-»^ ^J is\ X. 0. IMAGE EVALUATION TEST TARGET (MT-S) 1.0 I.I 21 ii|25 09 K«sa '- *- IIIIIM lilll 1.8 ^M IIM 1.6 V} ?^ .^^ o ^r / -y Photographic Sciences Corporation 4 '^ A # \\ 4^" <^.V "<^Q>\ IV" ^ <*. 23 WEST MAIN STREET WEBSTER, NY 14580 (716) 872-4503 -<^ iV CIHM/ICMH Microfiche Series. CIHIVI/ICMH Collection de microfiches. Canadian Institute for Historical Microreproductions Institut Canadian de microreproductions historiques 1980 Technical and Bibliographic Notes/Notes techniques et bibliographiques The Institute has attempted to obtain the best original copy available for filming. Features of this copy which may be bibliographically unique, which may a\ter any of the images in the reproduction, or which may significantly change the usual method of filming, are checked below. n D D D D D D Coloured covers/ Couverture de couleur Covers damaged/ Couverture endommagee Covers restored and/or laminated/ Couverture restaur^e et/ou pellicul6e Cover title missing/ Le titre de couverture manque Coloured maps/ Cartes g^ographiques en couleur Coloured ink (i.e. other than blue or black)/ Encre de couleur (i.e. autre que bleue ou noire) Coloured plates and/or illustrations/ Planches et/ou illustrations en couleur Bound with other material/ Reli6 avec d'autres documents L'Institut a microfilm^ le meilleur exnmplaire qu'il lui a 6t6 possible de se procurer Les details de cet exemplaire qui sont peut-6tre uniques du point de vue bibliographique, qui peuvent modifier une image reproduite, ou qui peuvent exiger une modification dans la m^thode normale de filmage sont indiqu6s ci-dessous. D D n □ n Coloured pages/ Pages de couleur Pages damaged/ Pages endommagdes Pages restored and/or laminated/ Pages restaur^es et/ou pelliculdes Pages discoloured, stained or foxed/ Pages ddcolur^es, tachetdes ou piqu6es Pages detached/ Pages d^tach^es Showthrough/ Transparence Quality of print var'es/ Quality in^gale de I'imoression Includes supplementary material/ Comprend du materiel supplementaire D D Tight binding may cause shadows or distortion along interior margin/ La reliure serree peut causer de I'ombre ou de la distortion le long de la marge int^rieure Blank leaves added during restoration may appear within the text. Whenever possible, these have been omitted from filming/ II se peut que certaines pages blanches ajoutdes lors dune restauration apparaissent dans le texte, mais, lorsque cela dtait possible, ces pages n'ont pas 6t6 filmdes. n Only edition available/ Seule Edition disponible Pages wholly or partially obscured by errata slips, tissues, etc., have been refilmed to ensure the best possible image/ Les pages totalement ou partiellement obscurcies par un feuillet d'errata, une pelure, etc., ont m film^es d nouveau de facon i obtenir la meilleure image possible. □ Additional comments:/ Commentaires suppl6mentaires: This item is filmed at the reduction ratio checked below/ Ce document est film6 au taux de reduction indiqu^ ci-dessous. 10X 14X 18X 22X 26X 30X /' / 1 12X 16X ZOX 24X 28X 32X ails du difier une iage The copy filmed here has been reproduced thanks to the generosity of: National Library of Canada The images appearing here are the best quality possible considering the condition and legibility r>f the original copy and in keeping with the filming contract specifications. Original copies in printed paper covers are filmed beginning with the front cover and ending on the last page with a printed or illustrated impres- sion, or the back cover when appropriate. All other original copies are filmed beginning on the first page with a printed or illustrated impres- sion, and ending on the last page with a printed or illustrated impression. L'exemplaire film6 fut reproduit grAce & la g^n^rositd de: Bibliothdque nationale du Canada Les images suivantes ont 6t6 reproduites avec le plus grand soin, compte tenu de la condition et de la nettet^ de l'exemplaire film^, et en conformity avec les conditions du contrat de filmage. Les exemplaires originaux dont la couverture en papier est imprim^e sont filmds en commengant par le premier plat et en terminant soit par la dernidre page qui comporte une empreinte d'impression ou d'illustration, soit par le second plat, selon le cas. Tous les autres exemplaires originaux sont film6s en commenpant par la premidre page qui comporte une empreinte d'impression ou d'illustration et en terminant par la dernidre page qui comporte une telle empreinte. The last recorded frame on each microfiche shall contain the symbol —^- (meaning "CON- TINUED "I, or the symbol V (meaning "END "), whichever applies. Un des symboies suivants apparaitra sur la dernidre image de chaque microfiche, selon le cas: le symbole —^ signifie "A SUIVRE", le symbole V signifie "FIN". Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent dtre film6s d des taux de reduction diffdrents. Lorsque le document est trop grand pour etre reproduit en un seul cliche, il est film6 A partir de Tangle supdrieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la m^thode. rata o )elure. D 32X 1 2 3 1 2 3 4 5 6 PRl PRESBYTERIAN NORMAL CLASS TEACHER. 1^ I PRESBYTERIAN NORMAL CLASS TEACHER; OR A PREPARATORY COURSE OF STUDY DF.Sir.NKI) TO IIKI.I' TIIK rRKSF.NT AM) Tl riRK CHRISTIAN WOKKKR IN TMK CIUKCH TO A I.ARClKR (IKASI' OI TIIK WORD OF GOD, AND SPECTAil.Y DEDICATFD TO THR • Sabbath ScJiool Tiachcrs aud Senior Classes OF THF PRESBYTERIAN CHURCH IN CANADA. PY REV. JOHN McEWEN. TORONTO: PRESUYTERIAN PRINTING HOUSE, 5 JORDAN STREET. 1879. '\ i 1 1 f CONTENTS. •1 > i i I'AGR Introduction vii. Lesson No. T. : An Outline of the Sabbath School Teacher's Course of Preparatory Study 1 1 Lesson No. II : Sabbath School Work Defined 23 Lesson No. III. : The Bible a' the Teacher's Text-book 29 Lesson No. IV. : How to Study the Bible for Spiritual Profit 43 Lesson No. V. : How to Study the Bible for the Work of Sabbath .School Teaching ci Lesson No. VI. : How to Study a Sabbath School Lesson 59 Lesson No. VII. : How to Teach a Sabbath School Lesson . 65 Lesson No. VIII. : Bible Chronology and History .*. . . 7^ Lesson No. IX. .- The Continuity of Bible History 83 Lf.sson No. X. : God's Highway Along the Centuiies 89 VI. Contents. |'A<;k TlIK SUPPI.EMKNT TO WW. NORMAL Cl.ASS OUTMNFS ICI Primary Supplemental Leaf, No. i I02 Intermediate do " 1 103 Senior €U^ *' i 105 Primary do " 2 106 Intermediate do ** 2 107 Senior do " 2 108 Intermediate do *' 3 100 Senior do " 3 1 1 1 I 11 n ' 3 « •* i^ > INTRODUCTION. f* I « .* 1^ mi I TUKSE outlines of IJible stiuly in relation to Sabbath School work, are published for the benefit of Teachers and Senior Scholars. They have been used by the Author for some years ; and from the acknowledged j^rofit received by their use in Normal Class work, and the many in<|uiriesas to helps in this new doparlment ;)f instruction, we are encouraged to jMcsent thi'> lirsl instaliiR'nl of a course of study. 'I'he formation of classes in cjn^regalions is earnestly re- commended. With this means of private study, and the class for rehearsal, drill, and mutual explanation, under the con- duct of the pastor or a competent leader, a deeper interest in Bible subjects, and a higlier appreciation of Sabbath School work, will be the happy result. In forming and conducting classes, beware of lecturing, but struggle to teach by (piestion and answer. Admit none for the sake of listening. Have a promise from each membei, that he or she will work in answering questions, taking notes that are put on the black-board before the class, turning up all Bible references, prei)aring for weekly review, and consci- entiously trying to pass an examination at such times as shall be agreed upon. This work quickens the mind and secures the interest. Six conforminj;; to these conditions will do more for the objects in view than sixteen listeners. VIIU Preface. ^ Keep the class open for three months in the year, once a week,^say from the last week in Se|>temher to the Christmas holidays. This time is generally free from intcrrupti(ms. The necessities of the class are : — Punctual. rKRSKVKKINC. Patikn r. Tray Kk I'M! I,. *• The grandest work of an Apostolic Church is the training of the young, and those to whom they are entrusted." — Nicols. "^r li .V * LEssojsr jsro. i, AN OUTLINE OK THK SABBATH SCHOOL TEACHER'S COIKSE OK Pi^EPARATORY STUDY. 1 I III hi ! / I i I B • PRESBYTERIAN NORMAL CLASS TEACHER. LESSON No. I. An Outline of the Sabbat Ji School Teacher s Course of Preparatory Study. \ > , * The text on relii^ious instruction that is cominp: into hope- ful prominence is Koni. ii. 21 : " Thou theri-fore which TKACHKST ANUTHKR, IKACH I'.ST thou not THVSKLF ?" A teaciiini^ church, uuist be a learninj; church. Tho Idrul Tcuchov is ^Trsus, tlw Christ, He is piecntctl as tlie ideal Christian — IMiilijipians iii. 14: " I jiress toward tlie mark for the prize of tiie iiii^h calling of God in Je>us, the Christ." He is the Ideal Worker in Spirit, Charaiter :\.n6 Mithod. Hijjh slanc'ards are of great value as an end to be sought after. lilustrafion. — Ideal motion is in a straight line of progres- sion. Real motion is subject to o])i)ONing hindrances, intUienc'S of atmosphere and gravitation that neutralize the fo'ce and retard the progress, and turn aside from the ideal direction. So in our aims and attainments as teachers, there is much to hinder. discouta_je and turn us aside from our lofty work ; i)Ut with such an ideal before us, such promises of help, and rewards, duty is laid on us in this matter. i I I I I i I n 12 An Outline of the Teacher'' s Course First. We Should ( OUGHT) PfY>^iY»s*/iWy Know the Life and I*owev of the Book, The Bible is God's tested instrument for the instruc- tion, SALVATION, and SCHOOLING of SOuls. Observe the time of testing covered by the passages : — The Primitive period Deu. vi. 6-9. The Davidic ** Psalm xix. 7. The Restoration '* Psalm cxix. The Gospel ** Jno. vi. 63. The Apostolic " 2 Tim. iii. 15, 16. Seek to ICncnu : 1, The Lite Revethled in the Booli. "I am the Way, the Truth, and the Life." — Jno. xiv. 6 ; I Jno. i. 2. 2, The Life Imparted by the Truth Tnui»'lit. *' Born again, not of corruptible seed, but of incorruptible, by the Word of God, which liveth and abideth f jrever." — I Pet. i. 23. S. Tile Life it is Adapted to Xourisli. "Ye are clean through the Word," &c. — Jno. xv. 3. ' ' Let the Word of Christ dwell in you richly. " — Col. iii. 16. "Desire the sincere milk of the Word." — i Pet. ii. 2. The elements of Nature form God's living Alphabet for creation. So this Book is the Alphabet of God's thought and Imte^ in Redemption, living in Jesus, the Christ. I 4 of Preparatory Study. 13 ' M. > Second. We Should Pntffi'essivrly lievonw Avqmiinted with the Sti'tietui'e and Hnriiiony oi' the Book. It has an indwelling glory. It is enswathed by the Divine Spirit. It begins with an apocalypse of the past Creation, It closes with an apocalypse of the future Redemption. The light of Creation and Redemption blenher — Saviour. "The windows of Revelation, in the person of Christ, are transformed into a dome of heavenly glory." — -J. Cook. The beginning — " God said let light be." The conclusion — "God sliall wipe away all tears." Third. We should progres'iively apj^eciate ihe abiding i.lNiis OF TRUTH and INCUI.CATION as presented in the Book. Lines of Moral Precept. Lines of Gracious Promise. Lines of Abounding Blessing. Lines of Inevitable Retribution. There is nothing in the ranges of truth in man's nature that comes into collision wiih biblical inculcation. "The Bible runs ahead of all progress, and holds its hand abreast of all culture." Poiirth . We should earnestly labour to master the Fruitfi:l Bio- graphical Centres marked out in the Book. Appearing in Groups. The following are the controlling persons : — Adam. ]%noch. Noah. Abraham. Moses. Joshua. Samuel. Saul. Dhvid. Solomon. Zerubbabel. Jesus. . i We should remember that the Material, Structure, Har- mony and Spirit of the liible are not fully measured, or mastered, by human methods. t E> '^ ,..• I of Preparatory Study. 