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pels, instead of pursuing the order of any one in regular course, and in increasing greatly the number of questions on each verse. It was distinguished also 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; the third comprising promiscuous questions, arising from the subject of recitation. The work was written 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 series, according to the order of the verses to which they relate; the verses were noted at the same time, to show where the questions that relate to them in succession, commence. A distinction was made between questions of greater and less simplicity, Ly inder.ting the most simple ones a little from the margin. This work was published under the anonymous signature of A Superintendent of a Sabbath School in New Jersey."

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 feared that confusion might be created in the Schools from divided opinions among the teachers. It was deemed 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 exceliencies of each. The authors having consented to the amalgamation, appointed Mr. Harvey Fisk to perform the 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 digres sive character, the appropriateness of v hich would not be seen by others. The great object of a book of questions is, to excite the mind to a careful and thorough examination 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. his sertiment is imbibed from long practice in this mode of examining 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


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 wel 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 uniformity in the books which are used in our schools. This work is stereotyped, and consequently all the successive editions will be alike.


The figures placed at the beginning of the lines, refer to the seve ral verses of scripture constituting the lesson

Questions. Is 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 smaller type. They are no difficult, but require the scholars to understand the meaning of the passages which they commit to memory.

There is an appendix, or second 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 c form Bible Classes in each Sabbath School, composed of the elder scholars and the young people of the neighbourhood.

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Giving out the Lesson.-The superintendent, or some other per 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 the 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 Jesson, to give the teachers a view of the mode of teaching by ques


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. Dividing Lessons.-Most of the lessons are long. In some 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

out the Scripture references, and commit them to memory, and should be requi ed to point out their application to the subject.

Weekly Examinations.-Near the close of the school, each Sabbath, the superintendent, or some suitable person, shouli cal: the attention of all the scholars, and examine them by asking the ques tions in the book on the lesson 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 of 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 thorough knowledge of their lessons. When the superintendeut call the school to order, for the purpose of examination, the teachers will find it convenient to sit on the beaches with their scholars, as represented in the frontispiece. The examiner, when he puts a question, sl.ould 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 Sabbath 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 the classes should have the same lesson.

Ministers. It is of vita! importance to the success of Sabbath Schools, that ministers of the gospel should watch over them, and see that all things are conducted with propriety. Many clergymen give weekly lectures on the portion of scripture which is to be the lesson for the ensuing Sabbath. This is found very useful, because the teachers and parents will thereby acquire knowledge of the Juss..n.

Question Books.-Every 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 bro

thers and sisters.

Family Instruction.-All families who are sufficiently near to a Sabbath School, will find it good to send their children. But, there are some families who are so situated, that their children cannot be connected with any school, Some parents, who are thus situated, have already introduced this system of teaching their children on the Sabbath, either before or after the time of public worship They usually commence the exercise by singing or prayer. During the time of recitation, such remarks and mutual conversation are introduced, as render the scene instructive and endearing. Parents of this character truly realize the spirit of Joshua's resolution," as for me and my house, we will serve the Lord."



Commit to memory, Luke Chap. I. from verse 5-23
An angel appears to Zacharias to foretell the birth of
John the Baptist.

Hark! 'tis the prophet of the skies,
Proclaims redemption near;

The night of death and bondage flies,
The dawning tints appear.


Verse 5. Of what country was Herod king?

Answer. Of Judea.

What priest lived at that time?

A. There was in the days of Herod, king of Judea, 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. Abijah.

What is meant by the course of Abia?

A. It was the eighth 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 will furnish answers themselves for the succeeding lessons. (See preface.)

What was her name?

A. Elisabeth.

Who was Aaron?

A. He was a descendant of Levi, and brother of 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?

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


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