C o -o p e ra tio n sHcmld b e tb e spirit ofth e schoolroom , th e la w of it» l i b .

" " "

o f

A d v o c a t e

Christian**Education

Co n ten ts *

G e n e ra l................................. 353-357The Value of Agricultural Training; The Pa­rent’s Opportunity; A n o t h e r Industrial School; Industrial Training for India’s Chrla» tians; Two System s of Education.

E ducational W o r ld 358-360Schools in the Country; Mow a Government Helps Farmers; Mow the Salvation Army Teachers tbe Value of Country Life; e tc .

E d ito r ia l.............................. 361-363A School In the Country; Readers for Ele­mentary Schools; Study by Correspondence.

Sab bath S ch o o l................ 361-371The Sabbath School and the Church ScJbaofc Sabbath School Work; The Lesson.

W ith th e T e a c h e r s 372~379Poems; The ministry of Song; Gardening in Autumn; Hethods of History Teaching for

' ' Elementary Pupils; A Lesson In Orography.

P r o g r e s s .............................. 38o~383The Battle Creek Church School; Sheridan Industrial School; A School Fund in Wiscon­sin; Kansas Schools; Scbool W w fc ia l

P ublisher s P age................

,1905

50c , Yur Sc • Copy

“The Garden of Eden was the schoolroom, nature was the Ic m b book, the Creator himself vufe the instructor, and the patents of the human family were the rtndmti ’ ’— E d u c a t io n .

la the cultivation of the soil the thoughtful worker will find that treasures little dreamed of are opening up before him

Living Fountainsor

Broken CisternsAn Educational Problem ...... for Christians .......

B y E . A . S u t i i u k l a x o

Is a history o f Christian education, tracing

the principles of such schools from the be­ginning of the world’s history to the present

Every Teacher Should Be Thoroughly Acquainted With the History of Education.

W H A T R E A D E R S S A Y :"Having read 'Living Fountains or Broken Cisterns* very carefully for the

third time, I am more than ever impressed with the importance of the ques­tions there discussed. They are indeed o f vital importance to the church and to the naticn. Years ago I passed through the course for ‘Honors' a t the Uni­versity of Oxford in England, and just recently I have seen a little ol the re­sults of Christian education. The comjiarison convinces me, after much thought, that the position m aintained by' the author t>< this book is correct in all its main features.*’ J . W. II. GEI5S, Boulder, Colo.

'•* 425 P ageB , C loth . P r ic e . $1 25

A ddress

The Advocate Pub. Co. or Review & Herald Pub. Co.Berrien Springs, Birki. Wa>hiu;s'Uui. I>. C-

Text and Reference Books for Christian TeachersA full line of books needed in Chri^Wan Schools is handled by

T H E A D V O C A T E P U B L I S H I N G C O ^W hich cordially invites correspondence with teachers. ,

Yourattention is especially directed toa number of valuable educational worlts which, as teachers, you will desire to circulate. Am ong others there are,—

Education, by Mrs. E . G W hite Living Fountains or Broken Cisterns,The Story of Daniel the Prophet, by E. A. Sutherland

by S. N. H askell The Place of the Bible in Education,The Story of Joseph, by J. E W hite by Alonzo T . Jones

W e will gladly tell you of the text-books we are handling.

A ddress , T H E A D V O C A T E P U B . CO. B e r r i e n S p r i n g s , M ic h .

Thirteenth Chapter of First Corinthians— The Teachers’ Guide

•‘ If I speak with the tongues of men and ol angels, but have not love, I am become sonnet­in g brass, or a clan gin g cym bal. And if 1 have tbe gift ol prophecy, and know all m ysteries and all knowledge: and if 1 have all faith, so as ro re­move m ountains. but have not love, I am nothing. And if I bestow all my goods to feed the poor, and if 1 give my body to be burned, but have not love, it profiteth me nothing. Love surfereth long, and is kind; love envieth not; love vaunteth not itself, is not puffed up. doth not behave itself unseem ly, seeketh not its own, is not provoked, taketh not account of evil; rejoiceth not in un­righteousness, but rejoiceth with the truth: bear- eth all things, believeth all things, hopeth all

things, endureth all things. L ove never faileth: but w hether there be prophecies, they shall be done aw ay; whether there be tongues, they shall cease; whether there be knowledge, it shall be done aw ay. For we know in part, and we proph esy in part; but when that which is perfect is come, that which is in part shall be done aw ay. When 1 was a child, I spake as a child, I felt as a child. I thought as a child: now that I am become a man. 1 have put aw ay childish things. For now we see in a mirror, darkly; but then face to face: now I know in part; but then shall I know even as also 1 have been known. But now abideth faith, hope. love, these three; and tbe greatest of these is love.”

THE ADVOCATE.* * * * * o f C H R I S T I A N E D U C A T I O N * * * * * *

V o l . V B e r r i e n S p r i n g s , M i c h . , D e c e m b e r , 1 9 0 3 No. 12

A Journal of E d u ca tio nA dvocatin g free Christian train ing ior every child and

youth as a m eans of preparing m issionaries for the speedy evangelization of the world

Published Monthly, at Berrien Springs, MichiganEntered a t postoffice a t Berrien Springs, Mich., as second-class m atter

E D IT O R S :— E. A . Su t h e r l a n d , M. B e s sie Db G r a w

“ S o m e t h in g is always d one when an ar­dent soul flings itself irresistibly out.”

** *

W e should teach women as extensively and thoroughly as men; yet not necessarily the same subjects at the same time and place.

** *

“ E v e r y school should be planted in a garden or orchard, where the children may apply whatever they learn, and do it d aily.”

** *I t is a fallacy to suppose that the more

time a boy spends in study the more he knows and the more he grows. Educators know the contrary. There is a time to leave off as well as a time to begin. A boy can develop intellectual apathy in college as well as knowledge, weakness of will as well as strength o f character.— Nicholas M urray B utler.

The Value of Agricultural Training

I n the cultivation of the soil the thought­ful worker will find that treasures little dreamed of are opening up before him. No one can succeed in agriculture or in garden­ing without attention to the laws involved. The special needs of every variety of plant must be studied. Different varieties re­quire different soil and cultivation, and

compliance with the laws governing each is the condition of success. The attention required in transplanting, that not evsn a root-fiber shall be crowded or misplaced, the care of the young plants, the pruning and watering, the shielding from frost at night and sun by day, keeping out weeds, disease, and insect-pests, the training and arranging, not only teach important les­sons concerning the development of char­acter, but the work itself is a means of de­velopment. In cultivating carefulness, patience, attention to detail, obedience to law, it imparts a most essential training. The constant contact with the mystery of life and the loveliness of nature, as well as the tenderness called forth in ministering to these beautiful objects of G od’s crea­tion, tends to quicken the mind and refine and elevate the character; and the lessons taught prepare the mind to deal more suc­cessfully with other minds.— Education.

The Parent’s Opportunity

BY C. N. SANDERS

“ He who helps a child helps humanity with an immediateness, which no other help given to human creatures in any other stage of their human life can possibly give again. ’ ’ So wrote Philips Brooks.

It has been said that, “ youth is a blunder, manhood a struggle, old age a regret. ’ ’ Cer­tainly, then, the fewer the blunders of youth, the fewer the regrets of old age. Equally true may it be said that the nearer perfection the training in childhood, the fewrer the blunders of youth.

We are told to, “ Blow the trumpet in Zion, sanctify a fast, call a solemn assem­

354 T H E ADVOCATE

b ly : . . . g a th e r th e ch ild ren , . . . L e t th e p riests , th e m in isters o f th e L ord , w eep betw een th e porch and th e a lta r, and let th em sa y , Sp are th y people, O Lord, and g iv e not th in e h e rita g e to reproach, th a t th e h eath en sh o u ld ru le o ver th e m .” (Joel 2: 15- 17) C h ild re n are th e h e rita g e o f th e L ord . (Psa. 127: 3)

“ T h e ch ild is th e best and p u rest m em ber o f th e h u m an fa m ily . It sh o u ld th erefo re h a v e devoted to its ed u catio n th e best and p u rest efforts o f the best and p u re st o f men and w om en, th a t it m a y becom e one o f th e b e st and p urest o f m a n k in d .“

T h e w o rk for to d a y is la r g e ly one o f reform ation , b u t bear in m ind th a t, as G lad sto n e h as said , w h ile “ it is a grea t w o rk to reform , it is a g rea ter w o rk to fo r m ." P a re n ts and tea ch ers h a ve th e p r iv ile g e o f d o in g th is g re a te r w o rk .

T h e ten der y e a rs o f ch ild h o od are th o se in rvhich ch a ra cter is form ed. T h e w ise m an h as te r s e ly p u t it. “ T ra in up a ch ild in th e w a y he sh o u ld go: and w hen he is old, he w ill not dep art from i t . ” P ro v. 22: 6.

“ L e t e v e ry C h ris tia n fath er and m o th e r,“ s a y s B u sh n e ll, “ u n d erstan d th a t w hen th e c h ild is th ree y e a rs old, th e y h ave done m ore th an h a l f th e y ever w ill do for h is c h a ra c te r .” T h is b e in g tru e, is it not e v id e n t th a t from earliest in fa n cy ch ild ren sh o u ld be ta u g h t to k n o w G o d and to obey h is com m ands?

“ A s ch ild ren s a n g in the tem p le courts, ‘H osan n a! B lessed is he th a t com eth in th e nam e o f th e L ord . ’ so in the la st d a ys, c h ild r e n ’s v o ice s w ill be raised to g iv e the la s t m essage o f w a rn in g to a p er ish in g w orld. “ ‘ ‘O u r sch o o ls are ordain ed o f G odto p repare th e ch ild ren for th is g re a t w ork. H ere ch ild ren are to be in stru cte d in the sp ecia l tru th s for th is tim e, and in p ra ctica l m iss io n a ry w o r k .“

L e t u s be tru e to th e tim es an d o u r op ­p o rtu n itie s .

W h a t e v e r h ap p en s to m e each d a y is m y d a ily bread, provid ed I do not refuse to ta k e it from T h y han d, and feed upon i t .— Fenelon.

Another Industrial School

BY E. A. SUTHERLAND

L a st m o n th th ere appeared in the A d v o ­

c a t e a descrip tion o f E m o ry and H e n ry C o lle g e , an in stitu tio n founded as th e re­s u lt o f an a g ita tio n o f the question o f in ­d u stria l e d u ca tio n . Its h is to ry dates b a c k to those y ea rs (1830-1844) w hen both ed u ca­tio n al and re lig io u s p roblem s w ere dem an d­in g more than th e o rd in a ry am ou n t o f a t­ten tio n .

T h ere is to d a y a re v iv a l o f th e sam e sp ir it , and in th e face of p resen t d eve lo p ­m en ts a fu rth er v ie w o f the in d u stria l-ed ­uca tio n problem is o f in terest. T h tre fo l­lo w s an e x tra c t from th e h is to ry o f R ic h ­m ond C o lle g e , w ritten b y th e chairm an o f its facult3', Prof. H . H . H a rris. M r. H a r­r is s a y s :—

“ O n th e 8th o f J u n e 1830, a few devoted m en, w ho had gath ered in R ich m on d for th e ir G en eral A sso c ia tio n , m et in the S e c­ond B a p tis t C h u rch at 5 o ’o lo ck , A . M ., 'to d e vise and propose som e p lan for th e im ­p rovem en t o f y o u n g m en w ho, in th e j u d g ­m ent o f th e ch u rch es, are ca lled to th e w o rk o f th e m in istry . ’ T h e slen d er m eans at th e ir com m and w ere b u t as th e fa in t l ig h t o f th e sun ju s t r is in g upon them in com parison w ith the stre n g th and b e a u ty th a t w ere to fo llo w . T h e y organ ized th e 'V ir g in ia B a p tist E d u catio n S o c ie ty , ’ and fo r tw o y ea rs aided app roved y o u n g m en b y p la c in g them in p riv a te sch o o ls, n ine w ith E ld e r E d w ard B a p tist in P o w h atan C o u n ty , fo u r w ith E ld e r E li B a ll in H en ­rico.

“ In 1832 th e s o c ie ty b o u g h t S p rin g F arm , a sm a ll tra ct som e fo u r m iles n orth w est o f th e e ity , and th ere, on th e 4th o f J u ly , opened a m an u al la b o r sch o o l ca lled th e ‘V ir g in ia B a p tist S e m in a ry , ’ w ith R ev. R o b ­e rt R y la n d teacher, and fourteen stu d en ts. D u rin g th e second sessio n , w h ich began in F eb ru a ry , 1833, th e n u m b er o f stu d en ts ran up to tw e n ty -s ix . abou t tw o-th irds of them p rep a rin g for th e m in istry , the rest for o th er vo ca tio n s. T h e course began w ith a r ith ­m etic, g e o g ra p h y , and gram m ar, and, ru n ­n in g th ro u g h four yea rs, em braced a lg eb ra

T H E ADVOCATE 355

and geometry, Latin and Greek, natural and moral science, with theology as an op­tional study. A ll the classes yet formed were taught by Dr. Ryland and Rev. Eli Ball.

“ In December, 1833, the seminary was removed to the site now held by the Col­lege, just within the present limits of the city, though then in the western suburbs, half a mile beyond the corporation lines. To this purchase of nine acres, six more were added in 1836, making a location which was well described as ‘combining health fulness, beauty, and convenience.’ The design in adding more land was to give larger scope to the manual-labor feature of the school. This was strenuously insisted on by the authorities, as giving to the needy opportunity for self-help, and to all healthful exercise, but it proved unpopular with the students. The hours of daily la­bor were reduced from three to two and fin­ally, as we read in the report for 1841, ‘this feature of the seminary has been gradually fading from view, until (like all similar in­stitutions in our own and other countries) it has been virtually abandoned. ’

“ The first class to finish the course went out in 1836, four in number, three of whom have recently died after eminent and useful lives as ministers of the gospel. Three others, who should have been with them, had left school to go as foreign mission­aries,— William Mylne to Africa, R. D. Davenport to Siam, J. L. Shuck to China. The classes which followed year after year were not unworthy of this first one, though they were constantly thinned by the with­drawal of young men eager to enter active life or to secure elsewhere the advrntages of a fully equipped college.”

In the annual calendar for 1842-43 ap­peared the following statement of prin­ciples:—

“ A s the trustees are determined to avoid pecuniary embarrassment, they propose to conduct the college classes only so far as their resources may justify, taking care to have the students thoroughly taught as far as they shall go. . . .

“ It is far better to proceed cautiously—

to live within our means— and to rise grad­ually. but surely, than by affecting a pre­mature prosperity, to plunge the enterprise into the vortex of ruin.”

The reader’s attention is called to the fol­lowing facts in reference to Richmond College:—

1. A farm was made the basis of the manual work.

2. There was an attempt to increase the popularity of manual work among students.

3. There was a decided distaste for hand work, which resulted in the decline of the institution.

4. The faculty laid particular emphasis upon a thorough working knowledge of the common branches.

5. The school trained missionaries, and the largest number of students, proportion­ately, w'as sent to foreign fields, when the school was true to its original plan of edu­cation.

6. Debt was avoided by the strictest economy.

7. Had the church which had its birth in the years when Richmond College was brought into existence, been true to the principles of Christian education, its history today would be vastly different. The church which gives an education in which spiritual and manual training are made equally prominent with intellectual culture, will have no difficulty in solving the pro­blem of foreign missions. The fruition of such a system of education is reaped in a class of missionaries, as surely as clover seed produces clover blossoms or the sown wheat brings forth the ripened grain.

Industrial Training tor India’s Christians

“ Training the head and heart creates a wholesome discontent: training the hand gives the power to satisfy that discontent. ” So said General Armstrong, the founder of Hampton Institute for the industrial train­ing of negroes and American Indians. For this and other reasons we believe that manual training is a great and growing need in the missions of India. When the famines of 1897 and 1900 swept over Central

356 T H E ADVOCATE

and N orthern In d ia , and seven teen hundred o rp h an s and w id o w s w ere ga th e re d at A lig a r h , the statio n a t w h ich w e w ere then located , w e to o k it as a ca ll o f G od to act on o u r b e lie f and to tra in th em for self- su p p o rt. F o u r hu n d red cam e too la te to be saved and som e th ree hu n d red m ore w ere recla im ed b y friends. T h ese returned to th e ir hom es, ca rr y in g b ack th e gospel seed to scores o f v illa g e s , for m a n y o f them had learn ed o f th e S a v io u r. A fu ll th o u ­san d w ere added to th e ch u rch o f C h ris t.

In d u str ia l m issio n s in In d ia are, indeed, a d ifficu lt problem ; there, as in no o th er lan d , w e m eet w ith th e ca ste sy stem , w h ich in th ese la tte r d a y s m eans e sp e c ia lly trade- g u ild s . A s k a m a n ’s caste , and th e an sw er is u s u a lly carp en ter, b la ck sm ith , or w eaver, as th e case m a y be. It is th e b u sin ess and re lig io n o f each caste , o r tra d e-gu ild , to k eep its o ccu p atio n w ith in its ow n lim its . I t is p o ssib le to h ire h eath en w orkm en , b u t n e x t to im p o ssib le to g e t th em to im p art to o thers th e k n o w le d g e o f th e ir craft. I f n a tiv e s are to be tra in ed , the m iss io n a ry m u st c o n sta n tly stan d o ve r th ese w orkm en an d see to it th a t th e desired in stru ctio n is g iv e n . E v e n th en h e is defeated. A fte r a few m o n th s ’ a sso cia tio n w ith th ese H in d u craftsm en , th e p u p ils are w ell in stru cted in deceit, th e ft, and o th er form s o f im m o r­a lity , b u t n o t in th e desired trade. O f several ra th e r fa ir sh o em ak ers w ho h a ve been tra in ed in one m issio n sh o esh op (now e x tin ct) a ll are d ru n k ard s and u n re liab le , s im p ly from h a v in g h eath en teach ers. E v e r y h eath en sh o em ak er is a d ru n k ard . I t is a ch a ra cte r is tic o f h is caste . B y d is tr ib u tin g a few cop pers to th e p u p ils as h u sh -m o n ey, th e h eath en teach er can help h im s e lf to m issio n p ro p erty , and gro w s rich th e re b y . S u ch lea k a g e fre q u e n tly a c­co u n ts for th e e x p en se and fa ilu res o f in d u stria l d ep artm en ts. I t is m uch the sam e w a y in e v e ry o th er lin e o f w ork. O u r ca rp en ter b o y s com p lain ed th a t th e y w ere not le a rn in g a n y th in g ; and th is w as tru e, th o u g h w e had th e b est heathen tea ch e r o b tain ab le , and w ere g iv in g th e w o rk c lo se su p e rv is io n . B y th e t im e ly a rriv a l o f o u r C h ris tia n A m erican cabin et

m a k e r in th e field, w e w ere a b le to h o ld th ep u p ils , and to -give them the desired in ­stru ctio n . A v e ry h a p p y set o f b o y s th e y are now , and are m a k in g rapid p ro gress. W e b e lie ve th a t la y m issio n aries m u st be e m ployed for in d u stria l w ork . T h ere are a lrea d y too few m in iste ria l can d id ates a m o n g m issio n a ry vo lu n teers, and c le r g y ­men sh o u ld not be ta k en a w a y from w o rk th e y can and need to do for w ork th e y can not do. In C h ris tia n la n d s s k ille d w o rk ­men are cro w d in g each o th er for e m p lo y ­m ent. It w ould p ro ve a b le ss in g to them and to m issio n s, w ere som e o f them to en ter th is n eed y field as teach ers o f u sefu l in ­d ustries.

Som e m issio n a rie s w ho w ere once stro n g a d vo ca tes o f m anual tra in in g now d isco u r­a g e it w ith e v e ry b rea th , becau se w ith no q u a lificatio n s for it w h atever, th e y dabbled a t it, and, o f course, failed. T h in g s h a ve been u n d ertak en som etim es th a t no b u s i­n ess m an in E n g la n d or A m erica w o u ld dare a ttem p t. T h ree o r four departm en ts h ave been set u p w ith one u n tra in ed su p er­in ten d en t o ve r them a ll. H e k n o w s lit t le or n o th in g about them , and he h as on h an d a ll h is o th er form s o f m ission w o rk in th e c i t y and d istric t, A la s for th e w o rk as w ell as th e w orker!

I t stan d s to reason th a t th e p ro gress o f in d u stria l m issio n s depends la r g e ly on the a ttitu d e tak en b y m issio n a ries and m issio n ­a ry so cieties. T h e m a jo rity o f m issio n aries b e lie ve in in tro d u c in g m an u al tra in in g , b u t th e y are h in dered in va rio u s w a y s. T h e hom e board h as u s u a lly a s tr u g g le to keep up its ow n exp en ses, and is not in clin ed to en co u rag e new en terp rises; or, p erh aps th e com m ittee on th e field is co m ­posed o f som e w h o h a ve exp erien ced in d u s­tria l fa ilu res, and w h o feel it th e ir bounden d u ty to d isco u rag e everm ore w o rk on th a t lin e . E v e r y tim e a fam in e occurs a grea t m a n y in d u stria l sch o o ls are o rg an ised b y th e ordain ed men in th e field. A fte r a few y e a rs m o st o f them cease to e x is t , becau se th e fun ds o f the m issio n are short, th e in d u stria l w ork h a s n ot been se lf-su p p o rt­in g , and th e c le rica l m issio n aries are needed for o ther w o rk . T h e one w ho

T H E ADVOCATE 357

organized the work and felt its great need goes on furlough, and his successor does not see the necessity of the work-shop and the farm.

The need for self-support is emphasized on every hand. The sooner converts learn self-help, the sooner they will have the desire and ability to help others.

The government is greatly interested in the manual-labor question, and through it our Industrial Evangelistic Mission was able to secure a fine site of twenty-three acres for its first settlement. The lieuten­ant-governor, Sir James LaTouche, did not wait for the usual red-tape formalities to be gone through, but wired us at once to take possession. He visited the mission recently, and is greatly interested in our plans and prospects.

It is not the intention of our mission to begin on a large scale, but we have started simply, and are looking for a gradual healthy growth. We have undertaken to supply those things for which there is a great and growing demand. We have three departments. Our cabinet-maker is on the field, and is calling earnestly and prayerfully for a traction engine with saw and planing-mill attachments, so that he may be able to release the boys from the work of hewing ^ud sawing, for finer work, which will enable them to supply the de­mand. This engine is all we need from outside sources to make this department

self-supporting. It will cost $2,000 to put it on the field. Will not you help us?

We have seventy-five boys learning shoemaking, but we cannot push this work until we get our leather foreman. We have to refuse many orders. For the printing, too, we need a foreman. We have been promised all the printing we can do with a big staff, but there must be proper supervision. For these positions we need trained Christians, whose first aim is the salvation of souls.

Our aim is to gather in all the orphan boys and girls and all the young widows that need a home and are willing to work. We have now in industrial training, under the care of an earnest young missionary,

one hundred and fifty- boys rescued from the recent famines. Not only orphans and widows, but all converts, will have here an opportunity to receive manual training. A t the same time they will receive a simple education in books so they may become Bible students, and be able to conduct business intelligently. All these pupils will also be taught to become voluntary gospel workers— a thing scarcely known as yet in India. Industrial missions should hasten the day of self-support, so that many more missionaries may be sent forth. The training of native Christians in self help will also deepen the spiritual life, so that India may the sooner be redeemed.— Rev. and M rs. J . C. Lawson, in Missionary Review.

Two Systems of Education

B Y I . W . H G IE S S

The principles of Christian education fill me with delight. I am convinced that these truths need to be brought before the whole world. Comparatively few, however, will break away from the world’s way of thinking. There is a fascination in the Greek teaching because it exalts man. It is a heady' wine. The Lord says, “ Alas for the crown of pride of the drunkards of Eph­raim, and for the fading flower of his glo­rious beauty, which is at the bead of the fat valley of them that are overcome with

wine. ” I can remember the time when I thought Plato the most wonderful and beautiful writer the world had known. I can still think of the “ fading flower of his glorious beauty,” but I thank God to have escaped out of the snare of the fowler. This is a wonderful world, but I do not see how any can accept right principles except those who will humble themselves before God. A ll the prizes of the world lie along the other road. I do not think that Esau will ever learn Jacob’s methods, although he will respect him and will be under his do­minion in the truest sense of the word.

“ P e r f e c t love is the sub-soil for rapid growth iu grace. ’ ’

358 T H E ADVOCATE

6D U C H TIO N K L M O RLD

Schools in the Country

T h e e d ito r o f The Independent s a y s :—‘ ‘T h e > Independent for m a n y y ea rs p ast

h a s ad vo cated not o n ly th e te a ch in g o f a g ­r ic u ltu re to fa rm e rs ’ ch ild ren , b u t te a ch in g it in a n atu ral w a y — th a t is, out o f doors. W e believe th a t ch ild ren can n ever becom e p ro p erly co n versan t w ith n atu re th ro u g h books. A p art o f each d a y sh o u ld be d e­voted to th e ap p licatio n o f tru th s acquired. T h is m ethod o f s tu d y w ould require an e n ­tire re-adjustm en t o f o ur school b u ild in g sy ste m . E v ery school should be planted in a garden or orchard , where the childre?i may apply whatever they learn , and do it daily. T h is idea o f a gard en school is g a in in g gro u n d , w e are g la d to s a y , w ith ra p id ity . In C an ada w ill be opened at once, in each o f the p ro vin ces, w hat is ca lled a M acD onald C on solidated R u ral Sch ool. In these schools th e ch ild is to be set at s tu d y in g nature its e lf— th e su cce ssiv e p hases o f th e g ro w th o f p lan ts. H e is to learn how va rie ties o f soil affect g ro w th . In oth er w ords, he is to com ­bin e stu d y w ith w ork; h a n d cu ltu re a n d brain cu ltu re w ill g o o n to ge th er. B o ta n y w ill be app lied botan y, and e n to m o lo g y w ill be ap ­p lied e n to m o lo gy . B o ys w ill be .taugh t d ra w in g , ca rv in g , tu rn in g , as w ell as field w o rk . G ir ls w ill h ave th e sam e in stru c ­tio n , w ith the addition o f h o u sek eep in g . T h e school, in stead o f b e in g d issevered from th e farm and hom e, w ill becom e an in tegra l part o f it. T h e lesson s o f g e o g ra p h y w ill be­g in at home, and so w ith g e o lo g y , for there is g e o g ra p h y and g e o lo g y en o u g h on a n y farm to m ake a v e ry la rg e in itia l ch ap ter o rf a n y ch ild . I t is not proposed, how ever, to o verlo o k litera tu re and confine the ch ild to s tr ic t ly p h y s ic a l scien ce stu d ies. T h e aim and end is to m a k e o f e v e ry farm boy and g ir l an in te llig e n t in ve stig ato r, and to m ake co u n try life in te re stin g , and farm w ork in sp irin g . T h is reform in education w e believe to co n stitu te th e n e x t grea t step o f p ro gress. ”

It is better to be fa ith fu l than fam ous—'Theodore Roosevelt.

How a Government Helps Farmers

“ In D en m ark, ” s a y s The W orld's Work, “ la rg e o w n ers o f land are s e llin g p ortion s o f th eir p ro p erty; and th e sm all farm ers are k e e p in g th e ir b o ys from e m ig ra tin g w est­w ard b y d iv id in g th e ir h o ld in g s am o n g th e ir ch ildren . M ean w h ile, the G o v e rn ­m ent g iv e s such help to in d u strio u s p ea s­a n ts a m b itio u s to p ossess land o f th e ir own th a t a g ricu ltu ra l D en m ark is b ecom in g a co u n try o f ‘p tK lceth an d kerch ief’ farm s.

“ A sober, re liab le farm laborer w ho has saved one-ten th the m o rtg ag e va lu e o f th e lit t le farm he co v e ts— th is v a lu e not to e x ­ceed $1,100— can b u y th e lau d b y b orrow ­in g the o th er n in e-ten th s from a G o ve rn ­m ent fund. H e g iv e s a m o rtg ag e on w h ich he p ays three p er cent. A fte r five y ea rs he a lso p a y s the p er cent, addition al tow ard w ip in g o u t h a lf h is debt. W h en th is h a lf h a s been paid h e p ays th ree and one h a lf p er cen t, on th e rem ainder u n til lie ow n s th e land. B u t th is is n ot a ll.

“ A co -o p erative d a iry b u y s h is cream and retu rn s to him th e skim m ed m ilk for h is h o g s. T h e la tte r g o to th e co-op erative bacon facto ry; and the lo cal branch o f a co ­o p erative e g g e x p o rtin g h o u se receives h is e g g s .

“ H e and h is w ife a lso may7 attend certain courses in farm in g, the go vern m en t n ot o n ly p a y in g for h is in stru ctio n , bu t a lso for h is food and lo d g in g , w7h ile , i f it be a b so lu te ly n ecessary, th e go vern m en t w ill even hire a m an to w ork h is h o ld in g d u rin g h is ab­sence. A t go vern m en t exp en se he m a y m ake va rio u s lit t le jo u rn e y s to see m odel farm s, and m a y receive in stru ctio n at hom e b y it in e ra n t a g ricu ltu ra l s p ecia lists com ­m issioned b y th e state.

“ T h ese p riv ile g e s , h o w ever, are not g ran ted in d iscrim in a te ly , for i f th e la n d ­h o ld er m a k es poor use o f the a d va n ta ge s, th e y are w ith h eld ; th e s ta te h elp s o n ly th o se w h o h e lp th em selves. T h e system co sts th e go vern m en t o f D enm ark $500,000 a year, b u t it h as created a stro n g, educated, efficient, sm all p ro p erty-h o ld in g c la s s .”

“ Ma n y th in gs h alf done do not m ake one th in g well done.”

T H E ADVOCATE 359

How the Salvation Army Teaches the Value of Country Life

The World's Work gives the following interesting account of the effort which the Salvation Army is making to save people who have spent all their lives in the city.

“ What a broken-down man, to whom city life has proved a mill-stone, can do in the country if he has a chance, is shown pretty plainly in the success of the Salvation A rm y’s farm colony at Amity, Colorado. I f a man is thought worth bothering with, he can borrow enough money from the Army to take his family all the way to Am ity. Here he goes in debt to the Army for ten or twenty acres of good farm land at the rate of $60 an acre. Next, he is given two cows, a team of horses, pigs, chickens, a wagon, lumber for a house, and seeds for his first planting. When the value of all these things, which is about $500, is added to the cost of the little farm and the railroad expenses, the prospective farmer owes the Army between $1,200 and $1,800. This debt, including interest, the new colonist is supposed to pay off in ten equal yearly installments. If he cannot pay some years, he simply gets more time. One colonist paid off his entire debt a year ago, and the colony was only started in the spring of 1898. After a man has got out to A m ity he is usually almost penniless; so until he har­vests his first crop, the colony hires him at $2.00 a day to make fences, dig ditches, and do odd jobs.

“ Colonel Howard, of the Salvation Army, and the first fourteen colonists, with their families, had to sleep in box cars the first night they were at Am ity, and then in tents until they got their houses up. It was a motley crowd, all hard up, mustered from all sorts of occupations. Ten of these men came from Chicago, and hardly knew one end of the plow from the other. The other four had had farming experience, but had drifted into city life. The capital stock of experience of the whole colony was cen­tered in these four men and in what Colonel Howard knew about farming, which he says was not much.

“ This is what one man has accomplished. Five years ago, at fifty years of age, he was earning $3 a week in a Chicago sweat-shop as a tailor; he has now one of the finest farms at Am ity, where he grows alfalfa, which yields him a good living, and in addition to this he has a coal business in the village which amounts to $600 a year, and an equally prosperous shoe business as well. Another colonist before going to Am ity bad to support his wife and six children on $7.00 a week in Chicago. He has now a well- stocked twenty-acre farm. He has also purchased a lot in the village on which he has built a confectionery store, which his wife tends. Still another farmer, with a family of ten, used to get $12 a week in a Chicago railroad yard. During his first year at Am ity the Army loaned him $5 a week for support. He has recently built a $2,000 store, which he manages along with his farm.

“ In five years the value of the property at Am ity has increased from $81,000 to $200,000. The town has now some fifteen stores, three school-houses, a depot, and a news­paper, the population of the colony being about three hundred. Last year the col­ony did $200,000 worth of business, $50,000 of it being in freight shipments. The principal crops are cantaloupes and sugar beets. The Salvation Army has similar colonies at Fort Romie, Cal., and at Her­rick, O., which, though much smaller, are successful. ”

Let us step rapidily, or others will far outrun us in the development of the divine idea that the gospel leads families into the country. This movement is a striking il­lustration of the truth of the statement that “ God can bless twenty acres of land, and make them as productive as one hundred. ” There are people who accept this state­ment, at least in theory. W hy is it they do not with as much courage as the Salva­tion Army?

“ E d u c a t io n th at one does not use in m aking h im self and h is fellowm en better is lik e m oney locked up in a chest and stored a w a y .”

360 T H E ADVOCATE

Criticism of Popular School Methods

Truman A. DeWeese, in the September issue of the Educational Review, gives the following concise estimate of the system of education now in vogue:—

1. “ The system is inadequate and imper­fect in that it does not develop individual­ity, originality, initiative, or inventive­ness.

2. “ Being patterned originally after the English system, it gives an undue promi­nence to language and literature. It places a writer, who is merely an artificer in words and sentences, above the man who builds a house, a railroad, or a machine, or who raises a pig or makes a pound of butter.

3. “ It imbues children with the idea that work is ignoble, that to do things with the hands is menial.

4. “ By giving undue prominence to lan­guage— that is, to the studies that bear up­on language— and inculcating a disdain for the handicrafts, the work of the schools eventuates in an augmentation of the ranks of the so-called ‘learned professions,’ al­ready so overcrowded that it is almost im­possible to make a decent living in any one of them.

5. “ This tendency to imbue the pupil with a desire to enter one of the professions instead of some useful productive industry, is accompanied by the gradual development of a mercenary spirit. The pupil comes out of the schools thoroughly impregnated with the idea that the great object of life is to get money, and that he must get it without work.

6. “ A n y system of education that putsboth sexes though the same courses of in­struction and training from the time they enter school until they leave it, is radically and fundamentally wrong, and sustains lit­tle relation to the business of life.

7. “ The great number of text-books forced into the schools by the enterprising book publishers gives the child an exag­erated notion of the value of book knowl­edge.

8. “ The schools are totally lacking in any system of ethical instruction that could

have any appreciable influence upon con­duct. What notions of right and wrong the pupils may have acquired, rest upon no scientific basis, and hence are not per­manent.

9. ‘ ‘The system tends to develop the pow­ers of memory at the expense of those facul­ties of initiative and analysis that lie at the basis of modern successful endeavor.

10. “ Under the present system of public instruction, a boy must steal something, or commit some other infraction of the law, in order to be sent to an institution where he may receive a training that bears some rela­tion to the work of life. This training is supplied by most parental schools for tru­ants, by city bridewells, by vacation schools, and by nearly all correctional in­stitutions for juvenile offenders. ”

Is it not time for a change? How many of these errors are chargeable to the system of Christian schools? The writer of this criticism expresses a broad appreciation of the practical in education. Let us work for it.

Following the Example Set by their Elders

Scarcely had the school year opened when fifty-five members of class A, at the Cass school in Detroit, Mich., went on a strike, after sending a petition to the board of ed­ucation asking for the re-instatement of a teacher whom the board had seen fit to dis­charge. The striking boys and girls formed a picket line about the school and forcibly compelled pupils to remain away. They held a mass meeting, which ended in a riot, sixteen policemen and two sergeants being sent to the scene. The school board threaten wholesale suspensions.

T he Pennsylvania Institute of Domestic Science, located at Philadelphia, is spoken of as “ a unique institution,” where the head of a household may engage a “ maid, a butler, or a coachman, perfectly trained, to assist in its work.” The object is to make of the raw material of the South and elsewhere, skilled cooks, nurses, laundry women waiters, and, if possible, office assistants.

T H E ADVOCATE 361

GDITORIKL

A School in the Country

There are joys in country life. It is the ideal place to bring up a family: it is the place of all places for a school. An insti­tution located in the country has an oppor­tunity to teach things which other institu­tions cannot teach. For instance, in one half-day, the young men of Emmanuel Missionary College cut the trees from several acres of land, and drew the logs from the lowland to the bluff to be chopped into fire­wood for the winter’s use. The trees felled in about four hours will, when cutinto stove wood, make between forty-five and fifty cords.

While the young men were at work in the woods, the young women husked nearly three hundred bushels of corn. The city- bred lady student might spend an equal amount of energy in tennis or golf, and the young man in his foot-ball, but when it conies to health, the country students will not fall below par; and when the uplifting influence of the work is considered, no can­did critic dare doubt the superior value of energy directed toward constructive rather than destructive purposes.

Again, Emmanuel Missionary College vineyard placed on the Chicago market over twelve thousand baskets of grapes, besides yielding a quantity for the home market and supplying the cannery, which put up fruit juice enough to supply the school home for a year. The picking of the grapes gave employment to twenty students for six weeks. Between six hundred and seven hundred dollars was paid out to pickers, and besides this, the vineyard gave employment to several students throughout the year.

The story of the erection of S tu d y. Hall, one of Emmanuel Missionary College build­ings, is another illustration of the work in an institution which places industrial train­ing on the s a m e plane as intellectual culture. Two years ago th'S institution pur­chased two hundred and seventy-two acres of land on the St. Joseph River. There were on this land no buildings suitable for

school purposes. The management adopted the policy that students should put up the buildings. A class of young men was or­ganized and placed under the instruction of a skilled mechanic.

During the season several plain cottages and several buildings of greater dimensions were erected. During the spring term of school these young men spent three hours a day in studying mechanical drawing.

The general exercises of the entire school were held in a portion of the dining room because there was no more commodious place on the College farm. There was no money with which to continue the building. Students and teachers spent the first two months of the year 1 9 0 3 in canvassing for the book entitled, “ Christ’s Object Les­sons,” the proceeds from the sale of which had generously been given by the author to educational work. Friends of the institu­tion co-operate with the students and teach­ers in this movement. Books enough were sold to buy material for Study H all. The fifteen j-oung men in the mechanical draw- ing class worked diligently, beginning by drawing a chicken coop, and gradually in­creasing in skill until with the aid of their instructor they drew up the plans for the newT building. These same boys put in the foundation of this building. They have done practically all of the carpenter work. When it came time to plaster, a teacher in plastering taught two or three boys who had never done any of this work before, and the plastering of this building now w it­nesses to their ability as students.

The painting of the building has been done by the boys. The same boys have put in the furnaces, they have set the reg­isters, they have done the tinning and all of the iron work on the roof. From the cement floors in the basement to the top of the belfry, outside work and inside fin­ishing has been done by that class of stu­dents who two years ago began their ap­prentice work.

This demonstrates what can be done by students. The building of which I have been speaking is 104 x 45 feet, two stories above the basement. It contains a chapel,

362 T H E ADVOCATE

54 x 43 feet, w ith se a tin g c a p a c ity for abou t 250 stu d en ts , s ix c la ss room s, and several offices.

W h a t is th e p h ilo so p h y o f an ed u ca ­tio n o f th is ch aracter? S tu d e n ts w h o p ass th ro u g h su ch a co u rse o f in stru ctio n de­v e lo p a sta b le ch a ra cter faster than un der a n y o th er k in d o f tra in in g . M an is m ade in th e im age o f h is Creator; h is h ig h e s t p o w ers are th o se o f co n stru ctio n . T h a t ed u catio n w h ich d evelop s th is a b ility is u n p aralle led . It d eve lop s a c la ss o f stu d en ts w h o w ill be ab le to g o o ut as indep en dent w orkers in a n y field to w h ich th e y m a y be ca lled . In th e w ords o f G en eral A rm stro n g, o f H am p to n In stitu te , w e th o ro u g h ly be­lie v e th a t th e tra in in g o f th e head and h eart a lon e creates a w holesom e d iscon ten t; tra in in g the han d co -o rd in a te ly w ith th e head and th e h eart g iv e s pow er to s a tis fy th a t d isco n ten t.

T h e go sp el m u st be carried to th e w orld b y a c la ss o f in d ep en d en t, s e lf-su p p o rtin g laborers. W h a t b etter tr a in in g for such w o rk co u ld stu d en ts receive th an th a t w h ich h a s ju s t been described?

W e are proud to sta te th a t e v e ry stu d en t w h o enters E m m an u el M iss io n a ry C o lle g e finds h im s e lf surroun ded b y an atm osp here o f co-operation, an in ten se s p ir it o f w o rk , and it is p ra c t ic a lly im p o ssib le for h im to co m e forth w ith o u t b e in g th o ro u g h ly im ­bued w ith th e idea th a t the m an o f to d ay m u st be a p ra ctica l w orker. T h e o riz in g becom es u n n ece ssa ry in th e face o f th is p ra ctica l dem o n stration o f th e v a lu e o f in ­d u s tr ia l tra in in g in th e education o f C h ris­t ia n w orkers. m . b . d .

Readers for Elementary Schools

T h e req u ests fo r B ib le R ead er N um ber O ne h ave been p o u rin g in to our p u b lis h ­in g office for som e tim e. C ould o ur friends k n o w th e s to ry connected w ith th e p u b li­ca tio n o f B ib le R ead er N u m b er O ne, th e y w ou ld u n d erstan d w h y there h as been a d e­la y in f illin g th e ir orders. T h e h is to ry o f C h ris tia n sch o o ls is a fa m ilia r one. R eform in ed u catio n al w o rk n ecessita tes a reform in te x t-b o o k s . T h e first book needed is a

reader for th e l i t t le ones. It is n ot b y a n y m eans th e o n ly b ook needed, b u t no o th er b o o k used d u rin g th e c h i ld ’s s ta y in school e x e rts su ch an in flu en ce on h is ch aracter as th e first reader th a t is p laced in h is han ds. F o r th is reason B ib le R ead er N u m ber O ne w as th e first book issu ed . A b o u t th ree y e a rs a go it w as placed on th e m ark et. W ith the b u rn in g o f th e R eview and H erald office, th e p lates w ere destroyed, and som e tim e a g o th e la st edition wTas e x h a u ste d . T h e A d vo ca te P u b lish in g C o m p an y is a new o rg an iza tio n . It b egan w ith v e ry lim ­ited fa c ilit ie s . I t h as as its o n ly o b ject th e p u b lica tio n and c ircu latio n o f C h ris tia n ed u ca tio n al literatu re. It in i t s e lf is a p art o f the grea t education al idea n ow b ein g w orked o u t a t Berrien S p rin g s . T h e w o rk in th e office is done b j7 tea ch ers and stu d en ts w h o are p rep a rin g for s t i ll grea ter a c tiv ity as C h ris tia n w orkers in th e broad h a rv e st field.

A s h a s been stated , th e p lan t is sm a ll an d th e fa c ilit ie s lim ited . G ra d u a lly th e office has been equipped fo r th e p u b lica tio n o f sm a ll tex t-b o o k s. B ib le R eader N u m b er O n e h a s been ca re fu lly revised . N ew and o rig in a l illu stra tio n s h a y e been added. T h e w o rk from b e g in n in g to end is done in o u r ow n office. T h e b ook its e lf is now re a d y for c ircu latio n .

A s a reader, it is tru e to its nam e, B ib le R eader. B ib le sto ries are related in th e s im p lest la n g u a g e . I t is adapted to th e ch ild w ho has n ever read. F rom it h e learn s to read h is first w ords. T h e vo ca b ­u la ry in creases g r a d u a lly , and alm ost before he k n o w s it, th e ch ild is ab le to read th e la n g u a g e o f th e B ib le .

T h e book is not a lon e for ch ild ren in th e school room . It is e q u a lly adapted to th e l i t t le ones in th e hom e. D o y o u r ch ild ren b e g for B ib le stories? A re y o u , m others, lik e the m others o f Israel w h o ga th e re d th e ir ch ild ren to ge th er a t even tid e an d to ld them th e stories o f th e wflse m en and sages, k in g s and p rop hets, o f S a m u el and Josep h and D a v id , and th e C h rist-ch ild ? I f y o u are, y o u k n o w th at w hen y o u h a ve fin ish ed th e s to ry , y o u r y o u th fu l lis te n er has lo o ked u p in to y o u r face m ore th an once and said ,

T H E ADVOCATE 363

“ Tell it again, mamma. ” God intends that yon should tell these stories. This is why he has recorded them in his Word. Now besides telling the story, teach your chil­dren, as soon as they are able to read, to read these same stories. It is for such chil­dren that the Bible Reader is prepared.

Have you friends among the children? Are you planning presents for them at Christmas time? W hy not give them, even the very smallest ones, a copy of the Bible Reader? Should they live to be men and women, they will look back to the time when they read those first Bible stories. You may be the one to whom their con­version is due. See notice on page 384.

Study by Correspondence

Teachers may be divided into two classes. There are those who consider it their duty to give to their students the information which they desire them to have. There is another class o f teachers who, instead of giving information to their students, require their students to do the work themselves. The real teacher, the true teacher, and the teacher that every real student will seek, is the one who, instead of giving facts, en­courages students to study for themselves. The student who takes a course of instruc­tion by correspondence must, almost of ne­cessity, be one who is willing to do a large amount of work for himself. With this willingness any person of even ordinary ability can master one subject after another. In fact, for the student who is a real stu­dent, there are many advantages in a course offered by correspondence that are not to be found where the student has the personal daily help of an instructor.

Concerning the value of this course by correspondence, one teacher who has had years of experience writes:—

“ I am heartily glad that this course has been started. It certainly is much needed. I think the lessons very thorough and com­plete, and yet not too long for a week’s work. I like the idea of making a constant and practical application to the daily life of the truths learned in the lesson. There

is evidently a very timely gospel in the book of Genesis which we need to master and teach to the world in these last days [the Bible lessons begin with a study of Genesis], and the Correspondence Course will certainly assist very much in preparing missionaries for this time. “

Another teacher who, in his every day class work, has followed the plan of teach­ing the Bible which is pursued in the Cor­respondence Course, writes:—

“ I am glad the Correspondence work has begun. It is just what many of our people need. I shall do all I can, in every way that I can, to bring this to the notice of those who would receive benefit from such a course. There are hundreds of our young people who, for various reasons, are unable to attend one of our schools, and yet they should be preparing for the Lord's work. These may be reached through the Course by Correspondence. I am pleased with the method pursued in Bible Study. This plan has proved very successful as I have taught it in my classes. It is impossible for students to study isolated texts and get any definite idea as to the historical connec­tion expressed in the intervening chapters, and get the real meaning of the texts in their original setting. This difficulty is overcome by the plan you are following. The student learns to see the truth of the Bible as a connected whole. H e learns the B ib le ."

The educational superintendent of one conference writes that she has presented the advantages of the Correspondence School in Bible to the elder or leader of each church in the conference, urging that some person in the church take the Course, and that all the members study the lessons together.

If you know of persons who ought to be interested in this course, and who as yet know nothing about it, we should be glad to have you put us into correspondence with such persons.

Full particulars are sent on application. Address, Missionary Training School of Correspondence, Berrien Springs, Michi­gan.

3 64 T H E ADVOCATE

T H 6 S R B B R T H SC H O O L

The Sabbath School and the Church School

B Y E . J. W A G G O N E R

In th e y e a r 1781, in th e tow n o f G lo u ce s­ter, E n g la n d , R o bert R a ik e s started th e first S u n d a y sch o o l. T h is w as th e germ o f th e m odern S u n d a y school o r S ab b ath sch o o l. I t w as not th e resu scitatio n o f som e a n cie n t in stitu tio n th a t h ad fa llen in to d is­u se th ro u g h th e d a rk a g es o f a p o stasy , but w as a b so lu te ly th e first th in g o f its k in d e ver kn o w n .

In th e B ib le w e find th e h is to ry o f the ch u rch and all th a t p erta in s to it; b u t n o­w here do w e find a n y referen ce to th e S a b ­b a th sch ool, o r to a n y th in g co rresp o n d in g to it, as d is tin ct from the ch u rch . T h e S a b ­b a th school is indeed a m odern in stitu tio n . N o tw ith sta n d in g th is , th e esta b lish m en t o f th a t first S u n d a y school m a rk s th e b e g in ­n in g o f a n ew era in th e h is to ry o f ch u rch p rogress; and th e S u n d a y sch o o l h as been th e m eans o f u n to ld b lessin g .

W h y? S im p ly because it w as an effort to su p p ly a g ra v e defect in the ch u rch ,— not a defect in the ch u rch as in stitu ted b y G od, b u t a defect due to a departure from th e B ib le stan dard .

T h e sch o o l started b y R o bert R a ik e s w as n ot for th e s tu d y o f th e B ib le, b u t for th e purpose o f te a ch in g the poor, n eg lected ch ild ren o f G lo u ceste r how to read; and he to o k S u n d a y as th e o n ly d a y w h en th e y w ere free from th e g r in d o f to il, and a day w h ich th e y w ere accustom ed to sp en d in coarse sp orts. T h ere is no record th a t th e B ib le w as used at a ll in h is S u n d a y sch ool.

T h e ch u rch had n eglected its d u ty o f feed­in g th e flo ck, o f te a ch in g e ith er o ld o r y o u n g , and R a ik e s cam e n o b ly to th e re s­cue. S in ce h is tim e the S u n d a y sch o o l has been devoted s o le ly to re lig io u s in stru ctio n , w h ile “ secu la r in s tr u c tio n ” is g iv en d u rin g th e w eek, in som e cases b y th e ch u rch ,a n d in o th ers b y th e state.

B u t in th e B ib le p lan — G o d ’s p la n — there is no su ch d iv isio n in edu catio n as secu lar and re lig io u s . “ T h e Lord g iv e th w isdom ; out o f h is m outh com eth k n o w le d g e ja n d u n ­

d erstan d in g; ” for in H im “ are hid a ll th e treasures o f w isdom and k n o w led ge; ” th e re ­fore there is no real edu catio n th a t is n ot th e s tu d y o f G o d ,— h is W ord, h is w orks, and h is w ays.

T h a t th e b asis and su m o f a ll tru e educa­tio n is G o d ’s W o rd , is su ffic ien tly clear from D eu tero n o m y 4:5, 6: “ B ehold, I h ave ta u g h t y o u sta tu te s aud ju d g m e n ts , even as the L ord m y G od com m anded me, th a t y e sh o u ld do so in th e lan d w h ith er y e g o to possess it . K e ep therefore and do them ; for th is is y o u r w isdom and y o u r u n d er­sta n d in g in the s ig h t o f the n ation s, w hich sh a ll h ear a ll th ese s ta tu te s and s a y , S u r e ly th is grea t n ation is a w ise and u n ­d erstan d in g p e o p le .”

T h is education , w h ich em braces the h ig h ­est cu ltu re, it is p rim a rily the d u ty o f th e p a­ren ts to im p art, as w e read in D eu tero n o m y 6: 6, 7: “ T h ese w ords, w h ich I com m and thee th is d a y , sh a ll be in th in e heart; and th o u sh a lt teach them d ilig e n t ly u n to th y ch ild ren , and s h a lt ta lk o f them w hen thou s itte st in th in e hou.se, and w hen thou w a lk - est b y the w a y , and w hen thou liest dow n, and when th o u risest u p .” It is evid en t th a t th is d u ty is b y no m eans d isch a rg ed b y a h a lf-h o u r s tu d y o f B ib le te x ts on th e Sab b ath d ay.

T h e chu rch is o n ly a la rg e fa m ily , th e e ld ers co rresp o n d in g to th e p aren ts in the h ouseh old . A c c o rd in g ly to th e eld ers is g iv en th is in ju n ctio n , “ Feed the flo ck o f G o d ;” and P eter, w h o g iv e s th is adm on­itio n , and w h o w as a lso an elder, received from C h ris t not o n ly th e in ju n ctio n , “ Feed m y s h e e p ,” but, “ F eed m y la m b s .”

It w ill th u s be seen th a t th e S ab b ath school, v a lu a b le as it is, is o n ly a feeble a t­tem p t to reach G o d ’s p lan o f in stru ctio n , w h ich k n o w s n o th in g o f such a d istin ctio n as secu lar and re lig io n s. N o t the S ab b ath sch o o l, b u t th e ch u rch school; not one d a y in th e w eek, b u t e v e ry d a y in th e w e e k ,— th e B ib le b e in g th e tex t-b o o k from w h ich both old and y o u n g learn th e depths o f th e w isdom and k n o w le g e o f G od in a ll crea ­tio n , and th e ir tru e re latio n to him and th e ir d u ty to th e ir fe llo w -m en ,— w ill fill th e p lace w h ich God design ed .

T H E ADVOCATE 36s

What shall we say, then? That we will abolish the Sabbath school? Not by any means. Improve it, and make it the means of imparting all the instruction pos­sible in the time allotted, and at the same time educate the church to its duty, until “ the Sabbath school” shall be made unnec­essary by the better; just as tallow candles are not used to study by where there is gas or electricity available, and as all are put aside and forgotten when the sun shines.

Sabbath School, Work!

BY A. W. SPAULDING

In the Sabbath school we have a splendid organization which, generally speaking, has as yet no object but to keep itself alive. We may think of it as a counterpart of Da­vid ’s band in the cave of Adullatn. There came to him * ‘everyone that was in distress, and everyone that was in debt, and everyone that was discontented. ” First David organ­ized them, then be instructed them, then he set them at work. I f he had been con­tent with selecting Jashobeam and Eleazer and Abishai, and the other thirty-seven, as leaders of his divisions, and then letting the band run itself; or if he had thought it sufficed to compose his psalms and have his company sing them, and con over the law every Sabbath day, neither he nor his men would have been heard of very much in Israel, and the throne might have been harder to reach.

He set his men at work. He had them splendidly organized. They were organized in a natural way: those who were noted for their individual acts of valor, enterprise, and endurance, gathered around them men who had confidence in their leadership, and so the bands were formed which became “ a great host, like the host of God.” Inac­tivity, even with a regular system of Scrip­ture recitation, would have bred mutiny and occasioned disintegration. He set his men at work, and they became heroes.

Each Sabbath school class should be un­der a Jashobeam, a Shammah, a Benaiah, an Ittai, those who have been tried as war­riors for God. The class should plan for,

and should do, missionary work, and their teacher should be foremost in this work. The class should study what it needs to make it able to do God’s work, not merely some universal lesson which somebody has prepared for every person in the country. It should study methods of missionary work,— study them from the Bible, from the Saviour’s life and words.

The Sabbath school should be the mis­sionary society. To what profit is it so perfectly organized, if not to accomplish some work for God? Shall it be content to sit and swallow truth (too often uncompre­hended), and do nothing to give the truth to other, starving souls? The Sabbath school should put forth its efforts in personal mis­sionary work. The class should be made up of comforters, helpers, nurses, teachers, canvassers, Bible readers. The teacher should be able to muster his hand to chop a poor widow’s wood, to carry a load of pro­visions toa destitute family7, to give simple treatments to a household prostrated with sickness, to make garments and buy shoes for shivering children, to join in a temper­ance crusade, to tell of the Saviour’s love to the hopeless, to cheer the faint-hearted with a talk of the coming glory, to read the Bible to the unlearned, and all the while and everywhere to scatter sunshine in smiles, warmth in kindly words, power in deeds of helpfulness.

If the Sabbath school does not want to die, it must go to work. And it must go to work upon a sensible plan. To study dialectics in order to teach the simple gos­pel, will bear fruit only in helpless regret when actual work is attempted. To split theological hairs in a class will not make you able simply to tell the love of Jesus to a despairing fellowman. Let the band go to work: each member will have experi­ences; these may be related, and questions arising out of them may be brought before the class for elucidation. Nor need the class meetings be limited to the Sabbath hours.

Methods of work, questions of policy, may be considered by the class, and branches of study which any member finds necessary in his work may be taken up for considera-

366 T H E ADVOCATE

tio n . T h is w ill n ot re su lt in an iso latio n o f each c la ss from e v e ry oth er. W h ile it w ill b r in g in life and e n e rg y , th e u n ity o f th e school m a y be* preserved b y th e s tro n g bond o f a com m on stu d y , as, for exam p le, the h is to ry o f G o d ’s w o rk in th e earth , o f m issio n s and reform s, b io grap h ie s o f C h r is ­tian heroes, corresp ond en ce w ith those con n ected w ith m issio n a ry in te re sts in o th er p arts o f th e co u n try or o f th e w orld .

L e t th e Sab b ath school begin an a c tiv e life o f m issio n a ry w o rk . B u t n one need suppose th a t th is can be done b y m ere o rg a n iza tio n and d irectio n . T h e life o f m in istry b eg in s in a sm ile, and is su stain ed b y a h a p p y h eart. T h e life o f in stru ctio n is born in an e n ligh ten ed and e a g e r mindy an d is n ou rish ed b y a p riv a te in terco u rse w ith G od. A sp ir it o f h e lp fu ln ess show n to th o se ab o u t us w ill find, in tim e, a w id er field. D w e llin g upon th e p recious scien ce o f o u r sa lv a tio n w ill lead to an e x e rc ise o f its a ft . B e g in at hom e, b u t w o rk out.

T h e S a b b ath school w as in stitu ted in th e p ro vid en ce o f G od; le t it keep step w ith the m arch o f eve n ts . T h e C h ristia n school sy ste m , the m edical m issio n a ry w ork , the ca n v a ss in g w ork , e v e ry a g e n c y a m o n g us w h ich p u rp o rts to be ed u cative , sav e th e S a b b ath sch o o l alone, is w o r k in g upon th e m a xim , “ L earn to do b y d o in g .” S h a ll n ot the S a b b ath school, w ith its sp len d id equ ip m en t for m issio n a ry effort, ta k e up th e w o rk g la d ly ? F o r th is is the w a y o f life .

T h e tru m p et h as sounded th e ad van cefor us, teach ers. T h e cam p o f Judah and th e cam p o f R euben have set forth; le t us ta k e up th e T ab ern acle and go forw ard.

TH G LG SSO N

Intermediate Department

Lesson i. January 3, 1904

David’s Kingdom EstablishedOod'a Purpose Fulfilled.— W hen David was a

simple shepherd lad, and it seemed utterly im­possible that he could ever be king of Israel, God had said that he should rule over his people. As the time passed, it seemed less and less likely that this would ever come to pass, and even David himself said, “ I shall surely perish by the hand of S au l.” But all

this time God was working, preparing D avid to reign. Just as soon as he was ready for the throne, the throne was ready for him: all Israel gathered themselves to him, reminding him of God’s promise, and submitting them selves to his rule. Show from this how all things are working out the divine will, though ofttimes we can not trace what God is doing. If we be­lieve, and patiently await his time, he will surely give us our hearts’ desire. If David had come to the kingdom any sooner than he did, it would have been disastrous to Israel, for he was not ready to reign. Many things God withholds from us because they would now be our ruin; but he is preparing us for the fulfillment of all his promises.

Taking Possession. — Form er lessons have shown how the Israelites rested in inglorious ease, and failed to take possession of what God had given them. Show how the work of David was in line with that of Joshua (see Heb. 4) sim ply the carrying on of what Joshua had begun, but could not accom plish because of the unbelief of Israel. There is a very impor­tant, practical lesson in this that affects all our experience. W e can have just what we are w illin g to take of the blessings of God, for he “ hath blessed us with all spiritual blessings,’ ’ and given us “ all things that pertain to life and godliness.” This thought can be worked out according to the needs of the class. Show some of the things that God has given us— for­giveness of sins, grace for every time of need, victory, etc.,— and how to take possession of these by faith.

The Heathen Vanquished.— A good map of Palestine in the days of David will be found necessary in teaching this lesson. An outline on the blackboard m arking off the territory as possessed by different nations will answer the purpose. T race on this the course of David as he went forth conquering. At every step he was victorious, because he was working in harmony with the will of God. D w ell on the thought that nothing can withstand us as long as we are doing G od’s will, for the Lord’s host is with us to give us victory. Show from Psalm 18: 37-50 the effect of David’s course upon the heathen. T he same fear and dread fell upon them as when God first led Israel out of E gyp t.

David's Friends Exalted.— A beautiful lesson may be drawn from the exaltation of D avid 's friends, the sharers of his exile, when he came to the throne. Read Hebrews 11: 36-40, which pictures the experience of Christ’s followers

T H E ADVOCATE 367

here, afflicted, tormented, bunted, hiding in the mountains and in dens and caves. Then read Romans 8: 17, 18; 2 Tim othy 2: 12, to show what will be their experience when he comes in glory to his kingdom. Let us be willing to suffer with him here, in this world where he is despised and rejected of men, that we may reign with him hereafter when every knee shall bow to him, and every tongue confess that he is Lord, to the glory of God the Father.

Lesson II. January 9, 1904

Bringing Home the Ark

Disobedience is Death.— W hen the Israelites put the ark of God upon a new cart to be drawn by oxen, instead of having it carefully carried by the Levites as God commanded, they were going in the way of disobedience, which is death. A ll that followed— the stumbling of the oxen, the shaking of the ark, the rash act of Uzzah, and its terrible punishment,— were but the outcome, the result, of their disobedience in this respect. If God had blessed them in their disobedience, and taken no notice of it, they would have been encouraged in it, and would have gone more and more carelessly in the way of death. So at the outset this terrible warning was given, to make them consider their ways, and to bring them back to the way of obedience and life.

Judged According to Our Light.— W hen the Philistines put the ark upon a new cart, they were doing the best they knew, and God ac. cepted it, because they had not his instructions. But when the Israelites did the same thing, they were held responsible, because they had the Word of God giving definite instructions as to how the ark was to be carried. Show from this that the judgments of God are not arbitrary and indiscrim inate, but that he takes account of and holds us responsible forthe light that he has given us. This can be applied in various ways,— to the Sabbath, for instance, and other truths on which God has given us special light. Help the children to realize the responsibility that this places upon them, and that if disobe­dient to the known will of God, they will not be dealt with as will those who have never heard the gospel message. See Luke 12: 47,48.

The Lesson Learned.— Show the beneficent effect of God’s judgment in this case; how they searched for the cause of the trouble (1 Chron_ 15: 2); how carefully they went to work the second time (1 Chron. 15: n -15); how humbly they sought the Lord for his blessing and favor

(1 Chron. 15: 26). T h e judgm ents of God are sometimes suffered to come upon us for our salvation, that we may search and try our ways, and turn to the Lord with all our hearts, and walk in the way of his commandments. See Psalm 119: 67, 71.

Lesson III. January 16, 1904

David's Sin and Repentance

God Will Not Clear the QuiUy.— God will nev­er cover up sin until ith asbeen confessed. T he more we have been favored by him, the great­er is the effect of our sin. God knew that the exposure of D avid 's sin would cause his ene­mies to blaspheme bis name, but he did not, therefore, hide it. R ecall the name that he de­clared to Moses: though he is abundant in mercy, and forgives transgression and sin, yet he “ will by no means clear the guilty."

Confession of Sin .— Note the great difference between Saul and D avid in this respect. Saul, when reproved by the Lord, never would ac­knowledge his guilt. When at last he w as forced to say to Samuel, “ I have sinned,” he added, “ yet honor me now, I pray thee, before the elders of m y people.” He did not want the people to know God had reproved him, for fear they w'Ould lose confidence in him. Con­trast with this the conduct of D avid,-his instant and humble confession. Read in "Patriarchs and Prophets" the account of Nathan’s visit, showing how David humbled him self before the chief men of the nation. Read also the 51st psalm, written to be sung by the people, in which he left for all generations the record of his sin­fulness and his sincere repentance.

Cleansing from Unrighteousness.— A very im ­portant and primary gospel lesson is in Na­than’s reply to D avid’s confession: "T h e Lord also hath put away thy sin; thou shalt not die.” Connect with this the memory verse, showing that the putting away, the cleansing, of sin a l­ways follows confession. When we have con­fessed, we may be sure that God has put away our sin. His object in making our sin known to us is to free us from it; for “ he that cover- eth his sins shall not prosper; but whoso con- fesseth and forsaketh them shall have m ercy." Prov. 28: 13.

Lesson iV. January 23, 1904

Rebellion of Absalom

Physical Beauty a Blessing or a Curse.— Com ­pare Absalom’s character and conduct with

368 T H E ADVOCATE

L ucifer’s, using Ezek. 28: 12, 15,17. Both were perfect in beauty, and both were lifted up be­cause of their physical oerfections, and stirred to rebellion. T he cunning way in which Absa- lon stole the hearts of the men of Israel from D avid his father was learned from Satan, who drew away a third part of the angels from God. See the first chapter of “ Patriarchs and Proph­ets.” Show that physical beauty may be either a blessing or a curse: a blessing if used to glo­rify God; a curse if used to glorify self, as it was by Absalom.

Faithful Servants.— A good lesson for us as servants of God may be drawn from the faith­fulness of Ittai and his followers. They did not leave their master when hardships and trouble cam e, but were ready to go with him even to death if need be. So the soldiers of the cross» the followers of the Lamb, must be w illing to follow him here, not merely in prosperity and honor, but in abasement, humiliation, and pov­erty. Then only shall we be prepared, when he comes, to “ follow the Lam b whithersoever he goeth ” Compare the words of Ittai, "In what place my lord the king shall be. whether in death or life, even there also will thy servant be," with the words of Jesus, “ If any man serve me, let him follow me; and where I am, there shall also my servant be.” We must follow him now in dishonor, if we would afterward fol­low him in glory.

Unmurmuring Submission.— Note the submis­sion of D avid to the will of God, shown in 2 Samuel 15: 25, 26. W e need not be afraid to fall into the hands of the Lord, and let him do as seem- th him good, for what he does for us is w hat we should surely choose for ourselves if w e knew all things, as God knows them.

Ahithophel and Judas.— In Ahithophel we have a contrast to Ittai. He was looking out for his ow n interests. In the time of the kin g’s pros­perity he seemed to be his faithful servant and friend (see Psa. 55: 12-14), but when he was tried, self-interest predominated over his love for his friend. The cases of both Ahithophel and Judas show what is the end of self-seek­ing,— misery, despair, and death.

Lesson V, January 30, 1904

Death of Absalom

Lessons in Tact — From the very beginning of D avid ’s history it is evident that he was well named David, meaning “ Beloved;” for he seems to have inspired love in all who came into con­

tact with him. W e are told that Saul “loved him greatly;” that Jonathan “ loved him as his own soul;” that “all the servants of Saul loved him;” that “ Michal, Saul’s daughter, loved him;” that “ all Israel and Judah loved David," and that Hiram, King of Tyre, “ was ever a lover of D a­vid .” In this lesson the love and sym pathy of D avid ’s servants is very evident in their desire to spare him as much as possiple. It was this that taught them the gentle tact that led them, when David declared his intention of going forth with them, to persuade him that he couid servr them better by remaining in the city, that he might be spared the pain of going in person against his rebellious son. We can learn an­other lesson in tact from the way that Cushi broke to David the sad news of A bsalom ’s death. First he told the king that the Lord had avenged him of his enemies, and then, when D avid ’s apprehensions were aroused, without giving any of the painful details, he said, “ All that rise against thee to do thee hurt be as that young man is.” We cannot think of any gentler way in which he could have intimated to the king that his son was dead.

“ Like as a Father . . . so the Lord.”— This is the principal lesson for this week. Not a word of reproach, only the tenderest pitying love for his rebellious son, was in the heart of David. His terrible grief over A bsalom ’s death shows how God feels over the destruction of sinners. He not only would, but actually did, die for them, and his grief when they reject his love is shown in the tears of Christ over Jerusalem, and the words, “ How often would I . . . but ye would not.” If we co^ld only realize the pain that God will suffer if we are lost, our hearts would melt with a love for him that would be our salvation.

Primary Department

Lesson 1. January 2, 1904

David’s Kingdom Established. 2 Samuel 2-5 and 8

P R A C TIC A L POINTS

Seeking divine wisdom.W aiting upon the Lord.“ Love your enem ies.”Patient waiting rewarded.

SUGGESTIONS

T he final outcome of D avid ’s long waiting affords ample material for teaching the children practical lessons. E ven after Saul’s death we

T H E ADVOCATE 369

do not find D avid hastily taking the throne, but inquiring of the Lord what course he should pursue. His life was a fulfillment of the promise, "Com m it thy way unto the Lord; trust also in him; and he shall bring it to pass.’ Psalm 37: 5.

D avid ’s kindness to Jonathan’s son is most beautiful. W icked kings upon com ing to the throne usually put to death every member of their predecessor’s fam ily. But David, the anointed of the Lord, did just what the true K in g of Israel whom he represented would have done.

BLACK BO ARD EXERCISE

T he phrase, "Commit thy way unto the Lord,” may be written in a semi-circle; beneath it, "W ait patiently;” and below all this, "H e shall bring it to pass.”

Lesson II. January 9, 1904

Bringing home the Ark. 2 Sam uel 6 and 7

PRACTICAL. POINTS

Forgetting the law.Death the result of its violation.D anger in doing a good thing in the wrong

way.Blessing attending the presence of the ark.How God answers prayer.

SUGGESTIONS

T h e first lesson that suggests itself is the result of neglecting G od’s word. E ven David seems to have forgotten that God had directed specifically how the ark should be carried, and Uzzah lost his life in consequence. God has revealed his will in his Word, that his children m ay know it, and thus be able to obey it.

D oing something that we consider good will not atone for evil. Children, after being naughty, are sometimes tempted to try to cover the wicked thing that makes them miserable by doing some good thing. But the best way is to confess the sin, and thus put it away as God has directed.

T here is a lesson also in the experience of Obed-edom. W here the presence of God is invited into the home, there we may expect his blessing. In these days we have his presence through his Spirit, just as the ark brought his presence into Obed-edom’s home.

D avid wanted to do something pleasing to the Lord. E ven though God did not grant his desire just as D avid expected it, he gave him even a greater blessing by permitting his son

to have a peaceful reign, and build for him a temple which David could not have built in his day.

Lesson III. January 16,1904

David’s Sin and Repentance. 2 Samuel i i , 12.

PRACTICAL POINTS

Danger of falling.Y ield ing to temptation.D avid ’s confession.G od’s readiness to forgive.

SUGGESTIONS

E ven though the Lord had spoken of D avid as a man after his own heart, this did not keep D avid from sinning. Nothing but the pow< r of God would have kept him in this temptation, and it takes the same power to keep a little child. D avid would have been kept had he asked God for help when the temptation assailed him.

The precious lesson in this story is found in God’s willingness to forgive. He has said, "Though your sins be as scarlet, they shall be white as snow." W e must not wait to make ourselves better. D avid did not, and neither can we. He confessed his sin immediately, and God forgave him.

T h e older children could read very profitably Psalm 51, D avid 's confession at this time.

BLACKBOARD EXERCISE

W E G O D

Confess our sins. Faithful and just to forgive us our sins.

“ Though your sins be as scarlet, they shall be white as snow.”

Lesson IV. January 23, 1904

The Rebellion of Absalom. 2 Sam. 16: 16

PRACTICAL POINTS

Love of self.L eads to greater sins.Absalom dishonors his father.

SUGGESTIONS

In this lesson’s story we see the result of p lacing self first, seeking the highest place. This is just what Satan did, and this was the cause of his being cast out of heaven. “ Love seeketh not her own."

Absalom disobeyed the direct command of God, and dishonored his father. Had he

37<> T H E ADVOCATE

refused to cherish the first temptation of Satan to seek the highest place in his father’s king­dom, he would never have gone so far in sin.

BLACK BO ARD EXERCISE

“ Love seeketh not her own."“ Honor thy father and thy mother, that thy

days may be long upon the land which the Lord thy God giveth thee.”

Lesson V. January 30, 1904

Death of Absalom. 2 Samuel 18

PRACTICAL POINTS

Absalom ’s w icked course led him to plan murder.

D avid ’s love for Absalom .His sorrow at his death.T h e result of sin.

SUGGESTIONS

In the further experience of Absalom we have an illustration of what sin indulged will finally lead one to do. Absalom planned to slay his father, so his pride of heart led him to become a murderer, for hatred is murder.

There is a beautiful lesson in D avid 's course. His great love for Absalom and his grief at his death illustrate the degree of the love of God w hich was in his heart. He was ready to for­give Absalom as God had forgiven him. W e can love our enemies only as we have God’s love shed abroad in our hearts.

A bsalom ’s death shows that the w ay 6f the transgressor is hard. No child is happy when it has done wrong, and sin continually indulged leads to death, eternal death. A n impressive lesson may be drawn from this.

BLACKBOARD EXERCISE

D IS O B E D IE N C E . O B E D IE N C E .

E T E R N A L

D E A T H . L IF E .T he wages of sin. T he gift of God.

Choose ye.

Kindergarten Department

Lesson I. January 2,1904

David's Kingdom Established

W hat was the name of the brave shepherd boy? W hy could he not live with Jonathan whom he loved so dearly? W ho was it that was jealous of David? Y es, Saul was jealous of him, and so D avid had to hide in caves of

the mountains, and at last had to go and live in another country aw ay from the children of Israel.

It was while he was living there, that Saul died. A fter this, D avid could go back to his own land.

A ll the long days, weeks, and years, D avid had trusted in God to care for him, and be pa­tiently waited for the time when he could go home.

W hen he heard that Saul was dead, he did not start back till God told him to go. T hen he and all the men that were with him went to the city of Hebron, near his father’s home. (Build city with blocks, or sketch journey, the city, and hills with D avid ’s childhood home.)

W hen he came to this place, the men of Ju­dah came to him and asked him to be their king, and they crowned him as their king. Do you suppose D avid thought of the time so many years before, when Samuel said he should be king? I think he did, and I think he made up his mind to be the best king that he could.

He was such a good king for Judah, that af­ter seven years, all the people wanted him for their king.

Then he went to Jerusalem and built him a home. (M ark the place for Jerusalem near Hebron.)

It was not all peace and quiet yet for D avid, but the Lord was with him, and soon helped him to overcome his enemies who lived around D avid’s land.

W hen he could rest and be at home, he would write songs of praise to God. One time he wrote, “The Lord is my Shepherd”, etc.

Conclusion. Did D avid always try to obey God? W hen he did wrong, he was sorry and asked God to forgive him. He was brave be­cause he trusted in God. H e was faithful, true, and kind, and waited patiently for God to ful­fil bis promise.

God will guide and keep us just as he did D avid, and he is our Shepherd.

Lesson II. January 9, 1904

Bringing Home the Ark

D avid loved his people, and they loved him. He taught them that God was their real king, and that he was only G od’s servant.

He loved to worship God, and he wanted the ark brought to Jerusalem. He built a new tab­ernacle in which to place it, and then he made great preparations to bring it home. Thousands

T H E ADVOCATE 37i

of men went with him to get the ark, and they came home with singing and rejoicing, bring­ing the ark in a cart. (Show picture of cart.) God had told them that when the ark was moved, it was to be carried upon the shoulders of priests. T hey were not doing as God had commanded, so he must teach them a lesson.

As they were going along, one man thought that the ark was going to fall, and put out his hand to hold it. He lost his life by doing this. T hese men did not mean to disobey, but they had becom e careless. God wants us all to re m ember that he is particular.

(W hile telling this part of the story, sketch the journeys; or if blocks are used, build Jeru­salem, m aking a special house for D avid ’s, leaving space in which the tabernacle was placed.)

D avid did not take the ark any farther at the time Uzzah was punished, but soon after he did take it to Jerusalem. This time he was care­ful to have it carried just as God had told him to.

D avid looked at his lovely home, and then he thought of G od’s house being only a tent, and he longed to build a beautiful bouse for God. But God sent word to him by his prophet that he could not build a house for God, but that he should have a son who should build it.

Lesson ill. January 16, 1904

David’s Sin and Repentance

M ake prominent the fact that David was quick to repent when his sin was pointed out. A lso emphasize the willingness of God to for­give when one repents. No matter how deep the sin, the blood of Jesus cleanses all.

T o illustrate, put some red ink on white cloth, then place a pure white cloth over and remove the stained one to show how Jesus covers our lives with his pure life.

Build D avid ’s home w hile telling the story of Nathan’s visit to his house.

W e reap what we sow. God forgave D avid ’s sin, but he suffered as a result of his wrong course.

Lesson IV. January 23,1904

The Rebellion of Absalom

Introduce the lesson by telling a story to show what it means to honor parents.

D avid bad many sons and daughters. He loved them all, but he did not bring them up to love and obey their parents.

He had one son who was beautiful to look at,

but he was very selfish and wilful. •'Ves, and he was very deceitful. He made many believe that he was their friend, and led them to think he was a good man. His name was Absalom.

A t last he made many of the people think he should be king. He went to Hebron to offer sacrifice (Sketch a square for Hebron, m ake an altar and lines for people.)

A large number followed him to this place, and there he planned to have the people say that he was king.

W hen D avid heard this news, he and his followers left Jerusalem. T hey went out on the side of the mountain. (Sketch square for Jerusalem and Mount Olivet. Make lines for David and his followers.)

D avid showed no kindness to his sons by let­ting them do as they pleased when children. He suffered much for his neglect, and more than this, these children suffered a ll their lives for it.

Duty of children to parents. (Eph. 6: 1-3; Luke 2: 51; Frov. I: 8,9.)

Lesson V. January 30, 1904

The Death of Absalom

D avid stayed but a short time near Jerusalem. W ord was soon sent to him to go beyond Jor­dan. (Sketch river and city beyond, where D a­vid stopped.) Do not tell the details of his ex­perience, the fighting, etc. Simply say that Absalom followed his father, intending to do him harm, but God cared for David, and A bsa­lom lost his life.

D avid mourned greatly for his son, even though Absalom had done so much wrong. How dearly he must have loved his son! This makes us think of God’s great love for us, though we do so many things that do not honor him.

David returned to Jerusalem after Absalom’s death. (Sketch journey across the river and back to Jerusalem.)

Contrast David and Absalom . David in youth w as obedient; Absalom was allowed to have his own way. David was a boy who prayed and trusted God; Absalom trusted in self. Ab_ salom had never learned that there is but “ one right rule, and that the rule of God;” the first rule of David’s heart w as to obey God.

Teach that obedience with sulking or grum ­bling is not honoring one’s parents. T o give cheerful obedience always brings happiness, although it is not alw ays easy to ao this.

To say “ W hy?" when requests are not grant­ed, is not showing honor.

372 T H E ADVOCATE

S/V ÍITH Í T H G T E A C H E R S

0 Little Town of Bethlehem

O little tow n o f B eth leb em ,H ow s till w e see th ee lie!

A b o v e th y d eep and d ream less s le e p T h e s ile n t stars g o b y;

Y e t in th y d ark streets sh in etb T h e e v e rla stin g L ig h t;

T h e h o p es and fears o f a ll th e years A re m et in th ee to-night.

F o r C h ris t is born o f M ary,A nd, g ath ered a ll above,

W h ile m ortals sleep , the an g els k ee p T h e ir w atch o f w on derin g love.

O m o rn in g stars, to g eth er P ro cla im th e h oly birth!

A nd p raises s in g to G od the K in g ,A n d peace to m en on earth .

H o w s ile n tly , h ow sile n tly ,T h e w on drous g if t is g iv e n !

S o God im parts to hum an hearts Th e b lessin g s o f h is h eaven .

N o ear m ay hear h is com ing,But in th is w orld o f sin ,

W here m eek so u ls m ay re c e iv e h im still , T h e d ear C h ris t en ters in.

O H o ly C h ild o f B eth leh em !D escen d to us, w e pray;

C ast out our sin , and en ter in ,Be born in us tod ay.

W e hear th e C h ristm as an g els Th e glad som e tid in g s te ll;

O com e to us, ab id e w ith us,O ur Lord E m m an u el.

— Phillips Brooks.

While Shepherds Watched their Flocks by Night

W h ile sh ep h erd s w atch ed th e ir flo cks b y n igh t, A ll seated on th e groun d,

T h e an g el o f th e Lord cam e d ow n,A n d g lo r y sh on e around.

“ F ear n o t,” sa id he, fo r m ig h ty dread Had seized th e ir tro u b led m ind;

“ G lad tid in g s o f great jo y I b rin g T o y o u and a ll m ankind.

“ T o you , in D a vid ’s tow n , th is day Is born o f D a vid ’s line,

Th e S av io u r, w h o is C h rist th e Lord,A nd th is s h a ll be the sign :

“ T h e h e av en ly babe y o u th ere sh a ll find T o hum an v ie w d isp la yed ,

A ll m ean ly w rap p ed in sw a d d lin g bands,And in a m an ger la id .”

T h u s sp ake th e serap h ; and fo rth w ith A p p eared a sh in in g th ro n g

O f a n g els, p raisin g G od, w h o th u s A d d ressed th e ir jo y fu l song:

“ AH g lo r y be to G od on h igh ,A n d to th e earth be peace;

G o o d -w ill h en cefo rth from h eaven to m en B egin and n ever c e a s e .”

—Nahum Tate.

“ O rphan H ou rs, the Y e a r is dead!Com e and sig h , com e and w eep !”

“ M erry H ours, sm ile in stead,F o r the Y e a r is b u t a sleep ;S ee , it sm iles as it is s leep in g .M o ck in g y o u r u n tim e ly w e e p in g .”

— Percy Bysshe Shelley.

The Ministry of Song

In e v e ry school, in stru ctio n in s in g in g is g r e a t ly needed. T h ere sh o u ld be m uch m ore in terest in vo ice cu ltu re than is n ow g e n e ra lly m an ifested . S tu d e n ts w h o h a v e learn ed to s in g sw e et go sp el so n g s w ith m e lo d y and d istin ctn ess , can do m u ch good as s in g in g e v a n g e lis ts . T h e y w ill find m a n y o p p o rtu n ities to use the ta le n t th a t G od has g iv e n th em , c a rr y in g m elod y and su n sh in e in to m a n y lo n e ly places d arken ed b y sin and sorrow and afflictio n , s in g in g to th o se w ho seldom h a ve ch u rch p riv ile g e s .

S tu d en ts, g o out in to th e h ig h w a y s and th e h ed ges. E n d ea vo r to reach th e h ig h e r as w ell as th e lo w er c la sses . E n te r the hom es o f th e r ic h and th e poor, and as y o u h a v e o p p o rtu n ity a sk , “ W o u ld y o u be p leased to h a ve us s in g ? W e sh o u ld be g la d to h o ld a so n g se rv ice w ith y o u .” T h en as h earts are soften ed, th e w a y m a y open for y o u to offer a few w ords o f p ra y e r for the b le s s in g o f G od. N ot m a n y w ill refuse.

S u ch m in is tr y is g e n u in e m issio n a ry w o rk . G od desires e v e ry one o f u s to be co n verted , and to learn to e n g a g e in m is ­s io n a ry effort in earn est. H e w ill b less us in th is se rv ice for others, and we sh a ll see o f h is s a lv a tio n .— M rs. E . G. W hite.

“ C h e e r f u l n e ss is the best prom oter o f h e a lth , and as friendly to th e mind as to the b o d y.”

T H E ADVOCATE 373

The Music of the American Indians

Indian melodies are all indissolnbly linked to legends, myths, ceremonials, or religious rituals of the greatest poetic and dramatic beauty, and it is upon the sugges­tive power of these to the poet or musician, as much as upon the melodies themselves, that stress should be laid. . . . It is inter­esting to note that the Indian songs are sung mostly to mere vocables and not to words, for these songs crown, so to speak, the legends, and the idea that “ music be­gins where words leave off” is not merely a theory, bnt an extensive practise with the Indians. Regarding our singing to words throughout, the Indian says, “You talk a great deal while you sing. ”

The Indian is quite a pedant and has a rather strict melodic form, differing some­what from that to which we are accustomed, though perfectly consistent and logical, and well related to the musical idea which it expresses. And as soon as I realize what the Indian is about, what he is seeking to accomplish in his melody, all becomes clear and beautiful to me. I see, then, that the Indian music is too dignified, too lofty,too noble and spiritual, to come quickly into favor. It is the appeal of man, alone upon a vast prairie, to his God; it is the veiled muttering of thunder, the mystic commun­ion with the departing spirit of a warrior, a rallying song hurled in the face of certain death. Or it is the women projecting their wills to aid the absent warriors, or the in­comparable gentleness and peace of abroad sunlit landscape. It will be seen that these are not themes wherewith to tickle and amuse the groundlings. They are, in the right hands, the making of great poems. We are only beginning to gain an insight into the destiny of this legacy of ideas. A ny one of these innumerable poetic ideas is not complete until we have both the nar­rative and the accompanying melody, which latter gives to us the emotional kernel of the event portrayed. Even then we have not ours, but the Indian’s expression.— A rth u r Farw ell in Messenger.

Gardening in Autumn

BY FLOYD BRALLIAR

This month definite preparations should be made for early spring gardening. Many, i f not all schools will find it profitable, as well as highly educational, to grow cab­bage, tomato plants, etc., in a hot-bed next spring.

I prefer to make preparations for this in thè autumn,because it is often desirable to have the hot-bed planted sometime before the frost is out of the ground. In that case it is inconvenient to dig the bed in the spring. The teacher, this fall, should select a location for the hot-bed, and determine the size that it is to be made. It is more con­venient not to make a hot-bed more than five or six feet wide; it may be any length desired. Where a large bed is needed, it may be made seven or eight feet wide. A hot-bed should face the south, and should be in a sheltered spot. Other things being equal, the south side of a building is a very good place for a hot-bed. If it can be ar­ranged so that the land slopes to the south, it is better, but this is not necessary.

An excavation should be made the size desired for the hot-bed, by removing the soil to a depth of two and one-half or three feet. Some use shallower beds, but I pre­fer this depth. After the excavation has been made, it should be lined with old boards. A ny old boards of convenient length will do for the bottom, but for the frame around the bed, which should project from four to six inches above the surface, good strong lumber should be used. If this frame is to be covered with canvas, a 2 x 4 should surround the top, to which, at convenient distances, cross-pieces should be fixed to which the canvas may be fas­tened. Some make these cross-pieces like the rafters of a house, giving them an ele­vation of perhaps two feet. I do not con­sider this necessary, but prefer to have the upper or northern side of my hot-bed about four inches higher than the south side, and then stretch the canvas nearly flat. O f course the canvas will not be put on until spring.

374 T H E ADVOCATE

M a n y g ro w e rs in m a k in g a hot-bed do n ot lin e th e lo w er p art o f th e e x c a v a tio n at a ll, bu t i f th e so il sh o w s a ten d en cy to cave, th is w ill be n ecessa ry . I f it is d esirab le to g o to m ore e x p e n se and co ve r th e hot-bed w ith g la ss , th e sash can c o n v e n ie n tly be m ade from 2 x 4 lum ber, w h ich h a s been rip p ed in to th e desired d im en sion s. In c h o o sin g g la ss , it is w ell to g e t 8 x 10, a l­th o u g h th is is not n ecessary . T h e g la s s sh o u ld be m ade to o verla p abou t o n e -h a lf in ch , l ik e s h in g le s on a roof, th u s g iv in g p erfect d ra in ag e. T h e p ieces m ay be held in place b y ta ck s , a lth o u g h a better w a y is to fasten them se cu re ly w ith p u tty .

If, th is fa ll, e v e r y th in g is in readiness fo r sp rin g use, the e x ca v a tio n and fram e sh o u ld be covered o ver for p ro tectio n from th e w eath er, and to p revent ca v in g .

A t th e p ro p er tim e in th e sp rin g , th is e x ­ca v a tio n sh o u ld be tram p ed fu ll o f s tra w y , sta b le m anu re to w ith in abou t s ix in ches o f th e top, and then th o ro u g h ly saturated w ith w ater. A lth o u g h th e s tra w is im por­tan t, i f n ot a b so lu te ly n ece ssa ry , it sh o u ld n ot be too p len tifu l. T h e o rd in a ry drop­p in g s, ta k e n from a stab le w here th e horses are w ell bedded, and then th e d ry s tra w sh a k e n o ut before c le a n in g o u t the stab le , is abou t r ig h t. C o v er th is to a depth o f four or five in ch es w ith go o d s o il. A fte r it h a s b egu n to h eat w ell, th e seeds m a y be p lan ted .

Methods of History Teaching for Elementary Pupils

BY M. BESSIE DE GRAW

In o fferin g su g g e s tio n s for s ix th grad e c la sse s , I ta k e it for gran ted th a t for five y ea rs th e p u p ils h a ve been s tu d y in g th e liv e s o f m en w h o w ere p rom in en t in th e h is to ry o f G o d ’s w o rk . T h e y h a ve grow n fa m ilia r w ith th e le a d in g ch aracters in O ld T estam en t h is to ry ; th e y k n o w th e prom in ­e n t figures in th e h is to ry o f th e C h ristian C h u rch , and h a ve been in troduced to m an y m en to w hom G od has in tru sted tru th in m ore m odern t im e s ,— such m en as W ycliffe , H u ss and Jerom e, L u th e r and M elan cthon, R o g e r W illia m s. W illia m M iller, H orace

M ann, L iv in g s to n , M offatt, C arey , and o th e r s ,— as th e teach er m a y h a ve found tim e. T h is a ccu m u la tio n o f k n o w led ge , th is b io g ra p h ica l s tu d y , form s the g re a t b a ck gro u n d for fu tu re h is to ry s tu d y .

W ith th e s ix t h y e a r a ch a n ge sh o u ld be m ade. B io g ra p h ica l s tu d y sh o u ld n ot be d iscarded, b u t it sh o u ld ta k e a secon d ary p lace, and th e p u p il sh o u ld rece ive his in tro d u ctio n to n ation and peoples as su ch .

H e k n o w s A b ra h a m , Isaac, and Jacob as m en o f G od. N o w le t him m eet th e H ebrew n atio n , and h a v in g m et th is n ation, teach h im th e la w s o f th e n a tio n ’s life, its g ro w th , and its d ecay, ju s t as y o u teach h im th e la w s o f h is ow n b o d y in th e p h y s io lo g y c la ss.

Is r a e l’* h is to ry is recorded in such d eta il, becau se in th a t h is to ry m a y be found an e x e m p lifica tio n o f e v e ry con d itio n w h ich the n atio n s o f th is w orld h a ve to m eet. A g la n ce at certain facts w ill i llu s tra te th is , and w ill s u g g e s t w h a t th e teach er sh o u ld h a ve in her m ind w hen sh e b e g in s her c la ss w ork w ith s ix th y e a r p u p ils .

1. G od reco gn izes th e equal r ig h ts o f a ll m en. A c ts 17: 25, 26.

2. In order th a t a ll m en m ig h t l iv e in accordance w ith th is p rin c ip le o f e q u a lity ,

(a) H e e sta b lish ed h is n ation in the co u n try . G en . 12: 1-6 . “ T h e p lace w here th e y first tarried w as Sh echem . U nder th e sh ad e o f th e o a k s o f M oreh, in a w ide g r a s s y v a lle y , w ith its o liv e g ro v e s and g u s h in g sp rin g s betw een M oun t E b a l on th e one side and M oun t G eriziru on th e other, A b ra h a m m ade h is encam pm en t. I t w a s a fa ir an d g o o d ly co u n try ,— ‘a lan d of b ro o k s o f w ater, and fo u n ta in s and d epths th a t sp rin g o u t o f v a lle y s and h ills ; a lan d o f w heat and b a rley and v in e s and fig-trees and p o m egran ates; a lan d o f o il- o liv e and h o n e y .’ “ I t w as “ in the free a ir o f th ese up lan d p la in s, w ith th e ir o liv e g ro v e s and v in e ya rd s, th e ir fields o f w a v in g corn , and th e w ide p astu re gro u n d s o f th e e n c irc lin g h ills , ’ ’ th a t G od la id th e foun da­tio n for th e g rea test n ation w h ich h a s ever e x is te d on earth .

(b) H e in tend ed th a t each fa m ily sh o u ld ow n a sm a ll p iece o f lan d, and th a t th e

T H E ADVOCATE 375

w h o le e a rth sh o u ld e v e n tu a lly be d iv id ed p ro p o rtio n a te ly a m o n g th e d escen d an ts o f A d am . D eu t. 32: 8.

(c) H e g a v e th e la w o f ju b ile e th a t th e p eo p le m ig h t n ever be ab le to g e t a w a y from th is idea o f o w n in g and c u lt iv a t in g land. A lth o u g h th e h eath en m ig h t b u ild c ities and co n g re g a te in co n gested centers, y e t h is people, so lo n g as th e y adhered to th is one p rin cip le , co u ld n ever m a k e th e ir hom es in th e c ities. T h e y sh o u ld go in to th e c it ie s to p reach th e go sp el, but not to liv e . T h e y w ere com p elled to scatter, and to m ain ta in th e ir h e a lth , th e ir freedom , and th e ir in depen dence, b y l iv in g in th e c o u n try and c u lt iv a t in g th e so il. F o r th e la w o f th e y ea r o f ju b ile e , read L ev . 25: 8 -17 .

(d) T h a t th is m ig h t co n tin u e beyon d th e gen eratio n to w h ich th e la w w as g iv e n , G od led h is people to e sta b lish in d u stria l s ch o o ls in w h ich th e stu d e n ts w ere ta u g h t th e la w s o f p rop er c u ltiv a tio n ; th e a rt o f fe r t iliz in g th e so il and p re v e n tin g p ests b y th e ro tatio n o f crops; th a t th e lan d should rest e v e ry seven th year; th a t fru it trees sh o u ld not bear th e ir fru it w hen too y o u n g ; th a t differen t k in d s o f seed sh o u ld n ot be p lan ted on th e sam e so il; th e proper m eth ods o f h a rv e s tin g and th re s h in g v a r i­ous g ra in s ; th e proper care o f dom estic a n im a ls; th e re lation w h ich th e ca re o f th e poor su sta in s to th e p rop er c u lt iv a tio n o f the lan d, and o th er s im ila r tru th s. J u st a n d equ al m easures w as one o f th e ir stu d ies. E v e r y ch ild w as ta u g h t som e trade. It w as a d isg ra ce to be dependent. E v e r y one w as supposed to be self-su p p o rtin g , and e v e ry ch ild sh o u ld be able to su p p o rt h is p aren ts. In th o se sch o o ls th e scien ce o f go v ern m en t w as ta u g h t. T h e heads ©f fam ilie s w ere th e stu d en ts. B enevolen ce, g e n e ro s ity , co u rtesy , w isdom in d ip lo m acy , p erseveran ce and s k il l in w o rk , and th e a b ility to g o v ern o n e ’s s e lf ,— th e se w ere th e p rin cip a l lesson s in c iv il go v ern m en t. S o p ra ctica l w ere th e y th a t th e stu d en ts, a lth o u g h kn ow n to be a d vo cates o f a new re lig io n , com m anded th e respect and frie n d ­sh ip o f su rro u n d in g peoples.

T h e s p ir itu a l education in th ese sch o o ls was of the highest order, and so interwoven

w a s it w ith th e m an u al and p h y s ic a l tra in ­in g th a t a sep aratio n wras p ra c tic a lly im ­p o ssib le . F a th e rs so ta u g h t , rep eated th e se lesso n s both b y precep t an d b y e x ­am p le, to th e ir ch ild ren . P sa. 78: 3-8. I t w a s th u s th a t th ese in d u stria l sch o o ls becam e g re a t n a tio n a l cen ters w h o se infiu^ ence w as fe lt b y th e peop le o f m a n y o th er n atio n s. T h e y w ere th e g re a t e v a n g e liz in g a g e n c y in th e J ew ish n atio n .

T h e re s u lts o f su ch a sy ste m w ere s t r ik ­in g . S o lo n g as th e n atio n adhered to th e se la w s ,— and th is term in clu d e s a ll, m en ta l, p h y s ic a l, and sp ir itu a l, to w h ich referen ce h as a lre a d y been m ade,— the fo llo w in g re su lts w ere seen :—

1. T h e peop le as a w h o le h ad a s tro n g s p ir itu a l exp erien ce, so th a t su rro u n d in g n atio n s w ere b ro u g h t to a k n o w le d g e o f G od. W itn ess th e e xp erien ce o f A b ra h a m as an illu s tra tio n o f th is fact.

2. T h e go v ern m e n t, v iew ed from th e S tan d p o in t o f o th er go v ern m en ts, h eld a m ost p ro m in en t p o sitio n in th e w orld . T h e J ew ish people w ere kn o w n as a w ise and u n d e rsta n d in g p eop le. I t w as ad h er­ence to th ese la w s th a t b ro u g h t th e k in g ­dom un d er Solom on to th e p lace w h ere it w a s reco gn ised as th e lea d in g go v ern m e n t o f th e w orld . T h e fa ct th a t Israel g a v e to th e w orld a ty p e o f a rch itectu re , w h ich w a s copied even b y th e a rtis tic G re ek , is an illu s tra tio n o f th e p ow er exerted b y th e n atio n w hen a t its h e ig h t.

3. T h e peop le w ere p h y s ic a lly s tro n g . C o rrect p rin cip le s o f l iv in g developed a p o w erfu l p h ysiq u e, w h ich is s t i ll re co g n iz ­ab le in th a t n atio n .

4. I t m ade th e n atio n th e lead er in com m ercial m atters. T h e Jew s loan ed to a ll th e rest o f th e w orld , for it w as a p rom ise o f G od th a t i f th e y w ou ld o b ey h im (and th is m ean t th a t i f th e y w ou ld p ro p erly c u lt iv a te th e so il, if th e y w o u ld care for th e poor, i f th e y w ou ld re co g n ize th e equal r ig h ts o f a ll m en, i f th e y w ou ld rem em ber th e S a b b a th to k e ep it as a m em orial o f th e G o d w h o had g iv e n th e law ), th e ir land sh o u ld y ie ld a hu ndred-fold , and th e y sh o u ld loan and n ot borrow .

5. T h e y h ad th e p rom ise th a t as a n atio n

376 T H E ADVOCATE

th e y m ig h t e x is t forever. W h a t m ore could be asked? T h e p rom ise o r ig in a lly m ade to A dam w as renew ed to th is people, and it m a y be added th a t th is p rom ise w ill be fu lfilled to th e gen eratio n th a t re c o g ­n izes th ese sam e la w s o f n atio n a l g ro w th and p ro ves true to them .

6. W h en ev er th ro u g h e n v y o f su rro u n d ­in g n atio n s, Israe l as a n ation descended from th e e x a lte d p lan e to w h ich obedience b ro u g h t it, th e d eclin e w as in v a r ia b ly m ark ed b y th e fo llo w in g co n d itio n s:— *

(a) T h e people le ft the co u n try and co n ­gre g a te d in cities .

(b) T h e y erected c o s tly d w e llin g s , s im ila r to th o se o f th e ir heathen n eigh b o rs.

(c) T h e y adopted h eath en m eth o d s o f te a ch in g th e ir ch ild ren ; and n a tu ra lly these ch ild ren —

(d) T h o u g h t as th e heathen th o u g h t and w orsh ip p ed th e go d s o f th e heath en . T h e e d u ca tio n al and re lig io u s a p o sta cy w as th u s com plete. I t w as fo llow ed p ro m p tly b y a d eclin e in go v ern m e n t.

(e) T h e y in term arried w ith th e h eath en .(f) S o c ie ty im m ed iate^ ' d iv id ed its e lf

in to tw o cla sses, the rich and th e poor; and th e rich oppressed th e poor.

(g) S la v e ry w as th e in ev ita b le resu lt.(h) S u ch a co n d itio n co u ld e x is t o n ly in

a m o n arch ial form o f go v ern m en t. T h is com p leted w h a t is fam ilia r to u s to-day as th e papal sy ste m , or a union o f ch u rch and State.

(i) T h e fa ll o f th e n ation w as im m in en t, and from th e ir p o sitio n as slav e-h o ld ers its people cam e to o ccu p y a p o sitio n o f the m ost ab ject s la v e ry .

T h en th ere w ou ld ascen d to h eaven a cry for d eliveran ce, an d G od w ou ld begin th e w ork o f resto ratio n . vTbe B a b y lo n ia n ca p ­t iv ity is a ty p ic a l exp erien ce. It w as lite ra l bon d age to c ity life , to base id o la try , and to an ab so lu te m o n arch y.

T h e restoratio n m eant a return to th e co u n try , th e cu ltiv a tio n b y each fa m ily o f a sm all portion o f land, in e x p e n siv e hom es, s im p le liv in g , hom e w orsh ip , and proper te a ch in g o f th e ch ild ren . T h e h is to ry o f Eden w as repeated as n e a rly as p o ssib le under the ch a n ged co n d itio n s; and sin ce

th e restoration h a s n ever been co m p leted , because men h a ve n ever been w ill in g to abide by th ese sam e la w s w h ich a lon e can m a k e a nation stro n g, tim e w ill co n tin u e u n til a gen eratio n is ra ised up th a t, b y obedience to th ese law s, w ill m a k e it p o ssib le for God to e sta b lish a p erp etu al k in gd o m on the earth .

G en eral p rin cip le s h a ve been stated ; th e d e ta ils sh o u ld be c a re fu lly w orked o u t b y each teacher. T h e fo llo w in g s u g g e s tio n s , i f fo llow ed , w ill m a k e th e w o rk p ra ctica l.

1. S tu d y th e s im p le p a tria rch a l life o f A b ra h a m , Isaac, and Jacob.

2. S tu d y the period o f E g y p tia n bon d age.3. T h e fo rty y ea rs o f school life in th e

w ild ern e ss w as a preparation fo r life in C a n aa n .

4. In th e lo cation o f the trib es o f Israel in P a lestin e, each fa m ily w as g iv en land to c u lt iv a te . T h is w as a rep etition o f th e exp erien ce o f A b ra h a m , th e founder o f th e n atio n .

5. M ake a ch ro n o lo g ica l ch art co v e rin g th e period d u r in g w h ich the ju d g e s ru led .

6. M ake a ch ro n o lo g ica l ch a rt of th e k in g s o f Israel and Judah, fo llo w in g care­f u lly th e record con tain ed in th e b o o k s o f K in g s and the C h ro n icles.

7. M ake note o f th e stro n g ch a ra cteristics o f each ru ler. S tu d y w h ere each w a s tem pted to conform to the w o rld ly n atio n s, and ca ll atten tio n to th e fact th a t th e sons o f k in g s b ro u gh t up in ro ya l p alaces u s u a lly show’ed a la c k o f sp ir itu a l, in te lle c­tu a l, and p h y s ic a l v ig o r.

8. S tu d y th e w r it in g s o f each p ro p h et w hen d e a lin g w ith th e k in g under w hom he prophesied.

9. M a ke a sp ecia l s tu d y o f su ch reform ers as Sam u el, E lija h , and E lis h a , g re a t teach ers th ro u g h w hose in flu en ce D a v id and Solom on, and o th er in flu en tia l ru lers, received m uch o f th e ir tra in in g ; H e ze k ia h , w h o restored th e Israe lite s to th e ir w o rk an d th ereb y increased th e tith e; E zra and N eh em iah , w ho labored to h a ve th e people retu rn to P a lestin e, and ta k e up th e ir sim p le m anner o f l iv in g on th e land, e tc., etc.

T h e re su lts o f th e fa ilu re to co m p ly w ith

T H E ADVOCATE 377

the laws of national growth may be made very touching as the pupils approach the time of the birth of Christ. That nation which because of adherence to G od’s laws, once stood as a centre of worldly glory, lay grovelling in the dust, held there by the iron heel of Rome. A t the emperor’s beck they came, and at the same signal they left. They might be slain by thousands; there was no redress. Hundreds of their children could be murdered by an envious governor, and they had no pow’er of revenge. It was under such conditions that Christ was born. He came into one of the lowliest homes on earth. He was taught by a godly mother in a quiet country town. He earned his living as a day-laborer. He began to teach. There was power in his teaching because his life was in harmony with the laws which we have just been studying, obedi­ence to which will make a nation strong.

His work was the beginning of the Christian Church. It is at its portal that the sixth year’s work in elementary history closes. Pupils at this time have met nearly all of the great nations of ancient times. They have met them incidentally as God’s people have been enslaved by them. But they have studied the history of the people of God in detail, and will continue, through their seventh year in school, to study those same great principles of national growth, as they were given by Christ to the church which took up the work that Israel as a nation laid down.

Some hints for seventh year work will appear later.

A Lesson in Geography

Everyone has the privilege of perpetually adding to his knowledge on geographical subjects. Current history, aside from its intrinsic value, should form the foundation for a study of countries, peoples, religions, etc.

Turkey is at present one of the nations most prominent in the eyes of the world. How definite is your knowledge concerning this country? When your pupils read a newspaper article, how do you direct their

study so that the information gained may be used to the best advantage?

Read the following paragraphs which appeared in a recent issue of the Literary D igest:—

AMERICAN MISSIONARY SCHOOLS IN TURKEY

“ Nearly a century ago,” says Vladimir TsanofF, writing for the Boston Transcript, “ devoted bands of missionaries began to leave the shores of New England for the wilds of Asia Minor. In that inhos­pitable country they carried with them the blessings of the printing-press, the blessings of school, and the gospel.

“ The vast American missions in the Turkish empire are an absolute necessity there, because for many parts of Armenia and Syria the American schools supply all the schooling that exists. The Syrian Protestant College at the city of Beirut has an influence extending a thousand miles. If Harvard University may be named a na­tional necessity, then the College at Beirut is ten times a necessity, for there is no other of the kind. And the same is true of nearly a dozen American colleges widely apart, scattered over a huge territory, with their attendant net-w'ork of American mis­sionary schools. The Turks do not make provision for the study of anything but the Koran. They do not allow’ the enslaved Christiaus to open schools of their own; it remains, therefore, for these missionaries from Europe and America to provide schools. And they have a vast territory to cover. The Euphrates College at Harpoot, which the Turks tried to set on fire a short while ago, has some 1,100 students m its collegiate and preparatory departments. The colleges at Aiutab, Marsovan, the Cen­tral Turkey College, the recently organized ‘American College’ at Smyrna, the famous Robert College overlooking the fortresses of the Borporus, all these and others, with their attendant common schools, represent a field of work where devoted missionaries have toiled for nearly a century, with in­creasing success, and with immeasurable beneficence. Aside from their cash value of six and a half million dollars (multiply

3/8 T H E ADVOCATE

ten tim es to app reciate th e O rien tal stan d ard o f m on ey), these A m erican m issio n s h ave received not far from tw e n ty m illio n do llars for cu rren t e xp en ses s in ce th e b e g in n in g o f th e w o r k .”

T H E G E O G R A PH Y O F T U R K E Y

T h ese are in te re s tin g facts, and m a y be used w ith profit by th e w ide-aw ake teacher. E e t m e s u g g e s t th a t you p lace on th e board (or h a ve one o f the p u p ils do so) an ou tlin e m ap o f th e T u rk is h p ossession s. D raw the m ap to a .scale and lo cate the m ost fa m ilia r p laces.

T u r k is h p o ssessio n s are d iv id ed as fo l­low s:

(1) E uro p ean T u r k e y , e x te n d in g from C o n sta n tin o p le to th e w est.

(2) A s ia tic T u rk e y , e x te n d in g from the B o sp o ru s to M oun t A ra ra t.

(3) O n e-seven th o f th e p en in su la o f A ra ­b ia b e lo n gs to T u rk e y . T h e T u rk is h po­ssessio n s in A ra b ia in clu d e M ecca and M e­d in a. F o r w h at are th ese c itie s noted?

(4) T u r k e y o w n s a strip o f N orthern A frica as la rg e as T e x a s , th e N ew E n g la n d S ta tes, and N ew Y o r k com bin ed.

E D U CA TIO N IN T U R K E Y

T h e M oham m edan s e n co u rag e p u b lic ed­ucatio n , and sch o o ls have been lo n g esta b ­lish ed in th e la rg e s t T u rk is h to w n s. C o l­leg es and p u b lic lib raries are attach ed to m ost o f th e le a d in g m osques, b u t the in ­stru ctio n fu rn ish ed by th e M oham m edans is lim ited . T h e K o ra n is th e c h ie f book ta u g h t. O ne w riter, s p e a k in g o f th e in flu ­ence o f fo reign ers, sa y s , ‘ ‘E d u catio n has accom plished m ore tow ard th e regeneration o f th ese lan d s than a n y th in g e ls e .”

R o b e r t C o l l e g e . — R obert C o lle g e is one o f the in stitu tio n s o f lea rn in g m entioned in th e a rtic le before us. C o n cern in g th is C o l­le g e w e are to ld th a t ‘ ‘It has e xerted an in ­ca lcu la b le in flu en ce for C h ris tia n l iv in g all o ve r th e em pire. A m o n g its grad u ates are m an y o f the m o st prom in en t men in B u l­g a ria , and it is, p erhaps, not too m uch to s a y th a t th a t n ation re a lly ow es its e x is t­ence to th e in flu en ce exerted b y P resid en t G eo rge W ash b u rn and h is associates. Its

stu d e n ts h a ve in clu d ed rep resen tatives o f tw e n ty n atio n a lities , and its Y o u n g M e n ’s C h ristia n A sso cia tio n is un ique a m o n g th e co lle g e asso ciatio n s o f th e w orld , in th a t it is d iv id ed in to four d epartm en ts a cco rd in g to th e p re v a ilin g la n g u a g e s sp o k en ,— E n g ­lish , G re ek , A rm en ian , and B u lg a r ia n .”

R obert C o lle g e is a C h ris tia n tra in in g school for y o u n g m en. It is located at C o n sta n tin o p le , and w as founded in 1863. It is an in d ep en den t in stitu tio n go vern ed b y a board o f tru stees in th e c ity o f N ew Y o r k . It en ro lls a b ou t 300 stu d en ts an ­n u a lly .

T h e p resid en t o f th is co lleg e d escribes th e w ork o f th e in stitu tio n in the fo llo w in g la n g u a g e :—

‘ ‘W e y ie ld to none in th e co m p leten ess and th o ro u gh n ess o f th e in te lle c tu a l tr a in ­in g w h ich w e g iv e to o u r stu d en ts, b u t w e believe th a t there is so m eth in g far m ore im p o rtan t th an th is , th a t the m oral pow ers stan d h ig h e r th an th e in te lle c tu a l, and are th e c o n tro llin g in flu en ce in our live s; co n ­s e q u e n tly , w e do a ll in our p ow er to tra in and develop these facu lties, so that o u r s tu ­d en ts m ay becom e C h ris tia n m en.

‘ ‘So far as re lig io u s te a ch in g is co n ­cerned, w e do our best to im press upon our stu d en ts the essen tia l p rin cip les o f o u r faith , and to lead them to p ractical C h r is ­tian liv e s . A l l o u r stu d en ts are required to atten d p u b lic p ra y ers e v e ry d ay; a ll th o se w h o board in the co lleg e, abou t tw o- th ird s o f th e w h o le num ber, are required to attend p u b lic w orsh ip tw ice on th e S a bbath , and B ib le classes in the aftern oon . T h e Y o u n g M e n ’s C h ristia n A sso cia tio n h o ld s its m eetin g s on w eek d a y s, and is an in flu ­e n tia l so ciety . T h ere are a lso p riv ate and v o lu n ta ry m e etin g s o f th e teach ers and stu d en ts. ”

T h e S y r ia n P r e s b y t e r ia n C o l l e g e .— T h e S y ria n P resb jd erian C o lle g e is an o th er in stitu tio n m entioned in the a rtic le un der s tu d y . It is located at B eiru t, and a lth o u g h an in dep en den t co lleg e, it is in c lo se s y m ­p a th y and co-operation w ith the P resb y te ­rian M ission Board. W e are g iv e n the fo l­lo w in g facts in rega rd to th is school: ‘ •T his is one o f th e th ree m ost im p o rtan t in ­

T H E ADVOCATE 379

stitu tio n s in a ll A s ia . In fact, th ere is no co lle g e w h ich h as in one gen era tio n a c­co m p lish ed a grea ter w o rk , and w h ich to d a y h a s a la rg e r o p p o rtu n ity . I t has p ra c tic a l­ly created th e m edical p rofession in the L e v a n t. It h a s been a m ost in flu en tia l fac­to r in p ro m o tin g p o p u la r ed u ca tio n in S y r ia and in o th er p arts o f th e E a st. It h a s been and is th e cen ter o f gen u in e C h ris tia n and scien tific lite ra tu re in a ll th a t regio n .

“ F u l ly o ne-fourth o f th e g ra d u a te s in th e c o lle g ia te dep artm en t h a v e entered C h ris­tia n w ork , e ith e r as preach ers o r as tea ch ­ers in C h ristia n s c h o o ls .”

O t h e r E d u c a t i o n a l I n s t i t u t i o n s .—

M r. B each , E d u c a tio n a l S e cre ta ry o f th e S tu d e n t V o lu n te e r M ovem ent, s a y s th at, in less degree, th e sam e re su lts noted co n cern ­in g R obert C o lle ge, and th e S y ria n P re sb y ­terian C o lle g e are furn ish ed b y th e records o f th e sch o o ls at A in ta b and H arp oot, and o f th e A m erican B o a rd ’s co lle g e s for g ir ls at M arash and C o n sta n tin o p le . I w ould s u g g e s t th a t y o u send for a ca ta lo g u e o f th ese vario u s schools and for a n y in form a­tio n w h ich is p rin ted in E n g lis h . T h is m a y en ab le y o u to presen t m ore defin ite in fo rm atio n to y o u r stu d en ts.

P R IN T IN G R E LIG IO U S L IT E R A T U R E

Y o u w ill find th a t one im p o rtan t feature o f th e m issio n a ry w ork in T u r k e y co n sists in p r in tin g and c irc u la tin g the S crip tu res , bo o ks, tra c ts .e tc . T h e P resb y terian B oard ru n s a g re a t p ress a t B e iru t.

IM PO R T A N T FA C TS A N D FIG U R ES

B e iru t or B e y rout is located on th e east M ed iterran ean co ast, dbout 60 m iles north o f T y re .

H arp o o t, or H arp u t, is n ear th e fo rtieth d e gre e east lo n g itu d e , and abou t one h u n ­dred and fifty' m iles so u th o f th e B la ck Sea.

A in ta b y o u mayr lo cate on y o u r m ap n ear th irty -se v e n degrees north la titu d e , and th irty -se v e n degrees east lo n g itu d e . It is ab ou t 300 m iles so u th o f th e B la ck Sea.

S m y rn a y o u can e a s ily find on a n y B ib le m ap o f A s ia M inor.

T h e B osporus is fa m ilia r to e v e ry stu d en t o f g e o g ra p h y .

A cco rd in g to th e la te st rep orts, there are 637 fo reign m issio n w o rk e rs in T u r k e j', th e p roportion b e in g one to e v e ry 37,416 in h a b ­ita n ts . T h e re are 38 fo re ign m is s io n a ry e v a n g e lis ts ; 13 o f these are A m erica n s. T h e o th ers are B ritish w o rk ers .

SU G G E STIV E QUESTIONS

W h at is th e c lim a te in d ifferen t p arts o f th e T u r k is h em pire?

L o c a te the p rin cip a l p la in s.W h ere are the c h ie f m oun tain s?S y r ia is in clu d ed in T u r k is h te rrito ry .

W h a t h as been its h isto ry? R ead w h at y o n can find co n cern in g S y r ia in co n n ection w ith th e H ebrew n atio n as recorded in th e b o o k s o f K in g s and C h ro n ic les .

W h o is th e p resen t su lta n o f T u rk e y ? H o w lo n g h as he ruled?

W h a t happened to th e T u r k is h g o v e rn ­m en t in the y e a r 1840? S tu d y th e p ro p h ­ecies co n cern in g T u r k e y in D a n . 11 . and R e v . 8 and 9.

W h y is T u r k e y kn o w n as “ T h e S ic k M an o f th e E a s t ” ?

F o r how lo n g a tim e h a s th is term been app licab le?

A t an o th er tim e a lesson w ill be g iv e n on th e su b ject o f th e T u r k is h E m p ire in p ro p h e cy . e . a . S.

A Story of a Canary and a Bullfinch

G eo rge H en sch el in N a tu re te lls a s to r y o f a b u llfin ch and a ca n a ry th a t deserves p erm an ent record . T h e b u llfin ch b e lo n g s to h is s iste r, and can pipe th e w h o le o f s e v ­era l tu n es, “ G od S a v e th e K in g , ” a m o n g them . T h e canary’ ’s ca g e w as in the sam e room , and in about a y e a r th e c a n a r y learned the w h o le o f “ G od S a v e th e K in g , ” from th e b u llfin ch and often p iped it in d e­p en d en tly . M r. H er.sehel la te ly h e a id th e b u llfin ch p ipe part o f th e tu n e (s ix bars) and th en pause. T o h is am azem en t th e ca n a ry to o k up the tun e w h ere th e o th er had left it and finished th e tu n e (e ig h t bars)! A t th is tim e th e tw o birds w ere in different room s. N o th in g could be m ore au th en tic than the story', o r m ore a m a z in g .— Signs of the Times.

38o T H E ADVOCATE

P R O G R E S S

The Battle Creek Church School

B Y J . G R A N T LAM SON.

T h is school w as opened T u e sd a y , after L a b o r D a y , on th e th ird floor o f th e old C o lle g e b u ild in g . It c e r ta in ly seem s som e­w h at s tra n g e to th e w riter to re-enter th e v e ry room w here he ta u g h t in th e old B a t­t le C ree k C o lle g e five y ea rs a g o th is fall, b u t it is o n ly an in sta n ce o f th e w a y in w h ich T im e, l ik e a m ig h ty w h eel, s w in g s around and b r in g s us a ga in to the p lace w hen ce w e started . T h is tim e, h o w ­ever, th e w o rk is d ifferent. W e enrolled, th e first d a y , 123 stu d en ts in th e first e ig h t grad es. T h is num ber h a s g ra d u a lly in ­creased u n til y e ste rd a y , O ct. 1, w e had an en rollm en t of 150 stu d en ts. O ur older grad es are c o n tin u a lly in cre a sin g . T h e th ird floor o f a n y b u ild in g is a v e r y poor p lace to hold school for l it t le ch ild ren .

T b e B attle C reek ch u rch sch o o l has been d riven ab ou t u n til it seem s a d visa b le to b u ild a hom e for it. T h ro u g h th e gen ero s­ity o f th e brethren an d s is te rs here, n early en o u gh m o n ey has been p ledged to erect a sch o o l b u ild in g , and it is b elieved th at there w ill be no d ifficu lty in ra is in g th e balauce. T h e n ew school b u ild in g is located ju s t north o f th e c ity lim its on K e n d a ll Street, and th e carp en ters are p u s h in g th e w ork as ra p id ly as p o ssib le . W e hope to o ccu p y o u r new b u ild in g a t th e b e g in n in g o f th e w in te r term . Som e h a ve th o u g h t th a t the b u ild in g is located to o far a w a y , b u t th e id e a is to h ave th e school w here we can h a v e a l it t le gro u n d in co n n ection w ith the b u ild in g . T h e tw o and o n e -h a lf acres w ill g iv e th e stu d en ts o p p o rtu n ity to do sm all ga rd e n in g and fru it w o rk , and several lines o f m a n u al tra in in g w ill be con n ected w ith th e sch o o l.

T h e te a c h in g force th is y e a r co n sists o f -the w riter as p rin cip a l, M rs. W illia m s in th e first grad e; M rs. C . N. San ders, second an d th ird grad es; M iss P ran ces C ase, fourth and fifth grad es; and M iss P earl H a llo ck , s ix th , sev en th , and e ig h th grad es.

T h ere is a good s p ir it in th e sch o o l, and b a rr in g th e one or tw o tro u b lers in each room , w e h a ve a m o st e x c e lle n t c la ss o f s tu d en ts.

M ay th e Lord g iv e u s w isdom for e v e ry u n d e rta k in g .

Sheridan Industrial School

W r it in g o f th e w ork w h ich has been done b y th e stu d en ts o f th e S heridan In d u s tr ia l S ch o o l, E ld e r N . W . K a u b le sa y s : “ T h e second co tta g e for th e accom od ation o f stu d e n ts is now ready for p la ste r in g . T h e w o rk so far h as been done by teach ers and stu d en ts , th e grea ter p art o f it b\ stu d e n ts . W e n ow h ave tw o v e ry n eat co ttag es.

“ O u r crops, w ith the excep tio n o f p o ta ­toes, h a v e b^en good th is yea r. W e c u lt i ' v a te abou t th irteen acres o f land. T h is is n ot a good p otato c o u n try , and because o f th e w et season the y ie ld fell below the a v ­era ge. W e h ave a la rg e corn crop, and som e o f th e best corn I ever saw . W e h a v e ra ised a ll k in d s o f gard en p ro d u cts, su ch as p o tato es, sw eet p otatoes, p arsn ip s, tu rn ip s, cab b age, tom atoes, and beans. O ur berries w ere fine. W e had th e la rg e s t y ie ld o f b la ck b e rrie s th a t I h a v e e v e r seen.

“ W e sold a few crates o f straw berries, bu t a ll th e rest o f th e sm a ll fru it has been cann ed for use in th e sch ool. W e h a ve a l­so can n ed tom atoes for o ur ow n use. O u r en rollm en t at p resen t (O ct. 12) is fo rty -s e v ­en, others are co m in g la ter. T h is is th e la rg e s t a tten d an ce th a t we h a ve ever had at th is season o f th e yea r. A s soon as o u r co tta g e s are com p leted , and o u r crop s h a r­vested , our b o ys w ill b egin th e w o rk o f c le a r in g groun d for farm in g purposes n ex t yea r. O u r stu d en ts seem to tak e m ore th an o rd in a ry in terest in th e in d u stria l w ork .

“ W e h ave a recitatio n d a ily in in d u stria l w o rk for th e bo ys, and at the sam e tim e a c la ss in dom estic econ om y for th e g ir ls . D u rin g th e w in ter th e b o ys w ill c lear th e land, cu t cord w ood, s p lit posts, and do th e ch o res abou t th e p lace . T h e b o ys w ill do som e w ork in th e broom fa cto ry . W e h ave good m arket for broom s at hom e, b u t w e find d ifficu lty in d isp o s in g of them in th e

T H E ADVOCATE

cities, because they do not have a union label.

We are planning to give more attention to the cultivation of berries and such pro­ducts as will serve for future use in our school. ”

A School Fund in Wisconsin

Elder William Covert writes for the W is- ' consin Reporter of the recent action of the Wisconsin Conference to provide a fund for the support of all its elementary Christian schools. He says,

“ Our brethren and sisters who attended the campmeeting at Oshkosh manifested a very great interest in the subject of a gen­eral fund for the support of church schools in Wisconsin. The subject of Bible finance was studied for about four hours one day, and at the conclusion of the study the fol­lowing recommendation was agreed upon without one opposing vote:—

“ W h e r e a s , The Lord has said that the church has a special -work to do in educat­in g and train ing her children, and

“ W h e r e a s , O ur experience in undertak­in g th is work has shown the necessity o f a uniform system o f financial support, there­fore,

“ Resolved, (a) That a conference fund be created from which all teachers’ salaries shall be paid.

“ (¿) That this fund be provided by the payment of a second tithe, with such other offerings as may be made for this purpose, according to the ability and will of the peo­ple.

“ (£) That our people be encouraged to be­gin at once the study and practice of this system, sending the money to the Confer­ence storehouse, and that this fund be drawn upon for the payment of teachers’ salaries after Jan. i, 1904.

“ It is evident that our people in Wiscon­sin desire the Conference to lead in the matter of schools. The}* expressed a hearty willingness to enable the Conference to do this, We shall be very, very glad indeed to establish many schools among our churches. Now all can see that when the

second tithe and offerings according to the will of the people are sent to the Conference treasury, it will enable the Conference to do what the people desire. Do not be afraid to send mdney for this object, for it will most assuredly be used for this purpose and noth­ing else. No other conference fund is pro­vided for these teachers. They are not paid from the tithe sent in, but from this fund which is especially provided for the school work.

“ I pray that a liberality may be mani­fested w'hich will make the Conference fully able to do all that is requested of it, and the committee will most gladly perform this service when the funds in hand make it possible. Should the funds not come in, then the committee cannot do this, but we trust that there will be an abundant supply. May the Lord move upon every heart to do its full share. M

Kansas Schools

B Y B . E . H U F F M A N

I am glad to give the following report of the Elementary Christian schools in Kan­sas.

In the northwest corner of the state we have a school at Portis, which opened the 15th of September, and which is to con­tinue six months. Miss Belle Dixon, who has had a successful experience in school work, has charge of the school. Coming south, we have a German school in the Otis church, taught by J. F. Harder. This school was very successful last winter un­der his direction. The large class of young people who attended the school did a great deal of missionary work with the German papers and tracts. A little farther to the south is the Felsburg church and school. Last year their school term was very short, but the brethren have not lost faith in the work. This year they have arranged withI. C. Sultz to teach a six months’ school. Bro. Sultz finished the Normal Course in Keene Academy, and last year took work in Union College.

Passing now to the east, we come to Hutchinson, where Brother and Sister Mo­

382 T H E ADVOCATE

rey ta u g h t a v e ry su ccessfu l term o f school la s t w in ter. T h e y h a ve been em ployed to teach th ere a g a in th is w in ter. M iss H a n ­n ah Jen sen , w ho h a s done su ccessfu l sch o o l w o rk for y ea rs , and w ho ta u g h t the P o n tia c school la s t w in ter, w ill teach a sm a ll school in W ic h ita . A y o u n g m an w ho h a s w orked for a n um ber o f years in th e sch o o ls o f W y o m in g w as in a tte n d ­an ce at the S u m m er N orm al a t C o lle g e V ie w , and con sen ted to com e to K a n s a s to tea ch th is w in ter. H e opened th e W e llin g ­ton sch o o l Sep tem ber 21. T h e n e x t school is at P o n tiac. T h is ch u rch erected a new ch u rch b u ild in g la st w in ter, and m ade p ro ' v is io n s fo r a sch o o l. T h is school is located in th e co u n try , a s are a lso a num ber o f our o th er sch o o ls. M iss F lo ren ce B arbee has been em p lo yed to teach a t th is p lace . S h e h a s had e x p erien ce in both se cu la r and C h ris tia n sch o o l w ork.

T h e re are tw o fa ith fu l fa m ilie s l iv in g n ear L eb o w ho h a v e been e m p lo y in g a tea ch er for th e ir ch ild ren for tw o o r three y e a rs . T h e y h a v e n ow secured the serv ices o f M iss E th y l E a s le y . M iss E a s le y has h ad one y e a r in th e norm al co u rse at U nion C o lle g e and attended th e N orm al la st su m ­m er. T h e o ld est sch o o l in the S ta te is at O tta w a . T h e y h a v e em p lo yed M iss Jennie H ill, w h o h a s had tw o su ccessfu l y ea rs in C h ristia n sch o o ls and has had tra in in g in sum m er n orm als.

T h e A tc h iso n ch u rch h ave, u n d er d ifficu l­t ie s , m ain tain ed a ch u rch sch ool. T h e ir fa ith la y s h old on the p rom ise, “ M y g race is suffi­c ien t for y o u .” T h e y h a ve em ployed M iss A n n a C . A n d erso n to teach for them . S is te r A n d erso n h a s been fa ith fu lly tried in the c a n v a s s in g w o rk , and h as m ade a success. S h e has had a w h o le y e a r in th e B errien S p rin g s sch o o l, and com es b a ck fu ll o f th e s p ir it o f h er w ork . M iss V esta B a ld w in , w ho has had a fu ll year in th e norm al departm ent o f U n ion C o lle g e , besides th e su m m er in ­s titu te , h as been em ployed to teach for seven or e ig h t m on th s in a school jn s t o r­g a n ize d at O sw e go . H er school opened S ep t. 30.

L a st a m o n g th e sch o o ls th a t h a v e been p ro vid ed for, is th e one at T h a y e r . H ere

th e sch o o l w ork h as gro w n w ith th e g ro w th o f th e ch ild ren . T h ere is in th e ch u rch a la rg e c la ss o f y o u n g people w ho h ave a d ­van ced b eyon d the e le m e n ta ry sch o o l g rad es. A fte r carefu l co n sid eration and coun sel, it w as th o u g h t b e st to e m p lo y tw o teach ers, one for th e p rim a ry grad es, and th e o th er for th e in term ed iate w ork . T h e ch u rch voted to in v ite y o u n g people w h o w ish to do school w o rk below the e leven th g rad e for a sm a ll o u tla y o f m eans to com e to T h a y e r , and agreed to furn ish board and room for tw o d o llars per w eek. T w o tea ch ­ers exp erien ced in school w o rk h a ve been em plo yed . M iss N e ttie H ard im an , w h o ta u g h t in U n ion C o lle g e la st yea r, w ill h a ve ch a rg e o f the in term ed iate room . T u ­itio n for stu d en ts in th is room is $1.50 per m onth. M iss S te lla S e crist, w h o ta u g h t the e lem en ta ry sch o o l at T h a je r last w in ­ter, w ill h a ve ch a rg e o f th e sam e room a- ga in th is y ea r. N o tu itio n is ch arged in th e lo w e r grad es. S evera l o th er ch u rch es co n tem p late o p en in g sch o o ls th is fa ll i f tea ch e rs can be had for them . Oh, th a t w e had the con secrated y o u n g p eople w ho w ere prepared to teach these schools!

School Work in India

M iss T h e k la 'B la c k w rites from K a rm a tar, E . I. R y ., In d ia :—

“ W e h a ve a sm a ll sch o o l in p ro gress a t th is p lace . W e h a ve in th e E uropean de­p artm en t e ig h teen p up ils, m ost o f w hom are A n g lo -In d ia n s betw een the ages o f e ig h t and seven teen . In th e n ative d ep a rt­m ent w e h ave at p resen t tw e lv e p u p ils . M rs. H an sen and I, w ith the h e lp o f a y o u n g A n g lo -In d ia n and a n ative , are d o­in g the tea ch in g . W e feel k e e n ly our need o f h elp , as none o f us has had the p r iv ile g e o f a sp ecial preparation for C h ristian te a ch ­in g . In sp ite o f th is fact, o u r a p p eals for C h ris tia n teach ers to h elp u s have been in va in .

“ W e h a v e a good sch o o l. T h e ch ild ren are b r ig h t and in te llig e n t. M rs. H a n sen and I, a lth o u g h both m edical w o rk ers, th o ro u g h ly e n jo y th e tea ch in g . W e w an t a lis t o f th e te x t-b o o k s used in th e sch o o ls

T H E ADVOCATE 383

in America. What readers are you using in the various grades? We are teaching the children to read Great Controversy, Patri­archs and Prophets, and Steps to Christ, but we have need of other books.

‘ W e have missed the A d v o c a t e for s e v ­eral m onths. Please have it sent to our present address.

“ India offers plenty of work and a splen­did opportunity to the lover of souls. We need help in this far away land.”

Christian Schools in Oregon

Albert Carey writes of the schools in Or­egon, and in describing the condition there he pictures conditions practically as they exist the world over. He says:

“ There are enrolled in our Sabbath, schools, in the junior, intermediate, and primary grades, five hundred and forty- eight scholars. Besides these, there are many in the senior division of school age. This would make an aggregate of not less than six hundred pupils, and putting them into schools of twenty each, would call for thirty schools and as many teachers. On the contrary, we are not enabled to plan for more than about eight schools for the com­ing year. One of these is a family school, and one of the intermediate grade, the lat­ter being in Coos County. But we are hop­ing that another intermediate school will be opened in the northern part of the con­ference bofore the school year opens. There is a stirring call and a widespread interest in this enterprise.

“ It must be apparent to all that there is a great and growing demand for Christian teachers. How many of our young men and women are preparing to fill this demand?

The Hemmingford (N eb .) Intermediate School

B V W . H. C A M P B ELL.

This is the fourth year for the school work at Hemmingford. A new era has opened for us, for our course now includes the intermediate grades.

A farm of 320 acres has been given fo r

school purposes. The industrial feature will be made strong. The home consists of a two-story, ten-room frame house. The teacher and his wife will care for non-resi­dent students at the rateof$i.50 perw eek.' The fall term opened Oct. 26, and will con­tinue eight months. We wish the A d v o ­c a t e and its cause success.

Traveling Libraries

The Review and Herald says: “ The Battle Creek Tract Society has inaugurated sys­tematic traveling libraries, and this plan bids fair to be one that will accomplish much good in the dissemination of the truth for this time.

“ A collection of our principal books, to­gether with tracts, pamphlets, and period­icals, sufficient to cover the cardinal prin­ciples of the message, is sent to a locality where suitable arrangements can be made for their careful, systematic distribution. These are to be loaned to the people until the community has been thoroughly worked. Then they are shipped to another place, where they are put into circulation again, and so continued from place to place.

“ As books are lost or worn out. new cop­ies are supplied, or the old ones repaired. Those directing these free traveling libraries often make sales of books, and take sub­scriptions for our papers. All money thus received is used in the purchase of new pub­lications for other libraries of the same na­ture. A ll interested readers are placed in touch with the general secretary by person­al correspondence, and their cases followed up by different members of the society.”

Many elementary schools may accomplish a vast amount of good by maintaining a circulating library. Try it.

Miss M a y S a n d b o r n i s teaching at Nashville, Mich. She writes under date of October 11: ‘ ‘M y school has been in session one week. A t present the school-room i s in a private house, but in a few weeks we hope to have a building erected which will be suitable for meetings and also for school purposes. During the summer my pupils sold several c o p ie s o f the ‘Story of Joseph. ’ ”

384 T H E ADVOCATE

P U B L I S H E R S ’ F»7i G ©

Subscription, single copy, 50 cents per year

In c lu b s of tw o o r m ore to one a d d re s s , 40 c e n ts .

T o fo re ign c o u n tr ie s , s in g le co p y , 75 c e n ts a y ea r.

A d d ress ail c o m m u n ic a tio n s a n d m a k e ail c h e c k s p ay a b le to T h e A d v o c a t e , B errien S p rin g s , M icb .

A Directory of Christian Teachers.— W hen w ill it be pu blish ed? P o s s ib ly you are resp onsible fo r its non-appearance th is m onth. W e w ish the d ire cto ry to be as n e arly co m p lete as possib le . T h ere are som e w h o have not y e t reported . T each ­ers are a transient class, and the add resses o f a few m onths ago w ill not do for the present. T h e A d vo ­cate w an ts the address o f eve ry teacher. T h is is a personal req u est to each teach er and each E d u c a ­tion al S u p erin ten d en t and S ecretary .

T h a n k in g y o u in a n tic ip atio n for y o u r response to th is requ est, w e are y o u rs in the w o rk of C h ris­tian E d u ca tio n , T h e A d vo cate , B errien S p riug s, M ich.

Bible Reader, No. 1.— T h e sto ry of the B ible R eader ap p ears on anotheT p age o f th is issu e. T ea ch ers h ave been w aitin g a n x io n sly fo r th is little book. I f th ey w ill read that sto ry , th e y w ill un der, stand w h y th e ir orders h ave not been filled. Th e first sectio n (32 p ages) is now ready. It is n eatly bound, and w ill be sen t post-paid to a n y address for five cents. T h e en tire b ook w ill be ready fo r c ir­cu latio n b y D ecem b er 1. P rice , th irty-five cen ts- T h o se o rd erin g th e b o o k now w ill re c e iv e the ad­vance sh eets at once and th e e n tire b ook a fe w days later. S en d five cen ts fo r th e ad van ce sh e e ts or th irty-five cen ts fo r th e R eader and ad van ce sh eets . A d d ress, A d vo cate Pub. Co., B errien S p rin g s,M ich .

Save the B o y s — H ave the teach ers and p u p ils in C h ristian S ch o o ls th o u g h t th at th ey m ay ow e a d eb t to th e b o y s o f th e ir n eigh borhoo d? H ow m an y of th ese b o y s sm oke c ig a re tte s and read ch eap literature? H ave y o u a n y b u rden to h e lp them ? C h ristian b o ys m ay d o m uch i f th e y w i l l o n ly try .

H . F . P h elp s, 118 W. M inn eh ah a B ou levard , M in n eap olis, M inn, is th e ed ito r o f a m o n th ly p e­rio d ica l d evo ted to th is in terest. H e w ill g la d ly co-operate w ith those w h o w ish to w ork for boys. W rite to h im and g iv e h im yo u r support.

T h e Southern Missonary.— T h e re is no more n eed y field th an the Sou th . D o u b tless y o u are in­terested in its n eeds. A re you readin g The South­ern M issionary , an 8-page p a p er p u b lish e d by the S o u th ern M isso n ary S o c ie ty in b e h a lf o f the S o u th ern w ork? R ead one c o p y o f th is litt le paper, w h ich is filled w ith a t im e ly m essage, and you w ill w an t to b ecom e a re g u la r reader.

S en d the su b scrip tio n p rice (10 cen ts) to th e S o u th ern M isson ary S o c ie ty , Station K , N a s h v ille , Tenn.

School Books.— T h e A d vo cate P u b lish in g Co. is prep ared to su p p ly th e sch ool and text-b o o ks that, are now b e in g used in C h aistian sch ools. A p rice­lis t o f such books w ill be m ailed free on request.. A d d ress, T h e A d vo cate P u b lish in g Co., Berrien, S p rin g s, M ich. •

Southern Education.— T each ers w h o w ish to k n o w w h at is b e in g done to prom ote secu la r e d u ca ­tion in the Southern states, and the counter in flu ­en ce in th at part o f ou r c o u n try . should read South­ern E ducation , the official organ o f the Sou th ern E d ucation Board. T h is is a m on th ly m agazine, su b scrip tio n price 50 cents. A d d ress, Sou th ern E d ucation Board, K n o x v ille , Tenn.

The Southern Watchman.— A 16-page re lig io u s p ap er issu ed w e e k ly b y T h e Southern P u b lish in g A sso ciatio n , 1025 Jefferson S treet, N ash v ille , Tenn. T h e paper is d es ig n ed to m eet th e needs o f a ll c la sses o f readers. W h ile it is e s o e c ia lly a S o u th ­land organ, the p u b lish ers aim to m ake it a p ap er th at s h a ll be in terestin g and h e lp fu l to ou r ow n people a ll o v er the broad field . It is a lso d esign ed to g iv e in its colum ns su ch a v arie ty o f g en era l read in g m atter, to g eth er w ith a rtic les on d octrin al and o th er B ib le su b jects , as w ill m ake it u s e fu l and a ccep tab le as a m isso n ary paper. It has 16. p a g es 7)4 x: nj<£ in ch es. I t con tain s the fo llo w in g d ep artm en ts: G eneral, E d u catio n al, H o m e,E d ito ­ria l, M isson ary, and Sab b ath -sch ool. It is illu s tr a t­ed. T h e p rice is $1.00 a year.

Correct E n g lish .— Th e N ew and U p-to-D ate M agazine. H ow to U se It. T h e co rrect th in g . I t teach es how to sp eak and w rite co rrectly , and as a w o rk o f referen ce, is in va lu ab le to the teacher, the p rofessor, th e scholar, the stu den t, the doctor, the m in ister, the law yer, the b u sin ess or p ro fessio n al m an or w om an ,— in fact, e ve ry b o d y w h o u ses th e E n g lish lan guage. P u b lish ed m onth ly. Josep hin e T u re k B aker, editor. One dollar a year, ten cents a copy. C o rrect E n g lish P u b lish in g Co., E van ston , I llin o is .

W . A . W h e a t l e t , E d ito r o f t h e Educational Outlook, w rites: ‘ ‘ I have ju s t seen a co p y o f yo u rm agazine, th e A d vocate, and th in k it fine, a p ap er th at m ust d o an im m en se am ount o f g o o d .”

P l e a s e sen d tw o co p ie s o f th e late issu e o f the A d vocate . I lik e th e m ottoes and sp len d id id eas on ed u ca tio n l labor. E d g ar N elto n .

O n e reader o f the A d vo cate s p e a k s o f th e jo u rn al as, “ T h a t dear frien d o f m in e .”

Education* B Y W R S . t r . C . W H I T E

Contains 321 pages, and is beautifully bound in cloth.

Price, $1.25.

T o show how this enduring and “ harm onious developm ent” m ay be realized by the youth, the parent, the teacher, the writer, the tiller of the soil, and the business man, is the object of this work.

D o you belong to one of these classes?If so, you surely need at once the lessons and counsel con­

tained in this hook.And after reading it yourself, you will wish to talk with your

1 friends about it.W c have therefore devised plans which will m ake such work

profitable to you.W rite for particulars and descriptive circular to

OUR IDEAS OF EDUCATION

^ *“ O u r id e a s o f e d u c a tio n

ta k e to o n a rro w a n d to o lo w a ra n g e . T h e r e is n e e d o f a b ro a d e r s c o p e , a h ig h e r a im . T r u e e d u c a tio n m e a n s m o re th a n th e p e r u s a l o f a c e rta in c o u r s e o f s tu d y . I t m e a n s m ore th a n a p r e p a r a t io n fo r th e l i f e th a n n o w is. I t h a s to do w ith th e w h o le b e in g , an d w ith th e w h o le p e r io d o f e x ­is te n c e p o s s ib le to m an . I t is th e h a rm o n io u s d e v e lo p m e n t o f th e p h y s ic a l , th e m e n ta l, a n d th e s p ir itu a l p o w e rs . It p r e p a r e s th e s tu d e n t fo r th e j o y o f s e r v ic e in th is w o r ld , a n d fo r th e h ig h e r j o y o f w id e r s e r v ic e in th e w o r ld to c o m e .’ '

T h e ab o v e is from tlie open ing p a rag rap h

o f th e n ew volu m e b y Mrs. W hite, en titled , "Education.'*

PACIFIC PRESS PUB. CO.

O akland, Cai.

THE ADVOCATE PUB. CO.

B errien. Springs,i i W . 20th st. r8 W . 5th s t

N .Y .C ity . Kansas City. Mo M ichigan

“The Place of

The Bible in EducationBY ALONZO TRF.VIER )ONES

A t this tim e, when people everywhere wonder what place the B ible should hold in education, you vhould be well informed.

W hen legislatures pass laws regarding the use of the Bible in public schools, every one should know for him self what place the B ook of books should hold in education.

Do you consider the B ible an educational book? Then to what place do you assign it in the system of schools that you advocate?

W hen the Bible is given its proper place in an ed­ucational system , there is developed that t h r e e ­f o ld t r a i n i n g for which mankind is looking, and which develops a p e r fe c t c h a r a c t e r — the object of true education.

T h e follow ing are some of the interesting topics discussed in the book:—C h ris tia n E d u c a tio n C o n tra sted w ith the

W o rld ’ s E d u c a tio n .T h e B ib le ’ s R ig h t to S u p rem e P la c e in C h ris tia n

E d u c a tio n , as illustrated in the L ife of Daniel, and D avid, and Solomon.

T h e G re e k or S c ie n tific M ethod o f E d u c a tio n , r e s u lt in g in A U nion o f C h u rch an d S ta te , and T he B ib le in it s P la c e , r e s u lt in g in The S e p a ra tio n o f C h r is t ia n ity an d th e S tate .

250 Pages. Paper Covers. 25 Cents.A ddress. A d v o c a t e P u b . C o .

Berrien Springs, Mich.

*• The Story of Daniel the Prophet

By S. N. HASKELL

“ T h e S t o r y o f D a n ie l th e P r o p h e t ” is so s im p ly to ld th a t it w i l l in te r e s t a c h ild .

I t c o n ta in s truths for mature m in d s to p o n d e r.

R e v is e d an d e n la r g e d . A d a p te d to u se in th e schoolroota.

4 m .;* * • * 4*

m .*»370 pages

Bound in Cloth t Price, postpaid, $1.00

A ddress, T h e A d v o c a t e P u b . C o.

Berrien Springs, Mich.

Study by CorrespondenceW h y is it that you so bften resolve to pursuea definite course of study and fail to put that resolve into execution?

Every Christian should be a student. There is no time when it is right to cease to make progress. The spirit of study should character­ize every home.

For whom is study by c o r r e sp o n d « ^

conducted?

For the great body of young people whose services are needed in the spread of the gospel.

For parents who desire to see their children brought up in the nurture of the Lord.

If not able to enter school, you can do thor­ough work in your own home.

Do you want to improve the winter even­ings ?

WH«*t M r“ I have n erer ie « « a system of Bible study so thoroufh, and a» w ell adap-

ted to the needs of both the young and the old.”

“ I waa lifted into a holier atmosphere as I studied the lessons."

“ It develops individuality, cultivates the intellect, and fosters spiritual growth. It develops independent and 'self-reliant students. No one should miss this opportunity for study."

Fnll particulars concerning the Correspondence School, the course offered, tuition, credits given, etc., sent free, on application to—

T he MissfotfAHY T raiimmS c h o o l o f C o r r e s p o n d e n c e ,

B e r r i e n S p r i n g s , M i c h . '

, /

A D V O C A T E P U B L I S H I N G C O . , P R I N T E R , B E R R t E N S P R I N G S M I C H I G A N