Report of the Cleveland (Ohio) Principals’ Meeting by Frederick Griggs; C. C. Lewis

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Aug 6, 1908

Report of the Cleveland (Ohio) Principals’ Meeting

By Frederick Griggs; C. C. Lewis

A MEETING of principals and educational secretaries was held in the Seventh-day Adventist church, at Cleveland, Ohio, July 3-8, 1908.

The Enrolment

Although the attendance was not large, it was widely representative, as the following enrolment will show:—

General Conference Laborers.—A. G. Daniells, president General Conference; Frederick Griggs, chairman of the Department of Education of the General Conference; M. E. Kern, chairman General Conference Young People’s Missionary Volunteer Department, all of Takoma Park, Washington, D. C.; C. C. Lewis, secretary General Conference Educational Department, College View, Neb.

Principals.—H. R. Salisbury, Foreign Mission Seminary, Takoma Park, Washington, D. C.; M. E. Cady, Walla Walla College, College Place, Wash.; C. C. Lewis, Union College, College View, Neb.; S. M. Butler, Mount Vernon College, Mount Vernon, Ohio; C. Sorenson, Keene Academy, Keene, Tex.; B. F. Machlan, South Lancaster Academy, South Lancaster, Mass.; M. B. Van Kirk, Graysville Academy, Graysville, Tenn.; W. L. Avery, Cedar Lake Academy, Cedar Lake, Mich.; J. B. Clymer, Elk Point Academy, Elk Point, S. D.; R. B. Thurber, Adelphian Academy, Holly, Mich.; A. W. Spaulding, Bethel Academy, Bethel, Wis.; H. J. Sheldon, Maplewood Academy, Maplewood, Minn.; A. W. Hallock, Walderly School, Hawthorne, Wis.; A. M. Woodall, Western Slope Academy, Palisade, Colo.; Thos. D. Rowe, Hazel Academy, Hazel, Ky.; W. J. Blake, Oakwood Manual Training Academy, Huntsville, Ala.; C. G. Howell, Cumberland Industrial School, Daylight, Tenn.; R. G. Ryan, Shenandoah Valley Academy, Newmarket, Va.; O. J. Graf, Emmanuel Missionary College, Berrien Springs, Mich.; Stanley C. Morian, Takoma School, Takoma Park, D. C.

Secretaries.—M. B. Van Kirk, Southern and Southeastern union conferences; M. E. Cady, North Pacific Union Conference; B. E. Huffman, Central Union Conference, College View, Neb.; C. L. Benson, Northern Union Conference, Minneapolis, Minn.; W. E. Straw, Lake Union Conference, Berrien Springs, Mich.; Anna E. Rambo, New Jersey Conference, Fairton, N. J.; Bessie E. Acton, Ohio Conference, Mount Vernon, Ohio.

Teachers.—Mrs. Lenna W. Salisbury, Takoma Park, D. C.; Ruth H. Hayton, Takoma Park, D. C.; Janet Haskell Ryan, Newmarket, Va.; Irwin Hewitt, Indiana, Pa.; Mary Barrett, Atlantic City, N. J.; Bertha Laughlin, Chagrin Falls, Ohio; Samuel L. Frost, Yorktown Heights, N. Y.; Myrta M. Kellogg, director Normal Department, Mount Vernon, Ohio; Norma O. Cobb, preceptress, Mount Vernon, Ohio; Roscoe U. Garrett, Berrien Center, Mich.

Others.—R. G. Patterson, pastor of the Cleveland church; H. H. Hall, representing the Pacific Press, Mountain View, Cal.; Elder James E. Shultz and wife, Mount Vernon, Ohio; Elder O. A. Johnson and wife, Norway; Elder E. E. Andross, Philadelphia, Pa., president Columbia Union Conference; Elder B. F. Kneeland, Trenton, N. J., president New Jersey Conference; Elder W. H. Heckman, Philadelphia, Pa., president Eastern Pennsylvania Conference; Mrs. M. E. Kern, Takoma Park, D. C.

Total enrolment, forty-seven.

