God’s Cure

For sin
Learning from Experience
CAN A TEACHER use personal experiences in teaching a class? The answer is
YES! Jesus’ methods are a good example of this type of teaching. He referred to
daily happenings and common objects, turning them into learning situations for His
audiences. For example, consider His stories about the woman who searched for
a lost coin, the shepherd who lost one of his sheep and was so thrilled at finding
it that he carried it home, the sower and the seed, and the son who left home and
the joy of the father when that son returned. Farming, coins, sheep, sons—things
we know about—can help us understand the truths of God’s Word in a clear, easily
visualized way.
Boys and girls usually do not have large storehouses of experiences on which
a teacher can build, because they have not lived very long. Yet, a teacher who
places value on life and its experiences can assist these young people to learn
through the experiences of others.
When using personal experiences in teaching, it is important to think about
the value of the experience in terms of what was learned by it. Also consider:
How does the experience apply to this particular class of students?
It is important for the students to relate experiences that have taken
place in their own lives. However, many times the teacher must draw out
the student in order to make the point. Some questions could be: What did
you feel? Were others involved? Was the experience good or bad, and why?
These are questions that can help the student reflect on every part
of the experience.
Try to develop some principles from the experi-
ence. Ask: Do you want it to happen again? Could it have
been avoided? Were you in control of the situation? What
good have you learned from the experience? Were there any
negative aspects in it? After reflecting verbally on the experi-
ence, attempt to help members of the class relate it to them-
selves help members of the class relate it to themselves
personally, exploring what they could learn from this
experience of another person.
It must be understood that this method should
only be used as a part of the overall teaching of a
class. But it can be an important part, because it gives
the teacher an opportunity to get right down
to the level of daily living.

2
T
Following these
simple suggestions
imley can make all the
difference in your
ips for teaching.
eachers
Tip #1: Be Prepared
Study your teacher’s Guide. During the week, teach your lesson to imaginary students
as you go about your tasks. Work on your material as though all depended on you, but
pray as thought all depended on God.
Tip #2: Be On Time
Do not rush in hurriedly at the last moment. You need a few minutes to be quiet and get
into a reverent spirit.
Tip #3: Be Attractive
Students like their teacher to be lovely to look at (even male teachers). Be clean and
neat. Don’t overdress. Wear a smile, and let your inner radiance shine through.
Tip #4: Be Natural
Don’t try to be someone else or something else, but ask the Lord to make you your real
self. Be Natural!
Tip #5: Be Interesting
Be sure you are vitally interested in the lesson, and your students will catch the same
spirit.
Tip #6: Be Patient
This is the most important! Remember that your students are learning, and sometimes
they need to have lessons repeated.
Tip #7: Be Alert
Be sure you’re wide-awake on Sunday mornings. You need to be focused on your
students in order to be responsive to their needs and the dynamics of your group as a
whole.
Tip #8: Be Personal
Apply the message to the age group you teach. Remember that each student is an
individual and likes to be treated as such.
Tip #9: Be Firm
Command the students’ respect by the way you conduct your class. Teach them rever-
ence for the house of God.
Tip #10: Be Prompt in Closing
Be on time in making your closing remarks. It will make your students edgy if they see
you are running past the allotted time.

3
 Teaching
Through
Discussion

ONE OF THE KEY PRINCIPLES for success- should not be so large as to make it impossible
ful teaching of Search is the use of discussion for everyone to have a part.
questions as a classroom teaching tool. This CENTERED ON A BIBLE TEXT
can be a difficult assignment for teachers who Our Sunday school classes should focus on
have been accustomed to presenting their ma- effective Bible discussions. As such, each part
terial in an expository manner. of the discussion should have Scripture as its
Why are we encouraging discussion in foundation. Personal experiences or thoughts
class rather than the lecture method? Discus- should be brought out only as supporting evi-
sion ensures retention of information. Scientific dence for the Scriptures being considered.
studies have established that a student will re-
tain a mere 12% of what he hears when only DIRECTED
listening. When a visual element is added, such A successful discussion must have a leader. He
as illustrations, diagrams, or objects, retention has the responsibility of guiding the talk into the
increases to 50%. But when a student is active- right channels, and making sure it stays these.
ly participating in the learning exercise, instead He is the catalyst, guide, and clarifier. He is not
of passively sitting and watching, he will retain an answer man, the last word, or a monopo-
up to 90%. lizer.
Just what is discussion? A MEANINGFUL GOAL
Considered in the context of a tool for Sun- One danger of the discussion technique of
day school teaching, we might define it as “an teaching is that the class will be considered suc-
informal group conversation which is centered cessful just because a lot was said. That is not
on a Bible text and directed toward a meaning- the case. The good class discussion will con-
ful goal.” Now let’s look closely at several of the tribute to the spiritual growth of the individuals
key words in this definition. participating. The goal or objective of the lesson
will have been presented, and then supported
INFORMAL and illustrated by the ensuing discussion.
This mood is most effective for stimulating a
good discussion. It suggests a circle of chairs Jesus himself was a master at the use of
rather than straight rows. It could mean a table a discussion question designed to bring wisdom
surrounded by chairs. It implies the leader or out of common folk. “Whom do men say that I
moderator sits as part of a group, rather than am?” (Mark 8:27); “Whom say ye that I am?”
standing in front of the class. (Mark 8:29); and “which now of these three . . .
CONVERSATION was neighbour unto him?” (Luke 10:36). The art
Everyone present is encouraged to contribute of questioning is an important and necessary
his ideas. Emphasis is on a give-and-take dia- skill which can be learned and improved upon.
logue rather than a series of sermonettes deliv- Teachers, ask the Lord to help you to
ered by each of the participants. The group size develop these techniques and do your best!
4
 14 Ways to
Encourage Students
Some adults, especially parents and teachers, find it very challenging to adequately connect with the
teens in their care or ministry. Despite their sincere desire to help these young people, their attempts
seem to create a wider generational gap. Here are some suggestions that may help. You may need
to modify them a little based on the particular dynamics of your group of young people.

1 Make ample use of incentives. Invite your students to submit ideas as to what they think
would be an effective reward for learning.

2 Use ALL your students. Avoid using only a few “pets” for classroom activities. Being involved
will communicate that you want each one of them to be there.

3 Always look for opportunities to commend a student for contributions or special efforts.
NEVER take him or his efforts for granted.

4 Never reprimand your student for his weaknesses. Pray for him that the Lord will strengthen
him, and look for ways to encourage his spiritual growth.

5 Realize that everyone has their own way of thinking. Young people, too, have perspectives
and forcing them to conform to your way of thinking will alienate them.

6 Strive for unity among your students. Work to ensure that students are respectful of each
other and realize the mutual benefit they enjoy from being together.

7 Invest your time and energy in connecting with them outside the classroom. Making the
time to show a personal interest in them will result in more positive results in class.

8 Never betray a confidence. Having a young person open up and talk is a wonderful gift, but
failing to keep this confidence, will severely damage your effectiveness.

9 Trust your students. Find ways that will communicate to your students that you trust them.
They may disappoint you at first, but will realize that trust is worth preserving.

10 Accept any of your failures as a teacher as your own. Transferring your weaknesses to your
students will leave them feeling confused and resentful toward you.

11 Present Christianity as a life of liberty. Instead of focusing on the “don’ts” teach that Christi-
anity is a healthy, disciplined freedom, offering opportunity for self-expression.

12 Support the work of the church. Express your contentment and trust in the various ministries
and encourage your students to join you in praying for the leadership.

13 Avoid ruts. Continue to seek out and glean new teaching strategies to keep your class
varied and interesting. Look for opportunities to incorporate popular culture.

14 Try to prepare your students to meet life changes. In teaching Bible facts relate them to
everyday life so that your students can apply what they learn in their own lives.
5
 Theme Thoughts
It has been the aim of Satan since the begin-
ning of time to bring all humanity into his ranks.
Ever since the downfall of man in the Garden of
Eden, the fight of right against wrong has been
raging in this world. But God has made ample pro-
vision for the salvation of man’s immortal soul.
It is this provision that will be taken up in this
study of “God’s Cure for Sin.” In Genesis 3:15 we
see the first beam of light for lost humanity point-
ing toward Christ, the Redeemer of man. A key
lesson in this quarter deals with God offering His
own Son as a substitute for mankind.
Woven into this quarter are lessons covering
the events leading up to Easter. We will explore
the message and hope of the Resurrection as the
foundation of the Gospel, and will learn how one
can be enabled to walk in newness of life. We will
also study some of the results of salvation and
the benefits it brings into one’s life.
May God bless you as you endeavor to ex-
amine with your class His plan for the redemption
of man.

6
Lesson 27

TEXT Genesis 22:1-14; Isaiah 53:4-8; Hebrews 2:9,10

SUPPLEMENTAL SCRIPTURE Galatians 3:13,14

OBJECTIVE The students will be able to compare the story of the

lamb substituted for Isaac to the offering of God’s Son
at Calvary.

KEY VERSE FOR ANSWER My son, God will provide himself a lamb for a burnt
offering. — Genesis 22:8

KEY VERSE FOR SEARCH Forasmuch as ye know that ye were not redeemed with
corruptible things, as silver and gold, from your vain
conversation received by tradition from your fathers;
But with the precious blood of Christ, as a lamb without
blemish and without spot. — 1 Peter 1:18,19

ANSWER
TITLE: On Purpose?
SEARCH
TITLE: Saved by Substitution
REFERENCE INFORMATION
Abraham had departed from his country and kindred; he Thus it was a shadow of the great event to come.
had separated from his nephew Lot, who was a fellow
believer; and he rejected his own plans and hopes as Genesis 22, verse 5 says, “I and the lad will go . . . ,
shown in his prayer for Ishmael. So when God tested and come again.” How could Abraham say this knowing
Abraham, these previous consecrations laid the ground- he was to sacrifice his son? We can find the answer in
work for him to also consecrate his son, Isaac. Hebrews 11:17-19, where Paul tells us Abraham offered
up Isaac “by faith,” believing God could also raise him
The offering of Isaac was a picture-prophecy of the death from the dead.
of Christ: a father offering his son, a substitution made.

YOUR OPENER

7
 Lesson 27

Saved by Substitution
TEXT: Genesis 22:1-14; Isaiah 53:4-8; Hebrews 2:9,10
SUPPLEMENTAL SCRIPTURE: Galatians 3:13,14
KEY VERSE: Forasmuch as ye know that ye were not redeemed with corruptible things, as silver
and gold, from your vain conversation received by tradition from your fathers; But with the precious
blood of Christ, as of a lamb without blemish and without spot. — 1 Peter 1:18,19
RESPONSES
1. Abraham had waited twenty-five years for the
fulfillment of the promise that God would give It takes no stretch of the imagination to know that Abraham went through the most crucial trial of his
him a son. Bring out in discussion that Isaac was life in the offering of his beloved son, in complete surrender. But this trip to Mount Moriah signified
the son of promise. God had promised through
far more than just a trial for Abraham. When Isaac was taken to Mount Moriah to be sacrificed, to
Isaac and the succeeding generation of Abra-
ham’s lineage, all the families of the earth should a point he typified the “Lamb of God” who would be offered for the sins of mankind on the cross
be blessed. Discuss further, the great love that of Calvary.
must have lived in the heart of this elderly man,
for his dutiful son, the son that he had yearned to
have for so many years. 1. What were the circumstances which might have made it particularly hard for Abraham to obey
God’s command about his son? See Genesis 17:19 and 22:2.
2. Allow opportunity for your students to give
their answers, which will probably bring out that
both were willing. How could Abraham willingly
offer his son as a burnt offering? It could not have
been easy! God had given Isaac to him in the
first place, and Abraham probably had already 2. What similarity can be noted between God offering His Son and Abraham’s offering of his son?
dedicated and consecrated his son in his prayers
and worship to God. God was Abraham's friend
and Abraham proved that no worldly possession
would stand between him and this friendship. At
least Abraham was giving his son to his greatest
3. What parallel can be drawn between Isaac’s response to the situation and Jesus’ response?
Friend. On the other hand, for whom was God
willing to offer His Son? He was not offering His See Isaiah 53:7.
Son for friends, although he loves the souls of all
mankind, but for His enemies (Romans 5:8-10).
God allowed His Son to be offered because He
was not willing that any should perish, but that all
should come to repentance.
4. As Abraham and his son journeyed toward Mount Moriah, Isaac asked his father: “Behold the

3. Both Isaac and Jesus were submissive to the

will of their fathers. We do not know for sure how
old Isaac was at this time, but one Jewish histo-
rian (Josephus) gives he age as 25, while a Bible
commentator (Clarke) says that he was about
33. Discuss with the students that at this approxi-
mate age, Isaac would have been in the prime
of his youth and could easily have overcome
the demands of a father who was 125 - 130
years old, had he had a mind to do so. It seems
Isaac had complete confidence with his father’s
relationship with God, and so was willing to do
whatever was requested of him. In like manner,
Jesus knew that He was doing His Father’s will- 3
giving His life in offering to take away the sins of
the world (Galations 1:4).
ADDITIONAL DISCUSSION NOTES

8
fire and the wood: but where is the lamb for a burnt offering?” What was Abraham’s reply and in 4. Abraham’s answer to his son was “God will
what way was it prophetic? See John 1:29. provide Himself a lamb.” Hi answer was prophet-
ic, because many years later God did, indeed,
offer His only Son, “the Lamb of God, which
taketh away the sin of the world.” Ask a student
to read Revelation 13:8, then ask the class what
this verse means, leading the discussion to con-
5. While Isaac is typical of Christ, the comparison between the two stops at a certain point. What clude that God ordained from the foundation of
the world the means by which He would redeem
is that point? Explain its significance.
men from sin. Is God a respecter of person?
Have someone read Revelation 5: 9, 10 to show
the extent of Christ's salvation.

5. The Voice which spoke out of Heaven spared

Abraham’s son, and a substitute was provided
for Isaac; but the Lamb of God went to Calvary.
There was no substitute for Christ. God “spared
6. Why could there be no substitute for Christ? See Acts 4:10-12. not his own Son, but delivered him up for us all”
(Romans 8:32).

6. There could be no substitute for Christ be-

cause He alone was sinless. He gave Himself
to atone for our sins. He bore our sins and took
our penalty of death. Read Isaiah 59:15, 16, then
7. Note the similarities in the Scriptures given below.
bring out through discussion that if there could
A. Genesis 17:7 and Luke 1:33 have been any other way to bring about the
salvation of mankind, God would have provided
it. The Apostle assures us there is salvation only
B. Genesis 17:19 and Luke 1:31 through Jesus, that “there is none other name
under heaven given among men, whereby we
must be saved.”
C. Genesis 22:2 and John 3:16

7. A. God made an everlasting covenant with

D. Genesis 22:8,13 and John 1:29,36 Abraham and the generations to follow. The
angel Gabriel announced to Mary that Christ's
Kingdom would be without end, everlasting.
B. Isaac was the son of promise. Jesus was the
promised Son of God. They were both given
names before they were born.
C. The cost was great! Abraham offered his only
In concluding this lesson, the important fact should be realized that it was Abraham’s love for God son of promise. God offered His only begotten
Son, Jesus.
and his absolute faith in Him that made it possible for Abraham to obey God in this test. It was
D. The substitute God provided for Abraham was
God’s love for Abraham that provided the substitute of a ram to be offered in the place of Isaac. It a lamb, a ram caught in a thicket. The substitute
is the same love of God for all mankind that brought about Jesus’ death on Calvary. No substitute God provided for us was the Lamb of God, Jesus
Christ.
could take the place of Jesus. He became our substitute, without which we would have died eter-
nally for our sins. But Jesus died for all. Through His substitution, we can be redeemed and have
the gift of everlasting life.

