INTRODUCTION.

IN presenting this 'SYSTEM OF GRADUATED SIMULTANEOUS INSTRUCTION, all teachers are affectionately reminded that no 'system,' however excellent, can work of itself; there must be labour on the teacher's part, and careful study of the lesson before he enters the school, and punctuality in attendance. Not the punctuality of being seated only when the minute-hand of the clock proves him not behind the moment arranged for commencement, but punctuality which the children shall see is five or ten minutes before the time determined in the RULES AND REGULATIONS ' -the punctuality which carries out the doctrine, waiting to be gracious;' and which the children may see the teacher exemplify when he exhorts them, saying, Seek ye first the kingdom of God and his righteousness.'

The principle upon which this SYSTEM OF GRADUATED SIMULTANEOUS INSTRUCTION proceeds is to give *

'Precept upon precept, precept upon precept; line upon line, line upon line; here a little, and there a little; that the teacher may teach knowledge... and make to understand doctrine them that are weaned.'-See Isaiah xxviii. 9, 10.

And the benefits of a SYSTEM OF GRADUATED SIMULTANEOUS INSTRUCTION are,

First. In engaging the CHILDREN that cannot read, as well as the most advanced, at the same time and in the same subject.

Second. In stimulating the TEACHERS with their classes, by the comparison to be set up in 'A general examination of the Grades.'

Third. In facilitating the labour of the SUPERINTENDENT in his oversight of the school, by uniformity of subject, graduated to the capacities of ALL.

Fourth. In the inculcation of the HISTORY, the CHRONOLOGY, the GEOGRAPHY, and the DocTRINE of the lesson, by frequency of repetition, without weariness.

Fifth. In testing the abilities and diligence of the teachers, by a 'General Examination of all the Grades,' thus giving the MINISTER OF SUPERINTENDENT an opportunity to know what and how much the children have been taught.

BEFORE any teacher can teach others, it is necessary that he, himself, should be well taught, that so he may be apt to teach.' Much of the success of a teacher, humanly speaking, depends on his own knowledge, and his method of communicating what he knows.

'Knowledge is the candle, without which faith cannot do its work.'

this SYSTEM, visible representation is adopted as far as practicable; and the more to secure impression, we have a map or chart of the Holy Land, on which is delineated every event in the Evangelical History of our blessed Lord's Life and Ministry: and the teacher will be greatly assisted by acquiring a thorough knowledge of the arrangement and the locality of the events narrated. To do which,

For illustration

Let us suppose a class assembled, it does not matter how many, so that there are not less than four; a black board provided, and the chart hung by the side of it. The following will be appropriate questions; the answers are such as were given by some children in a public school, at Manchester.

Teacher. In what part of the Bible do we find an account of our Lord and Saviour Jesus Christ? Class. In the New Testament.

Teacher. In what part of the New Testament in particular?

Class. In the Gospels-Matthew, Mark, Luke, and John.

Teacher. What particulars do the Gospels-Matthew, Mark, Luke, and John, record of our Lord Jesus Christ?-1st Boy. His Birth.'-2d Boy. Being in the temple with the Doctors.'-3d Boy. His Baptism-Miracles-Parables.'-4th Boy. Of his turning water into wine.'-Others. His Crucifixion, Burial, Resurrection, and Ascension.'

Teacher. Very well. What part of the earth was the scene of our Lord's birth, baptism, miracles, parables, crucifixion, resurrection, and ascension ?-Class. Asia.

Teacher. What part of Asia?-1st Boy. Judea.-2d Boy. Holy Land.-3d Boy. Canaan.-. 4th Boy. Palestine; Land of Promise.

*This to p. viii. is extracted from A full development of the system,' lately published.-See Varty "atalogue. A 2

Teacher. Very well. On this sheet of paper is given a representation of Judea, Holy Land, Canaan, Palestine or Land of Promise; and all the towns mentioned in the Gospel History are marked upon it. Do you know how many miles Jesus is supposed to have travelled over? Class. No.

Teacher. No; it is not possible for us to tell that; but we know how many times it is recorded in John's Gospel he went up to Jerusalem, and we know, too, as it is recorded in the other Gospels, how far north and south he went. Where was Jesus born?-Class. Bethlehem.

