r chooses. One of these is "How the Bible Came to Us," by
Professor Price, on page 123. There are fifteen numbered paragraphs in
this chapter; if there are at least fifteen members in the class, a
profitable hour could be spent by assigning a paragraph to a member,
several days ahead, with the understanding that each one was to read
the entire chapter, but to be specially prepared in his assigned
paragraph. At the time of the lesson hour pencil and paper could be
supplied to each member of the class. Then beginning with paragraph 1,
all books closed, the assigned member could state from memory the
contents of the paragraph, while all the others silently write down
wrong statements or omissions--these to be brought out later.

#The chapter on the Bible#, page 11, should also precede the numbered
lessons. The chart given is easily remembered and each member might
reproduce this chart from memory and tell something of each of the
several periods enumerated.

#The Lessons on the Book.#--It will be seen that each lesson is
composed of several parts: (a) The historical outline, which is placed
first; (b) the geographical work, in a statement of places and an
outline map; (c) a paragraph designated "Significance of Events"; (d)
the story of the period briefly retold in simple language. Note the
following suggestions:

(a) _The Historical Outline._--These outlines, taken altogether,
constitute a complete statement of the essentials of Bible history.
They are the framework upon which may be built as elaborate a Bible
story as one may wish. The outlines may well be used for memory work
and in question drills and reviews.

(b) _The Geographical Work._--In most of the chapters the maps are so
simply drawn that they may be used for geography drill, each student
being asked to draw (without tracing) the simple map connected with
the lesson, and locate the places mentioned.

(c) _Significance of Events._--These paragraphs, taken together, form
a concise story of the progress of redemption and revelation, and
state the spiritual teaching of each period. The essentials of these
statements may be memorized, but students should be required to
express the thought in their own language.

(d) _The Retold Bible Story._--Emphasis upon the memorizing of the
other three parts of the lesson should not prove an excuse for passing
by the Bible narrative here given. Without this the other work may
prove dry and uninteresting--a task. The stud