Plan of Work

The time of the opening meeting Friday evening was occupied with words of welcome and responses, and an address by Elder A. G. Daniells on “Keeping Pace With the Message,” in which he reviewed the rapid advancement of the work in recent years. We used to talk about “pushing the work,” but that phrase no longer expresses our relation to the message. We are swept along as if carried by a cyclone in our efforts to keep up with the calls of the hour.

Sabbath forenoon, after the delegates had joined with the church in their regular Sabbath-school, Elder Daniells spoke on “The Work and the Reward,” tracing the origin, purpose, and progress of the third angel’s message, and drawing from the Scriptures a vivid description of the reward awaiting those who faithfully continue in the work of the Lord until its final triumph.

In the afternoon a symposium was held on the “Necessary Elements for Successful Workers,” followed by a consecration service led by Elder E. E. Andross. In the evening Prof. Frederick Griggs presented an address on “Our Schools: the Survey and the Outlook.”

From this time onward the meeting assumed a more informal character, the discussions being conducted after the manner of round-table talks. The topics were introduced by two persons previously appointed, and were then thrown open for informal consideration as long as the interest seemed to demand. This method gave opportunity for questions and answers and a free interchange of views and experiences very profitable to all.

At the beginning of each meeting a committee of three was appointed to follow the discussions of that particular meeting, note the important points brought out, and crystallize the consensus of opinion into reports or recommendations, which were brought before the convention in its closing meetings. These were then criticized, revised, and amended, and finally adopted.

This report will not follow the meetings in their order, but will take up the subjects considered, and present the conclusions reached, with a few of the more helpful suggestions and remarks made during the discussions.

Grading and Promotion

One entire afternoon was devoted to the matter of co-operation in the grading and promotion of students from the lower to the more advanced schools.

It was generally agreed that the lower schools should not attempt to do work for which they are not prepared. Thoroughness and efficiency are necessary. Let the different primary and intermediate schools be built up as far as they can do good work. Our intermediate schools generally are not prepared to go beyond the tenth grade. These schools should be multiplied and strengthened.

Attention was called to the fact that two policies are being followed by different conferences. Some conferences are building up several intermediate schools; others are concentrating their efforts on one strong academy. Some thought that one of our greatest dangers lies in the multiplication of colleges. We do not need more higher schools so much as we need the better equipment of our intermediate schools. On the other hand, these schools should not attempt to train bookkeepers, teachers, etc. The fact was brought out that the Testimonies have said distinctly that there should be several intermediate schools in those conferences strong enough to sustain them, and that these should not be called State or conference schools. That idea would tend to prevent the establishment of other intermediate schools in different parts of the conference where they may be needed. Another statement is to the effect that these schools should serve those portions of the conference where they are located, and that other schools should be established in other parts of the conference where they are most needed. Whether a conference should pursue the policy of establishing one strong academy or several intermediate schools would depend largely upon the particular condition of that conference, but it seemed to be agreed by the delegates that one of the strongest needs at present is the establishment of more, and more efficient, intermediate schools.

Some consideration was given to the idea of providing a system of examinations to be issued by a board of examiners appointed by the General Conference Committee; but while some good reasons were offered for such a plan, it was finally thought best to leave this matter in the hands of the union conferences.

Examining Boards

“Whereas, Our educational system has not yet been unified in harmony with Recommendation 10, passed by the College View Educational Convention, 1906 (‘Story of the Convention,’ page 82); our therefore,— “We recommend, That each union conference have an examining board composed of the union conference educational secretary, the head of the training-school for the union, the local conference educational secretaries, and the heads of schools. This examining board should provide questions, conduct examinations, and issue certificates of promotion for all subjects completed in church-schools, intermediate schools, and academies; and should grant certificates to the teachers of these schools.”

Report Blanks

A committee consisting of union conference secretaries took into consideration the subject of reports and blanks, and perfected a system of blanks covering all the needs of our school work. The blanks are now in the hands of the chairman of the Department of Education of the General Conference, and it is planned to have them published in time for the opening of the schools this fall. The report as adopted is as follows:—

“1. That the following forms and report blanks, approved by the secretaries, be published by the Department of Education of the General Conference, and recommended to the union and State conferences for general use:— “(a) Teacher’s contract; (b) teacher’s enrolment list and report at commencement of school; (c) teacher’s monthly report; (d) teacher’s final report; (e) pupil’s monthly report and promotion card; (f) church-school treasurer’s annual report; (g) annual report of the secretary of church-school board; (h) order blanks for the use of school boards. “2. That the forms and requirements of teachers’ certificates be left in the hands of each union conference. “3. That all other records and report blanks necessary be referred to the union conference educational secretaries, to be reported at the council next spring. “4. That the Department of Education of the General Conference be requested to provide for the preparation of a series of leaflets on Christian education, emphasizing especially the different phases of primary school work.”

