The Book
Although the numbered lessons begin with the story of Adam on page [14], there are two chapters which may be used as preliminary material, if the leader chooses. One of these is "How the Bible Came to Us," by Professor Price, on page [123]. There are fifteen numbered paragraphs in this chapter; if there are at least fifteen members in the class, a profitable hour could be spent by assigning a paragraph to a member, several days ahead, with the understanding that each one was to read the entire chapter, but to be specially prepared in his assigned paragraph. At the time of the lesson hour pencil and paper could be supplied to each member of the class. Then beginning with paragraph 1, all books closed, the assigned member could state from memory the contents of the paragraph, while all the others silently write down wrong statements or omissions—these to be brought out later.
The chapter on the Bible, page [11], should also precede the numbered lessons. The chart given is easily remembered and each member might reproduce this chart from memory and tell something of each of the several periods enumerated.
The Lessons on the Book.—It will be seen that each lesson is composed of several parts: (a) The historical outline, which is placed first; (b) the geographical work, in a statement of places and an outline map; (c) a paragraph designated "Significance of Events"; (d) the story of the period briefly retold in simple language. Note the following suggestions:
(a) The Historical Outline.—These outlines, taken altogether, constitute a complete statement of the essentials of Bible history. They are the framework upon which may be built as elaborate a Bible story as one may wish. The outlines may well be used for memory work and in question drills and reviews.
(b) The Geographical Work.—In most of the chapters the maps are so simply drawn that they may be used for geography drill, each student being asked to draw (without tracing) the simple map connected with the lesson, and locate the places mentioned.
(c) Significance of Events.—These paragraphs, taken together, form a concise story of the progress of redemption and revelation, and state the spiritual teaching of each period. The essentials of these statements may be memorized, but students should be required to express the thought in their own language.
(d) The Retold Bible Story.—Emphasis upon the memorizing of the other three parts of the lesson should not prove an excuse for passing by the Bible narrative here given. Without this the other work may prove dry and uninteresting—a task. The student who reads and rereads the narrative with care will find his memory work in the other portions invested with a vitality that will otherwise be missing. The narrative section will furnish abundant material for brief debates, informal discussions, assigned papers on special topics, and many other helpful methods. Bible study of historical facts in rigid outline may be made as dry as dust. Bible study aglow with human interest and enthusiastically pursued by diversified methods may be made the most interesting study that can be undertaken.
Using the Blackboard.—The blackboard may be used with great profit as an aid in reviewing a lesson, either at the close of a teaching period, at the beginning of a period following a lesson assigned for home study, or at intervals in the course after covering several lessons. No special blackboard outlines are offered in this book; it is urged that each leader shall construct his own blackboard review from the historical outlines at the beginning of each lesson on the Bible. Such a blackboard review should be accompanied by questions and answers. Here is an illustration of the blackboard use of the outlines of [Lesson 1, The Book, page 14], after the entire lesson has been carefully studied and with all books closed.
Leader.—What are the great divisions of the Bible?
Answer.—Old Testament and New Testament.
(Here may follow a drill on the Books of the Old Testament in their order.)
Leader.—We will begin with the study of The Old Testament Division (write).
Leader.—How may this be divided?
Answer.—Into a prelude and five periods.
Leader.—What does the prelude tell about? (Write Prelude.)
Answer.—Story of creation (write).
Leader.—Where do we read about it?
Answer.—Genesis 1, 2 (write).
Leader.—Where do all things have their origin?
Answer.—In God.
Leader.—What does the first period tell about? (Write First Period.)
Answer.—The creation of Adam (write).
Leader.—What "beginnings" do we see in this period?
Answer.—The beginning of the human race, sin, and redemption (write).
Leader.—Where is this told about?
Answer.—Genesis 3 (write).
Leader.—Who is the leading person of the second period? (Write Second Period.)
Answer.—Noah (write).
Leader.—What event is chronicled in connection with Noah?
Answer.—The flood (write).
Leader.—What great structure was built in this period?
Answer.—The tower of Babel (write).
Leader.—What punishment came to the people for building this tower?
Answer.—Confusion of tongues (write)
Leader.—Where do we read about this period?
This method may be followed in the case of each of the Bible lessons. The blackboard outline for the entire first lesson would appear about as follows, after being built up step by step: