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 God'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 classes.

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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 illustration and example. As an educative force, emulation far surpasses 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 establishing 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 relationship between the Jews and surrounding nations.

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 Assyria 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 class; 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 class 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 class 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 passages 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 classes 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 classes who owns THE BIBLE STORY is fortunate indeed in having right at hand impressive illustrations 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 ship as Paul used in traveling to Rome, but the picture on page [464 L.J.] is at once striking and accurate. The [index of illustrations] in the back of the volume "Songs of the Ages" suggests the wealth of illustrations 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 class 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 passages 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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