The Brinkley argus., 1915-03-26

According to Professor Beecher the extent of the period we have been studying during, ,Sthe last quarter ls 332 years, from the death of Joshua B. c. 1434 to the reign of Saul, which began B. C.. 1102. 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. Tn the first section wt studied the period of the 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 our great high priest. In the second section we considered Saul the king, and a prince, Jonathan, Sauls son. While the lessons may thus be roughly divided, yet we feel that a general review of the charac- ters 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 l to the events occurring in Israel: O | The people had departed from God; there was disobedience and a reli- | gious decline. CD God permitted on | the part of Israeis enemies oppression that finally became unbearable. (3) There 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 l judge wonderful acts were performed showing his power and the favor which rested upon Israel. The adult classes can profitably discuss such l questions as, Why did the people 50 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 l peoples sins?" Was this form oi
 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
 thans life and character" What
 great message for today do these
 characters and these two forms oi
 government have?" Doctor Torrey
 suggests a profitable form of review,
 viz, a doctrinal review: CD 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; | (3) The teaching about sin and the
 particular sins mentioned; and (4
 The teachings about the word of God l Of course to do all this, or to follow
 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
 making drawing presenting a hall l 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- fore it on chart or blackboard the following:
 The lessons, chief persons. chief facts are given in order.
 l l. Joshua, lraelites, Judges; a great 1 patience. 2. Deborah, Barak, Sisera; great delNerance. 3. Gideon. Angel of Jehovah; great call A. Gideon. | The Three Hundred; great test | 5. Manoah, Samson great failure. I 6. Naomi, Ruth, Orpha; a great re-
 solve. [. Eli. Samuel, Jehovah; 3 great vision s. Philistines, lsraelites, Eli; a great capture. 9. Samuel; a l great victory. 10 Samuel. Saul; a
 great honor Il. Nahash. Saul; 8 l great rescue. 12. Jonathan, Armor-
 bearer; a great hero.
 If written work Ss asked for be care ful not to assign too much and. as far 1 as possible, assign different tasks to | individuals of given class.
 It would be an inspiration to have number of girls of the early teen 1 age each to read brief essay on one ] Of the female characters of the past
 quarters lessons, also to have num-
 Ser of boys selected to do the same ! f..r each of the important male char
 aeters we have studied.
 There is no lack of subject matter 1 for this is period in the history of
 Israel that teens with life and act1x- ity. :, x