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REVISED

Normal Lessons

JESSE LYMAN HURLBUT

New York : Eaton & Mains
Cincinnati : Jennings & Pye

THE NEW \OHK

Ipublic library
585477

»,STOR

(^Nl-.X *ND

10'. 3

New York.

PREFACE.

This book is a revision of Outline Normal Lessojis, first printed as leaf-
lets, and afterward, in 1885, gatliered into a boolc. Many editions of tliis
work Irave been issued, and its practical use in the work of teaching has
suggested some modifications in its plan.

In this edition the lessons on the Canon, on Versions, and on Evidences
have been omitted, in the author's expectation of preparing another volume
of. the series on those themes and others related to them. In this book
we present a general view of the most important subjects necessaiy to a
knowledge of the Bible and of Sunday school work.

All the lessons taken from the former work have been carefully revised,
and nearly all of them have been rewritten. A work of this character can
have little that is new ; for it aims to present the old and accepted facts
and principles. We present no claim of originality, either in matter or in
method, but have simply aimed to furnish such an arrangement of needed
information as would best serve those who are preparing to teach in the
Sunday school.

The normal work in the Sunday schools of America is largely an out-
growth of the Chautauqua movement. There were courses for the instioic-
tion of Sunday school teachers before the first Chautauqua Assembly in
1874, and text-books for their use ; but Chautauqua gave an impulse to the
work and supplied it with pj.ans and instructors. The normal text-leaves
prepared by Dr. John H' Vincent," now chc of the bishops of the Methodist
Episcopal Church, afterwara gatnered aiid revised as The Chautatiqua Nor-
mal Guide, have furnished many of f re subjects and suggested much of the
method in all tlie best norrral leac'DJng: in our Sunday schools.

It is the author's hope iha. '•\\'.% book^may be found useful in awakening
an interest in the Bible and aiding thope who are seeking for preparation
in teaching it Jesse L. Hurlbut.

REVISED NORMAL LESSONS

THE NORMAL CLASS.

Need. Every thoughtful Sunday school teacher recognizes his need of
preparation, and the more devoted he is to his work the deeper is the real-
ization of this need. He feels that he is called upon to teach lessons from
a book of which he is ignorant, and to work in an institution — the Sunday
school — of whose system, principles, and methods he knows very little.
He longs for a more thorough equipment in his work as a student and a
teacher.

The impulse given to the Sunday school work by the International Les-
son System has made necessary a forward movement in more efficient teach-
ing. In the increasing interest in the study of the Bible the Sunday school
should take the lead by furnishing both young and old with well-equipped
teachers. Our Sunday schools are not contented with superficial teaching
and inefficient teachers while the same young people in the secular school?
are under the care of trained and able instructors. The dignity and im-
portance of the work in the Sunday school demand that its teachers shall
be well informed in the word which they impart. The Sunday school of
the present contains the Church of the future, and the needs of tlie cominfT
age call for intelligent Christians, who must be taught, if taught at all, in
the Sunday school ; and those who teach must themselves possess knowl-
edge and must know how to use it.

Departments. The intellectual equipment of the Sunday school teacher
should be in two directions, the word and the work.

First, he must know the Word which he is to teach ; in order to teach a
Bible lesson he must be acquainted with the Bible as a book, its origin, its
authority, its history, its lands, its biography, its institutions, its manners,
and its customs, its general principles of doctrine ; and, more than all else,
he must possess a living experience of its energizing spirit.

Secondly, the Sunday school teacher needs to understand the work in
which he is engaged : the Sunday school, what it is, what it aims to accom-
plish : how it should be organized and managed ; the nature of the pupi^

6 REVISED NORMAL LESSONS.

and how to reach it ; the qualifications necessary for successful teaching ;
the preparation of the lesson ; the principles and methods of true teaching ;
how to ask questions ; to employ illustrations, to make applications. These
are a few of the subjects in the teacher's work concerning which he needs
large knowledge.

Organization. The normal department may be organized in the
local Sunday school in various forms and with students of different
classes.

1. The Teachers' Normal Class. It may consist of teachers already
at work in the Sunday school united in a class for study under a leader.
Such a class may be organized in any Sunday school or from the teachers
of neighboring schools in any locality. It may be held on an evening in
each week or in connection with the teachers' meeting, or after the church
prayer meeting. In some cities all the teachers have been called together
to meet night after night until a course has been completed, which, under
an able instructor, can be accomplished in ten or twelve evenings. An
abbreviated yet valuable course of normal lessons can be given by a skillful
teacher on six evenings. Such a class will give new views of the Bible
and new inspiration in teaching to every worker who attends it.

2. The Young People's Normal Class. It may consist of young
people in the Sunday school who have either volunteered or have been
chosen by the Sunday school Board or the officers of the school to consti-
tute the normal class. Such a class is needed in every Sunday school. A
large Sunday school may have a large normal class, but there is no reason
why a small Sunday school should not have even a small normal class,
which would in time supply efficient teachers as they may be needed.
There are many young people who would continue to attend the Sunday
school if the teaching were adapted to their advancing intelligence, and
such teaching the normal class will supply. The members of the class
should be over sixteen yeais of age, should consist of both young ladies and
gentlemen who are willing to study ; and no others should be allowed to
join. They should be recognized as a class or department in the school ;
should have a competent teacher, or, if no older teacher can be found,
should take turns in teaching, by following the questions in the lesson book.
They should devote not more than five minutes to the regular International
Lesson studied by the rest of the school, and should take the rest of the
lesson period to the normal lesson.

The class should pursue the normal course to its completion before its
members are assigned to classes, and during their period of study should
not under any circumstances be called upon to take classes or to supply the
places of absent tcaclicrs. When they have completed the prescribed

HE VISED NORMAL LESSONS.

course, and passed the examination, a Commencement Day might be cele-
brated and the diplomas conferred in public.

The normal class should be a permanent institution, and each year, as it
begins a course jof study, should receive new members. These new students
need not begin with Course No. I, but may go on with Course No. 2 with
the class. Each of the courses is practically independent of the others,
and a new student can begin with any one of the four. When Course No.
4 is completed, and the "senior class" graduates, the normal department
will take up Course No. I again. Thus the four years' course will embrace
four classes who are all studying together, though to some it will be the
" first year," to others the " second year," etc. In this respect the normal
class follows the analogy of the Chautauqua Literary and Scientific Circle.

The normal class might be organized in connection with the Young
People's Society of the church of any denomination, whether it be " Chris-
tian Endeavor," " Epworth League," or " Young People's Union," or any
other form of organization. The young people need the benefit of study in
the Bible, and might hold a weekly, fortnightly, or monthly meeting for
the study of these outlines, or some other work which will give to them
general knowledge of the Bible.

3. Individual Normal Students. The normal course may be pursued
by individual students of any age who desire to perfect themselves in
knowledge of the Bible and of Sunday school work. Such students will
ake up the work alone and will report directly to the central office. As
there are thousands of people reading the C. L. S. C. course without be-
longing to local circles, so there might be thousands of Sunday school
teachers and Bible students pursuing the normal course, each by himself.
Such students may on one hand wish the fellowship and guidance of the
class, but they can follow their work at leisure, and may gain in self-reliant
thoroughness of study.

Methods of Instruction. These lessons may be taught in either of
two methods — the lecture method or the question method. In the lecture
method the teacher alone has the text-book, and gives the lessons in the
form of lectures, using the blackboard and requiring the class to take
notes, to commit the outline, and to review the lessons frequently. The
teacher who follows this method needs to read widely on the subjects of
the text-book and to fill up the outline from his store of information and
illustration.

For most classes the question method is preferable. Every member of
the class should, in this case, be supplied with the text-book, and should be
expected to study the lesson at home, and to examine every Scripture refer-
ence. Let no person belong to the class who is not willing to conform to

8 REVISED xXORMAL LESSOXS.

this condition. The teacher will then ask the questions and will conduct
the lesson as with a class in school The lessons should not be too long.
It will be found advantageous often to divide the lessons as given in the
lext-book. Let the pupils be called upon to prepare and read papers on
topics suggested by the lesson. Review frequently ; it is scarcely possible
to review too frequently. The teacher can enliven the exercises by adding
to the information in the text-book, which is purposely given as briefly
as possible.

Those desiring full information concerning the Chautauqua Normal
Class may receive circulars by addressing " Office of the C. L. S. C,
Buffalo, New York."

Those desiring information concerning the Normal Department of the
Methodist Episcopal Church will address Rev. Jesse L. Hurlbut, D.D.,
150 Fifth Avenue, New York.

BOOKS FOR FURTHER STUDY.

General Works of Reference.

Bible Dictionary (small). Easton's Illustrated, or Peloubet's Smith.
Concordance of the Bible. James Strong, or Cruden.
Handbook of Bible Biography. C. R. Barnes.
Bible Readers' Aids. (International Bible.)

The Books of the Bible.

The Old Documents and the New Bible. J. P. Smyth.

How We Got Our Bible. J. P. Smyth,

How to Read the Bible. W. F. Adeney.

Plain Introduction to the Books of the Bible. Ellicott.

Introduction to the Study of the Holy Scriptures. Harman

Introduction to the Old Testament. C. H. H. Wright.

The Messages of the Books. F. W. Farrar.

Old Testament History.

Outline of Bible History. J. F. Hurst.

Studies in Old Testament Histor)'. J. L. Hurlbut.

Manual of Bible History. Blaikie.

Syllabus of Old Testament History. I. M. Price.

Bible Studies. A. E. Dunning.

History of the Jewish Church. A. P. Stanley.

Hours with the Bible. C. Geikie.

New Testament History.

Life of Christ. James Stalker.

Life of Christ. A. Edersheim.

Imago Christi. James Stalker.

Outline Handbook of the Life of Christ. Stevens and Burton.

Studies in the Four Gospels. J. L. Hurlbut

Paul the Traveler. Ramsay.

Early Years of Christianity. E. de Pressense.

Life and Work of St. Paul. F. W. Farrar.

Life and Epistles of St. Paul. Conybeare and Howson.

Early Days of Christianity. F. W. Farrar.

10 REVISED NORMAL LESSONS.

Bible Geography.

Historical Geography of tiie Holy Land. G. A. Smith.
The Bible and Modern Discoveries. H. A. Harper.
Manual of Biblical Geography. J. L. Hurlbut.
Palestine with Maps. A. Henderson.
Handbook of Bible Geography. G. H. Whitney.

Bible Institutions.

Palestine in the Time of Christ. E. Stapfer.

Handbook of Bible Manners and Customs. J. M. Freeman.

Tabernacle of Israel. James Strong.

Jewish People in the Time of Jesus Christ. E. Schiirer.

The Temple and its Ministry. Edersheim.

In the Time of Jesus. Seidel.

Bible Evidences.

Manual of Christian Evidences. G. P. Fisher.

How God Inspired the Bible. J. P. Smyth.

The Supernatural Book. R. S. Foster.

Nature and Method of Revelation. G. P. Fisher.

The Credentials of the Gospel. J. A. Beet.

The New Apolegetic. M. S. Teny.

The Bible and the Nineteenth Century. L. T. Townsend.

The Book Divine. J. E. Price.

The Sunday School.

The Church School. J. H. Vincent.

The Modern Sunday School. J. H. Vincent.

How to Make the Sunday School Go. Brewer.

Yale Lectures on the Sunday School. H. C. TrumbulL

The Model Sunday School. G. M. Boynton.

Sunday School Science. R. S. Holmes.

Teachers and Teaching. H. C. Trumbull.

Ways of Working. A. F. Schauffler.

Study of Child Nature. Harrison.

Seven Laws of Teaching. Gregory.

Sunday School Success, A. R. Wells.

PART I.

FOUR LESSONS ON THE BOOK AND ITS BOOKS.

LESSON I. THE BOOK.

LESSON n. THE OLD TESTAMENT BOOKS.
LESSON in. THE NEW TESTAMENT BOOKS.
LESSON IV. REVIEW OF PART ONE.

LESSON I. THE BOOK.

I. The wrord Bible is a form of the Greek word biblos, whicli means
book. There is but one volume in the world which is worthy of the name
" the book."

II. Search the following texts, and learn from them the names applied
to the Bible in the book itself:

1. Eph. vi, 17 ; Heb. iv, 12 ; Rom. Hi, 2. This name represents the
divine revelation as a spoken utterajice.

2. John V, 39 ; Acts xvii, 11 ; 2 Tim. iii, 16. This name indicates
the divine revelation as the written word.

3. Josh, i, 8; Deut. xvii, 18; Neh. viii, 8. This name shows the
sacred writings gathered together as a volume.

It would be a valuable exercise for the members of the class to find throughout the Bible
the various names and titles given to the word of God. Psalm cxix will furnish many.

III. The Bible is a book of
books ; that is, a volume made up
of many smaller books and tracts.

I. We can trace in this volume
the writings of at least thirty-six
different authors of books.

2. We find
that it con-
tains sixty-
six different
books.

AUTHORS.

BOOKS.

CENTURIES.

3. We learn that from the time
when Mo'ses began the writing to
the time when John finished it six-
teen centuries elapsed.

THE ANCIENT BOOK.

REVISED NORMAL LESSONS.

4. The number of the books in the Old Testament is thirty-
nine ; in the New Testament is twenty-seven, making a total of
sixty-six. '

This may be illustrated as follows : Write on the black-
board the v/ords OLD TESTAMENT, and ask. How
many letters are there in the word "old?" Ans. Three.
How many are there in the word " testament ? " Ans.
Nine. Write the figure under each word, and the .lum-
ber 39 will represent the books in the Old Testament.

In the same manner the number of books in the New
Testament may be shown, except that between the two
figures we place the sign X, which is the symbol foi
Christ, who is the theme of the New Testament, and is
also the sign of multiplication, 3X9=27, which is the num-
ber of books in the New Testament.

OLD TESTAMENT
3 9-

NEW TESTAMENT

3X9=27.

IV. The divisions of the Old Testament. The Old Testament is
divided into five parts, as follows :

1. The Pen'ta-teuch. 5 books. The word " pentateuch " means " five
books."

2. The Historical Books. 12 books.

3. The Poetical Books. 5 books.

4. The Major Prophets. 5 books.
5- The Minor Prophets. 12 books.

Draw on the board a large hand. The five fingers will represent I'nt f.'/e divisions of
the Old Testament. Indicate them by writing the initial letters iind by the mimber of
books in each division,

REVISED NORMAL LESSONS. IS

If there is room on the blackboard for another outline, the following may be added ; or
it may be placed upon another board. By means of this outline the entire lesson should
be reviewed. The student may read the lesson from this outline as a test.

Review the entire lesson by the aid of the following

I BLACKBOARD OUTLINE.

Bib. Gk. "bib." " The B— ."

II.

Name. i. Wo. L. 2. Scr. 3. Bk. L.

III.

Auth. Bks. Cent. O. T. Bks. N. T. Bks.

IV.

0. T. Div. Pent. 5. Hist. 12. Poet. 5. Maj. Pr
Min. Pro. 12.

REVIEW QUESTIONS.
From what word is the word Bible derived ?
What does the word mean ?
Why is this word appropriate to the Bible ?
Give three names or titles of the Bible found in the book itself.
How many persons wrote books of the Bible'
How many centuries were employed in its composition ?
How many books are included in the Old Testament ?
How many books in the New Testament ?
How many books in the whole Bible?
What are the divisions of the Old Testament?
How many books are included in each division ?

LESSON II. THE BOOKS OF THE OLD TESTAMENT.

In teaching this lesson may be divided into two parts, including in the first part Sec-
tions I, II, III, and in the second part Sections IV, V.

Every Sunday school scholar, and especially every Sunday school teacher,
should be thoroughly familiar with the names and order of the books in
the Bible. He should be able to turn in a moment to any book, knowing
where it is to be found in the volume.

In teaching the names of the Old Testament books we use the same dia-
gram as in the last lesson, writing upon each finger the initials of the books
in the division.

I. To the Pen'ta-teuch belong five books : Gen'e-sis, Ex'o-dus,
Le-vit'i-cus, Num'bers, Deu'ter-on'o-my.

II. The Historical Books are twelve. For convenience in memoriz-
ing the list we arrange them in three subdivisions, as follows :

1. Josh'u-a, Judges, Ruth.

2. First and Second Sam'uel, First and Second Kings, First and
Second Chron'i-des.

IJt

REVISED NORMAL LESSONS.

3. Ez'ra, Ne'he-mi'ah, Es'ther.

III. The Poetical Books are five : Job, Psalms, Prov'erbs, Ec-cle'-
si-as'tes, Soro-mon's Song.

IV. The major (or greater) Prophetical Books are five: I-sa'iah,
Jer'e-mi'ah, Lara'en-ta'tions, E-ze'ki-el, Dan'iel.

V. The minor (or lesser) Prophetical Books are twelve, which may
be arranged in four subdivisions, as follows :

1. Ho-se'a, Jo'el, A'mos.

2. O'ba-di'ah, Jo'nah, Mi'cah.

3. Na'hum, Hab'ak-kuk, Zeph'a-ni'ah.

4. Hag'ga-i, Zech'a-ri'ah, Mara-chi.

Another method of learning these names is by committing to memory
the following arrangement of their initial syllables:
Ho. Jo. Am. Ob. Jo. Mi. Na. Ha. Ze. Ha. Ze. Ma.

The names of these books should be reviewed over and over until they are thoroughly
committed to memory.

Let the pupils be called upon in turn to " bound a book ; " * that is, to name the divi-
sion to which it belongs, the book which precedes it, and the book which follows it. For
example :

Teacher. Bound the Book of A'mos.

Scholar. The Book of A'mos is one of the twelve minor Prophetical Books, preceded
by Jo'el and followed by O'ba-di'ah.

Another plan of testing the pupils is to call for the entire class or school
to find a book at once, and let each one, as soon as he has found it, hold
up his Bible with finger on the page where the book begins.

* Suggested by Rev. W. F. Crafts, D.D., in an article in The Christian Statettfn^n.

REVISED NORMAL LESSONS.

REVIEW QUESTIONS.

Name the books ot the Pentateuch.

Name the three books in the first section of the historical books.

Name the six books in the second section of the historical books.

Name the thre4 books in the third section of the historical books.

Name all the twelve historical books.

What are the poetical books ?

What are the five books of the major prophets ?

What are the three books of the first section of the minor prophets ?

Name the second section ot the minor prophets.

Name the third section of the minor prophets.

Name the fourth section of the minor prophets.

Name all the twelve minor prophets.

LESSON III. THE BOOKS OF THE NEW TESTAMENT.

I. The New Testament, though less than one third the size of the Old,
has also Five Divisions, as follows :

1. Biographical. 4 books.

2. Historical, i book.

3. Pauline Epistles. 14 books.

4. General Epistles. 7 books.

5. Prophetical, i book.

We arrange these in the same form as those of the Old Testament.

10 REVISED NORMAL LESSONS.

II. The Books of the New Testament are the following:

1. The four Biographical Books are Mat'thew, Mark, Luke, John.

2. The one Historical Book is Acts.

3. The fourteen Pauline Epistles (that is, letters of the Apostle Paul)
may be arranged in four sections, as follows ;

I.) Ro'mans, First and Second Co-rin'thi-ans.

2.) Ga-la'ti-ans, E-phe'si-ans, Phi-lip'pi-ans^ Co-los'si-ans.

3.) First and Second Thes'sa-lo'ni-ans, First and Second

Tim'o-thy.
4.) Ti'tus, Phi-le'mon, He'brews.*

4. The seven General Epistles are so named because most of them
were addressed to the general Church, and not to any special church or
person. They are, James, First and Second Pe'ter, First, Second
and Third John, Jude.

Though all these are called " General," yet two of them Second and Third John,
are letters written to individual Christians.

5. The one Prophetical Book is the Rev'e-Ia'tion, which is also
called ' the A-poc'a-lypse," which is a Greek word meaning " Revelation "
or " unveiling."

The names of these books should be memorized in the same manner as
has been already suggested in Lesson II.

REVIEW QUESTIONS.

Into how many parts is the New Testament divided?

Name the divisions of the New Testament.

State the number of books in each division.

Name the biographical books.

Name the historical book.

Name the first three Pauline Epistles.

Name the four books in the second section of the Pauline Epistles.

Name the four books of the third section of the Pauline Epistles.

Name the three books of the fourth section of the Pauline Epistles,

Repeat in order the fourteen Pauline Epistles.

Name the seven General Epistles.

Which of these are properly not general, but special ?

What is the prophetical book of the New Testament?

By what other name is this book called >

Bound the Book of Acts.

Bound the Epistle to Co-los'sl-ans.

Bound the Epistle to the He'brews.

* The Epistle to the He'brews is Pauline in its teaching, and properly reckoned among
the Pauline Epistles, thouah its authorship is uncertain.

RE VISED NORM h L LESSONS. U

LESSON IV. REVIEW OF PART I.

I. The meaning of the word Bible,

II. Names of ^the Bible in the book itself.

III. The number of its authors; the centuries of its composition; num-
ber of its books.

IV. The divisions of the Old Testament and number of books in each
division.

V. Names of the books in each of the five divisions of the Old Testa
ment.

VI. The divisions of the New Testament.

VII. The names of the books in each division of the New Testament.

BLACKBOARD OUTLINE.

I. Bible. Biblos ; Book.
II. Names. Wo. Scrip. La.

III. 36 A. 66 B. 16 C.

IV. O. T. I, Pent. 5. 2. Hist. 12. 3. Poet. 5. 4. Maj.

Pro. 5. 5. Min. Pro. 12.
V. Pent. G. E. L. N. D. Hist. J. J. R. i, 2 S. i, 2
K. I, 2 Ch. E. N. E. Poet, J. P. P. E. S.-S.
Maj. Pro. I. J. L. E. D. Min. Pro. H. J. A.
O. J. M. N. H. Z. H. Z. M.
VI. N. T. I. Bio. 4. 2. Hist. I. 3. Pau. Ep. 14.

4. Gen. Ep. 7. 5. Pro. i.
VII. Bio. M. M. L. J. Hist. A. Pau. Ep. R. i, 2 C.
G. E. P. C. I, 2 T. I, 2 T. T. P. H. Gen.
Ep. J. I, 2 P. I, 2, 3 J. J. Pro. R.

18 'REVISED NORMAL LESSONS.

PART II.

SIX LESSONS IN BIBLE HISTORY.

LESSON V. OLD TESTAMENT HISTORY. PART I.

LESSON VI. OLD TESTAMENT HISTORY. PART II.

LESSON VII. OLD TESTAMENT HISTORY. PART IIL

LESSON VIIL NEW TESTAMENT HISTORY, PAK.T L

LESSON IX. NEW TESTAMENT HISTORY. PART II.
LESSON X. REVIEW OF BIBLE HISTORY.

LESSON V. OLD TESTAMENT HISTORY.
Part I. The First Period.

1. The central theme of the divine revelation is redemption, or salva
tion through Christ.

2. Throughout the Bible this theme of redemption is presented histor-
ically. God revealed his plan of saving men, not in a theological system,
but in the story of his dealings with the world at large, and with one peo-
ple in particular.

3. Therefore to understand the truths of salvation, as revealed in
Scripture, we must study Bible history, and obtain a view not only of its
leading events, but also of its underlying principles.

4. The history of the Old Testament will include the time from tlie
creation of man to the birth of Christ — an epoch of four thousand years ac-
cording to the common chronology.* We divide this into five periods :

I. The Period of the Human Race.
II. The Period of the Chosen Family.

III. The Period of the Is'ra-el-ite People.

IV. The Period of the Is'ra-el-ite Kingdom.
V. The Period of the Jew'ish Province.

* The chronology of the Bible is not a matter of the divine revelation, and scholars are
not agreed with respect to the dales of early Scripture history. The dates in our refer-
ence Bibles were fixed by Archbishop Usher in 1660, and are largely incorrect, especially
in the earlier periods. Nevertheless they will answer for our purpose to mark the periods
and we retain them, inasmuch as the scholars have not yet agreed upon the true chi*
nology.

REVISED NORMAL LESSONS. 19

I. We find in the opening of the Bible that The Human Race is the
subject of the history. Tliis theme extends through the first eleven chap-
ters of Gen'e-sis, which narrate the history of more than half of the whole
Bible as regards time. During this long period no one tribe or nation or
family is selected'; but the story of all mankind is related by the historian
in the book ofGen'e-sis.

1. This period begins with the Creation of Man, B. C. 4004, accord-
ing to the common but doubtless incorrect chronology, and ends with the
Call of A'bra-ham, B. C. 1921, when a new theme is presented and a
new epoch is opened.

2. Through this period it would appear that God dealt with each person
directly, without mediation or organized institutions. We read of neither
priest nor ruler, but we find God speaking individually with men. See
Gen. iii, 9 ; iv, 6 ; v, 22 ; vi, 13 ; and let the class find other instances.
We call this, therefore, the period of Direct Administration.

3. All the events of this period may be connected with three epochs:
1.) The Fall (Gen. iii, 6), whicli brought sin into the world (Rom.

V, 12), and resulted in universal wickedness (Gen. vi, 5).

2.) The Deluge (Gen. vii, 11, 12), B. C. 2348. By this event the
entire population of the world, probably confined to the Eu-phra'tes
valley, was swept away (Gen. vii, 23), and opportunity was given for
a new race under better conditions (Gen. ix, 18, ig).

3.) The Dispersion (Gen. x, 25). Hitherto the race had massed
itself in one region, and hence the righteous families were over-
whelmed by their evil surroundings. But after the deluge an instinct
of migration took possession of families, and soon the whole earth
was overspread. This is attested by Scripture (Gen. xi, 4, 8), by
tradition, and by the evidences of language ; and was according to
a divine purpose.

4. In this period we call attention to three of its most important Persons :
I.) Ad'am, the first man (Gen. v, i, 2). His creation, fall, and liis-

tory are briefly narrated.
2.) E'noch, who walked with God (Gen. v, 24), and was translated

without dying.
3.) No'ah, the builder of the ark (Gen. vi, q), and the father of a

new race.

N. B. — With this lesson commit to memory the following events and dates •

The Creation of Man, 4004 B. C.

