EARLY EDUCATION THE BASIS OF CHARACTER. A Sermon Preached by Rev. Alexan- der Alison, Pastor of the Alex- ander Presbyterian Church, Nineteenth and Green Sts, Philadelphia. TEXT ~“Train up a Child in the way he should go : and when he is old, he will not depart from ¢.— Proverbs xxii. 6. If any one should ask the question, “Why do I lay so much emphasis upon the training of the young?" as I shall hope to develop in the course of this address, I would be constrained to reply, because I beliove that such teaching lies at the very foundation of all spiritual character; and because I feel in my own heart the benefit of such instruction, There is, perhaps, no text of scripture of more vital importance to parents, guardians, and those who are in any way connected with the training of the young, than this one. It not only establishes a fact, but also conveys a promise. Jam aware that there are those who have taken exception to this passage of the in- spired Canon. Thereare those who say that in some cases the text is untrue. How can any one, who believes the Bible to be the inspired Word of the living God do this? It may be that we imagine a possible excep- tion, because we have not examined the sub- jeot in its every aspect. This fact will probably discover itself as wo proceed. People may argue, If they will, that in some cases children are so naturally prone to evil that all efforts to train them in the paths of rectitude and virtue will be futile: but I feel quite sure they cannot prove their point; they cannot establish their premise. No deviation ever took place from the de- claration of the text. NO one can prove that a child trained up in the way he should go ever departed from it in after life. But, methinks, 1 hear the remark: “Have not the children of pious parents, ministers of the I. for instance, departed in manhood and womanhood from the way of truth, religion and virtue?” Admitted. FORM parted from the way in which they were trained. Ministers, like other people, are hu- man, and, therefore, liable to err in the train ing of their little ones. They are apt to be inconsiderate in their af- fection; and by excessive indulgence, perhaps, their children in the way of wrong. It is pos. sible to hurt, yea, even as the says, “to kill with kindness." I have heard a minister of my acquaintance say, “I believe it is our true wisdom to always exercise the spirit of forgiveness ance when they err, thor than to punish.” This may be true, and doubtless is =o certain sense, but not so altogother. the sacred writer? “He that spareth the hateth his child,” i. ¢., his child will grow upto draw out his hatred and dislike: and “sparing the rod” it an evidence of love, converse, more forcible than moral. from our Heavenly Father's those who are His believing children, who i8 ever considerate in His love and affec- tion for the heirs of glory * He loves,” and yet, on the other hand also informed, * children, so the Him." If the rod is spared, the child know how casy and lenient guardian, and fear (i ¢., being absent, he indulges in kinds of disobedience, mischief and pranks. It of the attributes of the Christian nat “fear God" as well as “keep His © mente." Not with a timid fear, but wit coming reverence an fear and fear that is dev a def respect. planted in th earthly parent A parent wi WEYS Most resp. . teacher, whether in school, althe t COUrse, very Where proper seipl will respect rity withou except there has been 8 violation of the law ; and if the girl knows assuredly that penalty will certainly be enforced when laws are broker nds set at variance, he or she will soon « » to avoid the repeti. tion of those offences which are displeas. to the parent, and if allowed to go un. “the little foxes that spoil the sn Let us learn a lesson dealings with we Like as Lord pitieth them that fear i soon comes to the parent or t for his laws is repel Various is on ure mmand ha be 1 godly awe ne is on ant afraid, Fite Oy OF little ing pu inished, are Yies, Children often know more, and are sharper and shrewder than we give them credit for. They soon discover whether we are inclined to indulge th n their faults and little follies, or to psy out the full penalty of their childish indiscretions: and as surely as they do in infancy, ely shall they carry tone dencies inte ont and womanhood. There is no doubt at all of the truth of our text. It 18 Just as grout 4 truism 88 Solomon or any one ever uttered. “Train up a child in the way be should go, and when be is ald he will not de part from i But some one may remark: “What are i going to make of diggreition r “Well, I besieve there is much, very much, in the influence of disposition. 