C o -o p e ra t io n s h o u ld b e tb e sp ir it o f tHe s ch o o lro o m , tb e la w o f its life .

T b e

o f

A dvocateChristianEducation

*

V o l. V

N o . 11

C on ten ts *

G e n e ra l............................... 321-325History of industrial Schools; An Ancient Industrial School; W esley on Schools; Reas­ons Why.

E du cational W o r ld 326-328W hy Seek the Country; Education In Miss­ionary Work; A School Garden; Rural Educa­tion; Turning Toward the Country; etc.

E d ito r ia l............................. 3 29-331Value of Industrial Training; Correspond­ence School; Coming Out of the Cities, etc.

Sab b ath S ch o o l............... 332-341Live the Truth; Sabbath School Work in the Home; What the Sabbath School Might

Be; The Secretary; The Lesson; etc.

W ith th e T e a c h e r s 342-347Poems; History Teaching; How to Lise the Hental Arithmetic; Grading; Teaching the Bible; etc.

P r o g r e s s .............................348-351Bethel Industrial Academy; Elk Point Indus­trial School; New York; Sheridan Industrial School; Iowa; etc.

P u blish er’s P a g e...............

november, 1903

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“The Garden of Eden was the schoolroom, nature was the lesson book, the Creator himself was the instructor, and the parents of the human family were the students.” —E d u c a t i o n .

Id the cultivation of the soil the thoughtful worker will find that treasures little dreamed of are opening np before him

Living Fountainsor

Broken CisternsAn Educational Problem for Christians ......

By E. A . S u t h e r l a n d

Is a history of Christian education, tracing the principles of such schools from the be­ginning of the world’s history to the present

Every Teacher Should Be Thoroughly Acquainted With the History of Education.

WHAT EEADEEB SAY:“ A fte r c a re fu lly readin g I .iv in g F o u n ta in s,’ I w ish

to b ear testim o n y to the fact that it has opened m y e y e s to the d angers in the p resen t educational system , o f w h ich I have been but d im ly conscious, and to w h ich , lik e m any oth ers, I have g iv en in d ifferen t heed. In my ju d g m en t. ‘L iv in g F o u n ta in s’ is a s tr o n g book p resen tin g a m asterly array o f fa cts to su stain th e position taken , and su g g e stin g a rem edy that can ­not fa il to com m end its e lf to e v e ry candid th inker. ”

R k v . F. A. H a r t k k , W ebster C ity . Iow a.

425 Pages, Cloth. Price. $125Address

The Advocate Pub. Co.Berrien Springt», Jlirh.

Review & Herald Pub. Co.Battle C rirk , Mleh.

Text and Reference Books for Christian TeachersA full line of books needed in Christian Schools is h a n d l e d by

t h e : a d v o c a t e : p u b l i s h i n g c o

Which cordially invites correspondí nee with teachers. '

Your attention is especially directed to a number of valuable educational works which, as teachers, you will desire to circulate Among others there are,—

Education, by Mrs. E. G White Living Fountains or Broken Cisterns,The Story of Daniel the Prophet, by E. \. Sutherland

bv S. X. Haskell The Place of the Bible in Education,The Story of Joseph, by J E White by Alonzo r. Jones

W e will gladly tell you of the text-books we are handling.

A d d r e s s , T H E A D V O C A T E P U B CO B e r r i k n S p r i n g s , M i c h .

Thirteenth Chapter of First Corinthians— The Teachers’ Guide

“ If I speak with the tongues of men and of angels, but have not love, I am become sound ing brass, or a clanging cymbal. .And if I have the gift ol prophecy, and know all mysteries and all knowledge: and if I have all faith, so as to re­move mountains. but have not love, I am nothing. And if I bestow all my goods to feed the poor, and if 1 give my body to be burned, but have not love, it profitcth me nothing. Love suffereth long, and is kind; loveenvieth not: love vaunteth not itself, is not putted up. doth not behave itself unseemly, seeketh not its own. is not provoked, taketh not account of evil: rejoiceth not in un­righteousness, but rejoiceth with the truth: bear- cth all things, believeth all things, hopeth all

things, endureth all things. Love never taileth: but whether there be prophecies, they shall be done away: whether there be tongues, they shall cease: whether there be knowledge, it shall be done away. For we know in part, and we proph­esy in part: but wbet: that which is perfect is come, that which is in part shall be done away. When I was a child, I spake as a child. I felt as a child. I thought as a child: now that 1 am become a man. 1 have put away childish things. For now we see in a mirror, darkly: but then face to face: now 1 know in part: but then shall I know even as also I have been known. I’.ut now abideth faith, hope. love, these three: and the greatest of these is love.”

THE A D V O C A T E* * * * * o f C H R I S T I A N E D U C A T I O N * * * * * *

V o l . V B e r r i e n S p r i n g s , M i c h . , N o v e m b e r , 1903 N o . 11

S jo u rn a l of C hristian BD ucationPU BLISH E D M O N TH LY BY

The Educational Department of the General ConferenceB E R R IE N SPRIN GS. M ICH IG AN

Entered at postoffice at Berrien Springs, Mich., as second-class matter

EDITORS:— E. A. S u t h e r l a n d , M . B e s s i e D e G r a w

If you’re told to do a thing.And mean to do it really,

Never let it be b3' halves:Do it fully, freely!

Do not make a poor excuse,Waiting, weak, unsteady;

All obedience worth the name Must be prompt and ready.

— Phoebe Cary.

The History of Industrial Schools

B Y E . A . S U T H E R LA N D

A g la n c e at th e h is to ry o f th e w orld s h o w s th a t th ere h a v e been stated p eriod s w hen the subject o f in d u stria l t r a in in g h a s been b ro u g h t p ro m in en tly before th e w orld b y in flu en tia l educators.

I t is a fam ilia r fact th a t m anu al tra in in g b egan in the E den school. I t is a lso w ell k n o w n to th e readers o f th e A d v o c a t e th a t th e S ch o o ls o f th e P roph ets, founded b y Sam u el, stood for th is p h ase o f education .

W h ile th e S ch o o ls o f the P ro p h ets w ere y e t in e x is te n ce , G re e k education reached its h e ig h t, and stood as th e rep resen ta tive o f a sy stem of education d ia m e tr ic a lly o p ­posed to th at co m m itted to the ch ild ren o f Israe l. “ E earn b y d o in g ,” seem s to h a ve been th e p rin cip le w h ich th e s p ir it o f G od endeavored e v e r to im press upon b is p eo­p le. L ea rn bid do not, is th e s p ir it o f G reek e d u ca tio n . T h is form o f education h a s a lw a y s been m o st fa sc in a tin g . Its ad h er­

e n ts h a ve been n um erous. I t lead s for a tim e to a h ig h s ta te o f m en ta l cu ltu re , b u t th e u ltim a te re su lt h a s a lw a y s been both m oral and in te lle c tu a l d a rk n ess. T h a t lo n g p eriod kn ow n as th e D a rk A g e s w as th e d irect re s u lt o f fo llo w in g G re ek m eth ­ods.

A R E V IV A L

In d u str ia l education w as revived in th e e a r ly d a y s o f o u r own n atio n a l h is to ry . H o race M ann w as ca lled o f G od to ch a m ­pion th a t ed u cation w h ich co -o rd in ates p h y s ic a l, in te lle c tu a l, and sp ir itu a l tra in ­in g . T h e e x p erien ce s c f th is educator in con nection w ith A n tio ch C o lle g e reveal th e p o sitio n w h ich m an u al tra in in g a s ­sum ed in h is m ind. B u t s in ce th a t sch o o l is fa m ilia r to y o u , it w ill be p assed w ith th e m ere m en tion .

I w an t to ca ll y o u r a tten tio n to a n o th er sch o o l, founded at abou t th e sam e tim e, w h o se h is to r y illu stra te s the s tr u g g le fo r su p re m acy on th e p art of m anu al tra in in g in stitu tio n s . A b o u t th e y e a r 1833 (you w ill n ote the date) at th e H o lsto n A n n u a l C on feren ce o f th e M eth o d ist E p isco p a l C h u rch , th e p eop le w ere im p ressed w ith th e need o f a first c la ss C o lle g e , w h ich th e y proposed to e sta b lish e ith er in V ir g in ia or in T en n essee. T h e re a d in g o f th e fo llo w ­in g d e scrip tio n o f th e e d u ca tio n al w ork o f th is C o n feren ce re m ;nds one o f ed u ca ­tio n a l m o vem en ts in o u r ow n ra n k s d u rin g th e p ast few years.

In th e fa ll o f 1835 it w a s reso lved “ T o e sta b lish som ew here in S o u th w estern V ir ­g in ia w h a t w as then ca lled a m a n u al-la b o r C o lle g e , an in stitu tio n o f lea rn in g , in w h ich th e p u p ils w ere to be tra in ed to labor

322 T H E ADVOCATE

as w ell as to th in k . T h is m an u al lab or feature w as a v e ry p ro m in en t one in the en terp rise as it w as first b ro u g h t before th e p u b lic . A fte r carefu l d e lib era tio n it w as decided to lo cate th e in stitu tio n in a b e a u tifu l v a lle y n in e m iles east o f A b in g ­don. T h is v a lle y is w atered b y a tr ib u ta ry o f the H o lsto n , and is noted for its b e au ty and fe r t ility . T h e han d o f P ro vid en ce seem ed to h ave been in th e lo cation o f the in s t it u t io n .”

AH th is soun ds fam ilia r. T h e record co n tin u es: “ A farm c o n ta in in g abou t s ixhundred acres o f h ig h ly p ro d u ctiv e land w as p u rch ased and paid for o u t o f the funds first ra ised . It w as at first in ten d ed th a t th is farm sh o u ld be c u lt iv a te d b y s tu ­dent labor, for w h ich a com p en sation w as to be a llo w ed , w h ich w ou ld a ss is t in p a y ­in g th e s tu d e n t ’s exp en ses. T h is farm , th o u g h not lo n g cu ltiv a ted a cco rd in g to th e o r ig in a l p lan , becam e su b seq u en tly a m ost v a lu a b le app en d age, not o n ly fu rn ish ­in g in its p ro d u ctio n s th e m eans o f bo ard ­in g stu d en ts a t a lo w rate, b u t e n a b lin g th e a u th o rities to keep at a d istan ce a n y p o p u la tio n th a t w ou ld be h u r t fu l .”

N ote th e p rin cip le s en u n ciated in th e fo re g o in g p aragrap h .

“ T h e h e a v y fo rests w ere u n b ro k en , and th e fields w ere o ve rg ro w n w ith b ria rs and th ic k e ts , w h ile the in clo su res and b u ild in g s w ere in a state o f gen era l d ila p id a tio n . T h ese co n d itio n s a ll favored an e a s y p u r­ch ase o f th e land.

“ P la n s w ere draw n for a com m odious b o a rd in g house and for th e m ain C o lle g e b u ild in g . T h e first w as w ell p lanned, and a d m ira b ly b u ilt , m e etin g w ell th e m ain p u rp o se for w h ich it w as design ed; it co n ­tain ed , in ad d ition to th e la rg e d in in g h a ll, k itch e n , store-room s an d s te w a r d ’s a p a rt­m ents, a la rg e p u b lic s tu d y in g h a ll, and som e d o rm itories.

“ T h e sch o o l w as opened A p r il 13, 1833, and one hundred stu d en ts w ere enrolled th e first y e a r un der th e p resid en cy o f R ev. C h a rle s C o ll in s .”

D IF F IC U L T PR O B L E M S

“ T h e stu d e n ts w ere d iv id ed in to sm all

co m p an ies o f e ig h t or ten each , and each co m p an y p laced un der th e su p erv is io n o f one o f th e o lder stu d en ts. T h ese com pan ies w ere tak en at 2:00 o ’c lo ck each aftern oon o u t upon the farm to w o rk for tw o or th ree hours. T h e y w ere a llo w ed from th ree cen ts to five cen ts per ho u r, a cco rd in g to th e ir s k il l and in d u stry , a s estim ated b y th e ir leaders.

“ T h e im p ra ctica b ility o f th is m an u al la ­bor sy ste m soon becam e apparent. T h e farm w ork could not be done su cce ssfu lly in th is w a y . A hundred han ds w ere to be em plo yed b y the su p erin ten d en t for tw o or th ree hours; th e m ost o f th ese had n ever been ta u g h t to w ork, and th e y often did m ore h arm th an good. Im p lem en ts and w o rk s to c k h ad to be p rovid ed, these to lie id le th ree-fo u rth s o f e v e ry d a y , and often the field w ou ld sca rce ly be reached before th e b e ll w ou ld sum m on them to return , and th a t too often a t a t im e w hen th e care o f th e crops required im m ediate and p ro lo n ged a tte n tio n . It w as soon d isco vered th a t a fu ll corp s o f re g u la r h an ds had to be em ­p loyed in ad d ition to th e stu d en ts, b u t the stu d e n ts had to be p aid for th e ir labor, for th e su b scrib e rs and p atron s had been led to e x p ect th a t in th is w a y a stu d en t could m eet th e g re a te r p art o f h is exp en ses. Board and tu itio n had to be put a t sca rce ly m ore th an a n om in al fee. Board w as $1.25 p er w eek, and tu itio n $10.00 per session o f five m o n th s. D eb ts began to accu m u ­la te . T h e fact becam e app aren t th a t m a n ­u a l lab or in stitu tio n s m u st be w e ll en ­dow ed to in su re th e ir su ccess. T h is s y s ­tem w as persisted in for e ig h t or ten \rears, c h a n g in g g r a d u a lly in to a v o lu n ta ry in ­stead o f a co m p u lso ry sy ste m . ”

T h e se d ifficu lties m u st be m et in a ll in ­d u stria l in stitu tio n s . H o w to com bin e m ental an d p h y s ica l wTo rk h as been a great q u estio n , and is one w h ich is to d a y b e in g so lved . W h en th e in stitu tio n ju s t referred to , w h ich is s t i ll k n o w n as E m o ry and H e n ry C o lle g e , w as estab lish ed , m an u al tra in in g w as not at a ll p o p u lar, and th e effort to b rea k a w a y from c la ss ica l e d u ca­tion w as con sidered a lm o st fan atica l. Is it a n y w on der, therefore, th a t th is co lle g e

T H E ADVOCATE ¿¿3

had m an y s tru g g le s? T h e p rin cip le , h o w ­ever, w as r ig h t, and the h is to ry o f th e in ­s titu tio n stan d s as a m on um ent o f w h at m ay be accom plished.

C o n cern in g th e v a lu e o f m an u al tra in ­in g , the records sa y , “ T h e system w as b y no m eans devoid o f a d van tage. It broke the m o n oto n y o f o rd in a ry stu d en t life; it prom oted h ealth and b u o y a n cy o f sp ir it; in th e hours o f field and forest labor th ere w as found not o n ly re lie f from stu d y, but su ch a v a r ie ty o f in cid en t th a t the stu d en ts o f th ose d a y s found m ore m eans o f so lid en ­jo y m e n t than a n y o th ers h a ve since. ”

C o n cern in g board in th is in stitu tio n w e read, “ A ll stu d en ts, e x ce p t d a y stu d en ts, boarded in a com m on h a ll, where, b y prac­t ic in g econ om y, and w ith th e h elp of th e farm , a va ria b le su rp lu s w as realized each y ea r, w h ich w as ap p lied to m a k in g im - p ro vm en ts. S in ce th e w ar th e c lu b system has been adopted la r g e ly . N ow th e b o ard ­in g departm ent y ie ld s th e C o lle g e no re v e n u e .” H o w n ea rly m ig h t th is w ord ­in g be used to describe the p resen t m ethod o f b o ard in g stu d en ts in E m m a n u el M is­s io n a ry C o lle g e .

D A IL Y PR O G RA M

T h e d a ily program in th is in d u stria l school ran as fo llow s: “ T h e m o rn in g b ell arousedth em from slu m bers a t 5:00 a. m . T h e m ore d ilig e n t rose at once, k in d led th e ir fires, dressed, and set th e ir room s in order. A t h a lf p ast five th e bell sum m oned to m o rn in g p ra yers in th e chapel. A fte r roll ca ll, rea d in g the S cr ip tu res and p ra yer, a la rg e n um ber passed d ire c tly to th e lectu re room s, w ell w arm ed and lig h te d . T w o series o f recitatio n s o f th ir ty m in u tes each passed before the b ell for b re a k fast ra n g a t 7:00. A t 8:00 a. m. h a lf hour re c ita tio n s w ere resum ed, w hich con tin ued u n til 1:00, th e tim e for d in ner. A t 2 p. m ., in the d a y s o f m anu al labor, th e com p an ies w en t to w o rk u n til 4. W h en the labor feature w as dispen sed w ith , th e tim e from 2 p. m. to 4 p. m. w as g iv e n to s tu d y in p riv a te room s. T h en d u ty b egan on th e h u g e tru n k s o f trees w h ich team sters and oxen h ad d ra g g ed in , and w h ich th e stu d en ts

cu t and carried to th e ir room s. From the sup per table, at 5 p. m ., th e y passed a g a in to the chapel for e v e n in g prayer, a t w hich s in g in g w as su b stitu ted for read in g th e S crip tu res. T hen follow ed th e e v e n in g w a lk s and recreation s u n til 7 p. m ., and then s tu d y in g u n til 9 p .m ., w hen the bell ran g for re tirin g . ”

T h o se w h o are to d ay a tte m p tin g to so lve th e problem o f in d u stria l tra in in g , w ill be g la d to read fu rth er e x tra c ts co n cern in g E m o ry and H en ry C o lle ge. A reaction follow ed th e p triod in w hich th is in s titu ­tion w as estab lish ed , but it is e n co u ra g in g to kn o w th a t th ere h as been a re v iv a l in m odern d a y s o f th e m an u al tra in in g idea, led b y such in stitu tio n s as H am p ton In s ti­tute, th e T u sk e g e e N orm al, and others. I t is o ur p r iv ile g e th o ro u g h ly to develop th e m an u al tra in in g idea, not as a second­a ry ed u catio n , b u t as an a u x ilia r y to s p ir it­u al and m en ta l tra in in g .

An Ancient Industrial School

BY W M . C O V E R T

A b o u t tw e n ty -e ig h t cen tu ries a g o there w as an im p o rtan t school o f th e p rop h ets in a p lace ca lled G ilg a l. T h e w ord G ilg a l s ig n ifie s a w h eel or a c irc le . T h e nam e w as first ap p lied to the p lace w here Israel cam ped th e n ig h t a fter th e y crossed the Jordan, b u t cen tu ries la te r th e nam e G il­g a l w as g iv e n to several o th er lo ca litie s. T h e m ost an cien t G ilg a l w as in cluded in th e territo ry a ssig n e d to the trib e o f B en ja­m in in th e a llo tm e n t m ade b y Josh u a. B u t G ilg a l w here th e school o f the prophets flourished w as p ro b a b ly in th e h ill co u n try o f E p h ra im . It ce rta in ly w as not on th e old site in th e im m ediate v ic in ity o f Jericho, for th ere w as a school o f th e prophets at Jericho, w h ich w as co n tem p o rary w ith the one at G ilg a l. A n o th er reason w h y it could not h ave been th e a n cien t G ilg a l is found in th e fact th a t th e p rop h ets w en t dow n from th e sch o o l to B eth el, and B eth el w as th ree th o u san d feet above the p la in a t Jericho. T h is school w as o f h ig h a ltitu d e .

T h is place o f lea rn in g , d u r in g th e m ost in te re stin g period o f its h is to ry , w as fa­

324 T H E ADVOCATE

vored w ith th e personal labors o f tw o o f the g rea test p rop h ets o f the Lord, E lija h and E lish a . E lija h w as a descen dan t o f som e fu g it iv e E p b ra im ite s w ho settled in G ilead a fter th e sad defeat o f th e E p b ra im ite s b y J ep h th ah . T h is defeat, w ith som e in te re st­in g in cid en ts o f th is u n h a p p y w arfare, is recorded in the tw e lfth ch a p ter o f th e book o f Judges.

E lija h , th o u g h a m ig h ty m an o f G od, w as n eith er o f ro ya l nor o f p riestl} ' lin e . Indeed, he co u ld sca rce ly c la im a defin ite trib a l relatio n w ith Israel, y e t h is p rayers a va iled in s to p p in g the ra in fa ll from heaven , and in c a llin g su ch in te n se fire from above th a t even the w ater aud th e ston es abou t h is sacrific ia l a lta r w ere devoured b y th e sacred flam es. H is m in ­is try w as effective in o v e rtu rn in g th e p agan sch o o ls o f A h a b and Jezebel, and in re sto r­in g th e tru e m ethod o f education to Israel. T o h ave th e person al la b o r of su ch a m an as E lija h at th e tim es h e v is ited G ilg a l w as a m atter o f no sm all acco u n t to th a t s c h o o l,

I t w as from G ilg a l th a t E lija h , attended b y E lis h a , started on h is last to u r o f v is i t ­in g the sch o o ls o f the p ro p h ets before h is tra n s la tio n to heaven . G ilg a l m ust h a ve been th e sch o o l w here the m e ssa ge o f E l i ­j a h ’s tra n sla tio n to h eaven w as first m ade kn o w n to the sons o f th e p rophets. It w as at G ilg a l th a t E lis h a received m uch tra in ­in g for th e w o r k w h ich h e did as successor o f E lija h as p rophet and school m an.