The Deluge, 2348 B. C.

The Call of A'bra-ham, 1921 B. C

.«?0

REVISED NORMAL LESSONS.

BLACKDOARD OUTLINE.

I. Per. Hu. Ra. II. Per. Ch. Fam IIII. Per. Is. Peo.
C. M., 4004.
C. A., 1921,

Dir. Adm.

Fa.

Del., 2348.

Disp.

Ad. En. No.

IV. Per. Is. Kin. V. Per. Je. Prov

REVIEW QUESTIONS.

What is the central theme of the Bible?

How is this theme presented in the Bible ?

Why should we study the history in the Bible?

What are the five periods of Old Testament historj' ?

What is the subject of the history during the first period ?

With what events does the first period begin and end ?

Give the dates of these two events.

What kind of divine government in relation to men is shown in the first period?

Into what epochs is the first period subdivided?

What results followed the first man's falling into sin >

Where was the population of the world confined up to the time of the flood ?

How did the flood become a benefit to the world ?

What new instinct came to the human family after the flood?

Name three important persons in the first period.

State a fact for which each of these three men is celebrated.

What three events and dates in the first period are to be remembered?

LESSON VI. OLD TESTAMENT HISTORY.
Part II. Second and Third Periods.
II. A new chapter in Bible history at Gen. xii, i. Here we find one
family of the race is selected and made the subject of the divine revelation.
This was not because God loved one family more than others, but because
the world's salvation was to be wrought through that family (Gen. xii,
2-3). Hence we call this the Period of the Chosen Family.

1. This period extends from the Call of A'bra-ham (Gen. xii, i), B. C.
1921, to the Ex'o-dus from E'gyprt, B. C. 1491.

2. In this period we notice the recognition of the family. God deals
with each family or clan through its head, who is at once the priest and

REVISED NORMAL LESSONS. 21

the ruler (Gen. xvii, 7 ; xviii, 19 ; xxxv, 2). We call this period, there-
fore, that of the Patriarchal Administration.

3. We subdivide this period into three epochs :

I.) The Jotlrneyjngs of the Patriarchs (Gen. xii, 5 ; xiii, 17, 18 ;
XX, I, etc.). As yet the chosen family had no dwelling-place, but
lived in tents, moving throughout the land of promise.

2.) The Sojourn in E'gypt. In the year 1706 B. C.,*just the
middle year of this period, the Is'ra-el-ite family went down to
E'gypt, not for a permanent home, but a "sojourn," which lasted,
however, two hundred and fifteen years (Gen. xlvi, 5-7 ; 1, 24).

3.) The Oppression of the Is'ra-el-ites. Toward the close of the
sojourn the Is'ra-el-ite family, now grown into a multitude (Exod.
i, 7), endured cruel bondage from the E'gyp-tians (Exod. i, 13, 14).
This was overniled to promote God's design, and led to their de-
parture from E'gypt, which is known as " the Ex'o-dus," or going
out.

4. From the names of men in this period we select the following ;
I.) A'bra-ham, the friend of God (James ii, 23).

2.) Ja'cob, the prince of God (Gen. xxxii, 28).
3.) Jo'seph, the preserver of his people (Gen. xlv, 5).
III. When the Is'ra-el-ites went out of E'gypt a nation was born, and
the family became a state, with all the institutions of government. There-
fore we call this The Period of the Is'ra-el-ite People.

1. It opens with the Ex'o-dus from E'gypt, B. C. 1491 (Exod. xii,
40-42), and closes with the Coronation of Saul, B. C. 1095.

2. During this period the government of the Is'ra-el-ites was peculiar.
The Lord was their only king (Judg. viii, 23), but there was a priestly
order for religious service (Exod. xxviii, i), and from time to time men
were raised up by a divine appointment to rule, who were called judges
(Judg. ii, 16). This constituted the Theocratic Administration, or a
government by God.

3. We subdivide this period as follows:

I.) The Wandering in the Wilderness. This was a part of God's
plan, and trained the Is'ra-el-ites for the conquest of their land
(Exod. xiii, 17, 18). It lasted for forty years (Deut. viii, 2).

2.) The Conquest of Ca'naan, which occupied about twenty-five
years from the crossing of the Jor'dan, B. C. 1451 (Josh, iii, 14—17).

* It is probable tbat the common chronology here is Incorrect, that the call of A'bra-
ham took place about 2100 B. C, the descent into E'gvpt, about igoo, and that the so-
ioum lasted four hundred years (Exod. xii, 40).

2?.

REVISED NORMAL LESSONS.

3.) The Rule of the Judges. From the death of Josh'u-a (B. C.
1427) the people were directed by fifteen judges, not always in
direct succession, for about three hundred and thirty years.
4. This period has been justly called " the Age of the Heroes ; " and from
many great men we choose the following :

I.) Mo'ses, the founder of the nation (Deut. xxxiv, 10-12).
2.) Josh'u-a, the conqueror of Ca'naan (Josh, xi, 23).
3.) Gid'e-on, the greatest of the judges (Judg. viii, 28).
4.) Sam'u-el, the last of the judges (i Sam. xii, i, 2).
N. B. — With this lesson commit to memory the following events and dates:
The Settlement in E'gypt, 1706 B. C.
The Ex'o-dus from E'gypt, 1491 B. C.
The Entrance into Ca'naan, 145 1 B. C.

BLACKBOARD OUTLINE.

L Per. Hu. Ra.
C. M., 4004.
C. A., 1921.

Dir. Adm.

Fa.

Del., 2348.
Dis.

A. E. N.

II. Per.Ch. Fam.
C. A., 1921.
E. E., 1491.

Patr. Adm.

Jou. Pat.
Soj. Eg., 1706.
0pp. Isr.

A. J. J.

III. Per. Is.Peo.
E. E., 1491.
C. S., 1095.

The. Adm.

Wan. Wil.
Con. Can., 1451
Ru. Jud.

iM. J. G. S.

REVIEW QUESTIONS.

What IS the name of the second period ?

Why is it so named ?

With what events does the second period begin and end?

Between what dates is the second period ?

What kind of divine administration do we notice in the second period?

Into what three epochs is the second period divided ?

What was the date when the Is'ra-el-ites went down into E'gj'pt ?

What were the beneficial results of the bondage in E'gypt upon the Is'ra-el-ites ?

Name three persons of the second period.

For what fact or trait is each of these three persons distinguished ?

What is the third period of Bible history called ?

With what events and dates did it begin and end ?

How was Is'ra-el governed during this period ?

^Vhat are its subdivisions?

How many judges governed the Is'ra-el-ites after Josh'u-a?

Name four important persons of the third period.

State for what each of these persons was distinguished.

What three events and dates in the second and third periods are to be remembered?

REVISED NORMAL LESSONS. 25

LESSON VII. OLD TESTAMENT HISTORY.
Part III. Fourth and Fifth Periods.

IV. With the reign of the first king a new period opens. We now study
the history of The Is'ra-el-ite Kingdom. The kingdom was divided after
the reign of three kings, but even after the division it was regarded as one king-
dom, though in two parts. We find constant allusions to Israel as a people
of twelve tribes, even as late as the New Testament period (James i, i).

1. This period extends from the coronation of Saul, B. C. 1095 (i Sam.
xi, 15), to the captivity of Bab'y-lon, B. C. 587.

2. During this period the chosen people were ruled by kings, hence this
is named the Regal Administration. The king of Is'ra-el was not a
despot, however, for his power was limited, and he was regarded as the
executive of a theocratic government (l Sam. x, 25).

3. This period is divided into three epochs, as follows :

I.) The Age of Unity, under three kings, Saul, Da'vid, and Sol'o-
men, each reigning forty years. In Da'vid's reign (B. C. 1055-1015)
the kingdom became an empire, ruling all the lands from theE'gypt
to the Eu-phra'tes.

2.) The Age of Division. The division of the kingdom took place
B. C. 975, when two rival principalities, Is'i^a-el and Ju'dah, suc-
ceeded the united empire, and all the conquests of Da'vid were lost
(i Kings xii, 16, 17). The kingdom of Is'ra-el was governed by
nineteen kings, and ended with the fall of Sa-ma'ri-a (B. C. 721),
when the Ten Tribes were carried into captivity in As-syr'i-a
(2 Kings xvii, 6) and became extinct.

3.) The Age of Decay. After the fall of Is'ra-el, Ju'dah remained
as a kingdom for one hundred and thirty-four years, though in a
declining condition. It was ruled by twenty kings, and was finally
conquered by the Chal-de'ans. The Jews were carried captive to
Bab'y-lon in 587 B. C. (2 Chron. xxxvi, 16-20).

4. The following may be regarded as the representative Persons of this
period, one from each epoch:

I.) Da'vid, the great king (2 Sam. xxiii, i), and the true founder of

the kingdom.
2.) E-li'jah, the great prophet (i Kings xviii, 36).
3.) Hez'e-ki'ah, the good king (2 Kings xviii, 1-6).
V. In the closing period of Old Testament history we find the tribe of
Ju'dah alone remaining, and during most of the time under foreign rule, so
we name this the Period of the Jew'ish Province.

t^4 REVISED NORMAL LESSONS.

1. It extends from the beginning of the captivity at Bab'y-lon, B. C.
536, to the Birth of Christ, B. C. 4.*

2. During this period Ju-de'a was a subject land, except for a brief epoch.
This may be called, therefore, the Foreign Administration as the rule
was through the great empires in succession.

3. This period may be subdivided into five epochs. For the first and
a part of the second we have the Old Testament as our source of history ;
all the rest fall in the four centuries of silence between the Old and the
New Testament.

I.) The Chal-de'an Supremacy. Fifty years from tlie captivity,
B. C. 587, to the conquest of Bab'y-lon by Cy'rus, B. C. 536, by which
the Chal-de'an Empire was ended, and the Jews were permitted to
return to their land (Ezra i, 1-3).
2.) The Per'si-an Supremacy. About two hundred years from the
fall of Bab'y-lon, B. C. 536, to the battle of Ar-be'la, B. C. 330, by
which Al'ex-an'der the Great won the Per'si-an Empire. During
this epoch the Jews were permitted to govern themselves under the
general control of the Per'si-an kings.
3.) The Greek Supremacy. Al'ex-an'der's empire lasted only
ten years, but was succeeded by Greek kingdoms, under whose
rule the Jews lived in Pal'es-tine for about one hundred and sixty
years.
4.) The Mac'ca-be'an Independence. About B. C. 168 the tyranny
of the Greek king of Syr'i-a drove the Jews to revolt. Two years
later they won their liberty under Ju'das Mac'ca-be'us, and were
ruled by a line of princes called As'mo-ne'ans, or Mac'ca-be'ans, for
one hundred and twenty-six years.
5.) The Ro'man Supremacy. This came gradually, but began of-
ficially in the year B. C. 40, when Her'od the Great received the
title of king from the Ro'man senate. Thenceforth the Jew'ish Prov-
ince was reckoned a part of the Ro'man Empire.
N. B. — The student should commit to memory the following important
;vents and dates in this lesson :
The coronation of Saul, B. C. 1095.
The division of the kingdom, B. C. 975.
The fall of Sa-ma'ri-a, B. C. 721.
The captivity at Bab'y-lon, B. C. 587.
The return from captivity, B. C. 536.

♦When the birth of Christ was adopted as an era of chronology, about A. D.400, a
mistake of four years was made by the historian who first fixed it. Hence, the year in
which Christ was born was in reality B. C. 4.

RE VISED NORMAL LESSONS.

4. In each epoch of this period we select one important Person.

I.) In the Chal-de'an Supremacy, Dan'iel, the prophet and prince

(Dan. ii, 48 ; v, 12).
2.) In the Per'si-an Supremacy, Ez'ra the scribe, the framer of the

Scripture canon and the reformer of the Jews (Ezra vii, 6, 10).
3.) In the Greek Supremacy, Si'mon the Just, a distinguished high

priest and ruler.
4.) In the Mac'ca-be'an Independence, Judas Mac'ca-be'us, the

liberator of his people.
5.) In the Ro'man Supremacy, Her'od the Great, the ablest but

most unscrupulous statesman of his age.

To THE Student. — Lessons V, VI, and VII, are among the most important of the
series, and should be thoroughly mastered and frequently reviewed, until the entire out-
line and the principal dates are fi.xed in the memory.

BLACKBOARD OUTLINE.

L Per. Hu. Ra. II. Per. Ch. Fam,
C. M., 4004. jC. A., 1921.
C. A., 1921. E. E., 1491.

Dir. Adm.

Fa.

Del., 2348.

Dis.

A. E. N.

Patr. Adm.

Jou. Pat.
Soj. Eg., 1706.
0pp. Isr.

A.J.J.

III. Per. Is. Peo. IV. Per. Is. Kin.
E. E., 1491, C. S., 1095.

C. S., 1095. C. B., 587.

The. Adm.

Wan. Wil.
Con. Can., 1451.
Ru. Jud.

M. J. G. S.

Reg. Adm.

Ag. Un., 975.
Ag. Div., 721.
Ag. Dec, 587.

D. E. H.

V. Per. Je. Prov.

C. B.,587.

Bi. Ch., B.C. 4.

For. Adm.

Ch. Sup., 536.
Per. Sup., 330.
Gk. Sup., 166.
Mac. Ind., 40.
Rom. Sup.

D. E. S.J. H.

REVIEW QUESTIONS.
What is the fourth period called ?
With what events did it begin and end ?
What were the dates of these two events ?
How were the people governed during this period ?
What were the three subdivisions of this period ?
Under whom did the kingdom become an empire ?
What was the extent of its empire ?
When did the division of the kingdom take place ?
What was the result of the division ?
How many were the kings of the Ten Tribes ?

With what event, and at what date, did the kingdom of Is'ra-el end?
How long did Ju'dah last after the fall of Is'ra-el?

S6 REVISED NORMAL LESSONS.

How many kings reigned in Ju'dah ?

By what people was Ju'dah conquered ?

To what city were the Jews carried captive?

Name three representative persons of the period of the kingdom.

What is the closing period of Old Testament history called ?

With what events and dates did it begin and end ?

How were the Jews governed during most of this time ?

Name its five epochs.

Under whom did the Jews obtain independence?

State five important events and dates in the fourth and fifth periods.

Name one person in each epoch of the fifth period, and for what he is distinguished.

LESSON VIII. THE NEW TESTAMENT HISTORY.*
Part I. The Life of Christ.

While the Old Testament contains the history of from four thousand
to six thousand years the New Testament includes less than one hundred
years, not one fortieth as long a period. Yet it is not to be neglected, for
the subjects which it presents are of surpassing importance.

The New Testament history embraces seventy-five years, from the Vision
of Zach'a-ri'as to the Fall of Je-ru'sa-lem, an event often predicted in the
New Testament, though not reported historically (Luke xxi, 5, 6).

The events of this time are divided into five periods, as follows :

1. The Preparation. 32 years.

2. The Mes-si'ah's Ministry. 3 years.

3. The Church in Ju-de'a. 5 years.

4. The Church in Transition. 15 years.

5. The Church of the Gen'tiles. 20 years.

I, The first of these periods is that of the Preparation for the new
dispensation.

1. This period begins with the Vision of Zach'a-ri'as (Luke i, 11, 12),
B. C. 6, according to the common chronology, and ends with the Baptism
of Christ, A. D. 27 (Matt, iii, 13-17).

2. During this period the field of the history is the Land of Pal'es-
tine, then and throughout all the New Testament histoi7 under the domi-
nation of the Ro'man Empire.

3. There is one person who is the center of the story during this period,
John the Baptist. He appears as the prominent figure of the epoch
(Matt, iii, i ; John i, 6).

* The outline of this lesson, and the following, has already been published as one of
the tables in tlie International Teachers' Bible, and is here used by permission.

REVISED NORMAL LESSONS. 21

4. The thirty-two years of this period may be subdivided as follows :
I.) The Vision of Zach'a-ri'as, which was the prediction of the

birth of John the Baptist (Luke i, 11, 12).
2.) The Annunciation of Mary (Luke i, 26, 27), the promise of

Christ's birth.
3.) The Childhood of John the Baptist (Luke i, 59-66, 80).
4.) The Infancy of Je'sus, Compare Luke ii, 1-39 and Matt, ii,

1-23.
5.) The Youth of Je'sus, which was passed at Naz'a-reth (Luke ii,

51, 52). His trade (Mark vi, 3).
6.) The Ministry of John the Baptist (Luke iii, 1-3). Among the

last acts of his ministry was the baptism of Je'sus.
II. The next period is that of the Mes-si'ah's Ministry, which em-

braces the events of a little more than three years.

1. The period extends from the Baptism of Christ, A. D. 27, to the
Ascension of Christ, A. D. 30.

2. The place of this period is the Land of Pal'es-tine, all of whose
provinces were visited by Je'sus.

3. The principal person is Je'sus the Christ, whose life and work are
the theme of the four gospels.

4. We subdivide the ministry of Je'sus into six periods, as follows:

I.) The Year of Obscurity, narrated in John i-iv, and passed mainly
in Ju-de'a. Find in the chapters, (i) The meeting of the earliest
disciples; (2) The first miracle; (3) Two remarkable conversions;
(4) A second miracle.

2.) The Year of Popularity, narrated by the first three evangelists
(see Luke iv, 14; ix, 17), with additions in John v and vi. It was
passed in Gal'i-lee, with a visit to Je-ru'sa-lem. Most important
events, (i) The call of the Twelve ; (2) The Sermon on the Mount
(Matt, v, i) ; (3) Feeding the Five Thousand (Mark vi, 41).

3.) The Year of Opposition, narrated by all the evangelists, but
especially by Luke. During this year Je'sus visited all the five prov-
inces of Pal'es-tine. Piincipal events, (i) The Transfiguration
(Mark ix, 2) ; (2) The Raising of Laz'a-rus (John xi, 43, 44) ;
(3) The Parable of the Prodigal Son (Luke xv, 18, I9).

4.) The Week of the Passion, related in all the gospels with re-
markable fullness. During this week Je'sus remained in and near
Je-ru'sa-lem. Its most important events were, (i) The Triumphal
Entry (Mark xi, 8-I1); (2) The Last Supper (Luke xxii, 14);
(3) The Agony in the Garden (Luke xxii, 44).

REVISED NORMAL LESSONS.

5.) The Day of Crucifixion, related by all the gospels more fully
than any other day in Bible history. Its events took place at Je-
ru'sa-lem. Compare the four accounts and find, (i) Four persons
before whom Je'sus was tried ; (2) The seven utterances on the
cross ; (3) The men and women who took part in the burial of
Je'sus.

6.) The Forty Days of Resurrection, of which we need to com-
bine the accounts in all the gospels. Most of the ten appearances
were at Je-ru'sa-lem, one was not many miles distant, and two were
in Gal'i-lee. The most important were, (i) The Appearance to
Mary Mag'da-le'ne (John xx) ; (2) The Walk to Em'ma-us (Luke
xxiv, 13-16) ; (3) The Ascension (Acts i, 9-12)

BLACKBOARD OUTLINE.

L Per. Prep.

Vis. Zach., B. C. 6.
Bap. Chr., A. D. 27.

Pal.

John Bap.

1. Vis

2. Ann

3. Ch.

4. Inf.

S- You
6. Min

Zach.
. Ma.
J. B.

Jes.
. Jes.
.J.B.

II. Per. Mes. Min. III. Ch. Jud. IV. Ch. Trans. V. Ch. Gen

Bap. Ch., A. D. 27.
Asc. Ch.. A. D. 30.

Pal.

Jes. Chr.

1. Ye. Obs.

2. Ye. Pop.

3. Ye. 0pp.

4. We. Pas.

5. Da. Cru.

6. Fo. D. Res.

— f

REVIEW QUESTIONS.

How long a period is included in New Testament history ?

How does this compare with the length of Old Testament history?

Name the five periods of New Testament historj'.

With what events does the first period begin and end?

What land was the field of the first period ?

What person is most prominent in the first period ?

Name the six most important events of the first period.

What is the second period called ?

How long was the second period ?

What land is made prominent in it ?

Who is its most important person ?

Name the six subdivisions of the second period.

REVISED NORMAL LESSONS. 29

State some of the most important events in the first year of Christ's ministry.

Where was the first year passed ?

What is the second year of Christ's ministry called ?

Where was the second year passed ?

Name its three most important events.

What is the thii'd year of Christ's ministry called?

Where was this year passed ?

What were its three most important events ?

What week is narrated in all the gospels ?

Where was that week passed ?

What were its three most important events?

What day is recorded in the Bible more fully than any other?

Before what four men was Je'sus brought for trial ?

State some of Christ's utterances on the cross.

Name some of those who took part in the burial of Je'sus.

What is the last period in Christ's life ?

How many appearances of Je'sus after his resurrection are narrated ?

Which was the first appearance ?

Where did Je'sus appear to two disciples ?

From what mountain did Je'sus ascend to heaven ?

LESSON IX. THE NEW TESTAMENT HISTORY.
Part II. The Early Church.

When Je'sus Christ ascended to heaven he left his Church on the earth
to begin its work of winning the world. The growth of the Church is the
subject of the last three periods of New Testament history.

III. For about five years after the ascension of Christ the Church was
entirely in Ju-de'a or Pal'es-tine, and mostly near Je-ru'sa-lem. No Gen'-
tiles were in its membership, and it made but little effort to evangelize the
world. We call this the Period of the Church in Ju-de'a.

1. This period extends from the Ascension of Christ, A. D. 30, to the
Choosing of the Seven, A. D. 35.

2. During this period the field of the Church was limited to the prov-
ince of Ju-de'a.

3. Any one who reads the first six chapters of the Book of Acts will ob-
serve that the most prominent person in this epoch is Pe'ter the Apostle,
the leader and spokesman of the twelve.

4. We subdivide this period as follows :

I.) The Day of Pen'te-cost (Acts ii, i). On this day the Holy
Spirit descended with power, and three thousand were added to the
Church.

so REVISED NORMAL LESSONS.

2.) The Preaching of Pe'ter. We find in succession four great
discourses delivered by the apostle, setting forth the principles of
the Gospel (Acts ii, 14 ; iii, 12 ; iv, 8 ; v, 29).
3.) The Apostolic Miracles. Note several of these, and the cir-
cumstances under which they were wrought (Acts iii, 6; v, 5,
10, 15).
4.) The Apostles Persecuted. This was the natural result of their
persistent boldness in proclaiming the Gospel (Acts iv, 3 ; v, 17,
33, 40).
5.) The Growth of the Church. Notice the various numbers men-
tioned at different times during this period (Acts ii, 41 ; iv, 4 ; v, 14 ;
vi, 7).
6.) The Choosing of the Seven (Acts vi, 1-7). This event ushered
in a new epoch, for it brought forward a new leader with enlarged
views of the Gospel.
IV. The fifteen years which followed the death of Ste'phen witnessed
a great change in the Church. From a body of Jews only, located in Je-
ru'sa-lem, it became a Church for the whole world, wherein Jews and
Gen'tiles were united and equal. Hence we call this the Period of
Transition.

1. It extends from the Choosing of the Seven, A. D. 35, to the
Council at Je-ru'sa-lem, A. D. 50.

2. The field of the Gospel was greatly enlarged during this period. In
successive stages it extended through Pal'es-tine, through Syr'i-a, and
through A'si-a Mi'nor.

3. The new spirit of the Church called forth new leaders, among whom
we note Ste'phen, who inaugurated the movement for giving the Gospel
to the Gen'tiles (Acts vi, 14) ; Phil'ip, who first preached the Gospel out-
side the boundaries of the Jew'ish province (Acts viii, 5) ; Bar'na-bas and
Saul, who went out as the first missionaries (Acts xiii, 2, 3) ; and James,
the Lord's brother, who was at the head of the Church in Je-ru'sa-lem
(Acts XV, 13).

4. We subdivide the period as follows :

I.) Saul's Persecution (Acts viii, 3). This began with the martyr-
dom of Ste'phen, but was pursued with such vigor as to scatter the
Church in Je-ru'sa-lem, and thus to send the Gospel to other cities
and lands (Acts viii, 4).

2.) The First Gen'tile Christians. These were in Sa-ma'ri-a
(Acts viii, 5), an E'thi-o'pi-an nobleman (Acts viii, 27) and a Ro'-
man officer (Acts x, i).

REVISED NOHMAL LESSONS. . 81

3.) Saul's Early Ministry. The slayer of Ste'phen soon became
Ste'phen's successor in carrying the Gospel to the Gen'tiles and in
suffering persecution from the Jews (Acts xi, 18, 19, 23).
4.) The Church at An'ti-och (Acts xi, 20). Here was founded a
Church whose membership consisted of Gentiles and Jews united
in love.
5.) The First Missionary Journey (Acts xiii, 2-4). From the
Church at An'ti-och Bar'na-bas and Saul went forth to [^^veach the
Gospel in the provinces of A'si-a Mi'nor.
6.) The Council at Je-ru'sa-lem (Acts xv, 2). In this meeting it
was finally settled that Jews and Gen'tiles should enjoy the same
privileges in the Church, This was the last step in the transition
from Jew'ish to Gen'tile Christianity.
V. The last period in New Testament history is that of the Church of
the Gen'tiles, the story of the continual progress and extension of the
Gospel.

1. It extends from the Council at Je-ru'sa-Iem, A. D. 50, to the Fall
of Je-ru'sa-lem, A. D. 70.

2. During this period we find that " the field is the world," for the Gos-
pel is now abroad over the entire Ro'man Empire, which then included
all the lands about the Med'i-ter-ra'ne-an.

3. One man appears as the great leader of the Church during this
epoch, Paul the Apostle.

4. The subdivisions of this period are as follows :

I.) Paul's Second Journey (Acts xv, 40), by which the Gospel was

planted in Eu'rope (Acts xvi, 9, 10).
2.) Paul's Third Journey (Acts xviii, 23), at which time the Church

obtained a strong foothold in the great city of Eph'e-sus (Acts

xix, 10).
3.) Paul a Prisoner (Acts xxi, 30-33), After his arrest he remained

for nearly five years in the hands of the Ro'man government, at

Cses'a-re'a, on the voyage, and at Rome.
4.) Paul's Last Years. These -were spent partly at work and partly

in prison, until his final martyrdom, A. D. 68.
5.) Ne'ro's Persecution. This was the first of many attempts on

the part of the Roman imperial power to crush the growing Church

of Christ,
6.) The Fall of Je-ru'sa-lem The Jews rebelled against the Ro'-

ffians A. D. 66,* and in A. D. 70 their city was utterly destroyed and

their State was extinguished.