1 believe there is more tr uth than poetry in the well-known adage, “Blood wili tell.” 1 believe, also, that the same theories that prevail among men in regard to the bumbler members of the animal kingdom, will not be found absurd when ap- plied to God's highest création-man. If a gentleman desires a valuable horse, he is anx- ious ~earnestly so, to know 11s antecedents, its pedigree. Nor does this prevent his exercising great diligence in the training of the colt. He does not allow the animal to grow up merely trusting to its record for admirable results, No! he uses, if anything, more care in such a vase, believing that bis attention to the laws of equestrian culture and development will be more richly rewarded than in ordinary cases, But with an animal of good disposition Ine herited from a noble sire, or dam, he knows how comparatively easy is the work of produc ing a pleasing eect, Bo it is with the gems homo, Where od and stable chara by one’s parents and grand-parents, the work of fulfilling the text is comparatively easy. Whore, however, nosuch thing exists the faith. ful training of the godly parent or guawdian will undoubtedly produ. o marvelous results in proof the statement found in the text, “Train up a child, ete.” But | cannotdwell. Time will not permit mo to consider as fully as might be desired the subject of matural disposition that is, the die position inherited—-asa factor in the education of the child, It is proper, however, to say in leaving this part of our subject, that the man or woman who fully understands the idea involved in the fs BO thos of the study of the child, his disposition. Every. thing depends on the discovery of this. Buch knowledge 18 to the work of education, or Slonding out” what the foundation is to a house. No two children are alike, and here is the point where they mainly differ, especially in the moral aspect of the question. But a word ere | pass to the more pat ticular elucidation of the text on what wo sometimes hear said about the children of ministers and other prominent workers. Some one says, “Minister's sons are the hard- rut cases.” Is this true? Statistics have shown that windy-siz per cont. of the sons of the Manse turn out fine Christian men, a large number of them, like ther fathers, ministers, Of the four per cent. who do not, it Is sald that three-fourths of that four per gent. go down by reason of strong drink 4 #, outside influ. ence which cannot be entirely guarded against, The same high rates hold good conversely in the ranks of those who are from parents of vicious habits and blunted moral sensibilitios, ‘Why then do people talk so about the children of ministers? Because they hess more about them and thelr households, doubtioss, In leav. ing this, let me ask you individually to think of the number of minister's children you have to the bad. You will find the # “Teach a child in the way, ote.” No, 1° is “Train.” Now, what is the difference? Its very striking! I will use a Bomely, yet, I think, #p- propriate Hustration, Walter, we shall suppose comes dashing into the parlor, throws down his coat on the floor of the ball and off again with a rush to play. His mother shouts after him: “Walter, Walter, come here!” The obedient boy at once returns to his mother's presence, She says: “Walter, my boy, you ought not to have thrown your coat on the floor; ploase do not do it again.” In the meantime, however, she has picked it up herself. She has mado a mistake; she has not gone quite far enough. She has simply taught, not “tralned’’ Walter. If she had sald “Walter, you will be good enough to hang that coat in its proper place.” Bho has shown him how to carry out her wishes. Bhe had trained her boy into the act of doing prop- erly his duty. And we thus see a profound difference be- tween merely telling a child what to do, an! having him do it on the spot. It is the diffor- once botwoen teaching and training. The text does not say “Teach,” but “Train.” The latter method, therefore, is the method the text, and doubtless wore this more Hterally carried out we would find very few persons who would take exception to this portion of Holy Writ, But (2d) children can be trained. Is thisa fact? Yes. We havo just been noticing this very point. Children can bo trained. When children are born into the world they wre born with all the latent powers of manhood within them. Time and nature are roquired to de velop those powers and bring them into pay. All the physical, mental and moral propo: tics aro there, subjectively they can not help developing: they will do 80 In one of two directions, either to wards the goal of excellence, which alone is or towards the high- which ends in nothing good. There are in every child Let us never forget this TH fact. The college the student because he saw in him the possi. President of the Republie, recognized this idea. The brain with ull its fire park that time a and into a flame that wil mine History abundant- YI may fan the world by its brightness, ly proves the truth of this position. What Is true of the physical and mental, is equally true of the moral. Certain causes pro- certain effects, Just so; if mating influences are brought to bear