MANY of the readers of the REVIEW are aware of the fact that we have a training-school for native workers in Fiji. We believe that God has been leading in this enterprise, and it will be interesting to all our brethren to recount some of the experiences in getting this work started.
We had considerable difficulty in finding a suitable place. We desired to get near the center of the group in a healthful location, but it seemed that every avenue was closed. Suitable property was held at a high price, and little was available at any price. Good locations have long since been taken, and the properties usually available are far from the sea coast, and would be undesirable for a school. Yet we did not wish a place in a large town, or very near one. We knew what the Testimonies say about locating schools and institutions of other kinds in the country. We wanted the youth away from the influences of their native towns. We had many seasons of prayer over the matter, and at last our minds turned toward a certain location. We made inquiry, and received word that we could not have the property, that the owner did not wish to sell or lease. We kept on looking for a place but a little later received word from the owner of the property we desired that he would lease it. We were very thankful indeed, for we were sure that the Lord had guided; and now, to make a long story short, we leased the property. In making out the lease the owner was willing to give us a long term; but after it was made out, he became sorry that the term expressed was so long, so he decided that he would sell to us. His first price was fifteen hundred dollars, but later he agreed to take twelve hundred fifty dollars. This has been paid, and we have the property. It is an excellent place of nearly three hundred acres, central in location, and has a good harbor. It is some distance from any native town, so that the students are away from the contaminating influences of town life; yet it is near enough of approach to the surrounding towns to enable students and instructors to do missionary work. The soil is excellent, and there are a number of acres planted to cocoanuts, which bring in several pounds every year. There are two small fresh-water streams on the property, which increase the value of the place.
There are two European dwellings, which have been built since we took possession of the property, a printing-office for our little Fijian paper Rarama, a native-made school building, a church building, and ten cottages where the students are domiciled. These cottages are all of native architecture.
The object of this school is the training of native workers. But it is not to train workers for Fiji alone. Our school has a broader field before it. We are training workers also for the “regions beyond.” Our native brethren have received with enthusiasm the thought that they can be used to carry this message to other fields. We have now about thirty at the school, mostly young men, though some are of a somewhat mature age. All of these have some branch of the work in view, and some are looking to other groups outside of Fiji. Already one young native from the school is on his way to New Guinea as a missionary. Brother and Sister Carr, who have had charge of the school in Fiji for some time, are going to New Guinea, and this student is accompanying them, to assist in the work there.
Special attention is given in this school to teaching the principles of present truth. The common branches are not neglected, however, but are taught fully. The missionary features of our work are kept before our students, and we are pleased to note the interest taken by them in seeing the work advance.
Opportunity is given the students from time to time to go to the different towns to distribute literature, sell books, and visit the people. Good has already resulted from their labor. We know of one family that was brought into the truth as the result of missionary work put forth by one of the students of the Buresala school.
Our little paper is printed at the school. Some of the students assist in the printing, and so get a knowledge of this kind of work. The young man who is going to New Guinea knows considerable about printing, and when that work is begun in that new field, he will be ready to assist.
In bringing our school to its present condition, there has been some very hard work done, some “sowing in tears.” Many of the experiences might be interesting would space permit to relate them. But we believe that all will recognize the Lord’s hand in this work. We have a great field. There are many thousands to warn, and we believe that this school will be the means in God’s hand to bring the truth before many isles of the South Seas, isles that “wait for his law.” Pray for the work and for our workers.
J. E. FULTON.
Principles and Methods
By J. J. Taylor
AMONG thoughtful persons there is a conviction that the education of the present time is radically defective. In too many instances, instead of making useful men, it produces shrewd rascals. The great criminals, that loot banks, wreck insurance companies, rob public treasuries, devise unlawful schemes, and, oppress the weak under the forms of law or in defiance of law, are not unlearned and ignorant men. Usually they are the scions of the schools, but of defective schools. Instead of being a blessing to them and the world, their education is a curse.
