Part 7

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 divinely _best_ and needful. He wanted to bring to bear the two great learning senses, to wit, _seeing_ and _hearing_. 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 inimitable _application_ of the lesson--without which every lesson is a failure--viz.: "Render therefore unto Cæsar the things which be Cæsar'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 two _objects_--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 is _no_ teaching, scarcely, that is not, in some sense, object-teaching. Said the Rev. Dr. Chester, when describing good teaching: "This is 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 the _eye_ and _action_ and _motion_ to 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 children _things_ before _words_, or _ideas_ before _names_." Even in manners and morals let the _person, life_ and _tongue_ of 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 pin may be used as an object, from whence to draw lessons as to the value, use, and importance of _little 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 a _faithful_ dog, 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.:

1. Natural objects. 2. Texts, cards, etc. 3. Maps, charts, etc. 4. Pictures and drawings. 5. Word-painting, or pictorial teaching by aid of the imagination. 6. Parables, parallels, etc. 7. Portable slates and paper. 8. The blackboard, which furnishes ample facilities for object-teaching.

OBJECT LESSONS IN BRIEF NOTES.

_Examples._

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 has _form_; others, _color_, _substance_, _length_, _breadth_, _thickness_, _branches_ in its frame like the tree, all _different_, 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 the _leaves_ of the tree were for the healing of the nations.

See _bad_, _poisonous leaves_. Upas tree, poison-ivy, etc.

See _good leaves_.--Sassafras, balsam, wintergreen, etc.

The _leaves of the Bible_ are for the healing of the nations, etc.

Corrupt _leaves_ or bad books blight and destroy.

II. Object, _a Grapevine with cluster of fruit_. _Cut_ branch will not _unite_ again with the vine. _Prune_ so 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 little and 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 becomes _crooked_,--so crooked _tempers_, _tongues_, etc.

IV. A _Sprig of Evergreen_, broken off, may teach us to _abide_ in Christ.

V. _Salt_, as a grand _preservative_. A _Rotten Apple_, influence and decay.

VI. _Flowers_, so beautiful and frail. A pansy may teach _humility_, a daisy, _cheerfulness_, a rose, _goodness and virtue_, a lily, _purity_, etc.

XIV.

THE BLACKBOARD.

We would not undertake to conduct a Sabbath-school without a good blackboard. The great object of it is to direct, to concentrate, and to _fix_ the 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 schools with 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, say _red_.

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 the _answers_ of the children on the blackboard, and this will interest them greatly. A teacher can use a piece of 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, "_How_ are we to let our light shine, according to the lesson, 'So shine?'"--and very 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:

THOU shalt call His name BELIEVE on | | Christ and thou | Jesus | The Lord | | shalt be SAVED. for He shall save His people from their SINS.

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:

_Bad Heart._ _Good Heart._

Anger. Hate. Love. Hope. Selfishness. Joy. Humility. Covetousness. Industry. Hypocrisy. Honesty. Lying. Peace. Sin.

Still another is the following: "Jesus is your friend." What qualities do you want in a friend? _Answer._ He must be TRUE. Write the word TRUE on 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 word _True_, 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 what Hearers.

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 work When?--to-day Where?--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 (ld 17 years old. 3. Imp (risoned 9 years in slavery. 4. Rel (eased 4 years--in prison. 5. Ber (eaved 29 years--loses his father. 6. Di (ed 51 years. --- 110 years old.

_The Seven Principal Journeys of Christ._

1. Bethlehem to Jerusalem, 6 miles north. 2. J. to B. 6 miles south. 3. B. to Eg. 250 miles S.W. 4. E. to Naz. 350 miles N.E. 5. Naz. to J. 65 miles south. 6. J. to N. 65 miles north. 7. N. to Jer. 50 miles 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 for CHRIST.

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:

PRAYER.

-harisee prayed proudly. -ublican prayed penitently. -oor widow prayed perseveringly.

-roud prayer proved worthless. -enitent prayer procured peace. -ersevering prayer prevailed.

Another still is to write a part of the test and fill it up with the answers of the scholars, thus:

{ Repent. { Pray. "At thy word I will { Believe. { Love. { Obey. { Suffer."

A lesson on the _Beggars that cried to Jesus_, as found in Matt. xx. 30-34, may thus be placed:

What the { cried in distress. beggars { cried with importunity. did. { cried with faith. { cried with humility.

What { stood still. Jesus { asked what they wanted. did. { had compassion. { touched them.

Result. { He healed them. { They followed him.

_Map Drawing.--Palestine._

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. Then draw 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 in _The 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.

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.

XV.

THE INFANT-SCHOOL.

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 blackboard and 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.