The Bible Story
Chapter 62 : --_John Davidson, Mammon and His Message_.Yoke of Bondage. 507 H. T."Judah was a c

--_John Davidson, Mammon and His Message_.

Yoke of Bondage. 507 H. T.

"Judah was a captive by the waters of Babylon and the sons of Jacob were in bondage to our kings . . . from the remnant that dwells in Judea under the yoke of Rome neither star nor sceptre shall arise."

--_Henry Van d.y.k.e, The Other Wise Man_.

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Zeal That Consumes. 151 S.A.

"The zeal for truth and righteousness and goodness anywhere, in politics, or in literature, or in education, does not seize hold of men with the vigor which may be described, in the Bible phrase, as a zeal that eats one up."

--_Samuel Valentine Cole_.

Zion 470 H.T.

"Why should we fly? Nay, why not rather stay And rear again our Zion's crumbled walls."

--_Lowell, A Glance behind the Curtain_.

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PART V

THE BIBLE AND THE TEACHER

_For the Bible School Teacher_

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"Talk about the questions of the time: There is but one question:--How to bring the truths of G.o.d's Word into vital contact with the minds and hearts of all cla.s.ses of the people."

--_William E. Gladstone_.

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THE BIBLE AND THE TEACHER

FOR THE BIBLE SCHOOL TEACHER

The two greatest needs of the Bible School teacher are thorough preparation of the lesson, and enthusiasm in presenting it. These needs are effectively and abundantly met in THE BIBLE STORY. This volume is so arranged that the teacher in any department may find what is best adapted to a particular age. The following definite suggestions as to how THE BIBLE STORY may be used in the Bible School will be found interesting and helpful for teachers in the accomplishment of their great aims of imparting knowledge, developing character, and leading the pupil on to service.

1. In the Primary Department:--

Supplementary Work

Many primary teachers use a few minutes of the Bible School hour for supplementary work, in which they follow any desired line of teaching regardless of the prescribed lesson. For this supplementary work the following suggestions in this volume may be used:--

Memorizing Bible Verses, page 15.

Teaching G.o.d's Relation to the World, page 16.

Understanding Life in Bible Times, page 19.

Story Telling

"Of all the things that a teacher should know how to do," says a great educator, "the most important, without any exception, is telling a story." The most beautiful Bible stories, especially suited to little children, are listed on pages 17, 18, and 19 of this volume, and teachers will find those referring to "The Golden Book" (G.B.) very attractively told for children. The stories are graded from the very simple to the more difficult and so may be adapted to the different cla.s.ses.

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The Art of Questioning

Questioning is an art only when it stirs the imagination and leads to thinking. The true teacher can always stimulate interest by his wise questions. The questions at the end of Part I of this volume are designed for use as a review of the lessons given from "The Golden Book."

Memory Gems

"The Golden Book" is especially rich in children's poems, carrying practical, helpful thoughts. Verses and couplets from these make beautiful Memory Gems.

2. In the Junior, Intermediate, and Senior Departments:--

Indirect Precept

The central teaching of a lesson, whether it be generosity, charity, forgiveness, or some other virtue, is brought home most effectively by ill.u.s.tration and example. As an educative force, emulation far surpa.s.ses exhortation.

From Foundation Stones, page 33 of this volume, may be selected the stories of all those men and women of the Bible who wrought out in their lives whatever quality of character may be central in the lesson. Here also such words of Jesus, of the prophets, or of the Psalms as emphasize and enforce the teaching, are grouped and may readily be found.

Historical Connections

A great deal of Bible School teaching touches only the mountain peaks of history without traversing the connecting valleys. Study of lesson after lesson with no attention to their connections leaves but a series of detached thoughts.

Often lessons, which have become an old story to boys and girls, become interesting and fascinating when linked up with the history of the world in Bible times, or when the Bible events themselves are joined in connected narrative.

THE BIBLE STORY presents an unusual opportunity to a teacher for establis.h.i.+ng these connections.

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(A) The Table of Contents of "Hero Tales" suggests the chronology of Hebrew history as far as the minor kings.

(B) The chart on page 236 T.J. links up the minor kings with the prophets in point of time.

(C) The life of Jesus may be traced out chronologically from the sequence of places given on pages 109 and 110 of this volume.

(D) The questions on The World in Bible Times beginning at page 38 of this volume will increase interest in Hebrew history itself by showing the relations.h.i.+p between the Jews and surrounding nations.