Earlier text: Eastern Polynesia— The Russian Douma has passed the bill authorizing the construction of the Amur railroad for the purpose of getting an all-Russian route to the Pacific. — A discharge of dynamite, April 26, caused $15,000 worth of damage to a bridge being built at Fall River, Mass. This is the fourth attempt to wreck bridges being built by this company, which employs non-union men. The other outrages were committed at Baltimore, Philadelphia, and New York. — Twenty-five men, the entire day watch of the police force of Pensacola, Fla., were discharged from the force for refusing to board the street-cars when ordered to do so to protect the non-union operators of the cars during the strike. The situation seems to be quiet, and the provisional troops have gone to their homes. — The Japanese training cruiser, “Matsushima,” was sunk by an explosion on April 30. Of the officers and men on board 238 were lost, and only 175 saved. Deterioration of the smokeless powder in one of the magazines is given as the cause. Among the cadets who lost their lives were the sons of several prominent officials of the empire. — Alarmed at the spread of the prohibition movement in the United States, the associations of brewers and malters have decided to prosecute a vigorous campaign. They propose to send broadcast throughout the United States, and especially in the South, data showing the revenue derived by the government and by municipalities from licenses. The aggregate of wages paid and the produce purchased by the brewing and malting interests will also be printed and distributed throughout the country. — The Republican press of Portugal has recently charged that the late king Carlos sold for private purposes some of the jewels deposited with the bank of Portugal. These formerly were the crown jewels that were confiscated by the state when King Miguel was deposed in 1834, and the whole collection was valued at $2,000,000. The new king Manuel found upon investigation that several articles had been sold, with the approval of the government, to pay the heavy debts of his father. The king has won the admiration of even the Republicans by announcing his intention to refund to the royal treasury the value of the missing jewels, which amounts to $750,000. — Steam and electricity have laid hold on Syria, and are compelling the land to move and be enlightened. Railroads are now completed between Jaffa and Jerusalem; between Haifa, Tiberias, and Damascus; between Beirut and Damascus; between Beirut, Baalbeck, Hamath, and Aleppo; and between Damascus, Tibok, and Medaien, on the Mecca-Hejaz Railroad, some six hundred miles on the way to Mecca. An electric trolley road runs through the streets of Damascus, and the city is lighted by electricity. Iron pipes are being laid to bring the crystal cold water of Ain Fyi fifteen miles to Damascus. A Belgium company is building an electric trolley tramway through the streets of Beirut, and will furnish electric lights. As long as we live, we should grow. Progress is the watchword of him who is truly a teacher. He brings his own mind into a continual state of study, that he may teach his pupils the love of study. Teaching is a gift of God; but like all God's other gifts, it dwarfs if it is not exercised. But it is only the one who is seeking development along all lines that make for Christian manhood and womanhood, that can properly instruct so that they too will grow. The progressive teacher seeks always to increase his fund of useful knowledge, and is never content to be idle. He seeks to become a more thoughtful reader and a more effective speaker. He looks well to his deportment, that it may always bespeak refinement and purity of heart. He remembers that we teach more forcibly by what we are, than by what we say. He seeks to be what he wishes others to think he is, and so he grows. THERE is perhaps no other recent development connected with our schools of more far-reaching importance than the scholarship plan. It provides an opportunity for thousands to attend our schools who otherwise could not do so. The meeting with so many minds and conditions of people in the selling of these books is in itself a most splendid education. It brings this third angel’s message before those unacquainted with it, in perhaps its most effective form,—the printed page. Nearly every one who enrols in our schools has a purpose, more or less clearly defined, to have a part in the finishing of the gospel work. His experience among all classes of people with the printed page of truth can not but give a greater definiteness to all his school work. It enables him to see all a world to be warned, through and beyond all his studies. Sturdy young men and women of action are needed for the hour,—men and women in whom the power of initiative dwells most largely,—men and women who can plan a line of action, and march straight through it, to the end. Scores and hundreds of those who can dare, and can do, are needed at once for China, India, and the islands of the sea. It follows as naturally as an effect follows its cause that those who can make an independent way through a proper course of instruction in one of our schools, develops those traits of character so necessary to the doing of successful gospel work among strange peoples. We do not want our young men and women to study for the simple joy of knowledge-getting, in itself, or for the satisfaction of having completed a definite course of instruction, laudable purposes though they may be; but we want them to study that they may learn to accomplish hard tasks, to overcome seemingly insurmountable difficulties, and to be altogether energetic in the cause of our Lord. To this end we can not but believe that this scholarship plan is of divine origin, in common with other features of the great awakening of our young people now taking place to respond to the calls for help in far-away lands. For the majority of our schools the long recess between the school years is near. What plans are being laid by our teachers to get the most from it for their work? Every teacher should take up his next year's work better equipped for effective service than he is when this year closes. Naturally, many of our teachers need physical rest. It ought not to be that they should need a long vacation in which to rebuild depleted vitality; but nevertheless it is too true that the long vacation is an absolute necessity to many teachers from a physical point of view. But we can generally best build up the body when building up the mind. Accordingly, such courses of reading and study as are best adapted to the needs of each should be chosen, and prosecuted with such vigor that much valuable help will be gained. First of all are the spiritual lines of study from the words of inspiration. We learn more to appreciate the wonderful principles of Christian education which have been given us as we know them better. During this long vacation we have time to study and reflect upon the application of these principles to our work in a dispassionate and thoughtful way, and to view our work as a whole. Much time should be spent in prayer, that these principles may be rightly applied to our own lives and to our work. Then needed reviews of technical studies should be made. For instance, some features of arithmetic or grammar, or some other subject, may not be so perfectly understood that they can be taught to the best advantage. Again, one or more new studies may be entered upon. The progressive teacher is always reaching forth to new lines of work, and such teachers are an inspiration to their pupils. Our summer schools and conventions should be filled. Every teacher should, if possible, attend one of these. School boards should assist financially if necessary. The summer schools and conventions have done very much indeed to build up our church-school work and to lift the standard of teaching. In many instances23 our teachers can engage in teaching Bible work in connection with tent and revival efforts. Such lines of work are a most valuable education and preparation for effective teaching. The use we make of this vacation will measure largely the success of next year's school work. The Simplicity of Christ’s Teaching
IT was the simplicity of the Master's teaching which gave such great force to his words of truth. The common people heard him gladly, because they could comprehend easily his beautiful lessons; and yet the truths which he uttered were so deep that they afforded an unfathomable source for the most philosophically trained mind. His illustrations were taken from familiar scenes and events. He used every-day affairs of earth to make clear the mysteries of heaven. WITHOUT tact no teacher can succeed. Tact finds its source in love. True love is not blind. It sees most quickly and clearly where help is needed, and renders it with the least ostentation. It discerns the effect of what is said before the words are set free from the lips. When correction is required, the reproof is bound up with words of courage. Tact always pours the oil of hope into the wound, which is made by the necessary rebuke. The heart of the Infinite One beats more tenderly for the most wayward, and seeks the most effective means of saving him from the results of his course. In like manner will the children of God exercise the gentleness of their Elder Brother. The Educational Missionary Movement
By S. B. Whitney
Education as Related to Missions
The relation of education to missions is a most important phase of the educational question. As the wisdom of the world is foolishness with God, so any course of study which is not related to our eternal interest and welfare, and made tributary to their advancement, can not be pleasing to our Heavenly Father. The love of God is lavished upon this world to save men from perishing, and to give them eternal life; the mission of the Son of God to the world is to accomplish this purpose of the Father, and the Holy Spirit is given as the instructor of men in the great science of salvation. In connection with this sacred and solemn work is given to men and women and youth the exalted privilege of sharing in the “ministry of reconciliation,” as ambassadors on behalf of Christ, to beseech men to become reconciled to God. Read 2 Cor. 5:11 to 6:10, A. R. V. To be efficient in this service, it is necessary that we be under the instruction of the Great Teacher, who will guide us into all truth. That this necessity is absolute and imperative, is shown by the fact that the eleven disciples, after having been three and one-half years under the personal ministry of the Saviour, still needed to tarry in Jerusalem until