,yea1 thou knowest we have had none of that before1 but now our cattle are so many and there are so few good pasture lands that were not already in use by the ,canaanites and the ,perrizzites before we came into the land1 and there are so few wells or springs of water beside those that they claim1 that there is constant strife between ,lot's herdsmen and ours4 ,each one claims every spring of water and pasture land1 and so they quarrel4 ,we cannot have this kind of thing4 ,brothers should live together in unity1 and ,i must find a way to end the strife4 ,of course my men feel in duty bound to find water and pasture for my cattle2 that is what they are told to do2 and ,lot's men must do the same for his1 but we cannot have them fighting about it40 ,the ,lesson ,story ,the next morning ,abram asked ,lot to take a walk with him1 and as they together climbed a hill near by1 ,abram told his nephew of the quarreling among their men1 and then he said something like this3 8,you see1 we have now so many cattle that no one part of the country can give us all the pasture that we need4 ,i had hoped that we might always live together1 but ,i see that we cannot do so and have peace and right feeling among our servants40 ,now1 of course1 you know that ,abram might then have said to his nephew1 8,god has promised all of this land to me and to my children1 so it is only right that ,i should first choose the part of the land in which ,i wish to live1 and that is what ,i intend to do now40 ,but ,abram knew a better way than that4 ,open your ,bibles and read with me ,genesis #ac3h1 #i4 ,so you see1 ,abram gave ,lot the first choice1 and as they stood together on the summit of the hill they had climbed1 ,lot could look to the north1 west1 and south and could see few pasture lands1 but many rugged mountains and rather barren valleys4 ,but to the east he saw the well-watered plain of the ,jordan1 where the grass grew rich and green1 and he said as he pointed that way1 8,i will take the plain of the ,jordan40 ,very soon they separated1 ,lot and his family1 with his servants and cattle1 going down into the ,jordan valley1 while ,abram journeyed south over the mountains until he came to ,hebron4 ,what did ,lot really choose8 ,not simply pasture lands for his flocks4 ,he chose selfishness and greed1 for he took the best for himself when he knew his uncle had the right to it4 ,he chose wicked people to be his neighbors and friends1 for there were cities in the valley4 ,listen to what the ,bible says about the people in a city near which ,lot pitched his tents4 7,read verses #ab and #ac47 ,but what of ,abram8 ,what did he choose8 ,he chose unselfishness and generosity1 and he gained something better than fine pasture for his cattle1 for he knew that he had pleased his heavenly ,father1 and soon he heard the voice of ,god speaking to him1 and saying 7read verses #ad1 #ae1 #ah74 ,if possible1 have the memory text written upon cards in attractive form1 with initial letter illuminated4 ,give one of these cards to each pupil1 and with it these statements and the question to be answered next ,sunday3 ,this is a rule that ,jesus gave to his disciples4 ,it has been called the ,golden ,rule4 ,can you think of any reason why it should have such a name as that8 ,,pupil',s ,,book ,,for ,,work ,,and ,,study ,show the children the picture for this lesson and explain that it is taken from a photograph of the ,jordan valley as it appears to-day1 and shows part of what ,lot saw when he made his choice4 ,,lesson #aj ,,the ,,correlated ,,lesson ,refer to the question asked in connection with ,friday's reading1 and call for the written answers4 ,read them and let the children talk about them freely4 ,then take up the question about the ,golden ,rule and get their ideas concerning the name that has been given to it4 ,help them to see how like heaven this world would be if everyone obeyed that rule4 ,tell them that people also speak of an ,iron ,rule and a ,silver ,rule4 ,perhaps they can guess what the ,iron ,rule would be4 ,it is the rule of savage men4 ,it says1 8,if evil is done to you1 do evil in return40 ,the ,silver ,rule is the rule of worldly men4 ,that says1 8,if good is done to you1 do good in return40 ,see if the children can tell why that rule is called 8silver0 in comparison with the ,iron ,rule4 ,then comes the ,golden ,rule1 best of all1 because it says nothing about what other people do1 but tells each one under all circumstances1 everywhere1 to do to others as he would like to have them do to him4 ,if you have time review the texts with the colors as given to the children last ,sunday4 ,then tell them that the white ribbon is used for the four ,gospels which tell of the life of ,jesus4 ,let them find ,luke among the first books of the ,new ,testament and mark the ,golden ,rule1 ,luke #f3ca with a strip of white paper4 ,,lesson #aj ,abram's ,rescue of ,lot ,teaching ,material4--,genesis #ad3a-bd4 ,pupil's ,reading4--,genesis #ad3h-bd4 ,memory ,text4--,a friend loveth at all times1 and a brother is born for adversity4 ,proverbs #ag3ag4 ,,light ,,from ,,other ,,bible ,,passages ,psalm #aaj3d2 ,hebrews #e3e-aj2 #f3bj to #g3bh4 ,note4--,the statements in ,hebrews that ,melchizedek was without father1 without mother1 without genealogy1 having neither beginning of days nor end of life1 merely mean that the ,scriptures do not mention his ancestors1 parents1 birth1 or death4--,new ,century ,bible1 ,genesis1 ,w4 ,h4 ,bennett1 ,d4,d4 ,,from ,,the ,,commentators ,archology4 ,in this chapter we again come in contact with ,babylonian records1 not1 as heretofore1 with mythology1 but with history4 ,we may regard it as certain that ,chedorlaomer and his allies were actual historical personages2 that ,elam at one period was the dominant power in the lands east of the ,euphrates1 as implied in verses #e1 #i1 and #ag2 and that in the same period the dominant power in those ,eastern lands claimed and sometimes exercised a certain supremacy in ,palestine1 which was enforced occasionally by such warlike expeditions as the one described here4 ,it is also not improbable that the four ,eastern kings mentioned here were contemporaries1 and that ,elam was the dominant power in their time4444 ,amraphel3 usually identified with ,hammurabi1 a ,babylonian king1 known to us from the inscriptions4 ,numerous letters and inscriptions of ,hammurabi have been discovered1 including forty-six dispatches 7inscribed tablets of baked clay7 to a high official or tributary prince4 8,hammurabi10 we are told1 8is already known1 from the date on a ,babylonian contract1 to have succeeded in defeating the ,elamites in the course of his reign1 and this fact would not be inconsistent with his having been ,chedorlaomer's ally during the earlier part of his reign1 to which period the narrative in ,genesis #ad would1 on this assumption1 be referred40--,new ,century ,bible1 ,genesis1 ,w4 ,h4 ,bennett1 ,d4,d4 ,no one fails to see what it was that balanced ,abram in this intoxicating march4 ,no one asks what enabled him1 while leading his armed followers flushed with success through a land weakened by recent dismay and disaster1 to restrain them and himself from claiming the whole land as his4 ,no one asks what gave him moral perception to see that the opportunity given him of winning the land by the sword was a temptation1 not a guiding providence4 ,to every reader it is obvious that his dependence on ,god was his safeguard and his light4 ,god would bring him by fair and honorable means to his own4 ,there was no need of violence1 no need of receiving help from doubtful allies4 ,this is true nobility2 and this1 faith always produces4--,the ,expositor's ,bible1 ,genesis1 ,marcus ,dods4 ,,aim ,the aim in this lesson will be practically the same as that of ,lesson #i4 ,this story shows again the kindliness and unselfishness of ,abram and even more forcibly and attractively perhaps for the ,junior children1 as those qualities are exhibited in the doing of a brave and hazardous thing4 ,,lesson ,,preparation ,in the lesson story as given last week how much was taken directly from the biblical narrative8 ,how far do you think it legitimate to expand the ,bible story8 ,was the part not given in the ,bible narrative true to your conception of the times in which the story has its setting8 ,bible stories sometimes need expansion to make them complete and interesting to the children4 ,it was not a necessity in last ,sunday's lesson1 but was chosen simply as a way of introducing the lesson story4 ,in all our story work it is not important that the story shall always be something that has actually happened1 but it must be something that1 given certain conditions1 could and would be likely to happen4 ,in expanding ,bible stories we must keep the facts not only true to life1 but true to what we know of the age to which they relate4 ,there are many fictitious stories that are true1 that is1 true to life and to the principles that underlie all action4 ,there are others that are both fictitious and false4 ,take1 for example1 the so-called ,sunday school stories of fifty years ago in which the good boy was so abnormal and impossible that every normal boy who read the book revolted from the type with a natural and healthy hatred4 ,all our illustrative stories must be true to life1 and must not present a moral so apparent as to cause the child to react from it because of the sheer force of the impact4 ,the lesson for this week is intensely interesting both to us who are older and to the children1 but the points of deepest interest in each case will be different4 ,for us the mysterious ,melchizedek1 8who passes over the stage a living king and priest10 and then is seen no more1 possesses much of charm and fascination4 ,the difference between the ,abram who was enriched without protest in ,egypt by a heathen king 7,genesis #ab3af71 and the ,abram who disdains to take so much as a shoe lace from the king of ,sodom 7,genesis #ad3bc71 is also of interest to us4 ,but1 of course1 in studying the lesson to present it to the children we must put these things far in the background and get the story with its vivid action and rapid movement so thoroughly into the mind and heart that it can be told with as much feeling as would characterize the narration of an event that happened yesterday4 ,,lesson ,,presentation ,introduction ,down in the ,jordan valley1 close by the side of ,sodom1 there are many dark tents4 ,cattle are feeding in the rich pasture lands and both the tents and the cattle belong to ,abram's nephew1 ,lot4 ,up among the rugged mountains1 west of the ,dead ,sea1 is ,hebron1 and there too we see many1 many tents1 and in the door of the tent of the ruler1 or chief1 we see ,abram4 ,there was a time when you would have seen the tents of ,abram and ,lot very near together4 ,why are they now separated by so many miles8 ,why did ,abram let ,lot choose first and take the best of the land8 ,why did ,lot take the ,jordan ,valley8 7,let the review so far as possible come spontaneously from the children1 but if it lags in any degree1 or if the important points are not brought out1 ask questions that will make the story complete47 ,the days passed very pleasantly in ,abram's camp4 ,there was now no quarreling among the herdsmen1 but the camp was a busy place1 for all had work to do4 ,abram himself was not idle4 ,among his servants there were more than three hundred men who were able to fight1 and ,abram needed to have soldiers to protect the great company of people over whom he was chief1 and to protect the flocks from robbers if any should come to steal4 ,so ,abram spent quite a good deal of his time training his men1 so that they would know how to obey and fight under a leader as all good soldiers must4 ,the ,lesson ,story ,one day there was much excitement in ,abram's usually quiet camp4 ,a crowd was gathered about a man from the plain who bore the stains of battle1 and was worn and hurt with the roughness of the way he had traveled4 ,eagerly they questioned3 8,what has happened8 ,how were you hurt8 ,from what city have you come80 and soon they heard the story4 8,four kings from ,babylon1 with their armies1 came into the ,jordan valley to fight against the cities of the plain because they had rebelled the year before and refused to pay tribute1 as they had been doing4 ,the five kings of the cities with their fighting men went out to meet their enemies1 but were dreadfully beaten4 ,many were caught in the slime pits of the valley and died there4 ,some escaped to the mountains1 as ,i did2 but our enemies have taken the women and children and the goods and cattle of ,sodom and ,gomorrah and have gone back in triumph to their own country40 ,of course you can guess the question that ,abram and many others asked right away3 8,what has happened to ,lot8 ,was he killed in the battle80 8,no10 was the answer1 8but he went out to help the king of ,sodom and was taken prisoner4 ,his wife and children were taken1 too1 and all his cattle40 ,what do you think ,abram did when he heard this news8 ,instantly he called for his three hundred and eighteen men whom he had trained to be soldiers1 and told them to get ready for the march4 ,there were three chieftains in that part of the country named ,mamre1 ,eschol1 and ,aner1 with whom ,abram was friendly1 and when he sent word to them that he was going to rescue his nephew and the other people taken by the kings of the ,east1 they joined him1 and the party started north4 ,they had to travel more than a hundred miles before they overtook the enemy4 ,then they waited until night1 when ,abram divided his company in such a way as to make an attack at one time from different places4 ,the soldiers were sleeping1 thinking themselves perfectly safe1 and when the attack came they were panic-stricken and fled1 and ,abram pursued them as far as ,hobah1 a village near ,damascus4 ,then he led his soldiers1 his nephew ,lot1 ,lot's family1 and all the other people of ,sodom and ,gomorrah with their possessions back toward home4 ,as ,abram passed near ,salem1 in the mountains west of ,sodom1 ,melchizedek1 who was both priest and king in that city1 brought food and drink for the soldiers and for the people who had been rescued1 and he blessed ,abram saying1 8,blessed be ,abram of ,god ,most ,high1 possessor of heaven and earth3 and blessed be ,god ,most ,high1 who hath delivered thine enemies into thy hand40 ,and to him1 as the priest of the most high ,god1 ,abram gave a tenth of all that he had taken in the battle4 ,then the king of ,sodom came to meet ,abram4 ,it was considered the right thing for anyone who gained a victory in battle to keep for himself all the goods that he took and the people also for slaves1 to keep or sell as he wished4 ,the king of ,sodom said to ,abram1 8,let me have the people that you have rescued1 but keep the goods for yourself10 but ,abram answered1 8,i have vowed to the ,most ,high ,god that ,i will not take so much as a thread or a shoe lace of all these things1 nor anything else that belongs to you1 because if ,i do1 you may say that you made me rich4 ,let there be nothing for me4 ,let all that is taken from your possessions be what my soldiers have eaten and the portion that rightfully belongs to my allies1 these three men who went with me40 ,it seems strange that in this story there is nothing to tell us that ,lot even thanked his uncle for what he had done4 ,all that we know is that he went back into the ,jordan valley and to wicked ,sodom1 and ,abram and his soldiers and the friends who had helped him journeyed south until they came to the home tents at ,hebron4 ,did you ever hear the proverb1 8,a friend in need is a friend indeed08 ,open your ,bibles in the middle1 turn to the next book on the right1 and you will see that it is the book of ,proverbs4 ,find chapter #ag and verse #ag1 and let us read that proverb together4 ,who was it in this story that acted the part of a friend8 ,a friend to whom8 ,what is the name that ,abram earned for himself8 ,do you not think that a friend of ,god would always be quite sure to be a friend of man also8 7,ask the children to watch during the coming week and see how many people they can find who are doing kindly things for others4 ,suggest that they try themselves to be 8friends0 and 8brothers0 to everybody who needs any help that they can give47 ,,lesson #aa ,,the ,,correlated ,,lesson 7,if the children have the colored slips marking their memory verses corresponding to the rainbow bookmark colors1 as suggested in ,lesson #h1 it will be easy for them to find the verses4 ,such a drill as the one given here will not only fix the verses in their memory associated with their meaning1 but will help the children to acquire facility in handling the ,bible and turning quickly to references4 ,as you will see this lesson is partly a drill on information which is given on page #ca of the ,pupil's ,book for ,work and ,study47 ,how many memory texts have we had in the first book of the ,bible8 ,what is the name of that book8 ,what is the color in the rainbow bookmark for the first five books8 ,what are those books called8 ,who can tell what the memory texts in ,genesis are without looking in the book8 ,who can give one from ,jeremiah8 ,who will find for me a verse about love8 ,what is that chapter called8 ,then if any one should ask you1 8,where will ,i find the ,love ,chapter in the ,bible80 what would you answer8 ,who will find a verse that tells how ,abraham obeyed when ,god called him8 ,what is that chapter about8 ,then what is it called8 ,in what book is the ,faith ,chapter found8 ,what is the number of the chapter8 ,let us see if we can all find the ,christmas ,story4 ,what one of our memory verses would you like me to find8 7,give out the other memory verses by subjects and let each child read the verse he has found47 ,what is the text that tells us what a friend and a brother will do for any one who needs his help8 ,let us find that in the ,bible4 ,open your ,bibles in the middle4 ,what book have you there8 ,that is the hymn book of the ,bible4 ,the next book to the right is another book of poetry1 and that is the one which has our memory text in it4 ,the chapter and verse are both #ag4 ,who will be the first to find it8 ,yellow is the color for the books of poetry1 so ,i will give you a yellow slip to mark the place of this verse4 ,let us all read it together4 ,who can tell me in other words what that verse means8 ,,lesson #aa ,abraham ,entertaining ,angels ,teaching ,material4--,genesis #ae3a-f2 #ag3a-h1 #ae1 #af2 #ah3a-af2 ,hebrews #ac3af4 ,pupil's ,reading4--,genesis #ag3a-e1 #ae1 #af2 #ah3a-h2 ,hebrews #ac3af4 ,memory ,text4--,forget not to show love unto strangers2 for thereby some have entertained angels unawares4 ,hebrews #ac3b4 ,,light ,,from ,,other ,,bible ,,passages ,numbers #bb3bb-bg2 ,judges #ac2 #a ,kings #ai3e-h2 ,luke #a3aa-bb1 #bh-cc2 ,matthew #b3ac4 ,,from ,,the ,,commentators 7,genesis #ae3a-g47 ,abram felt that he had made the mightiest earthly powers his enemies1 and probably feared that the next campaigning season would bring down on his encampment an irresistible host2 so the word of encouragement comes1 8,fear not1 ,abram2 ,i am thy shield40 ,besides1 he saw that he was exhibited to his followers as a man who had the enjoyment neither of this world's winnings nor of the promise of ,god1 for the sake of which he sacrificed the booty offered him by ,sodom4 ,the soreness he felt on this account was removed by the assurance1 8,i am thy exceeding great reward40--,commentary on ,genesis1 ,marcus ,dods4 ,,aim ,to further deepen the impression made by the last two lessons1 helping the children to see the beauty of kindness1 and so stimulate within them the desire to practice kindness and helpfulness in their own lives4 ,,lesson ,,preparation ,these lessons give to us as teachers an opportunity for a leisurely study of the book of ,genesis of which every teacher should take advantage4 ,of course all that intervenes between lessons at any point should be read for one's own information1 but no more should be given to the scholars than is indicated by the limits of the teaching material4 ,it is interesting to note in the study of chapter #ag that 8the rite of circumcision is not1 as is sometimes thought1 a rite peculiar to the ,jews4 ,it was and still is widely practiced in different parts of the world02 but while with other races the underlying principle seems to be initiation into manhood1 with full civil and religious rights1 its meaning among the ,jews was and is the same as that which underlies our sacrament of christening1 namely1 dedication to ,god4 ,the opportunity to lead children in the study of these early stories is a privilege which every teacher should appreciate to the utmost4 ,dr4 ,eiselen calls attention to the value of these stories in this way3 8,missionaries say--and experiences at home confirm the claim--that the patriarchal narratives are of inestimable value to impress lessons of the reality and providence of ,god1 and to encourage the exercise of faith and confidence in him4 ,there is nothing that can be substituted for them in religious instruction40#d ,he also quotes from ,prof4 ,w4 ,w4 ,white twenty-one ,christian virtues that are illustrated and enforced in the life of ,abraham3 8,he was steadfast1 resolute1 prudent1 tactful1 candid1 kind1 self-controlled1 obliging1 self-denying1 condescending1 unselfish1 peaceable1 hospitable1 courteous1 humble1 thankful1 reverent1 prayerful1 worshipful1 faithful1 obedient40 ,this lesson is a fitting climax to the three which show particularly ,abraham's unselfishness and kindness and self-forgetful thoughtfulness4 ,in the other two he was acting for some one whom he knew and loved as a father might love a son4 ,in this incident he extends the most complete and joyous hospitality to men whom he believed to be ordinary travelers4 ,,lesson ,,presentation ,introduction ,i wonder if ,abram was not a little discouraged when he came back after rescuing ,lot and the other people of ,sodom from the four kings of the ,east8 ,it would not be strange if he was both sad and discouraged1 for the nephew whom he loved had gone back among the wicked people of ,sodom1 where his life was in danger all the time1 and ,abram might easily have felt that he had not done very much for ,lot1 and had made enemies for himself of the powerful kings whose soldiers he had attacked4 ,the ,lesson ,story ,but if he was discouraged and half afraid1 his heavenly ,father and ,friend knew it1 and he appeared to ,abram in a vision saying1 8,fear not1 ,abram3 ,i am thy shield1 and thy exceeding great reward40 ,then ,abram said3 8,o ,lord1 how will you give this land to my children as you have promised1 when ,i have no child at all80 ,the ,lord took ,abram out into the night and bade him look at the stars in the sky1 saying1 8,can you count them8 ,your children's children shall be as many as the stars for number40 ,and ,abram believed ,god's promise and was comforted4 ,again ,god appeared to him and repeated his promise1 and said1 8,your name shall not be ,abram any more but ,abraham1 which means father of a multitude1 and your wife's name shall no longer be ,sarai but ,sarah1 or princess1 for she shall be the mother of kings40 ,yet ,abraham and ,sarah had no children4 ,one noon time as ,abraham stood in the tent door he saw three men coming near4 ,they were strangers to him1 but he hastened to meet them and said1 8,i pray you go no further in the heat of the day4 ,come and rest here under the shade of the tree1 and ,i will have water brought that your feet may be bathed1 and ,i will have something prepared for you to eat1 and after you are rested and refreshed you may go on your way40 ,the strangers accepted the invitation1 and ,sarah and the servants soon had a dinner prepared for the guests1 and they ate while ,abraham stood by to wait upon them and show them every honor4 ,it was not long before he found that his guests were messengers from ,god4 ,the promise that a child should come to their home was given to ,abraham again1 but now one of the messengers told ,abraham just when ,sarah's son would be born4 ,he said1 8,at this time next year40 ,and ,sarah heard what was said as she stood in the tent door near by4 ,can you think how happy ,abraham and ,sarah must have been that day8 ,what a joy it was to them that they had provided the very best they had for people who they thought were mere strangers4 ,see what our memory text says4 7,hebrews #ac3b47 ,here is a command from that same chapter 7verse #af74 ,to 8communicate0 means to share the good things that you have with others4 ,at the ,christmas time when the birthday of ,jesus is near1 ,i am sure we all wish that we could share the good things that we have with him4 ,have you ever thought what you would have done if you had been in ,bethlehem the night ,jesus was born8 ,this is what some one has said3 ,if ,i had been a sleeping guest ,lodged at the inn that ,christmas night1 ,when the wee ,lord was laid to rest ,in the cold stall in humble plight1 ,i know ,i would have waked1 instead1 ,and given him my warm1 soft bed4 ,how glad any of us would be to do that4 ,is there anything we can do8 ,this is what the rest of the poem says3 ,but ,i was not a lodger there-- ,it was so long ago1 indeed4 ,yet all around me1 everywhere1 ,are little children still in need1 ,and when ,i love and cherish them ,i serve the ,babe of ,bethlehem4 --,nancy ,byrd ,turner4 ,used by permission of the ,congregational ,sunday ,school and ,publishing ,society4 ,,lesson #ab ,,the ,,correlated ,,lesson ,take your ,bibles and see how many verses you can find among your memory texts which tell us something that ,abraham did1 or some command that makes us think of something he did because he obeyed it so well4 7,hebrews #aa3h;a1 c2 ,luke #f3ca2 ,proverbs #ag3ag2 ,hebrews #ac3b47 ,would you say that ,abraham was loving8 ,might we think of ,abraham then1 when we read #a ,corinthians #ac3d;a8 ,what is that whole chapter called in which it is said3 8,and ,abram when he was called obeyed1 and he went out not knowing whither he went08 ,in what book is the ,faith ,chapter8 ,what is the number of the chapter8 ,in what book is the ,love ,chapter found8 ,what chapter8 ,how did it happen that ,abraham had angels for his guests one day8 ,what command is there for us in the ,bible about entertaining strangers and what reason is given8 ,what verse do you think of when you hear the name of ,noah8 ,what one are you reminded of when you think of ,adam in the ,garden of ,eden8 ,what verse gives a meaning to the rainbow8 ,what does a friend always do8 ,in what book is that verse found8 ,what kind of a book is it8 ,what is the color for the books of poetry8 ,if you were to turn to ,luke #b3h-bj what story would you find8 ,what is that group of books called8 ,how many ,gospels are there8 ,let us say those four names1 ,matthew1 ,mark1 ,luke and ,john4 ,let us find the first one of the ,gospels which is also the first book in the ,new ,testament4 ,what is the name of that book8 ,find chapter #be and verse #dj4 ,let us mark that verse1 for it is one we ought always to remember1 and it will be a pleasure to us to be reminded of it as we turn the pages of our ,bibles4 ,shall we read it together8 ,what is our text for this year8 7,luke #aa3bh47 ,listen while ,i read something which ,god said to ,abraham 7,genesis #ab3b1 last sentence of #c74 ,what a wonderful promise that was6 ,to-day we will find out how that promise came true4 ,,lesson #ab4--;,,christmas ,,lesson ,the ,song of ,mary ,teaching ,material4--,luke #a3ba1 #bb1 #bf-ee4 ,pupil's ,reading4-,luke #a3bf-bh1 #df-ee4 ,memory ,text4--,and ,mary said1 ,my soul doth magnify the ,lord1 and my spirit hath rejoiced in ,god my ,saviour4 ,luke #a3df1 #dg4 ,,light ,,from ,,other ,,bible ,,passages ,isaiah #g3ad2 ,matthew #a3a-be4 ,,from ,,the ,,commentators ,this chapter is remarkable for preserving a record of two inspired hymns--the ,magnificat and the ,benedictus--which have been used for more than a thousand years in the public services of ,christendom4 ,the ,magnificat first appears in the office of ,lauds in the rule of ,saint ,csarius of ,arles1 ,a4 ,d4 #ejg4 7,blunt1 ,annotated ,prayer ,book1 p4 #cc47 ,it is so full of ,hebraisms as almost to form a mosaic of quotations from the ,old ,testament1 and it is closely analogous to the ,song of ,hannah 7#a ,samuel #b3a-aj74 ,it may also be compared with the ,hymn of ,judith 7,judith #af3a-ag74 ,but it is animated by a new and more exalted spirit1 and is specially precious as forming a link of continuity between the eucharistic poetry of the old and new dispensation4--,cambridge ,bible1 ,edited by ,f4 ,w4 ,farrar1 ,d4,d4 ,,aim ,to show that the coming of ,jesus was the fulfillment of ,god's promise to ,abraham2 to arouse and deepen faith in ,god and gratitude for his greatest ,gift4 ,,lesson ,,preparation ,read all of the first chapter of ,luke and all of the references from the chapter to other parts of the ,bible4 ,picture to yourself the dark and weary centuries of waiting for the promise to be fulfilled4 ,if possible1 read some such book as ,deborah1 by ,dr4 ,james ,m4 ,ludlow1 which gives a vivid picture of the times of the ,maccabees4 ,the books of the ,maccabees in the ,apocrypha and the article on ,maccabees in any good ,bible dictionary will also be helpful in showing something of what the ,god-fearing ,jews had been suffering in the two hundred years preceding the birth of ,christ4 ,,lesson ,,presentation ,introduction ,i have a story of a song to tell you to-day4 ,it was a song of praise and gladness1 but the joy that was in it was so great that there are no words that could possibly tell it all4 ,it was sung at first by just one voice1 but in the hundreds of years since it has been sung and spoken by thousands upon thousands who have been made glad by the joy that rings through it4 ,it is sung in churches by choirs and people1 and the words of the song are read over and over again1 especially at the ,christmas time1 in every place where people have heard the ,gospel message4 ,shall ,i tell you how this song came to be sung the first time8 ,god had given this great promise to ,abraham1 8,in thee shall all the nations of the earth be blessed10 and as the years and years went by the people who called ,abraham their father became very many1 and as the fathers and mothers sat in the doors of their tents while the stars were coming out they would say to their children1 8,do you see how many stars there are8 ,god once told ,abraham1 our father1 that his children's children should be as many as the stars1 and that promise has come true4 ,but there was another and more wonderful promise than that1 for ,god said1 #8,in thee shall all the nations of the earth be blessed1' and that promise will come true some day40 ,the children never forgot about that promise1 and they told it to their children1 giving it as one would some precious jewel1 and they would always say1 8,the promise has not come true yet1 but it will40 ,so the long years went by4 ,many of the people forgot ,god1 and sorrow upon sorrow came1 and still there was no sign of the blessing that had been promised4 ,god sent to his people many prophets who spoke words of cheer1 and told of a ,saviour who would come1 but all the people knew was that some day he would come1 and they cried eagerly to the ,lord saying1 8,how long1 ,o ,lord1 how long shall it be80 ,the hearts of the people grew sick with waiting as they asked each other1 8,when will the promise come true8 ,when will the ,saviour come80 ,but no one could answer1 for none knew4 ,one day1 in ,jerusalem1 those who truly loved the ,lord came out of the temple with joy shining in their faces4 8,something has happened60 they said to their friends1 8,we do not know just what it is1 but ,zacharias the priest has seen a vision4 ,he was in the temple burning incense1 and when he came out to us he could not speak1 but he made us know that ,god had sent him some wonderful message40 ,so the people began to hope that this might mean the coming of the ,saviour4 ,but half a year went by and there was still no sign of the coming of the promised ,one4 ,every priest who went into the temple to offer incense must have hoped that some message would come to him1 but no vision of an angel was seen there again4 ,the ,lesson ,story ,up in the north in a city called ,nazareth there lived a young woman1 so kind and good and true that even the birds and flowers seemed to love her4 ,as ,god looked at her and read the very thoughts and desires of her heart1 he knew that he could trust her with the care of the greatest ,gift he had ever sent to the earth1 the ,one in whom the promise made to ,abraham should come true4 ,so it happened one day that as ,mary stood among her flowers a messenger came and spoke to her saying1 8,hail1 thou that art highly favored1 the ,lord is with thee40 ,mary was troubled when she heard his words1 for she did not know what they meant4 ,but with joy she heard3 8,fear not1 ,mary3 for thou hast found favor with ,god1 and to thee shall be sent a ,son in whom the promise made to ,abraham shall come true1 for he shall bring blessing to all the people of the world4 ,he will come as a little baby1 and thou shalt call his name ,jesus1 for he shall save his people from their sins4 ,he shall be great1 and shall be called the ,son of the ,most ,high1 and of his kingdom there shall be no end40 ,when ,mary heard this she could hardly believe that it was not all a dream4 ,to think that she should be chosen as the one through whom ,god's greatest promise should come true6 ,all the people thought that the ,saviour would come as a great king1 but ,mary knew now that he was coming to her arms as a little child1 and there was great joy in her heart when the angel left her and went back to the heavenly places4 ,very soon she went to see her cousin ,elisabeth1 that she might tell her of the great happiness that had come into her life1 but ,elisabeth already knew it1 for ,god had told her1 and together they rejoiced that the great promise was so soon to come true4 ,elisabeth told her gladness in a few words1 but ,mary's heart was so full that her praises flowed out in song 7read verses #df-dh1 #ed1 #ee74 ,so you see it was the promise to ,abraham coming true2 and you know how one night at ,bethlehem1 while shepherds were watching their flocks on the hillside1 a ,baby was born in the stable of an inn and was laid in a manger for a cradle4 ,that was the gladdest day of all the days that ever have been or ever will be in this world1 for it was the day when ,jesus was born in ,bethlehem of ,juda4 ,no wonder the angels sang1 8,glory to ,god in the highest40 ,no wonder we always wish to sing songs of joy at the glad ,christmas tide4 ,let us say together the words of praise that ,mary said3 8,my soul doth magnify the ,lord1 and my spirit hath rejoiced in ,god my ,saviour40 ,and let us praise ,god as the angels praised him the night when ,jesus was born3 8,glory to ,god in the highest1 and on earth peace among men in whom he is well pleased40 ,is there any other way in which we can show our love and gratitude8 7,speak of what your ,sunday school is doing for the poor1 and of the part which the ,juniors have had in the gifts4 ,quote ,matthew #be3dj1 and call attention to pages #cf and #cg of the ,pupil's ,book for ,work and ,study47 ,,lesson #ac ,,the ,,correlated ,,lesson ,as the lesson for ,christmas ,sunday is not an integral part of the lessons to be reviewed to-day1 it would be well to have a conversation with the children about the beautiful picture for the ,christmas ,lesson4 ,get them to express themselves freely concerning it4 ,ask to what they think ,mary is listening1 and in that way get from them the story of the angel's message4 ,it is an interesting fact for teachers to know that while one of the greatest charms of the picture as we have it is that it leaves the angel to the imagination and centers all thought and attention upon ,mary1 this effect is secured by leaving out half of the original painting in the reproduction4 ,in the painting the garden is shown extending to the left and rear1 and the angel is standing under the trees at some distance from ,mary4 ,it is evidently the consensus of opinion that the presence of the angel weakens the picture artistically1 as it certainly does in teaching power1 for most of the reproductions leave out that feature of the original4 ,after the picture has been fully discussed and the story given by the children1 have the memory text recited and ask how many read the ,christmas story from the ,bible4 ,give to each child a white strip to mark the place of the ,christmas ,story and another for the ,song of ,mary4 ,see how many know the reference for the ,christmas ,story and drill upon it4 ,,lesson #ac ,review ,teacher's ,theme4--,walking with ,god4 ,genesis #f3i2 ,proverbs #c3e1 #f4 ,see also ,genesis #e3ba-bd2 ,isaiah #cj3ba2 ,amos #c3c2 ,hebrews #aa3e2 #a ,john #a3f1 #g2 #b3f2 ,revelation #c3d1 #e4 ,,lesson ,,preparation ,read over at one sitting1 if possible1 ,genesis chapters #f-ah1 with the theme of this lesson uppermost in the mind4 ,the story of ,enoch has been used for the pupil's book because it fits in so well with this theme1 and because it is a name and a story that all children should know4 ,it need not be introduced into this review1 of course1 but the reference is given as part of the study because ,enoch is such a notable example of those who walked with ,god4 ,,lesson ,,presentation 7,draw on a large sheet of paper a road with another branching off from it4 ,begin your lesson by telling of two persons starting out to walk together47 ,when they come to the parting of the roads one says1 8,i am going this way40 ,the other says1 8,i cannot go that way1 for this is the only road that leads to the place to which ,i wish to go40 ,what must they do if they are to keep on walking together8 ,two cannot walk together unless they agree and are willing to go the same road4 ,if one of the two must take this road and the other can take whichever he chooses1 it is quite certain that the one who can choose will go with his friend if he really loves him and wishes to be with him4 ,do you remember what the ,bible says about ,noah8 ,noah walked with--whom8 ,let us see what that means4 ,what is the road that ,god walks8 ,it is the way that leads to heaven4 ,it is the way of love1 goodness1 joy1 kindliness1 obedience1 trust1 patience4 ,noah walked that way1 but the other people were filled with violence and their thoughts were evil4 ,there are no such things as violence and evil in the way that ,god walks1 so people who love those things are not walking with ,god4 ,what do you think of ,abraham--did he walk with ,god8 ,why do you think so8 7,get from the children the story of his obedience to ,god's call and the memory text for that lesson2 his giving ,lot the first choice and the ,golden ,rule2 his unselfish risking of his life to rescue ,lot1 showing that he was a true friend and brother1 and his kindness in entertaining those who he thought were strangers4 ,call for the memory texts for both of these lessons by subjects and read or recite to the children ,hebrews #ac3af47 ,how splendidly ,abraham did these things6 ,what name did he earn by his obedience and love8 ,what story have we had about a woman who walked with ,god8 ,does any one walk with ,god in these days8 ,can boys and girls as well as men and women walk with ,god8 ,certainly1 anyone who loves the ,lord may walk with him1 and he loves us so much that it grieves him when we choose to go the other way4 ,in his ,word we are told1 8,in all thy ways acknowledge him1 and he will direct thy paths40 ,have you ever heard what seemed almost like a voice inside of you saying1 8,that is wrong1 do not do it08 ,that is the voice of ,god speaking to you1 for he has said1 8,thine ears shall hear a word behind thee1 saying1 ,this is the way1 walk ye in it2 when ye turn to the right hand1 and when ye turn to the left40 ,so that the voice that you hear1 which we call conscience1 is ,god's voice trying to keep you from turning away from him and walking in evil ways4 ,what does our text for this year say8 7,luke #aa3bh47 ,is it easy to keep the word of ,god1 to walk his way8 ,no1 it is not easy but he has promised to help us and he will do so always if we ask him4 ,do you talk to your heavenly ,father every day8 7,ask how many use the prayer1 8,now ,i lay me down to sleep10 and how many offer some other prayer1 not committed to memory1 but their own8 ,ask how many pray in the morning1 and show them how much they need care and guidance through the day1 and ask them each morning to use this prayer3 8,o1 ,lord1 help me to walk with thee to-day in loving obedience40 ,when children have reached the age of nine they should be led to see that the mere recitation of a memorized verse is not talking with ,god4 ,many parents teach the child some simple prayer when he is about four years old1 and give no further help nor instruction on the subject of prayer from that time on2 and for this reason a heavy responsibility rests upon the ,sunday school teacher4 ,it is essential that the child shall understand that talking with ,god is as real as talking with anyone whom he can see2 that ,god hears and answers always1 but does not always answer yes2 that we need always to pray for help to do right and for forgiveness when we do wrong2 that we should talk with our loving heavenly ,father about everything that interests us4 ,this note is put here because it is important that teaching on prayer and suggestions concerning it should be put in all through this course at any time when it comes in naturally with the lesson47 ,,footnotes #a ,george ,albert ,coe1 ,ph4,d41 ,education in ,religion and ,morals4 #b ,telling ,bible ,stories1 ,louise ,seymour ,houghton4 #c ,see explanation1 pages #bd and #be4 #d ,the ,christian ,view of the ,old ,testament4 ,,appendixes ,,appendix ,a ,,memory ,,work ,,for ,,the ,,quarter ,,required ,,memory ,,texts ,junior ,motto4--,be ye doers of the word1 and not hearers only4 ,james #a3bb;a4 ,verse for the ,year4--,blessed are they that hear the word of ,god1 and keep it4 ,luke #aa3bh4 ,lesson #a4--;,in the beginning ,god created the heavens and the earth4 ,genesis #a3a4 ,lesson #b4--;,and the ,lord ,god took the man1 and put him into the garden of ,eden to dress it and to keep it4 ,genesis #b3ae4 ,lesson #c4--;,can any hide himself in secret places so that ,i shall not see him8 saith ,jehovah4 ,jeremiah #bc3bd;a4 ,lesson #d4--,love suffereth long1 and is kind2 love envieth not4 #a ,corinthians #ac3d;a4 ,lesson #f4--,thus did ,noah2 according to all that ,god commanded him1 so did he4 ,genesis #f3bb4 ,lesson #g4--;,i do set my bow in the cloud1 and it shall be for a token of a covenant between me and the earth4 ,genesis #i3ac4 ,lesson #h4--;,by faith ,abram1 when he was called1 obeyed2 and he went out1 not knowing whither he went4 ,hebrews #aa3h;a1 c4 ,lesson #i4--;,as ye would that men should do to you1 do ye also to them likewise4 ,luke #f3ca4 ,lesson #aj4--;,a friend loveth at all times1 and a brother is born for adversity4 ,proverbs #ag3ag4 ,lesson #aa4--;,forget not to show love unto strangers2 for thereby some have entertained angels unawares4 ,hebrews #ac3b4 ,lesson #ab4--;,and ,mary said1 ,my soul doth magnify the ,lord1 and my spirit hath rejoiced in ,god my ,saviour4 ,luke #a3df1 #dg4 ,correlated ,lessons ,the ,bible--two parts1 ,old ,testament and ,new ,testament2 #ff books in all4 ,old ,testament--#ci books4 ,new ,testament--#bg books4 ,meaning of the word ,genesis--,beginning4 ,name of the division in which ,genesis is found--,books of law4 ,references for3 ,the ,love ,chapter4 ,the ,faith ,chapter4 ,the ,christmas ,story4 ,name of the first division in the ,new ,testament--,gospels4 ,,hymn ,,optional ,once in royal ,david's city ,stood a lowly cattle shed1 ,where a mother laid her ,baby ,in a manger for his bed4 ,mary was that mother mild1 ,jesus ,christ her little ,child4 ,and1 thro' all his wondrous childhood1 ,he would honor1 and obey1 ,love1 and watch the lowly maiden ,in whose gentle arms he lay4 ,christian children all must be ,mild1 obedient1 good as he4 ,and our eyes at last shall see him1 ,thro' his own redeeming love2 ,for that ,child so dear and gentle ,is our ,lord in heaven above1 ,and he leads his children on ,to the place where he is gone4 ,,prayer ,o ,lord1 help me to walk with thee to-day in loving obedience4 ,amen4 ,,appendix ,b ,,book ,,list ,,the ,,expositor',s ,,bible4 ,rev4 ,w4 ,r4 ,nicoll1 editor4 ,,the ,,new ,,century ,,bible4 ,w4 ,h4 ,bennett1 editor4 ,these are both commentaries1 though the first1 as the name implies1 gives an exposition of the truth rather than an explanation of the text4 ,the ,new ,century is a small volume4 ,the ,expositor's ,bible is larger4 ,for these lessons one would need the volume on ,genesis4 ,,the ,,one ,,volume ,,commentary4 ,rev4 ,j4 ,r4 ,dummelow1 editor4 ,this is a most remarkable one-volume commentary containing #a1jib pages1 and any teacher who cannot gain access to one having a volume for each book should by all means get this one if possible4 ,,old ,,testament ,,characters4 ,cunningham ,geikie4 ,these are well written character studies and will be a help in getting in mind a rounded picture of the various characters4 ,a ,,dictionary ,,of ,,the ,,bible4 ,one ,volume4 ,james ,hastings1 editor4 ,a ,dictionary of the ,bible is well nigh indispensable for a ,sunday school teacher1 and this is as complete as one could be made within the limits of a single volume4 ,,history ,,for ,,graded ,,and ,,district ,,schools4 ,ellwood ,w4 ,kemp4 ,besides the chapter referred to in ,lesson #h the one on 8,how the ,world ,came to have ,books0 and many other stories would be helpful to a ,sunday school teacher4 ,,psychological ,,principles ,,of ,,education4 ,herman ,h4 ,horne4 ,the section on ,religious ,education1 pages #ccc to #ebg1 is worth the price of the book4 ,,talks ,,on ,,psychology ,,and ,,life',s ,,ideals4 ,william ,james4 ,the chapters on ,laws of ,habit1 ,association of ,ideas1 ,interest1 ,attention1 ,memory and the ,will are specially valuable4 ,,stories ,,and ,,story ,,telling4 ,edward ,p4 ,st4 ,john4 ,the best ,sunday school teachers in the ,junior and younger grades are those who know how to tell stories well4 ,this little book will be a great help if carefully studied1 and its precepts practiced4 ,,the ,,unfolding ,,life4 ,antoinette ,a4 ,lamoreaux4 ,it is impossible to teach effectively unless one knows his pupils4 ,this book will be an aid to the teacher not only as it outlines the characteristics of the period1 but as it presents the attitude which every teacher should have toward his work4 ,a ,,chart ,,of ,,childhood4 ,e4 ,p4 ,st4 ,john4 ,in this chart the main characteristics of the different periods are concisely stated and carefully grouped4 ,,the ,,pupil ,,and ,,the ,,teacher4 ,luther ,a4 ,weigle4 ,this book should be owned and read by every ,sunday school teacher4 ,it is not a large volume1 but there is a great deal of information in it4 ,the teacher who studies it cannot fail to understand his pupils better and teach them more effectively than he otherwise would4 ,,telling ,,bible ,,stories4 ,louise ,seymour ,houghton4 ,this book is written primarily for mothers1 but is of equal value to teachers4 ,it is written 8in the light of to-day's science and exegesis10 and shows how the children may be helped to get the great truths of the ,old ,testament ,stories without learning anything which must later be unlearned4 ,,books ,,for ,,juniors ,,to ,,read ,sunday-school teachers are often asked by parents to suggest gift books for the children at ,christmas time4 ,the following are all books that ,juniors will find pleasure in reading1 and will delight to own3 ,,the ,,other ,,wise ,,man4 ,henry van ,dyke4 ,,the ,,first ,,christmas ,,tree4 ,henry van ,dyke4 ,,this ,,way ,,to ,,christmas4 ,ruth ,sawyer4 ,,joel1 ,a ,,boy ,,of ,,galilee4 ,a4 ,f4 ,johnson4 ,,appendix ,c ,,list ,,of ,,stereographs ,,lessons #a ,,to #g4 ,no ,stereographs4 ,,lesson #h 8,,four ,,thousand ,,years ,,unchanged2 ,,patriarchal ,,life ,,in ,,palestine ,,to-,,day0 ,this big1 grassy plain is in a part of ,galilee which ,abraham and his emigrant party probably crossed when they were moving into ,palestine4 ,these people whom we see now are ,bedouins4 ,they live in almost the same way as ,abraham's family1 moving from one place to another1 wherever they can find plenty of pasturage for their animals4 ,the ,bible tells 7,genesis #ab3af7 how ,abraham owned camels like these4 ,abraham's wife1 ,sarah1 used to spin coarse yarn out of the wool of her sheep and the hair of her goats1 and then weave the yarn into cloth for clothing and tents4 ,these tents before us were made in that way by ,bedouin women4 ,in the nearest tent we can plainly see a piece of striped cloth hung up so as to divide the tent into two rooms4 ,abraham's camp home was like that1 and one of the two rooms was specially for ,sarah4 ,the clothes of these ,bedouins are much like the ones that ,abraham and his men wore4 ,notice how each ,bedouin has1 instead of a hat1 a large piece of cloth to protect the top of his head and the back of his neck from the hot sun4 ,,lesson #i 8,,hebron1 ,,the ,,home ,,of ,,abraham1 ,,isaac1 ,,and ,,jacob0 ,this town whose little stone houses are crowded so close together is the place which the ,bible calls ,hebron4 ,it was an old town even when ,abraham first came here4 ,abraham settled down near the village1 and his cattle1 sheep1 and goats were pastured on hills like those we see beyond the town4 ,we can