The Yale expositor. (Yale, St. Clair County, Mich.) 1894-current, 1909-06-18
QUARTERLY
REVIEW
Sunday School Lesson for June 20, 1909
Specially Arranged for This Paper

the age and ability OF their classes.
Sometimes IL will be best to unite two
or more plans, or to take parts of
several, or to make other adaptations
OF these suggestions.
! A Progressive Review.-To carry
out this review, request the scholars
a week in advance to go over all the
lessons of the quarter and note for
each of them what step in advance
was taken by the church. The schol-
ars will make lists of these forward
steps" and these lists will be COM
pared in the class, taking one lesson
| at time, and thus reviewing it's chief
! points.
! A Geographical Review.-For this
review each scholar may make an out
line map showing the various countries
and places that were the scenes of the
quarters lessons. Let each lesson be
! located with a figure. When a lesson
involves more than one place, repeat
the figure at each locality. Then let
the scholar make a list of the places,
by names and number, and write op-
posite each a brief statement of the
principal lesson to be learned from
the event that occurred there. For
example: jerusalem the first
church council, teaching the value of
frank and brotherly discussion of
differences"
A Characterization Review.-This
review will take up the various per-
sons that have entered into our quar-
ter's lessons. Each scholar will be
! asked to write brief Characterization
of all these persons. These will be
read and compared in the class, one
character at a time. They should be
quite brief, often hardly more than a
sentence. For example: John
Mark, a man of good impulses but
weak determination; he made one
great failure, but he also made a
great recovery"
A Central-Texts Review.-Ask the
scholars to go over the lessons at
home and select for each of them the
verse that they think best embodies
the spirit and thought of the lesson.
Tell them in every case to use the
entire lesson, and not merely the
verses that are printed in the quarter
lies and lesson-leaves. The discus
sion Of these different choices in tho
class, and the fixing on a final choice,
will constitute thoughtful review.
A Christian-Life Review.-Each les
son of the quarter has some strong
teaching on the conduct OF life. It
will make an inspiring review if you
set the scholars to framing lists, at
home, of these teachings. at least one
for every lesson, and then compare
the results in the class. For example
the Christian-life teaching of Lesson
", Paul in Cyprus, would be consid-
cred by some to be the duty of mis-
sionary activity; by others, the folly
of opposing Christian work; by others,
the blindness of the SOUL like Elymas
physical blindness, which comes upon
all that set themselves in opposition
to the truths of the Gospel.
A Problems Review.-This would be
good form for the review to take in
adult classes. Let the teacher draw
up list of problems connected with
the various lessons, perhaps one for
each lesson, and preferably the prob
lens that arose in the class discus
sions and were not satisfactorily set
tied at the time. Read the list to the
class slowly, calling FOR volunteers to
assume the responsibility of leading
the class, on the next Sunday, in the
discussion of these problems Here Is
a suggested list: Lesson l. Should a
Christian ever associate with non
Christians? Lesson III. Why are not
all Gods saints delivered from their
prisons? Lesson III. What really
converted Saul? Lesson w. Why are
not all our modern churches as vigor.
Gus as that at Antioch? Lesson V.
Why was the Gospel confirmed by
miracles in Pauls day, and why is it
not confirmed in the same way to-
day? Lesson VI. What was the |
secret of the effectiveness of Pauls
preaching? Lesson VII. Would Paul
and Barnabas have been justified in |
using the homage of the people for |
the greater influence of the Gospel? |
Lesson VIII. The decision of the
council was a compromise
A Peter-Paul Review.-This form of |
review would be excellent for the |
primary department. Let all the les |
sons be grouped about Peter and
Paul, the two leading characters. |
Make II review of Peters life, as far |
back as his call to be disciple. The |
best way, perhaps, is to draw on the
blackboard (or on large sheets OF pc
peri series of frames, each to hold !
"a picture" of one scene in Peters
life or Paurs. This picture" will be
indicated by few words written as
the children recall the scene. such as
Peter walking on the waves" Peter
by the fire in the courtyard" Paul
facing Elymas," James writing his
epistle," "A procession of heroes"