Season of 1884.

LESSON V.—BIBLE SECTION.

The World of The Bible.

By Rev. J. L. HURLBUT, D.D., and R. S. HOLMES, A.M.

Upon a map of the world mark out a section between 42° and 27° north latitude, and 54° and 12° east longitude (Greenwich). This will include a rectangle having the Black Sea on the north; the Caspian and Persian Gulf on the east, the Sinaitic peninsula on the south, and Rome on the west; a section of 1050 miles north and south, by 2400 east and west; an area of 2,520,000 square miles, about two-thirds the size of the United States. Within these limits were transacted all the events of Bible history. This area should be considered in connection with two maps, overlapping each other in the center, those of the Old Testament, and the New Testament world.

I. The Old Testament world will embrace the lands between 54° and 31° east longitude, or from the Nile to the Persian Gulf; and between 42° and 27° north latitude, or from the Black Sea to the Red Sea.

1. Observe the location of the following Seas, and draw such portions of them as are included in the map. 1. The Caspian, in the northeast corner. 2. The Persian Gulf, southeast corner. 3. The Red Sea, on the south. 4. The Mediterranean Sea, on the west. 5. The Black Sea on the north. 6. The Dead Sea, due north of the eastern arm of the Red Sea.

2. Locate the following Mountain Ranges: 1. Mount Ararat, the nucleus of the mountain system, situated between the Caspian, Black, and Mediterranean. 2. The Caspian range, branching from Ararat eastward, and following the border of the Caspian Sea. 3. Mount Zagras, running from Ararat southeasterly, toward the Persian Gulf. 4. Mount Lebanon, from Ararat southwesterly, toward the Red Sea. (Anti-Lebanon, the mountains of Palestine, Mount Seir and Mount Sinai, are all parts of this great range.) 5. Mount Taurus, from Ararat westward, following the northern shore of the Mediterranean.

3. Next draw the important Rivers, nearly all following the line of the mountain ranges. 1. The Araxes, from eastward into the Caspian Sea. 2. The Tigris, called in the Bible Hiddekel, from Ararat, following the Zagras Mountain, into the Persian Gulf. 3. The Euphrates, from Ararat westward to Mount Taurus, then southward, following the course of Lebanon, then southeasterly through the great plain, until it unites with the Tigris. 4. The Orontes, between two parallel chains of the Lebanon range northward into the Mediterranean. 5. The Jordan, between the same chains of Lebanon southward into the Dead Sea. 6. The Nile, in Africa, northward into the Mediterranean.

4. This world has its great Natural Divisions, somewhat like those of the United States. 1. The eastern slope, from Mount Zagras eastward to the great desert. 2. The central plain, between Zagras and Lebanon. 3. The Mediterranean Slope, between Lebanon and the great sea.

5. These natural divisions suggest the arrangement of the Lands. 1. Locate the lands of the eastern slope; Armenia, Media, Persia. 2. The lands of the central plain, as follows: Between Mount Zagras and the river Tigris. Assyria and Elam; between the Tigris and Euphrates. Mesopotamia and Chaldea; the great desert. Arabia; between the desert and Lebanon, Syria. 3. The lands of the Mediterranean; Egypt, the wilderness, Palestine, Phoenicia, Asia Minor, though the last does not appear in Old Testament history.

6. Locate the following cities, and name the Bible events associated with them. 1. Eden, the original home of the human race, probably at the junction of the Tigris and Euphrates. 2. Babylon, the capital of Chaldea, on the Euphrates. 3. Shushan, or Suza, the capital of Persia, and the place of Esther’s deliverance. 4. Nineveh, on the Tigris, the capital of Assyria. 5. Haran, in Mesopotamia, a home of Abraham. 6. Damascus, the capital of Syria. 7. Jerusalem, in Palestine. 8. Tyre, in Phoenicia. 9. Memphis, on the Nile, in Egypt.

II. The New Testament World. This extends from Asia Minor to Italy, and from the Black Sea to Mount Sinai, between the same parallels as the last map, and from 12° to 42° east longitude; and represents the lands of the eastern Mediterranean.

1. Upon this map locate five Seas. The Mediterranean; Dead Sea; Black Sea; Ægean Sea (between Asia Minor and Europe); Adriatic Sea, between Greece and Italy.

2. Locate also five Islands. Cyprus, in the northeastern corner of the Mediterranean; Crete, south of the Ægean; Patmos, in the Ægean; Sicily, southwest of Italy, and Melita, now Malta, south of Sicily.

3. Arrange and bound the lands by their continents. 1. African lands. Egypt, Libya, and Africa proper. 2. Asiatic lands. Palestine, Phoenicia, Syria, Asia Minor. 3. European lands. Macedonia, Greece, Illyricum, Italy.

4. Locate definitely the provinces of Asia Minor, which may be arranged thus: Three on the north, bordering on the Black Sea. Pontus, Paphlagonia, Bithynia; three on the west, bordering on the Ægean Sea. Mysia, Lydia, Caria; three on the south, bordering on the Mediterranean; Lycia, Pamphylia, Cilicia; four in the interior; north, Galatia; east, Cappadocia; south, Pisidia; west, Phrygia; central, Lycaonia.

5. Notice the location of several important Cities. Alexandria, in Egypt; Jerusalem, in Palestine; Damascus and Antioch, in Syria; Tyre, in Phoenicia; Tarsus, in Cilicia; Ephesus, in Lydia; Philippi and Thessalonica, in Macedonia; Athens and Corinth, in Greece; and Rome, in Italy.

6. Notice with regard to the New Testament world. 1. There were many lands, yet but one government, the Roman Empire. 2. There were many tongues, yet one language everywhere spoken, the Greek. 3. There were many races, but one people found everywhere, the Jews. 4. There were many religions, yet no deep-seated belief, and consequently, everywhere a hunger for the Gospel.

SUNDAY-SCHOOL SECTION.

LESSON IV.—THE TEACHER’S WEEK-DAY WORK.

I. Its Necessity.—The teacher’s purpose is the conversion and spiritual education of the scholar; a purpose too great to be compassed in the session of the Sunday-school. Consider the following facts:

1. The brief time which the Sunday-school affords; a half hour to the lesson; fifty-two half hours in a year; less than one school week of the secular school. What progress could be expected from a year’s study, in which the school time is only a week?

2. The difficult subjects of Sunday-school teaching; upon themes which are the loftiest contemplated by the human mind; worthy of the ablest intellects; yet to be simplified to the understanding of childhood and youth by the teacher.

3. The lack of preparation on the part of the pupil.—The teacher can not take for granted any study at home by the class, but must supplement their absolute neglect by his own increased diligence and skill.

4. The natural aversion of the scholar’s heart to the teacher’s efforts.—The pupil does not desire to be saved and to learn about salvation; all his unregenerate nature is hostile to the subject, and the teacher has dull hearts as well as unprepared minds to contend against.

5. The intervening time of a week between the sessions of the school is sufficient to efface even what impression is produced by the lesson.

With all these hindrances it is plain that the teacher who is to succeed, must supplement his Sunday with week-day work.

II. The next question is, What shall the week-day work of the teacher be? Our space forbids more than a mere outline.

1. A daily study by the teacher of teaching methods, in order to best employ the brief time at command for actual work. It is said Napoleon’s battles were fought in detail in his own mind before even the enemy were in sight, and his force, will and genius were sufficient to carry out the details. A study of the methods employed by the best secular teachers would furnish means for planning all the details of any Sunday half hour.

2. A daily study of the lesson itself.—The teacher’s preparation will occupy another lesson in this series; but when once that art has been learned, a part of the teacher’s week-day work should be to practice it daily.

3. A daily watching the methods of life of the class of society from which one’s pupils come.—If they are children or youth or adults, if from the lower, middle or higher walks of society, the teacher should know the influences which surround the life and the methods which govern it, in order to rightly fit the teaching to the life.

4. A sedulous scrutiny of the face of every child met in daily life.—Such care will prevent ever passing a scholar of the class without notice, and will reveal the workings of the child heart, and give an insight into child nature that will be of great value.

5. A careful listening to the conversation of children, and entering into conversation with them whenever practicable.

6. Earnestly seeking an interest in the things which are of interest to the pupil.—It will furnish a common ground of meeting in the class on Sunday. Community of interest will result.

7. Daily seeking contact with the pupil, either personal or by some means which will recall the teacher to the pupil’s mind.—If the teacher is daily present with the pupil there is hope that the teacher’s influence and teachings will be also.

8. Daily endeavoring by all means in the teacher’s power to render the pupil’s daily life pleasanter.

III. But how can all these things be accomplished?

1. By a regular attendance on the weekly teachers’ meeting. That is an essential part of a teacher’s week-day work.

2. By systematic visiting of pupils in their homes. This will insure an acquaintance which could in no other way be obtained.

3. By cultivating the reading habit in the pupil. How? By giving some good weekly paper or magazine which you have finished; by loaning good books; by interesting the family in such organizations as the Chautauqua Literary and Scientific Circle.

4. By inviting pupils to entertainments, to the teacher’s home in winter, and to the woods and fields in summer.

5. By establishing little class Normal classes, and teaching some of the many interesting things parallel to the general work of the Sunday-school.

This brief outline may serve as a nucleus for thought by the student, and may suggest a general plan, of which the details can be wrought out by the individual teacher.

LESSON V.—THE TEACHER’S PREPARATION.

I. The Necessity of Preparation.—All that was adduced in the last lesson to show the importance of the week-day work, might well be repeated as arguments for the preparation of the lesson.

1. It is necessary from the limitation of time.—The teacher must study his subject thoroughly, in order to employ to the utmost that precious half hour of the lesson.

2. It is necessary from the nature of the subjects.—No one should venture to instruct upon the all-important, the profound, the difficult themes of the Gospel, who has not given them special and intense thought.

3. It is necessary from the condition of the pupil.—Because the scholar is unprepared, careless, unthinking, the teacher must be alert, able, equipped. Any one can teach a genius, but it requires a genius to teach a dullard.

II. The general aims of preparation.—In the teacher’s study of the Scripture three aims should at all times be kept in view.

1. His first aim should be to interpret the meaning of the Word.—We should study, not to interject into the Scriptures our own views, or the doctrines of our school of thought, but to ascertain what God meant in the Book, to learn “the mind of the Spirit.”

2. His second aim should be to satisfy the needs of his own spiritual nature.—No man can feed others unless he has himself been fed. Let the teacher fill his own heart with the Word of life, and then he will be able to inspire his class with hunger for the truth.

3. His third aim should be to supply the needs of his class.—He is a teacher as well as a learner, and must ever study with the full knowledge of his scholar’s needs, seeking in the lesson for that which is especially fitted for them and can be adapted to them.

III. The Departments of Preparation.—(We condense here the outline of Dr. Vincent, in the “Chautauqua Normal Guide.”) There are five lines of investigation and preparation to be followed by the teacher; not necessarily in this order, but embodying these departments.

1. The Analysis of the Lesson-Text.—The teacher who seeks to know the contents of the lesson will find them under the following seven elements. 1. The time to which the lesson belongs, year, period, relation to last lesson, etc. 2. The places referred to in the lesson, or where its events occurred; their location, history, associations. 3. The persons, who they were; what is known of them; the characters displayed. 4. The facts or thoughts of the lesson; facts if historical; thoughts if ethical or doctrinal, as the Epistles. 5. The difficulties encountered in the explanation of the lesson, whether in its statements, or their relation to other parts of Scripture. 6. The doctrines or general principles taught. 7. The duties inculcated in the lesson or to be drawn from it.

2. The Collation of Parallel Passages.—Every text which will shed light upon a fact or a thought in the lesson should be searched. Spurgeon says: “The best commentary on a passage of Scripture is the spirit of God;” and that it reveals itself in the parallel passages.

3. The Exploration of the Lesson-Text, for its central topic; the underlying spiritual thought which runs through it and is to be presented from it.

4. The Adaptation of the Lesson to the Class.—This subject receives more full and suggestive treatment in Lesson vii. The teacher must prepare his lesson with the condition and characteristics of his pupils in his mind.

5. The Preparation of the Teaching Plan.—The teacher should know not only what he is to teach, but how he is to teach it; in what order of thought; with what opening sentences, illustrations, application, and closing utterances.

IV. Hints on Preparation.—1. Begin early in the week, as soon after the teaching of the last lesson as possible. 2. Read the lesson often; at least once each day, and thoughtfully. 3. Pray much over the lesson; for by communion with the Author of the Word we enter into knowledge of the Word. 4. Use all the helps accessible, in the line of commentaries, Bible dictionaries, etc. 5. Study independently, using the thoughts of others to quicken your own thought, and not in place of it. 6. Talk with others about the lesson, in the family, in the teachers’ meeting, and in social life. 7. Do not expect to use all your material. All the knowledge gained will add power to the teaching of that portion of the knowledge imparted.

The Art of Reading.—I used to believe a great deal more in opportunities and less in application than I do now. Time and health are needed, but with these there are always opportunities. Rich people have a fancy for spending money very uselessly on their culture because it seems to them more valuable when it has been costly; but the truth is, that by the blessing of good and cheap literature, intellectual light has become almost as accessible as daylight. I have a rich friend who travels more, and buys more costly things than I do, but he does not really learn more or advance farther in the twelvemonth. If my days are fully occupied, what has he to set against them? only other well occupied days, no more. If he is getting benefit at St. Petersburg he is missing the benefit I am getting round my house and in it. The sum of the year’s benefit seems to be surprisingly alike in both cases. So if you are reading a piece of thoroughly good literature, Baron Rothschild may possibly be as well occupied as you—he is certainly not better occupied. When I open a noble volume I say to myself, “now the only Croesus that I envy is he who is reading a better book than this.”—Philip G. Hamerton.