15 pg f « Fifth. We should seek a growing knowledge of the Iflfitory of tho Book in thr World, and the History it contains for thk world. THE BOOK HAS A HISTORY ALL ITS OWN. Friends have rallied round it, and foes have sought to mutilate and exterminate it. The collection by Ezra in the Old Testament. The collection by the early Church in the Nt w Testament. The transmission of the books. Vouchers for the books. Manuscript versions of the Book. Citations taken from the Book. OUR OWN ENGLISH BIBLE AND HOW IT CAME TO US, The Book hi its appointed Land— Palestine, The Lund of Palestine as delineated in tlie Bitidi, As the character of the spirit has much to do with determin- ini^ the character of the body, so God, throuy;h the features of the laud, delineates much that is holy in the liook. The Ifistory tlie Booli eontains. It is a record of facts — Representative Facts. Typical Facts. Crucial Facts. Taken from the lowest point in the Fall of Man. Taken at the highest point in attainment and character. Life c2s it was — as it is — and as it will be. i6 An Outline of the Teacher's Course i II Sin as it 7vas — as it is — and as it will be. History, with divine war{)and human woof, in the loom of human life. Learn to unswathe these ancient facts, bringing them into the kingdom of Christ, and Ihcy will fise into newness of life before the mind and heart. ''This lUmk Iiuh stood tlw huft'i'twfi:s of eighteen hundred years — winds of falsi; philosophy, storm^ of human passion, the hail of scorn, frosts of neglect, mil" dews of Romanism — the dust and' weather rime of ages." Sixth . We ought to seek with humility and rERSisTENCi: a deeper knowledge of the Model Tkaciikk of the IJook. yesus 7uas a Commissioned Teacher. "My doctrine is not mine, but His that sent Me." — John vii. i6. "The people came unto Him and He sat down and taught them." — John viii. 2. yesus 7uas an Equipped Teacher. "The Spirit of the Lord is upon Me." Luke iv. i8- " Full of grace and truth." John i. 14. " Being tempted He is able to succour," Heb. ii. 18. The matter of Christ's teaching — God^s Word. "I have given unto them the words which Thou gavest Me."— John xvii. 8. The Spirit of Christ\<; teaching. Patient. " Have I been so long time with you ?" — John xiv. 9. Tender. " I have yet many things to say unto you, but ye cannot bear them now." — ^John xvi. 12. Wise. * ' Beginning at Moses and all the prophets He expounded. " — Luke xxiv. 27. ') • ■1 of Preparatory Study. 17 'H • A if 4 Clwifit's Mi'thodfi of T(\u'hins:, I. He made the details of His life illustrate His thoughts and contribute TO THE rowKR ok His tkaciiim;. Exauiplcr, The child in the midst Matt, xviii. 2. The child in His arms Mark x. 16. The writing on the ground John vii'. 6. The anointing of the blind eyes John ix. 6. The washing of the disciples' feet. . .John xiii. 5. Let us seek to make the providential part of our life, and that of our scholars, an element of Insiruction and Training. A teaching life never dies. 2. ///> iinlivevt McthofI of Toachinii', Examples. " Pluck out the right eye." Matt. v. 29. "Cut off the right hand." Matt. v. 30. "Forsaking father and mothei.". .Matt. xix. 29. " Go sell all that thou hast." Matt. xix. 21. These examples enforce the very root principle of the universe, viz.: That nothing should stand between our spirit and God. Thcsi* two Mrthoti^ Imve f't'ent Eihwationnl vuliir. They awaken thought. They test the power of faith and thought. They promote growth of nature. They give lasting reward when fully grasped. This is teaching to go, taking by the arms. — Compare Deut. xxxii. 9, 10, 11, 12. i8 An Outline of the Teacher's Course ill 3. The 'MvUuhI of Mutuul iUtnsidrvntion- And ?iutunl 1 1 rip. Asking and answerini; (luestions. Giving as it can, in some measure, be received. Bearing with slowness and dulness. These mitthods are prominent in Christ's teaching and promote — Thought fulness. Incjuiry. Prayer. Instruction. Culture. " Light is sown for the righteous.' ■Psalm xcvii. 1 1. We should cultivate an tNDiviDKD AIM to persevere in the TATH ov iiuri:i'UL ruuGRKss opened uj) in human history under Christ. It was an Ancient notion that vision was performed by rays of light i)roceeding from the eye of the beholder to the object seen. It is now understood that there is no spontane- ous action of the heal thy eye in true vision. So in the moral world. The great realm of Facts, Truths, Principles, Doctrines, etc., are organized in S ripture, and recognized by the mind. TlIKREFORK — Get the Si^/it Clearer^ By nourishing faith in Jesus, the Christ. Become more Childlike^ By cherishing simplicity of life and sincerity of purpose. I 1 1 ' of Preparatory Study. 19 «Bji A i A lie Sin^i:;le in Aifn, By a growing loyalty to the truth as seen in Jesus. Be Di/ij^cfi/ in Study ^ By cultivating a spirit of patient industry. Note. — The foregoing outline should be thoroughly mas- tered by the I'eachcr. lie will tind his difused and general knowledge of the lUble organizing itself around these sections of inquiry, and becoming more readily available for the specitic work of weekly lessons, and class exercises. Questions for Silf-Examination. What is the important text for the Sabbath School Teacher? What must a teaching church be? What effect must ideals have on us ? What are the seven important sec- tions in llie Sabbath School Teacher's course ? For what threefold object has God used the Bible ? What three aspects of life are given in the Book ? What is the peculiar form of the beginning and close of the Bible? What peculiar view of the liible is given Ileb. i. i ? (iive the eleven sections of the Bible. IIow many years does the Bible contents embrace? What is the Burmese view of Revelation ? Give three things that the Bible is not? What is it? Give seven positive views of what God is. What is the illustration of Revelation and Christ ? Enumerate four great lines of liible truth. What place does the Bible hold in reference to man's nature and progress? In what form do Bible characters appear ? Give twelve central Bible persons. What have been the fortunes of the Bible in the world ? Give six facts entering into the history of the Bible in the worKl. What double aspect has the Book in relation to Geography ? Give the form of history in the Bible. Give the threefold aspects of Bible facts. How are these facts dealt with ? — Illustrate by Life and Sin. What are the two elements of Bible history ? What kind of a teacher was Jesus ? What did He teach ? Give three elements in the spirit of His teaching. Give three forms of Christ's method in teaching, with illus- trations under each. What four attainments should the teacher seek ? «Si *f 4 LEssoosr osro. II. SABBATH SCHOOL WORK DEFINED f I'''li / tBt »^h h\ f k 6abbath School Work Dcjined. as LESSON No. II. oM Sabbath School ITork Dcjiucd, More than tl.irty years a^o the late Principal Cunninjjham said at a nicctini,^ of S. S. Te.xchers in Iviinburgh, that th«.' time seetncd to hive come "when the precipe relation of tlie Sabbath School to the Church ou^ht to be carefully con- sidered and defined." No Church has formally done this as yet. The question has been left to adjust itself very slowly in pojiu'ar assemi)lics. This lesson is a contribution in this direction. Tlw S, S, Tvnvlwv*s Convictions, 1. The Institution of the Family is fundamental — first in the on/ir oj time and importaucc, 2. The oblit;ation of pxrents to instruct their children is inalienable. Its neglect cannot be made uj) by atKJther. 3. The Church of Cod in the earth is the Appointed Agency for the instruciion and salvation of the world. TIIKREIORE : I. The Sabbath School should never be made a substitute for home instruciion and training. — Deut. vi. 6-9; iv. 9; xi. 18-21 Trov. xxii. 6 : "Train," direct anil keep in the way by catechi^ing. Eph. vi. 4: Nurture and diicipline — i.e., Schooling. 2 Tim. i. 5: Three generations in illustra- tion of Scripture leaching. II. The Sabbath School should not be a substitute to the Teacher or the Scholar for the or• 4 I »!< 1 'i 77/^? Bible as the Teacher's Text-Book. 29 LESSON No. HI. The Bible as the Teacher's Text- Book, i ^ li Modern warfare is carried on more by taking strong strat- egic centres, than by spreading the forces over the field of conflict. The citadel is best kept from within. So, in the ■conflict between Christian faith and unbelief, the Bible is our citadel. Seek to know its structure and contents — its impregnable and everlasting strength of truth. Br *^ Mighty in the Scriptures,*' First Section. Five Classit'iciitions of Naines by whicli it Describes Itself, (i) From the material used in maliing ancient rolls for writing, BiBLOS. — The Greek word for the inner bark of Egyptian papyrus. Liber. — The Latin word for the bark of the linden tree. BoEK. — The Dutch for the beech tree, on which our Saxon forefathers are said to have written, hence our ordinary word Book. " The Bible," '* The Book," was first employed by Chrysostom, in the fifth century, to describe all the sacred writings. *' Seek ye out of the Book of the Lord and read." Isa. xxxiv. 16. '* Lo I come (in the volume of the Book it is written of Me.") .... Heb. x. 7. 30 The Bible as the Teacher's Text-Book, I (2) TIw Terms that Describe the Character of the Book, {a) "God's Testimonies." — The divine afiirmations, con- cerning His character and man's duty — the ark of the testi- mony. — Psalm cxix. 2. [d) " The Law of the Lord." — The fingerpoint of di- rection in the way of duty. — Psalm xix. 7. (c) **The Divine Precepts." — The law detailed into minute parts for hourly use. — Psalm cxix. 4. {({) *• The Statutes of the Lord." — The organized enactments to be observed in sacred and civil obligations. — Psalm cxix. 12. . . JVo^e these four conclusions. 1. God revealing Himself in His testimonies. 2. Man's responsibility to obey the revealed Law. 3. God's gracious adaptation of these to hourly duty. 4. The divine estimate of all life in an orderly arrange- ment of His Word. ♦'The Holy Bible"— "The Sacred Scriptures "—" The Cannonical Scriptures." (3) The Names that Denote the Mode of lie- veaUn^' the Matter of the Book, •♦The oractes of God." Rom. iii. 2. •' The living oracles. " Acts vii. 38. *• Teach m harmony with tlie oracles. " I Peter iv. 11. By tlie opening of the mouth— *' os-oris.^^ Num. xii. 8. The Divine thought is made perman- ent by a Word Deut. viii. 3. This Word of God conveys the matter '.o be taught 2 Peter i. 19. ;ES'J3 Christ is the Living, Em- bodied and Abiding Word John i. 14. •f K, f i>lt h The Bible as the Teacher's Text-Book. 3T loj:. A] 4 This Word uttered and made flesh, is preserved and perpetuated through Writings Mark xv. 28 ; 2 Tim. iii. 16. Note two conclusions from these /acts, 1. The supremacy of the written Word. — Luke xxiv. 27. 2. The teacher's responsibility to know the Word that he may teach it. "Commandments which have I written that thou mayest teach them." — Exodus xxiv. 12. (4) The Names Describing' tlie Contents of the Booli. Christ's recognition of division of the contents of the Book. ''Moses''—'' The Law''— " The Prophets" —" The Psahns." — Luke xxiv. 44. The apostolic recognition of two great divisions in the contents. "Able ministers of the New Testament." — 2 Cor. iii. 6. "The reading of the Old Testament." — 2 Cor. iii. J \, (5) Xi describes the footprints of God union^ men, " The Seed is the Word of God.". . .Luke viii. 11. " The Word of God.'' Acts xiii. 46. "Holding forth the Word of Life."Philip ii. 16. " The Word of Christ." Col. iii. i6. "The Word of Truth." 2 Tim. ii. 15. "The Word of Faith." Rom. x. 8. Second Section. Tlie Mechanical Construction of tlie BooIx\ The Books of the Law are five: — Genesis, I Leviticus, £xodus, I Numbers, Deuteronomy. 32 The Bible as the Teacher's Text- Book. 1. The liook of Beginnings. The seed plot of human history and Divine dealing. 2. The Hook of Redemption, and the Law given to the Redeemed. 3. The Book of the Priests, the laws of offerings and wor- ship. 4. The Record of the Way of Ihe Pilgrims and their dis- cipline. 6. The Portrait of the Hebrew Leader, and the review of all the way. The Historical BooI<& *i ■'■ i , i . i % Joshua, I Samuel, 2 Kings, Ezra, Judges, 2 Samuel, I Chronicles, Nehemiah, Ruth, I Kings, 2 Chronicles, Esther. 