Earlier text: A Canvassing Institute in Mexico City— A fire destroyed the hoisting apparatus and cut off air from the men in an Oklahoma coal-mine, and thirty-nine miners perished as a result. — The announcement is made that Governor Cummins, of Iowa, has decided to call a special session of the legislature to elect a successor to the late Senator Allison. — All employees on the Arkansas division of the Rock Island Railway have been notified by a bulletin that cigarette smoking will not be permitted, and that the violators of the order will be discharged. — A recent despatch from St. Petersburg stated that Count Leo Tolstoi was dying in his country home in the province of Tula. His last utterance was a defiance of the czar and a demand for vengeance upon him. — Hon. John Worth Keen, the democratic candidate for vice-president, was formally notified last week of his nomination, by the chairman of the committee appointed for that purpose, and accepted the honor in a speech delivered to fifteen thousand persons assembled on the State fair-grounds at Indianapolis. Hon. William J. Bryan, the democratic candidate for president, was present, and spoke at length on the subject of trusts. — A fire which broke out August 23 in the Stamboul quarter, the Mohammedan part of Constantinople, destroyed fifteen hundred houses and shops, burning for more than six hours. — The Methodists of Nebraska have commenced an organized campaign for the defeat of W. H. Taft for the presidency, on the ground that he is a Unitarian, and does not believe in the divinity of Christ. — Both North Carolina and South Carolina were visited by a very heavy rain-storm last week, as a result of which about forty lives were lost, and property valued at several million dollars was destroyed. No such flooded condition has prevailed in those States since 1840. — Baron Speck von Sternburg, the German ambassador to the United States, died rather suddenly in Heidelberg, Germany, last week. The immediate cause of his death was inflammation of the lungs, although he was seeking medical aid for another malady at the time. — A case of leprosy has appeared at Washington, D. C. The unfortunate victim served as a soldier in the Philippines, where it is more than likely he contracted the disease. Before the nature of his trouble was discovered, he had exposed a large number of persons. — A financial flurry in Wall Street last week was followed by the failure of a large brokerage firm, with liabilities estimated to exceed one million dollars. The firm's indebtedness to other brokers and to stock-exchange houses is greater than that resulting from any failure of previous years. — The little daughter of an Italian rag-dealer in Philadelphia was kidnapped last week, and the father afterward received a letter in Italian, signed “Black Hand,” in which he was told that he would never see his child again unless he deposited two thousand dollars in the place designated in the letter. — As a result of recent political changes in Turkey, the Turkish minister to the United States, Mehmed Ali Bey, was deposed. Sensational charges have since been made against the Turkish minister, who, it is stated, appropriated three thousand dollars belonging to the legation, and left many unpaid bills in Washington. — A retired Presbyterian clergyman, who at one time occupied a leading position in Chicago, committed suicide in New York City last week. Five years ago he attracted general attention by a vigorous defense of the Higher Criticism, at the time when Dr. Charles A. Briggs was on trial for heresy. He made full preparation for the suicide, and wrote letters to his children and a special friend. — George W. Fitzgerald, formerly assorting teller in the subtreasury of the United States in Chicago, has been arrested, charged with having stolen $173,000 from the subtreasury about a year and a half ago. Suspicion was directed against Fitzgerald some time ago, but in the absence of any proof he was discharged from government employ for culpable neglect in permitting such a theft to be committed. An effort to pass several one-thousand dollar bills led to his arrest. Educational Number of the Instructor
By M. E.
CHRISTIAN education is one of the chief equipments for efficient service. Neesima, who gave his life for the salvation of Japan’s youth, said that Christians need the highest possible culture to meet the educated world, and the spirit of prophecy tells us that “mental culture is what we as a people need; and what we must have to meet the demands of the time.” Many young people realize this, and are making the most of themselves and of their opportunities. But you know of young men and women who need encouragement. A spark may kindle their dormant energies, and a word arouse their sleeping ambitions. Perhaps the Educational number of the Instructor has just the word that they need. Can you not give or send a copy to each of them? It can not do any harm, and it may do much good. The articles in it are interesting. Their earnest appeals are founded upon the firm foundation of sound reasoning and the urgent needs of the passing hour. Let us work; and as we work, let us pray that soon the heart of every youth in our ranks may throb with the animating purpose of preparing for efficient service. The supply of the Educational number of the Instructor has not yet been exhausted. Write to the Review and Herald, Takoma Park Station, Washington, D. C. Single copies, five cents each, twenty-five or more, two cents a copy.
M. E. Another School Year
By F. G.
ANOTHER leaf has been turned, the page before us is clean, the record is unmade. The new school year offers great possibilities for good to the Christian teacher; a year makes great advancement in the life of every growing boy and girl. These years pass all too rapidly; and before we are aware of it, our little children are men and women, with the burdens of life resting upon them. Every day the Christian teacher has an opportunity to lay in the lives of the children and young people foundation-stones of great strength upon which the superstructure of life may safely rest. It is almost impossible for us, in the busy, carking cares of the school life, to realize the great possibilities in our work. We can not too highly appreciate the value of taking time to study and consider our mission. If we expect to do a great work, we must first feel that our work is great. We must appreciate its vast importance, we must recognize that every word and action has a vast influence upon the lives of those whom we teach. Our children and young people come to us with their souls wide open to receive; and whether we will or not, the mistakes which we make, impress them just as much as do well-chosen words and guarded actions. Upon this page open before us we must record victories each day; we must march nearer the goal. The fiercest struggle which has ever fallen to the lot of humanity is before us. We are to prepare men and women, yes, boys and girls, to bear their part in this struggle, to stand in defense of truth, and to carry its banner aggressively into the darkest corners of the earth. Our schools are one of the mightiest factors in the finishing of the work in this generation. Let each teacher write well upon the page of this school year. An Important Suggestion for the New School Year
By F. G.
I was a student in —— for one and one-half years. My bills were all paid in advance, and I gave my teachers no cause of complaint whatever, except that I took studies too advanced for me; but not one of the teachers nor pupils asked me to return to the school for the next year. When the class of 1894 was formed, every pupil who was in the class with me, and who was not a member of some other class, was invited to join, but myself. I felt that I had not one friend among teachers, and scarcely one among the students, who cared whether I lived or died; and but for the reproach that would have been brought upon the truth among my friends, I should have left long before the school year closed, for I was so unhappy. I went to a near-by high school; and before I was there two weeks, both teachers and students were asking me to complete a course. I was as happy there as I was unhappy in our school, and in one of the teachers I found one of the best friends I have ever found outside of my own family. After completing my course in the high school, I took a course in a female seminary and later in the State normal. In both of these places I had the same experiences that I had in the high school. All were friendly. The foregoing words are quoted from the letter of a former student in one of our schools, and they are full of suggestion and have a lesson of great value. This person was of a rather retiring nature, and as a consequence did not force her way into the society of her fellow students and teachers. She has always remained loyal to the truth since these days, but has not taught in our schools, though all of her time has been spent in teaching. It is very easy for teachers and students to fail to encourage and draw out reticent and quiet students. It is very easy to associate with those who are more congenial. It is a sad thing that any student in our schools, should have it to say that no one took a special interest in him, or talked with him in reference to his soul’s welfare. The new school year is upon us, and many students are coming to our schools, leaving homes from which they have never been away more than a few days at a time. It is the solemn and sacred duty of teachers and students to throw round about such the most friendly, cheerful, and home-like atmosphere possible, to receive them most cordially and to make them feel that they are thoroughly welcome. Every effort should be made to draw out those who are of a reticent nature, and particular interest should be taken in those who are homesick. This cheerful atmosphere, this kindly friendship, may mean salvation to a soul, and it surely will mean a bringing of happiness into some life. Let us learn the lesson taught by the experience given above. “Wiser in Their Generation”
By F. G.
THE Washington Post of Sunday, July 19, quotes Cardinal Gibbons as saying, in an interview concerning the political situation just before leaving this country on a pilgrimage of devout Catholic prelates to Rome:— I am much concerned over the political conditions of this country. There seems to be such a gradual trend toward unrighteousness in the great mass of our people that thinking men must realize that the problem must be met without delay. There is no politics without morality, there is no morality without religion, and without religion there is no God. The cardinal continued that the place to begin training future citizens is in public schools. He suggested the plan that each religious denomination maintain its own schools, the expense to be borne by the state. This is ever the attitude of the Catholic Church. It recognizes the great value of child-training, and there is no other line of effort which is more persistently followed in its endeavor to bring about a union of church and state than the division of the public funds for educational purposes. Once the state takes this step, it has surrendered the principle of its separation from the church. Believers in the Christian faith should forever hold to the principle, recognized by the early Christians, that God lays upon them a peculiar and special duty to educate their own children in things divine. Public schools have a right and just sphere, but it is not in giving a religious education. Our Lord’s Readiness to Help
OUR Lord is ever on the giving hand. His ear is not heavy, that he can not hear our cries; neither is his arm shortened, that he can not extend needed help. He is always ready to give power for righteous living, wisdom for heavy responsibilities, and grace for the little perplexities of life. These will give to every Christian teacher a sweetness of character that will make his pupils desire to be like their divine Master. Teacher, Know Thyself
By Ellen G. White
To know one's self is great knowledge. True self-knowledge will lead to a humility that will allow the Lord to train the mind, and mold and discipline the character. The grace of humility is greatly needed by the workers for Christ in this period of the world's history. No teacher can do acceptable work who does not bear in mind his own deficiencies and who does not drop out from his reckoning all plans that will weaken his spiritual life. When teachers are willing to drop out from their work everything that is unessential for the life eternal, then they can be said indeed to be working out their salvation with fear and trembling, and to be building wisely for eternity. I am instructed to say that some of our teachers are far behind in an understanding of the kind of education needed for this period of earth's history. This is not a time for students to be gathering up a mass of knowledge that they can not take with them to the school above. Let us carefully weed out from our course of study all that can be spared, that we may have room in the minds of the students in which to plant the seeds of righteousness. This instruction will bear fruit unto eternal life. Every teacher should be a daily learner in the school of Christ, lest he lose the sense of what constitutes true physical, mental, and moral excellence. No one should place himself as a teacher of others who is not constantly working out his own salvation by receiving and imparting an all-round education. The true teacher will educate himself in moral excellence, that by precept and example he may lead souls to understand the lessons of the Great Teacher. No one should be encouraged to do the work of teaching who will be satisfied with a low standard. No one is fitted to teach the grand mysteries of godliness till Christ is formed within, the hope of glory. Every teacher needs to receive the truth in the love of its sacred principles; then he can not fail of exerting an influence that is purifying and uplifting. The teacher whose soul is stayed upon Christ will speak and act like a Christian. Such a one will not be satisfied until the truth cleanses his life from every unessential thing. He will not be satisfied unless his mind is day by day molded by the holy influences of the Spirit of God. Then Christ can speak to the heart, and his voice, saying, “This is the way; walk ye in it,” will be heard and obeyed. The teacher who has a right understanding of the work of true education, will not think it sufficient now and then to make casual reference to Christ. With his own heart warm with the love of God, he will constantly uplift the Man of Calvary. His own soul imbued with the Spirit of God, he will seek to fasten the attention of the students upon the pattern Christ Jesus, the chiefest among ten thousand, the One altogether lovely. The Holy Spirit is greatly needed in our schools. This divine agency comes to the world as Christ's representative. It is not only the faithful and true witness of the Word of God, but it is the searcher of the thoughts and purposes of the heart. It is the source to which we must look for efficiency in the restoration of the moral image of God in man. The Holy Spirit was eagerly sought for in the schools of the prophets; its transforming influence was to bring even the thoughts into harmony with the will of God, and establish a living connection between earth and heaven. Teachers, if you will open your hearts to the indwelling of the Spirit of God, if you will welcome the heavenly guest, God will make you laborers together with him. In co-operation with the Master Teacher, the spirit of selfishness will be expelled, and wonderful transformations will take place. In the night season these words were spoken to me: “Charge the teachers in our schools to prepare the students for what is coming upon the world.” The Lord has been waiting long for our teachers to walk in the light he has sent them. There is need of a humbling of self, that Christ may restore the moral image of God in man. The character of the education given must be greatly changed before it can give the right mold to our institutions. It is only when intellectual and moral powers are combined for the attainment of education, that the standard of the Word of God is reached. These words were clearly and forcibly spoken: “Confess your faults one to another, and pray one for another, that ye may be healed. Press together; press together, and love as brethren. Pray together.” The Lord has paid the price of his own blood for the salvation of the world. He suffered every indignity that men could devise and Satan could invent, in order to carry out the plan of salvation. Let not the teacher seek to exalt self, but let him see the necessity of learning of Christ daily, and making him the pattern. For teachers and students our Lord and Saviour Jesus Christ should be the only example. Bear in mind that the Lord will accept as teachers only those who will be gospel teachers. A great responsibility rests upon those who attempt to teach the last gospel message. They are to be laborers together with God in the training of human minds. The teacher who fails to keep the Bible standard always before him, misses an opportunity of being a laborer together with God in giving to the mind the mold that is essential for a place in the heavenly courts. 1. A question may be put to the whole class. The advantage in this method is that the attention of all the pupils is necessary. Various plans may be followed as to the manner of receiving the answer:— (a) The pupils may be permitted to think for a moment, and then some particular one be called upon for an answer. (b) When the question is put, all who are able to answer may be permitted to raise the hand; then the teacher selects some one to recite. (c) Some one may be called upon to answer in part, and suddenly another member of the class may be directed to finish the answer. (d) The answer may be given in concert. 2. The question may be put to a single member of the class. This plan also has its advantages, and the attention of all may be secured almost as well as by putting the question to the whole class. Several variations of this plan may be followed:— (a) When one pupil has partially answered a question, another may be called upon to finish it. (b) A pupil may be called upon to answer not only the first question propounded, but also such others as may naturally follow. (c) A pupil having answered his question, as an occasional exercise may be accorded the privilege of putting a question to some other member of the class. CAUTIONS.— The following cautions are important:— 1. Do not question your pupils in alphabetical order. 2. Do not question your pupils in the order in which they are seated. 3. Do not fall into the habit of permitting your pupils to answer in concert. 4. Do not help your pupils to answer by suggesting an important word here and there. 5. Do not depend on the text-book for question and answer. 6. Ask your questions promiscuously. 7. Frequently call upon the inattentive to answer. 8. If some pupils remain inattentive, keep on asking them questions, even if they recite the greater part of the lesson. 9. Put your questions in proper tones of voice. 10. Do not scold a pupil for failure to answer.24 11. Rarely repeat a question. Your pupils should be attentive, and hear it the first time. 12. Always give your slow pupils time to think. Pupils vary greatly in their ability to express themselves promptly. 13. Put your questions so as to make your pupils discover truth for themselves. 14. Encourage your pupils to ask questions, and when you have time, let other pupils answer. 15. When you make an explanation, see that your pupils understand it, and then call upon some of them to repeat it.—Selected. A MOMENT in the morning, ere the cares of day begin,
Ere the heart’s wide door is open for the world to enter in;
Ah, then alone with Jesus in the silence of the morn,
In heavenly sweet communion let your duty day be born,
In the quietude that blesses, in the prelude of repose,
Let your soul be soothed and softened, as the dew revives the rose. A moment in the morning, take your Bible in your hand,
And catch a glimpse of glory from the peaceful promised land;
It will linger still before you when you seek the busy mart,
And like flowers of hope will blossom into beauty in your heart;
The precious words like jewels will glisten all the day,
With a rare, effulgent beauty that will brighten all the way. When comes a sore temptation, and your feet are near a snare,
You may count them like a rosary, and make each one a prayer. A moment in the morning, a moment if no more,
Is better than an hour when the trying day is o’er;
’Tis the gentle dew of heaven, the manna for the day,
If you fail to gather early, alas, it fades away;
So in the blush of morning take the proffered hand of love,
And walk in heaven’s pathway and the peacefulness thereof. Chinese Schools at Chang-Sha
By P. J. Laird
In “China’s Only Hope,” written by Chang Chitung, one of China’s ablest statesmen, and formerly governor-general of Hunan-Hupeh, we read: “We need not feel discouraged if there is a dearth of efficient teachers at the outset. This difficulty will soon be obviated. This year there are numberless books which treat of foreign subjects being published in Shanghai. Any man of understanding can, by the use of these, equip himself in three months to teach in the high schools. In two years the colleges will graduate men who are qualified to teach. There need be no fear on this score.” It may be that Chang-sha acted on her august statesman’s advice; for Chang-sha’s first trade report (1905) informs us that “the schools of the new learning . . . are continuing to spring up like new shoots in a bamboo grove.” At any rate it would be hard to report how many schools have opened, and closed again, since that date. But there being no official reports obtainable, and as those who know are so reticent about imparting their information, it is impossible to give any satisfactory comparisons of recent years. Last month we wrote to all the presidents of leading schools here, enclosing a short printed list for brief replies. Only four have been returned. Unwillingness may be a reason for this.
Unfortunately, thoroughness is as conspicuous by its absence in government schools at Chang-sha, as it is in other departments of life. Chapuhto (which can be translated “nearly the same”) may be said of the attainment to a set standard, or pattern. The many schools being opened provided a new office for those contemplating government service. Whatever their other qualifications, they appear to be completely ignorant of the new learning. Being uncertain of their tenure of office, their policy is largely a “go-as-you-please” one. Presidents, being unable to select their own staff of teachers, because themselves ignorant of the subjects, have had to be content with a set of mediocre men, who possessed a very inadequate knowledge of their subject presented in class, but who received good salaries for their work. Much money is being squandered in keeping up a retinue of followers much like those seen at the civil and military officials’ offices. Japanese are being requisitioned, and teach by interpretation. Cases have come to my personal knowledge where the knowledge of the interpreter has been grossly insufficient for the task, and was not discovered for quite a time. Some of the Yale University Mission foreigners are teaching in English at some schools, where the writer had to refuse an offer of two dollars (gold) an hour, on six days a week. Students, and not the authorities, often dictate what text-books they shall use. We had proof of this right here in our own classes in this house; also when the students of the largest normal school here petitioned me through the authorities to come and teach English books which they demanded should be taught; and they were not slow to help themselves out by appealing to me in person. But my only qualification for the office, so far as they were concerned, consisted in my being an Englishman. Some of the schools have been erected at considerable expense, and are well-built and commodious; but the buildings are generally too close together to be perfectly sanitary, and must have a high wall all around. The latter is a help to deaden the sound of the squeaky wheel-barrows and sedan-chairs, also the many hucksters’ cries in the city; but away across the river in a lovely situation it would appear to be unnecessary. When the ancient examination halls were demolished, and modern school buildings erected on the site, we used to pay periodical visits of inspection. No one seemed to be in charge; every one pleased himself how much work he did; and the wages of the men went up by bounds. But the foundations were what interested me most. They consisted of sticks of wood, say two feet long and four inches in diameter, sometimes less; these were knocked into the ground with wooden mallets. The bricks were laid on these, and so the walls grew up. But I must not tell too much, yet when one reads such glowing accounts of the transition in China, it is necessary to write some things as they are. Outdoor gymnasiums are provided in several of the schools that we visited, and some students do creditable work on the horizontal bar. I omitted to ask whether or not this was compulsory. Maps, charts, diagrams, and models are greatly in evidence; but as one teacher remarked, the students do not know how to use such things very well. At present there are three medical schools being operated by the government along purely Chinese lines. I hazarded a question as to what they would do if the students were unfortunate enough to break their limbs, or their eyes gave out while at school. The reply came, “No plan.” Fortunate for their students, there are some foreign physicians at Chang-sha. The industrial school interested us most of all. Seeing their show-cases full of well-made tools and other articles, we began to suspect there was hope of success for the diligent students along these lines. Imagine our dismay when we found these things were all made by artisans hired from Hankow. Calling one day to have a small stove repaired, I noticed the students staring in amazement at these artisans while they were at work, but not turning a hand themselves. But they do a little weaving of mats and coarse cloth, and even this is encouraging to those contemplating school work in China. Here, again, the manual labor is optional. But then for centuries China has been taught that “the scholar is not an utensil.” The government takes no account of instructing its women, but private enterprise has arranged for one school of two or three hundred pupils, with some Japanese women teaching by interpretation. If only the girls could stay long enough to get a good foundation knowledge, there would be a good work in this direction. We were much pleased with the kindergarten school for children of both sexes. Here, too, there is Japanese teaching by interpretation. There was evidence of care being taken to make this branch a success. Primary schools are legion; and from these there is a faint hope that a system may yet be drawn up which will be a systematic grading of the lower schools with the higher. At present each school is more or less independent of the others. Continuity is greatly lacking. Even the Hunan Provincial High School is contented with a knowledge of the old Chinese classics as a test for admission for boys from sixteen to twenty years of age. To us the saddest feature of all is that these masses of students at Chang-sha, and, alas, in other cities, are being led away from the Bible; hence we are not surprised that they are developing a class of youth whom it may soon prove a knotty problem to handle. I have already written of the ill effects of the large number of students from Hunan going to Japan and elsewhere without proper preparation. Inability to speak the language of their new country, and consequent inability to understand the lectures given, have caused many to return more than discouraged; for they have also become contaminated with a wrong spirit. Others have been recalled by the government ere they had obtained so much as even a real interest in their subjects. Returning to their native places, they have been snapped up with sometimes direful results. Many had become an easy prey for Satan’s own devices. They vainly imagined, with their but half-opened eyes and ears, that these revolutionary ideas of the very worst type were all good and proper. Satan’s emissaries were only too ready to point to Japan as an example of those who held such ideas and worked them out. Arriving at their native cities,—Chang-sha25 for instance,—these men readily aired their views. Others were busy with anti-dynastic literature to follow up the impressions made. Even into the girls’ schools this pernicious stuff found its way. Alas, many paid the penalty by execution. One man was hurried out and decapitated in all his gay silks and golden trinkets. This being done without trial, the student population was in a ferment for many days, and it was hardly known which way events would turn. As a result the schools were broken up earlier than scheduled. Previous to this, the students had caused one of their number, who had committed suicide, to be buried on Chang-sha’s sacred mountain; and defied the authorities for a time to remove the body. Later, when the excitement had died away, the coffin was transferred. “Lookers-on,” it is said, “always see most.” Let us not be too eager to condemn either the government or those we are discussing in this paper. That there is a terrible need for reform in many, many ways, goes without saying. The thing for the churches of Christendom to do in China, is to keep their hands clear of all questionable practises, and let her adherents show their fellows that the gospel of Jesus Christ is able to undo the work which Satan has been doing for centuries. The time is short; and we who believe the Lord will soon perform a quick work in righteousness, plead with our fellow believers in the third angel’s message to let us have a greater measure of your prayers. Either we have it or there is no other message in this wide world which can do for these individual students, and their acquaintances in the class room what they can not do for themselves, and what a one-sided system of instruction will never produce; that is, a perfect character, which will fit them for the kingdom of God. The return of Jesus Christ for his people, is nearer than any of us can imagine. Then let us work and pray to-day; for the night cometh when no man can work. That the people are still friendly toward us, and desire to be taught by us, is plainly to be seen in the numbers who have been to make inquiries as to when we are going to open our classes in English. But with the arrival of our reinforcements, we have not one single spare room for the purpose. We can not tell how many houses we have inspected for rent, but have not been successful up to the present. Our woman teacher, who was to have joined us here, was forbidden absolutely by her foreign pastor; and, like many others, does not seem to have a mind or will of her own in the matter of faith and practise. Those that have, are not considered desirable by many foreign pastors. Recently there have been a few bright exceptions to this rule, and they have preferred to leave mission employ rather than be domineered over in this way. One man recently informed me that there was no other way open for him but to join our people; for he is convinced we have the truth. He was in charge of four or five mission schools at a city not far distant from Chang-sha. God keep him faithful to his resolve. We are being continually brought face to face with the question of the Lord’s will for our people at this great center, but we know he will reveal it in his own good time and way. We had eight Chinese at our Sabbath-school yesterday. They were all the friends of our friend, Ho Chingchin, who is assisting me in translation work. He was our reward for many hours spent in the class room teaching English last year. THE preconceived ideas of almost every missionary are likely to receive a rude shock on reaching the mission field. The usual thought is that the heathen world is full of amiable people, eager to welcome the missionary, and to lend themselves immediately to the carrying out of all the teaching with which the missionary is charged. A very brief experience easily upsets all this. The “heathen” are found to be as tenacious of all their beliefs and modes of thought and habits as others; nor are they always ready to admit the value of the strange missionary’s message, nor to see why they should change their ways, derived from generations of revered ancestors. The missionary early learns that the taking of the heathen world for Christ is not a romantic gospel promenade, but a very serious piece of business, which taxes the utmost resources of the best endowed and most fitly prepared men and women through successive generations. Happy is that missionary who, when the mere romance of the foreign aspects of his work is staled by experience, falters no whit.—Selected. How to Teach
By W. C. Mathewson
THERE are right ways and wrong ways of doing things; but when things are done in the wrong way, they are not really done, only attempted. If those who attempt to teach, pursue wrong methods, go at it in the wrong way, they do not teach, no matter how much time and labor are expended. In this life nearly everything is unreal, perverted, and deceptive. There is much falsely so-called teaching, just as truly as there is a "science falsely so called." But God recognizes as nonexistent those things that exist only in name. Teaching that is not performed right, is in his opinion not done at all. Then, let us teach; that is, let us teach right. But before we can teach, we must be sure that we know what teaching is, and then learn how to do it. According to worldly authority 'teaching is the art of promoting human growth.' But human beings grow, or should grow, in three different respects,—mentally, physically, and morally. Much of the teaching that is now done, and which has been done, has resulted in mental growth only. Such is teaching as far as it goes, but it falls far short of complete teaching, lacking two thirds of the results,—mental, physical, and moral growth. There never was a time when there were so many schools, facilities, and opportunities for mental development as now; neither has there been a time—unless we except the antediluvian age—when the world has been as wicked as now. In view of these facts, who can not see that if the teachers in our schools should neglect to train the physical and moral powers of the youth, they would make a most serious mistake? Such work might enable the students to make this life a success; but a success that does not extend beyond this life is a great failure. The mental powers of man are closely dependent upon the physical. While the mind controls the body, it can not exist without it; and the ideal is, 'a sound mind in a sound body.' Students, then, should be taught how to preserve their health and strength. The training of the physical powers, their growth and development, and their relation to the mental activities, should be a part of the school curriculum. As far as possible the teacher should shoulder this responsibility with parents. He must do this, not by precept only, but by example. If he disregards the laws that govern his being, wilfully or carelessly, pursuing wrong habits of eating, etc., the observing youth (and they are all observing) will have but little confidence in his instructions, and will fail to realize their importance. All teachers should be model health reformers. Are they? With the training of the mental and physical powers the teacher's work is still unfinished. The most important of all, the moral and spiritual powers, need daily attention; but if the former have been properly trained, the development of the latter will be far less difficult and more successful. Much depends upon the teacher in the accomplishment of this work. 'Let the pathos of your voice, its deep feeling, make an impression on hearts. Urge your students to surrender themselves to God. . . . As you follow Christ's example, you will have the precious reward of seeing your students won to him.'—'Testimonies for the Church,' Vol. VII, page 268. TAKE special care that the schoolhouse and its appurtenances are kept in good order. This is a part of every teacher’s duty. He should have an eye that is constantly on the alert to perceive the smallest beginnings of injury to any part of the premises. It is often painful to see a new schoolhouse, that has with much care and expense been put in perfect order, very soon cut and otherwise disfigured by the pupils,—the glass broken, the ceiling soiled, the desks and floors stained with ink, and everything bearing the marks of youthful destructiveness. The teacher should be held accountable for such results; for he can by proper vigilance prevent them. Some of his first lessons to his pupils should be upon the subject of practical neatness, in regard to everything that pertains to the school. They should be impressed with the belief that he holds neatness as a cardinal virtue. Daily should he watch to discover the first violation of propriety upon the premises. This first violation should be promptly met. There is great wisdom in the adage which enjoins us to “resist the beginnings.” So, too, he should exercise an oversight of the books belonging to the pupils. Many books are speedily destroyed by children for the want of a little care of the teacher,—probably more than are worn out by use. He should also occasionally inspect the desks, with a view to promote a commendable neatness there. The teacher has an undoubted right to inspect any part of the premises,—but by a little adroitness he can interest the children in a reform of this kind, and then they will desire that he should witness their carefulness. I may add, further, that the children should not only be taught to respect the schoolhouse and its appurtenances, but they should be taught to regard the sacredness of all property either public or private. The neighboring garden or orchard should be held to be inviolable. The teacher may not have the authority to compel compliance with his direction or26 advice beyond school hours, but he should endeavor to exercise a moral influence in the school which will be more powerful even than compulsion. So in regard to public buildings, such as churches and court-houses; and all public grounds, as parks, commons, and cemeteries,—the teacher should inculcate not only the duty to abstain from injuring them, but a commendable desire to see them improved and beautified.—Page. Teaching a Fine Art
By Edward Brooks
I HAVE done my work, inspired with the idea that teaching is a beautiful art and a noble vocation. To me the teacher has seemed to be an artist, shaping the minds of his pupils into higher forms, and through them molding the generation in which they live. The true teacher has seemed to be painting pictures on the canvass of mind that shall last through the generations, and fade not in eternity. My own work was largely inspired by the spirit of the sentiment so felicitously phrased by an English writer,—“that divine and beautiful thing called teaching.”
—Edward Brooks.