The Bible in lesson and story

Front matter

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MPS

: : ROWN

Preface

A wise man has said, " Give me the first ten years of a child's life, and I care not who has the training of the rest of his life." We may not go so far as to be regardless of the later training, but it is undeniable that what is learned during the years of early childhood gains such a hold upon a child's nature that it cannot be easily obliterated. It is also true that this is the time when right impressions are the most easily produced. This is the golden opportunity for telling the Bible stories. It is a much more important time for impressing the truth that lies back of the story. Too often is the Bible story told in such a way as to give only individual facts to the child rather than to teach the valuable lesson that underlies the tale. In this book the author has endeavored to keep in mind the underlying truth at all points, and to present the lessons in such a manner that the child shall receive the truth, and that it shall delight rather than repel him. Impressed with the necessity of such lessons for her own use with children, the author prepared and used them herself, and now gives them to the public in the hope that others will find them of service.

All children love the story, and the story is one of the most effective means of leading the child in the right way. Children with bright, active minds often object to the "goody-goody" story, or to the constant use of stories with the moral in plain sight. Great pains have been taken to give such stories as

8 PREFACE.

shall point the truth of the lesson without offending the child's rights or wounding his natural dignity.

If we would remember that "the Spirit of God moves upon the child's spirit as the ocean sways the seaweed," then we should bend all our energies to bring to the child all the beautiful waves that God has set in motion, and not stand aside and let God's Spirit work alone ; much less should we hinder the work. We watch the wave as it lightly moves the seaweed ; but we never know where or how far it reaches, or how many other pieces of seaweed it gently sways as it flows on throughout time. We can give to the child some little idea of one of God's wonderful truths, but we cannot follow it through the child's life or know how many other lives it may touch.

If the children can be made to feel something of " God's wonderful power," to know him as God, then a long step has been taken toward reverence, toward love to God, toward right living in general. Miss Wiltse says : " The child sees men and women, fathers, mothers, and children, in the stars ; . . . love is the element in which the stars exist. Mother love leads to God love, and the child climbs from his mother's arms beyond the stars, finally reaching the abstract knowledge that only that which is a reflection of God will abide eternally, and that which reflects spirit is spirit. There is a significance in the child's desire to reach the stars which we would better gravely consider than laugh at, either thoughtlessly or contemptuously. The soul that holds its aspirations in spite of all temporary and temporal hindrances will as assuredly find its way back to God as the stars move in their appointed ways. Shall we not rather help than hinder the child's aspirations ? "

Jesus Christ said, "The sabbath was made for

PREFACE. 9

man, and not man for the sabbath." Is it not equally true that the Bible was made for man, and not man for the Bible ? Then let us select for the children such lessons and stories as shall be of the most benefit to them. Let us omit all tales of bloodshed and horror, all stories of sin, as far as possible ; and let us give the children the bright and beautiful which lead to right and noble thoughts and living. Let us fill the children's minds so full of the good and true that there shall be no room for wickedness.

Grateful recognition is made of valuable help received from Mr. and Mrs. Arthur May Mowry, and Miss Margaret McCloskey, who have read the manuscript and offered excellent suggestions. Thanks are also due to the following for their kind permission to use their stories : Elizabeth E. Foulke, and Silver, Burdett & Co., author and publishers of " Twilight Stories"; Harriet A. Cheever, and the Congregational Sunday-School and Publishing Society, author and publishers of " Little Jolliby's Christmas " and "The Fairies of Fern Dingle"; and W. A. Wilde & Co.

SUGGESTIONS.

These lessons and stories are equally well adapted for use in the home, where the mother gives them to the children ; and in Sunday schools and young people's societies, where the teacher presents the lesson to a class. It is hoped that mothers as well as superintendents will appreciate the suggestions for occupations in connection with the lessons. The author has tried to give directions that shall be plain enough to be easily followed, but the mother or the teacher may often prefer to change the occupation to suit her individual children or her resources. In each lesson the occupation is intended for the children ; that is, it is intended that the children shall do the work under the guidance of teacher or mother. For instance, in the lesson on Isaac, let the children build the well. Give each child a block, and direct him where to place it. When the well is built, and the children understand how the water was drawn, let one of the children move up to the well whatever is to be used to represent Abraham's servant ; then another child should move toward the well from the other direction whatever represents Rebekah. As to the elaborateness of the figures used to represent persons and different objects, it will depend upon the teacher's resources. Real figures of men can be employed, but children will be just as much interested by the use of a stick of wood with a base to enable it to stand ; their imagination will do the rest. The servant can have a camel upon which he is supposed to be riding, or the children can imagine the camel.

12 SUGGESTIONS.

There is nothing arbitrary about the use of these objects. The author has given the occupations as suggestions, and has left to the teacher the selection of material. If the lessons are to be used where the occupations are not desired, these can be omitted, as the lessons and stories are complete without them.

It is hoped that the teachers will study the lessons so carefully that they will not only get the thought in mind, but will also acquire something of the childlike style of telling the story, because it is important to make the lesson simple and interesting to the children. Many teachers think the best method is to tell the lesson story first in its fulness, and then go over it again as the children use the objects of the occupation. In this way the children give their whole attention to the telling of the lesson the first time, and are quite inclined to be attentive, as they know that the occupations will follow immediately. This gives the teacher an opportunity to review the various points during the occupation.

The first eight lessons, which relate to the creation, teach God's wonderful power. The stories connected with these lessons illustrate separate truths, as given in the following list. The last thirty-two truths are found in both lesson and story.

TRUTHS.

1. God has wonderful power.

2. God shapes our lives.

3. God is always giving.

4. God's plan is best.

5. Unselfishness brings joy.

6. We cannot know what is best for ourselves.

7. We should be kind to animals.

8. Right living brings happiness.

9. A contented disposition is a blessing.

SUGGESTIONS. 1 3

10. We should reverence God's law.

ii. Sin brings unhappiness.

12. Work is a gift from God.

13. Trifles make perfection.

14. God keeps his promises.

15. God gives new life.

16. We all influence others.

1 7. Love is a great power.

1 8. Giving is a pleasure.

19. Brotherly love permits no wrong thoughts.

20. God overrules for our good.

21. Sin leaves a scar.

22. We should give implicit obedience.

23. Laws are necessary.

24. We should have love for God and man.

25. We should reverence God's house.

26. We should show our thankfulness.

27. We should be God's soldiers.

28. We should choose right companions.

29. God answers prayer.

30. We should use our gifts for others.

31. Brotherly love is kind.

32. God is our Shepherd.

33. We should give our best for God.

34. God knows our thoughts.

35. God will provide.

36. We should remember mother's teaching.

37. We should never taste liquor.

38. Christ is needed.

39. Christ is promised.

40. The Christ-child fulfils the promise.

John

Story — The New Song

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