Review and Herald, Vol. 83, No. 36.
Christian, Onward!Page 1
Earlier text: Field NotesOrigin of Schools
By G. H. Baber
DENOMINATIONAL, public, and private schools of to-day are made necessary by the failure of parents to do their whole duty by their children. We are not qualified to teach our children because our parents failed to teach us. It is interesting to note that the word “school” is used but once in the entire Bible. It occurs in Acts 19:9, speaking of the work of one Tyrannus. This man was probably a liberal-minded teacher of Greek philosophy. He allowed Paul the privilege of disputing in his audience chamber “by the space of two years; so that all they which dwelt in Asia heard the word of the Lord Jesus.” The definition of this word “school,” the only one in all the Bible, is “loitering (as a withholding of one's self from work), or leisure, i. e. (by implication) a ‘school’ (as vacation from physical employment).” See Strong’s Greek Dictionary of the New Testament. It would appear that the greater part of our youth seem to be conscientiously impressed with the importance of being true to the Greek definition. But we need not wonder—like teacher, like pupil. Pagan seed has been sown, and we should not wonder that the harvest is pagan also. “The Greeks were the first to develop a science of education distinct from ecclesiastical training.” The question that concerns us is, Are we following the Greeks or the schools of the prophets? While the word “school” is used but once in the Bible, the word “teach” abounds from Exodus to Revelation. The first use is in Ex. 4:12, where the Lord told Moses that he would be with his mouth and teach him what he should say. As the fulfilment of this promise was the secret of Moses’ success, even so it will be to-day with all who are taught of the Lord. May he be with the mouth of every teacher, and teach him what he should say. G. H. BABER. Reforms in Education
By J. E. Tenney
It is not enough that God has given us educational principles which bear the divine imprint. That a system of educational effort has been arranged such as God approves will not be sufficient guarantee of our success. Every one to whom God has given a work in connection with our schools must feel that he is responsible to God not only for the faithful application of the principles underlying our school work, but for the reception of such advanced light and the establishment of such reforms as will always impart a freshness and vigor to the work. Every true teacher is a reformer. The time in which we are living calls loudly for such teachers. There is, therefore, ample scope for the use of such improved methods and plans as may result from prayer, earnest study, and the employment of natural gifts. It seems to be evident that two points in particular must be emphasized in the work our schools are designed to do in the training of workers. Our schools that have in hand this important work should exercise great care in the selection of students. Many times we find those in our training-schools who give little promise of becoming workers either from the standpoint of ability or from disposition. That these souls need attention is true, but it should be supplied in other ways than by adding to the burden and work of schools designed of God for a special work. An advanced step has been taken in the direction of connecting our schools more closely with our mission work both at home and in foreign lands. This movement will amount to little unless the hearts of those upon whom rests the responsibility in connection with our training-schools have a burden to see that accomplished which should be done. There is another matter which may be profitably considered under this heading. There is a great difference in the equipment and surroundings of our educational institutions. Each school has its field of operation, and the young people who should be prepared for service. It is a great mistake when our schools think it necessary to enter on a competitive course and make special efforts to secure students from other than the territory which the institution represents. The work is one, and all should consider that there are interests in all fields which are understood only by those who have that work in charge; and it is unfortunate that interferences should come from other parts of the country in the hope of securing patronage. The young are frequently restless and unstable, and when announcements are received portraying in glowing colors the natural advantages of a location, and the excellent equipment and other advantages of a school, the minds of such young people are frequently diverted from paths of real duty and advancement, and the needy field is deprived of the assistance it should receive. Let us be loyal to our work as a whole, and be ambitious so to conduct our schools as to adapt them to the needs of the field in which they are located, and leave every other school free to do the same. The Southern Training-school solicits students from the Southern Union Conference; and all the students that can be secured for a training are needed in that field, and should be trained in its school. Emmanuel Missionary College
By N. W. Kauble
In some respects, the past year has been a most encouraging one for the Emmanuel Missionary College. Although the attendance has not been so large as desired, yet the results obtained have been a source of inspiration to those connected with the institution. While the patronage has not been sufficiently large to make the school self-supporting, or to enable us in every way to keep the farm in a first-class condition, yet the crops are such as to enable us, after all accounts in favor of the college have been paid, to meet all the operating expenses. It is gratifying also to state that more than half the obligations of the plant have also been paid during the past year. During the entire year the primary aim of the school, that of preparing workers for the cause of God in the earth, has been kept steadily in view; and the end to be attained has been a constant inspiration to those connected with the school. Above sixty per cent of all the students enrolled during the year are now engaged in active conference27work as ministers, canvassers, and teachers. A number of our young men entered the ministry at the close of the year. One or two of these intend to return to the college this fall; others will continue in the field. There are forty-five who will enter the work as teachers. Several have gone into the canvassing field; and with hardly an exception, they are sending in most encouraging reports. In some cases the number of books sold is remarkable. For example, one young man who owed the college for tuition, wrote us as follows: “Enclosed find $40.37, the amount due on my account. This represents the profits of one week's canvassing. Others are selling from fifty to more than one hundred dollars' worth of books a week.” The missionary feature of the college is strong, not only for the home, but for the foreign field. The students and teachers have, by donations in cash and labor, and receipts from the missionary garden, assisted other students in the school who have been especially chosen because of their expressed desire and purpose to become missionaries. The Lord is putting it into the hearts of consecrated people in different lands to come to this place to receive training for missionary work in behalf of their brethren in their home fields. One young man of worth has been here during the past year from Barbados. His frequently expressed desire has been that he might improve his talents from every standpoint of Christian development, physically as well as intellectually and spiritually; and we can say for him that he has been faithful in all these lines, and that he has learned to do things with his hands, and he will be a help in training his brethren in all that goes to make up Christian education. Another student has been here from Jamaica. Both of these intend soon to return home as missionaries to their own countrymen. The brother from Barbados has expressed himself as desiring to return home for a little time, simply long enough to gain an experience that will enable him to go as a minister to carry the gospel to his brethren in Africa; and he will be ready at any time to answer a call to enter the work in that field. The missionary society holds its meetings Sabbath afternoon of each week, closing at the setting of the sun. Here are laid plans for work, not only for the meetings of the society itself, but for work in the neighboring cities, towns, and villages. Students of the school as members of the society (nearly all the students of the school are members of the society) distribute tracts and papers, give Bible readings to small companies, or Bible talks to larger audiences, on the various phases of the third angel's message. The entire society is divided into classes for the study of the various foreign fields. Classes were formed for the study of China, Japan, and Korea; India; South Africa; South America; Southern field. The general program of the society frequently consisted of the description of one of these fields, its needs from a missionary standpoint, etc., by the members of the class studying it. Those who listened to the rendering of some of these programs must have been impressed with their superiority, both in thought and in spirit, to that of the ordinary literary program as presented by the literary societies of educational institutions generally. For the coming year we have applications for students from British Guiana, Barbados, Jamaica, Japan, England, and various States of our own country, and the outlook is good. The faculty has been strengthened. A normal department has been added to the college, which will be under the direction of an experienced teacher in methods; and those who desire to take a course preparatory to entering the school, will find excellent opportunity for training during the coming year. Those desiring to take the teachers' course will have the privilege not only of doing theoretical work, but of having a practical experience as tutors in the church-school, which will be connected with the college under the general direction of the instructor of the normal department. The calendar for 1906-07 contains full information in regard to plans of work, course of instruction, expense, etc. For calendar, address the writer. How Our Church-School Is Supported
By Florence Kulder
To many the problem of supporting a church-school in the city is a hard one to solve; but it can be done without running in debt. Some may be interested to know how the church at Worcester, Mass., supports its school. Of course a regular tuition is charged; but that is not enough, as our expenses are about forty-five dollars a month. So we set aside one day each month for the help of the school. The students, and those of the church who can, give their wages, or the equivalent, to the support of the school. In this way the children earned between thirty and forty dollars. One day the church and school together earned nearly thirty-five dollars. The children sell papers, books, and tracts, cane chairs, and make and sell lamp mats and holders. The coming year we plan to make and sell plaster-of-Paris plaques and needle-books. One day one of the ladies cleared ten dollars selling lamp mats, which she made evenings. At Christmas time the school cleared ten dollars selling laurel wreaths. The boys had some interesting times wading through the snow to obtain the laurel. We twisted the laurel onto baled hay wire, fastening it with string. The wreaths were about twelve inches in diameter. We began taking orders several weeks before Christmas. The wreaths will keep fresh two or three weeks, if kept cool and well sprinkled. Another year we hope to make three or four times as much with wreaths. These kinds of work are good substitutes for industrial work. We find that when we are willing to help ourselves, the Lord will help us. Encouraging Outlook for Advanced School Work
The outlook for the advanced school work in the Atlantic Union Conference this coming year is very encouraging. A large number of new students have signified their intention to attend the training-school this year. Atlantic Union Educational Program
By Editor
THE Atlantic Union Conference has arranged an educational program for all the churches of the conference for September 15. This program is to be published in the Atlantic Union Gleaner, the official organ of the conference. It promises to be an inspiring and helpful program, and we believe it will do a most excellent work in helping to create a deep interest in the educational work just at the time when our schools are to open. School Work in the Latin Union
By JEAN VUILLEUMIER.
Our school work in this field is yet in its first stages. We have no church-schools. There have been some attempts in that direction, but they did not succeed. Once we had a general church-school for the whole field, but it did not prove a success. On account of the difficulty in attending the public high schools and the normal schools, which hold classes on the Sabbath, our young people have little inclination to get a higher education, so we can hardly expect to obtain Seventh-day Adventist teachers from that source. Our people here would very much like an intermediate industrial school in which their children could spend profitably the years between fourteen and seventeen or eighteen, while preparing to enter the work. Not being farmers, many are at a loss to know what to do with their children from the time they leave the public school until they are old enough to enter the work. But at present we are not prepared to open such a school. The cry for a training-school at our annual meetings has at times become painful. Five years ago a workers' school of three to six months' duration was organized by Brother Wilkinson. I held one session in Geneva and one in Paris, both of which had excellent results. The great need was a permanent location. The purchase of the Gland property settled the question, and a permanent school was immediately started. The first school year lasted six months. Out of twelve students, seven entered the work, or took up the nurses' course at the sanitarium. Our second school year lasted nine months. It closed June 15. Our nine students represented Switzerland (4), France (3), Italy (1), and Spain (1). Our course of study embraced Bible, history, French grammar and rhetoric, anatomy and philosophy, arithmetic and bookkeeping, and vocal music. Dr. De Forest, Sisters Nonaby and Kappeler, graduates of Valence and Winterthur Normal and Technical schools respectively, Brother Tièche, president of the Swiss Conference, and the undersigned took part in the teaching. Five hours each afternoon were devoted to manual work, the boys working on the farm, and the girls doing housework. On Monday the whole day was spent in manual labor. We thank God for the blessings and experience of this school. Its trials and victories have taught us that our God and his precious cause are its only object and glory, and its only source of success. With the exception of one student, not a Seventh-day Adventist, and another one who enters the nurses' course, all our students have entered the work since the close of the school. Beginning with the next school year, September 3, there is to be a closer connection between our evangelistic class and the sanitarium nurses' class, as they will take some of the studies in common. As we do not expect a larger number of students this year than last year, it has been decided to have only one term, of four months' duration. Our prayer is that God may bless and prosper this modest nursery of gospel workers located near, and an equal distance from the Bible schools founded by Calvin and Beza at Geneva and Lausanne, three hundred and fifty years ago, schools which have now grown into universities, but in which the word of God is superseded and undermined by science and higher criticism. How to Develop the Conversational Powers of Pupils
By Flora Elmer
In order to be a good speaker, one must primarily be brimful of thoughts that he wishes to express. Yet he may be well stocked with excellent ideas and not have the vocabulary or fluency of speech to enable him to make his conversation attractive and interesting. Children from American homes, if not of a timid nature, have considerable conversational ability when they enter school. Most of the pupils in our large cities are of foreign parentage, however, and work in language must necessarily proceed very slowly. Quite recently I saw a bright young teacher tell a long story to an infant class. She related her story charmingly, holding the little ones spellbound. But, alas! when she called for repetitions, or rather reproductions, none were forthcoming. I could not have repeated the story as interestingly as she did myself, and the little cherubs about us, no doubt, realized their lack in the power of expression. Finally, after much coaxing, one fair-haired maiden volunteered to reproduce the story, and succeeded admirably. “That is the way,” said the teacher, turning to me. “Ada, or John, and possibly Harold, will tell a story for me, but I can’t get the rest to talk. They won’t even try.” I have gone through the same discouragement, always hoping that by and by more would attempt to imitate Ada and John. This does happen sometimes, but experience has taught me that all must have something to say in the language lesson. The work must be planned to benefit the majority. “From the simple28to the complex,” this is the most vital principle of all pedagogy. Therefore, proceed slowly, step by step. Begin a lesson thus:— To-day, children, I want each one of you to tell me something about your baby at home, something interesting, something that I should like to know and you want to tell. Quickly will come responses:—
Clara.—“Our baby can walk.”
Bella.—“Our baby can laugh.”
Hans.—“Our baby has blue eyes.”
Carl.—“Our baby has got two legs.” Again, Carl.—“Our baby has two legs.”
Gretchen.—“Our baby sleeps all the time.” Every child will respond, if only to say: “We have no baby at our home.” On the following days talk about papa, mama, teacher, school, home, etc. Every child begins his sentence with “Our house,” which soon becomes monotonous, so I suggest: “Let me see how many of you can tell me something about your home and not begin with ‘Our house.’” Now come sentences like:—
The roof of our house is made of shingles.
The street-car passes our house.
We live in a two-story house. Before taking the regular reading lesson, we always read the picture. It tells us so much if we but stop to look. Picture stories furnish excellent opportunities. Give the boy in the picture a name. Also name the dog. Now let John tell a story about the child and dog. Irma may then give her version of the same. This brings the imagination into play, tests the child’s handling of words, but makes no tax on his memory. During these early lessons I would entertain the children with stories, but as yet I would require no reproductions. They will come in due time, but will be very, very short for many weeks. In order to be able to reproduce a story, the pupils must have no difficulty in grasping the thought, and the incidents in the narrative must be of such a nature that one step suggests the following. Do not correct mistakes in these first steps. Lead the child to speak up lively, and do not hamper him in any way. Later begin by calling attention to just one mistake. If one mistake is pointed out, it will probably make some impression on him; if two or three are corrected, the pupil becomes disgusted, and will pay no attention to any. After considerable facility in reading has been attained, pupils should reproduce many paragraphs that they read silently. Sometimes let the paragraph be read orally, but as many synonyms inserted as possible. Sometimes change the noun from singular to plural—verbs and pronouns correspondingly. Again change the name “Frank” to “Ella,” then change the gender of all pronouns. Do not interfere with a narrative because some minor detail has been omitted; be content if the general thread of the story is continuous. By the time the children have reached the fifth grade, require a great deal of topical work in geography and grammar. It will be exceedingly difficult at the outset, but step by step you will eventually succeed. It has been my experience when teaching a fifth-grade geography class, that the first attempts at description were more than disastrous. After we have finished our study of the Amazon River, I expect a child to tell a great deal about it. Perhaps the first pupil called upon may rise and say: “The Amazon River rises in the Andes, flows east, and empties into the Atlantic Ocean.” Then he may hesitate, look about, and expect me to ask some ten or twelve questions before I can pump out of him everything that he knows about the Amazon. This we are prone to call leading out a child. This is very good at times, but is much overdone by inexperienced teachers. The time comes when every child must be able to stand on his own feet and tell what he knows. I often make this remark: “Who can talk for five minutes on the ‘Amazon River’?” Perhaps the first effort will give me a one-minute recitation, and the next two, which will generally satisfy me. It isn’t, you understand, the time he speaks, but the fact that he has learned to tell what is in his mind—unburdened his soul—and poured out all he knows on the subject under consideration. At all times insist on complete sentences, whether the lesson be language, writing, arithmetic, or singing. Thus language is correlated with the other subjects in the curriculum. In grammar, after the subject of nouns has been taught, I expect a child to begin a recitation on nouns thus:—
“A noun is a name; as, boy, John, desk, river, book. All nouns are divided into two classes, common and proper. A common noun is a name given to a class of objects; as, book, chair, boy, dog, table. A proper noun is a special name given to a person, place, or thing; as, John, Clara, Missouri River, Wisconsin, Christianity. Every proper noun must begin with a capital letter. Nouns are also divided into the two classes called singular and plural. A singular noun—at this point I would call upon another pupil to continue. After a little practise of this kind the children become independent and interesting speakers. They daily gain confidence in themselves. If found difficult at the beginning, do not grow discouraged; remember my first answer to the topic, “Surface of Mexico,” generally brings this remark: “The surface of Mexico is rocky.” It is not a simple matter to describe intelligently so large a portion of land. When the children have a good vocabulary at their command, call attention to the fact that the repetition of the same word makes conversation monotonous. Show the children how to avoid using “said he” too frequently by saying, “replied the lad,” “was the father’s remark,” “said the boy thoughtfully,” or the like. Forbid the use of “and then,” “after that,” etc. Occasionally have an informal conversational chat with the children. “Who has something he would like to tell us?” This question will bring forth many spontaneous remarks that will help the teacher get close in touch with her little charges. Our most fascinating speakers are not always those who cling rigidly to form. Grammar is the least necessary of the four essentials to good conversation. These four essentials are, thoughts, words, style, grammar. Let it be our aim in the language lesson, son, therefore, to implant ideas; arouse thoughts; these to be clothed in a vocabulary of choice words pleasingly uttered with an originality of style, simple, forceful, and irresistibly charming.—Flora Elmer, in “Successful Teaching.” First Days With the Little Ones
By Lula I. Tarbell
To a large degree the progress of a school year depends upon the success of the first few days. This is especially true of our primary schools; yet few teachers realize the importance of the first few days with the little ones. Each year we meet children who come to school for the first time, and according to the great maxim,—“First impressions are the most lasting,”—the child receives an impression which may affect his whole life. As a rule the teacher will find that she has two classes of children to meet on the first day of school,—those who are interested in school, and those who are not. First, there is the child who has been anxiously waiting for the morning when he can take his little book and pencil, and go with sister or brother to school,—school is his one joy, his one interest. The wise teacher will be sure to do her best to keep this interest, and, if she has accomplished this on the first day, she has taken a long step in the direction of a successful school year. In contrast with the child who looks forward with pleasure to school days, there may, perhaps, be present a few who are of the opinion that they will not like school, and possibly a boy or girl comes who has been almost compelled to be there. With these children the teacher requires far more tact than with the former, because here she must seek to arouse interest, when before she already had it. It is much harder to start a locomotive on its way than to keep it going after it is started. Interest is the oil which keeps the school work running easily. We must be sure that as teachers we do our best to get our children started on the right road to success by arousing interest the first few days of school. “Me wants to tome to school, me do,” said a little four-year-old boy to me one day. His mother and sister tried to explain to him that he was not old enough; but I assured him that he might come with sister. Now I have a suggestion to offer about the little ones who want to come to school before it is time. Devote part of one afternoon in every month, or possibly every two months, to some pleasant and interesting work or exercise when the children of the school may bring their little brothers and sisters, who are so anxious to “tome to school.” If used in the right way, these days can be of material help to the primary teacher preparatory to first days with their beginners. It is impossible to suggest a fixed rule by which every teacher may make a success of her first days of school work; but a few suggestions can be made which may be applied to the experienced teacher as well as the one who takes up her work for the first time. Arrive at your field of labor several days before school begins, thus giving you an opportunity to get the building, text-books, etc., in readiness. Visit the homes of the children; for if they see you all ready for work, it will be quite an29incentive to them to be ready. During these days arrange a definite program for yourself, which doubtless must be only temporary; but it will be needed in the beginning, although subject to much change. On the first day of school go first to the Source of all wisdom for instruction, believing that he alone can give you success, then go ahead. Be at school early, and do not forget to take with you a pretty potted plant or a bouquet; for the children will soon become interested in the flowers, if they see you are. Be prepared to give the day to the children: be sure to be ready with a game to suggest; have a ball near at hand, for all children like various games of ball. As you go to the playground, enter into the games with the children; for in doing this you are paving the way to most pleasant and profitable recesses. Follow your program as closely as possible; but be sure above all things to keep the little ones employed. It will be necessary to have much busy work prepared before hand, as this work is more helpful during these first few days than after the children get into their regular studies. A teacher once told me that she always had a chair near her in which she imagined one of the children's parents was seated as a guest, thus helping her to do her best. Our best can be done and success be ours in knowing that the angels of heaven are with us, and in remembering our greatest of aims,—character building for eternity.
LULA I. TARBELL. WE are about to enter upon the duties of another school year. We are going to our work with new plans and zeal. Time will prove the efficacy of the one and the endurance of the other. Our work is largely new. It is not generally popular. The world looks at it askance, either with amusement or with contempt. Many of our own people view it as largely an experimental work, and as one prominent worker told me recently, they are looking for results that will justify the expense and trouble we are incurring. It is on the subject of results I would write a few words. With all our plans, let us not forget that thorough consecration, constant communion with our Great Teacher, undivided affection, these things only will insure success. First determine what results you are aiming for. Surely in our work it can be only the perfect development of each child. Then let the daily, hourly motto be, THOROUGHNESS. The first day is one of the most important days of the term. It is much easier to keep the right standard than to come back to it after once falling away. We are to prepare the children in our care to give the third angel's message to the world now, and ultimately to be fitted for a home with the pure and holy angels. Not for one instant lose sight of that fact. One hears much complaint of the rudeness of our children, and of the lack of culture and refinement among them. Surely one can not be a real Christian without being refined, and as to the little daily rules of politeness, they should be most thoroughly emphasized in our schools. Teachers, let your own manners be a daily incentive to true courtesy. A rule copied neatly on the board each week or each morning, and just referred to, will often prove helpful. An occasional little talk in the morning, given in a tactful manner, will be both interesting and profitable. Let no rude act pass without in some way calling the offender's attention to it and teaching him the right way, and in the teaching remember the golden rule. Teach him that he is to represent Christ to the world. Our schools are not only to be different from the public schools, but they are to be much better, or else there is no reason for their existence. Will this be the result of your work this year? Will your pupils be better in every way than those of the same grade in the public schools? Will the difference be so manifest that the world will see it, and many parents will be asking for admission into our schools for their children next year? It may be so. 'Not by might, nor by power, but by my Spirit.' Each day's work should be carefully planned beforehand. Each pupil should be studied as an individual for whom, in a measure, you are accountable to God. Work? Of course it means work, and care, and prayer, and often tears. But, praise the Lord, he has promised that angels of God shall stand by the side of the consecrated teacher to assist her in all her work. 'If we work upon marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble to dust; but if we work upon . . . minds . . . we engrave on those tablets something that will brighten to all eternity.' The New Term
By Ethel M. Harris
AFTER our long, pleasant summer’s vacation, how the thought of once again meeting with our pupils thrills us with a true teacher’s love, and with a desire for a better year than ever before. Nature has painted for us this summer one of her most beautiful pictures of trees and sunshine, birds and flowers, and we can not afford to enter upon this new term without taking a good share of her sunshine and beauty into the schoolroom with us. Especially is this necessary for the growth and progress of both teachers and pupils in our primary schools. If ever there was a time when cheerfulness was indispensable it is just now when sorrow, grief, and sin are brought in such close contact with our little ones. After the many helpful suggestions just received from our late convention, we can not but feel that this year must be made to accomplish the very best work of any year, and the success of the whole year depends largely upon the way in which we begin our schools the first day. The little ones have been spending the past weeks in sunny fields and shady groves and by babbling brooks, growing to love Mother Nature better every day. And now as they enter the schoolroom,—some of them for the first time,—it is one of the teacher’s first duties to see that every nook and corner of the schoolroom is permeated with cheerfulness,—that everything looks cheerful, feels cheerful, and is in every way a place where only smiles and kind words are found. Perhaps some roguish boy does not want to come to school; he must be made to feel that first day that there is no place in the wide world quite as beautiful as this particular dear little schoolroom, with its freshly cut flowers, and clear, wholesome atmosphere. These are necessary accessories, but will count as worthless unless there is a spirit of cheerful enthusiasm emanating from the teacher herself. It is the primary schools of pin-drop quietness which gives rise many times in the minds of little children, to feelings of animosity toward school life, and principally because this whole-hearted cheerfulness was either wholly lacking, or else not sufficiently whole-hearted to be realized as such by the pupil. David sang amid trials, on his way to battle; and if a teacher feels that she has an unusually hard time before her, the best way to meet it is with singing. Many an objectionable feature has been obviated by the sweet, clear tones of children’s voices, mingling in unison with the teacher’s. So begin this cheerful term with music, with God’s free sunshine in the schoolroom and in your life, with the beauty of birds and trees and flowers all around you. Even the city school-teacher may obtain fresh country flowers at this time of year. After the opening exercises, which should consist of a song, a Scripture reading, or perhaps a psalm, repeated responsively, and an earnest prayer in which all should join, the regular organizing of the school should be taken up. By this time, nearly every pupil will know whether he is going to like the new teacher or not, and it is part of the teacher’s work to see that she is liked. In the work of organization, the younger grades should first be formed, the older pupils being kept busy either by examinations previously prepared, or if examinations are not necessary, in getting their report cards and books from the previous term, arranged. This work should all be done quietly and orderly, and without loss of time. After the classes are organized, or perhaps during that work if the school is a large one, a nature study should be given during intermission, or perhaps calisthenics taught. End the day with singing or some happy story. “A merry heart maketh a cheerful countenance: but by sorrow of the heart the spirit is broken.” So make this heart one of whole-hearted consecration. May our lives be filled with new desires and purposes for our youth and children,—that they may soon be able to carry the glad tidings to foreign mission lands, knowing that God will guide them in all things if they but do their work as unto him, and do it cheerfully. Chesapeake Conference Church-Schools
The Chesapeake Conference is this year to conduct four church-schools. These schools have been in successful operation for several years. It is encouraging to see our church-schools continue from year to year. Miss May G. Cole, who has been teaching in one of these schools, has been obliged to discontinue her work on account of ill health. She is expecting to teach in a warmer climate.