Pres. Woodrow Wilson, speaking both as a philosopher and as a practical observer in a great institution, touches the vital point in these words: “Education is not, after all, when properly viewed, an affair of filling and furnishing the mind, but a business of informing the spirit; and nothing affects spirit but spirit.” A greater than he has taught that no man knoweth the things of a man save the spirit of man which is in him. Any person occupying the place of teacher necessarily teaches more than is printed in text-books. He teaches himself. Excellence in arts, sciences, languages, literatures, or other branches of learning, is important; but vastly more important is the personal character of the teacher. Moral rectitude, involving faith, fidelity, high principles nobly maintained, counts for more than all the forms of technical knowledge; and happy is the parent who realizes this fact in choosing a school for his child.—J. J. Taylor.
The Opportune Time
By O. J. Graf
When the city of Rio Janeiro, Brazil, was founded several hundred years ago, little care was given to the laying out of its squares and streets. Crooked and narrow streets, with their extreme inconvenience and unhealthfulness, were the result.
Now the city authorities have found it necessary to borrow sixty million dollars with which to cut four broad avenues through the city. These were cut through the most thickly populated districts, and many an old house and stately mansion had to give way before the seemingly destructive hands of the engineers.
This expensive method has only partially accomplished what might have been, had the founders, when the city was in its infancy, laid out the streets as they should have done. Hundreds then would have accomplished what now requires millions.
How like the unseeing founders of that city are we. Worldly influences are permitted to wield a powerful influence on the lives of those of tender and receptive years, and, later, when worldliness has gotten a firm foothold, we stand ready to make great sacrifices to redeem the wayward, misinstructed youth.
Our colleges and academies may not in later years be able to correct what evil association and false instruction did for the child while under the influence25of the worldly schools. Brother, sister, have you children in your church? Where will they spend six hours a day five days in the week during the coming school year? Now is the opportune time to implant the truth in their little hearts. You can not afford to give them to the world to be trained; a soul is too precious, and God's work too needy. Let us heed the instruction the Lord has given us through his Spirit.
If your church supported a school last year, by all means plan to let the good work go on. If you have not had a school before, arouse yourself and the brethren and go forward in the strength of God. Read the first chapter of Joshua.—O. J. Graf, in Northern Union Reaper.
Sayings
THERE is no free-trade measure which will ever lower the price of brains. There is no California of common sense.—John Ruskin.
A student should be as frugal of his time as the miser of his money. He should save it with as much care, and spend it with as much caution.—John Mason.
To educate children properly ought to be for the teacher only the second part of his undertaking. The first, and most difficult, is to perfect himself.—Mde. Pope-Carpentier.
All who would become efficient workers must give much time to prayer. The Bible should be diligently studied. The truth of God, like gold, is not always lying right on the surface. It is to be obtained only by earnest thought and study.—Mrs. E. G. White.
Something Better
By W. H. Thurston
THE watchword of true education is, something better. Literary acquirements and scientific knowledge are a part of true education, but there is an attainment which is of more value and above all this, and that is character. From the kindergarten to the college, character building is the highest aim in true education. The world needs men and women of real character, who are true to principle, and who will stand for the right.
We want our children, our youth, our young men and our young women, taught in word, in deed, and in truth, as it is written in the prophets: “And all thy children shall be taught of the Lord; and great shall be the peace of thy children.” “If our children are to wax strong in spirit and be filled with wisdom, they must have the education that imparts this wisdom. The momentous issues and the great perils that are confronting our young people to-day should impress every father and mother, as well as every teacher, with the necessity of giving them an education, from the cradle up, that will make them men and women of principle, of character, and of real worth.
