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connection with a study of
Joseph, attention should con-
stantly be paid to the land of the
Nile. Biblical Material for this
historical and geographical
background: Genesis xli., 54-
57; xlii., 1-3; xlv., 10-13; xlvii.,
29-31; Exodus i., 1-14; Isaiah,
chapter xix.)

5. Joseph, the Boy Who Was True
to His Trust.

Biblical Material: Genesis xxxvii., 2-4, 12-27; xxxix., 1-6, 20-23; xli., 33-45.

6. Joseph, the Man Who Overcame Evil With Good.

Biblical Material: Genesis xlii., 16, 13-17; xliv., 18-34; xlv., 1-5. 7. Moses, the Prince Who Chose Exile. Biblical Material: Exodus ii., 1122; Acts vii., 17-29; Hebrews xi., 24-27.

8. Moses, Emancipator and Lawgiver.

Biblical Material: Exodus ii., 2325; iii., 1-22; Acts vii., 30-36; Exodus xii., 21-23, 29-36; Psalm cv., 23-45.

9. Joshua, Scout and Conqueror.

ter xi., 14-47; xv., 35; chapter
xxxi.

14. David, the Kingly Youth.
Biblical Material: 1 Samuel, chap-
ters xvi.-xx.

15. David, the Youthful King.

Biblical Material: 1 Samuel, chapter xxi; 2 Samuel, chapters i.-iv. 16. David, Israel's Greatest King. Biblical Material: 2 Samuel, chapter v.; I Kings ii., II.

17. Solomon, Famed for Wisdom, Wealth and Peace.

Biblical Material: 1 Kings, chapters ii., iii., iv., v., vi., ix.

18. Rehoboam, a Youth Who Despised Good Counsel.

19.

20.

Biblical Material: 1 Kings, chapter xii.

First Semester Review.

Jeroboam, a Champion Who Forsook the Lord.

Biblical Material: 1 Kings xi., 26

40; xii., 1-33; xiii., 33, 34.

21. Elijah, the Champion of the Lord. Biblical Material: 1 Kings, chapters xvii. and xviii.

22. Elijah, Learning a Better Way. Biblical Material: 1 Kings, chapters xix. and xxi., 17-29.

Biblical Material: Exodus xvii., 23. Elisha, the Plowman Prophet.

8-16; Numbers xiii., 1-3, 17-33;
xiv., 5-10; Joshua i., 1-9; iii., 5-
17; vi., 1-20; xxiv., I, 2, 14, 15,
29-31; Acts vii., 45; Hebrews xi.,
30.

10. Gideon, the Man Whom Responsi-
bility Made Great.

Biblical Material: Judges vi., 1-8,

22.

II. Ruth, the True Hearted.

Biblical Material: The Book of
Ruth.

12. Samuel, Trained for Service.
Biblical Material: 1 Samuel, chap-
ters i.-xii.

13. Saul, the Leader Who Lost His Chance.

Biblical Material: I Samuel, chap

Biblical Material:

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2 Kings ii., 113; iv., 8-37; V., I-15; xiii., 14-20. 24. Jehu, the Vengeful King.

Biblical Material: 2 Kings, chapters ix. and x.

25. Jonadab, a Man Who Dared to

Stand Alone.

Biblical Material:

I Chronicles ii., 55; 2 Kings x., 15-28; Jeremiah, xxxv.

26. Amos, the Herdsman Preacher. Biblical Material: Amos i., 1 ; vii., IO-I; vi., I-II.

27. Hezekiah and Josiah, Religious Reformers.

Biblical Material: 2 Kings, chap

ters xviii. and xxix, xxii. and xxv. and xxxv.; Isaiah, chapters xxxvi, and xxxix,

28. Isaiah, Prophet and Statesman. Biblical Material: Isaiah i., 1-20; chapter vi.; vii., 1-9; viii., 21; ix., 7; xxxix.

29. Jeremiah, the Man Who Suffered to Save His City.

Biblical Material: Jeremiah i., I19; xxxix., 1-18; xl., 1-6; xlii., 122; xliii., 1-7; xlv., 1-5; xlvii. 30. Daniel and Ezekiel, Heroic Hebrew Captives.

Biblical Material: Daniel, chapters i. and iv.; Ezekiel, chapters i. and ii.; iii., 4-27; vi., 8-10; xiv., 1-5, 21-23; chapter xxvii. 31. Cyrus, the Liberator of the Jews. Biblical Material: Isaiah xliv., 28; xlv., 1-4; xiii.; Ezra i., 1-8; iii., 1-7.

32. Haggai, the Inspirer of Discour aged Builders.

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Biblical Material: Ezra iii., 6-13;
iv., 1-5, 11-24; v., 1 ; Haggai i.,
8; ii., 1-4; Zechariah iv., I-10;
Ezra v., 2-5.

33. Nehemiah and Ezra, the Founders of Judaism.

Biblical Material: Nehemiah, chapters, i., ii., iv., vi., ix., xiii. 34. Judas, the Jewish Conqueror. Material: The First Book of Maccabees.

35. John, the Last Prophet of the Old Dispensation.

Biblical Material: Matt. iii.; Mark i., 1-12; Luke iii., 1-22; John i. 6-8; Matthew xi., 2-14.

36. Second Semester Review and Final Examinations.

North Dakota and Colorado Plans Extending to Other States.

The Indiana State Board of Education in January, 1914, officially adopted what is substantially the the North Dakota-Colorado plan, allowing local school boards to give high school credits for outside study of the Bible. The State of Washington has also adopted

the plan, in substance. The following State Sunday School Associations are definitely working for such a plan: Alabama, California, Connecticut, Kansas, Michigan, Mississippi, Nevada, Texas, and probably other States. Ontario is also planning for it. Alabama will ask that credits be given for quality work in any regular system of Sunday school lessons. Kansas proposes that the work, though done by outside teachers, shall be in one of the school recitation rooms whenever it is feasible, and for a regular daily "period."

North Dakota and Colorado Plan Adapted to Colleges.

In the "Continent" of Aug. 13, 1914, E. M. Sharp tells of the development of a similar plan in connection with a college:

Having taught the Bible classes in Albany College for the past three years, it occurred to me last fall to propose to the Sabbath schools of the town that they take advantage of the local institution to the extent of enroll

ing for Bible work in the college, and that the instructor give them the same course in the life of Christ which was given in the college and that at the conclusion of the course, they take an examination and get the college credit for work thus done.

I cannot see why that is not a possible work for every Presbyterian college in its own territory, or in an entire synod. It is a form of extension work. The college courses could be opened to the Sabbath schools, and those who desire to take them could choose a local leader to conduct the recitations. The texts and syllabus could be provided by the college. At the conclusion of the work a sentinel could be appointed to conduct the examination sent from the college office. A fee might be paid to the sentinel for seeing that the papers were given out and the examination conducted in his

or her presence, and then the papers taken up at the end of that sitting with the affirmation of pupil and sentinel that no aid had been received and the examination had been honestly taken. No tuition need be required. Only Only such fees need be required as would cover the actual expense of the clerical work attendant upon the carrying out of the plan. In the town where the college is located this could be done by giving the examinations at the college proper, and by the professor of Biblical history and literature. In towns where there is no college the above plan could be operated. It would seem a feasible plan that would result in advantage to the Sunday school and to the college. It would give the general public a more intimate knowledge of the character of the work done by the Bible chair, and it would so intimately relate the work. of the college to different communities in the State as to give the institution a wide and deep sympathy with possibly its most emphatically Christian work. What it would mean for the training. of teachers, for the making of qualified workers in our Sabbath schools and Church work, would depend upon the character of the courses prescribed and the quality of the work done.

Chancellor MacCracken, of New York University, in 1903, proposed that a reasonable degree of Bible knowledge should be an "entrance requirement for college students." The suggestion was not adopted then to any considerable extent, but at the International Sunday School Convention in 1914 the "College and Seminary Conference" passed a formal resolution addressed to all standardizing bodies asking them to define the conditions under which such work could be credited in the institutions on their lists.

This is a movement in line with the recent tendency to make Sunday school a real school, to bridge over the largest chasm we now have in Church life between possibility and achievement. It will need safeguarding in the interest of the clearly spiritual purposes of the Sunday school.

Olathe (Kans.) high school credits for Bible study in Sunday schools.

I. LESSONS: International S. S. Lessons from Sept. 1 to May 20 shall be used as basis, with Peloubet's Select Notes.

2. REQUIREMENTS: Those entitled to work for Bible study credit in Sunday schools are the regularly enrolled students of the High School. Attendance at Sunday school shall count 10 points; lesson preparation and recitation shall count 10 points; attendance at preaching service shall count 10 points. (Record of these shall be kept by the Sunday school.) Examination at the close of each High School semester, given by the High School authorities, shall count 70 points. Certificates of attendance and study must be made for each pupil seeking credit by the Sunday school Superintendent to the City Superintendent of Schools before the semester examination shall be given. No person who has not at least a credit of 90 per cent. Sunday school attendance shall be permitted to take the examination.

3. EXAMINATION AND CREDIT: The examination shall be non-sectarian. The questions shall be upon the International Lessons mentioned above, and shall be made out by a committee representative of the various Sunday schools giving the credit work, in connection with the High School authorities (the City Superintendent or the High School Principal). At least two Sunday schools must have representatives present at the time of making out the questions. The attendance record, study and recitation record, together with the semester examination must make at least 75 per cent. which shall be entered upon the records of the Olathe High School each year as a credit equal to one-fourth year's work in any elective in the High School courses. Sunday school work following these requirements through the four years of the High School course, will take the place of and receive the credit of any elective for one year, or in other words, will constitute one of the sixteen units necessary for graduation from the Olathe High School.

III. THE GARY PLAN

[We shall combine in one statement extracts from two descriptions of "the Gary Plan" by local pastors; one by Rev. J. M. Avann, Methodist, in the "New York Christian Advocate," May 14, 1914, the other by Rev. Eric Í. Lindh, Congregational, in "The Advance" of April 23, 1914. It should be remembered, however, that the Gary Plan of promoting moral and religious education is a growing plan that is open to improvement and will include more and more every year.]

