PREFACE.

      The hearty welcome given to the Christian Lesson Commentary, issued for the first time in 1886, showed that it met a want that was felt by Sunday-school teachers and Bible students. Grateful for the kind words, appreciation and sale of the first volume, the author and publishers have striven to make the new volume still more worthy of the public favor. Various improvements have been suggested by experience which the student and teacher will discover, and which, it is hoped, will be found useful.

      In the way of suggestions concerning the proper use of the work I cannot do better than to quote from the Preface of the preceding volume: "I have sought to present in plain, simple language, which the ordinary reader can understand, a clear exposition of the inspired thought, as well as the practical duties that It suggests and enforces. In this work I have not sought to avoid controverted points, but, without the slightest reference to the opinions of men, have endeavored to declare the whole counsel of God."

      My lesson commentary is prepared as an aid to the teacher in his work. No work of the kind can fit any teacher to appear before his class unless he makes the proper preparation. He must use it as a help in the way of preparation for his class duties during the week. I would suggest to each reader who uses this volume the following methods of study: Early in the week read carefully the lesson of the ensuing Sunday from the Bible, with its connection. Next, pass over the lesson carefully, verse by verse, and endeavor to form a conception of the meaning of each passage, marking the places that are not understood. After this is done, about the middle of the week, open the Lesson Commentary, examine the location of the lesson upon the maps, read the Helpful Readings and the Introduction, and then take up the lesson in order and compare the explanation of each verse with the conclusions reached from previous study. Do not leave any portion until a sharp, clear outline of its meaning is fixed upon the mind. Then, after reading the "Practical and Suggestive" reflections, examine the Analysis, study the Points for Teachers, and try to group the various thoughts of the lesson around these divisions."

      I would suggest also that it will give freshness, interest and value to the teaching if the teacher will seek, and seek to impress, as correct a picture as possible of the times in which the lessons are located. History must always be studied in its settings to be profitable. It will be an excellent exercise, and will prove of interest to the whole school, if selections of teachers or advanced scholars are made, some weeks in advance, to prepare and read papers which will seek to reproduce the places and times of the lessons. I would suggest such topics as the following: A Visit to Adam in Eden; A Day with Noah in the Ark; An Evening with Abraham; A Glance at Egypt in the Time of Joseph; Marching Through the Red [3] Sea; At Sinai with Israel; In Bethlehem in the Time of Christ; Listening to John the Baptist, etc., etc. These papers would be rendered more attractive if they should take the form of eye witness and narrative, the writer describing the scenery, people and incidents as if from personal observation. Of course it will require considerable study to gather the information required for such a paper and a skillful use of the imagination to group the facts in a picturesque and attractive style, but the labor will be worth all the pains it costs, and the exercise will give a fresh interest to the lessons. The superintendent and teachers should spare no effort to interest the pupils in Bible study. The Bible is the most interesting book in the world, but is dry to many for the same reason that a book of geometry would be uninteresting. They do not understand it. They have not sufficient information of eastern and ancient geography, times and manners, to comprehend the beauty, force, and appropriateness of the narrative or illustrations. To stir up a deeper interest in Bible study there must be instruction in subsidiary knowledge.

      The space to which I must here confine myself will only permit me to add that a study of the wants of the class, and prayer for the Divine help are indispensable to the highest success of a teacher. There must be the confidence that comes from a knowledge of the lesson, the love of the pupils inspired by the Spirit of Christ and a sense of responsibility to the great Teacher for the manner in which, and the matter which we teach. That this volume may prove helpful to those engaged in the unselfish and noble work of teaching the divine lessons is the ardent wish and prayer with which it is sent forth to teachers and Bible students. [4]

Source: Barton Warren Johnson. The Christian International Lesson Commentary for 1887. Des Moines, IA: