5 CENTS A COPY p U b ltô b e O Æ b o n tb tÇ , 50 CENTS A YEARE n TER FO A T TH E PO STO FFIC E A T BERRIEN SPRINQS, M IC H ., AS S E C O N O -C l ASS M a t TEH .

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F E B R U A R Y, 1902.

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P u e L l S H E D BY

Vol. IV.T

Z \)e £feucational D epartm ent ^O f T H E G E N E R A L C O N F E R E N C E . 7 / £

B E R R 1 E N S P R I N G S , M I C H . ’ ’

4 ̂ . ff Contents‘t . or.yr.BAL ~ ~ -- . . T

A S piritu al E d u cation for T ea c h e rs ...................... 33 i^ 3Our S abbath and C hurch S ch o o ls ............................................................................... 34

X B ook s for C h ild ren ..............................................................................................................................................................35i^ 3 Great E d u ca to rs............................................................................................................?.................................................... 36

Q u alifications o f a C hurch S chool T ea c h e r ............................................................................................................38J®“ E D U C A T IO N A L W ORLD.

H am pton I n s t itu te 39 ^̂ Jv3X Berea C o lle g e 39 J fa

jST" A n A ttem p t to Help th e L ab orer ................................................. 0M anual T ra in in g ’ .................................................................................................................................................................40

X P ow er o f E d u c a t io n ..........................................................................................................................................................41E D IT O R IA L .

Vp3 The Pow er or E d u ca tio n .......................................................................... 42E ducation T hat P a y s ........................................................................................................................................................ 42A n Opeu L etter ......................................................................................................................................................................42 j T

5-^3 C orresp on dence-S tud y ........................................................................................................................................................ 43 Jf3X T H E SA B B A T H SCHOOL.

‘~jjT' T he Need o f Trained T e a c h e r s ................. 44¿XqÍ3 H ow to Gain a K now ledge o f the B ib le ....................................................................................................................45 -fi3v Sabbatli School W ork E d u c a tio n a l....................................................................................................................... _ ..46

O rgan ization . . . . . . 4 6 j fT he A im of Sabbath S chool W ork ..............................................................................................................................47

X S u ggestion s to T e a c h e r s .. . . 48M inisteria l Labors and T e a c h in g .................................. 48T he Sabbath School T eacher Should Be a M aster o f Arts 49 T̂ 3The L e sso n s ........................................................................ 50-52 ¿X-

C H IL D R E N ’S C O R NER . J TJ o se p h ....................................................................................................................................................................................... 53

J f W ITH T H E T EA C H ER S. AF u lf illm e n t............................................................................................................................................................................. 54

^ S chool H y g ie n e .................................................................................................................................................................. W ^■X C orrelation in A r ith m e tic 55 j X -

M usic in Church S c h o o ls .................................................................................................................................................565̂ J S chool G ard en s..................................... 57 ^

J fe PROG RESS. J faS ch ools in Hie W est............................................................................................................................................................. 58 J “"L etters from the F ie ld ................................................................................................................................................ 58-61

jA P U B L IS H E R S PA G E. J f>j A C orrection . N otice . B ib le N ature S tud ies. H ealth and P u rity L ibrary. M issionary *Js~

Pfi3 Work in a Dark C ity. A d v o c a te C lu b s................................................................................................ 62-63 ^ t f3

s$ iX Thirteenth Chapter of First Corinthians.

l “ If I speak with th e ton gu es o f m en and o f th in gs, endureth all th in gs. L ove never fa ileth : TT^S an g e ls , Dut have not love , I am becom e sound- but w hether there be p rop hecies, th ey shall be

in g brass, or a c lan g in g cym bal And if I have d one away; w hether there be ton gues, they shallX th e g ift of prophecy, and know all m ysteries and cease; w hether there be k now ledge, it shall lie •

all know ledge: and if I have all fa ith , so as to r e - done aw ay. For we know in part, and we proph-^¡¡U m ove m ountains, but have not love , I am n oth in g , e sy in part: but w hen that w hich is p erfect is com e,

jr And if I bestow all my good s to feed the poor, that w hich is in part shall be done aw ay. W hen X£^2 and if 1 g ive my body to be burned, but have not I w as a ch ild , I spak e as a ch ild , I felt as a child,

love , it profiteth m e n oth in g . L ove suffereth I th ough t as a child: now th at I am becom e a^ In n v . a n d is kind: love en vieth n o ' : love vaunteth m an. I have D ut awav ch ild ish Dim ers. For n o w tlong, and is kind; love en v ieth no'; love vaunteth m an, I have put away ch ild ish th in gs. F or now

not itse lf , is not putted u p , doth not behave itse lf w e see in a mirror, darkly; but th en face to face:..»Vj unseem ly , seek eth not Its ow n, is not provoked, now I know in part; but then shall 1 know even as

V taketh not account of evil; rejoicoth not in un- a lso I have been know n. But now ab ideth faith ,r igh teou sn ess, but rejoiceth with the truth; bear- h ope, love , th ese three; and the grea test of th ese £M2eth all th in gs, b elieveth all th in gs, hopeth all is lo v e .”

T h e A d v o c a t en

B Journal of Christian E ducation

V o l . I V . * B e r r i e n S p r i n g s , M i c h ., F e b r u a r y , 1902 N o . 2

(Beneral m

* A SPIR ITUAL E D U C A T IO N FO R TE A C H E R S .

BY M R S. E . G . W H IT E .

Christ is the greatest teacher, the great­est educator, that the world ever knew. If you come into close relation with him, the atmosphere surrounding your soul will exert an educative influence wherever you are. Unless you have Christ formed with­in, the hope of glory, all the education that you may obtain in G reek, in Latin, in the languages, or in anything else, will be of no value in securing eternal life. You must bear in mind that Christ co-operates with you when you co-operate with him. Constantly you are to be learning of the great Teacher.

Teachers, be truly converted to God, Realize that in every school established, the first work is to become acquainted with God and with the principles of heaven, that in your daily work you may prove the truthfulness of the words of Christ to the woman of Samaria: ‘ ‘If thou knewest thegift of God, and who it is that saith to thee, Give me to drink; thou wouldst have asked of him, and he would have given thee living water,” which is as ‘ ‘a well of water springing up into everlasting life. ”

In obtaining an education, there is danger that spirituality will be considered of sec­ondary importance. We often think if we only could reach the world’s standard in education, we should have gained some­thing. Those who believe this will prefer

• E x t r a c ts f r o m t a lk s b e f o r e t e a c h e r s a t H e a ld s -b u r g , C a l., A u g . 1901.

the society of the world to the society of those who love and fear God.

Many have imagined that in order to become educated, they should place them­selves under worldly influences. Accord­ing to the worldly idea, in obtaining an education spiritual things are not consid­ered of much value. Those who choose to enter schools where our faith is not recog­nized are on the losing side. They lose the very things which they should value most, — a knowledge of God and Jesus Christ, and of that life which measures with the life of God.

All who are engaged in teaching the youth in our schools must have as the foundation of their knowledge the fear of God, for this is the beginning of wisdom. They may have had years of training, and yet not have touched the very beginning the A B C, of spirituality, the A B C of de votion, of self-sacrifice. The science of edu cation is to love God, and to keep his com mandments. Study the word of God intel ligently. It is the foundation of all educa tion.

The apostle Paul could meet eloquence with eloquence, logic with logic; he could intelligently enter into all controversies; but was he satisfied with this worldly knowledge? He writes: “ And I, brethren, when I came to you, came not with excel­lency of speech or of wisdom, declaring unto you the testimony of God. For I deter­mined not to know anything among you save Jesus Christ, and him crucified.”

Here is a very important lesson. We need to understand our whereabouts. We need to understand that the highest education ever given to mortals develops a spirit of humility; for it reveals how much more there is yet to learn.

34 T H E ADVOCATE

T h e m ore y o u learn , th e m ore y o u w ill see th e n ecessity o f p u tt in g y o u r w h o le m in d and in terest in to lea rn in g for C h r is t ’s sak e. W h y are y o u learn in g ? A re y o u a cq u irin g kn o w led ge so as to becom e in te lli­g e n t in th e tru th ? I f th a t is y o u r object, be assu red th a t y o u w ill h id e s e lf in Jesus C h rist.

‘ ‘ A n d I w as w ith y o u in w eakn ess, and in fear, and in m uch tr e m b lin g .” P au l w a s a v e ry g rea t te a c h e r ; y e t he felt th at w ith o u t th e S p ir it o f G od w o rk in g w ith h im a ll the education he m ig h t obtain w ould be o f lit t le acco u n t. W e need to h ave th is sam e e x p e r ie n c e ; w e need to be afraid o f ou rse lves. W e need in d iv id u il ly to sit a t th e feet o f Jesus, and listen to h is w ords o f in stru ctio n . L e t u s e m p ty from th e soul-tem p le a ll foolishn ess, p ride, fo lly , and in v ite Jesus to tak e possession o f heart and so u l and character. W h en w e do th is , there w ill be no p rid e o f sp irit, for w e s h a ll m ore fu lly app reciate h o w m uch m ore there is to be learn ed. ‘ ‘ W h a t sh a ll I do, th a t I m a y in h erit e tern al life ? ” is a life-and- death q u e stio n ,— a question w h ich sh o u ld be c o n sta n tly before us.

W h at is y o u r object in o b ta in in g an ed­u cation ? Is it to g lo r ify y o u rs e lf? Is it to say , ” See how m uch lea rn in g I h a ve ” ? O r is it th a t y o u m a y be able to h elp w eak and tre m b lin g so u ls p lan t th e ir feet upon th e p latfo rm o f etern al tru th ? D o y o u lo n g to lift up and en co u rage others ? I f y o u are s tr iv in g m ere ly for th e nam e o f be­in g a teacher, an educator, y o u m ig h t ju s t as w ell be som ew here else. G od in vites e ve ry one to be h is h e lp in g hand. H e in ­v ite s y o u to ca rry out th e p rin cip les o f h eaven , th e A B C o f tru e education . I f yo u h ave never learned them before, com m ence to stu d y now , and w hen y o u h a ve th u s learned, y o u w ill be fitted to teach others.

I f y o u r grea t aim has been to learn G reek and L a tin , and a ll these th in g s , y o u need to g o b ack to th e b e g in n in g , and in lo ve and th e fear o f G od learn the A B C o f s p ir itu a lity . T h is is th e preparation essen ­tia l i f y o u see th e K in g in h is b eau ty , and behold h is m a tch less charm s. T h e purpose o f education is to g lo r ify G od.

O U R S A B B A TH A N D C H U R C H SCHOOLS.

B Y E L D E R W M . C O V E R T .

P erh ap s no departm ent o f th e cause h as received m ore atten tio n than our Sabbath school w ork , and it h a s proved to be a b lessin g a cco rd in g to th e am ount o f labor bestow ed upon it. T h ere has been none too m uch attention g iv en to th is p art o f th e w ork , b u t there h as n ot been enough g iv e n to som e other departm ents o f th e cause.

I h a ve som etim es been in clin ed to the op in ion th a t w e m a k e too m uch o f th e m a t­ter o f m ere organ izatio n and the m ach in ery connected w ith it, and too little o f th e real life th a t sh o u ld be associated w ith w h at w e are doin g. A n o rg an iza tio n is o n ly th e s ta g in g for th e grea t b u ild in g o f ch aracter th a t m u st be reared. T h e S ab b ath school organ izatio n is h elp fu l ju s t so far as it is an in stru m en t in G o d ’s han ds for th e s a lv a ­tion o f sou ls. T h e num ber o f souls saved w ill be p roportionate to th e am ount o f B ib le tru th im p arted to th e stu d en t th ro u g h th e p ow er o f th e H o ly S p irit.

O u r chu rch schools o ccu p y p recisely th e sam e relation to th e ca u se o f G od and to th e salvatio n o f o ur ch ildren and y o u th as does th e Sab b ath school. B oth o f th ese a gen cies h ave th e sam e object, and in a la rg e degree operate in th e in terests o f th e sam e classes ; therefore th e y should be co ­op erative in th e ir p lan s and w o rk in g s. I f th e S a b b ath school h as been h e lp fu l to o u r ch ildren and y o u th , th e ch u rch school sh o u ld be h elp fu l in a five-fold degree. I f m uch labor and th o u g h t is bestow ed upon th e Sab b ath school w h ich occupies th e tim e o f our people one d a y in th e w eek, then w e should g iv e s till m ore attention to th e ch u rch school, w h ich tra in s our ch ildren five d a y s in th e w eek. I f th e ch u rch school does not accom plish its p rop ortion ­ate am ount o f go o d for our ch ildren , i t w ill be because p rop er m eth ods are not fo llow ed in th e ch u rch school. T h e p rim ary object o f the church school is soul cu lture, th e s a lv a tio n o f th e ch ild ; i f th is resu lt is not seen, then it is o u r d u ty to seek for th e cause, and not to ch a rg e th e fa ilu re to the cause o f C h ristia n education .

T H E ADVOCATE 35

T h e Sab b ath school and th e church school sh o u ld be so c lo se ly connected in th e ir w ork th at each w ill help the other. I f th is con dition o f th in g s h as not y e t been real­ized, it is s im p ly because a ll th e respon­s ib le agen cies h a ve not been unified. W h ere the ch u rch school and th e Sab b ath school are organ ized so as to w ork to geth er, the Sabbath sch o o ls are g r e a tly in advance o f those Sabbath schools w h ich do not h ave th e benefit o f a ch u rch school.

O u r ed u catio n al literatu re should be e q u a lly adapted to ch u rch and S ab b ath sch o o ls. T h o se officia ls in o ur d en o m in a­tion w h o have th e in terests o f the S a b b ath schools to lo o k after, and the au th o rs w ho are p rep arin g m atter for o ur chu rch schools, sh o u ld w ork to g e th er so co m p lete ly as to m ake th e in terest one. N ot th a t th e S a b ­bath school sh o u ld be required to ta k e up e v e ry th in g th a t is ta u g h t in o ur ch u rch schools, bu t th e tw o sh o u ld so fu lly co-oper­ate th a t th e chu rch school w ill em body in its in terests th e sp ir it and w ork o f th e S a b ­bath school. T h is su b ject should receive th e m ost carefu l a tten tio n b y o ur people.

B u t th is w ill not com e abou t b y m ere chan ce. It m ust h a ve m ost carefu l th o u g h t and p rayerfu l atten tio n . T h o se w ho h ave been lo n g in th e Sab b ath school w o rk should g iv e th e w o rk o f th e ch u rch school th e ir h e a rty sup port. B o th are o f G od, and are en titled to o ur m u tu al support. T h e y b elo n g togeth er, and m u st be m ade to serve th e sam e end. A ll the ch ildren should h ave the benefit o f th e one as tru ly as o f th e other. L et u s do o u r best to m ake th ese in terests one.

BO O K S FO R C H IL D R E N .

BY M . B E S S IE D E G R A W .

T h e h o lid a y season th is y e a r as a lw a y s, bro u gh t in to prom in en ce a m ass o f l i t ­erature, and led to w idespread d iscu ssio n of new books. T h e A n n u a l B ook N um ber o f th e Outlook con tain ed ten b r ie f artic les w ritten b y men and w om en o f exp erien ce in litera ry w ork on the subject, “ T h e B est Books for C h ild re n .” K a te D o u g las W ig - g in g iv e s exp ressio n to th o u g h ts w o rth y o f

consideration b y every parent. S h e sa y s in p a r t: “ M ig h ty lit t le need, indeed, h avechildren o f th e read in g age for m a n y books o f th e ‘ ju v e n ile ’ sort, w h ich flood and d e v­astate th e earth a t h o lid a y tim e. ” In defin in g “ ju v e n ile s , ” .she s a y s : “ B road ly sp ea k in g , I m ean d eterm in ed ly ch ild ish books w ritten down to th e c h ild ’s level b y p eople w h o could not p o ssib ly w rite up to i t i f th e y tr ie d .” A g a in : “ I f yo u find a tw elve-year-o ld b o y addicted to ‘ ju v e n i le s ’ and to n o th in g else, y o u m ay as w ell g iv e th e poor lit t le creatu re up. H e m a y in tim e becom e a to lerable hu sban d and father, bu t h is ears w ill be d e a f to th e m u sic o f S t . P a u l’s ep istles and the B ook o f Job.

‘ ‘ O ne n ever g ro w s to lo ve and com pre­hend th e v e ry g rea test th in g s w ith o u t som e p re lim in a ry tra in in g in m atters o f taste and s ty le and fo rm ,— som e le g itim a te exercise o f o n e ’s n obler p o w ers,— som e exp erim en ­ta l flig h ts in to sp iritu a l an d in te llectu al h e ig h ts . ”

W hen sele ctin g books for ch ildren , th is w riter su g g e s ts th a t th e y be “ sim ple, gen ia l, grac io u s, lovable, sp len did , v ita l, good, sw eet, and heroic. ’ ’

“ A k n o w le d ge o f ch ild-n ature, and a k n o w led ge o f w h at re a lly is litera tu re ,— th ese tw o th in g s are e x tre m e ly h a n d y to h ave in th e fam ily . T h e ch ild is y o u r first s t u d y : do y o u k n o w him ? W h a t you w ish h im to learn , th in k , feel, and be is th e second s t u d y ; are yo u q u ite sure o f y o u r k n o w le d ge in th a t field ? B ut th is, y o u sa y , seem s to presuppose a k in d o f p s y ­ch o -p ed ago gica l w isdom e x tre m e ly rare. T o w h ich I return , th a t com m on sense m akes a fa ir ly good su b stitu te ; and w hen y o u crush m e b y a s k in g h ow the paren t not g ifted w ith com m on sen se can acqu ire it, I re p ly (from th e e xtrem e confines of th e corner w here y o u r lo g ic h a s driven me) th a t, s u p ­p o sin g th e ge rm to be e x is te n t, resolution , reflection, fastin g, and p ra y er w ill com ­m o n ly assist its g ro w th .

“ It m akes a deal o f difference, n ot o n ly w h a t a ch ild reads, but how and w hen he reads it. F o rtu n ate ly , books are n ot the o n ly m eans o f grace. I h a ve seen children as w ell as gro w n people w ho seem ed to

36 T H E ADVOCATE

absorb and d is till a w isdom from the w orld o f n atu re,— th e m ysteries o f earth , air, s k y , and sea ,— from sy m p a th etic co n ta ct w ith fello w hu m an creatures, and from som e hidden source o f pow er w ith in th e ir own souls, th at p uts the w isdom o f th e books to sham e.

“ W h a te v e r else wfe do, i f w e w ish to w iden the sp iritu a l horizon o f o u r ch ildren , let its not close up the w in d o w s on the em otional and im a g in a tiv e side b y n eg le ct­in g poetry. ”

It is s tra n g e th a t in a ll th a t is said co n ­cern in g w h at a ch ild sh o u ld and sh o u ld not read, and w hen the ch aracteristics o f pre­su m a b ly the best books are described, so l i t ­t le m ention is m ade o f the Scriptu res. I f you are in search o f stories w h ich appeal to th e im agin atio n , read o f life in E den, of N oah and the a n ted ilu vian s, o f M oses in M idian, or o f th e p lag u es in E g y p t. I f yo u w ish to c u lt iv a te the p oetic nature, read the so n g s o f the B ib le and the P sa lm s o f D avid , rich in m elod y, su rp a ssin g a n y ­th in g to be found o utside th e sacred volu m e. I f y o u w an t, as M iss W ig g in su gg ested , “ th e sim p le, g e n ia l, grac io u s, lo vab le, good, sw eet, and h e ro ic ,” w here can y o u find m atter w h ich b egin s to com pare w ith the b io grap h ica l s tu d y o f th e B ib le characters ? P aren ts need to be m ore con ­versan t w ith these characters, m ore in love w ith th e m en and w om en w h ose life h is ­to ry has been d iv in e ly p e n n e d ; then w ill th e y be able to in sp ire th is sam e lo ve in th e h earts o f th e ir ch ild ren .