Plans of Boarding

The discussion of the respective merits and demerits of the American and European plans of boarding was interesting and profitable. Each system is practised among our schools, and naturally was strongly advocated by those who practise it. It was admitted that the European plan affords better opportunity for economy, personal choice, and good judgment in the selection of food; but it was contended that the American plan is the more natural, and is better adapted to teaching good manners and thoughtfulness for the wants of others. The following summing up of the discussion was unanimously adopted:—

“Your committee, after listening to the discussion of the American and European plans of boarding in our schools, are of the opinion that each plan presents so great advantages that it would not be wise to recommend all our schools to adopt either system, but rather leave them free to act as seems best under their different conditions. At the same time, we would earnestly urge the matrons, preceptresses, and principals of our schools to make special efforts, through table talks, lectures, etc., to train the students in right habits of table manners and healthful eating and drinking, whichever plan of boarding may be followed.”

The Foreign Mission Seminary

The purpose and plans of the Foreign Mission Seminary were set forth by its president, Professor Salisbury, and by Elder Daniells. Its object is to speedily prepare those whose previous education and experience are such as to make them eligible for appointment to mission fields, for such mission service. Its courses and plans are determined by the needs of the missionaries. The first essential is a knowledge, at once comprehensive and definite, of present truth. Hence the study of Bible doctrines from the standpoint of the missionary’s work. The second essential is a knowledge of hygiene and dietetics, and of tropical diseases, their causes, prevention, and treatment. A third essential is a knowledge of the language of the people for whom the missionary expects to labor. While this language can not always be studied in the Seminary, yet a general experience in language study may be obtained, which will enable its possessor to pursue the study of native dialects to far greater advantage than if he should go to his field without any experience in language study.

The class of students desired by the Foreign Mission Seminary includes mature persons of experience and good judgment, whose education has been quite well developed by attendance upon our colleges or upon other educational institutions. It is expected that our colleges will encourage their graduates who desire to enter upon foreign mission work to first spend a year or two at the Seminary. The General Conference Committee has recommended each of our conferences to select and maintain at the Seminary two students. Duties are mutual. If it is the duty of the General Conference workers to encourage and work for our colleges, it is the duty of the workers of our colleges to call attention to the work of the Seminary. The brethren of the Mission Board need to become acquainted with the volunteers for foreign missions, and these volunteers need to become acquainted with the plans of the Board and the conditions of the fields to which they expect to go. The Foreign Mission Seminary affords an opportunity for gaining this mutual acquaintance.

Placing Students in Positions

The subject of the placing of our students in proper positions after they have finished their preparatory training was introduced by Professor Cady. He believes we should take more pains to train workers during their school life. This may be accomplished by placing responsibilities upon students while in school. Each teacher, each head of a department, should associate with himself one or more students to train for work by actually assisting the teacher in his department. It is the duty of teachers to make known to conferences, sanitariums, etc., the fact that they have young people in training in their school who give promise of making successful workers. We should be cautious in recommending students, but faithful in training them.

Professor Kern thought we should be more careful to interest our students in religious work while in school. They should be led to study the various departments of work, and to choose the ministry, or the Young People’s work, or some other of the many departments of the cause. The conferences should pursue a more liberal policy with young men looking toward the ministry. Conference officers should take more pains to counsel with principals and teachers in regard to the selection of workers from among the students. Men in responsible positions should cultivate discernment to recognize in young people latent talent to become workers for God. It is wise for conferences to take in young people as assistants.

Professor Wilkinson stated it to be his belief that we ought to encourage the students to better qualify themselves for work, and then the places will run to meet them. We have neglected to train public speakers. He advocated the organization of a bureau of encouragement.