1. The invasion and conquest of the Promised Land under Joshua. 2. The wars of Israel and their deliverances under Four- teen Judges. 3. A tale of touching and virtuous simplicity. 4. The era of revived hope under Samuel and Saul. 5. David as King ; the consolidated monarchy and rising power. 6. The glory and the weakness of the reign of Solomon. 7. The conflict between the ten tribes and the two, also between Kings and Prophets. 8. The Gallery of the Nation's Heroes. 9. The History of Divine Favour to the Faithful. 10. The Great Student and Restorer of the Law of the Lord. 11. The Illustrious Cup-bearer and the Restored City. 12. Divine Providence and God's deliverance to the Jews. fi)E* 1;! The Bible as the Teacher^s Text-Book. 33 an he of •f& f m .A> The Holy lVi'itin*^s or Poetic Hooks me Five: Job, I Proverbs, Psahiis, I Ecclesiastes, Solomon's Song. 1. The Ways of Providence and Human SufTerin^. 2. The Book of Praise, Prayer, Prophecy and Thanks- giving. 8. The Book cf Tried and Enduring Wisdom. 4. The Book of Confessions and Future Retribution. 5. The Allegory of Christ and Ilis Church. 7 he Greater Prophets are five : — Isaiah, Jeremiah, Daniel. Lamentations, E/ekiel, w These books are so designated because of their greater ex- tent of matter, and are placed in this order because of a con- nection of historical fact and thought. 1. Israel had become careless, and in her prosperity had fallen asleep. Isaiah had virions of the Divine Holi- ness and he called on the people to awake. 2. Isaiah's ministry was not attended with very signal re- sults, and the day of captivity and punishment was at hand. Jeremiah proclaimed the righteousness of God and called on the people to give him glory. 3. The dark day is come, the city is desolate, hence the wailing. 4. The exile is completed ; the national judgment is over- whelming ; the people are paralysed ; "Our hope is lost, Ezekiel comes to remind them that God is Al- mighty ; " he will restore you to the land. 5. The time of Deliverance draweth nigh. The day of the Lord is come. The Messiah is about to appear. No, says Daniel, the day of the Messiah is distant; we must persevere, be faithful, God's promise will be fulfilled. The four ideas of the Greater Prophets in their historical order are : — 34 The Bible as the Teacher's Text-Book. i * I Sanctify thyself, for God is Holy Isaiah. Submit in contrition, for He is merciful . .Jeremiah. Hope in God, for He is mighty Ezekiel. Patiently wait for Him Daniel. Tho Minor Vvophot^ utt' Twelve, These books are so designated because of the smallness of their size, and originally were all one Book, or Roll. — Augus- tine. Hosea, Obadiah, Nahum, Haggai, Joel, Jonah, Habakkuk, Zechariah, Amos, Micah, Zephaniah, Mtlachi. Five of these wei'e befoi*e Isaiitli, and are more frequently quoted by the writer of the Acts when reference is made to the Jews. Hosea prophesied the longest — of the dispersion of Israel^ the calling of Jesus out of Egypt, and His Resurrection from the dead. Joel told of the Resurrection and general judgment, and the outpouring of the Holy Spirit on all flesk. Jonah told of the Resurrection in his strange life. Micah tells of the place of the Messiah's birth. The last three are prophets of the return from captivity. Malachi proclaims the Forerunner of Christ. Ifosea closes with a blessing of plenty to penitent Israel. Joel opens with a description of a famine — hence the con- trast. Amos follows because he begins with words of Joel iii. i6 ; Amos i. 2. Obadiah succeeds Amos because it fulfills Amos ix. 12. Jonah comes next as it fulfils Ob. i. i. — Destruction of Edom. Nahum is linked with Jonah and Micah by a central thought. The Bible as the Teacher's Text-Book. J3 of is- ts \% I Ik ■ < See Exodus xxxiv. 6, 7; Jonah iv. 2; Micah vii. 18; Nahum i. 3. Thus the order of thought is largely the order of these Twelve Books. Note. — The Canon of the Old Testament was completed by Ezra and the Great Synagogue 457, H.C., and was recognized by Christ and His Apostles. There were a succession of Prophets foi five centuries, beginning in the ninth before Christ. Ninth Century, B.C., Jonah, Joel, Amos. (( Eighth Seventh " Sixth Fifth (( (( t { (t li (( Ilosea, Isaiah, Micah, Nahum, Zephaniah, Jeremiah, Ilabakkuk, Daniel. Ezekiel, Obadiah, Haggai, Zecha- riah. Malachi. *' The Hebrew Scriptures stand so happily combined to- gether, that even out of the most diverse elements, the feeling of a whole still rises before us. They are complete enough to satisfy, fragmentary enough to excite, barbarous enough to arouse, tender enough to appease." — Goethe. We carry our smallness to the liook, instead of labouring to enter into its greatness. The Construction of the New Testnnient, The continuation and completion of the Old, and written in Greek. The Historic ill Boolis ai'e Five, Matthew. I Luke. Mark. I John. Acts. 1. The first Gospel is the outflow of the Old Testament life into the fulness of Christ. 2. The second presents Jesus the Mighty Worker and Healer of the people. 36 The Bible as the Teacher's Text-Book. 1 li I i . I 1 I 3. The third exhibits the fulness and freeness of the first two, as for all people. These are called the Synoptic Oospels. 4. "The Glorious Ciospel," ot the completed Church, as the others are of the infant Church. 5. The CJospel of the Ascension — Christ in His Church by the Holy Cihost. Tlw Fourteen Lettet's of Pn uh These letters are in the present order largely on the same ground as that on which the greater Prophets precede in their order the lesser ones. The following is their order of development : — 1ST Group. — ist and 2nd Thessalonians 52 and 53 A. 1). Paul is on his second missionary journey. The Life, Death, Resurrection, and specially the Second Coming of Christ are the great facts before the mind of the Church, hence the character of the letters. 2ND Groui', — Galatians, i and 2 Corinthians and Ro- mans, 57 A. D. Paul is on his third missionary journey. Difficulties as to church order have arisen, and heresies as to church doctrine are becoming common, hence the two ecclesiastical letters to Corinth. The previous training in, and attachment to, the Jewish ritual and many ceremonies, led the Jews accepting the gospel to introduce into its simplicity and freedom from ritual old ordinances as a ground of salvation. Hence the letters to the Galatians and the Christians in Rome. 3RD Group. — Philemon, Colossians, Ephesians, Philip- pians, 62 A.D. Paul is a prisoner at Rome for the sake of the Gospel. These letters indicate the deepening experience, and the widening view of the Gospel in Paul the aged. 4TH Group. — l and 2 Timothy, Titus, Hebrews, 67 A.D. Paul is released from his fust imprisonment, and not knowing how soon he may be put to death, he writes these three pastoral letters on ministerial duty. The Epistle to the Hebrews is the authoritative exhibition of the Old Testament dispensation, its meaning, and relation to the New. *i 'I 1 4 I ili'^ The Bible as the Teacher's Text-Book. 37 #ll TJwi\' aiY» Six Catholic or (wonvval KpitsHea: James ; i and 2 Peter ; I, 2 and 3 John ; Jude. These were written by the men whose names they hear for the whole Church during the perioil 60 and 70 A.l3. Revelation is the only prophetic book in the New Testa- ment, and solemnly closes with the benedicrion, * ' The grace of our Lord Jesus Christ be with you all. Amen. '* A HELPFUL COMPARISON. Isaiah has 66 chapters. The whole Bible has 66 Books. Isaiah is divided into two parts ; the first part has 39 chap- ters; the second part 27 chapters. The number of books in each part of the Bible. The main subject of the first part is the Jews and their sin. The chief matter of the second part is the Jews and their Saviour. So in the Old and New Testaments. i6 NOTE.- Books. Writers. Centuries in writing. -The most helpful order of studying this subject is 1. Master the names of the books as given in our English Bible. 2. Fully grasp the divisions as presented in the lesson. 3. Get into the memory the prominent thought of each book. Thus familiarity with the location of a particular book, the instructive and moral division to which it belongs being clearly before the mind, and this associated with the main subject of the book, will greatly deepen interest in the Bible as a whole — will widen our view of its importance, and materially help the teacher in the preparation of ordinary les- sons, and in the study of a particular book. 38 The Bible as the Teacher's Text-Book. ii Third Section. The Moral Structure and Life of the Book, Psal. xix. 7, 8, 9. Jno. vi. 63. i Pet. i. 25. The Bible is a Divine Revelation and also a Human History, Definition. — revelation is the unveiling py god what CANNOT BE DISCOVERED HY MAN CONCERNING HIS RE- DEMPTION. Illustration. — The Bible is like the weaver's web, it has warp and woof, and both wrought together complete the gar- ment. The warp of the Bible is the revealed element. Threads from the Divine hand. Gen, Hi, 14, 15, Gen, ix, S, Gen, xii, 1-2, Exod, xx, 1, etc. These faets and truths presented to the mind of man pro- duce either active resistance or co-operation, hence the human history — and the Bible is a record of the results. 1. Authentic in its facts as inside pillars. 2. Genuine in its writers. 3. Inspired by the Spirit for their work. It has its side fully Godward, and its aspect toward man, as had the person and character of Jesus Christ. It took on the fashion of the thought of all ages and all true civilization. Consider the difference between being in- side and outside of the Cathedral. An Ancient Recordy yet a Present Voice — THE LORD LIVETH. I) Questions for Self- Examination. What is the best method of fighting unbelief ? Give five classifications of names by which the Bible describes itself. i*j The Bible as the Teacher'' s Text-Book. 39 m. f. H [AT RE- has [ar- ads ix. ro- he ifl Define the use of the words Testimonies, Law, Precepts, Statutes. What are the four conclusions from the above words ? Give three stages in the process of God's giving us the Bible. What two conclusions are reached from the pro- cess of Revelation ? Give the two great divisions and four lesser ones of the contents of the Bible. Can you accurately repeat the order of the books of the Old and New Testament ? What divisions of the Bible have 5 books ? What divisions have 12 books? How many letters did Paul write? How many of the books can you describe as to subject ? Upon what ground are the Prophets divided into Greater and Minor ? Can you give the thought that unites the Greater Prophets? What centuries were marked by a line of Prophets? Can you give their chronological order? Char- acterize the five historical books of the New Testament in relation to the Gospel. Classify into groups and their cir- cumstances the letters of Paul. What can you state concern- ing a comparison between the Book of Isaiah and the whole Bible? What are the two main elements of the Bible in dealing with its structure ? Define Revelation. What illustration helps us to understand the structure of the Bible ? What three terms are used to describe the facts and writers of the Bible ? What are the two aspects to be taken of the Bible? and what in Christ do they represent? Give two statements that describe what the Bible is. ill In- '-^ -rxr* \ LESSoasr iro. iv. «li HOW TO STUDY THE BIBLE FOR SPIRITUAL PROFIT. <' 11: ' .;;! i ? Ill Ml I if j l^l Ijj i Si i I lI L if How to Study the Bible. 45 LESSON No. IV. How to Study the Bible for Spiritual Profit, » w « ISA. XLVIII. 17-19. ^ Jhere are right methods of using the Word and wrong _ Those that are most in keenincr wifV, i\.^ a.ms of spiritual life must ^. //!' mo"stT,elpful! '"■°""°" "'' Z>^>AV«._TlIAT METHOD OF USING TItF VV„„ CrOD FOOND TO BE MOST 111-, ni f. ^^O^V OF . TRUE KNOWLEDGE 01 rJr,'''' ™ PROMOTING A TO JESUS CHR t4 m^°s Ti^E A,M 'Iln '" '''^^''^^ SPIRITUAL FROFIT. THE AIM AND END OF ALL The mm is a aialogue between God and man. and'lTalttllmo' actitv°t r' ''°^^^'' '"^"'^ "-'=" -and the Bible U^lV^'roVof S^r 'sulL""!"'"'"*^'.