WHILE the subject of keeping order is one that is well worn, there is, perhaps, no other so necessary for us as teachers to study. The method of teaching individual subjects is of itself a matter of small moment as compared with this more important subject. And while this little article claims no originality of thought, these ideas have been helpful to at least one person, and they are presented here with the hope that they may be helpful to others.
We say order is an important factor in the school, but why so? Perhaps one who has never thought seriously on the question may say, “Because we can not impart knowledge to children in a disorderly school. The mind of the child in a school where the discipline is lax is filled with material which will hinder the retention of that with which the teacher seeks to fill it.” This is all very true, but there is a stronger reason why a teacher should see to it that he has order.
James L. Hughes defines order as “the condition resulting from an exact performance of duty in the right way and at the right time,” and we believe this to be the true thought. That school in which every boy and girl is working with a will, following leadership, co-operatively working to a given end, is an orderly school. Without co-operation real order is an impossibility. There must be an aim, and that aim must be that to which both teacher and pupils are working.
There are direct and indirect results which grow out of keeping good order, and the teacher must not forget to take into consideration the indirect or more far-reaching results.
In an orderly school as well as in a well-ordered home, there is a place for everything, and everything is kept in its place. In an orderly school there is obedience to the regulations of the school. Rules should not be numerous, and should be made carefully and prayerfully; but when made, should be obeyed. Every time a child obeys, his respect for law is increased, and every time he disobeys, his respect for law is lessened. Every conscious act of obedience strengthens the child’s will to obey, and every time he knowingly disobeys, the power of evil is strengthened within him, and his will is weakened. His will is to lead him to duty, and must not be weakened.
The child forms the habit of obedience by the constant repetition of his acts. By acts repeated habits are formed; habits make character, and character decides destiny. In the home and in the school, habits are formed that make the character of the man or the woman. Is the boy an obedient son? Is he a pupil who habitually obeys the rules of the school? Then he will be a law-abiding citizen. And if we would have him obey God, whom he has not seen, he must first learn to obey father, mother, teacher, whom he does see. “The conscious violation of any rule means a conscious deviation from right and truth.”
The immediate consequences of slight disobedience and disorder may be of comparatively small moment, but the indirect results are incalculable; only God, who sees the end from the beginning, knows the real results in the character of the child.
And this is not a subject for the consideration of teachers only, but it is even more important for parents. What kind of characters are we building in our children? The question is often asked, “Why are so many of our young people floating with the tide—drifting toward the world?” Is it usually because they do not know what is right? Or is it because they do not want to do right? Is it not more often because they lack the will power to execute their right motives? The world is full of people whose wills for the right are too weak to carry into effect their desires for the right.
The all-wise Father did not make a mistake when he said, “Train up a child in the way he should go: and when he is old, he will not depart from it.” He did not say, “Train up a child in the way he should go, and though he may depart from it for a time, when he is old he will return to it.” This seems to be the reading many are inclined to give this text because they can not see that they could possibly have failed to train the “child in the way he should go.”
Are we teachers and parents, by the training we are giving, strengthening or weakening the moral and spiritual force of our children?
FLORA. H. WILLIAMS.
The Recitation
By Eva L. Bowen
This is a vital element in the everyday duties of school life. Here is shown the teacher's method of instruction, his ability to interest and to hold the attention of the pupils, his mastery of the subject, and his power of imparting knowledge to the class. If the teacher fails in the recitation, he will not succeed as a teacher.
The term “recitation” originated in the early practise of hearing lessons. The teacher would ask the question given in the text-book, then would notice carefully whether the pupil would answer with the words of the book. No teaching26was necessary with this method. Any one who could read, write, cipher a little, and maintain good order was thought capable of holding a school. Although now we have better methods and better-trained teachers, yet we have to use the same words.
True recitation has a double office,—recitation by the pupils to show they have the mastery of the subject, and instruction by the teacher. Both are necessary for a successful recitation.
Herbart laid great stress on the recitation. According to him there are five steps in every recitation. They are preparation, presentation, association, recapitulation, application.
PREPARATION.—
By this is not meant the general preparation of either teacher or pupil, but the preparation of the child's mind for the recitation of the lesson. Before seed is sown, the soil is carefully prepared. Although the soil may be the best, the seed of a good quality, and of sufficient quantity, and be sown in the right season, yet if the soil is not prepared, no crop can be expected. So it is with teaching. The mind must be thoroughly prepared before the seed is sown. This preparation is accomplished by calling up all related knowledge. Thus, if a lesson upon the tiger is to be taught, talk first about the cat. Let the last word to the teacher upon this subject be, Thoroughly prepare the soil before you sow the seed.
PRESENTATION.—
Now the seed is to be sown. The teacher must instruct the class, not simply hear it. This does not mean that he should do all the talking. The pupils should be encouraged to do this. They “learn to do by doing.” Self-activity is the most important principle of education.
Judgment is needed to know just how much help the teacher should give the pupil. The child must not be allowed to become discouraged. Many a needless hour of study and worry have been put upon a lesson. One word from the teacher can set the pupil at work in the right direction. A person lost in a forest would be very foolish to reject the offices of some one acquainted with the forest, just because he would know the forest better if he found the way out for himself. It is true that he might, but it would mean the loss of much time. So the teacher must guide the pupil, but not do the work for him.
While the recitation should be made interesting, it should not be a sort of entertainment. Objects and illustrations should be used to make the lesson clearer, but not to entertain or amuse. The purpose of the recitation should be to drive some truth home to the pupils' minds.
The lesson should be presented clearly, concisely, and logically, in many ways and from every side, that every one in the class may understand it. Different methods are necessary for different minds. Judgment is necessary in the selection of illustrations, that they come neither above nor below the capacity of the pupil. “Get on a level with your pupils,” is a good motto, “but be sure not to get below it,” should be added.
ASSOCIATION.—
The new knowledge must be assimilated. It is not what we eat, but what we digest, that nourishes the body. So it is not the knowledge given, but that which is assimilated, that causes our minds and intellects to grow. The new knowledge must not be left a stranger at the door of the child's consciousness. All related knowledge should be brought up and connected with the new. This is called apperception. It is a well-established truth that isolated facts are the hardest to remember, while related facts are the easiest. So the more associations one has to fall back upon, the surer and more secure the fact is fastened, clinched.
RECAPITULATION.—
A complete mastery of any subject has not been gained until the child can reproduce it in a logical, intelligent statement. Thus he should be able to give an outline of a lecture, or after working an example, to give a rule for working examples in that division. Recapitulation embodies the idea of review, drill.
APPLICATION.—
The knowledge learned must be applied to practical life. It is not enough for the child to know what five times six are; but if he should go to the grocer's and buy five pounds of sugar at six cents a pound, he should know what it would amount to. The child regards school and actual life as separate and distinct things. But school is only a preparation for life.
Forms should not be followed to the detriment of interest. Were these five steps to be closely followed, and covered in the short time given for one recitation, formalism would result. The originality and individuality of the teacher will always remain the strongest elements for successful teaching. While it is well to have a guide — a plan — perfect freedom should be exercised by the teacher.
EVA L. BOWEN.
Manual Training as an Essential Factor in Education
By J. H. Haughey
(Continued)
Our oldest institution, the Battle Creek College, established in 1874, was built within the city limits with sixteen acres of land. The major part of this land was sold to our people in city lots; but the college gradually drifted toward the world's standard, until, in 1882, the doors were closed for one year. When the school was reopened, the industrial idea began and continued to grow until in a few years carpentry, printing, broom making, and tailoring were introduced. But after two or three years' experience, on account of financial losses in these departments, they were dropped, and amusements—lawn tennis, football, and cricket—took their places. The college never really recovered from the effect of this backward step. But notwithstanding these things, the Lord gave it certain success by introducing again these several trades, and enabling those who had faith to add also a farm of eighty acres, which was located about one mile north of the college buildings. However, this did not take the school buildings nor the school into the country. The same evil influences surrounded the students. Instruction came, clothed in language, strong and forcible, but nevertheless true, saying, “Never can the proper education be given to the youth in this country [Australia] or in any other country, unless they are separated a wide distance from the cities. The customs and practices in the cities unfit the minds of the youth for the entrance of truth.” And again, “We shall find it necessary to establish our schools out of and away from the cities, and yet not so far away that they can not be in touch with them, and do them good, to let the light shine amid the moral darkness.”—“Special Testimonies on Education,” pages 87 and 88.
This was written in 1894. In 1901 the Lord graciously opened the way whereby the college was sold, and two hundred and seventy-two acres of land was bought near the town of Berrien Springs, on the banks of the St. Joseph River, where is located the buildings of the Emmanuel Missionary College. But years before this, in 1882, South Lancaster Academy was founded by the efforts of Elder S. N. Haskell and Prof. G. H. Bell, with the idea of introducing trades and various kinds of work for the benefit of the students. About thirty acres of land was purchased, and sold to our own people in small lots. During this same year Healdsburg College was founded at Healdsburg, Cal. Then there was a lull, until in 1890 the Union College grounds were secured, upon which several substantial structures were erected. After this followed Walla Walla College in 1892; Mt. Vernon Academy, Mt. Vernon, Ohio, and Graysville Academy, Graysville, Tenn., in 1893; Keene Industrial Academy, Keene, Tex., in 1894; Avondale School for Christian Workers, in 1894; Cedar Lake Industrial Academy, Cedar Lake, Mich., in 1898; Bethel Academy, Bethel, Wis., in 1899; and then came a host of industrial academies and intermediate schools.
The following is a statement showing the number of acres first purchased and now owned or leased by our various schools:—
Colleges and Training-Schools
Avondale School for Christian Workers, 1,100 acres of land, about 500 of which are reserved for the school; Claremont Union College, South Africa, 60 acres, now 30 acres; Duncombe Hall Training College, London, England, no land; Emmanuel Missionary College, Berrien Springs, Mich., 272 acres, now 264 acres; Fernando College, Cal., 10 acres; Friedensau Industrial School, Friedensau, Post Grabow, Bez. Madgeburg, Germany, about 40 acres; Healdsburg College, Healdsburg, Cal., 10 acres, now 5 acres; Keene Industrial Academy, Keene, Tex., a large tract of land, of which about 100 acres remain in the possession of the school; Latin Union College, Gland, Switzerland, about 100 acres; Nashville Agricultural and Normal Institute, Madison, Tenn., 414 acres; Southern Training-school, Graysville, Tenn., 320 acres; South Lancaster Academy, South Lancaster, Mass., about 67 acres, now about 30 acres; Union College, College View, Neb., 300 acres, now 175 acres; Walla Walla College, College Place, Wash., 250 acres, now 60 acres; Washington Training College, Takoma Park, Washington, D. C., 25 acres.
Academies and Industrial Schools
Adelphian Academy, Holly, Mich., 77 acres, also 88 acres put into crops on shares; Battle Creek Industrial Academy, Battle Creek, Mich., campus only; Beechwood Manual Training Academy, Fairland, Ind., 6 acres, also 14 acres leased; Bethel Academy, Bethel, Wis., 200 acres, now 195 acres; Cedar Lake Industrial Academy, Cedar Lake, Mich.,27148 acres, now 82 acres; Colorado Western Slope Industrial School, Palisade, Colo., 6 acres; Cumberland Industrial School, Daylight Route No. 2, McMinnville, Tenn., 100 acres; Diamante School, Argentina, South America, 90 acres; DuQuoin Industrial School, DuQuoin, Ill., 6 acres; Elk Point Industrial School, Elk Point, S. D., 40 acres, also 35 acres leased; Eschol Industrial School, Eschol, Miss., unknown; Eufola Academy of Industrial Mechanics, Eufola, N. C., unknown; Forest Home Industrial Academy, Mt. Vernon, Wash., 40 acres; Gravelford Academy, Gravelford, Ore., unknown; Harvey Industrial School, Harvey, N. D., 400 acres, also 150 acres leased; Hazel Industrial Academy, Hazel, Ky., unknown; Hildebran Industrial Academy, Hildebran, N. C., 210 acres; Iowa Industrial Academy, Stuart, Iowa, 100 acres, also 80 acres leased; Kansas City Intermediate School, Kansas City, Kan., no land; Lornedale Academy, Lorne Park, Gaston, Ontario, 60 acres; Maplewood Academy, Maple Plain, Minn., 92 acres; Meadow Glade Industrial Academy, Battle Ground, Wash., 20 acres; Mt. Ellis Academy, Bozeman, Mont., 20 acres; Northwestern Training-school, Portage la Prairie, Manitoba, 130 acres; Loma Linda Sanitarium and School, Loma Linda, Cal., 110 acres; Oakwood Manual Training-school, Huntsville, Ala., 358 acres; Pacific Press Training-school, Mountain View, Cal., no land; Fox River Academy, Sheridan, Ill., 43 acres; Taquary School, Taquary, Brazil, South America, unknown; Thayer Intermediate School, Thayer, Kan., 5 acres; Williamsdale Academy, Williamsdale East, Nova Scotia, 30 acres; Straw Industrial School, Oswego, Kan., 10 acres; Clearwater Industrial School, 90 acres, also 130 acres leased; school in process of erection at Stuartson, Ill., with 40 acres. This gives a present total of 4,343 acres.
This reveals to us our resources, our opportunities, yea, our grand and glorious privileges and possibilities, along this line of essential education. But the Lord is always ahead of his people; he is still our leader, although even yet we see only as through a glass darkly. Here is the place to begin. Our young people see it, our teachers see it, industrial schools see it, the parents of the children see it, and it is time that we, as teachers in the academies and colleges, see it. Our young people are going into these schools to begin their education, because so many of them need yet to learn their A B C's. What has the Lord by his Spirit indicated in regard to this? “Study in agricultural lines should be the A B C of the education given in our schools. Our youth need an education in tilling the soil as well as in literary lines.” “Let the teachers of our schools take their students with them into the gardens and fields, and teach them how to work the soil in the very best manner.” “Agriculture will open resources for self-support. This work is essential to the education most valuable to spiritual advancement. The cultivation of the soil will prove an education to the soul.” “Some hours each day should be devoted to useful education in lines of work that will help the students in learning the duties of practical life, which are essential for all youth.”
J. H. HAUGHEY.
(To be concluded)
The Nervous Child
By Ida M. Salton
The youth and children are to have an active part in this closing message. Realizing this, what more important work is there than the training of the young minds? And what can be more pleasing to a teacher than to see her pupils step out on the promises of God, willing to give their lives for his service? To teach in harmony with the Word of God, order must be maintained in the schoolroom. To do this in a kind, gentle way that will portray the life of Christ and win the pupils is the problem that confronts the teacher. First, the teacher himself must be orderly in every respect, for he stands as a pattern which the children will copy, and the pattern can never be too perfect. Then by greeting the children with a pleasant smile as they gather at the schoolroom, and letting them know from the beginning that he has a deep, personal interest in everything that concerns them, the teacher may often keep them from doing many things that might annoy or bring discord into the school. During the hours of study they should have plenty of suitable work to keep their hands and minds busy and out of mischief; for it is true that Satan will find work for idle hands to do.
This may apply well to the average disposition, but what about the child who is nervous and does not seem able to sit in one position longer than one or two minutes at a time, and who, if he studies with his mind intently fixed upon his lesson for five or ten minutes, we think has done well? The fault may be with his eyes, which may be weak, or possibly the light is not good, or perhaps he sits facing a window or has a dark corner of the room, or it may be that his hearing is impaired. The seat may not be comfortable for him, and yet it is thought strange that he can not sit still, and study as the other children do. By a little tact on the part of the teacher these things may all be observed, and usually remedied. And then the child may not be at fault in any of these ways, and still be very nervous and unable to apply his mind to his studies as he should. Where shall we look now? I would suggest that his diet be considered, and a talk with the mother will often clear, or at least help relieve, the situation. While doing what we can in these different ways, we should never forget to look to the Source of all help that we may be guided aright in our treatment of the child. Calling the Father's attention to, and his special blessing upon, the child in question is a thing to be trusted at all times, even when all else fails. IDA M. SALTON.
EUGENE C. WALLER
By Eugene C. Waller
Discipline
THE maintenance of proper discipline is one of the most difficult tasks of the teacher. This is especially true in the church-school, where the age and development of the pupils vary so greatly. The task is made still more difficult because the parents differ so radically in their ideas of what constitutes proper school management. Every teacher has an individuality, and his work will of necessity be affected by it; but he should be constantly guarded that he does not mistake his opinions for principle.
However different may be our ideas of school government, yet, in the main, we should be agreed on what we consider the object of discipline. Is not its object the training of the child to control himself and to respect rightful authority, whether human or divine? Surely the child who is taught to obey his parents' every requirement, will, in afterlife, find it easier to render obedience to God's law.
Let us now consider some conditions which are met during the first years of the pupil's school life. On entering28school for the first time, the child finds himself surrounded by a different atmosphere from that of his home. He may have come from a home where love is the ruling principle, and where order and system are maintained. If so, he will not find it difficult to adapt himself to the regulations of the school. Such cases, it is to be regretted, are in the minority. Again, the pupil may have come from a home where the parents are fretful and impatient. Then, teacher, open wide your alabaster box of love and use its contents freely. Deal kindly and gently with such a one. Another child may have an Eli for his father. From the time he has been old enough to travel about, everything in his home has been at his disposal. He will probably act as if everything in the schoolroom belongs to him. This quality may be combined with a superabundance of audacity, which will make him an exceedingly disagreeable child. It will require a firm hand to deal with him. In all his work the teacher should remember that no two minds can be trained in exactly the same manner.
Some one has aptly said, “An idle mind is the devil’s workshop.” The truth of this statement has a very important bearing upon the subject of discipline. The better a teacher succeeds in occupying the minds and hands of the pupils, the less difficulty there will be in controlling them. Activity is the law of life, and the pupil who is not kept busy with work or study will find another vent for his stored-up energy. It is not enough that a pupil be employed in some way; his interest must be aroused and held. Whenever the teacher sees that the enthusiasm of the pupils is waning, the work should be so changed as to reclaim the lost interest.
EUGENE C. WALLER
(To be continued)
Teach the Word
By Jennie M. Snow
PHILIP'S question, “Understandest thou what thou readest?” with the eunuch's reply, “How can I, except some man guide me?” should lead every consecrated teacher to consider the ways in which he may guide the child in understanding what it reads. When the teacher sees in the little up-turned face, and hears in childish whisper the “How can I, except some one guide me?” and responds as nobly as did Philip, we shall see the effect of teaching Jesus.
The early years are those in which the mind is most susceptible to impressions. The pictures stamped on memory's walls during the tender years are carried through the voyage of life. For this reason it is important to have early concepts so well set in gems of truth as to appeal to the child in later years, and be, as it were, a beacon guiding his craft to the haven of rest. We have no better way of placing before the child the great plan of salvation than through the Bible stories of child life. Studied, those stories will become a part of the child. The impressions thus made on the little mind may tell for eternity. There are many books containing good moral lessons that do not contain one of the truths for this time. As teachers we should have no time to spend impressing lessons devoid of saving truth on the minds of our children. Are children interested in Bible stories? The most interested and progressive class of little ones I ever taught read nothing but Bible stories. At first the blackboard served as a reader for them, later they found no difficulty in reading from “Gospel Primer.” A lack of interest may be due to the use of improper methods in laying the foundation for future reading.
Many times the child fails to recognize at sight the little words with which he should be familiar, and the task of thought-getting at once becomes difficult and unpleasant. Much of this trouble could be avoided by giving more attention to phonics. When the child knows the sounds of which the new word is made up, combining them gives little trouble. Very readily the little one will recognize the relation of the new word to the rest of the sentence, and is then prepared to read the whole with good expression.
When we remember that the words of the Lord are not to return unto him void, let us not hesitate to put as many of them as possible into the little minds, praying that they may accomplish the purpose for which God sent them.
JENNIE M. SNOW.
Field Excursions
By A Lover of Nature
THAT knowledge is most practical which comes to the child through observation. Although he is so interested that he is not conscious of it, the brain cells are affected more deeply by the things that he sees than by the things that he hears, so he remembers them longer. More than that, he makes use of the knowledge, for he sees its utility. One sees this readily in observing a carpenter's little boy playing with his father's tools, and comparing his skill with that of the child who has only heard about them.
The teacher may make use of this observation in her school work if she will. In the dim and distant past, living realities were taught as if they were dry theories; but as we advance, we find that our German teachers are wiser than we, in getting the child out to find things for himself.
If you have never done so before, take your children out one of these bright, delightful afternoons. Plan your lesson carefully beforehand. Be sure that the children understand what they are going for. Possibly you are going to give them a lesson on drainage. Take them up a creek a little way. It will not be long before they will recognize the three slopes. If you can, take them to a springy hillside near the brook, where they can see the tiny streams uniting to form larger ones. It often happens that one can find miniature lakes in such spots. There may be a place where two larger streams unite; if that is so, the children can see even better and appreciate what a divide is. More than that, between the children and the teacher, all the smaller relief forms of land and water will be brought out, for the children delight in finding and naming them. Then a little leading on will help them to form a concept of real mountains, and volcanoes, and seas.
If there are only a few children, the walk from the schoolroom may be very informal, simply a delightful time out of doors, followed by fifteen or twenty minutes' study when the destination is reached, a little time for play, and the return. If there are many children, it will probably be necessary to march, or walk two by two, without conversation. If there are troublesome, mischievous children, some of the mothers will be glad to come and help the teacher. The mischievous boy will usually keep on his good behavior under the responsibility and honor connected with being Mrs. Smith's escort. If children persist in annoying, leave them behind.
Let the children study nature out of doors. Spend a half-hour some afternoon with the trees, studying their bark, and leaves, and fruit, or their buds and branching in winter. One tree will keep a class busy for quite a while. The time spent with the teacher will teach them how to use their eyes and ears to better advantage when alone, making their own personal observation more pleasant and accurate.
Long-distance measures should be taught out of doors, by letting the children measure distances between things that they find on their journey. If you can get permission, and it is seldom refused, take the older children through some of your factories and mills, and let them see how commonplace things are really made.
And above all, to avoid that disappointed feeling, plan your work carefully, go over the ground yourself first, so that you will know just what to call attention to, and just where you are going; interest the children in it beforehand, and let them understand that they have certain definite things to do.
A LOVER OF NATURE.
Department in the Schoolroom
By E. R. Allen
“ORDER is heaven’s first law,” is an old saying that we can not repeat too often. And should not order be a law with us also? It would seem so, when we profess to be preparing for translation to that paradise where all is order. But I am afraid sometimes that in one department of work, the school, this is oft overlooked. We believe with all our hearts in Christian education, and rejoice at the progress being made in it.
Is order in the schoolroom a small thing? Will not the child carry all through life the habits acquired in the home and school?—Surely he will.
How important, then, that habits of cleanliness, decency, and respect for others, be insisted upon during the formative period of childhood and youth.
But to be more specific: children who are daily under the care of a teacher should be required to keep their hands, faces, and clothes clean, hair brushed, and shoes free at least from mud.
Should pupils be allowed to move about the schoolroom at pleasure, get a drink, borrow a book, go out of doors, etc., without permission from the teacher?—We think not. There can be no semblance of order or quietness, which are so necessary in character development, when these things are permitted. But on the other hand, we do not believe in the ultra extreme, where “you could hear a pin drop.”
These are but a few of the things that might be mentioned, and ought to receive attention by the conscientious, God-fearing teacher. We are educating our children to be either Christian ladies and gentlemen or to be ruffians—coarse, uncultured, undisciplined members of society. Which shall it be? The answer lies with the parents and the teacher.
Neither one can successfully train a child for God alone, but either one can tear down and undo all that the other attempts to accomplish. Let us endeavor to have our homes and schools ruled by heaven’s first law.
E. R. ALLEN.
Two Home Pictures
By Mrs. D. A. Fitch
Miss — had for some years been a successful school-teacher; but finally decided to settle in a home of her own. The message of present truth had found its way to the hearts of the husband and wife, and in its acceptance there was found cheer and comfort. So far as they could see, all things over which they had control were being used to spread the message to the far regions of the earth.
Many cares and perplexities came. The family increased, and love for the message began to wane little by little. As the children grew in size and years, the question of their education presented itself. What should be done? The public school was the only available means — so they thought — to furnish them the needful knowledge required to give success in life. The Scriptures were read and taught in the home, good morals inculcated, but all these things could not counteract the baneful influence exerted by the habits and practises of a heterogeneous mass of worldly children. Now what could be done to eradicate this assimilated evil? To dispose of the home and locate near a church-school seemed out of the question, and such a change might not have been founded in wisdom. A home school was suggested, but the mother had no time for that, and, too, she doubted her ability to keep abreast of the times. Thus the subject was dismissed. The mother, who had taught large numbers of children twice the age of her own, not willingly, but because of circumstances, permitted another to stand in her place and usurp the prerogative a wise and loving Providence had given her. The children were graduated from high school, and went into the world, having little or no sympathy with the sorrowing parents or the truth they loved.
The second picture is of a home similar to the first so far as attainments and environments are concerned, but differing in the fact that the founder of the home was truly its head, being not only husband and father, but priest of the household. The home was a world in itself. No dependence was placed on the outside so far as social and educational advantages were to be found,29From the early days of each child the name of Jesus and “our Father” were household words. The mother felt her inability to correctly educate her children, but seeking help from on high, she persevered, calling to her aid all the helps possible. In her need she called upon the mighty Helper, that not only she, but multitudes of other mothers yearning for the welfare of their children, might have the best assistance. Then was her mind led along such ways as these: Since nearly all sciences are now taught by correspondence, and so many mothers would like to be the teachers of their own children, why can there not be a correspondence school for mother-teachers, to assist in this grand but comparatively new home missionary work? Educational leaders were consulted, and immediate steps taken to furnish such a course of instruction with the needed text-books. Not one only, but many mothers welcomed the visit of the postman when to their doors came the large envelope containing that which to them was more precious than gold or pearls. Household work and cares were simplified that time might be spent in study, with the highly gratifying results attained only where Jesus dwells as the unseen teacher, and the mother the under teacher.
This family, united in the truth, stand staunch advocates and living examples of the truth for this present time, happily teaching as they were taught.
These two pictures may serve to illustrate what has been done, as well as what may be done when the will is in harmony with what the Lord has shown this people is his will. The first is real and frequently seen among us. The second is in some respects prospective, but possible, and it should be the prayer of every lover of Jesus that the day may be hastened when fathers, mothers, and elder brothers and sisters shall be the home teachers of the children, and thus more homes remain intact.
MRS. D. A. FITCH.
A Reason for Prosperity
By F. G.
[The following, taken from The Southwestern Union Record, is suggestive indeed of those principles which will bring prosperity not only to Keene Academy, but to all our schools.—F. G.]
Since the educational department was established about two years ago, there have been many things published that have brought joy to the hearts of the academy’s friends. The debt has been paid, many improvements have been made, better advantages are offered to students than ever before, our attendance has increased, there is a growing disposition on the part of students to remain in training until they are thoroughly fitted for the Master’s work, and there is a deepening interest in all branches of missionary work.
Why is this? There are several reasons for it. The Lord has given us teachers who love God’s work, and are united as one man in planning for its advancement. When the teachers become perplexed, they go to the board for counsel, with the utmost confidence that these brethren will also as one man unite with them in seeking God to know the best paths in which to lead the young people.
While this all tends to strengthen the work of the academy, the greatest source of strength lies in the fact that back of the faculty and board stands a united people whose influence is ever for the uplifting of the standard of our own school. We believe that our brethren and sisters as individuals are carrying more responsibility than in the past. And it is needful that they should. The perils are thickening. Satan has come down with great wrath, knowing that he has but a short time. But while God has told us this, he has also given us the encouraging message that when the enemy, comes in like a flood, the Spirit of the Lord will lift up a standard against him, or as the margin says, put him to flight.
So while we sorrow as we see many swept away by the flood, we are encouraged as we see the faithful ones rally around the uplifted standard. In the midst of our sore perplexity, we are cheered by the fact that our brethren are praying that our feet slip not; and when we slip, instead of chiding us for the fall, they are at our side to help us to our feet again and bid us Godspeed.
So the reason for our prosperity is that every man stands in his place, and so long as we are all united, God will continue to bless. We hope our people will remember that as the work grows, a corresponding increase of responsibility comes to each one.
We are glad to report that the students are still coming in. Let them continue to come. We will find room for all. It does our hearts good to see so many turning toward God’s work. Let every one pray that God may make this the best year of the academy.