The Bible Story
Chapter 63 : Geographical Setting "Teaching, like pictures, must have background and foreground

Geographical Setting

"Teaching, like pictures, must have background and foreground." The central group of characters in the lesson must have prominence, but their setting must be clearly defined, too, that the whole may be appreciated. By many pupils the Bible is regarded as a Book entirely apart from life. If asked to recall a well-known historical incident connected with Egypt or a.s.syria or Rome, a pupil does not naturally think of a Bible incident. A teacher may often open an entirely new field of thought for pupils by bringing the Holy Land down out of the skies and "placing it on the map."

In Part III of this volume are given a bird's-eye view of Palestine for general reference; questions on the well-known places in Bible lands and of especial interest because they refer to pictures which may be used in cla.s.s; and questions which locate the Bible characters in the land. For the latter section it is well to use a blackboard or sand map in cla.s.s to make plain the setting of each lesson. All of Part III furnishes helpful material for the teacher's study and presents interesting sidelights to give what has seemed a commonplace lesson new meaning and new interest.

The Question Method

To hold attention in cla.s.s the question method is best. It is most effective because in order to give the answers the pupil must think for himself.

Questions are so important that a wise teacher will always prepare them in advance. If put in order they will form an outline or plan to be followed in presenting the lesson.

At the end of Part II of this volume are one thousand questions on the Bible pa.s.sages listed according to names and periods for easy {164} reference. They are useful in many ways: As an outline for the teacher, as suggested above; as review questions when two cla.s.ses may unite for a contest; and as an incentive to the pupils to study the lesson. Give out a striking question on the coming lesson each week instead of the general request to "study the lesson."

Use of Pictures

In teaching little children pictures have long been considered invaluable, but their practical value in the more advanced departments is not so generally conceded. The adult mind, however, has not outgrown its love for the truths of life as expressed in pictorial form and the teacher of adult cla.s.ses who owns THE BIBLE STORY is fortunate indeed in having right at hand impressive ill.u.s.trations for a great many Bible lessons.

There is a threefold advantage in using these pictures:--

To Save Time--Pictures suggest ideas more forcibly than words. For example, much time would be wasted in trying to convey by words any idea of such a s.h.i.+p as Paul used in traveling to Rome, but the picture on page 464 L.J. is at once striking and accurate. The index of ill.u.s.trations in the back of the volume "Songs of the Ages" suggests the wealth of ill.u.s.trations in THE BIBLE STORY and indicates their location.

To Give Correct Impressions--For understanding Oriental conditions no agency is so helpful as pictures of Eastern customs and life. Many of these customs are referred to in Part 1 on page 19 of this volume, and much of the life of the Hebrews is brought out by the questions beginning at page 100, which refer, for their answers, to pictures.

To Inspire Beautiful Ideals--THE BIBLE STORY reproduces many beautiful pictures by artists who have thrown their religious conceptions into their work and thus infused it with the highest devotional spirit.

Holding these pictures before a cla.s.s will often create the atmosphere most desired for teaching the story depicted. For example, a conception of the spirit of the conversation between Jesus and the woman at Jacob's well may be obtained from Hofmann's beautiful picture (84 L.J.). Many others may be used to instill the greatest spiritual ideas.

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Illuminating Points

A careful study of Part IV of this volume will enable a teacher of adults to give from Bible characters and books many striking points appropriate to the lesson.

"Living with the Bible," beginning at page 42 of this volume, will suggest to the adult teacher many pa.s.sages to use in developing the different lessons.

"Jesus' Character-Building Stories," on page 32 of this volume, will give Jesus' teaching on the various subjects taken up in the lessons.

Part III of this volume will furnish the teacher of adults with the lesson setting, both by picture and by map.

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PART VI

p.r.o.nOUNCING DICTIONARY

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"The knowledge of words is a gate to scholars.h.i.+p."

--_Wilson_.

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KEY

Marked letters are p.r.o.nounced as in the following words. Vowels found in unaccented syllables are unmarked and are given the natural, or long, sound.

[Ill.u.s.tration: Eleven pages of word p.r.o.nunciation.]

[End of "HOW TO USE THE BIBLE STORY"]

[Start of "VOLUME ONE: THE GOLDEN BOOK"]

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THE BIBLE STORY

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[Ill.u.s.tration: Magi following the Star of Bethlehem.]

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THE BIBLE STORY

VOLUME ONE

THE GOLDEN BOOK

ARRANGED AND EDITED BY

REV. NEWTON MARSHALL HALL, D.D.

MINISTER OF THE NORTH CHURCH, SPRINGFIELD, Ma.s.sACHUSETTS

AND