HE VISED NORMAL LESSONS.

BLACKBOARD OUTLINE.

I. Per. Prep.

II. Per. Mes.
Min.

III. Per. Ch.
Jud.

IV. Per. Trans.

V. Per. Ch. Gen.

Vis. Zach., B. C.

6.
Bap. Jes., A. D.

27.

Bap. Ch., 27.
Asc. Ch., 30.

Asc. Chr., 30.
Cho. Sev., 35.

Cho. Sev., 35.
Coun. Jer., 50.

Coun. Jer., 50.
Fa. Jer., 70

Pal.

Jud.

Pal. Syr. As. M.

Rom. Em.

Jhn. Bap.

Jes. Chr.

Pet. A p.

St. Ph. Bar. Sa.
Ja.

Pau. Ap.

1. Vis. Zach.

2. Ann. Ma.

3. Ch. J. B.

4. Inf. Jes.

5. You. Jes.

6. Min. J. B.

1. Ye. Obs.

2. Ye. Pop.

3. Ye. Opp.

4. We. Pass.

5. Da. Cru.

6. Fo. D. Res.

1. Da. Pen.

2. Pre. Pet.

3. Ap. Mir.

4. Ap. Per.

5. Gro. Ch.

6. Cho. Sev.

1. Sa. Per.

2. Fi. Gen. Chr.

3. Sa. Ea. Min.

4. Ch. Ant.

5. Fi. Mis. Jour.

6. Coun. Jer.

1. Pa. Sec. Jou.

2. Pa. Thi. Jou.

3. Pa. Pris.

4. Pa. La. Ye.

5. Ner. Per.

6. Fa. Jer.

REVIEW QUESTIONS.

Where was the Church located after the ascension of Christ ?

Of what was its membership composed at this time ?

What is the third period of New Testament history called ?

With what events and dates does it begin and end ?

Where was its field during this period ?

Who was the leader of the Church at this time ?

How is the third period subdivided ?

What took place on the day of Pen'te-cost ?

What were some of the apostolic miracles?

Who were " the seven," and for what were they chosen ?

What is the fourth period called, and why ?

With what events and dates does the fourth period begin and end?

What lands formed the field of the Gospel at this time ?

Who were the leaders of the Church at this time ?

What are the subdivisions of the fourth period?

Who became Ste'phen's successor?

Where was founded the first Church of Jews and C.en'tiles united ?

Who went on the first missionary journey ?

For what purpose was the council at Je-ru's.a-lem held ?

Name the last period in New Testament histor>'.

With what events and dates does it begin and end?

What was the field of the Church at this time?

Who was the leader of the Church during this period ?

What are the subdivisions of the fifth period ?

With what event does New Testament history end ?

REVISED NORMAL LESSONS. m

LESSON X. REVIEW OF BIBLE HISTORY.

L Name the five periods of Old Testament history.

II. State the event and date with which each period begins and ends.

III. State the form of divine administration in eaclr Old Testament
period.

IV. Name the subdivisions of each Old Testament period in order.

V. Name the great men in each period of the Old Testament in order.

VI. State the most important events and dates in Old Testament history.

VII. Name the five periods of New Testament history.

VIII. State the event and date with which each period begins and ends.

IX. Name the prominent land in each period.

X. Name the important persons in each period.

XL State the subdivisions in each period of New Testament history in
order.

N. B. — The blackboard outlines with Lessons VII and IX, taken to-
gether, will answer for this review.

34 REVISED NORMAL LESSONS.

PART III.

SIX LESSONS IN BIBLE GEOGRAPHY.

LESSON XI. THE OLD TESTAMENT WORLD.

LESSON Xn. THE NEW TESTAMENT WORLD.

LESSON XHI. THE LAND OF PAL'ES-TINE. PART L

LESSON XIV. THE LAND OF PAL'ES-TINE. PART II.

LESSON XV. THE LAND OF PAL'ES-TINE. PART IIL

LESSON XVL REVIEW.

^^ LESSON XL THE OLD TESTAMENT WORLD.

V .^ I. Location and Extent. The histoiy of the Old Testament was
enacted upon a field less than half the area of the United States. It
extended from the river Nile to the Per'si-an Gulf, and from the northern
part of the Red Sea to the southern part of the Cas'pi-an. The world of
Old Testament history was thus one thousand four hundred miles long from
east to west, and nine hundred miles wide from north to southland it
aggregated one million one hundred and ten thousand square miles)' exclu-
sive of large bodies of water.)

II. Let us begin the construction of the map by drawing upon its borders
Six Seas, four of which are named in the Old Testament.

1. The Cas'pi-an Sea, of which only the southern portion appears in
the northeastern corner of our map,

2. The Per'si-an Gulf, south of the Cas'pi-an, on the southeast.

3. The Red Sea, on the southwest (Exod. xv, 4 ; Num. xxxiii, 10 ;
I Kings ix, 26).

4. The Med'i-ter-ra'ne-an Sea, on the central west. Note its names
in Josh, i, 4, and Deut. xxxiv, 2.

5. The Dead Sea, north of the eastern arm of the Red Sea (Gen. xiv,
3 ; Deut. iv, 49 ; Joel ii, 20 ; Ezek. xlvii, 18).

6. The Sea of Gal'i-lee, north of the Dead Sea. The only allusions in
the Old Testament are Num. xxxiv, 11, and Josh, xiii, 27.;

III. Next, we indicate the Mountain Ranges, most of which, though
important as boundaries, are not named in the Bible.

I. We find the nucleus of the mountain system in Mount Ar'a-rat, a
range in the central north (Gen, viii. 4). From this great range three
great rivers rise and four mountain chains branch.

REVISED NORMAL LESSONS.

2. The Cas'pi-an Range extends from Ar'a-rat eastward around the
southern shore of the Cas'pi-an Sea.

3. The Za'gros Range extends from Ar'a-rat southeasterly to the
Per'si-an Gulf, which it follows on the eastern border.

4. The Leb'a-non Range extends from Ar'a-rat in a southwesterly
direction toward the Red Sea, Mount Her'mon, the mountain region of
Pal'es-tine, Mount Se'ir, on the south of the Dead Sea, and even Mount
Si'nai, all belong to this chain (t)eut. iii, 25 ; Josh, xiii, 5 j) i Kings v, 6).

5. The Tau'rus Range, from Ar'a-rat westward, following the north-
em shore of the Med'i-ter-ra'ne-an.

IV. The Rivers, for the most part.follow the lines of the mountain ranges.

1. The A-rax'es, from Ar'a-rat eastward into the Cas'pi-an Sea, may
be taken as the northern boundary of the Old Testament world.

2. The Ti'gris, called in the Bible Hid'de-kel, flows from Ar'a-rat, on
the southwestern slope of the Za'gros mountains, in a southeasterly direction
into the Per'si-an Gulf (Gen. ii, 14 ; Dan. x, 4).

3. The Eu-phra'tes, the great river of the Bible world, rises on the
northern slope of Ar'a-rat, flows westward to the Tau'rus, then southward,
following Leb'a-non, then southeasterly through the great plain, and finally
unites with the Ti'gris(i(Gen. ii, 14 ; xv, 18 ; Josh, i, 4 ; xxiv, 2).

4. The Jor'dan flows between two parallel chains of the
Leb'a-non range southward into the Dead Sea (Gen. xiii,
j_o.; Num. xxii, i ; Judg. viii, 4).

5. The Nile, in Af'ri-ca, flows northward into the
Med'i-ter-ra'ne-an Sea (Gen. xli, i ; Exod. ii,' 2)!

V. The Old Testament world has three Natural Divi-
sions, somewhat analogous to those of the United States.

1. The Eastern Slope, from the Za'gros mountains
eastward to the great desert.

2. The Central Plain, between the Za'gros and
Leb'a-non mountains, the larger portion a desert.

3. The Western Slope, between Leb'a-non and the Med'i-ter-ra'ne-an
Sea. -T i/ ^t. ^

VL We arrange the Lands according to the Natural Divisions, giving
locations, and not boundaries, as these changed in every age.
I. On the Eastern Slope lie:

1.) Ar-me'ni-a (Rev. Ver., " Ar'a-rat "), between Mount Ar'a-rat and

the Cas'pi-an Sea (2 Kings xix, 37).
2.) Me'di-a, south of the Cas'pi-an Sea (2 Kings xvii, 6 ; Isa. xxi, 2).
3.) Per'si-a, south of Me'di-a and north of the Per'si-an Gulf (Ezra i,
I ; Dan. v, 28),

REVISED NORMAL LESSONS. 31

2. In the Central Plain we find :

(a) Between Mount Za'gros and the river Ti'gris :
4.) As-syr'i-a on the north (2 Kings xv, 19 ; xvii, 3).
5.) E'lam on the south (Gen. x, 22 ; xiv, i).

(3) Bet\^een the rivers Ti'gris and Eu-phra'tes:
6.) Mes'o-po-ta'mi-a on the north (Gen. xxiv, 10; Deut. xxiii, 4).
7.) Chal-de'a on the south (Jer. li, 24 ; Ezra v, 12).

(c) Between the river Eu-phra'tes and the Leb'a-non range :
8.) The great desert of A-ra'bi-a (2 Chron. xvii, II ; xxvi, 7).

3. On the Western Slope we find:

9.) Syr'i-a, extending from the Eu-phra'tes to Pal'es-tine (2 Sam. viii,

6; I Kings xxii, i).

10.) PhcE-nic'i-a, a narrow strip between Mount Leb'a-non and the

sea, north of Pal'es-tine.

II.) Pal'es-tine, " the Holy Land," south of Syr'i-a and north of the

Si'na-it'ic wilderness. Note its ancient name in Gen. xii, 5.

12.) The Wilderness, a desert south of Pal'es-tine, between the two

arms of the Red Sea (Exod. xiii, 18; Deut. i, 19).

13.^ E'gypt on the northeast corner of Af'ri-ca (Gen. xii, 10; xxxvii, 28).

VII. In these lands out of many Places we name and locate only the

most important.

77^•^^'' I.) E'den, the original home of the human race, probably at the

junction of the Ti'gris and Eu-phra'tes (Gen. ii, 8).

" 2.) Shu'shan, or Su'sa, the capital of the Per'si-an empire, in the

province of E'lam (Esther i, 2).

/ 3.) Bab'y-lon, the capital of Chal-de'a, on the Eu-phra'tes (Gen. x,

10; 2 Kings XXV, i).

4.) Nin'e-veh, the capital of As-syr'i-a, on the Ti'gris (Gen. x, 11;

Jonah iii, 3).

5.) Ha'ran, a home of A'bra-ham, in Mes'o-po-ta'mi-a (Gen. xi, 31).

\ 6.) Da-mas'cus, the capital of Syr'i-a, in the southern part of that

province (Gen. xv, 2).

' 7.) Tyre, the commercial metropolis of Phoe-ni'ci-a (Ezek. xxvii, 3).

.. 8.) Je-ru'sa-lem, the capital of Pal'es-tine (Judg. i, 8).

9.) Mem'phis, the early capital of E'gypt, on the Nile (Hos. ix, 6).

Other names of places might be given indefinitely, but it is desirable

not to require the student to burden his memory with lists of names, and

therefore the most important only are given.

Let the teacher draw the map in the order given above and drill the class upon each
section as it is shown. Do not undertake fine work in drawing maps, but sketch the out-
line somewhat roughly, in presence of the class. Review from the beginning as each new
topic is taught.

REVISED NORMAL LESSONS.

BLACKBOARD OUTLINE.

I. Loc. Ex. N.-P. G. R. S.-Cas. i,4CX). 900. 1,110,000.
II. Se. Cas. Per. G. R. S. Med. S. D. S. S. Gal.

III. Mtn. Ran. Ar. Cas. Zag. I.eb. Tau.

IV. Riv. Ar, Tig. Eup. Jor. Ni.

V. Nat. Div. Ea. SI. Cen. PI. Wes. SI.
VI. La. I. Ar. Me. Per. 2. Ass. El. Mes. Chal. Ar.

3. Syr. Phoe. Pal. Wil. Eg.
VII. Pla. Ed. Sh. Bab. Nin. Har. Dam. Ty. Jer. Mem.

REVIEW QUESTIONS.
How large was the Old Testament world ?
Between what bodies of water was it located ?
What were its dimensions ?
Name its six important bodies of water.
Locate each of these bodies of water.
Name and describe its mountain ranges.
Name and locate its five important rivers.
State and describe its three natural divisions.
Name and locate the lands of the eastern slope.
Name and locate the lands of the central plain.
Name and locate the lands of the western slope.
Name its nine important places.
Locate each of the nine places.

LESSON XII. THE NEW TESTAMENT WORLD.

In the four centuries between the events of the Old and New Testa-
ments the dominion of the world passed from A'si-a to Eu'rope, and
Je-ru'sa-lem, which had been in the center, became one of the cities upon
the extreme east. Hence our map moves with the course of empire
westward a thousand miles.

I. We draw the outlines of the most important Seas. These are —

1. The Med'i-ter-ra'ne-an Sea, from its eastern limit as far west as It'-
a-ly. Voyages on it are referred to in Acts ix, 30 ; xiii, 4; xxi, 1,2; xxvii, 3.

2. The Sea of Gal'i-lee, associated with the life of Christ. Find its
three different names in Matt, xv, 29 ; John vi, i ; Luke v, I.

3. The Dead Sea, not named in the New Testament.

4. The Black Sea, north of A'si-a Mi'nor,

5. The iE-ge'an Sea, between A'si-a Mi'nor and Greece. Voyages
upon it (Acts xvi, 11 ; xviii, 18; xx, 13-15)-

REVISED NORMAL LESSONS.

6. The Ad'ri-at'ic Sea, between Greece and It'a-ly (Acts xxvii, 27).
II. In these seas are many Islands, of which we name five of the most
tloteworthy in New Testament history.

1. Cy'prus, in the northeast corner of the Med'i-ter-ra'ne-an (Acts
iv, 36 ; xiii, 4).

2. Crete, south of the /E-ge'an Sea, between A'si-a Mi'nor and Greece
(Acts xxvii, 7 ; Titus i, 5).

3. Pat'mos, in the .^-ge'an Sea, not far from Eph'e-sus (Rev, i, 9).

4. Sic'i-ly, southwest of It'a-ly (Acts xxviii, 12).

5. Mel'i-ta, now Mal'ta, south of Sic'i-ly (Acts xxviii, i).

^ ^

III. We locate the different Provinces, arranging them in four grotips.

1. Those on the continent of Eu'rope are : i.) Thrace. 2.) Mac'e-
do'ni-a (Acts xvi, g, 10 ; xx, 1-3). 3.) Greece, also called A-cha'ia
(Acts xviii, 12 ; xx, 3). 4.) Il-Iyr'i-cum (Rom. xv, 19). 5.) It'a-ly (Acts
xxvii, i).

2. Those on the continent of Af'ri-ca are: i.) Af'ri-ca Proper.
2.) Lib'y-a (Acts ii, 10). 3.) E'gypt (Matt, ii, 13).

3. Those on the continent of A'si-a, exclusive of A'si-a Mi'nor, are.
I.) A-ra'bi-a, perhaps referring to the desert-region southeast of Pal'es-tine
(Gal. i, 17). 2.) Ju-de'a, the Tew'i^h name for all Pal'es-tine, in the New

40 REVISED NORMAL LESSONS.

Testament period (Luke i, 5). 3.) Phoe-nic'i-a (Mark vii, 24 ; Acts xv, 3 ;
jixi, 2). 4.) Syr'i-a, north of Pal'es-tine (Acts xv, 41 ; xx, 3).

4. The provinces in A'si-a Mi'nor are so frequently mentioned in the
Acts and Epistles that it is necessary for the student to learn their names
and locations. We divide the fourteen provinces into four groups.

{a) Three on the Black Sea, beginning on the east, i.) Pon'tus (Acts

xviii, 2). 2.) Paph'la-go''ni-a. 3.) Bi-thyn'i-a (Peter i, i).
{!)) Three on the .^E-ge'an Sea, beginning on the north. 4.) My'si-a
(Acts xvi, 7). 5.) Lyd'i-a. 6.) Ca'ri-a. These three provinces
together formed the district known as " A'si-a" (Acts ii, 9 ; xix, 10).
{c) Three on the Med'i-ter-ra'ne-an Sea, beginning on the west. 7.) Ly'-
ci-a (Acts xxvii, 5). 8.) Pam-phyri-a (Acts xiii, 13). 9.) Ci-Ii'ci-a
(Acts xxi, 39).
{d) Five in the interior. 10.) On the north, Ga-la'ti-a (Gal. i, 2).
II.) On the east, Cap'pa-do'ci-a (Acts ii, 9). 12.) On the southeast,
Lyc'a-o'ni-a (Acts xiv, 6). 13.) On the southwest, Pi-sid'i-a (Acts
xiii, 14). 14.) On the west, Phryg'i-a (Acts xvi, 6).
IV. We notice the twelve most important Places.

1. Al'ex-an'dri-a, the commercial metropolis of E'gypt (Acts xviii, 24).

2. Je-ru'sa-lem, the religious capital of the Jew'ish world (Matt, iv, 5 ;
Luke xxiv, 47).

3. Caes'a-re'a, the Ro'man capital of Ju-de'a (Acts x, i ; xxiii,

23, 24).

4. Da-mas'cus, in the southern part of Syr'i-a (Acts ix, 3).

5. An'ti-och, the capital of Syr'i-a, in the north (Acts xi, 26 ; xiii, i).

6. Tar'sus, the birthplace of St. Paul, in Ci-li'ci-a (Acts xxii, 3).

7. Eph'e-sus, the metropolis of A'si-a Mi'nor, in the province of
Lyd'i-a (Acts xix, l).

8. Phi-lip'pi, in Mac'e-do'ni-a, where the Gospel was first preached in
Eu'rope (Acts xvi, 12).

9. Thes'sa-lo-ni'ca, the principal city in Mac'e-do'ni-a (Acts xvii, i ;
Thess. i, l).

10. Ath'ens, the literary center of Greece (Acts xvii, 16).

11. Cor'inth, the political capital of Greece (Acts xviii, 1-12).

12. Rome, the imperial city (Acts xxviii, 16 ; Rom. i, 7).

In teaching this lesson let the conductor sketch the outline of the map upon the board
and drill upon the seas ; then draw and name the islands ; then drill upon the provinces,
etc. Review until the lesson is learned by all the cl.iss.

The student should search all the references and be able to state the events connected
with each locality.

It would be well for the student to find additional Scripture references to all the
localities.

REVISED NORMAL LESSONS. Jfl

BLACKBOARD OUTLINE.

I. Se. Med. Gal. De. Bl. ^g. Adr.
II. Isl. Cyp. Cre. Pat. Sic. Mel.
III. Prov.' I. Eur. Thr. Mac. Gre. Ach. 111. It.

2. Afr. Af.-Pr. Lib. Eg.

3. Asi. Ar. Jud. Phoe. Syr.

4. As. Min. {a) Pon. Papli. Bit. {b) Mys. Lyd. Car.

{c) Lye. Pam. Gil. {d) Gal. Cap. Lye. Pi. Ph.
IV. Pla. Alex. Jer. Cses. Dam. Ant. Tar. Eph. Phi. Thes.
Ath. Cor. Ro.

REVIEW QUESTIONS,
What difference is to be noted between the map of the Old Testament world and iha
of the New ?
Name six seas in the New Testament world.
State the location of each of these seas.
Name five islands in the New Testament world.
Give the location of each island.

Name in order the provinces in Eu'rope in the New Testament world.
Name the provinces in Af'ri-ca.

Name the provinces in A'si-a, exclusive of A'si-a Mi'nor.
Name the provinces of A'si-a Mi'nor bordering on the Black Sea.
Name the provinces on the ^E-ge'an Sea.
Name the provinces on the Med'i-ter-ra'ne-an Sea.
Name and locate each of the interior provinces.
What city of the New Testament world was in Af'ri-ca?
What cities were in Ju-de'a and Syr'i-a ?
What cities were in A'si-a Mi'nor?
What cities were in Eu'rope ?

LESSON XIII. THE LAND OF PAL'ES-TINE.
Part I.

There is one land more closely associated with the Bible than any other
or all others — the land of Pal'es-tine. The greatest events of Bible his-
tory took place upon its soil; where the patriarchs journeyed, and the
judges and kings of Is'ra-el ruled, and the conquering armies passed, and
the Saviour walked, and the Church was founded. The student will there-
fore find it needful to give special attention to this land, to which he will
find constant references in the Scripture.

I. Let us notice its Names at different periods.

REVISED NORMAL LESSONS.

1. The earliest name was Ca'naan, "lowland," referring only to the
section between the river Jor'dan and the Med'i-ter-ra'ne-an Sea, of which
the inhabitants most widely known were the Ca'naan-ites, dwelling on the
lowland plains (Gen. xii, 5).

2. After the conquest by Josli'u-a it was called Is'ra-el, though in later

times of Old Testament
history the name re-
ferred only to the
northern portion, the
southern kingdom be-
ing called Ju'dah (Judg.
xviii, I ; i Kings xii, 20).

3. In the New Tes-
tament period its politi-
cal name was Ju-de'a,
which was also the name
of its most important
province (Mark i, 5).

4. Its modern name
is Pal'es-tine, a form
of the word " Phi-lis'-
tine," the name of a
heathen race which in
early times occupied its
southwestern border
(Isa. xiv, 29).

II. The following are
the principal Dimen-
sions of Pal'es-tine.

1. Ca'naan, or west-
ern Pal'es-tine, has an
area of about six thou-
sand six hundred square
miles, a little less than
Massachusetts.

2. Pal'es-tine Prop-
er, the domain of the

Twelve Tribes, embraces twelve thousand square miles, about the area of
Massachusetts and Connecticut.

3. The Coast Line, from Ga'za, the southernmost town, to Zi'don, on
the north, is about one hundred and eighty miles long.

REVISED NORMAL LESSONS. 43

4. The Jor'dan is distant from the coast at Zi'don about twenty-five
miles ; and the Dead Sea, in a line due east from Ga'za, about sixt/
miles.

5. The Jor'dan Line, from Mount Her'mon to the southern end of the
Dead Sea, is one hundred and eighty miles.

III, The most important Waters of Pal'es-tine are ;

1. The Med'i-ter-ra'ne-an Sea, which bounds the land on the west
(Josh, i, 4 ; Exod. xxiii, 31 ; Deut. xi, 24).

2. The River JorMan, rising in three sources in Mount Her'mon,
eighteen hundred feet above the sea, and emptying into the Dead Sea thir-
teen hundred feet below the sea level ; in a direct line one hundred and
thirty- four miles long, but by its windings over two hundred miles (Deut. ix,
l; Josh, iv, I ; 2 Sam. xvii, 22).

3. Lake Me'rom, now called Ifule/i, a triangular sheet of water, three
miles across, in a swamp in northern Gal'i-lee (Josh, xi, 5).

4. The Sea of Gal'i-lee, a pear-shaped lake, fourteen miles long by
nine wide, and nearly seven hundred feet below the sea leveL Note other
names in Josh, xiii, 27 ; xi, 2 ; Luke v, I ; John vi, I.

5. The Dead Sea, forty-six miles long by ten wide, and thirteen
hundred feet below the sea level (Geru xiv, 3; Deut. iv, 49 ; Joel
ii, 20).

IV. The land of Pal'es-tine lies in five Natural Divisions, nearly paralleL

1. The Maritime Plain, or sandy flat, extending along the Med'i-ter-
ra'ne-an Sea, from eight to twenty miles wide.

2. The Sheph'e-lah, or foot hills, from three hundred to five hundred
feet high and very fertile.

3. The Mountain Region, the backbone of the land, consisting of
mountains from two thousand five hundred to four thousand feet
high.

4. The Jor'dan Valley, a deep ravine, the bed of the river and its thret
lakes, from five hundred to twelve hundred feet below the level of the sea,
and from two to fourteen miles wide.

5. The Eastern Table-land, a region of lofty and precipitous moun*.
tains, from whose summit a plain stretches away to the A-ra'bi-an Desert
on the east.

Let the map be drawn in the presence of the class, either by the teacher or by the
pupils, and each subject of the lesson be reviewed as it is placed upon the map.

It would be well to call upon one pupil to draw the general boundary lines, another t(/
insert the waters.

If chalk of different color can be used for each subject on the map it will add to the
interest of the lesson.

REVISED NORMAL LESSONS.

BLACKBOARD OUTLINE.

-»

fiS-

I. Na. Ca. Isr. Jud. Pal.
II. Dim. Ca. 6,600. Pal. 12,000. C. L. 180.
To Jor. 25. To D. S. 60. Jor. L. 180.

III. Wat. Med. Jor. L. Me. S. Gal. De. Se.

IV. Nat. Div. M. P. Sh. M. R. J. V. E. T.-L.

REVIEW QUESTIONS.
Why is a knowledge of the land of Pal'es-tine important?
Give and explain the four different names of this land.
What is meant by " Ca'naan" proper?
How large is Ca'naan ?

How large was the domain of the Twelve Tribes ?
How long is the coast line?

How far is the Jor'dan distant from the coast near its source f
How far is the Dead Sea from the coast ?
What is meant by the Jor'dan line ?
How long is the Jor'dan line ?
Name the most important waters of Pal'es-tine.
Describe the river Jor'dan, sources, elevations, length, etc.
Describe and locate Lake Me'rom.
Describe the Sea of Gal'i-lee.
Describe the Dead Sea.
What are the five natural divisions of Palestine ?

LESSON XIV. THE LAND OF PAL'ES-TINE.
Part II.
V. Pal'es-tine is a land of mountains, among which we notice only a few
of the most important, beginning in the north.

