{"1": {"fulltext": "PETERS", "height": "3331", "width": "2109", "jp2-path": "practicalhandbo00pete_0001.jp2"}, "2": {"fulltext": "LIBRARY OF CONGRESS.\\nChap Copyright No\\nSheli:.i?4^\\nUNITED STATES OF AMERICA.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0002.jp2"}, "3": {"fulltext": "", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0003.jp2"}, "4": {"fulltext": "", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0004.jp2"}, "5": {"fulltext": "A\\nPRACTICAL HANDBOOK\\nON\\nSUNDAY-SCHOOL WORK\\nREV. L. E. PETERS\\nSunday-school (Missionary and Leader of Sunday-school Institutes\\nPHILADELPHIA\\nAMERICAN BAPTIST PUBLICATION SOCIETY\\n1900", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0005.jp2"}, "6": {"fulltext": "Library C f CoBg fit%\\nOffice of the\\nMAY261900\\nRegHier of Copyrtg fcu\\n62674\\nCopyright 1900 by the\\nAmerican Baptist Publication Society\\njfrom tbe Society s own press", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0006.jp2"}, "7": {"fulltext": "TO\\nffarrow\\nFor Twenty-five years\\nPIONEER SUNDAY-SCHOOL MISSIONARY\\nIn West Virginia", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0007.jp2"}, "8": {"fulltext": "PREFACE\\nThese lessons have been prepared in compliance with\\nthe request of A. J. Rowland, d. d., Secretary of the\\nAmerican Baptist Publication Society. The author, as\\nSunday-school missionary, has felt the need of such a\\nseries in his work of holding institutes, and to put into the\\nhands of Sunday-school officers and teachers and normal\\nclasses.\\nIn the original plan of the book he prepared a series of\\nlessons on the facts and doctrines of the Bible, but a simi-\\nlar work was in the hands of the publishers covering the\\nsame ground, and it is deemed expedient to publish only\\none series at present. We recommend students of this\\nseries to study also the series by Rev. Harold Kennedy,\\nentitled Lessons from the Desk.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0008.jp2"}, "9": {"fulltext": "INTRODUCTION\\ni. Pedagogy is the science of teaching. It includes the\\nprinciples and methods of teaching, and may be applied to\\nteaching of any kind or in any kind of school.\\n2. Teaching is causing another to understand (Neh. 8 8).\\nThe Bible is the best book on pedagogics. It not only\\ntells us what to teach, but how to teach. Christ is the\\nmodel teacher, in methods as well as in truth to be taught.\\n3. Sunday-school pedagogics is the application of the\\nlaws and best methods of teaching to Sunday-school work.\\nThe object of these lessons is to present these.\\n4. Suggestions in the use of these lessons.\\n(1) Personal Study. Let the text of the lesson be\\nthoroughly studied and the outline memorized. Then re-\\ncite it to yourself or some one else.\\n(2) Normal Class Work. Organize a normal class, to\\nmeet once a week, and furnish each student with a copy of\\nthe book, and have the lesson recited, as in school, the\\nteacher placing the outline on a blackboard or large sheet\\nof paper as the lesson proceeds. It will be well before-\\nhand for the teacher to make a faint outline on the board\\nthat cannot be seen by the class then trace it. This will\\ngive better form and proportion to the outline. Drill on\\nthe outline until the class can readily repeat it without the\\nboard. The teacher should not be confined simply to the\\ntext of the lesson, but be free to add additional matter and\\nillustrations. This will lighten up the lesson text and make\\nit more interesting and impressive.\\n5", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0009.jp2"}, "10": {"fulltext": "6 INTRODUCTION\\n(3) Normal Lectures. By this method the teacher only\\nuses the book and masters the lesson, using the text and\\noutline as the basis of a lecture, which may be extended\\nand illustrated according to time and circumstances. This\\nis probably the best form to use in Sunday-school institutes\\nand conventions. Here only two or three lessons can be\\ngiven to illustrate the whole course, recommending the\\nformation of classes for regular systematic study.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0010.jp2"}, "11": {"fulltext": "CONTENTS\\nPAGE\\nIntroduction 5\\nPART I\\nHow We Teach, or Methods of Sunday-\\nschool Work,. 11-97\\nI. The Sunday-school Idea 11\\nII. Organization 18\\nIII. Graded Sunday-schools 24\\nIV. Supplemental Organization 30\\nV. The Superintendent 17\\nVI. The Teacher 41\\nVII. How to Study a Sunday-school Lesson 50\\nVIII. The Laws of Teaching 55\\nIX. How to Teach a Sunday-school Lesson 66\\nX. Questioning 70\\nXL Illustrations 78\\nXII. Methods of Review 83\\nXIII. Christ the Great Teacher 88\\nXIV. The Holy Spirit as a Teacher .94\\n7", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0011.jp2"}, "12": {"fulltext": "5 CONTENTS\\nr\\nPART II\\nWhom We Teach, or a Study of the\\nScholar 98-1\\nI. Childhood 98\\nII. Boyhood and Girlhood 104\\nIII. YOUTHHOOD I IO\\nIV. Manhood and Womanhood 117\\nV. The Scholar s World 123", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0012.jp2"}, "13": {"fulltext": "PART I\\nHOW WE TEACH\\nOR\\nMETHODS OF SUNDAY-SCHOOL WORK\\nI.\\nTHE SUNDAY-SCHOOL IDEA.\\nRead Neh. 8 1-8 Matt. 21 23-32.\\nThe Sunday-school idea is the idea of interlocutory\\n(speaking between) teaching. The teacher and pupil ask\\nand answer questions, make statements, and talk about the\\ntruth under consideration. It is the school idea and the\\nschool methods applied to Bible study. The school method\\ndiffers from both lecture and preaching methods, and is es-\\npecially adapted to the instruction of children and youth.\\nIt may be otherwise denned as the catechetical method.\\nThe Sunday-school idea is the Bible idea of teaching.\\nThe word teach occurs more frequently in the Bible\\nthan the word preach. This idea may be traced all\\nthrough biblical and ecclesiastical history. 1\\nI. The Sunday-school Idea in Bible History.\\nCalling to our aid ancient history and Jewish tradition,\\nthe idea may be definitely traced.\\na For a full discussion of the subject, see Trumbull s Yale Lectures on\\nSunday-schools, to which we are indebted for the main facts of this lesson.\\n9", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0013.jp2"}, "14": {"fulltext": "10 HANDBOOK ON SUNDAY-SCHOOL WORK\\n1. Rabbinical Traditions. The rabbis say that Methuse-\\nlah taught school before the flood and after it Eber that\\nAbraham was a student of the Torah, and that he took les-\\nsons on the priesthood from Melchisedek that Jacob went\\nto the Bible school that Moses was at the head of a great\\nschool, and that because Joshua was such a good pupil he\\nmade him his successor. They say, moreover, that the\\ngreat victory of Deborah and Barak enabled them to open\\nthe Bible schools which the Canaanites had closed.\\n2. Rays of Light from the Old Testament. Gen. 14 14\\nshows that Abraham had three hundred and eighteen\\ntrained servants in his household. Trained, or in-\\nstructed, as it is in the margin, conveys the idea of a\\nschool. 2 Chron. 17 7-9 shows that Jehoshaphat sent\\npriests and Levites through the country who taught in Ju-\\ndea, having the book of the law with them, and through\\ncountry and city taught the people. They simply held\\nBible institutes. (See also Deut. 31 12.) Neh. 8 1-8 is a\\ngood description of a Sunday-school. We find in it the\\nplace, organization, superintendent, teachers, devotional ex-\\nercises, and class work. Ver. 8 gives us the best definition\\nof teaching that can be found. The teachers caused them\\nto understand the reading. Teaching is causing another\\nto understand.\\n3. Light from Contemporary History. Josephus claims\\nthat from the times of Moses it was the custom of the Jews\\nto assemble every Sabbath, not only to hear the law read,\\nbut to learn it accurately. Philo, antedating Josephus\\nabout seventy-five years, calls the synagogues houses of\\ninstruction, or, as we would say, schoolhouses. Trum-\\nbull says, from 80 b. c. to A. d. 65, schools were established\\nthroughout Palestine and teachers were appointed in every\\nprincipal town. The evidence of Jewish schools is the evi-\\ndence of the school idea as applied to religious instruction.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0014.jp2"}, "15": {"fulltext": "THE SUNDAY-SCHOOL IDEA II\\nThe method in these schools was substantially the Sunday-\\nschool method. In the primary grade, from five to ten\\nyears of age, the work was learning the simple text of Scrip-\\nture. After this the Jewish commentaries were studied.\\nThe work was laid out in courses of study, and the schools\\nwere graded. The method of teaching was interlocutory,\\nand great importance was attached to these schools by the\\nJews. Jewish schools for Bible study were regarded as the\\nlife of the nation. Tf you would destroy the Jews you\\nmust destroy the schools, was a maxim.\\n4. This Sunday-school Idea in the New Testament.\\nThe system of schools mentioned above was in vogue in\\nPalestine in the time of our Lord, and it has been inferred\\nthat he attended them while subject to his parents in\\nNazareth. We see him at the age of twelve years in the\\nmidst of the doctors (teachers) asking and answering ques-\\ntions. Christ was an itinerant teacher, for Matthew says\\nhe went about in all Galilee teaching in their synagogues.\\nChrist s method of teaching was chiefly the interlocutory.\\nWe have only two continued discourses recorded as coming\\nfrom him, the Sermon on the Mount and his farewell ad-\\ndress to his disciples. But we have many interlocutory\\nlessons recorded. Study Matt. 21 23-32 with this idea in\\nview. The Gospel of John is a series of conversations of\\nJesus, as it has been not inappropriately called. The\\nGreat Commission is given in the phraseology of inter-\\nlocutory teaching, Go teach, make disciples or learners,\\ntrain, etc.\\nNot only Christ, but the apostles, largely followed the\\ninterlocutory method of instruction. They ceased not to\\nteach and preach Jesus (Acts 5 42) Paul and Barna-\\nbas continued in Antioch, teaching and preaching the word\\nof the Lord (15 55). Paul s custom was to go into the\\nsynagogue on the Sabbath and teach and preach. Thus in", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0015.jp2"}, "16": {"fulltext": "12 HANDBOOK ON SUNDAY-SCHOOL WORK\\nthe days of Abraham, Moses, Ezra, Christ, and the apos-\\ntles, the Sunday-school idea prevailed to a large extent\\nThe Sunday-school Idea in Ecclesiastical History.\\nIn the first two decades of Christianity, when most of its\\nconverts were from the Jews, it would be natural for them\\nto follow the synagogue method of teaching but when\\nGentile communities were reached, there would be some\\nmodification of methods, yet the catechetical method largely\\nprevailed. Baron Bunsen says The apostolic church\\nmade the school the connecting link between herself and\\nthe world. So popular and influential were the Christian\\nschools in the fourth century, that Julian the Apostate\\nissued an edict suppressing Christian teachers from the\\nschools, which he sought to take under his control. Chris-\\ntians were persecuted, and accused of propagating their\\ncause by getting the children into their schools.\\nSchafif, in his History of the Christian Church, makes\\nthis significant statement, which shows the value of inter-\\nlocutory teaching\\nIt is a remarkable fact, that after the days of the apostles\\nno names of great missionaries are mentioned till the open-\\ning of the Middle Ages. There were no missionary socie-\\nties, no missionary institutions, no organized efforts in the Ante-\\nnicene age and yet in less than three hundred years from the\\ndeath of St. John the whole population of the Roman Empire,\\nwhich then represented the civilized world, was nominally Chris-\\ntianized.\\nThis marvelous success is attributed to the use of the\\nBible method of teaching. This Sunday-school method\\nwas largely followed in the first three centuries. The great\\nteachers of these early centuries, as Clement, at the head of\\nthe Alexandrian School, Origen, and Augustine, all attribute\\ntheir success to catechetical teaching.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0016.jp2"}, "17": {"fulltext": "THE SUNDAY-SCHOOL IDEA 1 3\\nFrom a survey of ecclesiastical history from the days of\\nChrist and the apostles we glean the following summary re-\\nspecting the value and influence of the Bible idea of teaching\\ni. Bible facts were most effectively lodged in the mind,\\nand practical truths impressed on the heart, by this method\\nof teaching.\\nIn the ecclesiastical records of the fourth and fifth cen-\\nturies illustrations abound showing that large portions of\\nthe Bible, and in some instances the whole Bible, Old and\\nNew Testaments, have been memorized. It is also a recog-\\nnized fact in ecclesiastical history that the highest and\\npurest types of Christian life are found where Bible-schools\\nprevailed. This is the secret of that type of life found\\namong the Albigenses, Waldenses, Lollards, or Wyclifntes,\\nand the Bohemians.\\n2. When the catechetical teaching has been supplanted\\nby ritualism, piety declined and a fossilized formalism took\\nits place.\\nJust in proportion as the Sunday-school idea was ignored\\nor recognized, declension or advancement followed, and the\\nchurch lost or gained spiritual power. This fact is most\\nforcibly illustrated in the seventeenth and eighteenth cen-\\nturies, when there was a decline in interlocutory teaching in\\nProtestant Europe, Great Britain, and America. The ra-\\ntionalism that followed the French Revolution swept over\\nGermany. England had reached probably her lowest point\\nin moral tone and the waves of these corrupt waters were\\nbeginning to sweep over the new world. In the latter part\\nof the eighteenth century and first of the nineteenth, great\\nrevivals broke out under Zinzendorf in Germany, Wesley\\nand Whitefield in England, and Edwards and Whitefield\\nin America. With these came the revival of interlocutory\\nteaching, and the Sunday-school idea. During this period\\nRobert Raikes began his work at Gloucester, England.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0017.jp2"}, "18": {"fulltext": "14 HANDBOOK ON SUNDAY-SCHOOL WORK\\n3. While the preaching of the gospel in sermonic form\\nalways has been, and always will be, the greatest power in\\nChristianity, history shows that it must be sustained by in-\\nterlocutory teaching. It was preaching, faithful, earnest,\\nwarm-hearted, majestic preaching, that brought about the\\ngreat Reformation of the sixteenth century but it was the\\nfaithful teaching which followed that sustained it From\\nsuch teaching the Reformation obtained its best fruits.\\nRome was quick to learn this lesson from the Reformation\\nand returned to the school idea and the secret of her\\npower to-day is not so much her pulpit as her parochial\\nschools.\\n4. The Sunday-school idea practically applied has had\\ngreat influence in national reforms and national prosperity.\\nLord Mahon points to the Sunday-school as the beginning\\nof a new era in the national life of England in the days of\\nRobert Raikes. Green, the English historian, speaking of\\nthe dark days following the American Revolution, just after\\nthe beginning of Raikes work, says It was then that\\nthe moral, the philanthropic, the religious ideas which have\\nmolded English society into its present shape, first broke\\nthe spiritual torpor of the eighteenth century.\\nJohn Bright attributes much of the good of millions of\\nEngland s people to Sunday-schools. Sunday-schools led\\nto penny postage in England, and paved the way to the or-\\nganization of British Bible and missionary societies. What\\nSunday-schools have done for England they have done, and\\nmuch more, for America. Says Trumbull: America has\\nbeen practically saved to Christianity and the religion of\\nthe Bible by the Sunday-school.\\n5. The great men of the world have been identified with\\nand advocated the Sunday-school idea. We have seen\\nhow inspired men, in the Old and the New Testament,\\ntaught and advocated teaching. In Christian history, men", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0018.jp2"}, "19": {"fulltext": "THE SUNDAY-SCHOOL IDEA 15\\nof all the leading professions and callings have been advo-\\ncates of the Sunday-school idea. When Celsus, the pow-\\nerful enemy of Christianity, accused Christians of advan-\\ncing their cause by getting hold of the children in their\\nschools, Origen, in his reply, admitted the charge, but\\nshowed how the children were improved and benefited by\\nthe teaching. St. Francis Xavier said: Give me the\\nchildren until they are seven years old and any one may\\nhave them after that. Luther said, For the. church s\\nsake, Christian schools must be established and main-\\ntained, and wrote a catechism for the use of his people.\\nBishop Andrews, of the Church of England, in the study of\\necclesiastical history found that interlocutory teaching was\\nthe secret of the church s success. Scotch and English\\nchurch councils have declared in favor of it. In later days,\\nsuch men as Lyman Beecher, Francis Wayland, E. N.\\nKirk, Doctor Doddridge, Albert Barnes, and many others,\\nhave been the warmest advocates of Sunday-schools. To-\\nday we have men of all ranks and professions, from the\\npresident of the United States down, actively engaged in\\nSunday-school work. The Sunday-school idea has grown\\ninto such vast proportions in organization and methods of\\nwork that at present it encircles the entire Christian world.\\nBLACKBOARD EXERCISE\\nTHE SUNDAY-SCHOOL IDEA IN\\nC I. Rabbinical Tradition\\nI. Bible History J 2 The Old Testament\\n1 I 3. Contemporaneous History\\n[_ 4. The New Testament\\nf 1. Effective in Early Centuries\\nII. Ecclesiastical I 2 Catechetical Teachings Ritualism\\nHistory 1 3- To Sustain Preaching\\n3 I 4. In National Reforms\\n[5. Advocated by Great Men", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0019.jp2"}, "20": {"fulltext": "1 6 HANDBOOK ON SUNDAY-SCHOOL WORK\\nII.\\nORGANIZATION.\\nDefinition. Organization is systematic preparation for\\nwork, or the systematic arrangement of the several parts of\\na whole so that each part contributes to the object of the\\norganization. The organization of a Sunday-school is the\\narrangement of all its component parts and exercises in the\\nbest way to accomplish the greatest good upon the part of\\nthe school as a whole. It may be well to study first\\nI. The Principles of Organization.\\nThere are fundamental principles that are essential to the\\nproper and complete organization of any body.\\ni. Purpose. Organization is not undertaken for its own\\nsake, but has a purpose. Each part also has its purpose.\\nThe human body is an organization as a dwelling-place and\\nconvenience of the human soul while in this present state\\nof existence, and each part of the body is organized for a\\ngiven purpose, as the eye for seeing, the ear for hearing\\nthe foot for locomotion, the hand for handling, etc., yet\\nall work together, animated by a common purpose and\\ntoward a common end.\\n2. The organization must conform to the purpose in\\nview. No one would organize an army, an engineer corps,\\na steamer s crew, a gang of railroad men, a set of har-\\nvest hands, or a business corporation alike, for the simple\\nreason that they are to accomplish different ends. Each\\nshould be organized for the special end in view.\\n3. Organization is a means, not an end. The reason\\nwhy so many organizations fail is not because the organiza-\\ntion is not good, but because it is not properly employed.\\nOrganization is simply preparation for work, and when the\\norganization is complete the work should begin.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0020.jp2"}, "21": {"fulltext": "ORGANIZATION 1 7\\n4. Organization means division of labor. Each part\\ndoes what no other part can do. The eye, the ear, the\\nfoot, the hand, as well as every other organ of the body,\\nhas each its specific functions (1 Cor. 12 12-20). Organi-\\nzation seeks to find the right part for the right place and\\nproperly adjust it in relation to the other parts in the whole.\\nWhen the organization is composed of men, women, and\\nchildren, there must be such a division of labor that each\\none will be placed where he can contribute most for the\\naccomplishment of the whole.\\n5. The power of organization is unity. How should\\none chase a thousand and two put ten thousand to flight\\n(Deut. 32 30.) By an organization which has God behind\\nit as its life-giving power. If each part works out of har-\\nmony with the other parts the friction lessens the power\\nbut when all work together the power is increased. When\\neach part of the organization has a will of its own, as in\\nany organization of human beings, one purpose must domi-\\nnate all. Then the organization is a power, while otherwise\\nit will soon become a failure. This makes it especially neces-\\nsary in the organizations of human beings that the body\\nhave a head, one whom all will joyously follow. The\\nachievements of an organization are often due to the leaders\\nmore than to any other cause. Obedience here is the\\nprinciple.\\n6. Flexibility is also a fundamental principle in organiza-\\ntion. The hand has a unity in its organization, yet it is so\\nflexible that it can be turned from the simplest, crudest\\nlabor to a work demanding the utmost delicacy and skill.\\nIf it becomes stiffened by age or disease, it loses the deft-\\nness it possessed. So with an organization it must be\\nfitted to the end to be accomplished, and it must preserve\\nintact its capacity to attain that end. If it becomes weak-\\nened by disuse or dissensions it must fail.\\nB", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0021.jp2"}, "22": {"fulltext": "1 8 HANDBOOK ON SUNDAY-SCHOOL WORK\\n7. Finally, organization implies life. It is essential both\\nto its formation and perpetuation. Aristotle said, Life is\\nthe cause of organisms. Take away the life and the or-\\nganization dissolves. Take the life from the human body\\nand it becomes dust.\\nEspecially is the principle true and essential in the or-\\nganization of religious bodies as churches and Sunday-\\nschools. If the organization is social, then a social spirit\\nor life will support it if it is political, a political spirit or\\nlife will sustain it and if it is Christian, a Christ spirit or\\nlife must dominate it, or it will die as a distinctive Christian\\norganization. It may exist as a social compact, but like the\\nchurch of Laodicea, it may have a name to live, but be\\ndead. See Ezekiel s vision of dry bones (Ezek. 37 1-14).\\nII. These Principles Applied to the Organization of the\\nSunday-school.\\nThis brings us at once to consider\\n1. The purpose of the Sunday-school. This must be\\nclearly understood before we can proceed to form an organ-\\nzation. This purpose is four-fold. (1) To give instruction\\nin the Bible. (2) Through this instruction to lead persons\\nto Christ. (3) To develop in these persons, who have been\\nled to Christ and have accepted him, a symmetrical Chris-\\ntian character, and (4) To train them for efficient and use-\\nful service.\\n2. The organization of the school must conform to this\\nfour-fold purpose. (1) As the first great aim is to give in-\\nstruction in the Bible, the organization must be a school,\\nwith such facilities as are necessary to give this instruction.\\n(2) As its second aim is to bring persons to Christ, it must\\nbe a school of Christ, with teachers who have been to\\nChrist themselves. (3) As its pupils are to be built up in\\nChristian character, its teaching and influence must all be", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0022.jp2"}, "23": {"fulltext": "ORGANIZATION 1 9\\nturned in that direction. (4) As it is to train for useful-\\nness, it must have a distinctively training department for\\nthe preparation of teachers, that it may become self-perpet-\\nuating.\\n3. As the school is a means and not an end, it must\\n(1) Constantly replenish its spent energies, keep down fric-\\ntion, and keep the organization intact, always ready for the\\nbest service and results. (2) It must not consider its work\\nas done so long as it can find one person to lead to Christ,\\nand whom it can develop and train.\\n4. As organization means division of labor, the greatest\\ncare should be taken to get the right persons in the right\\nplace. Some persons who make splendid secretaries, treas-\\nurers, or librarians, would be failures as teachers, while the\\nconverse is likewise true. In the application of this prin-\\nciple, assign work to the worker that (1) He wants to do\\n(2) That he can do or (3) That he is willing to learn\\nto do.\\n5 Since unity is an essential principle in organization,\\nin its application to the Sunday-school, it must have (1)\\nAn organization preceding and dominating it in order that\\nthere shall be unity and harmony in its teaching. This\\npreceding and dominating organization is the church,\\nwhich must organize the school as a department of church\\nwork, by selecting the superintendent and other officers, or\\nat the least by approving them. (2) These other officers\\nthen become the superintendent s cabinet, to unify the man-\\nagement of the school and he should have (3) a teachers\\nmeeting, to unify the teaching and keep it in harmony with\\nthe standards of the church.\\n6. Variety. Since flexibility is a principle in organiza-\\ntion, the organization of the Sunday-school should be such\\nas to give the greatest variety in its movements. No un-\\nyielding constitution should be adopted. Its government", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0023.jp2"}, "24": {"fulltext": "20 HANDBOOK ON SUNDAY-SCHOOL WORK\\nshould be more by principles than rules. The order of ex-\\nercises should be varied and changed from time to time as\\nnecessity requires. The various departments should have\\nample liberty and latitude.\\n7. As organization implies life, the most systematic\\nand complete will fail without it. The organization of the\\nSunday-school must have the Holy Spirit as the vital power.\\nThe life of Jesus Christ in officers and teachers will insure\\nthe Holy Spirit s aid in the prosecution of the work.\\nIII. A Suggestive Organization.\\nWe say suggestive, because no one can in his study or-\\nganize every Sunday-school that should be formed in the\\ncountry. The organization in its details must vary with\\ncircumstances. We must have in nearly every school some\\nsuch organization as the following\\n1. The Scholars. Men, women, and children, all who\\ncan understand (Neh. 8 3).\\n2. Officers. Pastor, superintendent, assistant superin-\\ntendent, secretary, treasurer, chorister, organist, librarian,\\nchalk-talker, and committees for special work. These\\nshould be appointed or approved by the church, except the\\ncommittees.