DUKE ~ UNIVERSITY LIBRARY Gift of James E. Jordan, Jr. PREFACE Tuis book, with its new title, “Teacher-Training Lessons,” is an enlargement and adaptation of the former handbook, ‘Revised Normal Lessons,” first published in 1893 and again revised in 1907, which was itself a revision of an earlier work, ‘‘Outline Normal Les- sons,” published in 1885, from lessons which had been originally printed as leaflets for use in the class. The reason for another revision, so soon after that of 1907, is that the International Teacher-Training Committee, authorized by the International Sunday School Association, have established a standard for obtaining their diploma; and it became desirable to prepare a new edition of lessons for the equipment of Sunday school teachers, fully conformed to that standard. A few new lessons have been added to those already contained in ‘‘Revised Nermal Lessons’; and many of the lessons have been divided, in order to make them more easily taught, upon the advice of a number of practical teachers engaged in the work of training other teachers. Inasmuch as the changes made practically a new book, it was thought well to give it a new title, and ‘“‘teacher-training’”’ being now the term generally adopted in the Sunday school, in place of the former word “normal,” the title ‘‘Teacher-Training Lessons for the Sunday School’’ was chosen. In this book I have sought to present a general view of the most important subjects necessary to a knowledge of the Bible and of Sunday school work. All the lessons of the former work have been carefully revised, and many of them have been rewritten. A work of this character can have little that is new; for it aims to present the old and accepted facts and principles. We make no claim of originality, either in matter or in method, but have simply aimed to furnish such an arrangement of needed information as would best serve those who are preparing to teach in the Sunday school. The teacher-training work in the Sunday schools of America is 5, 4 PREFACE largely an outgrowth of the Chautauqua movement. There were courses for the instruction of Sunday school teachers before the first Chautauqua Assembly in 1874, and text-books for their use; but Chautauqua gave an impulse to the work and supplied it with plans and instructors. The normal text-leaves prepared by Dr. John H. Vincent—now one of the bishops of the Methodist Episcopal Church— afterward gathered and revised as ‘“‘The Chautauqua Normal Guide,” have furnished many of the subjects and suggested much of the method in all the best normal teaching in our Sunday schools. It is the author's hope that this book may be found useful in awak- ening an interest in the Bible and aiding those who are seeking for preparation in teaching it. Jesse L. Hurwsut. May 7, 1908. TABLE OF CONTENTS PAGE ERIRRIAGEDelelcioi ies sj sicisie «\eclre slelejeis'le sjsisiajs SagodS sho onODe dopsoe 0S Books FOR FURTHER STUDY........+- etavaKalavale efettnte/aleuetetogs eieies)=\-meunty, PART I Four Lrssons ON THE Book anp Its Books TRESSON) le) DRETE) BOO Ree, )e) =o c)s ics ae aye 0 aieeioie'eye dicccncadacbouue. | ©) Lesson II. THE OLD TESTAMENT BOOKS.......... coabadcucc pease Lesson III. THE NEw TESTAMENT BOOKS.........006 sondoopon HZ Lesson IV. REVIEW OF THE Book AnD Its Books....... aceooe | 25 PART II ELEvEN Lessons 1N BisLe History Lesson VV. Oxp TesTaMENT History. PartI..........00+- 16 Lesson VI. Oxp TEesTAMENT History. Parr II............. 18 Lesson VII. O_p TEsTAMENT History. ParTIIl..... S60 20 Lesson VIII. O_tp TEsTAMENT History. ParTIV........... 21 Lesson IX. Otp TEstTaMENT History. PArT V......0. een 28 Lesson X. New TEsTAMENT History. Part I Siofereloverstoreten easy Lesson XI. New Testament History. ParrIl..... pod0c00 By Lesson XII. New TesTaMENT History. ParTIII............ 209 Lesson XIII. New Testament History. ParTIV............ 30 Lesson XIV. New TESTAMENT HIsTORY. PART Vececoeseseess 32 Lesson XV. REVIEW OF BIBLE HISTORY. ..ccsccccscccccssecs 34 PART III THIRTEEN LEssoNs IN BIBLE GEOGRAPHY LEsson XVI. THE Otp TEsTAMENT WortD. ParTlI....... 35 Lesson XVII. THE Otp TEsTaAMENT WorLD. ParTIl....... 39 Lesson XVIII. Tue Otp TesTaMENT WoritpD. Part IIl...... 41 LESSON XIX. THE New TESTAMENT WorLD. Parr l....... 43 LEssoNn XX. THe New TestaMENT WortD. ParTII....-.. 45 LEsson XXI. THe NEw TEsTAMENT WortpD. ParTIII..... 46 Lesson XXII. Toe Lanp of PaLesTINE. ParTI........... 47 Lesson XXIII. Toe Lanp or PALEsTINE. ParTIl.......... 50 Lesson XXIV. Tue Land or PALEsTINE. ParTIII......... 54 LESSON XXV. THE LAND OF PALESTINE. PARTIV.....0.--- 56 Lesson XXVI. THE City oF JERUSALEM. ParTI........... 61 Lesson XXVII. THe City oF JERUSALEM. ParTII........... 65 Lesson XXVIII. 67 REVIEW OF BIBLF GEOGRAPHY .cccccccseccccs § 6 CONTENTS PART IV Nine Lessons 1n BisBteE InstiItTuTIONS PAGE Lesson XXIX. THE ALTAR AND ITs OFFERINGS........ alate 0 OO LEssoNn XXX. THe TABERNACLE, .,...54\. « «0/0 2s eee enn q1 Lesson XXXII. THe Tempter. Part I. 3... nee 75 LEsson’ XXXII. THe TempLe. Parr Ill f) 20. 2o. eee 78 Lesson XXXIII. THE Synacocue. Parrl.................. 79 Lesson XXXIV. Tue Synacocue. ParTIl................. 81 Lesson XXXV. THE SacreD YEAR. ParrlI................ 82 Lesson XXXVI. THE SACRED YEAR. ParTIl.............. |C.S. Cc. B. . A. .S. CoB. Bi. Ch. TEACHER-TRAINING LESSONS 25 REVIEW QUESTIONS What is the closing period of Old Testament history called? With what events and dates did it begin and end? How were the Jews governed during most of this time? Name its five epochs. Under whom did the Jews obtain independence? State five important events and dates in the fourth and fifth periods, Name one person in each epoch of the fifth period, and for what he is distinguished LESSON X. NEW TESTAMENT HISTORY? Partl. Tue EaRLy LIFE OF CHRIST While the Old Testament contains the history of from four thousand te six thousand years, the New Testament includes less than one hun- dred years, not one fortieth as long a period. Yet it is not to be neg- lected, for the subjects which it presents are of surpassing importance. The New Testament history embraces seventy-five years, from the Vision of Zach’a-ri’as to the Fall of Je-ru’sa-lem, an event often pre- dicted in the New Testament, though not reported historically (Luke 21. 5, 6). The events of this time are divided into five periods, as follows: 1. The Preparation. 32 years. 2. The Mes-si’ah’s Ministry. 3 years. The Church in Ju-de’a. 5 years. The Church in Transition. 15 years. The Church of the Gen’tiles. 20 years. The first of these periods is that of the Preparation for the new dispensation. 1. This period begins with the Vision of Zach’a-ri’as (Luke 1. 11, 129, B. C. 6, according to the common chronology, and ends with the Baptism of Christ, A. D. 27 (Matt. 3. 13-17). z. During this period the field of the history is the Land of Pal’es- tine, then and throughout all the New Testament history under the domination of the Ro’man empire. 3. There is one person who is the center of the story during this period, John the Baptist. He appears as the prominent figure of the epoch (Matt. 3. 13 John 1. 6). Hu Rw 1The outline ot Lessons X to XIV has already been published as one ot the tables im the International Teachers’ Bible, and is here used by permission. 26 4 TEACHER-TRAINING LESSONS . The thirty-two years of this period may be subdivided as foi. lows: 1.) The Vision of Zach’a-ri’as, which was the prediction of the birth of John the Baptist (Luke 1. rz, 12). 2.) The Annunciation to Ma’ry (Luke 1. 26, 27), the promise of Christ’s birth. 3.) The Childhood of John the Baptist (Luke 1. 59-66, 80). 4.) The Infancy of Je’sus. Compare Luke 2. 1-39 and Matt. 2. I-23. 5-) The Youth of Je’sus, which was passed at Naz’a-reth (Luke 2, 51,52). His trade (Mark 6. 3). 6.) The Ministry of John the Baptist (Luke 3. 1-3). Among the last acts of his ministry was the baptism of Je’sus. BLACKBOARD OUTLINE I. Per. Prep. II, Per. Mess. Min. |III. Ch. Jud.|IV. Ch. Trans.|V. Ch. Gen. Vis. Zach., B.C. 6. Bap. Chr., A. D. 27. a 2. ae 4. St 6. REVIEW QUESTIONS How long a period is included in New Testament history? How does this compare with the length of Old Testament history? Name the five periods of New Testament history. With what events does the first period begin and end? What land was the field of the first period? What person is most prominent in the first period? Name six most important events of the first period. ~ TEACHER-TRAINING LESSONS Ss LESSON XI. NEW TESTAMENT HISTORY Part II. THE Ministry oF CHRIST II. The next period is that of the Mes-si’ah’s Ministry, which em- braces the events of a little more than three years. The word ‘‘Mes- si’ah” is He’brew, corresponding to the Greek word “Christ,” and meaning “‘the Anointed One,” that is, the king of Is’ra-el, foretold by the prophets and expected by the people. It expresses the office of Jesus as King and Lord. 1. The period extends from the Baptism of Christ, A. D. 27, to the Ascension of Christ, A. D. 30. 2. The place of this period is the Land of Pal’es-tine, all of whose provinces were visited by Je’sus. 3. The principal person is Je’sus the Christ, whose life and. work are the theme of the four gospels. 4. We subdivide the ministry of Je’sus into six periods, as follows: 1.) The Year of Obscurity, narrated in John 1-4, and passed mainly in Ju-de’a. Find in the chapters, (1) The names of the earliest disciples; (2) The first miracle; (3) Two remark- able conversions; (4) A second miracle. 2.) The Year of Popularity, narrated by the first three evangelists (see Luke 4. 14; 9. 17), with additions in John 5 and 6. It was passed in Gal’i-lee, with a visit to Je-ru’sa-lem. Most important events, (1) The Call of the Twelve; (2) The Sermon on the Mount (Matt. 5. 1); (3) Feeding the Five Thousand (Mark 6. 41). 3-) The Year of Opposition, narrated by all the evangelists, but especially by Luke. During this year Je’sus visited all the five provinces of Pal’es-tine. Principal events, (1) The Trans- figuration (Mark 9g. 2; (2) The Raising of Laz’a-rus (John II. 43, 44); (3) The Parable of the Prodigal Son (Luke 15. 18, 19). 4.) The Week of the Passion, related in all the gospels with re- markable fullness. During this week Je’sus remained in and near Je-ru’sa-lem. Its most important events were, (1) The Triumphal Entry (Mark 11. 8-11); (2) The Last Supper (Luke 22. 14); (3) The Agony in the Garden (Luke 22. 44). 5.) The Day of Crucifixion, related by all the gospels more fully than any other day in Bible history. Its events took place at Je-ru’sa-lem. Compare the four accounts and find, (1) Four persons before whom Je’sus was tried; (2) The seven utterances 28 TEACHER-TRAINING LESSONS on the cross; (3) The men and women who took part in the burial of Je’sus. 6.) The Forty Days of Resurrection, of which we need to com- bine the accounts in all the gospels. Most of the ten appear- ances were at Je-ru’sa-lem, one was not many miles distant, and two were in Gal’i-lee. The most important were, (1) The Ap- pearance to Mary Mag’da-le’ne (John 20); (2) The Walk to Em/’ma-us (Luke 24. 13-16); (3) The Ascension (Acts 1. 9-12). BLACKBOARD OUTLINE I. Per. Prep. I, Per. Mes. Min. Vis. Zach., B. C. 6. Bap. Chr., A. D. 27. REVIEW QUESTIONS What is the second period of New Testament history called? What is the meaning of the word Mes-si’ah? How long was the second period? ; What land is made prominent in it? Who is its most important persor? Name the six subdivisions of the second period. State some of the most important events in the first year of Christ’s ministry Where was the first year passed? What is the second year of Christ’s ministry called? Where was the second year passed? Name its three most important events, What is the third year of Christ’s ministry called? Where was this year passed? What were its three most important events? What week is narrated in all the gospels? Where was that week passed? What were its three most important events? TEACHER-TRAINING LESSONS 29 What day is recorded in the Bible more fully than any other? Before what four men was Je’sus brought for trial? State some of Christ’s utterances on te cross. Name some of those who took part in the burial of Je’sus. What is the last period in Christ’s life? How many appearances of Je’sus after his resurrection are narrated? Which was the first appearance? Where did Je’sus appear to two disciples? From what mountain did Je’sus ascend to heaven? LESSON XII. NEW TESTAMENT HISTORY PartIII. Tue Earty Courcu When Je’sus Christ ascended to heaven he left his Church on the earth to begin its work of winning the world. The growth of the Church is the subject of the last three periods of New Testament his- tory. III. For about five years after the ascension of Christ the Church was entirely in Ju-de’a or Pal’es-tine, and mostly near Je-ru’sa-lem. No Gen’tiles were in its membership, and it made but little effort to evangelize the world. We call this the Period of the Church in Ju-de’a. 1. This period extends from the Ascension of Christ, A. D. 30, to the Choosing of the Seven, A. D. 35. 2. During this period the field of the Church was limited to the province of Ju-de’a. 3. Anyone who reads the first six chapters of the book of Acts will observe that the most prominent person in this epoch is Pe’ter the Apostle, the leader and spokesman of the twelve. 4. We subdivide this period as follows: 1.) The Outpouring of the Spirit (Acts 2. 1-4). On the day of Pen’te-cost the Holy Spirit descended with BOR and three thousand were added to the Church. 2.) The Testimony of the Gospel. This was the general proclama- tion, by all the apostles and members of the Church, of Je’sus as the expected Mes-si’ah King of Is’ra-el (Acts 2 to 5). 3.) The Apostolic Miracles. Note several of these, and the cir- cumstances under which they were wrought (Acts 3 to 5). 4.) The Apostles Persecuted. This was the natural result of their persistent boldness in nroclaiming the Gospel (Acts 4 to 4). 30 TEACHER-TRAINING LESSONS 5-) The Growth of the Church. Notice the various numbers mentioned at different times during this period (Acts 2. 41; AAS 5. Tas Gla7)s 6.) The Choosing of the Seven (Acts 6. 1-7). This event ushered in a new epoch, for it brought forward a new leader with en- larged views of the Gospel. BLACKBOARD OUTLINE I. Per. Prep. oe Mes. ae a: Ch, ue Zach., B. C Bap. Jes., A. D. 27. Pal. John Bap. 1. Vis. Zach. REVIEW QUESTIONS Where was the Church located after the ascension of Christ? Of what was its membership composed at this time? What is the third period of New Testament history called? With what events and dates does it begin and end? Where was its field during this period? Who was the leader of the Church at this time? How is the third period subdivided? What took place on the day of Pen’te-cost? What were some of the apostolic miracles? Who were “‘the seven,” and for what were they chosen? LESSON XIII. NEW TESTAMENT HISTORY PartIV. Tue Earty CourcH—CONTINUED IV. The fifteen years which followed the death of Ste’phen witnessed a great change in the Church. From a body of Jews only, located in TEACHER-TRAINING LESSONS 31 Je-ru’sa-lem, it became a Church for the whole world, wherein Jews and Gen’tiles were united and equal. Hence we call this the Period of Transition. 1. It extends from the Choosing of the Seven, A. D. 35, to the Coun- cil at Je-ru’sa-lem, A. D. 50. ‘2. The field of the Gospel was greatly enlarged during this period. In successive stages it extended through Pal’es-tine, through Syr’i-a, and through A’si-a Mi’nor. 3. The new spirit of the Church called forth new leaders, among whom we note Ste’phen, who inaugurated the movement for giving the Gospel to the Gen’tiles (Acts 6. 14); Phil’ip, who first preached the Gospel outside the boundaries of the Jew’ish province (Acts 8. 5); Bar’na-bas and Saul, who went out as the first missionaries (Acts 13. 2, 3); and James, the Lord’s brother, who was at the head of the Church in Je-ru’sa-lem (Acts 15. 13). 4. We subdivide the period as follows: 1.) Stephen’s Preaching (Acts 6, 7). This was the first preaching of salvation for Gen’tiles as well as Jews. 2.) Saul’s Persecution (Acts 8. 3). This began with the martyr- dom of Ste’phen, but was pursued with such vigor as to scatter the Church in Je-ru’sa-lem, and thus to send the Gospel to other cities and lands (Acts 8. 4). 3.) The First Gen’tile Christians. These were in Sa-ma/ri-a (Acts 8. 5), an E’thi-o’pi-an nobleman (Acts 8. 27) and a Ro’man officer (Acts ro. 1). 4.) Saul’s Early Ministry. The slayer of Ste’phen soon became Ste’phen’s successor in carrying the Gospel to the Gen’tiles and in suffering persecution from the Jews (Acts 11. 18, 10, 23). 5.) The Church at An’ti-och (Acts 11. 20). Here was founded a Church whose membership consisted of Gen’tiles and Jews united in love. 6.) The First Missionary Journey (Acts 13. 2-4). From the Church at An’ti-och Bar’na-bas and Saul went forth te preach the Gospel in the provinces of A’si-a Mi’nor, 7.) The Council at Je-ru’sa-lem (Acts 15. 2). In this meeting it was finally settled that Jews and Gen’tiles ‘should enjoy the same privileges in the Church. This was the last step in the transition from Jew’ish to Gen’tile Christianity, 32 TEACHER-TRAINING LESSONS BLACKBOARD OUTLINE I. Per. Prep. II. Per. Mes. ceri Ch. |Tv. Per. Trans. Vis. Zach., B. C 6. Bap. Ch., 27. |Asc. Chr., 30. |Cho. Sev., 35. Bap. Jes., A. D. |Asc. Ch., 30. |Cho. Sev., 35. |Coun. Jer., 50. Pal. Syr. As. M. St. Ph. Bar. Sa. Ja. I 2. 3 4. 5. 6 7 6. Cho. Sev. REVIEW QUESTIONS What is the fourth period called, and why? With what events and dates does the fourtn period begin and end? What lands formed the field of the Gospel at this time? Who were the leaders of the Church at this time? What are the subdivisions of the fourth period? Who became Ste’phen’s successor? Where was founded the first Church of Jews and Gen’tiles united? Who went on the first missionary journey? For what purpose was the council at Je-ru’sa-lem held? LESSON XIV. NEW TESTAMENT HISTORY Part V. THE Earty CHURCH—CONTINUED V. The last period in New Testament history is that of the Church of the Gen’tiles, the story of the continual progress and extension of the Gospel. t. It extends from the Council at Je-ru’sa-lem, A. D. 50, to the Fall of Je-ru’sa-lem, A. D. 70. 2. During this period we find that ‘‘the field is the world,” for the Gospel is now abroad over the entire Ro’man Empire, which then included all the lands about the Med’i-ter-ra’ne-an. 3. One man appears as the great leader of the Church during this epoch. Paul the Apostle. TEACHER-TRAINING LESSONS 35 4. The subdivisions of this period are as follows: 1.) The Church in Eu’rope, which was planted in Paul’s second missionary journey (Acts 16). 2.) The Church at Eph’e-sus, the leading city of A’si-a Mi’nor, established in Paul’s third missionary journey (Acts 18. 23 to IQ. 10). 3.) The Church at Rome (Acts 28), the capital of the world in that age; Paul’s home at the end of his fourth journey, taken while he was a prisoner. 4.) Ne’ro’s Persecution. This was the first of many attempts on the part of the Ro’man imperial power to crush the growing Church of Christ. 5.) The Fall of Je-ru’sa-lem. The Jews rebelled against the Ro’mans A. D. 66, and in A. D. 70 their city was utterly de- stroyed and their state was extinguished. This event, not narrated in the history, but prophetically referred to (Matt. 24. 15), was the close of an epoch in the New Testament Church. N. B.—It might be well to divide this lesson into two parts: taking for one lesson Periods III and IV, and for another Period V, with review. BLACKBOARD OUTLINE I. Per. Prep. tea Mes. Tee Ch. IV. Per. Trans. |V. Per. Ch. Gen. Wo Zach., B. C Bap. Ch., 27. |Asc. Chr., 30. |Cho. Sev., 35. Coun. Jer., 50. Asc. Ch., 30. |Cho. Sev., 35. |Coun. Tees Fa, aa aoe Pal. Syr. As. M. |Rom, Em. Ste Ph, Bar. Sa. |pay. Ap. . Ch, in Eur, . Ch, at Eph. . Sa. : . Ch. at Ro. - Ch. Ant. a Nerirers . Fi. Mis. Jour. |5. Fa. Jer. Coun. Jer. ; REVIEW QUESTIONS Name the last period in New Testament history, With what events and dates does it begin and end? What was the field of the Church at this time? Who was the leader of the Church during this period? What are the subdivisions of the fifth period? With what events does New Testament history end? 34 TEACHER-TRAINING LESSONS LESSON XV. REVIEW OF BIBLE HISTORY I. Name the five periods of Old Testament history. II. State the event and date with which each period begins and ends. IlI. State the form of divine administration in each Old Testament period. IV. Name the subdivisions of each Old Testament period in order. V. Name the great men in each period of the Old Testament in order. VI. State the most important events and dates in Old Testament history. VII. Name five periods of New Testament history. VIII. State with regard to the first period of New Testament his- tory the event with which it begins and ends, the land, the important persons, and the leading events. IX. State with regard to the second period cf New Testament history the land, the leading person or persons, its subdivisions, and the principal events in each subdivision. X. State concerning the third period the locality, the leader, and the leading events in order. XI. State concerning the fourth period the lands, the leaders, and the events. XII. State concerning the fifth period the lands, the leaders, and the events. PART Ill THIRTEEN LESSONS IN BIBLE GEOGRAPHY LESSON XVI. THE OLD TESTAMENT WORLD. PART I. LESSON XVII. THE OLD TESTAMENT WORLD. PART II. LESSON . XVIII. THE OLD TESTAMENT WORLD. PART IIL LESSON XIX. THE NEW TESTAMENT WORLD. PART I. LESSON XX. THE NEW TESTAMENT WORLD. PART II. LESSON XXI. THE NEW TESTAMENT WORLD. PART III. LESSON XXII. THE LAND OF PAL/ES-TINE. PART I. LESSON XXIII. THE LAND OF PAL’ES-TINE. PART II. LESSON XXIV. THE LAND OF PAL’ES-TINE. PART III” LESSON XXV. THE LAND OF PAL’/ES-TINE. PART IV. LESSON XXVI. THE CITY OF JE-RU’SA-LEM. PART I. LESSON XXVII. THE CITY OF JE-RU’SA-LEM. PART II. LESSON XXVIII. REVIEW OF BIBLE GEOGRAPHY. LESSON XVI. THE OLD TESTAMENT WORLD Part I We have seen that the true study of the Bible must be historical in its basis. But history cannot be understood without some knowl- edge of its geographical relations; hence the geography of the Bible must be studied. There are four maps of which the reader of the Bible needs to have a general understanding. These are: 1. The Old Testa- ment World. 2. The New Testament World. 3. The Land of Pal’es- tine. 4. The City of Je-ru’sa-lem. In this lesson and the two follow- ing we study The Old Testament World. Note that with these lessons the Scripture references should be searched out, and their relations noted. The review questions at the end of each lesson are upon the references as well as the lesson text. I. Location and Extent. The history of the Old Testament was enacted upon a field less than half the area of the United States. It extended from the river Nile to the Per’si-an Gulf, and from the 35 ‘dTHOM LNAIWVYLS3L ato HHL 40 dvw ere neS - Ce “=e Sayed ie [ee hy YYALIGAH WH He sSiMe y San tn TEACHER-TRAINING LESSONS 37 lands on the Red Sea to those north of the Med’i-ter-ra’ne-an. The world of Old Testament history was thus 1,400 miles long from easi to west, and goo north to south, and it aggregated I,II0,000 square miles, exclusive of large bodies of water. II. Let us draw upon the blackboard or notebook lines represent- ing the borders of Six Seas, of which four are namedin the Old Testament: 1. The Cas’pi-an Sea, in the northeastern corner of the map, the southern part only being included. 2. The northern end of the Per’si-an Gulf, on the southeast. To the Old Testament peoples this was known as ‘‘the great eastward sea’’; but it is not named in the Bible. 3. The Red Sea, on the southwest, the northern end, with its two arms, being the only part included. What events connected with this sea are named in Exod. 15. 4; Num. 33. 10; 1 Kings 9. 26? 4. The Dead Sea, called in the Bible ‘‘the sea of the plain,” and “the salt sea’ (Josh. 3. 16; Gen. 14. 3). This lies due north of the eastern arm of the Red Sea. 5. The Sea of Gal’i-lee, north of the Dead Sea. Note its name in ‘the Old Testament (Num. 34. 11; Josh. 13. 27); names in the New Testament (Luke 5. 1; John 6. 1). Find events on this sea in Luke 5. I-11; 8. 22-25; John 6. 16-21. 6. The Med’i-ter-ra’ne-an Sea, on the western end of the map. Note its names in Josh. 1. 4; Deut. 34. 2. Voyagers on this sea (Jonah t. 3; Acts 27. 1, 2). III. Next, we indicate the Mountain Ranges, most of which, though important as boundaries, are not named in the Bible. 1. We find the nucleus of the mountain system in Mount Ar’a-rat, a range in the central north (Gen. 8. 4). From this great range three great rivers rise and four mountain chains branch. 2. The Cas’pi-an Range extends from Ar’a-rat eastward around the southern shore of the Cas’pi-an Sea. 3. The Za’gros Range extends from Ar’a-rat southeasterly to the Per’si-an Gulf, which it follows on the eastern border. 4. The Leb’a-non Range extends from Ar’a-rat in a southwesterly direction toward the Red Sea. Mount Her’mon, the mountain region of Pal’es-tine, Mount Se’ir, on the south of the Dead Sea, and even Mount Si’nai, all belong to this chain (Deut. 3. 25; Josh. 13. 5; 1 Kings 5. 6). 5. The Taw’rus Range, from Ar’a-rat westward, following the northern shore of the Med/’i-ter-ra’ne-an. Over this range two mis- 38 TEACHER-TRAINING LESSONS sionaries passed (Acts 13. 13), although the mountains are not named. IV. The Rivers, for the most part, follow the lines of the mountain ranges. 1. The A-rax’es, from Ar’a-rat eastward into the Cas’pi-an Sea, may be taken as the northern boundary of the Old Testament world. - 2. The Ti’gris, called in the Bible Hid’de-kel, flows from Ar’a-rat, on the southwestern slope of the Za’gros mountains, in a southeasterly direction into the Per’si-an Gulf (Gen. 2. 14; Dan. ro. 4). 3. The Eu-phra’tes, the great river of the Bible world, rises on the northern slope of Ar’a-rat, flows westward to the Tau’rus, then south- ward, following Leb’a-non, then southeasterly through the great plain, and finally unites with the Ti’gris (Gen. 2. 14; 15. 18; Josh. 1. 4; 24. 2). All the great journeys of Old Testament history followed the course of this river. (See Gen. 11. 31; also 2 Kings 24. 14, 15.) 4. The Jor’dan flows between two parallel chains of the Leb’a-non range southward into the Dead Sea (Gen. 13. 10; Num. 22. 1; Judg. 8. 4). Events on this river (Josh. 3. 17; 2 Kings 2. 9-14; Matt. 3. 13). 5. The Nile, in Af’ri-ca, flows northward into the Med’i-ter-ra’ne-an Sea (Gen. 41. 1; Exod. 2. 2). V. The Old Testament world has three Natural Divisions, some- what analogous to those of the United States. 1. The Eastern Slope, from the Za’gros mountains eastward to the great desert. 2. The Central Plain, between the Za’gros and Leb’a-non moun- tains, the larger portion a desert. 3. The Western Slope, between Leb’a-non and the Med’i-ter-ra’ne-an Sea. HINTS TO THE TEACHER AND THE STUDENT 1. In preparing the lesson let the student draw the map at home, following the copy given with the lesson. He should practice it until he can draw it from memory without the copy. 2. Each member of the class should be called upon to draw the map, or a part of it, in presence of the class. One student might draw on the board the seas, another the mountain ranges, a third the rivers, 3. The references should be searched out in advance; and with each lecality, whether mountain, sea, or river, the Bible events should be called for and stated. 4. In drawing maps do not undertake fine werk, but sketch the outline somewhat roughly in presence of the class. A map drawn on the board will be of greater serv- ice than a printed map hung on the wail. 5. Review from the beginning as each new topic 1s taught. TEACHER-TRAINING LESSONS 39 BLACKBOARD OUTLINE Yo I. Loc. Ex. R. N. to P. G. R.S. to Cas. 1,400. goo. I,110,000. hee Seo Cass ber Gy Ras: -D.S, «S. GG. Med. s. III. Mtn. Ran. Ar. R. Cas. R. Zag. R. Leb. R. Tau. R. IV. Riv. Ar. Tig. Euph. Jor. Ni. V. Nat. Div. Ea. Sl. Cen. Pl. Wes. Sl. \ REVIEW QUESTIONS How large was the Old Testament world? What were its general boundaries? Name its six bodies of water. Name events of Scripture connected with any of these bodies of water. Give the location of each body of water. What were its mountain ranges? Give the location of each mountain range. Name an event on the northern mountain range. Name its most important rivers. Describe the course of each river. Which of these rivers are named in the account of the Garden of E’den? What biblical events are named as taking place at the river Jor’dan? What event of Bible history took place on the river Nile? What are the three great natural divisions of the Old Testament world? LESSON XVII. THE OLD TESTAMENT WORLD Part II Before entering upon this lesson give a rapid review of the facts learned in the last lesson. Lesson XVI is included with Lesson XVII in the Blackboard Outline. VI. We indicate upon the map the Lands, according to their Natural Divisions. Note that locations are given, not boundaries, as these changed in every age. 1. On the Eastern Slope lie: 1.) Ar-me’ni-a (Rev. Ver., Ar’a-rat), between the Ar’a-rat moun- tains and the Cas’pi-an Sea. This was the northern limit of the Bible lands. Note only one reference to this region (2 Kings 19. 37)- 2.) Me’di-a, south of the Cas’pi-an and east of the Za’gros momn- tains (Dan. 5. 