read in our ,bibles all about how ,abraham bought a certain part of this very land that we see now1 and how he paid for it in silver 7,genesis #bc3c-bj74 ,look in the part of ,hebron which is farthest toward your right hand1 and you will see a tall stone tower4 ,the field that ,abraham bought of ,ephron is around where that tower now stands4 ,part of it has been built upon since ,abraham's time4 ,the trees between us and the town are olive trees4 ,,lesson #aj 8,,the ,,jordan',s ,,main ,,source1 ,,at ,,dan0 ,this is up among the hills in the northern part of ,palestine4 ,a high and beautiful mountain stands close by1 though we cannot see it in the picture2 those trees are in the way4 ,over beyond the trees there is a great spring1 where clear1 cold water comes pouring out of an opening in the earth at the foot of the mountain4 ,these bubbling1 splashing waters are hurrying away from the spring to make room for more that rush out to take their place4 ,when ,abraham and his men chased the robber chiefs to rescue ,lot and save ,lot's property1 they came away up here4 ,they found the camp of the robbers on a hill beside this stream1 and attacked the enemies in the night4 ,here they set ,lot free1 and here they recovered the stolen goods--probably things like silver and jewels1 woven cloth and leather bags full of olive oil4 ,all such things were very valuable4 ,here they packed the property in bundles1 ready to be carried home again on the backs of camels and donkeys4 ,,lesson #aa 8,,ancient ,,tree1 ,,traditionally ,,known ,,as ,,abraham',s ,,oak1 ,,near ,,hebron0 ,this is a very old tree4 ,it is a kind of oak different from those that grow in ,america4 ,there used to be groves of such trees in ,palestine long ago1 but now they are very rare4 ,it was near a big tree of this sort that ,abraham pitched his tent when he first settled down to live near ,hebron4 ,the ,bible story 7,genesis #ah3a-h7 tells how three visitors once came to see him1 and how he asked them to rest 8under the tree0 while ,sarah got dinner ready4 ,and the ,bible tells also 7,genesis #ae3e7 how ,god one night called ,abraham to look up into the sky and see the countless stars sparkling and twinkling there4 ,it may have been near this very tree that ,abraham looked up that night4 ,,lesson #ab 8,,church ,,of ,,the ,,nativity ,,at ,,bethlehem1 ,,built ,,where ,,jesus ,,was ,,born0 ,this open space where the men are standing and talking is ,bethlehem's market square4 ,for hundreds and hundreds of years men who have had barley or wheat1 sheep or donkeys or cloth or firewood to sell have brought them here to find customers4 ,it was so at the time when ,joseph and ,mary came to ,bethlehem on ,christmas ,eve4 ,that big stone building at the farther end of the square 7it is really a church1 though it does not look much like our churches7 had not then been built4 ,the ground where it stands was then a 8khan0 or camping-place1 with a wall around it1 where strangers could rest over night and feed their tired camels4 ,when ,joseph and ,mary reached this khan 7which our ,bibles call an 8inn07 it was so full of travelers that they could not find a good1 comfortable place1 but had to stay in a part of it which was meant only for animals4 ,the place where the ,child ,jesus was first laid to sleep is now under that stone church4 ,people from all parts of the world make journeys to ,bethlehem1 on purpose to pray here where our ,lord was born4 ,,appendix ,d ,,aids ,,for ,,superintendent ,,and ,,teacher ,junior ,worker and ,work ,this book is of value to both superintendents and teachers4 ,in it there are seven chapters that deal with various phases in the life of the junior child1 at home1 at school1 at play1 in the ,sunday school and church4 ,there are nine chapters that are concerned more or less directly with the teacher's work in the school and between ,sundays1 such as3 ,a ,graded ,course of ,study1 ,correlated ,lessons1 ,methods of ,teaching1 ,story ,telling1 the ,value of ,handwork and ,connecting ,truth with ,life4 ,the superintendent will find help for problems of management1 grading1 organization1 equipment1 the department service of worship1 the celebration of special days and in guiding the play life of the pupils4 ,rainbow ,bookmark ,one of the first and most difficult of the tasks that a junior must perform is learning the names of the books of the ,bible and its divisions4 ,the bookmark1 which has a ribbon for each division1 is a help to the child1 and it is of special value to the superintendent in varying the department drills and making them attractive4 ,junior ,badge ,the open book1 which is the form of the badge1 suggests the ,bible1 and the words 8,hear0 and 8,do0 bring to mind the junior motto1 8,be ye doers of the ,word and not hearers only40 ,the badge is silver enameled in the junior colors1 blue and white4 ,it is mentioned as an aid to superintendent and teacher because it has proved to be so great a help to the child in his character building4 ,it appeals to his love of insignia2 it enables him to show his colors without phariseeism1 and is a silent monitor of great value in times of temptation4 ,record of ,credits ,the average junior child must be stimulated by incentives if he is to form and fix in his life those habits which lie at the foundation of ,christian character4 ,commendation for work well done is the highest type of reward1 and to this reward every child who does good work is entitled4 ,in order to be perfectly certain that credit is given where credit is due1 an accurate record is necessary1 and with this loose leaf record plan it is easy to keep accurately the credits of each pupil as well as of the class as a whole4 ,each leaf furnishes space for the pupil's record for a year4 ,every class should have one leaf for each member and one for the record of the credits earned by the class4 ,the leaves are so dated that the year's work begins the first of ,october4 ,honor ,roll ,in order that the boys and girls who are entitled to honor shall receive public recognition1 a wall roll upon which the names may be posted every month is most desirable4 ,it is possible to write the names on a blackboard or on a sheet of bristol board and so bring them into notice1 but it is much better to add to the beauty of the room and at the same time make the honor seem more worthwhile by having the names inscribed in a framed ,honor ,roll1 with the name and design attractively lettered and colored4 ,in the best of these rolls the mat carries the name and decoration and this is fastened to the frame while the back is detachable1 and there are many extra sheets provided so that a new one may be inserted whenever it is necessary to change the roll4 ,promotion ,certificates ,the last day in ,september is always a promotion day for each pupil in every thoroughly graded school4 ,in some cases the promotion is from one grade to another within a department1 but it is quite as important that the fact of such progression should be noted as it is to give a diploma to the child who completes the junior course4 ,a different card has been prepared for each year1 with place for noting whatever honors have been earned in addition to the required work4 ,diplomas ,it is difficult for adults to realize how much a diploma given by the ,sunday school is valued by the child who has earned it4 ,the pupil who is honorably promoted from any one department of the school to the next should be given a diploma duly inscribed1 rolled and tied with the junior colors1 and publicly presented by the pastor of the church or the superintendent of the ,sunday school4 ,it is quite essential1 where honors are given for extra memory or handwork1 that these should be noted on the diploma4 ,on some of the recent diplomas certain honors are designated giving an opportunity to star those that have been won by each pupil4 ,temperance ,pledge ,wall ,roll ,every ,junior ,department should have a wall roll upon which to place the names of the children who sign the temperance pledge4 ,a wall pledge reproducing the wording of the ,declaration of ,independence pledge can be purchased from the ,national ,temperance ,society and ,publication ,house in ,new ,york ,city4 ,the ,methodist ,book ,concern issues a pledge roll which has the name in a colored design