they were endued with power from on high by the Holy Spirit, before they were qualified to be his witnesses. See Luke 24:48, 49; Acts 1:8. From this it is evident that no amount of knowledge of science or literature, no degree of intellectual, social, or physical culture,—not even a theoretical understanding of the Scriptures,—without the baptism of the Holy Spirit, will fit one for the service of the Master as an ambassador, to carry to the world this last gospel message, upon which hangs the destiny of the world. Indeed, unless specially guarded, there is danger that the effort to obtain an education may prove an obstruction to one’s spiritual development and usefulness. Many instances illustrative of this liability might be drawn from the history of the past, and there never was a time when this point needed such careful attention as now. It is especially essential that this work should stand in the wisdom and counsel of God, not in the wisdom of men. It may not be amiss again to call attention to recent utterances of the spirit of prophecy, as printed in the REVIEW AND HERALD of February 6: “God has revealed to me that we are in positive danger of bringing into our educational work the customs and fashions that prevail in the schools of the world. If the teachers are not guarded in their work, they will place on the necks of their students worldly yokes instead of the yoke of Christ. The plan of the schools we shall establish in these closing days of the work is to be of an entirely different order from those we have instituted in the past. . . . I have been shown that in our educational work we are not to follow the methods that have been adopted in our older established schools. There is among us too much clinging to old customs, and because of this we are far behind where we should be in the development of the third angel’s message. Because men could not comprehend the purpose of God in the plans laid before us for the education of our workers, methods have been followed in some of our schools which have retarded rather than advanced the work of God. Years have passed into eternity with small results, that might have shown the accomplishment of a great and sacred work. If the Lord’s will had been done by the workers in earth as the angels do it in heaven, much that now remains to be done would be already accomplished, and noble results would be seen to follow our missionary efforts.” In the same article we read again: “But before this work can be accomplished, we must experience right here in our own country the work of the Holy Spirit upon our hearts. . . . Before we can carry the message of present truth in all fulness to other countries, we must first break every yoke. We must come into the line of true education, walking in the wisdom of God, and not in the wisdom of the world. God calls for messengers who will be true reformers. We must educate, educate, to prepare a people who will understand the message, and then give the message to the world.” As far as these quotations relate to those preparing for this work, especially our young people, I would appeal to them not to neglect this most important part of their education, but to remember that the “grace of God that bringeth salvation hath appeared, . . . teaching us that, denying ungodliness and worldly lusts, we should live soberly, righteously, and godly in this present world.” Titus 2:11, 12.
S. B. WHITNEY. Why Go to School
By H. W. HERRELL
Is it to gain a knowledge of books? To hold a high position in the world? To have a title affixed to your name? To have a higher education than some one else?—No, no! “Every faculty, every attribute, with which the Creator has endowed men is to be employed for his glory and for the uplifting of our fellow men.” We should attend school, not for any selfish, worldly purpose, but to broaden our minds, that we may better understand God’s will concerning us, and how best to render him acceptable service. “The object of true education is to restore the image of God in the soul;” and until the image of God is restored in our souls, we can not show, by our lives, his life and love to those in the world. God is interested in us, he has a work for us to do, when we fit ourselves to do his bidding. He was interested in Israel of old; and since he directed in their work, education, why not in ours? “The Lord himself directed the education of Israel. His care was not restricted to their religious interests; whatever affected their mental or physical well-being was also the object of his consideration, and came within the sphere of divine law. God had commanded the Hebrews to teach their children his requirements, and to make them acquainted with all his dealings with their fathers. “The mighty works of God in the deliverance of his people and the promises of the Redeemer to come, were to be often recounted in the homes of Israel; and the use of figures and symbols caused the lessons given to be more firmly fixed in memory. “The great truths of God’s providence and of the future life were impressed on the young mind. Such was the training of Moses in the lowly cabin home in Goshen; of Samuel by the faithful Hannah; of David in the hill-dwelling at Bethlehem; of Daniel before the scenes of the captivity separated him from the home of his father. Such, too, was the early life of