Som e tim e after E l i ja h ’s ascen sio n , E l i ­sh a return ed an d took up th e w ork at G i l ­g a l. In th is sch ool, d u rin g a tim e o f g rea t sc a rc ity o f p ro visio n s, one o f the sons o f th e p rop h ets gath ered w ild go u rd s and cooked th e m in a grea t pot w h ich belon ged to th e school k itch e n . T h ese go u rd s proved to be poison ous food, b u t E lis h a cast m eal in to th e se e th in g vessel, and in d o in g so, ch a n ged the q u a litie s o f th e food to su ch an e x te n t th at it becam e a h e alth fu l a rtic le o f food for the students.

It w as at G ilg a l th a t E lis h a received a sm all o fferin g o f first fru its , and the food w as m u ltip lied b y a m iracle in to a su fficien t q u a n tity to feed a hundred m en, t l is prob­

a b ly b e in g th e n um ber at th a t tim e b e lo n g ­in g to th e school.

A fte r th is eve n t, th e n e x t statem en t we h ear co n cern in g th e w ork at G ilg a l is th a t th e p lace w as too s tra it for th e best in ­terest o f th e sch o o l, so th e p ro p o sitio n to m ove it to Jordan p revailed , p ro b ab ly be­ca u se too m an y people had located at the p lace. E lis h a assisted in m o vin g from G ilg a l, and the L ord approved o f h is labor b y w o r k in g a m iracle in causin g an a x e o f iron th a t had s u n k to th e bottom to rise and flo at on th e w aters o f the Jordan. T h is rem oval closed out the school at G ilg a l, and it p ro b a b ly d id good w ork in its new en v iro n m en ts in th e richer so il o f the J o r­dan v a lle y , for it w as u n d o u b ted ly a sch o o l w h ere stu d en ts and fa cu lty fo llow ed a g r i­c u ltu ra l p u rsu its .

Wesley on Schools

“ O h, the d an g ers b e se ttin g a y o u n g boy a w a y from hom e in a g o d le ss s c h o o l,” said Johu W e sley , for w h ile a t the C h a rte r­ho u se Sch ool he g a in ed in k n o w le d g e but lo st in re lig io n . In the b e g in n in g o f 1772, W e s le y drew up for h im s e lf a schem e o f stu d ies, te llin g h is m o th er th a t he “ had p erfe ctly com e o ver to her o p in io n th a t th ere are m a n y tru th s it is n ot w orth w h ile to kn o w , ” and for th e k n o w le d g e o f w h ich tim e w as i ll sp en t w hen so m a n y re a lly im p o rtan t th in g s rem ained undone.

A s M eth odism began to assu m e a m ore s ta b le form , its adheren ts set about to build sch o o ls and ch u rch es and to o rg an ize th e ir bands. T h e first school attem p ted w as at K in g sw o o d , w here th e people, poor and ig ­n oran t a lm ost as th e b easts th a t p erish , w ere un p rovided for. T h e poor co lliers co n trib u ted o u t o f th e ir p o verty tw e n ty p ound s. W h ietfie ld co n trib u ted som e e ig h ty p o u n d s more, and W e sle y un dertook the rest, b ecom in g h im s e lf resp o n sib le for the p ay m e n t o f the d e b ts .”

Bond sa y s , “ F a m ily re lig io n and th e in ­stru ctio n o f th e ch ild ren w as a m o st im ­p o rtan t d u ty in W e s le y ’s eyes. In a tract

T H E ADVOCATE 325

h e p ublish ed upon the su b ject, tra n sla ted from th e F ren ch , he a sserts th a t ‘th e w ic k ­edness o f ch ild ren is g e n e ra lly o w in g to th e fa u lt and n eg le ct o f th e ir p aren ts. T h e so u ls o f ch ild ren o u g h t to be fed as often as th e ir bodies, ’ and M eth o d ists are u rged n ot to send th e ir ch ild ren ‘to a n y o f th e la rg e p u b lic sch o o ls (for th e y are n urseries o f a ll m anner o f w icked n ess), b u t to a p r i­vate school kep t b y som e p iou s m an w ho e n d eavo rs to in stru ct a select n um ber o f ch ild ren in re lig io n and le a r n in g .’ ”

My Reasons Why

B Y M RS. C. H. M OI.ER

Y o u h ave asked m e w h y I h a ve taken m y ch ild from th e secu lar sch o o l and w hy I send h im to a C h ristia n sch ool.

I w ill a sk yo u , W h a t are th e p u rp oses oi th e secu lar school? A n d w h at are the p u r­poses o f the C h ris tia n school? Is not the aim o f the secu lar school to m a k e o f its p u ­p ils lo y a l c itize n s o f the state, w ho can serve as officers o f th e p u b lic in tim e o f peace, and w ho w ill fig h t for it in tim e o f war?

In th e secu lar school, in s tu d y in g a r ith ­m etic th e ch ild is in sp ired w ith th e idea o f com m ercialism , o f m a n u fa ctu rin g , b u y in g , s e llin g , and tra d in g . In s tu d y in g h is to ry he is fired w ith an am bition to becom e a g re a t statesm an o r w arrior. A n d in the celebration o f M em orial D a y , Independence D a y , e tc ., he is in sp ired w ith lo y a lty and lo v e for the S ta rs and Strip es, and w ith an a m b itio n to figh t for its r ig h ts .

I do not s a y th a t the secu lar school m ethods a r e w ron g. In a cco m p lish in g th e ir purpose, to m ake lo y a l and usefu l c it ­izen s for the state, th e y are qu ite r ig h t.

B ut for m y ch ild I aim s till h ig h er. I d esire th at he sh a ll receive a tra in in g for lo y a l and useful c itize n sh ip in the K in gd o m o f H eaven , and th at he m a y becom e an ‘ •am bassador f o r C h r is t ." F o r such a tra in in g he m u st go . not to the state, but to th e ch u rch , w hose purpose it is to teach th ese th in g s . T h ere he m a y learn to be tru e to th e law o f G od, and th ere he m a y learn h u m ility , p atience, and lo ve, a ll o f

w h ich are p rin cip le s o f the g o v ern m en t o f G od.

A n d in the s tu d y o f m ath em atics he m ay learn to becom e m eth odical in ch a ra cter as w ell as to build a house. In s tu d y in g h is ­to ry he m a y learn G o d ’s w a y s o f d e a lin g w ith n atio n s and w ith m en. In s tu d y in g geograp h3r, I do not w ish h im to becom e in sp ired w ith the idea o f com m ercialism , nor w ith a desire to do in a n y w a y as th e w orld does; but to becom e so w ell a c­qu ain ted w ith the w orld , w ith its p eop les and th e ir custom s and m odes o f liv in g , th e ir go vern m en ts, and th e ir re lig io n s, and w ith th e different m issio n s in th e w orld , th a t h e w ill be filled w ith a h o ly zeal to obey the com m and o f h is K in g , " G o y e in to a ll the w orld and preach the go sp el to every c r e a tu re .”

I desire h im to becom e a tru e am bassador for C h ris t. A n am bassador m u st be w ell acquain ted w ith the p rin cip le s , law s, and custom s o f th e g o v ern m en t w h ich he repre­sents.

Can he learn th ese th in g s o f the state? W o u ld one co u n try send her p u p ils to an o th er co u n try for tra in in g in th e p rin c i­ples and la w s o f th e ir hom e go vern m en t? W o u ld A m erica send her c itize n s to G reat B rita in o r G erm an y , a s k in g those co u n tries to teach them to be p a tr io tic and lo yal to th e ir ow n go vern m en t? No. S h e w ould be w o rk in g a ga in st her own in terests.

S o in tra in in g m y ch ild to becom e an am bassador as w ell as a true and lo y a l c it i­zen o f G o d ’s co u n try , I m u st send h im w here su ch th in g s are ta u g h t ,— not to th e public sch ool, but to th e ch u rch school. T h ere he w ill learn th e virtue o f tru th and the beauty o f h olin ess; and there he w ill re­ce ive an in sp iratio n to bear th e royal b an ­ner and to be a true so ld ier o f th e cross, yes, g la d ly to la y dow n h is life for the w ork o f h is M aster.

T h ese are m y reasons for ta k in g m y ch ild from th e p u blic school and se n d in g h im to th e ch u rch school.

“ E a r th ’s cram m ed w ith h eaven ,

A nd e v e ry com m on bush afire w ith God;

B u t o n ly he w ho sees tak es off h is s h o e s .”

1

326 T H E ADVOCATE

e D v r c T r r i o i s i R i L - w o r l d

Why Seek the Country?

T h e Chicago T ribune , in an ed ito rial en­titled , “ W h a tca n C e re tti D o ” , g iv e s a m ost im p ressive lesson on c it y life , and sh o w s w h y th e tide should be turned tow ard th e co u n try . T h e a rtic le reads:—

“ T h e re is a g ra n ite cu tter b y th e nam e o f C e re tti in M o n tp elier, V t ., w h o h a s been e m p lo y in g fourteen m en in h is p lace. R e ­c e n tly he w as so ru shed w ith orders th a t he w en t in to h is own shed and began h e lp in g o u t b y sh a rp e n in g th e to o ls in use. H is fourteen men are m em bers o f the g ra n ite c u t te r s ’ un ion. C eretti is not a m em ber, h a v in g been refused adm issio n because o f som e te ch n ica lity . T h e b la c k s m ith s ’ union c la im s the m o n op o ly o f tool sh arp en in g, and so notified the fourteen m en, w ho p ro m p tly s tru ck because C eretti, a n on u n ­ion m an, w as w o rk in g w ith them . C eretti could not g e t a n y one else to sharpen the tools d u r in g the rush orders, and he could not d isch a rg e h im self, so the fourteen men stru ck .

“ C eretti has s t i ll o th er tro u bles. H e is a m em ber o f th e E m p lo y e rs ’ A sso cia tio n . T h is association has jo in ed the u n ion s in an agreem en t not to em ploy n on un ion m en. T h u s he is d o u b ly estopped from w o rk in g for h im self. In e ith er case he w ou ld an ­tag o n ize one or the other. O f course, he m ig h t find an escap e from his d ilem m a if he jo in e d th e g ra n ite c u tte r s ’ union, but th ey w ill not have him . H e cannot jo in the b la c k s m ith s ’ union and th u s g e t a chan ce to sh arp en h is ow n to o ls in h is ow n shop, because he is not a b la ck sm ith . H e could not get a card from e ith er un ion u n til he had served au a p p ren ticesh ip o f e ig h teen m on th s.

“ From h is p ecu lia r re la tio n sh ip to the u n io n s o f w h ich he is not a m em ber and th e E m p lo y e rs ’ A sso cia tio n o f w h ich he is a m em ber, C eretti is not o n ly estopped from w o rk in g for others, but from w o rk in g for h im self. T h is is a reduction o f labor not o n ly to the absu rd and the in co n sisten t, but to the in d efen sib le. W h en it com es to a

p o in t w h ere a m an can n ot sharpen h is ow n to o ls in h is own shop , in o th er w ords, ca n ­not w ork for h im self, it is ab ou t tim e to ca ll a h a lt. It is tim e for C e re tti to h a ve h is r ig h ts fixed b y law . It is tim e for th e u n io n s to stop and con sider w h eth er su ch actio n does not w eaken th e ir own p ositio n in the estim atio n o f the p u b lic . ”

Education as Basis of Missionary Work

W orkers in foreign fields n ow a c k n o w l­ed ge th a t m issio n a ry w ork, to be effective, m u st b eg in w ith the ch ild ren .

“ F o r th e first tim e in th e h is to ry o f c iv i­liza tio n , ’ ’ s a y s th e Chicago Tribune , “ a u n i­v e r s ity is p lan ned as th e b a sis o f m issio n ­ary w ork in a foreign c o u n try . T h e Y a le M issio n a ry S o cie ty , w h ich started a sm a ll school in C h in a three years ago, n ow sta tes th a t th e prom oters feel th a t it is p ra c tic a lly u seless to t r y to m ake a n y sw e e p in g im ­pression on the n ative s o f C h in a u n less th e y w ork upon th e ch ild ren . T h e y h ave th ere­fore decided to t r y to e sta b lish a u n iv e rs ity as th e cen ter o f th e m ission w ork in C h in a.

“ A cco rd in g to th e schem e th e y h a v e ju s t o u tlin ed , th ey w ish to h a ve it in clu d e s e v ­en departm ents, in c lu d in g a p rep a ra to ry school for ch ild ren o f from four to s ix y e a r s ’ p rep a ra tio n , a n orm al .school, th e o lo g ica l, la w , and m edical departm en ts, the academ ­ic course, and a school in literatu re and jo u rn a lism . T h e Y a le M issionary' S o c ie ty w ill en d eavo r d u r in g the co m in g y e a r to d eve lop the presen t sch o o l w h ich is e sta b ­lish ed in C h in a , so th a t.it w ill approach in scope th e proposed u n iv e r s it y .”

National Educational Parliament

T h e N a tio n a l E d u ca tio n a l A sso c ia tio n held its forty-secon d ann ual co n ven tio n in B oston, th e first w eek in J u ly . P resid e n t E lio t , o f H arvard , took ch a rg e o f th e ses­s io n s. It is estim ated th a t 20,000 p erson s attended th e C o n ve n tio n , a ll o f w hom are d ire c tly or in d ire c tly connected w ith the ed u catio n al w o rk o f th e co u n try .

A l iv e ly d iscu ssio n w as p recip itated on th e q u estio n o f “ R e lig io u s E d u c a t io n .”

T H E ADVOCATE 3*7

Prof. G eorge A . Coe, o f N o rth w estern U n i­ve rs ity , E v a n sto n , III., led the d iscu ssio n . H e sa id :—

“ T h e dem and for im p ro vem en t in r e lig ­io u s education a p p a re n tly assu m es th a t th e ed u catio n al p rin cip le s em ployed in th e se c ­u la r sch o o ls are capable o f p ro m o tin g r e lig ­ious n u rtu res a lso . T h is assu m ption sh o u ld not be accepted w ith o u t s c ru tin y . R e lig io u s education should be re lig io u s in p o in t o f process a s w ell as o f p urp o se. B ut m odern ed u catio n , th o u g h it o rig in a ted w ith in re­lig io n , has b u ilt up a set o f at least a p p a r­e n tly in depen dent p rin cip les. E d u ca tio n a l th e o ry rests ch ie fly upon tw o ideas, th e n atu ral d evelop m en t oi th e c h ild , and h is so cia l d estin atio n . T h e first determ in es th e n ature o f the e d u ca tio n al process; th e second describes the end of th e m ateria l. ”

It is tru e th a t in th e secu lar sch o o ls ed u ­catio n al th e o ry rests ch ie fly upon tw o ideas, one o f w h ich is the “ so cial d e s t in y “ o f th e ch ild . It is r ig h t th a t secu lar sch o o ls d e ­ve lo p on th is basis, b u t a cco rd in g to D r. H a r r is ’ a rgu m en t (and he sp ea k s w ise ly ) it is u seless to e xp ect su ch schools to g iv e a s p ir itu a l tra in in g . T h e y can n o t; it is o u tsid e th e ir p rovin ce. T h e frequen t d is ­cussion o f th is su bject sh o w s th a t th e tim e is here for the ch u rch to arise to its p r iv i­leg e and m a in ta in C h ristia n sch o o ls.

A S t Louis School Garden

T h e Chicago Tribune is a u th o rity for the fo llo w in g :—

“ U nder th e d irectio n o f M iss H irre l S te ­ven s, a y o u n g w om an sca rce ly out o f her teens, se v e n ty u rch in s from all p arts o f the c i t y h a ve ju s t co n clu d ed a m ost su reersfu l season in o p eratin g a garden in a vacan t c ity tra ct. M iss S te v e n s has ta u g h t the bo ys w h a t she term s th e “ art o f t ic k lin g th e so il to m a k e it la u g h w ith g r o w in g cr o p s ;’ ’ and in addition to th e p ra ctical kn o w le d g e ga in ed , th e y have earned sp en d ­in g m on ey b y m a rk e tin g th eir crops.

M iss S tev en s has a th o ro u gh k n o w le d g e o f a g r ic u ltu re and b o ta n y , and w hen th e C iv ic Im p ro vem en t L e a g u e con ceived the id e a o f tea ch in g the boys o f S t. L o u is som e­

th in g o f th e p ra ctica l sid e o f ga rd en in g , the officers selected M iss S tev en s to ta k e ch a rg e o f th e w o rk .

F iv e acres o f lan d w ere secu red , and one- tw e n ty -fo u rth o f an acre w as a llo tted to each y o u n g farm er. E ach p lan ted corn , to m a ­toes, beans, cucum bers, ca b b ag e, p ep p ers, le ttu ce , rad ish es, tu rn ip s, beets, and ru ta ­b agas, and a lit t le bed o f flow ers.

W h en the crop s w ere m atured, th e b o y s • w ere p erm itted to se ll th e ir p roducts. Som e sold to th e ir n eigh b o rs, and others had re g ­u la r custom ers, w ho ca lled and p u rch ased d irect from the m in iatu re farm s.

“ I had m y ow n m odel farm a lo n g sid e o th e r s ,’ ’ said M iss S teven s. “ W h en a b o y could not un derstan d w h at I exp ected him to do, I sen t h im to m\ m odel farm to let h im see w h at w as required. T h u s th e b o y s had an e xa m p le , and th ey endeavored to m a k e th e ir farm s as perfect a s th e m o d e l.”

Rural Education in the South

A t th e tw e lfth an n u a l T u s k e g e e N e g ro C on feren ce, h e ld a t T u s k e g e e , A lab a m a, on F e b ru a ry 18 and 19. Mr. B o o ker T. W a s h ­in g to n , w ho presided, e x p la in in g th e p u r­pose o f th e o rg an iza tio n , sa id :—

“ F ro m the first it h as been the m ain w ork o f th is con ference to confine its e lf to a s im ­ple and in fo rm al con sideration o f th e m e th ­ods and m ean s o f secu rin g hom es, the free­in g o f o u rse lves from debts, the sa v in g o f m on ey, th e en co u ragem en t o f in te llig e n t producers, the p aym en t o f ta x e s, th e c u lt i ­va tio n o f h a b its o f th r ift , h o n esty , and v ir ­tue, th e b u ild in g o f sch o o l-h o u ses and ch u rch es, th e secu rin g o f ed u catio n and h ig h C h ris tia n ch a ra cter and frien d sh ip b e ­tw een th e races. W h ile not fo rg e ttin g o th er im p o rtan t in terests o f th e race, w e b e lie v e th a t th ese co n stitu te th e p rim a ry fou n d atio n upon w h ich a ll races began th e ir career o f freedom and usefu ln ess.

“ ‘B u y la n d ,’ w as the r a lly in g c ry at the conference, ” s a y s M r. L a n g . “ E v e r j’’ s p e a k ­er em ph asized the im p o rtan ce o f a cq u irin g p ro p erty ; and M r. R oscoe C o n k lin g B ruce, head o f the acad em y at T u sk e g e e , p re se n t­ed a rep ort sh o w in g th a t, as a resu lt o f M r.

328 T H E ADVOCATE

W a s h in g to n 's labors, th o u san d s o f n eg ro es in th e S o u th , w ho w ere l iv in g on ren ted lan d o n ly a y ea r a go , ow n th e ir own farm s to d a y . ”

Long-Distance Education

U n d er th is h e a d in g , The L itera ry D igest o f A u g u s t 25, quotes from P resid en t H a r­per co n cern in g th e v a lu e o f education b y corresp ond en ce. T h e U n iv e rs ity o f C h ica g o offers an e x te n s iv e course b y corresp ond­ence, and as a resu lt o f y e a rs o f exp erien ce , P resid en t H a rp er s a y s , “ T h e w o rk done by co rresp o n d en ce is even b etter th an th a t done in th e class-room ; stu d e n ts w ho com e to us a fter a y ea r o f su ch w ork are b etter prepared th an th o se w ho h a v e ta k en it w ith u s in the class-room s. ”

T h e a d va n ta g e s and th e d isa d v a n ta g e s o f edu catio n b y corresponden ce are o u tlin ed in the fo llo w in g la u g u a g e :—

“ T h e d isad va n ta ge s o f non resid en t s tu d y are m a n y and m anifest; su ch as th e la c k o f lib raries, laboratories, and m useum s, o f p erson al co n ta ct w ith grea t m en, and o f fa ­m ilia r in terco u rse w ith fe llo w stu d en ts. T h e m an w ho stu d ies and w o rk s at th e sam e tim e can g iv e o n ly th e fa g ends of h is tim e and m ental s tre n g th to b o o ks, and at th e sam e tim e is h an dicapped in h is d a iK w ork b y co m p etition w ith th o se w ho ‘m ean b u si­n e s s ’ and n o th in g else. On a cco u n t o f th e se im p ed im en ts, s tu d y out o f school can n ever be so effective as s tu d y in sch o o l, and th a t it a c tu a lly a cco m p lish e s as m uch as it does m u st be b ecau se in certain k in d s o f w o rk and w ith certain in d iv id u a ls the m eth­od h as a d v a n ta g e s o f its ow n. O ne o f these is th a t th e y o u n g m an w h o is s tu d y in g in th e sam e lin e as h is w ork g e ts h is k n o w l­edge, lik e h is d a ily bread, w hen he can m a k e best use o f it . C o n seq u e n tly , it is b etter a ssim ila ted th an i f he had acquired a t one tim e a la rg e r m ass o f in fo rm atio n , and stored it up, m ore or less secu re ly , for fu tu re use. W e g e t m ore in fo rm atio n from a d ictio n a ry w hen w e lo o k up a s in g le word we w an t th an w hen we read a p ag e at a tim e. E v e rj' tea ch e r k n o w s th a t th e b est s tu d en ts are not those w ho tak e th e s tu d y

because it is prescribed, n or y e t those w ho ta k e it for the lo ve o f it, b u t those w ho, w h eth er th e y lik e it or not, feel th a t th e y need it and m ust h a v e it. T h a t is w h y it often happens th a t a stu d en t w ho has been out a y ea r in p ra ctical life does b etter w ork after h is return than before he le f t . ’ ’

Value of Entrance Examinations

T h e re is a d a w n in g con sciou sn ess, p er­hap s m ore c lear at th e U n iv ers ity o f M iss­issip p i th an e lsew h ere, but w o rth y o f c u lt i­vatio n in o th er sectio n s, th a t th e first d u ty o f a co lle g e or a u n iv e rs ity is to su p po rt b y h ig h .standards o f adm ission fa ith fu lly en ­forced, th o ro u gh w ork for th e fu ll course in th e sch o o ls im m e d ia te ly below . A u n iv e r­s ity or a co lle g e w h ich by lo w stan d ard s o f a dm ission or ch eap courses e n tices y o u n g men and w om en to lea v e th e seco n d ary sch o o ls before th e ir w o rk there has been th o ro u g h ly and co m p lete ly done, is g u i lty o f the fo lly o f k i l l in g the go o se th a t la y s th e go ld en e g g , th e crim e o f tak in g , the

, m o n ey o f su ch stu d e n ts un der false p reten ­ses, th e p a ra sitic vice o f s u c k in g th e life ­blood o u t o f th e ed u ca tio n al system o f w h ich it professes to be the cro w n in g o rn ­a m en t.— W illiam D e W itt Hyde.

Turning Toward the Country

T h e state o f M ich ig a n , a p ion eer in a g r i­c u ltu ra l tra in in g , is d e v is in g w a y s and m eans for m a k in g its S ta te N orm al C o lle g e at Y p s ila n t i m ore p ra c tic a lly efficient for tra in in g ru ral teach ers. “ T h e p la n ,” s a y s O ssian H . L an g, “ is to h a v e a model b u ild ­in g erected, writh m anual tra in in g room s, and all the app lian ces and m ateria l n eces­s a r y for te a ch in g a co u n try sch o o l. I f a m odel farm co u ld be con ducted w ith it, and the course be m ade to in clu d e also h o rti­c u ltu re and a rb o ricu ltu re , the d ep artu re w ou ld m eet th e dem ands w h ich th e m ost e n lig h te n ed stu d en ts o f th e rural sch o o l problem w ou ld m ake upon a tea ch e rs ’ tra in ­in g sch o o l. ”

S u ch are th e co n d itio n s to be found in E m m an u el M ission ary C o lle g e .

T H E ADVOCATE 329

G D 1T O R I K L

The Value ol Industrial Training

M an u al w o rk a n ted ates th e F a ll. G od created man to t i l l th e so il and to care for th e p la n ts and a n im a ls o f th e earth . W ith th e F a ll cam e an added reason for m anual w o rk . A s a re su lt o f the u n b a la n c in g o f n a tu ra l forces th e hum an o rg an ism a ccu m ­u la te s poison s. T h e n atu ral m ethod o f e lim in a tio n is b y sw ea t-p ro d u cin g to il. T h e c ircu la tio n , once perfect, g ro w s s lu g ­g is h u n less m an e x e rts h im self, and does so in a sy ste m a tic w a y . T herefore, for p h y s ­io lo g ica l reasons, m anu al tra in in g should be a p art o f th e ed u ca tio n g iv en e v e ry ch ild .

T here is a h ig h e r and y e t m ore e n n o b lin g m o tive , how ever, th a n the m ere p h y s ica l reason ju s t m en tio n ed . T ru e, m a n y reco g­n ize o n ly th is reason, bu t th o se w h o do are co n ten t w ith m ere p h y s ic a l exercise . T h e y are the ad vo cates o f th e g y m n a siu m , th e base-ball m atch , and th e e ve r-in creas­in g num ber o f a th le tic sports an d gam es, “ id o ls w h ich app eal to the com m on a v e ra g e p h y s ic a l n ature w ith its s u r v iv in g in stin cts for figh t, danger, and b lo o d ,” and w h ich , fro m th e p h y s ica l v ie w alone, a n sw er e ve ry p urp o se, but w h ich from th e m en ta l and s p ir itu a l asp ect are to m an o n ly as the w ild ch ase o f th e deer th ro u g h th ic k forests, th e p re c ip tio u s c lim b o f the cham ois or m o u n tain go at, or th e mad dash o f a herd o f buffalos. H ere is p h y s ic a l e x e rc ise for its ow n d e lig h ts alone. M an m a y do l ik e ­w ise . W h en he does, he sh o w s h is k in sh ip to th e beasts.

T h e o ther form , w hich m ay be exp ressed as p h y s ica l e n e rg y directed b y an in te lli­g e n t w ill, w h ich is in turn g u id ed b y a p o w er d iv in e , lin k s m an to h is C reator; it m akes him g o d lik e . It is th is second form o f p h y s ic a l tra in in g th a t w e w ish to en ­co u rage, the va lu e o f w h ich becom es m ore ap p aren t as e a r th ’s h is to ry d raw s to a close.

W hen w e co n sid er th e w ork o f o ur han ds as o f va lu e m e re ly for the m ateria l b le ss­in g it w ill brin g, we ta k e a n arrow v ie w o f th e su b ject. T h e h an d s sh o u ld w o rk o u t

th e g re a t th o u g h ts w h ich G od p u ts in m e n ’s m in ds. G od th in k s , m an th in k s afte r him ; th e w ork o f h is h a n d s p laces th a t th o u g h t in ta n g ib le form . T o i l lu s ­tra te , I h a v e a b a g o f co rn ,— d ry, hard seed ,— but it co n ta in s a th o u g h t o f G od in the form o f th e life-germ . In to m y m ind com es th e in sp ira tio n (heaven born) to p low th e so il, to p lan t th e seed, to c u lt i­va te , and then to w atch th a t d iv in e th o u g h t unfold . Y o u h a v e done it often. T h a t is G o d ’s w a y o f te a ch in g m en h is tru th . T h a t is th e one w ay o f a ll w a y s . I t is o n ly m an w h o has lim ited te a ch in g to words. G od teach es b y l iv in g , g ro w in g p ictu res; and m an, fo rtu n ate creatu re , is th e A r t is t ’s b ru sh for p a in tin g these. H ere is , then, the tru e o b ject o f in d u stria l w o rk . It is to teach th e gosp el.

B u t y o u s a y , It m ay be e a s y for th e farm er, th e t i l le r o f th e so il, to teach tru th b y h is d a ily lab or, b u t I am n ot h a n d lin g g r o w in g th in g s .

C h rist w as a ca rp en ter. H e w as born in to a ca rp e n te r ’s fa m ily . W h y ? In order th a t G od m ig h t show to a ll th e w orld th a t a carp en ter can teach tru th b y h is trade. Y o u , th en , m y brother, i f y o u learn ca r­p en try , not for th e m on ey i t w ill b rin g yo u , bu t because y o u w an t th e stro k e o f y o u r h am m er and th e w ork o f y o u r saw to pro­cla im the co m in g o f C h rist, as N o a h ’s h a m ­m er to ld a ll th e w orld o f its im p en d in g doom , i f th is is y o u r m o tive in b e in g a c a r­penter, y o u w ill be ta u g h t o f G od, and y o u r m anual w o rk w ill spread th e tru th .

P aul, th e te n t m aker, an d A q u illa , h is co-laborer, fo u n d am ple o p p o rtu n ity to preach w ith th e ir h a n d s. A n d so m ust we. W e are on th e ve rg e o f a g re a t so c ia l u p ­h e av al. A lr e a d y g re a t m a n u fa ctu rin g firm s are p la n n in g to m ove in to co u n try p laces in order to sav e th e m selv e s from the ru in oi th e c ities. T h e u n io n s are m a k in g it a b ­s o lu te ly im p o ssib le for a n y m an to rem ain o u tsid e o f th em and co n tin u e in b u sin ess. R om e in h er s tre n g th n ever bound m en w ith fetters so g a ll in g as are to d a y b e in g forged for m en o f th is n atio n .

E v e ry m an w ho liv e s o u tsid e th e u n io n s m u st soon be ab le to s u s ta in h im s e lf in d e­

33Ó T H E ADVOCATE

pen den t o f th e co m m ercia l w orld . T h is is n ot an o verd raw n statem en t; T h e pap ers are d a ily w a rn in g C h ris tia n s o f th e co m in g co n flict. A s t ir r in g a rtic le in M c C lu re ’s M a ga zin e (Septem ber), e n titled “ C a p ita l and L ab o r H u n t T o g e th er— T h e N e w In ­d u stria l C o n s p ir a c y ,” i f read, w ill g iv e co n v in c in g p ro o f o f th e statem en ts, be th ere no o th er w itn esse s to th e se facts.

A d d to th is com m ercial bon d age th e s tr in g e u t S u n d a y law s, w h ich can n ot lo n g be d elayed , and freedom w ill be a t an end.

B u t even a fter th is th e go sp el m u st be preached. M issio n a ry w ork m u st con tin ue. It is for th a t tim e o f tro u b le th a t o u r y o u th sh o u ld be prepared. It is because m an y o f o u r y o u n g peop le w ill y e t g o fo rth as did th e W a ld eu sian y o u th from the m oun tain fastn esses o f th e P iedm on t, th a t now , w h ile th e re is s t i ll o p p o rtu n ity , th e y sh o u ld be in tra in in g for p ra ctical w o rk . E v e r y school in w h ich C h ris tia n s are educated sh o u ld g iv e in d u stria l w o rk due p rom in en ce. Its p lace h as been ou tlin ed . I t c a lls not for seco n d ary co n sid eratio n , b u t m u st be e n ­th ron ed besid e its tw in sisters, m en tal and s p ir itu a l tra in in g .

W e h a ve been told th a t i f w e sp en t b u t on e-th ird th e o rd in a ry am ou n t o f tim e upon bo o k s tu d y , and devoted th e rem ain d er to p h y sica l labor o f the r ig h t k in d, w e w ou ld n ot o n ly ga in p h y s ic a lly , b u t w ould a c­co m p lish in te lle c tu a lly in one y ea r w h at it n ow req u ires five y e a rs to acquire.

C h ris t ia n s to d a y can n o t afford to p ass th is problem l ig h t ly . E v e r y ch ild should h a v e a th o ro u g h k n o w le d g e o f the B ib le , and e v e ry one, w ith o u t e x ce p tio n , should h a v e a trade b y w h ich he m ay both be self- su p p o rtin g and be an a g g r e s s iv e m issio n ­a ry .

More About the Correspondence School

O n e a d v a n ta g e o f a corresp ond en cesch o o l is th a t stu d e n ts can en ter a t a n y tim e. S o a lth o u g h the M issio n a ry T ra in ­in g School o f C orresp on den ce began w ork O ct. r, it is p o ssib le to en ter n ow . T h e course in B ib le w ith w h ich it began is a s tro n g an d v e r y p ra ctica l one, re q u irin g

th o ro u g h w o rk on th e p art o f the s tu d e n t. T h e co u rse o f fo rty lesso n s, i f co n sc ie n ­tio u s ly pursu ed, w ill add g r e a tly to th e s tu ­d e n t ’s fund o f k n o w le d g e , and h is a b ility to s tu d y .

T h e fo llo w in g are e x tra c ts from th e le a f­le t co n cern in g B ib le stu d y , w h ich is sen t to a ll w ho request in fo rm atio n .

W H Y T H E B IB LE IS M A D E T H E BASIS O F IN ­

STR U CTIO N

“ T h e H o ly S cr ip tu res are the perfect stan d ard o f tru th , and as su ch sh o u ld be g iv e n th e h ig h e st p lace in e d u c a tio n .”

“ A s a m eans o f in te llig e n t tra in in g , the B ib le is m ore effective th an a n y o th er book, o r a ll o th er b o o ks com bin ed. . . . N o o th er s tu d y can im p art su ch m ental p o w er as does the effort to g ra sp the stu p en d o u s tru th s o f reve latio n . T h e m in d th u s b ro u g h t in to co n ta ct w ith the th o u g h ts o f th e In ­fin ite , can not b u t exp a n d an d s tr e n g th e n .”

A B IB E E R E V IV A E

“ Men are co m in g to re a lize th a t th ere is a need o f a re v iv a l o f in terest in th e B ib le . H ow can it be b ro u g h t about? T h ere is o n ­ly one w a y to a w a k e n sp ir itu a l life; th a t is b y m a k in g ttie W ord Of G o d th e d a ily food o f the p eople. T h e tra n sla tio n o f the S c r ip ­tu res in to th e la n g u a g e o f the com m on peo­ple has been th e s ig n a l for each re fo rm ­atio n o f w h ich h is to ry m a k es record. A n d to d ay , w h ile th e B ib le can n o t be sa id to be w ritten in a fo re ign to n g u e, it is y e t a book p ra c tic a lly u n k n o w n to th e m asses. W e depend to o m uch upon the m in iste rs o f the go sp el, and receive , as t r u ly as did th e Jew s n ineteen h u n dred y e a rs ago , th e tra d itio n s o f m en in stead o f th e s im p le word o f tru th . A re v iv a l w ill com e w hen onr ch u rch m em ­bers a re B ib le stu d en ts, w h en our ch ild ren are B ib le stu d en ts, and w hen th o se w ith w hom w e com e in co n ta ct in th e d a ily w a lk o f life ca tch from us an in sp ira tio n to s tu d y th e B ib le for th e m selve s . I t is a s im p le book, b u t one m ark o f its d iv in e o rig in is the fact th a t a ca su al rea d in g does n ot open its treasu res. It co n ta in s g e m s too precious to be g iv e n aw ay; th e y m u st be p aid for. T h e p rice a sk ed is an open h eart and a w i ll­

T H E ADVOCATE 331

in g n ess o f m ind to m ake stead y, p ersisten t a p p licatio n . ”

m e t h o d s o f s t u d y

“ ‘W hen w e com e to reflect, ’ s a y s one B ib le stu d en t, ‘upon th e narrow b a sis o f o ur o rd in a ry re lig io u s education , w on der g ro w s th a t w e a tta in as gnod resu lts as we do. O u r failu re has arisen from a fun da­m ental error as to the nature and rig h t use o f th e B ib le. L et us h a ve B ib le classes in w h ich the effort sh a ll be s im p ly to learn w h at the B ible con ta in s, w ith o u t m ix in g in a n y m odern q u estio n s. Such study o f the B ib le f o r three months would revolutionize the opinions o f many people. ”

W h y not b egin such a stu d y at once? T h e C orrespondence S ch oo l offers ju s t th is o p p o rtu n ity . A ddress th e C orrespon den ce S ch ool, Berrien S p rin g s , M ich ., and in te r­e stin g c ircu lars w ill be sen t yo u .

Coming Out of the Cities

F o r several m on th s y o u r atten tion has been called to the im portance o f m o vin g from th e cities. E v e ry m onth m akes the m ovem en t m ore im p erative. But w here should th e c ity people go? In the Septem ­ber A d v o c a t e , qu otation s were g iv en sh o w ­in g th a t men and w om en, heads o f fam ilies, l iv in g in the c ities, are tu rn in g th e ir faces tow ard the co u n try . T h e y w an t to com e o u t w here th e y can tra in th e ir ch ildren .

T h e re are m a n y men w ith th e ir broad acres w ho are so situated th at th e y could e a s ily tu rn th e ir farm s into in d u stria l sch o o ls ,— schools s im ila r to th e one co n ­ducted b y A b ra h a m on the p lain s o f M atu­re, w here the heads o f fam ilies, as w ell as ch ild ren and y o u th , w ere tra in ed for m is­s io n a ry w ork.

T h o se w ho w ish to com e out o f the c ities are not a sk in g for g ifts . T h e y m erely w ant the co-op eration o f men w ho have a k n o w l­edge o f proper m ethods o f t i l l in g th e so il, r a is in g fru its and v egetab les . T h e y w ant to add th e ir stre n g th to the farm er’s s k il l . W h ere are th e m en l iv in g in th e co u n try w ho w ill offer to co-operate?

M ust th is be w h o lly a one-sided m atter,

or are th ere those w ho, w hen th e ca ll i s

g iv e n , “ Com e o u t ,” w ill sa y , “ U n ite w ith u s in m a k in g th e soil y ie ld its w e a lth ? ”

M a n y such tra in in g s ta tio n s sh o u ld s p rin g in to e x isten ce .

W e m a k e an o th er p lea for those w h o h ave p lans, to corresp on d w ith us. It is a m ovem ent in w h ich som e o f o ur rta d ers should ta k e th e in itia t iv e . Y o u are in v i ted to w rite.

The Story of Daniel the Prophet

D o y o u rem em ber the tim e w hen th e s tu d y o f the book o f D an iel w as considered one o f th e best m ean s o f p re se n tin g tru th s e sp e c ia lly a p p lica b le in the la st days? A re y o u r ch ild ren as fam ilia r w ith th e prop he­cies as y o u are or as y o u th in k th e y should be? Is it not tru e th at there is a ten d en cy to w ith d ra w from som e o f the v ita l p rin c i­p les, and th a t as a resu lt o ur ch ild ren and y o u th drift?

T h e se are im p ortan t question for p aren ts and teach ers. F rom o b servation o f a la rg e n um ber o f s tu d en ts, I have com e to th e co n clu sio n th a t we need to s tu d y th e book o f D a n ie l m ore th o ro u g h ly than w e are s tu d y in g it . E ld e r H a s k e ll, w ho is a w ell kn o w n B ib le teacher, is the a u th o r o f a book en titled , '-T h e S to ry o f D aniel the Proph et. ” It is s im p le en o u gh for a ch ild to read, and at th e sam e tim e it is perused w ith ab so rb in g in terest b y ad u lts . T h e book h as been w ell received in som e o f th e c ities w here it is presented b y B ib le readers. A co p y should be in e v e ry hom e. L et the w in ter e v e n in g s be spen t b y p ar­ents and ch ildren in s tu d y in g th is book. It w ill do y o u r so u ls good.

T h e book is provided w ith e x te n siv e m a rg in a l references, w h ich g iv e p ra ctica lly a ll th e h isto rica l p o rtio n s o f th e B ib le th a t in a n y w a y bear on th e su b jects treated o f in the prophecies oi D an iel.

T ea ch e rs m a y use th is book w ith th e ir m ore advanced stu d en ts. F o r th e benefit o f the stu d en t the a u th o r has added abou t tw o th o u san d q u estio n s draw n from the ch a p ters in th e book. F o r price, see th ird co ver page.

332 T H E ADVOCATE

T H 6 S H B B K T H S C H O O L *

Live the Truth

T h e years o f th is life tim e are b e a rin g Us on to e te rn ity ’s shore,

T h e b lessing's w e d a ily are sh arin g A re ours to e n jo y or ign ore.

W e a ll have a w ork to a cco m p lish ,E ach one som e p osition to take,

S om e talen t to use in G o d ’s se rv ice ,A tru th to u phold fo r h is sake.

A d rift w ith th e tid e o f op in ion ,P ressed on in th e w ak e o f th e th ro n g,

W h ile p o p u lar creed holds dom inion,A n d rig h t y ie ld s in w eak n ess to w rong;

N ot th u s w ou ld I ca re le ss ly m in g le ,B ut stand fo r the rig h t, th oug h alone,

W ith h eart and a purpose y e t sin gle ,C h r is t ’s e v e ry exam p le to ow n.

C o m p lian ce w ith error can n ever B u t lead to d elu s io n and b lig h t; .

T h e soul that is stead fast fo rev e r S h a ll w in in a glorious fight.

W hat, then, th o u g h tem p tation surroun d us, A n d v o ices condem n or d eride;

N o to n gu e or d ev ice can confound us W ith G od and h is w ord on ou r side.

— A nnie L . Holberton.

Sabbath School Work in the Home

BY M RS. L . FL O R A PL U M M E R

V e r y m u ch has been said and w ritten about th e d u ties o f th e su p erin ten d en t and th e re sp o n sib ilitie s o f th e teacher, b u t th ere is an oth er factor, n ot th e lea st in im p o rt­ance, w h ich co n trib u tes m ore la rg e ly than is g e n e ra lly reco gn ized to th e su ccess or fa ilu re o f a n y S a b b ath s c h o o l,— it is th e S a b b a th school w o rk in th e hom e. H om e te a ch in g sh o u ld be th e best tea ch in g . N o te a ch in g in sch o o ls or ch u rch es should ta k e its place.

T h e m ost p o w erfu l in flu en ce for good th a t can p o ss ib ly be throw n aroun d the y o u th is a safegu a rd o f hom e re lig io u s tra in in g . Y e t it seem s th at m a n y paren ts are w illin g to lea v e th is w ork to o thers. I w ould n ot d epreciate th e va lu e o f k in d and lo v in g efforts o f frien ds and teach ers in b e h a lf o f the y o u th and ch ild ren , b u t I can not u n d erstan d the fee lin g s th a t lead C h r is ­tian p aren ts to co m m it to o th ers th e fittin g up for etern al life o f th e ir m ost precious

je w e ls . I t is a sad con dition th a t m akes the statem en t true in som e cases, th a t th e teach er has m ore in flu en ce for good w ith th e ch ild than h ave the p aren ts.

