Div isioTi / The University of Chicago Publications IN Religious Education Edited by SHAILER MATHEWS THEODORE G. SCARES W. W. CHARTERS CONSTRUCTIVE STUDIES HEROES OF ISRAEL THE UNIVERSITY OF CHICAGO PRESS CHICAGO, ILLINOIS THE BAKER & TAYLOR COMPANY NEW YORK THE MACMILLAN COMPANY OF CANADA, LIMITED TORONTO THE CAMBRIDGE UNIVERSITY PRESS LONDON THE MARUZEN-KABUSHIKI-KAISHA TOKYO, OSAKA, KYOTO, FUKUOKA, SENDAI THE MISSION BOOK COMPANV SHANGHAI '^ / HEROES OF ISRAEL A TEACHER'S MANUAL TO BE USED IN CONNECTION WITH THE STUDENT'S TEXTBOOK By ,/ Theodore Gerald Scares Professor of Homiletics md Religious Education in the University of Chicago THE UNIVERSITY OF CHICAGO PRESS CHICAGO, ILLINOIS Copyright igio By The Untvebsity of Chicago All Rights Reserved Published December igio Second Impression October 1913 Third Impression December 1920 Fourth Impression October 1923 Fifth Impression November 1926 Composed and Printed By The University of Chicago Press Chicago, Illinois, U.S.A. PREFACE This manual for teachers is designed to be used in connection with the student's textbook. The latter contains the stories of the heroes arranged from the British revision, with explanatory notes and questions, and with an opportunity for ex- pressive work in a written review. It is the pur- pose of the manual to indicate to the teacher how the students may be guided in their work, and how the class hour may be made interesting and profitable. The manual has designedly been prepared for teachers of very slight experience. The attempt has been made to suggest step by step the move- ment to be followed in the preparation and teach- ing of each lesson. The object that has been kept in view has been to make it possible for a person with no pedagogic training to teach the stories of the heroes effectively. At the same time the needs of the more experienced teachers have not been overlooked, and it is hoped that such, while using the book with freedom, may yet find suggestions and illuminative material that will be helpful in their own preparation and conduct of the lesson. In- deed, it is desirable even for the less mature teach- ers that suggestions of method may not always be slavishly adopted, but may often stimulate in- vention and initiative. This may especially be VIU PREFACE possible in teaching the course the second and sub- sequent times. The Explanatory Notes in this book might easily have been extended to cover many interest- ing historical points. It is to be remembered how- ever that we are concerned with biographical and not with historical studies. The notes have there- fore been confined to such points as are necessary to illuminate the story of the hero as such. The teacher should not forget this important distinc- tion. The introduction of too much material may distract attention from the character-study, which is the distinct aim of the course. In the second edition of the student's book the Written Reviews have been entirely revised, giving to them more variety, and bringing them, it is hoped, nearer to the vital interests of boys and girls. The directions to the teacher in this book in connection with the reviews refer to the revised edition. T. G. S. August 31, 1910 CONTENTS PAGE Foreword to the Teacher xiii Suggested Literature ....... xxi The Introductory Lesson xxiii I. Abraham, the Father of the Faithful 3 II. Abraham, the Magnanimous . . 15 III. Abraham and Isaac 22 IV. Jacob, the Clever 31 V. Israel, the Godly 36 "VI. Joseph, the Slave 43 VII. Joseph, the Ruler 48 VIII. Joseph, the Generous .... 53 IX. Moses' Early Life 61 X. Moses' Commission 66 XL Moses, the Deliverer .... 71 XII. Moses, the Lawgiver .... 76 XIII. Review: The Heroes of Israel's Wanderings 85 XIV. Joshua and Caleb 91 XV. Gideon, the Warrior .... 98 XVI. Samson, the Strong Man ... 102 iz X CONTENTS PAGE -_-- 'XVII. Ruth, the Foreigner .... 109 XVIII. Samuel and Eli 117 XIX. Samuel AND Saul 123 XX. Jonathan's Victory 129 XXI. David and the Giant .... 135 XXII. The Hero Friends, David and Jonathan 140 XXIII. David, the Outlaw 146 XXIV. David, the King 152 XXV. David and His Rebel Son . . . 157 XXVI. Review: Ten Heroes of Israel 165 XXVII. Solomon, the Wise King . . , 171 XXVIII. Elijah, the Champion of Pure Religion 179 XXIX. Elijah, the Champion of Justice. 186 XXX. Elisha, the Healer and Coun- selor 191 XXXI. Nehemtah, the Builder . . . 201 XXXII. Esther, the Patriot Queen . . 209 XXXIII. Judas, the Hammerer .... 215 XXXIV. Daniel and His Friends . . . 221 XXXV. Review: Seven Heroic Names . 229 Pronunciation of Proper Names .... 237 EXPLANATORY NOTES PAGE Note A. The Ancient World 5 Note B. The Migrations 6 Note C. The Invasion oe the Five Kings . 16 Note D. Abraham's Fighting Force ... 16 Note E. The Appearances of the Lord . . 17 Note F. Ancient Marriage 23 Note G. Caravans of the East .... 44 Note H. Slavery in Ancient Times ... 44 Note I. Patriarchal Authority .... 53 Note J. Ramses II 61 Note K. The Philistines 103 Note L. The Priests 118 Note M. The Ark 118 Note N. The Feast of the New Moon . . 141 Note O. Family Festivals 141 Note P. Ceremonial Cleanliness . . . 141 Note Q. Jerusalem 153 Note R. Israel and Her Neighbors . . . 153 Note S. David's Army 154 Note T. The Gate 158 Note U. Cherethites, Pelethites, Gittites . 158 Note V. The Real and the Ideal Solomon. 171 Note W. The Phoenicians 172 zi Xll EXPLANATORY NOTES Note X. The Cedars of Lebanon Note Y. The Divided Kingdom Note Z. Baal Worship . Note AA. The Hebrew Prophet Note BB. The Kingdom of Syria Note CC. The Captivity . Note DD, The Kingdom of Persia Note EE. The Samaritans . . Note FF. The Book of Nehemiah Note GG. The Feast of Purim . Note HH. The Apocrypha . . Note II. Antiochus, King of Syria 172 180 180 181 192 202 202 203 203 210 2x6 216 FOREWORD TO THE TEACHER This course is intended for students of the sixth grade of the public school. Boys and girls of about twelve years of age receive religious and moral stimulus through appreciation of the great qualities which they see in heroic lives. The most profound religious impression is made by the character of the father, the mother, the pastor, the teacher. Together with these living heroes (for such they ought to be) the great characters of the past are effective in the religious education of the child Abstract problems are not readily understood, but concrete right and wrong, exemplified in actual conduct, are easily appreciated. We find especially good opportunity for the presentation of the great moral significance of life in the biographies of the notable men of Israel. These stories are told in brief compass and with a rare beauty and power that make them unique in literature. Where else in the limited time avail- able for such a course as this could such an array of noble and interesting biographies be secured? For the Old Testament heroes were really great men, and not less so that they had palpable faults, which the children will not fail to detect and esti- mate. An acquaintance with these mighty men of old will be an education of no small value to the young students. And God is very wonderfully ap- xiv FOREWORD TO THE TEACHER parent in these old stories. His providence, his goodness, his great purpose of blessing for men are everywhere evident. If this conception of the value of heroic biogra- phy be justified, the object to be sought in these studies will be obvious. We are not primarily con- cerned with teaching the history of Israel. We are seeking to make Abraham, Joseph, Moses, David, Nehemiah, Daniel, familiar characters, living in the youthful imagination, attracting by their great qualities the souls of the children toward the higher values of life, and warning by the mere exhibition of their littlenesses and meannesses against such failure to attain the best. As one would bring a child into familiar friendship with a living man, trusting that his personality would have its own impressive effect, rather than attempting to point out his specific virtues, so must we endeavor to make these old heroes live, that their characters may make the natural impression. We shall not be much concerned then to draw lessons and point morals. These will come of themselves if the teaching be well done and if the heroes be made real, living again in their old surroundings, with their struggles, their temptations, their successes, and their defeats. To the students themselves the lesson may not seem to be specifically religious. They will read the story of Joseph as they would read that of Lincoln. And it is well that they should do so, and that they should learn by the spirit in which the FOREWORD TO THE TEACHER XV study is carried on, not to regard the biblical story as less religious, but to regard all heroic story as religious. As a culmination of these lessons it is to be hoped that the students will come to see that the greatest achievement is character; that they too will long to be noble; that they will see that the meaning also of Jesus to them is a call to be heroes; that they will give a glad allegiance to him, highly resolving to be heroic in their own young lives. It will be a simple resolution, con- ceived after the simple fashion of a child, but it may be a true and effective religious decision. The teacher may well hold this before him as the natural fruitage of the year's work. The practical use of these lessons in the Sun- day school of the Hyde Park Baptist Church, Chicago, has demonstrated the value of reprinting from the Bible just such part of the story as it is desired to make use of in the class. By the elimi- nation of passages that are beyond the compre- hension of the young student, or that are unde- sirable for his reading, and even by the occasional omission of a difficult phrase, the opportunity of the continuous reading of the narratives is secured. It is strongly recommended that every student have his own textbook and that he be encouraged to confine himself to the material there provided, using his Bible for the specific references which are indicated from time to time. The teacher, however, should make a more thorough study of the biographies. It is the purpose of this book to xvi FOREWORD TO THE TEACHER offer suggestions for the teacher's own study and to indicate what should be sought from the stu- dent. Specific directions will be given in connec- tion with each lesson, but the following general suggestions may here be made: 1. In beginning each new biography read the entire story at a sitting for your own benefit and without having the students particularly in mind. 2. Using the student's book, study the lesson just as he is expected to, following the suggestions there made. Use no more of the story than is given in the student's book. 3. Then study the lesson from this manual. Look up all proper names in the Table of Pro- nunciation. Read as much of the reference litera- ture as possible, thus enriching your knowledge of the story. 4. Tell the story aloud, though by yourself, vividly, and with all the imagination and pictur- esque description of which you are capable. This practice will give you remarkable development in teaching power.* 5. Plan your teaching, deciding in advance how you will ask questions, what portions of the story you will expect the students to narrate, what ex- planatory additions you will make, and particu- ^ See Stories and Story Telling, by E. P. St. John. It would be well also to read a short paper by Professor R. G. Moulton on "The Art of Telling Bible Stories" in the Proceedings of the Second Convention of the Religious Edu- cation Association, pp. 26S. FOREWORD TO THE TEACHER xvu larly what general impression you will seek to secure from the whole discussion. 6. Study the following lesson in advance in order to be able to assign to particular students portions upon which they shall be specially pre- pared. The paragraph divisions, discussing about ten or twelve topics in each lesson, have been arranged to facilitate such assignment. 