upon the physi- y 50 shall the body be properly mature a, and healthy in its man hood, making due allowance, of course, as al- for hereditary taint or pro- monitory disposition. It is training, however, ng of nature alone, that makes, in a large sense, the healthy body. Its duce invige The science of gymnastics, the laws of hygiene, ete, are now so well understood that even an unhealthy body can be mu with the soul than It is wo ple nwa i chiid people generally imagine v by attention to the sim. living in the training of a witha te: ney, for instance, to cone sumption, the evil day—the day of death-—can be warded off to an indefinite period. Nor fs all this a whit less true, as we have seen, to the mind, wthy our belief when argued {a reference to the soul tural for the youth to leam: be grow up in solid knowledge or nor less wi must cither stadid lend SOO, If good, true know mental vision he will rubbish is presented is and ot} ther grow upward or d is ns choloo ion: upward, Wi. the dow noou rs : of education i “I lead out.” A child may be tral oy th Ys upordown. Our text very sin plies the fact, God w ord the an child, ete,” if it Your child then let him be early set in the pr will conti ue to walk therein. If be is taught carly to desire God he will al. wars be an admirer and a doer of it. Habit will become second nature. Goosd habits can be legmed as wei wd ones, bul not wo easily i n up a child in the way he should go, and “Tral i not depart from it. ngly lm before Train up a “train JUAgT wig being susce pt when he is old hie wi Bat, agein, the toxt suggests also th y is the time to train, and strongly mph no other time will o It says, “Train up a child fot som; such would be ard. It iflt not only with the cone perience, but with the actual laws of nature “ As the bough is bent, the tree is inclined.” fsa well-known saying. If you bend the twig when i: is green it wili grow as bent: You cannot pos. bend a fullgrown tree, If you wish to nth os that a full-grown would be in fusions of ex. per abe LO iy our circurmtances than many of us generally imagine, While circumstances do not form, thoy in a very emphatic sense confirin charmo- tor. But to {llustrate the point more fully and show the absurdity of such reasoning. let me remark that I have heard people say: “1 believe those children who are allowed to grow up, re- gardless of the laws of healthful attention; those children who seem to roll mostly in the mud: who are continually exposed to the ele ments eto; who are not kept covered with warm clothing and supplied with tho other esscntinls to a healthy existence, turn out the hardiest and the strongest.” Fallaclous reason ing. 1 have not the slightest doubt that chil. dren who survive such unnatural treatment are really healthy, robust and strong. Otherwise they must have died. In making such declarations ag we have re- ferred to, 1. ¢., that roughest treatment makes the strongest children, we are too often guided by particular, notgeneral observation, We do not allow our vision to include sufficient terri- tory. Our promises are wrong to begin with, therefore our conclusions cannot possibly be correct. We forgot the hundreds and thou- sands-aye! tens of thousands of children who have died from such neglect and exposure. It really requires strong, healthy children physi- cally, to withstand such treatment, and I am very much impressed with the thought that the children who survive euch monstrous deal- ing are about one in every hundred of those go exposed, while the ninety and ninesucoumb to the neglect of nature's laws and He concealed within the tomb, and far enough away from There isa very large portion of our race i f + Begin then the work of culture mental and spiritual--or as some people call it, in yout bh. This is most emphatically the period of life referred to in the text. [tis clearly shown, not only by these words, but by actual experience, that youth is the best, in fact, the only time to train in “wisdom's ways, whose ways are ways of pleasantoes, ote.” A child can be taught almost anything in infancy He can be taught also to avoid and overcome tae COIL that which ls eviland degrading, If the child has the tendencies in him after that which is vigions, you may root them out in youth, or at least so effectually subdue them that the better principles inculoated will pre vail. You eannot do so, however, in after life, When the tares and the wheat have become so thoroughly the upperhand, there Is much danger of de- stroying the valuable cereal in the effort to up- root the useless wild growth, Discover, then, in time man, Again, the boy who steals his mother's apples and pears, or even his coming largely dishonest in after life. Again, 1 say. Hoot it outl Train the children to shun the very appearance of evil. Show them what is right and wrong now, olse you may depend the girl's nature. ‘Train the children to teil the truth. Train them to love it. If this is done they will be truthful in manhood and woman hood. If this is neglected they will, perhaps, be liars, and uoiversally migtrusted. Disregard for truth, for one’s word Is a terrible failing. Some one has said: “A Har is worse than a thief; you can hold the hands of the latter, but you cannot control the tongue of him whose false. hood is matter of common report.” The law reaches the one, and soarcely touches the other. But, this 1s not all. Our text leads us to cone sider another point of great importance, “It says “Train wp a child in the way he should go,” 4. 