Season of 1884.

LESSON II.—BIBLE SECTION.
The Bible from God Through Man.

By J. L. HURLBUT, D.D.

The Sunday-school teacher in his work uses one book, and one only. To that one book he appeals as an authority; the doctrines contained in that book he asserts as truth; the moral system of that book he insists upon as the standard for man’s obedience. It is therefore necessary to know concerning the Bible:

I. The claims of the Bible believer.

II. The evidences supporting those claims.

I. There are four claims made on behalf of the Bible by those who believe in it.

1. Its Genuineness. By this we mean that we possess the book substantially as it was written. Not that we have an absolutely perfect text, or that the translations represent precisely the original, or that we know just when or by whom all the books were written, but that the work has come into our possession without serious mutilation or interpolation. We can accept it as the Bible.

2. Its Authenticity. By this we mean that the book contains the truth. Its records are trustworthy history; its reports of discourses or parables or conversations give the substance of their thoughts; its statements upon every subject can be depended upon as honest and truthful.

3. Its Inspiration. By this we mean simply that this book came from God. “Divine inspiration we understand to be an extraordinary divine agency upon teachers while giving instruction, whether oral or written, by which they were taught what and how they should write or speak.” (Dr. Knapp, quoted by McClintock and Strong.)

4. Its Authority. By this we mean that the Bible contains God’s law, and was given to us as the standard in life. It contains “the only rule, and the sufficient rule, for our faith and practice.” No doctrine is to be accepted unless it is in accordance with the teachings of the Bible, and no law is binding which conflicts with the higher law of the Scriptures.

II. The Evidences Supporting these Claims. It is not necessary to present the proofs of each claim apart from the others. Those attesting the genuineness of the Bible will be given with Lesson iv, “The Canon of Scripture;” but the other claims are so linked together that the proofs of one are the proofs of all. If the Bible can be proven true, its truth is of such a nature as to show a divine original; and if it proceeds from God, it comes as God’s law. Hence we present together the Ten Evidences of its Authenticity, Inspiration and Authority.

1. Its Adaptation to Human Need. (1) We start with the proposition that there is a God; a person who governs the universe; not a mere personification of law or force, but a spiritual existence. (2) God has a Law. If God has no law for man, then for man there is practically no God. (3) We have a right to know that law. What would be thought of a law-maker with absolute power, who concealed his decrees, yet expected his subjects to obey them, and punished them for disobedience? (4) We find just such a law as we need in the Bible, and we find it nowhere else, for it is not stamped into our consciousness, nor is it written in nature. (5) We conclude then that the Bible contains the Divine Revelation.

2. Its General Acceptance. The common consent of intelligent society has accredited this book as authentic and divine. (1) We find an early acceptance among those best acquainted with its facts, and nearest to them; the Old Testament regarded as divine among the Jews; the New Testament among the Christians. (2) We find a continuous acceptance through all the centuries since; at no time the chain of belief being broken. (3) We find a present acceptance now; in this age of searching investigation, when nothing is accepted on ground of tradition only, the Bible has more readers, more students, more believers in the intelligent classes than at any previous period of its history.

3. Its Characteristics. The Bible contains four traits which, taken together, distinguish it from all other books. (1) Its Variety. Written at intervals through 1,600 years, by more than thirty authors, in different lands and different languages, it contains history, poetry, genealogy, biography, ethics, epistles, doctrine, and many other classes of composition. (2) Its Harmony. Underneath its variety of the surface there is a harmony, so that its statements and its principles are nowhere discordant. Contrast with this the discords of scientists. Could we place on one shelf sixty-six books on astronomy, written during sixteen centuries, by thirty writers, and find them harmonious? (3) Its Unity. Amid all the different subjects of the Bible there is one unifying purpose. It presents as its theme Redemption, and every chapter in every book falls into line in relation to that central thought. (4) Its Progressiveness. There is a steady development of truth in Scripture, a growing light through its centuries. We see the revelation beginning with Adam, taking a step upward with Noah, another with Abraham, again with Jacob, and so mounting higher in turn with Moses, Samuel, David, Isaiah, Malachi, Peter and Paul, each on a loftier platform of spiritual knowledge than the age before him, until John crowns the pyramid of truth in his gospel and the Apocalypse. Not all the earth can show another book besides the Bible with all these four traits, which show the work divine.

4. The Harmony of its Relations. The statements of the Bible come into relation with facts ascertained in various departments of knowledge; yet in none of these do we find contradiction, in all an ever increasing harmony as our knowledge grows. (1) With Localities. The Bible names more than two thousand places in the ancient world; lands, rivers, seas, mountains, towns, villages, brooks, etc., yet not a single locality has been placed wrongly by the Scripture. (2) With Existing Institutions. We find in the world such bodies of people as the Jews, the Samaritans, the Christian church; such services as the passover, baptism, the Lord’s Supper, etc. Take away the Bible and none of these can be accounted for; open the Bible, their origin is plain. (3) With Historical Monuments. During the present century thousands of ancient inscriptions have been brought forth and deciphered, and the history of great empires has been written, bearing close relation to the history of the Bible. But not a line of the Bible annals has been discredited by these explorations, and many Bible statements have been placed in clearer light. (4) With Science. Though “the conflict of science and the Bible” has been often referred to, yet the testimony of the best scientists is that the opening chapters of Genesis are in substantial and growing accord with geology; that the tenth chapter of Genesis tallies with the latest conclusions of comparative philology; and that modern astronomy furnishes the best illustrations of the attributes of God as revealed in Scripture.

5. The Fulfillment of its Prophecies.—It is very evident that no man, unaided by Divine wisdom, can know the future and make prediction of coming events. Yet there is a book containing many prophecies, which have been fulfilled to the letter. (1) There are predictions concerning places, as Babylon, Nineveh, Jerusalem, Tyre, Egypt, all differing in their statements, yet all brought to pass. (2) There is a series of predictions concerning Christ, beginning in Eden and extending through the Old Testament, growing in definiteness as the hour of fulfillment drew near, and all accomplished. Thus the New Testament and the Old mutually prove each other.

6. The Person of Christ.—We find in the gospels four accounts, by different writers, of one Person. They tell us that he was at once God and man; that he grew up in a country village, yet surpassed all the wisdom of the philosophers; that he could create food, yet suffered hunger; that he could raise the dead, yet submitted to be tortured and crucified; that he was free from worldly ambition, yet became the founder of the greatest kingdom earth has seen. The life, the character, the personality, is so unique and original that no one could have invented it. Hence the writers of the gospels must have drawn their sketch from the life.

7. The Candor of its Writers.—The authors of these documents write like honest men, telling their story plainly, without partisan bias. They relate the sins of their heroes, Abraham’s deception, Jacob’s double-dealing, Moses’ anger, David’s crime, Peter’s denial, Paul’s quarrel with Barnabas. Their tone of sincerity shows the truthfulness of the narration.

8. The Elevation of its Teachings.—Here is a book, written in an age when even the most cultured nations worshiped idols and held the grossest conceptions of God, with correspondingly low ideals of morals for men. Yet in such ages, the Bible presents a view of God to which the world has been slowly broadening its vision; and a standard of character which rises far above that of Plato, Cicero, or Confucius, and is now adopted as the ideal manhood by ethical philosophers. Whence, but from a divine source, came those lofty teachings of the Scriptures?

9. Its Influence Upon the World.—What the Bible has done shows the hiding of its power. (1) See its effects upon nations. The lands where it is honored, America, England, North Germany, are the three lands of most advanced civilization and largest hope for the race. The lands where it is forbidden, as Spain, or where it is unknown, as China, are those whose condition is most hopeless. (2) See its effects upon individuals. The people who study the Bible are not the drunkards, thieves, criminal classes. Those who have the word in their minds and hearts become purer, better, higher than others. It transforms men from sinners to saints, and its influence makes earth a picture of heaven. No false book, no deceiving book could thus make the world better.

10. Its Self Convincing Power in Experience.—There is in the consciousness of man a conviction that the religion of the Bible rests upon a sound foundation. And he who puts the Bible to the test in his own experience, who lives its life, and follows its law, and enjoys its communings, finds an assurance to the satisfaction of his spiritual nature, that this book contains God’s message to his soul. Every Christian’s experience is, therefore, a testimony to the truth and the inspiration of Scripture.

[To those who wish to pursue this subject further we recommend the following works: “Credo,” by L. T. Townsend; “The Logic of Christian Evidences,” by Dr. Wright; Chautauqua Text Book No. 18; “Christian Evidences,” by Dr. Vincent; “The Christ of History,” by Principal Young; “Historical Illustrations of the Old Testament,” by Rawlinson & Hackett; “The Story of Creation,” by Dr. Campbell; and “Farmer Tompkins and His Bibles,” by W. J. Beecher, D.D.]

CHAUTAUQUA NORMAL CLASS—S. S. SECTION.

LESSON II.—THE SUPERINTENDENT: HIS QUALIFICATIONS, DUTIES AND RESPONSIBILITY.

By R. A. HOLMES, A.M.

In Lesson I we considered the place, purpose and prerogatives of the Sunday-school. That it may keep to its place, accomplish its purpose, and enjoy its prerogatives, efficient organization is necessary. By universal consent the chief officer of such organization is called “The Superintendent.” Experience has proved that the character of the school and its success or failure, as measured by the standards already given, depend very largely upon the character of the superintendent and his understanding of his work. This lesson will content itself with answering briefly three questions:

I. What are the Qualifications of the Model Superintendent?—The purpose of the school is the conversion and spiritual education of those who are under its influence. This, therefore, must be the purpose of the superintendent. As one can not teach what he does not know, so he can not accomplish a purpose unless he knows practically the steps which lead to its accomplishment. The superintendent therefore must be (a) both converted and spiritually educated. Conversion implies oneness with Christ in will and desire. Christ’s will is the conversion of the world. To effect it he instituted the church on earth. The superintendent must therefore be (b) a member of the church, and a firm believer in it and its power.

The church in its endeavor to accomplish its holy mission has instituted the Sunday-school. Its special function is the teaching of the word. Its great need is and has been competent teachers. Their appointment and continuance in office rests with the superintendent. The superintendent should therefore be (c) a good judge of human nature; (d) a person of approved teaching ability.

The school in active operation uses as its only text-book the Holy Scriptures. The text-book is a difficult one. It deals with the deepest problems of spiritual life and death. It is the offspring of a remote day, and is filled with allusions to a state of society and social customs entirely foreign to anything with which we are familiar. A trained teacher in secular education with no knowledge of this book may make utter failure as a teacher of it. A knowledge of it in its entirety is absolutely essential to the teacher in the Sunday-school. The superintendent must therefore be (e) a thorough and intelligent scholar in Bible lore.

The membership of the Sunday-school, aside from teachers and officers, is largely composed of children and youth. By nature humanity tires of monotony. Children are more restive under monotonous routine than those who have won self-control by culture. To keep in the school its children and youth, to keep them interested in its purposes while in the school, and to hold them untiringly to the true work of the school, needs fertility of brain to give proper variety to the conduct of the school, intelligence to discern the effects of all measures that are adopted, tact to change and adapt to the ever varying conditions of school life, and common sense to direct and govern the whole. The superintendent must therefore be (f) a person fertile in expedients and (g) a person of intelligence, tact and common sense.

But often in the conduct of the school infelicities occur. The different parts do not move in harmony with each other. Cases of variance between pupils and teachers arise. Often times the school suffers from financial lack. The chief officer of the school is the one to whom all such matters come for final adjudication. The superintendent therefore must be (h) a person of good executive ability, that with firm, strong hand he may hold each part of the system of which he is the center revolving in its own orbit, never flagging, never tiring, never ceasing to do its own part in the work, never clashing with any other. Such are some of the principal qualifications of the superintendent.

II. What should be his personal character?—In general, all that is suggested in the foregoing outline as to qualifications. But our requirements must not end there. A man may be a so-called Christian and yet be far from possessing the character which is an essential to the Sunday-school superintendent. He may be a church member, and be even less than a so-called Christian. He may be a good judge of human nature, and yet himself a poor illustration of it. He may be possessed of fine teaching power, and yet misuse it. He may know the Bible as well as Erasmus, and yet be like Erasmus, the subject of Luther’s keen reproach of being everything in word, and nothing in deed. He may be all we have described, and yet lack in character.

The superintendent therefore should be pious, “having reverence for God, and for religious duties.” He should be devout, that is, should carry into daily life the active expression of his piety. This would forbid sudden anger, inconsiderate levity, trifling with Scriptures, by thoughtless quotations, and all outward conduct that does not comport with true consecration. He should be honest, truthful in word and act, humble, loyal, and scrupulously observant of the Sabbath.

His constant motto should be as he daily studies to build character in himself and others, “Study to show thyself approved unto God, a workman that needeth not to be ashamed.” Let the student make for himself an outline of what the superintendent should be in character.

III. What are his duties?—They are four fold. (1) To his church. (2) To his pastor. (3) To his teachers. (4) To his pupils.

His duties to his church are plain.

1. He should attend the regular services of the church regularly.—This can admit of no negative. He should do it for its effect on himself. He should do it as an encouragement to his teachers. He should do it as an example to his pupils.

2. He should impress habitual church going as a duty upon his teachers and pupils from the desk in the Sunday-school room, and should use all means to effect the object.

3. He should contribute regularly and uniformly to all the benevolent objects which the church presents as worthy of Christian liberality. The reasons for this are too plain to need mention.

4. He should urge to the same duty the teachers and pupils of the school, that they may each do their part, no matter how small, in the work of Christian benevolence.

5. He should contribute of his means as God prompts him to the support of his church, and not measure himself by the standard of proportionate values. He should also teach the same duty in his school.

6. He should be loyal to his own particular church; should know its particular beliefs; should pray for its particular welfare; and fearlessly do whatever lies in his power to promote its purity and peace.

II. His duties to his pastor.

1. Is that of CoÖperation. The pastor and superintendent should know each other’s plans and purposes thoroughly. The pastor should always be able to feel that in his superintendent he has one upon whom he can depend, who will aid him in his work; share with him a certain portion of the duties devolved upon him, and in all possible ways be like Aaron and Hur, hand upholders in the fight against Amalek.

2. That of Allegiance. The pastor is the one man of all the church upon whom all eyes are fixed. Among his multitude of acts, some will be misunderstood. Among the multitude of tongues some will be captious and critical. A spark may kindle a conflagration. The superintendent owes it to church and pastor to be loyal to his pastor and render him the knightly service which the king could expect from the lord. He should also teach the same duty to teachers and pupils in the school.

3. He should be his Pastor’s Index Rerum; not his mentor, but his reference, to which he can turn for information concerning affairs in that portion of the church represented by the school. Sick children to be visited, poverty to be helped with true charity, anxious souls looking for the Savior, these and many similar are within the superintendent’s knowledge oft times, when unknown to the pastor. To bring them to the pastor’s knowledge is an evident duty.

4. That of Harmony. The pastor and superintendent should agree. The school should have no plans or methods contrary to the pastor’s desires. Church and school should walk the same path, and in it go hand in hand.

III. His duties to his Teachers. While these are many we mention but five, and these without discussion, leaving the student to fill up the outlines.

1st. Supervision of Work. 2d. Personal and close Acquaintance. 3d. Frequent Visiting. 4th. Individual CoÖperation. 5th. A Weekly Teacher’s Meeting.

IV. What are his duties to his Pupils?

1st. To know each one personally. It is the measure of the superintendent’s power. 2d. To visit them at their homes, or to insure a visit by their teachers. It is his chief means of knowledge concerning them. 3d. To review their knowledge of the lesson regularly, from week to week, and at the quarter’s end to conduct a thorough and systematic review of the quarter’s teaching. 4th. To urge them to all of the various duties which are required of one in the Christian life. 5th. To aid their home training, or supplement it, in providing suitable methods for using their spare time. 6th. To set before them the constant example of a pure and holy life.