The Tupelo journal., 1915-03-26


According to Professor Beechcr the
extent of the period we have been
studying during the last quarter is
1872 years, from the death of Joshua
B. C 1434 to the reign of Saul. which
began b. c. 1902. Though other
-chronologists may differ slightly, this
Is approximately correct.
We may roughly divide this period
into the republic of Goa and the king
dom CT man. In the first section we
studied the period of tho Judges,
Barak, Gideon. Samson and Samuel;
one prophecies, Deborah; also the
priest Eli and his sons; Samuel and
Ahiah; and Ruth, who was an ances-
tress of cur great high priest. In
the second section we considered Saul
the king, and a prince, Jonathan,
Saul's son. While the lessons may
thus be roughly divided. yet we feel
that a general review Of the charac-
tiers and the principal lesson TO be
learned from each will perhaps be tho
most profitable form Of review.
There are four things to be said
about each character and his relation
to the events occurring in Israel: ID
The people had departed from God;
there was disobedience and a rell
gious decline. (2) God permitted on
the part of Israels enemies oppression
that finally became unbearable. t3)
There was repentance on the part OF
Che people and an appeal to God for
help. "a God raised up q judge who
saved" the people and through this
Judge wonderful acts were performed
showing his power and the favor
which rested upon Israel The adult
classes can profitably discuss such
questions as, why did the people SO
easily forsake God2" why and how
did their repentance SO quickly lead
TO their d~eliverance?" How did God
help the people to return unto him?"
What we're the methods and the prin-
,ciples used in Gods punishment of the
peoples sins?" Was this form of
government in vogue a failure"
Coming to the second section, many
questions suggest themselves: What
advantages and opportunities did Saul,
the first king, have?" How did his
failure begin?" What was the es-
sential difference between the king
dom of Saul and the Republic of God
under the Judges?" What are the
outstanding characteristics Of Jona-
fhan's life and character" What
great message for today do these
characters and these two forms of
government have?" Doctor Torrey
suggests a profitable form of review.
wiz, a doctrinal review: % The
teachings Of the lessons Of the past
quarter about Jehovah and the Holy
Spirit; (2) The preview, types and
manifestations Of the Lord Jesus;
i(3) The teaching about sin and the
particular sins mentioned; and (4)
The teachings about the word of God.
or course to do all this, or to follow
any part of these suggestions will de-
.mand that much work shall be as
signed in advance and that great care
shall be exercised to make any one
of these lines a connected and inter-
.esting whole, Above all, beware Of
attempting too much lest the schol-
ars BECOME confused.
If someone can be secured who is
moderately successful in using the
blackboard an interesting review can
be presented to younger scholars b.
making q drawing Presenting a hail
of fame with panels for Deborah,
Gideon. Ruth, Samuel and Jonathan.
Another drawing may, by comparison,
be termed the ''rogues' gallery and
may have in it panels for Samson, Eli,
IEli's sons, and Saul. Then tell, as
tsimply as possible, the salient points
In the history of each and show how
God approved or d~isapproved Of their
lives; which were used, and which
set aside. Any school can have be-
fore it on q chart or a blackboard the
following:
The lessons, chief persons, chief
facts are given in order.
/. Joshua, Iraelites, Judges; a great
patience. 2. Deborah, Barak, Sisera;
a great deliverance. 8. Gideon. Angel
of Jehovah; q great call. 4. Gideon,
The Three Hundred; a great test
&. Manoah, Samson; a great failure.
G. Naomi. Ruth, Orpha; a great re-
solve. Z. Eli, Samuel, Jehovah; a
great vision. 8. Philistines, ~Israelites,
Eli; a great capture. 8. Samuel; a
great victory. 10. Samuel, Saul; a
great honor. II. Nahash. Saul; a
great rescue. IL. Jonathan, Armor-
bearer; a great hero.
II written work is asked for be care
full not to assign too much and, as far
as possible, assign different tasks to
individuals of a given class.
1t would be a n inspiration to have
a number of. girls of the early teen
age each to read a brief essay on n
of the female characters of the past
quarters lessons, also to have a num-