“Thou shalt love the Lord thy God with all thy heart, . . . and thy neighbor as thyself,” is the divine law. That law is the true foundation of character building. It is the only sure foundation and the only sure guide. Our children, youth, and young people should be taught that God is, and that he is what the Bible says he is, “The Lord, The Lord God, merciful and gracious, long-suffering, and abundant in goodness and truth.” We do not want our rising generation to follow the lead of the superficial education of to-day, which appeals to selfish ambition, greed of power, disregard of the rights and needs of humanity, and is lacking in true Christian courtesy, integrity, and self-control. We want something better. “And we know that the Son of God is come, and hath given us an understanding [a mind].” A mind has been given us, and this mind is to be developed to the glory of God. To know God and his will concerning us individually is the underlying principle of all knowledge. Divine wisdom and knowledge should be instilled into the minds of our children, youth, and young people, but this can be done only by those who know the Lord, those who are daily taught of him.
In our educational work there must be hearty co-operation of parents and teachers. Success can only attend order and harmonious action. The first instructing, disciplining, and training of children, begins in the home, and is supplemented by the teacher. If the children are taught in the home to love God, to be true to principle, and true to themselves; if they are taught self-government, purity, and Christian courtesy, they will not cause trouble and anxiety when they are sent to school, but will be an example to others. When children are placed in school under teachers who know the Lord and daily claim the promise, “If any of you lack wisdom, let him ask of God, that giveth to all men liberally, and upbraideth not; and it shall be given him,” the parents will feel it their duty as far as possible to sustain, and honor, and pray for those who share their responsibilities. Prayer then takes the place of criticism, counsel the place of indifference, and together the parents and teachers labor for the education and salvation of the children, the youth, and the young people. Our children are an heritage of the Lord, for whose training we are held accountable, and we can not afford to neglect it. Both parents and teachers should pray for, and with, the pupils, remembering that the effectual, fervent prayer of the righteous availeth much. Also the students should be encouraged to pray for parents and teachers, claiming the promise, “If ye abide in me, and my words abide in you, ye shall ask what ye will, and it shall be done unto you,” and then act accordingly.
The study of language, science, and literature needs the divine touch, and character building should be the highest aim in all our educational work. Parents as well as teachers should spend more time with the divine Teacher. We need more effectual prayer, more unwavering faith, to realize that the gift of God is in his promises.
The task of giving our children a Christian education is not a hopeless one. The promises of the Great Teacher are unequivocal when the conditions are met. Let all take courage, and we shall be able to say with the apostle Paul, “I can do all things through Christ which strengtheneth me.”
W. H. THURSTON.
The Lord’s Prayer
Showing the Successive Changes in the English Language
Few scholars even are aware of the great changes through which the English language has passed in successive centuries. Following are specimens of the Lord’s prayer as used at various periods in English history:—
A. D. 1158: Fader ur heune, haleweide beith thi neune, cumin thi kune-riche, thy will beoth idon in heune and in erthe. The euryceu dawe briend, gif ous thilk dawe. And vorzif uer detters as vi yoursifen ure dettours. And lene us nought into temtation, bot delyvor eus of evel. Amen.
A. D. 1300: Fader ure in heavene, halewyn be thi name, thi kingdom come, they wille be done as in hevene and earthe. Oua urche days bred give us to daye. And forgive oure detes as we forgive oure dettoures. And lead us nor in temptation, bote delyeour us of yvil. Amen.
A. D. 1370: Oure fadir that art in heunes, hallowid be thi name, thi kingdom come to, be thi wille done in earthe as in heune, geve to us this oure breed oure other substance forgene to use oure dettis as we forgauen to our detouris, lede us not into temptation, but delyeur us yvel. Amen.
A. D. 1524: O oure father which arte in heuen, hallowed be thy name. Let thy kingdom come. They wyoll be fulfilled as well in earth as it is in heuen. Give us this daye oure dayly brede. And forgive us our trespaces even as we forgive our trespacers. And lead us not into temptation, but delyver us from evel. Fyr thyne is the kindome and the power and the glorye for ever. Amen.
A. D. 1561: Our father which are in heauen, santified be thy name. Let thy kingdom come. Thy will be done, as in heuen, in earth also. Give us today our superstantial bread. And forgive us our detes as we forgive our detters. And lead us not into temptation. But delivere us from evil. Amen.
A. D. 1711: Our father which are in heauen, hallowed be thy name. Thy kingdom come. Thy will be done in earth as it is in heauen. Give us this day our dayly bread. And forgive us our debts as we forgive our debtors. And lead us not into temptation, but deliver us from evil. For thyne is the kindome, and the power, and the glory forever. Amen.—Selected.
The Place and Work of the School
By A. W. Spaulding
We teachers had been rereading the first of the biographical sketch in Volume One of the Testimonies.
“Why is it,” one queried, “that the preaching of the gospel to-day has not the effect upon the young people it had then? Or does it have, and is our observation faulty?”
“It does not have,” answered the positive Youngest Member.
“We have sometimes a ‘revival’ service, when many young people are brought to the penitent’s seat; but, as we teachers have had to observe, in very few cases is the effect lasting.” This from the Oldest Member.
“And,” resumed the Youngest Member, “it is not lasting because there is no foundation to build on; and the reason for that is that the homes have been growing more negligent ever since those early days. If you will observe, the impression made upon Ellen Harmon by the preaching of the first angel’s message was due to her home training.”
“Of course,” said a Lady Teacher, “there were many then who rejected the message, and some, no doubt, because of their neglect of religious instruction at home. We must consider the personal factor in this: some, with the most careful home training, reject the truth; while others are rescued by the truth from the most evil conditions.”
“Yet,” interposed the Doctor, “when we find to-day fewer who receive the truth from the minister’s public effort, it is natural to refer the cause to the home, because we know that lies at the foundation of society, and does the greatest work of mind-molding.”
“And if we may rightly charge it to the home,” said the First Member, “what is evidently the most essential work in the giving of the gospel to-day? What will fill the breach made by the failure of the home, so that our young people may be saved?”26
“The school,” said the Youngest Member, “is left with the burden by the failure of the home.”
“Certainly the school,” said the Oldest Member, “is left almost wholly with the problem of their salvation. It must fill to a great extent the place of the home. It really must be a combination of the teaching and the evangelistic forces.”
“Consider,” said the First Member, “what are the results of public preaching to-day. Once in a while we hear of ten, fifteen, or twenty-five brought out by a tent effort. Most commonly, however, there is but a gleaning of a few berries from the topmost branches. There may be a question of whether ministerial effort could be more profitably made in other plans and through other methods; but our main problem is how to fit the school to the conditions it must meet.”
“If it is to take the place of the home,” said the Lady Teacher, “it must conform as nearly as possible to the plan of the ideal home.”
“Do we?”
“There will be the regular family study and worship, there will be the daily duties of house and farm and shop, participated in by teachers (parents) and students alike. There will be the careful personal training in matters of diet and sleep and cleanliness and exercise, and the culture that comes from thoughtful social intercourse.”
“But how can we?” exclaimed the Doctor, as if somebody had looked at her. “Where is the time? With medical work and the cooking, I find it almost impossible to teach a single class. I know that many of our boys and girls have false ideas about eating between meals, and the care of their rooms and persons, and all that. Once in a while we reach an individual effectively; but generally talk is not effective.”
“It is individual work that tells,” admitted the First Member. “Is our family, our school, too large?”
“You can’t make it smaller and keep this force of teachers,” declared the Oldest Member; “tuition will not allow. And a reduction of student body and faculty is no gain.”
“I have dreamed of an industrial school,” began the Youngest Member—“of a self-supporting school that I think is in better accord with the ‘ideal home.’ We read last Sunday in the Fernando Testimony that every teacher should devote several hours each day to working with the students in some kind of manual training. Why?—Evidently that they may become proficient, for one thing. By that means, too, they could be self-supporting, if they should get profitable work.”
“Our work has all been profitable, in a way,” said the Oldest Member. “It is necessary for the maintenance and building up of the plant.”