7. Particularly cultivate in the students the faculty of vivid, exact, and rapid narration of the stories with special reference to the heroic fea- tures. If this is done it will be possible to deal with somewhat lengthy narratives within the ordi- nary lesson time. Let a wise proportion be ob- served, allowing more time for narratives of higher moral significance and making the neces- sary connections by vivid, interesting narration on the part of the students. 8. In almost all cases avoid detailed discussion of minute matters. This is a study in large out- lines and will be most effective if so pursued. 9. Very much discretion will be needed in deal- ing with difficulties that may arise in the minds of the students. Perhaps to the majority of boys and girls of eleven and twelve years of age the simple, beautiful, and wonderful stories of the Old Testa- ment occasion no difficulty or question. But some may be troubled by the miracle stories, or by the appearances of the Lord and his speech to men, or by the moral difficulties in some of the narratives. It is seldom wise to suggest these problems to young xvill FOREWORD TO THE TEACHER minds, but it is of the highest importance not to repress any honest objection. We must never tell children that they must believe anything. Faith cannot be forced. As a matter of fact we are not here very much concerned with the problems of miracles, etc, ; we are taking the beautiful stories as they are and seeking to appreciate the charac- ters which they present. Let the students under- stand that life was full of miracle to the people of the old time. What we call conscience and provi- dence was to them the direct voice and working of God. Let them find in these wonderful narra- tives the picturesque description of that which is spiritual to us. Specific suggestions in this matter will be made in connection with narratives that seem to require it. Let it be repeated, that where no problem is present to the youthful mind it is not good teaching to suggest it. Later in their mental development all objections must be con- sidered fairly. We must of course be especially careful that we do not offend the moral sense of the child. The Old Testament morality was in some points lower than our own. Let us never defend a wrong, but rather make use of the fact to show the advancement that the race has made and the consequent high privilege that we enjoy. 10. The students should be encouraged to do as much as possible. Let them follow the journeys on the maps. A good plan would be to draw an outline map upon the blackboard and have the stu- dents mark the roads upon which the journeys FOREWORi) TO" THE TEACHER xix were made. The written reviews may be made of great expressional value. Hold the students to the written work, require that it be done neatly, and cultivate in it the exercise of the imagination. Per- haps some of the papers may be read in the class.^ II. It need scarcely be added that if the teacher is to hold the attention of the students he must be so well acquainted with his subject and so thoroughly prepared to lead the class that he will be able to look into the eyes of the students and not very much on the pages of the book during the lesson hour. ^ For some further discussion of pedagogical method see an article by the author in the Biblical World, December, 1906, pp. 412-20, on "How to Teach the Sunday-School Lessons for 1907." SUGGESTED LITERATURE Hastings, — . Dictionary of the Bible. Single vol. ed. New York: Scribners. Cloth, $5. Stewart, R. L. The Land of Israel. A Textbook on the Physical and Historical Geography of the Holy Land. Chicago: Revell, 1899. Pp. 352. $1.50. Price, Ira M. The Monuments and the Old Testament. 5th ed. Chicago : Christian Culture Press, 1907. Pp. 321. $1.50. Tristram, H. B. Eastern Customs in Bible Lands. New York: Thomas Whittaker, 1894. Pp. 262. $1.25. Kent, Charles F. The Historical Bible. Vol. I. "The Heroes and Crises of Early Hebrew History"; Vol. II. "The Founders and Rulers of United Israel"; Vol. III. "The PCings and Prophets of Israel and Judah"; Vol. IV. "The Leaders and Teachers of Post-Exilic Judaism." New York: Scribners. $1 a volume. The New Century Bible. Bennett, W. H., "Genesis"; Bennett, W. H., "Exodus"; Thatcher, G. W., "Judges and Ruth"; Kennedy, A. R. S., "Samuel"; Skinner, John, "Kings." Revised Version with Notes, Index, and Maps. New York: Frowde. 90 cents a volume. The Biblical World, 1907. Expository Articles. The Uni- versity of Chicago Press. $2 a volume. The stories of the heroes may be taught without other help than the textbooks and the Bible, but the teacher who desires to do the best work and to gain the most from the year's studies may well consult some other books. A good dictionary of the Bible answers most of xxu SUGGESTED LITERATURE the questions of fact that arise, and its biographical articles will be found very helpful. The Historical Geography will help to make vivid the scenes of the stirring events of these stories. The books on the monuments and on Eastern customs reproduce the color of that old life in which the heroes lived. The series of books by Professor Kent, the first two of which are already pub- lished, furnish the historical matter necessary for that thorough background of the story, which the teacher ought to secure. A good commentary is valuable for detailed study. The little volumes of the New Century Bible are admirable. The five named above cover all but five of our chapters. The Biblical World for 1907 contained forty-eight expository studies on the Old Testament stories by various scholars. They will be found very suggestive. Every Sunday school should have a good working library for its teachers. All of the works named here might properly be included in it. No expenditure in the school will be found more important than this provision for the equipment of the teaching force. It may be well to repeat the caution that while the widest study of each story in its setting is desirable for the teacher, yet for the student the story is to be grasped in its large outlines without much attention to detail. THE INTRODUCTORY LESSON The use of the first period with the class. — The first day on which the class meets should arouse a distinct interest in the study of the year. This hour is often wasted in merely general direc- tions. The teacher should prepare a definite intro- ductory lesson. It is highly desirable that the students' books should be on hand. They should not, however, be given out until the close of the study. If the students have the books in their hands the novelty of a new book and the interest in the pictures will attract their attention and the hour is likely to be largely wasted. It is the purpose of the teacher to prepare the students to be interested in the first study of the course. The material covered in the introductory study should be that indicated in the Foreword to the Student. Aim of the lesson. — If any lesson is to be suc- cessful the teacher must have a definite aim. Something is to be accomplished by the use of the material. This aim should be thought out with great care and kept in mind throughout the entire lesson. Everything should contribute to its ful- filment. Nothing should be allowed to disturb it. The aim in this first lesson should be to help the students to feel the value and interest of the course of study which they are beginning. The teacher will sometimes find it advantageous to an- XXIV THE INTRODUCTORY LESSON nounce the aim of the lesson to the class, but it must always be expressed in a manner to be inter- esting to the students. The teacher may well begin with the statement: "We are going to study the stories of the heroes of Israel this year. Today we are going to see why they ought to be inter- esting to us." The discussion method. — The teacher ought to begin from the outset to talk with the class rather than to talk to the class. Even if close attention can be secured by talking to the students, that must not be regarded as proof of successful teaching. It is only when the students are expressing them- selves that they are really learning. The method of question and answer therefore is to be desired; it is the purpose of the teacher to draw out what the student knows and what he thinks, and to help him to clearer thinking. The point of contact. — It is important to bear in mind that we must always begin with thoughts that are already in the student's mind. We can- not of a sudden transport him to Palestine and carry him back 4,000 years and expect him to realize the conditions that were there. If the old stories are to be real to him they must be con- nected with the thoughts and experiences of com- mon life. The point of contact means that point in the student's thought at which the teacher can begin in order to lead him to the thought of the lesson. We are desirous at the outset that the idea of a national hero shall be very clear. The teacher THE INTRODUCTORY LESSON xxv may well begin then with the statement, that every- body loves a hero, and then ask one of the stu- dents to name some hero. It does not matter very much who is named. It may be an athletic hero, it may be a local hero. Let every member of the class have an opportunity to make his suggestion. Then call for some American heroes. They will be likely to mention the great soldiers, but be sure to draw from them the names of Hamilton, Frank- lin, Sumner, Clay, Wendell Phillips, Henry Ward Beecher, and others who represent the spiritual greatness of America. There will be no objection to the inclusion of great men in the political and social life of today. The students will thus be prepared for the simple definition of the hero given in the first paragraph of their books. The first reason for interest. — Ask the mem- bers of the class why they like to hear the stories of heroes. They are likely to say that such stories are full of adventure, of war, of bravery; that they are exciting; that they are full of action. It would be well to find out in advance what books of adventure they are accustomed to read and what they like in them. Then explain that the heroes whom we are to study lived lives full of adventure. Tell them that we shall find stories of war, of adventure, of hairbreadth escapes, of boys going away from home, of strong men standing up for the weak, of patriots risking their lives for their nation, of noble men incurring danger for duty, and of some true, strong-hearted women. XXVI THE INTRODUCTORY LESSON Tell them that many young people would be sur- prised if they knew what wonderful stories there are in the Bible. The second reason for interest. — Tell the class to note that these stories are those of the Heroes of Israel. Ask what that means. Draw from them the facts that the people of Israel were the old nation that lived in Palestine, and that the people who are descended from them are now called the Jews. It will be well to face definitely the prejudice that is likely to be found against the Jews. Ask the class why so many people dislike the Jews. Tell them that the Jews have been bitterly persecuted for two thousand years. Try to arouse their sympathy for the people who have been murdered in Russian persecutions, and who even in America are called by shameful names. Let them see that the race so long oppressed, and cheated, and hated might very naturally develop some objectionable qualities, but remind them that the Jews have had a great place in making the world. Give them the names of some noted Hebrews like Mendelssohn the musician, Disraeli the English statesman, Baron Hirsch the philan- thropist. There may be some in your own com- munity. Let the class see that we really owe