28, 31). 40 TEACHER-TRAINING LESSONS 3.) Per’si-a, south of Me’di-a and north of the Per’si-an Gulf. Late in Old Testament history the Medes and Per’si-ans united conquered all the Old Testament world (Esth. 1. 3; Ezra 1. 2). 2. The lands of the Central Plain may be found in three groups: (a) Between Mount Za’gros and the river Ti’gris: 4.) As-syr’i-a on the north. The people of this land were one in the most warlike and fierce races of the eastern world. By: them the kingdom of the Ten Tribes, or Is’ra-el, was carried into captivity (2 Kings 17. 1-6). For five centuries, from 1100 to 600 B. C., this was the dominant power. 5.) E’fam on the south. Very early there was an E’lam-ite kingdom which made inroads as far as the land of Ca’naan (Gen. 14. 4). Note an allusion also in the New Testament (Acts 2. 9). (b) Between the rivers Ti’gris and Eu-phra’tes: 6.) Mes’o-po-ta’mi-a on the north. (The name means “‘between the rivers.”’) This was one of the homes of A’bra-ham -(com- pare Gen. 11. 31; 12. 5; 24. 10), and a branch of his family remained there for several generations. 4.) Chal-de’a on the south (Gen. 11.31). An earlier name was Shi’nar (Gen. 11. 2), and it was also called Bab-y-lo’ni-a, or “the land of Bab’y-lon,” from its most important city. About 600 B. C. this was the ruling country of the lands between Mount Za’gros and the Med’i-ter-ra’ne-an. Its people destroyed the kingdom of Ju’dah and carried the Jews into captivity (2 Chron. 36. 11-20). (c) Between the river Eu-phra’tes and the Leb’a-non range of mountains we find: 8.) The great desert of A-ra’bi-a, the largest of all the Old Tes- tament lands, inhabited only by wandering nomads. All journeys between the lower Eu-phra’tes and the land of the Is’ra-el-ites were around this land instead of across it. 3. On the Western Slope we find: 9.) Syr’i-a, extending from the Eu-phra’tes to Pal’es-tine or Ca’naan. Conquered by Da’vid (2 Sam. 8. 6), but regained its independence in Sol’o-mon’s reign (1 Kings 11. 23). 10.) Phe-nici-a, a narrow strip between Mount Leb’a-non and the Med’i-ter-ra’ne-an Sea; called also ‘‘the land of Tyre and Zi’don.” Its people were the mariners and merchants of the TEACHER-TRAINING LESSONS 41 ancient times (Ezek. 27. 3). Its king was a friend of Da’vid (1 Kings 5. 1). 11.) Ca’naan, the land of Is’ra-el, between Syr’i-a and the Si-na-it’ic desert (Gen. 12. 5). 12.) The Wilderness, a desert south of Ca’naan, between the two arms of the Red Sea; the land of the wandering of the Is’ra-el-ites (Exod. 13. 18; Deut. 1. 19). 13.) E’gypt, on the northeast corner of Af’ri-ca, bordering on the river Nile. Visits to E’gypt (Gen. 12. 10; 37. 28; 46. 5, 6), This land was the place of sojourn of the Is’ra-el-ites (Exod. I4. 30). BLACKBOARD OUTLINE N. B.—In this Outline the contents of both Lessons XVI and XVII are included. ie vocw ex. Rk. N> to PGs $Ro Ss! to Cas. 1,400. goo. I,II0,000. jie Senn Cast) PeriGs WReS2 DiS? S) Go Med. ,.S: III. Mtn. Ran. Ar. Cas. Zag. Leb. Tau. IV. Riv. Ar. Tig. Euph. Jor. Ni. MenNato Div.. ES. CP. WS. Wit Ea. Ar. Me. Per. Ass. El. Mes. Chal. Ar. Syr. Phoe. Can. Wil. Eg. 2 ees REVIEW QUESTIONS Name and locate the lands of the Eastern Slope. State a fact or a person connected with each of those lands. Name and locate the lands between the Za’gros mountains and the river Ti’gris. When did each of these lands found an empire? What is said of each land? Name the lands between the two great rivers. What is said of each land? What is the largest land in the Old Testament world, and where is it located? What is its nature? Name the lands lying near the Med’i-ter-ra’ne-an Sea. What historical fact is con- nected with each land? LESSON XVIII. THE OLD TESTAMENT WORLD Part III Begin with a review of, 1. Location. 2. Seas. 3. Mountains. 4. Riv- ers. 5. Natural Divisions. 6. Lands. VII. In the Old Testament world nearly a thousand Places are referred to, but we will select a few of the most important. 1.) E’den, the original home of the human race according to the account in Gen’e-sis (Gen. 2. 8), probably at the junction of the Ti’gris and Eu-phra’tes Rivers. Recent discoveries have shown that this region was settled very early in history 42 TEACHER-TRAINING LESSONS 2.) Shu’shan, or Su’sa (the Greek name), in the province of E’lam, was the capital of the Per’si-an empire. Three Bible characters who lived in that city (Esth. 2. 5-7; Neh. 1. r). 3.) Bab’y-ion, the capital of Chal-de’a, on the Eu-phra’tes River. Its early name and history (Gen. 11. 1-9). Its first relation to the Jew’ish people (2 Kings 20. 12-19). Its later relation (2 Chron. 36. 14-21). 4.) Nin’e-veh, the capital of As-syr’i-a, on the Ti’gris (Gen. ro. 11; Jonah 3. 3). After being a mighty city it was destroyed about 600 B. C. 5.) Ha’ran, a home of A’bra-ham, in’ Mes’o-po-ta’mi-a (Gen. 11. 31; see also Gen. 29. 4, 5). 6.) Da-mas’cus, the capital of Syr’i-a, in the southern part of that province (Gen. 15. 2). This is one of the few very ancient cities which still retain their importance in the world. 7.) Tyre, the commercial and maritime city of the Med’i-ter- ta’ne-an (Ezek. 27. 3). 8.) Je-ru’sa-lem, the most important city in the land of Ca’naan. Its earliest name and priest king (Gen. 14. 18). Its leadership in the Ca’naan-ite period (Josh. 1o. 1-5). Its conquest by Da’vid (2 Sam. 5. 5-9). 9.) Mem’phis, the early capital of E’gypt, on the left bank of the Nile (Hos. 9. 6). BLACKBOARD OUTLINE or el I. Loc. Ex. R. N. to P.G. R.S. to Cas. 1,400. goo. I,II0,000. II. Se. Cas. Per.G. R.S. D.S. S.G. Med. S. III. Mtn. Ran. Ar. Cas. Zag. Leb. Tau. IV. Riv. Ar. Tig. Euph. Jor. Ni. V. Nat. Div. Ea. Sl. Cen. Pl. Wes. Sl. VI. 13 ee se Me. Per. 2. Ass. El. Mes) )@halieear : Phoe. Can. Wil. Eg. VIL. Pia. 3 Sh. Bab. Nin. Har. Dam. Ty. Jer. Mem. ed REVIEW QUESTIONS What is the earliest place named in the Bible, and where was it? Who lived there? What was the capital of the Per’si-an empire, and where was it situated? Name three Bible characters who lived there. What was the capital of the Chal-de’an empire, and where was it situated? What was its origin and early name? What was its historical relation to the Jew’ish people? What was the capital of the As-syr’i-an empire, and where was it situated? What prophet is said to have visited it? TEACHER-TRAINING LESSONS 43 What city was in Mes’o-po-ta’mi-a? What early persons in Bible history sived in that city? What was the capital of Syr’i-a? Where is it situated? What was the commercial metropolis of the Med’i-ter-ra’ne-an Sea in Old Testament times? What was the capital of the land of Is’ra-elP Name some persons connected with its history? What was the capital of E’gypt, and where was it situated! LESSON XIX. THE NEW TESTAMENT WORLD Part I In the four centuries between the events of the Old and New Testa- ments the dominion of the world passed from A’si-a to Eu’rope, and Je-ru’sa-lem, which had been in the center, became one of the cities upon the extreme east. Hence our map moves with the course of empire westward a thousand miles. I. We draw the outlines of the most important Seas. These are— 1. The Med’i-ter-ra’ne-an Sea, from its eastern limit as far west as It’a-ly. Voyages on it are referred to in Acts 9. 30; 13. 4; 21. 1, 2; 272 3. 2. The Sea of Gal’i-lee, associated with the life of Christ. Find its three different names in Matt. 15. 29; John 6. 1; Luke 5s. 1. 3. The Dead Sea, not named in the New Testament. 4. The Black Sea, north of A’si-a Mi’nor, -called in ancient times the Eux’ine Sea; not named in the New Testament. 5. The Ai-ge’an Sea, between A’si-a Mi’nor and Greece. Voyages upon it (Acts 16. 11; 18. 18; 20. 13-15). 6. The Ad’ri-at’ic Sea, between Greece and It’a-ly (Acts 27. 27). II. In these seas are many Islands, of which we name five of the most noteworthy in New Testament history. 1. Cy’prus, in the northeast corner of the Med’i-ter-ra’ne-an (Acts 4. 36). This island is notable as the first land visited by the earliest missionaries. Can the student tell who they were? (See Acts 13. 2-4.) 2. Crete, south of the Ai-ge’an Sea, between A’si-a Mi’nor and Greece (Acts 27. 7; Titus 1. 5). Note in each of the references a fact connected with this island. 3. Pat’mos, in the Ai-ge’an Sea, not far from Eph’e-sus. What great man received a great experience on that island? (Rev. 1. 9.) 4. Sic’i-ly, southwest of It’a-ly (Acts 28. 12). 5. Mel’i-ta, now Mal’ta, south of Sic’i-ly. Who was shipwrecked on this island? (Acts 28. 1.) 44 TEACHER-TRAINING LESSONS III. We locate the different Provinces, arranging them in four groups. 1. Those on the continent of Eu’rope are: 1.) Thrace. 2.) Mac’e- do’ni-a (Acts 16. 9, 10; 20. 1-3). 3.) Greece, also called A-cha’ia (Acts 18. 12; 20. 3). 4.) If-lyr’i-cum (Rom. 15.19). 5.) It’a-ly (Acts 27. 1). Four of these five provinces were visited by the apostle Paul. Which one remained unvisited by him? 2. Those on the continent of Af’ri-ca are: 1.) Af’ri-ca Proper. 2.) Lib’y-a (Acts 2. 10). 3.) E’gypt (Matt. 2. 13). 3. Those on the continent of A’st-a, exclusive of A’si-a Mi’nor, are: MAP OF THE NEW TESTAMENT WORLD 1.) A-ra’bi-a, perhaps referring to the desert region southeast of Pal’- es-tine (Gal. 1.17). 2.) Ju-de’a, the Jew’ish name for all Pal’es-tine, in the New Testament period (Luke r. 5). 3.) Phoe-ni’ci-a (Mark 7. 24; Acts 15. 3; 21.2). 4.) Syr’i-a, north of Pal’es-tine (Acts 15. 41; 20. 3). 5.) The great peninsula of A’si-a Mi’nor, between the Black, Ai-ge’an, and Med’i-ter-ra’ne-an Seas. This region will be taken up in detail in the next lesson. HINTS TO THE TEACHER AND THE STUDENT In teaching this lesson let the conductor sketch the outline of the map upon the board and drill upon the seas; then draw and name the islands; then drill upon the provinces, etc. Review until the lesson is learned by all the class. % TEACHER-TRAINING LESSONS 45 The student should search all the references and be able to state the events connected with each locality. It would be well for the student to find additional Scripture references to all the localities. BLACKBOARD OUTLINE I. Se. Med. S. Gal. De. S. Pol. S. A. S. Adr. S. II. Isl, Cyp. Cre. Pat. Sic. Mel. III. Prov. 1. Eur. Thr. Mac. Gre. (Ach). Ill. It. 2. Afr. Af.-Pr. Lib. Eg. 3. As. Ara. Jud. Phoe. Syr. As. Min. + REVIEW QUESTIONS What difference is to be noted between the map of the Old Testament world and that of the New? Name six seas in the New Testament world. State the location of each of these seas. Name five islands in the New Testament world. Give the location of each island. Name in order the provinces in Eu’rope in the New Testament world. Name the provinces in Af’ri-ca. Name the provinces in A’si-a, LESSON XX. THE NEW TESTAMENT WORLD Part II IV. The history of the New Testament Church is closely associated with the provinces of A’si-a Mi’nor, and no person can read the book of Acts without a knowledge of their relative locations. The list is not easy to remember, but it can be learned when placed in proper order. We notice that the provinces of A’si-a Mi’nor, fourteen in number, may be arranged in four groups: 1. Three of these provinces border on the Black Sea, the three northern provinces, beginning on the east: 1.) Pon’tus (Acts 18. 2). 2.) Paph’fa-go’ni-a, one of the three provinces not mentioned in the New Testament. 3.) Bi-thyn’i-a (Acts 16. 7; 1 Pet. x. 1). 2. Three are on the 4)-ge’an Sea, beginning on the north: 4.) My’si-a (Acts 16. 7). 5) Lyd’i-a, not named in the New Testament, yet a home of Saint Paul for three years (Acts 20. 31). 6.) Ca’ri-a, also not referred to, yet beyond a doubt visited by Saint Paul. ‘hese three provinces together formed the region spoken of in general as ‘A’si-a”’ (Acts 16. 6; 19. 10). 3. Three on the Med’i-ter-ra’ne-an Sea, beginning on the west: 46 TEACHER-TRAINING LESSONS 7.) Ly’ci-a (Acts 27. 5). 8.) Pam-phyl’i-a (Acts 13. 13). 9.) Ce Ii’ci-a (Acts 21. 39). ; ' 4. Five in the interior: 10.) On the north, Ga-fa’ti-a (Gal. 1. 2) 11.) On the east, Cap’pa-do’ci-a (Acts 2. 9). 12.) On the southeast, Lyc’a-o’ni-a (Acts 14. 6). 13.) On the southwest, Pi-sid’i-a (Acts 13.14). 14.) On the west, Phryg’i-a (Acts 16. 6). These provinces should be taught carefully and reviewed constantly, until the student can draw the map and locate each province without having the copy before him. Read Acts 2. 9, 10; 13. 13, 14; 14. 6; 14. 24, 25; 16. 6—8, and locate each province named. ; BLACKBOARD OUTLINE . a IV. Prov. As. Min. 1. BI. Se. Pon. Paph. Bith. 2. ZEg. Se. Mys. Lyd. Car. 3: Med. Se. Lyc. Pam. Cil. . Int. N.Gal. E. Cap. S. E. Lye. S. W. Pi. W. Phr. REVIEW QUESTIONS What are the provinces of A’si-a Mi’nor bordering on the Black Sea? What are the provinces on the At-ge’an Sea? What are the provinces on the Med’i-ter-ra’ne-an Sea? What are the five provinces iz the interior? Name some provinces visited by Saint Paul. LESSON XXI. THE NEW TESTAMENT WORLD Part III On the map of the New Testament world review: I. Seas. II. Is- lands. III. Provinces in 1.) Eu’rope, 2.) Af’ri-ca, and 3.) A/’si-a, IV. Provinces in A’si-a Mi’nor: 1.) On the Black Sea. 2.) On the 42-ge’an Sea. 3.) On the Med‘i-ter-ra’ne-an Sea. 4.) In the Interior. - V. We now call attention to the twelve most important ee in as New Testament world: . Al’ex-an’dri-a, the commercial metropolis of E’gypt (Acts 18. 24) 2. Je-ru’sa-lem, the religious capital of the Jew’ish world (Matt. 4. 5; Luke 24. 47). 3. Czs’a-re’a, the Ro’man capital of Ju-de’a (Acts 10. 1; 23. 23, 24). 4. Da-mas’cus, in the southern part of Syr’i-a (Acts 9. 3). 5. An’ti-och, the capital of Syr’i-a, in the north (Acts r1. 26; 13. 1). 6. Tar’sus, the birthplace of Saint Paul, in Ci-li’ci-a (Acts 22. 3). 7. Eph’e-sus, the metropolis of A’si-a Mi’nor, in the province of Lyd‘i-a (Acts 1g. 1). TEACHER-TRAINING LESSONS 47 8. Phi-lip’pi, in Mac’e-do’ni-a, where the Gospel was first preached in Eu’rope (Acts 16. 12). 9. Thes’sa-lo-ni’ca, the principal city in Mac’e-do’ni-a (Acts 17.1; Thess. 1. 1). 1o. Ath’ens, the literary center of Greece (Acts 17. 16). 11. Cor’inth, the political capital of Greece (Acts 18. 1-12) 12. Rome, the imperial city (Acts 28. 16; Rom. 1. 7). With each of these twelve places ascertain, 1.) The land in which it was situated. 2.) A fact or person connected with it. N. B.—The following Blackboard Outline includes a review of all the lessons on the New Testament world. BLACKBOARD OUTLINE i I. Seas. Med. Gal. De. Bl. Ag. Adr. ti Ist.- Cyp: ‘Cre. Pat. Sic. Mel. III. Prov. 1. Eur. Thr. Mac. Gr. (Ach). Ill. It. Be at Abeer a lib. eae a. Assia.” Jud? Phos: yr. IV. As. Min. Bf. S. Pon. Paph. Bith. Mg. S. Mys. Lyd. Car. Med. S. Lyc. Pam. Cil. Int. Gal. Cap. Lye: Pi... Phr: V. Pla. Alex. Jer. Caes. Dam. Ant. Tar. Eph. Phil. Thess. Ath. Cor. Rom. *k REVIEW QUESTIONS What place on the map of the New Testament world was in Af’ri-ca? What is said of that city? What two places were in Pal’es-tine or Ju-de’a? Name a fact about each of those two places. What two places were in Syr’i-a? Where was each place located? Give a fact about each place in Syr’i-a. What two places were in A’si-a Mi’nor? In what province was each of these two places located? What fact is given about each place in A’si-a Mi/nor? What two places are named in Mac’e-do’ni-a? What fact is given about each place in Mac’e-do’ni-a? What two places were in Greece? What are the facts about the places in Greece? What place isnamed in It’a-ly? What fact can be named about the place in It’a-ly? LESSON XXII. THE LAND OF PAL’/ES-TINE Part I There is one land more closely associated with the Bible than any other or all others—the land of Pal’es-tine. The greatest events of 48 TEACHER-TRAINING LESSONS Bible history took place upon its soil—where the patriarchs journeyed, and the judges and kings of Is’ra-el ruled, and the conquering armies passed, and the Saviour walked, and the Church was founded. The student will therefore find it needful to give special attention to this land, to which he will find constant references in the Scripture. I. Let us notice its Names at different periods: 1. The earliest name was Ca’naan, ‘‘lowland,” referring only to the section between the river Jor’dan and the Med/’i-ter-ra’ne-an Sea, of which the inhabitants most widely known were the Ca’naan-ites, dwelling on the lowland plains (Gen. 12. 5). 2. After the conquest by Josh’u-a it was called Is’ra-el, though in later times of Old Testa- ment history the name referred only to the northern portion, the ae Seer ‘ southern kingdom being d : called Ju’dah (Judg. 18. 1; 1 Kings 12. 20). 3. In the New Tes- tament period its politi- cal name was Ju-de-a, which was also the name of its most important province (Mark 1. 5). 4. Its modern name ‘is Pal’es-tine, a form of the word ‘‘Phi-lis’- tine,’ the name of a heathen race which in early times*occupied its southwestern border (Isa. 14. 29). II. The following are the principal Dimensions of Pal’es-tine: 1. Ca’naan, or west- ern Pal’es-tine, has an area of about 6,600 EAE NALS E square miles, a little oe 020 #¢ Qe less than Massachusetts. ; 2. Pal’es-tine Proper, NATURAL FEATURES OF = ANS - y iw DNS 4 rns; am TEACHER-TRAINING LESSONS 49 the domain of the Twelve Tribes, embraces 12,000 square miles, about the area of Massachusetts and Connecticut. 3. The Coast Line, from Ga’za, the southernmost town, to Tyre, on the north, is about 110 miles long. 4. The Jor’dan is distant from the coast at Zi’don about 25 miles; and the Dead Sea, in a line due east from Ga’za, about 60 miles. 5. The Jor’dan Line, from Mount Her’mon to the southern end of the Dead Sea, is 150 miles. III. The most important Waters of Pal’es-tine are: rt. The Med’i-ter-ra’ne-an Sea, which bounds the land on the west (Josh. 1. 4; Exod. 23. 31; Deut. 11. 24). 2. The River Jor’dan, rising in three sources in Mount Her’mon, 1,800 feet above the sea. and emptying into the Dead Sea 1,300 feet below the sea level; in a direct line from Dan, one of its principal sources, 110 miles long, but by its windings over 200 miles (Deut. 9g. 1; Josh. 4. 1; 2 Sam. 17. 22). 3. Lake Me’rom, now called Huleh, a triangular sheet of water, 3 miles across, in a swamp in northern Gal’i-lee (Josh. 11. 5). 4. The Sea of Gal’i-lee, a pear-shaped lake, 13 miles long by 7 wide, and nearly 700 feet below the sea level. Note other names in Josh. 13. 27; 11. 2; Luke 5. 1; John 6. 1. 5. The Dead Sea, 46 miles long by 10 wide, and 1,300 feet below the sea level (Gen. 14. 3; Deut. 4. 49; Joel 2. 20). IV. The land of Pal’es-tine lies in five Natural Divisions, nearly parallel. 1. The Sea Coast Plain, or sandy flat, extending along the Med’i- ter-ra’/ne-an Sea, from 8 to 20 miles wide. 2. The Sheph’e-lah, or foothills, from 300 to 500 feet high and very fertile. 3. The Mogntain Region, the backbone of the land, consisting of mountains from 2,500 to 4,000 feet high. 4. The Jor’dan Valley, a deep ravine, the bed of the river and its three lakes, from 500 to 1,200 feet below the level of the sea and from 2 to 14 miles wide. 5. The Eastern Table-land, a region of lofty and precipitous moun- tains, from whose summit a plain stretches away to the A-ra’bi-an Desert on the east. Let the map be drawn in the presence of the class, either by the teacher or by the pupils, and each subject of the lesson be reviewed as it is placed upon the map. It would be well to call upon one pupil to draw the general boundary lines, anothes to insert the waters. 50 TEACHER-TRAINING LESSONS If chalk of different color can be used for each subject on the map it will add to the interest of the lesson. BLACKBOARD OUTLINE $$ $$$ I. Na. Ca. Isr. Jud. Pal. II. Dim. Ca. 6,600. Pal. 12,000. C. L. r1ro. To Jor. 25. ToD.S.60. Jor. L. 150. III. Wat. Med. Jor. L.Me. S.Gal. De. Se. IV. Nat. Div. S.C.P. Sh. M.R. J.V. E. T.-L. REVIEW QUESTIONS Why is a knowledge of the land of Pal’es-tine important? Give and explain the four different names of this land. What is meant by ‘‘Ca’naan” proper? How large is Ca’naan? How large was the domain of the Twelve Tribes? How long is the coast line? How far is the Jor’dan distant from the coast near its source? How far is the Dead Sea from the coast? What is meant by the Jor’dan line? How long is the Jor’dan line? Name the most important waters of Pal’es-tine, Describe the river Jor’dan, sources, elevations, length, etc. Describe and locate Lake Me’rom. Describe the Sea of Gal’i-lee. Describe the Dead Sea. What are the five natural divisions of Pal’es-tine? LESSON XXIII. THE LAND OF PAL’/ES-TINE Part II Review all that has been learned regarding, I. Names. II. Dimen- sions. III. Waters. IV. Natural Divisions. V. Pal’es-tine is a land of ‘Mountains, among which we notice only a few of the most important, beginning in the north. 1. Mount Her’mon, where Christ was transfigured, is near the source of the Jor’dan, on the east, and is the highest mountain in Pal’es-tine (Matt. 17. 1). 2. Mount Leb’a-non, west of Her’mon, was famous for its cedars (1 Kings 5. 6; Psa. 29. 5). 3. Kurn Hat’tin. ‘The horns of Hat’tin,” a double-peaked moun- tain, with a depression between its two summits, lies west of the middle of the Sea of Gal’i-lee, about five miles distant. Tradition Gj CM fs Yj YE PROFILE OF PALESTINE FROM SOUTH TO NORTH, 52 TEACHER-TRAINING LESSONS names this mountain as the scene of the call of the twelve apostles, the Sermon on the Mount, and the appearance of Christ after his resurrection. (See Luke 6. 12-17; Matt. 5. 1; 28. 16.) It must be admitted, however, that the identification is not certain. PALESTINE MOUNTAINS = I tn hye LZ) Ward ee, pe vagy, me Zs, CA aed dla 5 PE me gh R: “a lusst RG Di : ow ¥ BY abe . XN >) Ny % Zr on, ya ed * TN Zz N ‘ { B Gs PW wine > 7 beac Chor Pe <= gy Z x ag NY, TAY ANU VO 748%) ae on™ 2 y, 4 zs ty - Zi zZ 2, any cf 4. Mount Ta’bor, the place of Deb’o-rah’s victory, is southwest of the Sea of Gal’i-lee (Judg. 4. 6). 5. Mount Gil-bo’a, where King Saul was slain, is south of Ta’bor (1 Sam. 31. 1; 2 Sam. 1. 21). 6. Mount Car’mel, the place of E-li’jah’s sacrifice, is on the Med’i- ter-ra’ne-an, due west of the Sea of Gal’i-lee (1 Kings 18. 20, 42; Isa. 35. 2). TEACHER-TRAINING LESSONS 53 7. Mount E’bal, ‘the mount of cursing,” lies in the center of the land (Deut. 11. 29). 8. Mount Ger’i-zim, ‘‘the Enea of blessing,’’ is south of E/bal. Between E’bal and Ger’i-zim Joshua read the law in presence of all Is’ra-el (Josh. 8. 30-33). Near Mount Ger’i-zim, on the east, is Ja’cob’s Well, where Je’sus talked with the Sa-mar’i-tan woman (John Aes iOsi20%) 241) = 9. Mount Ol’i-vet, or the Mount of Olives, is east of Je-ru’sa-lem, and due west of the head of the Dead Sea. From this mountain Je’sus ascended (Acts 1. 9, 12). 10. Mount Ne’bo, where Mo’ses died, is directly opposite Ol’i-vet, on the east of the Dead Sea (Deut. 34. 1). Let the student draw the map of Pal’es-tine and locate all these mountains; and tell the story of an event connected with each moun- tain. BLACKBOARD OUTLINE eo T. Na. Ca. Is. Jud. Pal. II. Dim. Ca. 6,600. Pal. 12,000. C. L. 110. Jor. 25. D. 5S. 60. Jor. L. 150. III. Wat. Med. Jor. Mer. Gal. D.S. NVeeNabeDivea vouch. Sb.s Mo Re oy. Vi BE. a.-. V. Mtns. Her. Leb. K. Hatt. Tab. Gil. Car. Eb. Ger. Ol. Ne. k so REVIEW QUESTIONS Name ten important mountains in Pal’es-tine. Which of these are in the north of the country? Which are in the middle of the land, south of the Sea of Gal’i-lee, and north of the Dead Sea? Which are near the Dead Sea? State an event or fact for which each of these mountains is named in Bible history. Which of these mountains, beginning with the north, is connected with an event in the life of Christ, naming the event with each mountain? Which of these mountains, beginning with the north, is connected with an event or person of Old Testament history? Name the events or persons. Arrange the names of these mountains as they would appear, not in their geograph- ical but in their historical order, in the story of the Bible. 54 TEACHER-TRAINING LESSONS LESSON XXIV. THE LAND OF PAL’ES-TINE Part III Review all that has been learned regarding, I. Names. II. Dimen. sions. III. Waters. IV. Natural Divisions. V. Mountains. PALESTINE PLACES Bhat oy tad oe a ¢ $ oc: ON Pp. "Wiig % Pui. a y g R. wv. a je Vellg Oy ay, Puy, Molt A Z 2 My gay VI. We note a few of the more important Places, and arrange them according to the natural divisions of the land. 1. On the Seacoast Plain were: 1.) Ga’za, on the south, the scene of Sam/’son’s exploits and death (Judg. 16. 21). 2.) Jop’pa, principal seaport of Pal’es-tine (2 Chron. 2. 16; Jonah I. 3). TEACHER-TRAINING LESSONS 55 3.) Czs’a-re’a, south of Mount Car’mel, the place of Paul’s im- prisonment and trial (Acts 25. 4). 4.) Tyre, just beyond the northern aa of Pal’es-tine, a great commercial city of the Phce-ni’ci-ans (Josh. 19 29). Note also the account of this city in Ezek. 27. 2 In the Mountain Region were: 1.) Be’er-she’ba, in the southern limit of the land (Gen. 21. 31, 33; I Sam. 3. 20; 1 Kings 19. 3). 2.) He’bron, burial place of the patriarchs (Gen. 23.19; 49. 29-31). 3-) Beth’le-hem, the birthplace of Da’vid and of Christ (1 Sam. 17. 12; Matt. 2. 1). 4.) Je-ru’sa-lem, “the city of the great king,” which stands due west of the northern point of the Dead Sea (2 Sam. 5. 6—g). 5.) Beth’el, nine miles north of Je-ru’sa-lem, the place of Ja’cob’s vision (Gen. 28. 19). 6.) She’chem, between the twin mountains Ger’i-zim and E’bal, in the center of the land (x Kings 12. 1; John 4. 5, 6). 7.) Sa-ma’ri-a, the capital of the Ten Tribes (1 Kings 16. 24). 8.) Naz’a-reth, west of the southern end of the Sea of Gal’i-lee, the early home of Je’sus (Matt. 2. 23). 3. In the Jor’dan Valley were: 1.) Jer’i-cho, near the head of the Dead Sea (1 Kings 16. 34). 2.) Beth-ab’a-ra, the place of Christ’s baptism, a little south of the Sea of Gal’i-lee. 3.) Ca-per’na-um, near the head of the Sea of Gal’i-lee (John 2. 12). 4.) Dan, at one of the sources of the Jor’dan, the northernmost place in the land (Judg. 18. 28; 20. 1). On the Eastern Table-land were no places of special importance. BLACKBOARD OUTLINE SS WN. (Ca. “Isr. “Jud. Pal: II. Dim. Ca.6,600. Pal. 12,000. C.L.110. Jor.25. D.S. : 60. Jor. L. 150. III. Wat. Med. Jor. Mer. Gal. De. Wee Nee Dry. 9.C.P. Sh MOR. J. V. .E.T-L. V. Mtns. Her. Leb. K.Hatt. Tab. Gil. Car. Eb. Ger. Ol. Ne. VI. Pla.. 1. Sea C. Pl. Ga. Jop. Ces. Ty. 2. Mtn. Reg. Beer. Heb. Beth. Jer. Bet. She. Sam. Naz. 3- Jor. Val. Jer. Beth. Cap. Da. Saas 56 TEACHER-TRAINING LESSONS REVIEW QUESTIONS Name and locate four places on the Seacoast Plain of Pal’es-tine. State a historical fact concerning each of these four plaves. a Beginning at the south, name four places in the Mountain Region, west of the Dead ea. State an event or historical fact with each of these last named four places. Name four places in their order north of Je-ru’sa-lem, in the Mountain Region. Name four places in the Jor’dan Valley. Name an event in connection with each of the last named four places. Indicate on the map in their historical order the events connected with places referred to in the Old Testament history. Indicate in their historical order the places referred to in the New Testament history. LESSON XXV. THE LAND OF PAL/ES-TINE Part IV Thus far we have considered the land of Pal’es-tine in its natural features. We now proceed to study its political divisions at various epochs of its history. A number of successive waves of migration and conquest have swept across this land, and all have left their traces upon it. I. Prehistoric Pal’es-tine has an interest to the archzologist, but we pass it by with a glance. It is evident that before history began un- known and strange races occupied this land. Note some of their names in Gen. 14. 5; Num. 13. 28; Deut. 2. 10-12, 20-23. A few individuals of these races were found long afterward (Deut. 3. 11; 1 Sam. 17. 4-7; 2 Sam. 21. 16-22). II. Patriarchal Pal’es-tine (that is, Pal’es-tine before the conquest) was inhabited by races of Ham-it’ic origin, mostly descended from Ca’naan (Gen. ro. 15-19), though bearing different names. 1. The Seacoast Plain was occupied by the Phi-lis’tines on the south (Gen. 26. 1), the Ca’naan-ites in the center, near Mount Car’mel, and the Zi-do’ni-ans, or Phoe-1i’ci-ans, in the north. 2. The Mountain Region was held by the Am/o-rites in the south, by the Jeb’u-sites near the site of Je-ru’sa-lem, by the Hi’ vites in the center of the land, and by the Hit’tites in the north — 135 20; Judg. 1. 21; Josh. 9. 1; 11. 19). 3. The Jor’dan Valley was held by the Ca’naan-ites (Num. 13. 29). 4. On the Eastern Table-land the Mo’ab-ites held the mountains east of the Dead Sea (Deut. 2. 9), the Am’o-rites between the rivers Ar’non and Hi’e-ro-max (Deut. 2. 24), and the Ba’shan-ites in the north (Deut. 3. 1-3). III. Tribal Pal’es-tine, or Pal’es-tine as divided among the Twelve Tribes, following the conquest of the land by Josh’u-a. We divide these tribes into four groups; . TEACHER-TRAINING LESSONS 57 1. The Eastern Group, beyond Jor’dan. (1) On the north, Ma-nas’- seh East, half the tribe (Deut. 3. 13); (2) in the center, east of the Jor’dan, Gad; (3) on the south, east of the northern half of the Dead Sea, Reu’ben (Deut. 3. 16). 2. The Southerr Group. (1) On the northwest, Dan (Judg. 13. 25); (2) on the northeast, Ben’ja-min (Josh. 18. rz, 12)3 (3) in the center, Ju’dah (Josh. 15. 1-5); (4) on the south, Sim’e-on (Josh. 19. 9). 