6. not in the way he would go. It requires no labor to train in the way he would go. it is moat e iy nothing but labor if wa would train them bs Ways our toxt, fe, Yap” as i hel “should go.” Idron require 80 attention at all to grow as they would; but that is down. Let them alone and they will go in that direotion naturally. But someone argues thus: “I have soen chil dren grow by their pareats, and tum a Bf smitted. They domg. times no thank Jutrends for The circumstances around them have boon tan ireatie forranmtely Ambibed those Ti not cde rE they reevived them | MOTE eRe, 3 Puthaps, bave mor reason tot nk God frequently fer of five, and if the cause of death were really ns. coertained (as it cannot be by man), it would, doubtless, be found that neglect on the part of parents and nurses to pay proper attention to the demands of physical law in the care of the h to do with the fatal results rm that the exercise nee of hyg I venture to study of the sc and the usesand rether with a fee 11 SCnRe with will, win those dren of a tender gr decreas What body, of entrusted the onre of chil ead to a larg mortality. in regard to ference Wo in the ratio of I have been sas I also plead in nr thie eotual and spiritual parts Parents ardians, teachers, with the education of the young, soe you are using every means to ‘train not in the WAY thoy “in the they should go. The text wid to ¥ Who else can it mean? Those who have been instructed with the and moral training of ome Yad nover-dying souls should rea without delay, their great ress sibility text is for pow’ Listen to its voioe! fort to obey its teach And now that we have consi Junction of the text, kt us prox yea, the practios ways in which we may be he infantil the phen, hild, connpeted that up" iy ing the hig of the « all to it them WOH is addres ng. fered the iIn- ood to exa Ww t able should gor” NALTOW WAY asting Mfe, for that is Goad, i query area few of the to “train up a «< that is, as I under that leadeth unto « ever the idea of the Word of fill in the way stand it, fry the verl y our minds to this one tho ally the sine qua nor num of all our effort in the id “fe i frst ; the the whole oh is of the ng tow over, if pos ble ingoid or preci fil of it highest Importan tk on anything, its vaiu yal SLOTION ¢ the materials ths Id be. Jewelers Every part therefore, the fort Lirass or | £1 We killed on eis precious the ¢ ot ago. b wala, D } yOu re w not, such is the f invaluable souls are m peace or misery, i in Heaven or Hell If you are satisfod, portance of your charge, Kindly do not the following hinta to fall unheeded on Cars, First. Have your own soul ! Be sure your owe hout this you will di how to cond tL the higher spur tual odie of your offs g. lH youen or do aot know the language cannot teach it to your childrea. If you have pever studied the art of chirography yourself, it is not within the mange of possibility that you will be abies to lead your offspring to dis. tinction in the scicnoe of omligraphy.or oven to tnaster the oommon ruled of writing. The same, spiritually If you do not possess quaintance with as he is revealed in know how fo sorye others the wonder Y ou cannot “train” § destined either then, con rT Tn safe, 1salvat "wo now ledg Or sister Wit 0 §& sex jon not speak French, yourself, you an experimental ao- Christas a personal Saviour the Gospel, you do not Him, and cannot tell to sis story of redeeming grace, our child to love Him Secure, then, your own vation. “Make your (own) calling and election sure” and then begin with family worship, This will have a wonderful effect. Never misma day. If learn to, Never say can’t. Christ can make you able, “I can do all things, through Christ, who strength. says the apostio of the Gentiles, also say. Hear again the nd “No If it ia a very heavy burden for you to pray good edition family prayers, and read one every and evening. If rend in the proper spirit, why should not Have singing also in Your child will be greatly im- Do not forget to train the young beart to love the praises of the Lond, The power of song is be. but not suf. I notice that in a great many homes With. ciently so. singing in family worship is neglected, and uninteresting to the young. I most emphatically urge this part of the sere vice, Sometimes we hoar complaints that con. grogational singing is being neglected in our