UNITY and co-operation are fundamental factors in making any work a success. Union is strength; division is weakness. “United we stand; divided we fall.”
We can think of no kind of work where union is more necessary than that of training the youth. Between the parents and the teacher the closest union and co-operation certainly should be maintained. Without this nothing permanent will be accomplished. I do not understand that the church-school is designed to do the work of the parent. It is not a reformatory, to which petted, spoiled, and ungovernable children are to be sent to be trained and brought into subjection. This is the work of parents in the home. The church-school is an auxiliary to the home and to the work of parents, and can render great assistance in the tremendous task resting upon parents of fashioning in their children, in the midst of a wicked generation, a character after the divine similitude. The home and the school must work together. United they become strong agencies for the salvation of the children. But unless there is co-operation in the home, the teacher will have a hard task, and but little, if any, good will be accomplished.
It is comparatively easy for parents to undo in the home the work of the best church-school teacher in the denomination. We concede the fact that you have good children, better than any of your neighbors, near or afar off. You can see no defect in them. It is hardly to be expected that you should. Love is said to be blind. But in spite of the lovely traits of character and the sweet disposition which your child has inherited, and the splendid environments with which you have always surrounded him, it is within the bounds of possibility that in the schoolroom he might need correction. My child? — Yes; impossible as it may be for you to see how, your child might need to be chastised by the teacher. If this should occur, do not lose your temper or get impatient. Do not take him out of the school, and have him educated in a worldly school. The following Sabbath when you see the teacher at Sabbath-school, do not frown and look black and hateful, and pass down the other aisle so you will not have to speak, or even nod at him. Do none of these wicked things. Be a Christian. Instead of criticizing the teacher, and giving the child some unwise sympathy, help the teacher in his work. One way you can do this is to signify to your child that you entirely approve of the discipline administered, and that, if it is necessary for the teacher to do so again, you will help him.
Again: don't censure the teacher in the home. Much of this is done, not only in the matter of church-school teachers, but of Sabbath-school teachers, and preachers also. Some may go from this meeting and do so. Meal-time furnishes a splendid opportunity for this work, as all the family are generally present then, and it is usually thought essential that they hear what you have to say about things. The spirituality of many a home has been permanently wrecked in this way. Beware of this. Parents should not allow a single word of criticism concerning the teacher to pass their lips, especially in the presence of their children. Commend rather than condemn.
Your teacher is human, and you can easily see imperfections. But, you say, Am I to approve of everything, and say nothing? — Not necessarily; but there is a right way, as well as a wrong way, to do this. If you have a grievance, or see something which, in your judgment, should be corrected, go to the teacher alone. Likely he will thank you for it. Talk the matter over with him like a Christian. Do not allow yourself to gossip to others concerning the frailties of the teacher, but prayerfully point out to him wherein you think he is making a blunder. And when in the presence of others, do not stab him in the back with some unkind criticism, but be his friend; stand by him, and uphold his work. Whatsoever things are lovely and of good report, think and speak of these things. This will bring a blessing to you, to the teacher, to the church, and to the school. And it might not be out of place to suggest that we should be as free to speak to the teacher of things that we can commend as we are to criticize. It is not necessary to conclude that he will become lifted up with pride and fall into the condemnation of the devil, if he should hear from some parent that his work is giving satisfaction, and is being blessed of God to the good of his children.
On the other hand, the teacher should do his best to co-operate with the parents of the pupils. He should show himself worthy of their confidence, and seek in every way possible to win their love. “A man that hath friends must show himself friendly.” So far as possible he should visit the homes of his pupils, and become acquainted with the parents, and with the peculiar conditions and environments of every pupil. It will help over many a hard place to have the teacher come to the home, and before leaving bow with parents and children and pray for the Lord to bless the home. If suggestions are made by parents or others, be thankful for them. The highest qualification a teacher can possess is to be teachable. If some reforms are suggested, do not regard them as criticisms. Sensitiveness is a great evil. It is selfishness in the most malignant form. It has been aptly defined as “conceit with a hair trigger,” and is as dangerous when possessed by the teacher as by the parent. This spirit of sensitiveness, and magnifying of atoms till they appear as mountains, has in some instances resulted in an alienation and estrangement, between parents and teachers, and in the end practically wrecked the success of the school.
In conclusion, I urge that that love which “suffereth long, and is kind,” that “seeketh not her own, is not easily provoked,” and “thinketh no evil,” that “beareth all things, believeth all things, hopeth all things, endureth all things,” be the motto of every parent and of every teacher. Then the “peace of God, which passeth all understanding,” will rule in the heart, in the home, and in the school, and many of the children and youth for whom the enemy has set snares will be saved and trained for a place in the work of God.
G. B. THOMPSON.
A Novel School Yard
By F. G.
The following appeared in the Chicago Daily News some time ago; it is suggestive to our teachers. They may not care to follow the ships of war in their courses and battles, but they can with advantage locate properly and illustrate the work of our missionaries in far-off lands. Few, if any, of our schools can make a map on such a large scale, but they can make similar maps on smaller lines. In this connection it might be well again to call the attention of our teachers to the “Outline of Mission Fields,” a little pamphlet prepared by our Mission Board. This outline describes our missionary operations in all lands, and is a great aid in the teaching of geography from a missionary point of view.
How Geography Is Taught on the Eastern Shore of Maryland
“John W. Gibson, principal of the public school at Fairbank, Tilghman Island, one of the veteran teachers of Talbot County, teaches geography on a big object-lesson scale, says the Baltimore Sun. On about a quarter of an acre of the school yard he has laid a map of the world on Mercator’s projection, showing continents and islands, the oceans, seas, lakes, and rivers, the mountains and the valleys. The water for the gateways is mechanically conveyed from the overflow of a semi-artesian well near by. The natural lay of the land gives the plane surface, the mountains are built up with oyster shells, gravel, and earth; and sand from the river shore has been spread to show the deserts. The work is done to a scale, Mr. Gibson being a surveyor and civil engineer of no mean capacity. His pupils helped him enthusiastically in the work. The various mineral and vegetable products of the different countries are assigned to the respective places. Mr. Gibson does not claim that the idea of a school-yard map is original with him, but the work, probably, has never been done on so large a scale before, nor with such attention to accuracy of detail.
“There is large enough scope to show the progress of the naval side of the Spanish War; constructing ships of tin and the bark of the pine-tree is not difficult; every country boy living on the26salt water can whittle out a ship with his jack-knife as easily as a factory can make a match; and when the daily newspapers come, what a delight they take in changing the positions of the squadrons, according as the news warrants it. This is both constructive and applied geography, and makes the maps and letter-press of the text-book much more interesting and more easy of comprehension. Principal Gibson’s novel school yard attracts many visitors.”
Our pupils must be made to feel that the most important consideration in the study of geography is to know the world as the gospel harvest-field. F. G.
Labor—Its Import
By E. C. Jaeger
When God saw the awful condition into which man had plunged himself by eating of the forbidden fruit, of which he commanded him, saying, “Thou shalt not eat of it,” he immediately pronounced a curse upon the ground. This curse was not a penalty or judgment meted out for man’s sin, but was for his good. Notice that the record says “for thy sake.” Satan always finds mischief for idle hands; and now that man had fallen, God would not leave undone one thing that would help man to regain what he had lost. It was according to the divine plan, then, that labor was enjoined, for labor is ennobling, and brings man nearer to the image of his Maker.
But even before Adam fell, he had his appointed tasks to perform. “And the Lord God took the man, and put him into the garden . . . to keep it.” Besides this, he was given dominion over every living thing.
Says the psalmist: “Thou madest him to have dominion over the works of thy hands; thou hast put all things under his feet: all sheep and oxen, yea, and the beasts of the field; the fowl of the air, and the fish of the sea, and whatsoever passeth through the paths of the sea.”
The dressing of the garden was not a wearisome task, but was a source of pleasure, and brought strength to the body and vigor to the mind. Not only man, but God and his angels are assiduous workers, ministering to the needs of the children of men. Christ said to the Jews, “My Father worketh hitherto, and I work.” In all the universe God has prepared no place for the idle and indolent. Even one of the tiniest of God’s creative works, the ant, stands as an object-lesson to the sluggish man. “Go to the ant, thou sluggard; consider her ways, and be wise.”
The duty of labor is reiterated in the ten words of the decalogue. As long as health and strength are given, the Lord expects his children to occupy their hands in useful employment. The scripture, in both Old and New Testaments, declares the idle man as out of harmony with the purpose of God. “If any provide not to his own, and specially for those of his own house, he hath denied the faith, and is worse than an infidel.”
Since the fall, work is hard and exhausting. This is because of the dying process which is constantly going on in our bodies, and also because of the mental attitude we hold toward our work. Many look upon work as drudgery. This idea is the product of heathen minds, and not of Inspiration. Almost all peoples of ancient times regarded the toiler as an inferior creature, and work as degrading. For this reason every man who wished to be looked upon as honorable maintained a number of slaves. The philosophers, almost without exception, despised work, and looked upon the slave institution as a necessity. Aristotle says: “It follows that in the best-governed states, where the citizens are really men of intrinsic and not relative goodness, none of them should be permitted to exercise any low or mechanical employment or traffic, as being ignoble and destructive to virtue; neither should they who are destined for office be husbandmen; for leisure is necessary in order to improve virtue, and to perform the duty which they owe the state.” Thus we find in Athens at one time 400,000 male slaves and only 20,000 citizens; in Sparta 244,000 slaves and only 36,000 freemen. It is estimated that in Rome, from 146 B. C. to 220 A. D., there were three slaves in the city to every freeman. Though the horrors of the system are beyond our conception, few condemned it. “Plato regarded it as one of the marks of an educated man that he despised his slaves.”
How different and how sublime an ideal is that presented by Christianity! “Christ and his apostles were working men whom Aristotle would have deemed unworthy of citizenship.” Christianity asserts the honorableness of toil, which is the exact opposite of what the Greeks and other ancients taught. The ideas of Christ concerning labor come in so illogically in the order of evolution of the economic science that some have seen therein a proof of the divine origin of Christianity. His ideas were exact opposites of those entertained by all others of those times. Wherever nations have adopted the sentiments of Christ and lived up to them, prosperity prevailed; where they rejected them, they were slow to advance in the scale of progress.
E. C. JAEGER.
(To be concluded)
Singing in Our Churches and Schools
By John B. Dymot
Sing Praise
THE Lord has chosen and formed a people for himself, that they might set forth his praise. Isa. 43:21. The Saviour said, “In the midst of the congregation will I sing thy praise.” Heb. 2:12. “As a part of religious service singing is as much an act of worship as is prayer.”—Education, page 168. “The earliest as well as the most sublime of poetic utterances known to man are found in the Scriptures.”—Ibid., page 159.
From these statements we learn that God’s people are chosen to praise him; that our Saviour’s example to the congregation was praise to God in song; that, important as prayer is, singing is equally important as an act of worship in religious service; and that the Scriptures furnish us the most sublime songs for this purpose.
All Sing
“Sing aloud unto God our strength: make a joyful noise unto the God of Jacob.” Ps. 81:1. “At their deliverance from Pharaoh’s army, the whole host of Israel had joined in the song of triumph. Far over desert and sea rang the joyous refrain, and the mountains re-echoed the accents of praise, ‘Sing ye to Jehovah, for he hath triumphed gloriously.’ Often on the journey was this song repeated, cheering the hearts and kindling the faith of the pilgrim travelers.”—Education, page 39.
Thus we see that the song of praise for deliverance was not sung alone by Miriam or Moses, but that “the whole host of Israel had joined in;” that it was so loud that the mountains re-echoed it; that thus they cheered one another on their way; that God would have us sing his praise aloud and with a joyful noise, and “as the children of Israel, journeying through the wilderness, cheered their way by the music of sacred song, so God bids his children to-day gladden their pilgrim life.”—Ibid., page 167. If God bids us do this, shall we say we can not?
Fixing God’s Word in Mind
“As the people journeyed through the wilderness, many precious lessons were fixed in their minds by means of song.”—Ibid., page 39. “There are few means more effective for fixing his words in the memory than repeating them in song. And such song has wonderful power.”—Ibid., page 167.
It is plain that if all would learn to sing God’s Word, that word would be in them a power for good. Do you not want this wonderful power of song?
Chanting the Commandments
“The commandments as given from Sinai, with promises of God’s favor and records of his wonderful works for their deliverance, were by divine direction expressed in song, and were chanted to the sound of instrumental music, the people keeping step as their voices united in praise.”—Ibid., page 39.
“As they journeyed [to the several yearly feasts held at Jerusalem], . . . the songs that had cheered the wilderness wandering were sung. God’s commandments were chanted, and . . . forever fixed in the memory of many a child and youth.”—Ibid., page 42. If we would train up our children in the way they should go, let us not forget this divine direction.
Our School Songs
“Samuel, by the Lord’s direction, established the schools of the prophets. . . . The chief subjects of study in these schools were the law of God, with the instruction given to Moses; sacred history; sacred music and poetry.”—Ibid., pages 47, 48.
Our schools are, as we believe, established at the Lord’s direction. In these schools, let sacred music and poetry take its place among the “chief subjects.”
Is the Time Now?
“Amid 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.”—Ibid., page 166.
In the Hereafter
In the school of the hereafter “there will be music there, and song. . . . ‘As well the singers as the players on instruments shall be there.’ ‘They shall lift up their voice, they shall sing for the majesty of Jehovah.’”—Ibid., page 307; Ps. 87:7; Isa. 24:14.
“The life on earth is the beginning of the life in heaven.”—Ibid.
JOHN B. DYMOT.
An Exercise in Phonetics
By Jessie Young
The sounds of the letters may be made into an interesting drill for an exercise given by the school.
Select the proper number of pupils, giving one all of the sounds of a, another e, and so on with each of the vowels; to another the diphthongs; give to another the sounds of c and g; to another the different sounds of ch, sh, th, etc. While listening to each other drill, each learns all the sounds.
Where there is ample blackboard space, the class may be taught to pass to the board in exact order, keeping step, facing about, writing and marking their letters, standing in position to the right, so those observing may see the letters, erasing, turning, and sitting in such perfect order that the movements will be looked on with pleasure.
Before passing the class to the front, it is well for the teacher to give a little talk on the importance of teaching phonetics. When the pupils are ready, the one at the head gives the sounds of a in clear, distinct tones, pointing to the different markings. Then follows e, i, o, u, etc., in the same manner until the last. Let them exchange letters in the practise, and they will soon be able to give all the sounds, which they once looked on as being a great task.
When board space is not accessible, cardboard (six by eighteen) may be used for each pupil, putting large letters on with ink.
Have class pass with the cards in the left hand at the side; at the signal each pupil raises the card to his breast so the visitors may see; have the pupil point to the letters as he gives the sound.
MRS. JESSIE YOUNG.
The Necessity for a Knowledge of Physiology
By Elsie A. Brown
“The people need to see the bearing of health principles upon their well-being, both for this life and for the life to come.”
“They need to be awakened to their responsibility for the human habitation, fitted up by their Creator as his dwelling-place, and over which he desires them to be faithful stewards.”
That the need for this is imperative, is evidenced to us in the death of a million people every year in the United States alone. It is believed that of this number a large proportion might be saved. The spirit of prophecy tells us that “ignorance of physiology and neglect to observe the laws of health, have brought many to the grave, who might have lived, to labor and study intelligently.”—“Healthful Living,” page 14.
It is stated that one half of the children born die before they are five years old. About one infant in every six dies before it reaches the first anniversary of its birth. There is not a doubt but that the larger portion of these deaths might be prevented by proper care.
The eminent physician, Dr. Pryor, is authority for the statement that consumption alone sweeps off the earth annually one million ninety-five thousand people. He says that New York City alone yields up nine thousand yearly to this dread disease.
Other diseases are increasing correspondingly. For instance, statistics show that insanity, imbecility, and epilepsy have increased three hundred per cent in the last fifty years.
Have we need of further evidence that it is our duty as well as privilege to acquaint ourselves with physiology, and the laws that relate to our physical well-being? When the spirit of prophecy tells us that “it is therefore of the highest importance that among studies selected for childhood, physiology should occupy the first place,” shall we not say, Amen?
In “Healthful Living,” page 145, we are told that the first education that children should receive from their mother in infancy should be in regard to their physical health.
From “Ministry of Healing” we read that too much importance can not be placed upon the early training of children. The lessons learned, the habits formed, during the years of infancy and childhood have more to do with the formation of the character, and the direction of the life, than have all the instruction and training of after years. Parents need to consider this. They should become acquainted with the organism of the human body. They need to understand the function of the various organs, and their relation and dependence. They should study the relation of the mental to the physical powers, and the conditions required for the healthy action of each.
This precious volume, “Ministry of Healing,” tells us that to assume the responsibilities of parenthood without such preparation, is a sin. There, too, we learn that we are to “lead the people to study that marvelous organism, the human body, and the laws by which it is governed. Those who perceive the evidence of God’s love, who understand something of the wisdom and beneficence of his laws, and the results of obedience, will come to regard their duties and obligations from an altogether different point of view.” “Instead of looking upon an observance of the laws of health as a matter of sacrifice or self-denial, they will regard it as it really is, an inestimable blessing.” How can it be regarded in any other light, since through this observance, very largely, we are to acquire the fitness that will enable us to stand in the day when “a thousand shall fall at thy side, and ten thousand at thy right hand”? How great a blessing these laws have been to us we shall never fully realize until we become citizens of that country whose inhabitant shall not say, I am sick.
ELSIE A. BROWN.
Two Notable Examples of the Result of Proper Education
By J. W. Lair
THE following selections show most clearly the necessity and value of using the greatest care in the education of our children if we would have them fitted for the service of God.
First, let us study our pattern, Christ: “In the days of Christ the Jews gave much care to the education of their children. . . . Jesus did not go to these schools, for they taught many things that were not true. Instead of God's Word, the sayings of men were studied, and often these were contrary to that which God had taught through his prophets. . . . Every child may gain knowledge as Jesus did. We should spend our time in learning only that which is true. Falsehood and fables will do us no good. Only the truth is of any value, and this we may learn from God's Word and from his works. As we study these things, the angels will help us to understand. We shall see the wisdom and goodness of our Heavenly Father. Our minds will be strengthened, our hearts will be made pure, and we shall be more like Christ.”
Second, let us notice some things in the life of John the Baptist. “The prophet John separated himself from his friends and kindred, and made his home in the wilderness. He denied himself the ordinary comforts of life. . . . It was his choice to be secluded from the luxuries of life, and from depraved society. Pride, envy, jealousy, corrupt passions, seemed to control the hearts of men. But John was separated from the influence of these things. . . . He lived in the quiet retreat of the wilderness, and occasionally he mingled in society; but would not remain long where the moral atmosphere seemed to be polluted. . . . John did not feel strong enough to stand the great pressure of temptation he would meet in society. He feared his character would be molded according to the prevailing customs of the people, and he chose the wilderness as his school. . . . In the wilderness, John could the more readily deny himself and bring his appetite under control, and dress in accordance with natural simplicity. And there was nothing in the wilderness that would take his mind from meditation and prayer. Satan had access to John, even after he had closed every avenue in his power through which he would enter. . . . He sought the favor of God, and the Holy Spirit rested upon him, and kindled in his heart a glowing zeal to do the great work of calling the people to repentance, and to a higher and holier life. John was fitting himself, by the privations and hardships of his secluded life, to so control all his physical and mental powers that he could stand among the people unmoved by surrounding circumstances.”
It was necessary for Christ and John to separate themselves from the false system of education in their day, that they might be fitted for the work of their Heavenly Father. These examples are for our benefit. Our children need an education in the Bible and the sciences. We should place them under the best influences to obtain this education.
Parents, dedicate your children to the work of giving the last message of warning to the world. Our young people, like John and Christ, should choose a school for their education which will fit them to be strong in the truth of his Word, men and women of faith and prayer. The Master has need of such.
J. W. LAIR.
A Thought on Teaching Reading
By Clara L. Seaman
As I enjoy teaching reading to the little ones, I will say a word about my method. I usually begin the teaching of reading by talking to the children about creation. After talking about the great, dark earth, and how the Spirit of God brooded upon the face of the waters, I ask the children this question: “What did God make?” They nearly always reply promptly that he made the light. After impressing upon their minds what28a desolate, dreary condition the earth was in before light was made, and talking with them upon the pleasure which light gives, I can usually deeply interest them in the story. I then ask them if they would like to have the chalk tell them the story. All are anxious for this, and of course each one knows what I am to write, and so when the sentence, “God made the light,” appears on the board, each is anxious to read it. I have them read the sentence until it is easily distinguished from any others which may be written. I introduce new stories by changing a word or two, as, “God made the light,” “God made flowers,” “God made the sun,” etc. I find the children always anxious to use the chalk in telling these stories upon the board. We always have a list of the new words, and review them continually.
After the children have learned well the sentences and words, I begin to teach them the sounds of the letters, and have them tell me the appropriate letter. After a few weeks I find that I can teach them to distinguish the long and short sounds of the vowels, and by the time they are ready for spelling, it is easy to learn the words. When the pupils have a vocabulary of fifty to seventy-five words, I then take up a suitable book. CLARA L. SEAMAN.
Household Economy in the Church-School
By Grace O’Neal Robison
“The youth need to be taught that life means earnest work, responsibility, and caretaking. They need a training that will make them practical,—men and women who can cope with emergencies. They should be taught that the discipline of systematic, well-regulated labor is essential, not only as a safeguard against the vicissitudes of life, but as an aid to all-round development.”
There was a time when just such a training was given to every child—given by the mother in the child’s first school, the home. Children were taught to make the beds, sweep the floors, and perform their part in all household duties. Consequently these children grew up with a love for home life and home duties.
But in modern life there seems to be a new order of things. The art of home keeping, with the twentieth-century child, would sometimes seem to have quite passed away; and with it, his love for home duties.
In the eyes of the world to-day, the girl who must make her livelihood by cooking the meals for the family, has an inferior sort of education, and the boy who works with his hands is taught to look forward to the time when he may occupy a position of prominence as a physician, teacher, or lawyer.
What may the church-school teacher do toward bettering this condition, and carrying out the instruction given by the spirit of prophecy? This question has come to my mind many times, and I have arrived at the conclusion that the solution of the problem may be found in the schoolroom, and worked out, with very little effort on the part of the teacher, by means of rightly conducted industrial work.
In most of our schools now we find that classes in sewing, carpentry, cooking, etc., in the older grades, and this is right; but if we would accomplish our object, we must begin, not with sixth, seventh, or eighth grades, but with the very first. We must have one central thought in all our industrial work, that of teaching a love for the common, ordinary duties of every-day life, and then plan our work to accomplish this object.
Briefly, I will give a plan that has proved a great help to me in teaching household economy in the lower grades. During the manual training period, let the second, third, and fourth grades model from cardboard, on a small scale, the articles of furniture needed in the four rooms of a house—kitchen, dining-room, bedroom, and living-room.
As the child makes the kitchen furniture, opportunity is afforded for daily instruction on such subjects as setting the table, systematic way of washing dishes, care of kitchen while preparing food, care of the cupboard, kitchen sink, refrigerator, care of table linen, silverware, tea towels, etc.
In making the little cardboard stove, naturally one would take up the subject of cooking. Right there the child may be given some lessons in simple cooking. Let him make a little note-book of his own, containing proper combinations of food, some menus to be followed on each day of the week, and some simple food recipes.
Then the bedroom is studied,—first by making the articles of furniture needed, studying meanwhile the proper care of the sleeping apartments, sanitary conditions, proper making of a bed, etc. Sewing is then introduced, by making the little sheets, pillow-cases, and quilt to fit the cardboard bed; and with these, demonstrations of bed making are made by the child.
A study of the rest of the house is made in the same way, the first grade also taking part in it, making their models on a still smaller scale, and with paper instead of cardboard.
Then the days of the week are taken up, the duties of each day being systematically outlined and studied.
Here sewing plays an important part also. For instance, Tuesday is our day for ironing and putting away clothing; so we actually make the little garments needed for demonstrating this. Then Wednesday, being generally devoted to mending, darning, and patchwork, we learn to do this work also. Special attention is paid to Friday, as this is preparation day, and affords opportunity for teaching proper observance of the Sabbath.
The first grade also have their part in this study by modeling from clay the articles needed for each day’s work, as tub, wash-board, irons, broom, cooking utensils, vegetables, etc.
Thus in simple manner, they are taught a love for home duties, and that there is a pleasure in performing these duties well. They learn that sweeping, dusting, and cooking may all be done to the glory of God. Then no household duty, however simple, should be passed by without drawing from it a spiritual lesson. “Christ did draw his lessons from the day of rest, but also from the week of toil,” and I believe he wishes us to do the same. When children learn to see in all homely cares and duties that thread of gold, the thought of God, they will learn to do all to the glory of God, taking him with them in their play as well as in their work, and it will be the means of drawing them nearer the great Teacher—Christ.
GRACE O’NEAL ROBISON.
From South Lancaster Academy
By B. F. Machlan
OWING to the fact that many of our students had planned to spend the holidays at home, and the time of their departure came during the time set by the General Conference for the week of prayer, it was decided to hold our week of prayer one week earlier than the appointed time. The beginning and ending were marked by a day of fasting and prayer. The hour from 8:50 to 9:50 was set apart each day for the readings, and the time was spent in listening to the readings, in prayer, and in testimony service. The blessing of God attended all our meetings, and a number of our students decided to obey the Lord. Altogether, we have witnessed forty-five baptisms since the beginning of school. During the entire time a true missionary spirit has prevailed, and when, at the close of the week of prayer, the annual offering was taken, it was found that the students of the academy had given $193.84, and the primary department $34.23, making a total of $228.07.
Although the fire demon has wrought havoc among us, we are not discouraged nor cast down, but are happy in the knowledge that God is with us. It is told of two children who were looking through colored glasses, that one remarked, “The world is blue,” while the other said, “No, the world is bright.” By the blessing of God we have been able to take our place with the latter; and as we look into the future, it seems very bright to us, and we are seeking God earnestly for wisdom to know how to labor that it may grow brighter and brighter.
We have recently enjoyed a visit from29Professor Kern. Our society of Missionary Volunteers was reorganized, and taught how to plan for future work, and was much encouraged by his visit; his chapel talks were also much appreciated.
The work of repairing our building is being pushed very rapidly, and should nothing prevent, by the first of January order will have been restored. Much of the work is being done by students, and they appreciate the experience it affords them.
Prof. R. F. Cottrell will soon leave us for his new field of labor in China, and Elder C. S. Longacre will assume his duties as teacher of Bible and history.
A number of new students are expected after the holidays, and our enrolment will be materially enlarged. Our present enrolment is two hundred seventy-eight. We are of good courage in the Lord. B. F. MACHLAN.
Letter Writing
By Ethel Voorheis
NEARLY all children and many adults think it a difficult and disagreeable task to write a business letter. It is our duty as teachers to present these distasteful subjects in as pleasing a way as possible. In the first place, we must not let them think for a minute that they are doing anything that is unpleasant or in the least distasteful to them. This is the plan I tried:—
I had a number of business letters to write, ordering books, pamphlets, and tracts; and as I was very busy, I told my language classes that it would be a great help to me if they would write them for me. Of course it was delightful to write teacher’s letters for her, and all were interested. I told each one what his letter was to contain, and when the different letters were written and “done just right,” I gave each one the money needed for his letter. After school closed, I went with them to the post-office, where each one got the stamps or money-order that he needed for his letter. It was a great pleasure to prepare “real letters.” Children like to do real things. ETHEL VOORHEIS.
The Southern Training-School
By M. V. Van Kirk
Since the report of the opening of our school, published in the REVIEW, a number of interesting experiences have come to us. Among these was the baptism of ten of our students on November 30. A number of others have signified their desire to become earnest Christians, and some of these will evidently desire baptism in the near future.
The general tenor of our school life is even and full of industry. Our enrolment in the training-school department has reached more than ninety.
A lecture course is being planned and carried out for the entertainment and instruction of the students, two lectures having already been given to large audiences.
We are glad for the willingness to work and the cheerful compliance with the regulations of the school on the part of the large majority of the students.
Few of us realize that the first half of the year has already nearly passed, and only a few days more before the organizing of the classes to be formed at the opening of the second term of school. Quite a number of students have been heard from who are planning to take the special course to be given for three months following January 28. Plans are being matured for some special gospel work to be carried on in connection with schools and colleges of other denominations.
When we look over the vast area of this Southern Union Conference and think of the great work that lies before this people and the students of this school, we are led to say, “Who is sufficient for these things?” Then we remember that God has said that one should chase a thousand, and two would put ten thousand to flight,” and that he will “cut the work short in righteousness.” It is the aim of the faculty of this school to put themselves in the channel of right, so that God may use them in his own way to do their part in carrying the message here.