Southern Needs by M. Bessie DeGraw

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Aug 22, 1907

Southern Needs

By M. Bessie DeGraw

We have been told that in the closing work of the gospel, progress would be made by leaps and bounds. There is a statement in the Testimonies to the effect that those who live near the close of time will find it necessary to run to keep up with the message. I begin to feel that that time has been reached. To-day unless we run, we find ourselves away behind,—even behind the progress of the world, to say nothing of the work of God in the land.

Since the last time I wrote for the REVIEW, telling of the needs of schools and the kind of schools needed, I have been impressed with the rapid growth of Southern interests, and the attention which is being directed toward the southern portion of the Union.

For instance, it is the avowed purpose of the Jamestown Exposition to bring the East and the West in close touch with the South. Nearly all the popular magazines contain one or more articles each month dealing with problems of special import in this section of the United States. There is the rapid growth of manufactories and the evils of factory life, especially child labor in factories. There is the race problem in its various phases.

The current issue of the World's Work is devoted entirely to the South. Not only are the industries described, and its sources of wealth, but attention is called to the educational resources.

But more particularly is one impressed with the need of more schools,—schools of a practical nature, which reach the people in their homes and lift them to a higher plane of living. Miss Martha Berry is giving her life to industrial school work near Rome, Ga. The superintendent of public schools in Columbus, Ga., has already shown the value of teaching little children to use their hands.

The recent gift of one million dollars to fundamental education of the negro, by the Philadelphia Quakeress, shows that the Lord is already fulfilling his promise in bringing this needy field before men and women of means.

When I read these things, I think of the statement that when we as a people have done our duty, then men of the world will help us in carrying this work forward. Have we done what we should? Are we ready to say, “Lord, I’ve done my part, turn now to others when seeking workers and means”? It is a serious thing to answer that question in the affirmative.

Living in different parts of the country, it is difficult to realize just what is demanded of us. Professor Ritchie’s school described in the REVIEW of June 6, partially answers the question.

Early last spring a company of young men from the Agricultural and Normal Institute felt called to start a school for children in the hills of middle Tennessee. They purchased a piece of property, two of the young men going to their homes—one to Pennsylvania, the other to Missouri—to interest friends in the undertaking. They solicited some help from relatives and friends, bought a piece of well-timbered land, and moved into the cabin on the place.

The mill men in the neighborhood became interested as they made lumber of trees cut from the boys’ land to repair the cabin. The company grew. There are now eight workers there, and others are coming, so instead of one school, as at first planned, there will be two schools this fall, for the company will divide, thus reaching more children.

The garden of this school attracts attention. Sick people in the neighborhood seek help from the school family. Children are anxiously waiting for the little frame schoolhouse to be completed.

Another interesting case in connection with our students is that of a man and his wife who located in a needy section where they are quietly creating an interest in industrial teaching. These young people are braver than many of us would be. The husband canvassed to find a location for the school. The way opened for him to receive thirty acres of land. He and his wife are laying the foundations for a school this fall. The neighbors are contributing lumber for the school building.

The work of the young people who went to Cuba, establishing a school at Neuvitas, is more or less known. From the time they reached the island, they have been self-supporting by teaching English and working at the carpenter’s trade. The work of that infant school is worthy an article all its own. I will simply quote the words of the conference president after visiting this school last spring. He wrote:—

“I am glad to say that I have had the opportunity of visiting our new school at Santa Lucia, and it was a source of satisfaction to me to hear the favorable comment concerning their work, especially from the owner of the colony, Mr. Agramonte. He thanked me for directing them to that place, and assured me that if he had a dozen such families, the success of the colony would be assured. Apparently, he is as much interested in their success as we are, and he told me that if they needed money to equip any industrial feature of their school, he would advance it. The neighbors seem very glad that they are there, and I believe there are a number ready to listen to the truth. While I was there, we held one meeting with a good interest, and I wish it were so I could stop there some time. However, I suggested a plan by which I think the boys can get the truth before the people, and that is, by means of a weekly prayer-meeting. By this plan it is proposed that a sufficient number in the neighborhood be secured, then different ones will announce topics to present according to their preference. After the subject is presented, all present have an opportunity to express themselves on the topic. In this way the boys would have opportunity to bring in topics bearing on present truth.

“Now in reference to my interest in their work, I will say that I do not see how yours can be much greater than mine. I realize that in the future the establishment of other schools in Cuba will largely depend upon the success of their school. I feel that many such schools are needed in Cuba, and it is not a question of sites where free land can be secured, but the problem is to get means to help the teachers until the school gets on its feet, so to speak. I have several places in mind now, but I have not pushed the matter of getting the land. Not having any teachers, I have had no definite proposition to make to the interested persons. I do trust, however, that we may take advantage of some of these openings, which may ere long close.

“In closing, I would ask you to ever keep the needs of Cuba in mind, and work toward the end of getting more of these schools started. Now while the country is developing is the time to strike. Property they are now willing to give us free will in a few years be worth one hundred dollars an acre, if an earthquake or something else does not happen.”

These are a few simple efforts that our own people are making. If you desire to know how many others can find places to do a similar good work, divide the area of the entire South by the limited area now reached by our workers. If you want other evidence of the terrible needs of this territory, read Volume VIII of the “Testimonies,” as well as some of the later communications.

M. BESSIE DEGRAW.