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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..9990d02 --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #69457 (https://www.gutenberg.org/ebooks/69457) diff --git a/old/69457-0.txt b/old/69457-0.txt deleted file mode 100644 index bb51d8a..0000000 --- a/old/69457-0.txt +++ /dev/null @@ -1,4814 +0,0 @@ -The Project Gutenberg eBook of Stories from the olden time, by -Josephine L. Baldwin - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: Stories from the olden time - Teacher's text book, course IV, part I - -Author: Josephine L. Baldwin - -Editor: Henry H. Meyer - -Release Date: December 2, 2022 [eBook #69457] - -Language: English - -Produced by: Juliet Sutherland and the Online Distributed Proofreading - Team at https://www.pgdp.net - -*** START OF THE PROJECT GUTENBERG EBOOK STORIES FROM THE OLDEN -TIME *** - - - - - - -[Illustration: - - COURSE IV PART I - - GRADED COURSE - INTERNATIONAL SYSTEM - - STORIES FROM - THE OLDEN - TIME - - TEACHER’S - TEXT BOOK - - Prepared by - JOSEPHINE L. BALDWIN - - HENRY H. MEYER, Editor - - THE METHODIST BOOK CONCERN - NEW YORK CINCINNATI] - - - - - +=======================================================================+ - | ORGANIZATION CHART | - +===+=========+===========================+===================+=========+ - |AGE| COURSE | TITLES OF COURSES |Departmental Groups| School | - | | | +---------+---------+ Grades | - | | | | Plan 1 | Plan 2 | | - +===+=========+===========================+=========+=========+=========+ - | 4|BEGINNERS|The Little Child and the |BEGINNERS|BEGINNERS| KINDER- | - | 5| | Heavenly Father (A Two | | | GARTEN | - | | | Year Course for children | | | | - | | | of Kindergarten age.) | | | | - +---+---------+---------------------------+---------+---------+---------+ - | 6|I |Bible Stories for the | | | | - | | | Sunday School and | | | | - | | | Home—Year 1 | | | E | - +---+---------+---------------------------+ | | L | - | 7|II |Bible Stories for the | PRIMARY | PRIMARY | E | - | | | Sunday School and | | | M | - | | | Home—Year 2 | | | E | - +---+---------+---------------------------+ | | N | - | 8|III |Bible Stories for the | | | T | - | | | Sunday School and | | | A | - | | | Home—Year 3 | | | R | - +---+---------+---------------------------+---------+---------+ Y | - | 9|IV |Stories from the Olden | | | | - | | | Time (including Special | | | G | - | | | Summer Material) | | | R | - +---+---------+---------------------------+ | | A | - | 10|V |Hero Stories (including | | JUNIOR | D | - | | | Special Summer Material) | | | E | - +---+---------+---------------------------+ JUNIOR | | S | - | 11|VI |Kingdom Stories (including | | | | - | | | Special Summer Material) | | | | - +---+---------+---------------------------+ +---------+ | - | 12|VII |Gospel Stories (including | | | | - | | | Special Summer Material) | | | | - +---+---------+---------------------------+---------+ | | - | 13|VIII |Leaders of Israel | | | | - | | | (including Special | | INTER- | H | - | | | Summer Material) | | MEDIATE | I | - +---+---------+---------------------------+ + | G | - | 14|IX |Christian Leaders | | | H | - | | | (including Special | | | | - | | | Summer Material) | | | S | - +---+---------+---------------------------+ INTER- +---------+ C | - | 15|X |The Life of Christ | MEDIATE | | H | - | | | (including Special | | | O | - | | | Summer Material) | | | O | - +---+---------+---------------------------+ + | L | - | 16|XI |Christian Living | | SENIOR | | - | | | (including Special | | | | - | | | Summer Material) | | | | - +---+---------+---------------------------+---------+ | | - | 17|XII |The World a Field for | | | | - | | | Christian Service | | | | - +---+---------+---------------------------+ +---------+ | - | 18|XIII |The History and Literature | | | | - | | | of the Hebrew People | | | | - +---+---------+---------------------------+ SENIOR | | | - | 19|XIV |The History of New | | YOUNG | C | - | | | Testament Times | | PEOPLE | O | - +---+---------+---------------------------+ | TO | L | - | 20|XV |The Bible and Social | | 24 | L | - | | | Living | | YEARS | E | - +---+---------+---------------------------+---------+ | G | - | |Special Courses for Parents| | | E | - | | and Elective Courses on | ADULT | | | - | | Special Topics | | | | - +=============+===========================+===================+=========+ - | THE COURSES BEGIN WITH OCTOBER | - +=======================================================================+ - - -NOTE - -PLAN 1: When the Graded Lessons were first issued the yearly courses were -grouped to correspond to this well-known classification of pupils, and -the text books were marked in accordance with this plan. - -PLAN 2: The departmental grouping by a series of three years to a -department corresponds to the school grading where Junior High Schools -have been organized and is now recommended by many denominations. - -Care must be taken to select the Graded Course by age and titles, as -indicated in the left column, rather than by department names. - -Copyright, 1918, by N. S. Barnes. - - - - - Prepared for teachers of children about nine years of age - - STORIES FROM THE - OLDEN TIME - - TEACHER’S TEXT BOOK - - COURSE IV, PART I - - Prepared by JOSEPHINE L. BALDWIN - - [Illustration: The Berean - GRADED COURSE - INTERNATIONAL SYSTEM] - - HENRY H. MEYER, Editor - - THE METHODIST BOOK CONCERN - NEW YORK CINCINNATI - - Copyright, 1909, 1913, 1917, by Josephine L. Baldwin - - The memory verses from the American Standard Bible - are copyrighted, 1901 - by Thomas Nelson & Sons, New York - - - - - To Mrs. J. Woodbridge Barnes - - WHOSE CLEAR VISION, WISE LEADERSHIP, AND - UNDAUNTED COURAGE HAVE MADE POSSIBLE - THE INTERNATIONAL COURSE OF GRADED - LESSONS, AND WHOSE CRITICISM AND SUPERVISION - HAVE BEEN INVALUABLE IN THE - PREPARATION OF THESE LESSONS FOR PUBLICATION, - THIS BOOK IS GRATEFULLY DEDICATED - - - - -CONTENTS - - - PAGE - =Out of Childhood into Youth= 7 - - =Our Juniors, Their Teachers and Lesson Helps= 11 - - GRADED INSTRUCTION 11 - Reasons for Having a Graded System; The Purpose of the Graded - Course; The Material Used. - - THE JUNIOR COURSE 12 - Arrangement of Material; The Aims; The Correlated Lesson. - - THE JUNIOR PERIOD 14 - Beginning and End; Characteristics; Spiritual Needs. - - THE JUNIOR TEACHER 16 - Personality; Opportunity. - - GUIDES FOR STUDY AND TEACHING 19 - The Teacher’s Text Book; The Pupil’s Book for Work and Study; - The Children’s Bible; The Rainbow Bookmark; How the Bookmark - is Used; The Bookmark as a Reward. - - PROMOTION REQUIREMENTS AND HONORS 26 - The Basis for Promotion; Recognition for Extra Work. - - =Stories from the Olden Time= - - I. STORIES OF THE BEGINNINGS 27 - 1. In the Beginning 29 - 2. The Garden of Eden 35 - 3. Hiding from God 40 - 4. Cain and Abel 46 - 5. Review 51 - 6. The Building of the Ark 54 - 7. The Flood and the Rainbow 60 - - II. STORIES OF THREE PATRIARCHS 65 - 8. The Call of Abram 67 - 9. Giving Lot the First Choice 72 - 10. Abram’s Rescue of Lot 77 - 11. Abraham Entertaining Angels 83 - 12. The Song of Mary (Christmas Lesson) 88 - 13. Review 93 - - =Appendixes= 97 - - A. Memory Work 99 - B. Book List 101 - C. List of Stereographs 103 - D. Aids for Superintendent and Teacher 105 - E. Outline of Lessons for the Year 107 - - - - -OUT OF CHILDHOOD INTO YOUTH - - -Traits of Boyhood and Girlhood - -At the beginning of the period of childhood for which the Junior Course -is intended, approximately nine years of age, there appears to be in -the life of the normal boy or girl a real transition as the traits and -interests of earlier years give way to those of full fledged boyhood and -girlhood. Strange premonitions of impending physical and mental changes -now appear, with suggestions of riper years that are rapidly approaching. -The physical and mental changes of this period are accompanied by an -awakening of social consciousness. This is noticeable in the friendships -formed, in the increase of love and sympathy for others and in the -dawning recognition of obligations toward others. The opposite of the -same tendency is reflected in the sense of rivalry and emulation and, -especially in boys, in the developing spirit of pugnacity, tempered with -a tendency to defend the weak. This growing social consciousness brings -with it also a stronger consciousness of self, a clearer recognition of -right and wrong and an awakening of conscience which now begins to take -the place of rules made by others as a guide to action. - - -The Inner Life of the Spirit - -The normal growth of the inner life of the spirit is likewise rapid, the -spiritual awakening which may be counted on during this period bringing -with it the first religious crisis in the life of the boy and girl. -For this crisis the most careful preparation should be made. When the -spiritual awakening comes, the child should be given an opportunity to -choose for himself to live as God’s child in obedience to his laws and -in loving unselfish devotion and service for others. When the choice has -been made, the new sense of responsibility which follows must be fostered -and the child aided by suggestion and encouragement in daily conduct -to follow right habits of thought and action. The meaning, need and -the helpfulness of worship may be taught through actual participation -in services of worship suited to the pupil’s age and the manner of his -natural expression of religious impulses and aspirations. - - -Materials and Methods - -The materials provided in the course of religious instruction for -this period take into account the growing interest of the pupil in -definite information and knowledge. This material includes stories -with a rich coloring of adventure and connected historical narratives -appealing to the interests of this age. By the use of these materials -the mind of the pupil is stored with the best Biblical images of strong -and noble character as his studies introduce him to the great heroes -and champions of the faith of past ages. Much emphasis is laid upon -religious privileges and duties, while profitable occupation exercises -are suggested to insure a daily reinforcement of the lesson taught in -the Sunday school hour. By precept and example the teacher may inculcate -habits of neatness, accuracy, punctuality, patience and other virtues. He -may watch over the religious life and as a wise specialist in the field -of soul nurture may anticipate and prepare the way for each successive -stage of that life’s unfolding. - - -This Text Book - -The introductory chapters of this Teacher’s Text Book, entitled Our -Juniors, Their Teachers and Lesson Helps, present in detail the aims, the -methods and the underlying principles governing this Junior Course. A -careful study of this chapter together with the introductory chapters for -the other years of the course will be found most profitable. - - -The Course and the Writer - -We would unreservedly commend the writer of this course, Josephine -L. Baldwin, to the confidence of all teachers. She writes, not from -theory alone, but from long, practical experience in teaching Junior -children. Every one of the lessons contained in this course she has -taught repeatedly. As a teacher of teachers, therefore, she speaks with -authority in the suggestions and directions contained in this Teacher’s -Text Book. The stories and suggestions regarding method in the form in -which they are here presented, are the rich fruitage of her expert -knowledge and training. There are no better courses for use with children -of junior age than this course. It is a tool well fashioned for its -intended use. As such it will not furnish a substitute for intelligent -study and devotion on the part of the teacher, nor will its use lessen -the dependence of the teacher on Divine help and inspiration in teaching; -but these personal qualifications being present, this Junior Course and -the graded system, of which it is a part, should yield large returns for -the Kingdom in the stimulation, growth, and enrichment of the religious -experience and life of children. - - THE EDITOR. - - - - -OUR JUNIORS, THEIR TEACHERS AND LESSON HELPS - - -GRADED INSTRUCTION - - -Reasons for Having a Graded System - -The reason for having a graded course of instruction for the Sunday -school is that the children differ year by year in knowledge, capacity, -interests, and needs. Graded lessons are simply an attempt to meet these -differences with instruction suited to each year of the developing life. -The aim of religious education is to fit the child for complete Christian -living, to make him not simply a religious individual but a useful -member of society, intelligently devoted to the highest welfare of his -fellows and of mankind. In order that this may be accomplished he must -have knowledge and his knowledge must lead to action. There is a broad -purpose underlying the graded lessons which is thus stated in terms of -the children’s religious needs. - - -The Purpose of the Graded Course - -The purpose of the graded lessons is to meet the spiritual needs of the -pupil at each stage of his development. The spiritual needs, broadly -stated, are these: - -1. To know God as he has revealed himself to us in his Word, in nature, -in the heart of man, and in Christ. - -2. To exercise toward God the Father, and his Son, Jesus Christ, our Lord -and Saviour, trust, obedience, and worship. - -3. To know and do our duty to others. - -4. To know and do our duty to ourselves. - - -The Material Used - -The material through which this purpose is to be attained is taken mainly -from the Bible and treated as story, biography, history, or literature -according to the period for which it is used. There are certain facts, -not found in the Bible, the knowledge of which is essential if the pupils -are to see God in the present day world. Therefore, many nature lessons -are given to the little children, incidents in the lives of modern -followers of the Lord are provided for the older children, and broader -studies from the field of modern reform and of missionary movements for -young men and women. There are also lessons on the Book itself and how it -has come to us. All of these lessons start outside of the Bible and lead -back into it for their explanation. The Bible lessons begin with the Word -and go out into life for their application. The one is just as biblical -as the other. - - -THE JUNIOR COURSE - - -Arrangement of Material - -In the Graded System the Junior Course follows the two-years Beginners’ -Course and the three-years Primary Course. In those earlier years the -stories are not chosen chronologically but are grouped under themes. The -sense of time dawns when the child is about nine years old, therefore the -Graded Lessons for the Juniors are arranged chronologically, at first by -periods and later in a straight chronological course from the Conquest of -Canaan to the end of New Testament History. - - -The Aims - -The aim for the Junior lessons as a whole is: - -=To help the child to become a doer of the Word, and to lead him into -conscious loyalty to Jesus Christ.= - -The aims for each of the four years are these: - -=1. To awaken an interest in the Bible, and love for it; to deepen the -impulse to choose and to do the right.= - -=2. To present the ideal of moral heroism; to reveal the power and -majesty of Jesus Christ, and to show his followers going forth in his -strength to do his work.= - -=3. To deepen the sense of responsibility for right choices; to show the -consequences of right and wrong choices; to strengthen love of the right -and hatred of the wrong.= - -=4. To present Jesus as our Example and Saviour; to show that the -Christian life is a life of service; to deepen interest in the Book -which contains God message to the world.= - -In the first year all but eight of the fifty-two lessons are the -elemental stories taken from the first five books of the Bible. This is -as it should be, for these stories appeal more strongly at this time -than at any later period. As the first twenty-six lessons are found in -the book of Genesis the stories are easy to find and the child is not -perplexed and confused by having to search for the one he wants among -many books with unfamiliar and difficult names. He is led by easy stages -in his Bible readings, and through the charm of the stories, together -with his growing ability to handle the book in which they are found, the -child not only becomes interested in the Bible but learns to love it. - -The second part of the aim implies obedience, and that may be said to -be the key-word of this year’s work. (See the Junior motto and verse -for the year on the inside of front cover of the Work Book.) With these -children, it is largely the absolute obedience of the immature. This -form of obedience is a temporary virtue which must eventually be lost in -self-control. But no one can attain the most perfect self-mastery who has -not first learned to yield obedience to rightful authority. The transfer -of the seat of authority from without to within should keep pace with the -child’s growth in knowledge, in emotional balance and control, in moral -strength, and in the ability to form accurate judgments. The teacher’s -aim is to bring the child’s will into line with God’s will for him. - - -The Correlated Lesson - -In the Junior period it is essential that two lessons be given every -week, the one the regular lesson in the Junior Graded Series and the -other a lesson dealing with the more mechanical part of the instruction. -This is called the Correlated Lesson because it is closely related to the -main lesson. The reason for having it is that during the Junior period -there is a large amount of information which must be given in order that -the pupils may grasp the truths in the lesson stories and learn how to -handle the Bible with ease. - -In the first year the books and divisions of the Bible must be taught. -In the other years Bible geography becomes increasingly important as -a background for the lessons, and this is the time when it should be -studied; for the sense of location dawns at about the ninth year and the -interest in geography is at its highest during the Junior period. Some -knowledge of the manners and customs of Bible lands is necessary for -an understanding of many of the stories. All through the Junior period -are required frequent drills on essential facts and all material for -memorization in order that those things may be permanently held in memory. - -A Junior child cannot profitably pay attention to one subject for more -than twenty minutes consecutively. The lesson story on any given Sunday -requires that much time, so it would be impossible to combine with it in -one Junior lesson period the necessary correlated information. Fifteen -minutes should be devoted to the Correlated Lesson, preferably the first -quarter of the Sunday-school hour, to be followed by the service of -worship and all the other exercises, leaving the last twenty minutes for -the lesson of the day. - -In schools where this plan is followed and the lessons are well taught, -the memory texts are both learned and remembered. The children are -familiar with Bible lands and can associate events with the places -where they occurred. They understand the strange customs of Bible times -and therefore are not puzzled by accounts that would otherwise be -unintelligible. They know the Bible as a book and can find references -easily. The upper grade Juniors can find a score of the great passages -in the Bible without having the reference given. In schools where the -correlated lessons are not taught the children are not only ignorant of -many things they ought to know, but do not gain the benefit that they -should get from the course of study. - - -THE JUNIOR PERIOD - - -Beginning and End - -Only broad and general statements can be made concerning the division -lines between the different departments of the Sunday school, especially -after the end of the Primary; but the largest factor in deciding when the -Junior period begins is the ability on the part of the pupils to read -well enough to be able to read in the Bible without too much stumbling. -The end of the period is indicated by the beginning of adolescence, and -this fixes the Junior period of the normal child as extending over at -least three years. The course provides studies for four years. - - -Characteristics - -The general characteristics of the children in this period are marked, -differing in many important particulars from those of the period before -and still more sharply from those manifested in the adolescent years. -There is a reaching out for and a choice of companions differing from -the happy-go-lucky way in which the Primary child accepts his neighbors -as playmates and a growing tendency to concentration in groups or gangs -accompanied by the most intense loyalty to the members of the group. -The normal interests which have an important bearing are those in -reading, heroes, the forces of nature, and the attainment of results. -Intellectually, the child begins to seek for reality. The historic sense -develops, and the sense of location both develops and matures during this -period. There is a deep regard for authority if rightly administered by -one who the child feels has a right to rule over him. Memory is strong -and retentive. A deep-seated, though egoistic, sense of justice is -apparent. This is preeminently a time when habits are formed and fixed. - -There are limitations here, as in every other period. The child is and -must be more or less self-centered, because this is a time when he must -pay attention to himself and get himself adjusted to the world about him -before he can send his energies out in service for others, as will be -normal in the next period. The reasoning power is very weak, depending -upon sequence rather than causality. The interest in people is altogether -in conduct and not at all in character; what a person does is what these -children care about, not what he is. - - -Spiritual Needs - -The study of even these few characteristics so briefly stated makes it -evident that the children have special spiritual needs; that is, certain -phases of the great fundamental truths which underlie all religious -teaching will make the strongest appeal and be most helpful at this time. -For instance, in God’s relation to us, it is not the Fatherhood of God -which will appeal more strongly, but the Kingship of God, his authority, -his wisdom, his justice and power; but with this presentation of the -majesty of the Creator must be closely associated the thought of God as a -daily Companion, as a Saviour from the power of sin, and as the Giver of -eternal life and a heavenly home. Our relation to God as subjects of the -King, and as dependent upon him for guidance, is linked with the thought -of the privilege of cooperating with him in such forms of service as are -possible to children, and in such manifestations of love as find natural -expression in prayer, praise, and worship. - -The Junior in his relation to others must be taught to play fair, to obey -those in authority, to cooperate heartily in the duties and joys of the -home life, and to champion right causes, whether standing alone or in -company with others. The duties the child owes to himself which can best -be taught and are most needed in this period are the formation of right -personal habits, making right choices, and establishing right conceptions -of progress. - - -THE JUNIOR TEACHER - - -Personality - -A great deal is said about the characteristics of the Junior pupils and -how these affect the plans that are made for their instruction. They also -have a bearing upon the type of adult who should deal with the children -in this formative period. It should not be necessary to say that the -teacher must be a Christian and a church member, for consistency and -common sense alike would demand that he who seeks to prepare recruits -for the army of the Lord must be in active service himself. He cannot -say, “Go”; he must be able to say, as the Master did, “Come, follow me.” -The blind cannot be leaders of the blind. But there are many kinds of -Christians and church members-persons who differ in temperament and in -ways of looking at religious truth. - -The Junior period is a time when the pupils are searching for realities. -If normal children, normally trained in the home and church, they have -almost unbounded credulity, which during this period rapidly develops -with growing knowledge and experience into true faith. This is the -God-given time for so strengthening the foundations of religious -belief for the children that in the succeeding periods, when doubts -will normally arise and sometimes beat most insistently upon the house -of their faith, it will stand firm because built upon a rock. It is -a crime to suggest doubts to Junior children or to surround them -with an atmosphere of uncertainty. The teacher who attempts to guide -children in this period should know what he believes, and believe it -with all his heart, and speak with no uncertain sound. This may seem -an almost impossible condition in an age when most learned scholars -find innumerable points of criticism upon which they cannot agree, and -concerning which many declare themselves to be agnostic; but there are -certain great fundamentals which all must believe if they are to be -intrusted with the leading of the young, and those who are chosen for -Junior teachers should have the temperament which puts emphasis upon the -positive and constructive in belief rather than upon the things which lie -on debatable ground. - -A person who has not a keen sense of justice, and who is not able to -be impartial and to keep in the background any personal preferences -that he may have, should not attempt to teach Juniors. The children -will apply to themselves the most rigid rules if given an opportunity -for self-government, and will rejoice in obeying them, but they will -resent with the utmost intensity the slightest ruling of a teacher or -superintendent which has in it a taint of partiality or injustice. This -does not mean that the teacher of Juniors must be ideally perfect. The -impossible is not required of anyone in God’s work; but because “we teach -only a little by what we say, much more by what we do, and most of all -by what we are,” it is more important that the Junior teacher should -cultivate those qualities in himself which appeal most strongly to the -Junior child than it is that the lessons chosen for the children shall -present those qualities through the lives of the heroes of the past. - -The best teacher is one in whom the pupil feels the presence of religion -as a concrete, natural thing. The best Sunday-school teaching is an -initiation of the pupil into sacred things, and initiation is a process -of admitting one to a society of persons and fellowship. Many persons -have been asked to say what in their experience as Sunday-school pupils -most influenced them for good. The reply, apparently the invariable -reply, has been, “The personality of the teacher rather than the content -of formal instruction.” Nothing in the way of methods or advice can take -the place of wholesome, winning personality that actually lives in the -realities of the Christian experience and truly admits pupils into the -fellowship of this life.[1] - - -Opportunity - -It is the aim of the Sunday school “gradually to bring to completeness -or perfection the worthy qualities and characteristics of each pupil, -and repress the unworthy, to the end that he may do the work and exert -the influence of a true Christian in his environment.” The Junior period -is a time when the Sunday-school teacher is given a unique opportunity -for helping to realize this aim. In the child’s physical life this is a -time of slow growth and bodily vigor, which makes possible a degree of -concentration in work and study not to be expected in the earlier years. -It is a time when the memory is both strong and retentive, and the child -may make the greatest treasures of holy writ his own for all time if he -learns them in these years. - -The brain cells are still plastic, though hardening rapidly. It is -therefore easy to get the child to act along suggested lines, and through -incentives and rewards to secure that regular, voluntary repetition -of the right act which is necessary for the formation of a habit. The -fact that this is the great habit forming and fixing period of life -makes evident at once the large opportunity and the corresponding -responsibility of the Sunday school in its relation to Junior children. - -Teachers, while endeavoring to exemplify the virtues which they -inculcate, should constantly aim to help their pupils to form such habits -as regular Bible reading and study, church attendance and attention -(which is even more important), punctuality, cooperation, industry, -thoroughness, perseverance; cheerful, systematic, intelligent giving, -reverence and orderliness. It is tremendously important that the children -shall form character building habits at this time; for “whatever is found -in the life as habits of thought, feeling, and action at the dawn of -adolescence will then be greatly magnified and strengthened.” - -Another fact which emphasizes the opportunity this period presents is -that at some time during these years, usually toward the end of the -period, comes the first great age of spiritual awakening, when the child -may be expected to become conscious of his relationship to Christ, and -proclaim his newly realized loyalty. In the eyes of the church the child -is a member of the kingdom of heaven. It now becomes the duty of the -church “to see that the child does not lose his spiritual inheritance; -that he is kept in the kingdom and so trained that at the time when he -becomes fully conscious of his relationship to the Divine, he will choose -to claim his inheritance as a child of God and lead the life for which it -calls.” - -It is sometimes said that Junior children are “trying,” and this is -absolutely true. Each class tries its teacher, not because the children -wish to be aggravating, but because it is ordained that they shall gain -their knowledge and experience by testing each new situation in which -they find themselves, and each new person with whom they are brought -into close contact. What they are seeking is reality, and they will -experiment until they find out what is true about their teacher. They -are not endeavoring to get their own way, though that may often seem -to be the case. They never like a teacher who is weak and vacillating, -but if in the testing process they discover a teacher who knows what he -tries to teach, who is firm and kind, impartial, just, and loving, they -will yield to that teacher the truest respect, admiration, loyalty, and -affection. The Junior teacher should rejoice in the opportunity that his -task affords. There is no other time in the life of a Sunday-school pupil -when such a ready response will be made to the right influence, example, -and instruction. - - -GUIDES FOR STUDY AND TEACHING - - -The Teacher’s Text Book - -Two text books are provided with the lessons—one for the teacher and one -for the pupil. - -In the teacher’s book it has been the aim to give as much material for -the individual study of the lesson as is possible within the prescribed -limits of the book. Bible passages that throw light either upon the -truth to be taught or upon the meaning of the lesson story have been -carefully selected. The quotations from the commentators will also be -found valuable. The plan of study that will bring the best results to any -teacher using this book is first to read carefully the lesson passage -and any history intervening between the lesson and the preceding one, to -study what is said by the commentators and the Bible references that are -given, and to glance over the suggestions under Lesson Preparation. - -When these things have been done the teacher should turn away from -all books and ask himself, “How can I best present this lesson to my -class?” and with the needs of his own pupils in mind, plan the lesson -for presentation. After the plan is settled the method of presentation -as given in this book will not prescribe a method but may be helpful in -the way of suggestion. The importance of individual preparation cannot be -emphasized too strongly, for no ready-made lesson can be perfectly fitted -to any class. - -The lessons for the first half of the quarter are taken from the “morning -stories” in the first eleven chapters of Genesis. These stories nourish -the soul of the child as few other stories can, because they keep the -child in the presence of God. It is a God who not only creates, but -guides, loves, reproves, walks, and talks with man as one friend with -another. The nine-year-old child is hardly yet beyond the stage where the -fancies of fairy tale and myth make a strong appeal. For that reason it -seems to him perfectly natural that God in visible presence should meet -and converse with his children. These stories, therefore, strengthen the -God-consciousness within him, and awaken a response which results in the -realization that he, too, may have personal relation with his loving, -heavenly Father. - -“The ancient Hebrew had no notion of science. He did not ask for the -immediate cause of physical events. It entirely satisfied his instinct -for ultimate truth to assume that thunder was God’s voice; that God had -planted those cedars whose life reached back before the memory of man. He -related all mysteries to God, and in that relationship his mind rested -and his heart was satisfied.”[2] - -This is equally true of the child. His heart is satisfied with God, and -he is not troubled with any questions concerning whether these early -stories relate actual happenings or not. They are gloriously true because -they tell the truth about God. They give the child an axis for his -universe, and that is what he is seeking. The teacher should not try to -interpret the stories, but simply tell them as nearly as possible in the -splendid simplicity of the Bible language. - - -The Pupil’s Book for Work and Study - -This book guides the pupil in his Bible reading and study, indicates -verses or passages for memorization, and through the handwork furnishes -him an opportunity for making the lesson his own. There are several -reasons why this book is of high educational value. One is that it serves -to fix the facts clearly in mind and facts are the basis of ideas. Ideas -cannot be clearly seen until the facts are mastered. - -But the book does much more for the pupil than to put him in the -possession of knowledge. It gives him an opportunity to practice -obedience in a different way from anything to which he has been -previously accustomed. In the Primary Department the children do an -increasing amount of handwork, but they do it with the help and under the -supervision of their teachers. The nine-year-old child must learn to work -by himself and to obey printed instructions. - -Teachers examining this work for the first time may think that the -pupils’ books for the first year are so stereotyped as to leave no -room for originality. That is true in a sense, and the work has been -prepared purposely in this way, for before the pupils can do original -work, they must have a certain basis of knowledge. They must learn how -to follow printed instructions carefully, and be able to make themselves -do the thing they are told to do at the time they are told to do it. -If through the books of the first year the pupils should learn to be -both accurate and punctual, we might feel well repaid even if no other -results come from this study. But the fact is that while doing the work -exactly as it is assigned they will get the greatest benefit from the -lesson themselves, for the spirit of obedience generates an atmosphere in -which all the Christian graces possible to a child can best develop and -flourish. - -The work book ministers to the child’s growing sense of responsibility. -If he accepts the responsibility and honestly tries to meet its -requirements his character is strengthened thereby. If he shirks his duty -his moral nature is weakened. - -No teacher can afford to allow the children to neglect the work book. If -they do not do the work there outlined, they cannot learn the lessons, no -matter how well the stories may be told in class. The child learns not -by hearing but by doing. On the other hand the book must never be thought -of as an end in itself, but only as a means to an end. In one school -the most perfect work book shown in the exhibit represented the most -abject failure from the standpoint of religious education. It was made -by a boy whose mother had compelled him to do the work and supervised it -rigidly. He hated it with his whole heart because he was never permitted -to play until that work was done. The mother was exceedingly proud of -the book. To have it completed and neatly done was the end she had been -seeking, and that she had attained. But the book was well-nigh worthless -in the teacher’s estimation because it did not represent the child’s -own initiative and volition. When the pupil, incited by example and -suggestion and rewarded by commendation, chooses to do the work, the book -becomes one of the important means by which the great end of character -building is accomplished for him. - -The teacher should always have a copy of the Pupil’s Book for Work and -Study and do the work in it just as he would like to have the children do -it. Of course it should be better done than any child can possibly do it. -If the teacher colors the pictures with water colors, uses illuminated -initial letters, and writes neatly and plainly, his book will be a great -incentive to the children to do the very best possible work themselves. - -In the beginning of the first quarter’s work the teacher should remember -that these children are still to all intents and purposes Primary -children unaccustomed to working alone. It is exceedingly important that -each teacher should meet the children of the class during the week after -teaching the first lesson and show them how to cut out the pictures for -that first lesson and paste them in the book. The children would then be -certain to start right, and though it may not be true that “well begun -is half done,” a good beginning is so encouraging to the child that he -is much more likely to keep up the work and to find it enjoyable. But -if he makes mistakes or neglects to do the work at the beginning it is -doubly difficult to interest him later. The week day gathering to start -the children on their handwork might be called a Work Book Social, ending -with games and light refreshments. When the children arrive have them -take their books and read carefully with you the instructions on pages 2 -and 3 before doing the pasting and writing for Lesson 1. Suggest that -the picture sheet be handled very carefully so that the pictures needed -for later use may not become marred or defaced in any way. Encourage the -children to keep the book clean and neat. In order that the cover may not -be soiled from use, it is well to make a cover for each book from manilla -paper and place the picture sheet between the manilla cover and the cover -of the book so that there will be no danger that the pictures will be -lost as the book is carried home. Explain that the reading is to be done -each day just as indicated in the book. Great stress should be put at -all times upon the doing of these specified tasks regularly and keeping -strictly up to date with them, in order that the children may form the -habit of daily Bible reading and study. - -Incentives and rewards will be found necessary as means for inducing the -children to choose to do the work. Juniors do not love work, but are -interested in the attainment of results, and when wisely led will learn -later to love work for work’s sake. Among the incentives there should be -a department Honor Roll, and a Class Banner. The first year children who -complete their books satisfactorily should be given a social or outing at -the end of each quarter. They like public recognition of every kind, so -the prospect of having the book appear in the exhibit on promotion day is -a strong inducement for doing good work. - -Because of the necessary wear and tear on the book and the danger that it -may be lost in carrying back and forth, it is not best to have the pupils -bring their books every week to the school all through the year; but in -the beginning it is desirable to have the book brought each week so that -the teacher may see how the work is being done. After the children are -well started the teacher can use his own book in the class in giving any -necessary instruction. - - -The Children’s Bible - -In the beginning of this Junior work every pupil must have a Bible of -his own, the American Standard, if possible. If the parents will not or -cannot provide one, the school must do so, for the child cannot possibly -do the work as outlined unless he has a Bible to work with. It is also -essential for other reasons. No one can be interested in a book which -he does not know how to handle, and it is impossible for any child to -become familiar with the Bible if the only time he uses it is on Sunday -during the Sunday school session. - -If some of the children have a King James Version and some the American -Standard, explain that both are translations into English from another -language, that the King James translation was made three hundred years -ago and that of the American Bible finished at the beginning of this -century. Tell the children also that because we think the American -Standard gives the meaning more clearly we use it in these lessons -whenever any memory texts are printed. - - -The Rainbow Bookmark - -There is no question but that learning the books and divisions of the -Bible is one of the hardest tasks that the children will meet during -the Junior period. Most of the books have names that are in a foreign -language and therefore especially difficult to learn. But as the children -commit anything to memory easily in this period, and as the interest in -new words is strong, the work is not nearly so hard as adults are apt -to think it. But whatever the difficulty may be it is essential, if the -children are to get the best results from the Junior work, that in this -first year they shall learn the names of the books of the Bible, and -learn how to handle the Bible and find references quickly. - -The use of the rainbow bookmark has been found helpful in interesting the -children in the study and making it easier for them, and in awakening in -them a desire to use their own Bibles. Its bright colors are attractive, -and the rainbow standing for God’s promises has a beautiful meaning, -which is joyfully recognized by the children when they hear the story of -The Flood. The bookmark is also useful in conducting department or class -drills. - -This bookmark is made of nine ribbons in the prismatic colors with indigo -and purple, darker shades of blue and violet, and a white ribbon to mark -the Gospels. The colors are used in this order: red, orange, yellow, -green, blue (light), white, indigo, violet, and purple. The ribbons put -together in such a way that they will not tear the leaves of the Bible -can be secured of the publishing house at 25 cents for each bookmark. - - -How the Bookmark Is Used - -The bookmark is placed in the Bible by putting the ribbon at the end of -the division for which it stands. In this way red follows Deuteronomy, -and marks the five books of Law or the Pentateuch. Orange, following -Esther, marks the twelve books of History. Yellow, following the Song of -Solomon, marks the five books of Poetry. Green, following Daniel, marks -the five books of the Major Prophets. Blue, following Malachi, marks the -twelve books of the Minor Prophets. White, following Saint John, marks -the four Gospels. Indigo, following Acts, marks the one historical book -of the New Testament. Violet, following Hebrews, marks the fourteen -Pauline Letters. Purple, following Jude, marks the other seven letters. -Revelation, the one book of Prophecy in the New Testament, has no ribbon. - -There is a peculiar fitness in having white, the combination of all -the colors, for the Gospel story, which is the center and climax of -all the Bible narratives, and it is very desirable to have the life of -Christ marked in a peculiar way which will set it apart from the rest -and emphasize its importance. In the regular order indigo, the darkest -and least attractive of all the ribbons, would mark the Gospels, and -there would be but one ribbon for the letters, which leaves a series of -twenty-one names to be learned in one group. - - -The Bookmark as a Reward - -This device is first mentioned in connection with Lesson 8. In the -correlated work for Lesson 9 slips of paper of the bookmark colors are -suggested as markers for the memory texts, and the children in this way -begin to learn the kinds of books in the Bible. A sheet of paper for each -color is not difficult to secure and would make enough strips for several -classes. - -If the school can afford to give them, the bookmarks make a fine reward -to give to the children when they have learned the books and divisions -perfectly. If the parents can afford to buy them and the school cannot, -suggest that they do so but ask them to wait until the children know the -names of the books, so that it will come as a reward in any case. - - -PROMOTION REQUIREMENTS AND HONORS - - -The Basis for Promotion - -In any graded course of study the pupils are expected to earn promotion -from grade to grade by attaining a certain required average in their -work. In the Junior Course the Pupil’s Book for Work and Study is, as -the name implies, both a guide in study, and a means of fixing in mind -the knowledge which has been gained. To meet the requirements of this -book the pupil must do the daily Bible readings, learn the memory text -or texts each week, do whatever reading is required, and learn the hymns -that are printed in the book. At the beginning of the course the pupils -should understand that the doing of the work for which the Work Book -calls is a requirement for promotion. In all schools seventy-five per -cent out of a possible one hundred is accepted as a passing average. -Therefore, three out of four Work Books satisfactorily completed during -the year entitle the child to promotion. Knowledge that the requirements -of the Work Book must be met in order to earn promotion is with many -children one of the strongest incentives that can be presented to them -for doing that work regularly and well. - - -Recognition for Extra Work - -Every child should be incited to do more than merely meet the requirement -that passes him from one grade to the next. It is to furnish this -stimulation that extra honor work is provided. If the child chooses to -complete the fourth Work Book he earns an honor in that way. If the hymn -given for illustration is illustrated that gives another honor. Learning -the optional memory passages, prayers, and hymns is a third method of -gaining honors; and regular attendance upon the church service a fourth. - - - - -I. STORIES OF THE BEGINNINGS - - - - -LESSON 1 - -THE CORRELATED LESSON - - -At the beginning of this lesson the teacher and each pupil should have -his Bible in hand. - -Let us look at this book of ours which is the finest story book in all -the world. What name do you find on the back of the book? The word Bible -means “The Book,” and that is the best possible name for God’s Word, -because it is the Book of all the world, the one of which more copies -are made, sold, and read than of any other. In the last hundred years -316,000,000 copies of the Bible were sent out by the different Bible -societies of the world. - -Now let us look at this wonderful Book. Turn to the title-page and we -will read together what we find there. Containing what? So there are two -great divisions in this book of ours, one called the Old Testament and -the other the New Testament, and it is just as you would think from the -names. The Old Testament tells of things that happened long, long before -those that are told about in the New Testament. (Drill on the names of -the two parts of the Bible until the class is familiar with the words.) - -Now let us look at the page opposite the first book of the Old Testament. -What do you find there? (The Names and Order of the Books of the Old -Testament.) So you see our Bible, the great Book of the world, is not -simply one book but a whole library of books. How many books are there -in the Old Testament? (If there is time it might be well to let each one -count for himself.) So the Old Testament has 39 books. - -(Follow the same plan with reference to the New Testament, and when the -pupils have found that there are 27 books have them find the number of -books in the Bible by adding the two numbers. When you have drilled on -these figures and facts sufficiently give to each pupil a copy of the -Pupil’s Book for Work and Study and show them the first part of Lesson 1, -letting them tell what words are to be written in the spaces as the work -for the following day at home. Do not let them look ahead at the other -lesson, as that is to be taken up after the lesson has been taught.) - - - - -LESSON 1 - -In the Beginning - - -=Teaching Material.=—Genesis 1:1 to 2:3. - -=Pupil’s Reading.=—Genesis 1:1-5. - -=Memory Text.=—In the beginning God created the heavens and the earth. -Genesis 1:1. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Nehemiah 9:6; Job 12:7-10; 26:7-14; Psalms 19:1-6; 33:6-9; 74:16, 17; -90:2; 95:4, 5; 104:1-35; Jeremiah 51:15, 16; Amos 4:13; John 1:1-3; -Revelation 4:11. - - -FROM THE COMMENTATORS - -What, then, are the truths taught us in these chapters? The first is -that there has been a creation, that things now existing have not just -grown of themselves, but have been called into being by a presiding -intelligence and an originating will. No attempt to account for the -existence of the world in any other way has been successful. A great deal -has in this generation been added to our knowledge of the efficiency of -material causes to produce what we see around us; but when we ask what -gives harmony to these material causes, and what guides them to the -production of certain ends, and what originally produced them, the answer -must still be, not matter but intelligence and purpose.—_The Expositor’s -Bible_, _Genesis_, _Marcus Dods_. - -The record is not a geological treatise, but a hymn of praise to God, -magnifying his mighty works, indicating man’s high relation to him, and -hallowing the weekly Sabbath, which is man’s day of rest.—_The Handy -Commentator_, _A. R. Payne Smith, Dean of Canterbury_. - -The cosmogony of Genesis shows, in opposition to the conceptions widely -prevalent in antiquity, that the world was not self-originated; that it -was called into existence, and brought gradually into its present state, -at the will of a spiritual Being, prior to it, independent of it, and -deliberately planning every stage of its progress. The spirituality, not -less than the dignity, of the entire representation is indeed in marked -contrast to the self-contradictory, grotesque speculations of which the -ancient cosmogonies usually consist. “It sets God above the great complex -world process, and yet closely linked with it, as a personal intelligence -and will that rules, victoriously and without a rival.”—_The Book of -Genesis_, _S. R. Driver_. - -If anyone is in search of accurate information regarding the age of this -earth, or its relation to the sun, moon, or stars, or regarding the exact -order in which plants and animals have appeared upon it, he should go to -recent textbooks in astronomy, geology, and paleontology. It is not the -purpose of the writers of Scripture to impart physical instruction, or -to enlarge the bounds of scientific knowledge. So far as the scientific -or historical information imparted in these chapters is concerned, it -is of little more value than the similar stories of other nations. And -yet the student of these chapters can see a striking contrast between -them and extrabiblical stories describing the same unknown ages handed -down from prescientific centuries. Here comes to view the uniqueness -of the Bible. The other traditions are of interest only as relics of -a bygone past. Not so the biblical statements; they are and ever will -be of inestimable value, not because of their scientific teaching, but -because of the presence of sublime religious truth in the crude forms of -primitive science. If anyone wishes to know what connection the world -has with God, if he seeks to trace back all that now is to the very -fountain-head of life, if he desires to discover some unifying principle, -some illuminating purpose in the history of the earth, he may turn to -these chapters as his safest and, indeed, only guide to the information -he seeks.—_The Christian View of the Old Testament_, _Frederick Carl -Eiselen_. - - -AIM - -=To present the thought of God as the Creator of all things, the rightful -ruler of the universe, and to establish in the child an attitude of -reverence toward God as Creator, and toward nature as his work.