Chapter 11
The return of the captives under Zerubbabel; the rebuilding of the temple; the second return of captives in time of Artaxerxes Longimanus and Ezra's reformation of the people.
#Nehemiah#
The rebuilding of the city walls of Jerusalem under Nehemiah; reforms, civil and religious; restoration of Temple services; re-enacting of Mosaic law.
#Esther#
An episode in the history of the Israelites who remained in captivity, showing the overruling power of Providence.
Poetical Books
#Job#
The story of Job's sufferings and patient endurance; the wisdom and power of God in dealing with him; his closing days of peace and prosperity.
#Psalms#
A compilation of songs of praise and devotion, used especially in the public worship of Jehovah.
#Proverbs#
A manual of practical rules of life setting wisdom over against folly--principally the work of Solomon.
#Ecclesiastes#
The story of a search for happiness in the things of the world, concluding with the emptiness of everything but the doing of God's will.
#Song of Solomon#
There are three principal views concerning the Song of Solomon or Song of Songs: (1) As a spiritual allegory, teaching God's love for Israel; (2) As an allegory with Christ as the Lover and his church as the beloved; (3) As the story of Solomon's love for the Shulamite.
The Prophetical Books
_The Major Prophets_
#Isaiah#
Prophecies against Jerusalem; a forecast of Messianic days; the relation of the Jewish nation to its enemies; the disappearance of national distinctions, and the great future of the church.
#Jeremiah#
Warnings to the Jews; a survey of all nations; a promise of return from exile; prophecies regarding Egypt.
#Lamentations#
A pathetic ode, expressing Jeremiah's grief over the destruction of Jerusalem and its Temple, and the miseries of slavery and famine.
#Ezekiel#
Prophecies before and after the destruction of Jerusalem, exhorting to repentance; pronouncing God's judgment on the surrounding nations; and visions of the final glory of God's people in a new Jerusalem.
#Daniel#
The story of Daniel in Babylon, and particularly noteworthy because of its Messianic predictions.
_The Minor Prophets_
#Hosea#
Points out the unfaithfulness of Israel; the necessity for punishment; the final restoration of Israel.
#Joel#
A prophetical description of locusts, drought, and invasion, with exhortation to fasting, prayer, and repentance; a promise of blessing; a warning of the destruction of Jerusalem; a foretelling of the founding of Messiah's Kingdom.
#Amos#
Denounces sins of nations around Israel and Judah; describes the state of the two kingdoms, and pictures the coming of the Messiah and restoration of the people.
#Obadiah#
Predicts annihilation of Edom, and contrasts it with the future restoration of Israel, who are to possess Edom and Philistia, and enjoy the promises of the Messiah.
#Jonah#
The story of Jonah's mission to the Ninevites, his wilfulness, and God's love for the nations.
#Micah#
Depicts the fall of Israel and Judah; the better things to come; foretells invasions of Sennacherib and Shalmaneser, the dispersion of Israel, destruction of Jerusalem and Assyria, and the birthplace and kingdom of Christ.
#Nahum#
A _consoler_ from Jehovah, foretelling the downfall of Assyria, and repeating Jonah's denunciations of Assyria.
#Habakkuk#
Foretells destruction of the Chaldeans; utters song of praise for the power and mercy of Jehovah, with confidence in his mercy on his people.
#Zephaniah#
Prophetic warnings against Judah, and the Baal and Moloch worship, ending with reproofs to Jerusalem, and promise of final restoration.
#Haggai#
An arousement of the people to support Zerubbabel and Joshua (the high priest) in building the Temple.
#Zechariah#
Encourages the Jews to push on in building the Temple; foreshadows national history and the coming of the Messiah.
#Malachi#
Reproves the profanation of the priests in the New Temple, and foretells the appearance of the Messiah to purify the Temple.
The New Testament--Historical Books
#Matthew#
The nature of the Kingdom of Heaven; the miracles to illustrate Jesus' teachings; the opposition of Pharisees; Jesus as the kingly Messiah.
#Mark#
Emphasizes the deeds of Christ, the mighty Saviour.
#Luke#
Sets forth the redemptive character of Christ.
#John#
Emphasizes the deity of Christ.
#Acts#
The history of the founding and extending of the Christian Church--under Peter and Paul.
The Epistles--Pauline
#Romans#
The summary of God's dealings with mankind, from first adoption to sonship, showing sinfulness of human race; the way of salvation; the Christian's duty and privileges; the development of truth; personal messages.
#1 and 2 Corinthians#
(1) The church as it was at that time; reproof of the factional spirit; intercourse with heathen; words about the Lord's supper; resurrection of the dead. (2) The model pastor; thankfulness for the removal of evils against which Paul had written in the first letter; indignation at the arrogance of his opponents.
