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Those too large to be entirely included in one exposure are fiimed 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: Un des symboles suivants apparaitra sur la dernidre image de cheque microfiche, selon le cas: le symbols — ► signifie "A SUIVRE ", le symbols V signifie "FIN". t Les cartes, planches, tableaux, etc., peuv>L:nt 6tre filmds A des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul clichd, il est filmd A partir de i'angle supdrieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images n6c9ssaire. Les diagramme* suivants illustrent la m6thode. 1 2 3 1 2 3 4 5 6 SUNDAY SCHOOL OUTLINES BEING IRormal Stubies FOR TEACHERS' MEETINGS, NORMAL CLASSES, normal institutes, voung peoples' soctetie:s, and individual students. BV W. BOWMAN TUCKER, M.A., Ph.D. HI TORONTO: WILLIAM BRIGGS, WksI.KY HUII.DINUS. MoNTRKAi. ; C. W. COATES. 1898. Halifax: S. V. HUESTIS. Entkiikii .cconlint; to Act of thr Parliament of Canada, in the year one thousand ei^ht hundred and ninety -eiglit, hy William Urioun, at the Department of Ajrriculture. PREFACE ,r one ixi the Tins is an ugo of speciali/atioii. Evory (lepurtnient of the world'H work doiuandH it for tlie sake of tho largest achioveinents. Tho Sunday School, therefore, is not an isolated case. The soholarf of to-day are the teachers of to-norrow, and, inasmuch as they will be called to do voluntary work for the Master, the nohility and volun- tariness of the work will recjuire of them both their strongest and wisest efforts with a view tit the best possible results. Trained Sunday School workers is tho demand of the hour. The (tpportunity of the Young Peoples' Societies to-day is to train them. The best and most needed literary work to l)o done is along the line of Bible study, and the weekly meetings of the young people offer splendid opportunities for drills. A good foundation may here bo laid for decidedly constructive IJible study, which may bring lasting blessing to tho churches. The author makes no pretence to cxhaustiveness in tho work hery launched ujiou a sga that will nyt vyvyal UiQ I! ! IV Preface. result until the resurrection morning. He aims to be suggestive only, and ventures to thus appear in print only because of a desire to help others. His efforts are not vague theories. Lines, squares or circles are forms that appeal to the eye as cei'tainly as the landscape ; they may seem to partake more of mathe- matical precision, but if they fix attention, aid the memory, and direct the reason, by all means let the teacher risk being called mathematical. The accom- l)anying lessons have been used in teachers' meetings and Normal Institutes, and have also been largely put in print before, so that they have the merit of having been tested ; and, not having proved a failure, they are now again humbly submitted to the public by THE AUTHOR. Thk Parson aoe, Sutton, Qiteher, March, I89S. CON TF NTS. CHAPTER I. .. THE PRINCIPLES OF SUNDAY SCHOOL WORK. Section I. The Sunday School. ~ pa«e Defined — Its Work — Authority — Relation to Church Organization --.... Section TI. Offickrs. Number— Duties Section III. Sunuay School Tkacher. Importance— Aim — Call — Evidences of Call — Qualifications — Preparation —- Lesson Helps - Work - - - Section IV. Thk Teachkhs' Meetino. What it is— When held— Where -Membership- Necessity for it— Practicabil;ty of it - Section V. Thk Teacher Before His Class. Mental Attitude— Mood -Purpose— Princdples of Instruction Section VI. Normal Work. Defined— Its Scope — Nornudites —Time— Place- Reason Why— Methods 9 11 18 15 18 21 hi ! VI Contents. CHAPTER II. NORMA! THE BOOK. '■ ,, DRILL Paqb No . 1. The Bible . 23 II 2. 01(1 Testament History - . , , -. 25 II 3. II II II - - - > ; ■. 26 II 4. •1 II II Ten Commanflments . 27 11 5. Book Analysis — Genesis - - . . . 28 II 6. II II Exodus - - - . . 29 II 7. II II Leviticus , 31 II 8. II II Numbers - • . . . 33 II 9. II II Deuteronomy- • - - 34 II 10. II II Joshua - - . . _ 36 II 11. II II ,,-... _ 37 II 12. Old Testament History— Nations DisiJossessed and Tribes Located .... 39 II 13. Book Analysis — Judges - . . . 41 II 14. Reviews 43 It 15. Chri-,L in the Old Testament - 45 II 16. New Testai.ient Analysis— Four Gospels - 46 II 17. II II II St. Luke - 47 II 18. II II II Specialties in St. Luke 49 ■' " 19. Analysis of St. Luke— Survey - 50 II 20. II M II Division I. 51 ', II 21. II II II II II. - 52 II 22. II II II M III . 55 II 23. " II II 11 IV. 59 ,, ". ' ,' ^ II 24. II II II II V. - 60 II 25. The Life of Christ 62 '' i ' - '• 26. II II • • - . . 05 II 27. The Person of Christ .... 67 II 28. The Doctrines of Christ .... 69 II 29. The Land of Christ - - . . . 72 II 30. The Apostolic Cluirch .... 74 It 31. Tlie Chiefest of Apostles .... 78 II 32. The Last of Apostolic Writings 80 I I Contents. Vll CHAPTER III Paqb 23 25 26 27 28 29 31 33 34 36 37 39 41 43 4ri 46 47 49 50 51 52 55 59 60 62 05 67 89 72 74 78 80 BIBLE STUDY. What it is - Its Importance Tlie Spheres - - . . Bible Readings — 1. The Spiritual Life - 2. Christian Testimony 3. The Sinner's Saviour 4. The Way of Salvation 5. Christian Victory - 6. Divine Love 7. Christian Fellowship 8. Christian Faithfuhiess 9. Obedience 10. The Teacher - 11. Christian Service 12. The Service of Children 13. The Rightful King - 14. The Broken Spirit - 15. Strong Drink - IG. Personal Testimony 17. Faith Encouragement 18. The Right Heart - 19. Power for Service 20. A Friend's Counsel - 21. The Weak Things of this World 22. Growth - 23. Divine Knowledge of Man 24. Christian Love 25. Jesus the All-surticient 20. The Call from Cod - 27. A Welcome Home - 28. The Truly Rich Paok 83 84 84 84 85 85 85 85 86 8(} 86 86 87 87 87 87 88 88 88 89 89 89 89 90 90 91 91 91 92 92 92 VlU Contents. tions CHAPTER V. SUNDAY SCHOOL DYNAMICS. Section I The Holv Spirit in the Officers and lEACHERS. Instruction-Service - Lesson Preparation - Class Work find School (government - . . . Section II. The Sunday School Pravkr-Meetino. Necessity— Preparation— Membership — Nature- Place and Time Section III. The Church Catechism. Import— Place— Purpose -Teachers of - Section IV. The Literature. Departments— Motives— Obligation Section V. Tests. Nature— Advantages Section VI. Retrospect and Prospect - Page 93 CHAPTER IV. THE HOME CLASS DEPARTMENT. Section I. Nature of the Home Class. Location— Relations— Ideals - . Section IL Membership. Busy-Aged-Distant-Negligent-Duties - . 94 Section III. Organization. Superintendent-Secretary-Treasurer-Visitors - 95 Section IV. Necessity for the Home Class Prniciple-Purpose-Practice-Particular Condi- \ \r\ir\ a 97 99 100 101 103 105 106 94 95 97 CHAPTER I. 99 THE PRINQPLES OF SUNDAY SCHOOL WORK. SECTION I. THE SUNDAY kSCHOOL. Deflnition.-What the Sunday Sch(,.,l is, and what it c^teii do ditto r, and the earnest worker has as a tirst duty to discover what the scliool shotdd b., whetlier or n t it W^;entZ^'''' ^"^ "'^^ ^"^ '^^ ^^--^ ^« make it ;,> «<..»! i to give as a proper dehnition of the thc^SinX°SH.''^l *^-^ ^"''^^y School.- Tlie work of in pn/tupie, it is to conserve and train for God »U n..,f belong to God among the children of Ad n. Hence he or tilt Uiuich it continues m the tv.ihnna of his voiintr ove,tnd abilities in service; it ripens his^n.a du uH"]^ the largest princi,)les of truth for his governance i'l du les ; and It, gladdens his mature age with the lamest fellowship of God through the %ieep' hings '' whi 1 H i Li lO Sunday School Outlines. Word reveals. Thus it includes all ages, and its work is accomplisiied chrougb the Primary, Intermediate, Junior, Senior and Adult classes. The "uthcrity for Sunday School "Work,— This is in Providential indications, both direct, as by command, and indirect, as gathered from the testimony of human experience relating to the benefits )f the work. Thus the development historioally is along tlie line of /tome training, followed by organi'^ed public religious instruction and church schools. Hence the practice of AbvJiham in instructing his large household (Gen, 14 : 18 ; 18 : 19), Moses conimanded the religious instruc- tion of the youn^ in such revelations of the will of God as weiC then possessed (Pout, G : 20), as did also Joshua (Josh, 4 : 6, 7). Jehoshaphat and Josiah instituted refor- mations through the agency of revivals in Bible study (2 Chron. 17 : 7-10 ; 32 : 19-21). Upon the return fn.m captivity Ezra the Scribe reinstituted v'^he Bible scliool (Neh, 8 : 25), In the days of Christ Palestine had many synagogue schools, which were f r the purpose of relig- ious instruction, and C( rresponded largely to the modern Sunday School. Thus Jesus was a scholar, and was found in the school in Jerusalem. When He conunissioned the Apostles to evangelize t!ve world. He made teaching the basis of their work: "Go ye," He said, "and teach all natiims," The study of the Word has characterized tlie beginning of all the great reformations and revivals from the tune of Martin Luther to the ])resent. The Sunday School instituted by Robert Raikes gave an impetus to j)]iilanthropic effort, but it was for ragged and poor chil- dren, and was a (uibsticute for day schools with paid teachers. The present moveme^.t is moro properly allied to the Bible schools of ancient times with vctluntary teaching, the Bible for the text, and <>ld and young who are able to understand h.s the schc^iirs. Its Rolatiorn to Church Organization and W"ork. — Assuming that every child belongs to Christ, the school is a i)ublic effort to t lin him for Christ, and lead him into the activities of the Church. Assuming that every }i)arent and adult is by right and necessity a Bible student, the Church is in the school. C/hurch and school are thus inseparable— the school for iasLructioii Principles of Sunday School Work. 1 1 t and education of conscience, the Church for exhortation and conviction through conscience. There is no separa- tion. The school is the training ground from which the Church draws its materials in the form of men and women for its larger aggressive enterprises. Hence the school should bo in the Official Board of the Church in the per- son of its Superintendent, and the Church should be officially in the Sunday School Connnittee in the person of Official Board representatives. SECTION il. THE OFFICERS. The number of officers will dejiend upon the size of the school and the amount of material available out of which to develop officers. One principle is to be reso- lutely kept to thu fnmt, vi/.,, th;-.t as the Sunday School is a training school in which to develop all the latent working forces as auxiliaries to the Church, therefore there should be the maximum of offices with a view to giving the largest possible number of persons something to do. ()n3 person may at j)resent fill two or more offices because his attjiinments are superior to those of any other in the school, and he may to-day do the work better than any other ; but as we are training for the future it would be better now to have a division of labor and let some(me do the work imj»erfectly. It will be better done in the end. The officers should be the Pastor,, Superintendent, Secretary, Treasurer, Librarian, Organist and Usher. The Pastor should give the Su[)erintondent his fullest sympathy. He should be his assistant in the best sense, and in school and out should uphold him. Ho should be a Sunday School missionary, making use of his pastoral opportuaities for gathering recruits from the ranks of the neglec*ed and the neglectful. He sho'.dd know all the offie«.rs and teachers and be loyal to each, and should endeavor t(» know every scholar and have a clioerful word for each. 12 Sunday School Outline ?s. He should recognize himself as having a larger call than any about him in the training of the young, and should thuu consider it his duty to attend the school regularly. He should not assume to be the only workman in the school. He should attend and encourage teachers' meetings for the preparation of teaching methods. Here he should be wise and not assume to lecture. Others nxay lead ; he may observe and guide, so that eventually he may trust. As he is the greatest teacher in his church so he should teach in the school, and the Pastor's class should furnish recruits as teachers for future classes. The Superintendent.