T h ere is no question as to the w on d erfu l e ffects o f th e u n selfish labors o f C h ris tia n teach ers in m ission S u n d a y sch ools. U nder th e in flu en ce o f su ch w ork m an y children h a v e been con verted , and h a v e gro w n to be usefu l m en and w om en, from hom es th a t w ere dens o f vice and in iq u ity . W h ile re­lig io u s te a ch in g m ay be su ccessfu l w ith o u t th e aid o f p aren ts, and m ay even th w a rt th e w orst hom e in flu en ces, th e su ccess o f su ch efforts is m uch m ore m arked in b e h a lf o f th e ch ild ren o f p aren ts l iv in g an o p en ly w icked life, th an it is in ch ildren wTho h a v e p aren ts w ho p rofess to be C h ristian s, but w hose liv e s are a denial o f th is p rofession.

T h e S p ir it o f th e L ord s a y s to us; “ W h ile it is essen tia l th a t w ise , p a tien t e f­fo rts sh o u ld be m ade b y the teacher, the w ork m ust not be le ft a lto g eth e r to the S a b b ath school and ch u rch w orker, b u t it m ust find its foun dation and su p p o rt in the w ork o f the hom e. P aren ts h a ve a sacred re sp o n sib ility and ch a rg e com m itted to them , and th e y are ca lled upon to keep th e ir ch a rg e , to bear th e ir re s p o n sib ility in th e fear o f G od, w a tc h in g for the so u ls o f th e ir ch ild ren as th e y w ho m ust g iv e an a c ­c o u n t .”

T h e in difference o f p aren ts to th e S a b ­bath school has led th e ch ild ren and y o u th to co n sid er it u n im p o rtan t. P o o rly p re­pared lesso n s, irr e g u la r ity o f a tten dan ce, and frequen t tard in ess on th e p art o f th e p aren ts, a ll h a ve th e ir effect in a m arked degree upon the ch a ra cter and d isp ositio n o f th e ch ild . It is a lm ost an im p o ss ib ility to tea ch a ch ild b y precep t to be re g u la r , prom pt, and a tte n tive , w hen th e c h ild ’s p ar­en ts are b y e x a m p le te a ch in g ju s t th e o p ­posite.

T h e p reparation o f th e Sab b ath school lesson sh o u ld be con sidered a m atter o f gre a t im p ortan ce in each hom e. T h e ch ild sh o u ld be p a tie n tly ta u g h t, and th e older ones e n e o m a g td and helped, b y ta lk in g o f th e lesson and stud3rin g it w ith them . T h e m ista k e is fre q u en tly m ade o f n eg lect-

T H E ADVOCATE 333

tu g all such stu d y u n til F r id a y e v e n in g or S a b b a th m o rn in g. B y e x tra e x e rtio n s th e ch ild ren m a y be ask ed th e q u estio n s fre­q u e n tly en o u g h to enable them to an sw er m o st o f them in th e briefest w a y . W ith th e echoes o f th e s to ry r in g in g in th e ir ears, th e y m a y a cq u it th em selves p a ssa b ly w e ll in th e class, but th e e v il effect o f su ch su ­p erficia l in stru ctio n is seen e ve ry w h ere . T h e lesson sh o u ld be stu d ied th ro u g h o u t th e e n tire w eek. It sh o u ld be m ade a frequen t to p ic o f co n versatio n . A g a in and a ga in th e p o in ts o f th e lesson sh o u ld be b ro u g h t u p and presented to th e ch ild in different w a y s and un d er different circu m stan ces, u n til the in cid en t becom es a ctu al re a lity to h im , and he is ab le to a p p recia te th e p ra c­tic a l lesson in it.

What the Sabbath School Might Be

BY A . W . S P A U tD IN G

O u r S ab b ath sch o o l, a few w ee k s ago , found three te x ts , w h ich it p laced to g e th er as a d iv in e p lan for B ib le stu d y . T h e se are t h e y :—

“ T h y w ords w ere found, and I did eat them ; and th y w ord w a s u n to m e th e jo y and re jo ic in g o f m y h e a r t .” Jer. 15:16.

“ In q u ire, I p ra y thee, o f th e form er age, prepare t h y s e lf to th e search o f th e ir fathers (for we are b u t o f y e ste rd a y , and kn o w n o th in g , because o u r d a y s upon earth are a shadow :) sh a ll not th e y teach th ee, and u tte r w ords out o f th e ir heart? ” Job 8:8-10.

“ Jesus . . . sa ith un to him , G o hom e to th y frien d s, and te ll h o w grea t th in g s th e Lord h ath done for th e e .” M ark 5:18.

F ro m th ese te x ts w e developed a p lan for th e w ork o f th e S a b b a th sch o o l. F irs t, eat G o d ’s w ords,— le t them becom e a p art o f th e b e in g , as does o u r p h y s ica l food. T h is m eans an in te llig e n t and cr itica l s tu d y o f th e lesson . T h e classes, un der th e sep arate teach ers, are g iv e n th is w ork . Second, find tru th in th e a n n als o f h is to ry . S ee how th is lesson w h ich we h a ve stu d ied has borne fru it in th e liv e s o f G o d ’s m en. T h is m eans a s tu d y o f reform s and o f m issio n s. A g e n era l e x e rc ise m a y em ­b race th is w o rk . T h ird , te ll th e p er­

so n al e x p erien ce ga in ed from th is lesson . O n ly th e doer o f the lesson has learned it. R e citatio n s co u n t for n o th in g . I f th e les­son has been learned, th ere w ill be liv e e x ­perien ce m e etin g s as the resu lt. T h is m u st be sp on tan eo u s, and m ay com e in e ith er c la ss or gen era l exe rc ise , as th e S p ir it m a y d irect.

N o hard-an d-fast order need be observed. A s tereo ty p e of a n y n atu re is th e w orst ty p e for a Sabbath school. W h ile the g e n ­eral order m ay u s u a lly be observed, it m a y be ch a n ged as th e sp ir it and w ill o f the school sh a ll direct. F o r th is is to be a liv e sch o o l. “ R e c ita t io n s ” are to be exch an ged for “ s tu d ie s ,” “ r e v ie w s ” w ill g iv e p lace to “ p ro g re s s io n s .” fo rm a lity is d iscoun ted and sp o n ta n eity is in vited . T h e officers are n ot to be th e p rin cip al p artic ip a n ts, nor are th e teach ers to be m erely question ers, and th e m em bers o f th e ir c la sses s im p ly re­sp on d en ts. It is to be a sch o o l, no lo n g e r a lecture-room . T h e teach er does not com e th e re to d is p la y h is e ru d itio n , but to g e t m in ds to th in k , to grasp firm ly th e grea t tru th s o f sa lv a tio n . T h e p rin cip les o f th e schoolroom m ust be app lied to th e problem o f th e S ab b ath school.

B u t th is is n ot a ll. T o h a ve such a school w e m ust h ave a l iv e m em bership, and w e k n o w th at not a ll th e m em bers are q u ick in m in d o r sp ir it . P erh ap s one h a lf o f them w ill com e w ith o u t h a v in g m ore than g la n ced th ro u g h th e lesson, m ost o f them do not h a v e an adequate idea o f p rop er stu d y ; and th e best th e tea ch e r can do is to hold a p r i­m a ry s tu d y — o f tw e n ty m in utes! T h e le s ­son p ro b a b ly does not com e to m ind again d u r in g th e w eek, and th e re v ie w th e n e x t S a b b ath is an en tertain m en t provided by one person, w ho, i f s k ilfu l and in te re stin g , m a y m ake th e tim e p ass p lea sa n tly , but w ith lit t le fu rth er benefit to th e a ve ra g e a t­ten d an t.

T h e S a b b ath school, therefore, m u st do a ■work o u tsid e its co m m o n ly recogn ized p re­cin cts. It m ust in su re a w e e k -b e g in n in g s tu d y — deep, p en etratin g , and th o u g h tfu l— in e v e ry fam ily , im p re ssin g upon each one th e va lu e o f m em o rizin g th e te x ts and c a l l ­in g th em to m in d w h ile a t w o rk d u r in g th e

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d a y , and o f u s in g th e ir p rin cip le s to square and bu ild the ch aracter. H ow th is m ay be done is a s tu d y b y itself. T h e resu lt a c­co m p lish ed ,. h o w ever, w h at m a y not th e S a b b ath school becom e? M em bers im bued w ith g lo w in g life exp erien ces, derived from an e a tin g o f G o d 's w ords, w ill com e to th e S a b b ath school as I have seen eager ch ild ­ren com e to th e ch u rch school, w here th o u g h t-a n d deed p ro d u cin g food w as b e ­in g g iv e n them In stead o f h a v in g o n ly h a lf as m an y atten d a n ts as the ch u rch m eeting, it w ill draw a ll to it, and be the leader in in te re st, u n til, at least, th a t other service b e g in s to be m olded b y its p rin cip les, too. B ib le w orkers, m issio n aries, w ill sp rin g from its bosom as b ird s from th e ir covert w hen the b ra k e is stirred . T h e S abbath school th u s con ducted w ill fu lfil its m is­sio n , as declared b y the T estim o n ies, in a d egree w h ich , w ith o u t fo llo w in g the m eth ods o f tru e te a ch in g , it is im p ossib le for it to fu lfil.

I t is easy to be seen th a t a ll the d e sig n s and in terests o f the Sabbath school w hich h a ve been tou ch ed upon in th is artic le , are th o se fam ilia r ones w ith w h ich our Sabbath sch o o ls h a ve e ver w restled . H ow to m ake stu d en ts, how to em body the tru th s in th e s tu d e n t's life, h o w t o in su re an e arly and a ll-w e ek s tu d y o f th e lesson , how to secure a g re a te r atten d an ce, are old problem s, for­ever presen ted and n ever fu lly so lved . M ay n ot th e qu estio n s s u g g e s t them selves: H a ve w e been g r a ft in g on dead stock? Do w e need a m ore v ig o ro u s, a liv e tree? H ow m a n y h a ve felt th a t th e ir in troduction o f in n o v atio n s, in the w ay o f m u sica l per­form ances, ch art and b lackb o ard exercises, “ C h ild re n ’s D a y ,” p icn ics , e tc ., have been b u t d eco ratio n s, to p lea se th e sen ses w ith ­o u t g iv in g life , h a ve been m a k in g o f the S a b b ath sch o o l an en terta in m en t rath er th an a school? T h a t does not m ean th a t th e se sp ecia l efforts h ave had no good effect; b u t th e y bear an u n p lea sa n t resem blance to ch u rch fairs, raffles, and su p p ers,— drafted in to su sta in a fa ilin g cause. E ven the bran ch sch o o ls, m ission s, special p lan s for o fferin gs, etc., in m a n y sch o o ls in sin u a te a schem e for fo rc in g the in terest, ra th er than

proclaim a fruit-producing sp irit already present.

T h e word o f G od, p ro p erly studied , re a lly lived , w ill do w h at a ll stu d ied a ttractio n s can n ever do. It w ill m ake the branch Sabbath sch o o l, the m issio n ,th e d istribu tio n o f literatu re , th e soul s a v in g w ork, real rath er than a form to the Sabbath sch o o l as a w h o le. W e need to kn o w and fo llow a scien ce o f S ab b ath education . W e need also to leave th a t education no lo n g er iso ­lated from th e rest o f th e w e e k ’s s tu d y , but to m ake it the c ro w n in g sheaf.

T h is a rtic le has had in m ind o n ly the older d iv is io n s o f the Sab b ath school. T h e m atter o f c h ild re n ’s d iv isio n s needs sp ecia l treatm en t, an ap p lica tio n o f p ed a g o g ica l p rin cip les b e lo n g in g to the age o f c h ild ­hood, as d is tin g u is h e d from the adult.

T h e step su g g este d and b rie ily o u tlin ed is o n ly w ith in th e th resh o ld o f reform . T h e re latio n o f th e m ethods o f s tu d y to th e literatu re o f th e S abbath school; th e system o f o fferin gs, wdiich has been d is­cussed by an o th er w riter in these co lum n s; and th e re latio n o f th e S abbath school to th e va rio u s en terp rises o f a m issio n a ry n a­ture, m a y w ell rece ive carefu l co n sid eratio n , w ith a v ie w to reform , b y e very Sabbath school in th e land.

The Secretary

BY B EU LA H M. C A L L IC O T T

“ It is the L o r d ’s d esign th a t th e S abbath school sh o u ld be one o f th e m ost effectu al in stru m e n ta litie s in b r in g in g so u ls to C h ris t. ”

T h is can be acco m p lish ed o n ly w hen those in ch a rg e o f the sch o o l are co n ­secrated to G od. N o th in g sh o rt o f e n tire co n secratio n and dependence upon C h rist w ill m ake a n y s o u l-sa v in g w ork a success.

O n e o f th e m ost im p o rtan t offices o f the Sab b ath school is th a t o f the S e cre ta ry . T h e S e cre ta ry sh o u ld k eep a record o f a ll such item s as w ill be v a lu a b le foT future referen ce, as w ell a s in te re s tin g for present rea d in g .

T h o se o f us w ho h ave had the p r iv ile g e o f a tte n d in g a Sab b ath school w here there

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w as a good S e cre ta ry , k n o w w h a t an in ­sp iratio n it is to listen to th e fu ll, l iv e re ­p ort, c lo th ed in m odest y e t ta s ty dress, and e n tire ly in n o cen t o f th a t dread robe-form al ity .

T h e m a jo rity o f us h a v e heard m in u tes read S a b b ath a fter S a b b ath , w h ich re g ­u la r ly b egan th u s: “ M in u tes o f S a b b athsch o o l held A p r il 4. 1903. Sch oo l w as opened b y s in g in g . P ra y e r w as offered b y B ro. A . T h e m in u tes w ere read and a p ­p roved. T h e gen era l re v ie w w as con ducted b y Bro. B. A n o th e r s o n g w as su n g to ch a n g e th e order o f th e school. C la sses to o k th e ir p laces and lesson s w ere recited in good order. Sch ool closed b y s in g in g .”

T h e m in u tes for a w h o le q u a rter co u ld be prepared b y le a v in g a few b la n k s for th e date, and th e n am es o f th e in d iv id u a ls w ho offered p ra y er and con ducted th e re­v ie w . W h en it is ann oun ced th at th e m in ­utes w ill be read th e school settles dow n to lis te n to th e tiresom e sto ry th a t is heard e v e ry S a b b ath .

T h e m in u tes are o f w id er in te re st than m e re ly to te ll th e m em bership of th e sch o o l, h o w m an y attended, and the am ount o f th e don ation .

“ N o th in g can be done w ith o u t order and re g u la tio n , b u t th ese sh o u ld not be a r­ra n ged so as to s h u t o u t grea ter and m ore im p o rtan t d u t ie s .”

T h e S e cre tary sh ould s tu d y how to m a k e th e m in u tes in te re s tin g and p ro fitab le and y e t co n ta in a ll facts th a t sh o u ld be g iv e n .

C a refu l note should be tak en o f th e m ost im p re ssiv e and im p o rtan t lesson s em ph a­sized in the re v ie w s o f th e d ifferen t d i­v is io n s, so th a t th e y m a y be g iv e n in the m in u tes.

T h o se in one d epartm en t are g la d to g e t som e o f the lesso n s b ro u g h t o u t in th e others, and h ave refreshed in th e ir m inds th e th o u g h ts obtained in th e rev iew o f th e ir o w n d iv isio n .

T h e S e cre ta ry co u ld a lso add g r e a t ly to th e in terest in the lesson b y g iv in g , at d if­feren t tim es, th e p rin cip a l th o u g h ts p re­sen ted b y each c la ss .

A la w o f m em ory is th a t a n ew lesson is

m ore d eep ly im pressed b y a sso c ia tin g it w ith one a lrea d y learned.

T h o u g h ts are often m ade p la in er and m ore im p ressiv e b y e x p re s s in g them in d if­ferent w ords th a n th o se used in th e lesson .

“ B u t, " s a y s one, “ howr is th e S e cre tary to obtain th is in fo rm atio n ? ”

S h e sh o u ld v is it th e d iv is io n s d u r in g re ­v ie w , and th e c la sses , w h ile th e lesson is b e in g recited . G ood ju d g m e n t m u st be exe rc ise d in d o in g th is . C a re fu lly avo id a ttr a c tin g th e atten tio n o f th e stu d e n ts from th e ir teach ers. It w ou ld be w ell for th o se w ho a rra n g e th e sea ts for th e cla sses, to rem em ber th e S e cre ta ry , and p repare o n e for h e r d u r in g her v is its .

B ecau se o f th e d u ties w hich d e v o lv e upon th e S e cre tary , sh e n e ce ssa rily a ttracts som e a tten tio n . S h e sh o u ld dress w ith s im ­p lic ity , and ca re fu lly gu ard her deportm en t, and the u n a ssu m in g in flu en ce w h ich su r­rou n d s h er w ill be in stru m e n ta l in e l­e v a tin g th e m in d s o f th e school and d ra w ­in g so u ls to C h ris t. In se le c tin g the S e c ­re ta ry it is n ot a d visa b le to ch o o se th e ones w ho are th e best w riters, or w ho have th e best com m and o f la n g u a g e , because th e y possess th ese q u a litie s; th e y m u st h a v e a lo v e for the w o rk , and be w illin g , w ith th e h e lp o f C h rist, to do th e best th e y can w h erev er d u ty ca lls them .

M a n y do not rea lize th e im p ortan ce o f th e S e c re ta r y ’s w o rk , and v e r y o ften th o se w h o are chosen to fill th is office are not in ­stru cte d in regard to w h a t is required o f them . M a n y w ou ld h a ve acco m p lish ed m uch m ore i f th e y had fu lly un derstood th e ir d u ty .

A n o th e r item o f im p o rtan ce is th e qu ar­te r ly report for th e S ta te S e cre ta ry . T h is sh o u ld n ot be n eg lected , b ecau se it is n ot o n ly a p lea su re to the S ta te S e cre ta ry to re­ce iv e a fu ll rep o rt from each S a b b ath sch o o l, bu t it is an en co u ragem en t to o th er sch o o ls. A n d th en it is m ore p le a s in g to G od to h a v e h is w o rk done in an o rd erly , sy ste m a tic m ann er.

T o secure th is th ere m u st be p erfect h a r­m ony and m ost h e a rty co-operation o f a ll con n ected w ith the w ork.

“ N o o n e can la b o r in th e S a b b a th sch o o l

336 T H E ADVOCATE

w o rk w ith o u t re a p in g a b o u n tifu l h a rv est, n ot o n ly in the end o f th e w orld, bu t in th e p resen t life . ”

W h en we h a ve th e prom ise o f su ch a rich rew ard, does it n ot in sp ire in our h earts a w illin g n e s s to becom e a ctiv e , in te llig e n t S abbath school w orkers?

The Inside Growth

M others, tra in y o u r ch ild ren now . N o w ork th a t y o u can e n g a g e in w ill eve r p ay y o u lik e the care o f y o u r ch ild ren w h ile th e y are y e t y o u n g .

A n in cid en t in m y life w hen m y b o ys w ere l it t le ch ild ren com es before m e as I w rite . I had been to th e f lo r is t ’s to g e t an iv y , and n ot see in g w h at I w an ted , the florist persu aded m e to ta k e a G erm an iv y — “ It w ould gro w so f a s t ,” he said . I ac­cepted h is s u g g e stio n and b ro u gh t hom e th e n ew p lan t, and arran ged it so th a t it w ou ld form a border for m y lace cu rtain s.

I soon n oticed th a t it g rew la st, but I did n ot k n o w h ow fast u n til m y a tten tio n w as e sp e c ia lly called to it. In m a k in g som e p ro visio n for its g ro w th (for v in e s m ust h a v e su p p o rts), I d iscovered so m e th in g v e r y stra n g e. T h e vin e h ad crep t th ro u gh the la ce c u rta in s , and w as g r o w in g on the o th er sid e o f them so th a t I co u ld n ot g e t it b a ck w ith o u t d e stro y in g e ith er th e v in e or th e cu rtain s. I lo o ked at it c lo se ly , and saw h ow e a s ily it m ig h t h ave been slip p ed b a c k th ro u g h th e la ce b ars a t an e a r ly s ta g e . A n d as I lo o ked , I saw o th er v in e s th a t som eh ow s lip th ro u g h on the o ther s id e o f th e la ttic e from w here th e p aren ts w a n t th em to gro w . A n d I w ondered w h eth er th e ca u se w ere not th e sam e as w ith m y i v y — th e proper e a r ly tra in in g had been n eg lected .

T h ere w as a tim e w hen a ll m y iv y need­ed w as ju s t a l it t le care, and I co u ld so e a s­i ly h a ve k e p t it on th e sid e I w anted it to gro w ; b u t I n eg lected it u n til it w as too la te . O h, h o w m a n y ch ildren s lip th ro u g h som e lit t le o p p o rtu n ity th a t offers. H ow m a n y b o ys are a llo w ed to s lip o u t in to the s tre et and g ro w on the w ro n g side.

I am afraid there w ill u s u a lly be found

som e e a r ly cause fo r g ro w th on th e w ro n gsid e. A n d all a fter a ttem p ts to get it b a ck w ill prove as fru itle ss as m y attem p t to g e t b ack m y iv y th ro u gh th e bars o f m y w in ­dow cu rta in s. I co u ld h a ve prevented its g o in g on th e w ron g side, bu t I co u ld not g e t it back once it had go n e th ro u gh .

O h, m others, see to it th a t the l i t t le c h i l­dren do n ot g e t th ro u g h on the w ro n g side. T h e ch ild ren gro w so fa s t— and sin is o f such rapid, in sid io u s g ro w th . W a tch th e ch ild ren , and y o u w ill h a ve th e jo y o f see­in g them , l ik e b r ig h t o liv e branches, g r o w ­in g on th e r ig h t sid e and m a k in g th e hom e b e a u tifu l b y th e ir lo v in g th o u g h t and k in d d eeds .— M argaret Bottome.

