Earlier text: GEORGIA A. BURGESS— Unprecedented rains in the province of Andalucia, Spain, have caused great destruction of property, and 166 persons have been drowned. — A cyclone struck a crowded grand stand near Pottsville, Pa., during a ball game, September 21, and sixty-four persons were injured, seven of them fatally. — A defective rail on the Southern Railway near Oak Ridge, Va., caused the wreck of a Pullman and two day coaches September 21, in which thirty-eight passengers were injured. — During the gale that swept the coast of Newfoundland September 19 seventy-five fishing vessels were wrecked, and sixteen men are known to have been drowned, while eight others are still missing. — Seventy-seven Japanese miners who arrived at Atlin, British Columbia, September 20, were escorted by 300 white miners back to the steamer which landed them, and warned not to return lest they be driven out by force. — A break in the Pacific cable occurred September 20, thought to be occasioned by a subterranean earthquake. The break has not yet been repaired, and meanwhile messages for the Orient are being sent by way of the Atlantic. — All the dormitories connected with the institutions of higher education in St. Petersburg and Moscow, Russia, have been closed because of the many recent discoveries of revolutionary literature and arms concealed by the students in their rooms. — The rear coach of a special train bearing 150 passengers from Paris to Cherbourg, to embark on the White Star liner “Adriatic” for New York, was telescoped by the regular Rouen express at the mouth of the Breval tunnel September 25. Twenty-seven persons were injured, but no one was killed. — It is reported from St. Petersburg that a treaty is being negotiated between the United States and Russia for the exchange of a coaling station near Vladivostok for one near Manila. Russia is also said to be trying to obtain from some South or Central American country a coaling station near the entrance of the Panama Canal. — Word has been received from the commanding officer of a fleet of revenue cutters that on September 16 he had transferred to the cutter “Thetis” 243 persons of the ship “John Currier,” which was wrecked August 9 on Unimak Island, Behring Sea. The rescue was timely, as the food-supply saved from the “Currier” was getting short, and the place where the wreck occurred was a barren shore. — Hostilities in Casablanca are at an end. The delegates of the three most important tribes accepted the overtures of the French on September 23. The terms are entirely satisfactory to the Europeans, and include, among other things, that indemnity shall be paid for the outrages of July 30, as well as the surrender of those responsible for them. To insure the carrying out of the convention, two notables of each tribe will be given up as hostages. — Simultaneously on September 21, President Roosevelt and President Diaz addressed invitations to the executives of the five Central American republics, inviting them to send delegates to a conference to be held in Washington, D. C., sometime between November 1 and 15 next, to agree upon a plan for the peaceable settlement of all future disputes between those countries. The invitations recite practically the language of the protocol recently signed by the ministers of those republics to the United States. — According to the Russian police report for August there were during that month 309 assassinations, of which 107 were government officials. In encounters with police 173 persons were wounded; 31 persons were condemned to death. A Russian statistician has calculated the losses due to the revolutionary movement to be 47,020, of whom 19,144 were killed. It is further shown that 2,381 sentences of death were carried out, that 1,350 prisoners committed suicide, and that 21,405 persons were wounded. The largest loss of life, 12,953, resulted from encounters with the soldiers or police. The anti-Jewish riots numbered 7,962, and there were 4,540 anti-Armenian riots, and 2,193 mutinies. The agrarian disorders were comparatively insignificant, only 533. The revolutionists assassinated 83 generals or governors, 61 prefects, and 8,079 officials of various ranks. — The Anglo-Russian convention which regulates the respective interests of Great Britain and Russia, in Tibet, Afghanistan, and Persia, was ratified in St. Petersburg, September 23. In Persia, Russia maintains her position in the north and Great Britain in the south. The other governments interested in Persia have been assured that the convention does not threaten the integrity of the country, and does not interfere with the vested interests of any one. Russia has already taken advantage of the free hand given her, and has conveyed a direct threat to the national assembly at Teheran of a Russian occupation of North Persia, if the Persian authorities are unable to put down the state of anarchy existing in the districts adjoining Russian territory. The convention guarantees the maintenance of the present position of Tibet and Afghanistan, each of the contracting powers agreeing not to seek any advantages in these fields which might be to the disadvantage of the other. An Adventist Sanitarium Needed in Grand Cayman
