— France has re-established the use of the guillotine, four murderers having been executed on it, January 11.
— Reports from Oklahoma state that a large number of land frauds have been unearthed by secret-service men in that State. The government will begin at once the prosecution of those involved in the frauds.
— Two battle-ships larger than any now afloat were authorized in the naval appropriation bill recently passed by the House of Representatives. These battle-ships will be of 26,000 tons displacement.
— President-Elect Taft, Mrs. Taft, and others, including a party of civil engineers selected to work with Mr. Taft in the inspection of the Panama Canal, sailed from Charleston, S. C., January 25, for the Isthmus. The party will reach New Orleans on the return trip, February 13.
— The final report of Governor Magoon of Cuba to the United States before turning the government of the island over to the newly elected Cuban officials, strongly urged the raising of the old battle-ship “Maine” in Havana harbor. President Roosevelt, in a special message to Congress, has recommended the same thing.
— Another great gold discovery is reported in Alaska, in the Tanana Valley. An immense ledge of quartz-bearing gold has been uncovered, and is said to cut across the headwaters of a number of the streams emptying into the Tanana River.
— The officials of the Young Turk party have discovered a wide-spread plot to overturn the present form of government in Turkey, abolish the constitution and parliament, and install the sultan again as absolute ruler. Twenty thousand persons in all parts of the country were involved in the conspiracy, and many arrests are being made.
— A remarkable achievement in aeronautics was witnessed in New York on January 27, when Mark O. Anthony, an electrical engineer, sent up a balloon provided with propellers and certain electrical apparatus. By means of wireless mechanism on the ground, Mr. Anthony was able to direct the balloon in any way he desired. He asserted his ability to control the balloon within a radius of twelve to fifteen miles.
— A despatch from Tetuan, Morocco, Africa, states that the village of Romara has been practically buried by the mountain near which it was situated. The side of the mountain was dislodged by an earthquake, and about five hundred of the people were killed. The earthquake was felt across the strait in Spain, causing great consternation among the inhabitants of Totana and Olias, who fled to the open country in fear of a disaster such as that which befell southern Italy and Sicily.
— The British government is planning the reforestation of large sections in England, Scotland, and Ireland, partly to give employment to the many out of work, and partly to resist deterioration of the land.
— On January 19 the Senate passed a bill raising the president’s salary to $100,000, but making no allowance for traveling expenses. The bill also raises the salary of the vice-president, the speaker of the House, and the chief justice of the Supreme Court to $15,000. The bill will not become a law unless concurred in by the House.
— The anti-Japanese bills which have been under consideration in the California Legislature have been put over for another week, and the author of one of the bills has consented to an amendment which will make his bill less objectionable to Japan. Press reports indicate that many members of the California Legislature insist that some remedy be found for the conditions of which they complain. It is a difficult situation, and one which it will be found hard to remedy without offending Japan, and renewing the rumors of war.
— The dalai-lama, the religious head of Tibet, has left Peking, China, for the capital of Tibet. This will draw to a close his four years of wandering over north China since the occupation of the capital of Tibet by a British column. He is shorn of much of his power, and goes back with the title of “sincere and loyal spreader of civilization.” This title, conferred by the Chinese government, is taken to be an indication to him that he is not to stand in the way of civilization. The Chinese government is now considering ways and means for the opening of schools and banks in Tibet.
— The situation in the Balkans is again nearing an acute stage. Bulgaria has called out her reserves, and Turkey is reported to have ordered the mobilization of a portion of her reserves. The difficulty at the present time is over the question of the indemnity which Bulgaria should pay to Turkey, and the further question of whether the boundary-line is to remain where it is now located. Bulgaria offers to pay $20,000,000 indemnity, and Turkey agrees to accept this if Bulgaria will agree to a rectification of the boundary. To this Bulgaria will not accede. The other European powers are bringing pressure to bear to cause Turkey and Bulgaria to keep the peace.
— The United States refuses to recognize the transfer of the sovereignty of the Kongo Free State to Belgium, until Belgium shall give satisfactory assurance upon five points: (1) The humane treatment of the natives; (2) abolition of the labor tax; (3) restoration to the natives of land formerly held by them; (4) freedom of trade between the Kongo and the United States; and (5) an agreement to submit to arbitration certain questions of an economical and commercial nature. Those who have been laboring so long for reforms in the Kongo regard this as a great victory, inasmuch as Secretary Root’s demands in this particular are almost identical with the demands made by the British government.
The Relation of Our Missionary Societies to Our Schools
MISSIONARY VOLUNTEERS should be deeply interested in all matters of education and educational effort; for now, as perhaps never before in these sixty centuries of warfare between right and wrong, educated men and women are needed to battle for the right. The forces of evil, under the shrewdest and most cunning generalship of the wicked one, are marshalling into their ranks the strongest and best-trained intellects, and, by the force of worldly learning, are seeking to pervert, yea, even to destroy, the faith of Christ in all men.
At such a time as this, an intense time, there is a most solemn, God-given responsibility resting upon every Missionary Volunteer, upon all young men and women offering themselves for service in the army of Christ, to put to the utmost stretch every power of their being for good; for, while the weapons of our warfare are not carnal, and while under no circumstances are any to depend upon the strength of man's wisdom, yet it must be remembered that the Holy Spirit can use the person possessing a healthy and robust body, and an orderly, vigorous mind, with far greater effectiveness than he can one whose powers are frail and enfeebled. The cause of Christ imperatively demands the broadest wisdom, the mightiest ability, and the most exalted virtue which it is possible for each of his servants to acquire.
All this is undeniably true; and being so, each Missionary Volunteer must bring himself to see that he secures such an education as will best qualify him for his place of service in the cause of Christ. His high profession, his solemn vows, his pledges of fidelity to this cause, will admit of nothing less. God has established schools that all this may be accomplished. The very effort put forth in securing such an education, is in itself one of the greatest educating factors in the life of an individual. It develops in him those hearty, vigorous traits that enable him to meet, clash with, and overcome those obstacles that are placed in the pathway he must travel toward perfection of character.
Not only must each Missionary Volunteer feel these things to be true for himself, but he must know that he is his brother's keeper, and he must seek to create strong educational ambitions in all his fellow members; then he must endeavor to make possible the realization of these ambitions. He must not only secure educational funds for himself, but he must aid in obtaining them for others. No young man or woman need lack a well-balanced education. Given the proper aspirations, they will at once find that the gates to the broad roads of educational opportunity are wide open. It must not be forgotten that education does not begin with the entrance to the school building, and end with graduation from a course of study. Good books, well-chosen friends, helpful associates, and the ability to do physical as well as mental work, all have their part in securing an education, the same as do teachers and class-room associations. I quote here a paragraph from “Christ’s Object Lessons,” which is to the point:—
“Let the youth who need an education set to work with a determination to obtain it. Do not wait for an opening; make one for yourselves. Take hold in any small way that presents itself. Practise economy. Do not spend your means for the gratification of appetite, or in pleasure-seeking. Be determined to become as useful and efficient as God calls you to be. Be thorough and faithful in whatever you undertake. Procure every advantage within your reach for strengthening the intellect. Let the study of books be combined with useful manual labor, and by faithful endeavor, watchfulness, and prayer, secure the wisdom that is from above. This will give you an all-round education. Thus you may rise in character, and gain an influence over other minds, enabling you to lead them in the path of uprightness and holiness.” This is a vigorous statement of the laws of educational growth, and wise is he who gives heed to its admonition.
It is highly fortunate that the Missionary Volunteer movement of this great third angel’s message has placed educational interests in the foreground of its many efforts. Only as it keeps them there, will it succeed in doing its work.
Prayer
DAVID LIVINGSTONE died May 4, 1873, in Chitambo's Village, in Ilala, Central Africa. He died while kneeling in prayer at his bedside,—died, as he had lived, in prayer. This was the source of his power, for self-denial and courage. His prayers for Africa are being answered. This land that has sat in darkness is seeing a great light.
Victory in the Christian warfare is obtained only through prayer. Christ's prayers have brought constant triumphs in the progress of his glorious gospel into all the world. His prayers for the world have been, and are now being, answered. Men can not truly pray, “Thy kingdom come,” and not make earnest and self-sacrificing efforts to bring that kingdom.
Prayer is the source of all our educational energies. By it our children and youth are to be equipped for service. Without the habit of sincere prayer they go forth into the world, weak and impotent. The custom of heartfelt prayer is a most important and valuable preparation for missionaries. It takes away formality, and gives instead the fire of a godly life.
It was Christ's prayers, his life of prayer, that led those whom he daily taught, to express the desire, “Lord, teach us to pray.” Will not our students covet this same teaching if we pray aright? Fiery trials are before the people in the work of God. It is only devout prayer that can give the necessary courage and the preparation for the conflict.
> “I fear no foe, with Thee at hand to bless;
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> Ills have no weight, and tears no bitterness.
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> Where is Death's sting? Where, Grave, thy victory?
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> I triumph still if Thou abide with me.”
Free Maps
The General Land Office of the Department of the Interior publishes some very valuable maps, which can nearly always be obtained free from Congressmen, or at the most, for a very small amount. They include general United States maps, maps of exploration, and local State and territorial maps. It will be to the advantage of our schools to make note of this.
Missionary Geography
By F. G.
An Important Notice
At a meeting of the text-book committee held at the time of the principals’ meeting at Cleveland, Ohio, last July, the following action was taken:— “Voted, That we seek some one to prepare at once a missionary hand-book to accompany Morton’s Geography.”
This matter has received considerable attention from the Department of Education since this action was taken, and at a recent meeting of the text-book committee the following action was taken:— “After some consideration of the publication of a missionary manual to accompany Morton’s Geography, which had been recommended at a previous meeting of the committee, the following resolution was passed:— “Resolved, That a list of books for a small library of this nature be prepared and recommended to all our schools teaching geography.”
Subsequently, at a meeting of the Department of Education, this action of the text-book committee was confirmed, and the following books were selected as a nucleus for the missionary library for all our church-schools: “Into All the World,” Wells; “Daybreak in the Dark Continent,” Naylor; “Dawn on the Hills of Tang,” Beach; “The Moslem World,” Zwemer; “India and Christian Opportunities,” Beach; “Miracles of Missions, Volume I,” Pierson.
Our schools are to seek those books which will create in the pupils a love for missionary work. There is no source for missionary teaching, aside from the Holy Scriptures, that is superior to that afforded in the teaching of geography. We should not teach geography from the commercial, but from the missionary view-point. And still we must not forget that the operation of our great mission stations involves commercial knowledge; but the leading thought in our geography study, around which all others cluster, is the rise and progress of the gospel in all lands.
Very careful attention has been given to the selection of these books to secure as nearly as possible those adapted to the comprehension of children studying geography. They will be valuable aids in other studies as well as in geography. The price of these six books, in cloth binding, is three dollars. They can be purchased through our tract societies.
The Department of Education earnestly hopes that in every school where geography is taught these books may form a library to which reference may be continually made by the teacher and pupils.
F. G.
Agriculture in Our Schools and Colleges
By Louis A. Dahl
ALTHOUGH we have received plain instruction that agriculture should be one of the leading studies taught in our schools, yet we are farther behind in this part of the work than in any other. It is true that our schools are industrial, and that the students work on the school farms, learning how to plow, harrow, and do other kinds of farm work; but there is need of instruction in the principles underlying agricultural practise. We should not seek merely to train students to become fairly good farm hands, but to enable them to become good farm managers, knowing not merely the how, but the why, and the when, of each farming operation. That is true agricultural education.
We make great plans for teaching agriculture in our schools, buy large tracts of land for schools, etc., but neglect the principal thing, the training of the teacher of agriculture. Our smaller schools and academies can not have good agricultural instructors unless some receive special training for this work. They can receive such training at the State agricultural colleges, but may not such opportunities be offered in our larger colleges? In some of our colleges the different branches of farm work are divided among the different instructors. Professor A is instructor in English and agriculture; Professor B is instructor in mathematics and horticulture; while Professor C teaches music and apiculture. Is it at all likely that Professor C's music aids him in his study and teaching of apiculture? We must not expect too many kinds of talents in one man.
Some of our colleges are beginning to see the necessity of having instructors who teach agriculture alone, but do they co-operate with him? Do the chemistry instructors plan their work so as to aid the teacher of agriculture in teaching the chemistry of soils, plant growth, etc.? The instructor in agriculture may also teach chemistry. This may be a good plan, as agriculture and chemistry are somewhat allied. But what direct relation can there possibly be between teaching German and teaching horticulture? How can the instructor do justice to both subjects in the class-room or field? One trouble is that the study of agriculture is looked upon as something apart from the sciences. The work of teaching agriculture in our colleges should not fall into the hands of one man, but there can be a sensible division of the work. The chemistry instructor should endeavor to teach in such a way as to bring in chemistry as it is related to agriculture; the physics instructor may teach agriculture physics. If possible, these instructors should hold special classes in this work for those who are preparing to teach agriculture in our schools. The instructor in agriculture can then spend more time in helping the students to see the relation between these sciences and agriculture, and can also help them to see the practical application of these scientific teachings. Then Professor D might teach general chemistry and agricultural chemistry. Doesn't that sound better? and isn't it better?
I do not mean that the farm work should not be divided among the members of the faculty, making each member a foreman of his division, so as to direct the work in the fields. The instructors, as well as the students, need exercise, and they could have it in the fields, at the same time looking after the boys in their division. That is what the common division of farm work in our colleges amounts to. Professor A may be instructor in English and foreman on the farm.
“Men take you to their orchards of oranges and lemons and other fruits, and tell you that the produce does not pay for the work done in them. It is next to impossible to make both ends meet, and parents decide that the children shall not be farmers. They have not the courage and hope to educate them to till the soil. Schools are needed to educate and train the youth, so that they will know how to overcome this condition of things. There must be education in the sciences, and education in plans and methods of working the soil.”
“Many say, ‘We have tried agriculture, and know what its results are;’ and yet these very ones need to know how to cultivate the soil, and how to bring science into their work.” “Agriculture should be advanced by scientific knowledge.”
“There is need of much more extensive knowledge in regard to the preparation of the soil. There is not sufficient breadth of view as to what can be realized from the earth.”
LOUIS A. DAHL.
The School
By F. G.
Opportunities for Self-Supporting Missionary Work
WORD has been received from Elder G. W. Reaser that there is considerable demand in the best families in Mexico for teachers from the United States to instruct their children in English and other branches of learning. These positions offer an excellent opportunity for presenting the truth to some of the best families of the republic of Mexico, and at the same time afford the workers an opportunity to acquire the Castilian language without expense.
In many instances, men teachers are preferred. There are, however, two calls now from Mexico City for women teachers.
Doubtless there are in many of our schools in the United States consecrated young persons who might step into these openings, and thus assist in placing our work in this republic upon a good, strong footing. The Department of Education of the General Conference will be pleased to use its good offices in assisting in this worthy undertaking, and we shall be glad to hear from those who have any inclination toward this self-supporting missionary work. F. G.
A Success
THE negro has proved the falsity of the predictions of his enemies, and dispelled the fears of his friends. They said he would give himself to riot and plunder; but he earned the gratitude of the South by his fidelity to the family and the plantation, while his master was fighting against his freedom. They said the freedman would not work, but he raised in one year nearly four million bales of cotton. They ridiculed “Sambo” in uniform, but the steady lines at Petersburg and the charge at Fort Wagner attest his heroism.
What grander enterprise could there be than to take up the cause of a race like this,—the pariahs of the peoples,—distrusting their old guides, and suspecting their present leaders, and prepare for them with timely zeal, and by wise methods, an army of educators who shall give tone to their character, direction to their ideas, and by molding the now plastic material, secure a well-laid foundation, upon which the workmen of the future shall build to the honor of the race and of the nation?—Selected.
The Province of Mathematics in Christian Education
Arithmetic
One of the best-known writers on the teaching of elementary mathematics, David Eugene Smith, has said: “For one who is preparing to teach any particular branch, and who hopes for success, the most important question is this: Why is the subject taught? More important than all methods, more important than all devices or questions of text-books or advice of the masters, is this far-reaching inquiry.”
Especially should this be true of the church-school teacher, who trains not alone for time but for eternity, and in whose mind must be constantly kept the aim of Christian education,—“to restore the image of God in the soul;” “to know God,” and by this knowledge to become like him: “and this is life eternal, that they might know thee the only true God, and Jesus Christ, whom thou hast sent.” In what way or ways may the study of arithmetic contribute to the attainment of this end? How may its study help us to know God?
It may be of interest to consider briefly some of the reasons given by the author already quoted: Arithmetic was studied at first almost purely from utilitarian reasons. In Egypt it was studied because of established custom or tradition, which demanded that it be included in regular examinations. Greek philosophers then began to appreciate its culture value, and it was studied as a means of training the mind to close thinking. Others studied it to become professional problem-solvers, and undertook arithmetical puzzles for pay. Sometimes it was studied in order to make a mere show of knowledge, as an amusement, or as a quickener of the wits. Many problems and a few subjects, which still find a place in our arithmetics, were the natural outgrowth,—the means for the accomplishment of some of these aims.
About the close of the eighteenth century the value of arithmetic in the education of all classes came to be recognized, and the reasons for its study were more carefully and scientifically considered.
Of the various reasons given for the study of arithmetic in the past, two chief ones are recognized in the educational world to-day,—first, for its utility, and second, for its culture. To these we may add a third,—as a means of investigating the works of God to obtain a knowledge of him, though possibly this is but a broadening of the other two to cover our broader aim: the practical value, in our minds, covering not merely that knowledge of numbers necessary to do the ordinary business of life, but a fitness for some branch of Christian work; while its culture value would include not only the development of mind in strength and acumen, but its higher culture,—spiritual growth, development of character. This suggests increased possibilities as to the means to be employed, both of matter and of method, in our teaching.
Dr. Smith admits that were arithmetic taught merely for its practical value, many subjects on which much time is now spent, might well be omitted, or the work greatly abbreviated. Greatest common divisor, compound proportion, cube root, much of the more complicated work in fractions,—especially complex fractions involving large numbers,—decimals of more than three places, tables of compound numbers,—such as troy and apothecaries’ weight, which belong to a training for a special profession,—present worth and true discount, equation of payments and accounts, any other than the merchants’ or United States’ rule for partial payments, series, alligation, and exchange (as taught) are little used in the life of the ordinary business man.
While this is generally conceded, yet the fact that some of them are valuable from the culture viewpoint, as exercises in logic, and that a knowledge of them is thought to be proper for one who is educated, still insures them a place in most schools. But we have in our schools a more valuable book for the development of the mind,—the Book of books,—and it seems to me that our teachers should seriously consider the omission of some of these subjects which are not practical, nor even valuable in respect to the reasoning involved. More time spent upon the subjects retained, including more drill in the solution of mental problems, the mensuration of simple figures, and especially in the simpler principles of bookkeeping,—the keeping of accounts,—familiarity with the various common forms of commercial paper, would make better and more efficient workers in every branch of our work. The Testimonies speak much of the importance of this practical knowledge of arithmetic, and in view of this instruction, our schools will so far fail unless our pupils are trained to be skilful and accurate in this kind of work.
To give this training will require frequent and thorough drill in the fundamental processes during the earlier years that arithmetic is studied, but these drills need not be entirely from combinations of abstract numbers: problems requiring thought and teaching truth furnish equally good drill work, though they may not be solved so rapidly.
It would be well if in the home the children were taught to keep the family accounts. Besides training them to habits of carefulness and economy in their own expenditures, it would deepen their interest in the home, and better enable the parents to retain the confidence of their children. If they feel that they are recognized as partners in the family firm, of which Christ is the head, they will the more readily appreciate the duty and privilege of according him the tithe, and will the more gladly render to him free-will offerings in recognition of his mercies and blessings. Thus they will be led to recognize his claim upon them for service, and will consecrate their lives to him. Nor will they count it a hardship or needless exaction later to be required to keep their own cash account, rendering regular statements to their parents, when attending one of our training-schools.
(To be concluded)
Alcohol in Infectious Diseases
By GEO. K. ABBOTT, M. D.
THAT those addicted to the use of alcohol are more susceptible to such diseases as pneumonia than those not so addicted has been known for many years; also that this disease in drunkards is of a more severe type, and recovery less likely. Scientific evidence more and more confirms the common observation that alcohol distinctly lowers the body’s resistance to germ diseases. And yet, in spite of these facts, there are many who advocate the use of brandy or other heavily alcoholic liquors in pneumonia.
From the standpoint of the teacher, the scientific reason for this lowered resistance to infectious diseases is particularly interesting, since it can be made the basis of a blackboard talk to the pupils of even the intermediate grades. It serves indelibly to impress the mind with the harmful effects of alcohol, quinin, and opium. These latter have in this particular the same effects as alcohol.
The first drawings should represent the white blood-cell in the various forms which it may assume in health, showing its ameba-like movements. Also, how it gets through the blood-vessel wall and travels about through the tissues, not in an aimless manner, but for definite purposes,—one of which may be the finding and destroying of a germ or other foreign particle. The cells of the body produce substances which are harmful to the germ, thus crippling it (Eli Metchnikoff). When the germ becomes less active, the white blood-cell seizes upon it, and literally eats it up. It undergoes digestion in the body of the cell, and is thus destroyed.
But let us note the result when drugs are used. If the movements of the white blood-cells are being watched under the microscope, and some quinin is added, they cease at once (White’s Materia Medica). If quinin (or alcohol) be injected into the blood-vessels, the white corpuscles are prevented from wandering into the tissues. Or if the drug is dropped onto the tissue, then the white cells outside of the blood-vessel are prevented from returning, while those inside continue to emigrate (Sollmann). They thus accumulate in the tissues outside25of the blood-vessels, and are lost to any useful purpose. This poisonous action is so marked in the case of quinin that abscesses may be formed if it is injected under the skin. An abscess is simply an accumulation of dead white blood-cells, and the pus consists of the bodies of these cells.
So much for actual experiment on the activity of the white blood-cells. Does experience with other diseases than pneumonia demonstrate that alcohol lowers the resistance to bacteria? Metchnikoff says: “The vaccinations against hydrophobia carried out on persons bitten by mad animals are almost always successful; but those cases in which the treatment does not stop the outbreak of the disease are most frequently observed in individuals addicted to alcoholism.” Rabbits which have been given alcohol for several days, die when injected with a small dose of anthrax (a disease of sheep); while they rarely succumb, and nearly always enjoy perfect health, if given no alcohol. This impairment of their resistance was manifested by the inactivity of their white blood-cells (Laitinen). The bacteria were permitted to multiply without being checked by a sufficiently strong germ-destroying power of the white blood-cells—the agents of natural defense against microbes. Many other examples might be given, but these are sufficient to settle once and forever in the mind of any candid person the question of the benefit or harm of using alcoholic liquors in either health or disease.
Summing up the experimental knowledge concerning the harmful effects of alcohol and other drugs, Prof. Metchnikoff says: “But it is not only opium and alcohol which hinder the phagocytic (germ-destroying) action. A number of other substances regularly employed in medicine cause the same results. Even quinin, the prophylactic effect of which in malarial fevers is indisputable, is a poison for the white blood-cells. One should, therefore, as a general rule, avoid as far as possible the use of all sorts of medicaments, and limit one's self to the hygienic measures which may check the outbreak of infectious disease. This postulate further strengthens the thesis that the future of medicine rests far more in hygiene than in therapeutics.”
GEO. K. ABBOTT, M. D.
The Teacher
The Thing You Leave Undone
It is not the thing you do, dear,
It's the thing you leave undone,
Which gives you the bit of heartache
At the setting of the sun.
The tender word forgotten,
The letter you did not write,
The flower you might have sent, dear,
Are your haunting ghosts to-night.
The stone you might have lifted
Out of a brother’s way;
The bit of heartsome counsel
You were hurried too much to say;
The loving touch of the hand, dear,
The gentle and winsome tone,
That you had no time nor thought for,
With troubles enough of your own.
O, life is all too short, dear,
And sorrow is all too great,
To suffer our slow compassion
That tarries until too late!
And it's not the thing you do, dear,
It's the thing you leave undone,
Which gives you the bitter heartache
At the setting of the sun.