point out the two principal figures--to tell you what difference they
observe in them; one is an immense man--a giant; the other a young
lad. The difference in their dress--one is clad in armor, with
helmet, shield, and spear; the other has a light dress, with a crook,
a sling, and a bag. Let them describe the manner and action of each.
The giant looks fierce and angry, raising his spear and clenching his
enormous fist. The lad appears calm and gentle; casting his look
upwards, he points to heaven. For what purpose do they seem to be
met? How can the youth escape so great and powerful an enemy? Where
can he look for help? Ask the children what they would do under the
circumstances.
_Secondly._ The narrative. Give the children an account from the
Bible of Goliath's size and his armor, and let them see how complete
the latter was. Read to them how he defied the armies of the living
God, and challenged any to combat with him. Who is able to stand
against so mighty an enemy? All the Israelite soldiers are afraid. At
last a slender youth comes forward and offers himself. How is he
prepared for the contest? What makes him so bold? Read verses 32-37.
He trusts in the Lord. It is His cause in which he fights. This is
David. See how he prepares himself (verse 40). His spirit is shown in
verses 45, 46. Success was with David (see 48-50). Contrast the
appearance of the two, their different preparation and their spirit.
_Lesson._ David fought in the name of the Lord, trusted in His
strength, and sought His glory. How can we imitate him? All sin, all
evil, is the enemy of the Lord: we must fight against them in His
strength and seeking His glory, and He will make us more than
conquerors.
_Different Objects._
1. 1. Object, _a Leaf_. Children, what do I hold in my hand? _A
leaf._ What can you tell an about it? One says it has _form_; others,
_color_, _substance_, _length_, _breadth_, _thickness_, _branches_ in
its frame like the tree, all _different_, etc., etc. What is a leaf?
_The clothing of trees._ Gen. viii. 11.
2. What does the Bible say about a leaf or leaves? Shall not wither,
Ps. i. 3--be green, Jer. xvii. 8--not fade, Ezek. xlvii. 12--fadeth,
Is. i. 30--sewed fig-leaves, Gen. iii. 7--cast their leaves, Is.
vi. 13--fair, Dan. iv. 12, 21--nothing but leaves, Mark
xi. 13--putteth forth leaves, Mark xiii. 28. Enlarge and illustrate
any points.
3. See Rev. xxii. 2: And the _leaves_ of the tree were for the
healing of the nations.
See _bad_, _poisonous leaves_. Upas tree, poison-ivy, etc.
See _good leaves_.--Sassafras, balsam, wintergreen, etc.
The _leaves of the Bible_ are for the healing of the nations, etc.
Corrupt _leaves_ or bad books blight and destroy.
II. Object, _a Grapevine with cluster of fruit_. _Cut_ branch will
not _unite_ again with the vine. _Prune_ so as to produce fruit,
otherwise will run to leaves. Taste of good fruit. See fruits of the
Spirit, Gal. v. 22, love, joy, peace, etc. How bear such, etc.
III. Object, _a Pin_. Sharp, straight, and shining. How many for
a penny? Thirty persons to make it. So little
and cheap, not valued. So of common blessings--air, light, water.
Feel your pulse. Not live without it. _So learn to value little
things._
See its value in need, as in storms, cold, etc. So value Bible,
health, school, church, etc., while you have them.
Bend it, and it becomes _crooked_,--so crooked _tempers_, _tongues_,
etc.
IV. A _Sprig of Evergreen_, broken off, may teach us to _abide_ in
Christ.
V. _Salt_, as a grand _preservative_. A _Rotten Apple_, influence and
decay.
VI. _Flowers_, so beautiful and frail. A pansy may teach _humility_,
a daisy, _cheerfulness_, a rose, _goodness and virtue_, a lily,
_purity_, etc.
XIV.
THE BLACKBOARD.
We would not undertake to conduct a Sabbath-school without a good
blackboard. The great object of it is to direct, to concentrate, and
to _fix_ the attention, sympathies, and prayers of the whole school
upon that portion of the word of God which is embodied in the great
practical thought of the lesson. It is affectingly interesting to see
a whole school, teachers and scholars, banishing their worldly
thoughts, and raising their eyes and hearts apparently up to the great
warm thought of God, as they cross the threshold of the school-room,
and see, in clear, distinct letters on the blackboard, the key-note of
the lesson for the day; as, "My son, give me thy heart." "Son, go work
to-day in my vineyard." "The soul that sinneth, it shall die." "I will
arise and go to my father." "Have faith in God." "All waiting for
Jesus." "Flee from the wrath to come." "About my Father's business."