Christ at Nazareth; such the training by which the child Timothy learned, from the lips of his grandmother Lois and his mother Eunice, the truths of Holy Writ. “In those schools of the olden time it was the grand object of all study to learn the will of God and man’s duty toward him;” then as that was Israel’s whole object in education, so the object of going to school now in Israel should be to study how to better fulfil God’s will in the earth, God says to us, “Go ye into all the world, and preach the gospel to every creature;” therefore “with the great work before us of enlightening the world, we who believe the truth should feel the necessity of thorough education in the practical branches of knowledge, and especially our need of an education in the truths of the Scriptures. The Lord has called us out from the world, that we may be witnesses for his truth; and all through our ranks, young men and women should be trained for positions of usefulness and influence.” These positions are waiting; some one must be educated to fill these places, that God’s name may be better represented in the earth. “God’s work in the earth in these last days is to reflect the light that Christ brought into the world. This light is to dissipate the gross darkness of ages.” Our youth must awake to this fact, and prepare themselves to carry this light to the thousands who are waiting for it. How sad to know that, “years have passed into eternity with small results, that might have shown the accomplishment of a great and sacred work. If the Lord’s will had been done by the workers in earth as the angels do it in heaven, much that now remains to be done would be already accomplished, and noble results would be seen to follow our missionary efforts.” Let me say to you, young people, let your object in attending school be, to know God’s will better, and then give the light you have to the world. “We must educate, educate, to prepare a people who will understand the message, and then give the message to the world.” “THE Lord giveth wisdom; out of his mouth cometh knowledge.” Principles and Methods
By Otto Luepke
The Character of True Education
“But we all, with open face beholding as in a glass the glory of the Lord, are changed into the same image from glory to glory.” 2 Cor. 3:18. The nature of true education is not infrequently misunderstood; for it is often thought of as the exercise of a profession, as a calling, or as a routine system, which must be learned and practised; and that, therefore, he who has most thoroughly mastered this system in suitable schools, is capable of giving the best education. However, every one must perceive that this is a one-sided, and, consequently, an erroneous view, because it demands of the educator only that which he has learned. As little as mere mental acumen represents the full equipment of the educator, so little does intellectual training alone stand for true education. Education has to do with the whole man — with the educator as well as with the pupil. It is the educator, with his character as a whole, and his peculiarities, who exercises his entire influence upon the pupil. As the electric wire transmits the power, with all of its properties, so education may impart the character of the educator as a whole. Is he good, resourceful, and strong, such will be his influence; is he ignoble, superficial, and weak, he will be unable to give anything better. It is his character, his example, that educates. Example is the potent force that guides, promotes, or hinders in the development of the individual in the home and in the school, in society and in the state. Example lays the foundation for the development, as well as the overthrow, of nations. Here more depends upon what a man is than on what he can do, or on what he has; no methodical power of doing can enable him to make up what he lacks as an educational example. In harmony with these considerations, a glance into its sacred pages will convince us of the superior worth of the Bible as an educator. It says: “For whatsoever things were written aforetime were written for our learning.” Rom. 15:4. “Now all these things happened unto them for ensamples: and they are written for our admonition, upon whom the ends of the world are come.” 1 Cor. 10:11. Persons, events, animated nature, and, in an especial manner, our Lord and Creator, here pass before us as our educators. The first pages of the Bible show us the Creator at work in his wonderful and encouraging activities, and place before us the uplifting spectacle of his powers in the wide universe. Then follows the terrible warning in the fall, the separation of the human family, the purifying judgment of the flood. A new family — Noah’s family — is tried; it fails, largely through self-exaltation, and so necessitates a new beginning with Abraham and his family, until he is trained in God’s school, and can become a correct educator to all the generations of the earth. His descendants develop into a nation, intended to be an ensample to all peoples, and the pages of its history bring correction and warning, as well as encouragement and consolation. But who is able to exhaust all these details! But what does the Word of wisdom teach us concerning true education? — It shows us the true fountain of pedagogic power, which empties itself as a quickening stream