The Caldwell watchman. (Columbia, La.) 1885-1946, 1915-03-26

According to Professor Beecher the
extent of the period we have been
studying during the last quarter is
332 years, from the death of Joshua
b. G. 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 God and the king
dom Of man. In the first section we
studied the period of the Judges.
Barak, Gideon, Samson and Samuel;
one prophecies, Deborah; also the
priest Eli and his sons; Samuel and
Ahlah; and Ruth, who was an ances-
tress of our great high priest. In
the second section we considered Saul
the king, and a prince, Jonathan,
Saurs 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 the
most profitable form of review.
There are four things to be said
about each character and his relation
to the events occurring in Israel: Cd
The people had departed from God;
there was disobedience and a reli-
gious decline. (2) God permitted on
the part of lsraels enemies oppression
that finally became unbearable. 60
lhere was repentance on the part of
the people and an appeal to God for
help. (4) God raised up a 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 proftably discuss such
questions as, why did the people so
easily forsake God?" why and how
did their repentance so quickly lead
to their deliverance?" How did God
help the people to return unto him."
What were 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-
sentfal difference between the king
dom of Saul and the Republic of God
under the Judges?" What are the
outstanding characteristics of Jona-
than's life and character?" What
great message for today do these
characters and these two forms of
government have?" Doctor Torrey
suggests profitable form of review,
viz, doctrinal review: Cd The
teachings Of the lessons of the past
quarter about Jehovah and the Holy
Spirit; (2) The pregiew, types and
manifestations of tile Lord Jesus;
CD The teaching about sin and the
particular sins mentioned; and (4)
The teachings about the word of God. I.
OF 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 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 by
a drawing presenting a hal!
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,
Ellis sons, and Saul. Then tell, as
simply as possible, the salient points
in the history of each and show how
God approved or disapproved of their
lives; which were used, and which
set aside. Any school can have be-
sore it on a chart or a blackboard the
ollowing:
The lessons, chief persons. chief
acts are given in order.
l. Joshua, Iraelites, Judges; a great
patience. 2. Deborah, Barak, Sisera;
great deliverance. 3. Gideon, Angel
# Jehovah; great call. 4. Gideon,
The Three Hundred; a great test.
/. Manoah, Samson; a great failure.
!. Naomi, Ruth, Orpha; a great re-
olive. 7. Eli, Samuel, Jehovah; a
reat vision. 8. Philistines, Israelites,
Iii; a great capture. 9. Samuel; a
reat victory. 10. Samuel, Saul;
reat honor. II. Nahash, Saul; a
reat rescue. IL. Jonathan, Armor- r
carer; great hero.
If written work is asked for be care.
IL not to assign too much and, as far J
5 possible, assign different tasks to
ldividuals of given class.
1t would be an inspiration to have t
number of girls Of the early teen
ye each to read brief essay on one
the female characters Of the past q
larter's lessons, also to have num- :
,r of boys selected to do the same
r each of the important male char.