Earlier text: SpainEcuador
By Thomas H. Davis
This country, as all other South American republics, was overrun by the priesthood of Rome during the long years of Spanish rule. Up to the year 1905 it was almost impossible for a Protestant to live in Ecuador and open his mouth in regard to his religious belief. Before this time a company of French engineers was located at Cuenca, which is supposed to be the most fanatical city of South America. The secretary of the company stated that all their religion was a humbug. A priest, on hearing of it, stirred up the people, and the man was killed for not being a Christian. One priest, before this date, saw the errors of his church, and exposed some of them in his writings. There was so much opposition from his opponents that he left the country for Chile and Argentina, where he wrote a book entitled “La Luz del Pueblo,” or The Light of the People, which has been published since by a friend of his. Several thousand copies have been printed and given away by the government, since the liberal party has been in power. Ecuador of late is taking away all government support from the Catholic school-teachers, which has caused quite a stir from the strong Catholic party. Naturally, one would think that Ecuador has a hot climate, as it is on the equator, which is the meaning of the word “Ecuador” in Spanish. We have here about any kind of climate desired. At Guayaquil it varies from warm to cool. From December to April it is quite hot and wet, and mosquitoes and fever abound. Here in the interior, among the mountains, especially at Ambato, we have a very mild climate, with not much rain, and no snow only on the very high mountains. Here nearly every kind of fruit and vegetable grows that would grow in central and northern California. Just now we are in the fruit25 season. Some kinds are cheap, while others are scarce and dear. The tomato, one of the cheapest vegetables in the States, is one of the scarcest and dearest articles here; but it flourishes when cultivated. Strawberries and blackberries do well, but are also scarce. Peaches are cultivated to quite an extent; then come pears and apples. Wild cherries can be bought for almost nothing, and are the nicest the writer ever saw. The fruit serves the people only while it lasts, as none is dried or canned. Right here I would say that a small cannery would be a fine business for some of our people who want to be self-supporting missionaries. All dried and canned fruit comes from the States or from Chile, and on account of high duties is very dear. How would you like to pay about eighty cents for a can of peaches? The other day when buying some cherries, I told the lady they were to be dried. She seemed to think it could not be done, or that they would be no good after being dried. Mrs. Davis was telling a neighbor about drying fruit, but he thought there must be some secret about it to make it dry. Elder Casebeer has a prosperous English school started at Ambato, to which any of our people coming here could send their children. Ambato is destined to be the center of this country, first, on account of its fine climate and productive soil; second, because it is to be the center of two or more railroad lines. Now is the time to establish an industry of that kind, for after a few years land will greatly increase in value. Even now since the railroad has been completed to this point, we can see the difference in rent. I would be only too glad to correspond with any one who wishes to start any kind of business here. As labor is so cheap, several kinds of enterprises could be made to pay. A tinsmith could be had for about fifty or sixty cents United States money a day. We pay two sucres a week, or one dollar United States money, for our hired girl, and she boards at home. While writing, I hear her chopping our wood in the back yard. The women work here on public roads, build houses, and do almost any kind of labor for two or three reals a day. The Congregational Church have several missionaries here, and two stations established among the Indians. The Methodists have only a small start. Since coming here some two and one-half years ago, my work has been principally on the coast with our literature. Just lately we have moved to this place to escape the heat. The people here are slow to move, especially in obeying the truth. All foreigners know how to use the word mañana, to-morrow, applying it to these people. It is very applicable to them; but how is it with our people? When a country is opened for the truth, is it not many times mañana with us also? One brother, a printer who works in Guayaquil in a printing-office, has the Sabbath off. Another young man who bought “Patriarchs and Prophets” from me, has read it through, and says he is going through it again with the Bible. From his letters to me, I judge he is much interested, and we have some hopes of his being a worker. We find that our books and papers sell readily, especially the latter. While making a trip, the first of the week, to Riobamba, I sold some thirty papers to the first-class passengers. A Catholic priest bought five papers. On coming back, several bought papers. A priest spoke out, saying that they were Protestant; still the people bought in spite of him. On another trip to the same town some weeks before, many tore up their papers, and a Testament was burned in the car. However, some took part with us. I am glad to see so many workers going to foreign lands. May the Lord stir up more of our young people to enter our schools to be prepared for these needy fields. Many parts of Ecuador have not been touched even with the ends of our fingers. Whole provinces are waiting for a worker, and how about the more than one-half million Indians who know not of a Saviour? What a grand thing it would be if several of our young people, especially from our schools, could be here studying the language while they work. O, where are the reapers to gather in the sheaves of good from the fields of sin? Prepare for Service
By W. D. Burden
In any country those who have the oversight of the army and navy, the fighting forces of the nation, watch with jealous care the development of their young people. This is not because of their great love for, and interest in, the welfare of the youth, but because they know their value, yea, absolute necessity for replenishing the rank and file of the fighting forces. Just so every organization, if it is to continue prosperous for any great length of time, must look well to the care and training given to its young people. As I look back over the history of this church, I am compelled to ask, Where are the men who bore the burden of the work a score or so of years ago? Thank God, a few of them are still spared, and are nobly fighting on; but all who have watched the progress of present truth for that length of time, know that the working force has largely changed. We regret that a few have turned from their allegiance to the truth and cast in their lot with its enemies. God pity them. But of those who have not proved unfaithful many have finished their work, won their crowns, and been laid to rest to await the coming of the Life-giver. Others, while still with the living, still helping much by their counsel and cheer, are bowed beneath the burdens borne in earlier years, and now find it necessary to husband carefully the little strength still left them. The number of these older ones in active service is comparatively small. Their places have been filled by younger men, and still the change must go on. Some of those in responsible places to-day may be called to lay down their burdens; and where are the men to fill their places? They must come from among those still younger, and God grant that men may be found prepared to do as noble work as have those who preceded them. If there is one thing more than another to cause us sorrow to-day, it is to see our young people who ought to be entering the work, drifting into the business of the world, and too often, drunk with the things of this life, drifting entirely away from the truth. Then, too, more astonishing than all else is the seeming (I don't know but the adjective should be left out) indifference of many of the parents to this danger to their children. Many parents who themselves seem to love the truth show little concern that their boys and girls are drifting away into the world, so long as they are doing well financially and “going in good society.” O that God would open our eyes to the needs of the fields just beyond! Here in Japan, with her fifty million souls, and only just a handful of workers to teach them, we have a more opportune time for working than ever before. The common people are discouraged and disheartened over the results of the late war. Their arms were successful in battle, but many is the home that lost its support and stay in the conflict, while thousands of the pick and flower of their youth were sacrificed in the fray. And now the people feel that they are nothing better off than before. Disappointed in temporal matters, they have been led to look to religion for their consolation. Buddhism and the other native cults hold the people in bondage and fear, but they do not satisfy their soul longings, so they are glad to listen to the gospel of Jesus. But where are the workers to go and teach them? I pray God to lay the burden upon our youth, and their parents also, till our training-schools shall be filled, that hundreds may be trained and sent out to answer the crying need of the hundreds of thousands of these Eastern nations. Moving Out in China
By Bertha Selmon
“And this gospel of the kingdom shall be preached in all the world for a witness unto all nations; and then shall the end come.” When I was but a little girl, I listened to the preaching of this message and the witness of the spirit of prophecy, and my heart was stirred. I wondered if I should ever grow up and have a part in giving the loud cry of this final message to the world. It seemed to me then to be the greatest ambition I could conceive of. Since then, and especially during the last few years, we have seen the rapid fulfilment of many prophecies pointing to the end. Things that then seemed improbable are now an accomplished fact. The message, too, has been spreading into the distant fields. Here in China, where five years ago there was only one lone believer standing on the outskirts as it were, there are now over twenty workers. Of course only a beginning has been made in this immense field, but the spirit of prophecy tells us that there is to be a rapid work in the earth. With the aid of the printed page and the native workers who are in training and who will be trained, we expect this message to go quickly. The Spirit of God will go before and impress hearts. Last Sabbath a woman came to the meeting, who said she had kept two Sabbaths. She had been a believer in the gospel for four years, but is not able to read a word, as she is fifty-five years old, and had had no one to teach her. For some time I had felt almost depressed by the slow progress of the work among the women. As they can not read, there often seems to be no foundation to build on; and when it comes to teaching the Sabbath, how could one go26 about to teach them when they have no personal knowledge of the Bible? I asked this woman how she came to believe the gospel. “I could not read,” she said, “but I just believed it.” Then I asked, as she had just been telling me of the scoffing and unbelief of others, “Did you not at first disbelieve it as they do?” “No,” she answered, “I believed it from the first as fast as I could find out about it.” Then I asked her how she came to make a decision to keep the Sabbath; she said, “I live in the same courtyard with Mr. —,” naming a brother who has recently accepted the truth, “and when I learned that the Bible said the Sabbath was the day to be kept holy, and that it was the day before Sunday, I just decided to keep it. I can’t read,” she continued, “but I have lots of faith, and I want to learn to read.” I thought of the Saviour’s words, “Except ye . . . become as little children.” The Lord certainly knows those that are his, and the honest hearts he is able to teach, regardless of education, from the world’s point of view. There are honest hearts even in this stronghold of heathenism; this truth will search them out. There is no romance in going out into the field. There are obstacles to meet, difficulties to overcome. There are every-day experiences here just the same as in the mission work at home. Those who depend only on the halo which often seems to surround the work in distant lands will be disappointed. Definite experiences at home in the Lord’s work are the best preparation for the same kind of experiences here. Struggles and labors now are not to be considered; the work will be done some day: our trials will then seem insignificant as we look back upon them. Now is our opportunity of working for the Master; it will soon be forever past. Those who would have a part in giving the message in China must hasten, for there are months of hard language study ahead. It takes two or three years before one is able to do much in teaching the people. “Come over and help us,” is the call now. May there be many in our schools who will think of the need, and seek God to know where he can use them. The human animal more than any other is a creature of education. Instinct in the lower orders determines to a great extent the habits and capabilities of any class. This endowment enables each to select for himself such food and environments as are best adapted to his needs, and in the possession of these he finds the highest enjoyment of which he is capable. Not so with man. His physical helplessness at birth is but a type of the mental and moral blank of his mind, on which must be written everything that goes to develop character and constitute true manhood. Education in the broadest sense must include everything learned, from the cradle to the grave. Upon the quality of this education depends the decision of the question whether the man shall become a savage cannibal or one of the noblest specimens of the workmanship of God. Under this view, education becomes more than a system for storing the mind with facts, or of qualifying the individual for a given line of work. In addition to doing this, it seeks to develop and quicken the latent energies of the mind; to call out its hidden powers, and so discipline them that, like trained soldiers in battle, they will wait the word of command, and render full service when most needed. It aims to lift its possessor out of the little world of self into a knowledge of his true relation to the rest of creation, and make him willing to regard the rights of others as sacred as his own. It raises his mind to the source of all power, teaches him dependence on God, and enables him to link up with the only plan which promises true success. It stops not short of teaching the obligations due to the Giver of this wonderful faculty which we call mind. Any shorter curriculum must result in defective education, and consequent loss, because it fails to secure the highest results. One may be qualified for business, and reach a point where his dictum moves and sways the entire commercial world, and yet be narrow and selfish, or blind to the happiness which unselfish devotion to the good of others might bring. The astronomer may live among the stars, call them by name, describe their orbits, and measure their bounds, and yet discover only the glory of his own achievements. Such knowledge may serve to puff up its possessor. It may secure the admiration of the world, and after all be a most dismal failure when measured by the plan which seeks to develop the highest and noblest capabilities of the mind. The ideal education will be practical in dealing with existing events. Nothing can be gained by ignoring or denying facts. Attempts to live in an ideal world, or to enjoy the bliss sometimes pictured in fiction, may succeed for a time; but sooner or later the delusion vanishes, the cold, relentless creditor demands payment with usury, while the victim is left to reflect on what might have been had more true and reasonable views of life been taken. Youthful minds need to be disabused of the idea that excellence can be attained without labor, that fortune has favors to bestow on them which are withheld from others, or that a man's happiness can be measured by what the world calls success. The ideal education will aim to qualify one for life's duties. That training which unfits rather than prepares for usefulness is a failure. Too many look upon an education as a means of escaping the practical, every-day duties of life. Too many schools foster and encourage this idea. No provision is made for exercising the pupils in the homely but most essential routine of every-day life; no effort to impress the mind with the true dignity of labor. A degree of profession is placed before them as the goal of ambition, and all else is lost sight of that this may be reached. Often one thus trained regards labor outside of his profession as degrading, even preferring to commit crime rather than stoop to common duties when pressed by overwhelming competition. Our prisons are by no means filled with the ignorant. Men and women of the brightest minds are buried from the world behind these walls; they might have been honored members of society if the hidden harp of their natures could have been touched by a more skilful player. The ideal education will teach the true relation between the material universe and God. Without this all knowledge is incomplete. The man of science who describes the motions of the heavenly bodies, or he who would unlock the secrets of earth, understands but half the truth if he fails to recognize the power that placed them there; and he who teaches the rudiments of arithmetic has also a chance to see the evidence of a divine law according to which the same results always follow the same operations. Truly, “the fear of the Lord is the beginning of wisdom.” Only the one who studies the works of nature with humble faith in God and his Word gains the full, complete knowledge of his mysteries. The ideal education with all its completeness will not assume to provide salvation through intellectual attainments. That vital truth spoken to Nicodemus, “Ye must be born again,” is still of force, and must be recognized by those who would secure eternal life. Correct theories are important. The broadest possible view of truth should be sought for, but above all these stands the need of that personal union with God which his Spirit alone can give. This endowment, added to our attainments, provides the ideal education. Our youth should grow as tender plants are trained, prepared for usefulness and honor in the Master's vineyard. If mistakes have occurred in trying to reach this ideal, it can not affect the principle involved. Human weakness will always appear prominent in contrast with divine perfection, but for all this we may continue to strive after the ideal education. The True Wisdom
By WM. H. GREEN
It can be clearly seen and easily understood from a close study of nature and revelation that God made no provision for sin and ignorance in the plan of creation. Yet it is made plain through the eternal truth, that in his boundless wisdom he foresaw the end from the beginning, and provided against sin and ignorance in the plan of redemption, through which he would finally remove sin and ignorance from the world, should it be thus stained and marred. The pen of inspiration declares that the Eternal Workman proclaimed in the very beginning “that his finished work of creation was very good.” See Gen. 1:31. Also it is written that “he made man upright” (Eccl. 7:29), and gave him dominion over the works of his hand. Gen. 1:26, 28; Ps. 8:6. So in the midst of the splendor of Eden Adam was a prince, with Eve, the princess, at his side. Well, what means this blight on man and all nature? Why are they all stained and marred—yea, darkened with sin, and man dense with ignorance? Is it not on account of the sin in Eden, which has brought through the ceaseless tramp of ages all these evils? But, “Is there no balm in Gilead; is there no physician there?” Jer. 8:22. The answer is, Yes. For, said the angel, “Thou shalt call his name Jesus: for he shall save his people from their sins.” Matt. 1:21. See also John 1:29; 3:16, 36. And the27 great apostle says that Jesus “is made unto us wisdom, and righteousness, and sanctification, and redemption.” 1 Cor. 1:30. Seeing then that Jesus, whether viewed on the other side of the cross or on this side, is the only fountain of wisdom, knowledge, and purity, what manner of efforts ought we to put forth that we may learn of the Eternal ourselves, and that the youth be given every chance through our homes and schools to learn of God, to do service in his cause? That system of schooling that has for its mainspring the fear of God and the keeping of his commandments carries with it all true knowledge and wisdom and the whole duty of man. See Eccl. 12:13; Ps. 111:10. The eternal Lawgiver sought to impress this great and mighty truth upon Israel amid the awful splendor of trembling and smoking Sinai, which is also written for our instruction. See Deut. 4:1-14; Rom. 15:4; 1 Cor. 10:11, last part. Now if our schools, and all schools, build wisely here, there will never be any conflict between true science and real theology; but instead there will be a marvelous harmony between them. Language
By Pearl D. Bascom
“Train up a child in the way he should go; and when he is old, he will not depart from it.” This applies to the use of language, as well as to the formation of character. As language is the expression of thought, the child must first be trained to think properly, that is, his thoughts must run in the channel of the pure and beautiful. This is done, first, by placing him amid proper environments. There is no better place than amid the beauties of nature, where the sense of sight, through which impressions are first made, is attracted by the works of God, which are the expression of his thoughts. Second, his associates, all who express thoughts to him or talk in his hearing, should be chosen from those whose language is pure and of good form. The little one is unconsciously using the words and echoing the tone of those about him, because hearing is the second channel through which impressions are made. Next “it is the work of parents to train their children to proper habits of speech,” to speak respectfully and kindly to one another. No fretful or harsh words should be permitted. They should be taught that only words of gentleness, truth, and purity must pass their lips. One of the greatest and most responsible duties of parents is to teach their children, by precept and example, “sound speech, that can not be condemned.” The teacher is to co-operate with the parents in this work. The first rule for language study, I find in “Christ’s Object Lessons,” page 336: “We should accustom ourselves to speak in pleasant tones, to use pure and correct language, and words that are kind and courteous.” “Thy gentleness hath made me great,” says the psalmist. O that there might be more of this greatness in the home life! “Let patience have her perfect work,” says James through inspiration. “Angels of God will flee from a house where there are unpleasant words, fretfulness, and strife.”—“Testimonies,” Vol. I, page 307. All jangling and unpleasant, impatient, fretful words are an offering presented to his satanic majesty. May our children be trained to make their offering to God, by rendering unto him “the calves of their lips.” Even in giving reproof, “let no harsh words mar the good we might do here.” We are told in “Desire of Ages” that when our Saviour uttered his scathing rebukes, “tears of sympathy were in his voice.” “It is not so much what we say,
As the manner in which we say it;
It is not so much the language we use,
As the tone in which we convey it.
The words may be soft and mild,
The tone may pierce like a dart;
The words may be soft as summer air;
The tone may break the heart.” How Shall We Train Them?
By E. Vada Welch
“TRAIN up a child in the way he should go; and when he is old, he will not depart from it.” I believe this verse means just what it says. If children were trained to go in the right way, there would not be so many departing from it as they grow older. A child never forgets the lessons learned when he first starts to school. Then, what lesson is more important to be impressed upon his mind than the one of obedience and loyalty to his Maker? Jesus and his love can and should be interwoven in every lesson. If the child, as he starts out on the pathway to knowledge, is taught these things, he will, as he grows older, instead of evading things which are sacred, learn to love and appreciate things of a holy character. There are many methods that may be used in teaching, but still there is only one method for every school, and that is, to keep in close touch with our Heavenly Father. As so many parents neglect teaching the small children their Sabbath-school lesson, I think it is a good plan for the teacher to use the lesson, together with the helps on the lesson, for worship in the opening of the school. All the children should be encouraged to take part in the devotional exercises. As nearly all children like to sing, music can very appropriately be brought in next on the program, and will rest the children before applying their minds to study. Sacred music should be used. Besides interweaving the Bible with the other studies, it should be studied separately. Great care should be taken to make the lessons interesting. Many children do not like the study of physiology; but I believe that if the thought is impressed upon their minds that their body is not their own to be used as they may choose, but is designed to be the temple of the living God entrusted to their care to be used for him, they will take a greater interest in the study of physiology, and will want to learn how they can best care for their bodies. Also many precious lessons can be brought in in geography, by comparing the earth as it was before man’s fall and as it will be when made new, with the earth as it is in its present sinful state. Teaching the children to think of self last, and to be ever ready and willing to help others, will not only be a help in the schoolroom, but will teach them to be little missionaries at home. Such exercises as drawing and writing, or any appropriate exercise, may be brought in when the children become restless. If we are willing workers, the Lord will give us wisdom in thwarting the devices of our enemy, though they be many. “Are the gifts and talents of every educator improved for the very best good of the pupils? Who is watching for a favorable moment to speak words of kindness and love? Who loves to tell the story of Him who so loved the world that he gave his life to redeem lost and perishing sinners? Train the youth, mold the character, educate, educate, educate, for the future immortal life. Pray often. Plead with God to give you a spirit of supplication. Do not feel that your work as teacher is done unless you can lead your scholars to faith in Jesus and love for him. Let the love of Christ pervade your own souls, and then you will unconsciously teach it to others. When you as instructors commit yourselves unreservedly to Jesus, for him to lead, to guide, to control, you will not fail. Teaching your students to be Christians is the greatest work before you. Go to God; he hears and answers prayer. Put from you questionings, doubts, and unbelief. Let no harshness come into your teaching. Be not too exacting, but cultivate tender sympathy and love. Be cheerful. Do not scold, do not censure too severely; be firm, be broad, be Christlike, pitiful, courteous. ‘Whatsoever a man soweth, that shall he also reap.’”—“Testimonies,” Vol. V, page 509. Then let us as teachers strive harder to reflect Jesus in our lives, so that at his soon coming, we can hear only the sentence, “Well done, thou good and faithful servant.” Music in Our Schools
By Irma Parks
One of the most helpful things in the interest of our school the past year was the teaching of music. As so many of our church-schools find so much difficulty along this line, I thought perhaps a few hints as to how we found time for this important branch, and how instruction was given, would be of benefit to others interested in our primary schools. I noticed, at the beginning of the year, that the pupils seemed to take but little interest in singing, and immediately began to look about for some plan to arouse an interest on their part. Some of the pupils seemed to think it impossible for them to sing at all, and I knew that if this impression was allowed to grow upon them, the consequence would evidently be that they never would sing. My own knowledge in music was somewhat limited, but “where there’s a will, there’s a way,” and soon we procured books suitable for all grades, and began our daily drills. Here was a surprise for me, for I was a trifle fearful lest the pupils or their parents would not consent to the purchasing of music books; but I think in our school of twenty-four pupils there were from twelve to fifteen books purchased, so each pupil had access to a book. Now as to the time taken for our music. In the early part of the year, before we began our music, our opening exercises in the afternoon were devoted28 to reading; but having so many classes, we could find no time for music, so these exercises were taken up, and music was placed in this period. Our plan worked perfectly. Those who thought they could not sing, found that they could, and we found it possible to divide the school into the three parts, soprano, alto, and bass. The pupils themselves became so interested in their music that they would beg to have the time for music extended; and before school closed, although we had been working on this line but a comparatively short time, they could read anything in the natural key with ease. Our teachers must not become discouraged because they know so little about music. They should study, prepare the lessons beforehand, and use all the ability they possess in that direction. This will be found to be of great benefit to the teacher, and the inspiration the music affords will be ample compensation for all the labor it occasions. Language for the Little Ones
By Mrs. E. G. Bennett
I find the articles in the Review both profitable and interesting. I have seen very little given in regard to teaching language to the first and second year pupils in our schools. The method which has proved very successful with me, I will now pass on to others. I usually have all who do not study the language book, recite in this beginner’s class. I call them to the recitation bench before me. I do not tell them we are taking up the study of grammar, but that we intend to have a little story-lesson to-day. “How many like to hear stories?” Of course all do, and some one perhaps tells me, “My mama once told me a nice story.” “Yes. Well, our story to-day is about something that is about this long [measuring with hands]. It has feet, and eyes, and ears, and a tail [I speak slowly and with interest], and it can scratch, and ——.” By this time several hands are raised, and eyes are twinkling, each child being sure he can guess what I am describing; so I call on one to tell, but if he does not guess, I ask another, and he knows it is a “cat.” (Often I ask each one what he thinks I was talking about, as they all want to take part.) “Yes, I was thinking about a cat. You have all seen cats. How many have a cat at home?” All are now anxious to tell, so I ask first one then another to tell me a few things about his cat—the name, color, size, etc. Then I usually begin at one end of the class and let them each tell me some one thing about a cat, or about his own cat. As they do so, I write their sentences on the blackboard in short correct statements, about as follows:— A cat is an animal.
They are of different sizes and colors.
All cats have two ears, four feet, two eyes, one mouth, and a tail.
Their bodies are covered with fur.
Will your cat catch rats and mice? Above this composition I draw the outline of a cat. I now read to them, quite slowly and distinctly, what I have just written on the blackboard, pointing to each word, then let the children take turns in reading, each reading one line only until all have read. Frequently I have one of the older ones go to the board, take the pointer, and read; and I always say to the class, “Now notice carefully and see if he reads it correctly. If a mistake is made, raise your hand.” Thus better attention is secured, and greater interest created, and others are anxious to be able to stand and read their portion of the lesson from the board. This is such an interesting class that the ten or fifteen minutes allowed for recitation passes all too soon. I now have those who are able to read and write, copy from the board into composition books, or onto slips of paper, which I give, and collect after they have finished writing. This is good “busy work” for them. Those unable to copy what is on the board, may outline the cat, and write the word “cat” as many times as the teacher thinks best. For the next word, the conversation can easily be directed from “cat” to “rat.” With this word, as well as with the nouns that follow, I give a description of the object, and all are eager to guess what the object is that I have in mind. I next teach bat, mat, hat, cap, man, fan, hen, pen, bell, dog, box, etc., each time writing a few short, simple statement on the blackboard about the object as they make it for me, and before long each pupil is able to stand and read the sentences correctly. The vowels of all the nouns may be learned. This gives opportunity for the phonic method of teaching reading, if preferred. A little change may now be made in the class work by teaching them that these names are called nouns. The time of at least one or two recitations may be devoted to the study of nouns, or name words. The children may write all the nouns used in former studies at their seats or on the blackboard for “busy work.” Later on, the adjectives “a” and “the,” may be introduced, and after a while descriptive adjectives may be given, placing these before the nouns already learned, and building sentences with them. Care should be taken that the children do not repeat the same words too often. They should be taught the simple rules for the use of capital letters needed in their work, as well as the punctuation marks, margins, and paragraphs. I found that three studies a week was all the time I could give this class, but even then the benefit derived from it told in their future language work. I try to have them recite at a time when they seem tired of study and appear restless, but of course teachers may use their own good judgment as to time and length of recitation. I take care of their language work until school closes, then I give it to them as a sample of their school work done during the year. It has been my experience that pupils of these grades who began language study in this way, made much more rapid progress when given the regular book work, than those who began with the book work. The latter are often heard to say, “I hate grammar. It is such a dull study.” Taught by this method, my pupils find grammar an interesting and delightful study. Mrs. E. G. Bennett. Interest-Gaining Devices
By Edna S. Decker
SCHOOLROOM · life, in order to be rightly instructive, must be happy, or at least pleasant. Children will be children in the schoolroom as well as out of it, and rarely do we find a child who is happy unless interested in his work or his surroundings. Often a simple change in the method of doing a daily task will polish away the rough edges and make it a delight. To secure prompt attendance I have practised reading an interesting book immediately after opening exercises. Occasionally one of the older pupils may take the teacher's place in reading. They feel it an honor to be chosen. A blackboard space may be reserved, and a red star placed after a pupil's name for each week that he is not tardy. After five red stars are earned, they may be displaced by a blue one. This is a simple device, but most children will work for it. To secure neatly written work, an honor roll of white or colored bristol board may be constructed to adorn some wall space. Gilt stars may be placed after each name for a day's work neatly done. The penmanship class may need five minutes extra in which to finish, but it will be well spent. A gilt star may also be placed after each perfect lesson in the spelling blank. If one can not procure stars already cut, a sheet of gilt paper may be obtained for five cents, and the first or second grades, for busy work, can cut them after a pattern. In arithmetic classes, third and fourth grades, where constant drill is necessary upon multiplication tables and problems based upon them, I have tried sending the class to the board. Then I dictate the problem, having pupils begin to work simultaneously. Suppose there are six in the class, let the one who first obtains the correct answer, write the number six at top of his board space; the next, five; and so on. Problem after problem may be given, and rapid thinking obtained. At the close of the period, each pupil adds his own numbers, and the one having the most may be allowed to dictate one more problem. In fourth grade geography classes I have found this device to work well: Each pupil supplied himself with a five-cent composition book. Then, when we studied about northern North America and its cold climate, we secured pictures of fur-bearing animals, ice houses, or Eskimos. When we studied warmer zones, we selected pictures of orange groves, cotton fields, etc. Each pupil was allowed to paste one picture at the top of a page in his note-book. Below, he wrote a short story telling all he could about it. One day we spent the class time in talking about the lesson, and the next in reading the stories which were previously written. This method helped to fix the lesson in mind, as well as to make it interesting. It also correlated language work. At first, I feared that my supply of pictures would soon be exhausted, but the pupils shouldered this responsibility, and soon we had more than enough. They cut them from old catalogues, magazines, and newspapers. At the end of the year we had note-books worth preserving. A teacher must be tactful at all times. If the pupil chooses to bring in butterflies or flowers, let her be pleased and ready to advise or assist in collecting. Or, if polliwogs are the victims, let it29 be polliwogs. In fact, a glass jar of these little creatures affords both amusement and instruction for weeks. Language stories may be written about them. Number stories may be based upon them. Thus the teaching is objective; not arbitrary, but natural, following the development of the child.