throughout the eternities: “In whom are hid all the treasures of wisdom and knowledge.” Col. 2:3. “He hath counsel and understanding.” Job. 12:13. “In a knowledge of God, all true knowledge and real development have their source. . . . The mind of man is brought into communion with the mind of God, the finite with the Infinite. . . . In this communion, is found the highest education. It is God’s own method of development.” — “Education,” page 14. So true education means nothing less than communion, that is, personal intercourse, of man with God. “Thou hast beset me behind and before, and laid thine hand upon me.” Ps. 139:5. Moses “endured, as seeing him who is invisible.” Heb. 11:27. “The Son can do nothing of himself, but what he seeth the Father do: for what things soever he doeth, these also doeth the Son likewise.” John 5:19. “The words that I speak unto you I speak not of myself: but the Father that dwelleth in me, he doeth the works.” John 14:10. This is indeed God’s education. He is known and seen, and his indwelling presence becomes an experience; his example inspires imitation, and his powers manifest themselves in the deeds of his children. “Godliness — godlikeness — is the goal to be reached.” — “Education,” page 18. The example of Christ works to-day as it did formerly. Connection with him makes us susceptible to the influence of his life-streams upon us. Whoever loves him whom he has not seen with the eye of flesh, and walks as if he saw him, will be able to behold him, and by beholding, become changed into his image. The longer the view is continued, the stronger the influence, and therefore, the more glorious the result. “We . . . are changed into the same image from glory to glory.” This is true education. A Discussion of Tools
By Arthur W. Spaulding
“You told the students,” said the Youngest Member, looking straight at the First Member, “that study of books is necessary only when we can find no better means of getting knowledge. When are you going to act on that belief?” “It depends on what you want,” spoke up the Oldest Member. “Some people who devote their time to books can get what they want better from books than from life itself. A glittering array of facts in the mind of a student is much like a display of surgical instruments in an operating-room: they give the impression of great resource and great skill. As a matter of fact, it is the trained hand and eye and brain that make them effective. Yet if one is wanting just a transient reputation, he can get it by studying books or buying surgical instruments.” “Well now,” said the Pleasant Member, “books do contain the wisdom of our fathers. In depreciating their value, are you not unduly exalting the wisdom of the present generation?” “Let us not depreciate their value,” replied the First Member; “they do have for us information which sometimes we can obtain nowhere else so easily or so completely. When there is need of them in the student’s life, let him consult the books. But why should he study books when he has no need for that which he gets from them?” “Possibly in anticipation of the time he will need it.” “So far as the anticipation is possible, and the coming need certain, that is admissible. Still, there is another thing to be considered: how long will the student retain directions gotten from books, or anywhere else, before he is able to put them into practise?” “That depends upon the student,” answered the Oldest Member, “but we know that most of what is studied is forgotten before being put to use.” “And the uncertainty of being able to retain the information,” resumed the First Member, “is due to the fact that reading or hearing is not knowing. We get opinions, beliefs, from the evidence of our senses, but we never know until we have experience. Whatever one gets from books or from others in any way, must, before he can know it, be put into his experience. And only what we know can we use to get positive results.” “History, for instance,” suggested the Doctor, “how would you have that put into the experience? It is a record of past events.” “The study of history is of no use,” said the Oldest Member, “if it does not teach us the ordering of our lives to-day. And it is a fact that few persons can understand history because their own lives are so poor in experience, so narrow, so self-centered. The character of any person in history can not be appreciated except by one who has had similar experiences,—or with lesser results, opposite experiences,—even as we can not know Christ until, through his indwelling, we have had his experiences.” “The question to me,” said the Lady Teacher, “is whether we are reaching results we want by our present system. That is a fair test of the value or non-value of book study. How many of our students are being made independent thinkers, resourceful men and women in practical matters? Can they get that training from books? Or is it not our object to make such men and women?” “My tests,” said the First Member, “give unsatisfactory results. At the same time, mere mental tests are faulty. What is the record outside the school-room?” “The boys most trusty in the home and most resourceful in everything,” said the Youngest Member, “are those who have been solving practical problems.” (And he named this one with the engine, that one with the cows, these three or four