■ I. Mount Her^mon, where Christ was transfigured, is near the source
of tlie Jor'dan, on the east, and is the highest mountain in Pal'es-tine
(Matt, xvii, l).

2. Mount Leb'a-non, west of Her'mon, was famous for its cedars
(l Kings V, 6 ; Psalm xxix, 5).

3. Mount Ta'bor, the place of Deb'o-rah's victory, is southwest of the
Sea of Gal'i-lee (Judg. iv, 6).

4. Mount Gil-bo'a, where King Saul was slain, is south of Ta'bor
(l Sam. xxxi, I ; 2 Sam. i, 21).

5. Mount Car'mel, the place ofE-li'jah's sacrifice, is on the Med'i-ter-ra'.
ne-an, due west of the Sea of Gal'i-lee (l Kings xviii, 20, 42 ; Isa. xxxv, 2).

6. Mount E'bal, " the mount of cursing," lies in the center of the land
(Deut. xi, 26).

4u EE VISED NORMAL LESSONS.

7. Mount Ger'i-zim, " the mount of blessing," is south of E'bal (Josh.
viii, 33 ; John iv, 20).

8. Mount Ol'i-vet, or the Mount of Olives, is east of Je-ru'sa-lem, and
due west of the head of the Dead Sea. From this mountain Je'sus as-
cended (Acts i, 9, 12).

g. Mount Ne'bo, where Mo'ses died, is directly opposite Ol'i-vet, on
the east of the Dead Sea (Deut. xxxiv, l).

VI. Though the Jor'dan is the only river, there are in Pal'es-tine many
Brooks, or mountain torrents, large in the winter, but often dry in the
summer. The most important of these are the following four on the east
and three on the west of Jor'dan :

1. The Brook Ze'red, flowing northwest into the Dead Sea, the bound-
ary between E'dom and Mo'ab, and the starting-point for Is'ra-el's con-
quest of Ca'naan (Deut. ii, 13, 1.4).

2. The Brook Ar'non, flowing westward into the northern part of the
Dead Sea, the boundary between Mo'ab and Is'ra-el (Num. xxi, 13 ; Josh,
xiii, 15, 16).

3. The Brook Jab'bok, flowing westward into the Jor'dan, two thirds
of the distance between the Sea of Gal'i-lee and the Dead Sea (Gen. xxxii,
22-24 ; Deut. iii, 16).

4. The River Hi-e'ro-max(now Yai-mtik), flowing westwardinto the Jor'-
dan south of the Sea of Gal'i-lee ; a boundary between Gil'e-ad and Ba'shan.

5. The Brook Kid'ron, flowing past Je-ru'sa-lem southeasterly into the
Dead Sea (2 Sam. xv, 23 ; John xviii, i).

6. The Brook Che'rith, where E-li'jah was hidden, probably the Wady
Kelt, flowing eastward into the Jor'dan, near Jer'i-cho (i Kings xvii, 3).

7. The Brook Ki'shon, north of Mount Car'mel, flowing northwest-
ward into the Med'i-ter-ra'ne-an (Judg. v, 20, 21).

VII. We note a few of the more important Places, and arrange them
according to the natural divisions of the land.

I. On the Seacoast Plain were:

I.) Ga'za, on the south, the scene of Samson's exploits and death
(Judg. xvi, 21).

2.) Jop'pa, principal seaport of Pal'es-tine (2 Chron. ii, 16 ; John i, 3).

3.) Caes'a-re'a, south of Mount Car'mel, the place of Paul's imprison-
ment and trial (Acts xxv, 4).

4.) Tyre, just beyond the northern boundary of Pal'es-tine, a great
commercial city of the Phoe-ni'ci-ans Qosh. xix, 29).
I. In the Mountain Region were :

I.) Be'er-she'ba, in the southern limit of the land (Gen. xxi, 31, 33 ;
I Sam. iii, 20 ; i Kings xix, 3).

REVISED NORMAL L'^SSONS. Jfl

2.) He'bron, burial place of the patriarchs (Gen.xxiii, ig; Ixix, 29-31).
3.) Beth'le-hem, the birthplace of Da'vid and of Christ (i Sam. xvii,

12 ; Matt, ii, l).
4.) Je-ru'sa-lem, " the city of the great king," which stands due west

of the northern point of the Dead Sea (2 Sam. v, 6-g).
5.) Beth'el, nine miles north of Je-ru'sa-lem, the place of Ja'cob's

vision (Gen. xxviii, 19).
6.) She'chem, between the twin mountains Ger'i-zim and E'bal, in

the center of the land (i Kings xii, i ; John iv, 5, 6).
7.) Sa-ma'ri-a, the capital of the Ten Tribes (i Kings xvi, 24).
8.) Naz'a-reth, west of the southern end of the Sea of Gal'i-lee, the

early home of Je'sus (Matt, ii, 23).

3. In the Jor'dan Valley were :

I.) Jer'i-cho, near the head of the Dead Sea (i Kings xvi, 34).
2.) Ca-per'na-um, near the head of the Sea of Gal'i-lee (John ii, 12)
3.) Dan, at one of the sources of the Jor'dan, the northernmost place
in the land (Judg. xviii, 28 ; xx, l).

4. On the Eastern Table-land were:

I.) Be'zer, north of the Ar'non, a city of refuge (Josh, xx, 8).

2.) Ra'moth-gil'e-ad, south of the Jab'bok, an important fortress

(Josh. XX, 8 ; I Kings xxii, 3).
3.) Ma'ha-na'im, at one time the capital of Is'ra-el (2 Sam. ii, 8, g ;

xvii, 24).

This map should be reviewed until every member of the class can draw It without a
copy. In drawing the map notice: i. That Mount Car'mel is located about one third of
the distance from the north on the coast line. 2. That the Sea of Gal'i-lee is directly
east of Mount Car'mel. 3. That from the head of Lake Me'rom to the foot of the Dead
Sea is three times the length of the Dead Sea. 4. That from the foot of the Sea of Gal'-
i-lee to the head of the Dead Sea is once and a half the length of the Dead Sea.

BLACKBOARD OUTLINE.

Na. Ca. Isr. Jud. Pal.

II.

Dim. Ca. 6,600. Pal. 12,000. C. L. 180. Jor. 25.
60. Jor. L. 180.

D. S.

III.

Wat. Med. Jor. Mer. Gal De.

•

IV.

Nat. Div. M. P. Sh. M. R. J. V. E. T.-L.

Mtns. Her. Leb. Tab. Gil. Car. Eb. Gar. Ol. Ne.

VI.

Brks. Ze. Ar. Jab. Hie. Kid. Ch. Kis.

VII.

Pla. I. Sea. PI. Ga. Jop. Ces. Ty. 2. Mtn. Reg.

Beer.

Heb. Beth. Jer. Bet. She. Sam. Naz. 3. Jor

. Val.

Jer. Cap. Da. 4. Ea. Tab.-La. Bez. Ram.

Mah.

Ti.

48 /REVISED NORMAL LESSONS.

REVIEW QUESTIONS.
Name nine mountains on the map of Pal'es-tine.
State the location of each mountain.
State a fact for which each mountain is celebrated.
What are the characteristics of the brooks of Pal'es-tine ?
Name and locate the important brooks on the east of the Jor'dan.
Name and locate the brooks on the west of the Jor'dan.
Name and locate four places on the Maritime Plain.
Name and locate eight places in the Mountain Region.
Name and locate three places in the Jor'dan Valley.
Name and locate three places on the Eastern Table-land.

LESSON XV. THE LAND OF PAL'ES-TINE.

Part IIL Political Divisions.

Thus far we have considered the land of Pal'es-tine in its natural fea-
tures. We now proceed to study its political divisions at various epochs of
its history. A number of successive waves of migration and conquest have
swept across this land, and all have left their traces upon it.

I. Prehistoric Pal'es-tine has an interest to the archaeologist, but we
pass it by with a glance. It is evident that before history began unknown
and strange races occupied this land. Note some of their names in Gen.
xiv, 5 ; Num. xiii, 28 ; Deut. ii, 10-12, 20-23. A few individuals of these
races were found long afterward (Deut. iii, II ; I Sam. xvli, 4-7 ; 2 Sam.
xxi, 16-22).

II. Patriarchal Pal'es-tine (that is Pal'es-tine before the conquest)
was inhabited by races of Ham-it'ic origin, mostly descended from Ca'naan
(Gen. X, 15-19), tliough bearing different names.

1. The Seacoast Plain was occupied by the Phi-Hs'tines on the south
(Gen. xxvi, i), the Ca'naan-ites in the center, near Mount Car'mei, and the
Zi-do'ni-ans, or Phoe-ni'ci-ans, in the north.

2. The Mountain Region was held by the Am'o-rites in the south, by
the Jeb'u-sites near the site of Je-ru'sa-lem,by the Hi'vites in the center
of the land, and by the Hit'tites in the north (Num. xiii, 29 ; Judg. i, 21 5
Josh, ix, I ; xi, ig).

3. The Jor'dan Valley was held by the Ca'naan-ites (Num. xiii, 29).

4. On the Eastern Table-land the Mo'ab-ites held the mountains east
of the Dead Sea (Deut. ii, g), the Am'o-rites between the rivers Ar'non and
H i'e-ro-max (Deut. ii, 24), and the Ba'shan-ites in the north (Deut. iii, 1-3).

III. Tribal Pal'es-tine, or Pal'es-tine as divided among the Twelve
Tribes, followed the conquest of the land by Josh'u-a. We divide these
tribes into four groups.

REVISED NORMAL LESSONS.

JfH

I. TJie Eastern Group, beyond Jor'dan. (i) On the north Ma-nas'seh
East, half the tribe (Deut. iii, 13) ; (2) in the center, east of the Jor'dan,

Gad ; (3) in the south, east of the northern half of the Dead Sea, Reu'ben
(Deut. iii, 16).

2. The Southern Group. (l) On the northwest Dan (Judg. xiii, 25) i

REVISED NORMAL LESSONS.

(2) on the northeast Ben'ja-min (Josh, xviii, 11, 12); (3) in the center
Ju'dah (Josh, xv, 1-5); (4) on the south, Sim'e-on (Josh, xix, 9).

3. The Central Group. This was allotted to a tribe and a half, both de-
scended from Jo'seph. (i) The south-center, from the Jor'dan to the
Med'i-ter-ra'ne-an, to E'phra-im. (2) The north-center, having the same
east and west limits, to Ma-nas'seh West.

4. The Northerti Group. These consisted of: (i) Naph'ta-Ii on the
north (Josh, xix, 32) ; (2) Zeb'u-lun in the center (Josh, xix, 10) ; (3)
Is'sa-char on the south (Josh, xix, 17); (4) Ash'er on the west (Josh,
xix, 24).

It should be remembered that although all the land was divided among
the Twelve Tribes, the Mountain Region only was actually possessed by
them. The Is'ra-el-ites scarcely obtained a foothold upon the Seacoast
Plain and the Jor'dan Valley during the time of the Judges ; they held it
under control during the days of David and Solomon, but permitted the
Ca'naan-ite and Phi'lis-tine people to inhabit it ; and even in the New Tes-
tament period most of the lowland population were still heathen.

IV. Under the kings of Is'ra-el and Ju'dah Regal
Pal'es-tine was divided into two kingdoms.

1. The kingdom of Is'ra-el included practically all
the country north of Jer'i-cho and Beth'el, though the
boundary line varied in different reigns (i Kings xii,
19, 29). Mo'ab was also tributary to Is'ra-el (2 Kings

iii, 4).

2. The kingdom of Ju'dah included the country
west of the Dead Sea, with a supremacy over E'dom,
south of the Dead Sea (i Kings xii, 17 ; 2 Kings
viii, 20).

V. Provincial Pal'es-tine, in the New Testament period, included five
provinces, three on the west and two on the east of Jor'dan.

1. Gal'i-lee was the northern province on the west of Jor'dan(Matt.iv, 12).

2. Sa-ma'ri-a was a district rather than a province, since it had no
political organization, but was attached to Ju-de'a. It M-as situated in the
center of the land (John iv, 3, 4).

3. Ju-de'a was the principal province on the south (Matt, ii, 22).

4. Pe-re'a ("beyond") was on the east of Jor'dan, south of the river
Hi'e-ro-max. It is called " Ju-de'a beyond Jor'dan " in Matt, xix, i.

5. Ba'shan was the country north of the Hi'e-ro-max and east of the
Jor'dan and Sea of Gal'i-lee. The name Ba'shan is not used in the New
Testament, but the province was generally called " Phil'ip's tetrarchy"
(Luke iii, 1).

I. Judah.
II. Simeon.
Til. Benjamin.
iV. Dan.

KEY TO THE NUMBERS.
V. Ephraim.
VI. Manasseh (W.).
VIT. Issachar.
VIII. Zebulun.
IX. Asher.

X. Naphtali.
XI. Manasseh (E.).
XII. Gad.
XIII. Reuben.

52 EE VISED NORMAL LESSONS.

BLACKBOARD OUTLINE.

• •

Preh. Pal.

II.

Patr. Pal. I. Sea. P. Phil. Can. Zid. 2. M. R. Am.

Jeb. Hiv. Hit. 3. J. V. Can. 4. E. T.-L. Mo.

Am. Bash.

III.

Tri. Pal. i. Ea. Gr. Man. E. Ga. Reu. 2. Sou. Gr. Da.

Ben. Jud. Sim. 3. Cen. Gro. Eph. Man. W. 4. Nor,

Gro. Nap. Zeb. Iss. Ash.

IV.

Reg. Pal. Isr. Jud.

Prov. Pal. Gal. Sam. Jud. Per. Bash.

REVIEW QUESTIONS.

What do we know of the prehistoric inhabitants of Pal'es-tine ?

From what race were the people who inhabited Pal'es-tine in the time of the patriarchs \

What races lived on the Maritime Plain in the patriarchal era?

Who inhabited the Mountain Region at that time?

Who inhabited the Jor'dan Valley ?

Who lived on the Eastern Table-land during the patriarchal period ?

When was the land divided into twelve tribes?

Name and locate the Eastern Group of the tribes.

What were the tribes of the Southern Group, and where were they located ?

What, and where, were the Central Group?

What were the Northern Group, and where were they located?

In what part of the land did the Is'ra-el-ites generally dwell ?

What were the divisions of the land during the Regal period ?

Name the five provinces, and locate them, in the New Testament period

LESSON XVI. REVIEW OF BIBLE GEOGRAPHY.

I. Concerning the Old Testament world:

1. State its general location and dimensions.

2. Name and locate its six large bodies of water.

3. Name and locate its five great mountain ranges.

4. Name and describe its five important rivers.

5. State its three great natural divisions.

6. Name the lands in each division.

7. Name and locate nine of its principal places,

II. Concerning the New Testament world:

1. Name and locate its important seas.

2. Name and locate five of its islands.

REVISED NORMAL LESSONS.

3. Name its five provinces in Eu'rope.

4. Name its three provinces in Af'ri-ca.

5. Name four of its provinces in A'si-a.

6. Name in order the fourteen provinces of A'si-a Mi'nor.

7. Name and locate twelve important places.
III. Concerning the Land of Pal'es-tine :

1. State and explain its names at different periods.

2. Give its dimensions.

3. Name and locate its larger bodies of water.

4. State its natural divisions.

5. Name its mountains, give their locations, and a fact about each.

6. Name its brooks, and state their locations.

7. Name the principal places, following the natural divisions of

the land.

8. Name and locate the peoples of Pal'es-tine in the earlier periods.
g. State the names of the twelve tribes of Is'ra-el, and *he location

of each.

10. Name and bound its two kingdoms.

11. Name and locate the five provinces in the New Testament
period.

54 REVISED NORMAL LESSONS.

PART IV.

SIX LESSONS IKT BIBLE INSTITUTIONS.

LESSON XVII. THE ALTAR AND ITS OFFERINGS.

LESSON XVIII. THE TA13ERNACLE.

LESSON XIX. THE TEMPLE.

LESSON XX. THE SYNAGOGUE.

LESSON XXL THE SACRED YEAR.

LESSON XXII. REVIEW.

LESSON XVII. THE ALTAR AND ITS OFFERINGS.

As preparatory to the Christian Church, in the development of tire di-
vine purpose of redemption, we notice four great institutions, each related
to the others, and all united in a progressive order. These are —

1. The Altar, the earliest institution for worship.

2. The Tabernacle, which was an outgrowth of the Altar.

3. The Temple, which was a development of the Tabernacle.

4. The Synagogue, which was supplementary to the Temple, and
formed an important step toward the Church of Christ.

In studying the first of these religious institutions we notice —

I. The Altar.

II. Its Offerings.

1. The Altar, i. Its universality. There was scarcely a people in
tlie ancient world without an altar. We find that the worship of every
laud and every religion was associated with altars. See allusions in Isa.
Ixv, 3 ; 2 Kings xvi, 10 ; Acts xvii, 23, to altars outside of the Is'ra-el-ite
faith.

2. Its origin is unknown, but it was early sanctioned by a divine ap-
proval of the worship connected with it (Gen. iv, 3, 4 ; viii, 20 ; xii, 8).

3. Its material — originally earth or unhewn stone. Where metal or
wood was used it was merely for a covering, the true altar being of earth
inside (Exod. xx, 24, 25).

4. Its idea — that of a meeting place between God and man, involving a
sacrifice for sin.

REVISED NORMAL LESSONS.

5. Its purpose — to prefigure the cross whereon Christ died (i Pet. iii, 18;
Heb. ix, 22, John i, 29).

II. Its Offerings, which were of five kinds, classified as follows :

1. The Sin Offering, (a) This regarded the worshiper as a sinner,
and expressed the means of his reconciliation with God. (3) The oiifering
consisted of an animal, (c) The animal was slain and burned without the
camp, {cf) Its blood was sprinkled on the altar of incense in the Holy
Place (Lev. iv, 3-7).

2. The Burnt Offering. («) This regarded the worshiper as already
reconciled, and expressed his consecration to God. {d) It consisted of an
animal, varied according to the ability of the worshiper. (<r) The animal
was slain and burned on the altar, (d) Its blood was poured out on the
altar, a token that the life of the worshiper was given to God (Lev. i, 2-9).

3. The Trespass Offering.* (a) This represented the forgiveness of
an actual transgression, whether to God or man, as distinguished from the
condition of a sinner represented in the sin offering. {6) The offering con-
sisted of an animal, generally a ram, though a poor person might bring
some flour. (^) The animal was slain and burned on the altar, {d) The
blood was poured out at the base of the altar (Lev. v, l-io).

4. The Meat Offering.f (a) This expressed the simple idea of thanks,
giving to God. (3) It consisted of vegetable food, (c) The offering was
divided between the altar and the priest; one part was burned on the altar,
the other presented to the priest to be eaten by him as food (Lev. ii, 1-3).

5. The Peace Offering, (a) This expressed fellowship with God in
the form of a feast, (d) It consisted of both animal and vegetable food.
(c) The offering was divided into three parts, one part burned upon the
altar, a second eaten by the priest, a third part eaten by the worshiper
and his friends as a sacrificial supper. Thus God, the priest, and the wor-
shiper were all represented as taking a meal together.

BLACKBOARD OUTLINE.

I. The Alt.
IL Off.

I. Univ. 2.

Ori. 3. Mat. 4. Id. 5

. Pur.

I. Si. Off.

Sin. rec. G.

An.

SI. bur.

Spr. alt, inc.

2. Bu. Off.

Con. G.

An.

SI. bur.

Pou. alt.

3. Tre. Off.

For. trans.

An.

SI. bur.

Pou. ba. alt.

4. Me. Off.

Tha. Gd.

Veg.

Alt. pri.

5. Pea. Off.

Pel. G.

An. Veg.

Alt. pr. wor.

* Called !n the Revised Version " guilt offering."

t This is called in the Revised Version " the meal offering;" that is, the offering to
God of a meal to be eaten. It might be called " food offering."

56 REVISED NORMAL LESSONS.

REVIEW QUESTIONS.
What IS the purpose shown in all Bible history ?
Name the five great institutlcns for worship in the Bible.
What shows the universality of the altar in connection with worship?
What is said of the origin of the altar ?
Of what material were the earliest altars made?
What was the religious idea in the altar ?
What prophetic purpose did the altar have?
Name the five kinds of offerings.
How did the sin offering regard the worshiper?
What did the sin offering express?
Of what did the sin offering consist?
What was done with the offering?
What was done with the blood ?
What was the design of the burnt offering?
Of what did the burnt offering consist ?
What was done with the animal ?
What was done with the blood in the burnt offering?
Wherein did the trespass offering differ from the sin offering?
Of what did the trespass offering consist ?
What was done with the sacrifice ?
What did the meat offering express?
Of what did it consist ?
How was the meat offering used ?
What was expressed by the peace offering?
Of what did it consist?
What was done with the peace offering?

LESSON XVIII. THE TABERNACLE.

1. When the family of A-bra'ham grew into a people its unity was main-
tained by regarding the altar — and but one altar for all the Twelve Tribes
—as the religious center of the nation.

2. To the thought of the altar as the meeting place with God was added
the conception of God dwelling among his people in a sanctuary and re-
ceiving homage as the King of Is'ra-el (Exod. xxv, 8).

3. Thus the altar grew into the Tabernacle, which was the sanctuary
where God was supposed to dwell in the midst of the camp. As was nec-
essary among a wandering people, it was constructed of such materials as
could be easily taken apart and carried on the march through the wilder,
ness.

In considering the Tabernacle and its furniture we notice the following
particulars :

I. The Court, an open square surrounded by curtains, one hundred and
fifty by seventy-five feet in extent, and occupying the center of the camp

REVISED NORMAL LESSONS.

of Is'ra-el (Exod. xxvii, g-13). In this stood the Altar, the Laver, and the
Tabernacle itself.

II. The Altar of Burnt Offerings stood within the court, near its en-
trance. It was made of wood plated with "brass" (which is supposed to
mean copper), was seven and one half feet square, and four and one half '

^J0il^^^~

THE TABERNACLE.

feet high. On this all the burnt sacrifices were offered (Exod. xxvii, i;
xl, 29), except the sin offering.

III. The Laver contained water for the sacrificial purifyings. It stood
at the door of tlie tent, but its size and form are unknown (Exod. xxx,
17-21).

IV. The Tabernacle itself was a tent forty-five feet long, fifteen feet
wide. Its walls were of boards, plated with gold, standing upright ; its

REVISED NORMAL LESSONS.

roof of three curtains, one laid above another. Whether there was a

ridgepole or not is uncertain. [The
cut on page 57 represents the for-
mer arrangement.] It was divided,
by a veil across the interior, into
two apartments, the Holy Place and
the Holy of Holies (Exod. xxxvi,
8-38).

V. The Holy Place was the
larger of the two rooms into which
the tent was divided, being thirty
feet long by fifteen wide. Into this
the priests entered for the daily
service. It contained the Candle-
stick, the Table, and the Altar of
Incense (Heb. ix, 2).

VI. The Candlestick (more cor-
rectly, " lampstand ") stood on the
left side of one entering the Holy
Place ; made of gold, and bearing
seven branches, each branch hold-
ing a lamp (Exod. xxv, 31-37).

VII. The Table stood on the
right of one entering the Holy Place ;
made of wood, covered with gold ;
three feet long, a foot and a half
wide, two and one quarter feet
high ; contained twelve loaves of
bread, called " t^e bread of the
presence " (Exod. xxxvii, 10, 11).

stood at

Ounn

□

DIAGRAM SHOWING LOCATION OF THE OB-
JECTS WITHIN THE TABERNACLE COURT.

VIII. The Altar of Incense

the inner end of the Holy Place, near the
veil ; made of wood, covered with gold ; a
foot and a half square and three feet high.
On it the incense was lighted by fire from
the altar of burnt offering (Exod. xxx,
1.2).

IX. The Holy of Holies was the inner-
most and holiest room in the Tabernacle,
into which the high priest alone entered on
one day in each year (on the Day of Alone-

GOLDEN CANDLESTICK.

REVISED NORMAL LESSONS.

It contained only the Ark of the

ment); in form a cube of fifteen feet
Covenant (Heb. ix, 3).

X. The Ark of the Covenant was a chest con-
taining the stone tablets of the Commandments ; made
of wood, covered on the outside and inside with gold ;
three feet nine inches long, two feet three inches wide
and high. Through gold rings on the sides were
thrust the staves by which it was borne on the march.
Its lid, on which stood two figures of the cherubim,
was called " the mercy seat." On this the high
priest sprinkled the blood on the Day of Atonement the altar of incense
CExod. XXV, 17, 18; Heb. ix, 7).

BLACKBOARD OUTLINE.

— ?

THE TABERNACLE.

Cou. sq. 150. 75. (Al. Lav. Tab.)

II.

Alt. woo. br. 7^, 4^.

III.

Lav. do. ten.

IV.

Tab. 45- 15- bds. cur. (H.P. H.H.)

Ho. Pi. 30. 15. (Can. Tab. Alt. Inc.)

VI.

Can. go, 7. bran.

VII.

Tab. 3. i|, 2}, 12 loa.

VIII.

Alt. Inc. woo. gol. l|, 3.

IX.

Ho. Hoi. 15. 15. 15. (Ar. Gov.)

Ar. Cov. wo. go. 3.9. 2.3. " men se."

REVIEW QUESTIONS.

How was the unity of the Is'ra-el-ite people maintained ?

What was the conception or thought in the Tabernacle ?

Why was it constructed of such materials ?

What was the court of the Tabernacle ?

What were the dimensions of the court ?

What stood in the court ?

What were the materials of the Altar of Burnt Offerings ?

What was the size of this altar?

What was the laver, and where did it stand?

What was the Tabernacle itself?

Into what rooms was it divided ?

How was it covered ?

What were the dimensions of the Holy Place?

What did the Holy Place contain ?

What was the form of the candlestick ?

60 REVISED NORMAL LESSONS.

Where did the candlestick stand ?

Of what was the Altar of Incense made?

What were its dimensions ?

For what was this altar used ?

What were the dimensions of the Holy of Holies?

What did the Holy of Holies contain ?

Who alone entered this room, and how ofteo ?

What was the Ark of the Covenant ?

What was the " mercy seal ?"

LESSON XIX. THE TEMPLE.

1. After the Is'ra-el-ites had become a settled people, and had been
organized into a kingdom, the Tabernacle grew into a Temple, figuring
the palace of Jehovah.

2. The first Temple was built by Sol'o-mon, on Mount Mo'riah, about
one thousand years before Christ. This was destroyed by Neb'u-chad-
nez'zar, B. C. 587, but rebuilt under Ze-rub'ba-bel and finished B. C. 515.
This became dilapidated, and its restoration was begun under Her'od the
Great, B. C. 20. It was not fully completed until A. D. 65, only five years
before its final destruction.

3. The three Temples were according to the same general plan, but
differing in details. The last Temple, standing in the time of Christ, is
the one of which we know the most, and the one which we describe
briefly.

I. The Court of the Gentiles was a quadrangle, about one thousand
feet on each side (nine hundred and ninety north, one thousand east, nine
hundred and ten south, one thousand and sixty west). North was the tower
of An-to'ni-a ; east, the valley of the Kid'ron ; south, the district O'phel ;
west, the valley of the Ty-ro'poe-on, and, beyond it, Mount Zi'on. On th«
eastern wall rose a corridor, Sol'o-mon's Porch ; on the southern, another,
Her'od's Porch. It was paved with marble, and on its open space was a
market. It had six gates, one each on north, east, and south, and three on
the west, leading to the city. Into this court Gen'tiles were permitted to
•inter. (See allusions in Acts xxi, 29 ; iii, II ; John ii, 14-16).

II. The Chel [pronounced Kel^ or Sacred Inclosure, occupied the
northwest corner of the Court of the Gen'tiles. It was a raised platform,
containing the sacred buildings, eight feet above the level of the court,
measuring six hundred and thirty feet from east to west by three hundred
from north to south. Its outer wall was a lattice in stone, called Soreg,
■' interwoven,"- containing inscriptions in many languages, warning Gen'tiles
not to enter on pain of death (Acts xxi, 28, 29). This Cliel was a terrace

REVISED NORMAL LESSONS.

twenty-four feet wide, around an inner wall from forty to sixty feet high.
It was entered by nine stairways, four on the north, one on the east, and
four on the south.

III. The Court of the Women occupied the eastern end of the Sacred

THE TEMPLE

OPHEL

Inclosure. It was a square, two hundred and forty feet on each side ; its
floor three feet higher than the platform of the Chel; surrounded by high
walls ; entered by four gates, one on each side. The one on the east was

C2 RE VISED NORMA L LE SSONS.

the Gate Beautiful (Acts iii, 2), that on the west the Gate Ni-ca'nor. The
court was open to the sky, as were also the four rooms, one in each corner,
each sixty feet square. The one on the northwest was used for the cere-
mony of cleansing the leper (Matt, viii, 4) ; northeast for storage of wood ;
southeast, for the ceremonies of the Naz'a-rite's vow (Acts xxi, 23-26) ;
southwest, for the storage of oil. The court had a galleiy from which
women could view the sacrifices ; hence its name. It was also called " the
Treasury," from the gift boxes fastened upon its walls (Mark xii, 41, 42;
John viii, 20).

IV. The Court of Is'ra-el, or Men's Court, occupied the western end
of the Chel, and was a corridor surrounding the Court of the Priests. It
was ten feet higher than the level of the Women's Court ; three hundred
and twenty feet long from east to west, and two hundred and forty from
north to south. The corridor was sixteen feet wide on the north and
south, and twenty-four feet on the east and west. It was the place where
the men stood to witness the sacrifices. Its outer wall was thick and high;
within it was separated from the Court of the Priests by a railing. It had
three gates on the north, one on the east, and three on the south. On the
southeastern corner was the meeting room of the San'he-drim, or Great
Council of the Jews.

V. The Court of the Priests was a platform within the Court of
Is'ra-el, raised three feet above it ; about two hundred and eighty feet long
by two hundred wide. Upon it stood the Altar, the Laver, and the Tem-
ple building. The Altar probably stood on the rough rock which lies
under the dome of the Mosque of O'mar and gives its name " The Dome
of the Rock " to the building.

VI. The Temple building, or House of the Lord, consisted of four
parts.

1. The Porch was the vestibule in front, forming a tower one hundred
and twenty feet high.

2. The Holy Place was thirty feet wide and sixty feet long, having each
of its dimensions double those in the Tabernacle, and containing the
Candlestick, the Table, and the Altar of Incense.

3. The Holy of Holies was a cube of thirty feet on each side, separated
from the Holy Place by a double veil three inches apart. As there was
no Ark of the Covenant it contained only a block of marble, on which the
blood was sprinkled on the Day of Atonement.

4. The Chambers were rooms for the priests during their service at the
Temple. They were situated around the building, but separate from it,
and were three stories high. In one of these rooms each priest lived in
turn for about two weeks in each year.

RE VISED NORMAL LESSONS. S3

BLACKBOARD OUTLINE,

K .

Tem. Sol. i.ooo. Zer. 536. Her. B, C. 20.

L Cou. Gen. 1,000. N. An. E. Val. Ked. S. Op. W. Val.

Tyr. Sol. For. Her. For.

II. Chel. 8. 630. 300. 24. Soreg. 9 Stair.

III. Cou. Worn. 240. sq. 4 ga. 4 rooms. N. W. Lap. N. E.

woo. S. E. Naz. vow. S. W. oil. Gal. Treas.

IV. Cou. Isr. 10. 320. 240. 16. 24. Sanh.

V. Cou. Pri. 3. 275. 200. Alt. Lav. Tem.

VI. Tem. bull. I. For. 120. Ho. PI. 30. 60. Hoi. Hoi. 30.
jgj _

-k

REVIEW QUESTIONS.

How did the Tabernacle become a Temple ?

Name the three Temples, their builders, and the date of each.

Name the six parts of the Temple in the time of Christ,

What was the form of the Court of the Gen'tiles?

Give the boundaries of this court.

What two porches stood beside it ?

How many gates did it have, and where were they ?

What was the name of the court, or sacred inclosure, within that of the Gen'tiles?

What were its dimensions ?

What was the character of this court ?

What entrances led to it ?

Who were excluded from it ?

Locate and describe the Court of the Women.

How was it entered ?

What rooms were in its corners ?

By what other name was it called ?

Why was it called the *' Court of the Women ? •*

What court was next to that of the women ?

Describe this court.

How was it separated from the other courts?

What stood in one of its corners ?

What was the Court of the Priests?

What were its dimensions ?

What stood in this court ?

Where did the altar stand ?

Name the four parts of the Temple building.

Describe the porch of the Temple,

Describe the Holy Place.

Describe the Holy of Holies.

What took the place of the Ark in this Temple?

Describe the chambers.

64 REVISED NORMAL LESSONS.

LESSON XX. THE SYNAGOGUE.

The synagogue forms an important link between tlie Clnirch of the
Old Testament and that of the New, and greatly aided in preparing the
way for the Gospel.

I. Its Origin. The synagogue arose during the captivity, when the
Temple was in ruins and the sacrifices were in abeyance. In the land of
captivity the people of God met for worship and fellowship, and out
of their meeting grew the synagogue, a word meaning " a coming to-
gether." It is believed that the institution was organized as a part of the
Jewish system by Ezra, B. C. 440.

II. Its Universality. There was but one temple, standing on Mount
Mo-ri'ah, and only those who journeyed thither could attend its services.
But the synagogue was in every place where the Jews dwelt, both in
Pal'es-tine and throughout the world. Wherever ten Jew'ish heads of
families could be found there a synagogue would be established. There
were four hundred and sixty synagogues in Je-ru'sa-lem ; and every na-
tionality of Jews had its own (Acts vi, g).

III. The Place of Meeting. This might be a building erected for
the purpose, or a hired room, or even a place in tlie open air (Acts xvi, 13).
This meeting place was employed for secular as well as religious uses.
Courts were held in it, and sentence was administered (Acts xxii, ig),
and sometimes a school for teaching the law was held in it. Thus the
synagogue became a center of local influence.

IV. Its Arrangement. Every ancient synagogue contained:

1. An ^^ ark" which was the chest for the sacred rolls, and stood in the
end of the building toward Je-ru'sa-lem.

2. Chief seats, elevated, near and around the "ark," for the elders and
leading men (Matt, xxiii, 6).

3. A desk for the reader standing upon a platform.

4. Places for the worshipers, carefully graded according to rank, the
Gen'tile visitors having seats near the door of entrance.

5. A lattice gallery where women could worship without being seen.

V. Its Officers. These were :

I. Three rulers of the synagogue, who directed the worship, managed
the business details, and possessed a limited judicial authority over the
Jews in the district (Mark v, 22; Acts xiii, 15). One of these was the
presiding officer, and called '^ the ruler."

REVISED NORMAL LESSONS. 65

2. The chazzati (Luke iv, 20, "the minister"), who united the func-
tions of clerk, schoolmaster, sexton, and constable to administer sentence
on offenders.

3. T\\^ batlaniin, " men of ease," seven men who were chosen to act
as a legal congregation, were pledged to be present at the regular services^
and sometimes received a small fee for being present.

VI. Its Services. These were held on Saturday, Monday, and Thurs-
day, and were conducted by the members in turn, several taking part in
each service. They consisted of:

1. Forms of prayer, conducted by a leader, with responses by the wor-
shipers.

2. Reading of selections from the law and the prophets, according to
an appointed order (Acts xv, 21). The reading was in Hebrew, but it
was translated, verse by verse, into the language of the people, whethe;
Greek or Aramaic.

3. Exposition or comment upon the Scripture, in which any membii
might take part (Luke iv, 20, 21 ; Acts xiii, 15, 16).

VII. Its Influence. It is easy to perceive how widely and how
powerfully the results of such an institution would reach.

1. It pei-petuated the worship of God and united the worshipers.

2. It supplied a more thoughtful and spiritual worship than the ebb-
orate ritual of the Temple.

3. It promoted the study of the Old Testament Scriptures and made
them thoroughly familiar to every Jew.

4. It attracted the devout and intelligent among the Gen'tiles, many
of whom became worshipers of God, and were known as "proselytes of
the gate " (Acts x, I, 2).

VTII. Its Preparation for the Gospel. It is evident that the
apostles and early Christian teachers were greatly aided by the synagogue.

1. It furnished a. place ; for everywhere the Chuich began in the syna-
gogue, even though it soon left it (Acts xiii, 5 ; xviii, 4 ; xix, 8).

2. It prepared a people ; for the synagogue was attended by the earnest
and thoughtful, both of Jews and Gen'tiles, who were thus made ready
for the higher truths of the Gospel (Acts xiii, 42, 43).

3. It supplied a plan of service ; for it is evident that the early Chris-
tian worship was modeled, not on the ritual of the Temple, but on the
simpler forms of the synagogue.

4. It gave a system of organization ; for the government of the
early Church was similar to, and doubtless suggested by, that of the syna-
gogue.

66 HE VISED NORMAL LESSONS.

BLACKBOARD OUTLINE.

I. Ori. Cap. Ez. B. C. 440.
II. Univ. 10 fam. 460 Jer.

III. PI. Meet. Buil., room, open. sec. rel. sch.

IV. Arr. I. Ark. 2. Ch. se. 3. Des. 4. Pla. wor. 5. Lat.
gal.

V. Off. I. Rul. 2. Chaz. 3. Batl.

VI. Serv. I. Pr. 2. Re. 3. Exp.

VII. Inf. I. Per. wor. 2. Tho. wor. 3. St. O. T. 4. Dev.

Gen.

VIII. Prep. Gosp. i. PI. 2. Peo. 3. Ser. 4. Org.

REVIEW QUESTIONS.
Between what two institutions was the synagogue a link of connection ?
How did the synagogue originate ?
Who gave it definite organization ?
Wherein did it differ in location from the Temple ?
Where were synagogues formed ?
How many were in Je-ru'sa-lem ?

What buildings and places were used for the service of the synagogue?
To what secular uses also were these put ?
What were the arrangements of the synagogue ?
Where did the women worship ?
What was the " ark " in the synagogue ?
Who were the officers of the synagogue?
Who was the chazzan ?
Who were the batlanitn ?
What were the ser/ices of the synagogue ?
What influence did the synagogue exert?
Whom did the synagogue benefit outside of the Jews ?
How did the synagogue prepare the way for the Gospel?

LESSON XXI. THE SACRED YEAR.

I. Among the Is'ra-el-ites were certain institutions of worship observed
at regular intervals of time, and have been called The Periodical Insti-
tutions. These were:

I. The Sabbath, observed one day in seven ; of which the root-idea is
the giving to God a portion of our time. See references in the Old Testa-
ment: Gen. ii, 3; Exod. xx. 8-1 1 ; Isa. Ivi, 2; Iviii, 13. In the New
Testament we find the first day of the week gradually taking its place
among the early Christians (Acts xx, 7 ; i Cor. xvi, 2 ; Rev. i, 10).

REVISED NORMAL LESSONS. 61

2. The Nev7 Moon, which was the opening day of each month ; regarded
as a sacred day, and celebrated with religious services (Num. x, lo ;
2 Kings iv, 23).

3. The Seven Annual Solemnities, the important occasions of the
year, six feasts and one fast day.

4. The Sabbatical Year. One year in every seven was observed as a
year of rest, and the ground was left untilled (Lev. xxv, 2-7).

5. The Year of Jubilee. Once in fifty years the Is'ra-el-ites were com-
manded to give liberty to slaves, freedom to debtors, and general restitution
of alienated inheritances (Lev. xxv, g, 10).

IL We take for special notice among these periodical institutions the
seven annual solemnities of the Sacred Year.
These may be classified as,

1. The Three Great Feasts, Passover, Pentecost, and Tabernacles ;
all observed at the capital, and requiring the people to make annual pil-
grimages to Je-ru'sa-lem.

2. The Annual Fast, the Day of Atonement.

3. The Three Lesser Feasts, Trumpets, Dedication, Purim. These
were observed throughout the land, as well as at Je-ru'sa-lem.

With regard to each of these we will note: I. Its time. 2. The event
which it commemorated. 3. How it was observed.

1. The Feast of Passover (Luke xxii, i).

(a) Was held in the spring, on the fourteenth of the month Abib or
Nisan, corresponding to parts of March and April (Exod. xii, 18).

(J)) Commemorated the exodus from E'gypt (Exod. xii, 42).

(f) Observed with the eating of unleavened bread and the slain lamb
(Exod. xii, 19-21).

2. The Feast of Pen'te-cost (Acts ii, i).

[a) Was held early in the summer, on the fiftieth day after Passover,
in the month Sivan, corresponding to May and June.

(^) Commemorated the giving of the law.* See Exod. xix, i, ir.

{c) Observed by " first fruits" laid on the altar, with special sacrifices
(Lev. xxiii, 15-21).

3. The Feast of Tabernacles (John vii, 2, 10).

{a) Held in the fall, after the ingathering of crops, from the 15th to 2lst
of seventh month Ethanim, corresponding to September and Octo-
ber (Lev. xxiii, 34).

{U) Commemorated the outdoor life of the wildei-ness (Lev. xxiii, 43).

(r) Observed by living in huts or booths, and by special sacrifices
(Lev. xxiii, 35-42).

• According to Josephiis ; the fact is not stated in tKe Bible.

6» REVISED NORMAL LESSONS.

4. The Day of Atonement, the only fast required by the Jew'ish law,
{a) Held in the fall, on the tenth day of the month Ethanim (Lev. xxiii,

27), five days before the Feast of Tabernacles.

(b) Showing the sinner's reconciliation with God.

{c) On this da;, only in the year the high priest entered the Holy of
Holies (Exod. xxx, 10).

5. The Feast of Trumpets.

(a) Held on the first day of the seventh month Ethanim, correspond-
ing to September or October (Lev. xxiii, 24).

{b) This feast recognized the " New Year Day " of the civil year.*

6. The Feast of Dedication ; not named in the Old Testament.
See John x, 22.

{a) This was held in the winter, on the 25th of the month Chisleu (or
December), and for eight days thereafter.

(b) It commemorated the reconsecration of the Temple by Ju'das
Mac'ca-be'us, B. C. 166, after its defilement by the Syr'i-ans.

{c) It was observed by a general illumination of Je-ru'sa-lem ; hence
often called " the feast of lights."

7. The Feast of Pu'rim, not named in the New Testament, unless it
be referred to in John v, i.

(a) Held in the early spring, 14th and 15th of month Adar — March
(Esther ix, 21).

(b) Commemorating Queen Es'ther's deliverance of the Jew'ish people
(Esther ix, 22-26).

{t) Observed with general feasting and rejoicing.

BLACKBOARD OUTLINE.

I. Per.

Inst. I. Sab. 2. Ne. Mo. 3. Sev. Ann. Sol.

Sab. Ye. 5. Ye. Jub.

II. Sac

Yea.

( I. Pass. spr. ex. Eg. sla. la.
Gr. Fe. \ 2. Pen. sum. giv. la. fir. fru.
( 3. Tab. fal. lif. wil. liv. huts.

Ann. Fa. 4. Day At. fal. sin. rec. pr. H. Hoi.

( 5. Trum. fal. N. Ye. bl. trum.

Les. Fe. \ 6. Ded. win. rec. Tem. ill. Jer.

( 7. Pur. spr. Esth. del. fea. rej.

* The ecclesiastical year began with the month Abib or Nisan in the spring ; the
civil year with the month Ethanim in the fall.

REVISED NORMAL LESSONS. 69

REVIEW QUESTIONS.

What is meant by " periodical institutions ? "

Name the five general periodical institutions of the Is'ra-el-ites.

What did the Sabbath commemorate ?

What were the new moons ?

How many times in the j'ear were observed by the Is'ra-el-ites ?

What was the Sabbatical Year ?

What was the Year of Jubilee ?

Name the three great feasts.

When was each great feast observed ?

What did each feast commemorate ?

How was each feast observed ?

What took place on the Day of Atonement?

What did the Day of Atonement represent?

What were the three lesser feasts ?

When was each observed ?

What did each lesser feast commemorate?

How were these feasts observed ?

LESSON XXII. REVIEW OF BIBLE INSTITUTIONS.

I. Name four great institutions preparatory to the Church.

II. Concerning the Altar, state: I. Its use in ancient religions; 2. What
is known as to its origin ; 3. Its material; 4. Its idea ; 5. Its prophetic
purpose.

III. Name the five offeruigs among the Is'ra-el-ites.

IV. State concerning each offering : i. What it represented ; 2. Of
what it consisted ; 3. What was done v/ith it.

V. Show how the Altar grew into the Tabernacle.

VI. State the various parts of the Tabernacle, its court and contents.

VII. Name the three Temples, who built them, and what became of
them.

VIII. Describe the courts of Her'od's Temple.

IX. Name the various parts of the Temple building, their dimensions
and uses.

X. State concerning the Synagogue : i. Its origin; 2. Its locality;
3. The building or place of meeting ; 4. Its arrangements ; 5. lis oflicers :
6. Its services ; 7. Its influence; 8. Its preparation for the Gospel.

XI. Name and describe " the periodical institutions" of the Old Testa
ment.

XII. Name and describe the three great Feasts of the Jews.

XIII. Explain the annual fast of the Jews.

XIV. Name and explain the three lesser feasls.

70 REVISED NORMAL LESSON'S.

PART V.

ON THE SUNDAY SCHOOL.

LESSON XXIII THE HISTORY OF THE SUNDAY SCHOOL.

LESSON XXI\ THE DEFINITION OF THE SUNDAY
SCHOOL.

LESSON XXV. THE SUNDAY SCHOOL AND THE HOME.

LESSON XXVI. THE SUNDAY SCHOOL AND THE CHURCH.

LESSON XXVII. THE ORGANIZATION OF THE SUNDAY
SCHOOL.

LESSON XXVIII. THE HOME DEPARTMENT.

LESSON XXIII. THE HISTORY OF THE SUNDAY SCHOOL.

Every permanent institution is an evolution, the gradual unfolding and
development of a germ, not a sudden creation of a new type. That which
is destined to endure in the future is sure to have its origin in the past.

The Sunday school is not, as many suppose, a modern institution, a lit-
tle more than a century old. Its germ was in the world, living and active,
more than three thousand years ago, and it has from age to age developed
m varied forms.

The germ of the Sunday school does not consist in its meeting on any
especial day, nor in its organization into classes, nor in its name. It con*
sists in the gathering together of people, young and old — but especially of
the young — for the study of the word of God.

I. There was a Sunday school, in these essential elements, among the
ancient Israelites. We find allusions to them in the earlier ages (Gen.
xviii, 19 ; Deut. vi, 6-9) ; during the period of the kingdom (2 Chron.
XV, 3 ; xvii, 7-9) ; after the return from captivity (Neh. viii, 1-8). The
ancient Jewish writings, outside of the Bible, are full of references to
these schools for instruction in the Scriptures.

II. There was a Sunday school in the early Christian Church. We
find in the New Testament a distinction made between preaching, or " her-
alding," and teaching, which is the work of the Sunday school (Matt
xxviii, 19; Acts ii, 42, Rev. Ver.; xi, 26 ; xiii. i; xxviii, 30, 31 ; 2 Tim.
ii, 2 ; iii, 15).

III. There were Sunday schools at the time of the Reformation. The
reformers prepared catechisms, embodying the doctrines of the faith, for

REVISED NORMAL LESSONS.

teaching in classes. One reason why the Sunday school was not empha-
sized by the Protestant reformers was that in all the schools established by
them, notably in Scotland, the Bible was one of the principal text-books
in the week-day instruction.

IV. There was a revival of Sunday school instruction in the eighteenth
century. There are authenticated instances of Sunday schools in Amer-
ica, if not in England, as early as 1674 ; but the modern movement dates
from the establishment of a Sunday school in Gloucester, England, by
Robert Raikes, in July, 1780. An account of this was published by Raikes
in his own newspaper, was widely read, and was generally followed by
the establishment of Sunday schools. In 1787 there were two hundred
and fifty thousand pupils in the Sunday s chols of Great Britain,

V. A great advance in the aims and methods of the Sunday school be-
gan with the International Lesson System, which was instituted in
1872, though the study of the Bible in course did not begin until 1873. In
" the Robert Raikes school " reading, writing, and the catechism formed
the principal instruction. Later the practice of memorizing detached por-
tions of Scripture was introduced. With the International Lessons the
Sunday schools began the systematic study of the Bible in selected para-
graphs, and this is at the present time the principal work of the school.
There should be in every Sunday school a "supplemental lesson" taught,
to give general knowledge of the Bible, its books, its history, and its sys-
tematic teachings.

N. B. — Those who would like to investigate this subject more fully will
find a full statement of the history of the Sunday school in Vale Leciures
on the Sunday School, by H. C. Trumbull, and in The Church School, by
J. H. Vincent. The history of the International Lessons is given in The
Lesson System, by Simeon Gilbert.

BLACKBOARD OUTLINE.

I. S. S. am. anc. Isr. early , kgdm. ret.

II. S. S. Ear. Ch. "teach."

in. S. S. in Ref. "catech."

IV. S. S. xviii. Ro. Rai. 1780.

V. In. Les. Sys. 1872. par. supp. less.

REVIEW QUESTIONS.
Wherein is the Sunday school an evolution ?
How early was it in existence ?
What is the germ of the Sunday school?

72 RE VISED NORMAL LESSONS.

What is said of the Sunday school among the ancient Israelites ?

What was the teaching in the early Church ?

What took the place of the Sunday school in the time of the Reformation?

What movement took place in the eighteenth century ?

Who founded the modern Sunday school ?

What is the latest development of Sunday school instruction?

What is the supplemental lesson, and why should it be pursued?

LESSON XXIV. THE DEFINITION OF THE SUNDAY
SCHOOL.

The Sunday school teacher needs to understand the principles and plans
of the institution wherein he is a worker.

I. Therefore we present the Definition of the Sunday school as given
by Dr. J. H. Vincent.

1. The Sunday school is a department of the Church of Christ,

2. In which the word oi Christ is taught,

3. For the purpose of bringing souls to Christ,

4. And of building up souls in Christ.

(This definition should be committed to memory by every student ; and that it may be
memorized more easily it is printed in the form of four paragraphs. Let it be wriiien
upon the board, one sentence at a time, in catchwords or initial syllables, as in the
blackboard review at the end of the lesson ; and let it be drilled and reviewed until every
member of the class can repeat it correctly.)

II. Let us examine this definition more closely and develop its mean-
ing. From it we learn :

1. That the Sunday school is a department of the Church of Christ.
It is not an irresponsible, voluntary institution ; it is neither a social club
nor a literary society. It is connected with the Church of Christ, is re-
sponsible to the Church, and under the Church's fostering care.

2. That the Sunday school is a school. It is not a service or public
meeting. It adopts the teaching method, not the lecture method ; 1 there-
fore divided into classes of varied grade, and employs the services of
teachers to instruct its scholars.

3. That it is a Sunday school, meeting on the Lord's Day. Hence its
exercises should be appropriate to the day consecrated to the service of
Christ; and especially its lessons should be in sacred, not secular, subjects,
and its teaching should be reverent and spiritual.

4. That it teaches the word of Christ. If has but one text-book,
the Holy Scriptures ; and it seeks to teach them both the Old Testament
and the New as the word of Christ, that is the revelation of Jesus as the

REVISED NORMAL LESSONS. 73

Redeemer of the world. If it deals with Bible history, or Bible geography,
or Bible institutions it shows the truth concerning Christ which dwells in
them.

5. That it has a purpose in its teaching. It instructs, but not for the
sake of instruction merely. It aims first of all to bring souls to Christ,
to make its pupils, young and old, disciples of Christ. But its work is not
ended when its pupils are converted and churched ; for then begins the
more important work of building up souls in Christ, the process of
spiritual education, the leading out of the soul's powers, and the develop-
ment of a complete Christian character.

BLACKBOARD OUTLINE.

The Sunday School.
I. Def. I. S. s. dep. Ch. Chr.

