Written for the New England Sabbath School Union, and revised

by the Committee of Publication




Depository 79 Cornhill.


K c. 10762


Entered according to Act of Congress, in the year 1838, by


In the Clerk's Office of the District Court of Massachusetts.


The great object of Sabbath School instruction, is so to present. the truth to the ininds of those ght, that they shall feel its application to themselves.

These Questions attempt to aid the Teacher in accomplishing this object. The design of the writer was not only to communicate knowledge, but to do it in such a manner as to excite the child to THINK. But besides this, there was the purpose of making self the subject of reflection. To accomplish this, personal questions have been asked. Other questions have been so framed, as to introduce topics for conversation. In all cases, reference has been had to the subject under consideration. Some effort has been made to awaken and direct the mind of the teacher, as well as to enlighten and profit the scholar; for all must have observed, that the teacher imparts his own mental state to the child hebeaches.

Every lesson has some important principle involved. This is usually indicated near its close, and no pains should be spared in endeavoring to impress it on the child's mind. In order to profit in the highest degree, the class must experience some pleasure in the examination of the lesson. To give this pleasure, the teacher must be familiar with the lesson. With these questions, the lesson will require some study, but demand more reflection. We have endeavored, in framing these questions, to lead the mind of the teacher forward in such a path, that objects might constantly present themselves to his eye, which would afford pleasing and forcible illustrations of the truth taught. One Sabbath should NEVER CLOSE, before the lesson and questions for the next have been CAREFULLY READ. Your mind is then in a good state, and during the week you can gather illustrations from observation and experience. If you, whose minds are matured, demand them, in the instruction you receive from the pulpit, how much more does the volatile mind of the child require ruiness and aptness of illustration! The portion of, Scripture selected is peculiarly spiritual, and these questions are directed to the heart; can yon use them without much prayer?

The Gospel of John was selected, because it was supposed to have received less attention than the others, and on account of its peculiar-character. It presents the teachings of Jesus concerning himself. It contains the strongest evidence, that "he spake as never man spake." It is an inimitable portraiture of the character of him who " was with God in the beginning,” biit " was made flesh, and dwelt among us.” John presents us with what Jesus is, more than what he does. No one can properly prepare himself to teach the truths here presented, without being profited himself; and he may be cheered with the assurance, that the word shall accomplish good to those taught.

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Should it be found, that this volume answers the expectations of the friends of Sabbath Schools, another may be expected in due time, on the remaining portion of this Gospel and John's Fpistles; and, should the series be continued, perhaps the Psalms and Proverbs will be taken up at some future time.

Boston, March 20, 1838.


The Second Edition of the New England Sabbath School Question Book has been called for much earlier than was anticipated. It has, however, undergone an entire revision. Some addition has been made to every lesson ; and, at the close of every third lesson, Questions for Review have been introduced. It is hoped, that every school will spend the fourth Sabbath in reviewing the three previous lessons. The questions for review are more general, and soinetimes present a fuller view of the subject than the others. If the Teacher take a proper interest, the Scholar will never be uninterested in the review. The text has been introduced in connexion with each lesson, so that if the scholar has been careful to look at all the references, and fix them in his mind, he will need only the question book before him in the recitation of the class. As this edition is stereotyped, no change will be made in the arrangement in future. The writer has endeavored to profit by the suggestions which have been made, by the friends of Sabbath Schools, in the periodicals which have kindly noticed the work. Much time and severe application have been devoted to the preparation of this little book of simple questions. The work was undertaken with a deep conviction of the difficulty of performing it well; the offering has been made to the friends of Sabbath Schools, attended with fervent prayer that it may be accepted by him for whose sake it was undertaken, and, attended by his blessing, accomplish nething for the advancement of the cause of truth and piety in this interesting department of Christian labor.

CAMBRIDGE, June 28, 1838.




[Taken, by permission, from Malcom's Bible Dictionary.)

Great uncertainty rests on some of these calculations, and exacti.

tude is not attainable. The works of Arbuthnot, Horne, Brown, &c., have been carefully compared, and where they disagree, the computations have been made anew. 1. Jewish Weights, reduced to Troy Weight.

Ibs. 0. pen. gr. The gerah, one twentieth of a shekel...

0 0 0 12 Bekah, half a shekel......

0 0 5 0 The shekel

0 0 10 0 The maneh, 60 shekels

2 6 0 0 The talent, 50 manehs, or 3900 shekels

125 0 0 0

2. Measures of Length, reduced to English Measure

A digit*........

feet. inches.

4= a palm 12 = 3=a span ..... 24 = 6 = 2 =a cubit 96 = 24 = 8= 2 =a fathom.. 144 = 36 = 12 = 6=1.5 = Ezekiel's reed.. 192 = 48 = 16 = 8 2= 1.3=an Arabian pole... 1920 = 480 = 160 = 80 = 20 = 13.3= 10=a schænus, or

measuring line

0 0.9 0 3.6 0 10.9 1 9.8 7 3.5 10 11.3 14 7.1

145 11.

3. Long Measures.

A cubit

400 = a stadium or furlong. 2000 = 5=a Sabbath day's journey 4000 = 10 = 2 =an Eastern mile... 12000 = 30 = 6= 3=a prirasang... 96000 = 240 = 48 =14=3=it day's journey

milcs. paces. feels

0 0 1.8 0 145 4.6 0 729 3. 1 403 1. 4 133 3. 33 172 4.

• To understand the four following tables, read them thus : “A cligit is nine tenths of an inch ; 4 digits equal one palm, or three inches and six tenths ; 12 digits, or 3 palms, equal 1 span, or un inches and nine tenths," &c.

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