3. The Central Group. This was allotted to a tribe and a half, both descended from Jo’seph: (1) The south-center, from the Jor’dan to 58 TEACHER-TRAINING LESSONS the Med’i-ter-ra’ne-an, to E’phra-im; (2) the north-center, having the same east and west limits, to Ma-nas’seh West. 4. The Northern Group. These consisted of: (1) Naph’ta-li on the north (Josh. 19. 32); (2) Zeb’u-lun in the center (Josh. 19. 10); (3) Is’- sa-char on the south (Josh. 19. 17); (4) Ash’er on the west (Josh. 19. 24). A diagram is given showing the location of each of these tribes, but with no attempt to indicate their precise boundary lines; for the boundaries were never marked, and were constantly changing. The tribes were not definite states, but groups of cities. It should be remembered that although all the land was divided among the Twelve Tribes, the Mountain Region only was actually pos- sessed by them. The Is’ra-el-ites scarcely obtained a foothold upon the Seacoast Plain and the Jor’dan Valley during the time of the judges; they held it under control during the days of Da’vid and Sol’o- mon, but permitted the Ca’naan-ite and Phi-lis’tine people to inhabit it; and even in the New Testament period most of the lowland popu- lation were still heathen. IV. Under the kings of Is’ra-el and Ju’dah Regal Pal’es-tine was divided into two kingdoms. 1. The kingdom of Is’ra-ef included practically all the country north of Jer’i-cho and Beth’el, though the boundary line varied in different reigns (x Kings I2. 19, 29). Mo’ab was also tributary to Is’ra-el (2 Kings 3. 4). 2. The kingdom of Ju’dah included the country west of the Dead Sea, with a supremacy over E’dom, south of the Dead Sea (1 Kings 12. 17; 2 Kings 8. 20). V. Provincial Pal’es-tine, in the New Testament period, included five provinces, three on the west and two on the east of Jor’dan. 1. Gal’i-lee was the northern province on the west of Jor’dan (Matt. 4. 12). 2. Sa-ma’ri-a was a district rather than a province, since it had no political organization, but was attached to Ju-de’a. It was situated in the center of the land (John 4. 3, 4). 3. Ju-de’a was the principal province on the south (Matt. 2. 22). 4. Pe-re’a (“beyond”) was on the east of Jor’dan, south of the river Hi’e-ro-max. It is called ‘‘Ju-de’a beyond Jor’dan” in Matt. rg. 1. 5. Ba’shan was the country north of the Hi’e-ro-max and east of the Jor’dan and Sea of Gal’i-lee. The name Ba’shan is not used in the New Testament, but the province was generally called “‘Phil’ip’s tetrarchy”’ (Luke 3. 1). MANASSE EAST: H | | DIAGRAM OF TWELVE TRIBES N.B.—This is not a map, but a diagram; not showing the boundary lines, but the location of the several tribes. PALESTINE IN THE TIME OF CHRIST. b ns oa RY ants O poh | Banfascs 0 SRN ON ewe harpar = Ent } Pn "ny Py SUA alge 6 ind RS Be Zoya emnt™ oS Ze Foe Se a AS re hechem & lfaco'a\Well C ¥”C ope JO < S. char’) GERIz! Os rule, i ‘ vg s Pt, ZL vii P m feu, oe ? 85 Longitude East from Greenwich 36 TEACHER-TRAINING LESSONS 61 BLACKBOARD OUTLINE Vl I. Preh. Pal. MW. Patr. Pal. 2. Sea. P. Phil. Can. Zid. 2.M.R. Am. Nebo Eliv= SeElit. 9355). Vo Can. 4. B:)0-1., Mo: Am. Bash. / III. Tri. Pal. 1x. Ea. Gr. Man. E. Ga. Reu. 2. Sou. Gr. Da. Ben. Jud. Sim. 3. Cen. Gro. Eph. Man. W. 4. Nor. Gro. Nap. Zeb. Iss. Ash. IV. Reg. Pal. Isr. Jud. V. Prov. Pal. Gal. Sam. Jud. Per. Bash. ok REVIEW QUESTIONS What do we know of the prehistoric inhabitants of Pal’es-tine? From what race were the people who inhabited Pal’es-tine in the time of the patriarchs? What races lived on the Maritime Plain in the patriarchal era? Who inhabited the Mountain Region at that time? Who inhabited the Jor’dan Valley? Who lived on the Eastern Table-land during the patriarchal period? When was the land divided into twelve tribes? Name and locate the Eastern Group of the tribes. What were the tribes of the Southern Group, and where were they located? What, and where, were the Central Group? What were the Northern Group. and where were they located? In what part of the land did the Is’ra-el-ites generally dwell? What were the divisions of the land during the Regal period? Name the five provinces, and locate them, in the New Testament period. LESSON XXVI. THE CITY OF JE-RU’SA-LEM Part I During nearly all the epochs of Bible history the city of Je-ru’sa-lem occupied a prominent place as the capital of the land of Is’ra-el; and it is necessary to obtain an understanding of its location and general features. I. Names. 1. The’earliest name of this place as given in the Bible was Sa’fem, in the time of A’bra-ham, when Mel-chiz’e- dek was its priest-king (Gen. 14. 18). 2. The name Je-ru’sa-lem first appears in the account of Josh’u-a’s conquest (Josh. 10. 1), but early writings show that the name was in use while the Is’ra-el-ites Were sojourning in E’gypt. 3. During the time of the Judges the 62 TEACHER-TRAINING LESSONS city was held by the Jeb’u-sites, and was called Je’bus or Jeb’u-si (Qudg. 19. 10; Josh. 18. 16). After the city was taken by Da’vid the older name, Je-ru’sa-lem, was restored, and continued to the end of the New Testament period (2 Sam. 5. 6 to Acts 28.17). Note in Matt. 4. 5 a title commonly applied to the city by the Jew’ish people. 4. After its destruction by the Ro’mans, ‘A. D. 70, its site was for a time abandoned, and afterward resettled under the name A 'li-a Cap’i-to-li’na. But the old name Je-ru’sa-lem still clung to the place, and was gradually accepted. 5. The present name, under the Turkish rule, is el-Khuds, “the holy {city],”’ as it is regarded alike by Mohammedans, Jews, and Christians as a place of sacred associations. II. Noticing its natural features, we begin with its Mountains, which are the following: 1. On the east of the city rises a chain of hills, running from north te south, though with a slight inclination to the southwest, called The Mount of Ol’ives, or Mount Of’i-vet (Matt. 24. 3; Acts 1. 12), about 2,600 feet in height. It has four peaks, of which the northern is called Scopus, and the southwestern the Motnt of Offense, from the tradition that it was the site of Sol’o-mon’s idol temple (zr Kings 11. 7). 2. West of the middle of the Mount of Ol’ives, across a valley, stands Mount Mo-ri’ah, the site of the Temple (2 Chron. 3. 1; perhaps also Gen. 22. 2 refers to the same locality). 3. North and west of Mount Mo-ri’ah is a hilly region, known as Be-ze’tha, sometimes regarded as another mountain, but more prop- erly a region of uneven ground. 4. South of Mo-ri’ah is a spur, called O’phel (2 Chron. 27. 3). The word means “bulge,” or “‘swelling.’”” It is somewhat triangular in shape, ending in a point on the south. 5. Southwest of Mo-ri’ah is the largest hill, called Mount Zi’on, on which most of the city was built, so that “Zi’on” and ‘“‘Je-ru’sa-lem”’ were both used as names of the city (2 Sam. 5. 7; Isa. 40. 9). There is, however, great doubt whether the name belonged originally to this hill; many holding the view that the earliest Zi’on was south, and not southwest, of the Temple. We call the western hill Zi’on, as that is the name most widely known. 6. On the north of Zi’on, west of Be-ze’tha, was another hill known as A’cra, not quite so high as the other elevations of the city. 7. Another hill was Gol’go-tha (Matt. 27. 33), called Cal’va-ry in TEACHER-TRAINING LESSONS 63 Luke 23. 33 (so in the Authorized Version; the Am. Rev. Ver. gives “the skull,’ a translation of the word). Gol’go-tha is He’brew; Kra~- nfon, ‘‘the skull,’”’ Greek, and Cal-va’ri-a Latin, all having the same meaning. Two different localities are assigned for this place. The traditional location is near Mount Zi’on, and is indicated by the Church of the Holy Sepulcher. But many of the recent authorities prefer a rounded hill north of the city, which certainly has a remark- able resemblance to a skull. We accept the latter location, but not with certainty. | 8. South of Mount Zi’on and of the city is another range of hills, ' forming a curve from the west to the southeast. The elevation on the southeast bears the name “Hilf of Evil Counsel,’ from the tradi- tion that the plot for the betrayal of Je’sus was formed at that place (Mark 14. 10, 11). III. Between these hills are situated three valleys, which radiate from a point southeast of the city, in the form of a fan or a let- ter V. 1. Between the Mount of Ol’ives, on the east, and A’cra, Mo-ri’ah, and O’phel, on the west, is the Valley of the Ke’dron, so called be- cause the brook Ke’dron flows through it past the city; although now most of the year flowing underground, on account of the filling up of the valley. References to this brook are 2 Sam. 15. 23; John 18. 1. The valley is also called the Valley of Je-hosh’a-phat, in Joel 3. 2. 2. Between Mo-ri’ah and O’phel on one side and Zi’on on the other was once a curving valley called the Valley of the Ty-ro’pe-on (a word said to mean ‘‘cheesemakers’”). This valley is now almost obliterated by changes in the surface, but its direction has been clearly ascertained by soundings. It is not mentioned in the Bible. 3. On the south of the city, between Zi’on and the Hill of Evil Counsel, is The Valley of Hin’nom (Josh. 15. 8; Jer. 7. 31). The He’brew words ge-henna (ge meaning ‘‘valley’’) became in the New Testament the name Ge-hen’na (Matt.5. 29). It was the place where the garbage of the city was burned, and became a popular expression for the “‘fire of hell.” HINTS TO THE TEACHER Let the map be drawn in presence of the class, and copied by all the members, until the localities are fixed. Then let it be erased, and the various mountains and valleys be drawn by the members in turn, one drawing the Mount of Ol’ives, another Mount Mo-ri’ah, etc., another Mount Zi’on, etc. Let the class find in the Bible references ta all these locations, and events that took place in connection with them. 64 - TEACHER-TRAINING LESSONS BLACKBOARD OUTLINE | I. Nam. 1.Sa. 2. Jer. 3. Jeb. 4. A. Cap. 5. el-Kh. | II Mtns. 1. M. of Ol. (Sc. Mt. Off.). 2. Mor. 3. Bez. a Oph. 5. Zi. 6. Ac. 7. Gol. (Cal.). 8. H. Ev. oun. III. Vall. 1. V. Ked. (Jeh.). 2.V.Tyr. 3. V. Hin. (Ge.). REVIEW QUESTIONS Why should a Bible student learn the topography of Je-ru’sa-lem? What names were applied to this city at various successive periods? What range of mountains is east of the city? What is the general direction of this range? Name two of its peaks. . Name a mountain opposite to the middle of the first named range. What building was on this hill? What hill was south of the Temple? What region was north of it? What was the name of the largest hill in the city? Where is it located? Where was the hill A’cra? On what hill was Je’sus Christ crucified? State the two locaticns named for this hill, Where is the Hill of Evil Counsel? Why was it so named? Name the three valleys of Je-ru’sa-lem. Between what mountains is the first-named valley? Give the location of the middle one of the three valleys. Where is the valley of Hin’nom? What name was applied to a part of this valley! S i Z Wy ST) DANS NTIS CAA GANS oo ese gow TEACHER-TRAINING LESSONS 65 LESSON XXVIII. THE CITY OF JE-RU’SA-LEM Part II IV. The Growth of the City. 1. It is uncertain whether the first ‘ettlement was on the large hill now known as Zi’on, or between Mo-ri’ah and the spur known as O’phel. The principal reason for accepting the latter site is that it is near a spring of water, which would fix the location of an Oriental village. 2. But, if Mount Zi’on was not the earliest settlement, it was soon annexed, in the rapid growth of the new city when King Da’vid chose it for his capital, and became the more important section, with the largest population. 3. The Temple was built on Mount Mo-ri’ah, and the southern slope of the hill and Mount O’phel became the site of Sol’o-mon’s palace. The city in Old Testament times included the three hills, Zi’on, Mo-ri’ah, and O’phel. 4. In the New Testament period the Lower City was added, in the district known as A’cra. The wall around this portion curved from the Temple area, northward and westward, including Be-ze’tha and A’cra, to the northern part of Mount Zi’on. Whether the traditional “Cal’va-ry,” northwest of Zi’on, was included is not certain. 5. Modern Je-ru’sa-lem has moved northward, and now includes within the wall Be-ze’tha, A’cra, the northern part of Zi’on, and the old Temple area. But the southern half of Zi’on and all of O’phel are outside the wall. N. B.—In teaching this part of the lesson let the location of the several hills and valleys be drawn on the blackboard, and a wall drawn around each part of the city in the order given above. Z V. The water supply of the city has always been exceedingly im- portant, and we therefore name a few of the most important. Springs and Pools, omitting those not prominent in the history. We give the names applied by tradition, not in all cases certainly correct: t. North of the Temple was the Pool of Beth-es’da. Note the event associated with it in John 5. 2-9. 2. At the junction of the three valleys, Ke’dron, Ty-ro’pce-on, and Hin’nom, at the foot of O’phe!, was—and still remains—the Pool of Si-lo’am (John 9. 7; also Isa. 8. 6). 3. On the eastern slope of O’phel, south of the Temple, is said to be the only natural fountain of the city, called Gi’hon, “‘springing up,” in rt Kings 1. 33. Note the event which took place there. This spring is believed by many to have fixed the earliest location of the city. it is now called the Fountain of the Virgin. 66 TEACHER-TRAINING LESSONS Other pools might be named, but these are the only ones necessary to the general reader of the Bible. VI. Other Locations in and around the city: 1. The Castle of An-to’ni-a was northwest of the Temple, and con- nected with it. This is the place given by tradition as ‘‘Pi’late’s judgment hall,” or ‘‘pretorium,’”’ where Je’sus was tried by Pi’late and condemned to the cross (John 18. 28). This is not certain, but it is undoubtedly the castle to which Paul was taken as a prisoner when rescued from the Jew’ish mob (Acts 21. 34, 35). 2. East of the Temple, across the valley of the Ke’dron, on the lower slope of the Mount of Ol’ives, is the traditional Garden of Geth- sem’a-ne, where Je’sus endured the agony and was seized by the guard on the night of his trial (Mark 14. 32; John 18. 1). 3. On the northwestern limit of Mount Zi’on, west of the southern end of the Temple, beside what is now called the Jaf’fa Gate, was an ancient fortress, rebuilt by Her’od the Great, and called from him Her’od’s Palace. The castle now standing on this site is called ‘‘The Tower of Da’vid,’’ and may represent Da’vid’s earliest fortification, called Mil’lo in 2 Sam. 5. 9. Some authorities regard this as the place of Pi’late’s judgment hall, but the evidence is nearly equal betweer this location and the Castle of An-to’ni-a. The meeting of Je’sus with Her’od An’ti-pas, on the day of the crucifixion (Luke 23. 7-11), was not in the above-named “Her’od’s Palace,” but in another building, not indicated on the map, probably about halfway between Her’od’s Palace and the Temple. 4. The Palace of Cai’a-phas, where the Jew’ish trial of Je’sus was held, is shown by tradition on Mount Zi’on, “the upper city.” (See Matt. 26. 57.) 5. The Supper Room, where Je’sus partook of the last supper with his disciples (Mark 14. 12-17), is shown south of the Palace of Cai’a- phas. This may also have.been the meeting place of the disciples after the resurrection of Je’sus. (See Acts 1. 13.) BLACKBOARD OUTLINE ee IV. Gro. Cit. 1. Fir. set. 2. Mt. Zi. 3. Tem. 4. Low Cit. 5- Mod. Jer. V. Spr. and Poo. 1. P. Beth. 2. P. Sil. 3. Gih. VI. Oth. Loc: 1. Cast. Ant. 2. Gar. Geth. 3. Her Pal. 4. Pal. Cai. 5. Sup. Roo. TEACHER-TRAINING LESSONS 67 REVIEW QUESTIONS What two localities are given as the original place of settlement for the city? Under what king was the city established as the capital of the land? What mountain became the principal seat of the city? What building arose on Mount Mo-ri’/ah? What was built on Mount O’phel? What hills were included in the city during the Old Testament periods? What part was included in the “‘lower city’’? What hills, and parts of hills, are included in the modern city? Where was the Pool of Beth-es’da? What event took place at this pool? Where is the Pool of Si-lo’am? What took place at this pool? Where is the only natural spring of water near the city? What is this spring called in the Old Testament? What is it called at the present time? To what building was Paul taken when made prisoner? Where was this castle? Where is the Garden of Geth-sem’a-ne located? = Where is the building now called the Castle of Da’vid? What other name was giver to it? What two places are assigned as the locality of Pi’late’s judgment hall? Where was Je’sus brought before Her’od An’ti-pas? Where is the room of the last supper shown? Where is the Palace of Cai’a-phas shown? LESSON XXVIII. REVIEW OF BIBLE GEOGRAPHY I. Concerning the Old Testament world: I. State its general location and dimensions. 2. Name and locate its six large bodies of water. 3. Name and locate its five great mountain ranges. 4. Name and describe its five important rivers. 5. State its three great natural divisions. 6. Name the lands in each division. 7. Name and locate nine of its principal places. II. Concerning the New Testament world: t. Name and locate its important seas. 2. Name and locate five of its islands. 3. Name its five provinces in Eu‘rope. 4. Name its three provinces in Af’ri-ca. 5. Name four of its provinces in A’si-a. 6. Name in order the fourteen previnces of A’si-a Mi’nor, 7. Name and locate twelve important places. III. Concerning the Land of Pal’es-tine: 1. State and explain its names at different periods. 2. Give its dimensions. 3. Name and locate its larger bodies of water. a ut ioe) Q. Io. Il. TEACHER-TRAINING LESSONS . State its natural divisions. . Name its mountains, give their locations, and a fact about each. . Name its brooks, and state their locations. . Name the principal places, following the natural divisions of the land. . Name and locate the peoples of Pal’es-tine in the earlier periods. State the names of the twelve tribes of Is’ra-el, and the location of each. Name and bound its two kingdoms. Name and locate the five provinces in the New Testament period. [V. Concerning the city of Je-ru’sa-lem: I. Give its names in various ages. 2. Name and locate the mountains in and around the city. at ON . Name and locate its valleys. . State in order of settlement the different parts of the city. . Name and locate the pools and springs of water, also events connected with them. . State and locate the different places of historical interest in the city. PART IV NINE LESSONS IN BIBLE INSTITUTIONS LESSON XXIX. THE ALTAR AND ITS OFFERINGS. LESSON XXX. THE TABERNACLE. LESSON XXXI. THE TEMPLE. PART I. LESSON XXXII. THE TEMPLE. PART II. LESSON XXXIII. THE SYNAGOGUE. PARTI. LESSON XXXIV. THE SYNAGOGUE. PART II. LESSON XXXV. THE SACRED YEAR. PARTI. LESSON XXXVI. THE SACRED YEAR. PART II. LESSON XXXVII. REVIEW OF BIBLE INSTITUTIONS. LESSON XXIX. THE ALTAR AND ITS OFFERINGS As preparatory to the Christian Church, in the development of the divine purpose of redemption, we notice four great institutions, each related to the others, and all united in a progressive order. These are. 1. The Altar, the earliest institution for worship. 2. The Tabernacle, which was an outgrowth of the Altar. 3. The Temple, which was a development of the Tabernacle. 4. The Synagogue, which was supplementary to the Temple, and formed an important step toward the Church of Christ. In studying the first of these religious institutions we notice— I. The Aftar. II. Its Offerings. I. The Altar. 1. Its universality. There was scarcely a people in the anetent world without an altar. We find that the worship of every land and every religion was associated with altars. See allusions in Isa. 65. 3; 2 Kings 16. 10; Acts 17. 23 to altars outside of the Is’ra- el-ite faith. 2. Its origin is unknown, but it was early sanctioned by a divine approval of the worship connected with it (Gen. 4. 3, 4; 8. 20: 12. 8). 69. 70 TEACHER-TRAINING LESSONS 3. Its material—originally earth or unhewn stone. Where metal or wood was used it was merely for a covering, the true altar being of earth inside (Exod. 20. 24, 25). 4. Its idea—that of a meeting place between God and man, involy- ing a sacrifice for sin. 5. Its purpose—to prefigure the cross whereon Christ died (x Pet. 3. 18; Heb. 9. 22; John 1. 29). Il. Its Offerings, which were of five kinds, classified as follows: 1. The Sin Offering. (a) This regarded the worshiper as a sinner, and expressed the means of his reconciliation with God. (6) The offering consisted of an animal. (¢) The animal was slain and burned without the camp. (d) Its blood was sprinkled on the altar of incense in the Holy Place (Lev. 4. 3-7). 2. The Burnt Offering. (a) This regarded the worshiper as already reconciled, and expressed his consecration to God. (6) It consisted of an animal, varied according to the ability of the worshiper. (c) The animal was slain and burned on the altar. (d) Its blood was poured out on the altar, a token that the life of the worshiper was given to God (Lev. 1. 2-9). 3. The Trespass Offering.1 (a) This represented the forgiveness of an actual transgression, whether to God or man, as distinguished from the condition of a sinner represented in the sin offering. (6) The offer- ing consisted of an animal, generally a ram, though a poor person might bring some flour. (c) The animal was slainand burned on the altar. (d) The blood was poured out at the base of the altar (Lev. 5. I-10). 3 4. The Meat Offering.? (a) This expressed the simple idea of thanks- giving to God. (6) It consisted of vegetable food. (c) The offering was divided between the altar and the priest; one part was burned on the altar, the other presented to the priest to be eaten by him as food (Lev. 2. 1-3). ’ 5. The Peace Offering. (a) This expressed fellowship with God in the form of a feast. (b) It consisted of both animal and vegetable food. (c) The offering was divided into three parts: one part burned upon the altar, a second eaten by the priest, a third part eaten by the worshiper and his friends as a sacrificial supper. Thus God, the priest, and the worshiper were all represented as taking a meal together. 1 Called in the Revised Version “‘guilt offering.” 2 This is called in the Revised Version ‘‘the meal offering’’; that is, the offering to God of a meal to be eaten. It might be called ‘food offering.” TEACHER-TRAINING LESSONS 71 BLACKBOARD OUTLINE I. The Alt. 1. Univ. 2. Ori. 3. Mat. 4.Id. 5. Pur. II. Off. . Si. Off. |Sin. rec. G.JAn. SL. bur. Spr. alt. inc. . Bu. Off. |Con. G. An. Sl. bur. Pou. alt. . Tre. Off. |For. trans. |An. Sl. bur. Pou. ba. alt. . Me. Off. |Tha. Gd. |Veg. Alt. pri. . Pea. Off.|Fel. G. An. Veg. |Alt? pr. wor. ABW D H REVIEW QUESTIONS What is the purpose shown in all Bible history? Name the five great institutions for worship in the Bible. What shows the universality of the altar in connection with worship? What is said of the origin of the altar? Of what material were the earliest altars made? What was the religious idea in the altar? What prophetic purpose did the altar have? Name the five kinds of offerings. How did the sin offering regard the worshiper? What did the sin offering express? Of what did the sin offering consist? What was done with the offering? What was done with the blood? What was the design of the burnt offering? Of what did the burnt offering consist? What was done with the animal? What was done with the blood in the burnt offering? Wherein did the trespass offering differ from the sin offering? Of what did the trespass offering consist? What was done with the sacrifice? What did the meat offering express? Of what did it consist? How was the meat offering used? What was expressed by the peace onering? Of what did it consist? What was done with the peace offering? LESSON XXX. THE TABERNACLE 1. When the family of A’bra-ham grew into a people its unity was maintained by regarding the altar—and but one altar for all the Twelve Tribes—as the religious center of the nation. 2. To the thought of the altar as the meeting place with God was 72 TEACHER-TRAINING LESSONS added the conception of God dwelling among his people in a sanctuary and receiving homage as the King of Is’ra-el (Exod. 25. 8). 3. Thus the altar grew into the Tabernacle, which was the sanctuary where God was supposed to dwell in the midst of the camp. As was ——— = x THE TABERNACLE. necessary among a wandering people, it was constructed of such ma- terials as could be easily taken apart and carried on the march through the wilderness. In considering the Tabernacle and its furniture we notice the fol- lowing particulars: I. The Court, an open square surrounded by curtains, one hundred and fifty by seventy-five feet in extent, and occupying the center of the camp of Is’ra-el (Exod. 27. 9-13). In this stood the Altar, the Laver, and the Tabernacle itself. TEACHER-TRAINING LESSONS 73 II. The Altar of Burnt Offerings stood within the court, near its entrance. It was made of wood plated with “‘brass’’ (which is sup- posed to mean copper), was seven and one half feet square, and four and one half feet high. On this all the burnt sacrifices were offered (Exod. 27. 1; 40. 29), except the sin offering. JU. The Laver contained water for the sacrificial purifyings. I+ stood at the door of the tent, but its size and form are unknown (Exod. 30. 17-21). IV. The Tabernacle itself was a tent forty-five feet long, fifteen feet wide. Its walls were of boards, plated with gold, standing upright; its roof of three curtains, one laid above another. Whether there was a ridge pole or not is uncertain. [The cut on page 72 represents the for- . mer arrangement.] It was divided by a veil across the interior into two apartments, the Holy Place and the Holy of Holies (Exod. 36. V. The Holy Place was the larger of the two rooms into which the tent was divided, being thirty feet long by fifteen wide. Into this the priest entered for the daily service. It contained the Candle- stick, the Table, and the Altar of Incense (Heb. 9. 2). VI. Tke Candlestick (more cor- rectly, ‘lampstand’’) stood on the left side of one entering the Holy Place; made of gold, and bearing seven branches, each branch hold- ing a lamp (Exod. 25. 31-37). VII. The Table stood on the right of one entering the Holy pracramsHowiNe LOCATION OF THE OB- Place, made of wood, covered with JECTS WITHIN THE TABERNACLE COURT gold; three feet long, a foot and a half wide, two and one quarter feet high; contained twelve loaves of bread, called ‘‘the bread of the presence’ (Exod. 37. 10, 11). 74 TEACHER-TRAINING LESSONS VIII. The Altar of Incense stood at the inner end of the Holy Place, near the veil; made of wood, covered with gold; a foot and a half square and three feet high. On it the incense was lighted by fire from the altar of burnt offering (Exod. 30. I, 2). IX. The Holy of Holies was the inner- most and holiest room in the Tabernacle, eRe ORR eeen on into which the high priest alone entered on one day in each year (on the Day of Atonement); in form a cube of fifteen feet. It contained only the Ark of the Covenant (Heb. 9. 3). X. The Ark of the Covenant was a chest con- taining the stone tablets of the Commandments; made of wood, covered on the outside and inside with gold: three feet nine inches long, two feet three inches wide and high. Through gold rings on the sides were thrust the staves by which it was borne on the march. Its lid, on which stood two figures of the cherubim, was called ‘“‘the mercy seat.’’ On this the high priest sprinkled the blood on the Day of Atonement (Exod. 25. 17, 18; Heb. 9. 7). ALTAR OF INCENSE BLACKBOARD OUTLINE THE TABERNACLE . Cow. sq. 150.75. (Al. Lav. Tab.) . Alt. woo. br. 74. 44. - Lav. do. ten. . Tab. 45. 15. bds. cur. (H.P. H.H.) Ho. Pl. 30. 15. (Can. Tab. Alt.Inc.) . Can. go. 7 bran. . Tab. 3. 14. 2}. 12 loa. t. Inc. woo. gol. 1}. 3. - Ho. Hol, 15.15.15. (Ar. Cov.) . Ar. Cov. WoO. go. 3,9. 2,3. “‘mer. se.” REVIEW QUESTIONS How was the unity of the Is’ra-el-ite people maintained? What was the conception or thought in the Tabernacle? Why was it constructed of such materials? What was the court of the Tabernacle? What were the dimensions of the court? —_— TEACHER-TRAINING LESSONS 75 What stood in the court? What were the materials of the Altar of Burnt Offerings? What was the size of this altar? What was the laver, and where did it stand? What was the Tabernacle itself? Into what rooms was it divided? How was it covered? What were the dimensions of the Holy Place? What did the Holy Place contain? What was the form of the candlestick? Where did the candlestick stand? Of what was the Altar of Incense made? What were its dimensions? For what was this altar used? What were the dimensions of the Holy of Holies? What did the Holy of Holies contain? Who alone entered this room, and how often? What was the Ark of the Covenant? What was the ‘‘mercy seat’’? LESSON XXXI. THE TEMPLE Part I zr. After the Is’ra-el-ites had become a settled people, and had been organized into a kingdom, the Tabernacle grew into a Temple, figuring the palace of Jehovah. 2. The first Temple was built by Sol’o-mon, on Mount Mo-ri’ah, about one thousand years before Christ. This was destroyed by Neb’u- chad-nez’zar, B. C. 587, but rebuilt under Ze-rub’ba-bel and finished B. C. 515. This became dilapidated, and its restoration was begun under Her’od the Great, B. C. 20. It was not fully completed until A. D. 65, only five years before its.final destruction. 3. The three Temples were according to the same general plan, but differing in details. The last Temple, standing in the time of Christ, is the one of which we know the most, and the one which we describe briefly. I. The Court of the Gen’tiles was a quadrangle, about one thousand feet on each side (nine hundred and ninety north, one thousand east, nine hundred and ten south, one thousand and sixty west). North was the tower of An-to’ni-a; east, the valley of the Kid’ron; south, the dis- trict O’phel; west, the valley of the Ty-ro’poe-on, and, beyend it, Mount Zi’on. On the eastern wall rose a corridor, Sol’o-mon’s Porch; on the southern, another, Her’od’s Purch. It was paved with marble, and on its open space was a market. It had six gates, one each on north, 76 TEACHER-TRAINING LESSONS east, and south, and three on the west, leading to the city. Into this court Gen’tiles were permitted to enter. (See allusions in Acts ar. 29; 3. 11; John 2. 14-16.) II. The Chef [pronounced Kel], or Sacred Inclosure, occupied the northwest corner of the Court of the Gen’tiles. It was a raised plat- & &) < 2 OD Rue ev CHAMBERS atraR =| “a morte 5 COURT TWHO) OF EEPLAC d F THE WOMEN eACOURT OF cite : cou = = PRIESTS ra Ra CHEL OR SACRED INCLOSURE F ISRAEL COURT Woda eaenn a aeneceesananenee ane 2 > c COURT OF THE GENTILES Underground Entrance Racdnnecan ocean OS som sseesaaoen S ot > 3 VALLEY OF THE KIDRON form, containing the sacred buildings, eight feet above the level of the court, measuring six hundred and thirty feet from east to west by three hundred from north to south. Its outer wall was a lattice in stone, called Soreg, ‘“‘interwoven,” containing inscriptions in many languages, TEACHER-TRAINING LESSONS 77 warning Gen’tiles not to enter on pain of death (Acts 21. 28, 29). This Chel was a terrace twenty-four feet wide, around an inner wall from forty to sixty feet high. It was entered by nine stairways, four on the north, one on the east, and four on the south. III. The Court of the Women occupied the eastern end of the Sacred Inclosure. It was a square, two hundred and forty feet on each side; its floor three feet higher than the platform of the Chel; surrounded by high walls; entered by four gates, one on each side. The one on the east was the Gate Beautiful (Acts 3. 2), that on the west the Gate Ni-ca’nor. The court was open to the sky, as were also the four rooms, one in each corner, each sixty feet square. The one on the northwest was used for the ceremony of cleansing the leper (Matt. 8. 4); northeast, for storage of wood; southeast, for the ceremonies of the Naz’a-rite’s vow (Acts 21. 23-26); southwest, for the storage of oil. The court had a gallery from which women could view the sacrifices; hence its name. It was also called ‘‘the Treasury,” from the gift boxes fastened upon its walls (Mark 12. 41, 42; John 8. 20). BLACKBOARD OUTLINE H Tem. Sol. 1,000. Zer. 515. Her. B.C. 20. I. Cou. Gen. 1,000. N.An. E. Val. Kid. S.Op. W. Val. vie Solel orssilers Por II. Chel. 8. 630. 300. 24. Soreg. g stair. III. Cou. Wom. 240sq. 4 ga. 4 rooms. N.W.lep. N.E. woo. S. E. Naz. vow. S. W. oil. Gal. Treas. REVIEW QUESTIONS How did the Tabernacle become a Temple? Name the three Temples, their builders, and the date of each, Name the six parts of the Temple in the time of Christ. What was the form of the court of the Gen’tiles? Give the boundaries of this court. What two porches stood beside it? How many gates did it have, and where were they? What was the name of the court, or sacred inclosure, within that of the Gen’tiles? What were its dimensions? What was the character of this court? What entrances led to it? Who were excluded from it? Locate and describe the Court of the Women. How was it entered? 78 TEACHER-TRAINING LESSONS What rooms were in its corners? By what other name was it called? Why was it called the “‘Court of the Women”? LESSON XXXII. THE TEMPLE Part II IV. The Court of Is’ra-el, or Men’s Court, occupied the western end. of the Chel, and was a corridor surrounding the Court of the Priests. It was ten feet higher than the level of the Women’s Court; three hun- dred and twenty feet long from east to west, and two hundred and forty from north to south. The corridor was sixteen feet wide on the north and south, and twenty-four feet on the east and west. It was the place where the men stood to witness the sacrifices. Its outer wall was thick and high; within it was separated from the Court of the Priests by a railing. It had three gates on the north, one on the east, and three on the south. On the southeastern corner was the meeting room of the San-he’drin, or Great Council of the Jews. V. The Court of the Priests was a platform within the Court of Is’ra-el, raised three feet above it; about two hundred and eighty feet long by two hundred wide. Upon it stood the Altar, the Laver, and the Temple building. The Altar probably stood on the rough rock which lies under the dome of the Mosque of O’mar and gives its name, “The Dome of the Rock,” to the building. VI. The Temple building, or House of the Lord, consisted of four parts. 1. The Porch was the vestibule in front, forming a tower one hun- dred and twenty feet high. 2. The Holy Place was thirty feet wide and sixty feet long, having each of its dimensions double those in the tabernacle, and containing the Candlestick, the Table, and the Altar of Incense. 3. The Holy of Holies was a cube of thirty feet on each side, sep- arated from the Holy Place by a double veil three inches apart. As there was no Ark of the Covenant it contained only a block of mar- ble, on which the blood was sprinkled on the Day of Atonement. 4. The Chambers were rooms for the priests during their service at the Temple. They were situated around the building, but separate from it, and were three stories high. In one of these rooms each priest lived in turn for about two weeks in each year- TEACHER-TRAINING LESSONS 79 BLACKBOARD OUTLINE Tem. Sol. 1,000. Zer. 515. Her. B. C. 20. I. Cou.Gen. 1,000. N.An. E. Val. Kid. S.Op. W. Val. Tyr. Sol. Por. Her. Por. II. Chel. 8. 630. 300. 24. Soreg. g stair. III. Cou. Wom. 2408q. 4 ga. 4 rooms. N. W. lep. N. E. woo. S. E. Naz. vow. S. W. oil. Gal. Treas. IV. Cou.Isr. 10. 320. 240. 16. 24. Sanh. V. Cou. Pri, 3. 280. 200. Alt. Lav. Tem. VI. Tem. buil. Por. 120. Ho. Pl. 30. 60, Hol. Hol. 30. REVIEW QUESTIONS What court was next to that of the women? Describe this court. : How was it separated from the other courts? What stood in one of its corners? What was the Court of the Priests? What were its dimensions? What stood in this court? Where did the altar stand? Name the four parts of the Temple building. Describe the porch of the Temple. Describe the Holy Place. Describe the Holy of Holies. What took the place of the Ark in this Temple Describe the chambers. LESSON XXXIII. THE SYNAGOGUE Part I The synagogue forms an important link between the Church of the Old Testament and that of the New, and greatly aided in preparing the way for the Gospel. I. Its Origin. The synagogue arose during the captivity, when the Temple was in ruins and the sacrifices were in abeyance. In the land of captivity the people of God met for worship and fellowship, and out of their meeting grew the synagogue, a word meaning ‘“‘a coming to- gether.” It is believed that the institution was organized as a part of the Jewish system by Ezra, B. C. 440. II. Its Universality. There was but one temple, standing on Mount Mo-ri’ah, and only those who journeyed thither could attend its serv- ices. But the synagogue was in every place where the Jews dwelt, both 80 TEACHER-TRAINING LESSONS in Pal’es-tine and throughout the world. Wherever ten Jew’ish heads of families could be found there a synagogue would be established There were four hundred and sixty synagogues in Je-ru’sa-lem; and every nationality of Jews had its own (Acts 6. 9). III. The Place of Meeting. This might be a building erected for the purpose, or a hired room, or even a place in the open air (Acts 16. 13). This meeting place was employed for secular as well as religious uses. Courts were held in it, and sentence was administered (Acts 22. 19), and sometimes a school for teaching the law was held init. Thus the synagogue became a center of local influence. IV. Its Arrangement. Every ancient synagogue contained: 1. An “‘ark,”’ which was the chest for the sacred rolls, and stood in the end of the building toward Je-ru’sa-lem. 2. Chief seats, elevated, near and around the “ark,” for the elders and leading men (Matt. 23. 6). 3. A desk for the reader standing upon a platform. 4. Places for the worshipers, carefully graded according to rank, the Gen’tile visitors having seats near the door of entrance. The place set apart for the Gen’tiles was called, as in the Temple, ‘“‘The Court of the Gen’tiles.” 5. A lattice gallery where women could worship without being seen. BLACKBOARD OUTLINE * * I. Ori. Cap. Ez. B.C. 440. II. Univ. 1tofam. 460 Jer. III. Pl. Meet. Buil. room. open. sec. rel. sch. IV. Arr. 1. Ark. 2.Ch.se. 3. Des. 4. Pla. wor. 5. Lat. gal. REVIEW QUESTIONS Between what two institutions was the synagogue a link or connection? How did the synagogue originate? Who gave it definite organization? Wherein did it differ in location from the Temple? Where were synagogues formed? How many were in Je-ru’sa-lem? What buildings and places were used for the service of the synagogue? To what secular uses also were these put? What were the arrangements of the synagogue? Where did the women worship? What was the “‘ark’”’ in the synagogue? TEACHER-TRAINING LESSONS 81 LESSON XXXIV. THE SYNAGOGUE Part II V. Its Officers. These were: 1. Three rulers of the synagogue, who directed the worship, managed the business details, and possessed a limited judicial authority over the Jews in the district (Mark 5. 22; Acts 13. 15). One of these was the presiding officer, and called ‘“‘the ruler.” 2. The chazzan (Luke 4. 20, ‘‘the minister’), who united the func- tions of clerk, schoolmaster, sexton, and constable to administer sen- tence on offenders. 3. The batlanim, ‘‘men of ease,’’ seven men who were chosen to act as a legal congregation, were pledged to be present at the regular services, and sometimes received a small fee for being present. VI. Its Services. These were held on Saturday, Monday, and Thursday, and were conducted by the members in turn, several taking part in each service. They consisted of: 1. Forms of prayer, conducted by a leader, with responses by the worshipers. 2. Reading of selections from the law and the prophets, according to an appointed order (Acts 15. 21). The reading was in He’brew, but it was translated, verse by verse, into the language of the people, whether Greek or Ar-a-ma’ic. 3. Exposition or comment upon the Scripture, in which any member might take part (Luke 4. 20, 21; Acts 13. 15, 16). VII. Its Influence. It is easy to perceive how widely and how powerfully the results of such an institution would reach. 1. It perpetuated the worship of God and united the worshipers. 2. It supplied a more thoughtful and spiritual worship than the elaborate ritual of the Temple. 3. It promoted the study of the Old Testament Scriptures and made them thoroughly familiar to every Jew. 4. It attracted the devout and intelligeiit among the Gen’tiles, many of whom became worshipers of God, and were known as ‘“‘pros- elytes of the gate” (Acts ro. 1, 2). VIII. Its Preparation for the Gospel. It is evident that the apos- tles and early Christian teachers were greatly aided by the synagogue. 1. It furnished a place, for everywhere the Church began in the synagogue, even though it soon left it (Acts 13. 5; 18. 4; 19. 8). 2. It prepared a people, for the synagogue was attended by the 82 TEACHER-TRAINING LESSONS earnest and thoughtful, both of Jews and Gen'tiles, who were thus mide ready for the higher truths of the Gospel (Acts 13. 42, 43). 3. It supplied a plan of service, for it is evident that the early Chris- tian worship was modeled, not on the ritual of the Temple, but on the simpler forms of the synagogue. 4. It gave a system of organization, for the government of the early Church was similar to, and doubtless suggested by, that of the syna- gogue. BLACKBOARD OUTLINE | I. Oo Cap. Ez. B.C. 440. rie II. Univ. 10 fam. 460 Jer. Ill. Pf. Meet. Buil. room. open. sec. rel. sch. IV. Arr. 1. Ark. 2.Ch.se. 3.Des. 4. Pla. wor. 5. Lat. gal. V. Off. x. Rul. 2. Chaz. 3. Batl. Vir Servs "r.br 22 Rem eae Bexp: VII. ae 1. Per. wor. 2. Tho. wor. 3. St. O22. 4 Dev: en. VIII. Prep. Gosp. 1. Pl. 2. Peo. 3.Ser. 4. Org. “ REVIEW QUESTIONS Who were the officers of the synagogue? Who was the chazzan? Who were the batlanim? What were the services of the synagogue? What influence did the synagogue exert? Whom did the synagogue benefit outside the Jews? How did the synagogue prepare the way for the Gospel? LESSON XXXV. THE SACRED YEAR Part I I. Among the Is’ra-el-ites were certain institutions of worship ob- served at regular intervals of time, and which have been called The Periodical Institutions. These were: 1. The Sabbath, observed one day in seven; of which the root idea is the giving to God a portion of our time. See-references in the Old Testament: Gen. 2. 3; Exod. 20. 8-11; Isa. 56. 2; 58. 13. In the New TEACHER-TRAINING LESSONS 83 Testament we find the first day of the week gradually taking its place among the early Christians (Acts 20. 7; 1 Cor. 16. 2; Rev. 1. 10). 2. The New Moon, which was the opening day of each month; re- garded as a sacred day, and celebrated with religious services (Num. Io. 10; 2 Kings 4. 23). 3. The Seven Annual Solemnities, the important occasions of the year, six feasts and one fast day. 4. The Sabbatical Year. One year in every seven was observed as a year of rest, and the ground was left untilled (Lev. 25. 2-7). 5. The Year of Jubilee. Once in fifty years the Is’ra-el-ites were commanded to give liberty to slaves, freedom to debtors, and general restitution of alienated inheritances (Lev. 25. 9, 10). II. We take for special notice among these periodical institutions the seven annual solemnities of the Sacred Year. These may be clas- sified as: 1. The Three Great Feasts, Passover, Pentecost, and Tabernacles; all observed at the capital, and requiring the people to make annual pilgrimages to Je-ru’sa-lem. 2. The Annual Fast, the Day of Atonement. 3. The Three Lesser Feasts, Trumpets, Dedication, Pu’rim. These were observed throughout the land, as well as at Je-ru’sa-lem. The services and aims of these annual solemnities will be presented in detail in the next lesson. BLACKBOARD OUTLINE ————— a ne dL © I. The Per. Inst. 1. Sab. 2. N. Moo. 3. Sev. Ann. Sol. Aseoabs Ve. 5>.Ye.Jub. II. Sev. Ann. Sol. 1. Thr. Gr. Fe. Pass. Pen. Tab. 2. An. Fa. 3. Thr. Les. Fe. Trum. Ded. Pur. REVIEW QUESTIONS What 1s meant by “periodical institutions’? Name the five general periodical institutions of the Is’ra-el-ites, What did the Sabbath commemorate? : What were the new moons? How many feasts in the year were observed by the Is’ra-el-ites? What were the three great feasts? What was the annual fast? What were the three lesser teasts? 84 TEACHER-TRAINING LESSONS LESSON XXXVI. THE SACRED YEAR Part II We will now take up the Seven Solemnities of the Jew’ish Year in detail. With regard to each of these we will note: 1. Its time. 2. The event which it commemorated. 3. How it was observed. 1. The Feast of Passover (Luke 22. 1). 1.) Was held in the spring, on the fourteenth of the month Abib or Nisan, corresponding to parts of March and April (Exod. 12. 18). 2.) Commemorated the exodus from E’gypt (Exod. 12. 42). 3.) Observed with the eating of unleavened bread and the slain lamb (Exod. 12. 19-21). 2. The Feast of Pen’te-cost (Acts 2. 1). 1.) Was held early in the summer, on the fiftieth day after Pass- over, in the month Sivan, corresponding to May and June. 2.) Commemorated the giving of the law. (See Exod. 19. 1, 11.) 3.) Observed by “‘first fruits’ laid on the altar, with special sac- tifices (Lev. 23. 15-21). 3. The Feast of Tabernacles (John 7. 2, 10). 1.) Held in the fall, after the ingathering of crops, from the 15th to 21st of the seventh month, Ethanim, corresponding to Sep- tember and October (Lev. 23. 34). 2.) Commemorated the outdoor life of the wilderness (Lev. 23. 43). 3.) Observed by living in huts or booths, and by special sacrifices (Lev. 23. 35-42). 4. The Day of Atonement, the only fast required by the Jew’ish 1.) Held in the fall, on the tenth day of the month Ethanim (Lev. 23. 27), five days before the Feast of Tabernacles. 2.) Showing the sinner’s reconciliation with God. 3-) On this day only in the year the high priest entered the Holy of Holies (Exod. 30. 10). §. The Feast of Trumpets. 1.) Held on the first day of the seventh month, Ethanim, corre: sponding to September or October (Lev. 23. 24). 2.) This feast recognized the “‘New Year Day” of the civil year.? 3.) It was observed with the blowing of trumpets all through the land. ‘ According to Josephus; the fact is not stated in the Bible, TEACHER-TRAINING LESSONS 85 6. The Feast of Dedication, not named in the Old Testament. See John ro. 22. 1.) This was held in the winter, on the 25th of the month Chisleu (or December), and for eight days thereafter. 2.) It commemorated the reconsecration of the Temple by Ju’das Mac’ca-be’us, B. C. 166, after its defilement by the Syr’i-ans. 3-) It was observed by a general illumination of Je-ru’sa-lem; hence often called ‘‘the feast of lights.” 7. The Feast of Pu’rim, not named in the New Testament, unless it be referred to in John 5. 1. 1.) Held in the early spring, 14th and 15th of the month Adar— March (Esth. 9g. 21). 2.) Commemorating Queen Es’ther’s deliverance of the Jew’ish people (Esth. 9. 22-26). 3.) Observed with general feasting and rejoicing. BLACKBOARD OUTLINE Sev. Ann. Sol. Thr. Gr. Fe. 1.F. Pass. 1.) Spr. 2.) Com. Ex. Eg. 3.) Cee eet br. J iat 2. F. Pen. z.) Sum. 2.) Giv. La. 3.) Fir. Fru. 3. F. Tab. 1.) Fa. 2.) Out. Li. Wil. 3.) Bees Sac. Day. Aton. 1.) Fa. 2.) Sin. rec. G. . in Ho. 2. F. Ded. 1.) Win. 2.) Rec. Tem. 166. 3.) H t.F.Trum. 1.) Sev. Mo. 2.) N. Y. Da. 2) 2) 1.) Spr. 2.) Est. Del. pe REVIEW QUESTIONS Name the three great feasts. When was each great feast observed? What did each feast commemorate? How was each feast observed? What took place on the Day of Atonement? What did the Day of Atonement represent? What were the three lesser feasts? When was each observed? What did each lesser feast commemorate? How were these feasts observed? 86 TEACHER-TRAINING LESSONS LESSON XXXVII. REVIEW OF BIBLE INSTITUTIONS I. Name four great institutions preparatory to the Church. II. Concerning the Altar state: 1. Its use in ancient religions; 2. What is known as to its origin; 3. Its material; 4. Its idea; 5. Its prophetic purpose. : III. Name the five offerings among the Is’ra-el-ites. TV. State concerning each offering: 1. What it represented; 2. Of what it consisted; 3. What was done with it. V. Show how the Altar grew into the Tabernacle. VI. State the various parts of the Tabernacle, its court and con- tents. VII. Name the three Temples, who built them, and what became of them. VIII. Describe the courts of Her’od’s Temple. IX. Name the various parts of the Temple building, their dimen- sions and uses. X. State concerning the Synagogue: 1. Its origin; 2. Its locality; 3. The building or place of meeting; 4. Its arrangements; 5. Its officers; 6. Its services; 7. Its influence; 8. Its preparation for the Gospel. XI. Name and describe ‘“‘the periodical institutions’ of the Old Testament. XII. Name and describe the three great Feasts of the Jews. XIII. .Explain the annual fast of the Jews. XIV. Name and explain the three lesser feasts ——- PART V TWELVE LESSONS ON THE PUPIL? LESSON XXXVIII. THE LITTLE BEGINNERS. PART I. LESSON XXXIX. THE LITTLE BEGINNERS. PART II. LESSON XL. THE PRIMARY PUPILS. PART I. LESSON XLI. THE PRIMARY PUPILS. PART II. LESSON XLII. THE JUNIOR PUPILS. PART I. LESSON XLII]. THE JUNIOR PUPILS. PART II. LESSON XLIV. THE INTERMEDIATE PUPILS. PART I. LESSON XLV. THE INTERMEDIATE PUPILS. PART II. LESSON XLVI. THE SENIOR STUDENTS. PART I. LESSON XLVII. THE SENIOR STUDENTS. PART II. LESSON XLVIII. THE ADULT STUDENTS. - LESSON XLIX. REVIEW OF LESSONS ON THE PUPIL. LESSON XXXVIII. THE LITTLE BEGINNERS Part I ‘The Sunday school is the only educational institution of our time which provides courses of study for all ages, from the little child of three to the patriarch of fourscore, and embraces them all in its mem- bership. We shall classify the different departments of the school later, under the topic of “‘Organization”’; but it is necessary to study the traits and needs of the pupil at each of the great divisions of his life. We begin with the youngest children in the Sunday school, the Little Beginners, from three to six years of age. This has been called “the age of instinct,” or of action suggested by natural impulse, tather than by judgment or education. 1 In the preparation of these lessons on the Pupil the author wishes to acknowledge his indebtedness to the “‘Charts of Childhood and Adolescence,’’ prepared by Profes- sor Edward P. St. John, of the Hartford School of Religious Pedagogy; also to ‘‘The Pedagogical Bible School,” by Samue! B. Haslett. Many other works have been consulted, but these have been found most useful. 87 88 TEACHER-TRAINING LESSONS I. The Traits of the Little Beginners. These have been carefully studied by specialists in child-nature, and have been classified as the following: 1. Physical Growth. Relatively to other periods, the body grows faster at this period than at any later time in life. Hence the body, even more than the mind, must be considered in teaching. Food must be given at regular and frequent intervals; the need of exercise must be recognized; rest must be provided. Hence also the lessons taught must be of the simplest nature; and the memory should not be taxed severely. [Note in the above paragraph concerning (1) Growth; (2) Food, exercise, rest; (3) Lessons; (4) Memory.] 2. Play-Instinct. All children are fond of play, but at no other time does the child play so constantly. The demand for amusement is often perplexing to parents; and the kindergarten with its plays becomes a great aid. The plays of this period, when the child is left to itself, are not often games, but generally the zmziation of older peo- ple, doing as mother or father or the older children do. A characteristic of the period is apt to be solitary playing, rather than in games requir- ing association with others; for example, two little children with blocks will not build one house together, but each will build his own. There is apt to be an apparent selfishness, each child wishing to have his own property rights to chair, blocks, doll, etc., recognized. The real reason for this is that he is too young to understand ‘“‘lending”’ or “‘co-operation”’ with others. [Note (1) Demand for play; (2) Imitation; (3) Solitary; (4) Apparent selfishness.] 3. A Strong Imagination is another trait—A stick or a bundle of rags will make ‘‘a real baby’”’; a chair becomes “‘a truly horse.”” The world of the imagination is a real world to the child. Hence, he is fond of stories, without any special interest in facts, scarcely asking whether the story is true or fictitious. The wise parent or teacher will keep in mind a store of stories for the little children. [Note (1) Imagi- nary world; (2) Fond of stories. ] 4. Restlessness or desire for change is another marked trait. The little child cannot stay long in one position; he leaves one toy for another, strewing the room with discarded playthings. He turns from one subject of interest to another with surprising rapidity. His attention is easily diverted; he lacks perseverance and cannot continue long on one line. 5. Dependence. The little child clings closely to its mother or its kindergarten teacher. It expects to be cared for, and looks up to older people with absolute trust and confidence. TEACHER-TRAINING LESSONS 8&9 BLACKBOARD OUTLINE ———— rs I. Trai. Lit. Beg. 1. Phys. Gro. (1) Gr. (2) Foo. Ex. Re. (3) Less. (4) Mem. . Pl. Inst. (1) Dem. (2) Im. (3) Sol. (4) App. self. . Str. Imag. (x) Im. wor. (2) Fo. stor. Rest. . Dep. Uhw bd REVIEW QUESTIONS Wherein does the Sunday school differ in its plans from all other schools? Who are meant by ‘“‘the little beginners” in Sunday school? Name five traits of those little children? What are the facts about the body? What is said of food, exercise, and rest? What lessons should be taught? How should the memory be treated? What are the traits of the plays of little children? How is apparent selfishness explained? How does the imagination affect the child? How is restiessness shown? What is said of the child’s dependence? LESSON XXXIX. THE LITTLE BEGINNERS Part II I. Review carefully the last lesson on the Traits of the Little Beginners. II. Hints concerning the Teaching of the Little Beginners. 1. If possible, a separate room should be provided, even apart from the Primary Department, so that the frequent changes in the program, the marches, and the motion-songs will not interrupt others. In most Sunday schools, however, the Beginners form the lowest grade of the Primary Department, and meet in the same room. 2. Classes may be of both sexes together. Little children are un- conscious of the distinctions of sex; the boys and girls play together> and they may be in classes together. It is desirable that the class should be seated upon little chairs, so that each pupil can have a chair to himself. 3. Activity should be directed, not repressed, by exercises, motion- songs, marchings, etc., the children taking part in frequent movements. The program at any given session should have frequent changes, in 90 TEACHER-TRAINING LESSONS order not to weary the little ones by keeping their attention long on one subject. 4. Lessons should be short, and in the form of stories. The lesson may be a nature story, showing our Father’s care for all his creatures: or a bible story, telling of human life. But pathetic or sanguinary facts should be avoided or passed over lightly. The vocabulary of the little ones is limited, hence stories should be told very simply. [Note (1) Stories: Nature, Bible; (2) Pathetic, avoided; (3) Told simply.] 5. Memory lessons should be few and brief; some very simple verses about childhood, God’s love, and love to God, the Lord’s Prayer, some songs of childhood, etc. Leave creed and catechisms to later periods. 6. The moral and religious teaching should be about God our Father, and Jesus his Son our Lord. The little child in his dependence upon his earthly father and mother can readily be taught to look up to God as his Father in heaven, and to follow the example of parent and teacher in offering his little prayer to God. Imitation of the outward fcrm will by degrees awaken the child to the inward reality of religion. BLACKBOARD OUTLINE - ——__—_____—_________ J. Trai. Lit. Beg. 1. Phys. Gro. (1) Gr. (2) Foo. Ex. Re. (3) Less. (4) Mem. 2. Pl. Inst. (1) Dem. (2) Im. (3) Sol. (4) App. self. 3. Str. Imag. (1) Im. wor. (2) Fo. stor. 4. Rest. 5. Dep. F II. Hints. 1. Sep. roo, 2Sex. tog. 3. Act. dir. 4. Les. sh. (r) Sto. nat. Bib. (2) Avoi. path. (3) Tol. sim. 5. Mem. | les. 6. Mor. rel. tea. oo REVIEW QUESTIONS Why should a separate room be provided for the Little Beginners? Should the sexes be separated in classes? How should activity be retognized? What kind of lessons should be taught? What should be taught as memory lessons? What moral and religious teachings should be given? LESSON XL. THE PRIMARY PUPILS Part I At about the age of six years a gradual change comes over the child; and from six to nine years it should belong to what is known as the Primary Grade in the Sunday school. TEACHER-TRAINING LESSONS Or I. Let us ascertain the most important Facts with regard to the Primary pupils. zt. The most prominent fact, and one which brings great results, is the beginning of school age. There may have been a preparation for this stage in the kindergarten, but in that institution school life has been merely ‘‘play,”’ although play wisely directed. Now school becomes study, with definite tasks and lessons to learn, requiring effort. With school the influence of the teacher is felt, assuming a large part of the power hitherto held by the parent. The little pupil finds that there are worlds of knowledge held by the teacher; and the wise teacher holds a high place in the love and respect of the child. Be- sides association with the teacher comes also association with other children. They learn to play together, to study together, to form friendships, to have their own characters modified by contact with each other. [Note (1) Study; (2) Influence of teacher; (3) Association.] 2. Increase of mental power is another trait. The brain grows during this period far more than afterward; and grows not only in size, but in definiteness and quality of material. The vocabulary of the child is greatly enlarged. Its perceptions are active, but not as yet accurate and precise. The child is still under the influence of the tmagination, though less actively than before; and still fond of stories, but begins to recognize the difference between the true and the fictitious. [Note (2) Brain; (2) Vocabulary; (3) Perceptions; (4) Imagination; (5) Sto- ries.] 3. This is the question age. The senses are active, and their impres- sions vivid; the mind is alert; and the world is before the child. It sees with open eyes, hears with open ears, and inquires with insatiable curiosity. The wise parent and teacher will try to answer the ques- tions of the child; but will not pretend to a knowledge which he does not possess. [Note (1) Senses; (2) Inquiries; (3) Answers.] 