^ rebelhous. results— loving and Four Points of Contact with man. I. God speaks to man by voice-this is Revelation T.ON.^"' causes His Word to be written-this is Inspira- ^'^^^^^^^^^^^^S^^^^S^ Word in an 44 How to Study the Bible 4. God uses this Word to quicken the soul — this is Re- generation. The spiritual profit from the study of the Bible becomes possible and r ">{Tressive from the Regeneration of the indi- vidual sc c. 1 le other three stages are external and pre- liminary. First. Spiritual profit depends pre-eminently on ' " Trust in a person. In all searcn zyJ 'i^rch of the written Word with the view of spiritual ^.not.., seek, everywhere and chiefly, for the Son of Cod, As The ,\on '^led . in the Old Covenant. As The Tncarnate Otic, .: Uie New Covenant. As The Glorified and Coming One, as in Acts and Epistles. {2) The Bible is a Revelntion ot persons, specially ot Jesus the Christ, "The Revelation of Jesus Christ which God gave unto Him.". .. .Rev. i. I. ** I received it (Gospel) by the Revela- tion of Jesus Christ." Gal. i. 12. "The only begotten Son hath declar- ed Him (God)." John i. 18. " Our hands have handled of the Word of Life." i John i. i. "The true light which lighteth every man." John i. 9. Light is the medium of revealing. {^) The presence of persons presented in the WoM. Instructive examples — In the Garden and at the East of Eden Gen. iii. S, 24. i» I I for Spiritual Profit. 4$ Manifestations at various times Gen.xv. i, i8. The Shechina in the wilderness .... Ex. xl. 34. The cloud over the Mercy-seat Num. vii. 89. The thirst for God expressed in the Psalms Ps. Ixxx. I. The visions in the days of the pro- phets Isaiah vi. i ; Dan. X. 5. *' God manifest in the flesh." John i. 14. " He that hath seen Me hath seen the P'ather." John xiv. 9. The culminating assurance in the as- cension Matt, xxviii. 20. Second. Spiritual pi\>fit depends lav^ly on tlie search, reseiirclt and study of tlie Scriptures in tlie presence and under tlie eye of Jesus Clirist. The Word is Christ's — it is a record of His doings and sayings. — Matt. i. i. The person and the presence are assured forever. — Matt, xxviii. 20. We have put ourselves into a condition of coldness and barrenness, when we contemplate the historical Christ as a matter of the past eighteen hundred years. The Word, by its express statements, and the moods and tenses of its verbs, and its power to the soul, puts its Sub' ject and Author — now and here. Tlie Word without the Presence, is reduced To a literature of marvellous riches. To a History of rare power and fascination. 46 How to Study the Bible V '■ To a Biography of exquisite detail and completeness. To a Poetry imperishable in its sublimity and charm for the heart. To a Code of Morals unequalled for depth and purity. Only a record of bygone ages — a rare guide-book. The Presence I'enlized without the fFoixl, Leaves the soul to be the victim of its own — Nature — dark about God. Apprehensions — fearful, or vague. Efforts — foolish and vain. This makes man the victim of all superstitions. — Hosea iv. 6. Coftc/usiofis. 1. The Presence and the Word are to the believer joined together. 2. The Presence gives a present voice, authority to the conscience, power to the will, and comfort to the heart. 3. The Word gives clearness, and fulness as to the thoughts, emotions, character, and purpose of the Person present. 4. Hence the Bible is an Ancient Record, but a Present voice to the spirit of man. *' Incline your ear and hear." Lesson. There is depth of meaning in Bible words. There is a large class of words called pivotal words, that revolve on and around the persons revealed. Examples. — Revelation, Dispensation^ Propitiation^ Kc- demption^ Reeonciliation^ Salvation, Regeneration, Justifi- cation. Ulustrntive Lines of the I*i*ecedin*:^ Facts, THE BIBLE IS THE WHISPERING GAL LERIES OF THE KING. Jno. XV. 7 ; Acts xx. 32 ; Col. iii. 16. for Spiritual Profit. 47 W'a f 1. The baptism of Jesus, the Christ, and its perpetual testimony. — Matt. iii. 13-17. 2. The Temptation ot" Jesus, the Christ, and His per- petual triumph. — Luke iv. I-13 ; Jno. xiv. 30. 3. The Synagogue and its perpetual sermon. — Luke iv. l6-22. 4. The Cross and its perpetual sacrifice. — ^Jno. x. 17, 18. 5. The Resurrection and its deathless life. — Jno. xiv. 19. 6. The Intercession and its perpetual efficacy. — Heb. vii. 25. Christ's Presence in the Gospel. — Rev. H. Martin. Third. This Presence of Christ, and profit through the Word is realized by Teaching' ami Guidance of the Holy Spirit. Jesus Vvas guided by reference to the written Word. Jesus offered himself up as a sacrifice by the eternal Spirit. He unites these two in the future of His Church. See Jno. xvi. 12, 13, 14, 15 ; Jno. xiv. i6. Pottrth. This Presence, and the confidence it gives, encourages prayer, the Word directs and defines the subjects of prayer, the Spirit inspiring it leads to spiritual profit. — Luke xi. 1-14; Jno. XV. 26. Ft/t/i. Where the student of the Word meets with difficulties, and subjects of perplexity in the line of spiritual life and doctrine, be assured there are no real contradictions in the doctrine, and no real antagonisms in the inculcations of Scripture, but that which seems in our apprehension and judgment. Have faith in God, persevere in search and research, wait for the parallel passage or truth, head the difficulty up to the Person 1 48 How to Study the Bible. of the Father, or the Son, or the Holy Ghost. The progress here that seems to be all on the plain, coming back to where you started, will be found to be like the progress of the vertical screw — round to where you left, but above. "We see in part and know in part." Sixth. The Law of obedience and work is the law of profit and progress. "If any man will do His will he shall know of the doc- trine whether it be of God."— Jno. vii. 17. Examination Questions, What two objects are to be sought that secure spiritual profit? What is the Bible as between God and man ? Give four points of contact between God and man, and the techni- cal terms for each. At what stage does profit become possi- ble? On what does spiritual profit specially depend? State the three aspects in which the Son of God is to be sought for in the Word. Of whom is the Bible specially a revelation? Knumerate the progressive stages of the manifestation of the Divine presence with man. What is the second fact on which spiritual profit depends ? How are we to regard the voice of God in the Word? If there be no presence with the Word what is it to us ? What is the result of the presence without the Word ? Give four conclusions arising out of the subject. Enumerate eight important Bible terms. Give six lines of Bible facts that illustrate this subject. How is this spiritual profit realized, and on what two conditions ? How is the duty of prayer affected by the presence and the Word > What is the Christian to do with his difficulties in searching the Scripture? State the universal law of spiritual profit. GS^^^^E) I * I < LE3SSOIT TSrO, -v. •>« t HOW TO STUDY THE BIBLE * FOR THE WORK OF SABBA m SCHOOL TEA CHING. ff I r Ill How to Study the BthU. 5« LESSON No. V. How to Study the Bible for the Work of Sabbath- School Teaching. First. Thy IVovd is Truth. 1. Truth in a Written Record- riiE Bible. 2. Truth in Institutions — MoNUMKxrAL Ordinances. The I^rimitive Ordinances. — Sabbath, Moral Law, Labour, Marriage, Sacrijice. New Testament Ord <\fiCE^. —Ba/>tii/n, Lord's Sup- per, the Teaching of the IVord. 3. Truth in Embodied Life— Jesus Christ. 4. Truth in the Inward Parts — The ('hristian. Note. — That which is true can enter unconstrained into any circumstances consistent with truth ; that which is false has to study its positions and attitudes, and is concerned about its manifestations lest it reveal its unreal nature and spirit. Hence the Bible is recognized by true spirits as truth in all ages and among all people — God's tested instrument of power. The study of the Bible and the love of the truth, made our Reformers strong in the Lord. They called the Word Bibliothecay the chest of books. CAREFULLY CONSIDER: 1. The completeness of the Book. 2. The fulness of the Book. 3. The freshness of the Book. f;?j ! if ii' 52 How to Study the Bible 4. The freeness of the Book. 5. The fragrance of the Book. 6. The suitableness of the Book. It is the sun in the window of daily life. The source of moral powev and inspirer of intellectual life. It has a side man ward ana a glory God ward. Second. How to use the Bible nnd ^i*o\v by it The following order is the order of life : — 1. Use it in the closet for spiritual profit. 2. Use it in the family as a means of instruction and strength. 3. Use it in the pulpit as a means of grace and a source of message. 4. Use it in the school as a preparation for life and godli- ness. 5. Use it in the study as the library of the divine mind. Bible I'emlin^ on how to use the Bible, "Seek (to hunt as a hound) ye out of the Book of the Lord and read." Isa. xxxiv. 16. **The priest's lips should keep know- ledge, and they (the people) should SEEK (by spiritual instincts) the law at his mouth Mai. ii. 7. ** Ye search the Scriptures " (in quest of treasure) Jno. v. 39 ; Prov.- ii. 3-5- * ' They searched the Scriptures daily," Acts xvii. 1 1 . Whose lookeih (gazeth) into the per- fect law of liberty James i. 25. " We all with open face, beholding as in a glass, the glory of the Lord." 2 Cor. iii. iS. for the Work of Sabbath School Teaching. 53 Sitting in the light for a likeness. ** Thy Word have I hid in my heart as a jewel in a casket. " Psal. cix. 1 1 . Throw the windows of the soul open. " Let the Word of ■Christ dwell in you." How to use the sun. * How to use the perfume of the garden. CONCLUSIONS. 1. The Bible so used will give the knowledge of the truth. 2. The Bible so used will give strength of character. 3. The Bible so used will give sweetness of life. 4. The Bible so used will give degrees of skill in teaching. This is pre-eminently the kind of equipment the S. S. Teacher needs. Third. The ends to be souii'ht in our use of the Bible, (l. ) Since the Word is an instniment in God's hand for the saving of souls, as the Church is an institution for the nurtur- ing of spirits, do not make the fVonian End to be rested in. //lustration. A stairway leads to the presence chamber of the King, beautiful in its gracefulness of proportions, rich in its scrolls, bannister and bracket; it is but a way, a means of access, but halting at any point in the ascent is not to use the stairway for its immediate purpose, but to rest in it, even though we are entranced with the excellence of the way. "Thy Word is a lamp to my feet and a light to my path." (2.) Use it in securins: God's only Revehition us to J lis plan of saving souls 2 Timothy iii. 15, 16. To know God and His Son John xvii. 3. For detailed knowledge of duty and destiny Titus iii. 8. !l e ' , 54 How to Study the Bible ** Calvary is the great studio for teacher and scholar, preacher and people. On its summit is more than philosophic unfoldings. Under its illuminations, and by its marvellous telescopic power, time and eternity greet the eye of faith and fill the soul with rapture." — Spurgeon. (3.) Use it for sinil nouvish- nient i Peter ii. 2, 3 ; Ps. xxiii. i ; Ps. cxix. 103. (4.) Use it us a soutve of com- fort Ps. xxiii. 4 ; Isa. xl. I ; I Thess. iv. 18. {5.) Use it as a weapon of defence and as a means of aggression on the kingdom of evil Jer. xxiii. 29 ; Eph. vi. 14-17. The spirit in wliicli tlie Bible is to he used, I. INQUIRINGLY, WITH TIIOUGHTFULNESS.— Ps. xxvii. 4. Carefully distinguish between Inqiiby^ before conscious discipleship to Christ, and Inquiry after faith in Christ. The first is investigation into the evidence upon which we are to receive Christ as the Son of God. The second is to discover all the truth that is in Christ, and bringing it into use {ox personal life and practical work. The one is preliminary to the other, but the second must be the teacher's in the study of the Bible for his work. 2. PRAYERFULLY — REVERENTIALLY — HUMBLY. This is the constant condition of discipleship in Christ. **To pray well is to study well." 3. HABITUALLY, IN FAITH AND DEPENDENCE. Our faith, as disciples of Christ, tells us that there are unseen and m««W resources in the Gospel ready for discovery for the Work of Sabbath School Teaching. 55 and appropriation, therefore explore as for hid treasure,- Acts xvii. II. 4. SYSTEMATICALLY. ^ Having regard To its order of unfolding. To its manner of construction. To its unity of subject. To its self- revealing power. Ir 5. CRITICALLY. What does it say? Whence came it? How did it come ? Why did it come ? Fifth. Have your own Bible and use it only, and in accordance witli true Methods, This will promote familarity in finding passages. This will help the law of association to work freely. This enables you to make your own commentary. Have a class of kindred chapters, passages or subjects, to which the mind turns as the needle to the pole. Make much use of comparing Scripture with Scripture. Use plain passages to unlock more difficult ones. As far as possible take in the whole range of passages and so get the rounded mind of God. Study central words as well as central subjects and draw your own conclusions. Questions for Self-Examiftation. Give the comprehensive affirmation descriptive of the Bible. State four forms in which the subject of the Bible is presented. By what term did the Reformers describe the Bible? and give six characteristics of it. Give five places where the Bible is used, and the object to be aimed at in fel ;6 How to Study the Bible. €ach. Enumerate six terms and define each describing our use of the Bible. What are the four results to be obtained from such use of the Bible ? What is the Bible in the hand of God? What is our danger in the use of the Bible? Give three immediate uses of the Bible to us. In what spirit ought the Bible to be used? What is the difference between the use of the Bible before and after faith in Christ? In what manner are we to use the Bible ? What three benefits are received from always using one copy of the Scriptures ? What four things should the Bible student aim at, and for what end ? ♦^® TT^* II ' LEssoisr isro. ^i Wl t HOW TO STUDY A SABBATH SCHOOL LESSON. m «■ r How to Study a Sabbath School Lesson. 59 » I « LESSON No. VI. Hoii) to Study a Sabbath School Lesson. ViHiluniniivy dnisident tions. First. Como to the selected subject with n pniyevful spii'it, for n'ludance, — Ps. cxix. i8; xix. 8. This is the key that opens the outer gate of the Book, and the inner door of realized truth. The well of salvation is close by the throne of God, and the Spirit of truth will lead into all truth. Second. Prepare with such helps as produce in you mental ACTIVITY. The measure and character of our thinking is the measure apd character of our intelligence. External assistance and internal guidance are intimately bound together, and enter into God's method of training His people. It is it time of multiplied helps. Let us have respect to the quality we use, and we will not be embarrassed with the quantity. It is our privilege to gather from this fulness of matter, instruction and plans that lie- come vital to our personal life and work. Third. Study your subject with a contit^Ung desire to instruct and help others, A strong desire to carry out a laudable purpose is the life- spring that sets all our wheels in motion. 6o How to Study a Sabbath School Lesson. This brings about serviceable greatness. Desire is the forerunner of opjiortunity. "Will makes a way." Willingness to be instructed, with the aim of using it for others, is of immense value in the preparation of a lesson. Fourth. Preparing for your class with tlie prayerful purpose of doing good, this is to be Godlike, and to be in the line of divine efficiency — pleasing to the Father and a blessing to the scholars. /. The aim of Bible teaching; is t/> lead to Christ, and build up th' soul in Christ, Rom. XIV. 19; 2 Cor. xii. 19; Col. 11. 7. Spiritual character is built upon Christ, and advanced by means of the Word of God. — i Cor. iii. 11 ; Acts xx, 32. III. Owing to the fruitful character of Bible subjects, and thr vital relation of the several parts to each other, selections must be made and central portions chosen, hence the im- portance and hopefulness of the International Course of Lessons. Aim to have resources of truth connected with the lesson, and resource of spiritual insight to the subject oi the lesson, even though they cannot be used at the time. With this spirit, these helps, this desire and determinatioii, proceed with the preparation. Methods of work a/v* of g:reat importance in the best kind of work, I, — Investigation and Analysis, The mastery of the words by the use of a dictionary, is worthy of attention. Words often have an earthly body and a heavenly soul. Hoiv to Study a Sabbath School Lesson. 6i \n ^ ! Explore thk Lesson in the line of what goes before. "It shall greatly helpe ye to understand Scripture yf thou make not only what is spoken, or wrytten, but of whom, unto whom, with what words, at what tyme, where, to what intent, with what circumstance, consyderynge what goeth before and what followerh after."— Covkrdai.k. Inquire into the scope of the Lesson by the help of parallel passages, kindred subjects, and circumstance re- lated. See 'Wnjuiriti^i^ly'' in pretnous Lesson. Weigh the several important parts of the lesson, and judge of their relative importance to the object in view. Persons^ or the Biography — Who ? Places, or the Geography — Where ? Times, or the Chronology — When? The Doctrine, or the Duties — What ? The Principles, Motives, Aims — Why ? Perseverance in this exercise, will wonderfully facilitate study. II, — The Heconstnwtion of the Lesson for Teuchhi**', Generally the Golden Text gives the main topic of the lesson. Every well-selecled lesson has at least one central or mag- netic truth which attracts to it all the oihers. To select this truth and cause the rest of the passage to illustrate and enforce it, is worthy of all patience and prayer. This is the focus of the light. The bull's-eye in gunnery, The centtal lake in the midst of the garden, The high altar of the Cathedral. The point of convergence in all this preparation is T/ie Heart. "Think out your work and work out your thought." If. 62 How to Study a Sabbath School Lesson. The more you think of the suliject, the more you will see of it ; and the more you see of it, the better you will think of it. — Ps. xxxix. 3. The plan of the lesson will proceed from fulness of interest and insight. What cannot be used in the specific lesson will enlarge your general preparation and growth. Questions for Silf-Examinatiou. What are the four preliminary considerations to be carried to the study of a Sabbath-school lesson? What relation has external help to internal guidance ? What is to be considered in selection of helps? What does desire and purpose do for a teacher in jneparing a lesson? What promotes our power, and is pleasing to (iod in our preparation? What is the two-fold aim, and the means of carrying it out, in Sab- bath-school work ? Why is some selection of Scripture necessary in Sab])ath-school teaching? What is the process tv) be taken in study of a lesson ? Describe four stages in the process of preparation. Give five matters to be looked into in every lesson. What is the second stage in the process of preparing? Give three important points in this process. What in the scholar is to be kept steadily in view by the teacher? What is the law of preparation given in Psalm xxxix. 3? What becomes of the preparation that cannot be communicated to the class? » »-^ -rrr D x.Essoisr jsro. vii. HOW TO TEACH A SABBATH SCHOOL LESSON. How to Teach a Sabbath School Lesson. 6^ LESSON No. VII, How to Teach a Sabbath School Lesson. First. The Work of Truchina: Defiiwd. To feed the feeble as a shepherd. — [no. xxi. 15 ; Isa. xl. 11 ;. Jer. iii. 15 ; i Pet. v. 2. To t each ^ to shew ^ exhibit in life. — Deut. iv. 10; Judges xiii. 8; Rom. ii. 21 ; Luke xii. 12 ; Malt. xv. 9. The original word, Didasco, is descriptive of the co-opera- tive acting in the (Jreek drama, to exhibit to the assembled people the lessons of the occasion. Information describes the matter of the lesson in history, biography, geography, incident, etc., irrespective of its con- nection with the main subject to be tauglit. Instruction is organized information, arranged and classified so as to illuminate and enforce the central truth of the lesson in hand. Education desciibes the result upon the mind, or tlie moral nature of the instruction imparted, in the manifestation of increased power and profit, or in the growth and enlarge- ment of capacity. The teacher should intelligently understand, in every ex- ercise in his class, whether he is imparting information merely or giving instruction adapted to produce educational results. Second. Vour ot the Simpler Laws to be recognized in Tenclnng, The measure of your teaching and the extent of its success- lies in I i'l'ii 66 How to Teach a Sabbath School Lesson. 1 . The mutual co-operation of scholar and teacher in the work. Hence the essential parts (jf question and answer. A spice of difficulty is an incentive to effort. Work, on the part of the scholar, is the encouragement to the teacher. 2. The laio of repetition^ and appropriate exercise of mem- ory, attention, perception and affection, will develop strength of faculty and enlarge attainments in knowledge. " Here a little, there a little." "One truth fastened is better than ten truths forgotten." " Repeated blows clench the rivet." 3. 77?^ Laiu of Individuality. Each scholar has much in common with the whole class, but something peculiar to himself. Clay, to be moulded — an agate, to be polished — a sensitive plant, to be touched tenderly — tough oak, to be seasoned — on these substances you cannot interchange processes, or apply to one the treatment appropriate to another. There is o\xx A^ature — what we are; then our Character — what we become through that nature. 4. The Law of Feeling. This is the ruling i)ower in childhood, ( 30-34 Third. Methods in Tenchiw- of the human mind ^°""^^"^'^^" '" '^'^ mvanal>le .vorkings BEGIN WITH PREPARED RESULTS 1. Results that have biblical authority 2. Results clearly understood and well held in the mind. j4. ^o charm m the material or the man. I. Interest. 2. Instruct. faster than the class can follow. '' ""'^ ^° 3. Impress. Picture the lesson. Prove the subject. Persuade the heart Ijy it. FIVE INDEX RULES IN TEACHING. ^^i. Never tell the pupil what you can get the pupil to tell thingt^al^eaT knowf ^^ ^"" ^'^^ ^'^ ^^^^^^ ^^^^ — nofs^::^^:^;^J|^L'- ^^ "^ '-^^ -^- ^-^ are P!'' l! Iff 1 I 68 How to Teach a Sabbath School Lesson. 4. Never forget that you teach by what you are as well as l)y what you give. 5. Give little at a time, and repeat it often — the Bible is written on this plan. *' Learn of Me " (become scholars). — Matt. xi. 29. Note. — Have a point in the lesson, something you have gripped. Getting one leg of the compass fixed — getting the central truth. A seed-thought with life in it, which when passed into the mind, and well watered, will grow into a ruling principle or a guiding motive. Every central principle or point should be a sun. How lacking our teaching is in points. Fourth. Tlw Spirit to be Cherislied in Teaching, The spirit we preserve in our work is more constant and subtle in its influence than our most purposeful efforts. I. Study to be Patient. — '* I am meek and lowly." — Malt. xi. 29. There is no public work so trying to, and whose success ^o nmch depends upon, patience as the work of teaching. Be patient with the du/l^ the trifiing, the wicked. 2. Be persistently persevering. The possibilities in your class are worthy of it. The character of your work demands it. The honour of Christ deserves it. 3. Let love for the ivelfare of souls animate you. This has power with God, and He gives power to you. 4. Encourage your scholars whenever it is possible. We all crave encouragement. In rece'ving answers, take hold of even the faintest look '1 How to Tea^h a Sabbath School Lesson. 69 S I'f in the right direction — make much of it, and turn it round to the light. Always be respectful. Scholars have rights, and they value them. All this tells in influence. Fijth. Some Mi^tnke^ thai most oHsily beset us, 1. Undervaluing weekly and periodical reviews. Lilc i> a series of examinations and reviews. Review wisely and always review. 2. Not aiming constantly to begin and carry on a lessor, from the present standpoint and attainment of the scholars. Connecting the unknown with what is already understociii deepens interest and awakens aspirations. 3. Not being alive and watchful in bringing the s[)ecific truth of the lesson to bear on the heart and conscience. 4. Not looking for work from the scholar in the direct liiie of the lesson. Six///, lIlustfHtive Exiimules of Teachinn: and Tniitiini^. THE TP^ACHFR. His character is good. In morals and religion he standi approved, by being, 1. A member of the church of Christ. 2. Called to this work. In social position — mental capacity — general intelligence he is above the average. //is Covenant of IVorks. I MUST, I WILL put the truth before my class in the best possible manner, so that it may have every chance of influ- encing them for time and eternity. 70 How to Teach a Sabbath School Lesson. I WILL CONSCIENTIOUSLY PREPARE my lessons, keeping this end in view. I WILL AIM TO IMPART instruction so as to gain attention and awaken interest ; and I will lay myself out to be a means of all possible benefit to my class. W '' THE TEACHER AND TRAINER. Let us suppose the two classes to be on a level as to intel- ligence and every other hopeful element in a class. Also, the TEACHER, and the teacher and trainer, are, in character and general fitness alike, but their known differ- ence lies in their conception of the work and the duties to which they are called. Covenant of Works. 1. I am put in charge and have accepted the trust of these immortal spirits at the very outset of their being. 2. I am to use my available time, talent and energy for (heir instruction in Bible truth. 3. I am to make this truth bear directly on their moral and spiritual life. 4. I must get into their hearts by means of these lessons. 5. I must keep their acceptance of Christ steadily in view. 6. I must watch their tempers, and discover the important elements in their character. 7. I must insinuate myself into their esteem by the power of sympathy with them. Every teacher should seek, by divine help, to be able to train souls for heaven — should hrve the highest ideal, yi?j«^ Christ. Questions for Self- Examination . Give two terms, and their meaning, used to describe the teacher's work. What three terms are used to describe the matter of a lesson ? What relation do these terms bear to each other? (iive four laws that are in operation in teach- >!♦ How to Teach a Sabbath School Lesson. 71 ing. What is the diiference between nature and character ? Stale five particulars needful to be considered in the law of feeling. Upon what foundation do methods of teaching rest ? What three considerations are to be kept in view in beginning to teach? Give three stages of progress in class-work. What are the five index rules in teaching? What should be our great aim in teaching ? What four qualities in ourselves should be sought? State four mistakes we are ready to make in our work. What is the difference between the teacher and the trainer of children ? I « ' *i I ■ ^'. , LEssoisr nsro- ^^xxi. BIBLE CHRONOLOGY AND HLSTORY. . ^W Bible Chronology and History. 75 < • \ ►» LESSON Xo. VIII. Bible Chronology and History, First. Bible C/inmoloiiy, in II It icters The histonal portions deal with special and ^ennmant penods of tl,e Divine plan, concerning the wod?l ihese fruitful periods are clearly defined in the Scripture.' chronology'^ ''' '""'' ^'^^'"^^"''^'^^^l i" the study of Bible //a/t's and Usher. The first based his calculations on the first translation of the Flebrew Scriptures, The Septuagint. ^"^'-^^lon ot The second devoted his labours to the Hebrew Scriptures The indications of chronology in our English version ar- based upon Archbishop Usher's investigations These inquiries start from the comparatively accurate dnf^ of the birth of Christ, and reckon backward to the Creation! Hales reckons the whole period from man's creation to Christ's birth to be 5,400 years Ushermakesit 4,004 - " All the diversity about Biblical chronology does not affect the authenticity of the record nr \\^^ „ • ^ , ^ writers. genuineness of the Bible Genealogies ^xt the stratified rocks of Bible history ':^GeTv'"'f?xr'rr^^^^^ i;f ' ^"^ inductive^esS. ^^en. v., X., XI.; iCron.; Matt. i. ; Luke iii. : i. I 76 Bid/e Chronology and History. Second, Bible History, It presents prominently T'vo Agrfuies : (JOD. — MAN. 1. God is the creative and sustaining source of all good. *' Every good gift and every perfect gift is from above, and Cometh down from the Father of lights, with whom is no variableness, neither shadow of turning." — ^Jas. i. 17. 2. Man is the originator of all HUMAN evil, and its sup- porter. " By one man sin entered into the world, and death by sin, and so death passed upon all men, for that all have sinned." — Rom. v. 12. 3. Truth is revealed as a means of light, life, and liberty in the earth. Its presence in the midst of sin gives rise to conflict. In this conflict there are two kinds of motive power — good and evil. The result is triumph or temporary defeat to the good. The record of this truth, its revelation, history and results, constitute Bible history. CHRIST'S DEFINITION OF HISTORY. /. As an outward gro7vth. The kingdom of God "is like a grain of mustard seed which a man took and cast into his garden, and it grew and waxed a great tree, and the fowls of the air lodged in the branches of it." — Luke xiii. 19. Revelation and the Dispensations constitute the seed and the stages of growth. — Gen. iii. 15. 2. As an inward fermentation. The kingdom of God "is like a leaven which a woman took and hid in three measures of meal till the whole was leavened." — Luke xiii. 21. Both these aspects of the kingdom of God, and so of Bible history, have distinctive life and character, though different in their modes of operation. •/i « )»t' ,:, li Bible Chronology and History. 11 V .1 „, (•/.) Jriith as the DiTifie instrumentality in dealing with man and enleiinf^ into history, is viewed as natural^ and expressed in the Established system of the world, Ood's works, God's ways, Man's best and highest instincts of life and duty. {J},) Truth is 7>iewed as supernatural^ and set forth in The Divine law, The promise and prophecy of the Gospel, The person of Christ and His special mission. These two c .imiingle in life and history. II.I.l'STRAriONS. The upper and lower currents in the atmosphere. 'I'he upper and lower currents of the ocean. The supernatural rules in Bible history. TJiird. Biblo history divides itself into four epochs^ in round numbers, of i,ooo years each. The word epoch signifies to the Greek mind to halt — to aim at as with a bow. 1. A suspension of judgment. 2. A point of departure. 3. The place of the stars which the Greek priests con- sulted. Hence an epoch in history is constituted by the culmina- tion of a period in a person or event, and from this the beginning of an era running m\.r> the future. And an epoch is laid hold of by its historical or biographical associations. i\ wU I • I ; 81 I,' ilka 78 Bid/e Chronology and History. Adam 13. C. 4,004 I^noch translated ** 3.017 Abrani l)oin ** 1.996 Dedication of Solomon's Temple ..., ** 1,000 The birth of Christ " 4 Or in shorter periods of 500 years, Adam, Jayed, Enoch, Noah, Abram, Moses, Solomon, Zcriibbabel, Christ. These are way-marks that help the ordinary reader of the Word to look along God's highway (»f the centuries. FOUR I'ACTS SHEWING THAT JESUS THE CHRIST IS THE KING OK chronolo(;y. 1. Jesus fills the whole field of vision in Bible history. 2. Jesus is everlastingly in the warp and woof of human history. 3. The world and the Church cannot forget or stoj:) talking of Christ. 4. Man's fall and Christ's birth are the two grand points of history. " Jesus being the holiest among the mighty, and the mightiest among the holy, has with that pierced hand of His, lifted the gates of empire off their hinges ; has turned the stream of centuries out of its channel, and still governs the ages." — Richter. *' Men may as well try to untwist the light of the sun, with the view of expunging one of the cardinal colours, as try to drive the presence and power of Jesus Christ out of the world." Questions for Self- Examination. What is the manner of the Bible in dealing with history ? Give two distinguished names, and their manner of treating Bible chronology. What is the difference in their calcula- tions ? Ho'v are we to regard Bible genealogies ? Give the two agents in history and the part they have in its fonnation. »t * i '\ H^l nible Chronology ant/ History. 79 A -'I irnth ^n r V T^'^"". ^lelm.tion of Bible history. What is tuth in God's hand, and under what double aspect is it ZnZ \Tr '^r ^^""^ ^" ^^''''' supernatural .S s >re every epoch t(; man. How may the memory be helped in he study of epochs? (;ive eight epochs of OKI 'IWamem Iiistory and nme ,)ersons that mark them. What fou AcN mark Christ as the King of the ages ? K n Hi ■rsr* 'I El ^ ^ LEiSQoisr isTo. ix: i}^ THE CONTINUrTY OF BIBT.K HlSTf )RV. ^bl 1) \ 1 f 1, I f f SiH^^isdBai The Contininty of Bible History 83 LESSON No. IX. The Contintiity of Bible History. ^\ jO-« First. The soiuves and clmrnctorij^tics ot Old Testn^ nivnt hiy^tory. The first thousand years ?>qX.?, forth the fountain head — Adam and Eve. — Acts xvii. 26. 1. Race Life. — Gen. ii. 24. 2. Race Sin. — Rom. v. 12. 3. Race Hope. — Gen. iii. 20. Race Life has for its foundation Represeni ativr Life. illustration. The source of rivers in Europe is the Alps. The Rhine rises in the Swiss range and pours its pure waters side by side with the muddy Arve. So the streams from the throne of God and the human heart, flow side by side in the world ; and the Woid is an instructive record of the purity of the one, and the impurity of the otlier. The second thousand years is signalized by the life and translation of Enoch. Holiness and its reward. Immortality and its hope. God the poition and home of the soul. The deathless fact is, that the soul that shone below shines above. % 84 The Continuity of Bible History. m- "i T/w third thousand years brightens the Bible record by the character^ faith, loyalty, and obedience to God, of Abram, "The friend of God," "The father of all them that believe." T/w fourth thousand years illustrates the strength and weakness of or^aniziiiion and material splendour ; and after a terrible conflict between the worship of Jehovah and idolatry, culminates in the birth of Jesus, the Christ. Orgnni^.ation in Code's cause is an immense power, but when it is trusted instead of God Himself, it is a snare. Material greatness is important for the interests of truth in the earth, but without righteousness it is a delusion. These facts are presented on a large scale in this eventful period. Let these characteristics be fully mastered in connection with the epochs of the previous lesson. Second. Continuity of Bible history doiined. The proper continuity of Bible history is in the abiding and growing element of Divine revelation, and those who are faithful to its teachings, or the chosen instruments in its ransmission. 1. The Gospel of God is then the vital power of the Word. 2. The Gospel has a history, and it is history of the highest orm. 3. The first Gospel is che promise of deliverance. — Gen. iii. 15- 4. The Gospel to Abraham. — Gal. iii. 8. 5. Ihe Gospel by the Prophets.— Rom. i. 2. 6. Jesus Christ is the Gospel. — Luke ii. 10. 7. The Gospel in the Kpistles. — Rom. ii. 16. 8. The benediction of the Gospe'. —Rev. xxii. 21. 9. The everlasting Gospel. — Rev. xiv. 6. A %■ The Continuity of Bible History. 85 A M ILLUSTRATION. It is a well-known fact that our earth has undergone great changes in form, and climate, and internal circumstances, but geology and astronomy unite in their testimony tliat there has been no shifting or change in the poles. The two poles of Bible history, unchanged through the ages, are : 1. Man^s fallen state. 2 . God's purpose of sah 'at ion . THE BIBLICAL SYMBOL OF CONTINUITY IS LIGHT. 1. The light of creative power. — Gen. i. 3. 2. The light of redeeming life and love. — Jno. viii. 12 3. The light of saving grace. — 2 Cor. iv. 6. 4- The light of heavenly glory. — Rev. xxi. 23. THE PATHWAY OF HOPr. VND DIVINE BLKSSING. /. — The seed of the luornan. Gen. iii. 15 ; Gal. iv. 4. //. — Of the family of Shem. Gen. ix. 26. ///. — Oj the race oj tht Hehreivs. Gen. xii. 3 ; Heb. ii. 18. Isaac. — Gen. xvii. 19. Israel. — Gen. xxviii. 13-14. / V. — Of the Tribe of Judah. Gen. xlix. 10; Mic v. 2 ; Heb. vii. 14. V. — Of the House of David, 2 Sam. vii. 12-15 ; Isa. ix. 7 ; Amos ix. 11 ; Luke ii. 4. m : ■ 1 i» ^ 86 77/^ Co7itmuity of Bible History. VI. — Born at Bethlehem, of a Virgin. Micah V. 2 ; Isa. vii. 14 j Micah v. 3 ; Jer. xxxi. 22 ; Jno. vii. 42. ILLUSTRATION. The more perfect an Atlas is, with its maps of continents, countries, provinces and divisions of provinces, the more needful it is for the best educational ends, to have one ma[) or globe, shewing clearly all the relations these divisons bear to each other, and guiding the mind to an apj)lication of the influence they have on each other. So with Bible truth and history. The Gospel in the promise of the Old Covenant, and the person of Christ in the New Covenant, constitute the Tabor from which to view all revelation in its converging lines to this point in Christ. From this altitude we can see the part in the light of the whole, and the whole as related to the part. Division and analysis of everything in the Rible, is a necessary and inevitable condition of our growth and progress in life and learning, but let this process be carried on in rela- tion to the lif' and scope of the entire book. • Questions for Self- Examination. Give three facts of the first 1,000 years. Define race life. Give the prominent features of the second, third, and fourth thousand years. What makes organization and material prenness a snare? Deline the continuity of Bible history. Enumerate nine aspects of this element of continuity, and give passages for them. What are the two abiding poles of Bible history? What is the Bible symbol of continuity ? Give four applications of it. Give six stages in the pathway of divine blessing. >< V» i '!« t ii.Essoisr jNTo. :x: GOD'S HIGHWAY ALONG THE CENTURIES. i) I I It' [If! *l< ■ V li. « God's Hts^hway Aloti^ the Cen(7iries. 89 i \ II) LESSON No. X. God's Highway along the Centuries, A helpful 'node of conceiving and stttdvin*^ iUvifio life in huma h history, " All concentric movements in life are elevating and health- ful ; but make your controlling power any subject within the concentric circle, and it becomes indopenclent, and is followed by intellectual and moral death. Take your inspiration and standing anywhere in the outer circumference, and the indi- vidual or nation rushes into the violence and corruption of antediluvian society." See Gen. vi. 5. Carry this principle into this whole lesson. I. THE CENTRAL SUN OF OLD TESTAMENT HISTORY Is the promise of a suffering but victorious Redeemer. — Gen. iii. 15. The first two thousand years proved to be a series of moral disasters, following from apostacy and neglect of the central promise of a Saviour. Promise forgotten Gen. iv. 16. Primitive institutions despised Gen. iv. 19. Pleading and preaching neglected. . ,Gen. vi. 3. Punishments matured Gen. vii. 23. This is the tragedy of disobedience. Seth, Enos and Enoch lived in the light. 2. NOAH AND HIS CENTRE OF LIGHT AND LIFE. Additions made to the original pro- mise Gen ix. 8. 1. Mercy toward man Gen. ix. 16. a. Longsuffering to the earth Gen. ix. 17. 1 .1 )<) Gocfs Highway A/oni^ the Centuries. Iff 3. Legislation on the sacredness of human life Gen. ix, 5, 6, 4. The line of promise settled in Shem Gen. ix. 26. 5. Ham and his descendants cut off. .Gen. ix. 25. > 1 *i \ m 3. ABRAHAM AND THE ENLARGED PROMISE TO HIM AND HIS. The third thousand years signalized by — The selection of a single family and line of promise out of Shcm. The child of the promise. — Gen xv. 4, 5, 6 ; xvii. 19. The promise to Adam was confirmed by sacrifice. The promise to Noah was assured by the rainbow. The promise to Abram was ratified by circumcision and assurance of the land. From the giving of the promise to the possession of the land, 430 years. — Gal. iii. 17. 4. THE DEEPENING OF THE PROVIDENTIAL PLAN IN THREE STAGES. I. The descent into Egypt oj the 7\uelve Patnarchs, Reuben, Simeon and Levi ; Judah, Zebulon and Issachar ; Dan, Gad and Asher ; Naphtali, Joseph and Benjamin. — Gen. xlix. 2. The bondage in Egypt (Exod. i. 8-15) Organized th^ Hebrews into a nation. Their trials deepened their sympathies. Their remembrance of Abraham, their ancestor, and the promises to their fathers united them. in God's Highway Along the Centuries. 9' of yd le IM They kept together from a common faith — feelings hopes and fears, 3. The central source of their deliverance on the human side. Parental faith and fidelity. — Exod. ii. I -10, The divine hand in the selection of a nurse. Egypt instrumental in training the coming deliverer. Moses forty years in Egypt. Moses forty years in Midian. Moses forty years in the deliverance. 5. MOSES AND THE LARGE UNFOLDING OF PREVIOIJS REVELATIONS. The assurance of i\iQ past and intimation of the future. — I'iXod. iii. 1-6. The commission and the message. — Exod. iii. 13, 14. 1. The Passover and the promise. . . . Exod. xii. 14. 2. Theeverlasting obligation renewed. Exod. xx. 1-17. 3. The educational means set up. . . .Exod. xxv. 1-25. Sacred places and persons Exod. xxviii. 1-4. Services of sacrifice — daily and special. Salvation foreshadowed Heb. x. I. 4. Salvation experienced in national deliverance. 5. A new generation raised up Num. xiv. 30, 31. 6. The death of Moses Deut. xxxiv. 6. JOSHUA AS SUCCESSOR TO MOSES AND LEADER TO THK PROMISED LAND. His work is entirely on the line of Moses. Moses' charge to Joshua. — Deut. xxxi. 23, God's commission to Joshua. — ^Jos. i. i, 2. The promise to Abraham becomes history in Joshua. \ IMAGE EVALUATION TEST TARGET (MT-3) A, fe 1.0 I.I .- Illy - Ilitt 12.2 ^ «i£ liiio 11.8 1.25 1.4 1.6 .4 6" - ► V] .^^ >>« "a .H • V •>. O tft^ I 92 GocTs Highway Along the Centuries. The siege of Jericho and the covenant service at Ebal and Gerizim are central points in the conquering of the land. — Jos. viii. 38. Read carefully Jos. xxiii. and xxiv. While Moses and Joshua were alive the truth was pre- served in its purity and the law obeyed in its integrity —they faithfully presented the invisible Jehovah ; but after their death, government fell into the hands of the ordinal y tribal magistracy, and a time of bitter apostacy was experienced. The revelation of the divine will was yet incomplete. The sanctions of a spiritual law were not realized. The safeguards of the truth were not strong, and The people could not as yet be trusted to preserve, under such a government, the ordinances and oracles of the church, hence a period of three hundred years of idolatry and re- volution. 7. THE RESTORATION TO THE MOSAIC CENTRE IN SAM- UEL. — I Sam. ix. 18-22. 1. k return of the divine oracles.— i Sam. iii. 19. 2. Fidelity to the divine law. 3. Samuel judged all Israel in wisdom and purity. 4. Samuel founded a school of instruction for prophets. This advance on previous days became the abiding source of love to the revealed Word — deepened the thoughtfulness of the people, nurtured moral power, in opposition to the Superstition of the priesthood and the Arrogance of the kings. 8. THE CONSOLIDATION OF THE NATION UNDER DAVID, AND HIS LOFTY DEVOTION. I. The Mosaic ritual and its spiritual significance wonder- fully developed and promoted. GocTs Highway Alon^ the Centuries, 93 riD, Ider- »l « 2. The Lord's doings in the past extolled and wrought into national history. 3. The nation united under Juda as contrasted with Ephraim. 4. Jerusalem selected as the capital. 5. Divine worship organized and magnified, and prepara- tions for the new temple. 9. THIS INAUGURATED FIVE HUNDRED YEARS OF CON- FLICT BETWEEN THE I'ROrilETS AND PERSISTENT IDOLATRY. Causes that led to the division of the kingdom. 1. The transferor the seat of power from Hebron to Jeru- salem. 2. The ancient rivalry between Ephraim and Juda. 3. The oppressive taxes involved in the temple service. 4. The extravagant character of Solomon's reign. 5. The youthful indiscretions of Rehoboam. Th'i northern kingdom, comprising the ten revolting tribes, had thoroughly apostatized. THE NORTHERN PROPHETS AND THEIR MESSAGE. Elijah and E lis ha. These men powerfully rebuked existing idolatry, and chal- lenged attention to the law of the true God.— i Kings xviii. 17-46. Jonah, 840 B.C. His mission, and preaching to Nineveh, and the use Jesus makes of this book of Scripture, in connection with His death and resurrection. — Matt. xii. 40. Amos J 810 B.C. He warns the people against the Gentile nations — pro- claims the restoration of the divided tribes under the pro- mised Messiah, and great prosperity under his reign. He is the peasant and non-official prophet. m God's Highway Along the Centuries, Hosea^ 784 B.C. The fortunes of the now divided kingdom pourtrayed — their captivity and restoration foretold — his country and people, his God and his service described. THE PROPHETS OF JUDAH, OR THE SOUTHERN KINGDOM, AND THEIR MESSAGE. Joely 870 B. C. He exhorts the priests and the people to repentance before God, and obedience to the public service of God, looking specially at that service as established under Moses. /satah, 76J B.C.f " The Evangelical Prophet ^^^ full of the clearest descriptions of the birth, life, ministry, death, and glory of the Messiah and His kingdom. Micah, 7sS B.C., Names the place of the birth of Jesus the Christ, His eternal goings and generation. His spiritual and universal dominion. Nahum, 7j8 B.C., Delineates the destruction of Assyria, and Nineveh its great city, in punishment for laying Israel waste. Zephaniah, 628 B.C. Denunciations on Judah for countenancing idolatry. Her captivity foretold as the result of her sin, and to return to their own land with prosperity. Jeremiah, 628 B.C. He mourns over Judah's back-slidings. Seeks comfort in the coming kingdom of the Messiah. Intimates His miracles. Proclaims Christ's atonement, and the new covenant of the latter days. % I > Go(ts Highway Along the Centuries. n 1 its 1 1 Hahakkuk, 620 B, C, , Complains of Judah's iniquity. Gives a sublime psairn of praise on God's deliverance of His people. Babylon's punishment for her sin. These seven prophets were in the midst of the fiercest conflict of the encroachments of idolatry, the iniquity of the kings, the baseness of the priesthood, and the moral weakness of the people, which led to the captivity of Judah. THE PROPHETS OF THE CAPTIVITY. Daniel, 606 B. C. He tells of the fidelity of a few in the captivity. Great national destinies are revealed. P'ar-reaching power of Messiah's kingdom is foretold. The kingship of the Messiah, His work and His kingdom dwelt upon. Ezekiel, jgj B. C. Sublime visions of God in history. Typical and dramatic teachings before the captives. Predicts the Messiah as comintj out of the fallen family of David. The deliverance of the captives under Darius, and led back to their own land under Cyrus. Obadiah,^88 B.C., Announces the destruction of Edom for her pride, and not helping Jacob in the day of trouble, and as representative of the doom of all the enemies of the Church. The five hundred years of terrible conflict between the faithful prophets and the idolatry of the northern nation, is brought to a close by the seventy years captivity, and the return of the faithful to their land, led by Zerubbabel and Haggai, ^20 B. C. Haggai exhorts the people to rebuild the ruined temple and restore the waste city. Encourages by the promises of God's presence. Forecasts the fortunes of the Messiah's kingdom. Zechariah, J20 B. C. Exhortation to deep repentance of past sin. Visions of the throne, the Church and the kingdom. Joshua the High ' 96 God's Highway Along the Centuries, Priest ; Jesus the top stone ; the candlestick ; the flying roll ; the future prosperity of the house of David. Malachi^ ^oo B.C. The closing of the long line of prophets, by exhortations to obedience of God's law, the near approach of the Messiah and his forerunner, John the Baptist. The great day of the Lord at hand. These are way-marks in the path of God along the centuries of revelation. " He shall turn the heart of the fathers to the children, and the heart of the children to their fathers ; lest I come and smite the earth with a curse." — Mai. iv. 6. V IIP ,1,1 Questions for Self- Examination. Can you draw a diagram of the principle with which thi , lesson starts ? What is the central promise of the Old Testa- ment "i and give four characteristics of the first two thousand years. What five particulars were added to the first promise in the time of Noah. What did God do that signalized the first part of the third thousand years ? Enumerate three forms of divine ratification of promises. How long was it before the promise of the land was fulfilled ? Give three stages along which God deepened his providential plan of fulfilling his promise to Abraham ? What five results were secured by the bondage in Egypt ? Give three providential elements that prepared for the deliverance of the Israelites ? Give three great stages in Moses' life. At which stage was he commissioned to lead forth his people? Under what cir- cumstances did God give Moses assurance of the past, and en- couragement for the future ? Enumerate five important events from the deliverance out of Egypt to the death of Moses. Who succeeded Moses, and how did he take the promised land ? What was the result to the people when Moses' successor died ? Give four reasons that help to explain the revolution- ary times of the judges. What was the length of the period ? Who inaugurated a better state of things? and give four things that led to the improvement. What two great evils were counteracted by the improvement? Give five steps Gods Highway Ahng the Centuries. 97 D^!iH'°"^^' * ^^"^ '^^. consolidation of the kingdom under *Javid. Lnumerate five causes that led to fhl ;<;. • • r th? return Enumerate the prophets of the captivity and r ' •--^^^- ' il THE SUPPLEMENT TO THE NORMAL CLASS OUTLINES. Supplement to the Normal Class Outlines, toi THE SUPPLEMENT TO THB NORMAL CLASS OUTLINES. -*-••♦- These Graded Supplemental Bible Lessons have been taught with the regular Inte-national Series, as part of a course running parallel with them for seven years. The two, mastered, will ultimately put the senior part of a school in possession of the ground-work of a hopeful knowledge of the Scriptures, in the broad land-marks of their history, biography and progressive doctrine. This will lay a good foundation on which to build the " Normal Class (Dutlines," and thus equip the teacher with the instruments of his work. Such a course of religious instruction must, by the divine blessing, raise up fathers and mothers with higher views of home-life and duty ; it will give the Church more intelligent and self-denying workers. These Lessons, from the Book of Genesis, are given as specimens of this course of instruction, and the manner of carrying it on. The teacher is allowed forty min- utes for class-work. He begins with his Supplemental Les- son, giving to it, every Sabbath, ten minutes, taking as much of the lesson as can be taken in — proceeding piece- meal — until the paper is mastered, leaving thirty minutes for the Catechism and the Scripture lesson of the day. Per- sistent purpose, a full appreciation of the importance of the work, carefulness in teaching, and thoroughness in reviewing, will accomplish surprising results in one year. Having found this, in experience in the school, we are encouraged to pre- sent these Lessons for those who wish to do a good work. Ingersoll, N/ ■ ! ♦-^ -xp. TP^* Normal Class Outlines. 105 [by )■ SENIOR SUPPLEMENTAL LEAF, nsro. 1. Master the contents of the intermediate leaf. 1, Wovils Defined, Revelation. — The unveiling by God what cannot be dis- covered by man in the way of redemption. Dispensation. — A distribution by God in proportion and progress of the plan of redemption. 2, The Plan of ItedeinptUm, 1. Many parcels in many ways by Jesus Christ Heb. i. i. 2. Hid in God, made known by Christ and preached by Paul .... Eph. iii. 9. 3. Christ the only Revealer of re- demption Jno. i. 19. S, Five sia^s of DL^pensatiouul Pt'^i^i'ess, I. Innocence — Shorter Catechism, Question 10. Fall — Shorter Catechism, Question 19. Promise— ^\\ox\.Qx: Catechism, (Question 20. Godliness — Shorter Catechism, Question 35. Translation — "God took him." 4, The Adiimic Period— - 930 years. God revealed as Creator. — Universal, special and individual. Ruler. — Man put over the garden — "Thou shalt not 2. 3- 4- 5. I. 2. eat." 3. Lawgiver. — Four institutions set up. 4. Promistr. — " The seed of the woman shall bruise." 5. Rewarder.— ^'' The expulsion of Cain. 6. God^ theJ>ortion of the soul. — Enoch taken home. 1 ii io6 The Supplement to the PRIMARY SUPPLEMENTAL LEAF. Tsro, 2- 1, Moinorizo tlwee verses on Li,s:ht, Gen. i. 3 : ** Let there be light " — of God's power. John viii. I2 : "I am the light " — of God's love. 2 C»r. iv. 6 : Light in the heart — of God's grace. 2, Jfistoiy //v>//i Enoch to Ahvuham, ONE THOUSAND YEARS. Seven Persons. 1. Enoch — Taken home from the wicked. 2. Methuselah — Son of Enoch, and the oldest man. 3. Latnech — The good, comforted by the birth of a son. 4. Noah — Found grace in the eyes of the Lord. 5. Shem, \ Brethren whom God blessed for love to their 6. Japhct, \ father. 7. Ham — Who mocked at his father's sin. S,— Three Events. 1. Great wickedness. — "The land was corrupt before God." 2. Great flood. — "I will destroy the earth with a flood." 3. Great covenant. — "I will establish my covenant with you." " The world is saved by the bicath of the schooL" Normal Class Outlines. 107 n. ;ir ^S INTERMEDIATE SUPPLEMENTAL LEAF. isro- 2. The light of creative power. — Gen. i. 3. The light of redeeming love. — ^Jno. viii. 12. The light of saving grace. — 2 Cor. iv. 6. 2,— The ^I'eut Antediluvhtn Apostnvy, I . The causes oj it. Tnter-marriage between the sons of God and daughters of man. Polygamy. Murder, [.iving without God. God's promise and Noah's preaching forgotten. 2. GocVs judgment on it. He saw that the wickedness was great. — Gen. vi. 5. It grieved Him at His heart. — Gen. vi. 6. His Spirit pleaded with men 120 years. — Gen vi. 3. His purpose to destroy the wicked. — Gen. vi. 13. 3,~God-s Silly iit ion of Xouh nnd his fuinily. By an ark made under Divine direction. — (ien, vi. 14. A personal entering into the ark. — Gen. vii. 5. God shut him in, and remembered him. — Gen. vii, 16. God brought him out, and made convenant with him. — Gen. ix. 8. 4, —Biog'vn ph\\ Methuselah^ 969 years. Lantech, the good. Noah, the faithful and obedient. cv ,\i Faithful sons blessed. Japhet, \ Hani — A scoffing son cursed. Foolish men who built Babel. Enoch .... 500 .... Noah .... 500 .... Abraham. Second thousand years of Bible history. m io8 The Supplement to the SENIOR SUPPLEMENTAL LEAF. nsro- 2. r H r #^ Review the contents of Intermediate Lesson. 1,— Subjects of i^e volution during: the Primitive Period, 1. The promise of a suffering but victorious deliverer. — Gen. iii. 5. 2. The shedding of blood in acceptable sacrifice. — Abel and Noah. 3. The presence of the Holy Spirit striving with man. — Gen. vi. 3. 4. The covenant of mercy and long-suffering with the earth and man. 5. The I'ne of future blessing settled in Shem. — Gen. ix. 26. 2, — Tiie enliira:ed Iiunian experience in tlie Noetic Period, 1. Living in fcrgetfulness of God and His revealed will, must come to violence, corruption, overthrow. Settled by an impressive example. 2. Deliverance can come only by God's interposition. The appointed ark. The ordained seed— Seth, Shem, Abraham, Isaac, and Jacob. The confusion of speech and confounding of purpose. — Gen. xi. 4-6 3. The sacredness of life enacted and enforced. — Gen. ix. grant of the earth made in connection with 4. A new faith and sacrifice. Seed time and harvest pledged h A Normal Class Outlines. 109 ^el *i,—0(}d t*evealefl ns: 1. Hating sin. 2. Punishing evil — the old world, builders of Babel, Ham and his descendants. 3. Omniscent. 4. The covenant-making and faithful one. 5- Transmitting His revealed will through the great age of the Patriarchs. 4.— Lessons, 1. The very historical character of these 2,000 years, chaps, v., X., xi., of Genesis, the stratified history of time, persons and places. 2. The fidelity of the record in delineating the sins of the good. — Rom. xv. 4. le •i INTERMEDIATE SUPPLEMENTAL LEAF. 3sro. 3- Ahraham. — 175 years in the third thousand years of Bible history. A throefold use of Faith, Receives God's testimony as Creator. — Heb. xi. 3. Receives everlasting life from Christ as Redeemer. — J no. vi. 47. Receives the testimony of the Spirit in obedience. — Heb. xi. 5. l,~The God-fearing family of Tevah leaves for Canaan, Abraham and Sarah. — Nahor and Milcah. Haran and Lot. — They halt at Chanaff, Terah dies. God's command to Abram. — Gen. xii. i. no The Supplement to the I God's promise to Abram. — Gen. xii. 2. Abram's obedient faith. — Gen. xii. 4, 5. 2,—Ahmni^s *Toiirn( yin*i:s, 1. From Ur in Chaldea, to llaran in Mesopotamia. His father dies, aged 205. — Gen. xi. 32. 2. From Haran to Egypt, through Canaan. — Gen. xii. 5-10. Halts at Sychem. Altar set up. Halts ac a mountain between Bethel and Ai. 3. From Egypt back to the place of the altar. — Gen. xiii. 1-4. The separation between Abram and Lot was here. 3,— Thence to Plain of Mnnu*e or Hebron* F.VENTS HERE : 1. Delivered Lot from the kings. 2. Ishmael is born. 3. The angels' visit on the way to vSodoni. 4. Sodom and Gomorrah destroyed. 5. Name changed to Abraham, 99 years old. 4,— Thence to Gei^ar and Beei^heha, EVENTS HERE : 1. Isaac born. Abraham 100 years old. 2. Hagar and Lshmael driven to the wilderness. 3 Covenant between King Abimelechand Abraham. 4. Sarah's death and burial. 5. Isaac's marriage to Rebekah. 6. Abraham's marriage to Keturah. 7. Abraham dies, 175 years old. Turn up the narrative and read as this classification is committed to memory. * M :| Normal Class Outlines. Ill r ■J SENIOR .SUPPLEMENTAL LEA7. 3sro. 3- Abraham's place in the Church of God. The third thousand years of Bible history is signalized by Ciod organizing the Church. He selects and appoints Aljraham as the exemplary head. "The father of all them thai believe." " I'he friend of God." A new era of dispensation dealing is commenced, limited in locality — Canaan. Circumscribed to one family and descendants. Membership proved by faith in God's Word and obedience to His ordinances. 1,—llw History of the Chui\'h,like the Pritni- tive Period^ bej^his with Divine Pinmiises, 1. The primitive promise Gen. iii. 15. 2. The promise of Canaan Gen. xii. 7 ; xiii. 14. 3. The promise of a son and an innumerable seed " xv. 4-18. 4. The convenant sealed by an ordinance and promises.. ** xvii. l-io. 5. The significance of a changed name " *' 5. 2,— The Chiux'h is entrusted with Divine OvHcles. 1. The oracle of encouragement, and the altar set up ... .Gen. xii. 7. 2. The oracle of assurance and the altar at Mamre '* xiii. 14. 1 I 1 1 2 Supplement to the Normal Class Outlines. 3. The oracle of power and pro- tection Acts XV. I. 4. The oracle of history and bondage " xv. 13. 5. The oracle of love and in- heritance in God . T. " xvii. 1-15. 6. The oracle of righteousness and retribution " xviii. i. 7. The oracle of ordeal and triumph " xxii. 16. 3,— The Clmmcter and Devotedness of Abi'uhiun, 1. A growing and triumphant faith Gen. xiv. 22, 23. 2. Steady obedience ** xxi. 33. 3. A growing knowledge of God's will " xxiv. 7. 4. His wisdom in social life .... '* xiii. 8 ; xxiii. 3. 5. His ripe old age " xxv. 8. 6. His place in the Church of the future Isa. xli. £ ; li. 2 ; Jno. viii. 39, 40 ; Acts vii. 2 ; Rom. iv. i ; Gal. iii. 5; Heb. xi. 8. Q^'^^D If i *tes. ss of ''3' IKllU 3. I ; Jno. lets vii. [ ; Gal. ti. 8.