Teacher. That is the most southern town mentioned in the Gospels. (Point to the chart.) Into what coast Lid Jesus go when he healed the Syrophoenician woman's daughter?

Class. Into the coasts of Tyre and Sidon.

Teacher. Very well. (Pointing to the chart.) Sidon is the most northern place that is mentioned. Now remember, that from Bethlehem to Sidon appears to be about one hundred and twenty miles; and how do you think it is possible to shew two places, one hundred and twenty miles distant from each other, on a sheet of paper like this?-You cannot tell. Did you ever see a Map of Manchester and its neighbourhood?-Class. Yes.

Teacher. Was it as large as Manchester?

1st Boy. No. It hangs up in a room.-2d Boy. I have seen it in a shop window.

Teacher. Very well. Then the extent of Manchester from one end to the other could be shewn only comparatively; that is, it is done by a comparative scale that makes half an inch, or an inch, or a foot, or two feet, signify a mile, as

So that if from Piccadilly to Ardwick Green is one mile, the distance from Piccadilly to Ardwick Green in the engraving will be half an inch, or an inch, or a foot, or two feet, according to the scale determined on by the surveyor.

The scale of this Chart of the Gospel History,* with all the places (at right distances) mentioned in the Gospels, is about one fifth of an inch to a mile, and if there are twenty-four inches between Bethlehem and Sidon, how many miles will that give?-Class. One hundred and twenty.

Teacher. Exactly so; and that is about the distance shewn in this chart. The divisions in the dark border exhibit the latitude and longitude of the places mentioned, or the number of miles the towns are north, south, east, or west of each other; which I will imitate with white chalk on this black board.

[The teacher then before the children should draw lines similar to those on the right and left, and at the top and bottom, of the engraved specimen.]

Teacher. Can you tell me the boundary of Palestine or the Holy Land, on the western side?
Class. The Mediterranean or Great Sea.

Teacher. Very well. Look at this. [The teacher then draws the coast line, beginning at Sidon, and going southward, as in the engraved specimen.] Where was Jesus baptized?

Class. In the river Jordan.

Teacher. Yes; and the river Jordan has its rise here considerably northward, and flows southward. [The teacher should shew this to the children on the engraved chart, and then delineate its direction with chalk.] It rises in this neighbourhood, flows southward, through a lake called the 'Waters of Merom,' and southward again.

Teacher. Where did Jesus walk on the sea?-Class. On the Sea of Galilee.

Teacher. Yes; on the Sea of Galilee, which I will now draw. [The teacher draws the outline.] That is it, the river Jordan passes through it, going out at its southern extremity, and flows southward until it discharges itself into the DEAD SEA. Where was Jesus born?-Class. At Bethlehem. Teacher. I will make a white spot here for Bethlehem. As I said before, it is the most southern town mentioned in the Gospel History. And there is B for Bethlehem on the chart. Where was Jesus, when, at twelve years of age, he was found among the Doctors?-Class. In the temple Teacher. Where will that be found on the chart?-Class. At Jerusalem. Teacher. Why?-Class. Because the temple was there.

Teacher. Then I will make a white spot above Bethlehem, which is to the north-any town above another is to the north of that town. And there is J for Jerusalem on the chart. If Jerusalem is placed 1 inch above Bethlehem, how many miles will that be?

Class. Six miles north of Bethlehem.

Teacher. In what division of the Holy Land was Bethlehem?-Class. In Judea.

Teacher. And Jerusalem?-Class. In Judea.

Teacher. Remember, then, that JUDEA is the most southern division of the HOLY LAND, and nearest to the bottom of the chart. And I will draw a line above Jerusalem, from the Mediterranean sea on the west to the river Jordan on the east. All below which line is JUDEA

Teacher. Where was Jesus when he had a long conversation with a woman at the well? 1st Boy. At Samaria.

1. e., The Teacher's Class Chart.-The 'Superintendent's, or Sehool-room Chart,' is about half an inch to a mile

Teacher. No; not-at Samaria.-2d Boy. At Sychar.

Teacher. Yes. And there I make a spot for Sychar: and there is S for Sychar on the chart. In what division was Sychar?-Class. In Samaria.