— He should be a man of three things — natural intelligence, executive ability, large sympatliy. Added to these should be personal piety in a mai'ked degree, a love of God's Word, and enthusiasm in the study of it. He should be a member of the Churcii to which he recognizes his accountjvliility, and in which he |)laces a proper example before his teachers and scholars. He should be a visitor to the hou'es of the scholars, that he may win the sym[)atliy and su[)pt)rt of families. In the school he should give due prominence to i)unctuality, e)rder, system and tlioroughuess. He should promote and encourage the Teachers' Meeting, both for his own and the teachers' good — making himself .stronger in their s^uinathy, and making them stronger for work by j)articular prei)aration. Personally, he should be an earnest, even-tempered, progressive Chris- tian, with a happy word for all. He should l>e elected annually, so as to reassure him of the Church's confidence and remind the Church of her responsibility. The Secretary should understand how to keep his books clearly, completely, correctly. He should watch over all class-books, and make up ft)r each Sabbath an accurate summary. He should kee|) a comphite roll of scholars. He should attend and keep the records of the teachers' meetings. The Treasurer. - TTis work is to receive and dis- burse the funds, and to dovehip systematic giving. Ho 1 II' Principles of Sunday School Work. 1 3 should make correct observation of what is needful to the accomplishment of the school's jjurpose, estimate the average contri})utifm to meet it, and seek to persuade the school to furnish this Sabbath by Sabbath. And this lie does not more from the standpoint of present utility than frona that of the future and larger Church which he is in part training. The Librarian should have the care of all literature, including books and periodicals. He should be a wise reader, and able to judiciously advise the connuittoe that selects the library. He is to keep good records, and look well after hynni-l)ooks, Bibles, and missing liljrary books. He should have on his shelves a liberal supply of cate- chisms. The Organist.— Her work relates to the general musical educati/u of the school, and the ])articular sing- ing of individual hynnis. She shouhl be a lover of nuisic and of children, able to promote harmonious and c(m- gregational singing by wise and frecjuent drilling, en- couraging all to sing, and able to select and previously })repare devotional and spiritual music. The Usher. — He is not by any means the least im- portant. If the school is large there should be more than (me. He should be ready to welcome strangers, make them known to the Sui)erintendent and Pastor, and assist in seating them. The Selection of these oftlcers should lie confided, not to the school, l)ut t«» the Sunday School Counuittee, comp(»sed of the otticers and teachers ami the rei)resen- tatives of the church otticials. (llS- lle SECTION III. THK SUNDAY SCHOOL TKACHEU. His Importance. Tlie teacher is as eHsential to tlie school as wheels are to a watch. His Aim. — Everything that he accomplishes depends upon his aim. \\\.\ sliould look high and wide. He may (Mm to i)romote the popultd-ihi of the school, and become i H Sunday School OtUlines. an enterbiiner ; or the attarMnent of scholars to the school, eind talk loyalty ; or intellects inlity, and be all matter in his teachinf? without affection ; or to advance his church, and denominational loyalty V)eoomes the theme and directs the effort. His tnie aim is to help the scholar to understand, believe and accept Christ as his Saviour. His Call. — This is twofold — Divine, through an inward imi)ression and conviction that lie should be working for Christ ; human, through the existence of a class needing a teacher and the Superintendent's nomi- nation with the Committee's sanction. The Evidences of His Call are : 1. Love for Christ. 2. Possession t)f necessary (jualifications. 3. Apt- ness to teach. 4. Possession of good sense. 5. Good address. 6. Self-control. 7- Patience. 8. Persever- ance. 9. Actual success. His Qualifications. — These are : Personal— such as the possession of the "new life," a modeivite literary attainment, a good knowledge of the Bible and an under- standing of its spirit, a love for souls, and an ability to ccMumunicate to others so that they learn ; Social, which enable him to attract. In his study the teacher is a student, before his class he is a/fietul. His Preparation. — This is Perscmal and Profes- sional. First, in dev(;tional reading of the B«)ok and in prayer he shoidd seek to be fed, that his Christian exper- ience may l)e promoted ; secondly, he should make use of such helps as may be available in the professional preparation, both to gather knowledge and master the art of teaching. His helps are Literarv, Social and Personal Literary, the Bible, nnd especially a Teachers' Bil)le, with references, maps, concordance, index, dic- tionary of tile Bible and no drawn. These should have a place in the meet- ing with a view to training and development. Principles of Sunday School Work. 1 7 if pro- r /iOal n tho ■0 aro ie.'ich, "uture nioot- 5. The Necessity for tho Teachers' Meeting.— This arises from many coiisitlerations. (1) Needed as a medium of Discovery. As the micro- scope aids the naturalist, so liere the Superintendent is assisted by opportunities for analyzing and determining tho character, gifts and graces of persons who may \,q- come teachers. (2) Needed as a medium of Pre[)aration. The secular teacher is j)repared through the agency of Normal and Model schools, and under the su])ervision of experienced teachers. Sabbath School work is etpially responsible, and requires equal efficiency, at least in the knowledge of the one text-l)ook, the Bible, and Bil)le knowledge being for eternity, the '.xcellency of methods of instruction should be no less marked. (3) Needed as a medium of Text-Book Analysis. Teachers shoidd practise self-help in Bible study. Bible analysis, Bible com[)aris(>n, connective links and Normal drills will largely remedy many defects in Sunday Schof)l teaching. In this res{)ect the teachers' meeting is a min- iature Normal Institute. (4) Needed as a medium of Unification. There may be one lesson to teach, but a variety of methods ; one school, but many classes. The work of the meeting is to discuss methods of unifying the school and the teaching. Doctrinal views shoidd harmonize. Members of the .same family ought not to be learning conflicting theories. Besides, the strongest point in a lesson should be brought to the front. Teachers should be moving with one definite aim, along consecrated lines —one in pur- pose, one in teaching. Hero also is effected a unification of teachers in one of the best social relationships of the Christian Church. (5) Needed as a medium for securing Efficiency. ,\h , in other departments of work, so in the Sunday School, tho best is needed, the best is demanded, the best is desired and deserved, and this best can bo secureil by sj)ecial and organized oH'ort therefor. ti. The Practicabihty of the Teachers' Meet- ing. — Hero we may note objections. (1) "We liavo no I)erson besides our j)astor who is sufliciently (pialilied for leadership, and he has too many engagements." But 2 :i i: i8 Sunday School Outlines. ii!ii m. teachers study. Their scliohirs are critical. And if will- ing to talk to such, why nt)t talk to sympathetic and helpfid fellow-teachers >. Besides, leadershijj is not of necessity determined by learning. The enthusiastic Superintendent should be able to gather about him at least one or two earnest teachers yearning for improve- ment. (2) "Ours is a country community, and we are too scattered. It is difficult to gather all our teachers during the week into any one place. " Then have simultaneous meetings in two or tliree places. Better this than noth- ing. But unity is strength. (3) " VVe have so many meetings during the week. Our evenings are all taken up, and we cannot spare the time." In reply, Habbath School work is the most im- l)ortant lay work in the Church. Teaching should l)e specialized and exalted. "This one thing I do." If something must give way during the week, let it be any- thing rather than this one thing of preparation for teach- ing. Better precede a Young People's meeting with a Teachers' meeting than not to have it. Moreover, no Young People's work can do without the Safibath School Bible study, and therefore ought not to interfere with teachers' preparation. To sum up, " Whore there's a will there's a way," and earnest workers will find it (piito possible and practicable to set apart a time and j)lace weekly for seeking efhciency in this holy and honorable work. % ''\ SECTION V. THE TEACHER BEFORE HIS CLASS. Assuming proper (pialitication and previous preparation, the teacher comes to his class : 1. With a consciousness OF STHENOTH. 2. With a SUITABLE MOOD, such as cheer- fulness, ctmfidence and loval>leness. 3. With a definite i'UKi'<»sE to win, instruct and lead. 4. With a conception of certain fundamental I'KINcii'LEs of instruction. The personal bearing of the teacher, the expression t)f his face, the tone of his voice, his at-home-ness will have much to do with his success. Principles of Sunday School Work. 19 if will- tic and not of lusiastic hiiu at iiprove- are too s during Itaneous iin noth- e week, ipare the uost ini- lould be do." If ; be any- or teach- er with a fover, no h School "ere with 'ly md icticable erticiency ASS. laration, lorsNESS as cheer- DKFINITE onception m. i-eHsion of will have Having the management of his class for half an hour, he must needs be methodical and steadfast in order to achieve the best results. He should aim at winning tlie attention and opening the way to the heart, and this he may do in {)art by his own attentiveness and partly by raising the cpiestion of home preparation, by the memory exerf*ise, and by objec- tiveness and detiniteness. He should make sure of giving instruction. ThiH assumes that he has the neces.sary informatiim, and that he has the ability to give. He must needs Impart, Illustrate, Interrogate and Reproduce. Let him [)lay on Memory, Imagination and Reason. Let him avoid being "over the heads," giving too many things, or being con- fused and indistinct. He should make sure of leading the learners to Christ by an evident personal apj)lication of the instruction, A more particular analysis will furnish him with such principles as the ft)llovving, viz. : Adaptation. — As the flowers of the tropics will not bloom in the Arctic Circle, so childhood must not be expected to comprehend thftt which might bo better lltted for age and experience. And tliere are differences in childhood itself, occasioned by : 1. Natural a[)titude. 2. Home training. ,S. School education. 4. Social rela- tions. 6. Experience gained by age and by direct spirit- ual influence. The wise teacher will consider eacli of these in each of his scholars. Co-operation. — This involves education by destroy- ing passivity, and leading out the learner to action. Hence the ipiestion and answer methods are superior to the lecturing. The scholar, too, should have the liberty of t forth in the Law received from Sinai and the symbols of the Talxn-nacle. Li this is manifest a movement towards the Perfection of tlie nation and of tite indiviilual. 4. Correction. Hringip.g in the disciplinary wan- derings rec(U'ded in the bool; of Nund)ers, and marking Progress from captivity to Canaan, fr<. The fenst of Atonement suggested the spirit of Humiliation as well as the real existence of sin in man. 7. The feast of Tabernacles connnemorate. KVII. SPEAklN(} CUUKI). Matt. 18:1.5-17. KNTKANCK INTO l,IHK. Matt 1!); 17-111. UKSTITIJTION. Luko 19 : 8, 9. THE LAW OF DIVORCK. Matt. 19:9. THK GOOD SAMARITAN. Luke 10:29-37. THK COKHAN. MarkT : l»i;{. C.KSAR.-^Matt. 22: '21 IV. ''Wkl rilE SACUKI) HAY. ni: II. THK HOLY NAMK. I'UIIITY OF VVOHSHIP. ONK OOI). s.ahhatii LAW Matt. I'2:l-i:{. "FATIIFIL" Matl. (i:(>. il; /i::!! :J7. SPimTl'ALiTY A.N'I) Till TlIFl'LNKSH. .hio. 1 :'-';{. -JL OXK (JOI). Matt. 19:17. "ff*" 28 Sunday School Outlines. li 1. Assuming that the wording of the Ten Command- ments has been me7norized, it is next in order to observe Jlrst, the relation of tlie Commandments to each other, and secondly, their relation to the teacnings of Jesus Christ. 2. The Ten Commandments taken in relation to each other constitute ten steps leading up to the personal life, to develop which is their purpose. Each Com- mandment contains a fundamentjil thought and prin- ciple. The existence of one true and pure God is the base on which the Connnandments all rest, out of which they successively arise, and by which human life, social and individual, with its various obligations, is made jjos- sible. The ht)me or conununity is placed in point of claim before the individual. The person is considered before the property. Finally, the only Commandment which refers to the life of the one connnandod takes the standp''ty of the old world. 4. The Call of Abram is the begmning of a new ancient world, and the initial act in the develo»b to defraud Esau, and it was the sin of the eleven brethren who sold Joseph and thereby brought sorrow to Jacob. (>. The Constancy of Joseph is impressive — in priscm serving Jehovah and resisting evil suggestions, and in the palace confessing hi.-- dependence upon (}od. 7. The ('ompletion of trial <>r probation. This fact is suggested frecjuently in the book as in the test and fall of Adam, the probation and overthrow of the wor'il in the days of Noah, the test and ruin of Sodom, tl'e end <'f Jacob's life, the long training, test and concluBion of Joseph's life. NORMAL DRILL No. 6. BOOK AN A I. YS IS. E.XODUS. HONOAliK. Chaps. 1(( n. nKiaVSHANCK. Chaj>K. 7-bS IH. INSTHUCTION. equips. H)-,*W IV. KSTAHL.ISI1MKNT. (.'haps. :{r)-4(». 145 years. ^^!l 30 Sunday School Outlines, I. BONDAGE. [AUSE— was Pharaoh — the Op-" pressor Its I gHARACTEIl— was Brickniaking types —Grievous of I ULMINATION-was Mosos-the Deliverer ATAN. AVIOUR. Jllli II. DELIVERANCE. Deliverance was accomplished by means of the PLAGUES UPON THE PXIYPTIANS aSSOVER for the ISRAELITES ROTECTION FROM PHARAOH RESERVATION BY MIRACLES exemplifying G HASTISEMENT. HRIST OUR PASSOVER. ONDEMNATION AVERTED. ARE FOR US. I 111 IM III. INSTRUCTION. The instructictn was twofold concei'ning the T EN COMMANDMENTS. ABERNACLES. These two matters covered the active and the devotional life, the private conscience and the public worship. IV. EHTABLISHMENT. The nation received a fixed form and organic unity by means of VHE TABERNACLE, HE PRIESTHOOD, which constituted a national Church, and the ideal before the i)eoplo was "Holiness unto the Lord." TJ The Book. 31 ^lOUR. tional 4;- unity NORMAL DRILL No. 7. BOOK ANALYSIS. Leviticus. Name.— The hook is so named because it consists largely oi instructions to the Levites relative to matters pertaining to their office. , It consists of six general sec- tions dealing with OFFERINGS, ]-7. TI. Til. IV. V. VL PRIESTHOOD, 8-10. PURIFICATION, 11-lfi. HOLINESS, 17-22. FEASTS, 23. LEGISLATION, 24-27. )efore As the l>ook dealt more with the ceremonials of the Israelites than with th 3 essential truths for bolievers everywhere, it is but a matter of course that it should bo T^ 32 SufL ' y School Outlines. among the least interesting of the Pentateuch — the five books of Moses. Note, however, the Ofteringi f Burnt ^ Meat [•ings-,' Peace V Sin I ^TrespassJ representing the principle of sacrifice. 1. Burnt offerings suggested Self-dedication. 2. The Meat offering was a Thanksgiving. 3. The Peace offer- ing is a Token of Comnuinion. 4. Sin and Trespass offerings represent Expiation, and are suggestive of a Broken Covenant. Leviticus thus presents an aim to secure S TABILITY OF THE PEOPLE. TRENGTH i)V THE GOVERNMENT. ANCTITY OF THE PRIESTHOOD. Read the Gospel in Leviticus in r Sacrifice— Christ— 1 Cor. 5 : 7. Priesthood — Christians — 1 Peter 1 : 5. Purity and Holiness —Cleansing by Christ- 1 John 1:7. Special days and laws — Ordinances of Christ- Matt. 28 : 19 ; Luke 22 : 19. Note the i>ui)ortance of religious instruction. Listruc- tion is n(»t life, but it is an instrumentality for the |)ro- duction of life. (Rom. 10 : 17.) Intelligence increases the probability of individual salvation. To this end Israel received precepts, commands and t)l)ject lessons. The religious character of the instruction is tlio essential. The Israelites constituted a nation of worshijjpers. The com})leteness of the range of instruction, covering jiublic and private life, individual and conmuniity, suggests that religious principles should undei'lie the history of human life, and that God's advice, arrangement and approval should be sought. The Book. II I. Breaking Camp Chaps. 1-10. NORMAL DRILL No. 8 BOOK ANALYSIS. Numbers. II. Marching. Chaps. 11-10. III. Reviews and Preparations. Chaps. 20-36. Name.— Fronx the- numberings, Chaps. 1 and 2 : 26. The Time Covered.— From the first month of second year (BC. 1490) to the fifth month of the fortieth year (li.C. 1451), a period of ftbout thirty-eight years and three months. "Most of the events recorded occurred m the second and fortieth years of the wan.lering." Place.— From Sinai to Kadesh, with subseciuent wan- dernigs. ^ The Book is a recital of journeys, mistakes and punishment, ot duty, sin and discipline. It is a record ot Instruction and Acticm. ^*f ^,Y?^^^:~~^ presentati.)n of Divine forbearance and faithful guidance. I ts spiritual teach ing is suggestive of the i.rogress of Christian experience from the Egyptian bondage of sm to the Canaan of perfect love. The Three Sections of the book represent A p ROSPECT. URPosE. POTEST. The prospect was Canaan, and of entrance into it It was the Divine i)urpose that Israel should speedily enter, 3 \, w 34 Sunday School Outlines. and it was Iwrael that thwarted the purpose. The two faithful s]}ies protested against the unbelief oi the people, and protested by way oi affirmation their own strong con- victi(jn of al)ility t(j enter and contpier the land. The character study of Israel as contained in this book reveals the following particulars : 1. Numbering and Organization. 2. Instruction and Separation. 3. Purification. 4. Benediction. 5. Dedi- cation. 6. Consecration. 7. Protection. 8. Unifica- tion. 9. Discontentment. 10. Rebellion. H. Doubt. 12. Destruction. l.t' NORMAL DRILL No. 9. BOOK ANALYSIS. Deuteronomy. 'Mi:' 1st Disfourse. 1—4 : 43. The Divine P u r pose concerning Israel. II. 2n(i Discourse. 4:43—2(5:11). Observance of Law essen- tial to the fulrtliiieutof the purpose. III. 3rd biscoarse. 27—30. Law and Life to be unit- ed perpetu- ally. IV. Coiirlnsion. 31—34. Last words and last days of Moses. Name. — From two wonls signifying the Sec(md Law —being related to the First Law not as an addition but as a rehearsal made forceful by the light of tlie events of thirty-eight years. As a friend may by letter warn his friend of a possible danger, and, later on, when the warn- inj^s have been unheedyd and trouble has arisen, may The Book, 35 lul Law ioii l)ut 'ontH of iirn his wiirn- i, may again give his warnings in a second letter, with much greater urgency, S(j does Moses speak in this book. The book is "fervidly oratorical rather than calmly judicial." Covering a period of five weeks its three main sections represent the last discourses of Moses uttered l)y way of farewell. To teach in the spirit of this book one should read it not only to knotv, but also to eiijoy it. I. The Divine Purpose. — Asserted, chap. 1 : 21, Thwarted, 1 : 22-40. Pledged, chaps. 2 and .3. Life in the land dependent on law in the life, chap. 4 : 1-40. (Consider Israel's later captivity as the result of departure from the law. ) II. The Law Essential.— Foundation of the best life, chaps. 5 and H. The evil of idolatry, chap. 7. God's kindness, chaps. 8-11. Faithfulness recjuired, chaps. 12-14. Laws for domestic, social and national life, 14 : 3, 18 : 26. III. Perpetuti,tion of Law in Unity with Life, — By monuments, 27 : 1-8. By public assemblies, 2V ; 9, 18:68. By exhortatiims, 29:1, 30:10. By spiritual reception, 30:11-20. IV. Closing Hours of the Law^giver.— These are marked — 1. By the transference of responsibility to tlie shoul- ders of new leaders in the persons of the priests and Joshua, chap. 31. 2. By the holy elaticm of the departing leader— in song, in poetry, in vision, in death, 32 : 1 — 34 : 8. 3. By a glimpse of the new captain of Gf)d's hosts, and a striking estimate of Moses' position and character as a prophet, 9-12. SP" 36 Sunday School Outlines. pi::; , ti ; 1 tPi': i'!': \ ^ III! NORMAL DRILL No. 10. BOOK ANALYSIS. Joshua. T I'l .5 -12 c B 6 c c t a JoHhua's call and equipment, 1 : 1-9. Preparing for forward movement, 10-18. MiHsion of the spies, ch. 2. I'aHsage of the Jordan, ch. 3. Memorial stones, ch. 4. Israel separated, purified, fed, 5 : 1—12. 1 cr c Joshua an instrumentality, 5 : 13—6 : 5. Conquest of Jericho, 6 : 6-27. 11.5:13-12:24. Achan's trespass, 7. C'onquest of Ai iuid rehearsal of law, 8. Confederacy and league, 9 : 1—10 : 27. C^onqucsts, 10 : 28—12 : 24. « "C c Review of achievements, ch. 13. Reward of Caleb, 14. III. Chs. 13-21. T-ocations, 15—19. i'le cities of rcfuKC. 20. Loca ' Cities of the Levites, 21. 1 * '^ Return of the tribes east of the Jordan, 22, IV. Chs. 22-24. ^I"! Last charge and warning from Joshua, 23. Mas Last days, 24. 1. The Book. — It is classed with tho five books of Moses, and known as the Hexateuch or six books ; and this collection records the beginning of human lift, traces its development in the family, tribe and nation, and fol- The Book. ^7 lows the history of a chosen family until the time of its settlement as a prepared nation in tlie promised land. 2. The Author.— Josliua, Moses' minister. 3. The Time Covered.— 1451-1427, nearly twenty- five years. 4. Place. — In Palestine. 5. Purpose.— To reveal the faithfulness of Jehovah, as shown by the fulfilment of His promises. It is the book of Conflict and Victory, of Settlement by sound principles, of Ct)n(|uest through holy courage, of Ditficul- ties defeated by Faith. 6. The Principal Persons.— The various enemies] ^.^V^^- (Kings. r Josliua. Israelitish leaders^ ^^\^\ j Priests. tPhinehas. The wrong-doer— Aclian. The treaty-makers|J?f^'^'^^-., ((jribeonites. A Contrast.— Suggested thus : Israel in the Wilderness on^ the Defensive I Illustrat- Land of rest on | ing . the Aggressivej 'Stagnant ■] IChris- j tians. ^Progressive; NORMAL DRILL No. 11 BOOK ANALYSIS. Joshua. /The leading /Character— Minister of JosQiia In vA typo of J Jehovah, courageous, pious, faithful, /larger experience. ontrastwith I ^""i''??' ^^[f^iphne. Moses \ fteadier hdehty. I less irritable. \ a man of the people, r Captain of our HRIST-! Salvation. ( Rest-giver. *;. li!||Si 38 Sunday School Out lines. The four divisions of the book show the following, which may be helpful as blackboard drills : Division I. AN— 1 : 1-9. ITLTITUDE— 1 : 10-18. ISSION— ch. 2. OVEMENT -ch. .'1 EMORIAL— ch. 4. ELTING HEARTS ^ OMENTOUS CP]REMONIES \h : 1-12. ANNA CEASING J Division 11. OMMISSION— 5 : i:J— G : 5. ONQUEST (1)— (5 : 6-27. RIME— ch. 7. ONQUEST (2)-ch. 8. ONJ^ EDERAOY— 9 : 1—10 : 27. ONQUEST (;i)— 10 : 28—12 : 24. Division 111. EVIEW— ch. 13. EVV ARD— ch. 14. EST -chs. 15-19. EFlKiE CITIES— ch. 20. ETA 1 NED CITIES- ch. 21. Division IV. i nicssod \ HREE TRIHES] Dismissed 22 : 1-9. suspicious altar- -22 : 10-154. last charge \ i%\: 1 -24:25. last covenant -of Joshua- 2U-28. last days I l29-:u*. The Book. 39 NORMAL DRILL No. 12. OLD TESTAMENT HIST^^llY. I. TiiK Nations 1\\s possessed. N W Sitionians. Hivite.s. CnnnanifcoM, P(,'ri/,/,ites. PhiliHtinoH. JoV)u,situs. Hebron. Anakim. Ilittites. Amoritos. •E Moabifces. s Li;t, Mio lino from i>orth to houHi roprosont tlio Hiver .lordfU), with tli.j Mediterranean Sea to the west, and the land of (iiUiad eantward. Tluui in the n<>i't,h theic vvero the Sidonians, Hivite.s and l\'ri/zite.s ; in the east the Anictrites and Moabites ; in the .si.uth th(> .lebiisites, Hebronite.s, Anakim anr. — By tradition said to be Samuel. Time Included in the Book. — Aboiit .'iOO years. Blackboard Drill. — Six periods of history marked by six special leaders. (1) Othniol-.3:7-ll. ('2) Ehud (witli Sliaingar) -3 : It 2-31. lilt*. II (•^) Deborah and Hanik — ' 1 and i5. Uinn V (^) (iideoii (with Alnmelci ;h, Tohi an (1 Jair) III U ■ —0:1—10:5. ■■ ^y* • (5) Jephthah (witli Ihzaii Klon and Abdon | as contemporary) — 10:6- -12 If). (6) Samson— 13— 16. 1. The book of lluth probably l)elongs to the perit.d of (lideon, and is a picture of p)'ivate life, bright and true, in a period of apostasy. 2. Sanuiel marks the transition from the Theocracy, or the Nation with (}od as its head, t<» the Monarchy, or the Nati(»n witli man for its king. The book is also an illus- trative connnenUuy «)n Judges, especially chaps. 1-3. The Book. 43 NORMAL DRILL No. 14. revip:ws. T. Books, Subjects and Time. BOOKS. G E L N D J S..., J. anclR D... s s. u SUBJECT. TIME COVERED. • B 2,3()1> yoars. . E 21« " • T 1 in../ith. 1>- G- .^. .'W years. 5 weeks. E. on L. 25 yearn. 80 " 1. The f-oolcH are from Genesis to Samuel. 2. Tlie respective sub jocts are : Beginnings, Extension, Instruction, Divine (iuillance. Emphasis on Law, Settle- ment, Disintegration, a Search for Tnity in the Nation. In the last step it is to he noted that a nation wliicli was disintegrating througli sin in the times of the Judges, aimed at unity not l)y coming closer to C-mI ))ut l)y setting up a man as a connnon representative. IT. Facts from Tsraklttisii TTistohv. 1. Chronolooioal. 1) PERIODS ^ 'Ahram to Egypt, Kgypt t5 975 075 {'. 1700 U91 1451 1400 1005 075 722 587 400 m « 44 Sunday School Outlines. 2. Characteristics. Before Entrance into After Showing the Bondage, Deliverance, In- struction, Faihire, Ruin. New Era, Faith's Victor- ies, Joshua's Counsel. .Settlement and Disorgani- zation. Jehovah Re- sought. Kingdom In- augurated. First King a Failure. Second King Selected. DIVINE PURPOSES .ROTECTlONin Egypt. [Wilderness. RESERVATION OF PEOPLE in lOSSESSION in Canaan. UNISHMENT under Jud^as. R()( }RESS under Saniuci. URIFICATION under Saul. [David. RESERVATION OF A SEED under A.I.J. M.J. O.E.D.R. (J.J.S. E.S. S.D.S. 3. Epochal. PATRIARCHAL.-Gen. 12— Ex. 1, including t' rJHe of the Hebrew family through Abram, iim extension through Isaac, its multiplication through Jacob, and its captivity in Egyi)t. /-MOSAIC. -Ex. 2 -Josh' 24, including the life and lalKjrs of Moses in the ndease of the Israelites from captivity and the journey through the wild- erness to the promised land : and the life and labors of Joshua beginning in the wilderness and ending in the settlement of the nations in Canaan. JUIil I )ICAL. Judges 1 Sam. 7, including the periods of u]>iireHsion -ind deliverance under the 1 six )irincipal judges -Othniel, Ehud, Deborah, I lUrak, Gideon, .leplithah, and Samson, with Eli ^ and Sanujel. rMONARCHICAL.- 1 Sam. 8- 2 Chnm. 3(5 cover- I ing tlie reigns of Saul, David and Solomon in the i singh^ monarchy ; of the nineteen liings repre- I senting seven dynasties in the kingdom of Israel : V and of the twenty monarchs of Jiulah. { I ssfflmr ir I;. The Book. 45 NORMAL DRILL No. 15. CHRIST IN THE OLD TESTAMENT. W^ ERSON I. HIS ||««"'IOX GOD AND MAN. Gen. W: 11. T) ; Isa. 9 : 0. HUMBLED AND EXALTED, Isa. 53 ; Ps. '1\. 1 ARTTCULAIt M OFKICKS PHOI'HET, PIUEHT AND KING, Isa. 42: 1-3; Ps. 110; Zccli. !): !>. 1. PERSONS Melohizcrtok, Isaac, Jacob, MoHos, Aaron,. I oslma, David, Solomon, .lonah, Zer- ubbabel. II. SHOWN IN TYPES. 2. TRANSACTIONS and rcliKioua services -A toiicnionl. sacri- fices, burnt ofteriiiK, flrat- fniitrf, Passover, jjeace otfor- inKs, sin offerinKs, spriiiklinK of blootl and water. 3. ARTICLES Brazen s(iri)ent, tlie laver, manna, lamb, rock, star, sun, scajuiKoat, taber- nacle, temiiie and veil. Qoii 38is, Exodus. Leviticus, Num- ber, Dent. 2 Sam. III. EXHTBITEI) IN 21 HOOKS. Psalms. Isa. .Jeremiah, Ezek. Daiuel. Hosoa, .loel, Amos, ()baols sliow Matthew dwelling upon the Man in relation to Pro])hecy ; Mark is properly repri entod by the Lion, the characteristic of his go8])el being a presentation of Miracles in which Christ is the The Book, 47 Mighty One ; Luke is the author whose presentment of Christ is best met by the figure of tiie Ox— the symbol of Sacrifice ; while St. John, like the eagle, soars heaven- ward and contemplates the Divinity of Christ.— P.M.S.D. 4. Thus Matthew groups the gospel events and en- deavors to exhibit the Fulfilment of prophecy ; Mark by a record of miracles emphasizes the element of Power ; Luke, by picturing the Ministry, generally exhibits a Sacrificial Saviour ; and John, by contemplativeness and a particular arrangement of facts, events and speeches, unfolds the Other- world-ness, the Heavenliness of Jesus. F. P. S.S. O. 5. Finally -Matthew, from the standpoint of a Jew, writes for Jews ; Mark, considering the Roman love of power, writes for Romans ; Luke writes for Gentiles generally ; and John writes for Christians Universally.— J. R. G. U.C. ^ NORMAL DRILL No. 17. NEW TESTAMENT ANALYSIS. St. Lukk. ? N A ME. ATIONALITY. ATIVE PLACE. .ONTEMPORARY. ULTURED. HRISTLVN CONVERT. lOMPANION. ()-LABORER. HRONICLER. 1. The ))o()k conveys the name of the author — the only Gentile writing any part of the Bible, so far as we know, SI' 48 Sunday School OtUlines. 2. By nationality he was a Grecian, and was probably trained in Tarsus, the native place of St. Paul. 3. His native place is said to have been Antioch in Syria, and tradition claims that he died in Greece. 4. He was the contemporary of both Christ and St. Paul, having been born about A.D. 2. 5. He was an educated man. Professionally a physi- cian. He was a close and accur;ite observer, and writes from the standpoint of eye-witnesses, as well as that of the historical reader. His writings are marked by artistic touches, literary finish, historical fulness, accuracy and continuity, and theological breadth. H. He was converted T)ossil)ly under the ministi-y 51. Having three sections, ; Direction 13:22. Marked by three notes, indicating Location, 17: 11. Matthew (P.) : 1-20 : at) and Mark (10) intinia':e that Jesus })assed from the scenes of His Galilean ministry into Judea throuijh tlie country "beyond Jordan" by "the farther side of Jordan," but there is a suggestifui that this transition was rapidly matle. On the other hand, the most important, perhaps tlie })est known, and the most intiuential portion of St. Luke is the large secti(m of ten chapters (9 : 51 - 19 : 38) dealing with the journey, which probably lasted from tlie beginning of November, A.D. 29, to the end of March, A.D. 30. There should esjtecially be noticed Thk IKREAN ARABLES /a. s. G. S. Two 5's F. M. L. S. and < R. F. L. P. M. one 4 B. F. T. P. S. I W. F. U. S. R.M.andL. U. J. P. and I». T. P. In the rejjort of the Peuan ministry, as given by St. Luke, there are fourteen parables not recorded by the •other evangelists. This section (from 9:51-19:28) is es[)ecially notable for this record of parables, and the list of these should be mastered. They are the Good Samaritan, Friend at Midnight, Rich Fool, Barren Fig Tree, Wedding Feast, 4 Great Supper, Lost Sheej), Lost Piece of Money, Prodigal Son, Unjust Steward, Rich Man and Lazarus. Unju' L Judge. Pharisee and Publican. Ten Pounds. 50 Sunday School Otitlijies. NORMAL DRILL No. 19. u;; .;! .X,:-. I'- Ill ll: f ANALYSIS OF ST. LUKE. Brief Survey. f' I. 1 : 1 — 4: 1.3 — Introduction to and pre- paration for tlie ministry of Jesus. 5 II. 4 : 14 9 : 50 Ministry in Galilee. III. 9 : 51—19 : 28— Ministry in Perea. IV. 19 : 29—21 : 38— Ministry in and about Divisions Jerusalem. fl. The Passion, 22 and 23. L V. 22 : 1—24 : 53— 2. The Resurrection, Outcome" 24:1-49. 3. The Ascension, I 24 : 50-53. Chai)ters and verses are human devices of a later age than Luke, but they serve to mai-k the essential divisions in tlie plan of the writer. The conception oi Christ's ministry is as that of a ser- mon, with Introduction and Conclusion, and the three- f(jld division of the main subject. There is evidently a designed grouping about particular centres and within the spheres of Galilee in the north, Perea in the east, and Jerusalem in the south. Thus of the 'Four (in part) treat of the preparation of Christ. O^. ^i'^ (i" I'fU't) treat of His work in Galilee. ^^' < Ten treat of His work in Perea. CiiAi'TERS i'lii'ee (in part) treat of His messages to Je- rusalem. Ji'hree treat of the Outcome. The Book. 51 NORMAL DRILL No. 20. ANALYSIS OF ST. LUKE. Division L THE W ITNESSER AND ITNESSED. The birth, growth and ministry of John, and the birth, develop- ment and manifestation of Je.sus, form the leading theines of these four chapters— John the witnesser and Jes: of whom he bore witness. ANALYSIS OP THE FIRST CHAPTER. Introduction. 1-4. Parentage and promise of John. 5-25. Mary the Mother of Jesus. 26-56. Being Introductory TO THE John — Named, bless- ed, growing. 57-80. { BOOK. Family, relative. I BAPTIST'S MINISTRY. Birth of Jesus. 1-20. ANALYSIS OF THE SECOND CHAPTER. Circum- cisi(m. 21 1st Visit to Jerusalem. 22-38. Youth in Nazareth. 39, 40. 2nd Visit to Jerusalem. 41-51. After Years. 52 Forming an introduction to the study of the person and ministry of Jesus Christ. •52 Sunday School Outlines. ANALYSIS OF THE THIRD CHAl'TRR. 1 1:1' m^i'^^ Historical Tipgin- His An- In Baptism Genea- Tcmpta- Setting. ning of nounce- Prison. of Jesus, logy of tio^i. .John's ment of Human .Tesus. Ministry. Christ. and Divine. 1,2. :m4. 15-18. 10-20. 21-22. 2:i-.S8. 4: M.S. Showin(} John's Ministry IN THE P'"oparlng for the Gospel by the And Beginning the History by T'rcing the c M ALL. OMING FORTH. ONTENTS OF HIS MESSAGE. ULMINA'IION. AXIFESTATION OF JE.SUS. ANWARD SIDE OF HTS NATURE. NORMAL DRILL No. 2L AI^ALYSTS OF 8T. LUKE. Division TL 6Y lews of I AND .' HIS CHRIST TUF TKA('HKI{. (»\VIX(J THF (H)OI) SEFJ). ;iiia'TIN(i WOHKFRS. WORK ^VMI'.'.TMIZIXfJ WITIISIFFEUFRS. l'n{ITlIAl>l/IN(i Ills FOLLOWEHS. IFI IN(J THE PKOI'LK. 5T Till SI ANALYSIS OK THE KOIHTII CHAl'TKR • Return to (Jnliloe. A (lay in A day in Na/arcth. ('aperniiauin. First Galilean Circuit. 14, 15. Hl-.m .'{1-41. 42-44. PHKSKNTIN'i .IKS US TlIK T TKACHKH INTKHPMKTIN(J. KACIIKK THIUI.ST OUT. KUSTKI) MlKAtJLK VVORKKK. ENDEK-HKARTKl) PRKACHEK. The Book, 53 ANALYSIS OF THE FIJTH CHAPTER. On shiplx trd. 1 11. In the city. 12-1(J. In a IxHiHe Presenting Je.sus - 'Winning Removing Denionstnitiug His ^Defending the Among the publicfins. D TS(!TPLES. ISEASE. IVINITY. KtSPlSED ONES. ANALYSIS OK THE SIXTH CHAI'TKR. A Sabbath journey. ■ 1 5. A Sabbath message. (5 11. Selection of the twelve. 12 J«). Sympathy for t:ln! surt'ering. 17 P.>. Platform of pi'inoiples. 20-49. Pi'esenting tho- rfioni of tho I SiI()iiciii(j:<»b.jo(',torHby the Soil of . PniyiiiK hcforo I .Soiij^hi Man UK it for and "Silting as s AHHATir. IMMCrcUKD-OIIT TTANI). KLK("ri.\'(i HIS KOLI.OWKllS. Avi.\(j rnK Mii/nTUDi:. I ri{KMK TKACIIKU. ANALYSIS OK THE SEVENTH CHAl'TBR. T!lO (dentil rion'.s ajipeal. 1-10. The widow's j John the I TcHliiiiony son restored. I linptist's I to ilolin. I cncjuiiy. I 11 17. IS-2;V. 24 :{5. 'riic Hinncr l»efrieiidud. 36-r)0. Showing- rin Four ways for | in tl helping people j in [with S Trie NESS. OI^^OVV OF DE.ATH. IMKirrAL DESPONDKNCY. ALVATION KHOM SIN. 54 Sunday School OiUlihes. ANALYSIS OP THE EIGHTH CHAPTER. Second Parable of Spiritual Stilling Casting out Resurrec- tour of the Sower. relatives. the the legion tion and Oalilee. tempest. of devils. healing. 1.3. 4-18. ll)-2]. 22-25. 2()-39. 43-48. Being ji record of an effort at Itineration. Instruction. Spiritualization, Faith development by Subjugation. Expulsion. Restoration. -, ' [r lisurreetion. • ' , , ANALYSIS OF THE NINTH OHAl'TER. Work Work Woi-k A lirst Lesson Lesson Repe- Re- for for for lesson. enforced illus- tition. proof. nnssion- Herod. Jesus. trated. anes. 1-0. 7-9. 12-17. 18-27. 28-3(5. 37-43. 43-45. 4(5-50. 10-11. Tliis chapter, showing, as it does, the termination of the great Galilean ministry, is suggestive also of removal. The air of change, of preparation fur some groat event breathes through it. The mis- (lionary work is a final effort. Herod's concern is suggestive of that of many. The mii'acle of feediiig furnishes the op|)ortunity for a gi'eat saerament4il discourse and the suggestion of a sa(;ri(ico. Then comes the atniouncement of the cross and the effort to beget a child-like spirit with which to meet it. Like Jolin (5, this might bo called a sacrificial cha|)ter. It represents Observing ReHocting Revealing M ISSTONARIES. .AN. ( Instructing. KSSIAIM (llorified. Reproving by Mirac^le. Chihl-life. Charity. The Book. 55 NORMAL DRILL No. 22. ANALYSIS OF ST. LUKE. Division IIL The Period of Perean ParaOles SETTING FORTH THE O ITORTUNITY OF THE MASSES AND TlIK PPOSTTTON OF THE CLASSES. ANALYSIS OK SKCTION i) :51— 10:4'.>. Rejootod by Sainaria. 9:r)i-r)0. Throo (listiiples. r)7-U'2. Appoiiit- IlKMlt of tllO Koventy. 10:1 -'24. T.awyoi-'s (junstioii. 25 20. T*ara1)lo of tlx' Jf()()(l Sainjuitan. ;u)-;{7. Martha and Marv .•{S-42. Sliovving /Morcy towiii'ilH thu SaiuarilHiiH. Caution t<» iiiu-ortain (lisi'ipluH. rri. . i„„ f Mi...:..i. ;..-' Pri'Itiiratiou for- His advent. ilie lovo ot ulirmt in T^ r i.! l\ i Doalnij^ with thu hivvyor. Action as hIiowm in p.arahh'. Reproof of MaitiiaH worldlineHs. 56 Sunday School OiUliiies. ANALYSIS OP CHAPTER ELEVEN. Teaching disci- ples to pray. Setting forth Refuting false accusations. 14-28. False and true light. 29-30. Christ the Teacher reaching, iting. rTeac I Ilefi \ Comparing and Condenniing. Condenmation of Scribes and Pharisees. ANALYSLS OF OHAPTKK TVVKLVE. Hurtful Unneces- N ecessai'y Lessons Watcliful- Faithful Foreseen doctrines. sary fear. confes- on covet- ness iind coidlicts. sions. ousnoss. enjoined. unfaithful 1 -.'{. 4-7. 8-12. i;{-:u. H.-)-40. sei'vants. 41-4S. 49-59. Presentinc Forewarn ings against I.ALSl^] TEACHING. EAR. ICKLENESS TN CONFESSION. '()NI)Nh:SS FOR RICHES. AITH L ESS N ESS I N SE \\ V ICE. RIGHT BECAUSE OF CONFLICT. ANALYSIS OF ("HAl'TKR THIRTKKN. Need (»f Need of \ Need of Nature of How the! How some rejtont- fruit. wholeness. the king- kingdom fail t(j ance. dom. is entcri'd. enter. 1-5. 0-0. 10 17. 18-21. 22-;!(). .Si ;?r). 'Cliaracters (Jalileans, Siloams. Parables -R.F.'l. M.S. and L. Presenting warnings ' Mirai-h; and its lesson — Healing tlie infirm by j woman. Metaphor Strait gate. - - - --, Rebuke Herod, Pharisees, .lerusaleni. The Book. bl ANALYSI8 OF CHAPTER FOURTEEN. A Sjibbath Parable Claims of Gi-eat Teachinii; the diniier- Wedding the poor. ► nipper. multitude. miruole. Feast. 1-0. 7-Jl. 12-14. 15-24. 25-35. Three feasts Sl,„wi„g CAUaNG '"- ''Chief Pharisee Man with dro})sy Place-seekers Poor Wishful ones l^AtHicted and neglected to discipleshij Hearers and Murnjurers. 1, 2. ANALYSIS OF CHAPTER FIFTEEN. Parable of Lost Shee[). 3-7. Parable «tf Tjost Silver. 8-10. Showing the Love of God in Christ in S Paral/le of the Prodigal Son. 11-32. ACTMFTCE. F^JEKINli THE LOST. HELTKRIN(i THM SORRY ONES. l'aral)le of the I'njust Steward. 1-13. ANALYSIS OF CHAPTER SIXTEEN Pharisees Repi-oved. 14-18. Parable of tin* 'Rich Man and Ija/arus. l';)-31. Showing the Xft-d of ( ufd of /'-IIIIUSTIAX /^^(tNS|.:( "NATION in tho uho of goodH. ioil'M I (t\lH.;M,\ATIO\ of I OVKTorsXKSS. ii.'vitabl.' Vi^ALAMI'I'IKS nf V^OXTlXr KH stMllsluRHH. 58 Sunday School Outlines, ANALYSIS OF CHAPTER SEVENTEEN. Duty of Faith Duty Ap- Faith ' Faith Expecting Forgive- SutticieJit. propriate. Rewarded. and tlie the King. ness. Kingdom. 1-4. 5-0. 7-10. 11-19. 20, 21. 22-37. Showing FAITH ORGIVING OFFENCES. URNISHING SUCCESS. ULFILLING DUTY. RUITFUL OF LIFE. (John 11.) URTHERING PURITY. INDING THE KINGDOM. ORECASTING THE KING'S COMING. ANALYSIS OP CHAPTER EIGHTEEN. Widow and Judge. 1-8. Pharisee and Publican. 0-14. Receiving Children. 15-17. The Rider and the Lesso)!. 18-84. Sight given to the Blind. 35-43. Showing rPersistent, vs. 1-8. Huudde, vs. 0-14. Five Phases of Prayer-! Intercessory, vs. 15-17. Personal, vs. 18-34. \^ Believing, vs. 35-43. ANALYSIS OF CHAl'TKR NINETEEN. Zaccheus. 1-10. The ten pounds. 11-28. Beginning of the end. 20-44. Second cleansing of the teuiple. 45-48. The key-thought of this chapter is rZaccheus climbing tlie tree. ,, , . . r The servants using or l)urying the })ound. Maknig most of | t i. ....-..., \.^.. i i.i.-.i.. opi)ortunitios \ Jesus entering .Jerusalem very publicly, .lerusalem failing. V.\ tiiial rebuke in second cleansing of the temple. The Book. NORMAL DRILL No. 23. ANALYSIS OF ST. LUKE. Division IV. 59 CHRIST THE TRUE PRIEafD IBTOTERIIkG TO OPPOSIJiG and OPPOSED by I ALSE FRIEIUDS OF Jerusalem. LAST HALF OP CHAPTER NINETEEN. The Beginning of the End. 29-44. Showing The Second clexnHing of the Temple. 45-48. Christ's ( Kingiiness. I (irief. j Foresight, V Authority. Showing ANALYHIfS OF CHAPTER TWENTY. Authority I Authority I Authority questioned. indicated. tested. 1-8. I 9-10. I 20-40. Questioners (juestioned. 41-44. THE W ISDOM OUTH ARINESS ONDItollS NATTTRE ARNINGS (Questioners denounced. 45-47. OF JESUS. 6o Sunday School Outlines. ANALYSIS OF CHAPTER TWENTY-ONE. Destruction of Jerusulem. 20-3(1 The widow's I Destruction I Persecution mite. of the temple. foretold. 1-4. 6-11. 12-19. Teaching and resting. 37-38. Revealing CHRIST c ()MMEN1)IN(J (iOOI). UNTKMPLATING DESTRUCTION. HEERING THE OPPRESSED. ONSIDERINO THE END OF THE CJUILTY, OLLECTING THt' PEOPLE TO HP^AR. \. Between Divisions I. and IT. in this analysis there may pro- per) be placed the section of St. John's G(»spel, 1 : 35 — 4 : 54, repre- sentnig the First Year in the Ministry of Christ. 2. So also in the al)()ve analysis of Division IV. it is seen that Christ Ministry in .lerusaleni is })ublic and among the Jerusalemites, while St. John's piosents a [)rivate Ministry within the circle of the Apostles, and consisting of the last teachings before the crucifixion. Hence the section of St John including Chaps. 13-17 should be added to this division of St. Luke. NORMAL DRILL No. 24. ANALYSIS OF ST. LUKE. Division V. THE LAST THINGS. SUPPER WARNINGS X AGONY 1 AC^ TRIALS 1 AS 1 COM}* AN IONS J J S'^ViNGS l.ESTING PLACE APPEARANCES COMMANDS OF JESUS. The Book. 6i ANALYSIS OK CHAPTKU TWKNTY-TWO. JudilS. \ Tlie 1-0. r-20. Warn- ings. 21-38. Agony. 30-47. Arrest. 48-55. Denial. 55-02. Trial. 03-71. A (Iramatic chapter, with Judas as one of the leading actors. It l)egins and ends with him. Christ is surrounded by hi'u ; yet Christ .surrounds Judas. Christ is the central figure, but not ignoring the danger to which Judas may be exposed. Hence we have the picture of the traitorous disciple meditating and planning evil and succeeding in his desigus, while the holy Jesus is seeking to shed light into his darkness and by warning him to prevent him from falling. Indeed Jesus Christ is the only strong, true, steadfast character standing out in this cha{)ter. Consider the ccmtrast of light and shade which the chapter thus presents. ANALYSIS OF CHAPTER TWKNTY-THRKE. Trial of Cruci- Com- Death. Cen- Burial. Jesus. tixion. panions. turion's confession. 1-25. 20-38. 30-43. 44-40. 47-49. 50-50. Presenting Christ II ONDKMNKl) UNJUSTLY. IIUCIKIEI) FOR SINNKltS. OMPaNION of TUANSfJUESSOIlS. OMPLETINO HI.S WOliFC HV DEATH. ONEES.SEI) BY THE CENTUlllON. ONSIGNED TO THE TOMB. Tlie World's I REDEEMER. I Rom. .) : 0-8. ANALYSIS OF CHAPTER TWENTY-FOUR. Women at Pettjr. Two The Salvation. Ascension. the Disciples. Apostles. Sei)ulchre. 1-7. 8-12. 13-32. 33-42. 43-40. 50-53. Showing Resurrection I EST I FT KD OF. 1-7 ESTFD. 8-12. ESTIMONY. 13-32. OK ENS. 33-42. EAC11IN(JS. 4349. UIUMPH. 50-53. '■'nuiMManUi 62 Sunday School Outlines. NORMAL DRILL No. 25. THE LIFE OF CHRIST. Six Periods. T. A.l>.-'(). Preparatory, IJ.C. 5. ['re-existence. Hirtli, shej)herfls' visit, presentation. Visit of wise men and residence in EKJ'pt. llesidence in Xazaretli. Baptism and temptation. TKXTH. John 1. Luke. Matt. Matt, and Luke. Matt., Mark, Luke and John. II. A.I). 27. Iiitrofluction. I8t Ycar{^*;j'f7,;f,^4'^""''^«l««' passovcr. j,,,^„ 1 ; 35-4: 54. 1 TIT. A.D.28. Extension. 2nd Year 2n(l Passover, lie.jection at Xazaretli. Sermon on the Mount. 14 Miracles. 8 Seaside parables. 2 (Mrcuits of Galilee. Matt. 4-13. Mark 1—5. Luke 4-8. John 5. IV. A,D,2y. InKtruction. 3rd Year- ''Second rejection «.t Nazareth. Third circuit of Galilee. Ten months in Galilee and Jerusalem. 9 Miracles. 1(5 Parables. Transfiguration. Mission of the seventy. ,T\vo monthi^ in I'erea. Matt. 13-18. Mark 6—9. Luke 9-17. John 6—10. V. A.D.30. ()l)position. 4th Year .3 Months in I'erea. /Lazarus raised. Lepers cleansed. Lessons on prayer. Little children brouj^ht. LiKht for Bartimaeus. Life for Zaccheus. V Lessons iti parables. Matt. 19. 20. Mark 10. Luke 17—19. John 11. VI. A.i).;«i rulniination. ,. vv,.,.k^ [visit to Bethany. Matt. Mark. Luke. John. The Book. 63 I. The Period of Preparation. — Jesus Christ is the eteriiJil Son of God, the 'Ljiinl) slain from the foundation of the world," " foroordained before the foundation of the world." He was born in Beth- lelievn of Judea, B.C. 5, in the month of December, as commonly accepted. His years of childhood and until thirty years of aj^je were spent principally in Naz;vreth, and under the training of Joseph and Mary and the syna- gogue schools. The principal facts, therefore, of the first period are : 1. Eternal pre-existence. 2. The Annuncia- tion and Incarnation. W. The childhood developments at Nazjireth. 4. The Baptism of Jesus at the Jordan. 5. The Temptiition of Jesus in the wilderness. II. The Period of Introduction. -This covers the first year of the ministry, and is sometimes called the year of Obscurity, from the a])[)arently small attention which Jesus attracted. The plttces in which the events occurred represent Galilee, Jerusalem, Judea and Sama- ria, and show Jesus to have been quietly laying a broad foundation for future operations. It represents the first year in first things, such aa 'Disciples attracted. Miracles performed. Cleansing of the Temple. Passover of the Ministry, Discourses in Jerusalem and Samaria. I Work in Capernaum. The First { III. The Period of Extension.— In this period, covering the year 28, Jesus found His work in Galilee largely. He made two circuits of Galilee, attended His second Passover, selected twelve discij)les, and uttered the platform principles of His kingdom in the Sermon on the Mount, wrought fifteen miracles and uttered eleven l^rables. The miracles predominate over the parables, as a mark of the infancy of the cause, which api)eals to the nudtitude by what is visible. Later the order was reversed, and ultimately both miracles and parables were abandoned, and Christ uttered His most spiritual teach- ings to the most advanced of His hearers — the twelve Apostles. 64 Sunday School Outlines. B^ The Principul Miracles were the Miniciiluus drjiught of fishes, the Stilling of the tempest, Healing a paralytic and the man with the withered hand, Healing the Cen- turion's Ner\ant, Raising the widow's son and the daugh- ter of Jairus, Cin-ing the blind, dumh and demoniac. The Principal Parables. — The eight ]);ira})les delivered by the seaside, and recorded especially in Matthew 13. The Particvlar Tcarliinfj. — The Sermon on the Mount. IV. The Period of Instruction. -P'rom early win- ter to December A.D. 2'). The Teaclu.r makes a third circuit of Galilee, visits Tyre and Sidon, instructs, trains and commissions the Twelve, and everywhere seeks to perfect His hold of the peojde, by giving them the truth. The final departure from (xalilee occurred in October, and for the remainder of the year the scene of the minis- try was principally Perea. The Principal Miracles. — Feeding five thousand, Walk- ing on the sea — the third sea scene, the Syrophenician's daughter healed, Deaf and dund) man cured, Healing the lunatic child, Healing the blind man in Jerusalem. The Principal Parables. — -The Good Samaritan, the Foolish Rich Man, the Marriage Supper, the Lost Slieep, the Lost Silver, the Prodigal Son, the Unjust Steward, the Rich Man and Lazarus. Special Discourses. — In Capernaum, following the mira- cle of feeding, " I am the Bread of Life." In Jerusalem, at the Feast of the Tabernacles, "The Light of the World," "The Good Shepherd." V. The Period of Opposition. — The sj)irit of opposition became manifest at the death of John the Baptist, and strengthened itself through all the period marked by so nnich teaching as the fourth period was ; it persistently followed and watched Christ through Pere;t,, and became most aiibigonistic in the j)eriod from January to March, A.D. .'«). 37ic Localifi/ included Bethany, Jerusalem and Ephra- im, the border between Samaria and Galilee, Perea and Jericho. The Miracles. — Resurrection of Lazarus, Healing the lejiers. Healing blind Bartiniiuus. : The Book. 65 Zacchcus. ^ ^ ""^' ""^ '■<-"I"«''t "f S„lome, Ji tne i^orct s .Supper, discourses to the Discir,lf>v, ;„ (rethseiUHiie, Arn-s^ Tri..l n -i:: • """^ >"'^cipie.s, in Ascension. ' ^' <-^"^'^h^i"». Resurrection, ^ProMoc/e..-Destruction of Jerusalem, End of the iMORMAL DRILL No. 26. LIFE OF CHRIST. Last Thixgs. 1. The Last Week. D.WS. .SlIUKCTS. Aloiulay Sc'cuiKl cleansing of Tcninlc Th,... 1 ('^,l>PPer instituted. Ihursday. Final instnu-Uon for tl.e I aisciplcs. Kriflay /"Gothscniane. JJudKuieni Hall. t'ahary. Tli(! S('|Mil('lire. I'EXTS. •John 12. Matt. 2!; Mark 11; L,, 19; .fohn 12. Matt. 2t. 2o; Afark 12 Jill k(! 20, 21. Matt. 2(i; Mark i:{;Luk< -'2 ; John 13-17. Matt. 2({- 27. •Mark II, ITi. liiike 22, 2:1. John 1«, 19, 66 Sunday School OtU lines. 2. The Trials. 8UBJK0T8. TKXT8. 1. Prcliniinarv licforc Annas. 2. Trial before C'aiaphas. 3. Karly morning trial. Matt. 2(5, 27. 4. VotoaKainst Jesuis. Mark It, 15. ft. Hcforc i'ilate. Luke 22, 23. (i. Hoforo Horod, John 18, 19. 7. Second trial bcfors Pilate. 8. .Sentenced. 3. The Seven Last Words. SAYINGS [do. 1. V'atlierforKive tlieni for they know not whattney 2. To-day slialt thou b>' with me in i)aradise. \\. Woman heliold thy Son. Mehold thy mother. I. My (lod, my God, why hast thou forsaken me? ;■). I (hirst. (i. It is llnished. 7. Father, into thy hands I eommotid my spirit. Luke 23 : 34. Luke 23 : 4.3. J. l',»:2(i, 27. Matt. 27 : 4ti. .John li»: 2M. John 19 : 30. Luke 23 : 4(). 4. After the Resurrection. i OCCAHIONS. ii'.xr.s. 1. To Maw. Mark l(i; .John 2.) c t 2. To tiie o'her woman. Matt. •If<: )l. 10. 3. 'I'o Simon Peter. Luke 24 : 31. a. c6 t. To 1 wo iiiscipi<'s. 1 like 24 : 1.3-32. T). To the ten in llie upper room. Liik.i 21:3(1-1.3. fl. To 1 lie <'l(!\ (Ml one week later. John 20: 20-29. fe^ 'I'o the seven on liie sea of ( Jalihui. John 21 ; 1-22. ^ 8. To the elcx I'll on ii moiintinn in (Jalilee. Mall. 28: [((-20. 1) It. Over live hundred at once. 1 Cor. l,):(i. J5 10 To James. 1 (dr. l.K 7. Hill Totlu'auostles on the iMoiinl of Olives. Ln.2l :,-)0; .\clsl : 12. The Book. 67 NORMAL DRILL No. 27. THE PERSON OF CHB .ST. wo NATUUKS- truly (iod, perfectly luaii —(lod-nian. WOFOLI) KHTATK huiiiiliatioii and (ex- altation. TIRKK OKKICKS- prophet, prieisi, and king. IIAHAC'TKU sinlcHS The moral miracle of liistorv. HAIMTY -faultless " Father forgive them." OXSTANCY— perr)etual " Yesterday, to-day and forever." 1. Je.su,s C'lirist was called the "Son of God" and the "Son of Man. ' These titles amount to .issertions of His Divinity and humanity. He Was Truly God— John 10 : 30-38 ; 14 : 0. {:x. %\ : 20, 21. (./) Aiim.uneed in the Psalms and the projjhets - Ps. 45 : 0, 7 ; Isa. I) : ; Dan. 7:13; 3 : 25 ; Mai. 3 : 1. (c) Jesus adopted the name " Son of ({od," or " Son " John 10 : 30. (/) Mo expressed the Divine rebitionship in His jtrayer John 17 : 5. (f/) The voice from heaven acceredited Him Matt. 3 : 17. (/*) The followers of Jesus l)ore testimony to His heavenliness — John 1 : 14. He Was Perfectly Man The title " Son of Man " was that most fre(|Ueiitly used hy Jesus, and as most truly expressin;^ His intinuite com uetion with the human race. He was the Man of toil who "went al)out doinj^ good,'" and the " Man of Sorrows " aceen uniti'd l»y the theologians in the very careful ex|)ression the "(iod- man," or thi* "Divine-human," which represent inse)»- ai'ahleness without, intermixture, 68 Sunday School Outlmes. 2. The conditiouH surrounding tlie Saviour's history constitute wlint are known as His " estates," and these are two, viz. : Humiliation and Exaltation. (1) Humiliation is seen in the adoption of human nature through incarnation, in the assumption of infirmity such as weariness and grief, in sul)ordination to the will of the Father and the guiihince of the Sfjirit, in submit- ting to ordinances in the matter of obedience, and in death humiliation covering the whole history of His earthly life up to the time of His burial. (2) The Exaltation embraced (a) The Descent of Christ through bin'ial, and by which He made known His ])ovver. —Acts 2 : ;{(), :il, 24. (/>) The Resurrection. Rom. 1 : 4. (r-) The Ascension.— Luke 24 : 50, ol ; 1 Cor. 15 : 25. .'{. The work wliich .Jesus CHn'ist was, and is to accom- j)lish, brings Him into relation to both Cr«»d and man, between whom he is the mediator. (1) In doing this woi'k He fidtils the functions of a pro] )het. Acts 7 ;''i7. This was characteristic of all His teaching from the conversations with Nicodeunis and the woiuan of Samaria to the walk to KnuuauH. (2) He is I'riest — the "central and most impoi'tant olHce of our Lord's metliatoi'ship". Jolni J : 2*.> ; (5:51 ; and the High Priestly prayer, .John 17. See Heb. 7 : 25. Intercession and Henediclion belong to Him. (.'{) He is King. (<») This is (he I'eward of TLs death. (6) It is the means of carrying out the jiurpose of His death, (c) It constitutes the gift of the blessings pur-- chased through His Atonement. This was matter of prediction — (Jen. .'I: 15; 22:17; 4!> : 10 ; l*s. 72; 110. It was assumed in attempting to establish the Kingilom of Cod among nnui. It was fully asserted by .lesus after the llesuri'ection. Matt. 28: IH-20. His Kingdom is ((r) in the Christian Clun-ch, (/») in the individual heart, (c) in I'rovitU'ut ial government of the world, {{{) in the linal judgment of the worhl. 