3. Arrange and bound the lands by their continents. 1. African lands. Egypt, Libya, and Africa proper. 2. Asiatic lands. Palestine, Phœnicia, 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 Phœnicia; 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.