Crawford avalanche. (Grayling, Mich.) 1879-19??, 1897-05-27
Lesson for May 80.

Lesson for May 80.
Golden Text will shew thee my
faith by my works. James 2: IS.
This lesson is found in James 2: 14-23,
and shows how Christian faith leads to
good works. In the last lesson, one of the
most prominent persons In the conference
at Jerusalem was James, the brother of
Jesus, Leader of the church at Jerusalem.
His letter Is one of the earlier books Of
the New Testament; not improbably the
earliest, though it may have been writ
ten after some of Pauls epistles. The
dates assigned to it vary from 40 to 63.
Its simple, practical nature seems to ia
vor an early date. The book Is one of
the most attractive in the New Tesla
ment, outside of the gospels. 1t breathes
throughout the spirit of a christian gen.
tleman." of man who, not despising the
illogical discussion, yet preferred to de-
vote himself to the concrete realities of
conduct. Ii has often been supposed that
1t is in some measure controversial, and
was intended to counteract the excessive
reliance on faith which might grow out Of
Paurs preaching. But though II does en-
phasize the complementary truth, faith Is
not disparaged. Not Pauls teaching but
at most bold perversion of it, can be
the error which James combats. His book
should be read through by teacher and
pupils during these two weeks. It's grace
full style and charming geniality, as well
as it's practical Christianity, will make
1t very pleasant reading. Many passages
In it should be memorized.
Explanatory.
The Epistle Of James, from one point of
view, is protest against shams, of every
sort and description. The author denies
vigorously that sin comes from God, or
from any other source than the sinful
heart of man-thus demolishing the ar
guments Of fatalists and all who attempt
to evade full responsibility for their ac-
tions q: 1919. He protests, in the Sec
pnd place, against the self-deception of
those many Jews who supposed that ia
miliarity with the law, lifelong hearing of
the word, would in some way suffice in
place of obedience Q:19-2O. Thirdly, he
protests against the snobbshness that at
tempts to base itself on religious excu-
siyeness, and has regard to the clothing
OF rich and poor. yet offends in weighty
matters ofthe law e: 1-13). Then comes
the lesson, protest against a spurious
faith that results in no good works, and
Is dead q: 1926. There are other pro-
tests in the remainder of the book, such
as that against the inconsistency of
Christian who~cannot control his own
tongue l3: LID, that of those who pro-
fess to believe in peace but strive among
themselves (4:1-12), protest against the
folly of a trust in the permanence of
worldly plans and riches a.: 13; 3: O.. But
all these protests are made in Il gentle,
kindly spirit, designed to suggest 10 the
minds of the readers their own defcen-
cies in such a way as to lead to repentance
and reformation. rather than to denounce
them and drive them into greater sin. 1t
is for this reason that James is so good
model for preachers to-day. We need
every one of these warnings, though that
against an idle faith has less per.inence
to-day than during previous generations;
but we need them framed in the same
persuasive words if their effect is to be
seen in renewed lives and a Christianizrd
society.
Teaching Hints.
The theoretical discussion of the rela-
ton of faith to works in salvation. inter-
esting as it may be to theologian, has
no place in the Sunday school. Even the
comparison of Pauls doctrine with that
of James, unless thoroughly done, would
better not be done at all. Such COM
parison might profitably be made in the
adult Bible class. under the guidance of
the pastor, and would throw much light
on the essentials of Christian doctrine.
But the central truth of the lesson itself
is simple enough for the comprehension
of the youngest child. 1t is withal truth
that needs to be constantly emphasized in
the training of children. Youthful inn
pulses towards goodness that end in
words do untold harm to character. There
are few sights so sad as that of boy or
girl who talks glibly in Sunday school or
junior meeting of religious experiences
which bear no fruit in daily conduct. A
system that trains children and young
people to speak regularly in public relig-
ious services is valuable just so far as it
provides also for the symmetrical develop
ment Of their character. When ii fails
in that. it does harm rather than good.
No better opportunity could be found for
guarding against misunderstanding or
wrong emphasis in this matter than the
present lesson. For faith" substitute
believing in Jesus for works" good
deeds" or Kindness" or "a pure life" or
whatever idea is best suited to the pupils
needs. The term works is too technical
to be personally applied without explana-
ton.
In the younger classes the lesson can
best be enforced by story; preferably
positive rather than negative. That is, let
the story be about some one who had
both faith and works, whose faith was
discovered through his works. 1t will re-
quire little ingenuity to describe nat
ural, boyish Christianity, free from prig-
gishness, in such a way as to attract and
win the admiration and imitation of the
class.
Next Lesson-"Sins of the Tongue
James 3: lib.
Compensation.
You say I've suffered. 1t is true, my
friend,
And still shall suffer-that / know right
well.
My way is hard and toilsome. Who can
tel
BY what steep paths reach my journeys
end?
But this you have forgot do not spend
My effort grudging. If through some