"The blood of Jesus Christ his Son cleanseth us from all sin."
"Founded on a rock," etc.
Blackboards have long been used in public schools with great
advantage, but have only been adopted in Sunday-schools during the
last decade of years. They, however, prove to be so well adapted and
useful that they are meeting with universal approval, and are fast
coming into general use. We think a blackboard should be used in every
Sabbath-school, on every Sabbath, by every superintendent, and on
every lesson; for the dullest superintendent, in city or country, can
plainly write or print one thought from the word of God on the
blackboard, and thus fix the eye and concentrate the thought and heart
of the otherwise careless, upon the lesson.
We have often seen the noisiest boys of the city calmed by this means
into thoughtfulness and interest in the lesson. Sometimes colored
crayons are used to attract as well as to impress. The names of the
Deity are sometimes carefully written in crayon of one color, while
wrath, sin, etc., may be put in another color, say _red_.
A map, drawn by the superintendent or pastor on the blackboard in the
presence of the school, will have many times the effect that it will
have, if we point to a regular map. A cross of two rough marks made by
a teacher on a slip of paper, to illustrate the lesson, will interest
a child more than will a jewelled cross,--it was made by teacher.
Frequently the superintendent or teacher will write down the answer,
or the main word of the _answers_ of the children on the blackboard,
and this will interest them greatly. A teacher can use a piece of
white paper to write or draw on for the scholars of a private class. A
few points must be heeded--
1. Do not put any but well-digested, important words, thoughts, and
objects on the blackboard.
2. Write or draw as plainly, neatly, and correctly as possible. Do not
write too much.
3. Let all the exercises of the school bear directly towards the one
great thought of the lesson.
Thus let the freshest and most prominent object in the school-room aid
the teacher and superintendent, through the use of the eye, in their
great work.
A word of caution is needed, however, concerning the use of the
blackboard. Sometimes it has been made to appear quite ridiculous by a
fanciful and perverted use of it. The only justifiable use of the
blackboard in a Sabbath-school is in order to make Bible truths more
clear and attractive in the eyes of teachers and scholars. Men of good
taste, as well as those having tact and ingenuity, can and do use the
blackboard with power in various ways. For instance, some years ago I
saw a lesson taught in Ralph Wells's school--and many of my examples
originated with him--from the text in Matt. v. 16: "Let your light so
shine," etc. This was plainly written on the board, while on one side
was drawn a figure of a light-house, with the rays of light shining
forth from the lamp. The superintendent in a review pressed the
question, "_How_ are we to let our light shine, according to the
lesson, 'So shine?'"--and very soon the children said they were to let
their light shine by "being pure," "meek," "merciful," etc., and soon
the beatitudes were each written on the separate rays from the
light-house lamp.
At another time I noticed the text, "Founded on a rock," together with
the figure of a house firm on a rock, and another house crumbling and
falling down "on the sand." See to the foundation.
A catechism lesson on the question, "What is sin?" was placed on the
board "_My sin._"
_Examples of Blackboard Exercises._
The following examples are given as suggestive of several different
lines of use to which the blackboard may be put:
The substance of a lesson in the 6th chapter of Matthew was once put
upon the board in two words, "Outside" and "Inside," the children
being asked to examine the chapter and tell what to write on the
blackboard; at the end of the address the board appeared as follows,
each specification having been vividly illustrated by an incident:
_Outside._ _Inside._
Alms. Alms.
Prayer. Prayer.
Fasting. Fasting.
Treasures. Treasures.
Another good lesson on the board is to take one of the commandments,
for instance, the "Third Commandment." Raise three questions and get
the children to fill out the answers as follows:
_The Third Commandment._
_How broken._ _Why broken._ _Why not._
Swearing. Get mad. 'Tain't right.
Oh gracious! Don't think. No use.
Make fun of the Bible. Think its big. Bible says we mustn't.
Praying careless. Careless. Mean.
Singing and not thinking. Wicked. Ungentlemanly.
The following lesson has been successfully given by the Rev. Mr.
Ostrander, of Albany:
THOU
shalt
call
His
name
BELIEVE on | | Christ and thou
| Jesus |
The Lord | | shalt be SAVED.
for He
shall
save
His
people
from
their
SINS.
Where ought Jesus to be? _Ans._ In the heart.
Where did he get his name? _Ans._ From the angel. (Matt. i. 21.)
Why was this name given? _Ans._ (Matt. i. 22.)
How does he save from sin? _Ans._ "Believe on the Lord Jesus Christ."
Other points of instruction and application may be derived from the
careful study of the above arrangement.
The following, by E. D. Jones, of St. Louis, teaches a lesson from
the text, John xii. 32: "And I, if I be lifted up from the earth,
will draw all men unto me." _First_, Notice the influences God uses
to draw men: 1. The Holy Spirit. 2. The Bible. 3. The Churches.
_Secondly_, Look at their relations: 1. As a Helper. 2. As a Teacher.
3. As a Trainer. _Thirdly_, Look at the chief work of these agents:
1. To Reveal. 2. To Believe. 3. To Know. 4. To Train. At the close of
the address or lesson the blackboard will appear as follows:
[Illustration: Cross.]
Two hearts, one bad, the other good, make an instructive lesson. Get
the children to tell you what to write in them as below:
_Bad Heart._ _Good Heart._
Anger. Hate. Love. Hope.
Selfishness. Joy. Humility.
Covetousness. Industry.
Hypocrisy. Honesty.
Lying. Peace.
Sin.
Still another is the following: "Jesus is your friend." What
qualities do you want in a friend? _Answer._ He must be TRUE. Write
the word TRUE on the board, and then by questioning draw out of the
scholars four different and prominent characteristics of Jesus as a
friend, each answering to one of the letters of the word _True_, as
follows:
_Jesus is your Friend._
T--ried.
R--ich.
U--seful.
E--verlasting.
The Parable of the Sower may be taught by the following arrangement
in three columns and twelve words or particulars. The children give
the words to fill the columns:
The Soil. What became of the Seed. Represented what Hearers.
Wayside. The Devil seized it. Careless.
Stony. The sun scorched it. Superficial.
Thorny. Tares choked it. Worldly.
Good. Fruit. Pious.
The lesson, "Son, go work to-day in my vineyard," may be thus
arranged:
Who?--"Son,
What?--go work
When?--to-day
Where?--in my vineyard."
How work? _Answer:_ W--illingly.
O--rderly.
R--egularly.
K--indly.
The next three examples are from Rev. J. H. Vincent's blackboard
exercises:
_History of Joseph._
1. Bo (rn 1745 B.C.
2. So (ld 17 years old.
3. Imp (risoned 9 years in slavery.
4. Rel (eased 4 years--in prison.
5. Ber (eaved 29 years--loses his father.
6. Di (ed 51 years.
---
110 years old.
_The Seven Principal Journeys of Christ._
1. Bethlehem to Jerusalem, 6 miles north.
2. J. to B. 6 miles south.
3. B. to Eg. 250 miles S.W.
4. E. to Naz. 350 miles N.E.
5. Naz. to J. 65 miles south.
6. J. to N. 65 miles north.
7. N. to Jer. 50 miles S.E.
_Seven Golden Rules of Sabbath-School Order._
[Illustration: Menorah.]
1st s, for silence.
2d s, for system.
1st v, for vigilance.
2d v, for variety.
1st c, for charity.
2d c, for concentration.
central C for CHRIST.
A more elaborate lesson, illustrating the parable of the Pharisee and
Publican, and showing the characteristics of three kinds of prayer
and their results, can be portrayed thus:
PRAYER.
-harisee prayed proudly.
-ublican prayed penitently.
-oor widow prayed perseveringly.
-roud prayer proved worthless.
-enitent prayer procured peace.
-ersevering prayer prevailed.
Another still is to write a part of the test and fill it up with the
answers of the scholars, thus:
{ Repent.
{ Pray.
"At thy word I will { Believe.
{ Love.
{ Obey.
{ Suffer."
A lesson on the _Beggars that cried to Jesus_, as found in Matt.
xx. 30-34, may thus be placed:
What the { cried in distress.
beggars { cried with importunity.
did. { cried with faith.
{ cried with humility.
What { stood still.
Jesus { asked what they wanted.
did. { had compassion.
{ touched them.
Result. { He healed them.
{ They followed him.
_Map Drawing.--Palestine._
Another use for the blackboard in the Sunday-school is the drawing of
maps and outlines of the location of sacred places. Teachers have
found it difficult, however, if not impossible, to draw maps of the
proper proportions and rightly to locate the places. The following
simple plan, used by Ritter and Guyot, has been extensively used in
our Sunday-school Conventions the last year or two, and found to be
useful. It is called the "Relative Measurement" method. One line, say
from A to B (see diagram on page 123), is taken as the unit of
measurement. This line is 40 miles in length. Having drawn this line
at the top or northern boundary of Palestine, next dot off five times
forty miles south, and number it in proper proportions, 1, 2, 3, 4, 5.
Then run three times forty miles west, and number 6, 7, and 8. Then
draw a line from A, sloping to the figure 8, for the coast-line, and
you have the general outline of Palestine. Then run another dotted
line from A to 6, and you have the Jordan line. The River Jordan rises
opposite 1. The Sea of Galilee lies opposite No. 2. The Dead Sea
opposite 4 and 5. The principal mountains are designated as /\ H. for
Hermon, etc. Cities by * and letters, as Jer. for Jerusalem, C. for
Cæsarea, etc. (See table.)
The great divisions are made by drawing a curved line from Mount
Carmel to the Jordan, midway between 2 and 3. Then equidistant between
3 and 4 draw a circular line to the coast of the Mediterranean Sea.
The length of the Holy Land is about 180 miles and the width from 25
to 70 miles.
The Sea of Galilee is 12 miles long by 6 broad, and the Dead Sea is
about 50 miles long. The following outline, which appeared in part in
_The Sunday-School Teacher_, of Chicago, is a good illustration:
_Table of Localities._
(_See Map._)
/\ _Mountains._ * _Cities._
H-ermon. H-ebron.
G-ilead. B-ethlehem.
T-abor. Jer-usalem.
P-isgah. J-ericho.
C-armel. Jop-pa.
E-bal. C-æsarea.
G-erizim. Ca-pernaum.
N-azareth.
S-idon.
T-yre.
[Illustration: Map.]
The foregoing are samples each of several classes of blackboard
exercises, which I have selected as being the most practical. Other
more fanciful ones are omitted, for it should ever be remembered that
the true, legitimate use of the blackboard does not necessarily
involve any of these ingenious devices: simply the plain Word of God,
plainly written, is all.
XV.
THE INFANT-SCHOOL.
There is no department of the Sabbath-school work of greater
importance and interest than this. We have known marked cases of
hopeful conversion of children from four to seven years of age to
result from the first hour of Bible instruction in the youngest infant
classes. Often the character and habits of scholars as such are formed
at the very first interview with their teacher, who thus meets them at
the very entering in of "the gates of life." It is well known that
some of our most distinguished divines, as well as active Christian
ladies, date their conversion back to the early age of four, five, or
six years. Therefore take measures in every Sabbath-school to organize
and sustain a first-class infant-school department.
1. Get a light, warm, airy room. A lean-to added to your chapel for
the purpose, or the use of the next-door neighbor's dining-room for an
hour a week, will answer. Give the children a room by themselves if
possible, to rise and sing, talk, recite, and pray. Furnish the room
with a good blackboard and crayons, and such Scripture prints and
cards and maps as you can obtain for the walls and for use. Provide
for them small, comfortable seats.
2. Select and call to the charge of this class the most pious, bright,
cheerful, patient, loving, gentle, winning teacher for children there
is to be found in the whole church, with a like assistant. Generally
the teacher will be a lady, although some men greatly excel as
infant-class teachers, so that the complaining remark of the little
girl to her mother, that she "hadn't any teacher to-day--it was only a
_man_," was quite too severe to be just. The little ones are greatly
blessed in their love for their teachers, for they want a large share
of demonstrative, life-like sympathy, expressed by a soft, loving
voice and a gentle manner--hands that will speak in all their
gestures, and a patience that endureth and a heart that loves to teach
them for Christ's sake. If the teacher feels the need of learning how
to do this good work, let him visit good week-day infant-schools, and
gather up suggestions and lessons, as well as confidence and
inspiration, for the great work.
3. Visit and gather in all the children from the ages of three or four
to seven years, whose parents are willing to send them, and at once
teach them habits of punctuality, order, regularity, and pleasant
worship. When they become well drilled and instructed, so that they
can clearly read the Bible, then transfer them to older classes,
unless there are good reasons to the contrary. Although they are
little, they are very precious, and amply worth all the painstaking
effort you can make for them.
4. Let the teacher of such a class ponder and consider the
characteristics of his precious charge. 1. _Activity._--Says
Mr. Hassell, "A healthful child abhors quietude," and rightly so,
as much as nature does a vacuum. Every mother knows that her little
ones, if in health, "cannot bear to be still for a minute." 2.
_Curiosity._--Archbishop Whately says: "Curiosity is the parent of
attention." 3. _Inquisitiveness._--Happy is that child who is blest
with a mother or teacher who will "bide patiently all the endless
questionings of the little one, and will not rudely crush the rising
spirit of free inquiry with an impatient nod or a frown." Rather see
in their many questions but the untutored pleadings of the little ones
for care and cultivation. Oh, how much they want and deserve to have
their inquisitiveness satisfied by a kind, considerate answer to all
their questions! 4. _Fear._--Oh, how much children suffer from this
cause! Their natural timidity should be respected, and not cruelly
wrought upon. 5. Then, too, children have _wonder_, and like to talk
and hear of "wonderful things." 6. They have also a proper love of
approbation, and they should be cheered and encouraged when they try
to do well.
Now let the teacher take up the first of these well-known
characteristics, and act upon it. An excellent teacher of an infant
class, some years ago, was accustomed to gain order by appealing to
their _love of activity_. She would stand quietly at the desk and ask
the children: "Children, will you please tell me what the gods of the
heathen are like?" This was always a pleasing request to them, and
every form would stand erect, with every hand by their sides, and they
would together begin the part of the 115th Psalm which answers that
question. They would repeat all together, "Eyes have they, but they
see not," and every pair of little hands would go with the teacher's,
pointing to, and resting upon, their eyes. In like manner, "mouths
have they," "noses," "ears," "feet," "hands," etc., always suiting the
action to the word. All are in perfect order, and the next step for
the teacher would naturally be to talk a little about the gods of the
heathen, and then sing a verse about "bowing down to gods of wood and
stone." The transition is then natural and easy to "Our God" in
heaven, where angels, saints, parents, and children too, are; and they
sing the hymn to which all leads, viz.: "Around the throne of God in
heaven, Thousands of children stand," etc., etc.
Another mode of conducting an infant-school is to place the children
in little classes, of six scholars, with a teacher for each, and
proceed with singing, repeating commandments, singing, recitation for
ten minutes, study of emblems, a ten-minute address, and prayers,
having a verse or two of singing between every exercise, and no
exercise longer than ten minutes. Thus an excellent system of
infant-class instruction proceeds, while the lady who has charge gives
the address and superintends the teachers, etc., for the hour devoted
to the school.
Another way is to take the two central verses of the regular lesson
for the whole school and bring it out on the blackboard, and question,
instruct, and pray and sing about the same thought of God in the
lesson; as, "Who formed you, child, and made you live?" _Ans._ "God
did my life and spirit give," etc., with singing and prayer.
Another infant-class teacher has a different plan, as follows: She has
arranged with a gentleman, who teaches a large class of young ladies
of sixteen to twenty years of age, to come in with his class and
conduct the opening exercises of the infant-school. He then goes into
another room and instructs his class for thirty minutes, and the lady
instructs the children for the same time. Then the Bible-class, with
their teacher, return, and the infant-school is divided into classes,
in which the young ladies teach the same lesson which they have just
received from their teacher. In this way practice in teaching, and
variety are gained, and the lady teacher in the infant-school is
relieved of a part of her burden.
I have never found two infant-class teachers who conducted their
schools exactly alike. Each one has some peculiarity in his or her
mode. There is no standard mode of infant-class instruction.
Adaptation according to circumstances is the rule. The children should
be received with great care into the infant-school, and be given to
understand that it is a place for the holy worship of God, and to
learn of him. The children should always be greeted by the teacher
with a loving smile, that is free from every trace of giddiness, and
with words of sincere, respectful welcome. Great evil is done if the
teacher is cold, morose, or fretful in spirit or manner. The teacher
should pray with, as well as for, the children. They may repeat the
words of the prayer after the teacher; and it is well to prepare them
for the act, by some such remark as, "Children, we want to thank God
this morning for this holy Sabbath, for the Sabbath-school, for kind
teachers, for the blessed Bible, for our God and Saviour Jesus
Christ," and so on, mentioning the different objects of desire. Let
the prayers always be short and simple, and sing but one, two or three
verses at a time. The addresses should always be clear and suited to
the children. An excellent model of scriptural talks to infant-class
children will be found in "Peep of Day," "Line upon Line," and
"Precept upon Precept." "The Tract Primer" and "Child's Scripture
Question Book" have also some good things to work up for
infant-classes. There are various other helps from which good
suggestions can be gathered.