4. The Hfi' of .b'sus, in its sinU'ssness, is tht> moral mii'achiof history; "Never man spake iiiv(' this man." *' I lind n(» fault, in Him." "Have thou nothing to do with this just One." "This man iuith done nolliing amiss." He was without fault, and this included His inherent nurity and His imuuitability. The Book. 69 NORMAL DRILL No. 28. THE DOCTRINES OF CHRIST. The doctrinoH of ClirisL muy l)e Htatoil jvs the ilnctrinos concuniiiif^ tliu ScripturoH, (iod, Sin, Salvation and Sanc- titication, Providonco, the Cliiurli and tho Ihu-nafter or the conKnniniation of th< things of time, and all t iiese with Cliri.sl ;ih tho central tact. I. Chuiht as ('kntkat-. I. His /*er.s("^ — Divino-hutnan, "Sou of (iod," S..n of Man." 2. J is Allrihiih-s Kxcellenuy, John .'J : 'M ; Kternity, .lohn 1:1; Anthority, Mall. i'J:H; I'nitv in tie Trinity. Jolni U):'AU, 14:7-10; K.|uality, .lohn 5 : 2.M ; Onniipiosence, .John .'{ : IH ; Onuiijxttenee, Matt. '28:18; Oinniscienee, John 1(1 : ilO. li. Ilis Worh {a') A voluntaiy atonement for thi^ removal (»f the sin of tlu> world, and tin* salvation of the individnii! believer, John 10:11, 15, 17, 18, 1 :L>», .'1:15, l.uke 15h 10 ; (//) Ah a teaeher Imarin^ ttmtimony to all i\ni truths of revelation, John . 1\h Jinal condition — I)erseverance, Matt. 10 : 22. VT. Christ's Tkstimony (.'onokrnino SAN(n'iKi('ATioN. 1. Its*fi/i/(()r— God, J(»hn 17 : 17. 2. Itn indriimcnttdltii — the Word, .lohn 17 : 17. 3. Its niitnifcxtdtion a j»ure iii The Book, 7t heart, Matt. 5:8; .John 15 : \^. 4. Its ronseqvence — union with Christ, John 15: 4. 5. Its occasion — the com- ing of the- H<»ly Spirit, Acts 1 : 8. (). Its uttestntion — ability and exercise of testimony. Acts 1:8. VII. Christ's Testimony concernin(j PROvinBNCE. 1. Its o1)jcctH — all classes. Matt. (5 : 44 2, A special providence — taking notice of individuals, and es]>ecially the subjects of the kingdom. Matt. (» : 2(). .'1 Its .sphere — nature, Mark 4 : 39, 4. Its extent — providing for daily necessities. Matt. (J : 25, .'U-.'iM. 5. Its (iltilifij- to i)re- serve the soul. Matt. 10 : 28. 0. Its dctnand — for the exercise of faith. Matt. 10 : 29-31. ' VIII. Christ's testimony concerning the Church. 1. Its orir/jH— by C!hrist, Matt. 1(5: 18. 2. ItHfonnda- tiun — Christ the Rock, Matt. 1(5 : L8. 3. Its incmhcrs — children, Mark 10: 14; adults, John 3:3, 4. 4. Its purpose — to be a fold, John 10 : 1(5 ; to l)e a vineyard, Matt. 21 : 41 ; to be a kingdom, Matt. 13 : 24. 5. Its duties — worship, John 4 : 23, 34 ; )»rayer, jtrivute. Matt. (5 : (5, social. Matt. (5 : 0, persistent, Luke 18 : 1-7, public. Matt. 11 ; 25 ; using the Scriptures, Luke 4 : 1(5-21 ; sing- ing. Matt. 2(5 : 20. (5. Its ordiiumces two, liaptism with water signifying admission into the kingdoui, and the Lord's Supper, being a luiMuorial of the King, Matt. 28:19; Luke 22:19. 7. Its direct ion— imdav human discipline for the general good, Matt. 10; 19; 18: 18. 8. its iiiission — to make known Christ tt» all the world. Matt. 28:19, 20. 9. Its claims—thnt every one should through it confess Chi*ist to men, Mark 3 : 34-38. IX. Christ's Testimony concerning Finaf, Things. 1. heath — the end »»f probation, liuke 1(5 : 2(5. 2. State of the dead — conscious in misery or blessedness, Luke 1(5:25. 3. A second com in, Matt. 25 : 31 -.33. (5. The sohjecfs jiohjrd -all nations. Matt. 25 : 32. 7. The n'.st(//.s eternal j»un- islnnent of the wicked, Matt. 25 : 4(5 ; eternal reward uf the righteous, Matt. 25 : 4(5. HI 72 Sunday School Outlines. NORMAL DRILL No. 29. THE LAND OF CHRISTv m i SSiSl KCULIAHI TIKH WatK.ks Jordan, Sea of Galilee, Ke- (Iroii, Dead Hea. 1*11 vsicAi, Ki'.ATL'KKS— Western Plain, inonntain reKion- ^Jordan Valley, Kast en. Table Land. ijr»\iTMi.-'MT' / llernion. Tabor, Zioii, Olives, Leba- Mni-v-rvTv^i non. (iilboa, Carniel. Kbal, Ueri- MOLMAINSj ^i,„, Nebo. OLITI(!AL / .ludea, Samaria, Galileo, Pcrea, Te- ROVINCKS ( trarchy of l'liili|i. i^ikA-tTXTi^-vr rJ^^^tl'ltJlieni, .Jerusaleiii. Syehar, Naz- Vf'iry - areth, Capernauni, Uetlisaida, Let these be traced on the njap ; or better, outlined on the blackboard. I. Pkculiakitiks ok Palkstink. 1. Drawing thu lines fntm noi-tli to .south, tlie country aasuiuus four sectionH. Tlie VVe.stern Plain extending along the Mediterranean, from eight to twenty niile.s wide: (lie mountain region " the backbone of the coun- try," with mountaiiiH rising from .'i,500 to 4,000 feet high ; the .Jordan valley, a deep ravine from two to foiu'- teen miles wide, ami with the bed of the rivei' and its lakes from 500 to 1,000 feet below the level <»f the sea, the eastern table-land rising from the " east of the dor- dan, " a region of precipitous ami lofty mountahis. 2. The inland waters are : the Jorc/rrii r/r^r, a tortuous stream, by its windings, 200 miles long, while in a direct line only I.'>4 miles, and taking its rise in three sources - in Mount llermon, 1,800 feet {{h^)r^' the sea, and empty- ing into the Dead Sea, l,.'Ji)0 feet hdoir, thus having a fall of .'?, 100 feet ; the (SV« of Giililfc, called also the Sea of 'i'ilierias, (leiineseret and Chinneretli, is fourtecMi miles long and about seven iiiik>s widt>, and is situated in the noith of Palestine ; the hcud *SVo, known also hh the Salt Sea, the Sea of the Plain, the PJust Sea, is forty-six The Book, •7 ■^ 10 hiiles in length and ten in width ; Kedroii, a lirook tlow- ing past Jerusalem sduth-easterly into the Dead Sea. Other hi'ooks might be named, such as Zered, Arnon, ■Jabbuk, Hieromax, Cherith and Kishon. II. Prominent Mountains. 1. Hermoii, on which Christ was transfigured, lying north-east near the border of Palestine and opj)osite Lebanon. 2. 7'(»/n>7', west of the Sea of (ialilee. 3. Zion, west of the Dead Sea. 4. Mount of Oliren, east of Jeru- salem. 5. LcfxrHOH, noted for its cedars, lies aest of the sources of tlie Jordan, (i. Gilboa, south of the valley of Jezreel and west of Jordan. 7. Cannel, on the Medi- terranean coast due west of the Sea of (lalilee. H. Ebal, in the centre of tlie country and north of Shechem — the mountain of the curse. 9. (ierkim,, to the south — the mountain of the blessing. 10. Neho, on the east of Jordan at the head of the Dead Sea— the mount on which Moses died. 111. The Political Provinces, 1. Judea, in the south. 2. Samaria, north and bounded on the east b) the Jordan. M. (ialilee, still further north. 4. Perea, east of the Jordan. 5. I'he Tetrarchy of I'liilip, east of the Sea of Galilee. In the times of Christ Judea and Samaria were united as the Tetrarchy of Ai'chelaus, while Perea and (Jalilee were under Herod Anti})as. IV. TiiK Prominent Places. 1. Jfnisah'm " the city of the great king" IS miles north-west of the Deatl Sea, built on mi)unts Ziun and Moriah. 2. Betldrlmn, the birthplace of David and Jesus, () miles from Jerusalem. .'{. Siiflior famous for Christ's talk with the woman— n(>rth of Jerusalem 'M miles. 4. Ndzoirth, west «»f the southern end of the Sea of Galilee and north of JerusaU'Ui 7'> miles. 5. Cap- vrnantn, on the north-western shore of the Sea of (Jalilee 5)0 miles from Jerusalem. (J. BeUit^diUt, at the nortliern end of the Sea of (ialilee. 7. Jericho, Ki miles n(»rth- east of .Jerusalem and west of Jordan. 8. lii'tlttinij, the h«>me «>f Ijii/arus, 2 miles east of Jerusalem. 74 Sunday School Outlined. NORMAL DRILL No. 30. THE APOSTOLIC CHURCH. The Apostolic Clmrch may bo .studied with respect to its REPARATIONS. ERIODS. ERSONS. LACES. iniPOSES. RIVTLEGES. RODl CTIVENESS. I. Prep A RATIONS. 1. L\fv — through Jesus Christ. 2. /C/ioirZcf/j/f through the teachings of Jesus Clirist. .'i. Effort —\\\\\n\<^\ the course ()f training in ])ractical work to which Clirist sub- jected His followers. 4. ^.s.sina/KV'— through the evi- dences of the Divinity 3. Persecution — covering the first ])ersecutioiis of the ChriKtian Church, arising in connection witli tlie death of Stephen, originating with the Jews, being conducted hy Saul of Tarsus, and resulting in the scattering of the infant church from Jerusalem. 4. Transition — in which the Apostolic mind broadens })eyond Jewish concejjtions, and Peter marks the tran- sition by the reception of Cornelius into the Christian Church, at (^esarea, A.D. 40, the evangelizati(m of Samai'ia and Ethio{)ia, and the organization of the tirst Christian Church in Ai. -;)cli, A.D. 45. 5. Extension from the year A.D. 50 when the Council of the Apostles in Jerusalem issued three decrees to Gentiles, to the close of the hl'-st century and including the Missionary actixities of St. Paul throughout Asia Minor anUCTIVENES8. 1. Membership — Within one century the church origin- ated by Jesus so far grew that the mend)ers were found in all the populous places of the Roman Empii'e, and included the poor and oppressed together with the higher and educated classes. 2. Injiiience — by moral earnest- ness, which was in striking contrast to the corruption of the age, "For the first three centuries Christianity was placed in the most unfavorable circumstances, that it might display its moral power and gain its victory over the world by spiritual wea[)ons ahme." According to Tertullian "more were kept out oi the new sect by love of pleasure than by love of life." ',i. Churches — in ecclesiastical centres like Jerusalem, in connnercial centres like Antioch anlaces visited were the Island of Cyprus, Perga, Antioch in Pisidia, Iconium, Lystra an(,.s the Serond ('i>minri{v OK Cm HIST. 1 : 1!» \'l: ')n(7Hn(ll). I Seven miracles before and one after the resurrec- u, • I No ]jaral)leH. [Vine. * I wo iulej^ories — The (jood ►Shepherd and the Kight special addresses. S )ne prayer. Characters in the Gospel.— 1. .lolm the Baptist. 2. Andrew, the tirst niissioiiaiy. W. Nathaniel, the guile- less. 4. Peter, the penitent. 5. Nicodenuis, the secret disciple, (i. '^I'lie Woman of Samaria, type of tlie work- ing Churcli. 7. The Man at Belhesda, "type of tlie help- less sinner. H, The Man horn hlind, or the assurance of salvation. 0. Martha, .Mary and Tja/.a»'us. 10. The seeking (Irecians. 11. Traitorous . I udas. '*i. l)oul)ting Thomas. l.'{. Loving John. 14. The Jews ia opposition. The Miracles. 1. Uecorded as signs. 2. In sup- ])ort of the argument that "desus is the Christ, the Son of the living S'/;///,s and their spiritual li'ssuns. 4. \\y the Addnstit'ti on Christ as the source of life (chap. 5), as support of life (chap. 0), as the source of Truth and Life (cha|»s. 7 and 8), Christ as Love (chap. 10), t(» the Grecians (ch;'[). 12), to the Apostles (chaps. l.'M()), by the High Priestly prayer (chap. 17). 5. By the Hiiidences pistle may be ivgarded either as an introducti( espocia a sunnleuient. 5. In Chrintutn ci'ideHiws- m value, as furnisliiiig the liighest views of Christ and the loftiest character to Christianity. The attacks made by critics of the New Testament have been most strong against this bo(»k, but it has withstood them — a veritable New TestanuMit (libraltar, without (Jibraltar's destruo- tiveness or j)erislial)leness. (>. In /V;'.s(»/i,(/ rxiwriritcv. — The young convert turns to this (Iospel as his best btxjk, and f;i\oiile New Testament reading. It makes for the development of faith. OHAITKR /// BIBLE sru/^y, What if, Ifl, -1. ^ cftiofii) imr iif Ihi conir.if, hy wJiicIi tho wrifcr if* (illowcd to ex})lain luul illi/Mh/(f<> IiiiriHcIf, and liJH llioii(j(lit hciomoK tlu; .siilijt'cf of Htiidy, and not, HH too frcquontly, somo rini/ispircd thought ^-tidd into a passage. 2. 'V\iK' rona'uh'idl hut >if rrltitirr iii<(lti'is, such as (1) thu history of a Ixtok, (li) tlit; ciicuiiistanct's iindLT which an autlior wrolo, (.'J) the author's life and times, (4) the persons and circuniH(unle language, and the student is to know the l>t.ok rather than kiniw about tlio bt»ok, 84 Sunday School Otit lines. The Importance of Bible Study. 1. Education- <(li]l~ {<<) it trains the tliinkiufj; pDWcr, (/>) improves the vocabulary, {<•) suggests ideas and (d) funiislies argu- ments and illustrations. 2. Moralbj — (a) it develops and (juickens conscience, (6) it establishes the law anU the judge by which conscience may be influenced, (c) it creates a standard of duty for man individually and socially, -i. Profcasumnllij — (a) it proposes principles of l)usiness, (h) it prescribes standards of politics, (r) it is a book of methods for all workers, (d) it directly furnishes matter and method for the Christian teacher and minister. 4. Spirit uidlii- ((() it sheds the light which discloses the darkness of human nature and results in condemnation (m account of sin, (/*) it is the good seed expanding and occupying the groiUKl of the moral nature, (c) it is essen- tial to the production of faith, ((/) it is instrumental in promoting the new-birth and sanctitication, (e) it adds chasteness to the gifts of a Christian character. The Spheres of Bible Study. - 1. Tn i)rivate, educationally, moi-ally, professionally and spiritually. 2. fSocial at the fjunily altai', and around the family table, '.i. Congregationally, iji Bible classes, in T*rayer- meetings, in 8abbath evening congregational services. A "Bible reading" will often teach more etl'ectually than the usual sermon. Some Brief Bible Readings are here appended, having l)ei4i developed in connection with Sunday School lessons, and having therefore the merit of having been tested. I. TiiK Si'iiUTUAL Life. A change needed. Kph. 5 : 8. A change accomplished. Kpli. 2 : 5. The invitation extended. Matt. 11 : 28. "^rhe invitation repeated, (lev. 22 : 17. Tim enc(»uragement oliered. .John (I : 37. The guidance jiromlsetl. !*s. 'A:i : H. riu' piiiuiise repeateWHhi]». John 12 : 2H, M>^r:f:.'m:i Bible Sttidy. 85 2, Christian Testimony. Tlie CoiniuHnd. Mutt. 28 : 10 ; Mk. 1«J : 15. The purH<»ii.s. Luke 24 : 48. The qualitieation. Acts 1 : 8 ; 1 John i • .$. The objects of. Jolin 20 : 17. The obligation of. I loin. 10 : 10. The reward of. Rev. 12 : 14 ; 7 : 14-17. 3, The Sinner's Saviour. Christ the world's Saviour. John .'i : 1(> ; 2 Tim. 1 : 8, 9. His {)er8onal sacrifice. Eph. 5 : 2. His precious sacritice. 1 Peter 1 ; 18-21. The way to life. John 14 ; (>. His illimitable ability. Heb. 7 : 25 ; Mark 9 : 23. The promise of His suHiciency. Mai. 4 : 2. His crowning glory. Kev. 1: 5, : 37. The holy way. Isa. 35 : 8. The way in the wilderness. Isa, 43 : 1{). The blessed way. Isa. 43 : 16-21. The way indicated. Isa. 30 : 21. The most excellent way. 1 Cor. 12 : 31. The entrance to the holy of holies. Hel). 9 : 8. The right of way. Heb. 10 : 19, 20. 21. * {% 5. Chhthtian Vk^torv. Victory for the church intimated. Psalms 20 ; 5. The source of victory. Psalms 121 : 1. The surticiency of hel}). Dent. 33 ; 2 17 ^i. Secured by Christ I >' ".tj i : 7 , Jo* u ' 7 l. Practised in Charitv. 5 *. » 3. Exhibited in iiuitujil i.el/* alness. n"' i, 1-> ; 1, 2. Accompanied Ity ])artici ■ r delight? ' ..'"O 24 : 32. Exercised in sorrow ''salms 1.37 : i ; '">m. 12 : 15. Estaldished in the benediction of the 1, nity. 2 Cor. 13 : 13, 14. 8. Christian Faithfulness. Sought for. Luke 12 : 42. Required. 2 Cov. 4 : 2. Tested, r.uke 10 : 10. Trusted. 2 Tim. 2 : 2. Rewarded Matt. 25 : 21 ; Rev. 2 : 10. Tm|)ossi))K' u> the natural man. (ten. : 12 ; Ps. 5 ; 0. Made possible by grace. Acts 15 : 0. Characterized the saints. Eph. 1 : 1. 9. V)BKl»lKNOK. Matt. Value of. 1 Sam. 15:«2. The einulition of s*ilvHt»on. The oxHiuplo. Heb. 5 ; 8. The Spirit of. (1»1 4 ; 0. The true .sjicviftct>- I*8iihn i\i : l«, 17 . Is recpiiiiHl oi chiUtven. K|>h. 0: 1. Rew»i\l»>ti. l*«v. S|5 • Wk ->l. Bible Study. 87 10. The Teacher. His motive and spirit. 2 Cor. 5 : 14, False teachers portrayed. E/,ek. \\\ : 3-l>. Tlie failure. Ezek. 13 : 14. The example. Dent. 18 : 17-10 ; Matt. 11 : 28-:50. Resi)oiisil)ility. Ezek. 3 : ^7-21. Faithfulness re<|uired. Titus .'5 : 8. Divinely called. Eph. 4 : 11-14. Usefulness of. Isa. 30 : 20, 21. The connnission. I.sa. 58 : 1 ; 62 : 6, 7 ; Matt. 28 : 19. 11. Christian Service. Represented in (Jhrist. John 13 : 5 : Matt. 20 : 28. Humhled and exalted. Phil. 2 : 7, 0. Character of Christian service. Matt. 24 : 45. Steadfastness re(]uired. 1 Cor. 15 : 58. Qualification for service. Rom. (> : 18, 22. The honor of service. Mark 10 : 44. The connncndation. Matt. 25 : 21. The certainty of reward. (Jal, 6 : 7-9. An eternal service. Rev. 22 : 3. 12. The Service op Chif.krkx. Illustrated in Sauuiel. 1 Sam. 3. Timctthy 2 Tim. 1. Christ. Luke2:4(), 47. In the Temi.le. Mfitt. 21 : 15. Encouraged by (Hirist. Matt. 21 : 10 ; Luk(> l:» : 40. Service re<|uired. Eccles. 12 : 1. Has ;i large intUnnce. Isa. 11 : 0. Christ the migluy Chihl. Isa. 9 : 0. E-vpressivu of the character of young Christians, 1 .John u I 1. 13. The Richtful Kino. His nature. 1 Tim. 1 : 17. His kitigdom-— nature and location. Rom. 14:17; Luke 17 : 21. The excellences of the King. Isa. 9. Safety under His banner. Psalm 20 : 5. !:ilf: i.m-m 88 Sunday School Outlines. Blessedness of His reign. Psalm 72. His ability, Hel). 7 : 25. Tlio power, presence and authority of the King. Matt. 28 : 18-20 ; Rev. 1 : 18. The King and His coni[)any. Rev. 17 : 14 ; 19 : 1(5. His indisputable supremacy. 1 Tim. 6 : 15, IG. 14. The Broken Spirit. Its value. 1 Sam. 15 : 22. Its im|)ortance. Psalm 51 : 17. Its relationship. Psalm .'M : 18. Its fellowship and sanctity. Isa. 57 : 15. Its privilege. Isa. (JO : 2. Its blessedness. Matt. 5:0. Its p<.ssessi : -,35. Calming. Mark 4 : 39. Comforting. .)ohn (5 : 20. Purifying. Matt. 8 : 3 ; Mark 5 : 8. Enricliing. Luke 5 : 4-(). need. Phil. 2o. Luke 7 : 14, 15. IMAGE EVALUATrON TEST TARGET (MT-3) a"1% !.0 f ^ li 1 -^ r° » I.I 116 1.25 1.4 III i^ ■* < i" — ^ V] V] '» c*. c*i > ^^^'^;^^' ■> ■> -^^ <^ '^i y Hiotographic Sciences Corporation 33 WIST MAIN STKIIT WIBSTIR,N.Y MSBO (716) 873-4503 % ^m 92 Stinday School Outlines. 26. The Call from God. Is to all men. Acts 17 : 30. Is uncluuigeable. Rom. 11 : 29, Evil of refusing. Prov 1 : 24-29. Called to fellowship of Christ. 1 Cor. 1 Unto conformity to the image of Christ. 30. Unto h(3liness. 1 Thess. 4:7. Unto liberty. Gal. 5 : 13. Unto peace. Col. 3 : 15. Unto glory and virtue. 2 Peter 1 : 3, 'I'he calling holy. 2 Tim. 1 : 9. Heavenly. Heb. 3 : 1. 9. Rom. 8 29, 27. A Welcome Home. The invitation. Isa. 55 : 1-3. The entreaty. Isa. 1 : 18. The great need. Isa. (>4 : 0. The way opened. John 14 : 6 ; Matt. 11 : 28. The Father's love revealed. Jt)lni 3 : 1(>. The assurance cf life. Ezek. 33 : 14, 15. A chorus of invitations. Rev. 22 : 17. 28. The Truly Rich— Examples. The i)ure in heait. Matt. 5:8. Tiio centurion. Matt. 8 : 10. The n.erchantman seeking the goodly i)earl. 13: 45,4(5. Mary. Luke 10 : 42. Philip. John 1 : 45. St. Paul. Phil. 3.8. The j)oor. James 2 : 5. Believers. 1 Peter 2:7. Those who buy of Christ. Rev. 3 : 18. Matt. CHAPTER IV. THE HOME CLASS DEPARTMENT. SECTION I, NATURE OP^ THE HOME CLASS. Location l. It Ls " tv-'ra-wnmr' — outHide of the SuiKliiy School aHKembly i)roi)ui\ botli as to its pbicu and tinio of mooting. Yot it is bettor, if jHtHHiblo, to coufona to tlie time. 2. It is o.ssontially "aY /(o»ifi "— whether the "homo" \H a residence, a workshoj), an office, a .steamboat or a railway train, a .soldier's camp or a honpital. Relations - 1. Social — it i.s partial rather than general, a.s is the Sunday School proiior, for while the school ro(juires j)nvate study it also i)rovides for public or social rehear.sal, whereas a h«)me chiss may have its members all engagerl in private study, and through the force of circumstances seldom meeting for conversation. 2. licUijioHn - it is at once evangelistic and missionary. Looking abroad, the Home Olass aiming at including people of all ranks and conditions, it encourages the the study of the Bible with a view to their spirituali/a- tion ; it seeks to sow the good .seed in hope of a genuine re iigi ()us revival, and the conHO(pient oxtensi(tn Of the intiuence of the (Jhurch. It is also a practical applicatitm Sill 94 Sunday School Outlines. of missionary principles, and an exhibition of missionary zeal in the " regions " at home. Looking up recruits for the Hon)e Class is carrying the Gospel to hearts and homes otherwise indift'erent. W. Ecclesiastkal — To the Sunday School the Home Class stands as an adjunct — not as a substitute. It is vitally connected with the school as a "department," and not federated as another school. Hence its organiza- tion, membership and work cly of Record Card:;, showing dates and lessons studied, to be used ))y the members ; Pledge Cards may be a help, but must l)e used wisely, and it, were better that no time limit foi- study sht uld l)e set, as it sanctions the minlnDim of study ; Lesstm Helps may be afforded, and in that event may ins|)ire class members witli larger sym])athy for the whole of Sunday School work. In the abs'jiice of Lesson Hel])s, a good reference Bible, or the daily iiome readirgs may be de])ended upon, while the International Bible Reading Associatictn Cards and Leaf- lets afford excellent material to i)lace in the hands of class meud)ers. 4. Their visits should be made regularly, systemati- cally, prayerfully, in the clear conviction of resj)onsibility, and as often as onee a month. This is better than once in three months. Better have little ground and w»)rk it well. The Home Class Department. 97 SECTION IV. THE NECESSITY FOR THE HOME CLASS. o/?h/^nnf '•TT''^"^T''^^^ ^^'^^^ ^^«'» ^w'' definition of the Sunday School-that it is the entire Church of God engaged m the study of the Bible; and from the evangelm ,c uloal--that all persons should be in the Church of God. The definition should resuk in an effort to provide for the active inclusion of all the Church in study; the ideal should result in an effortlo briig a ..ersons out of the Church into it, with a view to fheh- bmng edified through the agency of Bible study. So long, therefore, as there are jjersoiis who do not attend the public sessions .>f the Sunday School, the Home Class Department has a justification for its existence and a sphere for its operation. On Purpose -The Sunday School aims at the preser- vation of a Church with the widest possible sphere of ground. It must become evangelistic and aggressive Hud Its instrumentality in the pursuit of those eSds is th^ oi-ganization of the non-attenders at Sunday School into Home Classes. "To recognize the purpose of the Sun- day School IS to recognize the need of special plans to bring under biblical instruction that vast host of persons not brought into Sunday School by the ordinary and long estab ished means. The Home Class DepaHmen stands at the very head of the most modern methods for t lis purpose, as it is the thorough organizing of practical ideas and making tliem effectual in Sunday Sch(ole van gelization."-(SemeIroth, "Normal Manual.^) n«rH Jr'^'r -"^^''f r"'^'"'*' "f tho Sunday School is but partially realized while it remains in actual practic(> that but a comparatively small portion of the Church assem- bles in the school Thore is the need of increased attend- ance at the school of more general and systematic Bible study, of persona salvation and the increase of church membership, need of larger benevolence in the support Mil 98 Sunday School Outlines. of Church enterprises and of larger Christian usefulness. To meet these necessities the root of the matter must be touched, not by theories, but by organized Bible study. On account of Partknlar Conditions.— By which indi- viduals need to be considered who cannot attend the 8cho(3l ; families may be isolated ; parties may be travel- ling, or invalided, or recreating ; neighborhoods may be remote and indifferent. Hence the need arises for the (1) individual Home Class member, (2) the Family Class, (3) the Correspondence Class, (4) the neighborhood Class. CHAPTER V. SUNDAY SCHOOL DYNAMICS. SECTION I. THE HOLY SPIRIT IN THE OFFICERS AND TEACHERS. In tho Instruction.— 1. His Person as Divine, the Third Person of the Trinity, Isa. Gl : 1 ; John 16 • 7-15 2. His Work— in Creation, Gen. 1 : 2 ; Ps. 33 : 6. In Providential Preservation, Ps. 104 : 27-30. In the Inspiration of Scripture, 2 Pet. 1 : 21. In the Christian Church witnessing of Christ, John 1() : 14. In the heart of man working Conviction, John 16 : 8. Regeneration John 3:5; Tit. 3 : 5. Sanctification, Rom. 8 : 2 Inward witnessing, Rom. 8 : 15, 16. Strengthening, Eph. 3 : 16. Guiding, John 16 : 13. In the personal life giving power for testimony, Acts 1:8. In the Teacher's Spirit for Service.— 1. Conse- cration becomes the keynote in all the service. 2. Every- one "pj7)ivs/i,i.s own work " by personal tests established in view of high standards of etticiency, and he "passes" himself and his work (mly when he has attemi)ted to do his best. 3. There is liberty from the spirit of bondage, so that the work is not a drudgery. 4. There is a holy ambition for tho largest numbers jind the best result'e through the discovery and practice of the best methods. I CO Sunday School Outlines. In the Lesson Preparation.— 1. He is sowjild in prayer. 2. He is trnstcd in suggesting truths and teachings. 3. He is fullotved in study as He leads from truth to truth, from passage to passage and from book to book. 4. He is honored by dependence upon Him for Bible illumination, soul kindling and inspiration for the intellect. In the Class Work and the Government of the School. — 1. The heart should be warm as from the gi'eat loving heart of God. 2. The mind should be clear as having seen true visions of the truth. 3. The voke should be gentle and attractive as having been modulated by the "still small voice." 4. The bearing and attitude should be calm and reposeful as of one who has held sweet communion and was c(mfident in " a good under- standing." 5. All the school should be pervaded with the sweet sanctity as if a breath from heaven had reached it. SECTION II. THE SUNDAY SCHOOL PRAYER-MEETING. Necessity for it. — 1. As a traitiitig method by whi^^h Sunday School scholars may find themselves in the full activities of church membership without the fear of new and important obligations. 2. As an assiD'once of the earnest desire of the workers for child surrender to Christ, 3. As an expression of the keynote of Sunday School work — the children for Christ. Preparation for it. — 1. On the part of the Leader by intense love for cliildhood, a firm conviction of childhood's love for Christ, a strong persuasion of childhood's appre- hension of Divine things, and an unconquerable assurance of childhood's. susceptibility and responsiveness to Divine influences. 2. On the part of the scholar by having received instruction as to the nature of ])rayer, by being encouraged to "t^ilk" to God, by being impressed with the nearness and goodness of God, and by having put before their minds their need of God's blessing on their life in study and labor, Sunday School Dynamics. lOi Its Membership.— 1. All of the teachers and officers if it be a school prayer-meeting— otherwise the class teacher, who becomes the propor leader. 2. Scholars who tarry on a general invitiition and without constraint. 3. The anxious (mes whose deep seriousness has been observed and who have therefore received an invitation from teacher or fellow scholars to remain. 4. Recruits brought into the school, and whose sympathy for the school will be best developed in the " furnace room" of prayer. Its Nature. — 1. It is the expression of a desire kindled and fed in the mind and heart of the scholar during the teaching of the lesson. 2. It is the logical conclusion to the study of the word of God. God talks to us tliat wo may tjilk to Him. 1 John 1 : 7, 3. 3. It is a help to a (ireat evawjelistic agency. The purpose of the Sunday School being evangelism the teacher best furthers that purpose, who having laid the fuel in the intellect per- suades the scholars to seek with him the tire of the Holy Ghost to kindle the fuel. A praying Sunday School would result in a praying church and a glorious revival. Its Place and Time. —1. It might be advisable to use one of the classrooms off the larger school ro«)m. 2. The i)roper time is after teaching has been accom- plished. 3. The length of time might be from fifteen tf) thirty minutes, according to occasion. SECTION rii. THE CHURCH CATECHISM. Its Import.— 1. It is a testimony to the uniin of Church and school, the Church being the school in the f(»rm of an ofHcial syn(»psis of its doctrinal teachings. 2. It is a [u-omise of church loijitUif, nn the basis of the statement, " Train up a child in the way he should go, and when he is old ho will not depart from it." To not teach a child cliurch doctrines is far worse narrowness than to do so ; and that which has been broad enough U) nm '?"»"iiHHinii 1 02 Sunday School Outlines, 8«'ive is broad enough to keep saved. True loyalty flour- ishes only where there is an intelligent love. Conscious- ness is the friend (tf strength. 3. It is a guarantee of .H()undne)is in the faith. One must needs be a learner before he can be useful as a teacher, and one cannot follow in the footsteps of the fathers without heeding their teachings. — "This is tlie way, walk ye in it." 4. It is a brief formula of fundamental Biblical truth, calculated to sujjply the young Christian with ready answers for Doubt, and suibible material with which to meet and help the en(iuirer. Its Place in the Sabbath School.— 1. As a part of the regular school ])rogramme, having time allotted for it, either liefore or after the teaching of the lesson proi)er. 2. Recognized as a necessity and not a luxury, and there- fore to be taught ref/i«',f(r^ J/ and iwrsutenthj. 3. Regarded as the complement in systematized form of the instruc- tions of the teacher. 4. To be in grades, and placed in the hands of Intermediate, Junior and Senior scholars. Its Purpose. — This may best be understood by con- sidering the reasons for giving instructicm in the Cate- chism. 1. As a discipline, it C(mcentrates the thought and utilizes the memory. 2. As a preparation, it enables the scholar to discriminate between forms of teaching, and furnishes his mind for service, as the military fortress may be stored. 3. As a method, it begets system and teaches the use of careful and exact statements of truth. 4. As an injluoice, early impressions are the most lasting and effective, and it therefore aims to forestall all others. 5. It meets the necessity for a creed, a definite belief of something definite, which is the most 'nan can reasonably ho|)e f<)r — a part of a circle, and not the whole. (>. It affects the spiritHal life, ])roducing an intelligent and, therefore, reliant faith. 7. It strengthens denominational attachment, by furnishing a doctrinal basis for denomina- tional practice. Who should teach the Catechism.— 1. Those trho knotv its hinguage and understand its spirit. 2. The teachers of the classes, by re(|uiring recitations and giving explanaticms. 3. The Superintendent, by drilling and reviewing the school. 1 1 5il Sunday School Dynarnics. 103 SECTION IV. THE LITERATURE. I. Departments. Devotional Literature.- TIuh will include : 1. The J/i/mri iioo/>-.s and Music used in the Salibath School, and as these will constitute the inspirations for a lifetime, they are to be carefully selected. 2. Such Forms of LUnnjii as may enter into the oj)ening or closing exercises of the school, and which are forming tendencies for the future church. 3. The library rolnmes, which have for their aim the cultivation of the spirit of devotion. Entertainment Literature. —Under this head may be cljissed : 1. Eas)/ narratires, for small children. 2. Imnni native de.sfriptiom of individual characters. 3. Tales with high moral and religious purposes. Instructive Literature.— In this class should be placed all literature the direct aim of which is to educate, that is, to supply information ;ind develoj) thought jjower! 1. The lire Church and Sunday Schodl litcrat^ire of the day. This should beU-ig to the particular denomination of which the Sunday school forms a part, and should be chosen in preferenct to any other denominational litera- ture, in view of the righteousness of denominational loyalty, and should be hailed as a means of develo})ing national patriotism, and therefore should not be alien. 2. liiographieal libraries, presenting, as they do, the in- spiration drawn from actual life, and i)lacing before the young fitting ideals. 3. Ilidorical Works. These should include sacred and ancient histories, the stories of present day nations, e8i)ecially works on childhood's native land, and denominational history. 4. Books of Travel beget- ting, as they do, worldwide interest through an intel- ligent grasp of worldwide conditions. 5. Books on Chris- tian Fhila nth ropy —ctilcuhitiid to develop an interest in Christian Missicms, jind to furnish motives and methods for systematic beneficence. (>. The Poets —-who put l)atriotism into song, recognize the true brotherhood of man, refine the tastes and furnish worthy ideals for life. x64 Sunday School Outlinvi II. Motives. Help for the Sunday School.— Its efficiency is a worthy object for which all may properly strive and this iri assisted by the cultivation of devotion, the creation of interest and the coniniunication of knowledge under spiritual auspices. Representation of the Church.— Unintentional disloyalty to the hvrger church should be prevented by directly cultivating an acquaintmceship through the })eri()dicals, historie.s and biographies of the church with ler Doctrines, her Purposes, her Missionary enterprises. Equipment for Life. — Wise literature wisely selected and wisely placed becomes both a lasting l)ene- diction to the scliolar and wins in return his undying gratitude for an agency which has gone far towards securing puccess for him. Development of National Patriotism. —The charch being by right loyal to the sttite, she Ctimot attbrd to ignore her obligation to train her children in thj like precious faith. Natitmal institutions establish their claims upon : 1. Divine origin ; 2. Providence ; 3. Order ; 4. Utility. And the literature may be so selected as to become ])otential in developing and supporting the recognition of the nation's claims. III. Sunday School Obligation to Literature. 1. To Discriminate in the selectiossibIe area within the 8|>heie of the iicliool, and t«) utilize siu'idus •upplies for mission puri)osos. Sunday School Dynamics. 105 SECTION V. TESTS. Nature. — 1. Usually in school reviews both weekly, monthly and quarterly. 2. By occasional ap[)ointrnenta as substitute teachers by means of which scholars discover for themselves their knowledge and ability to inipart it. 3. By examinations written- (a) Entrance examinations by which the scholar's fitness for a particular class may be determined. (6) Promotion examinations on the strength of which alone he may be graduated from class to class, (c) Periodical examinations either yearly or half-yearly and based on the series of lessons in the lesson course together with Normal drills. Advantages. —1. Correctness as a qualification for wcrk. 2. Readiness as a spur in competition, and a preparati(>n for usefulness, 3, Maintenance of Interest through the conscious upbuilding of knowledge. 4. Streuifth — thrcmgh the individual and collective con- sciousness of the pos-session of knowledge. SECTION VI. RETROSPECT AND PROSPECT, "Behold how great a matter a little fire khidleth ! " Little more than a century has i)a8sed since the beginning of the modern Sunday School by Robert Raikes, yet how great the develo})ments ! So great, indeed, that it may re(iuire no proi)hetic gift to venture a statement of what sliall be in the future. A century ago a little seed was planted which has grown into a great and fruitful tree ; to-day we gather its ripest and best seed.s, and jjlaiit them for the next centennial, confidont that great as have been the developments, in Uie ensuing progress tliey shall l)e far outstripped. These seeds have Divine life in them. Ti. is not in the nature of Christianity to cease growing. If Sunday Schools represented an unchristian tlu Might and i)urpo8e we might expect theui to reach rheir limita- < * io6 Sunday School Outlines. tion, ard that very soon, but having in them the Spirit of the Word and of the Christ, they contain the guaran- tee of their perpetuation and expansion. Sunday School workers have an o])ligati(>n in this respect, to promote the highest efficiency not ah)ne of a few scattered workers, but of all. Let the standard be raised all along the line. To determine what the school of the future may be, it is necessary to observe the elements and tendencies of the l)resent. The school of to-day may be said to be the out- growth of four tendencies, marking as many periods : — First, the Formative Period, marked by a philanthropy which sought the general education and protection of childhood ; secondly, the Sj)iritually Aggressive Period, which relegfited elementjiry and literary education to the Day Scliools, and sought to make the Sunday School evangelistic ; thirdly, the Conservative Period, when Or- ganization became a leading feature ; and fourthly, the Educational Period, in which direct, systematic and con- secutive instruction has been given on S])iritual topics. The last i)eriod was reached some twenty-one years ago, by the introduction of the International System of Sun- day School Lessons. We are now confronted with the fact that, excei)t for tlio comparatively vew parents who attend our Bible Classes, our Sunday Schools rej)resent a generation oi Berean scholars ! There is as much differ- ence between the Sunday Schools of the days preceding the introduction of systematic work and that of to-day, as between the public school in the old log school-house of the days when teachers "boarded out," and were counted efficient if they could teach the "Three Rs" and the trained "modelite" of to-day. Twenty-one years of systematic Bibb) study have imt elements into our Sun- day School work which must affect the future, and i)roba- bly we are in danger of underestimating, ratlier than otherwise, what the effect may bo. There are two dangers to be avoided : First, Memoriter W(n'k withcmt proper explanatiim and upfolding of mean- ings ; and seccmdly, Instruction without securing a grasp of the Text. The old-time school gave us the first method, and our work in scliool was recitation, enlivened by a Bort of holy rivalry in the number of verses recited. Wo had the words, and oftentimes what peculiar meanings wo attjvchod to thorn ! The second method is that of Sunday School Dyna^nics. 107 to-day, and there is room for fearing that, with the large attention given to "Lesson Helps," our scholars and teachers are doing a great amouiit of thinking, but alto- gether too little memorising. We must not overlook the importjince of faith in the Word, otherwise we may be preparing our scholars for Rationalism, rather than for Evangelism, We are reaching what I may be permitted to call the Eclectic , and Spiritual period of Sunday School work. Here it is recognized that the great j)urpose of thousands of Sunday School workers is not to educate as an end but as a means ; their ultimate pur})ose Ijcing the salvation of the child. Regarding children as Ijeing born int(^ the Church, the peculiar possession of Christ, the wise teacher aiuip to instruct with a view to keeping them in the Church and preventing them drifting into sin. To this end Pentecostal Baptisms are needed. Not less of Philan- thropy, nor of Organization, nor of Education, but m(/re of Evangelism is essential. Consecrated intellectuality, hearts and brains under the complete control of the Holy Ghost shall characterise the coming Simday School as one in which the chihlren shall be led o in tho end i.d want of workers, and tho result will more abundantly demon- strate our Christianity.