Brother A. W. Kuehl reports the baptism of five persons at Minneapolis, Minn.
Brother H. Steen reports the baptism of four at Rushford, Minn.
Southern Illinois is planning for three strong tent companies for the fall season. These will be located at Pana, Cairo, and Champaign.
Elder H. H. Dexter is now preaching to a crowded tent at Nîmes, France, where Elder D. T. Bourdeau held meetings twenty years ago.
Plans are being laid by the North Pacific Union Conference to hold a medical convention in connection with their teachers’ institute at South Tacoma.
Elder A. M. Dart has returned to Alaska to take up work at Ketchikan during the coming winter. He expects to find the winter a better time to work in Alaska than the summer.
Following the two-days’ general meeting held at Manti, Utah, eleven persons were baptized. Seven more are keeping the Sabbath at that place, and will soon be ready for baptism.
The series of tent-meetings at Charleston, Ill., has resulted in eight adults taking their stand for the truth. A church is now being organized at that place with a membership of twenty-two.
At Regina, Manitoba, seven young men have recently come into the truth through meetings held there. Two of these have gone to work selling our literature and inviting others to the meetings.
A five-weeks’ tent effort at Jackson, Tenn., has resulted in the organization of a church of fourteen members. Several others there are keeping the Sabbath, and will probably unite with this church in the near future.
The Young People’s Society of the Southern Illinois Conference has decided to take up the work of selling “Bible Readings,” The Signs of the Times, and Life and Health, the proceeds to be used in home and foreign mission work.
Brethren Hampton and Maxwell, who are conducting meetings at Capital Hill, O. T., report six new Sabbath-keepers there, and the addition of ten new members to the Oklahoma City church, as a result of the meetings.
Our workers in Porto Rico are meeting with good success in the distribution of our literature there. They are selling Signs, Life and Health, and Liberty, and even “Heralds of the Morning,” besides Spanish tracts and the Spanish Signs of the Times.
The brethren at Peoria, Ill., are evidently planning to do a systematic work in that place with our literature during the fall and winter. Tracts to the amount of thirteen and a half thousand were recently ordered of the Southern Illinois Tract Society for this work. It is a good omen, and a work which every church among us ought to be doing.
Brother E. Russell Potter, who is working with a tent company in Winnipeg, gives the following testimony to the good effects of evangelistic canvassing: “We now have five canvassers in the field, and we realize more and more the value of real evangelistic canvassing in preparing the way for the gospel ministry. Having canvassed the town last fall and delivered thirty-two copies of ‘Christ’s Object Lessons’ in it, I found a welcome to many homes, and heard many good words of appreciation for the book, and also found that it had been a means of breaking down prejudice.”
Elder J. S. Washburn reports concerning the tent-meetings at Nashville: “These meetings began May 31, and closed for the present on Wednesday night, August 22. During this time we have lost but one meeting on account of the rain, although some of the meetings held during storms have been small. The Sunday night attendance has always been encouraging, several hundred at times being in attendance, and during the week we have sometimes had more than one hundred present. Sixteen have stated their determination to keep the Sabbath with all the commandments of God, and a number of others are greatly interested, among whom are some who have just recently come to the meetings. In fact, it seems as if in a certain sense the work has only begun here, and yet we have thoroughly canvassed all the main points of our message.”
For some time the Elizabeth [N. J.] Librarian has been sending in frequent yearly subscriptions for Liberty, Life and Health, and Signs of the Times. This week when sending in some more subscriptions, he writes: “Possibly you have been wondering why we have been sending in so many yearly subscriptions for Liberty. I will try to outline briefly the work we are doing here in Elizabeth. It may benefit some of the other churches, and we would be glad to hear from them as to how they are pressing the missionary work. Last May we organized a tract society, and began holding a missionary meeting every week. These meetings have been devoted entirely to a study of the needs of our city and plans for meeting the same. We subscribed for a club of the Signs and Liberty as our means would allow, and have increased as we were able. We take up a collection each week for the advancement of this work. Every detail of our work is taken up and studied carefully and prayerfully. We aim to have each one feel that the success of the work depends as much upon one as upon another. We have sent Liberty to the councilmen, judges, and all office-holders that we can reach. With this last club we shall try to supply the lawyers. We send The Signs of the Times to the hospitals and some reading-copies. We keep a rescue mission supplied with our old periodicals. I am sure the Lord provides ways and means if we only obey him.” —Missionary News Letter.
The New Era
By F. G.
We have several times spoken of the fact that we should enter, and that we believed that we were entering, upon a new era in our school work. We looked forward to the convention of the Educational Department at College View to inaugurate such an era. We look back upon the convention, believing that it was the beginning of this era, and now we look to the present to carry forward this work. With this the first number of the monthly issue of “Education,” as we have been pleased to designate it, as a department of the REVIEW, we are confidently beginning the work of this era along advanced lines. By advanced lines we do not mean that there is to be a radical departure from the plans and purposes which have hitherto governed our work. During the past few years there has been an earnest effort on the part of our educational workers in all portions of the world to rise to higher ground, and to have our school work adapted to the immediate needs of the third angel’s message. The Lord has certainly met these efforts and crowned them with a reasonable degree of success. But now we have reached the time of the end—the finishing of the work of the Lord in the earth. We are indeed entering upon the last final conflict. We have come to the time when all the forces of this denomination must be consecrated to the cutting short of this work in righteousness.
Our young people have always been the hope of our work. The majority of our laborers in all lands to-day were the children and young people of yesterday; our laborers of to-morrow will be our young people of to-day. To their education this denomination should just now address itself in a zealous, earnest, and careful manner. No reasonable expense should be spared to give these young people such an education as will quickly and thoroughly qualify them to go into all the world and to carry this last saving gospel to all classes of people, high and low, rich and poor. We are plainly told by the spirit of prophecy that this is the first work of the church.
During this present year, as nearly as we can estimate, there has gone from our schools into all portions of the world, an army of six or seven hundred young men and women who are engaging this summer in the various branches of the work. It would indeed be an inspiring sight to see all these young people together, and to hear their words of courage as they are engaging in their work. But when we consider the vast number of young people in our denomination who are not in any way connected with our schools, but who should be in them, and when we consider the mighty work which these young people can do, there should come into every Seventh-day Adventist’s heart an earnest resolution to do everything in his power to send forth from our schools this coming year, not only six or seven hundred, but if possible, several times this number. The time is indeed near when there should go forth every year several thousand burdened with the desire to carry the truth of God’s Word, which they have learned to love, to those who know it not.
When parents, churches, and conferences recognize that they all in their sphere and place are directly called by God to educate our young people for this work, there will be an impetus given to the work of this denomination as a result of the performance of this duty, which can only be faintly imagined now. This is the work of the new era in education; this is the work that was begun at the convention at College View; and this is the work to which we confidently believe our people will now address themselves. To this end we consecrate this department of the REVIEW. We hope that the time is not far distant when this educational work will assume such proportions as to demand the publication of a separate educational journal, and that the interest in it will be such as to secure the necessary financial support to warrant its publication.
This issue of the department will come to most of our people at the opening of the school year. It has been prepared under very unfavorable circumstances, but we trust that it may serve as an inspiration and a help to all phases of our educational work. We bespeak for this department the earnest support of all who are interested in the education of our youth. Now as never before should the spirit of courage take possession of our people, and we trust that the true spirit of courage will continue to be breathed forth from the columns of this department of the REVIEW. If these things are made facts in the experience of this denomination, we shall certainly see the truth going to the world with a wonderful increase of rapidity, and we shall shortly witness the closing of the reign of sin and the ushering in of the glorious kingdom of our Lord and Saviour Jesus Christ. F. G.
Skilled Workmen
By M. E. Ellis
“O patient Christ!
Did once thy tender, earnest eyes
Look down the solemn centuries
And see the smallness of our lives?”
PLANS and methods change to meet the varying circumstances of the hour, but Paul’s advice to Timothy as to how best to prepare ’himself for the Lord’s work, has never been improved upon, and never can be. “Study to show thyself approved unto God, a workman that needeth not to be ashamed, rightly dividing the word of truth.” This single statement contains the way, shows the result, and tells us the object of Christian education.
“Study”—The Way
The object that Seventh-day Adventist young people should have is to help give the advent message to the world in this generation. That is, their abiding faith in the third angel’s message, and their belief that Christ is coming soon, will cause them to exert every possible effort that can be made in connection with their legitimate work for a livelihood, to spread this message, and any other course of action is a denial of the faith. Then all study should be with this end in view. And instead of the shortness of the time encouraging hasty preparation for the work, or merely a thrusting into it with no preparation at all, it should rather show more than ever the need of thorough preparation that will enable the one having it to accomplish for God in one month what it would take an unskilled worker years to do.
The Result Possible
It is possible to have such a preparation. It is possible for you to have it. I will venture to say that of the hundreds who will read this article there are not fifty who could not obtain a good education if they should set out to do it. But remember a desire is not enough. “There is all the difference in the world between a lukewarm desire and a red-hot purpose.” Make it your business to study,—study your needs, study the world’s needs, and try to accomplish the grand result of being “a workman that needeth not to be ashamed.” This will follow if you conscientiously “study to show thyself approved unto God.”
Then we are ready to accomplish—
The Grandest Work on Earth
—“rightly dividing the word of truth.” It takes study to do that effectually nowadays. Consecrated illiteracy is better than no consecration at all, much better; but how much more effective is consecrated talent, developed by good mental discipline! It took the disciples three and one-half years under the personal direction of the Master Teacher to get ready to spread the gospel tidings to the world; no one will deny that Paul’s learning stood him in good stead many times. Wisdom and consecration—this is a combination that makes the strongholds of Satan tremble.
Experts Needed
The engine of a great factory refused to work. Heat the boilers as hot as they could, the engine would barely turn the machinery. The engineer worked hard for days to find the cause, while the impatient army of employees lost their time and wages, and the owners their dividends, until finally it was decided to send for an expert. Within two minutes after his arrival he discovered a valve out of order, and quickly adjusted it, and directed the steam to be turned on. Instantly great power was developed, and the hundreds of employees rushed to their places, and the work began in earnest. The delighted manager called for the expert’s bill, who named fifty dollars as his charge, to which the manager promptly demurred, saying he was not authorized by his company to pay anybody fifty dollars for two minutes’ work. So he directed him to make out a bill for the consideration of the board of directors. The following was the bill rendered:—
To fixing engine........$ .25
To knowing how ........ 49.75
$50.00
The Board at once ordered the bill paid, declaring twenty-five cents was very low for fixing the engine, and that $49.75 was but a fair compensation for knowing how, since it had required many years of hard study to become an expert.
We are living in a great factory, and we have a great work to do. We are manufacturing character to last through eternity, and we are endeavoring to show others how this may best be done. Sometimes the work seems to come to crises where the engines for some cause refuse to work. It is then that we need the experts, the men and women with skill and training and knowledge, who will know how to take hold of the situation, fix the defective valves, start the machinery going, and inspire the thousands of workers with fresh zeal. There must be those among us who can earn that $49.75, but they must be educated and well trained or they never can. Are you training yourself for that work?
M. E. ELLIS.
Do You Know Our History?
By A. W. Spaulding
At a recent institute, ten questions on our denominational history were given church-school teachers in examination. In their answers not half the teachers reached a grade of fifty per cent. There appeared to be a general, but rather hazy, knowledge of the denomination's age, names and services of workers, character of great movements among us, and important epochs of the work. The state of knowledge revealed is to be regretted not more because the persons themselves have been weak on account of their ignorance of these matters, than because it shows that the children have heretofore largely had to do without what would be of great help in inspiring them to carry on the work so soon to come into their hands. The stories of our pioneer days and of the times of later development ought to be very familiar to every Seventh-day Adventist child.
Of course a list of ten questions, however representative, can not compass our history, and can not be thought of as quite fairly showing the knowledge of those tested: a teacher may know many stories of the message to give to children, when he can not trace the great movements. Yet certainly a confusion of dates and persons, and a haziness as to most important matters, will be a weakness to any story-teller.
Following is the list of questions:—
1. About what year does the history of Seventh-day Adventists begin?
2. What relation has this people to William Miller?
3. How is this message connected with the reformatory movements of the sixteenth and eighteenth centuries?
4. Name three persons to whom principally are due the discovery and teaching of our cardinal truths.
5. Tell the several places where the REVIEW AND HERALD has been published, with approximate dates for the establishment of each.
6. When and through whom did our foreign mission work begin?
7. Tell briefly the development of our health work.
8. Upon what plan was our organization remodeled at the Conference of 1901?
9. Name five of our missionaries now in foreign fields, and tell the location of each.
10. Name five of our representative writers, with the name of at least one of the works of each.
Wrong answers to these embraced the following:—
1. 1832-44.
2. William Miller was the founder of this denomination.
3. The principal relation was the preparation of a people in America to receive the third angel's message. Answers showed an uncertainty as to the doctrines of Luther, and especially of Wesley, and most were content to say the present truth is a continuation of the previous reformations.
4. Luther, Miller, Himes. In this list the name of Joseph Bates was frequently omitted, and names of those of lesser note and more recent connection with the message, besides those mentioned, were included.
5. Portland, Maine; Boston, Mass.; Oakland, Cal., among the three. Many began with Battle Creek, and dates ranged from 1843 to 1888.
6. Christ, Joseph Wolff, James White, etc. This question received more correct answers, however, but the date was seldom given.
7. Began and ended with Battle Creek Sanitarium and health food business.
8. Moving into the country; organizing conferences with officers; increased separation of medical work from evangelistic. Few understood much about this question, and many dealt more with principles than with form of organization.
Questions 9 and 10 were quite well answered, though initials were frequently wrong, and names of persons and titles of books were often incorrectly written.
Now the question is, Would you have done better? There are many Seventh-day Adventists who can discuss the Punic Wars and the Pharaonic conquests who are not well informed as to the progress of God's work in this last time. The books which have been given us dealing with the early days of this message, have not been chance productions; and however simple they may appear to some, they contain truth which is vital to present-day loyalty. Whoever is versed in the struggles and providences of the early days is not likely to be included in modern apostasies. But thousands who trust to the power of the congregation to keep in the truth are carelessly neglecting the knowledge they will need in the coming troubles, yes, and sorely need to-day.
Is it not much more important that we become thoroughly familiar with the rise and progress and ultimate triumph of this message, than that we know volumes of histories, philosophies, and sciences which have little direct bearing upon our work?
The simplicity of this knowledge is what repels many. It does not seem learned to tell the simple stories of such recent times: one might seem to be much like the old grandfather mumbling in the chimney-corner, or the little child delighted with his new story. “I thank thee, O Father, Lord of heaven and earth, because thou hast hid these things from the wise and prudent, and hast revealed them unto babes.” “Except ye . . . become as little children, ye shall not enter into the kingdom of heaven.”
Somewhere, somehow, either in the primary school, or the college, or the home, there ought to be conducted for every Seventh-day Adventist a systematic study of the history of this message—in chronology, in philosophy, in simple story, all welded together with the spirit of devotion and consecration. And an observer inclines to think that such a study ought to be carried on in every one of the institutions named.
A. W. SPAULDING.
The Call to the Youth
By O. O. Farnsworth
“And he gave to every man his work.” These words, spoken by Christ, were given to make plain the thought that every servant of God has something to do.
Now who are they who are usually called to service in this world? They are not the aged, the crippled, or the infirm. They are the young people, many times quite young, and the strong.24
Whom does God call into service? While he may not refuse the aged or the infirm, for he has something each may do, yet when he says, “Go ye into all the world,” he must in a special manner call for the young and strong. But strength in the Christian does not mean simply physical force. The Word says, “Thou therefore, my son, be strong in the grace that is in Christ Jesus.”
There must therefore be spiritual strength. But the Lord does not leave the qualifications there even. He says, “Study.” But why does he say “Study”? — That as workmen they need not be ashamed, but may rightly divide the word of truth. Here comes in one of the greatest reasons why one needs to obtain an education. How can one who does not understand language divide the word of God so as to bring the greatest light to himself? How can he intelligently impart the saving truths to others?
We are now in a time when God is calling for the young and strong to take his truth into every land and to many people of strange tongues. The mind needs to be trained and disciplined. Our young people need just what the Bible calls for — study.
First there needs to be a personal consecration to God. Then he will open the way for a training in the schools he has caused to be established. He has shown his approval of this work by taking many from these schools and placing them in positions of trust in his cause in all parts of the world.
Are there not many among our young people who should now be in training for the Master’s service? The way is being opened so that many can now prepare for a part in the closing work. God will surely open the way that he who gives himself to the work may have the necessary training.
O. O. FARNSWORTH.
Music in Our Schools
By C. C. Lewis
A RESOLUTION in regard to music was introduced just before the close of the recent educational convention, and in the press of business was passed without comment or explanation. It was so general that nobody could see any objection to it, and it sounded so good and loyal that all were in favor of it. A more careful examination, however, sets one to guessing what it means and how to apply it. Of course music not in harmony with the spirit of our work should not be used. What is music? If reference be made to instruments, what instruments are intended? Surely any “grade of music which does not and can not tend to the increase of spirituality on the part of either students or teachers” should not have a place in our schools. What “grade of music” is meant? Does “grade” refer to difficulty?—Probably not; it doubtless means class or kind. But each one is left to answer the question from his own standpoint according to his own convictions.
There are three general classes of music: First, “rag-time” music and sentimental songs. This is the popular, giddy music of the day, sung without thought or taste, and banged without mercy on the instrument. It corresponds to the sensational in literature. Probably all would agree in ruling this class of music out of our schools and our homes.
Second, sacred music and gospel hymns. This corresponds to the sacred in literature. All will want to retain this class. We need to exercise caution, however; for much which is neither music nor poetry has crept into the religious songs of the present age. It should be weeded out.
Third, classical music. This does not pertain to the history, literature, or art of the ancient Greeks and Romans. That is the meaning of the word “classical” in language and art, but not in music. The Greeks and Romans gave the world no music worth preserving. In music, “classical” means “conforming to a high ideal, chaste, pure; composed by the great masters.” It is the music which, on account of its beauty of melody and sweetness or sublimity of harmony, has endured, while other music has been forgotten. It has come to us principally from the German, Italian, and Jewish peoples. Much of it is sacred. Many of our hymns are snatches from its compositions. It embraces home, folk, and patriotic songs, and songs of courage and friendship which have soothed and cheered the hearts of millions. Some might wish to discard such music because of its name, classical, or because their ear has not been trained to appreciate or enjoy it. Others would retain it, especially for the training of music teachers; just as teachers of English think it wise for their pupils to study the great masters of English as well as sacred literature. Studying classical music is like studying the writings of the great poets. Perhaps some do not like poetry. Would it be best for them to deny the study of poetry to those who do like it? Perhaps they would even themselves be benefited if they would cultivate a taste for poetry.
When the course of study for music teachers was before the convention, one speaker said he had observed at camp-meetings that many players who had received much musical training could not play hymns well. When asked where they received their training, he could not tell, but said they were called fine players. Probably worldly teachers neglect sacred music, keeping their pupils on popular and classical music; hence their failure to play hymns well, not being accustomed to hymn playing. It may be that teachers in our own schools have made the same mistake. A judicious blending of the sacred and the classical is best in the judgment of the writer. He has had opportunity to observe the effect of this plan in three representative schools of the denomination, and he feels justified in giving it his indorsement. Care should be taken, however, not to let the piano and classical music crowd out the organ and sacred music. On this point, Prof. B. R. Shryock, director of the School of Music, Union College, says: “All piano pupils should study the organ. It gives the smooth, legato style which is so difficult to acquire on the piano. A pianist is a poor one who can not play the organ beautifully. The denomination needs ten organists to one pianist. All Seventh-day Adventist young people should play the organ well enough for services.” The enrolment of organ pupils has risen from six to fifty during two years of his leadership.
The writer is in full sympathy with the resolution passed by the educational convention, believing it to be in harmony with the judicious use of both sacred and classical music, and understanding it to exclude the popular sensational and so-called “rag-time” music of the present day.
C. C. LEWIS.
Thoroughness in Preparation for Our Work
THOROUGHNESS in school work lays the foundation for an after-life of usefulness. It is what the student does for himself under the inspiration of his teachers that educates him, not what others do for him. Paul wrote to Timothy: “Thou therefore endure hardness, as a good soldier of Jesus Christ;” and again, “Study to show thyself approved unto God.” Hard mental work carried on in a right spirit still has the divine approval. Our schools should not only equal, but surpass, the best schools of the world in the amount of thorough intellectual work required of students in order to take a degree or finish any definite course of study. Intellectual laziness, although far more frequently met with than physical laziness, is a sin which we can not afford to excuse or condone. The curse of God is upon the “wicked and slothful servant;” his blessing is upon the diligent. The wise man’s advice is: “Take fast hold of instruction; let her not go; keep her, for she is thy life;” and, “Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding.”
Thoroughness of preparation involves a certain amount of specialization. Paul’s advice to a certain young minister was: “Meditate upon these things; give thyself wholly to them; that thy profiting may appear to all.” So also the teacher is well advised to make himself master of his subject. When possible, he should spend a part of his summer vacation in taking advanced work, with a view to keeping abreast of all that is latest and best in his department of knowledge. Thus he will be able to bring fresh light to bear upon the subjects he teaches, and to inspire in his pupils a greater desire for hard study. The attending of teachers’ conventions and similar educational gatherings is also helpful in the same direction.
Specialization should not be carried to the extent of entirely neglecting practical things. An education is of little worth without push and energy, and real strength of character.
“The busy world shoves angrily aside
The man who stands with arms akimbo set,
Until occasion tells him what to do;
And he who waits to have his task marked out
Shall die and leave his errand unfulfilled.
Our time is one that calls for earnest deeds.”
Intellectual progress need not cease upon leaving school. Life offers many25valuable opportunities for self-culture, but there are few who know how to make the most of them. The most important thing is to be aspiring continually toward a higher and better life, physically, intellectually, and spiritually; in the words of Paul: “Not as though I had already attained, either were already perfect: but I follow after.”
“Upward the soul forever turns her eyes;
The next hour always shames the hour before;
One beauty, at its highest, prophesies
That by whose side it shall seem mean and poor.”
The well-educated man is distinguished from other men more by his intellectual humility and receptiveness toward truth, than by the number of facts he has stored in his mind. He thinks not so much of where he is as whither he is going. Hence he seeks above all to be headed the right way. Moreover, he watches his spare moments. This is the secret of continuous intellectual growth. It is one advantage of an educational institution where hard work is expected of the student, that he will learn the value of time, and ever after regard the days, months, and years that may be granted him, as his most precious possessions.
Self-Supporting Intermediate Schools
By J. O. Johnston
THE question of making our schools self-supporting is one which has called for the best thought and planning of our most experienced teachers and business men, and it would no doubt be too much to claim that the question has yet been fully answered. Much has been done along the lines of industrial work which has helped to lessen the expenses of school life, but the question of how to support a faculty of teachers in an intermediate or training-school, especially when the work is in its infancy, has long been a perplexing one. In new places where capital is limited, and a large number of students can not be secured, this is indeed true. This is precisely the situation in our young conferences where intermediate schools are most needed; and it is with the hope of throwing a little light upon this problem that the writer ventures a few suggestions born of experience.
In the first place the difficulty seems to be to provide for the support of the faculty. If this question could be disposed of, all that would remain would be the erection of buildings in a suitable location, and the calling together of the youth who are in need of an education. But one of the essentials in education is a training that will enable our young people to properly maintain themselves while they are engaged in the Master's business. This business may be, and should be, to preach Christ and him crucified, but as it was said by one great missionary, they may find it necessary to “cobble shoes to pay expenses.” It is surely a part of the work given our schools to teach the youth how to “cobble shoes” as well as to “preach the word,” and in order to teach industry, the teacher must himself be industrious. If he would teach his pupils how to “pay expenses,” he must know himself how to make expenses. If “every youth, on leaving school, should have acquired a knowledge of some trade or occupation by which, if need be, he may earn a livelihood” (“Education”), surely the same should be true of the teacher who attempts to give instruction to others.
Let us start, then, with three such teachers—men of education and experience; and let them open an intermediate school on this basis. One is skilful in iron and steel, one is proficient in all manner of wood work, one understands how to get wealth from the soil, and all understand the third angel's message, and how to teach.
Let a sufficient amount of capital be given these men to buy a suitable farm, erect the necessary buildings for a school, homes for themselves, and a small manufacturing plant, and the future support of that faculty is assured. If they have but five students the first year, the faculty will be paid, for they will earn their own way by their own work. If the numbers attending school increase so that it takes nearly all the time and energy of the teachers, then the income from the students will be ample to meet all expenses, provided the tuition is not placed at too low a price. In such a school where both teachers and students would “devote a portion of each day to mental improvement, and a portion of the day to physical labor,” a training would be given to the youth which would prepare them for every emergency of life.
It may be said that such teachers would be hard to find. If this be so, surely the fault has been with our schools in the past, in that they did not provide for this kind of training, and many of those who are otherwise efficient teachers have but a one-sided education.
Much more could be written with reference to the industrial features of our schools, but this article is already too long. Let me conclude with the following words from “Christian Education:”—
“If there had been agricultural and manufacturing establishments in connection with our schools, and competent teachers had been employed to educate the youth in different branches of study and labor [italics mine], there would now be a more elevated class of youth to come upon the stage of action. The youth who would graduate at such institutions would many of them come forth with stability of character.”
“For young men there should be establishments where they could learn different trades [italics mine], which would bring into exercise their muscles as well as their mental powers. If the youth can have but a one-sided education, and it is asked, Which is of the greater consequence, the study of the sciences with all the disadvantages to health and life, or the knowledge of labor for practical life, we unhesitatingly say, The latter. If one must be neglected, let it be the study of books.”
J. O. JOHNSTON.
Some Thoughts on Education
By Clifford G. Howell
A FEW years ago I was riding along the streets of one of our university towns in company with a prominent editor and author, who spoke of the great privilege of being “an amanuensis for the Most High.” The thought has often since thrilled my soul; and as there lies before me a request from our educational chairman to write something practical touching our intermediate schools, I would that I might gather some helpful fragments for the teachers and pupils in these schools.
On returning from the educational convention, I had the privilege, for the first time in thirteen years, of spending a few days with relatives, and the friends of my childhood. The county superintendent of my old home county in Iowa placed in my hands a very dainty announcement of their teachers’ normal institute. Upon its opening page was the profile of a little schoolgirl, and a volume, in miniature, in the words: “For the sake of a child.” When we think that heaven has drawn so near to earth as to give to it a child, and know that He was at once its Saviour and greatest model teacher, we pause at the threshold of our schoolroom where the children gather, and reverently ask his presence and guidance in the work he has left for us to complete.
Recently I greeted anew the bright faces of my pupils; and the arrangement of a program was the practical question in hand. The one adopted after a second adjustment was so satisfactory that I could but feel that a better Teacher than myself was present and was interested in the details of my work. And the very recognition and feeling of26gratitude seemed to bring a greater fulness of the divine blessing. As the classes of learners sit before me, and one after another express thoughts that give me surprise and gladness, I am made conscious anew of loving help.
We hold but one session daily, and like the plan very much. For opening exercises we spend a few minutes committing to memory a stanza or two of some sweet song; then unite in singing. We then study two or three texts of the Sabbath-school lesson, and perhaps memorize a Bible verse. After prayer, the greatest educational book in the world—the Bible—is studied, and the lessons recited.
I have thought much of the educational principle, “A knowledge of physiology and hygiene should be the basis of all educational effort.” We propose to put this principle into practise, and live some of the laws we learn that should govern our being.
In our study of the mother tongue, the class is sent on a quest for five of the choicest sentences they can find. The teacher awaits the result with interest. As the result of their search, we have such selections as these:—
“Moses’ life of toil and heart-burdening care was irradiated with the presence of Him who is the chiefest among ten thousand and the one altogether lovely.”
“The life of Jesus was a life in harmony with God.”
“Amidst the solemn majesty of the mountain solitudes, Moses was alone with God.”
“Amid the anthems of the celestial choir, God hears the cries of the weakest human being.”
“Amidst the deepening shadows of earth’s last great crisis, God’s light will shine brightest, and the song of hope and trust will be heard in clearest and loftiest strains.”
“Let the youth of to-day, the youth who are growing up with the Bible in their hands, become the recipients and channels of its life-giving energy, and what streams of blessing would flow to the world—influences of whose power to heal and comfort we can scarcely conceive—rivers of living water, fountains springing up into everlasting life.”
When young and active minds contemplate such scenes and themes as these and gather them as treasured jewels, are they not sowing seed thoughts now to reap in eternity?