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Review and Herald, Vol. 85, No. 46.

Life's Promise
Earlier text: Atlantic Union Conference

Field Notes

A REPORT from Maine states that three persons have taken their stand for the truth at Brownville.
SEVEN persons have been added to the church at Lead City, S. D., six by baptism. Two more are awaiting baptism.
ELDER A. V. RHOADS recently visited a family at Carrington, N. D., who had lately accepted the message, and baptized them.
As a result of the efforts put forth at Dugger, Ind., this summer, six persons have decided to obey the truth, and five were baptized.
SEVEN persons were recently baptized at Graettinger, Iowa, who accepted the message last winter under the labor of Brother J. W. McComas.
As a result of the tent effort at West Fork, Ark., twelve persons have taken a stand for the truths of the third angel's message.
Two persons were added to the church at Rochester, Ind., on Sabbath, October 10, one upon profession of faith and the other by baptism.
As a result of the tent effort at Quincy, Mass., seven are now keeping the Sabbath, five of whom were baptized on Sabbath, October 3.
THE meetings at Butler, Okla., closed October 18, with a full tent and a good interest. Five were baptized, seven united with the church, and three more took their stand for the truth.
SABBATH, October 17, baptismal services were held at the South Side and Humboldt Park churches, Chicago, Ill. In all, eight persons were baptized, three at the former and five at the latter place.
THE work is onward at Reno, Nev. Four persons have been baptized recently, and united with the church at that place. Others are beginning to keep the Sabbath and request baptism.
As a result of tent-meetings and the efforts in behalf of the church at Kalamazoo, Mich., fifteen persons have been added to that church,—fourteen upon profession of faith and baptism, and one by letter.
The Southwestern Union Record reports that at Alva, Okla., on Sabbath, October 10, a church of seventeen members was organized. Four new converts were baptized on Sunday, and three or four others expect to be baptized soon.
BROTHER W. M. JACKSON writes of the work in Greenville, S. C.: "I have been here in the tent work since September 24, and the interest has been very good. As a result, about twenty have taken their stand to keep all of God's commandments."

Medical Missionary Department

By W. A. GEORGE, M. D.; W. A. RUPLE, M. D.

Conducted by the Medical Department of the General Conference
W. A. GEORGE, M. D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman
W. A. RUPLE, M. D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretary

Canvassers’ Summary for September, 1908

_Canadian Union Conference_

Agents Hours Orders Value
Maritime 8 323 175 $297.10
Quebec 2 90 76 136.25
Ontario 4 178 79 273.60
Totals 14 591 310 706.95

_Atlantic Union Conference_

Agents Hours Orders Value
Central New England 12 489 133 518.40
Southern New England 2 73 21 63.75
Maine 5 174 15 94.05
New York 12 639 194 323.50
Greater New York 10 460 93 290.95
Western New York 11 358 46 225.75
Vermont 6 410 98 245.20
Totals 58 2603 610 1762.20

_Lake Union Conference_

Agents Hours Orders Value
West Michigan 5 ... ... 293.45
Southern Illinois 15 971 266 687.20
East Michigan 7 213 52 118.30
Wisconsin 9 608 132 459.10
Indiana 9 591 162 340.30
North Michigan 3 231 29 82.80
Northern Illinois 9 603 177 543.15
Totals 57 3217 818 2524.30

_Columbia Union Conference_

Agents Hours Orders Value
Chesapeake 18 1390 610 990.90
East Pennsylvania 15 1503 397 768.11
Virginia 14 1003 406 671.80
New Jersey 23 1200 225 607.70
Ohio 10 589 347 514.85
West Pennsylvania 6 477 90 280.66
West Virginia 7 256 50 175.00
Totals 93 6418 2155 4009.02

_Southern Union Conference_

Agents Hours Orders Value
Louisiana 7 496 137 367.35
Mississippi 9 621 183 380.15
Alabama 21 1366 780 1504.40
Tennessee River 7 325 81 225.60
Kentucky 18 1272 534 802.00
Totals 62 4080 1715 3279.50

