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pels, instead of pursuing the order of any one in regular course, and in increasing great!y the number of questions on each verse. It was diringuished als) by having three examples of questions on each lesson; the first extremely plain and sin.ple; the second not so clear, requiring an exposition of each ve.se; the third comprising promiscuous questions, arising from he subject of recitation. The work was wriiten by the Rev. ALBERT Judson, and has since become extensively known in the Sabbath School world, having already gone through a number of editions.
During the spring of 1828, another work of the kind made its ap pearance at Princeton, N.J. This work adopted the same course of selected lessons, that was used by Mr. Judson The arrangement of the questions was essentially different. Instead of three examples, all the questions that belong to each lesson were placed together in a single serios, according to the order of the verses to which they relate; the verses were noted at the same time, to show where tha questions that relate to them in sucression, commence. A distinction was madle bei ween questions of greater and less simplicity, Ly inder.ting the most simple ones a littic from the margin. This work was published under the anonymous signature of "A Superintendent of a Sabbath School in Nero Jerscy."
These two systems of questions upon the same lessons, were put into circulation; and although each was possessed of great merit, the friends of Sunday Schools foared that confusion might be created in the Schools from divided opinions among the teachers. It was tleemed advisable, therefore, upon the transfer of the copy right of the two works to the AMERICAN SUNDAY SchooL UNION, to have them amalgamated in such a manner, as should secure and combine the peculiar excelencies of each. The authors having consented to the amalgamation, appointed Mr. Harvey Fisk to perform tho work. The following is the result of his labours, and partakes of about equal portions selected from both works, together with some new questions by the compiler.
The questions might easily have been increased to a much larger number on each lesson, but such an increase would be unprofitable to the Schools. When a person asks all the questions which may occur to his own mind, there must necessarily be many of a digressive character, tho appropriateness of v hich would not be seen by others. The great object of a book of questions is, lo cucite the mind to a careful and thorough eramination of the scriptures. When the mind is once aroused and led for ward in the right course, it receives no benefit by being burdened with too many questions. This sertinent is imbibed from long practice in this mode of exainining the scriptures. Too many questions also render the instruction mechanical, and prevent the teacher from the exercise of his own powers.
From these considerations the compiler has taken much care to insert only such questions as will call forth the meaning of the passages, and such as obviously arise from the subject. Teachers and superintendents can add for themselves such as they may deem proper.
To say that the compiled system is without imperfection, or that there is no room for improvement, would be presumption. But it is
reasonable to hope that the present system will be found as well adapted to answer the end for which it is intended, as any system which can be framed. At all events, it is very desirable to have uniforinity in the books which are used in our schools. This work is stereotyped, and consequently all the successive editions will be alike.
EXPLANATIONS. The figures placed at the beginning of the lines, refer to the sove ral verses of'scripture constituting the lesson
Questions.-1, the first series are two kinds of questions on each verse. The first kind, printed in large type, are very plain and easy, and may be answered by repeating the whole, or a portion, of each verse. The second kind are in sınaller type. They are o difficult, but require the scholars to understand the meaning of the passages which they commit to memory.
There is an ap;vendix, or sccund series of questions added to each lesson. These are of a more general and practical nature than the first series. They are not intended for ordinary scholars, but for additional questions to the Bible Classes. It is recommended to furni Bible Classes in each Sabbath School, composed of the elder scholars and the young people of the neighbourhood.
Giving out the Lesson.--The superintendent, or some other person, should name to the whole school, each Sabbath, the lesson for the ensuing Sabbath. All the scholars who can read, should get the lesson, and the teachers should be careful that all the classes are on the same lesson.
Mode of Teaching - The teacher, each Sabbath, should sit down before his class and ascertain that his scholars have the lesson committed to memory, by requiring one to recite the first verse, another the second verse, another the third, &c. Then he may ask them the questions, or as many of them as he pleases, always taking care that when a question is asked to one scholar, all the rest of thu class are listening. Wherever a suficient number of teachers can be procured, each class should not embrace more than six scholars. Good scholars will answer most of the questions, and the best scholars will answer them all. Teachers should take pains to explain the meaning of each verse, and ask many questions which are not in the book. Answers are given to the questions on the first Jessun, to give the teachers a view of the mode of teaching by questions,
Teachers' Meeting.-Wherever it is practicable, the teachers will derive a great benefit by meeting together once a week, for the purpose of examining, unitedly, the lesson for the ensuing Sabbath.
Diniding Lessons.-Most of the lessons are long. Io som cases it may be expedient to divide a lesson, and spend two weeks on it. The superintendent should make the division in such case, and give notice of it to the school. Care should be taken that all the classes have the same division.
References.-Scholars and teachers should be encouraged to look
out the Scripture references, and commit them to memory, and should be requi ed to point out tveir application to the subject.
Weekly Examinations.-Near the close of the school, wuch Sabbaith, the superintendent, or some suitable person, shoull call the attention of all the scholars, and examine them by asking the questions in the book on the leseon which they have been reciting to their teachers. He may put the easiest questions to the youngest scholars, and give explanations himself when difficult passages occur. This practice ot' weekly examination has been proved to be very beneficial by thorough experiment. It excites the teachers to greater faithfulness, and the scholars to diligence in acquiring a thoro'gh knowledge of their lessons. When the superintendeut ca!!d the school to order, for the purpose of examination, the teachers will find it corvenient to sit on the beaches with their scholars, as represented in the frontispiece. The examiner, when he puts a guestion, sl.ɔuld name the class that he wishes to answer it. Confusion is always produced by permitting the whole school to answer at the same time.
Monthly Keview. Those who think proper, can spend every fourth Sabba-h in reviewing the lessons of the three preceding weeks. No one class in a school should do this, unless the others adopt the same pian; for it is of great importance that all tie classes should have the same lesson.
Ministers. It is of vital importance to the success of Sabbath Schools, that ministers of the gospel should watch over them, and spe ha' all things are conducted with propriety. Many clergymen. give weekly lectures on the portion of sc-ipture which is to be ine lesson for the ensuing Sabbath. This is found very useful, because the teachers and parents will thereby acquire knowledge of the
Question Books.-Fvery family should own a question book. It is expected the scholars will study their lessons during the week. If they have a book at home, they can receive aid from their parents. Children are often greatly assisted by their parents and elder brothers and sisters.
Family Instruction.-All families who are sufficiently near to a Sabbath School, will find it good to send their children. Bui there are some families who are só situated, that their children cannot he connected with any school. Some parents, who are thus situated, have already introduced this system of teaching their children on the Sabbath, either brfore or after the time of public worship They usually comnience the exercise by singing or prayer. During the time of reciiation, such remarks and mutual conversation are introducerl, as render the brene instructive and endearing. Parents of this character truly realize the spirit of Joshua's rosolution," as for me and my house, we will serve the Lord."
John the Baptist.
Proclaims redemption near;
'i'bu dawning tints appear.
Verse 5. Of what country was Herod king?
dea, a certain priest named Zacharias. Of what course was he? A. Of the course of Abia. By what naine is Abia called in 1 Chron. xxiv. 10? A. Abijali. What is meant by the course of Abia ? .4. ft was the eighın among the 24 courses or classes
of priests. Of what family was the wife of Zacharias? A. His wife was of the daughters of Aaron.
* In order to give the teachers an idea of the mode of teaching by questions, the answers are given to the questions on the first lesson. It is expected the scholars wili furnish answers themselves for the succeeding lessons. (See preface.)
What was her name ?
Moses. The priest's office was, by the command of God, to, descend in his family. See Exodus,
chap. 28. 6. What was the character of Zacharias
and Elisabeth ? A. And they were both righteous before God,
walking in all the commandments and ordinances
of the Lord, blameless. What is it to be righteous ? A. To be and to do what is right; to live according
to the law of God. Is it a hard service to walk in the commandments
of the Lord?--Repeat Matt. xi. 30. and 1 John v.3. What will become of those who will not obey them?
Repeat 2 Thess. i. 7, 8, 9. 7. What is said in this verse ? A. And they had no child, because that Elisabeth
was barren, and they both were now well stricken
in years. What is meant by well stricken in years
2 A. They were old people. 8. What office did Zacharias perform? A. The priest's office. What was the priest's office ? A. It was to perform various religious services in
the temple. 9. What was the lot of Zacharias? A. To burn incense. What is incense ? A. It is an odoriferous substance burnt in religious