G R E A T E D U C A TO R S .

B Y E . A . S U T H E R L A N D .

A D A M .

C h ristian education deals w ith fu n d a­m ental p rin cip les. In th e stu d y o f the w o r ld ’s g rea t educators w e m iss the ve ry essence o f tru th b y not b e g in n in g w ith th e h is to ry o f th e race. A s few h isto ria n s do th is, som e o f the g rea test educators are passed alm ost, i f n ot q u ite, unnoticed.

A b o u t 4,000 y ea rs before th e d a y s o f C h ris t th ere cam e in to the w orld a m an o f rare a b ility . T h e m anner o f h is b irth and

h is subsequ en t education in e v e ry w a y fit­ted h im to ta k e th e lead o f the w o r ld ’s grea t educators. H e w as, in a sense th at no o th er m an h as e ver been, a son o f G od. H e in h erited a g ia n t in te llect. N o hu m an b e in g ever lived w ho possessed such .strong n atu ral a b ility , or w ho w as endow ed w ith su ch breadth o f com prehension, and such grasp o f m ind. H e w as fresh from the hand o f the Creator, and sin had not w e a k ­ened h is m ental pow ers.

T o h is natural a b ility were added the m ost favorable circum stan ces for d eve lop ­m ent. H is schoolroom w as th e gard en o f Eden ; a n g e ls w ere h is in str u c to rs ; h is t e x t­b ook w as th e w h o le realm o f n ature. F o r a tim e he p ursued h is stu d ies in E den, but a ch a n ge cam e in to h is life, and p erhaps h is a b ility as a teacher rests la rg e ly upon th e w a y he m et life un der circum stan ces w id e ly different from those o f h is earlier days. O ne d a y ’s exp erien ce before the catastro p h e w ell illu stra te s the sp iritu a l in ­s ig h t possessed b y A d am in h is o rig in a l hom e. T h e garden w as filled w ith anim al as w ell as v e g e ta b le life, and on th e d a y referred to all th e a n im als passed before him , and he g a v e them n am es,— classified them acco rd in g to th e ir hab its, and pronounced the nam es a cco rd in gly . T h is w as u n d o u bt­e d ly th e greatest ta sk ever perform ed b y a n atu ra list, and y e t so keen w as th e in sig h t o f A dam , th at G od m ade no corrections.

T h e even t to w h ich reference has been m ade is kn o w n as th e fall. H a v in g been g iv en sp iritu a l e y e s ig h t, it w as y e t possible for A d am to reject th e E d en ic m ethod o f tea ch in g , w h ich m eant w isdom obtain ed b y faith , and to seek to increase h is kn o w led ge b y m ere p h y sica l observation . W h en the tim e o f ch oice cam e, he accepted th e la tte r m ethod, and w as, in consequence, ob liged to leave h is hom e. D eath stared him in the face. H is prospects, once so b rig h t, w ere turn ed to b lackn ess. T h e l ig h t o f tru th w as hidden from h is gaze. It w as w h ile A dam w as fu ll o f despair th a t C h rist b ro u gh t hope, and show ed th e p ath b y w h ich th e lo st estate m ig h t be regain ed. R etu rn wras dependent upon th e acceptance o f th e re­jected system o f education . A d am m ust e x ­

T H E ADVOCATE 37

ercise faith in the w ord o f G od ; he m ust be w illin g to b e lieve w hen G od sp oke, th o u g h all h is n atural senses seem ed to prove the co n trary . T h e p lan o f sa lv a tio n becam e a gre a t sy ste m o f tea ch in g , and faith and lo ve w ere the fun dam en tal p rin cip les.

F rom th a t tim e A dam .stru ggled w ith a m ig h ty problem . A ccep tan ce o f th is tru th m ade h im a m aster teacher.

T o h im w ere born ch ild ren , and th e race m u ltip lied ra p id ly . T h ese children to th e e ig h th gen eration w ere th e stu d en ts in A d a m ’s sch ool. T h ese stu d en ts d iv ided th em selves into tw o classes. O ne c la ss fo l­low ed th e ir teach er c lo se ly , and opened th eir so u ls to d iv in e in stru ctio n . N atu re in its d y in g con dition w as to them a figure, a shadow o f th e future death o f C h rist, th e prom ised R edeem er. A d am ex p la in e d the o rig in a l co n d itio n s as th ey ex isted in E den. W h en s tu d y in g trees, he pointed out, n ot o n ly th e ir present a d a p ta b ility to th e needs o f m an, but th e ir o rig in a l co n stru ctio n as trees o f rig h teo u sn ess, trees o f life . In th e s tu d y o f an im als, th e sam e m ethod w as fo l­low ed. A fte r the fall m a n y ch a n ges took place, a m alg am a tio n s w ere form ed, and sp ecies were varied. B u t A d am k n ew the o rig in a l plan , and to h is p u p ils h e m ade kn o w n the facts as th e y w ere in E d en . T h e lion w as not a beast o f p rey, nor w as th e eagle ca rn ivo ro u s b y creation . A n d so he noted a ll th ese ch a n ges as in d icatio n s o f sin, and pointed h is p u p ils to the E den ic con dition . O ne c la ss o f p u p ils accepted th is tea ch in g , and in them it w ro u g h t righ teo u sn ess. S u ch w ere Seth , E n och , and M ethuselah. O th ers failed to see the lesson s th u s g iv en , and g a z in g upon p res­ent con dition s, failed to grasp the tru th con ­ce rn in g th e future, and doubted th e d iv in e record co n cern in g th e past. T h a t creation w as th e w ork o f a literal w eek th e y de­nied ; a s lain lam b and shed blood as a figu re o f a S a v io u r th e y rid icu led ; and to show contem pt, th e y feasted on the flesh and blood o f anim als. C ain and h is p os­te r ity belon ged to th e class w h ich believed o n ly w h a t th e y could see w ith th e ir eyes, and h ear w ith th e ir ears. T h is cla ss ga in ed renow n because o f grea t k n o w led ge in

p h y sica l s c ie n c e s ; developed a m on- archial form o f go vern m en t, tolerated s la v e ry , advocated p o ly g a m y , ta u g h t e vo ­lu tio n , and denied C h rist.

A d am sa w th ese re su lts and m ourned d eep ly . T h e resu lt o f such p h ilo so p h y w as b ro u g h t to h is v e ry door, and robbed him o f h is ow n son. B ut th is o n ly m ade h im w ork the harder for th e salvatio n o f others. H e w as a g rea t teaeh in g-priest, and h is m eth ods should be follow ed to d ay.

O ne g a zes in w on der upon certain p ed a­g o g ic a l p rin cip les follow ed b y A dam , e s ­p e c ia lly w hen co m p arin g him w ith m ore m odern teachers wTho h ave groped b lin d ly for the sam e p rin cip les. T h is is illu stra ted in the tru th s co n cern in g m a n 's own nature, w h at he sh o u ld eat, and h ow he sh o u ld e x ­ercise, in order to keep th e bo d y and m ind in fit con dition for the in d w e llin g o f th e S p irit o f G od. A n un d erstan d in g o f these p h y s io lo g ica l la w s enabled h im to dem on­strate th e p lan o f sa lv atio n to h is p u p ils in th e cu ltiv a tio n o f th e so il, and in th is w ay a g ricu ltu re becam e th e A B C o f h is ed u ­catio n al sy ste m . T h e un ion o f hand and b rain wro rk as th e ideal m ethod o f im p art­in g in stru ctio n is as old as th e race. H o w stra n g e th a t th is gen eratio n is so slo w to la y h old o f these tru th s !

N O A H .

A dam ta u g h t for n ine hundred years, and lived to see m an y o f h is studen ts ca rry in g on th e sam e w ork . N oah n ev er saw A dam , but he wras a stu d en t o f th e sam e p rin cip les, h is father and gran d fath er both ta k in g part in h is tra in in g . N oah w as born under co n ­d itio n s far d ifferent from th ose su rro u n d in g A d am in h is e a r ly life. C rim e and in iq u ity abounded. T h ere were m en o f m an y m in ds w ho advocated stran ge theories.

T h e tide o f e v il w as sw e ep in g aw'ay the r is in g gen eration , and there w as n o th in g to sav e the yo u th excep t to teach them th e tru th .

N oah received a d iv in e ca ll to preach and to teach. O ne hundred and tw e n ty years o f h is life w ere devoted e x c lu s iv e ly to th is w ork . H is grea t o b ject w as to develop ch a ra c te r ,-- to restore in m an the lost im ­

THE ADVOCATE

age o f God Faith was lacking. His school most develop iaith. Men believed only what they saw, and the word of God was ridiculed. The system of human phi­losophy taught by Cain and his disciples had taken such deep root that it was almost impossible to eradicate it.

Noah preached of a coming flood, but was met by the argument of scientists that rain had never fallen, that such a thing was contrary to the laws of nature, and conse­quently never could happen. The schools of his day studied deep into the things of nature, but for lack of faith the}' saw noth­ing except externals. Nature did not re­veal God because God’s word was spurned. Men disregarded the laws of their own be­ing, and taught others to do the sanie.

Noah gathered students about him, and sought to show them the truth. While they worked with, him on the ark, he taught them the truths of God’s word and of nature,

Noah was an educational reformer, a preacher of righteousness. He urged the people to accept righteousness and wisdom by faith. He labored with unceasing en­ergy for one hundred and twenty years, working with his hands while he taught, to restore a knowledge of true science, and to induce men to live in harmony with the laws of God.

One burden of his heart was to teach men that the physical senses cannot be de­pended upon to reveal the spiritual truths taught by God in his word and in nature.

Had the antideluvians accepted the teach­ing of Noah, the world would not have been destroyed by water. His work was typical of the educational reform which will save a people when the earth is destroyed by fire.

Q U A L IF IC A T IO N S O F A C H U R C H S C H O O L TE A C H E R .

Some time ago we received a request for a teacher to be sent to a certain place to take charge of a church school. The re­quest was very urgent, and the writer specified at some length what qualifications the teacher should possess. O f course it was expected that the individual would

have a thorough knowledge of all the branches to be taught. It was also expected that the one to fill this important place would have a complete knowledge of all points of faith, and be ever ready to give a reason of his hope, and to do it with ap­propriate meekness and fear. He would be required to teach music, vocal and instrumental, and take charge of the sing­ing at the church services. It was sug­gested also that the teacher would be ex­pected to give instruction in hygienic cookery, and be prepared to lead in the treatment of the sick according to the best light, and most improved methods.

The board making this application evidently comprehended the situation and its needs; and it would have been well if a teacher could have been sent that would have met all the requirements. It is well for us to have a high standard for those who go out as teachers; but why should the standard for this class of workers be higher than that of any other class? W hy should any less be expected of the minister or canvasser ?

God has given to individuals varying gifts. Some are especially gifted in m usic; others take a great interest in some other line of work ; but we can not reasonably expect that any one person is to be a com­plete embodiment of all that would be de­sirable.

We should keep the standard high. Let us not be satisfied with any meager acquire­ments on the part of any of those who go out into the Lord’s work ; but at the same time, it is not best to have our ideas so high of the qualifications which a laborer should possess as to lead to disappointment and uncharitable judgment when those qualifications are found to be wanting.

As brethren and sisters, let us ever seek to hold up the hands of those whom God has called to his service, and thus we shall all receive a blessing.— J . E . Tenney, in the Southern Watchman.

R e s o l v e d , never to do anything which I should be afraid to do if it were the last hour of my life.—Jonathan Edwards.

T IIR ADVOCATE 39

(0j§ Educational World i@Y

H A M P T O N IN S T IT U T E .

H am pton N orm al and A g ric u ltu ra l In sti­tu te is one o f th e g rea t in d u stria l schools o f the co u n try noted for its successfu l w ork for th e colored race. Its founder is G eneral A rm stro n g, a m an o f w ide influence in both th e N orth and th e S o u th . B o o ker T. W a sh in g to n is a grad u ate o f H am pton N orm al, atid w ith h is fo rty asso cia te tea ch ­ers, m a n y o f w hom are also H am pton grad u ates, he is ca rr y in g out the in d u stria l ideas o f H am pton, a t T u sk egee.

“ O ne o f H a m p to n ’s m ost u sefu l d a u g h ­ters, ” sa y s the inter Ocean, “ is a W a sh ­in gto n , and th o u gh not related to Mr. B ooker T . W a sh in gto n , is, lik e h im , a t th e head o f an education al in stitu tio n in the b larit b elt o f A lab am a. N in e y ea rs a go she left H am pton to start w hat is kn o w n as the P e o p le ’s V illa g e Sch ool o f M oun t M eigs. T h e first classes w ere ta u g h t in a lit t le old c a b in ; afterw ard an old ch u rch w as u tilized , w ith alm ost no equ ip m en t and lit t le prom ise o f sup port. T o d a y the school o w n s several acres o f land, on w h ich stan d a neat, w ell-equ ipp ed fram e school b u ild in g , and a house for the teachers. T h is M ount M eigs school is d o in g a w o rk w h ich is re v o lu tio n iz in g the life o f the w hole co m m u n ity , for the operations are n ot confined to th e e n ligh ten m en t o f its 200 p up ils, b u t are exten ded to the hom es and gen eral life o f th e people. A fte r th e c h il­dren h ave been d ism issed for the day, M iss W a sh in gto n and her three assistan ts, a lso H am pton grad uates, ta k e up th eir w o rk o f in stru ctin g the m others and gro w n -u p g ir ls in dom estic arts, and th e men in the best w a y s o f farm in g. ”

C o n cern in g the wTo rk o f H am pton In s ti­tu te , the Inter Ocean states :—

“ S ix te e n p ro d u ctive in d u stries are ta u g h t on the school groun ds, and a th o ro u gh course o f m an u al tra in in g is included in the academ ic cu rricu lu m . G irls w h o w ish trades, receive special in struction in the new

dom estic scien ce b u ild in g , w here e v e ry fa c ility is afforded for th e te a ch in g o f e very k in d o f dom estic w ork ; a su ite o f room s in c lu d in g k itch en , la u n d ry , d in ing-room , b ath and bed-room s b e in g p rovid ed for the purpose. T h e d a in ty bed-roorn is a co n ­stan t su rp rise to v is ito rs , e sp e cia lly w hen th e y learn th a t the p re tty cu rtain s, the bureau cover, the co zy corner, bed linen, and a ll the fu rn itu re, e xcep t the iron bed­steads, are the w ork o f the school g ir ls .

S P E C IA L A T T E N T IO N T O A G R IC U L T U R E .

“ O ne o f the m ost im p o rtan t departm ents o f the sch o o l is th e a g ricu ltu ra l d e p a rt­m ent. and th is, too, is sp len d id ly equipped for both sc ien tific and p ractical w ork . A ll the stu d en ts are g iv en in stru ctio n in th is branch, for one o f th e foundation p rin cip les in all th e tea ch in g at H am p ton is to in c u l­cate a love for nature. In th e first lesson s, th e y stu d y the form ation o f so ils, the best m ethods o f drain age and tilla g e , the g ro w th o f roots, etc. T h e special a g ricu ltu re s tu ­dents h ave la b o rato ry and field w ork on p lan ts, an im als, and so ils, and learn to m ix fertilizers, to sh ip crops, and to m ake butter and cheese. ”

B ER EA C O LLE G E .

T h e Outlook (Dec. 14) con tain s a d escrip ­tion o f B erea C o llege, w h ich is both in te r­e stin g and in stru ctive , “ B e re a ,” s a y s the w riter, “ is a co lleg e w ith its face to th e future, d e a lin g at first hand w ith the “ s tu ff o f l i f e ” in a bod y o f y o u n g men and y o u n g w om en o f pure E n g lis h blood, w hose a n ­cestors h ave been cu t o ff from the w orld for n ea rly tw o cen turies, and w ho now em erge w ith the racial q u a litie s o f the E n ­g lis h -s p e a k in g people, but untutored and u n d e v e lo p e d .”

B erea is located in the A p p a lach ia n m oun tain s, and its stu d en ts are draw n from a territo ry in c lu d in g abou t tw o hundred m oun tain coun ties w h ich h ith e rto h a ve been approached onl\' on horseback. In th is secluded spot liv e m ore then tw o m ill­ion men and w om en, and so apart from th e w orld h a ve th e y been, th a t to d ay th e y are p ra ctica lly fo llo w in g co lo n ia l custom s.

40 T H E ADVOCATE

1' P rim itive lo g h u ts dot th e v a lle y s and m oun tain -sides, and th e children w h o g ro w u p in those m o u n tain so litu d es, bear th e stam p o f th e ir surro u n d in gs. M an y o f them h a ve seen so lit t le o f th e w orld th a t the first s ig h t o f th e b u ild in g s at Berea a p p a lls b y reason o f w h a t appears to be th e ir in cred­ib le m agn itu d e. M ore th an once studen ts h ave been turned b a ck b y th e ir p aren ts be­cause th e first s ig h t o f a tra in o f m o vin g cars b ro u gh t su ch terror th a t th e father w a s not w ill in g to tru st h is son in the k e ep in g o f su ch an en gin e o f d estruction . ” M a n y o f th e b o y s w alk from one to tw o hundred m iles in order to g e t to co llege. I t is am ong th is secluded people th a t Berea is sca tterin g th e seeds o f education . It is in te re stin g to n ote th a t th e co lleg e is not con ten t w ith w ork done in th e classroom , b u t is reach in g o u t after th e fam ilies.

‘ ‘ P o p u lar lectu res, h isto ry ta lk s , addresses on schools, sp ecia l m eetin gs for farm ers, h o u sew ives, and teachers, p ractical ta lk s on fam ily feuds, th e use o f sm all c ircu la tin g lib ra rie s ,— a ll th ese m ethods are b ein g em ­p loyed to ca rry Berea th ro u g h o u t th e d is­trict. ” O ne can n ot but adm ire th e zeal and devotion o f President P'rost, w hose life is de­voted to th is w ork.

A N A T T E M P T T O HELP T H E LABORER.

A recent n um ber o f th e Outlook con tain ed th e fo llo w in g on “ S h o p B ib le C la sses —

“ C o n sid erab le success h as attended a n ew u n d e rta k in g w h ich m ig h t seem rather d ifficu lt,— to g a th er m ill-w o rk ers, railroad m en, m ach in ists, e tc., for B ib le s tu d y d u r­in g th e ir sh o rt noon hour. T h e e x p e r i­m ent, m ade in C leve lan d a y ea r ago, has resu lted in an a d v a n c in g m ovem ent, fu lly described in a pam phlet recen tly issued by th e Y o u n g M e n ’s C h ristian A sso cia tion of th a t c ity , w h ich a n y one interested can pro­cure for ten cents. U p to la st M arch seven ­teen B ib le c lasses h ad been o rgan ized in as m a n y shops, w ith an a v e ra g e attendan ce o f f ifty -s ix . M en o f all creeds and o f no creed attend, and m an ifest a h earty in terest in h a n d lin g th e ir five-cent copies o f th e N ew T estam en t, read in g the lesson, and s tu d y ­

in g its sim p le and fun dam en tal tru th s. N o t m u ch tim e is spent, o n ly from ten to tw e n ty m in utes, acco rd in g to th e le n g th o f th e noon in g. T h e m en g a th e r in a n y co n ­v e n ien t space in th e ir w ork-room . T h ere seem to h ave been no d isco u ragem en ts from th e start, so ta c tfu lly has th e w o rk been conducted. T h e problem now seem s to be h o w to k eep pace w ith the dem and, find teachers, and cover th e field. T h e p am p h let report above referred to, b y its d eta iled accoun t o f th e w o rk ,— h o w to start it, h o w to m anage it, th e q u a litie s re­q u isite for leadership , th e th in g s to be c u l­tiva ted and the m ista k es to be a vo id ed ,— aim s to prom ote th e e xten sio n o f the w o rk to o th er centers, la rg e and sm a ll. I t has been found th a t th ere is a dem and for th ese B ib le classes in va rio u s la n g u ag es, and th a t m en in a ll v a r ie ties o f occu p atio n are reach ­able, i f due regard is had to th e ir hours and con dition s. A m o n g the resu lts are noted the decrease o f p ro fan ity and v ile co n versa­tion, th e s tre n g th en in g o f m oral sen tim en t in favor o f hon est and fa ith fu l service , and the prom otion o f frien d lin ess betw een em ­p lo yers and em ployees. ’ ’

M A N U A L T R A IN IN G .

“ T h e la s t report o f th e U n ited S tates C om m issioner o f E d u catio n show s th at w e h ave 125 schools d is t in c tiv e ly devoted to m anu al tra in in g , and n ea rly 40,000 c h il­dren are re ce iv in g in stru ctio n in them . M ore sign ifican t s till, there are 170 cities in w h ich th e p u p ils o f th e p ublic sch o o ls receive m an u al tra in in g as p art o f th e re g u la r course. Ten years ago there w ere o n ly 37. ”

“ A boy w ill be a better G reek scholar, as w ell as a better m an, i f he h as had sy m m etrica l tra in in g (m anual tra in in g , com bined w ith m ental d rill) than i f he has had o n ly m ental w o rk . ” T h e reco gn ition o f th is fact is fast c h a n g in g th e asp ect o f our education al sy ste m . T h e fo llo w in g p aragrap h illu stra te s th e fact, and at th e sam e tim e s u g g e s ts w ork for the chu rch s ch o o l: “ T h e p u b lic vacation sch o o ls o f N ew Y o r k c ity , ” s a y s th e World's Work,

T H E ADVOCATE 4i

“ a ll la st sum m er g a v e th e ir b o y p u p ils in stru ctio n in b a sk et-m a k in g , ca rv in g , to y -m a k in g , w h ittlin g , cab inet-w ork, fret- sa w in g , app lied d esign and leath er s ta m p ­in g ; and the P eo p les ' U n iv e rs ity E x te n sio n S o c ie ty reports th a t d u rin g the p ast y ea r it fu rn ish ed 381 courses to th e ten em en t dw ellers in h y g ie n e , san itatio n , h o u sekeep ­in g , co o k ery , sew in g , d ressm ak in g , th e care o f ch ild ren , and th e th o u san d and one other v ita l m atters o f e v e ry d a y life , to th e ign o ran ce o f w h ich is due m ost o f th e v ice and crim e an d d isease o f our grea t c ities. ”

PO W ER O F E D U C A T IO N .

T h e o n ly w a y to ca rry the go sp el to a ll n ation s is to educate th e r is in g gen eratio n . T h e school is G o d ’s m eans to regen erate th e w orld . W ere th e ch u rch as w ide a w a k e to its o p p o rtu n ities as is th e w orld , there w ou ld be no lim it to its ach ievem en ts. T h e influence o f u n iversa l education is seen in recent d evelop m en ts in th e P h ilip p in es. M r. F red. W . A tk in s o n h as been appointed G en eral Su p erin ten d en t o f P u b lic In stru c­tio n in th e is lan d s. T h ere w as a dem and for 1000 teachers. N e a rly 800 o f th ese h ave been appointed, and o f th is 800, 79 were soldiers. ‘ ‘ T h e greatest need now , ’ ’ s a y s th e World's Work, “ is proper school b u ild in gs. It is s ig n ific a n t th a t the n ative teachers in M an ila show such eagern ess to learn E n g lis h as to w arran t th e e x p e c ta ­tion th a t henceforth E n g l is h . w ill be th e la n g u a g e o f these schools. ’ ’

" W h a t am ou n t o f m on ey does th e n a­tion spend on b o o k s? M y ca lcu la tio n w orks out to th e effect. ” sa y s an E n g lish w riter, “ th a t th e B ritish people spend ever y e a r in b ooks betw een ,¿2,000,000 and ,¿3,000,000. A la rg e part o f th is e x p en d i­tu re is co m p u lso ry ,— in school books, te x t books and th e l ik e ,— bu t a la rg e part o f it is vo lu n ta ry . D iv id e th is exp en d itu re a m o n gst 40,000,000 people, m en, w om en, and c h il­dren, and I th in k it w ill be safe to a ve r­a g e the exp en d itu re o f a d u lts at abou t tw o s h illin g s a year. T h is does n ot lo o k la rg e w h en w e consider th a t th e n atio n al d r in k

b ill is ,¿160,000,000. S t il l it is a v e ry con ­siderable sum . I t m u st be rem em bered th a t besides th is exp en d itu re in books, there is a far la rg e r e x p en d itu re in jo u rn a l­ism . A lm o st e v e ry citizen b u y s a t least tw o h a lf-p en n y papers a d a y . M a n y spend m uch m ore th an th at. W h en w e consider the m atter, w e sh a ll see th a t after a ll a fa ir p roportion o f th e n a tio n 's e x p en d itu re go es to the p urchase o f p ap er and p rin t.

M r . J. D R o c k e f e l l e r has m ade a g ift to the endow m en t o f B arnard C o llege for w om en, o f $200,000, on the condition th a t an equ al sum be secured b y the tru stees. M r. C a rn eg ie has g iv e n $100,000 for a lib ra ry at San Juan , P orto R ic o ; and th e p lan s for a g re a t T rad e Sch ool a t P ittsb u rg , to w h ich it is said he w ill g iv e an en dow ­m ent o f $25,000,000, besides $5,000,000 or m ore for b u ild in g s , are soon to be presented. A com m ission o f w ell-in form ed m en is m a k in g a sp ecia l s tu d y to determ ine th e best ch aracter and scope o f such a school. T h e friends o f Y a le U n iv e rs ity , too, w ere su ccessfu l in secu rin g th e fund o f $2,000,- 000 w h ich th e y set out to co llect b y th e tim e o f the b i-centenn ial celebration . T h e am ount o f m on ey th a t go e s to th e d eve lop ­m ent and m ain ten an ce o f education al w ork , m ost o f it p o pu lar education , in th e U n ited States, is w ith o u t p aralle l in th e h is to ry o f th e w o rld .— World's Work.

T h e organ izatio n kn o w n as the Southern E d u catio n al Board h as form ulated defin ite p lan s for w o rk in th e Southern states. T h e organ ized field w ork o f th e Board is in th e han ds o f President C h arles W . D ab n ey o f th e U n iv e rs ity o f Tennessee; P resident E d ­w in A . A ld erm an o f T u la n e U n iv ersity , N ew O rleans; President C h arles D . M clv ers o f th e (N. C .) S ta te N orm al and In d u stria l C o llege for W om en; and Dr. F risse ll, the prin cip al o f H am p ton In stitu te , in V ir ­g in ia .

“ Q u i t e a step in advance w ould be m ade w ere school boards to forbid tw o sessions a d a y in all first p rim ary room s. T hree hours a d a y is lo n g en o u g h for lit t le ch ildren to be in s c h o o l.' ’

42 T H E AD VOCATE

i CO-g ± j)

E d i t o r i a la .

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E d w a r d A. S u t h e r l a n d , M. B e s s i e D e G r a w ,

E ditor. A ssistan t E ditor.

T H E POWER OF EDUCATION.

It w as H orace M ann w ho said , th a t th e school is G o d ’s m eans to regenerate th e w orld . T h e tru th o f th is statem en t is e x ­em plified a ll about us. W h en th e U nited S tates w ished to su b ju g ate th e P h ilip p in es o ur go vern m en t m ade lib eral offers to teachers w ho w ere w illin g to g o in to th e is ­lands. In th e course o f a few m on th s w e find a s tro n g sen tim en t in favo r o f the E n g lis h la n g u a g e ; w e find n a tiv e teachers se e k in g a tra in in g in our countr}’ .

W hen th e n ation w as p erp lexed o ver the s itu atio n in C u ba arran gem en ts w ere m ade for hundreds o f C u ban teachers to attend th e sum m er school a t H arvard . A great education al reform w as in stitu ted . W h y ? B ecau se a ch a n ge in go vern m en t is e a s ily effected w hen th e r is in g gen eratio n is edu­cated to b e lieve in th e chan ge.

T h e A m erican flag w ill w ave w herever A m e r ic a ’s sy ste m o f education is p ro m u l­gated .

T h e ch u rch h as a w orld to evan gelize. W h y does it not recogn ize th is sam e p rin ci­p le and tu rn its attention to th e education o f the ch ildren ? T here is no pow er on earth so m ig h ty as th e school ; there is no lim it to th e w o rk w h ich can be done b y a C h ristian teacher. A n d y e t in th e face o f these facts th e chu rch is con ten t to entru st th e education o f its ow n ch ild ren to the state. It is b lin d en o u gh to attem pt for­e ig n con quests, to send m issionaries into heathen lan d s w h ile th e ch ild ren at hom e becom e educated infidels. H o w b lin d is such reason ; h ow ineffectual su ch efforts ! T h e w orld is w ise r in its gen eration than those w ho profess to kn o w th e gospel o f Jesus C h rist.

EDUCATION T H A T PAYS.

T h e tru th w h ich L u th er preached and w h ich broke th e pow er o f th e p ap acy w as rig h teo u sn ess b y fa ith . C h rist is our

righ teo u sn ess, and a ll th e righ teo u sn ess w h ich m an can g e t b y w o rk s is as filth y ra gs, sa y s th e prophet Isaiah . M any men accept th a t tru th ; it is a fun dam en tal doc­trin e w ith ever}T C h ristian .

B u t C h rist is n ot o n ly our righteou sn ess; he is a lso m ade unto u s wisdom, i Cor. i : 30. H e w ho w ould be w ise m ust accept C h rist b y faith and b e lieve th a t C h rist is m ade un to h im w isdom . Som e men w o rk to ob­ta in righ teou sn ess, b u t g a in o n ly filthy’- ra gs.

L ik e w ise som e men seek for w isdom b y stud}’ , but th e w isdom th u s acquired is foolishn ess. 1 Cor. 1:19, 20. T h e w isdom o f G od and th e rig h teo u sn ess o f G od are o b ­tain ed in e x a c tly th e sam e w ay.

“ I f a n y o f y o u la ck w isdom , let h im a sk o f G od . . . and it sh all be g iv e n h im .” T h is w isdom is th e tree o f life (Prov. 2:18), and th e m an w ho g a in s it is eatin g o f its fru it, w h ich m eans to h im etern al life.

R igh teo u sn ess obtain ed b y w o rk s e x a lts a m an ,— fills h im w ith s e lf esteem . W is ­dom gain ed b y stu d y puffs up the m an u n til he feels th a t h is k n o w le d ge should not be question ed. It e x a lts hum an in te llect above th e w ord o f G od. I t is such w isdom w h ich lies at th e foun dation o f all the theories o f science. It is e a rth ly and w ill p erish w ith th e earth.

D oes th e acceptan ce o f w isdom b y faith e x ­clude stu d y ? N o m ore than the accep tan ce o f rig h teo u sn ess b y fa ith e xc lu d es w orks.

W h en C h rist becom es righteou sn ess to a m an, th a t m an w o rk s as n ever before. H e becom es noted for h is good w orks. W h en a m an accepts C h rist as h is w isdom he b e­g in s to stu d y as h e n ever studied before. H e w orks and h e studies un der th e g u id ­an ce o f the H o ly S p irit. I f w e h a v e a c­cepted righ teo u sn ess b y faith , le t us ta k e th e n e x t step and accep t w isdom b y faith .

AN OPEN LETTE R .

So c lo se ly related are th e ch u rch and Sa b b ath schools th a t the addition to th e A d v o c a t e of a S ab b ath school departm ent seem s one o f th e m ost n atu ral resu lts o f p ro gress in th e great cause o f C h ristian education . W e m ost th o ro u g h ly appreciate th e w ords w ritten b y E ld . M . H . Brow n, for

T H E ADVOCATE ■43

y e a rs editor of th e Sabbath School Worker, w h ich appeared in th e D ecem ­

ber issu e of th a t paper. M a y h is nam e often appear am ong th e con tributors for th e A d v o c a t e , for w e w ou ld not h a v e h im feel less at hom e here th an w h en , as editor, he sp ok e m o n th ly to th e S ab b ath sch o o ls of th e land. W r it in g on the su bject, “ A C h an g e , ” E ld er B row n said :—

This is the last number of the Sabbath School Worker. It began its career in 1885, and this com ­pletes its sixteenth year. It changes its name by a union with the A d v o c a t e , and this union begins with the new year, 1902. We sincerely trust that it w ill be a liappy union, with happy results, and that our readers will be happy in .the prospect of the union, and happy in partaking of its fruits.

The union is formed under the auspices and d i­rection o f the General Conference, and the article which follows records the formal certificate which authorizes and advertises it. Therefore let no one say that the Sabbath School Worker is going to die with the old year. No, indeed! The words of the poet, w hile not true as regards man, are really true when applied to the Worker. Thepoetsays, “ There is no death ; what seems so is transition.” The Worker w ill not die ; it w ill unite with a live, ear­nest educational journal, and the transition should increase their power for good, and add new life and strength to both. In union there is strength.

There is another feature of this subject that should not be overlooked. The proposed union is not unnatural and strange; it is natural and logical. T hey are both educational journals. They have to do with school work in its various phases. W hy have two educational journals ? Are not the prin­ciples which underlie the work of teaching the same in the college, the church school, and the Sabbath school ? Most assuredly they are. Then w hy not have the educational talent of the de­nomination combine to make one educational journal which shall excel all others, instead of having our efforts divided between two which lack adequate support to make -them what they should be ?

Now a few words as to the results of the pro­posed union. W ill it be a happy one ? W ill our hopes be realized ? This w ill depend largely on the management in the new home. If broad and wise plans are laid, and liberal provision is made to give each phase of the educational work due atten­tion, as indicated by present conditions, success w ill surely follow. W e should all pray and work together, that the union may be happy and per­manent, so that 110 divorce may ever be necessary.

Although I now close my work as editor of the Worker, I do not propose to bid farew ell to its

readers, for I expect to greet them from time to time through the columns of the A d v o c a t e , which w ill be furnished to all who are subscribers

to the Worker. I appeal to all readers of the Worker to give the A d v o c a t e a cordial and active

support by renewing their subscription when the present subscription expires, and in every other way possible. Let us co-operate as we are able, to make it a genuine success, and a credit to our edu­cational work.

CORRESPONDENCE-STUDY.

T h e lo n g w in ter e v e n in g s can be p rofit­a b ly em ployed i f a d v a n ta g e is tak en o f the correspondence sch o o ls conducted b y the S a n ita riu m at B a ttle C reek and b y E m m a n ­uel M issio n a ry C o lle ge. N o y o u n g person needs to bem oan th e fact th a t he is unable to a tten d school, for th e school com es to h is v e ry door. T h o se w ho are p rep arin g for th e n u rse s ’ course w ill find w ork in th e S a n ita riu m S ch oo l o f Correspondence. T h ere is, h o w ever, a la rg e c la ss w h o desire a m ore gen eral course o f in stru ctio n , and p ro visio n has been m ade for a ll su ch b y the o p en in g o f a Correspondence- S tu d y D ep artm en t under the su p ervisio n o f th e E d u catio n a l D ep artm en t o f th e G en eral Conference, T h e op en in g o f th is d epartm ent carries a m essage to a ll o u r people. It te lls them th a t men w h o bear h e a v y re sp o n sib ilities in th e cause are lo o k in g for th e best m ean s to h elp y o u n g people to obtain a tra in in g w h ich w ill p re ­pare them for a c tiv e m issio n a ry w ork. T h e organ izatio n o f y o u n g p eo p le ’s so cieties has been a m ost e n co u ra g in g feature o f th e w ork . N ow th e question arises, H o w can th ese so cieties accom plish th e desired re­su lts ? In answ er, our a tten tio n is directed to th e th o ro u gh courses o f in stru ctio n o f­fered b y correspondence. E v e ry chu rch sh o u ld see its y o u n g people w ell started in w ork o f self-im p rovem ent. T h is effort n ow w ill mean th at a lit t le la ter these y o u n g p eo­p le w ill be a c tiv e C h ristian laborers. T r y it, for it w ill p a y . T h e C orrespondence- S tu d y D ep artm en t also offers sp ecia l a d va n ­ta g es to teachers, to p aren ts, and to m in is­terial laborers. A H and-book, g iv in g the courses o f in stru ctio n , m ethod o f stu d y , and e x p en ses w ill be .sent upon ap p licatio n to

E m m a n u e l M i s s i o n a r y C o l l e g e ,

C orresp on den ce-Study D ep artm en t,Berrien S p rin g s, M ich.

44 T H E ADVOCATE

H Che Sabbath School #NO W .

Time was, is p a st; thou canst not it recall. Time is, thou h a9t; employ the portion small. Tim e future is not, and may never be.Tim e present is the only time for thee.

_ — Selected.

*T H E N E E D O F T R A IN E D T E A C H E R S .

B Y M R S. I D A T H O M P S O N -A N D E R S O N .

“ T h e L ord ca lls for y*oung m en and y o u n g w om en to g ird th em selves for life ­long, earnest labor in the S ab b ath school w o r k .’ ’ N e a rly ten y ea rs a go I read th is statem ent, and the dem and is greater to-day th an ever before. G od ca lls for w orkers w ho w ill consecrate th em selves for life.

T h a t -we do need train ed teachers m ust be apparent to th e m ost ca su al observer. N ot m erely teachers trained to in stru ct and em p lo y the children in the k in d ergarten , b u t broad in te llig e n t teachers w ho are sy m ­p ath etic en o u gh to discern th e needs o f the older p u p ils in th e school, and p ro gressive en o u g h to respond to th e in creasin g de­m ands upon th e ir tim e and pow ers.

G irls w ith th e zeal and en th u siasm o f yo u th , in th e freshness and jo y o f a w arm re lig io u s exp erien ce, often m ake re a lly su c­cessfu l teachers in th e kin d ergarten and p rim a ry d iv isio n s. P eop le in th e sen ior d iv isio n are also q u ite e a s ily satisfied.

T here is, how ever, a stretch betw een th ese tw o classes w here th e dem ands are n ot so e a s ily m et. I refer to y o u n g people ra n g in g from fourteen to tw en ty-o n e years o f age. T o m a in ta in his influen ce here, ta x e s th e te a ch e r ’s pow ers. It is d u rin g th is period th a t o ur yxrnth s lip a w a y from us. T h e num ber o f p u p ils o f th is age is s u r p r is in g ly sm all in proportion to the n um ber in th e p rim a ry and sen ior d iv is ­ions. H o w sh a ll w e account for th is fa ll­in g off? Is it not d irectly traceable to the fact th a t th e S ab b ath school fa ils to provide teachers w ho are able to m eet the g ro w in g

^Extracts from a paper read at the Sabbath school convention, Battle Creek, M ich ..O ct., 1901.

needs ? S im p ly read in g th e question s from th e lesson sheet and m o ra lizin g on the answ ers does not pass w ith them for te a ch ­in g . T h e y naturally ' com pare the th o ro u gh , p a in s ta k in g efforts o f th e ir teachers in the secu lar schools w ith th e efforts o f th eir Sabbath school teacher, and often con clude th a t they' have gro w n beyrond th e latter. W e ca ll th is o rg an izatio n th e Sab b ath school. S h o u ld w e not therefore m a k e it a school ?

C o n cern in g th is phase o f our w o rk the Lord has s a id : “ G reat resu lts w ould

fo llo w w ell-d irected and in te llig e n t efforts.. . . T h e m odes o f tea ch in g w h ich h ave been adopted w ith such success in th e p u b lic sch o o ls could be em ployed w ith s im ila r results in th e Sabbath schools, and be th e m eans o f b r in g in g children to Jesus and o f ed u ca tin g them in B ib le t r u th .’ ’ T eachers o f th e d a y schools stu d y m ethods, and deem it an essential feature o f th e ir qualificatio n s to be fam iliar w ith the art o f teach in g. S h a ll w e Who h a ve an object so m uch greater be less zealou s to k n o w th e best m eans b y w h ich it can be accom plished ?

T h e piece-m eal w o rk done b y a la rg e per cent o f Sab b ath school classes testifies to th e fact th at in many* cases teachers h ave b u t a v e ry lim ited and fra gm en ta ry k n o w led ge o f th e ir te x t book. T h e B ible, not a succession o f prepared lessons, is h is te x t book. W h en once he has ga in ed an accurate and o rd erly k n o w le d g e o f th e co n ­ten ts o f h is book, he is quite w ell prepared to m ine for its precious n u g g e ts o f sp iritu a l w ealth . M an y a teach er is w ea k in tea ch ­in g power because he has no reserve k n o w led ge to g iv e force to h is effort. H e does not teach out o f a fu ln ess o f k n o w l­edge. H is effort is lik e the d ra in in g o f a h a lf em pty cup in stead o f the jo y o u s o v e r­flow o f a liv in g foun tain .

It is also im portan t th a t the teacher h a ve a kn o w le d ge o f the h is to ry o f th e tim es in w h ich th e revelation w as g iv e n . T h is m ay seem lik e a la rg e ta sk , b u t it is one w'hicli w ill b r in g its ow n rew ard o f satisfactio n . A n d are w e not told th at he w h o tak es upon h im s e lf the re sp o n sib ility o f teach in g,

T H E ADVOCATE 45

ta k es upon liim s e lf th e d u ty o f g o in g to th e bottom o f e v e ry su bject h e teach es? A n d m ost im portan t o f a ll in th e tea ch e r’s preparation for the best service is h is tra in ­in g in th e school o f d iv in e co-operation. H e m ust learn to abide under th e shadow o f th e A lm ig h ty . F o r in sp iration to a c ­t iv it y in b e h alf o f fallen h u m an ity , Jesus, th e great T each er, looked to the F ath er. “ F o r w h atso ever th in g s he doeth, these doeth also the son lik e w is e .”

T h e tim e has com e for our S ab b ath schools to ta k e an advan ce step, and to b egin in earnest the w ork o f tra in in g te a ch ­ers w ho are w illin g to lend th em selves to carefu l and th o ro u gh preparation. I th o ro u g h ly believe th a t in addition to th e te a ch e rs ’ m eetin g , e ve ry Sabbath school o rgan izatio n should conduct a re g u la r course o f s tu d y for the purpose o f q u a lify ­in g teachers for th e Sab b ath school. C a ll it norm al class, B ib le class, y o u n g p eo p le ’s so ciety , or w h at you w ill, o n ly le t it do broad and th o ro u gh w ork.

*H O W T O G A IN A K N O W LE D G E O F T H E BIBLE.

A g a in and a ga in th e w riter is m et w ith the request, “ T e ll me how to s tu d y B ib le .” U n fo rtu n ate ly th is request too often m eans, “ T e ll m e how to g e t a k n o w led ge o f the B ib le w ith o u t s t u d y ,” and as the th in g can n ot be done, the enquirers m ake no ad ­van cem en t.

T h e first and m ost essential requisite to a cq u irin g a k n o w le d g e o f the B ib le is an intense, b u rn in g desire to kn o w w h at it con tain s, and to understand it. W ith th is, a n y b o d y can g e t a kn o w led ge o f th e B ible, w ith ou t bein g told how ; for the L ord has said, “ If th o u criest a fter kn o w led ge , and liftest up th y vo ice for u n d e rs ta n d in g ; i f thou seekest her as silve r, and search est for her as for h id treasures, then sh a lt thou understand th e fear o f the Lord, and find the kn o w le d ge o f G od. F o r the L ord g iv - eth w isdom ; out o f h is m outh com eth kn o w led ge and u n d e rsta n d in g .” B u t

*E. J. Waggoner, in Present Truth , London.

“ w herefore is there a p rice in th e hand o f a fool to g e t w isdom , see in g he h ath no heart to i t ? ”

It is a b so lu te ly im p o ssib le for an yb o d y to becom e a B ib le student, u n less he feels th a t he must un derstan d it. I f one has lig h te d on a portion o f scrip tu re w h ich baffles h im , and y et w h ich he is sure co n ­ta in s a treasure o f grea t va lu e to h im , and h is desire to un derstand it w ill g iv e him no rest, the problem is h a lf so lved . L et him hold th a t portion c o n tin u a lly in h is m ind. L o o k at it from all sides. G et per­fectly fam iliar w ith e v e ry event th a t is even rem otely referred to in it, and w ith e v e ry other p ortion o f scrip tu re w h ich is s u g g e s t­ed b y it, so th a t the m in d ’s eye can tak e in all at a g la n ce . D w ell upon ever}7 w ord, e x a m in in g it m in u te ly to see w h y it w as w ritten , and how it is related to e ve ry other wTord. S tu d y the verses in th e ir order u n til th e y are as in d e lib ly im pressed upon yo u r m ind as is th e w a y to y o u r p lace o f busin ess. Y o u w ill kn o w them so w ell th at yo u could sa y them w ith o u t th in k in g ; b u t since y o u h ave th at fam ilia rity w ith them o n ly by th in k in g , and not b y p arro t-like repetition, you w ill not be able to repeat them w ith ou t bein g m ade to th in k . T h in k o f them the la st th in g at n ig h t and the first th in g in the m orn in g, and as yo u w a lk or ride b y th e wray.

I f y o u read a n y other la n g u a g e than th e E n g lis h , b y a ll m eans use th a t as w ell. Read the te x t in eve ry la n g u a g e th a t you p o ssib ly can, and m ake use o f e v e ry re liab le tra n sla tio n , so th a t you ge t and com bine in one v ie w a ll the p ossib le shades o f m ean in g o f each w ord. D o th is w ith earnest, hum ble p rayer to G od w ho g iv e s w isdom to those w ho la ck , and the resu lt w ill exceed y o u r h ig h est exp ectatio n s. N ot a ll at once w ill the k n o w led ge c o m e ; but a t in terv a ls as lo n g as yo u live , lig h t w ill flash forth from the te x t w h ich once seem ed so d u ll and u n ­in terestin g, and yo u w ill n ever w onder w hether it w as w orth a ll th e trouble.

S tu d y to show th y s e lf approved unto God, a w orkm an th at needetli not to be asham ed, r ig h t ly d iv id in g the w ord o f tru th .

46 T H E ADVOCATE

SA B B A TH S C H O O L W O RK E D U C A T IO N A L

BY E S T E E L A H O U S E R .

J u st as far as th e tru e object o f education and the e x te n t o f its in flu en ce has been lost s ig h t o f,— ju s t th a t far h a ve the d ay school and Sab b ath school been separate in th e ir in flu en ce, and in th e ir re latio n to each other.

T h a t th e d a y school is ed u catio n al is n ever question ed, even th o u g h th e m ethods adopted and th e resu lts obtain ed, are not ideal. A n d yet, i f th e real aim o f ed u ca­tio n ,— th e restoration o f th e im a g e o f G od in th e s o u l,— is realized, th e sam e resu lts m u st obtain in th e S ab b ath school as in the d a y s c h o o l; and so th e form er can be no less education al than th e latter.

T h e efforts o f e v e ry consecrated teach er are p rom pted b y th e one desire, — to lead h is p u p ils to k n o w G od. T h e Sabbath school, m ore th a n a n y o th er school, affords an o p p o rtu n ity to create an app etite for the th in g s o f G od, and to lead to th a t w h ich w ill s a tis fy the h u n ger. H ere, sh u t in w ith G od and h o ly a n g els , un der th e influence o f the sp ir it o f tru th , on th e d a y e sp e cia lly blessed and san ctified as h is ow n ; w ith the w ord o f G od, th e source o f a ll w isdom , as th e tex t-b o o k and b a sis o f stu d y , as a t no other tim e m a y th e stu d en t be led to be­com e b etter acqu ain ted w ith h is M aker, and so m ore lik e h im .

T h a t a liv in g taste o f th e w ord o f G od w ill lead to a h u n g e rin g to kn o w its author, is illu stra te d even am o n g th e heathen, and th ose w h o k n o w lit t le o f th e ir C reator. T h e b en igh ted soul g e ts a g lim p se o f the S a v io u r ,-*-//is S a v io u r ,— and im m ed iate ly is born w ith in a desire to k n o w him , and he begs to be ta u g h t to read th e word.

A l l about us th is is illu stra te d b y a ged m en and w om en, w ho w ere s la v es for m an y y ea rs, w ith o u t a n y education al advan tages, b u t w ho, as soon as th e y w ere converted, had su ch a desire to s tu d y G o d ’s w ord th at th e y learned to read, and now are able to d erive real b less in g and sp ir itu a l food from read in g th e B ib le w ith o u t help, w hen th ey can read n o th in g else. W ith o u t qu estion , tru e education w ill develop an d deepen th is

desire. T h e greater th e kn o w led ge o f G od, th e grea ter th e h u n g e r in g and th irs t in g to knowr m ore o f h im .

A s w e, S ab b ath school w orkers, sense m ore d eep ly o u r o p p o rtu n ity , we sh a ll find o u r­selv es s e tt in g a h ig h e r standard for the Sab b ath school, m a k in g it in tru th w h at its nam e im p lies ,— a Sabbath sch o o l,— an educa­tio n a l in stitu tio n iu th e tru est sense o f the term . O u r one aim w ill be the con version o f our p up ils, and n o th in g sh ort o f th is w ill sa tis fy .

W h en th is is b ro u gh t about, th e in terests o f th e consecrated (and there sh o u ld be no other) d a y school and Sabbath school teach er w ill be one, th e school on Sab b ath ta k in g u p th e w ork w here it w as le ft on F r i­d a y , under m ore p ro m isin g con dition s, b e ­cau se o f the d a y and its b lessin g, and y e t w ith th e sam e a im ,— th e restoration oft he im a ge o f G od in the soul.

T h is w ill m ean a reform ation in m uch o f o u r Sabbath school w ork , and a reform ation as w ell in som e of our p lan s for the educa­tion o f m a n y o f our ch ildren . B ut th e v e ry fact th a t our education al w ork is far- re a ch in g in its results, and th a t its in flu ­ence not o n ly affects th e life w h ich n ow is b u t th a t w h ich is to com e, g iv e s co u rag e to ta k e up th e app ointed ta sk w ith confidence, k n o w in g th a t he w h ich h a th begun a good w o rk w ill perform it u n til th e d a y o f h is a p p earin g.

O R G A N IZ A T IO N .

A Study of the Testimonies on Sabbath School Work.

W h a t is o rgan ization ? P erfectn ess o f organ izatio n does n ot m ean a m ass o f com p licated ru les and regu latio n s, w h ich h in d er rath er then h e lp in a tta in in g th e d e­sired object. O n th e co n trary , it is th e a rran gem en t o f a ll th e p arts o f a b o d y in a su itab le m an n er for service. O u r G od is a G od o f order. It is h is w ill th a t th e perfect o rg an iza tio n w h ich characterizes a ll h is p lan s, sh a ll be m anifest in the S ab b ath school. W e are to ld t o “ p lan , s tu d y how to secure w 'ell-organized, w ell-d iscip lin ed s c h o o ls .” In a n o th er e x tra c t is m entioned

T H E ADVOCATE 47

th e k in d o f S a b b ath school th a t w ill help our y o u n g people: “ V e r y m uch can be done for th e education , and m oral and re lig io u s tra in in g o f our y o u th b y w ell-o rgan ized , p ro p erly-con du cted S a b b ath schools. ’ ’

W h ile m a ch in ery is essen tia l, it is s im p ly a m eans for th e acco m p lish m en t o f an object. A form o f Sab b ath sch o o l is no better th a n a n y o th er form o f go d lin ess w ith o u t th e pow er. R e co g n iz in g h o w apt w e are to fa il in sen s in g a r ig h t th e re la ­tio n sh ip o f th e m a ch in ery to the pow er, th e L ord th ro u g h h is S p ir it in stru cts us th u s:—

“ T h e object o f th e Sabbath sch o o l sh o u ld not be lost s ig h t o f in m ech an ical a rra n g e ­m ents, th u s o c c u p y in g tim e w h ich sh o u ld be g iv en to o th er im p ortan t m atters. W e sh o u ld ever be gu ard ed a g a in st form s and cerem onies w h ich w ill eclip se th e real object for w h ich w e are la b o rin g . T h ere is d a n g er o f ca rr y in g system to such an e x ­trem e th a t th e S ab b ath school w ill becom e w earin ess, w hen , on th e co n trary , it sh o u ld be a rest, a refreshm en t, and a b le ss in g . T h e p u r ity and s im p lic ity o f th e Sab b ath sch ool m ust not be sw allo w ed up in such an

en d less v a r ie ty o f form s th a t su fficien t tim e can n ot be devoted to re lig io u s in terests. T h e b e a u ty and su ccess o f the school are in its s im p lic ity and earn estn ess in se rv in g G od. N o th in g can be done w ith o u t order and regu latio n , b u t th ese m ay be arran ged so as to sh u t o u t g rea ter and m ore im p or­ta n t d u ties. L ess sh o u ld be said to th e sch o la rs about th e e x te rn a l p relim in aries and system , and m uch m ore sh o u ld be said in regard to th e sa lv atio n o f th e ir souls. T h is m ust be m ade th e ru lin g p rin cip le o f th e school. ”

H o w sh a ll th is ideal p lan , th is perfect order and o rg an iza tio n be b ro u g h t about? S h a ll w e each w a it for som e oth er person to accom plish it? I t w ill n ever be done in th a t w a y . H ere is th e w a y , and th e o n ly w a y :—

“ W h in a ll connected w ith th e school h a ve a sense o f th e re sp o n sib ility o f th e ir w ork , and feel th a t th e y are m a k in g efforts, not o n ly for tim e, b u t for e te rn ity , order and h arm o n y w ill be seen in e v e ry d e p a rt­m ent. ’ ’

T H E A IM O F S A B B A TH S C H O O L W ORK.

BY MRS. JESSIE D. ADAMS.

W h ile re a d in g in th e n ew book th at G od has sen t to S a b b ath school w orkers, I found the fo llo w in g statem en t th a t esp e cia lly im ­pressed it s e lf upon m y m ind, “ O u r S a b ­b a th school w o rk e rs need to be esp e cia lly em bued w ith th e S p ir it o f G o d .” I read on, and as th e S p ir it m ade p lain th e true purpose, and th e u ltim a te aim , o f the Sab b ath school w o rk , I understood m ore fu lly w h y th e w orkers e sp e cia lly need th e H e a v e u ly H elper. T h e real o b ject o f th is branch o f th e w o rk is g iv e n , “ Y o u n g m en and w om en are to com e forth from our S a b ­bath sch o o ls and co lleg es to becom e m is­sionaries for God. T h e m ost im portant m issio n a ry w o rk is to train w orkers to g o in to th e field, an d preach th e gosp el to e v e ry creatu re. ” W h a t an e x a lted p lace for a con secrated tea ch e r! H e becom es G o d ’s h e lp in g h an d in th e tra in in g o f w o rk ers.

A g a in , “ T h e L ord desires th a t those w ho are en g ag ed in th e S abbath school w ork should be m ission aries, able to g o forth to th e to w n s and v illa g e s th a t surroun d the ch u rch , and g iv e the lig h t o f life to those w ho s it in dark n ess. W e m u st educate th e y o u th , th a t th e y m a y learn how to w ork for o th e r s .” “ T h e in flu en ce g r o w in g out o f S ab b ath school w o rk sh o u ld im prove and e n la rge th e chu rch , b u t in no case sh o u ld it ever be a llow ed to d iv ert from the in terests o f th e c h u r c h .”

I f w e w ere le ft to see o n ly th e m a gn itu d e o f th is w o rk , and o u r own un fitn ess for su ch a sacred c a llin g , we w ould ce rta in ly h a ve room for d iscouragem en t. B u t our G od is so good to h is ch ildren . H e first po in ts o ut the greatn ess o f th e w ork , and our n e e d ; then com e th e ch eerin g w ords, “ T h e w o rk er is not le ft alone. T h e S p ir it o f G od is g iv e n u n to him , th a t he m a y w ill and do o f G o d ’s good p le a s u re .” “ G od is not u n w illin g to b e s to w ; he is a reservoir o f p o w e r.” I f each S a b b ath school w orker w ould, b y faith , la y hold o f th is pow er, “ w e w ou ld see w h ole c la sses o f y o u n g peo­p le b e in g con verted to G od, and g ro w ­

48 T H E ADVOCATE

in g tip u sefu l m em bers o f th e c h u rc h ,” A ll, w hether a m em ber o f a school or

isolated, m a y h a ve a p art in th is w ork. N o school is too sm all to cla im G o d ’s prom ises and no officer or teacher too needy to be m ade “ com plete in H im .” I f Sabbath school w orkers w ill rem em ber the fo llo w in g precious prom ise, “ N o one can la b o r in the Sab b ath school w ork or in th e tem perance w ork w ith o u t re a p in g a b o u n tifu l harvest, not o n ly in the end o f th e w orld , but in the present l i f e ,” I kn o w a ll w ou ld w o rk in su ch a w a y th a t d u rin g th is y e a r w e w ould see an in g a th erin g o f so u ls.

SUGGESTIONS T O T E A C H E R S .

BY MRS. L. FLORA PLUMMER.

T h e teachers sh ould s tr iv e to benefit each m em ber o f h is c la ss in d iv id u a lly . S p ecia l efforts are n e a rly a lw a y s n ecessary to arouse th e cu rio sity and aw a k en the in- trest o f th e d u ll p u p il; k in d n ess and sy m ­p a th y w ill go far to w ard m a k in g friends w ith the tim id and reserved; new p u p ils and v is ito rs w ill appreciate a cordial w el­com e. T h o se w ho h ave had no op p o rtu n ity to s tu d y th e lesson m a y a ss is t in th e reci­tatio n b y read in g te x ts o f S crip tu re. A ll in th e c la ss sh o u ld be encouraged to tak e part in the exercises.

It is th e personal in terest m anifested b y th e teacher in the p u p il th a t w in s h is heart. A d isp osition to seek h is so ciety , to learn o f h is p lan s, to assist h im in h is stu d ies, to en co u rage him in se e k in g th e fu lfillm en t o f h is w o rth y hopes, w ill a lm ost in v a ria b ly w in h is confidence, and g iv e th e teacher an im m ense a d va n ta g e in the pow er o f h is influence. W e need to com e nearer our p u p ils. W e are too c h a ry o f personal efforts, and often tim es are m ore w illin g to g iv e in d iv id u a ls up as hopeless th an to lab or for them . T h e S a v io u r fo llow ed h is te a ch in g w ith lo v in g m in istratio n s. M an y o f the sheep and lam bs are w ith o u t a sh ep ­herd to-day ju s t as th e y w ere th en . A re Sabb ath -sch o ol teachers b e arin g a ll the ch aracteristics o f th e tru e S h ep herd in im ­p a rtin g re lig io u s in stru ctio n to th e ir little flocks for a few m inutes once a w eek?

M IN IS T E R IA L LABORS A N D T E A C H IN G .

E v e ry preacher should be qualified to teach. T h is th o u g h t is em phasized b y the fo llo w in g selection from S tu m p :—

“ A m id all the d istra ctio n s and a n x ietie s o f the period, M elan cthon ste a d ily directed h is efforts to th e advancem ent o f education and the b u ild in g up o f good C h ristian sch o o ls. D u rin g a period co ve rin g m an y years, h e found tim e, in sp ite o f h is n um er­ous o ther en gagem en ts, to g iv e elem entary' in stru ctio n to a n um ber o f y o u n g men w ho live d w ith him in h is ow n house. H e did th is on account o f th e lam en table la c k o f su ita b le preparatory schools. H e lo st no o p p o rtu n ity , how ever, to provide for th is la c k , w hen ever he found it p ossib le to do so. In th e sp rin g o f 1525, w ith L u th e r ’s help , he re-organ ized the schools o f E isleben and M agd ebu rg . In the fall b f th e sam e y ea r he w en t to N u rem b u rg and assisted in the estab lish em en t o f a g y m n a siu n [h ig h school] in th a t c ity ; and in the fo llo w in g sp rin g he returned to N urem berg, and form ­a lly opened the school. H e delivered an ad ­dress in L atin , in wdrich he d w elt upon the im p ortan ce o f education, and the credit th e m overs in th is enterprise deserved. H e declared th at “ the best defences o f a c ity lie in th e cu lture, w isdom , and virtu e o f its c itize n s ;” and th a t th e cause o f tru e educa­tion is the cause o f G od. ”

“ In th e y e a r 1527, M elancthon to o k part w ith L u th er in th e v is ita tio n o f the schools an d ch u rch es o f S a x o n y . It w as h ig h tim e for su ch a step. A ffa irs were in a w retched con dition . In m a n y p laces no re lig io u s in struction w as g iv e n at a ll, because there w ere e ith er no pastors and teachers sta tio n ­ed there, or th ose w ho w ere stationed there w ere g ro s sly ign o ra n t them selves. T h e greatest disorder im a gin ab le reign ed n ear­l y everyw h ere. . . .

“ A s a basis for th e reoganization o f th e ch u rch es and schools, M elan cthan w as com m anded b y the elector to prepare “ In ­stru ction o f th e V is ito rs to the C le rg y o f S a x o n y .” T h is w ork w as to con tain a statem en t o f th e lin e s on w h ich th a t reor­ga n iza tio n w as to be effected. ”

T H E ADVOCATE 49

T H E S A B B A TH S C H O O L T E A C H E R S H O U LD BE A M A S TE R O F ARTS.

B Y F A N N I E M . D IC K E R S O N .

The chief need of the Sabbath school is educated workers. The sooner we sense this, the sooner will begin the reform.

The Sabbath school teacher should be a Master of Arts ; this implies that he should take a College or University Course, It is not the degree that .is desirable, but the discipline that comes through a high course of study. God has set no limit to the edu­cation which he purposes man should gain. He repeatedly tells us his cause has been crippled from a lack of educated workers.

The human mind in its untutored state is narrow. Only an extended education can strengthen and broaden it. The Sabbath school teacher must not be narrow in his thinking or teaching. Association with divine educators, as must be the case in taking a high course of study, will obviate this, will make him liberal, broad-minded.

Hence I firmly believe that no one should be chosen to act as an officer or teacher in the Sabbath school who has not entered upon the highest course possible.

I know of but one University which can in every respect, be recommended, and that is the one that has produced the world’s best scholars. It is the one which gradu­ated that grand old man, Moses, who stands without a peer in the world’s history as general, poet, historian, and philoso­pher. This man is now an honored mem­ber of the faculty of this university. He completed one of the highest courses. It took him one hundred and twenty years. Another member is the man whom the world acknowledges to be the wisest man that has ever lived ; his father, whom God called a man after his own heart, is also a member; so is he who is called the “ friend of God.” Associated with these is the Star of Babylon’s kingdom, and the be­loved apostle, the learned apostle, together with scores of others whose lives and words give inspiration, knowledge, and power to all under their tuition.

Over this university presides Him in

whom dwells all the fullness of knowledge and \visdom; associated with him is the world’s Greatest Teacher. This is the uni­versity from which all our Sabbath school officers and teachers should be chosen.

The Sabbath school teacher should be a Master of Arts. There are at least ten arts he should master; the arts of living, lov­ing, listening, leading ; the arts of reading, studying, teaching, questioning, bending, and influencing.

Life is a web of human strands; we are all strands, and when one is pulled awry, all are marred. Our mission is to see that our individual existence makes more beau­tiful and even the whole fabric.

When we find other threads weak, and needing that which we can give, it is our part to let our strength sustain them, to stimulate to higher life by letting the Sav­iour manifest through us in every place, the sweet savor of his knowledge. This knowledge will attract, will stimulate; and, “ I, if I be lifted up, will draw all men unto m e.”

This is the art of living. Christ said, “ I am the truth.” The teacher must live the truth before he can give it to another. Some one has said that no man has a right to utter a truth that he does not live every day.

Think, if you can, of the time when you felt the most helpless, the most powerless, and the most lacking in courage. Was it not when you attempted the unachievable task of impressing another with a truth you knew you did not live, and when you felt that the person, too, was conscious of the fact ?

Life is the strongest force in the natural world. Truth lived is the greatest force in the Spiritual world.

The Sabbath school teacher must master the art of living , of living the truth.

One cannot live who does not love. Living is loving, and loving is living. Love is the quickening power of character, of life. The love of Christ, that deep un­fathomable love, is what the true worker for God must have.

(T o be con tin u ed next m onth.)

!Q! V*.

50 Àé\ a U RT H E ADVOCATE

*r- r \ r

— 4i -

Gbe Xcsson

INTERMEDIATE DIVISION.

with

Lesson IX. M arch 1, 1902.

The M arriage Sapper- M att. 22 : 1-14.

T h e m arriage.— U nion of hum anity divin ity.

F irst c a ll.— G ive n b y C h rist’s d iscip les.Secon d ca ll.— M essage borne to the Jewish

nation a fter the crucifixion.T h e ir c ity bu rn ed.— D estruction of Jerusa­

lem .T h ird ca ll.— G osp el to the G en tiles.G uests.— T h o se whose nam es are w ritten in

the book of life.K in g ’s exam ination.— T h e jud gm en t.W ed d in g garm en t.— C h aracter w hich a ll

m ust possess.C ast into outer darkn ess.— D estructio n of the

w ick ed .T h is p arab le is a p ro p h ecy of th e w ork of the

go sp el. It w as g iv e n during the “ first c a ll” to the m arriage, and the p ractica l lesson to C h rist’s h earers lay in the a ccep tan ce of that ca ll. W e are liv in g in th e tim e of the " K in g ’s exam in ation the “ third call ’ ’ is bein g g iv e n ( and the p ractica l lesson to us lies in the p u t­tin g on o f the w edd in g g a rm en t.

Lesson X. M arch 8, 1902.

The Parable of the Talents. Matt. 25: 13-30.C ircu m stan ces atten din g the g iv in g of the

p arab le ,—P la c e .— M ount o f O lives.T im e.— M idn igh t. “ C h rist’s O b je ct L esso n s,’ 1

pp. 405,406.T o whom g iv e n .— T h e d iscip les .P u rp o se .— T o show w hat it m eans to w atch

for his com in g.O ur T a le n ts ,—G ifts o f the H o ly Spirit, M ental faculties,

S p eech , Influen ce, T im e, H ealth, S tren gth , M oney, K in d ly im p u lses and affections.

Look through the list o f talents g iv e n above; w h ich of them h ave you received ? A re you read y to m ake a double return to your Lord w hen he com es, or are you bu ryin g his goods in the earth ? W h o of our S ab bath school stud en ts are receiv in g the train ing n eces­sary to double th eir ta lents? T h is lesson should arouse e v e ry tea ch er in b eh alf of the ed u ca ­tion of the youth in our m idst.

Lesson XI. M arch ts , 1902.

The Good Samaritan. Luke 10 : 26-37.

T h is p arab le contrasts C hristian education with the education of the w orld. C hrist and the good Sam aritan rep resen t the one, and the law yer, priest, and L e v ite , the other. T h e law yer's p reju d ice in regard to C h rist w as m uch rem oved, how ever, and this exp erien ce in the S av io u r’s teach in g g iv e s us a d iv in e e x ­am ple to follow when tem p ted by controversy.

P erch an ce there m ay be som e in the S a b ­bath school w ho do not know or do not care who their n eighbor is. H elp them to find o u t ; and if possible, lead them a step farther than the law yer, who “ w ould not g iv e credit to the S am aritan by n am e.”

Lesson XII. riarch 22, 1902.

The laborers in the Vineyard. Matt. 19:27-30: 20:1-18.

N ote c a re fu lly the even ts w h ich led to the g iv in g of this p arab le , and then g iv e a su m ­m ary of the lessons taught.

T o the rich.— “ G o and sell that thou hast and g iv e to the poor.”

T o the d iscip les, w ho had left a ll.— T h e prom ise of an hundredfold and life everlastin g .

T o the d iscip les, who still w orked for a re­ward in proportion to their labor.— T h e rew ard is not of w orks but of grace.

In this p arab le is set forth a c lass of w ork­ers who go out b e lie v in g that w h atso ever is right th ey will receive . E v e ry true m issionary b elo n gs to this class, and herein lies the lesson for our tim e, the e leven th hour. W h o is now ready to go with such faith?

Lesson XIII. M arch 29, 1902.

The Tea Virgins- M att. 25:1-13.

T h e p ractica l point in this lesson has to do with our lam p. Is it filled with oil? A n d not on ly m ust our lam ps be filled, but we must h ave an extra su p p ly in other v esse ls with our lam ps. T a k e before your class a sm all lam p in w h ich there is no oil, and let thexn see how im possible it is for such a lam p to shine. Just so, ojie m ay know G o d ’s word b y heart, and if the oil of the H o ly S p irit is not bu rn in g in the soul, his foolish heart w ill becom e d arken ed , for his ligh t has gone out.

N otice how m any of the p arab les are g iv en to exp la in the kingdom of h ea ven . In the B ible the k in gdom s of earth are rep re­sented b y beasts, and once b y an im age; but C hrist took of the th ings of nature to illustrate the m ysteries of the kingdom of heaven .

T H E ADVOCATE

PRIMARY AND KINDERGARTEN DIVISION.

• L esson IX. M arch i t 1902.

The M arriage Sapper. Matt. 22 : 1-14.M em ory v e rse .— M att. 5 : 48 .

Desired Results.

1. A kn ow led ge of the glorious feast in h ea ven to w hich all are invited , and at w h ich a ll w ear the robes of right-doing.

2. A longing to w ear the w h ite robes of righteousness, or right-doing note.

3. T h e beauty of right-doing.

Additional Hints.

1. Invitation s g iv en in the Scrip tu res.2 Illustrate, b y a story, the ch an ge in o n e ’s

fa ce as the result of right-doing.

Lesson.W e are a ll bidden to a feast. R e ad the in­

vitation s. Show how, b y C h rist’s help , w e m ay be cloth ed e v e ry day w ith right-doing.

Illustrations.

T o show that even the little ones are in vited to this supper, read such invitations as, “ W h o ­so ever w ill, le t him c o m e ; ” " T h e Spirit and the B rid e sa y ,C o m e " S u ffe r the little ch il­dren to co m e.”

D raw a p ic tu re of a w o rm ; illu strate the c h a n g es through w hich it passes to becom e a butterfly. T h is teach es the transform ation in our ch aracter w hen we change from wrong-do­ing to right-doing.

Pictures.

" C h r is t ’s O b ject L esso n s," p. 313. A n y p ic t­ure that show s the beauty and sw eetness of face that com es from right-doing.

References.

" C h r is t ’s O b ject Lessons,” pp. 307-319." E a r ly W ritin gs ,” p. 15.

Songs for the Day.

" I w ill F o llo w T h e e ," p. 5 ; “ L o v in g ly , T e n ­d e rly C a llin g ,” p. 8, "S o n g S lieaf."

L esson X. Harch 8, 1902.The Talents- Matt. 25:14 30.

M em ory verse .— M att. 25 : 29.

Desired Results.

1. A sense of resp on sib ility.2. R ig h t use of eyes, ears, and a ll 'o f G o d ’s

g ifts.Additional Hints.

I. Illustrate by any resp on sib ility g iv e n to children.

2. D raw a lesson from unused m uscles.

Lesson.

T h e child ren can be m ade to understand the p arab le e asily if th ey think of a m other go ­ing aw ay and leav in g one child to care for the baby, another to sw eep, or bring wood, e tc .; or of a m other who g iv e s one child five cents, another tw o cents, and another one cent, e x ­p ectin g each to spen d the m oney to the best a d van tage . D raw from the child ren an e xp res­sion of the m an y w ays in w hich they m ay be usefu l.

f A lw a y s ready,T h e m ind, hands, feet, J A lw a y s w illin g, eyes, and lips w hich are J A lw a y s help fu l,

V. A lw a y s thoughtful,in crease in usefulness.

C " W a it a m inute,”, J " D on ’t w ant to,”

If th ey a lw ays 1 ■■ H a ven 't tim e,"

v “ F o rg e t,” th ey w ill be lik e the one bu ried talent.

Illustration.

W rite these w ords on the board, and teach them to the child ren, su p p ly in g p ictures of eyes, ears, feet, etc., in p la ce of the w ords. A lso teach the sam e with g e s tu r e s :—T w o little e y e s to look to G od, T w o litt le ears to hear h is

w o rd :T w o litt le feet to walk h is w ays, H ands to serve him ail

my d ays.O ne lit t le ton gue to speak the truth , O ne little heart for

him in youth ;T ak e th em , O Jesu s, le t them be. A lw ays w illing, true to

thee.Pictures.

" C h r is t ’s O b ject L essons," p p . 329, 347, and 357. A n y picture show ing the u sefu ln ess of our faculties, e. g., a ch ild reading to an old m an, or a ch ild h elp in g her m am m a.

References.

“ C h rist’s O b ject Lessons,” 325-365.

Songs for the Day.“ T w o L ittle H and s,” No. 220, " C h r is t in

S o n g .’’ “ B eautifu l L ittle H an d s,” p . 24, “ Song and S tud y for G o d ’s L ittle O n es."

Lesson XI. M arch 15, 1902.

The Good Samaritan- Luke 10: 25 37.

M em ory verse .— L u k e 10 : 27.

Desired Results.1. T o love others as m uch as w e lo ve our­

selves.2. T o do to others as w e w ould h a ve others

do to us.

52 T H E ADVOCATE

Additional Hints.

1. G ive a story illustrating the G olden R u le.2. G ive instances in C hrist's life illu strating

the G olden R u le .3. G ive each ch ild a little pasteboard rule on

w hich is w ritten L u k e 6 : 31.

«Lesson.

“ T h is w as no im agin ary scene, but an actual occurrence. T h e priest and the L e v ite w ho had passed b y on the other side w ere in the com p an y that listened to C h rist’s w ords.”

Illustration.

D raw a road am on g the h ills and rocks b e ­tw een Jericho and Jeru salem . H a ve the child ren relate the story. R estless pupils m ay be interested if a llow ed to sketch with p encil and pap er, and then asked to tell the story.

D raw a line with a ruler. T h is represents a good life, c lean and straightforw ard, w hich it is a joy to live. D raw another line p a ra lle l with th is one. T h e G olden R u le m eans, D raw the lines for others — their liv es — as you would draw them for yourself.

Pictures.

“ C hrist’s O b ject Lessons,” pp. 324, 378, 381, 385 ; “ D esire of A g e s ," pp. 499, 501.

References.

“ C h rist’s O b ject Lessons,” p p .376-389; “ D e ­sire of A g e s ,” p p . 497 595.

Songs for the Day.

“ ’T is L o ve that M akes us H a p p y ,” p. i, “ Song S h e a f N o . 391, “C h rist in S o n g ."

Lesson XII. M arch 22, 1902.

Laborers in the Vineyard. Matt. 20:1-10. M em ory v erse .— A cts 15 : 11.

Desired Results.1. A spirit of loving, hum ble service for

Christ.2. A spirit of self-forgettin g.

Additional Hints.1. T e ll a story of help fu ln ess in clu din g the

e lem en ts of love and self-d en ial.2. D avid , faithfu l as a shepherd boy, was

m ade king.Illustration.

W hich Love Deserved Beward i“ I love you, m other,” said litt le John,

T h en , forgetting his work, h is cap w ent on,And he was off to the garden sw ing.

And left her the w ood and w ater to bring.

411 love you, m oth er,” said rosy N ell,“ I love you better than ton gue can t e l l ; ”

T hen she teased and pouted full half th e d ay.T ill her m other rejoiced w hen sh e went to play

" I love you, m oth er,” said little F an ,“ To-day I ’ll help you all I can ,—

How glad I am that sch oo l d oesn ’t keep 1 ”And she rocked th e babe till it fell a sleep .

T h en , s tep p in g so ftly , she took th e broom,And sw ept th e floor, and tid ied the room ;

B u sy and happy all day was she ,H elpful and happy as a child could be.

“ I love you, m other,” again they said .T h ree little children go in g to bed.

How do you think that m other gu essed W hich of them really loved her best ?

Pictures.

“ C h rist’s O b ject Lessons,” pp. 398, 401.

References.

“ C h rist’s O b ject L esso n s,” pp. 396— 404.

Songs for the Day.“ M aster, H ast T h o u W ork for M e?” p. 18

“ Son g S h e af;” No. 385, “ C hrist in Son g," “ T o il­ing for Jesus,” p. 30, "Son g S h e a f,” No. 432, “ C hrist in Song."

Lesson XIII. M arch 29, 1902.

The Ten Virgins M att. 25:1-13.

M em ory verse .— M att. 24:44

Desired Results.1. T o have the word in our hearts. Ps. 119:

105.2. T o have the oil— the love and S p irit of

Jesus.3. T o k eep our ligh ts burning brigh tly till he

com es.Additional Hints.

1. T h e foolishness of ow ning a lam p and h avin g no oil.

2. O ur ligh ts— good w orks -can be ligh ted only by C hrist.

Lesson.W ron g thoughts, words, and actions m ake

our ligh ts dim and sm all. R ight-doing m ak es them burn brigh tly. U n less we k eep our lam ps filled with love, our right-doing will cea se and we w ill be like the foolish v irgin s.

Illustrations.U se two sm all lam ps, one with oil, an d one

w ithout oil. Illustrate a faint ligh t and a bright light, and show the child ren how we m ake our ligh ts faint and brigh t.

References.“ C h rist’s O b ject Lessons,” pp 405-421.

Songs for the Day.“ L ittle L igh ts,” p. 109 “ B ible O b ject L essons

and S on gs.” " L ik e a L ittle C a n d le ,” p. 45, “ Song S h e a f.”

T H E ADVOCATE 53

^ C f t i l d r t n ’ s C o i n e r ^

JOSEPH.ACOB dw elt in the land of Canaan where his father was a stranger*

Joseph, when seventeen years old, was feeding the flock with his b rethren. Joseph brought to his father a report of their evil ways.

Israel [Jacob] loved Joseph m ore than all his children becausehe was the son of his old age. H e m ade him a coat of m any colors.

W hen Joseph’s bre thren saw th a t their father loved him m ore then ithe loved them they hated him and could not speak peaceably unto him.

Joseph dream ed a dream and he told it to his brethren .H e said, “W e were binding sheaves in the field, and lo, m y sheaf arose,

and stood upright. A nd behold, your sheaves stood round about and bowed to m y sheaf.”

H is b re thren said to him, “ Shalt thou reign over us?” And they hated him for his dream , and for his words.

Joseph dream ed another dream . He said, “The sun, the moon and eleven stars bowed to me.” He told it to his father and his brethren. His father rebuked him and said, “Shall I and thy m other, and th y brethreij bow down to thee?”

Joseph’s b re thren went to feed their fa ther’s flock in Shechem.Israel said to Joseph, “ I will send thee unto them .” A nd Joseph said,

T hen Jacob said, “ Go, see if it be well,with thy brethren and with the

H ebron, and he came to Shechem.A certain m an found Joseph w andering in a field. T he man asked him,

“W hat seekest thou ?”Joseph said, “ I seek m y brethren. Tell me where they feed their flocks.” T he m an said, “ I heard them say, L et us go to D othan.” Joseph w ent

after his brethren, and found them in Dothan.W hen th ey saw him afar off, even before he came near, th ey planned to

slay him.T hey said one to another, “ Behold, this dream er com eth.”

W h ere did Joseph live? W hy did Jacob love Joseph? H ow far did he go?W h at kind o f a boy w as Joseph? (P . and P ., p. 209.) W hat relative of Josep h's on ce lived in Shechem ?W hat k in d of m en w ere his brethren? • S p e ll all the proper nouns.W hat d irection d id Joseph travel? W rite th is story, using m odern form s of th e w ords.

“ H ere am I.”

flocks, and bring me word again .” So he sent Joseph out o f the valley of

54 T H E ADVOCATE

ttlitb Cbe Ccacber$ mF U LFILLM E N T .

When God shall leave unfinished, incomplete, A single flake within the whirl of snow,

A single feather in the airy w ing On which the butterfly floats to and fro,

A single vein within the summ er leaf,A single drop of water in the sea,

Then— not before— doubt that his perfect plan W ithin the humblest life fulfilled can be.

— Priscilla Leonard.

S C H O O L H Y G IE N E .

M A N N E R O F H E A T IN G .

U n doubtedly , th e best m ode o f w a n n in g a room is to h ave a ce lla r under it, and to p lace a furnace in th e cellar. Som e p lace o f sto rin g w ood seem s in disp ensable for ev e ry school house. T h e great ad va n ta ge o f w arm in g b y a furnace is, th a t a ll parts o f th e room are kep t at a com m on tem p era­tu re. T h e a ir presses outw ard instead o f in w ard, th ro u gh every crack and crev ice in door or w in d o w . N o p up il is in ju red b y b e in g forced to s it in th e v ic in ity o f a stove o r fireplace.

V E N T IL A T IO N .

I f a com m on stove m u st be used for w a rm in g th e room , then let it be enclosed in a case o f sheet-iron, r is in g from the floor on three sides o f the stove and bend - in g over i t ; not, how ever, so as to close over its top, but le a v in g an o p en in g in the case, greater or less, acco rd in g to th e size o f th e sto v e and o f the room. T h e sides o f th e case sh o u ld be tw o or three in ches from th e sides o f th e stove. T h e stove should stan d on le g s a few in ches from th e floor, and fresh a ir sh o u ld be introduced from out o f doors, and conducted under th e stove b y a tube or tro u g h . A s the a ir rises around th e stove, it w ill be w arm ed, and enter the room th ro u g h the o p en in g in the case at the top. A slid e in the tube or tro u gh w ill re g u late th e q u a n tity o f a ir to be ad m itted . T h e sen sation s exp erien ced w hen th e e x ­ternal a ir is introduced d irectly , and w arm -t

ed in its p assage, are e n tire ly d istin ct from those engendered b y a ir w arm ed in th e o rd in a ry w ay . T h e fresh air w ill be gra te fu l to th e p up ils, and w ill prom ote e la s tic ity and v ig o r o f m ind. It w ou ld be w ell to place the stove d ire c tly in the current o f a ir caused b y o p en in g th e door o f the room.

R E G U L A T E T H E T E M P E R A T U R E .

A therm om eter sh o u ld be kept in e v e ry schoolroom , and h u n g on th e coolest side. T h e proper tem perature should be de­term ined b y u n ch an gab le law s, not b y the va ria b le fee lin g s or caprice o f a n y in d i­vid u al. W ith o u t a therm om eter,— i f th e teacher is h abitu ated to liv e in th e open a ir ; i f he is h e a lth y , v ig o ro u s, and y o u n g ; i f he w a lk s a m ile or several m iles to school ; and e sp e cia lly i f he keep s upon h is feet d u r­in g school ho u rs,— th e p u p ils w ill be drilled and scolded in to a resign atio n to grea t s u f­ferin g from cold. If, on th e other hand, th e teacher leads a sed en tary l i f e ; i f h is h ealth is feeble ; i f he steps in to the sch o o l­room from a n eig h b o rin g door, he w ill, p erhaps u n co n scio u sly , create an artific ia l sum m er about h im self, and su bject the ch ildren to a perilou s tran sitio n in tem p era­tu re w h en ever th e y leave h is trop ical re g io n s. In th is w ay a c h ild ’s lu n g s m ay g e t a w ou nd in e a r ly life, w hich n either C u b a nor th e so u th o f F ran ce can ever afterw ards heal.

It should be rem em bered also, th at even th e therm om eter ceases to be a gu id e e x ­cept in pure air. W h en pure a ir en ters th e lu n g s , it e vo lves h eat. O x y g e n carries on th e process n ecessary for th at purpose. T h is keep s our bodies w arm . T h is is the reason th e blood rem ains re g u la r ly a t a tem perature o f n in e ty -e ig h t degrees, th o u g h th e a ir b y w h ich w e are surroun ded rises to th a t heat b u t a few tim es d u rin g th e year. T h e air su p p lies to th e body, th ro u gh th e m edium o f the lu n gs, the heat w hich it is c o n sta n tly a b stractin g b y con tact w ith its surface. B u t it is o n ly th ro u gh the a g en cy o f the o x y g e n , or life -su sta in in g portion o f the a ir, th a t th is heat is supplied A h erm o m eter, h o w ever, is in sen sib le to the

T H E ADVOCATE 55

presence or absence o f o x y g e n . It w ill in ­d icate the sam e degree o f h eat in azote; i. e., in th a t portion o f th e air w h ich w ill not su stain life , as in o x y g e n , a lth o u gh a m an im m ersed in azote a t sev en ty or e ig h ty degrees w ou ld die o f co ld , i f not o f suffoca­tion. I reiterate the first p osition , there­fore, th a t even a therm om eter ceases to be a g u id e e x ce p t in p ure a ir.— Report on School Houses by Horace Mann.

w a t e r s u p p l y .

Sp ecia l care m ust be exercised in regard to the p u rity o f d r in k in g w ater. I f the w ater su p p ly is o f qu estio n ab le q u a lity , then w h ate ve r can be done b y filtratio n to render it pure sh o u ld be done.

D r in k in g cups m a y becom e a m eans o f co m m u n icatin g disease. N ot o n ly m a y d ip h th eria be com m unicated in th is w ay , b u t th e germ s from d e ca y in g teeth m ay be carried b y th e rim o f th e d r in k in g cup to th e m outh o f an o th er p u p il, and in th is w a y sore m outh or to n silitis m a y ensue. In schools h a v in g a w ater su p p ly , the d r in k in g cu p s should be so le ft a fter each u sa ge th a t th e y are co n tin u a lly subjected to ru n n in g w ater. . . . In schools w h ich do not h a ve a w ater su p p ly , but w here the w ater m u st be b ro u g h t from a pum p or w ell, the w ater sh o u ld , under no condition, be k ep t in a p a il. A la rg e reservoir e ith er in th e form o f a ta n k or a k e g sh o u ld be p rovid ed, and th e w ater p laced in th is and then draw n from a faucet. T h e use o f in d iv id u a l cups should be encouraged on th e gro u n d o f sa fe ty to h ealth . T h e source o f w ater su p p ly in co u n try sch o o ls m ust be th o ro u g h ly looked to. I f it com es from sp rin gs, care m ust be taken th a t there is no p o llu tin g drain age th a t reaches the sp rin g or stream . A ll w ells should be th o ro u g h ly cleaned and draw n o ff or pum ped out ju s t before th e op en ing o f school a fter th e sum m er v a ca tio n .— Shaw.

L U N C H E S .

W h ere the school is far from th e hom e, and th e lun ch has to be taken e v e ry d ay , it requires som e th o u g h t to h ave so m eth in g su ita b le and in v it in g .

I t is no w on der ch ildren “ run d o w n “ d u rin g the school m on th s. T he}’ arise in th e m o rn in g w ith little or no appetite, rush o ff to sch o o l, s tu d y hard, eat a lig h t lun ch at noon, and g o to w ork a ga in . A t n ig h t th ey are tired and h u n g ry , and u s u a lly eat too m uch, w h ich d istu rb s th e ir sleep, and causes them to g e t up in the m o rn in g feel­in g tired and lan gu id .

B y a lit t le care and th o u g h t the d a y be­fore, a lu n ch m a y be prepared w h ich w ill be h earty , and at th e sam e tim e d a in ty and in v itin g .

T h e first requisite is a t ig h t b a sk et to keep th in g s fresh and in good shape. T he p o p u lar “ B row n ie lu n ch b o x ” is the best th in g I h a ve ever seen. N e x t have a tu m b ler w ith a t ig h t cover for sauce, salad, or p u d d in g ; then s tric tly -c lea n and fresh n ap kin s, one to spread over the in side o f th e b o x and th e other to la y on top for use. I f preferred, paper n ap k in s m a y be used. A n y k in d o f sau ce m ay be carried in the tum bler. F resh fru its and n u ts are' th in g s o f w h ich th e children n ever tire. T h is is one o f the th in g s th at w e can e a s ily do for our ch ildren , i f w e lo o k at it in the r ig h t lig h t, th a t w ill add m uch to th e ir pleasure, com fort, and h ealth . It is hom e m issio n a ry w o rk g iv e n u s b y th e Lord, and should not be s ligh ted , but done wTith our m ig h t.— Mrs. Kate A . Frye, in Pacific Health Journal.

C O R R E L A T IO N IN A R IT H M E T IC .

B Y J. H . H A l’G H E Y .

A n y subject or object in v o lv in g num ber or q u a n tity , affords m ateria l for problem s in arithm etic. T h e gen era l e x ercises o f a chu rch school m ay w ell be varied from tim e to tim e b y the in troduction o f a series o f scrip tu res on alm ost a n y su b ject s u g ­gested b y the su rro u n d in g s o f nature, or b y som e recent event or circu m stan ce. T o illu stra te : O n som e m orn in g a fter a h e a v y fall o f snow , th e teach er m a y read, or ca ll upon the p u p ils to read, su ch p assages as Job 37 : 6 ; 38 : 22 ; Ps. 147 : 16 ; Job 9 : 30 ; Ps. 5 1 : 7 ; Isa . 1 : 18 ; Jer. 18 : 14 ; Isa. 55 : 10 ; Dan. 7.: 9 ; and R ev. 1 : 14.

A fte r the m o rn in g service th e teacher

56 T H E ADVOCATE

tak es a c h a lk b o x , and a sk s one o f th e p u p ils to m easure it. S h e a sk s another one to fill i t w ith snow , w h ile the other p u p ils g u ess or a c tu a lly find, how m an y cu b ic in ches o f sn ow it w ill con tain . T h e sn ow sh o u ld not be pressed in to th e box. O f course o n ly those w ho cannot so lve th e problem sh o u ld m ake the gu ess. W eigh th e b o x o f snow , and use th a t as a b a sis in e stim a tin g th e w e ig h t o f a cu b ic foot o f snow . I f there are no scales, le t th e teach er g iv e th e w e ig h t o f a cu b ic foot o f snow as tw e lv e pounds, and from th is let the p u p ils find th e ap p ro x im a te w e ig h t o f the sn ow in the ch a lk bo x.

In th e m ean tim e h a v e one o f th e b o ys ascertain , as n early as p ossib le, the len gth and w id th o f th e ro o f o f th e sch o o l-bu ild in g. H a ve th e stu d en ts estim ate the depth o f th e snow , then h a ve them m easure the e x a c t depth . H o w m a n y cu b ic feet o f snow on the ro o f?

O ne cu b ic foot o f w ater w eigh s about 62 % p o u n d s ; h ow m a n y p oun d s o f w ater w ou ld th is sn ow m ake ? I f th e w ater were to run in to a cistern 10 feet lo n g , 6 feet w ide, and 8 feet deep, wrh a t per cent o f the cistern wTou ld it fill ?

T here are 231 cubic in ch es in one ga llo n , and 3 1 ^ ga llo n s in one b a r r e l; how m any barrels o f w ater w ou ld th e cistern contain?

H ow deep m u st th e cistern be in order to hold one hundred b arrels ?

Howr m a n y y ard s o f p lasterin g on th e sides and bottom o f th e cistern ?

H o w m a n y sa ck s o f cem ent w ou ld be required to p laster th e cistern 1 inch th ic k ?

H o w m uch w ou ld th is cem ent co st ?L et som e p u p il find how m uch ce­

m ent there is in a sack, and th e price ; also in w h at proportion it is m ix ed w ith sand. H o w m uch san d w ou ld be required ?

I f th e a vera ge h e ig h t o f th e clouds from w h ich th e sn ow fa lls is tw o m iles, how m an y tons o f w ater m ust h a ve been carried to th a t h e ig h t to form th e snow w hich fell on one squ are m ile ? H ow m a n y b arrels o f w ater w ou ld th is m ake ? E v e ry pound o f snow in freezin g g iv e s o ff en ough h eat to raise its own w e ig h t o f w ater to 79 degrees cen tigrad e. T h e b o ilin g p oin t o f w ater is

100 degrees cen tigrad e. ‘ Sup p ose th e sn ow to be one foot deep, h ow m an y barrels o f w ater w ould be raised to th e b o ilin g p o in t b y the h eat g iv en o ff in the form ation o f th e snow on y o u r sch o o l-yard ? on one acre ? on one sq u are m ile ? on y o u r co u n ty ? on y o u r state ? on th e U nited S tates ? H ow m uch heat w ou ld be required to m elt th e sn o w ?

O ne foot-pound is th e am ount o f w ork required to ra ise 1 pound 1 foot h ig h a g a in st th e force o f g r a v ity . O ne horse pow er is th e pow er required to raise 33,000 pounds one foot h ig h in one m in ute. T h e average an n u al ra in fa ll in th e U n ited S ta tes is 39 in ches. H o w m a n y one-hundred h o rse­p ow er en g in es w ould th e ann ual rain fall o f th e U n ited S ta te s keep in m otion 10 h o u rs a d a y d u r in g th e yea r, p rovided th e a ve ra ge h e ig h t o f th e clo u d s is 2 ^ m iles ? W h a t is the source o f all th is pow er ?

O bservation :— F rom th ese problem s it w ill be seen th a t i f there w ere no sn o w , th e ch a n ges o f tem p eratu re d u rin g the w in ters o f our northern clim ate w ou ld be m uch m ore severe than th e y now are. T h e snow th u s becom es a rem inder of the w isdom and goodn ess o f h im in w hose han ds are ‘ ‘ th e treasures of th e snow , ’ ’ and w h o has said to th e snow , “ Be thou on the earth . ”

MUSIC IN C H U R C H SCH O O LS.

A Series of Lessons for Church School Teachers.

BV O. A. MORSE.

N o in fluen ce is m ore potent in th e form a­tio n o f ch aracter in ch ildren th a n m usic. T h e fine arts are th e la n g u a g e o f em otion. P a in tin g , literatu re, and scu lp tu re m a y be p e rv e rte d ; th e y m ay tend to develop w ro n g im p u lses and bad habits, b u t y o u ca n ­n ot s in g hatred, a n ger, or selfishn ess. W e s in g because w e are h a p p y. “ ’T is lo ve th a t m akes us h a p p y .’ * “ G od is lo v e .”

M a n y teachers th in k th e y cann ot teach th e ch ildren in m usic because th e y th em ­selv es are not m u sician s. W h ile a th orou gh course o f tra in in g is desirable, the la ck o f th is b y no m eans debars th e stu d y o f s in g ­in g from th e school. T w o q u a lificatio n s

T H E ADVOCATE 57

are a b so lu te ly n ecessary before b e g in n in g ,— first, a b ility to s in g the sca le co rrectly ; seco n d ly, the a b ility to coun t or beat tim e re g u la r ly . I f th ese be com bined w ith a carefu l s tu d y o f the lessons w h ich w ill fo llo w , th e teacher w ill be able to lead th e p u p ils to an u n d erstan d in g o f m a n y o f the p rin cip les o f the art.

T eachers .should be v e ry carefu l o f th e vo ices o f th e ir p u p ils. C orrect b re a th in g is m ost im p o rtan t. T h e breath sh o u ld be con trolled b y the m u scles o f th e ch est and abdom en, and not b y co n striction o f th e th roat. It is an e x ce lle n t e x e rc ise to in h ale th ro u g h th e nose, at the sam e tim e th ro w in g the arm s above th e head. E x ­h a le to the s y lla b le “ l a , ’ ’ a llo w in g th e arm s to s lo w ly descend, k eep in g them o u t­stretched at the sides. T h e tones sh o u ld be soft and sm ooth. C a ll a tten tio n to th e fact th a t sm ooth, m ellow tones are p leasan t, w h ile loud, harsh tones are un p leasan t. See th at th e p u p ils s in g ca re fu lly ; it is better not to s in g at a ll than to s in g care­less ly .

F ifteen m in u tes a d a y is sufficien t tim e for ch ildren to devo te to s in g in g . S to p p ro m p tly w hen the tim e exp ires.

L et y o u r m otto be “ M ake haste s lo w ly .” M usic is a m a tter o f gro w th and d eve lop ­m ent. R em em ber th a t a s in g le poin t ga in ed , even th o u g h it be the resu lt o f a n um ber o f lessons, is better than tw o or th ree p o in ts, none o f w h ich are fu lly com ­prehended. E n co u ra g e the tim id, and de­vo te sp ecial a tten tio n to those w ho do not seem to com prehend, or w h o do not appear to be m u sica l. T h ere are v e ry few, i f an y, w h o cannot learn to s in g i f th e y m ake s u f­ficien t effort in ch ildh ood .

M usic is an im ita tiv e art, and th e w ea k er ones are in clined to fo llo w those w ho are stro n g. D o not be satisfied w ith gen eral resu lts, therefore, b u t at tim es h a ve each p u p il s in g alone, and lo o k for the sam e in d iv id u a l resu lts as in a rith m etic or g e o g ra p h y .

L E S S O N I .

H a ve the class s it in order w ith feet s q u a re ly on the floor, and w ith bod y erect,

and not lea n in g a g a in st th e b a ck o f the seat. A s k them to lis te n w h ile yo u k n o ck on th e table.

What did you hear? (A sound or noise.) With what was the sound made? (T he

h an d.) S in g a tone to the s y lla b le “ la. ” With what was that sound made? (The

voice.)Which was more pleasant?Which one is a musical sound? S in g four

m u sica l sounds, and h a ve the p u p ils follow . M u sica l soun ds are called “ to n e s .”

What are tones? In singing should the tones be rough and unpleasant, or szvooth and

pleasant?F irs t g iv e the exam p le, and then h ave th e

class s in g e ig h t tones to th e s y lla b le “ l a . ” (Scale.) R epeat un til a ll s in g sm o o th ly . T h e teacher sh o u ld listen w h ile th e ch ildren s in g , and th e children sh o u ld listen to the teacher. It is best to s in g b u t lit t le with th e children , o th erw ise th e y w ill re ly too m uch upon you. D evelo p independence.

SCHOOL GARDENS.

C om eniu s exp ressed the desire th at e very school h a ve a garden, in w h ich th e p u p ils could d e lig h t th e ir e yes in see in g trees, flow ers, and herbs. l i e sa w in th e school- gard en a m eans o f a w a k e n in g and n ou rish ­in g th e desire to learn. Pestalozzi, also, so e n th u sia stic for y o u th and p o p u lar educa­tion, dem anded th a t ch ildren sh o u ld be e n ­g a g e d in w o rk in garden and field. T h is dem and w as dictated b y p u re ly p ed ago gical con sideration s. Frcebel lik e w is e la id grea t stress upon th e agreeable occup ation o f l i t ­tle ch ildren in th e garden. B u t to esta b lish in the school-garden a m eans o f in stru c­tion for th e elem entary, school, and to em ­p lo y it for th e purpose o f in stru ctio n in h o rticu ltu re and the scien ce o f n ature, h as been th o u g h t o f o n ly recen tly , and o n ly sp o ra d ic a lly a t th at. T h e flo u rish in g fru it cu ltu re o f B ohem ia can ch ie fly be a ttrib u ted to the in stru ctio n received iu th e school- g ard en s attach ed to local elem entary sch o o ls.— D r. Ruland, in School Gardens in Europe.

58 T H E ADVOCATE

<?!< 0 * p r o g r e s s * Ék

SCHOOLS IN T H E W EST.

Prof. E . S . B allen ger, sup erintenden t o f ch u rch sch o o ls in the P acific U nion C o n ­ference, w rit in g for the Pacific Union Re­corder, s a y s :—

“ T w en ty -th ree ch u rch schools, besides three fa m ily schools, are n ow in session in th e H eald sb u rg C o lle ge d istrict. F o u r other chu rch es are h a ste n in g th e ir p reparations to begin school. I f present p lans m ature, w e sh all have, before th e b e g in n in g o f the y e a r 1902, th ir ty church schools in a ll, em p lo y in g th irty -fiv e teachers. S ix teen schools h a ve been added to th e num ber th is year, and but one h a s been dropped. T h e en rollm en t ran ges from seven to n in e ty . W ith b u t one or tw o excep tio n s, our schools are ch u rch schools in the fu llest sense, and n ot s im p ly p riv a te schools. T h e schools are supported b y donations, and not b y a tu itio n fee. T h u s the church as a w hole is su p p o rtin g the school. T h is p lan is b r in g in g new life in to our chu rch es, and p u ttin g our sch o o ls on a perm anent basis. ”

H e sp ea k s o f d ifficu lties surm ounted, and a d d s :—

“ M an y o f o u r people are sen d in g th e ir ch ildren a d istan ce o f four, five, and even seven m iles to a ch u rch school. I h ave also m et som e w ho h esitated to send the children tw o m iles. A n o th e r lit t le com p an y in the m o un tain s w ere co n vin ced th at th e y o u g h t to obey G od b y p ro v id in g for th e education o f th e ir children . O ne brother furnished a lit t le b u ild in g 12 feet b y 16 feet, and all cam e to geth er, and m oved it three m iles up th e canon to a more central p osition . T h e y located it on th e corner o f a q uarter section o f go v ern m en t land, d u g a w ell in th e gran ite , borrowed seats and blackboards o f the p u b lic school, and began school w ith e ig h t ch ild ren , rep resen tin g five fam ilies. O ne brother sends one ch ild , and p ay s four do llars per m onth ; an other sends tw o c h il­dren, and p a y s th e sa m e; another p a y s

three dollars; and an o ld m an fourscore years o f age, w ho h as no incom e beside h is d a ily labor, g iv e s one d o llar each m onth. T h e C e n tra lia ch u rch school, in Southern C aliforn ia , h as rented an acre o f land near the schoolhouse, and the children are g e ttin g ready to p lan t it to beets and o th er vegetab les. T h e beets w ill be d e liv ­ered to th e s u g a r factory, and one o f the brethren has volu n teered to sell a ll the o ther vegetab les. A ll th e proceeds are to g o to­w ard d e fra y in g the exp en ses o f the school. T h e C en tra lia chu rch has th e pioneer school o f the state, and th e y are th e first to tak e defin ite action in co n n ectin g a g ricu ltu re w ith their s c h o o l.’ ’

T h e Pacific Union Recorder, o f N ovem ber 21, cotitain s an in te re stin g sketch o f the past h isto ry and present w ork o f H e a ld s­bu rg (C al.) C o llege, b y its president, M. E . C a d y . W e cu ll th e fo llo w in g : T h eschool has now been in p rogress 11 earl3- s ix w eeks, and has as la rg e an enrollm en t as it had d u rin g last 3-ear. T h e to ta l en rollm en t i s tw o hundred and fifty . O ne hundred and fifty -e ig h t o f these m eet in the co lleg e chapel, w h ile ninet3r-two m eet in the room s in the rear o f the chu rch b u ild in g.

Seven teachers are em ployed in th e c o l­leg e departm ent, and tw o in th e p rim ary departm ent. T h is y ea r th e H eald sbu rg chu rch h as tak en the re sp o n sib ility o f lo o k in g after th e finan cial phase o f th e prim ary departm ent. B y the ra is in g o f a ch u rch school fund, a ll th e ch ildren o f th e chu rch are free to attend the school.

Besides th e m ore p u re ly in te llectu a l lin es o f w ork, th e co lleg e has tak en hold, m ore e n th u sia stic a lly than ever before, o f th e in ­d u stria l w ork . P rin tin g , b room -m akin g, ten t-m a kin g , b la ck -sm itliin g , u p h o lsterin g , p a in tin g , dressm ak in g , and c o o k e r are a ll re ce iv in g special a tten tio n th is 3’ear. C o m ­petent teachers h ave been secured to ca rry on the w ork in in d u stria l education . H eald sb u rg C o lle ge n ow recogn izes the in ­du stria l lin es as part o f its re g u lar cu rric­ulum .

T h e m issio n a ry phase o f the co lleg e w o rk is also re ce iv in g attention. W h ile th e con ­

T H E ADVOCATE 59

ference laborers and th e ch u rch es are e n ­g a ged in ca n v a ssin g for “ C h r is t ’s O bject L e s s o n s ,” the teachers and p u p ils, n ot b e­in g so situ ated th a t th e y can g o out in to the field and can vass, h a ve tak en u p th e w ork o f ca n v a ssin g b y correspondence. A b o u t 400 letters w ill be w ritten b y teach ers and p u p ils o f the co lleg e to friends and ac­qu ain tan ces, a sk in g them to procure th e book for th e ir ow n use, or as a h o lid a y g ift for som e one else.

S u n d a y e v e n in g m eetin gs are held in the ch u rch , and th e stu d en ts are asked to assist in c a rry in g 011 th ese m e etin g s b y v is it in g th e people and in v it in g them to the services. In th is w a y th e y w ill find o p p o rtu n ities for m edical m issio n a ry w ork, and for h o ld in g B ib le read in gs. Som e o f the y o u n g m en w h o are p reparin g for th e m in istry w ill g o o u t in to the ru ra l d istricts to h o ld m eetin gs a s the w a y m a y open.

It is th e endeavor o f th e fa c u lty to so co n d u ct the w ork in th e co lleg e th a t the m issio n a ry sp irit sh a ll h ave a chan ce to g ro w an d develop in the hearts o f the p u p ils. A v e ry la rg e p ercen tage o f the stu d en ts are ta k in g th e B ib le stu d ies th is year.

T h e d ressm ak in g departm ent has a class o f e ig h teen y o u n g ladies, w ho are ve ry m uch interested in th is lin e o f w o rk . S ix stu d en ts are ta k in g th e c la ss in co o kery , and n ea rly a dozen la d ies are ta k in g th e n u rse s ’ c lass. W e hope soon to h a ve as la rg e a class o f y o u n g m en in th is lin e o f w ork .

A c la ss o f ten stu d en ts is en gaged in the w ork o f p a in tin g , and in tw o or three w eeks th e y w ill have fin ished p a in tin g o u r large chu rch . A fte r th is th e y w ill ta k e up the w o rk o f p a in tin g our co lleg e b u ild in gs.

K a t h e r i n e D u n h a m w rites : “ In our school a t L a n sin g th ere are tw e n ty -fo u r p u ­p ils. T h e ch ildren are d eep ly interested, and are a n x io u s to do m issio n a ry w ork , su ch as s e llin g papers, etc. T h e y ta k e sp ecial in ­terest in the B ib le lessons. M a n y o f them h ave a lread y chosen som e p hase o f m issio n ­a ry w ork as th eir life w ork . F o r our T h a n k s g iv in g exercises w e studied the o r ig in o f the custom , and then searched the

B ib le for verses o f th a n k s g iv in g , and san g h ym n s. O ne d ay I w as ca lled from school b y th e death o f a re lativ e , and w as un avoid- a b ty la te th e n ex t m o rn in g. O n en terin g , I found each ch ild b u sy w ith h is lessons. O ne o f the o ld er p u p ils had led in th e op en ­in g exercises, and w as h earin g th e p rim a ry class recite. It en courages m e to see letters from o th er teachers; I w ish a ll w ou ld w rite. ”

C o n s i d e r a b l e in terest is show n in d if­ferent p laces in o rg a n iz in g branch S ab b ath sch ools. In D es M oines, Iow a, su ch a school ■ has been organ ized in the poorer p art o f the c ity . T h e attendan ce ran ges from th irty - five to fo rty . A report o f the w ork sa y s :‘ ‘ O ne siste r p a y s the ren t o f a sm a ll store b u ild in g , and others h a v e furn ished a s to v e, o rgan , several seats and ch airs, b lackboard , e tc ., so w e h a ve a com fortable p lace o f m eetin g . T h e y o u n g people o f the ch u rch are the teachers, and th e y c a n ­va ss th e neigh borhood for p u p ils each Sab b ath . W e hope th e w ork th u s begun w ill e v e n tu a lly develop in to a m issio n . P rea ch in g services are n ow held each S u n ­d a y e v e n in g . ”

A n o t h e r v e ry in te re stin g rep ort com es from C olum bus, O h io : “ W e started th eSabbath school D ecem ber 1, 1900. T h e attendan ce the first S a bbath w as tw e n ty - n ine. T h e S p ir it o f th e L ord w as present, and a ll felt the b le ss in g o f the Lord re stin g upon us for the efforts p u t forth to estab lish th is school. In M arch, 1901, w e had a m em bership o f th irty -n in e ; and on M arch 16, fifty w ere presen t, tw en ty-seven o f th is num ber b e in g ch ild ren . S evera l rem ovals to th e E a st S id e h ave lessened o u r m em ­bership to t h ir t y - t w o ; tw e n ty o f th is num ber are ch ild ren . S even m em bers o f the school h a ve been baptized sin ce its o rg an iza tio n . ”

M r s . J e n n i e N i c h o l s , the M issouri Sab b ath school secretary, m akes a good su g g estio n w ith reference to con ventions. Sh e s a y s : ' ‘ W e tried a plan la st w in terth at w orked ve ry w ell. W e sen t out a s u g ­g e s tiv e p ro gram for a con vention, and had

6o T H E ADVOCATE

to p ics for papers assig n ed to different ones in the lo cal schools. W h en a m in ister v is ited th e chu rch , th e co n ve n tio n w as held. I w atched the app ointm ents, and w hen a m in ister expected to v is it a certain school, I w rote them to prepare for th eir con ven tion . In th is w a y w e held several w here w e co u ld n ot o th erw ise h a v e done so. ”

E l d . W . D . C u r t i s , ed u catio n al sec­re tary for th e state o f I llin o is, w rites : “ I am re ce iv in g good rep orts from our chu rch schools. O ne teach er h a s ju s t learn ed b y exp erien ce th a t h is y o u n gest p u p ils can se ll th e A d v o c a t e . H e has ask ed m y ad vice in regard to e n la rg in g his clu b , and I advised him to double it. T h e lit t le fo lk s are becom ing en th u siastic . A n o th e r teacher w rites m e th a t h is school h a s sold $30 w orth o f o ur b o o ks and period­ica ls th is y e a r besides p la c in g the Review in the hom es o f e v e ry m em ber o f th e ch u rch . ”

R e a d e r s o f th e A d v o c a t e are fam ilia r w ith the w ork done b y M iss A n n ie K n ig h t for the poor ch ild ren o f G itan o , M iss. M iss K n ig h t w as ca lled to w ork in In dia, and th e education al w o rk at G itan o h as been placed in th e han ds o f M r. and M rs. A t ­w ood, form er residen ts o f Iow a. T h ese teachers h ave fo rty acres o f land w ith w h ich to start an in d u stria l school. T h e people in the neigh borhood are extre m e ly poor, n everth eless i t is hoped th a t in

another y e a r th is school w ill be able to help in o th er d estitu te fields in stead o f rece iv in g aid.

P r o f . W . E . H owte l l and fam ily and M rs. S . B. K in n e r h ave returned from H o n olu lu . F a ilin g h ealth on the part o f M rs. H o w ell m ade it n ecessary for a ch a n ge o f clim ate. A fte r a few d a y s rest in O a k ­land, th e y started for Berrien Sp rin gs, M ich igan . Prof. H ow ell now stan d s at the head o f th e E n g lis h departm ent in E m ­m anu el M ission a ry C o llege. T w o C h inese y o u n g m en accom panied Prof. H o w ell. T h e y h ave been stu d en ts in th e A n g lo -

C h in ese A ca d e m y in H o n o lu lu , and w ill co n tin u e th e ir education in Berrien S p rin g s.

I n th e Missionary Worker (London) appears a n otice o f th e tra in in g .school for C h ristian w orkers to be opened Jan. 6, 1902, w ith Prof. H . R . S a lisb u ry in charge. M a y G od b less th is p ion eer education al effort in E n g la n d . Prof. S a lisb u ry w as called from h is w ork in E m m anu el M ission ary C o lle g e to s ta rt th e school in London. Its su c­cessfu l gro w th w ill g lad d en th e hearts o f a ll connected w ith th e cause o f C h ristian education .

E d u c a t i o n a l w ork is g ro w in g in th e D a k o ta s. M rs. John W a lk e r is te a ch in g a t H u ron, S . D akota, w ith an enrollm en t o f fourteen. C h ild sto w n opened a G erm an school in D ecem ber. W illia m V o th is tea ch in g . M iss M aud W e lle r teaches at M in n ew au k on , M iss M a ry T a llm a n at W illo w L ake , and M iss G ertru d e U hri at H a n k in so n . L in co ln , N. D ako ta , h as tw o G erm an church schools.

T h e r e are s ix ch u rch schools in th e U pper C o lu m b ia Conference, located as fo l­lo w s : C o llege P lace, w ith M iss C am p aste a c h e r ; Spokane, w ith M iss H a ttie E lls as te a c h e r; F ru itla n d , W a sh ., w ith M iss Mabel C ra k e r ; K e tt le F a lls , W ash ., w ith Jam es B a r k le y ; N o rth Y a k im a , W a sh ., w ith M iss L y d ia K im e ; U nion, O re., w ith M iss E th e l M orrison. A t V a lle y , W a sh .,

Id a B elk n a p is tea ch in g a p rivate school.

C o n c e r n i n g W isco n sin ch u rch sch o o ls w e re a d : “ T h e ch u rch schools at F ishC reek and Cedar L a k e are both d o in g a good w ork. A t A n tig o the school h as in ­creased in num bers so th a t e x tra sea ts are needed. T h ese w ill be m ade b y the older p u p ils . T h e tw o schools in M ilw au k ee are e n jo y in g th e b less in g o f G od, and are in ­crea sin g in attendan ce and interest. ”

T h e stu d en ts o f the T hom pson (111.) ch u rch school h ave an in te re stin g report in tiie education al departm ent o f the I llin o is Recorder (D ec. 3). T h e y describe the

T H E ADVOCATE 61

schoolroom , som e o f th e ir classes, the W ed n esd ay m o rn in g p ra y er m eetin g , and th e ir Im provem ent S o cie ty . T h e A d v o ­

c a t e w ish es to e xp ress its appreciation o f su ch studen t reports.

A t f irs t.it w as th o u g h t th a t not m uch co u ld be done in h o ld in g Sab b ath school co n ven tio n s in th e Sou th ern field. T here are o n ly five schools in M ississip p i, bu t Bro. F . R. R o g ers w rites : *1 O ur con­v e n tio n s are over, and w e praise th e Eord for th e good m eetin gs. F iv e con ventions w ere held, and a ll send good reports. ”

T h e P e n n sy lv a n ia S ab b ath school secre­ta r y w r ite s : “ W ith o u t excep tion ourSab b ath school con ventions h ave proved both en jo yab le and profitable. O u r m in is­ters h a ve helped n ob ly. O ne laborer said th a t it rem inded him o f th e statem en t th a t there sh o u ld be less p reach in g and m ore tea ch in g . ”

M r s . S. T . W a l k e r opened a school for ch ild ren at L e x in g to n , K y ., b e g in n in g her w o rk w ith o n ly three children . S h e w rites th a t the paren ts co-operate w ith her in s e e k in g for ch ildren w ho need help. O ne lit t le b o y has becom e so enthused th at he is a tte m p tin g to break his fath er o f the tobacco habit.

In the N orth F itzro y (N . S . W . A u stra lia ) chu rch school, S ister F a u lk h e a d is g iv in g a ll th e g ir ls from tw e lve yea rs old and up w ard an o p p o rtu n ity to learn co o kery . S h e has a c la ss in her ow n k itch e n every T u e sd a y afternoon, conducted b y S ister H en n ig. T h e g ir ls en jo y it, and s a y it is th e best c la ss th e y have.

M iss R u t h P r i n d l e w rites from B erlin , W is .: “ W e h a ve in o u r school s ix te enlitt le ones betw een the ages o f five and ten w h ose hom es are in C h icag o . A l l are ta u g h t to w o rk as w ell as read. W e teach th em o f th e S a v io u r th a t th e y m ay a fter­w ard te ll th e story of salvation to their p aren ts. ”

K een e A ca d e m y is d o in g a sp ecial w ork for m others. S o far m ost o f our tim e in cla ss has been devoted to th e stu d y o f

“ C h ris t ia n S c h o o ls .” S e ve ra l o f th e m o th ­ers attend school each d a y for th e purpose o f

o b serv in g th e school w o rk in th e p rim a ry grad es. F l o r a H . W i l l i a m s .

A n u m b e r o f stu d en ts from Llnion C o l­lege h a ve decided to spend a sh o rt tim e each w eek in sca tte rin g the printed page. W e hope th is w ill resu lt in eternal good to m an y, and th a t the stu d en ts th em selves m a y receive a b le s s in g in w o rk in g for others.

F r o m th e Indiana Reporter th e fo llo w in g is clip ped : “ T h e In d ian ap olis ch u rch sch ool is p rosp erin g. T h e ch u rch m eets a ll e x ­penses, and th e school is free. ’ ’

T h e second term o f M t. V ern on (Ohio) A ca d e m y opened J an u ary 8. T h e sch o o l is in terested in th e erection o f a new la u n d ry b u ild in g .

M r s . L i l l i a n S t e v e n s reports th a t h e r

school at S a u k C entre, M in n ., is m a k in g good p ro gress. S h e h as an en rollm en t o f

tw en ty-seven .

M r s . F l o r a W i l l i a m s o f K een e A ca d ­em y, w rites : * ‘ E ig h t o f th e K een e stu d en ts h ave go n e to th e foreign field th is y e a r .”

T he ch u rch school at L ew isto n , M in n ., has started a school w ith M iss T h irz a M ason as teacher.

T he A n o k a (M inn.) sch o o l is a gain in p ro gress un der th e m an agem en t o f E . W . C a tlin .

F r o m Io w a com es th e report th a t a school h as been opened at A d el, w ith M iss R u b y M cSp arran as teacher.

W est S alam an ca (N. Y .) has a church school with an attendance of eighteen.

62 T H E ADVOCATE

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In c lu b s of tw o o r m ore to on e a d d re s s , 40 c e n ts .T o foreign cou n tries, s in g le cop y , 75 cen ts a year. A ddress all com m u n ications and m ake all ch eck s

p ay a b le to T h e A d v o c a t e ,Berrien Sprin gs, M ich.

D IRECTORY.T h e organization of the educational work crea tes an

in terest in th e various d ep artm en ts, and p aren ts and teach ers often w ish to know whom th ey shou ld address on such m atters. T h e follow ing ad d resses w ill serve as a g u id e :—

P . T . Ma g a n , Secretary E d u cation al D e p t, o f G eneral C onference, Berrien Sprin gs, Mich.

E . A . S u t h e r l a n d , Educational S ecretary ,L ak e U nion C onferen ce, Berrien Sprin gs, M ich.

C. C. L e w i s , E d u cation al S ecretary of N orthw est and S outhw est U nion con feren ces, K een e, T ex a s .

E . S. B a l l e n g e k , E d u cation al Secretary .Pacific U nion C onference, H eald sb u rg. Cal.

N . W . L a w r e n c e , E d u cation al S ecretary, Southern U nion C onference, G raysville , T en n .

L o t t i e F a r r e l l , Church and Sabbath School S ecre­tary of W iscon sin C onferen ce, B eth el, W'is.

S . M. B u t l e r , 627 South Ingalls S t., A nn Arbor, M ich.\V . H . W a k e h a m , Mt. V ernon, O hio.D. VV. C u r t i s , P eo r ia . 111.G r a c e A m a d o n , B attle C reek, M ich.F l o y d B r a l l i a r . 603 E . 12th S t., D es M oines, Iowa.J. W . B e a c h , W illow L ak e, S, D ,G e o . M. B r o w n , Seward, N eb.B . E . H u f f m a n , 118 E a s t 5th S t ., T op ek a , K an.E . W . C a t l i n , A noka, M inn.M r s . F l o r a H . W i l l i a m s , K e en e , T ex .R u b y R o a c h , W e l s h , I .a .A m o s E v e r e t t , C uthbert. Ga.

A Correction.

In the Progress Department of the December issue of the a d v o c a t e appeared an item to the effect that the church school at Onawa, Iowa, is supported, in part, by the proceeds from five acres of land. The superintendent of church schools in Iowa informs us that our report is a little pre­mature. This plan for the support o f the schools has been agitated, but has not yet been put in operation. W e gladly make the correction. H ow­ever, since the plan is such a good one, the A d v o ­c a t e hopes to be able later to report its successful operation.

Notice.

The A d v o c a t e goes to press the tenth of the month preceding the date which it bears. That is, the February issue was on the press the tenth o f January. Consequently orders received after that date could not be filled with the February num ­ber.

Y our attention is called to this because some were disappointed in not receiving the January issue. A large edition of this number was printed, but orders which came in after the middle of De­cem ber had to be held until February. We regret that any missed the first issue which combined the S a b b a t h S c h o o l W o r k e r with the journal. Those

ordering clubs, should take special notice of the fact that all orders must be in by the tenth of the month preceding the desired issue.

Bible Nature Studies. (Revised Edition.)BY M. E. CADY.

The first edition of “ Bible Nature S tu d ies” has been exhausted. The revised work mSy now be ordered. In its new form this book is more con­venient than the first edition. Page and type are the same as ‘ ‘Christ’s Object Lessons.” There are 260 lessons, covering the different phases of crea­tion mentioned in the first chapter of Genesis. The aim of the author is to exalt the Creator through his creation. This work is especially valuble to par­ents and teachers in training the children and youth to grasp and appreciate things in nature. Over five hundred pages, neatly bound in cloth, price $t.oo per copy. An excellent text in the hands of pupils in the 6th, 7th, 8th, and 9th grades. Notes and suggestions at the end of each lesson.

Address M. Ii. Cady, Healdsburg, Cal.

Health and Purity Library.A ll church school teachers should send tw o 2-

cent stamps to F. E- Belden, 112 Manchester St., Battle Creek, Mich., for the new 33-inch Anatomi­cal Chart. This appears in three sections, nine col­ors, and is com plim entary to church school teachers. T his is offered in the interests of Dr. K e llog g ’s new illustrated edition of “ Plain Facts for Old and Y o u n g,” published by F. E. Belden, for the promotion of purity. Its purchase secures life membership in the Health and Purity Library Association, with premium privilege whenever ordering publications from the long list approved by Dr. Mary Wood Allen, superintend­ent Purity Department, W. C. T. U., whose scien­tific knowledge and long experience in selecting helpful literature, em inently qualifies her for this work. Specially low terms on “ Plain Facts" are given to help teachers qualify them selves to rightly explain this subject to those in need of inform a­tion.

The world is fu ll of poisonous literature. It is time to lift up a standard for the people, such as will be found in the Purity Library. The approved list and other valuable helps, besides the Anatomi­cal Chart, w ill be mailed on receipt of two 2-cent stamps to cover cost of mailing. A ll who have previously sent for the above, should send stamps also.

Missionary Work in a Dark City.Chicago contains nearly two million inhabitants,

or more people than the entire population of some of the large states. Are you sufficiently interested in learning som ething of what God is doing for this great mass of humanity, to expend 25 cents for a year’s subscription to the L ife Boat ? The December number contains “ The Beginning and Developm ent of the Chicago M edical M issionary W ork,” by Dr. K ellogg; “ Experiences in the Chi-

T H E ADVOCATE 63

C O P IE S .H. H . H ow ard ................ 30K enneth H au gh ey 25B la n c h e G rubb ................ 20M aggie D a lto n ................ 20N ettie G ifford.................. 20Am anda H alverson — 20Pearl D . B ascom 20Isab ella M. J o h n so n 15Paul C urtis........................ 15K atie H ale ....................... 15A gnes Brigham ................ 15\V . W . W h eeler 15B. A. W olcott.................. 15J. E . T e n n e y ................... 15M abel S tark s..................... 15

C O P IE S .Jas. E . S h u ltz ................. ,1 2L ottie F a r re ll................. ; 12L ou ie N iccu m ................. ' 10M rs.M . 0 . F orsyth e . . . 10C. U . T a y lo r ..................... 10Frank A rtress .................. 10Mrs. M attie C reager . . . 10Mrs. C. L . S to n e 10C elian N o w lin .1. 10Prof. Harry W ashburn. 10 Mrs. K. A. Pinckney . - 10J. W. B each .............. , . . 10Mrs. W . E . D in w id d ie .. 10 Gertrude^ T h o m p so n ... 10 M artha N e ilse n ................. 10

C O P IE S .Laura N ic k e ls .................. 10Mary N e lso n .................... 10Grant H aw k in s................ 10Alma G raf......................... 10F rances R ew .................... 10Mrs. K atie P o g u e 10E tta F la iz .......................... 10E m m a C ollin s . . : ............ 10S. E . J a c k s o n .................. 10Anna N e lso n .................... 10A lm a D eta m o re .............. 10Martin L eath erm an — 10E dna S w e e t ...................... 10K atherine D u n h a m ... . 10Vina Sherw ood ................ 10Nora Van H orn ................. 10E liza W arn er.................. 10H. H . Joh n son .................. 10E lla S e v o v ........................ 10Mrs. D . H. H arb au gh .. 10 Bertha B arth o lom ew ... 10G ertrude W illia m s 10Mary L a m so n .................. 10Pearl H allock .................. 10M argaret A rtress ............ 10B ertha T y le r .................... 10Bertha P h e lp s ................ 10N ettie S m ith .................... 10E m m a M a th e .................. 10A lice B ram h all................ 10V irgie J o h n son ................ 10Cora l l ic k s ...................... 10L en a F le tch er ..................... 10Archer W righ t................ 10L ettie A. S a n te e 10L ela K in g ......................... 10Marie B arber.................... 10M abel H o w e ll.................. 10Mrs. Iv ie C ush m an 10Mrs. L izzie K e n iso n . 10C adis C h ap m an .............. 10Wm. V arn ell.................... 10Sadie V arn ell.................... 10Mrs. Clara F le c k 10R alph M ille r ..................... 10Fred O w en ......................... 10

C O P IE S .Mary R u s s e l l .................... 10Carrie K e r n s .................... 10Lulu I’iep er ....................... 10O tilla C lem en .................. 10Flora E v a n s ....................... 10M innie W alford 10Martha Y oun g.................. 10F loyd Bralliar................... 10Cora F r en ch ...................... 10Cora S h a w .......................... 10Mae G e o rg e ...................... 10Mrs J. W . N ic h o l s . . . , .. 10Florence H e a ld ................ 10Ida Aehor ........................ 10E lizab eth B a iley 10L izzie M asters................ 10M attie B a iley .................. 10Maude W eller 10H attie W alk er ................... 10Mary T a llm a n .................. 10E liie R u s s e ll ....................... 10F lorence M iller................ 10F. G. S p e e h t................ 10J. W . C h r istia n ................ 10W illiam V o th .................... 10S tella In g h a m .................... 5F lorence T a tte r s a i l... 5E u n ice C raw ford 5L en a A lle n .......................... 7M abel B ostw ick ................. 5L . A. J a co b s ......................... 5E dith C ham b erlin 5Anna D u rr ie ...................... 8A. B, C am p b ell.................. 5R uth P r in d le ....................... 6L etitia l ’rn ll........................ 4R uby E v a n s ........................ 5M aggie J o rg en so n 5M innie P o n d ...................... 5R obert S a n d ers .................. 5S adie R o s s ........................... 5Ora E d w ard s..................... 5A bbie D a il ........................... 7H ellen B e a n ........................ 5Mrs. R in da C ook 2

cago Medical M ission,” by Dr. Kress Our first M edical Missionary W ork.” by Dr. Rand; “ Two years and a half with the Chicago Medical M is­sionary Training School,” by Dr. Paulson; “ The Outcasts and Prisoners,” by Mrs. W. S. Sadler, re­lating some interesting experiences connected with the extensive prison correspondence, w hich she has carried on for a number of years ; “ What Res­cue W ork Means,” by Fannie Emtnel, the matron of our Life Boat Rest for girls ; “ A Glimpse of the Life Boat M ission," by E. B. VanDorn, superin­tendent of the Life Boat Mission ; “ What Can Be Done W ith the Fragments of H um anity,” by H. L. Henderson, chaplain of the Indiana state prison, show ing what can be done for a prisoner behind the bars ; “ Some Experiences Not Easily Forgot­ten ,” by Eld. Luther Warren, relating a thrilling experience which occurred while he was connected with the Chicago Medical Mission ; “ An Im press­ive Anniversary S ervice,” containing the persona! experience of a young woman, who was not only m arvelously saved, but who has been transformed into an earnest missionary worker. No one can read this article without having his faith in God strengthened. Another article relates how a single copy of the L ife Boat led eventually to the deliv­erance of a drug fiend from the horrible bondage of drug slavery.

The L ife Boat should be a regular visitor to your home. It w ill furnish fuel to keep bright the mis- sionary fire in the hearts of your children. Sub­scribe at once. Send 25 cents to the L ife Boat, No. 28, Thirty-Third Place, Chicago.

Advocate Clubs.

Many notes expressing appreciation o f the A d v o c a t e have been received from teachers who are handling clubs of the journal. It is true that a teacher’s work is not confined to the school room. livery teacher should be a power in the church,and should exert an elevating influence in the community. The gospel of education should be a living them e, and the A d v o c a t e is one means for spreading the good news of Christian training for all children. Church school teachers, are by virtue of their position, considered agents for educational literature. The combination of the S a b b a t h S c h o o l W o r k e r and the A d v o c a t e increases the importance of the club work. The club list in January was as follows :—

| The Offer of the Season fTO ALL NEW SUBSCRIBERS —

I Good Health* tiTpricesubscrip: $1-00 'i The Advocate, S ur!rircesubscrip: 50c

These two magazines sent to one address for one year for - - - 85c

T o new subscribers w e m ake th is unexcelled offer in order that all may have in their h om es the rep resen ta tives of two great reform m ovem en ts, the G osp el of H ealth and the G ospel of C hristian E d u cation .

T h e world is hungering for truth. It w ants to know how to g et w ell, and how to ed u cate the rising gen eration . P lace before it th ese twojou rn als.

R em em b er th e club b in g rate, 85 cents for one year's sub scrip tion for th e tw o.

64 T H E ADVOCATE.

« • » M W « « « « « « « « « « « « « « « « « « « « « « « «

BOOKS AND PAMPHLETSLIVING FO UNTAINS OE BROKEN CISTEENS.

An E d u cation al Problem for P ro testan ts . A h is­tory and p hilosophy of C hristian E d u cation ; 42S pages; price, p o stp a id .S 1.25.

A M ANUAL FOE HOME AND CHURCH SCHOOLS.A book for parents and teach ers. P rice, p ostpaid , paper cover, 35 cents; clo th , 50 cen ts .

TEACHERS’ CONFEEENCE BULLETIN.C ontaining principles and m ethods of C hristian E ducation actually followed and practiced in the Church and Preparatory Sch oo ls. M atter fresh from teach ers in actual service. 230 p ages- price, p ostpaid , 50 cen ts .

CH RISTIAN SCHOOLS.A m anual for parents and teach ers; se lec tio n s from the w ritings of lead in g educators on the proper education for ch ildren . 150 pages; price, postp aid , 10 cents.

PRINCIPLES OF TRUE SCIENCE.A com pilation of ex tracts from the w ritings of Mrs. E . G. W hite. Manual of 332 pages; price. $ 1.

BIBLE READINGS ON CHRISTIAN EDUCATION.Q u estion s on educational principles and m eth od s answ ered by th e Scriptures. 48 pages; price, postpaid' 3 cents.

FOR THE CHURCH SCHOOL

BIBL E READ E R NO. 1.T h is book teach es a B ib le vocabulary, and w illlead to B ib le stud y . 160 p ages; price, 35 cen ts .

M ENTAL ARITHM ETIC.T w o hundred and forty p ages; price, postpaid , 65c.

BELL’S LANGUAGE SERIES-N o. 1, Primary L an gu age L esso n s; 272 pages;

price, postpaid . 65 cen ts .N o. 2, E n glish Grammar; 224 pages; price, p ost­

paid, 65 cen ts .

KELLOGQ’S PHYSIOLOGY.F irst book: Princip les of P h ysio logy and H yg ien e

to ld in sim p le sty le ; 174 pages; price, p ost­paid, 40 cents.

Second b o o k ; group th r e e ; 291 p a g e s ; price, postpaid , 80 cents.

TEACHER'S REGISTER.For k eep in g a daily record of a tten d an ce, scholar­sh ip , etc .; price, 30'c en ts.

Cash m ust accom pany orders for books. Send m oney by Postal Order, E xp ress M oney Order, D raft, or R eg ­istered L etter . D o not send loose coin.

EM MANUEL M ISS IO N A R Y COLLEGE,Correspondence-Study Department BERRIEN SPRINGS, MICH.

C om fort in travel is fu lly realized over the

M i c h i g a n C e n t r a l

“ The Niagara Falle Route.’’The finely eq u ip p ed train s of this popular

route b etw een C h icago , and D etroit and Buffalo, N ew Y o rk and Boston, pass B attle C reek in each direction d aily .

A ll trains passing N iagara F a lls b y d a yligh t stop five m inutes at F a lls V ie w Station.

O . W . R U G G L E S ,Qen’l Pass’r and Ticket Agt., Chicago, ill.

A M A PO F T H E

UNITED STATESS i z e 4 8 X 3 4 I n c h e s

M O U N T E D T O H A N G O N T H E W A L L

PRICE 1 5 CENTS

T his map is particularly interesting and valuable, as it shows in colors the dif­ferent divisions of territory in America acquired since the Revolution. The original thirteen states, Louisiana pur­chase, the Texas annexation, the Gads­den purchase, the cession by Mexico and the Northwest acquisitions by dis­covery and settlement. It w ill be sent on receipt o f p rice, fifteen c e n ts .

K K K K K K K X K K K K S K K K K K H & Î K K K K K K K K K

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G r a n d

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o m jn g io th e

C o l l « « «Vìa the

Grand_ Trunk Railway

. . is . .

T r a v e l i n g

de luxe

Unrivaled Cumrort

Unsurpassed Scenery

Unexcelled Safety

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S £ o r r « $ p o n d c n c « = $ l M d v D e p a r t m e n t |

EMMANUEL niSSIONARY COLLEGE.

PurposeTo educate missionaries. To work in connection with young people’s societies.

To W hom Adapted { •: A ll who lack the privilege of becoming resident students in some college

or academy; V

Teachers who wish to equip themselves for better work ; J

Jjf Ministers and gospel laborers who wish to study Bible and History ; j T

Parents who desire to teach their children in harmony with principles of

^ Christian Education. ^

* *A A^ Advantages of W ork by Correspondence q

I . Personal attention of instructors.

<0» 2. Progress of one pupil is not retarded by others. O

0 * 3. Accuracy of expression.

4. Self-relian ce, th orou gh n ess, and exactn ess.

Y 5- Opportunity for wide range of systematic reading. YI T 6. Thoughtful questions encouraged. j f

^ 7. Time wholly at the disposal of the student. ^

^ ' 8. Can be carried on without neglecting home duties or business. ^

* ♦

J Time To Enter. ^This work is conducted under the auspices of the Educational Depart- ^

ment of the General Conference. Students may register at any time. ^1

& Courses of instruction, expenses, etc., fully explained in Handbook *0*

O sent upon application. Address. ^

^ Emmanuel Missionary College, ^Correspondence-Study Dept. Berrien Springs, Mich. Q