_Southeastern Union Conference_

Agents Hours Orders Value
Georgia 7 1046 444 789.40
North Carolina 11 956 470 676.75
South Carolina 18 1075 882 1337.95
Florida 5 234 117 248.00
Cumberland .. ... ... ...
Totals 41 3311 1913 3052.10

_Southwestern Union Conference_

Agents Hours Orders Value
Arkansas 15 1187 263 958.10
Texas 32 9959 617 1959.85
West Texas 5 641 154 421.50
New Mexico 1 72 63 59.25
Totals 53 11859 1097 3378.60

_Central Union Conference_

Agents Hours Orders Value
Northern Missouri 10 618 205 659.80
Southern Missouri 8 578 136 482.35
Nebraska 5 ... 248 844.00
Western Colorado 1 ... 11 30.25
Kansas 20 800 600 1350.00
Wyoming 8 282 82 276.55
Totals 52 2278 1282 3642.95

_Western Canadian Union Conference_

Agents Hours Orders Value
Alberta 3 255 84 209.10
British Columbia 6 230 79 196.95
Manitoba 6 596 292 830.25
Saskatchewan 6 840 203 641.15
Totals 21 1921 658 1877.45
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_Northern Union Conference_

Agents Hours Orders Value
South Dakota 15 1098 131 380.00
Minnesota 11 1113 103 319.00
North Dakota 5 296 31 132.75
Iowa 7 380 26 83.50
Totals 38 2867 291 915.25

_North Pacific Union Conference_

Agents Hours Orders Value
Western Washington 11 171 107 227.00
Western Oregon 5 96 46 122.00
Montana 3 133 39 141.00
Upper Columbia 1 6 ... 28.00
Southern Idaho .. ... ... ...
Totals 20 406 192 518.00

_Pacific Union Conference_

Agents Hours Orders Value
Arizona .. ... ... ...
California 3 122 74 175.45
Southern California 8 996 495 1162.00
Utah .. ... ... ...
Totals 11 1118 569 1237.45

_Foreign Union Conferences_

Agents Hours Orders Value
West Indian Union Conference 10 220 398 609.09
Mexico (mission field) 7 185 202 267.52
Scandinavian Union Conference 102 13306 10535 6251.45
Latin Union Conference 13 1912 2054 1462.17
British Union Conf. (two months) .. ... ... 9136.75
Australasian Union Conference 55 4540 1862 6398.31
Value
Total, North American Union Conferences $26,903.77
Total, Foreign Union Conferences and Mission Fields 24,125.29
Grand Total $51,029.06

Bookmen’s Conventions

By E. R. Palmer

ARRANGEMENTS have been made to hold bookmen’s conventions during the winter as follows: For the Review and Herald territory, including Eastern Canada, a bookmen’s convention will be held at Takoma Park, Washington, D. C., December 16-22; for the territory of the Southern Publishing Association a convention will be held at Nashville, Tenn., December 30 to January 6; for the Central, Northern, and Western Canadian union conferences a convention will be held in Kansas City, January 8-15; for the Pacific and North Pacific union conferences a convention will be held at Mountain View, Cal., January 26 to February 2. All necessary arrangements will be made, and notice sent out in due time for the publishing houses and union conferences in their respective territories.
Let us all unite heart and hand in an effort to make these the most successful bookmen’s conventions we have ever held.
E. R. PALMER,
Secretary General Conference Publishing Department.

The Publishing Work

Conducted under the auspices of the General Conference Publishing Department.
C. H. JONES   -   -   -   -   Chairman
E. R. PALMER   -   -   -   -   Secretary
H. H. HALL   -   -   -   -   Assistant Secretary

Some Results of Distributing Our Literature

By Chas. G. Bellah

ABOUT twenty-five years ago a sister living in New York sent the tract, “Who Changed the Sabbath?” and copies of the Signs and the REVIEW to the wife of a Methodist minister living at Poplar Bluff, Mo. This minister’s wife, not being able to answer the truths set forth, appealed to her husband for those Sunday texts of his, and to their great astonishment he found none.
More tracts followed. Within six months the truth regarding the state of the dead was seen and accepted. Next came the Sabbath. The final decision was made by both the minister and his wife the same day, the same hour, although neither knew of the step the other was taking. He had been away preaching, and when he came in to tell his wife the good news, he found her also rejoicing in the Sabbath blessing.
Three years later a tent-meeting was called for. Elders J. G. Wood, C. B. Hughes, and James Klostermeyer came, and soon a church of twenty members was organized. So many of the leading members of this minister’s flock became Seventh-day Adventists that the church building and grounds fell into the hands of our people.
The following diagram tells only a part of the story:—
Eternity alone will reveal all the forces for good set in motion by these few tracts. This is no exaggerated story. The writer is personally acquainted with the persons mentioned, and rejoices in the truth to-day because those few tracts were sent from New York on their heavenly mission twenty-five years ago.
May these figures be indelibly impressed on the mind and heart of every reader, and may each go and do likewise.
CHAS. G. BELLAH, General Canvassing Agent of Central Union Conference.

Current Mention

— A report comes from London to the effect that the British government now contemplates sending a battle-ship fleet around the world.
— The trouble between France and Germany over an incident at Casablanca, Morocco, in which Germany’s consular agent was involved, and which threatened to involve the two countries in war a few days ago, has been settled peaceably, each country expressing its regrets for the incident. Germany regarded the treatment of her consular agent as a violation of her honor, and was quick to assume a threatening attitude. At the same time a portion of the French press was practically defying Germany to declare war.
— A report from Vienna states that the unsettled Balkan difficulty now contains an element of danger. Russia has suddenly abandoned her interest in a conference of the powers, has very coldly answered Austria’s note in reference to the annexation of Bosnia and Herzegovina, and the czar has kept the Austrian ambassador waiting a number of days for an interview until he could first have an interview with Crown Prince George, of Servia. The Russian government has even expressed its sympathy with Servia, and its willingness to give her moral support.
— The returns from the presidential election held on November 3 show that Judge William Howard Taft (Republican) was chosen for the office of President of the United States by a large majority. The electoral vote stands as follows: For Mr. Taft, 319; for Mr. Bryan, 153. The Republican majority in the House of Representatives, however, has been reduced from 57 to 41, and in many of the States which gave majorities for Mr. Taft, Democratic governors and congressmen have been elected. Each of the leading candidates carried his own State by a good majority.
— The Vatican is now discussing the probability of an American ambassador to the “holy see.” The Tribuna, immediately on the election of Mr. Taft, recalls his visit to Rome in 1902, and the excellent impression he made on Pope Leo XIII. To Mr. Taft, it states, Pope Leo expressed the hope that he would one day realize his dream of having an American diplomatic representative accredited to the Vatican. The Tribuna concludes by asking, “Now that Mr. Taft is President, can Leo’s successor entertain the same hope, which is against the spirit of the American Constitution?”
— A report from London dated October 31 states that England is just now enduring a “spasm” of social unrest, which, in the eyes of many observers, is distinctly alarming. Both in London and in other large centers there have been demonstrations of discontent of a serious nature. “The question of the unemployed,” says this report, “has assumed proportions which promise trouble before the winter is over.” In London alone, it is calculated that there are upward of two hundred fifty thousand paupers, while nearly ten per cent of the skilled workers of the metropolis are out of employment. In these conditions the Socialist propaganda is thriving.

Not Ashamed

THE apostle Paul declared that he was not ashamed of the gospel of Jesus Christ, and the reason was that it was a power for good. The principles of Christian education are the principles of the gospel of Jesus Christ, and, indeed, we should not be ashamed of them. It is true that we ofttimes come short in making of them all that we ought, but the “principles” are not to blame for this.
The world ought to know of the great truths of Christian education; for they are identical with those of the gospel. In the book “Education” these principles are set forth in a clear, beautiful, and forceful manner. This book should be in every Seventh-day Adventist home, and every Seventh-day Adventist should see that every one in his vicinity has an opportunity to read it. Thousands of copies of this book should be placed in the homes of the world. Its reading will tend to lead men and women to a study of the doctrines of this message, and to cause those who do read to have an appreciation of the importance of a harmonious education for every child.
We are to be the head and not the tail in educational matters, and in every good work that makes for the betterment of man, his enjoyment of this life, and his hope of the life that is to come; and this book is a powerful factor leading us to see our opportunities, and teaching us how to make the most of them. Every one should read it.