and the portraits of ,frances ,willard and ,john ,b4 ,gough at the sides4 ,birthday ,cards ,there are few ways in which the junior superintendent and teacher can create so close a personal tie with the pupils as by noticing birthdays either by letters or birthday cards4 ,beautiful birthday cards have been prepared for the four junior years4 ,in the first year there is but one card intended for both boys and girls4 ,these cards were designed and drawn by well-known artists1 and are printed in attractive colors4 ,the sentiments are such as will appeal to the junior children4 ,,appendix ,e ,,course ,,iv 7,approximate age of pupils3 ,nine years7 ,,general ,,aim ,to help the child to become a doer of the ,word1 and to lead him into conscious loyalty to ,jesus ,christ4 ,,stories ,,from ,,the ,,olden ,,time ,,aim ,to awaken an interest in the ,bible and love for it2 to deepen the impulse to choose and to do right4 ,i4 ,,stories ,,of ,,the ,,beginnings #a4 ,in the ,beginning4 ,teaching ,material3 ,genesis #a3a to #b3c4 ,pupil's ,reading3 ,genesis #a3a-e4 ,memory ,text3 ,genesis #a3a4 #b4 ,the ,garden of ,eden4 ,teaching ,material3 ,genesis #b3d-be4 ,pupil's ,reading3 ,genesis #b3i1 #ae-be4 ,memory ,text3 ,genesis #b3ae4 #c4 ,hiding from ,god4 ,teaching ,material3 ,genesis #c3a-bd4 ,pupil's ,reading3 ,genesis #c3a-ae4 ,memory ,text3 ,jeremiah #bc3bd;a4 #d4 ,cain and ,abel4 ,teaching ,material3 ,genesis #d3c-ae4 ,pupil's ,reading3 ,genesis #d3c-ae4 ,memory ,text3 #a ,corinthians #ac3d;a4 #e4 ,review4 ,teaching ,material3 ,genesis1 chapters #a to #d4 ,pupil's ,work3 ,answering questions and reading ,genesis #d3bj-bb4 #f4 ,the ,building of the ,ark4 ,teaching ,material3 ,genesis #f3e to #g3e4 ,pupil's ,reading3 ,genesis #f3e1 #i1 #ad-bb4 ,memory ,text3 ,genesis #f3bb4 #g4 ,the ,flood and the ,rainbow4 ,teaching ,material3 ,genesis #g3f to #h3bb2 #i3ab-ag4 ,pupil's ,reading3 ,genesis #g3f2 #h3f-bj2 #i3ab-ag4 ,memory ,text3 ,genesis #i3ac4 ,,ii4 ,,stories ,,of ,,three ,,patriarchs #h4 ,the ,call of ,abram4 ,teaching ,material3 ,genesis #aa3bg to #ab3i2 ,james #b3bc4 ,pupil's ,reading3 ,genesis #aa3ca to #ab3i2 ,james #b3bc4 ,memory ,texts3 ,hebrews #aa3h;a1 c4 #i4 ,giving ,lot the ,first ,choice4 ,teaching ,material3 ,genesis #ac3a-ah4 ,pupil's ,reading3 ,genesis #ac3a-ac1 #ah4 ,memory ,text3 ,luke #f3ca4 #aj4 ,abram's ,rescue of ,lot4 ,teaching ,material3 ,genesis #ad3a-bd4 ,pupil's ,reading3 ,genesis #ad3h-bd4 ,memory ,text3 ,proverbs #ag3ag4 #aa4 ,abraham ,entertaining ,angels4 ,teaching ,material3 ,genesis #ae3a-f2 #ag3a-h2 #ah3a-cc2 ,hebrews #ac3af4 ,pupil's ,reading3 ,genesis #ag3a-e1 #ae1 #af2 #ah3a-h2 ,hebrews #ac3af4 ,memory ,text3 ,hebrews #ac3b4 #ab4 ,the ,song of ,mary 7,christmas ,lesson74 ,teaching ,material3 ,luke #a3ba1 #bb1 #bf-ee4 ,pupil's ,reading3 ,luke #a3bf-bh1 #df-ee4 ,memory ,texts3 ,luke #a3df1 #dg4 #ac4 ,review4 ,teacher's ,theme3 ,walking with ,god4 ,genesis #f3i2 ,proverbs #c3e1 #f4 ,see also ,genesis #e3ba-bd2 ,isaiah #cj3ba2 ,amos #c3c;a2 ,hebrews #aa3e2 #a ,john #a3f1 #g2 #b3f2 ,revelation #c3d1 #e4 ,pupil's ,reading3 ,genesis #e3ba-bd4 #ad4 ,ishmael in the ,wilderness4 ,teaching ,material3 ,genesis #af3a-ae2 #ag3ae-ba2 #ba3a-bj2 #be3h-aj4 ,pupil's ,reading3 ,genesis #ba3h-bj4 ,memory ,text3 ,genesis #ba3bj4 #ae4 ,rebekah at the ,well4 ,teaching ,material3 ,genesis #bd3a-fg4 ,pupil's ,reading3 ,genesis #bd3a-bg4 ,memory ,texts3 ,proverbs #c3c;a1 #d4 #af4 ,isaac the ,peacemaker4 ,teaching ,material3 ,genesis #bf3ab-cc4 ,pupil's ,reading3 ,genesis #bf3ab-ae1 #ah-bb4 ,memory ,text3 ,matthew #e3i4 #ag4 ,how ,esau ,lost ,his ,birthright4 ,teaching ,material3 ,genesis #be3ai-cd2 #bg3a-dj4 ,pupil's ,reading3 ,genesis #be3bg-cd2 #bg3a-ag4 ,memory ,text3 #a ,corinthians #ab3ca;a4 #ah4 ,jacob's ,vision of a ,ladder to ,heaven4 ,teaching ,material3 ,genesis #bg3da to #bh3bb4 ,pupil's ,reading3 ,genesis #bg3dc-de2 #bh3a1 #b1 #aj-bb4 ,memory ,text3 ,genesis #bh3ae;a4 #ai4 ,the ,meeting of ,jacob and ,esau4 ,teaching ,material3 ,genesis #cb3a to #cc3bj4 ,pupil's ,reading3 ,genesis #cb3c-ba2 #cc3a-d4 ,memory ,text3 ,proverbs #bd3bi;a4 #bj4 ,review4 ,,iii4 ,,stories ,,of ,,joseph ,memory ,work for the ,period4 ,psalm #aba #ba4 ,joseph ,sold into ,egypt4 ,teaching ,material3 ,genesis1 chapters #ce and #cg4 ,pupil's ,reading3 ,genesis #cg3ab-cf4 ,memory ,texts3 ,psalm #aba3a1 #b4 #bb4 ,joseph and the ,butler and ,baker4 ,teaching ,material3 ,genesis #ci3a to #dj3bc4 ,pupil's ,reading3 ,genesis #dj3a-bc4 ,memory ,texts3 ,psalm #aba3c1 #d4 #bc4 ,from ,prison to ,palace4 ,teaching ,material3 ,genesis #da3a-eg4 ,pupil's ,reading3 ,genesis #dj3bc2 #da3a-af1 #be-cb1 #da4 ,memory ,texts3 ,psalm #aba3e1 #f4 #bd4 ,joseph's ,brothers ,visit ,egypt4 ,teaching ,material3 ,genesis #db3a to #de3h4 ,pupil's ,reading3 ,genesis #db3f-af2 #dc3af-cd2 #dd3c-ag2 #de3a-g4 ,memory ,text3 ,psalm #aba3g4 #be4 ,the ,family of ,israel ,move into ,egypt4 ,teaching ,material3 ,genesis #de3i to #ej3bf2 ,revelation #c3ba2 ,john #ad3b4 ,pupil's ,reading3 ,genesis #de3i-ac 7optional #af-bj72 #df3a-g1 #bh-cd2 #dg3g-aj2 #ej3ae-ba2 ,revelation #bb3a-e4 ,memory ,text3 ,psalm #aba3h4 #bf4 ,review4 ,teacher's ,theme3 ,romans #h3bh4 ,pupil's ,reading3 ,genesis #ci3b2 #da3ch-dj2 ,isaiah #bf3c1 #d4 ,memory ,text3 ,romans #h3bh;a4 #bf4 ,the ,resurrection4 ,teaching ,material3 ,matthew #bh3a-aj4 ,pupil's ,reading3 ,john #bj3aa-ah4 ,memory ,text3 #a ,corinthians #f3ad4 ,,iv4 ,,stories ,,of ,,moses ,,and ,,his ,,times #bg4 ,the ,early ,life of ,moses4 ,teaching ,material3 ,genesis #bb3af-ah2 #bf3c1 #d2 #bh3ac1 #ad2 ,exodus #a3a to #b3ae1 #bd4 ,pupil's ,reading3 ,exodus #a3h-ab1 #bb2 #b3c-ae1 #bd4 ,memory ,text3 ,exodus #b3bd4 #bh4 ,the ,burning ,bush at ,horeb4 ,teaching ,material3 ,exodus #b3af-be2 #c3a-ad2 #d3aj-bc4 ,pupil's ,reading3 ,exodus #b3af-be2 #c3a-ad4 ,memory ,text3 ,exodus #d3ab4 #bi4 ,moses and ,aaron before ,pharaoh4 ,teaching ,material3 ,exodus #d3bg to #f3a2 #f3bh to #i3ce4 ,pupil's ,reading3 ,exodus #b3bc2 #f3bh to #g3be4 ,memory ,text3 ,psalm #cb3aj4 #cj4 ,the ,passover ,night4 ,teaching ,material3 ,exodus #aj3a to #ab3cf4 ,pupil's ,reading3 ,exodus #ab3ba-cf4 ,memory ,text3 ,exodus #ae3b;a4 #ca4 ,the ,crossing of the ,red ,sea4 ,teaching ,material3 ,genesis #ej3be1 #bf2 ,exodus #ab3cg-ea2 #ac3ag to #ae3ba4 ,pupil's ,reading3 ,genesis #ej3be1 #bf2 ,exodus #ac3ai2 #ad3e-ca4 ,memory ,text3 ,exodus #bj3b4 #cb4 ,manna in the ,wilderness4 ,teaching ,material3 ,genesis #b3a-c2 ,exodus #ae3bb to #af3cf4 ,pupil's ,reading3 ,genesis #b3a-c2 ,exodus #af3a-ca4 ,memory ,text3 ,exodus #ae3aa4 #cc4 ,the ,giving of the ,law4 ,teaching ,material3 ,exodus #ai3a-bj2 #bj3a-ba2 #ca3ah to #cb3bj2 #cd3a-i1 #bh4 ,pupil's ,reading3 ,exodus #ai3a-f1 #af-bj2 #bj3a-bj 7optional ,psalm #ai74 ,memory ,text3 ,psalm #ai3g4 #cd4 ,the ,tabernacle in the ,wilderness4 ,teaching ,material3 ,exodus #be3a-g2 #cc3g-aa2 #ce3d-bi2 #cf3b-g2 #dj3ag-ch4 ,pupil's ,reading3 ,exodus #cc3g-aa2 #dj3ag-ch4 ,memory ,text3 ,exodus #be3bb;a4 #ce4 ,the ,report of the ,spies4 ,teaching ,material3 ,numbers #ab3af to #ad3ch4 ,pupil's ,reading3 ,numbers #ac3ag-cc2 #ad3a-aj1 #bf-ce4 ,memory ,text3 ,numbers #ac3cj;b4 #cf4 ,troubles in the ,wilderness4 ,teaching ,material3 ,numbers #bj3a to #ba3i2 ,psalm #ajg3d-f4 ,pupil's ,reading3 ,numbers #bj3b-ac2 #ba3d-i 7optional #a ,john #a3i2 ,john #c3ad-af74 ,memory ,text3 ,psalm #ajg3f4 #cg4 ,baalam and ,balak4 ,teaching ,material3 ,numbers #bb3c-g1 #aa1 #ag1 #ah1 #ba-ci2 #bd3a-i4 ,pupil's ,reading3 ,numbers #bb3c-ah1 #ba-cd2 #bd3e-g1 #i4 ,memory ,text3 ,numbers #bb3ah;b4 #ch4 ,how ,god ,honored ,moses4 ,teaching ,material3 ,numbers #bg3ae-bj2 ,deuteronomy #cb3dh-eb2 #cd3a-ab2 compare ,luke #i3bh-cf2 ,revelation #ae3a-d4 ,pupil's ,reading3 ,numbers #bg3ae-bj2 ,deuteronomy #cb3dh1 #di2 #cd3a-ab4 ,memory ,text3 #a ,john #b3ag;b4 #ci4 ,review4 ,teacher's ,reading3 ,psalm #ajg4 ,pupil's ,reading3 ,psalm #ajg3d-f1 #ad1 #ae4 ,v4 ,,parables ,,of ,,jesus #dj4 ,the ,parable of the ,sower4 ,teaching ,material3 ,matthew #ac3a-bc2 ,luke #h3a-ae4 ,pupil's ,reading3 ,luke #h3a-ae4 ,memory ,text3 ,james #a3bb;a4 #da4 ,the ,good ,samaritan4 ,teaching ,material3 ,luke #aj3be-cg4 ,pupil's ,reading3 ,luke #aj3be-cg 7optional ,deuteronomy #f3e2 ,leviticus #ai3ah74 ,memory ,text3 ,luke 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