Earlier text: The Washington SanitariumSuggestions for the Study of Mission Fields
By A. C. Selmon
SINCE coming to the mission field, the importance of a missionary education has impressed me very much. I can look back and see how much better preparation I could have secured for the field if I had only known how to get such a preparation. Anything that will increase the efficiency of the messengers of truth calls for the most serious consideration. I shall be glad to offer a few suggestions that I have had in mind for some time. For the study of early mission history in China, there are the biographies of such men as Morrison, Parker, and others. To study the field as it is to-day, there are a few books that are indispensable. These are, for missionary biography, “The Retrospect,” by J. Hudson Taylor, and the “Life of J. Hudson Taylor,” which will soon be printed, will no doubt be a very valuable book. For a study of the people and their customs, Dr. Arthur H. Smith’s two books—“Chinese Characteristics” and “Village Life in China”—are without peers. In addition, there are two intensely interesting, as well as instructive, books dealing with Chinese life, written by Mrs. Howard Taylor. One is “Pastor Hsi, One of China’s Scholars;” the other is “Pastor Hsi, One of China’s Christians.” While there are scores of other books, yet there are none that are more reliable and instructive than these, and any one having a burden for the field should by all means carefully read all of them. And those who may not have a burden for China should read these books, in order that they may pray more intelligently for the work here. A plan that we follow, which is very profitable to us, even here on the mission field, and which I am sure would be of great service in teaching, is to secure extra files of our different papers, and cut out all the pictures dealing with life in our different mission fields. Arrange them systematically, with a brief description appended. Having the pictures of the people and their surroundings comes the nearest to living among them of any plan I can think of. Many good pictures may be secured also from other missionary magazines, especially the monthly magazine, China’s Millions, published by Morgan and Scott, Paternoster Buildings, London, England; price, one shilling sixpence per annum. It contains many pictures of Chinese scenes. There is a China’s Millions published in Toronto, Canada, but it is not equal to that put out in England. I want to mention the importance of correspondence. The student should correspond with some missionary who is in the field. It will be a great stimulus and help in every way, and the information gained in this way will be of a very practical nature. Every worker with a deep heart burden for the people for whom he is working will be only too glad to have such correspondents. Lastly, but by no means least, there should be definite prayer for the mission field. I mean by this that, in addition to prayer for the progress of the message in all lands, there should be definite prayer for a worker in some particular field. From experience, I can testify that it leads one to feel that he is a coworker with the one for whom he is praying. Any one acquainted with missionary history knows what God has done in answer to such prayers. I trust that these suggestions may be of some use to students in our schools, and earnestly pray that the young people in these training-schools may receive such a training that they will go out by the scores to do efficient work in such fields as our own benighted China. Do's and Don't's of Discipline
By Bertha Burrow
IN our schools the subject of discipline is a very important one. Many have failed as teachers because they could not properly control the students. The church-school teacher, above all others, should be able properly to discipline his school. In order to do this, the teacher will be obliged to control himself. No one can control another unless he is complete master of himself. The teacher should be quick to discern the dispositions of the different children. No two children can be disciplined alike. Let the teacher's conduct be worthy of imitation. “The teachers should be what they expect their students to become.” When it is necessary to correct, and occasions are numerous, do it in a loving way, not in a commanding spirit. Do not be constantly telling the pupil of his fault. If you can find a good quality, commend it. Always keep yourself well balanced, never allowing your temper to get above control. The words, “Think twice before speaking,” if heeded, will save the teacher a great many difficulties. If you require a certain thing of a student, be sure to remember that you have required it. Do not be changing your mind continually as to what you want the pupils to do. Missionary Gardens
By Lula I. Tarbell
Now that the bright, beautiful spring is soon to be with us once again, with its warm days, its flowers, and its birds, we should accept its invitations to get out and become acquainted with nature and her many friends. One of the most practical ways I find of teaching nature study in our church-schools is to let the children become interested in a missionary garden of their own. Almost as soon as there is any sign of the spring at hand, I talk to the children about missionary gardens, and their importance. From the first, I offer my services to the children, to help them make and put in their gardens. I have found this beneficial in many ways. It gives the teacher the best of opportunities in nature work; for as she gets the hoe and works side by side with the children, she can teach the beautiful lesson of the parable of the sower, or at least some beautiful lesson from the many nature has given us. One spring day last year I went home with a little girl, after school, to help her with her garden. On my way I stopped at a store and bought a package of beet seed, and gave it to her for her garden. She was so delighted with her little package that it had to receive the first attention when her garden was ready to plant. We worked together about an hour and a half, getting the ground ready to plant, after which we planted beets, Lima beans, tomato plants, and potatoes. After our garden was finished, I went to the house; and in conversation with the child’s mother, I spoke of how interestedly and how well the little girl had worked that evening. The mother replied that if she had been out there trying to help her, she could not have gotten any work out of the child with any comfort or pleasure. But my experience is that if we first arouse the interest of the child, and then let him feel that we are interested in him, and will help him, the work goes on in a nice, pleasant way. Some of the children have not needed my direct assistance in making their gardens, but I take pains to visit these at their homes and always inquire about their garden, and they are always glad to show it to me. As a part of our missionary garden work, I made some little bags, which I presented to the children. In these they were to save their earnings from their missionary garden. The next morning one of my little boys told me that he had already seventeen cents in his bag because he had sold radishes, onions, and lettuce from his garden the night before. A few of the children are unable to have missionary gardens; but they are planning to find a way in which to earn some pennies. Some have missionary chickens, and others are going to pick berries. The little boy who had money already in his bag as the result of sales from his garden, realized over eight dollars from his garden last year. He is only a child of eight years. If one little child can do that, surely each child ought to be able to bring something to the harvest ingathering service in the fall, when our bags shall be opened. The problem of the support of our church-schools is one which has confronted every church-school teacher. But others, perhaps, have found, as have I, that if we first get the children interested, it is not very hard to interest the parents. Planting missionary gardens is only one of the many ways in which the children can have a hand in helping support their own church-school. While I would not desire to give any one the impression that the children, with their missionary gardens, can support a church-school for ten months, yet I would say that one would be surprised to know what children can do along this line. Try it and see. The Picture Plan for Busy Work
By Florence M. Kidder
The following plan was suggested to me for busy work. It has proved helpful in my school work, and I pass it on to others:— Have each child get a large-size writing tablet. Then either teacher or child should remove every other leaf, so as to make room for the pictures. The removed leaves may be used for other school work. To make the tablet look nice, and to hold the remaining leaves firmly, the corners may be tied with ribbon. The picture-book is now ready for use. Have the children gather the pictures from which the teacher may make a selection. Pretty, practical pictures may be cut from almost any paper or magazine. Each day (for older ones once a week may be often enough) give each child a picture. During the day the child is to paste the picture in his book, and select as many texts of Scripture as possible which that picture brings to his mind. He may also from time to time add to the texts. The texts are then to be neatly written under or around the picture. It would be well for the younger ones to ask the teacher if their text is appropriate before writing it. Unless mucilage is used, it is a good plan to have one pupil see that the paste is made each day. This plan is not only a pleasure to the children, but it is beneficial. It is an easy way to learn verses of Scripture. If, for illustration, the picture is a tower, the pupil may select, “The name of the Lord is a strong tower: the righteous runneth into it, and is safe,” and similar texts. This work may serve, when he sees a tower or high building, to bring these texts to his mind. The pages may be differently arranged, thus developing the artistic nature. Primary Reproduction Stories
By Thos. W. Steen
WHILE the reproduction of stories is an important factor of every school curriculum, and especially so in all primary schools, there is one class of schools where it is of necessity an indispensable part of the daily program. These schools are those in which the children are of foreign parentage, and with whom the English language is the language of school life and not of the home. It is especially for the teachers of such schools that this article is written. When children from these homes enter school, they may not know twelve English words, or again, they may understand almost all that the teacher says to them, and be able to talk with her in a limited way; but whatever the case may be, the teacher realizes that the first and most important thing for such a child to acquire is a good working knowledge of the English language. And it is with this thought in mind that the writer has, after trying almost everything else, given to the “story-telling class” the place of pre-eminence in the teaching of young children. The reasons are obvious: it is not a knowledge of how to say the words that he needs most, but a knowledge of how to use them. And it is well known that, after having had some drill in phonics, a child may be able to read, with rapidity and ease, words that he could not use in conversation; and surely there can be no virtue in his saying words that he does not know the meaning of, for the language must become to him a tool which he may use in the expression of his thought, rather than that he should be the means of expressing audibly the words on the printed page.27 But, as teachers, most of us have the theory of education, and what we demand is something practical in the way of suggestions. The following may perhaps be found helpful:— First, what stories are to be used? Care and judgment must be exercised in the selections made. Genesis, Exodus, First and Second Kings, and various other books abound in stories well suited for this class of children, but it is not necessary to confine them to the Bible. “Primary Reproduction Stories,” by Florence Grant, has a large number, many of which may be used in our schools with profit. Second, how is the class to be conducted? That may vary with local conditions. Our classes are generally conducted somewhat as follows:— Suppose we are tracing early Bible history by stories, and come to the place where Jacob is obliged to flee from Esau to his uncle Laban. When the class is seated, the teacher asks, “Would you like to learn of a beautiful dream that Jacob had while going to his uncle’s home?” All respond, “Yes,” and the teacher continues: “Well, Jacob traveled all day, and at night he lay down on the ground with but a stone for a pillow. As he had walked very far, he was tired, and soon fell asleep. Then he dreamed, and in his dream he saw a great ladder. The ladder reached from the earth to heaven. At the top was Jesus, and angels were going up and coming down. Jesus told Jacob that he would go with him on his journey and bring him back to his father’s home. Jesus also told him that his children should own all that country, and they would become a great nation.” As the story proceeds, the teacher, by objects, questions, and simple explanations, makes plain to them the meaning of the new words, which, in this case, may be, “pillow,” “dream,” “ladder,” etc. When the teacher has finished the story, she goes through it again, giving parts of sentences and letting the class supply the other part; as, “Jacob traveled all day and —” “at night he lay down,” “with but —” “stone for a pillow,” etc. Then each child is allowed to tell the story. The whole recitation, if there are eight or ten in the class, will take perhaps fifteen minutes. Only about two new stories should be learned each week. The old ones will grow dear to the children by their repeating them. For “busy work” they may do something to impress the lesson, such as making a cardboard ladder. They should also write some sentences containing some of the new words. Not only will the children have added more words to the limited number in their vocabularies than they would have done by a reading lesson, but both teacher and pupils will be deeply interested in it, and will enjoy the work. THOS. W. STEEN. A Word to Parents
By B. E. H.
It may seem to be a very little thing for your boy or girl to be absent from school a day or two each month, or even each week. But it is not so. Every devoted church-school teacher carries a burden for each pupil in school, and has carefully laid plans for applying the truths of each day’s work to the heart of each pupil who may find it difficult to make the application without help. In a single lesson missed, new thoughts have been brought out which your child may need. Your child may have been the one for whom the watchful, prayerful teacher had a special burden when preparing that lesson. If the child loses the connection made by each recitation in the line of thought he is studying, he at once loses his interest in the study. Parents can do much to make the school a success by keeping their children regular in attendance and by taking a special interest in talking with them about their lessons.—B. E. H., in The Educational Messenger. The New Readers
By Frederick Griggs
VOLUME 1 and volume 2 of the New Readers, concerning which something has been said two or three times previously in the REVIEW, are now ready for distribution. The price of these books, as we understand it, is seventy-five cents a copy. They may be obtained from the tract societies or from the Pacific Press. The price may seem a little high, but the publishers have been to a large expense in getting this book out, and they are selling it at a price less than that which they set on many of their other books. We trust that our people will not let the matter of the expense stand in the way of the use of the book. The problem of getting out text-books for our schools is a serious one, and it will undoubtedly be true that our own text-books will cost as much as, and, in some instances more than, the same books of a corresponding grade that can be gotten out in very large numbers by large publishing houses. Our publishers are certainly manifesting a loyalty to our educational work in the bringing out of these books at so great a risk of loss, and we trust that our people will respond heartily to their efforts by uniformly using our own books. From the examination we have been able to give to the readers, we feel no hesitation in most highly commending them. We believe that the series, when it is fully published, will be not only thoroughly pedagogical, but will be most highly valuable in the way of truth teaching. FREDERICK GRIGGS. Elk Point (S. D.) Academy
By Bert Rhoades
This is the fifth year of this school, and we are having the largest attendance in its history. Our dormitories are both full and overflowing. Our enrolment has reached fifty-seven, and there are fifty students in the Home—twenty-three girls and twenty-seven boys. One year ago at this time there were thirty-three students in the Home; two years ago there were twenty-three. There is an excellent interest in the school work; and special attention is being given to the study of the Bible and the common branches, such as arithmetic, grammar, spelling, and writing. The class of students that come here needs just this kind of work. The Bible classes include nearly every student. Plans are being laid continually to place the students in close relation to the conference work. Canvassers’ schools and teachers’ institutes are held here. In this and in many other ways the field and the message are kept prominently before the students all the year. Realizing that many who have little means will want to get an education, industries have been established to give such students an opportunity to earn their way. During the summer and fall the farm work and the tomato canning require a number of workers. During the winter our principal industry is the broom work. At present several boys are engaged in the broom shop. Of the fifty students in the Home this year, at least twenty-three have been obliged to depend wholly or in part on the labor of their own hands to keep them here. And were it not for the industries, the greater portion of these twenty-three students would not be with us, for lack of means. Any faithful, energetic student (boy or girl) coming about the first of April, and staying the full year, will be able to pay most of his expenses, if not all of them, by labor. And the fact that a student earns his way through school is in itself a valuable part of his training. The lack of means can not stand in the way of the student determined to have an education. Determination, and a willingness to work hard and faithfully, will accomplish wonders. Visit to Avondale School
By George A. Irwin
Monday afternoon, November 26, at 3:45, I left Sydney to visit the Avondale School, where I arrived the same evening at eight o'clock. On Tuesday, in company with my son, who is principal and business manager of the school, I looked over the new addition to the dining-room and girls' dormitory. This building is but the completion of the general plan that was made to connect the two buildings when Elder W. C. White was president of the school board. This new building was greatly needed to give them a lighter and more commodious parlor for the young women, to enlarge their dining-room capacity, and to give them more sleeping-rooms. In addition to its practical utility, it adds much to the general appearance of the buildings and plant as a whole. This new building was erected at a total cost of £589 2s. 2d., and was paid for entirely from the school's own resources. The actual cash outlay was about £400, the rest of the total expenditure, £189 2s. 2d., represents student labor, every department of the school bearing a part. The construction of the building was supervised by one of the teaching staff. The building has been erected free from indebtedness. One of the benefits that28will be derived by the students from this completed work is the practical training received in useful accomplishments, which will be of service to them in their future mission work. At the close of the union conference in September the building was formally dedicated. During the exercises the principal of the school presented Pastor Olsen with a cheque for £105, as an offering to missions. Thirty pounds of this amount was a donation from the teachers and friends of the school to pay the passage of two former students to their respective fields of labor—Fiji and Singapore. The rest, £75, was the tithe from the net earnings of the school the past year, to be used at the discretion of the union conference in its missionary operations. The exercises closed with a dinner prepared by the school. This was served in the new dining-room, and was partaken of by over two hundred delegates and students. Leaving this building, we passed on from place to place, visiting the various industries, closing with a general survey of the farm. Wherever we went, change and improvement was noticeable, and the whole place had an air of thrift and prosperity. A new boiler has been placed in the food factory, of sufficient capacity to furnish power to operate the machinery of the factory, and to operate the Avondale Press machinery as well. In addition to the improvements made in the factory, nearly £1,200 has been paid on the indebtedness since it was turned over to the school, a little over two years ago. If a proportionate prosperity continues to attend this work in the future, it will not be long until the factory is out of debt. A new building is in process of erection for a home for the Avondale Press. At present they are occupying a portion of the building belonging to the food factory. The place is dark and cramped, and is wholly unfit for their business; besides, the food factory needs extra room. The printing department is in good condition, having a present worth of £990, with only £50 indebtedness. Another valuable improvement noticed was a simple yet effective telephone system, connecting the school building and various industrial departments with the manager's office. The labor of putting in this plant was performed entirely by students, the only outlay in cash being the amount paid for wires and phones. The buildings are all in good condition, having been kept painted both inside and out. Changes have been made in the location and plans of the flower beds, to adapt them to the rapidly growing ornamental trees and new orchards both in front and in rear of the buildings. The new vineyards have made a marvelous growth, and are loaded with beautiful grapes. The farm throughout is looking very well, fences and gates are in a good state of repair, while additional land is being cleared and added to that already under cultivation. The farm and garden for the past year have been under the management of one of the teachers, and for the first time in its history came out with a surplus of £76. The estate at present embraces 1,052 acres, 119 of which are cleared, and occupied as follows: 52 acres in farm plots, 30 acres in orchards, vineyards, and gardens, and 37 acres in pasture. The ever-increasing need and demand for labor on the farm, and the various industries connected with the school, furnish employment for a large number of students. The business manager's report for the past year reveals the astonishing fact that during that time £2,228 was earned by students. Eighty-two per cent of the students in attendance pay some portion of their tuition in work. It was about the middle of the summer vacation when I was there, yet there were over fifty students in the Home, each working from eight to ten hours each day. This number was necessary to keep everything going properly. The school with its various industries has come to the point where it handles on an average nearly £1,000 a month. The school proper in its operation the past year had a net gain of £845 2s. 5d. The servant of the Lord has said that this should be a model school, and not be molded after any other school in the world. While there is doubtless much yet to be accomplished before it reaches the high ideal set, yet we should feel thankful for the degree of proficiency already obtained. Their success thus far may be attributed to the following causes: first, the interest that presidents of conferences, ministers, doctors, workers, and old students take in the school; second, the order and system seen in its management; third, the willingness shown by each member of the faculty to do manual labor, and his close attention to every detail of the department placed in his charge; fourth, and most important of all, a careful study of and a disposition to follow the light given in the Testimonies relative to text-books, industrial work, and the general management of our large schools. The success and prosperity attending the school in this place is a tangible witness to the reliability of the Testimonies. In the beginning false witness was borne about the land. Men acted upon the opinion of so-called experts rather than the testimony of the servant of the Lord, and for two full years the work was held back. The Testimony said that notwithstanding all that had been said against the land, the Lord could spread a table in the wilderness. What a short time it has taken to fulfil this prediction when men and women believed the Lord and used their ability and capabilities to demonstrate that God's word is true, rather than to prove it false. The so-called worthless land is now producing an abundance of fruit, grain, and vegetables to supply the large number of students and employees of the school. And not only this, but the statement that from this school missionaries should go out to India, China, and the islands of the sea has already been fulfilled. My only regret while being permitted to see all this was that Sister White herself could not be permitted to see with her natural eyes—in some degree at least what the Lord revealed to her in vision. In these days of doubt and questioning, it is gratifying to behold two such staunch witnesses to the truthfulness of the Testimonies and the principles they advocate, as the Avondale School and the Sydney Sanitarium. It is for the purpose of vindicating the Testimonies, that I have written as lengthily as I have of these two institutions. [The report of the sanitarium was published in the World-wide Field Department of the REVIEW, in the issue of February 21.—Ed.] It was very gratifying indeed to me to read from the reports rendered at the late union conference by the men standing at the head of these institutions, that all the success that had attended their work came as a result of following the instruction received from the Lord relative to institutional work. G. A. IRWIN. The Arrangement for Teachers for the Next School Year
By Frederick Griggs
THE time has come when our schools are making arrangements for their teaching forces for next year. We wish to say a word with reference to the securing of these teachers. Nearly all our local conferences have an educational organization with a superintendent who devotes all or a portion of his time to the church-schools. There is also in every union an educational organization. Local churches in securing teachers, and teachers desiring situations in their conferences, should, as far as possible, communicate with the local conference authorities. The conference authorities, in turn, may communicate with the union conference educational authorities. In this way our church-schools and many of our intermediate schools may arrange for their teaching forces. The General Conference Educational Department is organized to assist our training-schools and academies in the securing of their teaching forces. We mention this general order because by its observance confusion is very often avoided, and the wisest selections are made. According to this plan, the Educational Department of the General Conference will be pleased to receive the names and addresses of teachers desiring situations in our training-schools and academies, that it may assist in answering calls for teachers made by these various schools. As far as possible, all grades of our schools should now make their arrangements for their next year's schools and for their teachers at the earliest possible date. By so doing, they can better strengthen the details of their school work for next year. Washington Training College
By J. W. Lawhead
PERHAPS there is no one feature of the work of this institution more interesting than its missionary society, nor is there one that will more clearly and definitely set forth the spirit of the school and the object and purposes of the students who are here assembled. The society was organized soon after the opening of the school year, and the usual work of a missionary society, which finds expression in sending out periodicals and tracts, was taken up with a will. Many thousand pages of literature have been mailed, letters have been sent to those who were known or supposed to be interested in the gospel truths held by this people, and some very interesting and helpful replies have been received. While this work has been carried forward in an aggressive manner, much thought and study have been given to the question of how best to engage in personal missionary labor; and as a result, quite a number of young people are going out and making missionary visits, holding Bible readings with interested groups, and some of the young men have regular appointments for preaching, where they meet fair-sized audiences and are interesting the people. As a result of this work, these young workers have been very much encouraged and strengthened, for it is by exercise that we grow, and every note of advance or of success is hailed with delight by all; and as the young people begin to realize that they can do a work which the Master will accept, a deepening interest in the missionary cause is manifested. Already fruit of this work has been seen, several having begun to keep the Sabbath. Others are deeply interested, and are moving forward as rapidly as could be expected, accepting point after point of our faith, and there is good reason to believe that by the close of the school year, several more will have taken their stand for the full truth. In connection with this actual missionary effort, studies have been conducted in which the different mission fields have been considered, where the opening providences of God have been traced in such a way as not simply to entertain, but to interest the members of the society in these mission fields. Thus far, studies upon the following fields have been conducted: China, South America, South Africa, the West Indies, Mexico, Spain, Abyssinia, Australia, and Canada. These studies have been conducted in part by our missionaries who have been in the foreign work, partly by our teachers, and partly by the students, who are manifesting the deepest interest in this work. While studying the foreign fields, it has been thought advisable to consider the home interests as well, and at the present time the society is in the midst of a study of the work in our Southern States. Two, or perhaps three, weeks will be29consumed upon this study; and as this work is largely conducted by students who are from the South, they can speak from their own knowledge of conditions as they actually exist, and of openings and opportunities before our people at the present time. We trust the blessing of the Lord will so rest upon this effort that not a few of our young people will develop an interest in the work in the Southland and be ready to volunteer to take part in it as soon as school closes. These studies on our different mission fields will be continued during the entire school year, and they are undertaken for the twofold purpose of informing ourselves in regard to the work in the various countries studied, and also with the hope that God will lay upon hearts a burden for labor in some of these very needy countries. If this latter result be accomplished, we shall rejoice and feel that the Lord has indeed blessed his school to the good of mankind and to his own glory. As we look over this band of sixty or seventy earnest, consecrated, and godly young men and women, and reflect that they are but representative of a much larger number of youth who are in our denominational schools receiving their education and training for actual work, we can but rejoice in the mercy and the providences of God in providing these institutions where our young people may become informed in regard to the needs of the present day, where their hearts may be stirred with a desire to respond to the calls for help, and where they will enlist and go rapidly to the front in carrying the knowledge of this gospel to all the world. The Spirit of Courage
By H. R. Salisbury
I HAVE been glad to see in the reports that have appeared from month to month in the Educational Department of the REVIEW from our colleges and schools, that this year has been one of prosperity not alone from the standpoint of numbers, but more especially because of the earnest spirit of consecration to the service of the Master which has been guiding the plans and conduct of the students. I am certain that this welcome revival of the missionary spirit in our schools is due largely to the attitude which the educators took at the recent educational convention at College View as to the position our schools should sustain to the closing work of the message. When we resolved that a thorough knowledge of the great threefold message and its world-wide propagation should be the basis of all our efforts, and the inspiration of all our teaching, there was a desire on the part of all to work unitedly and untiringly to bring it about. When teachers become fully awake to the needs of the hour, God will fill our colleges and schools with young men and young women whose hearts are turned toward him, and who will, when trained, go out as loyal workers into home and foreign fields. When our young people see that they may receive from our own institutions that special training which, if they do faithfully their part, will, without fail, insure them a position of usefulness, then the schools of the world will lose their attractions, and the youth will turn to us. How much there is at the present time to inspire the students in our schools who are preparing for service—the many calls for trained workers; the rapid progress of the message which has gained a foothold in nearly every country in the world; the encouraging reports sent back to us by those who have been students with us, who have gone out with this blessed truth to the ends of the earth, and are now being blessed of God in the saving of souls. This year the Lord is blessing us in the college in London. Our weekly students' meetings have been times of refreshing from the Lord. Every young man and woman is planning for some place of usefulness in this work. The majority have offered themselves for foreign service, to be used in lands where the darkness is great and the laborers are few. H. R. SALISBURY.