class a new inspiration for a more purposeful lifesome fresh reminder that we are not living to ourselves alone, some strong confirmation of a special Providence then, indeed, our teaching has no climax. A strange young man, one Sabbath, strayed into a certain Sunday-school and was seated with a class. He inclined his head listlessly while the teacher talked about persons, places, and customs; but when she used the facts to prove very conclusively God's care over every creature he has made, his special interest in our every-day business and all that concerns us, closing with an illustration from real life, then the indifferent listener was indifferent no longer. He questioned eagerly "whether those things were so," and left the room with a new revelation shining out of his eyes. Later, the teacher learned that he had been repeatedly unfortunate in business, until he had become discouraged; just a crisis in his life, you see, which all the mere facts of the lesson could never have helped him pass. Let the teacher come before the class with the conviction, "These young people are going out into the world for another week of temptation, disappointment, burden-bearing—shall they not carry this lesson as a talisman?" Then, truly, it will not be a lofty "talking to" or a prosy sermonizing. YOUNG YOUNG MEN. The teacher of this class knows not what it is to Moses." He at once determined to read the Bible through that he might judge for himself its authenticity. He became so impressed with the beauty and convinced of the divine origin of the Bible that he wrote his "Tale of the Christ." My notebook records it thus: "Ben-Hur.' Ingersoll. Wrong-doing. Thwarted." Then, as a second expedient, every teacher should have a scrap-book. Scarcely a paper comes into the house but contains some incident which can be turned to account as an illustration. A little care and time-a very little-to clip them out and paste them in a book will give you a valuable collection, which you will find wonderfully helpful. UNCONSCIOUS TEACHING. teaches. Not what we "set out" to say, but what It is, after all, the unconscious teaching that bered; not the sermon on honesty, but the upright we inadvertently let slip, is that which is rememdealing; not the denouncing of selfishness, but the preferring another before us, the unselfish living, ber the face which the photographer has taken, makes an impression. Our friends do not remembut the human face, the real one. when we "premeditated with intent" to look well, Happy that teacher whose unconscious teaching is in harmony with the words uttered. It as surely means progress as the two har: onious wings mean flight to the bird. school. "float to heaven on flowery beds of case." No Moral Training in the Sundayother class requires such a great amount of tact, such an avoidance of any thing like advice. They agree with Carlyle, that "advice is the worst kind of vice." You must often leave them to draw their own conclusions. If possible, let the lesson or story point its own moral. a You will find it helpful to read current events and draw illustrations from them. Treasure up any story you hear of any great men or politicians who have honored the Bible or loved sacred things Appeal to their honor often, and don't think it sin to laugh occasionally in Sunday-school. Defer to them when you are talking about things with which boys are apt to be acquainted-base-ball, rowing, driving, etc. Ask them to tell you how it is, and thus enlist them in the service. Don't let it be a teaching, but a "talking over together." Treat them as if they were young gentlemen, and you have made a point. ILLUSTRATIONS. Fondness for stories is not confined to children. Teachers of the older classes, as well, have learned the value of illustrations in applying truth. But, you say, where shall we get our stories? First. Every teacher should have a note-book. A word or two will keep in mind an incident which will help you much in impressing some lesson. For instance, I picked up this story of Gen. Wallace, the author of " Ben-Hur." He went to hear a noted infidel lecture on the "Mistakes of BY REV. C. H. SMITH. SPIRITUAL training is the most prominent object of Bible-school instruction; but the fact that it includes moral training is sometimes overlooked. "The vital part of human culture," says Russell, "is not that which makes a man what he is inin heart, life, and character." tellectually, but that which makes him what he is about God, and not learn to love him, nor have a It is possible for Bible scholars to learn much sufficient love for their fellows. Bible students may for want of thorough instruction learn somewhat of their duty toward God, and yet fail to see their duty to mankind. Observation convinces us that Sabbath-school pupils who grow up with full convictions that dishonest in small things, and sometimes are unable honesty is the best policy" are too frequently to resist temptation to make larger thefts. The moral nature is weak. President Chadbourne, in speaking of the work of the common schools, says: "That education which does not make prominent justice as well as benevolence, law as well as liberty, honesty as well as thrift, and purity of life as well as enjoyment, should be stamped by every true educator as a waste and a curse, for so it will prove in the end." Religious training should also make prominent these four things, namely: law, justice, honesty, and purity of life. God has established a law, and teaches us that "obedience is better than sacrifice." The obedience which God requires is threefold-obedience to God, to parents, and to "those who are in authority." God's laws are just, and the one who fails in his duty to any one of the three to whom he owes