our religion to the Jews. Every word of the Bible was written by a Jew. And when our great orators are seeking for the noblest eloquence they use the language of the Bible. Ask them who was the greatest of all the Jews, that they may under- THE INTRODUCTORY LESSON xxvii stand that the Savior was also a hero of Israel. Then tell them that long before these persecu- tions began there were great heroes in the old Hebrew past — warriors, kings, statesmen, preachers. We are going to study these men because of their greatness, and because of what they and their people have done for the world. When we finish this book we hope we shall have some great friends among the old Israelites, and we hope that we shall understand them better. The third reason for interest. — Ask the stu- dents again why they read the stories of heroes. They will probably answer that they are interest- ing. Then ask them if the stories do them any good, and how they do them good. The teacher ought to be able to secure some very interesting responses to these questions. Let them all lead to the conclusion that we read the stories of heroes so that we can see how great men act, and thus we shall learn to act greatly ourselves. Then ask them whether they would get any good from read- ing the story of a good man who did some wrong things, and they may be led to answer that we are warned not to do such things ourselves. Let them see that we are going to make a genuine study of the old heroes in all that was good and all that was bad that we may be helped in the questions of our own duty. The study of the Bible stories. — Inform the class that it is important to consider how these stories are to be studied. The first thing is to xxvm THE INTRODUCTORY LESSON realize that they are written in a very old book. By careful questions draw out from them that the Bible is different in language from other books, because it was translated into English three hun- dred years ago. We might put these stories into modern English that would be very easy to read, but the old language is so beautiful, and we find it quoted by the great authors so often, that we need to learn the stories just as they have come down to us in the Bible. We want to remember them always in their most beautiful form. Ex- plain, however, that there are some parts of the stories very difficult for young students, and there are some very hard names of the old Hebrew time. Most of these difficulties have been removed from the stories as printed in the textbook, but they will still need very careful study in order to under- stand them fully. Ask the students what is the difference between reading a story and studying it. Ask if any of them ever studied the story of Robinson Crusoe, or whether they just read it. Draw out from the students that studying involves thinking, finding the meaning, fully understanding. Then explain to them that their Student's Book is so constructed as to enable them to understand the stories. The plan of the Student's Book. — Ask the members of the class whether in taking up a new book in arithmetic they can always understand in a moment just how to use it. So let them see that some care is necessary in order to see how to use THE INTRODUCTORY LESSON xxix this book. At this point give to every member of the class a copy of the Student's Book, and tell them to open at p. 3. Let them notice that after the title there is written the words The Story. Let them see that the story extends as far as p. 6. Explain to them that it is just like any story. There is no explanation in it; it just tells them what happened. Then on p. 6 there is a new title, The Meaning of the Story. Tell them that that is the explanation of what has been studied. Then on p. 8 they will notice a third title, Written Review, which shows the work that the student is to do at the end. Preparation for the next lesson. — Tell the class that we are going to find out together the way in which these lessons ought to be studied. Direct the members to make a review of this Introduc- tory Lesson by reading the Foreword to the Stu- dent. Then for the next meeting of the class they are to read the first story only as far as the begin- ning of p. 6. Explain that we shall take up The Meaning of the Story in class at the next meet- ing, showing exactly how that part of the lesson ought to be used. Urge them to be sure to read the story, as the next lesson will be a failure if that has not been done. ABRAHAM I. Abraham, the Father of the Faithful n. Abraham, the Magnanimous III. Abraham and Isaac I. ABRAHAM, THE FATHER OF THE FAITHFUL References: Stewart, pp. 12, 13, 44, 45, 237-40. Tristram, pp. 49-55. Price, pp. 91-101. Dictionary of the Bible, articles "Abraham," "Ur of the Chaldees," "Haran." Biblical World, January, 1907, pp. 34-40; February, 19c?, pp. 133-41. Aim of the Lesson The teacher has really a twofold purpose in the teaching of this lesson: First, to introduce the students to the method of study, so that they may know exactly how to use their books ; second, to give them the meaning of this particular lesson, which is the heroism of the man who left his own land because he had a great hope of the future before him and his descendants in the West. Essence of the Story The central meaning of this story lies in Abra- ham's movement to the promised land. His people, of the Terah clan, were in the rich and populous country of Babylonia. They had the feeling of mi- gration in them. Just as our fathers moved west- ward, so did they. They could not move straight westward, for the desert lay between, but they could 3 4 HEROES OF ISRAEL take their course along the great trade route which led up the Euphrates Valley to Haran. From this point ran the caravan road that crossed the Eu- phrates and led down to Syria. But Haran was a fertile country, and the Terah clan remained there. We are not to think of these people, of course, as a small family, but as a considerable body with relatives, and slaves, and servants, with large herds of cattle, flocks of sheep, camels, and asses, the whole caravan strong enough to make this independent movement without fear of attack. The purpose of the migration of Terah being secured by finding a prosperous and convenient place of sojourn in Haran, the clan took up its abode there. But Abraham was not satisfied. He decided to go farther west. In some way that we do not understand he was not an idolater like the Babylonians. He was a man with a great recog- nition of God. A mysterious impulse urged him to leave his kindred and go into the Westland, where he might become the progenitor of a race devoted to the service of his God. The narrator of Gen. 12:1-3 records the conviction of later Israel that the migration of Abraham was not an accident but a great movement of destiny, a part of the pur- pose of God to make a nation who should not wor- ship idols but the living God. No nation has ever put so noble a declaration at the beginning of its national records. The closing incident in the story reveals a weakness in the brave man. Abraham thought ABRAHAM, FATHER OF THE FAITHFUL $ that he was in a place where truthfulness would not be safe, so he failed to do right. We do well to pray, "Lead us not into temptation." EXPLANATORY NOTES Note A. The Ancient World.— In this first story there is a great deal of geographical significance. Four lands are brought before us — Babylonia, Mesopotamia, Canaan, Egypt. The whole of the ancient East ought to be understood in a simple way in order to make the story real. A glance at the map at once reveals the main features of the ancient world. Two mighty river systems are of the first importance. In the east is the Tigris-Euphrates flowing into the Persian Gulf, water- ing a great fertile plain. The lower part of this is Babylonia. The upper part is Mesopotamia, the mean- ing of which is "between the rivers." In the west is the Nile, whose fertility makes the long ribbon-like country of Egypt, expanding by the many mouths of the river into the rich Delta. Between these two river systems and connecting them is the highland country with many fertile valleys and plateaus. It lies along the Medi- terranean coast. The lower part is known as Palestine or Canaan, and the upper part Syria. This whole region is separated from the rest of the world by natural boundaries : great mountain chains on the east and north, deserts on the south and west. The tides of travel, of commerce, and of war, passed up the Euphrates to Carchemish, down between the mountains to Damas- cus, across to the sea, and thence by the coast road to Egypt; and the returning tides rolled back again. The dwellers in Palestine therefore were in the very center of the ancient world. Our first story just touches the various parts of this ancient world. Abraham leaves 6 HEROES OF ISRAEL Babylonia, lingers in Mesopotamia, journeys to Canaan, sojourns in Egypt. Note B. The migrations. — Through all history peoples have been moving from the more settled to the less set- tled lands. Very largely this has been a westward move- ment. "Westward the star of empire takes its way." When we go back four thousand years we see this west- ward movement in full progress. Peoples were pushing from the Far East into Babylonia and other peoples were moving from Babylonia up into Mesopotamia, and then farther west. The journeys of Terah, and afterward of Abraham, are to be understood as part of the general migrations of tribes and clans as they were thus pressed upon from behind, and as they saw hopes before them. Suggestions for Teaching It is understood that the second meeting of the class is to be devoted to detail work in the method of study. It is of the greatest importance that every student should have received his book the previous week and have read over the story. The lesson is to be devoted to securing familiarity with the mechanical construction and the study method of the student's book. The teacher should, of course, have a thorough understanding of the stu- dent's book in advance, and should know every point of this lesson so as to go through it with ease and rapidity. It may be said here once and for all that if any teacher thinks that this course can be carried on with a mere glance at the lesson it will be better for all parties concerned to give up the matter at once. The course is not at all difficult, but it does require care. The best results will be ABRAHAM, FATHER OF THE FAITHFUL 7 obtained at this second meeting of the class if the students can sit around a table with their books open before them. If that is impossible in the ordi- nary place of meeting, the teacher would do well to arrange the second meeting of the class at a private house during the week. THE POINT OF CONTACT The problem of securing attention is always important. When the class assembles, a hundred matters of immediate interest are in the minds of the students, and the matter of which they are thinking least is Abraham. Often the best begin- ning will be suggested by some local condition. But as this is a story of migration, we may well start with the student's knowledge of great western movements. Ask, Who discovered America? Why did he sail to the west? Let the answers bring out the faith and hope of Columbus. This may be followed by the question, Who first came from England to America, and why did they come? Let the answers bring out the faith and hope of the Pilgrims. We may go farther and ask. Who first settled our own state? Then in order to make a closer connection with our purpose, ask. Do these pioneers seem to us to be heroes ? Then announce, We are going to study today about one of the first of the pioneers who ever went west. THE ARRANGEMENT OF THE STORIES Tell the members of the class that the under- standing and enjoyment of the stories will depend 8 HEROES OF ISRAEL upon their ability to use the book easily. Tell them to open the book at p. 3. Call for some student to give the title. Let another explain what is meant by the subtitle, The Story. Ask another how many pages are occupied with The Story. Then direct their attention to the sections and the sec- tion titles. (The section mark [§] should be ex- plained.) Let the students give the titles of the four sections. Explain that it is understood that all the students have read the story. It is our pur- pose to see now how it ought to be studied. Tell them to turn to p. 6, and to note the title The Meaning of the Story. Explain that we shall find in every lesson under this title about ten paragraphs. In these paragraphs there are some explanations and some questions. The questions can always be answered from the story itself, and if the students understand the explanation and know the answers to the questions they will have the meaning of the story. 1. The first hero. — Let the whole class look at paragraph i. Call their attention to § i in paren- thesis, and explain that that means that this first paragraph is dealing with § i of the story. Let them turn back to p. 3 and give the title of §1. Help them to see that the questions in this para- graph are easily answered from the story. Have the class repeat in concert the name of the first hero and the name of his father. 2. The old home. — Tell them to look at the second paragraph and to notice from the parenthe- ABRAHAM, FATHER OF THE FAITHFUL 9 sis that it still deals with the same section of the story. It would be well to refer back to p. 3 again, and have them repeat the title of the section. The first question is easily answered, but, of course, the name Ur of the Chaldees is a difficult one. Let the class see, however, that the location of the town and the character of the country is all explained. Have them turn to the map at the very beginning of the book, and find Ur in the east just under the name Babylonia. Show them that we are asked to think of the Mississippi Valley in order to realize what a rich country Abraham came from, J. The first settlement. — We are now to look at paragraph 3. Let the class notice that we are still dealing with §1. Have them look again at the map and realize that the desert lies between Ur and Canaan. Ask them whether it would be easy to cross such an extent of desert. Then ask them how a man could pass from Ur to Canaan. If the students are interested they will easily see that there must have been roads following the course of the Euphrates, and that those roads would be the natural way of the journeying. They might, to be sure, think that it was done in boats, but caravans never moved in that way in ancient times. Let them trace the course of the route up into north- ern Mesopotamia. Find Haran (also spelled Harran) near the top of the map. Ask the question whether it probably took a long time for the whole tribe to make this journey, and whether, as Haran lO HEROES OF ISRAEL was a fertile country, it would not be likely that they would stay there. Direct the attention of the class to the fact that so far § I has been studied. Review what has been learned. 4. Abraham's call. — We pass to paragraph 4 which deals with §2. It is an explanation of the reason why Abraham felt that he ought to go to the Westland. Have the class recite together the wonderful speech of the Lord to Abraham, and tell them to learn it for the next lesson. 5. The journey to Canaan. — We have another geographical question here. The question arises, how Abraham continued his journey. Let the map be opened again. Follow the road a little way west from Haran to Carchemish, then southward be- tween the mountains to Damascus, and thence into Canaan. It would be very good exercise to ask one of the class to make a rough map on the black- board, indicating the journeys we have so far been studying. 6. The time of the journeys. — Ask the class if anyone has thought about the length of time the journey would take. This is a natural and inter- esting question, and it may be well to explain that nearly all the natural questions that arise in these stories will be taken up and explained in The Meaning of the Story. Follow the explanation here given. 7. The meaning of the journeys. — This is a good point in the lesson at which to consider what ABRAHAM, FATHER OF THE FAITHFUL il all these journeys meant. It is suggested that we make a comparison with our Pilgrim Fathers. The teacher should arrange that some Bibles be in the class, so that the references here given may be looked up. The members of the class should be asked to read them. Let the students feel that God spoke to the Pilgrim Fathers as surely as he spoke to Abraham, and that every impulse for good is God's voice. 8. Abraham's religion. — We are taken in this paragraph to §3, and we are led to think of the religious character of this hero. Let the class note that all of the questions, except the last, can be answered from the story. The last question is one on which they are to think. It will be easy for them to understand that in those old days men built altars, where in these days we have services of worship. Abraham was a man who never forgot to call upon God. p. The visit to Egypt. — We pass on to § 4. There is an opportunity at this point to make clear the way in which Abraham lived. He was, of course, a wanderer like the modern Arabs. He lived in tents, and moved from place to place to find pas- ture for his flocks and herds. Naturally a drought was an exceedingly serious matter for such a man. This lesson has had a great deal to do with geogra- phy and indeed has enabled us to get a good view of the ancient Semitic world. We turn to the map again, and complete our study of its great features by finding Egypt. Let the students see the locality 12 HEROES OF ISRAEL in the south of Canaan that was called by the geo- graphical name, the South. Let them notice what a short journey it was from there by the coast road to Egypt. It will be easy to draw from them the information that the overflow of the Nile keeps Egypt free from drought and famine. 10. Abraham's failure. — The last paragraph deals still with §4. It may be very briefly treated. The young students will not realize the heinous- ness of Abraham's fall, but they will recognize that he was a coward in the matter. It is good that they pass judgment on his conduct, and that they learn to be reasonable in judging a single wrong in a great life. After going through the lesson thus point by point, it will be well rapidly to review the method of study. Drill the class thoroughly so that they understand the divisions, the numbers, the sections, and the whole plan upon which each lesson is con- structed. If the students can acquire the habit of using the suggestions and answering the questions in The Meaning of the Story the whole year's work is likely to be successful. Summary After having gone through the entire lesson in detail it is well to sum up its great significance. Ask the students to think how much it meant, not only to Israel but to the whole world, that Abra' ham took his journey to the Westland. Suppose Abraham had never left the East. Suppose he had ABRAHAM, FATHER OF THE FAITHFUL 13 stayed in the fertile valley and never cared for the promised land. We should never have had the Bible. There would have been no Moses, no prophets, no apostles, no nation from which the Christ might come. How much we owe to the heroes who have been willing to leave the settled, comfortable lands and take journeys to the new lands. So Columbus found the new continent, and the Pilgrims made America, and the pioneers from the eastern states built up the western commonwealths. And, like Abraham, these were men of vision rather than ad- venturers. They went out, not knowing whither they went, but sure that God was guiding them. Because Abraham was the first of these pioneers in all the history of which we know he was called the Father of the Faithful. Written Review Explain to the class the importance of under- standing the countries in which the heroes lived. Ask them to prepare the map just as directed in their books, and as they draw the map to think of Abraham moving with his caravan from place to place. Preparation for the Next Lesson It is always desirable to awaken an interest in the next lesson. It can usually be done without breaking the unity of the lesson in hand. Here the teacher may close by asking: What great wealth did Abraham possess ? Why did this make it neces- 14 HEROES OF ISRAEL sary for him to move from one pasture land to another? Remember that he had his nephew with him. What was his name? Suppose they should come to a place where there would not be enough pasture land for the animals of both Abraham and Lot, would there be any danger of a quarrel ? Then announce that the next lesson shows how this very thing happened and how Abraham behaved; that the class is to read the lesson and study it as has been done today; and that next week we shall have a different plan of recitation. 11. ABRAHAM, THE MAGNANIMOUS References: Dictionary of the Bible, articles "Cities of the Plain," "Chedorlaomer," "Melchizedek." Biblical World, February, 1907, pp. 142-44, 147-49. Aim of the Lesson To exhibit Abraham's fine magnanimity in sur- rendering the best of the land to Lot, in rescuing him and refusing to receive pay for his service, and in his earnest prayer for the doomed city. Essence of the Story There was a large increase in the cattle and flocks of the two kinsmen, and it was hard to find sufficient pasturage. The servants were the first to quarrel, and the masters might soon have been in- volved. But Abraham saw the danger. He might well have taken the best of the land for himself, for he was, of course, at the head of the clan. Most generously he offered the choice to his nephew. Lot without any hesitation accepted the opportunity to take the best. He chose the rich valley of the river Jordan. Abraham without ob- jection took what was left. But the Lord promised him the whole land as an inheritance. So it often happens that reward comes to the generous. Mag- nanimity here appears as one of the heroic qualities. The invasion of the territory to which Lot had IS lb HEROES OF ISRAEL moved gave Abraham another opportunity of gen- erosity. He might have said that it was no con- cern of his to interfere. He might have said that it served Lot right for moving to that land. But Abraham was magnanimous. He pursued the marauders, put them to flight in a night attack, and recovered all the spoil. He generously gave everything back to the owners, refusing any reward. EXPLANATORY NOTES Note C. The invasion of the five kings. — The strong kings of the East were very much inclined to make expeditions to the West for the purpose of subduing the people and compelling them to pay tribute. Note that these kings came from the same region from which Abraham's clan started at the first. They followed the same route up the Euphrates Valley and down from Carchemish which Abraham had first taken. They came to the southern limit of the Jordan Valley where Lot had taken up his residence. They conquered the inhabitants and, as was their custom, marched off with the captives and the booty. Robber raids of this kind were very common in ancient times. Note D. Abraham's fighting force. — As we have had occasion to notice several times, the movement of Abraham was that of a considerable clan. We must not think of a small family making this trip. In this story it appears that he could call together immediately 318 young men, all of whom were born in his own household. Slavery was the custom. People had not come to see that it was wrong, as in more modern times. It was quite natural for such a patriarch as Abraham to have a little army of servants who really belonged to him. ABRAHAM. THE MAGNANIMOUS 17 Note E. The appearances of the Lord. — We con- stantly note in our stories that the Lord seems to appear and speak to men. The narrative of Gen., chap. 18, a part of which we study, presents more strikingly per- haps than any other the idea of God appearing in human form and talking with men. It is, of course, a very simple and primitive religious idea, showing that we are really dealing with very old stories. Men supposed that Jehovah lived in the sky, and came down to see what was going on and to talk with his people. It was their simple, picturesque way of stating what we should ex- press spiritually in terms of conscience and communion. Suggestions for Teaching THE POINT OF CONTACT Turning to a member of the class the teacher might ask, "Suppose I had a plate of apples, one for each member of this class. Suppose some of them were large and some of them were small, and I passed it first to you. Which one do you think you ought to take?" With that beginning, which may give a touch of humor, and so open the class in a friendly spirit, there may be a brief discussion of the propriety of giving the best to others. The teacher is then ready to state that we are going to see how Abraham behaved when he had a good chance to take the best. Ask the students how they have studied the lesson. Be sure that they know the proper way to proceed, and that they are really doing it seriously. If they have not done so it is evident that they need more drill and assistance in the method. It would l8 HEROES OF ISRAEL be very desirable to secure an extra hour at some time when the teacher could show the class how to do the work. Call for the maps that have been made as a review. Commend those that have been well done. Trace quickly the journeys of Abra- ham. This will make a good preparation for the new lesson. 11. The wealth of Abraham and Lot. — Ask what relative Abraham had with him. Be sure that the class understands that Lot as the nephew was subordinate to Abraham. By questions draw out that their numerous servants made it safe for these two men to travel through foreign countries. By further questions bring out the description of the caravan of Abraham, his camels, his cattle, his sheep, his tents, his great company of servants, and his riches. Let the students see vividly the large number of animals, and consider the ques- tion how they were to be fed and watered. Evi- dently pasturage and wells were of the first im- portance. This is the explanation of the constant wanderings. 12. The dispute about pasturage. — The par- allel with our western cattle wars will not be diffi- cult to make. Bring into clear contrast the nobility of Abraham and the selfishness of Lot. Make plain the Lord's estimate of Abraham's conduct. jj. Magnanimous. — The word "magnanimous" so well describes the characteristic that we are ABRAHAM. THE MAGNANIMOUS 19 studying that it is worth while adding it to the students' vocabulary even at some cost of trouble. 14. The plundering raid. — This should be well described. Do not lose the dramatic significance that Lot's choice of the rich country brought him into the power of the robber kings. But this only gave Abraham another chance to be magnanimous. Show rapidly on the map the line of Abraham's pursuit. There was no pitched battle, for which his little army would not have been large enough. It was a surprise and a night attack resulting in the recapture of the booty. The story can be told quickly. 75. Giving hack the booty. — It is an old saying, "To the victor belongs the spoil," but this victor was magnanimous. 16. An American example. — We are fortunate in having a national instance of magnanimity. There are few enough in our own or any history. Let the students see the glory of our unselfish ser- vice to the island of Cuba, first in the war for freedom, secondly in our retirement from posses- sion, and again in our generous interference to restore peace. If our children learn to admire nobility in politics there is hope of better politics in the next generation. 77, Finding property. — A bit of practical mor- ality easily understandable by children is the matter of restoring property that is found. The students will be able to think of instances of such mag- nanimity. 20 HEROES OF ISRAEL i8. The Lord's message. — Explain the appear- ances and conversations of the Lord as belonging to the simplicity of the old story. i^. Abraham's prayer. — Select six of the stu- dents and have each one take the place of Abra- ham in making one of the petitions, the teacher giving the replies of the Lord. In this way the striking dialogue that is here given may be made very impressive. Any exercise that enlists the co-operation of the learner is of value. Show how Abraham's interest in Lot led him to sympathy for the city. God loves us to pray for others and always responds to unselfish prayer. 20. The Lord's answer. — Abraham's prayer was really answered, for though the city was too wicked to be spared, yet the one righteous man was saved. Summary These incidents reveal our hero as big of heart. He would rather have poorer land than have a family dispute. He would gladly risk himself to help a friend and never ask or care for any pay. He would pray earnestly for any who were going into sin, hoping that they might be saved. Written Review Review in class rapidly Abraham's magna- nimity in (i) giving Lot his choice; (2) rescuing the captives; (3) praying for the doomed city. Drill the students on the meaning of magnanimity. ABRAHAM, THE MAGNANIMOUS 21 Show them how to be on the watch for the kind of conduct to be written up for the review. Preparation for the Next Lesson Ask the class whether it appears from the study of Abraham that he really wanted to do what God desired of him. Could a man ever be mistaken about what God wanted? We shall see in the next lesson how Abraham made a terrible mistake, but God helped him to see what was right, and all came out happily. Direct the students to read Lesson III and to prepare it carefully by using the helps and questions in The Meaning of the Story. III. ABRAHAM AND ISAAC References: Stewart, pp. 50-52, 231-32, 278-79. Price, pp. 101-2. Dictionary of the Bible, articles "Isaac," "Marriage" (5. Marriage Customs), "Rebekah." Aim of the Lesson To make the students feel that God will help a man to know the right if he is really anxious to do the right, and that all will come out happily to such a man. Essence of the Story We have two stories that are lightly bound to- gether. The story of the marriage of Isaac shows that the son who was saved from the sacrifice grew up and became himself the head of the clan. We include it also for its picturesque beauty and interest. It is sometimes thought to be difficult to teach the incident of Abraham offering Isaac. But if properly managed it may be made very helpful. Moreover the children are likely to have heard it, and it is very valuable to give them a correct idea of its meaning. It is difficult for us to understand that men could ever have thought that God could be pleased by the slaughter of children in his honor. But such was the general view of antiquity. It is ABRAHAM AND ISAAC 23 probable that this story of Abraham and Isaac was told to make the Hebrews realize that Jehovah was different from the heathen gods, and that he had no pleasure in such frightful offerings. Of course it is distinctly stated that the Lord commanded Abra- ham to slay and burn his son. Some have thought to explain it on the ground that the Almighty can do as he will, and that moreover he knew his' own gracious intention. But God is the same yesterday, today, and forever. He cannot do wrong and can- not command us to do wrong, and even his knowl- edge of the end would not alter the fact that the undertaking would be a criminal one for Abraham. We are to understand the narrative as meaning that Abraham thought that the Lord told him to do this act, while the sequel shows that the patriarch was most certainly mistaken. He was a hero in his devotion, but the Lord showed him that it was a mistaken form of devotion. The joy with which the story ends is very beautiful. It points to Isaac as the one who is to inherit the promises made to Abraham. We are therefore naturally led to ask what became of Isaac in the later years. This leads to the story of the marriage. EXPLANATORY NOTE Note F, Ancient marriage. — In very ancient times it was the custom for a man to purchase his wife. Her station and beauty determined the price to be paid. A father felt that his daughters were part of his property out of which profit was to be made. So Jacob pur- 24 HEROES OF ISRAEL chased his wives by his service. In some cases there was not a definite price paid, but costly presents were given, as in this instance. But an invariable characteris- tic of ancient marriage, as still obtaining in the East and in various parts of Europe today, was the absolute right of the father to dispose of his daughter's hand. It will be noted that Abraham's servant makes his re- quest of the men of the household, and their consent is given without even consulting Rebekah. Only upon the question of the particular time at which the journey should begin was the girl consulted. Her submissive- ness is then evident by her willingness to depart at once. The father very often arranged the marriage of his sons also. It is evident that Isaac was expected to accept the wife whom the servant should bring home. The marriage ceremony seems to have consisted simply in the husband conducting the bride to his tent: there was no religious form whatever. Suggestions for Teaching THE POINT OF CONTACT We are anxious in this lesson that the stu- dents shall realize that the idea of morality is a growth and that a good man in the past might have done certain things which we should regard as wrong, but which he did not at the time under- stand to be wrong. The students might be asked whether they consider Washington a good man. Then ask what they think of the fact that Wash- ington kept slaves. To be sure at his death he liberated his slaves. It was generally regarded in his time as permissible to keep men in slavery. Ask them again whether a good man who wanted ABRAHAM AND ISAAC 25 to do right could make a mistake. An incident in point is that of a young fellow who was in a meeting where everybody was giving money to a certain good cause. Anxious to do what others did, he gave money which he had promised to send to his mother. It is therefore not enough to want to do right. We must also take all pains to find out what is right. God is always seeking to teach us. We are going to see in this lesson how he taught Abraham. 21. The promised son. — Bring out strongly the fact that the promise of a son to Abraham had repeatedly been made and had long been deferred. Yet the patriarch trusted God. Explain to the class that Abraham greatly desired a son, because God had promised to give the land to his descendants. Although Abraham was very old he still believed that his boy would be born. Gen. 15:6 is a cen- tral verse. Let the class repeat it together. Let them see that to trust a good person is of great moral value. To trust God is of the highest value. 22. Abraham's dreadful thought. — Great care is needed in leading the young people to understand this experience of Abraham. It will be well to begin with the passage in II Kings, and so to under- stand how universal was the practice of human sacrifice. Let them see that Abraham wanted to do as much for his God as the heathen did for theirs. He thought, therefore, that the Lord was telling him to offer his son. He was, of course, mistaken, as the sequel of the story clearly showed. 26 HEROES OF ISRAEL 2^. Abraham's good purpose. — By careful ques- tions be sure that the class understands that Abra- ham was not to blame in his intention. He was so eager to do right that God was able to show him what was right. 2^. The angel's interference. — The most im- portant thing to do in connection with the story of the sacrifice is to be sure that it is fully appreciated. Require different students to describe vividly the different parts. This is an excellent opportunity to drill them in imaginative description. Let them feel the dramatic climax: the son lying passive upon the altar; the father's knife raised to plunge it into the son; the cry of the angel that stops the deed. ■?5. Knowledge of God's will. — It is difficult for boys and girls to form abstract judgments. They can understand, however, that the Puritans were sincere in persecuting the witches, and that many men meaning to do right have really done wrong. They can thus see how important it is for good people to study carefully what is right and what is wrong. They may be able to see also how blessed it is for us to be living in a time of clear knowledge of God's will on so many points. Many of the old questions that troubled other men are settled for us. We know what we ought to do if we will only do it. 26. Abraham's plan for the future. — It is im- portant that there shall not be a break in the lesson, although the two stories which compose it are ABRAHAM AND ISAAC 27 quite different and represent the lapse of many years. Ask the students how they think Abraham would feel toward Isaac thus restored to him. Picture the happy life that they would live as Isaac grew up. At last the difficult question would arise regarding Isaac's marriage. By questions let the class explain that Abraham was living in a strange land. He was among idolaters. His own people were across the Euphrates in Mesopotamia. Where would he naturally wish that Isaac's wife should come from? Explain a little about the marriage customs of the time. Then let the story proceed rapidly. This is a good opportunity for covering a large amount of material in brief lively descrip- tion. Do not dwell upon the details. Let the stu- dents become accustomed to take up the parts of the story one after another. It is well to call on them out of regular order, so that the uncertainty as to who will be called on next may stimulate attention and interest. Let the class be alert to supply any point in the story that the speaker may omit. 'pt and Syria. It was a question to which of these the Jews should belong. First they were taken by Egypt, but later the king of Syria conquered the Egyptians and captured Palestine. At the time of our story Antiochus IV was on the throne of Syria. He had spent many years in Rome and was a great admirer of the western republic. He tried to bring all his people under the control of the Roman ideas. It was this policy that brought about the tragedy for the Jews. Suggestions for Teaching THE POINT OF CONTACT 25y. Ask the students what they think of a bully. Ask them if anyone remembers how the bully was treated in Tom Brown at Rugby. Draw out from them that everybody hates a bully and delights in his defeat. Ask if a king could be a bully. Let the story of Philip II be told. He tried to bully England as well as Holland and sent his Invincible Armada against the little navy of Eng- land, but the great ships were smashed in the English Channel. We always delight to know how the little fellow defeated the bully. We find a case in this story. 55^. Judas, the Hammerer. — Judas was a very common name among the Jews. This man's sur- name was given him because he was such a tre- mendous fighter. Tell the students that we are going to study the story of one of the most valiant soldiers in the world's history. S^g. Antiochus, the tyrant. — Explain briefly 2i8 HEROES OF ISRAEL how he came to have rule over the Jews, and the nature of his tyranny. The students will under- stand the Jewish horror of swine's flesh, and will thus be able to understand the shameful dishonor that was put upon their temple. jdo. The old priest. — Let the students find on the map the village of Modin, a few miles north- west of Jerusalem. Be sure that they appreciate the sadness and hopelessness of the old priest. Bring out the dramatic character of the events that follow. We are reminded of the stirring words in Macaulay's "Lays of Ancient Rome": When our latest hope is fled Ye taste of our despair. And learn too late in some wild hour How much the wretched dare. ^6t. The contest in the hills. — Recall how David was able with his little band to maintain himself in the caves of the Judean hills against the army of Saul. It was very difficult to dislodge a body of active men who took refuge in those fastnesses. Let the students especially note the old man's provision for the conduct of the cam- paign. ^62. The first victory of Judas. — The interest of the students will be kindled in the gathering of the little army. Let them see how unequal was the contest, but the splendid courage of Judas and the fierceness of his attack brought him victory. j(5j. Continued victories. — Ask the students JUDAS, THE HAMMERER 219 what they suppose the proud king thought when he found that his army had been defeated by a band of Jews headed by a priest. Let them see that the Syrians made the greatest efforts to overwhelm Judas. Of course as Judas succeeded more and more, the Jews, who had been afraid to join him at first, flocked to his army. People are always ready to join a successful enterprise. 264. The temple cleansed. — Bring out the feel- ings of sorrow at the shameful condition of the temple and the earnest work that followed. ^6$. The rejoicing of the worshipers. — The contrast of feeling here is to be made clear — the sorrow and shame turned to joy and thanksgiving. Be sure that the students appreciate the dramatic change. ^66. The greatness of Judas. — We have had only a little glimpse into the life of this brave man. If we had a full story it would do him only more honor. Summary Patriotism always kindles our enthusiasm. Boys and girls will easily realize the heroism of men who were fighting for God and home and native land. From their knowledge of history let them tell of other patirots who saved their country. We may go farther and realize the heroism of any man taking the lead in a difficult enterprise. It is easy to follow when the days of success come, but the hero is the man who stands for the right when there are few to stand with him. There may be 220 HEROES OF ISRAEL local enterprises of righteousness and reform which will afford instances of just such heroism. There may even be examples in the school life of boys and girls who were willing to do right when it was unpopular. Written Review If the dramatic scene at Modin has been well pictured the students will be able to do the bit of reproduction for their notebooks. Have this in mind when § 96B is being discussed. Ask the students then how a boy or girl would have felt who saw the occurrence. Preparation for the Next Lesson The stories of the heroes help us to be heroic. We should like to know what stories were read by those heroes themselves. We could then see what helped them to be heroes. It happens that we know just the stories that Judas and his companions were reading at the time they made their gallant patriotic defense. Our next lesson contains the stories that encouraged these gallant men. XXXIV. DANIEL AND HIS FRIENDS References: Tristram, pp. 79-81. Dictionary of the Bible, articles "Daniel," "Daniel, Book of/' "Nebuchadnezzar." Aim of the Lesson To show that the heroes have felt that it was better to die than to be false to one's conscience. Essence of the Story These heroic stories were written to strengthen the hearts of the people in the time of their ter- rible persecution. The scene of the stories is in Babylon over 400 years before the time of Anti- ochus. Although the stories were written in the time of Judas Maccabeeus, they go back to the first captivity of the Jews under the great king Nebuchadnezzar. Among the captives were four noble youths who were trained for the king's service. They determined to keep free from the idolatry of Babylon. To do that they were obliged to refuse the costly articles of food that were sup- plied to the king's table, for these were all conse- crated to idols. Their abstinence was highly suc- cessful, A more serious test came to three of them later when the king endeavored to secure uni- versal homage to his golden image. The Jewish young men were loyal to their faith at the risk of 222 HEROES OF ISRAEL their lives. A like test came to Daniel in his later years. These men conformed in every reasonable respect to the conditions of the land where they lived. They were not obstinately peculiar, but when it came to a question of conscience they would not yield an inch. Suggestions for Teaching These stories are quite long but are very easily read and are of great interest. Most of them are familiar to the students. The time of the class should not be taken in detailed narration. The students should tell the stories in their great out- lines. THE POINT OF CONTACT j(5/. A number of boys were talking about jumping over a wide, deep ditch. While they hesi- tated one undertook to make the jump. After he had done it several others followed. Ask the stu- dents why it was easier for the others to follow. Ask them if it is easier to do right when some strong person leads. Show them that these stories of the heroes were told in order to encourage others to follow. Judas and his friends could refuse to obey Antiochus when they realized that Daniel and his friends had refused to obey Nebuchadnezzar. 368. The question of conscience. — Be sure that the students understand that it was the idolatrous character of the food which raised the question of conscience. That might not be a question for us, but at that time it was very important. If they DANIEL AND HIS FRIENDS 223 had eaten the food it would have encouraged others to be careless about the Jewish principles. jdp. The golden image. — Be sure that the stu- dents see the moral test involved in the king's demand. 570. The heroic refusal. — After the story is very briefly dealt with, let these important points be noted: (i) that these loyal Jews could not deny their God; (2) that it was not obstinacy but devotion; (3) that they had faith that God would take care of them, come what might; (4) that their faith convinced them that even if they had to die, it was better than to be untrue. 57/, The great deliverance. — Bring out the dramatic change. By questions be sure that the students feel the impression that these stories would make upon Judas and his companions. J7^. Daniel's enemies. — Show that goodness does not save us from envy. Daniel's difficulty arose from his faithfulness. 575. Daniel's danger. — ^The students should pass a judgment on Daniel's courageous continu- ance of his custom. Show again the difference between obstinacy and loyalty. The students will be able to think of other instances besides those mentioned in their book. Always encourage them in recalling such examples. 