Example."As the hart panteth after the water brooks, so panteth my soul after thee, O God." Ps. xlii. 1. The more common way that the pious teacher or parent takes, is to pass over the emblem, and at once proceed with the spiritual lesson—thus beginning at the end—without any natural picture having been presented to the mind's eye of the pupils, by which they maybe assisted to the analogy—asandso, as the Natural, so the Spiritual—which is so uniformly done by the Spirit of God in Scripture.Points in the Natural Picture to be brought out.1. Some points in the natural history of the hart—different names given to the animal—swiftness of foot—where generally lives. 2. Frequently hunted. 3. Where to flee to in a mountainous country, as Judea, when pursued—hills or valleys. 4. Heat, drought, dust—effect on the animal, particularly after running—thirst. 5. Running about seeking for water—increasing—not merely a drink, but a brook, where it may plunge in as well as drink. 6. Why, then, a brook, and not stream?—picture out a brook. 7. Brooks more likely to be found in plains—but animal pursued there. 8. The hart, heated and thirsty, thereforepants—whatis panting? 9. Has the hart ever bathed in water brooks before? If not, would it have panted and longed for it? The full picturing out of these points (even in the incomplete and imperfect manner that can be done on paper) would greatly exceed our limits. The natural picture or condition of the hart being visible to the minds of the children, the analogy to the circumstances in which David was placed will appear, viz., pursued by his enemies, and especially by his own son, Absalom—fleeing to the mountains for safety—away from the sanctuary, etc., etc. He, no doubt, on seeing the harts near him panting and seeking for water brooks, mournfully and longingly expressed himself: "So panteth my soul after thee, O God."Teacher.—I must tell you, children, before we commence our lesson, that it is supposed this psalm was written by David, who was obliged to flee from his enemies to the land of Jordan, and that when there he probably took up his abode in the mountains, away from the public worship of ...God's house, and seeing the harts running ... Where?about the hills, and panting for thirst, most likely induced him to use the ... What metaphor or emblem did he use? Look at your books. David says: "As the hart panteth after the ...water-brooks(read on, children),so panteth my soul after thee, O God."The first thing we must speak about in this picture is the ...hart. What is a hart? Can you tell me any other names given to the hart?Stag—deer—gazelle—roe. Very right; these are the names given to ...this animal, or ...species.Well, the name of this animal or ...species, is called ... thehart. Is it a slow or quick moving animal?Swift. It runs ...very swiftly. What countries do harts chiefly live in?Mountainous countries.Why do you think so?The Bible says, "Like a young roe upon the mountains." And a young roe is ...a young hart. Well, thatis one proof that they live in the mountains; but can they live in the plains?Yes, sir; they live in plains in gentlemen's parks, which are sometimes ...plain, or nearly ...level. Very well; but when allowed to roam and run about freely and ...naturally, they ...prefer the mountains. Is the hart spoken of in the psalm supposed to live in a warm or cold country, think you?A warm country.Why? ... Bring down the map, children, and show the country or countries you suppose to be meant. (The map of Palestine is presented.) Point out those parts you think harts live in. You think the Psalmist means ...the mountainous parts of Palestine. And Palestine is ... What sort of a country?Mountainous country, and ...very hot. Now, we must get smartly on. The hart lives in ...a hot country, and in the mountainous parts of ...a hot country. How does the sun shine?Over head, nearly perpendicular, and, therefore, the great part of the year the ground must be ...very hot and dry. In what state will the soil be?Parched and dusty.And in mountainous countries, where the sun is very hot, what happens to the streams or brooks?The brooks dry up.It is then a dry and ...thirsty land, and where ...no water is. If you turn in your Bible to Job vi. 15, it is said: "And as the stream of brooks they pass away,"—showing that the brooks in that hot climate are ...very apt to pass away, or ...dry up.Tell me, children, what you mean by panting? Show me what panting is? This boy thinks it is simply opening the mouth. (Take nothing for granted.) Have you ever seen a dog walking in a very hot and dusty day, after having run a long way?Yes, sir; it opens its mouth.Does it simply open its mouth, as this boy did?It pants, this way. It feels uneasy.Why uneasy? Becauseit is weary and thirsty. Weary and thirsty from ...the heat; and a thirsty dog, that is weary and very ...hot, would—what would it wish?To have a drink, or, perhaps, to ...plunge in the brook.Of what had the hart drank before?The brooks.Well, the hart having both drank of ...the brook, and ...plunged in the brook before, longed and ...panted to do so again. In this sad condition, therefore—heated and ...thirsty, and running about, ...panting—how would the hart feel? Would he be satisfied to lie down?No, sir; very anxious.And what more?Longing and panting for water.Not at rest, because it ...felt—the ...want of somethingit could not get at ...that time; and that was ...the water brooks.Now, let us look at the verse, and see in what state or ...conditionthe hart is supposed to be. Repeat it, if you please, each word, separately, slowly, and distinctly. "As, the, hart, panteth, after, the, water, brooks." What is a brook?A clear stream—not a muddy, stagnant ...pool. Do you think the hart had drank of a brook before?Yes; else it would not have panted for it.What makes the hart so very thirsty?Because it runs about the hills, where there is no water.And as the hart opens ...its mouth, and ...pants for water, and runs about, it raises the ... What do you think it raises?The dust into its mouth.And what does the dust do?Increases its thirst, and causes the hart to long more for ...the brooks—which are now ...dried up—or, perhaps, at a ...great distance. What would you expect the hart to do were it to reach a brook?Drink plentifully—and, also, ...plunge into the water. Why?To cooland ...refresh itself. The application, or spiritual lesson, is by recalling thehart, on themountains,hunted by dogs,shot at by arrows,hot and thirsty,pantingforwater brooks, for aplunge-bath, anddrink. So, David fleeing on the mountains for life, pursued by enemies,longingfor safety, and for the public worship of God at Jerusalem,pantingfor the Lord's house, whereGod's lawwas read, and the true God was worshipped, etc. Hedesired, longedfor,panted,prayedfor God, the living God.Children, doyou so long for, andpant afterGod, the living God? etc., etc.
"As the hart panteth after the water brooks, so panteth my soul after thee, O God." Ps. xlii. 1. The more common way that the pious teacher or parent takes, is to pass over the emblem, and at once proceed with the spiritual lesson—thus beginning at the end—without any natural picture having been presented to the mind's eye of the pupils, by which they maybe assisted to the analogy—asandso, as the Natural, so the Spiritual—which is so uniformly done by the Spirit of God in Scripture.
Points in the Natural Picture to be brought out.
1. Some points in the natural history of the hart—different names given to the animal—swiftness of foot—where generally lives. 2. Frequently hunted. 3. Where to flee to in a mountainous country, as Judea, when pursued—hills or valleys. 4. Heat, drought, dust—effect on the animal, particularly after running—thirst. 5. Running about seeking for water—increasing—not merely a drink, but a brook, where it may plunge in as well as drink. 6. Why, then, a brook, and not stream?—picture out a brook. 7. Brooks more likely to be found in plains—but animal pursued there. 8. The hart, heated and thirsty, thereforepants—whatis panting? 9. Has the hart ever bathed in water brooks before? If not, would it have panted and longed for it? The full picturing out of these points (even in the incomplete and imperfect manner that can be done on paper) would greatly exceed our limits. The natural picture or condition of the hart being visible to the minds of the children, the analogy to the circumstances in which David was placed will appear, viz., pursued by his enemies, and especially by his own son, Absalom—fleeing to the mountains for safety—away from the sanctuary, etc., etc. He, no doubt, on seeing the harts near him panting and seeking for water brooks, mournfully and longingly expressed himself: "So panteth my soul after thee, O God."
Teacher.—I must tell you, children, before we commence our lesson, that it is supposed this psalm was written by David, who was obliged to flee from his enemies to the land of Jordan, and that when there he probably took up his abode in the mountains, away from the public worship of ...God's house, and seeing the harts running ... Where?about the hills, and panting for thirst, most likely induced him to use the ... What metaphor or emblem did he use? Look at your books. David says: "As the hart panteth after the ...water-brooks(read on, children),so panteth my soul after thee, O God."
The first thing we must speak about in this picture is the ...hart. What is a hart? Can you tell me any other names given to the hart?Stag—deer—gazelle—roe. Very right; these are the names given to ...this animal, or ...species.
Well, the name of this animal or ...species, is called ... thehart. Is it a slow or quick moving animal?Swift. It runs ...very swiftly. What countries do harts chiefly live in?Mountainous countries.Why do you think so?The Bible says, "Like a young roe upon the mountains." And a young roe is ...a young hart. Well, thatis one proof that they live in the mountains; but can they live in the plains?Yes, sir; they live in plains in gentlemen's parks, which are sometimes ...plain, or nearly ...level. Very well; but when allowed to roam and run about freely and ...naturally, they ...prefer the mountains. Is the hart spoken of in the psalm supposed to live in a warm or cold country, think you?A warm country.Why? ... Bring down the map, children, and show the country or countries you suppose to be meant. (The map of Palestine is presented.) Point out those parts you think harts live in. You think the Psalmist means ...the mountainous parts of Palestine. And Palestine is ... What sort of a country?Mountainous country, and ...very hot. Now, we must get smartly on. The hart lives in ...a hot country, and in the mountainous parts of ...a hot country. How does the sun shine?Over head, nearly perpendicular, and, therefore, the great part of the year the ground must be ...very hot and dry. In what state will the soil be?Parched and dusty.And in mountainous countries, where the sun is very hot, what happens to the streams or brooks?The brooks dry up.It is then a dry and ...thirsty land, and where ...no water is. If you turn in your Bible to Job vi. 15, it is said: "And as the stream of brooks they pass away,"—showing that the brooks in that hot climate are ...very apt to pass away, or ...dry up.
Tell me, children, what you mean by panting? Show me what panting is? This boy thinks it is simply opening the mouth. (Take nothing for granted.) Have you ever seen a dog walking in a very hot and dusty day, after having run a long way?Yes, sir; it opens its mouth.Does it simply open its mouth, as this boy did?It pants, this way. It feels uneasy.Why uneasy? Becauseit is weary and thirsty. Weary and thirsty from ...the heat; and a thirsty dog, that is weary and very ...hot, would—what would it wish?To have a drink, or, perhaps, to ...plunge in the brook.Of what had the hart drank before?The brooks.Well, the hart having both drank of ...the brook, and ...plunged in the brook before, longed and ...panted to do so again. In this sad condition, therefore—heated and ...thirsty, and running about, ...panting—how would the hart feel? Would he be satisfied to lie down?No, sir; very anxious.And what more?Longing and panting for water.Not at rest, because it ...felt—the ...want of somethingit could not get at ...that time; and that was ...the water brooks.
Now, let us look at the verse, and see in what state or ...conditionthe hart is supposed to be. Repeat it, if you please, each word, separately, slowly, and distinctly. "As, the, hart, panteth, after, the, water, brooks." What is a brook?A clear stream—not a muddy, stagnant ...pool. Do you think the hart had drank of a brook before?Yes; else it would not have panted for it.What makes the hart so very thirsty?Because it runs about the hills, where there is no water.And as the hart opens ...its mouth, and ...pants for water, and runs about, it raises the ... What do you think it raises?The dust into its mouth.And what does the dust do?Increases its thirst, and causes the hart to long more for ...the brooks—which are now ...dried up—or, perhaps, at a ...great distance. What would you expect the hart to do were it to reach a brook?Drink plentifully—and, also, ...plunge into the water. Why?To cooland ...refresh itself. The application, or spiritual lesson, is by recalling thehart, on themountains,hunted by dogs,shot at by arrows,hot and thirsty,pantingforwater brooks, for aplunge-bath, anddrink. So, David fleeing on the mountains for life, pursued by enemies,longingfor safety, and for the public worship of God at Jerusalem,pantingfor the Lord's house, whereGod's lawwas read, and the true God was worshipped, etc. Hedesired, longedfor,panted,prayedfor God, the living God.Children, doyou so long for, andpant afterGod, the living God? etc., etc.
