"The Superintendent's Preparation."Subject—Hypocrisy.Time, 8 hours'intensestudy.Commenced Sabbath evening previous.1. Prayer for light. Do you?2. Go to the Bible to see what it says.3. Texts found.Write all out.Job xx. 5; xxvii. 8-10; xxxvi. 13, 14. Prov. xxx. 12. Psalms lxv. 2-5. Ezek. xxxiii. 31, 32. Matt. vi. 2; xxiv. 51. Luke xii. 1. Mark xii. 15.4.Definition of Hypocrisy.To seek to appear what I am not.5.Bible Examples.Causes.End.Saul, 1 Sam. xv. 14.Love of gain.—Gehazi, 2 Kings v. 26.Love of gain.—Judas, Matt. xxvi. 50.Love of gain.—Ananias, Acts v. 1-26.Gain and applause.—Simon Magus, Acts viii. 26.Gain.—Absalom, 2 Sam. xv. 1-12.Power.—6. Look into the lesson and examples until Ifeelit myself.7.Emblems.Bible.Common.Leaven.The mask.Whited sepulchres.Counterfeit money.Hidden graves.Paste jewels.Spider's web.8.Common ways for all ages.The store, the bank, and the office.Profession of religion for credit.Political, on 'change, fashionable, flattering.9.Children's Dangers.Don't tell mother.Boy getting my white-alley.Desire to please teachers or gain praise.The hypocrite lies with his hands, face, clothes, gifts.10.Illustrations.Photograph—Absalom's monument.Friar—Nelly and love of Jesus.Picture of a hypocritical saint—London beggar.11.Absalom's double face to his father and to God.Picture the scene. 2 Sam. xv. 1-13.12.Hypocrisy.Its meaning.Its folly.Its causes.Its end.
Subject—Hypocrisy.Time, 8 hours'intensestudy.Commenced Sabbath evening previous.
1. Prayer for light. Do you?
2. Go to the Bible to see what it says.
3. Texts found.Write all out.Job xx. 5; xxvii. 8-10; xxxvi. 13, 14. Prov. xxx. 12. Psalms lxv. 2-5. Ezek. xxxiii. 31, 32. Matt. vi. 2; xxiv. 51. Luke xii. 1. Mark xii. 15.
4.Definition of Hypocrisy.
To seek to appear what I am not.
5.Bible Examples.
6. Look into the lesson and examples until Ifeelit myself.
7.Emblems.
8.Common ways for all ages.
The store, the bank, and the office.
Profession of religion for credit.
Political, on 'change, fashionable, flattering.
9.Children's Dangers.
Don't tell mother.
Boy getting my white-alley.
Desire to please teachers or gain praise.
The hypocrite lies with his hands, face, clothes, gifts.
10.Illustrations.
Photograph—Absalom's monument.
Friar—Nelly and love of Jesus.
Picture of a hypocritical saint—London beggar.
11.Absalom's double face to his father and to God.
Picture the scene. 2 Sam. xv. 1-13.
12.Hypocrisy.
Its meaning.
Its folly.
Its causes.
Its end.
The simple notes certainly give but a faint idea of how thoroughly hypocrisy is unmasked in this lesson. The teacher or scholar will never forget it. "Intensestudy" should be contrasted with theeasy-chair, lounging, intermitting study of many.
"The store, the bank," etc., refer to rum shops; so named that husbands and young men who return at late hours may say, I have just left "the bank," etc.
The "photograph of Absalom's monument" reminds us that, to this day, every Jew casts a stone at it, and curses the hypocrite's memory; and so on with the other illustrations.
The following brief notes were taken at one of our New York Association's meetings: Subject—How to prepare a Sabbath-school lesson. "Pietyaloneis not what we want in Sabbath-school teaching any more than preaching." Take the lesson—Luke xviii. 35—"A certain blind man," etc. Take a good Reference Bible and a Bible Dictionary.I ask myself, What is in this passage? A miracle. Say something about miracles, but never lead a child into deep water. I can never make a thing plain to another that I cannot make plain to myself. You cannot teach more than you can put into words, etc.
Tell them about a particular part of the country Jericho (Josh. ii., and 2 Kings xvi. 34), sixteen miles from Jerusalem, and about six from the river Jordan. I find here a beggar—two, but one is silent. "Jesus, thou Son of David"—the sublime epithet applied to the Messiah. His suit is for mercy. "Cried themore"—evidence of faith—plea for mercy—earnestness. Jesus is arrested in his progress by the prayer of the needy man. Prayer arrests all laws. Jesus stood and commanded. You have got to come to Jesus. Submission to Jesus absolutely essential. What wilt thou? We are to tell Christ just what we want. Prayer is absolutely necessary. Jesus made the blind man tell Him. Revive thy faith. Must believe. How apply. What last impressions to leave. Jesus was going up to Jerusalem for the last time. Only opportunity, or last opportunity. All go. This opportunity, dear boys, may be the last.
The superintendent, as well as the teachers, needs the most ample and careful preparation of the lesson, in order to suggest and aid and sympathize with the teachers and school, and to conduct the teachers' meeting.
THE teacher is the master and superior, and his character, attitude, bearing and words should be well calculated to govern and to guide. Teaching is not simply educating—namely, drawing out, nor simply instructing the pupil, buttraininghim. It is taking my thought and converting it tohis use.
With this view great care should be taken to begin a lesson aright. The teacher should come from communion with God, and his spirit and manner should be at once thoughtful, earnest and cheerful, never cold, cheerless, indifferent, or severe. Let him give to each scholar a warm, quiet, but hearty salutation; be early, be calm, be gentle, be firm and seriously in earnest; never allow any scholar to take any undue liberties; and see that each one and everything is in its place.
With interest and reverence the teacher and his class will then enter upon the devotional opening exercises, joining in them. After which he will gather his class around him, and first place himself onterms of good-will with all, and find somecommon groundfor their minds to begin acting upon. A well-timed, easy, and awakening question about the former or present lesson will arrest attention, but it must be well adapted, and readily answered. The first questions must never perplex or embarrass the pupil, for they are very important. From thence proceed and rapidly draw their minds up towards the great central thought of the lesson; awakening thought, arousing curiosity, and deepening impressions.
The teacher should question the lessonoutof the pupils, and then question itintothem. He will first get thewordsof the lesson clearly into the minds of the scholars—mostly by catechising—and then themeaningand illustration of the principal words. Next thelessonsof instruction must be carefully drawn, and lastly,appliedto the heart and life of all.
A severe test comes upon the teacher in the recitation and catechising upon the lesson. He is to remember: 1. To draw all the information that he can from the class; 2. To induce the class to find out all they can for themselves; 3. To give such information as is best for the class, but before giving any information, be sure that no member of the classcangive it.
The true teacher starts from theknown, and proceeds over short and easy stepping-stones to the faintly known, thence to the contrast, and then to the unknown. Some very learned men utterly fail as teachers.They take such tremendous strides that no pupil can follow them. It is like the father rushing up three steps at a time to the top of the staircase. If he would lead his child, he must be careful to take but one step at a time. Let the child's present knowledge be the starting-point for all future acquisitions. Reading, or even reciting, a lesson, may possibly teach nothing. "'Tis in vain that you make them read the life and doctrines of the Saviour, if you do not explain to them that he lived for their example, that he died to redeem them, and that those doctrines are to govern them in thought, word and deed." Care should be taken, to select the best plan of arranging the lesson. "Thebeginningshould arrest attention, themiddleinform the mind, and theendaffect the heart." Let there be a natural order and method in all your teaching;—one thought gliding into and connecting with the next, and so on. In no department of life is system and method of more value, and a child is as much aided by it as a man. Robertson justly says: "Memory without method is useless. Detached facts are practically valueless." Method is the laying out of the lesson and proceeding in its natural order in conformity with the uniform laws of the human mind. It tells what shall come first and second, and puts everything in its right place, so that the mind can take a clearer grasp, and memory a more easy and a more retentive hold, of the truths presented.
We should not, however, bind ourselves to anyonemethod of teaching, for there is no standardmode alike adapted to different persons and lessons. The most of our good teachers have wrought out some way of teaching in a measure peculiar to themselves and adapted to them. Those who can do so, however, will be able to borrow much of value from "Gall's Lesson System," with its thorough analysis, numerous exercises, exhaustive doctrines and lessons of instruction, or from "Stow's Training System," with its sympathy of numbers, its picturing out into life and training which will aid others, and "Mimpriss's Gospel Harmony" will help many. Let us ride no hobbies, but gather the best suggestions from all for our Sabbath-school work.
What we want in our Sabbath-schools is to add a sufficiency of teaching-power—to give efficacy to our teaching without stiffening it with rules and forms.
A few years ago hymn-learning, catechism, and task-lessons formed the staple of even our Scripture-classes. Now there is a demand for good Bible-teaching, that will equal the teaching of our best academies and colleges. The Bible is so adapted and wonderful as to place us on great vantage ground. We want to know, How to use it? Mr. J. G. Fitch, of the Normal College, London, has given us an admirable synopsis of the few simple principles which underlie the great art, and which, as he justly observes, "require to be pondered and thoroughly grasped by every teacher:"
1. "Never to teach what you do not quite understand."Clear knowledge makes clear, pleasant teaching.
2. "Never to tell a child what you could make that child tell you." He will thus remember it ten times as long.
3. "Never to give a piece of information without asking for it again." The mind cannot retain what it does not expect to be called on for again, or to have a future use for.
4. "Never to use a hard word if an easy one will convey your meaning; and never to use any word at all unless you are quite sure that it has a meaning to convey." Mark—not "long" word, but "hard" word.
5. "Never to begin an address, or a lesson, without a clear view of its end." Then aim high and at the mark.
6. "Never to give an unnecessary command, nor one which you do not mean to see obeyed." Therefore, few commands; for in case you fail to secure obedience the child rules you, and not you the child.
7. "Never to permit a child to remain in the class for a minute without something to do, and a motive for doing it." A child wants something to do, and cannot bear to be idle. Keep him busy.
Teaching is an art, and like any other art, it has to be learned—learned, too, by study, observation, and practice. It has its rules and principles. He who knows and practises them is a good workman; while he who neglects them is necessarily inefficient.First, we must get the ideas andprinciples. Secondly, we mustimitateor copy the good examples or models; and thirdly, we are to practise teaching; for the best way to learn how to teach is toteach. Said Ralph Wells, when asked how he learned to teach, "By my mistakes and failures." In teaching others successfully we teach ourselves effectively.
In seeking after our models or examples to copy, we need not, like the artist, go to Italy in order to copy the great masters; for the great Master of teaching—Christ, our Model Teacher and the teacher's model—is always before us, and His example is perfect. He is "the Teacher come from God." "He spake as never man spake." Let us notice some characteristics of His teaching:
1. He wasvery instructive. He knew what was in man, and just how to meet his wants. If our words do not instruct, they "are simply impertinent." Do our "lips teach knowledge?"
2. He wasbeautifully simple,—child-like, but never childish; so clear that all could understand. So our words should be few, well-chosen, simple, and adapted, softly and deliberately expressed.
3. His teaching washighly illustrative. So should ours be. He gathered from all the common surroundings of life. The tiny sparrow was made to illustrate His care; He pointed the magi to the stars; the fishermen were to be fishers of men; He taught a lesson to the merchant-man from the goodly pearl; the water-bearer was offered the water of life;while the wheat, the grain, the tares, the chaff, the vine, the tree, the field, and almost every object taught the husbandman amid his daily toil. Heaven itself is represented by earthly things and objects the most valued—by "songs," "arches," "harps of gold," "rivers clear as crystal," "rivers of pleasure," "pearly gates," "precious rubies and stones," etc. His illustrations always threwlightupon truth—neverdisplacedit, as ours sometimes do. They were drawn from everyday life, and so well adapted that they were joyfully received by the candid inquirer. Let all Sabbath-school teachers herein copy the Master. Apt illustrations render truth more permanent; for it is well said, that the "simile, the anecdote, the fable, is sure to be remembered, and the sentiment to which it was linked is sure to go with it."
4. His teaching was, also,sublimely courageous. "He spake as one having authority." His confidence in God and in His truth raised Him above fear and doubt.
5. His teaching wassingularly adapted. It always reached the heart and life.
6. His teaching wasmingled with prayer. He went out to teach; He retired to pray. Let all teachers imitate His example.
7. His teaching wasclosely applied. Let our teaching, also, be carried home to the everyday life of the children, and applied closely, particularly, personally, and privately to specific errors and sins;for we never should allow ourselves for a moment to doubt that there is no infirmity in manner or purpose, in habit, temper, or character, amongst our children, which the Sunday-school, with its divine text-book, is not abundantly competent to reach and remove.
Sabbath-school teaching should combine at least—1. The art of asking questions. 2. Keeping order. 3. The art of securing attention and interesting the pupils. 4. The drawing of practical lessons and applying them to the daily, common life. We should never undertake to teach a truth of which we cannot see and make plain its uses; certainly never convey to our children the idea that there is any unimportant portion of revealed truth. One or two Bible-truths and principles are generally better than many.
The art of drawing lessons is much more simple and easy even for children than most persons think. The only prerequisites for drawing practical lessons are—1. A knowledge of the facts. 2. An accurate perception whether they be good or evil. If the action or precept be good, the practical lesson is but an echo of the fact; if evil, avoid. Imitate the good and shun the evil. For instance: Cain and Abel were industrious; from which we learn the duty to be industrious. Cain and Abel went up to worship God; from which learn to copy their good example in going to worship God. But Cain became angry and slew his brother; from which we draw the lesson of warning and danger.
Another important part of a teacher's work may be found in Mr. Fitch's third rule,i. e., Every teacher before he leaves the lesson, should carefully call back in a child's own language all that he has taught him. Without this careful, thorough review andrecapitulationhe cannot be sure that his instructions and the practical lessons taught are really received. A child is, as it were, compelled to remember what he is sure to be called upon for again; so that we can hardly overestimate the value of review and recapitulation. One superintendent in New York recently reviewed, by aid of a blackboard, the whole of John's Gospel with his scholars on two consecutive Sabbaths. The teacher should keep his eyes upon all the class, and address the class generally more than the individual members of the class; but be ready to sympathize with each and all.
Never be in a hurry with the lesson; calmly, patiently, candidly proceed. It is far better to get the pupils tounderstandthe first verse or a single thought of the lesson, and proceed no farther, than to hasten over a dozen verses.
Paul says: "I had rather speak five words with my understanding, that bymy voiceI mightteachothers also, than ten thousand words in an unknown tongue." (1 Cor. xiv. 19.) Be strictly impartial; have no favorites in the school; be tenderly respectful to the weaker ones. Particular care should be taken to preserve order fully until thecloseof the school, for then it becomes most difficult; and after the schoolhe will retire to his closet and commend his feeble, imperfect labors in prayer to God. He will ask himself the following questions: "Does any child leave me to-day with a clear, simple view ofone truthof the gospel of Jesus Christ?" and, "Is it a matter perfectly understood between me and my pupils to-day that I am seeking their conversion to God atthis time, and under my instructions?" He will then think over the events of the hour, and commence his preparation for his next lesson. During the week the Sabbath-school teacher will find something to do every day. On one evening he will visit an absentee, or look up a new scholar; on another, visit some of the parents; then attend a social meeting, or the teachers' meeting, and on another call to interest one to become a new teacher. He gets one boy a place to work, and another he introduces into the public school; gives his scholars his name and residence on a card, and endeavors in all ways to prove himself to be a warm-hearted, sympathizing Christian friend.
The teacher's life is the life of his teaching. His character, manners, habits, dress, and associations, all exert an influence of great power upon his pupils and upon his fellow-teachers; and he will do well to adopt the noble, disinterested Christian motto': "If meat make my brother to offend, I will eat no flesh while the world standeth;" or if the theatre, or dancing, or tobacco, or the wine-cup, or cards, or any minor evil, lessen my influence as a Christianteacher, I will cheerfully abandon them at once and for ever. "Be ye holy in all manner of conversation and godliness."
In appending some examples or lessons in teaching, I have selected two varieties from the "Gall" or "Lesson System," of which the late James Gall, of Edinburgh, was the author. I have done so, first, because it is asystemand conforms to all good rules of teaching; secondly, because, having used it for more than a quarter of a century, I have found it to be of more value to the teacher and interest to the children than any or all others, if varied andadaptedwith a sound discretion; and, thirdly, because there are more suggestions in it to teachers than any other; in fact, it includes all others. Particular care must be taken not to attempt too much. Never attempt to use the wholetenexercises on anyoneSabbath lesson, or pursue the same order. Generally use the catechetical, the explanations, and the lesson every Sabbath. In some lessons five or six can be used. All are suggestive.
The great leading principle of the system is to teachthe use of knowledge—not to communicate information merely, but to train the young, by certain definite rules, tomake useof all the information they receive. The first lesson here given is for younger classes; the second for more advanced:
Lesson No. 1.As taught by the "Gall Lesson System."(Matt. viii. 1-3.)"When he was come down from themountain, greatmultitudes followedhim. Andbehold, there came aleperandworshippedhim, saying, Lord, if thouwiltthoucanstmake meclean. And Jesusput forthhis hand, andtouchedhim, saying, I will; be thouclean. Andimmediatelyhisleprosywascleansed."Who came down from the mountain? From what did Jesus come down? What happened when Jesus came down from the mountain? Who followed him? Whom did the multitudes follow?Who came to Jesus? To whom did the leper come? What did the leper do when he came to Jesus? Whom did the leper worship? When did the leper worship Jesus? What did the leper call Jesus? Whom did the leper call Lord? What did the leper say? If who would? What could Jesus do if he would? What did the leper say Jesus could do? Who could make him clean?What did Jesus do? Who put forth his hand? What did Jesus put forth? What did Jesus do when he put forth his hand? Who touched him? Whom did Jesus touch? When did Jesus touch the leper? What did Jesus say? Who would? What was the leper to be? Who said he was to be clean?What happened when Jesus said he was to be clean? What was cleansed? Whose leprosy was cleansed? When was the man's leprosy cleansed? By whom was the man's leprosy cleansed?How many circumstances are mentioned in this passage? (Nine.) What is the first? (Multitudes followed Jesus when he came down from the mountain.) What does thatteach you?Lesson.—We should follow Jesus, and take every opportunity of receiving his instructions.What is the second circumstance here mentioned? (A leper came to Jesus to be healed of his leprosy.) What does that teach you?Lesson.—We should apply to Jesus the Saviour to be healed of the leprosy of sin.What is the third circumstance mentioned in this passage? (The leper worshipped Jesus.) What does that teach you?Lesson.—We should worship the Lord Jesus Christ as the Son of God and our only Saviour.What is the fourth circumstance here mentioned? (The leper doubted the willingness of Christ to cure him.) What does that teach you?Lesson.—We should never doubt the willingness of Christ to do us good and to save our souls.What is the fifth circumstance mentioned in this passage? (The leper expressed his faith in Christ's ability to cure him.) What does that teach you?Lesson.—We should cherish in our hearts a firm belief of Christ's ability to save us to the uttermost.What is the sixth circumstance mentioned in this passage? (Jesus put forth his hand and only touched him.) What does that teach you?Lesson.—Jesus is able to save us either by the use of means or without them.What is the seventh circumstance mentioned in this passage? (Jesus assured the leper of his willingness.) What does that teach you?Lesson.—We should assure doubting inquirers of Christ's willingness as well as ability to save them.What is the eighth circumstance mentioned in this passage? (Jesus immediately commanded a cure.)Lesson.—None will ever seriously apply to Jesus in vain.What is the ninth circumstance mentioned in this passage? (The leprosy was immediately cleansed.) What does that teach you?Lesson.—God is able instantly to cure the most inveterate diseases of both body and soul.Explanation of Words to precede the Lessons.Mountain,—High hill.Multitudes,—Number of people.Followed,—Went after.Behold,—Take notice.Leper,—Man troubled with the disease called leprosy.Worshipped,—Paid divine honors to.Wilt,—Pleaseth.Canst,—Art able to.Clean,—Free from this disease.Put forth,—Stretched out.Touched,—Laid it upon.Clean,—Healed.Immediately,—At the very instant.Leprosy,—Disease.Cleansed,—Healed or cured.Lesson No. 2.As taught by the "Gall Lesson System."Note.—Only a part of thetenexercises given are to be used in any one lesson.Question.What does God require of all those who will be saved?Answer.Godrequiresfrom those who will besaved, truefaithin his Son JesusChrist; truerepentanceofalltheir sins; anda newandsincere obedience toall hiscommandments,fromlove toHimwhofirst loved us.1.Verbal and General Exercise.What does God require from those who will be saved?Who requires true faith? From whom does God require true faith? Who will be what?What kind of faith does God require?In whom are we to have true faith? Who is Jesus Christ? Whose Son is Jesus Christ? Who is the Son of God?What does God require besides true faith?What kind of repentance does God require? From whom does God require true repentance?Of what are they to repent?Of how many of their sins must they repent?What does God require besides faith and repentance?From whom does God require new and sincere obedience?What kind of obedience does God require?What is it to be new and sincere? To what does God require obedience? To whose commandments are we to give obedience? How many of God's commandments are we to obey?From what are we to obey Gods commandments?Whom are we to love? What are we to do from love to God? What did God do to us? Whom did God love? Who loved us? When did God love us?2.Numerical Exercise.How many things does God require from those who will be saved? (Three.—1. Faith. 2. Repentance. 3. Obedience.) What is the first? etc.How many things are here stated with respect to faith? (Two.—1. It is to be a true faith. 2. It is to be faith in Jesus Christ.)How many things are here stated with respect to repentance? (Two.—1. It is to be a true repentance. 2. It is to be a universal repentance.) What is the first? etc.How many things are here stated with respect to obedience? (Four.—1. It is to be a new obedience. 2. A sincere obedience. 3. It is to be a universal obedience. 4. It is to be an obedience founded upon, and flowing from love.) What is the first? etc.3.Doctrines Separated.How many doctrines are contained in this answer? (Four.—1. God requires true faith from all who will be saved. 2. God requires true repentance. 3. God requires a new and sincere obedience. 4. God requires us to obey all his commandments from a principle of love.) What is the first? etc.4.Explanations and Illustrations.Requires, asks, or demands.Saved, delivered from the power and consequences of sin.Faith, belief, and assured confidence.Christ, the anointed Saviour.Repentance, sorrow for, and hatred of, sin.All, the whole of.A new, not the former, but a better.Sincere, a pure, simple, and honest.Obedience to, submission to, and ready compliance with.Commandments, wishes, and orders.From, arising out of.Him, God.First loved us, had previously showed his love to us by sending his Son to die for us.5.Doctrines Proved.