Wait

I sa w th e p ro p rieto r o f a la rg e ga rd en stan d at h is fence and c a ll over to a p oor n eigh b o r: “ W o u ld y o u l ik e som e g r a p e s ? ”

“ Y es, and v e ry th a n k fu l to y o u ,” w as th e read y answ er.

“ W e ll, then b rin g y o u r b a s k e t .” T h e b a sk et w as q u ic k ly b ro u g h t and han ded o ver th e fence. T h e ow n er to o k it and d is ­appeared am o n g th e v in es; b u t I m ark ed th a t he w as d e p o sitin g in it all the w h ile rich and va rio u s c lu sters from th e fru itfu l la b y r in th in w h ich he had hid h im self. T h e w om an stood a t the fence th e m ean ­w h ile , p a tie n t and h o p efu l. A t le n g th h e re-appeared w ith a w ell-rep len ish ed b a sk et, sa y in g : “ I h a ve m ade yo u w a it a goodw h ile , b u t y o u k n o w th e lo n g er you h a v e to w ait, th e m ore grap es. ”

I t is so, th o u g h t I, w ith th e P ro p rieto r o f a ll th in g s . H e s a y s to me, and to a ll: “ W h a t sh a ll I g iv e thee? W h at sh a ll I do for thee? A s k , and thou sh a lt r e c e iv e .” S o I b r in g m y e m p ty ve sse l— m y needy, b u t cap a cio u s soul. H e d isappears. I am not a lw a y s so p atien t and tru stfu l as th e poor w om an. S o m etim es I c r y out, “ H ow long! how lo n g !” A t la st he com es to m e— howT r ic h ly laden! and k in d ly ch id es m y im p atien ce, s a y in g : “ H a v e Im ade th ee w ait long? See wdiat I h a ve been tre a s u r in g up for thee a ll the w h ile .” Then I lo o k, an d behold! fru its m ore,

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rich er, than I had a sk ed for; and I p o u r m y h e a r t ’s th a n k s to m y gen ero u s benefactor, and g r ie v e th a t I d istru ste d h im ; and I ca rry a w a y m y burden w ith jo y , and find th a t th e lo n g er he m a k es m e w a it th e m ore he g i v e s — Selected.

The Child Shall Lead Them

O n e m o rn in g m y lit t le b o y , tw o ai d a h a lf y ea rs old, com m itted a serious offense. I did not p u n ish h im , b u t called him aside, and ta lk e d w ith h im in a k in d ly bu t firm m ann er, im p ressin g h im w ith th e fact th a t i f th e act w ere repeated he w ou ld h a v e to be sev ere ly p un ish ed. S e ve ra l d a y s o r a w eek passed, w hen he w as g u i l t y o f the sam e th in g , and I k n e w I m u st be tru e to m y w ord.

W h ip p in g is th e la st m ode o f p u n ish ­m ent I resort to, bu t in th is in stan ce I w as co n vin ced th a t n o th in g else w ou ld h a v e th e desired effect. H e in no w a y resented m y action , b u t w as co m p lete ly cru sh ed , and m y h e a r t ’s lo v e and s y m p a th y ■went o u t to h im u n til m y e yes filled w ith tears. H e then lo o ked up at m e m ost re p en ta n tly , and, ta k in g m y face betw een h is ch u b b y li t t le han ds, repeated, betw een h is sobs, “ I t ’s a ll r ig h t, m other; i t ’s a ll r ig h t, m other. ’ ’

T h a t w as a p recio u s m om ent for me, and th e qu estio n cam e, x\re w e p aren ts a lw a y s so read y to ad m it th e ju s tic e o f ch a stise ­m ent when the F a th e r sees th a t it is best fo r us? T h a t v e r y m o rn in g I had read, “ W h o m the Lord lo ve th he c h a s te n e th ,” an d I can p a r t ia lly u n derstan d h o w griev ed he is when he m u st p u n ish one o f h is c h i l­dren, w ho is in fin ite ly m ore dear to him th a n are o ur e a rth ly ch ild ren to us. A re w e a lw a y s rea d y to s a y , “ I t ’s a ll r ig h t, F a th e r ? ”

W h a t lesso n s o u r l it t le ones are co n ­s ta n t ly te a ch in g u s!— 4n A/nerican M other.

A n a rtist w as a sk ed to p a in t a p ictu re o f a d e ca y in g ch u rch . T o th e a sto n ish m en t o f m a n y , in stead o f p u ttin g on th e ca n vas an old , to tte rin g ru in , he p ain ted a s ta te ly e d ifice o f m odern g ran d eu r. B a ck o f th e

open p o rta ls co u ld be seen th e r ic h ly -c o v ­ered p u lp it, th e m a g n ificen t o rgan , and the b e a u tifu l, sta in ed -g lass w in d o w s. J u st in ­side of th e gran d en tran ce, gu arded on e ith er s id e b y a p illa r o f th e ch u rch in sp o tle ss apparel and g lit te r in g je w e lr y , w as an “ o fferin g p la te ” o f g o o d ly w o r k ­m an sh ip , for the o fferin gs o f the fa sh io n ­able w orsh ip p ers. D ir e c tly above th e “ o f­ferin g p la te ” th ere h u n g a v e ry s im p ly pain ted square b o x . b e a rin g th e legen d, “ C o lle ctio n for F o re ign M is s io n s .” B u t r ig h t o ver the slo t th ro u g h w h ich co n tr ib u ­tio n s o u g h t to have gone, he had painted a h u g e co b w eb .— Selected.

N o tea ch e r or p reach er is l ik e ly to g r e a t ly m o ve th e m in d s o f m en. o r co n vin ce th e ir ju d g m e n ts , b y the u ttera n ce o f tru th s w h ich he h im s e lf does r.ot fu lly believe. I f a n y one w ou ld be an effective teach er or preach er, he m u st h a ve so m eth in g m ore th an o p in io n s abou t th e tru th ; he m ust ho ld , w ith a firm g r ip , d eep ly seated co n ­vic tio n s. H e m u st be th o ro u g h ly possessed b y th e tru th he w ould teach. T o him it m u st be an etern al v e r ity for w h ich , i f need be, he could g iv e h is life . S o h o ld in g it, h e can n o t fa il to th row th e w h o le w e ig h t o f h is person al p o w er in to th e u tteran ce o f it, and m u st m ake h is force felt to its u t­m ost. D o in g th a t he can h a rd ly fail to im ­p ress th e h earts, persu ade th e m inds, and co n vin ce th e ju d g m e n ts o f those w h o h ear hin\. O n ly w h at w e hold as co n victio n s, rooted in th e v e ry fibres o f o u r h earis , can w e teach w ith p ow er and e n th u sia sm , and w ith c o n v ic tin g e n e r g y .— M o rn in g Star.

M u c h o f o u r stre n g th in p ra y er and effort is e xh au ste d in s tr iv in g to in duce G od to a g re e w ith us and com e to o ur as­s ista n ce. Som e one ask ed A b rah am L in ­coln to a p p o in t a d a y o f fa s t in g and p rayer, th a t G od m ig h t be on th e ir sid e. “ D o n ’t b o th er ab ou t th a t, ” said th e m an o f co m ­m on sense, “ G od is now on th e r ig h t side; y o u s im p ly g e t w ith h im .” — Selected.

So rro w is o n ly one o f th e lo w er notes in th e o ratorio o f o u r b lessed n ess.— A . J . Gor­don.

338 T H E ADVOCATE

t h © Lessor*

A n d the world is full of children, oh, so m any

and so fair!

LiLe the sunbeams as they sparkle on the sea;

But there’s room for all the children in the Fath­

er’s tender care.

And there’s room in his heart for me.

Intermediate Department

Lesson X. December 5, 1903

David a Fugitive

Be True.— The first part of this lesson shows the importance of being perfectly truthful in every particular. The slaughter of the priests at Nob was the result of D avid ’s lie, and must have been the cause of life-long sorrow to him If he had trusted God fully, he would have told Abimelech the truth, no matter what might be the consequences. He told a lie to shelter him­self, and thereby caused the death of all the priests. Show that untruth always leads to worse trouble than what we seek to escape by it.

“ Dare to be true; nothing can need a lie:A fault, that needs it most, grows two thereby.”

"Jealousy is Cruel as the Grave."— T he awful influence of this deadly passion upon the char­acter is shown in Saul’s conduct. Even his hardened soldiers stood by appalled, and re­fused to obey his bloody commands. In his fury against David he did not hesitate to slay the Lord's anointed priests. Show from this how one sin, clung to, will overcome all the good in a person’s character.

I f God Be fo r Us. Who Can Be against Us?"— Call attention to David ’s safety and escapes in the midst of all the dangers around him. Why was he so safe? It was because of God’s purpose for him, which could not be prevented. Show the folly of Saul, wearing himself out and wast­ing his life in the effort to do what was impos­sible— to change the decree of him who has said, “ My counsel shall stand, and I will do all my pleasure.” Isaiah 51: 12, 13, is good to read in this connection. In the last days God's peo­ple will be hunted and oppressed by those who are as eager for their blood as Saul was for Da­vid’s. But they will then be as safe as was David, because God is their refuge.

Lesson XI. December 12, 1903

David a Fugitive

Love your Enemies.— Dwell upon the intere*» which God and angels take in his earth-born children; how they watch their development of character, and their growth in grace as they become more and more like their heaven ly Father. The memory verse, and the one fol­lowing it (Matt. 5: 44, 45) show how he would have us treat our enemies, even as he himself treats his enemies, the unthankful and the evil.

Tests of Character.— God brings us into places where our character will be tested, to see how we will act. He let David get Saul into his power, so that he might do as seemed good to him. Picture with what intense anxiety God must have watched and waited to see what Da­vid would do: whether it would seem good to him to smite his enemy, or to show divine for­bearance, and spare him. God and angels re­joiced when he so nobly stood the test. Make a personal application of this truth, that we are a spectacle unto principalities and powers in heavenly places. Will it not help us to do right if we remember that God is always watch­ing us with loving interest to see what we will do in trying circumstances? He is pleased and glorified when we do well, and grieved and dishonored when we do ill.

Vengeance belongs to God.— It is never right for us under any circumstances to take ven­geance even on our worst enemies; for God has said, “ Vengeance is mine, I will repay." David knew that if Saul was to be smitten be­cause of his unkindness to him, it should be by the hand of God. “ The Lord shall smite him,” he said This principle holds good in the smallest details Children are inclined to think themselves justified in striking back, the one who strikes the first blow being looked up­on as the wrong-doer. This lesson should help them to see the sin of retaliation and the nobil­ity of forgiveness.

The Influence o f Our Actions.— Notice the effect on Saul on each occasion when he knew of David’s forbearance. He acknowldeged his sin as he contrasted his own actions with D a ­vid's. Each time his heart was touched by the Spirit of God, and he might, if he would, have been stopped in his evil course. The salvation of our enemies may depend upon the course we take towards them. If we follow the teaching of our memory verse, the Spirit of God, work­ing through us, will surely strive to bring them to repentance. If, on the other hand, we re-

T H E ADVOCATE 339

taliale, and do to others as they do to us, in­stead of doing as we would have them do to us, we shall surely harden them in their wicked­ness.

Lesson XII. December 19, 1903

The Death of SaulThe Sin of Witchcraft — This lesson gives an

opportunity to put the children on their guard against the delusions of spiritualism The simple texts given in the lesson notes, describ­ing the state of the dead, should be dwelt up­on, Show from these the impossibility of Sam­uel’s appearing to Saul to give him counsel. When Saul disobeyed God, Samuel told him that his rebellion was “as the sin of witchcraft,” and that was what it finally led him into. When we turn away from God, we are turning towards Satan. Because Saul had rejected the Word of the Lord, there were none but devils to whom he could go for counsel, and they led him to destruction.

Disobedience Lead»to Death— Y rom the terrible end of Saul's life, show the outcome of disobe­dience. Saul’s first public act of disobedience seemed so slight that he could hardly tell what he had done wrong. The first steps away from the right road lie so near to it thatwe can hard­ly tell we are going astray. But we are setting our feet in a way that ends in darkness and death. Let us be sure that w'eare always walk­ing in the plain and safe path of G od’s com­mandments, and never depart in the slightest degree from his Word.

Call attention to D avid’s genuine sorrow over Saul’s sad death, and his beautiful elegy, which shows how completely the love of God had tri­umphed in his heart. This made him a man after God's own heart,— a God-like man.

Lesson XIII. December 26,1903

Review

This quarter’s lessons cover a very important period in the history of Israel, and its events should be carefully reviewed, special attention being given to the change in the administration, from judges to kings; the reasons for it, and the results of it. In this review the most of the talking should be done by the chiidren. Let them give in their own words the differ* nt les­son stories. From the coloring that they will give, it will be easy to discern the impressions that they have received: misconceptions can be corrected, and weak points strengthened.

Primary Department

Lesson X. December 5, 1903

David a Fugitive

SPECIAL POINTS

Evil results of d.ceiving.The Lord able to deliver.David a comforter.The value of a friend.

SUGGESTIONS

David had seen evidences that the Lord was able to deljver him out of the hands of Saul, before he fled to Nob, a city of the priests. Show how, had he been true in this instance, the Lord would have worked for his deliver­ance. Compare later experiences, where the Lord sent deliverance, with this one, where David practised deceit. The Lord requires truth in the inward parts. W e cannot please him by an evil course.

Help the children to understand that as with David, so with every one. The Lord permits no experience but that which will w*ork for good. David was learning while a fugitive how to govern wisely and justly, for a large com­pany of people were with him.

The course Saul was pursuing was opening the way for David to be placed on the throne. T he confidence of the people was being placed in David, although Saul did not thus plan it.

Have the children read Psalm 57, composed while David was in the cave Adullam with his father's family.

Lesson XI. December 12, 1903

David’s Kindness to Saui

SPECIAL POINTS

Again delivered.David’s kindness.Saul’s repentance.Saul again seeks David's lifa.

SUGGESTIONS

From the marvelous way in which the Lord delivered David when he was compassed round about by the enemy, may be drawn a beautiful lesson, showing what the Lord will do for those who trust him. He will not permit one of his children to be tempted beyond that they are able. His word is pledged that he will provide a way of escape.

340 T H E ADVOCATE

The spirit manifested by David is in marked contrast to the spirit of Saul, showing that a different spirit ruled in each of their hearts.

The fact that Saul actually for a little time realized that he was doing wrong, shows that the Lord would at that late day have delivered him from the enemy, had he yielded to him. Impress the thought that the Spirit pleads with us until we go so far that we do not recognize it at all. It is the Lord’s will that every one should be saved.

BLACKBOARD EXERCISE

Spirit of the Lord Spirit of Satan

MANIFESTED BY

D A V I D

KindMagnanimous Filled with love

S A U L

CruelJealousFilled with hatred

And so on. Let the children suggest traits in character of the two men.

Lesson XII. December iq , 1903

The Death of Saul

■ SPECIAL POINTS

D avid’s lack of faith.God’s deliverance.Result of rejecting God.“ Love your enemies.”

SUGGESTIONS

A beautiful lesson may be drawn from David's experience after taking refuge in the land of the Philistines. David knew from his past experience that the Lord was able to de­liver him, yet he showed a lack of faith in this instance. Still the Lord worked for his deliver­ance, as he will for that of every child who calls upon him. W e need not try to make our­selves better before we come to him. He is ever ready to receive us just as we are.

The fate of Saul may be used to show in a very impressive manner the result of rejecting God. Saul might have been saved, but he would not.

David’s attitude toward Saul in his life, and his sorrow for him in his death, are beautiful illustrations of the text, “ Love your enemies.” It is an indisputable evidence that such love is possible.

Lesson XIII. December 26, 1903 .

ReviewTn most classes the general review could be

conducted profitably by asking each child to look up some special point in one or more les­sons as designated by the teacher, according to the number of students th treare in the class. For example:

1. The taking of the ark, and its return.2. W h y Israel asked for a king. W hat this

request meant.3. The choosing of Saul.4. W h y Saul was rejected.5. W h y David was chosen.6. Character of David.7. His love for Saul and Jonathan.8. Lessons from the life of Saul.9. Lessons from the life of David.Many other topics will suggest themselves.

With a class of six members, each one might be given a division of the lesson, selecting six leading topics from the quarter's lessons. Let each child prepare a paper which will occupy not more than five minutes of the thirty minutes devoted to the class exercise. The majority will each have a short paper, and this will give the teacher a little time for comments. In this way much ground will b- covered, and each child will have a vivid remembrance al I through life of the points which he himself searched out, and will at the same time glean something from the papers of the rest. Make the work as practical as possible, and where children feel helpless, let the teacher assist them. Other plans for conducting the review will suggest themselves to the mind of the teacher. In ev­ery plan be sure to help the children to become familiar with the Word.

Kindergarten Department

Lesson X. November 5, 1903

David a FugitiveWith pencil and paper mark the field where

David and Jonathan had their farewell meet­ing. Review the parting, and then trace the lonely journey of David to Gath.

On the way he stopped at one place to ask for something to eat. The priest who lived at that place gave him some bread, and spoke kindly to him. There was a man by the name of Doeg, who saw the priest give the bread to David, and he went right back to Saul and told

T H E ADVOCATE 34*

him that the priest gave David bread. This made Saul angry at the priest.

It was not kind in the man to run and tell what he saw, for he made trouble. We should always be careful not to tell anything that will cause others trouble.

David could not stay long at this place, for he was not safe, so he went to live in a cave. (Sketch cave.) While here he went to look af­ter his parents, to see that they were cared for. Impress the lesson of his thoughtfulness .and care for his parents, even though he was in great trouble and had to live in a cave.

"L e t my father and mother come forth and be with you, till 1 know what God will do for me,” was his prayer to the king of Moab.

Do not try to give details of his experience, but get some useful lesson for the little ones.

David never lost an opportunity to help oth­ers. W hen his wicked neighbors were in trouble, he and bis men went and delivered them from the hand of the Philistines.

Not long after this, while David was staying in the mountains, he was made happy one day, by having a good visit from Jonathan. He said to David, "Fear not, for my father shall not find thee, and some day thou shalt be king, and. I shall be next unto thee.”

David was not sad, because he knew that God was watching over him, and no harm could come to him. In the conclusion of every les­son, always try to ask questions that will im­press the important points.

Lesson XI. December 12, 1903

David's Kindness to Saul

David tried to obey the words, "Love your 'enemies.” Saul was trying all the time to harm David, because he had let the seed of jealousy grow in his heart. He thought that people loved David better than they did him, so he wanted to have David put out of the way But God gave David a chance to prove to Saul that he was his friend. Tell the story of David ’s sparing Saul’s life in the cave.

David’s kindness turned away the anger of his enemy. " A soft answer turneth away wrath.” Saul said, "Thou hast rewarded me good, and 1 have rewarded thee evill.”

T ry to impress the fact that it is always best to be kind to those who would be unkind to us.

Saul did not truly repent, so it was not long before he again became jealous of David and tried to do him harm. This time David came

right into the camp where Saul was asleep, but he would not let his men do Saul any harm.

While telling these stories of David ’s kind­ness to Saul, sketch the journey, caves, camps, etc. This will hold the atttention and make the word-picture more vivid.

Tell the stories in such a way as to impress the fact that David patiently trusted God in all his real troubl**, through all the long days, weeks, and even years. He had God’s favor, and was happier than was Saul, who had every­thing around him to make him happy. The one tried to please God, and the other tried to please self. God could not bless Saul, because he would not do right, and he did bless David, because he ever tried to do as God said.

Lesson XII- December 19, 1903

Death of Saul

R e vie w the life of Samuel. While doing this, build Ramah, the home of Samuel, or sketch the same, making many marks for the people who came together to mourn for him. Do not fail to recall the noble traits in Samuel’s char­acter. "H e was the child of prayer, and he gained his triumphs by prayer.” “ He called upon Jt hovah, and he answered him.”

Not long after the death of Samuel, David left the land of Israel, and lived in a city of the Philistines. Saul could not harm him here,hut it was not pleasant for David and the men who were with him. T hey often longed to go to their own homes and friends.

While David was living in this country, the children of Israel had trouble with the Philis­tines, and Saul and his son Jonathan both lost their lives. It was three days before David heard of it. He was very sorry, and mourned and cried, and would not eat any food that day. The man who brought David the news thought that he would be glad because his enemy was dead; but you see David loved his enemies, and of course he was sad.

Lesson XIII. December 26, 1903

Review

Tell the story of each life— Saul, David, Jon­athan— and let the children tell the names. Then let them tell about the same, leaving you to guess the name. In this way the story may be told by the pupils. Show pictures used dur- the quarter, getting the pupils to tell things they have learned about them.

Be sure to question about the characters who were faithful to God, and how God cared for them and delivered them.

I n í I T H T H S T E K C H B R S -

342 T H E

A Prayer for Purity

P u rer in heart, oh God,H e lp m e to be;

M ay I d ev o te m y h fe W h o lly to Thee.

W atch T h ou m y w ayw ard feet, G u id e me w ith co u n se l sw eet;

P u rer in heart H e lp m e to be.

P u rer in heart, oh G od,H e lp me to be:

That I T h y h oly fa ce O ne d ay m ay see.

K e e p m e from secret sin . R eign T h o u m y soul w ith in ;

P u rer in heart H e lp me to be.

An Allegory

In a h u g e oak tree in a fo rest grand,In th e h eart o f a b alm y S o u th ern land,

A pair o f m ated lo vers d w elt;A n d th ey cooed and ca lled , and th e y often sang T i l l the corridors o f th e old w oods rang;

T h e ir b lith eso m e sp ir its seem ed to m elt W ith a ll the h ap p in ess th ey felt.

T h e y san g and ch irp e d in th e ir innocent g le e , O f th e p e a cefu l hom e in th e h u g e oak tree,

A nd the tin y on es in the lo fty nest,T i l l a g lis te n in g sn ake craw led up one d ay T o w here th e ten d er n e stlin g s lay,

A vandal, u n in v ited gu est,W ith terro r in h is cre e p in g quest.

O f h au g h ty , w ise , and co n seq u en tia l m ien, H ig h u p th e tree a g ra y ow l sat seren e;

S at sa fe upon a stu rd y lim b And saw the anguish o f the parent pair,W ith cold and careless, p ity-barren stare;

S o se lf-p o ssessed , and stern, and grim ,T h e ir m ise ry is nau gh t to him .

A b u sy , brow n clad, h ardy lit t le bee,A m o n g the flow ers, u n dern eath the tree,

B eh eld th e th r illin g scen e b y chance,A nd r is in g on h is honey-laden w in g,D rove w h izz in g at the horrid , h iss in g th in g ,

T ill, w r ith in g from the brow n b e e ’s lance, D eath c h e ck e d the m o n ster’s dread advance.

’T is o ften th u s in hum an life .T h a t lo w ly on es, in hard, u n eq u al s tr ife ,

A re le ft to sorrow s arm ed to k ill,W h ile p o n d 'ro u s w isd om ch o o ses not to see ; O r c o ld ly say in g, “ T h is is n au gh t to m e ,”

D en ies a n e ig h b o r’s w o es, u n til A h u m b ler b ro th er sta y s th e ill.

— W ill Visscher.

Methods of History Teaching for Elementary Pupils

ADVOCATE

B Y M. BESSIE D E G R A W .

“ No peop le w ere ever m ore p a tr io tic th an th e Jew s. W ith them lo ve o f co u n try often passed beyon d en th u sia sm . A n d w h at is th e cau.se o f th is e x tra o rd in a ry fervor? F a r m ore th an a n y th in g else, it is the stress la id on th e n atio n al h isto ry as th e m eans o f fo rm in g y o u th fu l ch aracter. N ot o n ly in th e fa m ily and in the sch o o l, but in the s y n a g o g u e , th e s tu d y o f the g re a t poets, w arrio rs, prop hets, and ru lers o f Israel, has been s tro n g ly e m p h a sized .”

T h is s p ir it so stro n g in th e H ebrew s sh o u ld ch a ra cterize e v e r y C h ris tia n . O u r lo y a lty , ho w ever, in stead o f b e in g centered upon som e n ation , sh o u ld be for C h ris t and th e w ork co m m itted to h is ch u rch . W h a t w ill in sp ire th is lo y a lty ? J u st w hat in sp ired it in J ew ish h e a rts ,— a proper stu d y o f h is to ry .

In J ew ish ed u catio n , th is stu d y w as be­g u n w hen th e ch ild w as ve ry y o u n g . D r. H in sd ale , in h is “ Jesu s as a T e a c h e r ,’ ’ sa y s , “ It w as in the school at the m o th er’s kn ee, th a t th e sto ries o f p atria rch s and p rop hets, o f statesm en and w arrio rs, o f poets and s a ­g e s , o f k in g s and ju d g e s , w ise men and p a ­trio ts, a n d o fth e g re a t L a w -G iv e r h im s e lf— th e w h o le fo rm in g the v e ry best b o d y o f m ateria l for the p urp oses o f child cu ltu re in a n y la n g u a g e — w ere to ld and retold u n til th e y becam e p arts o f th e m ind it s e lf .”

It w as th is b io g ra p h ica l s tu d y and the n arratio n o f the im p o rtan t e v e n ts in n atio n ­a l h is to ry , th a t th r ille d th e h eart o f e v e ry J ew ish c h ild , and m ade h im lo y a l to h is ow n p eople and to the G od w h o g u id ed th e h an d s o f h is fa th ers.

B E G IN W IT H B IO G R A P H Y

C h ild ren are fond o f sto ries abou t m en; b e g in , therefore, b y te llin g o f the life and w o rk s o f th e le a d in g ch a ra cters in O ld T e s t­a m en t h is to ry . T h e ir l iv e ly im a gin atio n w ill h elp them in re ta in in g both th e facts and th e p rin cip le s w h ich y o u r facts i l lu s ­tra te . L et th is b io g ra p h ica l s tu d y b egin

T H E ADVOCATE 343

w h en th e ch ild first en ters sch o o l. D u rin g th e first th ree yea rs , the le a d in g ch a ra cters in th e O ld T estam en t m a y be stu d ied , and d u r in g the su cce ed in g tw o yea rs, th e c h il­dren m a y spend th e ir tim e in s tu d y in g the liv e s o f p rom in en t ch a ra cters in th e N ew T estam en t, and those w h o had a le a d in g part in the h is to ry o f th e C h ristian ch u rch .

I f th e stories are g iv e n in con nected form , a t the end o f th is tim e th e teach er w ill find th a t th e c h ild ’s m ind has been stored w ith m a n y v a lu a b le facts co v e rin g a la rg e part o f th e h is to ry o f th e w orld . In th is s tu d y , th e series o f B ib le R ead ers w ill be e sp e c ia lly h e lp fu l. T h e m ateria l obtain ed in th is m a y be sup plem en ted b y b io grap h ica l s tu d y o f th e re fo rm ers,— not co n fin in g th e s tu d y to men so c la ssed , b u t e x te n d in g it to th e p resen t, and in c lu d in g th ose w ho, l ik e John and C h arles W e s le y , W illia m M iller, J o s­eph B ates, H o race M ann, and o th er ed u ca­tio n a l w o rk ers , go v ern m en t reform ers, and re lig io u s w orkers o f to d ay, m ay be co n sid ­ered to h ave been in stru m e n ts in th e b an d s o f G od to p ro cla im th e g o s p e l.

T h e re are men o f action , such as W a s h ­in g to n . w hose b io g ra p h y is p ra ctica lly the s to r y o f th e R e v o lu tio n a ry W ar; L in c o ln , w h ose life co vers th e period of th e C iv il W ar; th ere are m en o f far re a ch in g in flu en ce, su ch as R o g er W illia m s, T hom as Jefferson, W illia m P itt, W illia m L lo y d G arriso n , and m a n y o th ers, aro u n d w hose live s m ay be w oven m uch o f th e h is to ry o f o u r o w n tim es. ,

T e x t-b o o k s are o f m in or im p ortan ce. A good teach er is th e first co n sid eratio n .

TH E SECO N D PER IO D

A b o u t th e a ge o f tw e lv e or fourteen, there sh o u ld be a c h a n g e in m eth ods o f te a ch in g h is to ry . T h e p eriod s p re v io u s ly studied sh o u ld be covered a g a in , but in stead o f e m ­p h a siz in g the in d iv id u a l as before, th e tea ch e r is a t lib e r ty to show the p rin cip les for w h ich each m an w orked, and to m ake m ore p ro m ip en t th e n ation , the m o vem ent, or th e ch u rch , as th e ca se m ay be.

In som e G erm an schools, th e teacher, a t th is period, p laces in th e hands o f the pu­p ils a p am p h let o f th e te a c h e r 'so w n p re p a ­

ration , co n ta in in g im p o rtan t n am es and dates, as a h e lp in re ta in in g these facts. T h is is s t i ll th e o n ly te x t book. T h e p u ­p ils m a y prepare th is p am p h let th em selves. T h e y w ill be a b le to do th is w ith a lit t le assistan ce.

TH E T E A C H E R ’S P R E P A R A T IO N

S in ce the w ork o u tlin ed is, to a la rg e e x ­ten t, o ra l, th e first and m ost essen tia l e le ­m ent to su ccess is a th o ro u g h ly qu alified teacher. T h a t one feels h is in efficien cy is no reason for d isco u rag em eu t.

F o r b io grap h ica l s tu d y o f O ld T estam en t ch aracters, a carefu l s tu d y o f the B ib le w ith “ P a tria rch s and P ro p h e ts ” is th e first step in the p rep aratio n . T h e teach er m ust be th o ro u g h ly a cq u ain ted w ith the su b ject- m a tte r w h ich she w ish es to p resen t. It is not su ffic ien t to k n o w w h at is w anted for th e d a y , b u t te a ch in g m u st be attended w ith m uch su p p le m e n ta ry readin g; th ere m u st be not o n ly p a tie n t s tu d y , but m uch e x e rc ise o f the im a g in a tio n . A n d the im -

. a g in a tio n m u st be g u id ed b y fact, and n ot b y fan cy .

E v e ry teach er sh o u ld be fa m ilia r w ith “ G re at C o n tro v e rs y ” , “ R ise and P ro gress o f S e v e n th -d a y A d v e n t is t s ,” “ T h e S to ry o f D an iel th e P r o p h e t .” J o n e s ’ “ E m p ires o f th e B ib le ,” “ E m p ire s o f P r o p h e c y ,” and “ E cc le sia stica l E m p ire ,“ w ith D ’A u b ig n e ’s “ H is to ry o f the R e fo rm a tio n ,” G re e n ’s “ H is to ry o f the E n g lis h P ecp le, ” b io g ra p h ­ica l sk e tch es o f th e reform ers, F is k e ’s “ D is ­co v e ry o f A m e r ic a .” “ B e g in n in g s o f N ew E n g la n d ,” “ T h e A m erican R e v o lu tio n ,” and “ T h e C r itic a l P eriod o f A m erican H is ­t o r y .” T h ese w o rk s w ill la y a good foun ­dation upon w h ich to b u ild .

A s a second q u a lificatio n , e v e ry teach er sh o u ld learn to te ll a s to ry w ell. W’ r it in g to one o f h is co rresp on d en ts abou t h is H is ­to ry p re v io u s to its p u b lica tio n , Lord M a­ca u la y said he w ould not be satisfied u n less he produced so m eth in g w h ich sh o u ld for a few d a y s sup ersede the la st fash io n ab le n o v ­el on the ta b le s o f y o u n g lad ies. A n d th is he a c tu a lly did. H is b io g rap h e r te lls us “ th a t D u k in fie ld , a g e n tle m an w ho th o u g h t th ere w ould be a certain selfish n ess in k e e p ­

344 T H E ADVOCATE

in g so g re a t a p leasu re to h im se lf, in v ite d h is poorer n e ig h b o rs to atten d e v e ry even ­in g a fter their w o rk w as fin ish ed, and read the H isto ry a lou d to them from b e g in n in g to end. A t th e close o f th e la s t m eetin g , one o f th e au dien ce rose, and m oved, in N orth- co u n try fashion , a vo te o f th a n k s to M r. M a ca u la y ‘for h a v in g w ritten a h is to ry w h ich w o r k in g m en can u n d e rs ta n d .’ It is easy to te ll how its au th o r produced h is m a g ica l effects. H e is a m aster s to r y -te ll­er. ’ ’ T h e teach er o f h is to ry sh o u ld a lso be a m a ste r sto ry -te lle r .

T h e good s to ry -te lle r w ho is a lso a p a ­tien t stu d e n t m u st not y e t be con ten ted . I f it is h er object to create lo y a lty to the cause o f C h rist, she m u st keep th is aim c o n sta n tly in m ind. It m u st sh ape and g iv e poin t to e v e ry s to ry she re lates to her p u p ils. H o w has G od w orked th ro u g h th e ch a ra cter I am abou t to describe? H o w did h e receive h is c a ll to h is life w ork? H ow w as he tra in ed fo r h is life w ork? H o w fu lly d id he a cco m p lish w h at G od had for h im to do? T o w h at e x te n t can m y p u p ils im ita te th is character? T h e se and s im ila r qu estio n s should be answ ered b y e v e ry s to ry .

T H E DR i I X

T h e s tu d y sh o u ld in every' in sta n ce be fo llow ed b y test q u e stio n s w h ich w ill serve to im press th e facts on th e m in ds o f th e p u p ils. T o d evelop th e ir pow ers o f repro­du ctio n , e n co u rag e the ch ild ren to w rite th e stories and p reserve them in book form . I kn o w one teacher, w hose ch ild ren rep ro ­duced su ch sto ries and illu stra te d them w ith sim p le and ap p ro p riate d raw in g s.

T h e w o rk for the s ix th g rad e w ill be con ­sidered in th e n ex t issue o f th e A d v o c a t e .

How to Use The “Mental Arithmetic”

B Y E . A . SU T H E R LA N D .

In th e O ctober issu e o f th e A d v o c a t e ,

th ere appeared an a rtic le co n ta in in g g e n er­al p rin cip les and m eth ods for th e stu d y o f arith m etic . Q u o tatio n s w ere g iv e n from som e lea d in g a rith m e tic ia n s em p h asiz in g th e im p o rtan ce o f m en tal arith m etic , and sh o w in g th a t ed u cato rs fav o r th e p ra ctica l

in stead o f th e m ere s tu d y o f processes. I w ou ld s u g g e s t th a t u n less th is a rtic le is fresh in y o u r m in d, y o u re-read it before be­g in n in g th e p resent stu d y .

H a v in g done th a t, g la n c e th rou gh a co p y o f ‘ ‘T h e M ental A rith m e tic . ’ ’ Y o u w ill find th a t th ro u g h o u t th e w o rk , ch ild ren m u st do w h a t th e y are s tu d y in g about. T h e ch ild b e g in s h is m a th em a tica l s tu d y w ith th e sim p lest k in d o f n atu re s tu d y . T h e book co n ta in s problem s from th e farm , such as s e tt in g out p la n ts and p ic k in g b er­ries; p roblem s from th e k itch e n , p roblem s co n cern in g th e co m b in atio n o f foods, facts and p rin cip les in p h y s io lo g y , sacred chron- o lo g y , and o th er p ra ctica l su bjects. T o Illu strate , here are qu estio n s for a b e g in n e r w h ich c u lt iv a te h is p ow ers o f o b serva tio n :—

Count the flower-leaves of a lily. How many pollen-boxes has the lily? How many stems to support the pollen-boxes are there in each lily?

The lily faded and lost two flower-leaves; how many were left? Six less two equals— . 6— 2=— .

Two blossomed on the same plant. Counting the flower-leaves on both, how many were there? Six plus six equals— . 6-|-6=— .

A wild rose grew beside the lily. Count its flower-leaves. How many more flower-leaves has the lily than the rose? The difference between six and five is— . 6— 5 = — .

Count the flower leaves on the two lilies and the one rose. How many more flower leaves have the two wild roses than has one lily? 6r|-6—5 = — .

E a ch lesso n is fo llow ed b y a d rill in w h ich th e figu res a lrea d y learned in the lesson are used in va rio u s co m bin atio n s. It is th e o b ject o f th e d r ill to c u lt iv a te speed and a ccu ra cy . In no case are th e q u e stio n s p u zzlin g . T h e d rills , as w ill be illu stra te d la ter, are often in su ch form as to be e n ter­ta in in g as gam es. U n der no circu m stan ces sh ould th e d r ills be n eg lected . T h e y m a y ap p ear sim p le, b u t su ccess depends upon fa ith fu lly fo llo w in g th is su g g e stio u .

In L esson III th e fo llo w in g requirem ents a p p ear:—

Measure your reader. How many more inches is it in length than in width?

Measure your arm. Give the result in feet and inches.

With a string, measure the distance from the tip of your nose to the end of your right hand with the arm extended. How many times the length of the foot rule is the string?

T H E ADVOCATE 345

M easu re y o u r b o d y o v er th e flo atin g rib s w hen th e lu n g s are n ot filled . T a k e a d eep breath . W hat is th e d ifferen ce in in c h e s in th e tw o m easu re­m ents?

It w ill be seen th a t p ra c tic a lly e v e ry th in g in th is lesson requires th e d o in g o f som e­th in g on th e p art o f th e c h ild .

In L esson V th e sam e p rin cip le is i l lu s ­trated in th e fo llo w in g w a y :—

C ut out a p ie c e o f p ap er tw o in ch es w id e and fo u r in ch es long. F o ld the p ap er so that th e short e d g ­es w ill m eet; crease and open; etc. H o w m an y square in ch es are th ere on y o u r paper?

C ut out a p ie ce o f p aper c o n ta in in g ju s t nine square in ch es, b u t do n ot h ave it sq u are. H ow long and how w id e is it?

C u t a p iece o f p ap er la rg e en ou gh to con tain tw e lv e square in c h es h a v in g one sid e th ree in ch es lon g. H ow lo n g m ust th e o th er sid e be?

In L esson V I I are th e fo llo w in g p rob­le m s:—

T h e pear has five seed -ce lls . I f th ere are tw o s e e d s in each o f the c e lls , how m any se e d s has the pear?

H o w m any seed s lias an ap p le w h ich has th ree seed s in each seed -cell?

E ach flo w er o f th e a p p le and the p ear has the sam e num ber o f p eta ls as th ere are seed -ce lls . H o w m an y p etals in one p ea r b losso m and one a p p le blossom ?

In L esson IX th e ch ild is required to do a ctu al m e a su rin g w ith p in t, quart, and g a l­lon m easures. T h e ch ild is sen t to the B i­b le for in fo rm atio n in su ch p roblem s as th o se found on p age 61. H e is en co u rag ed to o b ey B ib le p recepts, as p a y in g tith e , e tc., b y su ch problem s as y o u find on p a g e 26.

O rig in a l p robiem s are in tro d u ced on p a g e 35:—

M ake three o rig in al p roblem s abou t anim als that you ha%'e seen, u sin g the n u m bers 3, 4, and 5

T h e fo llo w in g is a p ractical problem :—F in d the area o f you r a rith m etic in square in ch es.

C u t a p ap er large e n o u go to c o v e r th e en tire b o o k , a llo w in g one in ch to tu rn in on both sid e s and the ends. W hat is the area in squ are in ch es o f th e paper?

T h e fo llo w in g is an illu stra tio n o f th e farm p ro blem s:—

I f one ton of tim o th y h ay w hen stored a w a y in th e haym ow , o ccu p ie s th e sp ace o f ¿00 cu b ic feet, how m any tons o f hay in a haym ow 30 fe e t long, 20 fe e t w id e, and 10 fe e t deep?

P roblem s in p h y s io lo g y are illu stra te d on p age 201 as fo llo w s: —

T h e len g th o f th e a lim e n tary canal in a hum an

b ein g is five tim es h is h e ig h t. H ow lo n g is it in a person five fe e t tall?

T h e d a ily w o rk o f th e heart is sa id to be eq ual to one-third th at o f a ll th e m u scles o f the bod y. E ach tim e it beats, it e x e rts a force eq u a l to lif t in g five p oun ds one foot h ig h . H ow m an y pounds c o u ld it lift in a m inu te, co u n tin g e ig h ty beats to the m inute?

M a n y facts o f im p o rtan ce are g iv e n , for it is con sidered a d visa b le for th e p u p il ’s m ind to d w ell upon tru th w h ile lea rn in g the p ro­cess required to co m p u te th e problem s. '

T h e te a c ..e r ’s a tten tio n is d irected e sp ec­ia lly to the d r ills th ro u g h o u t the book. F o r in stan ce, n otice th e d e vice on p ag e 39 for m u lt ip ly in g and a d d in g . It is as fo llow s: W rite th e n um bers from 1 to 9 on the b la c k ­board; beneath th e 9 p lace a m u ltip lier , 2 for e xa m p le: above th e 9 p lace som e n u m ­ber to be added. 3 for in sta n ce . T h e tea ch ­er p laces th e p o in ter upon th e figu re 8, and th e p u p il an sw ers 16. 19. W h en th e p o in t­er is on 5. he a n sw ers io , 13, etc. T h e m u l­tip lie r and the figu re to be added m ay be chan ged, th u s in cre a s in g th e v a lu e o f the d r ill as the teach er sees fit.

Speed and a ccu racy are illu stra te d b y the d r ill d evice found on p age 52. in w h ich c o l­um n s o f fig u res are to be added in a stated n um ber o f seconds. On p ag e 70 is found a d evice in w h ich th e ch ild ren ta k e a deep in terest.

A C O N T R A ST

B y w a y o f co n trast, n ote th e fo llo w in g p roblem s w h ich are ta k e n verbatim from som e o f th e la te st and best w o rk s on a r ith ­m e tic:—

M ary had a s t ic k o f m olasses can d y one and on e-half fe e t long. She cu t it into p ieces on e-sixth o f a fo o t long. H ow m any p ieces are there?

One b oy ca u g h t 44 fish, anoth er 37, and an o th er 30. H ow m any fish w ere ca u g h t b y th e three boys?

A w om an p ays 75 ce n ts for tea and coffee; she p ays 50 cen ts for the tea; how m uch d oes the coffee cost?

A butcheT g o in g to m arket w ith $174 40 b o u gh t 15 sh eep at $8 each. I f he had had $25.60 m ore w ith him , he co u ld h ave b o u gh t 4 h o g s also. W h at w ere th r liogs w orth apiece?

A b u tch er b u y s an ox. w e ig h in g 1,200 pounds u live , at s ix cen ts per pound. W hen k ille d and d ressed , its w eigh t is tw o-th ird s o f th e liv e w eig h t. W hat is the b u tch e r ’s profit i f he s e lls th e m eat at an average o f 16 cen ts p e r pound?