Another form of pictorial teaching is, after questioning the lesson out of the scholars, and then in again, and explaining all the words, etc., to paint imaginary pictures of the events described in the lesson. Thus, in a lesson from Matt. xiv. 22-33, taught by the Rev. Edward Eggleston, of Chicago, he said to the first pupil: "Carrie, suppose that you were a painter with your canvas before you, what picture would you draw from the 22d verse?" She replied, "Christ sending his disciples and the multitudes away." "Mary, what from the 23d verse?" "Christ on the mountain, alone, in prayer." "Jane, what from the 24th verse?" "The ship tossed with the waves." "Lily, what from verse 25?" "Jesus walking on the sea." The next, "Peter sinking, Jesus saving;" and then, "The sea calm, all safe in the ship, worshipping Jesus." From these the lessons drawn are "Secret prayer," "Looking to Jesus for help in danger," "Not seeking danger," and that "Jesus is God," to control the wind and waves. The doctrine is the Divinity of Christ: "Of a truth, thou art the Son of God."
"Pictorial Teaching," by Hartley and Groser, on Illustrative Teaching, further illustrates these subjects.
THIS is presenting an object to look at, for the purpose of getting a clearer and more perfect view of the truth taught. It is simply calling to our aid theeye. The eye is one of our two great learning senses. It has been called "the king of the senses," and it is emphatically so with children; for little children learn the most that they do learn through the eye. Bunyan quaintly says: "Come to the mind and soul through Eye-gate as well as through Ear-gate." This is the most pleasant and effective way of giving and receiving some kinds of knowledge. It cultivates, also, the important habit of close and accurate observation. Says the Rev. Dr. Hill, the President of Harvard University: "It is the thought of God in the object that stimulates the child's thought." The great object is to teach the child more than you can express in words. In illustration, he says: "I was walking yesterday with my little girl, and showing her plants, insects, and birds as we walked along. We were looking at lichens on the trees, when she suddenly, and withouthint from me, said: 'The maples have different lichens from the ash. I mean to see if I can tell trees by their trunks, without looking at their leaves.' So for a long distance she kept her eyes down, saying to the trees as she passed: Elm, maple, ash, pine,' etc—never failing. The difference was easy tosee, but the difference could not have been so well expressed inwords."
Our schools of public instruction are largely using this mode of teaching in the early years of school-life, with great gratification to the children, and, also, with great success. The size, form, shape, color, origin, and uses of many articles are thus taught, incidentally weaving in spelling, reading, and a vast amount of useful knowledge. If this were all, however, it would hardly avail much in our Sabbath-schools above the infant class. But we apprehend that in some particular Sabbath-school lessons, but not in all, object-teaching can be used to great advantage by all classes and conditions of scholars. Never force or crowd object-teaching, however, upon any lesson.
The simple difference between object-teaching and illustrative teaching is this: If you were teaching on the words "Though your sins be red like crimson, they shall be as wool," inillustrativeteaching, we should tell the children that the Turkey-red dyes are so firm that no bleacher's salts will make them white, and therefore, we make the Turkey-red rags into pink blotting-paper; inobject-teaching,we hold up the Turkey-red calico, explain it, and thenshowthe pink blotting-paper—making it, by help of the two objects and the explanation, more impressive with children. In fact, there are lessons that cannot be plainly taught without the use of objects. They need, however, to be used with discretion; and upon Bible lessons only on those that will make the truthsbetterunderstood.
We have, however, the highest authority for the use of objects in teaching religious truths. Our Saviour himself practised this mode of teaching. It will be remembered that when the crafty Scribes and Pharisees sought to entangle him in his talk, and proposed the question—"Master, is it lawful to give tribute unto Cæsar or not?" he, perceiving their wickedness, said, "Why tempt ye me, ye hypocrites? Show me the tribute-money. And they brought unto Him a penny." Why did the divine Redeemer, who never did a superfluous thing, or spoke a superfluous word,—why did He, who is infinite in wisdom, call for this penny? We may safely reply, Because it was divinelybestand needful. He wanted to bring to bear the two great learning senses, to wit,seeingandhearing. He then directed the eyes of these scheming men to the coin, with this pointed question: "Whose is this image and superscription? They said unto him, Cæsar's." Then came the inimitableapplicationof the lesson—without which every lesson is a failure—viz.: "Render therefore unto Cæsar the things which beCæsar's, and unto God the things which be God's." We are told that "when they had heard these words, they marvelled, and left him, and went their way." The lesson was conclusive.
At another time, you remember that our Saviour "called a little child unto him and set him in the midst of them," to teach his disciples the answer to their query, "Who is the greatest in the kingdom of heaven?" Here the little child was the object. The lesson is obvious to all. Even in the memorial service of our Saviour's death, he called for twoobjects—the bread and the wine. It was divinely necessary.
We may seem almost to see the same divine Teacher bending forward and pointing his disciples to the beautiful flowers at his feet, exclaiming: "Behold the lilies of the field," or look at the "fowls of the air," or see "the fields white unto the harvest," or the falling sparrow, or the fig-tree, and a multitude of similar objects all around them, which were used by him in his wonderful teaching, and with such success that they were led to exclaim: "Never man spake like this man." The whole of the types and ceremonies in the Old Testament were but a magnificent series of this mode of object-teaching. This is the whole, in substance, of object-teaching. It is Christ's mode and the prophet's way of teaching. "It is nature's teaching," says a teacher at our side. There isnoteaching, scarcely, that is not, in some sense, object-teaching. Said the Rev. Dr. Chester, when describing good teaching: "Thisis object-teaching, as all good teaching of the young is. You must take their measure if you would fit the garment of truth to them." Objects for teaching lie all over nature as clearly as in cubes and squares and octagons. It keeps each child pleasantly and profitably employed. It is calling the eye and senses to our aid in affecting the mind and heart. The eye is our first teacher. Hence it is indispensably necessary in an infant class to have plenty of objects. Every good mother and good juvenile class-teacher will make great use of theeyeandactionandmotionto teach and impress the great truths of the lesson upon the little ones. Use the eye more, and make your words few and well chosen. "Present to the childrenthingsbeforewords, orideasbeforenames." Even in manners and morals let theperson, lifeandtongueof the teacher be the "object." "She openeth her mouth with wisdom, and in her tongue is the law of kindness."