“But such necessary work may not always last,” objected the First Member. “We shall be complete sometime.”
“Why not,” went on the Youngest Member, “have a class—say in carpentry—that shall do regular work under their teacher in the neighborhood? Why not a blacksmith shop doing custom work? Or, possibly, in some situations, even a bakery, or laundry, or a rug factory? Done in the spirit of Christ, would not such work open avenues of missionary enterprise?”
“A ten-hour day?” queried the Pleasant Member.
“A union day is eight hours,” answered the Youngest Member. “They have helped us that much.”
“What time for book study then?” asked the Doctor.
“Shorten it,” said the Youngest Member.
“Reverse the proportion of time now used in manual and in book work,” suggested the First Member. “It would be more rational: the first is living life; the second is reading reports of life.”
And then the bell rang.
A. W. Spaulding.
Helps in Reading
By Sarah E. Peck
(Concluded)
The Phonogram Drill
THE phonogram drill is conducted in exactly the same way as is the sight-word drill, described in the previous article, the phonograms used being discovered from known words the same as the words are discovered from known sentences.
The cards prepared for this drill are preferable to the Word Phonetic drill cards, inasmuch as the script used is the Spencerian (the same as that used in the readers), instead of the nameless and out-of-date vertical. This avoids the confusion resulting from the presentation before beginners of two styles of script. On the other side of each card the same phonogram appears in bold print.
New phonograms should be introduced no faster than those already in the drill list are thoroughly mastered by the entire class. If in the drill a pupil fails of recognizing a phonogram, do not tell him, or at least make this a last resort. Endeavor first to lead him to discover it for himself, by writing on the board a familiar word in which this phonogram occurs, underlining the phonogram. Several attempts of this kind will generally prove successful.
Skill in instant recognition of phonograms is absolutely essential to the acquirement of the power of independent word getting. If this drill is faithfully persevered in, no pupil ever need be told a new blend word, that is, a new word in which occurs only known word elements or phonograms. For instance, suppose the child has already learned the sight word each and the phonograms p, r, pr, t, b, es, er, ers, ing. From a knowledge of these word elements he can discover for himself the words peach, reach, preach, teach, beach, peaches, reaches, preaches, teaches, preacher, teacher, preachers, teachers, reaching, preaching, teaching. More27than this, he is thus coming into possession of a conscious power that is encouraging him to dig the thing out for himself—a power that he will need many times later in his school and life-work.
The Blend Drill, or Drill in Word Getting
This drill does not require cards, but is conducted from the blackboard, after the phonograms given in the lesson have been mastered (understand this word literally). The list of words from which the drill is given consists of new words as well as some that are known, but those which contain only known word elements. The words copied onto the blackboard for this drill should be (1) the words given at the head of the reading lesson for blend drill, or if such a list is not given, (2) words selected from the reading lesson, containing more than four phonograms, with their phonograms diacritically marked; (3) about twelve shorter phonetic words, with marks; (4) some words that are only partially marked, and (5) some words that are unmarked.
In conducting the drill, never tell a pupil a new word. Allow him the delight of discovering it for himself from its elementary phonograms.
The time of the recitation should not be used for copying the lists onto the blackboard; this work should be all done beforehand. If there is not sufficient blackboard room to allow of this, an ordinary piece of holland window-shade or blackboard cloth, fixed at the top of the blackboard on regular curtain spring rollers, is even better than the blackboard, for the work may then be rolled out of sight when not needed.
The Drill in Sentence Building
This is an exercise for busy work. Each pupil is supplied with a box of small word cards like these:—
On some of these cards the word begins with a capital letter. Other cards give the simple punctuation marks—period, exclamation point, question mark, and comma. With these cards the pupil builds sentences corresponding to sentences written by the teacher on the blackboard.
After skill has been acquired in this imitative work, the pupil may be encouraged to construct original sentences from given lists of nouns or verbs, and finally sentences that are wholly original. In this exercise he is not only profitably occupied, but he is learning the elements of correct composition in the expression of thought, and the use of capital letters and simple punctuation marks.
SARAH E. PECK.
NOTE.—Arrangements are now being made to provide sets of word cards, phonogram cards, and sentence-building cards specially prepared to accompany the “True Educator Readers.” The Word Phonetic drill cards cost $1.10 for a complete set of one hundred cards. The cost of the sets above described will depend upon the number of sets printed, and for this reason it is desired to know approximately how many teachers desire them. It is hoped that many will avail themselves of this opportunity; for if this is done, we are assured that the various sets of drill cards can be provided at probably not more than $1 a set. All who are likely to need the cards either this year or next should address The Normal Department, Union College, College View, Neb.
Waking up the Mind
By David P. Page
THE teacher of any experience knows that if he will excite a deep and profitable interest in the school, he must teach many things besides book studies. In our common schools, there will always be a company of small children, who, not yet having learned to read understandingly, will have no means of interesting themselves, and must depend mainly upon the teacher for the interest they take in school. This to them is perhaps the most critical period of their lives. Whatever impression is now made upon them will be enduring. If there they become disgusted with the dulness and confinement of school, and associate the idea of pain and repulsiveness with that of learning, who can describe the injury done to their minds? If, on the other hand, the teacher is really skilful, and excites in them a spirit of inquiry, and leads them in suitable ways to observe, to think, and to feel that the school is a happy place even for children, it is one great point gained.
I may suggest here, then, that it would be well to set apart a few minutes once a day for a general exercise in the school, when it should be required of all to lay by their studies, assume an erect attitude, and give their undivided attention to whatever the teacher may bring before them. Such a course would have its physiological advantages. It would relieve the minds of all for a few minutes. The erect attitude is a healthful one. It would also serve as a short respite from duty, and thus refresh the older scholars for study. I may further add that, for the benefit of these small children, every general exercise should be conducted with reference to them, and such topics should be introduced as they can understand.—David P. Page.
Methods in Primary Schools
Are All the Children In?
Are all the children in? The night is falling,
And storm-clouds gather in the threatening west;
The lowing cattle seek a friendly shelter;
The bird hies to her nest;
The thunder crashes; wilder grows the tempest,
And darkness settles o'er the fearful din;
Come, shut the door, and gather round the hearthstone;
Are all the children in?
Are all the children in? The night is falling
When gilded sin doth walk about the streets;
O, “at the last it biteth like a serpent”.
Poisoned are stolen sweets.
O mothers, guard the feet of inexperience,
Too prone to wander in the paths of sin.
O, shut the door of love against temptation!
Are all the children in?
Are all the children in? The night is falling.
The night of death is hastening on apace;
The Lord is calling, “Enter thou thy chamber,
And tarry there a space.”
And when he comes, the King in all his glory,
Who died the shameful death our hearts to win,
O, may the gates of heaven shut about us
With all the children in!
— Selected.
Our Schools
By M. E. CADY
Educational Work in the North Pacific Union Conference
The progress of the educational phase of the work in the North Pacific Union Conference is very gratifying to those who have been directly connected with this branch of the cause of present truth during the past two years. There has been a steady, substantial gain in every feature of the educational work during this time, as the following figures will show:—
Year
No. Schools
Enrolment
No. Teachers
1907
55
1,497
82
1905
40
930
57
Gain
15
567
25
The preceding figures show a gain of about thirty-five per cent in the enrolment of the past two years.
Of the 1,497 pupils enrolled in all our schools, 836 are in attendance in our forty-eight church-schools; 371 in six intermediate schools; and 250 in the one training-school, Walla Walla College.
The enrolment in both the college and the intermediate schools above the seventh grade is 621; of this number we have the following figures regarding those students who have definitely decided on their future work: ministers, 59; Bible workers, 34; teachers, 101; canvassers, 12; nurses, 45; bookkeepers, 32; stenographers, 12; physicians, 10; industrial work, 31; total, 336. This makes a proportion of more than one half who are working with a definite purpose in mind to prepare for a specific work in the Lord’s cause.
The average salary paid to our teachers in the various classes of schools is $37.66. The total salary of all teachers employed for a school year of eight months amounts to $22,288.
Our intermediate schools have grown in number and attendance, and the enrolment in the college has increased each year, having nearly doubled within the last three years. The intermediate schools are proving to be a source of strength to the training-school, and are closely adhering to the limits—grades eight to ten—prescribed for this class of schools, at the educational convention at College View, Neb. In the six intermediate schools there are but four pupils who are carrying work above the tenth grade. It is confidently believed that the best results will be obtained in our intermediate schools if they do thorough work in the foundation studies, and leave the training for specific kinds of work to our training-schools.
A new intermediate school will be established in the Southern Idaho Conference, recently organized, and it is probable that an intermediate school will be established soon in the Upper Columbia Conference, probably somewhere near Spokane. All these schools are being established in the country, according to the instruction given for the locating of this class of schools.
Efforts are being continuously put forth to organize more perfectly the educational work in this union conference. Uniform blanks are being used for keeping records and for reporting work done.
One very encouraging feature of the28work is the establishment of a normal training department in connection with the college. This has been in operation for two years, with very encouraging results. It is gratifying to note that such a large number of the youth now attending our schools are preparing to be teachers.
The preparation of text-books adapted to our work is greatly aiding the teachers in conducting their schools according to the principles of Christian education.
May the next biennial period show even greater progress in our educational work than that of the past two years. With this hope let us take up the grand work of helping to train and educate an army of youth to go forth into all the world to herald the news of Christ’s second coming.
M. E. CADY,
Educational Secretary.
The Country School
By FLORENCE M. KIDDER
Many times the call has come to this people, through the Lord’s servant, to leave the large cities. In “Early Writings” we are told that the time will come when all of God’s people will leave not only the cities, but the villages also. To those who have children special instruction has been given regarding living where their children can be educated from nature’s lesson book.
We all remember the fate of Lot’s sons and daughters as the result of his moving into the city. Again, the Saviour spent the educational part of his life in the woods and fields. There also he instructed his followers. Some of Christ’s most precious lessons were given as they sat by the seaside and watched the farmer till and sow his land.
Why, then, when the Great Teacher chose nature for his schoolroom, should not we as teachers do the same? Why, then, should not our church-schools be established in the country, where both teacher and pupils can come in close touch with the handiwork of the Creator?
Those who have taught in both the city and country know how much easier it is to teach Bible and geography in the country. For example, suppose the geography lesson to be about the surface of the land, or about the forms of land and water.
Take the children for a walk across the pasture, and you will be likely to find every point in the lesson well illustrated. Before going out, remind them to watch for practical thoughts from God’s nature book. Ps. 78: 4. When returning, let them write out their thoughts, and it will surprise you to see how much they have learned.
Near one of our country schools runs a brook between two hills, with smaller brooklets joining it. These have been wisely used by the teachers. If you were to walk by them with one of the pupils who a few years ago studied his first geography lesson, he would not fail to point out to you the Mississippi Valley with its drainage system, each brooklet holding the name of some well-known river. A little farther on are to be seen rapids, cataracts, cascades, and a beautiful miniature Niagara.
These are only a few of the many lessons to be enjoyed in the country school. Ps. 40 : 5. For a closing thought, I can not do better than quote the following from “Christ’s Object Lessons:”—
“Too often the minds of students are being occupied with men’s theories and speculations, falsely called science and philosophy. They need to be brought in close contact with nature. Let them learn that creation and Christianity have one God. . . . Let everything which their eyes see or their hands handle be made a lesson in character building. . . . In these lessons from nature, there is a simplicity and purity that makes them of the highest value. . . . As we come close to the heart of nature, Christ makes his presence real to us, and speaks to our hearts of his peace and love.”