Teacher. Exactly so; and the town of Sychar is north of Jerusalem, and the division SAMARIA is north of the division JUDEA. And this line which I now draw a short distance to the north of, or above Sychar, is the extent of the division SAMARIA. Where was Jesus brought up, and grew in wisdom, and stature, and in favour with God and man?-Class. At Nazareth.

Teacher. Then there is a spot for Nazareth; and there is N for Nazareth on the chart. Where was Nazareth?-Class. In Galilee.

Teacher. Then was GALILEE north or south of SAMARIA?-Class. North.

Teacher. And where was it that Jesus turned the water into wine?

Class. Cana of Galilee.

Teacher. Shall I make the spot for Cana in a straight line with Nazareth, or above it?

Class. A little above it.

2d Boy. A little to the north and east of Nazareth.*

Teacher. There is another town we shall have to refer to. Do you know where Jesus was when the people brought to him a man sick of the palsy, and he healed him?

Class. At Capernaum.

Teacher. Yes; and Capernaum was here; there is a spot for it, on the western side, near the northern part of the lake; and there is C for Capernaumn on the chart. Now we have got something like the Geography of the Land, so far as is necessary for our present purpose; and as we proceed in the history, we will put down more towns.

Teacher. Now let us find out something else. Do you see a great many figures or numbers on this chart?-Class. Yes, Sir.

Teacher. There are one hundred numbers; and these refer to the Events' in our Lord's life. Do you see any numbers here? [Pointing to Jerusalem on the chart.] What are they?

Class. Events at Jerusalem.

Teacher. And these? [Pointing to the numbers on the chart at Capernaum.]

Class. Events at Capernaum.

Teacher. All the events in the Gospel History are numbered in their proper order, or as theyClass. As they happened.

Teacher. And all the events are shewn by numbers on the places where--?

Class. Where they happened.

?

Teacher. That is quite right. Where shall I look for the number that refers to the angel appearing to Zacharias ?-Class. At Jerusalem.

Teacher. Why at Jerusalem?

Class. Because he was in the temple, and the temple was at Jerusalem.

Teacher. Here is No. 1 at Jerusalem, on the chart, and which I will mark, also, at this spot on the black board. Tell me where I shall look for the number that refers to the angel appearing to Mary.-Class. At Nazareth of Galilee.

Teacher. Very well. There is No. 2 on the chart, and there, at this spot, I put it on the black board. Where shall I look for the number that refers to Jesus' first miracle?

Class. At Cana of Galilee.

Teacher. True. There is No. 11 on the map at Cana, and I will make No. 11 at this spot on the black board.

There is one other feature in the chart which I must explain to you. Do you see these marks? What are they?-Class. Lines.

Teacher. These lines reach from one town to another, and are intended to shew Jesus' journeys, where he went about doing good.

What are these lines for?-Class. To shew where Jesus went about doing good.

Teacher. Turn to the 12th verse of the second chapter of the Gospel according to John, and read it.-Class. After this he went down to Capernaum, he, and his mother, and his brethren, and his disciples; and they continued there not many days.'

Teacher. What is meant by After this'?-Class. After he changed water into wine at Cana.

Teacher. How is it shewn on this chart that Jesus went from Cana to Capernaum?

Class. By a line from Cana to Capernaum.

[The teacher should trace the line; repeating the verse at the same time.]

Teacher. Read the 13th verse of the same chapter.

Class. And the Jews' passover was at hand; and Jesus went up to Jerusalem.

Teacher. How is that shewn on the chart?-Class. By a line from Capernaum to Jerusalem. Teacher. Here is the line. (Commence tracing the line at Capernaum.) And the Jews'

I was at hand; and Jesus went up to Jerusalem.'

It is hoped that the foregoing will sufficiently illustrate the intention and advanta graphical Delineation of Sacred History.'

passover

See Less. xi. Prof. Robinson thinks that the true Cana (Kana El Jelil) is directly north of Nazareth, and ma Kefa Kenna, the supposed Cana, is between these two places.

THE following ORDER is recommended to be adopted and persevered in, the same being practised in all the grades. The earliest, best, illustration of the system we can select is LESSON viii., and with this the teacher should be perfectly acquainted before he undertakes to train little children for the kingdom of heaven, which duty every true Christian will acknowledge is a responsible privilege. ORDER OF INSTRUCTION.

