magnify the Lord, and my spirit hath rejoiced in God my Saviour.” And let
us praise God as the angels praised him the night when Jesus was born:
“Glory to God in the highest, and on earth peace among men in whom he is
well pleased.” Is there any other way in which we can show our love and
gratitude? (Speak of what your Sunday school is doing for the poor, and
of the part which the Juniors have had in the gifts. Quote Matthew 25:40,
and call attention to pages 36 and 37 of the Pupil’s Book for Work and
Study.)
LESSON 13
THE CORRELATED LESSON
As the lesson for Christmas Sunday is not an integral part of the lessons
to be reviewed to-day, it would be well to have a conversation with the
children about the beautiful picture for the Christmas Lesson. Get them
to express themselves freely concerning it. Ask to what they think Mary
is listening, and in that way get from them the story of the angel’s
message. It is an interesting fact for teachers to know that while one of
the greatest charms of the picture as we have it is that it leaves the
angel to the imagination and centers all thought and attention upon Mary,
this effect is secured by leaving out half of the original painting in
the reproduction. In the painting the garden is shown extending to the
left and rear, and the angel is standing under the trees at some distance
from Mary. It is evidently the consensus of opinion that the presence
of the angel weakens the picture artistically, as it certainly does in
teaching power, for most of the reproductions leave out that feature of
the original. After the picture has been fully discussed and the story
given by the children, have the memory text recited and ask how many read
the Christmas story from the Bible. Give to each child a white strip to
mark the place of the Christmas Story and another for the Song of Mary.
See how many know the reference for the Christmas Story and drill upon it.
LESSON 13
Review
=Teacher’s Theme.=—Walking with God. Genesis 6:9; Proverbs 3:5, 6. See
also Genesis 5:21-24; Isaiah 30:21; Amos 3:3; Hebrews 11:5; 1 John 1:6,
7; 2:6; Revelation 3:4, 5.
LESSON PREPARATION
Read over at one sitting, if possible, Genesis chapters 6-18, with the
theme of this lesson uppermost in the mind. The story of Enoch has been
used for the pupil’s book because it fits in so well with this theme, and
because it is a name and a story that all children should know. It need
not be introduced into this review, of course, but the reference is given
as part of the study because Enoch is such a notable example of those who
walked with God.
LESSON PRESENTATION
(Draw on a large sheet of paper a road with another branching off from
it. Begin your lesson by telling of two persons starting out to walk
together.) When they come to the parting of the roads one says, “I am
going this way.” The other says, “I cannot go that way, for this is the
only road that leads to the place to which I wish to go.” What must they
do if they are to keep on walking together? Two cannot walk together
unless they agree and are willing to go the same road. If one of the two
must take this road and the other can take whichever he chooses, it is
quite certain that the one who can choose will go with his friend if he
really loves him and wishes to be with him.
Do you remember what the Bible says about Noah? Noah walked with—whom?
Let us see what that means. What is the road that God walks? It is
the way that leads to heaven. It is the way of love, goodness, joy,
kindliness, obedience, trust, patience. Noah walked that way, but the
other people were filled with violence and their thoughts were evil.
There are no such things as violence and evil in the way that God walks,
so people who love those things are not walking with God. What do you
think of Abraham—did he walk with God? Why do you think so? (Get from the
children the story of his obedience to God’s call and the memory text
for that lesson; his giving Lot the first choice and the Golden Rule;
his unselfish risking of his life to rescue Lot, showing that he was
a true friend and brother, and his kindness in entertaining those who
he thought were strangers. Call for the memory texts for both of these
lessons by subjects and read or recite to the children Hebrews 13:16.)
How splendidly Abraham did these things! What name did he earn by his
obedience and love?
What story have we had about a woman who walked with God? Does any one
walk with God in these days? Can boys and girls as well as men and women
walk with God? Certainly, anyone who loves the Lord may walk with him,
and he loves us so much that it grieves him when we choose to go the
other way. In his Word we are told, “In all thy ways acknowledge him, and
he will direct thy paths.” Have you ever heard what seemed almost like a
voice inside of you saying, “That is wrong, do not do it”? That is the
voice of God speaking to you, for he has said, “Thine ears shall hear a
word behind thee, saying, This is the way, walk ye in it; when ye turn to
the right hand, and when ye turn to the left.” So that the voice that you
hear, which we call conscience, is God’s voice trying to keep you from
turning away from him and walking in evil ways. What does our text for
this year say? (Luke 11:28.) Is it easy to keep the word of God, to walk
his way? No, it is not easy but he has promised to help us and he will do
so always if we ask him. Do you talk to your heavenly Father every day?
(Ask how many use the prayer, “Now I lay me down to sleep,” and how many
offer some other prayer, not committed to memory, but their own? Ask
how many pray in the morning, and show them how much they need care and
guidance through the day, and ask them each morning to use this prayer:
“O, Lord, help me to walk with thee to-day in loving obedience.” When
children have reached the age of nine they should be led to see that
the mere recitation of a memorized verse is not talking with God. Many
parents teach the child some simple prayer when he is about four years
old, and give no further help nor instruction on the subject of prayer
from that time on; and for this reason a heavy responsibility rests
upon the Sunday school teacher. It is essential that the child shall
understand that talking with God is as real as talking with anyone whom
he can see; that God hears and answers always, but does not always answer
yes; that we need always to pray for help to do right and for forgiveness
when we do wrong; that we should talk with our loving heavenly Father
about everything that interests us. This note is put here because it is
important that teaching on prayer and suggestions concerning it should
be put in all through this course at any time when it comes in naturally
with the lesson.)
FOOTNOTES
[1] George Albert Coe, Ph.D., Education in Religion and Morals.
[2] Telling Bible Stories, Louise Seymour Houghton.
[3] See explanation, pages 24 and 25.
[4] The Christian View of the Old Testament.
APPENDIXES
APPENDIX A
MEMORY WORK FOR THE QUARTER
REQUIRED
MEMORY TEXTS
Junior Motto.—Be ye doers of the word, and not hearers only. James 1:22a.
Verse for the Year.—Blessed are they that hear the word of God, and keep
it. Luke 11:28.
Lesson 1.—In the beginning God created the heavens and the earth. Genesis
1:1.
Lesson 2.—And the Lord God took the man, and put him into the garden of
Eden to dress it and to keep it. Genesis 2:15.
Lesson 3.—Can any hide himself in secret places so that I shall not see
him? saith Jehovah. Jeremiah 23:24a.
Lesson 4.—Love suffereth long, and is kind; love envieth not. 1
Corinthians 13:4a.
Lesson 6.—Thus did Noah; according to all that God commanded him, so did
he. Genesis 6:22.
Lesson 7.—I do set my bow in the cloud, and it shall be for a token of a
covenant between me and the earth. Genesis 9:13.
Lesson 8.—By faith Abram, when he was called, obeyed; and he went out,
not knowing whither he went. Hebrews 11:8a, c.
Lesson 9.—As ye would that men should do to you, do ye also to them
likewise. Luke 6:31.
Lesson 10.—A friend loveth at all times, and a brother is born for
adversity. Proverbs 17:17.
Lesson 11.—Forget not to show love unto strangers; for thereby some have
entertained angels unawares. Hebrews 13:2.
Lesson 12.—And Mary said, My soul doth magnify the Lord, and my spirit
hath rejoiced in God my Saviour. Luke 1:46, 47.
_Correlated Lessons_
The Bible—two parts, Old Testament and New Testament; 66 books in all.
Old Testament—39 books.
New Testament—27 books.
Meaning of the word Genesis—Beginning.
Name of the division in which Genesis is found—Books of law.
References for:
The Love Chapter.
The Faith Chapter.
The Christmas Story.
Name of the first division in the New Testament—Gospels.
HYMN
OPTIONAL
Once in royal David’s city
Stood a lowly cattle shed,
Where a mother laid her Baby
In a manger for his bed.
Mary was that mother mild,
Jesus Christ her little Child.
And, thro’ all his wondrous childhood,
He would honor, and obey,
Love, and watch the lowly maiden
In whose gentle arms he lay.
Christian children all must be
Mild, obedient, good as he.
And our eyes at last shall see him,
Thro’ his own redeeming love;
For that Child so dear and gentle
Is our Lord in heaven above,
And he leads his children on
To the place where he is gone.
PRAYER
O Lord, help me to walk with thee to-day in loving obedience. Amen.
APPENDIX B
BOOK LIST
THE EXPOSITOR’S BIBLE. Rev. W. R. Nicoll, editor.
THE NEW CENTURY BIBLE. W. H. Bennett, editor.
These are both commentaries, though the first, as the name
implies, gives an exposition of the truth rather than an
explanation of the text. The New Century is a small volume. The
Expositor’s Bible is larger. For these lessons one would need the
volume on Genesis.
THE ONE VOLUME COMMENTARY. Rev. J. R. Dummelow, editor.
This is a most remarkable one-volume commentary containing 1,092
pages, and any teacher who cannot gain access to one having a
volume for each book should by all means get this one if possible.
OLD TESTAMENT CHARACTERS. Cunningham Geikie.
These are well written character studies and will be a help in
getting in mind a rounded picture of the various characters.
A DICTIONARY OF THE BIBLE. One Volume. James Hastings, editor.
A Dictionary of the Bible is well nigh indispensable for a Sunday
school teacher, and this is as complete as one could be made
within the limits of a single volume.
HISTORY FOR GRADED AND DISTRICT SCHOOLS. Ellwood W. Kemp.
Besides the chapter referred to in Lesson 8 the one on “How the
World Came to have Books” and many other stories would be helpful
to a Sunday school teacher.
PSYCHOLOGICAL PRINCIPLES OF EDUCATION. Herman H. Horne.
The section on Religious Education, pages 333 to 527, is worth
the price of the book.
TALKS ON PSYCHOLOGY AND LIFE’S IDEALS. William James.
The chapters on Laws of Habit, Association of Ideas, Interest,
Attention, Memory and the Will are specially valuable.
STORIES AND STORY TELLING. Edward P. St. John.
The best Sunday school teachers in the Junior and younger grades
are those who know how to tell stories well. This little book
will be a great help if carefully studied, and its precepts
practiced.
THE UNFOLDING LIFE. Antoinette A. Lamoreaux.
It is impossible to teach effectively unless one knows his
pupils. This book will be an aid to the teacher not only as it
outlines the characteristics of the period, but as it presents
the attitude which every teacher should have toward his work.
A CHART OF CHILDHOOD. E. P. St. John.
In this chart the main characteristics of the different periods
are concisely stated and carefully grouped.
THE PUPIL AND THE TEACHER. Luther A. Weigle.
This book should be owned and read by every Sunday school
teacher. It is not a large volume, but there is a great deal of
information in it. The teacher who studies it cannot fail to
understand his pupils better and teach them more effectively than
he otherwise would.
TELLING BIBLE STORIES. Louise Seymour Houghton.
This book is written primarily for mothers, but is of equal value
to teachers. It is written “in the light of to-day’s science
and exegesis,” and shows how the children may be helped to get
the great truths of the Old Testament Stories without learning
anything which must later be unlearned.
BOOKS FOR JUNIORS TO READ
Sunday-school teachers are often asked by parents to suggest
gift books for the children at Christmas time. The following are
all books that Juniors will find pleasure in reading, and will
delight to own:
THE OTHER WISE MAN. Henry van Dyke.
THE FIRST CHRISTMAS TREE. Henry van Dyke.
THIS WAY TO CHRISTMAS. Ruth Sawyer.
JOEL, A BOY OF GALILEE. A. F. Johnson.
APPENDIX C
LIST OF STEREOGRAPHS
LESSONS 1 TO 7. No Stereographs.
LESSON 8
“FOUR THOUSAND YEARS UNCHANGED; PATRIARCHAL LIFE IN PALESTINE TO-DAY”
This big, grassy plain is in a part of Galilee which Abraham and his
emigrant party probably crossed when they were moving into Palestine.
These people whom we see now are Bedouins. They live in almost the same
way as Abraham’s family, moving from one place to another, wherever they
can find plenty of pasturage for their animals. The Bible tells (Genesis
12:16) how Abraham owned camels like these. Abraham’s wife, Sarah, used
to spin coarse yarn out of the wool of her sheep and the hair of her
goats, and then weave the yarn into cloth for clothing and tents. These
tents before us were made in that way by Bedouin women. In the nearest
tent we can plainly see a piece of striped cloth hung up so as to divide
the tent into two rooms. Abraham’s camp home was like that, and one of
the two rooms was specially for Sarah. The clothes of these Bedouins are
much like the ones that Abraham and his men wore. Notice how each Bedouin
has, instead of a hat, a large piece of cloth to protect the top of his
head and the back of his neck from the hot sun.
LESSON 9
“HEBRON, THE HOME OF ABRAHAM, ISAAC, AND JACOB”
This town whose little stone houses are crowded so close together is the
place which the Bible calls Hebron. It was an old town even when Abraham
first came here. Abraham settled down near the village, and his cattle,
sheep, and goats were pastured on hills like those we see beyond the
town. We can read in our Bibles all about how Abraham bought a certain
part of this very land that we see now, and how he paid for it in silver
(Genesis 23:3-20). Look in the part of Hebron which is farthest toward
your right hand, and you will see a tall stone tower. The field that
Abraham bought of Ephron is around where that tower now stands. Part of
it has been built upon since Abraham’s time. The trees between us and the
town are olive trees.
LESSON 10
“THE JORDAN’S MAIN SOURCE, AT DAN”
This is up among the hills in the northern part of Palestine. A high
and beautiful mountain stands close by, though we cannot see it in the
picture; those trees are in the way. Over beyond the trees there is a
great spring, where clear, cold water comes pouring out of an opening in
the earth at the foot of the mountain. These bubbling, splashing waters
are hurrying away from the spring to make room for more that rush out to
take their place. When Abraham and his men chased the robber chiefs to
rescue Lot and save Lot’s property, they came away up here. They found
the camp of the robbers on a hill beside this stream, and attacked the
enemies in the night. Here they set Lot free, and here they recovered
the stolen goods—probably things like silver and jewels, woven cloth and
leather bags full of olive oil. All such things were very valuable. Here
they packed the property in bundles, ready to be carried home again on
the backs of camels and donkeys.
LESSON 11
“ANCIENT TREE, TRADITIONALLY KNOWN AS ABRAHAM’S OAK, NEAR HEBRON”
This is a very old tree. It is a kind of oak different from those that
grow in America. There used to be groves of such trees in Palestine long
ago, but now they are very rare. It was near a big tree of this sort that
Abraham pitched his tent when he first settled down to live near Hebron.
The Bible story (Genesis 18:1-8) tells how three visitors once came to
see him, and how he asked them to rest “under the tree” while Sarah
got dinner ready. And the Bible tells also (Genesis 15:5) how God one
night called Abraham to look up into the sky and see the countless stars
sparkling and twinkling there. It may have been near this very tree that
Abraham looked up that night.
LESSON 12
“CHURCH OF THE NATIVITY AT BETHLEHEM, BUILT WHERE JESUS WAS BORN”
This open space where the men are standing and talking is Bethlehem’s
market square. For hundreds and hundreds of years men who have had barley
or wheat, sheep or donkeys or cloth or firewood to sell have brought them
here to find customers. It was so at the time when Joseph and Mary came
to Bethlehem on Christmas Eve. That big stone building at the farther end
of the square (it is really a church, though it does not look much like
our churches) had not then been built. The ground where it stands was
then a “khan” or camping-place, with a wall around it, where strangers
could rest over night and feed their tired camels. When Joseph and Mary
reached this khan (which our Bibles call an “inn”) it was so full of
travelers that they could not find a good, comfortable place, but had to
stay in a part of it which was meant only for animals. The place where
the Child Jesus was first laid to sleep is now under that stone church.
People from all parts of the world make journeys to Bethlehem, on purpose
to pray here where our Lord was born.
APPENDIX D
AIDS FOR SUPERINTENDENT AND TEACHER
Junior Worker and Work
This book is of value to both superintendents and teachers. In it
there are seven chapters that deal with various phases in the life of
the junior child, at home, at school, at play, in the Sunday school
and church. There are nine chapters that are concerned more or less
directly with the teacher’s work in the school and between Sundays,
such as: A Graded Course of Study, Correlated Lessons, Methods of
Teaching, Story Telling, the Value of Handwork and Connecting Truth with
Life. The superintendent will find help for problems of management,
grading, organization, equipment, the department service of worship, the
celebration of special days and in guiding the play life of the pupils.
Rainbow Bookmark
One of the first and most difficult of the tasks that a junior must
perform is learning the names of the books of the Bible and its
divisions. The bookmark, which has a ribbon for each division, is a help
to the child, and it is of special value to the superintendent in varying
the department drills and making them attractive.
Junior Badge
The open book, which is the form of the badge, suggests the Bible,
and the words “Hear” and “Do” bring to mind the junior motto, “Be ye
doers of the Word and not hearers only.” The badge is silver enameled
in the junior colors, blue and white. It is mentioned as an aid to
superintendent and teacher because it has proved to be so great a help to
the child in his character building. It appeals to his love of insignia;
it enables him to show his colors without phariseeism, and is a silent
monitor of great value in times of temptation.
Record of Credits
The average junior child must be stimulated by incentives if he is to
form and fix in his life those habits which lie at the foundation of
Christian character. Commendation for work well done is the highest type
of reward, and to this reward every child who does good work is entitled.
In order to be perfectly certain that credit is given where credit is
due, an accurate record is necessary, and with this loose leaf record
plan it is easy to keep accurately the credits of each pupil as well as
of the class as a whole. Each leaf furnishes space for the pupil’s record
for a year. Every class should have one leaf for each member and one for
the record of the credits earned by the class. The leaves are so dated
that the year’s work begins the first of October.
Honor Roll
In order that the boys and girls who are entitled to honor shall receive
public recognition, a wall roll upon which the names may be posted
every month is most desirable. It is possible to write the names on
a blackboard or on a sheet of bristol board and so bring them into
notice, but it is much better to add to the beauty of the room and at
the same time make the honor seem more worthwhile by having the names
inscribed in a framed Honor Roll, with the name and design attractively
lettered and colored. In the best of these rolls the mat carries the
name and decoration and this is fastened to the frame while the back is
detachable, and there are many extra sheets provided so that a new one
may be inserted whenever it is necessary to change the roll.
Promotion Certificates
The last day in September is always a promotion day for each pupil in
every thoroughly graded school. In some cases the promotion is from one
grade to another within a department, but it is quite as important that
the fact of such progression should be noted as it is to give a diploma
to the child who completes the junior course. A different card has been
prepared for each year, with place for noting whatever honors have been
earned in addition to the required work.
Diplomas
It is difficult for adults to realize how much a diploma given by the
Sunday school is valued by the child who has earned it. The pupil who
is honorably promoted from any one department of the school to the next
should be given a diploma duly inscribed, rolled and tied with the
junior colors, and publicly presented by the pastor of the church or the
superintendent of the Sunday school. It is quite essential, where honors
are given for extra memory or handwork, that these should be noted on the
diploma. On some of the recent diplomas certain honors are designated
giving an opportunity to star those that have been won by each pupil.
Temperance Pledge Wall Roll
Every Junior Department should have a wall roll upon which to place the
names of the children who sign the temperance pledge. A wall pledge
reproducing the wording of the Declaration of Independence pledge can be
purchased from the National Temperance Society and Publication House in
New York City. The Methodist Book Concern issues a pledge roll which has
the name in a colored design and the portraits of Frances Willard and
John B. Gough at the sides.
Birthday Cards
There are few ways in which the junior superintendent and teacher can
create so close a personal tie with the pupils as by noticing birthdays
either by letters or birthday cards. Beautiful birthday cards have been
prepared for the four junior years. In the first year there is but one
card intended for both boys and girls. These cards were designed and
drawn by well-known artists, and are printed in attractive colors. The
sentiments are such as will appeal to the junior children.
APPENDIX E
COURSE IV
(Approximate age of pupils: Nine years)
GENERAL AIM
To help the child to become a doer of the Word, and to lead him into
conscious loyalty to Jesus Christ.
STORIES FROM THE OLDEN TIME
AIM
To awaken an interest in the Bible and love for it; to deepen the impulse
to choose and to do right.
I. STORIES OF THE BEGINNINGS
1. In the Beginning.
Teaching Material: Genesis 1:1 to 2:3.
Pupil’s Reading: Genesis 1:1-5.
Memory Text: Genesis 1:1.
2. The Garden of Eden.
Teaching Material: Genesis 2:4-25.
Pupil’s Reading: Genesis 2:9, 15-25.
Memory Text: Genesis 2:15.
3. Hiding from God.
Teaching Material: Genesis 3:1-24.
Pupil’s Reading: Genesis 3:1-15.
Memory Text: Jeremiah 23:24a.
4. Cain and Abel.
Teaching Material: Genesis 4:3-15.
Pupil’s Reading: Genesis 4:3-15.
Memory Text: 1 Corinthians 13:4a.
5. Review.
Teaching Material: Genesis, chapters 1 to 4.
Pupil’s Work: Answering questions and reading Genesis 4:20-22.
6. The Building of the Ark.
Teaching Material: Genesis 6:5 to 7:5.
Pupil’s Reading: Genesis 6:5, 9, 14-22.
Memory Text: Genesis 6:22.
7. The Flood and the Rainbow.
Teaching Material: Genesis 7:6 to 8:22; 9:12-17.
Pupil’s Reading: Genesis 7:6; 8:6-20; 9:12-17.
Memory Text: Genesis 9:13.
II. STORIES OF THREE PATRIARCHS
8. The Call of Abram.
Teaching Material: Genesis 11:27 to 12:9; James 2:23.
Pupil’s Reading: Genesis 11:31 to 12:9; James 2:23.
Memory Texts: Hebrews 11:8a, c.
9. Giving Lot the First Choice.
Teaching Material: Genesis 13:1-18.
Pupil’s Reading: Genesis 13:1-13, 18.
Memory Text: Luke 6:31.
10. Abram’s Rescue of Lot.
Teaching Material: Genesis 14:1-24.
Pupil’s Reading: Genesis 14:8-24.
Memory Text: Proverbs 17:17.
11. Abraham Entertaining Angels.
Teaching Material: Genesis 15:1-6; 17:1-8; 18:1-33; Hebrews 13:16.
Pupil’s Reading: Genesis 17:1-5, 15, 16; 18:1-8; Hebrews 13:16.
Memory Text: Hebrews 13:2.