Professor Clymer said there is nothing so encouraging to young people as to know they are wanted,—to know that there is a place for them.

Professor Spaulding hoped soon to see an organized effort on the part of our Educational Department to make opportunities for our people in the cities to get out into rural districts in groups, where they can organize Christian schools.

Elder Daniells was glad to see the improvement in the matter of saving and using the products of our schools. He made a strong plea for better training for public speaking. We must select the most promising students this coming fall, and train them in the principles and practise of public speaking during the coming school year.

Professor Salisbury made an eloquent plea for the better education and training of our workers, that we may have strong, cultured laborers for those in the higher walks of life.

H. H. Hall stated that there are a score of places to-day among our people, calling for young men stenographers who will use this work as a stepping-stone to the ministry and various other lines of work.

O. A. Johnson, just from Norway, said that there is room at the top. But we can not jump to the top; we must let Jesus lead us all the way. There is a mighty power in an educated ministry.

No special recommendations on this topic were made other than those suggested in the foregoing remarks; but the meeting adopted with a will the following recommendation:—

Public Speaking

“Whereas, There is a dearth of good readers and speakers among our public laborers; and,— “Whereas, There is need of workers who have talent and ability properly to present the truth in the larger cities to the cultured and educated classes; therefore,— “We recommend, That special attention be given, in the English departments of our training-schools, to the development of the art of good reading and speaking.”

Co-operation of the Educational Department and the Missionary Volunteer Department

Upon this subject the meeting adopted the following recommendations by way of encouraging these departments in pressing to completion work already well under way:— “We recommend, (a) That the Department of Education of the General Conference co-operate with the Young People’s Missionary Volunteer Department in encouraging young men and women to enter our various schools. “(b) That steps be taken by our schools whereby suitable young people can obtain a training which will enable them to act as leaders in the Missionary Volunteer work. “(c) That, in harmony with the action of the Mount Vernon Young People’s Convention, our conferences arrange to give, during vacation, a practical training in Young People’s work to some who have received this instruction. “(d) That a list of the names of all our Seventh-day Adventist young people over fourteen years of age be compiled, and regularly revised, giving age, educational advantages, and other essential information to the Missionary Volunteer secretaries for use in both the Volunteer and the Educational departments.”

Educational Department of the Review

This subject received considerable attention. The department bears an important relation to our educational work. It ought to be strong and interesting. It ought to deal with the very matters we are discussing in this meeting. It must be improved, and the best way to do this is for the teachers to write out their actual, schoolroom experiences; but it is difficult to get them to do this. They hide behind the stereotyped excuse, “I haven’t the time.” Several delegates expressed themselves to the effect that they would prefer two pages of Educational matter each week rather than eight pages a month. They “didn’t have time” to read eight pages at a sitting. Many looked forward to the time when we would have a separate educational journal. But, until that time comes, it was unanimously voted to request the Review to publish two pages of educational matter a week.

Value and Use of Libraries

Our school boards need to be educated upon the importance of this subject. It is folly to establish schools, and then fail to equip them. Well-selected libraries should be furnished, even though they be small. Our schools should make a complete collection of our denominational literature. It is important to teach the use of libraries. We should be careful in the selection of books. Most students read too little, but some read to excess. Their minds are filled with a hodgepodge of materials. It is important to train librarians, and to train students in the use of the library. The following resolution was passed:— “Recognizing the great value of good working libraries in all our schools, and knowing that many libraries in our schools are inadequate,— “We recommend, That our school boards take steps to make provision for suitable libraries as soon as possible, and we urge upon all our people the importance of aiding in this work.”

Proper Discipline

The subject of good deportment and proper discipline in our schools is vital and fundamental. There can be little teaching without discipline. Teach students to do right because it is right. With these ringing sentiments, Professor Sorenson, of Keene Academy, opened the discussion of one of the most important topics considered by the meeting. Continuing, he said: “Good discipline, proper discipline, is a duty which a student owes to himself. It embraces his personal habits; it governs the relation of young men and young women; it is more important than scholastic requirements.” He would have few regulations, and would place students on their honor. The spy system should be condemned, and yet teachers must not be oblivious to what may be going on about them. They should study conditions, and make changes adapted to secure improvement. We should talk kindly with our pupils, and enforce the regulations of the school impartially. Get the will of the student on the side of right if possible. It is helpful to work with the students in the field or in the shop, because in this informal way the teacher can talk with them when their minds are not braced to resist his suggestions.

Professor Sheldon, of Maple Plain, said that regularity, promptness, and reason are the important means of discipline. Every one should be on time. The kitchen should not control the dinner-bell, but the bell the kitchen.

Professor Rowe, of Hazel Academy, Ky., believes in personal work by the preceptor. He believes in having a play hour with the students, and is more afraid of a student who always stays in his room than of a boisterous, rollicking boy.

Professor Wilkinson would not pander to the wishes of students in order to win their favor. He would avoid undue praise, and would not keep students after school as punishment. The pith of the discussion was stated by the committee in the following recommendations:—

“Whereas, The spirit of prophecy teaches that our schools shall be of such a character that angels of God can walk through the rooms, and behold in the order and principles of the school the government and order of heaven, therefore,— “We recommend, That by means of chapel talks, careful inspection of students’ rooms, principals and teachers should endeavor to develop in the students habits of order, neatness, and courtesy. “Recognizing the fact that self-control is the highest form of government, and that this can result only from correct principles deeply seated in the student’s life; therefore,— “We recommend, That high ideals be constantly kept before our students, both by personal work and public efforts.”

Care of Buildings and Grounds

Members of the meeting were unanimous in teaching the great importance of the proper care of the buildings and grounds which constitute the school plant. Neat and tasty surroundings are signs of good order. The grounds should be beautified by trees, shrubbery, and flowers. The janitor should be assisted by the students in keeping the rooms in perfect order. Chalk trays and erasers should be cleaned every day. Machinery, tools, and implements should not be left standing about. The thought of the convention was expressed in the following recommendations:— “1. Our school boards and faculties should take effective measures to beautify the school by properly grading the grounds, constructing suitable walks, laying out lawns, and planting trees, shrubs, hedges, vines, and flowers. “2. The school buildings and grounds should be neatly kept, and all needed repairs to the buildings, fences, etc., should be promptly made.”

Proper Equipment and Supplies

“Whereas, There is a great need of proper equipment in our schools; therefore,— “We recommend, That those who contemplate the establishment of schools provide for libraries, laboratories, and manual training equipments as a necessary part of the initial expense. “We further recommend, That efforts be made to secure donations for the proper equipment of our schools as circumstances and conditions permit. “We recommend, That those who teach subjects requiring mechanical apparatus, maps, charts, etc., give special attention to the making of such appliances, and that an effort be made by our different schools to help the lower schools in this respect.”

Bible Teaching in Our Schools

This topic was to have been discussed by Prof. W. W. Prescott; but as he was unable to attend the meeting, he sent a valuable paper, which was read by Professor Wilkinson. The convention voted to request the publication of the paper in the Review and Herald. By vote Professor Prescott was asked to write for the Review a series of articles showing somewhat in detail how the Bible may be best used in various subjects of study.

Industrial Training

Perhaps no other subject received so much attention in the convention of the National Educational Association, which was held in Cleveland just before the principals’ meeting, as that of industrial education and manual training. Most of the leading educators seemed to regard this subject as one of the most important educational questions of the day. In our own meeting also this subject received a large share of attention. Professor Hallock, of the Waldorf School, Wisconsin, set forth the importance of industrial training, in view of the fact that most of those who go to our schools will engage in manual work. It is pitiful to see an educated man who can not hitch up a horse, or rope a trunk, or perform many other of the important duties that enter into real life. One of the best things that a teacher can bestow upon his pupils is his own companionship; and the best opportunity for such companionship is offered by work where student and teacher labor together several hours each day. Such association gives the best opportunity for teaching spiritual lessons.

Professor Van Kirk, of Graysville Academy, believes that labor is necessary to develop the best there is in a man. Elder Daniells related the story of the beginning of industrial education at Avondale School, Australia. He said that all the teachers in the school take part in the industrial training, working together with their students. The industries of this school have now become so extensive that seventy students are required to carry on the work during vacation. In order to give manual training its proper place in our educational system, the meeting recommended,—

“1. That all our schools take steps as rapidly as possible to introduce systematic instruction in the lines of manual labor suited to their location. “2. That all teachers associate with their students some time each day in manual labor. “3. That since the Testimonies advise that printing plants be fostered in connection with our colleges, their establishment be encouraged, and that they do work in their legitimate sphere, such as the printing of conference papers, school calendars, stationery, educational leaflets, and wholesome commercial work.”

Study of Languages

Professor Salisbury, of the Washington Foreign Mission Seminary, introduced this important subject. He said that the study of Latin was most helpful in learning one’s mother tongue, and he recommended the beginning of this study early in the course. Modern languages should be taught by one who speaks them well. It is better to advertise only one language taught by a teacher who speaks it well than to offer three or four languages under teachers who have only a book knowledge of these languages. When a student begins the study of a language, he should stick to it until he makes it a success.

Professor Wilkinson said that languages should be studied for the culture they afford, and also to provide for the needs growing out of the world-wide nature of our work. Elder Daniells does not believe we are doing our duty in the study of languages in our schools. The truth is to go to every nation in the five hundred languages of the world. There is no sense in saying, “Let the missionary wait until he gets to the field.” It is just as reasonable to say, “Let the surgeon wait until he has a surgical operation to perform.” These sentiments were voiced in the following resolutions:—

“Whereas, Our work is to be carried on in all languages, and even in the home land many tongues are spoken; therefore,— “We recommend: (1) That we give more attention to the study of living languages in our schools, and that their study be begun early in the grades; (2) that students be urged to continue in the study of one language until they can speak, read, and write it well; (3) that our schools employ teachers who can speak fluently the languages they teach; and when such teachers can not be obtained, that the phonograph method of language study be given a trial.”

Text-Books for Our Schools

The subject of text-books, their writers, and publication, was one of the most important topics considered by the meeting. Professor Kern thought that the success of our text-books depends largely upon the action of the Text-Book Committee. They should keep in touch with the teachers. The best text-books are written by teachers. It seems that some text-book writers will need to be supported while they are engaged in this work. He commended the action of the late session of the General Conference Committee in setting aside a small sum for this purpose, and suggested that it would be a good plan for institutions to pay a tithe of their earnings into a fund for encouraging such writers. He said that text-books on history of missions and general history are greatly needed.

H. H. Hall, manager of the book department of the Pacific Press, placed upon the blackboard a list of the text-books already published, also of those in preparation, or that are urgently needed at the present time. We have already published five readers, four text-books on English language, four science note-books, one book on nature study, one church-school manual, one book on true science. Bell’s Literature is out of print, and Rine’s “Essentials of English” has been revised, and a new edition is now out. There are now in various stages of preparation one book on general history, four on Bible history, one on gospel history, three on nature study, two on geography, one on physiology, two on arithmetic, one on United States history, and two on reading.

Brother Hall believed that the best way for the financing of text-books is to place on them a retail price sufficient to pay the expenses, and then for the General Conference to unite all interests in the circulation of these books. Care should be taken to produce satisfactory books, so that revision would not be needed for a period of five years. Then, he believed, the retail price could be reduced about twenty per cent. The committee on this topic reported the following recommendations, which were adopted:—

“Recognizing the great importance of suitable text-books in our denominational schools; therefore,— “We recommend, That the Educational Department hasten its efforts to bring out such text-books as the work demands by encouraging competent persons to write these books, and by arranging for the financial assistance of the authors when necessary. “We earnestly request Mrs. Alma McKibben to finish as soon as possible her series of Bible lessons for church-schools and intermediate schools. “Whereas, The value, the permanency, and hence the price, of text-books are largely dependent upon the thoroughness and care given to their preparation and examination; therefore,— “We recommend, That the Text-Book Committee continue to give these features careful attention, passing favorably only upon such books as they believe will not need revision for at least five years. “Whereas, The ‘True Education’ series of readers is proving eminently satisfactory; and,— “Whereas, The publishers believe it would be possible to reduce the price to sixty cents each on Nos. 1 and 2, to seventy-five cents on No. 3, and to ninety cents on No. 5, provided the Educational Department will require no revision for at least five years; therefore,— “We recommend, The putting forth of special efforts to bring the value of these readers before our people everywhere, and that we agree not to ask for revision within the time specified.”

Text-Books on Sacred History

Professor Howell, of the Cumberland Industrial School, Daylight, Tenn., gave a description of a book which he had prepared upon sacred history, the materials for which he had selected largely from the writings of Mrs. E. G. White. Others who knew something of the manuscript spoke favorably of the plan of the book, and it was moved that this book be recommended to the favorable consideration of the Text-Book Committee. Later the members of the Text-Book Committee considered the matter, and voted to recommend that this book be published, and that it be used in the seventh grade as a text on elementary general history.

The Scholarship Plan

Some attention was given to the consideration of the scholarship plan for canvassers, which has proved so great a blessing to our young people, has increased the attendance in our schools, and has placed our truth-filled books in thousands of homes. The scholarship plan which was recommended by the last meeting of the General Conference was introduced and discussed for some time; but since most of the principals had not heard of the plan, it was voted to request the Educational Department of the General Conference to take this matter under

advisement with the publishing department of the General Conference, and to present at the next General Conference a uniform scholarship plan that will, if possible, be acceptable to all our schools.

Protection Against Fire

Warned by the fires which have visited our schools during the past year, the meeting recommended that those in charge of our school buildings take every possible precaution against the loss of life and property by fire, by providing such fire-escapes, hydrants, stand-pipes, hose, hooks and ladders, sprinklers above furnaces and stoves, and chemical apparatus, as circumstances may demand and make possible.

The Study of Adolescence

“In view of the grave importance of the adolescent period and the general ignorance of its peculiar problems, the following action was taken by the meeting:— “We earnestly recommend, The suitable scientific study of adolescent psychology by parents, teachers, and those in our schools of suitable age and experience; and that both our schools and the Educational Department plan definitely for this work.”

The meeting considered the circulation of the book “Education.” It was stated that this book is the most valuable book on education, aside from the Bible, which has ever been given the world. If our teachers would present it to the great body of teachers throughout the country, it would be the means of bringing our work to the favorable notice of one of the most earnest and conscientious classes of men and women now laboring for the uplifting of humanity. It was the united sentiment that our teachers should generally take hold of this important work, and the following resolution was adopted:—

“Recognizing the great value of the book “Education,” both to our own people and those not of our faith; therefore,— “Resolved, That we ask the Educational and Publishing departments of the General Conference to lay definite plans for an immediate campaign for the sale of this book, and that we will do all we can to encourage our teachers to unite with us in this work.”

A General Conference Educational Convention

One of the last acts of the meeting was to recommend to the General Conference that a more general educational convention than has before been held meet in connection with the next General Conference. The reasons for such a convention are clearly and forcefully set forth in the following preamble and recommendation:— “Recognizing the need of a greater uniformity in the methods of teaching in the various departments of our schools, and believing that this can be best brought about by a meeting of the heads of these departments as soon as possible; therefore,— “We recommend, To the General Conference that a convention be called for this purpose, following the General Conference which meets in May, 1909, the delegates of the same to be the principals and heads of departments in our intermediate schools, academies, and colleges; also the union conference secretaries, and the State superintendents.”

Conclusion

The foregoing report contains what might be termed the results of the meeting, but the spirit of the meeting itself can not be reported. That can be understood only by those who were present. It was regarded by the delegates as being in the same class as the College View educational convention of two years ago, and the Young People’s convention of last year. While it was not so largely attended as the foregoing conventions, its influence will be widely felt. Its objects were to review the work of the College View convention, report in regard to the results of that convention during the past two years, to compare experiences in the most important phases of our intermediate and advanced school work, and to catch inspiration from one another for our future work. A spirit of love and harmony was present throughout all the meetings. The recommendations did not shape the work of the meeting, but were rather the result, or summing up, of the discussions of the convention. As such we believe they will prove to be all the more valuable.

After a vote of thanks to the members of the Cleveland church for their kindness and hospitality, and with an earnest prayer by Elder Daniells for the blessing of God to rest upon the work of the convention, and to go with the workers to their various fields of labor, the meeting adjourned sine die.

FREDERICK GRIGGS, Chairman, C. C. LEWIS, Secretary.