4. This is also the habit-formieg age. It has been declared that more of the enduring habits of life are fixed now than at any other period. Even in old age the grooves of life and conduct that have been worn in childhood continue. More than one man, after years of wandering from the simple belief of childhood, has returned to it in maturer years. 5. It isan age of candor and sincerity. There is an artless simplicity about the child at this period. Its nature is open and frank; and it expresses its youthful opinions with an honesty which is sometimes embarrassing to older people, who may have opinions as decided, but have learned worldly wisdom in the expression of them. 92 TEACHER-TRAINING LESSONS 6. It is an age of the emotions. Love, joy, sympathy are strongly felt and freely expressed. The child is susceptible to kindness, feels a love for those who show interest in it, and is not ashamed to mani- fest its affection, as it is apt to become at a later period. One element of fascination and delight in primary teaching is the love for the teacher shown by the children. 7. It is an age of faith. The child believes without question in an unseen Being, the good God of whom the mother and the teacher speak, and to whom the father prays with the family. And the child’s belief in God is real and vivid. He may have too human a conceptior of God’s nature, but he will gradually grow into a higher and more intellectual vision. When rightly trained he is apt to enjoy religious services, especially when they are adapted to his age, as in the Primary class and the Junior Young People’s Society. BLACKBOARD OUTLINE H I. Facts. 1. Sch. Ag. (1) Stu. (2) Tea. (3) Ass. 2. Men. Pow. (1) Br. (2) Voc. (3) Per. (4) Im. (5) Sto. 3. Qu. Ag. (1) Sen. (2) Ing. (3) Ans. 4. Hab. For. Ag. 5 6 Cand. . Emo. 7. Fat. $$ < REVIEW QUESTIONS What ages are included in the Primary grade? Name seven traits of pupils in this grade. What are the effects of school life on little children? What are the mental traits of this period? How is this the question age of the pupil? What shows that this is the habit-forming age? What is said of the candor of little children? How are the emotions manifested? Wherein is this an age of faith? LESSON XLI. THE PRIMARY PUPILS Part II I. Review carefully the last lesson on the Traits of the Primary Pupils. II. Hints Concerning Management and Teaching of the Primary TEACHER-TRAINING LESSONS 93 Pupils. In an outline, details cannot be given; for full directions of organization, management, and teaching, works on the special subject should be consulted. 1. The teachers of this grade should generally be women, possessing a love of children and patience with them; a knowledge of the Bible, and wisdom in adapting it to the mind of childhood. 2. If possible, the class should meet in a separate room, entirely apart from the main school, with its own opening and closing exer- cises, and its own program. 3. Its organization should include a Primary Superintendent, As- sistant Superintendent, Secretary and Treasurer (one person holding both offices, if desirable), and Pianist or musical leader; with as many teachers as may be needed, giving to each teacher about six pupils. 4. The department should be graded into three sections or sub- divisions, for children of six, seven, and eight years respectively; allowance being made for children who are either advanced or back- ward in mental condition, with promotions from class to class each year. Boys and girls may be classed together; except that in the upper or “eight years’ class” they may be separated if convenient, provided the number in the class be sufficient. 5. The teaching should be partly in the classes by the teachers, partly by the Primary Superintendent to the children collectively. 6. In this department the children should be taught, and should be expected to learn, not merely to listen to stories. Questions should be asked, and reviews given; and a beginning should be made in real Bible instruction. 7. In addition to the regular lesson, supplemental lessons should be given according to a regular system; such as Psalm 23, the Ten Com- mandments, the Apostles’ Creed and a few church hymns, and im- portant passages of Scripture. Plans of graded supplemental lessons are supplied by the various state associations of the United States and provincial associations of Canada. 8. The religious activity of the child should be awakened. He should be taught to pray, not merely to say a prayer, but to express his own prayers; to love God and Jesus Christ as our Lord, living and watching over us; to live in communion with God, that is, to be con- scious of God’s presence and all-seeing eye without fear; to understand the principles of right and wrong, and always to do right; in other words, to be a Christian child now, without waiting for some future work of conversion. The best Christians are those who grow up from child- 94 TEACHER-TRAINING LESSONS hood in Christ. [Note (1) Prayer; (2) Love of God; (3) God’s pres- ence; (4) Do right; (5) Christian.] BLACKBOARD OUTLINE I. Facts. 1. Sch. Ag. (1) Stu. (2) Tea. (3) Ass. 2. Men. Pow. Br. (2) Voc. (3) Per. (4) Im. (5) Sto. 3. Qa; i (1) Sen. (2) Ing. (3) Ans. 4. Hab. for Ag. 5.Cand. 6.Emo. 7. Fat. II. Hints. 1.Tea. 2.Sep.roo. 3. Org. 4.Sec. 5. Tea. 6. Les. tau. 7. Sup. Les. 8. Rel. act. (1) Pr. (2) Lo.G. (3)G. pres. (4) Do. ri. (5) Chr. now. REVIEW QUESTIONS What eight hints or suggestions are given to teachers of these pupils? Who should be teachers of this grade? Where should the Primary Department meet? How should it be organized? How many sections or subdivisions should it include? Should Kier be classed with girls? ‘How should the teaching be given? : What in the way of study should be expected of the children? What supplemental lessons should be taught? How should the religious life of the child be promoted? LESSON XLII. THE JUNIOR PUPILS Part I At the age of eight or nine a change comes gradually over the child’s nature; and a new stage in its history begins. In relation to the Sunday school this stage is called the Junior period. That name for it has not been as yet unanimously adopted, but for the sake of uniformity it should be accepted. This important period in life lasts about four years, from nine to twelve or thirteen. Both in entering and leaving it girls are apt to be a little in advance of boys; a girl at twelve being in mentality on a par with a boy at thirteen. I. The Traits of the Junior Period. These are in strong contrast with the traits of the Primary age, and even stronger contrast with those of the period that follows the Junior. We consider them under TEACHER-TRAINING LESSONS 95 the heads of physical, mental, social, moral, and religious charac- teristics; although some traits might be named under more than one head. 1. Physical Traits. These are so closely intertwined with the | mental traits that it is sometimes difficult to separate them. 1.) There is a slower growth in the size of body and brain, but a strong development of both in strength and firmness of tex- ture. This development shows its results upon both the body and the mind. 2.) Corresponding with increasing strength of muscle, nerve, and brain, there is a great increase of physical activity. The boy will run or walk farther and faster than the child. He enters upon games that require greater energy, like baseball, and other hard sports. The tendency is to take risks, do adventurous exercises, live out of doors, etc. Girls also abound in life and activity, but in less vigorous forms. 2. Mental Traits. The brain may not be more active than in the 2arlier age, but its activity has greater definiteness and persistence. 1.) Curiosity is one strong trait at this period. It takes the form of an interest in facts. Boys in particular are apt to dislike “fairy tales’’ and stories of an impossible sort; but they are eager to acquire knowledge of facts, though as yet caring little for processes of thought or abstract ideas. History, biography of great men, stirring events and stories of ad- venture appeal to their minds. 2.) Memory is stronger, more accurate, and more retentive than at any other period. This is the time for memorizing and remembering. Those who have failed to learn Bible verses or Bible facts during this period will find the task doubly difficult later. 3.) Arrangement of knowledge is frequently manifested; learning the sequence of events in history; of locality in geography; — of facts in biography, etc. 4.) Love of reading is also shown. The boy or girl for the first time now reads with ease and enjoyment, and the world of books is open. Many read with rapidity, a story or two each day, if they can obtain them. This trait will require wise guidance from parent and teacher. 5.) The trait of acquisitiveness shows itself in some odd forms, as a tendency for gathering and hoarding all sorts of things. The boy’s pockets become a museum of curiosities; the girl’s 96 TEACHER-TRAINING LESSONS treasure box or drawer is not unlike it; postage stamps, stones, pictures of all kinds are collected. All this springs from the curiosity of the boy or girl. 3. Social Traits. These are also strongly marked at this period: 1.) The sex instinct first reveals itself in repulsion. Boys and girls no longer play together; but boys are with boys only, and girls with girls. 2.) Friendships arise between individuals of the same sex. Every boy has his mate who is his constant companion; and every girl also has her yirl friend. These companions never tire of being together. 3.) The club-spirit begins; girls form societies; and boys form clubs and ‘‘gangs.’”” Loyalty to the association must be main- tained, even though truth and morals are sometimes sacrificed. . There are also moral traits to be noted. 1.) While this age is not always marked by strong conscientious- ness or high principle in conduct, yet there is a clearly defined moral sense. The boy or girl sees more strongly than in earlier years the difference between right and wrong. To the pri- mary child ‘‘right’” is what he is told to do, and ‘‘wrong”’ is what is forbidden. But at the Junior age there is a clear distinction between right and wrong in themselves. 2.) With this enlightenment rises a sense of justice, a demand for ‘‘fair play.’’ The boy or girl is quick to perceive wrongs and to resent them; and also ready to respond to a demand for that which is right and just. This instinctive sense may become a power when guided by a wise parent or teacher. 5. Religious Traits. The religious spirit may be awakened, and should be awakened, during this period. It will not often be mani- fested in emotional states, or excited feelings, but will be shown in two ways. 1.) In an admiration for the heroic and noble in Christian char- acter, as for the great men and women of the Bible, for self- denying missionaries and active workers for Christ, and above all for Christ himself. The religious life of this period does not consist in believing certain doctrines, nor feeling certain emotions, but in obedience to Christ as Lord. 2.) In a willingness to work for Christ and the Church. Give the Juniors something to do; and they are ready to take time and energy to do it, even when it requires self-denial for its accomplishment. TEACHER-TRAINING LESSONS 97 BLACKBOARD OUTLINE I. Trai. Jun. Per. 1. Phys. (1) Bod. bra. (2) Phys. act. 2. Men. Trai. (1) Cur. (2) Men. (3) Arr. kno. (4) Read. (5) Acq. : 3. Social. (1) Sex. ins. (2) Frie. (3) Club. 4. Moral. (1) Mor. sen. oO t 2 St 5. Rel. tra. (1) Adm. her. (2) Will. wor. REVIEW QUESTIONS What ages are included in the Junior period? What five general traits of the period are noted? What are the physical traits? How are they shown? What are the mental traits? How are they shown? What are the social traits? How are they shown? What moral traits are shown? How are religious traits shown? LESSON XLIII. THE JUNIOR PUPILS Part II I. Let the last lesson on the Traits of Junior Pupils be reviewed carefully. Il. Hints Concerning the Management and Teaching of Junioi Pupils. 1. Age of Promotion. The time when a child should be trans- ferred from the Primary to the Junior Department, though generally at nine years, is not indicated so much by age as by mental develop- ment. When in the week-day school he begins to read in the Second Reader, and can read in the Bible without difficulty, he should be placed in the Junior Grade. 2. Organization. In most Sunday schools the Junior Department is divided into classes, each of about six pupils. They should never include more than eight pupils under one teacher. The boys and girls should be placed in separate classes. Some think that young men should teach the boys and young women the girls; but this s by no means essential for this grade. The teachers should not be 98 TEACHER-TRAINING LESSONS the same who have previously taught the same pupils in the Primary Grade. At every promotion to a new department the pupil should have a new teacher. There is a tendency in some of the best managed Sunday schools to have all the Juniors in one class, in a separate room, under one teacher or department superintendent. Where one able conductor, either lady or gentleman, can be found for this grade this is the better plan. 3. Teaching. In this grade the great facts of Bible history should be taught consecutively to the pupils. If the International Uniform Lessons are used throughout the school, emphasis should be laid on facts, places, and persons, and on character, rather than doctrinal teaching. But the Unifor.a Lesson should not occupy all the time of the teacher. It is imperative that supplemental work should be given, such as the names and order of the books in the Bible; the out- line, however simple, of Bible history; the general outline of Bible geography; some selected portions of Scripture to be memorized; and the church catechism, in schools which supply a catechism. This may seem to require more time than the half-hour given to the lesson, but in the four years of this period it can be taught, and taught thor- oughly. And with the vast majority of pupils it is ‘““now or never’; for if these facts are not fixed in the memory by the age of twelve they never will be. 4. The reading of the pupil should not be neglected, for this is the treading age. The parent and the teacher should assist each other to see that good, healthful, uplifting books and papers are provided abundantly. The best way to keep evil reading from the boy or girl is to supply good literature. 5. The religious teaching for this period needs to be intelligent and sane. It should not embrace pathetic stories, nor highly drawn pictures of suffering, even of the sufferings of Christ; but it should emphasize the nobility of the Christian life, the example of Christ, and the rightfulness of his atitthority over our lives: the duty and the glory of self-denial and living for others. We must not look for deep spiritual emotions in our pupils, nor, generally, for radical transfor- mations of character in boys and girls growing up in Christian homes. The will should be appealed to, and a decision for Christ should be expected before leaving the Junior grade. Many of the best all- around Christians in our churches have made this decision between the ages of ten and twelve years; and more will as the adaptation of the Gospel to youth is more generally understood. TEACHER-TRAINING LESSONS 99 BLACKBOARD OUTLINE I. Trai. Jun. Per. 1. Phys. (1) Bod. bra. (2) Phys. act. 2. Men. Trai. (1) Cur. (2) Men. (3) Arr. kno. (4) Read. (5) Acq. Social (1) Sex. ins. (2) Frie. (3) Club. Moral. (1) Mor. sen. (2) Just. | . Rel. tra. (1) Adm. her. (2) Will. wor. Tf. Hints. 1x. Ag. Pro. 2. Org. 3. Tea..4. Rea. 5. Rel. REVIEW QUESTIONS What five hints are given to teachers of this grade? At what age should children enter the Junior grade? How should the department be organized? What should be taught to pupils of this grade? What suggestions are given with reference to the pupil’s reading? How should the teaching of religion be given? What religious traits should not be looked for? What traits in the child’s religious life should be promoted? LESSON XLIV. THE INTERMEDIATE PUPILS Part I I. Introductory. 1, Adolescence. The most radical change taking place in the entire life of man or woman is that known as ‘“‘adolescence’’—the transformation of the boy to a man, of the girl to a woman. It begins in the twelfth or thirteenth year, with girls generally a year earlier than with boys; and it is not fully accomplished until the twenty- fourth or twenty-fifth year. This period, therefore, from the twelfth to the twenty-fifth year, demands the most careful consideration. 2. Stages of Adolescence. The adolescent period of twelve years has been divided into three sub-periods or stages, each of about four years: early adolescence, or the stage of transition, from twelve to sixteen or seventeen years of age; middle adolescence, from sixteen to twenty; and later adolescence, or maturity, from twenty to twenty- four. In this chapter we study the first of these stages, early ado- lescence, the transition age from boy to young man, from girl to young woman. 100 TEACHER-TRAINING LESSONS 3. The Intermediate Department. A name is needed for the section of the Sunday school including the pupils of these ages. Some have called it ‘the Youth’s Department,” but most of the progressive Sunday schools have adopted for it the name “Intermediate Depart- ment”; and the name is appropriate, because the stage of life itself is intermediate, between boyhood and young manhood, between girlhood and young womanhood. It is recommended that every- where this section of the school be organized as the Intermediate Department. II. Traits of the Intermediate Pupils. It is difficult to state the characteristics of young people in this stage with precise definitions, as they are so diverse, even opposed, in different individuals. More than any other period, the early adolescent stage is the time of excep- tions to rule and of apparent contradictions. 1. Physical Traits. The change of physical condition does not often come in an orderly and symmetrical manner. The growth of body is rapid but uneven. Some parts of the physical system develop apparently at the expense of other parts. This is the awkward stage; and the awkwardness is often shown in manners not less than in ap- pearance, by loud and unnecessary laughter, by crude jokes, by gig- gling, blushing, and a general lack of self-control. 2. Social Traits. The young people of this stage begin to have a consciousness of sex and its distinctions. At the opening of the period they are mutually repellent, boys and girls having no desire for companionship with each other. Girls seek after the traits that are feminine, boys admire those that are strongly masculine. Toward the close of the period, however, at fifteen or sixteen years of age, repulsion changes, sometimes suddenly, into attraction, and the young people of opposite sexes begin to take interest in each other and to associate. : 3. Energy. There is a fervor and intensity of youth; but its mani- festation in different persons may be strongly contrasted. Among boys two distinct types arise, the active and the sedentary. Otie type demands outdoor life, seeks vigorous games, craves adventure and exploit. The other type is just as ardent, but chooses the mind as its field of action, becomes a diligent reader, seeks to excel in the class room, loves heroism, but prefers to read about it. The same trait appears in girls, but with different expression. Some girls mani- fest a taste for the work of the household and the garden, for nature study, for roaming in the fields; others seek a more quiet life among books, and shine in the class at school. TEACHER-TRAINING LESSONS 101 4. Self-consciousness. There is at this period a marked recog- nition of personality. Early adolescence is apt to be strongly ego- istic, brooding, introspective, thinking much about self. In right lines this becomes a proper self-respect, developing into strength of character. But, on one side, it may run into self-depreciation and morbid distrust of self, making the youth of either sex not only re- tiring, but solitary and melancholy. Or, on the other hand, there may be inordinate vanity and self-conceit, looking with contempt upon the family and on society in general. Or these traits of self- depreciation and self-appreciation may take turns in the same indi- vidual consciousness. 5. Romance. Every youth lives in two lives, often widely apart, the life of the real and the life of the ideal. The real life may be of home, school, shop, and street. But there is always going on another life of an ideal world, a life of aspiration, ambition, and romance. The books that appeal to the adolescent at this stage are those of adventure and wild life; of heroism and noble effort; of travel and war. Stories of romantic love begin now to interest the young people. Nothing is too high, too vast, or too improbable for the dreams of youth. Their ideals may be crude and mistaken; they may admire the champion of the pugilistic ring, the pirate, the Indian-fighter; but their interest is always in those who either in evil or in good are somewhat heroic. 6. Independence. The mingling of self-consciousness and of ro- mance in the youthful spirit breeds a restlessness under authority. Hitherto the commands of parents and teachers have been followed without much questioning; but now the youth begins to think for himself, to form his own ideals, and to make his own rules. He resents control, and chafes under it. He longs to see the world for himself, to break away from restraint and conventional custom. This is the age when both boys and girls sometimes run away from home and seek for themselves new surroundings, from a wild impulse for freedom from constraint. 7. Religious Awakening. In the general upheaval of this period there is often a strong manifestation of the spiritual nature. Under the influence ot parent, teacher, or pastor, or all combined, the heart of youth, reaching out for God, finds him, the great religious decision is made, and “‘conversion,’’ more or less marked, takes place. Sta- tistics show that more than half of those in our churches are brought in between twelve and sixteen years of age. But if this is a hopeful period it also is a period of danger. The 102 TEACHER-TRAINING LESSONS inquiring nature of youth may find no satisfactory answer to its questions. It may allow doubt to deepen into unbelief. Instead of turning to God it may turn from God, and may never come back to the simple faith of earlier years. The very possibilities of early adoles- cence for salvation show its possibility of loss that may be eternal. BLACKBOARD OUTLINE oye va I. Intro. 1. Adol. 2. Stag. Adol. 3. Int. Dep. Il. Tra. Int. Pu. 1. Phys. 2. Soc. 3. Ener. 4. Sel.-con. 5- Rom. 6. Ind. 7. Rel. Awak. REVIEW QUESTIONS What is the change at the intermediate period called? At what ages does it begin? How long does it continue? What are its stages? At what ages do these stages come? What name should be applied to scholars during early adolescence? How are the traits of this period divided? What physical traits are shown? What are the relations of the sexes during this period? In what two forms does the energy of youth show itself? How is self-consciousness shown? What is said of the trait of romance? How is the spirit of independence shown? What are religious traits at this period? What are its dangers? LESSON XLV. THE INTERMEDIATE PUPILS Part II Review carefully the contents on the preceding lesson on, I. Ado- lescence and its stages. II. The traits of the Intermediate Pupils. III. Hints concerning Management and Teaching: 1. The Department. The young people between thirteen and sev& TEACHER-TRAINING LESSONS 103 teen years of age should form a separate department in the Sunday school, to be known as the Intermediate Department. It is not neces- sary to have a room apart from the rest of the school, but there should be a separate organization and recognition of the grade. 2. The Classes. The pupils should be divided into small classes, with about six scholars (never more than eight) to one teacher. The pupils of this grade are restless, self-assertive, and sometimes diffi- cult to control. Few teachers can manage at once more than six boys of these ages. And girls of the same stage require the same individual care. 3. The Teacher should be generally of the same sex as the class. Yet there are many exceptions to this rule. Often a lady will have remarkable influence over a class of boys. The teacher should possess a strong character, interest in youth, and sympathy with youth, infinite self-control, tact, and patience. 4. The Teaching should be in accord with the traits of the pupils. It should recognize their self-consciousness, guide it into self-respect, and avert it from becoming vanity. It should be appreciative rather than critical, avoiding fault-finding, and recognizing every effort at good work. It should hold up high ideals of character and life, and point to noble examples. 5. The Lessons. It is fortunate that so much of the Bible is his- torical and biographical, rather than doctrinal; for youth is the age that takes interest in heroic deeds and heroic people. As a supple- mental series of lessons, the great biographies of the Bible should be taught; and also the heroic lives of missionaries and workers for Christ in all ages. 6. The Social Life of the class should be fostered. The teacher should keep in relation with his pupils outside of the school; calling upon them at their homes; meeting with them at his own home or elsewhere; accompanying them on out-of-door walks and talks; organ- izing ‘“‘club” or ‘‘King’s Daughters” or some association for practical work. The teacher should be the friend of his scholars, winning their confidence and rewarding it. 4. The Christian Life. Of all the periods in life, this is the one most important for the beginning of the Christian life; because, if it is passed without coming to Christ, the probabilities against such decision are greatly increased. The supreme object of the superin- tendent, teacher, pastor, and parent should be to lead the scholar to a definite decision, to personal faith, to an open confession, to union with the church, and to a complete Christian character. 104 TEACHER-TRAINING LESSONS BLACKBOARD OUTLINE Intro. 1. Adol. 2. Stag. adol. 3. Int. dep. Tra. Int. Ps. 1. Phys. Tra. 2. Soc. tra. 3. Ener. 4. Self-con. 5. Rom. 6. Ind. 7. Rel. awak. Hints. 1. Dep. 2. Clas. 3. Tea. 4. Teach. 5. Less. 6))Soe! HE ys Chri lit REVIEW QUESTIONS How should the pupils of this grade be organized? Of what number should classes be formed? Should boys and girls be placed in the same classes? Who should be the teacher? With what should the teaching be in accord? What kind of lessons should be chosen? How may the social life be fostered? What religious aim should be kept in view? LESSON XLVI. THE SENIOR STUDENTS Part I After the storm and stress of the early adolescence period gradually dawns the stronger and steadier and more even stage of middle ado- lescence. This period generally begins at about sixteen or seventeen years of age and closes at about twenty, although neither its beginning nor ending is definitely marked by age. At the end of this stage the youth has become a man or woman, with traits which will only deepen as the years pass by. The members of the Sunday school, at this period of middle adolescence, from seventeen to twenty years of age, are known as the Senior Department. I. Let us notice some of the Traits of the Senior Students, as dis- tinguished from the Intermediates on one side, and the Adults on the other. 1. Physical Traits. During this period the body attains its full height and almost its greatest strength; the form rounds out to sym- metry and beauty. In sculpture and painting the ideal types of strength and beauty are generally regarded as representirig young mer and women at about twenty years of age. The brain also reaches its full development of size, form, and texture, and will change but little during the rest of life. This is the age of the athlete in the games, and the enlistment of the soldier in the army. TEACHER-TRAINING LESSONS 105 2. Mental Traits. The sudden and violent changes in mental nature characterizing the preceding period gradually give place to a steady development of intellectual power. The young man now begins to make his plans for a lifework, and chooses his vocation, whether it be business, or handicraft, or the farm, or the office. He is less fickle in his ambitions than he was in the last stage, more certain in his powers, and more definite in his aims. 3. The Social Traits which began to arise at the close of the early adolescent period now become stronger and dominate the conduct. The young people of opposite sexes find their highest pleasure in asso- ciation. This is the period of entering into society, of desire for parties and social gatherings where young men and young women are together. It is also the period of ‘‘falling in love,” of strong attraction and de- votion between individuals of opposite sexes. It is apt in this relation to be a period of inconstancy, of falling out of love as well as into it. The couple who are inseparable at seventeen will often have no interest in each other at nineteen. 4. Ethical Traits. At this period there is apt to appear a strong moral sense, especially in those who have received good training in home, church, and Sunday school. Conscience speaks with power, and sways the life. The appeal may be made to principles and moral standards of character. But, on the ether hand, this is more than any other period in life the age at which criminals are made. Where there are strong impulses, without the guidance of conscience, and without the sense of responsibility which comes with marriage and parenthood, there is imminent danger of open and abandoned wickedness. Read the newspapers, and note how often train-wreckers, burglars, thieves, rioters are young men under twenty years of age. In great cities the “gangs” of lawbreakers are composed of such young people, mobs and riots during strikes are led by them, and reformatories in every state are filled with them. 5. Religious Traits. Closely allied to the moral is the spiritual nature; one responding to the principle of right, the other to the call of God. At the opening of this period, between fifteen and seventeen years of age, there is a susceptibility to spiritual impressions; vows are made, conversions occur, and a strong religious as well as moral character may be developed. The best workers in the young people’s societies appear during this stage; strong testimonies are given; earnest, self-denying efforts are made to win souls. Every endeavor should be given at this time to develop not only earnest Christians, but strong workers for Christ. 106 TEACHER-TRAINING LESSONS BLACKBOARD OUTLINE Sen. Dep. ‘Mid. adol.,’”’ 16-20. I. Tra. 1. Phys. Hei. Sym. Brai. Ath. Sol. 2. Men. Stead. dev. Voc. chos. Def. aim, 3. Soc. Sex. ass. ‘‘Loy.”’ 4. Eth. Mor. sen. Dangers. 5. Rel. Spir.imp. Rel. char. REVIEW QUESTIONS What period follows that of early adolescence? What are the ages of this period? What five classes of traits of the period are noted? What are the physical traits? What mental traits are shown? What social traits? What ethical or moral traits are shown? What great danger arises at this period? What are the religious traits? LESSON XLVII. THE SENIOR STUDENTS Part II I. Review the last lesson on the Traits of the Senior Students. II. Hints concerning the Senior Department: 1. The Class. Classes in the Senior Department should generally be composed of young people of the same sex, young men and young ladies not being placed in the same classes. The classes may be larger than those of the Intermediate Department, because there is less restlessness and greater self-restraint. Where the Senior Department must meet in the same room with the rest of the school the classes may include ten or fifteen pupils, which are as many as can hear one teacher without disturbing the neighboring classes. If each class can have a room to itself, it may be of any size, even rising to the hundreds under one able teacher. The class should be organized as a society, with its own officers and board of directors; and it should have a voice in the selection of the teacher. : 2. The Teacher. Generally, the teacher should be of the same sex as the class. Especially should the teacher in charge of the young men’s class be a manly, earnest, cheerful, intelligent man. Yet in TEACHER-TRAINING LESSONS 107 stances are known where a good woman of mature years has made an admirable teacher of young men, and even more examples of a man succeeding as a teacher of young women. In this grade, far more than in the earlier grades, the teacher should be a well-informed student of the Bible, able to answer the questions of intelligent and inquiring young people, and to lead them in the search for divine truth. 3. The Lessons. The teaching especially adapted to this period is that which presents a strong, heroic Christian character, as shown in the life and words of Christ; the fundamental principles of Christianity, as contaiued in the writings of the apostles, but presented from the practical rather than the doctrinal point of view; and the strong, sturdy types of righteousness found in the Old Testament. The teach- ing should make emphatic not only a good character, but the danger of sin and the necessity of personal salvation. 4. The Aim of the teacher should be definitely to bring to Christ those students in the class who have not already made profession of faith in him. This is of the highest importance, because if the young man or young woman passes the twentieth year without taking the step of consecration to Christ there is only a slight probability of a right decision later. Out of 6,641 Church members reporting, 5,596 professed conversion by the twentieth year, leaving only 1,045 who united with the Church after being twenty years of age. In other words, five sixths decided by the twentieth year, and only one sixth later. Every effort should be made to win the scholar to Christ before he passes from the Senior to the Adult Department. 5. The Social Life of scholars in this department should be provided for. If they do not find pleasant, healthful, and harmless social re- lations under the auspices of the Church, they will form associations and find enjoyments elsewhere which may prove their ruin. While undue laxity should not be sanctioned, yet all recreations which are not harmful should be encouraged; and young men and young women should meet each other frequently in social gatherings under the in- fluence of the Church and the Sunday school. And a close watch should be kept upon worldly associations and worldly pleasures, and intelligent cautions should be given against them. 6. Christian Work. The activities of young people should be di- rected into channels of service for Christ, through the Young People’s Society, the “‘Class Society,” and the Church. Whatever will keep them busy in active effort for the kingdom of God will help te strengthen them against the wiles of Satan, and promote the building of a strong, complete, enduring Christian character. 108 TEACHER-TRAINING LESSONS BLACKBOARD OUTLINE Mid. Adol. Sen. Dep. I. Trai. pore Stu. 1. Phys. 2. Men. 3. Soc. 4. Eth. e 5s : Il. Hints. 1. Clas. 2. Tea. 3. Less, 4, Aieeescemiaae: 6. Chr. Wo. REVIEW QUESTIONS Of whom should the classes in this department be composed? How large should the classes be? Who should be chosen as teacher? What kind of lessons should be taught? What should be the aim of the teacher in his work? Why is this aim especially important with this period? Why is the social life of the scholar important? What kind of social life should be sought? How may work for Christ be promoted? LESSON XLVIII. THE ADULT STUDENTS I. Introductory. 1. The Earliest Sunday Schools, both in England and America, were designed only for children, and especially for children who were receiving no education, either religious or secular. For this reason the studies in the first Sunday schools embraced not only the Bible and religion, but such subjects as reading and writing. It was long after the beginning of the Sunday school movement that children of intelligent Christian families began to attend the Sunday school. 2. The Bible School. Later the true sphere of the Sunday school was gradually evolved, and the Bible became the one text-book, and the only text-book in the school. Not until the ‘“‘uniform lesson” ap- peared did this conception take full possession of the Sunday school. 3. The School for Alf Ages. It was recognized that the old as well as the young needed to study the Bible, and adult classes arose in many places. For years these classes were called ‘Bible Classes,” as though other classes were not also studying the Bible. There is now a general acceptance of the view that the Sunday school is for all ages, from youngest to oldest. Nevertheless, this view, although accepted, has not been universally adopted. In most of our Sunday schools there is a large preponderance of younger scholars over the older. In an ideal Sunday school one quarter to one third of the membership TEACHER-TRAINING LESSONS 109 should be above twenty years of age, and there are some schools where such a proportion may be found. II. Hints concerning Organization and Management: 1. The Adult Department. Jn many schools all over sixteen years of age are organized together as the Senior Department. It is the better plan, however, to hold the young people from sixteen to twenty- four years of age as the Senior Department, and establish another grade for all above twenty-four years as the Adult Department. Their traits, needs, and instruction are all different from those of the young people, and it is not wise to group them together. It may be necessary for these two departments to meet in the same room, but separate rooms are preferable if they can be obtained. 2. Organization. The adult scholars should not form a separate school with their own officers, but they should form a department of the school, with a director, who shall rank as one of the Associate or Assistant Superintendents. In this department the scholars should have a voice in choosing their own director, subject to the authority of the governing board of the Sunday school, and also should, if pos- sible, select their own teachers. 3. Classes. In a small Sunday school only one adult class, for both men and women, may be all that can be held. But a large Sunday school should provide a number of classes in order to meet the needs of different kinds of people. Some of these classes should be the following: 1.) A Reserve Class, from which teachers may be taken, either for temporary or permanent service. If the ‘‘uniform lesson’”’ is followed this class should study the lesson a week in advance of the rest of the school. 2.) A Teacher-training Class, to be composed of those who are preparing to become teachers. In larger Sunday schools this class should be formed during the Senior period, from students about twenty years old. These should study, not the uniform lesson, but a teacher-training or normal course, such as is pro- vided in most denominations or state associations. When the course is completed the graduates should be transferred to the Reserve Class, to await opportunity of service as teachers. 3.) Classes for Men and Women, although these may be united, ladies and gentlemen together. 4.) A Lecture Class has been found successful in some schools, where the members are not expected to answer questions, but merely to listen to an intelligent speaker. In this class, how- " FP { io. TEACHER-TRAINING LESSONS ever, there should be given an opportunity for those present to ask questions of the lecturer, or to state their own opinions on the subject. Lectures may be given upon the doctrines of the Church, on the relation of the Church to social questions, etc. 4. Size of Classes. Where all must meet in one room, not more than fifteen or twenty can meet as one class; but if separate rooms can be secured, as in model Sunday school buildings, the class may be as large as the room will allow. 5. Teaching. In these adult classes the teaching should be col- loquial, the teacher and class freely conversing together. But certain principles should be observed: 1.) The authority and inspiration of the Scriptures should not be called in question. The Sunday school as an institution stands on the platform that the Bible contains the word of God; and no class should be turned into a debate between belief and un- belief. 2.) While inquiry and answer should be allowed, it is not wise to permit the conversation to run into a discussion between two persons arguing on opposite sides of a question. Opinions may be stated, but not protracted arguments. Too much talking by one or two persons, especially over unimportant subjects, will wreck a class. 3.) The conversation shouid be kept closely to the text of the lesson or the subject before the class. Too wide a range of dis- cussion will lead away from the profitable to the unprofitable. The teacher should hold every speaker to the subject in hand. With a wise teacher and an intelligent class, the lesson on al- most any subject may be made interesting. 6. Social Relations. Each class in the Adult Department should have from time to time social gatherings, ‘‘outings,” etc., to promote acquaintance among the members. And the entire department should occasionally meet together for an evening, with suitable exercises, formal or informal. BLACKBOARD OUTLINE ee I. Intro. 1. Ear. S.S. 2. Bib. Sch. 3. Sch. for All. Ag. Il. Org. and Man. 1. Ad. Dep. 2. Org. 3. Clas. (1) Res. (2) Tea. Trai. (3) Cl. M. and Wom. (4) Lec. Cl. 4. Siz. Cl. 5. Tea. 6. Soc. Rel. TEACHER-TRAINING LESSONS III REVIEW QUESTIONS For what pupils were the earliest Sunday schools designed? What lessons were taught in these schools? What became the text-book? What ages of pupils should be members of the school? What should be the proportion between the older and vounger scholars? What is the distinction between the Senior and Adult Departments? How should the adult scholars be organized? What should be the size of classes? P What classes should be provided? What is the Reserve Class? What is the Teacher-training Class? Should the sexes be placed together in the same class? What is the lecture class? How should the teaching be conducted? What principles should be recognized in the teaching? How may the social life of the department be promoted? LESSON XLIX. REVIEW OF LESSONS ON THE PUPIL 1. Who are the Little Beginners in the Sunday school? II. What traits do the Beginners show? Iii. What suggestions regarding the teaching of the Beginners are given? IV. Who are the Primary pupils? V. What are the facts concerning children of the Primary age? Vi. How should the work of the Primary Department be carried on? VII. Who are the Juniors? VIII. What are the traits of the Junior period? IX. How should the Junior Department be conducted? X. To what period in life do the Intermediate pupils belong? XI. What are the traits of the Intermediate period? XII. How should the Intermediate pupils be organized, managed, and taught? XIII. Who are the Senior students? XIV. What are the traits of the Senior students? XV. What hints are given concerning the teaching of the Senior students ? XVI. How did the conception of an Adult Department of the Sun- day school originate? XVII. How should the Adult Department be organized and con- ducted? PART VI SEVEN LESSONS ON THE TEACHER LESSON L. THE TEACHER’S QUALIFICATIONS. LESSON LI. THE TEACHER’S STUDY OF THE BIBLE. LESSON LII. THE TEACHER’S STUDY OF HIS LESSON. LESSON LIII. PRINCIPLES OF TEACHING. LESSON LIV. QUESTIONING. LESSON LV. ILLUSTRATION. LESSON LVI. REVIEW OF LESSONS ON THE TEACHER. LESSON L. THE TEACHER’S QUALIFICATIONS 1. It is the divine order that in the winning of a soul to Christ some saved soul is the means of its salvation. Men are saved by men, not by systems of organization (2 Cor. 5. 19, 20; 1 Cor. 3. 6-9). 2. In the Sunday school work there must be a worker, for whom organizations are made, and without whom all organizations are use- less. That worker is the Sunday school teacher, upon whose indi- vidual fidelity depends the success of the cause. 3. For the Sunday school teacher certain qualifications are neces- sary, and these we now consider: I. First of all, the Sunday school teacher should be a Christian. His work is for the Gospel of Christ, to bring souls to Christ and build up souls in Christ; hence the worker needs to be a follower of Christ. 1. He should be a Christian in belief. No one can speak confidently and earnestly in behalf of a cause unless he believes in it. He can teach all that needs to be known about ancient myths and decayed religions without believing them to be true. But Christianity is either everything or nothing. No man should undertake to teach the Bible unless he believes it to be God’s book; (Isa. 34. 16; 2 Pet. 1. 21; Rom. 15. 4; Psa. ro. 7, 8). 2. He should be a Christian in experience, having met his Saviour and having become reconciled to him, enjoying the consciousness of pardon, sonship, and communion with Christ. For only those who have entered into this experience can have sympathy with the Gospel, understand its mysteries, and teach it to others. A blind man cannot ii2 s TEACHER-TRAINING LESSONS 113 understand sight, and an unconverted heart cannot comprehend spiritual things (z Cor. 2. 14; 2 Cor. 4. 6; 1 John 1. 3). 3. He should be a Christian in example. He is a teacher, not merely for an hour on the Sabbath, but for seven days of every week; and his life is far more potent than his words. He should show forth the char- acter which he would impart and live in the realm to which he aspires to lead his class. See Acts 4. 13; 2 Kings 4. 9; 1 Tim. 6. 11. II. The teacher’s work is under the auspices of the Church, and therefore he should be a Church member. 1. He should be a Church member in profession. Whatever influence he possesses should be given to the Church, to which he owes more than he can repay. The teacher who is outside the Church will never lead his scholars into the Church (Eph. 2. 19-22; Matt. 16. 18). 2. He should be a Church member in loyalty. He should hold an attachment, not to the Church in general, but to that particular Church whose doctrines, forms, methods, and spirit are most nearly in accord with his own views and best adapted to promote his own growth in grace; and to that Church he should ever maintain an earnest, whole- souled devotion, while cordial and brotherly to all other Christian bodies (1 John 3. 14; Rom. 12. 5). 3. He should be a Church member in work. There are in every Church two classes of members, the workers and the idlers, those who carry and those who are carried. The teacher should be one of the working members, bearing the Church upon his heart, and its work in his hands (John 15. 5, 8; Eph. 2. ro). : III. The teacher’s work is with the Bible, and therefore he should be a Bible student. 1. A Buble student tn teachableness, turning to the word, not in the spirit of criticism, but of reverence; studying it, not to inject into it his own opinions, but humbly seeking in its pages for the truth which shall feed his cwn soul and supply the needs of his class (Isa. 8. 20). 2. A Bible student in thoroughness. The cursory glance at a few verses may answer for the careless reader, but he whose work it is to teach the word must stady it; not only the lesson, but the chapter, the book, the volume containing the lesson; for only as he has a wide and full knowledge of the Bible as a book can he understand the specific lesson which he must teach his class (Psa. 119. 18; 19. 7-9; Acts 17. 11). IV. The teacher’s work has relation to living souls, and therefore he must be a friend. No mere intellectual machine can teach living hearts. To influence souls there must bea soul. For not by knowledge, 114 TEACHER-TRAINING LESSONS nor by gifts of expression, but by the personal contact of heart with heart are scholars-led upward to the best in thought and in life. 1. He must be a friend in sympathy. That is, in the capacity to feel with his scholars, which is very different from feeling for them. He must be able to put himself in his pupil’s place, to see the world through his pupil’s eyes, and to have a full appreciation of his pupil’s nature and its surroundings. The way to win the scholar’s love is to love the scholar (Phil r. 7; 1 Thess. 3. 12). 2. He must be a friend in helpfulness. Wis friendship will show itself in acts, not great, save in the loving spirit that prompts them; a glance, a grasp of the hand, a little gift, a helping hand to one in trouble; a willingness to take trouble for another; these are the acts that make a teacher’s influence potent (Gal. 6. 2, 10; Rom. 15. r). V. The teacher’s work is the work of teaching, and therefore he must be a teacher. 1. He must be a teacher in knowledge. Not merely in knowledge of the lesson, though in that he must know ten times as muchas he ex- pects to impart to his class; but more especially in knowledge of the principles and methods of teaching, an understanding of the work in which he is engaged (Phil. 1. 9); also, in knowledge of his scholars, of their home and school surroundings and influences, of their mental acquirements and capabilities, of their spiritual conditions and needs. 2. He must be a teacher in tact. That is, in wisdom to know his op- portunities, and in practical skill to make the most of them. The wise teacher will fit his lesson to his class, not his class to the lesson. And “Sf any of you lack wisdom, let him ask of God, that giveth to all men liberally, and upbraideth not, and it shall be given him” (James 1. 5; 1 Thess. 3. 7). BLACKBOARD OUTLINE Chr. Be. Ex. Exa. Ch. Mem. Pro. Loy. Wk. A Bi. Stu. Tea. Tho. Fri. Sym. Hel. oN Tea. Kno. Tac. REVIEW QUESTIONS What is the divinely ordained method of winning souls? Upon whom does the work of the Sunday school depend? What are the five essential qualifications for Sunday school teaching? Why should the teacher be a Christian? Wherein should he be a Christian? = TEACHER-TRAINING LESSONS 115 Why should the teacher be a member of the Church? What characteristics should he have as a Church member? What traits should he have as a Bible student? Why should the teacher be a friend to his scholars? Wherein may he show his friendship? What knowledge should the teacher possess? What is tact? How may wisdom for this work be obtained? LESSON LI. THE TEACHER’S STUDY OF THE BIBLE I. The Necessity of Bible Study. It is a general law, as applicable to the Sunday school as to every other department of activity. that all good work requires training and preparation. To build a house, or make a shoe, or teach a lesson, demands that the worker shall be taught, trained, and equipped for his work. But there are certain reasons why the Sunday school teacher, especially, should be fully pre- pared for his work of teaching, and some of these reasons, oe stated, are the following: 1. The responsibility laid upon the Sunday school and on the teacher is one reason. In this age the work of teaching the Bible to the young has been mainly given over to the Sunday school. Few parents recog- nize their duty to teach the Bible to their children. If it is not taught in the Sunday school, and by the Sunday school teacher, it will not be taught to the majority of young people. The teacher must prepare himself for the work that rests almost wholly upon him; and this preparation demands the study, not of his lesson merely, but of the whole book which he is to teach. 2. The advanced state of knowledge, and especially of Bible knowledge, compels study from the teacher. There is in our time a far more ac- curate knowledge of the history contained in the Bible, of its customs, of the peoples referred to inits pages, than ever before. The teacher who is to teach the Bible in such a time as this must be a student of the Bible and of all the Bible. 3. The advanced standards of teaching in our time bring the work of she Sunday school into comparison, often into contrast, with the work of the week-day school. While a school meeting for only one hour in the week cannot do the work of a school held for twenty-five hours, yet it should do its work thoroughly; and this requirement demands preparation on the part of the teacher. 4. The nature of the subjects taught makes thorough preparation 116 TEACHER-TRAINING LESSONS necessary. The themes of the Sunday school teaching are not such ag can be safely taught without preparation. They are of vast im- portance, for they relate to the well-being of the scholar, in the life that now is and in that which is to come: They are profound, dealing with questions which have occupied the thought of the greatest thinkers in all ages. They are varied, requiring knowledge of a book made up of many books. No person should venture to handle such subjects before a class unless he has made at least an attempt to understand them. Everyone should read and study the Bible, but the above are rea- sons why the Sunday school teacher should be a Bible student. Il. The Spirit of the Teacher’s Study of the Bible. 1. The teacher should read his Bible regularly. He needs it for his own spiritual upbuilding, just'as he needs food for the building up of his body. If one will read daily seven pages of the New Testament, as printed in an ordinary Teacher’s Bible, he will complete the reading in a little more than a month. If he will read three pages of the Bible daily he will complete the reading of both the Old and New Testa- ments in a year. 2. He should read it thoughtfully, and that for two reasons: 1.) Be- cause it will repay thoughtful study. Not all books are worthy of close investigation, and it is time wasted to study them closely; but there is one book which will always reward the thorough student. He who digs in this mine will find pure gold. 2.) Because it requires thoughtful study. Even the most cursory reader of the Bible will find some benefit, as he glances at its verses; but its best treasures are disclosed only to the earnest and persevering seeker. 3. The teacher should read it confidently, without fear lest its value and power in the world may be destroyed. Some plain-minded Chris- tians are alarmed for the Bible, and fear that its authority is being undermined. But with all the advance in knowledge, and under all the tests of criticism, the old Book stands with power as great as ever. Some former opinions about it may be changed, but the book: still remains as containing the revelation of God and his will. 4. The teacher should read it systematically. He who opens the Book at random, and reads wherever his eye lights upon the page, or studies whatever interests him in it, will often meet precious truth, and will find a blessing; but he will fail toobtain that complete, well-balanced knowledge which is essential for the teacher. The best workis always done with a plan; and we urge the student to follow some plan in his Bible study. TEACHER-TRAINING LESSONS 117 III. Methods of Bible Reading and Study. 1. We may read it consecutively; that is, beginning with Genesis, and reading in order straight through to Revelation; or, better, begin with Matthew, read the New Testament, and then afterward the Old Testament. Everyone should at some time in his life read the Bible through, and obtain a general familiarity with its contents. 2. We may read it chronologically. The books of the Bible are not far out of the order of events, yet they are not arranged in precise chronological order. In a chronological reading we would read the Bible from Genesis to Judges, just as it stands. But we would insert the Psalms of David with the events connected therewith; we would read the history with the prophetical books; we would combine the four gospel narratives into one continuous story; and would read each epistle of Paul where it belongs in the narrative of his journeys. This will require close study, and the reference to many authorities. 3. We may study the Bible by subjects, taking some theme like ‘‘God’s love,” or any of the great truths of the Christian system, and search- ing for their illustration by texts throughout the Bible. But it is necessary to keep in mind that the same word in different places of the Bible may have different shades of meaning; and the student must be careful in drawing conclusions, especially when they are not sanc- tioned by the leading expositors. 4. We may study the Bible biographically; that is, in the lives of its great men, as Moses, Joshua, Gideon, David, Elijah, Paul, and many others. In this method we should seek to know not only the events of their lives, but the framework of time and place, the results of the hero’s life, and the traits of his character. i 5. We may study it by books, reading one book a number of times with commentaries and works of reference, until its contents have been mastered. We name plans of study for two kinds of books in the Bible: (a) In the study of an historical book there might be the following successive readings: 1.) For a general view. 2.) For the outline of its history. 3.) For the location and study of the places referred to. 4.) For the lives of the persons named. 5.) For the study of institu- tions, manners, and customs. 6.) For its religious truth. (6) In the study of an episile note, 1.) The author. 2.) Time and place of writing. 3.) Occasion and purpose of writing. a.) To whom written, traits of the Church or the person. 5.) The outline or plan. 6.) The traits of the writer as shown. 7.) Doctrinal, moral, and spiritual teachings. 118 TEACHER-TRAINING LESSONS BLACKBOARD OUTLINE I. Nec. of Bib. Stu. 1. Resp. on S. S. tea. 2. Adv. knowl. of Bib. 3. Adv. stan. tea: 4. Nat. sub. II. Spir. Tea. Stu. 1. Read reg. 2. Rea. thou. 1.) Rep. 2.) Req. 3. Rea. conf. 4. Rea. syst. III. Meth. Bib. Stu. 1. Conmsec. 2. Chron, 3. Subj. 4. Biog. 5. Books. (a) Hist. Book. 1.) Gen. vie. 2.) Out. hist. 3.) Loc. pla. 4.) Liv. per. 5.) Inst., etc. 6.) Rel. tru. (b) Epis. 1.) Auth. 2.) Ti. pl. wri. 3.) Oce. and pur. 4.) To wh. writt. 5.) Out. 6.) Trai. wri. 7.) Doc. mor. spir. tea. REVIEW QUESTIONS What is the general principle by which preparation for work is always necessary? Give four reasons why the Sunday school teacher especially needs to be a student? What responsibility is laid on the Sunday school taecher? What is the demand upon the teacher from the advanced state of Bible knowledge? What is the requirement from the advanced standards of teaching? Why does the nature of the subjects taught in the Sunday school compel study? In what spirit should the teacher study his Bible? Name five methods of Bible study. What does the study of an historical book require? What are the departments in the study of an epistle? LESSON LII. THE TEACHER’S STUDY OF HIS LESSON The teacher must be more than a Bible reader and Bible student in general. There is a lesson which he is to teach on the coming Sunday, and that lesson will require special study. In most schools the Inter- national lessons are taught, consisting of a paragraph or selection of verses; in some schools the lesson is a subject, with references to many places. But the principles of the teacher’s preparation will be the same, of whatever nature the lesson may be. I. The General Aims of the Teacher’s Preparation. Before con- sidering the specific work of lesson study we must notice three great aims to be kept in view by the teacher while preparing his lesson. 1. He should aim to find the truth. We should study the Bible, not to interject into it our own opinions, or to warp its thought to suit our own views, but humbly to learn its meaning, to find what is “the mind of the Spirit’’ in every passage which we study. 2. He should aim to satisfy his own spiritual needs. No man can feed others unless he himself has been fed. As the blind man cannot teach colors, nor the deaf man music, no one can impart spiritual truth who TEACHER-TRAINING LESSONS 119 has not received it. Hence, in every lesson the teacher should seek for that which will supply the needs of his own spiritual nature; and then he will know what will feed other hearts which hunger. 3. He should aim to supply the needs of his scholars. He is a teacher in his study as well as before his class; and should read his lesson with a teacher’s eye, seeking in it for that truth which is best adapted to the needs of his scholars, both collectively and individually. The faithful teacher, knowing the condition and circumstances of each scholar, will find something in every lesson which is adapted not only to a class of their grade and intelligence, but also to the varied and specific wants of each pupil in his care. Il. The Departments of Preparation. The thorough preparation of any lesson may be divided into four departments, as follows: 1. The Study of its Contents. The teacher should learn all that is to be learned concerning everything to be found in the verses under consideration. We suggest an admirable system of analysis, which may be applied to any lesson—that of ‘‘The Seven Elements” :1 1.) The Time to which the lesson belongs, its year of the world, before or after Christ; its period in history; its relation in time to the last lesson, etc. 2.) The Places of the lesson, whether named in the text or implied as the scene of its teachin; the location, history, and scriptural associations of every locality related to the lesson. 3.) The Persons of the lesson; who they were; what is known oc them; the traits of character displayed by them. 4.) The Facts or Thoughts of the lesson: facts, if historical; thoughts, if the lesson be ethical or doctrinal. 5.) The Difficulties of the lesson, whether in its statements them- selves, the obscurity of their meaning, their apparent discrep- ancy with any other part of Scripture, or their relation to other departments of knowledge. 6.) The Doctrines of the lesson; those general principles of re- ligious truth upon which it rests, or which may be fairly in- ferred from it. 7.) The Duties of the lesson; the practical conduct which it en- forces, either in positive precept, in example, or in warning. 2. The Collation of Paralfel Passages. Having found the contents of the lesson we should next search every passage in the Bible which will shed light upon it. Spurgeon says, “‘The best expositor of the Scrip- tures is the Spirit of God, and his expositions are found in parallel 1 This outline was suggested by Dr. J. H. Vincent. 120 TEACHER-TRAINING LESSONS passages.” To find these use a reference Bible, a Concordance, or a Bible index. 3. The Adaptation of the Lesson to the Class. As has been already intimated, the teacher must know his scholars and their needs; and then, out of the mass of material gathered upon the lesson, must select that which is suited to their requirements. The best preparation will be useless unless it is adapted to those who are to receive it. 4. The Preparation of the Teaching Plan. Thus far we have con- sidered what should be taught; but a question of equal importance is how shall it be presented? The teacher should prepare a plan of teaching, either mental or written, and should know before he opens his Bible before his class what is to be his order of thought, kow he shall open and illustrate it, and what shall be his method of applying it to every scholar in his class. III. Hints on Preparation. 1. Begin early in the week, as soon after the teaching of the last lesson as possible. 2. Read the lesson often, at least once each day, and thoughtfully. 3. Pray much over the lesson, for only by communion with the Author of the word can we attain to knowledge of the word. 4. Use alf helps accessible, in the line of commentaries, Bible dic- tionaries, maps, and works of reference. 5. Study independently, using the thoughts of others, not to dis~ place, but to quicken your own thoughts. 6. Talk with others about the lesson, in the family, the teachers’ meeting, and in social life. 7. Select your truth. Do not expect to use all the facts and thoughts that you have gathered upon the lesson. Make a careful selection from the knowledge that you have gained; and especially choose one central cruth to be emphasized, a truth which can be fitted into the lives of your scholars, and arrange your material to bring out the truth chosen. The knowledge held in reserve is not lost; it will add power to that which is used and will aid in the preparation of other lessons. BLACKBOARD OUTLINE I. Aims Prep. 1. Fi.tru. 2.Sat.sp.ne. 3. Sup. ne. sch. II. Dep. Prep. 1. St. con. les. [T. P. P. F. D. D. D.] 2. Col. par. pas. 3. Ad. les. cl. 4. Prep. te. pl. III. Hints Prep. 1. Be. ea. 2. Re. of. 3. Pr. mu. 4. Us. hel. 5. ot. ind. 96, Lawoth. 7.iseletru: SS TEACHER-TRAINING LESSONS I21 REVIEW QUESTIONS What should be the three aims of the Sunday school teacher in the study of his lesson? What are the four departments of the teacher’s preparation? Name and define the seven elements to be found in every lesson, Give seven hints on the preparation of the lesson. LESSON LIT. PRINCIPLES OF TEACHING 1. Principles are those abiding foundations upon which all work is wrought, while methods are the plans framed in accordance with them, Hence principles remain unchanged, while plans and methods vary according to circumstances and needs. 2. In every department of human activity, work, if successful, is in accord with the principles of that department. The architectural, or poetic, or musical, or artistic work which permanently pleases is always based upon the principles of its own art. 3. The teaching, whether on Sunday in the Sabbath school, or through the week in the secular school, which is to be successful in its aims, must be in accordance with the true Principles of Instruction. Of these principles we notice seven: I. Adaptation. The instruction must be suited to the needs of the scholar. The teaching needed by the Bible class is different from that needed Ly the primary class; and, indeed, no two classes, and no two scholars in the school, can be successfully reached by the same teach- ing. Under the Law of Application we must consider and fit our instruction to— 1. The age of the pupil. 2. The intellectual condition of the pupil. 3. The social surroundings of the pupil. 4. The moral character of the pupil. 5. The spiritual condition of the pupil. II. Co-operation. The teacher and the pupil must work together upon the lesson. ‘Telling the facts of the lesson to an inattentive group of scholars is not teaching, for teaching requires that the faculties of the scholar shall be quickened, and this demands some action on his part more than mete listening. This law requires— 1. That the pupil’s attention be awakened and held. 2. That the pupil’s desire for knowledge be aroused. 3. That the pupil’s search after truth be directed. 4. That the pupil’s conscience be quickened. 122 TEACHER-TRAINING LESSONS III. Definiteness. Truth must be presented in clear and precise language. Every idea should be outlined in such a manner as will enable the pupil to grasp it fully. The prerequisite of this is thorough preparation on the part of the teacher; for he who possesses only a dim, uncertain conception of a truth cannot impart a clear idea of it to his class. Let the teacher obtain definite knowledge himself, and then present it to his scholars in such clear language as will compel them to comprehend it. Definiteness should be sought, especially— 1. In the statement of questions. 2. In the statement of historical facts. 3. In the statement of doctrinal teachings. 4. In the statement of practical duties. IV. System. The teaching should be arranged in an orderly manner. The teacher who proposes to give to his class ten items of knowledge in the lesson may present each one clearly, yet by failing to fix them in the right order may not succeed in imparting any; while the same points of knowledge systematically presented may be apprehended and remembered. This requires the teacher— 1. To begin his teaching with knowledge already possessed by the pupil; at the point of contact between the truth and the experience of the pupil. 2. To proceed step by step from the known to the unknown. 3. To arrange his material in order, so that each thought will connect itself with the succeeding thought. V. Association. Whatever knowledge or incident or picture will con- nect itself with the truth, and aid in its presentation, should be made useful. Illustrations should be employed whenever they will make the truth as presented more interesting, more clear, or more forcible. They should never be used when they turn the mind from the truth illus- trated to the illustration itself. The picture or the diagram, the story or the incident, which .will awaken the pupil’s interest to the truth, or aid his apprehension of it, or fix it in his memory, or send it home to his conscience, will often prove of valuable service to the teacher. VI. Repetition. That which is to be remembered must be frequently reviewed. ‘The lessons last but half an hour, and a week of other occu- pations tends to divert the scholar’s mind from its truths. Unless it is recalled to his memory it is sure to be forgotten. A well-conducted review will fix the truth more clearly and fasten it more deeply in his mind; will give new views of old truths and add new truths to the old. Hence there should be on every lesson— TEACHER-TRAINING LESSONS 123 . A constant review during the lesson. . A class review at the close of the lesson. A superintendent’s review after the lesson. . A rapid review before the next lesson. . A monthly, quarterly, and annual review of all the lessons, which may be so conducted as to present a new view of the truth. VIL. Variety. Avoid routine plans of teaching, and iry to have some- thing new in every lesson. The best method of teaching will soon be- come monotonous if it be the only method employed. The same plans of application, the same use of illustrations, the same way of opening and closing the lesson, will be tedious, no matter how good they may be. The wise teacher will try not to teach the lesscn twice alike, but to stimulate the interest of his class by novel methods of presenting and illustrating truth. Bible Searchings. Let the following references to Christ’s teaching be collated and read, and the Principle of Teaching stated or illus- trated in each be pointed out: Matt. 7. 13, 14; Mark 8. 27-29; Luke 12. 13-17; Matt. 7. 24-27; 13. 3-8; Luke 10. 36, 37; Mark 8. 10-31. BLACKBOARD OUTLINE “Uk WwW Nd . Ad. 1. Ag. pu. 2. Int. con. pu. 3. Soc. sur. pu. 4. Mor. ch. pu. 5. Sp. con. pu. . Co. 1. Att. aw. 2. Des. kno. ar. 3.Sea.tru.dir. 4. Con. qui. : =e 1. St. qu. 2. St. his. fac. 3. St. doc. tea. 4. St. pr. uU. . Sys. 1x. Beg. kn. 2. Pro. kn. unk. 3. Arr. mat. or. Asso. : Rep. 1x.Con.rev. 2.Cl. rev. 3.Sup.rev. 4. Rev. bef. le. 5- Mo. qu. an. rev. - ar. REVIEW QUESTIONS What is the difference between principles and methods? Why are principles important? Name the seven principles of teaching? What is meant by Adaptation? What facts in relation to the pupil should be considered under this? What is meant by Co-operation? What does this require? What is meant by Definiteness? What is the prerequisite for the fulfillment of this principle? In what statements should the teacher aim to be definite? What is meant by System in teaching? Why is this important? What are its three requirements? 124 TEACHER-TRAINING LESSONS What is the statement of the principle of Association? What are some uses of illustration? What is meant by the principle of Repetition? Why are reviews needed in teaching? Name various kinds of reviews. What is meant by Variety in teaching? LESSON LIV. QUESTIONING There are three ways of imparting instruction through the living teacher: the lecture method, or that of direct address; the story method, or that of presenting characters and persons in action; and the question method, or that of inquiry. Of these, the first is best fitted to adults, the second to little children, and the third to pupils of the Inter- mediate and early Senior grades. I. Let us consider some of the Benefits of the Question Method. x. Questions test the pupil’s knowledge. A scholar may listen to the talking teacher without revealing either his own ignorance or his own knowledge; but a judicious question will sound the measure of his information. It is due to the pupil that questions should be asked him, for in no other way will his work be recognized and appreciated If more questions were asked in the class there would be more studying in the homes of our pupils. 2. Questions add interest to the lesson. It is a mistake to suppose that either teachers in their meeting for the study of the lesson, or the senior scholars in the Bible class, or the boys and girls in the youth’s department would rather listen to a ‘‘talk’”’ on the lesson than answer questions. Many classes have been killed by too much talk on the part of the teacher; and the most successful teachers are invariablv those who call out the knowledge and thought of their pupils. 3. Questions awaken the pupil’s thought. There is a positive teach- ing power in all questions. ‘They arouse thought on the part of the student, not only by recalling what he has already learned, but by awakening his desire to know, and by directing his inquiry in right lines of investigation. A skillful questioner can lead his class into new knowledge, by questions only, without direct statements. For illus- trations, see Matt. 16. 13-16; 22. 41-45. 4. Questions arouse the pupil’s conscience. How often a question, wisely directed, will reach a conscience! For instance, a pastor asked an unconverted young man who was active in his Sunday school as librarian, ‘‘What became of Noah’s carpenters?” It led him to be- come a Christian. See examples in John 6. 67; Luke to. 36, 37. TEACHER-TRAINING LESSONS 125 5. Questions prove the teacher’s work. This is especially the pur- pose of review questions. After the lesson, either in the class or from the desk, there should be a testing of the teaching. The leading facts of the lesson should be called out, and its principal practical teachings also, by questions. This will show what has been learned during the lesson hour. II. The Preparation of Questions. We do not urge that questions should be written out and read by the teacher. Yet they should be prepared, and there are other ways of preparation than writing. By way of preparation for questioning the teacher should— 1. Know the needs of each pupil. The larger half of each lesson is in the class, which he should study with the same diligence as his Bible, so that he can adapt his questions to each scholar, taking inte account both his acquirements and his requirements. 2. He should know the contents of the lesson. He should study it thoroughly from every point of view, and know far more in each department than he expects to impart. The questions of one who is fully conversant with the subject, who knows what is the answer to every inquiry, will be far different from those of the teacher who en- deavors, but in vain, to conceal his own ignorance by asking questions of his scholars. 3. He should select the teaching material in the lesson. Not every- thing in the lesson can be taught in half an hour; and much in the lesson need be taught very briefly or not at all. Find what is the vital line of the lesson, what relates to the spiritual, the moral, or the practical life of the scholar, and develop that in the questions. 4. He should follow a good outline. ‘The law of system’’ should be kept in mind, and a definite plan, sufficiently simple to be easily re- membered, should be followed in the questions, both as regards their preparation and their use. 5. He should study the question book. The question book and the lesson leaf have their province. They are designed not to direct the teacher in the class, but to guide both teacher and scholar in their study at home. There are many who have not been trained to sys- tematic investigation, and would be unable to study the lesson without some direction; and to aid these in their searching of the lesson the “questions for home study” are prepared. Every teacher will be aided by study of the printed questions at home. III. Some Hints Concerning Questions: 1. Questions should be original; that is, they should not be read from a question book or a lesson leaf, nor from a written list. Let 126 TEACHER-TRAINING LESSONS them be the teacher’s own questions, however prepared, and let them come from his own mind. 2. Questions should be direct. Questions should rarely be asked of the class as a whole, to be answered by a few prompt or forward scholars, while the rest of the class are silent. The question may be addressed to the class to attract the attention of all; but some one should be called upon for the reply. 3. Questions should be clear. Often pupils hesitate to answer, not because they are ignorant, but because they are uncertain what the question means. A precise, definite question will open the way for a correct answer. 4. Questions should be suggestive. Not that the question should suggest its answer; but that it should suggest thought on the part of the pupil: for the aim of the teacher should be to stimulate the mind of his scholar. 5- Questions should be spiritual. Not all the questions and answers can be spiritual in form, for some of them must be asked to bring out the facts or thoughts of the lesson. Yet every question should have a spiritual purpose and form a link in a chain of which one end is the lesson and the other the pupil’s heart. And in the teaching of every lesson there should be a few questions of directly spiritual character, — aimed at the pupil’s conscience. But such questions should be given discreetly, and carefully adapted to the individual scholar. IV. Cautions Concerning Questions: 1. Avoid frivolous questions. Remember that you have but half an hour in which to impress a mind, a heart, and a character with a portion of God’s truth, and waste not the precious minutes in discuss- ing unprofitable themes. 2. Avoid entangling questions. The “Socratic method” was a style of questioning adopted by the ancient philosopher, to expose shallow sophistry and to convince his hearers of their own ignorance. Lawyers are skilled in asking questions to confuse and humiliate a witness. But questions to cover a purpose, to mislead or confuse a hearer, should have no place in the Sunday school class. Let every question be straightforward in its purpose. 3. Avoid leading questions. Such are questions which contain their own answer, as, ‘‘Was not David the King of Israel?” etc. Every question should call forth the mental activity of the pupil. 4. Avoid personalities in questions. Some teachers have a habit of holding up a pupil to the notice, amusement, or contempt of an entire class by an embarrassing question. There are some subjects which LEACHER-TRAINING LESSONS 127 can better be presented to the pupil alone than when he is the center of observation from his classmates. 5. Avoid a frequent use of questions to which the answer is ‘“‘yes” or “no’; although such may occasionally be used to advantage, especially in introducing or correcting other questions which require more thought for the answering. BLACKBOARD OUTLINE I. Ben. Ques. Meth. 1. Tes. pu.kmo. 2. Ad.in.les. 3. Aw. pu. th. 4. Ar. pu. cons. 5. Pro. tea. wk. II. Prep. Ques. 1. Kno. ne. pu. 2. Kn.con. les. 3. Sel. tea. mat. les. 4. Fol. g. out. 5. Stu. qu. bk. Ii. Hints. 1. Orig. 2. Dir. 3. Cle. 4. Sugg. 5. Spir. EVES Ga. s. Priv. 2. Put. 3. Lea. “4. Per: 5: “‘y. or n.”” REVIEW QUESTIONS What are two ways of giving instruction? Which of these should be principally used in the Sunday school? What are some of the benefits of the question method of teaching? Why is it due to the pupil that questions should be asked of him? How do questions make the lesson interesting? What is the effect of questions on the pupil’s thought? How do questions affect the conscience? How may questions test or prove the efficiency of the teacher’s work? What are necessary for the preparation of questions? What kinds of questions should be given by the teacher? What kinds of questions should be avoided? LESSON LY. ILLUSTRATION 1. Let us look at this word “‘illustrate,” for it is suggestive. It isa Latin word, and means “‘to light up.” 2. We may have thought and knowledge in our lesson, but we need to give it light, and this will be accomplished mainly by the use of illustrations. I. Notice Four Uses of Iffustrations: 1. They attract attention. A light brought into a dark room, or a star shining in the sky, at once draws to it every eye. So the illus- trations of the lesson win attention to its teachings. The ear is quick- ened to interest by a story; the eye is arrested by the picture or the chalk-mark. Nothing awakens and retains the interest more than the illustration, whether heard or seen. 2. They quicken the apprehension. In a dark room we may be in- 128 TEACHER-TRAINING LESSONS formed concerning the place and form of every object. But how all our ideas are changed at the instant when a light is introduced, en- abling us to see its contents! So the illustration often gives a new conception of truth. For instance, the rule in arithmetic is seen more clearly in the light of an example; and the definition of a scientific word in the dictionary is explained by the picture accompanying it. 3. They aid the memory. The meteor which you saw flashing in the sky at night is remembered long after the one about which you read has been forgotten. You remember a sermon, not by its text nor its thoughts, but by its illustrations. And a story or a picture in a Sun- day school lesson will often serve to recall the teaching to the memory. 4. They awaken the conscience. How many have been aroused to conviction of sin by the parable of the prodigal son! And what is that but an illustration? So many, like Zinzendorf, have been awakened by some picture of a Bible scene. Mr. Moody’s stories have sént the truth home as deeply as his exhortations. II. There are Four Classes of Iffustrations:? 1. Those which depend upon the sight, and derive their interest from the pupil’s delight in seeing. Such are objects, maps, pictures, dia- grams, etc. Maps and diagrams drawn in presence of the scholar, {hough ever so rudely, have an increased interest and power. 2. Those which depend upon the imagination. There is a mental power of vision which creates pictures almost as real as those upon the printed page or the painted canvas. Especially in childhood is this faculty of imagination strong, for then all the world is new and strange. To this class of illustrations belong ‘‘word-pictures,”’ imaginary scenes, etc., as presentations of the thought in the lesson. 3. Those which depend upon comparison. To see resemblance in things different, or the correspondence between the outward and the spiritual, is as old as the parable of the sower and the miracle of the loaves. ‘‘The likes of the lesson” form a fruitful field for the use of illustration. : 4. Those which depend upon knowledge. More than for anything else children are eager to know; and the story has an added value when it is true. History, science, art, and, indeed, every department of knowledge, will furnish illustrations of spiritual truth. III. How to Obtain Iflustrations: 1. By gaining knowledge, especially Bible knowledge. The wider the teacher’s range of thought, the more readily will he find illustrations 1 This classification was first given by Dr. J. H. Vincent in The Chautauqua Normal Guide, TEACHER-TRAINING LESSONS 129 to fit his teaching. Particularly will the incidents of Bible story be found to furnish the frame for his thoughts in the class. Know the stories of the Bible, and you will have an encyclopedia of illustration in your mind. 2. By the habit of observation. People find what they are seeking for, and the teacher who is looking for illustrations will find them every- where, in books, among men, on the railway train, and in the forest. 3. By the preservation of illustrations. The scrapbook for clippings, the blank book for stray suggestions, the envelope, will all have their uses. Plans innumerable have been given, but each worker’s own plan is the best for himself. 4. By practice in the use of illustrations. The way to use them is to use them, and use will give ease. The teacher who has once made the experiment will repeat it, and find that his rough drawing, or his map, or his story will always attract the eager attention of his scholars. IV. A Few Hints as to the Use of Iffustrations: t. Have a clear idea of the subject to be taught. Learn the lesson first of all, and know what you are to teach, before you seek for your illustration. 2. Use illustrations only in the fine of the teaching. Never tell a story for the sake of the story, but always to impress a truth; and let the truth be so plain that the story must carry its own application. 3. Obtain the help of the scholar in illustration. Let the pupils suggest Bible incidents or Bible characters which present the traits of character which the lesson enforces. Never add a feature to the portrait which the scholar can himself give from his own knowledge. 4. Do not use too many iffustrations. Let not the lesson serve merely as a vehicle fer story-telling or picture-drawing, or black- boarding; but keep the truth at all times in the foreground. V. Bible Searchings. Let the following texts be examined and read by the student, the illustration pointed out, and the class named to which it belongs: Jer. 18. 1-6; Ezek. 4. 1-3; Jer. 19. 1, 2, 10, 11; Judg. g. 8-15; 2 Sam. 12. 1-7; Dan. 5. 27; Matt. 13. 3; 12. 40-42; 25. 1. BLACKBOARD OUTLINE i IV. Hin. If. x. Cl. id. sub. 2. Li. tea. 3. Hel. sch. 4. Not too m. 130 TEACHER-TRAINING LESSONS REVIEW QUESTIONS What is the meaning of the word “‘illustrate”’? What are four uses of illustrations? Give an instance of each use of an illustration, What are the four classes of illustrations? Name an illustration of each class. How may illustrations be obtained? State four suggestions as to the use of illustrations, Name some instances of illustration as given by Old Testament writers and prophets Name some illustrations given by the Saviour in his teaching, Name some illustrations in the writings of the apostle Paul. LESSON LVI. Lf II. . Why does the Sunday school teacher need to be a Bible IV. . Name five methods of studying the Bible. . What is involved in the study of an historical book in the REVIEW OF LESSONS ON THE TEACHER State the five qualifications needed by the Sunday school teacher. Explain what is required in connection with each qualification. student? In what spirit should the teacher read his Bible? Bible? . What is involved in the study of an epistle? . State the aims of preparation. Name and explain the departments of preparation. State the seven elements to be found in every lesson. . Give a few hints on the preparation of the lesson. . Name and explain the seven principles of teaching. . State the benefits of questioning as a method of teaching. . State what is required in the preparation of questions. . Name the kinds of questions which should be asked. . Name some kinds of questions which should not be asked. . Name four uses of illustrations. . Name four classes of illustrations. . Give four ways of obtaining illustrations. Give some hints as to how illustrations should be used. PART VII SEVEN LESSONS ON THE SUNDAY SCHOOL LESSON LVII. THE HISTORY OF THE SUNDAY SCHOOL. LESSON LVIII. THE DEFINITION OF THE SUNDAY SCHOOL. LESSON. LIX. THE SUNDAY SCHOOL AND THE CHURCH. LESSON LX. THE ORGANIZATION OF THE SUNDAY SCHOOL. LESSON LXI. THE GRADING OF THE SUNDAY SCHOOL. LESSON LXII. SUNDAY SCHOOL EVANGELISM. LESSON LXIII. REVIEW OF LESSONS ON THE SUNDAY SCHOOL. LESSON LVII. THE HISTORY OF THE SUNDAY SCHOOL Every permanent institution is an evolution, the gradual unfolding and development of a gérm, not a sudden creation of anew type. That which is destined to endure in the future is sure to have its origin in the past. The Sunday school is not, as many suppose, a modern institution, a little more than a century old. Its germ was in the world, living and active, more than two thousand years ago, and it has from age to age developed in varied forms. The germ of the Sunday school does not consist in its meeting on any especial day, nor in its organization into classes, nor in its name. It consists in the gathering together of people, young and old—but especially of the young—for the study of the word of God. I, There was a Sunday school, in these essential elements, among the ancient Israelites. We find allusions to them in the earlier ages (Gen. 18. 