Many letters of inquiry concerning the new religious educational movement in Gary, Ind., have been received. They indicate a widespread interest in the religious and moral training of the children in the public schools.

Seven years ago Gary was a stretch of sand dunes, without an inhabitant. It is now a city of over 45,000 population. It is on the south shore of Lake Michigan, about thirty miles east of Chicago. Here the Steel Trust has its largest plant, and hither people have come from all parts of the country and from all countries. Gary is truly one great, growing laboratory, where we experiment not only with steel and its uses, but also with city planning and city building, with public school education and vocational training, and now, lastly, with religious training, where church and school combine without linking Church and State. Our first subdivision sprouts scientists and educational experts on every bush, and contains more university-bred men and women than any other community know except such old university towns as Cambridge and New Haven. Our great mass of foreigners, largely Slavonic, dwell on the South Side, divided from the rest of us by railways, that form two distinct sections of our city. Three-fourths of the children are of foreign-born parents. Everything is in a plastic condition. The city is

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not tied to precedent or traditions. There is a spirit, not only of toleration, but of co-operation among the religious bodies. The secretary of the Young Men's Christian Association recently conducted a whirlwind canvass for Mercy Hospital, a Roman Catholic institution. Thirty thousand dollars was raised in a few days. The Catholic priest is president of the board of the public library. The school committee consists of two Roman Catholics and one Methodist.

When a religious census was taken Jews, Catholics and Protestants all assisted.

The Emerson and the Froebel school buildings each cost $300,000, and will, when full, each take care of 3,000 scholars. There are two divisions in each grade, so that it may be said there are two different schools covering all the grades in each of these two buildings. When one school is in the study and recitation rooms, the other is in the shops, the gardens or the playgrounds. The departments of industrial training are very complete. All the furniture used in the Froebel building was made by the boys in the Emerson school. The schools do their own printing. There is a school dairy, but we have not space to tell all that is done.

The school claims the children from 8.15 a. m. to 4.15 p. m., for five days, and on Saturday the work goes on as on other days, but attendance is optional. The foreign children are largely there. On Sunday afternoons there are great meetings both for children and their parents. These meetings are sometimes addressed by one of the local ministers, sometimes by one of the school men and sometimes by men from out of town. There is also good music. These Sunday addresses are religious in a general way, but all who attend are urged not to make them a

substitute for the church services. Frequently inquiry is made as to how many went to church and Sunday school in the morning, and how many are going to church at night.

The presiding genius here is Prof. W. A. Wirt, whom great cities have in vain tried to lure from us. With a mind that thinks education from morning till night, and with a grasp of educational theory that covers the field of child training, Prof. Wirt has developed in three buildings an institution. equipped as none other in America, for the training of the young. Great laboratories, foundries, carpenter shops, paint shops, printing presses, museums, gymnasiums, swimming pools, playgrounds, class-rooms, and libraries combine the mental with the physical and the vocational, in a proportion which may be wise or otherwise, according to the predilections of the observer. Delegations from all over America and even from Europe and Asia continually appear to study our school system, and daily press and magazines have told this side of our story perhaps to excess.

There are, in all, four school buildings. Each building has a campus of twenty acres or more. The clergyJewish, Protestant and Catholic-take turns in visiting the schools. They spend a whole day in a building, speaking to the children at the four assembly hours, and spending the rest of the day in visiting the various classes and shops. During the four hours they speak to all the children in the building. Each rabbi, priest and minister, devotes a day every other week to this work, so that he makes the entire round in eight weeks. The topics discussed are moral and semi-religious, such as habit, conscience, etc.

Professor W. A. Wirt, the Superintendent, is a graduate of De Pauw University, and a member of the Methodist Church. The Jewish children.

spend a part of the day in the public schools and a part in the synagogue, where they are taught the Hebrew language as well as the doctrines of Judaism. They are given credit for a part of this work by the public school. Hebrew counts the same as Latin or German. The churches are permitted to have their children of all grades not to exceed two hours a day. The ground which all take is that the churches and parents have no cause to complain because the State does not give religious instruction, for that is not the function of the State. But there has been ground for complaint that the State has heretofore taken so much of the child's time and energy that the Church has had no opportunity to adequately supplement the work with definite religious instruction.

The Sunday school is more of a service than a school. In the short time given to it, it is impossible to introduce approved school methods.

Nearly all the churches have begun the work. The pastor of the Methodist Church in Gary consulted with Dr. Edgar Blake, Secretary of the Methodist Board of Sunday Schools, about text-books. Dr. Blake suggested that the Board of Sunday Schools sake of Gary so much, but to try a might take up the work, not for the great experiment made possible by the remarkable flexibility of the Gary school system. Dr. Blake, in company with Professor W. J. Davidson, of Garrett Biblical Institute, visited Gary, and looked the situation over. Dr. Blake then took Bishop W. F. McDowell into consultation. The result is that they have engaged the Rev. Harry Webb Farrington to take charge at a salary of $1,500. He is a graduate of Syracuse University and of the School of Theology of Boston University. He has also taken a postgraduate course at Harvard. He is a member of the New England Confer

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