Necessity of Co-operation— Text-Books

Two great problems confront us in the development of our educational work; one is the best way to support our schools, and the other is the preparation of suitable text-books. It takes time to solve these problems, but the rapidity with which we reach their solution rests largely upon co-operation of effort. In the work of bringing out suitable text-books, the Department of Education is, after all, very dependent upon a united effort of all our teachers. It is impossible for one person or a number of persons to prepare properly even a single book—one which is reasonably well adapted to meet the needs of all. There is a great difference in methods of teaching the same subject, and there is a difference between different parts of the same country as well as between different countries. We must endeavor to have our text-books represent the very best ideas, and as far as possible adapted to the needs of all localities and all lands. To this end we urge upon our teachers again and again the importance of entering heartily into the examination and helpful criticism of all manuscripts in preparation.
We are at present bringing out three new books,—a course in singing, a book on United States history, and one on the study of Daniel and the Revelation. These books have been previously advertised, and will undoubtedly be referred to again. If our teachers will shape their courses of study so as to introduce these books, and then give to them careful study and close scrutiny, and make helpful criticism upon them, it will no doubt be possible for us to provide excellent books on these subjects by another year. United, we shall accomplish much; divided, we shall never succeed.

The Missionary Campaign

Before another Education number of the Review is issued, the missionary campaign will have been finished. At the time this number is received, enthusiastic plans for this work in all our schools should be under way. As educators, we must recognize that our chief duty is to establish the habit of, and the love for, earnest Christian service. We are appreciating more and more the importance of the distribution of our books and papers as an educating agency. Young men and women engaging in this work acquire the ability to meet people in an intelligent and pleasing way, and to present the truth effectively.
Aside from the financial benefit, the educational value to the student must not be overlooked. Moreover, we must recognize the vast importance of loyalty to every advance move in our work. Our schools must stand for progress. By so doing we shall be in the forefront of every special undertaking, having in mind the finishing of this work. Such an education will naturally qualify our students for the real and continuous strain of gospel work when their school-days are over.
There are many young men and women in our schools who have no definite plans concerning their life-work after they leave school. These great campaigns can but call their attention to the opportunities open to them, and create in their minds an interest in gospel service. The Thanksgiving harvest ingathering may be of untold value to our schools. Let each instructor and student seek to make it such.

“What Cheer?”

ALL cheer! “Since God is Lord of heaven and earth, how can I keep from singing?” Since “all things are mine,” why should I not be full of cheer? Why not grasp our Lord’s wonderful promises, and make them our own? To do so is to bring a power into our lives which is truly invigorating and life-giving. Our sleep is sounder, our digestion better, and our strength greater, because of this good cheer.
“What cheer?” Through God we have everything to give us a great measure of the best of cheer. What matters it if at times the skies seem brass, the earth iron, and clouds of trouble surround us? The steady eye of faith pierces the darkness, and lets the sunlight flood in. The hand of God waves back the clouds of doubt and discouragement, removes the brass and iron of hopelessness, lifts us up, and makes us rejoice. He has promised to do this; but it is faith that makes the promise effective.
“What cheer?”—Much, every way.

Music

In the schools of the prophets, music played an important part. The emotional element of the child’s life is not to be neglected. We lay great stress upon his proper development physically and intellectually, but we must not overlook the emotional education. God is a lover of the beautiful,—beauty of form, beauty of color, and beauty of sound. No child’s education is complete unless he has given to him a knowledge of each of these means of reaching his emotional nature. And it should be understood, that, in the study of that which is beautiful, we are appealing to the intellect as well as to the emotions. The study of music is highly intellectual, offering to the pupil an opportunity for the exercise of his best powers. The proper study of music establishes habits of accuracy and order. It should be in our schools a leading subject, well and thoroughly taught. All our children should learn to sing. It is not sufficient that they learn simply rote songs; they should understand the theory and the principles of music. They should be taught to read notes rapidly and correctly. Such an education gives to them not only a source of constant pleasure, but power for the accurate and rapid performance of hard work. Let us make the most of this important subject. It is to be studied through all eternity.

Our Schools

By Henry B. Jacobs, M. D.

The Prevention of Tuberculosis Among Schoolchildren

In the past few years great attention has been given the world over to the subject of the relief and prevention of tuberculosis; but the measures provided refer almost wholly to the adult population. Little consideration, outside of France, has been given to the large number of individuals below the age of fifteen, who in the next few years are to become the active working force.
The child of to-day is the adult of to-morrow; the generation of schoolchildren of to-day is the generation of fathers and mothers of a few years hence. Therefore, as long as tuberculosis is allowed to retain a foothold in this generation of children, so long will it hold its sway as a devastating disease among adults.
All authorities upon the subject of tuberculosis are agreed upon the latency of the disease; that is, an infection of tuberculosis does not immediately manifest itself, as does measles, or scarlet fever, or many of the other infectious diseases. It is not possible to predict whether or not a person has become infected; and if so, when he will begin to show the disease. If he is infected, the likelihood is that the disease will remain latent in the system, awaiting such time for its manifestation as shall be brought on by some overexertion or fatigue, some debilitating cause induced by privation, dissipation, overstrain, or illness. It is safe to say, perhaps, that in every case of tuberculosis the infection occurred from two to ten years before its final manifestation. Hence the cases of consumption which begin to be numerous after the fifteenth year must have had their inception, their infection, within the school-days. . . .
Indeed, many eminent authorities upon tuberculosis, especially in France and Germany, are firmly convinced, not only by their reasoning, but by their clinical and laboratory experience, that all tuberculous infections are made in infancy and childhood, the disease remaining latent until from one cause or another the resistance of the individual is reduced, and the disease becomes manifest. This may be an extreme view, but the instances of childhood infection are so numerous that these views merit careful consideration.
I allude to these facts to make it evident to you how important are the years of childhood, how essential it is that during these years every precaution should be taken not only to prevent infection but to protect the child's physique, and to improve his powers of resistance, so that he may pass through the school period, and enter into the years of work, with a constitution not only not undermined by his social life, but rather so strengthened and so fortified by a knowledge gained in the schools of how to preserve it, that he may undertake life's burdens with every expectation of meeting and coping with them successfully, at least so far as health is concerned.
It is evident, therefore, that the ultimate eradication of tuberculosis rests largely with the coming generation; that is, with the schoolchildren of to-day; and in solving the problem, the mothers and guardians of children, and the teachers and other school authorities, must be the active factors.
Particular responsibility devolves upon the schools. They are the intelligent element in the working force. As tuberculosis is essentially a disease of poverty and ignorance, it is too much to expect that parents in such conditions can give instruction or care to their children at all commensurate in value to the instruction and care possible in the school. This may seem to teachers a large responsibility, but surely it is a responsibility worthy of their highest and most devoted efforts. When they recall that one out of every ten children is likely to die of tuberculosis within the next fifteen years, should it not stir every instinct within them to make all effort possible to protect and save this tithe of the bright, happy lives whom they see sitting before them daily?
There are many practical ways in which the school authorities and teachers can make effective the hope that the schools shall become forceful agents in this great work. In the first place, the buildings themselves in which the schoolchildren are housed should receive the utmost thought and care, to fit them to protect the health of all those who come to them. . . .
Now a few words as to the manner in which schoolhouses are managed. Are the rooms kept clean? Are they swept only after scattering wet sawdust? Are they dusted with a damp cloth rather than with a feather broom? Is the drinking-water pure? Are the drinking-cups clean? Are there provisions for the children to wash their hands? Are the toilet-rooms thoroughly sanitary? Do the teachers understand the value of proper ventilation? Are the school library books sterilized from time to time? Has the system of passing study-books on from one pupil to another been abandoned? Nothing can be more important than cleanliness of the schoolhouse in all its parts. Its effect upon the health of the child is not more important than its effect upon his mind, and it should be the duty of some thoroughly competent supervisor, preferably a capable woman, to see that these conditions exist. . . .
The teaching of hygiene should be considered of first importance. In the first year of school life, the teaching must be largely suggestive and by example, taking care to regulate the habits of the little ones in hygienic grooves,—that they wash their hands before eating luncheon; that they wipe their feet on the door-mat; that they do not spit upon the floor; that they do not turn the leaves of their books by first wetting their thumbs in their mouths; that they do not moisten their pencils with saliva; that they keep their desks and books neat and clean.
From such elementary instruction in hygiene as this, and the formation of automatic habits of health, the teaching can broaden out as the age of the pupils increase, until pupils of average intelligence, over ten or twelve years of age, shall be given extensive courses in hygiene and in the nature of infectious agents which are harmful to human life. There is no reason why a boy or girl of twelve should not understand very fully why certain groups of mosquitoes are dangerous to health, or why polluted water and milk are carriers of typhoid fever; or why he may not comprehend in a practical way the nature of tuberculosis, the common methods of infection, and the best methods for keeping the body in condition for resisting it.
All teaching which has as a result the increase of the pupil's love of nature and the things of out-of-doors will aid in making possible the sound physique so desirable. The school garden, introduced in some of our cities, is doing much good; and many other methods will suggest themselves to teachers interested.
It is not by any means so important to turn out a learned boy or girl as it is to turn out a healthy one, who knows and appreciates the value of health and the right course to pursue to preserve it. New text-books will be needed; graphic diagrams and exhibits adapted to the ages of the pupils, illustrating hygienic subjects, how to live and keep well, what to avoid, are extremely valuable, and must find a place in schoolhouses. Miniature tuberculosis exhibits in all the schools would help largely. It is amazing to see the interest which children take in such things, and with what clear understanding they talk about them.
Probably there is no body of men or women in the community who are in a position to do so much toward the ultimate eradication of tuberculosis as the school-teachers; for it is to the instruction and the example in the schools that we must look for the final solution of the problem.—Henry B. Jacobs, M. D.

The Correct School Age

By Prof. John Mason Tyler

It depends. The natural school is the home. Growth is the first business of the child, and in the home he ought to grow best. He ought to live in an atmosphere of hopefulness, cheer, courage, kindness, courtesy, and refinement. He must absorb these until they become a part of him. Only the mother, herself, can furnish these.
The school is a human, artificial device to make good the deficiencies of home and surroundings. When every child was brought up in a large family on an old-fashioned farm, the sole responsibility of the school was text-book learning. The home furnished nature study, physical and manual training, morals and religion. Open air and the spur of necessity did the rest.
If people lived under such conditions to-day, the child, until he was ten or eleven years old, would be better off at home. If the child lives in a city flat or in a house with a yard as big as a pocket-handkerchief, with an irritable father, a tired, nervous mother, and an army of nurses and governesses to vex and worry him, the sooner he is sent to the kindergarten the better. He can not possibly “grow and wax strong” and develop a steady, strong nervous system under such home surroundings.
If the system of training in the lower grades of our schools were so planned that they would furnish plenty of time for play in the open air, and thus promote a healthy growth and development, the average child would be better off at school than at home after he is seven years of age. But, unfortunately, the lower grades in most of our schools hinder growth rather than promote it.
Between a home whose educational efficiency has been hampered or crippled by modern civilization and culture, and the school which will make of the child a disembodied spirit and altogether neglect his physical well-being throughout the lower grades, the children of the rising generation are badly situated.
Much depends on the individual child as well as the school and home. The “only” child will be better off at school than at home, even in early childhood. He must learn in childhood to live comfortably with his mates and to form friendships, for this art will soon become impossible for him.
The nervous child will be better off at home until nine or ten years old if the home conditions favor growth and the development of steady nerves. Otherwise, he had probably better go to school. The best place for him would be a New England hill farm, with wise and cheery grandparents.
The conclusion of the whole matter seems to be that the chief business of the child is to grow. The center of education is in his muscle and not in his brain. Pulmonary and digestive capacity is far more important than mental capacity.
Whether a child should be sent to school or remain at home depends, then, upon whether his home or the school can best promote these inestimable virtues.—Prof. John Mason Tyler, in Good Housekeeping.

The Teacher

A Method of Reviews

The review is not a pet hobby with me. It is a real, living, frantic actuality; something not to be led, but to drive rather than lead,—drive constantly, drive regularly, drive systematically, drive with a determination of winning the coveted goal. It is not for me, at this time, to discuss the subject; therefore I will present the plan only.
Your work for the first two or three weeks should be well planned. Care should be taken as to the amount of work done and the manner of doing it. After you have covered twenty or thirty pages of geography, history, physiology, etc., have each pupil of the class provide himself with a suitable book, say a composition-book. Then have him head each subject studied, and list one question under each subject each school-day. At the recitation the pupil reads the question selected, the answer to be given by some pupil of the class selected by the teacher. This may be changed, and the class as a whole be given the opportunity to answer as each question is read. No question is to be asked by any pupil who is not fully prepared to answer his own questions.
On Friday, instead of having the regular lesson assigned from the book, the teacher appoints one or two pupils of the class, we see that as a daily review from each pupil in that class, and then write them on the blackboard, using them for the recitation, by having the writer to read the list, and having the questions answered in the same manner as the daily questions are. This makes a counter-review.
For example, Mary Jones has geography, history, physiology, etc.; each of these subjects should have five questions. No question is to be asked by any pupil that can not be answered by him. All questions are to be of the pupil’s own grammatical construction. Each question is to be asked by the pupil writing it, and answered by the class as a whole or by some individual pupil, just as the teacher sees fit.
Miss Jones has five questions each from geography, history, and physiology. Should there be five or more pupils in the class, we see that as a daily review we get five or more research questions; as a weekly review on each subject, we get twenty-five or more questions covering the entire work that had been previously covered in the recitation, as a Friday review.
The value of reviews can not be overestimated. They should be carefully planned, carefully tested, and carefully presented.
The plan trains the pupils in the framing of questions, tests them as to the relative importance of subjects, provides a diversified list of test questions, furnishes a language lesson, incites interest, thoroughly reviews the subjects of study, and greatly helps in the mastery of the same.—Selected.

Parental Responsibility

By Ellen G. White

PARENTS are in a great degree responsible for the mold given to the characters of their children. They should aim at symmetry and proportion. There are few well-balanced minds, because parents are wickedly negligent of their duty to stimulate weak traits and repress wrong ones. They do not remember that they are under the most solemn obligation to watch the tendencies of each child; that it is their duty to train their children to right habits and right ways of thinking.
Sometimes parents wait for the Lord to do the very work that he has given them to do. Instead of restraining and controlling their children as they should, they pet and indulge them, and gratify their whims and desires. When these children go out from their early homes, it is with characters deformed by selfishness, with ungoverned appetites, with strong self-will; they are destitute of courtesy or respect for their parents, and do not love religious truth or the worship of God. They have grown up with traits that are a life-long curse to themselves and to others. Home is made anything but happy if the evil weeds of dissension, selfishness, envy, passion, and sullen stubbornness are left to flourish in the neglected garden of the soul.
To many education means a knowledge of books; but “the fear of the Lord is the beginning of wisdom.” The true object of education is to restore the image of God in the soul. The first and most precious knowledge is the knowledge of Christ; and wise parents will keep this fact ever before the minds of their children. Should a limb be broken or fractured, parents will try every means that love or wisdom can suggest to restore the affected member to comeliness and soundness. This is right, it is their duty; but the Lord requires that still greater tact, patience, and persevering effort be employed to remedy blemishes of the soul. That father is unworthy of the name who is not to his children a Christian teacher, ruler, and friend, binding them to his heart by the strong ties of sanctified love,—a love which has its foundation in duty faithfully performed.—Mrs. E. G. White.
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