YOUR WRAP-UP

9
 each shape, write a review question. Write the answer
SUPPLEMENTAL QUESTIONS on the other half. Pin the question half of each shape
to a bulletin board (leaving room to add the answer half
Sometimes substitutes in our daily experience constitute later). Keep answers separate. Draw your students’ at-
the replacing of one product with an inferior one. Explain tention to the questions. When you have completed your
how the reverse is true in Christ’s substitution for us. lesson, lay the shapes with the answers face up or face
down on a table. If face up, have the students come up
What do you think is the meaning of the word one at a time, read a question, find the correct answer
substitute? on the table, and then pin or tape it in place. If face down,
they should draw an answer off the table and then find
Imagine you are Abraham. Consider the love he must the proper question that matches it.
have had for his son Isaac. How would you feel at hear-
ing God’s command to sacrifice your son? To introduce the thought of substitution, bring several
items to class which help to illustrate the meaning of
Discuss the importance of having our ears tuned to God’s the word: margarine for butter, a disposable diaper for
call. What if Abraham hadn’t heard God say, “Abraham!” a cloth one, etc. Have your class help you list other ex-
when He told him to stop and spare his son? amples on a chalkboard.

What was the condition of Isaac’s heart that he would Print the word SACRIFICE down the left side of a large
permit himself to be used as a sacrifice? What do you piece of paper. Have the students fill in words of things
suppose his thoughts were at the time? Christians must be willing to sacrifice. (Each word must
begin with one of the letters in the word sacrifice.)
Why did Abraham have reason to believe and trust God You could also use the words Willingness or Obedi-
to make things come out right in this situation? ence in the same way.

How can Abraham’s son, Isaac, be compared to God’s

Son, Jesus? Answers for ANSWER
In both parts of the ANSWER story, the word substitute
was used. How?

THINGS TO DO
Before going to class, cut a sheet of white poster board
into the shape of a large lamb. Divide it into as many
puzzle pieces as you have students in your class. On
each piece, use a marking pen to write the reference for
a Scripture verse that has to do with the lamb offering
(see following Scriptures). When your class starts, pass
out the puzzle pieces to the students. They must find
their verse in the Bible and read it to the class before
they can add their piece to the puzzle. The puzzle may
be assembled on a table or floor or pinned to a bulletin
board.
Lambs for offerings: Exodus 29:39, Leviticus 3:7,
Leviticus 4:32, Leviticus 5:6, Numbers 6:12
Lamb of God: Isaiah 53:7, John 1:29, 1 Corinthians
5:7, 1 Peter 1:19, Revelation 7:9, Revelation 15:3,
Revelation 21:22

Prepare a set of review questions for your class. For

each question you will need a large heart (God’s love) or
an outline of a sheep (the substitute) or another shape
of your choice, made from construction paper. Choose
the shape and cut out as many as you will need. Then
cut all of them in half identically. On the left-hand half of

10
Lesson 28

TEXT Exodus 12:1-14

SUPPLEMENTAL SCRIPTURES Joshua 2:1-22; Hebrews 9:13-15

OBJECTIVE The students will be able to relate that just as the blood
of the lamb applied to the doorposts of the houses pro-
tected the Children of Israel from physical death, so the
Blood of Jesus applied to our hearts protects us from
spiritual death.

KEY VERSE FOR ANSWER When I see the blood, I will pass over you.
— Exodus 12:13

KEY VERSE FOR SEARCH Through faith he kept the passover, and the sprinkling
of blood, lest he that destroyed the firstborn should
touch them. — Hebrews 11:28

ANSWER
TITLE: A Need for Protection
SEARCH
TITLE: A Promise of Protection
REFERENCE INFORMATION
The Passover was the first of three annual festivals of that it was to be eaten standing. All of the edible parts
the Israelites, celebrated in the month of Nisan (March- of the lamb were to be eaten, and any parts which could
April). The feast was instituted by God to commemorate not be eaten were to be burned in the morning.
the deliverance of the Israelites from Egyptian bondage,
making them free people owing allegiance to no one Hyssop is a bushy herb of the mint family, having thick
but God. On the tenth day of the month, the head of hairy leaves, and is native to Egypt and Palestine. It was
each family was to select from the flock either a lamb mixed with vinegar to relieve pain.
or a kid, male of the first year, without blemish. On the
fourteenth day, he was to kill the lamb while the sun was There is some doubt as to who the Pharaoh was at the
setting, and using a sprig of hyssop dipped in a basin of time of the Exodus. However, since the firstborn of all
the lamb’s blood, sprinkle the lintel and two sideposts of the Egyptians, including the Pharaoh’s son, died during
the door of the house. The lamb was to be thoroughly the passover, Amenhotep II and Merneptah are two Pha-
roasted whole, not to be boiled or have any bones bro- raohs who are considered the likely possibilities. Neither
ken. It was to be eaten with unleavened bread (bread of their successors were their firstborn. So, whichever
which does not rise) and bitter herbs, and it would seem the Pharaoh, the Biblical story is confirmed.

YOUR OPENER

11
 Lesson 28

A Promise of Protection
TEXT: Exodus 12:1-14
SUPPLEMENTAL SCRIPTURES: Joshua 2:1-22; Hebrews 9:13-15
KEY VERSE: Through faith he kept the passover, and the sprinkling of blood, lest he that de-
stroyed the firstborn should touch them. — Hebrews 11:28

The forefathers of the Children of Israel had offered sacrifices from the beginning of sacred history.

RESPONSES When bringing judgment on the people of Egypt, God once more revealed to the Israelites the
importance of the blood of sacrifices when applied as He required. Today we must have the Blood
1. Moses and Aaron gave the instructions. Dis-
cuss with the class the fact that God has al- of Jesus applied to our hearts if we expect to escape the consequences of sin.
ways had spiritual leaders and advisers that He
chooses for instructing and admonishing the
flock of God. 1. Who gave the instructions to God’s people for preparing the Passover lamb? What can we
conclude regarding God’s plan for spiritual authority? See Ephesians 4:11-13.
2. A lamb without blemish was a perfect lamb.
The Israelites were instructed to sacrifice such a
lamb in order that they might be delivered from
the plague of death, and ultimately from the land
of Egypt. The students should know that the Old
Testament sacrifices pointed toward the sacrifice
of Jesus on Mt. Calvary. Jesus was the perfect 2. Why were the Israelites instructed to sacrifice a lamb without blemish? What special significance
Lamb—without blemish, without sin—and ful- does this portray? See Hebrews 9:12-14 and 1 Peter 1:18,19.
filled God’s requirement.

3. The blood of the lamb was to be applied to

the lintel and side posts of the door so that all
those within the house would be protected. The
students should know that in a spiritual sense
they must have the Blood of Jesus applied to 3. What was to be done with the blood of the lamb?
their hearts. Ask your students how this can be
accomplished so that they, too, can be protected
from judgment to come.

4. Both were a sin offering, a sacrifice, male,

without blemish, gentle, innocent, slain without
any bones being broken, and brought about a 4. List some of the ways in which the Passover lamb was a type of Christ.
deliverance from judgment when their blood was
applied.

ADDITIONAL DISCUSSION NOTES

12
5. Why was it necessary for the Israelites to eat this first Passover feast in haste? 5. It was necessary for the Israelites to eat in
haste because they were to leave Egypt that very
night. The class should understand that they, too,
should respond quickly to the call of God as they
have no assurance of tomorrow. The Lord may
come before another sunrise.

6. What was the final judgment God sent upon the Egyptians, and why? See Exodus 11:1,5. 6. The final judgment was the death of the first-
born of man and beast of the land of Egypt.
The students should realize that God had dealt
with the Egyptians in nine plagues of increasing
severity, yet they had not released the Israelites
or made any effort to repent. In our country most
people have heard of the coming of the Lord and
7. The Israelites had to take some action to escape God’s judgment. What action must people of judgment to come, but how few seem to be
take today if they expect to escape the judgment of God on this world? See Romans 3:23; Acts making the necessary preparation.

17:30; John 3:16 and 8:31.

7. The students should understand that all have
sinned (Romans 3:23) and need to call on God
in repentance (Acts 17:30). They must believe
that God will have mercy and save them (John
3:16). Then, they must continue to follow the
Lord (John 8:31).
8. The Israelites were instructed to keep the Passover as a memorial forever. At Jesus’ last Pass-
8. It is called the ordinance of Communion. It
over supper, He instituted something which Christians today do in remembrance of their Passover commemorates the broken Body and the shed
Lamb. What is it called and what does it commemorate? See 1 Corinthians 5:7 and 11:23-26. Blood of our Passover Lamb, Jesus Christ, the
Lamb of God.

9. Encourage class discussion. God’s Spirit will

not always strive with man (Genesis 6:3). The
Lord will come in an hour that they think not
(Matthew 24:44). They do not know when their
9. Why is it so important to answer yes immediately to the call of God to one’s heart? See Genesis time will come to die (Psalm 31:15; James 4:14).
6:3; Matthew 24:44 and James 4:14. Also discuss the many blessings that are theirs if
they follow the Lord. See Matthew 11:28; 19:29;
John 14:2,3; 2 Corinthians 5:17 and Galatians
5:22,23.

YOUR WRAP-UP

13
SUPPLEMENTAL QUESTIONS Put one or two packages of yeast, warm water, and
sugar in a thermos. (The thermos is to keep the water
What does “a lamb without blemish” mean? How did that warm.) When these are combined and start to “work,”
lamb represent Jesus? they represent leavened bread—impure and spreading
like sin. When yeast, or other leavening is not used as
Following directions was important then, and is still im- an ingredient in bread-making the bread is unleavened.
portant today in order for us to be saved. What are the Purchase or make some unleavened bread for students
steps one must take to become a Christian? What must to taste.
we do to continue to live free from sin?
Have your students pretend that they are Hebrew chil-
Why is Jesus referred to as a “lamb”? dren eating their final meal before leaving Egypt. Have
them write or tell “I was there” stories, describing what
Was it the blood of the lamb or the obedience which it was like. To guide them, use such questions as, What
brought protection? happened? What were you wearing? What did you eat?
How did you feel? Why was the meal so important?
What is the meaning of the Scripture, “without shedding
of blood there is no remission” (Hebrews 9:2)? Using notebook paper or cardboard, draw a house with
doorposts and lintels. Use a bush (for hyssop) and paint
Does there ever come a time when God’s Spirit no the door frame red (red food coloring mixed with a small
longer strives with men and judgment falls? What does amount of water). Show pictures of the cross and Jesus
Genesis 6:3 and 2 Chronicles 36:16 tell us about this? to students. Tell them that in the next few lessons we will
learn how these play an important part in people’s lives.
What judgment is soon to be visited upon this world?
How can we escape it?
Answers for ANSWER
Why do you think the Israelites were to observe the
Passover every year?

Why did they use unleavened bread?

In what way does “eating the whole lamb” apply to us

today?

In the ANSWER story, John didn’t want to wear a red

jacket. Why did his father want him to wear it?

THINGS TO DO
Give each student a paper sign which gives instructions
for protection or a warning. For example: Stop, Railroad
Crossing, Beware of Dog, Poison, Fasten Seat Belts,
Restricted Area. Ask your students what the signs have
in common. Let each one describe a situation where his
sign might be seen, and possible consequences if the
sign is ignored. Then hold up a Bible and explain that it
contains our “warning sign,” and the importance of heed-
ing that warning.

Needed: paper heart for each student, pencils, matches,

sealing wax. Inside his paper heart, have each student
write his name and the date he was saved. Let the stu-
dents use sealing wax to seal the hearts as an illustration
of the application of Christ’s Blood to the spiritual heart.
Make the point that only the individual can separate him-
self from God’s salvation, or break the seal.

14
Lesson 29

TEXT Matthew 26:17-30; 1 Corinthians 11:23-34

SUPPLEMENTAL SCRIPTURES Mark 14:22-25; Luke 22:17-20

OBJECTIVE The students will be able to explain the meaning of the

Lord’s Supper and tell why it is important.

KEY VERSE FOR ANSWER For this is my blood of the new testament, which is shed
for many for the remission of sins. — Matthew 26:28

KEY VERSE FOR SEARCH For as often as ye eat this bread, and drink this cup, ye
do shew the Lord’s death till he come. — 1 Corinthians
11:26

RESOURCE MATERIAL Tract No. 49 — The Atoning Blood

Tract No. 69 — Ordinances

The Lord's Supper

REFERENCE INFORMATION
As you study the different accounts of the Lord’s Sup- supper. The next day, Jesus himself was slain as the
per, you will find that it was instituted at the close of the Paschal Lamb, making it unnecessary from that day on
Passover Supper, but was not a normal part of that ob- for anyone to have to sacrifice or to celebrate the original
servance. Jesus established this as a sacred ordinance Passover—the perfect “Lamb” had been slain. Jesus
for all His followers to observe. Each time a Christian died on the cross the same day in which paschal lambs
eats of “the bread” (which represents Christ’s Body) and were being slain in the Temple.
drinks from “the cup” (representative of His shed Blood)
he is obeying Jesus’ instructions when He said, “this do The Passover had served its purpose, and now we have
in remembrance of me.” a new memorial supper which is to be kept in loving
remembrance of Jesus till He comes again. As the
For fourteen centuries the Passover had been point- Passover pointed back to deliverance out of Egypt and
ing forward to the coming of the Paschal Lamb. Jesus forward to His coming; so the new memorial points back
ate the Passover, then established in its place His own to His death and forward to His coming in glory.

YOUR OPENER

15
 Lesson 29

The Lord’s Supper

TEXT: Matthew 26:17-30; 1 Corinthians 11:23-34
SUPPLEMENTAL SCRIPTURE: Mark 14:22-25
KEY VERSE: For as often as ye eat this bread, and drink this cup, ye do shew the Lord’s death till
he come. — 1 Corinthians 11:26
RESOURCE MATERIAL: Tract No. 49 — The Atoning Blood, Tract No. 69 — Ordinances
RESPONSES
1. The Children of Israel were to take a lamb from God has instructed the Jews to keep the Passover once a year as a memorial of their exodus
the flock on the tenth day of the month and keep it from Egypt and bondage. Just prior to His crucifixion, Jesus and His disciples were celebrating
separate until the fourteenth day, when they were
to kill it in the evening and eat it roasted with fire. this feast. At the close of the Passover Supper, Jesus instituted what we know today as the Lord’s
They were to place the blood over their doors. Supper. Though there is no saving grace in the ordinance itself, it depicts the total work of Christ in
This pointed to the Lamb of God, Jesus Christ,
man’s behalf. The Lord’s Supper symbolizes the death of Jesus for our sins, and our death to sin
who would take away our sins. Ask your students
what benefit staying “under the blood” brought through Him. It reminds us that Jesus’ death is the means of our righteousness, the union between
at the time of the establishing of the Passover. Jesus and us, and our expectant hope in Christ until He comes.
Liken that to the necessity for Christians today to
keep the Blood of Christ over their lives.
1. Explain what the Passover was and to what it pointed. See Exodus 12:3-14,22.
2. It points back to the death of Jesus on the
cross. It also points forward to the time when the
believers will drink the fruit of the vine new with
Christ in His Father’s Kingdom (Matthew 26:29).
Discuss with your students what a memorial is:
something that serves to help people remember
some person or event. Perhaps your students 2. To what does the observance of the Lord’s Supper point?
can cite some examples of memorials to famous
people or events. Help them see that this service
is a memorial to Christ and His death, a Person-
age and event worthy of far greater acclaim and
honor than any earthly figure or event.

3. Jesus established the ordinance of the Lord’s 3. Why did Jesus institute this ordinance? See 1 Corinthians 11:24-26.
Supper for the benefit of His followers. He knew
that Christians everywhere would need this me-
morial as a reminder of the price Jesus paid
for man’s redemption, and of the eternal hope
brought through salvation.

ADDITIONAL DISCUSSION NOTES

16
4. What did they partake of at the first Lord’s Supper? What did these represent? 4. At the first Lord’s Supper, Jesus gave His
disciples unleavened bread and the “fruit of the
vine.” The bread represented His Body to be
broken for mankind, the juice represented His
Blood to be shed for the salvation of everyone
who would believe on Him. Ask your students
what emblems we use when we observe the
5. Who was present at the first Lord’s Supper? Knowing this, explain who is to partake of the Lord’s Lord’s Supper. Bring out that the emblems are
merely symbolic and not to be represented at
Supper today.
any time as being the actual Body and Blood of
Christ. This does not detract from their sacred
character in the least. They still symbolize the
death of Jesus Christ, and through Him the hope
of the resurrection.