churches, and blame fs laid upon the well. trained choir. Is it not possiblo—yea, probable, that we are putting the blame on the wrong shoulders? May it not be that the pas<ing away In a large measure of the habit of the fathers to give praise its proper place In family worship is the most largely responsible for the lack of interest taken In the public singing of the sanctuary? Is not this a reasonable suggestion? But aanin, train your child to pray: teach him a prayer of some kind; the Lord's Prayer, for example, or any other prayer: but train him to {rov. Have him commit to memory little ymns, religious poems, verses of scripture, the shorter Catechism, eto, Tell him as early as posedble of Josus and His love. Tell him often “I'he old, old story,” not only often, but cone tinually. Do not bore him; but, do it ina pleasant, childdiko way. Every parent and person aoe customed with children, knows what is meant by that. Childron have the utmost confidence in Riithuie paresis ko advantage of this, and Shey Wilt grow up vet Wes but firm be. yo again. Take them to the chirch as soon as possible, Never mind if they require 10 be on out a few times. If you take them early, probably iow 3 uh and on looking a poriod when to be able to express the opinion that there is an improvement taking place in this re- spect, What kind of lessons are parents who act in this way teaching their children? How much interest will such children ever take in attend- ing church when grown? Do you wish to know why so many of our boys in all our villages, towns, and cities are found hanging around the corners of the streets on Babbath? Decause they were not “trained to go to church by their parents. Most of these boys you will thus meet on the Sabbath were in the habit of going to a SBabbath-school when they were children, Ask them and they will toll you so. 1 bave asked many of them, and have found it so. They went to a Babbath-school of some church when they were children: but now they are no longer children; they have lost the idea of going to Sabbath-school altogether, because, you know, it has become fashionable to consider the Babe bath-school only for children; (I wish instead of calling it “Sabbath-school” the nume would be changed to The Church Studying the Bible,” i. e., the whole church, young and old In com. mon) and that as pupils leave the public school when they have reached a certain ago, 50 may all those who attend the school In connection with the church, This idea is not only held in theory, but actually carried out in practice, Parents are largely to blame in too many in- stances; they allow the children to feel that the Babbath-school is thé children's church (it 4 not): therefore, they allow them to do all their worshipping there, and when they grow old enough wo feel no longer called upon to be scholars, they go outside: and, never boon trained to go to church they gle I have said it frequently, and I love to say it for tl 1 to go both to church then let the child Sabbath-school* rath than n earth will compensate for on the House of as and Sabbath the church, 1 y school, Nothing © the loss of regular sttendancd fxond. nor for yo gunrdians in al Oh, that my v ir ne parent's and hh the heart of great city of ht reas Philadeiphi theroot might be ar tendance, even at the exer Of great self fe rye of your offs Holy Temple As 1 have sa wef oor bey r them just as as possibi vevoer mind even if they do mak und God rebic tonrs ean never be aught i who love the lord in sncerit) : Surely, y sald, “Suffe dren to come into me,” pever moant us to go to the iy Prince nit them. But now that [ have h attendance, to send t with MOT my, O Mag ’ il etn hem bath-schox Never mind if they other peopl It is atwolute fo other in this way. Many they are to NN: itt poy o's chilidren people are caler most fquette of socie time eft to look after the mo of the highor ty that rituanl well Ad ight of { having, that y« for a couple of seREONS, Mi ORD pur clothing that will endure s ng. I cannot ever, in these days of such cheng aring apparel, such an cxous than a passing not nd 3 w, | add, send } yot his of th iv those wh AT O58 read © aad, = thos im to a Prost yteria sn Sab ish to make them Metho Methodist Sabbath-sch miber the Sabbath-school is § the nursery of the Catholic Church bas taught in looking after the children, r our children as well as the yw thelrexamp e bore, . I believe, who said, yoars of a child and $a may hh onoee more, ine sist upon your child going regularly to the Sab which you select, as well as 10 Depend upon It the habit of going one day and staying at home another, will & up with the chi ™ I it will, protmb lity, be found that in after regularity in church attendance will be suit, Be also enjoined to discourage your child finding fauit with the teacher. mond and so on quite ai Tie Re ts a grand joss It would be well f« bh, if we would folk It was Bishop Bellarm the first eight the rost Hut Herre onureh “give me AVE church church ir THe roe yoars, in Do not grume- could be sid about the lesson: no one father tell your child what you discover been omitted. Rejoice that the teacher doos your child some good, Bemembor that the teacher's work is a labor of Jove, prompted, probably by the highest desire for the saving of your child from eternal death, But, finally, we notice in the third and last rain up a child in the way he should go, and when he is old he Can. has the promise may be realized in your experis ence, my Chestian father and mother, Pray for your children. “Thus did Job cone tinually,” are the words of the inspired writer, his example. The language of ete, and work and use the means help themselves. The Lord will guide you only trust Him. Now, oh, now give yourselves to the task! Nay, not the task, the pleasure, with the education of the young will be held privilege laid upon them of training the young in the knowledge of holy things while their minds wore pliable, and “to whom much is given, of him shall much be required.” Oh, that we all might be more concerned about the young. They are the lambs of the fold. We must not allow them to wander off like some of the older sheep who ought to know better and do not. As it is with the confirmed inebriate-the habitual drunkard 20 it is with sinners who are Gospel hardeaed and there are such in every piace-there is no use in hopiog to do much with them. We must, however, do what we can, even with them. Womust never falter or waver in our faith in the promise of the Tord, Even in working with those most harden od or depraved, for, This is a faithful saying and worthy of all acceptation, that Jesus Christ came into the world to mye sinners, of whom I am chief,” Put wo must in the future turn our attention evil day, and which, when they go out Into the giddy whirl of the mighty city, in the midst of the wicked world, all the battering-rams of evil will be unable to penetrate or break down. To this end, see to it, that the blessed Word of God-~the Bible— is thoroughly taught them in childhood. Any boy or girl who goes out into society and life well founded upon the solid rock of Divine truth, will, ike the magnificent Hghthouso in the midst of the dashing break. ors, stand grandly, unmoved when the waves of sin and the storms of temptation threaten to carry everything before them. Let parents, guardians, teachers and others be only faith- ful in presenting before the young the Lamb of God who taketh away the sin of the world, even Jesus, blessed Jesus, and withal endorsing their teaching with a “holy walk and conversation that boecometh the Gospel of Christ,” I am willing to leave the next gener. tion and the glory of the Church of Christ for the future to unfold. “Train up a child in the wy he should go and when he is old he will not depart from 1." ——————— = SUNDAY SCHOOL LESSON. Suxpay Manou 17, 1849, Christ's dave to the Young. LESSON TEXT. Mark 10+ 18.22. Memory verses, 21-22) LESSON PLAN, Toric ov THE QU Mwuhty Worker, ARTER: Jesus the GOLDEN TEXT FOR THE QUARTER! Belveve mu , that I am in the Father, and me: or else believe me for sake. ~John 14 : 11 N Toru : How lo Serve, hl likeness Commanded ri 9 Relf.l LE onfidence GOLD Sufler the and forbid them of God { dren to unio me, § nol; Jor of such 1 the ~ Mark 10 : 14. Dany Homi M.— Mark serve, T.—Matt, 19:13 P praliel ArT W.~ Luke 18 kingds i READINGS! 10 : 13-29, ran), narrative, TooMatt 18 Model Serving -—— LENSON ANALYSIS I. HILD-LIKEX ESS I. Children Welcomed Suffer the little a COMMEN § Yeon maren eo: forbid them God om of As newbot ual milk {1 IHL Children Blessed: He took ti nh them (16). Wi sh wm i is arms and blessed such Matt, hem all receive Treceiveth his O50 One 18 - (Matt, me Ly d hands on t : 15) Stralghivay the damsel rose walked (Mark 5 : 42), Be ye....imitators of God, as bel « hil ren (Eph. 5:1). 1. The disciples rebuked them.’ (1) The source of rebuke; (2) The jects of rebuke; (3) The ground rebuke “He was moved with indignation, (1) The objects of the Lord®s indig- nation; The grounds of the Lord’s indigr ation. , “He took them in his arms, blessed them.” {1) he little ones; (2) His arms and his blessing, 11. SELF-CONFIDENCE LL Esger Secking: There ran one to him, and kneeled to | him (17). | Master, what good thing shall I do? | | (Matt, 19 : 16). ! What shall I do to inherit eternal life? i {Luke 18 : 18). | Brethren, what i 2:80). i Sirs, what must I do to be saved? (Acts 16 : 30). IL Ohnfident Boasting: | All these things have I observed froin | | my youth (20). ! What lack I yet? (Matt, 19 : 20). | Thou who gloriest in the law (Rom. 9am No flesh should glory before God (1 Cor. } 1:90). {| Not of works, that no man should glory (Eph. 2:9). 111, Still Lacking: One thing thou lackest (21). A man which Lad not noa wedding- garment (Matt, 22 : 11). One thing thou lackest yet (Luke 18 : 22). All. ...fall short of the glory of God (Rom, 3 3:33). They did not subject themselves fo the Hghliouinths of God (Rom, 10 : 3) . “Good Master, what shall I do?” (n) The courteous address; (2) The momentous inquiry; (3) The infalli- ble instructor, 2, “All these things have I observed from my youth,” (1) A broad 2) A Steady continuance; Ee has 8 Come thing. the thon | lackest.” (vd single lack; (2) A serious lack; (3) A fatal lack. 111, SELF SURRENDER DEMANDED, LL Surrender Dhrected: Sell whatsoever thou hast, and give to the (21). Go, j Shat shou bls, wid §1v8 to the poor or (Map, 2 left Hi have followed thou up, and oved Oob- of '" (3) and DISCOURAGED, shall we do? (Acts | IL Fallow Christ: Come, follow ne (21). Let him deny himself, and take up his cross (Matt, 16 : 24), Let him... .take up his cross daily, and follow me (Luke 9 : 23). He said unto another, (Luke 9 : 69 Follow me J. If any man gecve me, let him follow me (John 12: 26). IIL Surrender Refused: He went away sorrowful (22). Let us....cast away their cords from us (Psa. 2 : 3). suffer me first to {Luke 9 : 59), First suffer me to bid farewell (Luke J : 61). We will net that this man reign over us {Luke 19 : 14). 1. “*Sell whatsoever thon hast, and give to the poor.” (1) The universal sale; (2) The universal distribution, (1; None tor self; (2) All for others, “Thou shalt have heaven,”” Heavenly treasures: (1) Their nature; (2) Their source; (3) Their superiority, “He went away sorrowful.” Away from Christ; (2) Away » sorrow; (3) Away to doom. Mn —— LESSON BIBLE READING, CHRIST AND THE The young who served h 15, 16: Mark 14 : 00, 6: 9-13). The young wh 19 : 13-15 go and bury my father treasure In (1) ith ivi YOUNG. y (Matt, 51:16 th: d LE! The SUI RROUNDINGS, discourse from which the last is given more fully in ! Matthew (chap. 18), But both Mat. bew and Mark pass over in silence ! & period of about six months, only no- { ticing a journey from Galllee ih rough ! Perea (Matt, 10 : 1; Mark 10 : But Luke and John give more 4 to the history of this interval (Luke 9 : 51 to 18 : 14; :} to 11: 57) than to | any other period of our Lord's ministry | save week, Yet ar- | rangement events in chironologi- | cal order 1s one of the most perplexing | problems in the gospel narrative, John, however, makes some definite | ments as to time, and an outline { story can be constructed. | During the Feast of Tabernac! i which occurred shortly after the lesson, our Lord yisited Jerusalen John 7). His ministry in Galiles visit, or shorily ed with this it, increasing hostility at J John 7 the closing Lhe of the There was usalem, which led to attempts atl vio- during the Feast of Dedicatic iv). Atl or the se festiva blind man was healed bu 9), but is uncertain at which. ter t of Dedication our Lord drew ie Jordan: returned to ¥. where Lazarus was withdrew to Ephraim, appar- city a few miles east of near the last Passover deh Wwnoe John One other { 4 ¥ i i Falsed a Small until (John 11 Luke narrates some details connected | With the clos the Galilean ministry, but most of his narrative must be placed in Perea, —how much is open to discussion. Other points are doubtiul, but the three (Synoplic) accounts come | together again with the blessing of the little children. Mark and Matthew place a discussion on divorce immed: | ately before (Mark 10: 2-12); but all three accounts connect t gether the in- | cidents in this lesson, { The place was somewhere in the val- { ley of the Jordan, not far from Jencho, probably on the east side of the river. The time was not long before the last Passover, probably during the latter | part of March, year of Rome 753 : O Ba LA. D. 30), six months after the last lesson, Parallel passages: Matt, 19 : 13.22; Luke 18 : 15-23. -— ——-——-—— The Xiove of Beauty. The love of beauty and refinement | belongs to every true woman. She { ought to desire in moderation, pretty | dresses, and delight in beautiful colors | and graceful fabrics; she ought to take | a certain, not too excessive, prides in herself, and to be solicitous to have all belonging to her well-chosen and in good taste; to care for the perfectiorder- | ing of her "house, and barmony and fit. | ness of her furniture, the cleanliness of | her surround ings, and good style of her | arrangements; she ought not to like | singularity, either of habit or appear- ance, or be abie to stand out against a fashion when fashion has become cus. { tom; she ought to make herself con- | spicuous only by the perfection of her taste, by the grace and harmeny of her | dress, and unobtrusive good breeding | of her manners; she ought to set the | seal of a gentle woman on every square inch of ber life, and shed the radiance ot her own beauly and refinement on every material object about her, omni itn The Way the Money Goes “This is the way the money goes” says the Rural New Yorker. Towels are used for holders, napkins are used
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