(1.)God requires true faith from all who will be saved.—Markxvi. 16. He that believeth, and is baptized, shall be saved; but he that believeth not shall be damned.(2.)God requires true repentance.—Lukexiii. 3. Except ye repent, ye shall all likewise perish.(3.)God requires new and sincere obedience.—Rom.vi. 17. But ye have obeyed from the heart that form of doctrine which was delivered you.(4)God requires us to obey all his commandments from a principle of love.—Johnxiv. 15. If ye love me, keep my commandments.6.Lessons from the Doctrines.From these doctrines we learn,(1.) That we should beware of unbelief.(2.) That we should hate and forsake sin.(3.) That our obedience to God should be cheerful and constant.(4.) That all our duties should be done to please God rather than ourselves.7.Application of the Lessons.Of what should we beware? (1.)What should we hate and forsake? (2.)What should be cheerful and constant? (3.)Whom should we seek to please in the performance of duty? (4.)8.Devotional Exercise(from the Answer.)Petition.—Bestow upon us, we beseech thee, those graces which thou requirest from all those who will be saved. Give to each of us true faith in thy Son Jesus Christ, true repentance of all our sins, and a new and sincere obedience to all thy commandments, arising from love to thee who hast first loved us.9.Devotional Exercise(from the Lessons.)O Lord, may we always be upon our guard, (1.) and constantly beware of falling into the sin of unbelief. May we sincerely repent of all our transgressions, (2.) and heartily hate and forsake all sin. And grant that (3.) our obedience to thee may be cheerful and constant; and that (4.) all our duties may be done to honor and obey thee, rather than to please ourselves.10.Paraphrase formed.God[asks or demands]from those who will be[delivered from the power and consequences of sin,]true[belief and assured confidence]in his Son Jesus, [the anointed Saviour,]true[sorrow for, and hatred]of, [the whole of]their sins,and[not the former, but a better]and[a pure, simple, and honest submission to and ready compliance with]all his[wishes and orders,] [arising out of, and proceeding from,]love to[God,]who[had previously showed his love to us, by sending his Son to die for us.]
(Matt. viii. 1-3.)
"When he was come down from themountain, greatmultitudes followedhim. Andbehold, there came aleperandworshippedhim, saying, Lord, if thouwiltthoucanstmake meclean. And Jesusput forthhis hand, andtouchedhim, saying, I will; be thouclean. Andimmediatelyhisleprosywascleansed."
Who came down from the mountain? From what did Jesus come down? What happened when Jesus came down from the mountain? Who followed him? Whom did the multitudes follow?
Who came to Jesus? To whom did the leper come? What did the leper do when he came to Jesus? Whom did the leper worship? When did the leper worship Jesus? What did the leper call Jesus? Whom did the leper call Lord? What did the leper say? If who would? What could Jesus do if he would? What did the leper say Jesus could do? Who could make him clean?
What did Jesus do? Who put forth his hand? What did Jesus put forth? What did Jesus do when he put forth his hand? Who touched him? Whom did Jesus touch? When did Jesus touch the leper? What did Jesus say? Who would? What was the leper to be? Who said he was to be clean?
What happened when Jesus said he was to be clean? What was cleansed? Whose leprosy was cleansed? When was the man's leprosy cleansed? By whom was the man's leprosy cleansed?
How many circumstances are mentioned in this passage? (Nine.) What is the first? (Multitudes followed Jesus when he came down from the mountain.) What does thatteach you?Lesson.—We should follow Jesus, and take every opportunity of receiving his instructions.
What is the second circumstance here mentioned? (A leper came to Jesus to be healed of his leprosy.) What does that teach you?Lesson.—We should apply to Jesus the Saviour to be healed of the leprosy of sin.
What is the third circumstance mentioned in this passage? (The leper worshipped Jesus.) What does that teach you?Lesson.—We should worship the Lord Jesus Christ as the Son of God and our only Saviour.
What is the fourth circumstance here mentioned? (The leper doubted the willingness of Christ to cure him.) What does that teach you?Lesson.—We should never doubt the willingness of Christ to do us good and to save our souls.
What is the fifth circumstance mentioned in this passage? (The leper expressed his faith in Christ's ability to cure him.) What does that teach you?Lesson.—We should cherish in our hearts a firm belief of Christ's ability to save us to the uttermost.
What is the sixth circumstance mentioned in this passage? (Jesus put forth his hand and only touched him.) What does that teach you?Lesson.—Jesus is able to save us either by the use of means or without them.
What is the seventh circumstance mentioned in this passage? (Jesus assured the leper of his willingness.) What does that teach you?Lesson.—We should assure doubting inquirers of Christ's willingness as well as ability to save them.
What is the eighth circumstance mentioned in this passage? (Jesus immediately commanded a cure.)Lesson.—None will ever seriously apply to Jesus in vain.
What is the ninth circumstance mentioned in this passage? (The leprosy was immediately cleansed.) What does that teach you?Lesson.—God is able instantly to cure the most inveterate diseases of both body and soul.
Mountain,—High hill.Multitudes,—Number of people.Followed,—Went after.Behold,—Take notice.Leper,—Man troubled with the disease called leprosy.Worshipped,—Paid divine honors to.Wilt,—Pleaseth.Canst,—Art able to.Clean,—Free from this disease.Put forth,—Stretched out.Touched,—Laid it upon.Clean,—Healed.Immediately,—At the very instant.Leprosy,—Disease.Cleansed,—Healed or cured.
Question.What does God require of all those who will be saved?
Answer.Godrequiresfrom those who will besaved, truefaithin his Son JesusChrist; truerepentanceofalltheir sins; anda newandsincere obedience toall hiscommandments,fromlove toHimwhofirst loved us.
What does God require from those who will be saved?Who requires true faith? From whom does God require true faith? Who will be what?
