THE BIBLE AND THE SUNDAY SCHOOL Rev. Richard Newton, D. D. ; Rev. Lvman Abbott, D. ^^ffj^^ Rev F A. O'Mara, D. D. ; P. P. Bliss; Miss Frances E. Wiilard, *^ VA - HMut; Rev.'j.L.Hurlbut; J. E Searles Jr ; Rev. Henry Jard Beecher M. C. Hazard, Esq.; Rev. Jno. H. Castle DD Rev J. E. Latimer, D. D. ; A. O. VanLennep, Esq. ; Rev. H. M. Par sons, D. D.; Rev. F. H. Marling; MissAg. E. Winslow, Rev. E. O. Haven, D. D.; Rev. C. H. Payne, D. . D., Rev. W.F. Crafts; Rev S. L. Gracey; Mrs. W. *. Crafts; Rev. B. P. Ravmond; Miss Jenny B. Merrill; C. M. Morton, Esq.; Rev. H. W. Warren, D. D. : Rev. D. Marvin, Jr.; Hon. A. D. Shaw. EDITED \»^/ REV. WjFk CR AFTS. Gather the people together, men and women, and children and thy stranger that is i wlttdi i th gatCB, that they may hear, and that they may learn, and fear the Lord l™*^****™* n ill the words of this law : and that their children, which have not known any thing may £"»«* learn to fear the Lord your God, as long as ye live in the land whither ye go over Jordan tc it.— Deut. xxxi. 12, 13. CHICAGO: FAIRBANKS 1878. > C 1 CONTENTS. I.-THE BIBLE, THE WORD OF GOD. page. 1. Science confirming the Scriptures I 2. The Bible's Divine Character shown in its Historv. . 6 II.— THE BIBLE AND ITS STUDENTS. 1. Structure and arrangement of the Bible 7 2. Manners and Customs of Bible times .... 12 3. Geography of the Bible 12 4. Revision of the Bible 13 5. Principles of Interpretation 15 6. Reasons for Bible Reading. Methods of Bible Read- ing. Comprehensive Bible Reading 17 7. Topical Bible Reading - 24 8. Bagster's Scripture Index 26 9. " Bible Readings " in their various uses 32 10. Bible Marking 41 1 1 . Personal study of the Lesson. 44 12. Adults as Bible Students in the Sunday School .... 45 13. Further Hints on How to Study the Bible 47 III.— THE BIBLE AND ITS TEACHERS. 1. Hints on the Public use of the Bible 52 2. The Pastor's Relation to the Sunday School 53 CONTENTS. PAGE. TIT.— THE BIBLE AND ITS TEACHERS {continued). 3. Using the Bible with Enquirers. 54 4. " How can we get rid of Incompetent Teachers?". . 56 • 5. Three Requisites in Religious Teaching 57 6. Conditions of Teaching with power 58 7. Normal Class Training for Teachers 61 8. Qualities and Training of Primary Teachers 62 9. Attention Discipline, and Questioning 6^ 10. Illustrative Teaching 64 11. Importance and Method of Public Reviews 67 12. What the Sunday School Teacher may learn from Secular Schools 70 13. A Study of Christ as the Model Teacher 86 14. Spiritual work in the Sunday School 89 15. The Sunday School Teacher's Decalogue 90 16. Chart for Preachers and Teachers. . 91 IV.— THE BIBLE AND CHILDHOOD. 1. The Bible Estimate of Childhood 92 2. " How shall we Manage Unruly Boys in the Sunday Schools?" 97 3. " How can we get Pupils to Study their Lessons at Home ? " 97 4. " How can a more general attendance of Children at preaching be secured ? " 100 5. Preaching to Children 102 6. The Lesson of the Primary Class 103 7. Conversion of Children 107 8. Culture of Converted Children 109 9. Home Christian Culture 112 10. The Sunday School and the Home .... 114 CONTENTS. PAGE. -THE BIBLE AND SUNDAY SCHOOL APPLIANCES. 1. The Name of the Sunday School 120 2. Sunday School Room and Library Plan 121 3. Constitution 121 4. Programme 122 5. Financial System and Culture of Benevolence . . . 123 6. Music for General School and for Primary Class. ... 125 7. Sunday School Concerts 1 26 8. Printing Press Helps in Sunday School Work 127 9. Organization of Primary Class 134 10. The Value and use of Sociables. ... 135 11. An Ancient Religious Convention 135 VI.— THE BIBLE AND THE WORLD. 1. The Bible and the Public Schools 147 2. Christian Temperance Work 150 3. The Bible and Universal Brotherhood 151 LECTUEE OUTLINES ON ^\z §ihle uvfo % Snnbaj SxfeonL I. THE BIBLE, THE WORD OF GOD. Its Inspiration. 2 Timothy in. 16, 17 ; 2 Peter i. 20, 21 ■ Romans xv. 4 ; 1 Cor. x. 11 ; Ephesians vi. 17 ; 1 Thes. ii. 13. Its Sufficiency. Luke xvi. 31 ; Deut. iv. 2 ; Pro v. xxx. 5, 6 ; Rev. xxii. 17-19. Itii Power. John xv. 3 ; xvii. 17 \ Eph. v. 26 ; Jer. xxiii. 29 i Heb. iv. 12 ; Psalm xix. 7-11. Our Need Of It. Psalm cxix. 18 j Luke xxiv. 45 ; John vi. 63 ; 2 Cor. iii. 5, 6. Its Use, and Our Duty towards It. Nehem. viii. 6, and ix. 2, 3 ; 2 Chron. xvii. 9 ; 1 Peter iv. 11 ; Acts, xviii. 2 f -, and xvii. 11, 12 : 2 Cor. ii. 17 ; Deut. vi. 6, 7, and xxix. 29 ; Joshua i. 8 - Psalm i. 2; 1 Peter ii. 1, 2 ; Col. iii. 16; Psalm cxix, 1, 2, 9, 11, etc. 1. Science Confirming the Scriptures. BY REV. H. W. WARREN, D.D. Years o: discussion have established these two principles : (I.) The Bible no where opposes demonstrated Science. (II.) The Bible always has been, and is yet, far m advance of the attainments of Science, even in advance of man's ability to understand its lilai'ji declarations. 2 THE BIBLE AND THE SUNDAY SCHOOL. These are remarkable propositions. If they are maintained there is no more ground for contention. There must be wis- dom from God in its pages. The Eible was written in ages of ignorance of the sciences of to-day, by unlearned men, in a great part, and it would be simply impossible for them, as men, to avoid statements in opposition to the knowledge and discoveries of to-day. Even wise men could not do it. Pythagoras, and the wise men of his day, taught that the earth was flat. And the wise men of our day have taught within the remembrance of many of us, that marine shells, found in the high mountains, were proof ot the Noahcian deluge. Voltaire showed his fitness to lead a scientific assault on the Bible, by declaring that these shells were brought to their places in the mountains, by the crowds of pilgrims from the Holy Land ! Indeed, there is hardly an established truth in science to-day. concerning which men have not uttered many erroneous opinions. I do not affirm that the Bible does not speak of some things according to visual ap- pearance, as the sunrise and sunset. But our nautical almanacs and other scientific treatises do the same thing to-day. I do not deny that some interpretations, and even translations of the Scripture, have been contradictory to demonstrated science. For how can we truly translate from a foreign language, things we could not understand, if written plainly in our own 1 It needs knowledge to read scientific statements. But, uniformly, that translation which has harmonized with science has been found to be the truer one. Indeed, the translations of many scriptural texts have been very difficult, because we lacked the knowledge to make their real signification seem possible to our thought. Discovering the scientific truth, we returned to the Scripture, and its meaning was clear as sunlight. Several passages which seemed, when fairly translated, to teach error, or to be poetical flights, have since been proved to be state- ments of literal facts. The Bible has been routed from many a position it never held, discovered to be impregnably in- trenched, alter its rout had been heralded. This will repeatedly appear in illustrating the second proposition. That the Bible could avoid error proclaims that God was in all its writing. How much more that it could always be in advance of science and discovery. Let us see if this second proposition is capa- THE BIBLE AND THE SUNDAY SCHOOL. 3 ble of proof. The Bible has asserted from the first, that creation of matter preceded arrangement. It was chaos, void, without form, darkness. Arrangement was a subsequent matter. The world was not created in the form it was to have. It was to be moulded, shaped, stratified, mountained, and vallied, subsequently. All of which science utters ages afterwards. The Bible has been sneered at a thousand years, for saying that light existed before the sun was outlined and limited. But now, men are praised for asserting the same thing. Peans are sung to La Place, that belong to God, and which are sung to God by angels, and all others who know that the Bible is older science than the Mecaniaue Celeste. It is a recently elucidated idea of science that the strata of the earth were formed by the action of water, and the mountains were once under the ocean. It is an idea long familiar to Bible readers. " Thou coverest the earth with the deep as with a garment. The waters stood above the mountains. At Thy rebuke they fled ; at the voice of Thy thunder they hasted away. The mountains ascend, the valleys descend unto the place Thou hast founded for them." The whole volume of geology in a paragraph ! Volumes of demonstrations of the impossibility of the Deluge might have been saved if men had been willing to read the explanations of God, by Peter : " For of this they are willingly ignorant that by the word of God there were heavens of old, and land framed out of water, and by means of water, whereby the ivorld that then was, being over- flowed by water perished ; " — a geological subsidence*-" but the heavens that now are and the land " — the present geolo- gical upheaval — " by His word are kept for fire, &c." Every difficulty vanishes. It is a single sentence of geologic history, foretold and arranged by God for a specific time and purpose, and no more difficult than upheavals and subsidences that have occurred in our day. Ages on ages man's wisdom held the earth to be flat. Meanwhile God vi as saying, century after century^ of Himself, "He sitceth upon the sphere of the earth." [Gesenius.] Men racked their feeble wits for expedients to uphold the earth, and the best they could devise were ser- pents, elephants, and turtles. Meanwhile God was perpetually telline men that he had " hung the earth upon nothing." Men were ever trying to number the stars, Hipparcus count- 4 THE BIBLE AND THE SUNDAY SCHOOL. ed 1022 ? Ptolemy 1026. And it is easy to number those vis- ible to the naked eye. But the Bible said that they were, as the sands of the sea, " innumerable." Science has appliances of enumeration unknown to other ages, but the space penetrat- ing telescopes reveal more worlds : eighteen millions in a single system, and systems beyond count, till men acknowledge that the stars are innumerable to man. It is God's prerogative " to number all the stars. He also calleth them all by their names." Torricelli's discovery, that the air had weight, was received with incredulity. For ages the air had propelled ships, thrust itself against the bodies of men, and overturned their works. But no man ever dreamed that weight was necessary to give momentum. During all the centuries it had stood in the Bible, waiting for man's comprehension : " He gave to the air its weight." [Job xxviii. 25]. The pet science of to-day is meteorology. The fluctuations and variations of the weather have hitherto baffled all attempts at unravelling. It has seemed that there was no law in the fickle changes. But at length perseverance and skill have tri- umphed, and a single man in one place predicts the weather and winds for a continent. But the Bible has always insisted that the whole department was under law. Nay, it laid down that law so clearly, that if men had been willing to learn from it, they might have reached this wisdom ages ago. The whole moral law is not more clearly crystallized in, " Thou shalt love the Lord thy God w T ith all thy heart, and thy neighbour as thyself," than all the fundamentals of the science of meteorology are crystallized in this word: "The wind goeth toward the south (equator), and turneth about (up) unto the north ; it whirleth about continually : and the wind returneth again ac- cording to his circuits (established routes). All the rivers run into the sea, yet the sea is not full. Unto the place whence the rivers come, thither return they again. " [Eccles. i. 6, 7.] That the central part of the earth was molten fire was re- ceived with great hesitation \ and even now, after numerous proofs, is by some minds hotly contested. But God knows, and he says, " Out of the earth cometh bread, but at the same time underneath, it turns itself as fire J> [Job xxviii. 5]. Long before it was supposed that rock could be melted, the Bible declared that "the hills melted like wax.' 7 " Poetic figure/' THE BIBLE AND THE SUNDAY SCHOOL. £ says the rhetorician. "Literal truth," says the laborious chemist. That light makes music in its passage is asserted by God to Job, by science more than three thousand years afterwards. Poets Shakspeare, Byron, Milton, Addison, Mrs. Browning, Willis, and others, have uttered the conception as a fancy ; the Bible and science as fact. The Word is a golconda of ^gems. Beautiful the thought and words of him who mines it. " There's not the smallest orb that thou beholdest, But in his motion like an angel sings." — A.D. 1596 (?) " The morning stars sang together." — 3000 years earlier. God's statement that the sun's " going is from the end of the heaven, and his circuit on the ends of it," has given edge to many a sneer at its supposed assertion, that the sun went round the earth. It teaches a higher truth. Let pigmies learn the truth of alpine proportions, that the sun itself is but a superior planet, and flies in a path of eighteen millions of years, from one end of the heavens to the other, around the Pleiades as its sun. Confounded Job, a puny sick man, could answer nothing when asked if he could bind the sweet influences of the Plei- ades. He did not know that they swung millions of suns and their attendant worlds. When I hear so eminent an astronomer, and so true a Chris- tian, as Mitchell, who understood the voices, in which the heavens declare the glory of God, as his own vernacular tongue, who read the significance of God's embodied word with delight, and who fed upon God's written word, as his daily bread ; when I hear him declare, " we find an aptness and propriety in all these astronomical illustrations, which are not weakened but amazingly strengthened, when viewed in the full light ot our present knowledge ; " when I hear Herschel declare, " all human discoveries seem to be made only for the purpose of confirming more strongly the truths that come from on high, and are contained in the sacred writings," I ask, who is he that declares that the Bible and science are at variance ] I shall probably find that he is ignorant of both. God has scattered brief not^s of His works in the Bible. Man's discoveries are but illustration and comment. 11 The city was pure gold like unto clear glass." [Rev. xxi. 18.] How many sneers the Bible has endured for such a state- (5 THE BIBLE AND THE SUNDAY SCHOOL. ment ! It could bide its time. Truths always can. Faraday has demonstrated that fine gold may become perfectly trans- parent like clear glass. And some -of the most beautiful pro- ductions in ruby glass are produced by solutions of gold. Whatever point we touch sheds confirmation on the Book that gives a light to every age. " It gives, but borrows none." It must be the wisdom of Omniscience behind it ; the Mind that knows the end from the beginning. 2. The Bible's Divine Character shown in its History. This subject is so full of incidents that a fair treatment of the question would require the space of this whole volume. A most interesting personal study or public lecture maybe prepared by hiring or buying the fifteen large diagrams and pictures on " The Literary History of the Bible," of the London or Ameri- can Sunday School Union, at some of their depositaries ; buy- ing also or hiring the following books : — " The Book and Its Story," •' Leaves from the Book and Its Story," " Our English Bible/' " Bible in many Tongues," and "Farmer Tomkins and his Bibles." II. THE BIBLE AND ITS STUDENTS. BE ARCH THE John 5: 39. Scriptures, John 2: 12,1s. Josh. 1 : 8. Psa. 119 ; 1? IARNESTLY, 4NXIOUSLY, Psa. 119 : 9. REGULARLY, l Psa. 1 ; 2. I i AREFULL Yj 2Tim.V: 16,'l7. fUIVlBLY, James 1:21 THE BIBLE AND THE SUNDAY SCHOOL. 7 Structure and Arrangement of the Bible. A Normal Class Paper, by Bev. J. H. Vincent, D.D.* (I.) THE SACRED CANON. (1.) There are many possible methods by which an all wise Creator might communicate to man a knowledge of His character and will. (2.) The way in which our Creator has seen fit to reveal Himself to man is by a supernatural history produced on the earth under His immediate direction, and then under the same divine direction and inspiration recorded in a series of books. (3.) This history, thus recorded, having a religious aim, will of necessity contain a great variety, as to its subject- matter. It will have history, geography, biography, doctrine, ethics, poetry, prophecy, etc. (4.) The human mind produces many books, containing human deductions, speculations, imaginations, etc., etc. Some claim to be the results of reason ; others to be the revela- tions of God, or of the gods ; while some of them are the productions of minds intent upon deception and mischief, whatever they may profess. (5.) If, therefore, the true God should give a true book for human instruction there must be evidences that it is truly from God, so that men may distinguish between it and the false or defective works of man. There must be a rule or standard by which we may certainly know just what books are human and what are divine. (6.) Therefore we have what is called the Canon of Scripture. (a.) The word "Canon" signifies literally a Straight line, a rule, a law, a standard. * Those who contemplate organizing- a Normal Class should write to Rev. J. H. Vin- cent, D.D., 805 Broadway, N.Y., for a catalogue of his Normal Class papers and books, which form the completest sj-stem of training for religious teachers ever pre- pared. ; THE BIBLE AND THE SUNDAY SCHOOL. (J.) The Scripture itself is a canon or rule of life, the authoritative standard of religion and morality. (c.) The tests, rules, or standards by which we deter- mine that it is in whole or in part from God are called the " Canon of Scripture." (d.) The several books which are thus examined and proved to be genuine and authentic are called " The Sacred Canon." There are many (11.) EVIDENCES WHICH SUSTAIN THE CLAIM OF THE BIBLE BELIEVER That the book on which he rests is from God. (1.) It has long been accepted as divine by the Church — both Jewish and Christian. (2.) It has stood the most Searching tests of friends and foes for centuries. (3.) Exposed by various translations and by sectarian interests to the liability of interpolation and change it remains essentially the same. Its u various readings " do not affect the great doctrines which it contains. (4.) Its internal Character, unity, purity, marvellous moral standards, fidelity to human nature, etc., etc., prove its divinity. (5.) Its adaptation to human needs and its effects upon the race wherever permitted to exert its energies, abundantly demonstrate that it is not a human production. (6.) It is in striking harmony With true science. The facts of nature, and of human nature, and of human history, sustain the claims of the book. (7.) To the personal experience of all who have tested and trusted it we may safely appeal. The Bible is the missing keystone in individual and in social life. Once inserted, it proves that He who made man and put him into this world, also made the Bible as his safe- guard and stay. There are ten THE BIBLE AND THE SUNDAY SCHOOL. 9 (III.) NAMES BY WHICH THE BOOK OF GOD IS KNOWN. These are divided into four classes. (1.) From the material used in making ancient books it is called the Bible. " Bible " — is from the Greek word hiblos, a book. " The name was given originally, like liber in Latin, to the inner bark of the linden or teil tree, and afterwards to the bark of the papyrus, the mate- rials of which early books were sometimes made." Chrysostom, in the fourth or fifth century, first applied the term " Biblia " to the whole collection of sacred books. (2.) From the mode of revealing and recording the Kevelation it is called the Oracles and the Scriptures. 11 Oracle " — from the Latin word oro, to speak : os, oris, the mouth. The sanctuary of the tabernacle and the temple was called the oracle. 1 Kings vi. 16 • Psalm xxviii. 2. The term is used in the New Testament to designate the revelations of God. Acts vii. 38 ; 1 Peter iv. 11. For the htfaihen use of the word, see "oracle" in any dictionary or encyclopaedia. " Scriptures" — Latin, scribo, I write — Scriptus. The Jews called their sacred books Kethib, written, or mikra, gathering. (3.) From the contents of the Book it is called the Word, the Law, Prophets, and Psalms, and the Testaments or Covenants. 11 Testament." — The word diatheke, which we now translate testament, signifies either a testament or a covenant. Covenant — an agreement, a mu- tual arrangement ; two Testaments, old and new. "Not two distinct and unrelated covenants, but merely the former and the latter dispensations of the one grand covenant of mercy.' ' — bush. 10 THE BIBLE AND THE SUNDAY SCHOOL. (4.) From the character of the book it is called the Bible, the Holy Bible, and the Canonical Scriptures. (IV.) There are three CLASSIFICATIONS OF THE BOOKS OF THE BIBLE. (1.) In the Bible itself. See 2 Cor. iii. 14; 2 Cor. iii. 6 ; Zech. vii. 12 ; Matt. xi. 13 ; Matt. xxii. 40 ; Acts xiii. 15 ; Luke xxiv. 44. '«.) The recognised Jewish classification. (1.) The Law : — The five books of Moses. (2.) The Prophets :— (1.) The former Prophets : — Joshua, Judges, Samuel, and Kings. (2.) The latter Prophets : — Greater and Minor. ($.) Hagiographa : — (1.) First class : — Psal., Prov., and Job. (2.) Second class : — Sol. Song, Euth, Lam., Eccl., and Es. (3.) Third class : — Dan., Ez., Neb., and Chron. %) The order of our version. (I.) The Old Testament :— (1/t The Pentateuch— G. E. L. N. D.— 5. (2.) The Historical- J. J. K. S. K. C. E. N. ■p 19 (3.) The Poetical— J. P. P. E. S.— 5. (4.) The Prophetical— 1. Greater :— I. J. (L0 E. D.— 5. 2. Minor:— H. J. A. O. J. M.N. H.Z. H. Z. M.— 12. (2.) The New Testament :— (1.) The Historical— M. M. L. J. A.— 5. (2.) The Pauline Epistles— R. C. G. E. P. C. T. T. T. P. H.— 14. (3.) The General or Catholic Epistles — J. P. J. J.— 7. (4.) The Prophetical— R.—1. THE BIBLE AND THE SUNDAY SCHOOL. 11 (V.) THE CONTENTS OF THE BIBLE. (1.) God the Creator and Father is revealed in the Old Testament as ruler of men and nations, preparing the world for the advent of the Son. (2.) God the Son is revealed in the four "Gob- pels " of the New Testament as Prophet, Priest, and King of men, living, dying, rising from the dead, ascending into the heavens, promising be- fore his departure to send the Holy Ghost to abide with his faithful followers on the earth. (3.) God the Holy Ghost is revealed in the " Acts " and in the " Epistles " of the New Testa- ment as inspirer and comforter and almighty pro- tector of the Church in the earth. (4.) God the Father, Son, and Holy Ghost the one God— is revealed in the last book of the Bible — " The Eevelation " — as governing and directing all things of earth and heaven in the interest of the people of God, who, redeemed from sin, shall reign for ever in spotless purity, unbroken fellowship, unalloyed blessedness, for ever doing and delighting in the will of God. Blackboard Epitome of the above Paper. (As it would stand after it had been developed by a drill of the Class.) (I.) CANON OF SCRIPTURE. (a.) Meaning, line, rule, law. (b.) Scripture is canon of life. (c.) Tests. (d.) The name applied. (II.) THE EVIDENCES. (1.) L. A. ; (2) S. S. T. ; (3) K. S. ; (4) I. C. j (5) A. H. N. ; (6.) H. T. S. j (7) P. E. 12 THE BIBLE AND THE SUNDAY SCHOOL. (III.) NAMES. B. 0. S. T. W. ; T. L. ; L. P. P. ; T. C.; T. B. ; H. B. ; 0. S. (IV.) CLASSIFICATION. (1.) B. (2.) J.—L. 5 B. M ; P. F. J. J. S. K. ; L. G., M. H. 1. Psa., P. J. j 2. Sol. S. R. L. Ec. Es. ; 3. D. Ez. N. Ch. (3.) Order of our version— 0. T., N. T. (V.) CONTENTS. (1.) God Eev. in 0. T. as ruler. (2.) God S. in Gospels as P. P. K. (3.) God H. G. in Acts as Insp. C. P. (4.) God F. S. H. G. in Rev. 2. Manners and Customs of Bible Times. As this subject requires too many illustrations to be treated even briefly in these pages, we can only indicate the helps to its study. 1. Illustrated Lectures on Oriental Customs, Costumes, Manners, Implements, &c. By A. 0. Van Lennep, Montclair, N. J., a native of Syria ; or by Rev. J. S. Ostrander, Haarlem, N. Y., both of whom lecture at very reasonable prices. 2. Dr. Van Lennep' s great work, published by Harper Brothers, New York . 3. Cheaper books on this subject are : " Freeman's Hand- book of Bible Customs/' Nelson & Phillips, N. Y. ; or*" Thorn- son's Land and Book (2 vols.\ Harper Brothers, N. Y. 3. Bible Geography. Whitney's " Handbook of Bible Geography,' , Nelson & Phillips, N. Y., is an inexpensive and excellent treatment of this whole subject. For "prices of books noticed in this volume, see advertisement on last page. THE BIBLE AND THE SUNDAY SCHOOL. 13 4. Eevision of the Bible.* BY REV. F. A. O'MEARA, D.D. (1.) There is a very strong repugnance among Christians Bgaiust any interference with the authorized version of our Bible. But, notwithstanding this, it is desirable that our ver- sion should be brought as near to the meaning and spirit of the original as the present state of Biblical scholarship will admit. This is required by loyalty to the text as it came from the hand of the inspired writers. * This vastly important task had its origin in the Convocation of Canterbury of the Church of England, in 1870. The late Dean Alford. Archbishop Trench, Bishop Elli- cott, Professors Lightfoot, Hort, Kennedy, and others, were appointed by the Convo- cation a committee, with power to associate other scholars from various denominations with them, for the purpose of revising the translation of the Scriptures now in common use, and known as King James' Version. In 1&71 Dr. Phillip Schaff was requested to iorm an American Committee, to co-operate with the English Committee in this task. He did so, and divided the American Committee into two Companies — one to work on the Old Testament and the other to work on the New Testament. Both Companies meet during most of the year monthly, in the Bible House, in this city, and prosecute their labours duriug two or three days. In the summer, however, they avoid the heat and noise of the great metropolis by holding a session of a week in length in some town where one of their members resides, and to which he invites them. Thus the Old Testament Company met in '73 at New Haven, in '74 at Princeton, in '75 at Andover, and last week at New Brunswick. The character of this Company is thoroughly unsectarian and Catholic. It embraces the most distinguished scholars and representative men of the great denominations, and, therefore, is eminently fitted to aid in completing a broad and comprehensive work. The Chairman of the Old Testament Company is Professor Green, of Princeton, and the other members are as follows, being named in alphabetical order ; Dr. Aiken, of the Theological Seminary at Princeton ; Dr. Chambers, one of the pastors of the Collegiate Church, New York ; Dr. Conant, of Philadelphia ; Dr. Day, of the Theological Seminary at New Haven ; Dr. De Witt, oi the Theological Seminary at New Brunswick ; Dr. Hare, of Philadelphia; Dr. Krautb, of the University of Pennsylvania; Dr. Lewis, oi Union College at Schenectady ; Dr. Mead, of the Theological Seminary at Andover ; Dr. Pack- ed, of the Theological Seminary, Alexandria, Va., ; L'r. Osgood, of the University at ; ;ster ; Dr. Strong, of the Drew Theological Seminary, and Dr. Van Dyke, a mis- iry and learned Oriental scholar in Syria. Not all of these gentlemen are or can be equally regular in attending the meetings. Thus Dj. Conant and Dr. Taylor Lewis (the latter on account of his health) are seldom present, and Dr. Van Dyke is obliged, of course, to make his suggestions by letter. The method of doing the work is exceedingly thorough, and will, therefore, no doubt, prove generally satistactory. The British Committee sends printed copies of their re- vision to the American Committee, who go over it with the greatest care and conscien- tiousness, making such suggestions of alteration and improvement as they deem advis- able. A bare majority of the Committee is enough in the first instance to establish a tentative or provisional reading. At. some subsequent meeting, however, after the members have had renewed opportunity to re-examine the passage, the provisional reading is taken up aaain, fully and deliberately considered, and then adopted or reject- ed by a tico-thirds majority. The work is then transmitted back to England for final examination and decision by the English Committee. If there still remain a few excep- tional difficulties, they are made the subject of correspondence and thus of final agree- ment. r i.'uc work of the American scholars is said to be very s&iisfactory to their English 14 THE BIBLE AND THE SUNDAY SCHOOL. (2.) The task assigned is not really a revision of the Bible, which is the work of God, and cannot be either revised or improved. Nor is it really the production of a new transla- tion, since the authorized version is very nearly perfect. The purpose in this movement is rather to perfect the authorized version in those few points where a fuller knowledge of the original language, or a change in the use of English words, makes a change necessary. In this connection let it be re- membered that our present translation is the production of many revisions. (3.) Our present version requires revision in the following respects : — (a) Passages are to be omitted that are not found in the oldest and best manuscripts. It should be said here that these omissions will not weaken a single Christian doctrine. 1 John v. 7 should be erased for this reason. (b) Some passages require change to bring them into accord with the most ancient MSS. For exam- ple — -Rev. xxii. 14, should be not " blessed are they that do his commandments," which sounds like salvation by works, bat rather " blessed are they that have washed their robes," as in the earliest manuscripts. (c) Some original words have been incorrectly translated. For example — 1 Thess. v. 22, should be "ab- stain from every form of evil." Most of these changes are those of tenses and cases which do not affect the doctrine pre- sented in the least. brethren. Nearly all the suggestions made by the former have been adopted by the latter. The entire work is carried on in a reverent and conservative spirit, only those changes being decided upon which are deemed absolutely necessary, and which give a clearer and more accurate equivalent in English of the original Hebrew and Greek, of the two Committees the British is the more conservative in clinging to old words and usages : while the American is more radical, or, at least, more in sympathy with the changes in words and idioms about to be made in the near future. The Old Testament Company spent four days in the Sage Library, at New Brunsuick,in severe labour from 9a.h. until 5 p.m. each day, and concluded their work by hnishing the revision of the 100th Psalm. They have now, therefore, gone through the Pentateuch and one hundred of the Psalms. The New Testament Company have thus far revised the Gospels, the Acts, the Epistle to the Romans, and the Pastoral Epistles. It is not possible for u> to give the changes or different readings, inasmuch as details of this kind are kept secret, very properly, until the final work shall be given to the public. The entire work u ill probably require five years yet for its completion ] though it is quite likely thai, the Psalms i>r toe Pentateuch, or both, will at no distant date itt published as specwions oi the great task in hand. THE BIBLE AND THE SUNDAY SCHOOL, 15 (d) Some passages, which very correctly and intelligibly represented the meaning of the original two and a half cen- turies ago, have, through the changes in the English lan- guage, ceased to do so to the modern reader, and therefore need revision. For example — " they took up their carriages" for u they packed their baggage,'' and " he that letteth will let," for •" he that hindereth will hinder." This centennial period of the Eepublic will be marked by the production of the authorized version of future generations, which will have been the production of English and American learned men and divines working in unison in London and New York, furnishing another bond of union between the two countries. 5. Principles of Bible Interpretation. BY REV. LYMAN ABBOTT, D.D.* Locking at the Bible from the human side, we should re- member that it was Written, Copied, (^ , Translated, f ^ Printed Hence the following points should be observed in its interpre- tation : — (1.) Have a well-printed Bible. " The Teachers' Bible" of the American Tract Society and " Bagster's Bible" are the best. (2.) Get at the best translation, a. By studying it in "the original," it" possible, b. By comparing the received translations with the new translations that are appearing, c. By comparison also with French and German Bibles, especially " Luther's Bible." d. By examining modern commentaries, through which those who are without scholastij training can get at the true rendering. * Autlior of " Illustrated Commentary on Acts," also " Commentary on Matthew azui Mark," "Jesus of >'azareth," " Dictionary of Religious Knowledge," &c 16 rSE BIBLE AND THE SUNDAY SCHOOL. (3.) Ascertain if you have a correct copy, There are from 120,000 to 800,000 variations in the various copies of the Bible, mostly unimportant typographical errors, and not one of them affecting any Bible doctrine. 1 John v. 7, is now universally allowed to be an interpolation. These errors may be discovered by referring (a) to Teschendorf's Greek Testament, and (b) some critical commentary. (4.) Study the peculiar Circumstances of the writer of any passage under consideration. (a) Ask " Who is it that speaks in this passage ?" A Universalist preacher took as a text to preach against tutu re punishment, Gen. iii. 4, — "Thou shalt not surely die" — the words of the devil. A judge once said in a charge to the jury, ; ' We have the highest authority for saying " skin for skin, yea all tiiat a man hath will he give for his life." The papers next day called attention to the fact that these words were uttered by the devil, adding — "Now we know who the judge regards as the highest authority." (6) Ask what is the character of the passage ? Law ? Poetry'? History] Philosophy? Why not interpret the poem in Judges v. 20, by the same prose laws that so many apply to the poem in Josh. x. 13 1 (c) Ask " What is the temperament of the writer or Speaker ? " Kom. ix. 3 is to be read in the light of Paul's vehement nature, not used as a prose statement of a necessary principle of didactic theology. So John vi. 53, 63 is to be read with Christ's illustrative temperament in mind. (d) The general aim of the writer should also be kept in view. (e) We must put ourselves in the place of the origi- nal hearers or readers, remembering their customs and prejudices. In reading the twenty-third Psalm, if we have before our minds New England sheep unprotected, unguarded, and given the roughest of pastures, instead of the Oriental flock and fold, we shall have anything but pleasant views of God as our Shepherd. (/) Compare Scripture with Scripture, to find the THE BIBLE AND THE SUNDAY SCHOOL, IV real Bible meaning of words and phrases. See Jas. i. 27, and Matt, xxiii. 23 , Rom. xiii. 9, and Matt. xxii. 37-40. John xi\ r . 28, and John x. 30. (g) Take the plain and simple meaning of a passage. Ingenious interpretations are usually dangerous. (h) Allow for yourself, your prejudices, &c. The Calvi- nist reads Philippians ii. 12, 13, with all the emphasis on verse 13, while the Arminian accents verse 12, and reads verse 13 very lightly. Apply these principles to Matt. xvi. 19. Spoken by Therefore. 1. Christ Authoritative. 2. Temperament, Poetic. 3. General aim, Enfranchisement of man. 4. Comparing Scripture, " Keys "=power. " Kingdom "=allegiance. "Bind and loose '^forbid- den and permitted. Meaning : — " I will give the power (keys) in thy life of allegiance to God (Kingdom of God), so that what you forbid yourself shall be forbidden, (bind) and what you permit yourself .shall be per- mitted (loosed)." Compare Rom. viii. 1. Looking at the Bible from the Divine side, we add two fur- ther principles of interpretation. (a) The Object Of the Bible (2 Tim. lii. 16) prompts the question in our interpretation, " What spiritual effect am I to get or give from this passage ? " (b) The author of the Bible, being God, establishes the principle that its utterances are to be viewed as absolute truth. 6. Reasons and Methods for Bible Reading. BY REV. W. F. CRAFTS. Reasons : — ( 1. ) For rock foundations of Christian experience^ "It is written," not " I feel," should be the basis of our hope 18 THE BIBLE AND THE SUNDAY SCHOOL. and fiiith. Feelings change, but " The Word of God abideth for ever." (2.) To enrich our Christian testimony. The Psalmist fitlv calls the Scriptures "testimonies.'' Every experience of Christian life may be concisely and beautifully uttered in Scrip- ture language. If a person commits to memory one new verse each day, beginning at three years of age, at seventy he will have learned 25,000 verses, that is, all the verses in the Bible suitable for memorising, there being 31,173 verses in all. Many families have begun this " verse-a-day " system, by repeating one verse a piece at the breakfast table each morning. The little volumes of u Daily Food," " Dew Drops M and others, with a verse for each day are helpful in this plan , each person having a different book each year, and each member of the family a different one at the same time. (3.) To enable us to help enquirers with appropriate Scripture.* (4.) To provide ourselves with fitting words for the sick room. (5.) To protect ourselves against temptation. Luke iv. 1-13. (6.) To guard ourselves against the false stand- ards of character in modern literature. Methods :— Notwithstanding all the reasons for Bible reading that have been mentioned, it is to many Christians a matter of duty rather than delight. What can we do to answer the prayer of Psalm cxix. 125, " Give me relish (literal) that I may know thy testimonies ? " How can the experience of Psalm cxix. 24 be attained 1 (1.) Every one should have a reference Bible of his Own, strong enough to last a lifetime, and gather about it life- long associations. (2.) Every one should read the Bible wich a pur- pose. • Bee article on " Use of Bible with Enquirers." THE BIBLE AND THE SUNDAY SCHOOL. 19 (3.) Read the Bible through in course, once or twice in a life-time, using 2 Tim. iii. 16, 17 as a personal glass through which to "read each passage, asking " What reproof in this for me 1 " " What instruction ] " &c. (4.) Read special portions of Scripture analyti- cally, looking into the deeper meanings, as astronomers search into the depths of the skies. New stars may be found in the most studied chapters. (5.) Read the Bible with a view to associate it with the scenes and surroundings of our lives. Looking out upon Nature ask" What does the Bible say of trees and shrubs ? " " What does the Bible say of rivers and waters ? " So of national affairs (Psa. xxxiii. 12-22; xliv. 1-3), evening (Psa. cxxi. 4-8) morning (Psa. iii. 5 ; v. 3) the Sabbath (Rev. i. 10-20) so of business, meals, journeys, rocks, storms, &c, C OBADIAH .05 JONAH 05 MICAH 15 NAHUM 05 HABAKKUK 07 ZEPHANIAH 08 HAGGAI 05 ZECHARIAH 30 MALACHI 08 THE BOOKS OF THE NEW TESTAMENT. MATTHEW 1.55IEPHESIAN3 17 MARK 1 10 PH1LLIPP1ANS 12 LUKE 2 00 COLOSSIANS 15 JOHN 1.30 T. THESSALONIANS.. .10 THE ACTS 1.55 II THESSALONIANS.. .06 ROMANS 451. TIMOTHY 13 I.CORINTHIANS 43 II TIMOTHY 10 II. CORINTHIANS 23 TITUS .05 GALATIANS 171PHILEMON 03 HEBREWS S3 JAMES 12 I. PETER -14 II. PETER 10 I. JOHN 13 II. JOHN 02 III. JOHN 02 JUDE .04 REVELATION 50 Let it be remembered in this and every method of Bible reading, that " the letter killeth, THE SPIRIT GIVETH life/ THE BIBLE AND THE SUNDAY SCHOOL. 2o " TEN MINUTES A DAY " PLAN FOR COMPREHENSIVE READING OF THE WHOLE BIBLE IN ONE YEAR. January : Proverbs, Genesis, and Eevelation » To- tal, 5 hours, 5 minutes. February : Ezekiel. Total, 3 hours. (But should be read more slowly, or twice over.) March : Exodus, Galatians, and Philemon ; Levi- ticus and Hebrews. Total, 4 hours, 35 minutes. APRIL: Numbers, Ephesians, 2 John, 3 John, Deuteronomy, Eomans, and James. Total, 4 hours, 38 minutes. May : Joshua, 2 Corinthians and Titus ; Judges, Hosea, 1 Corinthians, and Ezra. Total, 4 hours, 31 minutes. June: Ruth, Luke,* Acts, and Daniel. Total, 4 hours, 25 minutes. July and August : 1 Samuel, 2 Samuel, Psalms, t 1 Kings, 2 Kings. Total, 9 hours, 10 minutes. 4 At some time in one's life he should get a harmony of the Gospels, and read through the life of Christ, as you would read a biography of Wesley or Luther. In such a read- ing Christ's teachings take on new aspects, and the life itself assumes a new sig- nificance. t David's Psalms are his autobiography, and ought to be read in connection with his biography in Samuel, in order to get his complete history from both the outward and inward points of view. The Psalms will be tenfold more significant if read with the events that suggested them, and the bare outline of David's public history will be shad- ed and tinted into life-like distinctness and completeness by inserting at appropriate places these heart-chapters of historic song. I have accordingly arranged the Psalms of David in their probable historic connection, as given by the best biblical scholars, or shown by the titles or contents. 1. David's shepherd life— 1 Sam. 16. Psalms 19, 23. 2. David's victory over Goliath— 1 Sam 17, 18./ Psalms 8, 9. 3. Saul's effort to capture David in his own home— 1 Sam. 19 : 11. Psalm 59. 4. Jonathan's warning — 1 Sam. 20 : 35-42. Psalms 11, 64. 5. David's flight to Ahimelech, the priest— 1 Sam. 21 ; 1-8, etc. Psalm 52. 6. David's flight to Gath— 1 Sam. 21 : 11. Psalms 56, 70. 7. Escape from Gath-1 Sam. 22 : 1. Psalm 34. 8. David in the cave of Adullam— 1 Sam. 21 : 1, 2. Psalms 57, 142, 13, 40, 141. 9. In the forest of Hareth- 1 Sam. 22 ; 5 ; 23 : 14, 16. Psalms 63, 17. 10. Escape from Keilah to mountains of Ziph— 1 Sam. 23 : 10-13. Psalms 31, 54. 11. David sparing Saul— 1 Sam. 24 : 1-16. Psalm 7. (An appeal against Cush who had slandered him to Saul, saying, " David seeketh thy hurt.") 12. The cave of Engedi— 1 Sam. 23: 29. Psalms 35, 36. 13. Wilderness of Paran.— Incident of Nabal— 1 Sam. 25. Psalm 53. fNabal means " fool. "J 14. Ziklag— 1 Sam. 27. Psalms 16, 38, 39. "*5. David, king at Hebron -2 Sam. 2 : 1-7. Psalms 1% 101. 24 THE BIBLE AND THE SUNDAY SCHOOL. September:.,. ... Joel, Amos, Obadiah, Jonah, Nahum, Habakkuk, Zephaniah, Haggai, Ma- lachi, 1 Chronicles, 2 Chronicles, and Esther. Total, 4 hours, 43 minutes. October: Ecclesiastes, Isaiah, John, and Canticles. Total, 4 hours, 22 minutes. NOVEMBER: Jeremiah, Lamentations, Zechariah, and Mark. Total, 5 hours, 12 minutes. DECEMBER : Job, Jude, Micah, and Matthew; 1 Thes- salonians, 2 Thessalonians ; 1 Peter and 2 Peter ; Nehemiah, 1 Timothy and 2 Timothy ; Colossians, Philip- pians, and 1 John. Total, 4 hours, 57 minutes. 7. Topical Bible Beading. BY. D. L. MOODY. In order to understand the Bible we have to study it care- fully. If we will go to the Word of God and be willing to be taught by the Holy Ghost, God will teach us, and will unfold His blessed truths to us. 16. King at Jerusalem— 2 Sam. 5 : 6-25. Psalms 21, 108, 110. 17. The Ark brought to Jerusalem— 2 Sam. 7. Psalms 132, 15, 24, 94, 138, 29. 18. Wars of David with Edom, Syria, etc.— 2 Sam. 8. Psalms 60, 61, 44, 20. 19. David's penitence for the " great transgression." — 2 Sam. 11, etc. Psalms 51, 32, 6, 69, 103. 20. Absalom's rebellion -2 Sam. 15-18. Psalms 4, (first evening of flight); 3 (next morning ; also the two Psalms next mentioned), 5, 143, 26, 28, 61, 144, 62, 143, 42. 21. Ahithophel's treason— 2 Sam. 15-18. Psalms 65, 41, 109. 22. Victory over Absalom— 2 Sam. 18 Psalm 43. (David's prayer at &IahanaiM, while Joab fought with Absalom in the woods.) 23. Sheba's rebellion -2 Sam. 20, 21. Psalms 2, 84. 24. David's review of his many victories — 2 Sam. 22. Psalm 18. 25. The pestilence withdrawn— 1 Chron. 20 : 14-30 ; 21 : 1. Psalm 30. 26. The Building of the Temple committed to Solomon— 1 Chron. 28, etc. Psalms 65, 67, 68. 27. David's review of his life — Psalm 145. 28. Giving the kingdom to Solomon— 1 Chron. 29. Psalms 72, 91. The authorities chiefly consulted in this arrangement, are Lange's Commentary, Dr. Wm. M. Taylor's David, King of Israel, and a book by the Rev. Henry Linton, of England, on The Psalms of David and Solomon. THE BIBLE AND THE SUNDAY SCHOOL. 25 There are three books that every Christian ought to have if he cannot have but three. The first is a Bible — one with good plain print that you can easily read, not so good that you are afraid to mark it. I am sick of these little fine types. It is a good thing to get a good-sized Bible, because you will grow old by-and-by, and your sight may grow poor, and you won't want to give up the one you have been used to reading in after it has come to seem like a sort of life-long com- panion. The next book to get is " Cruden's Concordance." You cannot get on very well in Bible study without that. There is another book printed in this country by the American Tract Society called the " Bible Text-Book." It was brought out first in London. These three books will be a wonderful help to you in studying the Word of God. For a number of years I have made a rule not to read any book that does not help me to understand the Bible. I am a greater slave to that book than any man is to strong drink, and I am sure it does me a great deal more good. I think I have got the key to the study of the Bible. Take it topi- cally ! Take " Love," for instance, and spend a month in searching what the Bible says about love, from Genesis to Eeve- lation. Thus you will learn to love everybody, whether they love you or not. In the same way, take " Grace," " Faith," "Assurance," " Heaven," and so on. When you read your Bible, be sure you hunt for something. Eead the same chapter over and over again, till you understand it. I would add — Make yourself thoroughly familiar with Paul's Epistles. They are the key to all the Holy Scriptures. Get a reference Bible, and you will find the best commentary in the margin. Take up one word in a book, such as the " believes" in St. John. Every chapter but two, speaks of believing. Look up the nineteen personal interviews with Christ. Take the " con- versions" of the Bible : the seven " blesseds '' and " overcomes" of Revelation. See what 1 John iii. says about il assurance" and the six things worth " knowing." Take up the five "precious " things of Peter, the " verihjs" of John, the seven "walks" of Ephesians, the four "much mores" of Rom. iv., the two "receiveds" of John L, the seven "hearts" in Pro v. xxiii., and especially an eighth, the "lookings" the " lookings back" the " beholds " of the Bible. 26 THE BIBLE AND THE SUNDAY SCHOOL. Study the word in God's presence, with the help of the asked- for Spirit of God. If you have sin upon your conscience, it will hinder your understanding. Remember the blood. The light which shines from Calvary is the light that unfolds the Scriptures. In order to aid in topical " Bible Readings " for private edi- fication as well as for public use we add Bagster's " Scripture Index," from the famous " Bagster Bible/' every topic of which would make a profitable " Bible Reading." Extracts from Bagster's Scripture Index, In Bagster's Polyglot Bible. ACCESS TO GOD. The typical wpy— Hob. 9. 6-8. Lev. chap- ters 1-9, and 16, 21, 22. The new and living way — John 14. 6. Ro. 6. 1, 2. Eph. 2. 13, 18 ; 3. 11, 12. Heb. 9. 24. Exhortation— Heb. 4. 14, 15 : 10. 19-22. Matt. 11. 28. 1 Pet. 2. 4, 5. Promises— Jno. 6. 37. Jas. 4. 8. ADOPTION. Natural -Ex. 2. 10. Est. 2. 7. Spiritual— Jno. I. 12, 13. 1 Jno. 3. 1, 2. Rom. 8. 14, 15. Gal. 3. 7, 26 ; 4. 4-7. Rom. 8. 16, 17. Eph. 1. 4, 5. Heb. 2. 11. Rom. 8. 22, 23. Promises— Ps. 34. LI. Jer. 31. 9. 2 Co. 6. 18. Exhortation— 1 Jno. 3. 9, 10. i Pet. 1. 22, 23. Heb. 12. 9, 10. 2 Co. 6. 17. Phil. 2. 14, 15. Eph. 5. 1. AFFLICTION. From God— Ex. 4. 11. Job 1. 12 ; 2. 6. Ps. 66. 10, 11. Amos 3. 6. 2 Co. 12. 7. Is. 53. 10. Acts 4. 27, 28. Common to all— Gen. 3. 16, 17. Job 5. 6, 7. Luke 13. 2. Special to some— 2 Tim. 3. 12. Jno. 16. 33. Heb. 12. 6, 7. Kev. 3 19. Jno. 15. 2. Acts 14. 22. 1 Co. 11. 32 ; 7. 28. Uses of-Ps. 119. 71, 07. Jno. 9. 2, 3 ; 11. 4. Is. 2u. 9. Hos. 5. 15. Ps. 78. 34. Luke 15. 17-19. Deut. 8. 5, 16. 1 Co. 11. 32. 2 Co. 4. 17, 18. Heb. 12. 11. Jas. 1. 2, 3, 1 Pet. 1. 7 ; 4. 12-14. Rev. X. 10. ALMS-GIVING. Directions for- 2 Co. 9. 7. 1 Co. 16. t. Deut. 15. 7, 8. Lu. 3. 11 ; 11. 41. Eph. 4. 28. 1 Tim. 6. 17, 18. Heb. 13. 16. 1 Jno. 3. 17. Gal. 6. 16. Promises— Ps. 41. 1 ; 1 12. 9. Prov. 14. f 1; 19. 17 ; 28. 27. Matt. 25. 31-40. Lu. 6. 38 ; 14. 13, 14. Heb. 6. 10. Warnings— Prov. 21. 13. Eze. 18. 12, 1 3. Matt. 25. 41-46 \Jo. 1, 3. 1 Co. 13. 3. ANGELS. Their Ministry— Heb, 1. 14. Gen. 19. 1- 15. Dan. 9. 21, 22 ; 10. 18, 19. Lu. 2. 10; 15. 10. Matt. 4. 11. Lu. 22. 43 Matt. 28. 2 ; 13 41. 1 Thess. 4. 16. Their number— Rev. 5. 11. Heb. 12. 22. ANOINTING. Typical— Ex. 28. 41 ; 29. 7 ; 40. 15 ; 40. 9- 11 ; 30. 31, 32. Spiritual— Heb. 1. 8, 9. 2 Co. 1. 21, 22, X Jno. 2. 20, 27. APOSTACY. Of angels- Jude 6. Of man— Gen. 3. 6. Of Israel— Ex. 32. 7, 8. Is. 1. 4-6. Or disciples — Jno. 6. 66. Of the latter days- - 1 Tim. 4. 1-3. ASCENSION, THE Mar. 16. 19. Lu. 24. 51. Acts 1. 9-11. Tvpified— Lev. 14. 4-7. Foretold— Ps. 63. 18. Jno. 6. 62 ; 7. 33 : 14. 28 ; 16. 6 ; 20. 17. THE BIBLE AND THE SUNDAY SCHOOL. 27 Necessity — J no. 16. 7. Its object— Ro. 8. 34. Heb. 9. 24. Jno. 14. 2. Its result— Acts 2. 32, 33. Eph. 2. 4-7. ASSURANCE. Of Sonship— Heb. 3. 14. Ro. 8. 16. Uno. 3. 2. Of eternal Life— 1 Jno. 3. 14. Jno. 10. 28, 29. Of abiding union with Christ— Jno. 17. 24. Rom. 8. 38, 39. ATONEMENT, Is of God— Zee. 13. 7-9. Isa. 53. 10. Jno. 3. 16. Through love— 1 Jno. 4. 10. Rom. 5. 8 ; 8. 32. 2 Co. 5. 18, 19. How accomplished— Lev. 17. 11. Heb. 9. 22. Eph. 1. 6, 7. Col. 1. 14. 1 Jno. 1. 7. Rev. 7. 14 ; 12. 11. Its result— Heb. 2. 9, Isa. 53. 5, 6. 1 Pet. 2. 24. Jno. 1. 29. Ro. 5. 10, 11 ; 3. 24, 25. Gal. 1. 3, 4. Ro. 5. 9. Heb. 10. 14. 1 Thess. 1. 10. Heb. 9. 28. . BAPTISM. Of water by John— Matt. 3. 11-15. Mar. 1. 4. Matt. 3. 5, 6. Mar. 1. 8, 9. Lu. 3. 12 ; 7. 29. Matt.- 3. 7. Lu. 7. 30. Of fire— Mar. 10. 38, 39. Lu. 12. 49, 51. Matt. 3. 11. Of the Holy Ghost— Matt. 3. 11-16. Acts 1. 5 ; 2. 1-4 ; 8. 14-17 ; 10. 36-38, 44 ; 18. 24, 25 ; 19. 1-6. In the name of the Lord Jesus — Acts 2. 28, 41. Acts 8. 12-17, 36-38; 9. 17, 18; 22. 16 ; 10. 44-48. In the name of the Trinity -Matt. 28. 18, 19. Its symbolical character — 1 Co. 12. 12-14, 27. Eph. 4. 3-5. Ro. 6. 3, 4. Col. 2. 9-13. BLINDNESS. Typical— Lev. 21. 18, 21 ; 22. 22. Deut. 15. 21. Mai. 1. 8. Spiritual— J er. 5. 21. Is. 44. 18; 29. 10, 11; 6. 9, 10. Judg. 16. 20. Is. 1. 3. Ro. 11. 25. 2 Co. 3. 14, 15. Of the natural man— 1 Co. 2. 14. 2 Co. 4. 3. 4. Jno. 14. 17. Acts 26. 17, 18. Eph. 4. 17, 18. Exhortation— Eph. 5. 8. 2 Pet. 1. 9, 10. 1 Jno. 1. 5, 6 ; 2. 9, 11. Rev. 3. 17, 18. BLOOD. Typical— Ex. 12. 13 ; 23. 18. Heb. 9. 22. Of Christ— 1 Jno. 5. 6, 8. Matt. 26. 28. Mar. 14. 24. Lu. 22. 20. Jno. 6. 53-56. I Co. 10. 16; 11. 25. Effects of— Eph. 1. 7. Col. 1. 14. 1 Fet. 1. 18, 19. Rev. 5. 9. Col. 1. 20. Ro. 5. 9. Rev. 1. 5. Eph. 2. 13. 1 Jno. 1. 7. Rev. 7. 14. Heb. 9. 13, 14 ; 10. 19 ; 13. 12, 20, 21. Rev. 12. 11. Exhortation— Acts 20. 28. 1 Co. 5. 7, 8. CHARITY OR LOVE. Characterized— 1 Co. 13. 1-8 ; 8. 1 ; 13. IS. Exhortation - 1 Pet. 4. 8. 1 Tim. 1. 6. Col. 3. 14. 1 Co. 16. 14. CHILDREN Of God. By nature— Eph. 2. 3. By faith— Gal. 3. 26. 1 Jno. 6. 1. Jno. J. 11, 12. Their true sonship— Gal. 4. 4-7. 1 Jno. 3. 1, 2. Ro. 8. 14, 16. Exhortation to separateness — 1 Jno. 3. 9, 10. 2 Co. 6. 17, 18. To growth— 1 Co. 14. 20. Heb. 5. 12-14. Eph. 4.14,15. Of men. Training of— Deut. 4. 9 ; 6. 7 ; 21. 18-21. Prov. 13. 24 ; 19. 18 ; 23. 13, 14 ; 29. 15, 17 ; 22. 6-. Lam. 3. 27. Duties of— Ex. 20. 12, Lev. 19. 3. Eph. 6. 1-3. 1 Tim. 5. 4, 8, 16. Exhortation— Ec. 12. 1. Prov. 3. 1 ; 5. 1 ; 6. 20 ; 23. 22. Col. 3. 20. Promises— Prov, 8. 17. Isa. 40. 11. Acts 2 39 Of the Devil— Jno. 8. 44. Matt. 23. 15. 1 Jno. 3. 10. Acts 13. 10. Jno. 6. 70. COMMUNION. With the Father— 1 Jno. 1. 3, 7. Jno. 14. 23. With the Son— 1 Co. 1. 9. 1 Jno. 1. 3. Phil. 3. 10. Rev. 3. 20. With the Spirit— 2 Co. 13. 14. 1 Co. 12. 13. Phil. 2. 1, 2. Necessary to a godly walk— Amos 3. 3. Warnings— 2 Co. 6. 14. 1 Jno. 1. 6. Heb. 13. 14. CONFESSION OF SIN. Under Law— Jos. 7. 19, 20, 25. Under Grace— 1 Jno. 1. 9. J as. 5. 16. Personal— Lev. 5, 1, 5. Prov. 28. 13. Pa. 32. 5. Num. 5. 6, 7. Israel's sin— Lev. 16. 21 ; 26. 40, 42. Ezra 10. 11. Dan. 9. 20, 21. Examples— Num. 21. 7. 1 Sa. 7. 6. 1 Sa. 12. 19. 2 Sa. 24. 10. Job 7. 20. Dan. 9. 4, 5. Lu. 23. 41. CONSCIENCE. Job 33, 14, 15, 16. Gen. 3. 9, 10, 11; 4 28 THE BIBLE AND THE SUNDAY SCHOOL. 9 ; 42. 21. Ex. 20. 19. 'Sum. 17. 12, 13. J no. 8. 7, 1). Acts 24. 25. A weak co.ise ence— l»o. 14. 2, 5, 6. ICo. &. 7. 1 1 nil. 4. 4. Ro. 14. 14. 1 Co. 8. VI ; 10. 28, 29. Ro. 14. 22. Tit. 1. 15. A good conscience— Acts 23, 1. 2 Tim. 1. 3. Acts 24. 16. Ro. 9. 1. 1 Co. 4. 4. 1 Tim. 1. 19, 1 Pet. 3- 16, 21. A purged conscience — Heb. 9. 8, 9, 14 ; 10. 2. An evil conscience— 1 Tim. 4. 1, 2. Tit, 1. 15. CONVERSION. How wrought— Isa. 55. 6, 7. Eze. 33. 11 ; 36. 25-28, Indispensable— Matt. 18, 3. By the Father— Jno. 6. 44, 37. By the Son- Jno. 14. 6. By the Holy Ghost— 1 Co. 12. & A Promise— Jas. 5. 19, 20. An Exhortation -Lu. 22, 32. COVENANT. With Noah— Gen. 6. 18 ; 9. 13-15 ; 8. 21, 22. With Abraham— Gen. 12. 1-3 ; 13. 14-16 : 15. 18 ; 17. 5J0, 21 ; 22. 16-18. Of Circumcision— Gen. 17. 1, 2, 10, 13, 14. With Isaac— Gen. 26. 4. With Jacob— Gen. 28. 13, 14, At Horeb— Deut. 5. 2, 3. Ex. 19. 5, 8, In Christ— Gal. 3. 17. Acts 15. 5, 10, 22, 28, 29. 2 Co. 3. 6-8. A new covenant— Jer. 31. 31-33. Heb. 8. 7 8, 13, 16. Ro. 6. 14 : 11. 23, 25-27. Heb. 7. 11, 12, 22. Ro. 11. 26, 27. 2 Co. 3. 14. Heb. 9. 15. Rev. 13, 8. 1 Pet. 1. JO. Heb. 13. 20, 21. CROSS, THE. Its type— Num. 21. 8, 9. Jno. 3. 14, 15 ; . 12. 32, 33. Its result to Jew and Gentile — Eph. 2. 16. Its result to the Church of God— Gal. 2. 20 * 5*. 24 Col. 3. 3 4. Its resuit to the World— 1 Co. 1. 18-24. Enmity to— Phil. 3. 18, 19. DEATH. Appointed unto men— Gen. 3. 17, 19. Ro. 5. 12. Heb. 9. 27, 28. Isa. 40. 6, 7. 1 Pet. 1. 24. Exceptions— Heb. 11. 5. 2 Ki. 2. 11. Jno. 11. 26. 1 Co. 15. 51. 1 Thess. 4. 17, How abolished- 1 Co. 15. 22, 26, 54, 56. Heb. 2. 14. Rev. 21. 4. Union with Christ -Ro. 8, 38,39. 1 Co. 8. 21-23. yhe second Death—Rev. 20. 14 ; 21. 8 ; Rev. t, 11. Exhortation— Ps. 90. 10, 12. Ec. 9. 10. Matt 10. 28. Eze. 33. 11. 2 Co. 4. 11, 16. Lu. 12. 19-21. • Ro. 6. 23. Jno. 6. 24. Death of the Soul— Matt. 10. 28. Warnings— Dan. 12. 2. Pro. 14. 12. Matt 7. 13. Ro. 8. 13. Rev. 3. 1. DEVIL. Rev. 12' 9. In Eden— Gen. 3. 1, 13-15. As God of this World— 2 Co. 4. 4. Eph. 2. 2. Jno. i4. 20. Matt. 13, 38, 39. 1 Chron. 21. 1. Zee. 3. 1. Job 1. 6, 7 ; 2. 1, 2. 1 Pet. 5. 8. Rev. 2. 10. His power limited — Job 2. 6. 1 Co. 5. 5. Matt. 4. 3, 5, 8, 9. His overthrow— 2 Tim. 2. 25, 26. 1 Jno. 3. 8. Heb. 2. 14. Rev. 12. 9, 10 ; 20. 2, 7, 9. 10. FAITH. Heb. 11. 1. Ro. 8. 24, 25. 1 Co. 13. 12, 13. Ro. 10. 17. All-important— Heb. 11. 6. Eph. 6. 16. 1 Thess. 5. 8. Heb. 4. 2. Its operation— Jno. 1. 12. 1 Jjio. 5. 1. Rom. 1. 16, 17. Heb. 11. 3. Gal. 3. 6. Ro. 4. 5 ; 3. 28. Acts 10. 43. Eph. 3. 17-19; 2. 8. 1 Pet, 1. 8, 9. Ro. 5. 1. Heb. 4. 1-3. Gal. 1. 20. Ro. 5. 2. Jno 3. 16. 1 Jno. 5. 4, 5. The gift of God— Eph. 2. 8. Ro. 12. 3. 1 Co. 12. 8, 9. Jno. 12. 39, 40. 1 Tim. 4. 10. Examples — Heb. 11. Exhortation -Ps. 34. 8 ; 37. 5. Matt. d. 25. Jno. 12. 36. Ro. 11. 20, 21. 1 Tim. 6. 12. Heb. 10. 35, 38. Jno. 20. 27. Promises— Ps. 55. 22. Isa. 26. '3, 4 : 30. 15. 2 Tim. 4. 7, 8. Mar. 9. 23 ; 11. 24. 1 Jno. 6. 14. FALL, THE. Gen. 2. 16, 17 ; 3. 6. Ro. 5. 12. Job 14. 4. The remedy— Ro. 5. 19-21. 1 Co 15. 22, 47-49. Warning— 2 Co. 11. 3. FORGIVENESS. How obtained— 1 Jno. 1. 9. Isa. 43. 25. Ps. 25, 11. Heb. 9. 22. 2 Co. 5. 18, 19. Isa. 53. 4, 5. 2 Co. 5. 51. 1 Pet. 2. 24. Heb. 9. 26-28. Ro. 4. 6-8. Acts 5. 30, 31 ; 10. 43. Already bestowed — Eph. 1. 7. Col. 1. 14; 2. 13. 1 Jno. 2. 12. Heb. 10. 1, 2. Exhortation— Matt. 6. 14, 15. Mar. 11. 25, 26. Lu. 17. 3, 4. Matt. 18. 21, 22. Jas 2. 12, 13. Col. 3. 12, 13. Eph. 4. 32. THE BIBLE AND THE SUNDAY SCHOOL. 29 GOSPEL, THE. Ro I- 16, 17 ; 10. 3, 6, 9, 10 ; 11. 6 ; 3. 21, 22, 31. Mar. 16. 15, 16. Exhortation— Eph. 6. 15. Phil. 1. 27. 1 Pet. 4. 17. Promises— Mar. 10. 29, 30 ; 8. 35. HEAVEN. Isa. 66. 1. Job 15. 15. Jno 3. 13; 14. 2. Heb. 11. 14, 16. 1 Pet. 1. 3, 4. Acts 3.21; 1. 11. Opened— Matt, 3. 16. Jno. 1. 51. Acts 7. 56. Rev. 19. 11. New Heavens— 2 Pet. 3. 13. Rev. 21. 1. Paradise- Gen. 5. 24. 2 Ki. 2. 11. Lu. 16. 22 ; 23. 43. 2 Co. 12. 4. Acts 2. 33, 34. HOLY SPIRIT. Creator— Gen. 1. 2. Ps. 33. 6. Job 26. 13. The Comforter— Jno. 16. 7 : 14. 16, 17 : 7. 39. 1 Jno. 3. 6 24 ; 4. 13. Lu. 24. 49. Acts 1. 4, 5 ; 2. 1-4, 32, 33 ; 4. 31 ; 8. 17 ; 2. 38 ; 10. 44, 45. Jno. 15. 26 ; 16. 13, 14. 2 Co. 1. 22. Gal. 4. 6. Lu. 11. 13. His operation— 2 Pet. 1. 21, 22. Lu. 1. 67 68, 70. 2 Sam. 23. 2. Mar. 12. 36. Lu. 1. 35. Matt. 1. 18, 20. Jno. 1. 32, 33. Lu. 4. 1. Heb. 9. 14. 1 Pet. 3. 18. Acts 13. 2, 4. Eph. 2. L8. Acts 16. 6, 7. Ro. 8. 26, 27. 1 Co. 12. 3. Jno. 3. 5, 6. Eph. 1. 13, 14. Fruit of- Gal. 5. 5, 22, 23. Ro. 14. 17 ; 15. 13. Exhortation- 2 Tim. 1. 6, 7. Eph. 4. 30. Acts 20. 28. Gal. 5. 16-18. Ro. 8. 2, 5, etc. Gal. 5. 25. Warnings— Acts 5. 3, 9 ; 7. 51 ; 28. 25, 26. 1 Co. 2. 14 : 3. 16, 17 ; 6. 19. Jno. 6. 63. Eph. 4. 30. Mar. 3. 29. IThess. 5. 19. HUMILITY. Gal. 6. 3. Phil. 2. 3. Not natural to man — Mar. 7. 21, 22. 1 Co. 4. 6, 7 ; 3. 18. I Jno. 2. 16. Our example— Matt. 11. 29. Lu. 2. 51. Phil. 2. 7, 8. Exhortation— Ro. 12. 3 ; 16. 19. Isa. 10. 15. Col. 3. 12. Warnings— Pro. 15. 33. Ro. 11. 20, 21. Ps. 10. 4. Pro. 26. 12. 1 Co. 10. 12. Encouraeement- Isa. 57. 15. Jas. 4. 6. 1 Pet. 5. 6. JESUS CHRIST. His divinity— Col. 2. 9. 1 Tim. 3. 16. Jno. 1. 1, 14, 18. Col. 1. 15-19. 1 Co. 15. 47. Heb. 1. 2, 3. 1 Co. 2. 8. Jno. 1. 3 ; 10, SO, 36 ; 14. 8, 9. 10, 13, 14. Phil. 2. 6, 10, 11. Isa. 45. 21-23. His incarnation— Heb. 2. 16. Gal. 4. 4, 5. Isa, 7. 14; 9. 6, Heb. 9. 20; Matt. 1.18. His life as Son of Abraham -Gospel of Mat chew. His life as perfect Servant and Sacrifice- Gospel of Mark. His life as Son of Man — Gospel of Luke. His life as Son of God — Gospel of Juhn. His Baptism— Lu. 3. 21, 22. His Temptation— Lu. 4. ], 2. Mar. 1. 12, 13. Heb. 4. 15. His Death— Heb. 9. 14. His Resurrection — 1 Pet. 3. 18. His Ascension — Acts 1. 9. Lu. 24. 51. His Mediation— 1 Tim. 2. 5. Heb. 9. 24 ; 7. 25. Ro. 8. 34. 1 Jno. 2. 1. His Coming again — Acts 1. 11. Mark 14. 62. 1 Thess. 4. 16, 17. Mar. 13. 25, 26. Matt. 24. 30. Mar. 8. 38. 2 Thess. 1. 7, 8, 10. Rev. 22. 20. JUDGMENT. Dav of— Rev. 22. 12. Ecc. 12. 14. Matt. 12. 36 25. 31, 32. Rev. 11. 18 ; 20. 12 , 14. 6. The Judge— Jno. 5. 22, 27 : 12. 48. Matt. 7. 22, 23. Ro. 14. 10, 12. 2 Tim. 4. 1, 8. Acts 10. 42 : 17. 31. Matt. 13. 41, 42. Exhortation— 2 Pet. 3. 7, 10, 14. 1 Pet. 4. 17. Jude 14, 15. Jno. 3. 18, 19. JUSTIFICATION. ICo. 6. 9-11. Who are Justified— Ro. 2. 13 ; S. 20. Ps. 14. 3. 2. How obtained— Ro. 8. 3-5. 2 Co. 5. 21. Jas. 2. 21. Ro. 4. 2. Gal. 3. 11, 24 : 2. 16. Isa, 53. 11. Ro. 3. 24-26. Tit. 3. 5-7. Ro. 11. 6. KINGDOM OF GOD.— KINGDOM OF HEAVEN. To be sought for— Matt. 6. 33. Lu. 12. 31. Matt. 6. 9, 10. Luke 11. 2. Its nature— Jno. 18. 36. Lu. 17. 21. 1 Co. 4. 20. Lu. 18. 29, 30. Ro. 14. 17. Hidden to some— Matt. 13. 11. Mar. 4. 11. Lu. 8. 10. Its approach- Lu. 17. 20. Matt. 24. 14. Lu. 19. 11 : 22. 16, Its. Matt. 26. 29. Mar. 14. 25. Matt. 21. 31. Who enter— Matt, 7. 21 ; 5. 19, 20 : 19. 24. Gal. 5. 19, 21. Eph. 5. 5. 1 Co. 6. 9, 10. Jas. 2. 5. Matt. 5. 3, 10. Lu. 10. 20. Mar. 10. 14, 15. Acts 14. 22. Matt. 16. 19. Similitudes— Matt, chaps. 13. 18. 20. 22. 25. Mar. chap. 4. Lu. chaps. 13. 19. Warnings— Matt. 21. 43. Lu. 13. 28, 29. Matt. 8. 11, 12. Lu. 9. 62. Matt. 21. 31, 32 ; 18. 1-4. Jno. 3. 3, 5. Exhortation— 1 Thess. 2. 11, 12. 2 Pet. 1. 10, 11. Heb. 12. 28. 30 THE BIBLE AND THE SUNDAY SCHOOL. LIBERTY. Jno. 8. 32, 36. 2 Co, 3. 17. Col. 2. 16, 20. Ro. 14. 5. Exhortation— Gal. 5. 1, 18. 1 Pet. 2. 76. 1 Co. 8. 9. LIFE. Spiritual— Jno. 1. 12, 13. 1 Pet. 1. 3, 4. 1 Jno. 5. 1, 18. Col. 2. 13. Eph. 2. 4, 5. 1 Jno. 4. 9. 1 Pet. 1. 23. Jno. 6. 33. 1 Jno. 5. 12. Jno. 5. 21 ; 3. 3, 6. Warning- Ro. 8. 8, 9. Eternal— Ro. 6. 23. Jno. 3. 14-16 ; 17. 1- 3 ; 3. 36. 1 Jno. 5. 11-13. Jno. 5. 24 ; 6. 47, 54. LONG-SUFFERING. 2 Co. 5. 18-20. Ro. 2. 4. 2 Pet. 3. 9. Gen. 6. 3. Warning— Ecc. 8. 11, 12. OBEDIENCE. 1 Sa, 15. 22. Deut. 27. 26. Jas. 2. 10. Of Christ— Ro. 5. 19. 1 Pet. 1. 2. 2 Co. 10. 5, 6. Jno. 8. 29. Illustration— Ro. 6. 16, 17. Exhortation— Jas. 1. 22-25. 1 Jno. 2. 4-6. PARENTS. Exhortation— Pro. 22. 6. Deut. 4. 9 ; 6. 7 ; 11. 18, 19. Joel 1. 3. Pro. 13. 24 ; 19. 18 ; 22. 15 ; 23. 13, 14. Heb. 12. 7. Eph. 6. 4. Col. 3. 21. Lu. 11. 13. Warnings— Ex. 20. 5 ; 34.7. Job 21. 19, (marg.) Isa. 14. 20-23. 1 Tim. 5. 8. Matt. 10. 37. PATIENCE. Phil. 4. 5. 1 Pet. 2. 20. Tit. 3. 2. 2 Tim. 2. 24. Ro. 12. 12. Jas. 3. 17. 1 Thess. 5. 14. Jas. 5. 7, 8. Our «xample— Isa. 53. 7. 1 Pet. 2. 23. PERSECUTION 2 Tim. 3. 12. Jno. 16. 33. Phil. 1. 29. The cause— Jno. 15. 18-21. Gal. 4. 28, 29. Gal. 5. 11. The result— Lu. 6. 22, 23. 1 Pet. 4. 12-14. Rev. 7. 13-17 ; 20. 4-6. The power to sustain —Heb. 12. 3. 2 Tim. 2. 12. Exhortation— 2 Tim. 1. 8 Heb. 13. 13. Matt. 5. 44, 45. PRAISE. Ps. 50. 23 : 47. 6 ; 51. 15 ; 63. 3, 5, 6 ; 92. 1 ; 95. 1, 2. Heb. 13. 15. 1 Pet. 2. 9. Rev. 5. 12, 13 ; 19. 6, 7. PRAYER. Prov. 15. 8. Ps. 145. 18, 19. Jer. 29. 12, 13. Matt. 6. 6-13 ; 21. 22. Jno. 14. 13, 14 ; 15. 7, 16; 18. 23, 24. Jas. 5. 14, 15. Mar. 11. 24, 25. Ps. 81. 10. Matt. 18. 19. 1 Jno. 5. 14, 15; 3. 22. For wisdom — Jas. 1 . 5. Prov. 3. 5, 6. For deliverance— Ps. 34. 15 ; 50. 15. Heb. 4. 16. Job 27. 8-10. For guidance- Ps. 37. 5. Pro. 16. 3. The Spirit's help— Ro. 8. 26. Eph. 2. 18 ; 6. 18. Jude 20. 21. Lu. 11. 13. Exhortation— Mar. 14. 38. Jas. 5. 13. 1 Pet. 4. 7. Phil. 4. 6. Jno. 15. 7. 1 Jno. 3. 21, 22. Jas. 1. 6, 7. Warnings— Heb. 11. 6. Matt. 6. 5. Jas. 4. 2, 3 ; 1. 5-7. Isa. 1. 15. Ps. 66. 18. Job 27. 8, 9. Matt. 17. 21. Prov. 28. 9. Jno. 9. 31. PREACHING. 1 Co. 1. 21. Ro. 10. 14, 15. Tit. 1. 3. The subject- 1 Co. 1. 23, 24. 2 Co. 4. 5. Eph. 3. 8-10. Ro. 16. 25, 26. Gal. 1. 7- 9. Phil. 1. 14-20. Lu. 24. 27. Acts 11. 20; 8. 5,12,35; 17. 2, 3, 18. Ro. 10. 8, 9. The power— Acts 4. 13. 1 Co. 3. 6, 7. t Co. 3. 5, 6. Heb. 4. 2. The manner— 1 Co. 2. 4 ; 1. 17, 18 ; 3. 10, 11. Acts 5. 42. Mar. 16. 15, 20. Acts 10. 36, 40, 42. 2 Tim. 4. 1. 2. The reward— 1 Co. 9. 14, 18. PRIDE. 1 Pet. 5. 5. Prov. 16. 5 ; 8. 18. Ps. 101. 5. Prov. 6. 16, 17. Warnings— Lu. 11. 43. Prov. 15. 25 ; 16. 18, 19. Prov. 30. 12, 13. Mai. 4. 1. Matt. 23. 12. REGENERATION. Jno. 3. 3, 12 ; 1. 12, 13. Gal. 3. 26. Eph. 1. 4, 5. Tit. 3. 5. Jas. 1. 18. 1 Pet. 1. 23.' 1 Jno. 3. 1, 2 ; 2. 29. Its effect— 1 Jno. 3. 9. Ro. 8. 14, 16, 17. Gal. 4. 6, 7 ; 5. 16, 25. 2 Co. 5. 17. RESURRECTION. Hos. 13. 14. Isa. 25. 8 ; 26. 19. Dan. 12. 1,2. Job 19. 25-27. Ps. 49. 15. Acts 13. 32-37 ; 24. 14, 15. 1 Co. 15. 12, 13, 20, 21. Jno. 11. 25 ; 6. 39, 40, 44, 54. 1 Co. 15. 14, 17, 19. Jno. 14. 19. 1 Co. 15. 35-38. Lu. 20. 35-38. 1 Co. 15. 51, 52. Rev. 20. 5, 6. 1 Thess. 4. 14-17. Rev. 20. 11-13. Jno. 5. 28, 29. Matt 25. 31, 32. Warning— 2 Tim, 2, 17, 18. RIGHTEOUSNESS, Of man— Isa. 64; 6. Lu. 18. 9, 10. Phi 3. 6-9, THE BIBLE AND THE SUNDAY SCHOOL. 31 Of God— 1 Co. 1. 30. Ro. 1. 16, 17. 2 Co. 5. 21. Ro. 5. 19 ; 3. 21, 22, 25, 26 ; 4. 5, 6. .A ?ift^-Ro. 5. 17. Tit. 3. 4, 5. Exhortation- Eph. 4. 17, 24 ; 6. 14. Warnings -2 Pet. 2. 20, 21. 1 Jno. 3. 7, 10. Examples— Ro. 4. 2, 3, 19, 22. Heb. 11. 7, 11, 32, 33. SABBATH. Before the Law— Ex. 16. 25, 26. The Law Given— Ex. 20. 2, 8-11. Its strictness— Ex. 34. 21 ; 35. 2, 3. Reasons - Ex. 20. 11. Deut. 5. 15. Eze. 20, 12. Ex. 31. 17. Sabbath breaking— Ex. 31. 15, 16. Num. 15. 32. 35, 36. Sabbatic years— Lev. 25. 2, 4. Ex. 23. 10, • 11. Neh. 10. 31. Lev. 25. 8, 11. Christ the Lord of the Sabbath — Mar. 2. 27, 28. Matt. 11. 28, 29. SALVATION. Ro. 1. 16. Acts 4. 10-12 ; 28. 25-28. Ro. 10. 9, 10. 2 Pet. 3. 15. Is of Go i -Phil. 2. 12, 13. 1 Thess. 5. 9. 2 Thess. 2. 13, 14. Heb. 5. 9. Rev. 7. 9, 10. SANCTIFICATION. Heb. 2. 11. 1 Co. 1. 30. 1 Tim. 4. 4, 5. Heb. 10.9,10,14. Eph. 5.25,26. Heb. 10. 29. 2 Thess. 2. 13. Heb. 13. 12. Exhortation— 1 Thess. 4. 1-4. SCRIPTURE, HOLY. Inspired— 2 Tim. 3. 16, 17. 2 Pet. 1. 20. 21. 1 Thess. 2. 13. Ro. 15. 4. 1 Co. 10. 11 : 9. 9, 10. Eph. 6. 17. Sufficient— Lu. 16. 30. Deut. 4. 2. Pro. 30. 5, 6. Rev. 22. 18, 19. Its Power— Jno. 15. 3. Eph. 5. 25, 26. Jno. 17. 17. How to be used— Neh. 8. 8. 2 Chr. 17. 9. 1 Pet. 4. 11. Acts 18. 28. 2 Co. 2. 17, (marg.) Testimony of Christ — Jno. 5. 39. Lu. 24. 27. Rev. 19. 10. Acts 10. 43. Divinely Taught— Lu. 24. 45. Jno. 6. 63. 2 Co. 3. 5, 6. Heb. 4. 12. Ignorance of— Matt. 22. 29. Jno. 20. 9. Isa. 8. 20. Our duty towards — Neh. 9. 2, 3. Acts 17. 11, 1 2. Deut. 6. 6, 7. Jos. 1. 8. Ps. 1. 2. 1 Pet. 2. 2, 3. Col. 3. 16. SIN. Ro. 14. 23. Job 25. 4 : 14.4. Ps. 51. 5. Jer. 17. 9. Pro. 20. 9. Max. 7. 21-23. Repentance— 1 Jno. 1. 9. Jer. 3. 13. Lu. 15. 18, 19. Jas. 5. 16. The remedy— Ro. 5. 6. 2 Co. 5. 21. Heb. 4. 15. 1 Jno. 3. 5. Jno. 1. 29. 1 Tim. 1. 15. 1 Jno. 1. 7. Eph. 1. 7. In believers— 1 Jno. 1. 8-10. Ro. 7. 23. Gal. 5. 17. How to deal with sinners — Eph. 4. 26, 32. Gal. 6. 1. 2 Co. 2. 7, 8. Lu. 17. 3, 4. Matt. 18. 35. The new birth— 1 Jno. 3. 9 ; 5. 1. Warning— Gal. 5. 19-21. SONSHIP. Jno. 1. 12. 13. Ro. 8. 14-17. Gal. 4. 4-7. Heb. 2. 11. 1 Jno. 3. 1, 2. Eph. 1. 4,5. 1 Jno. 3. 9, 10. TRIAL. Common to all— Job 5. 7. 1 Co. 10. 13. Jno. 16. 33. Acts 14. 22. Cause of rejoicing— 1 Pet. 4. 12- 14. Jas. 1. 2. Acts 5. 41. Matt. 5. 11, 12. Ro. 5. 3. 2 Co. 12. 9, 10. Jno. 15. 19. 2 Co. 7. 4. Heb. 10. 32-34. 2 Co. 4. 17. Ro. 8. 18. 1 Pet. 1. 6. 2 Co. 1. 3-7. ■Warning— Matt. 13. 20, 21. TYPES. Lu. 24. 27, 44. Of dispensation — Genesis. Gal. 4. 21-!$ Heb. 7. 4, 5, 11, 24, 25. Ps. 110. 4. Of Redemption— Exodus. ICo. 5. 7. H'D THE SUNDAY SCHOOL. 45 2. To convince as to Truths. 3. To persuade as to Duties. II. METHODS, 1. By interesting: by clearness and brevity. : precision, explanation, illustration, and appeaL 3. By definition, authority, effects, alternatives. III. MEANS. 1. Questions — Their nature, definite, reasonable, to the purpose, 2. Narration — Indispensable. 3. Illustration — Of all, briefly ; main points, elaborately. 4. Memorizing — Texts, main points and application. 5. Impressing — Truths and duties. Modes — Direct, indirect, suggestive, elliptical, general and personal. Employed — Vividly, briefly. Kinds — Brief, extended, elaborate ; appropriate, obvious, gra- phic and true. How — Becitations, recapitulations, reviews. How — By the teacher's reverence for the Bible, appreciation of truth, sympathy with Christ, dependence in the Holy Spirit, and wise and happy relations with his scholars. 12. Adults as Bible Students in the Sunday School.* BY REV. H. M. PARSONS, P.D. The Sabbath School service should be placed on an equal .vices of the Church, and attend- ance the: the pastor and members, equally with the !e, should reed. The time has arrived, when we must no ;ei be content with the demonstration of the truth by means of one man's preaching, but must ieturn to the •Read Dent* rati. 12, 13; Josh. viii. 25; 2 Oirou. xsxiv. 29, 30. 46 THE BIBLE AND THE SUNDAY SCHOOL. method adopted by the Church during the first two centuries of its existence — that of having one service in which all present can participate, and ask and answer questions. This is neces- sary in order to bring Bible instruction up to the level of secu- lar instruction. After a struggle extending over some years, I secured a change in the system followed in one of the oldest of New England churches, and the introduction of one under which there was preaching in the morning, a Bible service in the afternoon, and a church prayer and conference meeting in the evening — all the services having regard to the topic of the day. The plan proved eminently successful, and is still con- tinued in that church, though I have removed to another charge, where a similar method is now followed. This Bible service differs from the average Sunday Schools in the following points : — (l.) It has a name which includes the old as well as the young. (2.) It takes the place of a Second Sermon, thus enabling both pastor and people to attend it without neglecting other Services. (3.) It emphasizes and expects the attendance of adults as much as the attendance of children, (4.) It has the regular presence and help of the pastor as its advisory head, and also as the teacher of a large class of adults. (5.) Its singing and other exercises have regard to adults as well as children. (6.) It gives the commission, "go teach" equal honour with its kindred commission, "go preach." The results of such a Service are : — (1.) Greater unity between Church and Sunday School. (2.) Greater activity among the adults of the church. (3.) Greater Spirituality by increased study of God's Word. This Service caused an increase in the prayer meeting attendance from twenty to two hundred. THE BIBLE AND THE SUNDAY SCHOOL. 47 (4.) Greater teaching efficiency, by the increase in the numbers, age, and culture of the classes. (5.) The preacher is enabled to preach with more ad- aptation to the real wants of his people, and a better under- standing of Christian life. " He sometimes learns more from a washerwoman in his Bible Service than from his best commen- taries. " 13. Additional Hints on How to Study the Bible. AN INSTITUTE CONVERSATION. (1.) Have for constant use a portable Reference Bible. (2.) Garry a Bible or Testament with you. (3.) Don't be afraid of marking it, or making notes on the margin : pro- mises, exhortations, warnings to Christians, and invitations to the unsaved.* (4.) Do not be satisfied with simply reading a chapter, but study the meaning of at least one verse every day. (5.) Study so as to ascertain the whole truth con- tained in a single incident or miracle : when and why written, how it applies to yourself, and how to use it for others. (6.) Study to know for what, and to whom a book or chapter was written. Study the Acts of the Apostles and the Epistles to- gether, also Leviticus and Hebrews, etc. (7.) Believe in the Bible as God's revelation to you, and ACT accordingly. (8.) Learn at least one verse of Scripture each day. Verses from memory will be wonderfully useful in your daily life and work. See Josh. i. 8; Psa. cxix. 11. (9.) Study how to use the Bible so as to " walk with God" and lead others to Christ. (10.) Set apart at least fifteen minutes each day for studying it ; this little will be grand in result, and never be regretted. (11.) Read the Book as if it were written for yourself (12.) Always ask God to help you to understand it> and then expect that He will. * There are some in whose minds marks like these would prevent fresh thought on the marked passage, new and deeper views of its meaning. For such persons it may be best to have one Bible for marking and another for ordinary reading, the marked Bible being referred to when occasion requires, as a personal commentary. 48 THE BIBLE AND THE SUNDAY SCHOOL. (13.) Have Cruden's Concordance and a Bible Text- Book at hand ; also in all cases refer to parallel passages and marginal notes, and take time to think before consulting com- mentaries. (14.) Study the Bible m the freshness of the morning rather than the weary hours of evening. (15.) Read Systematically, with some purpose in mind. (16.) Read the Bible with a view of living rather than merely learning it, com- ing to it not only perfunctorily for lessons and sermons, but also for loving conversation, " as a man talketh with his friend." THE BIBLE AND THE SUNDAY SCHOOL. 51 l 111. THE BIBLE AND ITS TEACHERS, An Ancient Bible School and its Teachers. Neh. viii. 1-9 ; ix. 3. The Divine Commission to the Bible Teacher. Matt, xxviii. 19, 20 ; Jerem. i. 9 ; 2 Cor. vi. 1 ; 3 John i. 8. Necessary Qualities of the Bible Teacher. (1) Conversion. John xxi. 15 ; 1 Sam. xvi. 7 ; John iii. 5, 10 ; 1 Sam. iii. 6 ; Acts iii. 6. (2) Prayerfulness. 1 Cor. i. 1 1 ; Rom. xv. 30 ; Exod. xxviii. 12, 29 ; 2 Cor. iii. 5 ; John xiv. 26. (3) Consistent Example. Acts i. 1 ; Ezra. vii. 10. (4) Faithfulness and Ability to Teach. 2 Tim, ii. 2. (5) Knowledge. 2 Pet. i. 5. (6) Power of Clear Expression. 1 Cor. xiv. 19. (7) Habits of Study. 2 Tim. ii. 15. (8) Tenderness. Psa. cxxvi. 5, 6 ; 2 Cor. ii. 4. Summing it all up, 1 Tim. iv. 11-16. 52 the bible and the sunday school. 1. Hints on the Public Use of the Bible. AN INSTITUTE CONVERSATION. (1) Use the Bible in every religious service, and with tfae utmost honor and impressiveness, giving the Scripture reading a place in the service where it will not be interrupted by late comers, and where all will hear it, and making it the very foundation of the exercises. (2) In the social meetings of the Church have a pre-an- nounced Scripture topic on which every one shall be ex- pected to repeat or read a Bible passage, the reader occasionally adding words of comment and illustration. (3) Give great prominence in all religious meetings to "Thus saith the Lord/' showing Bible warrant for all practice and statements. (4) Never bang the Bible about in the pulpit, in the Sunday School, in the prayer meeting, or in flippant conversa- tion. (5) Have Bibles used by both teachers and scho- lars in the Sunday School instead of the lesson leaves, which are intended for home study. * * The teacher ought to bring: his Bible to the class ; and not the teacher alone, but the pupils too, as soon as they are able to read. To cherish a love for God's book is the most important work a teacher has to do next to the conversion of souls. "I do not enjoy reading my Bible ; I wish I did." I have heard this remark made many times by ear- nest Christians. What can make the Bible more attractive ? Artists are doing much to make it so, but Christian teachers can do a greater work by filling it with spiritual illuminations. These are fadeless, while the engravings endure but for a season. They can best be made from time to time when there is white heat interest in the class about the lesson by opening the Bible, and reading from it something which either confirms or continues that interest. More than likely every scholar in the class will want to read the same passages for himself during the week. A teacher needs to speak with accuracy and authority, therefore he ought to have his Bible in his hand. Have you never seen a minister close the Bible, or lay it aside alto- gether before beginning to preach his sermon? or perhaps you have seen him use a rack not large enough to accommodate a Bible. As you sat and listened did you feel that you were hearing the word of God preached or the word of somebody else ? At any rate you have seen a teacher conduct a class without a Bible. There is no difference in the two Bibles should be brought by the pupils to the class for three reasons at least. 1. That the teacher may know that each one owns a copy of the Bible. 2. That they may be- come familiar with it by learning about the relative position of its books, and how to pronounce difficult names contained in it. To many without such exercise the Bible would be a sealed book for a lifetime. 3. That habits of turning the leaves in study may be cultivated. THE BIBLE AND THE SUNDAY SCHOOL. 53 2. The Pastor's Eelation to the Sunday School.* Among the difficulties found in connection with this subject, are the following : — (1.) In many cases pastors are not consulted in the appointment of teachers and officers. (2.) The non-attendance of the pastor at Sunday School or teachers' meetings. (3.) The failure to designate in the constitution of the Sunday School the pastor's relation to the school. (4.) The assigning of too many duties to the pastor in connection with the church. (5.) The ambition of the superintendent to rule alone, and his jealousy of the pastor. (6.) Want of greater love for Christ and the children,. in the pastor 3 and more spirituality on the part of the superin- tendent. To meet these difficulties, the following remedies are sug- gested : (1.) That a clear and correct understanding be established between the pastor and superintendent, as to their relative duties, at the commencement of their official connection ; and that Christian frankness be exercised in their subsequent intercourse. (2.) That in the constitution of every Sunday School there The abuse of the lesson paper system has had a tendency to keep Bibles out of the class and out of study too. How would it do to simply indicate in the lesson papers where the passages of Scripture to be studied might be found in the Bible, that is, omitting the printing of the Scripture? Even if this change is not made, let it be an invariable rule in a class for each person to have a Bible in his hand. The most eloquent portion of Dr, Townsend's grand sj)ee2h in defence of the Bible, delivered at Chautauqua, occurred when he took up the great Bible and held it close to his heart. " Aud I, if I be lifted up from the earth, will draw all men unto me," is a true saying of the incarnate Word. It may be said also of the written Word * After an interesting Institute conversation on this subject it was given to a Com- mittee of prominent Pastors and/ Superintendents, Rev. Richard Newton, D.D., Rev. F. H. Marling, Rev. S. L. Gracey, James Hughes, and C. M. Morton, for consideration and report. The report was as above, and was unanimously adopted 54 THE BIBLE AND THE SUNDAY SCHOOL. be an explicit declaration of the pastor's relation to the school. (3.) That, as far as possible, the public services in con- nection with the church, be so arranged as to allow the pastor to devote a portion of his time to work in the Sunday School. (4.) That increased love for Christ be recommended, which will lead to increased love for His lambs. (5.) That both pastor and superintendent cultivate the spirit of Christian charity and forbearance. In application of the foregoing remedies to meet the difficul- ties above stated, the following methods are suggested by which the pastor may aid in giving efficiency and success to the opera- tions of the Sabbath School. (1.) By attending as far as possible the teachers' meetings. (2.) By reviewing the lesson. (3.) By preaching to the school. (4.) By taking part in the selection of teachers and officers. (5.) By remembering the Sunday School in the pulpit, in prayer, preaching, and in notices. 3. Using the Bible with Enquirers AN INSTITUTE CONVERSATION. (1.) Have a list of references to passages for enquirers written on a fly leaf of your Bible, the passages them- selves being indicated by a red cross that they may be found instantly when one has turned to the page or chapter where they are. (2.) Use a variety Of passages in order to reach various temperaments and experiences, representing the act of faith THE BIBLE AND THE SUNDAY SCHOOL. 55 under the various Bible expressions, " Believe," " Receive," * Take," " Submit," etc. (3.) Make the promises Of God, not your experience, the basis of the Sinner's hope, reading God's assurances from the open Bible, rather than merely repeating the passages, as a lawyer reads instead of repeating his law quotations, giving them much stronger force by so doing. (4.) Be sure to find out an enquirer's real intellec- tual and spiritual condition, and then take the Bible passages best adapted* to his case, and apply them definitely and sympathetically. (5.) Urge the enquirer to get a reference Bible and Concordance and " search the Scriptures" in order that he may become established and built up in God's truth, rather than in changeful emotions alone. 4* Passages for Enquirers used in the Moody Meetings at New York * ARRANGED BY RALPH WELLS. 1. I fear I shall never stand, and so dishonour Him — My circumstances are peculiar. — 2 Tim. i. 12 ; Jude 24 ; Heb. xiii. 5. 2. I fear my sins are too great to be forgiven. — 1 Pet. i. 18 19;Exod. xij* 13 ; Isa. i. 18. 3. My earthly prospects will be ruined — I shall be cast out. —Phil. iv. 19 ; Matt. iv. 4 ; Matt. xix. 29. 4. I do not feel my guilt as I should, I am waiting for con- viction.— (Acts ii. 36, 38.)— Jer. xvii. 9 ; Prov. iii. 5 ; Matt, vii. 24 ; Zech. xii. 10. 5. I do not see that I am such a great sinner.— Isa. lxiv. 6 ; Rom. iii. 22, 23 ; 1 John i. 10. * It would be an excellent practice to devote fifteen minutes at each weekly teachers' meeting: to the use of the Bible with enquirers. Let the Superintendent, or Pastor, state some difficulty such as is presented by those who are seeking Christ, and ask from he teacher the appropriate passages to cancel the difficulty 56 THE BIBLE AND THE SUNDAY SCHOOL. 6. I have made up my mind to be a Christian, but am not quite ready. — Pro v. xxvii. 1 ; Matt. xxiv. 44; 1 Thess. v. 19 ; 2 Cor. vi. 2. 7. I will be a Christian if any reservation is fatal. — Luke xiv. 33 ; James iv. 4. 8. I don't know where I am — Almost distracted — Don't know whether I believe auything — What shall I do 1— -John vii. 17 ; vi. 28, 29 j Mark v. 36. 9. I do not see how to come. — Acts xiii. 39 ; Rom. x. 9 ; John iii. 36 ; Luke xv. 10. How can I know whether I am saved 1 — John v. 24 ; 1 John iii. 14, 24. 11. How is it that Christ's death can avail for my sins] — 2 Cor. v. 21 ; Gal. iii 13 j 1 Pet. ii. 24. 12. How do I know He calls me; am I certainly invited f —John vi. 37 ; x. 9 ; Rev. xxii. 17. 13. How do you reconcile this, and that, in the scriptures! —2 Cor. v. 20 ; 2 Pet. iii. 16 ; Matt. vi. 33. 14. I once loved the Lord, but have wandered far, far from Him : Is there hope for such? — Jer. iii. 12 ; Hos. xiv. 4; Luke xxii. 32. 15. Why is Faith in Jesus alone enough, without any addi- tion.— Gal. ii. 20 j 2 Cor. v. 7 ; Rom. xi. 20 j 1 John v. 4. 16. I have tried, and tried in vain to prepare to come to Jesus, but am as far off as ever. — Rom. x. 1-4. 5. " How can We get Rid of Incompetent Teachers !■ AN INSTITUTE CONVERSATION. 1. Use more care in appointing teachers, the pastor and superintendent jointly nominating each teacher, and the officers and teachers electing or rejecting the nomination. 2. Have each teacher sign, or take publicly, some covenant of fidelity to his work. THE BIBLE AND THE SUNDAY SCHOOL. 57 3. Have a teachers' library in each Sunday School, and also introduce the best Sunday School periodicals. 4. Hold regular teachers' meetings, and make a teacher's continuance in his position depend upon attending it. 5. Remove existing incompetency as far as possible by more local institutes and conversations. 6. When these methods are not sufficient, let the Superin- tendent, by some casual remark to the teacher, show that he perceives his inefficiency.* 7. Let the teachers unite in adopting a law that two un- necessary absences of a teacher from Sunday School during a quarter, causes the forfeiture of his position.t 8. When mildter measures fail let the Superintendent frankly and kindly say to the incompetent teacher that his class is dissatisfied or his work is unsatisfactory, and his resig- nation desired ; sacrificing the feelings of one person, if need be, rather than the deepest interests of the whole class. J 6. Three Requisites in Religious Teaching. BY BEV. B. P. KArMOND. I. An Authoritative Religious Truth. 1. The Bible. * When you have an inefficient teacher, and you may know them hecause they al- ways get through first, go to them and say, "Well, Miss A., I see you get through be- fore the rest." Let her know that you notice it ; ask her why she can't hold the at- tention of the pupils longer. She may ask you if you are going to interfere with her in that manner, and you tell her yes, and she may say perhaps she had better give up the class, and then be very careful that you don't say something to prevent her giving it up. J. H. Vincent. t " I ain't aconiin' no more after to-day, — I ain't a-goin' to be turned over to any fellow as turns up, — I like to have a teacher as belongs to you," were the remarks of a scholar whose teacher could not stand Sunday dust, and heat, and rain, and mud half so well aa on week days. X In some schools the rule has been adopted by vote of the teachers and officers that scholars may change from one class to another by applying to the Superintendent. In- competent teachers, when their classes begin to diminish rapidly, are thus led to the dwired resignation without any direct action of the officers. 58 THE BIBLE AND THE SUNDAY SCHOOL. II. A well-defined idea of truth. 1. Intellectually. 2. Experimentally. III. A medium to convey the truths 1. Language — Things, acts, tones, words cultivated. By 1. Study of the Bible. 2. Baptism of the Holy Spirit. 7. The Secret of Teaching with Poweb. BY M. C. HAZARD, ESQ. 1. Secret of Power. Negatively — 1. Not in learning. 2. Not in ability to talk. 3. Not in ability merely to instruct. Positively — 1. A Christian life — on the employment of unconverted teachers — See Ps. 1. 16, 17. 2. An attractive Christian life. 3. Tact. 4. By attention — attention must be secured. It is com- pelled or attracted. Why do pupils give attention? 1. Interest in the lesson. 2. Interest in the teacher. 3. Because other pupils do. 4. Because of the love of knowledge. 5. Because they are fed. How secure attention P 1. By establishing the circuit of sympathy. 2. By Enthusiasm. THE BIBLE AND THE SUNDAY SCHOOL. 59 3. By Illustration. 4. By Simple Speech. 5. By Questions 6. By Pictures — an imaginary picture gallery. Knowledge gives power- 1. Makes a man master of the situation. 2. Gives enthusiasm. How to obtain knowledge. 1. By continuous study. 2. By flesh study ; do not depend on an old study of the lesson. The class may be incited to self-activity by 1. Plan for future lesson. 2. Asking suggestive questions. He only teaches with power who is taught of the Holy Spirit The Teacher's Personal and Social Study of his Class. AN INSTITUTE CONVERSATION. 1. Why (1.) For the same reason that every workman should under- stand his material, every farmer his soil, every physician his patients. (2.) To know their needs and difficulties. (3.) For adaptation. (4.) To understand their characters. (5.) That the teacher may arouse in the scholar the appro- priate emotions and thoughts. (6.) To know names and natures. 60 THE BIBLE AND THE SUNDAY SCHOOL. (7.) To know their peculiar temptations and to counter- act them. (8.) To know their religious education and privileges. (9.) To know their likes, dislikes, reading, amusements, associates, &c. (10.) To know their home surroundings and daily life. (11.) To know their address in order to call and write, (12.) To know the results of our progress and work. IL How! (1.) By five minute SOCiableS before the school opens. (2.) By bird parties, grape parties, &c, for little child- ren occasionally, at teacher's home. (3.) Children's hour every week at teacher's home. (4.) Sewing parties of young ladies' classes. (5.) By loving them and showing the Christian virtues. (6.) By avoiding cant. (7.) By visiting them in their homes, schools, anf manhood, it would have presented stoical firmness, bold in- difference to circumstances, or some other rough, stern virtue as our model; but Christ took a little child in the fields at play, and set him in the midst of His disciples, and said, " Ex- cept ye become as little children ye can in nowise enter into the kingdom of heaven." The way up was to go down in gentleness and humility. The meek shall inherit the earth. 96 THE BIBLE AND THE SUNDAY SCHOOL. " Gentleness" is to " make us great," and heirs of God's king- dom. These were truths born of the Gospel, and impossible utter- ances outside of it, The very title of " Gentleman" could not have been spoken as a mark of honour save through the influ- ence of Christianity. George MacDonald calls attention to the words of Christ spoken after placing the child in the midst of His disciples, u Whosoever receiveth this little child receiveth me, and whoso- ever receiveth me, receiveth Him that sent me." So, he says, pure childhood is a revelation of Christ, as Christ is the mani- festation of God ; that is, the childlike is the Christlike, yea more, it is the Godlike. Leaving Bible times for more recent ages, we still find that the recognition of childhood is the unerring thermometer of the progress of Christianity. One of the first fruits of the great Reformation was the establishment of catechetical schools for children, and wherever its giant tread was felt, the same re- sult was seen. Careful examination shows that the " great awakening" in England in the time of the Wesleys was the moving impulse from which the modern Sunday School sprang. As Christianity has deepened its work, child-culture has been more fully recognised as a Christian duty ; until, in- stead of Eobert Raikes's lagged school, with paid teachers and the Bible only studied incidentally in connection with the simplest principles of common education, we have already in our most advanced schools a half-day Bible service of pastor, church, and children together, united by the bond of one topic, one text, one lesson— not only with each other, but also with the nation, with Canada, with England, with India, and ere long with all the Christian world. Next to the Sunday-school, the grandest modern result of our Christianity in regard to the young is the discovery of that new world, the child-soul in its real feeling, characteristics, and wants, by the Columbus of modern education, Frederick Froe- bel, the originator of the Kindergarten method of developing childhood's powers. The motto of this work is the motto of this age, " Come, let us live for our children." THE BIBLE AND THE SUNDAY SCHOOL. 97 2. how shall we manage unruly boys in the sunday School?* BY M. C. HAZARD. There are two classes of unruly children t — First, from an exuberance of spirits. Second, vicious. How man- age? 1. Do not stop all innocent mirth. 2. Who should have charge. Not a stupid man, a consecrated man, but a sharp consecrated man. 3. A man not easily discouraged. 4. Have patience. 5. Never give up. 6. Keally love them. 7. Take them singly. The Same Question Answered by Charles M. Morton. 1st. Do not expect too much in taking a Sunday School class; do not be concerned that you shall be appreciated ; you will be appreciated if worthy of it. 2nd. Give them attention ; personal intercourse. Lay responsibilities upon them ; give them something to do. 3rd. Never be discouraged. t 3. "how can we get young pupils to study their Lessons at Home ? " § BY MRS. W. F. CRAFTS. Several facts in connection with this subject are too gene- rally overlooked : * 1 Thess. v. 14 ; Rev. ii. 5 ; Jas. i. 5. t In opening Mr. Hazard said, that his first experience on this question came through an attempt to manage a class of unruly g'rls. In nearly sve~j class there would do found soir- unruly scholars. He theu described an ideal bey— GU r Having snap, with a ring : r. "ik voice, fire in his eye, and an appetite perf ec .1 y appamng. X Illustrated by seven years of labor for three boys in Mission School of Plymouth Church. § Nearly every point in thi» article would be as appropriate to classes of adults as to glasses oi young people. Q 98 THE BIBLE AND THE SUNDAY SCHOOL. (1.) By far the largest proportion of young people, even those almost grown to maturity have no commentaries or les- son periodicals in their houses. If teachers with their superior advantages of experience and study and Christian zeal, need lesson helps and a meeting for mutual study in order to be prepared on the lessons, how can we expect any consider- able preparation on a new lesson by scholars who have only the lesson leaf or question book 1 This difficulty might be partially obviated however, by introducing the " Scholar's Quarterly" published at the office of The Sunday School Times in Phila- delphia, or "The Scholar's Hand Book'' published at the office of the Sunday School World in the same city, or by inducing scholars to subscribe for the low-priced monthlies, The Inter- national Lesson Monthly of Chicago, or The Sunday School Journal of New York, each costing in clubs only 60 cents a year. For some time at least, in most of our schools, it will, however, re- main true that most of our scholars have no such lesson helps as they need for proper preparation. (2.) It is also true that most young people do not feel any special interest in a new lesson from the Bible, and as there can be no real compulsion in Sunday School teach- ing as in secukr teaching, increased study at home must be secured by rousing an increased mental and moral interest in the work to be done, not by any arbitrary rules. In every class, some at least will lack this needed interest in lesson study. Accepting these two facts, the lack of helps, and the lack of interest, how can we secure more home study of the lessons 1 This hardest of all the hard questions of the Sunday School I think may be answered from a standard practice of Normal School Teachers. When thus engaged in teaching geography to a class of children, I always talked over the lesson with the class before it was given them to study, ex- plaining, illustrating, vivifying the topic, and then sending the little pupils to their seats or to their homes with this awakened interest to write down all they could remember of what I had said, and then to take their books and after that memorize THE BIBLE AND THE SUNDAY SCHOOL. 99 the words of the text-book which had already been explained. This principle, applied to the Sunday School, would lead the teacher whose scholars do not study at home to the following method of teaching : — (1.) By explanations, suggestions and questions, to rouse an interest in the lesson of the day, and to show how and when to study it out, spending at least one-third of the time allowed for lesson study in rousing this interest. (2.) To ask the memorizing of the Golden Text, or parts of the lesson, after, rather than before the rousing of this in- terest. (3.) To make much of reviewing, recalling what has been told in a lesson, at its close (whether there is a public re- view or not); asking parents to review it regularly at home also ; asking scholars to tell at home all they can remember, or to write it out and bring it the next Sunday ; recalling it yet again after a week has passed at the beginning of the next lesson study ; reviewing still farther at the end of each month, each quarter, and each year. No one who understands the human mind, or the principles of education will say that this is " making too much of reviewing." (4.) This method would be carried out in detail in about this way : (a) Before the study of the lesson in the classes, the superintendent or pastor makes a three or live minutes review of the lesson of the preceding Sabbath, ask- ing for repetition of its Golden Text and memory verses. (6) At the beginning of class Study teacher spends at least one-third of the time allotted for the class work in questioning back, more in detail, this previous lesson, and also in question- ing it into the minds of the class more fully, and more correctly, asking for additional knowledge which pupils have been able to find, and illustrating, adapting and enforcing this lesson. (c) The teacher uses the latter pprtion of the time allowed to class work, one half or two thirds to opening up the lesson for the day, rousing curiosity, and pointing out features 0} interest and methods of studying it, spending two or three IQO THE BIBLE AND THE SUNDAY SCHOOL. minutes at the end in questioning back and questioning in all she has told or developed in regard to this new lesson, (d) The pastor or superintendent also makes a brief, public review of this new lesson in such <* way as to send the school home with an interest to study it still farther and memorize the ap- pointed parts, (e) The lesson is then read responsively in the closing instead of the opening exercises, after it has been clothed with meaning and interest. (/) At the close of the session, teacher charges the class to talk the lesson over at home. " tell mother," or write out all they can remember and bring it back the next week, and also to commit to memory the passages in the lesson just opened that are appointed for memorizing, which have now an interest and relish about them. (g) Parents question back the new lesson at home. In this way a teacher may be saved from the apparent necessity of lecturing to unprepared, unanswering and unin- terested pupils, and more study, more interest, and more memorizing of Scripture may be secured. It will be seen that this method neither necessitates nor precludes the study of the new lesson before coming to the class. 4. " How Can we Secure a More General Attendance of Children at Preaching Services ? " AN INSTITUTE CONVERSATION, 1. Invite them publicly and personally. 2. Simplify preaching. 3. Superintendent should call attention of school to the preaching service. Announce and urge attendance. 4. Give children something to do in connection with the service. 5. Review sermon in Sunday School. THE BIBLE AND THE SUNDAY SCHOOL. 101 6. Parents should require their children to attend preaching.* 7. Pastors should notice children in their pastoral calls. 8. Preaching on subject of lesson after study by the school. 9. Teachers inviting pupils to their pews. 10. Have comfortable pews. 1 1 . Have episodes in the sermons for the children. 1 2. Parents should attend Sunday School and respect it as one of the services of the church.t 13. Children's sermons occasionally at least. 14. Prayers shorter, hymns and tunes brighter. 15. As early rising on Sunday morning as on other days of the week. * Dr. Vincent sent forth a timely article not long since in the Christian Advocate, on the "Absence of Children from the Preaching Service.'* In it he says : — The principal fault lies with parents themselves. There is too little home discipline of any sort nowadays. A child who does not want to go to church is permitted to stay at home without any good reason. He " does not want to go," he "does not see the use," he " will not go." And so parents allow their children to do as they please. Not, indeed, in reference to the public school are they permitted to choose for themselves. To that they must go, whether they wish to or not. And so they go. Parents are not afraid to prejudice their children in regard to secular studies, but when the attendance at preaching is in question there is no parental authority ; or, at least, there is the largest degree of laxity. Now, I assert that parents are responsible for the absence of the children Irom the pews on Sunday morning. Let a man resolve that his family shall be at church, and they will be there. My father, an active worker in the church — trustee, class-leader, superintendent — always took his children with him. They never thought of neglecting any one of the church services with which they were connected. It is not merely authority that is needed at home, but an appeal to the child's con- science. Let a boy express disinclination to attend service ; show him that he owes all that he has to his heavenly Father : show him the propriety of keeping up the public recognition of God : show him the divine commands which call us to the house of God, In ninety-nine cases out of one hundred the boy will see the duty in a clear light, and his conscience will take him to the sanctuary. t A pastor sends out the following on a postal card to the adults of his congregation :— You are cordially invited by your pastor to be present next Sunday at 10.30 A.M., in our church Bible Service, when we hope to honor our Divine Lord by obeying his command to "Search the Scriptures." John \. 39. How should we do this? Kead Prov. ii. 4, 5. " If thou seekest her as silver, and searchest for her as for hid treasures ; then shalt thou understand the fear of the Lord, and find the knowledge of God." The Scripture lesson for to-day is Proverbs i. 20-33. THE CALL OF WISDOM. There will be several adult classes in charge of competent teachers, and you will not be called upon individually to answer any question. If you can no, be with us during the entire service will you not come at 11.30 A.M., to listen to a Black Board Sermon by the Pastor? Services as usual afternoon and evening. Tour loving Pastor, & L. Graces 102 THE BIBLE AND THE SUNDAY SCHOOL, 5. Preaching to Children .* BY REV. RICHARD NEWTON, D.D. I suppose you have all seen an india-rubber face ? And I dare say you have amused yourself by pinching it one way and pul- ling it another, and seeing what different expressions it will put on. But when you stop pulling or pinching it, it returns to the same face that it was before. Now your faces are softer than india-rubber, and they are full of little strings called muscles. These muscles, or strings, are pulled one way, or pulled another, just according to your feelings. Sometimes you feel grieved or sad, and the little muscles pull your face into a very doleful expression. The moment anybody looks at you they know something is trou- bling you, and you feel sorrowful. But if you see a funny pic- ture, or if something happens to make you feel merry and glad, the little muscles pull your face into smiles and dimples, and you look just ready to burst out into a broad laugh. But when we commit sin, wicked feelings are at work pul- ling these strings. Anger pulls one set of strings, and then you know whao a disagreeable look the face puts on in a moment ! Pride pulls another set of these strings, and so does vanity, or envy, or deceit, or discontent ; and each of these brings its own peculiar look or expression over the face. And the worst thing about it is, that if these strings are pulled too often the face will not return to what it was before ; but the strings will become stiff, like wires, and the face will keep wearing the ugly look it put on all the time. By giving way cO sin, or indulging their bad feelings, some people get their *aces worked up to such a dreadful look that, when you meet one of them in the fetreet, the moment you see him you can tell what his character is, A face that was very lovely when it was that of a child, if it aas the passion of anger often pulling at it, will get at last to •vear all the time a sullen, cross, dissatisfied look. Or, if a *Pr. Newton is known the world over as the greatest of preachers to children, and every toacher of the young, whether in the pulpit or Sundav School, ought to read at I-^ast % f^c? of bis many volumes of Sermons to Children. THE BIBLE AND THE SUNDAY SCHOOL. 103 man has learned to love money better than anything else, and to hoard it up for its own sake, this will pull a set of strings that will fix a close, mean, grasping look upon his face, so that as you pass him you will be ready to say, " There goes a miser ! " Or, if any one learns to lie and steal, his face will show it by and by ; it will be impossible for him to put on an honest, truthful look. You know, my dear children, the Bible tells us that sin is a reproach, or a disgrace, and if we consent to it, or give way to it, it will pull those strings in our faces that will make our very looks to be disgraceful. Don't let anger, or pride, or passion get hold of the strings, or they will make you appear so ugly that no one will love to look at you. But let love, and gentle- ness, and good-will, and truth, and honesty have hold of the strings, and they will make your faces beautiful and lovely. We are able to give only the closing part of Dr. Newton's POWER LEASURE OF GENTLENESS. HOEIT 6. The Lesson in the Primary Class. BY MRS. W. F. CRAFTS. The International Lesson is adapted to the Primary Classes, Every Sunday School Periodical of the day contains a special adaptation of it for this class. It is the aim of the Lesson Committee to select such topics as may be suitable for " little children, young men, and teachers." They have been successful, and an experience of five years in writing and teaching the International Lesson to little people proves its practicability. " Chirp Right u is Dr. Orraiston's advice to the infant- class teacher — a wise bit of advice drawn from his experience as a boy in trying to feed L callow young birds in imitation of the mother bird. 104 THE BIBLE AND THE SUNDAY SCHOOL. Pally Prepared a teacher should be, and perfectly inde- pendent of notes or question book. " A fixed purpose and an emancipated eye " is Dr. Vincent's rule for the teacher. Seek to make one definite point rather than try to teach the entire lesson. Select the aspect of the lesson that most fully meets the condition of the individual members of the class. Make the lesson contribute to the child's love of the Bible. Let the teacher frequently open the Bible and reverently read from it at impressive points in the lessons. J. The Lesson in the Primary Class. BY MISS JENNY B. MERRILL. 1. It is very seldom advisable to use all the selected verses. 2. It is necessary to study the context and parallel 3. The introduction should be carefully selected. It should be short, leading to the lesson. A good introduction is like a wedge, opening the mind for the reception of the lesson. (1.) If in the lesson some familiar scene, object or action is suggested, it will prove a good starting point. (2.) The Golden Text when very simple may be used as an introduction. Example — " She hath done what she could," asking : " Who can it be ? I wonder what she did V* &c. (3.) A picture containing a scene of the lesson may be presented ; the children, telling all they see in it, are led to wonder what it means. (4.) The Golden Text may be developed by familiar illus- trations, and the children afterward led to discover that the lesson of the day is also an illustration of the Golden Text. THE BIBLE AND THE SUNDAY SCHOOL. 105 (5.) Many questions should be asked ; descriptions should be minute ; development work should be much used. When the lesson consists of general statements use illustrations from which the general statement may be drawn. Example : Prov. i. 25 — illustration, Noah. (6.) It is very helpful to use illustrations that reach the eye. The objects should be put out of sight as soon as they have done their work. The following objects have served this purpose : — Flowers, blocks, seeds, wheat, silver, gold, brass, iron, &c. (7.) Very often the children maybe allowed to do some little act with their hands during the lesson, as making a letter, figure or line on blackboard ; making a letter with their fingers (of the deaf and dumb alphabet). They may place their two hands together and hold them like a book and " make be- lieve" read. One child may show the class some action, as laying in the Oriental position at a table, etc. These little acts are centres of attraction that exert their influence for some dis- tance in the lesson. (8.) The lesson should be made practical and per- sonal. Often, a little gift may be given as a remembrance of the lesson, that it may be recalled during the week and so as- sociated with their daily life. Something may be suggested for the children to do during the week in accordance with the teaching of the lesson, and the next Sabbath ttie teacher should not forget to inquire about it. 8. The Conversion of Children. BY MRS. W. P. CRAFTS. " As early in a child's life as possible, teach him im- plicit trust in Christ, and the full consecration of his little life, with all its possibilities, to Christ."* Jesus is willing to re- * Dr. Vincent. 106 THE BIBLE AND THE SUNDAY SCHOOL. ceive them, for He has said " Suffer the little ones to come unto me." The cold world and the cold church utter in a different voice, " They are too young to learn Truth," but let the teacher who has faith in child piety also have faith in God's blessing on the work of leading these little ones to Him. The smallest child can love Him for His love. The teacher should try to realize something of the value of a child's soul by considering the ransom price paid for it — even the blood of the only begotten Son of God. Little children realize their duty to God better than their elders comprehend it for them. A company of children were asked, " How old do you think children ought to be before they begin to pray V " As soon as they can speak, as soon as they can understand," " One year old," were the replies. " How old do you think children ought to be before they begin to pray in prayer meet- ing?" was next asked. "Five/' "six," "ten," "twelve," were the respective answers. No one said, Not until they are grown up. "How long have you been a Christian ? " a boy was asked who had made a prayer in the meeting. " Ever since I can remember," was spoken with a glowing face. The child Christian cannot be like the adult Christian. It is as praiseworthy to play like a Christian as it is to trade like a Christian. " I am never satisfied to teach a lesson without bringing Christ into it," was the remark of an earnest primary teacher. Surely M All growing that is not towards God Is growing to decay." Let every lesson, then, have Christ in it. There should be a weekly class prayer-meeting. Children should be taught to pray with the heart and with the understanding. Lip service in any form is not pleasing to God. Children should be taught to pray both morning and evening in their homes, Habits of prayer in child- hood make it easier in after life to keep up regular prayer. Personal conversation on religion shauld enter into every teacher's work. This should be done, if possible, with the co-operation of parents. THE BIBLE AND THE SUNDAY SCHOOL. 107 Covenant for Young Christians.* THE CHILBlie'S CHRISTIAH BMMD. "MY LAMBS." | "SEEK ME EARLY." Pear J^ittle J^riend, Can you, from your heart, answer " yes 5 to the following questions : — > Do you love Jesus ? Are you trusting in Jesus as your own precious Saviour? Will you try, by the help of Jesus, to give up everything that is sinful? Will you try to be more like Jesus every day? mmmmmmmmmmmmmmmmmmm Name, M .^_ M .,.„..,.., _._ Residence, The Conversion of Children. BY REV. J. E. LATIMER, D.D. I. The scriptural argument regarding the condition of children. This clusters around three definite passages of Scripture, viz.: The authorities between A-dam and Christ, in the 5 th of Romans; the utterance of Christ when He declares that children belong to the Kingdom of Heaven ; and the passage " their angels do always behold the face of our Father in Heaven." *Uied by the Children's Christian Band, Surrey Chapel, London. 108 THE BIBLE AND THE SUNDAY SCHOOL. II. The Theological argument. This is a statement of the position held generally by the Christian Church. The child is born a sinner, constructively at least, and this is not by his own fault, rather his misfortune. The atoning work of Christ provides for him and saves him. Meyer thinks that only those who have the child-like spirit are intended, and only adults. The true view is, that all infant children are included, and all like them in spirit. Can we predicate regeneration of the child ? This is variously an- swered. Dr. Nast and Bishop Merrill say no. Dr. Hibbard only says that it is in the child what regeneration is in the adult. Dr. Fisk seconds Fletcher in saying that adult sinners have sinned away the justification of infants. Dr. Whedon holds that adult sinners are apostates from the grace of infancy. Pro. Hedge asserts that infants are saved, and claims this to have been always the position of Calvinists. Dr. Hodge in his systematic theology teaches the same. These two positions have significance in that they show how we enter upon our probation. III. The practical argument. Education should begin with the first breath of the child. The first and almost only duty of the Christian mother is to culture her child for Christ. There are two methods of education — the objective and sub- jective. True education will combine them both. The mother's instinct and the grace of God will lead her to the ac- complishment of these results, though she may never have heard of any of the methods of the books and theorists. From the point where the child comes to conscious personality, which is back of the point of memory, the child may turn to Christ. This is the time for a mother to work. The child born in a THE BIBLE AND THE SUNDAY SCHOOL. 10* Chrlstless home starts from the same platform, but has not the same culture to develop this inward grace. — The child of Chris- tian parents has everything in his favor except his evil heart. But some object that the children of Christian parents do not meet the demands of this theory. The difficulty is often that they are only half Christians and have no right to claim the promises. But how is it of earnest, faithful, Christian parents 1 There must be some misapprehension of their privilege, or some vice in their method. The laws of moral government and the promises of God are not uncertain, but as sure as gravity. IV. The economic argument. The church works at a disadvantage in that it waits for the child to be swept away from Christ and then strives to conquer them back. Is it not time that we should begin to train up in Christ, and increase the church rather by training than by revival ? More than this, the church receives a great loss in the loss of childhood experience, which is peculiar 'as in woman. V. Function of the Sunday School. It is the work of the Sunday School to apply these forces to the childhood mind. More than ever, the Sunday School is to be the nursery of the church. Especially has it a work for the children of unconverted parents. The Christian Culture of Converted Children. BY REV. JOHN H. CASTLE, D.D. Cant. vii. 12 ; John xxi. 15 ; Eph. iv. 13. Except when some great tide of revival is rolling through the land, the vast majority of the accessions to all our churches 110 THE BIBLE AND THE SUNDAY SCHOOL. are children and youths. When children are converted, what then 1 The common practice is to leave the converts to them- selves. Not a tithe as much interest is taken in them after their conversion as before — as though the great end had been secured. But have you noticed that the whole of the New Testament is addressed to converts, and not the impenitent and unbeliev- ing ? The Epistles are almost exclusively occupied with the culture of converts. — " Culture" suggests the growth of" plants , not in the wild wood or unbroken moor or prairie, but in a garden under the oversight and skill of the experienced gar- dener. 1. The plant. It must be one of God's own plants. 2. For God's own Plants He has provided a garden, the church. • 3. A wise gardener will be much more concerned at the be- ginning about the development of roots than of leaves, branches and blossoms. The soil in which to root a young convert is the truth of God's word. 4. The convert-culturist will, like the gardener, jealously watch the appearance of weeds. Two kinds of seed, bad and good. The richer the soil the more prolific the weeds. If you would save yourself the trouble and toil of weeding out, keep the soil thoroughly occupied with good seed. 5. Not only will the gardener strive to keep his ground free from weeds, but will often prune his plants and vines. Isa. xviii. 5 : " For afore the harvest, when the bud is per- fect, and the sour grape is ripening in the flower, he shall both cut off the sprigs with pruning hooks, and take away and cut down the branches." 6. All the labor is in order to the production of fruit of the best quality, and in the greatest abundance. It may now be worth our while to consider some of the fruits we should aim to produce in convert-culture. THE BIBLE AND THE SUNDAY SCHOOL. Ill (a) Fulness and force of personal character. A man is greater than his work and worth more. (b) A modest but hearty and fearless confession of Christ. (c) Power and tact in the resistance of temptation. (d) Activity in some branch of church work. (e) A larger spirit of pecuniary sacrifice to the cause of Christ than has hitherto prevailed among Christians. (/) A taste not only for the word of God, but for general Christian knowledge and information. (g) Symmetry of Christian character. At this point allow me to suggest a few cautions : 1. Be careful to cultivate in the direction of natural traits, otherwise you may destroy individuality of character and capa- city. All must not, therefore, be subject to the same culture. 2. Avoid cant. Cultivate naturalness in expression. 3. There is a possibility of too much culture, or rather too much cultivating. Two extremes — entire neglect and over- culture. A little wholesome neglect would be desirable in some families. 4. Do not forget that God is ever carrying forward His own peculiar cultivation of converts; "Ye are God's hus- bandry." To whom are we to look to do this work of Christian train- ing? 1. To Christian parents, 2. To the pastors of our churches. And yet it will not do for the church to cast all on the pas- tor. He is the engineer who controls the great Corliss engine of the church ; but it is too much to expect that the engineer shall watch and guide every machine which is set in motion in the church. 3. Church officers. 4. Sunday School teachers. These have special facilities. 5. All mature Christians — the church of the future. 112 THE BIBLE AND THE SUNDAY SCHOOL. 9. Christian Home Culture. BY REV. A. H. MUNRO. It is questionable whether we shall be able to accomplish much more in connection with Sabbath School work than we are doing without a more perfect co-operation between the homes and the school. When these are both what they should be, they alternate the offices of Paul and A polios ; each sows for the other to water, and each waters what the other sows, and God gives the increase. What do Christian parents re- quire to give their families the home culture they should re- ceive 1 1. A deep abiding conviction that the duty IS one God has laid upon them, and which they can neither neglect nor delegate to others with impunity. 2. A definite purpose in relation to its performance. The Christian parent should have a clear conception of what he is to aim at in the religious culture of his children, and his object should not be to raise them up to the level of worldly respectability or the average of religious profession, but to make them the sons and daughters of the Lord Almighty, and consistent followers of Christ. 3. Character. It is power, and nowhere more so than in the family. The choice, too, that is needed to guide and influ- ence the family life aright, is that of the renewed heart and meek-loving spirit in communion with God. But in addition to these qualifications the Christian parent needs principles to guide him in the religious culture of his family. * Those principles should be few, comprehensive, infallible, and practical. Among them should be these : — (1.) That in the pursuit of the object sought in Christian home culture, namely, the formation and development of Christian character, God's grace must be the depend- ence, His Word the authority, and His Son the example. (2.) That the whole nature, body, intellect, and heart, is to be regarded and treated as a divine creation of which sin THE BIBLE AND THE SUNDAY SCHOOL. 113 is the perversion and ruin, and godliness the true cultivation and blessed use. (3.) That the Whole life is a unit, which, without sepa- ration into secular and religious parts, should be made a free, holy, harmonious service unto God. (4.) That all true, good, and beautiful things belong to Christ, and should be used by His people to elevate, adorn, and bless human life. Kules must be adopted based on these principles, but only to avert some evil or to secure some bene- fit, and often as much wisdom will be exhibited in the suspen- sion of a rule as in its observance. How many parents' hearts ache as they remember errors they have committed in the government of their families, producing effects they did not foresee and cannot remedy 1 Alas, we most of us get our wisdom too late. We begin to know how to take care of our children when they cease to need our care and go from us to repeat, perhaps in a worse form, the errors we committed in relation to them- selves. Is not something more than an occasional sermon or book needed to direct attention to this subject? If it is deemed wise and right to hold conventions, institutes, and classes for those who have the care of our children for one hour during the Sabbath, would it not be equally wise and right to do something similar in behalf of those who have the care of their children all the hours, of all the days, of all the years, from in- fancy to maturity ? Why not have Parents' Institutes, to which parents and mothers could be invited, and to which they would come with tender hearts that would respond to every appeal, and hungry minds that would grasp at every sugges- tion made by able and earnest men, who would speak to them in relation to the varied and important elements of home cul ture 1 I advocate such institutes being established. We need, and can have them, and they will do incalculable good. The people of this great country may well feel elated in this centennial year of their national history. But the wisest and most thoughtful are too patriotic to shut their eyes to portent- ous facts which tell too plainly that, however excellent the 114 THE BIBLE AND THE SUNDAY SCHOOL. public and Sabbath schools of this land, a great and extended improvement is needed in Christian home culture to avert evils that threaten, and to make this highly-favored country all that God has made possible for it to be. 0. The Sunday School and the Home. BY HENBY WARD BEECHER. The best Sabbath School is but a poor substitute for the family. The foundation institution of time and the world is the household, and although the household depends upon the nature of civil constitutions and laws, upon the influences which are derived from the church and from schools, yet Governments and Churches and Schools are themselves more dependent upon the family than the family is upon them. There is nothing which can save a nation whose sills are rotted out • a nation may be cut off utterly in all its growth and de- velopment, but if the household, which is its foundation, re- mains intact and pure, it will spring up again in spite of all adversity. When Napoleon the First overran Germany he reduced that nation almost to bankruptcy and despair. Then it was that Steine, the great forecasting statesman, advised his King wisely that the hope of that Empire lay in the more absolute and thorough education of the household, and that was in modern times the origin upon any large scale of free, common education among the people. From out of that state of de- pression Germany sprang to be, as she is to-day, the tallest Protestant nation in Europe ; and France, that ground her to powder, has seen the change by which she is under, and Ger- many super-eminent. And the change has been wrought out through the education of the children. I have said that the best Sabbath School is but a poor sub- stitute for the family school, for no Sabbath School can do mor.e than teach. To be sure example goes a certain way, but THE BIBLE AND THE SUNDAY SCHOOL. 115 that itself is part and parcel of teaching. The command is not anywhere, nor is the promise anywhere, teach a child the way he should go and when he is old he will not depart from it ; the declaration is, train a child in the way he should go, and when he is old he will not depart from it. It is teaching re duced to habits — that is training, and we are to train children; but there is no institution comparable to the household for that, because it teaches them earlier than anything else can. But it is chiefly so because there more than anywhere else love is the teacher, and it is the wisdom and power of love which enforces the lesson ; the teaching, moreover, is not given only one day in seven to a class of six or eight altogether, and is not through the ministration of words alone, but it is given with the eye, the gentle hand, and mother's touch, day and night suffering for and w T ith her children, and helping them at the point of time when temptation assails them. So in many ways family teaching is the nearest approach to Divine moral government that the world has ever known, or probably ever will know, for there is no legislature, no adminis- tration, no philosophical teaching that can for a single moment do the things which centralized love, born of God and minis- tered by the Divine Spirit, can do in the education and full development of human nature. Now, the principal danger we are under in pressing forward this great economy of our day — the Sunday School as the uni- versity for children — is that we shall supersede the family, that the father and mother w T ill remit to the school the duty of instructing the children. Happily, however, they cannot remit to it the duty of discipline. The household still will be a training institution, but more and more the effects of the Sabbath School will be to cause less attention to be given in some households to the instruction of the children, and this danger is so great that, if it w r ere not for other reasons, I think it might be a very serious question whether we were not more in danger of losing, on the whole, by Sabbath Schools if they weakened the duties of the family, more than we should gain by them. But when we consider how many children have no parents, and how many are without parents fit to teach, how the majority of every community is without any su,ch 116 THE BIBLE AND THE SUNDAY SCHOOL. opportunity, there is no doubt as to the wisdom of having Sabbath Schools. Now, receiving the children into our hands in Sabbath Schools, is there any scriptural way more than another by which we may hope to raise up a generation to serve God ? Is human nature for ever to be that thing we know it to be now ? Is weakness, with occasional strength, for ever to characterise Christian communities ? Are there to be no discoveries in religion that will measure themselves against the discoveries in science 1 As men are learning a better agriculture, better mechanical arts, better administrations ; as nations are learning to be bet- ter nations, and international arbitration is becoming more general, are we to expect nothing better on the side of reli- gion % For mere geographic spread of religion is not growth, mere extension is not development. We may spread the Gospel till there shall be no place without a Bible, and yet religion may not have been developed. Religion is the development of larger power in the souls of men ; it is by the growth of the fruit of the Spirit planted in the better soil we are to expect the advent of that religious power which we believe is yet one day to come before the second appearing of the Lord. Is there, then, any way in which we can do better than we have done ? Is there to be no further development of Chris- tian power than in the days gone by 1 I think there is to be. It is to this point I wish to direct my remarks, viz. ; that it is the duty of ministers, church officers, and all teachers and scholars to make religion more attractive and more beautiful to man than it has yet been made. We must show the world that religion is the true nature, that man's first nature is his spiritual nature, and that the un- derground nature is his own work. It is true that in our lower or animal nature we are depraved. Man has a double being — that of the soul and that of the body — which are constantly struggling with each other, sometimes the one uppermost, sometimes the other. Man is born an animal, and a very poor one too. Nothing is so small, nothing so absolutely negative, as the most glorious thing God ever created — a man. An insect is as THE BIBLE AND THE SUNDAY SCHOOL. 117 perfect five minutes after it is born as five days afterwards. Not so with a child, which is a mere compound-suction animal, and lies in the arms of its mother helpless, nearer to zero than anything else. So the child grows up, but through months and years remains quite incapable of culture. Not till after one year does it begin to discern things, and not then the dis- tinction between right and wrong. So little by little the child learns to help itself, to run and fight and do all those things which nature requires of animals. It is not till somewhat later that the affections develop in any marked degree, and the time at which moral sense is developed differs with different children. So we have man as an animal first, and afterwards the de- velopment of his moral sentiments. The question is this. Are we to teach and preach a system of administration and of means which is adapted to animal man, and never overtop it by a system which will be adapted to spiritual man ? The animal man must be governed very much as is an ox or an ass. First, he must find by physical coercion that he must obey, and that is the beginning of God to any animal : he cannot help it, and therefore he obeys. It is not from preference, but in order to avoid something worse. The lower conditions of savage life and of life in the household are, and must continue to be, an adaptation of means to ends according to the circumstances of the creature which is being taught. A great many parents don't believe in physical discipline, in rigorous government, for the little animal child. They say, "gov- ern the child by reason." What ! govern the child by reason be- fore there is any 1 " Well," they say, " govern a child by gentleness and patience/ If a woman is placed in a good posi- tion, inheriting virtues from her parents, with a mind well balanced and cultured, married happily and placed in circum- stances of ease, and has three children, I can well understand how she can have patience to bring them up anyhow. But take a poor washerwoman who has sixteen children, and tell her to bring up her fiery little cub by moral suasion, and she will reply that it is impossible. There is no way of bring- ing up children except according to their conditions. The economic method is, that while the child is in the animal con- dition, you should address it with animal influences. But the 118 THE BIBLE AND THE SUNDAY SCHOOL. object is nob to control the child by a physical discipline be- cause it was the best. It was the lowest method, and was practicable only because the child is in such a low condition he cannot be taught any other way. As quickly as possible tin 1 child should be taught by a higher method. To tell a child, " You shall go to bed without your supper," is a very good punishment for a child up to a certain age ; but " You shall go to bed without your kiss " is better, and " You shall go to bed because you have grieved your Father which is in Heaven " is better still, but it comes later in life. Has not the Christian Church and the community come to that condition in which Sabbath Schools and congregations can be appealed to by the higher and grander influences of Christi- anity than by the lower *? Is it not time for men to begin to understand the power and attractions of the beauty of holiness ? There is nothing so beautiful on earth in development as a true Christian spirit working in the actual affairs of human life, and nothing in the Heavens so beautiful as God. If we could see Him all light would die from the sun and all blossoms would wither from the earth, for He is the chief among ten thousand and altogether lovely. Weary heart, strive and struggle for a little while, for there is not a hand's-breadth be- tween Heaven and some of you, and for the first time in your life you will be able to say " I am satisfied/' when you behold God and rejoice in His beauty. When I look into the Bible and read the lives of the Apostles and disciples, I find myself in company with a very different set of men from the average of men in our churches. I find none more noble and courteous than Paul, or who stood more for his rights, and yet none more gentle and more perfectly self-sacrificing. It was not, however, a raw-boned, hard-featured self sacrifice that makes you feel sorry he does it, but that triumphant and truly Chris- tian self-sacrifice that makes itself beautiful. Paul and all his compatriots were singing men in their ad- versity, trials, and troubles. When in prison, the hymns and prayers of Paul and Silas were mightier than stone or iron. If men would meet adversity and trouble with prayer and rejoic- ing, human sorrow would have less dominion over them. When THE BIBLE AND THE SUNDAY SCHOOL. 119 Paul said, " Ye are the temples of the Holy Ghost," he pre- sented to the mind of the Jews the grand white marble temple at Jerusalem, which is still the glory of that old race, than which there is not to day a better stock. I have been tho- roughly indignant often by the way in which men are ap- pealed to on the subject of religion. They are told that if they don't repent they will go to hell. It is very true, and some people should be told it. Men often open the door of the church as if it were a grave's door, and say, " There is the church and there is hell— take your choice ! " They say, " Well, if that is the choice, on the whole we would rather — well, we don't know." The preacher then flashes light- nings at them, and when they have reached middle life, and pretty much all of youth and pleasure has fled, they conclude tocrawlin. What is their idea of religion under such circumstances 1 In- stead of fishing and hunting they say they will keep the Sab- bath they will not swear, except under an immense pressure of temptation ; they will read the Bible every day, if they don't forget it, but on Sunday anyhow. They will pay their propor- tion (they being the judges what that is) towards the support of Gospel ordinances, and they don't know exactly about the outcome, -and they prefer to give in their belief in creeds whole- sale. When I see hard tobacco-chewing Christian men leaving the Bible out of their religion and hoping a good deal in the goodness of God, I am sad. The substance of religion, as described by the Apostle Paul, is that every man shall be responsible for his own acts. The majority of men are not led to accept the truth of religion on account >f the arguments made in its behalf, but by the per- sonal life of Christians. If you look at those men who are most truly Christians you will find they are as free as the birds — they are the children of God. Sabbath School teachers should teach the children that in accepting Christ they be- come glorious and free. Teachers cannot teach what is a religious life by words alone, they must live it. Some Chris- tians are like fire-flies at night, they fly in the darkness and flash, and none are able to steer by them. Some, on the other hand, are like the lighthouse on these islands ; they stand during summer and winter, day and night, showing forth a i20 THE BIBLE AND THE SUNDAY SCHOOL. steady, bright light, so that every pilot that goes from this mighty river knows how to steer his ship. " Let your light so shine before men that they knowing your good works may glorify your Father who art in Heaven." V. THE BIBLE AND SUNDAY SCHOOL APPLIANCES. (1) Importance of Orderly Arrangement. .1 Oor. xiv. 40, 33. (2) Officers and Division of Labor. 1 Cor. xii. 28 ; 1 Kings iv. 1-7. (3) Financial Arrangements. Neh. x. 32; 1 Cor. xvi. 2. (4) Illustrative Helps. Matt. xili. 34. (5) Sacred Music. 1 Chron. xv. 22 ; Neh. xii. 46 ; 2 Chron. xxix. 25-31. (6) Sunday School Exercises. Colos. iii. 16. (7) Spirituality Pervading All. 1 Cor. xiii. 1 ; Ezek. i 20 ; 1 Cor. xiv. 15. 1. Names for the Sunday School. It is called " Bible Service," " Sunday School/' " Teach- ing Service," " Bible School," " Church School," " Children's Service." THE BIBLE AND THE SUNDAY SCHOOL. 121 The main objection to all names containing the word " School " is that the word " School," as commonly used, covers the two thoughts, youth and education, while the religious institution to which the word is applied is adapted to the aged as well as the young, and seeks the salvation even more than the education of its members. The main argument in favor of names containing the word <; service " is that it is the word used in speaking of " The Preaching Service," and thus puts the two, as they should be, on an equal footing of honor and work, 2. The Sunday School-Eoom and Library Plan. Sunday School architecture could not be satisfactorily pre- sented in the brief space that could be allowed in this volume, and we therefore refer those interested in this subject to illus- trated representations of the subject, with engraved plans, in the " Normal Class" for March and November, 1875, and also in " The Ideal Sunday School," by Rev. W. R Crafts ; Henry Hoyt, 9 Cornhill, Publisher ; in paper covers 25 cents. In " The Ideal Sunday School " a library plan is also given. 3. Sunday School Constitutions. (1.) There should be a full and explicit statement of the duties of the pastor and the other officers and teachers of the Sunday School, thus preventing and correcting errors consti- tutionally rather than personally.* • For instance, it would prevent much misunderstanding between pastors and super- intendents, and correct many neglects of duty, if their relative duties were constitu- tionally denned and occasionally read. The best way also to tell the officers that they are not to be "interrupters" of the teachers during the lesson is to put such a clause among their specified duties in the constitution. That Superintendent who was asked by a correspondent to send him his Sunday School Constitution and replied, " I'm busy and can't come," was more witty than wise. The Sunday School ought not to le an absolute monarchy. So long as officers are human we shall need constitutions to pre- vent abuses and cultivate ri^ht methods in the Sunday School as well as the Siste. 122 THE BIBLE AND THE SUNDAY SCHOOL. (2.) The constitution should be read in the presence of officers and teachers at least once a quarter. (3.) Printed copies should also be supplied to officers and teachers at least. (4.) Only the officers, teachers and appointed representatives from the church should be allowed to vote in the election of officers — adult members of classes yielding this privilege be- cause of the evils that would naturally result from allowing the whole Sunday School to participate in elections. (5.) It should be stated in a Sunday School Constitution that no one who is not a Christian is eligible to the position of superintendent, assistant superintendent or teacher,* 4. Sunday School Programme. (1.) Teachers' Prayer Meeting, with roll call of officers and teachers. (Twenty minutes.) (2.) Teachers' Sociable. (Three minutes.) (3.) Teachers in their places. (Seven minutes previous to opening. "> (4.) Class Sociables. (Five minutes.) (5.) Organ Voluntary. (Instead >i Opening Bell. (6.) Greeting by Superintendent. (7.) Brief Prayer. (Silent prayer, or Lord's Prayer. , (3.) Song. •We should as soon send oar children to sea, with a captain and crew utterly ignorant of the laws of navigation, as send them to be instructed i eternal matters by a teacher who was not a Christian The truth ,;•, we would more readily risk them in the former case, than in the latter. Rave not many moral, though unconverted teachers, not only received good themselves, buu done *ood in Khe S*bbath School? We know that some rotten and rickety ships have crossed the ocean We know that some stupid, untrained, or drunken captains have succeeded in reaching -ua rtesired port. But who would argue from such facts, that such ships and such men shou'.d be encouraged to go to sea? They ?^u ^o 8 ^ a » T u i is il " ot a te^Ptiu? of Providence * So, such teachers may enter the Sabbath School, but, all things considered, is it not a tempting of Providence ?— »bv. Robku Hood. THE BIBLE AND THE SUNDAY SCHOOL. 123 (9.) Promises recited by officers and teachers. (10.) Prayer. (11.) Notices, Reports and Collections. (12.) Bible Study. (13.) Five minutes signal for closing with soft organ volun- tary. (14.) General Review of the lesson by pastor or superin- tendent, with responsive reading of the lesson. (15.) Lesson Hymn. (16.) Dismission by classes, all singing. (17.) Library books and papers received in the vestibule. (18.) Enquiry Meeting. 5. Financial System for the Sunday School. BY REV. P. H. MARLING. An example of what a school may do, which is trained to systematic and intelligent giving, is that of the Fourteenth- street Presbyterian Church of New York City, Mr. Frank A. Ferris, Superintendent. For the last sixteen years it has given an annual average of $1,000. Out of an average attendance for one year of one hundred and forty-seven (exclusive of a large primary class, which also contributed regularly), one hundred and forty-four brought a weekly offering. These do- nations were entirely for the support of missions. The record of the amount of missionary money is kept with the same regularity as the record of attendance ; indeed, the attendance is marked by the amount of missionary money brought. A large and durable envelope, containing a paper for a list of names, is provided for each class. ^ Opposite the names are spaces for the dates of the Sabbaths in one quarter, and a large space for the scholars' residences. Each Sabbath, L24 THE BIBLE AND THE SUNDAY SCHOOL. when the attendance is taken, the missionary money is col. lected, and the amount which each child has brought is checked off against his name. If he has been careless and forgotten hia money, a cipher marks Ins presence. All absentees are indi- cated by the space being left blank. At the foot of the space for each Sunday the amount of missionary money is written, and also the number of absentees. The money is then put into the envelope with the class list, and laid aside to be collected by the secretary at an appropriate time. One excellent feature about Mr. Ferris's system is that there is also a space provided in the class list for the teacher to keep an account of the mis- sionary money he brings. In this, as in all other things, nothing speaks more effectively than example. The absence of members of the Sunday School during the summer is not allowed to interfere with the regularity of bene- volent offerings, a small envelope being furnished especially for this purpose to each person, • From... Class of. TO BE USED BY THE Sabbath School Missionary Association of the 14th Street Presbyterian Church. Date. June. July. August. September. 28 5 12 19 26 2 9 16 23 30 6 13 Amount.. Total. THE BIBLE AND- THE SUNDAT SCHOOL. 1£5 6. Sunday School Music* BY P. P. BLISS, t That which ought to have the greatest emphasis just now in regard to sacred music is the need of greater rever- ence. While a song is being sung people will pass up a Church aisle or a Sunday School aisle, whisper to each other, move about a room, distribute or collect library books, put on overcoats (if it is a closing song), do a score of things that one would never think of doing during any other kind of prayer. When we are offering praise or prayer to God, whether in metre or without it, a reverence of manner and of spirit should accompany it. Another thing to be en- forced, kindred to that we have mentioned, is a greater thought- fulness of the real meaning of the words we sing. Are they the words of prayer % Of praise % Let an appropriate thought, as well as melody, accompany them. Let songs sometimes be explained or developed, as a Sunday School lesson would be, to show the fulness of thought and meaning, Singing in the Primary Class. J BY MRS. W. P. CRAFTS. (1.) Sing Worshipfully. Make the children understand Jhat they are to sing to God, not to their teacher or to each other. Keep the idea of praise continually before their minds *" Trophies of Song," published by D. Lothrop & Co,, Boston (price $1 25), gives many valuable hints in regard to the use of Sacred Music in Church and bunday School, with 200 incidents about popular hymns that may be used with great proht to show the origin and power of various songs. + Author of u Gospel Songs "—one of the very best collections of songs for Sunday Schools, Prayer Meetings, &c 1 Songs for Little Folks, b., Mrs. W. F. Crafts and Miss Jennie ^ m 'i r £? Ut K?~° hundred songs for use in the Sunday School, day school, home arid Kinder g*rten. «£- low & Main, Publishers. For sale by the publisher of this book. Price in boards, $30 per 100 copies. Single cony 35 cents, one copy in paper cover by mail, 25 cents. 126 THE BIBLE AND THE SUNDAY SCHOOL. by such reminders as the following : — " God likes you to think about what you are singing to Him." " God's little birds make more music than you do. Certainly you can sing as well for Him as they do." (2.) Explain the hymn before it is sung, so that the children may sing with the heart and with the understanding. Make them feel what they sing. Teach them to be as rever- ential in song as in prayer. (3.) The Song should be simple but not silly. It should contain not pretty jingle but gospel truth. Many of the grand old hymns of the church can be brought within the child's comprehension by means of illustration and explanation. (4.) The compass of the song should not be high, " never above E flat.'' It should be cheerful in the words and in the melody. (5.) Action Songs are very appropriate for the Primary Class. When the children are permitted to express in motions what they are singing, they will understand and feel more deeply what they sing, for instance, if they sing about the rain, let them imitate the ram by pattering on a hard surface with their finger tips. If they sing about the snow r , let their little hands represent the snowflakes. The action songs are also very helpful because they give the necessary change of positions, and thus promote good order. 7. Sunday School Concerts. BY REV. W. F. CRAFTS. A Sunday School Concert should have three qualities : — (1.) Unity. Songs, Scripture and recitation should all be onone theme, e. g. 9 " The Cross/ " The Promises," " The Snow,"* " Trees of the Bible," " Mountains of the Bible," &c. *An illustrated Concert on "The Treasures of the Snow" published by D. Lothrop & Co., Boston, was explained, with pictures of snowflakes magnified and enlarged. THE BIBLE AND THE SUNDAY SCHOOL. 127 (2.) Instructiveness. A Concert may be full of instruc- tion without being any less popular and spiritual for that rea- son. The historical associations of Bible " trees and moun- tains" would nobly prepare the way for spiritual work. (3.) Spirituality. A Concert, just as surely as a Sermon, or lesson of the Sunday School, should be pervaded and crowned with spiritual impressions ; e. g., after showing God's wisdom as seen in the snow, and also His power, His grace may be em- phasized, as typified by the snow, and a powerful spiritual im- pression be left on the audience, many of whom would not come to hear a formal " Sermon." 8. Sjmatttt of printing $«ss l*I$s for t\t SrattaBS^oI. (1) Invitations to Attendance. " Search the Scriptures." j Jputoiag rfonsrjjgallonal Swttla*) School, isroiR-wiora:, coisn>T. Session each Sabbath at 3.00 P.M. A corps of earnest Christian Teachers will heartily wel- come to their Classes all who desire to study the Bible. Adult Members of our Church and Congregation are earnestly invited to become Members of the Bible Classes of our School Will YOU encourage us by your presence next Sabbath? W. B. BUBNRAM, Superintendent 1 Thy Word is a Lamp unto my Feet.' h3 tr o H Pi 3 128 THE BIBLE AND THE SUNDAY SCHOOL. * The entrance of Thy Word giveth light. "— Ps. 9. tsitzn Jtbetttt* ntttfrag The Bible-Studying Department of the Church. H. K. CLISSOLD, SUPERINTENDENT. 'services begin at Half-past Two o'clock* COME. Offers a friendly hand to thejifan or Woman, ^oy or Girl, who is not attending aroy place of worship REGULARLY, and in the JTew gtoild- ing the (Pastor and Su- perintendent vuill try to mahe each one feel at home among friends. The Ilooms for JLdult Jrtible Classes have in each of them good teachers, and any per- son can join without any ceremony. Enter anyroom,take any seat, and find a welcome, 2.30 EVERY SABBATH AFTERNOON. i Kinney St BaldwinSt Marshall St Scriber's Lane Court St I €RAPEl[ ] igi : p-: : or W THE BIBLE AND THE SUNDAY SCHOOL. 12!) (2) Reception and Record of New Members. |cskj) jpapc! St j|. |ible Jdjtrol, Davenport Avenue, corner Ward Street. New Haven, „ 187 . _ _ m has to-day applied for admission to Membership in our School, and if it is also YOUR wish that.. _ join us, please do me the favor to FILL UP AND SIGN the blank beloio, tliat we may from it make our School Record. Be assured, dear friend, if you see fit to commit your to our care, we shall seek, by the help of the Master, to do what good we can, and will gladly welcome you also as Members or Visitors at our School Sessions. Yours very truly, JNO. E. SEARLES, Jr., Superintendent. Full Name of Scholar, Age, Residence, _ Church attended by Parents, Your signature, 130 THE BIBLE AND THE SUNDAY SCHOOL. (3) Letters to Teachers and Scholabs. " Whatsoever He saitk unto you, do it." " Search the Scriptures ; for in them ye think ye have eternal life : and thep are they which testify of me" Sabbath School, Congregational Church, Washington, D. G. „ 18) Dear Fellow-Laborer, The regular Teacliers' Meeting for the study of the Lesson for tJie next Lord's Day, will be held at fi t. Will yon not come, and sit with us at the feet of the blessed Master 2 Bring any of your friends. Affectionately Yours, 0. F. PRESBREY, S. S. Superintendent. " Whatsoever ye do, do it heartily as to the Lord and not unto man." . ' Oo.ye also into the vineyard, and whatsoever is right, I will give you."* THE BIBLE AND THE SUNDAY SCHOOL. 8*a*fc*t*' gtftUble. ^omplmwita of 1. J. flinumn to fe fywtiaq* OP THE Chestnut Street Baptist Sabbath School, if J & J:uenmg» . — _ 757 132 THE BIBLE AND THE SUNDAY SCHOOJU iif umss mmmh buiday school SEDALIJI, rfo., 187 Dear friend and scholar, — Grace, mercy, andpeac* from Gvd the Father, and our Lord Jesus Christ. I v:as sorry when I had to mark you absent froK yt/u* dass last Sabbath. Are you sick 2 Our lesson for next Sunday is. „ - The topic, „ ! The golden text,„... Come, regardless of the weather, if your heaWi mil permit, and study with us God's blessed Word- "'Inch is fuU of yrtcious promises to you. Your friend and teacher, Kemember the hour — 9.30 a,m. THE BIBLE AND THE SUNDAY SCHOOL. 133 (4) Secretary's Blank. Philadelphia, 187 Superintendent. Weather,,. OPENING EXERCISES. ATTENDANCE. 3 r Male.... Female . Main Floor. Class Room. Primary- Room. Infant Room. Officers. Total. < o W xn xn Male •• •••• • •• a. o < Female •••••• ••••••••• • L \ Visitor* Grande ? rotal.... CLOSING EXERCISES. PliACK BOABD LESSOR BSMARKSo 134 the bible and the sunday school. 9. Organization of the Primary Class. BY MBS. W. P. CRAFTS. Does your class number a hundred scholars, more or less, and are you perplexed to know how to keep the attendance of so many ; how to tell whom you ought to visit on account of ab- sence or sickness ; how to learn not only their names, but also their souls' needs ; how to give each child a personal share in the lesson time ; how to get the interest and attention of all ; how to save the distraction and trouble required to hush a noise here and quiet a child there ; how to judge of the effect of your lesson upon each little heart ; how to make each child feel that you are his special friend for Christ's sake. These questions are all answered in the following plan. Separate the little people into knots of ten, en- deavoring to put those of like capacity together. While age may be some guide m this matter of grading, the most im- portant consideration is a child's power to understand. It may be necessary to form more than one class of the same grade. It would be better to have less than ten in a class than more. Give each little group a teacher who will have them in charge during twenty minutes of the session, in which time the attendance is marked, the collection taken, and specified portions of the lesson taught. Thus each child will receive in the class close and personal attention, which should also be ex- tended to the home by visiting during the week, especially in case of absence or sickness. One of the greatest advantages of this class system is found in connection with transfers to the general school. In- stead of having those who are transferred scattered promis- cuously through various classes with strange teachers and strange classmates, or even placed together under the same teacher, but a new one. the mature classes may be transferred at appropriate times with their teachers, thus keeping the rela- tions of growing interest and auction unbroken. As a rule, transfer children at about eight years ot aare. THE BIBLE AND THE SUNDAY SCHOOL. 135 10. The Value and Use of Sociables. AN INSTITUTE CONVERSATION. (1) Convention Sociables. During Conventions and institutes it is found beneficial, during long sessions, to have one or more brief recesses for conversation and becoming better acquainted. (2) Superintendents' Sociables are of great value. The Superintendents of a city, or county, or district, meet in a church parlor, or private parlor, and spend a portion of an evening sociably in conversation, a portion around the refresh- ment table, and a further portion in discussing some topic of special interest to Superintendents. (3) Primary Class Parties at the teacher's home afford great delight and profit. At one time let it be a " bird party/' with Bible birds, stuffed and in pictures ; at another time let it be a " grape party," a " cherry party," 142 THE BIBLE AND THE SUNDAY SCHOOL. lain from the national Congress, legislative halls, the army and navy ; and cease all prayer to a God in whom some of its sub- jects do not believe, and from whom the nation has proposed to itself absolute separation. The President and several Governors oi the States must write no more proclamations re- cognising God ; appoint no more fast days or thanksgivings ; and if, as not many years agone, national calamity should again befall us, and the black cloud of war cast its awful shadow over our fair land, and our noble sons fall by thousands into bloody graves, there must be no more invoking the " God of our fathers • " for times have changed, and we have made " progress " and torn off the shackles of " tyrannous customs," and Jehovah is no longer the nation's God ; but a universal nothingness has been set on His throne, and the people must make their moan and shed their tears and bury their slaughtered dead, with no national appeal to the " God of Battles " to stay the scourge and save the imperilled nation. This doctrine of State neutrality and utter separation from the Church is delusive. In our wholesome zeal against the formal legal union of Church and State, we are in danger of swinging over to a rash and untenable extreme. It is claimed that the Bible itself teaches this doctrine — that Christianity, being a spiritual religion, must win its way en- tirely by spiritual forces. A half truth misapplied to the ques- tion at issue. If it means anything in this connection, it means that the State is to have nothing to do with religion, and religion is to have nothing to do with the State. The Church has an imperative command to propagate the Gospel. How, if not by aid of civil authority 1 Her mission- aries stand before the turreted walls of China or Japan with their closed and guarded gates. How shall they gain ingress with God's Book and message of salvation, except through treaty stipulation by the government of which they are sub- jects 1 But this is virtually in violation of the doctrine of non- interference and neutrality on the part of the State, and non- reliance on government aid on the part of the Church. As a matter of fact the State does, and must, maintain a somewhat intimate connection with the Church. No Church organization is formed but the State regulates the appointment of its trustees and the tenure of its property. There is a wide THE BIBLE AND THE SUNDAY SCHOOL. 14;i difference between enforcing religion and recognising it. The one it may not do ; the other it may and must. But the argu- ment, by which it is sought to strengthen the demand for ex- pelling the Bible, claims that the State shall not recognise the Christian religion because, forsooth, it can not equally recog- nise any and every religion which a few of its subjects may choose to adopt. The principle being a false one, either wholly impracticable or wholly destructive of Christianity in the national life, the argument becomes invalid, and the Bible should remain in its stronghold unaffected by the false and faulty reasoning. WHAT THE CONSCIENCE ARGUMENT AMOUNTS TO. Equally false in principle and impracticable in application is the argument for expelling the Bible from our schools because its reading is said to be offensive to the consciences of some parties. Here, again, we* have a seeming truth overlying a fatal error. The theory that the Government must accommodate its laws and administration to the consciences of its several subjects is untenable and sub- versive of the very ends of government. What kind of a gov- ernment would that be that was adjusted to the universal con- science of its subjects 1 What laws could it make and enforce 1 A law against polygamy would be very offensive to the con- sciences of the Utah saints. Shall this disgraceful blot upon our civilization thus be encouraged by the nation, and no legal barrier raised against its spread, out of respect to the consciences of its adherents ? Such must be the attitude of the Govern- ment, if the conscience argument is valid. So, many consciences are offended by a law inflicting capital punishment for murder. Must the nation prohibit the enactment of such laws, or the State respect the consciences of such so as to repeal existing laws for their accommodation] The conscience of the Com- munist is offended by the rich man's hoarded capital, while the poor man lacks for bread, and so he demands laws of equal- ization. Nay, there are multiplied thousands of poor men in this country who are grievously offended at the supposed in- equality which exists between capital and labor— the rich and the poor— and the clamor for what is called justice and equality 144 THE BIBLE AND THE SUNDAY SCHOOL. is becoming more and more serious. Shall the Government undertake to accommodate itself to every man's conscience in regard to this vital subject, pass agrarian laws, and establish a community of goods 1 Will that portion of the press, which ia so zealous in advocating this universal conscience argument, carry it forward in its application to these and similar ques- tions ? The Chinese conscience is opposed to telegraph lines. They have a religious superstition respecting them, and believe them the source of incalculable spiritual evil, so that a telegraph wire will not be tolerated in China. Ought not our Govern- ment to respect the consciences of these honest, hard-working subjects, and forbid the erection of telegraph lines ? nay, de- molish those already established % Do you smile and say, if the Chinese don't like our telegraphs let them return to China, whence they came, and not expect us to conform our laws and usages to their beliefs 1 Ah, well, that would seem to be a very fair way of putting the case ; but let that same argument be applied to those who oppose the Bible in the schools and the observance of the Sabbath, and other usages of our Christian civilization, and the cry of bigotry, sectarianism, and persecu- tion is raised. That, certainly, is a poor principle which can not be equally applied to questions of similar character. There is yet another and quite numerous class of our people — not the latest comers of our free land, but among the earliest and wor- thiest of the nation's subjects — whose consciences are offended by the practice of war. Is it the policy of the Government not to conflict with the conscientious and religious belief of these, its excellent Quaker subjects % Where would our nation have been to-day had such been its policy? A broken, ruined, buried republic. Does any one reply, "The State does not force them to bear arms % " Neither does it enforce, or pro- pose to enforce, the actual reading of the Bible upon any one conscientiously opposed to it. The parity of reasoning is this : The State does not abandon its war policy — abolish its army and navy — because of the Quaker's conscience, and it taxes him for the expenses of a war waged for the national good. Pre- cisely this has been its policy in regard to the Bible in the pub- lic schools, and the taxation of all its subjects, irrespective of religious beliefs, for the common good. The fact is, that this entire conscience argument fails and falls the mo- THE BIBLE AND THE SUNDAY SCHOOL. 14^ ment it is subjected to logical and practical tests. The State, in order to its OAvn safety and perpetuity, must rise, not merely above the prejudices and superstitions of many of its subjects, but above their varying individual consciences as well. In other words, there must be a national policy, based upon a national conscience, to secure national prosperity. Yet this weak and utterly indefensible argument is the chief and strongest one employed in the campaign against the Bible in our schools. Can you or I accept as valid a reason which wo see to be so absolutely shallow and groundless 1 THE LEGAL POSITION EXAMINED. Let us look at the reason alleged for expelling the Bible from the public school on the principle that it is unjust to tax the Catholics, and others, for the support of a system in which there is anything conflicting with their consciences. This is the ground taken by distinguished authority, when the ques- tion was directly before you in the courts in this State. It was affirmed that the Catholics were " punished, every year, for be- lieving as they do, to the extent of two hundred thousand dol- lars, and to that extent those of us who send our children to these excellent common schools become beneficiaries of the Catholic money.'' This is held up in the light of injustice, if not absolute dishonesty. The principle, then, is clearly an- nounced that the State ought not to impose a tax upon any of its subjects for the maintenance of that which offends their consciences. I have already shown how this principle applies to the Quakers and their anti-war belief, and how the Government does not, and can not, change its policy for them. I will now go one step further, and show how the application of this prin- ciple will inevitably destroy our entire common school system itself; for these very Catholics, to whom this concession has been made in Cincinatti, chiefly for the very reason alleged above, are just as conscientiously opposed to the common schools themselves, without the Bible. Nay, that is the chief object of Catholic opposition— the so-called godless education of their children in secular common schools. To quote Catholic authorities on this point were almost to insult J 146 THE BIBLE AND THE SUNDAY SCHOOL. your intelligence. The Pope declares such education outside of the Church to be a "damnable heresy." Archbishop Pur- cell affirms : u We, as Catholics, can not approve that system of education for youth which is apart from instruction in the Catholic faith and the teaching of the Church," and charges his clergy to admit no boy or girl to " first communion who will not have attended a Catholic school for t\~o years before,' ' etc. This is the position taken by their chief clergy, and leading official Church organs. A true Catholic would prefer our ver- sion of the Scriptures in the school to an absolutely secular and godless education. Now the argument used so effectively in favor of removing the Bible, because is was unjust to impose a tax upon the Catholics against their conscience, applies with equal, and even greater force to the public school itself ; and when applied, as it is now clamorously demanded, and will be pressed with the indomitable zeal which characterizes that Church, the irresistible logic of the application is this — either we must remove the school tax from the Catholics, and all other persons who feel their consciences oppressed, or divide the school fund with them and all other denominations demanding it. In either case the common school system goes down in completest and most hopeless ruin. For Jew, German, Infidel, Presbyterian, Methodist, and Quaker have an equal right to re- lief from taxation or division of money with the Catholic. Strange that acute minds in using this argument of unjust taxation could not see that they used a two-edged sword which in the hands of those for whose defence it was drawn would smite the cherished common school to the very death. Thus is it ever with unguarded concessions to unreasonable though popular demands. The concessions quell the* clamor for a moment, only to give it new strength, and new weapons oi warfare more destructive and fatal. What was gained by the concession made in Oincinatti by expelling the Holy Book of God from the schools ? Were the Catholics better pleased or satisfied ? A teacher in one of the city schools informed me that in one month, a year and a half ago, over two hundred Catholic children were removed from his school. The priest had been through his district, and demanded that Catholic parents should withdraw their children from the Public Schools, though there was no offensive Bible-reading in the schools at THE BIBLE AND THE SUNDAY SCHOOL. 147 that time. True, many of these have since returned, b. ►try vigilance can hardly prevent all Catholic youth improving the super or advantages offered in our excellent school system. Again, I ask, shall we accept argument* the expulsion of the Bible, which cany with them such fatal logical results 1 THE RESULT OF ANTI-BIBLE LAWS ON THE SCHOOLS. Prohibit the Bible in the Common Schools because of its religious teachings, and you adopt a principle which, carried to its logical and practical results, will entirely revolutionize our present text-books and methods of teaching, produce endless discord in our Public Schools, and render their continuance an impossibility. It is not the bound volume called the Bible to which objection is made. It is the teachings of the Bible in whatever form presented. A manual of devotional and moral excerpts from the inspired volume would be as objectionable. Any book that in any way incul- cates the Christian religion must and will come under the ban lis proscribing principle. And if there be truth or force in the principle, it ought to be rigorously and universally applied. Every reader, every text-book of history, physiology, astronomy, or any other study, that has in it any extracts from G Word, any Christian teaching, any allusion to God, indeed, as trie Supreme Being, is an offensive form of religious teaching, and must be prohibited, or some one's conscience is offended. : a wholesale process of expurgation in our text-books is demanded, by the inevitable logic of our new and much- : ed principles of no religious teaching in the Public Schools ! easy it is to use words without considering their mean- ing ; to advocate and inaugurate measures without reflecting upon their results ! The very imprint in the text-books of our Is is itself a most decided and emphatic teaching of a ligious tenet" — A.D. ; what is it but the most potent and at argument for the Christian religion, flaunted most - in the face of every pupil, be he from atheist, • or pagan household ? etical result of this style of argument is ah and is full of evil portent. 148 THE BIBLE AND THE SUNDAY SCHOOL. A certain school board passed a resolution that "no religious, pagan or atheistic tenets" should be taught in the schools under their control. A Chinese boy was overheard by the teacher using the most horrible oaths. The teacher kindly reprimanded him, and two days afterwards received a note from one of the School Board, reprimanding her for her laud- able efforts to correct the boy's fearful profanity, the note clos- ing thus : " You must see that this is entirely inconsistent with the recent resolution of the Board, prohibiting you from teaching religious, pagan, or atheistic tenets. If your course is persisted in, I shall be compelled to bring the matter to the attention of the Board." The teacher sends the statement of facts and the letter to the editor of a religious paper, and asks what she shall do. Yes, that is the question which will soon be asked by thousands of teachers all over the country, and by thousands of parents, too, who do not care to have their chil- dren educated in a school where profanity must not be mildly corrected, and the name of God cannot be reverently uttered. BIBLE-LOVING PEOPLE ALSO HAVE CONSCIENCES. There are other people than Catholics and Atheists who have consciences, and who would prefer to have their children educated with well instructed consciences ; and if the Public School is to become such a hot-bed oi infidelity and vice as is here but dimly foreshadowed, these will also let their voice be heard, and, if in vain, the Public School will be abandoned to totter into quick decay, as it ought when robbed of its fairest and worthiest features. Teachers in Cincinatti have been subjected to most unjust persecution for illustrating the evidence of benevolent design in the human system, in classes studying physiology. The Supreme God is already proscribed from some of the schools, and the fearful process of atheizing our youth will go on, un- less we resist it with a unanimity and energy not yet manifested. THE TRUE POLICY. *!. What, then, is the one only course of wisdom and of safety ] This, surely : Let the Bible be an unprescribed textr THE BIBLE AND THE SUNDAY SCHOOL. H9 book in our Public Schools, with its priceless teachings and its silent yet potent influence ; and if any are conscientiously op- posed to reading it let them be excused. But, for the sake of the nation and the schools and youth of our country, lay no rude hand of prohibition on God's Holy Word. No expul- sion, no compulsion, is the true policy. The plea that the Bible is a sectarian book is utterly unfounded. How any Protestant can accept such a charge is inexplicable. The admission is fatal to its claims of Divine authority and univer- sal acceptance. Such admission puts it on a level with the Koran, and other so-called sacred books. It is a message from the universal God to universal man. The fact that all men have not yet accepted it as such, changes not its character, abates nothing from its claims or authority. On no other theory can it be urged on all men every where. I am amazed that a believer in the divinely-inspired volume should admit it to be a sectarian book. The difference between the Douay version and that in common use is but slight, not fundamental. No, it is Jehovah's own Book, who is no sectarist, but the all- Creator, all-Father, the eternal and sovereign God of the uni- verse. Let the nation also maintain its past and present Christian status, to abandon which would be at infinite peril. Xo in- justice is thus done to any man, because all its subjects came under our national segis when it bore the Christian sign. The partnership argument, to the effect that every latest comer is a member of the national firm, on equal footing with all the others, and because voluntarily seeking the protection of our Government, and paying a meagre tax for priceless privileges enjoyed, he is therefore entitled to full power and liberty to change our entire national structure, will hardly stand the test of close scrutiny. It should not be forgotten that some things were established before the new partners were admitted, and they came with full knowledge of our national character and institutions. Yes, let them come, one and all, from every land into the partnership of liberty's grand heritage, if they will- but come to enjoy and not destroy, the costly boon. Shall not these be the changeless conditions on which all shall 150 THE BIBLE AND THE SUNDAY SCHOOL. come and all remain : the Bible in the Public Schools intact— the nation's text-book, and the nation's chait and charter, with the national historic Christian faith inviolate and perpetual 1 2. The Bible and Temperance. Miss Frances E. Willard, of Chicago, gave one of those elo- quent, thoughtful and impassioned addresses which she so well knows how to deliver. She told how her heart had been aroused when the women went crusading two years ago ; how she threw aside her books and found the salvation of human souls more precious than literature and art. She claimed of /oters protection for our homes, our women and children, and :he institutions of our native land from the rum-demon ; of the 3dds against us in a cause where there are twelve grog-shops :or one church, twelve barkeepers for one minister. She spoke )f the happiness of engaging in the work, and of the beauty of she term " lady," not only as a giver of bread, its old Saxon meaning, but also as the giver of the bread of life. She said : " If it is good to work as a sculptor in the plastic clay and chiseled marble, it is better to mould the hearts of humanity ; if it is well to paint with the brush of the artist, it is better to restore the image of God in faces which have lost it. If it is good to study the architecture of the mediaeval world, it is bet- ter to teach about the great Temple of which men are the liv- ing stones ; if it is sweet to study the laws of musical tones, it is better to evoke the music of the heart's .ZEolian harp. And I am happier to remember day by day that Jack, the sailor on Lake Michigan, is praying for me than' if I stood in the fore- most rank of what all the world call rich and noble." Miss Willard then told of the last charge of her only sister — whose life and death she has embodied in her little volume entitled " Nineteen Beautiful Years \ " which she delivered to her audience. " I want you to tell every one to be good." THE BIBLE AND THE SUNDAY SCHOOL. io\ 3. The Bible and Universal Brotherhood.* We desire to mention in this connection the Foreign Sun- day School Association of which Mr. Albert Woodruff, of York, is President, whose work is to establish Sunday Schools on the continent of Europe, where until recently they were un- known, being introduced by Mr. Woodrufi himself. The work is one of the noblest and wisest of missionary agencies, and ought to receive from the Sunday Schools of Canada and the United States, a generous financial support. As we reach the children of Europe, we shape its future, and in no way can the rationalism and superstition of those old Kingdoms be more surely counteracted than by the planting of these Christian "Childrens' Services" as they are called. ' — W. F. C. ARISE AND SHINE. MART A. LATHBURY. #3E5 P. P. BLISS. S3 1. Lift up, lift up thy 2. Yet who, re - nowned in voice state with sing - ingr, or sto - ry, S r - I *££ ■&=& -4ft &■ '—&—!= y Jut- land, with strength lift up . en - ter while the King- 0L. -0L &l l 7 £y fe? =§= thy voice ! The king . host waits? What star e m =fca=i * Psa. cxxxiii. L52 THE BIBLE AND THE SUNDAY SCHOOL. earth are bring-ing' Their treas - ures to thy gates — re - joice ! when His glo - ry Shines through the half un - fold - ed gates? CHORUS. Arise and shine in youth im-mor-tal, Thy light is come, thy King appears ! Be- yond the Cent-ury's swing-ing portal, Breaks a new dawn— the thous-and years t rs sts /rs >-m-m-* & Jei^sz^szte: m ' pp*fr#3=tt . Through wave and wilderness He sought thee, For thou wast precious in His sight ; Shone on thy night of bloody and brought thee Through pain and peril to the light. Arise and shine, &c. 5. Lift up the g-ates ! bring forth oblations One crowned with crowns a message brings. His word a sword to smite the nations ; His name — the Christ, the King of kings. Arise and shine, &c. 6. He comes ! Let all the earth adore Him ; The path His human nature trod Spreads to a royal realm before Him, The Life of life, the Word of GOD ! Arise and shine, &c. 4. And shall His flock with strife be riven? Shall envious iines His church divide, When He, the Lord of earth and heaven, Stands at the door to claim His bride ? Arise and shine, &c. Copyrighted, 1876, by John Church & Co. Also published in Sheet Music form by J-OHCISr CHUKCH cSs CO. Publishers of Sabbath School and Church Music Books, By Permission. CINCINNATI, OHIO. SUNDAY-SCHOOL DEPOSITORY POU THE ITOET'WEST, No. 46 Madison Street, CHICAGO, ILLS. Sunday-School Papers, Sunday-School Books, Sunday-School Helps, Of sell 3sl2ad.s stl-wa,37-s ©aa. Hstn.a.- WE PUBLISH (Semi-monthly publication) for Sunday-schools; one column of the monthly edition is devoted to Black Board Exercises and Practical Hints on the International S. S. Lessons. Send for specimen. PRICE LIST, POSTPAID. 3 m. 6m. 1 yr. i Copy $ . 25 10 Copies to one address $ .40 $ .72 1.33 Monthly < *s ;; ;; # 189 50 " *• 1.80 3.56 6.62 100 " " .... 3.50 6.S8 13.75 Semi-Monthly Twice these rates. -Pictorial Primary Lesson Paper. Edited by MRS. W. F. CRAFTS (Sara J. Timanus). On the International Lessons, containing-, on beautiful tinted paper, "The Lesson Story*" in Scripture language, the "Golden Text," a "Lesson Hymn," "A Letter to Mamma," and four or five pictures of things mentionod in the lessons, arranged in new and striking plan. These Lesson Leaves, having the weekly lessons, are printed monthly. The price of 100 copies per month for one year is $9.00 ; for a less quantitiy, one cent each — thus 20 copies for one year will cost $2.40, postpaid. A specimen copy will be sent free on application by postal card or letter. Also Class 1111- Tlie Prisnary T@ach.ers* Monihly- For all Teachers of Children, including Parents, Infant Class Teachers, Intermediate Teachers, Leaders of Children's Meetings, and Preachers to Children. Evangelical ai denominational. MRS. W. F. CRAFTS. Editor. TERMS : — Yearly subscription, 60 cents in advance. Clubs of 5 or more copies, to one address, 50 cents each. Single copies, 5 cents. Specimen copies sent free. We can also Furnish a Complete Outfit of Papers for your Sunday School. Samples of all freely sent on application. Payment for papers is invariably required in advance. Remit, where po-sible, in draft/post-office order, or registered letter. We supply Class Books, Reward Cards, Record Books, Library Cards, Sabbath -school Mu- sic Books, etc. Sunday-school Libraries a Specialty. Send to us for anything needed in the Sunday-school work. It will be our aim to* meet "the wants of our customers in the most ap- proved manner. Orders and money should be addressed to FAIRBANKS & CO., 46 MADISON STREET, CHICAGO. Hand-Book of Bible Readings EDITED BY H. B. C HA M BERLIN, WITH AN INTRODUCTION BY ID. "W- WHITTLE, .ON BIBLE BEADI1TGS, HOW TO PREPARE AND HOW TO USE THEM. A Chapter by Rev. JOSEPH COOK, On " 'Bible, Steading and qQible J\£av~king/ y AND 500 BIBLE READINGS And BIBLE STUDIES, by D. L. Moodv, Henry Morehouse. D. W. Whittle, Geo. Muller, Rev. W. S. Rainsford, B. A., Rev. J. II. Vincent, D.D., Rev. W. F. Crafts, Charles Cullis, M.D., B. F.Jacobs, Rev. George F. Pentecost, D. D., Kev. H M. Parsons, Rev. J. H. Brookes, D. D., Rev. Geo. A. Hall, R. R. McBurney, L. W. Munhall, J. W. Dean, Geo. C. Needham, Rev. C. M. Whittelsey, Rev. John Gordon, Kev. T. B. Stephenson, R. C. Morgan, and others. Each Bible Reading will give in outline the Title, topics, divisions, points and Scripture references. The Book will also contain chapters on : THE LAYMAN'S BIBLE, by Ralph Wells. THE BIBLE WITH CHRISTIAN WORKERS, by Rev. James H. Brookes. THE BIBLE WITH INQUIRERS, by Rev. Geo. A. Hall. THE BIBLE IN EVERY DAY LIFE, by Rev. W. F. Crafts. Also an outline of the Bible Readings and Bible Studies of the With complete Scripture Referencss. The Manuscript is having careful and competent revision, and the book will be of value to Pastors, Christian Workers^ Bible Students. Sunday School Teachers, and all who Love God's Word. 200 pages, 16 Mo. Price, Paper Covers, 50 Cents; Cloth, 75 Cents. Send Orders, Wholesale or Retail, to FAIRBANKS & CO., Publishers. . ., r . 46 Madison Street, Chicago. Sent by mail on receipt of price. ■'•'■ Hi W?m&. y ^11111 LIBRARY OF CONGRESS 014 241 450 8 HI ■■'■-'■■'■■"y ■*■''■ '■'■■ ''■■'■■■ 1 ■' GffiB 1111