2. In wh. wo. Chr. tau.

3. For pur. bring, so. to Chr.

4. And of bui. up s. in Chr.

II. Mean. i. Dep. Chu. Chr. 2. Sch. 3. Sun. sch. 4. Tea. wo.
Cbr. 5. Par. (i) Br. so. to Chr. (2) Bui. up so. in Chr.

REVIEW QUESTIONS.

What principles and plans does the Sunday school worker need to understand ?

Can you tell why he needs to understand them ?

State the definition of the Sunday school.

Of what is the Sunday school a part ?

What does this relation involve?

What does the name Sunday school involve ?

What is involved in the name Sunday school?

What is the first aim of the Sunday school with respect to its pupils?

What should the Sunday school do for the scholar after he has been converted ?

LESSON XXV. THE SUNDAY SCHOOL AND THE HOME.

The Sunday school is not the only instrumentality, nor is it the most im-
portant instrumentality for the religious training of the young. There are
two other institutions which take precedence of it in honor and in influ-
ence as forces for the building up of a Christian character. One of these
forces is the home, the other is the Church.

We consider the Relations of the Sunday school and the Home,
and notice :

74 REVISED NORMAL LESSONS.

I. The home as compared with the Sunday school in the religious
education of youth.

1. Tiie home comes before the Sunday school. Education begins with
life ; and the period in life when the most is learned is the first seven years,
nearly all of which are passed at home under the influence of the parents,
and especially of the mother. The nature of the child is fixed in a measure
before the Sunday school lays its hand upon him.

2. The home is more constant than the Sunday school. While the
pupil is in the Sunday school only an hour of one day in each week he is
in the home every day, and a large part of the time. Its influence, whether
conscious or unconscious, is an atmosphere which he breathes continually.
Its principles, its examples, its aims, all have their constant effect upon
him, while the Sunday school enters into his life only as an occasional
power from without.

3. The home has a controlling power which the Sunday school does
not possess. There is — or there ought to be — in the home the strong yet
gentle hand of parental authority, such as no teacher can exercise. The
parent can say " you must," when at best the teacher can only say " you
ought."

Hence the Sunday school should never take the place of the home in
religious education and the teaching of the word of life.

II. What then is the work of the Sunday school in its relation to the
home?

1. It can suggest the teaching in the home. Many families find that
the lessons of the Sunday school constitute the best course of instruction in
the family. The " Home Readings" are read at family worship ; the course
is pursued by all the members, and the lessons direct into lines of special
study.

2. It can supplement the teaching in the family. When the princi-
ples and ideals of the home are reenforced by a faithful Sunday school
teacher there is an added influence from without to strengthen that from
within.

3. It can often supply the lack of teaching in the home. Not all
homes are places of religious power. There are godless parents, worldly-
minded parents, and unbelieving parents whose homes are silent on the most
important of all themes. For these homes the Sunday school is the only
substitute, and often it is the only influence in the training of childhood.

III. What can the home do for the Sunday school ?

I. It can prepare the scholar for the Sunday school. In every Chris-
tian home the Sunday school lesson should be studied during the week,
and the pupil fully prepared for his class.

REVISED NORMAL LESSONS.

2. It can command the attendance of the scholar. There would be
few pupils absent from or late at the Sunday school if the home did its
duty.

3. It cau organize a Home Department of the Sunday school for those
who are unable to attend. The Home Department is now one of the rec-
ognized institutions of the Sunday school. It consists of those who are too
busy, too feeble, or too aged to attend the school, yet are willing to givf
an hour to its study, and are therefore enrolled as a "home department." *

BLACKBOARD OUTLINE.

-«

THE

HOM{

COMP. WITH
HELPED BY
HELPING

Com. bef.
Const.
Cont. pow.
Sugg. tea.
Supp. tea.
3. Supp. lac. tea.

1. Prep. sch.

2. Com. att.

3. Org. Ho. Dep.

REVIEW QUESTIONS.

What institutions take precedence of the Sunday school f

Name three respects in which the home has an advantage over the Sunday school.

Wherein does the home have advantage in respect of time of beginning?

How is the influence of the home more constant than that of the school?

How is the authority of the home greater than that of the school ?

What can the Sunday school do to aid the work of the home ?

How may it suggest the teaching of the home?

Where may the Sunday school supply the lack of home training ?

How can the home help the Sunday school ?

What is the Home Department of the Sunday School ?

LESSON XXVL THE SUNDAY SCHOOL AND THE CHURCH.

We have already stated that the Sunday school is not an independent
organization. It is in close connection with a greater institution — the
Church. The Church is the parent, the Sunday school is the child ; the
Sunday school is the branch, the Church is the tree.

I. Consider the Mutual Needs of the Church and the school.

I. The Church needs the Sunday school for the completeness of its
being.

* This department is now officially recognized by the Sunday school authorities of the
leading denominations, and circulars are furnished by each of the publishing houses.

76 REVISED NORMAL LESSONS.

I.) It needs it as its department of Bible instruction, and without it in
some form one important part of the Church's worij is left undone.

2.) It needs it to give exercise to its members. There is no better
development of the Christian character than that which comes to the
Sunday school worker. He is brought into the study of the
word ; he learns by teaching it to others ; he enters into sympathy
with youth ; and he gains strength of character by the use of his
powers.

3.) It needs it as an evangelizing agency. The vast majority of mem-
bers enter the Church through the Sunday school, and many of them
are brought to Clirist by it as the direct instrumentality.
2. But if the Church needs the Sunday school, the Sunday school
needs the Church still more.

I.) It needs the Church to supply it with workers. Only Christians
can properly teach the Word of Life, and these are in the churches.
Were there no churches there could be no Sunday schools.

2.) It needs the Church to give unity to its work. The Sunday
school which is connected with no Church is apt to have for its work-
ers the discontented members, the " cranks," and those who can
find '* no church good enough for them." As a result its work is
irregular, its teachings are apt to be loose, and its results are meager.
It may flourish for a time, but it tends to disintegration and not to
unity.

3.) It needs the Church to foster its converts. Every living Sunday
school will win souls to Christ ; and these must be gathered into
the Church for their security and their development. It is the
universal experience that no Sunday school can take the place of
the Church in the care of young Christians. Hence the " Union
Sunday School," or "undenominational mission," is an anomaly.
Such a Sunday school may be a necessity in small hamlets not
large enough to support a church ; but even there it should be
regarded only as a provisional arrangement, and should be at-
tached to the Church as soon as it is established. Union missions
in large cities are abnormal, and should not be encouraged as per-
manent institutions. Every mission school should be in direct rela-
tion to a Church.
II. Consider the Mutual Duties of the Church and the Sunday school.
I. The duties of the Church to the school are three, nan.«!_, :

I.) Sympathy, that is, "feeling with." The Church should /tv/7£///'/i
the school ; should take an interest in it ; should appreciate its work
and recognize its needs^

REVISED NORMAL LESSON'S,

3.) Support. There should be a moral support, enabling the school
to rest upon the regard and confidence of the Church; and there
should be a financial support, the Church supplying liberally the
means of carrying forward the school.

3.) Supervision. When the school is left outside the sympathy, and
left without the support of the Church, it is apt to resent its attempt
at control. But the Church, which bears the burdens of the schoolj
furnishes it with workers, and has its affectionate interest in it, will
find its authority respected and its wholesome discipline regarded as a
privilege.
2. On the other hand there are three duties of the Sunday school
toward the Church.

I.) To teach in harmony with its standards. The teaching m the
class should be in accordance with that given from the pulpit ; the
catechism or doctrinal platform of the Church should be studied in
the school ; and all the instruction should be in harmony with its
principles.

P.) To contribute to its power. The Church's power is in its living
members, and these should be constantly recruited through the
Sunday school. The school should direct all its pupils toward the
Church.

3.) To cooperate with its several departments. The members of the
Sunday school, whether teachers or scholars, should be interested in
all the spheres of the Church's activity, should attend the public
worship, should participate in the prayer meeting, should take part
in its various activities, and should contribute to its benevolences.

BLACKBOARD OUTLINE.

MUT. NE.

Ch. Ne. S. S.

MUT,

DUT,

S. S. Ne. Ch.

Ch. to S. S.

Sch. to Ch.

1. Dep. ins.

2. Ex. mem.

3. Evan. ag.

1. Sup. wor.

2. Un. wk.

3. Fos. conv.

1. Syni.

2. Supp.

3. Super.

1. Har. Stan.

2. Con. pow.

3. Coop. dep.

78 REVISED NORMAL LESSONS.

REVIEW QUESTIONS.

Of what institution is the Sunday school a part?

What is the relation between the Church and the Sunday school 1

Wherein does the Church need the Sunday school ?

What are the benefits of the Sunday school to those engaged in its work?

Why does the Sunday school need the Church?

What is said of " union schools? "

When is the union school admissible ?

What are the duties of the Church to the Sunday school ?

What are the duties of the Sunday school to the Church?

LESSON XXVII. THE ORGANIZATION OF THE SUNDAY
SCHOOL.

1. All work in which any considerable number of people are united
must have some form of organization in order to obtain any satisfactory
results

2. Organization does not create power, and the power of a Sunday
school is not in its form of constitution, but in the energy of its workers.
But organization condenses power, directs energy, and gives unity to work.

3. Therefore the organization of the Sunday school is an important sub.
ject for our consideration.

I. We notice the General Principles under which the school should be
organized :

1. The Supervision of the Church. The Church is Jhe parent of the
school, and should provide for its organization.

2. Harmony with its Denominational System. The ideal Sunday
school is a Church school, fraternal toward all other Churches and loyal to
its own Church in its doctrines and methods of work.

3. A Form of Constitution. There should be a brief but explicit
statement of the working plan of the school, naming its objects, stating its
officers, defining their duties, and declaring their term of office and method
of election.

II. We name the Officers to be chosen, and suggest the method of their
appointment.

1. There should be a Superintendent, as the executive officer of the
school. He should be chosen by the teachers and officers, with the approval
of the governing body of the local Church ; and when thus approved he
should be ex officio a member of that governing body.

2. There should be an Assistant Superintendent (more than one in a
large school), to aid in the management, especially in supplying substitutes

REVISED NORMAL LESSONS. 79

for absent teachers and in assigning new scholars to classes. He should
be nominated by the superintendent, subject to the approval of the teach-
ers and officers.

3. There should be a Secretary, to keep the records and care for the
literature of the school. He should be nominated by the superintendent,
and elected by the teachers and officers.

4. The secretaiy may sei-ve as Treasurer, or one of the teachers may
be elected to that office.

5. There should be a Librarian, with power to choose his assistants,
subject to the approval of the teachers and officers.

6. The Teachers should be carefully selected by the superintendent,
approved by the pastor, and, after at least a month of trial, elected by the
body of officers and teachers.

The scholars should have no votes in the election of officers and teach-
ers, though it is well to consult the senior classes in the appointment of
their teachers.

in. There are five general Departments to be recognized in the or-
ganization of the school.

1. The Primary Department, embracing the smallest children, up to
the age of eight, nine, or ten years, according to physical or mental devel-
opment. Generally, when children are in " the Second Reader " in the
week-day school they should be promoted to the second grade in the Sun-
day school.

2. The Intermediate Department, embracing generally the children
from nine to eleven years of age.

3. The Junior Department. This should embrace the children from
eleven to sixteen years of age, though some may remain a year longer, and
exceptionally mature pupils may be promoted earlier.

4. The Senior Department, embracing all who are over sixteen or
seventeen years of age. Some schools, desiring to give this department
special recognition, call it " The Assembly," and organize it as a separate
institution. It should include, besides classes for young men, young
ladies, and elderly people, also the following classes :

I.) A Normal Class, composed of young people who study (instead
of the regular lesson or additional to it) a course of normal instruc-
tion, fitting them in due time to become teachers.
' 2.) A Reserve Class, from which substitutes and teachers may be ob-
tained as needed. This class should study the lesson one week in
advance of the rest of the school.

5. The Home Department, consisting of students, young and old,
who are unable to attend regularly, but study the regular lesson at home

so RE VISED NORMAL LESSONS.

and are duly enrolled and recognized as members of the Sunday
school.*

IV. We would call attention also to the System of Gradation which
should be followed in the conduct of the school.

1. There should be a fixed number of classes in each department.
This number should be carefully determined upon, as proportioned to the
size of the school, and should not be changed except upon mature consid-
eration. For example, there should be a small number of large classes in
the Senior Department, and scholars should be promoted from the lower
classes on arriving at a certain age, in order to keep the senior classes uni-
formly full.

2. There should be regular promotions from grade to grade. The
basis of promotion should be partly that of age, partly that of intelligence,
and it may or may not depend upon examination, as the school shall de-
termine ; but there should be some standard in the promotion, and it
should be faithfully maintained.

3. With the promotion from one grade to another there should be a
change of teachers. While the pupil is in one department he may re-
main with the same teacher, who should be advanced with the class from
" first year" of the grade to " second year," etc. But when the scholar is
promoted from one grade to another he should generally leave his teacher
and enter another class, unless the teacher happens to be advanced at the
same time to fill a vacancy.

4. There should be annual and simultaneous promotions. That is,
there should be set apart one day in the year as " Promotion Sunday," for
which preparation should be made. On that day all changes should be
made ; a new class should be promoted from the Primary to the Interme-
diate Department ; new classes should be organized in the Junior Depart,
ment ; old classes should be advanced a year ; and pupils of the proper
age should leave their teachers and classes in the Junior Department for
th.e Senior.

5. There should be teaching adapted to these several grades, both
in the international lessons and in the supplemental studies, whicli
should be carefully chosen and fitted to the several departments of the
school, f

* Further information concerning Normal classes and the Home Department may b
obtained by addressing the Congregational Sunday School and Publishing Society, Bos-
ton ; the Baptist Publication Society, Philadelphia ; the Presbyterian Board of Publica-
tion, Philadelphia, or the publishers of this book.

+ For further information concerning graded Sunday school work and supplemental
lessons send to the tjublishers of this book for Seven Graded Sundav Schools.

REVISED NORMAL LESSONS. 81

BLACKBOARD OUTLINE.

ORG. S. S.

Gen. Prin. i. Sup. Ch. 2. Har. Den. Sys. 3. For. Con.

II.

Off. I. Sup. 2. Asst. Sup. 3. Sec. 4. Tre. 5. Lib. 6. Tea.

III.

Dep. I. Pri. 2. Int. 3. Jun. 4. Sen. (i) Nor. (2) Res.

5. Ho. Dep.

IV.

Sys. Gra. i. Fix. nu. cl. 2. Reg. pro. 3. Ch. tea. 4. An.

sim. pro. 5. Tea. ad. gra.

REVIEW QUESTIONS.

Why is organization necessary for work ?

What are the benefits of organization ?

What three principles should be provided for in the organization of the school ?

What should the constitution embrace?

What officers are needed in the Sunday school?

How should each officer be chosen ?

How should the teachers be chosen ?

Should the scholars have votes in the election of officers and the choice of teachers?

What departments should be recognized ?

Who should constitute the Primary Department?

Who should be members of the Intermediate Department?

Who should belong to the Junior Department ?

What is the Senior Department?

What classes should be provided in the Senior Department?

What is the Home Department ?

What principles should be observed in the system of gradation in the Sunday school ?

What is meant by "a fixed number of classes?"

What are regular promotions ?

When should scholars generally change their teachers?

When should promotions be made ?

LESSON XXVin. THE HOME DEPARTMENT.

BY W. A. DUNCAN.

Definition. — The Home Department is that agency or department of the Sunday
school whose purpose is to promote the study of the Bible, in connection with the Sun.
day school, among those who for any reason do not attend its sessions.

I. Its Organization, It has: l. A Superintendent. 2. A Secretary
and Treasurer when needed. 3. Visitors. 4. Classes : (i) Individual,-
(2) Family; (3) Neighborhood ; (4) Correspondence.
6

83 S;EJ-/S£n .VORMAL LESSOXS.

Nors I. — This oi-s.»nix.iiiou ci.iusiituies ;i i.lep.uimcnt of ihc Sunday school, which, lik«
the other >.lcp.ti'tiuctits, must submit its quarterly and atinu.<l reports, aud l<c subject to
«U the rules aud regul.uions of the school applicable to it. Its otliceis act under and in
coopenuion with the executive of the m.iiu school.

Note j. The members of its classes are enrolled as members of the Sunday school,

and are welcomed to cUisses of like grade.

Note ^. The members of the Home Classes are entitled to the use of the library and

to p.irticip.ition in .ill the Sund.iy school socials, piaiics, entertainments, lectures, etc.

1. The Superintendent, (i) His qualijtcations. Ceit.iin qualifica-
tions are necessary to the success of this ofticcr. They arc : (<;) Consecra-
tion to the service of Christ. (/>) Faith in the Home Department as an
effective agency. (.) Executive ability. (</) Tact in approaching and
persuading others, (a) His duties. They are : (<i) To map out and
thoroughly know his field, {h) To nominate and instruct Visitors and
assign them their work. (.) To keep .accurate records and make quarterly
and annual reports concerning the Home Department to the main school
and simil.ir reports to the members of the Home Classes concerning the
main school and the Home Department. {J) To plan and direct social,
instructive, and religious gatherings for the members of the Home Depart-
ment.

2. Visitors. Thdr duties. (<i) To organize Home Classes, {p) To
provide the members of the Home Classes with lesson helps and reports
and library books, and at the end of each quarter to convey reports and
offerings to the Superintendent. (<) To aid and encourage the members
of the Home Classes in their study. (</) To inform the Pastor and Super-
intendent of cases of neglect, affliction, distressing povertj', special religious
interest, etc. {/) To lead the Home Class students into more intimate and
con.lial relations with the Church and the Sunday school, ij) To pro-
mote the class feeling by bringing its members together for social purposes
and by getting them to undertake some work together.

3. Classes. To sN-stemati-re the work and increase the element of pei^
son.al influence, the Home Department is divided into Cl.vsses. (i) A
cl.ass may be formed of one or more persons, reporting to the school through
one Visitor. (2) Members of a class may be studying in different grades,
and may never meet together for lesson study, but because they are uuJer
the care of otu ferrnaiient J'isitor they form a class. (3) The number in
a class may be determined by the ability of the Visitor to give all the time
required for faithful visitation and oversight. Few Visitors can profitably
take the care of more than twelve. (4^ Members whose homes are so
distant that they cannot be reached by personal visitation may be fonned
into Corresp.mJeKi-e Classes and placed in charge of persons who will regu-
lar't communicate with them bv mdL

REVISED NORMAL LESSONS, 83

II. Its Methods, i. The first step in the work of the Home Depart-
ment is to organize Home Classes. This should be done by a canvass by
which every person in the parish or town who is not a Sunday school attend-
ant shall be solicited to join a Home Class or to attend the main schooL
Incidentally this canvass can touch upon the matter of church attendance
where the way seems open, though care should be taken not to offend.

2. The enrollment of members should be followed by regular zrisitation
and supervision to provide them with lesson helps and report blanks, and
to receive reports and offerings. These calls should be made by the Visit,
ors immediately after the last .Sunday of each quarter.

3. The Visitors should not confine themselves to routine duties, but
should Ao personal Christian work with each member, visiting each one as
often as may be necessary to accomplish the desired results.

4. The Visitors should always urge those who can to attend the regular
services of the church and Sunday schooL

5. Gatherings of the members for united study, prayer, or social inter-
course are always helpful. The Home Department Rally Day, when all
members are urged to attend the main school, should be a regular feature
at least once a year. Easter and Christmas are also special days upon
which the members of Home Classes should be remembered.

III. Its Aims. The following are the aims of the Home Department,
and, where the Home Department is successfully worked, are the invari-
able results :

I. Promotion of Bible study. 2. The increase of attendance on the
main school. 3. The increase of attendance upon the services of the
church and the formation of a bond of union between nonattendants and
the church. 4. The salvation of souls. 5. The increase of church mem-
bership. 6. The increase of contributions to the benevolent causes of tha
church. 7. The promotion of Christian usefulness.

8J^

HE VISED NORMAL LESSONS.

PART VI.

THE SUNDAY SCHOOL TEACHER.

LESSON XXIX.
LESSON XXX.
LESSON XXXL
LESSON XXXH.
LESSON xxxin.

THE TEACHER'S QUALIFICATIONS.
THE TEACHER'S PREPARATION.
THE LAWS OF TEACHING.
QUESTIONING.
ILLUSTRATION.

LESSON XXXIV. REVIEW.

LESSON XXIX. THE TEACHER'S QUALIFICATIONS.

1. It is the divine order that in the winning of a soul to Christ some
saved soul is the means of its salvation. Men are saved by men, not by
systems of organization (2 Cor. v, 19, 20; i Cor. iii, 6-9).

2. In the Sunday school work there must be a worker, for whom organi-
zations are made, and without whom all organizations are useless. That
worker is the Sunday school teacher, upon whose individual fidelity
depends the success of the cause.

3. For the Sunday school teacher certain qualifications are necessary,
and these we now consider :

I. First of all, the Sunday school teacher should be a Christian. His
work is for the Gospel of Christ, to bring souls to Christ and build up souls
in Christ ; hence the worker himself needs to be a follower of Christ.

1. He should be a Christian in belief. No one can speak confidently
and earnestly in behalf of a cause unless he believes in it. He can teach
all that needs to be known about ancient myths and decayed religions
without believing them to be true. But Christianity is either everything
or nothing. No man should undertake to teach the Bible unless he believes
it to be God's book ; nor the Gospel, except as the divine plan for saving
men (Isa. xxxiv, 16 ; 2 Peter i, 21 ; Rom. xv, 4 ; Psalm xix, 7, 8).

2. He should be a Christian in experience, having methisSaviour and hav-
ing become reconciled to him, enjoying the consciousness of pardon, sonship,
and communion with Christ. For only those who have entered into this
experience can have sympathy with the Gospel, understand its mysteries,
and teach it to others. A blind man cannot understand sight, and an un-
converted heart cannot comprehend spiritual things (l Cor. ii, 14 ; 2 Cor.
iv. 6 ; I John i, 3).

REVISED NORMAL LESSONS. 85

3. J/e should be a Christian in example. He is a teacher, not merely for
a.n hour on the Sabbath, but for seven days of every week; and his life is
far more potent than his words. He should show forth the character which
he would impart and live in the realm to which he aspires to lead his
class. See Acts iv, 13 ; 2 Kings iv, g ; I Tim. vi, 11.

H. The teacher's work is under the auspices of the Church, and there-
fore he should be a Church member.

1. He should be a Cfuuch member in profession. Whatever influence he
possesses should be given to the Church, to which he owes more than lie
can repay. The teacher who is outside the Church will never lead his
scholars into the Church (Eph. ii, 19-22 ; Matt, xvi, 18).

2. He should be a Church member in loyally. He should hold an attach-
ment, not to the Church in general, but to that particular Church whose
doctrines, forms, methods, and spirit are most nearly in accord with his
own views and best adapted to promote his own growth in grace ; and to
that Church he should ever maintain an earnest, whole-souled devotion,
while cordial and brotherly to all other Christian bodies (l John iii, I4 ;
Rom. xii, 5).

3. He should be a Church member in work. There are in every Church
two classes of members, the workers and the idlers, those who carry and
those who are carried. The teacher should be one of the working mem-
bers, bearing the Church upon his heart, and its work in his hands (John
XV, 5, 8 ; Eph. ii, 10).

in. The teacher's work is with the Bible, and therefore he should be a
Bible student.

1. A Bible student in teachableness^ turning to the word, not in the spirit
of criticism, but of reverence ; studying it, not to inject into it his own
opinions, but humbly seeking in its pages for the truth which shall feed
his own soul and supply the needs of his class (Isa. viii, 20 ; 2 Tim. iii,
16, 17).

2. A Bible student in thoroughness. The cursory glance at a few verses
may answer for the careless reader, but he whose work it is to teach the
word must study it ; not only the lesson, but the chapter, the book, the volume
containing the lesson ; for only as he has a wide and full knowledge of the
Bible as a book can he understand the specific lesson which he must teach
his class (Psalm cxix, 18 ; xix, 7-9; Acts xvii, 11),

IV. The teacher's work is the work of teaching, and therefore he must
be a teacher.

1. He must be a teacher ift know'.eage. Not merely in knowledge of the
lesson, though in that he naust know ten times as much as he expects to
impart to his class ; but more especially in knowledge of the principles and

REVISED NORMAL LESSONS,

methods of teaching, an understanding of the work in which he is engaged
(Phil, i, 9).

2. He must be a teacher in tact. That is, in wisdom to know his oppor-
tunities, and in practical skill to make the most of them. The wise teacher
will fit his lesson to his class, not his class to the lesson. And " if any of
you lack wisdom, let him ask of God, that giveth to all men liberally, and
upbraldeth not, and it shall be given him " (James i, 5 ; I Thess. iii, 7).

V. The teacher's work has relation to living souls, and therefore he
must be a friend. No mere intellectual machine can teach living hearts.
To influence souls there must be a soul. For not by knowledge, nor by
gifts of expression, but by the personal contact of heart with heart are
scholars led upward to the best in thought and in life.

1. He must be a friend in sympathy. That is, in the capacity io feel
with his scholars, which is very different from feeling /cr them. He must
be able to put himself in his pupil's place, to see the world through his
pupil's eyes, and to have a full appreciation of his pupil's nature and its
surroundings. The way to win the scholar's love is to love the scholar
(Phil, i, 7 ; I Thess. iii, 12).

2. He must be a friend in Kelp fulness. His friendship will show itself in
acts, not great, save in the loving spirit that prompts them; a glance, a
grasp of the hand, a little gift, a helping hand to one in trouble ; a willing,
ness to take trouble for another ; these are the acts that make a teacher's
influence potent (Gal. vi, 2, 10 ; Rom. xv, l).

BLACKBOARD OUTLINE.

Chr. Be. Ex. Exa.
Ch, Mem. Pro. Loy. Wk.
Bi. Stu. Tea. Tho.
Tea. Kno. Tac.
Fri. Sym. HeL

REVIEW QUESTIONS.

What IS the divinely ordained method of winning souls?