1. GEOGRAPHICAL reference to the Gospel Chart for the number and locality of the Event, as given in the second line of the 'Manual.'

2. Topographical and statistical information, and catechise.

3. Oral communication of the History in the words of the first grade, and catechise in few words. 4. Oral communication in the words of the lesson for this grade, in sentences, and catechise

alternately.

5. The Class to read singly, a sentence from the printed tablet

6. Catechise in the History throughout.

7. Give the Explanations' of the words, and catechise alternately.

8. Recommence, and catechise on the Explanations, transposing their order. [tical examination. 9. Picture definition, and recapitulation of the History, Geography, and Explanations. by Cateche10. Exercise in the Preceding History. [on a slate or black board.

11. Geographical Exercise, by tracing the history in the Teacher's Class Chart, or by delineation 12. Practical lessons and illustrations deduced from the History. 13. Examination in doctrines and proofs.

CLASS INSTRUCTION.

First. GEOGRAPHICAL REFERENCE TO THE GOSPEL CHART FOR THE NUMBER AND LOCALITY OF THE EVENT, as No. 8. Nazareth and the River Jordan.

Present the Gospel Chart for the inspection of the Class, and refer to the localities of the History, as, Jesus came from Nazareth of Galilee to Jordan unto John, to be baptized of him.' Refer also to the wilderness as the scene of John's ministry, and to the source and direction of the river Jordan.

Second. Give the TOPOGRAPHICAL AND STATISTICAL INFORMATION as in the first column of the 'Manual,' thus

Teacher. It is related in this lesson- In the days when John the Baptist preached in the Wilderness, Jesus came from Nazareth of Galilee to Jordan unto John to be baptized of him

[The Wilderness is the first locality, and the teacher is referred to Less. iii., where he will see, as in the 'Manual,']

'The WILDERNESS OF JUDEA included the country east of Jerusalem, and on both sides of the river Jordan, and that lying along the coast of the Dead Sea.'

Next refer to NAZARETH, as in the Manual,'

NAZARETH is about six miles west from Mount Tabor, beautifully secluded in a fertile and well cultivated valley. The hills around are composed of white limestone.' See Less. ii.

Next, as in the 'Manual,' GALILEE-see Less. ii.

GALILEE was in the north part of the land, and was divided into Upper and Lower Galilee. Upper Galilee bordered on Tyre and Sidon, on the coast of the Mediterranean Sea; and extended eastward to the river Jordan. Lower Galilee was between the Mediterranean Sea and Lake Gennesaret.'

Next, as in the 'Manual,'

'JORDAN.' The principal river in Palestine. Is supposed to have its easter source from a spacious cavern under a wall of rock at Cæsarea Philippi. Its other source is at the ancient city, Laish or Dan, a little to the west. These streams soon unite, and after continuing their course about four or five miles, enter Lake Merom, out of which it flows southward for eight or ten miles, where it is twenty or twenty-five yards across, and enters the Sea of Galilee, or Lake Tiberias; whence it issues, and after a course (inclusive of windings) of about 160 miles, discharges itself into the Dead Sea; being at this part a deep, discoloured stream, of 100 feet wide.'

Third. ORAL COMMUNICATION OF THE HISTORY IN THE WORDS OF THE FIRST GRADE, AND CATECHISE IN FEW WORDS.

To be commenced by the teacher relating ORALLY the outline of the lesson of the First grade, as printed in the Manual,'-see second column-and by asking a few questions, so as to prepare the Class for the fuller account as given in the reading lesson for the Second grade.-See the same.

Fourth. ORAL COMMUNICATION IN THE WORDS OF THE LESSON FOR THIS GRADE, IN SENTENCES, AND CATECHISE ALTERNATELY.

Relate orally the History in the words of the lesson, in sentences, and catechise alternately, asTeacher. In the days when John the Baptist preached in the WILDERNESS, Jesus came from NAZARETH of GALILEE to JORDAN unto Job, to be baptized of him.'

Questions, as in the first column of the Manual.'

Teacher. Who preached in the wilderness?

Who came to him from Nazareth?
For what did Jesus come to John?