What kind of faith does God require?
In whom are we to have true faith? Who is Jesus Christ? Whose Son is Jesus Christ? Who is the Son of God?
What does God require besides true faith?What kind of repentance does God require? From whom does God require true repentance?
Of what are they to repent?Of how many of their sins must they repent?
What does God require besides faith and repentance?From whom does God require new and sincere obedience?
What kind of obedience does God require?What is it to be new and sincere? To what does God require obedience? To whose commandments are we to give obedience? How many of God's commandments are we to obey?
From what are we to obey Gods commandments?Whom are we to love? What are we to do from love to God? What did God do to us? Whom did God love? Who loved us? When did God love us?
How many things does God require from those who will be saved? (Three.—1. Faith. 2. Repentance. 3. Obedience.) What is the first? etc.
How many things are here stated with respect to faith? (Two.—1. It is to be a true faith. 2. It is to be faith in Jesus Christ.)
How many things are here stated with respect to repentance? (Two.—1. It is to be a true repentance. 2. It is to be a universal repentance.) What is the first? etc.
How many things are here stated with respect to obedience? (Four.—1. It is to be a new obedience. 2. A sincere obedience. 3. It is to be a universal obedience. 4. It is to be an obedience founded upon, and flowing from love.) What is the first? etc.
How many doctrines are contained in this answer? (Four.—1. God requires true faith from all who will be saved. 2. God requires true repentance. 3. God requires a new and sincere obedience. 4. God requires us to obey all his commandments from a principle of love.) What is the first? etc.
Requires, asks, or demands.Saved, delivered from the power and consequences of sin.Faith, belief, and assured confidence.Christ, the anointed Saviour.Repentance, sorrow for, and hatred of, sin.All, the whole of.A new, not the former, but a better.Sincere, a pure, simple, and honest.Obedience to, submission to, and ready compliance with.Commandments, wishes, and orders.From, arising out of.Him, God.First loved us, had previously showed his love to us by sending his Son to die for us.
(1.)God requires true faith from all who will be saved.—Markxvi. 16. He that believeth, and is baptized, shall be saved; but he that believeth not shall be damned.
(2.)God requires true repentance.—Lukexiii. 3. Except ye repent, ye shall all likewise perish.
(3.)God requires new and sincere obedience.—Rom.vi. 17. But ye have obeyed from the heart that form of doctrine which was delivered you.
(4)God requires us to obey all his commandments from a principle of love.—Johnxiv. 15. If ye love me, keep my commandments.
From these doctrines we learn,
(1.) That we should beware of unbelief.
(2.) That we should hate and forsake sin.
(3.) That our obedience to God should be cheerful and constant.
(4.) That all our duties should be done to please God rather than ourselves.
Of what should we beware? (1.)
What should we hate and forsake? (2.)
What should be cheerful and constant? (3.)
Whom should we seek to please in the performance of duty? (4.)
Petition.—Bestow upon us, we beseech thee, those graces which thou requirest from all those who will be saved. Give to each of us true faith in thy Son Jesus Christ, true repentance of all our sins, and a new and sincere obedience to all thy commandments, arising from love to thee who hast first loved us.
O Lord, may we always be upon our guard, (1.) and constantly beware of falling into the sin of unbelief. May we sincerely repent of all our transgressions, (2.) and heartily hate and forsake all sin. And grant that (3.) our obedience to thee may be cheerful and constant; and that (4.) all our duties may be done to honor and obey thee, rather than to please ourselves.
God[asks or demands]from those who will be[delivered from the power and consequences of sin,]true[belief and assured confidence]in his Son Jesus, [the anointed Saviour,]true[sorrow for, and hatred]of, [the whole of]their sins,and[not the former, but a better]and[a pure, simple, and honest submission to and ready compliance with]all his[wishes and orders,] [arising out of, and proceeding from,]love to[God,]who[had previously showed his love to us, by sending his Son to die for us.]
There are also various other modes of teaching that can be used on different lessons. One plan is to raise the questions Who? What? When? and Where?
Another is to take the letters P. P. D. D. D. D.,the two P's and four D's, and inquire forP-ersons,P-laces,D-ates,D-oings,D-octrines, andD-uties.
Another still is to take the word "F-i-d-d-l-e-r," as a mnemonic for the teacher's use. The first letter,F, will remind him to call on the children to tell him whatfacts, and how many, are to be found in the first verse or in the lesson. The next letter,i, may prompt him to call forinferences or instructions. The letterdrepeated would remind him to ask for thedoctrinesandduties,lwill call forlessons,eforexamplesandrforrebukes. This will give active employment to the children—a thing which they delight in, and it will aid the teacher in the difficult but sublime work of teaching divine Truth.
TO illustrate is to throw light upon, to illumine, to make clear and plain. Illustration has, also, a decorating power as well as an enlightening power.
Illustrative teaching is not merely entertaining or amusing the children with stories and anecdotes, but may comprise them incidentally. Explanation appeals to the understanding, while illustration appeals to the observation of the young. Says one writer: "It is by illustration alone, which appeals to their observation, that ideas are conveyed to children's minds." Anecdotes and stories are generally too long for Sunday-school teaching, and the danger is that they will overshadow the truth. Illustrative teaching should be employed in the Sabbath-school to make divine truth glow and become plainer, clearer, and better understood—nothing else. It must never displace the lesson, but be held in strict subordination to it. Illustrations of divine truths are very useful—in fact, indispensable; but dangerous,unless well guarded so as never to withdraw attention from the Bible.