F. AND R. M. HALL write from Cayman Islands, Grand Cayman, Georgetown: “Though unknown personally, still we are connected in faith and in the noble work of delivering the third angel’s message. We realize that this most important work requires haste, and situated as we are among these Cayman Islands, we can not advance without a start in the medical work. We started out on a small scale, giving such treatments as we could, and have been much blessed in our efforts. I have been impressed to start a building large enough for accommodating the sick and for holding services, but have no means, so we have purposed writing this, asking for help from our friends. Enclosed please find the opinion of a member of the legislative council.” The following is a copy of the letter which Brother Hall enclosed, and is signed by C. I. H. Poning, M. L. C.: “In my opinion and experience an Adventist sanitarium is much needed in Grand Cayman, and as there is no medical act or any law at present on the statute-book regulating the qualification of doctors, dispensers, and other agents for attending the sick, I think that now is the time for the Adventist body to see for itself, as one can not say what legislation may be affected as the outcome of the very recent change of government. As far as I have learned, Mr. and Mrs. Hall are laboring under considerable inconvenience without the assistance of a sanitarium.” Medical Missionary Work and Education in Southern California
By G. K. Abbott
The Loma Linda College and Sanitarium have recently opened treatment rooms in San Bernardino, Cal. Miss Meda Kerr, who is in charge, gives encouraging reports of the work. Another nurse and gospel worker is needed in order to answer all the calls for instruction in simple treatments, hygienic cooking, and healthful dress. The way for this work was opened by the labors of Dr. Lillis Wood-Starr by health and temperance lectures in the public schools and among the ladies of the W. C. T. U. The aim is not so much to conduct treatment rooms as to give instruction in the various phases of health reform as a part of the gospel message. How much greater work can be accomplished by one laborer if the sick are taught how to care for themselves in their own homes, and how to prevent disease by healthful living. It is the design of the Loma Linda College to prepare workers to carry the full gospel. Surely the time is ripe for an advance move all along the line, and those who engage in this work may hope for an abundant blessing. The Inventive Mind
By F. G.
Necessity is said to be the mother of invention, and surely necessity is laid upon every earnest teacher. He is dealing with most changeable things,—growing minds and bodies,—and at every turn he encounters something new. As a consequence, the teacher must be ever on the alert. Conditions arise which are wholly different in different schools, and wholly different in the same school at different times. Every pupil is a study in himself. To deal fairly with him and to deal fairly with the school as a whole, to use the best means in presenting new truths, so that they shall be most quickly and most firmly grasped, are the problems which require the inventive mind. The most useful inventions of modern times are the results of a recognition on the part of the inventor of the necessity of a device which shall meet certain definite needs. It took long thought and study on the part of Whitney to invent the cotton-gin, on the part of Howe to invent the sewing-machine, and on the part of Edison to bring out his numerous electrical devices. These men simply recognized that there was a need, and set themselves at the task of supplying it. So it is with the teacher who recognizes that there are certain conditions in his work which must be overcome. He should then begin an earnest, careful study of those means and devices necessary for him to grapple successfully with the difficulties which he meets in his work. It is a fact that every point in the teaching and disciplining of a school has been overcome by some one. We need to feel that what has been done can be done again, and that where there is a will there is a way. It is so easy for the teacher dealing particularly with an ungraded school, having so many subjects to teach and such a short time in which to teach them, to become discouraged with reference to his work. Perhaps a study of the program will accomplish much in relieving the difficulty. Perhaps a study of the means of disciplining some very unruly pupil will change the whole discipline of the school. No one accomplishes anything when he thinks he can not accomplish it. We need to have something of the spirit of Paul when he exclaimed, “I can do all things through Christ which strengtheneth me.” The slothful man says there is a lion without. The courageous man goes forth and slays it. The courageous man is the one who recognizes that with proper caution and by the proper exercise of his reasoning faculties, it is possible for him to overcome the difficulty. A great responsibility is laid upon every teacher, far greater than is generally realized. Paul felt that a woe was laid upon him if he preached not the gospel. The same woe is upon every teacher if he does not perform well his work, and a thoughtful and courageous consideration of every difficulty is an almost sure means of discovering a remedy or a means of overcoming the difficulty. The inventive mind is necessary for the success of the teacher. RESOLUTIONS are necessary for the beginning and completion of every successful undertaking. It is quite impossible for us to perform any new action or repeat any old action in which the will is involved unless we picture ourselves performing this action before we undertake it. The Saviour clearly teaches the importance of well-laid plans and resolutions in his inquiry, “Which of you, intending to build a tower, sitteth not down first, and counteth the cost, whether he have sufficient to finish it?” and the further inquiry of, “What king, going to make war against another king, sitteth not down first, and consulteth whether he be able with ten thousand to meet him that cometh against him with twenty thousand?” We read of Bible characters, such as Daniel and Paul, who “purposed,” “determined,” that they would do or would not do certain things. While it is true that we have the book of Acts, but do not have a book of resolutions, yet back of the acts expressed must lie the resolutions, which may be unexpressed. Too many teachers enter upon their work and continue through the year without having formed clear and definite plans concerning it. Their resolutions are indefinite. Their purposes are not fixed, and as a consequence their work is a failure. This should not be true upon of Christian teachers. Successful men and women in all lines of undertaking are those who carefully consider the conditions surrounding the undertaking upon which they are entering, who recognize their own weaknesses, and form those resolutions which will lead them to profit by their past failures. The time in which to form our resolutions for any undertaking is at the beginning. Paul went from Athens to Corinth. His experience at Athens in some respects had not been a most successful one. He had gone to this great seat of learning, met the wise men, and confounded them in their discussions, quoting to them, in so doing, from their own poets, and yet no remarkable work followed his effort. When he went to Corinth, he says that he determined to know nothing among them save Jesus Christ and him crucified. Here, it would seem that he formed a resolution to make strong in his work the point which perhaps had been somewhat weak. There is a lesson in this for every teacher at the beginning of his year's work. Those points in his work wherein weakness has been manifested are to be made strong. For us to see our weaknesses requires the utmost honesty and candor on our part. It is so easy for us to excuse our mistakes and to train ourselves into those habits of thinking, wherein it is practically impossible for us to discover errors on our part. To be successful Christian teachers we must be more anxious to see our own mistakes than those of any one else, and to this end we must constantly study ourselves. Resolutions are not only necessary at the beginning of the work, but we need constantly to reinforce them each day. Paul was not only converted at the beginning of his ministry, but he “died daily” throughout it. He constantly recognized the necessity of reconsidering his purposes and resolutions, and discovering whether he was properly relating himself to them. Careful and well-formed resolutions which are daily reinforced by thought and prayer are of inestimable value to every teacher who would make a success of his work. “Lo, I Am With You Alway”
By F. G.
THERE is perhaps no scripture that can be of more inspiration to the Christian teacher than this precious promise of our Saviour to be with us. The teacher’s work is often one of discouragement and disheartenment, because of a constant inclination to feel that so little is accomplished in his work. The almost insurmountable difficulties which he meets in the development of each child’s character often leads him to feel that his is a thankless and a quite impossible task. Here it is that the promise of the Saviour, “Lo, I am with you alway,” comes as a means of courage. He is with us in the hours of success. He is also with us in the hours which we feel are failures. He is with us wherever our lot may be cast, however discouraging and disheartening may be the surroundings in which we find ourselves placed. The spirit and inspiration of his presence and of his love are ever at hand. But back of this “Lo, I am with you alway,” lie the words, “Go ye therefore.” The promise to be with us is contingent upon our going forth with a determination to do with our might whatsoever our hand finds to do for him. His yoke is easy, but we do not realize it until we are working with him — until we are putting to the stretch all our powers in his service; then it is that he walks by our side and carries the yoke and the burden, and is with us. F. G. We are to do heartily and as unto the Lord all that we perform. We are to recognize that slackness is not only displeasing to him, but that it is an absolute injury to our pupils. Thoroughness in teaching and thoroughness in disciplining are the two lines upon which the successful teacher must work. Many of the pupils, in learning their lessons, and even after they think they have learned them, see “men as trees walking.” Everything is indefinite and confused. The principal points of the lesson are not clear, and so fixed in the mind that the minor points can be properly fastened to them. Small wonder that with such confused ideas regarding the lessons such pupils are unable to pass in a proper manner the required examinations. Small wonder that pupils so taught accomplish but little in any undertaking in after-life. It is not the facts which our pupils get that alone are valuable to them, but indeed it would seem as if the manner in which they get these facts is of more value than the facts themselves. The definiteness and clearness and thoroughness with which they are taught is revealed in all their affairs and doings after they have finished with the schoolroom. How necessary it is, then, that there should be that constant review, that constant line upon line, that definiteness and thoroughness in the teaching that will enable the pupil to be always able to take a positive hold of the necessary facts. Hearing the pupil recite is not teaching. Teaching is assisting the pupil to discover and to arrange the facts of knowledge, which he is to learn in a clear, definite, and fixed manner. The same principles hold in discipline. We do not require the pupil to be orderly simply that there may be a quietness in the schoolroom that is conducive to study, but as well do we require him to be orderly in order that he may acquire habits which will appear in all the business of after-life. It is impossible for a teacher in whom the principles of thoroughness are not well grounded, to teach thoroughness to others, but it is not impossible for a teacher to improve greatly in the matter of thoroughness. When we recognize that all our work is to be done as unto the Lord, and that our Lord, when here upon earth, did nothing in a slack, slovenly, or careless manner, then will we recognize the vast importance of definiteness, carefulness, and thoroughness in all our ways as teachers. CHINA, with a grossly ignorant population, is now in the toils of reconstruction. The old is giving place to the new. The empire which has stood unchanged for millenniums is now laying aside its once-loved customs and practices, and is fast adopting western ways and methods. Especially is this true in the educational system. On every side we see schools springing up like mushrooms, and it seems that the whole empire is bent on learning. The time-honored examination halls are fast being transformed into schools with large, airy class rooms, where instruction is given, not according to the old method of dinning long portions of abstruse classics into the memory of the boys, without explanation of meaning, but an attempt is being made to give a simple course of instruction in reading and writing practical Chinese. The sciences are also receiving due consideration. Already the government has established, mainly under Japanese direction, agricultural, medical, and veterinary colleges. At the present time, in Chi-li province alone, eighty-six thousand students are being educated according to modern methods, all advanced instruction being given in English; but translations of important text-books are being made, and some of these are already in use. A universal desire for change has laid hold of China. Students do not now rest content with studying at home; for during the last two years there has been an unprecedented exodus of students to other lands in quest of modern learning. Japan alone has received over eight thousand of China's eager students. After finishing a course in some western college or university, many return, and are gladly received by the government. This is evidenced by the way government examiners regard foreign-educated students. For the first time in the history of literary examinations in China, the highest degree, practically speaking, in the land was conferred on eight men whose chief claim for the honor was that24 they had been graduated from some western university. And what was more remarkable was the fact that the candidates were at this examination permitted to write their papers in the language of the country in which they pursued their education, and their knowledge of Chinese literature was not considered in the rating of their standing. This awakening of China is a call to our young people to prepare themselves to carry the third angel's message to this people (now that prejudice is being laid aside, and the doors are swinging wide open), lest these people, now just arousing from their long sleep, grasp at a shadow and not the eternal riches. There is no good reason why every young man and woman should not secure a good preparation. The days of youth are for that purpose, and no other. All our schools should be filled with youth purposing to gain a speedy preparation, that there may be a host of consecrated workers to carry the triumphs of the cross into all lands. In the beams of the Sun of Righteousness the outlook is bright for an abundant harvest from the land of Sinim. But where are the reapers? and who will go? The success of our teachers in their schools the coming year must be measured to a great extent by the discipline of these schools. It is impossible for pupils to learn properly in a room where disorder prevails. The first requisite for successful discipline of a school is that the teacher shall discipline himself. It is quite impossible for us to govern others when we ourselves are ungoverned. The teacher is placed in the schoolroom to teach the pupil how to learn and how to govern himself. Self-government is the only successful government. But it is impossible to teach pupils self-government when we leave them entirely to govern themselves. The purpose of a teacher’s governing a child (and of his punishing him, if necessary, as a part of that government) is that the child may recognize that a failure to govern himself is certain to meet with punishment both now and in after-life. Rules are necessary. Every teacher must have a rule which will govern every action of the pupil. By this we do not mean that these rules are to be written out or expressed orally, but that the teacher himself should have clear, definite ideas of what pertains to good order in the schoolroom, and clear, definite ideas of the proper means of dealing with infractions of just requirements. An effort should always be made to lead the pupil to see a reason for the regulations. Oftentimes, however, the pupil will contend that it is impossible for him to see the reasonableness of regulations; but the simple fact that he does so contend, does not excuse the teacher from requiring him to observe properly what is known by the teacher to be a reasonable requirement. On the other hand, a careful, thoughtful teacher may often discover, in talking with his pupils, that which will assist him in the application of the principles of true government to their cases. If a teacher carefully, wisely, and continuously endeavors to overcome the difficult features of school management, not in an arbitrary, dogmatic way, but in a thoughtful, careful, and prayerful manner, he may be reasonably certain that success will attend him in his efforts in discipline. Our Seminaries
By R. R. Kennedy
The fear of the Lord lies at the foundation of Christian education. Education acquired without Bible religion is disrobed of its true brightness and glory. Young men should not neglect the essential branches of education. These can not be found in the schools of the world. This instruction can be imparted only by those who know God. None can interpret the handwriting of God in the signs all about us except those who are walking in the light of the third angel’s message. Precious light has come appropriate for this time. Believers are not to rest in suppositions and ill-defined ideas of what constitutes truth. Their faith must be firmly founded upon the Word of God, so that when the testing time shall come, and they are brought before councils for their faith, they may be able to give a reason for the hope that it in them, with meekness and fear. Our schools should educate the young to have nobler views, aims, and objects in life, giving them correct knowledge of human duty and eternal interests. Our seminaries should teach the correct relation between true science and religion. This will enable the student to discern God, whom to know aright is eternal life. God intends that our schools should reach a higher standard of intellectual and moral culture than other schools not favored by the light of the third angel’s message. Our colleges, like the schools of the prophets, should so train our youth, that they may not only obtain the highest attainment in the sciences, but such a revelation of God through his Word and the natural sciences as will enable them to instruct others in things pertaining to eternal life. Our colleges are God’s instrumentalities to make himself known to man. Men of culture and refinement are needed just now to carry the message to every nation, kindred, tongue, and people. Shall we not arouse to the situation? We must educate. Our schools should be filled to overflowing. As we near the close of time, the need of educated, Christian young men will become more imperative. Can we lower the standard of our work now? What shall we do for our consecrated youth, who by the instruction given them at their homes are saying, “Here am I, Lord; send me”? The work so nobly begun must not be lowered from the standard to which the Lord has appointed it. Parents to whom the Lord has intrusted children, will you, like Hannah of old, lend your children to the Lord? Will you send them without delay to a seminary to be trained for service? Men of means, who have been entrusted with the talents of the Lord, can you not assist some one of consecrated ability to secure the training so much needed in finishing the work? We have been instructed that the standard of instruction in our schools must not be lowered,—that it must be lifted higher and higher, far above where it now stands. We are under solemn, sacred covenant to God to bring up our children for him, and not for the world; to teach them not to put their hands into the hand of the world, but to love and fear God and to keep his commandments. To accomplish this, teachers must be chosen who love and fear God. They must be men who know and practise the principles laid down in the Scriptures and the testimonies of his Spirit. They should ever remember that the third angel’s message is the key that unlocks the great storehouse of truth for the last days. Time is short. We are living in the closing scenes of the perils of the last days; these will continue to thicken all about us. Darkness covers the earth and gross darkness the people. Our seminaries should reach the highest point of true excellence in preparing our youth for service. The different lines and branches of our work are calling loudly for qualified men and women to fill places of trust and responsibility in our broadening work. To accomplish this, the responsibility must not alone be placed upon our teachers and students, but we must individually and collectively rally to their support. Let not a single soul excuse himself and begin to murmur and complain, and to find fault with those who are trying to do the work under discouraging circumstances. We should earnestly study the needs of our schools and plan to supply them. Every dollar given to assist our schools and students is money invested in the bank of heaven. Every word of encouragement spoken will be as apples of gold in pictures of silver. “The morning cometh, and also the night.” The doors of our schools will soon be closed forever. What is done must be done quickly. There shall be delay no longer. When the Lord called his people to build the tabernacle in the wilderness, all the women that were wise-hearted did spin with their hands, and brought that which they had spun. This was done to help build a sanctuary so that the Lord might dwell among them. That was to be the great center of truth from which light was to emanate to all the world. We are called to help as truly as they. “Christ’s Object Lessons” has been given us for this very purpose. Thousands of these books are still on our shelves unsold. Shall they remain there as a witness to our unfaithfulness, while the last atoning work is being done for us individually? Shall we be responsible for souls that might have been saved had we faithfully performed our work in placing this soul-inspiring book in their hands? I leave the answer for your prayerful consideration. Many have done nobly in the past. They have labored heartily as unto the Lord. What is needed now is an earnest, united effort to finish the work. There will never be a more favorable time. God foresaw our need of acquiring a fitness for effectual service. Let us not be satisfied with reaching a low standard. We are not what we might be, or what it is God’s will we should be. God has not given us reasoning powers to remain inactive, but to be trained to meet the people in a courteous, scholarly way. No man can reach the highest standard of usefulness without an education. “Happy is the man that findeth wisdom and the man that getteth understanding. For the merchandise of it is better than the merchandise of silver, and the gain thereof than fine gold.” True education includes the whole being. It is not complete unless the body, the mind, and the heart are equally educated. This calls for a complete collegiate course and a full surrender to the molding influence of his Spirit.—R. R. Kennedy, in The Welcome Visitor. The Trumpet's Certain Sound
By Mrs. S. R. Town
To those who have been on the outposts of the advance line of missionary effort for ten, fifteen, and twenty years, watching the battle's slow advance, the definite efforts being put forth at home during the last year to supply fresh recruits have brought rejoicing of heart, and almost caused faith in the triumph of the message in this generation to give way to sight. “Old men for counsel; young men for war.” The life and vigor and enthusiasm of youth are what is needed all along the line. But in this very zeal lies danger, if it is not according to knowledge. More than one hasty messenger has run before getting his tidings, and has had to give place to others, bringing discouragement to himself, to those he leaves behind in the field of labor, and to the friends at home to whom he returns. The cause of missions suffers much from such sources. Hence the joy and satisfaction it brings to know that our young people are really being instructed about the different mission fields and definite lines of missionary work. If there is one who has been hesitating until now about making his way to one of our schools, it seems as if he could hesitate no longer. For our schools, now as never before, form the avenue of entrance to that most glorious of all missionary fields—“the regions beyond.” Now while the way is so easy, while you are unencumbered with family cares and other responsibilities, while relatives and friends are ready to help you, while printing-offices and sanitariums, private families and a hundred other facilities, stand ready to co-operate with your efforts to secure the necessary preparation, how foolish to neglect the opportunity! Only those who have seen the overburdened worker in foreign lands, laboring under every disadvantage, physical and25 mental, to get hold of a little knowledge, can appreciate the pitifulness of such a neglect. Here is the great family of Spanish-speaking fields in which we are particularly interested. In Spain and the two Americas with their dependencies there are seventy-five million souls to whom this language appeals. Enough has already been done among them to show that the old idea about the Latin races and their incapability of appreciating spiritual things was largely erroneous. Many of their ways and characteristics are commendable and lovable. They are refined and courteous, and have an overweening love for the beautiful. Naturally their language conforms to the ideas they wish to express. While it does not seem capable of expressing the heights and depths attainable in English and German, it is flexible and musical and easy to acquire. From among these people are being developed acceptable workers for their fellow countrymen. But places of responsibility, such as develop with the growth and organization of the work, will perhaps always demand workers bred and schooled from infancy, so to speak, in the message, such as are to be found only in Protestant lands. Three such men are now being sought right here in Buenos Ayres—men of education, men who can be depended upon, men who are willing to forsake all. And what is true of this field is true of others. Pastors, doctors, nurses, teachers, Bible workers, and bookkeepers—those who are prepared to take up different lines of work, are in demand all over these destitute fields. “The call of God is sounding clear.
O Christian, let it reach thine ear!
His Word of life to all make known,
Be this our work, and this alone.”
MRS. S. R. TOWN. The Cause of the Destruction
By A. L. Miller
The Scripture says, “My people are destroyed for lack of knowledge.” This refers to those who were and are connected with God’s people, including ancient and modern Israel. The reason given for the destruction is “lack of knowledge.” It is important, then, that we understand what kind of knowledge the Lord means, and where such knowledge may be found. There is a wisdom which is “foolishness with God,” and there is a place where such wisdom is obtained. Let us first inquire as to the kind of knowledge that leads to life. In Prov. 1:7 we read: “The fear of the Lord is the beginning of knowledge,” and in Prov. 16:6, “By the fear of the Lord men depart from evil.” From these two scriptures it is evident that departing from evil is the beginning of knowledge. But we can learn what evil is, and how to depart from it, only by a study of God’s Word. We can never ascertain what evil is by delving into the “wisdom of this world,” for God hath “made foolish the wisdom of this world,” and “turneth wise men backward, and maketh their knowledge foolish.” 1 Cor. 1:20; Isa. 44:25. “The world by wisdom knew not God.” 1 Cor. 1:21. To this wisdom belongs the science which is not true science. It is the philosophical reasonings of men against which we are warned in Col. 2:8: “Beware lest any man spoil you through philosophy and vain deceit, after the tradition of men, after the rudiments of the world, and not after Christ.” In Job 28:20 we find these important questions: “Whence then cometh wisdom? and where is the place of understanding?” Since true wisdom is not to be found in the wisdom of the world, where is it found? “God understandeth the way thereof, and he knoweth the place thereof.” Verse 23. We must come unto him to obtain true knowledge. “My son, attend to my words; incline thine ear unto my sayings. . . . For they are life unto those that find them.” “Trust in the Lord with all thine heart; and lean not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths.” Prov. 4:20, 22; 3:5, 6. By attending unto his words and acknowledging him in all our ways, we shall be filled, not with worldly wisdom, but with the wisdom of God. This does not mean, as some have thought, that we should discard everything but the Bible. All teaching, whether from periodical or text-book, that is in perfect accord with the Word of God, is truly attending unto his words. The text-books of the public schools, written by men of worldly wisdom, are mixed with truth and error. This is especially true in the readers, physical geography, geology, and astronomy. The error is sufficient to lead one away from God, away from eternal life. This is why the Lord has instructed his people to establish schools where text-books free from error are to be used and instruction in harmony with him to be given. If we “acknowledge him” in all our ways, where must our children and youth be educated? Our schools are not only established to impart true knowledge, but to prepare the youth to give to the world the third angel’s message, the last message of mercy. Where Is Your Cable Fastened?
By Wm. Lewsadder
WE are on the great ocean of time, and our bark is being tried by the tempest and every wind of doctrine. The storm is gathering fast, soon to burst upon us to do its work of destruction. Are our loved ones all on board with us? “Lo, children are an heritage of the Lord.” The Lord will require of every one his own when he comes. Matt. 25: 27. Parents who have been indifferent to the education of their children in this truth will be worse than the man who failed in the using of the one talent, for they will not have that to return which the Lord gave them, much less the usury. “True education is missionary training.” Then if the youth were educated in the true way, there would be laborers for the fields that are white unto the harvest, and they would come bringing their sheaves with them, and the Lord would receive his own with usury. I never knew a parent, whose child was a missionary, to lose interest in the truth or to neglect the family altar; but I have known families where the children were not educated in the right way, to drift, drift, drift, until it was very evident that their cable was not anchored to that within the vail. There is one great object for the home, the church, and the conference; that is to educate workers for the Lord’s vineyard.
WM. LEWSADDER.