Upon whom does the work of the Sunday school depend ?

What are the five essential qualifications for Sunday school teaching?

Why should the teacher be a Christian ?

Wherein should he be a Christian ?

Why should the teacher be a member of the Church ?

What characteristics should he have as aChurch member?

What traits should he have as a Bible student?

What should he possess in the work of teaching?

Why and wherein should he be a friend to his scholars?

REVISED NORMAL LESSONS. 87

LESSON XXX. THE TEACHER'S PREPARATION.

I. The Necessity of Preparation. It is a general law, as applica.
ble to the Sunday school as to every other department of activity, that all
good work requires training and preparation. To build a house, or make
a shoe, or teach a lesson, demands that the worker shall be taught, trained,
and equipped for his work. But there are certain reasons why the Sunday
school teacher, especially, should be fully prepared to meet his class.

1. // is necessary from the limitation of time. The lesson is allotted
only about half an hour, or, at the utmost, forty minutes. To make the
wisest use of that precious half hour, v/hich comes but once in the week ; to
know what to teach, and how to teach it ; to waste no time, and to impart
just what should be imparted, and to withhold what is unimportant or ill-
adapted to the scholar's need ; all this requires careful preparation on the
teacher s part ; all the more careful because a whole week must pass with
its effacing influence npon the truth taught

2. It is necessary froftt the condition of the pupil. In the secular school
the relation of the teacher to the pupil is one of authority. The teacher
can command and the pupil must obey. The teacher can compel study
and preparation on the part of the scholar. But in the Sunday school the
element of authority is largely wanting. Scholars are not generally re-
quired to study their lessons. They come unprepared, and for that reason
the teacher needs to be all the more thoroughly prepared. He must not
only hear the pupil recite, but must also awaken interest, inspire thought,
lead to inquiry. And this demands the most complete mastery both of the
lesson itself and the art of teaching it. To give power to his teaching he
must know ten facts of the lesson for every one fact which he imparts to
his class. Because the scholar is unprepared, careless, unthinking, the
teacher must be able, alert, prepared.

3. // is necessary from the nature of the subjects. The themes of a Sun-
day school lesson are not such as can be safely taught without preparation.
They are of vast importance, for they relate to the well-being of the scholar,
in the life that now is and in that which is to come. They &^Q profound,
dealing with questions which have occupied the thought of the greatest
thinkers in all ages. They are varied, requiring knowledge of a book
made up of many books. No person should venture to handle such sub-
jects before a class unless he has made at least an attempt to understand
them.

4. It is necessary from the dignity of the work. The noblest work on

88 HE VISED NORMAL LESSONS.

earth is to train a soul for heaven ; and no small part of this is done by the
faithful Sunday school teacher. If we expect the teacher in the secular
school to know the lesson which he teaches, though it relate to knowledge
of minor consequence, how much higher the responsibility upon the one
who instructs in the truth of God, the highest knowledge, to be thoroughly
prepared for his work.

II. The Aims of Preparation, In the study of a Sunday school les-
son by the teacher three aims should at all t'mes be kept in view.

1. He should aim to ascertain the meaning cf the word. We should
study the Bible, not to interject i;.;o it our own opinions, or to warp its
thought to suit our own views, but humbly to learn its meaning, to find
what is " the mind of the Spirit" in every passage which we study.

2. He should aim to satisfy his own spiritual needs. No man can feed
others unless he himself has been fed. As the blind man cannot teach col.
ors, nor the deaf man music, no one can impart spiritual truth who has not
received it. Hence, in every lesson the teacher should seek for that which
will supply the needs of his own spiritual nature ; and then he will know
what will feed other hearts which hunger.

3. He should ai>n to stipply the needs of his scholars. He is a teacher in
his study as well as before his class ; and should read his lesson with a teach-
er's eye, seeking in it for that truth which is best adapted to the needs of
his scholars, both collectively and individually. The faithful teacher,
knowing the condition and circumstances of each scholar, will find some-
thing in every lesson which is adapted not only to a class of their grade and
intelligence, but also to the varied and specific wants of each pupil in his
care.

III. The Departments of Preparation. The thorough preparation
of any lesson may be divided into four departments, as follows :

I. The Study of its Contents. The teacher should learn all that is
to be learned concerning everything to be found in the verses under con-
sideration. We suggest an admirable system of analysis, which may be
applied to any lesson — that of "The Seven Elements " * — which are the
following :

I.) The Time to which the lesson belongs, its year of the world, before
or after Christ ; its period in history ; its relation in time to the
last lesson, etc.
2.) The Places of the lesson, whether named in the text or implied as
the scene of its teachings — that is, if a lesson in an epistle, from
what place, and to what place written ; the location, history, and
scriptural associations of every locality related to the lesson.
*This outline was suggested by Dr. J. H. Vincent.

REVISED NORMAL LESSONS. 89

3.) The Persons of the lesson ; who they were ; what is known of them;

the traits of character displayed by them.
4.) The Eacis or Thoughts of the lesson : facts, if historical ; thoughts,

if the lesson be ethical or doctrinal.
5.) The Difficulties of the lesson, whether in its statements themselves,

the obscurity of their meaning, their apparent discrepancy with

any other part of Scripture, or their relation to other departments

of knowledge.
6,) The Doctrines of the lesson ; those general principles of religious

truth upon which it rests, or tchich may be fairly inferred from it.
7.) The Duties of the lesson ; the practical conduct which it enforces,

either in positive precept, in example, or in warning.

2. The Collation of Parallel Passages. Having found the contents
of the lesson we should next search every passage in the Bible which will
shed light upon it. Spurgeon says, " The best expositor of the Scriptures
is the Spirit of God, and his expositions are found in parallel passages,"
To find these use a reference Bible, a Concordance, or a Bible index.

3. The Adaptation of the Lesson to the Class. As has been al-
ready intimated, the teacher must know his scholars and their needs ; and
then, out of the mass of material gathered upon the lesson, must select
that which is suited to their capacity and requirements. The best prepara-
tion will be useless unless it is adapted to those who are to receive it.

4. The Preparation of the Teaching Plan. Thus far we have con-
sidered what should be taught ; but a question of equal importance is
how shall it be presented ? The teacher should prepare a plan of teach-
ing, either mental or written, and should know before he opens his Bible
before his class what is to be his order of thought, how he shall open and
illustrate it, and what shall be his method of applying it to every scholar
in his class.

IV. A Few Hints on Preparation.

1. Begin early in the week, as soon after the teaching of the last les-
son as possible.

2. Read the lesson often, at least once each day, and thoughtfully.

3. Pray much over the lesson, for only by communion with the Author
of the word can we attain to knowledge of the word.

4. Use all helps accessible, in the line of commentaries, Bible diction-
aries, maps, and works of reference.

5. Study independently, using the thoughts of others, not to displace,
but to quicken your own thoughts.

6. Talk with others about the lesson, in the family, the teachers'
paeetincr -■'^ in socJ^al life.

so REVISED NORMAL LESSONS.

7. Select your material. Do not expect to use all the facts and
thoughts that you have gathered upon the lesson. Make a careful selec-
tion from the knowledge that you have gained. The knowledge held in
reserve is not lost ; it will add power to that which is used and will aid in
the preparation of other lessons.

BLACKBOARD OUTLINE.

Nee. Prep.
wk.

I. Lim. ti. 2. Con. pu. 3. Na. sub. 4. Dig.

II.

Aims Prep.

I. Asc. me. wo. 2. Sat. sp. ne. 3. Sup. ne. sc.

III.

Dep. Prep.

I. St. con. les. [T. P. P. F. D. D. D.]. 2. Col.

par. pas.

3. Ad. les. cl. 4. Prep. te. pi.

IV.

Hints Prep.

I. Be. ea. 2. Re. of. 3. Pr. mu. 4. Us. hel.

5. St. ind.

6. Ta. oth. 7. Sel. mat.

T ,

REVIEW QUESTIONS.

What IS the general principle that makes preparation necessary in all work ?
Why is preparation especially necessary for the Sunday school teacher?
How does the limitation of time make preparation necessary ?
Why does the condition of the pupil require that the teacher should be prepared ?
Of what character are the subjects in Sunday school teaching ?
Why does the dignity of the work demand that the teacher be prepared ?
What should be the three aims of the Sunday school teacher in the study of his
lesson ?
What are the four departments of the teacher's preparation ?
Name and define the seven elements to be found in every lesson.
Give seven hints on the preparation of the lesson.

LESSON XXXI. THE LAWS OF TEACHING.

1. Principles are those abiding foundations upon which all work is
wrought, while methods are the plans framed in accordance with them.
Hence principles remain unchanged, while plans and methods vary accord-
ing to circumstances and needs.

2. In every department of human activity work, if successful, is in accord
with the laws or principles of that department. The architectural, or
poetic, or musical, or artistic work which permanently pleases is always
based upon the principles of its own art.

3. The teaching, whether on Sunday in the Sabbath school, or through
the week in the secular school, which is to be successful in its afms, must

REVISED NORMAL LESSONS. 91

be in accordance with the trae Principles of Instruction. Of these principles
we notice seven, which we may call Laws of Teaching, since as laws
they must ever govern the teacher in his worlv.

I. The Law of Adaptation. TAe instruction must be suited io the
needs of the scholar. The teaching needed by the Bible class is different
from that needed by the primary class ; and, indeed, no two classes, and
no two scholars in the school, can be successfully reached by the same
teaching. Under the Law of Adaptation we must consider and fit our
instructions to—

1. The age of the pupil.

2. The intellectual condition of the pupiL

3. The social surroundings of the pupiL

4. The moral character of the pupiL

5. The spiritual condition of the pupil.

ILThe Law of Cooperation. The teacher and the pupil must work
together upon the lesson. Telling the facts of the lesson to an inattentive
group of scholars is not teaching, for teaching requires that the faculties of
the scholar shall be quickened, and this demands some action on his part
more than mere listening. This law requires—

1. That the pupil's attention be awakened and held.

2. That the pupil's desire for knowledge be aroused.

3. That the pupil's search after truth be directed.

4. That the pupil's conscience be quickened.

III. The Law of Definiteness. Truth ?,:ust bepresentedin clear ana
precise language. Every idea should be outlined in such a manner as will
enable the pupil to grasp it fully. The prerequisite of this is thorough
preparation on the part of the teacher ; for he who possesses only a dim,
uncertain conception of a truth cannot impart a clear idea of it to his class.
Let the teacher obtain definite knowledge himself, and then present it to
his scholars in such clear language as will compel them to comprehend it.
Definiteness should be sought, especially —

1. In the statement of questions.

2. In the statement of historical facts.

3. In the statement of doctrinal teachings.

4. In the statement of practical duties.

IV. The Law of System. The teaching should be arranged in an
orderly manner. The teacher who proposes to give to his class ten items
of knowledge in the lesson may present each one clearly, yet by failing to
fix them in the right order may not succeed in imparting any ; while the
same points of knowledge systematically presented may be apprehended
and remembered. This requires the teacher —

<f2 REVISED NORMAL LESSONS.

1. To begin his teaching with knowledge aheady possessed by the pupiL
*' Start with the known."

2. To proceed step by step from the known to the unknown.

3. To arrange his material in order, so that each thought will connect
itself with the succeeding thought.

V. The Law of Illustration. Illustrations should be employed when-
ever they will make the truth as presented more interesting, more clear, or
more forcible. They should never be used when they turn the mind from
the truth illustrated to the illustration itself. The picture or the diagram,
the story or the incident, which will awaken the pupil's interest to the truth,
or aid his apprehension of it, or fix it in his memory, or send it home to his
conscience, will often prove of valuable service to the teacher. This
subject will be presented more fully in Lesson XXXIH, " Illustrating the
Lesson."

VI. The Law of Repetition. That tvhlch is to be remembered must
be frequently reviewed. The lessons last but half an hour, and a week of
other occupations tends to divert the scholar's mind from its truths. Unless
it is recalled to his memory it is sure to be forgotten. A well-conducted
review will fix the truth more clearly and fasten it more deeply in his mind ;
will give new views of old truths and add new truths to the old. Hence
there should be on every lesson —

1. A constant review during the lesson.

2. A class review at the close of the lesson.

3. A superintendent's review after the lesson.

4. A rapid review before the next lesson.

5. A monthly, quarterly, and annual review of all the lessons.

VII. The La'w of Variety. Avoid routine plans of teaching, and try
to have something new in every lesson. The best method of teaching will
soon become monotonous if it be the only method employed. The same
plans of application, the same use of illustrations, the same way of opening
and closing the lesson, will be tedious, no matter how good they may be.
The wise teacher will try not to teach the lesson twice alike, but to stimu-
late the interest of his class by novel methods of presenting and illustrating
truth.

Bible Searchings. Let the following references to Christ's teaching be
collated and read, and the Law of Teaching stated or illustrated in each be
pointed out : Matt, vii, 13, 14 ; Mark viii, 27-29; Luke xii, 13-17 ; Matt, vii,
24-27 ; xiii, 3-8 ; Luke x, 36, 37 ; Mark viii, 10-31 ; John vi, 33, 35, 48,
51. 53. 56 ; Luke iv, iS, 19.

REVISED NORMAL LESSONS. 93

BLACKBOARD OUTLINE.

I. L. Ad. I. Ag. pu. 2. Int. con. pu. 3. Soc. sur. pu.
4. Mor. ch. pu. 5. Sp. con. pu.
II. L. Co. I. Att. aw. 2. Des. kno. ar. 3. Sea. tru. dir.
4. Con. qui.

III. L. Def. I. St. qu. 2. St. his. fac. 3. St. doc. tea. 4. St.

pr. du.

IV. L. Sys. I. Beg. kn. 2. Pro. kn. unk. 3. Arr. mat. or.
V. L. 111.

VI. L. Rep. I. Con. rev. 2. CI. rev. 3. Sup. rev. 4. Rev
bef. le. 5. Mo. qu. an. rev.
VII. L. Var.

REVIEW QUESTIONS.

What is the difference between principles and methods ?

Why are principles important ?

Name the seven laws of teaching.

What Is meant by the Law of Adaptation ?

What facts in relation to the pupil should be considered under this law?

What is meant by the Law of Cooperation ?

What does this law require ?

What is meant by the Law of Definiteness ?

What is the prerequisite for the fulfillment of this law ?

In what statements should the teacher aim to be definite ?

What is meant by the Law of Syst;m ?

Why is this law important ?

What are its three requirements ?

What is the statement of the Law of Illustration ?

What are some uses of illustration ?

What is meant by the Law of Repetition ?

Why are reviews needed in teaching ?

Name various kinds of reviews.

What is m^ant by the Law of Variety ?

LESSON XXXII. QUESTIONING.

There are two ways of imparting instruction through the living teacher :
the lecture method, or that of direct address ; and the question method, or
that of inquiry. While both of these methods are employed in the Sun.
day school, yet the latter is the one to be preferred and generally to be
followed in the instruction of the class.

9^ HE VISED NORMAL LESSONS.

I. Let us consider sonne of the Benefits of the Question Method.

1. Questions test the pupil's knowledge. A scholar may listen to
the talking teacher without revealing either his own ignorance or his own
knowledge; but a judicious question will sound the measure of his infer-
mation. It is due to the pupil that questions should be asked him, for in
no other way will his work be recognized and appreciated. If more ques-
tions were asked in the class there would be more studying in the homes
of our pupils.

2. Questions add interest to the lesson. It is a mistake to suppose
that either teachers in their meeting for the study of the lesson, or the
senior scholars in the Bible class, or the boys and girls in the youth's de-
partment would rather listen to a " talk" on the lesson than answer ques-
tions. Many classes have been killed by too much talk on the part of the
teacher ; and the most successful teachers are invariably those who call out
the knowledge and thought of their pupils.

3. Questions awaken the pupil's thought. There is a positive
teaching power in all questions. They arouse thought ou the part of the
student, not only by recalling what he has already learned, but by awaken-
ing his desire to know, and by directing his inquiry in right lines of inves-
tigation. A skillful questioner can lead his class into new knowledge, by
questions only, without direct statements. For illustrations, see Matt, xvi,
13-16 ; xxii, 41-45.

4. Questions arouse the pupil's conscience. How often a question,
wisely directed, will reach a conscience ! For instance, a pastor asked an
unconverted young man who was active in his Sunday school as librarian,
" What became of Noah's carpenters ? " It led him to become a Christian.
See examples in John vi, 67 ; Luke x, 36, 37.

5. Questions prove the teacher's work. This is especially the pur-
pose of review questions. After the lesson, either in the class or from the
desk, there should be a testing of the teaching. The leading facts of the
lesson should be called out, and its principal practical teachings also, by
questions. This will show what has been learned during the lesson hour.

II. The Preparation of Questions. We do not urge that questions
should be written out and read by the teacher. Yet they should be f re-
pared; and there are other ways of preparation than writing. By way of
preparation for questioning the teacher should—

1. Know the needs of each pupil. The larger half of each lesson is
in the class, which he should study with the same diligence as his Bible, so
that he can adapt his questions to each scholar, taking into account both
his acquirements and his requirements.

2. He should know the contents of the lesson. He should study

RE VISED NORMAL LESSONS.

it thoroughly, from every standpoint, and know ten times as much in each
department as he expects to impart. The questions of one who is fully
conversant with the subject, who knows what is the answer to every inquiry,
will be far different from those of the teacher who endeavors, but in vain,
to conceal his own ignorance by asking questions of his scholars.

3. He should select the teaching material in the lesson. Not
everything in the lesson can be taught in half an hour ; and much in the
lesson need be taught very briefly or not at all. Find what is the vitaJ
line of the lesson, what relates to the spiritual, the moral, or the practica,
life of the scholar, and develop that in the questions.

4. He should follo'w a ^'OOd outline. '* The law of system" should
be kept in mind, and a definite plan, sufficiently simple to be easily remem.
bered, should be followed in the questions, both as regards their prepara.
tion and their use.

5. He should study the question book. The question book and the
lesson leaf have their province. They are designed not to direct the
teacher in the class, but to guide both teacher and scholar in their study at
home. There are many who have not been trained to systematic investi-
gation, and would be unable to study the lesson withor 1 some direction ;
and to aid these in their searching of the lesson the " questions for home
study" are prepared. Every teacher will be aided by study of the printed
questions at home.

III. We come now to the teaching of the lesson, and give some Hints
Concerning Questions.

1. Questions should be original ; that is, they should not be read from
a question book or a lesson leaf, nor from a written list. Let them be the
teacher's own questions, however prepared, and let them come from his
own mind.

2. Questions should be direct. Questions should rarely be asked of
the class as a whole, to be answered by a few prompt or forward scholars,
while the rest of the class are silent. Each question should be addressed
directly to some member of the class.

3. Questions should be clear. Often pupils hesitate to answer, not be-
cause they are ignorant, but because they are uncertain what the question
means. A precise, definite question will open the way for a correct an-
swer.

4- Questions should be suggestive. Not that the question should sug-
gest its answer ; but that it should suggest thought on the part of Ihe
pupil ; for the aim of the teacher should be to stimulate the mind of W
scholar.

5. Questions should be spiritual. Not all the questions and answers can

96 REVISED NORMAL LESSONS.

be spiritual in form, for some of them must be asked to bring out the
facts or thoughts of the lesson. Yet every question should have a spiritual
purpose and form a link in a chain of which one end is the lesson and the
other the pupil's heart. And in the teaching of every lesson there should
be a few questions of directly spiritual character, aimed at the pupil's con-
science. But such questions should be given discreetly, and carefully
adapted to the individual scholar.
IV. Cautions Concerning Questions.

1. Avoid frivolous questions. Remember that you have but half an
hour in which to impress a mind, a heart, and a character with a portion
of God's truth, and waste not the precious minutes in discussing unprofita-
ble themes.

2. Avoid entangling questions. The " Socratic method " was a style
of questioning adopted by the ancient philosopher, to expose shallow soph-
istry and to convince his hearers of their own ignorance. Lawyers are
skilled in asking questions to confuse and humiliate a witness. But ques-
tions to cover a purpose, to mislead or confuse a hearer, should have no
place in the Sunday school class. Let every question be straightforward in
its purpose.

3. Avoid leading questions. Such are questions which contain their
own answer, as, "Was not David the King of Israel?" etc. Every ques-
tion should call forth the mental activity of the pupil.

4. Avoid personalities in questions. Some teachers have a habit of
holding up a pupil to the notice, amusement, or contempt of an entire
class by an embarrassing question. There are some subjects which can
better be presented to the pupil alone than when he is the center of obser-
vation from his classmates.

BLACKBOARD OUTLINE.

I. Ben. Ques. Meth. i. Tes. pu. kno. 2. Ad. in. les. 3. Aw.

pu. th. 4. Ar. pu. cons. 5. Pro. tea. wk.
II. Prep. Ques. i. Kno. ne. pu. 2. Kn. con. les. 3. Sel. tea.
mat. les. 4. Fol. g. out. 5. Stu. qu. bk.

III. Hints. I. Orig. 2. Dir. 3. Cle. 4. Sugg. 5. Spin

IV. Cau. I. Friv. 2. Ent. 3. Lea. 4. Per.

REVIEW QUESTIONS.
What are two ways of giving instruction?

Which of these should he principally used in the Sunday school ?
What are some of the benefits of the question method of teaching ?

REVISED NORMAL LESSONS. i)l

Why is it due to the pupil that questions should be asked of him ?

How do questions make the lesson interesting ?

What is the effect of questions on the pupil's thought ?

How do questions affect the conscience ?

How may questions test or prove the efficiency of the teacher's work?

What are necessary for the preparation of questions ?

What kinds of questions should be given by the teacher?

What kinds of questions should be avoided ?

LESSON XXXIII. ILLUSTRATION.

1. Let us look at this word "illustrate," for it is suggestive. It is a
Latin word, and means '* to light up."

2. We may have thought and knowledge in our lesson, but we need to give
it light, and this will be accomplished mainly by the use of illustrations.

I. Notice Four Uses of Illustrations.

1. They attract attention. A light brought into a dark room, or a
star shining in the sky, at once draws to it every eye. So the illustrations
of the lesson win attention to its teachings. The ear is quickened to in-
terest by a story ; the eye is arrested by the picture or the chalk-mark.
Nothing awakens and retains the interest more than the illustration,
whether heard or seen.

2. They quicken the apprehension. In a dark room we may be in-
formed concerning the place and form of every object. But how all our
ideas are changed at the instant when a light is introduced, enabling us to
see its contents ! So the illustration often gives a new conception of truth.
For instance, the rule in arithmetic is seen more clearly in the light of an
example ; and the definition of a scientific word in the dictionary is ex-
plained by the picture accompanying it.

3. They aid the memory. The meteor which you satv flashing in the
sky at night is remembered long after the one about which you read has
been forgotten. You remember a sermon, not by its text nor its thoughts,
but by its illustrations. And a story or a picture in a Sunday school lesson
will often serve to recall the teaching to the memory.

4. They awaken the conscience. How many have been aroused to
conviction of sin by the parable of the prodigal son ! And what is that but
an illustration? So many, like Zinzendorf, have been awakened by some
picture of a Bible scene. Mr. Moody's stories have sent the truth home as
deeply as his exhortations.

II. There are Four Classes of Illustrations.*

* This classification was first given by Dr. J. H. Vinrent in The Chautattqzia Normal
Guide.

98 RE VISED NORMAL LESSONS.

1. Those which depend upon the sight, and derive their interest from
the pupil's delight in seeing. Such are maps, pictures, diagrams, etc., and
when drawn in presence of the scholar, though ever so rudely, they have
ao increased interest and power.

2. Those which depend upon the imagination. There is a mental
power of vision which creates pictures almost as real as those upon tha
printed page or the painted canvas. Especially in childhood is this faculty
of imagination strong, for then all the world is new and strange. To this
class of illustrations belong " worrl-pictures," imaginary scenes, etc., as pres-
entations of the thought in the lesson.

3. Those which depend upon comparison. To see resemblance in
things different, or the correspondence between the outward and the spir-
itual, is as old as the parable of the sower and the miracle of the loaves.
" The likes of the lesson " form a fruitful field for the use of illustra-
tion.

4. Those which depend upon knowledge. More than for anything else
children are eager to know ; and the stoiy has an added value when it is
true. History, science, art, and, indeed, every department of knowledge,
will furnish illustrations of spiritual truth.

III. How to Obtain Illustrations.

1. By gaining knowledge, especially Bible knowledge. The wider
the teacher's range of thought the more readily will he find illustrations
to fit his teaching. Particularly will the incidents of Bible story be found
to furnish the frame for his thoughts in the class. Know the stories of the
Bible, and you will have an encyclopedia of illustration in your mind.

2. By the habit of observation. People find what they are seeking
for, and the teacher who is looking for illustrations will find them every-
where, in books, among men, on the railway train, and in the forest.

3. By the preservation of illustrations. The scrapbook for clip-
pings, the blank book for stray suggestions, the envelope, will all have
their uses. Plans innumerable have been given, but each worker's own
plan is the best for himself.

4. By practice in the use of illustrations. The way to use them is
to use them, and use will give ease. The teacher who has once made the
experiment will repeat it, and find that his rough drawing, or his map, or
his story will always attract the eager attention of his scholars.

IV. A Few Hints as to the Use of Illustrations.

1. Have a clear idea of the subject to be taught. Learn the lesson first
of all, and know what you are to teach, before you seek for your illus-
tration.

2. Use illustrations only in the line of the teaching. Never tell a

REVISED NORMAL LESSONS. 9»

stoiy for the sake of the story, but always to impress a truth ; and iet the
truth be so plain that the story must carry its own application.

3. Obtain the help of the scholar in illustration. Let the pupils sug-
gest Bible incidents or Bible characters which present the traits of charac-
ter which the lesson enforces. Never add a feature 10 the portrait which
the scholar can himself give from his own knowledge.

4. Do not use too many illustrations. Let not the lesson serve
merely as a vehicle for story-telling, or picture-drawing, or blackboarding ;
but keep i/ie truth at all times in the foreground.

V. Bible Searchings. Let the following texts be examined and read
by the student, the illustration pointed out, and the class named to which
it belongs : Jer. xviii, 1-6. Ezek. iv, 1-3. Jer. xix, i, 2, 10, II. Judg.
ix, 8-15. 2 Sam. xii, 1-7. Dan. v, 27. Matt, xiii, 3 ; xii, 40-42 ; xxv, i.
Eph, vi, 14-17. I Cor. ix, 24-26. Heb. xii, i, 2. james i, 6, 10, il ;

iii. 4. 5-

BLACKBOARD OUTLINE.

•"

Us.

111.

I. At. att. 2. Qu. app. 3. Ai. mem. 4. Aw. con.

CI.

111.

I. Dep. si. 2. Dep. im. 3. Dep. com. 4. Dep. kno.

in.

Ob.

111.

I. Ga. kn. 2. Hab. obs. 3. Pre. com. 4. Pra. ill.

IV.

Hin

111.

I. CI. id. sub. 2. Li. tea. 3. Hel. seft. 4. Not
too m.

-..

REVIEW QUESTIONS.

What is the meaning of the word " illustrate ? "

What are four uses of illustrations ?

Give a,n Instance of each use of an Illustration.

What are the four classes of illustrations?

Name an illustration of each class.

How may illustrations be obtained ?

State four suggestions as to the use of illustrations.

Name some instances of illustration as given by Old Testament writers and prophet

Name some illustrations given by the Saviour in his teaching.

Name some illustrations in the writings of the Apostle Paul.

Name some illustrations found in the Epistle of James.

5'85477

lOU HE VISED NORMAL LESSONS.

LESSON XXXIV. REVIEW ON THE SUNDAY SCHOOL
TEACHER AND HIS WORK.

I. State the five qualifications needed by the Sunday school teacher.
II. Explain what is required in connection with each qualification.
III. Show the necessity of the teacher's preparation.
IV. State the aims of preparation.
V. Name and explain the departments of preparation.
VI. State and explain the seven elements to be found in every lesson.
VII. Give a few hints on the preparation of the lesson.
VIII. Name and explain the seven laws of teaching.

IX. State the benefits of questioning as a method of teaching.
X. State what is required in the preparation of questions.
XI. Name the kinds of questions which should be asked.
XII. Name some kinds of questions which should not be asked.

XIII. Name four uses of illustrations.

XIV. Name four classes of illustrations.

XV. Give four ways of obtaining illustrations.
XVI. Give some hints as to how illustrations should be used.

REVISED NORMAL LESSONS. 101

PART VII.

THE PUPIL.

LESSON XXXV. THE PUPIL'S PHYSICAL NATURE.
LESSON XXXVI. THE PUPIL'S MENTAL POWERS.
LESSON XXXVII. THE PUPIL'S SPIRITUAL NATURE.
LESSON XXXVIII. THE PUPIL'S WEEK DAY SURROUNDINGS.
LESSON XXXIX. THE PUPIL'S CHARACTERISTICS.
LESSON XL. REVIEW.

LESSON XXXV. THE PUPIL'S PHYSICAL NATURE.

1. The aim of the Sunday school teacher is to secure the salvation oi
his pupils. With this aim he uses the word of God as his chief instru-
mentality.

2. But salvation is more than conversion. It is not sufficient to bring
our pupils to the point of accepting Christ. We must train them in a
complete Christian character, and cultivate every side of their nature
under the influence of the Spirit and by the teaching of the word.

3. For this purpose it is requisite that we should study the nature of
the scholar. We must know what that nature is which we are seeking
to make complete. This requires us to consider,

I. His Body, or Physical Nature.
II. His Mind, or Intellectual Nature.
III. His Soul, or Spiritual Nature.

I. In the study of the Scholar's Physical Nature the Relation between
Body and Soul should first be considered.

1. The soul and the body, so far as we know, begin life together,
coming into existence at the same time.

2. They develop together ; the body in early childhood faster than the
soul ; but later the soul more rapidly than the body.

3. The body acts upon the soul. The soul in a healthy body will
have a normal spiritual or religious life, while the spiritual experience of
one who has weak nerves, or a bad digestion, or a feeble physical frame is
apt to be irregular, variable, and peculiar.

4. The soul acts upon the body. Sometimes a strong soul will over-
come the physical weakness, and in soite of the drawback of disease will

102 REVISED NORMAL LESSONS.

show the characteristics of greatness. Often the emotions, the will, and
the activities of the soul will influence the body for good or for evil, mak-
ing the physical frame well or ill.

These relations should be considered by the teacher, and an application
of these principles should be made to his own pupils.

II. The Sunday school teacher should understand the physical condi-
tion of his pupils. By acquaintance with them, by judicious inquiry, by
visiting at their homes, he should learn,

1. Concerning their health.

2. Concerning their temperament,

3. Concerning their habits.

4. Concernmg their companionships.

III. The physical condition .:>f the pupil is influenced by external
conditions in the Sunday school. Often the teacher finds that his work
is hindered by the lack of these conditions. Pupils are restless or spirit-
less, and the lesson falls upon dull ears from causes beyond the teacher's
control, such as,

1. The atmosphere, which should be pure, but is often vitiated, espe-
cially in low basements, where many Sunday schools are compelled to
meet.

2. The temperature, which may be too high near the stove or too low
at a distance from it, where the room is not properly heated.

3. The seating;, which is apt to be inconvenient for both teacher and
class.

4. The order in the school, which may be so neglected as to render it
almost impossible to teach successfully.

These questions should be considered ; the physical needs of the class
should be supplied as far as possible ; and where they are wanting the
teacher will require special ability and earnestness to overcome difficulties
in teaching from their lack.

IV. The Sunday school teacher should aim to improve the physical
condition of his pupils.

1. By a good example. The teacher's example in purity of life, in
freedom from evil or injurious habits, in refinement of manners, will influ-
ence his pupils more than his teaching. A teacher whose breath smells of
wine or whose garments reek with tobacco will exercise but little influence
toward right habits among his scholars.

2. By careful counsels as to habits, companionships, and aims in life.

3. By wise and friendly warnings against dangers to the body through
stimulants, tobacco, social and solitary vices, etc. The right words need
to be spoken at the right time and in the right way.

REVISED NORMAL LESSONS. [03

BLACKBOARD OUTLINE.

Nat. I. Bod. 2. Min, 3. Sou.
I. Rel. Bo. So. I. Beg. 2. Dev. 3, Bo. ac. so. 4. So. ac. bod.
II. Phys. Con. I. He. 2. Tern. 3. Hab. 4. Comp.

III. Ext. Con. I. Atm. 2. Temp. 3. Sea. 4. Ord.

IV. Imp. Con. I. Exa. 2. Coun. 3. Warn.

REVIEW QUESTIONS.

What IS the aim of the Sunday school teacher with reference to his pupils?

What does this aim require in their characters ?

In what three aspects should the nature of the scholar be studied ?

What are the facts regarding the relation of the soul and the body ?

How does the body act upon the soul ?

How does the soul influence the body?

How may the teacher ascertain the physical condition of his pupils?

What knowledge will be involved in understanding the pupil's physical condition ?

What external conditions in the Sunday school influence the pupil's physical condition ?

How may the teacher improve his pupil's physical condition ?

LESSON XXXVI. THE PUPIL'S MENTAL POWERS.

1. The pupils in the Sunday school are of all ages, from the smallest
children up to the oldest men and women. A typical Sunday school will
embrace in nearly equal proportions adults, youth, and children.

2. Yet in one respect all Sunday schools, and all members of the Sun-
day school, are alike. All have bodies, all have minds, and all have souls.
Having minds, they all possess the same faculties, though in varying de-
grees, according to age and according to individual characteristics.

3. Therefore it is necessary for the teacher to understand the nature
and powers of the mind with which he deals in teaching. We give an
exceedingly meager outline ; the student who desires to make a thorough
study is referred to works on mental philosophy, particularly to Sully's
Psychology and Hopkins's Outline Study of Afatt.

I. The first power which the mind possesses is that of attention. It
can direct itself toward any object which is presented to it. Indeed, it can
hardly avoid giving its attention to the outside world and its phenomena,
/attention may be involuntary or voluntary ; the former, that which is given
instinctively, without an effort of the will ; the latter, that which is given
deliberately and of purpose, the mind chaining itself down to an object of
attention.

104 REVISED NORMAL LESSONS.

II. Sensation comes next in order. This is the power which the mind
possesses of receiving impressions from the external world. These im-
pressions can come only through one or more of the five senses : Sight,
Hearing, Touch, Taste, and Smell ; and the more senses that can be em
ployed in receiving an impression the stronger and more lasting will the
impression be upon the mind.

III. Perception is the power of the mind to act upon sensations re-
ceived, and to form ideas of the subject which gives them. For example,
through taste a peculiar sensation is received from a certain body. Through
smell another sensation ; through touch and sight still others. Then the
mind gathers together all these sensations and comes to a conclusion,
•* This is an orange." Perception, then, is the act of the mind, while sen.
sation is the impression made upon the mind from without. The result of
this act is properly called a " percept," though the word " perception " is
quite commonly used instead of it, as when we speak of having " a per-
ception " of any fact.

IV. Memory is the power of the mind to recall and reproduce the
results of ^^.'it perception. But for this power we could not obtain knowl-
edge, for without it we should forget each impression in turn as soon as
another is received. Hence we need to cultivate the memory by constant
discipline, both in ourselves and in those whom we teach.

V. Imagination is more closely connected with memory than is gener*
ally supposed. Memory is technically a " reproductive imagination," or a
calling up of previously received impressions ; while so-called imagination
is in reality ^'•productive or constructive imagination," combining materi-
als previously received into new forms. We cannot imagine anything of
which we have no knowledge, as a sensation of taste never before felt, or a
color never before seen. But we can combine percepts already formed
into new relations, and thus obtain through the imagination a new result
The imaginative power is strong in childhood, and the teacher who wisely
lays hold of it can make it very useful.

VI. Conception is a higher process of perception, by which the mind
rises from the particular to the general, and forms an idea involving
classification. For example, we may have a perception of an orange ; we
have a conception of fruit, embracing all other kinds besides oranges.
We may have the perception of a dog ; but we have the conception of
animal life in general. Perception comes very early in life, but concep-
tion soon follows, as the mind obtains material for comparison and ccm-
elusion.

VII. Judgment is the power of the mind by which two results of con-
ception are connected in a statement involving a conclusion ; for example

REVISED NORMAL LESSONS. luS

when we say " The orange is sweet " we connect the two ideas of" orange "
and " sweetness " and form a judgment. A series of judgments involves
the process which we call reasoning.

VIII. Thus far we have considered what are called the " intellectual
faculties," or those powers which belong to the intellect. But there is
another side of the nature, that which feels, the feelings, or the emotions.
There are feelings of pleasure and of pain, of like and dislike, rising
into love on the one side or hatred on the other. The teacher should
understand these various feelings, should teach with them in view, and
should endeavor to inspire the right feelings and to repress or eradicate
those that are wrong.

IX. There is still another phase of the mind's activity ; it has power to
will or determine. The child sees an orange ; it excites pleasurable feel-
ings and desires ; he wills to possess it, and stretches out his hand to obtain
it. The will is the self-determining power of the mind, and it is free. We
may reason with it, we may appeal to it ; we may by force restrain the acts
which follow from it, but we cannot control the will itself. If a child sur-
renders its will it does it by an action of the will.

We have glanced rapidly at these operations of the mind, which exist in
every human being and should be understood by every teacher.

BLACKBOARD OUTLINE.

pupil's mental powers.

Att. inv. vol. II. Sens.

Si. He. To. Ta. Sm.

III.

Per. ac. of m. up. sens. IV. Mem.

rec. and rep. per.

Imag. "Pro. or cons. VI. Cone.
imag."

"Par. to gen."

VII.

Judg. res. cone. conn. VIII. Feel.

IX. Wi.

COIU

REVIEW QUESTIONS.
Wherein are the pupils of the Sunday school unlike ?
Wherein are they alike ?

Why is it necessary to study the human mind ?
Name in order the nine powers of the mind which are described.
What is attention ?

What is the difference between involuntary and voluntary attention ?
What is sensation ?

Through what powers do sensations reach the mind ?
What is perception ?
Show the diflference between sensation and perception ?

106 REVISED NORMAL LESSONS.

What is memory ?

What is imagination ?

What is the relation between memory and imagination ?

What is conception ?

What is judgment ?

What are the feelings?

What is the will?

LESSON XXXVII. THE PUPIL'S SPIRITUAL NATURE.

I. There are three worlds in which men live: the 7naterial -woxld, that
of the body; the intellectual world, that of the mind; and the spiritual
world, that of the soul or spiritual nature.

II. The spiritual world is that in which God dwells, in which man
comes into relation with God. The laws of the spiritual world are revealed
to us in the Bible ; and they are in line with the laws of the physical or
material nature.

III. As we have the body for the physical or material world, and the
mind for the intellectual world, the world of thought, so we have the
spirit as the inner and deeper element of our nature. This nature exists
as a possibility in every human being. Its germ dwells in every person,
but it may be cultivated or deformed ; it may be developed by godliness,
or it may be in a measure destroyed by sin, just as the body or the mind
may be injured, stunted, or destroyed.

IV. The spiritual nature has its faculty, which is faith. "What the eye
is to the physical nature, what the power of thought is to the mind, that
faith is to the spiritual nature ; the power by which the spirit of man enters
into relation with spiritual realities, by which it sees God, just as the eye
sees the external world. Faith is not a "blind trust ; " it is the opening of
the eyes of the spiritual nature.

V. The most important work of the teacher is to call forth and culti-
vate \\\& spiritual possibilities of his pupils. For this work his own spirit-
ual nature must be strong and active. No teacher can direct his pupil
into a life which he does not himself possess. He cannot dwell in the
realm of the physical, or the intellectual, and point his pupil toward the
realm of the spiritual. He must be what he would teach his scholar
to be.

VI. Let us now notice the spiritual possibilities of the scholar, all
through faith as the instrumentality of their attainment.

I. Through faith our pupils may apprehend God. They may believe
that there is a God through reason, by an operation of the intellect, but
they can apprehend God, or know him as a reality, only through faith.

REVISED NORMAL LESSONS. 107

2. Through faith the pupil may become reconciled to God. The state of
every human being by nature is that of an enemy of God. Sin has sepa-
rated between man and God, but faith reconciles man to God and brings
peace with God (Rom. v, i).

3. Through faith the pupil may commune with God. As two souls may
have communion or fellowship with one another without the utterance of a
word, so the spirit of man may have fellowship with God (i John i, 3 ;
John xiv, 21, 23 ; I John iii, 24).

4. Through faith the pupil may possess likeness to God. When two
people live together the stronger nature becomes dominant, and gradually
draws the other into its own likeness. So those who live in fellowship with
God become partakers in the divine nature, and reflect it among men
(2 Peter i, 4 ; i Peter i, 16 ; Eph. iv, 24).

5. Through faith the pupil m^y dwell with God forever. Those with
whom God dwells here will dwell with God hereafter ; and this is eternal
life, which is not a life held in reserve to be possessed after death, but is a
life to be possessed and enjoyed now, as a part of eternity (John xiv, 2, 3 ;
xii, 26 ; I Thess. iv, 17).

BLACKBOARD OUTLINE.

I, Thr. Worl. Bo. mi. sp.

II. Sp. Worl. God. laws.

Ill, The Spir. Deeper ele. possibil. cult. dest.

IV. Fai. Facul. " Eye."

V. Tea. wk. Call. cult. sp. nat. requisites.

VI. Spir. poss. I. App. G. 2. Rec. G. 3. Com. w. G. 4. Poss.
like. G. 5. Dw. w. G. for.

REVIEW QUESTIONS.
What are the three worlds in which men live ?
What is the spiritual world ?

To what are the laws of the spiritual world analogous?
What is the spiritual nature of man ?
How may the spiritual nature be cultivated ?
How may it be deformed and destroyed ?
What is the faculty of this spiritual nature ?

What is the teacher's work with reference to this spiritual nature?
What are five spiritual possibilities in the pupil?
Explain each of these possibilities.
What is it to apprehend God ?
How may men become reconciled to God?
How may we obtain likeness to God ?

108 REVISED NORMAL LESSONS.

LESSON XXXVIII. THE PUPIL'S WEEK DAY SUR-
ROUNDINGS.

1. The Sunday school, when properly conducted, exercises a powerful
influence for the conversion and spiritual education of the scholar. But
as an institution its influence is in contact with the scholar upon only one
day in each week, and for only a small part of that day.

2. There are, however, other forces which are brought to bear upon the
child during six days in every week, and some of them continuously during
the six, or even the seven, days. When these forces are with the teacher
they are helps ; when, on the contrary, they are against the teacher, they
are hindrances.

3. These influences must, therefore, be considered in their relation to
Sunday school teaching, since they either further it or stand as obstacles in
its way. Let us notice tliem.

I. What are the most important of the Week Day Influences
around the Scholar ?

1. The Borne. Here is an influence which begins even before the
youngest child enters the primary class, which outweighs in authority the
words of the teacher, which is felt continuously, and which enters into the
very life of the pupil. Its standards, examples, beliefs, aspirations, have
greater power with the scholar than those of any other institution.

2. The Companions. Every child has two classes of companionships :
those older than himself, whom he unconsciously copies, and from whom
he learns ; and those younger, whom he influences and instructs. Every
child is passing the influence of the age immediately above him to that im-
mediately below. A good associate will greatly aid the teacher ; a bad
playmate may utterly pervert his influence.

3. The School. Not the Sunday school, but the secular school, in which
the child passes a third of its waking time during the most formative period
of his life. " Teacher says so " is to him a most weighty authority ; and
the public school teacher is either the strongest ally or the formidable an-
tagonist of the Sunday school teacher.

4. The Recreations. Every youth must have some kind of play, for the
bent bow soon breaks. There are forms of recreation which are harmless ;
others innocent in themselves, but leading into evil companionships ; others
dangerous from their fascinations, and tending to morbid tastes ; and still
others evil, and only evil, and that continually.

5. The Reading. All our young people read, in addition to their studies

REVISED NORMAL LESSONS. 109

at school. The boy or girl who does not read at all is dull, and needs to
be awakened to a desire for reading ; and as with play, so with reading,
whether it be books, papers, or magazines. There is literature which is
good and that which is evil, and between these a literature which is good if
read moderately, but pernicious if read to excess.

6. The Street. There is one school in which all are scholars — the school
of the street. Even those who are kept at home are compelled to walk on
the street. They see the gilded sign of the saloon, the illuminated adver-
tisements of the theater, the pictures in the news stand. They hear the
oaths and witness the crimes of the street. To every growing youth the
street must be reckoned as one of the educating forces in character.

II. What is the Teacher's Duty with Reference to these Influ-
ences ?

1. He must know them. These six forces must be studied in their rela-
tions to each of his scholars. The earnest teacher will know just what is
the character of home, companions, school life, play, reading, and street
around every child committed to his care, and just what influence each of
these exerts upon him — how far it may be considered a help and how far a
hindrance.

2. He should utilize them as far as they can be made helpful. In study-
ing the scholar's environment the teacher will see some direction in which
the forces around him can be made helpful. If he has a good home, let it
be made a lever of influence, by acquaintance and conference with the
parents. If among his associates there is one who can help the teacher,
let him be utilized. Some scholars can be reached through their play,
some through their reading. Let the teacher endeavor, as far as possible,
to make the forces of the six days aid in the training of the scholar.

3. He should counteract them as far as they are injurious. There may
be, for instance, an unbelieving father in that home, whose influence is
against the truth. Then the teacher must fortify his scholar all the more
strongly in the word. There may be in shop or school companions who
cannot be avoided. Let the teacher guard against their influence. On
the street are many temptations, against which the scholar must be warned.

4. He should improve them as far as possible. Perhaps the Sunday
school can help to win the unconverted parents and transform the home
from a hindrance to a help. Perhaps the teacher can help to surround the
scholar with better associates through the class. Perhaps he can substitute
good books and papers for evil ones.

5. He should adapt his teachings to them. The teaching of the lesson
should be suited to the surroundings of the scholar, just as the physician
modifies his treatment to the condition of the patient.

110 REVISED NORMAL LESSONS.

BLACKBOARD OUTLINE.

3 8

I. We. Da. Inf. I. Ho. 2. Com. 3. Sch. 4. Rec. 5. Rea. 6. Str.
II. Tea. Du. Ref. Inf. i. Kn. 2. Ut. 3. Coun. 4. Im. 5. Ad. tea.

REVIEW QUESTIONS.

What influence does the Sunday school aim to exert upon the scholar ?

What are meant by " the week day influences ? "

Name the six wiost important week day influences.

Why is the power of the home so great ?

What are the influences of companionships ?

Why does school life influence the scholar?

What are the effects of recreation on character?

How are Sunday school scholars under the influence of the street ?

Name five duties of the teacher with reference to the influences.

LESSON XXXIX. THE PUPIL'S CHARACTERISTICS.

1. In theory the Sunday school is an institution for pupils of every age,
from the youngest child up to the oldest man or woman.

2. But in practical working the Sunday school is an institution for child-
hood and youth. Two thirds of our pupils are under eighteen years of
age. Hence the plans of the Sunday school must be formed with special
reference to the needs and traits of the young. The typical pupil in the
Sunday school who is to be kept in view is a child.

3. There are certain traits which belong to childhood and youth which
must be kept in mind by the teacher ; the more as the classes are younger,
and the less as they approximate toward adult years. These traits may
hinder the teaching, or they may be utilized to help it, just as far as they
are wisely considered by the teacher.

I. Activity. The child is restless, not willing to remain long in one
position nor to think long on one subject. To meet this trait there must
be variety in the plans of teaching and constant employment for the active
young minds.

II. Curiosity. At all ages the human mind desires knowledge, but
more than at any other age in childhood. The child is eager to know
about everything that he sees, and asks many questions. This trait can
be made useful by the skillful teacher.

III. Immaturity. The mind of a child readily understands facts, and
hence is prepared for the stories of the Bible. But it is not sufficiently

REVISED NORMAL LESSONS. 777

mature to apprehend abstract subjects of doctrine and faith, unless they are
greatly simplified and abundantly illustrated,

IV. Frivolity. Childhood is the period when the nature takes delight
in play, and has little taste for serious things. Pleasure is apt to be more
fascinating than study, and the child would rather read entertaining
stories than learn religious truth. Hence the Sunday school must be
made as attractive as possible, the lesson should be taught in an interest-
ing manner, and every effort must be made to draw out the dormant
spiritual nature and to cultivate a taste for the things which are above.

V. Imagination. At no other period is the imagination so vivid and
intense as in childhood, when a rag doll becomes possessed with life and a
block house is a palace. Let the teacher draw a line on a slate, and the
imagination of his scholars will transform it into a man. This power may
become the avenue of approach to the interest of the pupil.

VI. Affection. Though the intellectual powers develop gradually
the affectional side of the nature is strong in childhood. The little child is
naturally affectionate, loves its mother, father, playfellows, teachers, and
will manifest its love more freely than at a later period. The wise teacher
will win the little pupil's heart and through love will direct its thoughts.

BLACKBOARD OUTLINE.

s s

I. S. S. in theo. 2. In prac. 3. Trai. chil. hin. he. tea.

I. Act. II. Cur. III. Imm. IV. Friv. V. Imag. VI. Aff.

REVIEW QUESTIONS.

For what ages of pupils is the Sunday school designed in its theory?

Who are most of its pupils, in practical working ?

What should be kept in mind by the teacher ?

Name six traits of childhood and youth to be considered by the teacher.

Give illustrations of each characteristic.

LESSON XL. REVIEW.

1. Name and explain the three natures which are united in man.

2. What are the relations between the body and the soul ?

3. What should the teacher seek to know regarding the physical nature
of liis pupils ?

4. What external conditions in the school are to be considered in
teaching ?

112 REVISED NORMAL LESSONS.

5. How may the teacher improve the physical condition of his pupils?

6. State and define the various powers of the mind.

7. What is meant by the scholar's spiritual nature ?

8. What is the faculty of the spiritual nature ?

9. What are the spiritual possibilities of our pupils ?

10. Name and define the most important week day influences around
the Sunday school scholar.

11. State and define certain characteristics of the pupil as a child.

TInTIDE^^

PAGE I piOE

Preface 3 The Normal Class 5-8

Introduction 4 | Books for Further Study 9-10

PART I.— Four Lessons on the Book and its Books.

IISSON

1. The Book 11

2. The Old Testament Books 13

LESSON

3. The New Testament Books 15

4. Review of Part 1 17

PART H.-SiA Lessons on Bible History.

5. Old Testament History. Parti 18

6. " " " Part 2 20

7- " " " Part 3 23

8. New Testament History. Parti... 26

9. " " " Part 2. . . 2g
10. Review of Bible History 33

PART III.— Six Lessons on Bible Geography.

11. The Old Testament World 34

12. The New " " 38

13. The Land of Palestine. Parti 41

14. The Land of Palestine. Part 2 44

IS- " . " " Part 3 48

16. Review of Bible Geography 52

PART IV.— Six Lessons on Bible Institutions.

17. The Altar and its Offerings 54 I 20. The Synagogue . 64

18. The Tabernacle 56 21. The Sacred Year 66

19. The Temple 60 | 22. Review of Bible Institutions 69

PART v.— Six Lessons on the Sunday School.

23. The History of the Sunday School.. 70 I 26 The Sunday School and the Church. 75

24. TheDefinitionof the Sunday School. 72 27. The Organization of the S. S 78

2^. The Sunday School and the Home.. 73 | 28. The Home Department 81

PART Vl.-Six Lessons on the Sunday School Teacher.

29. The Teacher's Qu.ilifications 84 | 32. Questioning 93

30. The Teacher's Preparation 8733. Illustration 97

31. The Laws of Teaching ,... 90 | 34. Review 100

PART VII.— Six Lessons on the Pupil.

35. The Pupil's Physical Nature loi I 38. The Pupil's Weekday Surroundings 108

36. " Mental Powers 103 39. " " Characteristics no

37. " " Spiritual Nature 106 | 40. Review iii

.c^

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