of some prominent person in the denomination or community, but it is
better not to use the name of any one still living. Or the name may
have the charm of secrecy--a word or initials--with a significance
known only to the class. Whatever name is adopted, make much of it.
Let it be prominent on all the class printing. Many classes adopt
"colors," and decorate their class-room with them; some choose a class
flower, to be worn on special occasions. Class stationery and whatever
else will tend to cultivate a class spirit is desirable.
#114. Class Meetings.#--There should be regular meetings of the
class, at least quarterly. The social committee will usually arrange
for these meetings, but occasionally another committee should be in
charge, as the literary or athletic committee. The great occasion of
the year will be the annual meeting, when a special effort should be
made to secure the presence of all members, past and present. The
election of officers, a banquet, a fine program, and a glad reunion
will be its customary features.
#115. Relation to the School.#--The organized class should be a part
of the Sunday-school with which it is connected. It will be better if
during the opening or closing service the members of the class can sit
with the school. Their relation to the school should be the same as
that of any other class. Class spirit is good, but school spirit is
better. They should use the regular Bible lesson. Nearly all classes
which have turned aside from the Bible lessons have gone down. They
should contribute to the regular school fund, and comply with all the
requirements of the school. The influence of large organized classes
upon the boys and girls, thus emphasizing loyalty to the school, is
very great.
#116. Relation to the Community.#--Organized classes are now combined
in a regular department of the organized or International
Sunday-school work. Each organized class should co-operate with others
in extending and improving organized class work and methods. Delegates
should be sent from the class to conventions and conferences, and make
report to the class upon their return. The International emblem, a
small red button or pin with a white center, will enable members of
organized classes to recognize each other when they meet. Much helpful
literature for organized classes is now in print, in the form of
periodicals, lesson helps, and books for teachers, officers, and
scholars.
#117. Benefits.#--A class spirit is fostered. The class becomes a
working force and unit. The organized class has something definite to
do. It sets every member to work. It helps to hold the big boys and
girls in the school. It interests men and women in the study of the
Bible and in the church. It furnishes workers for the church and
Sunday-school, teachers for mission schools, speakers and singers for
evangelistic meetings upon the street and elsewhere. It gives
strength and dignity to the school. It adds largely to the school's
financial resources. Organization carries many a class over the dead
center of discouragement, or the weakening influence of being without
a teacher. A well-organized class will grow, for a time at least,
whether it has a teacher or not.
Test Questions
1. Explain a method for organizing an adult class.
2. What is the purpose of such organization?
3. What officers does an organized class need?
4. What committees?
5. What are the advantages of a name for the class?
6. What is the right relation of such a class to the school?
7. To the community?
8. State the benefits of an organized class.
Text Questions for Review
Lessons 6 to 10
1. What should be the most important feature of the Sunday-school
session?
2. Who should be in a teacher-training class?
3. What may the teacher accomplish between Sundays?
4. What is a Workers' Meeting?
5. What is the "Angle Method" of study at that meeting?
6. What are the duties of the financial board?
7. How may a mission-study class be conducted?
8. What is usually the measure of a school's power?
9. How may an Adult Class be organized?
10. State the benefits of an organized class.
NOTE.--This entire subject is fully and helpfully discussed by Mr.
Lawrance in his book "How to Conduct a Sunday School."
APPENDIX
Teaching Hints
#Two years of time# preferably should be allowed for the completion of
these lessons. The International Association will grant a diploma upon
the completion of the First Standard Course, provided at least one
study year has been spent in pursuing the fifty lessons.
If the book is studied by a normal class, meeting at the time of the
regular lesson period on Sunday, only a half-hour will usually be
available; and in this case at least one hundred half-hour periods,
extending over two teaching years, should be used for the fifty
lessons. If full hour periods are available, the course may be
completed within one year of fifty lesson periods.
The Book
Although the numbered lessons begin with the story of Adam on page 14,
there are two chapters which may be used as preliminary material, if
the leader chooses. One of these is "How the Bible Came to Us," by
Professor Price, on page 123. There are fifteen numbered paragraphs in
this chapter; if there are at least fifteen members in the class, a
profitable hour could be spent by assigning a paragraph to a member,
several days ahead, with the understanding that each one was to read
the entire chapter, but to be specially prepared in his assigned
paragraph. At the time of the lesson hour pencil and paper could be
supplied to each member of the class. Then beginning with paragraph 1,
all books closed, the assigned member could state from memory the
contents of the paragraph, while all the others silently write down
wrong statements or omissions--these to be brought out later.
#The chapter on the Bible#, page 11, should also precede the numbered
lessons. The chart given is easily remembered and each member might
reproduce this chart from memory and tell something of each of the
several periods enumerated.
#The Lessons on the Book.#--It will be seen that each lesson is
composed of several parts: (a) The historical outline, which is placed
first; (b) the geographical work, in a statement of places and an
outline map; (c) a paragraph designated "Significance of Events"; (d)
the story of the period briefly retold in simple language. Note the
following suggestions:
(a) _The Historical Outline._--These outlines, taken altogether,
constitute a complete statement of the essentials of Bible history.
They are the framework upon which may be built as elaborate a Bible
story as one may wish. The outlines may well be used for memory work
and in question drills and reviews.
(b) _The Geographical Work._--In most of the chapters the maps are so
simply drawn that they may be used for geography drill, each student
being asked to draw (without tracing) the simple map connected with
the lesson, and locate the places mentioned.
(c) _Significance of Events._--These paragraphs, taken together, form
a concise story of the progress of redemption and revelation, and
state the spiritual teaching of each period. The essentials of these
statements may be memorized, but students should be required to
express the thought in their own language.
(d) _The Retold Bible Story._--Emphasis upon the memorizing of the
other three parts of the lesson should not prove an excuse for passing
by the Bible narrative here given. Without this the other work may
prove dry and uninteresting--a task. The student who reads and rereads
the narrative with care will find his memory work in the other
portions invested with a vitality that will otherwise be missing. The
narrative section will furnish abundant material for brief debates,
informal discussions, assigned papers on special topics, and many
other helpful methods. Bible study of historical facts in rigid
outline may be made as dry as dust. Bible study aglow with human
interest and enthusiastically pursued by diversified methods may be
made the most interesting study that can be undertaken.
#Using the Blackboard.#--The blackboard may be used with great profit
as an aid in reviewing a lesson, either at the close of a teaching
period, at the beginning of a period following a lesson assigned for
home study, or at intervals in the course after covering several
lessons. No special blackboard outlines are offered in this book; it
is urged that each leader shall construct his own blackboard review
from the historical outlines at the beginning of each lesson on the
Bible. Such a blackboard review should be accompanied by questions
and answers. Here is an illustration of the blackboard use of the
outlines of Lesson 1, The Book, page 14, _after the entire lesson has
been carefully studied and with all books closed_.
_Leader._--What are the great divisions of the Bible?
_Answer._--Old Testament and New Testament.
(Here may follow a drill on the Books of the Old Testament in their
order.)
_Leader._--We will begin with the study of _The Old Testament
Division_ (write).
_Leader._--How may this be divided?
_Answer._--Into a prelude and five periods.
_Leader._--What does the prelude tell about? (Write _Prelude_.)
_Answer._--_Story of creation_ (write).
_Leader._--Where do we read about it?
_Answer._--_Genesis 1, 2_ (write).
_Leader._--Where do all things have their origin?
_Answer._--In God.
_Leader._--What does the first period tell about? (Write _First
Period_.)
_Answer._--The creation of _Adam_ (write).
_Leader._--What "beginnings" do we see in this period?
_Answer._--_The beginning of the human race, sin, and redemption_
(write).
_Leader._--Where is this told about?
_Answer._--_Genesis 3_ (write).
_Leader._--Who is the leading person of the second period? (Write
_Second Period_.)
_Answer._--_Noah_ (write).
_Leader._--What event is chronicled in connection with Noah?
_Answer._--_The flood_ (write).
_Leader._--What great structure was built in this period?
_Answer._--_The tower of Babel_ (write).
_Leader._--What punishment came to the people for building this tower?
_Answer._--_Confusion of tongues_ (write)
_Leader._--Where do we read about this period?
_Answer._--_Genesis 6-11_ (write).
This method may be followed in the case of each of the Bible lessons.
The blackboard outline for the entire first lesson would appear about
as follows, after being built up step by step:
The Old Testament Division
_Prelude._--Story of Creation (Genesis 1, 2)
_First Period_--Adam
{Human race
The beginning of {Sin
{Redemption
_Second Period_--Noah--the flood
Tower of Babel--confusion of tongues
(Genesis 6-11)
_Third Period_--Abraham--chosen family
Egypt--prosperity--oppression
Moses--Exodus
Journeys
Canaan
Judges
(Genesis 12 to Judges 1:21)
_Fourth Period_--Saul--David--Solomon
(1 Sam. 10 to 1 Kings 12)
_Fifth Period_--Captivity--return
Ezra, Nehemiah
(2 Kings 25)
Each leader will thus be enabled to use the blackboard in his own way,
basing the drill on the outline material at the beginning of each
chapter; this blackboard review will be brought to the students with a
freshness not secured when suggested outlines are printed with each
lesson.
#Familiarity with maps# should be encouraged at every point. The
leader may accustom the class to the question, "Where is that place?"
nearly every time a town or locality is named. The average beginner in
Bible study is afraid of a map; the more familiar he becomes with
these maps, the more confidence he will have in his own Bible
knowledge.
#The New Testament Section.#--In the several chapters beginning on
page 71 the historical outline consists of a harmony of the Gospels.
It is not intended that the student shall memorize this harmony; but
the ability to reproduce from memory the journey map published in
connection with each section of the harmony would give the student a
very helpful grasp on the order of events in the life of Christ. The
use of a journey map as a basis for telling the story of a chosen
period will fix events and geographical location in mind at the same
time.
The Pupil
The lessons on The Pupil enter a field of study with which the average
teacher is perhaps less familiar than with the Bible section. Hence
the leader will do well to begin slowly and to allow plenty of time
for discussion in the class. Professional teachers who have studied
the science of psychology may be very helpful in occasional talks to
the class, provided you are assured in advance that they will not
confuse the students by the use of technical terms. Such talks from
outsiders should be brief, and confined to one phase of the subject,
and time should be allowed for questions by the students and informal
discussion.
Students should be encouraged to find their own illustrations for
certain well-defined statements. Take, for instance, the paragraph
_Imitation_ under numbered paragraph 6, on page 144. One or more
students may be asked to bring illustrations of this statement from
their own home or Sunday-school experience in a given week. One will
tell how he saw a neighbor's boy try to keep step with his father
while on a walk. Another will describe the actions of a little girl
she saw dressed in her mother's skirt--actions plainly imitative of
the mother herself. Illustrations like these observed and reported by
the students themselves will greatly aid in the study of the section,
and will be much more valuable than illustrations ordinarily furnished
in the text. The leader is urged, however, to challenge any
illustration which misses the point or gives a wrong impression.
#Bringing the Teaching to a Focus.#--In some cases the superintendent
of the department which includes the age under discussion (as, for
instance, The Beginners Department), whether a member of the class or
not, may be invited to tell in from five to ten minutes how far he or
she is able to meet the _opportunities_, supply the _needs_, overcome
the _difficulties_, and realize the _results_ so clearly stated by
Mrs. Lamoreaux in the closing paragraphs of each chapter. This would
give the whole lesson a local setting and application.
The Teacher
The remarks in the first paragraph of the section under The Pupil,
just preceding, apply equally here. Outside help is desirable, but
simplicity in treatment must be maintained. Profound knowledge of a
subject does not insure ability to restate that knowledge in simple
terms. Better not have the profound knowledge displayed if it is going
to leave the students in confusion.
The principle of home-made illustrations referred to above applies
equally well to the section on The Teacher.
It is safe to say that each adult student in the class will remember
teachers who have excelled in the points enumerated by Dr. Brumbaugh.
The student should be encouraged to take a statement like that found
in paragraph 4, page 182, and say to himself: "Which of my teachers
was notably enthusiastic? How did this enthusiasm impress me? How did
it help him in teaching great truths?" These observations may
frequently need to be made quietly to the student's self. But they
will greatly help him to master the laws of teaching.
The School
Here is a section dealing with a concrete subject, and illustrations
will be within the range of vision of every one who is associated with
Sunday-school work. At the very outset there may be found those who
will take exception to many of the suggestions made, because they are
deemed to be impracticable in "our school." This attitude should be
firmly but patiently overcome. If discussion proves that the thing
suggested is undesirable, or that a better method may prevail, that is
a point worth making. But the argument that a thing is desirable but
"impossible" should have no footing in a teacher-training class. Let
the motto be, "If it ought to be, it can be."
The teacher may be inclined to skip a paragraph like that on The
Secretary. "Of what interest is that to me?" she may ask. The answer
is simple: No one is equipped to be a teacher who doesn't know the
school as a whole; and no one knows the school as a whole who doesn't
know it in its several essential parts. Only when the teacher knows
the secretary's duties, for instance, is that teacher prepared to see
how careful he should be in meeting his obligations to the secretary
in the line of the latter's official work. Each teacher should be
encouraged to study executive problems, such as those relating to the
superintendent and other officers, as if they were his own; and at
least he should discover his part as a teacher in helping the
executive officers to make the school a success.
In many localities sections of the class may visit other schools and
report back to the class upon the features in which these schools
excel. This offers a practical laboratory method for the concrete
teaching of these lessons. Of course, such visits should be made with
the knowledge and consent of the superintendent of the school visited;
and at such times and in such manner that the work of the school will
not be disturbed. Teachers of regular classes will greatly profit by
an occasional trip to another school; it is time gained rather than
lost.
* * * * *
Teacher-training superintendents find a marked tendency in some
classes to discontinue the work after the section on The Bible has
been covered. It is a false notion that a knowledge of the Bible is
the only thing necessary for Sunday-school teachers. Leaders should
enthusiastically carry their classes past this common "dead-point"
over into the sections on The Pupil, The Teacher, and The School; this
special effort to arouse enthusiastic interest in what is to come
after the Bible course will often prevent students from dropping out
of the class.
In all the work "make haste slowly." It is more important to get the
work done well than it is to get it done in a given time.
Charts of Paul's Journeyings
From "A Chart of Paul's Journeyings," Arnold,
Published by The Sunday School Times Co.
[Illustration: First Journey
Copyright, 1897, BY JOHN D. WATTLES & CO.]
First Journey
Antioch. Paul and Barnabas commissioned (Acts 13:1-3).
1. Seleucia. Embarked (Acts 13:4).
2. Salamis. Preached in synagogues (Acts 13:5).
3. Paphos. The sorcerer (Acts 13:6-12).
4. Perga. John Mark returned (Acts 13:13).
5. Antioch of Pisidia. Preaching and persecution (Acts 13:14-50).
6. Iconium. Strife (Acts 13:51 to 14:7).
7. Lystra. Paul stoned (Acts 14:8-19).
8. Derbe. Made many disciples (Acts 14:20, 21).
9. Lystra. }
10. Iconium. } Confirmed disciples (Acts 14:21-24).
11, 12. Antioch. }
13. Perga. Spoke the Word (Acts 14:25).
14. Attalia. Embarked (Acts 14:25).
15, 16. Antioch. Reported their work (Acts 14:26-28).
17. Jerusalem. Council (Acts 15:1-29).
18. Antioch. Tarried, preaching (Acts 15:30-35).
[Illustration: Second Journey
Copyright, 1897, BY JOHN D. WATTLES & CO.]
Second Journey
Antioch. Paul and Barnabas disagree (Acts 15:36-40).
1. Syria and Cilicia. Confirming churches (Acts 15:41).
2. Derbe and Lystra. Timothy accompanies (Acts 16:1-3).
3, 4. Iconium, Antioch. Delivering decrees (Acts 16:2, 4, 5).
5. Galatia, Phrygia, Mysia, Troas (Acts 16:6-8).
Troas. Macedonian call (Acts 16:8-10).
6. Samothrace, Neapolis (Acts 16:11).
7. Philippi. Lydia; the jailer (Acts 16:12-40).
8, 9. Amphipolis, Apollonia (Acts 17:1).
10. Thessalonica. Church planted (Acts 17:1-9).
11. Beroea. Preaching, strife (Acts 17:10-14).
12. Athens. Address on Mars' Hill (Acts 17:15-34).
13. Corinth. Church planted, Aquila and Priscilla (Acts 18:1-17).
14. Ephesus. Left Priscilla and Aquila (Acts 18:18-21).
15. Caesarea. Landed (Acts 18:22).
16. Jerusalem. Saluted the church (Acts 18:22).
17. Antioch. Spent some time (Acts 18:22, 23).
[Illustration: Third Journey
Copyright, 1897, BY JOHN D. WATTLES & CO.]
Third Journey
Antioch. Departed from (Acts 18:23).
1-5. Galatia, Phrygia, Ephesus. Stablishing disciples (Acts 18:23).
Ephesus. Apollos, Tyrannus, Demetrius (Acts 18:24 to 19:41).
6. Troas (2 Cor. 2:12, 13).
7-13. Macedonia, Greece. Gave exhortation (Acts 20:1, 2).
Greece. Spent three months (Acts 20:3).
14-18. Philippi. Set sail (Acts 20:4-6).
19. Troas. Eutychus restored (Acts 20:6-12).
20. Assos. Took in Paul (Acts 20:13, 14).
21. Mitylene, Chios, Samos, Miletus (Acts 20:14, 15).
Miletus. Visit of Ephesian elders (Acts 20:15-38).
22, 23. Cos, Rhodes, Patara, Cyprus, Tyre (Acts 21:1-3).
Tyre. Tarried seven days (Acts 21:3-6)
24. Ptolemais. Abode one day (Acts 21:7).
25. Caesarea. Virgin prophets, Agabus (Acts 21:8-14).
26. Jerusalem. Report of Paul's Gentile ministry (Acts 21:15-26).
[Illustration: Voyage to Rome
Copyright, 1897, BY JOHN D. WATTLES & CO.]
Voyage to Rome
Jerusalem. Paul's arrest (Acts 21:27-36).
Jerusalem. Address in the Hebrew language (Acts 21:37 to
22:29).
Jerusalem. Address before the sanhedrin (Acts 22:30 to 23:11).
Jerusalem. Plot of the Jews (Acts 23:12-32).
1. Caesarea. Examination before Felix (Acts 23:33 to 24:23).
Caesarea. Before Felix and Drusilla (Acts 24:24-27).
Caesarea. Before Festus, appeal to Caesar (Acts 25:1-12).
Caesarea. Before Agrippa and Bernice (Acts 25:13 to 26:32).
2-5. Sidon, Cyprus, Myra, Cnidus, Crete (Acts 27:1-13).
6. Sea of Adria, Melita. Shipwreck (Acts 27:14-44).
Melita. Rescue, miracles by Paul (Acts 28:1-11).
7. Syracuse. Tarried three days (Acts 28:12).
8, 9. Rhegium, Puteoli. Found brethren (Acts 28:13, 14).
10, 11. Appii Forum, Three Taverns. Met by brethren from Rome
(Acts 28:15).
12. Rome. Conference with Jews (Acts 28:16-29).
Rome. Preaching in own hired house (Acts 28:30, 31).
[Illustration: ASSYRIA AND CANAAN]
[Illustration: THE TWELVE TRIBES]
[Illustration: THE EXODUS AND WANDERINGS]
[Illustration: THE NORTHERN AND SOUTHERN KINGDOMS]
TRANSCRIBER'S NOTES
1. Passages in italics are surrounded by _underscores_.
2. Passages in bold are indicated by #bold#.
3. Images have been moved from the middle of a paragraph to the
closest paragraph break.
4. Some of the obvious punctuation errors have been corrected, for
example, added missing period at the end of a paragraph.
5. The word Beroea uses an oe ligature in the original.
6. The following misprints have been corrected:
"Peninusla" corrected to "Peninsula" (page 33)
"wofully" corrected to "woefully" (page 91)
"ocuntries" corrected to "countries" (page 129)
"ittle" corrected to "little" (page 146)
"ather" corrected to "rather" (page 164)
"tast" corrected to "last" (page 211)
7. Other than the corrections listed above, printer's inconsistencies
in spelling, hyphenation, and ligature usage have been retained.