Sunday-School Success. Wells Amos Russel

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СКАЧАТЬ to tell which came first, the healing of the nobleman's son of John 4, or the stilling of the tempest of Mark 4, but place the last a year later.

      Not only has the narrative become clear and orderly, not only has the wonderful history parted itself into the true and helpful time-divisions so diverse from the confusing chapters, but the places now stand out, and journeys are distinct. Take any diatessaron—that is, any parallel arrangement of the four Gospels—and note the wide blanks in each book, filled out by others, so that between contiguous verses of one Gospel must be inserted whole chapters of another, complete journeys, many deeds and sayings, the location in the meantime greatly changing. A geologist will think of the helpful triumph of taking from the full rock record here to fill out the unconformable strata there, until a geological column is built up.

      A further inestimable advantage is the appreciation of surroundings. What light is cast, for example, on the story of Lazarus in John by its insertion in Luke! The contact of these parted elements of the gospel story sometimes rouses a current of thrilling thoughts, making a veritable electric battery of the monotessaron.

      Still another priceless gain is an understanding of proportions. Matthew's parallels, Mark's deeds, Luke's miracles and parables, John's sermons—in reading any of the four Gospels peculiar elements come into prominence, and we are left with no idea of the relative proportion of these elements in the one life. What emphasis did Christ place on the doctrinal, and what on the practical? Just how much of his teaching concerned himself and his character? What space in the New Testament is occupied by miracles? Just what part of Christ's preaching was parabolic? What is the prominence of missionary effort and proselytism? How much is there of consolation, and how much of stern rebuke? What measure of promise? What quantum of theology? What share of ethics?

      These and scores of other questions which occur at once to every Christian thinker, the monotessaron makes possible of easy and rapid answer. Indeed, almost its chief advantage is the spur it affords to the spirit of investigation. Those who are statistically inclined can even get at precise ratios by the exact process of counting lines.

      Well, that is my experience of the value of a monotessaron. It has given the life and person of Christ marvelous vividness, setting facts in their due order, location, relations, and proportions, while the facility it affords is constant inspiration to fresh, delightful study. This is the experience of thousands, and yet I am sure that among the readers of this book will be many who are yet unacquainted with this Bible help. Not only every Sunday-school teacher, but every Bible scholar, should own one.

      The single year in which I wrote this chapter saw the publication, in quick succession, of four of these monotessarons, one the improved edition of an older work. Each of these four has its peculiar features of value, and I have compared them carefully to get at their characteristics.

      1. "The Interwoven Gospels." Rev. William Pittenger. (5 × 7½ inches, pp. 245. New York: John B. Alden. Price, 90 cents.) Five plates give clearly the various journeys. The Gospel fullest in each event is taken as the standard, and its verse-numberings given, while sentences and phrases interwoven from other Gospels are preceded by an inconspicuous letter, to designate the book from which they come. This seems to me the ideal plan. There is a table for finding in the monotessaron any verse of any Gospel. There is a very distinct synopsis. The time is indicated only at the heads of the five divisions of the story. The place is given at the head of each one of the one hundred and seventy-one sections. The index is scant. The typography is excellent. The American Revised Version is used.

      2. "The Gospel Commentary." J. R. Gilmore ("Edmund Kirke") and Lyman Abbott, D.D. (5 × 7 inches, pp. 840. New York: Fords, Howard & Hulbert. Price, $1.50.) This monotessaron is combined with an excellent and very full commentary, selected from the works of three hundred authors. These multitudinous notes somewhat mar the impression of unity and continuity for which the monotessaron is peculiarly valued. No maps. Information as to sources of the combined text is given only by references at the top of the page—an indefinite way. There is a table for finding in the monotessaron any verse of any Gospel. There is a chronological synopsis, but no diatessaron table. There is a good index of thirty-two pages, and a marginal synopsis. The time is minutely indicated at the head of each page, and the locations shown irregularly, in notes, chapter headings, or marginal synopsis. There are forty-three chapters. The typography is clear. The King James Version is mainly used.

      3. "The Fourfold Gospel." J. G. Butler, D.D. (5 × 7½ inches, pp. 212. New York: Funk & Wagnalls. Price, 75 cents.) This is taken from Butler's "Bible Work." The sources of the text and transitions are indicated as in Pittenger's, but not quite so minutely. Places are given at the head of the one hundred and sixty-six sections. Times not shown. A good diatessaron synopsis, and a table to find in the monotessaron any verse from any Gospel. Two sketch-maps. No index whatever. King James Version.

      4. "The One Gospel." A. T. Pierson, D.D. (5 × 7½ inches, pp. 203. New York: The Baker & Taylor Company. Price, 75 cents.) This monotessaron contains the gospel story in forty-seven sections, with no section headings, and no indications whatever of times, places, or sources of the various portions of the text. Valuable for reading, but unsatisfactory for study. A capital index. No table for finding verses, no synopsis or maps. King James Version. Retains more than the others nearly equivalent words and phrases.

      Each of these excellent compilations has its own field, and the student who can afford the luxury will rejoice in them all. Happy times in which we live, wherein the person of Christ is brought with such clearness and fullness and beauty as never before to the poorest and busiest and most unlearned!

      Chapter VIII

      Getting Attention

      I was once sergeant of a college military company that was being trained by an officer of the regular army from the nearest barracks. In one evolution it was made my duty to march at the head of a long column, shouting at the top of my voice: "Hep—hep—hep—hep!" This was to give the time; we had no drum. I conscientiously obeyed orders and strutted off, shouting the required "Hep—hep—hep—hep!" But alas! at a critical turn, thinking more of my glory than of my duty, I marched to the right, while the column, more heedful, turned off to the left. So there I was, a long, lank figure, strutting off by myself over the field, shouting "Hep—hep—hep!" How many times since, when standing before inattentive classes, have I repeated that mortifying performance, less obviously, but none the less really!

      How often teachers are bent on planning what they are to say and how they are to say it, but omit to consider how they may induce people to attend to it; just as if (to change the figure) a locomotive engineer should polish and oil his engine and turn on full steam, but forget the little coupling-pin that hitches the engine to the train! It is a very little thing, this coupling-pin of attention, and often the teacher goes puffing a long way before he perceives that it is left out; and it is a great humiliation, as well as a great loss of time and steam, to go back and hitch on.

      The first thing to be considered, if we would win attention, is the room. Poor janitors spoil more Sunday-schools than poor teachers. You remember how the Peterkins tried to take their drive, shaking the reins, clucking at the stationary horse, whipping and coaxing him by turns, and all in vain until the lady from Philadelphia unhitched the obstinate beast. We make Peterkins of ourselves every time we try to take an intellectual journey with our pupils when they are tied down by hot air, poor ventilation, uncomfortable seats, and surrounding noise and bustle. All our pedagogical ingenuity will fight in vain against the fiendish ingenuity of a bad janitor.

      Having made it possible for the children to pay any attention at all, the next thing is to get it. Attention has something to do with tension. Now it takes two to stretch a cord, and there are two parties to every act of attention. How about the second party in this case—the children?

      Imprimis, when you appear before the children, leap at once into your theme. Older folks rather like to doze along through СКАЧАТЬ