BVTSeO .A5S3 1911 Sampey, John Richard, 1863 The international lesson system THE INTERNATIONAL LESSON SYSTEM Bishop J. H. Vincent, D. D. Chairman Lesson Committee 1872-1896 Mr. B. F. Jacobs Member Lesson Committee 1872-1902 ^1 1 ^iAY 1 1 1 he \a. International Lesson oystem The History of Its Origin and Development Lectures Delivered Before the Faculty and Students of the Southern Baptist Theological Seminary February 6-10, 19 n By JOHN RICHARD 'SAMPEY,D.D.,LL.D. Professor of Old Testament Interpretation in the Southern Baptist Theological Seminary, Louisville. Author of "A Syllabus for Old Testament Study," "The Heart of theOld Tes- tament," etc. With a Brief Introduction By BISHOP JOHN H. VINCENT, D.D. The Sunday School Board Southern Baptist Convention Nashville, Tenn. Copyright, 19 11, by FLEMING H. REVELL COMPANY New York: 158 Fifth Avenue Chicago : 123 No. Wabash Avenue Toronto: 25 Richmond Street, W. London: 21 Paternoster Square Edinburgh ; 100 Princes Street To Benjamin Franklin Jacobs and John Hey I Vincent Founders of the International Uniform Lesson TABLE OF CONTENTS. Introduction, by Bishop Vincent vi 1. Introductory: From Robert Raikes and William Fox to John H. Vincent and B. F. Jacobs i 2. The Genesis of the International Uniform Lesson 44 3. The Period of Triumphant Expansion 87 4. The Period of Growing Criticism 119 5. The Demand for Graded Lessons 155 6. Illustrations — Vincent and Jacobs Frontispiece Members of the Lesson Committee (Hall, Gillett, Newton, etc.) 87 Five Officers of the Lesson Committee 102 Members of the Lesson Committee (Broadus, Cunnyngham, Palmer, etc.) 105 Members of the Lesson Committee (Hoge, Berger, Errett, etc.) 115 Members of the Lesson Committee (Sampey, Rexford, Warren, etc.) 147 London Conference, Group at Table 191 Members of the Lesson Committee (Calhoun, Bell, Eiselen, etc.) 198 7. Appendix — 1. International Uniform Lessons — Complete List 1872-1912 216 2. Special Primary and Advanced Courses 250 3. The International Graded Lessons — Complete List to Date 284 4. Some Important Dates 356 8. General Index 357 vii PREFACE. Before history can be written, history must be made. A period of forty years of interesting and instructive co- operative Christian work has been waiting for some sym- pathetic writer to tell the inspiring 'story. As the senior member of the American Section of the International Lesson Committee, I have undertaken the pleasing office of chronicler and interpreter. Everybody has been will- ing and prompt to help me with the loan of books, papers, manuscripts, pictures and whatever else I have needed. The story was first told in lectures on the Sunday School Board foundation in the Southern Baptist Theo- logical Seminary. Much additional material has been incorporated, and valuable appendices have been added. The book contains all the lessons, both uniform and graded, that have ever been issued by the American Sec- tion of the Lesson Committee. My special thanks are due to Bishop Vincent for the courtesy of a long personal interview and for the excel- lent Introduction to my book ; to Professor Ira M. Price for granting me access to the Minutes of the Lesson Committee; to Messrs. Marion Lawrance, Hugh Cork, W. C. Pearce, W. B. Jacobs, B. W. Spilman, J. I. D. Hinds, E. M. Fergusson, and Mrs. J. W. Barnes for the loan of valuable books and papers ; to Mr. W. N. Harts- horn ior the use of cuts of the Lesson Committee, and to Rev. Frank Johnson for the gift of books and papers con- cerning the Sunday-school movement in Great Britain. Louisville, May i, 191 1. INTRODUCTION, A THEORY CONCERNING THE SUNDAY SCHOOL. BY JOHN H. VINCENT. The Sunday School is sometimes (I think I may say usually) spoken of and treated in conversation, discus- sions and church administration as a modern and human institution without biblical and divine authority. At best until v^ithin the last half century it was generally considered as a modern ingenious human device — in a way "providential" — for the religious instruction of chil- dren; and especially of children who do not enjoy the ad- vantages of a positive and earnest Christian home where family prayer is maintained, catechetical instruction given, and fidelity to what are called ''church services" ensured. I think it unfortunate that the name "Sunday School" has been so widely adopted, and that the origin of the institution is traced to so' recent a date in the history of the Christian Church. For this reason, with many of our best people, it is accounted a benevolent modern de- vice, really outside of the church, but worthy of em- phatic ecclesiastical encouragement. It does not have the full measure of "authority" which we award to the ^'public service ;" but it is to be considered a modern aid, devised by Mr. Raikes, and finally adopted by most of the Christian denominations, not so much as a divinely established department of the church, in its essential ele- (xi) xii INTRODUCTION. ments practically employed in the New Testament times, but as a wise human device for imparting to children and youth religious instruction in order to bring them under the influence of the church. And sometimes (unfortu- nately) the Sunday School becomes to many people a substitute for the church. The theory of the "providential" character of the Sun- day School is valuable in securing for the institution strong Christian sympathy, but it is not calculated to en- sure such a sense of responsibility on the part of all Christian parents and pastors as would naturally follow a firm faith in th^ divine authority, and the New Testa- ment origin of the methods which distinguish the Sunday School of today. We shall gain immensely when we can place both "public service" and "Sunday School" on the same biblical foundation; with their programs of Scrip- ture reading, prayer, worship in sacred song, biblical exposition in free conversation and a wise personal ap- plication of the truth, all of which is followed by sym- pathetic oversight on the part of both Sunday School teacher and church pastor. We unwisely associate the Sunday School of today with Robert Raikes instead of with Paul, Peter, James and the Divine Master Himself. This is our radical mistake. The Sunday School of the church today is as much a service of "the church" as is the so-called "public wor- ship." It has as much biblical authority. It more really and literally follows the example and habit of Christ than does our ordinary public service at 10.30 or 11.00 o'clock on Sunday morning. If these modern claims be correct, the Sunday School should be under the immediate direction of church offi- cials, duly elected, carefully trained and regularly com- INTRODUCTION. xiii missioned, seeking to cooperate with home, pulpit and pastorate, and as dependent as these agencies are on gracious and divine influence and guidance. We may not all agree as to the official relations and functions of "teachers" in the early church. There can be little doubt that some of them were elected or ap- pointed as laymen to render service as teachers of the young and immature ; and certainly many Sunday School teachers of today are doing the same blessed and beauti- ful work, aiding parents and pastors, influenced, sus- tained and comforted by the Holy Spirit. A more pro- found realization of this on the part of Sunday School leaders and teachers would inspire them with higher and holier ambitions and render them more effective as repre- sentatives of the church in all their Sunday School service. But no diflference of opinion which present-day stu- dents of the primitive church may develop among them- selves can possibly diminish the sense of personal respon- sibility which every Sunday School worker should today feel as the parent's and pastor's helper in the biblical and spiritual training of childhood, youth and adults. Never before, under any civilization, has the intelligent lay worker (man or woman) found such blessed possi- bilities of service. The highest literary and intellectual preparation has in the Sunday School a rich promise of reward. The fellowship and friendship guaranteed to the earnest and faithful teacher, the response of young life awakened to ethical and spiritual possibilities, the later confirmation of all the best teachings of these faith- ful instructors must become noble incentives to life-long fidelity, fervor and self-sacrifice in service and to an in- creasingly devout and thorough 'study of the Word. XIV INTRODUCTION. If we may not secure a change In the title so long em- ployed, we certainly may make the Sunday School, even under its present name, a department of the church, sup- plementing the ministries of Fireside and Pulpit in the lines of religious and biblical training. I hope that the time is coming when we shall always speak of it as the ''Church School" — whether it be in the form of an ag- gressive mission movement in the outskirts of a city or an organic part of the strongest and most thoroughly de- veloped church in the very heart of our highest civiliza- tion. I hope also that little children in all our homes will be trained to attend regularly what is everywhere known as ''the public service" at 10.30 or 11.00 o'clock on Sabbath morning. This emphasis is one of the hope- ful features of the Sunday School movement of our age. Indeed, there is a statement which for forty years and more I have been in the habit of making in public which I still stand by. It is this : "If a child six or seven years of age can attend but one church service on the Sabbath day, by all means let it be the public service.'* It is not possible in our age too strongly to emphasize this rule of Sabbath observance. The public service iirst in importance even for little children. It is, in fact, diffi- cult to over-emphasize this policy. We too slightly esti- mate the value of the public church service to the little child. The great building, the solemn silence, the music, the whole family in the pew, the pastor — "our pastor" — in the pulpit, the voice of sacred song, our pastor's prayer, the scripture lesson read by the pastor from that great Book on the pulpit — God's own word — and ^hen "our pastor's sermon." It is our pastor, whose hand is often in touch with the hands of the children who now listen to him and whom they reverence and, it is to be INTRODUCTION, xv hoped, love. No, he need not especially "adapt" himself to the capacity of the children. When a minister talks on -such topics and in such a language as to appeal to the average adult, the average child of our civilization can easily ''follow his line of thought." The gospel — its standards, its historic and biographical, its ethical, and even its doctrinal, contents and relations and applications are not beyond the grasp and appreciation of the average youth of our times. If only the minister will not "let himself down" to the children, they will easily follow him-^if their parents can. And by the simple illustra- tions which the wise and ingenious preacher and pastor employs, with no thought or intention of "adapting him- self to the dear children," he will be surprised how really interesting he is becoming to the adults and the "schol- ars" of his congregation. And I must add a line not likely to be popular with modern choirs in our churches. If we could have a pub- lic Sunday morning service sixty minutes long, and never a minute longer, and could remand to week-evening "con- certs" the attempts at elaborate music — anthems, duets, solos, etc. — by professional and "artistic" singers, culti- vating instead hearty congregational singing, we should increase the attendance at our public service, develop in our children a love of really sacred and worshipful music and a genuine, reverent appreciation of this part of the Sabbath service. Chicago^ April 24, 191 1. INTRODUCTORY: FROM ROBERT RAIKES AND WILLIAM FOX TO JOHN H. VINCENT AND B. F. JACOBS. WHO was the founder of the modern Sunday- school ? By common consent, with only occa- sional notes of dissent, the great honor of setting up the modern institution known as the Sunday-school has been accorded to Robert Raikes, sole proprietor and editor of the Gloucester Journal; and the date of the opening of the first school in Soot Alley, Gloucester, England, was probably July, 1780. Robert Raikes was not really the first person to teach children on Sunday how to read; there were Sunday-schools here and there in England and in other countries long be- fore the benevolent editor of the Gloucester Journal employed certain school-mistresses to receive poor and ragged boys from the streets and alleys of his native town for the purpose of teaching them how io read on the Lord's Day. As Alfred Gregory well says : Raikes' distinctive honour lies in the fact that, having in common with several other kindred spirits perceived the advan- tages that would attend Sunday teaching, he did not content himself, as did others, with establishing a school or schools in his own neighborhood, but by means of his newspaper and other organs of public opinion he recommended the practice far and wide, and never ceased his advocacy till the scheme was gener- ally adopted throughout the land. The movement, hitherto unheard of save in a few provincial towns and villages, was by 1 2 TEE INTERNATIONAL LESSON SYSTEM. him brought into the light of day. In vigorous language he introduced it to all classes of readers. From cottager to king, all learned of the new institution through Robert Raikes. He raised Sunday teaching from a fortuitous rarity into a universal system. He found the practice local : he made it national.^ The letter of Raikes to Colonel Townley, as well as the brief editorial in the Gloucester Journal of Novem- ber 3rd, 1783, in which Raikes made his first public announcement of the work in the Sunday-schools of Gloucester, has been frequently reprinted. I invite at- tention to another letter, a copy of which I have made from the Arminian Magazine of January, 1785, at that time edited by the Rev. John Wesley : AN ACCOUNT OF THE SUNDAY-CHARITY SCHOOLS, LATELY BEGUN IN VARIOUS PARTS OF ENGLAND. Gloucester, June 5, 1784. I have not had leisure to give the public an earlier account of my plan for a reform of the rising generation, by establishing Schools, where poor children may be received upon the Sunday, and there engaged in learning to read, and to repeat the Cate- chism, or any thing else that may be deemed proper to open their minds to a knowledge of their duty to God, their neighbors and themselves. The utility of an establishment of this sort was first sug- gested by a group of little miserable w^retches, whom I observed one day in the street, where many people, employed in the pin manufactory, reside. I was expressing my concern to one, at their forlorn and neglected state : — and was told, that if I were to pass through that street upon Sundays, it would shock me indeed, to see the crowds of children who were spending that sacred day in noise and riot ; to the extreme annoyance of all decent people. I immediately determined to make some little effort to remedy the evil. Having found four persons who had been 1 Gregory : Robert Raikes, pp. 44, 45. FROM RAIKES TO JACOBS. 3 accustomed to instruct children in reading, I engaged to pay the sum they required for receiving and instructing such children as I should send to them every Sunday. The children were to come soon after ten in the morning, and stay till twelve : they were then to go home and return at one ; and after reading a lesson they were to be conducted to church. After church they were to be employed in repeating the Catechism till half after five, and then to be dismissed, with an injunction to go home without making a noise ; and by no means to play in the street. This was the general outline of the regulation.— With regard to the parents, I went round to remonstrate with them on the melancholy consequences that must ensue from so fatal a neglect of their children's morals.— They alleged, that their poverty rendered them incapable of cleaning and clothing their children fit to appear either at school or at church ; but this objection was obviated by a remark, that if they were clad in a garb fit to appear in the streets, I should not think it improper for a school calculated to admit the poorest and most neglected ; all that I required, were clean faces, clean hands, and their hair combed. In other respects they were to come as their circum- stances would admit. In a little time the people perceived the advantage. Many children began to show talents for learning, and a desire to be taught. Little rewards were distributed among the most dili- gent. This excited an emulation.— One or two Clergymen gave their assistance, by going round to the schools on the Sunday afternoon, to hear the children their Catechism. This was of great consequence. Another Clergyman hears them their Catechism once a quarter publicly in the church, and rewards their good behaviour with some little gratuity. They are frequently admonished to refrain from swearing; and certain boys, who are distinguished by their decent be- haviour, are appointed to superintend the conduct of the rest, and make report of all that swear, call names, etc. When quarrels have arisen, the aggressor is compelled to ask pardon, and the offended is enjoined to forgive.— The happiness that must arise to all, from a kind, good-natured behaviour, is often inculcated. This mode of treatment has produced a wonderful change in 4 TEE INTERNATIONAL LESSON SYSTEM. the manners of these little savages. I cannot give a more striking instance than I received the other day from Mr. Church, a manufacturer of hemp and flax, who employs numbers of these children. — I asked him whether he perceived any altera- tion in them, since they had been restrained from their former prostitution of the Lord's-day? "Sir, said he, the change could not have been more extraordinary, had they been transformed from the shape of wolves and tygers to that of men. In temper, disposition, and manners, they could hardly be said to differ from the Brute Creation. But since the establishment of the Sundays' Schools, they have shown that they are not the igno- rant creatures that they were before. When they have seen a superior come, and kindly instruct and admonish them, and sometimes reward their good behaviour, they are anxious to gain his friendship and good opinion. — They are also more tractable and obedient, and less quarrelsome and revengeful." From this little sketch of the reformation which has taken place, there is reason to hope, that a general establishment of Sunday Schools, would in time make some change in the moral8 of the lower class. At least it might in some measure prevent them from growing worse, which at present seems too apparent. R. Raikes. P. S The parish of St. Nicholas has lately established two Schools ; and some Gentlemen of this city have also set up others. To some of the School-mistresses I give two shillings a week extra to take the children when they come from work, during the week days. I have given this long letter in full, in order to draw attention to the sentiments and ideas of the man who set up the modern institution of Sunday-schools. It is evident that moral and religious motives kept him to his task. He was a Churchman and a philanthropist. He boldly espoused the cause of Prison Reform and of Temperance before it was the fashion to advocate these worthy reforms. With beautiful modesty, Robert Raikes, in his early FROM RAIKES TO JACOBS. 5 notices in the press, gave all the credit to the clergy of Gloucester for the Sunday-school movement. Rev. Thomas Stock, a clergyman of the Church of England, co-operated with Mr. Raikes from the inception of the movement ; so earnest and prompt was he in his advo- cacy of the Sunday-school that some of his parishioners came to think that he was the founder of Sunday- schools. The Gloucester Journal, the Gentleman's Magazine, the European Magazine and the Arminian Magazine gave publicity to the charitable enterprise. Within four years from the first editorial in the Glou- cester Journal, Mr. Raikes, in a letter to his friend John Nichols, estimated the number of children in Sun- day-schools at 250,000. How can the rapid spread of the movement be ac- counted for? Surely the times must have been ripe for such a charitable enterprise. Members of the Es- tablished Church and Dissenters vied with one another in the founding of new schools for the poor and igno- rant. If any single element in the life of the England of the eighteenth century should be sought as the com- pelling cause of such a glorious effect, the Wesleyan revival must be named as that cause. But for the work of John Wesley and his associates, the labors of Raikes might have been local and transient. Raikes planted the seed in soil that had been made mellow by the plow- ing and harrowing of Wesley and Whitefield. THE LESSON SYSTEM IN THE SUNDAY-SCHOOLS FOUNDED BY RAIKES. What now was the lesson system in the schools founded by Robert Raikes? It is difftcult for us to 6 THE INTERIM ATIOXAL LESSOy SYSTEM. transport ourselves in imagination back to a time when there were no pubHc schools in England. The poor could not read and write in England in 1780. It was useless, therefore, to place the Scriptures in their hands ; for to them the Bible was a sealed book. To teach the children how to read was the first task of the schools founded by Raikes. Neatness, kindness, reverence for superiors, the spirit of forgiveness and the habit of attending public worship were inculcated with the ut- most diligence. The catechism was included in the regular course of instruction, and pupils were taught to read the Bible. The course of instruction, elemen- tary as it necessarily was, had for its end the moral and spiritual improvement of the pupils. The teachers were women who made it their business to teach the rudiments of an English education. They were paid at the rate of a shilling or more for each Sunday's work, giving from five to seven hours every Lord's Day to their pupils. The Sunday-schools were charity schools, none but children of the poor attending them. Boys and girls were taught in separate houses by differ- ent teachers, about twenty pupils being sent to each teacher. To this day in England the Sunday-school is associated in the minds of the cultured and wealthy with the idea of charity, and it is with difficulty that the American idea of the church Bible school for all classes and ages w^ins acceptance. THE WORK OF WILLIAM FOX. It is time that our attention should be drawn to the man whose name we have joined with that of Robert FROM RAIKES TO JACOBS. 7 Raikes as one of the chief promoters of Sunday-schools in the eighteenth century. WilHam Fox was born February 14, 1736, at the village of Clapton, a few miles northeast of the city of Gloucester, the home of Raikes. He united with the Baptist Church at Bourton- on-the-water while yet a young man, and became in later life a deacon of the church at Lechdale. He seems to have believed in restricted communion. From comparative poverty he rose to affluence, by dint of energy and good management. During the period in which Mr. Fox resided in London as a wholesale merchant he had occasion to take frequent journeys through the counties of Eng- land, and was thus brought face to face with the la- mentable ignorance of the lower classes. As Mr. Power remarks, "He often found hamlets and even villages where the poor were entirely without the Bible —and what made this destitution worse, he discovered that when they were presented with a copy, not one in twenty could read it."^ He sought some means for remedying the evil. He wrote letters to many of the leading members of Parliament seeking to enlist them in the cause of the ignorant poor ; but without avail. While Raikes was experimenting with Sunday-schools at Gloucester, Fox was trying to devise ways and means by which ''every poor person in the Kingdom might be able to read the Bible." He talked with friends about the establishment of a Society to under- take the task of teaching the poor how to read. Parlia- ment having failed him, Mr. Fox brought the subject 1 Power, Rise and Progress of Sunday Sdhools, p. 61. 3 THE INTERNATIONAL LESSON SYSTEM. to the attention of the Baptist Monthly Meeting held at the King's Head tavern in the Poultry, in May, 1785, submitting to their consideration the question ''whether there might not be some plan adopted by which all the children of the poor might receive a scriptural education by being taught to read the Bible." The Chairman of the meeting was Henry Kane, Esq., a deacon in the Baptist Church at Mazepond. Mr. Fox made an earnest address before his Baptist brethren, urging that schools for the poor be estab- lished. He pleaded with them not to be discouraged by reason of the magnitude of the undertaking. A subscription was commenced at once for carrying into effect the measure presented by Mr. Fox. Surely here was a man ready to "attempt great things for God.'* When the Chairman of that meeting said to Mr. Fox: "I presume, sir, you intend to confine the plan to our own denomination, for then we shall go on in har- mony;" that sturdy, broadminded Baptist replied: "Sir, the work Is great, and I shall not be satisfied until every person in the world be able to read the Bible — • and therefore we must call on the world to help us.'* Soon after this meeting in May, 1785, Mr. Fox learned of the work of Raikes in Gloucester, and at once wrote to Raikes on June 15, 1785, asking for further information concerning the success of the Sun- day-school movement. He saw that the expense of Sunday-schools would be quite small in comparison with that of maintaining schools throughout the week days. He seeks to learn from Mr. Raikes whether children taught only one day in seven actually learn to FROM BAIKE8 TO JACOBS. 9 read. Mr. Fox was led by this correspondence to change his original plan, and in due time, through his influence, the first society for promoting Sunday- schools was organized September 7, 1785. The Sunday School Society, founded by Wm. Fox, was established on a liberal platform. The Committee, to whose hands the business of the Society was in- trusted was composed of twenty-four men, one half of the number being members of the Church of England, and the other half Protestant dissenters. All pupils were required to attend some place of worship every Sunday, but such places as the parents should approve. The movement was purely charitable, as the first rule for the regulation of the schools fostered by the So- ciety shows : 'The subjects of this charity shall be poor persons of each sex and any age, who shall be taught to read, at such times and in such places as the Com- mittee, by themselves or their correspondents, shall appoint."^ Mr. Power suggests, as an explanation of the limitation of the schools to the poor, the wide gulf between the poor and the respectable classes at the close of the eighteenth century in England.. It was not deemed practicable to teach the children of the very poor and of the prosperous in the same school. THE NOBILITY BECOME INTERESTED IN SUNDAY- SCHOOLS. Mr. Raikes did much to introduce the Sunday- school movement to the favorable notice of the nobil- 1 Rise and ProgreBS, pp. 99, 100. 10 TEE INTERNATIONAL LESSON SYSTEM. ity of the realm. Writing to Rev. Bowen Thickens, of Ross, on June 2y, 1788, he remarks : At Windsor, the ladies of fashion pass their Sundays in teach- ing the poorest children. The Queen sent for me the other day to give Her Majesty an account of the effects observable on the manners of the poor, and Her Majesty most graciously said that she envied those who had the power of doing good by thus per- sonally promoting the welfare of society in giving instruction and morality to the general mass of the common people, a pleas- ure from which by her position she was debarred. Were this known to the ladies of the British nation it would serve to animate them with zeal to follow in the example which the Queen is so desirous to set before them. You may mention it to the ladies of Ross, who will not then perhaps be above notic- ing the children of their poor neighbors, if they are present George III himself, while on a visit to the Sunday- school at Brentford, is said to have uttered the wish that every poor child in his kingdom should be taught to read the Bible. Members of the French Academy came from Paris, in 1787, to enquire into the new plan for elevating the poor. Adam Smith, author of 'The Wealth of Nations," wrote: "No plan has promised to effect a change of manners with equal ease since the days of the Apostles." THE SUNDAY-SCHOOL AND POPULAR EDUCATION. The spelling-book was the first text-book in the English Sunday-schools established by Raikes and the Sunday School Society founded by Fox. Then came selections from the Bible, New Testaments, Bibles and Catechisms. The report of the Sunday School Society on July 18, 1795, recited the fact that in ten years the FROM RAIKES TO JACOBS. H Society had distributed 91,915 spelling-books, 24,232 Testaments, and 5,360 Bibles for use in 1,012 Sunday- schools with about 65,000 pupils. The use of the Bible seems to have been limited to reading; there was no limited lesson to be studied by the pupil and taught by the teacher. The report of the Society in 1805 shows that during twenty years the Sunday School Society had "established and assisted 2,542 schools, containing 226,945 pupils; had donated 219,410 spelling-books, 50,126 copies of the New Testament, and 7,213 copies of the Bible." They had also expended more than $20,000 for the benefit of schools needing pecuniary assistance, most of which went to pay the salaries of teachers. In the light of these facts, the statement of the great historian, John Richard Green, is seen to be well within the bounds of truth : "The Sunday-schools established by Mr. Raikes, of Gloucester, at the close of the century were the beginnings of popular educa- tion." When the teachers of public schools volunteer their services in the Sunday-schools, they are but pay- ing a debt the modern free school owes to the modem Sunday-school. ADVENT OF THE UNPAID TEACHER. The plan of paying teachers may have been almost necessary in the early years of the Sunday-school move- ment; but if the institution was to spread to every village and reach the millions who needed its care, the principle of voluntary and unpaid labor must displace that of hiring teachers. As early as July, 27, 1787, only seven years after the founding of the first Sunday- 12 THE INTERNATIONAL LESSON SYSTEM. school by Raikes, Rev. John Wesley, in his journal, says: "We went on to Bolton. Here are eight hun- dred poor children taught in our Sunday-schools by about eighty masters, who receive no pay but what they are to receive from their Great Master." Just as the Wesleyan revival prepared the hearts of men of every communion to engage in the philanthropic labor of founding and supporting Sunday-schools, so also the same evangelical revival prepared the hearts of men and women to give their services as teachers with- out financial compensation. As early as 1794, twenty- four out of thirty teachers in the Stockport schools gave their services without compensation. William Brodie Gurney, a Baptist layman, became the apostle of the movement in favor of unpaid teachers. He was the founder of the London Sunday School Union, which, from its origin in 1803, has favored the volun- tary plan. A new spirit came into the Sunday-school with the advent of the unpaid volunteer* teacher. Mr. Thomas Morris published in the Methodist Magazine for Sep- tember, 1802, "An Address to the Public on the Utility of Sunday Schools," in the course of which he says : As it has been found by experience, that these Schools have succeeded best which have been taught by persons who give their labour gratis; we would more particularly recommend that plan to be adopted wherever a sufficient number of sucb teachers can be procured. Such persons, engaging from motives of duty, and having only the glory of God and the good of their fellow-creatures in view, will be far more diligent and useful than any teacher that can be hired. FROM RAIKE8 TO JACOBS. 13 THE ADMISSION OF ADULT PUPILS. The pupils in the early Sunday-schools were chil- dren. It was reserved for the Rev. Thomas Charles, an Episcopal minister, of Bala, North Wales, to open the door to adults. Mr. Charles had been a friend to the circulating schools in Wales, which went from one community to another teaching the pupils to read. Per- haps as early as 1785, he had introduced the Sunday- school among the Welsh. In 1798, Mr. Charles ap- plied to the Sunday School Society in London for a grant of books including Bibles and Testaments. Three thousand books were placed at the disposal of Mr. Charles; and the Executive Committee of the Society decided, in July, 1799, to undertake the publication of the New Testament in the Welsh language. The Sun- day School Society, perhaps for lack of funds, were unable to carry out their plan of publishing an edition of the New Testament in Welsh. In 1802, Mr. Charles brought to the attention of the Religious Tract Society in London the great destitution as to Bibles in Wales, and in the discussion that ensued it was suggested by Rev. Joseph Hughes, a Baptist minister, that steps ought to be taken to stir up the public mind to a gen- eral dissemination of the Scriptures. The outcome of the suggestion was the formation of the British and Foreign Bible Society in 1804. Thus the demand for the Scriptures in the Sunday-school was the occasion of the formation of a Bible Society which has sent forth millions of copies of the Word of God in many tongues and into all the lands of the earth. 14 THE INTERNATIONAL LESSON SYSTEM. It was in the summer of 1811 that Mr. Charles com- menced the first Sunday-school for adults at Bala. Writing on April 12, 181 2, he says : We have six of these schools for the aged set up within these three or four months, and some hundreds have learned and are learning to read. By condescension, kindness and patience they have been engaged to learn, and their desire for learning soon became as great as any we have seen among the young people. They have their little elementary books with them often whilst at work, and meet in the evenings, of their own accord, to teach one another. The rumor of the success of these schools has spread abroad, and has greatly removed the dis- couragement which old people felt from attempting to learn at their age. This has been practically proved to be false, for old people of seventy-five years of age have learned to read in these schools, to their great comfort and joy.^ Mr. Power presents another letter from Mr. Charles, dated January 4, 1814, in which he says: In one county, after a public address had been delivered to them on that subject, the adult poor, even the aged, flocked to Sunday Schools in crow^ds ; and the shop-keepers could not im- mediately supply them with an adequate number of spectacles. Our schools, in general, are kept in our chapels ; in some dis- tricts, where there are no chapels, farmers, in the summer time» lend their barns. The adults and children are sometimes in the same room, but placed in different parts of it. When their attention is gained and fixed, they soon learn ; their age makes no difference, if they are able by the help of glasses, to see the letters. As the adults have no time to lose, we endeavor, before they can read, to instruct them without delay, in the first prin- ciples of Christianity. We select a short portion of Scripture, comprising in plain terms the leading doctrines, and repeat them to the learners till they can retain them in their memories ; and which they are to repeat the next time we meet. It is impos- sible for me, at present, to ascertain the number of adults iii ^ Power, Rise and Progress, pp. 193-195. FROM RAIKES TO JACOBS. 15 the schools ; in many districts they all attend, and the beneficial results of them are everywhere observed. The Adult school movement rapidly spread through- out Wales and England. Mr. Power quotes from a report of the Gainesborough Adult School Society the following: An old woman ninety-four years of age, at Ipswick work- house, made better progress without spectacles than some of the younger people, some of whom she undertook to teach. A woman ninety-eight years old at Manchester, went to a boys* school and received instruction; she reads aloud in the school.^ Let not our wonder at such a report make us fancy that we have at length reached the age limit in school life. At Glencavie on one of the islands of Scotland it is said the people flocked in crowds to the schools. An old soldier named Iverich, one hundred and seventeen years old, says he entered the army in 1715, and the Sunday School in 1815. After learn- ing the alphabet, and to connect monosyllables, his sight failed, and he could go no further.^* Thus the door of improvement was opened to the indigent aged, as well as to the children of the poor, and the Adult Class movement of the twentieth century was anticipated by almost a hundred years. THE FIRST AMERICAN SUNDAY-SCHOOLS. When were Sunday-schools established in America? Before the close of the eighteenth century there were ^ Rise and Progress, p. 196. =* Rise and Progress, p. 197. 16 TEE INTERNATIONAL LESSON SYSTEM. scattering schools in different States of the Union. From the earliest days of the Pilgrim Fathers, New England pastors practiced catechetical instruction. "In 1647," says Pray, in his History of Sunday Schools, "a law was enacted in Massachusetts, the earliest of the kind to be found on the records of any Christian peo- ple, providing for the establishment of public schools for every town containing fifty families."^ The chief text-books in the common schools of New England in the eighteenth century were the New England Primer, the spelling-book, the Psalter, the New Testament and the Bible. From the beginnings of New England life, provision was made for the acquirement of the elements of a good English education. Popular education was not so well provided for in the other colonies, and hence it was natural that Sunday-schools after the style of the Raikes schools should be introduced first in the Middle and Southern States. Without attempting to describe the work of Ludwig Thacker at Ephrata, Pennsylvania, in the middle of the eighteenth century, or the work of Bishop Asbury in Hanover, Va., about 1786, we note the organization of "The First-Day or Sunday School Society," in Phil- adelphia on January 11, 1791. The first school of the Society was opened in March, 1791, two other schools being added during the first year. The preamble of the Constitution states the object of the founders of the Society : Whereas, the good education of youth Is of the first impor- tance to society, and numbers of children, the offspring of 1 History of Sunday Schools, p. 194. FROM RAIKES TO JACOBS. 17 indigent parents, have not proper opportunities of instruction previous to their being apprenticed to trades; and whereas, among the youth of every large city, various instances occur of the first day of the week, called Sunday, — a day which ought to be devoted to religious improvement, — being employed to the worst of purposes, the depravity of morals and manners : It is therefore the opinion of sundry persons that the establishment of First day or Sunday Schools in this city would be of essential advantage to the rising generation; and for effecting that benevolent purpose, they have formed themselves into a society, by the name of the Society for the institution and support of First day or Sunday Schools in the city of Philadelphia, and the districts of Southwark and the Northern Liberties. We can get some idea of the lesson systetn employed, by the action of the Society in 1793, when it was voted, "that the instructions to be given in their schools should be confined to reading and writing from the Bible; but for such scholars as had not learned to read, spell- ing-books and primers might be used." Pray remarks : *'By this rule it was understood that oral religious instruction was denied to the scholars; and no other good seems to have been contemplated than improve- ment in the common rudiments of reading and writ- ing, and decency in behaviour."^ Perhaps some mem- bers of the Society were content with improvement in reading and in manners, but others sought higher ends. The teachers were required to conduct the pupils to different places of public worship. Dr. Rice states that a committee was appointed to see that special attention was given by the teachers to moral and religious in- struction at every session of the schools. Within nine years, more than two thousand scholars ^ Pray, History of Sunday Schools, p. 206. 3 18 THE INTERNATIO^'AL LESSON SYSTEM. had been admitted to the schools under the care of the Society. The teachers were paid for their services, as in the schools founded by Robert Raikes, the compen- sation ranging from 2of to 25f a year. When, in the early years of the nineteenth century, the voluntary system of gratuitous teaching was introduced in Amer- ica, the First day or Sunday School Society retired from active operations, and has ever since made grants, from its small invested funds, to needy Sunday- schools in Philadelphia and its vicinity. ADVENT OF A NEW TYPE OF SCHOOL. Between 1810 and 1825 in America the modern Sunday-school for religious instruction, as we now know it, came to be the prevailing type of school. The purely religious motive gained the ascendency. In many places the spelling-book was still in use, and the children were taught to read on the Lord's Day; but the chief subject of study in most schools came to be the Bible, as the guide to salvation. Sunday-schools were founded and maintained by devout Christians for the purpose of leading the scholars to Christ. The Catechism was still used, as it is to-day, as a compend of Scripture doctrine. The evangelistic note was heard in the opening and closing exercises, as well as in the teaching of the various classes. The question of the poor child who strayed into a Sunday-school one day and asked, "Is this the way to heaven?" could now be answered in the affirmative. The Sabbath-school had become for many the way to heaven. Teachers were burdened with the sense of responsibility for the souls FROM RAIKES TO JACOBS. 19 of their pupils. The presence of unconverted teachers in the Sunday-school was no longer so common. There was more personal witnessing for Christ ; and revivals of religion broke out in the schools. The Sunday- schools were becoming "nurseries for Christians,'* as John Wesley had suggested in his later days. Rev. Asa Bullard, in his volume entitled "Fifty Years with the Sabbath Schools," quotes from a report of the Chillicothe Association of Sabbath School Teach- ers, of Chillicothe, Ohio, for 1817, a paragraph which presents the transition from the early type of school to the more modern : The town has been divided into eight school districts, in each of which there is a school, under the direction of competent teachers. To secure the regular attendance of the scholars, parents, guardians, and masters are requested to enter them by subscriptions for the term of one year, engaging to provide for them the necessary boolvs. The society has under its care four hundred scholars. They are taught to read the Scriptures, and memorize select passages. They are also taught to sing the praises of God. The schools are brought together monthly, to sing in concert, and have an address from a minister of the gospel.^ THE ERA OF MEMORITER WORK. The era of memorizing Scripture came in, and has continued in some degree to the present time. For ten or fifteen years prior to the introduction of a limited lesson in 1823, the chief task in the Sunday-school in America was the repetition of Scripture verses selected by the pupils. There was time for little else but the hearing of long selections which had been committed 1 Fifty Years With the Sabbath Schools, p. 213. 20 THE INTERNATIONAL LESSON SYSTEM. to memory by the pupils. Reward cards were given for excellent memoriter work, and children vied with each other in repeating whole chapters or even books at each meeting of the class. Often the scholar had little conception of the meaning of the passages quoted. The teacher simply heard the pupils recite what they had learned by heart. During the period from 1810 to 1825 the Sunday- school in America began to be admitted into the house of God by the churches. Baptist Sunday-schools, Methodist Sunday-schools, Presbyterian Sunday- schools were established in connection with local churches in all parts of the United States and Canada. There were also many Union schools in all parts of the land. THE ORGANIZATION OF SUNDAY-SCHOOL UNIONS. During the first quarter of the nineteenth century the general organizations for promoting Sunday-schools were unions of earnest souls of various religious creeds. The New York Sunday School Union was established in 1 81 6. A local union was formed in Boston the same year, and in 181 7 a similar union was formed in Philadelphia. These societies and others were merged into the American Sunday School Union, May 25, 1824. The schools composing the Sunday School Union Society of New York used, in 18 16, the lessons compiled for the London Sunday School Union. They consisted of sketches of Scripture history printed on sheets and in spelling-books. The higher classes used the Bible in its entirety. FROM RAIKES TO JACOBS. 21 The aim of the founders of the American Sunday School Union was expressed as follows: We are associated for the purpose of establishing Sunday Schools in destitute parts of the country, supplying them witb needful books, and aiding in the improvement of Sunday Schools generally. Our organization contemplates one grand specific object — viz : the gathering of untaught children into schools of religious instruction on the Lord's day. This is done by the labors of stated missionaries, whose office it is to explore new and recently- settled districts, and neglected neighborhoods, organize new schools and aid those already existing. Representatives of the leading evangelical denomi- nations of Christians were to constitute the Committee of Publication, and no book could be published to which any member of the committee should object. All the publications of this society are still on the ''union prin- ciple." The Union resolved to give its attention to needy communities in which there was no school under control of any denomination of Christians, and its aim was to disseminate the fundamental evangelical prin- ciples upon which the great Protestant bodies were agreed. The American Sunday School Union has done a mighty work in the founding of Sunday-schools in destitute communities in all parts of the United States. Its literature has been thoroughly evangelical, and the work of its missionaries has promoted a better under- standing and a spirit of co-operation among the great Protestant denominations. Many thousand Sunday- schools have been founded by its agents, and manj thousands of souls have been won to Christ as the fruit of its manifold labors. The work of this society pre- 22 TEE INTERNATIONAL LESSON SYSTEM. pared the way for the great denominational Sunday- school societies and boards of more recent times. Some of the agents of the Union or its auxiliary societies, trained in its methods of work, afterward gave them- selves to the task of developing great denominational societies for the promotion of Sunday-schools. The Union took the lead in the creation of a literature, both periodical and permanent, for the use of Sunday- schools. At one time it was the great national society with which most of the leading Sunday-school work- ers of America were directly affiliated. The fact that it is now only one of a group of great societies for the promotion of Sunday-schools ought not to cause us to overlook its immense services in the early years of its history. The Union is still doing a great work in com- munities in which no church schools exist. THE FIRST MOVEMENT TOWARD UNIFORMITY IN LESSONS. Let us now turn to a consideration of the first system of Bible lessons for Sunday-schools that was able to command the respect of educators. The best account of this early system of selected lessons that I have been able to find is that of Rev. Edwin W. Rice, D.D., of the American Sunday School Union. Dr. Rice has kindly placed at my disposal articles and pamphlets of various dates in which he has told the story of the Uniform Lesson Scheme of 1825 and the following years. As early as 1823, a scheme of lessons from the jGrOSpels and Acts, with a few questions, was prepared FROM RAIKE8 TO JACOBS. 23 and issued by Truman Parmelee, of Utica, N. Y. In 1824, the Sunday School Teacher's Magazine, of Lon- don, suggested the importance of assigning certain por- tions of Scripture and catechism, instead of letting the children select and commit what they pleased. Early in the same year a scheme of limited and uniform lessons was arranged by two Sunday-schools in the city of New York, one of the schools being in charge of William A. Tomlinson and the other of "Father'* Seaton. The lessons, which were designed for general use by the two schools, were selections from the Gospels in chronological order. The lessons were to be used by all the classes in the two schools. In October, 1824, 'The New York Association of Sunday School Teach- ers" passed a resolution declaring that "all lessons in Sabbath-schools should be selected," and on January I, 1825, they commenced a series of selected lessons for the four following months. The American Sunday School Union at once es- poused the new idea, and in March, 1825, published a card containing a list of forty-nine lessons for one year, divided into four parts, so as to leave room for a quarterly examination of the scholars. These lessons were used in many schools in New York, Philadelphia, and other cities, in 1825. The experiment was so suc- cessful that, in response to many requests, the trial list was carefully revised and issued for general use for one year, from May, 1826, to May, 1827. The New York Sunday School Union employed the Rev. Albert Judson to prepare for the use of teachers a series of 24 THE INTERNATIONAL LESSON SYSTEM, questions of three grades on the lessons, which were published monthly in pamphlet form. The demand for Judson's work far exceeded the supply. Dr. Rice says : Seven thousand copies issued in New York of the first volume were found utterly inadequate, and the American Sunday-School Union purchased the right to issue 50,000 copies of the first and second volumes, these likewise failing to meet the demand. Several editions were rushed from the press in America, and large editions were printed in London, England. Judson's questions were of three grades. The first grade consisted of such plain and easy questions as might be answered by citing some clause of the Bible text. The second grade com- prised less simple questions, calling for more thought, and lead- ing the teacher to explain, and the scholar to know the meaning , of the text. The third grade of questions were those whicl^s^ arose from the subject of study, and from the passage of Scrip- ture where the same or a like topic of truth was taught. This called for a more general study of Scripture to discover how the same truth was presented by different sacred writers.^ That the promoters of this new lesson system in- tended that it should be a uniform series is plain from the hope expressed by the New York Sunday School Union Society, *'that this plan will very soon be so systematized that every school may be furnished with the same lesson — that thus every teacher and every scholar may be occupied upon the same subject at the very same time." The American Sunday School Union recommended the new series to all its auxiliaries and the Sunday-schools of the entire country. In 1827 the American Sunday School Union an^ nounced a series of lessons covering five years, forty lessons being assigned to each year. The schools were 1 Rice, Important and Remarkable Epochs in the History of Sun- day-schools, pp. 10, 11. "FROM RAIEE8 TO JACOBS. 25 left free to give the remaining Sabbaths to special lessons on the doctrines of the church or other topics. As originally projected, the first year was to include ''the history of our Saviour's life and miracles; the second year embraced the Sermon on the Mount, the Parables, and other instructions of Jesus; the third year's course comprised selections from the Epistles and Revelation; the fourth year was devoted to inter- esting biographies and stories from the Old Testa- ment ; the fifth year was to be assigned to lessons from the prophecies." In these days when progressive Sun- day-school workers are trying to secure the attendance of the entire population from four years to one hundred years of age, the statement added by the promoters of this first uniform lesson will probably sound strange: ''It is not probable that any among the present genera- tion of Sunday-scholars will continue in the schools a longer time than to get through these five-years' courses of instruction." This first uniform series was a marvelous forward movement in the Sunday-school world. Dr. Rice quotes from the American Sunday-School Magazine the following endorsement of the new method of study : The introduction of that system of Sabbath-school instruction which has attained the appellation of the Selected Lessons forms a new era in their history. It has been found so superior in every respect to the old plan of allowing or encouraging each child to commit as many chapters or verses for a lesson as he could, and each scholar a different lesson, that the latter is now excluded from every well-conducted Sunday-school ; and all now have the same, and that a limited portion of Scripture to study, understand and commit to memory. 26 THE INTERNATIONAL LESSON SYSTEM. The new series was rapidly adopted in all parts of the country. Ministers and educators in all the States commended the series. New interest in the Sunday- school was aroused by this more systematic method of study. In 1828, the assertion was made that "the Selected Lessons are now almost universally intro- duced." It is said that revivals broke out in the Sun- day-schools and churches in various parts of the land. Pastors made the Sunday-school lessons the theme of lectures and sermons. The Bible came to be more nearly the exclusive subject of study in the Sunday- schools. Helps for teachers were prepared by several persons acting independently. In England, also, there was a movement in favor of limited lessons, on which helps similar to those of Mr. Judson were prepared. Popular works on Biblical Antiquities and Geography were prepared, and a Pocket Dictionary of the Bible was also issued. There was a new enthusiasm in the study of the Bible throughout the English-speaking world. The chief rival of the lesson helps prepared by Mr* Judson was a series by a Superintendent in New Jersey, which was issued with the approval of the Princeton Sunday School Union. An effort was made by the American Sunday School Union to secure unity in the Sunday-school lesson system throughout the land. The two rival systems were acquired by the Union, and Mr. Harvey Fisk was selected to combine the best features of the two systems into one. His work passed under the scrutiny of the Publication Committee of the Sun- day School Union. As a result of his labors, came the FROM RAIKES TO JACOBS. 27 first issue of the ''Union Questions," Volumes I and II, on the hst of selected Uniform Lessons, the list having been again revised by leading educators. Had there been a strong permanent Lesson Committee, repre- sentative of the leading evangelical denominations, it v^ould seem that the great movement of 1872 might have been anticipated by more than forty years. The catechetical method was applied to the new system of lessons. The rather elaborate system of James Gall came to be applied in the helps on the lessons. The more popular expository method of our day was only slightly used. There was, indeed, a dis- tinct effort on the part of Sunday-school educators to provide for teachers improved helps for the under- standing of the Scriptures. These helps were issued in bound volumes, which had a wide sale, but did not attain to the immense circulation of the cheaper lesson quarterlies of recent time. Compare with the annuals issued in our day by Dr. Peloubet and Miss Tarbell the following description by Dr. Rice: The aids for teachers in this early scheme of uniform lessons were planned on a generous scale. Several successive .volumea as "helps" were issued. The teacher's help to the first year's course was on the Gospels, and contained a "harmony of the Gospels, exercises, illustrations, and practical lessons." The "help" on each lesson covered several closely-printed pages, the matter being classified under five heads : 1. The "narrative" or introduction to the -lesson, including its historical setting. 2. "Exercise" or a series of questions, to indicate to the teacher Bome plan of instruction, and how to avoid the sameness in the questions. 3. "Explanations" on all difficult phrases, and verses requiring any exposition, covering one to two or more pages. 4. "Illustration" of the symbols, as in parables, and 28 TEE n'TERNATIONAL LESSON SYSTEM. similar lessons, which was often a more extended department of explanation than even the previous head. 5. "Practical lessons." This often occupied three or more closely-printed, but orderly paragraphed pages. These gave the result of wide study, keen wisdom, and broad applications of the truth to daily life. The earlier system of lesson helps for teachers may compare not unfavorably with our best recent books and quarterlies designed as aids to teachers; but there was no adequate provision for the needs of the pupils. It is at this point that the present International Lesson System far surpasses any earlier movement. THE VERSE-A-DAY SYSTEM. We now turn to note a distincly retrograde move- ment in Sunday-school instruction. The five years' course of Selected Lessons began in 1826, and would naturally have been completed in 1831 ; but instead of being completed in five years, the scheme was drawn out until it required a longer term of years to cover the principal Bible topics. Interest in the series of Uni- form Lessons seems to have begun to wane about 1831, and a rival scheme entered the field. The "Verse-a-Day Scheme," long employed by the Moravians in their devotional study, had been introduced into the Sunday- schools in Sullivan, Madison County, N. Y., in 1829. According to Dr. Rice: In 1831, the Sunday-school Teachers' Association of Oswego county, N. Y., adopted the system, and issued an appeal to the entire Christian world, setting forth the several advantages of the plan, and proposing its universal introduction. The scheme was to commence on January 17, 1831, with the first verse of the eleventh chapter of John, and take the verses thereafter in FROM RAIEE8 TO JACOBS. 29 the Bible order, the verse for January 1, 1832, being John xx. 5. The American Sunday-School Union and all other Sunday-school societies were asked to consider the scheme, and the religious and secular papers were requested to publish weekly, one week in advance, the lesson of seven verses. In order to secure uni- formity in the adoption and use of the scheme, the Oswego Association also provided a "blank form" explaining the plan, and stating that it was designed for everybody of all "tongues and people, languages and nations." On each blank was a space to record the number, name, age, residence, lesson and date of beginning it, of every person in the family or school who joined this "verse association, or perpetual lesson plan." The Sunday-School Magazine for 1831 printed a copy of this blank with its accompanying explanations, and an editorial endorsement of the system. The Sunday-School Journal, then issued weekly by the Ameri- can Sunday-School Union, published the verses as suggested, and warmly endorsed the "verse-a-day system" as a simple plan of leading the whole community to a knowledge of the language of the Bible, but did not count it a good substitute for the "Selected Lessons" in Sunday-schools, which were still in use. The pro- posal, however, gained in popular favor, especially among those who had valued the plan of memorizing large portions of Scripture. The latter plan having been almost wholly displaced by the "Selected Lessons," the "verse-a-day system" was natu- rally regarded as a step towards the old memorizing practice. In 1831, a publication called the "Verse Herald" appears to have been issued, and in 1832, "The Daily Verse ExposMor" was pre- pared by Charles Hall, giving comments on the verses in the Book of Acts, to be used for that year. The only thing to be said in favor of the "Verse System" is that it encouraged the memorizing of Scrip- ture. It was entiiely mechanical in its adhesion to exactly seven verses for each weekly lesson ; the lesson selection often broke off in the middle of a sentence, and frequently portions of two entirely distinct para- graphs were included in the same lesson. Moreover, 30 TEE INTERNATIONAL LE880N SYSTEM. if a boy of five had taken up this plan of study, he would have passed his ninetieth birthday before com- pleting his first survey of the Bible. The early popu- larity of this scheme, together with the undue exten- sion of the "Selected Lesson" system to nine or more years before the completion of its cycle of Bible study, did much to bring on an era of confusion as to lesson topics in the Sunday-school world. The Sunday- schools of America had to wait forty years for the advent of a system on which all evangelical denomina- tions could unite in the study of the same lesson at the same time. Rival schemes arose in different parts of the country, and the Sunday-school forces of the land had no common lesson as a bond of union. THE UNIFORM SYSTEM BROKEN UP. After the First National Sunday School Convention of 1832, The American Sunday School Union invited about fifty educators to aid in revising the series known as the "Union Questions." This company of experts made a careful revision of the lessons and the ques- tions, in the light of the best educational theories of that time. Dr. Rice states that the first course of Union Question Lessons, after this revision, attained a circulation of more than a million copies, being used for a period by both denominational and union schools. The "Union Questions" grew into a series of nine years' studies ; four years being given to the New Tes- tament, and five to the Old Testament. It is thought that these Union Questions had for some time a cir- FROM RAIKES TO JACOBS. 31 culation greater than that of all other systems com- bined. It is interesting to learn that teachers of the so-called Infant Schools demanded and obtained lessons that were more simple and elementary. To meet the needs of small children, the "Child's Scripture Question Book" was prepared and published. For advanced classes, three courses were added to the Union Ques- tions : one year's lessons on Romans, another on He- brews, and a third on a general view of the Bible as a whole. As if thirteen separate courses were not enough, the American Sunday School Union devised and issued a "series of lessons contained in the Consecutive Union Question Book, first on Matthew, containing 6i lessons, followed by a similar list on Mark, of 39 lessons, and on Luke, of 58 lessons, and on John, of 47 lessons." The course on Matthew is said to have attained a cir- culation of nearly half a million copies, notwithstand- ing the large number of other systems which the vari- ous denominations were issuing. The "Union Primer" was also prepared for teach- ers of beginners, to be followed by the "Child's Scrip- ture Question Book;" in the Intermediate Department, the Consecutive Series on the Gospels was used; while the Bible Classes studied the Acts or the Epistles. From about 1830 the growth of the denominational unions and publication houses was rapid, so that the supremacy of the American Sunday School Union in creating and publishing lesson schemes came to be chal- lenged t^ the Methodist and other denominational 32 TEE INTERNATIONAL LESSON SYSTEM, unions. Persons visiting first one school and then another could not know in advance what Scripture selection would be the lesson for the day. We thus enter upon a period of forty years during which the so-called ''Babel Series" held sway. To say that there was no progress in Sunday-school instruction during this long period would be to over- look the marvelous development in Sunday-school method and management in those years of rapid growth in numbers. The movement toward the better grading of the pupils and the better preparation of teachers for their sublime task, went forward. The Sunday-school became the recruiting station of the Church. Revivals of religion were frequent in the schools. To lead the young to a personal acceptance of Christ was the ab- sorbing aim of thousands of consecrated teachers. Men like Stephen H. Tyng, Asa Bullard, Ralph Wells, and R. G. Pardee show^ed how to improve the Sunday- school as a soul-saving institution; and better methods of teaching were introduced. Through the agents of the denominational publishing houses the Sunday- school was made a part of the work of every progres- sive church. Thousands of books were written for use in Sunday-school libraries. Naturally, many of these were dull and ill adapted to sound religious edu- cation. Pious boys generally die in their youth, if we may believe the author of the average story book of that era. But a more sane and virile type of literature began to appear, and the best Sunday-school educators spoke out in favor of a manly type of reading for boys. FROM RAIKE8 TO JACOBS. 33 EARLY NATIONAL CONVENTIONS. The First National Sunday School Convention, held in October, 1832, in New York, and the Second Na- tional Convention, held in May, 1833, in Philadelphia, brought together representative Sunday-school work- ers of all denominations and from many States. Valu- able facts were collected by a questionaire sent out be- fore the First National Convention. Had the leaders fallen upon the plan of a triennial convention, they might have hastened the development of unity among the Sunday-schools of the entire country. As it was, they made the mistake of calling a second convention in seven months after the adjournment of the first. Fewer States were represented in the second National Convention of 1833, ^^^ ^^ was twenty-six years before the Third National Convention met. Thus for more than a quarter of a century the leading Sunday-school educators of the nation toiled on without the inspira- tion of a great national meeting in which they could confer for the extension and improvement of the great institution to which they were giving their lives. There was no concert of action, no leader like B. F. Jacobs, to convert the masses of teachers and scholars into a great Sunday-school army for the winning of the na- tion to Christ. THE DEVELOPMENT OF THE BRITISH LESSON SYSTEM. What contributions to the improvement of lesson systems were made in Great Britain from 1800 to i860? Alderman John Heard, of Nottingham, pre- 4 34 37//: IXTERNATIONAL LESSON SYSTEM. pared, in 1805, "A Short List of Scriptures Designed as a Guide to Teachers for a Course of Reading in Sunday Schools." This Hst was pubhshed by the Lon- don Sunday School Union. We note that the Scrip- ture selections were designed as reading lessons, the chief work of the Sunday-school in England from 1 780 to 1820 being instruction in spelling and reading. Rev. Frank Johnson, in a paper on the International Lessons, describes the condition among the poor in England in the second decade of the nineteenth century. He re- marks : In 1816 a Select Committee of the House of Commons was appointed to consider and report on "The Education of the Lower Orders of the Metropolis." From the evidence then given one gets glimpses of the conditions amid which the Sunday. School worked in the earlier decades of the nineteenth century. Large numbers of the children were employed in the week, and consequently attended no day school. In Hoxton, out of sev- enty-three children gathered int© a Sunday School, only two could read, and these not sufficiently to read in the New Testa- ment. The schools usually met three times on a Sunday. The morning and afternoon sessions were devoted to reading and spelling, Bible and Testament classes, catechism, repetition of Scripture and hymns. At the evening session Scripture was rehearsed. The classes were small, and it is significant of the "mothering" that the school had to undertake at this time that the teachers were required to see that the hands and faces of the scholars were clean, and that they were decently clothed. Writ- ing was taught gratuitously on week evenings. It was found that on an average it took a child three years to learn to read, and that scholars rarely stayed more than two years in a school.^ Mr. Johnson quotes from an essay by Mr. W. H. Bible Teaching by Modern Methods, pp. 73, 74. FROM RAIKE8 TO JAC0B8. 35 Groser, Sen. Hon. Secretary of the Sunday School Union, as to the high prices of Bibles : Not only juvenile illiteracy, but also the high prices of Bibles and Testaments, tended to restrict their use. The schools were poor, and the parents of the children were poor likewise; and a Bible at 3s. 7d., or even a Testament at Is. 3d.— the prices charged in 1825 — could be obtained only in very limited num- bers. As elementary education extended, first the spelling- books, and after some further interval the reading-books, gave place to the cheapened Bible, which thus gradually won its fitting place as the text-book of the Sunday School.- We shall be able to see clearly the elementary nature of this Bible teaching in the Sunday-schools of Eng- land in the first twenty years of the nineteenth century, if we dwell for a moment upon the statement made by Mr. W. H. Groser that it was "the custom honourably to dismiss all scholars who had reached the age of four- teen if their conduct had been satisfactory. This was done publicly by the superintendent or minister, with the gift of a Bible and a few words of kindly com- mendation and counsel." Mr. F. J. Hartley, in a paper on 'The English Movement for Uniform Lessons," says that "the Com- mittee of the Sunday School Union were induced to prepare and publish — upon a system of progressive elementary instruction adapted to Sunday school classi- fication—a series of three class books containing Scrip- ture facts and truths in common household language, together with question books for the use of teachers, which, for many years, had a very extensive circulation, and did good service to the cause, pending the arrival 36 THE INTERNATIONAL LESSON SYSTEM. of the era of cheap Bibles and uniform Scripture lessons."^ Mr. Hartley thus describes the work of a progress- ive teacher in England in the thirties, when Bible study was becoming the main feature of the Sunday- school curriculum: In a school with which the writer was connected in 1835, a course of lessons was prepared by one of the teachers, who also wrote out in a memorandum book a series of hints and explana- tions to aid in the work of teaching, and these notes were copied into other books by some of the young people, so that each of the Scripture class teachers was provided with a copy for his own use, to the great advantage of his scholars. Among the lesson schemes that began to appear, Rev. Frank Johnson calls special attention to a course on "Our Lord's Life and Ministry," by Mr. Robert Mimpriss, which was published in 1838. The lessons were described as "narrative, practical, and geograph- ical," and were illustrated by charts. Mr. Johnson describes the course as follows : The lessons gave a general outline of the words and works of Jesus, constructed from a harmony of the Gospels, and were a serious effort to promote continuity in study, and to give an intelligent grasp of the Gospel history. Each lesson began with narrative, and was followed by a series of questions and prac- tical inferences "for example and warning." Mr. Mimpriss* publications included a variety of pictorial and chronological charts, maps, and Scripture prints, which were hailed by the religious journals as "forming a new era in Scriptural education." ^ 1 The International Lesson System, p. 17. ' Bible Teaching by Modern Methods, p. 75. FROM RAIKES TO JACOBS, 37 The Sunday School Union, in 1840, issued two lists of Scripture Lessons for Sunday-schools, one for the Testament Class and the other for the Bible Class. It may be well to recall the fact that in England the Sun- day-school meets both morning and afternoon, as in the days of Raikes. The personnel of the school is by no means the same at the two sessions, just as there is a marked difference between the morning and the even- ing congregations in our own large city churches. Ac- cording to Mr. Johnson, the lists from 1840 to 1842 embraced the following topics : 1840 (2 Lists). 1. Testament Class. Morning: "Acts of the Apostles." Afternoon: "Life of Christ." 2. Bible Class. Morning: "Genesis and Exodus." Afternoon : "Life of our Lord." 1841 (2 Lists). 1. Testament Class. Morning: "Life of our Lord." Afternoon : "Acts of the Apostles." 2. Bible Class. Morning: Judges and Kings of Israel. Afternoon : Acts and Selections from Epistles' teach- ing—Christianity in relation to Business, Charity, Obedience to Parents, etc. 1842 (1 List). Varied selection from all parts of New Testament — on the Attributes of the Deity, the Work of Christ, the Work of the Holy Spirit, and the Duties of the Young Christian.^ From Mr. Hartley, we learn that the Union com- menced the publication of the monthly "Notes" for the ^ Bible Teaching by Modern Methods, p. 76. 