= - - -LESSON PREPARATION - -The best possible preparation for the teaching of this lesson and -the accomplishment of its aim is to saturate one’s mind with the -God-permeated story of the creation in the lesson passage, and other -Bible passages given, in which God stands preeminent as the almighty -Creator of the universe. - -In the Intermediate period, the four years that follow the Junior, it -would be highly interesting, and instructive as well, to discuss with -the class the various creation stories that are found in the writings of -antiquity, and to compare them with the story as given in Genesis; but -these children have not the historical background that would be necessary -to enable them to appreciate such discussions. What they are most -intensely interested in is the deeds of people. Not what people think or -what they are, but what they do, attracts the Junior child; and in like -manner it is not the attributes of the Deity, but his power manifested -in the universe, creating, ruling, and overruling, that will hold the -attention and minister to the spiritual needs of those we teach. - - -LESSON PRESENTATION - - -Point of Contact - -(Show a picture representing a person or persons in the act of prayer. -The well-known Angelus is perhaps one of the best for this purpose. -Question on it, and get from the children, if possible, the story of the -call to prayer.) - -The sweet sound of the bell borne on the evening breeze from the steeple -of the village church comes to the field where the workers are busy with -their tasks. What do they do as they hear it? To whom are they speaking -when they bow their heads? - -Let us think for a moment of another scene. It is in another country far -away from this, and the people look very different from those in our -picture, but they too are bowing, not simply the head but the whole body, -for they are kneeling and their heads are bowed to the earth. What do -you think they are doing? Yes, they are praying, but to what? As we look -toward the east we see that the sun is just rising above the horizon, -and it is the sun that those people are worshiping. In that country and -in others we could find people who worship the moon in the same way, and -the reason why these things are done is that all people everywhere have -a desire in their hearts to worship, and these people have taken the -things that they see which seem to them to be the most wonderful and have -made gods out of them. They know nothing about this greatest Book in all -the world, which you and I know and love, and so they do not know of the -great and good God to whom you and I pray, and whom we call our Father. - -If we could see those people and talk with them what would we wish to -tell them? It seems to me that for these people, the first story to tell -from God’s Word would be the first story in that Book, one that we have -heard, perhaps, many times, but which we never tire of hearing, and which -we are to hear once more to-day. - - -The Lesson Story - -It seems strange, does it not? to think of a time when there was no -earth; but there was such a time and there our story for to-day begins. -All was black darkness where this world now is, but God was in his -heaven, for in his Word we read, “Before the mountains were brought -forth, or ever thou hadst formed the earth and the world, even from -everlasting to everlasting, thou art God.” So in the eternity of long, -long ago God lived and ruled, and he was thinking of a people whom he -would make in his own image to be his children, and of the home that -he would make for them. Then it was that from the great black space of -the universe darkness fell away, for God said, “Let there be light: -and there was light. And God called the light Day, and the darkness he -called Night.” Under the almighty hand of the Creator, at his command, -this planet that we call the earth began to swing in its orbit, but it -was wrapped in vapors until God spoke again saying, “Let there be a -firmament in the midst of the waters, and let it divide the waters from -the waters.” At his words the clouds gathered together above, separating -themselves from the waters upon the earth, “and God called the firmament -Heaven.” (From this point try reading the story from the Bible, but have -it so thoroughly in mind that if you find the attention of the pupils -wavering in any degree you can return to the other method. Whether you -read or tell the story of the six days, have the pupils open their Bibles -and read with you the first three verses of the second chapter.) - -“In six days the Lord made heaven and earth, the sea, and all that in -them is, and rested the seventh day: wherefore the Lord blessed the -sabbath day, and hallowed it” (Exodus 20:11). - -What a beautiful story it is, and how glad we are to know that all the -wonders of the earth and sky and sea are the handiwork of our Father! -“The heavens declare the glory of God; and the firmament showeth his -handiwork” (Psalm 19:1). - - The unwearied sun, from day to day, - Does his Creator’s power display, - And publishes to every land - The work of an almighty hand. - Soon as the evening shades prevail, - The moon takes up the wondrous tale, - And nightly, to the listening earth, - Repeats the story of her birth; - While all the stars that round her burn, - And all the planets in their turn, - Confirm the tidings as they roll, - And spread the truth from pole to pole. - -This is what the poet has said about the moon, sun, and stars in the -heavens, and then he says that though there is no voice or sound that we -can hear, still they truly sing and always of God their Creator. This is -the way that the poet has told the story to us: - - What though in solemn silence all - Move round the dark terrestrial ball? - What though no real voice nor sound - Amid the radiant orbs be found? - In reason’s ear they all rejoice, - And utter forth a glorious voice; - Forever singing as they shine, - “The hand that made us is divine.” - - —_Joseph Addison._ - -The most wonderful thing of it all is that though our God is so great -he tells us in his Word that we may speak to him in prayer. That is the -meaning of the Angelus bell calling to prayer every day, and it is the -meaning of other bells which on one day in the week ring sweet and clear, -not as a call to prayer in the midst of work or play, but as a call to -worship on the day that is holy, set apart from the duties of the week, -and made a day of loving service and praise to our God. - - -THE PUPIL’S BOOK FOR WORK AND STUDY - -If you have not already done so, read carefully the comments and -suggestions on page 22, concerning the necessity for helping the children -to start the work in their books correctly. Read what is said on page 26 -about promotion requirements and let your pupils know at the beginning of -their work how important it is for them to do regularly what is asked of -them in the Work Book if they wish to earn an honorable promotion at the -end of the year. - - - - -LESSON 2 - -THE CORRELATED LESSON - - -(Holding your Bible, review something in this way:) - -What is this book called? What does the word Bible mean? Into how many -parts is the book divided? What are they called? Why is the first called -the Old Testament and the second the New? How many books are there in the -Old and how many in the New? How many in the Bible? What is the name of -the first book in the Bible? Who can spell that word? What does it mean? -What is the first verse in the first book? - -(Open your Book for Work and Study that the pupils may see your first -lesson neatly written and the pictures pasted. Even though you have had -the children together during the week as suggested on page 22, in order -that you might help them work out this first lesson in their books, it -will be an encouragement to them if you examine each book and commend -the work heartily when it is possible to do so. If any have not yet done -the work it is of the utmost importance that you have them stay after -Sunday school or see them either at their homes or your house before -next Sunday. To allow the first week’s work to be neglected will leave -the child to conclude that it is not very important after all and that -you do not really care whether it is done or not. As soon as possible -the children must learn to do the work without assistance, but at the -beginning they will need both help and stimulation. Speak of the fact -that if they do all the work in the Junior Course and keep their books, -they will have a little library of twenty-three books illustrated with -many beautiful pictures. Tell them of the exhibit of Work Books when -the work of all the Juniors will be shown to other people in the Sunday -school and to the parents and friends of the children. Whatever you can -do to make the child see the value in his book and arouse his pride in -his work will be a great help to him in establishing habits that make -for strength of character. To allow a pupil to fail to do his work is to -encourage a neglect of duty and indifference to just obligations, which -will inevitably weaken his moral fiber.) - - - - -LESSON 2 - -The Garden of Eden - - -=Teaching Material.=—Genesis 2:4-25. - -=Pupil’s Reading.=—Genesis 2:9, 15-25. - -=Memory Text.=—And the Lord God took the man, and put him into the garden -of Eden to dress it and to keep it. Genesis 2:15. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Proverbs 14:23; 18:9; 22:29. Ecclesiastes 9:10; 11:6; Romans 12:11; 1 -Thessalonians 4:11, 12. - - -FROM THE COMMENTATORS - -Man is not made simply to enjoy life; he is to labor and work. Even such -a garden as the one described in verse 9 gives scope for man’s activity; -he is to till it, to develop its capacities, and adapt it to his own -ends, and to keep (Isaiah 27:3) or guard it, against the natural tendency -of a neglected garden to run wild, and against damage from wild animals -or other possible harm.—_The Book of Genesis_, _S. R. Driver_. - -But man is not designed solely to till and keep the garden. There are -dormant in him capacities of moral and religious attainment, which must -be exercised, developed, and tested. A command is therefore laid upon -him, adapted to draw out his character, and to form a standard by which -it may be tested. It is a short and simple command, unaccompanied even -by a reason; but it is sufficient for the purpose: man’s full knowledge -of what he must do or not do can be attained only as the result of a -long moral and spiritual development, it cannot exist at the beginning. -And the command relates to something to be avoided: the acknowledgment -and observance of a limitation, imposed upon his creaturely freedom by -his Creator and Lord, must be for man the starting point of everything -else.—_Die Genesis Erklärt_, _August Dillmann_. - -It is not enough to place man in the garden: further provision is yet -required for the proper development of his nature, and satisfaction of -its needs, a helper who may in various ways assist him, and who may at -the same time prove a companion, able to interchange thought with him, -and be in other respects his intellectual equal, is still needed.—_The -Book of Genesis_, _S. R. Driver_. - -In order to complete man’s happiness three primal laws were given. The -first was work; this was embittered later in consequence of man’s sin, -but is still his greatest blessing, whether he recognizes it as such or -not. We find this to be true, for whenever man evades work, and seeks -pleasure only, his whole nature becomes impoverished, and deprived of the -stability of earnest purpose and responsibility which ought to be his -birthright. The gift of law, even in its rudimentary stages “thou shalt -not,” is the second great blessing to man. The moral law, putting man -into the right relationship between good and evil, is as necessary as the -great laws of the physical world are to the universe. Further, with the -revelation of that law was given also the penalty of transgression. “In -the day that thou eatest thereof, dying thou shalt die.” “The wages of -sin is death.”—_Bible Lessons for Schools_, _Genesis_, _E. M. Knox_. - - -AIM - -=To help the pupils to realize that work is a part of the infinite plan -for the development of character; to make it evident that it is noble to -be a worker, and to lift the everyday duties of home and school from the -plane of drudgery to that of joyous cooperation in God’s purposes.= - - -LESSON PREPARATION - -The gospel of the dignity of labor has never been adequately preached, -therefore the preparation for this lesson may include the entire reversal -of what has been ground into the teacher’s consciousness from the -beginning until now, concerning the place of work in the world. For many -years people have read the Lord’s words to Adam after the fall, which -consigned him to the task of wresting his sustenance from the unwilling -earth, as if that were the introduction of work into the world, and as if -it were, therefore, brought in simply as a punishment for disobedience. -This was evidently the thought in the mind of the poet who sang, - - Dear work! art thou the curse of God? - What must his blessing be! - -Throwing aside all such misconceptions, read the material for this lesson -with the thought of finding in it how, under the ideal conditions of -Eden, work was given to man which would require the use, and therefore -minister to the development of his physical powers in tilling the ground; -how his mind was given exercise in plans for guarding or “keeping” the -garden and in naming the animals; and how the higher spiritual powers -were called into service when he was given a companion in association -with whom the emotions of love and tenderness would find expression. It -is implied also in Genesis 3:8, that God was wont to meet with Adam and -Eve in the garden and talk with them there. - -The picture that we get as we study this passage in this way has in it -the elements of congenial employment, companionship, obedience to the -highest law, and communion with God, and these are exactly the elements -that will bring the nearest approach to the ideal in any life to-day. - - -LESSON PRESENTATION - - -Introduction - -I wonder if you can remember the time when you first began to ask such -questions as these: Who made the world? Who made the moon and stars that -shine in the night, and the sun that lights and warms the day? Who made -the trees and taught them how to grow? Who made all the animals? Who made -the fish that swim in the water and the birds that fly in the air? Have -you ever asked such questions? They are the questions that children have -been asking always, ever since there were any children in the world, and -the story that answers all these questions for us is one that mothers -have told to their children for thousands of years. Do you know what -story I mean? Who can answer the question, “Who made the world?” by using -just one verse from the Bible? - - -The Lesson Story - -Our story to-day is about a garden. It was a beautiful garden, more -beautiful than anything you and I have ever seen. In it were all kinds -of trees and plants, grasses, flowers, and herbs. A river watered the -garden. Animals lived in the garden; birds made their nests in the trees -and flew across the blue of the sky, filling the air with their sweet -songs. Everyone who has heard or read the story of the Garden of Eden -thinks of it as a beautiful place in which there was nothing to distress -or make one afraid. - -The story tells us that God made this garden as a home for the man whom -he had created in his own image. “The Lord God took the man and put him -into the Garden of Eden”—to do what do you suppose? Just to amuse himself -all day long? No, God did not put Adam into the garden that he might -have a pleasant place in which to do nothing. He was put into the garden -“to dress it and to keep it.” He was to find the greatest joy working in -the garden, picking the fruits, caring for the growing things, and in -guarding them from anything that might not be good for them. Even in the -garden there was studying to be done; for Adam studied the animals and -the birds, watched them at their play, saw how they lived, and gave to -each a name that was suited to it. This kind of work was pleasant, but -Adam could not make companions of the animals, and though he had work to -do Adam was lonely. God saw that this was so, and he said, “It is not -good that the man should be alone; I will make him a help meet for him.” -And the Lord God caused a deep sleep to fall upon Adam, and he slept; and -when he awoke he found a woman at his side whom God had given him to be -his companion and friend. Now he was no longer lonely, for he had some -one with him who had a mind and spirit like his own, who could talk with -him and help him in his work as none of the animals could possibly do. -So Adam and Eve were happy in obeying the heavenly Father. They found -pleasure in doing what he told them he would like to have them do, and in -keeping from doing what God had said they must not do. Let us read from -God’s Word just what this was. (Verses 16 and 17.) - -When the sun had gone behind the western hills, and the refreshing -breezes of the early evening were making the air sweet and cool, and the -birds were singing their good-night songs, then it was that the sweetest -of all the joys of the day came to the pair in the garden, for we are -told that God walked with them in the cool of the day. - -Have you ever thought you would be glad if there were no such thing as -study? Have you ever wished that you could play all day and never do any -work? I suppose all of us have felt that way sometimes, but would it be -best for us? Would we be happy very long if we had nothing to do but -play? Not very long. I have often heard boys and girls say at the end of -the long summer vacation that they were glad to go back to school. And -this story, which pictures for us a garden of beauty and happiness, tells -of study and work as well as play, of loving companionship and through it -all a spirit of cheerful obedience to God. (Memory Text.) - - -THE PUPIL’S BOOK FOR WORK AND STUDY - -Show the picture for this lesson and go over the work for the coming week -as carefully as you think necessary, but not so elaborately as to rob it -of all freshness for the child when he comes to take it up by himself. - - - - -LESSON 3 - -THE CORRELATED LESSON - - -What was the name of our story last Sunday? In what book is that story -found? In what chapter were your readings for the week? Tell me what -you found in the picture for the lesson. If you were asked to write a -title under the picture what would you choose? (Tell the children they -may write a title in their books.) What work was given to Adam that he -did with his hands? What did he have to think and plan for? What was the -memory text of the lesson? Suppose the heavenly Father had not cared to -have his children do any work, how do you think that verse would have -ended then? “The Lord God took the man, and put him into the garden of -Eden”—to do what? (To have a good time, may be suggested.) Do you think -he would have had a really happy time without anything to do? No: God -himself is not idle, and his children, because made in his image, cannot -be really happy unless they do something worth while with the powers that -he has given them. I suppose there are some kinds of work and study that -you have to do that you do not enjoy doing, but you can do anything if -you remember that it will please the heavenly Father, your own father and -mother, and others who love you. Your play afterward will give you much -more pleasure, and the best of it is that, after a while, you will learn -to like the work. What command did God give to Adam about one of the -trees in the garden? - -(Show your book and find out what the pupils have done in theirs. -Discourage emphatically any attempt to do this work ahead of the -lesson-teaching in the school. The tendency in the beginning will -probably be on the part of many to rush ahead with the work while it is -novel, but when the novelty has worn off there will be a reaction and it -will be difficult to get the work done at all. Keep in mind constantly -that one great purpose to be accomplished through the work book this year -is to teach the children to follow instructions implicitly.) - - - - -LESSON 3 - -Hiding from God - - -=Teaching Material.=—Genesis 3:1-24. - -=Pupil’s Reading.=—Genesis 3:1-15. - -=Memory Text.=—Can any hide himself in secret places so that I shall not -see him? saith Jehovah. Jeremiah 23:24a. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Psalm 139:7-12; Proverbs 28:1, 13; Jeremiah 2:17, 19; Romans 5:12-19; -6:23; 1 Corinthians 15:21, 22. - - -FROM THE COMMENTATORS - -As of the tree of life which stands in the paradise of the future it is -said, “Blessed are they that do his commandments, that they may have -right to the tree of life”; so in Eden man’s immortality was suspended -on the condition of obedience. And the trial of man’s obedience is -imaged in the other tree, the tree of the knowledge of good and evil. -From the childlike innocence in which man originally was, he was to pass -forward into the condition of moral manhood, which consists not in mere -innocence, but in innocence maintained in presence of temptation.... Only -by choosing the good in presence of the evil are true manhood and real -maturity gained.—_The Expositor’s Bible_, _Genesis_, _Marcus Dods_. - -Like the great Teacher of Nazareth, the prophetic author of this -marvelous story was dealing with the deepest experiences of human life. -His problem was to make clear and plain even to children the nature of -that inner struggle which we call temptation. He accomplishes his end -by the use of the simple story and dialogue. Attention and interest are -fixed from the first on the experiences of a certain man and woman. The -story has all the personal charm of those fascinating popular tales -which come from the ancient East. Its prologue, the primitive story of -creation, was old centuries before the days of Moses. In the first scene -the actors are the serpent, the woman, and the man. In the dialogue -between the serpent and the woman is brought out vividly the struggle -that raged in her own mind between her natural inclinations and her sense -of duty. In the second scene Jehovah appears. The acts and motives of -the man and woman and the terrible consequences of sin are portrayed so -concretely and dramatically that even the youngest and simplest reader -can fully appreciate them. The thoughtful reader, however, soon discovers -that the marvelous biblical narrative is far more than a mere record -of the experiences of a primitive man and woman. Like the inimitable -parables of Jesus, it is a chapter from the book of life.—_Heroes and -Crises of Early Hebrew History_, _Charles Foster Kent_. - -Among the many religious teachings with which this marvelous story -abounds may be noted: (1) Innocence does not become virtue until it is -tested and proved by temptation. (2) If the testing is to be effective, -the temptation must be of a character to appeal to the individual tested. -(3) Sin is not God’s but man’s creation. (4) To sin is to act in accord -with the baser and more selfish rather than the nobler and diviner -motives. (5) An act of sin destroys a man’s peace of mind and purity -of thought. (6) Sin unconfessed is a sin constantly committed, and it -absolutely prevents even God himself from forgiving the unrepentant -sinner. (7) In keeping with the law of cause and effect, sin brings its -own inevitable punishment. (8) The worst effect of sin is the severing -of the normal, harmonious relations between God and the individual. (9) -Most of the pains and ills of life are the result of some one’s sin. (10) -Man must learn in the school of pain and toil the lesson of obedience. -(11) Even though guilty and unrepentant, man is still the object of God’s -unceasing love and care—_Ibid._ - - -AIM - -=To show through the story of the first disobedience the character and -consequences of all sin, and to point out the only way to escape from it.= - - -LESSON PREPARATION - -The story that we have in this lesson must make an appeal to every child -because there is no child in our Junior Department who has not had the -experience of being disobedient, and also, doubtless, of trying to hide -both the sin and himself from the one disobeyed. Probably there can be no -more effectual way of beginning the preparation of this lesson than for -the teacher to think back to his own experience as a child, and recall -in what manner he made his way back through repentance and forgiveness -to a complete restoration of the feeling of loving freedom that should -exist between parent and child. The attitude of the one in authority is -always a very important factor, but even with the most wise and loving of -parents or guardians, the natural tendency of the one who transgresses -is to concealment. With the facts of the story clearly in mind and the -memory of one’s own experience as a guide, it should be easy to make the -children realize that disobedience always brings unhappiness in the end, -and a sense of separation from those who love us; that the worst thing -anyone can do is to try to hide a disobedient act, because the only way -to get back to the right road again is through the opposite course—brave -confession instead of cowardly hiding or denying, repentance and the -determination to forsake instead of clinging to the wrong. - -Prayer is always the most essential part of our lesson preparation, and -in this lesson especially we need to pray that we may be given such -heavenly wisdom and so much of love in our own hearts that we can make -the children see the heavenly Father as a God of infinite love and -compassion, one who hates sin but loves the sinner. Many people who are -now teaching children have testified that in their own childhood, from -the way in which these Old Testament stories were presented, they saw in -God only an avenging Deity, eager to punish or destroy. We must always -remember that Jesus never presented his Father and ours in that way, -and that he whose life was given to provide a way of escape for sinning -humanity said, “He that hath seen me hath seen the Father.” - - -LESSON PRESENTATION - - -Introduction - -(Describe the happy home life of a family of children, each having his -own work to do in the home, each taking a pride in doing his work in -the best way, and tell of the playtime following the work. Picture the -children going down the street to meet their father as he comes home from -work, and the joys of the evening time when all are together. Then tell -of a day when the playtime was not so happy because one of the boys did -not care to play. He said he was not sick, but he certainly was cross, -and took no pleasure in any of the things that he generally loved to do. -When the time came to go to meet father he would not go, but instead went -to his own room. Of course the father missed him and when he found his -boy was not ill he was anxious to know what the trouble could be.) Can -you guess what it was that made Walter wish to hide from his father that -night? - - -The Lesson Story - -What a beautiful garden that was of which we heard last Sunday! And how -happy Adam and Eve were as they did the work God had given them to do, -and enjoyed the loveliness of the place which God had given them for a -home, looking forward each day to the time when he would come and walk -and talk with them there! But there came a sad day, when all that was -changed. The garden was just as beautiful, but Adam and Eve found no -pleasure in it. The work was there to be done, but they had no heart -for it. Open your Bibles to the second chapter of Genesis and read with -me verses 16 and 17. That does not mean that the moment they disobeyed -they would die, but that the sin would open the door for death to enter -the world, and that some day death would come to them as the result of -disobedience. - -One day the tempter said to the woman, “Is it possible that God has said -that you must not eat of the fruit of all the trees of the garden?” Eve -answered (Genesis 3:2, 3). The serpent said: “That is not true. You will -not die. The real reason why God does not wish you to eat of the fruit -of that tree is that when you do so you will become as a god yourself, -for you will know good and evil.” It seems strange that Eve would listen -to anyone who said that what God had told her was not true, but she did. -She even began to look at the tree and its fruit and to long to have -it, until, finally, she took it and ate, and gave some to Adam, and he -ate. Then they did know good and evil, for they could remember the days -when they were obedient and the happiness that they had, and now through -shame and fear and the wretchedness of a guilty conscience they saw what -evil is, and that with their own hands they had opened the door to let -it into their lives. There was no longer any joy in the thought of the -heavenly Father’s coming to the garden, and they tried to hide themselves -from him. “Can any hide himself in secret places so that I shall not see -him? saith Jehovah.” How would you answer that question? Of course they -could not hide from God, and it would be the worst possible thing to do -if they could. God knew of the wrong they had done and the punishment -that the sin must bring to them, but his only wish was to help his sinful -children, for he loved them then as always. (Have the children read -verses 9 and 10 to themselves and then answer this question:) What reason -did Adam give for hiding himself? Was that the true reason why he was -afraid? No, for he had been naked before and had never been afraid. It -was his sin that made him afraid. (Read verses 11, 23, 24.) - -You have guessed that the boy I told you about in the beginning of the -lesson had disobeyed his father, and that that was the reason why he -wished to hide. You knew because you have sometimes felt like hiding -yourself for the same reason. So you can see how this old, old story -tells what we know is true when it shows us that wrong doing separates us -from the one whom we have disobeyed and makes us miserable. What was it -that spoiled the happy home that Adam and Eve had in the Garden? What was -it that spoiled Walter’s good times? Yes, disobedience; and it is always -so. Those who break God’s law have to suffer for it in some way. But how -glad we are to know that God loves us so much that when we are sorry and -tell him so, he will forgive us and give us a chance to try again. Listen -while I read you something that the Bible says about this. (Psalm 86:5; 1 -John 1:9.) - - -THE PUPIL’S BOOK FOR WORK AND STUDY - -There probably will not be anything in the work outlined for this week -that the children cannot easily do. It would be well, however, to call -their attention to the memory text printed on page 8. Have them pronounce -the name of the book from which it is taken, and help them to find the -reference and read the words from the Bible. Ask them what the “a” after -the reference means, and if they do not know, have them read again the -paragraph explaining this on page 3. The easiest way for the children to -find the book of Jeremiah when unfamiliar with any of the books is to -open the Bible in the middle. The book opened to will be Psalms, which -you can explain is the hymn book of the Bible, and then they can turn the -leaves to the right until they reach the book of Jeremiah. Tell them that -the name is that of the man who wrote the book. - - - - -LESSON 4 - -THE CORRELATED LESSON - - -Get the facts of last Sunday’s story briefly from the children, leaving -most of the time for the answers to Wednesday’s question in the pupil’s -work book concerning what they think Eve should have done when she was -tempted to disobey God. Another question which it will be helpful for -the children to think through and find an answer to is, After Adam and -Eve had disobeyed the heavenly Father, what should they have done right -away when they realized the wrong and felt the shame? If each pupil can -be brought to see, through thinking it out for himself, that the only -possible help for one who has done wrong comes from God, and that Adam -and Eve should have gone to God to confess their sin and ask forgiveness -instead of trying to hide from him, the conclusion will point its own -moral and each child will make his own application. - -See how many know the memory text and the name of the book in which it -is found. If there is time, read to the children Psalm 139:7-12, letting -them follow you with the Bible open before them. Ask all to read softly -with you, each making it his own prayer, verses 23 and 24. - - - - -LESSON 4 - -Cain and Abel - - -=Teaching Material.=—Genesis 4:3-15. - -=Pupil’s Reading.=—Genesis 4:3-15. - -=Memory Text.=—Love suffereth long, and is kind; love envieth not. 1 -Corinthians 13:4a. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Job 11:14,15; Romans 6:12,16; Colossians 3:12-14; James 3:14; 5:9. - - -FROM THE COMMENTATORS - -The narrative ... impressively shows how sin, having once appeared, -became hereditary in the human race, and speedily developed into its -most revolting form. Its details enable us to see how jealousy, when -indulged, leads to hatred and murder, and violates not only the ties of -humanity but those of family affection; how the sinner casts off all -regard for the truth and for his natural obligations; how progress in -sin adds to the misery of man’s lot; and “conscience doth make cowards -of us all.” The truths taught are, that God looks on the hearts of his -worshipers, seeks to restrain the sinner ere he yields to passion, marks -the death of the innocent, and graciously mitigates his punishment when -his mercy is sought.—_The One Volume Commentary_, _James R. Dummelow_. - -Those who do not serve God hate him who does because they cannot help -wishing that they were like him, yet they have no intention of imitating -him, and this makes them jealous and envious. Instead of being angry with -themselves, they are angry with him.—_Sermons_, _Thomas P. Newman_. - -The reason of the rejection of Cain’s offering was that he had not been -“doing well.” (“It would be strange if the gods looked to gifts and -sacrifices and not to the soul.”—Plato.) Notice that the offering is -secondary: _Abel and his offering, Cain and his offering_; the man and -his state of spirit are the important elements.—_Commentary on Genesis_, -_Marcus Dods_. - - -AIM - -=To help the child to feel the beauty and strength of the love that -envieth not, and to awaken within him a desire to possess it.= - - -LESSON PREPARATION - -Envy is defined as “selfish ill-will toward another because of his -superior success, endowments, or possessions.” It is a feeling which -is apt to be displayed by children comparatively early because of -the greater success of their classmates in school, or of the larger -possessions of those whose parents have either more money or less wisdom -in spending it than their own. It is so ugly a trait and so insidious -in its attacks that it is well to have a lesson like this which shows -the sin in its most hideous form. The story of Joseph’s brethren, who -hated him because he was more worthy than they, and of Saul, who viewed -with murderous jealousy the popularity of the young David, are other -instances of the direction in which envy inevitably carries those who -yield to it. In preparing the lesson imagine how the two boys probably -differed in their boyhood, for “great crimes are committed only by men -whose characters have been gradually debased by lesser sins.” Kent points -out nine vital truths illustrated by the story of which the preceding -quotation is one. Another which Juniors would be able to understand is -that God patiently points out to the offender the right way and endeavors -to influence him to follow it. Another is guilt unconfessed cuts a person -off from his fellows. - - -LESSON PRESENTATION - - -Introduction - -I am thinking of a strange picture in which a flaming sword that turns in -every direction closes the way into a garden. Back in the distance I can -see a place over which the sun is shining with warmth and beauty. Trees -and plants and birds and flowers are all glad in the sunshine, and the -animals are running and playing for very joy; but there are no people -there. What garden is it that I see? Were there ever any people in it? -Who were they? What command was given to them there? When they disobeyed -that command they could no longer live in that beautiful home, and when -they went out from it the flaming sword was placed there to show them -that they could never hope to go back to the place where they had been -so happy while they were innocent and obedient children of the heavenly -Father. - -Suppose some one should ask us to tell how people might have a happy -home in these days—what would we say? I should say that first of all -the people in the home must love and be glad to help each other. (Let -the children express their own ideas freely but guide the conversation -so that the essentials of obedience, cheerfulness, and kindness will be -mentioned.) - - -The Lesson Story - -I have a story to tell you to-day about two brothers. When the first one -was born his mother named him Cain, and as she looked at him she said to -herself, “I hope my boy will be strong to fight against evil.” But as he -grew older the face of the mother became sad as she watched her boy, for -soon she saw that he was yielding to evil tempers instead of fighting -against them. After a time another baby boy came to the home, and he was -called Abel. Together the two boys grew, the father and mother teaching -them and hoping the best things for them. When each was old enough to -choose the way in which he would make his living Cain became a farmer -and tilled the ground, planting seed and raising fruits and grains. Abel -became a shepherd and spent his time raising and caring for his sheep. - -It seems from the story that Abel succeeded better than Cain, and Cain -became envious and jealous of his brother. The Bible does not tell us so, -but we may be quite sure that Abel was a cheery, pleasant, unselfish, -helpful son to his father and mother, and that Cain was gloomy, selfish, -and cross in the home. Cain saw the difference between his brother and -himself, but instead of trying to be like Abel he simply hated him for -his goodness. - -During their boyhood days Cain and Abel had seen their father bring -offerings to the Lord, and as boys they had taken their part with their -father and mother in the family worship; but when they were grown men -each must do for himself what their father had done for them when they -were young. So it came to pass that Cain and Abel brought their offerings -to God, Cain bringing some of the fruits that he had raised, and Abel -bringing the best of his flock. God was glad to accept the offerings of -Abel because the spirit in which Abel brought his gift was one of love -and joy. God can read the very thoughts of our hearts, and as he looked -at Cain he saw envy and jealousy and hatred choking every good thing in -his life, and because he was cherishing such evil thoughts, his offering -could not be acceptable to the God of love. When Cain saw that his -offering was not accepted he became very angry, he scowled and hung his -head. Then the Lord said to Cain: “Why are you angry, and why is your -countenance fallen? If you will do what is right, you will please me. If -you do wrong, sin is like a wild beast crouching at your door, wishing -to destroy you; but you can rule over it if you will.” See how tenderly -the heavenly Father showed Cain his wrong, and tried to help him back -into the right way. But Cain let sin, that is like a wild beast, stay at -his door, and did not try to conquer it. After a while he said to his -brother Abel, “Let us go out into the field,” and when they were in the -field alone together, Cain in his envy and hatred of his brother rose up -against him and killed him. Open your Bibles at the fourth chapter of -Genesis and read with me verses 9 and 10. God told Cain that he would be -from that day a fugitive and a wanderer in the earth. Cain answered, “My -punishment is greater than I can bear, for I shall be driven away from -thy face, and anyone who finds me will kill me.” But the Lord appointed -a sign for Cain which would show people that they must not kill him, and -Cain went away from his father’s house. - -Sin had ruined another life. As it had driven Adam and Eve from the -Garden of Eden, so now it drove Cain away from his home, and left his -father and mother in the greatest sorrow they had ever known. - -How dreadful envy, jealousy, and hatred are, and how much unhappiness -they have brought into the world. Is there anything strong enough to -conquer this sin which God said is like a wild beast? Yes, love is -stronger than anything else in the world. Envy cannot even stay where -love is. “God is love,” the Bible says, and he will help us to be loving -and kind if we ask him. “Love suffereth long, and is kind; love envieth -not.” (Have this text repeated, and if the conditions are such that you -can do so, close with a sentence prayer.) - - -THE PUPIL’S BOOK FOR WORK AND STUDY - -Read to the class the directions given under Thursday’s work for finding -1 Corinthians 13:4a, and let them find the verse without comment or -other explanation on your part, in order to make sure that they are able -to follow such printed directions. Of course it is important that they -should be able to find the verse, as it is the memory text of the lesson. - - - - -LESSON 5 - -THE CORRELATED LESSON - - -Home Preparation - -Take some small blank cards or slips of heavy paper and prepare them -for use in the class by writing plainly on one side and on the other -these things: First card (1) Genesis, (2) Beginnings. Second card (1) -Genesis 1:1, (2) In the beginning God created the heavens and the earth. -Third card (1) What story is in Genesis, chapter 2? (2) In what book and -chapter is the story of the Garden of Eden? Fourth card (1) What story -is in Genesis, chapter 3? (2) In what book and chapter is the story of -the disobedience of Adam and Eve in the Garden of Eden? Fifth card (1) -What story is in Genesis, chapter 4? (2) In what book and chapter would -you look for the story of Cain and Abel? Sixth card (1) Where is the -verse that begins, “Love suffereth long”? (2) Repeat 1 Corinthians 13:4a. -Seventh card (1) Where could you find the question that begins, “Can any -hide himself in secret places”? (2) Repeat Jeremiah 23:24a. Eighth card -(1) What is the meaning of the word “Bible”? (2) The Book. Ninth card (1) -How many parts has the Bible, and what are they? (2) Two, Old Testament -and New Testament. Tenth card (1) The Bible contains how many books? (2) -Sixty-six. Eleventh card (1) How many books in the New Testament? (2) -Twenty-seven. Twelfth card (1) How many books in the Old Testament? (2) -Thirty-nine. - - -Review in Class - -Explain to the pupils that each one is to have a card on which is some -question, and if he can answer it, he is to keep the card, if he cannot -answer it, the one next to him on the left may try, and so on around the -class. If no one can answer, the card is to be laid aside to be drilled -on later. If it is answered, the one who gives the correct answer keeps -the card. Most of the cards are made out in such a way that it makes no -particular difference which side up they are placed; that is, whichever -side is up will suggest to one who knows what is on the other side. But -in the questions on the Bible, books, etc., the cards should be placed -with the question up. Of course it is obvious that the pupil who has the -most cards in his possession at the end of the review has done the best -work in it. - - - - -LESSON 5 - -Review - - -=Teaching Material.=—Genesis, chapters 1-4. - -=Pupil’s Work.=—Answering questions and reading Genesis 4:20-22. - - -LESSON PREPARATION - -Read at one sitting the first four chapters of Genesis, and then think -through the stories to get at the inner meaning which you have tried -to bring to the children. The class review with the cards will have -brought the more mechanical facts that have been learned sufficiently to -mind. This review should emphasize the truths that the stories hold in -solution, but should do this, not by dogmatizing concerning them, but -by leading the children to make the statements for themselves. Because -of the natural interest of children in the origin of things enough new -matter is introduced in the Pupil’s Book for Work and Study to give the -names of the persons to whom are ascribed the originating of tent life, -music, and the making of instruments of metal. These things should not be -touched upon in this lesson, however, but left as a surprise for the home -work. - - -LESSON PRESENTATION - -Recite to the children the lines from Joseph Addison’s hymn, “The -Spacious Firmament on High” (quoted in the first lesson). Why is it that -the sun, the moon and the stars make people think of the power of God? -What else that you see every day reminds you of God’s handiwork? Can you -tell the story which was given us in the Bible to teach us that God made -all things? (Have the story told briefly and as nearly as possible in the -Bible words.) - -What is the name of the beautiful home which God gave to Adam? What -did Adam have to do in the garden? Why could not the animals be his -true companions and friends? What did God do for him? (Let the children -describe what they think might have been a day in the life of Adam -and Eve in the Garden of Eden. Mention the two trees and the command -concerning them if the children do not do so, and see if without any -reminder or suggestion from you, they tell that in the cool of the -evening God walked with the pair in the garden.) - -What a happy home that was in the Garden of Eden! Were Adam and Eve -always happy there? How was it that one day instead of looking forward -with joy to the time when God would come to talk with them, they tried to -hide from him? Yes, they had not been strong enough or loving enough to -obey, and having been disobedient, they were afraid to meet God. Was it -right for them to try to hide? What should they have done? - -We had a story of two brothers. What were their names? (Let the children -tell the story briefly.) What was it that made Cain do such a dreadful -thing? Could he have conquered the sin that crouched like a wild beast at -the door of his heart, if he had tried? - -I am going to ask you four questions, and I think you can answer each one -of them in the words of a Bible verse. Who made the world? What did God -give Adam to do in the Garden of Eden? Can anyone hide from God? Tell me -two things that love does and one that love will never do. - - - - -LESSON 6 - -THE CORRELATED LESSON - - -(As the references to Jabal, Jubal, and Tubal-cain are the first passages -that have been given in the pupil’s book without being first presented -in the class, it will be interesting to see how well the children have -succeeded in getting at the facts.) - -What was our picture for this last week? How many people were there in -it? What were they doing? What was the name of the man who is called “the -father of all who play upon the harp and the organ”? So we found from our -Book which tells us of the beginnings of things, that way back in the -ages of long ago people learned how to make instruments of music and to -play upon them. To-day we have wonderful instruments, great pipe organs, -violins, pianos, cornets and other instruments of brass, and whenever -we see these or hear their music we will remember that the Bible tells -us that the one who first thought of making music in that way was named -Jubal. - -When a man is taking care of large herds of cattle, what does he need to -find for them? It is not easy to find pasture for a great many cattle, -and it would be very tiresome and even impossible to go back every night -to the home. It would not be comfortable to sleep on the ground with no -protection from the rain or cold. Who was it that first thought of having -a tent to live in, and carrying it with him wherever he went? So Jabal -was the father of all such as take care of cattle and live in tents. Are -there any people to-day who live in tents all their lives? - -(With a class of boys the reference to Tubal-cain could be introduced -by asking for a penknife and getting the pupils to tell of the man who -first thought of making tools and weapons out of metal. Ask if anything -is being invented to-day. Lead the children to see that the possibilities -of discovery and invention are by no means exhausted, and help them to -realize the wisdom and love of God in giving to man power to think out -such things.) - - - - -LESSON 6 - -The Building of the Ark - - -=Teaching Material.=—Genesis 6:5 to 7:5. - -=Pupil’s Reading.=—Genesis 6:5, 9, 14-22. - -=Memory Text.=—Thus did Noah; according to all that God commanded him, so -did he. Genesis 6:22. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Psalm 103:17, 18; Proverbs 1:33; 19:16; Jeremiah 18:7-10; Ezekiel -33:14-16; Matthew 24:35-39. - - -FROM THE COMMENTATORS - -The narrative here becomes more circumstantial than it has been in -chapters four and five, for the Flood is the first event of crucial -importance since the Creation and the beginnings of man upon earth -(chapters one to three), of which Hebrew tradition told. The Flood marks -the end of a past age and the beginning of a new one; it is thus an event -in which the purposes of God may be expected to declare themselves with -peculiar distinctness; and it is, accordingly, treated as the occasion -of a great manifestation both of judgment (chapter 6) and of mercy (8:15 -to 9:17). The Flood is a judgment upon a degenerate race: Noah, with -his family, is delivered from it on account of his righteousness; as -humanity starts upon its course afresh, new promises and new blessings -are conferred upon it.—_The Book of Genesis_, _S. R. Driver_. - -What, then, is the purpose of inspiration? Is it to insure that we shall -have clear and infallible information on certain questions of geology and -astronomy, or on the way in which God created the heavens and the earth? -Is it to keep us from mistakes about the history of Israel?... Surely -not. God had no intention of giving us an encyclopedia of scientific -knowledge, and thus depriving us of the discipline of acquiring such -knowledge for ourselves.... Inspiration is concerned with what is to -us of infinitely more importance—even the guidance of our conduct, -the building up of noble characters for God. It has been well said -that conduct forms three fourths of human life, and it is with these -three fourths that the inspired writings have to do. Their inspiration -therefore consists not so much in their infallible science or minutely -accurate details of history, as in their teaching God’s will and God’s -relation to men.... These writings concern themselves with the great -moral and spiritual facts, duty, character, moral responsibility, the -happiness that comes from harmony with the will of God. Their object is -to teach the eternal contrast between Righteousness and Unrighteousness, -Obedience and Disobedience, Selfishness and Self-sacrifice, Purity and -Lust; to teach men that God is on the side of holiness and good, that his -help and sympathy are near in the fierce fight with temptation, and that -even when the fight is lost and the life defiled, there is a way back to -holiness and God if men will but earnestly seek it.—_How God Inspired the -Bible_, _J. Paterson Smyth_. - -They (the Scriptures) conveyed to the Hebrews, and they still convey to -us, the worthiest conceptions of God and of His relation to the world and -men. They are a standing witness to the fact that the nation of Israel -enjoyed a peculiar revelation of the true God. If the “folk-lore” of the -Hebrews, like that of all other peoples, was inconsistent at many points -with our modern knowledge of nature and history, yet it was so purified -among them, under the guidance of the Spirit of God, from all taint of -heathenism, that, as it stands in the opening chapters of Genesis, it -contains nothing inconsistent either with the religion of Jehovah or with -the fuller revelation of Jesus Christ.—_The One Volume Bible Commentary_, -_J. R. Dummelow_. - - -AIM - -=To present the ideal of unquestioning obedience to the commands of God, -and through the story to deepen the impulse to choose and do the right.= - - -LESSON PREPARATION - -A careful study of the passage of Scripture assigned for the teacher in -this lesson presents much that is interesting and many points that are -puzzling. For one’s own information and satisfaction it would be well -to read the article on the Deluge in any good Bible dictionary and to -consult commentaries on the narrative. But in preparing the lesson for -the pupil attention must be centered on the story as given in the verses -that the pupil is to read. The simple account of the one man who was -“righteous,” “perfect [or blameless] in his generation,” and who “walked -with God” in loving obedience, when the “wickedness of man was great in -the earth,” and “every imagination of the thoughts of his heart was only -evil continually,” is one that makes a strong appeal to the children. The -building of the ark; the surprise of the people as they saw a boat built -upon dry land, and their undoubted ridicule of Noah; his opportunity -for preaching righteousness; the completion of the ark and the going -in of the animals, Noah and his family, are the elements of a story of -surpassing interest, which carries also a strong religious impression in -its emphasis upon obedience and its reward. The negative side should not -be dwelt upon. - -The teacher will need to note carefully just the point in the story -where this lesson ends. The story is so generally told as a whole, -including the building of the ark, its completion, the going in of -animals and people, the coming of the rain, the rising of the waters, the -final settling of the ark on dry land, and the going out of Noah and his -family and the animals, that the natural tendency will be to encroach -upon next week’s lesson without meaning to do so. - - -LESSON PRESENTATION - - -Introduction - -(Have your Work Book open at page 14.) We had some rules last week in our -Work Book, and they were headed, “How to Have a Happy Home.” How many of -you read those rules? Suppose I read them very carefully now, and you -see if you think any of them might be left out of the list. Which one of -these rules do you think is the hardest of all to obey? (If the children -do not speak of it themselves, call their attention to “Be willing and -obedient,” and explain that it means not simply to do what you are told -to do, but to do it willingly and cheerfully.) It is often hard to obey, -because the command is to do some hard or disagreeable thing, and the -harder it is to obey, the more temptation there is to do unwillingly -what we are told to do, and to be cross about it. When one obeys in that -spirit all the beauty of the obedience is taken away. One who obeys -willingly will soon find that he can obey cheerfully, and it is only such -obedience that is pleasing to the heavenly Father. - - -The Lesson Story - -I have a beautiful story to tell you to-day of a man who obeyed in just -that way. The name of this man was Noah. In his time there were many -people living in the world, but, except Noah and his family, no one of -them cared to please God, and they did not even try to obey him. The -Bible tells us that “the earth was filled with violence,” and that God -said the evil doers must be destroyed. But Noah was not one of these, and -to him God said something like this: “The people are so wicked and cruel -that I shall have to send a flood upon the earth which will destroy all -those who are doing such evil things, but I want you to build an ark in -which you and your wife and children shall be saved.” This ark was to be -a great boat three stories high, with rooms in it, and a large door in -the side. Just as soon as Noah knew what God wanted him to do he bought -the wood and hired carpenters and began the work of building the ark. -(Show the picture for this lesson.) Do you think it was an easy task -to build that ark in a land full of wicked people? Of course, when his -neighbors saw what he was doing they were curious to know what this great -building was to be. When he told them, can you imagine how they would -laugh at him for building a boat on dry land, and how they would laugh -harder still when he said there was to be a flood? It must have been hard -for Noah to stand their ridicule, but he never thought of giving up the -work. He did a braver thing than just keeping on with the building, too, -for all through the years he was at work the Bible says that he was “a -preacher of righteousness.” He told the people of the punishment that -was surely coming, and urged them to give up their wicked ways and do -the sort of things that would be pleasing to the heavenly Father. But -they would not listen, and would not believe what he told them. Still -Noah kept patiently on working and preaching until the ark was finished. -Then God said to his faithful servant, “Before very long I will bring -the flood of waters upon the earth.” Let us read what it says in the -Bible about the things that Noah was to do before the flood came (Genesis -6:19-21). Do you suppose that Noah did all that just as God had told him -to do? Let us read that next verse very carefully together: “Thus did -Noah; according to all that God commanded him, so did he.” Is not that a -splendid thing to be said about any man? Let us read the words again and -then close our books and say them, for that is our memory text this week, -and it is one that we would like always to remember, I am sure. - -The Bible says that God told Noah what he wanted him to do. How does God -tell you and me what he wants us to do? (Guide the conversation so that -the children themselves will mention the Bible, God’s message, and the -Sunday school and church where the meaning of the message is explained to -us and where we try to help each other to be doers of the Word. Teachers -at school and those who guide and direct in the home should also be -mentioned.) You see that as you obey these helpers that God has given to -you, you are learning to do according to all that God has commanded you. -What has Jesus said of those who hear the Word of God and keep it? (Luke -11: 28.) “Thus did Noah; according to all that God commanded him, so did -he.” Shall we not ask the heavenly Father to help us to be so strong to -obey and so willing that something like that may be said of us too? - - -Prayer - -(To be used if the conditions in the room and the spirit of the class -make possible a quiet moment in which heads may be bowed, and the words, -softly spoken by the teacher, heard by all the members of the class.) - -Our Father in heaven, we are glad that we have the Bible with its stories -of people who loved and obeyed thee in the long ago. May we learn from -these stories how to be more obedient to-day. Help us to be cheerful, -loving doers of the Word. We ask it in Jesus’ name. Amen. - - - - -LESSON 7 - -THE CORRELATED LESSON - - -Use your own copy of the pupil’s book, and let the children talk over the -lesson on the Building of the Ark freely and informally. If you should -find that any one of the class has been dwelling in thought upon the -people outside of the ark, and wondering why it was necessary that all -of them should be destroyed, have them read Genesis 6: 11, and help them -to see that people who choose to live in sin cannot be saved from its -consequences. “Evil shall hunt the violent man to overthrow him” (Psalm -140: 11. See also Galatians 6: 7, 8). - -People were sowing violence and reaping violence. Human life was not -respected. God’s laws were scorned and ignored. There had to be a new -beginning for the world, if there were to be any people left in it. - -Do not refer to this side of the question unless the children speak of -it. If they do, emphasize the patience of God and the warnings that were -given through Noah’s preaching and the added force that his words would -have because of the actual building of the ark going on daily before -their eyes. - -Give the children this name drill, telling them not to answer any -question that cannot be answered by a name. Who lived in the Garden of -Eden? Who was told to build an ark? We had a story about two brothers: -what was the name of the older one? The younger? How many people -went into the ark? (This should not be answered because it cannot be -answered by a name.) Who is said to have been the first to make musical -instruments? Who is called the father of all who live in tents? What is -the name of the book in which our lessons are found? - -Who is said to have been the first man to think about making weapons and -tools out of metal? What is the name of the first story in the Bible? In -that story what did God make first? What did God call the light? What -name was given to the darkness? What was the gathering together of the -waters called? What is the light that rules the day? What is the lesser -light that rules the night? What other lights are there in the sky at -night? - - - - -LESSON 7 - -The Flood and the Rainbow - - -=Teaching Material.=—Genesis 7: 6 to 8: 22; 9: 12-17. - -=Pupil’s Reading.=—Genesis 8: 6-20; 9: 12-17. - -=Memory Text.=—I do set my bow in the cloud, and it shall be for a token -of a covenant between me and the earth. Genesis 9: 13. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Isaiah 54: 9, 10; Jeremiah 33: 19-21, 25, 26. - - -FROM THE COMMENTATORS - -The Noachian covenant guarantees the stability of natural law. The -covenant with Abraham was confirmed in its promise to Isaac and Jacob and -insured a blessing through their seed to all nations.... Of still greater -significance was the covenant at Horeb or Sinai.... It was really a -constitution given to Israel by God, with appointed promise and penalty, -duly inscribed on the tables of the covenant which were deposited in the -ark.—_Bible Dictionary_, _Hastings_. - -As the expulsion from paradise and the exile of Cain gave to mankind -a _new chance_, a fresh start, so with the flood. Wickedness had by -this time so prevailed that the earth needed to be washed from sin; but -God did not repeople it with a new race set above the possibility of -wrong-doing—rather, the race of man was given a new opportunity. The -moral necessity of the catastrophe is emphasized by God’s long attempt—in -the preaching of Noah for a hundred and fifty years—to win men back -to goodness, to induce a voluntary change of heart. The outstanding -feature of the story is the covenant, which henceforth runs through the -history of Israel, and of the spiritual Israel.... The emphasis laid -upon the sanctity of life is especially worthy of note. The sons of Noah -might well have believed that God held life cheap after its widespread -destruction. Observe, therefore, the insistence upon this command, and -that its sanction is still the same as before the almost universal -appalling wickedness—that man is made in the image of God. The principle -of the flood is not destruction but salvation, as was that of the -sentence of death upon Adam. By the flood the danger of departing from -God was emphasized for all generations.—_Telling Bible Stories_, _Louise -Seymour Houghton_. - -This word (covenant) occurs some two hundred times in the Old Testament, -and the idea lies at the root of the whole conception of law among the -Jews. Covenants as made between men, form the beginnings of civilized -government.... The word is also used of the relation of God to man; of -his justice, his unchangeable nature, and his protecting power, on the -one side, and the corresponding duties devolving upon man, especially as -embodied in the law of Moses, on the other. A series of covenants (with -Abraham and his successors, with Israel in the wilderness, with David) -runs through Old Testament history. The particular idea in the covenant -with Noah is that of the uniform working of God in nature and of his -loving care for his creation. On these two ideas are based all physical -science, which could not exist if there were no laws of nature, and all -religion, which otherwise would become mere superstitious dread of unseen -powers.—_The One Volume Commentary_, _James R. Dummelow_. - - -AIM - -=To associate the thought of God’s promises with the rainbow, and to show -that his promise is to bless and that our part is to obey=. - - -LESSON PREPARATION - -There are so many details in this story that are interesting to children -that the main task in preparing the lesson, after becoming thoroughly -familiar with those details, is so to arrange the different items that -the climax shall stand out clearly, and the full force be given to the -point of greatest teaching value as stated in the aim of the lesson. - - -LESSON PRESENTATION - - -Introduction - -One summer day Alice and Kate and Robert were playing out under the trees -on the lawn and having a fine time, when it seemed to them as if the sun -had been put out as suddenly as an electric light is turned off. They -looked up and saw that there were heavy black clouds all over the sky. -“Run,” said Robert, “it is going to rain.” They hurried as fast as they -could, but had barely time to pick up their toys and rush to the veranda -before the rain came down in torrents. They found a sheltered place where -the rain did not beat in and settled themselves to play, but they had -hardly started a new game before the sun shone out as suddenly as it had -disappeared a few minutes before. “It has stopped raining,” said Alice. -“Yes,” said Kate, “but look at those dark clouds.” Robert ran to the -steps that he might see the clouds better, and exclaimed, “O, come quick -and look! It goes all the way across the sky.” What do you suppose he -saw? Have you ever seen a rainbow? What is the first thing you do when -you see one? Probably we all want to do as Robert did and call every one -within calling distance to come and see it, for it is so beautiful. In -the long, long ago I suppose children did that same thing when they saw a -rainbow, but I am sure they did something else too. I think they ran to -their mothers or fathers and said, “Won’t you please tell us the story -of the rainbow?” The story of which those fathers and mothers always -thought when they saw the rainbow and the one which they told to their -children is the one that I am going to tell to you to-day. Perhaps they -called it just what it is called in our books—the Story of the Flood and -the Rainbow. It is another story about the man who built the ark. What -was his name? (Review briefly.) What is the verse which tells us how Noah -obeyed God? - - -The Lesson Story - -Finally there came a day when God told Noah to take into the ark his -wife, his three sons and their wives, together with “every beast after -its kind and all the cattle after their kind and every creeping thing -that creeps on the earth after its kind, and every bird after its kind. -And they went in unto Noah into the ark, two and two, of all flesh, -wherein is the breath of life.” When all were safely in the door was -shut. Then the rain came and the waters rose high and higher until all -the mountains were covered. Upon the waste of waters the ark floated. -Days and weeks and months went by, still the waters were over everything. -Then God caused a high wind to pass over the earth and the waters began -to go down. One day Noah opened the window of the ark and sent a raven -out and the raven did not come back. Then Noah sent out a dove, but the -dove found no rest for her foot and came back to the ark, and Noah took -her in. After waiting seven days more, Noah sent the dove out again and -at evening time of that day she came back and in her bill she brought an -olive leaf. The olive trees grow only in valleys, so Noah knew that the -water must have dried off the earth. He waited seven days more and sent -the dove out again, but this time she did not return. Then Noah removed -the covering of the ark and looked, and behold the face of the ground was -dry. And God spake to Noah saying, “Go forth from the ark, thou and thy -wife, and thy sons and thy sons’ wives with thee. Bring forth with thee -every living thing, both birds and cattle and every creeping thing that -creepeth upon the earth.” - -So Noah and his family once more stood in God’s sunshine upon the dry -land. The first thing that Noah did after leaving the ark was to build an -altar to the Lord and offer a sacrifice of thanksgiving. God was pleased -with Noah’s sacrifice and gave him a promise that never again should -the earth be destroyed by flood, and he said: “While the earth remains, -seed-time and harvest, cold and heat, summer and winter, day and night -shall not cease.” Just then the sun shone brightly against a dark cloud, -and a brilliant rainbow spanned the sky. God said, “This is the sign of -the covenant which I make between me and you and every living creature -that is with you, for endless generations. I do set my bow in the cloud, -and it shall be a token of a covenant between me and the earth.” - -So with the bow shining against the cloud mothers and fathers told this -story to their children. To them the rainbow was the sign of God’s -covenant—his promise to bless the earth and all who live upon it. They -remembered something else when they saw it and that is that they had -a part in the covenant. God’s part was to bless; theirs to obey. The -rainbow will remind us, too, of God’s promise. When we see it stretching -across the heavens, in our hearts we will praise the heavenly Father for -his loving kindness, and ask him to help us to be his obedient children. -How glad we are that he has said, “for endless generations,” because that -means that his blessing will be for always and always. - - -THE PUPIL’S BOOK FOR WORK AND STUDY - -Show the picture for this lesson and have the children repeat the memory -text as they see the rainbow in the picture. - -NOTE.—If you have not already done so, read about the Rainbow Bookmark, -on page 24. You will need one to use in teaching next Sunday’s Correlated -Lesson. - - - - -II. STORIES OF THREE PATRIARCHS - - - - -LESSON 8 - - -We enter now upon the second period of our course, and for the next -thirteen lessons will follow the fortunes of the three great patriarchs -of Jewish history. The same lesson of simple and unquestioning obedience -is found in these stories, with an occasional negative lesson, showing -the consequences of disobedience. As the promise to Abram points to the -coming of the Messiah, in whom all the nations of the earth were to be -blessed, the Christmas Lesson chosen for this year is upon the Song of -Mary, which ends with a reference to the promise given to her as the -fulfillment of the promise given to Abram. - - -THE CORRELATED LESSON - -I wonder what you will think about the next time you see a rainbow in -the sky. Tell me what God said about the rainbow to Noah. God’s promise -to Noah is only one of hundreds of promises that are in this book, and -the best of it is, those promises are for you and me as well as for the -people who lived in the days when the Bible was written. Do you see the -bookmark I have in my Bible to-day?[3] It has in it the colors of the -rainbow, which people have called the “bow of promise,” and that is one -reason why we like to have a rainbow bookmark for the Bible. It reminds -us of such beautiful promises as this: “I will instruct thee and teach -thee in the way which thou shalt go.” “I am with thee and will keep thee -whithersoever thou goest.” This bookmark is useful in another way. The -Bible has how many books? Now those sixty-six books are not all of one -kind. Some are poetry, some are sermons, some are history and some are -law. These ribbons mark the different kinds of books and so help us to -handle the Bible more easily. Some day you will know all the kinds of -books that the ribbons mark, but just now you need only remember one. -The red ribbon marks the first five books which are called books of Law. -(Have the children repeat this.) - - - - -LESSON 8 - -The Call of Abram - - -=Teaching Material.=—Genesis 11:27 to 12:9; James 2:23. - -=Pupil’s Reading.=—Genesis 11:31 to 12:9; James 2:23. - -=Memory Text.=—By faith Abram, when he was called, obeyed; and he went -out, not knowing whither he went. Hebrews 11:8a, c. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Joshua 24:1-3; Nehemiah 9:7, 8; Isaiah 41:8-10; 51:1, 2; Micah 7:20; Acts -3:25; 7:1-5; Romans 4:13; Galatians 3:6-9; James 2:23. - - -FROM THE COMMENTATORS - -Either during the reign of Hammurabi, or shortly before he established -his rule, the migration of Abram from the Babylonian city called “Ur of -the Chaldees” in the biblical narrative, into the land of Canaan, is -supposed to have occurred.... Though he and his descendants, for a long -period, were dwellers in tents, living a nomadic tribal life, like that -of their near relatives, the nomadic Arabs, he had come from a country -of considerable civilization, where writing and the keeping of records -were common, and he had not left that state of civilization behind, ... -for “the power and influence of Babylonia had been firmly established for -centuries throughout the length and breadth of western Asia.”—_The Rise -and Fall of Nations_, _J. N. Larned_. - -With the spirit of the true prophet, Abraham leaves behind all that men -usually cherish most and sets out on his long journey. In Canaan also he -disregards his personal interests and is intent only upon knowing and -doing the will of God. - -Self-sacrificing, courageous, obedient to the voice of God—he is -supremely worthy to be the father of a prophetic nation. Blessed was -the race that had such a character held up thus prominently before -it!—_Heroes and Crises of Early Hebrew History_, _Charles Foster Kent_. - -In the simple, unhesitating faith with which Abram acted at once and to -the fullest, on every intimation of the Divine Will, lay the supreme -distinction which gained him his two unique titles—the “Father of the -Faithful,” and “The Friend of God.”—_Old Testament Characters_, _Geikie_. - - -AIM - -=To present again the ideal of unquestioning obedience; to give an -impulse toward the attaining of this ideal by showing that the obedient -are friends of God and a source of blessing to their fellows.= - - -LESSON PREPARATION - -Besides the study of the Bible passages, and what the commentators have -to say concerning the incident of our lesson, there are many legends of -Abram which are intensely interesting and relate to the protests which -he made against the idolatry of his father and of the people among whom -he lived. [See History for District and Graded Schools, Ellwood W. Kemp, -chapter on “What the Hebrews Taught the World”; _Leben Abraham’s_, by -Beer, quoted by Geikie in Old Testament Characters; The Talmud.] In -studying this story with the children in mind we must remember that our -own point of view concerning leaving one’s country and kindred to go out, -not knowing whither, is a far different one from that which the children -themselves will have. To them moving has in it the attractive element of -novelty, and all the charm of the “unexpected” in every day’s experience -for some time after the move has been made. They have not yet become -so thoroughly attached to the place where they live as to be able to -comprehend in the least the sacrifice that Abram made, and if we could -examine the contents of their minds by some kind of X-ray process, we -would doubtless discover that they were looking upon Abram’s experience -in that respect as one to be coveted. This may explain why teachers of -Junior children have often found this story tame and uninteresting from -the children’s point of view. - - -LESSON PRESENTATION - - -Introduction - -You may be quite sure that any child old enough to be in the Junior -Department has had stories of the Pilgrims and Puritans several times -in his day school course. One good way of introducing this lesson, -therefore, would be to question concerning the Pilgrims, and why they -came to this country, developing the fact that they cared more to worship -God as they thought they should than for anything else that life could -give. They were ready to give up their comfortable homes, their friends, -their relatives, and go into a strange land where no homes awaited them, -and suffer privations, cold, and dangers, because they knew that in that -strange land they would be free to worship God in their own way. From -this it would be easy to pass to the story of a man who took his family, -his servants, and all that he owned and went into a strange land of which -he knew nothing, because he had heard the voice of God telling him to go. - -Another method of approach would be by calling attention to the names -by which some men have been called, which they have won for themselves -by the things that they did. George Washington was called the father of -his country. Why? To-day we have a story of a man who earned a much more -wonderful name even than that. - - -The Lesson Story - -It was a long, long time after Noah and the seven who were with him went -out of the ark and heard God’s covenant with them and saw its beautiful -sign in the sky. Now there were many people in the earth, and though they -were not so wicked as the people had been before the Flood, they had -forgotten the God to whom Noah built his altar and offered sacrifices, -and from whom he heard the promise of blessing. Instead of worshiping Him -who is the maker of the heavens and the earth, they were worshiping the -sun and the moon and the stars, and even idols made by men. Of course -they could not obey the God whom Noah served when they were giving all -their thought to idols, neither could God speak to them, because they -would not listen to his voice. - -Among the people who were descended from Shem, the oldest son of Noah, -there was a man named Terah, who lived in Ur of the Chaldees. He made up -his mind to take his family and move away from the place where he was -then living to Canaan, a country far from Ur. We do not know just why he -decided to do this, but he started from Ur with his son Abram, his nephew -Lot, and Abram’s wife, Sarai. They did not go to Canaan, but stopped at -a place called Haran, and there Terah died. Terah was a worshiper of -idols, but Abram, his son, had somehow kept the faith in the one true -God, and did not bow down to the moon or stars or to idols of wood or -stone. Because Abram loved the heavenly Father, God could speak to him, -and Abram could hear God’s voice, and his love made him wish to do just -what God asked him to do. So it happened that at Haran Abram heard God -speaking to him, and saying, “Get thee out of thy country, and from thy -kindred, and from thy father’s house, unto a land that I will show thee.” -God did not tell Abram where he wanted him to go, he only said, “I will -show you the land,” but he gave him a wonderful promise, for he said, “I -will make of thee a great nation, and I will bless thee, and make thy -name great; and in thee shall all the families of the earth be blessed.” - -Now, Abram not only loved God but he believed that God knew what was the -best for him, and that God would do just what he promised. So Abram did -leave his country and his relatives and friends. “By faith Abram when he -was called, obeyed; and he went out, not knowing whither he went.” Taking -his wife, his nephew, his flocks, and servants, he started from Haran, -and God led him down into the land of Canaan, the very land to which -Terah had intended to go when he left Ur. No doubt, as Abram journeyed he -kept saying to himself as he entered a new part of the country, “I wonder -if this is the land where the Lord wants me to live.” But as no sign was -given, he kept on until he came to Shechem, in the land of Canaan, and -there he found that he had reached the land to which the Lord had called -him to go. Let us read from the Bible just what happened there (Genesis -12:6, 7). The Canaanites were heathen people, and on all sides Abram saw -idols and idol worship. But he knew something far better than that, and -as he journeyed through the land he built altars to the true God and -offered sacrifices wherever he pitched his tents. - -In all this Abram was earning a name for himself, though he did not -know it. He loved God so much that he listened for his voice. When God -spoke he obeyed gladly; and he showed his love by praise and prayer and -worship. Would you like to know the name that Abram earned? It is one -that has been given to him through the thousands of years since he lived, -and it is the most beautiful name that anyone could ever have. He is -called “The Friend of God.” - - -PUPIL’S BOOK FOR WORK AND STUDY - -Ask the children if they would like to see the place in the Bible where -Abram is called the friend of God, and help them to find James 2:23. Then -show them the first line on page 25 of the work book on which they are to -write the last four words of that verse. - - - - -LESSON 9 - -THE CORRELATED LESSON - - -What did I tell you the first five books in the Bible are called? (Books -of Law.) What is the color of the ribbon for those books in our rainbow -bookmark? Let us see how many of our memory texts belong with the red -ribbon. Where is the verse that tells about the creation of the world? -(Genesis 1:1.) Where is the verse that tells what God gave Adam to do in -the Garden of Eden? (Genesis 2:15.) There was one about Noah—where will -we find that? (Genesis 6:22.) And one about the rainbow—(Genesis 9:13). -All these are in the first book—the book of Genesis, and because that -is one of the books of the Law I will give you a red slip to mark the -place of each of those verses. What was the verse about hiding from God? -That verse was in the book of Jeremiah. Let me tell you how to find it. -Open the Bible in the middle. What book is there? (Psalms.) Now turn to -the right and you will find first Proverbs, then Ecclesiastes, Song of -Solomon and Isaiah, and then comes the book we are looking for—Jeremiah. -Turn through the chapters until you find the 23d, and the 24th verse of -that chapter. This book belongs in a group of five that are called books -of the Major Prophets and they are marked by the green ribbon. (Give the -children a green slip and let them put it in as a mark for the memory -text in Jeremiah.) What was the verse about love? That is in one of the -books of the New Testament. If you take the part of your Bible that is -to the right of Jeremiah and open that part in the middle and then take -the right hand little part and open that in the middle, you will find you -have 1 Corinthians. Then you can find the 13th chapter and the 4th verse. -The ribbon for these books, which are called Letters, is violet, so we -will put a violet slip in to mark the place of this memory text. (The -only other text which they have had is Hebrews 11:8a, c. They can find -that by turning to the right from 1 Corinthians, and that may also be -marked by a violet strip of paper. Drill by having the children find the -verses by subjects.) - - - - -LESSON 9 - -Giving Lot the First Choice - - -=Teaching Material.=—Genesis 13:1-18. - -=Pupil’s Reading.=—Genesis 13:1-13, 18. - -=Memory Text.=—As ye would that men should do to you, do ye also to them -likewise. Luke 6:31. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Psalm 119:36; Proverbs 1:19; Matthew 6:19-21; Luke 12:15; John 13:34; -Romans 12:10; 1 Corinthians 10:24; 13:1-13; James 2:8. - - -FROM THE COMMENTATORS - -This choice of Sodom as a dwelling place was the great mistake of Lot’s -life. He is the type of that very large class of men who have but one -rule for determining them at the turning points of life. He was swayed -solely by the consideration of worldly advantage. He has nothing deep, -nothing high in him. He recognizes no duty to Abram, no gratitude, no -modesty; he has no perception of spiritual relations.... It was Abram’s -simple belief that God’s promise was meant and was substantial that made -him indifferent as to what Lot might choose. His faith was judged in -this scene, and was proved to be sound.... Wherever there is faith the -same results will appear. He who believes that God is pledged to provide -for him cannot be greedy, anxious, covetous; can only be liberal, even -magnanimous.—_The Expositor’s Bible_, _Genesis_, _Marcus Dods_. - - -AIM - -=To lead the children to admire the kindliness and unselfishness of -Abram, and to exhibit a similar spirit in their own daily lives.= - - -LESSON PREPARATION - -After you have read carefully the story of this lesson answer for -yourself these questions: What is the most important teaching point in -this story? How can I arrange the material of the story in such a way as -to bring that point into strongest perspective? Abram gave up to another -what he had a perfect right to take for himself. Would Junior children -generally regard that as a foolish thing to do, and, therefore, lose -all the force of the lesson if too much stress should be put upon that -phase of the truth? What is the Junior child’s highest conception of what -must be done in order to obey the Golden Rule? What elements in Lot’s -character stand out clearly in this transaction? How does he exhibit -indifference toward the best welfare of his family? - -The consequences of his choice come out in later lessons, and are exactly -what might be expected, but, of course, these must not be touched upon in -this lesson. The only point which needs emphasis here is the statement of -verse 13. - - -LESSON PRESENTATION - - -Introduction - -Abram was sitting in the door of his tent. Sarai, his wife, was near by -and was watching him anxiously, for she could see that he was troubled, -but she knew not why. They had just returned to the place near Bethel -from a long journey which they took into Egypt because there had been -a famine in the land of Canaan. Their flocks and herds were so many -that Abram was known as a very rich man in a country where men counted -their wealth by the number of cattle they owned. The dark tents of -Abram’s servants stretched away over the valley and up on the sides of -the low hills, for his followers were many. Lot, Abram’s nephew, also -had servants and flocks and herds. His tents were there too, and the -smoke was going up from many fires, for it was supper time. As Abram sat -looking out over the valley, Sarai questioned softly, “What is it that -troubles thee?” And Abram answered, “Thou knowest how I have thought that -Lot would always be with us, as he has been all his life; but I cannot -now see how that can be. To-day and yesterday, and indeed every day -since we pitched our tents in this valley, as I have gone about to see -how the herds and flocks were being cared for by the men, I have found -quarreling and strife among the herdsmen.” “Quarreling and strife?” “Yea, -thou knowest we have had none of that before, but now our cattle are so -many and there are so few good pasture lands that were not already in use -by the Canaanites and the Perrizzites before we came into the land, and -there are so few wells or springs of water beside those that they claim, -that there is constant strife between Lot’s herdsmen and ours. Each one -claims every spring of water and pasture land, and so they quarrel. We -cannot have this kind of thing. Brothers should live together in unity, -and I must find a way to end the strife. Of course my men feel in duty -bound to find water and pasture for my cattle; that is what they are told -to do; and Lot’s men must do the same for his, but we cannot have them -fighting about it.” - - -The Lesson Story - -The next morning Abram asked Lot to take a walk with him, and as they -together climbed a hill near by, Abram told his nephew of the quarreling -among their men, and then he said something like this: “You see, we have -now so many cattle that no one part of the country can give us all the -pasture that we need. I had hoped that we might always live together, -but I see that we cannot do so and have peace and right feeling among -our servants.” Now, of course, you know that Abram might then have -said to his nephew, “God has promised all of this land to me and to my -children, so it is only right that I should first choose the part of -the land in which I wish to live, and that is what I intend to do now.” -But Abram knew a better way than that. Open your Bibles and read with -me Genesis 13:8, 9. So you see, Abram gave Lot the first choice, and -as they stood together on the summit of the hill they had climbed, Lot -could look to the north, west, and south and could see few pasture lands, -but many rugged mountains and rather barren valleys. But to the east he -saw the well-watered plain of the Jordan, where the grass grew rich and -green, and he said as he pointed that way, “I will take the plain of the -Jordan.” Very soon they separated, Lot and his family, with his servants -and cattle, going down into the Jordan valley, while Abram journeyed -south over the mountains until he came to Hebron. - -What did Lot really choose? Not simply pasture lands for his flocks. He -chose selfishness and greed, for he took the best for himself when he -knew his uncle had the right to it. He chose wicked people to be his -neighbors and friends, for there were cities in the valley. Listen to -what the Bible says about the people in a city near which Lot pitched his -tents. (Read verses 12 and 13.) - -But what of Abram? What did he choose? He chose unselfishness and -generosity, and he gained something better than fine pasture for his -cattle, for he knew that he had pleased his heavenly Father, and soon he -heard the voice of God speaking to him, and saying (read verses 14, 15, -18). - -If possible, have the memory text written upon cards in attractive form, -with initial letter illuminated. Give one of these cards to each pupil, -and with it these statements and the question to be answered next Sunday: -This is a rule that Jesus gave to his disciples. It has been called the -Golden Rule. Can you think of any reason why it should have such a name -as that? - - -PUPIL’S BOOK FOR WORK AND STUDY - -Show the children the picture for this lesson and explain that it is -taken from a photograph of the Jordan valley as it appears to-day, and -shows part of what Lot saw when he made his choice. - - - - -LESSON 10 - -THE CORRELATED LESSON - - -Refer to the question asked in connection with Friday’s reading, and call -for the written answers. Read them and let the children talk about them -freely. Then take up the question about the Golden Rule and get their -ideas concerning the name that has been given to it. Help them to see how -like heaven this world would be if everyone obeyed that rule. Tell them -that people also speak of an Iron Rule and a Silver Rule. Perhaps they -can guess what the Iron Rule would be. It is the rule of savage men. It -says, “If evil is done to you, do evil in return.” The Silver Rule is -the rule of worldly men. That says, “If good is done to you, do good in -return.” See if the children can tell why that rule is called “silver” in -comparison with the Iron Rule. Then comes the Golden Rule, best of all, -because it says nothing about what other people do, but tells each one -under all circumstances, everywhere, to do to others as he would like to -have them do to him. - -If you have time review the texts with the colors as given to the -children last Sunday. Then tell them that the white ribbon is used for -the four Gospels which tell of the life of Jesus. Let them find Luke -among the first books of the New Testament and mark the Golden Rule, Luke -6:31 with a strip of white paper. - - - - -LESSON 10 - -Abram’s Rescue of Lot - - -=Teaching Material.=—Genesis 14:1-24. - -=Pupil’s Reading.=—Genesis 14:8-24. - -=Memory Text.=—A friend loveth at all times, and a brother is born for -adversity. Proverbs 17:17. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Psalm 110:4; Hebrews 5:5-10; 6:20 to 7:28. - -_Note._—The statements in Hebrews that Melchizedek was without father, -without mother, without genealogy, having neither beginning of days -nor end of life, merely mean that the Scriptures do not mention his -ancestors, parents, birth, or death.—_New Century Bible_, _Genesis_, _W. -H. Bennett, D.D._ - - -FROM THE COMMENTATORS - -Archæology. In this chapter we again come in contact with Babylonian -records, not, as heretofore, with mythology, but with history. We may -regard it as certain that Chedorlaomer and his allies were actual -historical personages; that Elam at one period was the dominant power in -the lands east of the Euphrates, as implied in verses 5, 9, and 17; and -that in the same period the dominant power in those Eastern lands claimed -and sometimes exercised a certain supremacy in Palestine, which was -enforced occasionally by such warlike expeditions as the one described -here. It is also not improbable that the four Eastern kings mentioned -here were contemporaries, and that Elam was the dominant power in their -time.... Amraphel: usually identified with Hammurabi, a Babylonian king, -known to us from the inscriptions. Numerous letters and inscriptions -of Hammurabi have been discovered, including forty-six dispatches -(inscribed tablets of baked clay) to a high official or tributary -prince. “Hammurabi,” we are told, “is already known, from the date on a -Babylonian contract, to have succeeded in defeating the Elamites in the -course of his reign, and this fact would not be inconsistent with his -having been Chedorlaomer’s ally during the earlier part of his reign, to -which period the narrative in Genesis 14 would, on this assumption, be -referred.”—_New Century Bible_, _Genesis_, _W. H. Bennett, D.D._ - -No one fails to see what it was that balanced Abram in this intoxicating -march. No one asks what enabled him, while leading his armed followers -flushed with success through a land weakened by recent dismay and -disaster, to restrain them and himself from claiming the whole land -as his. No one asks what gave him moral perception to see that the -opportunity given him of winning the land by the sword was a temptation, -not a guiding providence. To every reader it is obvious that his -dependence on God was his safeguard and his light. God would bring him by -fair and honorable means to his own. There was no need of violence, no -need of receiving help from doubtful allies. This is true nobility; and -this, faith always produces.—_The Expositor’s Bible_, _Genesis_, _Marcus -Dods_. - - -AIM - -=The aim in this lesson will be practically the same as that of Lesson 9. -This story shows again the kindliness and unselfishness of Abram and even -more forcibly and attractively perhaps for the Junior children, as those -qualities are exhibited in the doing of a brave and hazardous thing.= - - -LESSON PREPARATION - -In the lesson story as given last week how much was taken directly from -the biblical narrative? How far do you think it legitimate to expand -the Bible story? Was the part not given in the Bible narrative true to -your conception of the times in which the story has its setting? Bible -stories sometimes need expansion to make them complete and interesting -to the children. It was not a necessity in last Sunday’s lesson, but -was chosen simply as a way of introducing the lesson story. In all our -story work it is not important that the story shall always be something -that has actually happened, but it must be something that, given certain -conditions, could and would be likely to happen. In expanding Bible -stories we must keep the facts not only true to life, but true to what we -know of the age to which they relate. There are many fictitious stories -that are true, that is, true to life and to the principles that underlie -all action. There are others that are both fictitious and false. Take, -for example, the so-called Sunday school stories of fifty years ago in -which the good boy was so abnormal and impossible that every normal boy -who read the book revolted from the type with a natural and healthy -hatred. All our illustrative stories must be true to life, and must -not present a moral so apparent as to cause the child to react from it -because of the sheer force of the impact. - -The lesson for this week is intensely interesting both to us who are -older and to the children, but the points of deepest interest in each -case will be different. For us the mysterious Melchizedek, “who passes -over the stage a living king and priest,” and then is seen no more, -possesses much of charm and fascination. The difference between the Abram -who was enriched without protest in Egypt by a heathen king (Genesis -12:16), and the Abram who disdains to take so much as a shoe lace from -the king of Sodom (Genesis 14:23), is also of interest to us. But, of -course, in studying the lesson to present it to the children we must -put these things far in the background and get the story with its vivid -action and rapid movement so thoroughly into the mind and heart that it -can be told with as much feeling as would characterize the narration of -an event that happened yesterday. - - -LESSON PRESENTATION - - -Introduction - -Down in the Jordan valley, close by the side of Sodom, there are many -dark tents. Cattle are feeding in the rich pasture lands and both the -tents and the cattle belong to Abram’s nephew, Lot. Up among the rugged -mountains, west of the Dead Sea, is Hebron, and there too we see many, -many tents, and in the door of the tent of the ruler, or chief, we see -Abram. There was a time when you would have seen the tents of Abram and -Lot very near together. Why are they now separated by so many miles? -Why did Abram let Lot choose first and take the best of the land? Why -did Lot take the Jordan Valley? (Let the review so far as possible come -spontaneously from the children, but if it lags in any degree, or if the -important points are not brought out, ask questions that will make the -story complete.) - -The days passed very pleasantly in Abram’s camp. There was now no -quarreling among the herdsmen, but the camp was a busy place, for all had -work to do. Abram himself was not idle. Among his servants there were -more than three hundred men who were able to fight, and Abram needed -to have soldiers to protect the great company of people over whom he -was chief, and to protect the flocks from robbers if any should come to -steal. So Abram spent quite a good deal of his time training his men, so -that they would know how to obey and fight under a leader as all good -soldiers must. - - -The Lesson Story - -One day there was much excitement in Abram’s usually quiet camp. A crowd -was gathered about a man from the plain who bore the stains of battle, -and was worn and hurt with the roughness of the way he had traveled. -Eagerly they questioned: “What has happened? How were you hurt? From what -city have you come?” and soon they heard the story. “Four kings from -Babylon, with their armies, came into the Jordan valley to fight against -the cities of the plain because they had rebelled the year before and -refused to pay tribute, as they had been doing. The five kings of the -cities with their fighting men went out to meet their enemies, but were -dreadfully beaten. Many were caught in the slime pits of the valley and -died there. Some escaped to the mountains, as I did; but our enemies -have taken the women and children and the goods and cattle of Sodom and -Gomorrah and have gone back in triumph to their own country.” Of course -you can guess the question that Abram and many others asked right away: -“What has happened to Lot? Was he killed in the battle?” “No,” was -the answer, “but he went out to help the king of Sodom and was taken -prisoner. His wife and children were taken, too, and all his cattle.” - -What do you think Abram did when he heard this news? Instantly he -called for his three hundred and eighteen men whom he had trained to be -soldiers, and told them to get ready for the march. There were three -chieftains in that part of the country named Mamre, Eschol, and Aner, -with whom Abram was friendly, and when he sent word to them that he -was going to rescue his nephew and the other people taken by the kings -of the East, they joined him, and the party started north. They had to -travel more than a hundred miles before they overtook the enemy. Then -they waited until night, when Abram divided his company in such a way -as to make an attack at one time from different places. The soldiers -were sleeping, thinking themselves perfectly safe, and when the attack -came they were panic-stricken and fled, and Abram pursued them as far as -Hobah, a village near Damascus. Then he led his soldiers, his nephew Lot, -Lot’s family, and all the other people of Sodom and Gomorrah with their -possessions back toward home. - -As Abram passed near Salem, in the mountains west of Sodom, Melchizedek, -who was both priest and king in that city, brought food and drink for -the soldiers and for the people who had been rescued, and he blessed -Abram saying, “Blessed be Abram of God Most High, possessor of heaven and -earth: and blessed be God Most High, who hath delivered thine enemies -into thy hand.” And to him, as the priest of the most high God, Abram -gave a tenth of all that he had taken in the battle. Then the king of -Sodom came to meet Abram. It was considered the right thing for anyone -who gained a victory in battle to keep for himself all the goods that -he took and the people also for slaves, to keep or sell as he wished. -The king of Sodom said to Abram, “Let me have the people that you have -rescued, but keep the goods for yourself,” but Abram answered, “I have -vowed to the Most High God that I will not take so much as a thread or -a shoe lace of all these things, nor anything else that belongs to you, -because if I do, you may say that you made me rich. Let there be nothing -for me. Let all that is taken from your possessions be what my soldiers -have eaten and the portion that rightfully belongs to my allies, these -three men who went with me.” - -It seems strange that in this story there is nothing to tell us that Lot -even thanked his uncle for what he had done. All that we know is that -he went back into the Jordan valley and to wicked Sodom, and Abram and -his soldiers and the friends who had helped him journeyed south until -they came to the home tents at Hebron. Did you ever hear the proverb, -“A friend in need is a friend indeed”? Open your Bibles in the middle, -turn to the next book on the right, and you will see that it is the book -of Proverbs. Find chapter 17 and verse 17, and let us read that proverb -together. Who was it in this story that acted the part of a friend? A -friend to whom? What is the name that Abram earned for himself? Do you -not think that a friend of God would always be quite sure to be a friend -of man also? - -(Ask the children to watch during the coming week and see how many people -they can find who are doing kindly things for others. Suggest that they -try themselves to be “friends” and “brothers” to everybody who needs any -help that they can give.) - - - - -LESSON 11 - -THE CORRELATED LESSON - - -(If the children have the colored slips marking their memory verses -corresponding to the rainbow bookmark colors, as suggested in Lesson 8, -it will be easy for them to find the verses. Such a drill as the one -given here will not only fix the verses in their memory associated with -their meaning, but will help the children to acquire facility in handling -the Bible and turning quickly to references. As you will see this lesson -is partly a drill on information which is given on page 31 of the Pupil’s -Book for Work and Study.) - -How many memory texts have we had in the first book of the Bible? What -is the name of that book? What is the color in the rainbow bookmark for -the first five books? What are those books called? Who can tell what the -memory texts in Genesis are without looking in the book? Who can give one -from Jeremiah? - -Who will find for me a verse about love? What is that chapter called? -Then if any one should ask you, “Where will I find the Love Chapter in -the Bible?” what would you answer? Who will find a verse that tells how -Abraham obeyed when God called him? What is that chapter about? Then what -is it called? In what book is the Faith Chapter found? What is the number -of the chapter? Let us see if we can all find the Christmas Story. - -What one of our memory verses would you like me to find? (Give out the -other memory verses by subjects and let each child read the verse he -has found.) What is the text that tells us what a friend and a brother -will do for any one who needs his help? Let us find that in the Bible. -Open your Bibles in the middle. What book have you there? That is the -hymn book of the Bible. The next book to the right is another book of -poetry, and that is the one which has our memory text in it. The chapter -and verse are both 17. Who will be the first to find it? Yellow is the -color for the books of poetry, so I will give you a yellow slip to mark -the place of this verse. Let us all read it together. Who can tell me in -other words what that verse means? - - - - -LESSON 11 - -Abraham Entertaining Angels - - -=Teaching Material.=—Genesis 15:1-6; 17:1-8, 15, 16; 18:1-16; Hebrews -13:16. - -=Pupil’s Reading.=—Genesis 17:1-5, 15, 16; 18:1-8; Hebrews 13:16. - -=Memory Text.=—Forget not to show love unto strangers; for thereby some -have entertained angels unawares. Hebrews 13:2. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Numbers 22:22-27; Judges 13; 1 Kings 19:5-8; Luke 1:11-22, 28-33; Matthew -2:13. - - -FROM THE COMMENTATORS - -(Genesis 15:1-7.) Abram felt that he had made the mightiest earthly -powers his enemies, and probably feared that the next campaigning season -would bring down on his encampment an irresistible host; so the word of -encouragement comes, “Fear not, Abram; I am thy shield.” Besides, he saw -that he was exhibited to his followers as a man who had the enjoyment -neither of this world’s winnings nor of the promise of God, for the sake -of which he sacrificed the booty offered him by Sodom. The soreness he -felt on this account was removed by the assurance, “I am thy exceeding -great reward.”—_Commentary on Genesis_, _Marcus Dods_. - - -AIM - -=To further deepen the impression made by the last two lessons, helping -the children to see the beauty of kindness, and so stimulate within them -the desire to practice kindness and helpfulness in their own lives.= - - -LESSON PREPARATION - -These lessons give to us as teachers an opportunity for a leisurely study -of the book of Genesis of which every teacher should take advantage. -Of course all that intervenes between lessons at any point should be -read for one’s own information, but no more should be given to the -scholars than is indicated by the limits of the teaching material. It -is interesting to note in the study of chapter 17 that “the rite of -circumcision is not, as is sometimes thought, a rite peculiar to the -Jews. It was and still is widely practiced in different parts of the -world”; but while with other races the underlying principle seems to -be initiation into manhood, with full civil and religious rights, its -meaning among the Jews was and is the same as that which underlies our -sacrament of christening, namely, dedication to God. - -The opportunity to lead children in the study of these early stories -is a privilege which every teacher should appreciate to the utmost. -Dr. Eiselen calls attention to the value of these stories in this way: -“Missionaries say—and experiences at home confirm the claim—that the -patriarchal narratives are of inestimable value to impress lessons of the -reality and providence of God, and to encourage the exercise of faith -and confidence in him. There is nothing that can be substituted for them -in religious instruction.”[4] He also quotes from Prof. W. W. White -twenty-one Christian virtues that are illustrated and enforced in the -life of Abraham: “He was steadfast, resolute, prudent, tactful, candid, -kind, self-controlled, obliging, self-denying, condescending, unselfish, -peaceable, hospitable, courteous, humble, thankful, reverent, prayerful, -worshipful, faithful, obedient.” - -This lesson is a fitting climax to the three which show particularly -Abraham’s unselfishness and kindness and self-forgetful thoughtfulness. -In the other two he was acting for some one whom he knew and loved as a -father might love a son. In this incident he extends the most complete -and joyous hospitality to men whom he believed to be ordinary travelers. - - -LESSON PRESENTATION - - -Introduction - -I wonder if Abram was not a little discouraged when he came back after -rescuing Lot and the other people of Sodom from the four kings of the -East? It would not be strange if he was both sad and discouraged, for -the nephew whom he loved had gone back among the wicked people of Sodom, -where his life was in danger all the time, and Abram might easily have -felt that he had not done very much for Lot, and had made enemies for -himself of the powerful kings whose soldiers he had attacked. - - -The Lesson Story - -But if he was discouraged and half afraid, his heavenly Father and Friend -knew it, and he appeared to Abram in a vision saying, “Fear not, Abram: -I am thy shield, and thy exceeding great reward.” Then Abram said: “O -Lord, how will you give this land to my children as you have promised, -when I have no child at all?” The Lord took Abram out into the night and -bade him look at the stars in the sky, saying, “Can you count them? Your -children’s children shall be as many as the stars for number.” And Abram -believed God’s promise and was comforted. Again God appeared to him and -repeated his promise, and said, “Your name shall not be Abram any more -but Abraham, which means father of a multitude, and your wife’s name -shall no longer be Sarai but Sarah, or princess, for she shall be the -mother of kings.” Yet Abraham and Sarah had no children. - -One noon time as Abraham stood in the tent door he saw three men coming -near. They were strangers to him, but he hastened to meet them and said, -“I pray you go no further in the heat of the day. Come and rest here -under the shade of the tree, and I will have water brought that your feet -may be bathed, and I will have something prepared for you to eat, and -after you are rested and refreshed you may go on your way.” The strangers -accepted the invitation, and Sarah and the servants soon had a dinner -prepared for the guests, and they ate while Abraham stood by to wait upon -them and show them every honor. It was not long before he found that his -guests were messengers from God. The promise that a child should come to -their home was given to Abraham again, but now one of the messengers told -Abraham just when Sarah’s son would be born. He said, “At this time next -year.” And Sarah heard what was said as she stood in the tent door near -by. Can you think how happy Abraham and Sarah must have been that day? -What a joy it was to them that they had provided the very best they had -for people who they thought were mere strangers. See what our memory text -says. (Hebrews 13:2.) Here is a command from that same chapter (verse -16). To “communicate” means to share the good things that you have with -others. - -At the Christmas time when the birthday of Jesus is near, I am sure we -all wish that we could share the good things that we have with him. Have -you ever thought what you would have done if you had been in Bethlehem -the night Jesus was born? This is what some one has said: - - If I had been a sleeping guest - Lodged at the inn that Christmas night, - When the wee Lord was laid to rest - In the cold stall in humble plight, - I know I would have waked, instead, - And given him my warm, soft bed. - -How glad any of us would be to do that. Is there anything we can do? This -is what the rest of the poem says: - - But I was not a lodger there— - It was so long ago, indeed. - Yet all around me, everywhere, - Are little children still in need, - And when I love and cherish them - I serve the Babe of Bethlehem. - - —_Nancy Byrd Turner._ - -Used by permission of the Congregational Sunday School and Publishing -Society. - - - - -LESSON 12 - -THE CORRELATED LESSON - - -Take your Bibles and see how many verses you can find among your memory -texts which tell us something that Abraham did, or some command that -makes us think of something he did because he obeyed it so well. (Hebrews -11:8a, c; Luke 6:31; Proverbs 17:17; Hebrews 13:2.) Would you say that -Abraham was loving? Might we think of Abraham then, when we read 1 -Corinthians 13:4a? What is that whole chapter called in which it is said: -“And Abram when he was called obeyed, and he went out not knowing whither -he went”? In what book is the Faith Chapter? What is the number of the -chapter? In what book is the Love Chapter found? What chapter? How did it -happen that Abraham had angels for his guests one day? What command is -there for us in the Bible about entertaining strangers and what reason is -given? What verse do you think of when you hear the name of Noah? What -one are you reminded of when you think of Adam in the Garden of Eden? -What verse gives a meaning to the rainbow? What does a friend always do? -In what book is that verse found? What kind of a book is it? What is the -color for the books of poetry? - -If you were to turn to Luke 2:8-20 what story would you find? What is -that group of books called? How many Gospels are there? Let us say those -four names, Matthew, Mark, Luke and John. Let us find the first one of -the Gospels which is also the first book in the New Testament. What is -the name of that book? Find chapter 25 and verse 40. Let us mark that -verse, for it is one we ought always to remember, and it will be a -pleasure to us to be reminded of it as we turn the pages of our Bibles. -Shall we read it together? - -What is our text for this year? (Luke 11:28.) Listen while I read -something which God said to Abraham (Genesis 12:2, last sentence of 3). -What a wonderful promise that was! To-day we will find out how that -promise came true. - - - - -LESSON 12.—CHRISTMAS LESSON - -The Song of Mary - - -=Teaching Material.=—Luke 1:21, 22, 26-55. - -=Pupil’s Reading.=-Luke 1:26-28, 46-55. - -=Memory Text.=—And Mary said, My soul doth magnify the Lord, and my -spirit hath rejoiced in God my Saviour. Luke 1:46, 47. - - -LIGHT FROM OTHER BIBLE PASSAGES - -Isaiah 7:14; Matthew 1:1-25. - - -FROM THE COMMENTATORS - -This chapter is remarkable for preserving a record of two inspired -hymns—the Magnificat and the Benedictus—which have been used for more -than a thousand years in the public services of Christendom. The -Magnificat first appears in the office of Lauds in the rule of Saint -Cæsarius of Arles, A. D. 507. (Blunt, Annotated Prayer Book, p. 33.) It -is so full of Hebraisms as almost to form a mosaic of quotations from -the Old Testament, and it is closely analogous to the Song of Hannah -(1 Samuel 2:1-10). It may also be compared with the Hymn of Judith -(Judith 16:1-17). But it is animated by a new and more exalted spirit, -and is specially precious as forming a link of continuity between the -eucharistic poetry of the old and new dispensation.—_Cambridge Bible_, -Edited by _F. W. Farrar, D.D._ - - -AIM - -=To show that the coming of Jesus was the fulfillment of God’s promise to -Abraham; to arouse and deepen faith in God and gratitude for his greatest -Gift.= - - -LESSON PREPARATION - -Read all of the first chapter of Luke and all of the references from -the chapter to other parts of the Bible. Picture to yourself the dark -and weary centuries of waiting for the promise to be fulfilled. If -possible, read some such book as Deborah, by Dr. James M. Ludlow, which -gives a vivid picture of the times of the Maccabees. The books of the -Maccabees in the Apocrypha and the article on Maccabees in any good -Bible dictionary will also be helpful in showing something of what the -God-fearing Jews had been suffering in the two hundred years preceding -the birth of Christ. - - -LESSON PRESENTATION - - -Introduction - -I have a story of a song to tell you to-day. It was a song of praise -and gladness, but the joy that was in it was so great that there are no -words that could possibly tell it all. It was sung at first by just one -voice, but in the hundreds of years since it has been sung and spoken by -thousands upon thousands who have been made glad by the joy that rings -through it. It is sung in churches by choirs and people, and the words of -the song are read over and over again, especially at the Christmas time, -in every place where people have heard the Gospel message. Shall I tell -you how this song came to be sung the first time? - -God had given this great promise to Abraham, “In thee shall all the -nations of the earth be blessed,” and as the years and years went by -the people who called Abraham their father became very many, and as the -fathers and mothers sat in the doors of their tents while the stars -were coming out they would say to their children, “Do you see how many -stars there are? God once told Abraham, our father, that his children’s -children should be as many as the stars, and that promise has come true. -But there was another and more wonderful promise than that, for God said, -‘In thee shall all the nations of the earth be blessed,’ and that promise -will come true some day.” The children never forgot about that promise, -and they told it to their children, giving it as one would some precious -jewel, and they would always say, “The promise has not come true yet, but -it will.” - -So the long years went by. Many of the people forgot God, and sorrow upon -sorrow came, and still there was no sign of the blessing that had been -promised. God sent to his people many prophets who spoke words of cheer, -and told of a Saviour who would come, but all the people knew was that -some day he would come, and they cried eagerly to the Lord saying, “How -long, O Lord, how long shall it be?” The hearts of the people grew sick -with waiting as they asked each other, “When will the promise come true? -When will the Saviour come?” But no one could answer, for none knew. - -One day, in Jerusalem, those who truly loved the Lord came out of the -temple with joy shining in their faces. “Something has happened!” they -said to their friends, “We do not know just what it is, but Zacharias -the priest has seen a vision. He was in the temple burning incense, and -when he came out to us he could not speak, but he made us know that God -had sent him some wonderful message.” So the people began to hope that -this might mean the coming of the Saviour. But half a year went by and -there was still no sign of the coming of the promised One. Every priest -who went into the temple to offer incense must have hoped that some -message would come to him, but no vision of an angel was seen there again. - - -The Lesson Story - -Up in the north in a city called Nazareth there lived a young woman, so -kind and good and true that even the birds and flowers seemed to love -her. As God looked at her and read the very thoughts and desires of her -heart, he knew that he could trust her with the care of the greatest -Gift he had ever sent to the earth, the One in whom the promise made to -Abraham should come true. So it happened one day that as Mary stood among -her flowers a messenger came and spoke to her saying, “Hail, thou that -art highly favored, the Lord is with thee.” Mary was troubled when she -heard his words, for she did not know what they meant. But with joy she -heard: “Fear not, Mary: for thou hast found favor with God, and to thee -shall be sent a Son in whom the promise made to Abraham shall come true, -for he shall bring blessing to all the people of the world. He will come -as a little baby, and thou shalt call his name Jesus, for he shall save -his people from their sins. He shall be great, and shall be called the -Son of the Most High, and of his kingdom there shall be no end.” - -When Mary heard this she could hardly believe that it was not all a -dream. To think that she should be chosen as the one through whom God’s -greatest promise should come true! All the people thought that the -Saviour would come as a great king, but Mary knew now that he was coming -to her arms as a little child, and there was great joy in her heart when -the angel left her and went back to the heavenly places. Very soon she -went to see her cousin Elisabeth, that she might tell her of the great -happiness that had come into her life, but Elisabeth already knew it, for -God had told her, and together they rejoiced that the great promise was -so soon to come true. Elisabeth told her gladness in a few words, but -Mary’s heart was so full that her praises flowed out in song (read verses -46-48, 54, 55). - -So you see it was the promise to Abraham coming true; and you know how -one night at Bethlehem, while shepherds were watching their flocks on -the hillside, a Baby was born in the stable of an inn and was laid in a -manger for a cradle. That was the gladdest day of all the days that ever -have been or ever will be in this world, for it was the day when Jesus -was born in Bethlehem of Judæa. No wonder the angels sang, “Glory to God -in the highest.” No wonder we always wish to sing songs of joy at the -glad Christmas tide. - -Let us say together the words of praise that Mary said: “My soul doth -magnify the Lord, and my spirit hath rejoiced in God my Saviour.” And let -us praise God as the angels praised him the night when Jesus was born: -“Glory to God in the highest, and on earth peace among men in whom he is -well pleased.” Is there any other way in which we can show our love and -gratitude? (Speak of what your Sunday school is doing for the poor, and -of the part which the Juniors have had in the gifts. Quote Matthew 25:40, -and call attention to pages 36 and 37 of the Pupil’s Book for Work and -Study.) - - - - -LESSON 13 - -THE CORRELATED LESSON - - -As the lesson for Christmas Sunday is not an integral part of the lessons -to be reviewed to-day, it would be well to have a conversation with the -children about the beautiful picture for the Christmas Lesson. Get them -to express themselves freely concerning it. Ask to what they think Mary -is listening, and in that way get from them the story of the angel’s -message. It is an interesting fact for teachers to know that while one of -the greatest charms of the picture as we have it is that it leaves the -angel to the imagination and centers all thought and attention upon Mary, -this effect is secured by leaving out half of the original painting in -the reproduction. In the painting the garden is shown extending to the -left and rear, and the angel is standing under the trees at some distance -from Mary. It is evidently the consensus of opinion that the presence -of the angel weakens the picture artistically, as it certainly does in -teaching power, for most of the reproductions leave out that feature of -the original. After the picture has been fully discussed and the story -given by the children, have the memory text recited and ask how many read -the Christmas story from the Bible. Give to each child a white strip to -mark the place of the Christmas Story and another for the Song of Mary. -See how many know the reference for the Christmas Story and drill upon it. - - - - -LESSON 13 - -Review - - -=Teacher’s Theme.=—Walking with God. Genesis 6:9; Proverbs 3:5, 6. See -also Genesis 5:21-24; Isaiah 30:21; Amos 3:3; Hebrews 11:5; 1 John 1:6, -7; 2:6; Revelation 3:4, 5. - - -LESSON PREPARATION - -Read over at one sitting, if possible, Genesis chapters 6-18, with the -theme of this lesson uppermost in the mind. The story of Enoch has been -used for the pupil’s book because it fits in so well with this theme, and -because it is a name and a story that all children should know. It need -not be introduced into this review, of course, but the reference is given -as part of the study because Enoch is such a notable example of those who -walked with God. - - -LESSON PRESENTATION - -(Draw on a large sheet of paper a road with another branching off from -it. Begin your lesson by telling of two persons starting out to walk -together.) When they come to the parting of the roads one says, “I am -going this way.” The other says, “I cannot go that way, for this is the -only road that leads to the place to which I wish to go.” What must they -do if they are to keep on walking together? Two cannot walk together -unless they agree and are willing to go the same road. If one of the two -must take this road and the other can take whichever he chooses, it is -quite certain that the one who can choose will go with his friend if he -really loves him and wishes to be with him. - -Do you remember what the Bible says about Noah? Noah walked with—whom? -Let us see what that means. What is the road that God walks? It is -the way that leads to heaven. It is the way of love, goodness, joy, -kindliness, obedience, trust, patience. Noah walked that way, but the -other people were filled with violence and their thoughts were evil. -There are no such things as violence and evil in the way that God walks, -so people who love those things are not walking with God. What do you -think of Abraham—did he walk with God? Why do you think so? (Get from the -children the story of his obedience to God’s call and the memory text -for that lesson; his giving Lot the first choice and the Golden Rule; -his unselfish risking of his life to rescue Lot, showing that he was -a true friend and brother, and his kindness in entertaining those who -he thought were strangers. Call for the memory texts for both of these -lessons by subjects and read or recite to the children Hebrews 13:16.) -How splendidly Abraham did these things! What name did he earn by his -obedience and love? - -What story have we had about a woman who walked with God? Does any one -walk with God in these days? Can boys and girls as well as men and women -walk with God? Certainly, anyone who loves the Lord may walk with him, -and he loves us so much that it grieves him when we choose to go the -other way. In his Word we are told, “In all thy ways acknowledge him, and -he will direct thy paths.” Have you ever heard what seemed almost like a -voice inside of you saying, “That is wrong, do not do it”? That is the -voice of God speaking to you, for he has said, “Thine ears shall hear a -word behind thee, saying, This is the way, walk ye in it; when ye turn to -the right hand, and when ye turn to the left.” So that the voice that you -hear, which we call conscience, is God’s voice trying to keep you from -turning away from him and walking in evil ways. What does our text for -this year say? (Luke 11:28.) Is it easy to keep the word of God, to walk -his way? No, it is not easy but he has promised to help us and he will do -so always if we ask him. Do you talk to your heavenly Father every day? - -(Ask how many use the prayer, “Now I lay me down to sleep,” and how many -offer some other prayer, not committed to memory, but their own? Ask -how many pray in the morning, and show them how much they need care and -guidance through the day, and ask them each morning to use this prayer: -“O, Lord, help me to walk with thee to-day in loving obedience.” When -children have reached the age of nine they should be led to see that -the mere recitation of a memorized verse is not talking with God. Many -parents teach the child some simple prayer when he is about four years -old, and give no further help nor instruction on the subject of prayer -from that time on; and for this reason a heavy responsibility rests -upon the Sunday school teacher. It is essential that the child shall -understand that talking with God is as real as talking with anyone whom -he can see; that God hears and answers always, but does not always answer -yes; that we need always to pray for help to do right and for forgiveness -when we do wrong; that we should talk with our loving heavenly Father -about everything that interests us. This note is put here because it is -important that teaching on prayer and suggestions concerning it should -be put in all through this course at any time when it comes in naturally -with the lesson.) - - - - -FOOTNOTES - - -[1] George Albert Coe, Ph.D., Education in Religion and Morals. - -[2] Telling Bible Stories, Louise Seymour Houghton. - -[3] See explanation, pages 24 and 25. - -[4] The Christian View of the Old Testament. - - - - -APPENDIXES - - - - -APPENDIX A - -MEMORY WORK FOR THE QUARTER - - -REQUIRED - - -MEMORY TEXTS - -Junior Motto.—Be ye doers of the word, and not hearers only. James 1:22a. - -Verse for the Year.—Blessed are they that hear the word of God, and keep -it. Luke 11:28. - -Lesson 1.—In the beginning God created the heavens and the earth. Genesis -1:1. - -Lesson 2.—And the Lord God took the man, and put him into the garden of -Eden to dress it and to keep it. Genesis 2:15. - -Lesson 3.—Can any hide himself in secret places so that I shall not see -him? saith Jehovah. Jeremiah 23:24a. - -Lesson 4.—Love suffereth long, and is kind; love envieth not. 1 -Corinthians 13:4a. - -Lesson 6.—Thus did Noah; according to all that God commanded him, so did -he. Genesis 6:22. - -Lesson 7.—I do set my bow in the cloud, and it shall be for a token of a -covenant between me and the earth. Genesis 9:13. - -Lesson 8.—By faith Abram, when he was called, obeyed; and he went out, -not knowing whither he went. Hebrews 11:8a, c. - -Lesson 9.—As ye would that men should do to you, do ye also to them -likewise. Luke 6:31. - -Lesson 10.—A friend loveth at all times, and a brother is born for -adversity. Proverbs 17:17. - -Lesson 11.—Forget not to show love unto strangers; for thereby some have -entertained angels unawares. Hebrews 13:2. - -Lesson 12.—And Mary said, My soul doth magnify the Lord, and my spirit -hath rejoiced in God my Saviour. Luke 1:46, 47. - - -_Correlated Lessons_ - -The Bible—two parts, Old Testament and New Testament; 66 books in all. - - Old Testament—39 books. - New Testament—27 books. - -Meaning of the word Genesis—Beginning. - -Name of the division in which Genesis is found—Books of law. - -References for: - - The Love Chapter. - The Faith Chapter. - The Christmas Story. - -Name of the first division in the New Testament—Gospels. - - -HYMN - -OPTIONAL - - Once in royal David’s city - Stood a lowly cattle shed, - Where a mother laid her Baby - In a manger for his bed. - Mary was that mother mild, - Jesus Christ her little Child. - - And, thro’ all his wondrous childhood, - He would honor, and obey, - Love, and watch the lowly maiden - In whose gentle arms he lay. - Christian children all must be - Mild, obedient, good as he. - - And our eyes at last shall see him, - Thro’ his own redeeming love; - For that Child so dear and gentle - Is our Lord in heaven above, - And he leads his children on - To the place where he is gone. - - -PRAYER - -O Lord, help me to walk with thee to-day in loving obedience. Amen. - - - - -APPENDIX B - -BOOK LIST - - -THE EXPOSITOR’S BIBLE. Rev. W. R. Nicoll, editor. - -THE NEW CENTURY BIBLE. W. H. Bennett, editor. - - These are both commentaries, though the first, as the name - implies, gives an exposition of the truth rather than an - explanation of the text. The New Century is a small volume. The - Expositor’s Bible is larger. For these lessons one would need the - volume on Genesis. - -THE ONE VOLUME COMMENTARY. Rev. J. R. Dummelow, editor. - - This is a most remarkable one-volume commentary containing 1,092 - pages, and any teacher who cannot gain access to one having a - volume for each book should by all means get this one if possible. - -OLD TESTAMENT CHARACTERS. Cunningham Geikie. - - These are well written character studies and will be a help in - getting in mind a rounded picture of the various characters. - -A DICTIONARY OF THE BIBLE. One Volume. James Hastings, editor. - - A Dictionary of the Bible is well nigh indispensable for a Sunday - school teacher, and this is as complete as one could be made - within the limits of a single volume. - -HISTORY FOR GRADED AND DISTRICT SCHOOLS. Ellwood W. Kemp. - - Besides the chapter referred to in Lesson 8 the one on “How the - World Came to have Books” and many other stories would be helpful - to a Sunday school teacher. - -PSYCHOLOGICAL PRINCIPLES OF EDUCATION. Herman H. Horne. - - The section on Religious Education, pages 333 to 527, is worth - the price of the book. - -TALKS ON PSYCHOLOGY AND LIFE’S IDEALS. William James. - - The chapters on Laws of Habit, Association of Ideas, Interest, - Attention, Memory and the Will are specially valuable. - -STORIES AND STORY TELLING. Edward P. St. John. - - The best Sunday school teachers in the Junior and younger grades - are those who know how to tell stories well. This little book - will be a great help if carefully studied, and its precepts - practiced. - -THE UNFOLDING LIFE. Antoinette A. Lamoreaux. - - It is impossible to teach effectively unless one knows his - pupils. This book will be an aid to the teacher not only as it - outlines the characteristics of the period, but as it presents - the attitude which every teacher should have toward his work. - -A CHART OF CHILDHOOD. E. P. St. John. - - In this chart the main characteristics of the different periods - are concisely stated and carefully grouped. - -THE PUPIL AND THE TEACHER. Luther A. Weigle. - - This book should be owned and read by every Sunday school - teacher. It is not a large volume, but there is a great deal of - information in it. The teacher who studies it cannot fail to - understand his pupils better and teach them more effectively than - he otherwise would. - -TELLING BIBLE STORIES. Louise Seymour Houghton. - - This book is written primarily for mothers, but is of equal value - to teachers. It is written “in the light of to-day’s science - and exegesis,” and shows how the children may be helped to get - the great truths of the Old Testament Stories without learning - anything which must later be unlearned. - - -BOOKS FOR JUNIORS TO READ - - Sunday-school teachers are often asked by parents to suggest - gift books for the children at Christmas time. The following are - all books that Juniors will find pleasure in reading, and will - delight to own: - -THE OTHER WISE MAN. Henry van Dyke. - -THE FIRST CHRISTMAS TREE. Henry van Dyke. - -THIS WAY TO CHRISTMAS. Ruth Sawyer. - -JOEL, A BOY OF GALILEE. A. F. Johnson. - - - - -APPENDIX C - -LIST OF STEREOGRAPHS - - -LESSONS 1 TO 7. No Stereographs. - - -LESSON 8 - -“FOUR THOUSAND YEARS UNCHANGED; PATRIARCHAL LIFE IN PALESTINE TO-DAY” - -This big, grassy plain is in a part of Galilee which Abraham and his -emigrant party probably crossed when they were moving into Palestine. -These people whom we see now are Bedouins. They live in almost the same -way as Abraham’s family, moving from one place to another, wherever they -can find plenty of pasturage for their animals. The Bible tells (Genesis -12:16) how Abraham owned camels like these. Abraham’s wife, Sarah, used -to spin coarse yarn out of the wool of her sheep and the hair of her -goats, and then weave the yarn into cloth for clothing and tents. These -tents before us were made in that way by Bedouin women. In the nearest -tent we can plainly see a piece of striped cloth hung up so as to divide -the tent into two rooms. Abraham’s camp home was like that, and one of -the two rooms was specially for Sarah. The clothes of these Bedouins are -much like the ones that Abraham and his men wore. Notice how each Bedouin -has, instead of a hat, a large piece of cloth to protect the top of his -head and the back of his neck from the hot sun. - - -LESSON 9 - -“HEBRON, THE HOME OF ABRAHAM, ISAAC, AND JACOB” - -This town whose little stone houses are crowded so close together is the -place which the Bible calls Hebron. It was an old town even when Abraham -first came here. Abraham settled down near the village, and his cattle, -sheep, and goats were pastured on hills like those we see beyond the -town. We can read in our Bibles all about how Abraham bought a certain -part of this very land that we see now, and how he paid for it in silver -(Genesis 23:3-20). Look in the part of Hebron which is farthest toward -your right hand, and you will see a tall stone tower. The field that -Abraham bought of Ephron is around where that tower now stands. Part of -it has been built upon since Abraham’s time. The trees between us and the -town are olive trees. - - -LESSON 10 - -“THE JORDAN’S MAIN SOURCE, AT DAN” - -This is up among the hills in the northern part of Palestine. A high -and beautiful mountain stands close by, though we cannot see it in the -picture; those trees are in the way. Over beyond the trees there is a -great spring, where clear, cold water comes pouring out of an opening in -the earth at the foot of the mountain. These bubbling, splashing waters -are hurrying away from the spring to make room for more that rush out to -take their place. When Abraham and his men chased the robber chiefs to -rescue Lot and save Lot’s property, they came away up here. They found -the camp of the robbers on a hill beside this stream, and attacked the -enemies in the night. Here they set Lot free, and here they recovered -the stolen goods—probably things like silver and jewels, woven cloth and -leather bags full of olive oil. All such things were very valuable. Here -they packed the property in bundles, ready to be carried home again on -the backs of camels and donkeys. - - -LESSON 11 - -“ANCIENT TREE, TRADITIONALLY KNOWN AS ABRAHAM’S OAK, NEAR HEBRON” - -This is a very old tree. It is a kind of oak different from those that -grow in America. There used to be groves of such trees in Palestine long -ago, but now they are very rare. It was near a big tree of this sort that -Abraham pitched his tent when he first settled down to live near Hebron. -The Bible story (Genesis 18:1-8) tells how three visitors once came to -see him, and how he asked them to rest “under the tree” while Sarah -got dinner ready. And the Bible tells also (Genesis 15:5) how God one -night called Abraham to look up into the sky and see the countless stars -sparkling and twinkling there. It may have been near this very tree that -Abraham looked up that night. - - -LESSON 12 - -“CHURCH OF THE NATIVITY AT BETHLEHEM, BUILT WHERE JESUS WAS BORN” - -This open space where the men are standing and talking is Bethlehem’s -market square. For hundreds and hundreds of years men who have had barley -or wheat, sheep or donkeys or cloth or firewood to sell have brought them -here to find customers. It was so at the time when Joseph and Mary came -to Bethlehem on Christmas Eve. That big stone building at the farther end -of the square (it is really a church, though it does not look much like -our churches) had not then been built. The ground where it stands was -then a “khan” or camping-place, with a wall around it, where strangers -could rest over night and feed their tired camels. When Joseph and Mary -reached this khan (which our Bibles call an “inn”) it was so full of -travelers that they could not find a good, comfortable place, but had to -stay in a part of it which was meant only for animals. The place where -the Child Jesus was first laid to sleep is now under that stone church. -People from all parts of the world make journeys to Bethlehem, on purpose -to pray here where our Lord was born. - - - - -APPENDIX D - -AIDS FOR SUPERINTENDENT AND TEACHER - - -Junior Worker and Work - -This book is of value to both superintendents and teachers. In it -there are seven chapters that deal with various phases in the life of -the junior child, at home, at school, at play, in the Sunday school -and church. There are nine chapters that are concerned more or less -directly with the teacher’s work in the school and between Sundays, -such as: A Graded Course of Study, Correlated Lessons, Methods of -Teaching, Story Telling, the Value of Handwork and Connecting Truth with -Life. The superintendent will find help for problems of management, -grading, organization, equipment, the department service of worship, the -celebration of special days and in guiding the play life of the pupils. - - -Rainbow Bookmark - -One of the first and most difficult of the tasks that a junior must -perform is learning the names of the books of the Bible and its -divisions. The bookmark, which has a ribbon for each division, is a help -to the child, and it is of special value to the superintendent in varying -the department drills and making them attractive. - - -Junior Badge - -The open book, which is the form of the badge, suggests the Bible, -and the words “Hear” and “Do” bring to mind the junior motto, “Be ye -doers of the Word and not hearers only.” The badge is silver enameled -in the junior colors, blue and white. It is mentioned as an aid to -superintendent and teacher because it has proved to be so great a help to -the child in his character building. It appeals to his love of insignia; -it enables him to show his colors without phariseeism, and is a silent -monitor of great value in times of temptation. - - -Record of Credits - -The average junior child must be stimulated by incentives if he is to -form and fix in his life those habits which lie at the foundation of -Christian character. Commendation for work well done is the highest type -of reward, and to this reward every child who does good work is entitled. -In order to be perfectly certain that credit is given where credit is -due, an accurate record is necessary, and with this loose leaf record -plan it is easy to keep accurately the credits of each pupil as well as -of the class as a whole. Each leaf furnishes space for the pupil’s record -for a year. Every class should have one leaf for each member and one for -the record of the credits earned by the class. The leaves are so dated -that the year’s work begins the first of October. - - -Honor Roll - -In order that the boys and girls who are entitled to honor shall receive -public recognition, a wall roll upon which the names may be posted -every month is most desirable. It is possible to write the names on -a blackboard or on a sheet of bristol board and so bring them into -notice, but it is much better to add to the beauty of the room and at -the same time make the honor seem more worthwhile by having the names -inscribed in a framed Honor Roll, with the name and design attractively -lettered and colored. In the best of these rolls the mat carries the -name and decoration and this is fastened to the frame while the back is -detachable, and there are many extra sheets provided so that a new one -may be inserted whenever it is necessary to change the roll. - - -Promotion Certificates - -The last day in September is always a promotion day for each pupil in -every thoroughly graded school. In some cases the promotion is from one -grade to another within a department, but it is quite as important that -the fact of such progression should be noted as it is to give a diploma -to the child who completes the junior course. A different card has been -prepared for each year, with place for noting whatever honors have been -earned in addition to the required work. - - -Diplomas - -It is difficult for adults to realize how much a diploma given by the -Sunday school is valued by the child who has earned it. The pupil who -is honorably promoted from any one department of the school to the next -should be given a diploma duly inscribed, rolled and tied with the -junior colors, and publicly presented by the pastor of the church or the -superintendent of the Sunday school. It is quite essential, where honors -are given for extra memory or handwork, that these should be noted on the -diploma. On some of the recent diplomas certain honors are designated -giving an opportunity to star those that have been won by each pupil. - - -Temperance Pledge Wall Roll - -Every Junior Department should have a wall roll upon which to place the -names of the children who sign the temperance pledge. A wall pledge -reproducing the wording of the Declaration of Independence pledge can be -purchased from the National Temperance Society and Publication House in -New York City. The Methodist Book Concern issues a pledge roll which has -the name in a colored design and the portraits of Frances Willard and -John B. Gough at the sides. - - -Birthday Cards - -There are few ways in which the junior superintendent and teacher can -create so close a personal tie with the pupils as by noticing birthdays -either by letters or birthday cards. Beautiful birthday cards have been -prepared for the four junior years. In the first year there is but one -card intended for both boys and girls. These cards were designed and -drawn by well-known artists, and are printed in attractive colors. The -sentiments are such as will appeal to the junior children. - - - - -APPENDIX E - -COURSE IV - -(Approximate age of pupils: Nine years) - - -GENERAL AIM - -To help the child to become a doer of the Word, and to lead him into -conscious loyalty to Jesus Christ. - - -STORIES FROM THE OLDEN TIME - -AIM - -To awaken an interest in the Bible and love for it; to deepen the impulse -to choose and to do right. - - -I. STORIES OF THE BEGINNINGS - -1. In the Beginning. - - Teaching Material: Genesis 1:1 to 2:3. - Pupil’s Reading: Genesis 1:1-5. - Memory Text: Genesis 1:1. - -2. The Garden of Eden. - - Teaching Material: Genesis 2:4-25. - Pupil’s Reading: Genesis 2:9, 15-25. - Memory Text: Genesis 2:15. - -3. Hiding from God. - - Teaching Material: Genesis 3:1-24. - Pupil’s Reading: Genesis 3:1-15. - Memory Text: Jeremiah 23:24a. - -4. Cain and Abel. - - Teaching Material: Genesis 4:3-15. - Pupil’s Reading: Genesis 4:3-15. - Memory Text: 1 Corinthians 13:4a. - -5. Review. - - Teaching Material: Genesis, chapters 1 to 4. - Pupil’s Work: Answering questions and reading Genesis 4:20-22. - -6. The Building of the Ark. - - Teaching Material: Genesis 6:5 to 7:5. - Pupil’s Reading: Genesis 6:5, 9, 14-22. - Memory Text: Genesis 6:22. - -7. The Flood and the Rainbow. - - Teaching Material: Genesis 7:6 to 8:22; 9:12-17. - Pupil’s Reading: Genesis 7:6; 8:6-20; 9:12-17. - Memory Text: Genesis 9:13. - - -II. STORIES OF THREE PATRIARCHS - -8. The Call of Abram. - - Teaching Material: Genesis 11:27 to 12:9; James 2:23. - Pupil’s Reading: Genesis 11:31 to 12:9; James 2:23. - Memory Texts: Hebrews 11:8a, c. - -9. Giving Lot the First Choice. - - Teaching Material: Genesis 13:1-18. - Pupil’s Reading: Genesis 13:1-13, 18. - Memory Text: Luke 6:31. - -10. Abram’s Rescue of Lot. - - Teaching Material: Genesis 14:1-24. - Pupil’s Reading: Genesis 14:8-24. - Memory Text: Proverbs 17:17. - -11. Abraham Entertaining Angels. - - Teaching Material: Genesis 15:1-6; 17:1-8; 18:1-33; Hebrews 13:16. - Pupil’s Reading: Genesis 17:1-5, 15, 16; 18:1-8; Hebrews 13:16. - Memory Text: Hebrews 13:2. - -12. The Song of Mary (Christmas Lesson). - - Teaching Material: Luke 1:21, 22, 26-55. - Pupil’s Reading: Luke 1:26-28, 46-55. - Memory Texts: Luke 1:46, 47. - -13. Review. - - Teacher’s Theme: Walking with God. Genesis 6:9; Proverbs 3:5, 6. See - also Genesis 5:21-24; Isaiah 30:21; Amos 3:3a; Hebrews 11:5; 1 John - 1:6, 7; 2:6; Revelation 3:4, 5. - Pupil’s Reading: Genesis 5:21-24. - -14. Ishmael in the Wilderness. - - Teaching Material: Genesis 16:1-15; 17:15-21; 21:1-20; 25:8-10. - Pupil’s Reading: Genesis 21:8-20. - Memory Text: Genesis 21:20. - -15. Rebekah at the Well. - - Teaching Material: Genesis 24:1-67. - Pupil’s Reading: Genesis 24:1-27. - Memory Texts: Proverbs 3:3a, 4. - -16. Isaac the Peacemaker. - - Teaching Material: Genesis 26:12-33. - Pupil’s Reading: Genesis 26:12-15, 18-22. - Memory Text: Matthew 5:9. - -17. How Esau Lost His Birthright. - - Teaching Material: Genesis 25:19-34; 27:1-40. - Pupil’s Reading: Genesis 25:27-34; 27:1-17. - Memory Text: 1 Corinthians 12:31a. - -18. Jacob’s Vision of a Ladder to Heaven. - - Teaching Material: Genesis 27:41 to 28:22. - Pupil’s Reading: Genesis 27:43-45; 28:1, 2, 10-22. - Memory Text: Genesis 28:15a. - -19. The Meeting of Jacob and Esau. - - Teaching Material: Genesis 32:1 to 33:20. - Pupil’s Reading: Genesis 32:3-21; 33:1-4. - Memory Text: Proverbs 24:29a. - -20. Review. - - -III. STORIES OF JOSEPH - -Memory Work for the Period. Psalm 121 - -21. Joseph Sold into Egypt. - - Teaching Material: Genesis, chapters 35 and 37. - Pupil’s Reading: Genesis 37:12-36. - Memory Texts: Psalm 121:1, 2. - -22. Joseph and the Butler and Baker. - - Teaching Material: Genesis 39:1 to 40:23. - Pupil’s Reading: Genesis 40:1-23. - Memory Texts: Psalm 121:3, 4. - -23. From Prison to Palace. - - Teaching Material: Genesis 41:1-57. - Pupil’s Reading: Genesis 40:23; 41:1-16, 25-32, 41. - Memory Texts: Psalm 121:5, 6. - -24. Joseph’s Brothers Visit Egypt. - - Teaching Material: Genesis 42:1 to 45:8. - Pupil’s Reading: Genesis 42:6-16; 43:16-34; 44:3-17; 45:1-7. - Memory Text: Psalm 121:7. - -25. The Family of Israel Move into Egypt. - - Teaching Material: Genesis 45:9 to 50:26; Revelation 3:21; John 14:2. - Pupil’s Reading: Genesis 45:9-13 (optional 16-20); 46:1-7, 28-34; - 47:7-10; 50:15-21; Revelation 22:1-5. - Memory Text: Psalm 121:8. - -26. Review. - - Teacher’s Theme: Romans 8:28. - Pupil’s Reading: Genesis 39:2; 41:38-40; Isaiah 26:3, 4. - Memory Text: Romans 8:28a. - -26. The Resurrection. - - Teaching Material: Matthew 28:1-10. - Pupil’s Reading: John 20:11-18. - Memory Text: 1 Corinthians 6:14. - - -IV. STORIES OF MOSES AND HIS TIMES - -27. The Early Life of Moses. - - Teaching Material: Genesis 22:16-18; 26:3, 4; 28:13, 14; Exodus 1:1 to - 2:15, 24. - Pupil’s Reading: Exodus 1:8-12, 22; 2:3-15, 24. - Memory Text: Exodus 2:24. - -28. The Burning Bush at Horeb. - - Teaching Material: Exodus 2:16-25; 3:1-14; 4:10-23. - Pupil’s Reading: Exodus 2:16-25; 3:1-14. - Memory Text: Exodus 4:12. - -29. Moses and Aaron before Pharaoh. - - Teaching Material: Exodus 4:27 to 6:1; 6:28 to 9:35. - Pupil’s Reading: Exodus 2:23; 6:28 to 7:25. - Memory Text: Psalm 32:10. - -30. The Passover Night. - - Teaching Material: Exodus 10:1 to 12:36. - Pupil’s Reading: Exodus 12:21-36. - Memory Text: Exodus 15:2a. - -31. The Crossing of the Red Sea. - - Teaching Material: Genesis 50:25, 26; Exodus 12:37-51; 13:17 to 15:21. - Pupil’s Reading: Genesis 50:25, 26; Exodus 13:19; 14:5-31. - Memory Text: Exodus 20:2. - -32. Manna in the Wilderness. - - Teaching Material: Genesis 2:1-3; Exodus 15:22 to 16:36. - Pupil’s Reading: Genesis 2:1-3; Exodus 16:1-31. - Memory Text: Exodus 15:11. - -33. The Giving of the Law. - - Teaching Material: Exodus 19:1-20; 20:1-21; 31:18 to 32:20; 34:1-9, 28. - Pupil’s Reading: Exodus 19:1-6, 16-20; 20:1-20 (optional Psalm 19). - Memory Text: Psalm 19:7. - -34. The Tabernacle in the Wilderness. - - Teaching Material: Exodus 25:1-7; 33:7-11; 35:4-29; 36:2-7; 40:17-38. - Pupil’s Reading: Exodus 33:7-11; 40:17-38. - Memory Text: Exodus 25:22a. - -35. The Report of the Spies. - - Teaching Material: Numbers 12:16 to 14:38. - Pupil’s Reading: Numbers 13:17-33; 14:1-10, 26-35. - Memory Text: Numbers 13:30b. - -36. Troubles in the Wilderness. - - Teaching Material: Numbers 20:1 to 21:9; Psalm 107:4-6. - Pupil’s Reading: Numbers 20:2-13; 21:4-9 (optional 1 John 1:9; John - 3:14-16). - Memory Text: Psalm 107:6. - -37. Baalam and Balak. - - Teaching Material: Numbers 22:3-7, 11, 17, 18, 21-39; 24:1-9. - Pupil’s Reading: Numbers 22:3-18, 21-34; 24:5-7, 9. - Memory Text: Numbers 22:18b. - -38. How God Honored Moses. - - Teaching Material: Numbers 27:15-20; Deuteronomy 32:48-52; 34:1-12; - compare Luke 9:28-36; Revelation 15:1-4. - Pupil’s Reading: Numbers 27:15-20; Deuteronomy 32:48, 49; 34:1-12. - Memory Text: 1 John 2:17b. - -39. Review. - - Teacher’s Reading: Psalm 107. - Pupil’s Reading: Psalm 107:4-6, 14, 15. - - -V. PARABLES OF JESUS - -40. The Parable of the Sower. - - Teaching Material: Matthew 13:1-23; Luke 8:1-15. - Pupil’s Reading: Luke 8:1-15. - Memory Text: James 1:22a. - -41. The Good Samaritan. - - Teaching Material: Luke 10:25-37. - Pupil’s Reading: Luke 10:25-37 (optional Deuteronomy 6:5; Leviticus - 19:18). - Memory Text: Luke 10:27. - -42. The Prodigal Son. - - Teaching Material: Luke 15:11-24. - Pupil’s Reading: Luke 15:11-24. - Memory Text: Luke 15:18. - -43. Earning the Right to Rule. - - Teaching Material: Luke 19:11-13, 15-26. - Pupil’s Reading: Luke 19:11-13, 15-26. - Memory Text: Luke 16:10a. - -44. The Two Foundations. - - Teaching Material: Matthew 7:16-29; Luke 6:46-49. - Pupil’s Reading: Matthew 7:16-29; 1 Corinthians 3:11. - Memory Texts: Matthew 7:24, 25 (optional verses 26, 27). - -45. The Wise and Foolish Virgins. - - Teaching Material: Matthew 25:1-13. - Pupil’s Reading: Matthew 25:1-13. - Memory Text: Mark 13:37. - -46. A Parable in Action. - - Teaching Material: Luke 22:7-13, 24; John 13:1-17. - Pupil’s Reading: Luke 22:7-13, 24; John 13:1-17. - Memory Text: John 13:15. - -47. The Last Judgment. - - Teaching Material: Matthew 25: 31-46. - Pupil’s Reading: Matthew 25:31-46. - Memory Text: Matthew 25:40. - -48. Review. - - Teacher’s Reading: Matthew 7:28, 29; Luke 4:22; John 7:46; 2 Timothy - 4:7, 8. - Pupil’s Reading: Luke 4:22; 2 Timothy 4:7, 8 (Review Luke 10:25-37; - Luke 15:11-24 or Matthew 25:31-46). - - -VI. STORIES RETOLD - -49. Story of Abraham. - - Teaching Material: Genesis 12:1-9; 13:1-18; 14:8-24; 17:1-8; 18:1-8; - Hebrews 13:16. - Pupil’s Reading: Genesis 12:1-9; 12:3-13; 17:1-5; 18:1-8; Hebrews 13:16. - Memory Texts: Hebrews 11:8a, c; 13:2; Luke 6:31; Proverbs 17:17. - -50. Story of Joseph. - - Teaching Material: Genesis 37:12-36; chapters 39 to 50 in brief outline. - Pupil’s Reading: Genesis 37:12-36; 39:1-6, 20-23; 40:1-23; 41:1-14, - 25-43. - Memory Texts: Psalm 121:1-8; Romans 8:28a. - -51. Story of Moses. - - Teaching Material: Exodus 1:1 to 2:15, 24; 3:1-10; 5:1, 2; chapters 5 - to 14 in brief outline; chapters 19, 20; Deuteronomy 34:1-12. - Pupil’s Reading: Exodus 1:1 to 2:15, 24; 3:1-10; 11:1-10; 12:29-36; - 14:1-25; 16:1-3, 11-15; Numbers 20:2-13; 21:4-9. - Memory Texts: Exodus 2:24; 4:12; 15:2a; 25:22a; 1 John 2:17b. - -52. Story of Joshua. - - Teaching Material: Exodus 17:8-13; 24:12-18; 32:15-20; Numbers 13:1 to - 14:10; 27:15-23. - Pupil’s Reading: Exodus 17:8-13; Numbers 13:17 to 14:10; 27:15-23. - Memory Text: Numbers 13:30b. - -*** END OF THE PROJECT GUTENBERG EBOOK STORIES FROM THE OLDEN -TIME *** - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the -United States without permission and without paying copyright -royalties. Special rules, set forth in the General Terms of Use part -of this license, apply to copying and distributing Project -Gutenberg-tm electronic works to protect the PROJECT GUTENBERG-tm -concept and trademark. 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Thus, we do not -necessarily keep eBooks in compliance with any particular paper -edition. - -Most people start at our website which has the main PG search -facility: www.gutenberg.org - -This website includes information about Project Gutenberg-tm, -including how to make donations to the Project Gutenberg Literary -Archive Foundation, how to help produce our new eBooks, and how to -subscribe to our email newsletter to hear about new eBooks. diff --git a/old/69457-0.zip b/old/69457-0.zip Binary files differdeleted file mode 100644 index 3f5f0c3..0000000 --- a/old/69457-0.zip +++ /dev/null diff --git a/old/69457-h.zip b/old/69457-h.zip Binary files differdeleted file mode 100644 index 75319fa..0000000 --- a/old/69457-h.zip +++ /dev/null diff --git a/old/69457-h/69457-h.htm b/old/69457-h/69457-h.htm deleted file mode 100644 index 2b23703..0000000 --- a/old/69457-h/69457-h.htm +++ /dev/null @@ -1,5415 +0,0 @@ -<!DOCTYPE html> -<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> - <head> - <meta charset="UTF-8"> - <title> - The Project Gutenberg eBook of Stories from the Olden Time, by Josephine L. 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Baldwin</p> -<div style='display:block; margin:1em 0'> -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online -at <a href="https://www.gutenberg.org">www.gutenberg.org</a>. If you -are not located in the United States, you will have to check the laws of the -country where you are located before using this eBook. -</div> - -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Title: Stories from the olden time</p> -<p style='display:block; margin-left:2em; text-indent:0; margin-top:0; margin-bottom:1em;'>Teacher's text book, course IV, part I</p> -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Author: Josephine L. Baldwin</p> -<p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em'>Editor: Henry H. Meyer</p> -<p style='display:block; text-indent:0; margin:1em 0'>Release Date: December 2, 2022 [eBook #69457]</p> -<p style='display:block; text-indent:0; margin:1em 0'>Language: English</p> - <p style='display:block; margin-top:1em; margin-bottom:0; margin-left:2em; text-indent:-2em; text-align:left'>Produced by: Juliet Sutherland and the Online Distributed Proofreading Team at https://www.pgdp.net</p> -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK STORIES FROM THE OLDEN TIME ***</div> - -<div class="figcenter illowp46" id="cover" style="max-width: 40em;"> - <img class="w100" src="images/cover.jpg" alt=""> -</div> - -<hr class="chap x-ebookmaker-drop"> - -<table class="org"> - <tr> - <th colspan="6" class="larger">ORGANIZATION CHART</th> - </tr> - <tr> - <th rowspan="2" class="dbb dbt">AGE</th> - <th rowspan="2" class="dbb dbt">COURSE</th> - <th rowspan="2" class="dbb dbt">TITLES OF COURSES</th> - <th colspan="2" class="bb dbt">Departmental Groups</th> - <th rowspan="2" class="dbb dbt">School Grades</th> - </tr> - <tr> - <th class="dbb">Plan 1</th> - <th class="dbb">Plan 2</th> - </tr> - <tr> - <td class="tdr">4</td> - <td rowspan="2" class="bb valign">BEGIN-<br>NERS</td> - <td rowspan="2" class="bb l valign">The Little Child and the Heavenly Father<br> - <span class="smaller">(A Two Year Course for children of Kindergarten age.)</span></td> - <td rowspan="2" class="bb valign">BEGIN-<br>NERS</td> - <td rowspan="2" class="bb valign">BEGIN-<br>NERS</td> - <td rowspan="2" class="bb valign">KINDER-<br>GARTEN</td> - </tr> - <tr> - <td class="tdr bb">5</td> - </tr> - <tr> - <td class="tdr bb">6</td> - <td class="bb">I</td> - <td class="l bb">Bible Stories for the Sunday School and Home—Year 1</td> - <td rowspan="3" class="bb valign">PRIMARY</td> - <td rowspan="3" class="bb valign">PRIMARY</td> - <td rowspan="6" class="bb valign">ELEMENTARY GRADES</td> - </tr> - <tr> - <td class="tdr bb">7</td> - <td class="bb">II</td> - <td class="l bb">Bible Stories for the Sunday School and Home—Year 2</td> - </tr> - <tr> - <td class="tdr bb">8</td> - <td class="bb">III</td> - <td class="l bb">Bible Stories for the Sunday School and Home—Year 3</td> - </tr> - <tr> - <td class="tdr bb">9</td> - <td class="bb">IV</td> - <td class="l bb">Stories from the Olden Time (including Special Summer Material)</td> - <td rowspan="4" class="bb valign">JUNIOR</td> - <td rowspan="3" class="bb valign">JUNIOR</td> - </tr> - <tr> - <td class="tdr bb">10</td> - <td class="bb">V</td> - <td class="l bb">Hero Stories (including Special Summer Material)</td> - </tr> - <tr> - <td class="tdr bb">11</td> - <td class="bb">VI</td> - <td class="l bb">Kingdom Stories (including Special Summer Material)</td> - </tr> - <tr> - <td class="tdr bb">12</td> - <td class="bb">VII</td> - <td class="l bb">Gospel Stories (including Special Summer Material)</td> - <td rowspan="3" class="bb valign">INTER-<br>MEDIATE</td> - <td rowspan="6" class="bb valign">HIGH SCHOOL</td> - </tr> - <tr> - <td class="tdr bb">13</td> - <td class="bb">VIII</td> - <td class="l bb">Leaders of Israel (including Special Summer Material)</td> - <td rowspan="4" class="bb valign">INTER-<br>MEDIATE</td> - </tr> - <tr> - <td class="tdr bb">14</td> - <td class="bb">IX</td> - <td class="l bb">Christian Leaders (including Special Summer Material)</td> - </tr> - <tr> - <td class="tdr bb">15</td> - <td class="bb">X</td> - <td class="l bb">The Life of Christ (including Special Summer Material)</td> - <td rowspan="3" class="bb valign">SENIOR</td> - </tr> - <tr> - <td class="tdr bb">16</td> - <td class="bb">XI</td> - <td class="l bb">Christian Living (including Special Summer Material)</td> - </tr> - <tr> - <td class="tdr bb">17</td> - <td class="bb">XII</td> - <td class="l bb">The World a Field for Christian Service</td> - <td rowspan="4" class="bb valign">SENIOR</td> - </tr> - <tr> - <td class="tdr bb">18</td> - <td class="bb">XIII</td> - <td class="l bb">The History and Literature of the Hebrew People</td> - <td rowspan="4" class="bb valign">YOUNG<br>PEOPLE<br>TO 24<br>YEARS</td> - <td rowspan="4" class="bb valign">COLLEGE</td> - </tr> - <tr> - <td class="tdr bb">19</td> - <td class="bb">XIV</td> - <td class="l bb">The History of New Testament Times</td> - </tr> - <tr> - <td class="tdr bb">20</td> - <td class="bb">XV</td> - <td class="l bb">The Bible and Social Living</td> - </tr> - <tr> - <td class="tdr"></td> - <td></td> - <td class="l">Special Courses for Parents and Elective Courses on Special Topics</td> - <td class="valign">ADULT</td> - </tr> - <tr> - <td colspan="6" class="tdc dbt">THE COURSES BEGIN WITH OCTOBER</td> - </tr> -</table> - -<p class="center">NOTE</p> - -<p class="noindent">PLAN 1: When the Graded Lessons were first issued the yearly -courses were grouped to correspond to this well-known classification -of pupils, and the text books were marked in accordance with -this plan.</p> - -<p class="noindent">PLAN 2: The departmental grouping by a series of three years to -a department corresponds to the school grading where Junior High -Schools have been organized and is now recommended by many -denominations.</p> - -<p>Care must be taken to select the Graded Course by age and -titles, as indicated in the left column, rather than by department -names.</p> - -<p class="center">Copyright, 1918, by N. S. Barnes.</p> - -<hr class="chap x-ebookmaker-drop"> - -<p><span class="pagenum"><a id="Page_1"></a>[1]</span></p> - -<p class="center"><span class="u">Prepared for teachers of children about nine years of age</span></p> - -<h1>STORIES FROM THE<br> -OLDEN TIME</h1> - -<p class="center larger">TEACHER’S TEXT BOOK</p> - -<p class="center larger"><span class="smcap">Course IV, Part I</span></p> - -<p class="titlepage">Prepared by JOSEPHINE L. BALDWIN</p> - -<div class="figcenter titlepage illowp54" style="max-width: 12.5em;"> - <img class="w100" src="images/berean.jpg" alt=""> -</div> - -<p class="titlepage">HENRY H. MEYER, Editor</p> - -<p class="titlepage smaller">THE METHODIST BOOK CONCERN<br> -NEW YORK <span class="spacer">CINCINNATI</span></p> - -<p><span class="pagenum"><a id="Page_2"></a>[2]</span></p> - -<p class="titlepage smaller">Copyright, 1909, 1913, 1917, by Josephine L. Baldwin</p> - -<p class="center smaller">The memory verses from the American Standard Bible<br> -are copyrighted, 1901<br> -by Thomas Nelson & Sons, New York</p> - -<hr class="chap x-ebookmaker-drop"> - -<p><span class="pagenum"><a id="Page_3"></a>[3]</span></p> - -<p class="center"><span class="gothic">To Mrs. J. Woodbridge Barnes</span><br> -<span class="smaller">WHOSE CLEAR VISION, WISE LEADERSHIP, AND<br> -UNDAUNTED COURAGE HAVE MADE POSSIBLE<br> -THE INTERNATIONAL COURSE OF GRADED<br> -LESSONS, AND WHOSE CRITICISM AND SUPERVISION<br> -HAVE BEEN INVALUABLE IN THE<br> -PREPARATION OF THESE LESSONS FOR PUBLICATION,<br> -THIS BOOK IS GRATEFULLY DEDICATED</span></p> - -<p><span class="pagenum"><a id="Page_4"></a>[4]</span></p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_5"></a>[5]</span></p> - -<h2 class="nobreak" id="CONTENTS">CONTENTS</h2> - -</div> - -<table class="contents"> - <tr> - <td colspan="2"></td> - <td class="tdpg">PAGE</td> - </tr> - <tr> - <td colspan="2"><b>Out of Childhood into Youth</b></td> - <td class="tdpg"><a href="#OUT_OF_CHILDHOOD_INTO_YOUTH">7</a></td> - </tr> - <tr> - <td colspan="2"><b>Our Juniors, Their Teachers and Lesson Helps</b></td> - <td class="tdpg"><a href="#OUR_JUNIORS_THEIR_TEACHERS_AND_LESSON_HELPS">11</a></td> - </tr> - <tr> - <td colspan="2" class="l2"><span class="smcap">Graded Instruction</span></td> - <td class="tdpg"><a href="#Graded_Instruction">11</a></td> - </tr> - <tr> - <td colspan="2" class="l3">Reasons for Having a Graded System; The Purpose of - the Graded Course; The Material Used.</td> - <td class="tdpg"></td> - </tr> - <tr> - <td colspan="2" class="l2"><span class="smcap">The Junior Course</span></td> - <td class="tdpg"><a href="#The_Junior_Course">12</a></td> - </tr> - <tr> - <td colspan="2" class="l3">Arrangement of Material; The Aims; The Correlated Lesson.</td> - <td class="tdpg"></td> - </tr> - <tr> - <td colspan="2" class="l2"><span class="smcap">The Junior Period</span></td> - <td class="tdpg"><a href="#The_Junior_Period">14</a></td> - </tr> - <tr> - <td colspan="2" class="l3">Beginning and End; Characteristics; Spiritual Needs.</td> - <td class="tdpg"></td> - </tr> - <tr> - <td colspan="2" class="l2"><span class="smcap">The Junior Teacher</span></td> - <td class="tdpg"><a href="#The_Junior_Teacher">16</a></td> - </tr> - <tr> - <td colspan="2" class="l3">Personality; Opportunity.</td> - <td class="tdpg"></td> - </tr> - <tr> - <td colspan="2" class="l2"><span class="smcap">Guides for Study and Teaching</span></td> - <td class="tdpg"><a href="#Guides_for_Study_and_Teaching">19</a></td> - </tr> - <tr> - <td colspan="2" class="l3">The Teacher’s Text Book; The Pupil’s Book for Work and - Study; The Children’s Bible; The Rainbow Bookmark; How the Bookmark - is Used; The Bookmark as a Reward.</td> - <td class="tdpg"></td> - </tr> - <tr> - <td colspan="2" class="l2"><span class="smcap">Promotion Requirements and Honors</span></td> - <td class="tdpg"><a href="#Promotion_Requirements_and_Honors">26</a></td> - </tr> - <tr> - <td colspan="2" class="l3">The Basis for Promotion; Recognition for Extra Work.</td> - <td class="tdpg"></td> - </tr> - <tr> - <td colspan="2"><b>Stories from the Olden Time</b></td> - <td class="tdpg"></td> - </tr> - <tr> - <td colspan="2" class="l2">I. <span class="smcap">Stories of the Beginnings</span></td> - <td class="tdpg"><a href="#I_STORIES_OF_THE_BEGINNINGS">27</a></td> - </tr> - <tr> - <td class="l1 tdr">1.</td> - <td>In the Beginning</td> - <td class="tdpg"><a href="#LESSON_1">29</a></td> - </tr> - <tr> - <td class="l1 tdr">2.</td> - <td>The Garden of Eden</td> - <td class="tdpg"><a href="#LESSON_2">35</a></td> - </tr> - <tr> - <td class="l1 tdr">3.</td> - <td>Hiding from God</td> - <td class="tdpg"><a href="#LESSON_3">40</a></td> - </tr> - <tr> - <td class="l1 tdr">4.</td> - <td>Cain and Abel</td> - <td class="tdpg"><a href="#LESSON_4">46</a></td> - </tr> - <tr> - <td class="l1 tdr">5.</td> - <td>Review</td> - <td class="tdpg"><a href="#LESSON_5">51</a></td> - </tr> - <tr> - <td class="l1 tdr">6.</td> - <td>The Building of the Ark</td> - <td class="tdpg"><a href="#LESSON_6">54</a></td> - </tr> - <tr> - <td class="l1 tdr">7.</td> - <td>The Flood and the Rainbow</td> - <td class="tdpg"><a href="#LESSON_7">60</a></td> - </tr> - <tr> - <td colspan="2" class="l2">II. <span class="smcap">Stories of Three Patriarchs</span></td> - <td class="tdpg"><a href="#II_STORIES_OF_THREE_PATRIARCHS">65</a></td> - </tr> - <tr> - <td class="l1 tdr">8.</td> - <td>The Call of Abram</td> - <td class="tdpg"><a href="#LESSON_8">67</a></td> - </tr> - <tr> - <td class="l1 tdr">9.</td> - <td>Giving Lot the First Choice</td> - <td class="tdpg"><a href="#LESSON_9">72</a></td> - </tr> - <tr> - <td class="l1 tdr">10.</td> - <td>Abram’s Rescue of Lot</td> - <td class="tdpg"><a href="#LESSON_10">77</a></td> - </tr> - <tr> - <td class="l1 tdr">11.</td> - <td>Abraham Entertaining Angels</td> - <td class="tdpg"><a href="#LESSON_11">83</a></td> - </tr> - <tr> - <td class="l1 tdr">12.</td> - <td>The Song of Mary (Christmas Lesson)</td> - <td class="tdpg"><a href="#LESSON_12">88</a></td> - </tr> - <tr> - <td class="l1 tdr">13.</td> - <td>Review</td> - <td class="tdpg"><a href="#LESSON_13">93</a></td> - </tr> - <tr> - <td colspan="2"><b>Appendixes</b></td> - <td class="tdpg"><a href="#APPENDIXES">97</a></td> - </tr> - <tr> - <td colspan="2" class="l2">A. Memory Work</td> - <td class="tdpg"><a href="#APPENDIX_A">99</a></td> - </tr> - <tr> - <td colspan="2" class="l2">B. Book List</td> - <td class="tdpg"><a href="#APPENDIX_B">101</a></td> - </tr> - <tr> - <td colspan="2" class="l2">C. List of Stereographs</td> - <td class="tdpg"><a href="#APPENDIX_C">103</a></td> - </tr> - <tr> - <td colspan="2" class="l2">D. Aids for Superintendent and Teacher</td> - <td class="tdpg"><a href="#APPENDIX_D">105</a></td> - </tr> - <tr> - <td colspan="2" class="l2">E. Outline of Lessons for the Year</td> - <td class="tdpg"><a href="#APPENDIX_E">107</a></td> - </tr> -</table> - -<p><span class="pagenum"><a id="Page_6"></a>[6]</span></p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_7"></a>[7]</span></p> - -<h2 class="nobreak" id="OUT_OF_CHILDHOOD_INTO_YOUTH">OUT OF CHILDHOOD INTO YOUTH</h2> - -</div> - -<h3>Traits of Boyhood and Girlhood</h3> - -<p>At the beginning of the period of childhood for which the Junior Course -is intended, approximately nine years of age, there appears to be in the -life of the normal boy or girl a real transition as the traits and interests of -earlier years give way to those of full fledged boyhood and girlhood. Strange -premonitions of impending physical and mental changes now appear, with -suggestions of riper years that are rapidly approaching. The physical and -mental changes of this period are accompanied by an awakening of social -consciousness. This is noticeable in the friendships formed, in the increase -of love and sympathy for others and in the dawning recognition of obligations -toward others. The opposite of the same tendency is reflected in the -sense of rivalry and emulation and, especially in boys, in the developing -spirit of pugnacity, tempered with a tendency to defend the weak. This -growing social consciousness brings with it also a stronger consciousness -of self, a clearer recognition of right and wrong and an awakening of conscience -which now begins to take the place of rules made by others as a -guide to action.</p> - -<h3>The Inner Life of the Spirit</h3> - -<p>The normal growth of the inner life of the spirit is likewise rapid, the -spiritual awakening which may be counted on during this period bringing -with it the first religious crisis in the life of the boy and girl. For this crisis -the most careful preparation should be made. When the spiritual awakening -comes, the child should be given an opportunity to choose for himself -to live as God’s child in obedience to his laws and in loving unselfish devotion -and service for others. When the choice has been made, the new sense -of responsibility which follows must be fostered and the child aided by suggestion -and encouragement in daily conduct to follow right habits of thought<span class="pagenum"><a id="Page_8"></a>[8]</span> -and action. The meaning, need and the helpfulness of worship may be taught -through actual participation in services of worship suited to the pupil’s age -and the manner of his natural expression of religious impulses and aspirations.</p> - -<h3>Materials and Methods</h3> - -<p>The materials provided in the course of religious instruction for this -period take into account the growing interest of the pupil in definite information -and knowledge. This material includes stories with a rich coloring -of adventure and connected historical narratives appealing to the interests -of this age. By the use of these materials the mind of the pupil is stored -with the best Biblical images of strong and noble character as his studies -introduce him to the great heroes and champions of the faith of past ages. -Much emphasis is laid upon religious privileges and duties, while profitable -occupation exercises are suggested to insure a daily reinforcement of the -lesson taught in the Sunday school hour. By precept and example the -teacher may inculcate habits of neatness, accuracy, punctuality, patience -and other virtues. He may watch over the religious life and as a wise specialist -in the field of soul nurture may anticipate and prepare the way for each -successive stage of that life’s unfolding.</p> - -<h3>This Text Book</h3> - -<p>The introductory chapters of this Teacher’s Text Book, entitled Our -Juniors, Their Teachers and Lesson Helps, present in detail the aims, the -methods and the underlying principles governing this Junior Course. A -careful study of this chapter together with the introductory chapters for -the other years of the course will be found most profitable.</p> - -<h3>The Course and the Writer</h3> - -<p>We would unreservedly commend the writer of this course, Josephine -L. Baldwin, to the confidence of all teachers. She writes, not from theory -alone, but from long, practical experience in teaching Junior children. -Every one of the lessons contained in this course she has taught repeatedly. -As a teacher of teachers, therefore, she speaks with authority in the suggestions -and directions contained in this Teacher’s Text Book. The stories -and suggestions regarding method in the form in which they are here presented,<span class="pagenum"><a id="Page_9"></a>[9]</span> -are the rich fruitage of her expert knowledge and training. There -are no better courses for use with children of junior age than this course. -It is a tool well fashioned for its intended use. As such it will not furnish -a substitute for intelligent study and devotion on the part of the teacher, -nor will its use lessen the dependence of the teacher on Divine help and -inspiration in teaching; but these personal qualifications being present, this -Junior Course and the graded system, of which it is a part, should yield -large returns for the Kingdom in the stimulation, growth, and enrichment -of the religious experience and life of children.</p> - -<p class="right"><span class="smcap">The Editor.</span></p> - -<p><span class="pagenum"><a id="Page_10"></a>[10]</span></p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_11"></a>[11]</span></p> - -<h2 class="nobreak" id="OUR_JUNIORS_THEIR_TEACHERS_AND_LESSON_HELPS">OUR JUNIORS, THEIR TEACHERS AND LESSON HELPS</h2> - -</div> - -<h3 id="Graded_Instruction"><span class="smcap">Graded Instruction</span></h3> - -<h4>Reasons for Having a Graded System</h4> - -<p>The reason for having a graded course of instruction for the Sunday -school is that the children differ year by year in knowledge, capacity, interests, -and needs. Graded lessons are simply an attempt to meet these -differences with instruction suited to each year of the developing life. The -aim of religious education is to fit the child for complete Christian living, -to make him not simply a religious individual but a useful member of society, -intelligently devoted to the highest welfare of his fellows and of mankind. -In order that this may be accomplished he must have knowledge -and his knowledge must lead to action. There is a broad purpose underlying -the graded lessons which is thus stated in terms of the children’s religious -needs.</p> - -<h4>The Purpose of the Graded Course</h4> - -<p>The purpose of the graded lessons is to meet the spiritual needs of the -pupil at each stage of his development. The spiritual needs, broadly stated, -are these:</p> - -<p>1. To know God as he has revealed himself to us in his Word, in nature, -in the heart of man, and in Christ.</p> - -<p>2. To exercise toward God the Father, and his Son, Jesus Christ, our -Lord and Saviour, trust, obedience, and worship.</p> - -<p>3. To know and do our duty to others.</p> - -<p>4. To know and do our duty to ourselves.</p> - -<h4>The Material Used</h4> - -<p>The material through which this purpose is to be attained is taken -mainly from the Bible and treated as story, biography, history, or literature -according to the period for which it is used. There are certain facts, not -found in the Bible, the knowledge of which is essential if the pupils are to<span class="pagenum"><a id="Page_12"></a>[12]</span> -see God in the present day world. Therefore, many nature lessons are -given to the little children, incidents in the lives of modern followers of the -Lord are provided for the older children, and broader studies from the field -of modern reform and of missionary movements for young men and women. -There are also lessons on the Book itself and how it has come to us. All -of these lessons start outside of the Bible and lead back into it for their -explanation. The Bible lessons begin with the Word and go out into life -for their application. The one is just as biblical as the other.</p> - -<h3 id="The_Junior_Course"><span class="smcap">The Junior Course</span></h3> - -<h4>Arrangement of Material</h4> - -<p>In the Graded System the Junior Course follows the two-years Beginners’ -Course and the three-years Primary Course. In those earlier years -the stories are not chosen chronologically but are grouped under themes. -The sense of time dawns when the child is about nine years old, therefore -the Graded Lessons for the Juniors are arranged chronologically, at first -by periods and later in a straight chronological course from the Conquest -of Canaan to the end of New Testament History.</p> - -<h4>The Aims</h4> - -<p>The aim for the Junior lessons as a whole is:</p> - -<p><b>To help the child to become a doer of the Word, and to lead him into -conscious loyalty to Jesus Christ.</b></p> - -<p>The aims for each of the four years are these:</p> - -<p><b>1. To awaken an interest in the Bible, and love for it; to deepen the -impulse to choose and to do the right.</b></p> - -<p><b>2. To present the ideal of moral heroism; to reveal the power and majesty -of Jesus Christ, and to show his followers going forth in his strength -to do his work.</b></p> - -<p><b>3. To deepen the sense of responsibility for right choices; to show the -consequences of right and wrong choices; to strengthen love of the right -and hatred of the wrong.</b></p> - -<p><b>4. To present Jesus as our Example and Saviour; to show that the Christian<span class="pagenum"><a id="Page_13"></a>[13]</span> -life is a life of service; to deepen interest in the Book which contains -God message to the world.</b></p> - -<p>In the first year all but eight of the fifty-two lessons are the elemental -stories taken from the first five books of the Bible. This is as it should -be, for these stories appeal more strongly at this time than at any later period. -As the first twenty-six lessons are found in the book of Genesis the stories -are easy to find and the child is not perplexed and confused by having to -search for the one he wants among many books with unfamiliar and difficult -names. He is led by easy stages in his Bible readings, and through the -charm of the stories, together with his growing ability to handle the book -in which they are found, the child not only becomes interested in the Bible -but learns to love it.</p> - -<p>The second part of the aim implies obedience, and that may be said -to be the key-word of this year’s work. (See the Junior motto and verse -for the year on the inside of front cover of the Work Book.) With these -children, it is largely the absolute obedience of the immature. This form -of obedience is a temporary virtue which must eventually be lost in self-control. -But no one can attain the most perfect self-mastery who has not -first learned to yield obedience to rightful authority. The transfer of the -seat of authority from without to within should keep pace with the child’s -growth in knowledge, in emotional balance and control, in moral strength, -and in the ability to form accurate judgments. The teacher’s aim is to -bring the child’s will into line with God’s will for him.</p> - -<h4>The Correlated Lesson</h4> - -<p>In the Junior period it is essential that two lessons be given every week, -the one the regular lesson in the Junior Graded Series and the other a lesson -dealing with the more mechanical part of the instruction. This is called -the Correlated Lesson because it is closely related to the main lesson. The -reason for having it is that during the Junior period there is a large amount -of information which must be given in order that the pupils may grasp -the truths in the lesson stories and learn how to handle the Bible with -ease.</p> - -<p>In the first year the books and divisions of the Bible must be taught.<span class="pagenum"><a id="Page_14"></a>[14]</span> -In the other years Bible geography becomes increasingly important as a -background for the lessons, and this is the time when it should be studied; -for the sense of location dawns at about the ninth year and the interest -in geography is at its highest during the Junior period. Some knowledge -of the manners and customs of Bible lands is necessary for an understanding -of many of the stories. All through the Junior period are required frequent -drills on essential facts and all material for memorization in order that those -things may be permanently held in memory.</p> - -<p>A Junior child cannot profitably pay attention to one subject for more -than twenty minutes consecutively. The lesson story on any given Sunday -requires that much time, so it would be impossible to combine with it in -one Junior lesson period the necessary correlated information. Fifteen -minutes should be devoted to the Correlated Lesson, preferably the first -quarter of the Sunday-school hour, to be followed by the service of worship -and all the other exercises, leaving the last twenty minutes for the lesson -of the day.</p> - -<p>In schools where this plan is followed and the lessons are well taught, -the memory texts are both learned and remembered. The children are -familiar with Bible lands and can associate events with the places where -they occurred. They understand the strange customs of Bible times and -therefore are not puzzled by accounts that would otherwise be unintelligible. -They know the Bible as a book and can find references easily. The upper -grade Juniors can find a score of the great passages in the Bible without -having the reference given. In schools where the correlated lessons are -not taught the children are not only ignorant of many things they ought -to know, but do not gain the benefit that they should get from the course -of study.</p> - -<h3 id="The_Junior_Period"><span class="smcap">The Junior Period</span></h3> - -<h4>Beginning and End</h4> - -<p>Only broad and general statements can be made concerning the division -lines between the different departments of the Sunday school, especially -after the end of the Primary; but the largest factor in deciding when the -Junior period begins is the ability on the part of the pupils to read well enough -to be able to read in the Bible without too much stumbling. The end of<span class="pagenum"><a id="Page_15"></a>[15]</span> -the period is indicated by the beginning of adolescence, and this fixes the -Junior period of the normal child as extending over at least three years. -The course provides studies for four years.</p> - -<h4>Characteristics</h4> - -<p>The general characteristics of the children in this period are marked, -differing in many important particulars from those of the period before -and still more sharply from those manifested in the adolescent years. There -is a reaching out for and a choice of companions differing from the happy-go-lucky -way in which the Primary child accepts his neighbors as playmates -and a growing tendency to concentration in groups or gangs accompanied -by the most intense loyalty to the members of the group. The normal -interests which have an important bearing are those in reading, heroes, -the forces of nature, and the attainment of results. Intellectually, the -child begins to seek for reality. The historic sense develops, and the sense -of location both develops and matures during this period. There is a deep -regard for authority if rightly administered by one who the child feels has -a right to rule over him. Memory is strong and retentive. A deep-seated, -though egoistic, sense of justice is apparent. This is preeminently a time -when habits are formed and fixed.</p> - -<p>There are limitations here, as in every other period. The child is and -must be more or less self-centered, because this is a time when he must pay -attention to himself and get himself adjusted to the world about him before -he can send his energies out in service for others, as will be normal in -the next period. The reasoning power is very weak, depending upon sequence -rather than causality. The interest in people is altogether in conduct -and not at all in character; what a person does is what these children -care about, not what he is.</p> - -<h4>Spiritual Needs</h4> - -<p>The study of even these few characteristics so briefly stated makes -it evident that the children have special spiritual needs; that is, certain -phases of the great fundamental truths which underlie all religious teaching -will make the strongest appeal and be most helpful at this time. For -instance, in God’s relation to us, it is not the Fatherhood of God which<span class="pagenum"><a id="Page_16"></a>[16]</span> -will appeal more strongly, but the Kingship of God, his authority, his wisdom, -his justice and power; but with this presentation of the majesty of -the Creator must be closely associated the thought of God as a daily Companion, -as a Saviour from the power of sin, and as the Giver of eternal life -and a heavenly home. Our relation to God as subjects of the King, and -as dependent upon him for guidance, is linked with the thought of the privilege -of cooperating with him in such forms of service as are possible to children, -and in such manifestations of love as find natural expression in prayer, -praise, and worship.</p> - -<p>The Junior in his relation to others must be taught to play fair, to obey -those in authority, to cooperate heartily in the duties and joys of the home -life, and to champion right causes, whether standing alone or in company -with others. The duties the child owes to himself which can best be taught -and are most needed in this period are the formation of right personal habits, -making right choices, and establishing right conceptions of progress.</p> - -<h3 id="The_Junior_Teacher"><span class="smcap">The Junior Teacher</span></h3> - -<h4>Personality</h4> - -<p>A great deal is said about the characteristics of the Junior pupils and -how these affect the plans that are made for their instruction. They also -have a bearing upon the type of adult who should deal with the children -in this formative period. It should not be necessary to say that the teacher -must be a Christian and a church member, for consistency and common -sense alike would demand that he who seeks to prepare recruits for the army -of the Lord must be in active service himself. He cannot say, “Go”; he -must be able to say, as the Master did, “Come, follow me.” The blind -cannot be leaders of the blind. But there are many kinds of Christians -and church members-persons who differ in temperament and in ways of -looking at religious truth.</p> - -<p>The Junior period is a time when the pupils are searching for realities. -If normal children, normally trained in the home and church, they have -almost unbounded credulity, which during this period rapidly develops -with growing knowledge and experience into true faith. This is the God-given -time for so strengthening the foundations of religious belief for the<span class="pagenum"><a id="Page_17"></a>[17]</span> -children that in the succeeding periods, when doubts will normally arise -and sometimes beat most insistently upon the house of their faith, it will -stand firm because built upon a rock. It is a crime to suggest doubts to -Junior children or to surround them with an atmosphere of uncertainty. -The teacher who attempts to guide children in this period should know -what he believes, and believe it with all his heart, and speak with no uncertain -sound. This may seem an almost impossible condition in an age -when most learned scholars find innumerable points of criticism upon which -they cannot agree, and concerning which many declare themselves to be -agnostic; but there are certain great fundamentals which all must believe -if they are to be intrusted with the leading of the young, and those who -are chosen for Junior teachers should have the temperament which puts -emphasis upon the positive and constructive in belief rather than upon -the things which lie on debatable ground.</p> - -<p>A person who has not a keen sense of justice, and who is not able to -be impartial and to keep in the background any personal preferences that -he may have, should not attempt to teach Juniors. The children will apply -to themselves the most rigid rules if given an opportunity for self-government, -and will rejoice in obeying them, but they will resent with the utmost -intensity the slightest ruling of a teacher or superintendent which has in -it a taint of partiality or injustice. This does not mean that the teacher -of Juniors must be ideally perfect. The impossible is not required of anyone -in God’s work; but because “we teach only a little by what we say, much -more by what we do, and most of all by what we are,” it is more important -that the Junior teacher should cultivate those qualities in himself which -appeal most strongly to the Junior child than it is that the lessons chosen -for the children shall present those qualities through the lives of the heroes -of the past.</p> - -<p>The best teacher is one in whom the pupil feels the presence of religion as a concrete, -natural thing. The best Sunday-school teaching is an initiation of the pupil into -sacred things, and initiation is a process of admitting one to a society of persons and fellowship. -Many persons have been asked to say what in their experience as Sunday-school -pupils most influenced them for good. The reply, apparently the invariable reply, has -been, “The personality of the teacher rather than the content of formal instruction.” -Nothing in the way of methods or advice can take the place of wholesome, winning personality<span class="pagenum"><a id="Page_18"></a>[18]</span> -that actually lives in the realities of the Christian experience and truly admits -pupils into the fellowship of this life.<a id="FNanchor_1" href="#Footnote_1" class="fnanchor">[1]</a></p> - -<h4>Opportunity</h4> - -<p>It is the aim of the Sunday school “gradually to bring to completeness -or perfection the worthy qualities and characteristics of each pupil, and -repress the unworthy, to the end that he may do the work and exert the -influence of a true Christian in his environment.” The Junior period is -a time when the Sunday-school teacher is given a unique opportunity for -helping to realize this aim. In the child’s physical life this is a time of slow -growth and bodily vigor, which makes possible a degree of concentration -in work and study not to be expected in the earlier years. It is a time when -the memory is both strong and retentive, and the child may make the greatest -treasures of holy writ his own for all time if he learns them in these years.</p> - -<p>The brain cells are still plastic, though hardening rapidly. It is therefore -easy to get the child to act along suggested lines, and through incentives -and rewards to secure that regular, voluntary repetition of the right act -which is necessary for the formation of a habit. The fact that this is the -great habit forming and fixing period of life makes evident at once the large -opportunity and the corresponding responsibility of the Sunday school -in its relation to Junior children.</p> - -<p>Teachers, while endeavoring to exemplify the virtues which they inculcate, -should constantly aim to help their pupils to form such habits as -regular Bible reading and study, church attendance and attention (which -is even more important), punctuality, cooperation, industry, thoroughness, -perseverance; cheerful, systematic, intelligent giving, reverence and orderliness. -It is tremendously important that the children shall form character -building habits at this time; for “whatever is found in the life as habits of -thought, feeling, and action at the dawn of adolescence will then be greatly -magnified and strengthened.”</p> - -<p>Another fact which emphasizes the opportunity this period presents -is that at some time during these years, usually toward the end of the period, -comes the first great age of spiritual awakening, when the child may be -expected to become conscious of his relationship to Christ, and proclaim his<span class="pagenum"><a id="Page_19"></a>[19]</span> -newly realized loyalty. In the eyes of the church the child is a member of -the kingdom of heaven. It now becomes the duty of the church “to see -that the child does not lose his spiritual inheritance; that he is kept in the -kingdom and so trained that at the time when he becomes fully conscious of -his relationship to the Divine, he will choose to claim his inheritance as a -child of God and lead the life for which it calls.”</p> - -<p>It is sometimes said that Junior children are “trying,” and this is -absolutely true. Each class tries its teacher, not because the children wish -to be aggravating, but because it is ordained that they shall gain their knowledge -and experience by testing each new situation in which they find -themselves, and each new person with whom they are brought into close -contact. What they are seeking is reality, and they will experiment until -they find out what is true about their teacher. They are not endeavoring -to get their own way, though that may often seem to be the case. They -never like a teacher who is weak and vacillating, but if in the testing process -they discover a teacher who knows what he tries to teach, who is firm and -kind, impartial, just, and loving, they will yield to that teacher the truest -respect, admiration, loyalty, and affection. The Junior teacher should -rejoice in the opportunity that his task affords. There is no other time -in the life of a Sunday-school pupil when such a ready response will be made -to the right influence, example, and instruction.</p> - -<h3 id="Guides_for_Study_and_Teaching"><span class="smcap">Guides for Study and Teaching</span></h3> - -<h4>The Teacher’s Text Book</h4> - -<p>Two text books are provided with the lessons—one for the teacher -and one for the pupil.</p> - -<p>In the teacher’s book it has been the aim to give as much material for -the individual study of the lesson as is possible within the prescribed limits -of the book. Bible passages that throw light either upon the truth to be -taught or upon the meaning of the lesson story have been carefully selected. -The quotations from the commentators will also be found valuable. The -plan of study that will bring the best results to any teacher using this book -is first to read carefully the lesson passage and any history intervening between -the lesson and the preceding one, to study what is said by the commentators<span class="pagenum"><a id="Page_20"></a>[20]</span> -and the Bible references that are given, and to glance over the -suggestions under Lesson Preparation.</p> - -<p>When these things have been done the teacher should turn away from -all books and ask himself, “How can I best present this lesson to my class?” -and with the needs of his own pupils in mind, plan the lesson for presentation. -After the plan is settled the method of presentation as given in this -book will not prescribe a method but may be helpful in the way of suggestion. -The importance of individual preparation cannot be emphasized -too strongly, for no ready-made lesson can be perfectly fitted to any class.</p> - -<p>The lessons for the first half of the quarter are taken from the “morning -stories” in the first eleven chapters of Genesis. These stories nourish the -soul of the child as few other stories can, because they keep the child in -the presence of God. It is a God who not only creates, but guides, loves, -reproves, walks, and talks with man as one friend with another. The nine-year-old -child is hardly yet beyond the stage where the fancies of fairy tale -and myth make a strong appeal. For that reason it seems to him perfectly -natural that God in visible presence should meet and converse with his children. -These stories, therefore, strengthen the God-consciousness within -him, and awaken a response which results in the realization that he, too, -may have personal relation with his loving, heavenly Father.</p> - -<p>“The ancient Hebrew had no notion of science. He did not ask for the -immediate cause of physical events. It entirely satisfied his instinct for -ultimate truth to assume that thunder was God’s voice; that God had planted -those cedars whose life reached back before the memory of man. He related -all mysteries to God, and in that relationship his mind rested and his heart -was satisfied.”<a id="FNanchor_2" href="#Footnote_2" class="fnanchor">[2]</a></p> - -<p>This is equally true of the child. His heart is satisfied with God, and -he is not troubled with any questions concerning whether these early stories -relate actual happenings or not. They are gloriously true because they -tell the truth about God. They give the child an axis for his universe, and -that is what he is seeking. The teacher should not try to interpret the -stories, but simply tell them as nearly as possible in the splendid simplicity -of the Bible language.</p> - -<p><span class="pagenum"><a id="Page_21"></a>[21]</span></p> - -<h4>The Pupil’s Book for Work and Study</h4> - -<p>This book guides the pupil in his Bible reading and study, indicates -verses or passages for memorization, and through the handwork furnishes -him an opportunity for making the lesson his own. There are several reasons -why this book is of high educational value. One is that it serves to fix the -facts clearly in mind and facts are the basis of ideas. Ideas cannot be clearly -seen until the facts are mastered.</p> - -<p>But the book does much more for the pupil than to put him in the possession -of knowledge. It gives him an opportunity to practice obedience -in a different way from anything to which he has been previously accustomed. -In the Primary Department the children do an increasing amount of handwork, -but they do it with the help and under the supervision of their teachers. -The nine-year-old child must learn to work by himself and to obey printed -instructions.</p> - -<p>Teachers examining this work for the first time may think that the -pupils’ books for the first year are so stereotyped as to leave no room for -originality. That is true in a sense, and the work has been prepared purposely -in this way, for before the pupils can do original work, they must -have a certain basis of knowledge. They must learn how to follow printed -instructions carefully, and be able to make themselves do the thing they -are told to do at the time they are told to do it. If through the books of -the first year the pupils should learn to be both accurate and punctual, we -might feel well repaid even if no other results come from this study. But -the fact is that while doing the work exactly as it is assigned they will get -the greatest benefit from the lesson themselves, for the spirit of obedience -generates an atmosphere in which all the Christian graces possible to a child -can best develop and flourish.</p> - -<p>The work book ministers to the child’s growing sense of responsibility. -If he accepts the responsibility and honestly tries to meet its requirements -his character is strengthened thereby. If he shirks his duty his moral nature -is weakened.</p> - -<p>No teacher can afford to allow the children to neglect the work book. -If they do not do the work there outlined, they cannot learn the lessons, -no matter how well the stories may be told in class. The child learns not<span class="pagenum"><a id="Page_22"></a>[22]</span> -by hearing but by doing. On the other hand the book must never be thought -of as an end in itself, but only as a means to an end. In one school the most -perfect work book shown in the exhibit represented the most abject failure -from the standpoint of religious education. It was made by a boy whose -mother had compelled him to do the work and supervised it rigidly. He -hated it with his whole heart because he was never permitted to play until -that work was done. The mother was exceedingly proud of the book. To -have it completed and neatly done was the end she had been seeking, and -that she had attained. But the book was well-nigh worthless in the teacher’s -estimation because it did not represent the child’s own initiative and volition. -When the pupil, incited by example and suggestion and rewarded by -commendation, chooses to do the work, the book becomes one of the important -means by which the great end of character building is accomplished -for him.</p> - -<p>The teacher should always have a copy of the Pupil’s Book for Work -and Study and do the work in it just as he would like to have the children -do it. Of course it should be better done than any child can possibly do it. -If the teacher colors the pictures with water colors, uses illuminated initial -letters, and writes neatly and plainly, his book will be a great incentive -to the children to do the very best possible work themselves.</p> - -<p>In the beginning of the first quarter’s work the teacher should remember -that these children are still to all intents and purposes Primary children -unaccustomed to working alone. It is exceedingly important that each -teacher should meet the children of the class during the week after teaching -the first lesson and show them how to cut out the pictures for that first lesson -and paste them in the book. The children would then be certain to start -right, and though it may not be true that “well begun is half done,” a good -beginning is so encouraging to the child that he is much more likely to keep -up the work and to find it enjoyable. But if he makes mistakes or neglects -to do the work at the beginning it is doubly difficult to interest him later. -The week day gathering to start the children on their handwork might -be called a Work Book Social, ending with games and light refreshments. -When the children arrive have them take their books and read carefully -with you the instructions on pages 2 and 3 before doing the pasting and<span class="pagenum"><a id="Page_23"></a>[23]</span> -writing for Lesson 1. Suggest that the picture sheet be handled very carefully -so that the pictures needed for later use may not become marred or -defaced in any way. Encourage the children to keep the book clean and -neat. In order that the cover may not be soiled from use, it is well to make -a cover for each book from manilla paper and place the picture sheet between -the manilla cover and the cover of the book so that there will be no -danger that the pictures will be lost as the book is carried home. Explain -that the reading is to be done each day just as indicated in the book. Great -stress should be put at all times upon the doing of these specified tasks regularly -and keeping strictly up to date with them, in order that the children -may form the habit of daily Bible reading and study.</p> - -<p>Incentives and rewards will be found necessary as means for inducing -the children to choose to do the work. Juniors do not love work, but are -interested in the attainment of results, and when wisely led will learn later -to love work for work’s sake. Among the incentives there should be a department -Honor Roll, and a Class Banner. The first year children who -complete their books satisfactorily should be given a social or outing at -the end of each quarter. They like public recognition of every kind, so the -prospect of having the book appear in the exhibit on promotion day is a -strong inducement for doing good work.</p> - -<p>Because of the necessary wear and tear on the book and the danger -that it may be lost in carrying back and forth, it is not best to have the -pupils bring their books every week to the school all through the year; but -in the beginning it is desirable to have the book brought each week so -that the teacher may see how the work is being done. After the children -are well started the teacher can use his own book in the class in giving any -necessary instruction.</p> - -<h4>The Children’s Bible</h4> - -<p>In the beginning of this Junior work every pupil must have a Bible -of his own, the American Standard, if possible. If the parents will not -or cannot provide one, the school must do so, for the child cannot possibly -do the work as outlined unless he has a Bible to work with. It is also essential -for other reasons. No one can be interested in a book which he does<span class="pagenum"><a id="Page_24"></a>[24]</span> -not know how to handle, and it is impossible for any child to become familiar -with the Bible if the only time he uses it is on Sunday during the Sunday -school session.</p> - -<p>If some of the children have a King James Version and some the American -Standard, explain that both are translations into English from another -language, that the King James translation was made three hundred years -ago and that of the American Bible finished at the beginning of this century. -Tell the children also that because we think the American Standard -gives the meaning more clearly we use it in these lessons whenever any memory -texts are printed.</p> - -<h4>The Rainbow Bookmark</h4> - -<p>There is no question but that learning the books and divisions of the -Bible is one of the hardest tasks that the children will meet during the Junior -period. Most of the books have names that are in a foreign language and -therefore especially difficult to learn. But as the children commit anything -to memory easily in this period, and as the interest in new words is -strong, the work is not nearly so hard as adults are apt to think it. But -whatever the difficulty may be it is essential, if the children are to get the -best results from the Junior work, that in this first year they shall learn the -names of the books of the Bible, and learn how to handle the Bible and -find references quickly.</p> - -<p>The use of the rainbow bookmark has been found helpful in interesting -the children in the study and making it easier for them, and in awakening -in them a desire to use their own Bibles. Its bright colors are attractive, and -the rainbow standing for God’s promises has a beautiful meaning, which is -joyfully recognized by the children when they hear the story of The Flood. -The bookmark is also useful in conducting department or class drills.</p> - -<p>This bookmark is made of nine ribbons in the prismatic colors with -indigo and purple, darker shades of blue and violet, and a white ribbon -to mark the Gospels. The colors are used in this order: red, orange, yellow, -green, blue (light), white, indigo, violet, and purple. The ribbons put together -in such a way that they will not tear the leaves of the Bible can be -secured of the publishing house at 25 cents for each bookmark.</p> - -<p><span class="pagenum"><a id="Page_25"></a>[25]</span></p> - -<h4>How the Bookmark Is Used</h4> - -<p>The bookmark is placed in the Bible by putting the ribbon at the end -of the division for which it stands. In this way red follows Deuteronomy, -and marks the five books of Law or the Pentateuch. Orange, following -Esther, marks the twelve books of History. Yellow, following the Song -of Solomon, marks the five books of Poetry. Green, following Daniel, -marks the five books of the Major Prophets. Blue, following Malachi, -marks the twelve books of the Minor Prophets. White, following Saint -John, marks the four Gospels. Indigo, following Acts, marks the one historical -book of the New Testament. Violet, following Hebrews, marks -the fourteen Pauline Letters. Purple, following Jude, marks the other -seven letters. Revelation, the one book of Prophecy in the New Testament, -has no ribbon.</p> - -<p>There is a peculiar fitness in having white, the combination of all the -colors, for the Gospel story, which is the center and climax of all the Bible -narratives, and it is very desirable to have the life of Christ marked in a -peculiar way which will set it apart from the rest and emphasize its importance. -In the regular order indigo, the darkest and least attractive -of all the ribbons, would mark the Gospels, and there would be but one -ribbon for the letters, which leaves a series of twenty-one names to be learned -in one group.</p> - -<h4>The Bookmark as a Reward</h4> - -<p>This device is first mentioned in connection with Lesson 8. In the -correlated work for Lesson 9 slips of paper of the bookmark colors are suggested -as markers for the memory texts, and the children in this way begin -to learn the kinds of books in the Bible. A sheet of paper for each color -is not difficult to secure and would make enough strips for several classes.</p> - -<p>If the school can afford to give them, the bookmarks make a fine reward -to give to the children when they have learned the books and divisions -perfectly. If the parents can afford to buy them and the school cannot, -suggest that they do so but ask them to wait until the children know the -names of the books, so that it will come as a reward in any case.</p> - -<p><span class="pagenum"><a id="Page_26"></a>[26]</span></p> - -<h3 id="Promotion_Requirements_and_Honors"><span class="smcap">Promotion Requirements and Honors</span></h3> - -<h4>The Basis for Promotion</h4> - -<p>In any graded course of study the pupils are expected to earn promotion -from grade to grade by attaining a certain required average in their -work. In the Junior Course the Pupil’s Book for Work and Study is, as -the name implies, both a guide in study, and a means of fixing in mind the -knowledge which has been gained. To meet the requirements of this book -the pupil must do the daily Bible readings, learn the memory text or texts -each week, do whatever reading is required, and learn the hymns that are -printed in the book. At the beginning of the course the pupils should understand -that the doing of the work for which the Work Book calls is a requirement -for promotion. In all schools seventy-five per cent out of a possible -one hundred is accepted as a passing average. Therefore, three out of four -Work Books satisfactorily completed during the year entitle the child to -promotion. Knowledge that the requirements of the Work Book must be -met in order to earn promotion is with many children one of the strongest -incentives that can be presented to them for doing that work regularly and -well.</p> - -<h4>Recognition for Extra Work</h4> - -<p>Every child should be incited to do more than merely meet the requirement -that passes him from one grade to the next. It is to furnish this stimulation -that extra honor work is provided. If the child chooses to complete -the fourth Work Book he earns an honor in that way. If the hymn given -for illustration is illustrated that gives another honor. Learning the optional -memory passages, prayers, and hymns is a third method of gaining honors; -and regular attendance upon the church service a fourth.</p> - -<p><span class="pagenum"><a id="Page_27"></a>[27]</span></p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_28"></a>[28]</span></p> - -<h2 class="nobreak" id="I_STORIES_OF_THE_BEGINNINGS">I. STORIES OF THE BEGINNINGS</h2> - -</div> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_29"></a>[29]</span></p> - -<h3 class="nobreak" id="LESSON_1">LESSON 1<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>At the beginning of this lesson the teacher and each pupil should have -his Bible in hand.</p> - -<p>Let us look at this book of ours which is the finest story book in all the -world. What name do you find on the back of the book? The word Bible -means “The Book,” and that is the best possible name for God’s Word, because -it is the Book of all the world, the one of which more copies are made, sold, -and read than of any other. In the last hundred years 316,000,000 copies of -the Bible were sent out by the different Bible societies of the world.</p> - -<p>Now let us look at this wonderful Book. Turn to the title-page and -we will read together what we find there. Containing what? So there -are two great divisions in this book of ours, one called the Old Testament -and the other the New Testament, and it is just as you would think from -the names. The Old Testament tells of things that happened long, long -before those that are told about in the New Testament. (Drill on the names -of the two parts of the Bible until the class is familiar with the words.)</p> - -<p>Now let us look at the page opposite the first book of the Old Testament. -What do you find there? (The Names and Order of the Books of -the Old Testament.) So you see our Bible, the great Book of the world, -is not simply one book but a whole library of books. How many books -are there in the Old Testament? (If there is time it might be well to let -each one count for himself.) So the Old Testament has 39 books.</p> - -<p>(Follow the same plan with reference to the New Testament, and when -the pupils have found that there are 27 books have them find the number -of books in the Bible by adding the two numbers. When you have drilled -on these figures and facts sufficiently give to each pupil a copy of the Pupil’s -Book for Work and Study and show them the first part of Lesson 1, letting -them tell what words are to be written in the spaces as the work for the -following day at home. Do not let them look ahead at the other lesson, -as that is to be taken up after the lesson has been taught.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_30"></a>[30]</span></p> - -<h3 class="nobreak">LESSON 1<br> -<span class="smaller">In the Beginning</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 1:1 to 2:3.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 1:1-5.</p> - -<p class="hanging"><b>Memory Text.</b>—In the beginning God created the heavens and the earth. -Genesis 1:1.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Nehemiah 9:6; Job 12:7-10; 26:7-14; Psalms 19:1-6; 33:6-9; 74:16, -17; 90:2; 95:4, 5; 104:1-35; Jeremiah 51:15, 16; Amos 4:13; John 1:1-3; -Revelation 4:11.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>What, then, are the truths taught us in these chapters? The first is that there has -been a creation, that things now existing have not just grown of themselves, but have -been called into being by a presiding intelligence and an originating will. No attempt -to account for the existence of the world in any other way has been successful. A great -deal has in this generation been added to our knowledge of the efficiency of material causes -to produce what we see around us; but when we ask what gives harmony to these material -causes, and what guides them to the production of certain ends, and what originally -produced them, the answer must still be, not matter but intelligence and purpose.—<i>The -Expositor’s Bible</i>, <i>Genesis</i>, <i>Marcus Dods</i>.</p> - -<p>The record is not a geological treatise, but a hymn of praise to God, magnifying -his mighty works, indicating man’s high relation to him, and hallowing the weekly Sabbath, -which is man’s day of rest.—<i>The Handy Commentator</i>, <i>A. R. Payne Smith, Dean -of Canterbury</i>.</p> - -<p>The cosmogony of Genesis shows, in opposition to the conceptions widely prevalent -in antiquity, that the world was not self-originated; that it was called into existence, -and brought gradually into its present state, at the will of a spiritual Being, prior to it, -independent of it, and deliberately planning every stage of its progress. The spirituality, -not less than the dignity, of the entire representation is indeed in marked contrast to the -self-contradictory, grotesque speculations of which the ancient cosmogonies usually consist. -“It sets God above the great complex world process, and yet closely linked with -it, as a personal intelligence and will that rules, victoriously and without a rival.”—<i>The -Book of Genesis</i>, <i>S. R. Driver</i>.</p> - -<p>If anyone is in search of accurate information regarding the age of this earth, or -its relation to the sun, moon, or stars, or regarding the exact order in which plants and -animals have appeared upon it, he should go to recent textbooks in astronomy, geology, -and paleontology. It is not the purpose of the writers of Scripture to impart physical<span class="pagenum"><a id="Page_31"></a>[31]</span> -instruction, or to enlarge the bounds of scientific knowledge. So far as the scientific or -historical information imparted in these chapters is concerned, it is of little more value -than the similar stories of other nations. And yet the student of these chapters can see -a striking contrast between them and extrabiblical stories describing the same unknown -ages handed down from prescientific centuries. Here comes to view the uniqueness -of the Bible. The other traditions are of interest only as relics of a bygone past. Not -so the biblical statements; they are and ever will be of inestimable value, not because -of their scientific teaching, but because of the presence of sublime religious truth in the -crude forms of primitive science. If anyone wishes to know what connection the world -has with God, if he seeks to trace back all that now is to the very fountain-head of life, -if he desires to discover some unifying principle, some illuminating purpose in the history -of the earth, he may turn to these chapters as his safest and, indeed, only guide to -the information he seeks.—<i>The Christian View of the Old Testament</i>, <i>Frederick Carl Eiselen</i>.</p> - -<h4>AIM</h4> - -<p><b>To present the thought of God as the Creator of all things, the rightful -ruler of the universe, and to establish in the child an attitude of -reverence toward God as Creator, and toward nature as his work.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>The best possible preparation for the teaching of this lesson and the -accomplishment of its aim is to saturate one’s mind with the God-permeated -story of the creation in the lesson passage, and other Bible passages given, -in which God stands preeminent as the almighty Creator of the universe.</p> - -<p>In the Intermediate period, the four years that follow the Junior, it -would be highly interesting, and instructive as well, to discuss with the -class the various creation stories that are found in the writings of antiquity, -and to compare them with the story as given in Genesis; but these children -have not the historical background that would be necessary to enable them -to appreciate such discussions. What they are most intensely interested -in is the deeds of people. Not what people think or what they are, but -what they do, attracts the Junior child; and in like manner it is not the -attributes of the Deity, but his power manifested in the universe, creating, -ruling, and overruling, that will hold the attention and minister to the spiritual -needs of those we teach.</p> - -<p><span class="pagenum"><a id="Page_32"></a>[32]</span></p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Point of Contact</h5> - -<p>(Show a picture representing a person or persons in the act of prayer. -The well-known Angelus is perhaps one of the best for this purpose. Question -on it, and get from the children, if possible, the story of the call to -prayer.)</p> - -<p>The sweet sound of the bell borne on the evening breeze from the steeple -of the village church comes to the field where the workers are busy with -their tasks. What do they do as they hear it? To whom are they speaking -when they bow their heads?</p> - -<p>Let us think for a moment of another scene. It is in another country -far away from this, and the people look very different from those in our -picture, but they too are bowing, not simply the head but the whole body, -for they are kneeling and their heads are bowed to the earth. What do -you think they are doing? Yes, they are praying, but to what? As we -look toward the east we see that the sun is just rising above the horizon, -and it is the sun that those people are worshiping. In that country and -in others we could find people who worship the moon in the same way, and -the reason why these things are done is that all people everywhere have -a desire in their hearts to worship, and these people have taken the things -that they see which seem to them to be the most wonderful and have made -gods out of them. They know nothing about this greatest Book in all the -world, which you and I know and love, and so they do not know of the great -and good God to whom you and I pray, and whom we call our Father.</p> - -<p>If we could see those people and talk with them what would we wish -to tell them? It seems to me that for these people, the first story to tell -from God’s Word would be the first story in that Book, one that we have -heard, perhaps, many times, but which we never tire of hearing, and which -we are to hear once more to-day.</p> - -<h5>The Lesson Story</h5> - -<p>It seems strange, does it not? to think of a time when there was no -earth; but there was such a time and there our story for to-day begins. All -was black darkness where this world now is, but God was in his heaven,<span class="pagenum"><a id="Page_33"></a>[33]</span> -for in his Word we read, “Before the mountains were brought forth, or ever -thou hadst formed the earth and the world, even from everlasting to everlasting, -thou art God.” So in the eternity of long, long ago God lived and -ruled, and he was thinking of a people whom he would make in his own -image to be his children, and of the home that he would make for them. -Then it was that from the great black space of the universe darkness fell -away, for God said, “Let there be light: and there was light. And God -called the light Day, and the darkness he called Night.” Under the almighty -hand of the Creator, at his command, this planet that we call the -earth began to swing in its orbit, but it was wrapped in vapors until God -spoke again saying, “Let there be a firmament in the midst of the waters, -and let it divide the waters from the waters.” At his words the clouds -gathered together above, separating themselves from the waters upon the -earth, “and God called the firmament Heaven.” (From this point try -reading the story from the Bible, but have it so thoroughly in mind that -if you find the attention of the pupils wavering in any degree you can return -to the other method. Whether you read or tell the story of the six -days, have the pupils open their Bibles and read with you the first three -verses of the second chapter.)</p> - -<p>“In six days the Lord made heaven and earth, the sea, and all that -in them is, and rested the seventh day: wherefore the Lord blessed the sabbath -day, and hallowed it” (Exodus 20:11).</p> - -<p>What a beautiful story it is, and how glad we are to know that all the -wonders of the earth and sky and sea are the handiwork of our Father! “The -heavens declare the glory of God; and the firmament showeth his handiwork” -(Psalm 19:1).</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">The unwearied sun, from day to day,</div> - <div class="verse indent0">Does his Creator’s power display,</div> - <div class="verse indent0">And publishes to every land</div> - <div class="verse indent0">The work of an almighty hand.</div> - <div class="verse indent0">Soon as the evening shades prevail,</div> - <div class="verse indent0">The moon takes up the wondrous tale,</div> - <div class="verse indent0">And nightly, to the listening earth,</div> - <div class="verse indent0">Repeats the story of her birth;</div> - <div class="verse indent0">While all the stars that round her burn,</div><span class="pagenum"><a id="Page_34"></a>[34]</span> - <div class="verse indent0">And all the planets in their turn,</div> - <div class="verse indent0">Confirm the tidings as they roll,</div> - <div class="verse indent0">And spread the truth from pole to pole.</div> - </div> -</div> -</div> - -<p>This is what the poet has said about the moon, sun, and stars in the -heavens, and then he says that though there is no voice or sound that we -can hear, still they truly sing and always of God their Creator. This is -the way that the poet has told the story to us:</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">What though in solemn silence all</div> - <div class="verse indent0">Move round the dark terrestrial ball?</div> - <div class="verse indent0">What though no real voice nor sound</div> - <div class="verse indent0">Amid the radiant orbs be found?</div> - <div class="verse indent0">In reason’s ear they all rejoice,</div> - <div class="verse indent0">And utter forth a glorious voice;</div> - <div class="verse indent0">Forever singing as they shine,</div> - <div class="verse indent0">“The hand that made us is divine.”</div> - </div> - <div class="stanza"> - <div class="verse right">—<i>Joseph Addison.</i></div> - </div> -</div> -</div> - -<p>The most wonderful thing of it all is that though our God is so great -he tells us in his Word that we may speak to him in prayer. That is the -meaning of the Angelus bell calling to prayer every day, and it is the meaning -of other bells which on one day in the week ring sweet and clear, not -as a call to prayer in the midst of work or play, but as a call to worship on -the day that is holy, set apart from the duties of the week, and made a day -of loving service and praise to our God.</p> - -<h5>THE PUPIL’S BOOK FOR WORK AND STUDY</h5> - -<p>If you have not already done so, read carefully the comments and suggestions -on page 22, concerning the necessity for helping the children to -start the work in their books correctly. Read what is said on page 26 about -promotion requirements and let your pupils know at the beginning of their -work how important it is for them to do regularly what is asked of them in -the Work Book if they wish to earn an honorable promotion at the end of -the year.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_35"></a>[35]</span></p> - -<h3 class="nobreak" id="LESSON_2">LESSON 2<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>(Holding your Bible, review something in this way:)</p> - -<p>What is this book called? What does the word Bible mean? Into -how many parts is the book divided? What are they called? Why is the -first called the Old Testament and the second the New? How many books -are there in the Old and how many in the New? How many in the Bible? -What is the name of the first book in the Bible? Who can spell that word? -What does it mean? What is the first verse in the first book?</p> - -<p>(Open your Book for Work and Study that the pupils may see your -first lesson neatly written and the pictures pasted. Even though you -have had the children together during the week as suggested on page 22, -in order that you might help them work out this first lesson in their -books, it will be an encouragement to them if you examine each book -and commend the work heartily when it is possible to do so. If any -have not yet done the work it is of the utmost importance that you -have them stay after Sunday school or see them either at their homes or -your house before next Sunday. To allow the first week’s work to be neglected -will leave the child to conclude that it is not very important after -all and that you do not really care whether it is done or not. As soon as -possible the children must learn to do the work without assistance, but at -the beginning they will need both help and stimulation. Speak of the fact -that if they do all the work in the Junior Course and keep their books, they -will have a little library of twenty-three books illustrated with many beautiful -pictures. Tell them of the exhibit of Work Books when the work -of all the Juniors will be shown to other people in the Sunday school and -to the parents and friends of the children. Whatever you can do to make -the child see the value in his book and arouse his pride in his work will be a -great help to him in establishing habits that make for strength of character. -To allow a pupil to fail to do his work is to encourage a neglect of duty and -indifference to just obligations, which will inevitably weaken his moral fiber.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_36"></a>[36]</span></p> - -<h3 class="nobreak">LESSON 2<br> -<span class="smaller">The Garden of Eden</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 2:4-25.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 2:9, 15-25.</p> - -<p class="hanging"><b>Memory Text.</b>—And the Lord God took the man, and put him into the -garden of Eden to dress it and to keep it. Genesis 2:15.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Proverbs 14:23; 18:9; 22:29. Ecclesiastes 9:10; 11:6; Romans 12:11; -1 Thessalonians 4:11, 12.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>Man is not made simply to enjoy life; he is to labor and work. Even such a garden -as the one described in verse 9 gives scope for man’s activity; he is to till it, to develop -its capacities, and adapt it to his own ends, and to keep (Isaiah 27:3) or guard it, against -the natural tendency of a neglected garden to run wild, and against damage from wild -animals or other possible harm.—<i>The Book of Genesis</i>, <i>S. R. Driver</i>.</p> - -<p>But man is not designed solely to till and keep the garden. There are dormant in -him capacities of moral and religious attainment, which must be exercised, developed, and -tested. A command is therefore laid upon him, adapted to draw out his character, and to -form a standard by which it may be tested. It is a short and simple command, unaccompanied -even by a reason; but it is sufficient for the purpose: man’s full knowledge of what -he must do or not do can be attained only as the result of a long moral and spiritual development, -it cannot exist at the beginning. And the command relates to something to -be avoided: the acknowledgment and observance of a limitation, imposed upon his creaturely -freedom by his Creator and Lord, must be for man the starting point of everything -else.—<i>Die Genesis Erklärt</i>, <i>August Dillmann</i>.</p> - -<p>It is not enough to place man in the garden: further provision is yet required for the -proper development of his nature, and satisfaction of its needs, a helper who may in various -ways assist him, and who may at the same time prove a companion, able to interchange -thought with him, and be in other respects his intellectual equal, is still needed.—<i>The -Book of Genesis</i>, <i>S. R. Driver</i>.</p> - -<p>In order to complete man’s happiness three primal laws were given. The first was -work; this was embittered later in consequence of man’s sin, but is still his greatest blessing, -whether he recognizes it as such or not. We find this to be true, for whenever man -evades work, and seeks pleasure only, his whole nature becomes impoverished, and deprived -of the stability of earnest purpose and responsibility which ought to be his birthright. -The gift of law, even in its rudimentary stages “thou shalt not,” is the second great blessing<span class="pagenum"><a id="Page_37"></a>[37]</span> -to man. The moral law, putting man into the right relationship between good and evil, -is as necessary as the great laws of the physical world are to the universe. Further, with -the revelation of that law was given also the penalty of transgression. “In the day that -thou eatest thereof, dying thou shalt die.” “The wages of sin is death.”—<i>Bible Lessons -for Schools</i>, <i>Genesis</i>, <i>E. M. Knox</i>.</p> - -<h4>AIM</h4> - -<p><b>To help the pupils to realize that work is a part of the infinite plan for -the development of character; to make it evident that it is noble to be a -worker, and to lift the everyday duties of home and school from the plane -of drudgery to that of joyous cooperation in God’s purposes.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>The gospel of the dignity of labor has never been adequately preached, -therefore the preparation for this lesson may include the entire reversal -of what has been ground into the teacher’s consciousness from the beginning -until now, concerning the place of work in the world. For many years people -have read the Lord’s words to Adam after the fall, which consigned -him to the task of wresting his sustenance from the unwilling earth, as if -that were the introduction of work into the world, and as if it were, therefore, -brought in simply as a punishment for disobedience. This was evidently -the thought in the mind of the poet who sang,</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">Dear work! art thou the curse of God?</div> - <div class="verse indent2">What must his blessing be!</div> - </div> -</div> -</div> - -<p>Throwing aside all such misconceptions, read the material for this lesson -with the thought of finding in it how, under the ideal conditions of Eden, -work was given to man which would require the use, and therefore minister -to the development of his physical powers in tilling the ground; how his -mind was given exercise in plans for guarding or “keeping” the garden and -in naming the animals; and how the higher spiritual powers were called -into service when he was given a companion in association with whom the -emotions of love and tenderness would find expression. It is implied also -in Genesis 3:8, that God was wont to meet with Adam and Eve in the garden -and talk with them there.</p> - -<p>The picture that we get as we study this passage in this way has in<span class="pagenum"><a id="Page_38"></a>[38]</span> -it the elements of congenial employment, companionship, obedience to -the highest law, and communion with God, and these are exactly the elements -that will bring the nearest approach to the ideal in any life to-day.</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>I wonder if you can remember the time when you first began to ask -such questions as these: Who made the world? Who made the moon and -stars that shine in the night, and the sun that lights and warms the day? -Who made the trees and taught them how to grow? Who made all the -animals? Who made the fish that swim in the water and the birds that -fly in the air? Have you ever asked such questions? They are the questions -that children have been asking always, ever since there were any children -in the world, and the story that answers all these questions for us is one -that mothers have told to their children for thousands of years. Do you -know what story I mean? Who can answer the question, “Who made the -world?” by using just one verse from the Bible?</p> - -<h5>The Lesson Story</h5> - -<p>Our story to-day is about a garden. It was a beautiful garden, more -beautiful than anything you and I have ever seen. In it were all kinds -of trees and plants, grasses, flowers, and herbs. A river watered the garden. -Animals lived in the garden; birds made their nests in the trees and flew -across the blue of the sky, filling the air with their sweet songs. Everyone -who has heard or read the story of the Garden of Eden thinks of it as a -beautiful place in which there was nothing to distress or make one afraid.</p> - -<p>The story tells us that God made this garden as a home for the man -whom he had created in his own image. “The Lord God took the man -and put him into the Garden of Eden”—to do what do you suppose? Just -to amuse himself all day long? No, God did not put Adam into the garden -that he might have a pleasant place in which to do nothing. He was put -into the garden “to dress it and to keep it.” He was to find the greatest -joy working in the garden, picking the fruits, caring for the growing things, -and in guarding them from anything that might not be good for them. Even<span class="pagenum"><a id="Page_39"></a>[39]</span> -in the garden there was studying to be done; for Adam studied the animals -and the birds, watched them at their play, saw how they lived, and gave to -each a name that was suited to it. This kind of work was pleasant, but -Adam could not make companions of the animals, and though he had work -to do Adam was lonely. God saw that this was so, and he said, “It is not -good that the man should be alone; I will make him a help meet for him.” -And the Lord God caused a deep sleep to fall upon Adam, and he slept; -and when he awoke he found a woman at his side whom God had given -him to be his companion and friend. Now he was no longer lonely, -for he had some one with him who had a mind and spirit like his own, who -could talk with him and help him in his work as none of the animals could -possibly do. So Adam and Eve were happy in obeying the heavenly Father. -They found pleasure in doing what he told them he would like to have them -do, and in keeping from doing what God had said they must not do. Let -us read from God’s Word just what this was. (Verses 16 and 17.)</p> - -<p>When the sun had gone behind the western hills, and the refreshing -breezes of the early evening were making the air sweet and cool, and the -birds were singing their good-night songs, then it was that the sweetest -of all the joys of the day came to the pair in the garden, for we are told that -God walked with them in the cool of the day.</p> - -<p>Have you ever thought you would be glad if there were no such thing -as study? Have you ever wished that you could play all day and never -do any work? I suppose all of us have felt that way sometimes, but would -it be best for us? Would we be happy very long if we had nothing to do -but play? Not very long. I have often heard boys and girls say at the -end of the long summer vacation that they were glad to go back to school. -And this story, which pictures for us a garden of beauty and happiness, tells -of study and work as well as play, of loving companionship and through -it all a spirit of cheerful obedience to God. (Memory Text.)</p> - -<h5>THE PUPIL’S BOOK FOR WORK AND STUDY</h5> - -<p>Show the picture for this lesson and go over the work for the coming -week as carefully as you think necessary, but not so elaborately as to rob -it of all freshness for the child when he comes to take it up by himself.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_40"></a>[40]</span></p> - -<h3 class="nobreak" id="LESSON_3">LESSON 3<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>What was the name of our story last Sunday? In what book is that -story found? In what chapter were your readings for the week? Tell me -what you found in the picture for the lesson. If you were asked to write -a title under the picture what would you choose? (Tell the children they -may write a title in their books.) What work was given to Adam that he -did with his hands? What did he have to think and plan for? What was -the memory text of the lesson? Suppose the heavenly Father had not cared -to have his children do any work, how do you think that verse would have -ended then? “The Lord God took the man, and put him into the garden -of Eden”—to do what? (To have a good time, may be suggested.) Do -you think he would have had a really happy time without anything to do? -No: God himself is not idle, and his children, because made in his image, -cannot be really happy unless they do something worth while with the powers -that he has given them. I suppose there are some kinds of work and study -that you have to do that you do not enjoy doing, but you can do anything -if you remember that it will please the heavenly Father, your own father -and mother, and others who love you. Your play afterward will give you -much more pleasure, and the best of it is that, after a while, you will learn -to like the work. What command did God give to Adam about one of the -trees in the garden?</p> - -<p>(Show your book and find out what the pupils have done in theirs. -Discourage emphatically any attempt to do this work ahead of the lesson-teaching -in the school. The tendency in the beginning will probably be -on the part of many to rush ahead with the work while it is novel, but when -the novelty has worn off there will be a reaction and it will be difficult to -get the work done at all. Keep in mind constantly that one great purpose -to be accomplished through the work book this year is to teach the children -to follow instructions implicitly.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_41"></a>[41]</span></p> - -<h3 class="nobreak">LESSON 3<br> -<span class="smaller">Hiding from God</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 3:1-24.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 3:1-15.</p> - -<p class="hanging"><b>Memory Text.</b>—Can any hide himself in secret places so that I shall not see -him? saith Jehovah. Jeremiah 23:24a.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Psalm 139:7-12; Proverbs 28:1, 13; Jeremiah 2:17, 19; Romans 5:12-19; -6:23; 1 Corinthians 15:21, 22.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>As of the tree of life which stands in the paradise of the future it is said, “Blessed -are they that do his commandments, that they may have right to the tree of life”; so in -Eden man’s immortality was suspended on the condition of obedience. And the trial -of man’s obedience is imaged in the other tree, the tree of the knowledge of good and evil. -From the childlike innocence in which man originally was, he was to pass forward into -the condition of moral manhood, which consists not in mere innocence, but in innocence -maintained in presence of temptation.... Only by choosing the good in presence of the -evil are true manhood and real maturity gained.—<i>The Expositor’s Bible</i>, <i>Genesis</i>, <i>Marcus -Dods</i>.</p> - -<p>Like the great Teacher of Nazareth, the prophetic author of this marvelous story -was dealing with the deepest experiences of human life. His problem was to make clear -and plain even to children the nature of that inner struggle which we call temptation. -He accomplishes his end by the use of the simple story and dialogue. Attention and -interest are fixed from the first on the experiences of a certain man and woman. The -story has all the personal charm of those fascinating popular tales which come from the -ancient East. Its prologue, the primitive story of creation, was old centuries before -the days of Moses. In the first scene the actors are the serpent, the woman, and the man. -In the dialogue between the serpent and the woman is brought out vividly the struggle -that raged in her own mind between her natural inclinations and her sense of duty. In -the second scene Jehovah appears. The acts and motives of the man and woman and -the terrible consequences of sin are portrayed so concretely and dramatically that even -the youngest and simplest reader can fully appreciate them. The thoughtful reader, -however, soon discovers that the marvelous biblical narrative is far more than a mere -record of the experiences of a primitive man and woman. Like the inimitable parables -of Jesus, it is a chapter from the book of life.—<i>Heroes and Crises of Early Hebrew History</i>, -<i>Charles Foster Kent</i>.</p> - -<p><span class="pagenum"><a id="Page_42"></a>[42]</span></p> - -<p>Among the many religious teachings with which this marvelous story abounds may -be noted: (1) Innocence does not become virtue until it is tested and proved by temptation. -(2) If the testing is to be effective, the temptation must be of a character to appeal -to the individual tested. (3) Sin is not God’s but man’s creation. (4) To sin is to act -in accord with the baser and more selfish rather than the nobler and diviner motives. -(5) An act of sin destroys a man’s peace of mind and purity of thought. (6) Sin unconfessed -is a sin constantly committed, and it absolutely prevents even God himself from -forgiving the unrepentant sinner. (7) In keeping with the law of cause and effect, sin -brings its own inevitable punishment. (8) The worst effect of sin is the severing of the -normal, harmonious relations between God and the individual. (9) Most of the pains -and ills of life are the result of some one’s sin. (10) Man must learn in the school of pain -and toil the lesson of obedience. (11) Even though guilty and unrepentant, man is still -the object of God’s unceasing love and care—<i>Ibid.</i></p> - -<h4>AIM</h4> - -<p><b>To show through the story of the first disobedience the character and -consequences of all sin, and to point out the only way to escape from it.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>The story that we have in this lesson must make an appeal to every -child because there is no child in our Junior Department who has not had -the experience of being disobedient, and also, doubtless, of trying to hide -both the sin and himself from the one disobeyed. Probably there can be -no more effectual way of beginning the preparation of this lesson than for -the teacher to think back to his own experience as a child, and recall in what -manner he made his way back through repentance and forgiveness to a -complete restoration of the feeling of loving freedom that should exist between -parent and child. The attitude of the one in authority is always -a very important factor, but even with the most wise and loving of parents -or guardians, the natural tendency of the one who transgresses is to concealment. -With the facts of the story clearly in mind and the memory -of one’s own experience as a guide, it should be easy to make the children -realize that disobedience always brings unhappiness in the end, and a sense -of separation from those who love us; that the worst thing anyone can do -is to try to hide a disobedient act, because the only way to get back to the -right road again is through the opposite course—brave confession instead<span class="pagenum"><a id="Page_43"></a>[43]</span> -of cowardly hiding or denying, repentance and the determination to forsake -instead of clinging to the wrong.</p> - -<p>Prayer is always the most essential part of our lesson preparation, and -in this lesson especially we need to pray that we may be given such heavenly -wisdom and so much of love in our own hearts that we can make the children -see the heavenly Father as a God of infinite love and compassion, one who -hates sin but loves the sinner. Many people who are now teaching children -have testified that in their own childhood, from the way in which these Old -Testament stories were presented, they saw in God only an avenging Deity, -eager to punish or destroy. We must always remember that Jesus never -presented his Father and ours in that way, and that he whose life was given -to provide a way of escape for sinning humanity said, “He that hath seen -me hath seen the Father.”</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>(Describe the happy home life of a family of children, each having -his own work to do in the home, each taking a pride in doing his work in -the best way, and tell of the playtime following the work. Picture the -children going down the street to meet their father as he comes home from -work, and the joys of the evening time when all are together. Then tell -of a day when the playtime was not so happy because one of the boys did -not care to play. He said he was not sick, but he certainly was cross, and -took no pleasure in any of the things that he generally loved to do. When -the time came to go to meet father he would not go, but instead went to -his own room. Of course the father missed him and when he found his -boy was not ill he was anxious to know what the trouble could be.) Can -you guess what it was that made Walter wish to hide from his father that -night?</p> - -<h5>The Lesson Story</h5> - -<p>What a beautiful garden that was of which we heard last Sunday! And -how happy Adam and Eve were as they did the work God had given them -to do, and enjoyed the loveliness of the place which God had given them -for a home, looking forward each day to the time when he would come and<span class="pagenum"><a id="Page_44"></a>[44]</span> -walk and talk with them there! But there came a sad day, when all that -was changed. The garden was just as beautiful, but Adam and Eve found -no pleasure in it. The work was there to be done, but they had no heart -for it. Open your Bibles to the second chapter of Genesis and read with -me verses 16 and 17. That does not mean that the moment they disobeyed -they would die, but that the sin would open the door for death to enter the -world, and that some day death would come to them as the result of disobedience.</p> - -<p>One day the tempter said to the woman, “Is it possible that God has -said that you must not eat of the fruit of all the trees of the garden?” Eve -answered (Genesis 3:2, 3). The serpent said: “That is not true. You -will not die. The real reason why God does not wish you to eat of the fruit -of that tree is that when you do so you will become as a god yourself, for -you will know good and evil.” It seems strange that Eve would listen -to anyone who said that what God had told her was not true, but she did. -She even began to look at the tree and its fruit and to long to have it, until, -finally, she took it and ate, and gave some to Adam, and he ate. Then -they did know good and evil, for they could remember the days when they -were obedient and the happiness that they had, and now through shame -and fear and the wretchedness of a guilty conscience they saw what evil -is, and that with their own hands they had opened the door to let it into -their lives. There was no longer any joy in the thought of the heavenly -Father’s coming to the garden, and they tried to hide themselves from him. -“Can any hide himself in secret places so that I shall not see him? saith -Jehovah.” How would you answer that question? Of course they could -not hide from God, and it would be the worst possible thing to do if they -could. God knew of the wrong they had done and the punishment that -the sin must bring to them, but his only wish was to help his sinful children, -for he loved them then as always. (Have the children read verses 9 and -10 to themselves and then answer this question:) What reason did Adam -give for hiding himself? Was that the true reason why he was afraid? No, -for he had been naked before and had never been afraid. It was his sin -that made him afraid. (Read verses 11, 23, 24.)</p> - -<p>You have guessed that the boy I told you about in the beginning of the<span class="pagenum"><a id="Page_45"></a>[45]</span> -lesson had disobeyed his father, and that that was the reason why he wished -to hide. You knew because you have sometimes felt like hiding yourself -for the same reason. So you can see how this old, old story tells what we -know is true when it shows us that wrong doing separates us from the one -whom we have disobeyed and makes us miserable. What was it that spoiled -the happy home that Adam and Eve had in the Garden? What was it -that spoiled Walter’s good times? Yes, disobedience; and it is always so. -Those who break God’s law have to suffer for it in some way. But how -glad we are to know that God loves us so much that when we are sorry and -tell him so, he will forgive us and give us a chance to try again. Listen -while I read you something that the Bible says about this. (Psalm 86:5; -1 John 1:9.)</p> - -<h5>THE PUPIL’S BOOK FOR WORK AND STUDY</h5> - -<p>There probably will not be anything in the work outlined for this week -that the children cannot easily do. It would be well, however, to call their -attention to the memory text printed on page 8. Have them pronounce -the name of the book from which it is taken, and help them to find the reference -and read the words from the Bible. Ask them what the “a” after -the reference means, and if they do not know, have them read again the -paragraph explaining this on page 3. The easiest way for the children -to find the book of Jeremiah when unfamiliar with any of the books is to -open the Bible in the middle. The book opened to will be Psalms, which -you can explain is the hymn book of the Bible, and then they can turn the -leaves to the right until they reach the book of Jeremiah. Tell them that -the name is that of the man who wrote the book.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_46"></a>[46]</span></p> - -<h3 class="nobreak" id="LESSON_4">LESSON 4<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>Get the facts of last Sunday’s story briefly from the children, leaving -most of the time for the answers to Wednesday’s question in the pupil’s -work book concerning what they think Eve should have done when she -was tempted to disobey God. Another question which it will be helpful -for the children to think through and find an answer to is, After Adam -and Eve had disobeyed the heavenly Father, what should they have done -right away when they realized the wrong and felt the shame? If each -pupil can be brought to see, through thinking it out for himself, that the -only possible help for one who has done wrong comes from God, and that -Adam and Eve should have gone to God to confess their sin and ask forgiveness -instead of trying to hide from him, the conclusion will point its -own moral and each child will make his own application.</p> - -<p>See how many know the memory text and the name of the book in -which it is found. If there is time, read to the children Psalm 139:7-12, -letting them follow you with the Bible open before them. Ask all to read -softly with you, each making it his own prayer, verses 23 and 24.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<h3 class="nobreak">LESSON 4<br> -<span class="smaller">Cain and Abel</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 4:3-15.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 4:3-15.</p> - -<p class="hanging"><b>Memory Text.</b>—Love suffereth long, and is kind; love envieth not. 1 Corinthians -13:4a.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Job 11:14,15; Romans 6:12,16; Colossians 3:12-14; James 3:14; 5:9.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>The narrative ... impressively shows how sin, having once appeared, became hereditary -in the human race, and speedily developed into its most revolting form. Its details<span class="pagenum"><a id="Page_47"></a>[47]</span> -enable us to see how jealousy, when indulged, leads to hatred and murder, and violates -not only the ties of humanity but those of family affection; how the sinner casts off all -regard for the truth and for his natural obligations; how progress in sin adds to the misery -of man’s lot; and “conscience doth make cowards of us all.” The truths taught are, that -God looks on the hearts of his worshipers, seeks to restrain the sinner ere he yields to passion, -marks the death of the innocent, and graciously mitigates his punishment when -his mercy is sought.—<i>The One Volume Commentary</i>, <i>James R. Dummelow</i>.</p> - -<p>Those who do not serve God hate him who does because they cannot help wishing -that they were like him, yet they have no intention of imitating him, and this makes them -jealous and envious. Instead of being angry with themselves, they are angry with him.—<i>Sermons</i>, -<i>Thomas P. Newman</i>.</p> - -<p>The reason of the rejection of Cain’s offering was that he had not been “doing well.” -(“It would be strange if the gods looked to gifts and sacrifices and not to the soul.”—Plato.) -Notice that the offering is secondary: <i>Abel and his offering, Cain and his -offering</i>; the man and his state of spirit are the important elements.—<i>Commentary on -Genesis</i>, <i>Marcus Dods</i>.</p> - -<h4>AIM</h4> - -<p><b>To help the child to feel the beauty and strength of the love that envieth -not, and to awaken within him a desire to possess it.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>Envy is defined as “selfish ill-will toward another because of his superior -success, endowments, or possessions.” It is a feeling which is apt -to be displayed by children comparatively early because of the greater success -of their classmates in school, or of the larger possessions of those whose -parents have either more money or less wisdom in spending it than their -own. It is so ugly a trait and so insidious in its attacks that it is well to -have a lesson like this which shows the sin in its most hideous form. The -story of Joseph’s brethren, who hated him because he was more worthy -than they, and of Saul, who viewed with murderous jealousy the popularity -of the young David, are other instances of the direction in which envy inevitably -carries those who yield to it. In preparing the lesson imagine -how the two boys probably differed in their boyhood, for “great crimes are -committed only by men whose characters have been gradually debased by -lesser sins.” Kent points out nine vital truths illustrated by the story -of which the preceding quotation is one. Another which Juniors would<span class="pagenum"><a id="Page_48"></a>[48]</span> -be able to understand is that God patiently points out to the offender the -right way and endeavors to influence him to follow it. Another is guilt -unconfessed cuts a person off from his fellows.</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>I am thinking of a strange picture in which a flaming sword that turns -in every direction closes the way into a garden. Back in the distance I -can see a place over which the sun is shining with warmth and beauty. Trees -and plants and birds and flowers are all glad in the sunshine, and the animals -are running and playing for very joy; but there are no people there. What -garden is it that I see? Were there ever any people in it? Who were they? -What command was given to them there? When they disobeyed that -command they could no longer live in that beautiful home, and when they -went out from it the flaming sword was placed there to show them that -they could never hope to go back to the place where they had been so happy -while they were innocent and obedient children of the heavenly Father.</p> - -<p>Suppose some one should ask us to tell how people might have a happy -home in these days—what would we say? I should say that first of all -the people in the home must love and be glad to help each other. (Let -the children express their own ideas freely but guide the conversation so -that the essentials of obedience, cheerfulness, and kindness will be mentioned.)</p> - -<h5>The Lesson Story</h5> - -<p>I have a story to tell you to-day about two brothers. When the first -one was born his mother named him Cain, and as she looked at him she -said to herself, “I hope my boy will be strong to fight against evil.” But -as he grew older the face of the mother became sad as she watched her boy, -for soon she saw that he was yielding to evil tempers instead of fighting -against them. After a time another baby boy came to the home, and he -was called Abel. Together the two boys grew, the father and mother teaching -them and hoping the best things for them. When each was old enough -to choose the way in which he would make his living Cain became a farmer -and tilled the ground, planting seed and raising fruits and grains. Abel -became a shepherd and spent his time raising and caring for his sheep.</p> - -<p><span class="pagenum"><a id="Page_49"></a>[49]</span></p> - -<p>It seems from the story that Abel succeeded better than Cain, and -Cain became envious and jealous of his brother. The Bible does not tell -us so, but we may be quite sure that Abel was a cheery, pleasant, unselfish, -helpful son to his father and mother, and that Cain was gloomy, selfish, and -cross in the home. Cain saw the difference between his brother and himself, -but instead of trying to be like Abel he simply hated him for his goodness.</p> - -<p>During their boyhood days Cain and Abel had seen their father bring -offerings to the Lord, and as boys they had taken their part with their father -and mother in the family worship; but when they were grown men each must -do for himself what their father had done for them when they were young. -So it came to pass that Cain and Abel brought their offerings to God, Cain -bringing some of the fruits that he had raised, and Abel bringing the best -of his flock. God was glad to accept the offerings of Abel because the spirit -in which Abel brought his gift was one of love and joy. God can read the -very thoughts of our hearts, and as he looked at Cain he saw envy and jealousy -and hatred choking every good thing in his life, and because he was -cherishing such evil thoughts, his offering could not be acceptable to the -God of love. When Cain saw that his offering was not accepted he became -very angry, he scowled and hung his head. Then the Lord said to Cain: -“Why are you angry, and why is your countenance fallen? If you will -do what is right, you will please me. If you do wrong, sin is like a wild -beast crouching at your door, wishing to destroy you; but you can rule over -it if you will.” See how tenderly the heavenly Father showed Cain his -wrong, and tried to help him back into the right way. But Cain let sin, -that is like a wild beast, stay at his door, and did not try to conquer it. After -a while he said to his brother Abel, “Let us go out into the field,” and when -they were in the field alone together, Cain in his envy and hatred of his -brother rose up against him and killed him. Open your Bibles at the fourth -chapter of Genesis and read with me verses 9 and 10. God told Cain that -he would be from that day a fugitive and a wanderer in the earth. Cain -answered, “My punishment is greater than I can bear, for I shall be driven -away from thy face, and anyone who finds me will kill me.” But the Lord -appointed a sign for Cain which would show people that they must not -kill him, and Cain went away from his father’s house.</p> - -<p><span class="pagenum"><a id="Page_50"></a>[50]</span></p> - -<p>Sin had ruined another life. As it had driven Adam and Eve from the -Garden of Eden, so now it drove Cain away from his home, and left his -father and mother in the greatest sorrow they had ever known.</p> - -<p>How dreadful envy, jealousy, and hatred are, and how much unhappiness -they have brought into the world. Is there anything strong enough -to conquer this sin which God said is like a wild beast? Yes, love is stronger -than anything else in the world. Envy cannot even stay where love is. -“God is love,” the Bible says, and he will help us to be loving and kind if -we ask him. “Love suffereth long, and is kind; love envieth not.” (Have -this text repeated, and if the conditions are such that you can do so, close -with a sentence prayer.)</p> - -<h5>THE PUPIL’S BOOK FOR WORK AND STUDY</h5> - -<p>Read to the class the directions given under Thursday’s work for finding -1 Corinthians 13:4a, and let them find the verse without comment or -other explanation on your part, in order to make sure that they are able -to follow such printed directions. Of course it is important that they should -be able to find the verse, as it is the memory text of the lesson.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_51"></a>[51]</span></p> - -<h3 class="nobreak" id="LESSON_5">LESSON 5<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<h4>Home Preparation</h4> - -<p>Take some small blank cards or slips of heavy paper and prepare them -for use in the class by writing plainly on one side and on the other these -things: First card (1) Genesis, (2) Beginnings. Second card (1) Genesis -1:1, (2) In the beginning God created the heavens and the earth. Third -card (1) What story is in Genesis, chapter 2? (2) In what book and chapter -is the story of the Garden of Eden? Fourth card (1) What story is in -Genesis, chapter 3? (2) In what book and chapter is the story of the disobedience -of Adam and Eve in the Garden of Eden? Fifth card (1) What -story is in Genesis, chapter 4? (2) In what book and chapter would you -look for the story of Cain and Abel? Sixth card (1) Where is the verse -that begins, “Love suffereth long”? (2) Repeat 1 Corinthians 13:4a. Seventh -card (1) Where could you find the question that begins, “Can any hide himself -in secret places”? (2) Repeat Jeremiah 23:24a. Eighth card (1) What -is the meaning of the word “Bible”? (2) The Book. Ninth card (1) How -many parts has the Bible, and what are they? (2) Two, Old Testament and -New Testament. Tenth card (1) The Bible contains how many books? -(2) Sixty-six. Eleventh card (1) How many books in the New Testament? -(2) Twenty-seven. Twelfth card (1) How many books in the Old Testament? -(2) Thirty-nine.</p> - -<h4>Review in Class</h4> - -<p>Explain to the pupils that each one is to have a card on which is some -question, and if he can answer it, he is to keep the card, if he cannot answer -it, the one next to him on the left may try, and so on around the class. If -no one can answer, the card is to be laid aside to be drilled on later. If -it is answered, the one who gives the correct answer keeps the card. Most -of the cards are made out in such a way that it makes no particular difference<span class="pagenum"><a id="Page_52"></a>[52]</span> -which side up they are placed; that is, whichever side is up will suggest -to one who knows what is on the other side. But in the questions on the -Bible, books, etc., the cards should be placed with the question up. Of -course it is obvious that the pupil who has the most cards in his possession -at the end of the review has done the best work in it.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<h3 class="nobreak">LESSON 5<br> -<span class="smaller">Review</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis, chapters 1-4.</p> - -<p class="hanging"><b>Pupil’s Work.</b>—Answering questions and reading Genesis 4:20-22.</p> - -<h4>LESSON PREPARATION</h4> - -<p>Read at one sitting the first four chapters of Genesis, and then think -through the stories to get at the inner meaning which you have tried to -bring to the children. The class review with the cards will have brought -the more mechanical facts that have been learned sufficiently to mind. This -review should emphasize the truths that the stories hold in solution, but -should do this, not by dogmatizing concerning them, but by leading the -children to make the statements for themselves. Because of the natural -interest of children in the origin of things enough new matter is introduced -in the Pupil’s Book for Work and Study to give the names of the persons -to whom are ascribed the originating of tent life, music, and the making -of instruments of metal. These things should not be touched upon in this -lesson, however, but left as a surprise for the home work.</p> - -<h4>LESSON PRESENTATION</h4> - -<p>Recite to the children the lines from Joseph Addison’s hymn, “The -Spacious Firmament on High” (quoted in the first lesson). Why is it that -the sun, the moon and the stars make people think of the power of God? -What else that you see every day reminds you of God’s handiwork? Can -you tell the story which was given us in the Bible to teach us that God made -all things? (Have the story told briefly and as nearly as possible in the -Bible words.)</p> - -<p>What is the name of the beautiful home which God gave to Adam?<span class="pagenum"><a id="Page_53"></a>[53]</span> -What did Adam have to do in the garden? Why could not the animals -be his true companions and friends? What did God do for him? (Let -the children describe what they think might have been a day in the life -of Adam and Eve in the Garden of Eden. Mention the two trees and the -command concerning them if the children do not do so, and see if without -any reminder or suggestion from you, they tell that in the cool of the evening -God walked with the pair in the garden.)</p> - -<p>What a happy home that was in the Garden of Eden! Were Adam -and Eve always happy there? How was it that one day instead of looking -forward with joy to the time when God would come to talk with them, they -tried to hide from him? Yes, they had not been strong enough or loving -enough to obey, and having been disobedient, they were afraid to meet -God. Was it right for them to try to hide? What should they have done?</p> - -<p>We had a story of two brothers. What were their names? (Let the -children tell the story briefly.) What was it that made Cain do such a -dreadful thing? Could he have conquered the sin that crouched like a -wild beast at the door of his heart, if he had tried?</p> - -<p>I am going to ask you four questions, and I think you can answer each -one of them in the words of a Bible verse. Who made the world? What -did God give Adam to do in the Garden of Eden? Can anyone hide from -God? Tell me two things that love does and one that love will never do.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_54"></a>[54]</span></p> - -<h3 class="nobreak" id="LESSON_6">LESSON 6<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>(As the references to Jabal, Jubal, and Tubal-cain are the first passages -that have been given in the pupil’s book without being first presented in -the class, it will be interesting to see how well the children have succeeded -in getting at the facts.)</p> - -<p>What was our picture for this last week? How many people were -there in it? What were they doing? What was the name of the man who -is called “the father of all who play upon the harp and the organ”? So -we found from our Book which tells us of the beginnings of things, that -way back in the ages of long ago people learned how to make instruments -of music and to play upon them. To-day we have wonderful instruments, -great pipe organs, violins, pianos, cornets and other instruments of brass, -and whenever we see these or hear their music we will remember that the -Bible tells us that the one who first thought of making music in that way -was named Jubal.</p> - -<p>When a man is taking care of large herds of cattle, what does he need -to find for them? It is not easy to find pasture for a great many cattle, -and it would be very tiresome and even impossible to go back every night -to the home. It would not be comfortable to sleep on the ground with no -protection from the rain or cold. Who was it that first thought of having -a tent to live in, and carrying it with him wherever he went? So Jabal -was the father of all such as take care of cattle and live in tents. Are there -any people to-day who live in tents all their lives?</p> - -<p>(With a class of boys the reference to Tubal-cain could be introduced -by asking for a penknife and getting the pupils to tell of the man who first -thought of making tools and weapons out of metal. Ask if anything is -being invented to-day. Lead the children to see that the possibilities of -discovery and invention are by no means exhausted, and help them to realize -the wisdom and love of God in giving to man power to think out such -things.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_55"></a>[55]</span></p> - -<h3 class="nobreak">LESSON 6<br> -<span class="smaller">The Building of the Ark</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 6:5 to 7:5.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 6:5, 9, 14-22.</p> - -<p class="hanging"><b>Memory Text.</b>—Thus did Noah; according to all that God commanded -him, so did he. Genesis 6:22.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Psalm 103:17, 18; Proverbs 1:33; 19:16; Jeremiah 18:7-10; Ezekiel -33:14-16; Matthew 24:35-39.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>The narrative here becomes more circumstantial than it has been in chapters four -and five, for the Flood is the first event of crucial importance since the Creation and the -beginnings of man upon earth (chapters one to three), of which Hebrew tradition told. -The Flood marks the end of a past age and the beginning of a new one; it is thus an event -in which the purposes of God may be expected to declare themselves with peculiar distinctness; -and it is, accordingly, treated as the occasion of a great manifestation both -of judgment (chapter 6) and of mercy (8:15 to 9:17). The Flood is a judgment upon -a degenerate race: Noah, with his family, is delivered from it on account of his righteousness; -as humanity starts upon its course afresh, new promises and new blessings are conferred -upon it.—<i>The Book of Genesis</i>, <i>S. R. Driver</i>.</p> - -<p>What, then, is the purpose of inspiration? Is it to insure that we shall have clear -and infallible information on certain questions of geology and astronomy, or on the way -in which God created the heavens and the earth? Is it to keep us from mistakes about -the history of Israel?... Surely not. God had no intention of giving us an encyclopedia -of scientific knowledge, and thus depriving us of the discipline of acquiring such knowledge -for ourselves.... Inspiration is concerned with what is to us of infinitely more importance—even -the guidance of our conduct, the building up of noble characters for God. It -has been well said that conduct forms three fourths of human life, and it is with these -three fourths that the inspired writings have to do. Their inspiration therefore consists not -so much in their infallible science or minutely accurate details of history, as in their teaching -God’s will and God’s relation to men.... These writings concern themselves with -the great moral and spiritual facts, duty, character, moral responsibility, the happiness -that comes from harmony with the will of God. Their object is to teach the eternal contrast -between Righteousness and Unrighteousness, Obedience and Disobedience, Selfishness<span class="pagenum"><a id="Page_56"></a>[56]</span> -and Self-sacrifice, Purity and Lust; to teach men that God is on the side of holiness -and good, that his help and sympathy are near in the fierce fight with temptation, and -that even when the fight is lost and the life defiled, there is a way back to holiness and -God if men will but earnestly seek it.—<i>How God Inspired the Bible</i>, <i>J. Paterson Smyth</i>.</p> - -<p>They (the Scriptures) conveyed to the Hebrews, and they still convey to us, the -worthiest conceptions of God and of His relation to the world and men. They are a standing -witness to the fact that the nation of Israel enjoyed a peculiar revelation of the true -God. If the “folk-lore” of the Hebrews, like that of all other peoples, was inconsistent -at many points with our modern knowledge of nature and history, yet it was so purified -among them, under the guidance of the Spirit of God, from all taint of heathenism, that, -as it stands in the opening chapters of Genesis, it contains nothing inconsistent either -with the religion of Jehovah or with the fuller revelation of Jesus Christ.—<i>The One Volume -Bible Commentary</i>, <i>J. R. Dummelow</i>.</p> - -<h4>AIM</h4> - -<p><b>To present the ideal of unquestioning obedience to the commands of -God, and through the story to deepen the impulse to choose and do the right.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>A careful study of the passage of Scripture assigned for the teacher -in this lesson presents much that is interesting and many points that are -puzzling. For one’s own information and satisfaction it would be well -to read the article on the Deluge in any good Bible dictionary and to consult -commentaries on the narrative. But in preparing the lesson for the -pupil attention must be centered on the story as given in the verses that -the pupil is to read. The simple account of the one man who was “righteous,” -“perfect [or blameless] in his generation,” and who “walked with -God” in loving obedience, when the “wickedness of man was great in the -earth,” and “every imagination of the thoughts of his heart was only evil -continually,” is one that makes a strong appeal to the children. The building -of the ark; the surprise of the people as they saw a boat built upon -dry land, and their undoubted ridicule of Noah; his opportunity for preaching -righteousness; the completion of the ark and the going in of the animals, -Noah and his family, are the elements of a story of surpassing interest, which -carries also a strong religious impression in its emphasis upon obedience -and its reward. The negative side should not be dwelt upon.</p> - -<p>The teacher will need to note carefully just the point in the story where<span class="pagenum"><a id="Page_57"></a>[57]</span> -this lesson ends. The story is so generally told as a whole, including the -building of the ark, its completion, the going in of animals and people, the -coming of the rain, the rising of the waters, the final settling of the ark on -dry land, and the going out of Noah and his family and the animals, that the -natural tendency will be to encroach upon next week’s lesson without meaning -to do so.</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>(Have your Work Book open at page 14.) We had some rules last week -in our Work Book, and they were headed, “How to Have a Happy Home.” -How many of you read those rules? Suppose I read them very carefully -now, and you see if you think any of them might be left out of the list. -Which one of these rules do you think is the hardest of all to obey? (If the -children do not speak of it themselves, call their attention to “Be willing and -obedient,” and explain that it means not simply to do what you are told to -do, but to do it willingly and cheerfully.) It is often hard to obey, because -the command is to do some hard or disagreeable thing, and the harder it is -to obey, the more temptation there is to do unwillingly what we are told to -do, and to be cross about it. When one obeys in that spirit all the beauty -of the obedience is taken away. One who obeys willingly will soon find that -he can obey cheerfully, and it is only such obedience that is pleasing to the -heavenly Father.</p> - -<h5>The Lesson Story</h5> - -<p>I have a beautiful story to tell you to-day of a man who obeyed in just -that way. The name of this man was Noah. In his time there were many -people living in the world, but, except Noah and his family, no one of them -cared to please God, and they did not even try to obey him. The Bible tells -us that “the earth was filled with violence,” and that God said the evil doers -must be destroyed. But Noah was not one of these, and to him God said -something like this: “The people are so wicked and cruel that I shall have to -send a flood upon the earth which will destroy all those who are doing such -evil things, but I want you to build an ark in which you and your wife and -children shall be saved.” This ark was to be a great boat three stories high,<span class="pagenum"><a id="Page_58"></a>[58]</span> -with rooms in it, and a large door in the side. Just as soon as Noah knew -what God wanted him to do he bought the wood and hired carpenters and -began the work of building the ark. (Show the picture for this lesson.) Do -you think it was an easy task to build that ark in a land full of wicked people? -Of course, when his neighbors saw what he was doing they were curious -to know what this great building was to be. When he told them, can you -imagine how they would laugh at him for building a boat on dry land, and -how they would laugh harder still when he said there was to be a flood? It -must have been hard for Noah to stand their ridicule, but he never thought -of giving up the work. He did a braver thing than just keeping on with the -building, too, for all through the years he was at work the Bible says that he -was “a preacher of righteousness.” He told the people of the punishment -that was surely coming, and urged them to give up their wicked ways and -do the sort of things that would be pleasing to the heavenly Father. But -they would not listen, and would not believe what he told them. Still Noah -kept patiently on working and preaching until the ark was finished. Then -God said to his faithful servant, “Before very long I will bring the flood of -waters upon the earth.” Let us read what it says in the Bible about the -things that Noah was to do before the flood came (Genesis 6:19-21). Do -you suppose that Noah did all that just as God had told him to do? Let us -read that next verse very carefully together: “Thus did Noah; according to -all that God commanded him, so did he.” Is not that a splendid thing to -be said about any man? Let us read the words again and then close our -books and say them, for that is our memory text this week, and it is one -that we would like always to remember, I am sure.</p> - -<p>The Bible says that God told Noah what he wanted him to do. How -does God tell you and me what he wants us to do? (Guide the conversation -so that the children themselves will mention the Bible, God’s message, and -the Sunday school and church where the meaning of the message is explained -to us and where we try to help each other to be doers of the Word. Teachers -at school and those who guide and direct in the home should also be mentioned.) -You see that as you obey these helpers that God has given to you, -you are learning to do according to all that God has commanded you. What -has Jesus said of those who hear the Word of God and keep it? (Luke 11:<span class="pagenum"><a id="Page_59"></a>[59]</span> -28.) “Thus did Noah; according to all that God commanded him, so did -he.” Shall we not ask the heavenly Father to help us to be so strong to -obey and so willing that something like that may be said of us too?</p> - -<h5>Prayer</h5> - -<p>(To be used if the conditions in the room and the spirit of the class -make possible a quiet moment in which heads may be bowed, and the words, -softly spoken by the teacher, heard by all the members of the class.)</p> - -<p>Our Father in heaven, we are glad that we have the Bible with its stories -of people who loved and obeyed thee in the long ago. May we learn from -these stories how to be more obedient to-day. Help us to be cheerful, loving -doers of the Word. We ask it in Jesus’ name. Amen.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_60"></a>[60]</span></p> - -<h3 class="nobreak" id="LESSON_7">LESSON 7<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>Use your own copy of the pupil’s book, and let the children talk over -the lesson on the Building of the Ark freely and informally. If you should -find that any one of the class has been dwelling in thought upon the people -outside of the ark, and wondering why it was necessary that all of them -should be destroyed, have them read Genesis 6: 11, and help them to see -that people who choose to live in sin cannot be saved from its consequences. -“Evil shall hunt the violent man to overthrow him” (Psalm 140: 11. See -also Galatians 6: 7, 8).</p> - -<p>People were sowing violence and reaping violence. Human life was -not respected. God’s laws were scorned and ignored. There had to be a -new beginning for the world, if there were to be any people left in it.</p> - -<p>Do not refer to this side of the question unless the children speak of it. -If they do, emphasize the patience of God and the warnings that were given -through Noah’s preaching and the added force that his words would have -because of the actual building of the ark going on daily before their eyes.</p> - -<p>Give the children this name drill, telling them not to answer any question -that cannot be answered by a name. Who lived in the Garden of Eden? -Who was told to build an ark? We had a story about two brothers: what -was the name of the older one? The younger? How many people went -into the ark? (This should not be answered because it cannot be answered -by a name.) Who is said to have been the first to make musical instruments? -Who is called the father of all who live in tents? What is the -name of the book in which our lessons are found?</p> - -<p>Who is said to have been the first man to think about making weapons -and tools out of metal? What is the name of the first story in the Bible? -In that story what did God make first? What did God call the light? -What name was given to the darkness? What was the gathering together of -the waters called? What is the light that rules the day? What is the lesser -light that rules the night? What other lights are there in the sky at night?</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_61"></a>[61]</span></p> - -<h3 class="nobreak">LESSON 7<br> -<span class="smaller">The Flood and the Rainbow</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 7: 6 to 8: 22; 9: 12-17.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 8: 6-20; 9: 12-17.</p> - -<p class="hanging"><b>Memory Text.</b>—I do set my bow in the cloud, and it shall be for a token -of a covenant between me and the earth. Genesis 9: 13.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Isaiah 54: 9, 10; Jeremiah 33: 19-21, 25, 26.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>The Noachian covenant guarantees the stability of natural law. The covenant -with Abraham was confirmed in its promise to Isaac and Jacob and insured a blessing -through their seed to all nations.... Of still greater significance was the covenant at Horeb -or Sinai.... It was really a constitution given to Israel by God, with appointed promise -and penalty, duly inscribed on the tables of the covenant which were deposited in the -ark.—<i>Bible Dictionary</i>, <i>Hastings</i>.</p> - -<p>As the expulsion from paradise and the exile of Cain gave to mankind a <i>new chance</i>, -a fresh start, so with the flood. Wickedness had by this time so prevailed that the earth -needed to be washed from sin; but God did not repeople it with a new race set above the -possibility of wrong-doing—rather, the race of man was given a new opportunity. The -moral necessity of the catastrophe is emphasized by God’s long attempt—in the preaching -of Noah for a hundred and fifty years—to win men back to goodness, to induce a voluntary -change of heart. The outstanding feature of the story is the covenant, which -henceforth runs through the history of Israel, and of the spiritual Israel.... The emphasis -laid upon the sanctity of life is especially worthy of note. The sons of Noah might well -have believed that God held life cheap after its widespread destruction. Observe, therefore, -the insistence upon this command, and that its sanction is still the same as before -the almost universal appalling wickedness—that man is made in the image of God. The -principle of the flood is not destruction but salvation, as was that of the sentence of death -upon Adam. By the flood the danger of departing from God was emphasized for all -generations.—<i>Telling Bible Stories</i>, <i>Louise Seymour Houghton</i>.</p> - -<p>This word (covenant) occurs some two hundred times in the Old Testament, and -the idea lies at the root of the whole conception of law among the Jews. Covenants as -made between men, form the beginnings of civilized government.... The word is also -used of the relation of God to man; of his justice, his unchangeable nature, and his protecting<span class="pagenum"><a id="Page_62"></a>[62]</span> -power, on the one side, and the corresponding duties devolving upon man, especially -as embodied in the law of Moses, on the other. A series of covenants (with Abraham -and his successors, with Israel in the wilderness, with David) runs through Old Testament -history. The particular idea in the covenant with Noah is that of the uniform working -of God in nature and of his loving care for his creation. On these two ideas are based -all physical science, which could not exist if there were no laws of nature, and all religion, -which otherwise would become mere superstitious dread of unseen powers.—<i>The One -Volume Commentary</i>, <i>James R. Dummelow</i>.</p> - -<h4>AIM</h4> - -<p><b>To associate the thought of God’s promises with the rainbow, and to -show that his promise is to bless and that our part is to obey</b>.</p> - -<h4>LESSON PREPARATION</h4> - -<p>There are so many details in this story that are interesting to children -that the main task in preparing the lesson, after becoming thoroughly familiar -with those details, is so to arrange the different items that the climax -shall stand out clearly, and the full force be given to the point of greatest -teaching value as stated in the aim of the lesson.</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>One summer day Alice and Kate and Robert were playing out under -the trees on the lawn and having a fine time, when it seemed to them as -if the sun had been put out as suddenly as an electric light is turned off. -They looked up and saw that there were heavy black clouds all over the -sky. “Run,” said Robert, “it is going to rain.” They hurried as fast as -they could, but had barely time to pick up their toys and rush to the veranda -before the rain came down in torrents. They found a sheltered place where -the rain did not beat in and settled themselves to play, but they had hardly -started a new game before the sun shone out as suddenly as it had disappeared -a few minutes before. “It has stopped raining,” said Alice. “Yes,” -said Kate, “but look at those dark clouds.” Robert ran to the steps that -he might see the clouds better, and exclaimed, “O, come quick and look! -It goes all the way across the sky.” What do you suppose he saw? Have<span class="pagenum"><a id="Page_63"></a>[63]</span> -you ever seen a rainbow? What is the first thing you do when you see one? -Probably we all want to do as Robert did and call every one within calling -distance to come and see it, for it is so beautiful. In the long, long ago -I suppose children did that same thing when they saw a rainbow, but I am -sure they did something else too. I think they ran to their mothers or fathers -and said, “Won’t you please tell us the story of the rainbow?” The story -of which those fathers and mothers always thought when they saw the rainbow -and the one which they told to their children is the one that I am going -to tell to you to-day. Perhaps they called it just what it is called in our -books—the Story of the Flood and the Rainbow. It is another story about -the man who built the ark. What was his name? (Review briefly.) What -is the verse which tells us how Noah obeyed God?</p> - -<h5>The Lesson Story</h5> - -<p>Finally there came a day when God told Noah to take into the ark -his wife, his three sons and their wives, together with “every beast after -its kind and all the cattle after their kind and every creeping thing that -creeps on the earth after its kind, and every bird after its kind. And they -went in unto Noah into the ark, two and two, of all flesh, wherein is the -breath of life.” When all were safely in the door was shut. Then the -rain came and the waters rose high and higher until all the mountains were -covered. Upon the waste of waters the ark floated. Days and weeks and -months went by, still the waters were over everything. Then God caused -a high wind to pass over the earth and the waters began to go down. One -day Noah opened the window of the ark and sent a raven out and the raven -did not come back. Then Noah sent out a dove, but the dove found no -rest for her foot and came back to the ark, and Noah took her in. After -waiting seven days more, Noah sent the dove out again and at evening -time of that day she came back and in her bill she brought an olive leaf. -The olive trees grow only in valleys, so Noah knew that the water must have -dried off the earth. He waited seven days more and sent the dove out again, -but this time she did not return. Then Noah removed the covering of the -ark and looked, and behold the face of the ground was dry. And God spake -to Noah saying, “Go forth from the ark, thou and thy wife, and thy sons<span class="pagenum"><a id="Page_64"></a>[64]</span> -and thy sons’ wives with thee. Bring forth with thee every living thing, -both birds and cattle and every creeping thing that creepeth upon the earth.”</p> - -<p>So Noah and his family once more stood in God’s sunshine upon the -dry land. The first thing that Noah did after leaving the ark was to build -an altar to the Lord and offer a sacrifice of thanksgiving. God was pleased -with Noah’s sacrifice and gave him a promise that never again should the -earth be destroyed by flood, and he said: “While the earth remains, seed-time -and harvest, cold and heat, summer and winter, day and night shall -not cease.” Just then the sun shone brightly against a dark cloud, and a -brilliant rainbow spanned the sky. God said, “This is the sign of the covenant -which I make between me and you and every living creature that -is with you, for endless generations. I do set my bow in the cloud, and it -shall be a token of a covenant between me and the earth.”</p> - -<p>So with the bow shining against the cloud mothers and fathers told -this story to their children. To them the rainbow was the sign of God’s -covenant—his promise to bless the earth and all who live upon it. They -remembered something else when they saw it and that is that they had a -part in the covenant. God’s part was to bless; theirs to obey. The rainbow -will remind us, too, of God’s promise. When we see it stretching across the -heavens, in our hearts we will praise the heavenly Father for his loving kindness, -and ask him to help us to be his obedient children. How glad we are -that he has said, “for endless generations,” because that means that his blessing -will be for always and always.</p> - -<h5>THE PUPIL’S BOOK FOR WORK AND STUDY</h5> - -<p>Show the picture for this lesson and have the children repeat the memory -text as they see the rainbow in the picture.</p> - -<p><span class="smcap">Note.</span>—If you have not already done so, read about the Rainbow -Bookmark, on page 24. You will need one to use in teaching next Sunday’s -Correlated Lesson.</p> - -<p><span class="pagenum"><a id="Page_65"></a>[65]</span></p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_66"></a>[66]</span></p> - -<h2 class="nobreak" id="II_STORIES_OF_THREE_PATRIARCHS">II. STORIES OF THREE PATRIARCHS</h2> - -</div> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_67"></a>[67]</span></p> - -<h3 class="nobreak" id="LESSON_8">LESSON 8</h3> - -</div> - -<p>We enter now upon the second period of our course, and for the next -thirteen lessons will follow the fortunes of the three great patriarchs of Jewish -history. The same lesson of simple and unquestioning obedience is -found in these stories, with an occasional negative lesson, showing the consequences -of disobedience. As the promise to Abram points to the coming -of the Messiah, in whom all the nations of the earth were to be blessed, the -Christmas Lesson chosen for this year is upon the Song of Mary, which -ends with a reference to the promise given to her as the fulfillment of the -promise given to Abram.</p> - -<h3>THE CORRELATED LESSON</h3> - -<p>I wonder what you will think about the next time you see a rainbow -in the sky. Tell me what God said about the rainbow to Noah. God’s -promise to Noah is only one of hundreds of promises that are in this book, -and the best of it is, those promises are for you and me as well as for the -people who lived in the days when the Bible was written. Do you see the -bookmark I have in my Bible to-day?<a id="FNanchor_3" href="#Footnote_3" class="fnanchor">[3]</a> It has in it the colors of the rainbow, -which people have called the “bow of promise,” and that is one reason -why we like to have a rainbow bookmark for the Bible. It reminds us of -such beautiful promises as this: “I will instruct thee and teach thee in the -way which thou shalt go.” “I am with thee and will keep thee whithersoever -thou goest.” This bookmark is useful in another way. The Bible -has how many books? Now those sixty-six books are not all of one kind. -Some are poetry, some are sermons, some are history and some are law. -These ribbons mark the different kinds of books and so help us to handle -the Bible more easily. Some day you will know all the kinds of books that -the ribbons mark, but just now you need only remember one. The red -ribbon marks the first five books which are called books of Law. (Have -the children repeat this.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_68"></a>[68]</span></p> - -<h3 class="nobreak">LESSON 8<br> -<span class="smaller">The Call of Abram</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 11:27 to 12:9; James 2:23.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 11:31 to 12:9; James 2:23.</p> - -<p class="hanging"><b>Memory Text.</b>—By faith Abram, when he was called, obeyed; and he went -out, not knowing whither he went. Hebrews 11:8a, c.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Joshua 24:1-3; Nehemiah 9:7, 8; Isaiah 41:8-10; 51:1, 2; Micah 7:20; -Acts 3:25; 7:1-5; Romans 4:13; Galatians 3:6-9; James 2:23.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>Either during the reign of Hammurabi, or shortly before he established his rule, the -migration of Abram from the Babylonian city called “Ur of the Chaldees” in the biblical -narrative, into the land of Canaan, is supposed to have occurred.... Though he and his -descendants, for a long period, were dwellers in tents, living a nomadic tribal life, like that -of their near relatives, the nomadic Arabs, he had come from a country of considerable -civilization, where writing and the keeping of records were common, and he had not left -that state of civilization behind, ... for “the power and influence of Babylonia had been -firmly established for centuries throughout the length and breadth of western Asia.”—<i>The -Rise and Fall of Nations</i>, <i>J. N. Larned</i>.</p> - -<p>With the spirit of the true prophet, Abraham leaves behind all that men usually cherish -most and sets out on his long journey. In Canaan also he disregards his personal interests -and is intent only upon knowing and doing the will of God.</p> - -<p>Self-sacrificing, courageous, obedient to the voice of God—he is supremely worthy to -be the father of a prophetic nation. Blessed was the race that had such a character -held up thus prominently before it!—<i>Heroes and Crises of Early Hebrew History</i>, <i>Charles -Foster Kent</i>.</p> - -<p>In the simple, unhesitating faith with which Abram acted at once and to the fullest, -on every intimation of the Divine Will, lay the supreme distinction which gained him -his two unique titles—the “Father of the Faithful,” and “The Friend of God.”—<i>Old -Testament Characters</i>, <i>Geikie</i>.</p> - -<h4>AIM</h4> - -<p><b>To present again the ideal of unquestioning obedience; to give an impulse -toward the attaining of this ideal by showing that the obedient are -friends of God and a source of blessing to their fellows.</b></p> - -<p><span class="pagenum"><a id="Page_69"></a>[69]</span></p> - -<h4>LESSON PREPARATION</h4> - -<p>Besides the study of the Bible passages, and what the commentators -have to say concerning the incident of our lesson, there are many legends -of Abram which are intensely interesting and relate to the protests which -he made against the idolatry of his father and of the people among whom -he lived. [See History for District and Graded Schools, Ellwood W. Kemp, -chapter on “What the Hebrews Taught the World”; <i>Leben Abraham’s</i>, -by Beer, quoted by Geikie in Old Testament Characters; The Talmud.] -In studying this story with the children in mind we must remember that -our own point of view concerning leaving one’s country and kindred to -go out, not knowing whither, is a far different one from that which the -children themselves will have. To them moving has in it the attractive -element of novelty, and all the charm of the “unexpected” in every day’s -experience for some time after the move has been made. They have not -yet become so thoroughly attached to the place where they live as to be -able to comprehend in the least the sacrifice that Abram made, and if we -could examine the contents of their minds by some kind of X-ray process, -we would doubtless discover that they were looking upon Abram’s experience -in that respect as one to be coveted. This may explain why -teachers of Junior children have often found this story tame and uninteresting -from the children’s point of view.</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>You may be quite sure that any child old enough to be in the Junior -Department has had stories of the Pilgrims and Puritans several times -in his day school course. One good way of introducing this lesson, therefore, -would be to question concerning the Pilgrims, and why they came -to this country, developing the fact that they cared more to worship God -as they thought they should than for anything else that life could give. -They were ready to give up their comfortable homes, their friends, their -relatives, and go into a strange land where no homes awaited them, and -suffer privations, cold, and dangers, because they knew that in that strange -land they would be free to worship God in their own way. From this it<span class="pagenum"><a id="Page_70"></a>[70]</span> -would be easy to pass to the story of a man who took his family, his servants, -and all that he owned and went into a strange land of which he knew -nothing, because he had heard the voice of God telling him to go.</p> - -<p>Another method of approach would be by calling attention to the -names by which some men have been called, which they have won for -themselves by the things that they did. George Washington was called -the father of his country. Why? To-day we have a story of a man who -earned a much more wonderful name even than that.</p> - -<h5>The Lesson Story</h5> - -<p>It was a long, long time after Noah and the seven who were with him -went out of the ark and heard God’s covenant with them and saw its -beautiful sign in the sky. Now there were many people in the earth, and -though they were not so wicked as the people had been before the Flood, -they had forgotten the God to whom Noah built his altar and offered sacrifices, -and from whom he heard the promise of blessing. Instead of worshiping -Him who is the maker of the heavens and the earth, they were -worshiping the sun and the moon and the stars, and even idols made by -men. Of course they could not obey the God whom Noah served when -they were giving all their thought to idols, neither could God speak to -them, because they would not listen to his voice.</p> - -<p>Among the people who were descended from Shem, the oldest son of -Noah, there was a man named Terah, who lived in Ur of the Chaldees. -He made up his mind to take his family and move away from the place -where he was then living to Canaan, a country far from Ur. We do not -know just why he decided to do this, but he started from Ur with his son -Abram, his nephew Lot, and Abram’s wife, Sarai. They did not go to -Canaan, but stopped at a place called Haran, and there Terah died. Terah -was a worshiper of idols, but Abram, his son, had somehow kept the faith -in the one true God, and did not bow down to the moon or stars or to idols -of wood or stone. Because Abram loved the heavenly Father, God could -speak to him, and Abram could hear God’s voice, and his love made him -wish to do just what God asked him to do. So it happened that at Haran -Abram heard God speaking to him, and saying, “Get thee out of thy<span class="pagenum"><a id="Page_71"></a>[71]</span> -country, and from thy kindred, and from thy father’s house, unto a land -that I will show thee.” God did not tell Abram where he wanted him to -go, he only said, “I will show you the land,” but he gave him a wonderful -promise, for he said, “I will make of thee a great nation, and I will bless -thee, and make thy name great; and in thee shall all the families of the -earth be blessed.”</p> - -<p>Now, Abram not only loved God but he believed that God knew what -was the best for him, and that God would do just what he promised. So -Abram did leave his country and his relatives and friends. “By faith -Abram when he was called, obeyed; and he went out, not knowing whither -he went.” Taking his wife, his nephew, his flocks, and servants, he started -from Haran, and God led him down into the land of Canaan, the very land -to which Terah had intended to go when he left Ur. No doubt, as Abram -journeyed he kept saying to himself as he entered a new part of the country, -“I wonder if this is the land where the Lord wants me to live.” But -as no sign was given, he kept on until he came to Shechem, in the land of -Canaan, and there he found that he had reached the land to which the -Lord had called him to go. Let us read from the Bible just what happened -there (Genesis 12:6, 7). The Canaanites were heathen people, and -on all sides Abram saw idols and idol worship. But he knew something -far better than that, and as he journeyed through the land he built altars -to the true God and offered sacrifices wherever he pitched his tents.</p> - -<p>In all this Abram was earning a name for himself, though he did not -know it. He loved God so much that he listened for his voice. When God -spoke he obeyed gladly; and he showed his love by praise and prayer and -worship. Would you like to know the name that Abram earned? It is -one that has been given to him through the thousands of years since he -lived, and it is the most beautiful name that anyone could ever have. -He is called “The Friend of God.”</p> - -<h5>PUPIL’S BOOK FOR WORK AND STUDY</h5> - -<p>Ask the children if they would like to see the place in the Bible where -Abram is called the friend of God, and help them to find James 2:23. Then -show them the first line on page 25 of the work book on which they are to -write the last four words of that verse.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_72"></a>[72]</span></p> - -<h3 class="nobreak" id="LESSON_9">LESSON 9<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>What did I tell you the first five books in the Bible are called? (Books -of Law.) What is the color of the ribbon for those books in our rainbow bookmark? -Let us see how many of our memory texts belong with the red ribbon. -Where is the verse that tells about the creation of the world? (Genesis -1:1.) Where is the verse that tells what God gave Adam to do in the Garden -of Eden? (Genesis 2:15.) There was one about Noah—where will we -find that? (Genesis 6:22.) And one about the rainbow—(Genesis 9:13). -All these are in the first book—the book of Genesis, and because that is -one of the books of the Law I will give you a red slip to mark the place of -each of those verses. What was the verse about hiding from God? That -verse was in the book of Jeremiah. Let me tell you how to find it. Open -the Bible in the middle. What book is there? (Psalms.) Now turn to -the right and you will find first Proverbs, then Ecclesiastes, Song of Solomon -and Isaiah, and then comes the book we are looking for—Jeremiah. Turn -through the chapters until you find the 23d, and the 24th verse of that -chapter. This book belongs in a group of five that are called books of the -Major Prophets and they are marked by the green ribbon. (Give the children -a green slip and let them put it in as a mark for the memory text in Jeremiah.) -What was the verse about love? That is in one of the books of the New -Testament. If you take the part of your Bible that is to the right of Jeremiah -and open that part in the middle and then take the right hand little part -and open that in the middle, you will find you have 1 Corinthians. Then -you can find the 13th chapter and the 4th verse. The ribbon for these -books, which are called Letters, is violet, so we will put a violet slip in to -mark the place of this memory text. (The only other text which they have -had is Hebrews 11:8a, c. They can find that by turning to the right from -1 Corinthians, and that may also be marked by a violet strip of paper. -Drill by having the children find the verses by subjects.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_73"></a>[73]</span></p> - -<h3 class="nobreak">LESSON 9<br> -<span class="smaller">Giving Lot the First Choice</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 13:1-18.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 13:1-13, 18.</p> - -<p class="hanging"><b>Memory Text.</b>—As ye would that men should do to you, do ye also to them -likewise. Luke 6:31.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Psalm 119:36; Proverbs 1:19; Matthew 6:19-21; Luke 12:15; John -13:34; Romans 12:10; 1 Corinthians 10:24; 13:1-13; James 2:8.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>This choice of Sodom as a dwelling place was the great mistake of Lot’s life. He -is the type of that very large class of men who have but one rule for determining them -at the turning points of life. He was swayed solely by the consideration of worldly advantage. -He has nothing deep, nothing high in him. He recognizes no duty to Abram, -no gratitude, no modesty; he has no perception of spiritual relations.... It was Abram’s -simple belief that God’s promise was meant and was substantial that made him indifferent -as to what Lot might choose. His faith was judged in this scene, and was proved to be -sound.... Wherever there is faith the same results will appear. He who believes that -God is pledged to provide for him cannot be greedy, anxious, covetous; can only be liberal, -even magnanimous.—<i>The Expositor’s Bible</i>, <i>Genesis</i>, <i>Marcus Dods</i>.</p> - -<h4>AIM</h4> - -<p><b>To lead the children to admire the kindliness and unselfishness of -Abram, and to exhibit a similar spirit in their own daily lives.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>After you have read carefully the story of this lesson answer for yourself -these questions: What is the most important teaching point in this -story? How can I arrange the material of the story in such a way as to -bring that point into strongest perspective? Abram gave up to another -what he had a perfect right to take for himself. Would Junior children -generally regard that as a foolish thing to do, and, therefore, lose all the<span class="pagenum"><a id="Page_74"></a>[74]</span> -force of the lesson if too much stress should be put upon that phase of the -truth? What is the Junior child’s highest conception of what must be done -in order to obey the Golden Rule? What elements in Lot’s character stand -out clearly in this transaction? How does he exhibit indifference toward -the best welfare of his family?</p> - -<p>The consequences of his choice come out in later lessons, and are exactly -what might be expected, but, of course, these must not be touched upon in -this lesson. The only point which needs emphasis here is the statement of -verse 13.</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>Abram was sitting in the door of his tent. Sarai, his wife, was near by -and was watching him anxiously, for she could see that he was troubled, -but she knew not why. They had just returned to the place near Bethel -from a long journey which they took into Egypt because there had been a -famine in the land of Canaan. Their flocks and herds were so many that -Abram was known as a very rich man in a country where men counted -their wealth by the number of cattle they owned. The dark tents of Abram’s -servants stretched away over the valley and up on the sides of the low hills, -for his followers were many. Lot, Abram’s nephew, also had servants and -flocks and herds. His tents were there too, and the smoke was going up -from many fires, for it was supper time. As Abram sat looking out over -the valley, Sarai questioned softly, “What is it that troubles thee?” And -Abram answered, “Thou knowest how I have thought that Lot would always -be with us, as he has been all his life; but I cannot now see how that can -be. To-day and yesterday, and indeed every day since we pitched our -tents in this valley, as I have gone about to see how the herds and flocks -were being cared for by the men, I have found quarreling and strife among -the herdsmen.” “Quarreling and strife?” “Yea, thou knowest we have -had none of that before, but now our cattle are so many and there are so -few good pasture lands that were not already in use by the Canaanites and -the Perrizzites before we came into the land, and there are so few wells or -springs of water beside those that they claim, that there is constant strife -between Lot’s herdsmen and ours. Each one claims every spring of water<span class="pagenum"><a id="Page_75"></a>[75]</span> -and pasture land, and so they quarrel. We cannot have this kind of thing. -Brothers should live together in unity, and I must find a way to end the -strife. Of course my men feel in duty bound to find water and pasture for -my cattle; that is what they are told to do; and Lot’s men must do the same -for his, but we cannot have them fighting about it.”</p> - -<h5>The Lesson Story</h5> - -<p>The next morning Abram asked Lot to take a walk with him, and as -they together climbed a hill near by, Abram told his nephew of the quarreling -among their men, and then he said something like this: “You see, we -have now so many cattle that no one part of the country can give us all -the pasture that we need. I had hoped that we might always live together, -but I see that we cannot do so and have peace and right feeling among our -servants.” Now, of course, you know that Abram might then have said -to his nephew, “God has promised all of this land to me and to my children, -so it is only right that I should first choose the part of the land in which -I wish to live, and that is what I intend to do now.” But Abram knew a -better way than that. Open your Bibles and read with me Genesis 13:8, 9. -So you see, Abram gave Lot the first choice, and as they stood together on -the summit of the hill they had climbed, Lot could look to the north, west, -and south and could see few pasture lands, but many rugged mountains -and rather barren valleys. But to the east he saw the well-watered plain -of the Jordan, where the grass grew rich and green, and he said as he -pointed that way, “I will take the plain of the Jordan.” Very soon they -separated, Lot and his family, with his servants and cattle, going down -into the Jordan valley, while Abram journeyed south over the mountains -until he came to Hebron.</p> - -<p>What did Lot really choose? Not simply pasture lands for his flocks. -He chose selfishness and greed, for he took the best for himself when he -knew his uncle had the right to it. He chose wicked people to be his neighbors -and friends, for there were cities in the valley. Listen to what the -Bible says about the people in a city near which Lot pitched his tents. -(Read verses 12 and 13.)</p> - -<p>But what of Abram? What did he choose? He chose unselfishness<span class="pagenum"><a id="Page_76"></a>[76]</span> -and generosity, and he gained something better than fine pasture for his -cattle, for he knew that he had pleased his heavenly Father, and soon he -heard the voice of God speaking to him, and saying (read verses 14, 15, 18).</p> - -<p>If possible, have the memory text written upon cards in attractive -form, with initial letter illuminated. Give one of these cards to each pupil, -and with it these statements and the question to be answered next Sunday: -This is a rule that Jesus gave to his disciples. It has been called the -Golden Rule. Can you think of any reason why it should have such a -name as that?</p> - -<h5>PUPIL’S BOOK FOR WORK AND STUDY</h5> - -<p>Show the children the picture for this lesson and explain that it is taken -from a photograph of the Jordan valley as it appears to-day, and shows part -of what Lot saw when he made his choice.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_77"></a>[77]</span></p> - -<h3 class="nobreak" id="LESSON_10">LESSON 10<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>Refer to the question asked in connection with Friday’s reading, and -call for the written answers. Read them and let the children talk about -them freely. Then take up the question about the Golden Rule and get -their ideas concerning the name that has been given to it. Help them to -see how like heaven this world would be if everyone obeyed that rule. Tell -them that people also speak of an Iron Rule and a Silver Rule. Perhaps -they can guess what the Iron Rule would be. It is the rule of savage men. -It says, “If evil is done to you, do evil in return.” The Silver Rule is the -rule of worldly men. That says, “If good is done to you, do good in return.” -See if the children can tell why that rule is called “silver” in comparison -with the Iron Rule. Then comes the Golden Rule, best of all, because it says -nothing about what other people do, but tells each one under all circumstances, -everywhere, to do to others as he would like to have them do to him.</p> - -<p>If you have time review the texts with the colors as given to the children -last Sunday. Then tell them that the white ribbon is used for the -four Gospels which tell of the life of Jesus. Let them find Luke among -the first books of the New Testament and mark the Golden Rule, Luke 6:31 -with a strip of white paper.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<h3 class="nobreak">LESSON 10<br> -<span class="smaller">Abram’s Rescue of Lot</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 14:1-24.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 14:8-24.</p> - -<p class="hanging"><b>Memory Text.</b>—A friend loveth at all times, and a brother is born for -adversity. Proverbs 17:17.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Psalm 110:4; Hebrews 5:5-10; 6:20 to 7:28.</p> - -<p><i>Note.</i>—The statements in Hebrews that Melchizedek was without father, without -mother, without genealogy, having neither beginning of days nor end of life,<span class="pagenum"><a id="Page_78"></a>[78]</span> -merely mean that the Scriptures do not mention his ancestors, parents, birth, or -death.—<i>New Century Bible</i>, <i>Genesis</i>, <i>W. H. Bennett, D.D.</i></p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>Archæology. In this chapter we again come in contact with Babylonian records, -not, as heretofore, with mythology, but with history. We may regard it as certain -that Chedorlaomer and his allies were actual historical personages; that Elam at -one period was the dominant power in the lands east of the Euphrates, as implied -in verses 5, 9, and 17; and that in the same period the dominant power in those -Eastern lands claimed and sometimes exercised a certain supremacy in Palestine, -which was enforced occasionally by such warlike expeditions as the one described -here. It is also not improbable that the four Eastern kings mentioned here were -contemporaries, and that Elam was the dominant power in their time.... Amraphel: -usually identified with Hammurabi, a Babylonian king, known to us from the inscriptions. -Numerous letters and inscriptions of Hammurabi have been discovered, -including forty-six dispatches (inscribed tablets of baked clay) to a high official -or tributary prince. “Hammurabi,” we are told, “is already known, from the -date on a Babylonian contract, to have succeeded in defeating the Elamites -in the course of his reign, and this fact would not be inconsistent with his having -been Chedorlaomer’s ally during the earlier part of his reign, to which period the -narrative in Genesis 14 would, on this assumption, be referred.”—<i>New Century Bible</i>, -<i>Genesis</i>, <i>W. H. Bennett, D.D.</i></p> - -<p>No one fails to see what it was that balanced Abram in this intoxicating march. -No one asks what enabled him, while leading his armed followers flushed with success -through a land weakened by recent dismay and disaster, to restrain them and himself -from claiming the whole land as his. No one asks what gave him moral perception -to see that the opportunity given him of winning the land by the sword was -a temptation, not a guiding providence. To every reader it is obvious that his dependence -on God was his safeguard and his light. God would bring him by fair -and honorable means to his own. There was no need of violence, no need of receiving -help from doubtful allies. This is true nobility; and this, faith always produces.—<i>The -Expositor’s Bible</i>, <i>Genesis</i>, <i>Marcus Dods</i>.</p> - -<h4>AIM</h4> - -<p><b>The aim in this lesson will be practically the same as that of Lesson 9. -This story shows again the kindliness and unselfishness of Abram and even -more forcibly and attractively perhaps for the Junior children, as those -qualities are exhibited in the doing of a brave and hazardous thing.</b></p> - -<p><span class="pagenum"><a id="Page_79"></a>[79]</span></p> - -<h4>LESSON PREPARATION</h4> - -<p>In the lesson story as given last week how much was taken directly -from the biblical narrative? How far do you think it legitimate to expand -the Bible story? Was the part not given in the Bible narrative true to -your conception of the times in which the story has its setting? Bible -stories sometimes need expansion to make them complete and interesting -to the children. It was not a necessity in last Sunday’s lesson, but was -chosen simply as a way of introducing the lesson story. In all our story -work it is not important that the story shall always be something that has -actually happened, but it must be something that, given certain conditions, -could and would be likely to happen. In expanding Bible stories -we must keep the facts not only true to life, but true to what we know -of the age to which they relate. There are many fictitious stories that are -true, that is, true to life and to the principles that underlie all action. -There are others that are both fictitious and false. Take, for example, -the so-called Sunday school stories of fifty years ago in which the good -boy was so abnormal and impossible that every normal boy who read the -book revolted from the type with a natural and healthy hatred. All our -illustrative stories must be true to life, and must not present a moral so -apparent as to cause the child to react from it because of the sheer force -of the impact.</p> - -<p>The lesson for this week is intensely interesting both to us who are -older and to the children, but the points of deepest interest in each case -will be different. For us the mysterious Melchizedek, “who passes over -the stage a living king and priest,” and then is seen no more, possesses -much of charm and fascination. The difference between the Abram who -was enriched without protest in Egypt by a heathen king (Genesis 12:16), -and the Abram who disdains to take so much as a shoe lace from the king -of Sodom (Genesis 14:23), is also of interest to us. But, of course, in studying -the lesson to present it to the children we must put these things far -in the background and get the story with its vivid action and rapid movement -so thoroughly into the mind and heart that it can be told with as -much feeling as would characterize the narration of an event that happened -yesterday.</p> - -<p><span class="pagenum"><a id="Page_80"></a>[80]</span></p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>Down in the Jordan valley, close by the side of Sodom, there are -many dark tents. Cattle are feeding in the rich pasture lands and both -the tents and the cattle belong to Abram’s nephew, Lot. Up among the -rugged mountains, west of the Dead Sea, is Hebron, and there too we see -many, many tents, and in the door of the tent of the ruler, or chief, we -see Abram. There was a time when you would have seen the tents of -Abram and Lot very near together. Why are they now separated by so -many miles? Why did Abram let Lot choose first and take the best of the -land? Why did Lot take the Jordan Valley? (Let the review so far as possible -come spontaneously from the children, but if it lags in any degree, or if -the important points are not brought out, ask questions that will make the -story complete.)</p> - -<p>The days passed very pleasantly in Abram’s camp. There was now -no quarreling among the herdsmen, but the camp was a busy place, for -all had work to do. Abram himself was not idle. Among his servants -there were more than three hundred men who were able to fight, and -Abram needed to have soldiers to protect the great company of people -over whom he was chief, and to protect the flocks from robbers if any -should come to steal. So Abram spent quite a good deal of his time training -his men, so that they would know how to obey and fight under a leader -as all good soldiers must.</p> - -<h5>The Lesson Story</h5> - -<p>One day there was much excitement in Abram’s usually quiet camp. -A crowd was gathered about a man from the plain who bore the stains of -battle, and was worn and hurt with the roughness of the way he had traveled. -Eagerly they questioned: “What has happened? How were you -hurt? From what city have you come?” and soon they heard the story. -“Four kings from Babylon, with their armies, came into the Jordan valley -to fight against the cities of the plain because they had rebelled the year -before and refused to pay tribute, as they had been doing. The five kings -of the cities with their fighting men went out to meet their enemies, but -were dreadfully beaten. Many were caught in the slime pits of the valley<span class="pagenum"><a id="Page_81"></a>[81]</span> -and died there. Some escaped to the mountains, as I did; but our enemies -have taken the women and children and the goods and cattle of Sodom -and Gomorrah and have gone back in triumph to their own country.” -Of course you can guess the question that Abram and many others asked -right away: “What has happened to Lot? Was he killed in the battle?” -“No,” was the answer, “but he went out to help the king of Sodom and -was taken prisoner. His wife and children were taken, too, and all his -cattle.”</p> - -<p>What do you think Abram did when he heard this news? Instantly -he called for his three hundred and eighteen men whom he had trained -to be soldiers, and told them to get ready for the march. There were -three chieftains in that part of the country named Mamre, Eschol, -and Aner, with whom Abram was friendly, and when he sent word to -them that he was going to rescue his nephew and the other people taken -by the kings of the East, they joined him, and the party started north. -They had to travel more than a hundred miles before they overtook the -enemy. Then they waited until night, when Abram divided his company -in such a way as to make an attack at one time from different places. The -soldiers were sleeping, thinking themselves perfectly safe, and when the -attack came they were panic-stricken and fled, and Abram pursued them -as far as Hobah, a village near Damascus. Then he led his soldiers, his -nephew Lot, Lot’s family, and all the other people of Sodom and Gomorrah -with their possessions back toward home.</p> - -<p>As Abram passed near Salem, in the mountains west of Sodom, Melchizedek, -who was both priest and king in that city, brought food and -drink for the soldiers and for the people who had been rescued, and he -blessed Abram saying, “Blessed be Abram of God Most High, possessor of -heaven and earth: and blessed be God Most High, who hath delivered -thine enemies into thy hand.” And to him, as the priest of the most high -God, Abram gave a tenth of all that he had taken in the battle. Then the -king of Sodom came to meet Abram. It was considered the right thing for -anyone who gained a victory in battle to keep for himself all the goods -that he took and the people also for slaves, to keep or sell as he wished. -The king of Sodom said to Abram, “Let me have the people that you have<span class="pagenum"><a id="Page_82"></a>[82]</span> -rescued, but keep the goods for yourself,” but Abram answered, “I have -vowed to the Most High God that I will not take so much as a thread or a -shoe lace of all these things, nor anything else that belongs to you, because -if I do, you may say that you made me rich. Let there be nothing for me. -Let all that is taken from your possessions be what my soldiers have eaten -and the portion that rightfully belongs to my allies, these three men who -went with me.”</p> - -<p>It seems strange that in this story there is nothing to tell us that Lot -even thanked his uncle for what he had done. All that we know is that he -went back into the Jordan valley and to wicked Sodom, and Abram and -his soldiers and the friends who had helped him journeyed south until they -came to the home tents at Hebron. Did you ever hear the proverb, “A -friend in need is a friend indeed”? Open your Bibles in the middle, turn to -the next book on the right, and you will see that it is the book of Proverbs. -Find chapter 17 and verse 17, and let us read that proverb together. Who -was it in this story that acted the part of a friend? A friend to whom? -What is the name that Abram earned for himself? Do you not think that -a friend of God would always be quite sure to be a friend of man also?</p> - -<p>(Ask the children to watch during the coming week and see how many -people they can find who are doing kindly things for others. Suggest that -they try themselves to be “friends” and “brothers” to everybody who needs -any help that they can give.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_83"></a>[83]</span></p> - -<h3 class="nobreak" id="LESSON_11">LESSON 11<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>(If the children have the colored slips marking their memory verses -corresponding to the rainbow bookmark colors, as suggested in Lesson 8, -it will be easy for them to find the verses. Such a drill as the one given -here will not only fix the verses in their memory associated with their meaning, -but will help the children to acquire facility in handling the Bible and -turning quickly to references. As you will see this lesson is partly a drill -on information which is given on page 31 of the Pupil’s Book for Work and -Study.)</p> - -<p>How many memory texts have we had in the first book of the Bible? -What is the name of that book? What is the color in the rainbow bookmark -for the first five books? What are those books called? Who can tell -what the memory texts in Genesis are without looking in the book? Who -can give one from Jeremiah?</p> - -<p>Who will find for me a verse about love? What is that chapter called? -Then if any one should ask you, “Where will I find the Love Chapter in -the Bible?” what would you answer? Who will find a verse that tells how -Abraham obeyed when God called him? What is that chapter about? -Then what is it called? In what book is the Faith Chapter found? What -is the number of the chapter? Let us see if we can all find the Christmas Story.</p> - -<p>What one of our memory verses would you like me to find? (Give -out the other memory verses by subjects and let each child read the verse -he has found.) What is the text that tells us what a friend and a brother -will do for any one who needs his help? Let us find that in the Bible. Open -your Bibles in the middle. What book have you there? That is the hymn -book of the Bible. The next book to the right is another book of poetry, -and that is the one which has our memory text in it. The chapter and verse -are both 17. Who will be the first to find it? Yellow is the color for the -books of poetry, so I will give you a yellow slip to mark the place of this -verse. Let us all read it together. Who can tell me in other words what -that verse means?</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_84"></a>[84]</span></p> - -<h3 class="nobreak">LESSON 11<br> -<span class="smaller">Abraham Entertaining Angels</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Genesis 15:1-6; 17:1-8, 15, 16; 18:1-16; Hebrews -13:16.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>—Genesis 17:1-5, 15, 16; 18:1-8; Hebrews 13:16.</p> - -<p class="hanging"><b>Memory Text.</b>—Forget not to show love unto strangers; for thereby some -have entertained angels unawares. Hebrews 13:2.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Numbers 22:22-27; Judges 13; 1 Kings 19:5-8; Luke 1:11-22, 28-33; -Matthew 2:13.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>(Genesis 15:1-7.) Abram felt that he had made the mightiest earthly powers his -enemies, and probably feared that the next campaigning season would bring down on his -encampment an irresistible host; so the word of encouragement comes, “Fear not, Abram; -I am thy shield.” Besides, he saw that he was exhibited to his followers as a man who -had the enjoyment neither of this world’s winnings nor of the promise of God, for the -sake of which he sacrificed the booty offered him by Sodom. The soreness he felt on -this account was removed by the assurance, “I am thy exceeding great reward.”—<i>Commentary -on Genesis</i>, <i>Marcus Dods</i>.</p> - -<h4>AIM</h4> - -<p><b>To further deepen the impression made by the last two lessons, helping -the children to see the beauty of kindness, and so stimulate within them -the desire to practice kindness and helpfulness in their own lives.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>These lessons give to us as teachers an opportunity for a leisurely study -of the book of Genesis of which every teacher should take advantage. Of -course all that intervenes between lessons at any point should be read for -one’s own information, but no more should be given to the scholars than -is indicated by the limits of the teaching material. It is interesting to note -in the study of chapter 17 that “the rite of circumcision is not, as is sometimes -thought, a rite peculiar to the Jews. It was and still is widely practiced -in different parts of the world”; but while with other races the underlying -principle seems to be initiation into manhood, with full civil and religious<span class="pagenum"><a id="Page_85"></a>[85]</span> -rights, its meaning among the Jews was and is the same as that which underlies -our sacrament of christening, namely, dedication to God.</p> - -<p>The opportunity to lead children in the study of these early stories -is a privilege which every teacher should appreciate to the utmost. Dr. -Eiselen calls attention to the value of these stories in this way: “Missionaries -say—and experiences at home confirm the claim—that the patriarchal narratives -are of inestimable value to impress lessons of the reality and providence -of God, and to encourage the exercise of faith and confidence in him. There -is nothing that can be substituted for them in religious instruction.”<a id="FNanchor_4" href="#Footnote_4" class="fnanchor">[4]</a> He -also quotes from Prof. W. W. White twenty-one Christian virtues that are -illustrated and enforced in the life of Abraham: “He was steadfast, resolute, -prudent, tactful, candid, kind, self-controlled, obliging, self-denying, condescending, -unselfish, peaceable, hospitable, courteous, humble, thankful, -reverent, prayerful, worshipful, faithful, obedient.”</p> - -<p>This lesson is a fitting climax to the three which show particularly Abraham’s -unselfishness and kindness and self-forgetful thoughtfulness. In the -other two he was acting for some one whom he knew and loved as a father -might love a son. In this incident he extends the most complete and joyous -hospitality to men whom he believed to be ordinary travelers.</p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>I wonder if Abram was not a little discouraged when he came back -after rescuing Lot and the other people of Sodom from the four kings of -the East? It would not be strange if he was both sad and discouraged, -for the nephew whom he loved had gone back among the wicked people -of Sodom, where his life was in danger all the time, and Abram might easily -have felt that he had not done very much for Lot, and had made enemies -for himself of the powerful kings whose soldiers he had attacked.</p> - -<h5>The Lesson Story</h5> - -<p>But if he was discouraged and half afraid, his heavenly Father and -Friend knew it, and he appeared to Abram in a vision saying, “Fear not, -Abram: I am thy shield, and thy exceeding great reward.” Then Abram<span class="pagenum"><a id="Page_86"></a>[86]</span> -said: “O Lord, how will you give this land to my children as you have promised, -when I have no child at all?” The Lord took Abram out into the night -and bade him look at the stars in the sky, saying, “Can you count them? -Your children’s children shall be as many as the stars for number.” And -Abram believed God’s promise and was comforted. Again God appeared -to him and repeated his promise, and said, “Your name shall not be Abram -any more but Abraham, which means father of a multitude, and your wife’s -name shall no longer be Sarai but Sarah, or princess, for she shall be the -mother of kings.” Yet Abraham and Sarah had no children.</p> - -<p>One noon time as Abraham stood in the tent door he saw three men -coming near. They were strangers to him, but he hastened to meet them -and said, “I pray you go no further in the heat of the day. Come and rest -here under the shade of the tree, and I will have water brought that your -feet may be bathed, and I will have something prepared for you to eat, and -after you are rested and refreshed you may go on your way.” The strangers -accepted the invitation, and Sarah and the servants soon had a dinner prepared -for the guests, and they ate while Abraham stood by to wait upon -them and show them every honor. It was not long before he found that his -guests were messengers from God. The promise that a child should come -to their home was given to Abraham again, but now one of the messengers -told Abraham just when Sarah’s son would be born. He said, “At this -time next year.” And Sarah heard what was said as she stood in the tent -door near by. Can you think how happy Abraham and Sarah must have -been that day? What a joy it was to them that they had provided the -very best they had for people who they thought were mere strangers. See -what our memory text says. (Hebrews 13:2.) Here is a command from -that same chapter (verse 16). To “communicate” means to share the good -things that you have with others.</p> - -<p>At the Christmas time when the birthday of Jesus is near, I am sure -we all wish that we could share the good things that we have with him. Have -you ever thought what you would have done if you had been in Bethlehem -the night Jesus was born? This is what some one has said:</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">If I had been a sleeping guest</div> - <div class="verse indent0">Lodged at the inn that Christmas night,</div><span class="pagenum"><a id="Page_87"></a>[87]</span> - <div class="verse indent0">When the wee Lord was laid to rest</div> - <div class="verse indent0">In the cold stall in humble plight,</div> - <div class="verse indent0">I know I would have waked, instead,</div> - <div class="verse indent0">And given him my warm, soft bed.</div> - </div> -</div> -</div> - -<p>How glad any of us would be to do that. Is there anything we can do? -This is what the rest of the poem says:</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">But I was not a lodger there—</div> - <div class="verse indent0">It was so long ago, indeed.</div> - <div class="verse indent0">Yet all around me, everywhere,</div> - <div class="verse indent0">Are little children still in need,</div> - <div class="verse indent0">And when I love and cherish them</div> - <div class="verse indent0">I serve the Babe of Bethlehem.</div> - </div> - <div class="stanza"> - <div class="verse right">—<i>Nancy Byrd Turner.</i></div> - </div> -</div> -</div> - -<p class="smaller right">Used by permission of the Congregational Sunday School and Publishing Society.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_88"></a>[88]</span></p> - -<h3 class="nobreak" id="LESSON_12">LESSON 12<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>Take your Bibles and see how many verses you can find among your -memory texts which tell us something that Abraham did, or some command -that makes us think of something he did because he obeyed it so well. (Hebrews -11:8a, c; Luke 6:31; Proverbs 17:17; Hebrews 13:2.) Would you -say that Abraham was loving? Might we think of Abraham then, when -we read 1 Corinthians 13:4a? What is that whole chapter called in which -it is said: “And Abram when he was called obeyed, and he went out not -knowing whither he went”? In what book is the Faith Chapter? What -is the number of the chapter? In what book is the Love Chapter found? -What chapter? How did it happen that Abraham had angels for his guests -one day? What command is there for us in the Bible about entertaining -strangers and what reason is given? What verse do you think of when you -hear the name of Noah? What one are you reminded of when you think of -Adam in the Garden of Eden? What verse gives a meaning to the rainbow? -What does a friend always do? In what book is that verse found? What -kind of a book is it? What is the color for the books of poetry?</p> - -<p>If you were to turn to Luke 2:8-20 what story would you find? What -is that group of books called? How many Gospels are there? Let us say -those four names, Matthew, Mark, Luke and John. Let us find the first -one of the Gospels which is also the first book in the New Testament. What -is the name of that book? Find chapter 25 and verse 40. Let us mark that -verse, for it is one we ought always to remember, and it will be a pleasure -to us to be reminded of it as we turn the pages of our Bibles. Shall we read -it together?</p> - -<p>What is our text for this year? (Luke 11:28.) Listen while I read -something which God said to Abraham (Genesis 12:2, last sentence of 3). -What a wonderful promise that was! To-day we will find out how that -promise came true.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_89"></a>[89]</span></p> - -<h3 class="nobreak">LESSON 12.—CHRISTMAS LESSON<br> -<span class="smaller">The Song of Mary</span></h3> - -</div> - -<p class="hanging"><b>Teaching Material.</b>—Luke 1:21, 22, 26-55.</p> - -<p class="hanging"><b>Pupil’s Reading.</b>-Luke 1:26-28, 46-55.</p> - -<p class="hanging"><b>Memory Text.</b>—And Mary said, My soul doth magnify the Lord, and my -spirit hath rejoiced in God my Saviour. Luke 1:46, 47.</p> - -<h4>LIGHT FROM OTHER BIBLE PASSAGES</h4> - -<p>Isaiah 7:14; Matthew 1:1-25.</p> - -<h4>FROM THE COMMENTATORS</h4> - -<p>This chapter is remarkable for preserving a record of two inspired hymns—the -Magnificat and the Benedictus—which have been used for more than a thousand -years in the public services of Christendom. The Magnificat first appears in the -office of Lauds in the rule of Saint Cæsarius of Arles, A. D. 507. (Blunt, Annotated -Prayer Book, p. 33.) It is so full of Hebraisms as almost to form a mosaic of quotations -from the Old Testament, and it is closely analogous to the Song of Hannah -(1 Samuel 2:1-10). It may also be compared with the Hymn of Judith (Judith -16:1-17). But it is animated by a new and more exalted spirit, and is specially -precious as forming a link of continuity between the eucharistic poetry of the old -and new dispensation.—<i>Cambridge Bible</i>, Edited by <i>F. W. Farrar, D.D.</i></p> - -<h4>AIM</h4> - -<p><b>To show that the coming of Jesus was the fulfillment of God’s promise -to Abraham; to arouse and deepen faith in God and gratitude for his greatest -Gift.</b></p> - -<h4>LESSON PREPARATION</h4> - -<p>Read all of the first chapter of Luke and all of the references from the -chapter to other parts of the Bible. Picture to yourself the dark and weary -centuries of waiting for the promise to be fulfilled. If possible, read some -such book as Deborah, by Dr. James M. Ludlow, which gives a vivid picture -of the times of the Maccabees. The books of the Maccabees in the -Apocrypha and the article on Maccabees in any good Bible dictionary -will also be helpful in showing something of what the God-fearing Jews -had been suffering in the two hundred years preceding the birth of -Christ.</p> - -<p><span class="pagenum"><a id="Page_90"></a>[90]</span></p> - -<h4>LESSON PRESENTATION</h4> - -<h5>Introduction</h5> - -<p>I have a story of a song to tell you to-day. It was a song of praise and -gladness, but the joy that was in it was so great that there are no words that -could possibly tell it all. It was sung at first by just one voice, but in the -hundreds of years since it has been sung and spoken by thousands upon -thousands who have been made glad by the joy that rings through it. It is -sung in churches by choirs and people, and the words of the song are read -over and over again, especially at the Christmas time, in every place where -people have heard the Gospel message. Shall I tell you how this song came -to be sung the first time?</p> - -<p>God had given this great promise to Abraham, “In thee shall all the -nations of the earth be blessed,” and as the years and years went by the -people who called Abraham their father became very many, and as the -fathers and mothers sat in the doors of their tents while the stars were coming -out they would say to their children, “Do you see how many stars there -are? God once told Abraham, our father, that his children’s children should -be as many as the stars, and that promise has come true. But there was -another and more wonderful promise than that, for God said, ‘In thee shall -all the nations of the earth be blessed,’ and that promise will come true -some day.” The children never forgot about that promise, and they told -it to their children, giving it as one would some precious jewel, and they -would always say, “The promise has not come true yet, but it will.”</p> - -<p>So the long years went by. Many of the people forgot God, and sorrow -upon sorrow came, and still there was no sign of the blessing that had been -promised. God sent to his people many prophets who spoke words of cheer, -and told of a Saviour who would come, but all the people knew was that -some day he would come, and they cried eagerly to the Lord saying, “How -long, O Lord, how long shall it be?” The hearts of the people grew sick -with waiting as they asked each other, “When will the promise come true? -When will the Saviour come?” But no one could answer, for none knew.</p> - -<p>One day, in Jerusalem, those who truly loved the Lord came out of -the temple with joy shining in their faces. “Something has happened!” -they said to their friends, “We do not know just what it is, but Zacharias<span class="pagenum"><a id="Page_91"></a>[91]</span> -the priest has seen a vision. He was in the temple burning incense, and -when he came out to us he could not speak, but he made us know that God -had sent him some wonderful message.” So the people began to hope that -this might mean the coming of the Saviour. But half a year went by and -there was still no sign of the coming of the promised One. Every priest -who went into the temple to offer incense must have hoped that some message -would come to him, but no vision of an angel was seen there again.</p> - -<h5>The Lesson Story</h5> - -<p>Up in the north in a city called Nazareth there lived a young woman, -so kind and good and true that even the birds and flowers seemed to love -her. As God looked at her and read the very thoughts and desires of her -heart, he knew that he could trust her with the care of the greatest Gift -he had ever sent to the earth, the One in whom the promise made to Abraham -should come true. So it happened one day that as Mary stood among -her flowers a messenger came and spoke to her saying, “Hail, thou that -art highly favored, the Lord is with thee.” Mary was troubled when she -heard his words, for she did not know what they meant. But with joy she -heard: “Fear not, Mary: for thou hast found favor with God, and to thee -shall be sent a Son in whom the promise made to Abraham shall come true, -for he shall bring blessing to all the people of the world. He will come as -a little baby, and thou shalt call his name Jesus, for he shall save his people -from their sins. He shall be great, and shall be called the Son of the Most -High, and of his kingdom there shall be no end.”</p> - -<p>When Mary heard this she could hardly believe that it was not all a -dream. To think that she should be chosen as the one through whom God’s -greatest promise should come true! All the people thought that the Saviour -would come as a great king, but Mary knew now that he was coming to -her arms as a little child, and there was great joy in her heart when the angel -left her and went back to the heavenly places. Very soon she went to see -her cousin Elisabeth, that she might tell her of the great happiness that had -come into her life, but Elisabeth already knew it, for God had told her, and -together they rejoiced that the great promise was so soon to come true. -Elisabeth told her gladness in a few words, but Mary’s heart was so full -that her praises flowed out in song (read verses 46-48, 54, 55).</p> - -<p><span class="pagenum"><a id="Page_92"></a>[92]</span></p> - -<p>So you see it was the promise to Abraham coming true; and you know -how one night at Bethlehem, while shepherds were watching their flocks -on the hillside, a Baby was born in the stable of an inn and was laid in a -manger for a cradle. That was the gladdest day of all the days that ever -have been or ever will be in this world, for it was the day when Jesus was -born in Bethlehem of Judæa. No wonder the angels sang, “Glory to God -in the highest.” No wonder we always wish to sing songs of joy at the glad -Christmas tide.</p> - -<p>Let us say together the words of praise that Mary said: “My soul doth -magnify the Lord, and my spirit hath rejoiced in God my Saviour.” And -let us praise God as the angels praised him the night when Jesus was born: -“Glory to God in the highest, and on earth peace among men in whom he -is well pleased.” Is there any other way in which we can show our love and -gratitude? (Speak of what your Sunday school is doing for the poor, and -of the part which the Juniors have had in the gifts. Quote Matthew 25:40, -and call attention to pages 36 and 37 of the Pupil’s Book for Work and -Study.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_93"></a>[93]</span></p> - -<h3 class="nobreak" id="LESSON_13">LESSON 13<br> -<span class="smaller">THE CORRELATED LESSON</span></h3> - -</div> - -<p>As the lesson for Christmas Sunday is not an integral part of the lessons -to be reviewed to-day, it would be well to have a conversation with -the children about the beautiful picture for the Christmas Lesson. Get -them to express themselves freely concerning it. Ask to what they think -Mary is listening, and in that way get from them the story of the angel’s -message. It is an interesting fact for teachers to know that while one of -the greatest charms of the picture as we have it is that it leaves the angel -to the imagination and centers all thought and attention upon Mary, this -effect is secured by leaving out half of the original painting in the reproduction. -In the painting the garden is shown extending to the left and -rear, and the angel is standing under the trees at some distance from Mary. -It is evidently the consensus of opinion that the presence of the angel weakens -the picture artistically, as it certainly does in teaching power, for most of -the reproductions leave out that feature of the original. After the picture -has been fully discussed and the story given by the children, have the memory -text recited and ask how many read the Christmas story from the Bible. -Give to each child a white strip to mark the place of the Christmas Story -and another for the Song of Mary. See how many know the reference for -the Christmas Story and drill upon it.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<h3 class="nobreak">LESSON 13<br> -<span class="smaller">Review</span></h3> - -</div> - -<p class="hanging"><b>Teacher’s Theme.</b>—Walking with God. Genesis 6:9; Proverbs 3:5, 6. -See also Genesis 5:21-24; Isaiah 30:21; Amos 3:3; Hebrews 11:5; -1 John 1:6, 7; 2:6; Revelation 3:4, 5.</p> - -<h4>LESSON PREPARATION</h4> - -<p>Read over at one sitting, if possible, Genesis chapters 6-18, with the<span class="pagenum"><a id="Page_94"></a>[94]</span> -theme of this lesson uppermost in the mind. The story of Enoch has been -used for the pupil’s book because it fits in so well with this theme, and because -it is a name and a story that all children should know. It need not -be introduced into this review, of course, but the reference is given as part -of the study because Enoch is such a notable example of those who walked -with God.</p> - -<h4>LESSON PRESENTATION</h4> - -<p>(Draw on a large sheet of paper a road with another branching off from -it. Begin your lesson by telling of two persons starting out to walk together.) -When they come to the parting of the roads one says, “I am going -this way.” The other says, “I cannot go that way, for this is the only road -that leads to the place to which I wish to go.” What must they do if they -are to keep on walking together? Two cannot walk together unless they -agree and are willing to go the same road. If one of the two must take -this road and the other can take whichever he chooses, it is quite certain -that the one who can choose will go with his friend if he really loves him -and wishes to be with him.</p> - -<p>Do you remember what the Bible says about Noah? Noah walked -with—whom? Let us see what that means. What is the road that God -walks? It is the way that leads to heaven. It is the way of love, goodness, -joy, kindliness, obedience, trust, patience. Noah walked that way, -but the other people were filled with violence and their thoughts were evil. -There are no such things as violence and evil in the way that God walks, -so people who love those things are not walking with God. What do you -think of Abraham—did he walk with God? Why do you think so? (Get -from the children the story of his obedience to God’s call and the memory -text for that lesson; his giving Lot the first choice and the Golden Rule; -his unselfish risking of his life to rescue Lot, showing that he was a true -friend and brother, and his kindness in entertaining those who he thought -were strangers. Call for the memory texts for both of these lessons by -subjects and read or recite to the children Hebrews 13:16.) How splendidly -Abraham did these things! What name did he earn by his obedience -and love?</p> - -<p>What story have we had about a woman who walked with God? Does<span class="pagenum"><a id="Page_95"></a>[95]</span> -any one walk with God in these days? Can boys and girls as well as men -and women walk with God? Certainly, anyone who loves the Lord may -walk with him, and he loves us so much that it grieves him when we choose -to go the other way. In his Word we are told, “In all thy ways acknowledge -him, and he will direct thy paths.” Have you ever heard what seemed almost -like a voice inside of you saying, “That is wrong, do not do it”? That -is the voice of God speaking to you, for he has said, “Thine ears shall hear -a word behind thee, saying, This is the way, walk ye in it; when ye turn -to the right hand, and when ye turn to the left.” So that the voice that -you hear, which we call conscience, is God’s voice trying to keep you from -turning away from him and walking in evil ways. What does our text -for this year say? (Luke 11:28.) Is it easy to keep the word of God, to -walk his way? No, it is not easy but he has promised to help us and he -will do so always if we ask him. Do you talk to your heavenly Father every -day?</p> - -<p>(Ask how many use the prayer, “Now I lay me down to sleep,” and how -many offer some other prayer, not committed to memory, but their own? -Ask how many pray in the morning, and show them how much they need -care and guidance through the day, and ask them each morning to use this -prayer: “O, Lord, help me to walk with thee to-day in loving obedience.” -When children have reached the age of nine they should be led to see that -the mere recitation of a memorized verse is not talking with God. Many -parents teach the child some simple prayer when he is about four years -old, and give no further help nor instruction on the subject of prayer from -that time on; and for this reason a heavy responsibility rests upon the Sunday -school teacher. It is essential that the child shall understand that -talking with God is as real as talking with anyone whom he can see; that -God hears and answers always, but does not always answer yes; that we -need always to pray for help to do right and for forgiveness when we do -wrong; that we should talk with our loving heavenly Father about everything -that interests us. This note is put here because it is important that -teaching on prayer and suggestions concerning it should be put in all through -this course at any time when it comes in naturally with the lesson.)</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="footnotes"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_96"></a>[96]</span></p> - -<h2 class="nobreak">FOOTNOTES</h2> - -</div> - -<div class="footnote"> - -<p><a id="Footnote_1" href="#FNanchor_1" class="label">[1]</a> George Albert Coe, Ph.D., Education in Religion and Morals.</p> - -</div> - -<div class="footnote"> - -<p><a id="Footnote_2" href="#FNanchor_2" class="label">[2]</a> Telling Bible Stories, Louise Seymour Houghton.</p> - -</div> - -<div class="footnote"> - -<p><a id="Footnote_3" href="#FNanchor_3" class="label">[3]</a> See explanation, pages 24 and 25.</p> - -</div> - -<div class="footnote"> - -<p><a id="Footnote_4" href="#FNanchor_4" class="label">[4]</a> The Christian View of the Old Testament.</p> - -</div> - -</div> - -<p><span class="pagenum"><a id="Page_97"></a>[97]</span></p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_98"></a>[98]</span></p> - -<h2 class="nobreak" id="APPENDIXES">APPENDIXES</h2> - -</div> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_99"></a>[99]</span></p> - -<h3 class="nobreak" id="APPENDIX_A">APPENDIX A<br> -<span class="smaller">MEMORY WORK FOR THE QUARTER</span></h3> - -</div> - -<p class="center"><span class="smcap">Required</span></p> - -<h4><span class="smcap">Memory Texts</span></h4> - -<p class="hanging">Junior Motto.—Be ye doers of the word, and not hearers only. James 1:22a.</p> - -<p class="hanging">Verse for the Year.—Blessed are they that hear the word of God, and keep it. Luke -11:28.</p> - -<p class="hanging">Lesson 1.—In the beginning God created the heavens and the earth. Genesis 1:1.</p> - -<p class="hanging">Lesson 2.—And the Lord God took the man, and put him into the garden of Eden to -dress it and to keep it. Genesis 2:15.</p> - -<p class="hanging">Lesson 3.—Can any hide himself in secret places so that I shall not see him? saith -Jehovah. Jeremiah 23:24a.</p> - -<p class="hanging">Lesson 4.—Love suffereth long, and is kind; love envieth not. 1 Corinthians 13:4a.</p> - -<p class="hanging">Lesson 6.—Thus did Noah; according to all that God commanded him, so did he. -Genesis 6:22.</p> - -<p class="hanging">Lesson 7.—I do set my bow in the cloud, and it shall be for a token of a covenant -between me and the earth. Genesis 9:13.</p> - -<p class="hanging">Lesson 8.—By faith Abram, when he was called, obeyed; and he went out, not knowing -whither he went. Hebrews 11:8a, c.</p> - -<p class="hanging">Lesson 9.—As ye would that men should do to you, do ye also to them likewise. -Luke 6:31.</p> - -<p class="hanging">Lesson 10.—A friend loveth at all times, and a brother is born for adversity. Proverbs -17:17.</p> - -<p class="hanging">Lesson 11.—Forget not to show love unto strangers; for thereby some have entertained -angels unawares. Hebrews 13:2.</p> - -<p class="hanging">Lesson 12.—And Mary said, My soul doth magnify the Lord, and my spirit hath -rejoiced in God my Saviour. Luke 1:46, 47.</p> - -<h5><i>Correlated Lessons</i></h5> - -<p class="hanging">The Bible—two parts, Old Testament and New Testament; 66 books in all.</p> - -<ul> -<li>Old Testament—39 books.</li> -<li>New Testament—27 books.</li> -</ul> - -<p class="hanging">Meaning of the word Genesis—Beginning.</p> - -<p class="hanging">Name of the division in which Genesis is found—Books of law.</p> - -<p class="hanging">References for:</p> - -<ul> -<li>The Love Chapter.</li> -<li>The Faith Chapter.</li> -<li>The Christmas Story.</li> -</ul> - -<p class="hanging">Name of the first division in the New Testament—Gospels.</p> - -<p><span class="pagenum"><a id="Page_100"></a>[100]</span></p> - -<h4><span class="smcap">Hymn</span></h4> - -<p class="center"><span class="smcap">Optional</span></p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent0">Once in royal David’s city</div> - <div class="verse indent2">Stood a lowly cattle shed,</div> - <div class="verse indent0">Where a mother laid her Baby</div> - <div class="verse indent2">In a manger for his bed.</div> - <div class="verse indent0">Mary was that mother mild,</div> - <div class="verse indent0">Jesus Christ her little Child.</div> - </div> - <div class="stanza"> - <div class="verse indent0">And, thro’ all his wondrous childhood,</div> - <div class="verse indent2">He would honor, and obey,</div> - <div class="verse indent0">Love, and watch the lowly maiden</div> - <div class="verse indent2">In whose gentle arms he lay.</div> - <div class="verse indent0">Christian children all must be</div> - <div class="verse indent0">Mild, obedient, good as he.</div> - </div> - <div class="stanza"> - <div class="verse indent0">And our eyes at last shall see him,</div> - <div class="verse indent2">Thro’ his own redeeming love;</div> - <div class="verse indent0">For that Child so dear and gentle</div> - <div class="verse indent2">Is our Lord in heaven above,</div> - <div class="verse indent0">And he leads his children on</div> - <div class="verse indent0">To the place where he is gone.</div> - </div> -</div> -</div> - -<h4><span class="smcap">Prayer</span></h4> - -<p>O Lord, help me to walk with thee to-day in loving obedience. Amen.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_101"></a>[101]</span></p> - -<h3 class="nobreak" id="APPENDIX_B">APPENDIX B<br> -<span class="smaller">BOOK LIST</span></h3> - -</div> - -<p class="hanging"><span class="smcap">The Expositor’s Bible.</span> Rev. W. R. Nicoll, editor.</p> - -<p class="hanging"><span class="smcap">The New Century Bible.</span> W. H. Bennett, editor.</p> - -<div class="blockquote"> - -<p>These are both commentaries, though the first, as the name implies, gives an -exposition of the truth rather than an explanation of the text. The New Century -is a small volume. The Expositor’s Bible is larger. For these lessons one would -need the volume on Genesis.</p> - -</div> - -<p class="hanging"><span class="smcap">The One Volume Commentary.</span> Rev. J. R. Dummelow, editor.</p> - -<div class="blockquote"> - -<p>This is a most remarkable one-volume commentary containing 1,092 pages, -and any teacher who cannot gain access to one having a volume for each book should -by all means get this one if possible.</p> - -</div> - -<p class="hanging"><span class="smcap">Old Testament Characters.</span> Cunningham Geikie.</p> - -<div class="blockquote"> - -<p>These are well written character studies and will be a help in getting in mind -a rounded picture of the various characters.</p> - -</div> - -<p class="hanging"><span class="smcap">A Dictionary of the Bible.</span> One Volume. James Hastings, editor.</p> - -<div class="blockquote"> - -<p>A Dictionary of the Bible is well nigh indispensable for a Sunday school teacher, -and this is as complete as one could be made within the limits of a single volume.</p> - -</div> - -<p class="hanging"><span class="smcap">History for Graded and District Schools.</span> Ellwood W. Kemp.</p> - -<div class="blockquote"> - -<p>Besides the chapter referred to in Lesson 8 the one on “How the World Came -to have Books” and many other stories would be helpful to a Sunday school teacher.</p> - -</div> - -<p class="hanging"><span class="smcap">Psychological Principles of Education.</span> Herman H. Horne.</p> - -<div class="blockquote"> - -<p>The section on Religious Education, pages 333 to 527, is worth the price of the book.</p> - -</div> - -<p class="hanging"><span class="smcap">Talks on Psychology and Life’s Ideals.</span> William James.</p> - -<div class="blockquote"> - -<p>The chapters on Laws of Habit, Association of Ideas, Interest, Attention, Memory -and the Will are specially valuable.</p> - -</div> - -<p class="hanging"><span class="smcap">Stories and Story Telling.</span> Edward P. St. John.</p> - -<div class="blockquote"> - -<p>The best Sunday school teachers in the Junior and younger grades are those -who know how to tell stories well. This little book will be a great help if carefully -studied, and its precepts practiced.</p> - -</div> - -<p class="hanging"><span class="smcap">The Unfolding Life.</span> Antoinette A. Lamoreaux.</p> - -<div class="blockquote"> - -<p>It is impossible to teach effectively unless one knows his pupils. This book -will be an aid to the teacher not only as it outlines the characteristics of the period, -but as it presents the attitude which every teacher should have toward his work.</p> - -</div> - -<p class="hanging"><span class="smcap">A Chart of Childhood.</span> E. P. St. John.</p> - -<div class="blockquote"> - -<p>In this chart the main characteristics of the different periods are concisely stated -and carefully grouped.</p> - -</div> - -<p><span class="pagenum"><a id="Page_102"></a>[102]</span></p> - -<p class="hanging"><span class="smcap">The Pupil and the Teacher.</span> Luther A. Weigle.</p> - -<div class="blockquote"> - -<p>This book should be owned and read by every Sunday school teacher. It is -not a large volume, but there is a great deal of information in it. The teacher who -studies it cannot fail to understand his pupils better and teach them more effectively -than he otherwise would.</p> - -</div> - -<p class="hanging"><span class="smcap">Telling Bible Stories.</span> Louise Seymour Houghton.</p> - -<div class="blockquote"> - -<p>This book is written primarily for mothers, but is of equal value to teachers. It -is written “in the light of to-day’s science and exegesis,” and shows how the children -may be helped to get the great truths of the Old Testament Stories without learning -anything which must later be unlearned.</p> - -</div> - -<h4><span class="smcap">Books for Juniors to Read</span></h4> - -<p>Sunday-school teachers are often asked by parents to suggest gift books for the children -at Christmas time. The following are all books that Juniors will find pleasure in -reading, and will delight to own:</p> - -<p><span class="smcap">The Other Wise Man.</span> Henry van Dyke.</p> - -<p><span class="smcap">The First Christmas Tree.</span> Henry van Dyke.</p> - -<p><span class="smcap">This Way to Christmas.</span> Ruth Sawyer.</p> - -<p><span class="smcap">Joel, a Boy of Galilee.</span> A. F. Johnson.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_103"></a>[103]</span></p> - -<h3 class="nobreak" id="APPENDIX_C">APPENDIX C<br> -<span class="smaller">LIST OF STEREOGRAPHS</span></h3> - -</div> - -<h4><span class="smcap">Lessons 1 to 7.</span> No Stereographs.</h4> - -<h4><span class="smcap">Lesson 8</span></h4> - -<p class="center">“<span class="smcap">Four Thousand Years Unchanged; Patriarchal Life in Palestine To-day</span>”</p> - -<p>This big, grassy plain is in a part of Galilee which Abraham and his emigrant party -probably crossed when they were moving into Palestine. These people whom we see -now are Bedouins. They live in almost the same way as Abraham’s family, moving from -one place to another, wherever they can find plenty of pasturage for their animals. The -Bible tells (Genesis 12:16) how Abraham owned camels like these. Abraham’s wife, -Sarah, used to spin coarse yarn out of the wool of her sheep and the hair of her goats, and -then weave the yarn into cloth for clothing and tents. These tents before us were made -in that way by Bedouin women. In the nearest tent we can plainly see a piece of striped -cloth hung up so as to divide the tent into two rooms. Abraham’s camp home was like -that, and one of the two rooms was specially for Sarah. The clothes of these Bedouins -are much like the ones that Abraham and his men wore. Notice how each Bedouin has, -instead of a hat, a large piece of cloth to protect the top of his head and the back of his -neck from the hot sun.</p> - -<h4><span class="smcap">Lesson 9</span></h4> - -<p class="center">“<span class="smcap">Hebron, the Home of Abraham, Isaac, and Jacob</span>”</p> - -<p>This town whose little stone houses are crowded so close together is the place which -the Bible calls Hebron. It was an old town even when Abraham first came here. Abraham -settled down near the village, and his cattle, sheep, and goats were pastured on hills -like those we see beyond the town. We can read in our Bibles all about how Abraham -bought a certain part of this very land that we see now, and how he paid for it in silver -(Genesis 23:3-20). Look in the part of Hebron which is farthest toward your right hand, -and you will see a tall stone tower. The field that Abraham bought of Ephron is around -where that tower now stands. Part of it has been built upon since Abraham’s time. The -trees between us and the town are olive trees.</p> - -<h4><span class="smcap">Lesson 10</span></h4> - -<p class="center">“<span class="smcap">The Jordan’s Main Source, at Dan</span>”</p> - -<p>This is up among the hills in the northern part of Palestine. A high and beautiful -mountain stands close by, though we cannot see it in the picture; those trees are in the way. -Over beyond the trees there is a great spring, where clear, cold water comes pouring out<span class="pagenum"><a id="Page_104"></a>[104]</span> -of an opening in the earth at the foot of the mountain. These bubbling, splashing waters -are hurrying away from the spring to make room for more that rush out to take their place. -When Abraham and his men chased the robber chiefs to rescue Lot and save Lot’s property, -they came away up here. They found the camp of the robbers on a hill beside this stream, -and attacked the enemies in the night. Here they set Lot free, and here they recovered -the stolen goods—probably things like silver and jewels, woven cloth and leather bags -full of olive oil. All such things were very valuable. Here they packed the property -in bundles, ready to be carried home again on the backs of camels and donkeys.</p> - -<h4><span class="smcap">Lesson 11</span></h4> - -<p class="center">“<span class="smcap">Ancient Tree, Traditionally Known as Abraham’s Oak, Near Hebron</span>”</p> - -<p>This is a very old tree. It is a kind of oak different from those that grow in America. -There used to be groves of such trees in Palestine long ago, but now they are very rare. -It was near a big tree of this sort that Abraham pitched his tent when he first settled down to -live near Hebron. The Bible story (Genesis 18:1-8) tells how three visitors once came to -see him, and how he asked them to rest “under the tree” while Sarah got dinner ready. -And the Bible tells also (Genesis 15:5) how God one night called Abraham to look up -into the sky and see the countless stars sparkling and twinkling there. It may have been -near this very tree that Abraham looked up that night.</p> - -<h4><span class="smcap">Lesson 12</span></h4> - -<p class="center">“<span class="smcap">Church of the Nativity at Bethlehem, Built Where Jesus was Born</span>”</p> - -<p>This open space where the men are standing and talking is Bethlehem’s market square. -For hundreds and hundreds of years men who have had barley or wheat, sheep or donkeys -or cloth or firewood to sell have brought them here to find customers. It was so at -the time when Joseph and Mary came to Bethlehem on Christmas Eve. That big stone -building at the farther end of the square (it is really a church, though it does not look -much like our churches) had not then been built. The ground where it stands was then -a “khan” or camping-place, with a wall around it, where strangers could rest over night -and feed their tired camels. When Joseph and Mary reached this khan (which our Bibles -call an “inn”) it was so full of travelers that they could not find a good, comfortable place, -but had to stay in a part of it which was meant only for animals. The place where the -Child Jesus was first laid to sleep is now under that stone church. People from all parts -of the world make journeys to Bethlehem, on purpose to pray here where our Lord was born.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_105"></a>[105]</span></p> - -<h3 class="nobreak" id="APPENDIX_D">APPENDIX D<br> -<span class="smaller">AIDS FOR SUPERINTENDENT AND TEACHER</span></h3> - -</div> - -<h4>Junior Worker and Work</h4> - -<p>This book is of value to both superintendents and teachers. In it there are seven chapters that deal -with various phases in the life of the junior child, at home, at school, at play, in the Sunday school and church. -There are nine chapters that are concerned more or less directly with the teacher’s work in the school and -between Sundays, such as: A Graded Course of Study, Correlated Lessons, Methods of Teaching, Story Telling, -the Value of Handwork and Connecting Truth with Life. The superintendent will find help for problems -of management, grading, organization, equipment, the department service of worship, the celebration of -special days and in guiding the play life of the pupils.</p> - -<h4>Rainbow Bookmark</h4> - -<p>One of the first and most difficult of the tasks that a junior must perform is learning the names of the -books of the Bible and its divisions. The bookmark, which has a ribbon for each division, is a help to the -child, and it is of special value to the superintendent in varying the department drills and making them attractive.</p> - -<h4>Junior Badge</h4> - -<p>The open book, which is the form of the badge, suggests the Bible, and the words “Hear” and “Do” -bring to mind the junior motto, “Be ye doers of the Word and not hearers only.” The badge is silver enameled -in the junior colors, blue and white. It is mentioned as an aid to superintendent and teacher because it has -proved to be so great a help to the child in his character building. It appeals to his love of insignia; it enables -him to show his colors without phariseeism, and is a silent monitor of great value in times of temptation.</p> - -<h4>Record of Credits</h4> - -<p>The average junior child must be stimulated by incentives if he is to form and fix in his life those habits -which lie at the foundation of Christian character. Commendation for work well done is the highest type of -reward, and to this reward every child who does good work is entitled. In order to be perfectly certain that -credit is given where credit is due, an accurate record is necessary, and with this loose leaf record plan it is -easy to keep accurately the credits of each pupil as well as of the class as a whole. Each leaf furnishes space -for the pupil’s record for a year. Every class should have one leaf for each member and one for the record -of the credits earned by the class. The leaves are so dated that the year’s work begins the first of October.</p> - -<h4>Honor Roll</h4> - -<p>In order that the boys and girls who are entitled to honor shall receive public recognition, a wall roll -upon which the names may be posted every month is most desirable. It is possible to write the names on a -blackboard or on a sheet of bristol board and so bring them into notice, but it is much better to add to the -beauty of the room and at the same time make the honor seem more worthwhile by having the names inscribed -in a framed Honor Roll, with the name and design attractively lettered and colored. In the best of -these rolls the mat carries the name and decoration and this is fastened to the frame while the back is detachable, -and there are many extra sheets provided so that a new one may be inserted whenever it is necessary -to change the roll.</p> - -<p><span class="pagenum"><a id="Page_106"></a>[106]</span></p> - -<h4>Promotion Certificates</h4> - -<p>The last day in September is always a promotion day for each pupil in every thoroughly graded school. -In some cases the promotion is from one grade to another within a department, but it is quite as important -that the fact of such progression should be noted as it is to give a diploma to the child who completes the -junior course. A different card has been prepared for each year, with place for noting whatever honors have -been earned in addition to the required work.</p> - -<h4>Diplomas</h4> - -<p>It is difficult for adults to realize how much a diploma given by the Sunday school is valued by the child -who has earned it. The pupil who is honorably promoted from any one department of the school to the next -should be given a diploma duly inscribed, rolled and tied with the junior colors, and publicly presented by -the pastor of the church or the superintendent of the Sunday school. It is quite essential, where honors are -given for extra memory or handwork, that these should be noted on the diploma. On some of the recent -diplomas certain honors are designated giving an opportunity to star those that have been won by each pupil.</p> - -<h4>Temperance Pledge Wall Roll</h4> - -<p>Every Junior Department should have a wall roll upon which to place the names of the children who -sign the temperance pledge. A wall pledge reproducing the wording of the Declaration of Independence pledge -can be purchased from the National Temperance Society and Publication House in New York City. The -Methodist Book Concern issues a pledge roll which has the name in a colored design and the portraits of -Frances Willard and John B. Gough at the sides.</p> - -<h4>Birthday Cards</h4> - -<p>There are few ways in which the junior superintendent and teacher can create so close a personal tie -with the pupils as by noticing birthdays either by letters or birthday cards. Beautiful birthday cards have -been prepared for the four junior years. In the first year there is but one card intended for both boys and -girls. These cards were designed and drawn by well-known artists, and are printed in attractive colors. The -sentiments are such as will appeal to the junior children.</p> - -<hr class="chap x-ebookmaker-drop"> - -<div class="chapter"> - -<p><span class="pagenum"><a id="Page_107"></a>[107]</span></p> - -<h3 class="nobreak" id="APPENDIX_E">APPENDIX E<br> -<span class="smaller">COURSE IV</span></h3> - -<p class="center">(Approximate age of pupils: Nine years)</p> - -</div> - -<h4>GENERAL AIM</h4> - -<p>To help the child to become a doer of the Word, and to lead him into conscious -loyalty to Jesus Christ.</p> - -<h4>STORIES FROM THE OLDEN TIME</h4> - -<h5>AIM</h5> - -<p>To awaken an interest in the Bible and love for it; to deepen the impulse to -choose and to do right.</p> - -<h5>I. STORIES OF THE BEGINNINGS</h5> - -<p>1. In the Beginning.</p> - -<ul> -<li>Teaching Material: Genesis 1:1 to 2:3.</li> -<li>Pupil’s Reading: Genesis 1:1-5.</li> -<li>Memory Text: Genesis 1:1.</li> -</ul> - -<p>2. The Garden of Eden.</p> - -<ul> -<li>Teaching Material: Genesis 2:4-25.</li> -<li>Pupil’s Reading: Genesis 2:9, 15-25.</li> -<li>Memory Text: Genesis 2:15.</li> -</ul> - -<p>3. Hiding from God.</p> - -<ul> -<li>Teaching Material: Genesis 3:1-24.</li> -<li>Pupil’s Reading: Genesis 3:1-15.</li> -<li>Memory Text: Jeremiah 23:24a.</li> -</ul> - -<p>4. Cain and Abel.</p> - -<ul> -<li>Teaching Material: Genesis 4:3-15.</li> -<li>Pupil’s Reading: Genesis 4:3-15.</li> -<li>Memory Text: 1 Corinthians 13:4a.</li> -</ul> - -<p>5. Review.</p> - -<ul> -<li>Teaching Material: Genesis, chapters 1 to 4.</li> -<li>Pupil’s Work: Answering questions and reading Genesis 4:20-22.</li> -</ul> - -<p>6. The Building of the Ark.</p> - -<ul> -<li>Teaching Material: Genesis 6:5 to 7:5.</li> -<li>Pupil’s Reading: Genesis 6:5, 9, 14-22.</li> -<li>Memory Text: Genesis 6:22.</li> -</ul> - -<p>7. The Flood and the Rainbow.</p> - -<ul> -<li>Teaching Material: Genesis 7:6 to 8:22; 9:12-17.</li> -<li>Pupil’s Reading: Genesis 7:6; 8:6-20; 9:12-17.</li> -<li>Memory Text: Genesis 9:13.</li> -</ul> - -<h5>II. STORIES OF THREE PATRIARCHS</h5> - -<p>8. The Call of Abram.</p> - -<ul> -<li>Teaching Material: Genesis 11:27 to 12:9; James 2:23.</li> -<li>Pupil’s Reading: Genesis 11:31 to 12:9; James 2:23.</li> -<li>Memory Texts: Hebrews 11:8a, c.</li> -</ul> - -<p>9. Giving Lot the First Choice.</p> - -<ul> -<li>Teaching Material: Genesis 13:1-18.</li> -<li>Pupil’s Reading: Genesis 13:1-13, 18.</li> -<li>Memory Text: Luke 6:31.</li> -</ul> - -<p>10. Abram’s Rescue of Lot.</p> - -<ul> -<li>Teaching Material: Genesis 14:1-24.</li> -<li>Pupil’s Reading: Genesis 14:8-24.</li> -<li>Memory Text: Proverbs 17:17.</li> -</ul> - -<p>11. Abraham Entertaining Angels.</p> - -<ul> -<li>Teaching Material: Genesis 15:1-6; 17:1-8; 18:1-33; Hebrews 13:16.</li> -<li>Pupil’s Reading: Genesis 17:1-5, 15, 16; 18:1-8; Hebrews 13:16.</li> -<li>Memory Text: Hebrews 13:2.</li> -</ul> - -<p><span class="pagenum"><a id="Page_108"></a>[108]</span></p> - -<p>12. The Song of Mary (Christmas Lesson).</p> - -<ul> -<li>Teaching Material: Luke 1:21, 22, 26-55.</li> -<li>Pupil’s Reading: Luke 1:26-28, 46-55.</li> -<li>Memory Texts: Luke 1:46, 47.</li> -</ul> - -<p>13. Review.</p> - -<ul> -<li>Teacher’s Theme: Walking with God. Genesis 6:9; Proverbs 3:5, 6. See also Genesis 5:21-24; Isaiah 30:21; Amos 3:3a; Hebrews 11:5; 1 John 1:6, 7; 2:6; Revelation 3:4, 5.</li> -<li>Pupil’s Reading: Genesis 5:21-24.</li> -</ul> - -<p>14. Ishmael in the Wilderness.</p> - -<ul> -<li>Teaching Material: Genesis 16:1-15; 17:15-21; 21:1-20; 25:8-10.</li> -<li>Pupil’s Reading: Genesis 21:8-20.</li> -<li>Memory Text: Genesis 21:20.</li> -</ul> - -<p>15. Rebekah at the Well.</p> - -<ul> -<li>Teaching Material: Genesis 24:1-67.</li> -<li>Pupil’s Reading: Genesis 24:1-27.</li> -<li>Memory Texts: Proverbs 3:3a, 4.</li> -</ul> - -<p>16. Isaac the Peacemaker.</p> - -<ul> -<li>Teaching Material: Genesis 26:12-33.</li> -<li>Pupil’s Reading: Genesis 26:12-15, 18-22.</li> -<li>Memory Text: Matthew 5:9.</li> -</ul> - -<p>17. How Esau Lost His Birthright.</p> - -<ul> -<li>Teaching Material: Genesis 25:19-34; 27:1-40.</li> -<li>Pupil’s Reading: Genesis 25:27-34; 27:1-17.</li> -<li>Memory Text: 1 Corinthians 12:31a.</li> -</ul> - -<p>18. Jacob’s Vision of a Ladder to Heaven.</p> - -<ul> -<li>Teaching Material: Genesis 27:41 to 28:22.</li> -<li>Pupil’s Reading: Genesis 27:43-45; 28:1, 2, 10-22.</li> -<li>Memory Text: Genesis 28:15a.</li> -</ul> - -<p>19. The Meeting of Jacob and Esau.</p> - -<ul> -<li>Teaching Material: Genesis 32:1 to 33:20.</li> -<li>Pupil’s Reading: Genesis 32:3-21; 33:1-4.</li> -<li>Memory Text: Proverbs 24:29a.</li> -</ul> - -<p>20. Review.</p> - -<h5>III. STORIES OF JOSEPH</h5> - -<p>Memory Work for the Period. Psalm 121</p> - -<p>21. Joseph Sold into Egypt.</p> - -<ul> -<li>Teaching Material: Genesis, chapters 35 and 37.</li> -<li>Pupil’s Reading: Genesis 37:12-36.</li> -<li>Memory Texts: Psalm 121:1, 2.</li> -</ul> - -<p>22. Joseph and the Butler and Baker.</p> - -<ul> -<li>Teaching Material: Genesis 39:1 to 40:23.</li> -<li>Pupil’s Reading: Genesis 40:1-23.</li> -<li>Memory Texts: Psalm 121:3, 4.</li> -</ul> - -<p>23. From Prison to Palace.</p> - -<ul> -<li>Teaching Material: Genesis 41:1-57.</li> -<li>Pupil’s Reading: Genesis 40:23; 41:1-16, 25-32, 41.</li> -<li>Memory Texts: Psalm 121:5, 6.</li> -</ul> - -<p>24. Joseph’s Brothers Visit Egypt.</p> - -<ul> -<li>Teaching Material: Genesis 42:1 to 45:8.</li> -<li>Pupil’s Reading: Genesis 42:6-16; 43:16-34; 44:3-17; 45:1-7.</li> -<li>Memory Text: Psalm 121:7.</li> -</ul> - -<p>25. The Family of Israel Move into Egypt.</p> - -<ul> -<li>Teaching Material: Genesis 45:9 to 50:26; Revelation 3:21; John 14:2.</li> -<li>Pupil’s Reading: Genesis 45:9-13 (optional 16-20); 46:1-7, 28-34; 47:7-10; 50:15-21; Revelation 22:1-5.</li> -<li>Memory Text: Psalm 121:8.</li> -</ul> - -<p>26. Review.</p> - -<ul> -<li>Teacher’s Theme: Romans 8:28.</li> -<li>Pupil’s Reading: Genesis 39:2; 41:38-40; Isaiah 26:3, 4.</li> -<li>Memory Text: Romans 8:28a.</li> -</ul> - -<p>26. The Resurrection.</p> - -<ul> -<li>Teaching Material: Matthew 28:1-10.</li> -<li>Pupil’s Reading: John 20:11-18.</li> -<li>Memory Text: 1 Corinthians 6:14.</li> -</ul> - -<h5>IV. STORIES OF MOSES AND HIS TIMES</h5> - -<p>27. The Early Life of Moses.</p> - -<ul> -<li>Teaching Material: Genesis 22:16-18; 26:3, 4; 28:13, 14; Exodus 1:1 to 2:15, 24.</li> -<li>Pupil’s Reading: Exodus 1:8-12, 22; 2:3-15, 24.</li> -<li>Memory Text: Exodus 2:24.</li> -</ul> - -<p>28. The Burning Bush at Horeb.</p> - -<ul> -<li>Teaching Material: Exodus 2:16-25; 3:1-14; 4:10-23.</li> -<li>Pupil’s Reading: Exodus 2:16-25; 3:1-14.</li> -<li>Memory Text: Exodus 4:12.</li> -</ul> - -<p>29. Moses and Aaron before Pharaoh.</p> - -<ul> -<li>Teaching Material: Exodus 4:27 to 6:1; 6:28 to 9:35.</li> -<li>Pupil’s Reading: Exodus 2:23; 6:28 to 7:25.</li> -<li>Memory Text: Psalm 32:10.</li> -</ul> - -<p>30. The Passover Night.</p> - -<ul> -<li>Teaching Material: Exodus 10:1 to 12:36.</li> -<li>Pupil’s Reading: Exodus 12:21-36.</li> -<li>Memory Text: Exodus 15:2a.</li> -</ul> - -<p><span class="pagenum"><a id="Page_109"></a>[109]</span></p> - -<p>31. The Crossing of the Red Sea.</p> - -<ul> -<li>Teaching Material: Genesis 50:25, 26; Exodus 12:37-51; 13:17 to 15:21.</li> -<li>Pupil’s Reading: Genesis 50:25, 26; Exodus 13:19; 14:5-31.</li> -<li>Memory Text: Exodus 20:2.</li> -</ul> - -<p>32. Manna in the Wilderness.</p> - -<ul> -<li>Teaching Material: Genesis 2:1-3; Exodus 15:22 to 16:36.</li> -<li>Pupil’s Reading: Genesis 2:1-3; Exodus 16:1-31.</li> -<li>Memory Text: Exodus 15:11.</li> -</ul> - -<p>33. The Giving of the Law.</p> - -<ul> -<li>Teaching Material: Exodus 19:1-20; 20:1-21; 31:18 to 32:20; 34:1-9, 28.</li> -<li>Pupil’s Reading: Exodus 19:1-6, 16-20; 20:1-20 (optional Psalm 19).</li> -<li>Memory Text: Psalm 19:7.</li> -</ul> - -<p>34. The Tabernacle in the Wilderness.</p> - -<ul> -<li>Teaching Material: Exodus 25:1-7; 33:7-11; 35:4-29; 36:2-7; 40:17-38.</li> -<li>Pupil’s Reading: Exodus 33:7-11; 40:17-38.</li> -<li>Memory Text: Exodus 25:22a.</li> -</ul> - -<p>35. The Report of the Spies.</p> - -<ul> -<li>Teaching Material: Numbers 12:16 to 14:38.</li> -<li>Pupil’s Reading: Numbers 13:17-33; 14:1-10, 26-35.</li> -<li>Memory Text: Numbers 13:30b.</li> -</ul> - -<p>36. Troubles in the Wilderness.</p> - -<ul> -<li>Teaching Material: Numbers 20:1 to 21:9; Psalm 107:4-6.</li> -<li>Pupil’s Reading: Numbers 20:2-13; 21:4-9 (optional 1 John 1:9; John 3:14-16).</li> -<li>Memory Text: Psalm 107:6.</li> -</ul> - -<p>37. Baalam and Balak.</p> - -<ul> -<li>Teaching Material: Numbers 22:3-7, 11, 17, 18, 21-39; 24:1-9.</li> -<li>Pupil’s Reading: Numbers 22:3-18, 21-34; 24:5-7, 9.</li> -<li>Memory Text: Numbers 22:18b.</li> -</ul> - -<p>38. How God Honored Moses.</p> - -<ul> -<li>Teaching Material: Numbers 27:15-20; Deuteronomy 32:48-52; 34:1-12; compare Luke 9:28-36; Revelation 15:1-4.</li> -<li>Pupil’s Reading: Numbers 27:15-20; Deuteronomy 32:48, 49; 34:1-12.</li> -<li>Memory Text: 1 John 2:17b.</li> -</ul> - -<p>39. Review.</p> - -<ul> -<li>Teacher’s Reading: Psalm 107.</li> -<li>Pupil’s Reading: Psalm 107:4-6, 14, 15.</li> -</ul> - -<h5>V. PARABLES OF JESUS</h5> - -<p>40. The Parable of the Sower.</p> - -<ul> -<li>Teaching Material: Matthew 13:1-23; Luke 8:1-15.</li> -<li>Pupil’s Reading: Luke 8:1-15.</li> -<li>Memory Text: James 1:22a.</li> -</ul> - -<p>41. The Good Samaritan.</p> - -<ul> -<li>Teaching Material: Luke 10:25-37.</li> -<li>Pupil’s Reading: Luke 10:25-37 (optional Deuteronomy 6:5; Leviticus 19:18).</li> -<li>Memory Text: Luke 10:27.</li> -</ul> - -<p>42. The Prodigal Son.</p> - -<ul> -<li>Teaching Material: Luke 15:11-24.</li> -<li>Pupil’s Reading: Luke 15:11-24.</li> -<li>Memory Text: Luke 15:18.</li> -</ul> - -<p>43. Earning the Right to Rule.</p> - -<ul> -<li>Teaching Material: Luke 19:11-13, 15-26.</li> -<li>Pupil’s Reading: Luke 19:11-13, 15-26.</li> -<li>Memory Text: Luke 16:10a.</li> -</ul> - -<p>44. The Two Foundations.</p> - -<ul> -<li>Teaching Material: Matthew 7:16-29; Luke 6:46-49.</li> -<li>Pupil’s Reading: Matthew 7:16-29; 1 Corinthians 3:11.</li> -<li>Memory Texts: Matthew 7:24, 25 (optional verses 26, 27).</li> -</ul> - -<p>45. The Wise and Foolish Virgins.</p> - -<ul> -<li>Teaching Material: Matthew 25:1-13.</li> -<li>Pupil’s Reading: Matthew 25:1-13.</li> -<li>Memory Text: Mark 13:37.</li> -</ul> - -<p>46. A Parable in Action.</p> - -<ul> -<li>Teaching Material: Luke 22:7-13, 24; John 13:1-17.</li> -<li>Pupil’s Reading: Luke 22:7-13, 24; John 13:1-17.</li> -<li>Memory Text: John 13:15.</li> -</ul> - -<p>47. The Last Judgment.</p> - -<ul> -<li>Teaching Material: Matthew 25: 31-46.</li> -<li>Pupil’s Reading: Matthew 25:31-46.</li> -<li>Memory Text: Matthew 25:40.</li> -</ul> - -<p>48. Review.</p> - -<ul> -<li>Teacher’s Reading: Matthew 7:28, 29; Luke 4:22; John 7:46; 2 Timothy 4:7, 8.</li> -<li>Pupil’s Reading: Luke 4:22; 2 Timothy 4:7, 8 (Review Luke 10:25-37; Luke 15:11-24 or Matthew 25:31-46).</li> -</ul> - -<p><span class="pagenum"><a id="Page_110"></a>[110]</span></p> - -<h5>VI. STORIES RETOLD</h5> - -<p>49. Story of Abraham.</p> - -<ul> -<li>Teaching Material: Genesis 12:1-9; 13:1-18; 14:8-24; 17:1-8; 18:1-8; Hebrews 13:16.</li> -<li>Pupil’s Reading: Genesis 12:1-9; 12:3-13; 17:1-5; 18:1-8; Hebrews 13:16.</li> -<li>Memory Texts: Hebrews 11:8a, c; 13:2; Luke 6:31; Proverbs 17:17.</li> -</ul> - -<p>50. Story of Joseph.</p> - -<ul> -<li>Teaching Material: Genesis 37:12-36; chapters 39 to 50 in brief outline.</li> -<li>Pupil’s Reading: Genesis 37:12-36; 39:1-6, 20-23; 40:1-23; 41:1-14, 25-43.</li> -<li>Memory Texts: Psalm 121:1-8; Romans 8:28a.</li> -</ul> - -<p>51. Story of Moses.</p> - -<ul> -<li>Teaching Material: Exodus 1:1 to 2:15, 24; 3:1-10; 5:1, 2; chapters 5 to 14 in brief outline; chapters 19, 20; Deuteronomy 34:1-12.</li> -<li>Pupil’s Reading: Exodus 1:1 to 2:15, 24; 3:1-10; 11:1-10; 12:29-36; 14:1-25; 16:1-3, 11-15; Numbers 20:2-13; 21:4-9.</li> -<li>Memory Texts: Exodus 2:24; 4:12; 15:2a; 25:22a; 1 John 2:17b.</li> -</ul> - -<p>52. Story of Joshua.</p> - -<ul> -<li>Teaching Material: Exodus 17:8-13; 24:12-18; 32:15-20; Numbers 13:1 to 14:10; 27:15-23.</li> -<li>Pupil’s Reading: Exodus 17:8-13; Numbers 13:17 to 14:10; 27:15-23.</li> -<li>Memory Text: Numbers 13:30b.</li> -</ul> - -<div style='display:block; margin-top:4em'>*** END OF THE PROJECT GUTENBERG EBOOK STORIES FROM THE OLDEN TIME ***</div> -<div style='text-align:left'> - -<div style='display:block; margin:1em 0'> -Updated editions will replace the previous one—the old editions will -be renamed. -</div> - -<div style='display:block; margin:1em 0'> -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the United -States without permission and without paying copyright -royalties. 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