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ON

SELECT PORTIONS OF SCRIPTURE

FROM THE

OLD AND NEW TESTAMENTS.

PREPARED FOR THE AMERICAN SUNDAY SCHOOL UNION,

AND REVISED BY THE COMMITTEE OF PUBLICATION.

VOL. III.
EMBRACING THE HISTORY OF THE PATRIARCH3.

AMERICAN SUNDAY SCHOOL UNION.

PHILADELPHIA:
No. 146 CHESNUT STREET.

1830.

HARVARD
UNIVERSITY

LIBRARY

Eastern District of Pennsylvania, to wit:

BE IT REMEMBERED, That on the twenty-second day of July, in the fifty-fifth year of the Independence of the United States of America, A. D. 1830, PAUL BECK, Jun. Treasurer, in trust for the American Sunday School Union, of the said Dis. trict, has deposited in this office the title of a book, the right whereof he claims as proprietor, in the words following, to wit:

“Union Questions, on Select Portions of Scripture from the Old and New Testaments. Prepared for the American Sunday School Union, and revised by the Committee of Publication. Vol. III. Embracing the History of the Patriarchs.".

In conformity to the Act of the Congress of the United States, entitled, “An Act for the Encouragement of Learning, by secur. ing the copies of maps, charts, and books, to the Authors and Proprietors of such copies, during the times therein mentioned," and also to an act, entitled, “An Act Supplementary to an Act entitled 'An Act for the Encouragement of Learning, by securing the copies of maps, charts, and books, to the authors and proprietors of such copies during the times therein mentioned,' and extending the benefits thereof to the arts of designing, engra. ving, and etcbing historical and other prints."

D. CALDWELL, Clerk of the Eastern District of Pennsylvania.

EXPLANATIONS.

The figures placed at the beginning of the lines, refer to the several verses of scripture constituting the lesson.

Questions.-There are two kinds of questions on each verse. The first kind, printed in large type, are very plain and easy, and may be answered by repeating the whole, or a portion, of each verse. The second kind are in smaller type. They are not difficult, but require the scholars to understand the mean. ing of the passages which they commit to memory.

Giving out the Lesson. The superintendent, or some other person, should name to the whole school, each Sabbath, the les. son for the ensuing Sabbath. All the scholars who can read, should get the lesson, and the teachers should be careful that all the classes arc on the same lesson.

Mode of Teaching.--The teacher, each Sabbath, should sit down before his class and ascertain that his scholars have the lesson committed to memory, by requiring one to recite the first verse, another the second verse, another the third, &c. Then he may ask them the questions, or as many of them as he pleases, always taking care that when a question is asked to one scholar, all the rest of the class are listening. Wherever a sufficient number of teachers can be procured, each class should not embrace more than six scholars. Good scholars will an. swer most of the questions, and the best scholars will answer them all. Teachers should take pains to explain the meaning of each verse, and ask many questions which are not in the book

Teachers' Meeting.- Wherever it is practicable, the teachers will derive a great benefit by meeting together once a week, for the purpose of examining, unitedly, the lesson for the ensuing Sabbath.

Dividing Lessons. Most of the lessons are long. In some cases it may be expedient to divide a lesson, and spend two weeks on it. The superintendent should make the division in such case, and give notice of it to the school. Care should be taken that all the classes have the same division.

References.--Scholars and teachers should be encouraged to look out the Scripture references, and commit them to memory, and should be required to point out their application to the subject.

Weekly Etamination.- Near the close of the school, each Sabbath, the superintendent, or some suitable person, should call the attention of all the scholars, and examine them by asking the questions in the book on the lesson which they have been reciting to their teachers. He may put the easiest questions to the youngest scholars, and give explanations himself when difficult passages occur. This practice of weekly, examination has been proved to be very beneficial by thorough experiment.

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