38 THE INTERNATIONAL LESSON SYSTEM. use of teachers in January, 1842. This periodical con- taining teachers' helps grew in popularity with the passing years. The lists of the Sunday School Union were improved as time went on. From 1842 to the close of the past century the lesson selections were uniform in the In- termediate, Senior and Adult Departments of Sunday- schools using the Union's series. In 1855, eleven years before the Chicago Uniform Series was commenced, practical uniformity was attained in England. Mr. Hartley, writing in 1889, thus describes the extension of the uniform principle to the younger scholars : In order to complete the Union system, the Committee have published, from the year 1855 to the present time, a quarterly "Scripture Lesson Book for Elementary Classes," consisting of a few verses selected from the Bible lessons of every Sunday, so that as infant class texts are regularly selected and printed in large type for the use of the primary classes, all the scholars can be occupied on the same lesson, the hymns sung, the prayers offered, and the closing address or examination can all be brought to bear upon the lesson of the day, and the teachers' meeting or preparation class rendered helpful to all in the schools which adopt the system. This lesson scheme is carried out with more or less complete- ness in a large number of the Sunday schools in England, and is generally known as the Uniform Lesson System of the Sunday School Union. Other societies and denominational publishers quickly followed the example of the Union by publishing lists of lessons and notes for the use of Sunday schools, but as none of them make provision for the junior scholars to be engaged upon the same topic, while many of the scholars are too young or uneducated to read the Bible, the uniformity only extends to the Scripture classes.^ 1 The International Lesson System, pp. 18, 19. FROM RAIKES TO JACOBS. 39 In Wales the Sunday-school early found admission into the chapel as a part of the church life and work. The Bible became the text-book, and the catechetical method was pursued by the teacher. Ministers of the gospel publicly catechised the school on the fourth Sun- day in the month. This public service is thus described by Rev. H. Elvet Lewis : On the afternoon of the fourth Sunday— that being Invariably the monthly Communion Sunday — the entire school occupied the gallery only, the members of each class sitting together. The chapter or monthly portion was recited either class by class, or by the whole of the classes in unison ; though, perhaps, "inton- ing" would more approximately describe it than "reciting." Then the minister questioned the school as to the contents of the monthly portion ; and as he was an expert catechist, he knew how to adapt his questions to the capacity of each class in turn. Sometimes a difference of opinion would arise on some moot theological point; he would allow the discussion to widen and to catch fire occasionally ; but he knew when to intervene and save the discussion from becoming a mere dispute.^ As Mr. Johnson says, "This system has bound the Welsh Sunday-schools closely to the Churches, and has given them their distinctive character." The Sunday-school curriculum in Scotland has been doctrinal from the beginning to the present time. Through the kindness of the Rev. Frank Johnson, I have received a copy of a "Scheme of Scripture Les- sons for Sabbath Schools, prepared by the Committee of the Glasgow Sabbath School Union," for 1846. There are fifty-two separate lessons, with no provision for formal review. For each lesson a passage of from ^ Bible Teaching by Modern Methods, pp. 78, 79. 40 TEE INTERNATIONAL LESSON SYSTEM. five to eighteen verses is assigned to be read, and a shorter passage of from two to four verses, often the heart of the longer passage, to be committed to mem- ory; a group of parallel passages on the topic being given last of all. The topics of the first four lessons are as follows: "Man is a lost and helpless sinner;" ''God as a Holy Governor, is angry against sin;" "God as a Father, has compassion for the sinner;" "Christ is the only Saviour." The list contains a number of historical lessons, but the doctrinal element predomi- nates. THE MIDDLE OF THE NINETEENTH CENTURY IN AMERICA. To return to the situation in America. In the period from 1850 to i860, there were Sunday-school giants abroad in the land. Among these one must name Rev. Stephen H. Tyng, who was not only a pastor to his Sunday-school of fifteen hundred souls, but for a long time served as Superintendent also; Ralph Wells, and R. G. Pardee, both of New York, who not only built up great Sunday-schools in the Metropolis, but also went far and wide throughout the land stimulating Sunday-school workers to better service everywhere. Perhaps Mr. R. G. Pardee was, at his death in 1868, the foremost Sunday-school man in America. Dr. John S. Hart, says of him : He was neither brilliant, nor learned, nor eloquent, nor original, nor profound, nor had he any special advantages of voice or person, and yet he accomplished, single-handed, results FROM RAIKES^ TO JACOBS. 41 not often vouchsafed to those who have all these qualities and advantages combined. After this negative description of Mr. Pardee, we are inclined to concur in Dr. Hart's judgment that '*a better example, either for young men in general, or for the Sabbath-school worker in particular, it would be difficult to find." Dr. Hart thus describes his first glimpse of Mr. Pardee, at a meeting in Philadelphia, which led to the organization of the Philadelphia Sab- bath School Association : It was a large meeting, containing some of the best clerical and lay talent of the city, and I shall never forget the impres- sion made upon me, when, after some pretty tall talking by sundry speakers, the little, wiry, unpretending man from New York came forward by invitation and addressed the meeting. His appearance certainly was not commanding, nor his voice musical ; his movements were stiff and angular ; he had none of the graces of rhetoric, and he was not very amenable to the laws of grammar. Yet he held that audience, rather a fastid- ious one, spell-bound. What it was that made the impression I do not know. But after the first sentence that fell from his lips, I do not believe any man or woman there ever once thought whether the man was eloquent, or graceful, or anything else. We forgot the man in the absorbing interest of the thoughts which he gave us. It was always so. Mr. Pardee was so simple and direct, and so full of his subject, that people forgot every- thing else but the truths and facts which he presented.^ Mr. Pardee was also a deeply devout man. Mr. Ralph Wells says : "We have often slept together, for we frequently traveled in company, and many a time I have known him to get out of bed and spend half the night in prayer. And wonderful utterances they were!" Pardee, The Sabbath-School Index, Introductory Sketch, pp. V, VI. 42 THE INTERNATIONAL LES80N SYSTEM. Having served an apprenticeship as Superintendent of the Sunday-school at Palmyra, New York, Mr. Pardee was called into the service of the New York City Sunday School Union as the agent of that organ- ization in promoting Sunday-school work in the Me- tropolis. He gave himself heartily to this service for ten years, from September, 1853, to October, 1863. Having accumulated a moderate competency during his early life as a business man, and having invested his savings judiciously, Mr. Pardee was enabled to give the closing years of his life to unpaid labor in the Sunday-school cause, going to Conventions, Institutes, and other meetings of every kind to which he was in- vited, "visiting in this way every State in the Union except California, everywhere welcome, and every- where carrying with him an influence rich in blessing. He was sent for by the students of several of our larg- est theological seminaries, and delivered in each a course of familiar lectures on the practical details of Sunday-school organization and labor." His last labor of love for the Sunday-school was an extensive tour through the Southern States. He everywhere received the most cordial welcome. Perhaps he over- worked himself. He returned home, yellow with jaun- dice, from which he never recovered. Among many sayings quoted from Mr. Pardee, perhaps none is more striking and significant than this : *The teacher's life is the life of his teaching." As we close our study of the long stretch of time from Robert Raikes and William Fox to John H. Vin- cent and B. F. Jacobs, we must note briefly the signs FROM RAIKE8 TO JACOBS. 43 of improvement in the Sunday-school world. Sunday- school State Conventions became the order of the day in the latter part of the fifties. New York held its first State Convention in 1857, and Illinois organized in 1859. The movement spread rapidly. Sunday-school workers of every religious denomination came together in these assemblies and compared ideas for the better- ment of conditions in their local schools. Soon there came to be a demand for another National Convention. This Third National Sunday School Convention met in Philadelphia in 1859. Its chief benefit was the in- spiration to the workers, and the opportunity of ac- quaintanceship on the part of the leaders in the various States. It was planned to hold another National Con- vention two or three years later ; but the terrible Civil War broke out, and no general convention was held for ten years. THE ADVENT OF TWO GREAT LEADERS. The most significant thing to the eye of the historian in the decade from 1850 to i860 is the appearance on the arena of the Sunday-school of two notable men; the enthusiastic young Methodist preacher, John H. Vincent, and the irrepressible, invincible B. F. Jacobs, a Baptist layman ; both at work in Illinois, and soon to join hands in the young and growing city of Chicago. It was reserved for these two men to lead the Sunday- school forces of America out of their forty years' wan- dering in the wilderness of rival lesson schemes into the Canaan of United and Systematic Bible Study. II. THE GENESIS OF THE INTERNATIONAL UNIFORM LESSON. FOR thirty-eight years the Sunday-school world has been familiar with the International Uniform Lesson, a plan of study in which all classes from the youngest to the oldest have exactly the same brief Scripture lesson for a given Sunday. The passage to be studied, the title of the lesson and the Golden Text are identical in every department from the Beginners to the Adult Bible Class. The mode of treatment varies widely, each teacher trying to adapt the lesson to his pupils according to their age, interests and capacity. A method of study which has enlisted more than twenty millions of teachers and pupils is certainly worthy of careful scrutiny by students of the science of education. How did the Uniform Lesson System arise? Who were the principal actors in launching the system? What preparation had been made for the advent of the system? What did its original advocates expect it to accomplish? What was the character of the Uniform Lesson in the first year of its existence ? What sort of reception was accorded the system at its inauguration ? What kind of lesson helps were issued for the use of teachers and pupils using the lessons ? These are some of the questions that invite attention in tracing the his- tory of the Sunday-school Lesson System. 44 GENESIS OF THE UNIFORM LESSONS, 45 THE SITUATION IN AMERICA IN 1860. The average Sunday-school in America in i860, like the Sunday-school of the first quarter of the century, still put a premium on the memorizing of Scripture. The boy or girl who could recite from memory the greatest number of verses Sunday after Sunday was considered the best pupil in the school. It was cus- tomary for the children to select their own Scripture passage, and there was little or no effort to explain and apply the Scripture to the life of the pupil. Of course there were many teachers who sought to win their pupils to a personal acceptance of Jesus as Saviour, and to train them in right living, but the system of the time was so imperfect that the teacher could not ob- tain the best results. Parrot-like repetition of long passages of Scripture does not kindle the affections and move the will like intelligent study of a limited lesson containing the gospel message. The question books and catechisms in use fifty years ago were better adapted to purposes of instruction and edification than the memorizing of miscellaneous selec- tions from the Scriptures, but the full power of the Bible story did not often make itself felt even in this method of study. The intellectual element over- shadowed the emotional and volitional. A few teachers selected Bible lessons for their pupils, often with intelligence and skill, and classes under such leadership made substantial progress in the knowledge of God's Word ; but the great majority of the Sunday- schools fifty }^ears ago had no adequate guidance in the 46 TEE INTERNATIONAL LESI^ON SYSTEM. Study of the Bible. Improved methods in the secular schools gradually created a demand for better teaching in the Sunday-schools. Thus there grew up in the Sunday-school army a constituency thoroughly dis- satisfied with the current methods of Bible study and ready to follow any wise leader who could devise a better system. THE EFFECT OF THE CIVIL WAR IN AMERICA. The terrible Civil War did much to break down de- nominational prejudice and misunderstanding. Chap- lains and missionaries in the army in the field learned to work together for the conversion of the soldiers. A Baptist chaplain in the Army of Northern Virginia came to feel himself in closer fellowship with a Meth- odist chaplain in his own brigade than he did with a Baptist chaplain in the Army of the Potomac. The era of good feeling among the various denominations was greatly advanced in each section of the country by the enforced comradeship in the face of a common dan- ger. Men of various types of belief learned to worship God together. Jacobs and Moody, who sang and prayed together during the War, were prepared by this army experience to speak and work for a closer fellow- ship in Bible study in the years immediately following the great struggle. Interdenominational co-operation in Christian work had been found so sweet and blessed that they longed to extend its sphere. When men know and trust one another, they can always find a way to work together for a great enterprise in which GENESIS OF THE UNIFORM LESSONS. 47 they are alike interested. We do not mean to overlook the interdenominational co-operation during the first sixty years of the nineteenth century in connection with the spread of Sunday-schools, the printing and distri- bution of Bibles, and other religious activities, but merely remind ourselves of the rapid growth of Chris- tian toleration and fellowship in both sections, under the stress and strain of the long and bloody Civil Wan At the close of the struggle the South lay prostrate, completely vanquished by overwhelming numbers and resources. For many years her energies were to be expended in the effort to save her civilization and lay a foundation for future prosperity. She could not be expected to take a prominent part in world-problems of any sort ; she was face to face with the struggle for existence. Her religious leaders could not at first pay their railway fare to the National Sunday School Con- vention, so that only a handful of them were present at Newark in 1869, and at Indianapolis in 1872. The International Convention received a cordial welcome from the South when it came to Atlanta in 1878, and Southern men have contributed to its expanding useful- ness in all the years that have followed. EARLY WORK OF JOHN H. VINCENT. In 1865, the year in which the Civil War closed, Rev. John H. Vincent, a young Methodist preacher in Chicago, already favorably known as a Sunday-school specialist, founded the "Sunday-School Teachers' Quar- terly." Mr. Vincent's salary was paid by the Chicago 48 THE INTERNATIONAL LESSON SYSTEM. Sunday School Union, an interdenominational organi- zation. The new quarterly magazine for teachers was published by Messrs. Adams, Blackmer & Lyon, a firm that was destined to play a large part in the publishing of the best Sunday-school periodical literature of the period immediately following the Civil War. Mr. Vincent, in the first issue of the Sunday-School Teachers' Quarterly, made plain his aim and expecta- tion in founding the new magazine: The teacher needs teaching. The problem that perplexes one, another is able to solve. The obscure school has its ingenious and successful superintendent who devises practical plans. There are a thousand schools in need of his suggestions. The most practicable Sunday-school ideas come from our most prac- tical teachers. We need a magazine which shall open its pages to such teachers, and give the entire Church the benefit of their discoveries and inventions — to give plans and courses of study — thus enabling the least efficient schools to know how the best are conducted. The Sunday School Teachers' Institute which haa recently been established in our city will, it is to be hoped, inaugurate a new era in the Sunday-school cause among us. Who, then, was this young preacher-editor who dared to dream of a new era in Sunday-school work ? John Heyl Vincent was born in Tuscaloosa, Ala., February 23, 1832. His parents were of Huguenot origin, their ancestors having come from Rochelle, France, to New Rochelle, Conn. It is a noteworthy fact that the two men who did most to create and in- augurate our modern International Uniform Lesson were descended from the Huguenots, John H. Vin- cent, whose inventive mind conceived the type of lesson and the sort of lesson help that could be made national 0ENE8IS OF THE UNIFORM LESSONS. 49 and even universal, and Benjamin Franklin Jacobs, who had the quickness of perception to recognize the possibilities in the new type of lessons and the indomi- table will to overcome all obstacles to the adoption of the Uniform Lesson by the great Sunday-school army of North America. The eloquent, inventive, gracious Vincent and the alert, tactful, unconquerable Jacobs were brought together by the good providence of God, that together they might launch and direct for a whole generation a movement without a parallel in the reli- gious education of mankind. But to return to the early life of Bishop Vincent. His father, who was a Presbyterian, brought up in Pennsylvania, united with the Methodist Church while residing in Tuscaloosa, and thus young Vincent was reared in the Methodist faith. When he was six or seven years of age the boy went to Pennsylvania with his parents. There the family settled, after the brief residence in Alabama. The Bishop's father had a good library and was fond of reading. He took special pains with the training of the boy in correct speech. The distinct enunciation for which the Bishop is noted may be traced to his father's careful training. Young Vincent studied in Lewisburg Academy, and in the preparatory department of Lewisburg University. He also did some work in the Wesleyan Institute in New- ark, N. J. It is a singular fact that this famous edu- cator, the founder of the Chautauqua movement, did not enjoy the advantage of a college education. He was swept into practical Christian work at the age when he would naturally have entered college. He did not 5 50 THE INTERNATIONAL LESSON SYSTEM. have the offer of a college education and refuse it; neither did he appreciate then, as he soon after came to do, the immense advantage of collegiate training. From his entrance into public life he made it a rule to cultivate friendly relations with men who had enjoyed college training, and he sought to make himself fa- miliar with all that they had studied, reading in Eng- lish translations the Greek and Latin authors that col- lege men studied in the original. He sought to make his horizon as broad as that of the brightest college graduates. He read widely, thought intensely, con- versed with educated men as much as possible, pushed his studies in Latin, Greek and Hebrew, and did all that an enthusiastic student with a hungry mind could do to put himself abreast of the best students of the time. This is the man who, in the providence of God, stood up and persuaded thousands of men and women, through the Chautauqua movement, to read in English translations the great works of ancient and of modern literature, that they might enlarge their horizon and put themselves in intellectual fellowship with the men and women trained in our colleges and universities. But how did Mr. Vincent come to be a leader in the Sunday-school movement? When he was about six- teen years of age he heard a man who taught Geogra- phy by singing it. The novel method appealed to young Vincent, and he paid the teacher thirty dollars for a course of lessons in the art of singing Geography. He then became a teacher of Geography for a while, organ- izing classes in communities not far from his hom.e on Chilisquaque Creek, Penn. He taught school for a GENESIS OF THE UNIFORM LESSONS. 51 brief period in McVeaghtown Academy. Presently he was licensed to preach. He became the assistant preacher on Luzern Circuit, which was about thirty miles long. His sermons were brief, and delivered with good enunciation. At twenty years of age Mr. Vin- cent became assistant or second-preacher in the New- ark City Mission, Newark, N. J. He took advantage of the opportunity to pursue some studies in Newark Wesleyan Institute. During 1853 and 1854 Mr. Vin- cent was a probationer in the New Jersey Conference. During 1855-6 he was pastor at Irvington, N. J. It was here that young Vincent organized his first Pales- tine Class in the summer of 1855. He invented a plan for singing and chanting Biblical Geography. The class, which met every Saturday afternoon, was open to persons of all ages and of all religious denomina- tions. Girls of ten sat beside grandmothers, all sing- ing and chanting the sacred Geography with equal en- thusiasm. A full course in Bible History was inter- woven with the geographical lessons. Persons were thus persuaded to do a good amount of work in Bible study in connection with the singing and chanting. The young pastor was pleased and encouraged with his experiment, and repeated it in his subsequent pas- torates in Illinois. Bishop Vincent has preserved the record books containing the names of his pupils at Joliet, 111., Mt. Morris, Galena and Rockford. His scheme grew until he had a system of promotion from one degree to another. First came a series of five in- itiatory lessons, all of which were strictly geographical. A successful examination on these lessons entitled the 52 THE INTERNATIONAL LESSON SYSTEM. Student to be enrolled as a 'Tilgrim." Pilgrims pass- ing an examination upon the history from Creation to Jacob, together with additional geographical lessons, and reading the books of Genesis and Matthew, became ^'Residents of Palestine," each one receiving a town or other locality, an account of which he was expected to give whenever called upon by the teacher to do so. Next came the degree of ''Explorer," when the student received some country of the Bible with which he must make himself so familiar that he could describe it properly. After examination, the "Explorer" became a ^'Dweller in Jerusalem," and the ''Dweller," in like manner, was later promoted to be a "Templar." Most of the Bible was assigned for reading in connection with the work of the class. Great interest was awakened in all the communities in which Mr. Vincent lived and taught. In the hands of other men the plan seems to have been tame; but Mr. Vincent achieved distinguished success in at least five pastorates with his ingenious scheme. He was serving an apprenticeship in Bible study and pedagogy that would prepare the master workman for his su- preme task. That the pupils were stimulated to do serious work, is evident from the questions they were required to answer in oral examination before attain- ing their promotion. Take, for example, questions nine and ten in the examination for the Templar de- gree: "Name the principal events of the life of Christ from his birth to his death ; and note his miracles and places where wrought. Give an outline of the life of the Apostle Paul." The young preacher was getting GENESIS OF THE UNIFORM LESSONS. 53 such knowledge of the Bible as would fit him to pre- side over the International Lesson Committee for the first twenty-four years of its history. Mr. Vincent has the honor of having organized the first Sunday-school Normal Class, in his church in Joliet, Illinois, in 1857. Through his influence the following paragraph was inserted in the report of the Conference Sunday-school Committee at the Rock River Annual Conference of the Methodist Episcopal Church, held in Chicago, October, i860: 'The impor- tance of Teachers' Institutes to the educational inter- ests of the country cannot have escaped your attention. May we not profitably introduce something similar among us? Such an institution, conducted by our ablest Sunday-school educators, could not fail to ele- vate our standard, and improve our system of religious culture."^ This report bore fruit a few months later at the Galena District Conference, held in Freeport, Illinois, April 16, 1861, where the question was dis- cussed, "How may we carry out the suggestion of our Conference Sunday-school Committee relative to the Sunday-school Teachers' Institute?" Rev." Simeon Gilbert, in his admirable monograph, entitled, "The Lesson System : The Story of its Origin and Inaugura- tion," and to whom we are indebted for much of our information concerning the launching of the Inter- national Uniform Lesson System, sketches the signifi- cant action of the Galena District Convention as fol- lows : Gilbert, Th« Leason System, p. 20. 54 THE IXTERyATIOyAL LESSOy SYSTEM. A constitution was adopted, and, at the same session of the District Convention, an excellent Institute programme was carried out. This was the first Sunday-school Institute ever held. Mr. Vincent was made President of the Galena District Institute, and sub-district sessions were held in several places during 1861, with practical normal drills, good attendance, and great enthusiasm. The Institute movement having once been launched, has borne blessings to many communities through the years since 1861. Mr. Ralph Wells and Mr. R. G. Pardee, seemingly without any knowledge of the pre- vious work of Mr. Vincent, undertook similar Insti- tute work in New York State in 1864, and the follow- ing years. At the suggestion of Mr. Vincent, who read an elaborate paper November 17, 1864, before the Cook County Sunday-school Teachers' Convention, in Chicago, on the title, "A Permanent Sunday-school Teachers' Institute for the Northwest," an enthusiastic Institute was held in the city of Chicago during the winter of 1864-5. In the Sunday-school Institutes of that period Su- perintendents and Teachers got a vision of better meth- ods of teaching and conducting the Sunday-school. They began to long for something more systematic in the way of Bible study, and the art of teaching was discussed by alert teachers and leaders such as Mr. Vincent and Mr. Pardee. Mr. Gilbert is perhaps cor- rect in his judgment that ''the Lesson System would never have been practicable, even if it might have been at some time experimented with, had it not been pre- ceded by this Sunday-school Institute movement." Mr. Vincent was pastor at Galena, Illinois, when the GENESIS OF THE UNIFORM LESSONS. 55 War of Secession broke out in 1861. In his congre- gation was a quiet man who had been graduated from West Point and had seen service in the army. The young preacher and the taciturn soldier had become good friends. When U. S. Grant departed with his regiment to go to the front, Mr. Vincent was appointed to dehver an address to the soldiers. Four years later, when General Grant returned from Appomattox crowned with honors, he visited Mr. Vincent in Chicago and asked him to go with him to Galena to speak in his behalf at the welcome home to be given by his fellow townsmen. A GROUP OF LEADERS IN ILLINOIS. The Illinois Sunday School Convention, which was organized in 1859 with hardly a score of delegates in attendance, was a comparatively feeble organization until 1864, at Springfield, when ''it received a mighty baptism of the Holy Spirit, and at once became a power in the State." Mr. Gilbert thus describes that notable meeting : Mr. Moody and Mr. Jacobs, fresh from the labors and scenes of the "Christian Commission," at the front among the Boys in Blue, were in no mood for dawdling over religious "red-tape." Said Mr. Moody, the evening before the opening service : "This thing so far has been a dead failure ; we must do something to give it power." Beginning with a prayer-meeting, where, per- haps, half a dozen were present, within a day or two the whole city was moved. A profound and intense spiritual enthusiasm was awakened. A revival began on the spot. The spirit of the meeting spread all over the State, as the delegates went back to their homes. More than ten thousand conversions in connection with the Sunday-schools of the State were reported the following 56 THE INTERNATIONAL LESSON SYSTEM. year. The blessing which came upon that convention has attended every subsequent one. From that time on Moody, Jacobs, Eggleston, Wilder, Reynolds, Alexander Tyng, J. V. Farwell, Major Whittle, P. P. Bliss, and others with them were simply aflame with the one distinct purpose to cover the State with suitably organized Sunday-schools, and then to vitalize them with real power.^ Of the leaders at the Springfield Convention Mr. B. F. Jacobs, Superintendent of a Baptist Sunday- school in Chicago, is for the purpose of our discussion, the most important figure. EARLY WORK OF B. F. JACOBS. Benjamin Franklin Jacobs was born at Paterson, N. J., September i8, 1834. His father's ancestors were English Puritans, who settled in Rhode Island, and his mother was of Huguenot descent. In the year 1854, when young Jacobs was in his twentieth year, three important events in his life oc- curred : He moved to Chicago ; united with the First Baptist Church; and was married to Miss Frances M. Eddy. In September, 1856, he opened New Street Mission, the first Baptist Mission Sunday-school in Chicago, and became Superintendent of the school. He thus entered upon a service which enlisted much of his energy for more than forty-five years. For a while he was Superintendent of the Sunday-school of the First Baptist Church, Chicago; then of the News Boys' Mission, with 1,400 members; then of Taber- nacle Mission ; and finally for twenty years he was Su- perintendent of Immanuel Baptist Sunday-school. 1 Thd Lesson System, p. 25, GENESIS OF THE UNIFORM LESSONS. 57 In 1858 Mr. Jacobs took part in the organization of the Young Men's Christian Association of Chicago. He was at one time President of the Association, and served it as a director until the close of his life. In 1859 he helped to organize the Illinois Sunday School Association. During the Civil War he became deeply interested in the work of the ''Christian Commission." He not only visited several Northwestern States in the interest of this work, but went to the front that he might min- ister personally to the Union soldiers in camp, in hos- pital, and on the field of battle. In 1868 Mr. Jacobs became President of the Illinois Sunday School Convention, and made a campaign in the interest of Sunday-schools throughout the entire State. In 1869 he took a prominent part in the Fourth National Sunday School Convention, held at Newark, New Jersey. The Secretaries of this Fourth Conven- tion were Henry Clay Trumbull, John H. Vincent, and B. F. Jacobs, a trio of mighty men in the Sunday- school army. We might almost say of each that he attained unto the first Three. Mr. Jacobs lost heavily in the great fire of 1871, both his commission house and his real estate office being swept away by the flames. During those early years Mr. Jacobs gave himself heartily to the work of winning men to Christ. During the winter of 1870-71 he had charge of the Sunday evening services at the First Baptist Church. Gathering about him a band of one hundred yoke-fellows, he sent them to the down- 58 THE INTERNATIONAL LESSON SYSTEM. town hotels with printed invitations to attend services specially for young men. He collected large audi- ences, and held them with the excellent singing of a male quartette and earnest evangelistic speaking. In 1872 Mr. Jacobs became Chairman of the Illinois Sunday School Executive Committee, a position which he held for thirty years, when at his urgent request he was relieved from further service. It is a notable fact concerning the Jacobs family that in the year 1876 five members of the family were in active service as Sunday-school Superintendents: the father, Chas. P. Jacobs, Sr. ; three sons, Benjamin Franklin, Chas. P., Jr., and William B. Jacobs; and one daughter, Mrs. Martha J. Canedo. THE LATER WORK OF MR. JACOBS. In 1 88 1 B. F. Jacobs was promoted to be Chairman of the International Sunday School Executive Com- mittee, which office he held and adorned until the day of his death. He was one of the promoters of the World's First Sunday School Convention, in London, in 1889. He was the life of the ship Bothnia, which was chartered for the special use of the American Sunday-school workers en route for the Convention. In 1893 Mr. Jacobs was made President of the World's Second Sunday School Convention, in St. Louis. He was regarded by Sunday-school workers on both sides of the Atlantic as probably the foremost Sunday-school man of the world. He was the life and GENETS IS OF THE UNIFORM LESSONS. 59 mainspring of every session of the International Con- vention from 1872 to 1899. He was a faithful and efficient member of the International Lesson Com- mittee from its origin in 1872 until his death on June 23, 1902. In his later years Mr. Jacobs allowed his optimistic temperament to lead him to make for himself and for his friends unwise purchases of real estate in and around Chicago. Business complications and troubles such as he had to face in his later years would have crushed most men, but he still held the confidence and love of the great Sunday-school army, over which he continued to preside. Every one delighted to honor him in committee, and on the platform. Mr. Jacobs was an earnest and diligent student of the Scriptures. He loved the Lord Jesus, and he loved little children. His great heart went out with longing for the salvation of all men. The devotional exercises of the committee room, in his hands, were so tender and inspiring that men have been known to travel a thousand miles in order to be present at the spiritual feast which he was accustomed to spread for his asso- ciates in Christian work. Before great audiences of Sunday-school workers his addresses sometimes at- tained the height of moral sublimity. He touched the hidden springs in the hearts of men and women, and set their whole nature to vibrating with intense longing to glorify the Christ by leading boys and girls, men and women, to the foot of the Cross. At the Tenth International Convention, held in Denver, Colorado, in June, 1902, there was on every 60 THE lyTERNATIOyAL LESSON SYSTEM. hand appropriate recognition of the pre-eminence of Mr. Jacobs in International Sunday-school work. From the minute adopted by the Convention itself, we quote the following: Under the Providence of God, to B. F. Jacobs more than to anj' other man, the International and interdenominational Sun- day-school work owes its origin, its growth and its success. We recognize in Mr. Jacobs the greatest Sunday-school leader the world has known. This was his life work. To it his time, his money, his thought, his labors, and his prayers were freely given. Under his wise leadership the International Sunday- school work has reached its present development and world- wide influence, and it will be to him a memorial more enduring than monument of bronze or marble.^ MR. VINCENT PREPARES THE WAY FOR THE UNIFORM LESSON SYSTEM. But it is time that we return to the thread of our story. In 1864, Mr. Vincent had been assigned to a small and rather fashionable congregation in Chicago. His enthusiasm for singing Biblical Geography did not elicit a favorable response from his church. The young teacher's mind began to lay plans for a wider work, a ministry of inspiration and guidance to all the Sunday-schools in the rapidly growing city of Chicago. The preacher now becomes founder and editor of the Sunday-school Teachers' Quarterly, in 1865. In January, 1866, the Quarterly became a monthly maga- zine called the Sunday-School Teacher. In the fall of 1865, in an Institute conducted under the auspices of the Chicago Sunday-school Union, Mr. 1 Tenth InterBational Sunday School Convention, p. 16. GENESIS OF THE UNIFORM LESSONS. Ql Vincent proposed the following significant question: "Is it practicable to introduce a uniform system of lessons into all our schools?" The attempt was made by Mr. Vincent, as editor of the Sunday-school Teacher, in 1866, to prepare a course of uniform les- sons on the life of our Lord for the use of the Sunday- schools of Chicago. The title of the course was 'Two Years with Jesus: A New System of Sunday-school Study." Although Mr. Vincent resigned the editor- ship of the Sunday-School Teacher, after only four months' service, to take charge of the Sunday-school Department of the Methodist Episcopal Church, with headquarters in New York, he continued to prepare the lessons for the Teacher throughout the year 1866. Rev. H. L. Hammond served as editor of the Teacher for four months, and was succeeded by Rev. C. R. Blackall for five months. The Sunday-School Teacher then passed to the control of Adams, Black- mer & Lyon, and Rev. Edward Eggleston, a brilliant young Methodist minister, became editor. In his hands the Teacher soon became in fact, as well as in name, The National Sunday-School Teacher. Mr. Vincent soon founded in New York his Berean Series, which became a formidable rival of the Na- tional Series, edited by Mr. Eggleston. The Berean Series was naturally taken most largely in Methodist schools, as it was published under the auspices of the Sunday-school Department of that Church, though schools of other denominations and union schools were also among its patrons. Mr. Eggleston's National Series grew in popularity so rapidly that within three 62 THE INTERNATIONAL LES80N SYSTEM. or four years The National Sunday-School Teacher had a circulation of 35,000 copies, and the Scholars' Lesson Paper a circulation of more than 350,000. But to return to Mr. Vincent's early system of les- sons. In the Quarterly, edited by him in 1865, there were four different series of lessons, schools and classes being left free to choose that which best suited them; but in 1866 the Teacher gave only one series, which was prepared by Mr. Vincent, with some assistance from an editorial committee representing the different denominations. The new plan of study, as already said, gave two years to the life and teachings of our Lord. During the first year the course covered the *'Life, Journeys, and Miracles of Jesus;" the second year included lessons on the "Parables, Conversations, and Discourses of Jesus." The entire series com- prised only forty-eight Scripture passages, each selec- tion being studied for two Sundays, every fifth Sunday being "reserved for review, concert of prayer, mission- ary exercises," etc. The Teacher and the extra ques- tion papers for scholars contained two question-lessons on each Scripture lesson. The plan of having two question lessons on each Scripture lesson was soon abandoned by Mr. Vincent. In a little Manual, published by Carlton & Porter, in 1867, each lesson has its separate title and its own Scripture references. Thus the original topic, "The Babe of Bethlehem announced by angels, and found by the shepherds," has been developed into two dis- tinct titles ; "The Babe and the Angels" being the first, and "The Babe and the Shepherds" being the second. GENESIS OF THE UNIFORM LESSONS. ^3 A BRITISH UNIFORM LESSON SYSTEM. Progress in the construction of a rational lesson system was by no means limited to America. The London Sunday School Union, late in 1866, issued a circular on "The Sunday School Union Lesson-Sys- tem," a copy of which I have been permitted to see, through the kindness of Mr. W. H. Groser, Hon. Secretary of the Union. This circular, though prop- erly an advertisement of the Union's wares for the year 1867, contains so much history and discussion of topics germane to our own study of the Lesson System that we quote from it at length : It is now very generally agreed among Sunday-school workers, that system and method in the selection and arrange- ment of the subjects taught from week to week, are as desirable and advantageous in the Sunday-school as in any other place of instruction. Accordingly, the old practice (which still prevails to some extent) of each teacher choosing any Scripture topic which fancy or convenience may dictate, for exposition in the class, is giving place to the adoption of prepared series of Lesson-subjects, designed, not for a single class, but more or less completely for the school at large. The benefits of such a course are almost too obvious to need enumerating. The teacher, instead of moving in a limited circle of favourite themes, is stimulated to take a wider range, rendering careful thought and study indispensable; united preparation, with all the attendant advantages of mutual inves- tigation of Scripture, becomes practicable; and— what is of vital importance in the present day— the scholar is familiarized with the Bible as a whole, instead of being exercised merely in the incidents of a few sacred stories which he already knows by heart. This, at least, should be the object of all Lesson-systems, and it is one which the Committee of the Sunday School Union have carefully kept in view since they issued their first List of Les- 64 THE IXTERNATIONAL LESISOX SYSTEM. sons In the year 1841. Since that period, many other Lists have been prepared and issued by other Societies, or by private indi- viduals ; in this the Committee unfeignedly rejoice, as evidencing the onward progress of the Sunday-school as an institution for the study of the Word of God. At the same time, they are encouraged by the steady increase in the circulation of the Union List from year to year, and the many evidences afforded of its general acceptance. The system which they seek to carry out is now generally known as the UNIFORM LESSON-SYSTEM; its special feature being that the same subjects engage the attention, simul- taneously, of all the several divisions of the school. It may be characterized as Scriptural, Simple, Comprehensive, Varied, and Economical. The Lessons are all selected from, the Holy Scrip- tures; they are suited to the various grades of the scholars, who are thereby rendered familiar with the leading contents of loth the Old and New Testaments ; the issue of a new List, at the commencement of each year, imparts the important elements of freshness and variety; while the teachers, also, are assisted by helps suited to their requirements. To those who desire to become acquainted with plans which have stood the test of many years' experience in all parts of the United Kingdom, as well as in other countries, the following particulars will doubtless prove interesting. The School is supposed to consist of three principal grades or divisions (exclusive of the senior or adult classes for young men and women) ; viz., the SCRIPTURE, or elder division, the ELEMENTARY, or junior division, and the INFANT division. For these, a List of Lessons is annually issued, in two sizes, at Is. and 2s. per 100, respectively. It is systematically arranged, and contains 104 lesson-subjects, or one for each morning and afternoon throughout the year, with verses selected for repetition by the scholar. . . . The portions there indi- cated are to be used in full in all the classes of the Scripture division, in which each scholar is supposed to possess a Bible, and to be able to use it with facility. In the next succeeding paragraph we note that lesson leaves were published for the use of scholars. Observe, GENESIS OF THE UNIFORM LESSONS. 55 however, that the leaves probably contained nothing additional to the short Scripture portion for the day. For the ELEMENTARY, or junior division, a quarterly Lesson-book is issued, entitled, SCRIPTURE LESSONS FOR ELEMENTARY CLASSES, and containing selections from tlie Scripture portions allotted to the elder scholars. These books are printed in clear, bold type (see specimen), and are sold at the low rate of One Penny each. They are also published as Single Leaves (at 12 for One Penny), each leaf containing the lessons for one day, and forming a BiUe Handbill, which may be taken home by the scholars at the close of the exercises. For the INFANT division, which, like the others, may con- sist of one class or of several (but should, if possible, be taught in one or more separate rooms), special texts are chosen, always relating to the appointed subjects for the day, and almost inva- riably selected from the reading portions of the elder classes. These INFANT CLASS TEXTS are published in monthly num- bers at One Penny each, containing two texts for each Sunday. They are printed in very large type (see specimen) for the purpose of collective teaching. The Committee, however, strongly recommend the purchase of a Box of Moveable Letters by all schools which can afford the expense. The paragraph next following seems to come dan- gerously near to a reversal of Bishop Vincent's claim that he was the first to issue leaflets as helps to the understanding of the lessons by the pupils : As a further incitement to the study of the Scriptures bj elder children, the Committee have recently undertaken the publication of TEXT PAPERS for each Sunday. These con- tain a question on one of the Lesson-subjects for each Sunday, with space for the answers, to be filled in by the scholar during the week, and brought to the teacher for perusal. A diligent use of these little papers would do much to promote the search- ing of the Scriptures, if aided by a lively interest on the part of the teacher. 6 66 THE I\TERNATIONAL LESSOR' SYSTEM. I have not been able to ascertain whether the EngHsh Text Papers were issued prior to 1866. Even if they were, it still remains true that the Lesson Leaflet for Pupils, prepared by Mr. Vincent, gave more help to the scholar. MR. VINCENT CONTINUES HIS PREPARATORY WORK. In 1867, in a small volume entitled "Two Years With Jesus," the lessons prepared by Mr. Vincent were put into permanent form. What were the advantages of the Uniform Lesson in the mind of its chief advocate? We quote from the introduction to his volume entitled *'Two Years With Jesus" : We deem it desirable to engage the entire school in the study of the same lesson each Sabbath. Thereby concentration, repe- tition, definiteness, depth of impression, and thoroughness are secured. A central thought pervades the devotional and intel- lectual exercises of the school. The Scripture selection contain- ing the lesson for the day is read responsively at the opening, of the session, and introduces this central idea. The opening prayer is inspired by it. It is the burden of every song. It facilitates the general review at the close of the session. It is of immense service in the Sunday-school prayer-meeting. The wise pulpit may employ it for the evening discourse, and thus add "line upon line, precept upon precept." For the family we provide daily readings. Mr. Vincent next discusses the subject of "Graded Sunday-Schools" : The benefits of the uniform system cannot be secured, unless we adapt the lessons to the varied capacities of the pupils. The demands of the infant, the youth, and the adult, cannot be GENESIS OF THE UNIFORM LESSONS. g7 met by one method. The first thing we propose, therefore, is a gradation of the school. Let us suggest the following division : First, THE INFANT GRADE, composed of the non-reading children, whose average age will be from three to six years. Second, THE PRIMARY GRADE, composed of little folks from about six to ten years of age, who can read, but to whom the ordinary Sunday-school lesson books are dry and impracticable. Third, THE THIRD GRADE. Average age from ten to sixteen years. Fourth, The SENIOR GRADE, composed of larger pupils, adults, and of all the officers and teachers. The art of grading has been improved in recent years; but Mr. Vincent's plan was an excellent be- ginning. Mr. Vincent did good work in his Berean Series, He prepared for 1869 an excellent course of lessons entitled, "A Year With Moses." In Decen.ber, 1869, he published these lessons in two small volumes, one prepared for pupils under ten years of age, the other for pupils in the higher grades. In the lessons for the little folks the Golden Texts are printed in large letters, and in various frameworks, to attract the attention of the children. In the more advanced treatment there are enigmas, puzzles, elliptical readings, etc. Great ingenuity is manifest throughout the editorial work of Mr. Vincent. B. F. JACOBS THE CHAMPION OF THE UNIFORM SYSTEM. It is now time to take up more in detail the contri- bution of Mr. B. F. Jacobs to the inauguration of the International Uniform Lesson. Our most competent 68 THE INTERNATIONAL LESSON SYSTEM. guide is Rev. Simeon Gilbert, who was himself a wit- ness of many of the events which he sketches. He whets our appetite for his portrayal by the following introduction : As a matter of personal achievement — brought about, under God, as the result of a conviction felt in the bones, burning in the heart, tense as a bow-string on every fiber of the brain: carried out by dint of a determination dead in earnest, an insistence and a persistence as resolute as the centripetal law of gravity ; a tact and skill that knew when to push and when to strike ; how to poise the hand and withhold the blow that might fail by being premature or untimely ; how to state, argue, plead, in private and in public, at home and away from home — as a matter of achievement, I say, I know of few beneficent enterprises more worthy of study, as showing how to see, and then how to do a thing, than that event which came to pass in 1872, and which has led to the entire reconstruction of our Sunday-school system of religious instruction.^ With Mr. Gilbert as our guide let us thread the labyrinth of events during 1867 and 1868: It appears that so early as 1867 Mr. B. F. Jacobs, seeing the striking fitness of the scheme of consecutive lessons, as started by Mr. Vincent, and as still more fully developed by Mr. Eggle- ston, for the uniform use, not only by all the classes in a school, but equally for a variety of schools, went a step further. If good for all the classes in a school, and for all the schools of all denominations in a city, why not good for the schools of the whole country? Once he allowed freedom to his thought in this direction, the logic of the matter began to grow clear, as obvious as any other open secret when once it has been fairly looked at. The consequence was, Mr. Jacobs became a vision- ary. He "dreamed dreams" and "saw visions;" and the divinely-awakened vision was that of the schools all over the country uniting on the same course of Bible lessons, but each Gilbert, The Lesson System, p. 38. GENESIS OF THE UNIFORM LESSONS. 69 school teaching the lessons in its own way, and each denomina- tion affording the best helps it could for its own schools. A man with a "fire in his bones" does not sit still ; neither did Mr. Jacobs. He began in Chicago, and at various institutes and conventions in the West, to advocate this Uniform Lesson Plan : First, One lesson for the whole school ; Second, One lesson for all the schools of the country ; Third, The publication of lesson notes, by not only the monthly, but also the weekly religious press, and copied by the secular press ; Fourth, He urged, with others, the adoption throughout the city of Chicago of the series published by the "Sunday-School Teacher." And in January, 1868, he induced the Standard, the Baptist paper of the West, published in Chicago, to begin the publication of weekly lesson notes prepared by himself. These weekly notes at once became the most marked feature of the paper. Soon after Mr. Jacobs visited the East and urged the plan upon the Sunday-School Times, then edited by I. Newton Baker, and the three leading Baptist papers, the Examine^' and Chronicle, of New York ; the Watchman and Reflector, of Boston ; and the National Baptist, of Philadelphia. Shortly after his return he began the publication of notes in the Heavenly Tidings, the Sunday-school paper published by the Chicago Young Men's Christian Association. During the same year, at Mr, Jacobs' suggestion to Mr. Moody, the plan was introduced of having the Chicago Saturday Noon Prayer-meeting take up the lesson for the following day. The enthusiasm with which this plan wag adopted, and the national publicity given to it, most of all through the weekly reports of it contained in the Chicago Advance, gave immense impulse to the uniform movement. These condensed reports of the Chicago noon meetings, espe- cially of the Saturday noon meeting, were prepared with remarkable brightness, point, and pithy suggestiveness by Mr. M. C. Hazard, then the associate editor of that paper, (Con- gregational), now the well-known editor of the National Sunday-School Teacher. In May of the same year, 1868, Mr. Jacobs advocated the plan of uniform lessons before the Illinois State Convention, at Du Quoin, and in the fall of the same year before the New York State Convention, at Elmira.^ The Lesson System, pp. 39, 40. 70 TEE IXTERyATIOXAL LESSOX SYSTEM. The year 1869 was an important year in the history of American Sunday-schools, for in that year the Fourth National Sunday School Convention was held in Newark, New Jersey, April 28-30. Mr. Gilbert writes that a number of the delegates from the West on their way to the Convention, attended the meeting of the New York Teachers' Association, April 26, and that Mr. Jacobs spoke before the body on the subject of the uniform lessons. He w^as followed by Edward Eggleston, who characterized the scheme as a "dream of his enthusiastic friend." Mr. Gilbert adds: At the Newark Convention Mr. Jacobs had charge of the BuperintendentvS' section. The subject was presented there, and received with great enthusiasm, several trying to get the floor at the same time. At least three fourths of the superin- tendents present, it is believed, wished the subject brought before the Convention for immediate action ; but this Mr. Jacobs opposed, on the ground that several of the leading pub- lishers were not ready for the movement, and that party action might endanger the success of the plan. He did, however, report from the Section meeting to the Convention this formal and very notable declaration : "That a uniform lesson is essen- tial to the highest success of every school, and that it is prac- tical and desirahle to unite all the schools of our whole country upon one and the same series." ^ EDWARD EGGLESTOn's ATTITUDE. It is evident that the tide in favor of uniformity in the lessons was rapidly rising. The advocates of this scheme of lessons soon came to look upon Mr. B. F. Jacobs as their leader and spokesman. Even Edward Eggleston, by October, 1869, recognized the fact that 1 The Lesson System, pp. 42, 43. GENESIS OF THE UNIFORM LESSONS. 71 a uniform lesson for the whole country was coming to be the demand of the Sunday-school public. In the National Sunday-School Teacher of January, 1870, Mr. Eggleston wrote : *That which a year ago seemed to us an impracticable dream, has come to look quite possible; we mean the uniform lesson for the whole country." He began to hope that the series of which he was the editor might be universally adopted. In the February number of the Teacher Mr. Eggleston wrote : We are constantly in receipt of letters asking us to endeavor to effect some arrangement with competing systems of lessons whereby the same list of subjects may be used by all. It is even proposed that a convention be called to settle the matter. The National Sunday-School Teacher was first in the field. It was not until we were closing our third year with triumphant success, and an unmistakable verdict of approval, that denom- inational publishing houses, and others, thought of announcing periodical lessons. We have never uttered a word of objection. .... Our list has always been given, freely, to all who asked the privilege of publishing lessons from it. Eight other publishing firms are now using this list, making, with ourselves, nine courses on one lesson. There are yet three or four courses using other lists. The only good reason for difference of lessons must be a belief on the part of those who differ, that ours is not the best selection. We write this item, because we are unwilling to have the Sunday-school public think that the publishers of this magazine conduct their business in such a way as to put their interests in the way of a uniform course of lessons for the whole country. And the friends of uniformity must possess their souls in patience. The progress already made Is beyond all that they had any right to expect. We confess ourselves amazed when we think of the advancement in. this direction during the past three or four years.^ The Lesson System, pp. 43, 44. 72 THE INTERNATIONAL LEf^SON 8Y8TEM. Events in the movement toward one uniform lesson for the whole country now came thick and fast. Dr. Eggleston's chief rival as a Sunday-school publisher was Rev. John H. Vincent, editor of the Berean Series, published by the Methodist Episcopal Church, in New York City. There was also a Presbyterian series under the editorship of Rev. H. C. McCook, in Philadelphia. The question agitating the minds of the advocates of uniformity was how to merge the rival schemes of the time into one series for all denominations. Dr. Eggles- ton entertained the view that his series was logically the scheme on which all others might well unite. In the April number of the Teacher Dr. Eggleston again discusses the question of the hour, and twits Dr. Vin- cent and the other Eastern leaders in the following way: Some of our friends at the East talk and write as if tae^ had brought forth an idea entirely new. For the sake of history, let us here record that our sanguine friend, Mr. Jacobs, who sells produce on South Water street, [Chicago,] who is superintendent of the First Baptist Sunday-school on Wabash Avenue, who is the originator and generalissimo of the "United States Sunday-school army," and who writes lessons for the "Standard," makes live western speeches in conventions, and does more besides all that than we can begin to recount, Is the father of the idea of a national uniformity of lersons. In his own denomination he has carried the day, the American Baptist Publication Society, and most of the Baptist papers, having adopted the calendar of the "National Series of Lessons." Re- cently, a synod in New York, and members of the Brooklyn Sunday-School Union, and Mr. Tyler, in the "Independent," and Mr. Vincent, have all talked of uniformity, as if the idea had just been originated ; but we give fair warning that if the blessed time ever does come when all the children of this coun- GENESIS OF THE UNIFORM LESSONS. 73 tpy study one lesson, we shall give the credit to B. F. Jacobs ; he, and no one else, is "the original Jacobs," ^ The very success of the National Sunday-School Teacher led its pubHshers and its editor to oppose the thoroughly sensible plan of securing uniformity by calling in the services of a committee or conference, representative of all the Sunday-school publishing in- terests in the country. They declined to put their case in the hands of a committee. The editor of the Teacher thus announced his refusal to surrender his vantage ground : The great success of our course, and its adoption by other publications, has excited the most lively hopes of a uniform course for the country. Those periodicals that have given les- Bons on the subjects of the "National Series" have all prospered. We have freely given our list for the sake of uniformity. We shall give the use of it as freely in the future. But to those who propose any concession on our part that looks toward the submitting of our list to any committee or' conference of "Unions," or private publishers, we have only to say, it is asking too much. This magazine has achieved its success as a private enterprise. It has ventured on lines of work untraveled before. Committees and conferences are timid and compromising. We should jeopard the success of our course, in forsaking the ideas upon which it has grown, With charity toward all, we stand by our colors.^ Naturally such an attitude seemed to Dr. Vincent and others to preclude the possibility of union upon any one series of lessons. It looks as if uniformity would have been indefinitely postponed, had there not been a growing sentiment throughout the country in 1 The Lesson System, p. 45. 2 The Lesson System, p, 46. 74 THE INTERNATIONAL LESSON SYSTEM. favor of uniformity. The differences of the rival ed- tors and pubHshers threatened to preclude for all time the happy union that was consummated at Indianapolis in 1872. THE FAILURE OF 187O. The Normal Department Committee of the Meth- odist Episcopal Church had appointed, on June 20, 1870, Rev. J. M. Freeman, as their representative in a proposed conference of representatives of Sunday- school Unions and other organizations, in reference to a uniform course of lessons for all denominations for the year 1871. Mr. Freeman sent out a communi- cation to all the publishers of Sunday-school lessons^ inviting a conference on the question of uniformity.. The absolute refusal of the publishers of the National Sunday-School Teacher to unite on any other condi- tion than the acceptance of the "National Series" of lessons, left the representatives of other publishing houses nothing to do but to adjourn their conference indefinitely. The informal discussion on the part of the editors who met in New York, July 26, 1870, was not wholly fruitless, as it deepened the desire on the part of those present for a closer union of the Sunday- school forces. The hope was expressed at that meeting that an arrangement might be made by which in 1872 there might be *'a union, if not a uniform series of lessons." THE CRISIS OF 187I. In describing the crisis in American Sunday-school history in 1871, we can do no better than to quote GENESIS OF THE UNIFORM LESSONS. 75 from "The Lesson System," by Rev. Simeon Gilbert, a monograph which is now unhappily out of print. Mr. Gilbert writes : The Executive Committee, appointed to arrange for the Indianapolis Convention of 1872, met in New York, July 10, 1871. Mr. Jacobs again presented the subject of uniform les- sons, and finding the response quite general, it was decided to call a meeting of publishers, for August 8. During the interval Mr. Jacobs remained in the vicinity of New York, having an office in the city, and going there daily. Meeting Mr. Lyon, one of the publishers of the "National Sunday-School Teacher,'* in New York, he induced him to go to Long Branch with him, and, after a long discussion, Mr. Lyon consented to favor the plan. By publication, correspondence, and personal solicitation, twenty-nine of the various publishers, or their representatives, met to consider the subject. Mr. Jacobs was chairman of this meeting. After an earnest discussion it was decided, by a vote of twenty-six to three, to appoint a committee to select a list of lessons for 1872. Drs. Eggleston, Vincent, and Newton, Rev. H. C. McCook, and B. F. Jacobs, were appointed a com- mittee to do this work, and the meeting adjourned sine die. After the adjournment of this meeting the committee held a session. It was then past three o'clock, and Dr. Vincent in- sisted that the outline of the scheme must be formed that day. Dr. Newton said he was obliged to leave the city that afternoon. Mr. Jacobs was also obliged to leave, but said he would return the next morning. But as the other members of the committee insisted that the lessons must be selected that day, if at all, these two brethren agreed that the other members of the com- mittee might begin the work of selecting the lessons. The three members of the committee held a meeting, and, after a brief consultation, agreed to disagree and publish the following card, which was printed that afternoon: "Uniform Lessons — The Failure. — The under- signed, having been appointed at the conference held at the call of the National Executive Committee, a committee to select a course of lessons for the whole Sunday-school public, find it impossible at this late day 76 THE INTERNATIONAL LESSON SYSTEM. to select a list of subjects acceptable to all, or credit- able enough to put the experiment on a fair basis. The compromise necessary to effect a union at this moment renders it out of the question to get a good list, and with the most entire unanimity we agree that it is best to defer action until the matter shall have been discussed in the National Convention. [Signed] Edward Eggleston, J. H. Vincent, Henry C. McCook." New York, August 8, 1871. Six copies of this card were mailed that night to different papers for publication, and it was almost a failure! How difficult a thing it was to bring about "the compromise neces- sary to effect a union at that moment" can only be appreciated by those intimately acquainted with the personal and denom- inational and publicational interests which seemed to be in- volved in the question. The idea of some uniform lessons for the schools of the country was, of course, fascinating to all. Some of its vast advantages were at once obvious — a thing which ought, some time, to be. But think how many private systems and projects, hopes and special enterprises, already under way and well advanced, might have to be abandoned in order to agreement. Dr. Eggleston was ready enough to con- sent to a uniform lesson provided the rest would consent to adopt his course of lessons. And it must be said that his lessons had become, to a remarkable extent, "national," proving, once for all, the practicability of a course of lessons which the denominations might adopt without detriment to any proper denominational Indoctrination. And then Dr. Vincent, who, besides inventing the first course of lessons, had originated the "Berean Series," was bent, first of all, upon uniting his own denomination, the Methodist, in the use of it; but, by its intrinsic and conspicuous excellence, was fast giving to it an ej?iro-denominational and national character. It was easier to see what his Church would lose than what it might gain by the proposed change. It was, indeed, a very critical juncture. The turn which the Sunday-school history of the world has taken since that time was then trembling in the balance of almost a single will. But the good providence of God. to whose inspiration all that was good in the movement was due, was not GENESIS OF THE UNIFORM LESSONS. 77 to let the undertaking go by default. "Failure" was not to be the word.^ MR. JACOBS SNATCHES VICTORY FROM THE JAWS OF DEFEAT. Mr. Gilbert sketches the story of the crisis in the uniform movement in graphic style: Mr. LyoD, one of the publishers of the "National Sunday- School Teacher," being still in New York at the time, and deeply interested in the matter in a business way, learning from Dr. Eggleston what had been done by the committee, or that portion of the committee which had acted, immediately tele- graphed Mr. Jacobs, at Long Branch, that the committee had decided not to agree, and that Dr. Vincent had gone home to Plainfield. Mr. Jacobs telegraphed the same evening to Dr. Vincent to meet him in New York the next morning, saying, also, that the plan must not fail. Mr. Lyon, calling at Mr. Jacobs' office in New York the next morning, showed him the card printed the night before, and asked what was to be done? Mr. Jacobs replied: "It must be recalled, and the committee must do its work." They went together to Dr. Vincent's office, and awaited his arrival. After an hour's discussion Dr. Vincent wrote and signed the following card, which was subsequently signed by Dr. Eggleston and Mr. Jacobs, and sent to the papers which had received the first: "The undersigned desire to recall the circular for- warded yesterday, entitled 'Uniform Lessons— The Failure.' We desire to state that, having reconsidered the whole subject, we have agreed upon a series for 1872. Will you accommodate the committee by with- holding the publication of the former circular? A list of lessons for 1872 will be forwarded soon. Edward Eggleston, J. H. Vincent, B. F. Jacobs." The Lesson Bystem, pp. 47-49. 78 THE INTERNATIONAL LESSON SYSTEM. They separated to meet after lunch at Dr. Eggleston's office. On the way down Mr. Jacobs met Mr. McCook, who had spent the night near by, and had returned to the city. Together they went to Dr. Eggleston's office, where Dr. Vincent and Mr. Lyon soon arrived. Another discussion ensued, Mr. McCook declin- ing any part in going forward with the work, and Mr. Jacobs insisting that the committee were appointed to do a specific work, and not to discuss whether it should be done, and they had no right to decline to proceed. Dr. Newton not having returned to the city, the other mem- bers of the committee, except Mr. McCook, made the selection of lessons for 1872, and, after many delays, the experiment was tried.^ The series for 1872 as selected by Eggleston, Vin- cent and Jacobs consisted of two quarters' lessons from the National Series edited by Mr. Eggleston, one quarter from the Berean Series edited by Dr. Vincent, and one quarter of new lessons was selected by the committee of three at its sitting in New York, August 9, 1 87 1. These lessons were largely adopted by the Sunday-schools throughout the United States, for the year 1872. Thus a uniform system had been in actual use more than three months prior to the meeting of the National Sunday School Convention at Indian- apolis, April 16-19, 1872. The committee of arrangement for the Indianapolis Convention gave to the question of uniform lessons abundance of time. It was recognized that this was the principal question that would come before the Con- vention. As copies of the National Sunday School Convention, of 1872, are now rather scarce, and as the official report of the discussion is written in vivid and 1 The Lesson System, pp. 50, 51. GENESIS OF THE UNIFORM LESSONS, 79 trenchant style, we invite attention to the complete offi- cial report of the eloquent address of Mr. Jacobs : The Uniform Lesson Question, opened by b. f. jacobs. B. F. Jacobs, of Illinois, was then called to open the discus- Bion of the topic of the session — the Uniform System of Sabbath- school Lessons for the whole country. On rising to speak he was received with warm applause. He proposed, first that prayer be offered for the guidance of the Spirit, and that all hearts might be turned wholly to the sub- ject while it should be under consideration. George H. Stuart, of Philadelphia, being called on, led in earnest prayer, and Mr. Jacobs resuming, said: I see that our time will not permit me half an hour's speech in the introduction of this subject, though it were well for us to give it more than half an hour of thoughtful consideration. Nor shall I waste your time by any special pleadings for the subject, but only present to you, if God shall help me to do so, in as concise a manner as I may, a part of the argument in favor of uniformity of lessons, and the reasons for believing that we can certainly carry out the plan that is proposed. I desire to divide this subject, and to answer first as far as possible the question, Why such a course of lessons is desirable, • — for the Sunday-schools of this country not only, but, blessed be God! we hope for the world! that it will not only be a national series, but that it will come to be an international series ; and secondly, How this result may be attained. And I suggest that the one answer to the first question is. That it will promote a more thorough study of the Word of God. We need no other answer. We need no other reason. If it can be made clear to us that this result will be attained by this course, the question is settled. And I submit to you that it will be true that the Scholars will attain a more thorough knowl- edge of the Word; that the Teachers will attain to a better knowledge of the Word ; that the Parents can better bring up their children in the nurture and admonition of the Lord by means of this than by any other; that the Pastors themselves 80 THE INTERNATIONAL LESSON SYSTEM. will be more helped than by any other method ; and that the Writers of Lessons, which we are so anxious to study, will themselves be helped and thereby be enabled better to help those of us who look to them. This is true as a whole, and I believe it to be strictly true in each and every part of the question. It will be true in each school. It will be true in each home, — in the home study. It will be true for the teaching of the pulpit. It will be true as to the carefulness of those who write the lessons. It will be true in multiplying the helps that Sunday-school workers shall have proffered to them. It will be true in the sustaining of the teachers' meetings. It will be true as we journey from place to place, and visit our brethren in other fields of labor. It will be true, in short, in its comprehensiveness of this subject, from first to last. In regard to the details of the subject, I submit that it will be true: 1. Foi' the Scholars. Because, being more interested, for the reason that they are better taught in the school, and more encouraged at home, — in the family worship, by the home read- ings that it Is proposed shall accompany such a plan, and by the conversation of parents with their children ; and because, by having a continuous course of study a stimulus is given to progress, and the child feels that he is gaining something, that he is climbing to a higher knowledge of the subject in hand — a principle which is just as true and more true of the study of the Word of God, than in secular pursuits, as we so well under- stand It. Because, again, there will be no repetition in this Course as there has been in all the partial and fragmentary Courses that we have had. Then, In changing from school to school, or taking up residence In other States — for our scholars are migratory, changing every year, not only, but every month, in many schools — they will be enabled to go on with their Bible study without Interruption. And if the Course of study shall include six or seven years — suppose six — when we get a boy or girl In our Sunday-school at the age of six, we hold them to Bible study until they are twelve and we have gone over with them, by a general plan, the study of the whole Word — not in one particular part of a Course, but in a complete and compre- hensive study of the Word of God that shall be like the curricu- OENESIS OF THE UNIFORM LESSONS. gl lums of our schools and colleges; and if we can retain them until they are eighteen, they will have been enabled to complete the study of the entire Word of God. 2. For the Teachers. It will be true of them, because they can be better prepared. Certainly, they may have more aids to study, and better ones, than they have ever had before. They will be encouraged by their fellow-teachers more. They will be benefited by the teachers' meeting as they could not other- wise be. The teachers' meeting will be better, and more easily sustained (I am not stopping to give the reasons in detail. Many of them have been discussed in convention— State and county and town of the land — and are admitted facts). And so will it be in villages, and in the country, and in neighborhood meetings there, and union meetings in the city. That whicb has been impossible with men will be possible with God when we shall have adopted God's plan. If God had intended us to study a single part of his Word, he would have given us that single part and not the whole Bible. If God had intended that one part of his Word should have been omitted in our Course of study, in his infinite wisdom he would surely have omitted that part which was not necessary for us to study ; and when the inspired Apostle tells us through his son Timothy, that all Scripture is given by inspiration of God, and is profitable, it will be profitable for us ; and not only so, but it will give to our tired and overtasked teachers an opportunity to study while they work. I remember that one of the brightest preachers of the gospel I ever listened to said: "Brethren, if I have any power in preaching God's Gospel I obtained it by chewing up and swallowing the Word of God as I laid my open Testament on my carpenter's bench and read a verse and pushed the jackplane across the board." And what we want is that we may feed upon the Divine bread which God Himself has pro- vided for us that we may grow thereby. A little illustration occurred in New York that gave me an additional thought on this matter. A brother went into one of the Sunday-schools there but a week before last, and It was a rainy Sunday, and many were absent. Looking around on a vacant class, he turned to the superintendent and said, "I have studied this lesson so fully that I do not see how I can get over this Sunday unless I am permitted to teach somebody ; give me 7 82 THE INTERNATIONAL LESSON SYSTEM. a class that I may supply it." He had thought over that lesson all the way from the West to the East, and it had burned in his heart as the words of Jesus did in the hearts of the dis- ciples when on their way to Emmaus, and he desired to open the truth to some one there. Teachers will be compelled to be better teachers by the dili- gence of others, and thus by this most honorable of all competi- tions, schools will be weeded of inefficient teachers, and their places will be supplied by those whom God has ordained to teach his Word. 3. For the Parents. It will be true for them, in that it will make them more faithful in the home instruction. On the plan proposed, by the "home reading," which will accompany the Course of Lessons, it is designed that the Sunday-school influ- ence and work shall permeate the hours and days of the week. Beloved, thirty minutes against six days and eleven and a half hours is not according to the will of God for our work. We have got to rise up to the contemplation of this subject as Elisha did in the lesson that is just before us, when he went ■with that woman to look upon the face of the child that was dead, as our boys and girls are. He mused upon the work before him. And as he thought upon it he grew. And coming into the presence of this boy, it is said that this mighty prophet and prototype of Christ stretched himself, that he might meet the emergency of the case before him ; and he pressed his lipa to the child's lips, that he might touch him with the tendernesa of the word of life; and he put his eyes to the child's eyes, that he might have discernment to know what he needed in that hour; and he put his hands into the child's hands for fellow-- ship not only, but that he might lead him from death to life; and God added the needed power. This is what we need. And in this week-day work of the Sunday-school it is proposjed that a series of home readings shall accompany the lesson, that the parents themselves may teach the Word and the lesson aa well to their children, morning and evening, as they kneel around the family altar, and the sweet, mellowing influence of that lesson distill into their hearts as violets and roses drink in the perfume from God that they give back to man. In addition to this we have the weekly religious papers, and especially the Sunday-school publications that are needed ou GENE8IS OF THE UNIFORM LESS0N8. 83 the family table, the week-day talks to familiarize, illustrate, and press home the lesson to both parents and children, making the labor of each easier and more certain of success. 4. For the Pastor. It will be true for him, for he has now the living Epistles to read. The hungry teachers, the inquiring parents, the awakened children, illustrate the Word to him, and reflect as in a mirror his own teaching. He is helped by the studies and experiences of his people, while his accustomed service is more valuable, because helping them where they most need help, and when they most need it, and because they are better prepared to receive it when they desire it. "Blessed are they that do hunger and thirst after righteousness," and the word of God, that they may be fed, "for they shall be filled.'* And God himself has taught us that he has suffered his people to hunger that he himself might have the joy of feeding them, and that they might have the capacity to eat the more. In addi- tion, they are helped and better prepared by the prayer-meetingg being made teachers' meetings, or meetings for teachers ; and under this series it is certainly proposed that every parent shall be a teacher as well as those who sit for half an hour, or an hour, before a class on the Lord's Day. 5. For the Writers of Lessons it will be true. The many and valuable lessons that have been prepared as helps for teach- ers have made a more thorough and careful study of the Word of God a necessity. It has called into service artists and scholars, and scientists; and the best of our Sunday-school magazines to-day are worth more to a teacher than all the commentaries of all the writers who are dead, and never saw a Sunday-school, nor knew what we wanted. It is the living teacher, from a living experience, meeting the wants of living boys and girls, that are struggling to-day with the living ques- tions of error and sin that have got to be met, fought over, and conquered for Christ every week of our lives. It has intensified and unified the prayers of God's people. I have not time to dwell upon this. But brethren beloved in Christ, does God ask us to meet together for prayer, and is his promise to two or three who are assembled in his name? What if a whole nation or the world were weekly and daily sending their united petitions to the throne of grace for the outpouring 84 THE INTERNATIONAL LESf^ON SYSTEM. of the Spirit upon that truth, and at tliat time, to the salvation of the boys and girls that are present to hear it ! The plan has, moreover, the assurance of having been inaugu- rated and carried forward by the Holy Spirit himself. In proof of which we submit that this plan was born ; it was not made. The beginning w^as but a feeble thing compared to what it has now reached. As all things must truly live that truly grow, so this thought grows with the hours that roll around. There is not a man living or dead, that can stand up to-day and say that this thought is his, or mine, or yours. There are no men that have any right to special honor in this matter. Thank God, it is all his ! as it is all from him, of him, and to him ; and blessed be his Name ! for him and for him only. It has another thought. Week by week, and year by year, it has followed the law of development until it has eliminated from the minds and hearts of the best men of the nation who doubted its expediency, the doubts that clustered and the fears that held them back, and in them God has created and devel- oped the hopefulness, and the joy, and the peace that the assur- ance of the truth always brings. It has endured trial ; it has subdued its enemies ; it has made friends ; it has overcome evil with good, until now, in the second quarter of its first year of experiment, under many and peculiar difiiculties that it is impossible for want of time to speak of at this moment, it is being used by over three millions of teachers and scholars in our own country alone ; some of the largest denominations being wholly for the Course, while no one of the denominations is for any other Course, nor for all others put together. It may, or may not, be taken as an indication of the Spirit of God, and the mind of the Spirit in this matter, but to me it is indisput- ably so. It then remains to ask, secondly, Hoto can a Uniform Series of Lessonsi lye secured? The objections, though few, should be fully met We want only the truth in this matter. There is no plan, no scheme, no device of any individual or society, or col- lection of individuals or societies, that should have any weight with us whatever. Men are nothing, and Christ is all, here. And what we need is to know the mind of God and then to have the grace and the grit to do His will. GENESIS OF THE UNIFORM LESSONS. 85 The objections must be met. The first has been: 1. "No incompetent authority has the right to select a Course for us." We submit that this Convention can fully provide for that difficulty. 2. "The Courses have been fragmentary." Our answer is, let us make it comprehensive and permanent. 3. "It is only an idea and must be tried." We reply, that schools that number three millions say the experiment proves the wisdom of the plan; and States here reported yesterday that it is being blessed of God to the infusing of new life into every part of the work. Therefore, Mr. President and brethren of the Convention, I beg leave to submit the following resolu- tion, namely : Resolved, That this Convention appoint a commit- tee to consist of five clergymen and five laymen, to select a course of Bible Lessons for a series of years not exceeding seven, which shall, as far as they may decide possible, embrace a general study of the whole Bible, alternating between the Old and New Testa- ments semi-annually or quarterly, as they shall deem best, and to publish a list of such lessons as fully as possible, and at least for the two years next ensuing, as early as the 1st of August, 1872; and that this Convention recommend their adoption by the Sunday- schools of the whole country ; and that this committee have full power to fill any vacancies that may occur in their number by reason of the inability of any member to serve. Mr. Jacobs suggested that the brethren of the British Prov- inces also appoint a committee of conference with this commit- tee, if it should be provided for. He then added an explanatory word of the resolution itself. The thought is, he said, that the course will be through six or seven years, from Genesis to Revelation, in such measure as shall be expedient. The thought that has been expressed by those that have considered it most is, that at least three-sevenths of the lessons shall be upon the life, and words, and work of Jesus; that there may be no year without its fullness of Gospel truth, though the Gospel be in every verse, and every chapter, from the begin- ning to the end. We desire to provide for all such contingen- cies; and this Convention can select, it seems to me, from 86 THE lyTERNATIONAL LESSOX SYSTEM. among the brethren beloved of the land, such men as they can safely trust in so great a matter as this. The resolution was seconded. The discussion now began in good earnest. Each speaker was limited to ten minutes.^ It is perhaps unnecessary to apologize for incorpo- rating the stenographic report of this epoch-making address in full in our sketch of the Genesis of the Inter- national Uniform Lesson. Sixteen or seventeen short speeches were made by other delegates, only two or three of which were in opposition to the plan of a uni- form lesson for the Sunday-schools of America. Mr. Eggleston, though opposing the resolution, said that he knew the decision in favor of uniformity was a foregone conclusion. In the light of recent events, the speech of the Rev. P. S. Evans in favor of a series of lessons in three grades, uniform in each of three de- partments, is worthy of special mention. Dr. Vincent warmly supported the resolution offered by Mr. Jacobs. The discussion of the question being still in progress when the hour for adjournment of the morning session arrived, the subject was made the special order for 4 o'clock P.M. The enthusiasm of the Convention in favor of the scheme finally forced a vote, only ten dele- gates voting in the negative. Thursday, April i8, 1872, was a notable day in the history of Sunday-schools, being the birthday of the International Uniform Lesson System, a method of Bible study that has won the approval of the over- whelming majority of Protestant Sunday-schools throughout the world. ^The Fifth National Sianday-Sclaool Convention, pp. 84-88. MEMBERS OF THE LESSON COMMITTEE John Hall. D. D. 1872- 189G R. Newton, D. D. 1872-1884 'f. Li' k.:i *r P. G. GiMett, LL. D. 1872-1884 ■ * J A. L. Chapin, D. D. 1872-18:8 Geo. H. Stuart 1872- 18"3 h^mt ^ A. G. Tyng 1872-1878 A. Macallum 1872-1878 J. M. Gibson, D. D. 1872-1878 H. P. Haven 1872-1876 III. THE PERIOD OF TRIUMPHANT EXPANSION. THE First International Lesson Committee ap- pointed by the Indianapolis Convention in 1872, consisted of five clergymen and five laymen, as fol- lows : Clergymen — Rev. J. H. Vincent, D.D., New York (Meth- odist Episcopal). Rev. John Hall, D.D., New York (Presbyte- rian). Rev. Warren Randolph, D.D., Pennsylvania (Baptist). Rev. Richard Newton, D.D., Pennsylvania ( Protestant Episcopal ) . Rev. A. L. Chapin, D.D., Wisconsin (Congre- gationalist) . Laymen — Prof. Philip G. Gillett, LL.D., Illinois (Meth- odist Episcopal). George H. Stuart, Pennsylvania (Presbyte- rian). B. F. Jacobs, Illinois (Baptist). Alex. G. Tyng, Illinois (Protestant Episcopal). Henry P. Haven, Connecticut (Congrega- tional). 87 gg THE INTERNATIONAL LESSON SYSTEM. Dr. John H. Vincent was named as Chairman of the Lesson Committee, and continued in this office for twenty-four years. Rev. Warren Randolph was elected Secretary, and continued in this office, in like manner, for twenty-four years. DESCRIPTION OF THE FIRST LESSON COMMITTEE. Who and what manner of men were the members of the First International Lesson Committee? Dr. John H. Vincent had given much time and en- ergy, for at least seventeen years, to Sunday-school work. He was the first pastor in our country to organ- ize a Sunday-school Normal Class; the founder and promoter of the Sunday-school Institute; the inventor of a lesson plan which could be made universal and uniform in the Sunday-school, and the editor of Lesson Helps for teachers and scholars which were unique as means for quickening interest and promoting study. As one associated with him for many years in the Les- son Committee says : ''He was a skillful leader of men, great in the council chamber, great in the pulpit, and great on the platform." The Methodist Church made him a Bishop, and the Sunday-schools of the world acclaim him as their Archbishop. He is now in his eightieth year, the last survivor of the galaxy of Amer- ican Sunday-school specialists of the middle of the nineteenth century. Rev. Warren Randolph, D.D., is thus portrayed by one who was in intimate touch with him for twenty- four years : THE TRIUMPHANT EXPANSION. gQ Warren Randolph was one of the most catholic spirits I have ever known ; amiable, cultured, refined, a man witli a keen sense of propriety. He was a practical man, systematic, exact and faithful in details. I loved him like a brother, and would have trusted my soul with him. Another member of the Lesson Committee, writing in April, 1899, ^^ account of the personnel and the work of the Fifth Lesson Committee, thus refers to Dr. Randolph: He has indeed grown old in the service of the International Lesson System, and no one has ever been more devoted to It than he. He has written with his own hand every title, text, and golden text that has been used to the present day. He has missed but one meeting of the committee, and then he was kept away by a storm which destroyed railroad and telegraph con- nection with the place of meeting. Though he no longer per- forms the duties of secretary, we still have the benefit of his warm heart, his good judgment, and his great familiarity with the Bible. It was my privilege in October, 1895, to have an all-day ride on the railway train with Dr. Randolph, from Montreal to Boston. We were returning from the first meeting of the Lesson Committee that I ever attended. As we rode through New England, he pointed out to me from the car window the various trees characteristic of the region. He gave me his valuable time for the whole day, discussing the history of the Lesson Committee's work, the relations of the American Committee with our British associates, and other matters pertaining to the work of the Committee, on which I had been chosen to serve. We had much tender and delightful conversation concerning Dr. 90 THE INTERNATIONAL LESSON SYSTEM. John A. Broadus, who had recently been called to his reward. I learned incidently from Dr. Randolph that my election by the members of the Lesson Committee to fill the unexpired term of Dr. Broadus was due chiefly to Dr. Broadus' kind references, in conversa- tion, to his young colleague in Louisville. Dr. Ran- dolph told me the story of his camping trip with Dr. Broadus for six weeks in the Holy Land, and how they read the Bible passages referring to various places, while they were on the spot, and how they tried to imagine just how the scenes were enacted. The kind- ness and courtesy of Dr. Randolph to his young col- league in the Lesson Committee that day, was only a specimen of his uniform thoughtfulness and kindness toward his associates in Christian work. He was truly a man of God, and a friend of the children. Of Mr. B. F. Jacobs, Dr. Hinds writes : He has been on the committee from the first, has helped to select every lesson that has been used, and has shaped and directed the International Sunday-school work throughout its whole history. He is a most valuable member of the com- mittee. His hobby is golden texts. He is the champion of the children and insists that every lesson and text shall be adapted to the primary class. While he is energetic and progressive, he is at the same time cautious and prudent He has been the right man to command the world's Sunday-school forces, and the splendid victories of the past twenty-five years evince his matchless generalship. Bishop Vincent thus characterizes his able colleague : He was not highly cultivated, but fully consecrated ; cordial, genial, intense, concentrating his whole attention on the thing in hand, enthusiastic ; not polished but pure ; intense and dead THE TRIUMPHANT EXPANSION. 91 set had final perseverance, great persistency. He was thor- oughly familiar with the Sunday-school situation, and knew how to adapt lessons to the plain people. He was a rare man, and as affectionate as a woman. Drs. Vincent and Randolph, Mr. B. F. Jacobs, and Dr. John Hall were retained on the Lesson Committee for the first twenty-four years of its history. Of Dr. John Hall, Professor Hinds says: He was great in body and great in mind, calm, self-possessed, a man of good judgment, and a safe counsellor. He possessed great dignity, and a commanding personality. He was master of English, and expressed his thoughts tersely and briefly, but with great accuracy. Bishop Vincent describes him as "a good Biblical scholar, solid, conservative, persistent, always dignified, never frivolous in the least degree." Dr. Hall was often chosen to represent the Lesson Committee on the platform at the meetings of the International Con- vention, and at receptions given to the Lesson Com- mittee in the various cities in which it held its annual sessions. Of Rev. Richard Newton, D.D., Bishop Vincent says : **He was the perfection of the Christian gentle- man; a good Biblical scholar, with the gift of adapta- bility to the juvenile mind." He is the author of several volumes of "Sermons to Children" which are models worthy of careful study by all preachers. Of Alexander G. Tyng, Bishop Vincent says: "He was a practical Sunday-school worker, refined and wise, and valuable as a representative of the Episcopal 92 THE lyTERXATIOXAL LESSOX SYSTEM. Church. He had a lovely home and an interesting wife." Prof. Philip G. Gillett was an educator of high standing and an earnest Sunday-school worker. Mr. George H. Stuart was one of the leading Sunday- school men of his day, having been elected President of the Fourth National Convention. He was in rather feeble health when he was appointed on the Lesson Committee, and soon resigned, Mr. J. B. Tyler being elected by the Committee to take his place. Mr. Henry P. Haven has been presented to the world, in a memoir by H. Clay Trumbull, as *'A Model Superintendent." He is thus described by Dr. Vincent : Henry P. HaYen was one of the most gentle-spirited men I ever met. He brought sunshine into every meeting of our International Lesson Committee. He made careful preparation in advance of our sessions ; insisted strenuously upon his pref- erences when there was a difference of opinion concerning specific selections ; defended his positions with great fervor ; but yielded with a generous, hearty laugh when the vote went against him ; in every case, I believe, voting afterwards with the majority when it was desired, according to our custom, to make the choice unanimous. He loved the Word; he loved the brethren ; he loved the work ; he loved the Lord. He has gone to his reward. We miss him at our annual sessions. We hope to join him again in the unbroken fellowships of the life eternal. Mr. Haven died April 30, 1876. The Lesson Com- mittee held a meeting in New London, Connecticut, Mr. Haven's home town, November 5, 1874. Mr. Haven entertained the Committee at tea in his beauti- TEE TRIUMPHANT EXPANSION. 93 ful home, and in man}^ ways made the meeting of the Committee a most dehghtful one. The Lesson Com- mittee chose Hon. FrankHn Fairbanks, of Vermont, to fill out the unexpired term of Mr. Haven. Rev. A. L. Chapin, D.D., of Wisconsin, was a Con- gregational minister. He was faithful in his attend- ance, and did good work. THE FIRST LESSON COMMITTEE PAY THEIR OWN EXPENSES. It was originally designed that the expense of the members of the Lesson Committee should be paid by the Treasurer of the International Convention. At the meeting of the Convention in Indianapolis, in 1872, a subscription by States, amounting to more than a thou- sand dollars, was taken up ; but the money seems never to have been collected. The members of the Com- mittee were, therefore, under the necessity of paying their own traveling expenses and hotel bills; this they did for all the years from 1872 to 1878. (A small sum for printing the Lesson Lists was drawn from the treasury of the International Convention.) The amount thus contributed by the members of the Com- mittee, was not less than $3,000. With a noble gen- erosity, the Committee, in its report to the Interna- tional Convention of 1878, said: 'The money we have thus given, together with our work, is our cheerful contribution to the cause." Even the printing of the Lesson Lists from 1875 to 1878 was provided for without expense to the International Convention. 94 THE INTERNATIONAL LESSON SYSTEM. THE LESSON COMMITTEE OUTLINES ITS WORK. The Lesson Committee, immediately after their ap- pointment, held a meeting in the Second Presbyterian Church, Indianapolis, Friday, April 19, 1872. There were present Drs. Vincent and Randolph, and Messrs. Geo. H. Stuart, Philip G. Gillett, A. G. Tyng, B. F. Jacobs, and Henry P. Haven. It was agreed that the first regular meeting of the Committee for selecting lessons should be held at the rooms of the Young Men's Christian Association, in New York, on Thursday, May 23, 1872. The Committee assembled in New York on the date agreed upon. A communication was received from the Canadian Sunday School Association announcing the appointment of Rev. J. Monro Gibson and A. Macal- lum, Esq., to represent the Canadian Sunday-schools on the Lesson Committee. Both of these gentlemen were present and took seats with the Committee. The Les- son Committee then entered upon the selection of les- sons for 1873, beginning with the Book of Genesis. In taking up its task for a cycle of Seven Years* Lessons, the Lesson Committee adopted the following minute, which was communicated to the various pub- lishing houses and Sunday-school Societies : 1. In accordance with the terms of our appointment the Lessons will be selected from the Old and New Testaments, alternating between them each year. 2. While we are not allowed to extend the proposed course through more than seven years, we doubt whether it can be brought within less than that time. 3. We have decided to begin with the Book of Geuesis, an(J, THE TRIUMPHANT EXPANSION. 95 in studying the Old Testament, to make the general order of progression chronological. 4. We deem it important to spend some portion of each year in studying the character and work of Christ. We propose therefore, to devote half the first year to his Life, as recorded in Matthew. 5. During the second year similar studies will be suggested in Mark, and after that in Luke and in John, in each instance seeking to gain whatever peculiarity of view or design the writer may have had. 6. At a later period we may enter, more or less minutely, upon our Lord's Words and Works, as recorded by these evan- gelists, and give special attention to his closing Ministry and Death. 7. As early as practicable we will introduce Lessons on the labors of the Apostles, on the planting of the Church, and the doctrines of the New Testament, as given in the Acts and the Epistles. 8. For the first two years the general plan proposed will be as follows, viz. : rph. First Year Second Tear. Three months . . . .Genesis. Three months . . . Mark Six months Matthew. Three months ..." Acts* Three months . . . .Genesis. Six months. . .Moses* and * Israel. 9. It is decided to present twelve lessons for each quarter leaving the last Sunday of the quarter for a Review, a Selected Lesson, or the Missionary Concert. Lessons for the first two quarters in 1873 were selected in detail, and the scheme as outHned was at once announced to the various pubhshers of Sunday- school lessons. The Committee then adjourned until Thursday, June 20, 1872. At this second session of the Committee, lessons were selected for the third and fourth quarters of 1873. On motion of Rev. John Hall, D.D., the following resolution was adopted: 96 THE INTERNATIONAL LESSON SYSTEM. In presenting this series of Lessons for one year, we respect- fully ask our Sabbath School fellow-laborers to make to any member of the Committee such sugge^stions as seem to them of practical value in continuing the course for the next six years. The limited time at our disposal rendered it impossible to obtain such co-operation for the plan now presented. NORTHERN PRESBYTERIANS ACCEPT THE INTERNA- TIONAL LESSONS. The Lesson Committee having learned that the Presbyterian Board of Pubhcation would probably not adopt the new series of lessons, the Secretary was di- rected to correspond with the officers of that Board and express the hope that they might see their way clear to co-operate with the Lesson Committee. Dr. Ran- dolph's efforts to bring the Presbyterian Board into line were successful, as the following minute shows : The Presbyterian Board of Publication having decided to adopt the course of study proposed by this Committee, but hav- ing requested that the arrangement be so modified as to give 6ix months' continuous study in Genesis and six months in Matthew, the Secretary, by correspondence, obtained the unan- imous consent of the Committee to make the proposed change. It was so made and publicly announced by circulars. Some of the denominational houses held aloof for some time and continued their own courses of study. THE LESSON COMMITTEE OPEN TO SUGGESTIONS. It would be easy, in the light of the experience of nearly forty years, to criticise the plan of the lessons for 1873. The idea of making a quarter of a year the TEE TRIUMPHANT EXPANSION. 97 unit of study was passed on to the Lesson Committee by the Convention of 1872, and the Lesson Committee commenced its work in accordance wath that sugges- tion. The rearrangement suggested by the Presbyte- rian Board that the six months in Genesis be taken consecutively, was a distinct improvement, and was gladly accepted by the Committee. It may be proper to record at this point the impression made by a care- ful reading of every page of the minutes of the Lesson Committee from 1872 to 1910, that the International Lesson Committee has always been ready to receive and profit by suggestions from any source whatsoever. It has been the aim of the Committee to minister to its great and varied constituency in the most efficient manner possible. Pride of opinion has not been with them a besetting sin. Would that the same could be said of all their critics! The scheme originally suggested for 1874 would have been scrappy indeed ; for it would have been nec- essary to leave off in the middle of Mark at the end of the first quarter, and in the early chapters of Acts at the end of the second quarter. Consecutive study of the Bible would have been impossible on this plan. The Committee very properly modified their plan so as to complete the study of Mark in the first half of 1874, reserving the Acts for a later period in the cycle of seven years. Note the brevity of the lesson selections from the Bible and the simplicity and brevity of the titles. For the year 1873 the Committee suggest nothing but the title and Scripture selection for each lesson. The 98 THE INTERNATIONAL LESSON SYSTEM. Golden Texts, such as Dr. Vincent employed in 1866 and the following years, were first selected by the Les- son Committee for 1874. The selection of the Golden Texts for 1874 was entrusted to a subcommittee con- sisting of Drs. Vincent, Newton and Randolph, and Mr. Tyler. This item was added to the work of the Committee, in response to a request from the officers of the London Sunday School Union, that this Com- mittee select for each lesson an 'Tnternational Text," as a memory verse. But the name suggested by Rev. J. H. Vincent held the field, and we still select for every lesson in the Uniform Series a ''Golden Text." THE INTERNATIONAL LESSONS IN GREAT BRITAIN. As early as 1870, if not a little earlier. Dr. Vincent had opened correspondence with representative Sun- day-school men in London and Edinburgh with re- gard to an international series of lessons. Rev. Simeon Gilbert thus describes the effect of this early effort on the part of Dr. Vincent to secure international co- operation on a series of lessons for the Sunday-schools of the world : Rev. J. Comper Gray, of Halifax, though pleased with the idea, disapproved of the scheme as impracticable. Under date of January 28, 1870, John Smither, Secretary of Committee on Publications of the "London Sunday-School Union," wrote to Dr. Vincent, stating that "the subject of an international series of Sunday-school lessons" had afforded the committee great pleasure, and "stirred in them a cordial sympathy with your purpose." Mr. F. J. Hartley, Esq., also of the London Sunday-School Union, wrote, April 30, 1870 : "It is too late for next year's list, TEE TRIUMPHANT EXPANSION. 99 though I hope we may be in time for 1872. It would be a glorious thing for the teachers on both sides of the Atlantic to be reading the same lesson Sunday by Sunday, and we would do much to bring it about." Rev. James Inglis, of Scotland, about the same date, writes : "Your idea of a grand Protestant scheme is very attractive, and I am not willing to say it is impracticable, though, at present, I don't quite see how it can be carried out." And he added this very sagacious piece of advice: "It seems to me that the best means of giving the project a chance of success is not to ask all manner of societies to join in framing a good scheme; but first to sketch a scheme, and then see how many can be got to adopt it, first communicating with as many societies as pos- sible on the subject. Our Edinburgh scheme will run out by December, and we would be quite ready to consider any better system than we have been following.^ Dr. Vincent had formed a pleasant acquaintance with leading Sunday-school workers in Great Britain during the Sunday-school celebration of 1862. The following minute of the Lesson Committee, at its meet- ing in New York on June 20, 1872, will show that the American Lesson Committee took steps promptly to secure co-operation across the sea : The Chairman of the Committee, Rev. Dr. Vincent, being about to visit England, on motion of Dr. Gillett it was Resolved, To give to him a Letter of commendation to the London Sunday School Union and to express through him a desire that our brethren of Great Britain will, as far as consist- ent, co-operate with us in securing a uniform study of the Word of God. Dr. Vincent was able to give to his colleagues of the Committee, on his return from England, a gratifying * The Lesson Syst^emj pp, 60, 61. 100 THE INTERNATIONAL LESSON SYSTEM. report of his cordial reception by the officers of the London Sunday School Union, and of their hearty in- terest in the work of the Lesson Committee. The Sun- day School Union later in the year 1873 decided to adopt the lessons issued by the American Committee for use in the afternoon schools in affiliation with the Union. From 1874 to the present time the London Sunday School Union has been consulted by the Amer- ican Lesson Committee as to the lesson lists for each year, and modifications in the various schemes have been made to meet their wishes. During the first twenty years these modifications were usually slight. The steps by which the influence of the British brethren has greatly increased in recent years, will be traced in a later lecture. For 1875 the lessons for the first six months were in the Old Testament, beginning with ''Joshua En- couraged" and closing with ''Saul Chosen." The second half of the year was given to a study of the Gospel of John. At the meeting of the Lesson Committee on Novem- ber 5, 1874, in deference to the wishes of officers of the London Sunday School Union, two changes in the lessons were introduced; the Scripture selections were made a little longer than those formerly given, and the lessons were made to alternate once in three months between the Old and the New Testament. The first change was a distinct improvement, but the second was certainly a retrograde movement. Dr. Randolph writes : "The Committee was divided in opinion in re- gard to the three months' alternation, but all cheer- THE TRirilPHAXT EXPAXSIOX. ^Ql fully consented to the arrangement for one year, re- garding it in the light of an experiment and deeming it wise to make this concession to the wishes of our Eng- lish brethren."^ FIRST REPORT OF THE LESSON COMMITTEE. At the First International (Sixth National) Con- vention, held in Baltimore, May 11-13, 1875, the Les- son Committee made its report for the first triennium of its work. We give some selections from the report ; In common with the general Christian public, the Committee have marked with amazement and delight the far-reaching influence of our work. In the plans it formed three years ago the Indianapolis Convention waa acting more wisely than it knew. It inaugurated a system of Bible study more general and more thorough than the world has ever seen before. The Committee to whom was assigned the selection of the Lessons, and who in this respect are only the servants of the Christian public, did not then, even if they do now, grasp the magnitude of the work. When they see the favor with which it has been received they unite with you in giving devoutest thanks to God for the honor which, through this agency, He has put upon His Word, and for the blessed fellowship into which He is thereby bringing His people ! The Committee have found their personal communings, while engaged in their work, among the most delightful experiences of life. On these occasions they have found the voice of prayer and the song of praise stirring their profoundest Christian sensibilities, and blending their souls in the sweetest Christian fellowship. Secretary Randolph next shows who were using the lessons issued by the Committee: The extent to which our work is already carried, far sur- passes the most sanguine expectations. These Lessons are ^The Fir&t International Sunday School Convention, p. 43. 102 THE INTERNATIONAL LESSON SYSTEM. largely in use througbout our own land by Methodists, Presby- terians, Baptists, Episcopalians, Congregationalists, Lutherans, Moravians, Friends, members of the Reformed Churches, Ad- ventists, and many others, — a mighty host, to be enumerated only by millions. Each of these denominations has established Sunday-school periodicals, large parts of which are devoted to the exposition of the Lessons. In addition to these, private enterprise has established many more. The weekly religious press, of almost all denominations, in every issue expounds the Bame, and in some instances secular papers are doing it, while the teaching of the Lesson for the following day has become the Saturday feature of the noon-day prayer-meetings all over the land. Thus our Lessons have found their way to the Sunday- echools along the shores of the Atlantic, down the slopes of the Pacific, and through all the region which lies between. East and West and North and South have come to love and use them. Who would have thought, ten years ago, that Divine Providence was preparing for our land such a bond of union ! "This is the Lord's doing ; it is marvellous in our eyes." After calling attention to the fact that Canada was in hearty accord with the Committee, Dr. Randolph shows that the Uniform Lesson was in use here and there over all the earth : But this is not all. Our work will help to unify the nations. The tidal wave is already rolling along the shores of Continental Europe. The ground swell is felt in Asia, and even in the regions that are beyond. Our Lessons are to-day in use in France and Germany, in Sweden, Norway, Denmark, the Neth- erlands, Switzerland, Turkey, Italy, and Greece; in Syria, Hindustan, India, Burmah and China. Old Mexico is sitting down with us to the study of these Scriptures. The isles, too, •wait for God's Law. Australia, New Zealand and the Sandwich Islands have clasped hands with us across the intervening waters, and it is literally true, that one set of Sabbath studies is going with the sun around the globe.^ * The First International Sunday School Convention, pp. 44, 45. John Potts. D. D. 1878-1907 Chairman 1896-1937 A. E. Dunning, D. D. 1884-1902 Secretary 1896-1902 Warren Rando'ph. D. D. 1872-1899 Secretary 1872-1896 A. F. Schauffler, D. D. 1896 to date Secretary 1902-8. Chairman 1908 to date Ira M. Price, Ph. D. 1902 to date Secretary 1908 to date THE TRIUMPHANT EXPANSION. 103 THE QUESTION OF TEMPERANCE LESSONS. On September i, 1875, the first formal request for a frequent presentation of Temperance in the lesson scheme was read to the Committee. It was in a letter from Rev. Dr. Theodore L. Cuyler. The subject was frequently brought to the attention of the Lesson Com- mittee during the next fifteen years, until the matter was adjusted between Miss Willard and Mr. B. F. Jacobs in a dramatic scene on the floor of the Interna- tional Convention at Pittsburg in 1890. Their agree- ment practically bound the Lesson Committee to at least four Temperance lessons for each year. The Committee have sought to carry out in good faith that agreement. THE FIRST LESSON COMMITTEE COMPLETES ITS WORK. As already indicated, the lessons for 1876 were put forth in quarterly blocks. For the first quarter Old Testament lessons continued the story from Saul's Re- jection to Absalom's Death. Then the New Testament lessons opened in the second quarter with *The As- cending Lord," and closed with "The Seven Chosen." In the third quarter the lessons go back to the Old Testament and treat of Solomon's history and writ- ings. The fourth quarter returns to the Book of Acts and traces the story from "Stephen's Defense" to "Peter's Release from Prison." The selections for 1877 are more consecutive than those of the previous year. The first half of 1877 is given to Old Testament studies from the Division of 104 THE INTERN ATIOyAL LESSON SYSTEM. the Kingdom to the Captivity of Israel. The lessons very properly emphasize the biographical element in the history. Two or three good lessons from the early prophets also appear. For the second half of 1877 the Book of Acts is completed from Paul's First Mission- ary Journey to his Last Words, in the letter to Tim- othy. With the exception of two or three lessons, the selections are all biographical and narrative lessons, well adapted to the use of the average Sunday-school. For the first half of 1878 the Committee selected lessons from the Old Testament, tracing the Kingdom of Judah from Rehoboam to the Captivity, and the fortunes of the Jews from the Restoration to the close of the Old Testament. The second half of the year was given to the study of the Gospel of Luke. The Committee were now face to face with a serious problem. They had included all the vivid biographical and narrative portions of the Scriptures in the first six years of their cycle of seven. They decided to offer for the first half of 1879 an Eclectic series of lessons from the Poetical and Prophetical books of the Old Testament, and for the second half of 1879 an Eclectic series from the Gospels, Epistles and Revela- tion. The first six lessons of the first quarter are nar- rative lessons from the later Old Testament history. From the seventh to the fifty-second lesson of the year there was only one narrative lesson; all the rest are purely didactic. To be sure, there are many passages of Scripture in the lessons for 1879 that are beautiful; but how the average teacher of little children under eight years of age could contrive to hold the attention THE TRIUMPHANT EXPANSION. IQS of the little folks throughout the long series of purely didactic lessons, is an enigma which I cannot presume to solve. If such a course were now offered by the International Lesson Committee, in the Uniform Series, the Sunday-school publishing houses of the country would throw it overboard, and perhaps call for the resignation of the members of the Committee. APPOINTMENT OF THE SECOND LESSON COMMITTEE. At the Second International Convention held in Atlanta, Georgia, April 17-19, 1878, a new Lesson Committee was appointed. Of the original Committee there were retained Drs. Vincent, Hall, Randolph, Gil- lett, Newton, and Mr. B. F. Jacobs ; six in all, only two of whom were laymen. The Committee was increased to fourteen ; the new members being Rev. B. M. Pal- mer, D.D., Rev. W. G. E. Cunnyngham, D.D., Pro- fessor Austin Phelps, Dr. John A. Broadus, Prof. H. L. Baugher, Rev. James A. Worden, Rev. D. H. Mac- Vickar, and Rev. John Potts. Dr. Palmer was a famous Presbyterian preacher of New Orleans. As he found it impracticable to attend the meetings of the Committee regularly, he tendered his resignation, but withdrew it at the request of the Committee. Dr. Cunnyngham is described as "a refined, gentle, sweet spirit, not aggressive." He was diligent and faithful in his work. Professor Phelps declined the appointment on ac- count of physical infirmity. Hon. Franklin Fairbanks, 106 THE n^TERNATIONAL LES^'^ON SYSTEM. an active Sunday-school worker, of St. Johnsbury, Vermont, was elected in his place. Mr. Fairbanks had been chosen to complete the unexpired term of Mr. Henry P. Haven on the First Lesson Committee. Mr. Fairbanks was a faithful member of the Committee. Professor Baugher was a member of the Faculty of the Lutheran Seminary at Gettysburg, Penn., who served acceptably on three successive Committees. Rev. James A. Worden was a prominent Sunday- school worker who has been for many years connected with the Presbyterian Board of Publication, in Phila- delphia. Dr. MacVickar, of Montreal, a ripe scholar, was a representative of the Presbyterians of Canada. The two most prominent and valuable new members of the Lesson Committee were Dr. John A. Broadus and Rev. John Potts. Dr. Potts served on the Lesson Committee from 1878 until his death in 1907, being Chairman of the Lesson Committee from 1896 to 1907. Bishop Vin- cent describes him as "a man robust and royal in bear- ing, well educated, a practical man who knew folks, having had large experience in preaching among the people." Dr. Potts presided at the first meeting of the Committee I attended, in October, 1895, and re- mained in the Chair at all the meetings from that time until his death. He made an admirable presiding officer, being fair and just in all his decisions, expert in pushing the business of the Committee forward, and tactful and judicious in the appointment of his sub- committees. I loved him like a father. THE TRIUMPHANT EXPANSION. 107 Dr. Broadus was the most important addition to the Committee in 1878. He served on the Committee until his death in 1895. Dr. Vincent gives the follow- ing estimate of Dr. Broadus : He was cautious in the expression of opinion. He was a ripe scholar, perfect in his familiarity with the Bible; amiable, cordial. He gave his whole personality to the work in hand at the time. He was one of the perfect men you meet with now and then that himself disclaimed perfection. When I first became a member of the Committee I was greatly pleased to hear the words of praise lav- ished upon Dr. Broadus for his contribution to the work of the Lesson Committee. The first series of lessons I ever assisted in revising was the list for 1897, on the Acts and the Epistles, which had been in great measure prepared by Dr. Broadus. So well had his work been done that scarcely any changes were sug- gested in the lessons for that year. He was greatly beloved and respected by all his colleagues. THE SECOND LESSON COMMITTEE'S WORK. The Second Lesson Committee took warning from the experience of the First Committee, in failing to make a provisional draft for the entire cycle of seven years at the beginning of their work, and so undertook to outline a general scheme for the entire series which they were to prepare. A provisional scheme for the cycle was presented by the London Sunday School Union. It was agreed not to adopt as a finality this proposed scheme, but to retain it for reference in the 108 THE INTERNATIONAL LESSON SYSTEM. preparation of the cycle of seven years' lessons. Pos- sibly for lack of time, the Committee failed to work out in detail, at its initial meeting, the scheme for the en- tire cycle. They left off after agreeing upon the gen- eral outline for the first three years. For 1880 the Committee gave the first six months to the study of the Gospel by Matthew. In addition to selecting a passage for study, with a title for the lesson, and a Golden Text, memory verses were also named in the lessons. For the second half of 1880 lessons in Genesis were provided. The list was forwarded to the London Sunday School Union, Drs. Hall and Vincent being authorized to make any slight modifications which the London brethren might request. For 1881 the first half-year was given to studies in Luke, and the second half-year to lessons in the Pen- tateuch, from Exodus to Deuteronomy inclusive. The twelfth lesson in each quarter was reserved for review, and the thirteenth for a lesson to be selected by the in- dividual Sunday-school. For 1882 the entire year was given to the study of the Gospel of Mark. As there are only sixteen chap- ters in this shortest of the Gospels, it was possible to include almost the entire book in the lessons for the year. In this year the thirteenth lesson in each quarter was reserved for review, or lesson selected by the school. The Lesson Committee, at their meeting in Chicago, October 27, 1880, adopted the following minute in regard to committing to memory Mark's Gospel : TEE TRIUMPHANT EXPANSION. IQQ In adopting the Gospel of Mark for consecutive atudy throughout the year 1882, the Committee indulge the hope that it will be committed to memory entire in the Sabbath Schools which adopt this series of Lessons : Also, that those who pre- pare the exposition of the text in the various Sabbath School Journals will see fit to make this Gospel the basis of a harmony of the life of our Lord. For 1883 the first half-year was given to "Studies in the Acts of the Apostles," leaving off with the close of Paul's First Missionary Journey. The second half- year was in the Old Testament, beginning with "Joshua, Successor to Moses," and closing with the 'Death of Saul and Jonathan." The thirteenth lesson in each quarter was assigned for review; or mission- ary, temperance, or other lesson selected by the school. In 1884 the first half-year was given to a continua- tion of the ''Studies in the Acts and the Epistles," leaving off with A.D. 58, with lessons from Romans. Some excellent lessons from the Epistles were inserted at the proper place chronologically, in the study of Paul's life and labors. Then came 'Three months with David and the Psalms," followed by "Three months with Solomon and the Books of Wisdom." In 1885 the Committee completed in the first half- year, "Studies in the Acts and the Epistles." The third quarter was given to "Studies in the Kings," and the fourth quarter to "Studies in the Kings and Prophets," leaving off with Isaiah. For 1886 the first quarter was given to a completion of the Old Testament history, under the caption of "Studies in Jewish History." The second, third, and 110 THE IXTERNATIOXAL LESSON SYSTEM. fourth quarters were given to ** Studies in the Writings of John." Toward the close of the series there were several lessons from Revelation. It is manifest that the Second Lesson Committee, in the light of the experience of the First Committe, were enabled to prepare a more attractive cycle of Bible lessons. The Second International Convention at Atlanta in 1878 having imposed no special limitations on the Les- son Committee, the members of that important body felt themselves at liberty to devote a whole year to the consecutive study of the Gospel of Mark. In the report of this Lesson Committee to the Third Inter- national Convention at Toronto in 1881, Dr. Randolph says: In some instances, it will be found that the Lessons almost exactly coincide with the Lessons of the former course. In other instances they embrace passages which were omitted before. To go through both the Old and New Testaments, in what seems to be regarded as a suitable time, makes it neces- sary to omit many important passages of Scripture. The aim of the present Committee is to cover, as far as possible, the gaps which could not be avoided in the first course of study.^ Dr. Randolph explains that the Second Lesson Com- mittee had decided to imitate its predecessor in declin- ing to select Lessons on special themes such as Tem- perance, Missions, and the Festivals of the Church Year; preferring to take such topics as they came in consecutive Bible study. He announced that the Com- mittee had also decided not to leave the twelfth Sun- * Report of the Toronto Conyentlon of 1881, p. 56, THE TRIUMPHANT EXPANSION. HI day in each quarter without a regular lesson, as pub- lishers and others had found the plan unsatisfactory. The report thus describes the growth of the Lesson System in popularity: We note with pleasure the continued favor with which the "work of united and International Bible study meets from the secular and religious press. Newspapers, which a few years ago scarcely deigned to notice Sunday Schools at all, or make allusions to the Bible, now not only speak approvingly of our work, but every week give expositions of our Lessons Our relations with the London Sunday School Union still continue to be of the most fraternal character. The use of the Inter- national Lessons is on the increase throughout the United King- dom, as well as in other parts of the Christian world. Mr. F. F. Belsey, in an address before the same Toronto Convention of 1881, said: Our London Union has pretty well succeeded in introducing this International Series throughout the length and breadth of the Nonconformist denominations. The great Wesleyan body, with 800,000 or 1,000,000 scholars, begins next January to adopt your Lessons. They have hitherto used Lessons of their own, but they are now going to abandon them and take hold of the International Series.^ In a series of resolutions of thanks to various indi- viduals and bodies passed by the Third International Convention occurs the following: Finally, to the Committee on the selection of the Interna- tional Lessons, appointed in 1878, the present Convention offers its cordial thanks and congratulations, in high appreciation of the able report now presented by their Secretary, and with earnest prayer that they may still be divinely guided in a work ^ Report of the Third International Convention, p. 61. 112 THE INTERNATIONAL LESSON SYSTEM. of so great responsibility, and may perform it to the end, as they are now performing it, with constantly increasing accept- ableness to their brethren of so many names. That the importance of giving the Sunday-school recognition in the course of study in theological insti- tutions was already recognized in 1881, the following resolution makes plain : Whereas, the growing activity of the Church in Sunday School work calls more and more loudly for well instructed teachers, and Whereas, Church members must ever look to the ministers to act as leaders in this form of Church progress, therefore, Resolved, That in the opinion of this Convention additional provision should be made in our Theological Seminaries for preparing the rising ministry for efficient Sunday School work.^ Dr. Randolph, in his report to the Toronto Conven- tion, writes: ''It is noticeable that at least one Theo- logical Seminary in the United States, that at Auburn, N. Y., now gives special instruction in the exposition of these Lessons." At the Fourth International Convention in Louis- ville in 1884 the Second Lesson Committee made a final report of its work. Secretary Randolph gave an ac- count of the labors of the Committee, in the course of which he said: Attendance upon our meetings has each year cost us each from four days to a week or more of time. Our traveling has been done by day and night and as much solid work has been crowded into one day, while together, as most of us think we are able to do in two days at home. Our traveling expenses Keport of the Third International Convention, p. 161. THE TRIUMPHANT EXPANSION. H^ and hotel bills have been paid by the publishers of the lessons, who, it is to be hoped, receive enough from their publications to reimburse ttje outlay.^ This plan of collecting from the various Sunday- school publishing houses money to defray the expenses of the Lesson Committee has been in operation from 1878 to the present time. A few years ago at least one member of the Lesson Committee earnestly urged that the expenses ought to be paid by the Treasurer of the International Association out of the funds of the Asso- ciation. It ought to be said, however, that the pub- lishers have generally accepted the assessment made by the officers of the International Association, and have paid their quota cheerfully. Dr. Randolph thus refers to the relations of the Les- son Committee with the British brethren : For years we have now been in pleasant co-operation with the London Sunday-school Union. We have been accustomed to submit our selections to them before making our announce- ments here at home. That we might as far as possible conform to their wishes, we have often modified our work, where no principle would be sacrificed, and when we could thus secure harmony. It can easily be seen that this harmonising has sometimes been a little diflicult, since our communications have been by mail or telegraph, with 3,000 miles of ocean between ns. But our fraternal relations have been happily preserved, and our harmonious action continued. They and we have now come to see so much alike, that when our committee submitted to them our selections for 1886, after a full examination they only asked us to change one lesson in Ezekiel for another in Nehemiah. Without a moment's hesitation the request was granted. They are looking forward with the greatest pleasure 1 Report of the Fourth International Convention, p. 50 9 114 THE INTERNATIONAL LESSON SYSTEM. to co-operation with the new committee to be appointed by this convention/ At the Louisville Convention of 1884 there was much said in favor of Supplemental Lessons in addi- tion to the regular Uniform Lesson. Dr. J. L. Hurl- but, Mrs. W. F. Crafts and others gave their hearty endorsement of the movement to provide systematic and connected lessons in Bible history, geography and other topics not fully treated in the Lesson System. Dr. J. H. Vincent, in an impromptu address, said: Aa Chairman of the International Lesson Committee I have been in correspondence with workers in all parts of the world. I have recently received letters from France and letters from Great Britain, pleading for the continuance of our system, with this simple request, that we take God's Word, pure and simple, and let people find the topics for themselves when they get the Word. If we can curb imwise zeal, and put before the Sunday- school workers of the world the simple Word of God to study, without so much as a comment upon it, we shall be able to continue this great work for years to come.^ The following resolution was introduced, and after some discussion was adopted : Resolved, that this Convention recommend the International Lesson Committee in making out its next series, to provide tem- perance lessons quarterly in its regular course. The Third Lesson Committee elected at the Louis- ville Convention to serve from 1884 to 1890, and to select lessons for the years 1887 to 1893, was composed 1 Report of the Fourth International Convention, p. 51. =* Report of the Fourth International Convention, p. 209. MEMBERS OF THE LESSON COMMITTEE Isaac Errett. D. D. M. D. Hoge, D. D. J. I. D. Hinds, Ph. D. 1884-1888 1884-1896 1884-1902 B. B. Tyler, D. D. 1890-1908 J. S. Stahr, Ph. D. 1890-1908 J. R. Sampey, LL. D. 1895 to date E. I. Rexford, LL. D. E. B. Kephart, D. D. 1896 to date 1893-1902 John R. Pepper 1896 to date TEE TRIUMPHANT EXPANSIONi 115 of eight men who had served on the Second Committee, and six new members. Drs. Vincent, Randolph, Hall, Broadus, Cunnyngham, Baugher and Potts and Mr. Jacobs were retained on the new Committee. Of the six new members four were ministers and two were laymen. Rev. Moses D. Hoge, D.D., of Richmond, Va., was a scholarly and eloquent preacher of the Presbyterian Church, who was greatly beloved and highly respected by a wide circle of friends and admirers. He served on the Lesson Committee for twelve years. Rev. D. Berger, D.D., of Dayton, Ohio, was an amiable and faithful member of the Committee for twelve years; regular in attendance, and always tak- ing a lively interest in the work of the Committee. Rev. Isaac Errett, D.D., of Cincinnati, Ohio, repre- sented the Disciples of Christ, until his death on De- cember 19, 1888. Dr. Randolph writes of him: He was a well-equipped biblical scholar and a genial Chris- tian gentleman. From his appointment till his death he was absent but once from a meeting of the Lesson Committee, and was then in Europe. He was especially helpful in our work, and we greatly missed him when he was called to his reward. Chancellor S. H. Blake, of Ontario, was appointed as the representative of the Church of England in Canada. Mr. Blake was an enthusiastic member of the Committee for a term of twelve years, taking the liveli- est interest in the details of the work of the Committee. Prof. J. I. D. Hinds, Ph.D., a man of marked attain- ments in the physical sciences and an educator of high 116 THE INTERNATIONAL LESSON SYSTEM. reputation, remained on the Lesson Committee for eighteen years. Dr. Hinds threw himself into the work with earnestness, and was ever a member of the working force within the body. He was often ap- pointed on subcommittees, and gave his valuable time to the perfecting of the details of the work. Dr. Hinds was the representative of the Cumberland Presbyterian Church. Rev. A. E. Dunning, D.D., of Boston, in like manner served on the Lesson Committee for eighteen years, being promoted to the important office of Secretary from 1896 to 1902. Bishop Vincent thus describes Dr. Dunning: "A Yankee in his aggressiveness; a genial, cordial spirit; bright, well educated, vivacious, keen, clear-headed." Dr. Dunning is a good Biblical scholar, and one of the leading religious editors of America. He made an admirable Secretary of the Lesson Committee. Since his retirement from the Committee he has remained a firm friend of the Inter- national Lesson System. Five Corresponding Members were also named at the Louisville Convention: Mr. F. J. Hartley, Mr. W. H. Groser, Rev. C. H. Kelly and Rev. J. Monro Gibson, of London, and Pastor Jean Paul Cooke, of Paris. WORK OF THE THIRD LESSON COMMITTEE. The Third Lesson Committee decided to offer three optional lessons for the last Sunday in each quarter: (i) a Review; (2) a Temperance Lesson; (3) a Mis- THE TRIUMPHANT EXPANSION. 117 sionary Lesson. Although petitions were presented by persons who desired that temperance should be given right of way for at least one lesson in each quar- ter, the Committee adhered to their original plan throughout the third cycle of seven years (1887- 1893). Dr. Randolph writes thus of the general scheme of lessons for the third cycle : At our first meeting, which was held in Cincinnati, in April, 1885, we agreed upon the following plan of study for the seven years for which we are to provide : For 1887, six months in Old Testament; six months in Matthew. For 1888, six months in Matthew ; six months in Old Testament. For 1889, six months in Mark; six months in Old Testament For 1890, twelve months in Luke. For 1891, nine months in Old Testament; three months in John. For 1892, six months in John's Gospel and other writings ; six months in Old Testament. For 1893, three months in Old Testament ; nine months in the Acts and Epistles.^ This plan was subsequently modified so as to give for each of the years 1891, 1892 and 1893 six months in the Old Testament and six months in the New. The Third Lesson Committee improved tipon the work of its predecessor by providing a year of con- secutive study in Matthew and a year of consecutive study in Luke. During the period from January, 1873, to December, 1893, the Uniform Lesson System covered the entire Bible three times, in cycles of seven years each. From 1894 until the present time the cycle has been reduced to six years. Report of the Fifth International Convention, p. 71. 118 THE lyTERNATIONAL LES80?i SYSTEM. A TRIUMPHAL MARCH. The period of the Triumphant Expansion of the International Lesson System stretches from 1873 to about 1890. At each of the triennial conventions from 1875 to 1887 there was scarcely a murmur of dissent from the plan of one uniform lesson for all classes in the Sunday-schools throughout the world. Some of the Sunday-school leaders in Continental Europe had expressed a desire for a shorter cycle, and for more lessons from the Gospels. There were, of course, indi- viduals here and there who presented requests for changes in the plan of lesson selection. But it was re- markable that there was so little dissent, and such hearty acquiescence in the Uniform Lesson System throughout the Sunday-school world. Even the lit- urgical churches in many communities introduced the International Lessons, notwithstanding the fact that at first the Lesson Committee paid no attention whatever to the Christian year. Beginning with a constituency of about three mil- lions in 1873, the International Lesson Committee by 1890 were selecting lessons for more than ten million teachers and pupils. The historian must record the inauguration and the growth of the International Uni- form Lesson System as one of the greatest co-operative movements in the history of Christendom. IV. THE PERIOD OF GROWING CRITICISM. THERE has never been a day since the Uniform Lesson System was first inaugurated that there were not some persons who criticised the plan of as- signing one and the same Scripture selection as the lesson for all ages in the Sunday-school. Even in the Convention that launched the system in 1872 there were ten men who, in the face of the enthusiastic and insistent majority, voted against a uniform series. Rev. P. S. Evans, a Baptist minister from Connecticut, spoke in favor of a series in three grades, because no one series uniform for all ages could adjust itself to the order of development in the life of the pupil. The rapid extension and phenomenal success of the Uni- form Lesson System in enlisting old and young alike in Bible study, almost silenced, for a long while, criti- xism of the principle of uniformity for the whole school. SOME EARLY OBJECTIONS. By 1878 there were enough objections floating in the air for Secretary Randolph to give definite shape to four: (i) That the lessons were "fragmentary" and ''scrappy;" (2) that they left no room for teach- ing the "doctrines of the denominations;" (3) that the lessons did not give sufficient prominence to "reforms" 119 120 THE INTERNATIONAL LESSON SYSTEM. and to "missions;" (4) that they were not arranged with reference to the ^'church year." The answer to the first objection is that the Sunday-school cannot claim enough of the pupil's time to go through the Bible, with a single brief recitation on Sunday, with- out skipping many chapters. Hence it is better to select the richest portions and concentrate attention on them. To the second and third objections the sufficient reply is that the Committee gives the emphasis of the Bible itself in the treatment of doctrinal and ethical topics. As to following the "church year," the Com- mittee adopted the method preferred by the great ma- jority of their constituency, being unable to meet the wishes of the liturgical and the nonliturgical churches in one and the same series of lessons. This policy cost the support of the Protestant Episcopal Church in the United States, and precluded the winning of the Church of England to the Uniform Series. Most of the German Reformed and Lutheran schools found a way of adapting the International Series to the "Chris- tian year," and the Church of England in Canada has for about fifteen years pursued the same plan. The Second Lesson Committee had fair sailing. It was an era of expansion and good-will in the Interna- tional Convention. Relations with the officers of the London Sunday School Union were exceedingly cor- dial, only very slight modifications of the lessons being suggested by the British brethren, practically all of which were accepted by the subcommittee of the Les- son Committee. When the Third Lesson Committee held its first TEE GROWING CRITICISM. 121 meeting in Cincinnati, April 15, 1885, there were pre- sented memorials asking for the abandonment of les- sons from the Old Testament, the preparation of a separate series of lessons for the younger classes, etc. The cloud on the horizon was not yet any bigger than a man's hand. THE ENGLISH COMMITTEE ENLARGED. During the last meeting of the Third International Lesson Committee, held in Buffalo, N. Y., April 8, 1 89 1, the Committee learned, through a letter from Mr. Edward Towers, that the London Sunday School Union had appointed, as Corresponding Members of the Lesson Committee for the new term, Rev. J. Monro Gibson, D.D., Rev. Charles H. Kelly, D.D., Mr. Wm. H. Groser, Rev. S. Green, D.D., Prof. Alfred Cave, Mr. Edward Towers and Mr. Charles Waters. Mr. F. J. Hartley having died, Mr. W. H. Groser was made Secretary of the London Committee. The Les- son Committee voted its approval of the action of the Sunday School Union in enlarging the number of the Corresponding Members to seven, and expressed the hope that greater unity and progress in the study of the Bible throughout the world might be promoted by the co-operation of the American Lesson Committee and its Corresponding Members. The Secretary was instructed to communicate with the English brethren in regard to all the actions of the Lesson Committee in which they are interested. It was further decided that the suggestions of the Corresponding Members 122 TEE INTERNATIONAL LESSON SYSTEM. relative to the Lessons in hand should be considered, not, as in the past, by a subcommittee, but by the whole Committee, at their meeting in New York in the fol- lowing November. This method of work was followed by the Lesson Committee until 1908. SEVERE CRITICISM OF THE INTERNATIONAL SYSTEM. About 1890 there began to grow up in New England rather severe criticism of the Uniform Lessons. Prof. W. R. Harper, then in Yale University, was preaching the advantages of the Inductive Method in Bible study, and winning converts by his enthusiasm and skill in presenting, in popular lectures, inductive studies of books and of periods. One of Dr. Harper's most en- thusiastic followers was the Rev. Erastus Blakeslee. A brief sketch of his career may help us to understand his work. SKETCH OF BLAKESLEE AND HIS WORK. When President Lincoln called for volunteers in 1 86 1, young Blakeslee was in the Sophomore class at Yale. He at once enlisted as a private soldier in a regiment of cavalry, but was soon made Second Lieu- tenant, and rose during the course of the war to Brevet- Brigadier General of Volunteers. He was twice pro- moted for gallantry on the field of battle. It had been young Blakeslee's purpose to study for the ministry; but this plan was laid aside until 1876. Finally, at the age of thirty-eight, he decided to enter Andover Theological Seminary, from which he was THE GROWING CRITICISM. 123 graduated in 1879, ^^ the age of forty-one. While serving as pastor of a Congregational church in New England, he took great interest in Sunday-school work, ard taking the International Uniform Lesson sought to teach it to his people. His inventive mind soon de- vised a course of supplemental study to unify the im- pression of the detached lessons, and give a wider range to the instruction. About this time, in the late eighties, he came into touch with Professor W. R. Harper, then in Yale University, and became enamored of the In- ductive Method as applied to the study of the Bible. Once persuaded of its superiority to the current meth- ods employed by persons using the International Uni- form Lesson, Mr. Blakeslee resolved to displace the old method by the new and more scientific process. Fail- ing to convince the International leaders of the su- periority of his method to that in general use, he boldly struck out, with little financial backing, to make a series of his own. The pastor resigned his office to become the apostle of Inductive and Graded Bible Study. Several times Mr. Blakeslee faced financial bankruptcy; but he was first a soldier and then an editor, and so he fought courageously and stubbornly until the business of the Bible Study Union was put on a more substan- tial basis. At first the publishers of the International lesson periodicals laughed at the Blakeslee movement; but later on some of the Eastern publishing houses had to take Mr. Blakeslee somewhat more seriously, when he began to capture some of the larger Sunday-schools in New England and New York. He soon became known 124 THE lyTERNATIONAL LESSON SYSTEM. as a skillful advertiser and a bold competitor. While the International forces were traversing difficult por- tions of the Old Testament, Mr. Blakeslee would issue a new and attractive series on the Life of Christ ; and when the International lessons were in the New Testa- ment, the Bible Study Union periodicals were pointing to the comparative neglect of the Old Testament proph- ets and sages and the wonderful adaptability of their messages to the social conditions in modern times. Mr. Blakeslee succeeded in rallying to his standard many of the leading pastors, editors, and teachers in colleges and universities who for one reason or an- other preferred some change in current methods in Sunday-school teaching. The secular press also gave him aid and comfort. DR. PELOUBET's attitude AND VIEWS. What, then, was the attitude of the leaders who had helped to make the International Uniform Lesson the one lesson for the overwhelming majority of Sunday- schools around the globe? Perhaps their attitude and thought could not be more felicitously expressed than it was by Dr. F. N. Peloubet, author of a justly popular annual on the International Lessons for many years, in an address at the First World's Convention in Lon- don in 1889. His subject was 'The Published Lesson Helps of America." We quote at length this notable deliverance : Again, the Lesson Helps fulfil a naission in connection with the International System which is often overlooked by the critic. THE GROWING CRITICISM. 125 They supply a remedy for certain defects which seem to inhere almost in its very nature. The discord with the church year may be turned into har- mony by a careful arrangement of the helps. This has been done to some extent, but the few measures may easily grow into an anthem, and all the liturgical churches may join in the chorus. Another difficulty is thus expressed by a critic : "The distinc- tions of age and capacity in the scholars are not recognized in the present system. The same lesson is intended for infant, youth, and adult. This does violence to the law of natural progress, and development. Paul wisely gave some milk, and others meat; but we feed all alike and hope to strike an average." "We would not countenance this method of the same lesson for all the grades of scholars in our public schools. We may take the system in vogue in our common schools as the most practical and successful. There we find graduation of study to the capacity of the scholar. A system of gradual advance." The trouble with this critic is, that he has "an acute attack of inadequate information." He forgets that there are two methods of grading lessons, each with its own peculiar advantages.^ Dr. Peloubet calls attention to the fact that the Inter- national System is not one of graded lesson texts, but of graded helps : Not of selecting from the Scriptures those portions which are adapted to each grade of scholars, but of selecting from the same portions those truths and aspects of truth which are adapted to the various grades. As in God's works we find in every part something adapted to the child, and to the learned in their lore, something for the older and more educated, and some things also so mysterious and far-reaching that even a Tyndall or a Huxley, or a Drum- mond stands but upon the shore of its limitless sea ; so in every ^ The World's First Sunday Sehool Convention, p. 142. 126 TEE INTERNATIONAL LESSON SYSTEM. portion of God's Word, in every great truth, in every doctrine of salvation, there are things the little child can know and use, and feed upon, and things of which the oldest and most learned cannot fathom the meaning and power. Dr. Peloubet shows that it is not the International Committee, but rather the pubHshed lesson helps, that make the adaptation : The new beatitude of science, "Blessed are the fit, for they shall inherit the earth," is true of lesson helps, and they are inheriting the earth, because their grading is almost as complete, and largely of the same kind, as the grading of our books for the secular schools. There are almost universally from three to six grades of helps prepared for the scholars, besides the teach- er's helps which are frequently used by the adult scholars. From these they range down to the charming little coloured cards with pictures and questions about the lesson for the little ones that cannot read for themselves. The helps for teachers, too, are widely graded. There are papers devoted to the superintendent. There are learned articles from the greatest English, French, and German biblical scholars, and monographs from the leading Americans ; there are simpler helps for the busy and the less educated. There are helps of great variety for the primary teachers, showing the best methods of teaching each lesson. There are coloured pictures large enough to be seen by the whole primary school, with reduced copies that the children can carry home in their pockets. There are helps for the normal training of teachers and various sum- maries of Scripture history and doctrine to be used as supple- mental lessons. It is in these latter directions that in the near future there is to be a new development and impetus in Sabbath school progress in America. Dr. Peloubet next shows that the lesson helps ought to promote the continuity and unity of the Interna- tional Series. He continues: One of the most frequent objections brought against the system is thus voiced by one writer: "The successive lessons THE GROWING CRITICISM. 127 lack continuity of purpose or thought." "There is neither historical nor doctrinal unity or progression," "The objection is not against the value of these topics, but against the irregular, irrational, and seemingly haphazard method in which they follow each other. The laws of association, so necessary for reproduction, are ignored." This is another "attack of inad- equate information." Partly the charge is a mistaken one ; for the lessons are selected points in a line of natural historical sequence, a more unbroken line than that followed in the arrangement of books in our Bibles. Partly, the criticism arises from the necessary imperfection of all systems, which is yet less prominent in this than in any other that has yet pre- vailed in America. For to traverse every point in Bible history, from the Garden of Eden in Genesis to the city descending out of heaven in the Revelation, would be possible only in an ante- diluvian Sunday School, with young Methuselahs for pupils. The same objection lies against our railway system of travel in which we pass swiftly over large spaces of country, with only an occasional stop here and there to study more fully the place and the people. It is superficial, of course. It is not a good way for a geologist, but it is the only possible way for most people, who must either study a small section thoroughly or the best points of a broad land. And this latter method is so much better for most people, that even your greatly admired and fas- cinating Mr. Ruskin can as easily "dam the Nile with bulrushes" as bring the lofty genie of modern railway travel again within its little narrow box of the old stage coach, delightful as that is for some to-day. Now the lesson helps of the better class (and that includes the larger portion of them) almost completely annihilate this objection. They take the Sunday School on a seven-years' rail- way ride through the Bible country, glancing at every part, but stopping only at the principal stations of interest for outlook and exploration. They do for the lessons what the mathemati- cians do for a country they would survey, making the hill tops into stations and triangulating the whole region. From the watch-tower of each selected lesson, the true lesson help glances backward and forward, calling attention to the whole line of the history, but dwelling only on the important parts. It is this which difeereutiates the lesson help from the ordinary com- 128 THE IXTERNATIOXAL LESSON SYSTEM. mentary. It makes the selected passage a center, a mount of vision, dwelling tliere, but showing its relation to all the rest.^ EUROPEAN CRITICISM. The Report of the Lesson Committee, made at the Sixth International Convention in Pittsburgh, June 25, 1890, gives a full account of the objections to the In- ternational Lesson System on the part of our brethren in Europe. Perhaps a more distinct impression can be made by quoting at some length from Dr. Ran- dolph's report: Christians in other parts of the world are generally willing to give the palm for excellence to the Sunday-schools in Amer- ica. For the last eighteen years a large part of the Sunday- school world has been united with us in Bible study. Our brethren on the continent of Europe have difficulties to contend with of which we know but little. They have long found it hard, so they say, to keep step to our music. More than a year ago we had intimations that France and Switzerland, and pos- sibly Belgium, would give up the effort. From England, too, there came murmurs of discontent. When the World's Sunday- school Convention met in London, in July last, the chances seemed about even between the preservation and the disruption of the international lesson system. With great anxiety as to what might be the issue the lesson committee had decided that it was important for as many of its members as possible to attend that convention in the hope of allaying apprehensions and of harmonizing differences. Only three members of the committee, however, were able to go, viz. : Dr. Hall, Mr. Jacobs, and the secretary. Delegates from France and Switzerland were present, and with the utmost frankness stated their diffi- culties. Briefly these may be summarized as follows : 1. The seven years course they think too long. In France and Switzer- land children generally leave Sunday-school at thirteen, and The World's First Sunday School Convention, p. 144. TEE GROWIXO CRITICISM. ^29 then begin under the direction of their pastors, a course of study ag catechumens to fit them for confirmation. 2. They find the alternations between the Old and the New Testaments every six months confusing, and would prefer that such changes should not be made oftener than once a year. 3. Our lessons are often too .difficult for the class of scholars which they generally have. As the result of these views, the Sunday-school Union of France had withdrawn from us andl had adopted a lesson scheme of their own, and the Swiss Union was meditating withdrawal also. One of the French delegates said that our lesson plan is "for English spealving people, about perfect," but not for them. A Swiss delegate, in expressing regret at the possibility of their being separated from us, said in his charm- ing way of putting his thought into English, "It is like a little brother who cannot walk so fast, asking a big brother to slacken his pace, so that they may walk together." And a French delegate after saying, "We have decided to diverge from you as little as possible, and to make in our arrangements all possible concessions to your plans and methods," added, "and we hope the time will come when with consideration on the part of the strong for the wants of the feeble, and with some progress on our side, our continental appetite, which for the present needs milk, and even milk and water, will be sufficient to assimilate the substantial food you serve up so plentifully and so generously on your international table." We have been recently informed that many Sunday-schools in France will continue to use our lessons, and we anticipate the time when the international lessons will be in general use throughout the French Republic. THE INTERNATIONAL LESSON SYSTEM IN ENGLAND. We found our English brethren sympathizing to some extent with the views from the continent, but not at all disposed to break their connection with us. We had a full and free con- ference with several of the more influential members of the London Sunday-school Union, and with the secretary of the Wesleyan Sunday-school Union. We found them desirous: 1. Of a short course ; 2. Of more narrative and less didactic les- sons ; 3. Of a distinct recognition of the church year, and in 10 130 THE INTERNATIONAL LESSON SYSTEM. one instance; 4. Of a system of graded lessons, in which the fiame subjects shall be considered, but with different scriptural selections, chosen, first for the primary classes, and then for more advanced classes. The conference was a long and ani- mated one, and according to English custom, was soothed by a cup of tea. We agreed to use our influence with you to have the future course of study cover six years instead of seven — though if you go through the Bible in that time it will give renewed occasion for the critics to ring the changes on "the hop-skip-and-jump-method," or, as one gentleman has put it in shortened form, "the kangaroo method." We also promised to do what we can in the matter of narrative lessons. As to a special recognition of the church year, so called, we showed them that while some of our number would prefer to recognize it, others would not be willing, and that large numbers of our constituents here in the United States would not approve such recognition. The brethren before whom we laid these facts, readily granted the wisdom of the course pursued, agreeing with us that where concessions must be made, the demands of conscience should be recognized rather than those of preference. After viewing the matter in the light thus thrown upon it, they agreed with us that it would not be right to grieve and alienate large numbers of our warmest friends to gratify even large numbers of others. They saw this the more clearly as we pointed out to them the fact that those who choose can easily substitute for ours a lesson specially adapted to their wishes, two or three times a year. The plan of having simpler and more advanced scripture selections, teaching the same funda- mental truths for different grades of scholars, did not meet with enough favor to be advocated by any one except the gentleman that proposed it, and he said with him it was "not a thought- out plan," but just mentioned "to show there is room for consid- eration." The result of our conference with our brethren in London was re-assuring in the highest degree. Probably they were never so thoroughly in accord with us, or so hearty in support of the international lesson system as when we left them. THE PLAN PURSUED. By this conference in London, as well as by many suggestions made on this side the sea, we have been led to examine other THE GROWING CRITICISM. 131 plang of Bible study than the one we have been so long pursu- ing. Fortunately there is no discussion among us as to what we shall study — the only question to be considered is how shall we study. In our secular schools there is a constantly recurring question as to the best text-books to be used. No such question disturbs us in the Sunday-school. Though in so-called Sunday- schools there have been instances in which works like the con- stitution of the United States, for example, have been studied; in the Sunday-schools represented in this convention, there is but one text-book — that is, the Bible — of all text-books at once the oldest and better than the latest, and to the end of time always to be the best. But it is very manifest that there are methods of studying the Scriptures which for certain persons are preferable to the method pursued by the international system. Such are the historic or chronological method, the critical, the doctrinal, the scientific, the inductive, the constructive, and so on. That each of these may render special and most important service in unfolding the Word of God there can be no doubt. That any of them can be more helpful to the average Sunday- Bchool scholar than the plan which the International Sunday- school Convention has instituted, and has so long adhered to, is yet to be demonstrated, and we may be permitted to say, de- mands a doubt. It is the average Sunday-school scholar which your committee have had in mind, and taking him by the hand, we have endeavored to lead him on, showing him, as he and we have been able, the truth in this Book of books, as Grod himself has given it. Our aim, from first to last, has been to "make our scholars know the Bible as a book, and to study it as we find it.^ PERSONNEL OF THE FOURTH LESSON COMMITTEE (189O-1896). The Fourth Lesson Committee was almost identical with the Third, thirteen of the fourteen members of the earHer Committee being appointed on the Fourth. 1 sixth International Convention, pp. 99-XOl. 132 TEE INTERyATIONAL LESSON 8Y8TEM. Rev. B. B. Tyler, D.D., was named as the repre- sentative of the Disciples, in place of Rev. Isaac Errett, who had died December 19, 1888. Professor Hinds thus described the new representative of the Disciple or Christian brotherhood: ''Rev. B. B. Tyler, D.D., with his genial humor, his courteous spirit, his brotherly love for all denominations, his apt suggestions, and sense of fitness, is one of the most delightful and useful members of the committee." Dr. Tyler has served as pastor in Louisville, New York and Denver. After having remained on the Lesson Committee for eighteen years, Dr. Tyler asked the Nominating Committee of the Louisville Convention in 1908 to name a younger man in his place. He is one of the most lovable men in all the world. A fifteenth member was added to the Lesson Com- mittee in 1890, as a representative of the German Re- formed Church. Of the new member Dr. Hinds says : ''Rev. J. S. Stahr, D.D., of Lancaster, Pa., is a teacher, a careful student, progressive, yet conservative, of fine spirit, and a man in whose hands one always feels safe. He gives devoted and valuable service to the com- mittee." Dr. Stahr also voluntarily retired from the Lesson Committee in June, 1908. The Fourth International Lesson Committee met in Buffalo, N. Y., in April, 1891. Bishop Vincent was chosen as Chairman and Dr. Randolph as Secretary. It was voted to invite the writers of Lesson Helps to be present at the meeting of the Committee ap- pointed to be held November 11, 1 891, to lay before the Committee such statements as they might wish to TEE GROWING CRITICISM. I33 make. The Minutes of the Lesson Committee for April 8, 1 89 1, state, ''It was also agreed to limit this invitation to Editors in co-operation with us." Thus Mr. Blakeslee was not invited. FIRST CONFERENCE WITH LESSON WRITERS. At its meeting, New York, November 11, 1 891, the Fourth Lesson Committee met in conference with a group of lesson writers representing some of the larger publishing houses. Dr. Hazard, in the Pilgrim Teacher for January, 1892, thus describes this first formal con- ference of the Lesson Committee with writers of the lesson helps : The meeting of the lesson writers with the International Lesson Committee was as satisfactory as could be desired. The Lesson Committee were perfectly open to suggestions and were even anxious to receive light upon the question of making their selections more serviceable to the Sunday-schools. There was nothing of the "we-know-it-all" air that some have imputed to them. The members of the Committee impressed the lesson writers as godly men, earnestly desirous to discharge their duty in the most efficient way, and as being well qualified for the work deputed to them. The reception given to the lesson writers and to their recommendations made such a grateful impression upon them that they camel away thoroughly confident in the wisdom of the Committee and assured that all will be done that is really practical to make the fourth lesson course better than the previous ones. Previous to going before the Lesson Committee the lesson writers held an informal conference among themselves, the following-named persons being present: Drs. Freeman and Doherty, representing the Methodist lesson publications ; Dr. Peloubet and Mr. Wilde, the Peloubet Series ; Dr. Rice, the helps of the American Sunday-school Union ; Dr. Blackall and Mrs. Kennedy, the helps of the Baptist Publication Society; Dr. 134 THE INTERNATIONAL LESSON SYSTEM. Schauffler, who writes for The Sunday School Times, and the editor of the Pilgrim Series. The conference disclosed the fact that the writers were all agreed as to making the following recommendations: — 1. Shorter lessons, so that the lesson text shall not occupy a disproportionate space in the quarterlies. 2. The placing of the review lesson always at the end of the quarter. 3. Greater consideration in the selection of the lessons for the less advanced pupils. 4. The avoidance of lessons which are repetitious as to thought with others which recently have been used. 5. The selection of Golden Texts with reference to their being thoroughly worthy of being committed to memory. A suggestion that the lesson writers urge the Lesson Committee to give the schools a chronological study of the life of Christ failed by one vote only of being unanimous. The Lesson Committee listened patiently not only to the matters upon which the lesson writers were all agreed, but also to the presentation of individual views. Questions were freely asked by its members of each one, the purpose of which was to discover everything which might aid them in their task. After the conference was over, and the Lesson Committee was by itself, all of the united recommendations of the lesson writers were adopted, and it was decided, also, in accordance with the desire of the majority, to present a year's chronological study of the life of Christ. It will be seen, therefore, that those have been a little prema- ture who have brought out new lesson systems upon the assump- tion that there could be no progress made through the Interna- tional Lesson Committee. Never were men more willing to receive light than they are. The new systems make their appeal mainly on a chronological study of the life of Christ. The willingness of the Committee to adopt this plan for a year shows how unnecessary is the revolt that some have made against the International Lesson System. In connection with the work of the Fourth Lesson Committee (1890-1896) we note the enlarging influ- ence of the Corresponding Members or the Associate Committee in Great Britain. The criticisms from Eng- land and from other countries since 1891 have always THE GROWING CRITICISM. I35 been considered in the open session of the full Amer- ican Committee before new lesson lists have been issued. In March, 1892, the Lesson Committee decided to place the lessons from the Gospels in the first six months of the year, in order to relieve the denomina- tions that observed the ''Christian Year," by putting the birth of Christ at the beginning of the year, and not bringing his death near Christmas. THE CRITICAL SPIRIT RAMPANT. The practical problems thrust upon the attention of the Lesson Committee by the growing spirit of criti- cism at home and abroad were many and exceedingly difficult. The critical spirit was strong in America in the early nineties. Our theological seminaries were many of them more absorbed in questions of the com- position, authorship and date of the various books of the Old Testament than they wevQ in learning what the Bible really teaches. Higher Criticism was in the air ; and the spirit of searching criticism was turned on everything that was esteemed sacred. Iconoclasm was the order of the day. The storm broke over the heads of the Lesson Committee. Men who had declared their independence from the authority of Moses and David and Isaiah, and were raising questions as to Paul and John, if not of Jesus, were in no mood to accept with- out question lessons offered for study by a committee composed largely of Doctors of Divinity who were known to be quite conservative on questions of Higher 136 TEE INTERXATIOXAL LESSON SYSTEM, Criticism. It was thought possible by some of the more advanced critics that the International leaders might be induced by vigorous attack to seek the co- operation of some of the younger liberal scholars in constructing the lesson schemes. INDEPENDENT LESSON SCHEMES. The demand for a new order of Bible study found expression in denominational conventions here and there. Dr. Blackall, of the American Baptist Publica- tion Society, to meet the demand in his constituency, issued the Inductive Bible Lesson Quarterly, during 1893, ^^i^der the joint editorship of Rev. W. G. Fen- nell, Prof. P. A. Nordell, D.D., and Prof. H. H. Har- ris, LL.D. It is said that the Inductive Quarterly had a circulation of from twenty to twenty-five thousand. It should be understood that Dr. Blackall's series kept in close touch with the International Uniform Lesson; usually the shorter lesson assigned by the International Committee formed a part of the passage studied on a given Sunday, and the International Golden Texts were retained; but the effort was made to cover all the material of the books and periods from which the Uniform Lessons were selected. Scientific thoroughness was the aim of the promoters of the In- ductive Method in Bible Study, as opposed to the hom- ily on a brief passage. While schools using the International Series in 1893 were trying to enlist attention to the later Old Testa- ment history and to didactic lessons from the Wisdom THE GROWING CRITICISM. I37 literature, Mr. Blakeslee was advertising an attractive series on the Life of Christ. The Lesson Committee was put on the defensive before the pubHc. The report of Secretary Randolph at the Interna- tional Convention in St. Louis, in 1893, v^as an apology for the Lesson Committee, which reveals a considerable degree of excitement and irritation, in the face of in- considerate and unsparing criticism. It was a crisis in the history of the International work. THE ST. LOUIS CONVENTION ENDORSES THE UNIFORM SYSTEM. Right nobly did the representatives from the States and Provinces respond to the call of the hour. Sink- ing their own personal preferences for certain modifi- cations in the system, they rallied as one man to the support of the Committee and gave them words of commendation that must have been a salve to any wounds made by the critics. Even the Primary teachers, under the lead of Mr.< Israel P. Black and Mrs. M. G. Kennedy, declined to ask for a separate lesson for the little ones, but asked for a continuance of the Uniform Lesson. At a con- ference in the Second Presbyterian Church, St. Louis, the following resolution was unanimously adopted by them: Whereas, The international lesson system is a bond of Christian union, not only in the world around us, but also be- tween members of the home circle in Bible study ; and Whereas, Experience has proven that the international les- eons are susceptible of being adapted to young children by suit- able methods of teaching ; therefore, 138 THE INTERNATIONAL LESSON SYSTEM. Resolved, That as a company of primary teachers we ear- nestly desire the continuance of this plan, confident that the international lesson committee will carefully consider the little children in the selection of the lesson material.^ The Convention expressed its confidence in the Les- son Committee by practically releasing them from in- structions as to the mode of selecting the lessons. The sentiment of loyalty to the International System was so strong among the rank and file of the Sunday-school army that its critics soon saw that their battle for an immediate revolution in the Lesson System was doomed to failure. They could not hope to enlist the great de- nominational publishing houses nor frighten the lead- ers of the International forces into compromise, much less surrender. In the Pilgrim Teacher for May, 1896, Dr. M. C. Hazard gave a delightful sketch of the history of the International Sunday School Convention, in the course of which he referred to the St. Louis Convention of 11893 as follows: The International Lesson System had not escaped criticism. Occasionally that criticism had been quite severe. Other sys- tems of lessons had been started with the thought of supplanting it. It was in the air that at St. Louis the International Course would be boldly attacked, and that the convention would be found to be divided. After the report of the Lesson Committee opportunity was given for a full expression of opinion. While on the part of one speaker there was frank criticism of the method pursued by the Lesson Committee, there was not a single voice defiantly raised against the system as a whole. The speaker referred to declared his loyalty to the system, while 1 Seventh International Convention, p. 244. TEE GROWING CRITICISM. 139 others spoke fervidly in praise of all that it had accomplished. The convention could hardly wait for the speakers to get through in order to give the International System its endorsement. For a few moments feeling was like that which was manifest when the question of adopting the uniform lessons was up before the convention at Indianapolis. The approval was overwhelming. The current was all running one way, a Niagara in strength. The result was a conviction in the mind of the writer that the desire for uniformity is still so strong that no other system of lessons can successfully compete with the International Series, even if it should be considerably better. Uniformity in study binds the Sunday-school workers of the different denominations together in a tie of brotherhood which to them is very precious. They will resent any effort to break it. Call it sentiment, if you will, but it is a sentiment which is as resistless as an avalanche. It is one of the indications that mark the beginning of the ful- fillment of the Saviour's prayer, that all his disciples may be one, even as he and the Father are one. By attempting to sub- stitute something else for this uniformity of study no one can benefit the Sunday-school cause so much as he would injure it. COMMUNICATION FROM THE BRITISH UNIONS. The Lesson Committee at its meeting in St. Louis, September 6, 1893, received a copy of the following resolution adopted at the conference of British Sunday- School Unions : That this Conference of Representatives of British Sunday School Unions begs to assure the International Lesson Commit- tee of its warm appreciation of their past efforts, and its grateful recognition of the helpfulness of their work, and would respect- fully ask their attention to the following suggestions : (a) That for the Infant Department a special course of Bimple lessons, extending over, say, two years, on Elementary Bible Teaching, and more especially upon the life and work of our Lord Jesus Christ, should be published as a preparatory series to the regular International Lessons. 140 THE lyTERNATIONAL LESSON SYSTEM. (b) That where some didactic doctrinal passage of Scripture forms the lesson for the day, some illustrative passage, for the benefit of teachers of junior classes, should be linked therewith, so that the two passages may be studied together whenever it may be helpful or useful. (c) That, so far as may seem desirable, no further effort should be made for the provision of lessons on special subjects, but that these subjects should be taught from time to time, as they fairly arise in the course of Bible study. The Lesson Committee were debarred from con- sidering the first section of the resolution, by the de- cision of the International Convention meeting at the same time in St. Louis, to stand by the plan of one Uniform Lesson for the entire school. The Commit- tee expressed itself as in full sympathy with the second section and placed the third on record for further con- sideration. THE LESSON COMMITTEE MAKING IMPROVEMENTS. The Lesson Committee at its meeting in Boston, December 6, 1893, voted to issue a circular inviting suggestions from the various organizations and Chris- tian friends interested in Sunday-school work with ref- erence to the best methods of promoting the usefulness of the International Lesson System. At this session of the Committee Dr. Broadus was requested to ex- amine the lessons already agreed upon for 1894 and 1895, and to suggest such additional readings as would give fuller views on the subjects to be studied. From this time on the Lesson Committee have not only se- lected Scripture passages, titles, Golden Texts, and THE GROWING CRITICISM. 141 Memory Verses, but have also indicated many con- nective and parallel readings. Thus the labors of the Committee have been enlarged with the passing years. AN IMPORTANT DECLARATION. From the circular issued by the Committee December 7, 1893, we quote the following: From time to time suggestions have been made to the Com- mittee on various subjects, such as the following, viz. : a Separate Lessons for Primary Classes. b Lessons for Adult or University Classes. c Longer or Shorter Scripture Selections. d Graded Lessons. e The adaptation of the Lessons to the Christian or Church Year. f Temperance Lessons. g Missionary Lessons. h Particular Lessons on other subjects. i A course of Supplemental Lessons. j Lessons not in the Bible, but about the Bible. Two considerations must be kept in mind : FIRST. That the object sought by the Lesson Committee is to exalt God's Word and to unite all Christians in all parts of the World, in the study of the same portion of the Sacred Scriptures. SECOND. To present a scheme of lessons fitted for general Sunday School work for all, without note or comment, leaving it to the Commentators and Expositors to explain, expound and illustrate. Any system of teaching may be applied to the Lessons selected — the Inductive, the Socratic, or any other Scientific Method. The selection and use of these methods belong to the Lesson Writers and Teachers, and many Sunday Schools using the International Lessons have for years, under the graded system, employed such methods. 142 THE IXTERNATIONAL LESSON SYSTEM. With the selection of the Lessons, the Memory Verses and the Golden Texts, the duty of the Committee ends, and the work of preparing the Lesson Helps begins. ANOTHER IMPORTANT CONFERENCE. The Secretary of the Committee forwarded an in- vitation to certain organizations to meet the Lesson Committee in conference at the meeting to be held in Philadelphia on the 14th of March, 1894. This re- quest was forwarded to the Correspondence Lesson Committee in London, to the publishers of Lesson Helps in co-operation with the International Commit- tee, to the American Institute of Sacred Literature, and to the International Primary Teachers Union, as well as to the weekly religious press, the International Executive Committee, and the officers of the various State Sunday School Associations. On March 14, 1894, a considerable body of repre- sentative Sunday-school specialists met the Lesson Committee in conference in Philadelphia. There were present Professor Sanders, of the American Institute of Sacred Literature; Rev. E. W. Rice, D.D., of the American Sunday School Union; Dr. Charles Albert, of the Lutheran Publication Society; Dr. Hazard, of the Congregational Publication Society; Rev. Mr. Ebert, of the Reformed Church; Mr. D. C. Cook; Dr. C. R. Blackall, of the American Baptist Publication Society; Mr. Israel P. Black and Mrs. Crafts, of the Primary Teachers Union, and Mrs. M. G. Kennedy and Mr. W. N. Hartshorn. Many persons who could not attend sent letters expressing their views. Dr. THE GROWING CRITICISM. 143 Blackall advocated a Graded Series. Mr. Black pre- sented resolutions from the Primary Teachers Union asking for a separate Primary Course of lessons. Mrs. Crafts, President of the Primary Union, spoke against the separate course ; Mrs. Kennedy and Mr. Hartshorn advocated it. MARKS OF PROGRESS. After a full discussion it w^as agreed to select a separate course of Primary lessons, to begin with 1896, it being understood that the use of such separate course should be left to the option of the publishers and the schools. It was resolved that a Committee of three be appointed to confer with the International Primary Teachers Union, with lesson publishers who have sepa- rate primary lesson courses, with the Correspondence Committee in London, and such others as they may select, to secure outlines of a Primary Course, to be submitted to the Lesson Committee, to assist them in making up a separate Primary Course. The sub- committee was composed of Mr. Jacobs, Professor Hinds, and Dr. Randolph. It was also agreed that in the Uniform Lessons for 1896, and thereafter, a longer lesson than had been usual should be indicated, and its topic so stated, when practicable, as to cover the entire lesson, and to show the historical connection and progress. A certain portion of the lesson was to be marked as ^'selected verses," which might be printed in lesson helps, when the publishers so desired, and could be the sole lesson for those who preferred short lessons. 144 THE INTERNATIONAL LESSON SYSTEM. It was also voted that a subcommittee consisting of Drs. Broadus, Dunning and Randolph be appointed to prepare a scheme of lessons for 1897, to be used at the next meeting of the Committee, to expedite the selection of lessons. From 1894 until the present time this policy of appointing a subcommittee to prepare a provisional draft for the use of the General Com- mittee has been followed. The plan has greatly re- lieved the strain on the members during the annual meeting of the General Committee. Consecutive Bible study made great progress during the term of the Fourth Lesson Committee. Practically all the mem- bers were old hands at the business. CLOSING LABORS OF DR. BROADUS. At the meeting of the Committee in New York, October 31, 1894, Dr. Broadus presented for the sub- committee a scheme of lessons entitled, ^'Studies in the Acts and the Epistles," which was revised by the Com- mittee and issued in the fall of 1895, after the death of Dr. Broadus. All in all, it is the most scholarly lesson list that had ever been issued by the Committee. The following resolution was offered by Chancellor Blake, of Toronto, and unanimously adopted : Resolved, That the grateful thanks of the Committee be tendered to Dr. Broadus for his invaluable services in preparing the lessons in the subjects for our consideration for the year 1897. Drs. Broadus, Randolph and Dunning were ap- pointed to prepare a scheme of lessons for 1898, and THE GROWIXG CRITIC I f^M. 145 were authorized to liave them printed and distributed to the members of the Committee some time before the next meeting. But Dr. Broadus had done his last work on behalf of the Lesson Committee, being called to his reward March i6, 1895. At the meeting in Montreal, Canada, October 30, 1895, the Lesson Committee adopted a minute expressing their appreciation of the invaluable services of Dr. Broadus. He had come to be recognized as the foremost man in that noble group of Christian workers. At this meeting in Montreal I was elected to fill the unexpired term of Dr. Broadus, and having been in- vited by Dr. Randolph in advance to attend the meet- ing, I took my seat at the table and entered upon my duties on this important Committee. With the excep- tion of three meetings, two of which were held when I was in foreign lands, I have attended all the sittings of the Committee since 1895, and have served as Chair- man of the subcommittee on Old Testament Lessons almost continuously for more than fifteen years. AN OPTIONAL PRIMARY COURSE. The subcommittee on the special Primary Course presented a list of ''Optional Primary Lessons for 1896." The report of the Committee was adopted. The following note was prefixed to the list of lessons : This list of optional primary lessons is prepared by the Inter- national Lesson Committee in response to a request from many primary workers who wish a separate primary course, while the Committee still believes in the wisdom of one uniform lesson for all. 11 146 THE INTERNATIONAL LESSON SYSTEM. It was scarcely to be expected that Mr. Jacobs, the father of the Uniform Lesson System, would be pre- pared at that early stage of the agitation in favor of a separate course for little folks, to give it preference over the Uniform Lesson. As a beginning toward the construction of lessons for little folks, it was a cred- itable production. CLOSING LABORS OF THE FOURTH LESSON COMMITTEE. The Committee decided at its meeting in 1895 that it would hereafter submit a printed provisional list of lessons to such Sunday-school workers as members of the Committee might desire. Thus an opportunity was given for the co-operation of lesson writers and editors in the construction of the lesson courses. This was a step in advance. In these days all sorts of memorials and requests were presented to the Lesson Committee for special lessons on kindness to animals, patriotism, etc. At the last meeting of the Fourth Lesson Committee, held in Boston in June, 1896, appropriate resolutions were passed in recognition of the invaluable services of Dr. Randolph as Secretary of the Committee. Most of the improvements in the Uniform Les- son System which were made by the Fourth Lesson Committee have been continued to the present time, and few new features have been added to the lesson system. Of course it has been perfected in details, and appropriate passages of Scripture which had not been used up to that time have been incorporated into some MEMBERS OF THE LESSON COMMITTEE H. W. Warren, LL. D. M. Rhodes. D. D. W. W. Moore, D. D. 1896-1908 1896-1908 1896-1902 J.M.StJfler, D. D. 1900-19C2 Wm, Patrick, D. D. 1902 to date ■X- O. P. Gifford, D. D. 1902-1908 E. L. Shuey, 1902-1908 ^ ! lis? C. R. Hemphill, LL. D. W. D. Mackenzie. LL. D. 1902 to date 1907 to date THE GROWING CRITICISM. 147 of the subsequent cycles. The poHcy of arranging in advance for the division of the material throughout the cycle of six years has been continued by subsequent committees, and there has been an effort to arrange for more consecutive study of the great divisions of the Bible. PERSONNEL OF THE FIFTH LESSON COMMITTEE. On the Fifth Lesson Committee appointed at Boston in June, 1896, there were retained seven men v^ho had served for six years or more on the Committee, and one who had been selected to fill an unexpired term. Prof. J. I. D. Hinds has given a good description and estimate of the seven new members in a paper pub- lished in 1899. W^ quote from his description: Bishop H. W. Warren, D.D. (Methodist), of Denver, took the place on the committee vacated by the retirement of Bishop Vincent. He follows his predecessor well in greatness of heart and mind, in worldwide experience and observation, and in devotion to the cause of humanity. He is a wise counselor and a safe leader. Principal E. I. Rexford (Episcopal), of Montreal, is a teacher and an educator, and brings to the study of the Bible the same earnest and systematic application that he gives to secular subjects. He is therefore always ready and helpful. A man of strong convictions and ready to defend them, he yields grace- fully when overruled. The Dominion of Canada is well repre- eented in Principal Rexford and Dr. Potts. Rev. A. F. Schauffler, D.D. (Presbyterian), of New York, is the great missionary to the masses. The middle and lower classes are the ones that are most prominently before his mind and he deems it scarcely necessary to adapt a lesson to any one else. The biographical feature of the next course of lessons ia bis suggestion. 148 THE IXTERNATIOyAL LESSOy SYf^TEM. Dr. Schauffler was chosen as Secretary of the Sixth Lesson Committee. He is Chairman of the Seventh Lesson Committee (1908-14). He has long been recognized as one of the foremost writers and speakers in the Sunday-school world. We quote again from Dr. Hinds: Mr. John R. Pepper (Methodist), is a whole-souled, enthusi- astic, hard-working Sunday-school man. He is superintendent at home of one of the best Sunday-schools in the country, is Tennessee's representative on the International Executive Com- mittee, is author of some books on Sunday-school work and methods, and carries all of his enthusiasm into the work of the Lesson Committee. Bishop E. B. Kephart, D.D. (United Brethren), of Baltimore, is anothei" earnest, solid, thoughtful, and prudent member of the committee. He is a fit successor to Dr. Berger, whose genial friendship and warm heart and devotion to the cause won for him the love and admiration of all his fellow-members. Rev. Mosheim Rhodes, D.D. (Lutheran), of St. Louis, ia also an efficient member because of his ripe experience, his familiarity with the Bible, his sound judgment, and his wide influence. Earnest in work, he is ever hopeful and cheerful, a pleasant companion and a faithful friend. Rev. W. W. Moore, D.D. (Presbyterian), of Union Theological Seminary, Richmond, Va., took the place of the venerable and beloved Dr. Hoge, of Richmond. He is a young man, but brings to the committee vigor, zeal, and earnestness, accompanied by wide culture and great biblical learning. Rev. John R. Sampey, D.D. (Baptist), of Louisville, Ky., on account of his profound biblical scholarship is a fit successor to the late Dr. Broadus, whose place he took on the committee. Because of his familiarity with the Old Testament he is gener- ally chairman of the subcommittee on the Old Testament lessons. In matters of chronology and interpretation he is a safe guide. Young, progressive, and vigorous, he bids fair to give many years of usefulness to the Lesson Committee. THE GROWING CRITICISM. ^49 There were retained from the Fourth Committee Rev. John Potts, D.D., Rev. A. E. Dunning, D.D., Rev. Warren Randolph, D.D., Mr. B. F. Jacobs, Rev. B. B. Tyler, D.D., Rev. J. S. Stahr, D.D., and Prof. J. I. D. Hinds, Ph.D. WORK OF THE FIFTH LESSON COMMITTEE (1896-I9O2). At its initial meeting in Philadelphia, March 17, 1897, the Fifth Lesson Committee chose Dr. John Potts as Chairman and Rev. A. E. Dunning, D.D., as Secretary. The Committee met in conference a large group of Sunday-school specialists, and discussed with them at length matters pertaining to the improvement of the Lesson System. Dr. A. F. Schauffler presented to each member of the Lesson Committee an outline course of lessons covering six years, which emphasized the biographical feature in Bible study. This well-constructed scheme of lessons was of great service to the Fifth Committee throughout its labors. It was voted that two and a half years be devoted to the Old Testament and three and a half to the New; to give chief prominence to biography, and to devote a year and a half to the continuous study of the life of Christ by the use of a harmony of the four Gospels. It was voted, 'That five members of this Committee be requested to confer with primary workers and others in their vicinities, and each to bring to the next meet- ing of the Committee a scheme of primary lessons for one year." The members requested to perform this 150 ^^^ INTERNATIONAL LESSON SYSTEM. service were Messrs. Schauffler, Pepper, Rexford, Jacobs and Dunning. The subcommittee secured from specialists a num- ber of lesson outlines, some for one, others for two or more years. Secretary Dunning says in his report to the Atlanta Convention : They represent a variety of methods, each having earnest advocates. These outlines illustrated widely different methods of teaching; from those of the kindergarten, illustrating the presence and power of God in nature and hardly requiring any selections from the Bible, to profound theological catechisms based on proof texts. Some writers were confident that Bible study should begin with Old Testament stories, on the ground that the divine method of developing the mind of the child is the same as that of developing the human race. Others insisted that the life and teachings of Christ should first be presented to the child as the perfect revelation of God, and that these should later be supplemented by Old Testament history and prophecy and New Testament ethics.^ Dr. Dunning thus describes the perplexity of the Lesson Committee in view of the widely variant and conflicting views of primary workers: After extended investigation, it was made evident, your committee believes, that it could not at present unite on any separate plan of lessons for primary classes which would be generally acceptable in connection with the International Lesson System. Yet we recognize the importance and reasonableness of the demand for separate primary lessons, and shall welcome any light which may guide us to the adoption of a plan that may be adapted to harmonize with the International system. The second meeting of the Fifth Lesson Committee, held in Washington November lo, 1897, was notable 1 Ninth International Convention, p. 52. THE GROWING CRITICISM. l^l from the fact that this was the first meeting in the his- tory of the International Lesson movement at which every member was present. At this meeting of the Committee all the members were presented to President McKinley at an afternoon reception in the White House. It was decided to devote the first eighteen months of the new series to a study of the Life and Teachings of our Lord, arranged from the four Gos- pels. The work of the Committee looking toward the construction of Primary lessons will be considered in the closing lecture of this series. It was voted to pro- vide optional lessons for Pentecost or Whitsuntide, as well as for Christmas and Easter, as in former schemes. The connective readings were enlarged so as to include practically all the incidents in the Life of our Lord. Through the influence of Principal Rexford, closer relations were formed with the Provincial Synod of the Church of England in Canada. It soon came about that the International Uniform Lessons, with certain modifications, were adopted in the Sunday-schools of that Church. In the Atlanta meeting, April 25, 1899, it was voted to recommend to the International Sunday School Con- vention that the members in England then called Cor- responding Members be known under the name of ''The British Section of the Lesson Committee." Dr. Randolph having died on December 13, 1899, Prof. J. M. Stifler, D.D., was elected Thursday, April 26, 1900, to fill out his unexpired term. Secretary Dunning thus describes the work of his predecessor in office: 152 THE INTERNATIONAL LESSON SYSTEM. Dr. Randolph, it may safely be said, has done more work for the International Lesson System than any other member of any Committee. His duties as secretary made this necessary, but he welcomed the opportunity with a full sense of his great responsibility in the love of a strong, sweet spirit that saw with a prophet's vision the millions of Sunday-school teachers and pupils to whose service he gladly gave himself. THE SUNDAY SCHOOL EDITORIAL ASSOCIATION. The organization, in 1901, of the Sunday School Editorial Association, composed of all the lesson writ- ers and pubhshers of the International Lesson Helps, gave to the editors and publishers the opportunity of influencing more profoundly the work of the Lesson Committee. Suggestions and requests from this power- ful official body were almost in the nature of com- mands. Many of their suggestions and requests were eminently wise; occasionally, however, they influenced the Committee to do things that their best judgment could not wholly approve, as in the request that lessons should not as a rule exceed twelve or thirteen verses. As Dr. Dunning says, "This arbitrary limitation of lessons by a printer's ferrule does injustice to the Scriptures, and to the intelligence of the Committee. The lesson is often mutilated by chopping it off at both ends to make it fit the page of a lesson-leaf." INTERNATIONAL LESSONS FOR SIX YEARS. The cycle of study adopted by the Fifth Lesson Com- mittee was as follows : 1900 and first half of 1901 : A harmony of the Gospels, giving the life and teachings of our Lord. THE GROWING CRITICISM. I53 Second half of 1901 : Beginnings of Old Testament history (Creation to the Exodus). First half of 1902: The primitive Christian Church (Acts 1-16). Second half of 1902 : Israel from the Exodus to the Monarchy. First half of 1903 : The primitive Christian Church to the end of the New Testament. Second half of 1903 : The Hebrew Monarchy (Saul, David and Solomon). First half of 1904: The life and teachings of Christ in the Synoptic Gosepls. Second half of 1904: The kingdoms of Israel and Judah (Division of the Kingdom to the Babylonian Captivity). First half of 1905 : The Gospel of John. Second half of 1905 : The later Old Testament his- tory (Exile and Restoration). Perhaps the most serious objection to the cycle of the Fifth Committee was the splitting of the history of the primitive Christian Church into two half-years, with lessons from the Old Testament intervening! Otherwise the grouping of the material for study was almost ideal. The opening series of eighteen months in the chronological study of the life of Jesus was not- ably attractive. REMARKABLE GROWTH IN SPITE OF CRITICISM. When the first sharp attack on the International Series was made, about 1890 to 1893, perhaps less than 154 TEE INTERNATIONAL LE880N SYSTEM. 11,000,000 teachers and pupils were using the Lesson Lists issued by the International Committee. By 1902 the number had increased to more than 15,000,000, and by 1905 a very conservative estimate would put the number at 17,000,000. The effort to wean the Sunday-schools of the world from the Uniform Lesson failed signally. We do not mean to say that no good was accom- plised by the sharp criticism of the International Sys- tem. Far from it. That System was distinctly im- proved in many ways, as the result of the searching criticism turned upon it; and the rival schemes did much to elevate the standard of teaching in the Sunday- school. But the benefits of uniformity throughout the Sunday-school world were too many and too great to be sacrificed to the demands of the radical reformers. It remains to be seen whether union and co-operation can be maintained among the Protestant Sunday- schools of the world, in connection with a dual series of lessons. We turn, in our closing study, to the con- sideration of the demand for a series graded in subject- matter as well as in the method of presentation. The good hand of our God has been manifest in the history of the International Lesson System up to the present hour. Surely He will guide us to a wise solu- tion of all our problems, if we but ask His aid. V. THE DEMAND FOR GRADED LESSONS. A GLANCE AT THE HISTORY OF GRADATION. IN the early Sunday-school of 1780, and the following period of thirty years, when the spelling-book and the reader were the chief text-books, the instruction was largely individual. At first the schools were small, and the teachers were school-mistresses who made it their business to teach children how to spell, read and write. Pupils were grouped into classes, or grades, according to their knowledge. The youth of fifteen would recite in the same section with the boy of six, if both were just beginning to spell. The Sunday- school was then graded very much like the private secular schools of the time. There were beginners' classes in reading, reciting in the same room and to the same teacher, along with other classes that were more advanced. When the Bible, as a book of religious instruction, became the chief text-book in the Sunday-school, the principle of gradation according to age and capacity still had recognition. No doubt the minute gradation according to age, with which we are now familiar, was as yet undreamed of in the Sunday-school of 1825, or even of i860. The ''Infant School" of the first half of the nineteenth century included all children up to nine 155 156 TEE IXTERNATIONAL LESSOX SYSTEM. or ten years of age; the next grade including children from about ten to fifteen years of age; and the third grade including young people above fifteen years of age. In some schools there were Bible classes for young men and young women, as well as a general Bible class for older pupils. Dr. John S. Hart, Mr. R. G. Pardee, and other leaders between 1850 and 1865 advocated a slightly closer grading of the scholars. As there was no uni- form lesson for the whole school in those days, the catechisms and question books were of sufficient va- riety as to difficulty, to enable superintendents and teachers to provide a sort of graded curriculum. From about 1866 on. Rev. John H. Vincent, and other leaders, began to grade somewhat more closely as to age; but even yet nothing like our present elaborate and minute system had been introduced into any Sun- day-school. There was scarcely any recognition of the wide difference between the five-year-old and the nine-year-old child. The boy of ten recited in the same class with the boy of fifteen. At present the most progressive schools in our cities not only have a Be- ginners' department, a Primary department, a Junior department, an Intermediate department, a Senior de- partment, an Adult department, with Baraca and Philathea classes, but subdivide each of these depart- ments into separate classes so as to provide a separate teacher for pupils for each year from six to sixteen or seventeen years of age. Some large schools even sepa- rate boys of a given age from girls of the same age, providing a separate teacher for each sex. THE GRADED LESSONS. I57 Schools that have a commodious modern building, with separate rooms for each class, have already paved the way for the introduction of thoroughly graded in- struction. During the half-hour allotted to the lesson, each class is at liberty to study exactly what it wishes to, without interfering with any other class. In these large and closely graded schools the equipment has been provided for minutely graded instruction ; we need not wonder, therefore, that in recent years the demand for material graded in subject-matter, as well as in the mode of presentation, has been rapidly growing. GRADED LESSONS OTHER THAN THE INTERNATIONAL. In Roman Catholic Sunday-schools, in which cate- chisms are largely used, the principle of grading the subject-matter has had recognition from the beginning to the present time. In most Sunday-schools of the Protestant Episcopal Church, the same principle has obtained recognition, and some of the foremost educa- tors of this communion have been working at the prob- lem for many years. Many rival schemes have been in the field, and no one system has as yet commanded the united support of the Episcopal Sunday-schools. The Unitarians have had for many years a system of graded religious instruction in their Sunday-schools. Their curriculum includes much extra-biblical material. The principle of gradation of material to the capacity of the pupil has been a feature of the Blakeslee series from the beginning, though not so much emphasized at first as the Inductive Method of Bible Study. The 158 THE INTERNATIONAL LESSON SYSTEM. Bible Study Union, founded by Rev. Erastus Blakeslee, have been taking steps of late to perfect the gradation of their courses. The follov^ing is the most recent an- nouncement of the ''characteristics" of their ''Com- pletely Graded Series :" "(i) A close and careful adaptation of the lesson material and methods of study to the needs of the pupil at each successive period of development. "(2) A study of the Bible by the most effective modern methods. "(3) A supplementing of the Bible by such other material as v^^ill best promote religious and moral de- velopment. "(4) A practical application of the teachings of the Bible, with the aim of cultivating social as well as in- dividual morality and spirituality. "(5) A constant endeavor to inspire and direct the pupils in giving expression to moral and religious truth. "(6) The lessons for each year are so arranged that they can be used for nine months or twelve months." Until recently the Blakeslee Series was exclusively Biblical. Having issued a series of missionary studies on 'The Conquering Christ," which has been widely used and greatly appreciated by both teachers and pupils, the Bible Study Publishing Company have de- cided to issue other courses containing extra-biblical material; but recognizing the fact that many superin- tendents and teachers prefer only Biblical material for Sunday-school instruction, they have arranged a dual series, one of which is founded on purely Biblical ma- THE GRADED LESSONS. I59 terial, while the other contains a good deal of extra- biblical material. They explain their reasons for using extra-biblical material by the following brief circular : The construction of a course of study, like "Heroes of the Faith," on material largely outside the Bible is in accordance with the well-nigh universal conviction among religious edu- cators that, while the Bible must always remain the chief basis of instruction in the Sunday school, it is not the sole means to this end, and that along many lines it should be supplemented by material from other sources. The same divine agencies that shaped the Biblical history of the Hebrews are still operative in the world, and on a larger scale than ever before. The same faith and heroism that made the men and women of the Bible illustrious are producing similar examples of godly character today— examples of inspired and thrilling devotion that are close to us, living our life in the world as we know it, and not removed from us by two or three thousand years into conditions utterly strange. If further justification of the wisdom of supplementing the Bible by judiciously chosen extra-Biblical material were needed, it is found in the example of Him who founded by far the larger part of His immortal teachings, not on the law and the prophets, but on incidents of common life ; who found religious values in a sparrow and in a lily of the field as well as in an inspired word ; and who taught neighborliness and the divine fatherhood by the conduct, not of ancient patriarchs, but of men of His own day. There are many persons who insist that there should be a Biblical lesson for every Sunday and for all classes. The sufficiency of the Bible as the one great text-book of the Sunday-school is so apparent that they deprecate any departure from the direct study of the Scriptures in any department for a whole quarter at a time. They welcome the large use of material from church history, missionary biography and other sources 160 THE IXTERXATIONAL LESSON SYSTEM. in the teaching of the lessons ; but insist that the Bible is infinitely richer in its adaptation to the needs of modern pupils of all ages than some educational ex- perts have ever imagined. The Board of Publication of the General Council of the Evangelical Lutheran Church in North America have prepared and issued a series of graded lessons for use in Lutheran Sunday-schools. The series is issued in quarterlies, and is also published in book form, with the exception of the Primary grades. The editors inform me that the schools generally prefer the annual bound volume, as being in the end more eco~ nomical and more effective. Dr. W. L. Hunton, one of the editors, writes me: ''This series has been upon the market for a number of years, and is in fact one of the pioneers in graded instruction." The series contains a good deal of catechetical instruction along with the usual Biblical lessons. It is graded both as to the material and the method of instruction. The 'Triends' General Conference," of Philadelphia, have been issuing since 1907 what was first called ''Friends' Graded Course for First-Day Schools," and more recently, "Friends' Graded First-Day School Lesson Series." Judging from the samples that have been sent to me by the publishers, I should say that the series is better for classes from the Junior depart- ment up, than for the Beginners and the Primary de- partment. The American Institute of Sacred Literature, of Chicago, have also published courses of study for pupils THE GRADED LESSONS. Igl of different ages. They have put emphasis on the study of the Bible itself. The International Graded Lesson Series is indebted to several of the different schemes to which I have briefly referred, for valuable ideas which have been in- corporated in the courses for the eleven years, which have already been issued by the Lesson Committee. It is time now to sketch the history of the demand for Graded Lessons, in relation to the evolution of the International Lesson System. MRS. CLARK AND THE NEWARK UNION. As early as 1870, in Newark, N. J., there was formed 'The Newark Association of Infant Class Sun- day School Teachers." Mrs. Samuel W. Clark, mother of Rev. Joseph Clark, of Ohio, was for ten years the teacher of this group of Primary workers. At first she herself selected the lessons for the little folks. Later on she adopted the Berean Series, edited by Dr. John H. Vincent; and in 1873 the International Uni- form Lesson was adopted. The Primary teachers in Newark depended upon Mrs. Clark very largely for the lesson stories and other material used in instruct- ing their classes. She always gave them something that would be helpful to the little people. In 1880 Mrs. Clark left Newark, and the Primary teachers were almost broken-hearted. At Mrs. Clark's suggestion, however, they decided to go ahead with the work, nine of their number consenting to take their turn in giving the lessons once a quarter. Three 12 162 THE INTERNATIONAL LESSON SYSTEM. Other teachers were enhsted before the close of 1880, and the work went forward. This Union proved to be an admirable school for the development of expert Primary teachers. In 1890, 1891, among the teachers giving the lessons to the Union are found the names of Miss J. L. Baldwin, Mrs. J. W. Barnes, and Miss J. E. Dimock, all of whom have had much to do with the preparation of Graded Lessons for the Elementary Division of the Sunday-school. THE INTERNATIONAL PRIMARY UNION. In 1 87 1 the Primary teachers of New York were organized into a class, or union; in 1879 Philadelphia followed, and in 1881 Washington fell into line. In 1884 a National Primary Union was formed. In 1887 this became The International Primary Union. In 1896 this Union became a department of the Inter- national Sunday School Convention, and in 1902 was absorbed into the larger organization as *'The Ele- mentary Department of the International Sunday School Convention." In 1905 at Toronto it became *'The Elementary Council of the International Sunday School Association." Members of this Primary Union and the Lesson Committee have often been in confer- ence since 1891. We have already spoken of the loyalty of the Pri- mary teachers to the International Lesson System at the St. Louis Convention. Some of them suppressed their own conviction that a special course ought to be prepared for children under six years of age, and voted THE GRADED LES80N8. 163 to Stand by the Uniform Lesson System. It was not long, however, before they began to approach mem- bers of the Lesson Committee with requests for a special series of lessons preparatory to the Uniform Lesson. MISS vella's questionaire. On January lo, 1894, Miss Bertha F. Vella, Secre- tary of the International Primary Union, sent a circu- lar letter to all the Primary unions in all parts of the country, requesting them to frame a series of ques- tions to be submitted to Primary unions, lesson writers, and Primary teachers, the answers to which would be ■tabulated and submitted to the International Lesson Committee at its meeting in Philadelphia, March 14, 1894. Miss Vella formulated, as the outcome of her correspondence, forty-seven questions which were sent out to Primary teachers everywhere for answers. We select from these a few of the questions : (2) Do you prefer that the primary lessons shall be uniform with the whole school? (6) Are any of the lessons so diflBcult that they cannot be simplified for the children? (27) Is a uniform or a graded system best adapted to continuous develop- ment of the child? (28) Do you think a uniform system can be made a graded system also? (33) Do you believe a separate primary course advisable? (47) Please outline your plan for a course of primary lessons. The views of three hundred teachers were secured by Miss Vella, 164 THE INTERS ATIOXAL LES80y SYSTEM. REQUEST FOR A SPECIAL PRIMARY COURSE. At a meeting of the Executive Committee of the International Primary Teachers Union, held in the Oxford Presbyterian Church, Philadelphia, Pennsyl- vania, March 13, 1894, the following members were present: Mrs. W. F. Crafts, Mrs. M. G. Kennedy, Mrs. S. W. Clark, Mrs. Jas. S. Ostrander, Mr. W. N. Hartshorn, and Mr. Israel P. Black. After discussion, the following resolution was offered by Mr. W. N. Hartshorn, of Boston, Mass., and was adopted, Mrs. Crafts alone voting in the negative: Whereas, The Uniform International system of the study of the Bible in all the departments of the Sunday School for more than twenty years has been fruitful of great good in unifying forces to secure the best results, to the greatest numbers, and Wheeeas, There is now a constantly increasing demand for a special and separate lesson for the Primary department, and Whereas, This demand for a special and separate lesson for the Primary department is being supplied by lessons selected and prepared and published by private and denominational publish- ing houses, so that teachers are being drawn away and separated from the International and uniform plan of the study of the Bible, thus creating division in the great Sunday School army, and Whereas, We have cause to believe that the majority of the Primary teachers and schools desire to continue the study of a lesson selected by the International Lesson Committee, Therefore — resolved, that we recommend to the Lesson Ck)m- mittee now in session in Philadelphia, that they select a separate International Lesson for the Primary department, to begin January First, 1896, and that it consist of one half the length of time used to cover the regular course. Resolved — That it is the judgment of the Executive Commit- tee of the International Union of Primary Sabbath School Teachers that this separate and special Primary Course should TEE GRADED LES80NS. 165 be in addition to the regular course, and shall not interfere with the present lesson helps, which are prepared for the Primary department, but it shall be optional for each denomination to prepare helps for the Primary department, as at present upon this course, and it shall also be optional for each school to adopt this course. (Signed) Mrs. M, G. Kennedy, Vice-Pres., Philadelphia. Mrs. S. W. Clark, New York Union. Mrs. James S. Ostrander, Brooklyn Union. Israel P. Black, Phila. Union. Wm. N. Hartshorn, Boston Union. About 1893 the American Baptist Publication So- ciety brought out a children's course of lessons en- titled, 'Two Years with Jesus," w^hich had been pre- pared by Miss Juliet E. Dimock. The Lesson Committee having decided to grant the request for a separate Primary Course, the Interna- tional Primary Union, through its officers and com- mittees, assisted in the outlining of the proposed course. It was issued in the fall of 1895, but no helps were pre- pared by the denominational publishing houses. The Sunday School Times alone issued this Primary Course. It may be well to remember that at this time the word "Primary" covered a wide range in age. It is also well to remember that the Lesson Committee, in issuing this first Primary Course, expressed their own decided preference for the use of the Uniform Course by the entire school. VIEWS OF MESSRS. TRUMBULL AND DUBOIS. In this connection it might be of interest to quote from a letter to Secretary Randolph from a distin- 166 THE INTERNATIONAL LESSON SYSTEM. guished Sunday-school editor and leader, Rev. H. Clay Trumbull. Writing under date of December i, 1893, he says : My Deab Db. Randolph : — I am glad your Lesson Committee is to meet just now and face the diflBculties of the hour. I believe that, in the main, the basis of the International selections is sound and should be adhered to. There are minor features open to criticism, such, for instance, as the dividing of the study of the Book of Acts into two years. But such things the Committee will be likely to find its way to the correction of. I have believed for years that the primary scholars ought to have an elementary series of lessons, as distinct and separate from the lessons of the main school. It is not that the present lessons cannot be made of some service to the little folks, but it Is that the children have a right to milk before they are fed with beef juice, and that in the family, in the secular school, in the Sunday-school, and in the sanctuary, the children should first be fed by themselves before they are asked to be sharers in the work or the social life of adults. On this point I attach no importance whatsoever to the testimony of those elder primary class teachers who have grown up under the hardening influence of the present methods of popular Sunday-school instruction, any more than I do to the testimony of the few surviving fossils who would have the little folks memorize unintelligently cate- chism answers instead of being instructed in the truths of God's word. The younger and more intelligent primary class teachers realize this truth as the venerable workers, who are to be hon- ored for what they did do in the good old times, cannot be ex- pected to. The evidence coming to us from every side would be In itself convincing at this point, even if I had not been brought to see it in the progress of years. I think, moreover, that the gain in the intelligent study of the Bible, brought about by the International series of lessons, has caused a demand for advanced Bible studies which might well be guided by the International Lesson Committee. In other words, if, in addition to the main course of lessons for the Sunday-school as a whole, the Lesson Committee should outline an elementary series for the primary class, and a series of ad- THE GRADED LESSONS. 