6. Define what is meant by the word unworthily in 1 Corinthians 11:27. Then explain what it means 5. The disciples, the men who were Jesus’ most
trusted followers and closest to Him, were there
for a man to examine himself (verse 28). with Him at the first Lord’s Supper. As your stu-
dents discuss who should partake of the Lord’s
Supper in our day, they should see the parallel—
the born-again believer is both a trusted follower
and one who is close to Christ.

7. Referring to 1 Corinthians 11:29, explain what you think it means to discern the Lord’s body. 6. Your students will likely bring out that one must
be sure he is saved and living according to God’s
Word before partaking of the Lord’s Supper, oth-
erwise he does so unworthily. Those who partake
receive the symbolic emblems in commemora-
tion of the time when God’s mercy imparted
Christ’s righteousness to them. In responding to
the second question, the class should conclude
8. Tell of an instance of blessing in your life, or another’s, received while you were participating in
that examining oneself means to “search one’s
this ordinance. heart.” Ask your students why it is necessary
for the Christian to examine himself. How is this
done? Bring out that reading the Bible and pray-
ing is what helps a person to see if anything has
entered into the heart that shouldn’t be there.
If you wish, ask your students, “What if prayer
brings to mind that there is something between
you and a brother?” See Matthew 5:23,24.

7. Discern means “to understand, perceive, rec-

ognize.” Your students’ definitions should bring
out that for a person to partake of the emblems,
he must strive to understand with all spiritual
and physical capabilities, the full meaning of the
offering Christ made for us on Calvary. In doing
so, he is discerning the Lord’s body. It brings one
into closer contact with Jesus. And if that person
is diseased or sick, he has the right to believe
that Jesus’ Blood will make him entirely whole.

8. Use the students’ responses to wrap up this

lesson by focusing on the blessings that come
8
when one obeys the Lord in this commemoration
of His death.
YOUR WRAP-UP

17
SUPPLEMENTAL QUESTIONS love and the sacrifice of His life that they might have
eternal life. So Jesus instituted the Lord’s Supper and
Do you think that the disciples fully understood the knows that as we participate we are doing it in remem-
meaning of the Lord’s Supper? Are there some com- brance of Him.
mands in the Bible we don’t fully understand? What
should we do about them? Make and duplicate a fifteen-by-fifteen inch grid sheet
for each student in your class. Make a list of about
Have you ever taken part in the observance of the Lord’s twenty words that are related to the Lord’s Supper. Give
Supper? How did you feel? How do you think the dis- each student a grid sheet and pencil. Tell them they will
ciples felt? be making a hidden-word puzzle. Call out one word at
a time and write it on the chalkboard. Ask the students
We are told we should not partake of the Lord’s Supper to fill in each word on their grid as you call it out. It may
“unworthily.” What does that mean? be written vertically, horizontally, diagonally, forward, or
backward, anywhere on the grid. When they have filled
What do the unleavened bread and grape juice repre- in all the words, tell them to fill in the extra spaces with
sent? any other letters they choose. Then, have the students
exchange grid sheets and try to circle all the words on
Why is it necessary to remember the Body and Blood that hidden-word puzzle that are listed on the chalk-
of Christ? board.
What is the next supper we will have which will be with
the Lord?
Answers for ANSWER
THINGS TO DO
Give each student a sheet of paper with a blank word-
square (see example in Answer Quarter Review). Ask
them to open to their text and in it find words that will fill
in the square.

From cardboard or heavy craft paper, make a large circle

with a spinner in the center. Section off the circle into 16
to 20 sections. In each space write a question regarding
the Lord’s Supper, its importance, why we do it, when or
how often, etc. Let the students take turns spinning for
a question, reading the questions out loud, and answer-
ing. If the spinner lands on a question already answered,
the student may add some other thought on the same
subject or spin again until all the questions have been
answered.

Bring to class some letters or greeting cards. Postcards

from someone who is on vacation or traveling would be
especially good. Ask the students if they know what is
usually the last thing that is said when someone is going
away, or moving to another area. “Don’t forget me . . .
don’t forget to write.” Why is that? It’s because all of us
like to be remembered. So does Jesus! When He knew
He would soon be leaving His disciples He wanted them
to be sure to remember Him. He wouldn’t be where they
could send letters and cards, but they could do some-
thing that would prove to Him that they remembered His

18
Lesson 30

TEXT John 19:1-30

SUPPLEMENTAL SCRIPTURES Isaiah 53:1-12; Matthew 27:27-56

OBJECTIVE The students will be able to list the sufferings that Christ
endured prior to and during His crucifixion. They will
also be able to explain why He died for us.

KEY VERSE FOR ANSWER Behold the Lamb of God, which taketh away the sin of
the world. — John 1:29

KEY VERSE FOR SEARCH For God so loved the world, that he gave his only be-
gotten Son, that whosoever believeth in him should not
perish, but have everlasting life. — John 3:16

ANSWER
TITLE: To Bear His Cross
SEARCH
TITLE: He Died for Us
REFERENCE INFORMATION
Pilate was the Roman governor of Judea, 26-37 A.D., and Scourging was done with a whip which was made of
he assumed office about the same time that Jesus began leather thongs weighted with pieces of lead or sharp
His public ministry. His official residence was at Caesarea metal.
and he came to Jerusalem at feast times to keep law and
order. He was a merciless man, known for his brutality. Golgotha, the place where Jesus was crucified, is a hill
But he did not want to crucify Jesus. He appealed to the just outside the north wall of Jerusalem near the Da-
Jewish rulers, then Herod, then the rulers again, and mascus gate. It is about thirty feet high and is like a rock
finally the multitude. It would seem that Pilate had Jesus ledge. It is also called the Place of a Skull.
scourged in hope that the multitude would have pity on
Him and say that was enough punishment. It was not until Crucifixion was a Roman punishment. It was a punish-
Pilate realized that if he did not crucify Jesus it might cost ment for slaves, foreigners, criminals, and persons who
him his position as governor of Judea that he consented. were not Roman citizens. Death usually followed in four
Halley’s Handbook says that Pilate committed suicide and to six days; but not so with Jesus, as He died in about
that his wife later became a Christian. six hours.

YOUR OPENER

19
 Lesson 30

He Died for Us
TEXT: John 19:1-30
SUPPLEMENTAL SCRIPTURES: Isaiah 53:1-12; Matthew 27:27-56
KEY VERSE: For God so loved the world, that he gave his only begotten Son, that whosoever
believeth in him should not perish, but have everlasting life. — John 3:16

The Roman punishment of crucifixion has been considered one of the most cruel forms of death. It
Responses was a penalty for slaves, criminals, and persons who were not Roman citizens. Jesus “ . . . made
1. These answers from John 19 should help himself of no reputation, and took upon him the form of a servant, and . . . he humbled himself, and
students consider some of the sufferings Jesus became obedient unto death, even the death of the cross” (Philippians 2:7,8).
endured.
Isaiah 53:3 — Rejection by Jews (verses 14,15)
Isaiah 53:7 — Opened not His mouth (verse 9) 1. In our text one can find the fulfillment of many Old Testament prophecies regarding Jesus’ suf-
Psalm 22:18 — Lots cast for vesture (verse 24)
fering. Following each Scripture below list the prophecy and the verse or verses in John 19 where
Psalm 69:21 — Given gall and vinegar (verse 29)
Psalm 34:20 — No bones broken (verse 33) it is fulfilled.
Zechariah 12:10 — Side pierced (verse 34) Isaiah 53:3
You may wish to follow up this thought with other
Old Testament Scriptures regarding Christ’s suf- Isaiah 53:7
ferings which were fulfilled in the New Testament. Psalm 22:18
(Forsaken by God: Psalm 22:1 and Matthew
Psalm 69:21
27:46; Nails: Psalm 22:16 and John 20:27; etc.)
Psalm 34:20
2. He was scourged and a crown of thorns was Zechariah 12:10
placed on his head (John 19:1,2), he was smitten
with the palms of their hands (Mark 14:65), smit-
ten on the head with a reed (Mark 15:19), spat
upon, struck in the face and buffeted (Matthew 2. Jesus suffered greatly during his last 24 hours on earth. In what ways was He physically
26:67). He gave His back to the smiters and His
cheeks to them that plucked off the hair (Isaiah abused? List as many as you can find. In addition to the text, use Isaiah 50:6; Matthew 26:67;
50:6). After these preliminary cruelties, with His Mark 14:65; 15:19.
body lacerated from the scourging, Jesus was
compelled to bear His cross (John 19:17) and
was crucified. While secured to the cross with
nails driven through His hands and feet, He was
offered vinegar to drink (John 19:29). Encourage
the students to describe the tortures as they are 3. In what ways did Jesus mentally or emotionally suffer in those last hours? To supplement the
mentioned, that they might have a mental picture text, see Mark 14:43,44,55-57,71; 15:34; Luke 22:44 and John 1:11.
of what took place. Focus on the fact that it was
Christ’s love that caused Him to go through all of
this for mankind.

3. He suffered agony (Luke 22:44), was betrayed

by a friend (Mark 14:43,44), falsely accused
(Mark 14:55-57), denied by a close friend (Mark
14:71), humiliated and mocked (John 19:1-5),
rejected by His own (John 1:11), and forsaken
by God (Mark 15:34). Allow students to give
their description of how Jesus felt through these
events and any others they can name. 9

ADDITIONAL DISCUSSION NOTES

20
4. Why do you think it was necessary for Jesus to suffer so? 4. Allow time for your students to discuss this
question. Their answers may vary, but the con-
clusion should be that Jesus’ suffering and death
were necessary in order for divine justice be
satisfied. Further development of the lesson will
bring out other reasons why it was needful for
Jesus to suffer prior to His death.
5. In what ways have Christians suffered physically through the centuries because of their love for
Jesus? How does this compare to Christ’s suffering? 5. Allow students to relate specific examples
with which they are familiar. Some of these may
include imprisonment, loss of life, torture, sepa-
ration from family, deprivation of necessities of
life, loss of home and financial resources. How
did the martyrs stand under torture? Could the
students stand if they were facing such trials?
6. In what ways do Christians face mental or emotional suffering? Point out that Christ’s sufferings were inflicted
by man. Refer to Scriptures that declare God’s
blessing upon those who suffer for Christ.

6. Compare this response to that of question 3.

Christians may suffer from betrayal, false ac-
cusations, denials, humiliations, and mockings,
7. At one point Jesus cried, “My God, my God, why hast thou forsaken me?” (Mark 15:34). Had but Jesus suffered so that we might have victory
God forsaken Jesus? Explain. in those times. We can know that Jesus under-
stands our sufferings (Hebrews 4:14-16). Point
out that it is the Christian’s duty to seek God’s
help, for He is able to supply it.

7. As your students discuss this, they should real-

ize that God was not rejecting Christ, but the sins
8. By His death, Jesus made certain provisions for us. The following Scriptures give some of these of man that Christ was bearing. However, Jesus
felt that His Father had turned away from Him.
pro-visions. List them here. Could there be greater suffering than this? Did
Titus 2:14 this mean God loved Him any less? The students
should understand that the curse of man’s indi-
1 Peter 2:24
vidual sins was upon Jesus as He hung upon the
Hebrews 13:12 Cross. The sense of God’s wrath against man for
sin seemed to be impressed upon Jesus at this
moment. Does God look upon sin in a man with
any less degree of displeasure today?

8. Titus 2:14 tells us that He provided for man’s

redemption.
1 Peter 2:24 indicates that He provided for man’s
justification and healing.
Hebrews 13:12 shows that He provided for man’s
sanctification.
The students should understand what these pro-
visions are and who they are provided for. Jesus
never intended these provisions to be optional,
but rather that everyone be partaker of these
blessings, seeing they were purchased by His
own precious Blood.
10

YOUR WRAP-UP

21
SUPPLEMENTAL QUESTIONS Appoint someone to play the part of the centurion. Inter-
view him, or have him explain his change of feelings.
Did Jesus have to die? Why did He willingly die?
Bring to class and show your students some spikes, a
What did Jesus mean when He said, “It is finished”? crown of thorns, a wooden cross.
How do you feel toward someone who treats you mean Compare Old Testament prophecies with the New
or speaks unkindly to you? How was Christ treated? Testament. Have students look up these Old Testament
What does His example teach us? Did Jesus hold a Scriptures and compare them with this lesson.
grudge against His tormentors? Isaiah 53:3 His rejection by Jews John 19:14,15
Psalm 69:21 Given gall and vinegar John 19:29
What do you think were the reactions of the spectators, Zechariah 12:10 His side to be pierced John 19:34
priests, and Romans to the supernatural events that oc- Psalm 34:20 Not a bone to be broken John 19:33
curred at Christ’s death?

Why do you think Pilate allowed Jesus to be tortured Answers for ANSWER
and put to death, even though he said, “I find no fault in
him”?

What could some of our “crosses” be that we may have

to bear?

Explain some of the prophecies and fulfillments:

Psalm 22:16 — John 20:27 Nails
Psalm 69:21 — John 19:29 Gall
Psalm 22:18 — John 19:24 Lots cast

What did the death of Christ mean to . . .

His friends?
His enemies?
the Roman soldiers?
Jesus himself?
you?

THINGS TO DO
Give each student a piece of paper, a pencil, and a time
limit. See who can list the most qualities that Jesus ex-
emplified by His death on the cross.

Have each student select a personality to portray during

Easter week: a disciple, Mary Magdalene, a centurion,
a high priest, or just an ordinary person living in Jerusa-
lem. Have them keep a journal for that week, writing a
few sentences each day describing what they’ve seen,
heard, and their reactions. On Easter or the Sunday af-
ter, read the journals aloud.

22
Lesson 31

TEXT John 20:1-18

SUPPLEMENTAL SCRIPTURES Matthew 28:1-15; Mark 16:1-11; Luke 24:1-9

OBJECTIVE The students will be able to describe what took place

the day of the Resurrection, and will also be able to
explain the significance of this event as it pertains to the
Christians today.

KEY VERSE FOR ANSWER He is not here: for he is risen, as he said. — Matthew
28:6

KEY VERSE FOR SEARCH But now is Christ risen from the dead, and become the
firstfruits of them that slept. — 1 Corinthians 15:20

ANSWER
TITLE: A Promise Kept
SEARCH
TITLE: He Lives
REFERENCE INFORMATION
One of God’s ministers of an earlier day said of the Caves were sometimes used as sepulchers. They were
prophecies concerning the death and burial of Christ: “A often whitewashed so they could be seen easily and not
keen-sighted man may forecast tendencies, and go far desecrated, and also for cleanliness and beauty.
to anticipate events on a large scale, but only God can
see trifles.” Only God could have looked down through The Resurrection of Jesus has been established as
centuries of time and forecast so exactingly the detailed a historical fact by the testimony of the disciples who
happenings of the death of Christ. witnessed His crucifixion and then afterwards met their
risen Lord. This fact is further verified by the Apostle
One of these detailed predictions was spoken of by the Paul, who writes that above 500 brethren at once saw
Prophet Isaiah: “And he made his grave with the wicked, Jesus before He ascended into Heaven, and that he
and with the rich in his death;” (Isaiah 53:9). Jesus did himself also saw the Lord as “one born out of due time”
make His grave with the wicked in the sense that He was after Jesus’ ascension. See 1 Corinthians 15:5-8.
crucified as a malefactor between two thieves. These
three men entered into death the same day, and their In the Jewish method of recording time, any fraction of
graves received their bodies. a 24-hour day was referred to and counted as a whole
day, or a “day and a night.” Jesus was crucified at 9
The persecutors of Jesus had made it hazardous for His o’clock Friday morning and died about 3 o’clock that
followers. Nevertheless, in this perilous hour, Joseph of afternoon. The Jewish day ended at sundown, but these
Arimathaea stepped forward and asked Pilate for the few remaining hours are referred to as a whole day. Je-
body of Jesus. He was granted permission, and Christ sus arose early Sunday morning, and this portion of the
was buried in the tomb of the rich; for Joseph was rich, day was also counted as a whole day. Jesus, therefore,
and had a tomb already prepared, as was the custom. was dead for what the Jews call “three days and three
Thus God proved the infallibility of His Word. nights.”

YOUR OPENER

23
 Lesson 31

He Lives
RESPONSES TEXT: John 20:1-18
1. Jesus rose from the grave with a glorified Body SUPPLEMENTAL SCRIPTURES: Matthew 28:1-15; Mark 16:1-11; Luke 24:1-9
which was not subject to the laws of nature. The KEY VERSE: But now is Christ risen from the dead, and become the firstfruits of them that slept.
stone was rolled away from the door to show the
world that He was no longer in the tomb. Discuss — 1 Corinthians 15:20
with your students the various appearances of
Christ after His resurrection. He could appear
Jesus had been crucified, had died, and had been buried in a garden tomb. The hopes of His fol-
and disappear without apparent effort. He en-
tered the room where the disciples had shut the lowers had been shattered. Then on the third day, when the women went to the sepulchre to anoint
door for fear of the Jews. He could withhold His His body with spices, they found the tomb was empty. An angel in white announced the glorious
identity at will, or comfort His disciples by reveal-
ing His identity. news, “He is not here: for he is risen, as he said” (Matthew 28:6).

2. Jesus was victor over the efforts of the chief 1. Was it necessary for the stone to be rolled away from the tomb in order for Jesus to come forth?
priests in that the stone they had placed was
rolled away; over the Roman government in that Explain, using John 20:19 as a reference. If not, then why did the angel come down from Heaven
the seal was broken and the Roman guards be- to roll back the stone?
came as dead men; and over nature in the physi-
cal phenomenon of the earthquake. Discuss with
your class what effect one might expect these
evidences of Christ’s resurrection to have had on
the people of that day. Was everyone who heard
the news convinced of the authenticity of Christ’s
claim to be the Divine Son of God? In actual-
ity, many of that day rejected the evidence and
2. Using Matthew 27:66 and 28:2,4, describe how the visible effects of the Resurrection showed
merely claimed that Christ’s disciples had stolen
His body away. Compare this to the reaction of that Jesus was victor over the efforts of the chief priests, the Roman government, and nature.
people today when they witness the miraculous
power of God to save a soul or heal a diseased
body.

3. The texts in Mark and John establish that

Christ was officially declared dead by the Ro-
mans and laid in a tomb. Three days later, by
Jewish time, He was seen alive, with the nail 3. What particular point of the Easter story does Mark 15:43-46 and John 19:31-34 establish? How
prints and pierced side as evidence removing
does John 20:20 prove that He rose from the dead?
any doubt that it was indeed Jesus. It had been
foretold that His wounds would be visible in His
glorified body (Zechariah 12:10 and 13:6). A fur-
ther proof is recorded when Paul relates that He
was seen by more than five hundred brethren at
one time (1 Corinthians 15:5-8).

11

ADDITIONAL DISCUSSION NOTES

24
4. What is the great importance of the Resurrection of Christ to the Christian and the Church 4. The Resurrection of Christ is the Christian’s
hope of eternal life. 1 Corinthians 15:2-23 and
today?
1 Thessalonians 4:16,17 will amplify this thought.
Since Christ was victor over death, He has
opened the way for each one who died believing
in Him, to be resurrected at His Second Coming.
Broaden your discussion by bringing out that
5. To whom did Jesus first personally appear after His resurrection? Who else saw Him alive that Christ is also one’s hope of salvation (Romans
10:9). Believing in His resurrection is absolutely
first day? See Mark 16:12; Luke 24:13-18,34 and John 20:19.
necessary if one is to be saved. He is the hope
for a changed incorruptible body. The bodies of
the redeemed will be like Jesus’ body was after
His resurrection, when He appeared to His fol-
lowers (1 Corinthians 15:51-54 and Philippians
3:20,21).
6. Using the following Scriptures, what were the different reactions of those who were told of His
5. Jesus appeared first to Mary Magdalene (Mark
resurrection? 16:9) who thought He was the gardener. Allow
Matthew 28:8 your students to share their thoughts about this
meeting and Mary’s love for her Master, con-
Matthew 28:9; John 20:16
sidering what He had delivered her from (Luke
Matthew 28:11-15 8:2). He then appeared to the two disciples on
Mark 16:11; Luke 24:11; John 20:25 the road to Emmaus. He also appeared to Peter,
and then at evening to ten of the Apostles as they
Luke 24:12 were assembled behind closed doors.
Luke 24:22,23
John 20:8 6. Matthew 28:8 — fear and great joy
Matthew 28:9; John 20:16 — worship
Matthew 28:11-15 — tried to cover it up
Mark 16:11; Luke 24:11; John 20:25 — unbelief
Luke 24:12 — wonderment
7. What had Jesus done to prepare His disciples for the shock of His death and resurrection? See
Luke 24:22,23 — astonishment
Matthew 16:21; Mark 9:9,10 and Luke 9:21,22; 24:6-8,44. John 20:8 — belief
After your students have given their answers,
discuss what their reactions might have been if
they had been there.

7. He had told them ahead of time exactly what

would happen to Him, and the reason for it, ex-
8. In considering the events of the first Easter, what do we have today that helps us to believe plaining that it was necessary in order for the
that Jesus is alive? See John 20:31. What might we conclude with regard to our responsibility to Scriptures to be fulfilled. Scriptures must also be
fulfilled concerning the Second Coming of Christ.
believe?
Discuss with your students how the disciples,
having been told of His death and resurrection,
still seemed to not fully understand what was to
take place. Is it possible that some will experi-
ence the same confusion when Christ comes
again? We have been told through Scripture of
the events that will surround this momentous oc-
currence. How can we best strengthen our faith
and prepare ourselves to be in complete readi-
ness for that day?

8. Your students should bring out that Christians

12
today have all the events of Christ’s death, burial,
and resurrection explained by the Word of God.
YOUR WRAP-UP If we had lived at that time, we may well have
had the same reactions as the disciples did.
Although Jesus was aware of their feelings, He
still reproved those who doubted or were slow to
believe (Mark 16:14; Luke 24:25,26; John 20:27-
29). Our responsibility is to accept the veracity of
this account.

25
SUPPLEMENTAL QUESTIONS table in front of the tomb. When you want to move the
rock pull the string to reveal an angel inside the tomb.
Tell in your own words what resurrection means. You can make the angel out of chenille wire.
Why was the Resurrection such a victory? Give each student a sheet of paper with a heading de-
signed to look like the masthead of a newspaper (for
How can we have a hope of being resurrected? example: Jerusalem Herald). Ask the students to write
headlines (or, if time permits, a short article) describing
Why do you suppose Mary thought Jesus was the the events of the Resurrection. If they prefer, they could
gardener? draw an illustration to use as a “photograph” of some
aspect of the story, such as the empty tomb, some of the
The Pharisees put up barriers to keep Jesus in the tomb, disciples, or the Roman guards.
but He had the power to remove those barriers. How are
the people today like the Pharisees of those days?
Answers for ANSWER
What impresses you most about the Resurrection?

How do we know it was very early in the morning that

Mary came to the tomb? Can you tell of some time when
you were anxious about something that was going to
happen, and woke up while it was still dark?

In verse 2 of the text, who do you think the disciple was,

“whom Jesus loved”?

THINGS TO DO
Bring pictures of what the Holy Land looks like today,
showing Jerusalem, Golgotha, a sepulcher, etc.

Make a tomb from a shoe box, discarding the lid. Cut an

irregular hole in the bottom of the box. Color two pieces
of tissue paper with brown tempera paint or felt pen.
(Your coloring job will look more realistic if it is splotchy.)
Crinkle the dry brown paper so it’s wrinkled. Fit one
piece loosely around half the box, tucking edges into the
tomb’s opening and around the inside of the box. Paste
or tape paper inside the shoe box. Fit the other piece
of tissue over the other half of the box. (Your paste or
tape job will be on inside of box so does not need to be
tidy.) Make a movable rock (crush a small brown bag) to
seal tomb’s opening. Tie a piece of nylon string around
a stone and put the stone inside the bag. Make a small
hole near the bag’s bottom and thread the transparent
string through the hole so it can be stretched out on the

26
Lesson 32

TEXT Luke 13:1-5; Isaiah 1:18; 55:6,7

SUPPLEMENTAL SCRIPTURES Isaiah 53:6; Romans 8:1-16

OBJECTIVE The students will be able to explain what repentance is

and the necessity of it in order to be saved.

KEY VERSE FOR ANSWER Marvel not that I said unto thee, Ye must be born again.
— John 3:7

KEY VERSE FOR SEARCH Let the wicked forsake his way, and the unrighteous
man his thoughts: and let him return unto the Lord, and
he will have mercy upon him; and to our God, for he will
abundantly pardon. — Isaiah 55:7

ANSWER
TITLE: Repent and Be Saved
SEARCH
TITLE: How Can I Be Saved?
REFERENCE INFORMATION
Isaiah lived under four of Judah’s kings. During the reign From the time of the first sin and the knowledge of God’s
of Hezekiah, when the worship of God was restored, judgment, repentance and a sin offering were necessary
there occurred a sweeping revival in the kingdom, and the for restoration to God’s fellowship. Repentance was the
people of the nation were turned toward God. This was theme of John the Baptist’s preaching as well as that of
near the end of Isaiah’s life and, no doubt, was the result Christ’s. To repent is to turn from one’s sins. When one
of the lifetime ministry by this godly man. Isaiah, through repents he has a sorrow and a regret for his past; he has
the Holy Spirit’s inspiration, has given us many insights a desire to change for the better; he asks forgiveness
into God’s sublime and wonderful plan concerning the and is willing to make right those things in his life which
coming of Christ, the dispersion and the restoration of the are against God and his fellowman.
nation of Israel, and the coming millennial age.

YOUR OPENER

27
 Lesson 32

How Can I Be Saved?

RESPONSES TEXT: Luke 13:1-5; Isaiah 1:18; 55:6,7
1. According to Webster’s dictionary the word SUPPLEMENTAL SCRIPTURES: Isaiah 53:6; Romans 8:1-16
repent means, “to feel so contrite over one’s sins
KEY VERSE: Let the wicked forsake his way, and the unrighteous man his thoughts: and let him
so as to change or decide to change one’s ways;
be penitent.” An individual may feel distressed return unto the Lord, and he will have mercy upon him; and to our God, for he will abundantly
or regret receiving the consequences of miscon- pardon. — Isaiah 55:7
duct but that is not enough—he must change.
Repentance is a word of action and power. When
one repents unto salvation, it is literally a yield- The Bible tells us that “All have sinned, and come short of the glory of God.” No one can go to
ing of the will to God, and feeling sorry that he
Heaven who has not been cleansed from his sins. But before one can receive salvation and for-
has grieved Him. This will be accompanied by
a desire to never do so again. It also implies a giveness, he must first repent of those sins he has committed.
continuation of this attitude throughout one’s
Christian experience.
1. What does repent mean?
2. Your students may refer to the key verse and
answer that it is necessary for the wicked man
to forsake his way. This is true. But before this
can take place, he must recognize that his way is
wrong in God’s sight. They probably will further
say that after forsaking his way, the sinful man
must return to the Lord. Discussion should center
around the fact that it is the Spirit of God that 2. What is necessary before a person can repent?
causes these things to happen in a person’s life.

3. Discuss the fact that the Bible states that

the devils believe and tremble, but they are not
saved. A person may have a belief that Jesus
truly is the Son of God, and yet still not be re-
pentant. Ask your students why true faith cannot
be separated from a willingness to obey God’s 3. Why might the statement, “I believe on the Lord Jesus Christ,” be insufficient to bring about
Word, concluding that we cannot truly believe
salvation?
God without obeying Him, and we cannot obey
Him without believing Him.

4. Which words in the following verses indicate that repentance takes action?
Isaiah 1:18
Ezekiel 18:31
Hosea 14:2
Joel 2:12

13

ADDITIONAL DISCUSSION NOTES

28
 4. Isaiah 1:18 — come, reason
Ezekiel 18:31 — cast away
Hosea 14:2 — turn to the Lord
5. What are the eternal consequences of the statement of Jesus, “Except ye repent, ye shall all Joel 2:12 — fasting, weeping, mourning
likewise perish”? As your students discuss the words they have
found, help them bring out that one does not
come to God without exerting some effort. A
person will never drift into salvation. Ask your
students if this action is always apparent. They
should reach the conclusion that often repen-
tance is accompanied by visible signs (tears,
restitutions, etc.) but even if physical action
is not observable, there will be an inward ac-
6. Many people attempt to justify the fact that they have sins which are unrepented of by saying tion—a turning to God and a complete rejection
their sins are not serious enough to require repentance. Why is this false? of all things evil or sinful.

5. The student should be aware that a choice

must be made. One must either be sorry for his
sins and gain Heaven for his eternal home, or
show a rebellious self-sufficient attitude which
will eventually damn him to eternal Hell and
separation from God forever.
7. How much does it cost a person to receive salvation?
6. This question should help your students un-
derstand that there is no way for man to justify
sin. All sin separates from God. A knowledge of
sin in one’s life brings condemnation. There is
only one door to removal of that condemnation—
that door is repentance.

8. How can you know you are saved? 7. There is no monetary price on salvation. The
cost was paid by Jesus on Calvary. However,
when a person becomes a Christian he gives
his all to Christ—he gives his life. Have your
students discuss the fact that a saved person will
live a different kind of life. The grace of God that
brings salvation teaches us to deny ungodliness
and worldly lusts. It further teaches us to live
soberly, righteously, and godly in this present
world. Some people fail to pay this price, feeling
it is too high. How sad this is, for they are dealing
with eternal life.

8. When we repent of our sins and are willing to

forsake them, God is faithful and just to forgive
us. His Spirit will then bear witness that we are
the children of God. Conclude your lesson by
having your students discuss Romans 3:23,
showing the need for all to repent and to seek
salvation.

14

YOUR WRAP-UP

29
SUPPLEMENTAL QUESTIONS that will open only from inside and let them try opening
it from the outside.
What is repentance? Give some synonyms. What are
some of the evidences of repentance? Using a set of Legos or other construction set, put to-
gether a house, car, or some other shape. Let the stu-
Can you get saved without repenting? Why is only ac- dents look it over carefully, Then dismantle it and have
ceptance of Christ not enough? them help you make a totally different shape. Liken this
to how Jesus takes each of us and, when we repent and
Does just saying “I’m sorry” reflect real repentance? believe, makes us into something brand-new.
What else must be done?
Bring two cups to class—one clean and one dirty. Ex-
Discuss the seriousness and finality of Christ’s words, plain that Heaven is for the pure in heart and that our
“Except ye repent, ye shall all likewise perish.” “cup” must go through a cleansing process to be accept-
able to God.
What is the opposite of a repentant spirit?

In verse 1 of our text, Pilate is mentioned. Who was he Answers for ANSWER
and what do you know about him?

Do you believe that all suffering is the result of sinning or

wrongdoing? Why or why not?

Isaiah 55:6 says, “Seek ye the Lord while he may be

found.” Do you suppose there is a time when He might
not be found? Explain.

In the ANSWER story, what things illustrate that Rick

was truly sorry for the wrong things he had done?

THINGS TO DO
Explain that Rick, in the ANSWER story, took several
steps to reach salvation. From construction paper, cut
out four large footprints and label them, “Feels condem-
nation” (realizes he has done wrong), “Is sorry,” “Asks
forgiveness,” “Believes and receives salvation.” Have
students arrange these in the right order. Explain why
the order must be that way.

Invite someone to your class who testifies of a radical

change in his life. Let him tell his story to your students.

Display the famous picture of Jesus knocking at the door

which has no handle. Explain that when Jesus knocks at
the door of someone’s heart, only that person can open
the door. Be sure they know that Jesus is knocking at the
door of every heart. If possible, take students to a door

30
Lesson 33

TEXT John 3:1-19; Romans 8:1

SUPPLEMENTAL SCRIPTURES 1 Samuel 10:9; Romans 3:23; 1 John 3:9; 5:4,5

OBJECTIVE The students will be capable of describing the results

that take place in a person’s life when one is saved.

KEY VERSE Therefore if any man be in Christ, he is a new creature:

old things are passed away; behold, all things are be-
come new. — 2 Corinthians 5:17

RESOURCE MATERIAL Tract No. 30 — The New Birth

Brand‑New
REFERENCE INFORMATION
The Pharisees were a group of Jewish religious leaders headed by the high priest with authority over religious and
in New Testament times who were trained in the Old civil matters. It finally became extinct about A.D. 425.
Testament laws, but made many strict rules of their own.
Pharisees were the most influential sect of the Jews. Rabbi was a title of respect applied to Hebrew doctors
They wore distinguishing garments and were zealous and teachers.
in following tradition and the Law. Pharisee means “the
separated one.” They were very much against Jesus, The Pharisees of Jesus’ day made a great pretense of
and he denounced them in the bitterest language. See keeping the Law of Moses. Actually they were bound by
Matthew 15:7,8; 23:5,13-15,23 and Mark 7:6. the traditions of the elders who put their own interpreta-
tion on the Mosaic Law. Jesus said, “But in vain they do
The highest Jewish council of the day, the Sanhedrin, worship me, teaching for doctrines the commandments
began after the Babylonian captivity, and resembled our of men” (Matthew 15:9). Nicodemus must have realized
supreme court. The council consisted of seventy-one there was more to serving God than just keeping those
men: Pharisees, Sadducees, priests, and scribes. It was traditions.

YOUR OPENER

31
 Lesson 33

RESPONSES Brand-New
TEXT: John 3:1-19; Romans 8:1
1. Nicodemus was a Pharisee and a ruler of the
Jews. The Bible does not tell why he came to SUPPLEMENTAL SCRIPTURES: 1 Samuel 10:9; Romans 3:23; 1 John 3:9; 5:4,5
Jesus by night. Was it because of Nicodemus’ KEY VERSE: Therefore if any man be in Christ, he is a new creature: old things are passed away;
busy daytime schedule, or Jesus’ activities that
kept the two apart? It was more apt to have been behold, all things are become new. — 2 Corinthians 5:17
the former, for Jesus always had time to receive RESOURCE MATERIAL: Tract No. 30 — The New Birth
those who came to Him. Being a member of the
Sanhedrin and ruler of the Jews, was Nicode-
mus afraid of the opinions of his peers if they Because of the original sin of Adam and Eve, we are unable (without Christ) to live without sinning
had knowledge of the meeting? In any case, his against God and against our fellowman. The Bible says, “The heart is deceitful above all things,
coming to Jesus by night marks every reference
to Nicodemus in the Bible. Add to the discus- and desperately wicked” (Jeremiah 17:9). “All have sinned, and come short of the glory of God”
sion the thought that the important thing about (Romans 3:23). However, the Bible has outlined certain steps that a person may take in order to
Nicodemus was that he did come to Jesus as an
have his sins forgiven. If we follow these steps carefully, acknowledging Christ as the Son of God
honest inquirer.
with power to forgive and keep us from sin, honestly inviting Him to be Lord of our lives, a miracle
2. Students may reply that curiosity, a hunger for happens. We become a brand-new person in Christ Jesus, as expressed in our key verse.
something real, or a need for a miracle in their
own lives would attract people. Jesus had ear-
lier left Capernaum, and with His disciples had 1. What kind of person was Nicodemus? Why did he come to Jesus by night?
proceeded to Jerusalem to observe the Pass-
over. While in Jerusalem it seems that Jesus
performed a number of miracles, extraordinary
events manifesting a supernatural work of God
(John 2:23). The Jewish people were looking for-
ward to the coming Messiah, and the working of
miracles convinced many that Jesus was indeed 2. Why would the working of miracles attract a person to Christ?
that Messiah. For example, Nicodemus heard
and believed that “no man can do these miracles
that thou doest, except God be with him.”

3. Individuals in the class will respond with dif-

ferent paraphrases, but the essence of Christ’s
statement is that it is necessary to have a spiri- 3. Explain in your own words what Jesus told Nicodemus.
tual rebirth in order to enter Heaven. Discuss with
the class that Heaven will include only twice-born
people. Why is this true? Rehearse with class
participation that ever since Adam and Eve’s
transgression, people have been born in sin
(Psalm 51:5). The natural carnal man is prone to
sin; in fact, he cannot avoid sinning, until a spiri- 4. Why is there no exception to the necessity for the new birth? What about “good” people?
tual rebirth in Christ Jesus takes place.

4. Jesus said that there is no exception. No doubt

Nicodemus was a good person. As a Pharisee he
was committed to keeping the Law of Moses in
scrupulous detail, but was it possible for the Law
to take away sin (Hebrews 10:4)? The Law and
all its ordinances was a temporary expedient,
pointing toward the perfect atonement of Jesus
Christ. Discuss with your class that being good 15
in our own strength is not sufficient. In dealing
with an unconverted heart the Holy Spirit will al-
ways uncover sin—if not open sin, then covered ADDITIONAL DISCUSSION NOTES
sins such as anger, malice, hatred, jealousy, and
envy. Jesus made the necessity of the new birth
very plain.

32
5. Once a person is born again, how is it possible for him to live each day without sinning against 5. When a man is born again his sins are for-
given and gone, and God gives grace to live a
God? See 1 John 3:9; 5:4,5,18.
life without sin. Ask your students if any sin will
enter Heaven. If not, why not? A person’s sins
have to be forgiven before he can go to Heaven.
Jesus’ death on Calvary has made this possible.
There are those who profess to know Christ, yet
they say that the best of men in this life will sin in
thought, word, and deed every day. Why would
they say this? It is true of the natural man, but
6. Jesus healed a man at the pool of Bethesda and gave him a special command. What was this note again the key verse for this lesson. When
command (John 5:14)? What explicit directions did Jesus give to the woman taken in adultery, the new birth in Christ is received, a miraculous
change takes place in the heart: “Old things are
whom He forgave (John 8:11)? What significance must be placed upon these instructions? passed away; behold, all things are become
new.” It would be tragic indeed if Christ had given
His life on that cruel cross only to leave men with
just their own human ability to serve Him. Thank
God, He gives more grace. See Titus 2:11,12.

6. The command was “sin no more, lest a worse

thing come unto thee.” Jesus said to the woman,
7. List the works of the flesh, of which a Christian will not be guilty (Galatians 5:19-21). Which part “go, and sin no more.” The significance of these
of the key verse applies to these things? instructions is that Jesus expects those who
follow Him to live without sinning in this present
life. For an interesting aside, have the students
recount some testimonies of people who have
been born again and have gone forward in life to
“sin no more.”

7. The works of the flesh are: adultery, forni-

cation, uncleanness, lasciviousness, idolatry,
8. When “old” things pass away, what are some of the “new” things that come into our lives?
witchcraft, hatred, variance, emulations, wrath,
strife, seditions, heresies, envyings, murders,
drunkenness, revellings, and such like. Discuss
with your class that the works of the flesh are the
“old things” that pass away from the Christian’s
life.

8. Your students’ answers to this question should

9. Review John 3:16; Romans 5:1; 8:1 and 12:2, and list some additional results of being born provide a thrilling account of the joys and bless-
again. ings of salvation. You might wish to set up a circle
response with your students, asking each of
them to contribute one thought about the change
that occurs at the new birth. See 1 Peter 1:3-9 as
an additional text.

9. John 3:16 — everlasting life. Romans 5:1 —

peace. Romans 8:1 — freedom from condemna-
tion. Romans 12:2 — transformation. Not only
does God, through Christ, forgive us for past sins
but through Him we are given power to go and sin
no more. Sinful desires are replaced by a deep
desire to please God. As the Apostle explains
in Romans 8, we no longer live as servants to
16
the flesh, but instead are controlled by the Spirit
of God. The works of the flesh are replaced by
YOUR WRAP-UP the fruit of the Spirit. What a change! Close the
lesson, reinforcing the thought that our Christian
victory over sin remains as long as we daily yield
ourselves to God and righteousness and trust
in Christ to do His work in our lives (Romans
6:17-23).

33
SUPPLEMENTAL QUESTIONS how the unsprouted look dead, but when soaked in wa-
ter they sprout (come to life). Compare this to how we
Do you think there are people who resemble the Phari- can be born anew through the Blood of Jesus, which
sees today? Describe some characteristics that would gives us life.
be the same.
Use a hand fan to demonstrate the wind. (You can feel
In your own words, how would you have explained to it, but can’t see it.)
Nicodemus what it means to be born again?
Take an old and a new item (old and new shoe, old and
What did Jesus mean by His reference to Moses’ lifting new toy, etc.) and see which the students think is best.
up the serpent in the wilderness? Just so, our new self in Christ will be much better than
our old self.
Describe the metamorphosis of a butterfly. Liken that
to the changes that take place when one is converted.
What happens to our “old self”? Answers for ANSWER

How can we have the hope of the Resurrection?

How old must one be before he can be saved? How old

were you when you first learned you must be saved?

What well-known and often-quoted verse is in this les-

son? Can you say it by heart?

What is the meaning of the word condemnation? How

does one get rid of feeling condemned?

The ANSWER story tells about a monarch. What kind of

monarch? Make a comparison between that monarch
and a person who has been born again.

THINGS TO DO
Obtain pictures of a caterpillar and butterfly (or, better
yet, real ones) to show the total change from one crea-
ture to another.

A couple of days ahead, put a carnation stem in red col-

ored water. Take an undyed carnation to class plus the
dyed flower to demonstrate how the life-giving Blood of
Jesus flows through us when we are born again.

Early in the week, sprout some alfalfa seeds. (You could

use corn, beans, etc., but they would take longer.) Take
sprouted seeds and unsprouted seeds to class to show

34
Lesson 34

TEXT Luke 19:1-10

SUPPLEMENTAL SCRIPTURES Leviticus 6:2-7; Numbers 5:6-8

OBJECTIVE The students will be able to explain what restitution is

and its importance in maintaining a Christian life.

KEY VERSE FOR ANSWER If I have taken any thing from any man by false accusa-
tion, I restore him fourfold. — Luke 19:8

KEY VERSE FOR SEARCH If the wicked restore the pledge, give again that he had
robbed, walk in the statutes of life, without committing
iniquity; he shall surely live, he shall not die. — Ezekiel
33:15

RESOURCE MATERIAL Tract No. 68 — Restitution

ANSWER
TITLE: Postmark: Jericho
SEARCH
TITLE: Squared Away With Others
REFERENCE INFORMATION
Jericho, the scene of today’s lesson, is considered to be one who sold the privilege of collecting taxes to the high-
the oldest city in the world, situated by the Jordan River est bidders. These men, in turn, could then add as much
at the site of a ford which controlled the ancient trade of a commission as they could collect. Zacchaeus, no
routes from the East. The presence of springs of water doubt, started his “career” as one of these tax collectors,
and the resulting numbers of trees make Jericho a green and was not held in any regard by the Jews.
oasis in the middle of this dry area of Jordan.
As a class, the tax collectors were despised by their fel-
The sycamore tree, such as the ones which lined the low Jews, because of their oppression and extortion of
streets of Jericho, was a type of fig tree. It had many illegal taxes to enrich themselves. They were generally
strong, wide-spreading branches, so it was easy for a classified as “sinners.” Zacchaeus, as well as all those
person to climb. The sycamore bore fruit several times a about Jesus, must have been surprised that Jesus would
year, but people rarely ate it because it was not as tasty choose to go to the house of such a person. Jericho was a
as ordinary figs. city of priests, yet Jesus chose to abide with a publican.

Zacchaeus was a chief among the publicans, tax collec- Whether or not Zaccheaus knew the old Law requiring
tors, for the Roman government. Such men were usually restitution (Exodus 22:1-5), he showed the true fruit of
Romans, but Zacchaeus, a Jew, probably represented conversion when he promised to make right his wrong-
the Jews in Jericho. As chief, he would have been the doing.

YOUR OPENER

35
 Lesson 34

Squared Away With Others

RESPONSES TEXT: Luke 19:1-10
1. Help your students to conclude that while no SUPPLEMENTAL SCRIPTURES: Leviticus 6:2-7; Numbers 5:6-8
one knows exactly why this particular story was
KEY VERSE: If the wicked restore the pledge, give again that he had robbed, walk in the statutes
written, it is one of the best illustrations of res-
titution to be found in the Bible. No doubt Luke of life, without committing iniquity; he shall surely live, he shall not die. — Ezekiel 33:15
had been impressed by the Holy Spirit with the RESOURCE MATERIAL: Tract No. 68 — Restitution
importance of this teaching or he would not have
included the story in his writings.
There are few, indeed, who are called from a sinful life who do not have restitutions to make.
2. In verse 7, Zacchaeus is referred to as a “sin- Some would tell us that when we are saved, God forgives our past and we can forget it. However,
ner.” As a class of people, the tax collectors were
despised, and generally considered sinners. Zac- Scripture reveals that if we have in any way wronged our fellowman, God expects us to make this
chaeus, as well as all those about Jesus, must right. His Spirit will surely bring to mind the things for which we need to make amends. Restitution
have been surprised that Jesus would choose to
covers not only repayment of what may have been taken of monetary value, but also making right
visit the house of such a person. Jericho was a
city of priests, yet Jesus chose to visit a publican. such things as lying, cheating, backbiting, and hatred.
He would be a guest in Zacchaeus’ home.

1. Why do you think the Spirit of God inspired Luke to include the story of Zacchaeus? Surely there
3. The students should understand that under the
Law, God required a man to make restitution for were many more dramatic incidents that could have been recorded.
any wrong done to his fellowman before bring-
ing a trespass offering. When this was done,
the priest would offer the sacrifice and the Lord
would forgive the man for the things he had
done wrong. Ask your class why they think it
2. Zacchaeus was a chief among the publicans (tax collectors) for the Roman government. Such
was necessary for the restitution to be made
preliminary to the bringing of a trespass offering. men were usually Romans, but Zacchaeus, who was a Jew, probably represented the Jews in Jeri-
Your students will likely conclude that it proved cho. As chief, he would have been the one who sold the privilege of collecting taxes to the highest
the sincerity of the repentance and the desire to
be forgiven. bidders. In turn, these men could add as much of a commission as they could collect. Zacchaeus
no doubt started his career as one of these tax collectors, and was not held in any regard by the
Jews. Which verse in our text establishes the fact that Zacchaeus’ poor reputation was known by
those in Jericho?

3. What was required of a person bringing a trespass offering under the Mosaic Law? See Leviticus
6:2-7.

17

ADDITIONAL DISCUSSION NOTES

36
 4. As your students discuss their answers to this
question, the point should be made that God will
4. Restitution obviously played an important part in obtaining forgiveness under the Mosaic Law.
hear the cry of an honest heart and will save
What part does it have in obtaining forgiveness in our time? one wherever and whenever he repents and
believes. Unlike the priests in Moses’ time, God
can see the innermost heart and does not need a
visible sign of true inward repentance. Thus, one
can be forgiven before he makes restitution for
the wrong he has done. But the one who seeks
forgiveness will have to have it in his heart, as
5. Explain in your own words the meaning of the key verse. Zacchaeus did, to make things right with his fel-
lowman.

5. The students should understand that God’s

standard of righteousness has always been high.
Restitution was required in Ezekiel’s time, along
with walking in the statutes of life. In other words,
6. What evidence do we have that Zacchaeus, in his heart, met the required conditions spoken of we must, as much as lies within our power, re-
in the key verse? store and compensate for any injury or loss we
have caused. We must then continue to walk
according to God’s Word without committing iniq-
uity, that we may ensure our hope of eternal life.

6. The class should learn that it was more than

idle curiosity which prompted Zacchaeus to climb
7. Why is it as important to make a small restitution as it is a large one? a tree to see Jesus. The Lord knows the thoughts
and intents of the heart and He knew right where
Zacchaeus was and called him by name. Our
text states that Zacchaeus came down in haste,
received the Lord joyfully and immediately prom-
ised to make restitution, the act required to meet
the conditions stated in the key verse. And Jesus
8. What happens if we refuse to make a restitution? said, “This day is salvation come to this house.”

7. All sin separates from God, whether it is a

“little” sin or a big one. We will have to be squared
away with our fellowman, whenever possible, if
we expect to make Heaven our home.

9. What are some of the benefits that might be received as a result of making a restitution?
8. The students should know that if they refuse
to make a restitution, they are refusing to do
what God requires of them. In addition, they are
disqualifying themselves from receiving contin-
ued blessings from God. And, most importantly,
instead of their sins being judged beforehand,
they will follow them to the Judgment (1 Timothy
5:24).

9. Have your students discuss some of the ben-

efits they have noted. Some may mention the
excellent opportunity afforded to witness to the
saving grace of God when they make a restitu-
tion. Other benefits mentioned might include: a
18 clear conscience, repairing breaches in personal
relationships, joy and peace in the heart. En-
courage your students to give examples from
YOUR WRAP-UP their own experience or knowledge of making
a restitution. For additional resources, read the
following Apostolic Faith tracts: No. 48 — “My
Search for Salvation,” No. 51 — “Prayed Out,
Stayed Out,” and No. 64 — “Pardoned!”

37
SUPPLEMENTAL QUESTIONS about wearing such a shirt. If they did, all who saw them
would suppose that they were followers of Christ, and
What is restitution? expect them to show it by their actions. One of the first
things that shows up in a person’s actions when they
Jesus knew Zacchaeus’ heart and where he was. How become a Christian is the desire to do right and make
does this story show that Jesus knows our thoughts and amends (or restitution) for any previous wrongdoing.
intents? These outward changes in behavior indicate the reality
of the inward change. Discuss with your class things that
We read that Zacchaeus was the chief among the publi- Christians do or don’t do, letting the students make the
cans. What was a publican? suggestions. Give an opportunity for your students to
share changes that Christ made in their lives when they
Why do you suppose Zacchaeus told Jesus he would became Christians: something they had to take back, or
give to the poor and restore fourfold the money he had apologize for, or a lie they had to straighten out, etc.
actually stolen? Is it necessary to repay fourfold as Zac-
chaeus did? Several tracts, such as No. 48 — My Search for Salva-
tion (Reverend Loyce C. Carver), and No. 64 — Par-
Is there a difference between big wrongs and little wrongs doned! (Bruce Archer), deal with restitution and could be
when it comes time for making restitution? dramatized.
Besides things stolen, what other kinds of restitutions
might God show us we should make? Answers for ANSWER

Do Christians ever do things that might require making

restitution?

How does one go about making restitution?

What will happen if we refuse to make restitution?

THINGS TO DO
Invite someone to come to your class to tell of a restitu-
tion he made, and the results or effects of that.

Discuss, or list some synonyms for, the word restitution

(repay, restore, give back, make right, apologize for,
etc.). It may very well be a “foreign” word to some of
your students.

Wear a sign on your dress or lapel which reads, “I’m

Square.” Use this as an opener for your lesson to explain
what it means to be squared away, and tie it in with the
conversion of Zacchaeus. You might wish to conclude
your lesson with a portion of your own testimony and the
importance of living a life that proves you are square with
God and man.

Take to class a T-shirt on which you have written the word

CHRISTIAN. Above the word, have an arrow that points
up. (Use colored adhesive letters, or cut letters from
dark tape, or iron-on letters.) Ask students their opinions

38
Lesson 35

TEXT Galatians 5:22-26

SUPPLEMENTAL SCRIPTURES Psalm 1:1-6; 1 Corinthians 13; 2 Peter 1:4-8

OBJECTIVE The students will be able to list the fruit of the spirit and
explain the benefits of this in one’s life. They will also
realize the importance of the fruit of the Spirit in a per-
son’s life as a testimony to others.

KEY VERSE FOR ANSWER As we have therefore opportunity, let us do good unto
all men. — Galatians 6:10

KEY VERSE FOR SEARCH If we live in the Spirit, let us also walk in the Spirit.
— Galatians 5:25

ANSWER
TITLE: Something Special to Share
SEARCH
TITLE: The Fruit of the Spirit
REFERENCE INFORMATION
The Book of Galatians was written probably sometime be Christians without keeping the Law of Moses. Paul
between 50 and 60 A.D., by the Apostle Paul to the wrote that circumcision was a necessary part of Jewish
churches in Galatia, a district of Asia Minor. law, but was not a part of the Gospel of Christ and had
nothing to do with salvation.
In Galatians, Paul shows that no rites or ceremonies of
the Jewish Law, nor any of their own works, could avail The Apostle tells us there is no law against any of the
in the justification of a sinner, but that faith in Christ is the virtues that make up the fruit of the Spirit. Christians
only means of salvation. The fruit of the Spirit becomes are not under the Law, but under grace; for the fruit of
evident in our lives after we are saved, and grows as we the Spirit plainly shows that such people are led by the
continue to live, or walk, in the Spirit. Spirit. Paul informs us that those who are Christ’s have
crucified the flesh with its affections and lusts. They are
The Galatians were a branch of the Gauls, originally now sincerely endeavoring to die unto sin, as He had
from north of the Black Sea, who migrated westward died for it. It is not enough that we cease to do evil, but
and finally settled in Asia Minor. This area was called we must learn to do well. Our Christianity obliges us not
Galatia, and most of the people were Gentiles. Some only to oppose the works of the flesh, but to bring forth
of the Jewish teachers insisted that Gentiles could not the fruit of the Spirit too.

YOUR OPENER

39
 Lesson 35

The Fruit of the Spirit

TEXT: Galatians 5:22-26
SUPPLEMENTAL SCRIPTURES: Psalm 1:1-6; 1 Corinthians 13; 2 Peter 1:4-8
KEY VERSE: If we live in the Spirit, let us also walk in the Spirit. — Galatians 5:25

In his letter to the Galatians, Paul shows that since the time of Christ’s death no rites or ceremonies
of the Jewish Law or any of man’s own works can avail in the justification of a sinner. Jesus Christ
RESPONSES is our only means of salvation (Acts 4:10-12). The fruit of the Spirit becomes evident in our lives
1. Responses may vary, but your students should when we are saved, and grows as we continue to live and walk in the Spirit.
conclude that these nine virtues together make
up the fruit of the Spirit. You might wish to com-
pare this to a prism dividing light into its spectrum 1. Why do you think the nine virtues listed in our lesson are referred to as “the fruit” and not “the
of colors. Each color is distinct and yet together fruits”?
they make light. The students should also realize
that all of these nine virtues will be in evidence if
the fruit is truly of the Spirit.

2. Discussion of this question should bring out

the thought that the flesh cannot produce spiri-
tual fruit. The flesh is only able to produce un- 2. Explain why the flesh must be crucified if we are to be fruit-bearing Christians.
desirable results. Through its efforts, the works
of the flesh will never allow anyone to inherit the
Kingdom of God. Additional Scriptures to include
in this discussion: Romans 6:20-22; 8:8-13; Ga-
latians 6:8.

3. The discussion should center around the fact 3. What do the nine virtues of the Spirit have in common?
that there is no law against any of these virtues
exemplified in a person who is walking in the
Spirit. Propose the question: Is there any law
against being loving, joyful, peaceful, etc.? All of
these emanate from the same root.

4. List the fruit of the Spirit. Then name some benefits that Christians enjoy from having each of
4. Love, joy, peace, longsuffering, gentleness,
goodness, faith, meekness, temperance. Look- these virtues in their lives.
ing at each one specifically, discuss some of
the benefits that are derived from having these
virtues. What kind of existence would one have
without love? Studies of children who are given
physical necessities but no love show extensive
emotional impairment. What does joy bring into a
life? Consider how depression can lead to mental
illness or even suicide. Proceed through the list.
In conclusion, your students should see that a
person bearing the fruit of the Spirit can enjoy a
life of victory, not having guilt or condemnation.

19

ADDITIONAL DISCUSSION NOTES

40
5. Why can a Christian still feel peace when things go wrong? 5. Your students’ answers should help bring an
understanding that this fruit is not seasonal. It is
not a mere surface emotion, but a deep-seated
peace, founded in the knowledge of sins for-
given, and strengthened by a constant walking
in the Spirit.

6. Describe an incident in which the fruit of the Spirit really proved to be a benefit to the one who 6. Allow your students time to discuss in de-
exhibited a specific virtue. tail some particular incident; for example, when
someone gave a soft answer that turned away
wrath. When the fruit of the Spirit is in evidence, it
shines forth as a witness to the world even more
eloquently than words.

7. The students should understand that the fruit

7. How can the fruit of a tree be used to determine the worth of the tree that is bearing it? See of the Spirit is the result of being a born-again
Christian. The fruit is the testimony of the per-
Matthew 7:16-18.
son’s life and actions, and is sufficient to judge
the worth of the “tree.” If the tree is holy the fruit
will be holy. If the tree is unholy the fruit will be
unholy.

8. Help your students realize that no matter how

8. Self-image is an important concept in our society. Distinguish between self-improvement and much the self is refined or cultivated it is still self.
Charm, knowledge, or skill can all be void of the
the fruit of the Spirit. fruit of the Spirit. The fruit of the Spirit is God-
given and develops with God’s help. Discussion
could also bring out the point that while a person
may be well-thought-of by his peers in worldly
circles, if he does not have the fruit of the Spirit
in his life, in God’s sight he is nothing.

9. How can you be sure you have the fruit of the Spirit in your life?
9. The students must understand that the fruit
of the Spirit only becomes evident after one is
truly saved—transformed by God’s grace from
one who has been walking after the flesh into
one who is walking in the Spirit. As Jesus said in
John 15:5, “He that abideth in me, and I in him,
the same bringeth forth much fruit.”

20

YOUR WRAP-UP

41
SUPPLEMENTAL QUESTIONS dent an apple and when he has explained what the word
means, let him place his apple on the tree. If you don’t
Describe a personal incident in which the fruit of the want a movable tree, draw one on a posterboard as you
Spirit really proved to be a benefit to you. present the lesson. Or, you could also use a gumdrop
tree for this.
A fruit tree with delicious-looking fruit causes people to
desire to have some. The fruit is also a means of identify- Material needed: can opener, a can of vegetables, and
ing the type of tree. Parallel this to a life evidencing the a can of fruit the same size. Carefully switch labels and
fruit of the Spirit. illustrate that people cannot tell if we are Christians by
our label—only by our fruit.
How do we know good deeds are required of us in order
to make Heaven our home? Give each child a small basket (or one made from con-
struction paper). From colored paper, cut out some
Why do you think the term fruit of the Spirit is used rather shapes of fruit, and on each one write the name of one
than fruits? fruit of the Spirit. Have enough for each child to earn a
complete set. As they recite the fruits to you, give them
What is the fruit of the Spirit? How could you tell a friend one fruit for their basket for each fruit of the Spirit men-
what the fruit of the Spirit means? tioned.
Why is the fruit of the Spirit important in our lives to-
day? Answers for ANSWER

Is the fruit of the Spirit in our lives capable of growth?

How?

In addition to the fruit of the Spirit in our lives, what are

some of the other benefits we have because we are
Christians?

How can a Christian still feel the joy of the Lord when
things go wrong?

In the ANSWER story, Cindy’s grandmother suggested

that Galatians 5:22 might help solve a problem at school
for Cindy. Relate that verse to solving problems. What
was Cindy’s problem and its solution?

THINGS TO DO
Type out some short situations (two or three sentences
long) which illustrate each fruit of the Spirit. Have your
students match them up with the “fruit” that each situa-
tion exemplifies.

To teach the fruit of the Spirit, make a paper tree with fruit
on it. Cut a tree’s foliage out of green paper, nine apples
out of red paper, and a brown trunk. Back the apples
with something to make them stick to the tree. Label the
apples: love, peace, faith, meekness, joy, temperance,
goodness, gentleness, and longsuffering. Give each stu-

42
Lesson 36

TEXT Romans 12:1,2; 1 Thessalonians 5:15-22; 1 John 2:15-

17

SUPPLEMENTAL SCRIPTURES Matthew 22:37-40; 2 Corinthians 6:17,18; Ephesians

4:1-3

OBJECTIVE The students will be able to differentiate between loving

the world and controlling the things of the world in their
lives.

KEY VERSE FOR ANSWER Have no fellowship with the unfruitful works of dark-
ness. — Ephesians 5:11

KEY VERSE FOR SEARCH If ye were of the world, the world would love his own:
but because ye are not of the world, but I have chosen
you out of the world, therefore the world hateth you. —
John 15:19

ANSWER
TITLE: Then What?
SEARCH
TITLE: Christian Maintenance
REFERENCE INFORMATION
Paul the Apostle, who wrote the Epistle to the Romans, lessly, founded many churches on three different mis-
was a man who had been educated “at the feet of Ga- sionary journeys, suffered greatly through persecution
maliel” (Acts 22:3). He had great potential in the world, and privation, and finally died a martyr to the faith at the
being a young leader, extremely zealous, intelligent, hands of Nero, the Roman emperor. But through Christ
and ambitious. Some feel he would have had a great he won his crown!
career as a lawyer or a leader in the Sanhedrin. But he
met Christ on the road to Damascus. Later, in his letter Romans 12:1 says to “present your bodies a living sac-
to the Philippians, he said, “But what things were gain to rifice.” The phrase, “present your bodies,” is a metaphor
me, those I counted loss for Christ. Yea doubtless, and I taken from the bringing of sacrifices. The person picked
count all things but loss for the excellency of the knowl- out the choicest of his flock and presented it as an
edge of Christ Jesus my Lord: for whom I have suffered atonement for his sin. The “living sacrifice” is in contrast
the loss of all things, and do count them but dung, that I to the dead sacrifices offered under the Law, that we
may win Christ” (Philippians 3:7,8). Paul preached tire- might live for God.

YOUR OPENER

43
 Lesson 36

Christian Maintenance
TEXT: Romans 12:1,2; 1 Thessalonians 5:15-22; 1 John 2:15-17
SUPPLEMENTAL SCRIPTURES: Matthew 22:37-40; 2 Corinthians 6:17,18; Ephesians 4:1-3
KEY VERSE: If ye were of the world, the world would love his own: but because ye are not of the
RESPONSES world, but I have chosen you out of the world, therefore the world hateth you. — John 15:19
1. Many of the sacrifices that were given under
the Law were presented to the priest at the Tem- We exercised the power of choice when we sought forgiveness for sins, and were born into the
ple as living sacrifices. It was the priest’s duty to
kill the animal and make the sacrifice. God still family of God. The same choice must be maintained daily if we are to remain “sons of God, without
looks for “living” sacrifices today—people whose rebuke, in the midst of a crooked and perverse nation, among whom ye shine as lights in the world”
whole aim in life is to serve God and do His will.
(Philippians 2:15). That choice was—and remains—the choice to love the things of God in place of
Christians are not put to death as a sacrifice but,
rather, they live a sacrificial life, consecrated to loving the things of the world by an ever closer companionship with Jesus Christ. John 3:31 says,
God for His use. As we present our lives to God “He that cometh from above is above all: he that is of the earth is earthly, and speaketh of the earth:
we become dead to the world. “Whosoever will
save his life shall lose it: and whosoever will lose he that cometh from heaven is above all.”
his life for my sake shall find it” (Matthew 16:25).
1. What is meant by “present your bodies a living sacrifice”?
2. Your class should define the phrase as mean-
ing, “something of highest spiritual purity.” No sin
is acceptable to God. Point out that Jesus died to
save man from his sins and make him acceptable
to God. Also, emphasize that to be acceptable to
God there has to be a total commitment of every- 2. What is meant by “holy, acceptable unto God”?
thing that one has or is. That leaves very little that
can be given to worldly pursuits.

3. Worldly pursuits will take over completely in

the life of the one who does not exercise spiritual 3. Why should the control of worldly pursuits be considered as a “reasonable service”?
control with God’s help. This spiritual control is
a “reasonable service.” Discuss with your class
that when one considers the price paid for man’s
salvation, is anything given to the Lord more than
reasonable service? “When ye shall have done
all those things which are commanded you, say, 4. What is meant by “be not conformed to this world”?
We are unprofitable servants: we have done that
which was our duty to do” (Luke 17:10).

4. In many instances, people who are conformed

to the world think, look, and act differently than 5. How do Christians renew their minds? See Philippians 4:8.
Christians. Ask your class to pinpoint some of
these differences, focusing on the thought that
as Christians we want to please God in all our
ways. Additional references to substantiate
the thought of being separate from the world:
2 Corinthians 6:14-17; Ephesians 5:11; 2 Timo-
thy 2:4.

5. Open your discussion of this question by talk-

ing about what the word renew means. Why is a
21
renewal of one’s mind necessary? Is it important
to us as Christians? Referring to the question
and the Scripture given should bring out the im- ADDITIONAL DISCUSSION NOTES
portance of thinking the right kinds of thoughts.
The students should see that they must take
control of their minds by not letting their minds
dwell on worldly things.

44
 6. The very basic questions would be: Is it a
good plan? Would it be acceptable with God?
The most important question would be: Is this the
6. As Christians, we want to bring our lives under the control of Christ. From Romans 12:2, what perfect will of God for my life? Bring out through
are three things we could ask ourselves about our plans as criteria for establishing whether God class discussion that it is a blessing to us as well
as those around us if we submit to the perfect will
is really in control of our lives and plans? of God (Psalm 40:8).

7. Zero in on the fact that the Christian has con-

trol so that when someone does an evil deed
to him he does not repay in kind. Discussion of
7. As we continue the thought of Christian maintenance, how does the phrase, “See that none the question with your students should bring out
that one who desires to maintain his Christian
render evil for evil unto any man,” apply?
testimony will be aware of the opportunities to
witness which result when one follows this com-
mand. The students may be able to give some
examples of this. Other biblical ad-monitions
concerning this are found in Proverbs 20:22,
8. Why can the Christian give thanks in everything (Romans 8:28)? Explain why this is important Matthew 5:39, and 1 Peter 3:9.
in the light of maintaining our Christian testimony.
8. The Christian knows that since his life is in
God’s control and not controlled by the world,
God will only let happen what is best. The Chris-
tian can give thanks because it is the will of God
for him. Class discussion should bring out that
9. What does it mean to “abstain from all appearance of evil”? this is important because it is a direct command
of God. They may also mention that it is impor-
tant because when others see a thankful attitude,
and the results that God performs because of
thankfulness, they may be persuaded that one’s
faith is of real value.
10. Explain why a person cannot love the things of the world and love God at the same time. See
Matthew 6:24. 9. Your students’ definitions will probably bring
out that it is to cease or refrain voluntarily from
anything that may even look as though it is sin-
ful. The Apostle Paul wanted God to control the
things in his life so that he would not do anything
11. Explain 1 John 2:17 in your own words. that might offend a brother. Ask your students
why this command is so vital to one’s Christian
witness, bringing out that while they often may
not have the opportunity to give a verbal testi-
mony, their actions and the lives they live speak
clearly to those around them. They certainly
would not want an “appearance of evil” to taint
their testimony.

10. The love of one of these will grow stronger

as the love for the other grows weaker. Class
discussion should bring out that if a Christian
truly has a desire to deepen and strengthen his
relationship with Christ, to grow in His grace and
knowledge, then he will avoid doing anything that
would lessen the love he feels for God. He must
keep Christ first in his life.
22

11. Use this as your wrap-up. Let the students

YOUR WRAP-UP present their ideas and then point out that ev-
erything in the world will pass away, even the
things that have a high value placed upon them.
Only the things that are done for God will last
throughout eternity.

45
SUPPLEMENTAL QUESTIONS love, pray, Jesus, thanks, prove, etc.). Use as many
words as you have students or use two or three words
What is meant by the word world in 1 John 2:15? Can a per student. Just make sure each student has the same
person love the things of the world and have the love of amount. Words may be written forward, backward, verti-
God at the same time? Why or why not? cally, horizontally, or diagonally. On the bottom half of
the sheet, list the words you have chosen to include in
Imagine a world in which the fruit of the Spirit isn’t evi- the puzzle. Tape a piece of wrapped candy or small prize
denced by anyone. What would it be like? Consider next to each word. Let the students take turns finding a
government, trade, traffic, school, families, etc. word of their choice. After they find and circle the word,
they may take the prize or candy next to it. If you have
Guarding our spiritual benefits may be likened to a prior- used more than one word per student, let them each find
ity listing. How can a person maintain a Christian stan- one word, then after everyone has had a turn they can
dard and witness if things of lower priority begin to take start on the next round. This can be a pre-session class-
precedence over concern for spiritual health? room game or used during a review of the lesson.
What does a sinner do to guard himself against salva-
tion? What can we do to strengthen our guard against Answer for ANSWER
sin?

What kind of sacrifice is acceptable to God? Explain the

meaning of reasonable service.

What benefits come to those who do God’s will, and

what will their future be?

How old do you have to be to be saved?

What are the things that you do at school and home

which show others that you are a Christian?

THINGS TO DO
Draw a picture of the “broad way” and the “narrow way,”
things you’ll find along the two ways, and where each
will lead you.

Have a team review when your lesson is finished. Di-

vide your class into teams and let them ask each other
questions about the lesson. Let each team have a few
minutes together to come up with questions to stump
the other team. For a different twist, let the students try
to stump you!

Needed: a sheet of posterboard, marking pen, wrapped

candy. On the top half of the sheet of posterboard, pre-
pare a word-find puzzle. Use words that are from this
lesson’s Bible text (brethren, holy, service, good, rejoice,

46
Lesson 37

TEXT Matthew 15:21-28

SUPPLEMENTAL SCRIPTURES Joshua 24:14,15; Proverbs 22:6; 2 Timothy 1:1-5

OBJECTIVE The students will be able to explain why parental con-

cern for a child, both physically and spiritually, is so
important. They will further relate that often the physical
help will come through a spiritual means.

KEY VERSE FOR ANSWER Great is thy faith: be it unto thee even as thou wilt.
— Matthew 15:28

KEY VERSE FOR SEARCH Thou shalt teach them diligently unto thy children, and
shalt talk of them when thou sittest in thine house, and
when thou walkest by the way, and when thou liest
down, and when thou risest up. — Deuteronomy 6:7

ANSWER
TITLE: Someone Special
SEARCH
TITLE: A Mother’s Love
REFERENCE INFORMATION
Mothers have never received more honor than under the which I command thee this day, shall be in thine heart:
Christian ethic. Christ’s own care for His mother at the And thou shalt teach them diligently unto thy children,
cross (John 19:26,27) set an example for us. A compari- and shalt talk of them when thou sittest in thine house,
son of societies in Old Testament times shows that even and when thou walkest by the way, and when thou liest
then the Jews accorded a higher place to mothers than down, and when thou risest up.” Those mothers who
did many contemporaries. Proverbs 31 speaks of the have been faithful to their children in teaching them the
“virtuous woman” in beautiful praise. The Book of Ruth Bible from a very early age are often rewarded when
gives us one of the most outstanding examples in the the child seeks and finds salvation before he has had to
Bible of “a woman that feareth the Lord,” showing how experience the bitter sting of outbroken sin.
God rewarded her virtue with a God-ordained marriage
which resulted in her becoming the great-grandmother “The woman was a Greek, a Syrophenician by nation”
of David, and an ancestor of Jesus Christ. (Mark 7:26). Canaan was also called Syrophoenicia, ly-
ing between Syria and Phoenicia—modern Lebanon. It
Deuteronomy 6:6,7 places the responsibility for educat- was an area in the coastal region about 50 miles north
ing the children about God directly upon the parents. of Capernaum. Halley’s Handbook says this is the area
Moses gave them God’s command, “And these words, where Elijah was sent to a widow woman (1 Kings 17:9).

YOUR OPENER

47
 Lesson 37

A Mother’s Love
TEXT: Matthew 15:21-28
SUPPLEMENTAL SCRIPTURES: Joshua 24:14,15; Proverbs 22:6; 2 Timothy 1:1-5
KEY VERSE: Thou shalt teach them diligently unto thy children, and shalt talk of them when thou
sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou
risest up. — Deuteronomy 6:7
RESPONSES
1. She was a Greek (a Gentile), a Syrophenician The love of a godly mother for her children is one of the greatest loves a human can experience.
woman of Canaan who lived in the area, which is A young child looks to his mother for care, comfort, security, and love. As that child grows older,
the present country of Lebanon. Jesus explained
he honors her integrity, example, and resourcefulness. A godly mother is prayerful, self-sacrificing,
that He was sent only to the Jews, the house of
Israel. and dedicated to her family. The Bible speaks of her as a virtuous woman.

2. Your students’ answers will no doubt bring out

1. What was the nationality of the woman who came to Jesus (Mark 7:26)? What was His state-
that this woman had great faith mixed with per-
sistence. Jesus commended her for that (verse ment (in our text) concerning this?
28). Hebrews 11:6 tells us that God rewards
those who diligently seek Him. Ask your students
what would indicate the great love this mother
had for her daughter. They should see that she
wouldn’t accept less than complete healing for
her daughter, even though Jesus seemingly
rejected her three times. 2. What spiritual virtues did the woman exhibit in coming to Jesus for physical healing for her
daughter?
3. He was testing her faith, and then He rewarded
her. Discuss with the students that at times their
prayers may not be answered because they do
not persevere. Being ignored and insulted was
undoubtedly hard for her to accept, but because
of her great love for her daughter she wouldn’t
take no for an answer. God wants us to have the 3. Why do you feel Jesus acted as He did toward the woman? How might you have reacted if Jesus
same spirit.
had shown such a seemingly unconcerned attitude toward your need?

23

ADDITIONAL DISCUSSION NOTES

48
4. We have many beautiful accounts in the Bible which depict a mother’s love. How do you think 4. As you discuss each of these incidents with
your students, the conclusion will likely be that it
these mothers felt in a time of emotional stress?
is not possible for anyone but a mother to experi-
Moses’ mother, as she put her son into the basket in the river — Exodus 2:3 ence the emotions they had. Their love for their
Hannah, as she left her son with Eli — 1 Samuel 1:24-28 sons was great. They undoubtedly all prayed for
God’s will to be done. These are all very touching
Mary, as she watched Jesus hang on the cross — John 19:25 accounts to share with your students.

5. As a child, He was obedient and subject to

both His mother and father. On the cross, despite
His own pain, He was concerned for His mother
5. Christ is our example. What kind of concern and care did He show toward His mother? See and made arrangements for her care. In Mat-
thew 15:3-8, Jesus brought out the importance
Luke 2:51 and John 19:26,27.
of honoring our fathers and mothers, calling it a
transgression if we fail to do so.

6. This is a good time for the students to share

their thoughts and feelings about their own moth-
ers. Your students will mention the affection,
6. Tell of some ways our mothers show their love for us without words. How can we reciprocate? care, and love a mother gives and the personal
deprivation she goes through for her children.
If she is a Christian mother there will be many
prayers to God for her children of which they
may not even be aware. By honoring and obey-
ing her in return, they will give her a deep feeling
of contentment and fulfillment. The greatest joy
7. What is the highest spiritual responsibility a mother and father have toward their children? See they could give their mother would be to commit
their lives to God and experience true salvation.
Deuteronomy 6:5-7.

7. The text in Deuteronomy stresses the need for

each child to be taught the importance of loving
God wholeheartedly. Broaden your discussion of
this question with your students by asking them
to bring out other spiritual responsibilities of par-
ents. Their list may include such thoughts as: to
8. Read 2 Kings 4:1-7. In what manner does this account show us how a mother’s love for her sons
teach them God’s Word, to enforce their spiritual
brought physical help through spiritual means? and moral standards, to be a Christian example
before them, to show them Christian love.

8. Discussion of this question should bring out

how this mother, when faced with the threat of
her two sons becoming bondsmen, turned to
the man of God for help. She then acted in faith
and obedience to his words, and had the empty
vessels brought into her house as he had com-
manded. A miracle took place, and there was oil
enough to fill all the vessels. The debt was paid,
and there was money left for the widow and her
sons to live on. Ask your students to describe the
feelings of that mother when she realized that
God had provided in such a miraculous way and
spared her sons. How did the sons feel? They
had witnessed their mother’s faith and obedi-
ence and had seen the hand of God work in their
24
behalf. Relate this example to children of our day
who see God work through the faith and obedi-
YOUR WRAP-UP ence of their parents.

49
SUPPLEMENTAL QUESTIONS one example, from each list for open class discussion.
Examine the “might have been,” “had there been” as-
When you have children, how are you going to try to pects of each case, with regard to the physical and spiri-
raise them? What will be the most important things you tual benefit of the child or young person in question.
will try to teach them?
Make a list of several mother/child pairs from the Bible
Tell of some ways mothers show their love without (Hannah/Samuel, Jochebed/Moses, Sarah/Isaac, Elisa-
words. beth/John, Mary/Jesus, etc.). At the top and halfway
down a sheet of paper, print the headings, “I LOVE YOU,
What do you think was the reason Jesus did not an- MOTHER, BECAUSE . . .” Make a copy for each student
swer the woman of Canaan? Would you have left if you in your class. Write the list of names together on a chalk-
had been ignored, or would you have persisted in your board. Give each student a sheet of paper and let him
quest? What kind of mother-love would you say this choose a pair of names. (The same pair of names may
woman had? be used by more than one student.) Ask the students to
write under the top heading what they think Moses, for
What does honor mean? example, would write if he were to finish that sentence.
Then have the students finish the second heading to
How do you think these Bible mothers felt? their own mother.
Mary, as she watched Jesus hang on the cross
Hannah, as she gave her son to Eli
Moses’ mother, as she put her son into the basket in Answers for ANSWER
the river

How can you improve your relationship with your mother,

your father?

In the ANSWER story, what is suggested as being the

best way to honor our parents?

THINGS TO DO
Divide the class into two teams with captains. Give
them a set time (5 to 10 minutes), and have each team
use their Bibles to create a list of the names of mothers
mentioned in the Bible. Opposite the names have each
team note whether the mother was good or bad. When
you call time, review the results. The team with the most
correct information wins.

Invite to your class someone who testifies about a Chris-

tian mother’s influence. After a short testimony, let the
students question the guest.

In succession, ask each of your students to supply a

word for something our mothers do for us, beginning
with consecutive letters of the alphabet. (Advise, Bake,
Clean, etc.)

Ask students to bring magazine articles or newspaper

clippings about concerned parents and unconcerned
parents. Attach a list of character qualities (or lack of
them) demonstrated by the parents in each case. Select

50
Lesson 38

TEXT Revelation 21:1-7, 21-27

SUPPLEMENTAL SCRIPTURES Revelation 3:5; 20:12-15; 22:19

OBJECTIVE The students will be able to explain the importance of

the Book of Life, and will know how to be sure that their
name is written in it.

KEY VERSE FOR ANSWER Rejoice, because your names are written in heaven.
— Luke 10:20

KEY VERSE FOR SEARCH And whosoever was not found written in the book of life
was cast into the lake of fire. — Revelation 20:15

RESOURCE MATERIAL Tract No. 30 — The New Birth

ANSWER
TITLE: Will My Name Be Called?
SEARCH
TITLE: Is My Name There?
REFERENCE INFORMATION
The Book of Revelation was written by the Apostle John, time, but these seem to have been selected because
from the Island of Patmos where John was exiled or they were representative of various types of need and
banished for “the word of God, and for the testimony of Christian experience. The purpose of the writing was to
Jesus Christ.” It is believed that John’s banishment took declare the things which were to come to pass so that
place A.D. 81-96. Patmos was the site of a penal colony the churches might correct certain conditions that existed
where political prisoners were condemned to hard labor in their midst before it was too late. The Book concludes
in the mines. with an exhortation to readiness for the return of Christ.

The word revelation is of Latin derivation and means John’s vision covers the end time and reaches right into
“unveiling.” This Book is the Revelation of Jesus Christ, eternity, revealing “a new heaven and a new earth,”
as seen in visions given to John. It covers Christ’s second where God the Father will be over all. See 1 Corinthians
coming, and what this will mean to this earth, especially 15:24, 27, and 28.
to the children of God who await His return. The writings
were addressed to seven churches of the Roman prov- Revelation is a fuller explanation of Christ’s discourse on
ince of Asia, which occupied the western third of what is things to come (Matthew 24, Mark 13, Luke 21) and the
now Turkey. There were other churches in Asia at that Old Testament prophecies of Ezekiel and Daniel.

YOUR OPENER

51
 Lesson 38

Is My Name There?
RESPONSES TEXT: Revelation 21:1-7,21-27
1. Revelation 21:27 places the sinfulness of man SUPPLEMENTAL SCRIPTURES: Revelation 3:5; 20:12-15; 22:19
into three categories. The first is defilement (any
KEY VERSE: And whosoever was not found written in the book of life was cast into the lake of fire.
corruption of the purity or perfection of some-
thing). Next is abomination (anything hateful — Revelation 20:15
or abhorrent). Third is lying (making an untrue RESOURCE MATERIAL: Tract No. 30 — The New Birth
statement with intent to deceive). Allow your
students to define these terms. Don’t all sins fit
into one or more of these categories? Ask your Tears, death, sorrow, crying, and pain will soon be a thing of the past for some, “for the former
students to look at Galatians 5:19-21 and Rev-
things are passed away . . . Behold, I make all things new.” The new will be a glorious state of
elation 21:8. How do the specific sins mentioned
in these verses fit into the above categories? blessedness reserved for those who have had their names written in the Book of Life.

2. The students should understand that the Book

1. What type of people will not enter into the City described in our text? Be specific, supporting your
of Life contains the roll of the saved. Who are the
saved? Refer to your discussion of the first ques- answer with Scripture.
tion, pointing out what they have been saved
from. Stress that the only way to get one’s name
in the Book of Life is to be saved from sin. Your
discussion should bring out that the Book of Life
is of vital importance because unless one’s name
is found in that Book he will not enter Heaven.
2. Explain what the Book of Life contains (Revelation 3:5). Of what importance is the Book of Life?
3. These are they whose names are written in
the Book of Life, for verse 3 declares they shall
be His people. What does it take to be counted
among the people of God? Discuss the impor-
tance of Christian virtues such as willingness,
consecration, and obedience. Point out that ev-
eryone in the Book of Life has these virtues, 3. Read Revelation 21:3,4. Who are the people in these verses?
and the blessings in verse 4 are part of their
inheritance.

4. Allow time for students to discuss their

thoughts, concluding that the secrets of men are
to be judged (Romans 2:16), that men shall have
4. The Book of Life is not the only book John saw (Revelation 20:12). What do you think is found
to give an account of every idle word in the day
of judgment (Matthew 12:36), and that they will in the other books?
be judged according to their works (Revelation
20:12,13). See also Luke 12:2,3. Perhaps it is
these sorts of things that are written in the other

25

ADDITIONAL DISCUSSION NOTES

52
 books.
5. Why is the Book of Life sometimes called “The Lamb’s Book”?
5. Point out to the students that without the Lamb,
there would be no Book of Life. The lessons this
quarter have dealt with God’s cure for sin. Je-
sus, the cure, provided the means whereby our
names could be written in Heaven. He did His
part. What must we do? How can we know our
6. What is the alternative to the Book of Life? names are in God’s Book of Life?

6. The only alternative is found in Revelation

20:15 — to be “cast into the lake of fire.” Ask your
students who determines one’s eternal destiny.
How? Stress that they determine by their actions
their own destiny. Each person’s name in the
7. Once your name is written down, can it ever be removed? See Exodus 32:33. Book of Life is his reservation for Heaven.

7. See Ezekiel 18:4. Each student should real-

ize his actions will determine whether or not
his name is in the Book of Life. But, it can be
removed—sin is the condition that will cause a
name to be blotted out. What is sin? Your stu-
8. What can a person do to ensure that his name will remain in the Book of Life? dents should be able to define it as a transgres-
sion of God’s law. Stress that God knows the
intentions of the heart and He judges motivations
and deeds righteously and with perfect wisdom.

8. Let students discuss their answers. Ask your

group to explain what role the following play: liv-
9. Read Revelation 22:18,19. What does it mean to you? ing a victorious life, being an overcomer, serious
study of God’s Word, prayer, being faithful in the
Lord’s service, and personal witnessing.

9. Can a person expect his name to be in the

Lamb’s Book of Life if he hasn’t accepted the
entire Word that provides for eternal life? These
10. From the text, list some of the things you can look forward to if you keep your name in the
verses declare the importance of embracing
Lamb’s Book of Life. the Revelation as it is written. We also know
that all of God’s Word must not be added to or
subtracted from (Deuteronomy 4:2; Proverbs
30:6). To delete from the Bible is to have one’s
name deleted from the Book of Life. Knowing
this, how important are specific Bible doctrines
such as justification, restitution, entire sanctifica-
tion, foot washing, no divorce and remarriage,
and others? Can anyone afford to blot out Bible
doctrines? Can anyone afford to have his name
blotted out?

10. After listing some of the many blessings of

eternity with God, the students should realize
the importance of being sure their names are in
the Book of Life. Wrap up your lesson by leading
26 your students to conclude that it will be worth any
trial or sacrifice.

YOUR WRAP-UP

53
SUPPLEMENTAL QUESTIONS them a copy of the list. Ask them to check the list to see
if their names are on it. As each student finds his name
What is the Book of Life? Why is it sometimes called he should circle it. Ask them what they would have done
the Lamb’s Book of Life? Why is it important to have our if their names were not there. What excitement there will
names in the Book of Life? be if their names are in the Book of Life!
What kinds of things are written in the other books? Bring to class a Band-Aid, a pair of glasses, a handker-
chief, a cane, and a black dress. Tell why each of these
How can a person have his name written in the Lamb’s things won’t be needed in Heaven.
Book of Life? How will he know when it happens?
Read these four verses to your students: Revelation
What must a person do to keep his name there? 21:1,4,25, and 22:3. Have them stop you each time you
come to a part where John told of things which will no
When will the Book be opened and the names read? longer exist after Jesus’ return. There are seven in all.
In verse 1 of our text, who does “I” refer to? Can you find
a reference confirming this? Answers for ANSWER

What are the qualifications for entering the Holy City?

How would you spend this day if you knew Jesus was
coming at 8 o’clock tonight?

In the ANSWER story, what kept Randy’s name off the

list of award winners in the science competition?

THINGS TO DO
Read a list of Bible characters, good and bad. Give each
student a sheet of paper folded in half, like a book, and
labeled “Lamb’s Book.” Let them record in their books
the names of those who probably have their names in
God’s book. Tell them they are to write the names of
those they personally know who they expect to see in
Heaven. Did they include their own name? Remind them
that God has a timetable, but He has given each one
time enough to make sure his own name is in the Book.
If they fail in this most important decision of all their life,
they will have eternity to regret it.

Type three or four columns of names to completely fill a

sheet of typing paper. Use first and last names of people
you know, people you don’t know, fictitious names, and
all the students in your class. Scatter your students’
names throughout the list. Don’t put the names in alpha-
betical order. This will make it more of a challenge to find
a name. When your students arrive in class, give each of

54
Lesson 39

TEXT Review Quarter Texts

OBJECTIVE The students, when reviewing this quarter, will be able

to list the main point of each lesson and its personal ap-
plication.

KEY VERSE Student’s choice from this quarter

Quarter Review

REFERENCE INFORMATION
The lessons in this quarter magnify Christ and His work Since God’s plan was for the redemption of man, the
of redemption in our lives. In the Old Testament, the benefits of that plan aren’t fully realized until we have
need for the shedding of blood pointed to the Lamb of been born again. The evidence of that work will be the
God, whose Blood was shed for our redemption. It also turning away from all that would displease God, and
avails for our safety, as long as we keep under the Blood. making right the past. The love of the world will be gone
We can see a type of God’s offering His Son at Calvary and the fruit of the Spirit will take its place. It is only by
when we read the account of Abraham’s offering of his God’s grace, manifested through Christ’s work of re-
son. God provided Abraham with a ram to be used as a demption, that any of this is possible. It is the only way
substitute for Isaac. by which man can be forgiven.

YOUR OPENER

55
 Lesson 39

Quarter Review
TEXT: Review Quarter Texts
KEY VERSE: Student’s choice from this quarter
RESPONSES
1. Help the class understand that although other
lessons such as obedience, willingness, and In this quarter, we studied God’s remedy for sin. It began with the story of how God provided a lamb
faith, can be derived from the text, our focus is on as a substitute for Abraham’s son Isaac. That pointed to the Lamb of God who was our substitute
the statement made by Abraham, “My son, God
on Mt. Calvary. We learned of the protection afforded by the Blood of the Lamb, what must be
will provide himself a lamb . . .” God did, indeed,
provide a substitute animal for Isaac. Just so, done to be under this protection, and what we must do to maintain it. We also learned of some of
mankind was under the sentence of death (Ro- the blessings that are ours if we follow the Lord, and where our names are recorded when we give
mans 6:23) and God himself provided a Lamb,
Jesus, as a substitute. our hearts and lives to God.

2. Although the blood was applied to the door- 1. What great truth is portrayed in the story of Abraham’s taking Isaac to Mt. Moriah for a sacrifice?
way as prescribed, the Children of Israel were
also required to remain in the house to escape
the judgment of God. It is not enough for us to
just make a start by having the Blood of Jesus
applied to our heart. We must also remain under
the Blood and continue in the Word (John 8:31) 2. What did God require the Children of Israel to do to protect their firstborn from death during one
to escape the coming judgment. of the plagues in Egypt? What must man do today to escape the coming judgment?

3. The Feast of the Passover looked back to

the deliverance of the Children of Israel from
bondage. It also pointed ahead to the sacrifice
of Jesus on Calvary. The ordinance of the Lord’s
Supper reminds us of the broken Body and Blood 3. Explain the difference between the Feast of the Passover and the Lord’s Supper.
of Jesus which was shed for our sins.

4. The class should realize that Jesus suffered

much even before the actual crucifixion. In the
Garden, He prayed in agony, His disciples for- 4. Make a list of the many things Jesus suffered for our sake, and explain why He willingly went
sook Him, Peter denied Him, false witnesses
through them.
accused Him, He was smitten by an officer of
the high priest, spat upon, struck in the face, and
buffeted. Herod and his soldiers mocked Him. Pi-
late released Barabbas, a murderer, at the Jews’
request and left Jesus to be scourged, mocked,
crowned with thorns, and then crucified. Jesus 5. Tell in your own words what happened on the Resurrection morning and what that means to us.
even felt forsaken by God. All this was done to
pay the penalty for our sins! How can the love of
God be measured?

5. Your students should understand that the

angel didn’t roll away the stone simply to let
Jesus out, but to show the world the empty
tomb. The seal of the greatest earthly authority
was broken and the soldiers were powerless to
stop it. The Apostle Paul says, “If Christ be not
raised, your faith is vain; ye are yet in your sins”
(1 Corinthians 15:17). So our hope of eternal life 27
depends on the fact that Christ is risen.
ADDITIONAL DISCUSSION NOTES

56
6. What does it mean to repent and why is it so important? 6. Be sure your students understand that true
repentance is more than just being sorry they
were caught doing wrong. It is a deep feeling of
remorse that they did wrong in the first place,
accompanied by a determination to forsake their
sinful ways. Jesus said to the people of His day
7. Jesus told Nicodemus that he must be born again. Explain in your own words what that means that they must repent or they would perish. He
and how it affects one’s life. was speaking of eternal separation from God and
not just the death of the mortal body.

7. After your students have had a chance to re-

spond with their answers, discuss with them that
to be born again is more than just a phrase used
8. What does restitution mean, and why is it important?
in religious circles. It makes a radical change in
the life, and the person who is born again lives a
sinless life (1 John 3:6,9). The Apostle Paul says
we are new creatures and all things become new
(2 Corinthians 5:17).
9. How many virtues does Paul list which make up the fruit of the Spirit? Which do you think would
be unnecessary? 8. Restitution means, “to pay back; restore; to
make amends, reparation; to make things right
with one’s fellowman.” To have the blessing
of the Lord on one’s life, it is imperative to be
squared away with others. Your class may also
bring out that it is a witness to others who may
10. Explain what you think it means to “Love not the world, neither the things that are in the world.” not know anything about salvation, that the grace
of God has wrought a work in the heart of the one
who made the restitution.

9. Discuss with the class the importance of hav-

11. How did the Syrophenician woman show how much she cared for her daughter? ing all nine of the virtues mentioned to have
perfect fruit. We do not need to do all the works
of the flesh to be lost, but we must have the entire
fruit of the Spirit if we expect to make Heaven
our home.

12. Will everyone’s name be found in the Lamb’s Book of Life? What must a person do to have 10. Your students should understand that a
his name written there? Christian is in the world, but not of the world.
Whether or not we are permitted to have much
of this world’s goods, we should not let anything
hinder our walk with the Lord. Another consider-
ation: While some worldly amusements may not
be harmful, if they are done excessively they can
be a spiritual detriment. A good way to check on
the validity of any activity is to ask the question,
“Would I want Jesus to come and find me doing
this?” See 1 Corinthians 10:31.

11. The students should realize that the woman

could very well have been offended by the re-
mark that Jesus made. She took it humbly and
continued her plea for her daughter’s healing.
The Lord rewarded her importunity and faith
28 when He healed her daughter. Today, many chil-
dren can recall when they were healed because
of their parents’ prayers and are thankful for a
YOUR WRAP-UP Christian heritage and guidance.

12. The students should be aware that only the

names of the righteous will be in the Lamb’s Book
of Life. Their names are written there when they
repent and are born again. They can be sure it
will be there if they live a sinless life until they are
called out of this world. If they fail to walk with the
Lord, their name will be blotted out of the Book.
See Exodus 32:33 and Revelation 22:19.

57
SUPPLEMENTAL QUESTIONS band to hold the two pencils together with the points side
by side. Have them use their double pencil to write their
Have you ever ordered a product and received in its favorite key verse several times.
place a substitute of equal or greater value? Explain why
God gave us Christ, the greatest Substitute for our sins. If you’ve been having your students read Scripture from
the Bible text, you have probably encountered some
What was the purpose of blood being applied to the poor readers (or even some nonreaders) who are em-
doorposts of the house at the time of Israel’s departure barrassed. In such cases avoid using the one-at-a-time
from Egypt? To what later event was this related? method. Asking a volunteer to read is a better idea in
this case. Try a variety of different methods to keep them
What is the meaning of the Lord’s Supper, and why is it interested in this important part of the study of God’s
important? Word.
1. Unison reading: All students read together.
Why did Christ have to die in order for man to be re- 2. Responsive reading: The teacher or a student reads
deemed? one verse and the other students respond with the next
verse.
What is the significance of the Resurrection to the 3. Silent reading: Ask a question, then have the students
Church? read a verse or two to find the answer. Ask another ques-
tion, have them read the next verse or so to discover that
Would it be all right not to make restitution if the person answer, and so on.
or company involved did not know you were guilty of an
offense? Why or why not?

Why do you suppose the fruit of the Spirit is referred to

Answers for ANSWER
in the singular instead of the plural?

What are some of the not-too-obvious things that might

appear in a person’s life which could indicate a love of
the world in the heart of that person? Do we need to be
on guard against this even as Christians?

THINGS TO DO
Type out all the key verses for this quarter, and underline
the main words in each verse. Write each of these words
on a separate 3x5 card and clip each set of words to-
gether. Shuffle the words of one verse and lay them out
face down on a table. Divide your group into two teams.
Have one player from each team come to the front and
announce how many words they will need to “Name That
Verse.” For example, they may say, “I can name that
verse in two words.” They then pick two cards off the
table. If they can recite the verse from those two words
they get 20 points for their team. If not, they may con-
tinue drawing cards, one at a time, until they can recite it
or give up, but they lose 5 points for each additional card
they must draw. Alternate the members from each team,
and keep score. Highest score, of course, wins.

The key verse for this lesson is the students’ choice.

Let them do a writing exercise to familiarize themselves
with Scriptures. Give each student a sheet of paper, two
pencils, and a rubber band. Ask them to use the rubber

58
Answers for Quarter Review
Activities in The Answer

59
 Answers for Extra Activity
Pages in The Answer

60
Sources for Reference Information
A Series of Bible Studies by the Apostolic Faith

The Bible Almanac by Packer, Tenny and White

The Victor Handbook of Bible Knowledge by V. Gilbert Beers

Clarke’s Commentary by Adam Clarke

Halley’s Bible Handbook by Henry Halley

Thayer’s Greek-English Lexicon of the New Testament by

Joseph Thayer

Everyone in the Bible by William P. Barker

Pictorial Bible Dictionary by Merrill C. Tenney

The New Dictionary of Thoughts by Tyron Edwards

Unger’s Bible Handbook by Merrill F. Unger

Thompson Bible Survey by Howard A. Hanke

61