19; Deut. 6. 6-9); during the period of the kingdom (2 Chron. 15. 3; 17. 7-9); after the return from captivity (Neh. 8. 1-8). The ancient Jewish writings, outside of the Bible, are full of references to these schools for instruction in the Scriptures. TI. There was a Sunday school in the early Christian Church. We find in the New Testament a distinction made between preaching, or “heralding,” and teaching, which is the work of the Sunday school 131 . 132 TEACHER-TRAINING LESSONS (Matt. 28. 19; Acts 2. 42, Rev. Ver.; 11. 26; 13. 1; 28. 30, 31; 2 Tim, 2-25), 9-05 5). III. There were Sunday schools at the time of the Reformation. The reformers prepared catechisms, embodying the doctrines of the faith, for teaching in classes. One reason why the Sunday school was not emphasized by the Protestant reformers was that in all the schools established by them, notably in Scotland, the Bible was one of the principal text-books in the week-day instruction, IV. There was a revival of Sunday school instruction in the cinhe! eenth century. There are authenticated instances of Sunday schools in America, if not in England, as early as 1674; but the modern movye- ment dates from the establishment of a Sunday school in Gloucester, England, by Robert Raikes, in July, 1780. An account of this was published by Raikes in his own newspaper, was widely read, and was generally followed by the establishment of Sunday schools. In 1787 there were two hundred and fifty thousand pupils in the Sunday schools of Great Britain. As early as 1784 there were Sunday schools in the United States; there is reason to believe that they were earlier than that date. V. Animportant step was taken in the organization of the American Sunday School Union in Philadelphia on May 24, 1824. Local con- ventions were held earlier than that date; bit from that time there was an institution at work, sending missionaries everywhere, and organizing Sunday schools of many denominations. Of this organiza- tion the state, national, and international Sunday school conventions and associations were the outgrowth. VI. A great advance in the aims and methods of the Sunday school began with the International Lesson System, which was instituted in 1872, though the study of the Bible in course did not begin until 1873. In “the Robert Raikes school’ reading, writing, and the catechism formed the principal instruction. Later the practice of memorizing detached portions of Scripture was introduced. With the International Lessons the Sunday schools began the systematic study of the Bible in selected paragraphs, and this is at the present time the principal work of the school. There should be in every Sunday school a “supple- mental lesson” taught, to give general knowledge of the Bible, its books, its history, and its systematic teachings. N. B.—Those who would like to investigate this subject more fully will find a full statement of the history of the Sunday school in Yale Lectures on the Sunday School, by H.C. Trumbull, and in The Church School, by J. H. Vincent. The history of the International Lessons is given in The Lesson System, by Simeor Gilbert. TEACHER-TRAINING LESSONS 133 BLACKBOARD OUTLINE . S. S. am. anc. Isr. early; kgdm. ret. . S. S. Ear. Ch. “teach.” . S. S. in Ref. “catech.” . S. S. xviti, Ro. Rai. 1780. . Am. S.S. Un. 1824. . In. Les. Sys. 1872. par. supp. less. REVIEW QUESTIONS Wherein is the Sunday school an evolution? How early was it in existence? What is the germ of the Sunday school? What is said of the Sunday school among the ancient Israelites? What was the teaching in the early Church? What took the place of the Sunday school in the time of the Reformation? What movement took place in the eighteenth century? Who founded the modern Sunday school? When and where was the first Sunday school union organized in the United States? What resulted from that organization? What is the latest development of Sunday school instruction? What is the supplemental lessen, and why should it be pursued? ' LESSON LVIII. THE DEFINITION OF THE SUNDAY SCHOOL The Sunday school teacher needs to understand the principles and plans of the institution wherein he is a worker. I. Therefore we present the Definition of the Sunday school as given by Dr. John H. Vincent: 1. The Sunday school is a department of the Church of Christ, 2. In which the word of Christ is taught, 3. For the purpose of bringing souls to Christ, 4. And of building up souls in Christ. (This definition should be committed to memory by every student; and that it may be memorized more easily it is printed in the form of four paragraphs. Let it be written upon the board, one sentence at a time, in catchwords or initial syllables, as in the blackboard review at the end of the lesson; and let it be drilled and serierreg until every member of the class can repeat it correctly.) II. Let us examine this definition more closely and develop its meaning. From it we learn: 134 TEACHER-TRAINING LESSONS t. That the Sunday school is a department of the Church of Christ. It is not an irresponsible, voluntary institution; it is neither a social club nor a literary society. It is connected with the Church of Christ, is responsible to the Church, and under the Church’s fostering care. 2. That the Sunday school is a school. It is not a service or public meeting. It adopts the teaching method, not the lecture method; therefore divided into classes of varied grade, and employs the services of teachers to instruct its scholars. 3. That it is a Sunday school, meeting on the Lord’s Day. Hence its exercises should be appropriate to the day consecrated to the service of Christ; and especially its lessons should be on sacred, not secular, subjects, and its teaching should be reverent and spiritual. 4. That it teaches the word of Christ. It has but one text-book, the Holy Scriptures; and it seeks to teach them, both the Old Testa- ment and the New, as the word of Christ, that is, not merely ‘‘the words of Christ,’’ but the revelation of Jesus as the Redeemer of the world. If it deals with Bible history, or Bible geography, or Bible institutions it shows the truth concerning Christ which dwells in them. 5. That it has a purpose in its teaching. It instructs, but not for the sake of instruction merely. It aims first of all to bring souls to Christ, to make its pupils, young and oid, disciples of Christ. But its work is not ended when its pupils are converted and churched; for then begins the more important work of building up souls in Christ, the process of spiritual education, the leading out of the soul’s powers, the development of a complete Christian character, and especially the training for service in Christian work. BLACKBOARD OUTLINE The: Sunday School I. Def. 1. S.s. dep. Ch. Chr. 2. In. wh. wo. Chr. tau. 3. For pur. bring. so. to Chr. 4. And of bui. up s. in Chr. — II. Mean. 1. Dep. Chu. Chr. 2.Sch. 3.Sun.sch. 4. Tea. wo. Chr. 5. Pur. (1) Br. so. to Chr. (2) Bui. up so. in Chr. REVIEW QUESTIONS What principles and plans does the Sunday school worker need to understand? Can you tell why he needs to understand them? State the definition of the Sunday school. TEACHER-TRAINING LESSONS 135 Of what is the Sunday school a part? What does this relation involve? What does the name Sunday school involve? What is involved in the name Sunday school? What is the first aim of the Sunday school with respect to its pupils? What should the Sunday school do for the scholar after he has been converted? . LESSON LIX. THE SUNDAY SCHOOL AND THE CHURCH We have already stated that the Sunday school is not an independent organization. It is in close connection with a greater institution—the Church. The Church is the parent, the Sunday school is the child; the Sunday school is the branch, the Church is the tree. I. Consider the Mutual Needs of the Church and the school. 1. The Church needs the Sunday school for the completeness of its being. r.) It needs it as its department of Bible instruction, and without it in some form one important part of the Church’s work is left undone. 2.) It needs it to give exercise to its members. There is no better development of the Christian character than that which comes to the Sunday school worker. He is brought into the study of the word; he learns by teaching it to others; he enters into sym- pathy with youth; and he gains strength of character by the use of his powers. 3.) It needs it as an evangelizing agency. The vast majority of members enter the Church through the Sunday school, and many of them are brought to Christ by it as the direct instru- mentality. 2. But if the Church needs the Sunday school, the Sunday school needs the Church still more. 1.) It needs the Church to supply it with workers. Only Chris- tians can properly teach the Word of Life, and these are in the churches. Were there no churches there could be no Sunday schools. 2.) It needs the Church to give unity to its work. The Sunday school which is connected with no Church is apt to have for its workers the discontented members, the ‘‘cranks,’”’ and those who can find ‘‘no church good enough for them.” As a result its work is irregular, its teachings are apt to be loose, and its 136 TEACHER-TRAINING LESSONS results are meager. It may flourish for a time, but it tends to disintegration and not to unity. 3.) It needs the Church to foster its converts. Every living Sun- day school will win souls to Christ; and these must be gathered into the Church for their security and their development. It is the universal experience that no Sunday school can take the place of the Church in the care of young Christians. Every Sunday school should be in direct relation to a Church, wher- ever such relation is possible. II. Consider the Mutual Duties of the Church and the Sunday school. 1. The duties of the Church to the school are three, namely: 1.) Sympathy, that is, ‘feeling with.” The Church should feel with the school; should take an interest in it; should appre- ciate its work and recognize its needs. 2.) Support. There should be a moral support, enabling the school to rest upon the regard and confidence of the Church; and there should be a financial support, the Church supplying liberally the means of carrying forward the school. 3.) Supervision, When the school is left outside tue sympathy, and left without the support of the Church, it is apt to resent its attempt at control. But the Church which bears the bur- dens of the school, furnishes it with workers, and has its affec- tionate interest in it, will find its authority respected and its wholesome discipline regarded as a privilege. 2. On the other hand there are three duties of the Sunday school toward the Church. 1.) To teach in harmony with its standards. The teaching in the class should be in accordance with that given from the pulpit; the doctrinal platform of the Church should be held by the school; and all the instruction should be in harmony with its principles. ; 2.) To contribute to its power. The Church’s power is in its living members, and these should be constantly recruited through the Sunday school. The school should direct all its pupils toward the Church. ; 3.) To co-operate with its several departments. The members of ' the Sunday school, whether teachers or scholars, should be interested in all the spheres of the Church’s activity, should at- tend the public worship, should participate in the prayer meet- ing, should take part in its various activities, and should con- tribute to its benevolences. TEACHER-TRAINING LESSONS 137 BLACKBOARD OUTLINE Dep. ins. Ex. mem. Evan. ag. . Sup. wor. Un. wk. Fos. conv. Sym. Supp. Super. Har. stan. Con. pow. Coop. dep. I. 2. 3- I 2. 3. I. 2. 3. I. 2. 3- REVIEW QUESTIONS Of what institution is the Sunday school a part? What is the relation between the Church and the Sunday school? Wherein does the Church need the Sunday school? What are the benefits of the Sunday school to those engaged in its work? Why does the Sunday school need the Church? What'’is said of ‘“‘union schools’’? When is the union school admissible? What are the duties of the Church to the Sunday school? What are the duties of the Sunday school to the Church? LESSON LX. THE ORGANIZATION OF THE SUNDAY SCHOOL 1. All work in which any considerable number of people are united must have some form ef organization in order to obtain any satis- factory results. 2. Organization does not create power, and the power of a Sunday school is not in its form of constitution, but in the energy of its workers. But organization condenses power, directs energy, and gives unity to work. 3 3. Therefore the organization of the Sunday school is an important subject for our consideration. I. We notice the General Principles under which the school should be organized: 1. The Supervision of the Church. The Church is the parent of the school, and should provide for its organization. 2. Harmony with its Denominational System. The ideal Sunday 138 TEACHER-TRAINING LESSONS school is a Church school, fraternal toward all other Churches aiid loyal to its own Church in its doctrines and methods of work. 3. A Form of Constitution. There should be a brief but explicit statement of the working plan of the school, naming its objects, stating its officers, defining their duties, and declaring their terms of office and method of election. II. We name the Officers to be chosen, and suggest the method of their appointment. 1. There should be a Superintendent, as the executive officer of the school. He should be chosen by the teachers and officers, with the ap- proval of the governing body of the local Church; and he should also b2 a member of that governing body. 2. There should be an Associate Superintendent (more than one in a large school), to aid in the management, especially in supplying sub- stitutes for absent teachers and in assigning new scholars to classes. He should be nominated by the superintendent, subject to the ap- proval of the teachers and officers. 3. There should also be a Department Superintendent for each of the departments named below, who should be nominated by the superintendent and approved by the Teachers’ Board. S 4. There should be a Secretary, to keep the records and care for the literature of the school. He should be nominated by the superin- tendent, and elected by the teachers and officers. 5. There should be a Treasurer, elected by the Teachers’ Board, to take charge of all moneys collected in the school, to report regularly on the condition of the treasury, and to pay out money on the order of the Teachers’ Board. 6. There should be a Librarian, with power to choose his assistants, subject to the approval of the teachers and officers. 7. The above-named officers, Superintendent, Associate Superin- tendent, Department Superintendents, Secretary, Treasurer, and JA- brarian, should together form a Cabinet, for conference and planning for the interests of the school. 8. The Teachers should_be carefully selected by the superintendent, approved by the pastor, and, after at least a month of trial, elected by the body of officers and teachers. The above-named officers, with the teachers, should constitute the Teachers’ Board for all elections and the government of the school. The scholars should have no votes in the election of officers and teachers, though it is well to consult the senior classes in the appoint- ment of their teachers. TEACHER-TRAINING LESSONS 139 BLACKBOARD OUTLINE Org. 1. Necessary. 2. Benefits. 3. Important. I. Gen. Prin. 1.Sup. Ch. 2. Har. Den. Sys. 3. For. Con. II. Off. 1.Sup. 2.Asso.Sup. 3.Dep.Sup. 4.Sec. 5. Treas. 6: Lib. 4. Cab. 8. Téa. 0 aan REVIEW QUESTIONS Why is organization necessary for work? What are the benefits of organization? What three principles should be provided for in the organization of the school? What should the constitution embrace? What officers are needed in the Sunday school? How should each officer be chosen! How should the teachers be chosen? Who should constitute the Cabinet of the school? Who should form the Managing Board of the school? Should the pupils vote in the selection of officers and teachers? LESSON LXI. THE GRADING OF THE SUNDAY SCHOOL I. There are seven general Departments to be recognized in the organization of the school. Beginning with the very youngest, there are the following: 1. The Cradfe Rolf. The infant who is too young to attend the Sun- day school is enrolled as a member on the Cradle Roll. His name ap- pears on the list, which is framed and hangs in the Beginners’ room. Whenever gifts are made to the children, as at Christmas, one is sent to each member of the Cradle Roll. Thus from the beginning the Church and the Sunday school care for the little child. 2. The Beginners’ Department. This consists of little children from three to six years old, who should be kept apart from the older primary children, and receive instruction suited to their age and understanding. 3. The Primary Department, of children between six and nine years of age. In no case should they be received earlier than six or held after they are nine. 4. The Junior Department, of four years, from nine to thirteen in- clusive. 5. The Intermediate Department, from thirteen to seventeen years of age; the “boys and girls,”’ as distinguished from children. There may be exceptionally advanced pupils who might be promoted at fifteen, and there may be those who should wait longer than the age 140 TEACHER-TRAINING LESSONS of sixteen; but the above are the years of the average pupil in this department. 6. The Senior Department, consisting of young people between seventeen and twenty-four or twenty-five years of age. These may be organized in large classes including— 1.) A class or classes for young women. 2.) A class or classes for young men. If separate rooms can be provided, it is well to have all the young men in one class, thereby promoting a spirit of interest in the class. It is well to form this class into an “Organized Bible Class,’* in accord- ance with plans that may be obtained from most State Sunday School Associations. 3.) A teacher-training class composed of young people who study (instead of the regular lesson or additional to it) a course of teacher-training or normal instruction, fitting them in due time to become teachers. 7. The Adult Department, consisting of all who are above twenty- five years of age, organized into various classes, large classes being preferred. One of these classes should be known as a Reserve Class, from which substitutes and teachers may be obtained as needed. This class should study the lesson one week in advance of the rest of the school. 8. The Home Department, consisting of students, young and old, who are unable to attend regularly, but study the regular lesson at home and are duly enrolled and recognized as members of the Sunday school. * II. We would call attention also to the System of Gradation which should be followed in the conduct of the school. 1. There should be a fixed number of classes in each department. This number should be carefully determined upon, as proportioned to the size of the school, and should not be changed except upon mature consideration. For example, there should be a small number of large classes in the Senior Department, and scholars should be promoted from the lower classes on arriving at a certain age, in order tq keep the senior classes uniformly full. 2. There should be systematic promotions from grade to grade. The basis of promotion should be partly that of age, partly that of intelli- 1 Information concerning Teacher-training Classes, the Home Department, and the Graded Sunday School may be obtained by addressing any Sunday school publish- ing house; and in most states by addressing the secretary of the state Sunday School Association, TEACHER-TRAINING LESSONS 141 gence, and it may or may not depend upon examination, as the school shall determine; but there should be some standard in the promotion, and it should be faithfully maintained. 3. There should be annual and simultaneous promotions. That is, there should be set apart one day in the year as ‘“‘Promotion Sunday,”’ for which preparation should be made. On that day all changes should be made; a new class should be promoted from the Beginners to the Primary, from the Primary to the Junior, from the Junior to the In- termediate etc.; and pupils of the proper ages should leave their former teachers for new ones. 4. With the promotion from one grade to another there should be a change of teachers. While the pupil is in one department he may re- main with the same teacher, who should be advanced with the class from ‘‘first year’ of the grade to ‘“‘second year,” etc. But when the scholar is promoted from one grade to another he should generally leave his teacher and enter ancther class, unless the teacher happens to be advanced at the same time to fill a vacancy. 5. There should be teaching adapted to these several grades, both in the international lessons and in the supplemental studies, which should be carefully chosen and fitted to the several departments of the school. 1H BLACKBOARD OUTLINE --= ie Dep wn Ci 23 bes Dep. 3. ert Dep), 45 Jun. Dep: 5. Int, Dep. 6: sen. Dep. 2.) You. wom. 2.) You. m. 3.) Tea.-train. 7. Ad. Dept. 8. Ho. Dep. Il. Sys.Grad. 1. Fix.num.cl. 2.Sys.prom. 3. Ann. sim. prom. 4. Ch. tea. 5. Tea. adap. gra. ee 2 REVIEW QUESTIONS What departments should be recognized in the Sunday school? Who should be members of the Cradle Roll? Who should be the Beginners? Who should constitute the Primary Department? Who should be members of the Junior Department? Who should belong to the Intermediate Department? What is the Senior Department? What is the Adult Department? What classes should be provided in the Senior Department? What is the Home Department? What principles should be observed in the system of gradation in the Sunday school? What is meant by “‘a fixed number of classes’’? What are systematic promotions? When should scholars generally change their teachers? When should promotions be made? '_ © As. * 142 TEACHER-TRAINING LESSONS LESSON LXII. SUNDAY SCHOOL EVANGELISM 1. The Church of Christ has as its chief purpose the salvation of souls, young and old, at home and abroad. 2. The salvation of a soul in Christ is the realization of three aims: 1.) Faith, or the surrender of the will to Christ. 2.) Righteousness, or a complete Christian character. 3.) Service, or active work for Christ. 3. The Sunday school is an important department of the Church’s activity, and should hold the salvation of the souls under its care as — its chief aim, the aim for which the Sunday school exists. To keep this aim in view, and to accomplish it, is Sunday school evangelism. I. Notice the Opportunity of the Sunday school for the winning of souls: 1. It has the people who may be won to Christ. The greatest diffi- culty in all practical efforts toward evangelism is to reach the people who are not already members of the Church; for between the church- going and the nonchurchgoing classes “‘there is a great gulf fixed.” But in every Sunday school, throughout all grades, there is a large proportion of people who have made no public profession of Christ. Through the Sunday school they can be reached with the Gospel. 2. These people in the Sunday school are at the best age for evan- gelism. Most of them are young, and youth is the time when impres- sions are made most easily, when they are the most enduring, and when the best characters are formed. Compared with age, youth is easily won to Christ, and gives the best types of Christian character. 3. The Sunday school has in its hands the weapon for soul-winning and character-building, the Holy Scriptures. What an advantage, in the effort for bringing a soul to Christ, to deal with one who has the Bible in his hands and is studying it! That opportunity the Sunday school possesses. : 4. The Sunday school has the workers for carrying on the work of soul-winning in its teachers, a band of men and women who come into weekly personal contact with their scholars. It breaks up the mass of souls needing salvation into little groups, each under the care of a worker who knows them and can deal with them individually. Such is the opportunity of the Sunday school as an institution for winning souls to Christ. II. The Means and Methods of Accomplishing this Aim, the salva- tion of our pupils. 1. There must be spiritual people as workers in the Sunday school, TEACHER-TRAINING LESSONS 143 Its superintendent, officers, and teachers should all be men and women who have themselves entered into the new life in Christ; who possess the Holy Spirit in abundant measure; who recognize the salvation of the scholars as the great object of the Sunday school. A superintendent cannot point his school, or a teacher his class, to heights beyond those which he has himself attained. 2. The teaching should be influenced by spiritual aims. We are not to drop our Bible lessons and turn the session of the school into a revival service; but we should teach the Bible, with all its history, its geography, its biography, its institutions, its doctrines, not in a cold spirit of scientific inquiry, with the direct purpose of making them subsidiary to the salvation of the scholar. 3. There should be a right conception of the religious life to be ex- pected in our scholars. They are not “sinners,” living in the world, and with lives regardless of God’s law. They are largely in Christian homes, under religious influences, taught to pray and to do the will of God from childhood. “Conversion” to these means something very different from its meaning when godless men and women come to Christ. We are not to expect, and should not seek to promote emo- tional experiences or radical transformation of character, but the thoughtful, entire surrender of the will to Christ. 4. At suitable times “Decision Day’ services should be held in the Sunday school; the scholars should be encouraged and urged to con- secrate themselves to the service of Christ; and they should receive careful training for after-membership in the Church. The Sunday school may thus become a constant feeder to the Church. BLACKBOARD OUTLINE E r. Pur. Ch. salv. sou. 2. Aims. 1.) Fai. 2.) Right. 3.) Ser. 3. Aim of S. S.-evan. I. Opp. S. S. 1. Has peo. 2. Best age. 3. Has weap. 4. Has work. II. Means and Meth. 1. Spir. peo. work. 2. Tea. inf. by spir. aims. 3. Ri. con. rel. li. 4. Dec. D. ser. REVIEW QUESTIONS For what purpose does the Church with all its departments exist in the world? What is meant by the salvation of a soul? What should be the chief aim of the Sunday school? Wherein does the Sunday school enjoy a peculiar opportunity for winning its scholars to Christ? How is the Sunday school able to reach the people who need salvation? Wherein are those in the Sunday school peculiarly fitted by their age for being wot to Christ? What weapon is used in the Sunday school, adapted for soul-winning? How are the methods of the Sunday school fitted for evangelism? What four means and methods are suggested for evangelism in the Sunday school What kind of people should be workers in the Sunday school? What should be the character of Sunday school teaching? What is the true conception of the religious life of a child? What special services should be held to promote evangelism? 144 TEACHER-TRAINING LESSONS s LESSON LXIII. REVIEW OF LESSONS ON THE SUNDAY SCHOOL I. What corresponded to the Sunday school in ancient times? II. Give the history of the Sunday school from the Reformation t« the present time. III. Give a definition of the Sunday schadl IV. For what purposes does the Church need the Sunday school ? V. For what purposes does the Sunday school need the Church ? VI. What are the duties of the Church to the Sunday school? VII. What are the duties of the Sunday school to the Church? — VIII. What are the principles to be observed in the organization o a Sunday school ? IX. What officers should be chosen, and how chosen ? X. How should the school be directed in its general policy ? XI. What departments should be recognized in the school ? XII. What should be the age of the pupils in each department ? XIII. What principles should be observed in the grading of the Sun day school? XIV. What has the Sunday school to do with the winning of it scholars to Christ? XV. Wherein does the Sunday schocl possess a specially adv. tageous opportunity for evangelism ? XVI. What means and methods may be employed in the Sunda school for the salvation of its scholars? 7 a raid 1 OT D0O1257741R