#Galatians#
The "magna charta of Christian liberty." Contains details of Paul's life. Salvation impossible through works of the law. Brief outline of plan of salvation as given in Romans. Its argument makes Christianity not a Jewish sect but a world religion.
#Ephesians#
On the Ideal Church. Written to strengthen those who had left heathenism, contrasting their present higher life with the former degradation.
#Philippians#
On the Ideal Christian. Written during Paul's first imprisonment in Rome--a letter of grateful affection, of joy over the Philippian Christians, and comment upon his imprisonment and prospects.
#Colossians#
On the Ideal Saviour. The supremacy of Christ as the source of all spiritual blessings; the stimulus of Paul's own example in pressing on to the truth; a warning against false teachings; the effect of sharing in Christ's resurrection.
#1 and 2 Thessalonians#
(1) Gratitude for their acceptance of the Gospel; the glories of resurrection and of the transformed body; (2) To correct an impression that the resurrection was near at hand; exhortations to perseverance, and appeals for the prayers of the Thessalonians.
#1 and 2 Timothy#
To counteract the Judaizing influence at work against Paul's views of Christianity, and to encourage Timothy in his duties, with directions as to public worship, and friendly counsel to Timothy.
#Titus#
Advice as to the course to pursue in helping the church in Crete to overcome degenerate state; church organization, qualification of elders, suppression of false teachers; personal words to Titus; the importance of good works.
#Philemon#
A letter of reconciliation on behalf of Philemon's converted slave Onesimus, by whom the letter was taken to Philemon.
#Hebrews#
Showing the superiority of the Christian over the Jewish dispensation, because its Author is superior to Moses; because the Old Covenant was incomplete; and warnings against relapses into Judaism.
The Epistles--General
#James#
An Epistle of Faith. Addressed to Jewish Christians, on sincerity and patience; against hypocrisy, self-deceit, adulation of the rich, and contempt of the poor; on ruling the tongue; on false charity; and warning against trying to serve God and Mammon.
#1 Peter#
The first of two Epistles of Hope. As to earthly trials; a holy life; duty as citizens, slaves, husbands, wives; pastors and their duties.
#2 Peter#
Perseverance in faith and good works; punishment of the impenitent; certainty of the Second Advent.
#1 John#
The first of three Epistles of Love. A doctrinal discourse, especially to Gentiles in Asia Minor, aiming to show the true doctrine as to the Person of Christ, and communion with him as necessary to a holy life, and intended to confirm them in their faith.
#2 John#
"To the elect lady" (of whom nothing certain is known) and her children--an exhortation to love, faith, godliness, and a warning against false teachers.
#3 John#
To Gaius, of whom nothing certain is known, commending him for hospitality and piety, warning him against Diotrephes, and asking his help for Demetrius.
#Jude#
Remarkable for an otherwise unrecorded saying of Enoch (v. 14). Warns against false teachers. Cites examples of impenitence, and affirms certainty of judgment and punishment of the wicked.
Prophetical
#Revelation#
The only prophetical book of the New Testament. The visions of John the Apostle on the Isle of Patmos, in his old age.
THE PUPIL
ANTOINETTE ABERNETHY LAMOREAUX
LESSON PAGE 1. Knowing the Pupil 139 2. The Beginners Age--Three to Six 143 3. Beginners Age (concluded) 147 4. The Primary Age--Six to Nine 151 5. Junior Age--Nine to Twelve 155 6. Junior Age (concluded) 159 7. The Intermediate Age--Twelve to Sixteen 163 8. The Intermediate Age (concluded) 167 9. The Senior Age--Sixteen to Maturity 171 10. Maturity 175
Teaching Hints
Leaders of classes, and individuals pursuing these studies apart from classes, are urged to read the chapter entitled "Teaching Hints," on page 259, before beginning this section
Lesson 1
Knowing the Pupil
#1.# There never was a time when so many people were students of human life as to-day. Professional men, business men, politicians, educators, parents, indeed the whole thinking world has apparently matriculated in a college of life. What is it, how does it develop, how may it be influenced, how led to action? These are typical questions to which answers are sought. There would be no value in this study were it not for the fact that life, like all other of God's creations, is under law, and the laws are unchangeable and universal. Certain causes will always produce certain results under normal conditions.
#2.# Since these laws of life may be known, two conclusions follow: first, results which are desired in a life can be intelligently planned for; second, haphazard, ignorant work with a life becomes culpable in proportion to the issues at stake and the opportunity for acquiring skill in the work.
#3. Why the Sunday-school Teacher should know the Pupil.#--Next to fathers and mothers, the duty of understanding life is laid most imperatively upon Sunday-school teachers. Four unanswerable arguments present themselves as proof.
(1) _The issues are the most vital in the world._ The case the lawyer seeks to win is important, but the case the teacher seeks to win involves character, not reputation, and the outcome is eternal.
