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WITH THE CHILDREN ON SUNDAYS
Through Eye-Gate and Ear-Gate into the City of Child-Soul
[Illustration]
by
SYLVANUS STALL, D. D.
Author of "What a Young Boy Ought to Know," "What a Young
Man Ought to Know," etc., "Methods of Church Work,"
"Faces Toward the Light," etc., etc.
This book is published and sold exclusively in the United States by
The Uplift Publishing Company
Philadelphia, Pa.
Copyright, 1911, by Sylvanus Stall.
Entered at Stationers' Hall, London, England.
Protected by International copyright in Great Britain and all her
colonies, and, under the provisions of the Berne Convention, in
Belgium, France, Germany, England, Spain, Switzerland, Tunis,
Hayti, Luxembourg, Monaco, Montenegro and Norway.
All rights reserved.
[Printed in the United States.]
Copyright, 1893, by Sylvanus Stall.
Copyright, 1896, by Sylvanus Stall.
Copyright, 1907, by Sylvanus Stall.
All the drawings and color-pictures in this took have been specially
prepared by C. M. Burd, of New York City, for exclusive use
in these pages. Each of these has been copyrighted in the United
States and throughout Europe, and all copyright privileges are
reserved.
[Illustration: SYLVANUS STALL, D.D.]
DEDICATED
TO PARENTS AND CHILDREN WHO DESIRE
TO MAKE SUNDAY THE HAPPIEST AND MOST
IMPRESSIVE DAY OF THE WEEK.
CONTENTS
PAGE.
PREFACE 9
SUGGESTIONS TO PARENTS 17
1. OYSTER AND CRAB--Conscience 27
2. WORM IN THE APPLE--Sin in the Human Heart 33
3. WAYSIDE WEEDS AND GARDEN FLOWERS--Neglected
vs. Christian Children 38
4. NUTS--God Means that We Must Work 46
5. BANKS--Gathered and Guarded Treasures 51
6. CHART--Avoiding Dangers 56
7. ANCHOR--Hope that Lays Hold of Christ 61
8. HUSKS--The Disappointed Pleasure Seeker 66
9. IRON, LOW GRADE AND HIGH GRADE--Character
and Worth 75
10. A POCKET RULE--How God Measures Men 81
11. THE MAGNET--Jesus the Great Drawing Power 86
12. KEYS--How to Unlock the Human Heart 92
13. TRAPS--Unsuspecting Mice and Men 97
14. BREAD--Universal Soul Hunger 102
15. THE STONE--The Natural and Changed Heart 107
16. THE POLISHED STONE--Perfection Through
Suffering 112
17. ROPES--Habits and How They Become Strong 120
18. WATCH AND CASE--Soul and Body 125
19. PEARLS--One of Great Price 130
20. COAL AND WOOD--Jesus the Source of
Spiritual Light and Warmth 135
21. LANTERNS--The Best Light for Our Path 140
22. CANDLES--How to Reflect, Obscure or
Extinguish the Light 145
23. A BROKEN CHAIN--Breaking the Whole Law 151
24. LOOKING-GLASS--Seeing Ourselves in God's
Law 156
25. RAIN--God's Wisdom and Power 161
26. SNOW--Lessons Which it Teaches 168
27. PLASTIC FACE--Character in the Countenance 174
28. SEEDS--Thoughts, Word, Deeds,--Their Life
and Perpetuity 179
29. SOWING--The Spring Time of Life 185
30. REAPING--The Harvest Time of Life 192
31. WHEAT AND CHAFF--The Coming Separation 198
32. THE HEART--The Most Wonderful Pump in
the World 204
33. THE EYE--The Most Valuable and Most
Wonderful Telescope 210
34. THE EYE--Smallest Camera, Most Valuable
Pictures 217
35. FROGS--The Plagues of Egypt 222
36. BLOOD--The Feast of the Passover 228
37. PINE BRANCH--The Feast of Tabernacles 234
38. LEAVES--The Lessons Which They Teach 240
39. THE TURTLE--Man Like and Yet Unlike the
Animals 246
40. GRASSHOPPER AND ANT--Negligence and
Industry 252
41. BALANCES--How God Weighs People 260
42. WHITE AND CHARRED STICKS--Good and Bad
Company 267
43. DOGS--The Dogs of St. Bernard 272
44. THE CAMERA--God's Picture Book 279
45. THE PHONOGRAPH--Books that Talk 285
46. MAGNET AND NEEDLE--God's Guiding Hand 290
47. FISH IN AQUARIUM--The All-Seeing Eye of
God 295
48. THE CLOCK--Measuring Time 300
49. PLANS--Living with a Purpose 307
50. THE CHRISTMAS TREE--The Lessons Which
It Teaches 311
51. EASTER SUNDAY--The Resurrection of
the Body 318
52. CROWNS--We Are Children of the King 325
A WORD TO PARENTS 331
PRESS NOTICES 332
PREFACE.
SUNDAY ought to be the most cheerful, sunniest, happiest and best day of
the week in every home. In most homes it is the dullest and most dreary
day of the week to the children, and the most taxing and the most
wearying to the parents, especially to the mother. It not only ought to
be, but it can be made, not only the brightest and happiest but also the
most influential in the character-building and religious training of the
children. In some households Sunday is looked forward to with
anticipations of pleasure throughout the entire week. In these homes,
the father does not come down stairs on Sunday morning and say: "Now,
children, gather up those flowers, throw them out of the window, pull
down the blinds, get down the Bible and we will have an awful solemn
time here to-day." Neither is the day given to frivolity or the home to
demoralizing influences. From morning until night there are two great
principles that govern; first, the sacredness of the day, and second,
the sacredness of the God-given nature of childhood. The day is not
spent in repressing the child nature by a succession of "don't do that,"
"now stop that," etc., that begin in the morning and continue throughout
the day, and end only when the little ones lose consciousness in sleep
on Sunday night. In these homes, the parents recognize the fact that the
child nature is the same whether the day is secular or sacred. On Sunday
the child nature is not repressed, but the childish impulses are
directed into channels suited to the sacredness of the day. In such
homes the children, instead of being sorry that it is Sunday, are glad;
instead of regretting the return of the day with dislike and dread,
they welcome it as the brightest, the cheeriest and the best of all the
week.
The purpose of the author in the preparation of this book in its present
illustrated and slightly changed form, is to afford all parents a
valuable aid in making Sunday not only the brightest, happiest and best
day of the entire week for both parents and children, but also to aid
the parents to make Sunday pre-eminently the day around which shall
cluster throughout the entire life of each child the sweetest, tenderest
and most sacred recollections of childhood, of father and mother and of
brother and sister, and especially of their knowledge of the Bible and
of everything sacred.
Did it ever occur to you, as a parent, that between the birth and the
age of twenty-one years there are three solid years of Sundays--an
amount of time almost equal to the number of years given to an entire
course of college training? The Creator has not laid upon parents the
responsibilities of parenthood without giving them ample time and
opportunity to discharge these obligations to Him, to themselves, and to
their children.
The idea which has been successfully demonstrated in hundreds of homes,
where the impulses and natural inclinations of childhood have been
turned into sacred channels on Sundays so as to enable the parents to
teach spiritual truths in the most effective manner, is the method which
is suggested by the author to the parents in the use, on Sunday
afternoons, of the fifty-two little sermons given in this volume.
The parent who fails to use wisely the opportunities of Sunday
afternoons for impressing the children with spiritual truths, loses the
greatest opportunity that family life affords. Among the different
instances known to the author, the following three may serve as
illustrations of what may be found in many communities:
I knew a mother who regularly on Sunday afternoons gathered her
children about her and read them religious books and literature. In her
considerable family, every child became eminently useful. One, who was a
university professor, told me that those Sunday afternoons with his
mother in the nursery embodied the most formative influences of his
life.
I know another family, of some seven or eight children, where Sunday was
always used for religious instruction with the children. With the
reading and other things, they always "played church", and the
experience of those early childhood days made the boys splendid public
talkers, and the girls were also very capable in the same direction. No
better school of oratory was ever organized.
I know another family of four children, where the entire family looked
forward throughout the week to the special and larger pleasure which
Sunday always brought. They grew up naturally into a religious life, and
developed that ability for public address and service which could not so
well be gained in any other way.
Sunday is about the only day in most of households where the father is
home with his family. It adds greatly to the pleasure and impressiveness
of the day and its services if the father, with the mother, enters
heartily into the spirit of that which will be all the more enjoyed by
the children. It will enable him also to stamp his personality deeper
into the character of his children than possibly any other opportunity
which may be afforded him in life.
These brief object talks grew out of the necessities found in the
author's own parish. When called to the pastorate of the Second English
Lutheran Church, of Baltimore, I found a depleted congregation, while at
the same time the Sunday-school was one of the largest and most
flourishing in the city. It was then for the first time that I
introduced regularly the preaching of "Five-minute object sermons"
before the accustomed sermon on Sunday morning. In a very brief period,
about one-fourth of the infant department and two-thirds of the main
department of the school were in regular attendance upon the Sunday
morning service, and, even after this particular form of address had
been discontinued, the teachers and scholars continued regularly to come
direct from the morning session of the school to the services of the
church.
These sermons were preached without notes, were subsequently outlined
and then spoken into the phonograph, put in manuscript by a
phonographer, and, that the simplicity of style and diction might be
preserved, were printed with only slight verbal changes.
The objects used in illustrating these talks have been chosen from among
the ordinary things of every-day life. Such objects have the advantage
of being easily secured, and on account of their familiarity also prove
more impressive, and being more often seen, more frequently recall to
mind the truths taught.
To any thoughtful student who has marked the simple language and
beautiful illustrations used by that Great Preacher and Teacher who
"spake as never man spake," it will be unnecessary to say a single word
in justification of this method of presenting abstruse truths to the
easy comprehension of the young. Upon all occasions Jesus found in the
use of the ordinary, every-day things about Him, the easy means of
teaching the people the great truths of divine import. The door, the
water, the net, the vine, the flowers which sprang at His feet, the
birds that flew over His head, the unfruitful tree that grew by the
wayside, the wheat and the tares that grew together in the field, the
leaven which a woman hid in three measures of meal, the husbandman
pacing his field engaged in sowing his grain, the sheep and the goats
which rested together on the slopes waiting to be separated each into
their own fold, the old garment mended with a piece of new cloth, the
mustard seed, the salt--anything that chanced to be about the Master
was used as an illustration, that He might plainly and impressively
teach the people the saving truths of redemption and salvation. May we
not also reasonably suppose that if Jesus were upon the earth to-day He
would still exercise this same distinguishing wisdom in the use of the
common, every-day things by which He would now find Himself surrounded?
Let it be distinctly understood that this book is not a substitute for
the regular services of God's House. I believe in "the Church in the
house," but I also believe that the entire family, including the
children, should also be in the Church on the Lord's day. The absence of
the children from the services of the sanctuary is one of the alarming
evils of our day. There are but few congregations where children can be
found in any considerable numbers. No one will attempt to deny the sad
consequences which must follow as the inevitable results of such a
course. The children at eight years of age who have not already begun to
form the habit of church attendance, and are not quite thoroughly
established in it at sixteen, will stand a very fair chance of spending
their entire life with little or no attachment for either the Church or
religious things. The non-church going youth of this decade will be the
Sabbath-breakers and irreligious people of the next.
Who are to blame for this state of affairs, and to whom are we to look
for the correction of this existing evil?
Manifestly, first of all, to the _parents_. That parental authority
which overcomes the indifference of the child and secures his devotion
to the irksome duties of secular life, should also be exercised to
establish and maintain a similar fidelity to religious duties and
spiritual concerns. If left to their own inclinations, children will
invariably go wrong in the affairs of both worlds. Attendance upon the
church should be expected and required, the same as attendance upon the
secular instruction of the schools; for the best interests of the child
are not more dependent upon the discipline of the mind than upon the
development of the heart. In the formation of the habit of church
attendance, it would be well to remind parents that example will be as
helpful as precept. They should not send, but take their children to
church. They should make room for them in the family pew, provide them
with a hymn-book and see that they have something for the collection.
Parents owe it to their children to teach them to be reverent in God's
house, to bow their heads in prayer, to be attentive to the sermon; and
while requiring these things of their children, they should also see
well to it that after service, at the table, in the home, or elsewhere
nothing disparaging of God's house, message or messenger should fall
from their lips upon the ears of their children.
As these little talks were originally used before the main sermon on
Sunday morning before a mixed audience of adults and a large number of
children, it has seemed best, in order to carry out the idea of
preaching, that the manner of speaking as though to an audience should
be retained in this book. It is better suited than any other method for
use also by the parent when reading these pages to the children in the
home.
The earlier issues of these talks under the title: "Five Minute Object
Sermons to Children" and the second volume: "Talks to the King's
Children" were accorded a place of usefulness in nearly every land, and
the author now sends forth this volume in its present illustrated and
slightly revised form for a place in every home, trusting that it may be
as influential in the lives of the children of to-day as it has proven
in the lives of the children of yesterday.
SYLVANUS STALL.
[Illustration: DR. STALL WITH HIS DAUGHTER AND HIS GRANDCHILDREN DRIVING
TO CHURCH]
[Illustration: THE LITTLE PREACHER AND HIS INTERESTED AUDIENCE]
[Illustration: LITTLE BILLIE TAKING UP THE COLLECTION]
[Illustration: DR. STALL READING TO HIS GRANDCHILDREN]
SUGGESTIONS TO PARENTS.
HELPFUL METHODS FOR MAKING SUNDAY AFTERNOON WITH THE CHILDREN THE MOST
PLEASANT AND PROFITABLE DAY OF THE WEEK.
The idea of "playing church" is by no means an innovation. What is shown
in the pictures upon a preceding page has been actualized in many homes.
Let me quote from a single letter which lies before me:
"The writer was one of a large family of children and well remembers the
Sunday afternoons spent in his village home. 'Playing church,' was one
of its features. The chairs were placed in regular fashion, imitating
the seating arrangements of a church, every one of us took his or her
turn as preacher, hymns were sung, a real collection was taken and one
of us, as preacher, took his text and preached the sermon. There wasn't
a dull moment in those good, old Sunday afternoons in our home.
Occasionally, the preacher would provoke a smile by his original way of
handling the text and of emphasizing some point in his discourse.
"We have all grown up since those happy days; some of us attained to a
degree of efficiency as public speakers, and we attribute much of our
efficiency and character in life to those profitable Sunday afternoon
hours."
From the experiences of the children as narrated above, the suggestion
occurs, why not use these object talks in like manner? "Play church"
Sunday afternoons, read an "object sermon," show the illustrations, ask
the questions at the end of each chapter and then follow it up with a
discussion from the children, giving their ideas and experiences.
You will find that you will get as much benefit and entertainment from
these Sunday afternoons "playing church" service as the children will.
You will be surprised at their interest and the originality that they
will display in these discussions. You will be quickening their faculty
of observation and stirring their imaginations, in a manner that will
surely make observant, thoughtful and considerate men and women of the
children, and consequently, affect their entire destinies in the years
to come. Then, too, you yourself will be helped mentally and
spiritually, because it is absolutely true that in the devotion that we
exhibit and the time and attention that we give to our children in this
companionship, we will ourselves be receiving large blessings in the
development of our own character and the finer characteristics that make
for good people.
PLAYING CHURCH.
The following suggestions will be helpful, to which original ideas may
always be added.
1. Make the "Afternoon Church" a real, not frivolous, occasion. The time
it requires to make careful, pains-taking preparation on the part of the
parent, is always profitably employed.
2. The afternoon church should always be a regular, fixed engagement. It
adds to its importance.
3. Do not postpone nor omit it for any trivial reason. Treat it as any
other important engagement.
4. When visitors are in the home, invite them to be present and to
participate. It will help them as well as the juniors.
5. The fact that there is only one child in the family does not preclude
the idea of playing church; for the dolls can be brought to church and
even chairs can be converted into imaginary people.
6. Never permit the realness of the occasion to be questioned. Always
avoid embarrassing the child and _never_ ridicule. Refrain from laughing
at any mistakes that may be made in speech, thought or conduct of the
child, unless he first sees the mistake and invites you to join in his
mirth.
7. Ask any additional questions pertinent to the subject besides those
suggested at the end of each sermon. It will develop wider thought and
increase the interest.
8. Encourage the child to ask questions, but always lead in directing
the thought.
9. Adults present should always enter seriously and earnestly into the
whole program or plan with the child's spirit. Where adults enter upon
the execution of the plan with this spirit it adds much to the enjoyment
of all. If they cannot do this, they should not participate.
10. A bell can be slowly rung as the time for church approaches.
11. Use the brightest and most cheerful room in the house for the
afternoon church. Add to the furnishings on Sunday anything which may
make the room even more than ordinarily attractive.
12. Chairs may be suitably arranged and a child can drive the others to
and from church in an imaginary carriage, as shown in one of the
pictures upon another page.
13. When the church is held in another room, an older child or person
can receive the attendants and usher them to seats.
14. Open the church service with singing. Select several simple
devotional hymns or songs, such as are used in the primary department of
Sunday-schools. Have all the children learn the tunes and teach a verse
of each song to any child that cannot read.
15. A collection can be lifted by one of the children. A toy bank may be
used in which to save the money received at this child's service, and
subsequently contributed through the Church or Sunday-school for
missionary purposes.
16. Teach the children the importance of saving from their own spending
money, or earning what they wish to give in the collection.
17. This money should always be regarded as sacred, and care should also
be exercised lest this little fund might become a source of temptation
to the children during the week.
18. At some time during the service a brief prayer should be offered.
This may consist of a sentence prayer by each in rotation or by all
uniting in the Lord's Prayer, or in some brief selection from the Prayer
Book.
19. When a child is willing or wishes to do so, have him preach the
sermon in his own way of expressing the thought, using the text or
object of the day for his subject. Always give the same interested
attention to him that is expected from him when another leads.
20. Some of the objects mentioned in the sermons can be easily and
cheaply obtained for use at the church. When such an object is secured,
it should not be shown to the children in advance of being used.
21. Do not prolong the service too greatly so as to weary the children.
Effectiveness and pleasure usually terminate at the same time. Lend
animation to the service and interest will not so soon flag. It is well
also to impart interest by having the parent enter heartily into every
part of the service.
22. A social period after "returning home" from the "children's church"
should be introduced. If the children have played driving to church
before the service, the idea should be continued and completed by
driving home in the same manner.
AFTER CHURCH.
23. After the conclusion of the church service, additional exercises or
games suited to the sacredness of the day may be appropriately used to
entertain the children and continue their happiness. By methods of this
kind, Sunday may be made not only the most profitable, but the brightest
and best day of the week.
24. Some light refreshment may be introduced, as fruit, cake or candy.
This refreshment should be something very simple and inexpensive, and
also something not calculated to spoil the appetite or injure the
digestion of the child. In recognition of good conduct, close attention
or special help at the church service, one of the children may choose
what the refreshment is to be for the next Sunday. This choice should be
kept a secret during the week.
25. Pictures and illustrations can be cut from magazines, and these can
be pasted in a scrap book or on blank paper to represent Bible
characters and scenes, or those used in the sermons.
26. Many acting games and tableaux can be arranged by the children from
the sermons and Bible stories. Chairs can be arranged so as to represent
a pit or tent, and the children within them may be "Joseph in the Pit"
(Genesis xxxvii) or "Daniel in the Lion's Den" (Daniel vi). See
illustrations on pages 80 and 91.
FOR OLDER CHILDREN.
27. Let one child represent an idol. He must stand motionless and give
no sign of life. The others are to ask him questions and for favors. If
the "idol" laughs, moves or speaks, he loses and another takes his
place. Idols are lifeless things that cannot move, see, hear or speak.
28. Children's blocks are useful in building a well, altar, castle,
temple, chariot, etc. Have the children give a text or verse from the
Bible referring to the objects builded. A Bible story may be told about
the object, its history, use, etc.
29. One child, or more as may be needed, can pose to represent a
character or scene. The others are to guess the character represented.
For example: A child can sit with hands upheld. A child on each side of
him hold up the extended arms. They represent Moses with Aaron and Hur
during the battle (Ex. xvii: 12).
30. Charades, or words and scenes may be represented by the children in
motion. The children may be divided into groups. One group will select a
word and represent it in the presence of the others by motions. For
example: Children come into the room and go through the motion of sowing
("Seeds"), reaping ("Harvest"), threshing with a flail ("Wheat and
Chaff"), picking flowers ("Weeds and Flowers"), taking pictures ("Eye
and Camera"). Many of the sermon subjects may be used in this manner.
Cutting stone, measuring, eating husks, washing dirty face, etc. The
other groups are to guess the word and have their turn.
31. Children are always fond of riddles; especially when they are able
to guess the answer. The suggested review questions at the close of each
object sermon for afternoon church, may often be effectively used with
slight changes. For example: "What is it that cannot see nor hear, but
always knows when danger is near?" The answer is--"The Oyster."
What is it which no boy or girl can see or hear, and the approach of
which can not be made known by any of the natural senses? (Sin.)
What is it which tells us when sin is near? (Conscience.)
Have the children try to make up their own riddles from the objects
shown and their uses, or lessons learned from the sermons.
SLATES AND CRAYONS.
32. Provide slates, or paper and pencils may be provided, and the
children draw the object or something suggested by its use. Always have
blank paper and pencils on hand for some of the games or exercises
mentioned below.
33. Cheap colored crayons can often be used with added value.
34. Each Sunday appoint one child to take charge of the slates, papers
and pencils, which are to be kept in a safe place and not disturbed
during the week, and then to distribute them on the following Sunday.
BUILDING AND WORD GAMES.
35. Word building games are always interesting. Cut small squares of
cardboard and plainly mark each with a letter. Many more vowels than
consonants will be required. (These little squares with printed letters
can be purchased at any toy-store.) Mix up the squares on a table, and
the child who spells the largest number of names of places or objects
mentioned in the sermons, using the letters on the squares, wins the
game.
36. This can be played in a variety of ways. For instance: Select the
name of an object, person or place, and the one who first picks out the
necessary letters to spell it, is declared the winner.
37. Each child is given the same number of assorted letters and all try
to make up the largest list of names from his portion of letters in a
given time.
BIBLE GUESSES.
38. Tell a Bible story, or review one of the object sermons, omitting
the names of characters or objects. Without warning, the one reciting
the story stops, and the next player carries on the story if he has been
able to guess the omitted names, without mentioning them. If he has not
discovered or guessed the right story, the next player takes it up, and
so on until the story is completed and everyone knows it.
39. One of the children goes out of the room and the others decide on
some object used in a sermon, or a certain thing mentioned in the Bible,
which is to be described. For example: A watch, telescope, or the Ark,
Joseph's coat of many colors, etc. Upon entering the room, the child may
ask all manner of questions which can be answered by "yes" and "no".
When the right thing is guessed, another goes out of the room and the
game is repeated. Two or more children, or groups, may be the guessers
at the same time.
40. The game of thinking is equally interesting. The leader thinks of
some character, place or object in the sermons or mentioned in the
Bible. The "thinker" then says--"I am thinking of some thing (person or
place) and the name begins with 'C' (or the initial letter)." Each of
the other players asks a question in turn, that can be answered by "yes"
or "no". The questions are continued until some one guesses the name.
The one who first guessed the name becomes the leader.
41. Make word pictures by describing persons and scenes without
mentioning names. The others are to guess what it is. For example: The
leader may say--"I see some ladies walking beside the water. Suddenly
they stop and listen. Then one of them wades into the water and finds
something," etc. If the picture is not promptly guessed, the story or
picture of Pharaoh's daughter finding the baby Moses (Ex. ii: 3) is
further described, until the picture is made known. Other stories may be
used in the same manner.
42. One or two players go out. The others sit in line and choose a well
known proverb, Bible verse, or sentence from the object sermon, having
as many words as there are players. Each player having made certain what
his word is, the others are called in. It is their duty to put the
sentence together. They ask each player in turn a question on any
subject, and in answering the player must use the particular word given
him. The questions may be continued, and the word must always be used in
the answer, until the one guessing has discovered the particular word
that player has, and so on until all the words in their order are
guessed and the sentence or proverb discovered.
In the same way, instead of the questions, the particular word may be
acted, as charades, until the person guessing has discovered each word
and at length composed the complete sentence.
43. Distribute paper and pencils. Let a single letter be selected and
have each child write down the names of characters, objects and places
mentioned in the sermons, or the Bible, that have the same initial
letter. For example: The letter "A" may be selected, then would follow
"Apple", "Adam", "Apostles", "Angels", "Army", "Asia", etc. Other
initial letters may be selected and the game continued.
44. Have some one call out and write down a Bible name beginning with
"A", as "Abram". The next one is to think of a name beginning with "B",
as "Benjamin". "C" would come next, as "Caleb", then "David", "Eli",
etc. The object is to see how many letters of the alphabet can be used
and how often without repetition. Also names of places, objects and
titles may be used.
45. Ask the children to write down as many as they can of trees, or
stones, flowers, birds, instruments, animals that are mentioned in the
Bible.
46. Bible geography can be made interesting and profitable. Get a
shallow box and fill it with fine sand. Cities and countries may be
wonderfully made. A small pile of the sand will represent a mountain,
strips of blue or white paper can be used for rivers and lakes. Use
small blocks and spools for houses and temples, small pebbles for roads.
The people can be represented by matches and trees by tiny branches or
leaves. When Palestine, for instance, is to be studied, small pieces of
paper may be laid on the sand for the cities; the names or initials of
the cities should be written on the pieces of paper.
47. Maps may be drawn and colored crayons used to show the roads, water,
cities, buildings, etc.
48. From one of the sermons or a Bible story, select the name of a
person, place or thing. Have each player write a sentence with the
selected name embodied in it. When the sentences are read aloud, it will
show quite original uses made of the name.
49. To supply missing letters is an easy, simple game. Write names of
sermon objects or Bible characters with letters omitted. The children
will enjoy supplying the missing letters necessary to complete the name.
Sentences and Bible verses may be used with missing words for the
children to supply.
BIBLE DRILLS.
50. Bible drills are entertaining and especially valuable to children
old enough to read and commit the lessons to memory. By a simple method
the children can figure out the books in the Bible and their
classifications. By pursuing the studies, the names of the books will
soon be learned and in their regular order.
51. Have the children count the letters in "Old" (3) and "Testament"
(9). Place them together (39) and it gives the number of books in the
Old Testament.
52. Now multiply these two figures (3 x 9) and the result will give the
number of books in the New Testament (27).
53. Add together the two sets of figures (39 plus 27) and you will find
the whole number of books in the Bible (66).
54. The figure "6" is found in the number of books in the Bible (66),
the number of known authors or writers of the books (36), and the
number of years during which the Bible was written (1600).
Thus we have 36 authors, 66 books, 16 centuries.
55. The books of the Old Testament may be divided into five groups: as
the Pentateuch (Books of Moses), History, Poetry, Major Prophets and
Minor Prophets. Have the children trace the outline of a hand on paper
and the thumb and fingers will represent the groups. Thus, the thumb
will represent the Pentateuch; the first finger, the History; the second
finger, Poetry; the third finger, Major Prophets; and the fourth finger,
Minor Prophets.
56. The New Testament may also be divided into five groups and
represented by the other hand in the same manner. The five groups are
Biography, History, Pauline Epistles (or Paul's Letters), General
Epistles (or letters), and Prophesy.
57. The number of books in each group of the Old Testament are: 5 plus
12 plus 5 plus 5 plus 12--equals 39 books. In the New Testament, the
five groups are made up of 4 plus 1 plus 13 plus 8 plus 1--equals 27
books.
58. The name of each group with the number of books in the group, may be
written on separate cards. The cards are shuffled and the children sort
them and place them together in their proper order, forming the Old
Testament, then the New Testament.
59. The names of the different books which make up the groups are looked
up and written under the name of the group. Take the groups in their
regular order. Thus, group one would be Pentateuch, 5 books: Gen'e-sis,
Ex'o-dus, Le-vit'i-cus, Num'bers, Deu'ter-on'o-my. The second and fifth
groups, where there are twelve books each, may be subdivided into threes
and fours for greater ease in committing to memory.
60. If the proper spelling of the names has also been committed to
memory, or learned, then a regular spelling-bee may be held and the
names of the Bible books used for the test words. The same tests may be
made with the spelling of names of persons, places and things mentioned
in the Bible.
61. After the books of the Bible, in their order, have been learned,
open the Bible and call out the book at which it is open. Name another
book and ask which direction (toward the front or back of the Bible)
shall the pages be turned to find that book. Many other test questions
may be asked, such as: "What book is between Job and Proverbs?" "In
which group is Lamentations to be found?" "Between what books is that of
Luke?"
62. Arrange the children in a row, or let them take their places in
tents as shown on page 60, and then, as in a spelling-bee, ask the
preceding or the following questions, or any other Bible questions that
would be suited to the age of the children. When one fails to answer he
loses his place and the child who gives the correct answer moves
forward. The element of play is thus maintained.
BIBLE QUESTIONS AND ANSWERS.
63. Who was the first man? Adam.
Who was the first woman? Eve.
Who was the first murderer? Cain (Gen. iv: 8).
Whom did he kill? His brother Abel.
Who went to Heaven without dying? Enoch and
Elijah.
How old was Enoch "when God took him"? 365 years
(Gen. v: 23, 24). The same number of years that
there are days in a year.
Who was the oldest man? Methuselah.
How old was Methuselah when he died? 969 years
(Gen. v: 27).
Who built the Ark? Noah (Gen. vi).
How many persons were saved in the Ark? Eight
(Gen. vii: 7). Noah and his wife, his three sons
and their wives.
How old was Noah at the time of the Flood? 600
years (Gen. vii: 6).
Who had the coat of many colors? Joseph (Gen.
xxxvii: 3).
How many brothers did Joseph have? Eleven (Gen.
xlii: 3, 4).
What did they do with Joseph? Cast him into a pit
and afterwards sold him to the Ishmaelitish
merchantmen (Gen. xxxvii: 28).
Where did the Ishmaelitish merchantmen take
Joseph? To Egypt.
To whom did they sell him? Potiphar (Gen. xxxix:
1).
Who lied about Joseph and had him cast into
prison? Potiphar's wife.
Who were in the prison with Joseph? The king's
chief butler and chief baker (Gen. xl: 1, 3).
Who was King of Egypt at the time Joseph was in
Egypt? Pharaoh.
Why did Pharaoh make Joseph ruler? That he might
gather the grain during the seven years of plenty
to lay up in store against the seven years of
famine.
What did Pharaoh dream? About seven fat kine, or
cows, and seven lean cows (Gen. xli).
What did Joseph do with the grain he gathered
during the seven years of plenty? Put in great
store houses.
Why did his brothers come to Joseph in Egypt
during the famine? That they might get food (Gen.
xlii).
Did his father, Jacob, and family go to live in
Egypt? Yes.
How old was Joseph when he died? 110 years (Gen.
l: 26).
How long did Jacob's descendants remain in Egypt?
A little more than two hundred years.
Why did they desire to leave Egypt? Because of the
oppressions and cruelty of Pharaoh (Ex. i: 8, 14).
Whom did God raise up to lead the Children of
Israel out of Egypt? Moses.
How long did they wander in the wilderness? Forty
years.
Was Moses permitted to enter the Promised Land?
No.
Who led the Children of Israel into the Land of
Canaan, which was the Promised Land? Joshua.
How did the Children of Israel cross the Red Sea
and the Jordan? The waters were divided and they
crossed "dry shod."
Who was the strongest man? Samson.
Who was the meekest man? Moses.
Who, as a ruler, was a man after God's own heart?
David.
Who built the Temple? Solomon.
Who went to Heaven in a chariot of fire? Elijah.
On whom did the mantle of Elijah fall? Elisha.
Who was swallowed by the great fish? Jonah (Jonah
i: 17).
Who destroyed the Temple and Jerusalem and carried
the Children of Israel into captivity?
Nebuchadnezzar (2 Kings 24, 25).
Where did he take them? To Babylon (2 Kings 25).
How long were they captive in Babylon? Seventy
years.
Who interpreted Nebuchadnezzar's dream? Daniel.
How did Nebuchadnezzar reward Daniel? Made him
ruler over Babylon (Daniel ii: 48, 49).
What were the names of Daniel's three friends?
Hananiah, Mishael and Azariah.
What heathen names were given them instead?
Shadrach, Meshack and Abednego (Daniel i: 6, 7).
What befell the three friends of Daniel? They were
cast into the burning fiery furnace.
Why were they cast into this furnace? Because they
refused to fall down and worship a great golden
image which Nebuchadnezzar, the King, had set up
in the plain of Dura.
Were they consumed in the furnace? No, God
delivered them (Daniel iii).
What befell Daniel years later, when Darius was
King? He was cast into the den of lions (Daniel
vi).
Why was he cast into the den of lions? Because he
prayed to the true God.
Did the lions harm Daniel? No, God stopped the
mouths of the lions and delivered Daniel.
* * * * *
_The author's intense interest in the safeguarding and saving of the
boys and girls from the evils which have wrought the ruin of such
countless multitudes, prompts in connection with this introductory word,
to call the special attention of the parents to an advertisement which
has been placed at the close of this volume._
Through Eye-Gate and Ear-Gate Into the City of Child-Soul
THE OYSTER AND THE CRAB.
CONSCIENCE.
SUGGESTIONS TO PARENTS:--It will awaken the
curiosity and add greatly to the interest of the
children if the parent will have them secure
during the week preceding a couple of oyster
shells. In most of cities and towns, these can be
easily obtained. It is better for the children
themselves to secure them, because it makes them
participants and important factors in what is to
be done. Do not tell them in advance what use is
to be made of the oyster shells; simply say that
they are for use in connection with Sunday
afternoon.
Introduce the play idea from the beginning. Let
the children arrange the chairs to "drive to
church," as shown in the preceding pictures. If
there are two children who both want to do the
driving, suggest that one can drive to church and
the other can drive when returning from
church--and a third may drive from the house to
the stable when the horses are to be put away.
At the church service let everything be done
reverently, and make it a matter of real worship.
One of the children can act as usher, and if there
is but one child, this one can usher her dolls to
seats; or imaginary people may be shown to seats.
All of this will appeal very strongly to the
child. Select hymns suited to the children's
tastes and such as they can sing. Do not sing too
many verses. Children like variety.
The service ought to be such as is in harmony with
that regularly attended by the parents, and such
as the children are familiar with. It may be as
informal as the Salvation Army, or a greatly
abridged form of the "Episcopal Service" can be
used. The Lord's Prayer may be repeated in unison,
or sentence prayers used, or a brief selection
from the Prayer Book. The preaching by one of the
children should precede the reading of the Object
sermon.
After carrying out the idea of the church service,
the other ideas presented may be introduced, and
after the imaginary drive home some simple
refreshments can be served, as also mentioned in
the chapter of "Suggestions to Parents" on page
17.
[Illustration: Oyster and Shell.]
MY DEAR YOUNG FRIENDS: I want to speak to you to-day about "Having a
good conscience." (I Peter iii: 16.) This is rather a hard subject, but
I desire to make it plain by the use of a familiar object. "What's this
I have in my hand?" I rather expected that you would say an oyster; but,
really it is nothing but an oyster shell. I suppose you have all eaten
stewed oysters, or oyster broth. I remember, when a little boy, that one
day when we had stewed oysters for supper, I found a little yellow
something in my broth. I did not know whether my mother had put it in
purposely, or whether it had fallen in by accident; whether I should
push it aside of my plate, that it might be thrown with the crumbs to
the chickens, or whether I should eat it to discover what it was.
[Illustration: Little Crab.]
I suppose you have all seen these little animals in your soup, and know
that they are called crabs. Now, do you know how the crab comes to be in
with the oyster? I will tell you how it is. The oyster lives in the
water at the bottom of the bay, and some bright day, when the sun is
shining down genial and warm, just the same as in the summer, we open
the doors, and sit out on the porch to enjoy the cool of the day; so the
oyster opens his shells and lets the cool currents of water move gently
through his house. But while lying there with his shells wide open,
along comes a great hungry fish. He sees the oyster, but the oyster
cannot see him. The oyster cannot see, for he has no eyes. He cannot
hear, for he has no ears. Of the five senses which each of us have,
hearing, seeing, smelling, tasting and feeling, the oyster can only tell
of the presence of his enemy when he feels himself being dragged out of
his house, and being quickly swallowed by the fish. But his knowledge of
what is happening only comes when it is too late.
[Illustration: Fish Going to Eat the Oyster.]
Now, with the little crab, who also lives in the same neighborhood with
the oyster, it is quite different. The crab has eyes, and can see the
hungry fish that comes to eat him up. He has legs, with which to try and
run away; but the fish can swim so much faster than the little crab can
run that he is sure to be devoured before the race is half over. So what
do you think the little crab does? He crawls along quietly, and creeps
into the shell with the oyster, and the oyster and the crab enter into a
kind of partnership for mutual protection. After this, when the oyster
opens his shells, the little crab uses his eyes very diligently to look
around, and watch for the approach of any fish. As soon as he spies any
sly fish coming near, he pinches the oyster, and immediately the oyster
closes his shells very tightly, and the oyster and the crab are both
within, safely protected from the fish.
Now, boys and girls, we are something like the oyster. We are constantly
exposed to the danger of being destroyed by sin. We cannot see sin, we
cannot hear sin, we cannot perceive it by any of our senses. So God has
given us a conscience, which means "to know with God." When you are
tempted to do a sinful act, it is conscience that quickly whispers, "Now
that is wicked," "If you do that, God will be displeased."
Let me illustrate this thought. One real pleasant day, when the birds
are singing, and everything is attractive out of doors, Johnnie thinks
how hard it is to be studying his lessons in what he calls a prison of a
school-room. He knows that papa and mamma will not give him permission
to stay at home; so a little before nine o'clock, as he saunters towards
the school, Satan suggests to him to play "hookey," and when he comes to
the corner of the street, looking back to be sure that no one sees him,
he turns the corner to remain out of school, intending to come home at
the regular time for dinner and escape discovery. Just as soon as he
turns the corner, and even before that, conscience has seen the danger,
and whispers strong and clear, "Johnnie, this is wicked; you will surely
get into trouble, and you will make papa and mamma sad, and also
displease God." Now, if Johnnie does not turn right back when conscience
warns him, he is sure to go on without having any pleasure all that
forenoon, because his conscience continues to warn and reprove him.
[Illustration: "Willie is more frightened than the dog."]
Or suppose that Willie goes down the street and sees Mr. Brown's dog a
little ways off. He looks around quickly for a stone, and immediately
conscience says, "Now, Willie, don't hit the poor dog, for the stone
will cause him pain, just as it would if some one were to hit you with a
stone." But Willie does not listen to conscience. He throws the stone
with all his might. It strikes on the pavement, just by the side of the
dog, glances and breaks in many pieces the large plate glass in the
window of the drug store.
Willie is more frightened than the dog, and without a moment's
forethought he runs around the corner, to get out of sight. And after
concealing himself for a time in the alley, he steals quietly into the
house at the back door. How he dreads to meet his father and mother.
Every time the door bell rings he thinks surely that it is the druggist
or the policeman. Oh! how this sin pains him; just like the oyster would
be hurt if he does not heed the little crab, when he warns him that the
fish is coming to destroy him. If Willie had only listened to
conscience, what sin and trouble it would have saved him. So, boys and
girls, God has given each of us a conscience, and if we want to be saved
from sin and suffering, we should always be quick to obey our
conscience. Let each of us try and "keep a good conscience."
QUESTIONS.--Can the oyster see or hear? Can it
feel? What often destroys the oyster? What lives
down under the water near the oyster? Can the
little crab see? Can he get away from the fish?
How does he assist the oyster? How does he warn
the oyster of danger? Can boys or girls see sin?
What has God given each of us to warn us of danger
when sin is near? Does every boy and girl have a
conscience? Does conscience always give warning?
Do boys and girls always obey their conscience?
Should conscience always be obeyed? Will you
always try to obey conscience in the future? The
parent may ask additional questions or make
application in any other manner they deem best.
Next Sunday the sermon will be about the worm in
the apple. Let one of the children get a nice,
large, perfect apple, and also another apple which
has been dwarfed and deformed because of a worm
inside the apple. These will be the objects which
we shall use next Sunday.
THE WORM IN THE APPLE.
SIN IN THE HUMAN HEART.