346 T H E ADVOCATE

Make out a bill for eight and one-half pounds of ham, at fourteen cents per pound; three and one- fourth pounds beef steak, at twenty-four cents; nine pounds corned beef,at twelve cents; ten and one-fourth pounds chicken at thirty cents; twelve pounds roast beef at eighteen cents.

In one arith m e tic I found five w ine p rob­lem s on one p ag e. W h a t w ill y o u e x p ect th e ch ild ren w ho so lv e th ese p roblem s d a y a fte r d a y to becom e w hen th e y lea ve school, bu tch e rs ,’ ca n d y m erch an ts, or salo o n -keep ­ers?

R e tu rn in g to “ T h e M ental A r ith m e tic ,” y o u w ill find e v e ry problem pure and w holesom e. It co n ta in s problem s sim p le en o u gh for th e begin n er. Both th e w eak and th e stro n g stu d en t can u se th e book i f th e teach er w ill select th e problem s. It is to the a d v a n ta g e o f th e stu d e n t to b egin h is w o rk in m ath em atics w’ith m ental a rith m e ­tic . It is for such th a t “ T h e M en ta l A r ith ­m e tic ” is p rim a rily prepared. I t offers w o rk for p u p ils in th e first five grad es. In case m ore advanced stu d en ts h a ve n ot had a d rill in m ental w ork , “ T h e M en tal A r it h ­m e tic ” m ay p ro fitab ly be used as a d rill in th e e ig h th and n inth grades.

T he d rills co n ta in no p u zzlin g problem s, b u t o n ly such as w ill s tim u la te th o u g h t, and en co u rage speed and accu racy . T h e p u p ils a rt not ta u g h t to fish, to k il l , to p la y m arbles, to b u y can d y, to deal in sto ck s and bonds, to se ll tobacco, tea, coffee, and w in es, n or to deal w ith false m easures.

In a C h ris tia n school does it m atter w h at k in d o f book yo u use?

Proper Grading

T h e m atter o f g r a d in g is an im p o rtan t qu estio n for e v e ry teacher. It a ttra cts w ide atten tio n in th e secu la r sch o o ls, and it is one o f th e p roblem s wrh ich C h ristian teach ers sh o u ld so lve . W e should dealw ith p u p ils as in d iv id u a ls , not as m asses. “ L o ck step in e d u c a tio n .” one w riter ca lls th e p o p u lar m ethod o f g ra d in g . “ In to ­ge th er, on to g e th er, out to ge th er, i f (here he any to f in is h , ” is a forcib le com m ent on m odern w a y s o f h e rd in g ch ild ren to ge th er in c la sses. T h e fo llo w in g e x tra c t appears on the fly le a f o f a ca ta lo g u e o f school

bo o ks issued b y one o f th e la rg e book co n ­cern s in C h ica g o . R ead it and heed it in o rg a n iz in g y o u r school th is fa ll .

“ In tru e ed u catio n each life m u st be tra in ed a fter its ow n p attern . E a ch ch ild h a s th e r ig h t to be treated as itse lf, b y p ar­en t and b y tea ch er. T h e farm er does n ot tre at a lik e p o tato es, corn , w h eat; sh eep , cow , horse. T h e g a rd en er w ill n ot bed to ­g e th er , n or treat a lik e , h is roses, h is lilie s , h is orch id s, n or w ill he treat a lik e one k in d o f rose and an o th er. E a ch m ust be n u r­tured a lte r its k in d . B u t hum an se e d lin g s do not com e to u s read y-lab eled , l ik e p ots from a florist; each life m u st be stu d ied , to k n o w th e needs o f its own ch a ra cter. N a tu re d iv in e s for us. In th e l ig h t o f g en era l law s, th e la w o f each c h i ld ’s 1 i f e— tem p eram en t, tastes , cap acities, tren d — m u st be sep a ra te ly discern ed and stu d ied . N o tw o ch ild ren , born o f th e sam e paren ts, are th e sam e, o r even a lik e , and th is u n lik e n e ss is even m ore m arked in the sch o o l than in th e fa m ily . A nd th ro u g h ­o u t a ll education th is u n lik e n e ss in lik e n e ss m u st be kept in m ind b y the teacher, in le a d in g forth th e fa cu ltie s o f th e ta u g h t. A l l tea ch in g sh o u ld be in d iv id u a l in its p er­so n al a p p lica tio n , th o u g h in its purp ose th e sam e. W h ile ch ild ren o f the sam e a g e stu d y th e.sam e su b ject, as a part o f gen era l ed u ca tio n , each m u st do h is p art in h is ow n w a y . T h is the w ise teacher, e d u ca tin g , reco gn izes. T h e grade sy ste m needs to be tem pered to in d iv id u a l tem p eram en ts. In ­stead o f p u ttin g in to one c la ss th e boy o f ten w ho is e ig h t y ea rs old for a rith m e tic and tw e lv e yea rs old for s p e llin g , and th e b o y o f ten w ho is e ig h t for s p e llin g and tw e lv e for arith m e tic , a class for a r ith ­m etic . b y due a rran gem en t o f ours, sh o u ld in clu d e those o f certain advan cem en t in th a t stu d y w h ate ve r th e ir m ere age. and th e g ra d e certificate sh o u ld be g iv e n for each s tu d y , and not by an im p o ssib le a ver­a g e w hich ign o res differences. T o reduce a cla ss to p h y sica l u n ifo rm ity b y c u tt in g th e feet o ff ta ll b o ys and m a k in g them foot­stoo ls for th e sh o rt ones, w ould not be good p ra ctice . N a tu ra l selection should h ere a lso be reco gn ized and em ph asized; and •over-educatior ’ th a t is, m isd irected ech’ ca- tio n , p re v e n te d .” M. B . D .

T H E ADVOCATE 347

How to Teach the Bible to Children

D r. B a lla n tin e , from w hom a le n g th y quotation appeared in th e la st issu e o f th e A d v o c a t e , g iv e s e x c e lle n t in stru ctio n on th e te a ch in g o f th e B ib le, ‘ ‘L e t us h a ve , ’ ’ he s a y s , “ B ib le c la sses in w h ich th e effort sh a ll be s im p ly to learn w h at th e B ib le co n ta in s, w ith o u t m ix in g in a n y m odern question s. ” T h is is ju s t w h a t we w an t.

M a n y teachers h a ve form ed th e h a b it o f te a c h in g about th e B ib le, or te a ch in g m e n ’s th eo ries co n cern in g certain d octrin es, b u t in th e ch a ra cter b u ild in g o f C h ris tia n m is­sio n a ries le t the B ib le in its s im p lic ity h a ve a fair chance.

C h ild ren are in te n se ly in terested in B ib le b io g ra p h y ; n o th in g is m ore p lea s in g or m ore e n te rta in in g than B ib le n a rra tiv e . L et them h a ve it . I f teach ers are at a lo ss to k n o w how to ca rry on su ch a course o f B ib le in stru ctio n , th e y w ill find in v a lu a b le h e lp in th e B ib le course offered in th e M is­s io n a ry T ra in in g S ch oo l o f C o rresp o n d ­ence, o f Berrien S p rin g s . M ich. B y ca rry ­in g th is course, tea ch ers w ill th em selves s tu d y the B ib le s y s te m a tic a lly , an d th e ir w e e k ly stu d y w ill g u id e them in p resen t­in g th e B ible as a w h o le to th e ir p up ils.

T h e course b e g in s w ith the book o f G en ­esis. B y the tim e th a t book is com pleted, the stu d en t is fa m ilia r w ith its en tire s u b ­je c t m atter. T h o ro u gh and frequen t tests or d r ills in lo c a tin g th o u g h ts and in o u t­lin in g chap ters, is a s tro n g feature o f th e w o rk b y correspondence, and no teach er can ta k e th is course w ith o u t fin d in g in it a m ethod o f te a ch in g the B ib le to her p up ils. A s sam ple lesson s are sen t upon a p p lica ­tion, e v e ry teach er has a ch an ce to te st th e m ethod advocated b y D r. B a lla n tin e .

E. A. S.

Co-operation

I entered a classroom o f s ix t y ch ild ren o f about s ix y e a rs o f age. T h e ch ild ren w ere ju s t ta k in g th e ir seats, a ll sm iles and e x ­p ecta tio n . T h e y had been a t school b u t a few w eeks, b u t lo n g en o u g h to h a v e co n ­tracted a lo ve for it. T h e teacher to o k h is sta tio n before them , and a fte r m a k in g a

p la y fu l rem ark w h ich e x cite d a lig h t t itte r around th e room , and e ffe c tu a lly arrested atten tio n , he g a v e a s ig n a l for silen ce. A fte r w a it in g a m om ent, du rin g w hich e v e ry co u n ten an ce w as com posed and eve ry n oise h u sh ed, he m ade a p ra y er co n sis tin g o f a s in g le sentence, a s k in g th a t, as th e y had com e to ge th er to learn , th e y m ig h t be go o d and d ilig e n t. H e then sp ok e to them o f the beau tifu l day. asked w hat the}' k n ew abou t the seasons, referred to th e different k in d s o f fru it trees then in bearin g , and question ed them upon th e uses o f trees in co n stru ctin g houses, furn itu re, etc. F re ­q u e n tly he th rew in sp o rtiv e rem arks w h ich en liven ed the w h o le sch ool, b u t w ith o u t e ver p ro d u cin g th e s lig h te s t sym p to m o f disorder. D u rin g th is fa m ilia r co n versa ­tio n , w h ich lasted abou t tw e n ty m in u tes, th ere w a s n o th in g friv o lo u s or tr if lin g in th e m an n er o f the teacher: th a t m ann er w as d ign ified , th o u g h p la y fu l; and th e l i t t le je ts o f la u g h te r w h ich he caused the c h il­dren o cca sio n a lly to th row out w ere m uch m ore favo rab le to a recep tive state o f m ind th a n je ts o f tea rs.— Horace Mann.

Teaching Children to see

T h e o rd in a ry ch ild sees c o m p a ra tiv e ly l it t le in th e w’orld abou t him . T h e w onders o f th e trees and p lan ts in p ark c r m eadow , o f b ird s and in sects f ly in g abou t the house, float lik e sh a d o w y v is io n s before b is eyes. “ S e e in g , he sees not. ” H e needs a teach er w ho can open h is e ye s ar,d fix h is m ind on th e re a litie s am o n g w h ich h is d a ily life is p assed . T h is accu rate o b servatio n o f n a t­ural o b jects and facts, is the o n ly foun dation on w h ich s c ien tific a tta in m e n ts can rest. T h e s c ie n tis t is chit fly a man w ho sees bet­ter than h is fellow -men. T h e farm er's ch ild l iv e s w here he h a s th e best o p p o rtu n ity for su ch tra in in g . It is such te a ch in g th at the c h ild m in d craves. W ith it th e school b e ­com es a d e lig h tfu l p lace , and th e teach er an a n g e l o f l ig h t .— A . O. True.

I t is part o f m y re lig io n to lo o k w ell a fter th e ch eerfu ln ess o f life, and let the d ism als s h ift for th e m se lv e s .— L on isa M . A lcott.

348 T H E ADVOCATE

P R O G R E S S

Bethel Industrial Academy

B Y H . A . W ASH BU R N .

T h e fifth y e a r o f school at B eth el A c a d ­em y has opened th is fa ll w ith v e ry en co u r­a g in g prosp ects. A co m p a ra tiv e ly la rg e n um ber o f s tu d en ts h a ve a lw a y s been in atten d an ce at th e sch ool, and th e p resen t term sh o w an in crease over p re v io u s years. A v e ry earn est s p ir it p ervad es th e sch ool, on the part o f both stu d en ts and teach ers. T h e presen ce o f th e H o ly S p ir it has been m an ifested in a m arked degree, and w e e x ­p ect th e co m in g y e a r to be b etter than a n y p rev io u s one.

O ur teachers find a sp ecia l in sp ira tio n 'c o m in g to them as th e y en d eavo r in th e ir

w ork to plan the school a fter G o d ’s ideal. W e are s e e k in g in the sch o o l hom e to g iv e a tra in in g w h ich w ill m a k e refined C h ristian la d ies and ge n tle m en o f o u r stu d en ts, and th e b less in g o f th e L ord atten d s o u r tea ch ­ers as th e y en d eavo r to g iv e the stu d en ts th is cu ltu re .

G reat b le s s in g has com e to both teach ers and p u p ils as w e h a ve str iv e n in the c la ss w o rk in th e va rio u s lin es o f s tu d y , to m ake C h ris t the cen ter m ore than e v e r before. O u r sp ecia l aim at th is p lace for som e tim e, h o w ev er, h as been the d eve lop m en t o f the in d u stria l feature in ed u ca tio n . T h e p rac­tica l w ork in w h ich th e s tu d e n ts are en ­g a g e d , w h eth er in the do m estic arts , th e o p ­era tio n s o f a g r ic u ltu re , or ca rp en try , is b e ­in g m ade m ore and m ore ed u ca tio n a l in ch a ra cter, th e g o sp el iesso n s b e in g ta u g h t a s illu s tra te d in the w o rk .

In ad d ition to th is w e are se e k in g to do c la ss w o rk in the va r io u s lin e s o f in d u stria l stud}r, g iv in g a th o ro u g h , sc ien tific ch a ra c­te r to the in stru ctio n , as w ell as b a s in g it m ore on th e B ib le than w e h a ve in th e p ast. W e are co n scio u s o f the L o r d ’s p ieser.ee as

w e e n g a g e in th is w o rk . I can see th a t it ta k e s h o ld o f th e h earts o f o u r stu d e n ts .

O u r c la ss in ca rp en try is e n g a g e d in e re c tin g an addition to one o f our co ttag es, w h ich is to serve a s a d o rm ito ry for our

y o u n g m en. Som e o f th ese stu d e n ts w ere in th e ca rp en try c la ss la st year, and d u rin g th e absen ce o f th e teach er for one w eek th e y w ere ab le to g o forw ard w ith th e w ork w ith ­o u t h e sita tio n , e s t im a tin g the su p p lie s needed, and o rd e rin g th em -without error in ca lcu la tio n . T h e y are fin ish in g th e roof, and m a k in g th e w in d o w fram es. It is v e ry g r a t ify in g to n otice th e p ro gress w h ich these y o u n g m en h a v e m ade, and th e y all feel th at th e y h a ve g r e a tly p rofited b y th e ir w o rk in th is lin e.

W e are lo o k in g forw ard w ith grea t in te r­est to th e n e x t school yea r, w h ich , instead o f b e g in n in g in th e fall, and ru n n in g th ro u gh th e w in ter, w ill b egin in th e sp rin g , an d co in cid e w ith th e a g ric u ltu ra l season. W e e xp ect to see a g rea t deal m ore life in a ll o u r c la ss w ork as th e resu lt, and are co n fid en t th a t a rich er e xp erien ce a w a its u s as w e fo llo w the n ew p lan s w h ich w e h ave la id .

O ur e xp erien ce in th e tra in in g o f our y o u th im p resses us m ore and m ore w ith th e fact th a t G od is w o rk in g to acco m p lish g rea t re su lts th ro u g h th e y o u th w hom he h as g iv e n to us. A ll o u r teach ers find a g re a t in sp ira tio n in th e ir w ork, and w e re ­jo ic e in lo o k in g io r w a id lo the final re su lts o f our p resen t lab ors.

B ethel, Wis.

The Elk Point Industrial School

B Y S. J. BR AN SO N .

T h e w ork in th is p lace is new'. T h e school has been in p ro gress b u t one year; y e t G od h as b lessed a b u n d a n tly , and the resu lts are e n co u ra g in g . A n effort has been m ade to k eep co n tin u a lly before the stu d e n ts th e w o rk th a t lies before them as y o u n g people, and th e fact that the burden o f th is w ork rests upon them ; th a t each one is in d iv id ­u a lly respo n sib le to G o d , not o n ly for th e k n o w le d g e o f tru th w h ich he possesses, b u t for a il th a t it is p o ssib le for him to p ossess. It is our c h ie f aim th a t ever}^ one o f our b o y s and g ir ls .shall be th o ro u g h ly co n v e rt­ed to G od, and con secrated to h is service .

A num ber o f th o se w iio w ere here d u rin g the p a st y e a r have retu rn ed to th e ir hom es

T H E ADVOCATE 349

w ith a b rig h t, new C h ris tia n exp erien ce , b r in g in g jo y to th e h earts o f fath er and m other, and c a rr y in g new life and zeal in to th e l i t t le hom e ch u rch es w here th e y live . T h is has g iven us co u rag e and fa ith in God, th a t h is hand is g u id in g in o u r lit t le school, and th a t he w ill g iv e su ccess.

W e feel th at, first o f a ll, th e stu d e n t m ust reco g n ize th e c la im s o f G od upon him , su r­ren der a ll to G od, and re ce ive a new h eart. T h e n he is read y to g iv e the p ow ers o f h is b e in g — m ental, sp ir itu a l, and p h y s ic a l— to be developed h a rm o n io u sly un der th e g u id ­ance and tea ch in g o f the H o ly S p irit.

In a rra n g in g o ur course o f s tu d y for th e co m in g yea r, w e h a v e tried to se lect th o se su b jects w h ich w ill be needed m o st in p rac­tic a l C h ristia n life ,— su b jects th a t w ill form a good foundation for fu tu re w o rk .

G od is c a llin g h is people b ack to sim p ler liv e s , liv e s s im ila r to th a t o f th e M an o f G a lile e . In order th at our y o u th m a y be tra in ed fo rsu ch a life , we feel th a t w e m ust m ain tain th e grea test s im p lic ity in th e sch o o l. A thorou gh u n d erstan d in g o f the com m on branches, and th e B ible, w ith th e a b ility to do good, hon est, fa ith fu l w ork w ith the h an ds, is, w e believe , th e best foundation o u r y o u n g people can h a v e on w h ich to build for fu tu re w ork.

W e are p la n n in g to m ake, and are m a k ­in g , in d u stria l tra in in g a stro n g feature o f th e school w o rk . W e h a ve a sm all farm o f fifty acres, w h ich is to su p p ly th e founda­tio n m ateria l for a ll o ur in d u stria l w ork.

W e grew e ig h t acres o f broom corn th is season, w h ich y ie ld e d w ell. T h is w e w ill m ake up in to broom s th is co m in g w in ter. W e h ave the m a ch in ery and a p ra ctica l broom -m aker, w ho w ill tak e ch a rg e o f th e w o rk and teach th e students.

O u r tom ato p atch h a s been a so u rce o f sa tis fa ctio n as w ell as profit. F rom the th ree acres we had p lan ted , m ore than five hu n dred b u sh els h a ve been gath ered and sold at from $.50 to $1.35 per b u sh e l. In one d a y w e p icked and prepared for sa le one hu n d red and th irteen b u sh els o f tom atoes.

W e h ave purchased ca n n in g m ach in ery, and sh a ll be prepared to ru n a sm a ll ca n ­n in g p la n t n e x t season.

W e h a ve p lan ted stra w b erries and sm all fru its on a part o f th e farm , and are lo o k ­in g forw ard w ith in terest to th e ir d evelop ­m ent.

W e e x p ec t in uch o f G o d ’s b lessin g on o ur w o rk as we ta k e up th ese lin e s w h ich he has said sh o u ld be th e A B C o f ed u catio n .

T h e m ost p recious p art o f th e w ork to m e is o u r d e vo tio n a l services. It is indeed re fresh in g to th e so u l to h e ar som e o f th e p ra y ers th a t ascen d to G od from o ur s tu ­d e n ts ,— p ra y ers for the b le ss in g o f G od on o u r w o rk here, and p rayers for th em selves as in d iv id u a ls , th at th ey m a y receive ju s t th e preparation th a t w ill fit them to fill th e ir p laces in th e g re a t w ork o f G od. T h ere are earnest p ra y ers for u n co n verted p aren ts, ch ildren p lea d in g th a t th e Spirit o f G od m a y touch th e heart o f father or m oth­er, and th a t th e y m a y surrender to him

O ne m an w h o is not a C h ris tia n v is ite d us, and a fte r o u r F rid a y e v e n in g m eetin g said to me, “ I am g la d th a t m y ch ild ren are in such a sch o o l as th is. I am g la d th a t th e y can be un der such in flu e n c e s .” H is h eart had been tou ch ed as he listen ed to th e p ra yers and testim o n ies o f h is c h il­dren, one o f whom w as not a C h ristia n w hen he had seen h er la st. I firm ly be lieve th a t G od h as ord ain ed o ur sch ools, n ot o n lj to ed u cate y o u n g people for service , but to u n ite fam ilies in the tru th , and to b rin g p aren ts and ch ild ren into clo ser touch w ith each o th er and w ith G od.

E lk P o in t , S . D ak.

. School Work in New York

B Y HOM ER W . CA R R

T h e school w o rk in th is state is ad va n c­in g . T h ere seem s to be be a stea d y gro w th o f th e co n victio n in th e m in ds o f our peo­p le th a t esp ecia l w ork for o u r y o u th and ch ild ren m u st be co n tin u ed . A s a re s u lt o f th e ch u rch sch o o l w ork la st year, m ore th an fo rty y o u th and ch ild ren w ere b a p ­tized ; m a n y o th ers re c e iv in g la s t in g im ­p ressio n s w h ich w ill bear fru it later. Som e o f o u r y o u th h a v e go n e d ir e c tly in to th e w o rk . O th ers h ave entered a g a in th is y e a r w ith th e sam e ob ject in v ie w . O ctober i„

35» T H E ADVOCATE

an in term ed iate school w as opened w ith tw o exp erien ced teach ers at M in netto , O s ­w ego C o. In term ed iate w ork w ill be done in o th er sch ools.

W e h a ve seen good re su lts w hen m anual la b o r has been a p art o f th e school w o rk . S tu d e n ts e n g a g e in s tu d y w ith m ore relish after an h o u r or tw o o f labor on th e farm . T h e y also e n jo y the labor w ith w h ich we h a ve com bin ed in stru ctio n in m orals as w ell as th e scien ces.

W e s h a ll con duct s ix te e n sch o o ls, and p o ss ib ly m ore, in the conference th is year.

T h e L,ord is h e lp in g us to overcom e d iffi­c u ltie s as w e m ove o u t in obedience to h is d irectio n s for th e education o f the ch ildren . It is our a im to w ork ste a d ily on u n til the L ord o f th e h a rv est sh a ll g a th e r th e gra in in to h is ga rn er.

The Sheridan Industrial School

B Y N.' W . KAU BldS

" N o t m a n y y e a rs ago , one co u ld coun t on h is fin gers th e n um ber o f C h ristian In d u s­tr ia l sch o o ls. I t is not so now . N or is the lim it reached in th e m a n y in stitu tio n s o f th is ch a ra cter th a t h a ve sp ru n g u p ■within th e la st decade. T h e re is m ore ca ll for such sch o o ls, and a g rea ter dem and than ever before for the ta le n t and s k il l th u s d e v e l­oped.

It becom es in te re stin g , therefore, to in ­q u ire w h at h a s b ro u g h t ab ou t th is co n d i­tio n . W h y so su d d en ly , as it w ere, h a ve C h ris tia n ed u cato rs d isco vered th a t th is w o rk is d esirab le? T h e a n sw er to th is question em braces a num ber o f reasons, but tb e scope o f th is a rtic le does not adm it o f su ch a d iscu ssio n ; therefore, w e m ere ly s ta te a few fa cts re la tiv e to the o rig in and w o rk o f the S h erid a n In d u str ia l Sch ool, and lea v e th e reader to d raw h is ow n con ­c lu sio n s.

I t is a w ell reco gn ized fact th a t C h ris tia n p eop le are g iv in g m ore th o u g h t to th is m at­ter than th e y did a few yea rs a g o . A s a n atu ral resu lt som e o f the people o f I llin o is decided th a t defin ite step s m ust be tak en to g iv e th e ir ch ild ren a tra in in g th a t w ould d evelop them m e n ta lly , m orally , and p h y s ­

ic a lly . T h e th e o ry th a t th is should be done is not a lto g e th e r new , but th a t th is tra in ­in g sh o u ld em brace d a ily exe rc ise in usefu l e m p lo ym en t is a m ore m odern idea. T h e b e lie f th a t d a ily usefu l em ploym en t, eor- re llated w ith m ental and sp iritu a l tra in in g , is esse n tia l to a w ell rounded c h a r a c te r lie s back o f the o rig in o f the S h erid an In ­d u stria l S ch oo l, and co n stitu te s the in sp ir­atio n o f a ll its p lan s and w o rk . In stead o f exe rc ise in baseball, football, and others o( the so-called a th le tic sp orts, p h y s ica l tra in ­in g is d irected in th e lin e o f usefu l lab or. H ere in con n ection w ith the c la ss w o rk is found a w ide field for m ental and sp ir itu a l cu ltu re .

R e su lts o f such a co u rse o f s ch o o lin g are the best a rg u m en ts in its favor. T h ese re­s u lts w ould not presen t an a rgu m en t so favo rab le to the plan i f those a lon e w ho are stro n g p h y s ic a lly , m e n ta lly , and m o ra lly , had been the o n ly su b jects o f its influence; b u t since th is school opened its doors it h as been to deal w ith th e p h y s ic a lly stro n g and th e p h y s ic a lly w ea k , th e m e n ta lly d u ll and th e m e n ta lly b r ig h t, th e m o ra lly co n ­s c ien tio u s and th e m o ra lly la x .

D u rin g th e three y ea rs o f its h isto ry , th e stu d en ts o f the S heridan In d u stria l Sch ool h a ve en g ag ed in c la ss w o rk from 8:45 to 12:40, five d a y s in the w eek , and each one h as perform ed fi fty-si x h o u rs o fm an u a l labor eith er in-doors or o u t doors, each m onth oi tw e n ty -e ig h t d a y s. D u rin g th is tim e not a s in g le serious case o f illn e ss h as occurred. W ith o u t exce p tio n th ere h as been p h y sica l im p ro vem en t. T h e m ental p ro gress un der th e circu m stan ces is equ al to a n y th in g the w riter h as observed d u rin g h is exp erien ce as a teacher. T h ere h as a lso been a m arked degree o f sp iritu a l g ro w th . N e a r ly e v e ry stu d en t is now a C h ris tia n . M an y of th e co n versio n s h a ve been u n d er th e in flu en ce o f th e sch o o l. T h e d isc ip lin e o f the school is now a sm a ll problem com pared w ith th e tim e before th e in flu en ce o f th is tra in in g had borne fru it.

A ll labor o f the school is perform ed b y teach ers and stu d en ts. E a ch teach er has a departm ent o f m anu al tra in in g for w h ich he is respo n sib le. A sso cia ted w ith h im are

T H E AD VO CA TE 35*

a n um ber o f s tu d e n ts . In co u n sel w ith th e teacher, each stu d en t decides upon the sp ecia l lin e o f in d u stry he w ill fo llow . T h is p lan h as not o n ly been g r a t ify in g in its re su lt o f e n a b lin g stu d en ts to do som e­th in g w ith th e ir han d s, b u t p ro ves co n ­c lu s iv e ly th a t one w ho labors d a ily w ith h is han ds is able to do b etter m ental w o rk than one w h ose efforts are confined to b ooks. T h e m oral in flu en ce o f u sefu l p h y s ic a l e x ­ercise is fu lly as grea t.

T w o co ttages, b u ilt th is fall b y studen ts, s ta n d a s object lesson s o f th is p lan o f sch o o l w o rk . O ne o f th e stu d en ts is n ow d o in g accep tab le w o rk as a sten o gra p h er. T h e g ir ls do e q u a lly w ell as th e b o y s. F re q u e n tly th e y h a v e s u cce s sfu lly assum ed ch a rg e o f th e hom e, c a r in g fo r th e house, an d d o in g la u n d ry and k itch en w o rk w ith ­o u t th e aid o f a m atron.

It is w ell to note th a t th ese resu lts h a v e been a tta in ed w ith few fa c ilit ie s . W h a t m a y be done w ith m ore exp erien ce and b e tte r fa c ilit ie s rem a in s a qu estio n for th e fu tu re to so lve .

Starting an Industrial School

BY T. H. JEYS.

In a sk in g for a d escrip tion o f th e Io w a In d u str ia l A ca d e m y , lo cated near S tew a rt, Iow a, I w ill s a y , th e ed itor o f th e A d v o c a t e h as asked a hard th in g , for w e are now in th e v e ry th roes o f th e a tte m p t to begin o ur fa ll term on tim e. I sh o u ld p refer to w rite an a rtic le a fter our sch ool h as opened, for it is m ore b eco m in g to boast on p u tt in g o ff th e harn ess th a n w hen w e are ju s t p u tt in g it on.

C o n cern in g th e d is tin ctiv e feature o f our sch o o l, I th in k I m a y d escribe th a t at p res­en t as a u n ited effort on the p art o f o u r w o r k in g force to rem ain firm to th e co n ­v ic tio n th a t th ere is su ccess for th is m o ve­m en t in b e h a lf o f o u r y o u th in th e face o f th e p red iction o f som e, th a t th e w o rk can b rin g o n ly d isaster.

W e are sch ed u led to begin w ork O ctober6. W e have th e nam es o f abou t s ix t y s tu ­d en ts w ho h a ve s ig n ifie d th e ir d esire to com e. W e h a v e room s prepared to ac­

com odate abou t th ir ty , and are w o rk in g e a r ly and late in order to h a v e our b u ild ­in g s as n e a rly ready as p o ssib le .

T he field is ripe. S tu d e n ts are w a it in g . W e h a v e no in ten tio n o f fa ilin g , n eith er are w e lo o k in g for an e a sy tim e. T h e co u r­a g e o f o u r w o rk ers w as n ever better. W e are le a rn in g to do th is w o rk as w e g o a lo n g, and th e Lord is h e lp in g us. W e s h a ll not be ab le to teach a n y o f th e trades th is year. W e sh a ll c u lt iv a te th e so il and ra ise sm all fru its and n u rsery s to c k , in cre a s in g our fa ­c ilit ie s as w e are ab le.

[T h e work, o f th e Iow a In d u stria l A cadem y w as carried on last w in ter in a b u ild in g in S tew art, Iow a, and d u rin g the su m m er the erection o f a sch ool b u ild in g and tw o d o rm ito ries has been b e. gun. It is th is w ork to w h ich B roth er Jeys re­fers w h en he says, "‘ W e are w o rk in g early and late in order to h ave our b u ild in g s as n early read y as p o s s ib le .’ ’] — E d i t o r .

A . H . P i p e r , a teach er in A ro ra n g i, R a ro to n g a, C o o k Islan d s, a fter read in g the ca len d ar o f E m m an u el M issio n a ry C o lle g e , w rote, “ A s I read y o u r ca len d a r and n o ­ticed th e p lan o f ta k in g one m ain stu d y at a tim e and co m p le tin g it in a sh o rt period, I could not help th in k in g o f th e p r iv ile g e th a t m a n y y o u n g m in isters and o th ers h ave w ho liv e near en o u g h to a tten d . M ay th e y see th is o p p o r t u n e and gra sp it. I am do­in g w h a t I can p riv a te ly , but it ta k es m uch w ill p ow er to s t ic k to o n e ’s stu d ies in th is en e rv a tin g clim ate. I sh o u ld l ik e to b e­com e one o f y o u r s tu d e n ts .”

B r o . H. W . J o h n s o n , o f M esick , M ich ., w rites: “ W e b egan school y e ste rd a y ,bu t are g r e a tly crip p led for books. W e need at once B ib le R eader N o. 2, and p e r­hap s N o. 3, and th e secon d book in A r it h ­m etic. H ow soon can w e h a ve these books? W ill th e new ed itio n o f B ib le R eader No. 1 be rea d y soon? ”

M r s . L . A . C u r t i s , of Bedford, M ich ., w rites th a t sh e has opened h er sch o o l w ith an atten dan ce o f n in eteen . F o u r o f th em are not ch ild ren o f S e v e n th -d a y A d ­v en tis t paren ts.

352 T H E ADVOCATE

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.•ayabie to T h e A d v o c a t e , Berrien Springs, Mich.

W hat a Tract Did.— W orld Wide M issions gives th e fo llo w in g bit o f h istory:—

‘ 'Early in 1&19, while waiting to see a patient, a young physician in New York took up and read a tract on mis­sions, which lay in the room where he sat. On reaching home he spoke to i.is wife of the question that had arisen in his mind. As a result they set out for Ceylon andi later, India, as foreign missionaries. For thirty years the wife, and for thirty-six years the husband, labored among the heathep, and then went to rest awaiting their reward. Apart from what they did directly as missionaries, they left behind them seven sons and two daughters. Each of these sons married, and. with their wives, and both sis­ters, gave themselves to the same mission work. Already several grandchildren of the first missionary have betome missionaries in India. And thus far thirty of that family —the Scudders—have given five hundred and tweuty-nine years to India missions.”

T h ere are a n um ber o f tracts d ea lin g w ith ■ v a ­rious p h ases o f C h ristian education. T h ese sh ould be read and circu la ted . In th e k in gd o m resu lts eq ual to those a lread y d escrib ed m ay be seen. Sen d fo r a s u p p ly o f ‘ H ow M ission aries A re M ade, ’ ’ put up in p a cka g es o f 100 at 75 cen ts p er p ackage , and “ W hy C h ristian s S h o u ld M aintain Sch ools for th e ir C h ild re n ,” in p a cka g es o f 100. at 50 cen ts per p ackage . A d d ress, th e A d vo cate P u b lish in g Co., B errien Sp rin g s, M ich.

Bible Reader, No. 1.— The c a lls for B ib le ReaderNo. 1 have been nu m erou s th is fa ll. T h e p la tes fo r th is book w ere burned in th e Review and H er­ald fire, and the b ook w as out o f print. T h is lit t le reader has now been rev ised , new illu stratio n s h ave been added, and it w ill be read y fo r circu la tio n th is fa ll. F ile y o u r ord ers w ith the A d vo cate P u b ­lis h in g Co. T h e first section (.32 p a g es) w ill be sen t to those w h o have c la sses w a itin g fo r th e b ook, at. 5 cen ts p er co p y. A ddress, A d vo cate P u b lish in g C o., B errien Sp rin g s, M ich.

Teachers, A ttention!—T h is is the secon d time th a t th e A d vocate P u b lish in g Co. has asked for th e p resen t add ress o f e v e r y C h ristian teach er. T h is is n ot a selfish request. T h ere is m atter in w h ich you are in terested w h ich w e w ish to send yo u . Be k in d en ou gh, th erefo re , to send us y o u r add ress, and the nam es and a dd resses o f a ll o th er teach ers w ith w hom yo u m ay be acqu ain ted . W e have had m any calls fo r a co m p lete d irecto ry o f C h ristian teach ers, and it is im p ossib le fo r us to p u b lish th is u n til w e have m ore d efin ite in form atio n. It should ap p ear in the n ext issu e of th e jo u rn a l, th erefo re an e a r ly resp onse w ill be ap p recia ted . A d d ress, The A d vocate , B errien Sp rin g s, M ich.

A New Series of Bible Lessons.— M rs. L- M. M cK ib b in , H eald sb u rg, C al., in v ite s co rresp o n d ­en ce w ith all w ho are in terested in te ach in g the B ib le to ch ild ren , as she has prep ared an o u tlin e o f stu d y c o v tr iu g fo u r y e a r s ’ w ork.

The Life Boat.— H ave y o u read the O ctob er Lif& Boa/'? It is b iim fu ll o f good th in g s. One article a lon e, ‘ ‘ Dr. Bernardo, th e F ath er o f N o b o d y s C h il­d re n ,” is w o rth a ll the e ffo rt you w ill put forth to c ircu la te th is issu e . I f you are not a lread y u sin g it, send for a su p p ly . A ddress, D avid Pau lson , M. D ., 28 33rd P lace, C h icago , 111.

Teaching Drawing.— F ree-h and d raw in g sh ou ld be a part o f th e program in e v e ry C h ristian school. W ith crayon and p e n cil e v e r y teach er sh o u ld be a b le to illu strate the B ib le sto ries and the scien ce lesson s. A u g sb u rg 's M anual and D raw in g T ab lets are ju s t w h at yo u ueed. T h e M anual is in tw o v o l­um es, p rice 75 cen ts each. T h e d raw in g tab lets, w ell-graded , e ig h t in a se rie s , 15 cen ts each . A d ­dress. th e A d vo cate P u b lish in g Co., Berrien S p rin g s, M ich.

How to Punctuate.— B y P ro f. D . D. R ees, of U nion C o llege, is a lit t le b ook th at m akes p u n ctu a­tion easy fo r th e gram m ar studen t. Th is te x t w as prep ared e s p e c ia lly for o u r sch ools, and has b een p laced in the s u g g e stiv e cou rse o f s tu d y as ou tlin ed b y the te x t book com m ittee of the E d u c a ­tio n al C o n feren ce re ce n tly h e ld in C o lleg e V ie w , N eb. “ H ow to P u n ctu a te ” should be correlated w ith gram m ar in a ll th e sch ools. S u b stan tia lly bound in clo th , 40 cents. Sen d orders to th e A d v o ­cate P u b lish in g Co., B errien S p rin g s, M ich.

S ch o o l B o o k s .— T h e A d vocate P u b lish in g Co. is prep ared to su p p ly th e sch o o l and te x t b ooks that are now b e in g used in C h ristian sch ools. A p rice lis t o f su ch b ooks w ill be m ailed fre e on request. A d d ress, T h e A d vo cate P u b lish in g Co., B errien S p rin g s, M ich.

FIVE DOLLARS EASYS en d me as m any nam es as p ossib le , S. D A d ­

v en tists or others, w h o o u g h t to b e s e llin g b ooks on p resen t truth fo r this lim e, re ferred to b y C h rist as lik e the d ays o f Lot and the d ays o f N oah. I w ill k ee p a record of the nam es you send, and i f I g e t any of th em to s e ll fifty or m ore co n ies of “ Pla in F a c ts fo rB o th S e x e s ,” b y Dr. J. H. K e llo g g , I w ill g iv e yo u $5.00 cash fo r s im p ly sen d in g th e nam es. T h e w orld n eed s th is truth: and w ith Dr. M ary W o o d -A llen ’s nam e as S u p erin ten d en t P u rity D epartm en t, W orld ’s W . C. T . T . U ., at the head o f our list as E x am in e r o f L iteratu re , agents find a ll doors open, and avera g e $too sa les p er w eek. F o r fu ll d escrip tio n of the rev ised and en larged ed itio n o f "Plain F a c ts .” ju st issu ed , see A u g u st n um ber o f “ Good H e a lth ,” or send one cen t stam p for our plan. Send y o u r ow n nam e With oth ers, and get an extra $5 i f you sell fifty books. T eachers do it in spare tim e. S p ecia l term s. A d d ress, Health and Purity Library, F. E. B eld en, M anager, B at­tle C reek , M ich.

OUR IDEAS OF EDUCATION

“ O ur ideas o f education take too narrow and too iow a range. T h ere is need o f a broader scope, a h ig h er aim . T rue education ' m eans more than the peru sal o f a certain cou rse of stu d y. It m eans more than a preparation for the life than now 'is. It has to do w ith the w hole being, and w ith tlie w l v l e p erio d o f e x ­istence possib le to man. It is the harm onious d evelop m en t o f the p h ysica l, the m ental, and ihe sp iritu al pow ers. It p rep ares the stu den t f o r the jo y o f serv ice in th is w orld, and for the h igh er jo y o f w id er serv ice in the w orld to com e ”

T h e ab ov e is from the opening- p a rag rap h o f the new volum e b y Mrs W hite, cfttitled. " E d u c a tio n .”

EducationBY WRS. E. G. WHITE

Contains 321 p&ges» and is beautifully bound in doth,

r . * -. .Price, $1.25.. ,

•To show how this tjnduiing atjd "harmonious development” may be realized by tlie'y'oiltli. t he parent, the teacher, the writer, the tiller of the soil, and the business man, is the object of thiswork. - ' . i. . • ;« : r

Do you belong to one of ,these classes?If so. you .surely tUied aj flnce tfie .htssoos.'ahd counsel con­

tained in this book.-And after reading it/j©ujgel|, you wijl jvisJj tp talk with your

friends about it.We have therefore devised plans which will make such work

profitable to you.W rite for particulars and descriptive circular to

PACIFIC PRESS PUB. CO. THE ADVOCATE PUB. CO.Oakland, Cal.

W. 20th St.V V . C itv .

r8 W. 5th st.K a n sa s C 'iiv . Mo

Berrien Springs,

Michigan

The Place of

The Bible in EducationB Y A L O N Z O T R E V t E R + O N E S

At this time, when people everywhere vtondef what place the Bible should hold in education'/you should he well informed.

When legislatures pass laws regarding the u$£ of the Bible in public schools, every one should know for himself what place the Book of books should hold in edut ation _ r .

Do >011 consider the Bible an educational booV?1' Then to what place do \ou assign it in the system of schools that you advocate?

When the Bible is given its proper place in an ed­ucational svstcm. there is developed that th re e ­fo ld tr a in in g for which mankind is looking,, and, which develops a p e rfe c t c h a r a c te r — thecAiject of true education.

The following are some of the interesting topic» ‘ discussed in the hook:— • ■ • ' .Christian Education Contrasted w ith the

W orld ’ s Education.The B ible's R ig h t to Supreme Place in Christian

Education, as illustrated in the Lift: of DanKoF,. a> d David, and Solomon.

The Greek or Scientific Method of Education, resu ltin g in A Union of Church and State, and The Bible in its P lace resu ltin g in The Separation of C h ristian ity and the State-

250 Pages. Paper Covers 25 Cents.A d d r e s s . A d v o c a t e P u b . C o .

Berrien Springs, Mich.

«■»'The Story of Daniel the Prophet

, ' < '¿1 By: 5. N. HASKELL

( i t

“ The S to ry o f D aniel the P ro p h et” is so s im p ly told that it w ill in terest a ch ild .

- It con tain s tru ths lor m ature m inds to ponder

R evised and en larged. A d ap ted to Use in 1 fie schoolroom .

' 370 pa£esBound in Cloth

Price, postpaid, $1.00

A d d re s s , T h e A d v o c a t e P u b . C o .

Berrien Springs, Mich.

Study by CorrespondenceW h y is it that you so often resolve to pursue

a definite course of study and fail to put that

resolve into execution?

Every Christian should be a student. There

is no time when it is right to cease to make

progress. T he spirit of study should character­

ize every home.

For whom is study by spondence conducted?

For the great body of young people whose

services are needed in the spread of the gospel.

For parents who desire to see their children

brought up in the nurture of the Lord.

If not able to enter school, you can do thor­

ough work in your own home.

Do you want to improve the winter even­

ings?

F u ll particulars concerning the Correspondence School,

the course offered, tuition, credits given, etc., sent free, on

application to—

T h e M i s s i o n a r y T r a i n i n g

S c h o o l o f C o r r e s p o n d e n c e ,

B e r r i e n S p r i n g s , M ic h .

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U N O C O . . P R I N T C M , B C R R I C N t P R I n a i M I C H I G A N