\\n3. Teachers. These should be appointed by the super-\\nintendent and officers in consultation with the pastor.\\n4. Classification. There are usually four grades Pri-\\nmary, intermediate, advanced, and adult, according to age\\nand attainment. (This will be fully considered in the\\nlesson on grading.)\\n5. Course of Study. We must have a course of study.\\nThere may be more than one course of study pursued at the\\nsame time. (1) The international uniform lesson series.\\n(2) A course of supplemental lessons. (3) A normal course\\nfor teachers. (4) A catechetical or doctrinal course.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0024.jp2"}, "25": {"fulltext": "ORGANIZATION\\nBLACKBOARD EXERCISE\\nORGANIZATION\\n1. Purpose\\n2. Conformity to\\n3. Means not End\\n4. Division of Labor\\n5. Power of Unity\\n6. Flexibility\\n7. Life\\nI. Give Instruction\\nI D^ctracte,\\n4. Train for Service\\n1. Being a School\\n2. A School of Christ\\n3. Trend of Teaching\\n4. Training Departm t\\n2. Conformity in\\n3. As a Means\\n4. Assign to Worker\\n5. Unified by\\nRepl. Spent Energies\\nNever Stop.\\nWhat Wants to Do\\nWhat Can Do\\nWhat Learn to Do\\nChurch as Basis\\nSup ts Cabinet\\nTeachers Meeting\\n6. Flexibility by Lib. of Depts. and Vari. Ex.\\n7. Life from Holy Spirit\\n1. The Scholars (Neh. 8 3).\\n2. Officers: Pas., Supt., As. Supt., Sec, Treas.,\\nOrg.. Chor., Lib., Ch. T., Com.\\n3. Teachers App. by Off. and Pas.\\n4. Classification Pri., Int., Adv., Adult\\n{I. International\\nt No P r^r ental\\n4. Catechetical or Doctrinal", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0025.jp2"}, "26": {"fulltext": "22 HANDBOOK ON SUNDAY-SCHOOL WORK\\nIII.\\nGRADED SUNDAY-SCHOOLS.\\nIn the organization and management of Sunday-schools,\\ntwo essential characteristics must be kept in view, viz,\\nthat the Sunday-school is both a religious assembly and a\\nschool. Neither must be neglected or sacrificed for the\\nother. The worshipful and devotional character can be\\nmaintained to a very high degree without sacrificing the\\ninstructive, and may be made very helpful to it. A system\\nof grading is essential to the school idea. We may learn\\nmuch from the methods of grading in the public school,\\nyet there is an essential difference. In grading a Sunday-\\nschool three difficulties confront us that are not found in\\nthe public school:\\ni. Voluntary Atte7idance. We do not have the authority\\nof the State to put a pupil where he properly belongs. In\\nthe public school the sole basis of gradation is the pupil s\\nattainments, irrespective of size, age, or social conditions,\\nwhile in the Sunday-school we must needs give some con-\\nsideration to these. However, if we begin with the pupil\\nfrom early childhood, there will be no difficulty here but\\nthis we cannot do with all our Sunday-school scholars.\\n2. The Bible is not a graded text-book. The grading\\nmust be done in the selection of the portions that are to be\\ntaught and in the teaching, especially in the latter.\\n3. All grades study the same lesson. This fact is not\\nfound in any other school in the world that claims to be a\\ngraded school. The grading here must be done in the\\nteaching in the International Lesson system and in courses\\nof supplemental lessons.\\nI. Principles of Grading.\\n1. Classification. No school can be properly graded", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0026.jp2"}, "27": {"fulltext": "GRADED SUNDAY-SCHOOLS 23\\nwithout proper classification. The classifications should\\nhave respect chiefly to attainments and age.\\n2. Assigned Work. A definite amount of work should\\nbe assigned in each grade, and that work should be com-\\npleted before the pupil leaves that grade.\\n3. Promotion. There should be a fixed day each year\\nfor promotion of pupils. This will give them something to\\nlook forward to with pleasing anticipation and will tend to\\nhold them in the school. It is no wonder so many scholars\\ndrop out of Sunday-school in their teens when there is no\\ninducement for them to remain, nothing to stimulate ambi-\\ntion and desire for higher attainments.\\n4. Examination. Promotion should be made on exami-\\nnation, oral in the lower and written in the higher grades.\\n5. Graduation. This does not mean that the students\\nin the Sunday-school are to cease to attend it, any more\\nthan graduates from college are to lay aside all books and\\ncease to study. They are only prepared to commence\\nto study. That is what commencement days mean.\\nBut it means, when a certain amount of work is done, a\\ncertain course of study is taken, that there should be a\\nrecognition of it in some way that will give pleasure to the\\ngraduates and stimulus and encouragement to the under-\\ngraduates.\\nThe graduation point may be when a scholar has studied\\nall the lessons, or, say, seventy-five per cent, of the Inter-\\nnational Lessons in a six or seven years series. These\\nseries are arranged so as to cover the whole field of the\\nBible in outline. Then, also, an examination may be\\ngiven on the supplemental lessons that may be adopted.\\nII. Methods of Grading.\\nWe lay down here no inflexible rule, but give only sug-\\ngestions. The superintendent and teachers of each school", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0027.jp2"}, "28": {"fulltext": "24 HANDBOOK ON SUNDAY-SCHOOL WORK\\nmust determine the details of grading according to the cir-\\ncumstances of each school. Yet in all grading we recog-\\nnize several great departments, and the grading in these\\ndepartments will be left to the judgment of those who have\\ncharge of them.\\n1. The Primary Department. Age from four to eight\\nyears. If this department is large it may be divided into\\nsmall classes, with assistant teachers over them. As the\\npupils are to remain in this grade four years, it might be\\na good plan to subdivide according to the years and put\\nthem into four classes. These will seat all first-year,\\nsecond-year, etc., together, which will represent the grade\\nto the eye.\\nFirst Year. Titles, Golden Texts, and simple facts of\\nthe International Lessons.\\nSecond Year. In addition to the first, the Ten Com-\\nmandments, the Lord s Prayer, Twenty-third Psalm, and\\nBeatitudes.\\nThird Year. Teach most of the regular lessons and\\nbegin the work in a good primary catechism Broadus\\nCatechism, first grade and memorize other portions of\\nScripture that the teacher may select.\\nFourth Year. In addition to regular lessons and memo-\\nrizing Scripture, finish Broadus Catechism.\\nThe instruction in this department should all be oral,\\nusing blackboard, charts, and objects.\\n2. The Intermediate Department. Age, eight to twelve\\nyears. In passing from one grade to another there will\\nnecessarily be a change of teachers. When it is generally\\nknown that this is the rule of the school there will be no\\nobjections.\\nIn large schools, where there will be a number of classes\\nin each department, it will be well to have a superintend-\\nent of each one.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0028.jp2"}, "29": {"fulltext": "GRADED SUNDAY-SCHOOLS 2$\\nFirst Year. The International Lesson is studied more\\nthoroughly. The Intermediate Quarterly is used and all\\nthe blanks filled up in writing. The supplemental work\\nhere may be learning the books of the Bible in order and\\nsuch other memory work as the teacher may assign.\\nSecond Year. In addition to the regular lessons, the\\nbooks of the Bible reviewed, giving their classification,\\nauthors, dates, and design of each book. 1\\nThird Year. In addition to regular lessons, select por-\\ntions of Scripture to be memorized. Teach the names and\\ncharacteristics of the patriarchs, judges, kings of Israel and\\nJudah, and the twelve apostles, teacher arranging so much\\nfor each week.\\nFourth Year. Here the pupil is in the twelfth year of\\nhis life and eighth year of his Sunday-school life, and, if\\nthe work in previous grades has been well done, you can\\ngive as the supplemental lessons this year a brief outline\\nof the life of Christ. It may be easily arranged by quar-\\nters, as First quarter, from his birth to his baptism second\\nquarter, Judean ministry third quarter, Galilean ministry\\nfourth quarter, Perean ministry. 2\\n3. Advanced Department. Age, twelve to sixteen. This\\nis the most important grade in the school because it is the\\nhardest age at which to hold pupils. The best and wisest\\nteachers should be selected for this grade. It is usually\\nthe largest department of the school, and will be in the\\nsame room with the seniors. They like, at this age, recog-\\nnition, and in the opening and closing exercises they should\\nreceive such as may be suitable. In the regular lessons\\nthey study the Advanced Quarterly, and work should be\\n!For this work, Lessons from the Desk, by Rev. Harold Kennedy, and\\npublished by the American Baptist Publication Society, will prove invaluable.\\n2 The Life of Christ, by O. C. S. Wallace, d. d., will be found very help-\\nful in this work.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0029.jp2"}, "30": {"fulltext": "26 HANDBOOK ON SUNDAY-SCHOOL WORK\\nassigned in the lesson to each pupil, as to one the places of\\nthe lesson, to another the persons, etc. The supplemental\\nlessons may be\\nFirst Year. Outline O. T. history from creation to\\nexodus from Egypt.\\nSecond Year. O. T. history from exodus from Egypt to\\nthe coronation of King Saul.\\nThird Year. Finish O. T. history.\\nFourth Year. New Testament history. Of course the\\nhistory in this grade will be only in brief outline, so that it\\nwill leave with the pupils of this grade the framework of\\nBible history.\\n4. Senior Department. Age, sixteen to twenty. In\\nthis grade the Senior Quarterly will be used and all the\\nmatter worked up that it suggests in the way of special\\ntopics along the line of the International Lessons. For\\nsupplemental work, take something like the following\\nFirst Year. The Dawn of Christianity, Vedder.\\nSecond Year. Short History of Baptists, Vedder.\\nThird Year. Christian evidence.\\nFourth Year. Christian evidence.\\nOr, for the whole four years, the Christian Culture\\nCourses of the B. Y. P. U. This latter course would keep\\nthe young people s society and Sunday-school together\\nduring a most important period of life.\\n5. The Normal Department. From the senior depart-\\nment pupils may be graded and promoted to the normal\\ndepartment. Put into this department all who are willing\\nto become teachers and to prepare themselves for the work,\\nor those who wish to study more systematically the Bible.\\nOf this department we may notice\\n(1) The Teacher. The pastor, superintendent, or a\\npractical teacher from the public schools may be placed as\\nteacher of the normal department.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0030.jp2"}, "31": {"fulltext": "GRADED SUNDAY-SCHOOLS 2/\\n(2) The Course of Study. The Chautauqua Normal\\nUnion Course is the best Then each student may be en-\\nrolled as a Normal Union student, and, on finishing the\\ncourse, receives a diploma from the Chautauqua Normal\\nUnion.\\n(3) Time and Place of Meeting. If the time can be\\ngiven to it, take a week-day evening or an hour on Sunday,\\nand, if neither of these can be had, take the regular Sunday-\\nschool hour and drop the regular lessons.\\n6. The Lecture Department. This takes in every one\\nover twenty years of age and during the remainder of life,\\nif the scholars choose. There is no formal organization as\\nin the other departments. The method of teaching is by\\npractical running comment on the lesson, bringing out the\\nspiritual lessons, and with forcible incident and illustration\\nimpressing them on the heart. This department should\\nmeet in the main audience room of the church if it is ar-\\nranged in apartments, and the pastor will probably be the\\nbest teacher. If the superintendent has charge of it he\\nmust do it while the class-work is going on in the other\\ndepartments under the supervision of his assistants. Every\\none not in the other departments may attend this. They\\nmay or may not study the lesson previously. Strangers\\nmay drop in here and be greatly benefited. It is more like\\na preaching service with an expository sermon. The lecture\\non the lesson may often take on the evangelistic form and be\\na real soul-winning sermon. Special features may be intro-\\nduced, from time to time, to awaken and keep up interest\\nBLACKBOARD EXERCISE\\nGRADING\\nT ix. Vol. Attendance\\nTYffi if- 2 Bible not Gr Text-book\\n.3. All Grades have same Lesson\\nit", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0031.jp2"}, "32": {"fulltext": "28\\nHANDBOOK ON SUNDAY-SCHOOL WORK\\nf I. Class, by Age and Att.\\nDef. Work Assigned\\nPrinciples for 3. Day of Promotion\\n4. Examinations\\n5. Graduation\\nMethods for\\n1. Pri. Dep t\\n2. Int. Dep t\\n3. Adv. Dep t\\n4. Senior Dep t\\nFirst Year\\nSecond Year\\nThird Year\\nFourth Year\\nFirst Year.\\nSecond Year\\nThird Year\\nFourth Year\\nFirst Year\\nSecond Year\\nThird Year\\nFourth Year\\nFirst Year\\nSecond Year\\nThird Year\\nFourth Year\\n5. Normal Dep t\\n6. Lecture Dep t\\nt\\nTeacher\\nCourse of Study\\nTime and Place\\nIV.\\nSUPPLEMENTAL ORGANIZATION.\\nIn addition to the organization and grading considered in\\nthe two preceding lessons, there are other means of per-\\nfecting the work of the Sunday-school. These it is not\\nproper to omit in a manual of this kind, and as they may\\nbe briefly treated under the head of organizations we in-\\nclude them in this lesson.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0032.jp2"}, "33": {"fulltext": "SUPPLEMENTAL ORGANIZATION 29\\nI. Class Organization.\\nThe school and its work will be helped greatly by proper\\nclass organization. It will promote a wholesome class\\nspirit, unity, and acquaintance. The organization may be\\nsimple. There should be\\n1. A Preside?it. This should as a rule be the teacher,\\nyet it would be proper to elect any other member president.\\n2. A Secretary, to keep the class records, call the roll,\\nand mark the attendance.\\n3. A Treasurer, to take the collection in the class and\\nkeep the account of all contributions, which he will turn\\nover to the treasurer of the school.\\n4. Committees, to look up absent scholars, bring in new\\nones, and introduce strangers to the teachers, who will in-\\ntroduce them to the class.\\n5. Class Meetings. These may be held at such time\\nand place as is most convenient for social purposes, and to\\ncultivate a better class acquaintance and class spirit. If\\nthe school is in city or town, class outings in the summer\\nwill be pleasant and profitable.\\nII. The Teachers Meeting.\\nNo Sunday-school is properly organized that does not\\nsustain a weekly teachers meeting.\\nWhen Every week, as near the middle of the week as\\nconvenient, so that the teachers will have time to prepare\\nfor it, and time to work up the suggestions they receive at\\nthe meeting.\\nWhere At the most central point for all the teachers.\\nThis may be a room in the church, the pastor s study, or\\nthe home of one of the teachers. Sometimes it works well\\nto meet at the homes of the teachers in rotation.\\nWhy We should have a teachers meeting 1. Be-\\ncause it promotes mutual acquaintance, sympathy, and fel-", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0033.jp2"}, "34": {"fulltext": "30 HANDBOOK ON SUNDAY-SCHOOL WORK\\nlowship among the teachers. 2. It unifies the teaching.\\n3. It improves the methods of teaching. 4. It secures\\nbetter results to the school.\\nHow How shall the teachers meeting be conducted\\n1. Have a season of prayer. 2. Study the next Sunday s\\nlesson. 3. Discuss methods of teaching it in the various\\ngrades. Let teachers be appointed the week before to\\npresent plans for teaching a plan for teaching it to adult\\nclasses, another for the intermediate classes, and another\\nstill for the primary. 4. Then consider any difficulties\\nwhich any of the teachers may be laboring under, any en-\\ncouragements they may be having in their classes, or inci-\\ndents connected with their class-work. Remember that it\\nis a teachers meeting and it is proper to consider all ques-\\ntions relative to teaching. It will be well for the teachers\\nto prepare questions for this part of the meeting.\\nIII. The Home Department.\\nThe Home Department is the pick-up train of the\\nSunday-school. It gathers in all that cannot, or think they\\ncannot, attend the regular sessions of the school, but want\\nto study the Bible in a regular and systematic way. When\\nthere are a sufficient number who are willing to join the\\nHome Department, it may have an organization of its own.\\nWe here briefly describe it\\n1. The enrollment. The community is canvassed, and\\nall who will agree to study the Sunday-school lessons thirty\\nminutes each week at home are enrolled as members of the\\nschool.\\nThis will reach (1) Those who live at too great a dis-\\ntance from the school to attend regularly. (2) Mothers\\nwith small children and no one to care for them in their\\nabsence. (3) The shut-ins, who will be glad to occupy\\na portion of their weary hours in this way. (4) Servants", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0034.jp2"}, "35": {"fulltext": "SUPPLEMENTAL ORGANIZATION 3 I\\nand employees whose time is not their own. (5) Traveling\\nmen who cannot be at home, save at intervals. Those\\nwho are enrolled are to have all the privileges of the school.\\nLesson helps and papers are to be furnished them, and\\na catalogue of the library to which they may have access,\\nand the privilege of making regular contributions to the\\nwork of the school.\\n2. Officers. A superintendent, and visitors who make a\\nthorough canvass of the community and induce all not at-\\ntending the school to join the Home Department. The ter-\\nritory is divided into districts, and one or more visitors\\nassigned to each district.\\n3. Classes. There may be four kinds of classes formed\\n(1) Individual classes, who live in the same district, under\\nthe supervision of a visitor, who corresponds to the teacher.\\nThey study independently of each other, and have no class\\nmeetings. (2) Family classes. In some instances there\\nwill be families too remote from the school to attend, and\\nwill agree to study the lesson together. (3) Neighborhood\\nclasses, where several families may agree to study the lesson\\ntogether. There are not enough to organize and support\\na school, and are too remote from the main school to at-\\ntend. They may be formed thus into a neighborhood class.\\n(4) Correspondence classes. Any one may start, in connec-\\ntion with the Home Department, a correspondence class of\\npersons who are scattered and too far away for visitation.\\nCorrespondence may thus be opened with lumber and min-\\ning camps and remote communities.\\n4. Supplies. Home Department supplies consist of a\\nvisitor s book, with full instructions, circulars explaining\\nthe work, pledge cards, membership certificates, report\\ncards, etc. 1 The quarterlies and papers are also furnished.\\n1 All of these supplies can be obtained from the American Baptist Publica-\\ntion Society, Philadelphia, or from the nearest Branch.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0035.jp2"}, "36": {"fulltext": "32 HANDBOOK ON SUNDAY-SCHOOL WORK\\nA collection envelope accompanies the report card, for a\\ncontribution to be sent in with the quarterly report of the\\nstudent.\\n5. Advantages of the Home Departmetit. (1) It takes\\nthe school to the homes of those who do not attend it at\\nthe church. (2) It solves the vexed problem, How can\\nwe get all our church-members into the Sunday-school?\\n(3) It increases the attendance of the main school. (4) It\\nis an evangelizing agency for the community. (5) It is a\\ngood help to the pastor in his work of visitation. (6) It\\npromotes Bible reading in the family. (7) It develops\\nChristian workers.\\nIV. House to House Visitation.\\nThis visitation is different from that in the Home De-\\npartment different visitors, different objects, and different\\nmethods. It may be accomplished by an individual\\nschool, but it is probably better to make it a general work\\nby a union effort of all the schools in a town, city, district,\\nor county. It is more a department of international work\\nthan that of any one school. In such union there will be\\nboth strength and impressiveness. To prosecute it success-\\nfully there must be\\n1. Organizatioji. This organization should represent\\nthe pastors and superintendents of all the schools of all de-\\nnominations in the community. Then,\\n2. District the Territory. In the town or city it may\\nfollow wards or streets in the country the school districts\\nwould be a natural and convenient division.\\n3. Appoint visitors, and furnish each with a visitor s\\nbook and a list of questions on slips of paper to be filled\\nup by each family visited, for the purpose of obtaining de-\\nsired information, as whether they attend Sunday-school\\nanywhere, and if so, what school if not, what school they", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0036.jp2"}, "37": {"fulltext": "SUPPLEMENTAL ORGANIZATION 33\\nwould prefer, and whether they are supplied with Bibles,\\nand what church they attend, etc.\\n4. Appoint a Visiting Day. Then let all the visitors\\nassemble for a season of prayer before they start out, and\\nwhen the canvass is complete have another meeting for\\nreports. The information obtained will be astonishing.\\nWhole cities and counties have been visited in a day.\\nEvery house in the community should be visited. Much\\ncare and judgment should be exercised in prosecuting the\\nwork. Visitors must not be abrupt nor canvass in the\\nspirit of a governmental census taker or commercial agent,\\nbut be polite, kind, and winning. Such a day s work can-\\nnot fail to make a most favorable impression on a commu-\\nnity, especially when it is known that every house has been\\nreligiously canvassed.\\n5. Let this be done frequently enough to have the work\\nefficient and impressive. The information obtained can be\\ndistributed to the various schools and made useful in their\\nspecial work. Those, for instance, that would prefer the\\nBaptist school or church can have their names and ad-\\ndresses given to the pastor or superintendent of the Baptist\\nchurch, and so on of each denomination.\\n6. The advantages of such a work would be (1) To\\nawaken the whole community religiously and show the\\npeople that the churches were really interested in them.\\n(2) It would be a revelation to the churches of the religious\\ncondition of the community. (3) It would awaken an\\ninterest in the churches themselves for the community they\\nnever had before. (4) It would bring all the churches and\\nSunday-schools of the community into closer touch, sym-\\npathy, and co-operation with each other. (5) It would\\ndestroy a great deal of denominational prejudice and nar-\\nrowness. (6) It would increase the number and develop\\nChristian workers. (7) It would prove a great blessing to", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0037.jp2"}, "38": {"fulltext": "34\\nHANDBOOK ON SUNDAY-SCHOOL WORK\\nthe workers themselves as well as increase attendance upon\\nthe Sunday-school and church.\\nBLACKBOARD EXERCISE\\nSUPPLEMENTAL ORGANIZATION\\nI.\\nClass Organiza-\\ntion\\n1. President\\n2. Secretary\\n3. Treasurer\\n4. Committees\\n5. Class Meetings\\nWhen?\\nWhere\\nII.\\nTeachers Meet-\\nings\\nWhy?\\n1. Promote Acq., Symp., Fel.\\n2. Unifies Teaching\\n3. Improves Methods\\n4. Secures Better Results\\nHow\\n1. Prayer\\n2. Study Lesson\\n3. Discuss Methods of Teaching\\nL 4. Questions\\nIII.\\nHome Dep t\\nIV.\\nHouse to House\\nVisitation\\n1. Enroll: Dist., Mothers, Shut-ins, Serv.,\\nTrav.\\n2. Officers Sup t, Visitors\\n3. Classes Ind., Fam., Neighb., Corre.\\n4. Supplies Vis. Book, Cert., Cards, Helps,\\netc.\\n5. Advantages R. Homes, R. All, Incr.\\nAtt., Evan., Helps Pastor, Bible R.,\\nDev. Workers\\n1. Organization\\n2. District the Territory\\n3. Appoint Visitors\\n4. Visitors Day\\n5. Distribute Inf.\\n{Awake Com., Inform Ch s,\\nStim. Interest, Co-op. De-\\nstroy rrej., Dev. Workers,\\nBenefit Workers", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0038.jp2"}, "39": {"fulltext": "THE SUPERINTENDENT 35\\nTHE SUPERINTENDENT.\\nA large Sunday-school which is thoroughly organized\\nmay have several superintendents. If the departments\\nare large, with a number of sub-grades and classes, each\\ndepartment may have its own superintendent. Yet all are\\nsubordinate to the chief superintendent, who is installed\\ninto his office by the authority of the church. What we\\nsay of the superintendent here may apply to all. Notice\\nI. His Qualifications.\\nWe may not find in one person all the desirable quali-\\nfications that may be mentioned, but we should find in the\\nassistants what is lacking in the principal.\\nTo avoid mistakes in his selection we may consider the\\nsuperintendent s qualifications\\n1. Negative. (1) We do not want a loiterer, one who\\nis habitually behind time. Tardiness is a crime, and the\\nsuperintendent must not be a criminal, a time-stealer.\\n(2) We do not want a lemon squeezer, a sour, sullen\\ndisposition, always finding fault with everybody and every-\\nthing, whose forte is scolding. A superintendent with too\\nmuch acid in his nature will sour every one else, keep every\\none in pickle, and fail to sweeten any lives of those he\\ncomes in contact with. {3) We do not want a Solomon in\\nhis own esteem, a self-conceited man who knows more than\\nseven men who can render a reason. He takes no sug-\\ngestions from any one, favors nothing that he does not\\noriginate, reads nothing on Sunday-schools, makes no im-\\nprovement. (4) We do not want one of porcupine nature,\\nwhose forte is criticism. His sharp quills are always out\\nyou are afraid to come near him, for you are sure to be\\nstabbed by some sharp remark that hurts for days afterward.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0039.jp2"}, "40": {"fulltext": "36 HANDBOOK ON SUNDAY-SCHOOL WORK\\n(5) We do not want a talking machine. The talkative\\nsuperintendent may be a good-natured man, but he is af-\\nflicted with the gift of speech. He opens the school with a\\nlecture, he exhorts between every verse of the hymns, he\\npreaches in the review.\\nI know a school that elected a good business man super-\\nintendent, because he could not make a speech. They\\nsucceeded.\\n2. Positive. Having seen what we do not want in a\\nsuperintendent, it will be more pleasant to search for the\\nqualities that we do want.\\n(1) Cheerfulness. Cheerfulness is the bright sunlight\\nof the soul. He who possesses it makes every one happy\\nwith whom he comes in contact. The cheerful super-\\nintendent never shows discouragement in his face. If it\\nis a dark, gloomy, rainy day, he commences his school,\\nby saying in fact, if not in words, It is very dark and\\ngloomy on the outside to-day, but I am so glad that it is\\nso bright and cheerful in here. His face is a benediction\\non the school.\\n(2) Teachableness. The good superintendent is a thorough\\nBible student, and hence he is teachable. He never feels\\nthat he knows enough. He is always open to suggestions.\\nHe reads the best books on Sunday-school work, and\\nattends all the institutes and conventions that he can.\\nBeing teachable he is a teacher. He is up on all the\\nlatest approved methods of teaching.\\n(3) Lovableness. That quality that excites love. Loveli-\\nness is moral magnetism. Add to this deep piety and we\\nhave a superintendent who is a moral and spiritual magnet.\\nHe has a most tender regard for the feelings of others,\\nstudiously avoids saying or doing anything that will disturb\\nuneasy tempers. He is an amiable gentleman. He wins.\\n(4) Gentleness. Gentleness has been defined as love in", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0040.jp2"}, "41": {"fulltext": "THE SUPERINTENDENT 37\\nsociety holding delightful intercourse with those around it.\\nThis quality in a superintendent gives him a permanent\\npopularity. The virtue that includes in it softness of man-\\nner, tenderness of feeling, kindness of action, mildness of\\nspeech, and docility of spirit, cannot fail to render its\\npossessor lovable and attractive. As the mission of the\\nSunday-school is to win to Christ, the more of this quality\\nin the leader, the greater will be the number of those who\\nwill be won.\\n(5) Firmness. The superintendent has much to test him.\\nHe is the sovereign in the government of the school, and\\nhis management depends upon firmness as well as kindness.\\nHe must first be sure that he is right, and then, when he\\ntakes a position, he must maintain it at all hazards.\\n(6) Executive Ability. As the superintendent is the chief\\nexecutive officer, he should possess a large share of execu-\\ntive ability. This is the ability to foresee, plan, and exe-\\ncute. He must have a will of his own and know how to\\nuse it. He must be a man who brings things to pass.\\nThis quality includes in it promptness and perseverance.\\nNo one who is not prompt and persevering will bring\\nthings to pass.\\n(7) Piety. There are many other desirable traits in the\\nsuperintendent that might be considered, but our space for-\\nbids, and we close this part of our lesson with the perfect\\nnumber seven. Piety includes so many good traits, and\\ncovers so many defects, that we may regard it as the one\\nessential qualification of the superintendent. If he is\\npious he will be prayerful, patient, and powerful.\\nHis Work.\\n1. In the School. By in the school we mean during\\nthe session of the school, and in order to perform his duties\\nthere properly he should be in the room fifteen or twenty", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0041.jp2"}, "42": {"fulltext": "38 HANDBOOK ON SUNDAY-SCHOOL WORK\\nminutes before the time to open the exercises, in order to\\nsee that the sexton has done his duty and everything is in\\norder for the session. Then his work in the school is\\n(i) To begin on time. One tap of the bell should be\\nthe signal for order then taking his place on the platform\\nhe should wait for quietness. The hymn should be an-\\nnounced distinctly, or place the number on the board.\\n(2) The superintendent should lead all the general exer-\\ncises according to a well-arranged order of exercises, which\\nmay be changed from time to time. It should contain the\\nelements of appropriateness, unity, variety, and impressive-\\nness. Especially should he make the opening prayer, for\\nhe knows best the spiritual needs of the school.\\n(3) During class-work he should remain at the desk,\\nwhere he can see all that is going on, and keep a note-book\\nto make a record of anything he may wish to call attention\\nto in future conferences with officers or teachers. If the\\ndifferent departments meet in different rooms, a visit from\\nthe superintendent for a few moments, if it is only to say,\\nHow do you do, will be welcomed. Five minutes be-\\nfore class-work closes he should give a signal, usually one\\ntap of the bell, that all may close on time.\\n(4) The platform review should be given by the super-\\nintendent, using a blackboard. This review should be\\nshort, pointed, practical, impressive, bringing out a practi-\\ncal summary of the lesson. The acrostic form will appeal\\nto the eye and aid the memory.\\n(5) He should aim to make the closing exercises helpful\\nin impressing the teaching of the hour. Abruptness in\\nclosing should be avoided. The secretary s report should\\nbe placed on the board that all may see it, the papers\\ndistributed in the classes to avoid confusion.\\n2. Out of the School. As the superintendent can be\\nwith his school only an hour in the week, it is evident that", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0042.jp2"}, "43": {"fulltext": "THE SUPERINTENDENT 39\\nmost of his work must be done out of the school. It may-\\nbe summarized as follows The work of the superintendent\\nis to prepare for the work in the school. But to specify\\n(i) Hold cabinet meetings. His cabinet is composed\\nof all the officers of the school and the pastor who is\\nreally an officer of the school. They should meet at least\\nonce a month, and consider all questions of interest to the\\nschool, decide on new methods that are to be employed.\\nNo new method should be employed as a mere experiment,\\nbut should be first considered in the cabinet meeting, then\\nsubmitted to the teachers, then put into practice. It will\\nbe well for members of the cabinet to visit other schools,\\nobserve their methods, and report. The cabinet meeting\\ncan be made very helpful to the school.\\n(2) To hold a weekly teachers meeting. If the superin-\\ntendent is determined to have a teachers meeting, he can\\nhave one. The best and only way to have a teachers\\nmeeting is to have it. If the teachers cannot meet every\\nweek, meet every other week and take up two lessons.\\n(3) The superintendent should visit his pupils as often\\nas possible. If the plan of house to house visitation is\\nadopted, he can occasionally go with the visitors. Children\\nwill be delighted to see their superintendent in their homes.\\n(4) Out of the school the superintendent should read\\nand study along the line of his work, keeping up with the\\nlatest and best books on the subject of Sunday-schools.\\n(5) He should also attend Sunday-school institutes and\\nconventions, both as a worker and a learner. The super-\\nintendent who does not attend such meetings will soon win\\nfor himself the appropriate title of a back number.\\n(6) Out of the school the superintendent should prepare\\nall the details of work in the school, as the lesson review,\\nselection of hymns, Scripture passages that are to be used,\\nand notify persons whom he wants to take part in the exer-", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0043.jp2"}, "44": {"fulltext": "4Q\\nHANDBOOK ON SUNDAY-SCHOOL WORK\\ncises in any way. Then after the school has closed and he\\nreturns home, let him review all the work of that session,\\nand ask himself where he could have improved it.\\nSuggestions\\nThe Superintendent s Library. Every wide-awake, up-\\nto-date superintendent should have a library. I suggest\\nthe following The Baptist Superintendent, a monthly\\nmagazine, published by the American Baptist Publication\\nSociety, 25 cents a year; A Model Superintendent,\\nTrumbull, $1.00 The Church School, and its Officers,\\nVincent, 75 cents Ways of Working, Shauffler, $1.00;\\nSunday-school Success, Wells, $1.25 How to Make\\nthe Sunday-school Go, Bener, $1.00; Seven Graded\\nSunday-schools, edited by Hurlbut, 60 cents Teaching\\nand Teachers, Trumbull, $1.00. The Sunday School\\nTimes and International Evangel, are among the best\\nperiodicals outside of the regular denominational papers,\\nquarterlies, and teacher s journal, with which the superin-\\ntendent should be familiar.\\nBLACKBOARD EXERCISE\\nTHE SUPERINTENDENT\\nHis\\nQualifications\\nNegative\\nPositive\\n1. Slow\\n2. Sour\\n3. Solomon\\n4. Sharp\\n5. Talking Machine\\nCheerfulness\\nTeachableness\\nLovableness\\nGentleness\\nFirmness\\nExecutive Ability\\nPiety", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0044.jp2"}, "45": {"fulltext": "THE TEACHER\\n41\\nHis Work\\nIn the School\\nOut of the School\\nBegin on Time\\nLead General Exercises\\nDuring Class Work\\nReviews\\nClosing Exercises\\nHold Cabinet Meeting\\nHold Teachers Meeting\\nVisit Pupils\\nRead and Study\\nAttend Institutes\\n6. Prepare all Details\\nHis Library\\nVI.\\nTHE TEACHER.\\nWhile the office and work of the superintendent cannot\\nbe too highly regarded, we must not underestimate the\\nsacredness and power of the office and work of the teacher.\\nWhat the teacher needs first and foremost is a just concep-\\ntion and appreciation of his sacred office and God-given\\nwork. In this lesson we notice six things concerning the\\nSunday-school teacher.\\nI. His Calling.\\nAlas, too many Sunday-school teachers never have a\\nserious thought about their work, and teach simply because\\nthey have been asked to take a class and can give it\\nup as easily as they take it, Our teachers never will be\\nbrought up to the fullness of their efficiency until they feel\\nthat they are called of God to teach. Hence we announce\\n1. This calling is of God. All Christians are called of\\nGod to some purpose 1 Cor. 1 26, For you see your\\ncalling, brethren. Then in answer to prayer he designates", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0045.jp2"}, "46": {"fulltext": "42 HANDBOOK ON SUNDAY-SCHOOL WORK\\nsome particular work. Paul s first prayer was: Lord,\\nwhat wilt thou have me to do and the Lord answered\\nby calling him to be an apostle (Rom. I i). The Holy\\nSpirit said to the church at Antioch Separate me Bar-\\nnabas and Saul for the work whereunto I have called\\nthem. This was not the general call of all Christians,\\nbut a special call to these two men and no one else. But\\nthis calling was to ministers or missionaries In this same\\nchurch there were certain prophets and teachers (Acts\\n13:1). In 1 Cor. 12 28 the office of teacher is distinctly\\npointed out God hath set some in the church, first apos-\\ntles, secondarily prophets, thirdly teachers. The teacher\\nmust realize this and feel that he is teaching because God\\nwants him to teach.\\n2. This calling is often made known through the church.\\nThe church is instructed to pray for workers Pray ye\\ntherefore the Lord of the harvest that he will send forth\\nlaborers into his harvest. The church at Antioch sent\\nout Saul and Barnabas as missionaries and the Holy Spirit\\nmade it known to them that he had called them. A pray-\\ning church will be sure to find workers. The teacher\\nshould regard the voice of the church as the voice of God.\\nYet he should feel impressed in his own heart that God has\\ncalled him to teach one is the internal, the other the\\nexternal call. They corroborate each other.\\n77 His Qualifications.\\nSince the office of teacher is a divine calling, it follows\\nthat he who fills it must possess proper and essential quali-\\nfications. The Sunday-school teacher should be\\n1. A Christian not a mere professor, but a true Chris-\\ntian in belief, experience, and life. He should believe the\\ntruth he is to teach, he should feel its power in his own\\nsoul, and live it every day before the world and his class.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0046.jp2"}, "47": {"fulltext": "THE TEACHER 43\\n2. He should be a consistent church-member. This\\nmeans that he should have a church preference, with con-\\nscientious beliefs concerning its doctrine that he should\\nbelong to the church with which the school is connected,\\nand that he should be loyal to it in its doctrine, officers,\\nand work. He is expected to lead his pupils into the\\nchurch, and he cannot do it unless he goes into it himself.\\n3. He should be pious, prayerful, and punctual. His\\npiety will show him his own weakness, keep him close to\\nGod, and warm his heart. Prayerfulness will establish\\npious habits in the teacher, keep his class constantly be-\\nfore a throne of grace as their intercessor, and give him the\\nlight of the Spirit for study and teaching. Punctuality will\\nshow him the value of time and enable him to economize\\nevery moment.\\n4. Personal magnetism and enthusiasm will add im-\\nmensely to his power. He will draw his pupils to him and\\nkindle a flame of zeal in them that will glow in the study of\\ntheir lessons and warm a frozen recitation.\\n5. The teacher must love his work. If he loves God\\nand feels that he has called him to his work he cannot help\\nloving it. It should be a part of his very being. The\\nexpression wedded to one s work has more in it than\\nwe think. The relation between the teacher and his\\nwork is a most tender and loving relation. Divorce means\\ndeath. Teacher, if you would succeed, learn to love your\\nwork and value it as your own life.\\n6. The teacher should be friendly, one who can make\\nfriends, appreciate friends, and keep friends. Each mem-\\nber in the class should feel that the Sunday-school teacher\\nis a friend at all times, and that he can go to him with\\nany trouble or at any time. The teacher should also en-\\ncourage these friendly feelings, sympathy, and helpfulness\\nbetween himself and his class.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0047.jp2"}, "48": {"fulltext": "44 HANDBOOK ON SUNDAY-SCHOOL WORK\\n7. Finally, on this line the teacher should be a teacher\\nnot simply in name, but in knowledge, skill, tact, and\\npower. A natural teacher with all the acquired qualifica-\\ntions is the best. If we would rely more on God to make\\nand choose our Sunday-school teachers for us we should\\nhave fewer failures, for he knows whom to call. A teacher\\nis one who wants to teach, loves to teach, can teach, and\\ndoes teach.\\nIII. His Preparation.\\nPreparation means getting ready. By preparation here\\nI do not mean the preparation of a given lesson, but the\\ngeneral preparation in getting ready to prepare and teach\\nany lesson. The minister s preparation for his work does\\nnot consist in making sermons, the lawyer s in trying cases,\\nnor the physician s in writing prescriptions, but in getting\\nready to do these things. The teacher, in preparing to\\nteach, should take three courses of study\\n1. He should study what he is to teach. A course of\\noutline study of the Bible as a whole, its origin, interpre-\\ntation, structure, history, geography, institutions, doctrine,\\netc., such a course as is outlined by the companion volume\\nto this, Lessons from the Desk, by Mr. Kennedy.\\nThis general outline study of the Bible will make the study\\nof a given lesson much easier.\\n2. He should study how he is to teach. In these days of\\nadvanced methods of Sunday-school work and the many\\nhelpful books on the subject brought within easy reach of\\nthe teacher, he is inexcusable for ignorance. Besides, most\\nof our children are taught in the public schools according\\nto the latest and best methods, and they will soon detect\\npoor teaching in the Sunday-school, and it will fail to\\nhold them. A course of study in the principles and\\nmethods or science of teaching is essential to efficiency in", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0048.jp2"}, "49": {"fulltext": "THE TEACHER 45\\nthe Sunday-school. This course of study it is the purpose\\nof this manual to furnish.\\n3. The teacher should study whom he is to teach. It is\\nnot enough for the teacher to know the truth he is to impart\\nand the method of imparting it, but he must know the per-\\nsonality he is to teach. He is to use all the pupil s powers\\nof thinking, feeling, and willing, and how can he do this if\\nhe does not know these powers, their strength and laws of\\noperation. He must know how to reach his pupil s mind,\\nheart, and will. A course of study in human nature, and\\nespecially child study, is essential. Part II. of this manual\\nis a mere outline of this branch of study. We hope the\\nteacher will greatly extend it.\\nIV. His Study.\\nWe do not give here the method of the teacher s study,\\nbut the general characteristics of it. Five points may be\\ngiven the teacher\\n1. He should study prayerfully, that is, he must ask\\nGod to help him understand the spiritual truth he studies.\\nThe Bible is unlike all other books in that it has a spiritual\\ninterpretation that can be discerned only by the spiritually\\nminded, and the spiritually minded teacher is the prayer-\\nful teacher. Hence prayer helps him to study.\\n2. He should study reverently. It is a serious matter to\\nprepare to teach God s word. The teacher is dealing with\\ndivine truth and immortal souls with a view of bringing\\nthe two together. How reverent we should feel in the\\nbodily presence of Jesus. We are no less in his presence\\nwhen we come before his open word to get a message to\\ndeliver to precious souls. Study reverently. He should\\n3. Study habitually. Mental habits may be easily formed\\nas well as physical, and by training the mind to think\\nhabitually along certain lines, it will naturally recur to those", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0049.jp2"}, "50": {"fulltext": "46 HANDBOOK ON SUNDAY-SCHOOL WORK\\ntopics. If the teacher will form the habit of studying his\\nBible every day, and especially along the line of the lessons,\\nhe can utilize many moments that would otherwise be lost.\\nWhen he once has formed the habit of finding spiritual\\nlessons from the text of the lesson, they soon become easy.\\nBesides this he will begin to turn everything else into les-\\nsons, as the preacher turns everything he learns into ser-\\nmons. Form studious habits.\\n4. The teacher should study systematically. Study along\\nsimilar lines, collecting and arranging similar truths in their\\nproper relations to each other. Systematic study is the\\neasiest and most aids the memory and prepares it best for\\nteaching. Many an otherwise good sermon has been lost\\nto the audience because it had no system in its make-up.\\nThe same is true of a lesson that is to be taught. Much\\ndepends on arrangement.\\n5. The teacher should study thoroughly. Superficial\\npreparation discourages, if not disgusts, an intelligent class,\\nand is very harmful to the teacher. Thorough preparation\\nin our Sunday-school work is the remedy for many an ill.\\nThorough preparation gives the teacher self-confidence\\nwhen he comes before his class, and inspires confidence on\\nthe part of the class. This also increases their faith in\\nthe word and its author. Be thorough.\\nV. His teaching.\\nThree points will describe in a general way the teaching\\nof the Sunday-school teacher.\\n1. It should be sound in doctrine. We are often asked\\nif we should teach doctrine in the Sunday-school. My re-\\nply is, that if we teach at all we must teach doctrine. But\\nwhat is sound doctrine It is evangelical a proper con-\\nception of God, our relations to him, his love, and our re-\\nlations to it, proper conceptions of ourselves, proper con-", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0050.jp2"}, "51": {"fulltext": "THE TEACHER \\\\J\\nceptions of Christ, the work of the Spirit, and the way of\\nsalvation. For a Baptist, sound doctrine includes that sys-\\ntem of belief held by the denomination. Teach the dis-\\ntinctive doctrines of Baptists Certainly, that is what they\\nare for. The Jews were instructed to teach their distinctive\\ndoctrines to their children, and why not we We should\\nhold no doctrine that we are not willing to teach in the\\nSunday-school or elsewhere. Let the teaching be sound in\\ndoctrine.\\n2. should be natural in method. There is a natural\\nway to teach all truth and a natural way to teach every lesson.\\nThe teacher must find that way, and follow it. There is a\\nnatural point at which to begin every lesson, a natural way\\nto proceed to unfold it, and a natural way in which to reach\\nevery heart. The skillful teacher will soon find it. There\\nis a natural way to reach the child mind, the boy mind,\\nthe girl mind, the youth s mind, and the mind of the adult\\nand aged the same is true of their hearts. Teaching\\nshould be natural.\\n3. should be practical in application. The Sunday-\\nschool class is not a debating society for the discussion of\\nknotty theological questions, nor a factory for spinning fine\\ntheories, nor a social club for a good time, but a con-\\nflict in which head and heart come in contact with head\\nand heart, where souls are to be won as the fruits of the\\ngreatest victories, and lives are to be made better and hap-\\npier. Let much time be given to the practical lessons.\\nBetter take only one or two and impress them well than to\\nskim over a large number. Practical teaching is clear, im-\\npressive, and moves to action. If your teaching causes the\\npupil to think, understand, feel, and act, it is practical in\\nthe highest sense.\\nVI. His Pastoral Work.\\nThe teacher bears something of the relation to his class", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0051.jp2"}, "52": {"fulltext": "48 HANDBOOK ON SUNDAY-SCHOOL WORK\\nthat the pastor does to his congregation. He is their shep-\\nherd in spiritual things. This relation readily suggests\\nduties in this direction.\\n1. He is to know his flock. The shepherd of Palestine,\\nof whom Jesus spoke, knew the name and face of every\\nsheep in his flock. So the teacher must know his class,\\ntheir names, places of abode, dispositions, and the world\\nin which they live, their home life, school life, street life,\\nsocial life, business life must know their moral and spirit-\\nual condition. To do this he must visit them at their\\nhomes, their school, in short, must go into the world in\\nwhich they live.\\n2. He is to lead his flock. The shepherd went before\\nhis flock, never driving, but leading them. The teacher\\nmust lead his class, in thinking, study, and living, influ-\\nence them for good. Often he will lead them out of the\\nworld in which he finds them into a better world, or life.\\nTo do this it is well to have them at his home and cul-\\ntivate a good social atmosphere for them. This will be\\nleading them into green pastures and beside the still\\nwaters. Lead them to Christ and into the church.\\n3. He is to feed his flock. The shepherd made every\\npreparation to feed well his flock. So the teacher must\\nprepare out of school to feed well his little flock in\\nschool.\\n4. This pastorate means to care for the flock. The shep-\\nherd nurses the sick of his flock and carries the lambs in\\nhis bosom across the streams. So there is much pastoral\\nwork for the teacher, in looking after the sick, and helping\\nthe lambs over the many streams of trial and doubt.\\n5. means to defend the flock. In the East the sheep\\nwere in danger of being attacked by wolves, and the shep-\\nherd would hazard his life in defending them. How many\\nravenous beasts seek to prey upon our children and youth,", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0052.jp2"}, "53": {"fulltext": "THE TEACHER\\n49\\nas the saloon, the theater, the ballroom, and many other\\nsocial evils! Let the teacher be found on the right side of\\nthese questions and ready to defend his class from them.\\nBLACKBOARD EXERCISE\\nTHE TEACHER\\nHisC;\\nailing\\nI. From God\\nMade Known Through the Church\\nQualifications\\n1. A Christian\\n2. Consistent Church-member\\n3. Pious, Prayerful, Punctual\\n4. Personal Magnetism\\n5. Must Love the Work\\n6. Be Friendly\\n7. Natural Teacher\\nStudy What\\nPreparation -J 2. Study How\\n3. Study Whom\\nStudy\\nTeaching\\n1. Sound in Doctrine\\n2. Natural in Method\\n3. Practical in Application\\nPastoral Work\\n1. Know\\n2. Lead\\n3. Feed\\n4. Care for\\n5. Defend", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0053.jp2"}, "54": {"fulltext": "50 HANDBOOK ON SUNDAY-SCHOOL WORK\\nVII.\\nHOW TO STUDY A SUNDAY-SCHOOL LESSON.\\nI once visited a mansion on a hill near a town in the\\nmountain region of West Virginia. My object was pleasure\\nand information. I made a study of the building and\\npremises. In doing so I did three things (i) I went all\\naround the building, viewing it from every point of the\\ncompass. (2) I went all through it from cellar to dome,\\ngetting a magnificent view of the surrounding country from\\nthe observatory I also studied the plan of its construction,\\nthe great halls and stairways, the various apartments and\\nrooms and their relations to each other. (3) Then the\\ngentleman who showed me through told me all he knew\\nabout it. That visit and study suggested to me three rules\\nfor the study of a Sunday-school lesson, which I give in the\\nfollowing outline\\nI. Study all Around the Lesson.\\nIf I had viewed the mansion from only a single point, I\\nshould have gotten only a partial view of it. So with a\\nBible lesson, we must study the lesson text in all its sur-\\nroundings, look at it from many points of view.\\nWe should study the lesson\\n1. its historical surroundings. For illustration, we take\\na passage from some portion of one of the Minor Prophets,\\ne. g., Hosea. We cannot understand it until we know\\nwhen Hosea prophesied, and what was the object of his\\nprophecy, determined only by a study of the condition of\\nIsrael at the time of his prediction. In other words, we\\nmust know the history that called forth the lesson text.\\nThe same is true of many of the psalms. If the lesson\\nbe Ps. 137, we must study the condition of the Jews in", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0054.jp2"}, "55": {"fulltext": "HOW TO STUDY A SUNDAY-SCHOOL LESSON 5 I\\nBabylon, or we cannot understand it. This is what is\\ncalled the historic setting of the lesson.\\nBut we must also study the lesson\\n2. In its logical surroundings, that is, study it in relation\\nto the context. Get the connection between the present\\nand the preceding lesson. If we are to take a few verses\\nfrom a given book, we must study these verses in relation\\nto the book as a whole. It is often necessary to read the\\nwhole book through, as one of the Minor Prophets, or\\nEpistles, to get the logical connection of the lesson text.\\nAgain, it is often essential to an understanding of a lesson,\\nto study it\\n3. In its geographical surroundings. Many of the allu-\\nsions and figures of Paul s Epistles will be much better un-\\nderstood when we know where he was and how he was\\nsituated when writing. When a prisoner, surrounded by\\nsoldiers and military accoutrements and weapons, it was\\nnatural for him to describe the Christian as a soldier and\\nthe Christian life as a warfare. Dr. David Gregg has drawn\\na most interesting, as well as strong and conclusive, argument\\nfor the divine inspiration of the whole Bible from the setting\\nof its revelation, the testimony of the land to the book in\\nits geography and history. This method applies to the\\nstudy of any given portion of the Bible.\\nStudy all around the lesson.\\nII Study all Through the lesson.\\nTo study all through a lesson is to study it from begin-\\nning to end, to explore every part of it and note carefully\\nthe relations of these parts to each other, to thoroughly\\nanalyze it. It is said that in every lesson there are seven\\nelements time, place, person, fact or thought, difficulty,\\ndoctrine, duty. To study all through a lesson involves\\nseveral distinct processes. They may be briefly mentioned", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0055.jp2"}, "56": {"fulltext": "52 HANDBOOK ON SUNDAY-SCHOOL WORK\\n1. Read the lesson and its setting until the mind is\\nfamiliar with it.\\n2. Make a paraphrase of the facts of the lesson in your\\nown language, either oral or written or both.\\n3. Be sure you understand the meaning of every word\\nand phrase of the lesson text. Here use the helps.\\n4. Find all the practical lessons that are taught in the\\nlesson text and context, and write them out in a brief con-\\ncise statement, placing them in their natural order.\\n5. Then go over the whole lesson with your class before\\nyou, and select such truths as you think they most need\\nand that you will have time to teach.\\n6. Then make a plan of teaching it to your class. The\\nplan must suit the grade of the class a primary plan, an\\nintermediate plan, an advanced plan.\\n7. Pray before you begin the study. Pray all through it,\\nand enfold it with prayer two or three days before you\\nteach it.\\nIII. Study all About the Lesson.\\nBy this I mean that the teacher should study the lesson\\nindependently all that he can, and then use the best helps\\navailable. It is a very poor teacher who will use no helps\\nat all it is a worse one who depends entirely upon helps.\\nIf the teacher can find for himself what is in the help, so\\nmuch the better. The helps are a great convenience and\\ntime-saver. We offer here a few suggestions in regard to\\nlesson helps\\n1. Use the best of your own denomination. The quar-\\nterly your class uses, and the teachers magazine, for the\\nteacher should study the lesson in line with the pupil, only\\nmore extensively and thoroughly. For that reason he\\nshould have the teachers journal and a good lesson commen-\\ntary. While denominational helps should come first, the", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0056.jp2"}, "57": {"fulltext": "HOW TO STUDY A SUNDAY-SCHOOL LESSON 53\\nteacher is not confined to them. There are some excel-\\nlent undenominational lesson helps, as Peloubet s Select\\nNotes, The Sunday School Times, and International\\nEvangel.\\n2. Use lesson helps as helps. Do not depend too much\\nupon them. Study independently until you get all you can,\\nthen use the helps to perfect your work. Or study the\\nlesson independently until you get hungry, then read about\\nit until you get full.\\n3. Use the helps in the study of the lesson, and not in\\nthe teaching before the class. The questions in the helps\\nare to stimulate study upon the part of the teacher. He\\nshould use nothing before the class but the Bible, neither\\nshould the class use anything else.\\n4. In addition to the usual periodical lesson helps, the\\nteacher should use maps, charts, and commentaries, and\\nespecially a good Bible dictionary, or an encyclopedia, if\\nhe has access to one.\\n5. But the best help is the Bible itself. What the Bible\\nsays about the lesson in other passages is most helpful.\\nConsult the parallel passages. This is especially necessary\\nwhen the lessons are from some of the historical books of\\nthe Old Testament or from the Gospels.\\nIn conclusion, let me suggest another form of presenting\\nthe three rules I have given for the study of a lesson this\\nwill give the heart preparation as well as the intellectual.\\nMemorize them in this form\\nFIRST.\\n1. Study all around the lesson.\\n2. Study all through the lesson.\\n3. Study all about the lesson.\\nSECONDLY.\\n1. Pray all around the lesson.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0057.jp2"}, "58": {"fulltext": "54\\nHANDBOOK ON SUNDAY-SCHOOL WORK\\n2. Pray all through the lesson.\\n3. Pray all about the lesson.\\nAdditional Hints on Preparation.\\n1. Begin early.\\n2. Read often.\\n3. Prepare much more than you expect to teach.\\n4. Make several plans of teaching, then adopt the best.\\n5. Talk with others about the lesson, especially at the\\nteachers meeting.\\n6. Remember that a studious teacher makes a studious\\nclass.\\n7. Remember also that a full teacher makes a full class,\\nand an empty teacher an empty class.\\nBLACKBOARD EXERCISE\\nHOW TO STUDY THE SUNDAY-SCHOOL LESSON\\nI.\\nStudy All Around\\n1. Historical Surroundings\\n2. Logical\\n3. Geographical\\nII.\\nAll Through\\nRead Less. Fam.\\nMake Paraphrase\\nUnd. Meaning Word and Phrase\\nFind Prac. Lessons\\nSelect Truths\\nMake Plan Pri., Int., Adv.\\nPray\\nIII.\\nAll About the Lesson\\n1. Use Best Denom. Helps and Others\\n2. Helps as Helps\\n3. Helps in Study not Teaching\\n4. Use Com., Map, Bible Diet., Encyc.\\n5. Bible Best Help\\nMemorize Study, Pray", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0058.jp2"}, "59": {"fulltext": "Hints on\\nPreparation\\nTHE LAWS OF TEACHING 55\\n1. Begin Early\\n2. Read Often\\n3. Prepare More Teach\\n4. Several Plans\\n5. Talk Teachers Meeting\\n6. Studious Teacher, Studious Class\\n7. Full Teacher, Full Class\\nVIII.\\nTHE LAWS OF TEACHING.\\nWhat is teaching The Bible, to my mind, furnishes the\\nbest definition. We may formulate it from Neh. 8:8:\\nThey (Ezra s teachers) read in the book in the law of\\nGod distinctly, and gave the sense and caused them to un-\\nderstand the reading. Teaching is causi7ig another to\\nunderstand. As it is a cause of which learning is the\\neffect, it must be governed by law. Teaching is as much\\ngoverned by law as are the circling planets above us or\\nthe growing organisms beneath us. If we would teach\\nwe must know and observe these laws, then we cannot fail\\nto teach. For a full, thorough, and philosophical discus-\\nsion of these laws we refer the student to Gregory s Seven\\nLaws of Teaching. In this lesson we can do no better\\nthan to give a summary of them, stating them in Doctor\\nGregory s own language, and illustrating them from our\\nown experience in teaching. There are seven factors in all\\nteaching, no matter what the subject may be. There must\\nbe a teacher, a learner, a medium of communication be-\\ntween teacher and pupil, a lesson, a teaching process, a\\nlearning process, and a test. These he formulates into\\nlaws as follows\\nI. The Law of the Teacher.\\nIt is so simple and self-evident, that a mere statement of", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0059.jp2"}, "60": {"fulltext": "56 HANDBOOK ON SUNDAY-SCHOOL WORK\\nit would seem all that is necessary. It is thus The\\nteacher must know what he would teach. How often we\\nattempt to teach what we do not know, that is, understand.\\nIf we do not understand a truth ourselves, how can we ex-\\npect to make others understand it When we have studied\\na lesson until we are so full of it that we feel we must teach\\nit, then we have the law, though reversed in terms, in its\\ndeepest significance. But there are degrees in knowledge.\\nWe may know a truth so as to be able\\ni. To simply recognize it. This is the degree of a\\nknowledge of thousands of persons whom I have simply\\nmet once or twice. This is the lowest degree of knowledge.\\nAny teacher should be ashamed not to go beyond this.\\nThe teacher should know the truth so as to be able\\n2. To reproduce it at will. This requires a degree of\\nfamiliarity with it. It may be only a surface knowledge of\\nit, ability to state the facts of a truth or lesson without the\\nreasons therefor. This degree is insufficient for a teacher.\\nHe must know the truth so as to be able\\n3. To explain it. They gave the sense in Ezra s\\nBible-school. The inquiring pupil always wants to know\\nthe whys. The teacher must be able to give them, or to\\nconfess ignorance. There are some Bible truths that must\\nbe taught without explanation, as the Trinity and the\\nnature of Christ. But this does not change the law. But\\nno truth can be fully understood by itself. The teacher\\nmust\\n4. Know it in its relations, beauty, and power. All truth\\nis related. This is especially true of Bible truth. How often\\ndo we get new views of old and familiar texts. These views\\nhave always been there, we have simply discovered their\\nnew relations. Only thorough and persistent study dis-\\ncovers them. The Bible is a great kaleidoscope every\\ntime we turn it we get a new view of truth.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0060.jp2"}, "61": {"fulltext": "THE LAWS OF TEACHING 57\\nIL The Law of the Learner.\\nNo matter how much a teacher may know, and how well\\nhe can impart it, there can be no teaching without an at-\\ntentive and interested pupil. Hence the law of the learner\\nis as follows The learner must attend with interest to the\\nfact or truth to be learned. There can be no teaching\\nwithout attention, and hence it is sure failure to attempt it.\\nUnder this law we may inquire\\ni. What is attention? It has been defined as mental\\nattitude, the attitude of the whole mind toward the thing\\nto which it is attending, the will power marshaling all\\nthe faculties of the mind for some expected onset. Or to\\navoid all technicality, attention is being ready to learn.\\nThe mind aroused, active, and eager for work.\\n2. W hat kinds of attention do we have Two, com-\\npelled and attracted. The first is forced by an effort of the\\nwill in obedience to a command. It is short-lived and\\neasily exhausted. Attracted attention is full of power and\\nis long-lived. Forced attention is wearisome to the mind.\\nThis is why so many people get tired in church and Sun-\\nday-school scholars in class. The preacher, or teacher,\\nfails to interest, and attention is forced for courtesy s sake.\\nAttracted attention is strengthening to the mind and de-\\nlightful to give. Forced attention may be made to grow\\ninto the attracted, or the attracted may degenerate into the\\ncompelled.\\n3. Upon whom devolves the responsibility of attention\\nWith the teacher, if it is attracted attention. It is his duty\\nto win and hold the attention of the class. Of course it is\\nthe duty of the scholar to give respectful attention. But\\nthe teaching should be of such a character that it is de-\\nlightful to attend to it.\\n4. What hinders attentioti Lack of interest upon the", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0061.jp2"}, "62": {"fulltext": "58 HANDBOOK ON SUNDAY-SCHOOL WORK\\npart of the pupil, and interruptions, such as taking collec-\\ntions or distributing papers during class work, or receiving\\nvisitors. The teacher must awaken interest in the subject,\\nand remove the first hindrance, and then suppress all inter-\\nruptions or distractions. Attention must be a unit if there\\nis division in the mental forces, there will be failure, hence\\nthe preachers say, give us your undivided attention. It\\nis a law of the mind to attend to that which interests it so\\nthe one sovereign remedy for inattention is interest.\\n5. Violations of this law. The law of attention is violated\\nwhen an attempt is made to teach without it when an effort\\nis made to hold it after the mind of the pupil is exhausted\\nwhen no interest in the subject is excited when the teacher\\nreads a list of questions out of a lesson help, never raising\\nhis eyes from work or paper. To win and hold attention,\\nknow and obey its laws. 1\\nIII. The Law of the Language.\\nWe may have a teacher with head and heart full of\\nknowledge, a pupil eager to learn and all attention but\\nthere can be no teaching, without a medium of communi-\\ncation between them. This medium must be physical and\\nbe a sign, object, motion, written or spoken language but\\nboth teacher and pupil must alike understand it. Hence,\\nthe law of the language is The language used in teaching\\nmust be common to teacher and learner. Words are signs\\nof ideas. If the idea is wanting in the mind, the word is\\na senseless sound to the ear. I may use a combination of\\nsounds, as, auto, igna, inpo, solga, dib, sur but what sense\\nis there in them But if both the speaker and hearer recog-\\nnize an idea in each sound, thought is communicated. In\\nthe application of this law\\n1. The teacher must keep within the vocabulary of the\\nJ See Lesson IX.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0062.jp2"}, "63": {"fulltext": "THE LAWS OF TEACHING 59\\npupil. The teacher usually knows many more words than\\nhis pupil, and is constantly violating this law, and failure\\nin teaching is the result. I heard a preacher explain\\nhope to a class of little girls in this way Children, you\\nknow this beautiful stream of water running behind the\\nmeeting-house is composed of oxygen and hydrogen so\\nhope is composed of two elements, desire and expectation.\\nIt would have been a good illustration for a class that had\\nbeen studying chemistry.\\n2. Words of double meaning must be explained. A boy\\nhitched his horse to a post, and then read to his mother in\\nthe Bible, My days are swifter than a post, and he was\\npuzzled, for the post did not go ahead. Another boy read,\\nThe wicked flee when no man pursueth, and said he\\nwould like to see that wicked flea that no man pursueth.\\n3. The figurative language of the Bible often puzzles\\nchildren, because they give to words their literal meaning.\\nTrumbull says, when he was a boy in Sunday-school\\nthey told him he had to be either a sheep or a goat, and\\nhe wanted to grow up and be a man.\\n4. The teacher should avoid high-sounding words, or\\nbig words, just for the sake of using them. A story is\\ntold of a teacher who asked the following question on the\\nhusks that the swine did eat in the parable of the\\nProdigal Son Boys, are you of the opinion that the custom-\\nary aliment of swine is congenial to the digestive apparatus\\nof the genus homo f All the answer he got was, Eh\\nNo law of teaching is more violated than this law of the\\nlanguage. Teacher and learner must perfectly understand\\neach other if there are to be the best results in teaching.\\n5. It must also be remembered that the language of\\nthings is as forcible in expression as that of words. The\\neye is often more eloquent than the voice the expressions\\nof the face, the movement of the limbs and body, aid the", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0063.jp2"}, "64": {"fulltext": "60 HANDBOOK ON SUNDAY-SCHOOL WORK\\nwords in expressing their ideas. A German described\\nJohn B. Gough as the man what talks mit his coat-tails.\\nUse objects and pictures, which make the most lasting im-\\npressions on the child mind.\\n6. A few suggestions grow out of this law. (i) The teacher\\nshould know, improve, and use the pupil s vocabulary. Use\\nchild language with children, and technical language with\\nscholars and critics. (2) Use short words and sentences.\\n(3) Use variety of expression. (4) Use objects, pictures,\\nand illustrations.\\nIV. The Law of the Lesson.\\nThe lesson is the center of the teacher s work. It is the\\ntruth that is to be transferred from the mind and heart of\\nthe teacher to the mind and heart of the pupil. It has to\\ndo with the known and the unknown. With the teacher it\\nis known, and the pupil unknown. It is a fact that we can\\nlearn the unknown only by comparison with what we already\\nknow, hence, Doctor Gregory s fourth law is The truth\\nto be taught ?nust be learned through the truth already\\nknown. Knowledge is truth discovered and understood.\\nHidden truth is not knowledge until it is revealed and ex-\\nplained. Truth is like the precious metal, it may be hid\\nin a deep mine, known only to God who put it there but\\nwhen it is discovered, mined, and put to use, it is the\\nknown, or knowledge. The known to an individual is what\\nhe has mastered and made his own. With this we must\\nbegin to teach. In the application of this law we must\\n1. Begin with what the pupil knows. What he knows of\\nthe lesson, or what he knows that is like the lesson. Find\\nwhat the pupil knows and make use of it.\\n2. Proceed step by step by comparison, comparing the\\nknown with the unknown, connecting lessons already learned\\nwith those to be learned.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0064.jp2"}, "65": {"fulltext": "THE LAWS OF TEACHING 6 1\\n3. Make the steps short, easy, and natural. Learning is\\nlike climbing a ladder, but the rungs must not be too far\\napart. Yet these steps must be in proportion to the ability\\nof the student to climb.\\n4. Avoid violations of this law. They are many, as, as-\\nsigning too long and too difficult tasks, attempting to\\nteach too much at a time, attempting to explain the un-\\nknown by the unknown, by using strange illustrations, fail-\\ning to use the pupils knowledge, or to show the connection\\nit bears to the new truth.\\nV. The Law of the Teaching Process.\\nThe first four laws of the teacher, the learner, the lan-\\nguage, the lesson, show the nature of teaching the next\\nthree, the processes or these laws in motion. Truth cannot\\nbe conveyed from one mind to another as a basket of po-\\ntatoes can be emptied into another basket, but it must\\nbe recognized, re-thought by the receiving mind. There\\nis no teaching unless the pupil s mind is active on the same\\nthought of the teacher. Hence, the law of the teaching\\nprocess is Excite and direct the self-activities of the\\nlearner, and tell him nothing he can learn for himself\\nBy careful study of this law of the teaching process, we\\nmay find the function of the teacher not to tell a truth,\\nnor read a truth out of a book, but to lead out the pupil to\\ndiscover the truth for himself. This he may do by creating\\nin him a desire to know, by showing him the value of\\nknowledge, by being thoroughly familiar with the truth\\nhimself, by waking up the mind and setting it to work by\\nproper questions, by setting before the pupil the knowledge\\nhe wants to teach as a prize and encouraging him to win\\nit, by keeping constantly in mind that the great aim of\\nstudy and teaching is to acquire knowledge and to develop\\npower. Many learn without a teacher, which shows that", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0065.jp2"}, "66": {"fulltext": "62 HANDBOOK ON SUNDAY-SCHOOL WORK\\nthe work of the teacher is not to cram information into the\\nmind of the pupil but to aid him to self-learning, and\\nstrengthen him in self-confidence.\\nThe function of the Sunday-school teacher is wider and\\ndeeper than that of any other teacher, except the gospel\\nminister, because he not only excites and directs the intel-\\nlect of his pupil, but has an influence over all his powers,\\nmoral and religious. By the exercise of these the pupil s\\nintellectual powers are more evenly adjusted, and he is much\\nmore of a man for this symmetrical development.\\nFrom this law we may deduce a few practical suggestions\\nfor the teacher\\ni. Do not mistake telling for teaching. You may tell\\nthe same fact ten times and no one will learn it. You only\\nhave to teach it once.\\n2. Thorough teaching aids the memory. If the pupil\\nfails to remember the last lesson it is because he failed to\\nlearn it well.\\n3. In the recitation do not be in too great a hurry for\\nanswers. Give the pupils time to think.\\n4. Do not put the answer into the question that is only\\nanother way of telling.\\n5. Do not exhaust the subject of the lesson, but raise\\nadditional points for pupils to look up afterward.\\nVI. The Law of the Learning Process.\\nOn the learning process we pass to the side of the pupil.\\nThe law of the teaching process shows the means of self-\\nactivities, and the law of the learning process the manner\\nof employing these activities. Doctor Gregory thus states\\nthe law The learner must reproduce in his own mind the\\ntruth to be acquired.\\nThis law can be of great service to the pupil in studying\\nhis lesson. Simply repeating back to the teacher in the", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0066.jp2"}, "67": {"fulltext": "THE LAWS OF TEACHING 63\\nsame words what has been told him, is no evidence of\\nlearning on the part of the pupil. The pupil must re-think\\nand reproduce the lesson in his own words, is the meaning\\nof this law. Yea, more, the learner must use the new\\ntruth thus gained in investigating for himself the dis-\\ncovery of additional new truth. Both teacher and pupil\\nshould be investigators.\\nDoctor Gregory makes five stages in learning a lesson\\n1. Memorized and recited word for word.\\n2. Understanding the thought of the lesson.\\n3. Translating the thought into the pupil s own words.\\nHere the work of discovery begins.\\n4. Proving the statements made in the lesson. Espe-\\ncially the Bible student should see that these things are\\nso.\\n5. The highest stage is to see the uses and application of\\nthe knowledge thus learned.\\nNo lesson is completely learned that does not pass\\nthrough these five stages.\\nTo this law there are two limitations\\n1. The age and power of the pupil.\\n2. The kind of knowledge studied.\\nSuggestions.\\nThis law suggests\\n1. Slow, patient, thorough study, until clearness is\\nreached.\\n2. Avoiding the slavish habit of clinging to the language\\nof the book or teacher.\\n3. Original thinking.\\n4. Finding the whys and wherefores of the lesson.\\n5. Above all to find the practical applications of the\\ntruth learned. There is always more in a Bible lesson than\\nlies on the surface of its facts.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0067.jp2"}, "68": {"fulltext": "64 HANDBOOK ON SUNDAY-SCHOOL WORK\\nVII The Law of Review.\\nWe might think that when the processes of the foregoing\\nlaws have been employed by teacher and pupil together\\nthat the work would be done. Not so. One more thing,\\noften the most difficult to do, must be done. The work\\nmust be tested. This is done only by review. The law is\\nstated as follows The completion, test, and confirmation\\nof teaching, must be made by reviews.\\nThe law states\\ni. The aim of reviews, which is three-fold, (i) To com-\\nplete knowledge, dressing it up, putting on the finishing\\ntouches, polish. (2) To confirm knowledge. Line\\nupon line, and precept upon precept, is the Bible injunc-\\ntion. Continuous drill on the same truth confirms it, and\\nfixes it in the mind. General Grant said, that he was kept\\nsaying for six years in school, that a noun is the name of\\na person, place, or thing, and after a while he came to be-\\nlieve it. (3) To facilitate the use of knowledge. The reason\\nwhy a skillful musician can run the scales of a piano so\\nrapidly and gracefully, is that the hands have gone over\\nthat keyboard thousands of times. I have learned that the\\noftener I teach the same lesson, or preach the same ser-\\nmon, the better I can do it. It is the result of review.\\n2. The nature of review. (1) It is more than mere rep-\\netition. Review is a new view in many respects. A ma-\\nchine repeats exactly the same process, but a teacher should\\nnot be a mere machine. Review in different forms of ex-\\npression. (2) Reviews may be partial or complete. In\\nour Sunday-school system, we should have a weekly re-\\nview of every lesson, and a quarterly review of all the\\nlessons of the quarter. (3) Reviews often bring out new\\ntruth. This is especially true in Bible study. Our last\\nstudy of a given passage is the be c t.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0068.jp2"}, "69": {"fulltext": "THE LAWS OF TEACHING\\n65\\nBLACKBOARD EXERCISE\\nLAWS OF TEACHING\\nI.\\nTeacher\\nRecognize\\nReproduce\\nExplain\\nRelations, Beauty, Power\\nII.\\nLearner\\n1. What is Attention?\\n2. Kind of Attention\\n3. Responsibility for Attention\\n4. Hindering Attention\\n5. Violations\\nIII.\\nLanguage\\n1. Pupil s Vocabulary\\n2. Double Meanings\\n3. Figures of Speech\\n4. Big Words\\n5. Of Objects\\n6. Suggestions: Use\\n1. Pupil s Vocabulary\\n2. Short W T ords and Sentences\\n3. Variety of Expression\\n4. Objects, Pictures\\nf 1. Begin with the Known\\nIV. J 2. Steps of Comparison\\nLesson 1 3. Make Short, Easy, Natural\\n4. Violations\\nV.\\nTeaching\\nProcess\\nFunction of Teacher Aid, Strengthen\\n1. Telling Not Teaching\\n2. Thorough Teaching Remembered\\nSuggestions -J 3. Don t Hurry\\nj 4. Answers in Questions\\n5. Don t Exhaust Subject\\nVI.\\nLearning\\nProcess\\nMemorize, Recite\\nUnderstand\\nTranslate\\nProve\\nSee Uses\\nf Age of Pupil\\nLimited by Kind of\\nKnowledge", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0069.jp2"}, "70": {"fulltext": "66 HANDBOOK ON SUNDAY-SCHOOL WORK\\nVII.\\nReviews\\nTo Complete Knowledge\\nTo Confirm Knowledge\\nTo Facilitate Use of Knowledge\\nI. More than Repetition\\n2. Nature *j 2 Partial or Complete\\nDevelops New Truth\\nIX.\\nHOW TO TEACH A SUNDAY-SCHOOL LESSON.\\nIf the teacher will master the principles of teaching as\\noutlined in the last lesson, he will have but little difficulty\\nin teaching any lesson. We assume that the teacher and\\nclass are both prepared on a given lesson, and are now\\nbrought face to face in the class. To secure the best re-\\nsults of a recitation, we must\\nI. Have Favorable External Conditions.\\nThere are some circumstances under which it would be\\nimpossible to teach. If the house were on fire we should\\nnot attempt it. If everything around us is in confusion it\\nwere almost as useless. To do my best in teaching, I would\\nwant\\n1. A classroom for ?nyself and class alone. If it were\\nonly curtained from the main room I would want this.\\nThat I could have in connection with almost any school.\\n2. A blackboard. Semelroth s endless, gum-cloth roller-\\nboard is the best. I would make my own maps on the\\nboard or large sheets of paper.\\n3. Freedom from interruption. Register attendance,\\ntake the collection, and introduce visitors or new scholars,\\nall before the teaching begins. After beginning allow\\nnothing to interrupt the class-work.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0070.jp2"}, "71": {"fulltext": "HOW TO TEACH A SUNDAY-SCHOOL LESSON 6 J\\nII. Get and Hold the Attention of the Class.\\nThis is absolutely essential, as there can be no teaching\\nwithout it. Never begin without it. It is the Law of the\\nLearner, and if it is violated, failure will be the inevitable\\nresult. How\\ni. Through the eye. Exhibit an object, no matter what\\nmake a mark, or even feign to make one on the board, and\\nit will attract the attention of the class at once.\\n2. By startling or odd questio?is. I once got the atten-\\ntion of a wriggling class of boys, on Easter Sunday, by be-\\nginning with the question: Boys, do you like eggs?\\nHow do you like them cooked etc.\\n3. Hold the attetition by keeping up the interest in the\\nlesson. If any one pupil seems to grow inattentive, wake\\nhim up with a question. The question is the instrument to\\nawaken interest. Encourage the pupils also to ask ques-\\ntions. But avoid discussion for discussion s sake.\\nIII. Review the Last Lesson and Comiect it with the Present.\\nThis is in accordance with the Law of the Lesson.\\nNew truth is learned from the truth already known. If the\\nlesson is the beginning of a new series, then begin with the\\napproach to the lesson. This approach should always be-\\ngin with something the pupil knows.\\nIV. Bring Out by Questions the Facts of the Lesson.\\nThe facts must be gotten as the basis of doctrinal and\\npractical teaching in the lesson. This may be done\\n1. By questioning from the pupils what they know.\\n2. By questioning into them what they do not know.\\n3. By questioning out what has been questioned in.\\n4. By letting in the light through the windows of illus-\\ntration.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0071.jp2"}, "72": {"fulltext": "68 HANDBOOK ON SUNDAY-SCHOOL WORK\\nV. Then Find and Formulate the Great Doctrinal Points\\nof the Lessson.\\nDo not aim to bring out every doctrine and formulate it,\\nbut a few of the most prominent. This may be done in\\ntwo ways\\ni. Get each pupil, if possible, to find and state a doc-\\ntrine. If several find the same thing so much the better.\\n2. Or ask, How does this lesson teach the doctrine of\\nthe atonement for instance.\\nVI. Find and Apply the Practical Lessons.\\nThis is the part of the teaching most important and most\\nneglected. Never consider the lesson taught without the\\npractical lessons applied.\\nIllustrations that move the heart make the best applica-\\ntion. The aims of the application are\\ni. To awaken the impenitent.\\n2. To lead the inquirer to Christ.\\n3. To encourage, comfort, and consecrate the believer.\\nVII. Review and Leave the Lesson as a Whole on the Mind.\\nThis can be done best by putting it on the board. Allit-\\neration aids the memory. I used with good effect in the\\nlesson on The Three Hebrews in the Fiery Furnace, the fol-\\nlowing summary\\n[URIOUS\\nIERY FURNACE\\nEARLESS\\nAITHFUL\\nOUR\\nThe furious king had the Hebrews thrown into the fiery\\nfurnace because they would not worship his image but they\\nwere fearless and faithful, and the fourth person, the Son of\\nGod, was with them and protected them.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0072.jp2"}, "73": {"fulltext": "HOW TO TEACH A SUNDAY-SCHOOL LESSON 69\\nI have also used the following in teaching the lesson on\\nPhilip and the Eunuch.\\nAfter getting the setting and circumstances of the text,\\nnote that here we have\\nSeeking T\\nInstructed in t R\\nBelieving h U\\nObeying e T\\nS Rejoicing in H\\nHints on Teaching the Lesson.\\n1. If in a separate room begin and end the lesson with\\nprayer. Yet that may be done anywhere.\\n2. Make the recitation sprightly. Don t let it drag.\\n3. Preserve a reverent spirit throughout the lesson.\\nAvoid frivolity, but be cheerful.\\n4. Encourage the class to ask as well as answer questions.\\n5. Assign work to each pupil on the next lesson.\\nBLACKBOARD EXERCISE\\nHOW TO TEACH A SUNDAY-SCHOOL LESSON\\nI. f I. Separate Room\\nFavorable Ex- -j 2. Blackboard\\nternal Conditions 3. Freedom from Interruptions\\nII. fl. Through the Eye\\nGetting and -I 2. Startling Questions\\nHolding Att n 3. Keep up Interest\\nIII. f See Law of Lesson\\nConnec g Rev w\\\\ Use Law of Approach\\nIV. f 1. Questioning Out What Pupil Knows\\nQuestion on J 2. Questioning in What Pupil Does Not Know\\nFacts j 3. Questioning Out What Pupil Has Learned\\n4. Illustrations", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0073.jp2"}, "74": {"fulltext": "70 HANDBOOK ON SUNDAY-SCHOOL WORK\\nV.\\nDoctrinal Prints 1 2 H W is the Doctrine Tau g ht\\nv f i. Each Pupil Find One\\nFormulate 1 2 \u00e2\u0080\u009e_ ._ o-.hj..\\nVI. r I. To Awaken Impenitent\\nPractical -I 2. To Lead Inquirers to Christ\\nApplication (3. To Encourage, Comfort, Consecrate, Believers\\nVII. Review, Whole Lesson, Examples\\nPrayer\\nSprightliness\\nHints -J Reverence\\nQuestions by Class\\nAssign Work\\nX.\\nQUESTIONING.\\nThere is nothing so important, so essential, and difficult\\nin teaching as questioning. The question may be said to\\nbe the instrument in teaching.\\nDefinitions. The question has been variously defined,\\nas an incomplete statement, the teacher stating part of\\na proposition in such a way that it requires the answer to\\nthe question to complete it, e. g., Who baptized Jesus?\\nAns., John the Baptist putting it in the declarative\\nform, we would say Jesus was baptized by Here\\nit takes the addition of John the Baptist to complete the\\nstatement. Again, a question is a corkscrew to draw\\nout thoughts from the pupil a shuttle flying back and\\nforth between teacher and pupil, weaving the warp and\\nwoof of the lesson; a pickaxe to dig into the deep\\nmine of Bible truth a probe to prick the conscience\\nof the pupil.\\nI. The Value of the Question.\\n1. awakens attention. A question being an incom-", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0074.jp2"}, "75": {"fulltext": "QUESTIONING Jl\\nplete statement, and the mind recognizing only a part of\\nthe statement, at once interest arises to know the remainder\\nof it, or the answer. Nothing wakes up a drowsy, listless\\naudience in public address so quickly as for the speaker to\\nthrow in a few sharp interrogatives. If a pupil becomes in-\\nattentive, fire a few questions at him.\\n2. tests the pupil* s preparatio7i of the lesson. The pu-\\npil cannot complete the statement of a partial proposition\\nunless he knows it, and he cannot know it without previous\\nstudy. If he knows that his knowledge is thus to be tested,\\nit will also stimulate him to study. If the teacher lectures\\nto his class, the pupil may depend upon him to tell every-\\nthing about the lesson.\\n3. It develops thought. If the mind does not, at the\\ntime the question is propounded, recognize the answer that\\ncompletes the partial proposition, it goes at once in search\\nfor it. Thus it awakens desire, prompts inquiry, directs\\nresearch, and is a positive teaching power.\\n4. tests the teacher s work. The question is espe-\\ncially valuable in review. The teacher cannot know\\nwhether he has imparted a single idea until the pupil gives\\nit back to him. The teacher, especially in a Sunday-\\nschool class, where study is voluntary, must necessarily tell\\nmuch of the truth he wants to communicate, but he should\\nnever leave the lesson until he has gotten it all back from\\nthe class by questions.\\n5. arouses the coiiscience. Here is where it is a\\nprobe. I was first awakened to a sense of the need of\\nconversion, by the minister coming to me in the congrega-\\ntion, taking me by the hand, and looking me straight in\\nthe face, saying, Young man, are you a Christian? It\\nwent to the heart. A superintendent once asked his secre-\\ntary, amoral young man, What became of Noah s car-\\npenters? That question led to his conversion. He felt", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0075.jp2"}, "76": {"fulltext": "J 2 HANDBOOK ON SUNDAY-SCHOOL WORK\\nthat he was helping to build the ark without any hope of\\ngetting into it. (See John 6 67 Luke 10 36, 37.) The\\nteacher has no more powerful instrument in reaching the\\nheart of his pupil than the question.\\n6. The question is also valuable in correcting the pupils\\nmistakes. When pupils answer wrongly, do not flatly con-\\ntradict them, but lead them to see the errors by a series of\\nquestions. It is much better to lead pupils to find their\\nown mistakes than directly to point them out to them.\\nThe Preparation of Questions.\\nAny fool can ask a question, says an old proverb, but\\nthe question of a fool will be a foolish question. It takes a\\nwise man to ask wise questions. To learn the art and wis-\\ndom of questioning\\n1. Study the questions of children. They go directly to the\\npoint. A minister once, after preaching a very noisy sermon,\\nwent home with one of his deacons for dinner, who had a\\nbright little girl, five or six years old. The minister took\\nher on his lap to talk to her, when she looked up into his\\nface, and said Mr. what for you scream so?\\nThat was sufficient. Arouse the questioning spirit in a child,\\nwhich is easy to do, then watch it work. Then think how\\nyou can apply what you have learned to teaching. I learn\\nsome of my most valuable lessons from children.\\n2. Ask questions with others. For instance, at teachers\\nmeeting let all take their turn in asking questions on the\\nlesson. At first the exercise will drag, but after a little\\npersistence it will begin to grow, and become an easy and\\ndelightful exercise. The same may be practised in any so-\\ncial gathering on any subject. We used to have spelling\\nmatches and pronouncing bees, why not get up a ques-\\ntioning bee\\n3. Write questions on the lesson. If the teacher will", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0076.jp2"}, "77": {"fulltext": "QUESTIONING 73\\nwrite twenty-five or thirty questions on the lesson, keeping\\nin mind the needs of his pupils, the scope of the lesson,\\nand the line he proposes to pursue, he will find it exceed-\\ningly profitable in acquiring the art of questioning.\\n4. Study the published questions in the lesson helps. As\\nwe have said before, and cannot too often insist upon,\\nthese printed questions are for the teacher s study of the\\nlesson at home, and not for his use before the class. They\\nare helpful in awakening thought, stimulating inquiry, and\\ndirecting a line of preparation. If the teacher will prepare\\na list of questions on the lesson, before he examines those\\nin the helps, he will be encouraged with his own work, and\\nfind valuable aid in revising and perfecting his own list.\\nHe may not use exactly either list before the class, but the\\npreparation will make him able to use what at the time of\\nteaching he feels is necessary.\\nIII. Some Characteristics of Good Questions.\\nIt must be borne in mind that good questions and good\\nanswers come out of a thorough and complete knowledge of\\nthe subject upon which they are asked. The following are\\nsome of the characteristics of good questions to a Sunday-\\nschool class\\n1. Originality. They are to be bred and born in the\\nteacher s brain, not read from a printed list. I once heard\\na man give a model lesson in a Sunday-school con-\\nvention. He copied verbatim the list of questions in the\\nquarterly on the blackboard, and read them off to the\\nclass. If he had simply handed the printed list to the\\nclass it would have saved him that labor. No one knows\\nso well as the true teacher what questions should be pro-\\npounded to his class, for no one knows the class as he is\\nsupposed to know it. Hence, he should seek to make his\\nquestions his own.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0077.jp2"}, "78": {"fulltext": "74 HANDBOOK ON SUNDAY-SCHOOL WORK\\n2. Clearness. The word clear (from clarus, bright, bril-\\nliant), originally refers to that which shines and impresses\\nthe senses through the eye without any obstruction. A\\nclear question is one that comes to the mind of the pupil\\nwithout dimness, dullness, obstruction, or obscurity. The\\npupil must know what the teacher means by the question,\\nand this he cannot know if the question is not clear. It\\nshould shine with divine truth as the subject of its inquiry.\\nIf the teacher would be called a bright teacher, let him\\nask clear questions.\\n3. Simplicity. That is singleness. A simple question\\ncontains a single idea and requires but one answer. Con-\\njunctions, says W. T. Young, on the art of questioning,\\nshould never be employed in crowding several details into\\none question too many points presented at once to the\\nmind of the pupil distract his attention, and render an\\nanswer, if not impossible, at least slow and uncertain.\\nSuppose a teacher should ask concerning John the Baptist.\\nWho was John the Baptist, and what was his mission,\\nhow did he dress, and where and how did he preach, and\\nhow did his plain preaching cost him his life, and at\\nwhose hands? At once the mind of the pupil is con-\\nfused at so long a compound question. Break it up into\\nsimple questions and he will easily and readily answer all\\nof them.\\n4. Variety. The same question may be put in a variety\\nof forms. If it is not understood because the teacher has\\nmade it too difficult, then it should be stated in an easier\\nform or it may contain language familiar to the teacher, but\\nunknown to the pupil, then the phraseology must be\\nchanged. Again, the same thought in a question may be\\nput in a variety of ways, when the teacher wants to impress\\nit on the memory, e. g. t\\nWhat prophet was taken to heaven without dying", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0078.jp2"}, "79": {"fulltext": "QUESTIONING 75\\nElijah.\\nWho was taken to heaven in a chariot\\nElijah.\\nWho besides Enoch was translated\\nElijah.\\n5. Suggestiveness. Not so much should the question\\nsuggest the answer as thought along the line of the answer.\\nIf, for instance, you want to make the pupil think of the new\\ntruth you want to teach, ask him questions about something\\nhe knows that is like the new truth. Thus according to a\\nlaw of the mind you help the pupil to make a comparison\\nbetween the known and unknown himself, which is far\\nbetter than making it for him.\\n6. Practicalness, or the quality of being practical. The\\naim of teaching in the Sunday-school is broader than that\\nof the secular school. The aim of the latter is to develop\\nand instruct the mind, while that of the former, in addition,\\nis to reach the heart and the moral and religious life of the\\npupil. This is its main aim, and hence the teaching must\\nlargely be practical, and the questions must not only test\\nthe intelligence of the pupil, but the state of his heart as\\nwell. Here the question is a probe.\\nIV. Suggestions Concerning Answers.\\nGood questioning brings as a rule good answers, and\\npoor questioning poor answers. Note a few suggestions\\n1. The answer should be clear, direct, and understood by\\nthe whole class.\\n2. As a rule the answer should be given in the pupil s\\nown language. Proof-texts should be an exception. They\\nshould be given in the exact words of Scripture.\\n3. The answer should be in as few words as will express\\nit, and in the best phraseology that the pupil can command.\\nEncourage this always.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0079.jp2"}, "80": {"fulltext": "?6 HANDBOOK ON SUNDAY-SCHOOL WORK\\n4. Allow no guessing as answers.\\n5. Do not be in too great hurry for your answer. Give\\npupils time to think especially favor timid and dull ones.\\nIn review the questions may be put more rapidly.\\n6. Correct incorrect answers by helpful questions.\\n7. Commend occasionally especially good answers, and\\nif an answer gives part of the truth, give credit for that\\npart, and say yes, but\\nV. Cautions and Hints.\\n1. Avoid foolish and frivolous questions. I once knew\\na class to spend the whole time of the lesson discussing the\\nquestion, How did Nebuchadnezzar know that the fourth\\nperson in the fiery furnace was like the Son of God\\n2. Avoid loading down the question with big words and\\nhigh-sounding phrases.\\n3. Avoid questions that can be answered by yes or\\nno. That is putting the answer in the question, e. g.,\\nWas Jesus born in Bethlehem Yes. Was Bethlehem in\\nJudea Yes. Was he born in a stable Yes. Was he\\nnot cradled in a manger Yes. There is no teaching in\\nsuch questions, no matter how many may be asked.\\n4. Avoid routine questioning or questioning up and\\ndown the class. Only the one whose turn it is to\\nanswer will give attention. Put the question to the whole\\nclass, then call upon some one to answer.\\n5. Avoid confining your questions to the bright and bold\\nmembers of the class. Give the timid and dull ones a\\nchance.\\n6. Avoid puzzling questions to make it appear that you\\nare very smart.\\n7. Grade your questions in words, thoughts, and spiritual\\napplication.\\n8. Put questions before explanations.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0080.jp2"}, "81": {"fulltext": "QUESTIONING\\n77\\nand do not\\n9. Go after something in every question,\\ncome away until you get it.\\n10. Rub in the truth thoroughly with questions. Some\\none has said, Grease the class with new truth, then while\\nthey shine with intelligence and are warm with interest, rub\\nit in with questions.\\nBLACKBOARD EXERCISE\\nDef. Inc. Stat., Corksc, Shuttle, Pickaxe, Probe\\nI.\\nValue\\nAwakens Attention\\nTests Preparation\\nDevelops Thoughts\\nTests Teacher s Work\\nArouses Conscience\\nCorrects Mistakes\\nII.\\nPreparation\\n1. By Children\\n2. Practice with Others\\n3. By Writing on Lessons\\n4. By Those in Helps\\nIII.\\nCharacteristics\\nof Good\\nOriginality\\nClearness\\nSimplicity\\nVariety\\nSuggestiveness\\n6. Practicalness\\nIV.\\nAnswers\\n1. Clear, Direct, For All\\n2. In Pupil s Own Language\\n3. Few Words, Best Phrase\\n4. No Guessing\\n5. Don t Hurry\\n6. Correct by Questions\\n7. Commend Good Ones", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0081.jp2"}, "82": {"fulltext": "78\\nHANDBOOK ON SUNDAY-SCHOOL WORK\\nV.\\nCautions\\nAvoid\\n1. Foolish Questions\\n2. Big Words\\n3. Putting Answer in Question\\n4. Routine Questions\\n5. Partial Distributing\\n6. Puzzling Questions\\n7. Grade Questions\\n8. Put Question Before Explanation\\n9. Get Something\\n10. Rub in Truth\\nXI.\\nILLUSTRATIONS.\\nI have seen dwelling-houses without windows, but they\\nwere built in Indian times, when it was better not to have\\nsuch openings than to have the Indians in the house. But\\nthat day has passed. A lesson without illustrations is like\\na house without windows. Illustrating means to let in the\\nlight. After the teacher has thoroughly mastered the les-\\nson in his own mind, the next step in preparation is, How\\ncan I make this truth clear to my pupils mind? By\\nletting the light in through appropriate illustrations.\\nI. The Value of Illustrations.\\n1. They appeal to the two senses most used in conducting\\nimpressions to the brain, sight and hearing. The first\\nthing a young child notices is a bright light. It soon\\nlearns to cry for it. The mind is always craving light let\\nit in. Knowing that these are the two senses that he must\\nmost use, especially in the instruction of children, the good\\nteacher will soon learn the value of appropriate illustra-\\ntions. From this fact, it follows that\\n2. Illustrations win and hold the attention. It is a good", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0082.jp2"}, "83": {"fulltext": "ILLUSTRATIONS 79\\nplan to begin a lesson with an illustration. A material ob-\\nject is always the best with young pupils for more ad-\\nvanced, a story or incident will answer. Tell of something\\nyou have seen or heard that is like the truth you want to\\nillustrate. If during the lesson the interest lags, use a\\nbright illustration. Light wakes up. When I want to rise\\nearly to make an early train, I leave the window shade up,\\nand I am sure to wake at daylight.\\n3. Illustrations make the teaching easy. They follow a\\nlaw of the mind that we learn by comparison. The propo-\\nsition is self-evident. Light reveals, and as illustrations let\\nin light they reveal the truth to the pupil. The masses\\nlike illustrative preaching because it is easy and delightful\\nto follow. I once heard a masterly argumentative discourse\\nbefore a popular audience of eight thousand people, and\\nmore than two thousand five hundred left before the close.\\n4. Illustrations aid the memory. When the mind fails\\nto hold the whole truth of a lesson, sermon, lecture, or\\nbook, the illustrations hold part of it and suggest the re-\\nmainder that is, if they are well chosen. It is said that\\na preacher may repeat frequently the same sermon to the\\nsame congregation if he will change the illustrations. I\\nknew a college student who frequently prepared his lessons\\nwhile taking a walk, associating the different points to be\\nremembered with some object he saw. Then when he\\nwent to the recitation room, he simply took his walk over\\nagain.\\n5. Illustrations impress the truth. Nothing is so im-\\npressive as a well-told incident or story, especially if it is\\npathetic. This is also the secret of holding it in the\\nmemory.\\n6. Finally, illustrations awaken the conscience. This is\\nthe secret of evangelistic preaching. The great soul-win-\\nners have been powerful in illustration. The picture that", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0083.jp2"}, "84": {"fulltext": "SO HANDBOOK ON SUNDAY-SCHOOL WORK\\nis so well drawn as to reveal the soul to itself will be sure\\nto reach the conscience and move the will. Many Chris-\\ntians attribute their first conviction of sin to a well-put\\nillustration in sermon or lesson.\\nKinds of Illustrations.\\ni. Those which appeal to the eye, as material objects,\\npictures, actions.\\n2. Those which appeal to the imagination. They are\\nword-pictures and stories.\\n3. Those which suggest comparison, as similes, meta-\\nphors, and parables.\\n4. Those which appeal to the love of facts, as incidents,\\nhistory, scientific truth, etc.\\nIII. Sources of Illustrations.\\nTheir source is inexhaustible. The teacher has the\\nworld before him.\\n1. The world of material objects. Nature is profuse in\\nher supply. A flower, a twig, a leaf, a spear of grass,\\nplucked by the hand of the teacher on his way to the\\nschool, may be made a splendid messenger of divine truth.\\nOur Lord drew more from this source than from any other.\\nHe proceeded from the natural to the spiritual. But the\\nteacher must learn while passing through the material\\nworld to keep his eyes open. Let him get the facts of the\\nlesson well in mind early in the week, then the remainder\\nof the week keep watch for illustrations. I once was at-\\ntending a Sunday-school institute when the next Sunday s\\nlesson was on Jesus and Zaccheus, and a very short man\\na dwarf came into the room. The first thing my mind\\nsaid to me was, There is Zaccheus. If the truth we are\\nto teach is impressing us, the illustrations will be more\\neasily found.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0084.jp2"}, "85": {"fulltext": "ILLUSTRATIONS 5 1\\n2. The world of human life. There is no more fruitful\\nsource than the manifold affairs of everyday life in its social\\nrelations, varied callings and pursuits, its business, man-\\nners, and customs, etc. Here too, the teacher can draw\\nfrom his own experience, which is one of the very best\\nsources of illustration. The great preachers excel here.\\nHow much more forcible is an incident from human life if\\nthe teacher is able to say, I saw it, I heard it, I\\nfelt it, for then it is more real to the class. The narration\\nof our own Christian experiences is especially effective. I\\nknew a man who had been under deep conviction of sin\\nfor months and was brought into the light by hearing a\\nlady relate her conversion before a Baptist church prepara-\\ntory to membership. There is no phase of human life\\nthat does not abound with illustrations of Bible truth.\\n3. The world of literature. History, biography, arts,\\nsciences, poetry, fiction, and every form of literary produc-\\ntion may be used as illustrations. There are many valu-\\nable books of illustration, from a small handbook up to the\\nencyclopedia, that may be consulted with much profit.\\nYet we must not forget that the Bible itself affords the\\nbest illustrations of its own truth. It has been said that\\nfor every abstract truth the Bible teaches it also furnishes\\nan illustration. The profound doctrine of election and\\npredestination is forcibly illustrated by reference to the\\nhomely art of the potter. A professor once advised his\\nclass to read the eighth and ninth chapters of Romans, and\\nthen go down to the pottery and see how the designer had\\npower over the same lump to make one vessel unto honour\\nand another unto dishonour. Where do we find better\\nillustrations than our Lord s parables The miracles of the\\nBible are but acted parables, and are very forcible as\\nillustrations. The healing of blind Bartimeus is a most\\nexcellent illustration of conversion.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0085.jp2"}, "86": {"fulltext": "82 HANDBOOK ON SUNDAY-SCHOOL WORK\\nIV. Suggestions in the Use of Illustrations.\\n1. Use appropriate illustrations. Illustrations must illus-\\ntrate, fit the point. They should, if possible, focus the light\\non that particular point, by having a single analogous point\\nto the truth to be illustrated. Then the mind cannot help\\nseeing it, for it can see nothing else.\\n2. Do not make the illustration more prominent than the\\ntruth illustrated, else the mind will retain the illustration\\nand forget the truth.\\n3. Do not use too many illustrations. Too much light\\ndazzles and blinds. The illustrations will be remembered\\nwhile the truth taught will be forgotten.\\n4. Never use a?i illustration for its own sake, or just be-\\ncause it is a good story and you want to tell it. Teaching\\nis not telling stories. I knew a teacher in the primary de-\\npartment of a city Sunday-school who carried magazines to\\nthe classroom and read stories to the children\\n5. Do not be afraid of homely illustrations. They are\\nfar better than the classic. Jesus used them.\\n6. Gather and preserve objects, incidents, etc., and have\\nthem ready for future use. When you go to the seashore\\nfrom an inland country school, supply yourself well with\\nnew objects for illustration, especially if you are a primary\\nteacher. Make a scrap-book of the good things you read in\\npapers.\\n7. If possible, begin and close with an illustration. An\\nillustration at the beginning that will open up the subject,\\nwill at once awaken attention and interest. One at the\\nclose that gathers the whole subject up, and holds it before\\nthe mind in its unity, and impresses it, makes the whole\\nsubject stick. Christ closed his Sermon on the Mount with\\nthe illustration of the two builders, one on the rock and the\\nother on the sand.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0086.jp2"}, "87": {"fulltext": "METHODS OF REVIEW\\n83\\nBLACKBOARD EXERCISE\\nILLUSTRATIONS\\nI. Value\\nII. Kinds\\nIII. Sources\\nIV. Suggestions\\nas to Use\\n1. Appeal to Two Senses\\n2. Win and Hold Attention\\n3. Follow Law of Mind\\n4. Aid the Memory\\n5. Impress the Truth\\n6. Awaken Conscience\\n1. Appeal to Eye\\n2. Appeal to Imagination\\n3. Suggest Comparison\\nL 4. Appeal to Love of Facts\\n1. Material Objects\\n2. Human Life\\n3. Literature\\n1. Appropriateness\\n2. Prominence\\n3. Number\\n4. Telling Stories\\n5. Homely, Classic\\n6. Gather and Preserve\\n7. Begin and Close With\\nXII.\\nMETHODS OF REVIEW.\\nProbably no work in our Sunday-schools is more impor-\\ntant and more neglected or poorly done than stated reviews.\\nThe value of review in general was considered in the\\nlesson on The Science of Teaching. Here we shall\\nconsider principally methods, not of class review, which\\nbelong to the class-work, but of the review of the whole", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0087.jp2"}, "88": {"fulltext": "84 HANDBOOK ON SUNDAY-SCHOOL WORK\\nschool. These are of two kinds and may be considered in\\ntheir order.\\nI. The Weekly Review.\\nNo session should ever close without a review of the\\nlesson. It tests the teachers work in the classes, and\\ngathers up the points in the lesson as a whole and im-\\npresses them on the whole school.\\ni. Who should conduct it? The superintendent. But\\nwhat if he can t? Then get a superintendent who can.\\nBut what if he won t Then get one who will. He wants\\nto know what his teachers have done, and he wants his\\nschool to be impressed with the truth of the lesson accord-\\ning to their spiritual needs, which he knows or should know\\nbetter than any one else. It is his only opportunity to\\nteach the whole school. He may teach it indirectly\\nthrough the teachers meeting, but he wants to come in\\ndirect contact with the minds and hearts of all in his\\nschool.\\n2. What time should be given to it? From five to\\neight minutes at the close of the class-work.\\n3. What should be its character?\\n(1) A summary of the truth of the lesson.\\n(2) A practical application of the central truth of the\\nlesson.\\n(3) A forcible and affectio7iate expression of the central\\ntruth of the lesson.\\n4. By what method should it be conducted\\n(1) By question and answer.\\n(2) By statement and exhortation.\\n(3) By illustration. A good illustration at the close may\\nbe made very effective. The superintendent should always\\nhave one ready.\\n5. Put the outline on the blackboard as the review pro-\\nceeds.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0088.jp2"}, "89": {"fulltext": "METHODS OF REVIEW 85\\n6. How should it close f With prayer and the lesson\\nsong. If the pastor is present, and in the ideal church\\nand school he is always present when at home, he should\\nmake this review prayer. Let the spirit and aim of the\\nprayer be to bring God and the school together through the\\nmedium of his truth.\\nThen if the lesson can be clinched with an appropriate\\nsong, the review will be a success.\\nII. The Quarterly Review.\\nA good fire-view will help the re-view. If an outline of\\nthe quarter s lessons could be given to the school such as\\nappears in the Baptist Teacher or Sunday School\\nTimes, putting it on the board and spending a little time\\non it, it would help the review very much. As in the\\nweekly review, the quarterly review should be conducted by\\nthe superintendent. We may consider\\n1. Its value. (1) It secures better study. The very fact\\nthat there is to be a review at the close of the quarter\\nstimulates it. If soldiers did not expect dress parades and\\ninspection of arms, they might not keep their guns clean\\nand uniforms in order. (2) It tests and completes the teach-\\ning work of the school. (3) It exhibits to the church and\\ncommunity what the school is doing, and thus gains their\\nsympathy and co-operation. (4) It helps to present Bible\\ntruth as a whole, especially if the review is topical. (5) It\\nis made a blessing to those who take part in it.\\n2. Method of conducting it. I have known one super-\\nintendent who has made the quarterly review a success,\\nand kept it up for twenty years. He has kept up an inter-\\nest in the quarterly review according to the following general\\nA drill in the lesson titles and Golden Texts. Place", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0089.jp2"}, "90": {"fulltext": "86 HANDBOOK ON SUNDAY-SCHOOL WORK\\ncatch-words of titles and Golden Texts on the blackboard.\\nSuppose the title to be, The Resurrection of Jesus, and the\\nGolden Text, I am the resurrection and the life. You\\nplace on the board, if it be the first lesson in the quarter,\\nI. Res. Je. I am the and so on with all the lessons\\nin order. Drill on it in this form. Then erase catch-\\nwords of Golden Texts, and drill until all can repeat.\\nThen the same with the catch-words for the titles leaving\\nonly the number of the lesson on the board. Then clear\\nthe board and repeat all from memory.\\nIT.\\nA word picture review. The superintendent then gives\\none or more word pictures on each lesson, in promiscuous\\norder, and calls upon the school to name the lesson. Thus\\nI see a pit it is full of wild beasts, and I see a great\\ncrowd of men around it, and there are soldiers there. See,\\nthey have a man bound. What lesson is it\\nDaniel cast into the lions den, will be the answer he\\nwill receive.\\nIn this way the lessons are brought again before the\\nschool in pleasing pictures. The children can play this at\\nhome, drawing pictures and calling for the lesson.\\nPractical lessons recited. The Sunday previous to review\\nthe superintendent assigns each lesson in the quarter to\\ndifferent members of the school, some to teachers and\\nsome to scholars, to find, prepare, and recite from the les-\\nson assigned a practical, spiritual lesson, and thus we\\nhave twelve short practical sermons preached. Additional\\nthoughts may be given by other members of the school ex-\\ntemporaneously from the same lesson or from the quarter s\\nlessons as a whole.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0090.jp2"}, "91": {"fulltext": "METHODS OF REVIEW\\n87\\nSuggestions\\n1. The quarterly review should be previously arranged\\nfor and well prepared.\\n2. It is usually given in the time of the school session.\\n3. It may be made to take the place of a preaching\\nservice of the church, and the congregation and parents\\ninvited to attend.\\n4. The exercises should be interspersed with lively, spirit-\\nual songs.\\n5. An occasional short, spiritual prayer may be thrown in\\nas the exercises progress.\\nBLACKBOARD EXERCISE\\nWeekly\\nQuarterly\\nREVIEWS\\nI.\\nConductor\\n2.\\nTime\\n1. Summary\\n3-\\nCharacter\\n2. Application\\n_ 3. Expression\\nr I. Question and Answer\\n4-\\nMethod\\n2. Statement and Exhortation\\n5-\\nBlackboard\\n3. Illustration\\n1 6.\\nClosing\\n1. Secures Better Study\\n2. Tests and Completes Teaching\\nValue\\n3. Exhibits Work of School\\n4. Presents Bible Truth as Whole\\n_ 5. Blesses Participants\\nSCHEME\\nI.\\nDrill on Titles and Golden Texts\\n2.\\nMethods\\n11.\\nWord Pictures\\nin.\\nPractical Lessons Recited\\n1. Prepare Well\\n2. Instead of Lesson\\n3-\\nSuggestions\\n3. Instead of Preaching Service\\n4. Songs\\n5. Prayers", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0091.jp2"}, "92": {"fulltext": "88 HANDBOOK ON SUNDAY-SCHOOL WORK\\nXIII.\\nCHRIST THE GREAT TEACHER.\\nNever man spake like this man. While the Sunday-\\nschool teacher may be greatly benefited in the study\\nof the world s masters in the art of teaching, nothing will\\nbe so helpful and inspiring as a study of Christ as the world s\\ngreat Teacher. He represents himself as teacher and his\\nfollowers as disciples. His life record was one of doing and\\nteaching (Acts i i). He is our model, not only in what\\nhe taught, but in the spirit and manner of his teaching.\\nWe may say of him, as the Roman orator to his emperor\\nThose who dare to speak of you are ignorant of your\\ngreatness, those who dare not are equally ignorant of your\\ngoodness. As the great Teacher, we may consider\\nI. His Knowledge.\\nChrist knew what he taught. His knowledge was both\\nintuitive and acquired. As divine, he knew intuitively as\\nhuman, He grew in wisdom, or knowledge. What did\\nhe know\\ni. He knew God. He said of himself All things are\\ndelivered unto me of my Father and no man knoweth the\\nSon, but the Father neither knoweth any man the Father,\\nsave the Son, and he to whomsoever the Son will reveal\\nhim (Matt n 27). He knows God with power to reveal\\nhim to us, or in pedagogical terms, to cause us to know\\nhim, and to experience the fullness of his love. That the\\nlove wherewith thou hast loved me may be in them (John\\n17 26), he prays to his Father.\\n2. He knew himself. He knew that he was the Son of\\nGod, that he came from the Father, and what his mission\\nwas in the world, and that when that mission was accom-\\nplished he would return to the Father. He knew his own", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0092.jp2"}, "93": {"fulltext": "CHRIST THE GREAT TEACHER 09\\nspotless character, and challenged the world to convict him\\nof sin he knew his own power and exercised it in working\\nmiracles and forgiving sins.\\n3. He kttew man. He knew man better than man knew\\nhimself. He knew his physical limitations, his mental\\nweakness, his moral unsoundness, his corrupt heart, and\\nhis greatest spiritual needs, and came to minister unto\\nthem. He knew the motive of Nicodemus, who came to\\nhim by night the avarice of the young ruler, who wanted\\neternal life without the consecration of his wealth and the\\nheart of the Samaritan woman who talked to him at the\\nwell. The secret of his teaching was his deep insight into\\nhuman nature, a knowledge of which is as essential to the\\nbest teaching to-day as it was then. Though we must not\\nexpect to have it to the degree of the divine Teacher, we\\nmay know more of it than we do.\\n4. He knew nature. His life and teachings, as seen in\\nthe Gospels, which show that he was familiar with the birds\\nof the air, the trees of the forest, the beasts of the field, the\\nfishes of the sea, and the insects and creeping things of\\nearth, as well as the times and seasons. He used more\\neffectively his knowledge of nature in teaching spiritual\\ntruth than any others, because he knew nature better.\\n5. He knew the Bible. He quoted it in proving his doc-\\ntrine, resisting temptation, and urged all to search the\\nScriptures, for they bore testimony of him. He knew the\\nOld Testament prophecies so well and minutely that he ful-\\nfilled them to the very letter in his life, and made an ad-\\nvanced revelation upon them in his own teaching. Even\\nat the age of twelve years he astonished the Jewish doctors\\nwith his questions and answers concerning the Jewish relig-\\nion. If Christ studied and learned the Bible in order to\\nteach it, how much more should we\\n6. He knew the people. Not only did he know their", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0093.jp2"}, "94": {"fulltext": "90 HANDBOOK ON SUNDAY-SCHOOL WORK\\nnature and constitution, as shown above, but he knew the\\nspecial people among whom he labored and taught. He\\nknew their affairs of government, manners, and customs,\\nmethods of business, the history of their country, current\\nevents, as well as their religious opinions. (See Matt. 17\\n24-26 25 1-12, 14-18 Mark 12 15-17 Luke 7\\n44-47 16 1-8 13 1-5 John 3 14 14 22.)\\n77 Characteristics of His Teaching.\\n1. Originality. We must teach what we learn from\\nothers but Christ was absolutely original. We may dis-\\ncover truth, Christ creates it we may learn the truth, but\\nChrist is the truth. In this characteristic we do not despair\\nof our own teaching, but are greatly encouraged. When we\\nteach the truth he taught we may know it is not tradition,\\nbut absolutely original. This we should not try to imitate,\\nsince the truth we teach is not ours, but his.\\n2. Authority. He taught them as one having author-\\nity, and not as the scribes. He made assertions solely\\nupon his own authority. Moses said unto you, so and\\nso, but I say unto you, etc. (See Sermon on the Mount.)\\nHe left the impression that a truth was so because he said\\nso. This manner we should imitate make our pupils feel\\nthat when the Bible speaks on any subject, that is final.\\n3. Simplicity. Though he uttered the most profound\\ntruth ever taught, every word was brought within compre-\\nhension. Hence, the common people heard him gladly.\\nHe made no pretensions whatever to science, philosophy,\\nor oratory. He was a plain meek and lowly man and\\nsimple gospel teacher and preacher. He taught only adults,\\nso far as the record of his life shows, yet a child can under-\\nstand his teaching. His thought was profound, but lan-\\nguage simple. This is the highest characteristic of good\\nteaching to cause another to understand.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0094.jp2"}, "95": {"fulltext": "CHRIST THE GREAT TEACHER 9 1\\n4. Adaptability. His teaching suited his pupils. The\\nquestion he virtually asked in contemplating his learners,\\nwas not, what do want especially to teach them nor what\\nwill be most popular? but, What do they need? What is\\nbest suited to their mental capacities and spiritual needs\\nHe adapted his teaching to the capacity of his pupils.\\nSome he taught by parables, because they could learn best\\nby that way, and in that way he could win their attention\\nothers he taught more plainly, because they could under-\\nstand. We see this degree of adaptation in the many ways\\nin which he set forth the kingdom of heaven.\\nHe also adapted his teachings to the spiritual needs of\\nhis pupils. These needs he knew. He prescribed accord-\\ning to his spiritual diagnosis. He was a Great Physician.\\nIf we would study more the needs of our classes as well as\\nindividual pupils, we would be more successful in our teach-\\ning, because we could better meet their spiritual needs.\\nIII. The Spirit of Teaching.\\nThe influence and results of a teacher depend largely\\nupon the spirit that pervades his work. If he has an\\nexcellent spirit in him he will have power. Never\\nman had such a spirit as Christ. His was\\n1. An unselfish spirit. He sought not his own will, but\\nthe will of his Father. He pleased not himself. His work\\nwas one of ministering. He came not to be ministered\\nunto, but to minister, and to give his life a ransom for\\nmany (Matt. 20 28). His first recorded words were,\\nKnow ye not that I must be about my Father s busi-\\nness? (Luke 2 49.) He was so deeply and entirely ab-\\nsorbed in his work that he lost sight of self.\\n2. A catholic spirit. He was not prescribed and nar-\\nrow, like the scribes and Pharisees. He fearlessly over-\\nrode their customs, and publicly exposed their bigotry.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0095.jp2"}, "96": {"fulltext": "92 HANDBOOK ON SUNDAY-SCHOOL WORK\\nHe broke down the walls of sectional and national prej-\\nudice, and gave his gospel to the whole world. He knew\\nno bounds along the line of the useful and right. We want\\nto learn from him to be broad-minded teachers, because\\nthere is no measuring the breadth of divine truth.\\n3. A patient spirit. Although many disciples went\\nback and walked no more with him (John 6 66), and others\\nrejected him openly, while very many entirely ignored him,\\nhe never became discouraged nor grew lax in energy. When\\nthe authority of his teachings was called in question he did\\nnot lose his temper, as we so often do, but patiently rea-\\nsoned with his opponents (Matt. 12 24-26).\\n4. A prayerful spirit. Jesus communed much with his\\nFather. He spent whole nights in prayer. He went from\\ncloset to desk as a teacher. He not only prayed for him-\\nself, but for his disciples, that they might be sanctified\\nthrough his teaching. (See John 17.)\\n5. A lovely spirit. Not only lovely, but loving, loving,\\nbecause he was the fairest among ten thousand, and the\\none altogether lovely. His teaching was with power, be-\\ncause he knew but his greatest power was heart power.\\nIV. His Method of Teaching.\\nWe should expect one who knew his subject and his\\npupils as Jesus did to employ the best methods of teaching.\\nHis method might be described in one word, natural. He\\ntaught according to the nature of his subject and the nature\\nof the human mind. There is always variety as well as\\nunity in nature. His method was\\n1. Interrogative. He asked and answered questions.\\nHe started the questioning spirit. He was a master in\\nthe art of questions. He encouraged his pupils to ask ques-\\ntions. He knew when and how to answer. His teaching\\nof individuals and groups of persons was much like the", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0096.jp2"}, "97": {"fulltext": "CHRIST THE GREAT TEACHER 93\\nclass-work in our modern Sunday-school. The interroga-\\ntive method can never be dispensed with without changing\\nthe constitution of the human mind. Christ knew this and\\nemployed it, which fact becomes to us a perpetual example.\\n2. Illustrative. He was a master in illustration. Should\\nwe say he excelled more in one thing than another we\\nshould instance illustration. We cannot too thoroughly\\nstudy his method. He used nature, the manners, customs,\\nand character of the people all kinds of human industry,\\nhistory and government, signs and symbols. Take the fol-\\nlowing partial list and see how readily you can recall the\\ntruth illustrated Birds, bottles, candlestick, corn, child,\\ncloth, dog, eagle, eye, fishes, foxes, figs, fields, grapes, gate,\\nhill, holes, journey, light, lightning, lily, leaven, market,\\nnight, platter, reed, sower, seed, soil, sparrow, serpent, stars,\\nsheep, vine, viper, yoke, wind, wedding, etc.\\n3. Demonstrative. He reasoned out his conclusions and\\nthen he demonstrated the truth before the eyes of his dis-\\nciples. Jesus as a divine teacher had a mission to perform,\\na message of truth to deliver it was a divine message, and\\nthe world required superhuman proof. He demonstrated\\nhis teaching before men s eyes by miracles. It was this\\ndemonstration of the truth that convinced Nicodemus. In\\nthis three-fold method we see the wisdom of the great\\nTeacher. Some accept the truth in answer to a few ques-\\ntions others, when it is made clear by illustration but\\nthere are still others for whom it must be demonstrated.\\nThe beloved disciple readily accepted the truth of the res-\\nurrection when hearing it Peter was more fully convinced\\nwhen it was illustrated on the shore of the sea of Tiberias\\nbut Thomas would demonstrate it by putting his fingers in\\nthe nail holes of our Lord s body.\\nBut, above all, behind the teaching of Christ was A holy\\nlife. He was and did what he taught. This was the", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0097.jp2"}, "98": {"fulltext": "94\\nHANDBOOK ON SUNDAY-SCHOOL WORK\\nsecret of his power. Sunday-school teacher, this will be\\nthe secret of your power and influence. Be and do, as\\nfar as lieth in you, what you teach.\\nBLACKBOARD EXERCISE\\nCHRIST, THE GREAT TEACHER\\nHis\\nI. Knowledge\\nII. Characteristics\\nIII. Spirit\\nIV. Method in Teaching\\nBehind\\nHe knew\\nGod\\nHimself\\nMan\\nNature\\nBible\\nPeople\\ni\u00c2\u00b0g\\n1. Originality\\n2. Authority\\n3. Simplicity\\n4. Adaptability\\n1. Unselfish\\n2. Catholic\\n3. Patient\\n4. Prayerful\\n5. Lovely\\n1. Interrogative\\n2. Illustrative\\n3. Demonstrative\\nA Holy Life\\nXIV.\\nTHE HOLY SPIRIT AS A TEACHER.\\nJesus could not remain with his disciples on earth as\\na teacher, but must needs suffer and enter into his\\nglory, and at the right hand of God, where he now sits,\\nreceive his conferred title of Lord. But before he went\\naway he promised to send another Teacher, Guide, and Com-", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0098.jp2"}, "99": {"fulltext": "THE HOLY SPIRIT AS A TEACHER 95\\nforter. This promise is fulfilled in the gift of the Holy-\\nSpirit, who came in specially manifested power and in pe-\\nculiar fullness on the day of Pentecost, and has been in the\\nworld since, administering the affairs of Christ s kingdom.\\nHis general work is the application of redemption. In-\\ncluded in that is his work as teacher.\\ni. As teacher the Holy Spirit makes no new revelation.\\nRedemption in its facts and doctrines, is already revealed\\nin the Bible. No new revelations will be made until Christ\\nshall return. But the Spirit recognizes the revelation al-\\nready made. The Bible is his text-book just as it is ours.\\n2. As teacher the Holy Spirit illumines our minds to\\nunderstand the revelation already ?nade. Bible truth is\\nspiritually discerned, and only the spiritually minded\\ncan discern it. Hence we need to be filled with the\\nSpirit In performing this office he acts upon the several\\nfaculties of the soul. They are weakened by sin.\\n(i) He quickens the perceptions. Jesus said to Nicode-\\nmus, Except a man be born again, he cannot see the\\nkingdom of God. The word see here is not used lit-\\nerally, for the kingdom of God cometh not with observa-\\ntion, but in the sense of perception. The Holy Spirit not\\nonly gives new hearts but new eyes.\\n(2) He aids the memory. He shall bring all things to\\nyour remembrance whatsoever I have said unto you.\\nThis promise was made before his crucifixion. Its fulfill-\\nment is the written life and words of our Lord, as well as\\nother Scriptures. There were not in the days of the apostles\\nthe facilities we now have for recording oral addresses, and\\nthe legitimate explanation of these detailed records is that\\nwe have them by the aid of this divine Teacher.\\n(3) He purifies the imagination. The human heart is\\nvery frequently represented in the Bible as possessing an\\nevil imagination: Every imagination of the thoughts of", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0099.jp2"}, "100": {"fulltext": "g6 HANDBOOK ON SUNDAY-SCHOOL WORK\\nhis heart was only evil continually (Gen. 6 5), and that\\nmen walk after the imagination of their evil heart (Jer.\\n7 24). We are exhorted not to imagine evil in our hearts\\nagainst our neighbor (Zech. 8:17). When the Spirit re-\\ngenerates the soul the imagination is cleansed. A foul im-\\nagination has led to many an open sin.\\n(4) He corrects the judgment. Through the Prophet\\nIsaiah (11 2), we are promised the spirit of wisdom and\\nunderstanding. The judgment is corrected by having the\\nunderstanding enlightened. This is the real office of the\\nteacher, to cause to understand. The Spirit will help the\\nhuman teacher to cause his pupils to understand spiritual\\ntruth, for that is a part of his mission. Rely upon him.\\n(5) He emancipates the will. This is the last power of\\nthe soul reached in teaching. When we can reach the will\\nof our pupils then we can lead them to Christ and all\\nChristian duty. We must pray for and rely upon the Spirit\\nto help us. He not only emancipates the will, but sets it\\nupon proper objects. In this way the Spirit helps us to lead\\nour pupils, not only to Christ and duty, but to complete\\nconsecration, which is an act of the will.\\n3. As teacher the Holy Spirit is the best i?iterpreter of\\nthe word of God to us. Jesus said: He shall receive of\\nmine and shall shew it unto you (John 16 13-15).\\nThe Spirit searcheth all things, yea, the deep things of\\nGod (1 Cor. 2 10). Not only does he illuminate our\\nminds, but also the sacred page. It is a recognized prin-\\nciple, that the author of a book is its best interpreter. If\\nyou receive a letter from a friend you do not understand,\\nyou go to him for explanation. The Holy Spirit indited\\nthe Scriptures, and hence he is their best interpreter. He\\nwill guide you into all truth (John 16 13).\\n4. As teacher the Holy Spirit is our best guide. The\\ngood teacher not only instructs his pupils mentally, but", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0100.jp2"}, "101": {"fulltext": "THE HOLY SPIRIT AS A TEACHER gj\\nseeks to guide them into the right pathways of life. Many-\\nare the promises in the Bible that God will guide his peo-\\nple: My father, thou art the guide of my youth, The\\nmeek will he guide in judgment, I will guide thee with\\nmine eye, The Lord shall guide thee continually, he\\nwill guide our feet in the way of peace.\\n5. The Holy Spirit as teacher illustrates the truth in our\\nhearts. Through his agency the outer revelation becomes\\nthe inner and we not only know the truth, but we feel it\\nin our hearts. Thus in Christian experience, the truth of\\nthe Bible is tested and proven in the heart. In this way\\nthe Spirit is also the best interpreter of Providence by en-\\nabling us to apply the Scripture promises to the present\\ncondition of our experiences. We may be in deep sorrow,\\nunder some trial or affliction, and the Spirit takes that, to\\nme one of the most comforting promises (Rom. 8 28),\\nAll things work together for good to them that love God,\\nand applies it with precious comfort. Speaking of the\\nPsalms, a great exegete said No man can understand\\nthem who has not had his heart broken by some great sor-\\nrow.\\nBLACKBOARD EXERCISE\\nTHE HOLY SPIRIT AS A TEACHER\\nI. Makes no New Revelation\\nf 1. The Perceptions\\nII. Gives Understanding of 2. The Memory\\nPresent Revelation by 3. The Imagination\\nIllumining j 4. The Judgment\\n[5. The Will\\nIII. The Best Interpreter of the Scriptures\\nIV. The Best Guide\\nV. Illustrates the Truth in Our Hearts", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0101.jp2"}, "102": {"fulltext": "PART II\\nWHOM WE TEACH\\nOR\\nA STUDY OF THE SCHOLAR\\nI.\\nCHILDHOOD.\\nIt is not enough that the teacher in any kind of school\\nshould know what he is to teach and how he is to teach\\nbut if he wants to be a successful teacher he must know\\nwhom he is to teach not simply the faces and names of\\nhis pupils, but their natures and powers. This branch of\\nthe Sunday-school teacher s preparation is too often\\nneglected. Not only is the course of study graded, but\\nthe pupil is graded. The two should fit. The teacher can-\\nnot fit them unless he knows both. A helpful way in which\\nto study the pupil is to consider the periods of his develop-\\nment separately, then combine them.\\nThe age of man may be divided into six periods\\n1. Infancy, from birth to three years of age.\\n2. Childhood, from three to seven years of age.\\n3. Boyhood and girlhood, from seven to fourteen years\\nof age.\\n4. Youthhood, from fourteen to twenty years of age.\\n5. Manhood, from twenty to sixty years of age.\\n6. Old age, from sixty to death.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0102.jp2"}, "103": {"fulltext": "CHILDHOOD 99\\nThe study of the first period is more appropriate to the\\nnursery than the Sunday-school, and we begin our study\\nwith the second period, somewhat including the first\\nChildhood is the most important period in human life.\\nIt requires more care, because of its delicate physical con-\\ndition. The death rate in this period is greater than that\\nof any other period of the same length. It is the period\\nof most rapid physical development\\nIt may be well to note here\\nI. Some Physical Facts.\\n1. As to height. The average height of a male child at\\nbirth is nineteen and five-tenths inches of the female,\\nnineteen and three-tenths inches. At the age of seven the\\nmale has multiplied his height two and one-third times\\nand the female two and three tenths times.\\n2. As to weight. The average weight of the male at\\nbirth is seven and one-tenth pounds that of the female,\\nsix and nine-tenths pounds. At seven the male has multi-\\nplied his weight six and nine-tenths times and the female\\nsix and nine-tenths times.\\n3. As to the brain. Without distinction of sex, the\\naverage weight of the brain at birth is thirteen and one-\\nhalf ounces. At seven years it has multiplied three and\\none-half times.\\nII. Heredity.\\nThe child brings into this world what has been trans-\\nmitted to it by its parents or ancestors, immediate or re-\\nmote. It will be of great advantage to the teacher to know\\nsomething of the hereditary tendencies of his pupils.\\nThese tendencies are\\n1. Physical. They enter into the organic structure of\\nthe body. There is seen in every family more or less of the\\nfamily type in general, in feature, form, and action certain\\nu**T\u00c2\u00a3|.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0103.jp2"}, "104": {"fulltext": "IOO HANDBOOK ON SUNDAY-SCHOOL WORK\\npeculiarities of sight, left-handedness, etc. are seen through\\nseveral generations. So also with disease.\\n2. Mental. The question is often raised as to whether\\ntalent is inherited from mother or father. The mental\\ntendencies usually descend from both parents in different\\nproportions sometimes they are divided among the off-\\nspring, one child inheriting one quality and another a dif-\\nferent one from either or both parents.\\n3. Moral. Virtues and vices are both transmitted. It is\\neasy to train and use the transmitted virtuous tendencies.\\nEvil hereditary tendencies, says S. Meredith, if dealt\\nwith in early youth, can be successfully controlled. Nu-\\nmerous observations of children taken in infancy from the\\nmost abandoned mothers, and trained without knowledge of\\ntheir parents, he says, assure him that the whole ten-\\ndency of organization can be conquered. The practical\\nuse of some knowledge of heredity upon the part of the\\nteacher is to make use of these tendencies in his teaching,\\nencouraging and developing the good and seeking to con-\\nquer the bad. Yet he must remember that he cannot suc-\\nceed thoroughly without the grace of God in the pupil s\\nheart and that some natures seem to require more grace\\nthan others. Doctor Mason used to say The grace that\\nwould make John a saint would hardly keep Peter from\\nknocking a man down.\\nIII. The Natural Senses.\\nWhile, as has been said, we should begin to study a\\nman one hundred years before he was born, yet we prac-\\ntically begin at birth. We can only teach a child, or adult\\neither, by using the powers he possesses. As the senses\\nare first developed, we must begin with these.\\n1. Those active at birth, as touch, taste, and smell.\\n2. Those which are exercised afterward seeing and hear-", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0104.jp2"}, "105": {"fulltext": "CHILDHOOD IOr\\ning. The first thing a child notices is a bright light, after-\\nward it will recognize objects. At three months old it will\\nrecognize its parents. Hearing is gradually exercised as\\nthe air passages are cleared by breathing and swallowing.\\n3. These senses or avenues to the soul are called into\\nactivity by coming in contact with the outside world. Hence,\\nthe teacher of a child must use them, for they are all the\\npowers the child possesses in a sufficient state of activity\\nthat he can use. The main senses to be used in teaching\\nare the eyes and ears, especially the eyes. It is said that\\neighty times as many impressions are received through the\\neye as through any one of the other senses, and twelve times\\nas many as through all the others. If this is true, how\\nimportant that the eyes of the child should be used.\\nIV. Instincts.\\nThe child from birth to seven years is a mass of instincts,\\ngoverned by impulse rather than reason. These instincts\\nmust be recognized, understood, and used in teaching, espe-\\ncially at this age. The most important are\\n1. Hunger. It has been said that the child s first idea\\nof the world is that it is something to eat. It is evident\\nthat if it could get possession of the whole world in its\\nlittle fist it would put it directly into its mouth. The pic-\\nnic is a great event in the Sunday-school life of the child.\\n2. Activity. The child kicks and claws without method\\nor aim at first but how soon those restless limbs are di-\\nrected in play. This activity is the result of the restless\\nsoul struggling for a wider sphere of life. It will find it.\\nUse this activity to help it find the right sphere of life.\\n3. Fear. The small child is afraid of strange objects\\nand faces. We always tell it that sin is ugly. Never\\nfrighten a child, or tell it frightful stories, or punish it by\\nimprisonment in dark closets. It is cruel and dangerous.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0105.jp2"}, "106": {"fulltext": "102 HANDBOOK ON SUNDAY-SCHOOL WORK\\n4. Anger soon shows itself in kicking, screaming, and\\nfighting. It is easy to distinguish between the cry of anger\\nand the cry of pain. Anger needs no cultivation, nor\\nshould it have any provocation.\\n3. Imitation. This instinct is soon seen in the child.\\nHow soon the little one will imitate you in making faces.\\nIt is a great power in teaching. Seize it and use it.\\n6. Curiosity. This trait shows itself in the tendency to\\nask questions. It shows that the mind is being wakened\\nto know. Encourage the child to ask questions by answer-\\ning its questions, if you can.\\n7. Affection. Very early the child begins to love. This is\\nthe strongest impulse of the soul. Cultivate it From love\\nof parents it goes next and naturally to love of teacher,\\nthen to the one the teacher talks most about and most\\nloves, Jesus. We may say of this instinct in comparison\\nwith all the others, as Paul said in his comparison of the\\nChristian graces, The greatest of these is love. These\\ninstincts lie along two lines of the child s nature, the emo-\\ntional and intellectual. Use them to develop both.\\nV. The Religions Nature of Childhood.\\nWhat we find in more mature manhood must be in an\\nundeveloped state in childhood, and since in all ages and\\nconditions and among all nations man is found worshiping\\nsome superior being, we conclude that he has a religious\\nnature. This religious nature is present in childhood.\\nWith respect to it four theories have been held\\n1. That the child is wholly bad. This view doubtless\\ngrew out of an extreme view of the doctrine of human de-\\npravity. It ignored the fact of human affection and a sense\\nof justice. Then the sentimentalists swung off to the op-\\nposite extreme and advocated the view,\\n2. That the child is wholly good. This, pushed to its", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0106.jp2"}, "107": {"fulltext": "CHILDHOOD I.O3\\nlogical consequences, would destroy human accountability,\\nat least for race sin.\\n3. Then Locke, as if to avoid these extremes, taught that\\nthe child is neither good nor bad that the mind is like\\na blank sheet, upon which may be written either good or\\nbad matter. But this theory seems not to agree with human\\nnature. We develop what is in the mind. If there is\\nneither good nor bad in it, we can get neither out\\n4. The fourth theory is that the child is both good and\\nbad. Using the terms good and bad in a relative sense,\\nthis seems to be the true theory, for we have seen that the\\nchild inherits both good and bad traits.\\nVI. How to Teach Childhood.\\n1. The teacher must study it in its diversified nature,\\nas physical, mental, moral, religious. To teach a child we\\nmust know the child. To know childhood we must be\\nchildren again ourselves. Go back to our child ideas and\\nmodes of thought, adding to them our present knowledge\\nand experience. Study children. Get down into their\\nworld and live with them.\\n2. Attempt to use only, on the pupil s side of teaching,\\nthe child s powers. That is, the powers in it that are de-\\nveloped and active. Overtaxing the child s mental powers\\nis as much a defect in mental exercise as overtaxing its phys-\\nical powers in physical exercise.\\n3. Use the child s moral and religious nature, his sense\\nof right and wrong. Make much use of the conscience.\\nYou will be surprised to find how acute is the child s moral\\nsense, far more so, often, than that of an adult, for it has not\\nbeen blunted by sin. The first lesson to teach a child in\\nreligion is that it is sinful and needs a Saviour. Make\\nmuch use of the cross. I shall never forget my first im-\\npressions of the crucifixion.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0107.jp2"}, "108": {"fulltext": "104 HANDBOOK ON SUNDAY-SCHOOL WORK\\nBLACKBOARD EXERCISE\\nCHILDHOOD\\nT f I. Importance of Studying Pupil\\nIntroduction 2 Di i(m of Life into p| rio{\\nAs to Height\\nI. Some Physical Facts 2. As to Weight\\n{I\\n3. As to Brain\\nI. Physical\\nII. Heredity -J 2. Mental\\nMoral\\nThose active at Birth\\nIII. The Senses 2. Those Called Out Afterward\\nHow exercised\\n1. Hunger\\n2. Activity\\n3. Fear\\nIV. Instincts 4. Anger\\n5. Imitation\\n6. Curiosity\\n7. Affection\\nTHEORIES\\nWholly Bad\\nV. Religious Nature -j 2. Wholly Good\\n3. Neither Good nor Bad\\n4. Both Good and Bad\\nStudy It\\nVI. To Teach X 2. Use Its Powers\\n(l. St\\n2. U:\\n1 3. Ui\\nUse Moral and Religious Nature\\nII.\\nBOYHOOD AND GIRLHOOD.\\nThis period is regarded as between the ages of seven and\\nfourteen. It is the period of the child s life in which the\\nSunday-school teacher can have most influence and during", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0108.jp2"}, "109": {"fulltext": "BOYHOOD AND GIRLHOOD IO5\\nwhich he can do the best work. Yet it must be remem-\\nbered that it is the same child, with precisely the same\\npowers, passing through another stage of development, and\\nthat this development is molded largely by contact with the\\nteacher and outside world.\\nI. Physical Development.\\n1. Physical growth is now less rapid. In the first period\\nthe male increases in height one hundred and thirty-six per\\ncent. and in weight six hundred per cent the female in\\nheight, one hundred and thirty-one per cent. and in weight\\nfive hundred and eighty-eight per cent In this period the\\nboy increases in height thirty-one per cent, and in weight\\neighty-four per cent, and the girl in height thirty-four per\\ncent, and in weight one hundred and four per cent\\n2. It is readily seen from these statistics that the girl\\ngrows more rapidly than the boy, while in the first period\\nthe boy grows the more rapidly. The boy grows most in his\\nfourteenth year, the girl in her twelfth year, and hence is\\nmore precocious. It is said that from ten to fifteen the\\ngirl s heart grows more than twice as fast as the boy s, and\\nthe boy s lungs more than twice as fast as the girl s.\\n3. The girl and boy are less subject to disease either of\\nmind or body than the child. While in the first seven\\nyears of life the death rate is the greatest, in the next seven\\nyears it is less than in any other equal period. This is the\\nrugged period of life and the time to lay the foundation for\\na good body. Hence much attention should be given to\\nphysical culture during this period. This is the work of\\nparents and weekday school teachers. All the Sunday-\\nschool teacher can do is to encourage this development.\\n4. This is pre-eminently the training period. During\\nthis period the boy and girl get possession of themselves.\\nThe boy learns the use of tools in the man s sphere of life", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0109.jp2"}, "110": {"fulltext": "106 HANDBOOK ON SUNDAY-SCHOOL WORK\\nand the girl in the woman s. Here is the value of indus-\\ntrial schools. In this period the use of musical instru-\\nments is best learned. A sad neglect in this period is the\\ndevelopment and training of the organs of speech. But few\\npeople can talk as they should. In our present methods of\\nchurch work all are expected to speak more or less in pub-\\nlic, but only a few can be heard, simply because they do\\nnot have full possession of their powers.\\nII. Mental Development.\\nThe period of childhood is the period of instinct, but\\nwith the boy and girl it is more the period of intelli-\\ngence. The psychology of this period centers in the\\ngrowth of intelligence. It has been truly said that most\\npeople get their education in this period in many schools.\\nWe can notice here only some of the fundamental char-\\nacteristics of the boy and girl mind to be used.\\ni. Curiosity. Here the mental activity of life begins.\\nCuriosity is fundamental to interest and attention. The\\nteacher will have no difficulty in winning and holding the\\nattention of boys and girls if he only uses their curiosity.\\nThey lay their whole environment under tribute to this\\ninstinct. Boys and girls want to know about everything\\nand everybody. How constantly do they inquire into the\\naffairs of their parents or older brothers and sisters. This\\nis a God-given power seize it and use it wisely. Encour-\\nage them in the persistent disposition to ask questions. It\\nis the interrogative period of life.\\n2. Imitation. This is also fundamental. It is present in\\nchildhood, and remains to an extent throughout life, but it\\ncomes to full fruition in boyhood and girlhood. The\\nsimple acts of childhood in imitation become more elabo-\\nrate in the boy and girl, and as they advance toward ma-\\nturity, more and more approach the real in life. The stick", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0110.jp2"}, "111": {"fulltext": "BOYHOOD AND GIRLHOOD IO7\\nused for a horse, gives place to the dog or goat. The doll\\nnow must have a house, with parlor, chamber, and kitchen\\ncomplete.\\nThe teacher in the intermediate grade must study this\\nperiod, and adapt the instruction accordingly.\\n3. Playfulness. As in imitation, this instinct changes in\\nthe boy and girl to a higher sphere of development. The\\nchild, from four to seven years, is content with physical\\nplays alone, but the boy and girl must have mental plays.\\nIt is the period of puzzles, riddles, enigmas, and conun-\\ndrums. These are mental plays. If the teacher can put\\nthe truth to be taught in this form, he will find no difficulty\\nin getting boys and girls to work at it. I have known a\\ngroup of boys and girls to spend hours over the game of\\nBible characters, whom you could not induce to sit down\\nand read the Bible ten minutes.\\n4. Imagination. During this period the imagination is\\nvery active. It is the wonder period and picture-making\\nperiod. Use pictures and stories, but be careful that they\\ntell the truth. Two boys, who had never seen the ocean or\\na ship, had a strong desire to be sailors, and did become\\nsailors. This desire was produced by the picture of a ship\\nat sea that hung in their parlor at home all through their\\nboyhood. Put the right pictures before the boys and girls,\\nand it will help to make the right men and women of them.\\nThe imagination of our boys and girls needs to be well\\nguarded, and we see the need of right teaching and preach-\\ning here.\\n5. Meiiwry. This is emphatically the memory period\\nof life. What is learned in this period is better retained.\\nBoys and girls can learn language easier than adults, be-\\ncause so much of it is memory work. It is the time to\\nstore the mind with useful facts. We would enumerate\\nhere, and say, store the mind of the boy and girl", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0111.jp2"}, "112": {"fulltext": "108 HANDBOOK ON SUNDAY-SCHOOL WORK\\n(i) With facts of language.\\n(2) With facts of history.\\n(3) With facts of science.\\n(4) With facts of morals.\\n(5) With facts of the Bible.\\n6. Reason. Reason grows rapidly in this period, more\\nrapidly than we are wont to think. Some of our best edu-\\ncators say that the boy and girl make their greatest mathe-\\nmatical improvement in their twelfth and thirteenth year.\\nGo into any good grammar grade in the public school and\\nsee it verified. At thirteen the boy and girl begin to be\\ncritical. Here doubt begins to arise, and the mind wants\\nto know the whys and wherefores. This doubt may be\\nmade the basis of wholesome progress. The teacher must\\nbe able to explain and show why certain things are so.\\n7. Faith. This is the period of faith as is that of child-\\nhood. As a girl and boy begin to pass into their teens,\\nthey are subject to doubt, before this they take things\\nfor granted or believe what is told them by parent and\\nteacher, because they have confidence in them. As a rule,\\nin this and childhood s period, our pupils will believe what\\nwe tell them. How important, therefore, that we teach\\nnothing but the truth. The responsibility in teaching this\\ngrade is much greater than in teaching adults, for the adult\\nwho thinks for himself may see or find out our error, and\\nreject it but the boy and girl will not question it. Is\\nit not well to remember this fact in teaching boys and\\ngirls\\nIII. Moral and Religious Development.\\nHow can the teacher use these instincts and peculiar\\ntraits in the boy and girl for their moral and spiritual good\\nThis is the great aim in teaching in the Sunday-school, and\\nif we miss this aim our work is a failure.\\n1. Use the vivacity of this age to show that life really", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0112.jp2"}, "113": {"fulltext": "BOYHOOD AND GIRLHOOD 109\\nconsists in doing right and pleasing God. Boys and girls\\nlive. They eat, they digest, they grow, they act. They\\nwant to be men and women. Link this desire for life with\\nmorals. Show that bad habits and sinful lives bring pre-\\nmature death, linking the most forcible examples under\\ntheir observation with it. To be big means to be right.\\n2. Use their interest in nature to find God. What do\\nyou see Where did it come from Who made it What\\nis it for Why is it made like this rather than in some\\nother way Show how wonderfully made are all things\\nabout them, and how wonderful they themselves are, and\\nthat no one but a great, good, and wise Being could accom-\\nplish all they behold. Boys and girls will be honest and\\nbelieving. There is a plain connection to them between\\neverything they see and God. Find it and show it to them.\\n3. Boys and girls are fond of biography. They like to\\nlearn about people. Then Bible characters will interest\\nthem. But the one absorbing person in the Bible is Jesus.\\nSelect the proper book from the Sunday-school library for\\nyour boys and girls. Remember that the boy especially\\nlikes the heroic in character. There will be no trouble to\\nget boys interested in the exploits of Samson and David,\\nRuth and Naomi, Mary and Martha and the needle\\nwoman, Dorcas, will attract the admiration of the girls.\\nBut be sure to present Christ as the hero of the Bible.\\n4. Make much use of their natural affection. Their\\nhearts are tender and impressible. Win them first to\\nyourself, then with that lead them to the One you love most.\\nHeart power is the great power in teaching. First that\\nwhich is natural, and afterward that which is spiritual, is\\na law in Christ s kingdom observe it From the natural\\naffection lead to the spiritual.\\n5. Finally, use the instinct of imitation in the power of\\nexample. The teacher must be what he teaches his pupils", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0113.jp2"}, "114": {"fulltext": "IIO HANDBOOK ON SUNDAY-SCHOOL WORK\\nto be. But still above yourself hold up Christ as the one\\nand only perfect model.\\nBLACKBOARD EXERCISE\\nBOYHOOD AND GIRLHOOD\\nI. Physical Development\\nII. Mental Development\\nIII. Moral and Religious\\nDevelopment\\n1. Growth Less Rapid\\n2. Girl More Precocious\\n3. Less Subject to Disease\\n4. Training Period\\n1. Curiosity\\n2. Imitation\\n3. Playfulness\\n4. Imagination\\n5. Memory\\n6. Reason\\n7. Faith\\n1. Vivacity\\n2. Interest in Nature\\n3. Biography\\n4. Natural Affections\\n5. Imitation and Example\\nIII.\\nYOUTHHOOD.\\nThe period of youthhood is variously fixed by different\\ncustoms and countries. In the United States adolescence\\nextends from fourteen to twenty-five for the male, and from\\ntwelve to twenty-one for the female. It describes the pe-\\nriod of the beginning of manhood and womanhood to the\\ncompletion of physical growth. It is a period of great im-\\nportance to parents and teachers, and should be carefully\\nand thoroughly studied. We may treat this period as we\\nhave the two preceding periods, and notice", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0114.jp2"}, "115": {"fulltext": "YOUTHHOOD III\\nI. Physical Yonthhood.\\nIf this were observed and studied more, and the laws of\\ngrowth and physical development more carefully regarded,\\nthe health and longevity of the race would be increased.\\nA few characteristics of this period may be interesting and\\nhelpful.\\ni. The growth of the body as a whole is less rapid in this\\nperiod. The average growth of both sexes in the last period\\n(from seven to fourteen) was about thirty-one per cent, in\\nheight, in weight ninety-four per cent. in this period it is\\nan increase in height of a little less than ten per cent., and\\nin weight about forty-three per cent.\\n2. But the male in this period grows more than the fe-\\nmale. We have found previously that from birth to seven\\nthe male grows the faster, and from seven to fourteen the\\nfemale grows the faster. In this period it is reversed\\nagain. In the earlier period the growth of the male\\nin height is thirty per cent, and in weight eighty-four\\nper cent, while that of the female is thirty-four per cent,\\nin height, and one hundred and four per cent in weight.\\nIn this period the growth of the male in height is four-\\nteen per cent. and the female a little more than five per\\ncent and in weight the male sixty per cent while the\\nfemale is only twenty-five per cent. The brain weight in\\nthis period is increased very little.\\n3. While the externals of the body grow less, the in-\\nternal organs grow more in this period, especially the heart,\\nlungs, and liver. The muscles grow by new fiber and in\\nlength, the quantity of blood is increased. In the earlier\\nperiods the heart is smaller and blood vessels relatively\\nlarger, in this the reverse is true. The heart beats slower\\nin this period but with more intensity. The rate of breath-\\ning is slower but deeper. The temperature of the body is", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0115.jp2"}, "116": {"fulltext": "112 HANDBOOK ON SUNDAY-SCHOOL WORK\\nalso increased. The hair grows darker and glossier, the\\neyes brighter, and the complexion clearer.\\nII. Mental Youthhood.\\nWe have seen that in childhood and in boyhood and\\ngirlhood certain characteristics are prominent and hold\\nsway, so here certain characteristics of human nature are\\nprominent, and when properly regarded and used greatly\\naffect the whole being. The being is the same, but the\\npersonality becomes more distinct. A child is more an\\norgan than a person, but here individuality becomes more\\npronounced, for this period terminates in maturity. It is\\nmarked by characteristics not found in the others.\\ni. is the social period. The social instinct first ap-\\npears in the attraction of one sex for the other. Boys and\\ngirls play together and study together without thinking\\nmuch of themselves as male and female. But as the ado-\\nlescent period arrives, they begin first to be shy of each\\nother, then strive to please each other. New emotions and\\npassions begin to possess them and change their whole\\nbearing toward each other. New views and objects of life\\narise. Both sexes begin to be more careful about their dress\\nand personal appearance in each other s presence. They\\nare fond of bright and gay colors and jewelry. Give a\\nchild money and its first thought is to buy sweetmeats or\\ncandy give it to a young girl and her first thought is\\nsomething to adorn herself with. These traits need culture\\nand direction by parents and teachers. Sunday-school\\nteachers, especially in city mission schools, may use their\\ninfluence with pupils of this age to good advantage, teach-\\ning, however, more by example than precept. Teachers of\\nthe opposite sex from the pupils are often more successful\\nin this grade. There is no time in life when guidance is\\nmore needed than at this time.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0116.jp2"}, "117": {"fulltext": "YOUTHHOOD 113\\nThese social yearnings of youthhood are God-given and\\nhealthful, and, if properly encouraged and used, beautify\\nand ennoble character, and thus become a blessing to soci-\\nety and the world. Let them be brought under the best\\nmoral and religious influences. Young girls and boys fail\\nto get the sympathy and guidance they need at this period\\nof their lives. Better be guided than left to chance.\\n2. It is the altruistic period. The altruistic feeling is\\ncare for others. It naturally rises here, and if cultivated\\nand directed leads away from the spirit of selfishness to the\\nspirit of self-denial for the sake of others. It finds many\\nexamples and illustrations in the great men and women of\\nthe world. The parents of Savonarola designed him for a\\nphysician, but in early youth his deep sense of the general\\nevils of the world and the special evils of the church of his\\ntimes, in spite of all efforts in other directions, led him to\\nbe a reformer. George Eliot, at sixteen, founded socie-\\nties to help the poor and care for animals. Tolstoy con-\\nceived the idea in youth of becoming a great humanitarian.\\nWhile a young man, Benjamin Franklin founded the first\\npublic library in Philadelphia and Peter Cooper resolved to\\ngive boys and girls in New York a free education, if he\\never became rich. At sixteen, Ida Lewis saved the lives\\nof four men who were adrift.\\nLet teachers keep a sharp lookout for this trait in the\\nyoung men and women under their influence, and turn it to\\ngood account in their lives. It is this kind of material in\\nyoung men and women that makes the greatest and most\\nsuccessful missionaries, as statistics show.\\n3. It is the period of creative imagination. The great\\npoets, artists, musicians, and dramatists, distinguished\\nthemselves in youth, which shows that their creative imagi-\\nnation was their characteristic trait. Bryant wrote Than-\\natopsis at seventeen. Whittier s poetic genius was dis-", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0117.jp2"}, "118": {"fulltext": "114 HANDBOOK ON SUNDAY-SCHOOL WORK\\ncovered and brought out by reading Robert Burns when he\\nwas fourteen.\\nThe familiar hymn,\\nJesus, and shall it ever be,\\nA mortal man ashamed of thee,\\nwas written by a boy ten years old, Joseph Grigg. What\\nis true of poets is true of musicians. Handel wrote a\\nmass at thirteen and directed an opera at nineteen. Bee-\\nthoven wrote sonatas at thirteen, while Weber com-\\nposed his first opera at fourteen.\\nThese facts may be used to encourage and stimulate\\nyouth, as well as their teachers, in finding their strongest\\ntraits and encouraging their cultivation. It could be used\\nin greatly improving the hymnology and music in our\\nchurches, and the young artist put to work illustrating Sun-\\nday-school lessons. Davenport, one of our most popular\\ncartoonists, would spend hours, lying on the floor, when a\\nboy, drawing. Could not his talents be useful in other\\nfields as well as in politics\\n4. is the ainbitious period. Biographical history\\nteaches us that the achievements of great warriors, states-\\nmen, and philosophers are the results of ambitious plans\\nlaid in youthhood, and many of their great achievements\\nwere wrought out before they reached their majority. The\\naverage age, says Professor Dawson, at which one hun-\\ndred heroes of the American frontier became distinguished\\nwas a little over seventeen years and at which one hun-\\ndred professional men achieved success was twenty-four\\nyears.\\nIII. Moral and Religious Youthhood.\\nSatan has created the impression in many minds that re-\\nligion is something that is needed only when we come to\\ndie. This error is closely related to another, popular", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0118.jp2"}, "119": {"fulltext": "YOUTHHOOD 1 1 5\\neven among professing Christians, that the object of the\\nChristian life is that one may go to heaven when he dies.\\nThe truth is we need religion all through life to prepare us\\nfor the life to come. Of all periods in life, youthhood\\nseems to need it most. Professor Dawson quotes the\\ngreatest living psychologist as saying If there were no\\nsuch thing as religion, we should have to invent one in order\\nto save young men and young women from the dangers of\\nadolescence.\\nMy observation, as well as established facts, has taught\\nme that youthhood determines largely, and in very many\\ninstances wholly, what the whole after life will be.\\nStrange to say, youthhood determines often one of two ex-\\ntremes, morally or religiously, or if it does not either, it\\nsettles the individual down into a state between the two ex-\\ntremes that practically is, in the end, as bad as the worst\\nextreme. Three things characterize the youthhood of our\\npresent day.\\ni. It is the cri?ninal period. This is not the result of\\nsudden impulse. It usually begins in disobedience to\\nparents, then practising deception upon them and their\\nteachers, then giving way to youthful emotions and pas-\\nsions, until the worst types of immorality are found among\\nour fast young men and society-intoxicated girls. I have\\nvisited, several times in my life, State prisons, and am\\nalways impressed with the sad fact that a majority of the\\ninmates are young men. The prevalence of crime in\\nyouthhood is seen also in the fact that the State has been\\nled to establish reform schools for both boys and girls.\\nAccording to the census of 1890 there were in the reform\\nschools of the United States, fourteen thousand juvenile\\noffenders. Out of twenty-six thousand arrests in Paris in\\none year, sixteen thousand of them were under twenty\\nyears of age How is this sad condition of youthhood to", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0119.jp2"}, "120": {"fulltext": "Il6 HANDBOOK ON SUNDAY-SCHOOL WORK\\nbe improved or remedied Not by increasing the police\\nforce and building more prisons, but by awakening in the\\nheart a sense of responsibility to God. This must be done\\ntoo, before the sensibilities are blunted and deadened by sin.\\nThis fact brings us to an opposite statement.\\n2. Youthhood is the period of conversion. Religious\\nconsciousness is awakened at this time of life more easily\\nreligious impressions are more readily made and are more\\nlasting. I have taken the record of large audiences fre-\\nquently, with uniformly the same result. The great ma-\\njority of persons are converted before they are twenty years\\nold. Of seven hundred and seventy-six graduates from\\nDrew Theological Seminary, the great majority were con-\\nverted between the ages of fourteen and eighteen, the larg-\\nest number falling in the sixteenth and seventeenth years.\\nOf five hundred and ninety members of the Y. M. C. A.,\\nsixty per cent, were converted between fourteen and twenty,\\nand seventy per cent, under twenty. These figures are\\nfrom an article in the National Evangel, by Professor\\nDawson. Observation, statistics, and my own experience,\\nshow me that between the age of twelve and twenty is a\\nnatural time for religious awakening in the human soul.\\nAnd if this natural awakening is not taken advantage of by\\nChristian teaching and influence, there is a tendency to go\\nto the opposite extreme. Yet if the young are not con-\\nverted to Christianity and there has been sufficient moral\\nteaching coupled with a hereditary tendency that is good,\\nthe young will settle down into another state a state of in-\\ndifference, which will characterize, religiously, the re-\\nmainder of their lives. Hence I announce my third and\\nlast characteristic of youthhood is, that\\n3. It may lead to a life of religions indifference. Indif-\\nferentism is one of the greatest difficulties and dangers of a\\nnominally Christian community. The life is not criminally", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0120.jp2"}, "121": {"fulltext": "MANHOOD AND WOMANHOOD WJ\\nbad, neither is it exemplarily good. The person in this\\nstate is given up to the pleasures of the world, lives only\\nfor this life, and hence is getting all out of it he or she can\\nin worldly pleasure, wealth, and fame.\\nOur conclusion is that of Solomon Remember now\\nthy Creator in the days of thy youth, while the evil days\\ncome not, when thou shalt say, I have no pleasure in\\nthem.\\nThe Saviour of the world was a young man, and they\\nwho have after him profoundly moved the spiritual life of\\nthe world have begun as young men.\\nBLACKBOARD EXERCISE\\nGrowth Less Rapid\\nI. Physical 2. Male Grows More\\nGrowth Internal\\nII. Mental\\nu\\nSocial\\nAltruistic\\nCreative Imagination\\nAmbitious\\nCriminal Period\\n1 2. Period of Conversion\\nI 3-\\nIII. Moral and\\ntj l- z. jrenou oi conversion\\nreligious May Lead tQ a Life of Indifference\\nIV.\\nMANHOOD AND WOMANHOOD.\\nMuch is said and written in pedagogy, both of the secu-\\nlar and Sunday-school, concerning the three periods of life\\nalready considered, because these are the school periods.\\nAt the arrival to manhood and womanhood, pervons are", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0121.jp2"}, "122": {"fulltext": "I 1 8 HANDBOOK ON SUNDAY-SCHOOL WORK\\nexpected to leave school and follow the various pursuits of\\nlife for a livelihood. But in the Sunday-school we know\\nno period of graduation. Men and women should study\\nthe Bible as long as they live. Why not? When they\\nleave the secular schools they are not supposed to give up\\nall study, but are only prepared to study independently of\\nteachers and schools.\\nThere is a marked difference in the modes of thought\\nand manner of life between childhood, youthhood, and\\nmature manhood and womanhood. Paul said, When I\\nwas a child, I spake as a child, I understood as a child,\\nI thought (margin, reasoned as a child; but when I\\nbecame a man, I put away childish things. He here\\nrecognizes these stages of development, and applies them\\nto religious life and a cultivation of the Christian graces.\\nWe are writing these lessons for Sunday-school teachers,\\nlargely from experience for a quarter of a century in special\\nSunday-school work, and we never think of teaching a class\\nof children, boys and girls, young men and women, and\\nadults, especially advanced Christians, in the same way\\nyet the truth to be taught is precisely the same. The differ-\\nence of method grows out of the difference in the persons\\ntaught. Two extremes that are not uncommon should be\\navoided. First, attempts to teach children as though they\\nwere adults, and second, attempting to teach adults as if\\nthey were children. Adults should remain in Sunday-\\nschool throughout life, and their teachers should regard the\\npeculiar characteristics and experiences of their advancing\\nyears.\\nI. In Manhood and Womanhood Physical Growth Ceases.\\nThe functions of the body have reached their highest\\ndevelopment. The only change in the body is that of\\nweight, caused by more or less flesh, or disease. The body", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0122.jp2"}, "123": {"fulltext": "MANHOOD AND WOMANHOOD II9\\nmust be kept up. Four simple rules of health may be\\nhelpful here both to teacher and pupil. These four rules\\nare the corner-stones of good health. Take\\n1. Pure air. The laws of ventilation should be under-\\nstood and observed in the home, especially in the sleeping\\napartments, in the schoolroom, and in the church. In\\nevery inhalation and exhalation the air loses one-sixth of\\nits oxygen. We should only have to breathe the same air\\nsix times to instantly die.\\n2. Wholesome food. As soon as food passes from the\\nmouth to the stomach we have no more control over it.\\nThe stomach will make out of what we give it the best\\nmaterial it can, but if we give it unwholesome food it will\\nmake unhealthy bodies. Some kinds of food make muscle,\\nsome make brain and nerve, some bone, and some fat. We\\nshould know which is most needed, and take it accord-\\ningly. Some foods create more animal heat than others,\\nand hence the weather should to an extent regulate the\\ndiet. Old age requires different food from that which\\nyouth demands.\\n3. Proper exercise. Not too violent nor too light, but\\nthat kind of exercise that affects all the physical organs\\nand keeps them strong and healthy is what is needed.\\nLaborers as a rule get enough exercise. Brain workers and\\nindoor laborers need more outdoor exercises.\\n4. Cultivate a cheerful disposition. You can worry out\\nyour life quicker than you can wear it out. The family\\nmeals should especially be made seasons of cheerfulness and\\ngood humor. Cheerfulness is the bright weather of the\\nheart. No matter what may be the condition of the ther-\\nmometer or barometer, be cheerful at meals and promote\\ndigestion. Sunday-school teachers should make a special\\neffort to be cheerful during the school hour. It is good\\nmedicine for both the soul and body.", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0123.jp2"}, "124": {"fulltext": "120 HANDBOOK ON SUNDAY-SCHOOL WORK\\nII. Intellectually, Manhood and Womanhood is\\nCharacterized\\ni. By more mature judgment. The teaching here must\\ncommend itself to the judgment of the class. The teacher\\nshould show due respect for the opinions of his class. Each\\nmember having an opinion of his own, there will naturally\\nbe more difference existent. More liberty in discussion\\nshould be allowed because of this. Let divergent thought\\nexpress itself. The lesson often should take the form of\\nan open parliament more than that of a recitation. In\\nthis age of life, students in the Sunday-school do not formu-\\nlate the doctrines so much as they are confirmed in them.\\nThey should grow into the stature of the fulness of\\nChrist men and women in Christ.\\n2. This period of life is, or should be, characterized by a\\nbroader and more general intelligence. If men and women\\nwill continue to study and read all through life, especially\\nChristians, they will not be so apt to drop out of the Sun-\\nday-school when they reach their majority or middle life.\\nThis general and broader intelligence may be made very\\nhelpful in Bible study. If our churches would only provide\\na library that would attract, interest, and instruct the intel-\\nligent community, or organize Chautauqua circles, or other\\nreading circles, it would help to hold the men and women\\nin the Sunday-school.\\n3. Yet it must not be forgotten that manhood and woman-\\nhood is the busy period of life. The business activity and\\ncompetition in it these days have overworked very many\\npersons through the week, so that it is impossible to get\\nthem to the Bible study on Sunday. We may reach some\\nthrough the Home Department. Many enter upon this\\nperiod poor and are raising a family, and if they have a\\ncompetency for them, and something for old age or sickness,", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0124.jp2"}, "125": {"fulltext": "MANHOOD AND WOMANHOOD 121\\nit must engage most of their time. But this is not a good\\nexcuse to give for neglecting the Sunday-school and Bible\\nstudy. Sunday-school workers must recognize these facts\\nas necessarily belonging to adult life, and make the best\\nthey can of them.\\n4. Manhood and womanhood have more of the cares of\\nlife than come at any other period. The care of a family,\\nthe care of business enterprises, the care and responsibility\\nof laboring or managing for others, the care of public duties,\\noften for the good of the country at large, and a thousand\\nother things that young people know nothing about. All\\ntake time and often distract thought. The Bible school\\nand church should be made the place where they can go\\nand find sympathy and helpfulness, which would give va-\\nriety amid these cares and burdens of life.\\nIII. Moral and Religious Manhood and Womanhood.\\nWe have in mind here our scholar, who has gone through\\nall the grades of the school as a child, a boy, or girl, and a\\nyouth. He has been converted and is in manhood and\\nwomanhood morally and spiritually. I present this view\\nfor the encouragement of both scholar and teacher.\\n1. Manhood and womanhood are less subject to temptation.\\nMany of the follies of youth have been seen and interest\\ntherein has been lost what once was a great temptation\\nhas now no power. They have grown in grace too, and\\ngained power to resist evil. They have rebuked Satan so\\noften and ordered him to the rear that he has found it of\\nlittle profit to tempt them, and so he lets them alone. They\\nhave become strong in the Lord and are now able to bear\\nthe infirmities of the weak. What a power these advanced\\nChristians can be in the church and Sunday-school.\\nBut we must remember that mere maturity of years with-\\nout maturity of knowledge and grace does not give Christian", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0125.jp2"}, "126": {"fulltext": "122 HANDBOOK ON SUNDAY-SCHOOL WORK\\nstrength. Paul had some who ought to be able to eat meat\\nwhom it was still necessary to feed on milk. The teacher\\nmust discriminate between growth in years and growth in\\ngrace.\\n2. In manhood and womanhood it is expected that Chris-\\ntians shall have a wider and deeper Christian experience.\\nThis experience can be made very helpful in teaching. The\\nteacher should often appeal to the higher life of the\\nadvanced Christian which, by progressive advancement,\\nshould be attained, and make it helpful in encouraging the\\nyounger and weaker. The teacher himself should have\\nit, and then he can be a spiritual power. There is probably\\nnot enough made of Christian experience in our Sunday-\\nschools. We must teach the heart as well as the head.\\nThe greatest power in the world is heart power, and that\\nis the power of experience.\\n3. Old age is the crown and glory of human life. It is\\nan error altogether too common that men, soon after they\\npass fifty years of age, begin to lose their mental vigor.\\nThere is no greater mistake. History shows that a few\\nprodigies have accomplished wonders in childhood and\\nyouth but they soon died. They lived their three-score\\nand ten years in five or ten years. History also shows that\\nthe greatest mental achievements have been won by men\\nwho have passed the meridian of life. Examples are found\\nin Socrates, Plato, Aristotle, Bacon, Hobbes, Locke, Kant,\\nand Reid. This may be shown in all departments of life.\\nWith proper cultivation all through life superior wisdom\\nand knowledge attend old age. We find here a stability of\\ncharacter that is lovely. The intelligent old man rests his\\nviews on a broader basis of experience than the young can\\nknow anything about. Around him gathers a bright con-\\nstellation of virtues that makes his pathway shine with glory.\\nBut that which beautifies old age most \\\\s piety. The", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0126.jp2"}, "127": {"fulltext": "THE SCHOLARS WORLD I 23\\nhoary head is a crown of glory, if it be found in the way of\\nrighteousness (Prov. 16 31). But if it be found in the\\nway of the wicked it is a shame. The psalmist says, The\\nrighteous shall flourish as the palm tree. It is said that\\nthe palm tree bears its best fruit in its old age. So does the\\nChristian. It is the harvest time of life.\\nThe physical vision of the old man may grow dimmer,\\nbut his vision of the glory land is brighter his physical\\nhearing may grow dull, but the sounds of melody come\\nmore distinctly from the glory world though he may close\\nall the windows to this world, he opens his spiritual senses\\nto a higher and more glorious life beyond where he par-\\ntakes of the Tree of Life.\\nBLACKBOARD EXERCISE\\nMANHOOD AND WOMANHOOD\\n{I. Growth Ceases f-i. Pure Air\\nJ 2. Wholesome Food\\n2. For Good Health 1 3. Proper Exercise\\n4. Cheerful Spirit\\n{1. More Mature Judgment\\n2. Broader Intelligence\\n3. Busy Part of Life\\n4. Cares of Life\\nIII. f I. Less Subject to Temptation\\nMoral and 2. Deeper Christian Experience\\nReligious 3. Old Age Crown and Glory of Life\\nV.\\nTHE SCHOLAR S WORLD.\\nThe scholar s world is where he lives, moves, and has\\nhis being, his daily surroundings. And as we have seen", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0127.jp2"}, "128": {"fulltext": "124 HANDBOOK ON SUNDAY-SCHOOL WORK\\nthat he learns by coming in contact with the world outside\\nof his own consciousness and that he is largely molded by\\nthe influences of his environment, the great question for us\\nas teachers to consider is, What world\\nAlthough often only a few squares, in the great city, from\\neach other, the teacher s world and the scholar s world may\\nbe as far apart as were Lazarus and Dives. No teacher can\\nbe successful who does not study his scholar s world. He\\nmust know the influences under which his scholars are\\nliving, whether good or bad, for these forces are either sup-\\nplementing his instruction or undermining it. The teacher\\nwho studies only the lesson will fail.\\nI. What is the Scholars World?\\ni. His home world. He came into this world in his\\nhome. His eyes first opened upon mother and father.\\nThe first influences exerted were in his home. These influ-\\nences began before the Sunday-school teacher had anything\\nto do with him. They have more power than the influence\\nof teacher. He is under them, especially in his earliest life,\\nseven days in the week. The home life, with all its influ-\\nences, good or evil, enters into him and becomes a part of\\nhis being. No institution has so much influence in forming\\nthe character of the young pupil as the home. If the home\\nis what it should be, and the child can be kept under its\\ninfluence, it will be a great blessing and help to the teacher.\\nBut, alas, we all know that often too soon the child, and\\nespecially the boy, gets beyond his home world. In fact,\\nhe must get beyond it. Then we find him next in\\n2. His school world. That is, in the secular, or public\\nschool. Here he spends one-third of his waking hours,\\nand what the teacher says or does in this school to him\\nis law. The day-school teacher may be the most helpful\\nally that the Sunday-school teacher can have, or his worst", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0128.jp2"}, "129": {"fulltext": "THE SCHOLAR S WORLD 1 25\\nantagonist I have known one skeptical secular teacher to\\npoison the minds of the whole community of young people\\nby sowing in them the seeds of unbelief.\\n3. His social world. The companions of childhood exert\\na great influence in the formation of character. Every child\\nhas two classes of companions, those older than himself and\\nthose younger than himself. The older class are his teach-\\ners he is constantly imitating them. What they are and\\ndo he wants to be and do. The younger companions are his\\npupils. He is to them what the older ones are to him, and\\nlike all other teachers, he hands down to the younger what\\nhe gets from the older. If the older companions are bad,\\nhow soon is their influence felt among the younger\\nIn his social world the pupil finds his recreations.\\nRecreation is necessary. Children must and ought to play.\\nSome plays are harmless, some are doubtful, for they lead\\nto bad companionships, while others are positively sinful.\\n4. His literary world. All children and young people\\nread. Some are great readers. The great question is,\\nWhat do they read? What we read shows what we are,\\nbecause our reading helps to make us what we are. Many\\nlives have been made a blessing or a curse to the world\\nby it. All books are either helpful or harmful, and the\\nchild and youth will be made better or worse by what they\\nread. What a mistake many Sunday-schools make by fur-\\nnishing the scholars only a few lesson helps, especially\\ncountry schools, when our bright, illustrated Sunday-school\\npapers would quicken mind, touch and impress heart, and\\nhelp to form character for usefulness and happiness. Every\\nchurch and Sunday-school should have a good library.\\n5. His street world. Between the scholar s home world\\nand school world lies his street world. This is the school\\nof all who live in town or city, for they must go on the\\nstreet The pure, innocent girl or boy must often pass the", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0129.jp2"}, "130": {"fulltext": "126 HANDBOOK ON SUNDAY-SCHOOL WORK\\nopen saloon, the vile show bills, hear profanity and vul-\\ngarity, witness quarrels and fighting, meet drunken men\\nand base women. This school of the street is a great edu-\\ncating influence on the characters of our youth. Fortunate\\nthe boy and girl who are born and raised in the country,\\nand are not compelled to attend this school.\\nII. The Duty of the Teacher in Relation to the\\nScholar s World.\\n1. He should know the scholar* s world. As the environ-\\nment of the scholar is a part of his life, the knowing of it is\\ninvolved in a knowledge of the scholar. The teacher\\nwants to know the good in the scholar s world to use it, and\\nthe bad, to try to correct it. He should know the influence\\nthat the scholar s home, school, companions, books, and\\nthe street is having upon him what is helpful and what is\\nharmful. To know the scholar s world,\\n2. He should go into the scholar* s world. It cannot al-\\nways be learned by hearsay. No matter what the differ-\\nences may be between the teacher s own home and the\\nhomes of his scholars, he must go into the scholar s home.\\nBoth will be greatly benefited by the visit. The teacher\\ngets acquainted with the parents of his pupils, and becomes\\ninterested in them and they in him, or her, as most likely\\nit will be. A single visit to the home of the scholar will\\noften be a revelation to the teacher.\\n3. He should utilize and improve the scholar s world.\\nA wide-awake teacher, by regular excursions to the scholar s\\nworld, will observe much that will be useful in his teaching.\\nHe can make much use of what he finds that is helpful, and\\nhave an opportunity to improve the surroundings of his\\npupils by getting them away from their evil companions.\\nEspecially may he help the working classes by getting boys\\ninto employment where their whole world may be changed", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0130.jp2"}, "131": {"fulltext": "THE SCHOLARS WORLD 12/\\nfor the better. Working girls may often, through the influ-\\nence of their Sunday-school teacher, be placed in good\\nChristian homes instead of encountering the temptations of\\nhotels and boarding houses.\\n4. He should adapt his teaching to the scholar s world.\\nThis is an essential matter. He must go into the\\nscholar s world and begin, because he can begin nowhere\\nelse. The more illustrations he can draw from his scholars\\nsurroundings the more he can interest his class. Pupils like\\nto be told what they know as well as what they do not know.\\nA very popular lecturer gave to a friend the secret of his suc-\\ncess thus said he, I find out what the people want me\\nto tell them, and tell it. Children like to have the teacher\\ndraw from their sources of information.\\n5. Finally, the teacher should, as much as possible,\\nlive in the scholar s world. If he goes into the scholar s\\npresence only for an hour on Sunday, and that to deplore\\nhis condition often, and dismiss it from his mind until the\\nnext Sunday, living only in his own world, which may be\\nat a great distance, figuratively speaking, he will never\\nbring his pupil out of his world.\\nWhile the teacher may not be able to visit his pupils\\nthrough a whole week or more, in his mind and prayers he\\ncan live with them in their humble world. Jesus said to\\nhis disciples, when he went away nineteen hundred years\\nago Lo, I am with you alway, even unto the end of the\\nage. Jesus still lives in this world with his people, and\\nwe realize his presence with us, comforting and guiding us.\\nIn the same sense must the Sunday-school teacher con-\\nstantly live in the world of his scholars. By so doing, after\\na while he will be able to bring them into his world, just\\nas Jesus came down into our world that he might lift us up\\nto his world. Just as he came we must go. As thou hast\\nsent me so have I sent you, he said. This is the church s", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0131.jp2"}, "132": {"fulltext": "128 HANDBOOK ON SUNDAY-SCHOOL WORK\\ncommission. No difficulty should daunt, no condition\\nforbid. Into any world Christ s servants should enter that\\nthey may redeem therefrom rich trophies of his grace.\\nBLACKBOARD EXERCISE\\nTHE SCHOLAR S WORLD\\nC I. Home\\nI 2. School\\nI. What Is It? 1 3. Social\\n4. Literary\\n5. Street\\nII. Know\\n2 ?UV n{0 A T\\n3. Utilize and Improve\\n4. Adapt leaching To\\n5. Live In", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0132.jp2"}, "133": {"fulltext": "", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0133.jp2"}, "134": {"fulltext": "1900\\nDeacidified using the Bookkeeper process.\\nNeutralizing agent: Magnesium Oxide\\nTreatment Date: Sept. 2005\\nPreservationTechnologies\\nA WORLD LEADER IN PAPER PRESERVATION\\n1 1 1 Thomson Park Drive\\nCranberry Township. PA 16066\\n(724)779-2111", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0134.jp2"}, "135": {"fulltext": "", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0135.jp2"}, "136": {"fulltext": "", "height": "3227", "width": "1930", "jp2-path": "practicalhandbo00pete_0136.jp2"}}