obedience is unjust to God and to the one he disobeys. One knowing duty and failing to perform it is likewise doubly dishonest, and making really a way toward impurity of life.. In the home the child should learn obedience to parents and justice to brothers and sisters. The day-school teaches, and the Sabbath-school ought to teach, obedience to teachers and justice to schoolmates. In home and schools honesty and purity of life are to be taught by precept, example, and enforced practice. What we term moral culture concerns the emotions, the wil!, and the conscience. Parents too often harden the natures of their children. They aro fearful that the feelings of the boys may become girlish, and those of the girls sentimental. If there are evidences of emotion they begin to anticipate nervousness. The will must not be subdued, they say, for in this age a strong will is required to meet the buffetings of life. Some would allow the conscience to follow its own bent, for they do dislike "over-pious people." According to John Swett, "Good moral training is of a high and complex character. 'Creeds pasted upon the memory,' says Spencer, 'good principles learned by rote, lessons in right and wrong, will not eradicate vicious propensities, though people, in spite of their experience as parents and as citizens, persist in hoping they will.' 'The difficulties of moral teaching,' says Bain, 'exceed in every way the difficulties of intellectual teaching.' In the child's moral nature sympathy is the ruling impulse, and influences the controlling power. If moral training consisted in telling children what is right and what is wrong, and in dealing out ethical maxims and proverbs; if it were enough to tell children it is wicked to lie, steal, or swear; if it would make boys honest and truthful to learn commandments by rote-then the teacher's task would be an easy one. 'Did you ever give a lesson in honesty?' asked Horace Mann of a teacher in England. O no,' was the ready reply, that isn't necessary; they have the commandment in the catechism, you know!'" What, then, are some of the moral lessons to be taught in the Sabbath-school? We would first suggest reverence. There should be reverence for the house of God. The church should not be entered as one might enter a stable, neither is it a place for hilarity nor rudeness. Then there should be reverence for the word of God. Pupils should handle the Bible as if they had respect for its contents and its author. Reverential demeanor during the school hour, especially during prayers and Scripture reading, should be required. Respect to teachers and officers should be thoroughly enforced. Lessons in justice are to be learned by a proper regard for the rights of classmates and neighboring classes. Principles of proper decorum are to be established by the thorough government of the school by teachers and superintendent. Lessons in these things and in truth, honesty, and integrity are to be given in the teachings of the classes, in the demeanor of the officers, and in the management of the school. While teaching that all things be done in the fear of the Lord, and in his name, let us teach that the "things" themselves are such as are worthy of followers of Christ. Preparation for Teaching the Sunday-school Lesson. BY THOMAS SIMPSON. OUR purpose is to present a few brief suggestionsor methods of preparation for teaching a lesson from the Bible to a Sunday-school class, which may be used by teachers in the different departments of a Sunday-school. It is assumed that the International Series of Sunday-school lessons is used, wherein the lessons are known at least one week before the time of teaching. An axiom in giving secular instruction should be borne in mind by the Sunday-school teacher, namely: That we never know a truth perfectly until we are able to teach that truth to others, so that others will understand it as we do. If we know a thing, we can tell it to others in some way so that they will know it as we do. Confused, misty, nebulous teaching is the outcome of confused, misty, nebulous, imperfect knowledge. A word preliminary as to time and helps in preparing to teach. First. As far as practicable, carefully arrange the time to be given to the study of the lesson during the week-some portion each day during the week if possible. Some of the most successful Sundayschool instructors begin the study of the Sundayschool lesson the afternoon of the Sunday of the week previous to the Sunday it is to be taught. Second. Make such provision as means will allow to be supplied with a good reference Bible, commentaries, Bible dictionary, encyclopedias, lesson helps, and other books and papers, aids in the study of the sacred writings. If not able to purchase and own all of these needed, try to get access to them if possible. Having arranged time and helps, the following is suggested as a method of preparation: 1. Read slowly and thoughtfully the lesson, verse by verse, several times over if neceesary, to get its full meaning and scope; if possible, commit the lesson to memory. If it is the first of a series taken from any book of the Bible, study carefully the personal history of the author, the circumstances under which he wrote, the purpose and style of his writing. 2. Study carefully the context of the lesson, those portions of Scripture with which the lesson is connected, and examine carefully the parallel Script ures from references in the lesson. Every teacher should have a good reference Bible. Interpreting Scripture by Scripture was the method of Jesus and his apostles. 3. From the study of the lesson, context, and parallel Scriptures, make a thorough analysis of it, substantially, in writing, as follows: a. The topics of the lesson, if more than one; the various teachers' periodicals and lesson commentaries will aid in this, but make your own. b. Central or leading thought or thoughts. c. Persons mentioned, their characteristics, etc. d. Places, geography, history, etc. e. Events, important, natural, supernatural. f. Illustrations, symbols, types. g. Archæology, ancient manners, modes of thought, life, habits, customs. Preparation should be made, if possible, with pen or pencil in hand, noting every thing to be taught. This is very helpful. After preparing such an analysis, the teacher should consult all helps, commentaries, cyclopedias, histories, travels, maps, ancient and modern, to learn every thing which can be known concerning the lesson; not forgetting the teachers' meeting, if there is one within reach. 4. Prayerfully consider the application of the lesson and its teachings to the class and its individual members. No one more than the Sunday-school teacher needs divine help and the enlightenment of God's Spirit. The foregoing methods of preparing to teach in the Sunday-school can be carried out, not only by persons of scholarly attaininents and leisure, but by thousands who are engaged as Sunday-school teachers whose scholarship is meager, and who have but little spare time from the exacting duties of life. It is the impressive paradox of this great work that the busiest men and women in secular and other duties make the most careful and elaborate prepation to teach each week, and are the most successful Sunday-school teachers every-where. Graduating into the Street. "THE boys from our Sunday-school graduate into the streets instead of into the Church." This is a day-school. That is good, in so far as it goes. But the danger lies in a home atmosphere that is unfriendly to youthful seriousness or piety. Parents should try to give their children all possible advantages of their own religious experience and life. That mother surely makes a sad mistake who says by her motherly life: "I am trying, of course, to be a Christian, but I must not let that come in to influence my management of the children. My home life must go on just as if I was not a professing Christian." There must be something wrong if Sunday-school children graduate into the streets instead of into the Church. The Church that is able to retain its children, and lead them early into the duties of the Christian life, will begin the next page of its history with great advantage. There is some talk of the "Churches maneuvering for position." That Church will have the commanding position that wisely guides its household. Churches are made up of families. Let each family try, with God's blessing, to keep its young members from going out to add "to the increase of sinful men." That is what the patriot and the Christian should dread more than short crops or failures to carry the polit ical elections. If a Sunday-school finds that it is annually adding to the "increase of sinful men," let it put on mourning!-Sunday-School Magazine. Opening and Closing Services for I. SILENCE. II. RESPONSIVE SENTENCES. SCHOOL, I will offer to thee the sacrifices of thanks- SUPT. And it shall come to pass, that whosoever shall call on the name of the Lord shall be delivered. SCHOOL. The Lord is nigh unto all them that call upon him, to all that call upon him in truth. Psa. 145. 18. SUPT. I called upon the Lord in distress: the Lord answered me, and set me in a large place. Psa. 118. 5. SCHOOL. And it shall come to pass, that whosoever shall call on the name of the Lord shall be saved. Acts 2. 21. III. SINGING. V. SCRIPTURE LESSON. LESSON SERVICE. I. CLASS STUDY OF THE LESSON. III. RECITATION OF THE TITLE, GOLDEN TEXT, OUT- IV. REVIEW and APPLICATION OF THE LESSON, by Pastor or Superintendent. sad record. It may be literally and universally IV. PRAYER, followed by LORD'S PRAYER in concert. true in very few schools; we would be glad to hope that it is strictly true in none. Yet there is truth enough in it to make the teacher, the parent, the pastor, serious and thoughtful. There are currents setting in from the very doors of Christian homes and of Christian churches that may bear the young people away from both. Sunday-schools can do something in the way of giving knowledge. They can do more in the way of giving impulse. They can do very little in the way of giving discipline, or habits, or character. All these must come from home. The parent who allows a child to fall in with worldly or even sinful indulgences through the week, and then on Sunday allows or even requires that child to go to Sunday-school with or without a lesson prepared. that perent makes a great mistake. V. THE SUPPLEMENTAL LESSON.* SUPT. My son, forget not my law; but let thine heart SCHOOL. The Lord our God will we serve, and his voice will we obey. DISMISSION. [Nov. 7. 24 But Thom'as, one of the twelve, called Did'y-mus, was not with them when Je'sus came. 25 The other disciples therefore said unto him, We have seen the Lord. But he said unto them, Except I shall see in his hands the print of the nails, and put my finger into the print of the nails, and thrust my hand into his side, I will not believe. 26 And after eight days again his disciples were within, and Thom'as with them: then came Jesus, the doors being shut, and stood in the midst, and said, Peace be unto you. 27 Then saith he to Thom'as, Reach hither thy finger, and behold my hands; and reach hither thy hand, and thrust it into my side; and be not faithless, but believing. 28 And Thom'as answered and said unto him, My Lord and my God. 29 Je'sus saith unto him, Thom'as, because thou hast seen me, thou hast believed: blessed are they that have not seen, and yet have believed. علم vinced. Except I shall see. He had seen the gaping wounds in the dead body of his Master, now he must see those same wounds in his living body. I will not believe. Let it strengthen our faith to remember that one of the first company of Christians believed only upon the most infallible proofs. 26. After eight days. This was the Jewish method of expressing a week. The meeting was on the Sun day evening following Easter, showing that already the first day of the week had begun to be observed by the believers in Jesus. His disciples were within. Kneeling at the same place and under the same circumstances, yet with what different feelings. One was there in doubt and trouble, all the rest in the joy of faith. (5) He who puts off faith, puts off joy in the Lord. Then came Jesus. As before, appearing miraculously in the room. (6) And even now he comes where believers meet. 27. Then saith he to Thomas. Showing by his words that he had heard the words of unbelief spoken by Thomas, and was, therefore, omnipresent and omniscient. (7) Our Lord hears all our utterances and is ever present at our side, a fact to make us rejoice while we tremble. Reach hither. He answers the declaration of Thomas sentence by sentence, and offers to meet the test. Thrust it into my side. There was the open, bloodless wound, penetrating to the heart, and so large that a man's hand could be plunged into it. Be not faithless. He was in that spiritual condition from which he must pass either into faith on the one side or HOME READINGS. Heb. 3. 1-19. M. Thomas convinced. John 20. 19-29. S. S. Convincing the Gentiles. Acts 13. 38-52. GOLDEN TEXT open disbelief on the other, and he must make his choice between the two states. 28. My Lord and my God. Thomas leaps at a bound from the depths of doubt to a height of faith far above that of the other disciples; for up to that moment no one had addressed Jesus as God. He saw in his Master not only the risen Saviour, but the King of Israel, and the Divine One. And it is to be noticed that Jesus did not reject this title, which, if addressed to any man, would be blasphemous. 29. Because thou hast seen me. Words of commendation, yet almost suggesting a rebuke. Blessed are they. This last beatitude of Christ is the peculiar privilege of those who have not seen him in the flesh, yet have believed in him as their Redeemer. (8) We can enjoy a privilege of faith higher even than an apostle's. 30, 31. Many other signs. As John relates many events unnoticed by the other evangelists, so there were many more wonderful facts which John has left unwritten, and the half of Christ's life has never been told. These are written. The purpose of the Gospel is to strengthen faith in Christ, to show him in his divine nature, and to give to men the knowledge of eternal life. The Son of God. John's gospel more than any other reveals the divine side of Christ's personality. Might have life. The life of God here, which leads to the everlasting life hereafter. Did Thomas ask more than the others had received? How long was Thomas left to his doubts? Had any been added to the company of believers in these eight days? Practical Teachings. 1. The apostles gathered in his name in spite of their danger from the Jews. Learn from them Christian courage. 2. Jesus came to them when they did not expect. Doors and bolts were no bar to his presence. Learn to And Thomas answered and said unto him, My feel that he is ever near, though unseen. Lord and my God. John 20. 28. LESSON HYMN. C. M. Hymnal, No. 667. O for a faith that will not shrink, That will not tremble on the brink That will not murmur nor complain A faith that shines more bright and clear That when in danger knows no fear, TIME.-A week later than last lesson. RULERS.-Same as before. DOCTRINAL SUGGESTION-The blessedness of faith. QUESTIONS FOR SENIOR STUDENTS. 1. Jesus and the Ten, v. 19-23. What had been the effect of the crucifixion upon the populace? How long after the separation in the Garden of Gethsemane before the disciples were again united? What kind of meeting were they holding? What does the fact that they were together hint at as to their purposes? How could Jesus appear to them when they were in secret with fast doors? How did he calm their fears? What was his commission to them in this interview? 2. Jesus and Thomas, v. 24-29. Thomas is called the doubter, Why? Was he the only one of the eleven who had doubted? Luke 24. 11. Who first of the disciples had his doubts dispelled? Luke 24. 34; 1 Cor. 15. 5. What things did the ten probably tell Thomas about the appearance of the Lord to them? John 20. 19. 3. His presence each time was a benediction of peace. He is the Christian's peace. Is he yours? 4. Unbelief vanished at sight. But it is more blessed to believe without sight. ONLY believe in Christ's message. QUESTIONS FOR INTERMEDIATE SCHOLARS. Who met with them? What was his salutation? What token did he show them? What effect had his presence upon them? What was his charge to them? What gift did he bestow upon them? 2. Jesus and Thomas, v. 24–29. By what other name was he known? When did Thomas meet with the disciples ? What did he say to them? What did Jesus say to Thomas? What did Jesus say of his faith? Upon whom did he pronounce a blessing? Teachings of the Lesson. Where in this lesson are we taught 1. That the presence of Jesus brings peace? 2. That his presence drives away doubt? 3. That faith in Jesus brings blessing to the believer? QUESTIONS FOR YOUNGER SCHOLARS. Who gathered together in an upper room to talk of the resurrection of Jesus? Ten of the disciples. Who came and stood in their midst? Jesus, their risen Lord. What did he come to bring them? Peace. What did he show them? The prints of the nails and of the spear in his hands and his side. |