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put, &c.—as in a school of instruction and beginning—or, commencement of the

moral discipline. existing order of the phenomena of the

dress ... keep it, &c.—not only to prune,

universe. &c. as a gardener, but to till as a huscreated the original word denotes either

bandman, and thus clothe it with beauty the production of matter or the mould

and riches. ing of it into form. Adam-means, he who bears the likeness the heaven-the celestial bodies.

of his Creator. earth-the Hebrew eretz, is doubtless the The serpent, &c.—the great enemy of man

origin of our word earth. It is derived assumed the form of this animal, and from a word which denotes the running by his seduction of our first parents, he together of small pieces or broken brought sin and death into the world.

fragments. Eve-signifies “living,' the origin of the without form-destitute of shape, un

name implies the vigour or force of life. connected, redeem-rescue,

by paying a ransom. void-empty, confused, and desolate. darkness-the root of this word indicates

QUESTIONS. keeping back, impeding action

Who created the heaven and the earth? motion; darkness is unfavourable to


In what state was the earth at first ? deep-& turbid mass, probably encom

Explain the terms without form, and passing the solid parts of the earth.

void. lightthat wonderful fluid, which, in con

What do you understand by the deep? trast with darkness, is ever active

Narrate to me the creative acts of God on throughout nature. The Hebrew word

the six successive days of creation. comes from a root which signifies to flow.

What is light?

What does the firmament mean? the firmament—the expanse of air by which the earth is surrounded.

Whither were the waters removed ? divided, fc.-gathered them into ca

When was man made ? pacious channels or beds. What may we understand by the phrase sun—"the greater light,” the great dif

in his own image ? fuser of itself, as the term sun denotes.

What does very good imply? moon—"the lesser light," the white Why did God rest, and when?

illuminated orb.

How did God show his fatherly care for stars-literally, 'other sources of light';

the man whom he had created? luminaries or orbs of light. Give me some particulars of the supposed

situation of Eden? in his own imagethat is, intelligent, holy, having dominion, and capable of the

Where were the man and woman then highest attainments.

placed, and for what purpose ? very good-mature and perfect.

Was the man left alone there? rested-not from weariness, but because

What prohibition was laid upon man? the works of creation were completed.

Who first violated this prohibition ? Blessed, &c.--the word implies a continued

Tell me what followed upon this. source of happiness, which the sabbath What ray of hope did God shed upon

man's fallen condition ? is ; "holy of the LORD, honourable."

Relate the evils to which was man sennot good, &c.—because man was intended for a social being.

tenced ? a help meet—a fit associate ; one suited to What blessing was included in this senhim in form, intellect, and feeling.

tence? The blessing of labour.

PRECEPTIVE LESSONS. Here we are taught the first great principle of all religion, the existence of God, and that his attributes are Almighty Power, Wisdom, and Goodness. Though there were no human witnesses that God created the heaven and the earth, it is only the fool who has said in his heart,“ There is no God.” We learn too, that God made man upright, endowed him with physical and mental superiority, and gave him the high distinction of an immortal existence. The divine institutions of the sabbath, and of marriage, and the limitation of one wife to one man; the probationary state of man on earth; his guili, its consequences, his original destiny to labour; and the way of deliverance from eternal death, are all briefly alluded to in this lesson.


The word or phrase in the lesson which is preceded by a dot is explained.

The name of every Place explained in the Geographical Notes, is preceded by two dots.

A Number in small type, following a word, is to indicate that such word is explained in the lesson to which the number refers.

A similar small Number, after the name of a Place, refers to the lesson in which the Geographical Note occurs.

By these references much repetition is prevented, and practically as many explanations are added to the book as there are number


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The Series of Manuals to “ The Book of Bible History" may require a few worls to introduce them to those teachers who have been in the habit of using the Class Books in Day and Sunday Schools, and to others who may adopt them independently of the Class Books.

The LESSONS are those of the Book of Bible History, the very few alterations introduced being chiefly verbal. The principle of Graduation is carried out in the Explanatory Notes, which will be found to increase in difficulty in each succeeding Gradation. The Notes, however, are not generally on the same subjects for each Gradation, but are varied so as to extend over the subject matter of the three Gradations.

The EXPLANATIONs are not confined to the mere meaning of words ; they elucidate phrases, idioms, facts, customs, laws, ceremonies, prophecies, and doctrines; those of Gradation I., are very simple, those of Gradation III., convey that kind of information which is required for advanced pupils, while those of Gradation II., are of an intermediate character.

The QUESTIONS have the same practical tendency; the capabilities of pupils in different stages of advancement having been carefully studied.

The GEOGRAPHICAL Notes in Gradation I., are chiefly designed for the Teacher's attention, that he may readily point out the localities on a map. In Gradation II., and III., such Notes are intended to form a part of the pupils' exercise.

The CONTEMPORARY CHARACTERS in Gradation III., will give scope to the exercises of the advanced pupils, and open to them an important additional subject of study.

The PRECEPTIVE LEssons constitute the practical instructions to be derived from the subject. They are drawn up in language suitable for each degree of advancement.

The Maps and the CHRONOLOGICAL TABLEs give that completeness to the work which is so beneficial to advanced pupils, while they greatly enhance its value as a School-book.'

various sources, including the best commentators on the Bible History. Some are given verbatim, others have been simplified. To have placed the extracts within inverted commas, or to have given the authorities, would have encumbered the pages without any adequate advantage.

It is therefore hoped, that this general acknowledgement of the benefits derived from the labours of others will be sufficient.

The three Series of Explanations and Preceptive Lessons are designed for the elucidation and illustration of the truths of our holy religion from the Historical Facts of the Bible; the doctrines to be believed, the moral and social duties to be performed, and the sins to be avoided. We cannot, in learning the Facts of the Bible, refuse to draw lessons from them any more than we can reject the instruction which a simple parable, a fable, or an event of common-life conveys; the lessons we thus draw from the Bible History are the Doctrines on which our faith is founded.

The conciseness observable throughout the Series is intentional. In the Lessons, the pupil has the advantage of a short narrative, rather than a long one. In the EXPLANATIONS and PRECEPTIVE Lessons, the teacher is furnished with Hints, which he may expand at pleasure. By this condensation of language, much more matter is brought within the compass of a page, than could have been given had the several portions been written with greater fullness and freedom. Those teachers who regard the whole as

“Notes of Lessons” will easily amplify each portion as they teach it. Care however should be taken not to overload any subject. At the same time, the Manuals are not intended for those experienced teachers who have devoted their time and thoughts continuously through years to the laborious work of instruction, but for the increasing class of domestic teachers, including mothers and governesses--for the pupil-teachers,-now becoming so numerous in our public schools,--and for the patient' and self-denying body of Sunday School Teachers, to whom teaching is only an occasional occupation.







B.C. 4004-B.C. 2348.

1656 years.

Containing the History of the World before the Flood ;The Creation - The Fall of Man-The first Promise of the Saviour-The progress of Sin-and The Destruction of Mankind (except Noah and his family) by the Deluge.

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