Here is an art that every teacher should become facile in,i. e., looking up and using objects that will serve our purpose in teaching; and for this reason, he should always wear his "Sunday-school spectacles." A sprig of evergreen, or a bit of a vine picked from the bush as we pass our garden-gate for the Sunday-school, may serve to illustrate the duty of "abiding in Christ" as the branch must abide in the vine. A little flower or grass, or a falling leaf, will illustrate, through the eye, the brevity of life, and that "we all do fade as a leaf." Even a pinmay be used as an object, from whence to draw lessons as to the value, use, and importance oflittle things. When the pin is crooked and rendered useless, we can with it rebuke crooked tempers or crooked tongues or characters.
A child may be led to see "the whole armor of God" in a picture of an old knight with his "helmet," "shield," "breastplate," and "sword." A plaster cast of afaithfuldog, loving doves, little Samuel in prayer, or David with his shepherd's staff, have all been frequently used to teach divine lessons. A specimen of good fruit will teach us to bring forth good fruit—to be fruit-bearers; and the showing of a watch may be made the means of much valuable instruction to children.
But we must sum up some of the leading things which may be used in Sunday-school object-teaching, viz.:
Natural objects.Texts, cards, etc.Maps, charts, etc.Pictures and drawings.Word-painting, or pictorial teaching by aid of the imagination.Parables, parallels, etc.Portable slates and paper.The blackboard, which furnishes ample facilities for object-teaching.
The following is an outline lesson on a picture-print of
David and Goliath.1 Sam. xvii.Ps. xviii. 32: Success is from the Lord.First.Remarks and questions on the print. Ask the children to point out the two principal figures—to tell you what difference they observe in them; one is an immense man—a giant; the other a young lad. The difference in their dress—one is clad in armor, with helmet, shield, and spear; the other has a light dress, with a crook, a sling, and a bag. Let them describe the manner and action of each. The giant looks fierce and angry, raising his spear and clenching his enormous fist. The lad appears calm and gentle; casting his look upwards, he points to heaven. For what purpose do they seem to be met? How can the youth escape so great and powerful an enemy? Where can he look for help? Ask the children what they would do under the circumstances.Secondly.The narrative. Give the children an account from the Bible of Goliath's size and his armor, and let them see how complete the latter was. Read to them how he defied the armies of the living God, and challenged any to combat with him. Who is able to stand against so mighty an enemy? All the Israelite soldiers are afraid. At last a slender youth comes forward and offers himself. How is he prepared for the contest? What makes him so bold? Read verses 32-37. He trusts in the Lord. It is His cause in which he fights. This is David. See how he prepares himself (verse 40). His spirit is shown in verses 45, 46.Success was with David (see 48-50). Contrast the appearance of the two, their different preparation and their spirit.Lesson.David fought in the name of the Lord, trusted in His strength, and sought His glory. How can we imitate him? All sin, all evil, is the enemy of the Lord: we must fight against them in His strength and seeking His glory, and He will make us more than conquerors.Different Objects.1. 1. Object,a Leaf. Children, what do I hold in my hand?A leaf.What can you tell an about it? One says it hasform; others,color,substance,length,breadth,thickness,branchesin its frame like the tree, alldifferent, etc., etc. What is a leaf?The clothing of trees.Gen. viii. 11.2. What does the Bible say about a leaf or leaves? Shall not wither, Ps. i. 3—be green, Jer. xvii. 8—not fade, Ezek. xlvii. 12—fadeth, Is. i. 30—sewed fig-leaves, Gen. iii. 7—cast their leaves, Is. vi. 13—fair, Dan. iv. 12, 21—nothing but leaves, Mark xi. 13—putteth forth leaves, Mark xiii. 28. Enlarge and illustrate any points.3. See Rev. xxii. 2: And theleavesof the tree were for the healing of the nations.Seebad,poisonous leaves. Upas tree, poison-ivy, etc.Seegood leaves.—Sassafras, balsam, wintergreen, etc.Theleaves of the Bibleare for the healing of the nations, etc.Corruptleavesor bad books blight and destroy.II. Object,a Grapevine with cluster of fruit.Cutbranch will notuniteagain with the vine.Pruneso as to produce fruit, otherwise will run to leaves. Taste of good fruit. See fruits of the Spirit, Gal. v. 22, love, joy, peace, etc. How bear such, etc.III. Object,a Pin. Sharp, straight, and shining. How many for a penny? Thirty persons to make it. So littleand cheap, not valued. So of common blessings—air, light, water. Feel your pulse. Not live without it.So learn to value little things.See its value in need, as in storms, cold, etc. So value Bible, health, school, church, etc., while you have them.Bend it, and it becomescrooked,—so crookedtempers,tongues, etc.IV. ASprig of Evergreen, broken off, may teach us toabidein Christ.V.Salt, as a grandpreservative. ARotten Apple, influence and decay.VI.Flowers, so beautiful and frail. A pansy may teachhumility, a daisy,cheerfulness, a rose,goodness and virtue, a lily,purity, etc.
Ps. xviii. 32: Success is from the Lord.
First.Remarks and questions on the print. Ask the children to point out the two principal figures—to tell you what difference they observe in them; one is an immense man—a giant; the other a young lad. The difference in their dress—one is clad in armor, with helmet, shield, and spear; the other has a light dress, with a crook, a sling, and a bag. Let them describe the manner and action of each. The giant looks fierce and angry, raising his spear and clenching his enormous fist. The lad appears calm and gentle; casting his look upwards, he points to heaven. For what purpose do they seem to be met? How can the youth escape so great and powerful an enemy? Where can he look for help? Ask the children what they would do under the circumstances.
Secondly.The narrative. Give the children an account from the Bible of Goliath's size and his armor, and let them see how complete the latter was. Read to them how he defied the armies of the living God, and challenged any to combat with him. Who is able to stand against so mighty an enemy? All the Israelite soldiers are afraid. At last a slender youth comes forward and offers himself. How is he prepared for the contest? What makes him so bold? Read verses 32-37. He trusts in the Lord. It is His cause in which he fights. This is David. See how he prepares himself (verse 40). His spirit is shown in verses 45, 46.Success was with David (see 48-50). Contrast the appearance of the two, their different preparation and their spirit.
Lesson.David fought in the name of the Lord, trusted in His strength, and sought His glory. How can we imitate him? All sin, all evil, is the enemy of the Lord: we must fight against them in His strength and seeking His glory, and He will make us more than conquerors.
1. 1. Object,a Leaf. Children, what do I hold in my hand?A leaf.What can you tell an about it? One says it hasform; others,color,substance,length,breadth,thickness,branchesin its frame like the tree, alldifferent, etc., etc. What is a leaf?The clothing of trees.Gen. viii. 11.
2. What does the Bible say about a leaf or leaves? Shall not wither, Ps. i. 3—be green, Jer. xvii. 8—not fade, Ezek. xlvii. 12—fadeth, Is. i. 30—sewed fig-leaves, Gen. iii. 7—cast their leaves, Is. vi. 13—fair, Dan. iv. 12, 21—nothing but leaves, Mark xi. 13—putteth forth leaves, Mark xiii. 28. Enlarge and illustrate any points.
3. See Rev. xxii. 2: And theleavesof the tree were for the healing of the nations.
Seebad,poisonous leaves. Upas tree, poison-ivy, etc.
Seegood leaves.—Sassafras, balsam, wintergreen, etc.
Theleaves of the Bibleare for the healing of the nations, etc.
Corruptleavesor bad books blight and destroy.
II. Object,a Grapevine with cluster of fruit.Cutbranch will notuniteagain with the vine.Pruneso as to produce fruit, otherwise will run to leaves. Taste of good fruit. See fruits of the Spirit, Gal. v. 22, love, joy, peace, etc. How bear such, etc.
III. Object,a Pin. Sharp, straight, and shining. How many for a penny? Thirty persons to make it. So littleand cheap, not valued. So of common blessings—air, light, water. Feel your pulse. Not live without it.So learn to value little things.
See its value in need, as in storms, cold, etc. So value Bible, health, school, church, etc., while you have them.
Bend it, and it becomescrooked,—so crookedtempers,tongues, etc.
IV. ASprig of Evergreen, broken off, may teach us toabidein Christ.
V.Salt, as a grandpreservative. ARotten Apple, influence and decay.
VI.Flowers, so beautiful and frail. A pansy may teachhumility, a daisy,cheerfulness, a rose,goodness and virtue, a lily,purity, etc.
WE would not undertake to conduct a Sabbath-school without a good blackboard. The great object of it is to direct, to concentrate, and tofixthe attention, sympathies, and prayers of the whole school upon that portion of the word of God which is embodied in the great practical thought of the lesson. It is affectingly interesting to see a whole school, teachers and scholars, banishing their worldly thoughts, and raising their eyes and hearts apparently up to the great warm thought of God, as they cross the threshold of the school-room, and see, in clear, distinct letters on the blackboard, the key-note of the lesson for the day; as, "My son, give me thy heart." "Son, go work to-day in my vineyard." "The soul that sinneth, it shall die." "I will arise and go to my father." "Have faith in God." "All waiting for Jesus." "Flee from the wrath to come." "About my Father's business." "The blood of Jesus Christ his Son cleanseth us from all sin." "Founded on a rock," etc.
Blackboards have long been used in public schoolswith great advantage, but have only been adopted in Sunday-schools during the last decade of years. They, however, prove to be so well adapted and useful that they are meeting with universal approval, and are fast coming into general use. We think a blackboard should be used in every Sabbath-school, on every Sabbath, by every superintendent, and on every lesson; for the dullest superintendent, in city or country, can plainly write or print one thought from the word of God on the blackboard, and thus fix the eye and concentrate the thought and heart of the otherwise careless, upon the lesson.
We have often seen the noisiest boys of the city calmed by this means into thoughtfulness and interest in the lesson. Sometimes colored crayons are used to attract as well as to impress. The names of the Deity are sometimes carefully written in crayon of one color, while wrath, sin, etc., may be put in another color, sayred.
A map, drawn by the superintendent or pastor on the blackboard in the presence of the school, will have many times the effect that it will have, if we point to a regular map. A cross of two rough marks made by a teacher on a slip of paper, to illustrate the lesson, will interest a child more than will a jewelled cross,—it was made by teacher.
Frequently the superintendent or teacher will write down the answer, or the main word of theanswersof the children on the blackboard, and this will interest them greatly. A teacher can use a pieceof white paper to write or draw on for the scholars of a private class. A few points must be heeded—
1. Do not put any but well-digested, important words, thoughts, and objects on the blackboard.
2. Write or draw as plainly, neatly, and correctly as possible. Do not write too much.
3. Let all the exercises of the school bear directly towards the one great thought of the lesson.
Thus let the freshest and most prominent object in the school-room aid the teacher and superintendent, through the use of the eye, in their great work.
A word of caution is needed, however, concerning the use of the blackboard. Sometimes it has been made to appear quite ridiculous by a fanciful and perverted use of it. The only justifiable use of the blackboard in a Sabbath-school is in order to make Bible truths more clear and attractive in the eyes of teachers and scholars. Men of good taste, as well as those having tact and ingenuity, can and do use the blackboard with power in various ways. For instance, some years ago I saw a lesson taught in Ralph Wells's school—and many of my examples originated with him—from the text in Matt. v. 16: "Let your light so shine," etc. This was plainly written on the board, while on one side was drawn a figure of a light-house, with the rays of light shining forth from the lamp. The superintendent in a review pressed the question, "Howare we to let our light shine, according to the lesson, 'So shine?'"—andvery soon the children said they were to let their light shine by "being pure," "meek," "merciful," etc., and soon the beatitudes were each written on the separate rays from the light-house lamp.
At another time I noticed the text, "Founded on a rock," together with the figure of a house firm on a rock, and another house crumbling and falling down "on the sand." See to the foundation.
A catechism lesson on the question, "What is sin?" was placed on the board "My sin."
Examples of Blackboard Exercises.The following examples are given as suggestive of several different lines of use to which the blackboard may be put:The substance of a lesson in the 6th chapter of Matthew was once put upon the board in two words, "Outside" and "Inside," the children being asked to examine the chapter and tell what to write on the blackboard; at the end of the address the board appeared as follows, each specification having been vividly illustrated by an incident:Outside.Inside.Alms.Alms.Prayer.Prayer.Fasting.Fasting.Treasures.Treasures.Another good lesson on the board is to take one of the commandments, for instance, the "Third Commandment." Raise three questions and get the children to fill out the answers as follows:The Third Commandment.How broken.Why broken.Why not.Swearing.Get mad.'Tain't right.Oh gracious!Don't think.No use.Make fun of the Bible.Think its big.Bible says we mustn't.Praying careless.Careless.Mean.Singing and not thinking.Wicked.Ungentlemanly.The following lesson has been successfully given by the Rev. Mr. Ostrander, of Albany:ThoushaltcallHisnameBelieveonThe LordJesusChrist and thoushalt beSaved.for HeshallsaveHispeoplefromtheirSins.Where ought Jesus to be?Ans.In the heart.Where did he get his name?Ans.From the angel. (Matt. i. 21.)Why was this name given?Ans.(Matt. i. 22.)How does he save from sin?Ans."Believe on the Lord Jesus Christ."Other points of instruction and application may be derived from the careful study of the above arrangement.The following, by E. D. Jones, of St. Louis, teaches a lesson from the text, John xii. 32: "And I, if I be lifted up from the earth, will draw all men unto me."First, Notice the influences God uses to draw men: 1. The Holy Spirit. 2. The Bible. 3. The Churches.Secondly, Look at their relations: 1. As a Helper. 2. As a Teacher. 3. As a Trainer.Thirdly, Look at the chief work of these agents: 1. To Reveal. 2. To Believe. 3. To Know. 4. To Train. At the close of the address or lesson the blackboard will appear as follows:Two hearts, one bad, the other good, make an instructive lesson. Get the children to tell you what to write in them as below:Still another is the following: "Jesus is your friend." What qualities do you want in a friend?Answer.He must beTrue. Write the wordTRUEon the board, and then by questioning draw out of the scholars four different and prominent characteristics of Jesus as a friend, each answering to one of the letters of the wordTrue, as follows:Jesus is your Friend.T—ried.R—ich.U—seful.E—verlasting.The Parable of the Sower may be taught by the following arrangement in three columns and twelve words or particulars. The children give the words to fill the columns:The Soil.What became of the Seed.Represented whatHearers.Wayside.The Devil seized it.Careless.Stony.The sun scorched it.Superficial.Thorny.Tares choked it.Worldly.Good.Fruit.Pious.The lesson, "Son, go work to-day in my vineyard," may be thus arranged:Who?—"Son,What?—go workWhen?—to-dayWhere?—in my vineyard."How work?Answer:W—illingly.O—rderly.R—egularly.K—indly.The next three examples are from Rev. J. H. Vincent's blackboard exercises:History of Joseph.1. Bo (rn 1745 B.C.2. So (ld17years old.3. Imp (risoned9years in slavery.4. Rel (eased4years—in prison.5. Ber (eaved29years—loses his father.6. Di (ed51years.110years old.The Seven Principal Journeys of Christ.1. Bethlehemto Jerusalem,6miles north.2. J.to B.6miles south.3. B.to Eg.250miles S.W.4. E.to Naz.350miles N.E.5. Naz.to J.65miles south.6. J.to N.65miles north.7. N.to Jer.50miles S.E.Seven Golden Rules of Sabbath-School Order.1st s, for silence.2d s, for system.1st v, for vigilance.2d v, for variety.1st c, for charity.2d c, for concentration.central C forChrist.A more elaborate lesson, illustrating the parable of the Pharisee and Publican, and showing the characteristics of three kinds of prayer and their results, can be portrayed thus:Another still is to write a part of the test and fill it up with the answers of the scholars, thus:"At thy word I will:Repent.Pray.BelieveLove.Obey.Suffer."A lesson on theBeggars that cried to Jesus, as found in Matt. xx. 30-34, may thus be placed:What the beggars did:cried in distress.cried with importunity.cried with faith.cried with humility.What Jesus did:stood still.asked what they wanted.had compassion.touched them.Result:He healed them.They followed him.
The following examples are given as suggestive of several different lines of use to which the blackboard may be put:
The substance of a lesson in the 6th chapter of Matthew was once put upon the board in two words, "Outside" and "Inside," the children being asked to examine the chapter and tell what to write on the blackboard; at the end of the address the board appeared as follows, each specification having been vividly illustrated by an incident:
Another good lesson on the board is to take one of the commandments, for instance, the "Third Commandment." Raise three questions and get the children to fill out the answers as follows:
The Third Commandment.
The following lesson has been successfully given by the Rev. Mr. Ostrander, of Albany:
Where ought Jesus to be?Ans.In the heart.
Where did he get his name?Ans.From the angel. (Matt. i. 21.)
Why was this name given?Ans.(Matt. i. 22.)
How does he save from sin?Ans."Believe on the Lord Jesus Christ."
Other points of instruction and application may be derived from the careful study of the above arrangement.
The following, by E. D. Jones, of St. Louis, teaches a lesson from the text, John xii. 32: "And I, if I be lifted up from the earth, will draw all men unto me."First, Notice the influences God uses to draw men: 1. The Holy Spirit. 2. The Bible. 3. The Churches.Secondly, Look at their relations: 1. As a Helper. 2. As a Teacher. 3. As a Trainer.Thirdly, Look at the chief work of these agents: 1. To Reveal. 2. To Believe. 3. To Know. 4. To Train. At the close of the address or lesson the blackboard will appear as follows:
Two hearts, one bad, the other good, make an instructive lesson. Get the children to tell you what to write in them as below:
Still another is the following: "Jesus is your friend." What qualities do you want in a friend?Answer.He must beTrue. Write the wordTRUEon the board, and then by questioning draw out of the scholars four different and prominent characteristics of Jesus as a friend, each answering to one of the letters of the wordTrue, as follows:
Jesus is your Friend.T—ried.R—ich.U—seful.E—verlasting.
Jesus is your Friend.
T—ried.
R—ich.
U—seful.
E—verlasting.
The Parable of the Sower may be taught by the following arrangement in three columns and twelve words or particulars. The children give the words to fill the columns:
The lesson, "Son, go work to-day in my vineyard," may be thus arranged:
Who?—"Son,What?—go workWhen?—to-dayWhere?—in my vineyard."
Who?—"Son,
What?—go work
When?—to-day
Where?—in my vineyard."
How work?Answer:
W—illingly.O—rderly.R—egularly.K—indly.
W—illingly.
O—rderly.
R—egularly.
K—indly.
The next three examples are from Rev. J. H. Vincent's blackboard exercises:
History of Joseph.
The Seven Principal Journeys of Christ.
Seven Golden Rules of Sabbath-School Order.
1st s, for silence.2d s, for system.1st v, for vigilance.2d v, for variety.1st c, for charity.2d c, for concentration.central C forChrist.
1st s, for silence.
2d s, for system.
1st v, for vigilance.
2d v, for variety.
1st c, for charity.
2d c, for concentration.
central C forChrist.
A more elaborate lesson, illustrating the parable of the Pharisee and Publican, and showing the characteristics of three kinds of prayer and their results, can be portrayed thus:
Another still is to write a part of the test and fill it up with the answers of the scholars, thus:
A lesson on theBeggars that cried to Jesus, as found in Matt. xx. 30-34, may thus be placed:
Another use for the blackboard in the Sunday-school is the drawing of maps and outlines of the location of sacred places. Teachers have found it difficult, however, if not impossible, to draw maps of the proper proportions and rightly to locate the places. The following simple plan, used by Ritter and Guyot, has been extensively used in our Sunday-school Conventions the last year or two, and found to be useful. It is called the "Relative Measurement" method. One line, say from A to B (see diagram on page 123), is taken as the unit of measurement. This line is 40 miles in length. Having drawn this line at the top or northern boundary of Palestine, next dot off five times forty miles south, and number it in proper proportions, 1, 2, 3, 4, 5. Then run three times forty miles west, and number 6, 7, and 8. Thendraw a line from A, sloping to the figure 8, for the coast-line, and you have the general outline of Palestine. Then run another dotted line from A to 6, and you have the Jordan line. The River Jordan rises opposite 1. The Sea of Galilee lies opposite No. 2. The Dead Sea opposite 4 and 5. The principal mountains are designated as /\ H. for Hermon, etc. Cities by * and letters, as Jer. for Jerusalem, C. for Cæsarea, etc. (See table.)
The great divisions are made by drawing a curved line from Mount Carmel to the Jordan, midway between 2 and 3. Then equidistant between 3 and 4 draw a circular line to the coast of the Mediterranean Sea. The length of the Holy Land is about 180 miles and the width from 25 to 70 miles.
The Sea of Galilee is 12 miles long by 6 broad, and the Dead Sea is about 50 miles long. The following outline, which appeared in part inThe Sunday-School Teacher, of Chicago, is a good illustration:
Table of Localities.(See Map.)/ \Mountains.*Cities.H-ermon.H-ebron.G-ilead.B-ethlehem.T-abor.Jer-usalem.P-isgah.J-ericho.C-armel.Jop-pa.E-bal.C-æsarea.G-erizim.Ca-pernaum.N-azareth.S-idon.T-yre.
Table of Localities.(See Map.)
The foregoing are samples each of several classes of blackboard exercises, which I have selected as being the most practical. Other more fanciful ones are omitted, for it should ever be remembered that the true, legitimate use of the blackboard does not necessarily involve any of these ingenious devices: simply the plain Word of God, plainly written, is all.
THERE is no department of the Sabbath-school work of greater importance and interest than this. We have known marked cases of hopeful conversion of children from four to seven years of age to result from the first hour of Bible instruction in the youngest infant classes. Often the character and habits of scholars as such are formed at the very first interview with their teacher, who thus meets them at the very entering in of "the gates of life." It is well known that some of our most distinguished divines, as well as active Christian ladies, date their conversion back to the early age of four, five, or six years. Therefore take measures in every Sabbath-school to organize and sustain a first-class infant-school department.
1. Get a light, warm, airy room. A lean-to added to your chapel for the purpose, or the use of the next-door neighbor's dining-room for an hour a week, will answer. Give the children a room by themselves if possible, to rise and sing, talk, recite, and pray. Furnish the room with a good blackboardand crayons, and such Scripture prints and cards and maps as you can obtain for the walls and for use. Provide for them small, comfortable seats.
2. Select and call to the charge of this class the most pious, bright, cheerful, patient, loving, gentle, winning teacher for children there is to be found in the whole church, with a like assistant. Generally the teacher will be a lady, although some men greatly excel as infant-class teachers, so that the complaining remark of the little girl to her mother, that she "hadn't any teacher to-day—it was only aman," was quite too severe to be just. The little ones are greatly blessed in their love for their teachers, for they want a large share of demonstrative, life-like sympathy, expressed by a soft, loving voice and a gentle manner—hands that will speak in all their gestures, and a patience that endureth and a heart that loves to teach them for Christ's sake. If the teacher feels the need of learning how to do this good work, let him visit good week-day infant-schools, and gather up suggestions and lessons, as well as confidence and inspiration, for the great work.
3. Visit and gather in all the children from the ages of three or four to seven years, whose parents are willing to send them, and at once teach them habits of punctuality, order, regularity, and pleasant worship. When they become well drilled and instructed, so that they can clearly read the Bible, then transfer them to older classes, unless there are goodreasons to the contrary. Although they are little, they are very precious, and amply worth all the painstaking effort you can make for them.
4. Let the teacher of such a class ponder and consider the characteristics of his precious charge. 1.Activity.—Says Mr. Hassell, "A healthful child abhors quietude," and rightly so, as much as nature does a vacuum. Every mother knows that her little ones, if in health, "cannot bear to be still for a minute." 2.Curiosity.—Archbishop Whately says: "Curiosity is the parent of attention." 3.Inquisitiveness.—Happy is that child who is blest with a mother or teacher who will "bide patiently all the endless questionings of the little one, and will not rudely crush the rising spirit of free inquiry with an impatient nod or a frown." Rather see in their many questions but the untutored pleadings of the little ones for care and cultivation. Oh, how much they want and deserve to have their inquisitiveness satisfied by a kind, considerate answer to all their questions! 4.Fear.—Oh, how much children suffer from this cause! Their natural timidity should be respected, and not cruelly wrought upon. 5. Then, too, children havewonder, and like to talk and hear of "wonderful things." 6. They have also a proper love of approbation, and they should be cheered and encouraged when they try to do well.
Now let the teacher take up the first of these well-known characteristics, and act upon it. An excellent teacher of an infant class, some years ago, was accustomedto gain order by appealing to theirlove of activity. She would stand quietly at the desk and ask the children: "Children, will you please tell me what the gods of the heathen are like?" This was always a pleasing request to them, and every form would stand erect, with every hand by their sides, and they would together begin the part of the 115th Psalm which answers that question. They would repeat all together, "Eyes have they, but they see not," and every pair of little hands would go with the teacher's, pointing to, and resting upon, their eyes. In like manner, "mouths have they," "noses," "ears," "feet," "hands," etc., always suiting the action to the word. All are in perfect order, and the next step for the teacher would naturally be to talk a little about the gods of the heathen, and then sing a verse about "bowing down to gods of wood and stone." The transition is then natural and easy to "Our God" in heaven, where angels, saints, parents, and children too, are; and they sing the hymn to which all leads, viz.: "Around the throne of God in heaven, Thousands of children stand," etc., etc.
Another mode of conducting an infant-school is to place the children in little classes, of six scholars, with a teacher for each, and proceed with singing, repeating commandments, singing, recitation for ten minutes, study of emblems, a ten-minute address, and prayers, having a verse or two of singing between every exercise, and no exercise longer than ten minutes. Thus an excellent system of infant-classinstruction proceeds, while the lady who has charge gives the address and superintends the teachers, etc., for the hour devoted to the school.
Another way is to take the two central verses of the regular lesson for the whole school and bring it out on the blackboard, and question, instruct, and pray and sing about the same thought of God in the lesson; as, "Who formed you, child, and made you live?"Ans."God did my life and spirit give," etc., with singing and prayer.
Another infant-class teacher has a different plan, as follows: She has arranged with a gentleman, who teaches a large class of young ladies of sixteen to twenty years of age, to come in with his class and conduct the opening exercises of the infant-school. He then goes into another room and instructs his class for thirty minutes, and the lady instructs the children for the same time. Then the Bible-class, with their teacher, return, and the infant-school is divided into classes, in which the young ladies teach the same lesson which they have just received from their teacher. In this way practice in teaching, and variety are gained, and the lady teacher in the infant-school is relieved of a part of her burden.
I have never found two infant-class teachers who conducted their schools exactly alike. Each one has some peculiarity in his or her mode. There is no standard mode of infant-class instruction. Adaptation according to circumstances is the rule. The children should be received with great care into theinfant-school, and be given to understand that it is a place for the holy worship of God, and to learn of him. The children should always be greeted by the teacher with a loving smile, that is free from every trace of giddiness, and with words of sincere, respectful welcome. Great evil is done if the teacher is cold, morose, or fretful in spirit or manner. The teacher should pray with, as well as for, the children. They may repeat the words of the prayer after the teacher; and it is well to prepare them for the act, by some such remark as, "Children, we want to thank God this morning for this holy Sabbath, for the Sabbath-school, for kind teachers, for the blessed Bible, for our God and Saviour Jesus Christ," and so on, mentioning the different objects of desire. Let the prayers always be short and simple, and sing but one, two or three verses at a time. The addresses should always be clear and suited to the children. An excellent model of scriptural talks to infant-class children will be found in "Peep of Day," "Line upon Line," and "Precept upon Precept." "The Tract Primer" and "Child's Scripture Question Book" have also some good things to work up for infant-classes. There are various other helps from which good suggestions can be gathered.
The children should recite their verse or verses simultaneously; then by benches, or classes, and then by a few individual scholars called upon, so as to ascertain if all have learned it. The time cannot be wasted by hearing each scholar recite in turn wherethere are only one or two teachers. Care should be taken not to burden the young mind. A small, bright, clear, pleasant Bible truth is best. As the good Dr. Ryland used to say, "Simplify and repeat: Simplify and repeat," remembering that simplicity is not poverty of expression. Learn, also, how to carry thoughtsintoa child's mind, and not leave them, as many do, at the doorway. Aim at Christ and salvation. Let no hymn be sung which you are not, beforehand, careful to see that the children really understand. Make every truth clear and simple, and let them act the lesson out with appropriate gesticulations and motions. When speaking of God, let them do it reverently, and perhaps by all pointing their little fingers upward.
Bible stories and anecdotes are generally best and most interesting for infant-classes. Use the blackboard freely with words and appropriate figures, for such little ones learn best that which they learn through the eye. Teach little at a time, but teach that little well and thoroughly, is a grand motto for the infant-class teacher.
It is of great importance that the children should always feel that their teachers are the best and happiest persons they ever saw, and that they are always so very bright and happy because the religion of Jesus makes them so full of love and joy, and they cannot help its overflow; and that they consider it the greatest privilege of life thus to tell their scholars of Jesus, and lead the little childrencheerfully along Zion's road towards the heavenly Canaan.
The following lesson was publicly taught by Ralph Wells before the Philadelphia Sunday-School Teachers' Institute, in September, 1867. and phonographically reported for the columns ofThe Sunday-School Times. The class was composed of some twenty children: