m If;-' {.|''|!'^M'i'll /-%. 3-L^\y\J i-\r^ 'SUNDAY SCHOOL LESSONS R Y >R YOUNG CHILDREN r .: Class Ji^LLSA^ Book XA. Copghtl^" _. COPmiGHT DEPOSIK a SeconD gear of §)unDap S)c!)ooI iLe00on0 for goung CftilDren THE MACMILLAN COMPANT^ NEW YORK • BOSTON • CHICAGO ATLANTA • SAN FRANCISCO MACMILLAN & CO , Limited LONDON • BOMBAY • CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, Ltd. TORONTO Si littlt cjild 08aII lean tfiem Isaiah 11:6. Schonherr Little lambs, so white and fair, Are the shepherd's tender care. Song. (After a photograph published by R. Tamme, Dresden. Copyrighted.) A SECOND YEAR OF SUNDAY SCHOOL LESSONS FOR YOUNG CHILDREN a Qganual for Ceacl)er0 anD Parent0 PRESENTING A SERIES OF LESSONS SELECTED, ARRANGED, AND ADAPTED FOR THE USE OF YOUNG CHILDREN BY FLORENCE U. PALMER JReto gork THE MACMILLAN COMPANY 1908 All rights reserved i^^'' <> ^3 LIBRARY of congress] Two Copies Received I MAR 3 1^09 CopyrijiMt tntry CLASS CU XXC, No. COPY 3. Copyright, 1909. By the MACMILLAN COMPANY Set up and electrotyped. Published February, 1909 THE MASON-HENRY press SYRACUSE, XEW YORK ^ TO MARY JULANIA VALENTINE AUTHOR'S WORD To THE Teacher: — So many schools provide new helps with the New Year, it has seemed advisable to open this course with the Winter Season. Where schools close for the Summer, the lessons can be commenced in the Autumn with the topic, "Work"; and the Summer topics, ''Play" and "Joy," can be omitted. So far as possible prepare your own Nature material, using the Development method. In the preparation of the work I gladly acknowledge the aid of my sister, Lois Sedgwick Palmer, who has experi- enced many of the lessons with the children, and of my friend, Josephine E. Worthington, whose work, as a mother, has been a help and an inspiration. The former Lessons have been so kindly received that this manual will be followed by a third, completing the Three Years' Course. With all good wishes, FLORENCE PALMER KING. Baltimore, Maryland Febrnar}- 1, 1909 CONTENTS PAGE Author 's Word vii Topic I, Love 1 1. The Good Shepherd 3 2. Jesus 12 3. The Children 15 4. Behold, How He Loved! 20 5. Love 24 Topic II, Courage 28 1. Be Strong 30 2. Job . 34 3. Daniel at the King 's Table 38 4. Abraham 's Journey 43 5. David and Goliath 48 6. Eeview 53 Topic III, Joy 56 1. The Butterfly 58 2. Easter Time 67 3. The Joyful Procession , 70 4. He is Eisen ! 73 Topic IV, Speak the Truth 76 1. The Honest Woodman 78 2. Jacob and Esau 85 Topic V, Our Heavenly Father 91 1. Hester 's Dream 93 2. The World-Home 96 3. Two Children 100 4. Wee Gibbie 104 Topic TI, ' ' A New Commandment " 109 1. Love One Another Ill 2. At Home 114 3. Eebekah and the Servant 118 4. Ishmael and his Mother 123 5. David and Jonathan 127 6. The Master 132 ix X CONTENTS PAGE Topic VII, Plat 137 1. Vacation 139 2. The New Boy 144 3. Games 148 Topic VIII, Happiness 152 1. Helen and the Gardener loo 2. Purring when You 're Pleased 160 Topic IX, Doing for Others ■ 168 1. Jesus and the Child 169 2. A Happy Day 172 3. Androclus and the Lion 176 Topic X, Work 180 1. Back to School 181 2. King Arthur 185 3. The Blacksmith 192 Topic XI, Helping 196 1. The Little Half Chick 197 2. On the Farm 202 3. Queen Esther 206 4. Twelve Brothers 209 5. Joseph Helping his Brothers 213 Topic XII, Sharing 216 1. Sister Maggie 218 2. Abraham and Lot 222 3. Thinking Caps 226 Topic XIII, Thanksgiving 229 1. ' ' Thank You ' ' and ' ' Work " 230 2. The Angelus 237 3. The Widow 's Mite 240 Topic XIV, Christmas 244 1. In a Manger 246 2. The Shepherds 251 3. The First Christmas 255 LIST OF ILLUSTRATIONS SUBJECT ARTIST PAGE Caught in a Thicket Schonherr Frontispiece •Topic I, Love. 1. St. J ohn and the Lamb Murillo 5 2. Jesus Hofmann 14 3. Jesus and the Children Bida 17 4. Christ and the Sinner Hofmann 22 5. Sheep Guyot 25 Topic II, Coueage. 1. Birds Laux 31 2. Imprisoned Eeviere 36 3. Daniel and Nebuchadnezzar DeAndrea 40 4. Abraham 's Journey Dore 45 5. Head of David Michael Angelo 49 6. Jesus and the Child Hofmann 54 Topic III, Joy. 1. Birds and Xest 60 2. Easter Lilies 68 3. The Triumphal Entry Plockhorst 71 4. Christ on the Way to Emmaus Plockhorst 74 Topic IV, Speak the Truth. 1. River and Water Carrier 79 2. The Eiver Jordan 87 Topic V. 1. Child among the Flowers Von Bremen 95 2. Goats on the Hills Augusta Bonheur 98 3. Sheep Eosa Bonheur 102 4. The Sheep Fold Jacque 107 Topic VI, ' ' A Ne^v Commaxdment. ' ' 1. The Last Supper Zimmerman 112 2. The Planters Jean Francois Millet 116 3. Rebekah at the Well Murillo 120 4. The Expulsion of Hagar Van der Werif 124 5. David and Jonathan Dore 129 6. The Woman at the Well Hofmann 134 Xll LIST OF ILLUSTRATIONS SUBJECT ARTIST PAGE Topic VII, Play. 1. At the Lake Eddis 141 2. Great Expectations Le Jeune 145 3. The Butterfly Chase Hardy 149 Topic VIII, Happiness. 1. Gardening Eddis 156 2. Kittens 161 Topic IX, Doing for Others. 1. Jesus and the Child Bida 170 2. Apple Dumplings Leslie 173 3. An Old Monarch Rosa Bonheur 177 Topic X, Work. 1. School Children at Work Geoffroy 182 2. Sir Galahad Watts 187 3. The Blacksmith Tamburini 193 Topic XI, Helping. 1. Rooms to Let Lengo 198 2. The Gleaners Millet 203 3. Esther Before the King Dore 207 4. Joseph Sold by His Brothers Schopin 210 5. Jacob Going to Recover Joseph Schopin 214 Topic XII, Sharing. 1. The Little Nurse Von Bremen 220 2. Children with Flowers Von Bremen 224 3. The Favorite Langer 227 Topic XIII, Thanksgiving. 1. Gypsy Girl with Fruit Richter 232 2. The Angelus Millet 239 . 3. The Widow's Mite Bida 241 Topic XIV, Christmas. 1. Madonna and Child Bodenhausen 248 2. Adoration of the Shepherds . Grass 252 3. The Visit of the Magi Hofmann 257 MUSIC PAGE Prayer 10 The Snow 19 Easter Morning 65 Spring 83 Praise Him ! Robin 142 God 's Care 184 Thanksgiving 235 Cradle Hymn 250 For teachers, who have access to the Kindergarten Song Books, the following songs are suggested for Sunday School work: From Primary and Junior Songs for the Sunday School, Clayton F. Summy Co., Chicago, 111. The Good Shepherd. Easter Song. Morning Song. Shepherd Song. Sunshine Song. From Nature Songs for Children, Milton Bradley Co. Little Friends (Winter Song). The Dandelion Cycle. A Wild Rose. From Songs of the Child's World, No. 2, John Church Co., Cincinnati, Ohio. Buttercups. The Violet. From Modern Music Series, First Book, Silver, Burdett Co. Our Heavenly Father (A Song of Praise). From Modern Music Series, Second Book, by Eleanor Smith. When the Little Children Sleep. xiii xiv MUSIC From St. Nicholas Songs, The Century Company. Night and Day (Prayer). From Nursery Finger Play, by Emilie Poulsson, Lothrop Pub. Co., Boston, Mass. The Caterpillar. The Family. How the Corn Grew. From Holiday Songs, by Emilie Poulsson, Milton Bradley Co., Springfield, Mass. The Orchard. Awake, Awake! ''Butterfly." Easter. Spring Song. While Stars of Christmas Shine. Hobe WINTER SEASON Said the child to the Youthful Year: ' ' What hast thou in store for me, Oh, giver of beautiful gifts, what cheer, What joy dost thou bring with thee?" "Mj seasons four shall bring Their treasures, the Winter's snows, The Autumn's store, and the flowers of Spring, And the Summer's perfect rose." — Celia Thaxter. They who love are but one step from heaven. — James Biissell Lowell. A loving heart is the beginning of all knowledge. — Carlyle. Behold, how He loved! — John 11:36. THIS topic lias been chosen : I. That the child may feel the love and sympathy of the great throbbing heart of the Master. n. That he may see His love in all its majesty and beauty, as it touched the lives of the yoimg and the old, the rich and the poor, the good and those who had done wrong. The topic will be presented in five lessons. Lesson I. The Good Shepherd. His love and self-sacrifice, his care for the sheep and the lambs, the well and the sick, those that follow where he leads, and those that wander away. "The Good Shepherd giveth his life for the sheep." ' ' There shall be one shepherd and one fold. ' ' Lesson 11. Jesus. Behold how He loved! His love for the sick, a grandma whom He had never seen, — the healing of Peter's wife's mother. Lesson III. Jesus' Love for the Children. The boy whom He called to Him in the presence of His helpers. 1 1 2 LOVE '* Except ye become as a little child. *' Christ blessing the children. Lesson IV. Jesus and the Sinner. When all others turned away from a wicked woman, when they wanted to punish her, and cast her out, Jesus was her Friend. The woman who annointed His feet at the rich man's table. Lesson V. Eeview. The Good Shepherd; the grandma; the children; and the woman who had done wrong. Nature Work. Songs. Note. — Before beginning the study of tlie topic, read ''The Greatest Thing in the World," by Henry Drummond. LOVE LESSON I Cfte (SooD S>j)ep6etD What Story in the New Testament brings home the love of Jesns with more tenderness, sympathy, and force than the story of The Good Shepherd! It tells, in symbolic form. The Old Story from the Manger to the first Easter morn. This it does, and more, — it tells the story through a symbolism that is within the perception of the child. It gives him both the story, and its kernel in a form that he can grasp. In a symbol is concealment yet revelation. — 'Thomas Carlyle. Central Thought.— Behold, how He loved ! Text. — "Little lambs, so white and fair, Are the shepherd's tender care." Picture. — St. John and the Lamb. Murillo. Song.^ — Little Lambs, so White and Fair, or Prayer — last verse. LESSON OUTLINE I. Point of Contact: The country, farms, parks.' II. Farmers, dogs, sheep. III. Shepherds. IV. The Good Shepherd. THE LESSON Point of Contact. — Who has been on a farm! What did you see! Do the sheep know the shepherd ^s voice! Do they follow him! 1. The song, Little Lambs so White and Fair, page 9, Songs and Games for Little Ones, Oliver Ditson Co., is suggested. 2. Allow the children to tell freely of the farmer's life in summer, and at this winter sea- son; of his love of Nature, and of the sheep. 4 LOVE ''The sheep follow him, for they know his voice. ''^ Would yon like to hear the story of a shepherd f^ Are the eyes ready, the hands, and the feet? He was called The Good Shepherd.^ STORY It was a wonderful story. The girls and boys of the Eastland had heard it over and over. Ever since they could remember it had been told them at bed time : it had been read them in church : it had been talked of by father and mother. It was more like a fairy tale than a real story. Yet they knew it was true. Brave men and strong had felt the story being whispered into their hearts by messengers that seemed in some way a part of the Heavenly Home. These brave men and strong had written the wonderful story so that others might know. All the Eastland had heard. A Good Shepherd was coming. He would gather the sheep from a thousand hill tops. He would feed them in green pas- tures; in a fat pasture should they feed. The Shepherd him- self would care for the flocks every day, every night. The story told all about it, told just as plainly as any story could tell. It said: "He shall feed his flock like a shepherd, he shall gather the lambs with his arm, and carry them in his bosom.'' Who would send The Good Shepherd? The Heavenly Father would send him to the lost sheep. When would he come? 1. Lead the children to tell of the sheep, the dog, and the farmer's care of both. Perhaps they have seen the sheep and the shepherd in the park. 2. Read Bible Dictionary under "Sheep" and "Shepherd." 3. Read John 10. Matthew 18:12, 13. I Peter 5:4. Note. — The number, under each illustration, corresponds with the number on the card. As there were fifty-three cards with the first year's work, we begin this lesson- with number fifty-four. In ordering cards name your selections from the numbers under the illustrations. See close of manual. LOA^E li-'.le Iambs, so white and fair, Are the shepherd's lender care. Murillo Song. LOVE Soon. And how should they know? A sign would appear in the sky, wise men said, — a Star in the East. The wonderful story came true. Out of the East shone a star. Was it blue, or golden, or red ! Up from the ocean it came, and its light was of blue, then golden, then red. When the whole East was bright with its color, a golden cloud covered it over. One moment it rested, then glided into the sky — a star of pure white. It was as if a window in heaven had been opened wide, and the light of the City of God shone into the world. No wonder men called: *^The star!'' No wonder the wise men cried out: ''The sign!'' And no wonder they saddled their camels, and set out to find — That Great Shepherd of the Sheep. ''He has come, he has come!" was their cry, "We have seen his star in the East ! ' ' "And lo! the star which they had seen in the East went before them," — and it came and stood over a low stable door. Was the shepherd here with some stray flock that he had rescued as soon as he came? Softly they entered. And there, with the sheep all around him, with the cattle close by, they found, — not a tall shepherd, but a wee babe, with his mother. The babe was lying in a manger. Could this be he? Yes, for when the babe had come the clouds had parted, and out of heaven a chorus had sung : "Glory to God in the highest !" Could this be he? Yes, for that same night out of heaven an angel had spoken, saying: "Behold I bring you glad tidings of great joy!" LOVE The ''glad tidings'' were — that The Good Shepherd had come, and that they would find him, ''wrapped in swaddling clothes and lying in a manger.'' Can you tell me the rest of the story? Did the sheep know that Shepherd? Did they follow His voice ? "The sheep follow Him for they know His voice." So said the children of the Eastland as they watched the Shepherd go and come. To-day they saw him building high the walls of a strong fold upon the mountain side. To-morrow they would hear His voice calling to the sheep, and see Him leading long lines of them up the path that He had made. They heard how He was gathering in the flocks, how He was in the valley caring for the fallen ones, and in the woodlands search- ing for the lambs. They saw him late at night, that Shepherd brave, with His bow and spear, His sword and sling, and His great staff, stand- ing by the door of the fold. They heard that the leopard and the lion would steal along the path, but come not near, when He was there. They saw Him building fences where the sheep could graze on meadow grass. When the Summer came, in the early morn they watched Him leading out the sheep to pastures green, now wet with dew. When the day grew warm they saw Him lead them to a spot beneath the palm tree's shade, and when the evening came, they heard Him calling each by name, and saw Him leading them by waters still back to the fold. Men heard how He had felled a robber once, and that He was not afraid to go close to a jackal's home when searching for a sheep. Yet, even the flowers knew and loved Him. The lily had 8 LOVE felt His gentle liand as He passed it in the path. The mnstard blossom had been glad when He phicked its yellow cluster. The pigeon knew Him as its friend. The turtle did not splash back into the water when he heard The Shepherd's step. The hare and the deer waited a moment when they heard His voice calling to the sheep. He had no home, that Shepherd brave. The thick leaves of the tig tree were his roof. His food was fish from the stream, honey from the rock, and fruits and nuts, whatever He could find, olives, dates and citrons, apricots and figs. His drink was water from the stream. He was alone, and he was poor, without a penny in the world. Yet He was rich. God gave The Shepherd of His love as He had never given to man before. Yes, He was rich, for the sheep were His, the flowers, too, pink phlox, and oleanders white, rock roses, purple, white and yellow, cactus blossoms, water lilies, and the daisy in the field. Yes, He was rich, for larks and linnets sang to Him, the sun shone in His path, and all the starry sky was spread above His fold. Did the children of the Eastland love that Shepherd brave? They brought sick lambs to Him, and they saw that when He touched them they were well. They brought the well ones to Him, and when they asked: '^Are these yours, tool" He answered: ^'Have you seen my pastures green and waters still? Ho, every one that thirsteth, let him come!" Standing on the mountain side they saw Him call the sheep. And because they knew His voice they came from the East and the West, the North and the South, — old ones and young ones, well ones and sick ones, strong ones and wee ones. To the fallen sheep they heard Him call: ^^Come, ye, weary ones, and I will give you rest. ' ^ LOVE 9 They saw Him '^gather the lambs with His arm,'' and they heard Him say: "Fear not little flock, follow me, and ye shall not thirst, neither shall ye hunger any more." Note to the Teacher. — The story of The Good Shepherd has been purposely subdivided, by dashes, into three parts. It can be told in three stories. This should be done with kindergarten classes, making two more lessons under this topic. Shepherd pictures, perhaps the ''Brown" or "Perry" pictures, can easily be secured for the card albums of the children. One of the old songs can be used. fiDorning prater. m ^ t=r 1. We thank Thee, dear Fa - ther, For care through the night. For 2. For wind, rain, and sun- shine, For home, friends, and food, From A 1- ^^=^- $ flow - ers that blos-som In morning's clear light. Thee comes each blessing, And ev - 'ry-thing good. I I ! J-4 i *=s -^ m « ^ ^ ^ pi ;4 f m ^5^ (5^ 4 ^-» ^ I I ! -I J ^ t5d* t=: ^ ^-^-3^ i ^ ^^ — ^ — ^ $ ^5 3, Our Fa - ther in heav- en, Be with us each J Trtfz ^ 4==t^ m ^t> n^ -A- _#. -^- -*- -#- -0- g -^ — r Prom " Nature Songs for Children," MUton Bradley Co. By permiflsion of the publishers. 10 ^ornfng f>rai?er. I -I 1- m I day, And help us to love Thee, In work and in play. ■4-^4 t=i S^SS 11 gg: ^ f -0- \-<^- \ -«- -2^- -2^-r«; m I I ^' — ^—^ \-^'\ J: 4 4=1: r=r^ t=t :1=^ ^ ■^T ^—r -s^^ :^= 31 :=P From "Nature Songs for Children," Milton Bradley Co. By permission of the publishers. 11 12 LOVE LESSON II 3[e0U0 Eeacl Mark I and Luke IV I was sick and ye ^dsited me. Matthew 25:36. Love is the fulfilling of tlie law. Eomans i3:io. The story of the Good Shepherd has introduced the topic. This story should be carefully reviewed, and often through the year. It can be used in connection with several of the topics. Tell it briefly as often as the children ask for it. The story appeals to childhood. The children should love the Good Shepherd as He becomes more and more real to them. Central Thought. — The love of Jesus. Text.— Behold, how He loved ! John 11 :36. Picture. — The Christ. Hofmann. Song. — Prayer. Last verse. LESSON OUTLINE I. Point of Contact: Song, and the Good Shepherd Story. II. A sick lamb. III. Christ and a sick grandma. IV. Can we help the sick? Whom? How? When? THE LESSON Point of Contact. — Develop the first verse of the song, * ^Little Lambs so White and Fair/' if you have the book. Note to the Teacher. — At the opening of the year, secure the cooperation of the mothers. During the j'ear, I would suggest four Mother's Meetings. Invite them to meet you in your home, if possible. Talk over the work, giving them the topics to be used during the coming three months, and telling them where the songs can be secured. The year 's work includes several stories relative to family life and home makin j. Sing the songs with the mothers, and talk with them of the stories to be given, and the nature work suggested. LOVE 13 Do you suppose any of the Good Shepherd's lambs were ever sick? When he found a lamb sick what did he do I Carry it to the stream, bathe it, and give it a drink. Did he know just what to feed it? If it could not walk he carried it all day in his bosom. Just as the Good Shepherd cared for the sick lambs, just as he loved them, so Jesus loved, and cared for all who were sick. STORY One day when Jesus was at the home of a friend, that friend Hofmann "Behold, how He loved!" John 11:36 14 LOVE told him about some one who was sick. A grandma lived in that home. It was she who was ill, so ill that all the family were sad. Can yon see the children as they stood around her bed, and their mother as she cared for the dear old lady! Could Jesus help her? Would He go to her? Of course He would. As soon as they told Him, He went. He took her gently by the hand. Carefully He raised her. Lo, she was well! That same day, '^when the sun was setting, all they that had any sick . . . brought them unto Him." Luke 4:40. The boy led his blind father, the girl came with a lame sister, the father brought a sick child in his arms. Jesus was weary. Did He turn them away? Like the Good Shepherd, He went to them. He took them in His arms. He laid His hands on every one of them, and healed them. Will the piano play our new prayer? Develop the third verse carefully. Note.— Read Geikie's Life of Christ, pages 385-387, and Farrar's Life of Christ, pages 128 and 129. In the upper primary grades the children should picture the family, talk of the love between grandma and the children. Every early tradition recorded by Clement of Alexandria, and other early writers, informs us that Peter's wife was Perpetua, that she bore a daughter, or perhaps other children. Lead the children to suggest helping some one who is sick. Plan how, and begin at once. LOVE 15 LESSON III Cfte CfiilDten Suffer the little children, and forbid them not, to come unto Me; for to such belongeth the kingdom of heaven. Matthew 19:13. American Edition. But when Jesus saw it He was moved to indignation, and said unto them. Suffer the little children to come unto Me; forbid them not ; for to such belongeth the kingdom of Grod. Mark 10:14. American Edition. A little child shall lead them, isaiah. The story of Jesus blessing the children has probably been told to primary classes more often than any other; yet it can be told again with new beauty. Picture the Master in His quiet dignity^ His gentleness, His courage. Picture the children with their parents, the Oriental surroundings, the tropical trees and flowers of the Eastland. Central Thought.^— Behold, how He loved! Text. — Little lambs, so white and fair, Are the shepherd's tender care. Song. "^ Picture. — Christ Blessing the Children. Bida. Songs. — Prayer, and The Snow. ' ' Last night the hills were brown and bare, The trees had not a leaf to wear, But now the whole wide sky is blue, And all the world seems made anew." 1. Central thought for the teacher: "Inasmuch as ye have done it unto one of the least of these, my brethren, ye have done it unto Me." 16 LOVE LESSON OUTLINE I. Point of Contact: Prayer and the Good Shepherd. His care of the lambs. II. Jesus and the boy. III. Jesus and the children. IV. Behold, how He loved! y. His helpers. VI. The children. VII. ''Let the little ones come unto Me." THE LESSON"^ Point of Contact. — Will the piano play our prayer softly? AA^ien the children are quiet, sing the prayer. If there is time, develop the first verse of the song, ^^Tlie Snow" Draw from the children the story of the lost lamb. When you ask our Heavenly Father to be with you. He is right there, as truly as when your dear father holds you in his strong arms. When you are sick, or naughty, if you ask Him to help you, He will every time. STORY One day when Jesus was teaching the people. He called His friends about Him that they might see what He was going to do. How they watched ! Then He called a little boy to Him. ^^ Taking Him in His arms," He held him close to His great loving heart. Tenderly He folded His strong arms around him, saying, ''Every man and every woman who loves Me, must love little children. ''As the Good Shepherd loves the lambs, so I love boys and girls." Again, one busy day, when He and His helpers had been 1. Read Mark 9:36-42; Matthew 19; Mark 10 and Luke 18. LOVE 17 journeying through the country, when a great crowd had gath- ered around them, for He had been healing their sick. He did something that the children should never forget. Can you see Him as He stood there? Perhaps it was on the hillside, under the tall spreading palm trees. Perhaps there were lilies and birds in the field all around Him. Women were there in bright robes, and men in gay coats, — for they wore such in those days. 'Little lambs, so white and fair, Are the shepherd's tender care" They had been asking Him questions, and He had been heal- ing their sick. *^ And they were bringing unto Him also their babes, that He should touch them.^^ Mothers held wee babes in their arms, and fathers were there with little girls and boys, whose hands they held tightly. Grandmas came with sick children, and per- haps some small boys and girls, who had heard of His love, came all alone. 2 18 LOVE When His helpers saw all the children, they said: ^^He has no time for these." They even pushed them aside. But never again did those helpers say Jesus had no time for the children. For He turned to them, perhaps He raised His finger, and looked at them sharply. He said: ^' Stand back. Let the children come unto Me." To the crowd He said : ^^Make room." Strong men stepped aside. Big boys, who were watching, were careful to step out of the path. Then fathers, mothers and grandpas and grand- mas brought Him the children. All around Him they stood. They looked into His kindly face, and He spoke with them all. They knew by His voice that He loved them. And He took them in His arms, put His hands upon them, and blessed them, saying, *'Let the little ones come unto Me. ?> Note. — I would call the attention of mothers to the new adaptations of the old prayer: Now I lay me down to sleep, I pray the Lord my soul to keep. Thy love be with me through the night, And bless me with the morning light. — Theodore D. Seward. *'Now I lay me down to sleep, I pray the Lord my soul to keep. When in the morning light I wake Lead thou my feet, that I may take The path of love, for Thy dear sake." ^be Snow* Air: Bonnie Doon. i ^ifc g z^zaz^ ^EJEiEg; ^ rs;^ :tite tizt #^— « ^ — # ' 1. Last night the hills were brown and bare, The trees had not a leaf to wear, 2. Each hill - top has a gleaming crown, And ev -'ry tree a span-gled gown. ^m -«- -t- -€- tl- ^. :-£_-S- :.-.ij. -• W- ^ > ^ -b^*: ^^ :|c=t M ^ *i ^^n- -^ ^- &^ES J^4: B 3^=i|=^-^T 3=i ^ — ^ ^-d — ^ =^ b * - I r I But now the whole wide sky is blue, And all the world seems made a- new. I won-der who came down last night, And dress'd the world in blue and white? S J M -rIf 0- ^ i.-1- k u li— H f=r Words used by permission of " The Youth's Companion," and the Author, Alice V. L. Carrick. 19 20 LOVE LESSON IV T5el)olD, ^oto l^e JLotoeD;^ ^ ^ He that is without sin among yon, let him first cast a stone at her." John 8:7. To-day the story tells of those who make mistakes. The two stories, combined in this lesson, are among the most touch- ing in the New Testament. He, whose life was sinless, did not condemn the lowliest of sinners. He, who could heal the sick and raise the dead, appre- ciated the loving act of one who, though she had fallen, loved her Master, believed in Him, and in her humble act, sought His compassion. Central Thought. — The love of Jesus for those who make mistakes. Text.— Behold, how He loved! John 11:36. Picture. — Christ and the Sinner. Hofmann. Song. — The Snow. Second verse. ''Each hilltop has a gleaming crown, And ev'ry tree a spangled gown. I wonder Who came down last night, And dressed the world in blue and white?" LESSON OUT LIN E"^ I. Point of Contact: The sheep and lambs that wander away. II. A poor woman, who made mistakes, and was in trouble. III. Another woman who had done wrong: Jesus' love for them both. 1. Read the story of the ninety and nine before presenting this lesson. LOVE 21 THE LESSON Point of Contact. — Wlien a sheep wandered away from tlie fold, off toward a desert, or into the forest, where the wolves had their homes, what did the Good Shepherd do ? When He found it, what then? STORY John 8:1-12. Matthew 26:6-13 Just so Jesus went to the sick and the poor. The more they needed His love, the more love He gave. One evening He went up the mountain side. All night under the trees, with only the stars to see Him, He talked with the Father.! Early in the morning He came back to His friends. Once more they gathered around Him, this time not under the trees, but in the temple, where He had often told them such wonderful stories. *'He sat down'' and a great multitude of people gath- ered around Him. They brought to Him a woman who had not always been kind and good. She sat near the Christ. They said: ^^This wicked woman ought not to be touched, she is sick, she is unclean, all the world knows of her sin. ' ' Jesus turned and looked at them, every one. Then He asked: ^'Is there one among you who is perfect, who never did anything unkind, or thoughtless, or wrong?" No one spoke. *^If there is, let him speak." No one answered. ^^And they went away every one . . . and Jesus was left alone with the woman. ' ' 1. And they went every man unto his own house, but Jesus went unto the Mount of Olives. John 8:1. 22 LOVE Standing by her, He said in His kind, gentle voice, '*Go, and sin no more.'' And one day, when a rich man had invited Him to his house to dinner, as they sat at the table a woman came and knelt beside Him. She was weeping, and her tears fell on His feet. Behold, how He loved! John 11:36 Hofmann The rich man looked at the Christ. She was not a good woman. She had never been in his house before. Did Jesus push her aside ? He knew of the wicked deeds she had done. He watched her as she wiped His feet with her hair, as she kissed them with her soiled lips. But not one unkind word did He speak. LOVE 23 He watched her as she opened a box of sweet smelling salve. With the same hands, with which she had been unkind to others, He saw her touch His feet. The rich man and his friends looked at each other, and then at the Christ. When she had poured all the salve on His feet, when she had wiped them with her hair, while the tears were falling fast, Jesus leaned down, and spoke kindly words. While the men at the table said unkind words and made fun, He spoke not a word. But to the woman He said, ^^For the wrong you have done I am sorry, and I believe you are sorry too. ^^ Because of your kindness I believe that you love me . . . you are forgiven. ' ' Wlien she heard those words, perhaps she looked into His face. Perhaps the tears fell again. Perhaps she went away never to sin any more. 24 LOVE LESSON V ILotie The lesson to-day is a review of the four previous lessons. Enough material has been provided for five, or six, lesson stories. In presenting this material, the teacher should be guided by the ages of the children. The review should be a delightful thirty minutes in which the children tell the stories to you. Between each two stories have the class stand for a few minutes of rest and exercise. The song should be used at these periods, and the pennies collected. Central Thought. — The love of Jesus. Text. — The sheep follow Him, for they know His voice. John 10 -A. Picture.^ — Sheep. Guyot. Songs. — Prayer, and The Snow. LESSON OUTLINE 1. Point of Contact: Picture of the Good Shepherd. II. Jesus' love for the sick grandma. III. His love for the children. IV. His love for those who have not always been kind and good. When others turned away from the poor, the sick, and those who had made mistakes, ' ' Behold, how He loved ! ' ' THE LESSON I. Point of Contact. — What do you see in the picture? Draw the Good Shepherd story from the children, allowing them to fill in the details as they feel inclined. Keep in mind the central thought, the love of the shepherd for the sheep, the lambs, the lost lamb, and those that follow where he leads.^ ~^ 17 If possible, have a picture of the Good Shepherd on the wall. The children will then suggest a point of contact. 2. What shall we sing? "Little Lambs." LOVE STORY"- 25 Who has a grandma at home? Tell me of another grandma. In the review, the teacher should be led by her own dis- cretion, and by the children. If the fonr stories are reviewed, Gtiyot (Picture used by permission of G. W. Lininger, Lininger Art Gallery, Omaha, Nebraska) The sheep follow Him, for they know His voice John 10:4 each should be made brief. Do not make the lesson so long as to weary even the youngest in the class. Be careful not to dwell on the Central Thought. Keep it in mind while drawing the story from the children, focus the story around it, but do it 1. In the preparation of the lesson, read carefully the four preceding lessons. Read the Bible story of these four stories, and also Lesson V under Good Cheer and Lesson I under The Sabbath in the first year's course. 26 LOVE so naturally and so tactfully that the story becomes the more attractive because of the love of its Hero. After the second story, have the piano play softly a march. Shall we find our pennies now! *^ Stand!'' (to the chord on the piano). *^ March!'' (in good time, while the teacher holds the basket). Aim to have the children return quickly to their places. Who is ready for another story — hands, feet, eyes? Did Jesus love little children! Allow one of the children to tell this story briefly (if it seems wise, considering the child and the class), or draw it from dif- ferent ones. Sing one verse of ^^I think when I read that sweet story of old." But it is easy to love little children, ^^^lat about loving and helping those who are not always kind, those who are cruel, unkind, alone! Did the Christ love such as these? I know He loved the dear grandma, the children, the sick. How do you know He loved any one who had done wrong? Show the picture of Christ and the woman. Tell me about it. Can you tell us of another poor woman who was very sorry for what she had done! How did she tell Jesus she loved Him! Wasn't that a beautiful way to tell Him she was sorry she had not always been good, by helping Him! His feet were very tired. The salve was cool. She was poor, but had paid a great deal for it, and it helped Him to go on His way and help others. The world is full of tired, poor, lonely men, women and children. The world is full of boys and girls who are not always good. When we do wrong, — well, when this poor woman did wrong, how did she tell Jesus she was sorry! This was how He knew she loved Him more than the rich man at whose table He sat. LOVE 27 LOYE! Love for the sheep, and the lambs, Love for the old and the young. Love for the sick and the well, Love for the good, and those who do wrong. Shall we bow our heads? Jesus, help us to love the old and the young; the sick and the well; the good, and those who do wrong; as You loved them when You were here in the world. Amen. Courage WINTER SEASON — Looking toward Spring Be strong! We are not here to plaj, to dream, to drift. We have hard work to do, and loads to lift. Shun not the struggle; face it. 'Tis God 's gift. — Maltby Davenport Babcoclc. Eeal glory springs from the silent conquest of ourselves. — Thomson. Be strong, and let your heart take courage, all ye that hope in Jehovah. — — Psalm 31:24, A. E. And every one said to his brother : Be of good courage. — Isaiali 41 :6. Courage mounteth with occasion. — Shalespeare. Ye are wondrous strong. — Byron. THIS topic is presented : First : ■ That the child may bring into practice such love as he has seen portrayed by the Christ. Second: That he may observe Nature's courage at this season. Third: That he may begin to know liimself, perhaps by a discovery of his lack of courage, perhaps by a knowledge of his power to ^'do and dare/' perhaps by learning that courage is every day living, not an occasional heroic deed. Lesson I. The Winter Season. Courage of animals, birds, seeds, roots, fathers, mothers, children. Courage of workers, — carpenter, conductor, coachman, milkman, janitor of church, grocer, baker, delivery men, news boys, and others. Kinds of courage — in cold, in sickness, with the good, the poor, those who do wrong, with the old and the young, courage to hold still, to wait, to run if need be, to do as we are asked, to 28 COUEAGE 29 give up to others, — all these every day and all day. Develop- ment lesson. Lesson II. Courage in Sickness. Story- founded on thoughts from the story of Job. Hope deferred maketh the heart sick. Proverbs 13:12. And the prayer of faith shall save the sick, and the Lord shall raise him up ; and if he have committed sins, they shall be forgiven him. James 5:15. Lesson III. Daniel at the King's Table. His courage in being temperate. For he that eateth and drinketh unworthily, eatetli and drinketh damnation to himself, not discerning the Lord's body. For this cause many are weak and sickly among you, and many sleep. I CorintMans 11:29, 30. Lesson IV. Abraham's Journey. Courage to the end, to finish the difficult task begun. ^'And into the land of Canaan they came." Lesson V. David and Goliath. A story symbolic of the combat of the battle of right against wrong, good against evil. ''Be ye strong and of good courage." Lesson VI. Eeview. Courage of the Christ, of Nature, of Job, of Daniel, of xlbraham, of David. Arise let us go hence, jesus. 30 COURAGE LESSON I 15t §)tronff To-day bring to tlie notice of the child the courage of Nature. Tell him of the development, the constancy, and the victories of ^^His wondrous works." Eead Psalm 19. Eead ^^The Life of David as Portrayed in the Psalms" by McLaren. From any good library select one, or two, books on the Psalms, and read the chapter relative to Psalm 19. Central Thought. — Courage every day and all day. Text. — Be strong and of good courage. Deuteronomy 31:6. Picture. — Birds. Laux. Song. — The Snow. LESSON OUTLINE I. Point of Contact: The weather, snow, ice, winter, song. II. Birds, their courage. Picture their courage in Winter, and in the early Spring when they start on their long journeys. III. Courage of the bulbs that were planted last Fall, of the ever- green trees, the seeds in early Spring, the first flowers, the fishes and animals,— horse, cow, cat, dog. rV. Courage of all workers. The maid who prepares breakfast, the janitor who built the fire and cleaned the church, the carpenter, the milkman, conductor, newsboy, mother, father, children. THE LESSON Point of Contact. — ^Was it cold this morning when yon were coming to church? Have you ever been out in a storm! To get up on a cold morning, to wash one's face in cold water, to start out in a storm takes courage.^ The wind may blow straight into your face, the walk may be slippery with ice, the 1. Formulate your questions in accordance with the weather. COUEAGE 31 snow may pelt you. Wlmt about the shepherd! Did he stop for snow, or wind! If we are to ^^Be strong '' shall we stay by the fire, instead of coming to church, or going to school when it storms! Do we love the snow? "Why? Sing the song. Wlien the song is finished, show the card for to-day. STORY As this is a development lesson, the story is a series of word pictures to be drawn from the children. Laux 'Behold the birds of the air' Do the birds hide their heads under their wings whenever it snows'? What do the snow birds eat? (Old berries, old grain; some live partly on evergreen trees, and grubs in the bark of trees). In the Spring from where do the birds come? Does it take courage to start on such a long journey? If they were afraid of the storms, would we see the robins again? 32 COUEAGE What about the seeds, do they have any courage 1 Where are the bulbs and seeds now? How are they getting ready for Easter? How about girls and boys, does it take courage to be the best kind of a boy, of a girl! Did mother ever ask you to keep quiet while the baby slept 1 Did any one ever ask you to ^ ^ hold still ' ' while your hair was combed, or a shoe tied? Doesn't it sometimes take more courage , to ^^hold still' ' than to do other things that look much harder? Is it easier to ^'hold still," or to play tag? Is it easier to wait quietly while the others are being served at the table, or to pass your plate before the rest? Wlio has a dog at home ? Is your dog a coward? If he were would you keep him? If any one came to your door at night would he crawl back into his kennel and hide? What about the maid who gets up first on a cold morning, and has breakfast ready when you come down? What about the janitor who had the church warm for Sunday School, who keeps our room clean? The carpenter who built the church, and the home? The milkman, the conductor, the newsboy, the small sister who helps mother, and the brother who helps both mother and sister, the father who helps all the family, — does he have to have courage ? After all, isn't home the best place to have courage? To be helpful? To be loving all day, every day, at home, sometimes takes as much courage as soldiers have to have in battle. Let us all be soldiers. Our watchword is Courage. Attention ! Stand ! March l^ Halt! 1. Wait until you have every eye. COURAGE 33 When tlie class is quiet, with bowed heads repeat softly : ^^Help us to do the things we should, To be to others kind and good; In all we do, in work, or play. To grow more loving every day. Amen. ' '^ 1. Sing "Onward, Christian Soldiers," if the children know it, and there is time. Note. — The teacher can go on with the thought — of courage in the home, if there is time. 34 COURAGE LESSON II Be strong, and quit yourselves like men. — I Samuel 4:9. He that hath clean hands shall be stronger and stronger. — Jot 17 :9. Wherefore take unto you the whole armour of God, that ye may be able to withstand in the evil day, and having done all to stand. — EpJiesians 6:13. Central Thought. — Courage in sickness. Text. — Be strong and of good courage. Deuteronomy 31 :6. Picture. — Imprisoned. Reviere. Song. — The Snow. LESSON OUTLINE I. Point of Contact: Out of door life. School, work, play, the joy of living. II. Staying in the house when too ill to go out, or when mother or father think best. III. Job, — his home, his children, his lands, his flocks. IV. Job 's loss of children, home, lands, flocks, health. V. His courage. VI. Three friends who visit him. VII. His courage to the end. God is love. Be strong and of good courage. THE LESSON Point of Contact. — Who had a new sled for Christmas? Who had skates? Who likes to go to school? Has any one a snow shovel? Has any one a pail and shovel to play in the sand in summer? Has any boy or girl a hoe, or a rake? The piano will play the song softly for us. COURAGE 35 Was it ever so stormy that mother asked you to stay in the house? Did mother or father ever have to stay in? Were they ever sick? Were you ever sick? Did you stay in while others had good times out of doors ? Does a boy have to be brave then? As brave as a soldier? And a girl has to have as much courage as a knight. Pass the pictures. What does the picture show us to-day? What is she doing? Does she look happy ?^ She is in the house because she is not well. But she is up, and by the window, and the big dog will help to keep her happy. Do you think her face shows much courage? STORY^ Long years ago, an old story says, there was a man who was known all up and down the land in which he lived. His home was like a palace. He had built a great house for his family, and many houses for the servants. The great house was made beautiful with lights, flowers, and every luxury that money could buy. His barns were filled with grain. In his fields grazed herds of oxen, camels, and sheep ; so many that he sent them into other countries to find pasture. The big house was a glad home, for in it were many children, six boys and four girls. His name was Job. He was a great man, but better still he was a good man. Whenever there was a feast in his house he remembered to thank Our Father for the good time. He often asked the Father to be with every girl and boy in his home. He was a strong man, full of courage, and he wanted his children to ^'be strong and of good courage,'^ too. 1. The questions on illness should be carefully asked and directed. Guard against doleful tales of illness. 2. In "Old Testament Characters" by Geikie read the chapters on Job and Job's Friends. 36 COURAGE Job was so strong — shall I tell you about it? — such a won- derful story, and so much happened in one day. In one day Job's great flocks were gone, either driven off by Reviere Be strong and of good courage Deuteronomy !1:6 robbers or destroyed by a storm; his sons and daughters were killed by a whirlwind ; even his servants were gone, slain by the robbers who had carried off his oxen and sheep. Job was left poor, and alone. "Wliat did he do! In his heart he said, *^I will be strong. The Father gave me my children, the Father has taken them COUEAGE 37 away, * blessed be tlie name of the Lord.' '' Sad and alone, lie asked the Father to help him. Was that all? He was sick. His whole body was sick, so that no one could come near, or even touch him. He had to go outside of the gates of the city. People, when they saw him, passed by on the other side. But he was brave, and the Father was near him. Three friends came to see him. They meant to comfort him ; but they did not know how. When they talked of the home he had lost, Job said: ^'God is good, and some day I shall be with Him in a home far more beautiful than any in this world." When they spoke of his children, he said : ' ' They are safe with the Father, and I shall see them again. ' ' Job had more courage than his three friends together. The Father was with him. Job heard His voice. It said: ^'Bow down thy head, and worship thy God, for God is good, and God is great." And Job bowed his head, asking God to be with him, to help him to be strong. And it came to pass that Job was well once more. And God blessed the end of his life more than the beginning. Wliat do you think — ^'he had fourteen thousand sheep and six thousand yoke of oxen," and best of all, more children came to his home, seven boys and three girls. And Job lived many years to work, and be glad — to rejoice in the Lord his God. 38 COURAGE LESSON III Daniel at tfie IKing's Cable Moderation is the silken string running through the pearl chain of all virtues.— Sis/iop Bail. If thou wilt observe The rule of "not too much/' by temperance taught, In what thou eat'st and drink 'st, seeking from thence Due nourishment, not gluttonous delight, Till many years over thy head return ; So may'st thou live, till, like ripe fruit thou drop Into thy mother's lap, or be with ease Gathered, not harshly pluck 'd, for death mature. — John Milton. For children between the ages of four and ten, the story of Daniel at the King's Table has been called the "strongest tem- perance story ever written." Here we have temperance within llie child's everyday experience. The courage to say, "No, thank you," and to say it once for all, is the courage that counts for development along the strongest lines, and for true manhood and noble womanhood in later life. Central Thought. — Be strong. Text. — Be strong and of good courage. Deuteronomy 31:6. Picture. — Daniel Explaining the King's Dream.^ De Andrea. Song. — The Snow. LESSON OUTLINE I. Point of Contact: Candy, crackers, water. II. Long table of boys in the King's palace. 1. The teacher should tell the children what Daniel is doing in the picture. COURAGE 39 III. The palace and its surroundings. IV. The four boys. V. Daniel 's decision that plain food was better. His strength and courage to speak. YI. The steward. yil. The test of ten days. VIII. The real test of three years that came later. IX. The triumph. X. Daniel. THE LESSON Point of Contact. — A box of candy, a cracker and a glass of water. Place these on a low stool where the children can see them. The candy shonld be chocolates, or some rich variety not palatable for most children. Leave them where the children can see them; but place the finger over the lips as a sign that no word is to be spoken abont them. STOBY Four boys once sat down to eat in the palace of the King. The table at which they sat was long and wide, and on both sides were more boys, small ones and larger ones, who had been called to the palace by the King of that land. It was a royal dining room, with windows, pictures, waiters in fine uniforms, and a table with glass, silver, and rich food and wines. Can you see the big table, and the line of boys on each side 1 Those boys had been brought to the palace to grow strong and wise, to be taught by teachers there. If they grew to be the right kind of boys, they would be made pages to the King. The palace stood on a hill. It was built so strong that travelers, who go to that country to-day, can see some of its walls. They have stood all the long years. There were courts with fountains, halls, picture galleries, small rooms and large 40 COUEAGE ones, all gay with bright colors, — red, blue, yellow, and black. On the walls were paintings of war scenes and hunters. There were gardens and broad roadways leading to stables where the horses were kept, war horses and strong chariots. Be strong and of good courage Deuteronomy 31:6 The boys often saw the charioteers, each in his shining armor, as they drove away from the palace. Perhaps they were going to war. The boys would watch them drive out of sight, and then go back to their lessons. They must work, and grow strong, if they would some day be pages to the King. COURAGE 41 The four boys, who perhaps sat at the end of the table, had been brought from the same country, a far-away land. They had been picked out for the King because they were strong and ready to learn. Daniel, who seemed to be the leader of the four, had been thinking hard every day since he sat at that table. ''This rich food tastes good," he said, ''but the plain food I ate at home was making me stronger, the bread, the mush, the vegetables fresh from our garden. ' ' Days and days he thought about it, and one morning when the officer of the King, who had those four boys in charge, gave Daniel his food, the young Daniel stood up and said: "The King brought us to the palace to make us strong . . . the plain food of our homes will do this . . . please ask him for this." But the officer said: "The King has sent this food to you, and will blame me if you do not eat it. " Then the boy Daniel said : ' ' Try us and see. For ten days let us eat only those things that we had in our homes. Then see if we are not as fair and as strong as the boys who eat the King's food. If we are, then ask the King." So for ten days Daniel and his friends ate the plain food, "and at the end of ten days their faces appeared fairer and fatter in flesh than all the children which did eat the portion of the King's meat." Daniel 1:14. "So the steward took away their dainties,^ and the wine, and gave them pulse.^ Daniel 1:16. Pulse was grain, or seeds, perhaps cooked, as we cook oatmeal and rice. Was that the end of the story? Just the beginning. Think of those boys at the long table, with pulse, and perhaps glasses of milk. Then think of the cakes, wines, meats, and many rich foods all about them. There 1. Here put the cover on the box of candy, and put it away. 2, Set the crackers in the candy's place. 42 COURAGE they sat days and days, seeing other boys eat the goodies, — and they ate pulse and drank milk and water. One winter went, then another came, and another, — and the boys were older — best of all, they were stronger, far stronger than when they first came. ^^And God gave them knowledge and skill in all learning and wisdom. ' ' AYhen the time for their school work was over, the prince of the officers brought them in before the King. The King talked with them. Among all the boys who had come to the palace, none were so strong, so brave, and so helpful as Daniel and his friends. Daniel was given greater wisdom than all. The King's special helper was he, a great man in that land, so great that through all the long years men and women have learned of his life, of his strength, and his courage. COUEAGE 43 LESSON IV a6tal)am'0 3[ourneg Tp-day we have a story portraying the value of courage that holds out to the end, to finish the task begun. It is when the novelty wears off that the real test begins: it is when the day's toil becomes humdrum, tedious, yesterday's task over again; but with new zeal that real courage is called out. Central Thought. — Courage to the end. Text. — And into the land of Canaan they came. Genesis 12 :15. Picture. — Abraham's Journey into the Land of Canaan. Dore. Songs. — Prayer, last verse, and The Snow. LESSON OUTLINE I. Point of Contact: Warm weather, tents, tribe life. II. The leader doing his duty in the homeland. III. The leader chosen to lead his tribe to a far-away country. IV. The journey,— rough, tedious, long. V. Abraham's courage all the way, till VI. ' ' Into the land of Canaan they came. ' ' THE LESSON Point of Contact. — Did you ever hear of a warm country in which the people did not all live in houses? What would they live in?^ Shall we make a tent with our hands? Draw a group of tents on the blackboard. What did those people eat? Dates, bananas, figs, olives, fish, milk, and meat from the forest. What did they wear? Skins, perhaps, in Winter, but their Winter was shorter than ours. Some of the servants might wear 1 Lead the children to answer "tents." Let them talk a little of tents; some of the boys may have Indian tents. 44 COURAGE blankets, or rough cloaks of matting, made of leaves and straws, something as you make wreaths in Autumn. Others would wear cloaks of coarse cloth. ' STORY I know of some people who really lived like this; who ate fruits, and wore cloaks of matting. What work do you think they did? The men cared for the sheep out on the hills. The women prepared the meals in the tents. Many of the people did not live in one place, as we live in B } They wandered from pasture land to pasture land, seeking food and water for themselves and their flocks. They went in great families, or tribes. Once the leader of a great family of people led that people back and forth in their warm country. They would go until they found green pastures, trees, and a spring of water. Then they would stop and, while the cattle grazed in the pastures, pitch their tents under the trees near the spring. The man who led this people was as brave as a soldier, and as true as a knight. As their leader he wore, not a blanket of leaves, but a cloak of scarlet. In his hand he carried a spear with which he guided the march, pointing which way to go, and where to stop for food and for rest. Do you think he led his people well? So well that our Father chose that leader to do a wonderful work. The Father asked him to leave his country^ and his ^ ^father's house,'' and lead his people to a far-away land where he was to do a greater work for Him. That leader knew the Father would care for him and his people. Yet do you think it was easy to leave his home, his father's house, his kindred, his friends! He knew the Father 1. Substitute the name of j'our city, or village. COURAGE 45 had asked Mm to go because He had work for him to do there. But he knew, too, the journey would be hard and dangerous, and it might be long years before he had a home like the one he was leaving. He knew the Father loved him, and would care for him all the long way, yet he felt they might never again come ^^i*s^^0^^S!^ >H.J^»5^r:.- ,/■ ^-.^^ And into the land of Canaan they came Dore Genesis 12 : 15 back to the homeland. He knew it would not be easy to make a home in that land where the country was new, and the people, some of them, rough men from the mountains. Yet the Father had asked him to go ! Do you think he went! Of course he did. Just as a soldier goes forth to war, so Abraham— that was his name — ^^went forth 46 COUEAGE to go into the land of Canaan." He took his wife, his serv- ants, and all they had, and started. How did they go? Not on the cars, for there were no cars then. With horses? No, there were no horses in that country so long ago.^ They went on camels. They rolled the tent cloths and food into packages, and strapped them to the camels. They had many herds of cattle, and it made a long caravan.^ How far do you think they went in a day 1 Only a few miles. At night what would they do? Pitch their tents near pasture, and rest, — sheep, camels, people, and all. For days and days they went. They came to streams that had to be forded, hills that had to be climbed, plains of hot sand where there were no shade trees under which they could rest. The people grew weary — perhaps they blamed their leader for ever leaving the homeland. Sometimes the brave soldier was tired. Then he would talk with the Father, for he knew the Father would care for him all the long way. But it was so long! And the new country was not yet in sight. Yet the leader went on before, like the true soldier he was. He said: *^I will be strong and of good courage. ' ^ He spoke to the people, helped them care for their flocks, and told them to follow just where he led. Days and days they went. They traveled across valleys, and through cities. They faced storms of wind and rain. The journey was long and dangerous, and they were very tired. But, at last, '^Into the land of Canaan they came," a good land, a land of brooks of water, of fountains and depths springing forth in valleys and hills, a land of wheat and barley, of vine and fig trees, of olive oil and honey. Deuteronomy 8:7, 8. 1. The horse was not introduced among the Hebrews until a later date. 2. Illustrate on the blackboard. (Straight lines drawn for men and camels are sufficient.) COUEAGE 47 Their leader knew this was the land which the Father had promised to show them. In a shady grove, near a spring, they stopped and pitched their tents. There they thanked the Father for His loving care, thanked Him, too, that He had given them strength and courage to come all the long way. 48 COURAGE LESSON V DatJiD anD ©oliatf) To-day we have a story symbolic of Eight against Wrong, Good against Evil. God holds with the strong.— Ma^^ini. Central Thought. — Be strong. Text. — Be strong and of good courage. Deuteronomy 31 :6. Picture. — Head of David. Michael Angelo. Songs. — Onward, Christian Soldiers, and The Snow. LESSON OUTLINE I. Point of Contact: Soldiers II. The soldier brothers and the shepherd boy. III. His longing to go. IV. His decision to be a soldier in his everyday task. V. His faithful care of the cheep. VI. When a lion and a bear can:e. VII. His sling and how he used it. VIII. His father sends him to his brothers. IX. The giant. X. The King's call. XL No answer. XII. The shepherd boy volunteers. XIII. The fight. XIV. The boy's victory. XV. The joy of the soldiers and of the King, THE LESSON Point of Contact. — Have you ever seen soldiers? What did they carry? Long years ago each soldier carried his shield COUEAGE 49 and sword. Sometimes a soldier was covered from head to foot with his armor.^ STORY A Shepherd Boy once saw his big brothers march off to war — going to fight for the right. Bnt this boy had to go back to his sheep. As he cared for the sheep, out on the hills, he thought of those brothers, and wished he could go, too. But his father said, **No, you must care for the sheep.'' Then the Shepherd Boy •;aid, ^'Perhaps I can be a soldier boy right here in the hills. There are lions and bears in the forests, and if I am brave I can keep my sheep safe from all harm day and night. ' ' Like a soldier he did care for those sheep. When ^' there came a lion and a bear and took a lamb out of the flock" he went out after it, and smote the lion and deliv- ered the lamb out of his mouth. When the lion arose against him ^'he ^s ^-^j^^j ^„^^^o caught him bv the beard, ^^ "^"°^^ ^"^ ^^ ^ood courage ^ " \ Deuteronomy 31:6 and smote him, and slew him." i Samuel 17:34, 35. Every morning the boy led his sheep to the pasture, and every evening took them safely back to the fold, leading them by 1. The teacher can use her own discretion in describing the armor used at the time of David. See "Armor" and "War" in Bible Dictionary. 4 50 COUEAGE * tlie shortest, the smoothest, and safest paths, guiding them with his sling. (Do you know what a sling is? How do you mal^e them, boys ? Draw a sling and pebbles on the blackboard. Can you shoot pebbles straight in yours?) The Shepherd Boy guided his sheep with his. When a lamb ran away from the flock he would shoot a pebble so it would fall just in front of it, and the lamb would fly back to the others. He had used his sling until he could send a pebble as straight as an arrow, and hit the mark every time. One day, when the boy was out on the hills with his sheep, his father sent for him. He wanted the boy to go to the King's army, to find his brothers, to learn if they were well, and to take them food. Did he go ? He took the corn and the loaves that his father had ready, and started. He fairly ran — now he would see the camps of the army, and perhaps see a battle. It was early morning when he reached the camp and found his brothers. It looked as though there was to be a great battle. The King's army and the army of the enemy were drawn up opposite each other. The soldiers were ready, and the King was riding up and down among them. Suddenly there was a war cry. The Shepherd Boy looked. There on the hills, in front of the long line of the enemy's soldiers, was a great giant. He was walking up and down, wav- ing his sword and calling to the King and his soldiers. He had on his shield, helmet, and buckler, and carried spears and a sword. He was a strong warrior, and a cruel giant. Now he was calling to the King that there was not a soldier in his whole army who dared fight with him. The King looked at his soldiers, and then at the Giant. He had brave soldiers; but who would dare fight that evil Giant? No one spoke — all was still ! COUEAGE 51 Then tlie Shepherd Boy spoke. ' ' I will fight the Giant ! " he said to his brothers. ^ ^ You, a shepherd boy, ' ' said a big brother, ' ' fight that great Giant r' ^'Yes,'' said the lad, ^^I will go forth to fight the Gianf Others heard what he said. Some one told the King there was a Shepherd Boy in his army who wonld fight with the Giant. The King sent for the boy. The Shepherd Boy told him how he had killed the lion and bear. He said : ' ' I have a true aim, and the Father will help me.'^ So the King said, **You may go; but take my shield, helmet, and sword.'' The boy looked at them. ^^No," he said, ''they are too big for me, and too heavy; I will go as I am." In his shepherd's tunic, his wallet, in which he had brought food to his brothers, by his side, his staff in one hand, his sling in the other, the boy ran down the hillside. The King's army saw him and shouted. The Giant heard them and, when he saw that Shepherd Boy coming, he put his hand on his sword, and laughed. The boy ran on. At the foot of the hills was a stream. There he stopped and picked up a few smooth, round pebbles which he dropped into his wallet, all except one. That one he put in his sling. Then he ran on toward the Giant. Now the Giant was coming toward him, waving his sword. The boy held his sling tightly. As he ran he aimed. Away flew the pebble ! The next moment the King and his army saw the Giant fall. The pebble had struck him in the forehead — the Giant was dead. The army of the enemy fled. The Shepherd Boy went back to the King, for the battle was won. Can you see them as they gathered around him, waving their banners and singing their songs ? 52 COURAGE The King took tlie boy by the hand ; the soldiers broke line and gathered in gronps to speak his praise. Then there came the call to march back to their tents, for the long war was over. As the soldiers went they praised that brave lad for his courage; yes, they praised him even more than the King — the King had asked others to fight the Griant — the boy had fonght him, and won. COUEAGE 53 LESSON VI The lesson to-day is a review of the Courage topic. The subject is a strong one, and some of the stories are long. With young classes the teacher can present the material provided in seven, or eight, lessons. Central Thought. — Courage under all circumstances. Text. — Be strong and of good courage. Deuteronomy 31 :6. Picture. — Christ Healing Sick Child. Hofmann. Song. — To be chosen by the children. LESSON OUTLINE I. Point of Contact: Hold up four fingers. Let the children name them from the four stories of Job, Daniel, Abraham, David. IL How was Job strong? ni. Daniel? lY. Abraham ? V. David? THE LESSON Point of Contact. — These four fingers tell me of four stories. The first was about a man who was sick. Who can tell me of himr Wlio knows about the three visitors! This is a sad story, but with such a beautiful ending — we must always think of what Job's courage gave him in the end — a new home and a better one, a family around him, and best of all the love of the Father, and the promise of a home in heaven, where the loved ones from whom he had parted here would be with him again. Note. — When the lessons are divided into shorter lesson-stories, the Perry, or other similar pictures, can be secured for the extra illustrations. 1. The teacher must use discretion in drawing material from the child. Allow him to tell as much only as he can tell well. 54 COUEAGE The second finger reminds me of a long table, and boys seated around it. Wlio remembers this story! Some boy, I am sure. Tell me about the palace, the grounds, the dining room, and the table. Now tell of Daniel and his three friends. Hofmann Be strong and of good courage Deuteronomy 31:6 This is about as hard as any kind of courage that boys and girls have to have every day — yes, and three times a day. The next finger tells of Abraham and his long journey — such COUEAGE 55 a long journey, and lie had courage half way! Oh, clear to the end! Who can help me tell the others about it? And the last finger is the story of a boy and a giant. We all know that story.^ Four stories — Job, Daniel, Abraham, and David. Courage in sickness ; in eating ; to finish the hard task clear to the end; and sometimes to do and dare like knights and sol- diers, even when others are afraid to try, as were David's brothers and friends, even the King. Our picture to-day is of the One Who was the most coura- geous of all. He is helping a sick child. 1. The teacher can tell it briefly, or draw it from the children, as she thinks best. 3lop Easter SPRING SEASON Now all things smile. — Thomas Carew. When spring unlocks the flowers to paint the laughing soil. — Begiiiald Heber. Life is ever Lord of death And love can never lose its own. — John Greenleaf Whittier. I hope to see mj Pilot face to face, "When I have crossed the bar. — Alfred Tennyson. O little bulb, uncouth. Ragged and rustv brown. Have you some dew of youth, Have you- a crimson gown? Plant me and see What I shall be,— God's fine surprise Before your eyes! — Malthy Davenport Babcoclc. THE subject of death slioiild never be avoided with chil- dren. During the trustful years of childhood the super- natural seems natural. No greater blessing can be given the child than the assurance that the coming life is only a going home to loved ones, a happy union with the Eternal. Help him to look forward to it as a culmination of all happiness. Inculcate in the child-mind the assurance that the joys here are only a foretaste of those to come, founded on the great promise: ^'Because I live, ye shall live also.'' The Easter topic is presented in four lessons. Lesson I. The Butterfly, and Nature's Awakening in the Spring Time. 56 JOY 57 Twigs and bursting buds, bulbs, and a cocoon, if possible. Story, The Butterfly. Lesson II. Easter Time. Development lesson. The weather. Birds returning. Brooks, bees, and butterflies. What do they tell us? Song: Easter Morning. Lesson III. The Joyful Procession. Christ's triumphal entry into Jerusalem. Palm Sunday. Much people took branches of palm trees, and went forth to meet Him, and said, Hosannah! John 12:12. Lesson IV. He is risen! The first Easter morning. The Garden. Mary Magdalene and the other Mary. The Angels. Christ on the way to Emmaus. The Lord is risen indeed! Luke 24:34. ■ Because I live, ye shall live also, jesus. 58 JOY LESSON I Cfte IButtetflp O fuzzy ugliness, Poor, helpless, crawling worm, Can any loveliness Be in that sluggish form? Hide me and see What I shall be,— God's bright surprise Before your eyes! — Maltby Davenport Bdbcock. Central Thought. — Nature's awakening in the Spring time. Text. — For lo, the winter is past, — the flowers appear on the earth, the time of the singing of birds is come. Songs of Solomon 2 : 11, 12. Picture. — Birds. Laux. Song. — Easter Morning. LESSON OUTLINE I. Point of Contact: Twigs with bursting buds, bulbs, and a cocoon, if possible. II. The butterfly. III. A hard lesson. IV. How the butterfly learned it. V. When he awakes. THE LESSON Point of Contact. — All Winter so many things have been sleeping, — ^' under the ice and the snow.'' Can you tell me some of them? The seeds, bulbs like these. Down in the warm earth they are bursting their little brown houses, sending out green shoots. Soon we shall have tulips and daffodils. JOY 59 The sap has come from the roots up into the trunks of the trees, out into the branches, and see — here are buds on the twig. The birds are coming back again, robins and song sparrows to tell us what? Spring is here and Easter is coming. The grass is already green, the wild flowers in the woods are out of the ground, and the caterpillar will soon be seen on the walk. STORY ''Let me hire you as a nurse for my poor children,'^ said a Butterfly to a quiet Caterpillar, who was strolling along a cab- bage leaf in her odd, lumbering way. ''See these little eggs,'' continued the Butterfly ; "I don't know how long it will be before they come to life, and I feel very sick and poorly, and if I should die who will take care of my baby butterflies when I am gone? Will yoiiy kind, mild, green Caterpillar? But you must mind what you give them to eat, Caterpillar ! They cannot, of course, live on your rough food. You must give them early dew, and honey from the flowers ; and you must let them fly about only a little way at first; for, of course, one can't expect them to use their wings properly all at once. Dear me ! it is a sad pity 3^ou cannot fly yourself. But I have no time to look for another nurse now, so you will do your best, I hope. Dear! dear! I cannot think what made me come and lay my eggs on a cabbage leaf! What a place for young Butterflies to be born upon! Still you will be kind, will you not, to the poor little ones ? Here, take this gold-dust from my wings as a reward. Oh, how dizzy I am! Caterpillar, you will remember about the food" And with these words the Butterfly drooped her wings and passed to the next life; and the green Caterpillar, who had not had the opportunity of even saying yes or no to the request, was left standing alone by the side of the Butterfly's eggs. "A pretty nurse she has chosen, indeed, poor lady!" ex- claimed she, "and a pretty business I have in hand! Why, her 60 JOY senses must liave left her or she never would have asked a poor, crawling creature like me to bring up her dainty little ones ! Much they'll mind me, truly, when they feel the gay wings on their backs, and can fly away out of my sight whenever they choose ! Ah ! how silly some people are, in spite of their painted clothes and the gold- dust on their wings ! ' ' However, the poor Butterfly was , gone, and there lay the eggs on the cabbage leaf; and the green Cater- pillar, had a kind, heart, so she resolved to do her best. But she got no sleep that night, she was so very anxious. She made her back quite ache with walking all night round her young charges, for fear any harm should happen to them; and in the morning, said she to herself: ^^Two heads For lo, the winter is past, — the fldwers appear on the earth, the time of the singing of birds is come Songs of Solomon 2:11-12 are better than one. I^ will consult some wise friend upon the matter, and get advice. How should a poor, crawling creature like me know what to do without asking my betters?" JOY 61 But still there was a difficulty — whom should the Caterpillar consult? There was the shaggy Dog who sometimes came into the garden. But he was so rough ! He would most likely whisk all the eggs off the cabbage leaf with one brush of his tail if she called him near to talk to her, and then she would never forgive herself. There was the Cat, to be sure, who would sometimes sit at the foot of the apple tree, basking himself and warming his fur in the sunshine; but he was so selfish and indifferent ! There was no hope of his giving himself the trouble to think about Butterflies' eggs. ^^I wonder which is the wisest of all the friends I know,'' sighed the Caterpillar in great dis- tress ; and then she thought, and thought, till at last she thought of the Lark; and she fancied that because he went up so high, and nobody knew where he went, he must be very clever and know a great deal; for to go up very high (which she could never do) was the Caterpillar's idea of perfect glory. Now in the neighboring cornfield there lived a Lark, and the Caterpillar sent a message to him, to beg him to come and talk to her; and when he came she told him all her difficulties, and asked him what she was to do to feed and rear the little creatures so different from herself. *' Perhaps you will be able to inquire and hear something about it next time you go up high," observed the Caterpillar, timidly. The Lark said perhaps he would, but he did not satisfy her curiosity any further. Soon afterwards, however, he went singing upwards into the bright blue sky. By degrees his voice died away in the distance, till the green Caterpillar could not hear a sound. It is nothing to say she could not see him, for, poor thing! she never could see far at any time, and had a difficulty in looking upwards at all, even when she reared herself up most carefully, which she did now; but it was of no use, so she dropped upon her legs again, and resumed her walk round 62 JOY the Butterfly's eggs, nibbling a bit of the cabbage leaf now and then as she moved along. ^^What a time the Lark has been gone!'' she cried at last. **I wonder where he is just now! I would give all my legs to know! He must have flown up higher than usual this time, I do think. How I should like to know where it is that he goes, and what he hears in that curious blue sky! He always sings in going up and coming down, but he never lets any secret out. He is very, very close!" And the green Caterpillar took another turn round the Butterfly's eggs. At last the Lark's voice began to be heard again. The Caterpillar almost jumped for joy, and it was not long before she saw her friend descend with hushed note to the cabbage bed. ''News, news, glorious news, friend Caterpillar!" sang the Lark; ''but the worst of it is, you won't believe me." "I believe everything I am told," observed the Caterpillar, hastily. "Well, then, first of all, I will tell you what these little creatures are to eat," and the Lark nodded his beak toward the eggs. "What do you think it is to be? Guess!" "Dew, and honey out of flowers, I am afraid," sighed the Caterpillar. "No such thing, dear lady! Something simpler than that. Something that you can get at quite easily." "I can get at nothing quite easily but cabbage leaves," murmured the Caterpillar, in distress. "Excellent! my good friend," cried the Lark, exultingly; "you have found it out. You are to feed them with cabbage leaves." ' ' Never ! ' ' cried the Caterpillar, indignantly. ' * It was their mother's request that I should do no such thing." "Their mother knew nothing about the matter," persisted JOY 63 the Lark; ^^but why do you ask me, and then disbelieve what I say? Yon have neither faith nor trust.'' ^'Oh! I believe everything I am told," said the Caterpillar. *'Nay, but you do not," replied the Lark; ^'you won't believe me even about the food, and yet that is but a beginning of what I have to tell you. Why, Caterpillar, what do you think those little eggs will turn out to be ? " ^'Butterflies, to be sure," said the Caterpillar. ''Caterpillars!" sang the Lark. "And you'll find it out in time ' ' ; and the Lark flew away, for he did not want to stay to contest the point with his friend. "I thought the Lark had been wise and kind," observed the mild, green Caterpillar, once more beginning to walk round the eggs, "but I find that he is foolish and saucy instead. Perhaps he went up too high this time. Ah, it's a pity when people who soar so high are silly and rude nevertheless! Dear! I still wonder whom he sees and what he does up yonder. ' ' "I would tell you if you would believe me," sang the Lark, descending once more. "I believe everything I am told," reiterated the Caterpillar, with as grave a face as if it were a fact. "Then I'll tell you something else," cried the Lark; "for the best of my news remains behind. You will one day be a Butterfly yourself. ' ' "Wretched bird!" exclaimed the Caterpillar, "you jest with my inferiority. Now you are cruel as well as foolish. Go away ! I will ask your advice no more. ' ' ' ' I told you you would not believe me, ' ' cried the Lark, net- tled in his turn. "I believe everything that I am told," persisted the Cater- pillar; "that is" — and she hesitated — "everything that is rea- sonable to believe. But to tell me that Butterflies' eggs are Caterpillars, and that Caterpillars leave off crawling and get 64 JOY wings and become Butterflies ! Lark ! you are too wise to believe such nonsense yourself, for you know it is impossible!'' *^I know no such thing/' said the Lark, warmly. ^^ Whether I hover over the cornfields of earth, or go up into the depths of the sky, I see so many wonderful things, I know no reason why there should not be more. Caterpillar: it is because you crawl, because you never get beyond your cabbage leaf, that you call anything impossible." ^ ^ Nonsense ! ' ' shouted the Caterpillar. * ^ I Imow what 's pos- sible, and what's not possible, according to my experience and capacity, as well as you do. Look at my long, green body and these endless legs, and then talk to me about having wings and a painted feathery coat. Fool" ^^And fool you! you would-be-wise Caterpillar!" cried the indignant Lark. ^^Fool, to attempt to reason about what you cannot understand ! Do you not hear how my song swells with rejoicing as I soar upwards to the mysterious wonder- wo rid above ! ' ' At that moment she felt something at her side. She looked round — eight or ten little green Caterpillars were moving about, and had already made a show of a hole in the cabbage leaf. They had broken from the Butterfly's eggs! Shame and amazement filled our green friend's heart, but joy soon followed; for, as the first wonder was possible, the second might be so, too. ^^ Teach me your lesson. Lark!" she said ; and the Lark sang to her of the wonders of the earth below, and of the heaven above. And the Caterpillar talked all the rest of her life to her relations of the time when she should be a Butterfly. And when she was a Butterfly, she said : ^ ' I can trust even now for what shall come next." —Margaret Gatty. Eaater flDorning. Words by P. W. Blaokmer Music by Alberta K IIall. tr /I h 1 ^ t , ]/ \ ^ A l'^ "^ 1 1 < /n b "+ J J R « k- . • « U\^ ^ # • J^ J "^^ <^ I H,- 1 J 1 : 1 \^r i^- - - i 'i J {J ' 1 1. Beau - ti - ful Eas -ter morn - ing. Wei - come a - gain to 2. Beau - ti ■ ful Eas - ter morn ing, Birds com -ing home to 3. Beau - n h 1 ti - ful Eas I - ter morn - I mg, Blue 1 in the skies a- J V \ ^ A I^M^^H 1 1 1 J . ^ -' ' 1 > U 4- J 1 -' ^ I ; ^ 1 ' ! g r\^m • Li* ' 9 I f("\^ \ 1 ^ * m ^ "^ 1 « i Ut7*«.H« « _#. \ ^7 -*- ' ' T: 1 8 ^ J. J ' _i_ 'u _ # . - 1 \ J -9 4: i i it ^ 9 . w { Jf(2rca^'^. ^•>« U /I 1 1 - 1 U*J' 1 17 4 1 1 , J ' ' , ! , 1 1 ^^ h i m J « A • « 1 « _ ^^ P 4 « 1 J ' ' 1 ' 111 -i 9 --4- m 4 ^ ^- 9 4 m __|. 9 i ^|c=t i5 earth, nest, bove. -^. Come with your show - ers Wak - ing the flow Sing - ing the sto - ry. Won - der - ful glo Brooks gen - tly flow - ing, Soft breez - es blow ^— \ u — ' -H bH 9- d . U 9 9r ers, ry, ing, — i- F t==F==^=^ ^ di; ores. I ^^r^r-=^^ fcf t^ ^ t Giv - ing the world new birth. Earth shall a - gain be blessed. Tell ■ ing us God is love. n * J Ring, ring, ring, bells of ffi i^Hitfli -6>h -9—^ — 9- -9—r- ^ t=i 4i ^=r Copyright, 1901, by P. W. Blackmer Used by permission. 65 Easter Aornfng. S: * I^zz: Eas - , ter. Bells re - peat the glad re - frain, ^= B^ ^ m ^-- t^=^: I -A — R— ^-bj^ — #■ !-tB#- E *=i; g=tz=i:=tf Sing, sing, sing your hal-le ■ lu - jahs, Christ is ris'n and lives a - gain. iZE — « »~^t — ,»-HsS * i -=— #- I S^=^s=l*- •• — # 0-^ * r/^. / t^^qc i ■^ — «- ^-- =1: E^ =1-- Copyright, 1901, by P. W Blackmer. Used by permission. 66 JOY 67 LESSON II (Bamt Cime Sweet spring, full of fair days and roses, A box where sweets compacted lie. ^ — George Herbert. *'The spring scented buds all around me are swelling, There are songs in the stream, there is health in the gale; A sense of delight in each bosom is dwelling, As float the pure day dreams o 'er mountain and Tale. ' ' The lesson last Sunday more than introduced the topic. To-day we have a Nature development lesson. Central Thought. — Nature's awakening. Text. — Christ has risen, the Lilies say, This glad and joyous Easter Day. Picture. — Easter Lilies. Song. — Easter Morning. LESSON OUTLINE I. Point of Contact: The weather. II. Birds returning. III. Brooks, bees, and butterflies. IV. What do they "tell us? V. 'Tis Easter tune. THE LESSON i Point of Contact. — The weather. (The teacher can lead up to the Spring thought by whatever conditions the weather and the surroundings offer). STORY Here on the table are the flowers, the twigs, and the bulbs that tell us Spring has come. 68 JOY What have you seen this week that tells yon Spring is here? And that beantifnl butterfly — review The Butterfly story. Develop the Easter song. .^k ja. ^1^ ^- - V W'M Wtt^^'^- WJI^ ^ 1 ^^'^^^^^^^B I k.^'^^^3 MCm ■■HT'iH iM ' ■ ^4' J ^iBk^tf i?»>^ i WJ,9^J^ mi ^\* m li^i^^^^B^ i 1 ► '"Ski _. J \^ 1 4 Christ has risen, the Lilies say, This glad and joyous Easter Day. F. P. K. Suggestions : When the snow goes, does it seem as if the old world took off her white cloak and awoke for another Spring and Summer festival I Is the sun growing warmer? JOY 69 What does it do to the buds? All these things tell us that a Glad Day is coming — Easter. Have you seen a robin I Where have the birds been all winter! What about the flowers in the woods! Did you ever go fishing in the Spring time! Was the stream overflowing! What makes the streams overflow in the Spring? Have you heard a rippling brook! Have you noticed the buds! What do the raindrops say to them! Are the Easter Lilies growing! Awake, awake, oh sleeping earth, Fling otT your cloak of snow, For soon the birds will come again And rippling brooks will flow ; The sun will whisper to the buds, *^Wake up, wake up, 'tis Spring." Song. Develop the song, ^^ Easter Morning.'' Note. — The development of the song is left largely with the teacher. 70 JOY LESSON III C6e 3[opfuI procession PALM SUNDAY Death only husks the corn.' Why should it be a wrench to leave your wooden bench? Why not, with happy shout, run home when school is out? — Malthy Davenport Babcoclc. These should be glad days in the Sunday School. As Easter approaches, our hearts should respond to the joys of Nature's awakening, to the glad assurance that came to the world with Christ's Eesurrection Morning. Central Thought.— Joy. Text. — Much people took branches of palm trees, and went forth to meet Him, and said, Hosannaf John 12:12. Picture. — ^Entry of Christ into Jerusalem. Plockhorst. Song. — Easter Morning. LESSON OUTLINE I. Point of Contact: What have you seen this week that said ''Spring is here?" II. One Sunday morning. III. Jesus goes up to the city.^ IV. ' ' They put Him on a colt and waved the branches of the palm tree." V. "Saying, Hosanna!" VI. Easter song. THE LESSON Point of Contact. — Birds, bees, and butterflies. What have you seen this week that said ''Spring is here"f2 1. See Farrar's Life of Christ, chapter XLIX. 2. Let the children tell of Nature's awakening. JOY 71 To-day is a joyous Snnday. We are happy and there are palms in our churches.^ 8T0BY It was Sunday morning. Jesus and His friends were going up to the city, to the great marble temple to church. "' riuckhorst Much people took branches of palm trees, and went forth to meet Him, and said, Hosanna! John 12:12 His friends were nearly always with Him now, for He would not be many days in their midst. They started. Many people followed — so the friends brought a colt for Him to ride upon. They put their own garments on the colt. While Jesus rode — perhaps He was tired and weary from helping so many people — they led the colt along the road that led up to the great city. 1. As the birds return, the teacher should read for her own pleasure Wordsworth's Skylark and Shelley's Ode to the Lark, 72 JOY Many people, when tliey heard that Jesus was coming, went out to meet Him. They broke the branches from the palm trees, and waved them before their King, singing, ^^Hosanna, Ho- sanna! Blessed is He that cometh in the name of the Lord!'' Perhaps the children were there, waving their palm branches, as we see them in our picture to-day. Develop the second verse of the song, and the third verse if there is time. 2. Beautiful Easter morning. Birds coming home to nest, Singing the story. Wonderful glory. Earth shall again be blessed. ; Chorus : J 3. Beautiful Easter morning, ; Blue in the skies above. ) Brooks gently flowing, ^ Soft breezes blowing, \ Telling us, God is Love ! ^ I JOY 73 LESSON IV This is the death of Death, to breathe away a breath, And know the end of strife, and taste the deathless life, And joy without a fear, and smile without a tear, And work, nor care, nor rest, and find the last the best. — MaWby Davenport Babcoclc. Text. — The Lord is risen, indeed. Luke 24 : 34. Picture. — Christ and His Disciples on the Way to Emmaus. Plockhorst. Song. — Easter Morning. * LESSON OUTLINE I. Point of Contact: The first Easter morning. II. The garden. III. The women. IV. The angels. V. Jesus. YI. Others who saw Him. THE LESSON Point of Contact. — To-day we have the story of a Sunday morning long ago — the happiest Sunday the world has ever known. STORY It was tlie first Easter morning. Jesus was there in the garden — He had come again, as He said. The story He told that day was one of the bravest, the sweetest, the dearest of all the stories He left with His children. He did not tell it to the cruel men who thought they had taken away His life. He told it to the women who loved Him. They 74 JOY had come to the place where His body had lain, — there they found angels. As they walked in the garden, Lo ! Jesus was with them. Then they remembered how He ha4 said that we shall live The Lord is risen, indeed Luke Plockhorst ;4:34 alway, that the life we love, the part that speaks and moves and sees, goes home to be with the Father, and it is only the body that is laid away. Note.— Eead Matthew 27:57-66; 28:1-20. Mark 15:45-47; 16:1-20. Luke 23: 50-57; 24:1-30. John 19: 38-42; 20: 1-31. JOY 75 They knew that people said Jesus was dead. Now they saw Him. He had come again to tell them that there is no death, only life; that when the lips cannot speak, it is only because the life has been tg,ken home by the Father, to live again where there shall be only gladness and joy. He had come back to tell them not to weep, but to rejoice, to rejoice all the days, and to tell others that they might know of the life that lives alway. In the garden He talked with the women of these things ; then He left them and went to tell others. . The women told how they found angels in the place people called His grave — and even as they were telling His wonderful story, Jesus was telling the same story to others. He was walking along the way with two of His disciples, and Lo ! when they had entered into a house, they knew Him, too! When they saw it was Jesus, they remembered how He had to]d them of heaven, of the Father, and of how some day they would, be with Him there. Now they believed it was true. In His face shone the light of heaven, and His voice was as the voice of the angels. Jesus told this story to others — to a group of His loved ones, saying: ^'Peace be unto you!" (Luke 24:36.) ^^He led them" out along the old road where they had walked before, ^*and He lifted up His hands and blessed them." ^'And it came to pass while He blessed them. He was parted from them, and carried up into heaven." Luke 24:50, 51. Of course we have Easter to tell us of that Sunday morning when Jesus stood in the garden, saying to the women: '^ There is no death." We have Easter to tell us of that day when the world was rejoicing, because He had come again, when the women saw Him in His glory, and heard Him say: ^^We shall live alway ! ' ' ^peaft tlje ^rutl) SPRING SEASON ''There is nothing more kingly than kindness; There is nothing more royal than truth.'' THE imagination of the cMld often leads Mm to *^fib," as we say. Sometimes the thing seems so real that he does not know he is actually saying that which is not true. Into every child's heart there comes the temptation to further his own interest by saying that which is not so. This must be called by its rightful name — dishonesty. Once indulged in, the first offense is often concealed by a second falsehood, and so on, until there is danger of forming the habit. To state the fact as it is, plain and unromantic as it may be, to tell the truth without polishing it up to suit the taste, to make the word picture tally with the facts, adding no gilt edges, is not easy; but the sooner the child learns to do this the better. He will save himself, and his loved ones, many a heartache ; he will pave the way for a straightforward life, both in the home and in the business world. He should be encouraged to tell stories as stories, allow- ing the imagination to have full play, but it should be distinctly understood before he begins that this is ''a story,'' or this is ^*a fairy tale," or this is not ''a really and truly story." Then when he tells a story with the understanding that **this is true," he will find it easier to stick to the facts. This topic is presented in two lessons : Lesson I. The Honest Woodman. This lesson presents a story told to children many years ago, found in an old reading SPEAK THE TRUTH 77 book, written in verse, and since adapted for the little people by Miss Emilie Ponlsson. The Honest Woodman preferred hon- esty to silver or gold. Do you think it paid ! An honest man 's the noblest work of Grod.—Eoiert Bums. Keep unscathed thy good najne.—Buiwer Lytton. Lesson II. Jacob and Esau. Jacob tells several falsehoods, and practises a cruel deception, for the purpose of securing his blind father's blessing, and the birthright accompanying it. What is the result! The falsehood and deception inculcated hatred between the brothers. Jacob is sent away from his family and home. 78' SPEAK THE TKUTH LESSON I CDe J^onest MJooDman Nothing tempts young and old more than gold. To-day we have the story of one who preferred honesty to gold or silver, ''a good name rather than riches." Wherefore take nnto you the whole armor of God, that ye may be able to withstand in the evil day, and having done all, to stand. Ephesians 6:13. We, then, are workers together with Him, . . . giving no offense in anything; . . . but in all things approving ourselves as the ministers of God, . . . By the word of truth. II Corinthians 6:1, 3, 4, 7. Central Thought. — "Honesty is the best policy." Text. — "Truth is better than silver or gold." Picture.— River and Water Carrier. Song. — Spring. LESSON OUTLINE I. Point of Contact: Silver and gold. II. The woodman. III. His axe. IV. Lost. V. The fairy. VI. The gold axe. VII. The silver axe. VIII. Both left with him. IX. His honesty. X. ''Truth is better than silver or gold. Truth can make you strong-hearted and free." SPEAK THE TEUTH THE LESSON' 79 Point of Contact.— Tell me something made of silver? Of gold? I am going to tell you of a man who loved something far more than silver or gold. .^ "Truth is better than silver or gold" STORY Out in the green, silent woods and near a rushing river that foamed and sparkled as it hurried along, there lived a good man whose work was wood chopping. With his strong, sharp axe over his shoulder he started out one autumn day, and, select- ing a large oak tree near the river side, was soon swinging his axe right sturdily as he hewed away at the tree trunk. 1. Great care should be taken not to dwell on the central thought. Add no "moral tag." Let the story stand for itself. 80 SPEAK THE TKUTH The chips flew at every stroke, and the sound of the axe ringing against the wood was echoed so clearly that you would have thought another wood chopper was at work not far away. By and by the woodman thought he would rest awhile. He leaned his axe against the oak tree and turned to sit down, but tripped against his axe, and before he could catch it, it had slid down the bank and into the stream just where the water was very deep. The poor woodman gazed into the stream, which flowed on over his lost treasure as merrily as before, and then he spoke aloud in his distress. ^^Oh, what shall I do? My good axe ! The only axe I had ! I can never get it again. Even had I money to get another, I should still lament for this one, — so strong it was, and so sharp, and the stout handle worn so smooth to my hands. ' ' The nymph, or water fairy, who lived in this river (for this all happened in fairy days) heard the sad words of the wood- man, and, rising to the surface, spoke to him in a voice that was like the sweet, tuneful tinkle of dropping water. ^'Wliat is your sorrow?'' said she, kindly. The woodman told her of his misfortune, wondering much at the sudden appearance of this lovely creature. ^ ^ Cease your sad words, ' ' said the nymph in the same tinkling accents. ^^Far, far down below the reach of any mortal eyes or hands lies your lost axe; but wait and hope. Fairy eyes and fairy hands have power even in the watery depths of the stream. ' ' *^She sank: — almost as quick as thought She rose again, and with her brought An axe of silver. The rich prize She held before the woodman's eyes ; And smiling, as in happy glee, *Is this the axe you lost?' said she. 'Oh, no!' said he, and shook his head. SPEAK THE TRUTH 81 *Well, then,' the smiling naiad said, 'Here on the bank let this remain, And I'll go down and try again.' She sank ; and, instantly, behold ! Up came she with an axe of gold ! Pure, solid gold — the helve, the head — *Is this the axe you lost?' she said. 'Oh, no, no, no !' the man replied, 'This is not my old axe,' and sighed. 'This is of very different ore, And worth, no doubt, a great deal more, And much more brightly does it shine. But 'tis not mine — no, 'tis not mine.' " "Indeed!" said the fairy. "Then this golden axe may lie on the bank beside the silver one, while I seek again for yours." The blue waters closed yet once more over the fairy. The woodman looked at the gold axe and at the silver axe, glittering in the grass. "They are beautiful," said he, "and far costlier than my axe, which, though as good a one as ever hewed a tree, is naught but hardy steel ; nevertheless I will not lay claim to that which is not mine, nor will I say anything but the truth. ' ' By this time the water nymph had again appeared above the shining waves and was holding another axe high in the air. The woodman reached forward with a shout of joy. "That is mine!" he cried. "That is surely my own, old axe." "Yes," said the fairy, as she put it into his hands. "This is your axe, but it is only a plain steel one. Did you not like the silver axe and the gold axe!" "Indeed, I did," answered the woodman; "but the silver axe was not mine and the gold axe was not mine. Not for them or for any other treasure will I say what is not true." "Eight, honest woodman," said the 6 82 SPEAK THE TRUTH fairy, with, a radiant smile of approval. ^' Truth is better than silver or gold. Truth can make you strong-hearted and happy though you lose your all. And now, farewell," she continued; ^^but take as a gift from me the axe of silver and the axe of gold.'' So saying, she waved her white hand and disappeared. The astonished woodman gazed at the river, but it only sparkled and rippled on quite in its usual fashion;. and at last, with his heart full of gratitude to the fairy for her great kindness, the honest woodman gathered up the three gleaming axes and hastened home to tell of his wonderful adventure. — Eetold by Emilie Poulsson. Used by permission of Emilie Poulsson and The Milton Bradley Co., owners of the copyright. From "In the Child's World." Spring. "Words by Celia Thaxter (adapted). Old Air. b^-^^-^ =-^ — ^-^ — ^ 1^ J -m F 1 H -0^ r^ — ^-^ n ; > r ^ ^ -^-\ ^> O fj_* ^-..^U-U- —^-v- y t^^-— T^-id 1 The al - der by the riv - er bank Shakes out her pow - der - y 2, The gay green grass comes creeping on, So soft be - neath their 3. And just as ma - ny dais - ies grow As their soft hands can curls; The wil - low buds in sil ver shine, For feet; The frogs be - gin to rip - pie now A hold; The lit - tie ones may gath - er them, All £^ ^ — ^^- birds fly cups are fra grant I ,i: hap - py mu - sic fair in boys and girls, clear and sweet, white and gold. The lit - tie And but - ter Here blows the 83 Spring. !t— s=fc W=* ^ - Ter - head grow - ing near, clo - ver red, And oh, how sweet they sing, ... To With scar - let col - um-bine, ... And There peeps the vi - o - let blue;.... Oh, ^^^^^^t=^^ tell the iner - ry chil-dren here That once a - gain 'tis spring. in the sun - ny mead-ows gay The dan • de - li - ons shine. hap- py ciiil - dren far and near, God made them all for you. 84 SPEAK THE TEUTH 85 LESSON II 3laco6 anD aB0au To-day we have the story, not of an ^^ Honest Woodman," but of a dishonest and deceptive son and brother. One cannot help feeling that the custom of handing down the blessing and birthright to the eldest son, be he deserving or no, was in some ways unfair to the younger children. Be that as it may, neither Isaac nor Esau were responsible for the law. Was not Jacob old enough to feel that, bitter as the sting might be, he must accept it! A grave deception, promoted by a deliberate falsehood, would only make him suffer the more. And the King said unto him, how many times shall I adjure thee that thou tell me nothing but that which is true 1 1 Kings 22:16. Draw near with a true heart. Hebrews 10:22. And there shall in nowise enter into it . . . anything that de- fileth, ... or maketh a lie. Eeveiations 2i:27. Of his own will begat he us with the word of truth, that we should be a kind of first fruits of his creatures. James i:i8. But have renounced the hidden things of dishonesty, not walking in craftiness, nor handling the word of God deceitfully ; but by manifestation of the truth, commending ourselves to every man's conscience in the sight of God. ii Corinthians 4:2. Do justice and judgment. That's your Bible order; that's the service of God.— John BusMn. Good thoughts, good deeds, good words, are piety.— Zoroaster. Central Thought. — "Honesty is the best policy." Text. — Speak every man truth with his neighbor. Ephesians 4 :25. Picture. — River Jordan. Song. — Prayer. Second verse. S6 SPEAK THE TRUTH We thank Thee, dear Father, For care through the night, For flowers that blossom In morning's clear light. For wind, rain, and sunshine. For home, friends, and food. From Thee comes each blessing, And everything good. LESSON OUTLINE I. Point of Contact: Wells, Rebekah. II. Rebekah in her new home. III. Her two boys, Jacob and Esau. IV. The old father. V. Esau goes out for venison. VI. Jacob's deception and falsehood. VII. Esau's return. VIII. The sorrow of Isaac and Esau. IX. Jacob has to leave the tent home. THE LESSON Point of Contact. — Wlio has seen the picture of a well? Where? Let us make a well, a deep well, with our hands. Is this the well from which Eebekah drew the water for the servant and his camels, that evening before she went to the new land to be Isaac ^s wife? STORY Near the new home was another well. One evening, when the new home had come to be as dear as the old one, for she had been there now days and days, weeks and weeks, she went up to the well to draw water. For whom do you think she drew water now? For two boys who had come to her and to Isaac. The names SPEAK THE TRUTH 87 of those boys were Jacob and Esau. Esau was a cunning hunter, who loved fields and forests. Jacob was a shepherd boy, who loved the gentle sheep, and the quiet evenings at home in the tent. Rebekah went up to the well with her pitcher. There, in the (River Jordan) "He went away all alone" twilight, she sat down alone. She was sad. She was thinking of those two boys. It had been a long, hard, sad day. The boys were no longer happy together. Jacob was going away. When she came to draw water again he would be gone. Shall I tell you what had happened! It was in the Spring, or Summer time, probably, for Isaac's flocks were grazing in the fields, and there were cattle, droves 88 SPEAK THE TEUTH of tliem, brown, speckled and spotted, eating the grass in the fields. Isaac was an old man, feeble and almost blind. He was not sure he would be with them long ; he might go soon to live in the heavenly home. In that country so long ago, a father, before he went to the heavenly home, always laid his hands on the head of each child, and gave him his blessing. Beginning with the oldest, he blessed them all. This was one way of telling them of his love. Isaac was a good man and great, and God had promised him that the work which he had begun should not stop when He called him home to heaven, but that his oldest son should take it up just where he had left off, and that the son should be a good man and great. (Genesis 12 :i, 2, 3.) So Isaac wanted Esau to have the first blessing, he wanted to talk with him of this love of the Father, of the work he must do, and the things he would leave with him to help in the work. Perhaps the old man, with long, white beard, and eyes almost blind, sat in the tent door one Spring morning, thinking about it. He called Esau to him, and said, ^^Take your bow and arrow and go to the fields. Like a good hunter find me a deer that I may have the meat I like best, venison fresh from the woods.'' Did Esau go I He ran as fast as he could. All the way he was thinking how he would cook the venison himself, for he knew just how his father liked it best. The rest is such a sad story; for while he was gone some- thing happened. A boy — I do not like to tell you his name — had heard what old Isaac had said. He was not an honest boy, so he said: "I will get the first blessing.'' He ran out to the flocks and brought in two kids. "Wlien the meat was cooked, dressed in clothes that felt like his older SPEAK THE TRUTH 89 brother's, with goat skins on his hands, — that they might feel hairy like Esau's — ^4ie came unto the father, and said, My father; and he said. Here am I, who art thou, my sonT' Genesis 27:18. Jacob trembled. He could hardly speak, there was such a strange feeling in his throat. There sat the old father, feeble and blind. There stood the boy. Would you know what the boy answered? These were his words: ^^And Jacob said unto his father, I am Esau thy first born ; I have done according as thou badst me ; arise, I pray thee, sit and eat of my venison that thy soul may bless me. And Isaac said unto his son, how is it that thou hast found it so quickly, my son? And he said, Because Jehovah thy God sent me good speed. And Isaac said unto Jacob, come near, I pray thee, that I may feel thee, my son, whether thou be my very son Esau or not. And Jacob went near unto Isaac, his father : and he felt him, and said. The voice is Jacob's voice, but the hands are the hands of Esau ... so he blessed him. And he said, Art thou my very son Esau? And he said, I am. And he said. Bring it near me, and I will eat of my son's venison that my soul may bless thee. And he brought it near to him, and he did eat. And his father Isaac said unto him, Come near and kiss me, my son. And he came near, and kissed him, and he smelled the smell of his raiment,^ and blessed him, and said, *See the smell of my son is the smell of the fields which Jehovah hath blessed. And God gave thee of the dew of heaven . . . and plenty of grain.' . . . "Let the people serve thee, and nations bow down to thee. *^And it came to pass, as soon as Isaac had made an end of blessing Jacob, and Jacob was yet scarce gone out from the presence of Isaac, his father, that Esau, his brother, came in from his hunting." IT Esau M-as an archer. Isaac had often smelled the fields in his clothing. 90 SPEAK THE TEUTH ^^And lie also had made savory meat, and brought it unto his father, and said unto his father, Let my father arise, and eat of his son's venison, that thy soul may bless me. ^*And Isaac his father said unto him, Wlio art thou! and he said, I am thy son, tlw first born, Esau. And Isaac trembled very exceedingly, and said. Who 1 Where is he that hath taken venison and brought it me and I have eaten of all before thou camest and have blessed him! Yea, and he shall be blessed. ** And when Esau heard the words of his father, he cried with a great and exceeding bitter cry, and said unto his father. Bless me, even me also. Oh, my father."^ ... So Isaac blessed him. When the oM father knew what had happened, how do you think he felt I And Esau! ** And Esau lifted up his voice and wept." **Aiid Esau hated Jacob'' with a bitter heart. So Eebekah his mother, and Isaac his father, told Jacob to leave the tent home, to go away to some other land. Now Esau's home could not be his home, too. So Jacob took food, and a bottle of water, and left that tent home, left the old father, the sad mother, the brother whom once he had loved, who once had loved him. He went away all alone.^ • Note. — With kindergarten classes this story can be divided into two stories. 1. Read the quotations from the Bible. 2. Our picture to-day skows us a river that Jacob may have crossed on his long journey. Perhaps he sat on the bank alone, like the man in this picture. €)ur i^eabenlp ifatljer SPRING SEASON IN. the Spring, when the tender green is on the trees, and the bnds are bursting, is it not as if heaven's doors had opened, and filled the earth with its incense! Love? It is everywhere^ — in the gentle shower, the anemone blossom, the spring grass, the balmy air, the yellow of the dandelion, the song of the birds. "Whose love? The love of Him ^^Who giveth us richly all things to enjoy." The infinite and eternal power that is manifested in every pulsation of the universe is none other than the living God. — John F 181:6. This thought is presented in a series of four lessons : Lesson L Development of song, and story of Hester, who dreamed the showers, sunshine, and flowers were gone, as were also her doll and playhouse. Why? Lesson II. The Fatherhood of God in providing such a beau- tiful world. The Creation story. Creation of the world — the sky, the moon, the stars and sun. Lesson III. The Creation of His children. Why He gave us eyes, ears, feet, tongue, and feelings. Lesson IV. Wee Gibbie — a shepherd boy, who found so much in the world to make him happy. A merry heart doeth good like a medicine.— i>arid Out of His boundless love the Father has given us the Na- ture world. Every season brings its revelations, and as often as Spring comes the old world seems to be born anew. The air has a freshness, the sky a radiance, the tree a larger growth, and 91 92 OUE HEAVEISTLY FATHER the flower a new beauty that for us was not there a year ago. Is it that we have grown! If the Father's love is growing within us, for us His world will increase in beauty as we grow in knowledge and love. The wonders of His love and wisdom increase as we try to fathom them. The world, the mind, the body — all tell of His infinite knowledge and His boundless love. 'This topic has been chosen, and presented at the Spring season: I. That the child may look upon the natural world as a revelation of the Father's love to him. II. That he may keep the windows of his soul open to the beauties of the sky, the wonders in the stones, the knowledge of the birds, the marvels in the flowers and the miracles in Nature everywhere. God's fulness flows around our incompleteness. — Elisabeth Barrett Browning. i> OUR HEAVENLY FATHER 93 LESSON I ©e0ter'0 Dream Try for ^v& minutes to exchange places in thonght witli one who has never seen. The story to-day is of a girl who did not appreciate her everyday blessings, and dreamed that two of them were taken away. Read ^* Optimism,'* by Helen Keller. As I stand in the snnshine of a sincere and earnest optimism, my imagination '^paints yet more glorious triumphs on the cloud curtain of the future. ' ^— Helen Keller. Central Thought. — Do we appreciate all the Father has given us? Text. — Who giveth us richly all things to enjoy. I Timothy 6 ill. Picture. — Child among the Flowers. Van Bremen. Song. — Spring. Second verse. ''The gay green grass comes creeping on So soft beneath their feet; The frogs begin to ripple now A music clear and sweet. And buttercups are growing near, "With scarlet columbine, And in the sunny meadows gay, The dandelions shine." LESSON OUTLINE I. Point of Contact: Song. II. Spring flowers. III. Hester. rV. Her ingratitude for the flowers, sun, showers, and other bless- ings. V. Her dream. VI. Suppose it had been true. 94 OUE HEAVENLY FATHER THE LESSON Point of Contact. — Will the piano sing us onr songf (Have a cluster of buttercups or dandelions on the table.) Have you gathered buttercups in the fields? How do they come to be so beautiful this morning? What other flowers have you seen? Tell me of more things the Father has given us.^ Food, clothing, trees, lumber, hands, hearts, and friends. STORY Hester (that is the name of the girl in our picture to-day) had been playing all day in the garden, chasing butterflies, picking flowers, floating paper boats in the fountain, and making mud pies. But when night came, just because she was tired, she wore a long face, and there was a wrinkle clear across her forehead. She didn't want to eat her supper, she wasn't ready to go to bed. The house was too warm, and she was tired of the garden. For some good reason her mother and father left her all alone. In the corner of her own pretty room, where she had started to put her doll, Jean, to bed in her new cradle, Hester fell fast asleep. She did not know she was asleep for there seemed to be fairies around her, beautiful little creatures dressed in the gayest of colors. And they were pointing toward her: *'That is the girl,'' they were saying; *'she is the one!" Then one of the fairies came up to her doll's new cradle and took her precious doll away, saying, ^^ Hester's mother gave Jean to her because she loved her, and wanted her to be happy, but Hester has forgotten that day." Next, she saw the fairies tearing up her playhouse. As they chattered, in voices that sounded like the tinkling of bells, she could hear them saying, ^^ Hester won't care. She was tired of 1. The teacher should use her own discretion in drawing the answers from the children. OUR HEAVENLY FATHER 95 the garden. She has forgotten that the Heavenly Father made even the stones of which she built her stove, made the big willow tree to give her its shade, the dirt for mud pies, the water for the fountain, and the birdg that sang all around her." ge^t^iF f J t^ ^ ^t ■'..'■ fjt^^ mm r'- ■^ ■ gy-p «h| 9 y m wm !Lw1p^^ Fan Bremen Who giveth us richly all things to enjoy I Timothy 6: 17 As the fairy spoke, she waved a golden wand in the air — playhouse, trees, birds, bees, grass, and fountain were gone. Hester felt the tears rolling down her cheeks. The next minute she wondered why she was crying. She had opened her eyes. It was morning. There, over her own bed, stood her mother, saying, ^^Up, up, little lady, Jean waits to be dressed, and it is baking day in your playhouse, T guess." That day do you think Hester was happy playing under the trees with the flowers, as we see her in the picture? 96 OUR HEAVENLY FATHEE LESSON II May the awakening of Nature at the Spring season mean the awakening of a new and greater veneration, in the child- heart, for The Father's revelations that lie all about him. May this lesson show him that back of the stone is love, back of the flower knowledge, back of the shell The Creator, back of the changing colors in the sky, the dewdrops, the glittering star. One Whom we call Our Father. Central Thought. — God is Love. Text. — All things were made by Him. John 1 :3. Picture. — Goats on a Hill. Augusta Bonheur. Song. — Prayer. Third verse. ^'Our Father in heaven. Be with us each day, And help us to love Thee In work and in play. Amen." LESSON OUTLINE I. Point of Contact: Stones, flowers, shells, and a piece of coal brought into class. II. Creation of sky, earth, seas, sun, and moon. III. The Father prepares all things for His children. IV. Why? THE LESSON Point of Contact. — In my right hand I hold small stones, such as we often see on the roadside: in my left, rare ones that have beautiful colors, and glitter in the sunshine. (Pass in front of the children, holding the stones so they can see them.) OUE HEAVENLY FATHER 97 What can we do with stones? Build houses, churches, and do other things. The flowers ! Out of a tiny brown seed they grow — just how no one can tell. Only the Father Who made them knows. The apple ! Out of a brown seed comes a green tree, out of the tree a bud, out of the bud, a blossom, and out of the blossom, an apple. The coal ! Away in the earth it lies, deep down, where The Father has been long years making it, to keep our homes warm. STORY Did you ever see a new home ? This world was once a new home. The Father made it for you and for me. The Old Story says : First of all he made the sky ; then the earth with its soil for the flowers, its streams to keep the soil fresh, its oceans and high mountain tops. Then he made the light. The big round sun, the clouds in the sky, pink, golden, and blue. Then came the green grass, ferns, trees, flowers, seeds, and fruit. After that, the moon arid the stars ; and next birds, fish, cattle, sheep, goats, and insects. Down in the earth was oil, coal, diamonds, and gold. On the land were forests, stones, and green trees, with all kinds of woods. In the streams were fish and other sea foods. Was The Father getting this new home ready for some one! Could it be that children were coming? They could not live on fruit and fish only. There must be grains for flour and other things, — so the grains grew. These also helped the goats, deer, and cattle in their homes on the hills The trees grew, the birds made their nests, and baby birds came ; the fish were getting thicker in the streams ; and the forests were the homes of plenty of deer and wild birds. The 7 OUE HEAVENLY FATHER 99 sun shone in tlie day, the big moon at night. Stones were ready to be built into homes, trees were waiting to be cut down for lumber. The sky was pink, golden, and blue— all the earth was ready. It was waiting. For whom! The story next Sunday will tell you.^ Next Sunday will you each bring me something that you have found out of doors, and love to look at, or play with ; any- thing the Father has made, — to help us to be happy? L. Our picture to-day shows us the goats on the hills. 100 OUE HEAVENLY FATHER LESSON III Ctoo CfiilDten The great world-garden was ready. Everywhere were the ** wonderful works'' of the Father, '^Who giveth us richly all things to enjoy." When all was ready two children came, made in His image. Such wonderful bodies, such marvelous minds! You and I have them, too, — gifts from the Father. For what? Let us see : — Central Thought. — The uses for which the Father gave us our bodies and minds. Text. — All things were made by Him. John 1 :3. Picture. — Sheep. Rosa Bonheur. Song. — Spring. * ' The alder by the river bank Shakes out his powdery curls; The willow buds in silver shine, For happy boys and girls. The little birds fly over head And Oh ! how sweet they sing, To tell the merry children here That once again 'tis Spring." LESSON OUTLINE I. Point of Contact: The world-garden— all was ready— for whom ? II. Two children. III. Made in His image. IV. For what ? V. The story of Wee Gibbie. OUE HEAVENLY FATHER 101 TBE LESSON Point of Contact. — Have you noticed the sky to-day What colors did you see? Have you seen it at sunset? Are the trees in bloom? What about the streams these Spring days? STORY When the great world-home was ready, the Father said, ^'Now I will finish a garden-home for my children." That garden was such a wonderful place that the Old Story cannot tell us all about it. But it tells of the green grass, the fields of grain, the rivers and fruit trees. Through the garden ran three rivers. On the banks were groves and fields of wild flowers. There were hills where sheep could find pasture, and forests where the goats could wander. There were trees laden with figs and wild olives, bushes loaded with berries, and stones and trees that some day would be built into homes. The Father said, ^ ' If my children are to be strong and happy they must have work. ' ' While the garden was being made, every day the big, round sun shone down upon it. Days and days the sun came up, sent out its beams all day, and went down again in the evening. At last the garden was done. But who would care for it? Whose home should it be? One morning when the sun came up in the East it shed its light for two happy children. Such wonderful children! The Old Story says that the Father had made many wonders in that garden, but the children were the greatest of all. Why? He had made them like Himself. Just how no one can tell. But the story goes on to say that all children are like those whom The Father placed in the garden ; and that some day, when you and I see Him in the heavenly home, **We shall be like Him, for we shall see Him as He is.'* OUR HEAVENLY FATHER 103 To these children he gave eyes to see the sky, stones, birds, trees, hills, streams, and each other; ears to hear the mnsic of the rustling trees, the birds, the gurgling brooks, the roaring waterfalls, the patter of the rain, and kindly words. He gave them hands with which to pick the fruit, to gather the grain, to grind the flour, and to care for each other. He gave them feet with which to walk and run when they were at work, and when they were at play, to carry them from place to place. He gave them hearts for loving, and last and greatest of all — minds to think how and when to work, and play, and love. Next Sunday I will tell you the story of a boy who loved the world-garden, who helped with hands, feet, eyes, ears, and lips all whom he met. ■ 104 OUE HEAVENLY FATHER LESSON IV The story tells of a homeless lad who loved the great world- garden, and was a friend to all whom he met. The teacher can add nature touches as the season and location suggest. Central Thought. — Gibbie was happy because he loved the world- garden, and all whom he met. Text. — Who giveth us richly all things to enjoy. I Timothy 6 :17. Picture. — The Sheepfold. Jacque. Song. — To be chosen by the children. LESSON OUTLINE I. Point of Contact: Stones, flowers, and grasses. II. The great world-garden. III. Two children. IV. Another child— Wee Gibbie. V. Happy, though poor. VI. His sorrow, yet his glad heart in the country. VII. The dog. VIII. The farmhouse and Janette. IX. Donald. X. The new home. THE LESSON Point of Contact. — These stones, flowers, and grasses remind me of the beautiful world-garden. Tell me of some of the things we see in it to-day. Two children came to this garden. Who can tell some of the things The Father gave them ? I have read of another child who came to our beautiful world- garden. His name was Gibbie — they called him Wee Gibbie. « OUE HEAVENLY FATHER 105 STORY ^ Gibbie's first home was a dirty garret at tlie top of three flights of stairs. In the garret slept his father, who sometimes cobbled shoes. As for Gibbie, he slept wherever he happened to be, and ate whatever he could find. It was not often that he found anything in the cupboard at home. Yet Gibbie was happy. Every one loved his smiling face. As he went up and down the streets of the city, his rosy cheeks and laughing e^^es made friends with all whom he met. Often he said ^'Good morning.'' Sometimes the baker gave him a bun. Nights he slept among the oak husks at the meal mill, sometimes he lay by the furnace in a factory, and some nights he slept among the bags on the deck of a boat. But wherever he was, he was happy, so happy he ran, skipped, whistled, and sang. He loved even the flowers he saw in the windows he passed. Most of all he loved the moon and the stars that he had so often seen at night, watching over him. Without even a hat, with only an old jacket and a pair of ragged trousers, no shoes or stockings. Wee Gibbie was happy, always happy from morning till night. One night Gibbie's father left the garret. The next time the boy went there he found it closed. For a few days he trotted about the city among his old friends. Then he wandered down the river, across the bridge, and up the long road. He ran and walked among the grasses and flowers. At night he lay down in a field of sweet clover, and fell asleep under the same stars he had seen in the city. In the morning the first thing he saw was the sunshine. All around him it lay, in great, broad, golden beams. And the dewdrops ! Wee Gibbie had never seen anything like them before. He forgot to be hungry as he ran on in his joy. 1. Read Sir Gibbie by George McDonald. 106 OUR HEAVENLY FATHEE At noon lie came to a field of small yellow turnips. He gathered as many as lie could carry, and ate them as he walked along. The people he met were not like his friends in the city. Some asked him questions, but no one called him Wee Gibbie. With his arms full of daisies, lie was not lonely* Before it was dark he came to the gate of a farm yard. He climbed over, and found himself by the door of a small house, the smallest house he had ever seen. He put his head through the doorway ; the floor was covered with straw. Gibbie saw a chain. Then he knew it was a dog's house. Gibbie crept in, heaped some of the straw over himself, and fell asleep. In a few min- utes he was awakened by the barking of the dog. Gibbie put his head out and began barking, too, as much as to say : Here I am, but I love dogs, and will make friends if you will. A large New- foundland dog darted back, and then began barking right into Gibbie 's face. When he saw it was a boy, he wagged his tail. The next minute he walked into the kennel and lay down beside Gibbie. Gibbie patted him, and they were good friends at once. Gibbie fell asleep with his head on the dog's back. All night, every few minutes, the dog turned his head to lick Wee Gibbie 's face. In the morning Gibbie had a part of the dog's breakfast of porridge and milk. Then he left him and went on up the road. By this time he was well up towards the mountains. He saw lambs in the fields, and he could hear a river not far away. The next night, as the moon was coming up, Gibbie came to a cornfield and then to a big barn. He found a small doorway made for the cat to go through.^ Through this Gibbie crawled. On the floor was a pile of yellow corn, and in the corner some cornstalks and straw. On the straw he lay down. The moon- light came through the window; and Gibbie fell to whistling, which put him to sleep. 1. The teacher can describe the old-fashioned "cat hole" that was made in many a kitchen door. OUR HEAVENLY FATHER 107 Early in the morning lie was awakened by the stamping of the horses and cattle. He crawled out through the same door- way. The first thing he saw was a little house built of mud, with a flat roof covered with straw. He could hear the lambs bleating not far away. Gibbie knew by the two dog kennels that Who giveth us richly all things to enjoy I Timothy 6: 17 Jacque this was the home of a shepherd. Gibbie was hungry. He climbed up the stone steps of the hut, and knocked at the old door. ^'Come alang in," said a kind voice. Gibbie pulled the string that came through a hole in the door, and walked in. A woman sat on a stool, knitting. It was a kind face that looked out from beneath the gray curls and white cap. The minute she saw Gibbie, Janette — for that was her name — arose. 108 OUR HEAVENLY FATHER ''You poor, wee laddie/' she said, ''and how came yon here all alone I" Gibbie looked at the woman, then at the clean floor, and the table partly set for snpper. He did not speak. But he was smiling, and his blue eyes were looking straight into Janette's. She came to him, took him by the hand, and led him to her stool. There he sat while she drew out a small table, put a platter of oat cakes upon it, carried a wooden bowl to the pantry, and, bringing it back filled with rich milk, set that, too, on the table. Then she placed a chair in front of the table, and said: ' ' Sit ye down, little laddie, and eat. ' ' Oat cakes, cream, and milk! Wee Gibbie had never tasted anything so sweet. While he was eating a big dog came bounding in. In his mouth he carried a lamb which he had found half dead on the mountain. He went straight to Janette and dropped the lamb- kin into her lap. That night the lamb slept in a box behind the stove. Gibbie had just finished eating when the door opened, and in walked the old shepherd and his boy, Donald, a lad a few years older than Gibbie. Janette told them the story of how the little stranger, hungry and alone, had walked into the kitchen. The old shepherd took Gibbie on his knee, and put his strong arms around him. Donald went to find a suit of his own warm clothes for him to wear. Wee Gibbie had found friends. Janette was a mother to him. The old shepherd was the best father he had ever known, and Donald — the two boys were always together. Shepherd boys they were, too. Up on the mountains with their dogs and the sheep, caring for the lambs, reading story books, and playing among the grasses and flowers, Donald and Gibbie lived. In the great garden-world they worked, and they played. They were as happy as the birds that sang over their heads. Adapted hij F. P. E. ''7i i^etD Commantimenr' SPRING SEASON By this shall all men know that ye are my disciples, if ye have love one to another. — John IS :35. I shall pass through this world but once. Any good thing, therefore, that I can do, or any kindness that I can show to any human being, let me do it now. — Henry Drummond. The greatest of these is, love. — Paul. All else of earth may perish, love alone, not heaven itself shall find out- grown. — Oliver Wendell Holmes. Love is the celestial breathing of the atmosphere of paradise. — Victor Hugo. THIS topic is to be presented in six lessons. It opens and closes with stories from the life of Christ. Between these are one development lesson and three Old Testa- ment stories. Lesson I. The story of Jesus with His disciples at the Last Supper. Just before leaving them and the world He gives to them ' ' a new commandment " : ' ' Love one another as I have loved you.'' Lesson II. Rebekah at the Well. Eebekah's courtesy to Abraham's servant, even before she knew his errand; courtesy to all whom we meet. Rebekah 's kindness to the camels. Lesson III. Love one another as portrayed in family life. Perhaps the hardest place to put Jesus' command into practice is in the home. The farmer at this season, planting his crops for the use of his family during the Summer, Autumn, and Winter. Lesson IV. Truth is often brought home by way of con- trast. Hagar and Ishmael, who were turned away from home, and left to wander in the wilderness. 109 110 "A NEW COMMANDMENT" Lesson V. David and Jonathan — a story of true friendship and deep love, under circumstances that appeal to the child. Wlien David was in danger, far from home, alone, in the wilder- ness, and hunted by evil men, Johnathan risked his life to come and comfort him. Lesson VI. Jesus' love for all whom He met, men, women and children of all nationalities and stations. Even when weary, after his journey, he stopped at a well and there spoke helpful words to a poor unfortunate woman, whom few would have noticed, and fewer would have helped. ''A NEW COMMANDMENT'^ * 111 LESSON I Hotie SDne anotftet ''The religion of limnaiiity is love." Central Thought. — Love one another. Text. — "Little children ... a new commandment I give unto you, that ye love one another as I have loved you." John 13 :33-35. Picture. — Last Supper. Zimmermann. Song. — The old song, "Jesus Loves Me," can be used if the chil- dren are familiar with it. LESSON OUTLINE I. Point of Contact: The story of Jesus blessing the children. II. The love of Christ— for all whom He met. III. His love for those nearest Him, in His last days in the world. IV . His last supper with them. y. His tenderness— and his words— "Little children ... a new commandment I give unto you, that ye love one another as I have loved you." THE LESSON Point of Contact. — - ' ' I think when I read that sweet story of old^ Of when Jesus was here among men, How He took little children as lambs to His fold, I should like to have been with Him then." If you and I could have been with Him then, we should have seen — what 1 STORY One other day, only a little while before Jesus was going away. He sent two of His friends to the city to find a place where 1. Draw the story from tlie children. 112 A NEW COMMANDMENT He could be with those whom He loved most, for a little while; where they could eat their Last Supper together. He wanted to be alone with them, to talk with them, to tell them those things that would help them all the days, after He had gone to be with The Father. Those two friends went to the house of another friend, and Zimmermann Little children .... a new commandment I give unto you, that ye love one another, as I have loved you John 13:33-35 he said : ^ ^ Come to my home and let the Master bring His friends here.'' They prepared for the supper, and Jesus came with His friends. It was evening when they gathered around the table. Jesus knew that He would not be long with them. He knew, too, that it would be better for them that He should go to the Father, for He was going to prepare for them a far more beau- ''A NEW COMMANDMENT" 113 tifiil home than any in this world ever could be. Yet He was sorry to leave them. They were His children. They had worked with Him. He loved them, and they would be lonely when he was away. As they gathered around Him, perhaps they wondered what He .would say. He told them He would not be long with them ; that He was going to be with The Father, to prepare a place for them, where thej^ could come to be with Him. Then He said, speaking softly and with great tenderness in His voice: "Little children, a new commandment I give unto you, that ye love one another, as I have loved you.'' 114 "A NEW COMMANDMENT'^ LESSON II at ^ome The subject to-day is one that is vital to the happiness of every child. A\^ien one enters a home where children dwell, and tries to help them to start aright, so that in after life brothers and sisters will be more and more helpful to each other, one feels like saying: ^'Put off thy shoes from off thy feet, for the place whereon thou standest is holy ground. ' ' Central Thought. — How to love. Text. — Little children . . . love one another. John 13 :13. Picture.— The Planters. Millet. Song. — The Family Song, from the Mother Play Song Book by Emilie Poulsson, is suggested. LESSON OUTLIXE I. Point of Contact: Fathers and mothers. II. A story picture. III. The sister. IV. The three brothers. V. Individuality. VI. What it means. VII. How we must use and care for it. THE LESSON Point of Contact. — Wlio can tell me what mother is doing these days? Sewing for Summer — for whom! What is the farmer doing? Let us look at our picture. Planting the crops, getting his garden ready, to have food on the table all Summer for some one whom he loves. "A NEW COMMANDMENT" 115 Note to Parents. — It is sad, but often too true, that girls and boys reared in the same home, when grown to womanhood and manhood, go each his own way, looking for love and comfort to those who are not so closely related. Why is this? This is a momentous question, and one that would change many a life if only its answer could be such that first habits would develop that love and admiration, that consideration for others, that mean peace and l^ippiness in later life. The writer would not attempt to answer the question, but two points she would leave with you — First: Brothers and sisters should never be allowed to dictate to one another. This is a habit that is sure to cause feelings of injustice, jealousy, and in time„ perhaps, hatred. Second : If we are to be helpful and loving, if we are to make friends, and grow sweeter as we grow older, we must often bend our wills to meet the convenience of other people. This is one of the hardest lessons that life has to teach. To step aside, to wait to see another making his own decision, to try to help him to carry it out, even when it is not our way, and may inconvenience us, this is Brotherly Love. It is a delicate line that marks the border between interest and meddlesomeness. So delicate is this line that advice should only be given when asked. Every child, whether the oldest or youngest, should realize that each life has been given its ovm mind and judgment, by The Father, WTio made these gifts to the Individual for his special use; that he has no right to decide questions for others, or to thrust his opinions or judgment into plans that belong to another. To teach this is a vital duty of parenthood. A time comes when even parents can be more helpful by watching the trend of gifts and inclinations, and guiding, rather than mapping out the path. It was a natural boy who said: ''Papa, when you say 'must' it makes me feel 'won't' all over." STORY (Development Lesson)* Sometimes when I close my eyes there comes to me snch a beautiful picture. I see a little sister and lier two small brothers. She hasn^t golden hair and a beautiful face, but straight, short hair and a plain face, a soft, gentle voice, a quiet step, a glad smile, and feet and hands that are splendid helpers. Her voice chooses such sweet words to use! So often it 1. This lesson gives the teacher a broad margin for enlarging upon the story, to meet the needs of her class. The one point to keep in mind is individuality — the child's gifts, his rights, arid his hopes for the future. 116 A XEW COMMAXDMEXT uses the word ^ Vill. ' ' I have never heard it say to the brothers, ^'Get my sled for me," or '^ Don't yon dare tonch my dolls." It says: ''Brother, will yon please help me with the sled?" and Yon will be good to my dolls while I am gone, I know." Little children love one another Millet Jesus What abont the brothers? They are real boys, and some days are not qnite as happy as others, to be sure. But they never boss each other. When they do not agree they just let each other alone. At such times, each plays with his own things by himself, and John will say: ''That's all right, it's more fun ''A NEW COMMANDMENT'' 117 that way. You see, William wants to play liis way, and mother thinks his way may be the best way for him, and I want to play my way. She says that is the way I should play sometimes. That is why, when we get to be men, John is going to be a doctor, and I want to be a storekeeper. I tell you, mother knows us boys to a T." (From this point question the children as to their individual tastes, and show them that each must let the other work out his own plans both in work and in play. Try to help the children to begin to see that great truth, that ideals and tastes are God- given, that they are some day to give to us each the opportunity to choose the work he can do best.) 118 ''A XEW COMMAXDMEXT" LESSON III Eebefeaft anD tfte ^ertiant The story to-day gives the children a beautiful picture of Oriental cnstoms, combined with Eebekah's courtesy to the servant, who was a stranger, and of her kindness to the camels. i Where there is room in the heart, there is always room in the home. — Moore. Kind words produce their own image in men's souls. j — Pascal. m Central Thought. — Rebekah's kindness. Text. — And when she had done giving him drink, she said, I will draw water for the camels also, until they have done drinking. Genesis 24:19. Picture. — Rebekah at the Well. ]Mnrillo. Song. — Spring. LESSON OUTLINE I. Point of Contact: AYater. II. Oriental wells. III. To-day's picture. IV. Rebekah. Y. The servant. YI. Her kindness to a stranger. YII. Drawing water ' ' for the camels also. ' ' YIII. Hospitality. IX. The servant's story. X. His errand. XL Rebekah's answer. XII. The young master loves her. "A NEW COMMANDMENT" 119 THE LESSON Point of Contact. — A glass of water. Have you ever tliongiit how beautiful the clear, cold water is? Have you thought how much water we use in our homes every day, and how easily we get it? This glass of water reminds me of a picture.^ STOBY The young woman whom you see with the pitcher could not get water as easily as we do in our homes. In the country where she lived water was not as plentiful as it is here. It was drawn from wells, like the one you see in the picture. In some parts of that country the wells were far apart, and very deep. The women used to take their tall jars, or pitchers, on their heads, or shoulders, and go to the wells morning and evening to draw water for the family. Sometimes the well was in the center of the town, and the women would rest and visit, waiting their turns to fill their pitchers. The young woman in the picture — the one with the pitcher — is Eebekah. Her home was probably not far from the well. There she lived with her m_other and father, a brother, and perhaps sisters. Twice every day she came to the well for the water which she carried home to use for cooking and washing.^ Late one warm afternoon, as the sun was going down in the west, Eebekah went to the well to fill her big pitcher. It was a deep well, and she had to let the pitcher down with a long rope made of camels^ hair. It was hea\^ to pull up full of water. She had just come to the well when she saw down the road an old man coming with a long line of camels. His robes were 1. Pass the cards. 2. The teacher will be interested in reading the many Bible references to these wells, and the descriptions of them as found in Bible dictionaries, and other commentaries. 120 A NEW COMMANDMENT covered with tlie yellow dust of the desert, and she knew by the camels that he had come a long way. She saw one of the camels kneel so the man could step off, and she saw him coming toward the well. That old man was a servant. He had been traveling for days Murillo And when she had done giving him drink, she said, I will draw water for the camels also, until they have done drinking Genesis 24:19 and days. He had come from a far countrj^. Now that it was evening he had stopped at the well for water for himself and the camels. He was tired: he was far from home. He thought: I will ask the woman to give me a drink from her pitcher. He said : ' ' I pray thee, give me a little water of thy pitcher. ' ' Genesis 24:17. ''A NEW COMMANDMENT" 121 What was her answer? Did she turn away, saying, ^'It's hard work to draw water, and I am tired to-night. '^ This was her answer : ' ' ' Drink, my lord, ' and she hasted and let down the pitcher upon her hand, and gave him a drink ; and when she had done giving him drink she said, ^ I will draw water for the camels also, until they have done drinking.' '' Do you know how much water a camel drinks ? Many pitcher fulls. Eebekah must have been willing to let her pitcher down into the well, and to draw it up, again and again. ^'And she hasted and emptied her pitcher into the trough, and ran again unto the well to draw water, and drew for all the camels." ^'And the man, wondering at her, said, tell us, I pray thee, is there room in thy father's house for us to lodge to-night!" She said : ' ' There is room for you and straw and provender for the camels." So the servant went to her home and there spent the night. He saw Eebekah helping her mother with the supper and break- fast. He saw her grinding the flour for bread, and helping her brother in the fields. The servant told Eebekah and her people a story — it was about his young master. Now he had no mother to help and to care for him. She had gone to the heavenly home. The young master and his old father lived alone. They were lonely and sad. What do you think that old servant asked Eebekah 's people? If they would let her go with him all the way back to his master's home, to help them, as he had seen her helping at the well, and about the house and field. How could they spare herf They would call her, and see.^ 1. Genesis 24:57. 122 ''A NEW COMMANDMENT ' ' And they called Eebekah and said unto her, *^Wilt thou go with this manf They told her how she was needed, how there was no woman in that far-away home to care for the young master and his father. She said: ^^I will go." So Eebekah went all that long way. She became the young master's wife, and ^^he loved her.'' Genesis 26:67. 'A NEW COMMANDMENT '' 123 LESSON IV Bfimael anD hi^ Q^otfiet Trutli is often brought home more forcibly by way of contrast. The lack of consideration shown to Hagar and Ishmael by Abraham and Sarah is a striking picture when compared with the gentleness of Christ, and the love and hospitality of Rebekah. What is religion? Tenderness toward all creatures. *' Inasmuch . . .'' He that is without sin among you, let him first cast a stone at her. John 8:7. ^'Love sutfereth long and is kind.'' Central Thought. — Love one another as I have loved you. Text. — Little children ... a new commandment I give unto you, that ye love one another. Jesus. Picture. — The Casting Out of Hagar. Van der AYerff. Song. — Spring. LESSON OUTLINE I. Point of Contact: Journeys. II. Home life. III. Abraham, Sarah the mistress of Hagar, Isaac, and Ishmael. IV. Abraham 's and Sarah 's cruel treatment of Hagar and Ishmael in casting them out. ■ _ . Y. Their sufferings. VI. The Heavenly Father's care over them. VII. Ishmael becomes a strong man— an archer. THE LESSON Point of Contact, — Have you ever been on a journey? Why did you go? To have a good time, perhaps, and to be with friends. Were you alone? 124 ' '\ * ^ # # J J J * J ,^ , \^^4-^ ^ m *• ^ • ^ :.! J ^^'^ r r 1 r r r t t ' 1. Rob - in Red -breast swung on the ver - y high-est bough Of a 2. "I will praise the Lord for the mer -ry morn-ing sun," Sang the 3. So the Rob - in sang histhanks-giv-ing to the Lord, For the I^m\' l-i 1 1 1 1 r « ^ r r ' (^•, L> b -T- L i >-" b K^ 1 L^ 7 -+ I. i k k 1 n-- -J- ^-T^ -r — ^ tree that rock'd and rus-tled in thank-f ul lit - tie Rob - in on joys that came each bright and hap I I I I I thebreeze. And he loud - ly sang, "I will his nest, "And the soft black night when the -py day; Should not chil-dren praise Him more e r^ ^ ^zz ^^^r=^ :^ t — r- i^fe r r r- praise the dear Lord now, hap - py day is done, loud - ly than the birds? — # ^ — # — •-^ I r T f T I'll praise Him for the great green And all the sleep - y birds go to For ma - ny great - er joys have trees." rest." they. ^ ±± =r Chorus. D h 1 ^ N ^ i*^ 1 ^ ^ 1 V 1 '^ b , J 1 r 1 J '1 / WvP^ * « _i J • J m m m ^ m _^ :^ V\ ^^ • i • • d ' C"' . •^ \s) J • J • ^ A I-. ^ ^^ f r r r r r c f r r ^ ^ Praise Him 1 Rob - in, Praise Him ! Rob-in, Thank-ing the Lord on 3d V. Praise Hiin! chil-dren, PraiseHiml children, Thank-ing the Lord on II 1 J J 1 1 ! J J r • high ; bigh; Ymy h 1 J '00 - - r^ ' irJ- ,I7U# 4 f2 ^ rz> P ' z^z X<-^ \>\P 1 \ ^D ,^ j^ ^ \ r ' ' 1 Copyright, 1901, by P. W. Blackmer. Used by permission. 142 IPrafse Bfm! IRobtn. P I ir r Mm r r r r r r ^ r' i ^ i r Sing your loud -est, Sing your proud-est, Un - der the bright blue sky. Like the Rob in, hap - py Rob in, Un - der the bright blue sky. —I \ \ 1^ J \ 0^ r^-^^4- ^=^ i3 I S ? P -f^ Copyright, 1899, by P. W Blackmer. Used by permission. 143 144 PLAY LESSON II Cfie JI3eto T3op Turn the sunny side of things to hnman eyes. — Mary Howitt. ^^ Happiness, like virtue, is acquired by practice.'' To-day the story lesson is a talk of good times and vacation. It leads to the thought of next Sunday's story of playing fairly. Central Thought.— Play. Text. — Make merry and be glad. Luke 15:32. Picture. — In Summer. Le Jeune. Song. — Praise Him! Robin. ''Robin redbreast swung on the very highest bough Of a tree that rocked and rustled in the breeze, And he loudly sang, ' I will praise the dear Lord now, I'll praise him for the great, green trees.' " Chorus : ' ' Praise Him ! Robin, praise Him, Robin, Thanking the Lord on high : Sing your loudest, sing your proudest, Under the bright blue sky. ' ' LESSON OUTLINE I. Point of Contact: Vacation.^ 11. Three boys. III. The new boy. IV. Croquet. V. Tennis. VI. Alone. THE LESSON Point of Contact. Do you play games in vacation 1. It is suggested that the teacher use stories of her own childhood. PLAY 145 STORY John, Henry, and Cliarles nearly always played together. At the other end of the street was a large stone house, with Le Jeune Make merry and be glad Luke 15:32 a lawn, fountain, and stables. It was the finest house in the neighborhood. Whenever the boys passed it they thought what a yard that would be for kite flying and ball. One day, as they were hurry- ing down to the ball ground, they saw a small boy swinging on the gate of the big yard. 10 146 PLAY That evening at snpper Henry's mother said: *'Mrs. Brown" — it was Mrs. Brown who lived in the big house — ^^was here to-day. Her little nephew has come to stay with her all sum- mer, and she wants you to bring John and Charles over to play with him." Henry could not sleep that night until he had told his friends about it. The very next day, when school was out, the three chums marched bravely over to meet the new boy. They found him setting up a new croquet set on the green lawn. He did not know a boy in the town, and he was overjoyed to have some one with whom to play. Harold, for that was his name, invited them to begin the game right away. At first all went well. But when the game was about half played the three old friends would now and then look at one another as much as to say: "Is that all square?" More than once they noticed that when Harold had finished a strike, his ball was not in position, but when his turn came it was in front of the arch. It happened so often that they watched, and saw him slyly push it along with his foot. Harold beat the game. No sooner was it finished than Charles suggested that they play something else. They tried blind man's buff. Harold's turn came last. He made a fuss, lest the handkerchief might be too tight. When it was fixed to his taste it was as plain as plain could be that he could see from under one corner. This was too much for the boys. Henry said what he thought: "Look here, you're a new boy, and we were going to be friends with you, but if you cheat I'd rather go home." The others motioned him to keep quiet till the game was done. Then they took their hats, and went home. On the way they agreed not to tell at home that the new boy had cheated. They also agreed not to play with him again. PLAY 147 Several days when they passed his yard they saw him alone. He always called to them, and asked them to come in. But they went to play by themselves. One afternoon they saw two boys from another street in the big yard. They had a new tennis set, and the balls were flying- back and forth over the net. A few days later they met those same boys down by the creek. They were fishing with their sisters, as yon will see them in the picture to-day. The boys laughed when they met, and by the looks in their faces they knew they wanted to say something about the new boy and the game of tennis. At last some one asked, ^' Going to play tennis to-morrow?'' That was enough. ' ' Not much. I 'd rather go fishing than play with a boy who cheats. If he can't play fairly, let him stay in the big yard by himself. ' ' That was just what he did all summer long. Other boys came to play, but not a boy ever went twice. There was the big yard, the fountain, the tennis net, and the balls. All up and down the street were small yards, and children at play. In the big yard the boy was alone. Some one asked why. Not a boy told. Among themselves those boys cast long glances that said plainer than words: '^He cheats." 148 PLAY LESSON III (Same0 ^^ Happiness, like virtue, is acquired by practice.'^ To-day's story may prove helpful to the children who are spending their vacations at home. Central Thought. — Pleasure in work. Text. — Make merry and be glad. Luke 15 :32. Picture.— The Butterfly Chase. Hardy. Song. — Praise Him! Robin. ' ' So the robin sang his thanksgiving to the Lord, For the joys that came each bright and happy day. Should not children praise Him louder than the birds? For many greater joys have they." LESSON OUTLINE I. Point of Contact: Company. II. The expected guests. HI. Their arrival. IV. Dishes and bed time. y. Another day. VI. Its surprises. Vir. AVork made play. VIII. The dog. IX. The visit closes. THE LESSON Point of Contact. — Do you like to have company come? An uncle and aunt perhaps! So did the boy and girl in our story. PLAY STORY 149 Uncle George and Aunt Hattie would be there for supper. They were coming on the afternoon train. The best room was "Make merry and be glad" Luke 15: 32 ready; there was a tall cake in the pantry, and the table was spread with fresh linen. The children, Helen and Donald, were in a wild state of ecstacy. They did not want to go to school that afternoon, and 150 PLAY it was hard to think of lessons ; but the lessons once over, they knew when they reached home who would be there. Sure enough, they had come! It was a happy brother and sister who rushed up the walk and into the arms of the uncle and aunt. And there was so much to tell. Santa Claus had been there twice since they had seen them; there were new flower beds ; and the playroom. Supper came so soon that no one was ready. Helen and Donald ate slowly, for they knew their work was to do the dishes, and after dishes came bed time. When supper was over mother gave them the nod that meant so much. Their happy faces suddenly became long, and a pout came on Helen's lips. This was why mother closed the dining-room door when they went in to the other room. She told Aunt Hattie how the children had grown tired of doing the dishes and other things that helped her and father. The next day those children never forgot. All their work was suddenly made into play. "When Donald started for the coal hod, along came Uncle George, saying : "All aboard for the mine ! The coal train starts in a minute! I'll be the engine and you be the car that carries the load. Toot, toot, chu, chu!" and Uncle George was on the way to the stairs. When Helen went to wash her dishes, on the wall, above the sink, was pinned a new paper doll. On her white apron was written: ^r i . i '^You have my best wishes, In washing the dishes: When they are done. Prepare for the fun." Those dishes did not take long. The next day, above the sink was pinned a new dress for the PLAY 151 doll; the next day, a bonnet; and tlie third day, a cloak. Bed time, too, was made easy. Uncle George told them a war story; and then Aunt Hattie played a gay tune while they marched off to bed. Uncle went ahead, up the stairs, with his hands folded behind him like a knapsack. Up and down the hall they marched till the music stopped, when they flew off to bed. When the last day of the visit came the children were sad, but just before train time in came the uncle with a small black and white dog, '^He's for you both to play with after we go." The children were so surprised that not until the last minute did Helen remember the flowers in her flower bed, saved for days for Aunt Hattie to take home. She flew down the path, the dog after her. There was only time to say ' ' Good-bye, ' ' and to throw a big kiss, and the carriage was gone. In the picture we see Helen with the dog and the flowers. #apptne00 Power dwells with cheerfulness. — Emerson. Laughing cheerfulness throws the light of day on all around. — Richter. The happiest heart that ever beat, Was in some quiet breast, That found the common daylight sweet, And left to heaven the rest. — John Vance Cheney. JUSTICE WALTEE LLOYD S]\IITH, of tlie Supreme Court, brought with hiiQ to a dinner of the New York L'niversity Law School Association what he said was the most remarkable document that ever came into his pos- session, — the last will and testament of Charles Lounsbury, who died in the Cook County Hospital, at Dunning, 111. Here it is : *'I, Charles Lounsbury, being of sound mind and disposing memory, do hereby make and publish this, my last will and testament, in order as justly as may be to distribute my interest in the world among succeeding men. ^'That part of my interest which is known in law and recog- nized in the sheep-bound volumes as my proi3erty, being incon- siderable and of no account, I make no disposal of it in this, my will. ^^My right to live being but a life estate, is not at my dis- posal, but, these things being excepted, all else in the world I now proceed to devise and bequeath : **Item: I give to good fathers and mothers, in trust for their children, all good little words of praise and encouragement, and all quaint pet names and endearments, and I charge said parents to use them justly and generously, as the needs of their children may require. 152 HAPPINESS 153 **Item : I leave to children inclusively, but only for the term of their childhood, all and every, the flowers of tlie fields and the blossoms of the woods, with the right to play among them freely according to the customs of children, warning them at the same time against thistles and thorns. And I devise to children the banks of the brooks and the golden sands beneath the water thereof, and the odors of the willows that dip therein, and the white clouds that float high over the giant trees. And I leave the children the long, long days to be merry in, in a thousand ways, and the night and the moon and the train of the Milky Way to wonder at, but subject, nevertheless, to the rights here- inafter given to lovers. '^Item: I devise, to boys jointly, all the useful, idle fields and commons where ball may be played; all pleasant waters where one may swim; all snowclad hills where one may coast, and all streams and ponds where one may fish, or where, when grim winter comes, one may skate; to have and to hold the same for the period of their boyhood. And all meadows with the clover blossoms and butterflies thereof, the woods and their appurtenances, the squirrels and birds, and echoes of the strange noises, and all distant places which may be visited, together with the adventures there found. And I give to said boys each his own place at the fireside at night, with all pictures that may be seen in the burning wood, to enjoy without let or hindrance and without any incumbrance or care. '^Item: To lovers I devise their imaginary world, with whatever they may need, as the stars of the sky, the red roses by the wall, the bloom of the hawthorn, the sweet strains of music, and aught else by which they may desire to figure to each other the lastingness and beauty of their love. ^^Item: To young men jointly I devise and bequeath all boisterous, inspiring sports of rivalry, and give to them the disdain of weakness and undaunted confidence in their own 154 HAPPINESS strength, thougli tliey are rude. I give tliem tile power to make lasting friendship, and of possessing companions, and to them exclusively I give all merry songs and brave choruses, to sing with lusty voices. ^^Item: And to those who are no longer children or youths or lovers, I leave memory, and I bequeath to them the volumes of the poems of Burns and Shakespeare and of other poets, if there be others, to the end that they may live over the old days again, freely and fully, without tithe or diminution. "Item: To our loved ones with snowy crowns I bequeath the happiness of old age, the love and gratitude of their children until they fall asleep." Happiness is a topic that needs no introduction to the chil- dren. They, themselves, are a part of the happiness of the world. The two lessons under this topic are presented at the vacation season both for the thought that underlies them, and with the hope of adding a bit of pure pleasure to young story lovers. Lesson I. Helen and the Gardener. A happy day when work and pleasure were combined. The Miller of Dee. Lesson II. Purring when You're Pleased. Two Kittens. One that purred and one that did not, ^ ' Which will you take ? ' ' HAPPIlNESS 155 LESSON I ^elen anD tbe ©atnenet A happy man or woman is a better thing to find than a five- pound note. Tliey practically demonstrate the Theorem of the LivableneSS of Life. — Bobert Louis Stevenson. Central Thought. — Joy. Text.— Be glad. Luke 15:32. Picture. — The Little Gardener. Eddis. Song. — Praise Him! Robin. LESSON OUTLINE I. Pomt of Contact: Joy— laughter— songs. II. ]\Iary. III. The gardener. IV. They work together. V. "When I was ahoy." VI. The dog. VII. Back to the house. VIII.The Miller of Dee. TEE LESSON Point of Contact . Is it fnn to laugh, to sing, to whistle? Have you ever heard any one singing while he worked? STORY It was a bright summer day, and Mary had her doll out under the trees. She had made it a new dress, and combed its hair twice, when the old gardener came in sight. *^Come, Mary," he called, ''get your basket and rake, and we'll have a good time.'' 156 HAPPINESS Mary knew what that meant. She had often helped him. Mother had said she could play anywhere in the yard, so she Be glad Luke 15:32 Eddis took the gardener's hand and together they went to the barn for their tools. He had a wheelbarrow, a spade, hoe, rake, and several packages of seeds. Mary fonnd her small rake, and a basket HAPPINESS 157 that she carried on her back. Our picture to-day shows Mary at her work. She raked the sticks and leaves from the grass while the gardener spaded the bed for the seeds. That was not the best part ; she knew he would let her drop in the seeds. AA^ien the raking was done she was sure of a story. So she flitted back and forth with the basket, singing as she went. When the leaves and sticks had all been carried away she sat down on the grass and said: ''Now, Mr. Brown, tell me a story." ''Well/' he began, "when I was a boy I was always asking my father, 'What can I do to have funT I asked so many times that one day he told me something that I never forgot. He said, 'The best fun is to do things, and I am going to get you a set of garden tools to-morrow.' The next day he went to town and brought me home the tools. From that day to this I have been making gardens. "Last week I bought my own boy some tools. I want to tell you that it is much more fun to work when there is a small girl or a boy to help. This bed that I am spading is to be yours. You can choose any seeds that you want. I'll dig the rows, and show you how to drop them in. ' ' Mary picked up the papers and chose pansies, forget-me-nots, and violets. When they had been carefully dropped into the soft earth she covered them with the soil, and put sticks at each end of the row. "Now I must plant your mother's bed." said the gardener. "AYhile I spade it, would you like to hear a story about my boy and his dog?" Of course Mary was ready. "The boy is eight years old. He has had the dog since he was four. Carlo is a big yellow fellow with a bushy tail and a silver collar, with his name and address engraved upon it. 158 HAPPINESS • ^' Every morning lie runs to meet tlie postman, and brings the letters in liis mouth. When there are no letters he barks and barks, and follows the postman so far that now he gives him a piece of paper to bring back. One day the small boy missed Carlo. He had not seen him since breakfast, and it was nearly bed time. The house, the barn, the yard, were searched, but no dog was there. '^Mother said: ^Perhaps he is at one of the neighbors.' Where do you think we found him? The baby a few doors down the street had a calico cat. Carlo had seen her playing with it on the porch. He had never seen one before, so he pro- ceeded to tear it to pieces. The child cried, and the dog refused to leave her. When his master went for him he shook the ragged cat and then rubbed his soft shoulder against the baby. The only way we could coax him home was to bring the child, too." The story and the flower beds were finished at the same time. They carried their tools back to the barn, and Mary went for her dinner. As the gardener passed out of the back gate he heard her say to her mother: '^He is just full of stories, and you don't even have to ask for them.'' On the bank of a river called Dee, stood a funny old mill. The walls were half tumbled down, the windows stuffed full of rags, and the doors creaked on their hinges. But the wheels went round and round, with a whirr that sent the water flying. The song of the wheel was not the only one heard. The miller was there. It was always a song or a whistle with him, and the tunes were so jolly that people went around by the mill road to hear them. They stopped to hear his stories and jokes, and they always found him the same. The King of the land heard about it — the King, with his palace and gold. He was sad. He never even smiled. HAPPINESS 159 ''I'll go to the miller," he said, ^^ perhaps he can tell me how to be happy.'' So he started. When he saw the little old mill he won- dered how any miller could be happy there. As he came up the rickety steps he heard: ' ' Oh, I am as happy as happy can be, And this is the song of the Miller of Dee." He found the miller holding the bags, while the flour went tumbling in. '^Pray tell me," he said, ^'with this old mill, the dust, and the dirt, how can you sing all the day long? I have a palace, yet I would change places to-morrow to be as happy as you." ^'My heart is so full of joy," said the miller, '^that it bubbles over all the day long. I earn my bread and the bread for my good wife and family of children. The river turns the mill and helps grind the flour for the people. More grain comes to my mill than there are days in which to grind it. When tliere is not time, I keep on singing. When the belt breaks, or the water is too low to run the mill, I keep on singing." ''Say no more," answered the King, "your dusty cap is worth more than my crown of gold. Stay where you are. Go on with your song. The song is worth more than the flour. You will always have plenty to do. People will bring you their wheat just to see your glad smile, to hear you whistle and sing. "I'll go back to the big palace on the hilltop. When men come to me with their sorrows, I'll think of the Miller of Dee." The King drove away. As he went he heard the same song: ' ' Oh, I am as happy as happy can be, And this is the song of the Miller of Dee." —^Retold hy F. P. K. Note. — With kindergarten classes, this lesson should be divided into two lessons, the story of the Miller of Dee making the third lesson under this topic. 160 HAPPINESS LESSON III Purring tofien gou're piea0eD Love and joy are often a response. Langliter and smiles beget langliter and smiles. There is no real life bnt clieerfnl Me.— Addison. ''Happiness, like virtue, is acquired by practice." Central Thought. — Is it better to be responsive and happy, or to be glum? Text. — My heart is glad. Psalm. Picture. — Kittens. ' Song.— Praise Him! Robin. LESSON OUTLINE I. Point of Contact: Kittens. Who has one? II. Two kittens. HI. The one that purred. IV. The one that never purred. V. ' ' Which will you take V THE LESSON Point of Contact. — Who has a kitten? Our story to-day is of two kittens. STORY They had been licked over hundreds of times by the same mother, had been brought up on the same food, lived in the same house, learned the same lessons, heard the same advice, and yet how ditferent they were! Never were there two kittens more thoroughly unlike than those two ! The one, with an open, loving heart, which never could contain itself in its joy, but HAPPINESS 161 purred it out at once to all the world; tlie other, who scarcely ever purred at all, and that never above its breath, let liim be as happy or as fond as he would. It was partly his mother's fault, perhaps, for she always set the children the ex- ample of reserve ; rarely purring herself, and then only in a low tone. But, poor thing, there were excuses to be made for her ; she had had so many troubles. Cats generally have. Their kittens are taken away from them so often, and they get so hissed about the house when people are busy, and the chil- dren pull them about so heedlessly, and make the dogs run after them — which is so irritating — that really the won- der is they ever purr at all. Xevertheless, her not feeling inclined to purr much herself was no good reason for her thinking it silly or wrong in other people to purr when they were pleased ; but she did, and she and her purring daughter were always having small tifPs on the subject. Every morning, for instance, when the nice curly-headed little boy brought the kittens a saucer of milk from his break- 11 'My heart is glad" 162 HAPPINESS fast, there was snre to be a disturbance over tlie purring ques- tion, for, even before the saucer had reached the floor, Puss Missy was sure to be there, tail and head erect and eager, sing- ing her loudest and best, her whole throat vibrating visibly; while Puss Master, on the contrary, took his food, but said very little about it, or, if ever tempted to express his natural delight, did it in so low a tone that nobody could hear without putting their ears close down to him to listen. Now this was what the mother cat called keeping up one's dignity and self-respect, so it can easily be imagined how angry she used to get with the other child. ^* Wretched little crea- ture!" she would say to poor Puss Missy, who, even after the meal was over, would lie purring with pleasure in front of the fire. "What in the world are you making all that noise and fuss about? Why are you to be always letting yourself down by thanking people for what they do for you, as if you did not deserve it, and had not a right to expect it? Isn't it quite right of them to feed you and keep you warm! What a shame it would be if they left you without food or fire ! I am ashamed to see you make yourself so cheap by showing gratitude for every trifle. For goodness' sake, have a little proper pride, and leave off such fawning ways! Look at your brother, and see how differently he behaves! — takes everything as a matter of course, and has the sense to keep his feelings to himself; and people are sure to respect him all the more. It keeps up one's friends' interest when they are not too sure that one is pleased. But you, with your everlasting acknowledgments, will be seen through, and despised very soon. Have a little more esteem for your own character, I do beg! What is to become of self- respect if people are to purr whenever they are pleased?" Puss Missy had not the least notion what would become of it in such a case, but she supposed something dreadful ; so she felt quite horrified at herself for having done anything to bring HAPPINESS 163 it about, and made a thousand resolutions to keep up lier dignity, save self-respect from the terrible unknown fate in store, and purr no more. But it was all in vain. As soon as ever anything happened to make her feel happy and comfortable, throb went the little throat, as naturally as flowers come out in spring, and there she was in a fresh scrape again! And the temptations were end- less. The little boy's cousin, pale, and quiet, and silent as she was, would often take Puss Missy on her knee, and nurse her for half an hour at a time, stroking her so gently and kindly — how could any one help purring? Or the boy would tie a string, with a cork at the end of it, to the drawer-handle of a table, so that the kittens could paw it, and pat it, and spring at it, as they pleased — how was it pos- sible not to give vent to one's delight in the intervals of such a game, when the thing was swinging from side to side before their very eyes, inviting the next bound? And when there was nothing else to be pleased about, there were always their own tails to run after, and the fun was surely irresistible, and well deserved a song. Yet the brother very seldom committed himself in that way ; that was the great puzzle, and Puss Missy grew more perplexed as time went on. Nay, once, when they were alone together, and her spirits had quite gotten the better of her judgment, she boldly asked him, in as many words, ^^^^ly do you not purr when you are pleased?" as if it was quite the natural and proper thing to do. Whereat he seemed quite taken by sur- prise, but answered at last: ^'It's so weak minded, mother says; I should be ashamed. Besides," added he, after a short pause, '^to tell you the truth — but don't say anything about it — when I begin there's something that chokes a little in my throat. Mind you don't tell; it would let me down so in mother's eyes. She likes one to keep up one's dignity, you know." 164 HAPPINESS Had Mother Puss overheard these words she might have been a little startled by such a result of her teaching; but, as it was, she remained in happy ignorance that her son was in- fluenced by anything but her advice. Yet, strange to say, she had that choking in her throat sometimes herself ! But, at last, a change came in their lives. One day their friend, the curly-headed boy, came bounding into the kitchen where Puss and her kittens were asleep, in raptures of delight, followed by the pale, quiet, silent cousin, as quiet and silent as ever. The boy rushed to the kittens at once, took up both together in his hands, laid one over the other for fun, and tlien said to the girl, ^'Cousin, now they're going, to give us the kittens for our very own, just tell me which you like the better, really! I'm so afraid you won't choose for yourself when they ask you, and then, if I have to choose instead, I shall not know which you would rather have ! And I want you -to have the one you like the more, so do tell me beforehand ! " ^'Oh, I like them both!" answered the girl, in the same unmoved, indifferent tone in which she generally spoke. ^'So do I," replied her cousin; *^but I know which I like the better for kll that; and so must you, only you won't say. I wonder whether you like to have, the kittens at all?" added he, looking at the pale child a little doubtfully ; then whispering, as he put them both to her face to be kissed, ^'Cousin, dear, I wish I could see when you were pleased by your face ! See ! give a smile when the one you like the better goes by. Do, won't you, just for once?" It was in vain! He passed the kittens before her in suc- cession, that she might see the markings of their fur, but she still only said she liked both, and, of course, was glad to have a kitten, and so on; till, at last, he was disheartened and asked no more. It is a great distress to some people when their friends will HAPPINESS 165 not purr when tliey are pleased; and as the children went back together to the drawing-room, the little boy was the sadder of the two, tliongh he could not have explained why. And then, just what he expected happened, — the choice be- tween the two kittens was offered first to the girl ; but, instead of accepting it as a favor, and saying ''Thank you'' for it, and being pleased, as she ought to have been, she would say nothing but that she liked both, and it could not matter which she had ; nay, to look at her as she spoke, nobody would have thought she cared for having either at all ! How was it that she did not observe how sorrowfully her aunt was gazing at her as she spoke; aye, and with a sorrow far beyond anytliing the kittens could occasion? But she did not; and presently her aunt said, ''Well, then, as you do not care, the bo'y may choose." On which the poor boy colored with vexation; but when he had sought his cousin's eyes again and again in vain for some token of her feelings, he laid sudden hold on Puss Missy, and cuddled her against his cheek, exclaiming: "Then I will have this one! I like her much the better, mother, because she purrs when she is pleased!" And then the little girl took up Puss Master, and kissed him very kindly, but went away without saying another word. And so a week passed ; and though the children nursed their kittens, they never again discussed the question of which was liked the better, for a sh^Tiess had sprung up about it ever since the day the choice had been made. But at the end of the week, one sunshiny morning, when the boy was riding his father's pony, and only the little girl was in the house, her aunt, coming suddenly into the school room, discovered her kneeling by the sofa, weeping a silent rain of tears over the fur coat of Puss Missy, who was purring loudly 166 HAPPINESS all the time; while her own kitten, Puss Master, was lying asleep unnoticed by the fire. Now the pale, silent little girl had been very lonely for nearly two years — her father and mother having gone to heaven within a few weeks of each other ; and she had been ever since, till quite lately, under the care of a guardian who, though married, had no children, and was more strict and well-intentioned than kind and comprehending, so that, between sorrow at first and fear afterwards, joined to a timid, shrinking nature, she had, with- out knowing anything about it, shut herself up in a sort of defensive armor of self-restraint, which, till now, neither aunt, nor uncle, nor even loving cousin, had been able to break through. But they had gently bided their time, and the time had come at last, and Puss Missy pointed the moral; for, with her aunt's arms folded round her, and a sense of her comforting tender- ness creeping into the long-lonely heart, she owned that she had fretted all the week in secret because — actually because — it was so miserable to nurse a kitten who would not purr when he was pleased! Anybody may guess how nice it was, ten minutes afterwards, to see the little girl, with the roused color of warm feeling on her cheeks, smiling through her tears at the thought of how like the unpurring kitten she had been herself! Anybody may guess, too, with what riotous joy the loving boy-cousin insisted on her changing kittens at once, and having Puss Missy for her very own. And how, on the other hand, he set to work himself, with a resolute heart, to make Puss Master so fond of him that purr he must, whether he would or no ; and how that, now and then, by dint of delicate attentions, such as choice morsels of food and judicious rubbing under the ears, he worked the creature up to such a pitch of complacency that the vibrations of his throat became, at any rate, visible to sight, and per- ceptible to touch. HAPPINESS 167 Truly, they were a very liappy party ; for after Puss Master took Puss Missy for friend, confidante, and adviser, he grew so loving and fond that he could not help showing his feelings in a thousand pretty, pleasant ways ; and the mother-cat herself re- laxed by degrees ; perhaps because she found her kittens were not taken away — partly, perhaps, because Puss Missy's, open- heartedness stole into her heart at last, with a sense of comfort — who knows I Certainly she left off scolding and lecturing, and would not only watch their gambols, but join in them at times herself. And if neither she nor her son ever purred quite so much, or so loudly as their neighbors, the reason, no doubt, was only that tiresome choking in the throat ! Why, the pale little girl herself complained of having felt something like it, during the sad two years before her kind aunt made her happy again! It always used to come on when she wanted to say what she felt. And, perhaps, there is always something that chokes in the throat when people do not purr when they are pleased. Let us hope so. — Margaret Gatty. SDotng for €)tl)er0 SUMMER SEASON T ' 'f I ^HE characteristics of cliildhood are four: Humility, Faith, Charity, and Cheerfulness, "—jo/in EusUn. Another predominating characteristic is Imita- tion. Until a certain age, the girl wants to do every- thing she sees her mother doing, and the boy is prone to imitate his father. This period in childhood is the golden opportunity for the development of certain tastes and habits that will mean a practical foundation for the everyday tasks of life. Every child wants a happy home. If he sees for himself that it can only be made such when each does certain tasks daily, he will appreciate the value of doing his part. But there is another motive. He is helping others — father, mother, brothers, sisters; and they are helping him. Cooperation is often the secret of true happiness. Wlien we are willing to cooperate, we have sometimes struck the keynote of the greatest happiness to others, of the truest joy to ourselves. ^^Do all the good you can. In all the ways you can. At all the times you can, To everybody you can.'' This topic will be presented in three lessons. Lesson I. Christ and the child. The helpers who dispute for first place. Jesus calls a little child to him to show them that the spirit of childhood is the true spirit of right living. Lesson II. In the home. The great teacher. Uncle George. Three children. Terms. A jolly good day. Lesson IH. Androclus and the Lion. What kindness did. 168 DOING FOR OTHERS 169 LESSON I 3fe0U0 anD tfte CftilD To-day ^e have a story in which Jesus shows His disciples that the characteristics of childliood are those of true help- fulness. To preserve these for the child is one of the great aims of all education. To help him to be more loving and cheerful, as he grows into the fuller knowledge of life, and of men, we must lay beneath his childish faith a solid masonry of pure ideals, of right habits, and of knightly examples. Central Thought. — Jesus calls a child as an example of true helpfulness. Text. — "There's a work for me and a work for you."^ Song. Picture. — Christ and the Child. Bida. Song.— That Sweet Story of Old. LESSON OUTLINE I. Point of Contact: The picture. II. .Jesus and His helpers. III. He heals the child.^ IV. His helpers quarrel. V. He calls a child to him. VI. What does he say ? VII. The boy. THE LESSON Point of Contact. — What do you see in the picture? Jesus and a boy. Who are the men? His helpers. 1. Read from John Ruskin's "A Crown of Wild Olive," the essay on "Work." 2. Read Mark 9. 170 DOING FOE OTHERS STOEY^ One day Jesus and three of His friends had been np on the mountain. As they came down, He told them He would not be long with them. Even while He was speaking a father came, bringing to Him a sick child. Jesus seemed to forget that He had many things 'There's a work for me and a work for you' to say and to do that day, — He stopped then and there, and made the boy well. Soon they went on, for Jesus had others to help. As they journeyed, His followers talked among themselves, sometimes in loud voices, walking at a distance so Jesus could not hear. When he turned and asked them of what they were talking, no one answered. Jesus was sad. He knew. Those men, who were there to help Him, and whom He was 1. See Geikie's Life of Christ, page 572. DOING FOR OTHERS 171 trying to show how to help others, when He was gone, were thinking only of themselves. They had been quarreling about who should be greatest among the helpers when He was with The Father. He called a little child to Him, the boy whom you see in the picture. When He had taken the boy in His arms. He said that even a child who was gentle and kind, who helped others in the home, who was happy in his work and his play, was more like The Master than strong men vdio forget. Do you think the boy ever forgot that day when Jesus took him in His arms? When He told His helpers that boys and girls had in their hearts something that made Him love them? No wonder the men did not answer. But the boy, — he must have run all the way home to tell his mother about it, and to go on helping her, and father, and the brothers and sisters all the day long. 172 DOING FOE OTHEES LESSON II 9 ^appp Dap The first place, and sometimes the hardest place, to be thoughtful of others is in the home. The story to-day is one of ideal home life. Central Thought. — Doing for others in the home. Text.— Be ye kind. Picture. — Apple Dumplings. Song. — Praise Him! Robin. LESSON OUTLINE I. Point of Contact: Mothers. II. Fathers. III. At home. IV. Four children. V. Monday morning. VI. Turns. VII. The circus. ^ VIII. Left alone. IX. A happy day. THE LESSON Point of Contact. — It was a beautiful story in which Jesus told His helpers that a boy's heart, or a girl's, had in it something that made Him love to take them in His arms. Did He say that children did much for others in this big world? At home, who of all in the house does the most to help others?! I want to tell you of a home of four children. 1. If the children suggest "mother," talk with them of the father's hard day's work in the office or shop, and of his love in the home. DOING FOR OTHERS 8T0EY 173 It was Monday morning. There were so many things to be done that there was only one way — each must do his work. It was not easy to help before school, but some way the parlor Apple Dumplings was dusted, the table was cleared, the beds were airing, and the coal hod was heaped with coal when those children tripped off. They had talked it all over. Of course each wanted the home to be happy. There was only one way — for all to make it so. The school days were lively ones. Can you see the children as they did their work, the little one with a hop and a skip, as 174 DOING FOE OTHEES she cleared away tlie dishes ; the boy with a whistle ; the others with a spirit of play to see which would be ready first I One thing was always the hardest. Often they had to take turns in something they all wanted to do. One evening a friend had two tickets for the new skating rink. Father said he could only take one, so they had to draw cuts. Another time a carriage came to take them to drive. After father had said that some one could have Ms place, there were only seats for four. It took some time to decide, and then the boy on the steps had a long face as he watched the others drive out of sight. ^'Turns'' were so hard for those children that one evening the mother called them all to her. ^ ' Put a big log on the grate, ' ' she said, "and I'll tell you a story.'' Before the fire had time to get started, four chairs had been brought, and the mother was saying : "This is a true story, dears. It was one your Uncle George told when he came from the West. "It was a little town, only a few houses, several miles from the city. To the city the circus was coming, and there was to be a parade, with music, horses, and drums. "In the country home were three children, and all wanted to go. Even the father was sorry when he had to say, ^ Some one must stay at home. ' He had been a boy once, and he knew how it felt. But the trip took all day and there were the horses and cattle to feed; some one must stay. So he took three pieces of paper, and said : ' The one who draws the longest will stay. ' "Two girls and a boy, — and the boy drew the longest. Stay at home from the circus! AYlien he saw his slip was the longest, a big lump came in his throat. Did he cry? He swal- lowed the lump, washed his face in cold water, and went out of doors and played ball for an hour. DOING FOE OTHERS 175 *^Tlie next morning lie helped liis father hitch old Dobbin to the double wagon, and watched them drive away. '^Then he fixed the fire for all day, and saying, 'I'll have just as good a time as I can,' he got out his fish pole, line, and hooks. From the bridge he could watch the house. When he had gathered some bait, to the bridge he went. *'What luck! One, two, three, all big fellows. When noon came he had ten. From the smile on his face no one would have dreamed this was the boy who had stayed home from the circus. ^* At noon he had to stop to feed the chickens, and to care for the cattle and horses. When he had fed them all he cooked some of the fish for his dinner, and ate them with crackers and cheese. ''He was just going back to the bridge, when down the road came a boy with a new ball and a bat fresh from the store. He turned in at the gate. Ten minutes later those boys had their coats off. They never knew where the afternoon went, but supper time came. "One boy was running down the road home, the other was hurrying off toward the barn, when the double wagon came clattering in through the gateway. "What do you think? The circus failed to appear; there had been no parade at all. " * Drawing cuts isn't so bad,' said the boy, 4t's been a jolly good day!' " 176 DOING FOE OTHERS LESSON III anDrodu0 anD tfte ilion Central Thought. — Kindness to animals. Text.— Be ye kind. Ephesians 4 :32. Picture. — An Old Monarch. Rosa Bonhenr. Song. — Praise Him! Robin. LESSON OUTLINE I. Point of Contact: Animals. Cats, dogs, rabbits. II. Androcliis and his master. III. Androclus and the lion. IV. His return to his master. V. The meeting. VI. ' ' Long live Androclus ! Long live the lion ! ' ' VII. Together again. THE LESSON Point of Contact. — Has any boy here a dog? Does your dog know his friends! What about Tabby, does she know who fills her saucer with milk? And the rabbits! Have you seen them eat from the hand of one whom they knew! To-day we have the story of a lion, and some one who was kind to him. STORY Androclus was a servant in a home where the master did not always help others. Androclus did his work well, but his master was not always thoughtful of him. In fact, he was almost unkind, even cruel, at times. Many days the servant DOING FOE OTHERS 177 did his work, but one evening, after the master had been most unkind, Androclus ran away. For a time he wandered in the woods. When he could find no more food he came into the open country, and walked till he came to a cave. In the cave he was soon sound asleep. Be ye kind Eosa Bonheur Paul But he did not sleep long. A loud noise awoke him. It was the roar of a lion. Androclus hardly dared move. He lay very still in the corner, watching the lion as it paced back and forth in the cave. Soon he saw that the lion was hurt, that its loud roar was 12 178 DOING FOE OTHEES one of pain, for it limped, and part of the time held its foot up from the ground. This made Androclus bold. He crept out of his hiding place, carefully came near to the lion, and even took hold of his foot. The lion must have known he was his friend, for he stood still and rubbed his head against the man's shoulder, as much as to say: ^^I know you will help me." Androclus lifted the paw from the ground and saw that it was pierced by a long, sharp thorn. He caught the end of the thorn in his strong fingers and very carefully drew it out. Then he bound the foot with his handkerchief, and patted the lion on his shaggy mane. That big lion knew this was his friend, knew just as well as a boy knows when some one has helped him. The lion could not say so in words, but he licked the hands of his friend, and that was his way of telling. Many days they lived together in the cave, sleeping side by side, and often the lion brought food for his friend. One day some soldiers who were passing saw Androclus. They knew who he was, so they took him back to his master. In that country it was the law that every servant who ran away should be made to fight a lion, so the day was set and many people came to see Androclus led out to meet the lion. The door opened and Androclus was brought in. He looked up and saw the people on every side watching him — then came the lion. Androclus gave a loud cry, not of fear, but of joy — ^it wag his old friend of the cave. And the lion, instead of rushing upon him, began to lick his hands. Androclus put his arms around the lion's neck, and the lion rubbed his shaggy mane against his shoulder. The people could not understand, so Androclus told them about it. Standing there, with his arms around the lion, he told DOING FOE OTHEES 179 them of their life in the cave, of how he had drawn the thorn from the big lion's foot; and of how the lion had brought him food many days. The lion had scented Androclus' foot prints, and followed him all the long way. When the story was done the people waved their hats and cried: **Long live Androclns! Long live the lion!" Androclus was set free. The King gave him the lion for his own. Together they lived many years. —Betold by F. P. E. AUTUMN SEASON You can never lead unless you lift. — Edward Everett Kale. Life is not a holiday, but an education. — Henry Drummond. ' ' Wealth should be choice of work, not exemption. ' ' Do not forget that even as "to work is to worship, " so to be cheery is to worship also J and to be happy is the first step to being pious. — B. L. Stevenson. TO every child comes the age when he desires to imitate his elders. This is the golden opportunity. This topic has been chosen at the opening of the school year, when old and yonng are beginning new lines of work. Lesson I. Back to school. Three children who have spent the Summer in the country, and eagerly return to school. Lesson II. King Arthur. A story of King Arthur and the Knights of the Eound Table. ^^ Whose glory was redressing human wrongs.'' Lesson III. An old soldier at home. He could not go to the war. When disappointment comes ^' There is always a next best thing to be done.''^ 1. For this thought I am indebted to Mr. Edward Howard Griggs. 180 WOEK 181 LESSON I 'IBacfe to School All wIlo joy would win Mnst share it. Happiness was born a twin. —Byron. Central Thought. — "There's a time to work and a time to play." Text. — To everything there is a season. Ecclesiastes 3 : 1. Picture. — School Children at Work. Geoffrey. Song. — God's Care. LESSON OUTLINE I. Point of Contact: School. II. Three children. III. Monday morning. IV. A new book. V. The story George told his father. THE LESSON Point of Contact. — Does school open soon? STOBY Three children were to start to school Monday morning. Two were boys who went last year, one a little sister who had never been before. All Summer they had been in the country. Three days before school was to open the trunks were packed and back to town they came. On their way home from the station they passed the schoolhouse. It was dressed in a fresh coat of dark red paint. The dahlias the children had planted were in full bloom. In the side yard the grass was green. In front stood a wagon piled with old desks. Note. — Invite the mothers to meet mth you this week if possible. Invitations can be pinned to the coats of the children. 182 WOEK ^^Tlie new desks have come!" sliouted George; '^tliey said we would have them this year!" When Monday morning came it was a happy company that started for school. Mother went and spent a part of the morn- ins: with the little dan^'hter in the kinder smarten. imm mf'^-^Jm^.. - .^m ■it *- -"^i^ fc i ::' w PH "^m: ^ ^^■. j'Wm-'' -^W^ai- ^r L... ^^■b^r ^i^^^^^^l^^^JJ^^^^^I PK^^ ^ ■*-'--* %^« 1^ f\ / ^^^;^^^R^B| 'Glad school days' Geotfroy The boys had new pads and pencils, and George, the older, a new reading book. When his father came home that night, and asked about the first day, mother said : ^ ' George, tell father about the boy and the crow." *^The boy and the crow," repeated his father; ^^what is it, my boy!" ^^ We read it in school ; it's in my new book. *'Once there was a boy who said; 'I will not go to school. WORK 183 I'll stay out of doors and have a good time.' So he sat down under the shade of a tree. He watched the birds and the bees. *^Not far away he saw a crow at work. It was carrying sticks and pieces of bark for its mate to weave into the big nest. ^Caw, caw/ said the crow, bnt the boy thought he said: 'You lazy boy, to sit there in the shade while we work/ 'Caw, caw, caw,' came from another tree, 'what do you think of our work! ' The boy could see three nests being built. Every time he heard the crow's caw, he was sure it was talking about him. 'Here's a pretty boy, ' they seemed to say, ' could he build a home 1 ' "Just then he saw a robin digging a long worm out of the ground. She had to pull and pull, but at last she held it fast and flew away to the top of a tall cherry tree. He heard, her calling her mate, but he thought she was talking with him. 'Who gets your dinner T she said. 'Birds have to dig for their own. Don't you think you better run home instead of lying under the tree! Don't you ever help any one?' "The robin's song was just finished when along came a farmer, going to mill with his load of grain. " 'Well,' he said, as he passed, 'aren't you the Jones boy? Why aren't you in school? Want a ride? I go right by the schoolhouse, better jump in.' "The boy shook his head. 'It's a queer thing,' he said, as he started toward home, 'I've had a good time out of doors all Summer long. To-day there is no fun at all. To-morrow I am going to school.' ^^— Adapted hy F. P. K. 6ob's Care. P. W. B. J _ J 1 1 P. J w. 1 Blackmer. =;Pff/4 ■ 1 n 1 \ \ « «'— 1 rH 1 m — 1 — . ^^—] — r 1 J U-4- -4- 1 =1 — d — ' N=^ ~~* -=i — -^ — h^— ^ — i i -g- -^ -^ 1. God who made the pret 2. Birds and bees and smil - 3. In our work or play -ty ing He — « — 1 dai-sies, flow-ers know-eth And the Have a Ev - 'ry — ^ — lil - song step ies to we fair, sing, take, /i'\. irf u A 1 " f^J. PLf*+4- \ m \ m 1 1 « M ^ N« ^^ 11 '1 J 1 1 1 • 1 1 1 ^ \ ^ •^ +t 4- W • 1 1 1 (^ ' ' ' { f\ itt 1 1 1 i j 1 1 I ]) , + u^ J J ■ Z 'ti ._ __ __ 1 i J J 1 H ■^ Ui ^ ..fl >• ■ C T "^ "^ 1 1 1 MM ■ 1 1 u.0i ^ ^1 • •^ I ^Z J J I , * J ft", 1 J 1 T i- i * * V V • # -w^ # • -J-' He will keep the lit - tie chil-dren Ev - er in His care. We will join in grateful prais - es To our heav'n-ly King. When we sleep, His 1 U m. an -gels guard us, Watchin g till we wake. 1 m- * a -1- 1 f fuTT ~^ » m \ \ ^ ^ X <^i ' >• J ^^ 'li J i J 1 1 1 •^ : t^ •^ 1 1^^ tf ^ 1 1 • 1 £j ' 1 ' J ' I tf Refrain. f*^ Love Hira! Praise Him I All His words o bev; i i i_i^ 'f=^ -^— ^ — «- H: i f z^ ♦ ;^ ^^— ^ God will keep His arms a - round us. Guarding day by day. _, , p ^r^-^ 1 i* — s- s-^^ Copyright, 1901, by P. W. Blackmer. Used by permission. 184 WOEK 185 LESSON II laing artftut The story to-day is of King Arthur and the Knights of the Eound Table. It is a story of knightly courage and kingly endeavor. It appeals to the deepest and strongest characteristics of boyhood and girlhood. Central Thought.— Be knightly. Text. — Whose glory was, redressing human wrongs. Alfred Tennyson. Picture. — Sir Galahad. Watts. Song. — God's Care. LESSON OUTLINE I. Point of Contact: The baby. II. A baby. III. The page to the princess. IV. The squire to the prince. V. The forgotten sword. VI. The cathedral sword. VII. Arthur's great fear. VIII. King Arthur. IX. The Knights of the Round Table. X. ''Whose glory was redressing human wrongs." XL The barge. THE LESSON Point of Contact. — Who has a baby at home? STORY To an English castle came a baby boy. That very morning, before it was light, and when he was but a few hours old, two 186 WOEK soldiers and two brave women from the castle took the babe, wrapped him in a cloth of pure gold, and stole noiselessly ont throngh the great castle doorways. They ran down the broad path that led to the gates. They laid the child in the arms of an old man who stood there as if awaiting their coming. The old man folded his arms gently aronnd the babe, turned away, and was gone. When the boy opened his eyes he was lying in the arms of a beautiful princess. He looked into her face. He heard her speak his own name, and that name was — Arthur. Arthur grew. When he was seven years old he was made the page of the princess. Now the prince was his master and teacher; and wherever the princess went Arthur went too, to help and to protect her. He was given a horse and a small silver sword. He was given story books with pictures of battles, and he was told stories of soldiers and kings. Now when the princess rode in the gardens Arthur rode beside her. If she pointed to a flower Arthur leaped from his horse, picked the flower and, lifting his hat, held it up to her. H the whip fell from her hand he gave her his, and, turning his horse, rode back to the spot where hers had been dropped, and found it again. As they rode through the forest he kept a keen watch that no wild beast came out from the trees, and that no rabbit sprang into the path to frighten her horse. One hand Arthur held on his sword. Whenever danger came he was ready to meet it, for the page of a princess must guard her from harm. At the gates of the castle the guards lifted their caps when Arthur and the princess rode through. As they went up the broad driveway Arthur would leap from his horse, and, taking the bridle of hers, would lead her horse up to the steps of the castle. Holding the two horses with one hand, with the other he would take the hand of the princess and gently help her out of the saddle. Lifting his hat, he would »o Watts Whose glory was redressing human wrongs Alfred Tennyson 188 WOEK watch her go up the steps and through the marble doorway. No wonder the princess liked Arthur. Of all the boys in Old England none was more gentle, more brave, and more true than Arthur, the page. When he was fourteen he was made the squire of the prince, the one who was always near him in battle, or game. It was Arthur who put on the prince's great armor of steel, who held the steel tunic that reached to the prince's knees, who buckled the belt, brought the steel mittens, and saw that the long steel over-boots, with their pointed toes, were fastened on tightly. It was Arthur who tested the sword to see that its two edges were sharp, who kept the lance sharp and bright, and led out the prancing horse for his noble prince. Hector. It was Arthur who rode behind, with his lance in his belt, ready at any moment to dart forward and hand his lance to Sir Hector, if Sir Hector lost his own in the battle. It was Arthur who, all through the battle, watched every move of Sir Hector's horse and its rider. If the horse fell, it was Arthur who urged his own into the battle, who sprang from his, and helped Hector into the saddle. Sir Hector won in many a game and battle. More than once as he rode to the castle before the long line of nobles who were lifting their caps to him. Sir Hector had pointed to the boy riding beside him, and said: '^Lift your caps to brave Arthur, Sir Hector's true squire." In Sir Hector's country was a great cathedral to which the people of the land often came. In that cathedral, one morning, there appeared before the altar a huge anvil of steel. Through the anvil was thrust a glittering sword, on the handle of which were the words: '^AHio pulls out this sword shall be England's king." From far and near men came to see the anvil and sword; but not one of them touched it. A decree had gone through the land calling together the princes and nobles to fight WOEK . 189 a great battle. The prince or noble who won was to try the sword first. At the head of the long line of princes and nobles rode Sir Hector, and beside him young Arthur. How it happened no one quite knew ; but, just as the battle had opened. Hector called to Arthur: ''I have forgotten my sword." Arthur carried a lance, but never a sword. Turning his horse he dashed down the roadway, ^^^lich way should he go for a sword? He went toward the town. He passed the cathedral. Through an open window he caught sight of the glittering sword. Strange to say, he had heard nothing about it. He leaped from his horse, ran up the broad aisle, clutched the handle, and pulled the shining blade out. Back to the battle he flew. AVhen the nobles and princes saw Arthur ride in on his foaming steed, bearing tlie glittering sword, all stood aside. A great shout filled the air: ' ' Long live Arthur, the king ! ' ' A few could not believe what they saw. So all rode back to the cathedral, the sword was again thrust into the anvil, and each noble and prince was given a chance to pull it out if he could. One after another tried his strength; last of all Sir Hector, the prince. The sword did not move. Then Arthur stepped forth, his noble brow aglow in the sunshine that came through the great altar window. He laid his strong hand on the handle, clutched it firmly, and drew out the sword. Through the air rang the shout: ''King Arthur! Long live the noble King Arthur ! ' ' That very day Arthur was crowned king of England. He was no longer Arthur, the page; nor Arthur, the squire of Sir Hector, but Arthur, the King. Of all the boys in that land none had been more gentle, more brave, and more true than Arthur, the page ; of all the squires that rode to the battle, none had so often dashed forward to help, when help was most needed, as Arthur, the squire of Sir Hector the prince ; and of all the kings 190 ^OEK of Old England, none was more loved than tlie noble King Arthur. From tlie day that Arthur became England's king he set forth to help all whom he found in trouble, whether women or children, the poor man or the rich, the beggar who came to his door, or the king in the land next his own. Forth to the battle he led his strong army to help the king- in the land next his own. Hard battles followed. No braver leader was seen than King Arthur on his strong steed, riding up and down the long lines, with his hand on his sword, com- manding his men to fight as long and as bravely as if they were all in Old England. They fought, and they won. The king of that land gave Arthur three gifts : his daughter to be Arthur's queen, a table to use in the palace, and one hun- dred soldiers, or knights. The table had been Arthur's father's. It was round, and large enough for all the knights to sit around it. King Arthur set the table up in the palace, and called the knights to him. Pointing to the old table, he said: ^' Since the day that England made Arthur king, no good deed has Arthur withheld from hei* people. His motto has been: ^Eedress Human TTrongs.' Seat yourselves at the table. You shall be called the Knights of King Arthur's Eound Table. From this day, as long as Arthur is king, the Klnights of King Arthur's Eound Table shall go forth with their king to 'redress human wrongs.' " Each knight took his seat, and all promised allegiance to England's brave king. Ever after that day the knights met around the Eound Table, and planned for their journeys and battles. To all lands they journeyed, helping where help was most needed. One morning, as they gathered about the Eound Table, twelve men appeared from a far-away land. (Italy.) They commanded Arthur, in the name of their king, to give up his WORK 191 marches and battles, his works for the good of all people, and to bow to their King. Arthur, like the noble King that he was, stood before them and said: ^'Go back to your king, tell him that while Arthur lives he will 'redress human wrongs.' To- morrow we meet your king in the battle. ' ' Again Arthur and the Knights of the Eound Table went forth to war. Once more they won. The news of that war was heard far and near. King Arthur was led to Rome, that war country's capital city, and crowned emperor of the whole world. As he marched homeward his lords and knights came out to meet him. Then the king and his knights passed over the sea, and King Arthur's queen came forth to meet them. To the palace she led them. From that day King Arthur's palace was the center of all that was knightly and good in the world. Even the table was served by nine kings, the fairest of princes, the best of lords, and the bravest of knights. Every king, prince, lord, and knight was approved by King Arthur. Yet even the delights of that palace could not keep the King from his duty. War was raging in a far-away land, and once more Arthur must go forth to help. To the war King Arthur went, but he did not return. He fell on the battlefield. Only the knight who was with him saw Arthur fall. To that knight Arthur handed his glitter- ing sword, saying : * ' Take me to the stream, and hurl the sword into the waters." As the sword struck the wave, a barge appeared on the lake. It was moved by fair women. Noise- lessly it came toward the shore. It touched, and Arthur said: ''Place me in it." With Arthur, the king, the barge moved away. The knight stood alone. It was dawn. On, on moved the barge till it was only a speck ; then it vanished into the light. From that light in the East there seemed to come voices, echoes of songs to a king coming home from his wars. — Florence V. Palmer, (In the Kindergarten Review. Used by permission.) 1 192 WORK LESSON III C6e ieiacfe0mit6 We cannot always do the things our hearts are set upon, but we can turn and do the next best thing. To do this cheerfully, and with a will, is a brave lesson for both old and young. The story to-day is of a blacksmith who found as great a work at home as that he would have chosen in the army. Central Thought. — Do the next best thing. Text. — Work with your own hands. I Thessalonians 4:11. Picture. — The Blacksmith. Tamburini. Song.^ — Praise Him! Robin. LESSON OUTLINE I. Point of Contact: Soldiers. II. An old man who couldn 't go. III. He finds work at home. TV. The soldier in his home. V. Uncle Joe sets the shoe. VI. A picture and a letter. THE LESSON Point of Contact. — Have you seen the soldiers marching with flags and with music? Have you heard the stories of war? STORY This story happened in the days when there was a real war. First the young men left their homes and marched off to battle. Those left at home watched for the papers, and read of the marches, of the camps, of the cannons and guns. 1. "The Blacksmith," page 9 of Songs of the Child World, Number Two, published by the John Church Co., Cincinnati, Ohio, is suggested. WOEK 193 Then the older men went. Stories came home of what they were doing ; and all the men left, wanted to go. In a village, one evening, the band was playing, and torch- lights were darting hither and thither. Tarnburini Work with your own hands I Thessalonians 4:11 Only a few men were left. Officers were there to examine them, and to see if they were strong enough to go into the army. One of the officers walked down the line, looked at them sharply, and said, * ^ All except one ! ' ' That one was an old man who was lame and not able to 13 194 woUK marcli. He wanted to go just as mucli as the others. ''What, must I stay!" he asked. — ''I'll be the only man in the town.'' "Yon can find plenty of work,'' said the officer, "and the women will need yon.'" The old man dropped his head. He was thinking. He did not answer, bnt turned and walked home. He heard the drums beating as the rest marched away. "Well," he said, "I'll work right here, and I'll begin now before it is dark." He milked his cow, and divided the milk with a woman who had been left all alone. Then he split the wood and carried it into his own kitchen where the good wife would find it ready. No soldier was ever busier than he was in the days that fol- lowed. He planted the gardens, picked the fruit, cut the hay and cared for the horses and cattle. "Uncle Joe," they called him, and every woman and child in the town went to him for help before the Summer was over. One morning in Autumn, when Uncle Joe was at work in his garden, a soldier rode up to his gate. "Where are the men?" asked the soldier. "Gone to war; I'm the only one left," answered Old Joe. "AYliat!" said the man, "do you mean to tell me there is not even a blacksmith here ? My horse has to have a shoe set. ' ' "Oh, I can set a shoe," and the old man hurried out to the horse, picked up its foot, squinted one eye, and with a smile answered: "Yes, sir, I can set that shoe." "Then lucky it is you were left," said the soldier. Uncle Joe led the horse around to the rear of the house, to the little shop where he used to shoe horses. He put on his leather apron, built a fire in the forge, blew the coals red, and soon had the shoe ready and set. The next week, when the boys came marching home from WOEK 195 war, they told how their Colonel rode up on his horse, just in time to lead his Eegiment, and of how they won the day. One of them took from his pocket a picture of the Colonel on his horse, and a letter. He handed them to Old Joe. The letter said: ^^You set the shoe just in time. We had barely time to reach Bennington and to lead the men on to battle. Thanks to you and that shoe, we won. You helped me more than any man with his musket.^' Old Joe could hardly speak. ^^ Wasn't it lucky,'' he said, *^that I couldn't go to the war!" —Adapted by F. P. K. i^elptng AUTUMN SEASON There is a true church, wherever one hand meets another helpfully. — BusTcin. "Ke best worships God who best serves men." All suppression of selfishness makes the moment great. — Lydia Maria Child. True Christianity is the brotherhood of men. — Tolstoi. EVEEY child enjoys helping, even when he takes hold of one side of the package or chair, when a stronger hand really carries the load. This topic covers a broad field. It opens with a story intended to show what might happen if one refused to help, and closes with two stories on helpfulness in the home. Lesson I. The Little Half Chick. He refuses to help the fire, water, and breezes. Later, he finds himself in need of their help. Lesson II. On the farm. How the farmer provides for our table. The story of a pod of peas. Lesson HI. Queen Esther. Pleading for her people. Lesson TV, Joseph and his brothers. Brothers who are not helpful. Joseph is sold. The old father. Lesson V. Joseph helping his brothers. Those same brothers, in time of famine, come to Joseph for help. What does he do? Fills their bags and returns their money. ' ' Do unto others as you would that they should do unto you. ' ' 196 HELPING 197 LESSON I '^mt Little ©alf Cfticfe'^ A loving heart is the beginning of all knowledge.— CaW^/Ze. Eeligion is not a creed, but a life.— Mwo^ j. Savage. Make one person happy each day and in forty years yon have made fourteen thousand and six hundred beings happy for a little time at least. Central Thought. — Help wherever you can^ and in all the ways you can. Picture. — Rooms to Let. Lengo. Text. — Be ye kind one to another. Song. — God's Care. LESSON OUTLINE I. Point of Contact: Chickens. II. The old mother hen. III. Eleven chickens. IV. The little half chick. V. ' ' I cannot help you. " VI. In the kitchen. VII. The fire and water. VIII. The breeze. IX. He asks for help. X. The answer. XI. Out of the window. TEE LESSON Point of Contact. — Who has been on a farm? Can you tell me what the hen yard is like? Of what is the mother hen's nest made? 198 HELPING STORY Once upon a time there was an old mother hen. One morn- ing the farmer came to her. Lifting her brown wings he placed nnder them twelve white eggs. "Be ye kind, one to another Her heart leaped with joy when she saw them. Very still she sat that day on the nest. Days and days came and went. One morning she heard something go '^crackle, crackle.^' Carefully she lifted her wings and peeped into the nest. She did not tell what she saw in the straw. Gently she sat down and waited. Again she heard '* crackle, crackle,'' then again, and acrain. Note. The version from -which this story was taken is found in Tell to Children" by Sara Cone Bryant. Stories to HELPING 199 The next morning she looked once more. Eleven little yel- low chickens nnder her wings, all calling, ^'peep, peep.'' But one egg had not even cracked. So she sat down. Long hours she waited, till at last she heard such a tiny ^^peep, peep"; not like the others at all. She lifted her soft brown wing, and there in the straw stood, not a chicken, but a half chicken; it had one foot, one leg, one wing, one eye, and half of a bill. Before she had time to cluck once, it hopped out of the nest, and went hoppity skip, hoppity skip, all around the hen yard. The next day that little chick knew every corner of the yard. The mother hen had told him not to go through the fence. But he looked through, and then went hoppity skip, hoppity skip, on his one little foot, right out into the road. He had not gone far when he came to a swing. Over his head a boy and girl were talking. They were telling about the palace where the king lived. He heard them say, ^'You go down this road till you come to the end." Down the road hopped the chick. He had not gone far when he came to a gypsy camp. No one was there, but the gypsies had left their kettle to boil. Under the kettle was a fire. The fire was spreading in the dry grass. ^'Oh, little half chick," called the fire, ''won't you stop me? I may burn hotter and hotter, and spread to the cornfield. ' ' But the little half chick called, ''Oh, fire, I can't help you. I'm going to the palace where the king lives!" So he went hoppity skip, hoppity skip, down the road. He had not gone far when he came to some tall trees. Out of the top called a breeze : ' ' Oh, little half chick, I am caught in the treetop, won't you come and help me?" But the little chick answered, "Oh, breezes, I can't help you. 200 HELPING I'm going to the palace where the king lives.'' Hoppity skip, hoppity skip, he went down the road. He had not gone far when he came to a stream. The stream was full of leaves and stones, so it conld not flow on to the ocean. It called, ^^Oh, little half chick, won't yon take out the stones and the leaves?" The chick only answered, ^^Oh, stream, I can't help you; I'm going to the palace where the king lives." Hoppity skip, hoppity skip, he went down the road. Bye and bye he came to the gates of the city. Right on he hopped, down the street, till he came to the palace. Up the long walk, up the white marble steps, through the doorway, and hoppity skip, hoppity skip, down the long hall till he came to the kitchen. The door was open, so into the kitchen he hopped. When the cook saw him she threw up her hands, calling, ^^A half chicken! The king wanted chicken for dinner. We could not find one anywhere. A half chicken is better than no chicken!" She caught up the chick, took a kettle from the sink, dropped the half chicken in, poured on some water, clapped on the cover, and put the kettle on the stove. Under that cover was the most surprised chicken you ever saw. He could hear the fire crackle; he could feel the water getting hotter and hotter. *^0h!" he called, ^'oh, fire, you mustn't hurt me!" But the fire answered, ''When I was by the roadside, under the gypsy's kettle, you didn't help me, and now I can't help you. ' ' Hotter and hotter the water grew. ' ' Oh, water, ' ' called the chick, ' ' you mustn't hurt me ! ' ' But the water answered, ''Oh, little half chick, when I was in the stream you didn 't help me, and now I can 't help you. ' ' Hotter and hotter it grew, till at last the little half chick sank to the bottom. HELPING 201 y > &• The cook rushed in, calling, "I smell something burning. She caught up the kettle, grabbed off the cover, threw up the window, and dumped the chicken out on the ground. Very still he lay by the wall till he felt a cool breeze blowing over him. ^ ' Blow on me, ' ^ he whispered, ' ' blow on me. ' ' Cooler and cooler blew the breeze, and the chicken began to feel better. But the breeze blew harder and harder. The chicken tried to hang on to the wall. ^'Oh, you mustn't hurt me,'' called the chick. *^0h, little half chick," answered the breeze, ^^when I was in the treetop, you didn't help me, and now I can't help you." The chicken could hold on no longer. He felt himself going up and up. Up and up, up and up, he went, over the tops of the houses, till he came to a church steeple. On the top he stuck fast. There you can see him to-day, a half chick, to tell which way the wind blows. —BctoU by F. P. K. 202 HELPING LESSON II &n tfte jFarm The flowers that bend and meet In sweetening others grow more sweet. —0. W. Holmes. The fine art of living is to draw from each person his best. — Lillian Whiting. People do not lack strength: they lack will.— Fictor Hugo. Central Thought:— Be helpful. Text. — Love one another. Picture.-— The Gleaners. J. F. Millet. Song. — Praise Him! Robin. LESSON OUTLINE I. Point of Contact: Farms. II. How the farmer provides for our tables. III. The story of a pod of peas. 1. In a window box. 2. The cripple girl. - 3. Her mother. 4. The growing pea. 5. A blossom. 6. Another pod full of peas. THE LESSON Point of Contact. — Were any of you on a farm this Summer? Tell ns what you saw. What are the farmers doing these days! To-day we have a picture, taken in a country where the women help in the fields. These women are helping with the HELPING 203 harvest. Perhaps it is wheat, and they are making it into bundles. STORY One evening, soon after school began, a family where there were two children, a brother and a sister, were eating their "^ 1 ■•1 ^^^^^^^^^^HK ^'^ / V •-i 5 ^^B ^^^wyt% 1 r^H L. Jm "■^ffl mm- '^ iifl ^^9 yBj |L S 'fl^HK ~^T H^^^^ ^n^ ^^Si^l n Millet Love one another Jesus supper. All Summer they had been in the country. Henry, the brother, was asking his father how many things on the table came from a farm. ^^I'll tell you," said father. Mother and sister looked up. 204 HELPING *^ Bread, because the wheat grew in the farmer's field, butter, chicken, milk, lettuce, and apples for sauce.'' ^^I never thought before how much the farmer helps us; this whole supper came from the country, and yet the cook thought that she prepared it," and mother smiled toward the children. ^'We heard a story to-day," and little Euth sat up straight, ^^ about some peas in a pod. They had been in the pod until they were yellow. One day the wind blew the pod off the vine, and they fell on the ground. Out rolled the peas. One was picked up by a boy who tried it in his pea sling, ''Another was blown by a gust of wind, up into a box under a window. ''A long time it was there, covered with dirt and leaves. One day it sent a shoot up out of the ground, then some green leaves into the sunshine. ''That evening a white hand raised the window, a white face looked out, and some one called: 'Mother, come quick!' "It was a cripple girl, who had to sit alone by the window all day, while her mother was away at work. " 'Well, my child,' said the mother, 'how did a pea get into that box?' " 'I only know it is here. See the green leaves; I can water and tend it, and some day perhaps a blossom will come.' "Every morning she raised the window, and every week new leaves came out. Then buds appeared, and at last a cluster of blossoms. When these were gone there came a little green pod. She could hardly keep from picking it, just to see what was inside. "At last the pod seemed quite full. She opened it, and found five ripe peas. ' ' Next year there will be more peas in her box. Who would have thought that one tiny p^a could have helped her so much ? ' ' HELPING 205 **Not I,'' said Euth's brother, as he passed his plate for more chicken. ^'It's a funny old world, where everything seems to help everything else/' ^'Even chicken helps when a boy's hungry," said his father, as he put a big piece on Henry's plate. 206 HELPING LESSON III £lueen (B$tbtt The story of Queen Esther before the King is a difficult one to present to children. The royal surroundings, the Queen's courage, and the grant- ing of her request, are three events attractive to child life. Around these the story has been woven, eliminating much that is beyond a child's comprehension. Central Thought. — Esther's brave deed. Text. — The King held out to Esther the golden scepter that was in his hand. Esther 5 :2. Picture. — Esther before the King. Dore. Song. — Prayer. LESSON OUTLINE L Point of Contact: Queens. II. Fairy tales. III. A people in trouble. IV. One only could help, the Queen. V. ''I will go." VI. Esther before the King. VII. Their second meeting. VIII. Her request granted, IX. The result. THE LESSON Point of Contact. — Have you heard the story of a Queen? Some of the fairy tales are of Queens. To-day we have a Queen's story. Some things in it are almost like a fairy tale, — and some things are sad. HELPING 207 Something had happened. All up and down the land there was sorrow. A cruel King had said that a certain people could not live in The King held out to Esther the golden scepter that was in his hand Esther 5:2 his land. Because one man had asked it, he had said: *^Yes, they cannot live here.'^ Word had been sent up and down that land, and every- where there was weeping. In all that country there was only one who could help that poor people. 208 HELPING She was the Queen. A cruel law said that even she must not go to the King unless he sent for her. What should she do 1 If she stayed away, her people would die. If she went, when the King had not sent for her, her life might be taken away. She said: ^'I will go." She put on her royal apparel, robes of purple and gold, and went to the King. If he was glad to see her, and willing to hear what she said, he would hold out his golden scepter. The King was sitting on his royal throne. Nearer and nearer she came. She was trembling, lest he should not raise his scepter. She could see it in his right hand by his side. ^^And it was so, when the King saw Esther the Queen, stand- ing in the court . . . the King held out to Esther the golden scepter that was in his hand." So Esther drew near, and touched the top of the scepter. ^^Then said the King unto her. What wilt thou, Queen Esther? And what is thy request? It shall be given thee."^ The Queen's heart leaped for joy. Even then she did not ask him to save her people. She asked him to come to a dinner which she would prepare. The King came. Esther pled for her people, and the King heard her plea. Can you see her standing there in her royal robes, asking him to save the men, the women, the children? It was a glad day when the King heard Queen Esther. Not many days after he sent letters unto all the Jews ^^with words of peace and truth." Esther 9:29/ To this day the Jews commemorate what they call the Feast of Purin, to celebrate the day when the King heard Queen Esther's plea. 1. Read this quotation from the Bible. HELPING 209 LESSON IV Ctoeltie a5rat!)er0 Wliat comes from the lieart, goes to the hesLrt.— Coleridge. Love is the most effectual prsLjer.—Dugenet. It is not enough to love others ; you must let them know that you love them.—/. E. MUier. Expect men and women to be generous and noble and they will be generous and noble. —James Freeman Clarl-e. Truth is often brought home by way of contrast. The sad story of Joseph being sold by his brothers will be followed next Sunday by the story of his kindness to those same brothers, in providing for them in time of famine. Central Thought. — Be ye kind. Text. — And they . . . sold Joseph for twenty pieces of silver. Genesis 37:28. Picture. — Joseph sold by his Brothers. Schopin. Songs. — Praise Him! Robin, and The Snow. LESSON OUTLINE I. Pomt of Contact: Brothers, a family of twelve brothers. II. The old father and his young son. III. The dream. lY. The coat. V. The jealous brothers. VI. Joseph goes to find them. VII. They cast him into a pit. VIII. Joseph sold. IX. The sad home. THE LESSON Point of Contact. — Our story is about a family of boys, more brothers than you have fingers and thumbs, twelve. 14 210 HELPING STORY Tlie yonngest boy had come to that home when the father was an old man. He played with the lad, and the boy helped his father. Perhaps the father made toys for him, for they could not buy toys so long ago. When the boy grew older, the And they .... sold Joseph for twenty pieces of silver' Genesis 37:28 father made him a coat of many colors. Do you know the boy^s name? When Joseph's' brothers saw that bright coat, were they glad their young brother had it ? Those twelve brothers often worked together in the field. One night, after they had been binding the golden grain into sheaves, Joseph dreamed about it. In his dream he saw his HELPING 211 sheaves standing erect, while those of his brothers - bowed down to them. He told the brothers about it, and they were not happy. One morning the father sent the eleven older brothers a long distance to find pasture for his flocks, — in that country men often kept so many flocks that some had to be pastured far from home. AVhen they had been gone several days, the old father was anxious to know that all was well with the boys and the flocks, so he called Joseph to him and said:^ ''Come, and I will send thee unto them. ' ' And Joseph said : ' ' Here am I. ' '^ It was a long journey, and Joseph, the boy, walked all the way. "When he came to the place where the old father had said he would find them, no brothers were there. They had gone farther on to find pasture. On went the boy. Can you see him? He was probably carrying food from home to the boys. The sun was hot, and he had had a long journey. All the way he was thinking that he would be so glad to go back and tell the father that the brothers were well, and that the flocks had found green pasture lands. Joseph had on his ''coat of many colors." Afar off the brothers could see him. When they saw him coming nearer and nearer, what did they do 1 They said: "We will kill him.'' One brother said: "No^ let us not do that; let us cast him into a pit and leave him to die.'' So they put him into an empty cistern, or well, while they sat down to eat the very bread he had brought. Wliile they were eating they saw a caravan — a long line of camels coming toward them. And the brother, Eeuben, said : ' ' See, these are traders, going 1. Read this quotation from the Bible. 2, Joseph's immediate and explicit obedience is worthy of special mention. 212 HELPING to a far-away country to sell tlieir sweet- smelling spices. Let ns take Joseph out of the well. ^He is our brother.' (Genesis 37:27.) Let us uot leave him to die.'' So they sold Joseph for twenty pieces of silver. How do, you think they felt when they saw the long line of camels going farther and farther away! And there was the old father ! What should they tell him ? This is what they told him: they took the bright colored coat, killed a kid, and dipped the coat in the blood. '^This," they said, *^we have found; can you tell if it be Joseph's coat?" The old father knew it, and said: ^'An evil beast has killed him. ' ' The father mourned for his boy. Long days he wept and long nights. Can you see the boys in the field again? Now they whis- pered together. When night came, and they were with the old father, they could not think of anything to say. When he spoke the name of ^* Joseph" all was still. It was a sad, sad home those brothers had made. What of Joseph? Next- Sunday the story will tell you. HELPING 213 LESSON V 3fo0epl) l^elping J)ij8; TBrotfter^ '^Do unto others as yon would that they should do unto 3"on." In the story to-day, we are sorry Joseph did not make him- self known to his brothers, and send word immediately to his father. During his thirteen years in Egypt, no message had been sent to the old father. No excuse can be made for this. However, one of the great lessons of life is to refuse to dwell on mistakes, to look for the strong qualities in every life. The story shows that Joseph had not forgotten his wrong. It also shows that he was willing to help the brothers who had sold him for silver. Having once resolved to make himself known, his conduct was noble and generous. Central Thought. — Return good for evil. Text. — Little children . . . love one another. Picture. — Jacob going to recover his Son in Egypt. Schopin. Songs. — Prayer and The Snow. LESSON OUTLINE I. Point of Contact: A word picture. II. The palace, the king, his officers. III. Joseph. IV. The famine. V. The arrival of the brothers. VI. Joseph receives them. VII. He helps them. VIII. Their return. IX. They come again. X. Joseph made known. XI. Joseph sends for his father. XII. The meeting. 214 HELPINO TEE LESSON Point of Contact. — I want to sliow yon a picture ; not a real picture, but one made with words. STORY It is in the King's palace. The King is there in his robes of bright colors. Beside him is sitting a young man. They are ^^^EW ' '-^HHlBi^^ i ^fl \j H s ^ ^ ^ I - ~ -»•«« -ill ^E^^^^^^^^B Love one another Jesus Schopin talking earnestly, for this young man is the King's first officer. There is a famine in the land and people are coming to them for food. Long years before, that King has dreamed a dream, and the young man has told him its meaning. The meaning is that a famine will come to the King's country and to all the land about. HELPING 215 So tliey have saved the grain, and put it away in big barns and storehouses, — great rows of them. Can you guess who the young man is? It is Joseph. The Heavenly Father has been with him. The caravan has taken him to a country where he has done such good work that now he is first officer to the King. To-day his brothers are not working in the fields. There are no crops to gather, no fruits to pick, and almost nothing to eat. The old father has heard that there is plenty of corn in the King's storehouses where the King has saved it. So the father sends ten of his boys, with money, and sacks to be filled. The moment Joseph sees those brothers he knows them. Do you think he gives them corn? He does not tell them who he is ; but from what he says they feel that he knows all about them. He even tells them that there have been twelve brothers once, that they have left one at home with their father. He fills their sacks with grain, — more than this, when they open them they find the money in the tops of the bags. Later, they come again, and then he tells them who he is. When he tells those brothers that he is Joseph, whom they had sold, they cannot say one word. No sooner has he told them than he sends them all the way back with wagons and pro^asions, and the glad word to bring the old father to him. '^And Joseph made ready his chariot and went up to meet , . . his father." Genesis 46:29. AVlien the old father saw him, he fell on his neck and wept glad tears of joy, WINTER SEASON THIS topic is to pave the way for the Thanksgiving and Christmas work. In law there is a term ''share and share alike.'' We are living in an Age and a Country where wealth is prone to rnle, where time is counted as money, where thonghtfulness of others — in the business world — is rarely considered. This topic has been selected : I. That every boy and girl may come to feel that the shar- ing of money and gifts is of less importance than II. The sharing of time, III. The sharing of strength, and IV. The sharing of thought. It is choosing to help another, when we would prefer to do something for ourselves, that develops the giver. It is using one's time and strength to go out of one's way in helping the sick or unfortunate, when the day has been planned for one's self, that counts with Him Who said, *^I was in prison and ye visited me. ' ' It is one's thought to plan a gift that will prove a real help, that counts more than the gift itself. It is taking the pennies that may have been earned for a new top, or a dress, ^nd choos- ing to spend them for the cripple in his cot, that helps the giver. This is the true spirit of Thanksgiving for blessings that have been vouchsafed to us, while others, equally as worthy, have them not. 216 SHARING 217 How can man love but what he yearns to help? — Eohert Browning. Lesson I. Development Lesson. What is true giving? The giving of time, strength, thought, and money. Lesson II. Abraham and Lot. See, is not the whole land before thee? If thou wilt take the left hand, then I will go to the right, and if thou depart to the right hand, then I will go to the left. Genesis 13:9, 10. Lesson III. Two children. Their home. Another home. A Thanksgiving dinner. A toy train of cars. 218 SHARING LESSON I ©istet agaggie The teacher is to reveal to the child the true meaning of sharing. Create an atmosphere, the atmosphere of love, of thought, and care for others ; help the child to create, and develop the Christ spirit. ^'The best man is the most unselfish man." Humble, constant, voluntary self-sacrifice — this is what con- stitutes the true dignity of man. Therefore it is written, ^^The last shall be first."— Fenn Frederic Amiel. Is thy cruse of comfort wasting! Rise and share it with another. And through all the years of famine, It will serve thee and thy brother. Is thy burden hard and heavy? Do thy steps drag heavily! Help to bear thy brother ^s burden, God will bear both it and thee. — Elizabeth Charles. Central Thought. — Sharing is the giving of one's time, strength, thought, and money to others. Text. — Be ye kind one to another. Ephesians 4 :32. Song. — God's Care. Picture. — The Little Muse. LESSON OUTLINE I. Point of Contact: A home. Four children. How they share time, strength, and work with the mother and father. H. ''The thinking cap." SHARING 219 III. Jonathan. IV. Kebekah. y. Sister Maggie. VI. Little children . . . love one another . . . as I have loved you. Jesus. TEE LESSON Point of Contact, — I know of a home where Saturday is the busiest day in the week. Fonr children live in that home. Saturday morning every one is getting his, or her, work done; for the afternoon is for play and a good time. What is the work? To do the things that will save mother's and father's time and strength, all the week that is coming. One cleans upstairs, another downstairs. A third does the haking ; and the boy takes out the ashes, fills the coal hod, looks after the furnace, and rakes up the yard. Do you think those children would rather be reading or playing ? They never think of that now ; they know the afternoon is for fun. STOBY Once, when the boy first began to bring up the coal, he wanted to play ball instead. But that boy loved his mother — ■ he had seen her tired face. He thought: It isn't fair for me to play all day while she is working, so he brought up the coal, and did many other things to help. The girl, who might have been making doll's dresses, was washing the dishes; another, who wanted to go out of doors, was learning how to make cookies ; and the third, who loved to read her new story book, was making her bed. They were giving to mother something better than gifts, the greatest gift of all — ^love. This morning I made, up here in my mind, a little cap. It was a white cap, with strings to tie under the chin. It will fit 220 SHARING every boy here; it will fit every girl here. I named it. Can you guess its name? It is a ''thinking cap.'' I want to put it on all of our heads. Next Sunday I want to know that you Ton B) Be ye kind one to another Paul have kept it on all the week. Let us put our caps on (in imagination). Put on the caps and tie them under your chins. Are they all fastened to stay until next Sunday? This *' thinking cap" is to tell us the meaning of a new word — perhaps you know it already. Let me tell you a story about it. SHARING 221 One boy had a red apple. He cut it in two, and gave his sister the little piece, while he kept the big one. Was that Sharing? Not the kind our thinking caps are here to help us about. Another boy was running down the street when he passed a newsboy who had fallen, hurt his hand, and spilled his papers in the mud. He passed the boy in his hurry, but he went back and took him to his home, where his mother dressed the hand. Then he gave five cents, which he was going to spend for marbles, to the boy for new papers. Was that sharing ? The sharing of what? Time, love, money? Jonathan left the palace and went on a dangerous journey to the woods to help some one. Eebekah, tired after her day's work, gave her time and strength to draw water for the servant and his camels. (Pass the cards.) To-day we have the picture of Sister Maggie, who is taking care of her baby brother, and knitting. I know she would rather play out of doors. But her work helps the brother and mother. Perhaps she is knitting a warm mitten to give to some poor child at Christmas. It was Jesus who said, that night just before he was leaving the world, '* Little children, love one another ... as I have loved you.'' 222 SHAKING LESSON II aiiraftam anD Lot To-day tlie story shows us the true spirit of sharing. Abraham gives Lot his choice. The old uncle chooses love, generosity, and peace. The nephew takes selfishness, — select- ing what often seems, but never is, the easier path. Central Thought. — It is more blessed to give than to receive. Text. — Let there be no strife between me and thee — is not the whole land before thee ? . . .If thou wilt take the left hand then I will go to the right, and if thou depart to the right hand, then I will go to the left. Genesis 13:9, 10. Picture. — Children with Flowers. Von Bremen. Song. — To be chosen by the children. LESSON OUTLINE I. Point of Contact : Hills. II. Two men on a hill. III. Their great flocks. IV. The strife. V. The old uncle gives Lot his choice. VI. He chooses selfishness. VII. They separate. VIII. Abraham's departure. IX. How did Lot feel when the old uncle was gone ? TEE LESSON Point of Contact,— Rave you ever seen a hill? Did you see trees on a hill! Have you climbed^to the top, and looked off on the country? What did you see? SHAKING 223 STORY On the top of a mountain is a grove of trees. Under the trees are standing two men. One is a young man, named Lot; the other his old uncle, Abraham. Together they have journeyed from a far-away homeland, bringing with them their families, their camels, sheep, tents, and goods. Long miles they have come, over hills and through valleys, traveling day after day. But now they have stopped to find a home in this beautiful new land, a home for themselves, their families, sheep, and camels. Both are rich in gold and silver, and in cattle. As they stand on the mountain they see, not far away, the tents of the people who have come with them. They see their own herds of cattle, and, on the neighboring hills, the shepherds tend- ing their sheep. Abraham and Lot have been talking of those shepherds. So great are the herds and flocks that there are not springs of water and pasture lands enough for them all. There has been a strife between the herdsmen, or shepherds, of Abraham's cattle, and the herdsmen of Lot's cattle. Abraham and Lot have been talking about it. Now the old man's head is bowed. He knows there is not room in that land for them all. He is thinking. Perhaps he walks over to where Lot is standing, and lays his hand on the young man's shoulder. He speaks: ^'Let there be no strife," he says, ^^ between me and thee, and between my herdsmen and thy herdsmen, for we be brethren. ' ' ^'See," he continues, pointing to the distant mountains, ^4s not the whole land before thee! If thou wilt take the left hand, then I will go to the right, and if thou wilt depart to the right hand, then I will go to the left." Genesis 13:9, 10. *'Lot lifted up his eyes." Genesis 13:10. Away to the North he saw great ranges of mountains, but 224 SHAEING no pasture land. On the West were the bare hills, but no meadows for sheep; and on the South, rocky slopes, with but Love one another Jesus Von Bremen few trees, and no streams of water. (Use the blackboard to SHAKING 225 picture tlie mountains of tlie North, hills of the "West, and rocky slopes of the South.) Then he turned to the East ; on this side, right at the foot of the mountain on which they were standing, was a river,^ wind- ing its way through a green valley, and finding its home at last in the blue waters of the lake." Groves of date trees and palm trees were there, pasture lands and streams of water. Along the river was a road, leading to two cities.^ Beyond was a dark range of mountains f these, too, were green with pasture lands. (As you give the word picture of this verdant Eastland, make a crude sketch of it on the board, completing your four- sided picture. Have green crayon to show the beauty of the pasture lands of the East.) Did Lot say, '^ Uncle, you take this East country, for I am younger and can go on to some other land, while you are already tired from the journey?" No ; Lot said : ^ ^ I will take all that country to the East. ' ' They parted. When Lot was gone, Abraham, alone on the mountain, looked away to the North, West and South. (Point to the blackboard.) Rugged hills, but no pasture lands any- where. "I cannot stay here," he said. ^'If my sheep are to have pasture and my people to have food, I must work." ''So Abraham arose and walked through the land." Journeying South, he pitched his tent in the plain.^ There looking up to the blue sky, he thanked The Father for helping him to do the right. Note. — The picture to-day shows us two children who hare been gathering flowers. Are they sharing them? 1. Jordan. 2. Lake of Sodom. 3. Sodom and Gomorrah. 4. Mountains of Moab. Genesis 13:18. Compare old and new versions. 15 226 SHAEIXG LESSON III Cfiinbing Caps As Tlianksgiving approaches the children turn their thoughts toward Christmas. May the Christmas Season be a sharing of the Christ-spirit. Let us show our thanksgiving by beginning to think how we can most truly share the Father's richest gifts with others. *^ Inasmuch — " Central Thought. — What can I do for others? Text. — Be ye kind one to another. Ephesians 4 :32. Picture. — The Preferred One. Langer. LESSON OUTLINE L Point of Contact: Thinking caps. II. Two children, a father, and mother who packed a basket for Thanksgiving. III. The boy who sent his train of cars to the children who had never seen real ones. lY. Can we pack a basket for Thanksgiving? V. Song. THE LESSON What about those thinking caps? Have they helped you to ^^ share'' anything? STORY Did you ever look into a robin's nest? Have you seen the '^ung robins in the nest? Have you watched the mother bird eed them? Does she give the little birds part of a worm and eat the rest herself? Does she give all the worms to one bird! SHARING 227 Not until her children- have had all they need does she go to find her own breakfast, or dinner. I know of two children in a home nest. They are strong, happy children, but they do not have as many oranges, nor as many new hats and shoes as the other children on their street. Longer Be ye kind Paul Last Winter, when their "little friends were eating all the rosy apples they wanted, there was not an apple in their cupboard, or cellar. In the country, not far away, was another home, and in that cellar was a row of barrels full of apples, — red, yellow, sweet and sour. The children in that home did not need so many. So they packed a big basket. The mother put in some 228 HELPING cakes, wliile the father said: ^' Let's send a turkey.'' A few days before Thanksgiving they took a big box to the express office, and away it went to the city. Yon can gness the rest of the story. I know of a boy who heard of some children, in a far-away land, who had never seen a train of cars. He had a fine express train that Santa Claus had brought him last year. AYhen he wound it up it ran around the track, through a tunnel and into a little station. AVhat do you think he did 1 He brought out the big box it came in, packed the track, tunnel, station, and engine all in it again, and said: ^'I'll send it to those children who never saw a train of cars," To-day that train is in the kindergarten of a mission school. The children who wind up the engine, and watch it fly over the track with its little train, never heard a real engine toot, or saw the long track, and the big train that goes whizzing by. Is the boy glad he sent it?^ The missionary and some of the children have written him letters.^ How many have something at home that we might send a poor family for Thanksgiving day? Let's put on our ^'thinking caps," and see if we can't pack a big basket with a good dinner, and warm clothes for some family where there are children, who will not have the good things unless we send them. Song — The Thanksgiving song can be used if the teacher chooses. Note. — T would suggest that the teacher this week call a Mother's Meeting. Secure the cooperation of the mothers in your plans for the basket. 1. The teacher can add a story of the mission work for which the children give their pennies, if she desires. 2. Allow the children to tell a few stories of their "sharing." Avoid the "I did it" spirit. Cljanfesgtbtng Back of the loaf is the snowy flour; And back of the flour the mill ; And back of the mill is the wheat, and the shower, And the sun, and the Father 's will. — Maltby Davenport Bahcock. ' ' Thanksgiving is thanks-living. ' ' The world is a bridge: build thou upon it. — Inscription on Taj-Mahal at Agra. God is pleased with no music below, so much as the thanksgiving song of rejoicing, comforting, and thankful persons. — Jeremy Taylor. What you are speaks so loud, that I cannot hear what you say. — Emerson. THE topic will be presented in three lessons : Lesson I. "Thank you," and "Work." The harvest season, and two boys who fonnd what thanks-living really is. Lesson II. The Angelns. A story of peasant life among old and young. Time for "thank you" while at work. Lesson III. The Widow's Mite. "It is more blessed to give than to receive. Note. — When topical work was first suggested, as the most practical for young children, the educators said: ''We must have something that will get into the hands and feet of the children. ' ' We want in our hands and feet thanks-living, the kind that helps at every turn. 229 230 THANKSGIVINa LESSON I ' ^ It takes one little girl or boy, Two hands to work and play, And just one loving little heart, To make Thanksgiving Dayo^^ In this busy world, it often happens that we are so occupied that we forget to think of blessings other than the reward of our own efforts ; while others, upon whom blessings are showered as gifts, come to feel that when they have said ''thank you,'' their duty is done. To-day let us show the boys and girls that they have work to do, if they are to show to The Father their gratitude for His blessings. Central Thought. — The proof of Thanksgiving is our daily life. Text. — Who giveth us richly all things to enjoy. I Timothy 6 : 17. Picture. — Gypsy Girl with Fruit. Richter. Song. — Thanksgiving. LESSON OUTLINE I. The farmer's fields. II. A farmer and his two sons. III. He leaves them, IV. One summer. V. The father returns. YI. Another son. VII. ' ' Thank you ' ' and ' ' Work ' ' VIII. Thanksgiving Day. THE LESSOR Point of Contact. — Draw on the board a farm dividing the lots into squares. This lot is the orchard. Wlien the branches 1. Blackboard work may be made most effectual with to-day's lesson. THANKSGIVING 231 were drooping with apples, and the apples were ripe what did the farmer do? (Draw a ladder.) When they were picked, he put them into — ? Shall we make a barrel with our hands? When they were in the barrel, he drew some to his own cellar, the rest to the market. In this field grew something like this (hold up a potato or draw one on the board). Wlien the potatoes were ripe what did the farmer do! (Draw a hoe.) Show me how he digs with it. Into what does he put the potatoes? Let us make a bag with our hands. In this field grew something like this. (Corn.) What did it grow on? The cornstalk. The farmer picked the corn, and put it in the bag, as he did the potatoes. In this field grew wheat (for flour) : in this field, hay for the horses, and here, near the house, was a big garden. What came from the garden for dinner ? STORY The farmer who owned this farm had two boys. They were just the same size, looked alike, and dressed alike. Every year they saw their father at work, saw him plant the seeds, care for them, and put the fruit in the cellar for winter. One summer the farmer went away, leaving those two boys, who had grown large enough and strong enough to do all the work. One boy sat all day in the house. When he heard the farmers talking of the good harvest, he said: ''I am so glad. All day long I am grateful. Over and over I say, ^ thank you' for the sunshine that has ripened the fruit, the rain that waters the fields, '^ but sat with his arms folded. The other boy was up every morning before it was light. He picked the apples, packed the barrels, drew some to the cellar, some to the market. He said: **I11 get all the money I can," Jiichter Who giveth us richly all things to enjoy I Timothy 6:17 THANKSGIVING 233 (He had put in some apples that were poor, and covered them with red ones.) He drew away the potatoes. There were so many loads the men who helped wondered if he had picked ont all the poor ones, if those in the bottoms of the bags were as big and bright as the top ones. He drew away the wheat, and the oats, hardly saving enough for the flour for his mother, and to feed the cattle. This boy's face grew wrinkled and sour, — he was always in a hurry, with no time to help mother. The other boy sat all day in his chair. The mother wondered if these were the same boys who had been so happy when they were playmates together. The father came home. He watched those boys. He talked with the man who had bought those big bags of grain. He learned the whole story. The father gave those boys new names, ^' Thank You" and ^^Work." "Thank You" he set at work in the woods, all day to chop wood. '^Work" he made sort the apples and potatoes in the cellar. The money he earned went to the man who had bought bags only half full of the good fruit. AVlien the next summer came, those boys worked together in the fields. At night they brought the coal and wood for the mother. When November came, they sat down to the Thanks- giving dinner to eat the turkey they had raised, the potatoes they had hoed, the fruit they had picked. There was a happy light in their eyes, a glad beat in their hearts, when the old father said : 234 THAXKSGIVIXG ^* Heavenly Father, may we do our part, and so show to Thee how thankful we are for the blessings received." Song. We're thankful for the winter's frost. That made the snowflakes fall, For every snowball that we tossed. And sleds, and skates, and all. We're thankful for the flowers found, In IMay time long ago ; Spring beauty peeping from the ground. And bloodroot white as snow. Note. — In primary classes the teacher mar have sufficient time to develop this verse. With kindergarten classes, have the piano sing the song, and repeat the verse to the children. One of the old songs can be used to-day. SnanR^Qivtng* Old Irish Air. J-.^^ 4=^ ^—0^ S=^ ^^ ^ I mf ^-t 42- B- i=5: =t -2?*-^ g mf -^— !•"•■ i^J^^S i=^ 1. "We're thankful for the win-ter's frost, That made the snow-iiakes fall, 2. "We're thankful for tlie hoi - i davs, That came with summer heat, ^ -^—A ! I u ^=4 "• '% -#- ff,#- -,# # •« i=s^ ^ ^t'- t=^- i ^^ S5 For And i ev - 'ry snow-ball that we toss'd, And sleds and skates and all. all the hap - py sum - mer plays In grandma's gar-den sweet. — I — I — 1 S3; -^ S 3 ' =h ±^ -eSh I * J * m 5=M=]= ^^ -^^-^ ^" 23c Zbnnk6Qivim, dolce. P W^ We're thank - f ul for We're thank - ful for the flow - ers found In May-time long a - go, the au-tiimn's store, When fields are bare and gray, *T S ' I '' I m -*$>- :T" -=1: ^ -^55 i^ 5=* •^ w sJigJit rail. ^=^ Spring beau- ty peep And all the year I ing from the ground, And blood-root white as snow, that brings once more Our dear Thanks-giv - ing day." J — I I :1— S: ■^=* T * s ^S ■^=^- -^^ slight rail. wm 25^ -=^: -^r^ I 31 1 236 THANKSGIVING 237 LESSON II Cbe angelu0 A thankful heart is not only the greatest virtue, but the parent of all other virtues.— cicero. Central Thought. — Gratitude. Text. — ^Giving thanks unto the Father. Colossians 1:12. Picture.— The Angelus. Millet. Song. — Thanksgiving. First verse. LESSON OUTLINE I. Point of Contact: The farmer's field. II. Autumn fruits. III. A log-cabin home. IV. Present customs. V. The Angelus. VI. ' ' Giving thanks unto the Father. ' ' THE LESSON Point of Contact. — Again draw the farmer's fields on the board. What grew in this one? In this? And this? I want to show you something The Father gives the farmer besides his food for the winter.^ (Cut open an apple.) Here is the red apple for him to eat, and here is something to put in the ground to make a new tree. This little seed has in it some- thing so wonderful that only The Father, Who made it, can know its secret. But the farmer has learned that if he puts it in the ground and cares for it, a new tree will grow. 1. Have squash and pumpkin seeds to show to the children. 238 THANKSGIVING STORY What is this I have made with my hands? It is a little log cabin — (use the thumbs for doors). Can you make one, too? I know of a country where all the farmers lived in cabins like this. The sides were made of logs, or tree trunks^ one on another. The roof was covered with straw, the floor was of clay, pounded hard. Sometimes the whole hut was made of mud. The meals were cooked in a big fireplace, and some of them eaten from dishes of wood. There were only four rooms, two downstairs and two upstairs. Up a rough ladder the children climbed to their cold rooms and beds of fresh straw. In the early morning perhaps, they could see the light through the cracks of the straw roof, and often they felt the rain dropping through. In the morning, when they climbed down, sometimes they knew that there was only one loaf of bread in the crock under the shelf, and that some one must go to the field to milk the cow before breakfast. In that country men, women, and children worked in the fields. To-day we have a picture of a father and mother in the potato field.^ As she worked perhaps the tears came into her eyes, when she thought of the children at home. She re- membered how they had knelt at her knee, and thanked the Father for His care, and how she had wished for more break- fast to give them. As they worked, suddenly the mellow tones of a bell floated over the field. It was The Angelus. Do you remember, before Jesus came, an angel came and told Mary of the great joy that was coming to her! ^*The Angelus'' bell is said to have been named after that angel. In that far-away land, this Angelus bell was rung morning, noon, and night, in memory of the coming of the 1. Pass the cards. THANKSGIVING 239 angel who told of tlie coming of the baby Jesus. The bell asked the people to pause in their work, and to thank their Heavenly Father for His goodness. Giving thanks unto the Father Colossians i: Jlitlet When the father and mother heard the bell, the father put down his fork and the mother her basket, and they bowed their heads. There, alone in the field, they thanked The Father for sending Jesus, then for the fruits of the field, for home^ children, and love. Let us bow our heads and say *' thank you,'^ too. Sing the prayer softly. 240 THANKSGIVING LESSON III It was not what she gave, but what she gave up, not what it meant to the recipient, but what it meant to her. Central Thought. — The gratitude back of the gift. Text. — It is more blessed to give than to receive. Acts 20 : 35. Picture. — The Widow's Mite. Dore. Song. — Thanksgiving. **We're thankful for the liolidays, That came with summer heat, And all the happy summer plays, And Grandma's garden sweet. We're thankful for the autumn's store, Wlien fields are bare and gray, And all the year that brings once more Our dear Thanksgiving Day. ' ' LESSON OUTLINE I. Point of Contact: A mother and children. II. Their poor home. III. Their grateful hearts. IV. They plan to help others. V. She goes to the temple. VI. The two mites. YII. Jesus sees her. VIII. His words. THE LESSON Point of Contact. — Would you like to hear of some one who had a little Thanksgiving of her own? Note. — To-day the teacher is given an opportunity to make the children familiar with the mission work of the church, and to help them to share in the practical THANKSGIVING 241 work, the giving of self, and the giving of money. If possible, tell them a story of some one whom the church is helping. Perhaps the district nurse or pastor will tell the children a story of some needy family. STORY ^ Jesus told us this story. She was a poor woman who had only what she could earn. That had to pay the rent, buy the food, wood, and clothes for It is more blessed to give than to receive Acts 20:35 Bida her and her children. But she was well and strong, and so were the children, and were growing each day. In her heart she was glad, and she wanted to thank The Father who gave them to her. As she knelt in her cottage, she said : ^ ^ Help me to do some- 1. Pass the cards, and allow the children to guess what the woman in the picture is doing. 16 242 THANKSGIVING thing to show my thankfulness to Thee, for it is when my child- ren are loving and helpf nl that I know they are grateful to me. ' ' She talked with the children about it, and they, too, wanted to help in ' ' Thanksgiving. ' ' Every day the mother went out to work, and every evening came back with food, bought with what she had earned. But this evening the children said: ^'Buy cheaper bread, and let us have milk instead of meat, then there will be enough money for to-day and to-morrow. To-morrow you can take what you earn to the temple, and give it there — perhaps The Father will know how grateful we are.'' The next morning the mother walked up the marble steps of the temple, carrying her baby. She went through the gateway, passed the gates that were overlaid with gold and silver, and under the porches with their columns of granite and red and white marble. She saw the great clusters of golden grapes that were twined over the golden doors of the temple — on, on, up the steps till she came to the great open court. Here people were going and coming, passing the treasury where they dropped in their coins. The rich were there, dressed in costly robes, and with purses filled with silver and gold. The woman drew her ragged shawl around her and held her two copper coins tightly. (It would take many of these coins to make a penny.) Her head was bent — perhaps she was praying. Timidly she made her way among the crowd, and dropped in those two little coins — ^^ clink, clink, ' ' they were gone. Had any one seen? She passed out and went home to her children, to her supper of cold bread and milk. Some One had seen. Jesus was there. He was sad that day, for He knew it might be the last time He would visit the temple. THANKSGIVING 243 When the poor woman came in, He watched her. He knew she had dropped in all she had. Perhaps some rich man or woman brushed against her, or cast an unkindly glance at the ragged shawl, for no sooner had she dropped in her small coins, than Jesus said : '^Behold! She has given more than you all.'' She earned those two coins, and gave them because she was grateful. To-day I want you to hear of some one whom we can help. Note. — Plan some definite work to which the children can contribute. i (, N €\)xi&tmas OT to be ministered unto, but to minister, is the secret of Christmas Day, the secret of all joy, peace, growth and power." For the will and not the gift, makes the giver. — Lessing. He gives nothing but worthless gold, ^^0 gives from a sense of duty. —Lowell. Let us help to restore the Christmas spirit. Often we hear the question : ' ' How many presents did you get?" We enter homes where the presents are displayed, for several days, on a table in the most conspicuous corner. At the Christ- mas dinner so much is said about '^getting" and '^presents" that one feels out of place if he has not provided gifts, and the children ask: ^'Did you bring a package?" Weeks have been spent in elaborate preparation, providing a conglomeration of useless gifts that in three months will be either broken or lost. During all that time the story of the birth of Jesus, the favorite Bible story with children, has only been casually referred to once or twice. The children know that Christmas is the birthday of the Christ-child, but the point of interest, around which all the preparations have focused, has been things, things, things. The Christmas spirit, the thought of what the coming of Jesus meant to the world, and means to the children, is rarely touched upon. The spirit of Jesus — of forgetting one's self in the desire to 244 CHRISTMAS 245 help the poor, comfort the sick, search out and share with the afflicted — this spirit has been almost buried in an avalanche of gifts. These gifts are often expensive, and exchanged among friends and relatives already supplied with all of the comforts, and many of the luxuries of life. With the hospitals full of crippled and sick children, the orphanages containing thousands of homeless ones, the lower sections of our cities teeming with little lives, to whom a picture or a pair of warm gloves is a luxury — is it not time that the mothers and teachers paused to consider! Is it not possible to be of greater benefit to our children, and pupils, by helping them to be less self-centered, and to consider how they can spend their time and money at this season so that it will ^'do the greatest good to the greatest number,'' self included! The Christmas spirit — thought for others ! Consider those of whom you have never thought, at Christmas time. A letter, sent to one who has met with a great sorrow since the last Christmas-tide, may carry with it more of the Christmas spirit than an expensive gift, with a flowered card and a red ribbon attached. A ten-cent gift that was ^'just what I wanted,'' and carried with it an assurance of careful thought, has in it more of the spirit of Christ than an expensive present, thrust upon one who already has plenty of this world's goods. To-day's customs are due, partly, to the spirit of the age in which we live. Wlio makes the customs? The parents and teachers of to-day are the builders of the customs of to-morrow. 246 CHRISTMAS LESSON I 3n a Q^anger To-day we shall begin to develop the beautiful Christmas Cradle Hymn, written by Martin Luther for his children. Central Thought. — The coming of the Christ-child. Text. — For unto you is born in the city of David a Saviour, which is Christ the Lord. Luke 2:11. Picture. — Madonna and Child. Bodenhoiisen. Song. — Cradle Hymn by Martin Luther. ^'Away in a manger, No crib for His bed, The little Lord Jesus Laid down His sweet head. The stars in the heaven Looked down where He lay, The little Lord Jesus, Asleep on the hay.'' LESSON OUTLINE I. Point of Contact: Stories. Who tells them to you? II. An old story of the Eastland. III. Two travelers. IV. No room in the inn. V. The cave. VI. Christmas morning and the Babe. VII. First verse of the song. THE LESSON Point of Contact. — How many like stories'? Who tells you stories? CHRISTMAS 247 STORY Long years ago, the mothers and teachers told the children stories. A wonderful story had been told to the children of the Eastland. The story they heard was like this : A Prince was coming, or a King, such as the world had never seen. They had read about him in books, they had heard the story at bed time, they had talked about him again and again. A great castle, or a beautiful palace, would be his home ; he would wear rich robes and jewels, with a crown on his head. His chariot would be of gold and his steeds the best in the land. He would command armies, that would win in all battles. To him all people should bow. One evening at twilight, even while the mothers may have been telling the story, in that very Country where the children had heard it over and over, the story was about to come true. Up the slippery hill that led to a town, two people went — a man and a woman. They had had a long journey. As they came to the town where they were to stop, they saw many people coming in on the different roads, so many they feared there would not be room for them all. The woman rode on a beast; the man, staff in hand, walked by her side. They were not among the companies of the rich, for they had come from a small town where the man was the village carpenter. What could they have to do with the Prince, or King! The woman did not speak. She was thinking, thinking of that day, not so long before, when an angel had come to her, and had told her a wonderful secret. The King was coming, but he would not come as a King, but as a baby boy. The Father in heaven was to be His Father, and she was to be His mother. She and the carpenter; but you shall see — 248 CHEISTMAS small tavern, or ' ' inn, ' ' They went up the hill and into the town. At the gate of a they stopped. ' ' No room for you here, ' ' said the guard. The Carpenter went into the inn. When he came out, he led the beast, with the woman upon it, to a cave where the cattle were kept. . ^' There is no other place,'' he said. ^^No one will give his place in the inn to a poor Car- penter." So they went into the cave. It was a long, narrow cave, with probably a high cliif or hill behind it. There were no win- dows and only one door. Along the sides were mangers, built of stone perhaps, and low enough for the cattle to eat from them. The floor was covered with straw, and there was grain and fod- der piled in the corners. Gentle sheep and cows were there. The travelers entered. On the sweet smelling hay, near an empty manger, they made a bed for the night. ^"^ Bodenhmfsen For unto you is born in the City of David a Saviour, which is Christ the Lord Luke 2:11 CHEISTMAS 249 The sheep and the cattle soon went to sleep. The moon came up, and its bright light came in through the open doorway. The stars came out, and then all iv as still! The next morning, in that manger lay — a baby boy. And Mary, for that was her name, as she dropped a kiss upon the tiny forehead, whispered, so softly that nobody heard, his name. It was a new name to all the world, that first Christmas morning. She called him — Jesus. ' ' Away in a manger. No crib for His bed. The little Lord Jesus Laid down His sweet head. The stars in the heaven Looked down where He lay, The little Lord Jesus, Asleep on the hay. ' ' Let us stand while the piano plays these words. "Will you say them after me slowly? Let us sing the first two lines softly. Develop the first verse to-day. CraMe Hijmn* {Written hy Martin Luther for his children). P ^-^—r--^ ra^t 3^ :e^ 1. A - way in a man-ger, No crib for a bed, The lit - tie Lord 2. The cat -tie are low-ing. The ba -by a -wakes, But lit- tie Lord . I I L 5--a^ 1 ^=jk — ? ^ r J- r f- J-J J -r J J s £B f-^ ffi ^ Je - sus Laid down His sweet head ; Tlie stars in the heav - en Looked Je - sus, No cry - ing He makes.- I love Thee, Lord Je - sus! Look Pi W ^ ii: m :-Lj- r -<^- Ffr-fn^-^^P i ^ B ?E^3SEEE? down where He lay. The lit • tie Lord Je - sus, A • sleep on the hay. down from the sky, And stay by my era - die Till morn-ing is nigh. 1 1 I s 4— L, ■i J m. -?2-=- $=^- 4 r -^ i I , I 1 -^—-0- t From " The Christ Child, in Art, Story, and Soug," by permission of Clayton F. Summy Co., Chicago. 250 CHEISTMAS 251 LESSON II To-day talk with the children about their plans for Christ- mas. Begin, as a class, to arrange to do something for the sick or crippled children in the hospitals; for some afflicted or un- fortunate family; or for those who have been overlooked in your gift making of previous years. Central Thought. — The coming of Jesus — what it meant to the shepherds, to you, and to me. Text. — For unto you is born this day in the city of David, a Saviour, which is Christ the Lord. Luke 2:11. Picture. — Adoration of the Shepherds. Grass. Song. — Cradle Hymn. Second verse. LESSON OUTLINE I. Point of Contact: Song. II. The shepherds. III. The watchman shepherd. IV. The sheep and other shepherds. V. The light. . VI. The angel. VII. Their journey. VIII. Mary and Jesus. IX. Second verse of the song. TEE LESSON Point of Contact. — Have the piano play softly the Cradle Hymn. *^Away in a manger. No crib for His bed," — Sing the first verse softly. 252 CHEISTMAS 8T0EY That same nigM, while the mother laid her babe in a manger, *^ There were in the same Country shepherds abiding in the fields and keeping watch over their flocks by night. "^ 104 Grass "She called Him, Jesus" Can yon see the flocks on the hillside?^ Perhaps, as night comes on, they lead them to some sheltered valley. Under the shade of the wide-spreading trees, as it grows dark, the shep- herds, all except one, draw their warm cloaks about them and lie down to sleep. One is the watchman shepherd — he will 1. Read the quotation from the Bible. 2. The tense has been changed to make the word picture more vivid. CHEISTMAS 253 watcli awhile, and then another will take his place while he sleeps. If it is cold and frosty — he wraps his sheepskin cloak around him, as he paces np and down among the flocks. All is still. The moon and the stars are over his head, and bright shadows move under the trees. Up and down, up and down, he paces, while the sheep and shepherds are sleeping. Care- fully he watches lest a wolf should steal out of the woods, or a robber come near his sheep. Perhaps his path in the snow is well beaten, as he walks in and out among the sheep. Still he paces up and down. See! A great light is breaking — it cannot be the new day, for it is too early for that ! Brighter and brighter it grows ! All the heaven above seems aglow with a light as bright as the sun, showing the delicate colors of the rainbow, and lending itself to the shadows on the snow. The shepherd trembles. He awakens his comrades. They open their eyes to such a dazzling light that, as they look upon the blinding blaze of glory, they fall on their knees. Out of the heavens comes a voice, as the voice of an angel. ^'And lo ! The angel of the Lord came upon them, and the glory of the Lord shone round about them, and they were sore afraid. ^^And the angel said unto them: Fear not: for, behold, I bring you good tidings of great joy, which shall be to all people. ^'For unto you is born this day in the city of David a Saviour, which is Christ the Lord. ^'And this shall be a sign unto you; ye shall find the babe wrapped in swaddling clothes, lying in a manger. ^'And suddenly there was with the angel a multitude of the heavenly host praising God, and saying, "Glory to God in the highest, and on earth peace, good will toward men. "And it came to pass, as the angels were gone away from them into heaven, the shepherds said one to another, Let us 254 CHEISTMAS now go even unto Betlileliem, and see this thing which is come to pass, which the Lord hath made known unto us. *'And they came with haste, and found Mary, and Joseph, and the babe lying in a manger. ' '^ And when they saw the babe, they told Mary and Joseph, and the people, about the glorious light, and the angel who had said: ^' There is born in the city of David, a Saviour. '^ A Saviour! No King to tight battles, but a Saviour for you and for me ! Mother Mary hneiv — the Father had told her — this wonder- ful secret. She had kept it in her heart. Her heart was overflowing with love and tenderness for the baby boy as ''she wrapped him in swaddling clothes, and laid him in a manger.'* This was why she called his name, — Jesus.^ Shall we stand? Have the piano play the song. *'The cattle are lowing, the baby awakes/* etc. Develop the second verse. 1. Read this quotation from ^he Bible. 2. Tell me the meaning of this name. CHRISTMAS 255 LESSON III Cfte Sim Cl)ri0tmas ** Little wishes on white wings. Little gifts, such tiny things — Just one little heart that sings, — Make a ' Merry Christmas ! ' " Is the true diristmas spirit at work in your class? Are the children planning to remember those from whom they expect nothing in return! Do they feel the desire to help those who have previously been forgotten! We want a real Christmas in every heart. Central Thought. — For what did the baby Jesus come? Text. — For unto you is born this day in the city of David, a Saviour, which is Christ the Lord. Luke 2 : 11. Song. — Cradle H5niin. Picture. — The Visit of the Maji. Hofmann. LESSOX OUTLINE I. Point of Contact: Santa Claus. II. AVho gave us Christmas? III. In the desert. lY. Three camels and their riders. Y. The wise men. YI. The star. YII. The journey. YIIL The Babe, Mary, and the gifts. THE LESSON Point of Contact.— :ILo^ does Santa Claus happen to come to our homes? 256 CHRISTMAS An old story says that lie comes from tlie Land of Love. In that wonderful land, the gifts are made by his helpers. Does Santa Clans love the children! Do his helpers love them, too! Wlio taught them how! He Wlio said: '*Let the little ones come unto me.'' Before that first Christmas morning, before Jesus came — well! after He came, — all the world was full of love for the babies, for the boys and the girls. Before He came there was no Santa Clans. After He taught ^^all people how to help and how to love," Santa Clans said: ^^This is my way of loving"- — so he piled his sleigh full for us all. STOBY While the baby lay in the manger — out on the desert, that dry, sandy desert, yellow and hot, with no trees, only rocks and hills, and great clouds of sand, — something white appeared in the distance. What was it! It was large, and moved from side to side as it came nearer. Now there was another, and now a third. They were camels. Each one carried a rider, wrapped in a loose garment, to protect him from the fine dust, and with a canopy to shield him from the sun. The camels had broad, flat feet with fat pads on the bottom and thin, narrow nostrils, which they could close against the sand and the dust. Those riders had just met. Each came from his own Country, far, far away. They were Wise Men. In his own Country, each had seen a new star; and each had heard a voice saying that the King, for whom the world had been watching, was come: but ^^He is not a King" — the voice had said — '^He is a babe. Follow the Note. — Read from Farrar's Life of Christ and Gerkie's Life of Christ, the first chapters. 17 The First Christmas Morning Hofmann 258 CHEISTMAS star, and you shall find Him, wrapped in swaddling clothes, and lying in a manger/' Storing away in the bags of the saddle beautiful gifts for the babe, each had journeyed across the desert to that spot where the three met. Those AVise Men had never heard of Christmas. They did not know they were bringing the first Christmas gifts. When they met they said : ' ' Surely the Father hath led us ; let us hasten to find the young child.'' ^'And lo, the star which they saw in the East went before them, till it came and stood over where the young child was, and when they saw the star, they rejoiced with exceeding great joy. And they came into the house, and saw the young child, with Mary his mother, and they fell down and worshipped him; and opening their treasures, they offered unto him gifts, gold, and frankincense and myrrh.' "^ Shall we stand and sing our song? *^The cattle are lowing. The baby awakes. The little Lord Jesus, No crying He makes. I love Thee, Lord Jesus! Look down from the sky. And stay by my cradle, Till morning is nigh." 1. Read this quotation from the Bible. Matthew 2:9-12. CHRONOLOGICAL INDEX OLD TESTAMENT STOEIES PAGE The World Home (Creation) 96 Two Children (Adam and Eve) 100 Abraham 's Journey 43 Abraham and Lot 222 Ishmael and His Mother • 123 Eebekah and the Servant 118 Jacob and Esau 85 Twelve Brothers (Joseph and his Brothers) 209 Joseph Helping his Brothers 213 David and Jonathan 127 David and Goliath 48 Queen Esther 206 Job 34 Daniel at the King 's Table 38 NEW TESTAMENT STOEIES In a Manger 246 The Shepherds 251 The First Christmas 255 Jesus (Peter's Wife's Mother). The Children (Christ Blessing the Children) . .12, 15 Jesus and the Child, The Master (Jesus at the Well) 132, 169 Behold, How He Loved ! 20 The Widow's Mite 240 The Good Shepherd 3 Easter Time, the Joyful Procession 67, 70 He is Eisen 73 259 CARDS FOR THE CHILDREN THANKSGIVING ^ J^ y \ • . ■'^p * .J,«S«i.^. \ ^^K^^Hh^B^v^ ^J^^^^w-^ ^^^ < ^^B^^ , ^o^^^H^uJ^Phl^^/ * '^^ UB '^UtIm i^HH^^^^^~ mm^ '^SR ;, • v^^^^ :- h ichter. \\ ho giyeih us richly all things' to '^ n.iu} . ► —J. 'inuothy h : 17. THE CARDS ^^HE preceding page shows a facsimile, as nearly as the size of the page will allow, of one of the fifty-two Cards to be used with the Lessons. The Cards are six by seven inches, and are punched for binding into booklets. The Pictures are the same that appear in this Manual. They are all half-tone engravings. Cards, punched, or unpunched, ninety cents a hundred, net, not including charges, which are fifteen cents per hundred ; less in larger quantities. We also furnish simple cover, consisting of two pieces of heavy gray cover paper, one for front and one for back, with holes punched same as in cards, and with good quality red cord for tying. On the front there are blank spaces for name of child and Sunday School. Price, 5c. per set. The numbers under the illustrations in this book correspond with the numbers on the cards. In ordering cards, state your selections by numbers. Send orders to LANGDON B. CLARK, Beecher Building, Buffalo, N. Y. Books of Special Interest to Bible Teachers The Bible Story Retold for Young People The Old Testament Story By W H. BENNETT The New Testament Story By W. F ADENEY Cloth, 4-04- pages, I2?no, $1.00 The Story of Stories A Life of Jesus Christ for the young- By REV. R. C. GILLIE Containing 3 2 full-page illustratio7is Small sq. de?ny 8vo, $1.25 The Kinsfolk and Friends of Jesus A companion to the above by the same author. With 16 full-page reproductions of famous pictures y 7 in color and 9 in sepia, $2.25 Bible Stories. Edited for Children By DR. RICHARD G. MOULTON, University of Chicago Uniform with the small volumes containing- singfle books of ''The Modern Reader's Bible." In two volumes. The Old Testament and The New Testament. Each, cloth, 50 cents. "Dr. Moulton makes us all his debtors by his service in the preparation of this little volume, as well as the other vol- umes in this series of works from the sacred Scriptures. . . 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"I look for a large increase of interest in the Bible, for a much better understand- ing of its general spirit and teaching, and especially for an increased appreciation of its inspirational power, from the publication of the 'Modern Reader's Bible.' " — Lyman Abbott, Editor The Outlook. PUBLISHED BY THE MACMILLAN COMPANY 64-66 Fifth Avenue, NEW YORK 1 MAB 3 1909 (P LIBRARY III I lliiil