(2) _A mistake with a life cannot be wholly rectified._ There is a best time for each phase of work with a life--a time to form habits and store memory, a time to shape ideals and to crystallize life purposes, a time to broaden sympathies and to lead to service; if this best time be passed, the results, if obtainable at all later, come with greater effort and with less success.
(3) _The time is short._ Measured on the dial, an hour in a week or a lifetime out of an eternity is too brief to allow of one wasted moment, one experimental or ignorant touch upon a soul. But measured by the duration of a given opportunity the time is shorter still. Conditions in the life are constantly changing, never to return in the same way again. What is done in "buying up the opportunity," must be done quickly.
(4) _Success is largely conditioned upon obedience to God's laws._ Only the Holy Spirit can make spiritual work effective, but he always operates in accordance with God's laws. There are conditions between the teacher and God which must be met before he can work, and conditions between the teacher and the pupil. These conditions or laws are not hidden and mysterious, but may be definitely known, and in proportion as they are obeyed will God have access to the soul of the pupil.
#4. What the Teacher Should Know about the Pupil.#--Every teacher owes to God and to the life he seeks to touch a twofold knowledge: first, a knowledge of the general laws in all life, and second, a knowledge of the individual life of each pupil.
(1) _General knowledge._ Since the purpose of this study of the pupil is to afford a general knowledge of life, four preliminary statements will suffice in this connection.
(a) Life is constantly changing. This change is evident in growth or increase in size and development or increase in power. It occurs not only in the body but the soul as well, or that part of life which is not physical, and is a result of nourishing food and proper exercise. The Sunday-school has recognized this fact of change by its division of the life of the pupil into six periods, Beginners, Primary, Junior, Intermediate, Senior, and Adult. These periods mark different stages in development.
(b) Each period has certain predominant characteristics and out of these characteristics arise definite opportunities and needs. To meet these opportunities and needs is the goal of work for each period. The final goal of developed Christian character can be attained only through reaching the goal of each period.
(c) Development is gradual, constant and progressive. The soul comes into the world containing infinite but undeveloped possibilities. The unfolding is gradual and constant as the possibilities are called out by the needs of the life. There is also an order in unfolding. The soul develops power for simple mental processes first and for the complex later: interest in self first and in others later; consciousness of the natural first, the spiritual later. The teacher who knows God's order, obeys his laws and waits his time is the teacher whose seed sowing is reaped in the hundredfold harvest.
(d) It is impossible to ignore the physical and mental side of the pupil and be successful in spiritual work with him. The lesson cannot reach the soul save by way of physical senses and a physical brain and mental processes identical with those necessary in apprehending a history lesson. The Holy Spirit applies the truth to the life but he has only so much to apply as has been received into the mind. Therefore pure air and bodily comfort, acute senses and obedience to the laws of the mind are as surely linked with spiritual work as prayer.
(2) _Specific knowledge._ Though all lives possess the same general characteristics and are under the same general laws, no two lives are identical. Some unfold more rapidly than others, some have larger capacity and more latent possibilities than others and all are in differing circumstances. It is this variation that makes individuality, and the more perfect the adaptation of the teacher's work to the individual the greater the teacher's success.
Again, each life is immeasurably influenced by its environment. No teacher can understand a pupil without knowing what has entered into his life. "I am a part of all that I have met." The home and the daily surroundings are the explanation of what the pupil is and an index to what he needs. This specific knowledge can come only through close personal observation and sympathetic intimacy with the pupil. In this intimacy is revealed the pathway to the heart, as it winds through ambitions and interests and love. Unless the teacher find this path to the tender, responsive place whose gateway each soul keeps for itself, the seed must fall on the stony ground where germination is impossible.
Test Questions
1. Since laws of life are known, what two conclusions follow?
2. Give four reasons why the Sunday-school teacher should know the pupil.
3. What twofold knowledge about the pupil should the teacher have?
4. How has the Sunday-school recognized the changing life of the pupil?
5. Give three characteristics of development.
6. How may specific knowledge of the pupil be gained by the teacher?
Lesson 2
The Beginners Age, Three to Six
#5. General Characteristics#
(1) _Absorption._ The Beginners period, together with the Primary, Junior, and Intermediate periods, is pre-eminently the absorptive time of life. As the possibilities of the soul begin to awaken, curiosity, imitation, imagination, feeling and all the manifold expressions of its power, they require food and exercise just as the body requires them to develop strength. Hence these years of most rapid development are the years of greatest hunger, physical and mental, of greatest capacity to receive and assimilate, and of greatest activity.
(2) _Rounded development._ These periods are also the years of rounded development. Every part of the body is growing and every power of the soul. While development is not perfectly symmetrical and balanced, as for example, feeling developing strength before reason, imagination before self-control, it is nevertheless all-sided and requires in consequence nourishment and activity in every part.
Conditions change as maturity approaches and development becomes more and more narrowed to a special line. The muscles of the blacksmith's arm increase in strength, the fingers of the violinist grow more flexible, the imagination of the poet more beautiful, the analytic power of the lawyer more keen, until physical and mental power begin to break; but, outside of the specialty, growth and development practically cease because of the cessation of nourishment and activity on other sides.
#6. Special Characteristics#
(1) _Restlessness_. This is the most restless period of all the Sunday-school life. A surplus of activity is generated in the body, and it must be expended if the child is to be in a healthy condition, as well as in a normal, happy mental state.
But the outgo of this activity should do more than merely reduce pressure, as the escape of steam from a safety valve. It is a law of life that we both understand and retain most thoroughly the thing we do. This abounding activity is God's great provision for enabling the child to make his own that which he is receiving through his senses. It is handling and eating the apple that makes him understand what it is. It is playing that he is the father or the Sunday-school teacher, performing the act of helpfulness and love that enables him to enter into the meaning of these relations and duties of life.
The problem of the Sunday-school teacher then is not "How can I keep the child still," but "How can I make this activity teach the child;" for, re-emphasizing the thought, "The child understands and remembers the action far better than the admonition."
(2) _Imitation._ The activity of this period is distinctly imitative. Just as the child must learn to form letters by copying them before he can develop an individual style of writing, so he must learn right action by imitating it before he can be independent and original. Every time a child imitates an action he understands its meaning better, he fixes it more securely in memory and he also makes its repetition so much the easier.
It is important, therefore, to note what he naturally imitates. In this period it is some definite act, not the spirit nor life of the actor. He does not aspire to resemble the character of the teacher, but he does try to speak and move and look as she does. As the action is performed, the life unconsciously but surely becomes like the one who is imitated.
(3) _Curiosity._ Because the child has everything to learn God has made him want to learn everything. As physical hunger arouses an effort to supply the need for physical food, so mental hunger or curiosity arouses an effort to supply mental food. It is most active in the period of greatest absorption, when the life must store for future use. There are two points in relation to curiosity which it is important for the Sunday-school teacher to remember.
(a) Its field of operation, or that toward which it is directed. Curiosity is selective, going out only toward those things in which the life is interested. In this period the child's interests are in activities in Nature and everyday life and in the things about him; but he desires to know only the simplest facts concerning them. What the object is, where it came from, and what it will do, usually satisfy his curiosity regarding it. The teacher, therefore, is guided in the selection of what shall be given the child in a lesson.
(b) Its channels of operation or that through which it acts. The channels through which curiosity reaches out for knowledge and brings back the results of its search are the senses. Every waking moment finds them taking in sensations which are carried to the brain through the nervous system. The more perfect the senses in their working the more correct the message they bring. Failure to learn and inattention are usually caused by some defect in the senses or other part of the body.
While an adult can arrive at new ideas through other ideas, the child must receive practically all his ideas through his senses. This guides the teacher as to the method of presenting the lesson.
(4) _Fancy._ This is the early form of imagination, unleashed and untrammeled, which transforms objects, gives soul to inanimate things and creates for the child his own beautiful play world.
(5) _Self-interest._ The beginner himself is the center of his little world. His thinking and his feeling revolve around his own personality, and his own advantage is the thing he constantly seeks. This is God's order of development. The consideration for others will follow later, but even now the child may be led into loving, unselfish acts through imitation and personal influence.
(6) _Faith._ Perhaps the better term in the beginning would be credulity, for faith is confidence which has a basis in knowledge, and knowledge does not necessarily enter into a child's belief. Anything an older person tells him is accepted unquestioningly, no matter of what sort it may be.
This means a great responsibility and an unequaled opportunity in the matter of religious instruction. The stories of God's power and the love of Jesus Christ are absorbed into the life, neither proof nor explanation being necessary nor indeed comprehensible. As the stories multiply in the home and the Sunday-school that which was credulity at first becomes genuine faith. The child does not reason that God will do because he has done, but a feeling of the Divine strength and love grips him and out of this feeling grows loving confidence in the One who first loved him. If a child passes through the Beginners department without this response, his teacher has been out of touch with her Lord.
Test Questions
1. What are the age limits of the Beginners period?
2. What are the general characteristics of the Beginners Age?
3. What are some of the characteristics of these years of absorption?
4. What is meant by rounded development?
5. Name six special characteristics of the Beginners Age.
6. What is the purpose of a child's abounding activity?
7. What is gained by a child when he imitates an action?
8. What two points about a child's curiosity is it important for a teacher to know?
9. Who is the center of the little child's world?
10. By what means is true faith developed in a child?
Lesson 3
Beginners Age (Concluded)