This was one of our divine Saviour's chosen modes of teaching, as we see in the beautiful parable of the sower, and, in fact, in almost all of His inimitable parables. Mankind, as well as children, delight in this form of instruction. Says Mr. Groser, in his excellent work on this subject: "Children have a passion for details and revel in analogies. Mark their fondness forstories, however frivolous;word-pictures, however meagre, andcomparisons, however commonplace." Tupper says:
"Principles and rules are repulsive to a child, but happy illustration winneth him.In vain shalt thou preach of industry and prudence till he learn of the bee and ant.Dimly will he think of his soul, till the acorn and the chrysalis have taught him.He will fear God in thunder and worship His loveliness in flowers.And parables shall charm his heart, while doctrines seem dead mystery."
"Principles and rules are repulsive to a child, but happy illustration winneth him.
In vain shalt thou preach of industry and prudence till he learn of the bee and ant.
Dimly will he think of his soul, till the acorn and the chrysalis have taught him.
He will fear God in thunder and worship His loveliness in flowers.
And parables shall charm his heart, while doctrines seem dead mystery."
Illustration is something laid alongside of—parallel—for comparison, and should be short, obvious, and appropriate. There must always be something to illustrate.
For instance: If we were teaching, "Take us the foxes, the little foxes," etc., we could illustrate the danger and influence of little evils or sins by saying: Chemists tell us that a single grain of iodine will color7000 times its weight in water; so a little sin may discolor and destroy a good character. A ruined man once said: "It was that ten minutes on the street-corner, reading a bad book, that destroyed my whole life." "It was that penny I stole when a very young boy," said an old man, "that sent me four times to prison, and confined me twenty-eight years out of sixty of my life, and all for stealing less than thirty-eight dollars."
Or if the lesson was, "No man can serve two masters," etc., let the teacher say: "The other day I saw two men together walking down the avenue, and a little dog was running behind them; so they went on for a while, and I wondered to which of them the dog belonged. When they came to the corner of a certain street they shook hands and went opposite ways. Then I saw at once to which of them the little dog belonged. He could not follow both; so he trotted after his master. So, dear children, it is with you; you may try to be Christ's servants and the servants of Satan at the same time, but it will be in vain; 'You cannot serve God and mammon.'"
If on the subject of falsehood, we would impress our pupils with the fact that the degree does not affect criminality. An apt illustration will be found in "Eve and the forbidden fruit."
The Bible is full of perfect examples, if rightly selected. "Old Humphrey," the English writer for children, abounded in pertinent illustrations. I copyone: "Think not that because you look like other teachers or scholars, and undertake the same duties, that no difference is seen by those around you. You may look alike and be altogether different."
Illustration 1. "I came to two frozen ponds, so much alike in size and form that at the first view one might have been regarded as the counterpart of the other. This was, however, very far from being the case; for, after making a hole in the ice, I found one to be only a few inches deep, while with my stick I could not reach the bottom of the other."
2. "I picked up two walnuts as they lay among the dry leaves, under the tree on which they had grown; both were large, and I thought that each would be good; but, no! one was altogether hollow, while the other contained a capital kernel."
3. "I bought two apples at a fruit-stand—ruddy and ripe; I do not believe the man who sold them to me could have pointed out any difference between them; and yet, for all this, when I came to turn them around and examine them, I found one of them to be firm and sound, and the other rotten to the very core."
"As it was with the ponds, the walnuts, and the apples, so it may be with you. Some are shallow, while others have depth of understanding; some have depth of understanding, while others are shallow; some are full of knowledge, while others are empty; and some are firm and to be relied upon, while others are unsound at their hearts."
These are short and very simple, but excellent and to the point.
The Bible is full of perfect examples of illustrative teaching. The parables are mostly of this order. The parable of the sower, with the field and husbandman before him, as is probable, is a striking example of illustrative teaching. In the gospels, how constantly our Saviour began His parables with, "The kingdom of heaven islikenedunto," or is "like," etc. Said an old divine to a young preacher: "I see you do not follow Christ's example in your preaching; for you have no 'likes' in your sermons." Do welikenBible truth to something with which our scholars are familiar, and thus help them to understand it?
Illustrations abound all around us. Some years ago there was published a work entitled "Spiritual Honey from Natural Hives." I do not know but it is now out of print; but it contained no less than 258 illustrations of various passages of Scripture—all drawn from the honey-bee, and most of them were valuable. For example: "Mercy comes naturally from God, like honey from the bee; but justice, like the sting, only when she is provoked." "If nature teaches the bee not only to gather honey out of sweet flowers, but out of bitter, shall not grace teach us to draw, even out of the bitterest condition, something to better our souls?" "Many hate not sin, nor fly from it, because it issin; but as children do bees; not because they are bees, but because theyhave asting. So do these persons flee from sin; not because it issinful, but because it ishurtful."
The following convey important lessons to Bible-students: "If you do but take and pierce God's word, and do but stay upon it, as the bee doth on the flower, andwill not offtill you have got something out of it; if you still be digging in this mine, this will make you rich in knowledge; and if you be rich in knowledge, it will make you rich in grace." Finally: "Some use flowers only for the beauty or the smell; the physicians, for health; the bees, for honey; so do wise and prudent persons apply their studies for the enriching and feeding of their minds."
The late eloquent Rev. Dr. Payson was accustomed to illustrate under the form of aptsuppositions. For instance, said he: "Suppose you wished to separate a quantity of brass and steel filings mixed together in one vessel; how would you effect this separation? Apply a loadstone, and immediately every particle of iron will attach itself to it, while the brass filings remain behind. Thus, if we see a company of true and false professors of religion, we may not be able to distinguish them; but let Christ come among them, and all His sincere followers will be attracted towards Him, as the steel is drawn to the magnet, while those who have none of His spirit will remain at a distance." Again: On a visit to a weeping mother, who refused to be comforted for the loss of a beloved child: "Suppose, now," said he,"some one was making a beautiful crown for you to wear, and that you knew it was for you, and that you were to receive it and wear it as soon as it should be done; now, if the maker of it were to come, and in order to make the crown more beautiful and splendid, were to take some of your jewels to put into it, should you be sorrowful and unhappy because they were taken away for a little while, when you knew they were going to make up your crown? He can take better care of them than you could." The mother smiled through her tears at the thought that her jewel was taken from her but for a season, and said, in meek submission: "The Lord gave, and the Lord hath taken away; blessed be the name of the Lord."
The question here arises, From whence shall Sunday-school teachers gather illustrations for use? I reply, generally, everywhere, and from everything; but to particularize: 1. From the home-surroundings, circumstances, and home-life of the pupils. 2. Facts and incidents that are constantly occurring around us. "Factsare the arguments of God," said Rev. Dr. Chalmers. 3. History, biography, and geography—sacred and profane. 4. Agriculture, horticulture, and botany. 5. Proverbs, maxims, wise sayings, and poetry. 6. Emblems, similes, metaphors, etc. 7. Science and art; manners and customs.
I need not extend this list, for these will readily suggest many others to the teacher.
PICTORIAL teaching is only a slightly different form of Bible illustration, and, therefore, will appropriately follow the previous subject.
It presents, first, pictures and maps to the pupils for examination, in order that they may get a clearer view of truth. It consists, secondly, more particularly in picturing out in words, or in vivid, graphic description, so that the truth will appear real to the imagination of the child. It awakens interest and deepens impression, and all good teachers avail themselves, more or less, of its power.
"But," says a quiet teacher, "all this must be graphically done." I reply: "Of course it must;" and the answer returns: "Well, I can't use it, then, for I am not graphic." I will give all such teachers a recipe that will render them always graphic with children. If they would dwell clearly and plainly on all the little details in their descriptions to children, they will always be graphic. The imaginations of scholars of ten or twelve years ofage are so vivid that much of the teacher's power over them, to interest and impress truth, will depend largely upon this power of "word-picturing." Words containing objects largely should be most used, instead of a mass of sentiments and principles. Let the objective words preponderate.
The following statement embraces about a dozen words inprinciples:
"It was David'sdutytoknowthewillof God, and as he had greatfaithin the divinepower, he went forth withoutreluctanceto meet thefoe, and theresultwas the death of Goliath."
Let us now transpose the sentence intoobjectsmainly, and it will not be difficult to see which will make the clearest and best impression upon children's minds:
"Young Davidstoodin thevalleyand slung astoneinto theforeheadof thegiant, Goliath, and hefelldead upon the ground."
Abbott gives many illustrations. He says:
"You tell a man, 'He went down to the shore, and got into a boat and pushed off.' You would interest a child more if you say, 'He went down to the shore and found a boat there. One end of the boat—the front part, which they call the bow—was up against the shore, a little in the sand. The other end was out of the water, and moved up and down gently with the waves. There were seats across the boat, and two oars tying upon the seats. The man stepped upon the bow of the boat; it was fast in the mud.'And so on, describing the water under one end, and sand under the other; the one end rocking and rattling the oars, and the man walking back and pushing the boat off," etc.
Be exceedingly minute, therefore, with little children. In all the details which you describe take very short steps, and take each one distinctly. The Bible narratives are wonderfully adapted to good pictorial teaching. Bible emblems, which so abound, must be carefully pictured out; as, "The Lord God is a sun and shield," a "rock," and "refuge." "As the hart panteth," etc. Detail it so as to make the scene as real as possible to the child, and enable him to see the hart, the mountain, the water brooks, etc. Suppose you were on the lesson of the apprehension and trial of Christ:
"Children, see that crowd of people wending their way through the streets of Jerusalem! Some of them carry torches or lanterns in their hands; others have staves or swords. See, in the midst of them there walks one who looks very kind, but very sorrowful. Who is it? It is Jesus. The multitude, led on by the cruel priests, have just been to the garden of Gethsemane and hurried him away from His disciples; and now they are going to take Him before their rulers, that they may have Him put to death. Then describe the High Priest, Pilate, and Herod; the judgment hall, the drops of blood, the soldiers, and crown of thorns; the cross, the angry cries of, 'Crucify Him!'"
All this must be done with care and exactness, and before adopting it the teacher must make himselfvery familiarwith every part, so as never to hesitateor labor in it; and then afterward call it all back by questions, in the children's own language.
Again: Suppose you wished to make a lasting impression on a child while developing a single important thought; as, for instance, the omniscience of God. Talk candidly to the child somewhat as follows:
"Mary, do you know that God knows all things? He saw Adam and Eve when they hid themselves in the trees of the garden. He saw Moses when he lay in his little ark by the side of the river. He saw Timothy when his mother taught him to read the Bible. He sees every person in the world just now. You know in Africa there are a great many millions of men and women. They are black. They are called negroes. God sees them all, and he sees the missionaries who are there teaching them God's word; and at the very some moment he sees all the people of this country, and every person in this town. He sees you, Mary. He saw you when you were a little babe in your cradle; he sees you at all your plays, and in the school; he knows what you say, and what you think; he sees every tear that falls from your eye, and every smile that plays on your cheek; he hears you sing his praises; and when you pray, Mary, God listens to everything that you ask; and when you lie down, and the room is dark and still, and there is nothing moving but your pulse, and nothing heard but your breathing, then God sees you, for the darkness and the light are both alike to Him."
Thus dwellamplyon a thought until you associate it in the child's mind with many circumstances. For Bible-classes, of course, a teacher would not descend to all the details of some of these examples, yet inevery age and class be graphic and life-like in word-picturing. The parables of the prodigal son, and of the good Samaritan, are divinely beautiful examples of pictorial teaching, for when our Saviour wanted to impress love to our neighbor hepicturedout for us the beautiful story of the good Samaritan.
The following example is from "David Stow's Bible-training," published in Edinburgh, and is the "Training System" pictured out in words: