A Catechism of Scripture Doctrine and Practice

A CATECHISM OP SCRIPTURE DOCTRINE AND PRACTICE FOR FAMILIES AND SABBATH-SCHOOLS DESIGNED ALSO FOR THE ORAL INSTRUCTION OF COLOURED PERSONS. BY CHARLES C JONES. P PHILADELPHIA PRESBYTERIAN BOARD OF PUBLICATION, No. 265 CHESTNUT STREET. 1 xs% Entered according to Act of Congress, in the year 1852, by A. W. Mitchell, M. D. in the Clerk's Office of the District Court of the Eastern Dis- trict of Pennsylvania. PREFACE TO THE THIRD EDITION. I. THE INTRODUCTORY PART of the Catechism is made up of a few Hymns, to be used at the opening and at the closing of schools : and the Lord's Prayer and other Prayers, the Commandments, the Creed, and Portions of Scripture, to be taught the scholars from time to time. Then follows a Selection of Psalms and Hymns, the first line of each only being given, suitable to be used in the instruction of the negroes, and convenient for reference. The Tunes affixed to them are few in number, and of the plainest kind,, though they are among the best in use in the churches. Most of them have the advantage of age and association in their favour. Next come the Fa- miliar Questions, and next the Catechism proper, of Scripture Doctrine and JPrflcticc *" II. The Catechism consists of Five Parts.—Part I. Of God : Part H. Of Angels : Part III. Of Man : Part IV. Of the Law of God : Part V. Of the Church of God. m. A brief view of Christianity is presented, in somewhat of a systematic form, accompanied with a practical application. The Catechism is designed liot to elicit, but to impart knowledge. Hence no previous knowledge is taken for granted ; and the majority of questions are" what are denominated leading questions : that is, questions which contain or suggest, and so lead to, their answers. As much Scripture is introduced to "be committed to' memory, and to be read and explained ; the Catechism is designed also to impart a knowledge of the Scriptures. IV. The subjects are so divided as to be of a convenient length for succes- sive lessons ; and each lesson is headed with an appropriate portion of Scrip- ture, to be read and explained. Parents may teach their children a section every morning orally, if they please : and Superintendents may assign one or more sections for each Sab- hath, without making the Catechism Ihe exclusive study of their Schools. Teachers, whether in Families or Sabbath Schools, should carefully acquaint themselves with the lessons, referring extensively to the Scripture proofs : and looking upon the applications, as mere hints intended to aid them in their efforts to impress the truth upon their scholars. The scholars should be re- quested to refer to the Scripture proofs. Frequent Reviews, should by no means be neglected. Those who use the Catechism will find this advantage : the children and scholars will obtain a good knowledge of the fundamental doctrines of the Bible, and that from the Bible itself "There can be no surer or more per- fect method of grounding our children and youth m doctrinal knowledge than by catechetical instruction. The importance of such knowledge, none : 1 PREFACE. can deny. The following passage from Bishop Hopkins corresponds with the experience and observation of ages in the Church.—" A continued dis- course is not so informing, nor doth it fasten and rivet instruction into young minds so well, as where it is diversified by questions and answers. This makes them masters of their own notions ; and able to wield and manage them afterwards, to their better advantage. And truly, this I take to be the very reason why so many sit so grossly ignorant, under many years preach- ing of the word unto them ; scarce able to give any tolerable account of the \ery first principles of the oracles of God, because they never were edu- cated in this way of catechising, they were never tried, nor searched, nor the strength of their memories and capacities, exercised by questions. For lunning and continued discourses are like the falling of rain upon a smooth rock, where it trickles off as it descends: but questions and examinations are like digging of it, and making it fit to retain what is poured upon it." V. A few remarks on the use of the Catechism in the oral instruction of the Colored Population, are deemed necessary. The Catechism has been pre- ared expressly for the Religious instruction of the negroes; and it has een extensively tried and approved by those engaged in that good work. The majority of the questions and answers, have been corrected from the colored schools taught by myself, and many of the answers are those given by the scholars and substituted for my own, being every way plainer and better. There are Plantations and Plantation Schools, and large Sabbath Schools in different parts of the country, that have gone entirely through the Catechism, and reviewed and re-reviewed it accurately and intelligently and the degree of knowledge of the Religion of the Lord Jesus to which they have attained, has not been more improving and advantageous to themselves, than gratifying to their patient and kind instructers. Pastors have made it a manual of instruction to the colored part of their charges, taking the chapter of the Bible over the sections as the text or passage for exposition on Sabbath afternoon, or on some evening in the week. And in addition they have used the questions and answers with the people, which has been as it were, an examination of them on the Sermon or Lec- ture, to which they had been listening : and they have been gratified at the interest of the people, and the success of their efforts. May the present Edi- tion of the Catechism, like the former ones, be used for the instruction of the negroes, to the same, if not to a greater extent. Their depravity, their spiritual ignorance and destitution are amazingly and awfully great. They % cry out for instruction to the wise and the good, in all the length and breadth of the land. When the Teacher begins a lesson with his class, consisting of Adults or Children on the Plantation, or at a Sabbath School, he must not suppose that they already understand the subject. First, let him take the Passage of Scripture over the Lesson, and read and explain and ask questions upon it, and state to the scholars, the subject of the Lesson. Then let him ask the questions and give the answers from the Book, explaining and illustrating as he proceeds, until he completes the lesson. Having in this manner given his class an insight into the subject, he may commence teaching the Questions and Answers: still however explaining and illustrating, every subsequent time he goes over the lesson. Pursuing this plan he will in the end, find his class not only acquainted with the form of words, but also with the truth which those words are intended to convey. He should feel himself at lib- erty to vary the form of the questions and answers, whenever he can do so to advantage:—and also, to omit such sections as may not be particularly applicable. In teaching the questions and answers, he may require the scholars to repeat the answer, one after another, until he perceives the answer is sufficiently understood and committed. Or he may require the whole school to repeat the answer, together. A union of these two modes is the best. Let the scholars repeat the answer one after another, and when committed, let the whole school answer together. On Plantations where the PREFACE. 5 Master or Mistress, or some member of the family, takes a School in charge, whether of children and youth, or adults: in' general, it will be found most convenient, to throw "the whole School into one class. But should there be members of the family sufficient to afford Teachers for several classes, it will be found most advantageous to divide the School into classes. At country Churches on the Sabbath, or in Schools in Cities ajid Villages, where the number of scholars in attendance is large, and Teachers can be procured, let the Schools be divided into classes, if Teachers cannot be procured, let the person best qualified, conduct the instruction of the whole School together. In order to afford a variety, and a pleasing variety in the instruction, children or adults, as the case may be. should be taught Psalms and Hymns of a suitable character; and also, be taught to sing them. Scripture Cards may be used to advantage. The School may be opened with prayer, and closed with singing, or the contrary. Let the exercises be varied, from one kind of instruction to another, to preserve attention and interest ; and to prevent weariness, alter the posture— sometimes Jet it be that of sitting, and sometimes that of standing. Let the manner of the Teacher be lively and spirited, without irreverence : sober, without austerity ; and his language plain and intelligible, without being foolish and inaccurate. VI. As the Catechism has met with the approbation of the Christian pub- lic generally, it will not be improper to notice the suggestions which its friends have made in relation to it in several particulars^ Some have suggested that it might be made shorter. The length has not been objected to by those who have made use of it, in the regular and continued instruction "of the Negroes, but on the contrary they have considered the length a very decided "advantage.

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