157 vanced studies for the maturer-minded, the demands of the hour would be practically met. In this work I think it would be necessary to secure the cooperation of the young and vigorous and intelligent primary class teachers on the one hand, and some of those workers who have had most experience in the line of advanced Bible study. I merely make these suggestions in accordance with your request, and I earnestly hope that the conference next week will result in good to the Sunday-school cause and to the church of Christ. Yours sincerely, H. Clay Trumbull. Mr. Patterson DuBois, writing to Dr. Randolph under date of March 8, 1894, says: We must have a uniform primary system, or the result will be disintegration, and then the danger will be that the disintegra- tion will extend beyond the confines of the Primary school. In many quarters there is not only dissatisfaction with the present International system among Primary Teachers, but there is a marked effort to find the right basis for a primary course, but as yet with no success, so far as I know. The whole subject must be looked at strictly from the child's point of view, and not from our conventionalized forms of thought and expression. Mr. DuBois thinks it unwise to decide such ques- tions as that of the preparation of a separate Primary course by majorities. He prefers to make his appeal to ''the thinking minority." THE NEW JERSEY SCHOOL OF METHODS. In 1894 Rev. E. M. Fergusson organized the Sum- mer School of Primary Methods. This institution later became "The New Jersey School of Methods for Sunday School Workers." It has been an experiment station for advanced Sunday-school workers, at which 168 THE IXTERyATIOXAL LESSON SYSTEM. teachers have learned while they were imparting in- struction to others. The meetings have been held at Asbury Park, New Jersey. In 1896 Miss Anna Williams, of the Philadelphia Normal School, was invited to deliver a series of ad- dresses before the Summer School of Primary Meth- ods. She took occasion in advance of the meeting to visit various Sunday-schools and to study the methods in vogue in the Primary department. In her discus- sion, with iconoclastic zeal, she denounced the current methods. What has been happily called by Mr. Fer- gusson "Pseudo-kindergartenism" was then in vogue. The blackboard was often covered with a medley of so-called symbols. Miss Williams insisted that the current methods w^ere a fine example of ''how not to do it." The Primary teachers who heard the addresses of Miss Williams were almost in despair at the close of the Summer School. During the same Summer School of 1896, Mrs. J. W. Barnes led the workers in a conference on what things ought to be taught to the Primary scholars. She took for granted the fact that the Uniform Lesson was to be taught as the main lesson of the day. The discussion related to supplemental material. Placing on the blackboard the numbers 3 to 12, the ages of children in the Primary and Junior departments, she asked such questions as these : When ought the Lord's Prayer to be taught? At what point ought the Ten Commandments to be taught? How ought the chil- dren to be grouped in the departments on the basis of age? The conference were substantially agreed that THE GRADED LESSONS. Igg children under six years of age should compose the Beginners' department; those from six to eight the Primary department; those from nine to twelve the Junior department. It was deemed best to teach the Lord's Prayer in the Primary section, the simpler com- mandments could be taught to the younger children, and the complete form of the Ten Commandments as they are found in the Bible in the Junior department. So far as is known, this Conference became the basis of graded supplemental material, in connection with the International Uniform Lessons. In the years that have followed much good work has been done by the de- nominational publishing houses and others in the de- velopment of supplemental lessons. THE CUSHMAN COURSE FOR BEGINNERS. In 1897 Miss Margaret J. Cushman, a woman of fine literary taste, and thoroughly evangelical, taught a series of ten lessons on Child Nature. One of her studies was on the theme "Teaching the Bible to Little Children." Her ideas won the approval of the mem- bers of the Summer School of Primary Methods. This lecture was delivered on July 11, 1897, at Asbury Park. Mr. Fergusson at once conceived the idea of proposing that Miss Cushman prepare a two years' course of Bible lessons for little children. He re- quested her to prepare such an outline and present it on the follow^ing morning to the members of the Sum- mer School. For each lesson there were to be pro- vided a title, a Golden Text, and a passage for the 170 TEE INTERNATIONAL LESSON SYSTEM. teacher to study. With rare enthusiasm and self- sacrifice, Miss Cushman gave herself to the immediate preparation of such an outline. Within less than twenty-four hours she had made a provisional draft of lessons from the Bible for children under six years of age. This provisional draft became the basis for the series of ''Bible Lessons for Little Beginners,'* by Miss Cushman (now Mrs. Haven). The title and Golden Text and passage for study were to be free to all who cared to use them. Mr. Fergusson desired to have a course of lessons for beginners to be handed to the Lesson Committee, as the basis for a series to be issued later by the International Lesson Committee. Miss Cushman had shown such knowledge of the needs of little children that she was deemed the best person to construct such a provisional series of lessons. The Cushman Club was organized to promote the idea of a separate lesson for the Beginners. Miss Cushman was a Christian of deeply spiritual life, a trained kindergartner, and a disciple of Froebel. The aim of the series constructed by her was to lead the child by easy normal stages to a personal accept- ance of Jesus as Saviour and Lord. The lessons for Beginners were the initial stage in this process of re- ligious training. The Cushman Club employed Miss Cushman, at the modest salary of $5.00 per month, to prepare lesson helps for the teachers of Beginners. The members of the Club resolved to raise money to meet the expenses of the venture and gave themselves personally to the experiment of teaching the lessons to the classes over TEE GRADED LE880N8, 171 which they presided. The lessons were first pubHshed in the New Jersey Sunday School Messenger, edited by the Rev. E. M. Fergusson. Miss EHzabeth D. Pax- ton acted as Secretary of the Club, and edited the ma- terial when it was issued in quarterlies. Miss Josephine Baldwin assisted in putting the lessons in book form. This *'Two Years' Course of Lessons for Little Be- ginners" was issued by Fleming H. Revell & Co. The lessons at once met with marked favor from the teach- ers of Beginners. About 1898 these lessons were taken up by the International Evangel edited by Mr. W. J. Semelroth. During the same summer meeting of 1897 Miss Julia E. Peck read a paper which was a plea for a Beginners' department. She insisted that children under six years of age ought to have special training before taking up the International Uniform Lesson in the Primary de- partment. GROPING TOWARD THE LIGHT. At the initial meeting of the Fifth Lesson Com- mittee in Philadelphia, March 17, 1897, the Committee met, in the Young Men's Christian Association Build- ing, in conference with the lesson writers, and others. Suggestions were offered concerning Primary, Ad- vanced, and Supplemental courses of lessons. Ques- tions were freely asked by the Committee and an- swered by those present. Drs. C. R. Blackall, F. N. Peloubet, M. C. Hazard, J. A. Worden, J. R. Miller, Edwin W. Rice, H. Clay Trumbull, and Messrs. Pat- terson DuBois, and Israel P. Black, and Mrs. M. G. 172 THE ISTERNATIOXAL LESSON SYSTEM. Kennedy, Mrs. E. L. Tead, Mrs. W. F. Crafts, and several others participated in the discussion, which con- tinued for more than three hours. At this meeting of the Committee "it was voted that five members of this Committee be requested to confer with primary workers and others in their vicinities, and each to bring to the next meeting of the Committee a scheme of primary lessons for one year." The Com- mittee were Messrs. Schauffler, Pepper, Rexford, Jacobs, and Dunning. At the next meeting of the Committee in Washing- ton, November lo, 1897, the Subcommittee on Pri- mary Lessons made a partial report, and was continued, with instructions to report at the next meeting. At the meeting of the Committee in New York, April 25, 1900, it was voted that a standing committee on Graded Lessons be appointed. After discussion, Drs. Schauffler, Potts and Hinds were appointed such a committee. RECOMMENDATIONS OF THE EDITORIAL ASSOCIATION. In New York, April 17, 1901, the Lesson Committee received in conference a committee from the Editorial Association, an organization of editors, publishers and lesson writers, which had been formed previously on the same day, and had adopted the following recom- mendations for the consideration of the Lesson Com- mittee : First. We desire to commend with all heartiness the plan of including larger passages of study than in previous years ; but THE GRADED LESSONS. I73 recommend that the part named for printing be indicated as the lesson ; that the text selected be limited to about ten or twelve verses, where possible; that the schedule of lessons for 1902 and thereafter be made to conform thereto; and that, as at present, related passages that naturally belong to the subject under consideration be indicated in addition to illustrate or complete it. Second. We favor a separate course of lessons for one year, for beginners in Bible Study, of six years old and under, and we will heartily cooperate with your Committee in making a success of such a series as you may propose. Third. From our knowledge of the field, and the demands of many Bible students, we believe that there should be prepared a two years' course of study, at least, that shall be topical and his- torical, for the adult or Senior classes. We think the times are ripe for such a course, and request your Committee to provide the same in such way as will not interfere with the present International uniform plan. In making these recommendations we desire to assure your Committee of our hearty sympathy with you and your work, and to assure you further of our earnest wish and purpose to con- serve the best interests of our common cause and increase the efficiency of the International Lesson system. Respectfully submitted, (Signed) M. C. Hazard, Chairman, C. R. Blackall, W. J. Semeleoth, John A. McKamy, Committee. A full and free discussion followed, participated in by several representatives of the Editorial Association. All three recommendations of the Editorial Associa- tion were adopted. Drs. Dunning, Schauffler, and Sampey were appointed a committee to prepare a two years' course for advanced students. Drs. Schauffler, Hinds, and Rexford, and Messrs. Jacobs and Pepper were named as the committee to prepare a Beginners' 174 THE INTERNATIONAL LESSON SYSTEM. Course of one year. Chairman Potts was requested to confer with the British Section of the Lesson Com- mittee, informing them as to the proposed changes in providing separate lessons for beginners and advanced students, and to ascertain whether they would endorse the same. The British Section opposed any departure from the Uniform Lesson. During 1:901 a Beginners' Course for one year was prepared through the labors of a joint committee rep- resenting the Primary workers, and the Lesson Com- mittee. This course was issued in December, 1901, and was received with general favor. ACTION OF THE DENVER CONVENTION. In the report of the Lesson Committee to the Inter- national Convention held in Denver, June, 1902, the attention of the Convention was called to the fact that an advanced course of lessons covering two years had been prepared by a subcommittee, and was ready for publication, if the Convention so ordered. After a lengthy discussion, in which many conflicting ideas found expression, the Convention finally passed the following resolutions: Resolved, That the following plan of lesson selection shall be observed by the Lesson Committee to be selected by this Convention : One Uniform Lesson for all grades of the Sunday School shall be selected by the Lesson Committee, as in accordance with the usage of the past five Lesson Committees; provided, that the Lesson Committee be authorized to issue an optional Beginners' Course for special demands and uses, such optional course not to feear tUe Qflidal title of "International Lesson," THE GRADED LESSONS. 175 Resolved, That at this time we are not prepared to adopt a series of advanced lessons to take the place of the Uniform Lessons in the adult grade of the Sunday School. The Conference of Elementary Workers, held in Denver just prior to the meeting of the International Convention, tendered a vote of thanks to the Lesson Committee for the Beginners' Course for one year, which was proving a success, and requested the prepa- ration of a course covering two years. PERSONNEL OF THE SIXTH LESSON COMMITTEE. At Denver, in 1902, the Sixth Lesson Committee was appointed. There were retained from the Fifth Lesson Committee Drs. John Potts, A. F. Schauffler, J. S. Stahr, H. W. Warren, Moshein Rhodes, E. L Rexford, B. B. Tyler, and John R. Sampey, and Mr. J. R. Pepper. The new members of the Committee were Drs. C. R. Hemphill, Wm. Patrick, O. P. Gifford, H. M. Hopkins, Professor Ira M. Price, and Mr. E. L. Shuey. Dr. Hemphill was professor for some time in Colum- bia Theological Seminary, South Carolina, and after- ward was pastor of the Second Presbyterian Church, Louisville. He has been a member of the Faculty of the Louisville Theological Seminary since its begin- ning, and is known far and wide as a gifted preacher and platform speaker, as well as a ripe Biblical scholar. He has many admirable qualifications for service on the Lesson Committee, and has given much valuable time both in the General Committee and on subcom- mittees. 176 THE INTERXATIONAL LESSON SYSTEM. Principal William Patrick, of Winnipeg, Manitoba, the representative of the Presbyterians of Canada, is the author of an excellent Commentary on the Epistle of James. He is a man of broad culture and profound thought. He is esteemed as one of the strongest men in the Committee. Rev. O. P. Gifford, D.D., is a brilliant Baptist preacher, and a greatly beloved pastor, and a man of pleasing personality. Mr. E. L. Shuey, of the United Brethren, is a busi- ness man of high standing, an active worker in the [Young Men's Christian Association, an earnest Bible student, and an accomplished Sunday-school man. Prof. Ira M. Price, Ph.D., of the University of Chi- cago, an active Baptist layman, is an able Semitic scholar, and an excellent teacher. He is methodical, diligent, courteous, and affable. He has had large ex- perience in preparing courses of study for the B. Y. P. U. of America, and has taught a Sunday-school class for many years. In 1908 he was promoted to the most important office in the gift of the Lesson Committee, namely, that of Secretary. The duties of this office have multiplied in recent years so rapidly that Profes- sor Price has to give a great deal of his valuable time to the work of the Committee. He is greatly honored and beloved by his colleagues. Dr. Hopkins, the representative of the Congregation- alists, having declined to serve on the Committee, Prof. Samuel Ives Curtiss, D.D., of Chicago, was chosen in his place. After a brief service with the Committee TEE GRADED LESSONS. 177 this distinguisher scholar was called to his reward, greatly lamented by a wide circle of friends. Dr. John Potts was chosen Chairman of the Sixth Lesson Committee, and Dr. A. F. Schauffler was elected Secretary. THE UNIFORM LESSONS FOR I906-I9II. The cycle adopted by the Sixth Lesson Committee, as modified in response to requests from the Editorial Association and the British Section of the Lesson Com- mittee, was as follows : 1906. Synoptic Gospels. Harmony. Words and Works of Jesus. 1907. Patriarchs to Samuel as Judge. Stories of the Patriarchs and Judges. 1908. Jan.-June. Gospel according to St. John. The Witness of John to Jesus. 1908. July-Dec. Saul to Solomon. The United Kingdom (Saul, David and Solomon). 1909. Acts and Epistles. Expansion of the Early Church. 1910. Gospel according to St. Matthew. The Gospel of the Kingdom. 191 1. Division of Kingdom. Captivity and Re- turn. Kings and Prophets of Judah and Israel (Kings to Malachi) or, Glory, Decline and Restoration of Israel. THE DEBATE AT WINONA. At Winona, Indiana, August 6-10, 1903, there was held a joint meeting of the International Executive 13 178 TEE INTERNATIONAL LESSON SYSTEM. Committee, the Editorial Association, and other inter- ested workers. The pubHshers of Lesson Helps had sent out a circular in which the following question was raised for consideration : **Which is better, an Inter- national Lesson uniform for all grades, or an Inter- national Lesson uniform within certain defined grades?" An earnest and animated discussion arose at this meeting. The general principle of Graded Les- sons was discussed, and not the desirability of lessons for a particular grade. Some thought that the one Uniform Lesson with supplemental Graded Courses would meet the needs of the Sunday-schools. Others contended that not only Beginners, but all the other grades up to the adult would be greatly helped by a series of lessons in which the principle of grading should be applied not only to the method of presenta- tion, but also to the Biblical material itself. It was made plain to all the members of the conference that no one desired to do away w^ith the International Uni- form Lesson; even the most enthusiastic advocates of Graded Lessons freely granted that Uniform Lessons would still be desired by the majority of the Sunday- schools in America. The debate shifted to the ques- tion of the comparative value of a Graded series as against a Uniform series. One of the speakers at the conference said: The old education regarded the body of truth, or the material, first — then the child. The new education places the child first, studies his needs, and then seeks the material which will satisfy these needs. The old education placed the material first, the child second; the new education places the child before the material. THE GRADED LESSONS. 179 There was no opposition to the use of graded sup- plemental material in connection with the Uniform Series, It was recognized by all that the use of this material was a step in advance, a step which had al- ready been taken by most of the great denominational publishing houses. The question which was brought to the front was whether an additional step in advance would not be taken if the principle of graded material should be introduced into all the departments up to the Adult. Attention was called to the healthful sign of unrest, which denotes progress, and may presently crystallize into a demand for something better. It was argued by the advocates of graded lessons that the International Association, through its appointed agen- cies, ought to begin to get ready to meet this demand when it should come. The duty of the hour was that an earnest study of conditions and needs should be made. Mrs. J. W. Barnes, in discussing the supple- mental lessons, put the matter in a nut-shell when she asked : "If graded lessons about the Bible are neces- sary, then why not graded lessons in the Bible?" A TWO years' beginners' COURSE. At the meeting of the Lesson Committee in Wash- ington, D. C, April 15, 1903, the subcommittee ap- pointed at Denver, June, 1902, to prepare a Two Years' Course for Beginners, reported that it had com- pleted the work, after four separate sessions of about two days each, and much conference with the Primary teachers in various parts of the country. The General 180 THE INTERNATIONAL LESSON SYSTEM. Committee adopted the recommendation of the sub- committee, and the Secretary issued the course as an ^'Optional Two Years' Course for Beginners." This course of lessons was used more widely than any pre- ceding scheme for Beginners. ATTEMPTS TO PROVIDE ADDITIONAL COURSES. By the time of the meeting of the International Con- vention in Toronto, in June, 1905, Elementary work- ers were beginning to desire earnestly a separate Pri- mary Course in addition to the Beginners' Course. The Lesson Committee received a resolution from the Elementary department of the International Sunday School Association thanking them for the Beginners' Course, and requesting the preparation of a Primary Course as soon as possible. At the Toronto Convention, the Lesson Committee, in its report, recommended that authorization be given the Lesson Committee to prepare an Advanced or Senior course. After spirited debate, the Convention decided to authorize the Committee to issue an Ad- vanced course. A subcommittee, consisting of Drs. Schauffler, Sampey and Rexford, was appointed to prepare such a scheme of lessons. The course first recommended by the subcommittee was rejected by the committee representing the Editorial Association. Thereupon Dr. Schauffler, Feburay 13, 1906, addressed a circular to the members of the Editorial Association, asking for suggestions as to the kind of course they really desired. Some elaborate schemes were presented THE GRADED LESSONS. 181 for the consideration of the committee. After much discussion the subcommittee decided to prepare for 1907 a course on 'The Ethical Teaching of Jesus," which was issued in the spring of 1906. Only two or three publishing houses offered any helps on this course. It began to be manifest that the demand for an Ad- vanced course was largely a matter of the imagination ; while the Lesson Committee prepared other advanced courses for 1908 and 1909, they seem never to have been offered by the publishing houses to their constitu- ency. This committee on Advanced courses has gone into "innocuous desuetude." ORGANIZATION OF THE GRADED LESSON CONFERENCE. In August, 1906, the International Executive Com- mittee granted to Mrs. Barnes, the Elementary Super- intendent of the International Association, freedom of action with reference to the graded courses of instruc- tion. She was directed to co-operate with the Lesson Committee and Editors, as well as others who might be planning graded lessons for the Primary and Junior departments, and report to the Primary Committee of the Executive Committee any recommendations for the Committee's approval. About this time a number of independent groups were being organized for the purpose of preparing graded lessons for the elementary departments in the Sunday-school. If the International forces were to be held together, there was no time to lose. In October, 1906, Mrs. J. W. Barnes, Elementary Superintendent of the International Association, called 182 THE INTERNATIO^'AL LESSON SYSTEM. a conference of certain workers friendly to the Associa- tion and its work. In selecting the members of the Graded Lesson Conference, as it came to be named, the Elementary Superintendent considered chiefly theif fitness for the task in hand, but also their relations to the various denominations, their ability to command the services of educators, their willingness to give their time and energy free, and to pay their own bills if nec- essary. The Conference was convened first, on October 19, 1906, in Newark, N. J. The m.embers agreed to under- take the work, and thereafter gave two or three, and sometimes five or six days a month to the work for a period extending over two years. In addition to the monthly meetings of the Graded Lesson Conference, there were frequent meetings of committees conduct- ing special investigations. There were also frequent conferences with experts associated with the work as consulting members. Previous to the formation of the Conference, the Secretary of the Lesson Committee was notified of the proposed plan, and an invitation was extended to the Lesson Committee to appoint any of its members to assist, to supervise, or to make suggestions. No ap- pointment was made by the Lesson Committee, and so the Conference proceeded with the work independently. The Conference decided to prepare lessons for the grades included by the terms Primary and Junior, in- cluding a revision of the Beginners' Course already in use. To do this work properly, it was necessary to take a view of the entire range of the Sunday-school, THE GRADED LESSONS. 183 in order that later other graded courses might be built on the Elementary grades as a foundation. Hence persons experienced in work for the older grades were included in the personnel of the Conference. It was agreed that the product of the Conference should be considered the property of the entire body, and not of individuals ; and no publicity was to be given to the movement until its work was completed. The final result was to be held as the property of the Les- son Committee and the denominational houses jointly, and to be offered to the former first. Evidently the Conference did not intend to allow its completed work to be thrown into the waste basket. CERTAIN DENOMINATIONS APPROVE OF THE WORK OF THE CONFERENCE. During 1907 certain publishing houses became in- terested in the work of the Conference, notably those of the Methodist Episcopal, the Presbyterian and the Congregational denominations. Later in the year these denominational bodies asked that the members in the Conference representing their respective churches be known as official members, offering to share the ex- penses when the time of settlement should come, agree- ing also to lend editorial aid when the outlines should be ready for inspection. CORRESPONDENCE WITH THE LESSON COMMITTEE. At this point the following correspondence between Mrs. Barnes and Dr. SchaufBer is interesting and in- 134 THE INTERNATIONAL LESSON SYSTEM. forming. The Lesson Committee was about to meet in annual session in Boston in April, 1907: Newaek, N. J., March 29, 1907. To the International Lesson Committee, Gentlemen : — As members of the Graded Lesson Conference, now in session, we desire that you may be fully advised of our plans, our work, and our relationship to the International Sunday School Association ; particularly as your cooperation is essential to the complete fulfillment of our purpose. Our desire is to see the present beginners course of two years suitably revised, and followed with a three years primary course and a four years junior course ; the whole constituting nine years of graded lesson material, to the completion of the average pupil's twelfth year. We desire to secure from the International Convention, as was done in the case of the beginners lessons, a vote of approval and reference of the matter to you, and either before or after such a vote as you may deem wise, we desire you to consider the plan of lessons which we hope ere long to be able to submit, and issue them with your approval, with such modifications as to your wisdom may seem needful. We are all of us strongly on the side of the International unity ; we believe in our Sunday schools working together ; we recognize the continued necessity for an ungraded International Course; but we know that a proportion of schools far too large to be longer neglected demands graded material for regular lesson work. We feel that it is vital that this material should come to them from the International Lesson Committee, that it should be such as actual teachers of the classes and grades concerned can use under present circumstances, that it should conform to truth in child study and represent the best available methods in teaching practice, and that its end and ideal should be the salvation of the pupil and the upbuilding of his character. In 1902 at Denver, as you recall, the conference of elementary grade teachers petitioned the Convention for a two year Begin- ners Course, to be issued by you. Similarly at Toronto in 1905, the representative elementary conference, heartily and without dissenting vote, expressed its appreciation of the Beginners lessons and asked for a Primary Course as soon as the way opened to issue it. The matter again came up at the meeting of THE GRADED LESSOXS. 185 the Editorial Association in July, 1906, when our Chairman by request of that Association presented a paper showing how not only a primary but also a junior graded course is absolutely essential to the present movement for adapted and effective work in the elementary division of the Sunday school. We as a Conference, were called together by our Chairman, Mrs. J. W. Barnes, with the approval of the International Exec- utive Committee, on the ground that the demand for graded lessons should be led and not merely yielded to by the Interna- tional Association. The effort was made to secure as members all the lesson writers. State elementary leaders, and specialists in Sunday school pedagogy within practicable distance from Newark, the Chairman's city. Several who were earnestly desired found it impossible to attend. The Conference first met in October, 1906, and meetings have since been held about once a month, each meeting lasting two days. We have worked in two sections, primary and junior. The names of those who have taken active part in all or most of the sessions are appended to this letter.^ We have agreed upon the needs and interests of pupils in the grades concerned, and the corresponding truths to be embodied in the lessons selected. The choice and arrangement of these lessons is progressing as rapidly as is consistent with a close following of our ideal. We hope ere long to complete a working outline of at least the first year primary and the first year junior, and then to introduce the lessons thus outlined into a number of selected schools for experimental use, before agreeing on our final draft of the course, either in outline or detail. We rejoice to observe the many other efforts now being made in this same direction, and believe that God's hand is clearly leading us to better and higher things. We believe, too, that when the right material has been found and arranged in the right order the reasons for it will appear. We respectfully ask your sympathy in our efforts and your cognizance of our exist- ence and our purpose. With great respect, we are yours, The Graded Lesson Confebence, Mrs. J. W. Barnes, Chairman. ^ The names of eighteen persons appear in the list. 186 TEE INTERNATIONAL LESSON SYSTEM. Dr. Schauffler, Secretary of the Sixth Lesson Com- mittee, on April i, 1907, rephed as follows: New York, April 1, 1907. My Deae Mrs. Barnes : — Yours of the SOth together with communication to the Lesson Committee of March 29th is at hand. It will be placed before the committee at our meeting in April in Boston, and I presume will also come up before the Joint Committee Meeting in London.^ The program that you outline is somewhat surprising for it involves practically a nine years course of graded lesson mate- rial ! I shall be exceedingly interested to see where your workers find material for a nine years graded course that shall be in any true sense graded material. I cannot myself conceive where such material really graded can be found from Genesis to Revelation. However, it may be that the combined intelligence of skilled workers can produce such a course. The graded les- sons that I have seen so far, have been graded more in name than in fact as to material. Of course the Lesson Committee will take no action in this matter until after the Louisville Convention, for we are under instructions from the Toronto Convention which we are bound to carry out without material deviation. With very best wishes, Yours sincerely, (Signed) A. F. Schauftlkk. ATTITUDE OF THE LESSON COMMITTEE. The Lesson Committee met in Boston April 24-26, 1907. The correspondence with the Graded Lesson Conference was brought to the attention of the Com- mittee, and the whole question of Graded Lessons was freely discussed. It was voted to recommend to the ^ Referring to the proposed conference between the British and American Sections of the Lesson Committee. THE GRADED LESSONS. I37 Triennial Convention at Louisville, that the Lesson Committee be authorized to prepare a fourfold grade of lessons as follows: (i) A Beginners' Course, per- manent, for pupils under six years of age. (2) A Pri- mary Course, permanent, for pupils between six and nine years of age. (3) A General Course as at present planned for pupils over nine years of age. (4) An Advanced Course parallel with the General Courses to be prepared by each Lesson Committee for such classes as may desire it. This action of the Lesson Committee did not lead to any modification of the plan previously adopted by the experts of the Graded Lesson Conference, who continued their work on a series of nine years for the Elementary Division. MAKING HASTE SLOWLY. During the process of construction and elaboration of the Graded Lessons by the Conference the work was scrutinized by experts to determine its soundness theo- logically, its use of Biblical material that might lead to unnecessary controversy, its correlation with the knowl- edge which the pupils of a given age would have ob- tained through the secular schools and which would be necessary for a proper understanding of the facts and truths involved, and its nearness to the interests of the pupils for whom it was outlined. When completed, the courses were again inspected as a whole by those who had participated as counsel- lors in their construction. As the Graded Lesson Conference had not only sue- 188 THE INTERNATIONAL LESSON SYSTEM. ceeded in producing something definite, but had been successful in drawing the leading denominations to- gether toward one course, it seemed wise to present the entire matter to the Editorial Association, and ask them to appoint other representatives if they so de- sired, in order that the outlines might meet the views of all the other denominations who might in the future become interested. The Association appointed their standing committee on International Lessons, of which Mr. C. G. Trumbull was chairman, requesting this committee to confer with the Graded Lesson Confer- ence and give such co-operation as might be needed. Before the courses were presented to the Lesson Committee for their inspection the outlines of the nine years prepared (Beginners, two years; Primary, three years; Junior, four years) were in their completed form again inspected by the appointed members of the denominational boards, and certain members of the Editorial Association. They were then sent to the Lesson Committee for their private study. It will thus be seen that great care was shown at every step to get all possible aid in the construction of a series of lessons that would meet the wishes of the bodies co-operating with the International Sunday School Association. It is also apparent, from this re- cital of facts, that the members of the Lesson Com- mittee had not been in as close personal touch with the work of the Conference as would have been desirable. They were suddenly confronted, in 1908, with problems to the solution of which they had, up to that time, given but slight attention. THE GRADED LESSONS. 189 THE SITUATION IN ENGLAND. We must interrupt our story of the movement to- ward Graded Lessons in America long enough to sketch the recent history of the British Section of the Lesson Committee. From 1895 to 1908 the mode of procedure in select- ing the International Lessons had been as follows : The Chairman of the American Section would ap- point a subcommittee to prepare a provisional draft of the lessons for a given year. This subcommittee would meet for two days in some convenient center, and make an outline of the lessons for the year, a copy of their selections being sent to each member of the General Committee for inspection prior to the annual meeting. This provisional draft would then be gone over in detail at the annual meeting, and the selections as modified would be printed by the Secretary, and forwarded to the British Section for criticism. Copies were also sent to members of the Editorial Association, and other experts, for inspection. Suggestions were welcomed from all who would take time to criticise the work in detail. Much weight was given to emenda- tions suggested by the British members of the Lesson Committee; but the final decision of all questions was left to the American Section. As time went on, the British Section made com- plaint that important changes were sometimes made, in response to requests from the Editorial Association, when the British Section had not even been notified of the proposed changes. Very naturally our colleagues 190 TEE INTERNATIONAL LESSON SYSTEM. across the sea felt that they ought to be consulted about all important changes in the Lesson Lists eman- ating from the International Lesson Committee. The London Sunday School Union thought to in- crease the influence of the British Section by adding to the number of members of the British Committee. In February, 1907, the British Section was composed of the following members : Rev. Alfred Rowland, D.D. (Chairman), W. H. Groser, B.Sc. (Hon. Secretary), F. F. Belsey, J. P., Rev. Alex. Connell, M.A., Rev. R. Culley, Prof. S. W. Green, M.A., Rev. S. S. Henshaw, Rev. Frank Johnson, Rev. C. H. Kelly, Mr. Frederic Taylor, Mr. Edward Towers, Rev. W. J. Townsend, D.D., and Mr. Charles Waters. A little later in 1907 the British Section was greatly strengthened by the election of the following three dis- tinguished educators: Professor A. S. Peake, M.A., Principal W. F. Adeney, D.D., and Principal A. E. Garvie, D.D. Rev. Alex. Connell and Rev. W. J. Townsend retired from the Committee in the same year. The addition of Professors Peake, Adeney and Garvie transformed the British Section from a very conservative body into an exceedingly liberal com- mittee. The British Section suddenly became advanced in its attitude toward Biblical Criticism, pedagogy and other related questions. THE LONDON CONFERENCE. It was deemed advisable by the leaders of the organ- ized work in the Sunday-school world to arrange for a conference between the British and Atnerican Sec- TEE GRADED LESSONS. 191 tions of the Lesson Committee in May, 1907, in con- nection with the World's Convention in Rome. As but few of the British Section expressed their intention to attend the Convention in Rome, Mr. W. N. Harts- horn and Dr. G. W. Bailey made arrangements for a meeting of representatives of the two Sections in Lon- don shortly after the close of the Rome Convention. We quote at length from the Preface to the Amer- ican Edition of "The New Century Sunday School" : The London Conference of the International Sunday School Lesson Committee was held in the city of London June 19-21, 1907. The Committee was represented by seven American and twelve British members. The discussions covered six half-day sessions. They were wholly occupied in full, frank, thorough canvass of the chief problems that face the American and British sections of the Lesson Committee. The British section of the Committee had previously prepared the following series of statements and resolutions as embodying their ideas and as a basis for discussion : Note: — It is understood that in the matter of Grading, the threefold division of scholars and of Lesson-subjects into Primary, Intermediate and Senior, is adopted by both Lesson Committees, by the Council of the Sunday School Union, and by the other bodies who have expressed an opinion on the question. I. — Can an International system of Lessons be provided for the Primary, the Intermediate and the Senior Divisions of the Sunday school? If so, by what means can such result be best attained? And can the several courses and divisions be denoted by an agreed set of terms? II. — Having regard to the various criticisms passed on the present mode of selection and treatment of subjects in the "International" courses, what improvements are desirable and practicable, and how may the two Lesson Committees cooperate more fully in bringing them about? 192 THE INTER2sATI0NAL LESSON SYSTEM. The following suggestions are respectfully submitted : — 1. That the first draft of each cycle of Lessons should be prepared by Biblical scholars, and then be submitted to experts in Sunday School work. 2. ?rhat in the compilation of such Lessons the progress of Divine Revelation should be kept in view, though not expressly marked out 3. That opportunities should be afforded for the consecutive etudy of (a) separate Books, and (b) definite periods of Sacred History. 4. That further use may be made of the Poetical and Pro- phetical books of the Old Testament, and of the Epistles of the New Testament, in illustration of the contemporary history and its teaching. 5. That the present cycle of six years be deemed of suitable length ; as also the average proportion of New to Old Testament subjects, viz. 7 to 5. It is suggested, however, that in the arrangement and length of the courses regard should be had to the respective requirements of the subject-matter, and the Review Lesson be inserted at some suitable point, or at the close of each series, rather than always and arbitrarily on the last Sunday of the Quarter. Also, that in some courses a Pre- view Lesson might be used to awaken interest. 6. That the rigid rule of Quarterly Temperance Lessons should be modified as follows : — The Annual Temperance Sunday to be observed, and for each of the other three Quarters an alter- native subject to be provided. 7. That it would be highly advantageous if an International series of cheap text-books for teachers, dealing with Scripture history, biography, etc., could be prepared and published. 8. Should it be found practicable to prepare International Lessons for Senior Classes, it is considered important that these should include instruction on the progress of Revealed Truth, and on Christian Doctrine and Ethics, and the simpler aspects of Christian Apologetics ; also some connected view of the Bible as a whole, and in its several divisions. The findings of the Conference, after three days of earnest and often animated discussion, are thus re- TEE GRADED LESSONS. 193 corded in the American Edition of the report of the proceedings : 1. That the International Lesson Committee undertalies to provide Schemes of Lessons for the whole range of Sunday School teaching, including Primary Work (ages 3-9) ; General or Intermediate Work (ages 9-15) ; and Senior or Advanced Work (over 15 years). That the Lesson for the General or Intermediate Division shall be uniform, and that Primary and Advanced Lessons may be prepared by the American and British Sections of the Lesson Committee acting jointly or independ- ently, but with a view to securing uniformity as soon as possible. 2. That in the preparation of each cycle of lessons, the ele- ments both of Biblical scholarship and practical efficiency be duly recognized. 3. That in the compilation of such lessons the method and progress of Divine revelation should be kept in view. 4. That we commend the principle of affording opportunity, as far as practicable, for the consecutive study of (a) separate books, and (b) definite periods of sacred history. 5. That the Poetical and Prophetical books of the Old Testa- ment, and the Epistles of the New Testament, should be used when possible in illustration of the contemporary history and its teaching. 6. That the present cycle of six years be deemed of suitable length, as also the average proportion of New to Old Testament subjects, viz. 7 to 5. 7. It is suggested, however, that in the arrangement and length of the courses, regard should be had to the respective requirements of the subject-matter, and the Review Lesson be inserted at the most suitable point in each series, rather than always and arbitrarily on the last Sunday of the quarter. And, further, that as the Review is intended rather to focus some main teaching of the series which it closes than to recapit- ulate the whole, the Committee should in the future afford the guidance of a definite title to each Review and of illustrative Scripture. A pre-view may at times be usefully prescribed, to be dealt with similarly by the Committee. 14 194 THE INTERXATIOXAL LESSON SYSTEM. 8. The Temperance Lessons. Considering the difficulties of the question, and appreciating the views expressed, we now pass to the next question, it being understood that the British Section may if they so desire, adopt alternate lessons in the three quarters other than that in which the Annual Temperance Sun- day falls. 9. This Conference, believing that it would be helpful to prepare International Lessons for Senior Classes, which shall include instruction on the progress of Revealed Truth, and on Christian Doctrine and Ethics, and the simpler aspects of Chris- tian Apologetics, also some connected view of the Bible as a whole, and in its several divisions, hereby requests the British Section to prepare schemes of this character. 10. That the British Section of the Committee prepare a Three Years' Primary Course, to cover the ages six to nine. 11. That the Committee prepare a List of Texts, which shall be chosen in the first instance for intrinsic value ; and that from these, so far as possible, the "Golden Texts" shall be selected, to emphasize and enforce the Central truth contained in the Scrip- ture to be studied. 12. That the British Section of the Lesson Committee be requested to prepare a general scheme for the lessons of 1912-17 inclusive, and a detailed list of the lessons for 1912. That the American Section of the Lesson Committee prepare the detail outline of lessons for 1911. These resolutions are worthy of careful study in detail. One year after the London Conference, a new American Lesson Committee was appointed in Louis- ville by the International Association. The findings of the London Conference could not be legally binding on the Seventh Lesson Committee of the International Association ; but there is, of course, a moral obligation to conform, as far as possible, to the agreement entered into by representatives of the American Section. The relations of the two Sections are thoroughly fraternal, as they have always been. THE GRADED LESf^ONS. 195 It will be observed that the cycle of Uniform Lessons for 1912-1917 was to be prepared in outline by the British Section. Thus for the first time the initiative has been transferred to the English brethren. More- over, it is to be observed that the International Uni- form Lessons are to be prepared specially for pupils between the ages of nine and fifteen. Already it is becoming apparent that little children under nine years of age will find it difficult to follow the lessons for 1912, as outlined by our British colleagues. It is by no means easy for a committee in London to under- stand the needs of schools in America, where condi- tions are quite different and methods vary widely. Perhaps we shall be better able, in the light of our ex- perience, to appreciate the patience of our English brethren through all the years in which they have tried to use a series of lessons prepared by a committee in another hemisphere. The needs of the smaller children are met in Eng- land by special courses prepared for them by the Brit- ish Section. This leads our English colleagues to select Scripture passages and Golden Texts that are too diffi- cult for little folks in the Primary department Many of our American schools that would prefer to use the Uniform Lesson throughout the school may be im- pelled to seek relief for the children under nine, by the introduction of the International Graded Lessons for Beginners and for the Primary department. 196 THE INTERN ATIOyAL LESSON SYSTEM. THE CYCLE FOR I912-I917. After somewhat extended conference and corre- spondence, the following order of study for the new cycle has been adopted by the Lesson Committee: 1 9 12. New Testament. Life of Christ. Synoptic Gospels. (Based chiefly on Mark.) 1 91 3. Old Testament. Genesis to Joshua. Crea- tion to the Settlement in Canaan. 1914. New Testament. Life of Christ. Synoptic Gospels (concluded). 191 5. Old Testament. Judges to 2 Kings, with Prophets. 1 91 6. New Testament. Acts, Epistles and Reve- lation. 1 91 7. Jan.-June. New Testament. John's Gospel. July-Dec. Old Testament. 2 Kings, Ezra and Ne- hemiah (with the Prophets). The British Section is responsible for the first draft and the final form of the Uniform Lessons for 191 2, 1914 and 1916, and the American Section for 1913, 1915 and 1917. Lesson Lists for Primary classes have been issued by the British Section, and special lessons for Juniors are in course of preparation. The British Section hav^ also issued a syllabus entitled, ''Studies in Christian Truth, a Series of Suggested Courses for the Senior Divisions of Sunday Schools." The Old Testament studies have been prepared by Prof. A. S. Peake, D.D., and the New Testament studies by Principal A. E. Garvie, D.D. There are also a number of general and THE GRADED LESSONS. 197 miscellaneous courses on various topics, some of which are in the field of church history and missionary study. THE BOSTON CONFERENCE. We return now to the history of the movement for Graded Lessons in America. Mr. W. N. Hartshorn, Chairman of the Executive Committee of the International Association, who was fully informed of the work of the Graded Lesson Con- ference, decided to call a conference of leading Sunday- school workers to meet in Boston, January 2, 1908. He invited representatives of the Lesson Committee, the Editorial Association, the Graded Lesson Confer- ence and the International Executive Committee to meet in his beautiful and spacious home at 54 The Fenway, to discuss the International Lesson System in all its phases. For two days, fifty-four men and women sat in council and debated the question of Graded Lessons. The sense of the meeting finally ex- pressed itself in the following resolutions, which ,vere unanimously passed : (1) That the system of a general lesson for the whole school, which has been in successful use for thirty-five years, is still the most practicable and effective system for the great majority of the Sunday-schools of North America. Because of its past accomplishments, its present usefulness, and its future possibil- ities, we recommend its continuance and its fullest development. (2) That the need for a graded system of lessons is expressed by so many Sunday-schools and workers that it should be ade- quately met by the International Sunday-school Association, and that the Lesson Committee should be instructed by the next International Convention, to be held in Louisville, Ky., 198 TEE INTERNATIONAL LESSON SYSTEM. June 18-23, 1908, to continue the preparation of a tlioroughly graded course covering the entire range of the Sunday-school. The International Lesson Committee unanimously adopted the findings of the Boston Conference in their report to the Louisville Convention in June, 1908;^ and the International Sunday School Association unan- imously adopted the report of the Lesson Committee,^ thereby instructing the Committee to continue and per- fect the Uniform Lesson System, while at the same time continuing the work of preparing a thoroughly graded series. THE SEVENTH LESSON COMMITTEE. There were retained from the Sixth Lesson Com- mittee Rev. A. R Schauffler, D.D., Prof. John R. Sampey, D.D., LL.D., Mr. John R. Pepper, Principal E. I. Rexford, LL.D., Prof. Ira M. Price, Ph.D., Prof. C. R. Hemphill, D.D., LL.D., Principal Wm. Patrick, D.D., and President W. Douglas Mackenzie, D.D., LL.D. Seven new members were added as follows : Rev. W. G. Moorehead, D.D., of the United Pres- byterian Church, is a ripe Biblical scholar, and a man of large experience of life. He is wise in counsel and attentive to the duties of the work. Prof. Melancthon Coover, D.D., the representative of the Lutheran Church, is the accomplished professor of the New Testament in the Theological Seminary at Gettysburg, Pa. Though modest and retiring, Profes- 1 Organized Sunday School Work in America, pp. 511-513. 2 Organized Sunday School Work in America, pp. 39, 40. TEE GRADED LESSOSS. I99 sor Coover is regarded as a most valuable addition to the Committee. Prof. F. C. Eiselen, Ph.D., the representative of the Methodist Episcopal Church, is professor of the Old Testament in Garrett Biblical Institute, Evanston, 111. He is the author of several valuable works in the Old Testament department. Professor Eiselen has the dis- tinction of being the youngest member of the Seventh Lesson Committee. He has at once taken high rank as a member of the working force in the Committee. Bishop W. M. Bell, D.D., of the United Brethren, is the only representative from the Pacific coast. Bishop Bell is an eloquent preacher, a gifted platform speaker, and a man of marked administrative ability. He has already shown great interest in the work of the Lesson Committee, traveling thousands of miles to attend its regular sessions. Rev. Conrad Clever, D.D., of Hagerstown, Md., is the representative of the German Reformed Church. Dr. Clever is a greatly beloved pastor and a genial personality. Justice J. J. Maclaren, D.C.L., of Toronto, Canada, w^ho represents the Canadian Methodist Church, has long been known as one of the leaders in the Interna- tional Sunday School Association. He is a prominent member of the International Executive Committee, and was made President of the International Association at Toronto, in 1905. Justice Maclaren is recognized as a leader in temperance reform. His wide knowl- edge of men and things, together with his judicial 200 ^^^ INTERNATIONAL LESSON SYSTEM. temperament and gracious personality, makes him a valuable addition to the Lesson Committee. Prof. Hall Laurie Calhoun, Ph.D., of Lexington, Ky., is the able representative of the Christian or Dis- ciple Brotherhood. Professor Calhoun has thrown him- self earnestly into the work of the Committee, and is already rendering efficient service as a member of two important subcommittees. President W. Douglas Mackenzie, of the Hartford Theological Seminary, who was first elected in 1907 to fill the unexpired term of Dr. Curtiss, of the Con- gregational Church, is a profound theologian, a force- ful preacher, and an accomplished platform speaker. He has rendered signal service as a member of the sub- committee on Graded Lessons, and is often put for- ward by his colleagues as the spokesman for the Les- son Committee. PERSONNEL OF THE BRITISH SECTION. The present membership of the British Section of the Lesson Committee, all of whom have been elected by the Sunday School Union of London, is as follows : Rev. Alfred Rowland, D.D., LL.B., Chairman (Con- gregational) ; Mr. W. H. Groser, B.Sc, Secretary (Congrega- tional) ; Rev. Prin. W. F. Adeney, D.D., (Congregational) ; Sir F. F. Belsey, J. P. (Congregational) ; Rev. George Bennett (Primitive Methodist) ; Rev. J. Williams Butcher (Wesleyan Methodist) ; THE GRADED LESSONS. 201 Rev. Prin. A. E. Garvie, D.D. (Congregational) ; Rev. Prof. S. W. Green, M.A. (Baptist) ; Rev. Frank Johnson (Congregational) ; Rev. Charles Kelly (Wesleyan Methodist) ; Rev. Thomas Nightingale (United Methodist Free Church) ; Prof. A. S. Peake, D.D. (Primitive Methodist) ; Rev. Richard Roberts (Presbyterian) ; Mr. Frank Spooner, B.A. (Congregational) ; Mr. Frederic Taylor (Society of Friends) ; Mr. Edward Towers, J. P. (Congregational) ; Rev. C. W. Vick (Baptist). Bishop Frank W. Warne, D.D. (Methodist Epis- copal), is the representative for India. Thus the total membership of the International Les- son Committee is at present thirty-three. The British Section and the American Section are now vested with equal authority in the preparation of the Uniform Lesson Lists; in the matter of Graded Lessons they are at present working independently. It is a matter of regret to the author of these lec- tures that he has not been able to obtain sufficient in- formation concerning some of his colleagues of the British Section to justify him in attempting a descrip- tion of their personal qualifications. He entertains for them individually and as a body the most sincere re- spect. Some of them are favorably known to Biblical scholars throughout the world ; and he doubts not that without exception they are devoted to the interests of the teachers and pupils who compose the great and growing Sunday-school army. 202 T^^ INTERNATIONAL LESSON SYSTEM. HIC LABOR HIC OPUS. The American Section of the Lesson Committee entered upon a new era in June, 1908. To prepare the Uniform Lesson List of four pages was a Hght task compared with the work of making a syllabus of Graded Lessons for pupils between the ages of four and twenty. Where formerly a working member of the Committee regarded a week in the year as sufficient for the task in hand, he discovered, after the Louisville Convention, that three weeks in the year were not enough to enable him to do satisfactory work. The output of the American Committee for the past three years is half as great in volume as that of the thirty- six years preceding. Secretary Price now gives one day in every week to the work of the Lesson Commit- tee, with no compensation other than the sense of satis- faction that comes from work done for the millions who use the Lesson Lists. THE SUBCOMMITTEE ON GRADED LESSONS. At the meeting of the Lesson Committee in Louis- ville in June, 1908, Drs. Price, Rexford, Mackenzie, Schauffler and Sampey were appointed a Subcommittee on Graded Lessons. This special Subcommittee was to act for the General Committee, reporting by cor- respondence to all its members. They were to have power to issue courses, unless there was a request that the General Committee be convened to consider some question requiring solution. As there was no request for a meeting of the General Committee, the Sub- THE GRADED LESSONS. 203 committee issued on January i8, 1909, three courses. They took similar action in January, 1910, in issuing four additional courses. Little attention was given to the details of these seven courses by members of the Lesson Committee other than the five members of the Subcommittee on Graded Lessons. Perhaps a recital of the method pursued by the Subcommittee would be of interest at this point. HOW THE SUBCOMMITTEE WORKED. At the close of the Louisville Convention in June, 1908, a conference with representatives of the principal publishing houses was held, with a view to ascertain- ing their wishes concerning the proposed Graded Series. The large majority favored the issuance of the first year only of the Beginners, Primary and Junior Courses by the following winter, so that helps could be prepared for use in October, 1909. The Subcommittee on Graded Lessons met in Buffalo, N. Y., November 13 and 14, 1908, and care- fully revised the lessons for the three years named. On December ist, the Secretary of the Lesson Com- mittee sent out numbered proof copies of the proposed lessons to more than seventy Sunday-school special- ists, for criticism and suggestion. The responses were returned to the Secretary before Christmas. The entire Subcommittee of five met in New York City, December 29-31, 1908, and, in occasional conference with mem- bers of the Graded Lesson Conference, which had pre- pared the original draft of the lessons, revised the 204 THE lyTERNATIONAL LESSON SYSTEM. lessons in the light of the criticisms received. These revised lessons were then issued to the public and dis- tributed January i8, 1909, as the Graded Series: Be- ginners, First Year ; Primary, First Year ; Junior, First Year. The following year the Subcommittee pursued the same method in revising and issuing the Graded Series : Beginners, Second Year ; Primary, Second Year; Junior, Second Year; Intermediate, First Year. APPROVAL BY THE GENERAL COMMITTEE. Thus seven years of the Graded Series were issued without the co-operation of the General Committee in regular session. A few of the members sent criticisms to the Subcommittee; but the Lesson Committee as a whole did not consider in regular session the details of the work. It ought to be recorded, however, that the action of the Subcommittee, in issuing a First Year Beginners, First Year Primary, and First Year Junior Course, was formally approved by the Lesson Com- mittee at its meeting in Chicago in April, 1909. More- over, the Lesson Committee, by formal vote, author- ized the Subcommittee to prepare and issue four ad- ditional Courses : Second Year Beginners, Second Year Primary, Second Year Junior, and First Year Inter- mediate. Thus the Lesson Committee placed its im- primatur on the Graded Series from the beginning. Prof. H. L. Calhoun was added to the Subcom- mittee on Graded Lessons at the Chicago meeting. THE GRADED LESSONS. 205 LESSON HELPS ON THE GRADED SERIES. The publishing houses took counsel together as to the best method of handling the Graded Lessons. The Boards of the Northern Methodists, Northern Pres- byterians, Congregationalists, and Southern Methodists formed a syndicate, and issued lesson helps far sur- passing in mechanical beauty the helps on the Uni- form Lessons. The American Baptist Publication So- ciety also issued independently the '^Keystone Series," which was received with much favor. Additional helps for the four Courses issued in January, 19 lo, ap- peared in the fall of the same year. Other publishing houses have also entered the field. THE ADVENT OF CRITICISM. In the spring of 19 10 there began to appear in some of the religious papers sharp criticism of the Inter- national Graded Series. One of the most vigorous at- tacks came from the pen of Rev. Harvey Beauchamp, a prominent Sunday-school worker among Southern Baptists. Mr. Beauchamp contended that the- lessons were unsound in the matter of conversion ; that extra- biblical lessons ought not to have been inserted in the Series; that the Scriptures were wrested from their natural meaning, to provide texts for some of the lessons; that important topics found no place in the Series; and that the Lesson Committee, contrary to all precedents, were now presuming, through the very structure of the Graded System, to interpret the Scrip- tures for the Sunday-schools. 206 ^^^ IXTERNATIOXAL LESSON SYSTEM. There were mutterings of dissent in various parts of America and among the various denominations. The deep interest in the Graded Series had been a surprise to some of its friends and promoters. Now all eyes were turned upon the Lesson Lists, and it seemed that a storm of theological discussion was about to burst upon us. ACTION OF THE SOUTHERN BAPTIST CONVENTION. At the meeting of the Southern Baptist Convention in Baltimore, early in May, 1910, Dr. J. M. Frost, Corresponding Secretary of the Sunday School Board of the Convention, read a statement and introduced a series of resolutions looking toward the preparation of a series of Graded Lessons adapted to the needs of Southern Baptists. Dr. Frost's statement contained warm praise of the Uniform Lessons, and was kind in all its references to the Lesson Committee. He made it plain, however, that the Graded Series, as then pro- mulgated, could not be made acceptable to his great constituency, without serious alteration ; and he wished the Convention to be ready to issue a Graded Series of its own, if the objectionable features of the Interna- tional Graded Lessons could not be corrected. Dr. PYost called attention to the fact that the redemptive element had not obtained sufficient recognition in the Graded Series, and that it was in danger of reducing the Bible to a mere story book; also that the lessons had been constructed on the theory that the child by natural birth is in the kingdom, and needs not to be made a new creature in Christ Jesus, THE GRADED LESSONS. 207 Dr. Frost's able paper was referred to a committee, of which Dr. E. Y. MulHns was chairman, and was later returned to the Convention, with a few modifications, and was unanimously approved. As finally adopted by the Convention, the resolutions became a protest from the Southern Baptist Convention to the Interna- tional Sunday School Association against the Graded Series as then promulgated. A committee of fifteen was appointed by the Convention to consider the whole subject of Graded Lessons, and to carry out the resolu- tions of the body. A subcommittee of five was named to study the problem and report to the larger com- mittee the result of its investigations. Later in the year, the Executive Committee of Pub- lication of the General Assembly of the Southern Pres- byterian Church published, in a "Letter to Pastors, Sessions and Sunday School Workers," similar criti- cisms of the International Graded Series. There was also a good deal of unofficial criticism here and there. THE LESSON COMMITTEE TAKES ACTION. The Lesson Committee met in Washington in May, 1910, two or three days after the adoption of Dr. Frost's resolutions by the Southern Baptist Conven- tion in the neighboring city of Baltimore. The Sub- committee on Graded Lessons held a session a day in advance of the meeting of the General Committee, and revised the Third Year Primary and Third Year Jun- ior Courses, which had been prepared by the Graded Lesson Conference. They also examined briefly the 208 ^^^ INTERNATIONAL LESSON SYSTEM. proposed Second Year Intermediate and First Year Senior Courses. The presence of half a year of extra- bibhcal lessons in the proposed Second Year Inter- mediate had almost staggered the Subcommittee; and they were glad of an opportunity to counsel with their associates of the General Committee. The Washington meeting in May, 1910, was the longest sitting in the history of the Lesson Committee, beginning Tuesday morning and lasting until noon of Saturday; with some slight interruption on Thursday and Friday, on account of the World's Sixth Conven- tion, then in session in Washington. There was much earnest discussion, almost all of which gathered about the Graded Series. The protest of the Southern Bap- tist Convention, although not addressed directly to the Lesson Committee, brought to the Committee's atten- tion the importance of wise and prompt effort to make the Graded Lessons acceptable to all the great Sunday- school constituency. As it is important that the atti- tude of the Lesson Committee at that time be correctly presented, I quote from the Minutes : It was moved by Dr. Patrick and seconded by Dr. Sampey, that the Lesson Committee as a whole for the future assume the same responsibility for the preparation, revision, and publication of the Graded Lessons as for the Uniform Lessons. The motiou was carried unanimously. As we have previously shown, the Lesson Committee was already responsible for the Graded Lessons that had been issued ; but members other than those on the Subcommittee had not considered the lessons in detail, as they had always done with the Uniform Lessons. THE GRADED LESSONS. 209 The action at Washington estopped the Subcommittee from putting forth any additional courses, until they should have been examined and approved in regular session of the General Committee. On motion of Dr. Eiselen, seconded by Dr. Patrick, the following action was unanimously taken : ''i. That we proceed to the consideration of the Second Year of the Intermediate Course. "2. That we refer the First Year of the Senior Course to the Graded Lesson Committee, and instruct this Committee to criticize and modify the draft course and to send out proofs for criticism, etc., and to report to the full Committee at a meeting of the Committee, December 29th." THE QUESTION OF EXTRA-BIBLICAL LESSONS. Examination of the Second Year Intermediate Course, as outlined by the Graded Lesson Conference, brought the Committee face to face with the problem of extra-biblical lessons in a rather acute form, as half of the Course was devoted to extra-biblical material. There was prolonged and earnest discussion before any definite action was taken. Again we quote from the Minutes : The accompanying resolution framed by Drs. Sampey, Eiselen, and Price was then passed by a unanimous vote : — "That the American Section of the International Lesson Com- mittee reaffirms its loyalty to the principle of making Biblical material the basis of the Lessons in both the Uniform and the Graded Series of Lessons. "Further — We wish to record our belief that it is in accord with this principle to introduce Lessons of a topical nature, 15 210 THE INTERNATIONAL LESSON SYSTEM. based on Scriptural passages, which will readily permit the discussion of the ethical and religious problems of modern life." The Third Year Primary and Third Year Junior Courses were then examined in detail by the Lesson Committee. On motion of Dr. Patrick, seconded by Dr. Eiselen, these Lessons were approved of generally, and power was given to the Subcommittee on Graded Lessons to revise and issue the same in November. The Subcommittee on Graded Lessons met In Niag- ara Falls, November 3, 1910, and made a final re- vision of the Third Year Primary and the Third Year Junior Courses. These were issued by Secretary Price on November 22, 1910. In the consideration of the Second Intermediate and First Senior Courses, the Subcommittee called into con- ference Messrs. E. M. Fergusson and R. E. Diffen- dorfer, who explained the reasons that had led the Graded Lesson Conference to incorporate a consider- able body of extra-biblical material in some parts of the Graded Series. The Subcommittee reduced the number of extra- biblical lessons in the Second Year Intermediate, and provided the First Year Senior with an ampler Biblical basis. The two Courses as thus revised were printed, and copies sent out to many experts for criticism. As the Graded Lesson Conference insisted on the re- tention of the extra-biblical lessons, which were grouped in varying quantities throughout the Series, it became necessary for the General Committee to de- THE GRADED LESSONS. 211 termine whether it would decline to put its imprimatur on such lessons. It gradually became clear that the principle of liberty might bring a satisfactory solution of the problem. At the meeting of the Lesson Committee in Chicago, December 29, 1910, the following resolutions were unanimously adopted : Whereas, The constituency of the International Sunday School Association is divided with respect to the use of extra- bibhcal lessons in the Graded Series now in course of prenara- tion; and, Whereas, We desire to meet the varying needs and wishea of our large constituency ; therefore. Resolved, First— That we adhere to the historic policy of making the Bible the text-book in the Sunday-school, always providing the best possible courses from the Bible for the use of classes in every grade in the Sunday-school. Second— That a parallel course of extra-biblical lessons b^ issued with our imprimatur, whenever, and to the extent that there is sufficient demand for them on the part of Sunday-school workers; the regular Biblical and the parallel extra-biblical courses alike to pass under the careful scrutiny of the Lesson Committee as a whole before being issued, and the extra-biblical lessons also to be related as closely as possible to the Scriptures Third— That the Graded Lesson Subcommittee be instructed to provide Biblical lessons wherever lessons of extra-biblical material occur in the seven years' Graded Lesson Courses issued prior to May, 1910, making such minor changes as may be involved in carrying out this provision. The General Committee accepted the recommenda- tions of its Subcommittee, that extra-biblical material should be allowed in the Parallel Course for the last twenty-one lessons of the Second Year Intermediate. A regular Biblical Course for the entire yt^x was also 212 THE INTERNATIONAL LESSON SYSTEM. prepared by the Committee. Final revision of the First Year Senior was next made. For the first time in its history, the Lesson Com- mittee devoted all the sessions of its annual meeting to the preparation of Graded Lessons. On February 8, 191 1, Secretary Price issued the Second Year Intermediate and the First Senior Courses. A BIBLICAL SERIES OF GRADED LESSONS. A special Subcommittee was appointed to prepare regular Biblical Lessons in the Series wherever there were Lessons founded on extra-biblical material. This Subcommittee, consisting of Professors Sampey, Hemphill, Calhoun and Price, met in Louisville on February 13, 191 1, and completed its work in two days. It so happened that I was a member of the International Subcommittee and a consulting member of the Baptist Subcommittee already referred to, and could thus be fully informed of the drift of opinion in each group. Seeing that the two committees, working on the problem from different angles, were yet prac- tically agreed as to what ought to be done, I sug- gested to the International Subcommittee that they adopt as their own the emendations previously recom- mended by the Baptist Subcommittee to their Com- mittee of fifteen. These additional emendations, some of which were quite important, were so much in ac- cord with the views of the International Subcommit- tee, that they were readily accepted and incorporated THE GRADED LESSONS. 213 in the report sent out by Secretary Price at the end of February for the approval of the International Lesson Committee. It is also highly probable that the recom- mendations of the Baptist Subcommittee will be ap- proved by the full committee and then be adopted by the Southern Baptist Convention. Thus, in the good providence of God, what threat- ened at one time to be a serious split in the Sunday- school forces of America was averted, through prompt and considerate action on the part of the Lesson Com- mittee. If they were "caught napping" in the earlier stages of their work on the Graded Series, they soon became wide awake, and gave substantial satisfaction to the varied elements composing their great constitu- ency. The Biblical Series of Graded Lessons as recom- mended by the special Subcommittee was approved by all the members of the Lesson Committee, and Sec- retary Price issued the same in April, 191 1. The Graded Series is still in the experimental stage, and we may find it wise to modify it in other direc- tions; but the idea has come to stay, and the Interna- tional Association will do well to take thought for the nurture of this younger daughter under its roof-tree. Nor will it be necessary for the Uniform Lesson, as the elder daughter, to be jealous of the favor shown to this wonderful baby in the home. Let both live together in mutual helpfulness, each rejoicing in the prosperity of the other. The history of the International Lesson System is an inspiring story. God's hand is apparent in its in- 214 THE INTERNATIOXAL LE8S0^' SYSTEM. auguration and in its subsequent development. Never before in the history of Christendom has the Bible been taught by laymen in such numbers and with such en- thusiasm. Between twenty and twenty-five million, teachers and pupils are now studying God's Word under the guidance of the International Lesson Com- mittee. If wisdom is given from above, all the prob- lems that may yet confront Sunday-school leaders will be solved, and we shall move forward as a mighty army. Re-enforcements may be expected not only from lands already Christian, but also from the great mission fields of the world. The whole world needs the gospel, and it is our task to enlist all nations in the study of the Holy Scriptures which are able to make them wise unto salvation. THE LONDON CONFERENCE. Key to Picture Opposite Page 191. Standing at Back of Hall, from Left to Right — Rev. A. E. Garvie, M.A., D.D., Mr. Marion Lawrance, Mr. F. A. Wells, Mr. E. K. Warren, Mr. W. N. Harts- horn, Rev. Alfred Rowland, B.A., LL.B., D.D. Seated Behind Table— Mr. T. G. Ackland, F.I.A., Rev. R. Culley, Dr. G. W. Bailey, Mr. E. Towers, Rev. J. S. Stahr, D.D., Mr. F. Clements, Rev. Carey Bonner, Rev. M. Rhodes, D.D., Prof. A. S. Peake, M.A., D.D., Mr. W. H. Groser, B.Sc, Prof. Ira M. Price, Ph.D. Seated in Front of Table— Mr. J. R. Pepper, Mr. W. B. M'Crillis, Rev. Principal Rexford, D.D., Rev. A. F. Schauffler, D.D., Mr. Jas. S. Crowther, Mr. F. F. Belsey, J. P., Rev. C. H. Kelly, Mr. Charies Waters, Rev. Frank Johnson, Prof. S. W. Green, M.A. Representing the British Section of the Committee — Messrs. Adeney, Belsey, Culley, Garvie, Green, Groser, Johnson, Kelly, Peake, Rowland, Towers and Waters. Representing the American Section — Messrs. Pepper, Price, Rexford, Rhodes, Schauffler, Stahr and Tyler. Other Prominent Workers Present — Messrs. Hartshorn, Bailey, Lawrance, Warren, McCrillis and Wells, from America ; Messrs. Ackland, Bell, Bonner, Clements, Crowther and Love, of England. 215 APPENDIX. I. INTERNATIONAL UNIFORM LESSONS — COMPLETE LIST 1872-1912. II. SPECIAL PRIMARY AND ADVANCED COURSES. III. THE INTERNATIONAL GRADAD LESSONS — COMPLETE LIST TO DATE. IV. SOME IMPORTANT DATES. (216) CLASSIFIED LIST OF THE INTERNATIONAL UNIFORM LESSONS, 1872-1912, Giving Topic, Text and Date, and Showing the Number of Times a Given Topic Has Been Studied in Forty-One Years. God the Creator ..Gen. 1:1-25 Jan. 6 The Creation ..Gen. 1:1, 26-31 Jan. 5 The Creation- Gen. 1:1-3; 2:4-8 July 4 God the Creator of All Things... Gen. 1:1-2:3 July 7 The Beginning Gen. 1:26-31; 2:1-3 Jan, 2 The First Adam ..Gen. 1:26-31; 2:1-3 Jan. 7 Man Made in the Image of God Gen. 1:26-2:3 Jan. 13 In Eden Gen. 2:15-25 Jan. 12 Man's Sin and God's Promise Gen. 3:1-6, 13-15 Jan. 20, Sin and Death.... Gen. 3:1-6, 17-19 Jan. 9! The Fall and the Promise Gen. 3:1-8, 15 Jan. 19, The Fall and the Promise.- Gen. 3:1-15 July 11, Adam's Sin and God's Grace.. Gen. 3:1-15 Jan. 14, Beginning of Sin and Redemption ...Gen. 3:1-15 July 14, Cain and Abel Gen. 4:3-10 Jan. 26 Cain and Abel Gen. 4:3-13 Jan. 21 Cain and Abel Gen. 4:3-15 July 18 Cain and AbeL Gen. 4:3-16 Jan. 16 The Story of Cain and Abel Gen. 4:3-15 Jan. 27 Noah and the Ark Gen. 6:9-22 Jan. 23 Noah and the Ark Gen. 6:13-18 Feb. 2 Noah Saved in the Ark Gen. 8:1-16 Feb. 3 Noah Saved in the Ark Gen. 8:1-22 July 21 The Bow in the Cloud Gen. 9:8-17 Feb. 9! God's Covenant with Noah Gen. 9:8-17 Jan. 28 The Covenant with Noah Gen. 9:8-19 July 25, Temperance Lesson Gen. 9:18-27 Mar. 27 Confusion of Tongues... Gen. 11:1-9 Feb. 16 The Call of Abram Gen. 11:31, 32; 12:1-10 Aug. 1 Abram Called to be a Blessing Gen. 12:1-8 Feb. 10 The Call of Abram Gen. 12:1-9 Jan. 30, Beginning of the Hebrew Nation Gen. 12:1-9 Feb. 4 God Calls Abram Gen. 12:1-9 July 28 Lot's Choice Gen. 13:1-13 Feb. 6 Lot's Choice Gen. 13:1-13 Feb. 17 Abram and Lot. Gen. 13:1-18 Aug. 8 Abram and Lot Gen. 13:1-18 Aug. 4 Abram and Melchizedek Gen. 14:12-24 Aug. 15 The Covenant with Abram Gen. 15:1-7 Feb. 23 God's Covenant with Abram Gen. 15:1,5-16 Feb. 24 The Covenant with Abram ...Gen. 15:1-18 Aug. 22 God's Promise to Abraham Gen. 15:1-18 Aug. 11 God's Covenant with Abram Gen. 15:5-18 Feb. 13 God's Covenant with Abram... Gen. 17:1-9 Feb. 11 Abraham's Intercession Gen. 18:16-33 Aug. 29 Abraham's Intercession Gen. 18:16-33 Aug. 18 Abraham Pleading for Sodom Gen. 18:16-33 Mar. 3 Missionary Lesson Gen. 18:17-21 Mar. 18 Missionary Lesson Gen. 18:17-26 Mar. 27 God's Judgment oa Sodom Gen. 18:22-33 Feb. 18, 217 1907 1873 1880 1901 1887 1894 1907 1873 1907 1887 1873 1880 1894 1901 1873 1894 1880 1887 1907 1837 1873 1907 1901 1873 1894 1880 1887 1873 1880 1907 1887 1894 1901 1887 1907 1880 1901 1880 1873 1907 1880 1901 1887 1894 1880 1901 1907 1894 1887 1894 218 APPENDIX. Abraham Pleading for Sodom .Gen. 18:23-33 Feb. 20, Lot's Escape from Sodom Gen. 19:12-26 Sept. 5, Escape from Sodom.-. ..Gen. 19:15-26 Mar. 2, Destruction of Sodom Gen. 19:15-26 Feb. 27, Trial of Abraham's Faith Gen. 22:1-13 Feb. 25. Trial of Abraham's Faith Gen. 22:1-14 Sept. 12. Abraham Offering Isaac Gen. 22:1-14 Mar. 6, Abraham and Isaac Gen. 22:1-14 Aug. 25, Trial of Abraham's Faith Gen. 22:7-14 Mar. 9, Selling the Birthright Gen. 25:27-34 Mar. 4, Isaac's Prosperity Gen. 26:12-25 Oct. 3, Isaac the Peacemaker ...Gen. 26:12-25 Sept. 1, Isaac a Lover of Peace Gen. 26:12-25 Mar. 10, Jacob and Esau.. Gen. 27:22-40 Oct. 10, Jacob and Esau Gen. 27:15-23, 41-45 Mar. 17, Jacob and Esau Gen. 27:.30-40 Mar. 16, Jacob at Bethel Gen. 28:10-22 Mar. 23, Jacob at Bethel Gen. 28:10-22 Oct. 17, Jacob at Bethel Gen. 28:10-22 Mar. 13, Jacob at Bethel Gen. 28:10-22 Mar. 11, Jacob at Bethel ..Gen. 28:10-22 Sept. 8, Jacob's Vision and God's Promise ...Gen. 28:1-5, 10-22 April 7, Jacob a Prince with God Gen. 32:1-32 Sept. 15, Jacob's Prevailing Prayer ...Gen. 32:9-12, 22-30 Oct. 24, God Gives Jacob a New Name Gen. 32:9-12, 22-30 Apr. 14, Jacob's New Name. Gen. 32:9-12, 24-30 Mar, 20, Jacob's Prevailing Prayer... Gen. 32:9-12, 24-30 Apr. 1, Israel, the New Name. ..Gen. 32:24-30 Apr. 6, Joseph Sold into Egypt Gen. 37:1-5, 23-36 Oct. 31, Discord in Jacob's Family Gen. 37:1-11 Apr. 8, The Dreams of Joseph.. Gen. 37:3-11 Apr. 13, Joseph Sold by his Brothers Gen. 37:5-28 Apr. 21, Joseph Sold into Egypt Gen. 37:12-36 Oct. 6, Joseph Sold. ..Gen. 37:23-28 Apr. 20, Joseph Sold into Egypt Gen. 37:23-36 Apr. 3, Joseph Sold into Egypt Gen. 37:23-36 Apr. 15, The Lord with Joseph Gen. 39:1-6, 20-23 Apr. 27, Joseph in Prison Gen. 39:20-40: 15 Oct. 13, Joseph Faithful in Prison Gen. 39:20-40; 15 Apr. 28, Joseph in Prison... Gen. 39:21-23; 40:1-8 Nov. 7, Joseph Exalted Gen. 41 :.37-49 May 4, Joseph Exalted... Gen. 41:38-48 Apr. 10, Joseph Ruler in Egypt Gen. 41:38-48 Apr. 22, Joseph Exalted Gen. 41:38-49 Oct. 20, Joseph the Wise Ruler in Egypt Gen. 41:38-49 May 5, Joseph the Wise Ruler .Gen. 41:41-57 Nov. 14, The Report from Egypt... Gen. 42:29-38 May 11, Joseph and His Brethren Gen. 44:30-34; 45:1-8 Nov. 21, Joseph Makes Himself Known Gen. 45:1-8 May 18, Joseph Makes Himself Known Gen. 45:1-15 Apr. 17, Joseph Forgiving His Brethren Gen. 45:1-15 Apr. 29, Joseph and His Brethren Gen. 45:1-15 Oct. 27, Joseph Forgives His Brethren Gen. 45:1-15; 50:15-21 May 12, Joseph Sends for His Father Gen. 45:19-28 May 25, Israel in Egypt Gen. 46:1-4, 29-32 June 1, Jacob and Pharaoh.. Gen. 47:1-12 Nov. 28, Joseph and His Father Gen. 47:1-12 Apr. 24, Jacob and Pharaoh ..Gen. 47:5-10 June 8, The Last Days of Jacob Gen. 48:8-22 Dec. 5, Prophetic Blessings Gen. 48:15, 16; 49:8-10 June 15, Last Days of Joseph Gen. 50:14-26 Dec. 12, Joseph's Last Days Gen. 50:14-26 May 6, The Last Days of Joseph Gen. 50:15-26 June 22, Death of Joseph G«n. 50:15-26 Nov. 3, LIST OF UNIFORM LESSONS. 219 Israel in Egypt Ex. 1:1-14 July 3, 1881 Israel in Egypt - Ex. 1:1-14 May 13, 1894 Israel Oppressed in Egypt -Ex. 1:1-14 Nov. 10, 1901 Israel Enslaved in Egypt Ex. 1:1-14 May 19, 1907 Israel in Egypt Ex. 1:6-14 May 1, 1887 The House of Bondage. - Ex. 1:7-14 Jan. 4, 1874 The Birth of Moses Ex. 2:1-10 Jan. 11, 1874 The Child Moses. Ex. 2:1-10 May 8, 1887 The Childhood of Moses --Ex. 2:1-10 May 20, 1894 The Childhood of Moses Ex. 2:1-10 Nov. 17, 1901 Childhood and Education of Moses Ex. 2:1-15 May 26, 1907 The Coming Deliverer Ex. 2:5-15 July 10, 1881 The Call of Moses.. Ex. 3:1-10 Jan. 18, 1874 The Call of Moses— Ex. 3:1-12 May 15, 1887 The Call of Moses.-- Ex. 3:1-12 Dec. 1, 1901 The Call of Moses Ex. 3:1-14 July 17, 1881 Moses Called to Deliver Israel ..Ex. 3:1-14 June 2, 1907 Moses Sent as a Deliverer.... Ex. 3:10-20 May 27, 1894 Doubts Removed Ex. 4:1-9, 27-31 Jan. 25, 1874 Moses and Aaron.- Ex. 4:27-31; 5:1-4 July 24, 1881 Jehovah's Promise Ex. 6:1-8 Feb. 1, 1874 Moses and the Magicians Ex. 7:8-17 July 31, 1881 The First Plague. ....Ex. 7:14-22 Feb. 8, 1874 Moses and Pharaoh Ex. 11:1-10 Dec. 8, 1901 The Passover Ex. 12:1-14 Aug. 7, 1881 The Passover Ex. 12:1-14 May 22, 1887 The Passover Instituted Ex. 12:1-14 June 3, 1894 The Passover Ex. 12:1-17 Dec. 15, 1901 The Passover Ex. 12:21-30 June 9, 1907 Jehovah's Passover ..Ex. 12:21-30, 51 Feb. 15, 1874 The Exodus ...Ex. 13:17-22 Feb. 22, 1874 The Passage of the Red Sea Ex. 14:13-27 Dec. 22, 1901 Israel's Escape from Egypt Ex. 14:13-27 June 16, 1907 The Red Sea. Ex. 14:19-27 Aug. 14, 1881 Passage of the Red Sea Ex. 14:19-29 June 10, 1894 The Red Sea Ex. 14:19-31 Mar. 1, 1874 The Red Sea Ex. 14:19-31 May 29, 1887 The Song of Moses Ex. 15:1-11 Mar. 29, 1874 Bitter Waters Sweetened Ex. 15:22-27 Mar. 8, 1874 Bread from Heaven Ex. 16:1-5, 31-35 Mar. 15, 1874 The Manna Ex. 16:1-8 Aug. 21, 1881 God Feeds Israel in the WUderness.. ..Ex. 16:1-15 July 7, 1907 The Manna... Ex. 16:4-12 June 5, 1887 The Giving of Manna Ex. 16:4-15 July 6, 1902 Defeat of Amalek ..Ex. 17:8-16 Mar. 22, 1874 The Ten Commandments— Duties Toward God Ex. 19:1-20: 11 July 14, 1907 The Commandments Ex. 20:1-11 Aug. 28, 1881 The Commandments.... Ex. 20:1-11 June 12, 1887 The Ten Commandments— Duties to God Ex. 20:1-11 July 13, 1902 The Ten Commandments Ex. 20:1-17 Apr. 5, 1874 The Ten Commandments Ex. 20:1-17 July 7, 1895 The Commandments... Ex. 20:12-21 Sept. 4, 1881 The Commandments Ex. 20:12-21 June 19, 1887 The Ten Commandments— Duties to Men Ex. 20:12-17 July 20, 1902 The Ten Commandments— Duties Toward Men Ex. 20:12-17 July 21, 1907 God's Covenant with Israel... Ex. 24:1-12 July 1, 1888 The Golden Calf Ex. 32:1-6, 19, 20 Apr. 12, 1874 Worshipping the Golden Calf Ex. 32:1-6, 30-35 July 27, 1902 The Golden Calf Ex. 32:1-8, 30-35 July 14, 1895 The Golden Calf. Ex. 32:1-8, 30-35 July 28, 1907 The People Forgiven Ex. 32:12-20 Apr. 19, 1874 The Golden Calf Ex. 32:15-26 July 8, 1888 Idolatry Punished Ex. 32:26-35 Sept. 11, 1881 God's Presence Promised Ex. 33:12-23 July 15, 1883 Missionary Lesson Ex. 35:20-29 June 26, 1887 220 APPENDIX. Free Gifts for the Tabernacle Ex- 35:20-29 July 22, 1888 ?^SKae.e::::::::::::::::::::::::::::::"|- 4o;i-i3 Aug. 3 1902 The Tabernacle - - -|- ^g- _ 3. 34 38 Aug. 4 m^ The Tabernac e — g- J^; _}« j^.^ 29. 1888 ?£I ?^S^1I set u^:::::::::::::::::::::::i- Ih-^o a,1 26, i874 The Burnt Offering - - Lev. 1:1-9 Aug. 5 1888 The Burnt Offering.—. — --^^- V-ll l« oS" 23 1881 The Peace Offering -Lev. 7 11-18 O^t.^^. »M The Five Offerings...... - -"Jj;- iVtu Oct.'^JO.im Nadab and Abihu ^v. lu.i ii ^^^^ ^^^ Temperance Lesson-. 7X„ in.'i n Tnlv 21 1895 Nadab and Abihu (Tem. Lev. 0. - 1 July ^1. j»a^ Nadab and Abihu (Tem.),--.. ... L^v. 10 1-11 Aug. U), lyu^ The Sin of Nadab and Abihu (Tem.). -—Lev. 10 1-11 Aug. U, iw^ The Day of Atonement Lev. 16 1-16 Aug. U, l»»» The Day of Atonement .-. Lev. 16 5-22 Aug 1«. l«u The Day of Atonement.. Lev. 16-1&-30 ^.^f'"''- ^' The Three Great Feasts..... - Lev. 23.4-6. lS-21, 33 36^^^ ^^^ ^^^^ The Feast of Tabernacles Lev. 23:33-44 Nov 13 1881 ?£I ^^]:^^^::^^r:::^::v^^^- lltif no?. 20: 1881 The Lord's Ministers.... - Num. 3:5-13 May 17 1874 Temperance Lesson xr!,^' q'.i«^ 9-? Aup 26 1888 The Pillar of Cloud and of Fire Num. 9 5-23 Aug. ^b. i»»s Journeying toward Canaan Num. 10.-3. 29-o6 Aug. W. lyu^ Israel Journeying to Canaan... Num. 10.-3 29-36 Aug^ 25. 1907 ^^^^?Se^e^^:;:::::::::::::::::::Num: i3;i7-2o. 23-33 Aug. 4, 1895 The Two Reports of the Spies .....Num. 13.17-.0. 2d 33 ^^^ ^ ^^^^ a^s tt^ulf^:":::::::::::::::::::::""-'--!-. i4:i-io May 24 im The Unbelief of the People Num. 14 1-10 ^if {m The Smitten Rock Num. 20 1-13 t^pt. lb. i»»» The Smitten Rock Num. 20.7-13 May ^i. i»/4 The Serpent in the Wilderness Num. 2 1-9 Nov 27 1881 The Brazen Serpent Num. ^ i_» k^_ ^^^ The Brazen Serpent.. JJ^^' ^ :J_5 j^*;^ 7 1374 The Serpent of Bra^... Num. ^ 4_y ^^ ^^^^ The Brazen Serpent g^^ ^^ij^^ig Die. 4. 1881 Balaam Moses Pleading with Israel Deut 6:1-15 Sept 15 1907 The New Home in Canaan geut. 6 y Aug. 18 ^6^^ The True Prophet ^eut. i».y-io The Prophet like Moses — ' dIS" 2i;i8-21 Sept. 30 1888 Temperance Lesson.. ^eut. ^J-JJ ^^ ^4 ^902 Loving and Obeying God.. Deut. du ii_zu ^p^ ^^^^ Last Days of Moses — - g^ut. dz.j*^o The Death of Moses — - -ge^t. 34.11^ Death and Burial of Moses — Deut' 34 1-12 Sept. 21 1902 „ J Josh 1-1-9 Jan. 3, 1875 Joshua Encouraged.- J^°- |:J_^ j^l j igSS Joshua, Successor to Moses Josh. 1. a y ?.^.t5°??„°iL^r °.^ ■'°^^""- -:::::::::::::josh; }:i-u oct. 5, im a;;i W&-i^r:::::::::::::::::::Ssh: ..n o<. 6 loo: LI8T OF UNIFORM LESSONS. 221 Crossing the Jordan ..Josh. 3:5-17 Aug. 25, 1895 Israel Enters the Land of Promise Josh. 3:5-17 Oct. 13, 1907 Crossing the Jordan .Josh. 3:9-17 Oct. 12,' 1902 Crossing the Jordan Josh. 3:14-17 Jan. 10, 1875 Memorial Stones Josh. 4:4-9 Jan. 17, 1875 The Stones of Memorial Josh. 4:10-24 Oct. 21, 1888 Preparation for Conquest ..Josh. 5:9-15 Jan. 24, 1875 The Plains of Jericho Josh. 5:10-15; 6:1-5 July 15, 1883 The Fall of Jericho Josh. 6:1-16 Oct. 28, 1888 The Fall of Jericho Josh. 6:8-20 Sept. 1, 1895 The Capture of Jericho Josh. 6:8-20 Oct. 20, 1907 Jericho Taken Josh. 6:12-20 Jan. 31, 1875 The Fall of Jericho Josh. 6:12-20 Oct. 19, 1902 Defeat at Ai.. ..Josh. 7:1-12 Nov. 4, 1888 Israel Defeated at Ai Josh. 7:10-26 July 22, 1883 Achan's Sin Josh. 7:19-26 Feb. 7, 1875 Ebal and Gerizim ....Josh. 8:30-35 Feb. 14, 1875 The Reading of the Law. Josh. 8:30-35 July 29, 1883 Caleb's Reward Josh. 14:5-14 Sept. 8, 1895 Caleb's Inheritance.. Josh. 14:5-15 Nov. 11, 1888 Joshua and Caleb... Josh. 14:5-15 Oct. 26, 1902 Caleb's Inheritance Josh. 14:6-15 Feb. 21, 1875 Caleb's Faithfulness Rewarded Josh. 14:6-15 Oct. 27, 1907 The Land Divided Josh. 18:1-10 Feb. 28, 1875 The Cities of Refuge Josh. 20:1-9 Mar. 7, 1875 The Cities of Refuge.. ...Josh. 20:1-9 Aug. 5, 1883 The Cities of Refuge Josh. 20:1-9 Sept. 15, 1895 The Cities of Refuge Josh. 20:1-9 Nov. 3, 1907 Cities of Refuge Josh. 20:1-9 Nov. 2, 1902 Helping One Another Josh. 21:43-45; 22:1-9 Nov. 18, 1888 The Altar of Witness Josh. 22:21-27 Mar. 14, 1875 Joshua's Warning... Josh. 23:11-16 Mar. 21, 1875 God's Mercies to Israel (Review) Josh. 24:1-13 Mar. 28, 1875 Israel's Promise ..Josh. 24:14-18 Apr. 4, 1875 Joshua Renewing the Covenant ..Josh. 24:14-25 Sept. 22, 1895 Joshua's Parting Advice Josh. 2i: 14-25 Nov. 9, 1902 Joshua Renewing the Covenant with Israel Josh. 24:14-28 Nov. 10, 190? The Last Days of Joshua Josh. 24:14-29 Aug. 12, I883 The Covenant Renewed ..Josh. 24:19-28 Nov. 25, 1888 The Time of the Judges Judges 2:1-12, 16 Oct. 6, 1895 Israel Forsaking God Judges 2:6-16 Aug. 19, 1883 The Time of the Judges .Judges 2:7-16 Nov. 16, 1902 The Promise Broken Judges 2:11-16 Apr. 11, 1875 Israel Under Judges Judges 2:11-23 Dec. 2, 1888 The Call of Gideon ..Judges 6:11-18 Apr. 18, 1875 Gideon's Army ..Judges 7:1-8 Apr. 25, 1875 Gideon's Army Judges 7:1-8 Aug. 26, 1883 Gideon's Army Judges 7:1-8 Dec. 9, 1888 Gideon and the Three Hundred ..Judges 7:1-8 Nov. 30, 1902 Gideon and His Three Hundred Judges 7:9-23 Nov. 17, 1907 The Triumph of Gideon Judges 7:13-23 Oct. 13, 1895 The Death of Samson Judges 16:21-31 Sept. 2, 1883 Death of Samson... Judges 16:21-31 Dec. 16, 1888 The Death of Samson Judges 16:21-31 Dec. 1, 1907 The Death of Samson Judges 16:25-31 May 2, 1875 Ruth and Naomi.. Ruth 1:14-22 Sept. 9, 1883 Ruth's Choice Ruth 1:14-22 Oct. 20, 1895 Ruth's Wise Choice .Ruth 1:14-22 Dec. 8, 1907 Ruth and Naomi Ruth 1:16-22 May 9, 1875 Ruth's Choice ..Ruth 1:16-22 Dec. 23, 1888 Ruth and Naomi Ruth 1:16-22 Dec. 2, 1902 A Praying Mother 1 Sam. 1:21-28 May 16, 1875 A Praying Mother.. 1 Sam, 1:21-28 Sept. 16, 1883 The Child Samuel 1 Sam. 3:1-10 May 23, 1875 222 APPENDIX. The Child Samuel 1 Sam. 3:1-13 Oct. 27, Samuel Called of God 1 Sam. 3:1-14 July 7, The Child Samuel ..1 Sam. 3:1-19 Sept. 23, The Boy Samuel ...l Sam. 3:1-21 Dec. 15, The Boy Samuel 1 Sam. 3:6-14 Dec. 14, The Sorrowful Death of Eli 1 Sam. 4:1-18 July 14, Eli's Death 1 Sam. 4:10-18 Oct. 7, The Death of Eli - 1 Sam. 4:12-18 May 30, Samuel the Reformer 1 Sam. 7:1-12 July 21, Samuel the Upright Judge 1 Sam. 7:1-13 Dec. 22, Samuel the Judge... 1 Sam. 7:2-13 Dec. 21, Samuel the Judge 1 Sam. 7:3-17 Oct. 14, Samuel the Judge 1 Sam. 7:5-10 June 6, Samuel the Judge 1 Sam. 7:5-15 Nov. 3, Israel Asks for a King 1 Sam. 8 July 5, Asking for a King 1 Sam. 8:1-10 Oct. 21, Israel Asking for a King 1 Sam. 8:1-10 July 5, A King Desired 1 Sam. 8:4-9 June 13, Israel Asking for a King 1 Sam. 8:4-20 July 28, Saul Chosen of the Lord 1 Sam. 9:15-27 Aug. 4, Saul Chosen King. 1 Sam. 9, 10 July 12, Saul Chosen 1 Sam. 10:17-24 June 20, Saul Chosen King.. 1 Sam. 10:17-27 Oct. 28, Saul Chosen King... 1 Sam. 10:17-27 Nov. 10, Saul Chosen King.. 1 Sam. 10:17-27 July 12, Samuel Warns Saul and the People 1 Sam. 12 July 19, Samuel's Farewell Address 1 Sam. 12:1-15 Aug. 11, Samuel's Farewell Address.. 1 Sam. 12:13-25 Nov. 4, Samuel's Farewell Address 1 Sam. 12:13-25 July 19, Samuel's Parting Words 1 Sam. 12:20-25 June 27, Saul Rejected by the Lord 1 Sam. 15 July 26, Saul Rejected 1 Sam. 15:10-23 Jan. 2, Saul Rejected by the Lord 1 Sam. 15:10-23 Aug. 18, Saul Rejected 1 Sam. 15:10-23 Nov. 17, Saul Rejected 1 Sam. 15:12-26 Nov. 11, Saul Rejected as King 1 Sam. 15:13-23 July 26, David Anointed King 1 Sam. 16:1-13 Jan. 9, David Anointed 1 Sam. 16:1-13 Nov. 18, The Anointing of David 1 Sam. 16:1-13 Aug. 25, David Anointed King 1 Sam. 16:1-13 Dec. 1, David Anointed at Bethlehem. .1 Sam. 16:1-13 Aug. 2, Samuel Anoints David 1 Sam. 16:4-13 Aug. 2, David and Goliath .1 Sam. 17:1—18:5 Aug. 9, David and Goliath 1 Sam. 17:32-51 Sept. 1, David and Goliath 1 Sam. 17:38-49 Aug. 9, David and Goliath 1 Sam. 17:38-51 Jan. 16, David and Goliath 1 Sam. 17:38-51 Nov. 25, David and Goliath 1 Sam. 17:38-51 Dec. 8, David in the Palace 1 Sam. 18:1-16 Jan. 23, David's Enemy— Saul ..1 Sam. 18:1-16 Dec. 2, Saul Tries to Kill David 1 Sam. 18:5-16 Aug. 16, Saul Tries to Kill David 1 Sam. 18:6-16 Aug. 16, David and Jonathan.. 1 Sam. 20:1-13 Sept. 8, David and Jonathan 1 Sam. 20:12-23 Aug. 23, David's Friend— Jonathan 1 Sam. 20:32-42 Dec. 9, David and Jonathan. 1 Sam. 20:32-42 Dec. 15, David and Jonathan... 1 Sam. 20:35-42 Jan. 30, Friendship of David and Jonathan 1 Sam. 20 Aug. 23, David Sparing Saul... .1 Sam. 24:1-16 Feb. 6, David Sparing His Enemy .1 Sam. 24:1-17 Dec. 16, David Sparing Saul 1 Sam. 24:4-17 Sept. 15, Temperance Lesson .1 Sam. 25:23-31, 35-38 Sept. 29, David Spares Saul 1 Sam. 26:5-12,21-25 Aug. 30, David Spares Saul's Life 1 Sam. 26 Aug. 30, Saul and His Sons Slain 1 Sam. 31:1-16 Feb. 13, Death of Saul and Joaatban 1 Sam. 31:1-13 Dec. 23, LIST OF UNIFORM LESSONS. 223 Death of Saul and His Sons 1 Sam. 31:1-13 Sept. 22 Death of Saul and Jonathan 1 Sam. 31:1-13 Sept. 6 Saul and Jonathan Slain in Battle 1 Sam. 31 Sept. 6; David Becomes King 2 Sam. 2:1-10 Sept. 13 David, King of Judah 2 Sam. 2:1-11 July 5 David Made King over Judah and Israel 2 Sam. 2:1-7; 5:1-5 Sept. 13 David King over All Israel ..2 Sam. 5:1-12 July 6 The Tribes United under David 2 Sam. 5:1-12 Oct. 6 David King over All Israel 2 Sam. 6:1-12 July 12 David Established King 2 Sam. 5:17-25 Feb. 20 The Ark in the House. ...2 Sam. 6:1-12 July 13 The Ark Brought to Zion 2 Sam. 6:1-12 Oct. 13 The Ark Brought to Jerusalem 2 Sam 6:1-12 July 19 David Brings Up the Ark.. 2 Sam. 6:1-12 Oct. 4 The Ark Brought to Zion... 2 Sam. 6:1-15 Feb. 27 David Brings the Ark to Jerusalem. 2 Sam. 6 Oct. 4 God's Covenant with David 2 Sam. 7:1-16 July 20 God's Promises to David 2 Sam. 7:4-16 July 26 God's Covenant with David 2 Sam. 7:4-16 Oct. IL God's Covenant with David 2 Sam. 7:18-29 Mar. 5, David's Thanksgiving Prayer 2 Sam. 7:18-29 Oct. 20, Kindness to Jonathan's Son... ..2 Sam. 9:1-13 July 27, David's Kindness ...2 Sam. 9:1-13 Aug David's Kindness to Jonathan's Son ..2 Sam. 9 Oct. 18 David's Victories 2 Sam. 10:8-19 Aug. 9 David's Rebellious Son 2 Sam. 15:1-12 Nov. 3 Absalom's Rebellion 2 Sam. 15:1-12 Aug. 23 David and Absalom ...2 Sam. 15:1-12 Nov. 1 Absalom's Rebellion 2 Sam. 15:1-14 Mar. 12 Absalom's Rebellion 2 Sam. 15:1-14 Aug. 10, Absalom Rebels Against David 2 Sam. 15 Nov. 1 Absalom's Defeat and Death ...2 Sam. 18:9-17, 32, 33 Aug. 30 David's Grief for Absalom 2 Sam. 18:18-33 Nov. 10 Absalom's Death 2 Sam. 18:24-33 Mar. 19 Absalom's Death 2 Sam. 18:24-33 Aug. 17 David's Grief over Absalom 2 Sam. 18:24-33 Nov. 8 David Grieves for Absalom .2 Sam. 18 Nov. 8 David's Gratitude to God 2 Sam. 22:40-51 Sept. 13 David's Last Words 2 Sam. 23:1-17 Nov. 17 The Plague Stayed 2 Sam. 24:15-25 Aug. 24 Solomon Succeeding David. 1 Kings 1:22-35 Oct. 5 Solomon Anointed King 1 Kings 1:28-39 Oct. 4 Solomon Anointed King 1 Kings 1:1—2:12 Nov. 22 Solomon's Wise Choice 1 Kings 3:4-15 Dec. 6 Solomon Chooses Wisdom.. 1 Kings 3:4-15 Dec. 6 Solomon's Choice 1 Kings 3:5-15 Oct. 19 Solomon's Wise Choice ..1 Kings 3:5-15 Nov. 24 Solomon's Wise Choice.. 1 Kings 3:5-15 Oct. 11 Solomon's Wealth and Wisdom 1 Kings 4:25-34 Oct. 18 Building the Temple .1 Kings 5:1-12 Nov. 1 The Temple Built ..1 Kings 6:1-14 Oct. 26 The Dedication of the Temple 1 Kings 8:1-11, 62, 63 Dec. 13 The Temple Dedicated 1 Kings 8:5-21 July 23 Solomon's Prayer 1 Kings 8:22-30 July 30 The Temple Dedicated .1 Kings 8:22-36 Nov. 2 The Temple Dedicated 1 Kings 8:54-63 Dec. 1 The Temple Dedicated 1 Kings 8:54-63 Nov. 8 Solomon Dedicates the Temple 1 Kings 8 Dec. 13 God's Blessing upon Solomon 1 Kings 9:1-9 Nov. 15. Solomon's Prosperity 1 Kings 10:1-10 Aug. The Fame of Solomon. ...1 Kings 10:1-10 Nov. 29 The Queen of Sheba Visits Solomon. 1 Kings 10:1-10 Dec. 20. The Wisdom of Solomon 1 Kings 10:1-13 Nov. 9 Solomon and the Queen of Sheba 1 Kings 10:1-13 Dec. 8, 224 APPENDIX. Solomon's Sin 1 Kings 11:4-13 Nov. 16, Solomon's Fall. 1 Kings 11:4-13 Dec. 15, Solomon's Sin 1 Kings 11:4-13 Dec. 6, Solomon's Downfall .1 Kings 11:4-13 Dec. 20, Close of Solomon's Reign ..1 Kings 11:26-43 Dec. 22, The Kingdom Divided... ..I Kings 12:1-17 Jan. 4. The Kingdom Divided ..1 Kings 12:1-24 Jan. 1, Revolt of the Ten Tribes 1 Kings 12:6-17 July 5, The Kingdom Divided. 1 Kings 12:12-20 Jan. 7, The Kingdom Divided 1 Kings 12:12-20 July 3, Tne Kingdom Divided ...1 Kings 12:16-25 July 3, The Sin of Jeroboam. 1 Kings 12:25-33 Jan. 14, Idolatry Established 1 Eangs 12:25-33 July 12, Idolatry in Israel 1 Kings 12:25-33 Jan. 11, Jeroboam's Idolatry 1 Kings 12:25-33 July 10, Jeroboam Makes Idols for Israel to Worship 1 Kings 12:25-13:6 Jan. 8, Omri and Ahab Lead Israel into Greater Sin.-.l Kings 16:15-33 Jan. 22, Omri and Ahab ...1 Kings 16:23-33 July 31, Omri and Ahab.. 1 Kings 16:23-34 Jan. 21, Omri and Ahab. 1 Kings 16:23-34 July 19, Elijah the Tishbite 1 Kings 17:1-16 Jan. 28, Elijah the Tishbite 1 Kings 17:1-16 July 26, God's Care of Elijah 1 Kings 17:1-16 Jan. 18, Elijah, the Prophet ..1 Kings 17:1-16 July 10, God Taking Care of Elijah... 1 Kings 17:1-16 Aug. 7, Elijah the Prophet Appears in Israel 1 Kings 17 Feb. 5, Elijah Meeting Ahab... ..1 Kings 18:1-18 Aug. 2, Obadiah and Elijah 1 Kings 18:1-16 Aug. 14: Elijah and Ahab 1 Kings 18:5-18 Feb. 4, Elijah's Victory Over the Prophets of Baal 1 Kings 18:1, 2, 17^0 Feb. 12, Elijah and the Prophets of Baal 1 Kings 18:19-29 Feb. 11, The Prophets of Baal 1 Kings 18:19-29 Aug. 9, Elijah and the Prophets of Baal -_1 Kings 18:25-39 Jan. 25, Elijah on Carmel 1 Kings 18:30-39 July 17. The Prophet of the Lord 1 Kings 18:30-46 Aug. 16, Elijah and His Sacrifice 1 Kings 18:36-46 Feb. 18, Elijah on Mount Carmel 1 Kings 18:30-46 Aug. 21, Elijah's Flight and Return 1 Kings 18:41-19:21 Feb. 19, Elijah Discouraged.- 1 Kings 19:1-8 Aug. 28, Elijah's Flight and Encouragement. 1 Kings 19:1-16 July 24, Elijah at Horeb 1 Kings 19:1-18 Aug. 23, Elijah at Horeb 1 Kings 19:1-18 Feb. 1, Elijah at Horeb... 1 Kings 19:8-18 Feb. 25, Elijah Encouraged 1 Kings 19:9-18 Sept. 4, Defeat Through Drunkenness (Tem.) 1 Kings 20:12-21 Mar. 19, Ahab's Covetousness 1 Kings 21:1-16 Feb. 8, The Story of Naboth ....1 Kings 21:4-14 Mar. 4, Naboth's Vineyard... 1 Kings 21:4-16 July 31, The Story of Naboth 1 Kings 21:4-19 Aug. 30, Elijah Meets Ahab in Naboth's Vineyard 1 Kings 21 Feb. 26, Elijah Taken to Heaven.. 2 Kings 2:1-11 Feb. 15, Elijah Taken up into Heaven. 2 Kings 2:1-11 Sept. 11, Elijah Translated 2 Kings 2:1-12 Mar. 11, Elijah Translated 2 Kings 2:1-15 Sept. 6, Elijah Goes Up by a Whirlwind into Heaven. .2 Kings 2:1-18 Mar. 5, Elijah's Spirit on Elisha 2 Kings 2:6-15 Aug. 7, The Mantle of Elijah 2 Kings 2:9-15 Apr, 7, Elijah's Successor... ..2 Kings 2:12-22 Feb. 22, Elisha Succeeds Elijah ..2 Kings 2:12-22 Oct. 2, The Spirit on Elisha .2 Kings 2:13-25 Mar. 18, The Waters Healed 2 Kings 2:19-25 Apr. 14, The Widow's Oil Increased... ..2 Kings 4:1-7 Apr. 21, The Oil Increased 2 Kings 4:1-7 Apr. 1, The Widow's Oil Increased... 2 Kings 4:1-7 Oct. 9, Eliflha the Prophet Restores a Child to Life... .2 Kings 4:8-37 Mar. 12, L//ST OF UXIFORM LESS0N8. 225 Is It Well with the Child?.— 2 Kings 4:18-26 Apr. 28, 1872 The Shunammite's Son... 2 Kings 4:18-37 Sept. 13, 1885 The Shunammite's Son ..2 Kings 4:25-37 Apr. 8, 1877 The Shunammite's Son 2 Kings 4:25-37 Mar. 1, 1891 The Shunammite's Son 2 Kings 4:25-37 Aug. 14, 1898 Elisha and the Shunammite ....2 Kings 4:25-37 Oct. 16, 1904 The Child Restored to Life 2 Kings 4:29-37 May 5, 1872 The Little Captive 2 Kings 5:1-7 May 12, 1872 Naaman, the Leper ...2 Kings 5:1-14 Apr. 15, 1877 Naaman Healed 2 Kings 5:1-14 Mar. 8, 1891 Naaman Healed.. 2 Kings 5:1-14 Aug. 21, 1898 Elisha and Naaman ....2 Kings 5:1-14 Oct. 23, 1904 Elisha Heals Naaman the Syrian.. .2 Kings 5 Apr. 2, 1911 Naaman the Syrian 2 Kings 5:1-16 Sept. 20, 1885 The Leper Healed 2 Kings 5:8-14 May 19, 1872 Gehazi Punished 2 Kings 5:15-27 Mar. 15, 1891 Gehazi's Sin .2 Kings 5:20-27 May 26, 1872 Gehazi, the Leper 2 Kings 5 :2(>-27 Apr. 22, 1877 Elisha's Defenders 2 Kings 6:8-18 June 2, 1S72 Elisha at Dothan .-..2 Kings 6:8-18 Apr. 29, 1877 Elisah's Defenders 2 Kings 6:8-18 Mar. 22, 1891 Elisha at Dothan ....2 Kings 6:8-18 Aug. 28, 1898 Elisha at Dothan 2 Kings 6:8-23 Oct. 4, 1885 Elisha at Dothan 2 Kings 6:8-23 Oct. 30, 1904 Elisha's Heavenly Defenders 2 Kings 6:8-23 Apr. 9, 1911 God's Deliverance ...2 Ki iga 7:1-11 June 9, 1872 Saved from Famine 2 Kings 7:1-16 Apr. 5, 1891 The Famine in Samaria 2 Kings 7:1-17 Oct. 11, 1885 The Famine in Samaria 2 Kings 7:12-20 May 6, 1877 Jehu's False Zeal ....2 Kings 10:15-31 Oct. 18,1885 The Good and Evil in Jehu 2 Kings 10:18-31 Apr. 12, 1891 Jehu the King 2 Kings 10:20-31 May 13, 1877 Joash, the Boy King 2 Kings 11:1-16 Nov. 6,1904 Joash, the Boy King, Crowned in Judah 2 Kings 11:1-20 Apr. 16, 1911 Joash Repairs the Temple 2 Kings 11:21-12:16 Apr. 23, 1911 The Temple Repaired 2 Kings 12:1-15 Oct. 25, 1885 Joash Repairs the Temple 2 Kings 12:4-15 Nov. 13, 1904 The Death of Elisha 2 Kings 13:14-21 May 27, 1877 Death of Elisha... 2 Kings 13:14-25 Nov. 1, 1885 The Death of Elisha 2 Kings 13:14-25 Sept. 4, 1898 The Downfall of Samaria... 2 Kings 17:1-18 June 18, 1911 The Captivity of Israel 2 Kings 17:6-18 June 17, 1877 Captivity of Israel 2 Kings 17:6-18 May 24, 1891 Captivity of the Ten Tribes ...2 Kings 17:6-18 Dec. 11, 1904 Captivity of the Ten Tribes 2 Kings 17:9-18 Sept. 18, 1898 Hezekiah's Good Reign ..2 Kings 18:1-12 Nov. 22, 1885 The Assyrian Invasion .2 Kings 19:20-22, 28—37 Nov. 13, 1898 Hezekiah's Prayer .2 Kings 20:1-11 June 16, 1872 Hezekiah's Prayer Answered . 2 Kings 20:1-17 Nov. 29, 1885 Josiah and the Book of the Law 2 Kings 22:1-13 Jan. 3, 1886 The Book of the Law Found 2 Kings 22:8-20 Dec. 4, 1898 Judah Carried Captive 2 Kings 24:10-16 June 23, 1872 Captivity of Judah 2 Kings 25:1-12 Jan. 24, 1883 Captivity of Judah 2 Kings 25:1-12 June 21, 1891 God's Promise to David 1 Chron. 17 Oct. 11, 1908 David's Love for God's House 1 Chron. 22:6-16 Sept. 6, 1896 David's Charge to Solomon.. 1 Chron. 22:6-19 Oct. 12, 1884 David's Charge to Solomon 1 Chron. 28:1-10 July 2, 1876 David's Charge to Solomon... 1 Chron. 28:1-10 Nov. 29, 1903 Solomon's Choice 2 Chron. 1:1-17 July 9, 1876 Solomon's Temple 2 Chron. 3:1-17 July 16, 1876 Rehoboam, First King of Judah 2 Chron. 12:1-12 Jan. 6, 1878 Asa Faithful to His God... 2 Chron. 14:1-11 Jan. 13, 1878 16 226 APPENDIX. Asa's Good Reifrn 2 Chron. 14:1-12 July 17, 1904 Reformation under Asa 2 Chron. 14:2-12 Oct. 2, 1898 Asa's Good Reign in Judah 2 Chron. 15:1-15 Jan. 15, 1911 The Covenant Renewed 2 Chron. 15:8-15 Jan. 20, 1878 Jehoshaphat's Prosperity 2 Chron. 17:1-10 Jan. 27, 1878 Jehoshaphat'3 Good Reign.. 2 Chron. 17:1-10 Oct. 9, 1898 Jehoshaphat's Good Reign in Judah 2 Chron 17:1-13 Jan. 29, 1911 Jehoshaphat Reproved.. 2 Chron. 19:1-9 Feb. 3, 1878 Jehoshaphat's Reform ..2 Chron. 19:1-11 July 24, 1904 Jehoshaphat Helped of God ...2 Chron. 20:14-22 Feb. 10, 1878 Joash Repairing the Temple 2 Chron. 24.4-13 Feb. 17, 1878 The Temple Repaired ..2 Chron. 24:4-13 Oct. 16, 1898 The Temple Repaired.... ..2 Chron. 24:4-14 May 31, 1891 Uzziah, King of Judah, Humbled 2 Chron. 26 May 7, 1911 Uzziah's Pride Punished. 2 Chron. 26:16-23 Feb. 24, 1878 Abaz's Persistent Wickedness 2 Chron. 28:19-27 Mar. 3, 1878 Hezekiah's Good Reign. ..2 Chron. 29:1-11 Mar. 10, 1878 Hezekiah, the Good King 2 Chron. 29:1-11 June 7, 1891 Hezekiah Reopens the Temple 2 Chron. 29:18-31 Dec. 4, 1904 Hezekiah's Great Passover... 2 Chron. 30:1-13 Nov. 6, 1898 Hezekiah's Great Passover 2 Chron. 30 June 11, 1911 Hezekiah and the Assyrians 2 Chron. 32:9-21 Mar. 17, 1878 Sennacherib's Invasion 2 Chron. 32:9-23 July 2, 1905 Manasseh Brought to Repentance 2 Chron. 33:9-16 Mar. 24, 1878 Manasseh's Sin and Repentance. 2 Chron. 33:9-16 Nov. 20, 1898 Manasseh 'a Sin and Repentance 2 Chron. 33:1-16 July 30, 1905 Manasseh's Wickedness and Penitence ..2 Chron. 33:1-20 July 16, 1911 Josiah's Early Piety.... 2 Chron. 34:1-8 Apr. 7, 1878 Josiah's Good Reign 2 Chron. 34:1-13 Aug. 6, 1905 Josiah's Devotion to God 2 Chron. 34:1-13 July 23, 1911 The Scriptures Found and Searched 2 Chron. 34:14-22 Apr. 14, 1878 Josiah and the Book of the Law ..2 Chron. 34:14-28 Aug. 13, 1905 The Book of the Law Found.. 2 Chron. 34:14-28 June 14, 189i The Finding of the Book of the Law 2 Chron. 34:14-33 July 30, 191i The Captivity of Judah ...2 Chron. 36:11-21 Sept. 3, 1905 The Decree of Cyrus 2 Chron. 36:22-23 June 23, 1878 The Second Temple.... Ezra 1:1-4; 3:8-13 Feb. 21, 1886 Returning from the Captivity. Ezra 1:1-11 Jan. 1, 1893 1 '.eturning from Captivity ..Ezra 1:1-11 Aug. 27, 1899 Returning from Captivity Ezra 1:1-11 Oct. 15, 1905 The Return from the Captivity... .Ezra 1:1-11; 2:64-70 Oct. 15, 1911 The Second Temple Ezra 3:1-13 Jan. 5, 1879 Rebuilding the Temple Ezra 3:1-13 Jan. 8, 1893 The Foundation of the Second Temple Laid... Ezra 3:1-4; 5 Oct. 22, 1911 Rebuilding the Temple .Ezra 3:10-4:5 Sept. 3, 1899 Rebuilding the Temple Ezra 3:10-4:5 Oct. 22, 1905 The Dedication .Ezra 6:14-22 Jan. 12, 1879 Dedicating the Temple Ezra 6:14-22 Feb. 5, 1893 Ezra's Joxirney to Jeniaalem Ezra 8:21-32 Oct. 22, 1899 Ezra's Journey to Jerusalem Ezra 8:15-36 Nov. 19, 1911 Nehemiah's Prayer Neh. 1:1-11 Feb. 28, 1886 Nehemiah's Prayer ..Neh. 1:1-11 Feb. 12, 1893 Nehemiah's Prayer .Neh. 1:1-11 Nov. 5, 1899 Nehemiah's Prayer Neh. 1:1-10 Nov. 19, 1905 Nehemiah's Prayer Neh. 1 Nov. 26, 1911 The Mission of Nehemiah ...Neh. 2:1-8 Jan. 19, 1879 The Builders Interrupted Neh. 4:7-18 Jan. 26, 1879 Rebuilding the Walls of Jerusalem Neh. 4:7-18 Nov. 12, 1899 Rebuilding the Walls of Jerusalem Neh. 4:7-20 Dec. 3, 1905 Rebuilding the Wall Neh. 4:9-21 Feb. 19, 1893 Nehemiah Rebuilds the Wall of Jerusalem Neh. 4 Dec. 3, 1911 Nehemiah and His Enemies Neh. 6 Dec. 10, 1911 The Reading of the Law Neh. 8:1-8 Feb. 2. 1879 LIST OF UNIFORM LESSONS. 227 Rpadine the Law Neh. 8:1-12 Mar. 7, 1886 Readnlth^Law Neh. 8:1-12 Feb. 26, 1893 R^adini and Obeyini'the Law Neh. 8:8-18 Dec. 10, 1905 Public Reading of the Scriptures Neh. 8:1-12 Nov. 19, 1899 Ezra Teaches the Law - Neh. 8 Dec. 17, 1911 The Keeping of the Sabbath Neh. 13:15-22 Feb. 9, 1879 Keeping the Sabbath - Neh. 13:15-22 Mar. 5, 1893 Keepini the Sabbath - -Neh. 13:15-22 Dec. 3. 1899 Haman's Plot Against the Jews Esther 3:1-11 Oct. 8, 1899 Esther Pleading for Her People Esther 4:1-5:3 V^'^'A' ioU Oiippn Esther - Esther 4:10-17 Apr. 20, 1879 Esther's Petition " Esther 4:10-17; 5:1-3 Mar. 14, 1883 Esther Pleads for Her People Esther 4:10-5:3 Nov. 5. 1905 Esther Before the King - Esther 4:10-17; 5:1-3 Mar. 12, 1893 Esther Pleading for Her People Esther 8:3-8. 15-17 Oct. 15, 1899 Ezra's Journey to Jerusalem Esther 8:21-32 Nov. 12, 190o The Afflictions of Job.... - Job 2:1-10 Apr. 22, 1893 Afflictions Sanctified Job 5:17-27 /'P^^ \l^l Job's Appeal to God Job 23: -10 Apr. 16, 1893 Sanctified Affliction Job 33:14-30 A^P^^ lilt Prosperity Restored -—Job 42:1-10 Apr. 13, 1879 Job's Confession and Restoration... Job 42:1-10 Apr. 23, 1893 The Way of the Righteous ..Psalms 1:1-6 Feb. 16, 1879 The Way of the Righteous .Psalms 1:1-6 Apr. 3, 1892 The King of Zion Psalms 2:1-12 Feb. 23, 1879 Missionary Lesson Psalms 2:1-12 Mar. 25, 1888 The King in Zion Psalms 2:1-12 Apr. 10, 1892 The Anointed King (Missionary).. Psalms 2:1-12 June 17, 1894 God's Works and Word Psalms 19:1-14 Aug. 31, 1884 God's Works and Word Psalms 19:1-14 Apr. 17, 1892 The Lord My Shepherd ..- Psalms 23:1-6 Apr. 24, 1892 David's Trust in God Psalms 23 Nov. 15, 1903 The Lord Our Shepherd... Psalms 23 Nov. 15, 1908 Confidence in God.. Psalms 27:1-14 Sept. 7, 1884 The Joy of Forgiveness. Psalms 32:1-11 Mar. 9, 1879 Sin, Forgiveness and Peace Psalms 32:1-11 Oct. 27, 1889 David's Confession and Forgiveness Psalms 32:1-11 Aug. 16, 1898 David's Joy Over Forgiveness Psalms 32 Oct. 25, 1903 The Joy of Forgiveness Psalms 32 Oct. 25, 1908 Waiting for the Lord.. ..Psalms 40:1-17 Sept. 14, 1884 The Prayer of the Penitent ..Psalms 51:1-13 Mar. 2, 1879 The Prayer of the Penitent Psalms 51:1-13 May 1, 1892 David's Confession Psalms 51:1-17 Oct. 18, 1903 David's Repentance Psalms 51:1-19 A^g- 3, 1884 Missionary Lesson Psalms 67:1-7 Dec. 30, 1888 Missionary Lesson Psalms 67:1-7 Sept. 29, 1889 Messiah's Reign (Missionary) ...Psalms 72:1-19 June 26, 1892 Missionary Lesson.. ..Psalms 72:1-20 Mar. 30, 1890 Delight in God's House Psalms 84:1-12 Mar. 16, 1879 Delight in God's House.... Psalms 84:1-12 May 8, 1892 A Psalm of Deliverance Psaims 85 Oct. 29, 1911 Psalms of Deliverance Psalms 85 and 126 Oct. 29, 1899 A Song of Praise Psalms 103:1-22 Sept. 21, 1884 A Song of Praise Psalms 103:1-22 May 15, 1892 Missionary Lesson. Psalms 110:1-7 Dec. 29, 1889 Joy in God's House Psalms 122:1-9 Oct. 1, 1899 Pilgrim Songs Psalms 121 and 122 Dec. 24, 1905 Psalms of Deliverance Psalms 126 and 85 Oct. 29, 1899 The Captives in Babylon ....Psalms 137:1-9 ,P^\^' ]°ll The All-Seeing God Psalms 139:1-12 Mar. 23, 1879 Proverbs of Solomon Prov. 1:1-16 Nov. 23, 1884 The Proverbs of Solomon. - r^., Prov. 1:1-19 0«t. ib, 1896 228 APPENDIX. The Call of Wiadom Prov. 1:20-33 Aug. 13 Wisdom's Warning .-. ..Prov. 1:20-33 Apr. 30 Rewards of Obedience Prov. 3:1-17 Nov. 22 The Vr.lue of Wisdom. Prov. 3:1-19 Aug. 20 The Value of Wisdom Prov. 3:11-24 May 7 Day of Universal Prayer for Sunday Schools.. .Prov. 3:1-26 Oct, 18, Temperance Lesson Prov .4:10-19 Nov. 27 Temperance Lesson ..Prov. 4:13-19 Sept, 27 Honest Industry - Prov. 6:6-22 Aug. 27 True Wisdom Prov. 8:1-17 Nov. 30 Fruits of Wisdom - Prov. 12:1-15 May 14 Destructive Vices (Tem.)... Prov. 16:22-33 Sept. 20 Wine a Mocker (Tem.) Prov. 20:1-7 Mar. 18 The Curse of Strong Drink (Tem.) Prov. 20:1; 23:20, 21, 29-35 Nov, 22 Timely Admonitions (Tem. ) Prov. 23 : 15-23 Mar, 1 9 Cautions Against Intemperance (Tem. ) Prov, 23:1 5-25 Dec, 1 3 Intemperance Prov. 23:29-35 Sept. 3 Drunkenness - Prov. 23 :29-35 Dec. 7 Temperance Lesson Prov. 23 :29-35 Dec. 29 Against Intemperance Prov. 23:29-35 May 21 The Woes of the Drunkard (Tem.) Prov. 23:29-35 June 17 Woes of Intemperance (Tem.) Prov. 23:29-35 Nov. 26 Temperance Lesson Prov. 23 :29-35 Sept. 22 Temperance Lesson Prov. 23:29-35 Mar. 25 Temperance Lesson Prov. 23:29-35 Mar. 29 Temperance Lesson Prov, 23:29-35 Mar. 28 Temperance Lesson Prov. 23:29-35 May 8 The Excellent Woman Prov. 31:10-31 Sept, 10 The Excellent Woman.... Prov. 31:10-31 May 28 Vanity of Worldly Pleasures Eccles, 2:1-13 Dec. 14 Reverence and Fidelity Eccles. 5:1-12 June 4 The Creator Remembered Eccles. 12:1-7, 13, 14 June 11 A Godly Life - Eccles. 12:1-14 Sept. 17 The Creator Remembered Eccles. 12:1-14 Dec. 21 The Sinful Nation Isaiah 1:1-18 Dec. 6 Isaiah's Message to Judah Isaiah 1:1-9, 16-20 Nov. 20 Missionary Lesson. ..Isaiah 2:2-4; 11:1-10 Apr. 7 Song of the Vineyard (Tem.) Isaiah 5:1-12 May 21 Temperance Lesson Isaiah 5:8-30 Nov. 24 Temperance Lesson Isaiah 5:11-23 Mar. 29 The Woes of Intemperance (Tem.) Isaiah 5:11-23 Nov. 24 Temperance Lesson Isaiah 5:11-23 Nov. 25 Temperance Lesson Isaiah 5:11-23 Sept. 27 Isaiah Called to Service Isaiah 6:1-13 Oct. 23; Isaiah's Vision and Call to Service (Home Mis- sion Lesson) Isaiah 6 May 14 Christmas Lesson.. Isaiah 9:1-7 Dec. 22 The Character of the Messiah Isaiah 9:1-7 Dec. 24 The Prince of Peace (Christmas) Isaiah 9:1-7 Dec. 18 The Prince of Peace (Christmas)... Isaiah 9:1-7 Dec. 22 The Prince of Peace (Christmas) Isaiah 9:2-7 Dec. 23 Christ's Coming Foretold (Christmas) Isaiah 9:2-7 Dec. 24 The Babe and the King (Christmas) Isaiah 9:6-7 Dec. 25 Missionary Lesson Isaiah 11:1-10 Mar. 29 The Kingdom of Christ Isaiah 11:1-10 Jan. 3 Messiah's Kingdom Foretold Isaiah 11:1-10 Oct. 30 Missionary Lesson Isaiah 2:2-4; 11:1-10 Apr. 7 A Song of Salvation Isaiah 26:1-10 Jan. 10; Temperance Lesson Isaiah 28:1-7 Nov. 23, Temperance Lesson ...Isaiah 28:1-13 Nov. 27 Overcome with Wine (Tem.) Isaiah 28:1-13 Jan. 17; World's Temperance Sunday Isaiah 28:1-13 Nov, 29, Woes of Drunkenness Isaiah 28:7-1:? Mar, 24 LIST OF UNIFORM LESSONS. 229 Temperance Lesson Isaiah 28:1-18 June 28, Missionary Lesson. Isaiah 35:1-10 Mar. 31 Hezekiah's Prayer and Deliverance. Isaiah 37:14-21, 33-38 Jan. 24 Isaiah's Prophecy Concerning Sennacherib Isaiah 37:14-38 July 2 Hezekiah's Prayer Isaiah 38:1-8 July 9 The Blessings of the Gospel (Missionary) Isaiah 40:1-10 Mar. 27 The Coming Saviour,. ...Isaiah 42:1-10 Apr. 27 The Vanity of Graven Images (Missionary) Isaiah 44:9-20 Mar. 19 The Suffering Saviour ...Isaiah 53:1-12 May 4 The Suffering Saviour ...Isaiah 53:1-12 Dec. 13 The Suffering Saviour Isaiah 53:1-12 Jan. 31 The Suffering Saviour Isaiah 52:13-^:12 July 16 The Suffering Servant of Jehovah ...Isaiah 52:13— 53:12 July 9 The Saviour's CalL. Isaiah 55:1-11 May 11 The Gracious Invitation Isaiah 55:1-11 Dec. 20, The Gracious Invitation Isaiah 55:1-13 July 23 The Gracious Call ...Isaiah 55:1-13 Feb. 7 Missionary Lesson Isaiah 55:8-13 June 29 Missionary Lesson ...Isaiah 60:1-12 June 28 Missionary Lesson Isaiah 61:4-11 June 24 Jeremiah Predicting the Captivity Jer. 8:20-22; 9:1-16 Jan. 10, Jeremiah Tried and Acquitted Jer. 26 Aug, The New Covenant Jer. 31:27-37 Feb. 14 Jeremiah in Prison Jer. 33:1-9 Apr. 21 The Rechabites Jer. 35:12-19 Apr. 28 The Faithful Rechabites Jer. 35:12-19 Jan. 17 Jehoiakim's Wickedness Jer. 36:19-31 Feb. 21 Trying to Destroy God's Word Jer. 36:20-32 Dec. 11 Jehoiakim Burns the Word of God. Jer. 36:21-32 Aug. 20 Jehoiakim Burns the Prophet's Book Jer. 36 Aug. 13 Jeremiah Persecuted Jer. 37:11-21 Feb. 28 Jeremiah Cast into Prison Jer. 37 Aug. 20 Jeremiah in the Dungeon Jer. 38:1-13 Aug. 27 The Downfall of Judah Jer. 39:1-10 Mar. 6 Judah Carried Captive to Babylon .Jer. 39 Aug. 27 The Captivity of Judah. ..Jer. 52:1-11 May 5 The Captivity of Judah Jer. 52:1-11 Dec. 18 The Prophet Ezekiel a Watchman... Ezek. 3 Oct. 1 Prophecy against Tyre Ezek. 26:7-14 June 1 The New Heart ....Ezek. 36:25-36 Aug. 6 Promise of a New Heart.. Ezek. 36:25-38 Mar. 13 The Valley of Dry Bones Ezek. 37:1-10 June 8 Ezekiel's Great Vision Ezek. 37:1-14 Aug. 13 The River of Salvation ...Ezek. 47:1-12 Aug. 20 The Life-Giving Stream Ezek. 47:1-12 Sept. 10, The Life-Giving Stream Ezek. 47:1-12 Oct. 8, Daniel's Temperance Society Dan. 1:8-17 Oct. 13 The Captives in Babylon Dan. 1:8-17 May 12, Temperance Lesson Dan. 1:8-17 June 29 Daniel's Abstinence (Tem.) ....Dan. 1:8-20 Sept. 23 Daniel and His Companions (Tem.) Dan. 1:8-20 Sept. 10, Danielin Babylon ...Dan. 1:8-21 Jan. 31 Daniel in Babylon. Dan. 1:8-21 Sept. 17 Daniel and His Comoaniona (Tem.) Dan. 1:8-21 May 22 Daniel in Babylon CTem.) Dan. 1:8-21 July 9 The Furious King Dan. 2:10-19 Oct. 20 The Interpreter Dan. 2:27-35 Oct. 27 Nebuchadnezzar's Dream Dan. 2:36-45 May 19 Nebuchadnezzar's Dream Dan. 2:36-49 May 29 The Brave Young Men Dan. 3:13-18 Nov. 3 The Fiery Furnace Dan. 3:13-25 June 5 The Hebrews in the Fiery Furnace Dan. 3:14-28 July 16 The Fiery Furnace Dan. 3:16-28 Feb. 7 The Young Men in the Fire Dan. 3:19-26 Nov. 10 1891 1889 1892 1911 1905 1892 1879 1893 1879 1885 1892 1905 1911 1879 1885 1905 1892 1890 1891 1888 1911 1892 1878 1878 1886 1892 1898 1905 1911 1892 1911 1905 1892 1911 1878 1898 1911 1879 1899 1892 1879 1899 1899 1905 1911 1872 1878 1890 1894 1911 1886 1905 1892 1899 1872 1872 1878 1892 1872 1893 1899 1886 1872 230 APPENDIX. The Fiery Furnace Dan. 3:21-27 May 26, Daniel'a Companion in the Fiery Furnace Dan. 3 Sept. 17, The Outcast King Dan. 4:2fr-33 Nov. 17, Temperance Lesson Dan. 5:1-6 Sept. 28, The Handwriting on the Wall.... Dan. 5:1-12, 25-28 Feb. 14, Temperance Lesson - ..Dan. 5:1-13 Mar. 20, The Handwriting on the Wall Dan. 5:17-31 July 23, The Handwriting on the Wall Dan. 5:22-31 Nov. 24, The Handwriting on the Wall Dan. 5:22-31 June 2, Daniel and Belshazzar... -- Dan. 5:17-30 Oct. 1, Belshazzar's Feast and Fate (World's Temper- ance Sunday) Dan. 5 Nov. 12, The Conspiracy Dan. 6:4-10 Dec. 1, Daniel in the Den of Lions Dan. 6:10-23 July 30, Daniel in the Lions' Den Dan. 6:10-23 Oct. 8, In the Den of Lions Dan. 6:14-23 Dec. 8, Daniel in the Lions' Den Dan. 6:14-23 June 9, The Den of Lions Dan. 6:16-28 June 12, Daniel in the Lions' Den.. Dan. 6 Sept. 24, Messiah's Klingdom Dan. 7:9-14 June 16, Prayer and Answer Dan. 9:16-23 Dec. 15, The Wonderful Deliverance Dan. 12:1-12 Dec. 22, World's Temperance Sunday Hosea 7 Nov. 10, Sin the Cause of Sorrow Hosea 10:1-15 May 7, The Promise of Revival Hosea 14:1-9 June 10, Gracious Invitations Hosea 14:1-9 July 2, Israel's Penitence and God's Pardon Hosea 14 June 4, The Holy Spirit Promised Joel 2:28-32 May 25, Israel Often Reproved Amos 4:4-13 May 3, The Lamentation of Amos Amos 5:1-15 June 3, Israel Reproved. Amos 5:4-15 Sept. 18, Sinful Indulgence (Tem.) Amos 6:1-8 Sept. 11, Israel's Overthrow Foretold Amos 8:1-14 May 10, The Story of Jonah Jonah 1:1-17 Nov. 8, Jonah Sent to Nineveh Jonah 1:1-17 Apr. 19, Jonah at Nineveh Jonah 3:1-10 May 20, Effect of Jonah's Preaching Jonah 3:1-10 Nov. 15, Nineveh Brought to Repentance Jonah 3:1-10 Apr. 26, God's Pity for the Heathen (Foreign Mission Lesson - - Jonah 3:1—4:11 Apr. 30, The Saviour's Kingdom .Micah 4:1-8 Ma,y 18, Micah's Picture of Universal Peace (Int. Peace Lesson) Micah 4:1-8 May 28, With Review Lesson Nahum 1:1-13 June 24, Encouraging the People Hag. 2:1-9 Jan. 15, Encouraging the Builders Hag. 2:1-9 Sept. 10, Joshua, the High Priest Zech. 3:1-10 Jan. 22, The Spirit of the Lord Zech. 4:1-10 Jan. 29, The Need of God's Spirit Zech. 4:1-14 June 15, Power through the Spirit Zech. 4:1-14 Sept. 17, Power through God's Spirit Zech. 4 : 1-10 Oct. 29, Lessons in Giving Mai. 1:6-11; 3:8-12 Dec. 10, Messiah's Messenger.. Mai. 3:1-6-4:1-6 Mar. 21, Messiah's Kingdom (Missionary) Mai. 3:1-12 June 18, Preparation for the Messiah Mai. 3:1-12 Dec. 17, Malachi Rebuking and Encouraging Judah Mai. 3:1—4:3 Dec. 24, Consecration to God Mai. 3:8-18 June 22, Fr uita of Right and Wrong Doing MaL 3 : 13—4 :6 Dec. 1 7, LIST OF UNIFORM LESSONS. 231 The Child Jesus Matt. 2:1-10 July 6, 1873 The Birth of Jesus (Christmas) Matt. 2:1-11 Dec. 24, 1893 Christmas Lesson. Matt. 2:1-11 Dec. 23, 1900 The Infant Messiah Matt. 2:1-12 Jan. 4, 1880 The Infant Jesus.. Matt. 2:1-12 July 3, 1887 Visit of the Wise Men Matt. 2:1-12 July 15, 1894 The Wise Men Find Jesus Matt. 2:1-12 Jan. 14, 1906 The Birth of Christ (Christmas) Matt. 2:1-12 Dec. 20, 1896 The Birth of Christ (Christmas). Matt. 2:1-12 Dec. 20, 1903 Christmas Lesson ...Matt. 2:1-12 Dec. 22, 1907 The Birth of Christ Matt. 2:1-12 Dec. 26, 1909 Jesus Born in Bethlehem (Christmas) Matt. 2:1-12 Dec. 24, 1911 The Flight into Egypt Matt, 2:13-23 July 13, 1873 The Flight into Egypt.. Matt. 2:13-23 Jan. 11, 1880 The Flight into Egypt Matt. 2:13-23 July 10, 1887 Flight into Egypt Matt. 2:13-23 July 22, 1894 The Wise Men Led by the Star Matt. 2 Feb. 4, 1912 John the Baptist .Matt. 3:1-12 July 17, 1887 The Preaching of John the Baptist Matt. 3:1-12 Jan. 10, 1904 John, the Forerunner of Jesus ..Matt. 3:1-12 Jan. 2, 1910 Jesus Baptized by John ..Matt. 3:1-17 Jan. 18, 1880 Jesus and John Matt, 3:7-17 Jan. 2, 1898 The Baptism of Jesus Matt, 3:13-17 July 20, 1873 The Baptism of Jesus Matt. 3:13-17 July 24, 1887 The Baptism and Temptation of Jesus Matt. 3:13-4:11 Jan. 28, 1900 The Baptism and Temptation of Jesus.. Matt. 3:13-4:11 Jan. 17, 1904 The Baptism and Temptation of Jesus. Matt. 3:13-4:11 Jan. 9, 1910 The Temptation of Jesus Matt. 4:1-11 July 27, 1873 The Temptation of Jesus Matt. 4:1-11 Jan. 25, 1880 The Temptation of Jesus Matt. 4:1-11 July 31, 1887 The Temptation of Jesus Matt. 4:1-11 Feb. 4, 1906 Temptation of Jesus Matt. 4:1-11 Aug. 12, 1894 Jesus Tempted Matt. 4:1-11 Jan. 9, 1898 The Baptism and Temptation of Jesus Mark 1:9-13; Matt. 4:1-11 Feb. 25, 1912 Missionary Lesson.. Matt, 4:12-16 Sept, 25, 1887 The Beginning of the Galilean Ministry.. Matt. 4:12-25 Jan. 16, 1910 The Ministry of Jesus.. ..Matt. 4:17-25 Aug. 3, 1873 Jesus in Galilee.. .Matt. 4:17-25 Aug. 7, 1887 Begmning of the Ministry of Jesus ...Matt, 4:17-25 Jan, 16, 1898 Jesus the Healer Mark 1:2^-45; Matt. 4:23-25 „, „ Mar, 10, 1912 The Beatitudes ..Matt, 4:25-5:12 Apr, 1, 1900 The Beatitudes Matt. 5:1-12 Aug. 10, 1873 The Beatitudes Matt. 5:1-12 Jan. 23, 1898 The Beatitudes. Matt. 5:1-12 Apr. 28, 1912 True Disciples Matt. 5:1-16 Feb. 1, 1880 The Beatitudes Matt. 5:1-16 Aug. 14, 1887 Jesus Tells Who are Blessed Matt. 5:1-16 Mar. 4, 1906 True Blessedness Matt. 5:1-16 Jan. 23, 1910 The Appointment of the Twelve Mark 3:7-19; Matt. 5:13-16 rr,. rr. , ^. Apr. 21, 1912 The Truly Righteous Matt. 5:17-26 Feb. 8, 1880 Jesus and the Law Matt. 5:17-26 Aug. 21, 1887 The Old Law and the New Life Matt. 5:17-26 May 19, 1912 Truthfulness Matt. 5:33-37; Jas. 3:1-12; 5:12 , , ^. , May 26, 1912 Some Laws of the Kingdom.. Matt. 5:17-26, 38-48 Jan. 30, 1910 The Tongue and the Temper Matt. 5:33-48 Feb. 15, 1880 The Tongue and the Temper Matt. 5:33-48 Mar. 11, 1906 Giving and Praying Matt. 6:1-13 Feb. 22, 1880 Piety Without Display Matt. 6:1-15 Aug. 28, 1887 Hypocrisy and Sincerity.... Matt. 6:1-18 June 2, 1912 Almsgiving and Prayer Matt, 6:1-15 Feb. 6, 1910 Teaching to Pray Matt. 6:5-15 Aug. 17, 1873 How to Pray Matt. 6:5-15 Jan. 30, 1898 232 APPENDIX. .2 8:18-27 8:18-34 8:23-34 9:1-8 9:1-8 9:1-13 9:9-17 9:18-31 9:18-34 9:35-38; 10:1-8 9:35-10:8 9:35-10:15, 40-42 Apr. 10 9:35-10:15; 10:40-11:1 Sept. 8 Oct. 9 Apr. 4 Mar. 13 Aug. 31 Oct. 16 Mar. 20 Feb. 13 Oct. 23 Apr. 3 Oct. 30 June 3 Worldliness and Trust Matt. 6:19-34 Feb. Our Father's Care. -. ....Matt. 6:24-34 Feb. Trust in Our Heavenly Father Matt. 6:24-34 Sept. Our Father's Care Matt. 6:24-34 Feb. Golden Precepts.. ....Matt. 7:1-12 Sept. The Golden Rule— Temperance Lesson... Matt. 7:1-12 Feb. The Saviour's Golden Rule.. Matt. 7:1-14 Mar. Precepts and Promises Matt. 7:1-14 Apr, Solemn Warnings Matt. 7:13-29 Sept. False and True Discipleship Matt. 7:13-29 Feb. The False and the True Matt. 7:15-29 Mar. The Two Foundations Matt. 7:21-29 Aug. The Two Foundations Matt. 7:15-29 Apr. Hearers and Doers of the Word Matt. 7:21-29 Feb. Jesus the Healer Matt, 8:2-17 Mar. The Centurion's Faith Matt. 8:5-13 Oct. Mission to the Gentiles Mark 7:24-30; Matt. 8:5-13 Oct. The Tempest Stilled Matt. The Power of Christ Matt. Two Mighty Works Matt. Power to Forgive Sins Matt. Power to Forgive Sins Matt. A Paralytic Forgiven and Healed Matt. The Call of Matthew Matt. Three Miracles.. Matt. The Power of Faith Matt. The Harvest and the Laborers Matt, The Twelve Sent Forth ..Matt. The Mission of the Twelve Matt. The Mission of the Twelve Matt. The Twelve Called Matt. 10:1-15 Sept. 7 The Twelve Sent Forth.. Matt. 10:2-15 Feb. 20, The Twelve Sent Forth Matt. 10:5-16 Dec. 16 Confessing Christ Matt. 10:32-42 Nov. 6 Jesus and John Matt. 11:1-11 Sept. 14 The Question of John the Baptist Matt. 11:1-19 Apr. 17, Christ's Witness to John Matt. 11:2-15 Nov. 13 Christ's Witness to John the Baptist Matt. 11:2-19 June 16 The Invitation of Christ.. Matt. 11:20-30 Apr. 11 Judgment and Mercy - Matt. 11:20-30 Nov. 20, Jesus Warning and Inviting Matt. 11:20-30 May 6 Warning and Invitation .Matt. 11:20-30 Feb. 27 Warning and Invitation... Matt. 11:20-30 Apr. 24 Judgment and Mercy ...Matt. 11:20-30 Sept. 15 The Gracious Call Matt. 11:25-30 Sept. 21 Jesus and the Sabbath Matt. 12:1-13 Mar. 6, Jesus and the Sabbath Matt. 12:1-14 Nov. 27, Jesus and the Sabbath. .-. Matt. 12:1-13 Feb. 21, Jesus and the Sabbath... Matt, 12:1-14 Apr, 8, Two Sabbath Incidents Matt, 12:1-14 May 1, Growing Hatred to Jesus ..Matt, 12:22-32, 38-42 May 15 Parable of the Sower.. Matt, 13:1-9 Dec. 4 Parable of the Sower Matt. 13:1-8, 18-23 May 20, The Parable of the Sower Matt. 13:1-9, 18-23 June 19 Parable of the Sower Matt. 13:18-23 Oct. 5 Parable of the Tares .Matt. 13:24-30 Dec. 11 The Parable of the Tares Matt. 13:24-30, 36-43 May 6 Parable of the Tares Matt, 13:24-30, 36-43 Jan. 26 The Wheat and the Tares Matt. 13:24-30, 36-43 Mar. 13 The Wheat and the Tares.... Matt. 13:24-30, 36-43 July 28 The Wheat and the Tares Matt. 13:24-30, 37-43 Apr. 18 Parables of the Kingdom... .Matt. 13:24-33 May 27 Other Parables.. Matt. 13:31-33, 44-52 Dec. 18 Picturea of the Kingdom Matt. 13:31-33, 44-52 July 3 LIST OF UNIFORM LESSONS. 233 The Growth of the Kingdom Mark 4:26-32; Matt. 13:33 The Worth of the Kingdom Matt. 13:44-53 Aug i 1912 Herod and John the Baptist ..Matt. 14:1-12 Jan l' 1888 John the Baptist Beheaded. Matt. 14:1-12 Mar *2o' 1898 Death of John the Baptist (Tem.) Matt. 14:1-12 Mar* 13' 1904 The Death of John the Baptist Matt. 14:1-12 Mav22'iqin The Multitude Fed.. Matt. 14:13-21 Jan. 8.' llss Jesus Feeds the Five Thousand Matt. 14:13-21 Mar 20 1904 The Multitudes Fed Matt. 14:13-21; 15:29-39 ' ' TT7 „ . .^ c May 29, 1910 Walking on the Sea.. Matt. 14:22-33 Oct. 12. 1873 Jesus Walking on the Sea Matt. 14:22-33 July 1 1900 Jesus Wa king on the Sea Matt. 14:22-36 Jan. 15.' 1888 Jesus Walks on the Sea.. Matt. 14:22-36 June 5 1910 The Canaamtish Woman... Matt. 15:21-28 June 12 1910 Jesus and the Afflicted ..Matt. 15:21-31 Jan. 22 1888 The Woman of Canaan Matt. 15:21-31 Apr. 3 1898 The Great Confession... .Matt. 16:13-23 Jan. 27 1895 Peter s Great Confession Matt. 16:13-28 June 10 1906 Peter s Confession and Christ's Rebuke Matt. 16:13-26 July 22 1900 Confession and Cross-Bearing.... Matt. 16:13-28 Apr 25' 1880 Peter Confessing Christ Matt. 16:13-28 Jan. 29' 1888 Peter s Confession Matt. 16:13-28 July 17' 1910 The Cross Foretold Matt. 16:21-28 Oct. 19 1873 Sufferings of Jesus Foretold .Matt. 16:21-28 Apr 10 1898 The Transfiguration Matt. 17:1-8 Oct. 26,' 1873 The Transfiguration Matt. 17:1-8, 14-20 July 24 1910 The Transfiguration Matt. 17:1-9 Apr. 17 1898 The Transfiguration.-..- Matt. 17:1-13 May 2 1880 The Iransfiguration. Matt. 17:1-13 Feb. 5 1888 Jesus and the Little Ones Matt. 18:1-14 Feb. 12 1888 Christ and the Children Matt. 18:1-14 Feb. 10, 1895 Jesus and the Chi dren..- Matt. 18:1-14 Aug. 5 1900 Jesus and the Children. Matt. 18:1-14 .lulv 1 IQOft The Child in the Midst Matt. 18:1-14 Dec 8 1912 Forgiveness. Matt. 18:15-35 Dec. I5! 1912 A Lesson on Forgiveness Matt. 18:21-35 Feb. 19 1888 A Lesson on Forgiveness Matt. 18:21-35 Apr. 24. 1898 ^Lesson on Forgiveness Matt. 18:21-35 July 31 1910 The Duty of Forgiveness Matt. 18:21-35 July 8. 1906 The Forgiving Spirit Matt. 18:21-35 Aug. 12 1900 Jesus on the Way to Jerusalem Matt. 19:1, 2, 13-26 Aug 7 1910 Jesus and the Young Matt. 19:13-22 Nov. 2' 1873 Jesus and the Young Matt. 19:13-26 May 9 1880 The Rich Young Ruler Matt. 19:16-26 Dec. 2 1900 The Laborers in the Vineyard ..Matt. 20:1-16 Aug 14 1910 C hrist's Last Journey to Jerusalem Matt. 20 : 1 7-29 Mar 4 ' 1 888 Jesus Nearing Jerusalem Matt. 20:17-34 Aug 2l' 1910 Christ Entering Jerusalem Matt. 21:1-16 Mar. ll' 1888 Jesus Enters Jerusalem in Triumph Matt. 21:1-17 Sept 9' 1906 The Triumphal Entry-- Matt. 21:1-17 Jan. *13.' 1901 Jesus Entering Jerusalem Matt. 21:1-17 Aug. 28. 1910 The Triumphal Entry Matt. 21:6-16 May 1 1898 Hosanna to the Son of David .Matt. 21:8-16 Nov 9 1873 The Son Rejected Matt. 21:33-46 Mar. 18,' 1888 Two Parables ot Judgment Matt. 21:33-46 Sept. 4 1910 The Marriage Feast Matt. 22:1-14 May 16, 1880 The Marriage Feast ..Matt. 22:1-14 Apr. 1, 1888 The Marriage Feast. . — . .Matt. 22:1-14 May 8, 1898 The King s Marriage Feast- .Matt. 22:1-14 Sept. 11, 1910 ^hree Questions Matt. 22:15-22, 34-46 Sept. 18, 1910 C/hrist Silences the Pharisees. Matt. 22:34-46 Jan 27 1901 Sr^^KV^rJ;'^^* Warning Matt. 23:27-39 Apr. 8' 1888 World s Temperance Lesson Matt. 24:32-51 Nov. 13, 1910 Christian Watchfulness Matt. 24:42-51 Apr. 15, 1888 234 APPENDIX. Watchfulness (Tem.) Matt. 24:42-51 Apr. 21 Watchfulness (Tem.) Matt. 24:42-51 May 15 The Ten Virgins - ...Matt. 25:1-13 Apr. 22 The Ten Virgins Matt. 25:1-13 Oct. 14 Parable of the Ten Virgins Matt. 25:1-13 Feb. 3 The Wise and Foolish Virgins Matt. 25:1-13 Oct. 2 The Talents Matt. 25:14-30 Apr. 29 Parable of the Talents (Tem.) Matt. 25:14-30 Feb. 10 The Parable of the Talents Matt. 25:14-30 Oct. 21 The Parable of the Talents Matt. 25:14-30 Oct, 9 The Judgment Matt. 25:31-46 May 23 The Judgment Matt. 25:31-46 May 6, The Day of Judgment Matt. 25:31-46 May 22 The Last Judgment Matt. 25:31-46 Oct. 16. The Anointing of Jesus Matt. 26:1-16 Oct. 30 Jesus Anointed at Bethany.. Matt. 20:6-16 Jan. 6, Jesus Anointed in Bethany Matt. 26:6-16 Oct. 28, The Lord's Supper Matt. 26:17-30 May 13 The Lord's Supper Matt. 26:17-30 May 29 The Lord's Supper Matt. 26:17-30 Feb. 17 The Lord's Supper Matt. 26:17-30 Nov. 4 The Last Supper Matt. 26:17-30 Nov. 6 The Passover ...Matt. 26:17-30 May 29 The Lord's Supper Matt. 26:26-30 Nov. 16 Peter's Denial - Matt. 26:31-35, 69-75 Dec. 4 Jesus in Gethsemane ...Matt. 26:36-46 Nov. 23 Jesus in Gethsemane Matt. 26:36-46 May 20 Jesus in Gethsemane... Matt. 26:36-46 Feb. 24 Jesus in Gethsemane Matt. 26:36-50 Nov. 11 Gethsemane Matt. 26:36-50 May 30, Jesus in Gethsemane Matt. 26:36-56 Nov. 20, Jesus and Caiaphas. Matt. 26:57-68 Mar. 10, Jesus before Caiaphas... Matt. 26:57-68 Nov. 18 The Trial of Jesus Matt. 26:57-68 Nov. 27 Jesus before the High Priest Matt. 26:59-68 Nov. 30, Peter's Denial.... Matt. 26:67-75 May 27. Jesus before the Governor Matt. 27:11-26 Dec. 7 Jesus Condemned Matt. 27:11-26 June 5 The Crucifixion Matt. 27:15-50 Dec. 11 Jesus Crucified- Matt. 27:33-50 June 3 The Crucifixion Matt. 27:35-50 June 6 Jesus Crucified Matt. 27:35-50 June 12 The Crucifixion.. Matt. 27:45-54 Dec. 14 The Resurrection Matt. 28:1-8 Dec. 21 The Resurrection of Christ (Easter).... ..Matt. 28:1-10 Apr. 2 Christ Risen ..Matt. 28:1-15 June 19 Jesus Risen Matt. 28:1-15 June 10 Jesus Risen from the Dead Matt. 28:1-15 Dec. 16 Easter Lesson Matt. 28:1-20 Apr. 17 The Resurrection Matt. 28:1-20 Dec. 18 After the Resurrection Matt. 28:8-20 June 13 The Risen Lord... Matt. 28:8-20 June 19 The Great Commission Matt. 28:16-20 June 17 The Great Commission Matt. 28:16-20 May 12, The Ministry of John the Baptist.. Mark 1:1-8; Luke 3:1-20 Feb. 18, 1912 The Beginning of the Gospel... Mark 1:1-11 July 5, 1874 The Mission of Jo?m the Baptist Mark 1:1-11 Jan. 6, 1889 The Baptism of Jesus.. Mark 1:1-11 Aug. 5, 1894 The Baptism of Jesus Mark 1:1-11 Jan. 28, 1906 The Beginning of the Gospel... Mark 1:1-13 Jan. 1, 1882 The Baptism and Temptation of Jesus. Mark 1:9-13; Matt. 4:1-11 Feb. 25, 1912 Jesus in Galilee Mark 1:14-28 Jan. 8, 1882 The Call of the First Disciples Mark 1:14-28; Luke 5:1-11 Mar. 3, 1912 LIST OF UNIFORM LE880N8. 235 The Authority of Jesus Mark 1:16-27 July 12, 1874 A Sabbath in the Life of Jesus Mark 1:21-34 Jan. 13, 1889 A Sabbath in Capernaum... Mark 1:21-34 Oct. 2l' 1894 Jesus Healing in Capernaum Mark 1:21-34 Mar. 4, 1900 A Sabbath in Capernaum Mark 1:21-34 Feb. 7, 1904 A Day of Miracles in Capernaum Mark 1:21-34 Feb. 18 1906 Power to Heal Mark 1:29-45 Jan. is! 1882 Jesus the Healer Mark 1:29-45; Matt. 4:23-25 rr ,• r.,. T „ Mar. 10, 1912 Healmg of the Leper Mark 1:35-45 Jan. 20, 1889 The Leper Healed Mark 1:38-45 July 19, 1874 Forgiveness and Healing Mark 2:1-12 Jan. 27, 1889 A Paralytic Healed .Mark 2:1-12 Oct. 28, 1894 The Paralytic Healed Mark 2:1-12 Mar. 11, 1900 Jesus forgives Sins Mark 2:1-12 Feb. 14, 1904 The Paralytic Forgiven and Healed... Mark 2:1-12 Mar. 17, 1912 Power to Forgive Mark 2:1-17 Jan. 22, 1882 Jesus' Power to Forgive .Mark 2:1-12 Feb. 25, 1906 The Publican Called. Mark 2:13-17 July 26, 1874 Jesus at Matthew's Home Mark 2:13-22 Mar. 18, 1900 Feasting and Fasting . Mark 2:13-22 Mar. 24, 1912 The Pharisees Answered.. Mark 2:18-28; 3:1-5 Jan. 29, 1882 Jesus and the Sabbath Mark 2:23-38; 3:1-5 Aug. 2, 1874 Jesus Lord of the Sabbath. Mark 2:23-38; 3:1-5 Nov. 4 1894 The Use of the Sabbath. Mark 2:23— 3:6 Apr. 14, 1912 Christ and His Disciples Mark 3:6-19 Feb. 5, 1882 The Twelve Chosen Mark 3:6-19 Nov. 11, 1894 The Appointment of the Twelve ..Mark 3:7-19; Matt. 5:13-16 Apr. 21 1912 Christ's Foes and Friends. Mark 3:20-35 Feb! 12! 1882 Malignant Unbelief Mark 3:20-35 July 7, 1912 Opposition to Christ Mark 3:22-35 Nov. 25, 1894 Parable of the Sower Mark 4:1-20 Feb. 19, 1882 The Parable of the Sower Mark 4:1-20 Apr. 29, 1906 The Seed in the Four Kinds of Soil. Mark 4:1-20 July 14 1912 The Parable of the Sower Mark 4:10-20 Feb. 3,' 1889 The Growth of the Kingdom Mark 4:21-34 Feb. 26, 1882 The Growth of the Kingdom Mark 4:26-32; Matt. 13:33 July 21, 1912 A Troubled Sea and a Troubled SouL Mark 4:35— 5:20 Aug 11 1912 Power over Nature.. Mark 4:35-41 Aug. 9' 1874 Christ Stilling the Tempest Mark 4:35-41 Mar. 5, 1882 Jesus Calms the Storm ...Mark 4:35-41 Mar. 6 1904 Power over Demons Mark. 5:1-15 Aug. 16 1874 Power over Evil Spirits Mark 5:1-20 Mar. 12, 1882 The Fierce Demoniac ..Mark 5:1-20 Feb. 10 1889 A Fierce Demoniac Healed Mark 5:1-20 May 13, 1906 Power over Disease and Death Mark 5:21-43 Mar. 19 1882 The Ruler's Daughter Mark 5:21-43 Aug. 18, 1912 Power over Death Mark 5:22, 23 ,35- Aug. 30, 1874 The Daughter of Jairus Raised Mark 5:22-24 ,35-43 Apr. 15, 1900 Power over Disease Mark 5:24-34 Aug. 23, 1874 The Timid Woman's Touch Mark 5:25-34 Feb. 17, 1889 The Mission of the Twelve Mark 6:1-13 Apr. 2, 1882 The Great Teacher and the Twelve Mark 6:1-13 Feb. 24, 1889 Death of John the Baptist Mark 6:14-29 Apr. 9,' 1882 Death of John the Baptist (Tem.) Mark 6:14-29 June 10, 1900 Death of John the Baptist Mark 6:14-29 May 20, 1906 The Death of John the Baptist (Tem.) Mark 6:14-29 Sept. 1, 1912 John the Baptist Beheaded Mark 6:17-29 Jan. 6, 1895 Martyrdom of the Baptist Mark 6:20-29 Sept. 6, 1874 The Five Thousand Fed... Mark 6:30-44 Apr. 16, 1882 Feeding the Five Thousand— Mark 6:30-44 Jan. 13, 1895 Feeding the Five Thousand Mark 6:30-44 May 27, 1906 The Feeding of the Five Thousand Mark 6:30-44 Sept. 22, 1912 The Five Thousand Fed.. Mark 6:34-44 Sept. 13, 1874 Christ Walking on the Sea Mark 6:45-56 Apr. 23, 1882 236 APPENDIX. Jesus Walking on the Sea ..Mark 6:45-56 Oct. 6, The Tradition of Men.. Mark 7:1-23 Apr. 30, Clean and Unclean... Mark 7:1-23 Oct. 13, The Syrophoenician Mother Mark 7:24-30 Sept. 20, The Gentile Woman's Faith Mark 7:24-30 July 15, The Gentile Woman's Faith Mark 7:24-30 June 3, Mission to the GentUes Mark 7:24-30; Matt. 8:5-13 Oct. 20, Sufferers Brought to Christ Mark 7:24-37 May 7, Jesus Visits Tyre and Sidon Mark 7:24-37 Apr. 3, Wanderings in Decapolis Mark 7:31—8:10 Oct. 27, The Deaf Mute. Mark 7:31-37 Oct. 4, The Leaven of the Pharisees Mark 8:1-21 May 14, The Sign and the Leaven.. Mark 8:11-26 Nov. 3, Seeing and Confessing Christ Mark 8:22-33 May 21, Jesus the Messiah Mark 8:27—9:1 Mar. 3, The Great Question Mark 8:27—9:1 Nov. 17, Peter Confesses the Christ... Mark 8:27-38 Apr. 10, Following Christ Mark 8:34-38; 9:1 May 28, Jesus Transfigured Mark 9:2-10 Apr. 17, The Transfiguration- Mark 9:2-13 June 4, The Transfiguration Mark 9:2-13 Nov. 24, The Lunatic Boy Mark 9:14-29 Dec. 1, The Afflicted Child Mark 9:14-32 June 11, The Evil Spirit Cast Out Mark 9:17-29 Oct. 11, The Mind of Christ Mark 9:33-42 Oct. 18, The Childlike Spirit Mark 9:33-42 Mar. 10, The Childlike Believer Mark 9:33-50 June 18, A Lesson on Home Mark 10:1-16 July 2, Christ's Love to the Young Mark 10:13-22 Mar. 17, The Rich Young Ruler Mark 10:17-27 Mar. 10, The Rich Young Ruler Mark 10:17-31 Aug. 26, The Rich Young Man.. Mark 10:17-31 July 9, Suffering and Service Mark 10:32-45 July 16, Jesus Teaches Humility Mark 10:3.5-45 May 22, Blind Bartimaeus Mark 10:46-52 Oct. 25, Blind Bartimaeus Mark 10:46-52 July 23, Blind Bartimaeus Mark 10:46-52 Mar. 24, Bartimaeus Healed Mark 10:46-52 Dec. 9, The Triumphal Entry Mark 11:1-11 July 30, The Triumphal Entry Mark 11:1-11 Apr. 7, The Triumphal Entry Mark 11:1-11 Apr. 7, The Fig Tree Withered Mark 11:12-14, 19-24 Nov. 1, The Fruitless Tree Mark 11:12-23 Aug. 6, Prayer and Forgiveness Mark 11:24-33 Aug. 13, The Wicked Husbandmen .Mark 12:1-12 Aug. 20, The Rejected Son Mark 12:1-12 Apr. 14, The Wicked Husbandmen Mark 12:1-12 Apr. 14, Pharisees and Sadducees Silenced Mark 12:13-27 Aug. 27, Jesus Silences the Pharisees and Sadducees Mark 12:13-27 Sept. 16, The Two Commandments. .Mark 12:28-34 Nov. 8, The Two Great Commandments.. Mark 12:28-34 Apr. 21, The Two Great Commandments .Mark 12:28-34, 38-44 Oct. 7, Love to God and Men Mark 12:28-44 Sept. 3, Hypocrisy and Piety Mark 12:38-44 Nov. 15, Destruction of the Temple Foretold Mark 13:1-13 Apr. 28, Calamities Foretold. .Mark 13:1-20 Sept. 10, Watchfulness Enjoined Mark 13:21-37 Sept. 17, The Command to Watch... Mark 13:24-37 May 5, The Anointing at Bethany Mark 14:1-9 May 12, The Anointing at Bethany Mark 14:1-11 Oct. 1, The Anointing at Bethany. Mark 14:3-9 Nov. 22, The Passover Mark 14:12-21 Oct. 8, The Lord's Supper Mark 14:12-26 May 19, The Lord's Supper Mark 14:12-26 Apr. 28, The Lord's Supper Mark 14:22-31 Oct. 15, The Agony in the Garden Mark 14:32-42 Oct. 22, LIST OF UNIFORM LE880NS. 287 The Agony in Gethsemane Mark 14:32-42 The Betrayal Mark 14:42-50 Jesus Betrayed and Taken Mark 14:43-54 Jesus Betrayed Mark 14:43-54 Jesus Before the High Priest .Mark 14:53-64 Jesus Before the Council _ Mark 14:55-65 Jesus Before the Council Mark 14:55-72 The Denial Mark 14:66-72 Jesus Before Pilate - Mark 15:1-15 Jesus Before Pilate. Mark 15:1-15 Christ's Trial Before Pilate Mark 15:1-15 Jesus Before Pilate. Mark 15:1-20 Jesus Mocked and Crucified Mark 15:16-26 Jesus Crucified... Mark 15:21-39 Jesus on the Cross Mark 15:22-37 The Crucifixion Mark 15:22-39 Christ Crucified..-. ....Mark 15:22-39 Hia Death on the Cross Mark 15:27-37 After His Death Mark 15:38-47 His Resurrection - ..Mark 16:1-8 The Resurrection of Christ (Easter) Mark 16:1-8 The Resurrection of Jesus. Mark 16:1-8 The Resurrection of Jesus (Easter) Mark 16:1-8 Easter Lesson, The Empty Tomb Mark 16:1-8 Jesus Risen... .-. ...Mark 16:1-13 The Risen Lord Mark 16:9-20 After His Resurrection Mark 16:9-20 Missionary Lesson Mark 16:14-20 Zacharias and Elisabeth Luke 1:5-17 The Forerunner Announced Luke 1:5-17 The Forerunner of Christ... Luke 1:5-17 The Birth of John the Baptist Foretold Luke 1:5-23 The Song of Mary Luke 1:46-55 The Song of Mary Luke 1:46-55 The Birth of John the Baptist.. Luke 1:57-80 The Prophecy of Zacharias Luke 1:67-79 The Song of Zacharias ...Luke 1:67-80 The Birth of Jesus Luke 2:1-16 The Birth of Jesus Luke 2:1-16 The Birth of Jesus Luke 2:1-20 The Shepherds Find Jesus Luke 2:1-20 Christmas Lesson Luke 2:6-20 Birth of Christ the Lord Luke 2:8-20 The Birth of Jesus Luke 2:8-20 Joy Over the Child Jesus Luke 2:8-20 The Birth of Christ (Christmas) Luke 2:8-20 The Birth of Christ (Christmas) Luke 2:8-20 Christmas Lesson Luke 2:8-20 Christmas Lesson. Luke 2:8-20 The Presentation in the Temple Luke 2:22-39 Simeon and the Child Jesus.. Luke 2:25-35 Jesus Brought into the Temple Luke 2:25-35 Presentation in the Temple Luke 2:25-38 The Childhood of Jesus Luke 2:40-52 The Boyhood of Jesus Luke 2:40-52 Childhood and Youth of Jesus Luke 2:40-52 The Youth of Jesus Luke 2:40-52 The Boy Jesus Luke 2:40-52 The Boy Jesus Luke 2:40-52 The Boyhood of Jesus Luke 2:40-52 The Boy Jesus in the Temple .Luke 2:40-52 The Child Jesus Visits Jerusalem Luke 2:41-52 The Preaching of John the Baptist (Tem.) Luke 3:1-17 The Preaching of John the Baptist.... ..Luke 3:7-18 The Ministry of John the Baptist Mark 1:1-8; Luke 3:1 May 5 1895 Nov. 29 1874 Oct. 29 1882 May 26 1889 May 12 1895 June 2 1889 Nov. 5 1882 Dec. 6 1874 Nov. 12 1882 May 19 1895 June 5 1904 June 9 1889 Nov. 19 1882 June 16 1889 May 26 1895 Dec. 13 1874 June 12 1904 Nov. 26 1882 Dec. 3 1882 Dec. 10 1882 Mar. 25 1894 June 2 1895 Apr. 10 1898 Mar. 27 1910 June 23 1889 Dec. 20 1874 Dec. 17 1882 June 30 1889 Jan. 2 1881 Jan. 5 1890 Jan, 5 1896 Jan. 7 1912 Jan. 9 1881 Jan. 12 1890 Jan. 14 1912 Jan. 16 1881 Jan. 19 1890 July 1 1894 Jan. 7 1900 Jan. 21 ,1912 Jan. 7 ,1906 Dec. 25 1910 July 7 ,1878 Jan. 23 1881 Jan. 26 ,1890 Dec. 25 1892 Dec. 22 1395 Dec. 21 1902 Dec. 20 1908 Jan. 28 1912 Jan. 30 1881 Feb. 2 1890 Julys 1894 July 14 1878 Feb. 6 1881 Feb. 9 , 1890 July 29 1894 Jan. 12 1896 Jan. 21 , 1906 Jan. 3 1904 Feb. 11 1912 Jan. 14 1900 Jan. 21 1900 Feb. 13 1881 -20 Feb. 18 1912 238 APPENDIX, The Ministry of John Luke 3:7-22 Ministry of John the Baptist.. Luke 3:15-22 The Ministry of John the Baptist - Luke 3:15-22 The Temptation of Jesus Luke 4:1-13 The Preaching of Jesus. Luke 4:14-21 The Early Ministry of Jesus Luke 4:14-22 Jesus at Nazareth Luke 4:l&-30 Jesus at Nazareth Luke 4:16-30 Jesus Rejected at Nazareth Luke 4:16-30 Jesus Rejected at Nazareth Luke 4:16-30 The Visit to Nazareth Luke 4:16-30 Jesus at Nazareth Luke 4:16-32 The Great Physicain Luke 4:33-44 The Draught of Fishes Luke 5:1-11 The Draught of Fishes.. Luke 5:1-11 The Draught of Fishes Luke 5:1-11 Jesus Calling Fishermen Luke 5:1-11 Jesus Calls Four Disciples Luke 5:1-11 The Call of the First Disciples.. Mark 1:14-28; Christ Healing the Sick Luke 5:12-26 Christ Forgiving Sin Luke 5:17-26 The Power of Jesus Luke 5:17-26 The Pharisees Opoose Jesus. Luke 6:1-11 Poverty and Riches .Luke 6:20-26; The Sermon on the Mount Luke 6:20-31 Christ's Law of Love ..- Luke 6:27-38 The Law of Love ....Luke 6:27-38; Hearing and Doing Luke 6:39-49 The Sermon on the Mount -.. ..Luke 6:41-49 The Centurion's Faith Luke 7:1-10 The Centurion's Servant Healed Luke 7:1-10 Jesus' Power over Disease and Death Luke 7:1-17 The Great Helper Luke 7:2-16 The V/idow of Nain... Luke 7:11-17 The Widow of Nain Luke 7:11-18 Jesus and John the Baptist Luke 7:18-28 Witness of Jesus to John ..Luke 7:19-28 Christ's Testimony to John Luke 7:24-35 The Sinners' Friend.— Luke 7:36-50 Jesus the Sinner's Friend Luke 7:36-50 Forgiveness and Love ..Luke 7:36-50 Jesus at the Pharisee's House Luke 7:36-50 The Penitent Woman Luke 7:36-50 The Friend of Sinners Luke 7:40-50 The Parable of the Sower Luke 8:4-15 Christ's Teaching by Parables Luke 8:4-15 ^ The Ruler's Daughter Luke 8:41, 42, Faith Encoiiraged Luke 8:43-55 Preaching the Kingdom (Missionary) Luke 9:1-6 Feeding the Multitude.. ...Luke 9:10-17 Jesus the Messiah Luke 9:18-27 The Transfiguration Luke 9:28-36 The Transfiguration- ...Luke 9:28-36 The Transfiguration Luke 9:28-36 The Transfiguration Luke 9:28-36 For and Against Him Luke 9:49-62 Following Jesus Luke 9:51-62 The Mission of the Seventy (Missionary) Luke 10:1-9 The Seventy Sent Forth... .Luke 10:1-11, The Mission of the Seventy ..Luke 10:1-16 The Mission of the Seventy. Luke 10:1-16 Return of the Seventy Luke 10:17-24 The Good Samaritan Luke 10:25-37 The Good Samaritan Luke 10:25-37 The Good Samaritan Luke 10:25-37 Feb. 16, July 21, Jan. 19, Feb. 23, Feb. 20, Jan. 26, July 28, Oct. 7, Feb. 25, Jan. 24, Aug. 25, Mar. 2, Mar. 9, Aug. 4, Mar. 16, Oct. 14, Feb. 11, Jan. 31, Luke 5:1-11 Mar. 3, Feb. 27, Mar. 23, Feb. 2, Feb. 21, 16:19-31 May 5, Nov. 18, Apr. 6, Rom. 13:8-10 May 12, June 9, Feb. 9, Aug. 11, Apr. 22, Apr. 15, Feb. 16, Aug. 18, Apr. 13, Apr. 29, Mar. 6, ' Dec. 2, Mar. 13, lApr. 22, I Apr. 20, May 13, June 23, Aug. 25, Apr. 27, Dec. 9, May 4, Feb. 23, Mar. 27, May 11, Mar. 1, May 18, Feb. 3, July 29, June 17, Dec. 22 , Apr. 3, Mar. 24, Sept. 2, Apr. 24, May 25, Sept. 1 , Apr 10, June 1, Feb. 17, 49-56 17-20 LIST OF UNIFORM LESSONS. 239 The Good Samaritan Luke 10:25-37 July 15 True Love to One's Neighbor Luke 10.25-37 Mar. 8 The Good Samaritan Luke 10:25-37 Sept 9 The Good Samaritan. Luke 10:30-37 Sept. 8 Teachingto Pray Lukell:l-13 June 8 Jesus Teaching How to Pray. Luke 11:1-13 July 22 Teaching About Prayer Luke 11:1-13 Mar. 15 Prayer and Promise .Luke 11:1-13 May 1 Day of Prayer for Sunday Schools... Luke 11:1-13 Oct. 20 Importunity in Prayer Luke 11:5-13 Sept. 15 The Pharisees Reproved Luke 11:37-47 Apr. 17 Covetousness Luke 12:13-21 Apr. 24 The Rich Man's Folly Luke 12:13-21 June 15 Warning Against Covetousness Luke 12:13-23 Sept. 22 The Rich Fool Luke 12:13-23 Sept. 16, Trust in Our Heavenly Father Luke 12:22-34 June 22 ,The Duty of Watchfulness (Tern.) Luke 12:35-46 Sept. 23 Watchfulness (Tem.) Luke 12:35-48 May 8 Faithful and Unfaithful Servants (Tem.) Luke 12:37-48 Mar. 22 Lawful Work on the Sabbath Luke 13:10-17 July 6, Warning Against Formalism ..Luke 13:22-30 Oct. 6. Warning Against Sin Luke 13:22-30 Apr. 5, Jesus Dines with a Pharisee Luke 14:1-14 July 29 Jesus Dining with a Pharisee Luke 14:1-14 Oct. 7 The Gospel Feast Luke 14:15-24 Oct. 13 The Great Supper Luke 14:15-24 July 13 Parable of the Great Supper Luke 14:15-24 Apr. 12 Parable of the Great Supper Luke 14:15-24 Oct. 14 False Excuses Luke 14:15-24 Aug. 5 Taking Up the Cross.... Luke 14:25-35 July 20 Lost and Found Luke 15:1-10 May 1 Lost and Found Luke 15:1-10 July 27 The Lost Sheep and Lost Coin Luke 15:1-10 Oct. 21 The Prodigal Son ...Luke 15:11-24 Oct. 20 The Prodigal Son Luke 15:11-24 May 8 The Prodigal Son Luke 15:11-24 Aug. 3 The Lost Found (Tem.) Luke 15:11-24 Apr. 19 The Prodigal Son Luke 15:11-24 Oct. 28 The Prodigal Son Luke 15:11-24 May 15 The Parable of the Two Sons Luke 15:11-32 Aug. 12, The Unjust Steward Luke 16:1-13 Nov. 4 The Rich Man and Lazarus. Luke 16:19-31 Oct. 27 The Rich Man and Lazarus Luke 16:19-31 May 15 The Rich Man and Lazarus ..Luke 16:19-31 Aug. 10, The Rich Man and Lazarus .Luke 16:19-31 Apr. 26 The Rich Man and Lazarus, Luke 16:19-31 Nov, 11 Faith Luke 17:5-19 May 3. The Ten Lepers Luke 17:11-19 Nov. 3 The Ten Lepers Luke 17:11-19 Aug. 17 The Ten Lepers Cleansed Luke 17:11-19 Nov. 18 Parables on Prayer Luke 18:1-14 May 22 Prevailing Prayer Luke 18:1-14 Aug. 24, The Judge, the Pharisee and the Publican Luke 18:1-14 Aug. 19 Whom the Lord Receives Luke 18:9-17 Nov. 10, Lessons on Prayer Luke 18:9-17 May 10, Entering the Kingdom Luke 18:15-30 Aug. 31 Bartimeus and Zaccheus... ..Luke 18:35-19:10 Sept. 2 Zaccheus the Publican... Luke 19:1-10 Nov. 17 Jesus and Zaccheus the Publican Luke 19:1-10 Sept. 7 Zaccheus the Publican Luke 19:1-10 Mar. 17 Zaccheus the Publican Luke 19:1-10 Dec. 16, Parable of the Pounds .Luke 19:11-27 May 29 Parable of the Pounds.. Luke 19:11-27 Sept. 14, Parable of the Pounds Luke 19:11-27 May 17, Parable of the Pounds Luke 19:11-27 Dec. 23 Jesus Entering Jerusalem Luke 19:37-48 Sept. 21 Parable of the Vineyard Luke 20:9-19 Oct. 5, 1906 1896 1900 1878 1890 1908 1898 1904 1907 1878 1881 1881 1890 1878 1900 1890 1900 1904 1896 1890 1878 1898 1906 1900 1878 1890 1896 1900 1906 1890 1881 1890 1900 1878 1881 1890 1896 1900 1904 1908 1900 1878 1881 18S0 1898 1900 1896 1878 1890 1900 1881 1890 1908 1878 1906 1878 1890 1895 1900 1881 1890 1896 1900 1890 1890 240 APPENDIX. Jesus Teaching in the Temple ..Luke 20:9-19 May 24, 1896 Missionary Lesson Lulie 21:1-4 Sept. 28, 1890 Judaism Overthrown ..Luke 21:8-21 Nov. 24, 1878 Destruction of Jerusalem Foretold Luke 21:20-36 May 31, 1896 The Lord's Supper - Luke 22:7-20 Oct. 12, 1890 The Lord's Supper Luke 22:10-20 Dec. 1, 1878 The Spirit of True Service Luke 22:24-37 Oct. 19, 1890 Warning to the Disciples. Luke 22:24-37 June 7, 1896 Jesus in Gethsemane ....Luke 22:39-53 Oct. 26, 1890 Jesus Accused Luke 22:54-71 Nov. 2, 1890 Jesus Before Pilate and Herod.... Luke 23:1-12 Nov. 9, 1890 Jesus Condemned -- Luke 23:13-25 Nov. 16, 1890 Jesus before Pilate ....Luke 23:13-25 Dec. 2, 1906 Jesus and Pilate Luke 23:13-26 Mar. 17, 1901 The Cross Luke 23:33-46 Dec. 8, 1878 Jesus on the Cross Luke 23:33-46 Dec. 9, 1906 The Crucifixion Luke 23:33-46 June 5, 18S1 Jesus Crucified Luke 23:33-46 June 14, 1896 Jesus Crucified Luke 23:33-47 Nov. 23, 1890 Jesus Crucified and Buried Luke 23:3.5-53 Mar. 24, 1901 Jesus Risen Luke 24:1-12 Nov. 30, 1890 The Resurrection of Christ (Easter) Luke 24:1-12 Apr. 5, 1896 The Resurrection of Jesus Luke 24:1-12 Apr. 7, 1901 Easter Lesson. — Luke 24:1-12 Apr. 23, 1005 Easter Lesson - ....Luke 24:1-12 Apr. 19, 1908 The Walk to Emmaus Luke 24:13-27 Dec. 7, 1890 The Walk to Emmaus... Luke 24:13-32 Dec. 15, 1878 The Walk to Emmaus... Luke 24:13-32 June 12, 1881 The Walk to Emmaus. Luke 24:13-32 June 9, 1895 The Walk to Emmaus .Luke 24:13-35 Apr. 21, 1901 Jesus Made Known Luke 24:28-43 Dec. 14, 1890 The Risen Lord - Luke 24:36-53 June 21, 1896 Jesus Ascends into Heaven Luke 24:36-53 Dec. 23, 1906 The Saviour's Last Words Luke 24:44-53 Dec. 22, 1878 The Gospel for the World (Missionary) Luke 24:44-53 June 26, 1881 Jesus' Parting Words Luke 24:44-53 Dec. 21, 1890 The Saviour's Parting Words (Missionary) Luke 24:44-53 June 23, 1895 Jesus Ascends into Heaven Luke 24:44-53 May 19, 1901 (Acts 1:1-11) The Word Made Flesh John 1:1-14 July 4, 1875 Christ the True Light John 1:1-14 Jan. 1, 1899 Christmas Lesson John 1:1-14 Dec. 23, 1906 The Word Made Flesh John 1:1-18 Apr. 4, 1886 The Word Made Flesh John 1:1-18 July 5, 1891 Christ the Life and Light of Men John 1:1-18 Jan. 1, 1905 The Word Made Flesh John 1:1-18 Jan. 5, 1908 The Witness of John the Baptist to Jesus John 1:19-34 Jan. 8, 1905 Jesus and John the Baptist Johnl:19-34 Jan. 12, 1908 Christ's First Disciples John 1:29-42 July 12, 1891 Following the Lamb John 1:35-46 July 11, 1875 Christ's First Disciples John 1:35-46 Jan. 8, 1899 The First Disciples of Jesus John 1:35-46 Feb. 4, 1900 First Disciples of Jesus John 1:35-49 Aug. 19, 1894 The Fi'-st Disciples John 1:35-51 Apr. 11, 1886 Jesus Wins His First Disciples John 1:35-51 Jan. 15, 1905 Jesus and His First Disciples John 1:35-51 Jan, 19, 1908 Jesus at the Marriage John 2:1-11 July 18, 1875 The First Miracle John 2:1-11 Apr. 18, 1886 Christ's First Miracle John 2:1-11 July 19, 1891 First Miracle of Jesus - John 2:1-11 Aug. 26, 1894 The First Miracle in Cana ....John 2:1-11 Jan. 22, 1905 Christ's First Miracle John 2:1-11 Jan. 15, 1899 Jesus Cleanses the Temple John 2:13-22 Jan. 26. 1908 Jesus Cleansing the Temple John 2:13-25 Sept. 2, 1894 Jesus and Nicodemua John 3:1-16 Sept. 9, 1894 Christ and Nicodemua John 3:1-16 Jan. 22, 1899 LIST OF UNIFORM LESSONS. 241 Christ and Nicodemua John 3:1-17 Jesus and Nicodemus John 3:1-18 Jesus and Nicodemus ...John 3:1-18 Jesus and Nicodemus - John 3:1-15 Jesus the Saviour of the World John 3:1-21 The New Birth. - John 3:7-17 Jesus and the Woman of Samaria John 4:1-42 The Water of Life ...John 4:5-15 Christ at Jacob's Well John 4:5-15 Jesus at Jacob's Well John 4:5-14 Jesus at the Well ..John 4:5-26 Christ at Jacob's Well John 4:5-26 Jesus at Jacob's Well John 4:5-26 Jesus at Jacob's Well John 4:9-26 Sowing and Reaping John 4:27-42 The Nobleman's Son John 4:43-54 The Nobleman's Son Healed.. John 4:43-54 The Second Miracle in Cana John 4:43-54 Jesus Heals the Nobleman's Son John 4:43-54 Jesus at Bethesda ..John 5:5-15 Jesus at Bethesda .John 5:5-18 Jesus at the Pool of Bethesda ..John 5:1-15 Jesus at the Pool of Bethesda John 5:1-18 Christ's Divine Authority. John 5:17-27 Christ's Authority... John 5:17-30 The Five Thousand Fed John 6:1-14 Christ Feeding the Five Thousand— John 6:1-14 Jesus Feeding the Five Thousand John 6:1-21 The Miracle of the Loaves and Fishes.. John 6:1-14 Jesus Feeds the Five Thousand. John 6:1-21 The Feeding of Five Thousand John 6:5-14 Jesus the Bread of Life John 6:22-40 Jesus the Bread of Life John 6:22-40 Jesus the Bread of Life ..John 6:22-51 Christ the Bread of Life John 6:25-35 Christ the Bread of Life ..John 6:26-40 The Bread of Life .John 6:47-58 Christ at the Feast John 7:14, 28-37 Christ at the Feast John 7:31-44 Jesus at the Feast of Tabernacles John 7:37-46 Jesus the Christ John 7:37-52 Jesus the Christ - John 7:40-46 Christ Freeing from Sin (Tem.).. John 8:12, 31-36 Freedom by the Truth John 8:28-36 Jesus and Abraham John 8:31-38, 44-59 The Slavery of Sin John 8:31-40 The True Children of God.. John 8:31-47 Jesus Heals a Man Born Blind John 9 The Light of the World John 9:1-11 Christ and the Man Born Blind... John 9:1-11 Christ Healing the Blind Man John 9:1-11 Healing of the Man Born Blind. John 9:1-11 Christ and the Blind Man.. John 9:1-11, 35-38 Jesus and the Blind Man John 9:1-17 The Man Born Blind John 9:1-17 The Good Shepherd ..John 10:1-11 Christ the Good Shepherd ..John 10:1-16 Christ the Good Shepherd John 10:1-16 Jesus the Good Shepherd... John 10:1-16 Jesus the Good Shepherd... John 10:1-18 Jesus the Good Shepherd John 10:1-18 Jesus the Good Shepherd John 10:7-18 The Death of Lazarus ..John 11:1-18 The Raising of Lazarus John 11:1-57 The Resurrection of Lazarus John 11:17-44 Christ Raising Lazarus John 11:21-44 The Raising of Lazarus John 11:30-45 17 July 26 1891 Apr. 25 1886 Feb. 11 1900 June 29 1905 Feb. 2 1908 July 25 1875 Feb. 9 1908 Aug. 1 1875 Jan. 29 1899 Feb. 5 1905 May 2 1886 Aug. 2 1891 Feb. 18 1900 Sept. 16 1894 May 9 1886 May 16 1886 Feb. 5 1899 Feb. 12 1905 Feb. 16 1908 Aug. 8 1875 May 23 1886 Feb. 19 1905 Feb. 23 1908 Feb. 12 1899 Aug. 9 1891 Aug. 16 1891 Feb. 19 1899 May 30 1886 Feb. 26 1905 Mar. 1 1908 June 17 1900 June 6 188f) July 8 1900 Mar. 8 1908 Jan. 20 1895 Aug. 23 1891 Aug. 15 1875 Feb. 26 1899 Aug. 30 1891 Mar. 5 1905 June 13 1886 Aug. 22 1875 Mar. 5 1890 Aug. 29 1875 June 20 18S6 Mar. 12 1905 Sept. 6 1891 Mar: 15 1908 Sept. 5 1875 Feb. 24 1895 Mar. 12 1899 Mar. 19 1905 Sept. 13 1891 July 4 1886 Aug. 19 1900 Sept. 12 1875 Sept. 20 ,1891 Mar. 19 1899 Aug. 26 1900 July 11 ,1886 Apr. 5 1908 Apr. 2 1905 July 18 1886 Apr. 12 ,1908 July 25 1886 Oct. 4 1891 Mar. 3 1895 242 APPENDIX. The Raising of Lazarus (Easter). John 11 32-45 Apr 2, 1899 The Raising of Lazarus. - John 11-32-45 ^^^\l' tS^t The Resurrection and the Life John 1 :34-44 Sept. 19, 875 Christ Rejected (Review) John 1:47-53 Sept 26, 875 The Anointing in Bethany John 12 1-11 Apr 'i, 1»99 The Supper at Bethany — -"}°t° ]l:}~]] Anr* 19 1908 Jesus Anointed at Bethany... — ""S^ }?: ' J Aug 1 1886 Jesus Honored .....-.-.-- — -"i°u^ Vo'-YA An^^S 1905 The Entry of Jesus into Jerusalem.. — -J°S" }? J^!? jJn on' 901 Greeks Seeking Jesus.. - Sn l?'-??!?! A^e 8 1886 Gentiles Seeking Jesus ... - John 12.20-36 Aug. 8, 18»b Christ Foretelling His Death -John 12 2C^36 Oct. 11 1891 Sinftlt SWeV' FeeV.:::::::::::::::::::^^^ 13:1-9 oct 10 1875 Jesus Washing the Disciples' Feet John 13:1-14 Apr. 30, 190o Jesus Teaching Humility —John 3-17 Aug. 15, ISSb Washing the Disciples Feet John 13 1-17 Oct. 18, im Jesus Teaching Humility ^^Sn v 1n aS" 26 1908 Jesus Teaching Humility John 13.1-20 Apr. 2b, 1908 Warning to Judas and Peter.... — -JoJ° ^:21-38 ^ff' 3 1908 Our Heavenly Home - John 4 May^3 1908 St crfSng- His-Di;cipi;s:::::::::::::::john 14:1-3, 15-27 oct. 25 i89i Jesus Comforting His Disciples. - — ------ — -J^^n 14:1-14 Aug. 29, 1886 Jesus the Way and the Truth and the Life....John 14:1-14 Apr. 23, 1899 The Comforter Promised John 14:15-27 june 3 1906 The Promise of the Father (Pentecost) John 14: 5-27 June 3, 1906 The Promise of the Father (Pentecost).. John 14 15-27 June 4, 1911 The Vine and the Branches John 15 1-8 Oct. 24, 18/a The Vine and the Branches John 15 1-11 May 7, jsytf The Vine and the Branches -John 15 1-12 May 7, 1905 Jesus the True Vine John 15-16 Sept. 5, 1886 Christ the True Vine John 15.1-16 ^lov }, i»yi Friends and Foes of Jesus...... John 15-11-19 Oct 61, 18/5 The Mission of the Holy Spirit... John 15.26-16.24 ^^^^%' ]^l The Work of the Holy Spirit John 16:1-15 Nov. 8 891 Whitsuntide... '|onn jO;i^io „ J' .„' icflfl The Mission of the Spirit --^''^° }«=&?? Tune 11 1905 The Comforter Promised (Pentecost). -.-John 6:5-15 June 11, 905 The Work of the Spirit John 16.7-14 ^ ^''•i^' {Iqi Christ's Prayer for His Disciples John :1_- 9 Nov 15 1891 Jesus Interceding -- Jonn ^' i^o h . Jesus Interceding -John 17.15-21 Nov 14. 18/5 Jesus Prays for His Followers John 17 15^26 May 14 905 Christ Betrayed - John 8 3 Nov.^.^ ^^^^ Jesus Betrayed - t ^„ lo ? iT Mav 14 1899 Christ Betrayed and Arrested John 8 1-14 May 14 1899 Jesus Betrayed .- "' t^^„ is i 97 May 17 1908 Jesus Betrayed and Denied... John 18..1-27 May i . laus Christ Before the High Priest John 8. 5-27 May 21 1899 Jesus Before Pilate — Jonn |»:|™ ^ 28 1899 Christ Before Pilate John 18.28-40 may /a Jesus Before Pilate John 18:28340 ^ay ^ Jesus the King. John 18.33-38 Xjov. ^1, i»^o Jesus Delivered to Be Crucified.... -— S. I? 1 16 Nov 29! 1891 Christ before Pilate John 9-16 Nov. 29 189^ Jesus Crucified Jonn jy:JJ_^J j^ g 1891 Chr St Crucified.. - - -John 19. 7_^U ^^^^ ^ ^^^^ Christ Crucified John ly i/ ^^^^ The Crucifixion - «|onn J»^' -^ 28. 1875 Jesus on the Cross -John 9.25-30 Nov .« i«^^ Jesus' Death and Burial..-.. - J^Jj ^?: IlT Oct. 31. 1886 Jesus Risen - Jo ^^^ ^^^ ^^^^ Chnst Risen .-- — - — - jChn 20-1-18 May 31, 1908 Jesufl Risen from the Dead.. t u on'.i i« Aor 16 1911 The Resurrection Morn (Easter) John 20.1-18 Apr. 16 mi Easter Lesson •'°'^" ^u.w-xo LIST OF UNIFORM LESSONS. 243 Jesua and Mary June 20:11-18 Dec. 5, Jesxis Appears to Mary John 20:11-18 Apr. 14 Easter Lesson John 20:11-18 Apr. 3 Christ Risen - John 20:11-20 June 1 1 The Resurrection John 20:11-23 June 4^ Jesus Appears to the Apostles John 20:19-29 Apr. 28 Thomas Convinced John 20-19-31 Nov. 7 Jesus Appears to the Apostles John 20:19-31 June 7, Jesus and Thomas John 20:24-31 Dec. 12 The Risen Christ and His Disciples- John 21:1-14 Dec. 20 The Risen Christ by the Sea of Galilee John 21:1-25 June 14 Peter and the Risen Lord.. John 21:4-17 June 16 Peter Restored John 21:4-19 Nov. 14 Jesus and Peter John 21:1-5-22 Dec. 19 Jesus and Peter .- - John 21:15-22 May 5 Jesus Ascends into Heaven Acta 1:1-11 May 19, (Luke 24:44-53) The Promise of Power Acts 1:1-11 Jan. 5 The Ascending Lord Acts 1:1-12 Apr. 2 The Ascension of Christ Acts 1:1-12 July 3 The Ascending Lord Acts 1:1-14 Jan. 7 Christ's Ascension ..- Acts 1:1-14 Jan. 3 The Ascension of Our Lord Acts 1:1-14 Jan. 3 The Day of Pentecost Acts 2:1-11 Apr. 9 The Holy Spirit Given -Acts 2:1-11 May 26 The Promise of Power Fulfilled Acts 2:1-11 Jan. 12 The Day of Pentecost (Whitsunday) Acts 2:1-11 May 22 Whitsunday Lesson Acts 2:1-11 May 19 Whitsunday Losson Acts 2:1-11 June 2 The Descent of the Spirit Acts 2:1-12 July 10 The Holy Spirit Given Acts 2:1-13 Jan. 10 The Descending Spirit Acts 2:1-16 Jan. 14^ Whitsuntide Lesson.. .- Acts 2:1-21 June 7, The Descent of the Holy Spirit Acts 2:1-21 Jan. 10 Peter's Defense. Acts 2:12-28 Apr. 16 The Exalted Saviour ....Acts 2:32-41 Jan. 7 A Multitude Converted Acts 2:32-47 Jan. 17, The Early Christian Church Acts 2:37-47 Apr. 23 The Believing People Acts 2:37-47 Jan. 21 The First Christian Church ....Acts 2:37-47 July 17 The Early Christian Church Acts 2:37-47 Jan. 19 The Beginnings of the Christian Church Acts 2:22-47 Jan. 17 The Lame Man Healed Acts 3:1-10 Jan. 26 The Lame Man Healed Acts 3:1-11 Apr. 30 The Healing Power Acts 3:1-11 Jan. 28 The Lame Man Healed Acts 3:1-16 July 24 The Lame Man Healed Acts 3:1-16 Jan. 24 The Lame Man Healed Acts 3:1-26 Jan. 24; The Prince of Life Acts 3:12-21 Feb. 4 The Power of Jesus' Name Acts 3:12-26 May 7 The First Persecution Acts 4:1-12 Feb. 2 None Other Name Acts 4:1-14 Feb. 11 The Boldness of Peter and John Acts 4:1-14 Jan. 31 Peter and John before the Council Acts 4:1-18 July 31 The Trial of Peter and John Acts 4:1-31 Jan. 31 Christian Courage Acts 4:8-22 May 14 Christian Courage Acts 4:18-31 Feb. 18 The Apostles' Confidence in God Acts 4:19-31 Aug. 7 Christian Fellowship Acts 4:23-37 May 21 True and False Giving - Acts 4:32-5:11 Feb. 7 True and False Brotherhood-. Acts 4:32-5:11 Feb. 7 Lying unto God Acts 5:1-11 May 2S Ananias and Sapphira.. Acts 5:1-11 Feb. 25 Ananias and Sapphira Acta 5:1-11 Aug. 14 244 APPENDIX. The Sin of Ljring Acts 5:1-11 The Apostles in Prison Acts 5:12-26 Persecution Renewed Acts 5:17-32 The Prison Opened ..Acts 5:17-32 The Apostles Imprisoned Acts 5:17-42 The Apostles Persecuted .- Acts 5:25-41 The Apostles before the Council Acts 5:27-42 The Second Persecution Acts 5:32-42 The Seven Chosen Acts 6:1-15 The Seven Chosen Acts 6:1-15 Stephen the First Christian Martyr Acts 6:1-8:3 The Arrest of Stephen Acts 6:7-15 The First Christian Martyr Acts 6:8-15; 7:54-60 Stephen's Defense ..Acts 7:1-19 Stephen's Defense Acts 7:35-50 Stephen's Martyrdom. ...Acts 7:51-60 The Stoning of Stephen Acts 7:54-8:2 The Fii-st Christian Martyr Acts 7:54-60; 8:1-4 The First Christian Martyr Acts 7:54-60; 8:1-4 The Disciyiles Dispersed Acts 8:1-17 The Disciples Scattered Acts 8:3-13 The Gospel in Samaria ..Acts 8:4-25 Philip Preaching at Samaria (Missionary) Acts 8:5-25 Simon the Sorcerer Acts 8:9-25 Simon the Sorcerer Acts 8:14-25 Philip and the Ethiopian Acts 8:26-40 Philip and the Ethiopian Acts 8:26-40 Philip and the Ethiopian Acts 8:26-40 The Ethiopian Convert Acts 8:26-40 Philip and the Ethiopian. Acts 8:26-40 The Ethiopian Converted Acts 8:29-39 Saul of Tarsus Converted Acts 9:1-12 Saul, the Persecutor, Converted Acta 9:1-12, 17-20 Saul's Conversion Acts 9:1-18 Saul's Conversion Acts 9:1-18 Saul of Tarsus Converted Acts 9:1-20 The Conversion of Saul Acts 9:1-30 Saul's Early Ministry Acts 9:19-30 Saul Preaching Christ. Acts 9:19-31 Dorcas Restored to Life Acts 9:31-43 Aeneas and Dorcas Acts 9:31-43 Peter Working Miracles Acts 9:32-43 Dorcas Raised to Life Acts 9:32-43 Peter Working Miracles Acts 9:32-43 Peter, Aeneas and Dorcas. ...Acta 9:32-43 Peter's Vision Acts 10:1-20 Peter's Vision Acts 10:1-20 Peter and Cornelius Acts 10:1-48 Missionary Lesson Acta 10:25-35 Peter Preaching to the Gentiles Acts 10:30-44 Conversion of Cornelius .Acts 10:30-44 Peter at Caesarea Acts 10:30-48 Peter and Cornelius Ac*3 10:34-44 The Gentiles Received Acts 10:34-48 Gentiles Received into the Church .Acts 11:4-15 Gentiles Converted at Antioch .Acts 11:19-26 Soread of the Gospel... Acts 11:19-30 The Spread of the Gospel Acta 11:19-30 The Gospel Preached at Antioch Acts 11:19-30 The Chui-ch at Antioch in Syria Acts 11:19-30 The Gospel in Antioch. Acta 11:19-30; 12:25 Peter Delivered from Prison... Acta 12:1-9 Peter's Release Acts 12:1-17 Herod and Peter. ...Acts 12:1-17 Peter Delivered from Prison Acts 12:1-17 Peter Delivered from Prison Acts 12:1-19 Peter Delivered from Prison Acta 12:5-17 Feb. 9, June 4, Mar. 4. Feb. 14, Feb. 14, Aug. 21, June 11, Feb. 16, June 18, Mar. 11, Feb. 21, Feb. 23, Feb. 21, Oct. 1. Oct. Oct. 15, Mar. 2, Mar. 18, Aug. 28, Feb. 28, Mar. 9, Feb. 28, Sept. 4, Oct. 22. Apr. Oct. 29; Apr. 8, Sept. 11, Mar. . , Mar. 7, Mar. 16, Apr. 6, Mar. 14, Nov. 5, Apr. 15, Oct. 2, Apr. 18, Nov. 12, Apr. 22. Nov. 1[, Mar. 14, Apr. 29, Oct. 9. Apr. Apr. 13, Nov. 26, Oct. ] Apr. Sept. 27, May Apr. 11, Oct. Apr. 20, Dec. Apr. 27, Apr. 18, Dec. 10, May 13, Oct. 3f May '. Apr. 2; May 11, Dec. 17, May 20, Nov. Apr. 11, Apr. 25, LIST OF UNIFORM LESSONS. 245 Paul and Barnabas in Cyprus Acts 13:1-12 May 27, 1883 The Early Christian Missionaries Acts 13:1-12 May 18,' 1902 Paiil's First Missionary Journey— Cyprus Acts 13:1-12 May 2, 1909 Paul in Cyprus Acts 13:1-13 July l' 1877 The First Christian Missionaries... Acts 13:1-13 Nov. 13, 1892 Paul Begins His First Missionary Journey Acts 13:1-13 May 2* 1897 At Antioch-... Acts 13:13-16, 43-52 June 3^ 1883 Paul's First Missionary Journey — ^Antioch in Pisidia Acts 13:13-52 May 9, 1909 Paul Preaching to the Jews Acts 13:26-39 May 9 1897 Paul at Antioch Acts 13:26-41 July s', 1877 Paul's First Missionary Sermon Acts 13:26-43 Nov. 20, 1892 Turning of the Gentiles. Acts 13:42-52 July 15^ 1877 Paul at Antioch in Pisidia Acts 13:43-52 May 25, 1902 The Apostles Turning to the Gentiles.. Acts 13:44-14:7 Nov. 27, 1892 At Iconium and Lystra ..Acts 14:1-18 June 10, 1883 Paul's First Missionary Journey — Iconium and Lystra ..Acts 14:1-28 May 16, 1909 Paul at Lystra Acts 14:8-19 June 1, 1902 Paul at Lystra.. Acts 14:8-20 July 22, 1877 Work Among the Gentiles Acts 14:8-22 Dec. 4, 1892 Paul Preaching to the Gentiles _ Acts 14:11-22 May 16, 1897 End of First Missionary Journey Acts 14:19-28 June 17, 1883 The Conference at Jerusalem ..Acts 15:1-6, 22-29 May 23, 1897 The Conference at Jerusalem Acts 15:1-11 Jan. 6, 1884 The Council at Jerusalem Acts 15:1-35 May 23, 1909 The Apostolic Council ..Acts 15:12-29 Dec. 11, 1892 The Yoke Broken Acts 15:22-31 July 29, 1877 The Council at Jerusalem Acts 15:22-33 June 8,' 1902 Paul's Second Missionary Journey Acta 15:35-41; 16:1-10 Feb. 3, 1884 Paul's Second Missionary Journey— Antioch to Philippi Acts 15:36-16:15 July 4, 1909 Paul Sent to Macedonia Acts 16:1-15 Aug. 5, 1877 Paul Called to Europe Acts 16:6-15 July 2, 1893 First Converts in Europe Acts 16:6-15 July 4, 1897 Paul Crosses to Europe Acts 16:6-15 June 15, 1902 The Conversion of Lydia Acts 16:11-24 Feb. 10, 1884 Paul's Second Missionary Journey— The Phil- ippian Jailer Acts 16:16-40 July 11, 1909 Paul at Philippi Acts 16:19-34 July 9, 1893 Paul and Silas in Prison Acts 16:22-34 Aug. 12, 1877 Paul and the Philippian Jailer Acts 16:22-34 July 11, 1897 Paul and Silas at Philippi Acts 16:22-34 Jan. 4, 1903 The Conversion of the Jailer Acts 16:25-40 Feb. 17, 1884 Paul at Thessalonica and Berea Acts 17:1-12 July 18, 1897 Paul at Thessalonica and Berea.. Acts 17:1-12 Jan. 18, 1903 Thessalonians and Bereans Acts 17:1-14 Aug. 19,1 877 Thessalonians and Bereans. Acta 17:1-14 Feb. 24, 1884 Paul's Second Missionary Journey — Thessa- lonica and Berea _Acts 17:1-15 July 18, 1909 Paul's Second Missionary Journey— Athens Acts 17:16-34 July 25, 1909 Paul at Athens. Acta 17:22-31 July 16, 1893 Paul at Athens Acts 17:22-34 Aug. 26, 1877 Paul at Athens Acts 17:22-34 Mar, 2, 1884 Paul Preaching in Athens Acts 17:22-34 July 25, 1897 Paul at Athens Acts 17:22-34 Feb. 1, 1903 Paul at Corinth ....Acts 18:1-11 Sept. 2, 1877 Paul at Corinth Acts 18:1-11 July 23, 1893 Paul's Ministry in Corinth Acts 18:1-11 Aug. 1, 1897 The Church at Corinth Founded .Acts 18:1-11 Feb. 8, 1903 Paul at Corinth Acts 18:1-17 Mar. 9, 1884 Close of Paul's Second Missionary Journey Acts 18:1-22 Aug. 1, 1909 Paul's Third Missionary Journey Acts 18:23-28; 19:1-7 Apr. 6, 1884 Paul's Third Missionary Journey— Ephesua Acts 18:23-19:22 Aug. 15, 1909 Paul and Apollos Acts 18:24-19:6 Mar. 1, 1903 Paul at Ephesus Acts 19:1-12 Sept. 9, 1877 Paul at Ephesus Acta 19:1-12 July 30, 1893 246 APPENDIX. Paid at Epheaua Acts 19:8-22 Apr. 13, Pavd at Ephesus - ....Acts 19:13-20 Mar. 8, Power of the Word Acts 19:17-28 Sept. 1( Paul Opposed at Ephesua. -Acts 19:21-34 Aug. 29, The Uproar at Ephesus Acta 19:23-41; 20:1, 2 May 18, Paul's Third Missionary Journey— The Riot in Ephesus - Acts 19:23-20:1 Aug. 22, The Riot at Ephesus ...Acts 19:29-40 Mar. 15, Paul at Troas. Acts 20:2-16 Jan. 4, Paul's Third Missionary Journey— Farewells.. .Acts 20:2-38 Sept. 5, Paul at Miletus ..- -- Acts 20:17-27 Jan. 11, Paul at MUetus Acts 20:17-32 Sept. 23, Paul at Miletus.... Acts 20:22-35 Aug. 6, Paul's Address to the Ephesian Elders Acts 20:22-35 Sept. 19, Paul's Farewell ..Acts 20:28-38 Jan. 18, Paul's FareweU to Ephesus Acts 20:28-38 Apr. 5, Paul Going to Jerusalem. Acts 21:1-14 Jan. 25, Paul's Last Journey to Jerxisalem Acts 21:1-15 Oct. 3, Close of Paul's Third Missionary Journey Acts 21:1-17 Sept. 12, Paul's Journey to Jerusalem Acts 21:3-12 Apr. Paul at Caesarea. Acts 21:8-15 Oct. 7, Paula Prisoner— The Arrest Acts 21:17-22:29 Oct. 3, Paul at Jerusalem Acts 21:15-26 Feb. 1, Paul at Jerusalem Acts 21:27-39 Oct. 14, Paul at Jerusalem Acts 21:27-39 Aug. 13, Paul Assailed. ..- Acts 21:27-40 Feb. 8, Paul Arrested Acts 21:30-39 May 3, Paul's Defense ...Acts 22:1-21 Feb. 15, Jesus Appears to Paul Acts 22:6-16 June 9, Paul and the Bigoted Jews .Acts 22:17-30 Oct. 21, Paul a Prisoner at Jerusalem .Acts 22:17-30 Oct. 10, Paul a Prisoner— The Plot .Acts 22:30-23:35 Oct. 10, Paul Before the Council... Acts 23:1-11 Oct. 28, Paul Before the CouncU ..Acts 23:1-11 Feb. 22, The Plot Against Paul Acts 23:12-22 May 10, Paul Sent to Felix Acts 23:12-24 Mar. 1, Paul a Prisoner— Before Felix Acts 24 Oct. 17, Paul Before Felix Acts 24:10-16, 24-26 May 17, Paul Before Felix Acts 24:10-25 Nov. 4, Paul Before Felix... Acts 24:10-25 Aug. 20, Paul Before the Roman Governor Acts 24:10-25 Oct. 17, Paul Before Felix Acts 24:10-27 Mar. 8, Paul a Prisoner— Before Festus and Agrippa..-Acts 25:6-12; 26 Oct. 24, Paul Before Agrippa Acts 26:1-18 Mar. 15, Paul Before Agrippa Acts 26:6-20 Nov. 11, Paul Before Agrippa Acts 26:19-29 May 24, Paul Vindicated Acts 26:19-32 Mar. 22, Paul Before Agrippa Acts 26:1^32 Aug. 27, Paul Before King Agrippa .Acts 26:19-32 Oct. 24, Almost Persuaded ..Acts 26:21-29 Nov. 18, Paul's Voyage.... .Acts 27:1, 2, 14-26 Apr. 5, Paul a Prisoner— The Voyage Acts 27:1-26 Oct. 31, Paul's Voyage and Shipwreck Acts 27:13-26 Oct. 31, Paul in the Storm Acts 27:14-26 Nov. 25, Paul's Shipwreck Acts 27:27-44 Apr. 12, Paul a Prisoner— The Shipwreck Acta 27:27-28:10 Nov. 7, Paul Shipwrecked Acts 27:30-44 Sept. 3, The Deliverance Acts 27:33-44 Dec. 2, Paul's Voyage and Shipwreck Acts 27:33-44 June 7, PaulinMelita ..Acts 28:1-10 Dec." Paul Going to Rome Acts 28:1-15 Apr. 1., Paulin Melita and Rome .Acts 28:1-16 Nov. 7, Paul at Rome - Acts 28:16-24, 30, 31 June 14, Paul a Prisoner— In Rome ...Acts 28:11-31 Nov. 14, Paul at Rome - --Acts 28:16-31 Dec. 16, Paul at Rome Acts 28:16-31 Apr. 26, Paul's Ministry in Rome Acts 28:17-31 Nov. 14, LIST OF UNIFORM LESSONS. 247 Paul at Rome - ...Acts 28:20-31 Sept. 10, 1893 The Power of the Gospel Rom. 1:8-17 Oct. 1, 1893 Redemption in Christ - Rom. 3:19-26 Oct. 8, 1893 Justification by Faith... Rom. 3:19-31 June 8, 1884 Peace with God Rom. 5:1-10 July 7, 1872 Peace with God Rom. 5:1-10 July 6, 1879 Justification by Faith Rom. 5:1-11 Oct. 15, 1893 The Life-Giving Spirit ..Rom. 8:1-14 May 31, 1903 The Contrast Rom. 8:6-18 July 14, 1872 The Security of Believers Rom. 8:28-39 July 13, 1879 The Blessedness of Believers.. Rom. 8:28-39 June 15, 1884 Faith and Confession Rom. 10:4-13 July 21, 1872 A T.ivin? Sacrifice ...Rom. 12:1-8 July 28, 1872 ciiSSrL'^ng ::::::::: Rom. 12:1-15 oct. 22, 1893 Christian Livine - ..Rom. 12:9-21 Aug. 4, 1872 CWiaS LivSI::: -.Rom. 12:9-21 Sept. 12, 1897 Obedience to Law - -- .Rom. 13:1-10 June 22, 1884 The Law of Love (Tern.) Rom. 13:7-14 Apr. 19, 1903 The Law of Love Luke 6:27-38; Rom. 13:8-10 May 12, 1912 Love Fulfilling the Law... Rom. 13:8-14 Aug. 11 1872 Temperance Lesson - Rom. 13:8-14 Sept. 25, 1887 Purity of Life (Tem.).. Rom. 13:8-14 Mar. 24, 1895 Temperance Lesson Rom. 13:8-14 June 22, 1902 Temperance Lesson.... Rom. 13:8-14 June 27, 1909 AccountabUity to God Rom. 14:7-13 Aug. 18, 1872 Personal Responsibility (Tem.).... -Rom. 14:10-21 June 20, 1897 Paul on Self-Denial (World's Tem. Lesson ).-.. Rom. 14:10-21 Nov. 28, 1909 Temperance Lesson.. - Rom. 14:12-23 Dec. 2.5, 1892 Personal Responsibility (Tem.) Rom. 14:12-23 Sept. 17, 1893 World's Temperance Sunday ..Rom. 14:12-23 Nov. 20, 1904 World's Temperance Sunday ....Rom. 14:12-23 Nov. 24, 1907 Help One Another - Rom. 15:1-7 Aug. 2o, 1872 Paul's Preaching 1 Cor. 1:17-31 Apr. 20, 1884 The CroS -— - - -1 Cor. 1:18-25 Sept. 1, 1872 Husbandmen and Builders 1 Cor. 3:6-15 Sept 8, 1872 The Temple of God- 1 Cor. 3:16-23 Sept. lo, 1872 Abstinence for the Sake of Others 1 Cor. 8:1-13 Apr. 27, 1884 Temperance Lesson 1 Cor. 8:1-13 June 24, 1888 Abstinence for the Sake of Others (Tem.) 1 Cor. 8:1-13 Oct. 29, 1893 Abstaining for the Sake of Others (Tem.) 1 Cor. 8:1-13 Aug. 15, 1897 Temperance Lesson 1 Cor. 8:4-13 June 30, 1889 Christian Self-Control (Tem.). 1 Cor. 8:4-13 Feb. 15, 1903 Christian Self-Restraint (Tem.) 1 Cor. 9:19-27 Mar. 21, 1897 The Race and the Prize (Tem.) ...1 Cor. 9:22-27 Sept. 25, 1881 Abstinence for the Sake of Others (Tem.) 1 Cor. 10:23-33 Nov. 26. 905 Temnerance Lesson ---1 Cor. 10:23-33 June 30, 1907 tISSSSlIssoS::::.-.- i cor. 10:23-33 sept. 26, 1909 The Lord's Supper Profaned (Tem.) .,...1 Cor. 11:20-34 Sept. 25, 1892 Whitsuntide Lesson-The Work of the Spirit..l Cor. 12:1-21 May lo, 1910 Christian Love - - -J Cor. 13:1-3 July 20, 8/9 Christian Love .1 Cor. 13:1-13 May 4, 1884 The Excellence of Christian Love.. .1 Cor. 13:1-13 Aug. 22, 1897 Charity the Greatest 1 Cor. 13: -13 Sept. 22, 8/2 nViristian Love -- 1 Cor. 13:1-13 I'eb. 22, 1903 Pa^ on cSianLoVe: --1 Cor. 13:1-13 Aug. 29 1909 Easter Lesson --1 Cor. 15:3-14 Apr. 14, 1895 The Appearances of the Risen Lord (Easter).. 1 Cor. 15:1-11 Apr. 7, 1912 TViP T?^2 • 147: 9a; Joel 2 : 22 ; Job 37: 8; Psa. 50: 10, 'll. ' Verse for the Child : Your heavenly Father feedeth them. Matt 6 : 26b. 4. A Baby in a Basket-Boat.— Story Material: Ex 1 • 2'> • 2 : 1-10. Verse for the Child : He eareth for you. 1 Peter 5 : 7b. 5. A Baby in a Basket-Boat Retold.— Verse for the Child • He eareth for you. 1 Peter 5 : 7b. 6. How God Fed Elijah.— Story Material: 1 Kings 17- 1-6 Verse for the Child : He eareth for you. 1 Peter 5 : 7b '^' !??^ Heavenly Father's Care for His Children.— Story Material: Gen. 1 : 29 ; Psa. 65: ^13; Prov. 27- 26 27- Matt. 6 : 26, 30-32. Verses for the Child : He eareth for you. 1 Peter 5 : 7b. God is love. 1 John 4 : 8b. II. Thanksgiving for Care. 8. A Song of Thanksgiving. — Story Material • Ex 13 • 18 • 14 : .5-10, 21-31 ; 15 : 1, 2, 20, 21. Verse for the Child :' Let us sing unto the Lord. Psa. 95 : 1. 9. *Thanking God for Good Gifts.— Story Material • Gen 8 • 'iu' ^u-?n- V '^~^^' ^^^- ^^^= 1^-1^; 105: 1-5. Verse for the Child : I will praise thee, O God. Psa. 43 : 4b 10. Thanking God by Giving.- Story Material : Mark 12 • 41- 44. Verse for the Child : Freely give. Matt. 10 : 8b. III. THANKSGrVING FOR God'S BeST GiFT. 11. The Story of the Baby Jesus.— Story Material : Luke 2 • . ?^u y^^.^^^ ^""'^ *^® ^^^^^' H^ ^»^ed us, and sent his Son' 1 John 4 : 10c, d. 12. The Visit of the Wise Men.— Story Material • Matt 2 • i~l\ \^^^^ ^^^ ^^^ ^^^^^ ' He loved us, and sent his Son" 1 John 4 : 10c, d. 13. Stories About the Baby Jesus Retold.— Story Material • fn"n% •• ^7?^ i-\^^^i ^ • ^~^^' ^^^'^^ f^^ tbe Child : Glory to God in the highest. Luke 2 : 14a. IV. Love Shown Through Care. 14. *The Gift of Day and Night.— Story Material : Gen. 1 : 16 • Psa. 19: 1, 2; 74: 16; 139: 12; Jer. 31 : 35 ; Eccles. 1:5;' 11: 7; Gen. 15: 5, 6; Job 22: 12; Psa. 8: 3; 104: 19-24 t^^ine^ Psa 74^ 16a ' ^^^ *^^^ '" *^'''^' ^^^ ""'^^^ ^^^"^ '^ 20 290 APPENDIX. 15. The Story of Jacob's Laddee : A Night Under the Stars. — Story Material : Gen. 28 : 10-22. Verse for the Child : I am with thee. Gen. 28 : 15a. 16. Stories 14 and 15 Retold. 17. The Story of the Good Shepherd. — Story Material : Luke 15: 3-6: John 10: 2-5, 11-15; Prov. 27: 23. Verse for the Child : The Lord is my Shepherd. Psa. 23 : la. 18. The Story of the Good Samaritan. — Story Material : Luke 10 : 30-35. Verse for the Child : Be ye kind one to another. Eph. 4 : 32a. 19. Stories 17 and 18 Retold. V. The Loving Care of Jesus. 20. Jesus Caring for Hungry People. — Story Material : John 6: 1-13. Verse for the Child: We love, because he first loved us. 1 John 4: 19. 21. Jesus Caring for a Sick Boy. — Story Material : John 4 : 46-53. Verse for the Child: We love, because he first loved us. 1 John 4 : 19. 22. Stories 20 and 21 Retold. 23. Jesus Loving Little Children. — Story Material: Mark 10 : 13-16. Verse for the Child : Suffer the little children to come unto me. Mark 10 : 14b. 24. Children's Love for Jesus. — Story Material : Matt. 21 : 6-11, 14-16. Verse for the Child : We love, because he first loved us. 1 John 4 : 19. 25. Stories 23 and 24 Retold. VI. God's Care of Life. 26. *Winter's Sleep and Spring's Awakening. — Story Mate- rial : Psa. 147 : 16-18 ; Song of Songs 2 : 11-13 ; 7 : 11, 12 ; Gen. 1 : 11, 12, 20. Verse for the Child : Thou hast made summer and winter. Psa. 74 : 17b. 27. Jesus and the Heavenly Home. — Story Material : John 14 : 1-3 ; Rev. 21 : 1-4, 21 ; 22 : 1-5. VII. Our Part in the Care of Flowers and Birds. 28. The Garden of Eden.— Story Material : Gen. 1 : 27, 28b, 29 ; 2 : 8-lOa, 15. Verse for the Child : God planted a garden. Gen. 2 : 8a. 29. *Helping to Care for God's Birds. — Story Material : Psa. 8 : 6, 8a ; 50 : 11 ; 148 : 10 ; Matt. 10 : 29 ; Song of Songs 2 : 12. (Compare 1 Cor. 3: 9.) Verse for the Child: Be ye kind one to another. Eph. 4 : 32a. GRADED LESSONS. 291 VIII. Duty of Ix)ving Obedience. 30. The Story of Adam and Eve. — Story Material : Gen. 2 : 16, 17 ; 3 : 1-6, S-23. Verse for the Child : God is love. 1 John 4 : 8b. 31. The Pillar of Cloud and Fiee. — Story Material: Ex. 13: 17-22 ; Numbers 9 : 15-23. 32. The Gathering of the Manna. — Story Material : Ex. 16 : 1-4, 14-31. 33. Gifts for God's House. — Story Material: Ex. 35: 4-29; 36 : 4-7. Verse for the Child : Freely give. Matt. 10 : 8b. 34. Stories Retold. To be chosen by the children. 35. The Story of Jonah. — Story Material : Jonah, chapters 1 to 3. 36. Going on an Errand. — Story Material : Gen. 37 : 1-4, 12-17. Verse for the Child: Children, obey your parents. Col. 3 : 20a. IX. Love Shown by Prayer and Praise. 37. Daniel Praying. — Story Material : Dan. 6 : 1-23. Verse for the Child : Help me, O Lord my God. Psa. 109 : 26a. 38. David Praising God.— Story Material: 1 Sam. 16: 12b; 17 : 15, 34-36a ; 2 Sam. 23 : 1-7 ; Psa. 18 : 1-3, 25, 26, 30, 31, 46, 49, 50. Verse for the Child : Thou, Lord, hast made me glad. Psa. 92 : 4a. 89. Stories 37 and 38 Retold. X. Love Shown by Kindness. (a) To Those in the Family Circle. 40. Joseph's Coat of Many Colors. — Story Material : Gen. 37 : 3, 4, 18-36. Verse for the Child : Let us love one another. 1 John 4 : 7a. 41. Joseph and His Brothers. — Story Material : Gen. 42 ; 43 : 1-30 ; 45 : 1-15. Verse for the Child : Let us love one another. 1 John 4 : 7a. 42. Joseph Taking Care of His Father. — Story Material: Gen. 45: 16-28; 46: 1-7; 47: 1-12. Verse for the Child: Let us love one another. 1 John 4 : 7a. 43. Stories 40 to 42 Retold. XI. Love Shown by Kindness. (6) To Those Outside the Family. 44. A Room for a Friend. — Story Material : 2 Kings 4 : 8-11. Verse for the Child : Forget not to show love unto strangers. Heb. 13: 2a. 46. ELISH4 and a Boy,— Story Material : 2 Kings 4 : 12-37. 292 APPENDIX. 46. Stories 44 and 45 Retold. 47. The Story of Rebekah. — Story Material: Gen. 24: 10-67. Verse for the Child : Forget not to show love unto strangers. Heb. 13 : 2a. 48. David and a Lame Prince. — Story Material : 2 Sam. 4:4; chapter 9. Verse for the Child : Let us love one another. 1 John 4 : 7a. 49. Stories 44 to 48 Retold ; or, one chosen from among these. 50. The Story of the Good Shepherd. — Story Material : Luke 15; 3-6: John 10: 2-5, 11-15; Prov. 27: 23. Verse for the Child : The Lord is my Shepherd. Psa. 23 : la. 51. The Story of the Good Samaritan. — Story Material : Luke 10 : 30-35. Verse for the Child : Be ye kind one to another. Epb. 4: 32a. 52. Stories 50 and 51 Retold ; or, any story chosen by the children. GRADED SERIES : BEGINNERS COURSE. Second Year in Detail. I. Our Heavenly Father's Protection. (Approached Through Parental Protection.) Stories 1 to 6. 1. A Mother Hiding Her Baby. — Story Material : Ex. 1 : 22 ; 2 : 1-10. Verse for the Child : Let us love one another. 1 John 4 : 7. 2. Animals Protecting Their Little Ones. — Story Material : Story of Lesson 1 retold ; Nabum 2 : 12a ; 2 Sam. 17 : 8b ; Matt. 8 : 20a ; Job 37 : 8. 3. Our Heavenly Father Protecting Animals. — Story Mate- rial : Psa. 104: 18; 50: 10, 11; Joel 2: 22. Verse for the Child : Your heavenly Father feedetb them. Matt. 6 : 26. 4. The Story of Ishmael. — Story Material : Genesis 21 : 14- 21. Verse for the Child : God is my helper. Psa. 54 : 4. 5. Daniel in the Lions' Den. — Story Material : Dan. 6 : 1-23. Verse for the Child : God is my helper. Psa. 54 : 4. 6. The Story of Noah's Ark. — Story Material: Gen. 6 : 8 to 7:1; 7 : 11 to 8 : 19. Verse for the Child : God is my helper. Psa. 54: 4. II. THANKSCmNG FOR PeOTECTION. stories 7 to 9. 7. The Rainbow Promise. — Story Material : Gen. 8 : 20-22 ; 9 : 1-3. 8-17. Verse for the Child : The Lord is good to all. Psa. 145 : 9. GRADED LESSONS. 298 8. Little Children Thanking Our Heavenly Father. — Story Material: Matt. 21: 14-16; Job 31: 20b; Psa. 34: 10b; 145 : 15, 16 ; Luke 12 : 23, 28 ; Psa. 147 : 1. Verse for the Child : I will give thee thanks with my whole heart. Psalm 138: 1. 9. Stories Retold : To be chosen by the children. III. Thanksgiving for God's Best Gift. Stories 10 to 13. 10. An Angel's Message. — Story Material: Luke 1: 26-38, 46-55. Verse for the Child: Thou shalt call his name Jesus. Matt. 1 : 21. 11. The Story of the Baby Jesus. — Story Material : Luke 2 : 1-20. Verse for the Child : He loved us and sent his Son. 1 John 4 : 10. 12. The Visit of the Wise Men. — Story Material : Matt. 2 : 1-11. Verse for the Child : He loved us and sent his Son. 1 John 4 : 10. 13. Stories About the Baby Jesus Retold: Stories 10 to 12. Story Material : Luke 2 : 1-20 ; Matt. 2 : 1-11. Verse for the Child : Glory to God in the Highest. Luke 2 : 14. IV. Our Heavenly Father's Protection in Nature. Stories 14 to 16. 14- God's Gift of Snow. — Story Material : Job 37 : 6a ; 38 : 22 ; Psa. 147 : 16a ; Isa. 55 : 10. Verse for the Child : He giveth snow like wool. Psa. 147 : 16. 15. How God Protects Plants. — Story Material : Gen. 1 : 11, 12; 2: 9a; Psa. 65: 9-13. 16. How God Protects Birds. — Story Material : Psa. 50 : 11a ; Jer. 8: 7a, b, c; Matt. 10: 29, 31. Verse for the Child: I know all the birds of the mountains. Psa. 50 : 11. V. God Helping to Protect. Stories 17 and 18. 17. David the Shepherd Boy. — Story Material: 1 Sam. 16: 12b ; 17 : 15, 34-36a ; Prov. 12 : 10. Verse for the Child : Be ready. Titus 3 : 1. 18. Da\t[d and the Giant Goliath. — Story Material : 1 Sam : 17 : 17-49. Verse for the Child : Be ready. Titus 3 : 1. VI. Jesus the Helper and Saviour. Stories 19 to 23. 19. Jesus Helping the Fishermen. — Story Material : Luke 5 : 1-11, Verse for the Child : We love, because he first loved us. 1 John 4 : 19. 294 APPENDIX. 20. Jesus Stilling the Storm. — Story Material : Mark 4 : 35- 41. Verse for the Child : We love, because he first loved us. 1 John 4 : 19. 21. Stories Retold : Stories 19 and 20. 22. Jesus Helping a Blind Man. — Story Material : John 9 : 1, 6-11. Verse for the Child : We love, because he first loved us. 1 John 4 : 19. 23. Jesus Loving Little Children. — Story Material : Mark 10 : 13, 14, 16. Verses for the Child : Suffer the little children to come unto me. Mark 10: 14. We love, because he first loved us. 1 John 4 : 19. 24. Stories Retold : Stories 22 and 23. VII. Jesus Teaching to Pray. Story 25. 25. Jesus Teaching How to Pray. — Teaching Material : Mark 1 : 35 ; Luke 6 : 12, 13 ; Mark 6 : 41 ; John 6 : 11 ; Luke 11 : 1-4 ; Matt. 6 : 5-15 ; 7 : 7, 8. Verse for the Child : Lord, teach us to pray. Luke 11: 1. VIII. God's Gift of Life. Stories 26 and 27. 26. New Life at Springtime. — Story Material : Psa. 65 : 9, 10 ; Isa. 61 : 11a ; Luke 8 : 5a ; Song of Solomon 2 : 11-13 ; Gen. 1 : 11, 12, 20. Verse for the Child : The time of the singing of birds is come. Song of Solomon 2 : 12. 27. Jesus and the Heavenly Home. — Story Material : John 14 : 1-3 ; Rev. 21 : 1-4, 21 ; 22 : 1-5. IX. God's Gift of the Wind, Sun and Rain. Stories 28 to 30. 28. The Wind a Helper. — Story Material : Gen. 8:1; Ex. 14 : 21 ; Num. 11 : 31 ; Psa. 135 : 7b ; 78 : 26 ; 147 : 18b ; 104 : 4a. Verse for the Child: He causeth his wind to blow. Psa. 147: 18. 29. The Sun a Helper. — Story Material : Gen. 1 : 16 ; 2 Sam. 23 : 4 ; Psa. 74 : 16 ; Eccl. 1:3; Psa. 19 : 1-6. Verse for the Child: He maketh his sun to rise. Matt. 5: 45. SO. The Rain a Helper. — Story Material : Joel 2 : 23c ; Deut 28 : 12a ; Job 5 : 10 ; 36 : 27, 28 ; 38 : 37, 38 ; Psa. 65 : 9, 10 ; Lev. 26: 4; Isa. 44: 14d ; Psa. 147: 7, 8. Verse for the Child: He causeth to come down for you the rain. Joel 2: 23. GRADED LESSONS. 295 X. Jesus Teaching How to Help. story 31. 31. Jesus and His Friends. — Story Material : John 13 : 3-15. Verse for the Child : Love one another, even as I have loved you. John 15 : 12. XI. Children Helping. Stories 32 to 36. 32. Caring for Flowers and Birds. — Story Material : Luke 12 : 27 ; Matt. 8 : 20a ; Psa. 84 : 3a, b, c ; Matt. 10 : 29 ; Matt. 6 : 26. Verse for the Child : Consider the lilies, how they grow. Luke 12 : 27. 33. A Little Maid Helping Her Master. — Story Material : 2 Kings 5 : 1-5, 9-14. Verse for the Child : Even a child maketh himself known by his doings. Prov. 20 : 11. 34. Samuel Helping in God's House. — Story Material : 1 Sam. 3: 1-10. Verse for the Child: Even a child maketh himself known by his doings. Prov. 20 : 11. 35. A Little Boy Helping Jesus. — Story Material : John 6 : 1-13. Verse for the Child: Even a child maketh himself known by his doings. Prov. 20: 11. 36. Stories Retold : Stories 33 to 35. XII. Friendly Helpers. stories 37 to 52. Instances of — (1) Individual help: Stories 37-42. (2) Interchange of help: Stories 43-46. (3) Cooperation in helpfulness : Stories 47-52. 37. The Story of Ruth and Naomi. — Story Material : Ruth 1 : 1-19. Verse for the Child : A friend loveth at all times. Prov. 17: 17. 38. Ruth in the Barley Field. — Story Material : Ruth 1 : 22 ; 2 : 1-23. Verse for the Child : A friend loveth at all times. Prov. 17 : 17. 39. Stories Retold : Stories 37, 38. 40. The Story of David and Jonathan. — Story Material : 1 Sam. 18: 1-5; 19: 1-7. Verse for the Child: A friend loveth at all times. Prov. 17: 17. 41. A True Friend. — Story Material : 1 Sam. 20 : 1-42. Verse for the Child : A friend loveth at all times. Prov. 17 : 17. 42. A Kind Uncle. — Story Material : Gen. 13 : 1-12. Verse for the Child : Be ye kind one to another. Eph. 4 : 32. 43. Stories Retold : Stories 40-42. 296 APPENDIX. 44. Sharing Her Last Cake.— Story Material: 1 Kings 17: 8-16. Verse for the Child : Let us love one another. 1 John 4 : 7. 45. Elijah Helping a Mother. — Story Material : 1 Kings 17 : 17-24. Verse for the Child: Let us love one another. 1 John 4 : 7. 46. Stories Retold: Stories 44 and 45. 47. Some Tiny Builders (Ants). — Story Material: Prov. 6: 6-8; 30: 25. 48. Helping to Build the Wall. — Story Material : Nehemiah, chapters 1 and 2 ; 3 : 28 ; 6 : 15, 16. Verse for the Child : Thou Shalt love thy neighbor as thyself. Lev. 19 : 18. 49. Four Friends Helping a Sick Man. — Story Material : Mark 2: 1-4, 10-12. Verse for the Child: Thou shalt love thy neighbor as thyself. Lev. 19 : 18. 50. Stories Retold: Repeat Lesson 33. 51. Love for a Guest. — Story Material : Luke 10 : 38-42 ; John 12: 1-8. Verse for the Child: We love, because he first loved us. 1 John 4 : 19. 52. Stories Retold : Stories chosen by the children. GRADED SERIES: PRIMARY COURSE. (Grades 1, 2 and 3. Approximate ages : Six, seven and eight years.) Aim of the Course. To Lead the Child to Know the Heavenly Father, and to Inspire Within Him a Desire to Live as God's Child: 1. To show forth God's power, love and care, and to awaken within the child responsive love, trust and obedience. 2. To build upon the teachings of the first year, (1) by show- ing ways in which children may express their love, trust and obedience; (2) by showing Jesus the Saviour, in his love and work for men; and (3) by showing how helpers of Jesus and others learn to do God's will. 3. To build upon the work of the first and second years by telling: (1) About people who chose to do God's will ; (2) how Jesus, by his life and words, death and resurrection, revealed the Father's love and will for us : (3) such stories as will make a strong appeal to the child and arouse within him a desire to choose and to do that which God requires of him. GRADED LESSONS. 297 Themes foe the First Tear. I. God the Creator and Father. Lessons 1 and 2. II. God the Loving Father and His Good Gifts, Lessons 3 to 5. III. God's Care Calling Forth Love and Thanks. Lessons 6 to 10. IV. Love Shown by Giving. Lesson 11. V. God's Best Gift. Lessons 12 and 13. VI. God the Protector. Lessons 14 to 17, 18 to 21. VII. God Rescuing from Sin. Lessons 22 to 24. VIII. God the Giver of Life on Earth and in Heaven. Les- sons 25 to 28. IX. God Speaking to a Child. Lesson 29. X. Speaking to God in Prayer. Lessons 30 and 31. XI. Worshipping God. Lessons 32 to 34. XII. Pleasing God by Right Doing. Lessons 35 to 47. XIII. God's Lovingkindness. Lessons 48 to 52. Themes for the Second Year, I. The Right Use of God's Book, God's House, and God's Day. Lessons 1 to 3. II. Prayer and Praise. Lessons 4 to 8. III. Listening to God's Messenger. Lessons 9 to 11, IV. The Childhood of Jesus. Lessons 12 to 16. V. Jesus the Helper. Lessons 17 to 19. VI. Jesus Choosing Helpers. Lesson 20. VII. Jesus Loving and Receiving Lo\^. Lessons 21 to 23. VIII. Jesus Using His Power. Lessons 24 to 30. IX. The Helpers of Jesus Carrying on His Work. Lessons 31 to 34. X. The Needs of Children the Wide World Over. Lessons 35 to 39. XI. Learning to Do God's W^ill. Lessons 40 to 45. XII, The Right Use of God's Gifts (Temperance). Lessons 46 to 48. XIII. All Creation Fulfilling His Word. Lessons 49 to 52. Themes for the Third Year. I. Seeking to Know and to Do God's Will. Lessons 1 to 9. II. The Coming of God's Son to Do His Will. Lessons 10 to 14. Ill, Jesus Revealing the Father's Love. Lessons 15 to 29. IV, Two Messengers of Jesus Doing God's Will. Lessons 30 to 39. V. Trusting and Serving God. Lessons 40 to 46. VI. Choosing the Right. Lessons 47 to 52. 298 APPENDIX. FmsT Yeae in Detail. (Grade 1.) ^ In lessons which are starred (*), while the Bible material is cited the teacher must look rafeher to God's book of nature for story illus- trations suitable to the child mind. I. God the Creator and Fathee. 1. God the Creator of all Things. — Lesson Material : Gen. 1 : 1 to 2 : 3 ; Psa. 33 : 6-9. Memory Verse : In the begin- ning God created tlie heavens and the earth. Gen. 1 : 1. 2. God the Father of All. — Lesson Material : Gen. 2 : 4r-25 ; Mai. 2 : 10a ; Psa. 100 : 3a. Memory Verse : O Lord, thou art our Father. Isa. 64 : 8a. II. God the Loving Fatheb and His Good Guts. 3. *The Gift of Water. — Lesson Material : Ex. 15 : 22, 27 ; Psa. 104 : 10-14 ; 147 : 7-9 ; Isa. 41 : 18 ; 43 : 20b. Memory Verse : Every good gift and every perfect gift is from above, coming down from the Father. James 1 : 17a. 4. *The Gift of Daily Bread. — Lesson Material : Psa. 85 : 12 ; Lev. 26 : 4 ; Mark 4 : 28, 29 ; Isa. 55 : 10. Memory Verse : Give us this day our daily bread. Matt. 6 : 11. 5. The Right Use of God's Good Gifts (Temperance Lesson). —Compare Psalms 145 : 15, 16 ; 104 : 27, 28.— Lesson Material : Stories of Lessons 3 and 4 retold ; Psa. 145 : 15, 16. Memory Verse : Every good gift and every perfect gift is from above, coming down from the Father. James 1 : 17a. Ill, God's Care Calling Forth Love and Thanks. 6. The Story of Noah and the Ark. — Lesson Material : Gen. 6 : 8 to 8 : 19. Memory Verse : The Lord hath done great things for us ; whereof we are glad. Psa. 126 : 3. 7. Noah Thanking God. — Lesson Material: Gen. 8: 20-22; 9: 1-3, 8-17. Memory Verse: The Lord hath done great things for us ; whereof we are glad. Psa. 126 : 3. 8. The People of Israel Saved at the Red Sea. — Lesson Material : Ex. 14 : 5-31. Memory Verse : The Lord hath done great things for us ; whereof we are glad. Psa. 126 : 3. 9. A Song of Thank sorting. — Lesson Material : Ex. 15 : 1, 2, 20, 21 ; Psa. 50 : 23a. Memory Verse : The Lord hath done great things for us ; whereof we are glad. Psa. 126 : 3. 10. Re\tew. — Review the stories of Lessons 6 to 9 in such a way as to enforce the theme. Memory Verses : The Lord hath done great things for us ; whereof we are glad. Psa. 126 : 3. O give thanks unto the Lord, for he is good. Psa. 107 : la. GRADED LESSONS. 299 IV. Love Shown by Giving. 11. Willing Gifts for God's House. — Lesson Material : Ex. 35 : 4-29; 36: 4-7; 1 Chron. 29: 6-9. Memory Verse: God loveth a cheerful giver. 2 Cor. 9 : 7b. V. God's Best Gift. 12. The Baby Jesus in a Mangee. — Lesson Material : Luke 2 : 1-20. Memory Verse : God so loved the world, that he gave his only begotten Son. John 3 : 16a. 13. The Visit of the Wise Men. — Lesson Material : Matt. 2 : 1-12. Memory Verse: And opening their treasures they offered unto him gifts. Matt. 2 : lie. VI. God the Peotectob. 14. The Baby Jesus Sa\^d feom Danger. — Lesson Material : Matt. 2: 13-15, 19-23. Memory Verse: The Lobd is thy keeper. Psa. 121 : 5a. 15. The Story of the Baby Moses. — Lesson Material : Ex. 2 : 1-10. Memory Verse: The Loed is thy keeper. Psa. 121 : 5a. 16. Hiding a Boy King. — Lesson Material : 2 Kings 11 : 1-17. Memory Verse : The Lord is thy keeper. Psa. 121 : 5a. 17. Re\^ew. — Lesson Material: Lessons 14 to 16 (God protect- ing through people). Memory Verses: Review the memory verses of Lessons 2, 3 and 10. 18. A Lonely Hiding Place. — Lesson Material : 1 Kings 17 : 1-6. Memory Verse: What time I am afraid, I will put my trust in thee. Psa. 56 : 3. 19. Led by a Pillar of Cloud and Fire. — Lesson Material : Ex. 13 : 17-22 ; Num. 9 : 15-23. Memory Verse : What time I am afraid, I will put my trust in thee. Psa. 56 : 3. 20. The Story of Jacob's Ladder. — Lesson Material : Gen. 28. Memory Verse : I am with thee, and will keep thee whither- soever thou goest. Gen, 28 : 15a. 21. Review. — Review the stories of Lessons 18 to 20. Memory Verse: I am with thee, and will keep thee whithersoever thou goest. Gen. 28 : 15a. VII. God Rescuing from Sin. 22. The Story of the Garden of Eden. — Lesson Material : Gen. 2: 8, 9, 15-17, 19, 20; chapter 3 (selected verses). Memory Verse : Forgive us our sins. Luke 11 : 4a. 23. The Stoey of the Sheep that Was Lost. — Lesson Mate- rial : Luke 15: 3-6; Matt. 18: 12-14. Memory Verse: Teach me thy way, O Lord. Psa. 86 : 11a. 24. The Joy of the Shepherd. — Lesson Material : Luke 15 : 3-6 ; Matt. 18 : 12-14. Memory Verse : Rejoice with me, for I have found my sheep which was lost. Luke 15 : 6. 300 APPENDIX. VIII. God the Giver of Life on Earth, and in Heaven. 25. *The Awakening of Hidden Life. — Lesson Material : Job 37: 6, 9, 10; Psa. 147: 15-18; Song of Songs 2: 11-13. Memory Verse : He hath made everything beautiful in its time. Eccl. 3: 11a. 26. Jesus Going to the Heavenly Home. — Lesson Material: John 19 : 30, 41, 42 ; 20 : 1-18 ; Luke 24 : 50, 51. Memory Verse : Behold, I am alive for evermore. Rev. 1 : 18b. 27. A Picture of the Heavenly Home. — Lesson Material : Rev. 21 : 1 to 22 : 5. Memory Verse : In my Father's house are many mansions. John 14 : 2a. 28. Review. — Review the stories of Lessons 26 and 27 and teach the thought of John 14: 2, 3. Memory Verse: In my Father's house are many mansions ; . . . I go to prepare a place for you. John 14 : 2. IX. God Speaking to a Child. 29. The Child Samuel in God's House. — Lesson Material : 1 Sam. 1; 2 : 18, 19, 26; 3. Memoi-y Verse: Speak, Lord; for thy servant heareth. 1 Sam. 3: 9b. X. Speaking to God in Prayer. 30. Ezra's Prayer for Help on a Journey. — Lesson Material : Ezra 7; 8: 15a, 21-34. Memory Verse: The Lord is nigh unto all them that call upon him. Psa. 145 : 18a. 81. King David's Wish and Prayer. — Lesson Material : 2 Sam. 7. Memory Verse : The Lord is nigh unto all them that call upon him. Psa. 145 : 18a. XI. Worshipping God. 32. Building a House for God's Worship. — Lesson Material : 1 Chronicles 29; 2 Chronicles, chapters 2 to 5 (selected passages). Memory Verse: It is a good thing to give thanks unto the Lord, and to sing praises unto thy name, O Most High. Psa. 92 : 1. S3. Worshipping God by a River-Side. — Lesson Material : Acts 16 : 9-15. Memory Verse : It is a good thing to give thanks unto the Lord, and to sing praises unto thy name, O Most High. Psa. 92: 1. 34. Review. — Review the stories of Lessons 30 to 33 to illustrate Themes X and XI. XII. Pleasing God by Right Doing. 35. Joseph Obeying His Father. — Lesson Material : Gen. 37 : 1-^, 12-17. Memory Verse: Honor thy father and thy mother. Ex. 20: 12a. GRADED LES80NS. 301 36. Joseph's Unkind Brothees. — Lesson Material : Gen. 37 : 5-11, 18-36. Memory Verse : We should love one another. 1 John 3 : lib. 37. Joseph's Kindness to His Beothees. — Lesson Material: Gen. 42 : 1 to 45 : 1.5. Memory Verse : Be ye kind one to another, tenderhearted, forgiving each other. Eph. 4 : 32a. 38. Joseph's Care of His Fathee. — Lesson Material : Gen. 45 : 16-28; 46: 1-7; 47: 1-12. Memory Verse: Honor thy father and thy mother. Ex. 20 : 12a. 39. Self-Control (Temperance Lesson). — Review the storiea of Lessons 85-38. Memory Verses : Review memory verses of Lessons 35 to 37. 40. David's Care of the Sheep. — Lesson Material : 1 Sam. 16 : 11, 12a ; 17 : 12-15, 34-37. Memory Verse : The Lord is my Shepherd. Psa. 23: la. 41. How David Used His Harp. — Lesson Material : 1 Sam. 16 : 14-23. 42. A Hungry Woman Sharing Her Beead. — Lesson Material : 1 Kings 17 : 8-16. Memory Verse : God loveth a cheerful giver. 2 Cor. 9: 7c. 43. FouE Young Men Choosing the Right (Temperance Les- son). Lesson Material: Daniel 1. Memory Verse: Be not drunken with wine. Eph. 5: 18a. 44. How Abeaham Stopped a Quaeeel. — Lesson Material : Gen. 13: 1-12. Memory Verse: Blessed are the peacemakers. Matt. 5: 9a. 45. The Stoby of a Guest-Room. — Lesson Material : 2 Kings 4: 8-11. Memory Verse: Forget not to show love unto strangers. Heb. 13: 2a. 46. A Captive Maid Teying to Help. — Lesson Material : 2 Kings 5 : 1-14. Memory Verse : Even a child maketh him- self known by his doings. Prov. 20 : 11a. 47. Generalization. — Lesson Material : Psa. 86 : 11a ; 32 : 8a. Memory Verses : Teach me thy way, O Lord. Psa. 86 : 11a. I will instruct thee and teach thee in the way which thou Shalt go. Psa. 32 : 8. XIII. God's Loving Kindness. (A Review of the General Theme for the Tear.) 48. God the Creator and Father. — Lesson Material : Review of Lessons 1 and 2. Memory Verse : Thou shalt love the Lord thy God with all thy heart. Matt. 22 : 37a. 49. God's Protecting Care. — Lesson Material : Review Lessons 6 and 7, and emphasize Gen. 8 : 22. Memory Verse : While the earth remaineth, seedtime and harvest, and cold and heat, and summer and winter, and day and night shall not cease. Gen. 8. 22. 302 APPENDIX. 50. God's Nearness to His Children. — Lesson Material: Review the stories of Lessons 35 to 38. jMemory Verse : The Lord was with Joseph. Gen. 39 : 2a. 51. God's Gift to the World. — Lesson Material : Review the story of Lesson 12. Memory Verse : God so loved the world, that he gave his only begotten Son. John 3 : 16a. 52. Generalization. — Ways in which God's children may show their love and thanks to him. — Lesson Material : Psa. 86 : 12, 13a : Prov. 20 : 11a. Memory Verses : Even a child maketh himself known by his doings. Prov. 20: 11a. I will praise thee, O Lord my God, with my whole heart Psa. 86: 12a. PRIMARY COURSE. Second Year in Detail. (Grade 2.) AIM FOR THE YEAR. To build upon the teachings of the first year by showing ways In which children may express their love, trust and obedience ; by showing Jesus, the Saviour, in his love and work for men ; and by showing how helpers of Jesus and others learn t© do God's will. I. The Right Use of God's Book, God's House, and God's Day. Lessons 1 to 3. 1. A Lost Book Found. — Lesson Material : 2 Kings 22 : 8, 10- 13, 18-20 ; 23 : 1-3. Memory Verse : Be ye doers of the . word. James 1 : 22. 2. A King and His People Caring for God's House. — Lesson Material : 2 Kings 12 : 4-15 ; 2 Chron. 24 : 4-14. Memory Verse : Enter into his gates with thanksgiving, and into his courts with praise. Psa. 100: 4. 3. Keeping the Lord's Day. — Lesson Material : Gen. 2 : 2, 3 ; Ex. 20: 8; 31: 12, 13; Psa. 95: 1-7; 118: 24. Memory Verses: Remember the sabbath day, to keep it holy. Ex. 20: 8. This is the day which the Lord hath made; we will rejoice and be glad in it. Psa. 118 : 24. II. Prayer and Praise. Lessons 4 to 8. 4. Praying for a Friend. — Lesson Material : Acts 12 : 3-17. Memory Verse : Pray one for another. James 5 : 16. 5. Daniel in the Lions' Den. — Lesson Material : Daniel, chapter 6. Memory Verse : The Lord is nigh unto all them tbat call upon him. Psa. 145 : 18. GRADED LESSONS. 303 6. Nehemiah the King's Cup-Beaber. — Lesson Material: Nehemiah, chapter 1; 2: 1-18; 4: 6. Memory Verse: Review memory verse of Lesson 5. 7. A Story of a Thanksgiving Day.— Lesson Material : Neh. 8: 1-12. Memory Verse: O give thanks unto the Lord; for he is good. Psa. 118: 1. 8. Revievs^.— Review the stories of Lessons 4 to 7. Memory Verses : Review memory verses of Lessons 4, 5, 7. If the pupils have had first year work, review memory verse of Lesson 52, first year : I will praise thee, O Lord my God, with my whole heart. Psa. 86 : 12. III. Listening to God's Messengers. Lessons 9 to 11. 9. God's Messengers to Abraham. — Lesson Material : Gen. 18 : 1-16. Memory Verse : I will hear what God the Lord will speak. Psa. 85 : 8. 10. Samuel Bringing God's Message to a Boy of Bethlehem. - —Lesson Material : 1 Sam. 16 : 1-13. Memory yerse : Re- view memory verse of Lesson 9;^- 11. The Angel's Message to Mabi^— Lesson Material: Luke 1 : 26-38, 46-55. Memory Verse : Thou shalt call his name Jesus, for it is he that shall save his people from their sins. Matt. 1 : 21. IV. The Childhood of Jesus. Lessons' 12 to 16. 12. The Angel's Song and the Shepherd's Visit. — Lesson Material : Luke 2 : 1-20. Memory Verse : Glory to God in the highest, and on earth peace among men in whom he is well pleased. Luke 2 : 14. 13. The Baby Jesus in the Temple. — Lesson Material : Luke 2: 22-38. Memory Verse: Review memory verse of Lesson 11. 14. The Visit of the Wise Men. — Lesson Material : Matt. 2 : 1-12. Memory Verse : Opening their treasures they offered unto him gifts. Matt. 2 : 11. 15. The Story of a Journey. — Lesson Material : Matt. 2 : 13-15, 19-23; Luke 2: 39, 40. Memory Verse: The child grew. Luke 2 : 40. 16. The Boy Jesus Visits Jerusalem. — Lesson Material: Luke 2 : 41-52. Memory Verse : Jesus advanced in wisdom and stature, and in favor with God and men. Luke 2 : 52. 304 APPENDIX. V. Jesus the Helpeb. Lessons 17 to 19. 17. Jesus and Four Fishermen. — Lesson Material : Luke 5 : 1-11. Memory Verse : Jesus of Nazareth, . . . who went about doing good. Acts 10 : 38. 18. Jesus and a Blind Man. — Lesson Material : Luke 18 : 35- 43 ; Mark 10 : 46-52. Memory Verse : He received his sight, and followed him, glorifying God. Luke 18 : 43. 19. Jesus and the Nobleman's Son. — Lesson Material : John 4: 46-53. Memory Verse: The man believed the word that Jesus spake unto him. John 4 : 50. VI. Jesus Choosing Helpebs. Lesson 20. 20. The Helpebs Chosen and Sent Out. — Lesson Material : Luke 6: 12, 13; Matt. 10: 1-13. Memory Verse: Freely ye received, freely give. Matt. 10: 8. VII. Jesus Loving and Receiving Love. Lessons 21 to 23. 21. Jesus and the Childben. — Lesson Material : Matt 19 : 13-15; Mark 10: 13, 14, 16; Luke 18: 15, 16. Memory Verse : Suffer the little children to come unto me, and for- bid them not ; for of such is the kingdom of God. Luke 18: 16. 22. A Gift fob Jesus. — Lesson Material : John 12 : 1-8 ; Mark 14: 3-9. Memory Verse: She hath done what she could. Mark 14 : 8. 23. The Children's Praise Song. — Lesson Material : Matt. 21 : 1-17. Memory Verse: We love, because he first loved us. 1 John 4 : 19. VIII. Jesus Using His Powee. Lessons 24 to 30. 24. Jesus Feeding Many Hungry People. — Lesson Material : John 6 : 1-14 ; Matt. 14 : 13-22 ; Mark 6 : 30-44 ; Luke 9 : 10-17. Memory Verse: Give us this day our daily bread. Matt. 6 : 11. 25. Jesus Stilling the Stobm. — Lesson Material : Matt. 8 : 18, 23-27 ; Mark 4 : 35-41 ; Luke 8 : 22-25. Memory Verse : Even the wind and the sea obey him. Mark 4 : 41. 26. Jesus Restobing Life to a Little Girl. — Lesson Material : Matt. 9 : 18, 19, 23-26 ; Mark 5 : 21-24, 35-43 ; Luke 8 : 40- 42, 49-56. 27. Jesus Dying and Living Again. — Lesson Material : Mark 15 : 1, 25, 37, 43-47 ; 16 : 1-8. Memory Verse : Because I live, ye shall live also. John 14 ; 19, GRADED LESSONS. 305 28. The Wale to EMMAus.—Lesson Material : Luke 24 : 13-35. Memory Verse : The Lord is risen indeed. Luke 24 : 34. 29. Jesus Going to the Heavenly Home. — Lesson Material: John 14 : 1-3 ; Luke 24 : 50-53 ; Mark 16 : 19 ; Acts 1 : 9. Memory Verse: I go to prepare a place for you. John 14: 2. 80. Review. — A general review of the stories of Lessons 12 to 29, with emphasis on the thought of Jesus as a helper, the power that enables him to help, and the heavenly home. Memory Verse : Review memory verse of Lesson 29. IX. The Helpers of Jesus Caerying on His Work. Lessons 31 to 34. 31. Peter and John at the Beautiful Gate. — Lesson Mate- rial : Matt. 28 : 18-20 ; Acts 3 : 1-16. Memory Verse : By this shall all men know that ye are my disciples, if ye have love one to another. John 13 : 35. 32. Philip and the Man in a Chariot. — Lesson Material : Acts 8: 26-38. Memory Verse: Review memory verse of Lesson 31. 83. Peter and the Roman Captain. — Lesson Material : Acts 10 : 1-9, 17-48. Memory Verse : Review memory verse of Lesson 31. 84. Review. — Review the stories of Lessons 31-33, in such a way as to emphasize the thought of the memory verse. Memory Verse : Review memory verse of Lesson 31. X. The Needs of Children the Wide World Over. Lessons 35 to 39. 35. The North American Indians, I. — Lesson Material : Isa. 52 : 7 ; Psa. 100 : 3a, b ; 117 ; 86 : 9, 10 ; 67 : l-4a ; 107 : 1-3, 5, 6, 8 ; 72 : 18, 19. Memory Verse : Go ye into all the world and preach the gospel to the whole creation. Mark 16: 15. 36. The North American Indians, II. — Lesson Material : The same material as for Lesson 35. Memory Verse: Review memory verse of Lesson 35. 37. The Children of the Cold North Land. — Lesson Material : The same material as for Lesson 35 ; and add Matthew 28 : 18-20. Memory Verse : Review memory verse of Lesson 35. 38. The Children of Cherry Blossom Land, I. — Lesson Mate- rial : The same material as for Lesson 37 ; and add Psalm 115 : 4-8, 11, 13 ; 96 : 1-lOa. Memory Verse : Review mem- ory verse of Lesson 35. 39. The Children of Cherry Blossom Land. II. — Lesson Mate- rial : The same material as for Lesson 38. Memory Verse : How shall they hear without a preacher? And how shall they preach except they be sent? Rom, 10 : 14, 15. 21 306 APPENDIX. XI. Learning to Do God's Will. Lessons 40 to 45. 40. Moses, the Prince and Shepherd. — Lesson Material : Ex. 1 : 7-14, 22 ; 2 : 1-21 ; 3 : 1-12, 17 ; 4:1-5; Heb. 11 : 23-25. Memory Verse : Certainly I will be with thee. Ex. 3 : 12. 41. Moses Leading the Israelites Out of Egypt. — Lesson Material : Exodus, chapters 11 to 14 ; Psa. 78 : 12-16. Memory Verse : Review the memory verse of Lesson 40. 42. The Story of the Manna. — Lesson Material : Ex. 16 : 14-31; Psa. 78: 23-25. Memory Verse: Teach me to do thy will ; for thou art my God. Psa. 143 : 10. 43. The Giving of the Law. — Lesson Material : Ex. 19 : 16-25 ; 20 : 1-18 ; 24 : 3, 4, 7. Memory Verse : All that the Lord hath spoken will we do, and be obedient. Ex. 24 : 7. 44. The Two Brave Spies. — Lesson Material : Num. 13 : 1-3, 17-33 ; 14 : 1-10, 30. Memory Verse : The Lord is with us : fear them not. Num. 14 : 9. 45. Joshua Leading the Israelites into the Promised Land. — Lesson Material : Josh. 1 : 1-6 ; chapters 3 and 4 ; 5 : 10-12. Memory Verse: Be strong and of good courage. Josh. 1 : 6. Xll. The Right Use of God's Gifts (Temperance). Lessons 46 to 48. 46. The House in Which I Li\t:. — Lesson Material: 1 Cor. 3: 16, 17b ; 9:4, 25, 27 ; 2 Cor. 5 : 1. Memory Verse : Abhor that which is evil, cleave to that which is good. Rom. 12 : 9. 47. God's Gifts for Food. — Lesson Material : Psa. 85 : 12 ; Lev. 26: 3, 5; Eccl. 10: 17. Memory Verse: Whether therefore ye eat, or drink, or whatsoever ye do, do all to the glory of God. 1 Cor. 10 : 31. 48. The Story of the Rechabites. — Lesson Material : Jer. 35 : 1-8, 12-14a, 18, 19. Memory Verse: Review memory verse of Lesson 47. XIII. All Creation Fulfillinq His Woed. Lessons 49 to 52. 49. God's Creatures of the Field. — Lesson Material : Job 12 : 7-10; Prov. 6: 6-11; 30: 24-28. Memory Verse: The earth is the Lord's, and the fullness thereof ; the world and they that dwell therein. Psa. 24 : 1. 50. The Great, Wide Sea. — Lesson Material : Psa. 33 : 7 ; 95 : 5 ; 104 : 25-27 ; 107 : 23-25, 29 ; 93 : 4. Memory Verse : Above the voices of many waters, the mighty breakers of the sea, the Lord on high is mighty. Psa. 93 : 4. GRADED LE880N8. 307 51. Day and Night.— Lesson Material : Psa. 19 : 1, 2 ; 74 ; 16 ; 139 : 12 ; Jer. 31 : 35 ; Eccl. 1:5; 11 : 7 ; Gen. 15 : 5b ; Psa. 8:3; 104 : 19-24. Memory Verse : The day Is thine, the night also is thine. Psa. 74: 16. 52. Seedtime and Hakvest. — Lesson Material : Psa. 24 : 1 ; Job 28 : 5a ; Psa. 65 : 9-13 ; Song of Solomon 7 : 13b ; Jamea 5: 7b; Mark 4: 28, 29; Genesis 8: 22. Memory Verse: While the earth remaineth, seedtime and harvest, and cold and heat, and summer and winter, and day and night shall not cease. Gen. 8 : 22. PRIMARY COURSE. Thied Year in Detail. (Grade 3.) AIM FOE THE TEAR. To tell such etorles as will make a strong appeal to the child and arouse within him a desire to choose and to do that) which God requires of him. I. Seeking to Know and to Do God's Will. Lessons 1 to 9. 1. A Shepherd Boy and a Giant. — Lesson Material : 1 Samuel 17. Memory Verse : I will fear no evil ; for thou art with me. Psa. 23 : 4. 2. David's Friendship with the King's Son. — Lesson Mate- rial: 1 Sam. 18: 1-16; 19: 1-10; 20: 1-42. Memory Verse: He loved him as he loved his own soul. 1 Sam. 20: 17. 3. Abigail the Peacemaker. — Lesson Material. 1 Sam. 25: 1-35. Memory Verse: Be not hasty in thy spirit to be angry. Eccl. 7:9. 4. David and the Sleeping King. — Lesson Material : 1 Sam. 26. Memory Verse : Be ye merciful, even as your Father ia merciful. Luke 6 : 36. 5. David's Mighty Men. — Lesson Material : 2 Sam. 23 : 13-20. Memory Verse : Be strong and of good courage. Josh. 1 : 6. 6. King David's Kindness to a Lame Man. — Lesson Material : 2 Sam. 4:4; 1 Sam. 20 : 42 ; 2 Sam. 9: 1-13. Memory Verse : Be ye kind one to another, tenderhearted, forgiving each other. Eph. 4: 32. 7. King David Learning to Give Up His Own Way. — Lesson Material : 1 Chron. 17 and 28. Memory Verse : Serve him with a perfect heart and with a willing mind. 1 Chron. 28: 9. 308 APPENDIX. 8. God's House for Praise and Prayer. — Lesson Material : 2 Chron. 3 : 1, 2 : chapters 5 and 6 : Isa. 56 : 7. Memory Verse : Enter into his gates with thanksgiving, and into his courts with praise. Psa. 100 : 4. 9. Review. — Review the stories of Lessons 1, 4, 6 and 7. Memory Verses : Review the memory verses of Lessons 1, 4, 6 and 7. II. The Coming of God's Son to Do His Will. Lessons 10 to 14. 10. God's Promise to Zacharias. — Lesson Material : Luke 1 : 5-23, 57-60. Memory Verse : For thou shalt go before the face of the Lord to make ready his ways. Luke 1 : 76. 11. God's Promise to Mary. — Lesson Material : Luke 1 : 26-38, 46-56. Memory Verse : Thou shalt call his name JESUS ; for it is he that shall save his people from their sins. Matt. 1 : 21. 12. The Story of the Birth of Jesus. — Lesson Material : Luke 2 : 1-20 ; Matt. 2 : 1-12. Memory Verses : Behold, I bring you good tidings of great joy which shall be to all the people: for there is born to you this day in the city of David a Saviour, who is Christ the Lord. Luke 2: 10, 11. 13. John's Message About Jesus. — Lesson Material : Luke 3 : 1-18; Matt. 3: 1-12: John 1: 29-34. Memory Verses: Review memory verse of Lesson 10; and teach, Behold the Lamb of God, that taketh away the sin of the world ! John 1: 29. 14. Jesus Baptized. — Lesson Material : Matt. 3 : 13-17 ; Mark 1 : 4-11. Memory Verse : This is my beloved Son, in whom I am well pleased. Matt. 3 : 17. III. Jesus Revealing the Father's Love. Lessons 15 to 29. 15. Jesus and the Man at the Pool. — Lesson Material : John 5 : 1-14. Memory Verse : Jesus saith unto him, Arise, take up thy bed, and walk. John 5 : 8. 16. The Story of Ten Lepers. — Lesson Material : Luke 17 : 11-19. Memory Verse: It is a good thing to give thanks unto Jehovah. Psa. 92 : 1. 17. A Busy Day at Capernaum. — Lesson Material: Matt. 8: 14-17 ; Mark 1 : 21-34. Memory Verse : He healed many that were sick. Mark 1 : 34. 18. The Power of Jesus to Forgive Sin. — Lesson Material: Luke 5 : 17-26 ; Mark 2 : 1-12. Memory Verse : Thy sins are forgiven thee. Luke 5 : 20. 19. A Story About Forgiving. — Lesson Material : Matt. 18 : 21-35. Memory Verse: Forgive us our debts, as we also "have forgiven our debtors. Matt. 6 : 12. GRADED LE880N8, 309 20. Jesus Teaching How to Pray.— Lesson Material: Matt 5 : 1, 2 ; 7:11; 6 : 9-13. Memory Verse : Lord, teach us to pray. Luke 11 : 1. 21. A Gift that Pleased Jesus.— Lesson Material : Mark 12 : 41-44 ; Luke 21 : 1-4. Memory Verse : Every man shall give as he is able. Deut. 16: 17. 22. Jesus in the Home of Zacch^us.— Lesson Material : Luke 19: 1-10; Matt. 1: 21. Memory Verses: Review memory verse of Lesson 11 ; and teach, The Son of man came to seek and to save that which was lost. Luke 19 : 10. 23. The Story of the Good Samaritan. — Lesson Material: Luke 10: 25-37. Memory Verse: Thou shalt love thy neighbor as thyself. Lev. 19 : 18. 24. Jesus Teaching a New Commandment. — Lesson Material: John 13 : 1-17, 34, 35 ; Matt. 20 : 28. Memory Verse : A new commandment I give unto you, that ye love one an- other ; even as I have loved you, that ye also love one another. John 13: 34. 25. Jesus and His Friends in the Upper Room. — Lesson Ma- terial : Luke 22 : 7-13 ; Matt. 26 : 17-20, 26-30 ; John 13 : 33-35; 14: 1-15. Memory Verse: If ye love me, ye will keep my commandments. John 14 : 15. 26. Jesus Dying and Living Again. — Lesson Material: Luke 23 : 33-35 ; 24 : 1-7. Memory Verse : I was dead, and be- hold, I am alive for evermore. Rev. 1 : 18. 27. The Resurrection Day. — Lesson Material : Mark 16 : 1-7 ; John 20 : 11-18 ; Matt. 28 : 5-10 ; Luke 24 : 13-31, 34-40 ; 1 Cor. 15 : 5. Memory Verse : He is not here ; for he is risen, even as he said. Matt. 28 : 6. ' 28. Jesus Returns to the Father. — Lesson Material: Matt. 28: 16-20; Luke 24: 50-53; Acts 1: 3, 9-14. Memory Verse : Go ye into all the world, and preach the gospel to the whole creation. Mark 16 : 15. 29. Review. — Selected stories and memory verses from Lessons 15 to 28 reviewed in such a way as to develop the. thought expressed in John 3 : 16. Memory Verse : For God so loved the world, that he gave his only begotten Son, that whoso- ever believeth on him should not perish, but have eternal life. John 3 : 16. IV. Two Messengers of Jesus Doing God's Will. Lessons 30 tx) 39. 30. Peter the Fisherman. — Lesson Material : Luke 5 : 1-11 ; Matt. 14: 22-33. Memory Verse: They left all, and fol- lowed him. Luke 5: 11. 31. Peter's Lie Forgiven. — Lesson Material : Luke 22 : 34-62 ; 24: 34; Mark 16: 7. Memory Verse: Thou, Lord, art good, and ready to forgive. Psa. 86: 5, 310 APPENDIX. 32. Peteb Trusted Again. — Lesson Material : John 21 : 1-17. Memory Verse : Lord, thou knowest all things ; thou know- est that I love thee. John 21 : 17. 33. Peter Bra\t:ly Doing His Work. — Lesson Material : Acts 5 : 12-42. Memory Verse : We must obey God rather than men. Acts 5: 29. 34. Review. — Review the stories of Lessons 30 to 33. Memory Verses : Review the memory verses of Lessons 30, 31, 32 and 33. 35. Saul Persecuting Christians. — Lesson Material : Acts 9 : 1-19; 22: 3-16; 26: 9-11. Memory Verse: Saul, Saul, why persecutest thou me? Acts 22: 7. 36. Paul Preaching Christ. — Lesson Material : Acts 9 : 20- 30 ; 13 : 44-52. Memory Verse : Thou shalt be a witness for him unto all men of what thou hast seen and heard. Acts 22: 15. 37. Paul in Prison. — Lesson Material : Acts 16 : 16-34. Mem- ory Verse: Believe on the Lord Jesus, and thou shalt be saved. Acts 16 : 31. 38. Paul Shipwrecked. — Lesson Material : Acts 27 : 1-44. Memory Verse : In God have I put my trust, I will not be afraid. Psa. 56 : 4. 39. Review : Paul's Story of His Adventures. — Lesson Mate- rial : The stories of Lessons 35 to 38 ; and 2 Cor : 11 : 24^33. Memory Verse: I have fought the good fight, I have fin- ished the course, I have kept the faith. 2 Tim. 4:7. V. Trusting and Serving God. Lessons 40 to 46. 40. Elijah the Man of God. — Lesson Material : 1 Kings 17. Memory Verse: Blessed is the man that trusteth in Jeho- vah. Jer. 17: 7. 41. The Contest on Mount Carmel. — Lesson Material : 1 Kings 18. Memory Verse : If Jehovah be God, follow him. 1 Kings 18 : 21. 42. Elijah Hiding in a Cave. — Lesson Material : I Kings 19 : 1-18. Memory Verses : Teach me to do thy will. Psa. 143: 10. I will instruct thee and teach thee in the way which thou shalt go. Psa. 32 : 8. 43. Elijah and Elisha. — Lesson Material : 1 Kings 19 : 19-21 ; 2 Kings 2: 1-15; 3: 11. Memory Verses: Review the memory verses of Lesson 42. 44. A Sorrowing Mother Made Glad. — Lesson Material : 2 Kings 4 : 8-37. Memory Verse : Review memory verse of Lesson 40. 46. Elisha Teaching His Servant to Trust. — Lesson Mate- rial : 2 Kings 6: 8-17. Memory Verse: The angel of Jehovah encampeth round about them that fear him, and delivereth them. Psa. 34: 7. GRADED LESSONS. 311 46. Review.— Review the stories of Lessons 40 and 45. Mem- ory Verses : Review the memory verses of Lessons 40, 41, 42 and 45. VI. Choosing the Right. Lessons 47 to 52. (May 6e used as Temperance Lessons.) 47 Retubning Good for Evil.— Lesson Material: 2 Kings 6: 18-23. Memory Verse : Be not overcome of evil, but over- come evil with good. Rom. 12: 21. 48. A Servant Yielding to Temptation.— Lesson Material: 2 Kings 5: 15-27. Memory Verses: Thou shalt not covet. Ex. 20 : 17. Thou shalt not steal. Ex. 20 : 15. Speak ye every man the truth with his neighbor. Zech. 8 : 16. 49. Four Captive Boys in the Palace School.— Lesson Mate- rial : Daniel 1 ; Eccl. 10 : 17. Memory Verse : Daniel pur- posed in his heart that he would not defile himself with the king's dainties, nor with the wine which he drank. Dan. 1: 8. 50. Three Heroes. Lesson Material: Daniel 3. Memory Verses : Thou shalt have no other gods before me. Ex. 20 : 3. Be it known unto thee, O king, that we will not serve thy gods, nor worship the golden image which thou hast set up. Dan. 3 : 18. 51. Esther, the Brave Young Queen.— Lesson Material : Esther 2 : 5-7, 17, 20-23 ; chapters 3 to 8. Memory Verse : Who knoweth whether thou art not come to the kingdom for such a time as this? Esther 4: 14. 52. Review : The Two Great Commandments. — Lesson Mate- rial : Matt. 22 : 34-40 ; Mark 12 : 28-34. Memory Verses : Thou Shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the great and first commandment. And a second like unto it is this, Thou Shalt love thy neighbor as thyself. Matt. 22 : 37-39. GRADED SERIES— JUNIOR COURSE. (Grades 4 to 7. Approximate ages : Nine, ten, eleven and twelve years.) Aim of the Course. 1. To awaken an interest in the Bible, and love for it; to deepen the impulse to choose and to do right. 2. To present the ideal of moral heroism; to reveal the power and majesty of Jesus Christ, and to show his followers going forth in his strength to do his work. 312 'APPENDIX. 3. To deepen the sense of responsibility for right choices; to show the consequences of right and wrong choices; to strengthen love of the right and hatred of the wrong. 4. To present Jesus as our example and Saviour; to lead the pupil to appreciate his opportunities for service, and to give him a vision of what it means to be a Christian. Material fob the Fiest Year. I. Stories of the Beginnings. Lessons 1 to 7. II. Stories of Three Patriarchs. Lessons 8 to 20. III. The Story of Joseph. Lessons 21 to 26. IV. Stories of Moses and of His Times. Lessons 27 to 39. V. Stories that Jesus Told. Lessons 40 to 48. VI. The Journeys of Moses. Lessons 49 to 52. Material for the Second Year. I. Stories of the Conquest of Canaan. Lessons 1 to 8. II. Opening Stories of the New Testament. Lessons 9 to 11. III. Incidents in the Life of the Lord Jesus. Lessons 12 to 28. IV. Early Followers of the Lord Jesus. Lessons 29 to 85. V. Later Followers of the Lord Jesus. Lessons 36 to 43. VI. Stories of the Judges. Lessons 44 to 52. Material for the Third Year. I. The First Three Kings of Israel. Lessons 1 to 18. II. The Divided Kingdom. Lessons 19 to 35. III. Responsibility for One's Self, Neighbor, and Country. Lessons 36 to 39. IV. The Exile and the Return. Lessons 40 to 48. V. Introduction to New Testament Times. Lessons 49 to 52. Proposed Material for the Fourth Tear. I. The Gospel of Mark. Lessons 1 to 26. II. Studies in the Acts. Lessons 27 to 39. III. Stories from Lives of Later Missionaries. Lessons 40 to 52. GRADED LESSONS. 813 • First Year in Detail. (Grade 4.) It Is recommended that the assigned readings for this year be read by fche pupils after the lesson has been taught In the class. I. Stories of the Beguvtnustgs. 1. In the Beginning. — Teaching Material : Gen. 1 : 1 to 2 : 3. Pupils' Reading : Gen. 1 : 1-5. Memory Text : In the beginning God created the heavens and the earth. Gen. 1 : 1. 2. The Garden of Eden. — Teaching Material : Gen. 2 : 4-25. Pupils' Reading : Gen. 2 : 15-25. Memory Text : And the Lord God took the man, and put him into the garden of Eden to dress it and to keep it. Gen. 2 : 15. 3. Hiding from God. — Teaching Material : Gen. 3 : 1-24. Pupils' Reading: Gen. 8: 1-15. Memory Text: Can any hide himself in secret places so that I shall not see him? saith the Lord. Jer. 23 : 24a. 4. Cain and Abel. — Teaching Material : Gen. 4 : 1-26. Pupils' Reading: Gen. 4: 3-15. Memory Text: Love suffereth long and is kind ; love envieth not. 1 Cor. 13 : 4a. 5. Review. 6. The Building of the Ark. — Teaching Material : Gen. 6 : 5 to 7 : 5. Pupils' Reading : Gen. 6 : 13-22. Memory Text : Thus did Noah : according to all that God commanded him, so did he. Gen. 6 : 22. 7. The Flood and the Rainbow. — Teaching Material : Gen. 7: 6 to 8 : 22 ; 9 : 12-19. Pupils' Reading : Gen. 8 : 6-19 ; 9 : 12-19. Memory Text : I do set my bow in the cloud, and it shall be for a token of a covenant between me and the earth. Gen. 9 : 13. II. Stories of Three Patriarchs. 8. The Call of Abraham. — Teaching Material : Gen. 11 : 27 to 12 : 9. Pupils' Reading : Gen. 11 : 31 to 12 : 9. Mem- ory Text: By faith Abraham, when he was called, obeyed . . . and he went out, not knowing whither he went. Heb. 11 : 8a, c. 9. Giving Lot the First Choice. — Teaching Material : Gen. 13: 1-16. Pupils' Reading: Gen. 13: 1-13, 18. Mem- ory Text : And as ye would that men should do to you, do ye also to them likewise. Luke 6 : 31. 10. Abraham's Rescue of Lot. — Teaching Material : Gen. 14 : 1-24. Pupils' Reading : Gen. 14 : 8-24. Memory Text : A friend loveth at all times ; and a brother is born for adver- sity. Prov. 17: 17. 314 APPENDIX. 11. *Abraham ENTERTAmmo Angels. — Teaching Material: Gen. 18: 1-16. Pupils' Reading: Gen. 18: 1-8. Memory Text : Forget not to show love unto strangers ; for thereby- some have entertained angels unawares. Heb. 13 : 2. 12. The Doom of Sodom and Gomorrah (Temperance Les- son).— Teaching Material: Gen. 18: 17-33; 19: 12-28. Pupils' Reading: Gen. 18: 17-33. Memory Text: His own iniquities shall take the wicked, and he shall be holden with the cords of his sin. Prov. 5 : 22. Or, The Song of Mary (Christmas Lesson). — Teaching Mate- rial : Luke 1: 26-55. Pupils' Reading: Luke 1: 46-55. Memory Text: And Mary said, My soul doth magnify the Lord, and my spirit hath rejoiced in God my Saviour. Luke 1: 46, 47. 13. Review. — Teachers' Theme: Walking with God. Gen. 6: 9 ; Prov. 3 : 5, 6. 14. Ishmael in the Wilderness. — Teaching Material : Gen. 16 r 1-15; 17: 15-21; 21: 1-21. Pupils' Reading: Gen. 21: 14-21. Memory Text: Thou God seest me (margin). Gen. 16: 13a. 15. Abraham Willing to Offer Isaac. — ^Teaching Material: Gen. 22 : 1-19. Pupils' Reading : Gen. 22 : 1-19. Memory Text: Shew me thy way, O Lord; teach me thy paths. Psa. 25 : 4. 16. Rebekah at the Well. — Teaching Material : Gen. 24 : 1-67. Pupils' Reading: Gen. 24: 1-27. Memory Text: Let not- kindness and truth forsake thee: so shalt thou find favor and good understanding in the sight of God and man. Prov. 3 : 3a, 4. 17. Esau's Folly and Jacob's Cunning (Temperance Lesson). —Teaching Material: Gen. 25: 27-34; 27: 1-40. Pupils' Reading : Gen. 25 : 27-34 ; 27 : 1-17. Memory Text : Desire earnestly the greater gifts. 1 Cor. 12 : 31a. 18. Jacob's Vision of a Ladder to Heaven. — Teaching Mate- rial : Gen. 27 : 41 to 28 : 22. Pupils' Reading : Gen. 28 : 10-22. Memory Text: And, behold, I am with thee, and will keep thee whithersoever thou goest. Gen. 28 : 15a. 19. The Meeting of Jacob and Esau. — Teaching Material: Gen. 32: 1 to 33: 20. Pupils' Reading: Gen. 32: 3-21; 33 : 1-4. Memory Text : Say not, I will do so to him as he hath done to me. Prov. 24 : 29a. 20. Review. III. The Story of Joseph. 21. Joseph Sold Into Egypt. — Teaching Material: Gen. 37: 1-36. Pupils' Reading: Gen. 37: 12-36. Memory Text: Psa. 121 : 1, 2. * When the Christmas Leeson Is used, Lesson 12 may be taught with or instead of Lesson 11. GRADED LESSOXS. 815 22. Joseph and the Butler and Baker.— Teaching Material : Gen. 39: 1 to 40: 23. Pupils' Reading: Gen. 40: 1-23. Memory Text : Psa. 121 : 3, 4. 23. From Prison to Palace.— Teaching Material: Gen. 41: 1-57. Pupils' Reading: Gen. 41: 1-14. Memory Text: Psa. 121 : 5, G. 24. Joseph's Brothers Visit Egypt.— Teaching Material : Gen. 42 : 1 to 45 : 15. Pupils' Reading : Gen. 43 : 16-34. Mem- ory Text : Psa. 121 : 7. 25. The Family of Israel Move Into Egypt. — Teaching Mate- rial : Gen. 45: 16 to 50: 26; Rev. 3 : 21 ; John 14: 2. Pupils' Reading : Gen. 46 : 1-7, 28-34 ; 50 : 15-26. Memory Text: Psa. 121 : 8. 26. Review. — Teachers' Theme: Rom. 8: 28. Or, The Resurrection (Easter Lesson).— Teaching Material: Matt. 28 : 1-10. Pupils' Reading : Matt. 28 : 1-7. Memory Text: God both raised the Lord, and will raise up us through his power. 1 Cor. 6 : 14. IV. Stories of Moses and of His Times. 27. The Early Life of Moses.— Teaching Material : Ex. 1 : 1 to 2 : 15. Pupils' Material : Ex. 2 : 5-15. Memory Text : And God heard tlieir groaning, and God remembered his covenant with Abraham, with Isaac and with Jacob. Ex. 2: 24. 28. The Burning Bush at Horeb. — Teaching Material: Ex. 2: 16-25; 3: 1-14; 4: 10-23. Pupils' Reading: Ex. 2: 16-25 ; 3 : 1-14. Memory Text : Now therefore go, and I will be with thy mouth, and teach thee what thou shalt speak. Ex. 4 : 12. 29. Moses and Aaron Before Pharaoh. — Teaching Material : Ex. 4 : 27 to 6 : 1 ; 6 : 28 to 9 : 35. Pupils' Reading : Ex. 6 : 28 to 7 : 25. Memory Text : Many sorrows shall be to the wicked ; but he that trusteth in the Lord, lovingkind- ness shall compass him about. Psa. 32 : 10. 30. The Passover Night.— Teaching Material: Ex. 10: 1 to 12: 36. Pupils' Reading: Ex. 12: 21-36. Memory Text: The Lord is my strength and song, and he is become my salvation. Ex. 15: 2a. 31. The Crossing of the Red Sea. — Teaching Material: Ex. 12: 37-51; 13: 17 to 15: 21. Pupils' Reading: Ex 14: 5-31. Memory Text : I am the Lord thy God, who brought thee out of the land of Egypt, out of the house of bondage. Ex. 20: 2. S2. Manna in the VTilderness.- Teaching Material: Ex. 15: 22 to 16: 36. Pupils' Reading: Ex. 16: 1-31. Memory Text: Who is like unto thee, O Lord, among the gods? Who is like thee, glorious in holiness, fearful in praises, doing wonders? Ex. 15: 11. 316 APPENDIX. 23. The Giving of the Law. — Teaching Material : Ex. 18 : 1 to 20 : 21 ; 21 : 1-20 ; 34 : 1-9, 28. Pupils' Reading : Ex. 19 : 1-6, 16-20 ; 20 : 1-21. Memory Text : The law of the Lord is perfect, restoring the soul : the testimony of the Lord is sure, making wise the simple. Psa. 19 : 7. 34. The Tabernacle in the Wilderness. — Teaching Material : Ex. 36: 2-7; 40: 17-38. Pupils' Reading: Ex. 33: 7-11; 40: 17-38. Memory Text: There I will meet with thee, and I will commune with thee from above the mercy-seat. Ex. 25: 22a. 35. The Rash Act of Nadab and Abihu (Temperance Les- son). Teaching Material: Lev. 10: 1-11. Pupils' Read- ing: Lev. 10: 1-11. Memory Text: Wine is a mocker. Prov. 20: la. 36. The Report of the Spies. — Teaching Material : Num. 12 : 16 to 14 : 38. Pupils' Reading : Num. 13 : 16-33 ; 14 : 26-38. Memory Text: Let us go up at once, and possess it; for we are well able to overcome it. Num. 13 : 30b. 37. Troubles in the Wilderness. — Teaching Material : Num. 20 : 1 to 21 : 9 ; Psa. 107 : 4-6. Pupils' Reading : Num. 20 : 2-13 ; 21 : 1-9. Memory Text : They cried unto the Lord In their trouble, and he delivered them out of their dis- tresses. Psa. 107 : 6. 38. How God Honored Moses. — Teaching Material : Deut 34 : 1-12 ; compare Luke 9 : 28-36 ; Rev. 15 : 1-4. Pupils' Read- ing: Deut. 34: 1-12. Memory Text: He that doetb the will of God abideth forever. 1 John 2 : 17b. 39. Review. — Teachers' Reading: Psa. 107. V. Paeables of Jesus. 40. The Parable of the Sower. — Teaching Material : Matt. 13 : 1-23; Luke 8: 1-15. Pupils' Reading: Luke 8: 1-15. Memory Text: Be ye doers of the word, and not hearers only. James 1 : 22a. 41. The Good Samaritan. — Teaching Material : Luke 10 : 25-37. Pupils' Reading: Luke 10: 25-37. Memory Text: Thou Shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy strength, and with all thy mind ; and thy neighbor as thyself. Luke 10 : 27. 42. The Prodigal Son (Temperance Lesson). — Teaching Mate- rial : Luke 15: 1-32. Pupils' Reading: Luke 15: 11-32. Memory Text: I will arise and go to my father, and will say unto him, Father, I have sinned against heaven, and in thy sight. Luke 15 : 18. 43. Promotion the Reward of Faithfulness. — Teaching Mate- rial : Luke 19 : 11-26. Pupils' Reading : Luke 19 : 11-26. Memory Text : He that is faithful in a very little is faith- ful also in much. Luke 16 : 10a. GRADED LESSONS. 317 44. The Two Foundations. — Teaching Material: Matt. 7: 16-29 ; Luke 6 : 46-49. Pupils' Reading : Matt. 7 : 16-29. Memory Text: Every one therefore that heareth these words of mine, and doeth them, shall be likened unto a wise man, who built his house upon the rock ; and the rain descended and the floods came, and the winds blew, and beat upon that house; and it fell not; for it was founded upon the rock. Matt. 7 : 24, 25. Review James 1 : 22a. 45. The Wise and Foolish Virgins. — Teaching Material : Matt. 25: 1-13. Pupils' Reading: Matt. 25: 1-13. Memory Text: And what I say unto you I say unto all, Watch. Mark 13 : 37. 46. A Parable in Action. — Teaching Material : John 13 : 1-17. Pupils' Reading: John 13: 1-17. Memory Text: I have given you an example, that ye also should do as I have done to you. John 13 : 15. 47. The Last Judgment. — Teaching Material : Matt. 25 : 13-46. Pupils' Reading: Matt. 25: 13-46. Memory Text: And the King shall answer and say unto them, Verily I say unto you. Inasmuch as ye did it unto one of these my brethren, even these least, ye did it unto me. Matt. 25 : 40. 48. Review. VI. The Journeys of Moses. With Map Review. 49. From Egypt to Mount Sinai. — Teaching Material : Ex. 2 : 1-25 ; 17 : 8-16. Pupils' Reading : Ex. 2 : 1-25 ; 17 : 8-16. Memory Text : O give thanks unto the Lord ; for he is good : for his lovingkindness endureth forever. Let the redeemed of the Lord say so, whom he hath redeemed from the hand of the adversary. Psa. 107 : 1, 2. 50. From Mount Sinai to Kadesh. — Teaching Material : Num. 13 : 1 to 14 : 33. Pupils' Reading : Num. 13 : 1 to 14 : 33. Memory Text : Review Psa. 107 : 1, 2. And gathered out of the lands, from the east and from the west, from the north and from the south. They wandered in the wilderness in a desert way ; they found no city of habitation. Psa. 107 : 3, 4. 51. From Kadesh to Moab. — Teaching Material : Num. 20 : 1-29. Pupils' Reading : Num. 20 : 1-29. Memory Text : Review Psa. 107: 1-4. Hungry and thirsty, their soul fainted in them. Then they cried unto the Lord in their trouble, and he delivered them out of their distresses. Psa. 107 : 5, 6. 52. The Vision from Mount Nebo. — Teaching Material : Deut. 34: 1-12. Pupils' Reading: Deut. 34: 1-12. Memory Text: Review Psa. 107: 1-6. He led them also by a straight way, that they might go to a city of habitation. Oh, that men would praise the Lord for his lovingkindness, and for his wonderful works to the children of men ! Psa. 107 : 7, 8, 318 APPENDIX. JUNIOR COURSE. Second Year in Detail. (Grade 5.) AIM FOR THE YEAR. To present the Ideal of moral heroism ; to reveal the power and majesty of Jesus Christ, and to shwow his followers going forth in his strength to do his work. I. Stories of the Conquest of Canaan. Lessons 1 to 8. 1. Joshua Appointed Leader of Israel. — Teaching xJaterlal: Num. 27: 15-23; Josh. 1: 1-18. Pupils' Reading: Josh. 1 : 1-18. Memory Text : Be strong and of good courage ; be not affrighted, neither be thou dismayed : for the Lord thy God is with thee whithersoever thou goest. Josh. 1 : 9. 2. Rahab and the Spies. — Teaching Material : Josh. 2 : 1-24. Pupils' Reading : Josh. 2 : 1-24. Memory Text : The right- eous shall be had in everlasting remembrance. He shall not be afraid of evil tidings. Psa. 112 : 6b, 7a. 3. The Israelites Crossing the Jordan. — Teaching Material : Josh. 3: 1 to 4: 24. Pupils' Reading: Josh. 3: 1-17. Memory Text : When thou passest through the waters I will be with thee; and through the rivers, they shall not over- flow thee. Isa. 43 : 2. 4. The Siege of Jericho. — Teaching Material : Josh. 5 : 10 to 6: 27. Pupils' Reading: Josh. 6: 1-27. Memory Text: Wherefore take up the whole armor of God, that ye may be able to withstand in the evil day, and, having done all, to stand. Eph. 6 : 13. 5. Defeat and Victory at Ai. — Teaching Material : Josh. 7 : 1 to 8: 28. Pupils' Reading: Josh. 7: 1-26. Memory Texts : Stand therefore, having girded your loins with truth, and having put on the breastplate of righteousness, and hav- ing shod your feet with the preparation of the gospel of peace. Eph. 6 : 14, 15, and review verse 13. 6. Joshua and the Tricky Gibeonites. — Teaching Material : Josh. 9 : 1-27. Pupils' Reading : Josh. 9 : 1-27. Memory Texts : Withal taking up the shield of faith, wherewith ye shall be able to quench all the fiery darts of the evil one. Eph. 6 : 16, and review verses 13-15. 7. Joshua's Battle Against Fi\t: Kings. — Teaching Material : Josh. 10 : 1-43. Pupils' Reading : Josh. 10 : 1-27. Memory Texts : And take the helmet of salvation, and the sword of the Spirit, which is the word of God. Eph. 6: 17, and review verses 13-16. 8. Joshua's Last Address (Review). — Teaching Material: Josh. 24 : 1-33. Pupils' Work : Review Lessons 1 to 7. GRADED LESSONS. 319 II. Opening Stories of the New Testament. Lessons 9 to 11. 9. The Birth of John the Baptist Foretold. — Teaching Material : Luke 1 : 1-25. Pupils' Reading : Luke 1 : 5-23. Memory Text: Yea and thou, child, shalt be called the prophet of the Most High. For thou shalt go before the face of the Lord to make ready his ways ; To give knowl- edge of salvation unto his people in the remission of their sins. Luke 1 : 76, 77. 10. The Birth of Jesus Foretold. — Teaching Material : Luke 1: 26-56. Pupils' Reading: Luke 1: 46-56. Memory Texts : Because of the tender mercy of our God whereby the dayspring from on high shall visit us. Luke 1 : 78, and review verses 76, 77. 11. The Birth of John the Baptist. — Teaching Material: Luke 1 : 57-80. Pupils' Reading : Luke 1 : 57-80. Memory Texts : To shine upon them that sit in darkness and the shadow of death : to guide our feet into the way of peace. Luke 1 : 79, and review verses 76-78. III. Incidents in the Life of the Lord Jesus. Lessons 12 to 28. 12. The Birth of Jesus. — Teaching Material : Luke 2 : 1-21. Pupils' Reading: Luke 2: 8-20. Memory Text: And the angel said unto them. Be not afraid; for behold, I bring you good tidings of great joy which shall be to all the people : for there is born to you this day in the city of David a Saviour, who is Christ the Lord. Luke 2 : 10, 11. 13. The Presentation in the Temple. — Teaching Material : Luke 2 : 22-38. Pupils' Reading : Luke 2 : 22-32. Memory Text : Now lettest thou thy servant depart. Lord, according to thy word, in peace ; for mine eyes have seen thy salva- tion, which thou hast prepared before the face of all peoples. Luke 2 : 29-31. 14. The Visit of the Wise Men and the Flight into Egypt. — Teaching Material : Matt. 2 : 1-18. Pupils' Reading : Matt. 2: 1-18. Memory Texts: A light for revelation to the Gentiles, and the glory of thy people Israel. Luke 2 : 32, and review verses 29-31. 15. The Boyhood of Jesus. — Teaching Material : Matt. 2 : 19- 23 ; Luke 2 : 40-52 ; Heb. 4 : 14, 15. Pupils' Reading : Matt. 2 : 19-23 ; Luke 2 : 40-52. Memory Text : The child grew, and waxed strong, filled with wisdom, and the grace of God was upon him. Luke 2 : 40. 16. How John Prepared the Way. — Teaching Material : Luke 3 : 2-22. Pupils' Reading : Luke 3 : 2-22. Memory Text : For this is he that was spoken of by Isaiah the prophet, saying. The voice of one crying in the wilderness, Make ye 320 APPENDIX. ready the way of the Lord, make his paths straight. Matt, 3: 3. 17. Review : Lessons 9 to 16. 18. The First Followers of Jesus. — Teaching Material : John 1 : 35-49. Pupils' Reading : John 1 : 35-49. Memory Text : Behold, the Lamb of God, that taketh away the sin of the world. John 1 : 29. 19. The Sick Man Forgiven and Healed. — Teaching Material : Luke 5 : 17-26. Pupils' Reading : Luke 5 : 17-26. Memory Text : The Son of man hath authority on earth to forgive sins. Luke 5: 24. 20. The Friend of the Friendless. — Teaching Material : Luke 7 : 36-50. Pupils' Reading : Luke 7 : 36-50. Memory Text : And he said unto the woman, Thy faith hath saved thee ; go in peace. Luke 7 : 50. 21. A Day in the Life of Jesus. — Teaching Material : Matt. 14: 13-33; John 6: 1-21. Pupils' Reading: Matt. 14: 13-33. Memory Text: And the men marvelled, saying. What manner of man is this, that even the winds and the sea obey him? Matt. 8 : 27. 22. The Majesty of Jesus. — Teaching Material : Luke 9 : 28- 43a. Pupils' Reading: Luke 9: 28-43a. Memory Text: And a voice came out of the cloud, saying. This is my Son, my chosen : hear ye him. Luke 9 : 35. 23. The Raising of Lazarus. — Teaching Material : Luke 10 : 38-42 ; John 11 : 1-57. Pupils' Reading : John 11 : 1-44. Memory Text : I am the resurrection and the life : he that believeth on me, though he die, yet shall he live. John 11 : 25. 24. The Triumphal Entry. — Teaching Material : Luke 19 : 29-40. Pupils' Reading : Luke 19 : 29-40. Memory Text : Hosanna ; blessed is he that cometh in the name of the Lord. Mark 11: 9. 25. The Death and Resurrection of Jesus. — Teaching Mate- rial : Luke 22 : 47-53, 66-71 ; 23 : 13-25, 33-56 ; 24 : 1-9. Pupils' Reading : Luke 23 : 33-43, 50-56 ; 24 : 1-9. Memory Text : Worthy is the Lamb that hath been slain to receive the power, and riches, and wisdom, and might, and honor, and glory, and blessing. Rev. 5 : 12. 26. The Ascension of Jesus. — Teaching Material : Luke 24 : 44-53; Acts 1: 1-14. Pupils' Reading: Luke 24: 44-53; Acts 1 : 1-14. Memory Text : And he said unto them. Go ye into all the world, and preach the gospel to the whole creation. Mark 16: 15. 27. The Place He Has Gone to Prepare. — Teaching Material : Rev. 21 : 1 to 22 : 5. Pupils' Reading : Rev. 21 : 1 to 22 : 5. Memory Text: He that overcometh shall inherit these things ; and I will be his God, and he shall be my son. Rev. 21 : 7. 28. Review.— Lessons 18-27. GRADED LESSONS, 321 IV. Eably Followebs of the Loed Jesus. Lessons 29 to 35. 29. The Coueage of Peter and Joha^— Teaching Material- ^S^L^'- V ^- ^'^' P"Pi^^' Reading: Acts I: 1-16 4' 18-23 Memory Text : Now when they beheld the boldness of Peter and John, they took knowledge of them, that thev had been with Jesus. Acts 4 : 13. 30. Stephen the First Christian Martyr.— Teaching Mate- i^'^li i^^^ 6: 1 to 7: 60. Pupils' Reading: Acts 6: 8-1.5; 7 : 54-60. Memory Text : And I heard a voice from heaven rTv"i4 13*^' ^^^^^^^ ^^^ *^® ^^^^ ^'^^ erf Morrison landed in China, 1807.) Biblical Material: Neh. 8 : 5 6 8 Memory Text : Rev. 7 : 10. * 38. In A Burmese Prison.— (Acfo/iiram Judson reached Bur- mah 1812. ) Biblical Material : 2 Cor. 11 : 23-28. Memory J.cXt . xvCV. i \ llj 1^. 22 322 APPEXDIX. 39. The Man Who Kept His Word. — {David Livingstone reached Africa, 1841.) Biblical Material: Psalm 121. Memory Text : Rev. 7 : 13. 40. The Digging of the Well at Aniwa. — {John G. Paton went to the New Hebrides, 1858. ) Biblical Material : Joha 4 : 5-15. Memory Text : Rev. 7 : 14. 41. A Pioneer Home Missionary (to be selected). — Biblical Material : Amos 7 : 10-15. Memory Text : Rev. 7 : 15. 42. A Foreign Missionary (to be selected). — Biblical Material : Matt. 28 : 18-20 ; Acts 1:8; Acts 13 : 1-3. Memory Text : Rev. 7: 16. 43. Review. — Lessons 36 to 42, Memory Texts : Rev. 7 : 17, and review verses 9-16. VI. Stories of the Judges. Lessons 44 to 52. 44. Deborah and Barak Defeat Sisera. — Teaching Material : Judges 4 : 1 to 5 : 31. Pupils' Reading : Judges 4 : 1-22. Memory Text : The battle is not yours, but God's. 2 Chron. 20: 15. 45. The Call of Gideon. — Teaching Material : Judges 6 : 1-40. Pupils' Reading: Judges 6: 1-40. Memory Text: If God is for us, who is against us? Rom. 8: 31. 46. Gideon's Victory with Trumpets, Pitchers, and Torches. — Teaching Material : Judges 7 : 1-25. Pupils' Reading : Judges 7 : 1-25. Memory Text : And five of you shall chase a hundred, and a hundred of you shall chase ten thousand, and your enemies shall fall before you by the sword. Lev. 26:8. 47. The Story of Ruth. — Teaching Material : Ruth 1 : 1 to 4: 17. Pupils' Reading: Ruth 2: 1-2.3. Memory Text: But now abideth faith, hope, love, these three ; and the greatest of these is love. 1 Cor. 13 : 13. 48. A Strong Man With a Weak Will (Temperance Lesson). — Teaching Material : Judges 13 : 1 to 15 : 8. Pupils' Read- ing: Judges 14: 1-18. Memory Text: Prove all things; hold fast that which is good ; abstain from every form of evil. 1 Thess. 5 : 21, 22. 49. The Death of Samson. — Teaching Material : Judges 15 : 9 to 16: 31. Pupils' Reading: Judges 16: 4-31. Memory Text: My son, if sinners entice thee, consent thou not. Prov. 1 : 10. 50. The Boy Samuel. — Teaching Material: 1 Sam. 1: 1-28; 2: 12-26; 3: 1-21. Pupils' Reading: 1 Sam. 3: 1-2L Memory Texts : My son, hear the instruction of thy father and forsake not the law of thy mother ; for they shall be a chaplet of grace unto thy head, and chains about thy neck. Prov. 1 : 8, 9, and review verse 10. GRADED LESSONS. 323 51. The En-d of Eli's House (Temperance Lesson.) — Teach- ing Material : 1 Sam. 4 : 1 to 7 : 2. Pupils' Reading : 1 Sam. 4 : 1-18 ; 7 : 1, 2. Memory Text : Be not deceived ; God is not mocked: for whatsoever a man soweth, that shall he also reap. Gal. 6 : 7. 52. Review. — Lessons 44 to 51. Memory Text : Rev. 7 : 11, 12. JUNIOR COURSE. Thibd Tear in Detail. (Grade 6.) AIM FOR THE TEAR. To deepen, the sense of responsibility for right choices ; to show the consequences of right and wrong choices ; to strengthen love of the right and hatred of the wrong. I. The United Kingdom : The First Three Kings of Israel. Lessons 1 t© 18. 1. Saul Chosen King.— Teaching Material: 1 Sam. 8: 1 to 10: 27. Pupils' Reading: 1 Sam. 8: 1-10; 10: 17-27. Memory Text: Trust in Jehovah with all thy heart, and lean not upon thine own understanding: in all thy ways acknowledge him, and he will direct thy paths. Prov. 3: 5, 6. 2. Saul Winning and Losing a Kingdom. — Teaching Mate- rial : 1 Sam. 11: 1-13; 15: 1-35. Pupils' Reading: 1 Sam. 11 : 1-13 ; 15 : 1-9. Memory Texts : Be not wise in thine own eyes : fear Jehovah, and depart from evil. Prov. 3:7; review Prov. 3 : 5, 6. 3. David Called to a Kingdom. — Teaching Material : 1 Sam. 16: 1-2.3. Pupils' Reading: 1 Sam. 16: 1-23. Memory Text : I have found David the son of Jesse, a man after my heart, who shall do all my will. Acts 13 : 22. 4. David and Goliath.— Teaching Material : 1 Sam. 17 : 1-58. Pupils' Reading : 1 Sam. 17 : 1-58. Memory Text : Jehovah is my light and my salvation ; whom shall I fear? Jehovah is the strength of my life; of whom shall I be afraid? Psa. 27: 1. 5. David Loved by Jonathan and Hated by Saul. — Teaching Material : 1 Sam. 18 : 1 to 19 : 22. Pupils' Reading : 1 Sam. 18 : 1-16 ; 19 : 1-12. Memory Text : When evil-doers came upon me to eat up my flesh, even mine adversaries and my foes, they stumbled and fell. Psa. 27 : 2. 324 APPENDIX. 6. David attd Saul in the Cave. — Teaching Material : 1 Sam. 24: 1-22. Pupils' Reading: 1 Sam. 24: 1-22. Memory Text : Though a host should encamp against me, my heart shall not fear : though war should rise against me, even then will I be confident. Psa. 27 : 3. 7. David Chasing the Amalekites. — Teaching Material : 1 Sam. 28 : 1, 2 ; 29 : 1 to 30 : 31. Pupils' Reading : 1 Sam. 30 : 1-26. Memory Text : One thing have I asked of Jeho- vah, that will I seek after ; that I may dwell in the house of Jehovah all the days of my life, to behold the beauty of Jehovah, and to inquire in his temple. Psa. 27 : 4. 8. The Death of Saul and Jonathan. — Teaching Material : 1 Sam. 31 : 1 to 2 Sam. 1 : 27. Pupils' Reading : 1 Sam. 31 : 1 to 2 Sam. 1 : 27. Memory Text : Review Psa. 27 : 1-4. 9. David Capturing Zion and Bringing Up the Akk. — Teach- ing Material: 2 Sam. 5: 1-12; 6: 1-19; Psa. 24: 1-10. Pupils' Reading: 2 Sam. 6: 1-19; Psa. 24: 1-6. Memory Text: Lift up your heads, O ye gates; and be ye lifted up, ye everlasting doors: and the King of glory will come in. Who is the King of Glory? Jehovah strong and mighty, Jehovah mighty in battle. Psa. 24 : 7, 8. 10. Nathan's Parable of the Pet Lamb. — Teaching Material : 2 Sam. 11: 1 to 12: 23; Psa. 51: 1-19. Pupils' Reading: 2 Sam. 12: 1-10; Psa. 51: 1-4, 7-17. Memory Text: Create in me a clean heart, O God ; and renew a right spirit within me. Psa. 51 : 10. 11. Absalom the Traitor. — Teaching Material : 2 Sam. 14 : 25, 26 ; 15 : 1-37 ; 17 : 1 to 18 : 33. Pupils' Reading : 2 Sam. 15 : 1-6 ; 18 : 9-33. Memory Text : Be not deceived ; God is not mocked : for whatsoever a man soweth, that shall he also reap. Gal. 6 : 7. 12. Review. — Teacher's Theme: Jesus the Son of David. Teaching Material : Isaiah 9 : 6, 7 ; Luke 1 : 32, 33 ; Acta 13 : 22, 23. Memory Text : There is born to you this day in the city of David a Saviour, who is Christ the Lord. Luke 2: 11. 13. David Makes Solomon King. — Teaching Material : 1 Kings 1 : 5 to 2 : 4 ; 1 Chron. 28 : 1-10. Pupils' Reading : 1 Kings 1 : 32 to 2 : 4. Memory Text : And thou, Solomon my son, know thou the God of thy father, and serve him with a per- fect heart and with a willing mind. 1 Chron. 28 : 9. 14. Solomon's Wise Choice. — Teaching Material : 1 Kings 3 : 1-15; Prov. 1:1; 8: 1-36. Pupils' Reading: 1 Kings 3: 4-15 ; Prov. 8 : 32-36. Memory Text : The fear of Jehovah is the beginning of wisdom ; and the knowledge of the Holy One is understanding. Prov. 9: 10. 15. Solomon Builds the Temple. — Teaching Material : 1 Kings 5 : 1 to 6 : 14. Pupils' Reading : 1 Kings 5 : 1-12 ; 6 : 11-14. Memory Text : Behold, I am about to build a house for the name of Jehovah my God, to dedicate it to him. 2 Chron. 2: 4. GRADED LESSONS. 325 16. The Temple Dedicated. — Teaching Material: 1 Kings 7: 51 to 8: 66. Pupils' Reading: 1 Kings 7: 51 to 8 : 11. Memory Text: Ascribe unto Jehovah the glory due unto his name : Bring an offering, and come into his courts. Oh worship Jehovah in the beauty of holiness (mg.). Psa. 96: 8,9. 17. The Visit of the Queen of Sheba. — Teaching Material : 1 Kings 9 : 26 to 10 : 29. Pupils' Reading : 1 Kings 10 : 1-23. Memory Text: Consider the lilies of the field, how they grow ; they toil not, neither do they spin : yet I say unto you, that even Solomon in all his glory was not arrayed like one of these. Matt. 6 : 28, 29. 18. Why the Kingdom Was Divided. — Teaching Material : 1 Kings 11 : 1-43. Pupils' Reading : 1 Kings 11 : 4-13, 26-31. Memory Text : Seek ye first his kingdom, and his righteous- ness : and all these things shall be added unto you. Matt. 6: 33. II. The Divided Kingdom. Lessons 19 to 35. 19. Rehoboam and His Rival Jeroboam. — Teaching Material: 1 Kings 12: 1-33. Pupils' Reading: 1 Kings 12: 1-24. Memory Text: A soft answer turneth away wrath; but a grievous word stirreth up anger. Prov. 15 : 1. 20. King Ahab and the Prophet Elijah. — Teaching Material : 1 Kings 16: 23 to 17: 24. Pupils' Reading: 1 Kings 17: 1-24. Memory Text: God is our refuge and strength, a very present help in trouble. Psa. 46 : 1. 21. The Contest on Mount Carmel. — Teaching Material: 1 Kings 18: 1-46. Pupils' Reading: 1 Kings 18: 1-39. Memory Text: How long go ye limping between the two sides? if Jehovah be God, follow him; but if Baal, then follow him. 1 Kings 18: 21. 22. Elijah at Horeb. — Teaching Material: 1 Kings 19: 1-21. Pupils' Reading : 1 Kings 19 : 1-21. Memory Text : Not by might, nor by power, but by my Spirit, saith Jehovah of hosts. Zech. 4 : 6. 23. One Prophet Against Four Hundred. — Teaching Material : 1 Kings: 22: 1-18, 26-37. Pupils' Reading: 1 Kings 22: 1-18, 26-37. Memory Text: The lip of truth shall be established for ever ; but a lying tongue is but for a moment Prov. 12: 19. 24. Review. 25. Elisha Begins His Work. — Teaching Material: 1 Kings 19 : 19-21 ; 2 Kings 2 : 1-22. Pupils' Reading : 2 Kings 2 : 1-22. Memory Text: Let a double portion of thy spirit be upon me. 2 Kings 2 : 9. 326 APPENDIX. 26. Naaman and Gehazi. — Teaching Material: 2 Kings 5: 1-27. Pupils' Reading : 2 Kings 5 : 1-27. Memory Text: He that covereth his transgressions shall not prosper; but whoso confesseth and forsaketh them shall obtain mercy. Prov. 28: 13. 27. Elisha at Dothan.— Teaching Material ; 2 Kings 6 : 8-23. Pupils' Reading: 2 Kings 6: 8-23. Memory Text: And he answered, Fear not ; for they that are with us are more than they that are with them. 2 Kings 6 : 16. 28. The Geeat Famine in Samaria. — Teaching Material: 2 Kings 6 : 24 to 7 : 20. Pupils' Reading : 2 Kings 7 : 1-20. Memory Text: The eternal God is thy dwelling-place, and underneath are the everlasting arms. Deut. 33 : 27. 29. Elisha's Last Message. — Teaching Material : 2 Kings 13 : 14-25. Pupils' Reading: 2 Kings 13: 14-25. Memory Text: Whatsoever thy hand findeth to do, do it with thy might. Eccl. 9: 10. 30. The Downfall of the Kingdom of Israel. — Teaching Material : 2 Kings 17 : 1-18 ; Hosea 14 : 1-9. Pupils' Read- ing: 2 Kings 17: 1-18; Hosea 14: 1-9. Memory Text: O Israel, return unto Jehovah thy God ; for thou hast fallen by thine iniquity. Hosea 14: 1. 31. Hezekiah Rebels Against Sennacherib. — Teaching Mate- rial : 2 Kings 18: 1-8, 13-21, 36; 19: 1, 2, 6, 7, 32-36. Pupils' Reading: 2 Kings 18: 13-21, 36; 19: 2, 32-36. Memory Text: The nations raged, the kingdoms were moved : he uttered his voice, the earth melted. Jehovah of hosts is with us ; the God of Jacob is our refuge. Psa. 46: 6, 7. 32. JosiAH Walks in David's Ways. — Teaching Material: 2 Kings 22: 1-20; 23: 1-3, 25. Pupils' Reading: 2 Kings 22: 1-20; 23: 1-3, 25. Memory Text: Let the wicked forsake his way, and the unrighteous man his thoughts ; and let him return unto Jehovah, and he will have mercy upon him; and to our God, for he will abundantly pardon. Isa. 55 : 7. 83. Jehoiakim Burns the Prophet's Message. — Teaching Material : Jer. 36 : 1-32. Pupils' Reading : Jer. 36 : 11-32. Memory Text : The grass withereth, the flower f adeth ; but the word of our God shall stand forever. Isa. 40 : 8. 84. Jerusalem Taken by Nebuchadnezzar. — Teaching Mate- rial : 2 Kings 25: 1-30; Jer. 39: 1-18; Lam. 1: 1-6. Pupils' Reading : 2 Kings 25 : 1-12 ; Lam. 1 : 1-6. Memory Text : Take heed unto yourselves, lest ye forget the covenant of Jehovah your God, which he made with you. Deut. 4 : 23. 35. Review. GRADED LE^SSONS. 327 III. Responsibility for One's Self, Neighbor and Country. Lessons 36 to 39. (Temperance Lessons.) 36. Exercising Self-Control. — Teaching Material: 1 Cor. 9: 24-27. Pupils' Reading : 1 Cor. 9 : 24-27. Memory Text : Every man that striveth in the games exerciseth self-control in all things. Now they do it to receive a corruptible crown ; but we an incorruptible. I Cor. 9 : 25. 37. Banded Together for the Right. — Teaching Material : 2 Kings 10: 15-17; Jer. 35: 1-19; Eccl. 4: 9-12. Pupils' Reading : Jer. 35 : 1-19. Memoi*y Text : If a man prevail against him that is alone, two shall withstand him ; and a threefold cord is not quickly broken. Eccl. 4 : 12. 38. Courage to Do the RiGHT.^Teaching Material : Dan. 1 : 1-21. Pupils' Reading: Dan. 1: 1-21. Memory Text: Watch ye, stand fast in the faith, quit you like men, be strong. 1 Cor. IG : 1.3. 39. Signs of Progress in Our Country.— Teaching Material: Deut. 8 : 7-20. Pupils' Reading : Deut. 8 : 7-20. Memory Text: Righteousness exalteth a nation; but sin is a re- proach to any people. Prov. 14 : 34. IV. The Exile and the Return. Lessons 40 to 48. 40. The Fiery Furnace. — Teaching Material: Dan. 3: 1-30. Pupils' Reading: Dan. 3: 1-30. Memory Text: Oh come, let us sing unto Jehovah ; let us make a joyful noise to the rock of our salvation. Let us come before his presence with thanksgiving; let us make a joyful noise unto him with psalms. Psa. 95 : 1, 2. 41. Belshazzar's Feast. — Teaching Material: Dan. 5: 1-30. Pupils' Reading : Dan. 5 : 1-30. Memory Texts : For Jehovah is a great God, and a great King above all gods. In his hand are the deep places of the earth; the heights of the mountains are his also. The sea is his, and he made it; and his hands formed the dry land. Psa. 95: 3-5. Review verses 1, 2. 42. Daniel Deli\-ered from the Lions' Den. — Teaching Mate- rial : Dan. 6: 1-28. Pupils' Reading: Dan. 6: 1-28. Memory Texts : Oh come, let us worship and bow down ; let us kneel before Jehovah our Maker : for he is our God, and we are the people of his pasture, and the sheep of his hand. Psa. 95 : 6, 7. Review verses 1-5. 43. The Return from the Exile. — Teaching Material: Ezra 1: 1-11; Isa. 40: 1-11: Psa. 126: 1-6. Pupils' Reading: Ezra 1 : 1-11 ; Psa. 126: 1-6. Memory Text: Jehovah hath done great things foi us ; whereof we are glad. Psa. 12'6 : 3. 328 APPENDIX. 44. Rebuilding the Temple. — Teaching Material : Haggai 1 : 1 to 2 : 9 ; Ezra 5 : 1, 2 ; 6 : 14, 15. Pupils' Reading : Hag- gai 1 : 1 to 2 : 9. Memory Text : Make a joyful noise unto Jehovah, all ye lands. Serve Jehovah with gladness : come before his presence with singing. Psa. 100 : 1, 2. 45. Nehemiah Visits Jerusalem. — Teaching Material: Neh. 1 : 1 to 2 : 16. Pupils' Reading : Neh. 1 : 1 to 2 : 16. Memory Texts : Know ye that Jehovah, he is God : it is he that hatb made us, and we are his ; we are his people, and the sheep of his pasture. Psa. 100 : 3. Review verses 1, 2. 46. Nehemiah Builds the Wall.— Teaching Material: Neh. 2 : 17 to 4 : 23 ; 6 : 15, 16. Pupils' Reading : Neh. 4 : 1-23. Memory Texts : Enter into his gates with thanksgiving, and into his courts with praise : give thanks unto him, and bless his name. Psa. 100 : 4. Review verses 1-3. 47. Ezra Teaches the Law. — Teaching Material: Neh. 8: 1-18 ; Psa. 119 : 97-104 ; 19 : 7-14. Pupils' Reading : Neh. 8: 18; Psa. 19: 7-14. Memory Texts: For Jehovah is good ; his lovingkindness endureth for ever, and his faith- fulness unto all generations. Psa. 100: 5. Review verses 1-4. 48. Review. V. Introduction to New Testament Times. Lessons 49 to 52. 49. The Jewish Martyrs, I. — Teaching Material: Heb. 11: 13-40 (compare 1 Maccabees 1: 1 to 2: 70). Pupils' Read- ing: Heb. 11: 13-40. Memory Text: Therefore let us also, seeing we are compassed about with so great a cloud of witnesses, lay aside every weight, and the sin which dotb so easily beset us, and let us run with patience the race that is set before us. Heb. 12 : 1. 50. The Jewish Martyrs, II. — Teaching Material: Heb. 11: 32-40; John 10: 22, 23 (compare 1 Maccabees 3: 1 to 4: 61). Pupils' Reading: Heb. 11: 32-40; John 10: 22, 23. Memory Text : Looking unto Jesus the author and perfecter of our faith. Heb. 12 : 2. Review verse 1. 51. The Land Where Jesus Lived. — Teaching Material : Luke 3: 1, 2; Deut. 11: 10-12. Pupils' Reading: Deut. 11: 10-12. Memory Text: I will multiply thy seed as the stars of heaven, and will give unto thy seed all these lands ; and in thy seed shall all the nations of the earth be blessed. Gen. 26 : 4. 52. The Temple of Herod.— Teaching Material : John 2: 13-21. Pupils' Reading: John 2: 13-21. Memory Text: My house shall be called a house of prayer for all peoples. Isa. 56 : 7. GRADED LESSONS. 329 GRADED SERIES: INTERMEDIATE COURSE. (Approximate ages of pupils: Thirteen to sixteen years.) Aim of the Course. 1. To influence all the youth, who have not previously made the decision, to accept and confess Jesus Christ as a personal Saviour. 2. To lead to the practical recognition of the duty and responsibility of personal Christian living, and to organize the conflicting impulses of life so as to develop habits of Christiaa service. OUTLINE OF THE MATERIAL. FissT Year. I. Leaders of Israel — Biographical Studies in the Old Testament, with the Geographical and Historical Background. Lessons 1 to 39. II. Religious Leaders in North American History. Lessons 40 to 48. III. Temperance Leaders in North American History. Les- sons 49 lo 52. Second Year. Biographical Studies. I. Introductory: Jesus the Leader of Men. Lessons 1 to 5. II. Companions of Jesus. Lessons 6 to 21. III. Early Christian Leaders, j I^^''°"« ^2 to 42. ( Lessons 22 to 31. jy 5 John the Baptist. Lessons 43 to 52. I Later Christian Leaders. Lessons 32 to 39. V. Alexander Mackay — A Modern Missionary Leadeh. Lessons 40 to 52. Proposed Third Year. I. The Life of the Man Christ Jesus. Lessons 1 to 39. II. The Life of John G. Baton. Lessons 40 to 52. Proposed Fourth Year. Studies in Christian Living. I. The Text-Book of the Christian Lifej— the Bible: (a) As A Book; (&) As Literature; (c) As the Guide of Faith and Life. II. Some Fundamental Principles of the Christian Life. III. The Organization of the Christian Life — the Chubch. 330 APPENDIX. FiBST Yeae in Detail. (Grade 8.) I. Biographical Studies in the Old Testament. Lessons 1 to 39. FIRST QUARTER. Memory Scripture for the First Quarter : Psalm 19. 1. The Land Where Hebrew History Began. — Biblical Mate- rial : Gen. 2: 10-15; 10: 10, 11; 11: 1-9, 31, 32. (A pre- liminary geographical and historical study of the Tigris and Euphrates regions.) 2. Abraham, the Hebrew Pioneer. — Biblical Material: Gen. 11 : 31, 32 ; 12 : 1-10 ; 13 : 1-4, 18. 3. Abraham, the Man with a Vision. — Biblical Material: Gen. 13: 14r-17 ; 15: 1-6; Hebrews 11: 8-19. (To show how Abraham was faithful to his vision.) 4. Jacob, the Man Whom God Helped to Conquer Himself.— Biblical Material : Gen. 25 : 27-34 ; 28 : 10-22 ; 32 : 24-32. 5. The Land of the Nile. — Biblical Material : Gen. 41 : 54-57 ; 42: 1-3; 45: 10-13; 47: 29-31; Ex. 1: 1-14; Isaiah, chapter 19. (A geographical and historical study of Egypt to furnish a background for subsequent lessons.) 6. Joseph, the Boy Who Was True to His Trust.— Biblical Material : Gen. 37 : 2-4, 12-27 ; 39 : 1-6, 20-23 ; 41 : 33-45. 7. Joseph, the Man Who Overcame Evil With Good. — Biblical Material: Gen. 42: 1-6, 13-17; 44: 18-34; 45: 1-15. 8. Moses, the Prince Who Chose Exile. — Biblical Material : Ex. 2 : 11-22 ; Acts 7 : 17-29 ; Heb. 11 : 24-27. 9. Moses, Emancipator and Lawgiver. — Biblical Material : Ex. 2: 23-25; 3: 1-22; Acts 7: 30-36; Ex. 12: 21-23, 2^36 ; Psa. 105 : 23-45. 10. Joshua, the Steadfast, Who Won the Promised Land. — Biblical Material: Ex. 17: 8-16; Num. 13: 1-3, 17-33; 14 : 5-10 ; Josh. 1:1-9; 3 : 5-17 ; 6 : 1-20 ; 24 : 1, 2, 14, 15, 29-31 ; Acts 7 : 45 ; Heb. 11 : 30. 11. The Land of the Hebrews. — Biblical Material : Gen. 14 : 1-16 ; Ex. 3 : 17 ; Num. 13 : 21-29 ; Deut. 11 : 8-12 ; Judges 4: 12-16. 12. Gideon, the Man Whom Responsibility Made Great. — Biblical Material : Judges 6 : 1 to 8 : 22. 13. Review. second quarter. Memory Scripture for the Second Quarter : Psa. 27. 14. Ruth, the True-Hearted. — Biblical Material: The Book of Ruth. GRADED LESSONS. 331 15. The Times of Saul. — Biblical Material : 1 Sam. 9 : 1 to 10 : 16 ; chapter 13. 16. Saul, the Leader Who Lost His Chance. — Biblical Mate- rial : 1 Samuel, chapter 11 ; 14 : 47 to 15 : 35 ; chapter 31. 17 to 22. David, the Max Who Showed Himself Friendly. — The aim is to show that David's power to make and to retain friends explains his career and his character ; that this quality gave him a unique position as warrior, states- man, and king, and an abiding influence on the life of his nation ; and that his intimate, constant and childlike fellow- ship with God was the supreme friendship of his life, exalt- ing and directing his actions. 17. Winning Favor at Court. — Biblical Material : 1 Sam. 16 : 20-33 ; 18 : 1-7, 14-16 ; 2 Sam. 5 : 1-3. 18. Loyal to His King and His Comrades. — To his king : Bib- lical Material : 1 Sam. 26 : 7-25 : 2 Sam. 2:4-7; 21 : 12-14. To his comrades : Biblical Material : 1 Sam. 22 : 1, 2 ; 30 : 21-25 ; 2 Sam. 19 : 9-11 ; 23 : 13-17. 19. A Friend as Statesman and King. — Biblical Material : 1 Sam. 22: 1-5, 20-23; 27: 5^7; 29: 3-11; 30: 26-31; 2 Sam. 2:4-7; 3 : 31-39 ; 5:1-3; 10 : 2. 20. Reaping the Rewards of Friendship. — Biblical Material: 2 Sam. 3 : 36 ; 5:1-3; 15 : 18-30, 32-37 ; 17 : 15-22, 27-29 ; 18 : 2, 3 ; 19 : 2, 3, 9, 10. 24-43 ; 23 : 15-17 ; 1 Kings 1-8. 21. The Crowning Friendship. — Biblical Material : 1 Sam. 16 ; 7, 13 ; 17 : 37, 45-47 ; 23 : 2, 4, 9-12 ; 2 Sam. 2:1; 5 : 12, 19-25; chapters 6, 7 ; 12: 1-12; chapter 22; 23: 1-7; Psalms 23 to 27. 22. Review. 23. Solomon, a Man of Affairs. — Biblical Material : 1 Kings 2 : 36-46 ; 3 : 1-15 ; 4 : 21-34 ; 5 : 1-6, 12-18 ; 6 : 37 ; 9 : 15 to 10 : 13, 22. 24. Jeroboam, a Champion Who Forsook the Lord. — Biblical Material: 1 Kings 11: 26-40; 12: 1-33; 13: 33, 34. (Con- sider Rehoboam incidentally.) 25. Elijah, the Defender of the Religion of the Lord. — Biblical Material : 1 Kings 17 and 18. 26. Elijah Learning a Better Way. — Biblical Material : 1 Kings 19 and 21 : 17-29. THIRD QUARTER. Memory Scripture for the Third Quarter : Psalm 2. 27. Elisha, THE Man Who Was Ambitious to Be Helpful. — Biblical Material : 2 Kings 2 : 1-13 ; 4 : 8-37. 28. Jonadab, a Man Who Dared to Stand Alone. — Biblical Material : 1 Chron. 2 : 55 ; 2 Kings 10 : 15-28 ; Jeremiah 35. 29. The Two Hebrew Kingdoms Among the Nations. — Biblical Material: The Books of Kings (and contemporaneoua history). 332 APPESDIX. 30. Amos, the Hebdsman Who Became a Peeachee. — Biblical Material : Amos 1:1; 7 : 10-17 ; 6 : 1-11. 31. Hezekiah, the King who Trusted God. — Biblical Material : 2 Chron. 32 : 1-23 ; Isaiah, chapters 36 and 37. 32. Isaiah, Prophet and Statesman. — Biblical Material : Isa. 1 : 1-20 ; chapter 6 ; 7:1-9; 8 : 21 to 9 : 7 ; 39. 33. Jeremiah, the Man Who Suffered to Save His City. — Biblical Material: Jer. 1: 1-19; 39: 1-18; 40: 1-6; 42: 1-22 ; 43 : 1-7 ; 45 : 1-5 ; 31 : 31-34. 34. Cyrus, the Liberator of the Jews. — Biblical Material; Isa. 44 : 28 ; 45 : 1-4, 13 ; Ezra 1:1-8; 3 : 1-7. 35. Haggai, the Man Who Roused Zerubbabel and the People to Build.— Biblical Material : Ezra 3 : 6-13 ; 4 : 1-5, 11-24 ; 5:1; Hag. 1: 1-8; 2: 1-4; Zech. 4: 1-10; Ezra 5: 2-5. (Present Zechariah as co-laborer with Haggai.) 36. Nehemiah, the Reform Go^t:rnor of Jerusalem. — Biblical Material : Neh. 7 : 73c ; chapters 8 to 10. 37. Judas, the Jewish Conqueror. — Material: The First Book of Maccabees. 38. John, the Last Prophet of the Old Dispensation. — Biblical Material: Matthew 3; Mark 1: 1-12; Luke 3: 1-22 ; John 1 : 6-8 ; Matt. 11 : 2-14. 39. Review. fourth quarter. Memory Scripture for the Fourth Quarter : Luke 1 : 67-79. II. Religious Leaders in North America. Lessons 40 to 48. 40 to 48. Heroes of the Faith in America. — (An optional list of names may be furnished for use by Canadian editors in the Dominion of Canada.) 40. John Robinson, the Pastor of the Pilgrims : Religious Independence. — Biblical Material : Daniel, chapter 6. 41. Roger Williams, the Champion of Religious Liberty. — Biblical Material : Gal. 3 : 23 to 4 : 11. 42. John Eliot, the Apostle to the Indians : Ministering to the Needy. — Biblical Material : Matt. 25 : 31-46. 43. William Penn, the Peaceful Nation-Builder: Estab- lishing Justice and Peace. — Biblical Material : Psa. 37 : 1-11. 44. Samuel J. Mills, a Pioneer Missionary Hero. — Biblical Material : Acts, chapters 13 and 14. 45 to 48. (Four Sundays are set apart for a study of representa- tive heroes in home and foreign missions, selected by each religious body for their own use.) GRADED LESSONS. 333 III. Temperance Leaders in North America. Lessons 49 to 52. 49. John B. Gough : Speaking for Temperance. — Biblical Material : 1 Cor. 9 : 19-27. 50. Neal Dow : Strengthening the Law. — Biblical Material : Neb. 13 : 15-22. 51. Frances E. Willard: Uniting for God, Home and Coun- try. — Biblical Material : Judges 5. 52. Review. Second Year in Detail. (Approximate age : Fourteen yearg.) AIM OF THE LESSONS. To present the Ideals of the Christian life, as exemplifled by Jesus himself and by leaders whom he inspired, and to secure pledged allegiance to his service. Biographical Studies for Adolescents. — 'The formabive principle of the Graded Lessons is that they shall be adapted both In material and in method to the interests and needs of the pupils of the age for which each course is intended. This principle determines for the Begin- ners and Primary Courses the use of the topical method with no regard to chronological sequence, and for the Junior Course the use of con- nected narratives abounding in action. By a like necessity the passage over the childhood boundary into the early adolescent period at the average age of thirteen calls for a new type of lessons which shall make t'heir appeal to the new sense of selfheod and the new hunger for a satisfying personal ideal. At this age for the first time the ideals of life are being formed. Interests are centered in character as well as conduct. It is the hero-worship age. Life studies are of utmost importance because they appeal to the will through the imagination and the feelings and give concreteness to the problems and ideals of life. Biographical study is the picturing of a life. As such, it is to be distinguished both from historical and from topical studies. The bio- graphical lesson is the setting forth of the real man as presented in the Scriptural or other material ovailable as our source of information. It is not a historical study of the man and his times ; it is" not an exposition of certain passages; it is not the study of a truth illus- trated by a man. It is impossible to picture a character without the historical setting, but the history is simply the background. Moral questions are involved in life studies, but the purpose is to present them in the concrete as embodied in conduct. Later in life historical and doctrinal studies are fundamental, but here the end sought is a religious Impulse through the appreciation of personality. FIRST QUARTER. Memory Scripture for tbe First Quarter : Phil 2 : 5-11, 15-18. I. Introductory : Jesus, the Leader of Men. Lessons 1 to 5. These five lessons are not intended primarily as a biographical study of Christ. Their purpose is rather to present the person of Christ as 334 APPENDIX. a new, divine and Inspiring force in the lives of tl^ world's leader^. The aim is not to build up a new conception of Christ, but, basing the study upon the conception already given, to emphasize the fundamental elements of Christ's masterfulness and leadership. An inductive biographical study of the Man Christ Jesus is planned for the third year Intermediate (age fifteen), thus making the study of tl>e life of Christ the culmination of the biographical studies and at the same time bring- ing that culminating study at the age when the greatest number of conversions may be expected. 1 Jesus, the New Conqueror of the World. — Biblical Mate- rial : Jobn 1 ; Phil. 2 : 3-11. 2. Jesus Mastering Temptation. — Biblical Material: Matt. 4 : 1-11 ; Jobn 6 : 15 ; Matt. 26 : 36-46. 3. Jesus Mastering Others. — Biblical Material: Luke 4: 14-30 ; John 7 : 40-52 ; Mark 11 : 11, 15^18. 4. Jesus Triumphing Through Self- Sacrifice. — Biblical Material : Mark 8 : 27 to 9 : 1 ; 10 : 32-45 ; 15 : 16-39. 5. Jesus Inspiring His Followers. — Biblical Material : Acta 1:6-9; 2 : 1-47. II. Companions of Jesus. Lessons 6 to 21. The relative number of lessons devoted to each of the biographies offered is based upon the value of each for character building with the pupils at this age, together with a consideration of the amount and quality of Scriptural material available under each. 6. Mary, the Mother of Jesus. — (a) Chosen to be the mother of Christ; (ft) praising God for the high honor conferred upon her; (c) fleeing to save her child's life; id) training the boy Jesus; (e) calling upon her Son to help a friend; if) at the foot of the cross ; (fir) a believer in Jesus. Bib- lical Material: (a) Luke 1: 26-38; (ft) Luke 1: 46-55; (c) Matt. 2: 1-18; (d) Matt. 2: 19-23; Luke 2: 39-52; (e) John 2: 1-11; (f) John 19: 25-27; (g) Acts 1: 14. 7. Peter the Disciple in Training. — Biblical Material : John 1: 40-42; Luke 5: 1-11; Mark 1: 29-39; 3: 13-19; 5: 22-24, 35-43 ; 6 : 7-13 ; 8 : 27-34 ; 9:2-9; John 13 : 6-10. 8. Peter the Disclple Under Fire. — Biblical Material : Mark 14 : 26-42, 54, 60-72. 9. Peter the Disciple Restored and Commissioned. — Biblical Material : Mark 6:7; Luke 24 : 34 ; 1 Cor. 15 : 5 ; John 21 : 7-22. 10. Peter the Apostle as Leader. — Biblical Material : Acts 1 : 12-22 ; chapters 2 to 5 ; 9 : 32-43 ; 10 : 1-11, 18. 11. Peter the Apostle as Fellow Worker, — Biblical Material : Acts 8 : 14-24 ; 12 : 1-19 ; 15 : 6-11 ; Gal. 2 : 11-16 ; 1 Cor. 1 : 12 ; 3 : 22 ; 9:5; 1 Peter. 12. The Influence of Peter's Life. — (a) As fellow disciple; (6) as preacher and leader; (c) as historian. Biblical Materia] given in connection with Lessons 7 and 11. 13. Review. GRADED LESSONS. 335 SECOND QtrAETEE. Memory Scripture for the Second Quarter : 1 Corinthians 13. 14. John, the Son of Thunder. — (a) A beginner; (6) leaves home; (c) chosen and surnamed; {d) makes good his surname; (e) ambitious. Biblical Material : (a) John 1- 35-39; (5) Mark 1: 19,20; (c) Mark 3 : 17 ; (d) Mark 9: 38-40; Luke 9: 51-56; (e) Mark 10: 32-45. 15. John, the Beloved Disciple. — (a) Jesus' love for John; (&) the trust; (c) John at the tomb; (d) by the sea. Biblical Material: (a) John 13: 23-26; (&) John 19: 25-27; (c) John 20: 2-10; (d) John 21. 16. John, the Apostle and Writes. — (a) Why John wrote; (&) John's work in Asia. Biblical Material : (a) John 19: 35 ; 21 : 24 ; 1 John 1:1-4; Revelation, chapters 1, 2 and 3 ; Acts, chapters 3 to 5 ; Gal. 2 : 9. 17. Andrew, Who Brought Men to Jesus. — (a) Brings Peter; (&) Brings a boy; (c) brings the Greeks. Biblical Mate- rial: (a) John 1: 40-42; (&) John 6 : 8, 9 ; (c) John 12: 20-22. ' V / 18. NicoDEMus, A Seeker After Truth. — (a) A timid but earnest seeker; (h) coming into the light; (c) a firm be- liever, not ashamed to confess his faith. Biblical Material • (a) John 3 : 1-15 ; (&) John 7 : 45-52 ; (c) John 19 : 38-42^ 19. Thomas, the Doubter, Who Became a Firm Believer. (a) Called to be an apostle; (&) refuses to forsake Jesus in the hour of danger; (c) seeking light; (d) overwhelmed by doubt; (e) Thomas the first to acknowledge the deity of Jesus. Biblical Material : (a) Luke 6 : 12-16 ; (&) John 11: 7-16; (c) John 14: 1-7; (d) John 20: 24, 25; (e) John 20 : 26-28. 20. Mary and Martha.— (a) The two sisters; (6) the raising of Lazarus; (c) the feast and the anointing. Biblical Material: (a) Luke 10: 38-42; (&) John 11; (c) John 21. Mary Magdalene, the Loyal Helper of Jesus.— (a) Min- istering to Jesus ; (&) standing by the cross ; (c) a witness of the death and the interment; (d) first to see the risen Lord. Biblical Material : (a) Luke 8 : 1-3; (&)Johnl9: 25; (c) Mark 15: 40-47; Luke 23: 55, 56; (d) John 20: 1-18 ; Mark 16 : 9. III. Early Christian Leaders. Lessons 22 to 42. Lessons 22 to 31, 22. Stephen, Preacher and Martyr. — (a) Chosen deacon: (&)' interpreter of Christ; (c) the first Christian martyr. Biblical Material: (a) Acts 6 : 1-6 ; (&) Acts 6: 8-10: 7 : 44-53 ; (c) Acts 7 : 54 to 8 : 1. 336 APPENDIX. 23. Philip, the Evangelist. — (a) Colleague of Stephen; (&) pioneer evangelist; (c) host of Paul and Luke. Biblical Material: (a) Acts 6:1-6; (&) Acts 8; (c) Acts 21: 7, 8. 24. Barnabas, the Large-Hearted.— (a) Consecrating his money; (&) befriending Paul; (c) taking charge of the work in Antioch ; (d) companion of Paul ; (e) the secret of his goodness. Biblical Material: (a) Acts 4: 36, 37; (ft) Acts 9: 26, 27; (c) Acts 11: 19-23; (d) Acts 11: 25-27; 12: 25; chapters 13 to 15; (e) Acts 11: 24. 25. John Mark, the Gospel Writer. — (a) Early life; (b) com- panion of Paul and Barnabas; (c) companion of Peter; id) gospel writer. Biblical and Other Material: (a) Acts 12: 12; Mark 14: 51, 52; (5) Acts 12 : 25 ; 13: 5, 13; 15: 36-40; Col. 4: 10; Philemon 24; (c) 1 Peter 5: 13; (d) Papias and other early authorities. 26. Review. third quarter. Note. — Because of the diverse requirements of the Sunday School constituency, two courses are given in the Third and Fourth Quarters, the one based on a study of Biblical characters and the ottker for fche most part on the lives of Later Christian Leaders, and especially on that of the missionary leader, Alexander Mackay. [The Biblical Series appears first, followed by the series containing Extra-Biblical material.] Memory Scripture for the Third Quarter : 1 Peter 1 : 3-9 ; Rom. 8 : 31-35. A. Purely Biblical Series. 27. Saul, the Pharisee. — (a) Student; (6) Pharisee; (c) persecutor. Biblical Material: (a and 6) Acts 22: 3, 28; 23: 6; 26 : 4, 5 ; Gal. 1: 14; Phil. 3:3-6; (c) Acts 7: 54 to 8 : 3 ; 26 : 9-11. 28. Saul, the Disciple — His Conversion. — Biblical Material : Acts 9 : 1-30. 29. The Roman Empire and Christianity. — A geographical and historical lesson to furnish a background for a study of the work of the Apostles. Biblical Material : Acts 2 : 5-12. 30. Paul Braves the Perils of a Foreign Missionary. — [a) Called by the Holy Spirit; (&) the successful mission in Cyprus ; (c) pushing on into a more distant and dangerous field; id) a faithful ministry in Pisidia ; (e) Paul stoned atLystra; (f) revisiting the new converts ; (gr) the return to the mother church. Biblical Material : (a) Acts 13 : 1-3 ; (6) 13: 4-12; (c) 13: 13, 14; id) 13: 15 to 14: 3; (e) 14: 5-20; if) 14: 21-23; ig) 14: 24-27. GRADED LESSONS. 33*^ 31. Paul Preaches m Jail.- (a) Brief introductory sketch of events leading to Paul's entrance into Europe; (Jpaul refuses to receive aid from a soothsayer; (c) seized by a mob cruelly beaten, and cast into the dungeon { id) a prison mightily shaken through prayer and praise; (e) a rough jailer converted into a tender, sympathetic Christian; (f) Paul asserts his rights as a Roman citizen. Biblical Mate- rial: (a) Acts 15: 36 to 16 : 15 ; (&) Acts 16: 16-18; (c) t;f ic'ts 16:1t^'^ ^''' '"'- ''' ''-' ''' ^''^ ''■' ''-''-^ 32. Paul Meets the Philosophers.— (a) Athens, the home of philosophy, full of idols; (&) Paul boldly preaches Jesus and the resurrection ; (c) Paul's sermon in the Areopagus ; id) effects of the sermon. Biblical Material: (a) Acts W 17: 32-34: ^^' ^^^ -^'^^ ^^^ ^^' ^^' ^"> ^'^' ^^^1' 33. Paul AND the Mob at Ephesus.— (a) Beginning of the ministry at Ephesus ; (&) a long and successful ministry- (c) a mob tries to arrest the spread of Christianity; id) Paul not allowed to face the mob. Biblical Material : (a fc^TActs 19^30^^^. ^^'^ ''-' ^^^^^ ''' ^^'^ ''-' ''-''•' 34. Paul Fearlessly Faces DANGER.-(a) Journeying to Jeru- salem, though warned of danger; (b) renewed warnings do Ti^Wr^.^^'l- ^^^^^^^^ Material: (a) Acts 20: 1^38; (0) Acts 21 : 1-15. 35. Paul IS Mobbed in the Temple.- (a) Paul seeking to allay Romans (d) Paul's speech on the stairway. Biblical Material: (a) Acts 21: 17-26; (&) Acts 21 • '>7-30 Tc) Acts 21 : 31-36 ; (d) Acts 21 : 37 to 22722 ' ^ ^ 36. Paul Defends Himself Before King Agrh-pa.- (a.) Paul brought before Agrippa ; (&) Paul's defense; (c) Paul ^iV ?.7?V^^ ^^^^- ^'^^'"^^^ Materml : (a) Acts 25 : 23-27; (&) Acts 26: 1-23; (c) Acts 26: 24^-29 ^^* Rom^'^ f^^T^. '''' the SEA.-(a) Paul sent by ship to fuTcrJ \^^1 r'""^ ""^ ^^"^"'' ^'^ ^^^^^« the despair- ing crew id) takes command of the ship. Biblical Mate- a one but comforted by the presence of his Lord BiEl Tto 4:'^1*8"^ ''""• *= ^"^' <*^ 2 ^''"- *= 6-8; (T2 39. Review. 23 338 APPENDIX. FOURTH QUARTER. Memory Scripture for the Fourth Quarter : John 1 : 1-37. 40. Paul's Helpers — Aquila and Priscilla. — (a) Making tents with Paul in Corinth; (&) seeking a new field for Christian work in Ephesus ; (c) teaching an eloquent preacher ; (d) housing a Christian church ; (e) risking their lives for Paul. Biblical Material: (a) Acts 18: 1-4; (&) Acts 18: 18-21; (c) Acts 18 : 24-28 ; (d) 1 Cor. 16 : 19 ; (e) Rom. 16 : 3, 4. 41. Luke, the Early Historian. — Biblical Material : Acts 16 : 10-18 ; 20 : 5 to 21 : 19 ; chapters 27 and 28 ; Col. 4 : 14 ; 2 Tim. 4 : 11 ; Philemon 24 ; Luke 1 : 1-4 ; Aqts 1 : 1, 2. 42. Paul's Helpers — Timothy. — Biblical Material: Acts 16: 1-5; 1 Cor. 4: 17; 16 : 10, 11 ; 1 Thess. 1:1; 3 : 2-8 ; Paul's letters to Timothy. IV. John the Baptist. Lessons 43 to 52. These lessons on fche Forerunner, valuable in themselves as studies «f a heroic life, will also pave the way for the lessons on the Man Christ Jesus in the next year. 43. The Angel's Picture of John. — (a) Born of righteous parents; (Z>) John's birth announced to Zacharias in the temple; (c) equipment, character and work of John. Biblical Material: (a) Luke 1 : 5-7 ; (6) Luke 1: 8-14, 18-23; (c) Lukel: 15-17. 44. The Naming of the Child. — (a) Named first by the angel Gabriel ; (&) the neighbors and kinsfolk wish to call the boy Zacharias; (c) his mother and father name the boy John; ((Z) the father's expectation. Biblical Material : (a) Luke 1: 13; (&) Luke 1: 57-59; (c) Luke 1: 60-66; (d) Luke 1 : 67-79. 45. John the Baptizer. — (a) John's life in the desert; (&) scene of the baptism ; (c) what John required of those who sought baptism; (d) many come for baptism, while others reject it. Biblical and Other Material: (a) Luke 1: 80; (compare Josephus, Life §2; Matt. 3: 4: (&) Mark 1; 4, 5; John 1 : 28 ; 3 : 23 ; (c) Mark 1 : 4, 5 ; (d) Matt 3: 5, 6 ; Luke 3 : 7-14 ; 7 : 29, 30. 46. John's Stirring Message. — (a) Repent and be baptized; (&) let baptism be followed by a righteous life; (c) get ready for the advent of the Messianic King. Biblical Material: (a) Mark 1 : 4; Matt. 3 : 1, 2 ; (&) Luke 3: 7-14 ; (c) Matt. 3:2; Luke 3 : 15-17. 47. John Meets Jesus, Whom He Recognizes as the Messiah. — (a) Foretells the coming of a mighty one ; (&) Jesus seeks baptism; (c) John proclaims him to be the Saviour. Bib- lical Material: (a) Matt. 3 : 11, 12 ; (6) Matt. 3: 13-17; Mark 1: ^11; Luke 3: 21, 22; (c) John 1: 29-34. GRADED LESSONS. 339 48. John's Loyalty to Jesus.— (a) Claims nothing for himself fp't*/^'?^°'f° ^.^-^^'"^ ^' Saviour; (&) quiets the jealous fears of his disciples and exalts Jesus. Biblical Material • (a) John 1: 19-37; (&) John 3: 22-30. 49. John Rebukes a King.— (a) Character and history of Herod Antipas; (6) John's courageous rebuke- (c) Herod's high regard for John. Biblical and Other Material • (fl) Mark 6: 14-29; Luke 13; 31-33; 23: 6-12; (compare also Josephus, Antiq. Bk. xvlii, chaps. 5 and 7) ; (6) Matt 14: .3-5; (c) Mark 6: 14, 20, 25-27. 50. John a Martyr.— (a) John cast into prison; (6) pursued by a woman's hate, he languished in prison; (c) put to death by a king who knew that he was innocent of all wrong; (d) subject to insult after death. Biblical and Other Material r (a) Mark 6: 17; (compare Josephus, Wars, Bk. vii, chapter 6) ; Matt. 11 : 2, 3 ; Matt 14- 1-12- (6) Mark 6: 17-20; (c) Mark 6: 21-26; (d) Mark 6:' 51. Tribute of Jesus to John.— (a) The tribute of Jesus to John made when John's faith and fame were at low ebb • (&) Jesus exalts John above the Old Testament prophets-' (c) John the Elijah, spoken of in Mai. 4:5; (d) superior privileges of men since the advent of Jesus. Biblical Mate- 52. Review. THIRD quarter. Memory Scripture for the Third Quarter : 1 Peter 1:3-9; Rom. 8: 31-35. B. Series Containing Extra-Bihlical Lessons.- 27. Saul, the Pharisee.— (a) Student; (&) Pharisee- -21, 1907 The Boston Conference January 2, 3, 1908 Completely Graded Series authorized by Twelfth Inter- national Convention, Louisville June 20, 1908 GENERAL INDEX. Adeney, W. F., member of British Section, 190, 200. Adult Sunday-schools, founded by Rev. Thomas Charles, 13; rapid spread of the movement, 14, 15. Advanced Course, 173-175, 180, 181, 193; Three Years' Advanced Course, 264-269; The Ethical Teaching of Jesus, 270-272; The Gospel of John, 273-276; The Rise, Growth and Disruption of the Hebrew Kingdom, 276, 277; Peter and John, Apostles to Jew and Gentile, 278-283. American Institute of Sacred Literature, 160. American Sunday School Magazine, 25, 29. American Sunday School Union, aim of its founders, 20, 21; extent of its work, 21, 22; espouses cause of limited lessons, 23, 24; prepares an elaborate series of limited lessons, 24, 25, 30, 31. Arminian Magazine, quotation from, 2-4. Asbury, Bishop, 16. Auburn Theological Seminary, 112. BaUey, G. W., 191. Bala, the home of the first Sunday-school for adults, 14. Baldwin, Miss J. L., 162. Barnes, Mrs. J. W., 162, 168, 179, 181, 183-186. Baugher, H. L., on Lesson Committee, 106; mentioned, 115. Beauchamp, Harvey, 205. Beginners' Course, 173, 174, 179, 180, 182, 184, 187, 188, 203, 204, 254-257, 258-263, 287- 296,349-351. Bell, W. M., member of Lesson Committee, 199. Belsey, F. F., Ill; member of British Section, 190, 200. Bennett, George, member of British Section, 200. Berean Series, 61, 67, 72, 78, 161. Berger, D., member of Lesson Committee, 115, 148. Bible Study, various plans of, 131. Biblical Series of Graded Lessons, 211-213; List of Lessons, 349-355. Black, Israel P., at St. Louis, 137; asks for separate Primary Course, 143, 164, 165; mentioned, 171. Blackall, C. R., in favor of a graded series, 143; mentioned, 61, 136, 171, 173. Blake, S. H., member of Lesson Committee, 115. Blakeslee, Erastua, sketch of, 122-124; mentioned, 133, 137, 157, 158. Boston Conference, 197, 198. British Section of Lesson Committee, 189, 190, 200, 201. British Sunday School Unions, communication from, 139, 140. Broadus, John A., member of Lesson Committee, 105; estimate of, 107; mentioned, 115, 140, 144, 145. Bullard, Asa, 19, 32. Butcher, J. Williams, member of British Section, 200. Catechism, taught in Raikes' schools, 3; in early American Sunday-schools, 18; catechetical method applied to Limited Lessons, 27; Union Questions, 30; cate- chetical method in Wales, 39; in America, 45. 357 358 GENERAL INDEX. Calhoun, H. L., member of Lesson Committee, 200, 204, 212. Cave, Alfred, corresponding member of Lesson Committee, 121. Charles, Thomas, founder of adult Sunday-schools, 13; receives grant of books, 13; account of adult schools, 14, 15. Chapin, A. L., on First Lesson Committee, 87, 93. Chautauqua Movement, 49, 50. Child's Scripture Question Book, 31. Christian Year, 110, 120, 125, 135. Civil War, its effect on denominationalism, 46, 47. Clark, Mrs. S. W., 161, 164, 165. Clever, Conrad, member of Lesson Committee, 199. Connell, Alex., member of British Section, 190. Cooke, Jean Paul, 116. Coover, M., member of Lesson Committee, 198. Crafts, Mrs. W. F., 114, 143, 164, 172. CuUey, R., member of British Section, 190. Cunnyngham, W. G. E., member of Lesson Committee, 105, 115. Curtiss, S. I., 176, 177. Cushman, Miss Margaret J., 169, 170. Diffendorfer, R. E., 210. Dimock, Miss J. E., 162, 165. DuBois, Patterson, 167, 171. Dunning, A. E., member of Lesson Committee, 116; estimate of, 116; Secretary of Fifth Lesson Committee, 149; mentioned, 144, 150, 151, 162, 172, 173. Editorial Association, 152, 178, 191, 197. Eggleston, Edward, 61, 70, 71, 72, 73, 75, 76, 77, 78, 86. Eiselen, F. C, member of Lesson Committee, 199, 209, 210. English Movement for Uniform Lessons, 35-38. Errett, Isaac, on Third Lesson Committee, 115. Evans, P. S., 86, 119. Extra-biblical material, 157-160, 205, 208-211. Fairbanks, Franklin, succeeds H. P. Haven on First Lesson Committee, 93; In place of Prof. Phelps on Second Committee, 106. Fergusson, E. M., 167, 168, 169, 171, 209. First-Day or Sunday School Society, 16-19. First National Convention, 33. Fisk, Harvey, 26. Fourth International Committee, 111-114. Fourth National Sunday School Convention, 70. Fox, William, sketch of man and his work, 6-9; correspondenoe with Raiken, 8; founds first society for promoting Sunday-schools, 9. Freeman, J. M., 74. French schools, 128, 129. Friends' Graded Series, 160. Frost, J. M., 206, 207. Gall, James, 27. Garvie, A. E., member of British Section, 190, 196, 201. George III, pious wish of, 10. Gibson, J. M., on First Lesson Committee, 94; corresponding member, 116, 121. GifFord, O. P., member of Lesson Committee, 175, 176. Gilbert, Simeon, quotations from, 53-56, 68-73, 75-78. GENERAL INDEX. 359 Gillett, Philip G., member of Lesson Committee, 87, 92, 94, 99, 105. Glasgow Sabbath School Union, 39, 40. Gloucester, 1, 2, 7, 8, 11. Gloucester Journal, 1, 2, 5. Gradation, 155-157. Graded Lesson Conference, 181-188, 203, 204, 207-211. Graded Lessons, 24, 31, 64-67, 119, 155-214, 284fiF. Graded Lessons other than International, 157-161. Graded Supplemental Lessons, 178, 179. Gray, J. Comper, 98. Green, S, W., corresponding member of Lesson Committee, 121; member of Brit- ish Section, 190, 201. Gregory, Alfred, quotation from, 1, 2. Groser, W. H., 34, 35, 63, 116, 121, 190, 200. Gurney, William Brodie, founder of the London Sunday School Union, 12; the apostle of gratuitous teaching, 12. Hall, John, on Lesson Committee, 87; estimate of, 91; mentioned, 95, 105, 115, 128. Hammond, H. L., 61. Harper, W. R., 122, 123. Hart, John S., 40, 41, 156. Hartley, F. J., 35-38, 98, 99, 116, 121. Hartshorn, W. N., 143, 164, 165, 191, 197. Haven, Henry P., on First Lesson Committee, 87; estimate of, 92; mentioned, 94. Hazard, M. C, account of conference with Lesson Committee, 133. 134; mentioned 138, 171. Heard, John, 33, 34. Hemphill, C. R., member of Lesson Committee, 175; mentioned, 198, 212. Henshaw, S. S., member of British Section, 190. Higher Criticism, influx of, 135; Lesson Committee always conservative, 135. Hinds, J. I. D., 115, 116, 132, 143, 147, 148, 149, 172, 173. Hoge, Moses D,, member of Lesson Committee, 115. Hopkins, H. M., 175, 176. House of Commons, 34. Hughes, Joseph, relation to British and Foreign Bible Society, 13. Hunton, W. L., 160. Hurlbut, J. L., 114. Indianapolis Convention, 78-86. Inductive Bible Lesson Quarterly, issued in 1893, 136. Inglis, James, 99. Intermediate Course, 193, 204, 208, 209, 210, 211, 212; for First and Second Year Intermediate in Graded Series, see Appendix, 329-342, 354. International Evangel, 171. International Primary Union, 162, 163, 164, 165. Jacobs, B. F., 43, 49, 55; early work, 56-58; later work, 58-60; working toward uni- formity, 68-70, 72, 73; snatches victory from defeat, 74-78; great speech at In- dianapolis, 79-86; on Lesson Committee, 87; Bishop Vincent's estimate of, 90, 91; mentioned, 105, 115, 128, 143, 146, 150, 172, 173. Johnson, Frank, 34, 36, 37, 39; member of British Section, 190, 201. Judson, Albert, 23, 24, 26. Junior Course, 168, 169, 182, 185, 188, 203, 204, 207, 210; Graded Series, First Year Junior, 311-317; Second Year Junior, 318-323; Third Year Junior, 324fif. Kane, Henry, 8. 360 GENERAL IXDEX. Kelly, C. H., 116; corresponding member of Lesson Committee, 121; member of British Section, 201. Kennedy, Mrs. M. G., at St. Louis, 137; favors Primary Course, 143, 104; men- tioned, 171. Kephart, E. B., estimate of, 148. Keystone Series, 205. Lesson Committee, appointment of First Committee, 85; personnel, 87; officers, 88; description of men, 88-93; pay their own expenses, 93; outline of work, 94-96; open to suggestions, 96, 97; select Golden Texts, 97, 98; enlist English brethren, 98-100; make first report, 101, 102; completion of work of First Com- mittee, 103-105; appointment of Second Committee, 105-107; work of Second Committee, 107-114; expenses paid by publishers, 112, 113; Third Committee appointed, 114-116; work of the Third Lesson Committee, 116, 117; early diffi- culties and objections met, 119-121; faces severe criticism, 122, 128; appoint- ment of Fourth Lesson Committee, 131, 132; first meeting, 132, 133; first con- ference with Lesson writers, 133, 134; criticisms from English members con- sidered by whole Committee, 134, 135; improvements of Lesson System, 140, 141; important pronouncement by Lesson Committee, 141, 142; important conference with Sunday-school specialists, 142, 143; issue Primary Course, 145, 146; closing labors, 146, 147; appointment of Fifth Lesson Committee, 147- 149; puts emphasis on the biographical element, 149; seeks to construct new Primary Course, 149, 150; presented to President McKinley, 151; provides optional lessons for Pentecost, 151; cycle of Uniform Lessons for 190O-1905, 152, 153; prepares a Beginners' Course, 171-174; personnel of the Sixth Committee, 175-177; Uniform Lessons for 1906-1911; prepares a Two Years' Beginners' Course, 179, 180; additional special courses prepared, 180, 181; invited to co- operate with Graded Lesson Conference, 182; attitude toward graded lessons, 186, 1S7; relations with British Section, 1S9-190; the London Conference, 190- 194; cycle for 1912-1917, 195, 196; the Boston Conference, 197, 198; favor a Graded Series, 198; personnel of the Seventh Lesson Committee, 198-200; per- sonnel of the British Section, 200, 201; multiplied labors, 202; work on Graded Series, 202-204; under fire, 205-212; issue purely Biblical Series of Graded Les- sons, 212, 213. Lesson Helps, on Limited Lessons, 27, 28; helps in England, 64-66; Dr. Pelou- bet's account of, 124-128; on Graded Series, 205. Lesson System on the Continent, 128, 129; in England, 129, 130; request for modi> fications by British Unions, 139, 140. Lesson Writers, meet Lesson Committee, 132-134. Lewis, H. Elvet, 39. Libraries, 32. Limited Lessons, early movement toward, 22-28. London Conference, 190-194. London Sunday School Union, 12, 34, 35, 37, 38, 63, 98, 100, 120, 190. Lutheran Graded Series, 160. Macallum, A., on First Lesson Committee, 94. McCook, H. C, 72, 75, 76, 78. Mackenzie, W. D., member of Lesson Committee, 198; estimate of, 200; menHoned, 202. Maclaren, J. J., member of Lesson Committee, 199, 200. Mac Vicar, D. H., on Second Lesson Committee, 105, 106. Memoriter work, 19, 20, 45, 108, 109. MUler, J. R., 171. Methodist Magazine, quotation from, 12. Missionary Lessons, 109, 116, 117, 120. Moody, Dwight L., 55, 56, 69. Moore, W. W., estimate of, 148. Moorehead, W. G., member of Lesson Committee, 198. Morris, Thomas, quotation from his address, 12. GENERAL INDEX. 3gl Mullins, E. Y., 207. National Sunday-School Teacher, 61, 62, 69, 71, 72, 73, 74, 75, 77. New Jersey School of Methods, 167-171. New Jersey Sunday School Messenger, 171. Newton, Richard, 75, 78, 87, 91, 105. New York Sunday School Union, 20, 23, 24. Nightingale, Thomas, member of British Section, 201, Normal Class, 53. Ostrander, Mrs. Jas. S., 164, 165. Palestine class, 51, 52. Palmer, B. M., on Second Lesson Committee, 105. Pardee, R. G., 32, 40-42, 156. Patrick, William, member of Lesson Committee, 175; estimate of, 17(J; mentioned, 198, 208, 209, 210. Paxton, Miss Elizabeth D., 171. Peake, A. S., member of British Section, 190, 196, 201. Peck, Miss Julia E., 171. Peloubet, F. N., address on Lesson Helps, 124-128. Pepper, John R., member of Lesson Committee, 148; mentioned, 150, 172, 173, 175, 198. Phelps, Austin, 105. Potts, John, member of Lesson Committee, 105; estimate of, 106; Chairman of Fifth and Sixth Lesson Committee, 149, 177; mentioned, 115, 172, 175. Power, John Carroll, quotations from, 7, 14, 15. Pray, quotation from, 16, 17. Presbyterian Board of Publication, 96, 97. Price, Ira M., member of Lesson Committee, 175; estimate of, 176; Secretary of Seventh Lesson Committee, 176; mentioned, 198, 202, 209, 212. Primary Lessons, 121, 137, 138, 139, 143, 145, 146, 149, 150, 164-167, 172, 180, 181, 182, 185, 187, 188, 193, 194, 203, 204, 207, 210,; Optional Primary Lessons for 1896, 250- 254; Graded Series, First Year Primary, 296-302; Second Year Primary, 302- 307; Third Year Primary, 307-311; Biblical Series, 351, 352. Protestant Episcopal schools, 157. Raikes, Robert, father of the modern Sunday-school, 1, 2; letter in the Arminian Magazine, 2-4; a churchman, 4; helped by Rev. Thomas Stock, 5; estimate of rapid growth of Sunday-schools, 5; lesson system in Raikea' schools, 5, 6; correspondence with Fox, 8; letter to Rev. Bowen Thickens, 10; Raikes' schools the beginning of popular education, 11. Randolph, Warren, Secretary of Lesson Committee, 87, 88; estimate of, 88-90; men- tioned, 91, 94, 96, 98, 100, 102, 105, 110, 112, 113, 115, 117, 119, 128, 137, 143, 144, 146, 165, 166, 167; his death, 151; Dr. Dunning's tribute to, 151, 152. Reading, taught in Raikes' schools, 3, 6; also in all other early Sunday-schools, 7-11, 14, 15, 17-19. Revivals in the Sunday-schools, 32. Rexford, E. I., member of Lesson Committee, 147; mentioned, 150, 151, 172, 173, 175, 180, 198, 202. Rhodes, M., member of Lesson Committee, 148, 175. Rice, Edwin W., 17; sketch of movement toward uniform lessons, 22-28; men- tioned, 171. Roberts, Richard, member of British Section, 201. Roman Catholic schools, 157. Rowland, Alfred, Chairman of British Section, 190, 200. Sampey, John R., member of Lesson Committee, 145; estimate of, 148; mentioned, 173, 175, 180, 198, 202, 208, 209, 212. 362 GENERAL INDEX. Schauffler, A. F., member of Lesson Committee, 147, 14S; emphasizes biograph- ical feature, 149; Secretary of Sixth Lesson Committee, 177; mentioned, 160, 172, 175, ISO, 183, 186, 198, 202. Seaton, "Father," 23. Second National Convention, 33. Semelroth, W. J., 171. Senior Course, 192, 196, 208, 209, 210, 212; for First Year Senior, see Appendix, 343- 348. Shuey, E. L., member of Lesson Committee, 175, 176. Smith, Adam, opinion of Sunday-schools, 10. Sraither, John, 98. Spelling, taught in Raikes' schools, and in all early Sunday-schools, 10. Spooner, Frank, member of British Section, 201. Stahr, J. S., member of Lesson Committee, 132, 149, 175. Standard, The, 69, 72. Stifler, J. M., elected a member of Lesson Committee, 151. Stuart, George H., on First Lesson Committee, 87, 92, 94. Subcommittee on Graded Lessons, 202-204; 207-212. Sunday School Journal, 29. Sunday School Society, founded by Fox, 9; work of the Society, 10 ,11. Sunday-School Teachers' Quarterly, 48, 60, 62. Sunday-School Times, 69, 165. Swiss Union, 128, 129. Syndicate Series, 205. Taylor, Frederic, member of British Section, 190, 201. Teachers, paid by Raikes, 2, 3, 4, 6; also by the Society for promoting Sunday- schools,ll; advent of the unpaid teacher, 11, 12; ladies of fashion become teach- ers, 10; teachers in Philadelphia paid, 18; evangelistic note heard, 18, 19. Tead, Mrs. E. L., 172. Temperance Lessons, 103, 109, 110, 114, 116, 117, 120, 192, 194. Tenth International Convention, 59, 60. Thacker, Ludwig, 16. Third International Convention, 110. Third National Convention, 33, 43, 57. Tomlinson, William A., 23. Towers, Edward, corresponding member of Lesson Committee, 121; member of British Section, 190, 201. Townsend, W. J., member of British Section, 190. Trumbull, C. G., 188. Trumbull, H. Clay, 92; letter from, 166; mentioned, 171. "Two Years with Jesus," 62, 66. Tyler, B. B., member of Lesson Committee, 132, 149, 175. Tyler, J. B., 72; succeeds Geo. H. Stuart on First Lesson Committee, 92. Tyng, Alexander G., on First Lesson Committee, 87, 91, 92, 94. Tyng, Stephen H., 32, 40. Uniform Lessons, 217-249. Uniform Lesson System, its origin, 44-86; its triumphant expansion, 87-118; grow- ing criticism of uniformity, 119-154; later history, 155-214; Mr. Vincent pre- pares the way, 60-62; an early English Uniform System, 63-66; work of B. F. Jacobs, 67-86; the crisis of 1871, 74-78; the Indianapolis Convention, 78-86: growth in popularity. 111. Union Primer, 31. QESERAL INDEX. ggg Union Questions, 30, 31. Unitarian Sunday-schools, 157. Vella, Miss Bertha F., 163. "Verse-a-day" system, 28-30. Vick, C. W,, member of British Section, 201. Vincent, John H., 43 ; early work, 47-55; conducts first Normal Class, 53; conducts first Sunday-school Institute, 53, 54; prepares the way for uniformity, 60-62; editor of Sunday-School Teachers' Quarterly, 48, 60, 62; editor of Sunday- School Teacher, 60-62; founds the Berean Series, 61; "Two Years with Jesus," 66; on Graded Sunday-schools, 66, 67; editor of Berean Series, 72; attitude to uniformity, 73, 75, 76, 77, 78, 86; Chairman of First Lesson Committee, 87, 88; visit to England, 99, 100; mentioned, 105, 106, 107, 114, 115, 156, 161. Warne, Frank W., representative for India, 201. Warren, H. W., member of Lesson Committee, 147, 175. Waters, Charles, corresponding member of Lesson Committee, 121; member of British Section, 190. Wells, Ralph, 32, 40, 41. Wesley, John, editor of Arminian Magazine, 2; his work paved the way for the Sun- day-school, 5; describes Sunday-schools at Bolton, 12; quotation from, 19. Williams, Miss Anna, 168. Winona Conference, 177-179. Worden, James A. ,on Second Lesson Committee, 105, 106; mentioned, 171. THE SUPERINTENDENT ^ How to Conduct a Sunday School By Marion Lawrance, General Secretary of the International Sunday School Association. 6th Edition, 12mo, Cloth, - - net 1.26. "Every superintendent, teacher, pastor, oflScer, ■hould own it. A perfect mine of hints ana plans from the most experienced Sunday school leader of the day." '^Sunday School Times. "Packed full of useful information. Filled with details, specific and practical, for which a host of work- ers have longed and i^xd.jtd^—Examitur, The Modern Sunday School in Principle and Practice By Henry F. Cope. 12mo, Cloth, - net 1.00. By the General Secretary of the Relirous Education Association. It constitutes an invaluable guide for tbl^ management of the Sunday School under modem con- ditions. Presents the results of the newest experimenti both with primary, adolescent and adult grades. Sunday School Success By Amos R. Wells. 12mo, Cloth, Gilt Top, 1.26. " The author writes from his rich fund of knowledge and wisdom gained by personal experience in practi<^ Sunday school work. For Sunday school teachers and superintendents it is the best hand-book on methods of work and mastery of difficulties we have yet seen. It is interesting. There is not a dull chapter in it."— Evangelical Messenger, Pastoral Leadership of Sunday School Forces By A. F. Schauffler, D.D. 12mo, Cloth, net .60. The book is the outcome of the experience of he who today is perhaps the leading exponent of practical Sunday school work in its entirety and detail. The Modem Superintendent and his Work. By J. R. Pepper, 16mo,paper, .16. A wealth of suggestion in most compact form. JUNIOR AND INTERMEDIATE After the Primary, What ? By A. H. McKinney. Cloth, - net .75. '* The author's experience of over twenty-five years eminently fits him for the subject. The work is a manual of methods for the Junior department of the Bible school, and all those who instruct children between nine and twelve years of age. Too much praise cannot be given the author and his excellent work. A simple and practical treatment is maintained throughout.'*— Religious Telescope. How to Plan a Lesson And other Talks to Sunday School Teachew. By Marianna C. Brown. 2d Edition. 16mo, Cloth, net .60. "The treatment of the subject is throughout fresh and along lines which will commend themselves to teachers. If adopted they will produce ^ood results in almost any Sunday School.' ' — Christian Intel' ligeruer. Boys of the Street How to Win Them. By Charles Stelzlc. ^^^^///^«,16mo, Cloth, - • net .50. ** It is pure gold." — Christian Endeavor World, BIBLE CLASSES All About the Bible A Popular Handbook. By Sidney Collett. 12mo, Cloth, net 1.00. Just the book for Bible Class Students, Leaders, Teachers. It is a simple, well digested, compre- hensive account of the Bible— its Origin, Language, Translation, Canon, Symbols, Inspi- ration, Its Alleged Errors^ etc. Its Plan, Its Science, Its Rivals. *• Most useful to the Bible student— written in lucid and concise style, and replete with historical facts."— Standard. The Fascination of the Book ^ By Edgar Whitaker Work. Cloth, net 1.26. " A fascinating book — I was carried along in a cur- rent of delig-ht. \ do not happen to know of anything that approaches it. The method adopted and the manner of its execution could hardly be surpassed."— James M. Gray, JPean of Moody Bible Institute, THE BLACKBOARD Pencil Points for Preacher and Teacher A Second Volume of Blackboard and Object Teaching. By Rev. R. F. Y. Pierce. 2d Edition, Illus- trated, Cloth. net 1.25. "A useful volume by the recognized exponent of the art of conveying Scripture truth by means of blackboard sketches and object lessons. Crowded with illustra- tions of blackboard drawings and suggestions, and forms a fitting companion to his popular Dock 'Pictured Truth.' ''^Westminister. Pictured Truth A Handbook of Blackboard and Object Teach- ing. By R. F. Y. Pierce. With Illustrations by the author. 3d Edition. Cloth, - 1.26. " The blackboard in the Sunday School may be en- riched readily in its diversified Sunday use by the study of such a \)ook'*—Congregationalist, Chalk What We Can Do With It. Practical Work with Chalk and Blackboard. By Mrs. Ella N. Wood. 2d Edition. Illustrated, - net .75. " Mrs. Wood helps every one, in this book, who has anything to do with the education of children, to make an ally of the blackboard.. ..The book will help ministers to hold their boys and girls; it will be invaluable tr Junior Endeavor superintendents and Primary Sundi/ school teachers."— C. E, World. Children's Meetings And How to Conduct Them. By Lucy J. Rider and Nellie M. Carman. With Lessons, Out- lines, Diagrams, Music, etc. Introduction by Bishop Vincent. Cloth, - • net 1.00. Paper, net .50. " With the aid of its blackboard sketches it aims to teach the leader to talk with children, to encourage the memorizing of Bible verses, and to make use of the lessous from nature." — C. £. World. S. S. LESSON HELPS Arnold's Practical Commentary on the S. S. Lessons A Comprehensive Commentary: Hints to Teachers, Illustrations, Blackboard Exercises, Questions, Maps, Class Register, Etc., Etc. Edited by Specialists in the various departments. The Year's Lessons in One Large Octavo Volume, - Postage^ loc. Extra. net .60. «* In the title of this book the v!or A practical should be read with emphasis."— T'/i^ Christian Evangelists " The leading purpose of the Sunday School teacher should be conversion. This book is prepared for aiding along this line."— 734^ Advance. " The cheapest and one of the most helpful books «f its kind." — Cumberland Presbyterian, The Gist of the Lessons By R. A. Torrey, Sup't Moody Bible Institute, Chicago. Bound in Full Leather only, substan- tial, attracti/e, flexible, gold embossed, 160 fiages. - - • - . net .26. nterleaved, net .60. Special features : Three pages of notes on each lesson; special emphasis of the text; changes from authorized to revised version shown ia footnotes; prayer meeting topics. •• Better this year than ever. All it claims to be, th» real gist of the lesson." — Cumberland Presbyttrian. '•Boiled down, and pressed together under the kydraulic, skimmed, strained and pressed again, and yet full, generous and helpful in its treatment of the lesson. I greatly prize it." — Marion Lawrance^ Gtn^l Ste'y Jntcrnationai Sunday School Association. The S. S. Lesson Illustrator {Periodical) A monthly magazine devoted to the exposition of the Sunday School Lessons. Terms, United States, 60c. a year. Six or more to one address, 50c. — Canada, 72c., or clubs of six or more, 62c. — To European subscribers, 3 | 6 per annum, or in clubs of six and more, 3 \ • All terms include postage. «* I consider the • Illustrator ' one of the best of the helpers published for the Sunday School teacher. It it helpful where many entirely fail, by showing how tO •pply the truth of the lesson.'^— .^o^A fVells, MEMBERS OF TH" LESSON COMMITTEE Franklin Fairbanks J. A. Broadus, D. D. W. G. E. Cunnyngham, D. D. 1876-1884 1878-1895 1878-1896 H. L. Baugher, D. D. B. M. Palmer, D. D. J. A. Worden, D. D. 1878-1896 1878-1884 1878-1884 1 r" ^ SB'S I JW^ ^9 D. H. Mac Vicar. LL. D. Hon. S. H. Blake D. Berger, D. D. 1878-1884 1884-1896 1834-1S96 MEMBERS OF THE LESSON COMMITTEE J. J. Maclaren, D. C. L. W. G. Moorehead, D. D. W. M. Bell, D. D. 1908 to date 1908 to date 1908 to date H. L. Calhoun. Ph. D. 19C8todate M. Coover, D. D. F. C. Eiselen, Ph. D. 1.08 to date 19:8 tu date C. Clever, D. D. 1908 to date Date Due