57^. Daniel's deliverance. — This, of course, is told to show how loyalty prospered. The king was far more nervous than Daniel. It was a bit 224 HEROES OF ISRAEL of the old-time savagery that the families of his enemies were destroyed with them. j/5. The inUuence of courage. — The class should realize that when a man stands for his con- science he exerts a good influence far beyond any- thing he himself expects. Summary In our last lesson we found that it was hard to undertake a noble work when others were afraid. Here we see that it is hard to refuse to do wrong when everybody else is doing it. The heroes are the men who dare to refuse the wrong, and who dare to take the lead in the right. This is a good principle to bring into the common life of the boys and girls. Get them to talk on the subject. Written Review Preparation for this may be made in the dis- cussion just indicated. Urge each student to write about some effect of courage that he has himself known. Preparation for the Next Lesson Explain that we must turn back and be sure that we have added these seven heroic names to our list of friends. We want to know the young king who desired to govern well ; the prophet who stood for loyalty to God and justice to man; the other prophet who went about doing good; the governor who wished to lead in a good work; the DANIEL AND HIS FRIENDS 225 woman who risked herself to save her people; the general who fought to deliver his nation; and the man who was ready to die for his principles. Show the students that they will find in chap, xxxv brief suggestions of the way to recall these stories. Tell them that the next lesson will be based upon their study of these paragraphs. REVIEW XXXV. Seven Heroic Names XXXV. REVIEW: SEVEN HEROIC NAMES Aim of the Lesson To see the great but simple principles of life which made these seven names heroic. Suggestions for Teaching This course of study has not been very much concerned with history. That belongs later in the student's development. It is the heroic aspects of life which have been kept prominent. Let this review, therefore, be concerned with the human significance of the stories rather than with the details of fact. A very brief treatment of each story that is employed will be necessary in order to give time for the summary. THE POINT OF CONTACT This may be found in the last words of the student's book. Ask them if everyone has to be a hero in the same way. Ask if anyone is so placed that he cannot have some kind of heroism. Excite interest in the review by suggesting that the class is to see the different ways in which heroism was exhibited by these noble seven. Noble ambition. — Ask the class how a man who holds high office in the government can be a hero. Let them recall that Solomon wanted to govern his people well. We need heroes today as judges and governors and legislators. Everyone who has 229 23© HEROES OF ISRAEL a noble ambition to be able to do his duty well is heroic. Decision. — Ask the class on which side of the fence a hero stands. Ask if he is ever found on the fence. The story of Elijah shows the greatness of choosing the right and standing for it. Recall Elijah's challenge: "How long halt ye between two opinions?" Justice. — A hero loves fair play. Ask the stu- dents about the "square deal." Show them that injustice is one of the worst evils of life. We must clear our schools, our clubs, our commerce, our politics, of injustice. We need heroes for the task. Let them tell the story of Elijah's condem- nation of Ahab's wrong against Naboth. Kindliness. — We must give people fair play and we must give them more too. They need help. Find out if the class knows anything about Dr. Grenfell. He is a hero because he is helping people. Let the students tell a few facts about Elisha's helpfulness. Let them see how grand it is to be a blessing. Inspiration. — The best way to help people is to help them to help themselves. The fellow who says, "Let us try," and gets everybody else to try does a great deal of good in the world. Explain that when one man stirs up others to work we call it "inspiring" them. With a few questions draw out Nehemiah's fine ability to give inspira- tion to the Jews, and thus help them to build their city. SEVEN HEROIC NAMES 231 Unselfishness. — Sometimes one has to help people by sacrificing himself. We have been able to stamp out yellow fever because a noble doctor gave his life to the experiment. He might have said that it was none of his business. He could have earned a good living and have kept out of danger. The heroes and heroines are those who do not ask, "Where do I come in?" but who ask, "What can I do?" The story of the beautiful queen who risked her life for her people shows this fine quality of unselfishness. Destruction. — Sometimes we have to fight for a good cause. The power to destroy is one of the heroic qualities, though it is a very dangerous one. It has caused a great deal of evil in the world, but some great liberties would never have been won except by fighting. We had the story of a man who could hammer his opponents to pieces. He was a true hero because he only hammered the tyrants. Let the students give in a few words the career of Judas. Loyalty. — Sometimes you cannot fight be- cause you stand alone. It is of no use for one man to take arms against a nation. He must either submit or perish. Cowards submit and heroes are ready to die for the right. This is loyalty, one of the noblest of all of the hero vir- tues. Often the very boldness of the brave man is his safety. Recall the story of Daniel. 232 HEROES OF ISRAEL Stimmary The great qualities of life are so simple that most of them belong to boyhood and girlhood as well as to maturity. Young people may have noble ambitions to play their part well, stand squarely for what they believe, set themselves against all un- fairness, seek opportunities of helpfulness, inspire others to do their best, take risks to help others, oppose vigorously wrong-doing, stand loyal to their principles. These old heroes that we have been studying with their big-heartedness and faith ought to help us to see how worthy are those fine manly and womanly qualities. Conclusion Remind the students that Jesus grew up at Nazareth, and when he was their age he read these same stories that we have been reading through this year. He saw those fine qualities of the great men of his race. The noble tales helped him to come to his own heroic life. He had the fine vir- tues of these seven. He had ambition to do his duty, for he said his "meat was to do the will of him that sent him." He was firm in his decision to be on the right side, for he said, "Thou shalt wor- ship the Lord thy God, and him only shalt thou serve." He stood for the justice of the Golden Rule. He was so constantly helpful that Peter said of him, "He went about doing good." He encouraged everyone to do his best, so that even sinners whom everybody had given up began to be SEVEN HEROIC NAMES 233 righteous. His unselfishness led him to give his life for his people. He too had something of the spirit of the Hammerer. He never drew the sword, but he declared for the destruction of wick- edness, tyranny, and hypocrisy. And he was loyal to his principles, "obedient unto death, even the death of the cross." If these stories inspired Jesus may they help us to follow Jesus, and may the students grow in these noble virtues "unto a full-grown man, unto the measure of the stature of the fulness of Christ" PRONUNCIATION OF PROPER NAMES PRONUNCIATION OF PROPER NAMES Vowel values: a, bat; a, bale; S, father; e, bed; e, seen; i, bid; 1, fight; o, rock; 5, bone; u, bush; u=oo in boot; yu=u in cube. Aaron, a'run Abana, ab'a-na Abednego, a-bed'ne-go Abiathar, a-bfa-thar Abiezer, a-bi-e'zer Abiezrite, a-bi-ez'rit Abigail, abl-gal Abinadab, a-bin'a-dab Abishai, ab'i-shi Abner, ab'ner Achish, a'kish Adullani, a-dul'am Ahab, a'hab Ahasuerus, a-haz"yu-e'rus Ahimelech, a-him'e-lek Ahithophel, a-hith'o-fel Ai, a'i Aijalon, aj'a-lon Amalekites, am'a-Iek-Its Ammon, am'on Ammonites, am'on-its Aner, a'ner Antiochus, an-tfo-kus Aphek, a'fek Arab, ar'ab Artaxerxes, ar"tax-erk'sez Asaph, a'saf Ashdodites, ash'dod-Its Asher, ash'er Ashkelon, ash'kel-on Azariah, az"a-rl'a Baal, ba'al Baalim, ba'al-im Babylon, bab'i-lun Babylonia, bab"i-l6'ni-a Beersheba, be"er'she-ba Belteshazzar, bel"te-shaz'ar Bethaven, beth-a'ven Bethel, beth'el Bethlehem, bethle-hem Bethlehemite, bethle-hem-it Bethuel, beth-u'el Boaz, bo'az Canaan, ka'nan Carchemish, karTce-mish Chaldees, kal-des' Cherith, ker'ith Cherithites, ker'ith-its Chilion, kil'i-on Cushite, kush'it Dagon, da'gon Damascus, da-mas'cus 237 238 HEROES OF ISRAEL Daniel, dan'yel Delilah, de-li'la Dothan, do'than Elah, e'la Eleazor, e"le-a'zar Eli, e'li Eliab, e-li'ab Elijah, e-lfja Elim, elim Elimelech, e-lim'e-lek Elisha, e-lfsha Elkanah, el-ka'na Elul, e'lul Ephraim, e'fra-im Esdraelon, es"dra-e'lon Eshcol, esh'kol Esther, es'ter Etam, e'tam Ethbaal, eth-ba'al Euphrates, yu-fra'tez Ezel, e'zel Gehazi, ge-ha'zi Gershom, ger'shom Geshem, gesb'em Gibeah, gib'e-^ Gibeon, gib'e-on Gideon, gid'e-on Gilboa, gil-bo'a Gilead, gil'e-ad Gilonite, gi'lo-nit Gittite, git'it Goliath, go-lfath Gomorrah, go-mor'rd Hanani, han-a'nl Hananiah, han-an-fa Haran, har'an Hazael, ha'za-el Hebron, he'brun Hittite, hit'lt Hobah, hoTaa Hophni, hof'nl Horeb, ho'reb Hushai, hush'i Isaac, i'zac Ish-bosheth, ish-bo'sheth Ishmaelites, ish'ma-el-its Issachar, iz'a-kar Ittai, it'tl Jabbok, jab'ok Jabesh-Gilead, jaTDCsh-gil'e-ad Jebusites, jeb'yu-zits Jehu, je'hyu Jericho, jer'i-ko Jethro, jeth'ro Jezebel, jez'e-bel Jezreel, jez're-el Jezreelite, jez're-el-It Joash, j5'ash Joppa, jop'pa Joshua, josh'u-a Kadesh-Barnea, ka'desh-bar'ne-a Keilah, kl'la Kidron, ke'-dron Kishon, kl'sbon PRONUNCIATION OF PROPER NAMES 239 Laban, laTDan Leah, le'a Lebanon, leb'a-non Lehi, le'hi Levi, le'vi Leviticus, lev-it'i-cus Lysias, lis'i-as Maccabaeus, mac-ca-be'us Mahlon, ma'lon Malchi-shua, mal"ki-shu'a Mamre, mam're Manasseh, ma-nas e Manoah, ma-no'a Maon, ma'on Ma rah, m^'ra Mattathias, mat-ta-thfas Melchizedek, mel-kiz'e-dek Memucan, me-mu'kan Meshach, me'shak Mesopotamia, mes-o-po-ta'-mi-a Michal, mfkal Mich-mash, mic'mash Midian, mid'i-an Midianites, mid'-i-an-Its Migron, mig'ron Milcah, mil'ka Miriam, mir'i-am Mishael, mish'a-el Moab, mo'ab Modin, mo'din Mordecai, mor'de-ki Moreh, mo're Moriah, mo-rfa Naaman, na'a-man Nabal, nalDal Naboth, na'both Nahash, na'hash Nahor, na'hor Naioth, nfyoth Naomi, na-o'mi Naphtali, naf'ta-ll Nazirite, naz'i-rit Nebo, ne'bo Nebuchadnezzar, neb"yu-kad-nez'ar Nehemiah, ne"he-mi'a Nison, ne'son Obadiah, oTaa-dl'a Obed, olaed Omri, om'ri Orpah, or'pS. Pelithites, pel'e-thits Peniel, pe-ne'el Pharpar, far'par Pharaoh, fa'ro Philistia, fi-lis'ti-a Philistine, fi-lis'tin Phinehas, fin'e-as Pisgah, piz'gS. Pithom, pl'thom Potiphar, pot'i-far Poti-phera, pot-i-fe'ra Raamses, ra-am'sez Rabbah, rab'a Rachel, ra'chel 240 HEROES OF ISRAEL Ramah, Ra'ma. Ramses, ram'sez Rephaim, ref'a-im Ruth, ruth Samson, sam'sun Samuel, sam'yu-el Sanballat, san-bal'at Semitic, se-mit'ik Seir, se'ir Seroi , se'ron Shadrach, sha'drak Shammah, sham'mS. Shaphat, sha'fat Sheba, she'ba Shechem, she'kem Shiloh, shflo Sidonians, sl-do'ni-anz Sinai, si'ni Socoh, so'co Sodom, sod'om Terah, tc'ra Tigris, tfgris Timnah, tim'ni Tishbite, tishTjit Tobiah, to-bfa Tyre, tir Vashti, vash'tl Zadok, za'dok Zarephath, zar'e-fath Zebulun, zeb'yu-lun Zeruiah, zer-yu-fi Ziklag, zik'lag Zipporah, zip-po'r4 Zoar, z6'S.r Zuph, zuf PRINTED IN XEE U.S>A. THE CONSTRUCTIVE STUDIES THE Constructive Studies comprise volumes suit- able for all grades, from kindergarten to adult years, in schools or churches. In the production of these studies the Editors and authors have sought to embody not only their own ideals but the best product of the thought of all who are contributing to the theory and practice of modern religious education. They have had due regard for fundamental principles of pedagogi- cal method, for the results of the best modern biblical scholarship, and for those contributions to religious education which may be made by the use of a religious interpretation of all life-processes, whether in the field of science, literature, or social phenomena. The Editors do not regard their task as complete be- cause of having arranged for one or more books suitable for each grade. The series will always be subject to re- newal and change. Books which, because of changing conditions in the religious world or further advance in the science of religious education, no longer perform their function will be dropped and new volumes will be added. In this way it is expected the series will al- ways be adapted to those who are taking initial steps in modern religious education, as well as to those who have accepted and are ready to put into practice the most re- cent theories. As teachers profoundly interested in the problems of religious education, the Editors have in- vited to co-operate with them authors who have made practical experiments in the field in which they are asked to write. The Editors are well aware that those who are most deeply interested in religious education hold that churches and schools should be accorded perfect inde- pendence in their choice of literature regardless of pub- lishing-house interests, and they heartily sympathize with this standard. They realize that many schools will select from the Constructive Studies such volumes as they prefer, but at the same time they hope that the Constructive Studies will be most widely serviceable as a series. The following analysis of the series sets forth age groups and corresponding courses of study. KINDERGARTEN Religion in the Kindergarten (Bertha Marilda Rhodes). De- signed as an aid in presenting religion to little children in a concrete, simple, and dramatic way. The Teacher's Manual is to be used with envelopes of pictures for the children. The Sunday Kindergarten: Qame, Qift, and Story (Carrie S. Ferris). Every lesson has its story, its games, and its ap- propriate table-work, all centering around a religious theme, with songs with music for each lesson. Illustrated story leaf- lets assist in centering attention on the religious theme. PRIMARY Child Religion in Song and Story. Book I. The Child in His World. Book II. Walks with Jesus in His Home Country (Georgia L. Chamberlin and Mary Root Kern). Each volume contains fifty songs with music, many texts of Scripture set to music, carefully arranged orders of service, stories and directions for story building, prayers, texts — all arranged in groups about ethical and reHgious ideas. For each child there is provided a series of leaflets forming a loose-leaf notebook, accompanied by crayons, pencils, pictures, songs, and poems. Stories of Shepherd Life (Elizabeth Miller Lobingier). A project of thirty-six lessons built around the Hfe-activities of the early Hebrew shepherds. Gives the child many oppor- tunities for drawing, making notebooks, sand-table work, dramatization, modeling, weaving, spinning, collecting, con- struction, etc. Teacher's Manual and materials for pupil. Hebrew Home Life and Festivals (Elizabeth Miller Lobingier). A single project based on factual material and designed to foUow Stories of Shepherd Life. There is a children's reader with many illustrations in color and a Teacher's Manual. JUNIOR An Introduction to the Bihle for Teachers of Children (Georgia L. Chamberlin). The Books of the Holy Bible. The Bible contains many interesting stories and presents in- spiring characters which are, however, buried in the midst of much that would not interest children. To help them to find these heroic stories, thus making the Bible to them a living book, is the author's purpose here. The story method is em- ployed throughout, with the Bible in the hands of the children. The Life of Jesus (Herbert W, Gates). In the fifth grade the children are offered a graphic, accurate, and well-selected ar- rangement of the Ufe of Jesus from the point of view of Jesus as a hero. Every phase of his life calculated to inspire youth to Christian hving is presented. Through the Notebook and the wealth of pictures, maps, and other illustrative materials furnished with it, the pupil completes and illustrates each of the chapters in the Hfe of Jesus. JUNIOR HIGH SCHOOL Paul of Tarsus (Louise Warren Atkinson). Paul was a great hero. Most people know him only as a theologian. His Ufe presents miracles of courage, struggle, loyalty, and self- abnegation. This book is intended to help the pupil to see such a man. It is a study of the boy Paul in his home, his student life, his Roman and Jewish surroundings, and, later, as the hero in the great ambitions and enterprises through which he worked for the spread of the reUgion of Jesus. The Note- book and Homework Book are admirable helps for the pupil. Heroes of Israel (Theodore G. Soares). This book is an excel- lent illustration of the process of conserving the religious values of the Old Testament as pupils advance in years. Each story contributes its ethical message. The full text of the stories is included in the pupil's book. The Teacher's Manual contains carefully prepared suggestions for the prepa- ration and presentation of each lesson. The Pupil's Text pre- sents the biblical material, retells the hero stories, and raises questions for class discussion. Right hiving: A Discussion Course for Boys and Qirls (Maurice J. Neuberg). That character may be scientifically developed is the principle underlying Right Living, a discus- sion course for seventh- and eighth-grade boys and girls. The author has gathered nearly a thousand problems or life- situations which early adolescents face. The most prominent and crucial of these are presented here to the boys and girls in a manner and vocabulary adapted to their interests and needs. Biblical studies, references to general Uterature, and games and other character-building activities for motivating the studies are suggested. SENIOR HIGH SCHOOL Biblical Courses The Life of Christ (Isaac B. Burgess). Although intended for pupils of high-school age, and emphasizing those aspects of the Ufe of Jesus which would most interest boys and girls who are beginning to think for themselves in rehgious matters, this book may be used as a basis for the study of the Ufe of Christ for even older pupils. This study provides for a thor- ough and constructive type of work. The aim has been to en- rich the religious hfe through a closer and deeper knowledge of the Ufe of Jesus. The Hehreiv Prophets or Patriots and Leaders of Israel (Georgia L. Chamberlin). Many people who are interested in the work of boys and girls of high-school age have come to believe that the problems which the Prophets faced, and their manner of meeting those problems, provide the best material through which to approach moral, civic, and social situations in our own day. Christianity in the Apostolic Age (George H. Gilbert). The story of the early days of Christianity may be remote and dull, or vitally interesting, according to the method of its presentation. The author of this book has chosen for empha- sis Uving men rather than dead doctrines. SENIOR HIGH SCHOOL Ethical Courses The Problems of Boyhood (Franklin W. Johnson). This book will be useful, not only in the Sunday school, but in day school, Association classes, or any field of boys' activity with boys. Such topics as Keeping Clean, Habits, Gambling, Bet- ting, Clean Speech, Right Thinking, Sex, Loyalty, Self-Control, and other themes. Lives Worth Living (Emily Clough Peabody). A course con- taining twelve studies for young women. Six of these studies present the hves of women from the Bible and Christian his- tory, representing the varied spheres of women in the home, the social circle, public life, the business world, the religious world, and the professions. Young People's Projects (Erwin L. Shaver). These projects comprise the best type of material now available with which to challenge young people to think through the problems of the Christian life. Six programs here seek to provide for growth in Christian character through purposeful, complete, lifehke, and co-operative experiences on the Christian level. In order best to accomphsh this aim, they are based on the project method, set forth in Mr. Shaver's recent book. The Project Principle in Religious Education. A Christian's Life-Work. A project plan suggesting how Christian young people of high-school and college age may be helped to find that form of life-work for which they are best equipped and to use that life-work as a means of co-operating in the building of a Christian world. A Christian's Recreation. This is a project plan to guide young people of high-school age and older in the dis- covery and use of Christian types of recreation. A Christian's Attitude toward the Press. The object of this project program is to develop among young people by group discussion and activity an intelligent and effective attitude on the Christian level toward the public press. Christian World-Builders. The aim of the program of ac- tivities offered here is to help young people interpret and use the resources of the world in accordance with the Christian purpose. Valuable source material is included to aid the group in determining the right use of Ufe's advantages. Christian Young People and World- Friendship. The various portions of the program are designed to enlist young people in the knowledge of and participation in the missionary work of the world. A directed study-activity that will lead the way for an intelligent effort at world- peace. Young People and the Church. A procedure is here sug- gested for a unified program of educative activities for young people with the aim of developing a more intelli- gent, devoted, and active loyalty to the church. SENIOR HIGH SCHOOL Supplementary Courses Studies in the Qospel According to Mark (Ernest D. Burton). A careful study of the most graphic of the Gospels, aided by notes, questions for consideration, maps, pictures, and a dictionary. The principal object of this book is to show pupils how to master a bibhcal book. The Third and Fourth Qeneration (EUiot R. Downing), This book gives a practical answer to the question of how teachers of reUgion and science may lead pupils of the adoles- cent years to such an appreciation of the facts of Ufe as will increase their sense of responsibihty for their own bodies, and will help them to avoid those forces which lead to deteriora- tion and to cultivate those which upbuild human families both physically and mentally. Paul, Son of Kish (Lyman I. Henry). In this story imagination binds together isolated facts in a vivid historical restoration of the Ufe of Paul, from his youth in Tarsus through his varied experiences to his martyrdom in Rome. This story assembles and faithfully blends with the Bible stories of the period the customs and historical incidents in relation to the personahty of Paul. ADULT GROUP The biblical studies assigned to the high-school pe- riod are in most cases adaptable to adult classwork. There are other volumes, however, intended only for the adult group, which also includes the young people beyond the high-school age. Additional courses are in preparation; they will seek to interpret problems of modern life from the Christian point of view. The books now available are as follows: The Life of Christ (Ernest D. Burton and Shailer Mathews). A careful historical study of the life of Christ from the four gospels, with copious notes, reading references, maps, etc. A new edition is in preparation. What Jesus Taught (A. Wakefield Slaten). After a swift survey of the material and spiritual environment of Jesus this book suggests outUnes for discussions of his teaching on such topics as civilization, hate, war and non-resistance, democracy, re- ligion, and similar topics. Can be effectively used by laymen as well as professional leaders. B.eligious Education in the Family (Henry F. Cope). An illuminating study of the possibilities of a normal reUgious development in the family life. Invaluable to parents. Qreat Men of the Christian Church (Williston Walker). A series of deUghtful biographies of men who have been in- fluential in great crises in the history of the church. For prices consult the latest price list. Address THE UNIVERSITY OF CHICAGO PRESS CHICAGO • ILLINOIS Date Due