who had borne the brunt of the building.) “And they appreciate the value of books, though they have not given so much time to them as such and such another one.” “They appreciate them more,” spoke out the Oldest Member, “because they have known what to get from them, and have, to a greater or less degree, applied what they got. It proves the point.” “No, I do not depreciate books,” said the First Member, barking back. “We ought to have more books; we ought to have a better library, more varied and bigger, and students should be taught better how to use it. Given a good library25 and knowledge of how to use it, the ideal industrial school of the Youngest Member might be realized. At present we waste at least half of our eight-hour book-study period; some waste it all. Those four hours ought to be saved, and how better than in actual living of life in the practical study of practical things? For intellectual work does not necessarily cease when manual work begins.” “Can you get as much progress through a reform method of using books as you can with the present class-assignment method?” “More,” said the First Member. “You have more problems in that project than appear at first sight,” finished the Oldest Member. The Importance of Music in Education
By A. J. HAYSMER
Our denominational schools are established for the purpose of giving our young people a fitting up to do acceptable service in this closing work. The nature of this work is such that an all-round, practical education is required. In arranging for our city work and tent companies, it is most important to have those in the company who can play and sing. In fact, the usefulness of every worker would be increased if able to do this. But how often we see tent-meetings held without instrumental music, and with very poor singing. The writer knows of one conference, at least, where none of its field workers can play the organ. I believe that this condition of things should not be; and that all our people, especially those who have the educational work in charge, should take a greater interest in this subject.
I wish to give a few quotations from the pen of Sister White. She says: “The chief subjects of study in these schools were the law of God, with the instructions given to Moses, sacred history, sacred music, and poetry. . . . The Spirit of God was manifested in prophecy and sacred song. Music was made to serve a holy purpose, to lift the thoughts to that which is pure, noble, and elevating, and to awaken in the soul devotion and gratitude to God. . . . Music forms a part of God's worship in the courts above, and we should endeavor, in our songs of praise, to approach as nearly as possible to the harmony of the heavenly choirs. The proper training of the voice is an important feature in education, and should not be neglected. Singing, as a part of religious service, is as much an act of worship as is prayer. The heart must feel the spirit of song, to give it right expression. How wide the difference between those schools taught by the prophets of God, and our modern institutions of learning!” “I saw that all should sing, with the Spirit and with the understanding also. God is not pleased with jargon and discord. Right is always more pleasing to him than wrong. And the nearer the people of God can approach to correct, harmonious singing, the more is he glorified, the church benefited, and unbelievers affected. I have been shown the order, the perfect order, of heaven, and have been enraptured as I listened to the perfect music there.” “God is glorified by songs of praise from a pure heart filled with love and devotion to him.” “Let the voices be lifted in songs of praise and devotion. Call to your aid, if practicable, instrumental music, and let the glorious harmony ascend to God, an acceptable offering.” “In our camp-meeting services, there should be singing and instrumental music. Musical instruments were used in religious services in ancient times. The worshipers praised God upon the harp and cymbal, and music should have its place in our services. It will add to the interest. “Let praise and thanksgiving be expressed in song. When tempted, instead of giving utterance to our feelings, let us by faith lift up a song of thanksgiving to God. Song is a weapon that we can always use against discouragement.” “The childhood of Jesus, spent in poverty, had been uncorrupted by the artificial habits of a corrupt age. . . . With the voice of singing he welcomed the morning light. With songs of thanksgiving he cheered his hours of labor, and brought heaven's gladness to the toil-worn and disheartened.” “The history of the songs of the Bible is full of suggestion as to the uses and benefits of music and song. Music is often perverted to serve purposes of evil, and it thus becomes one of the most alluring agencies of temptation. But, rightly employed, it is a precious gift of God, designed to uplift the thoughts to high and noble themes, to inspire and elevate the soul. As the children of Israel, journeying through the wilderness, cheered their way by the music of sacred song, so God bids his children to-day gladden their pilgrim life. There are few means more effective for fixing his words in the memory than repeating them in song. And such song has wonderful power. It has power to subdue rude and uncultivated natures; power to26 quicken thought and to awaken sympathy, to promote harmony of action, and to banish the gloom and foreboding that destroy courage and weaken effort. It is one of the most effectual means of impressing the heart with spiritual truth. . . .” “The value of song as a means of education should never be lost sight of. Let there be singing in the home, of songs that are sweet and pure, and there will be fewer words of censure, and more of cheerfulness and hope and joy. Let there be singing in the school, and the pupils will be drawn closer to God, to their teachers, and to one another.” “As our Redeemer leads us to the threshold of the Infinite, flushed with the glory of God, we may catch the themes of praise and thanksgiving from the heavenly choir round about the throne; and as the echo of the angels' song is awakened in our earthly homes, hearts will be drawn closer to the heavenly singers. Heaven's communion begins on earth. We learn here the keynote of its praise.” The Need of Christian Teachers
By KATHERINE B. HALE
Do we in any measure sense the loving concern of the Great Shepherd for the “lambs of the flock”? Do we appreciate the fact that the rapid progress of this message in foreign fields, and the speedy fulfilment of God’s purpose, is being largely determined by our attitude toward the question of training our youth for the Master’s service? We are told that “children are a heritage of the Lord,” and are to be trained for his service. “Every child born into the home is a sacred trust. God says to the church, ‘Take this child, and bring it up for me, that it may be an honor to my name, and a channel through which my blessing shall flow to the world.’” As with the child Jesus, “the early years” of our children may be given to the study of God’s Word. From the beautiful things which surround the child in the home,—from his love for the beautiful buds, and opening flowers,—he is made acquainted with the great Creator, the loving Heavenly Father. Happy that child whose first lessons are such! Fortunate that child to whom Christian parents early introduce the truths of nature and revelation, and whose earliest home education includes habits of industry and helpfulness. Remember that “every child may learn as did Jesus,” the Christ child,—that little by little a knowledge of God’s love and infinite plan may sweeten and brighten and make strong for service these children and youth from whose lips the last cry of the third angel will be heard. O wonderful opportunity these probationary hours, these hours of privilege in behalf of our children! And the children are so responsive, “Of such are the kingdom of heaven,” said Jesus. O these children, how he loves them! “He is looking on to see who is doing the work he desires to have done for the children and youth.” Jesus knows that our children will listen to instruction, and accept him as their Redeemer far more readily than will many grown people. In his work as a public teacher the Saviour never lost sight of the children. We are told that his spirit found rest and peace in the society of innocent little children. His large heart of love could comprehend their trials and necessities, and find happiness in their simple joys, and he took them in his arms and blessed them. In his teaching he came down to their level. Although he was the majesty of heaven, he did not disdain to answer their questions, and simplify his important lessons to meet their childish understanding. He planted in their expanding minds the seeds of truth which in after-years would spring up and bear fruit unto eternal life. And Jesus is still saying, “Suffer the little children, and forbid them not, to come unto me.” Now, while probation lingers; while our children are most susceptible to the teachings of his truth; while their hearts are open to right influences, and their minds strong to retain impressions received, it is high time to— “Open the door for the children,
Tenderly gather them in,—
In from the highways and hedges,
In from the places of sin,”—
Gather our own little children,
Gather them into the fold;
Teach them God’s love and this message;
His work is more precious than gold. It is not ‘idle saying,’ but enthusiastic and intelligent ‘doing,’ that must count in this work of educational reform to which we as a people have been called. The definite message, “Come ye out, . . . and be ye separate,” has sounded upon this question too long to find the work in its present status. But blessing and encouragement are for us, even though it is a tardy obedience that we are now able to render. “The field is the world,” but that part of it which should claim our first attention is the part that lies at our door. Our own children and youth are as precious in the sight of the almighty Father as are the unconverted in heathen lands. Over and over has instruction come: “Shall our youth be left to drift hither and thither, to become discouraged, and to fall into temptations that are everywhere lurking to catch their unwary feet?” “The work that lies nearest to our church-members is to become interested in our youth.” They must not be left to go the way of the world, and for lack of interest upon our part be left out of this closing work,—God’s finishing work. “God requires the church to arouse from its lethargy, and see what manner of service is demanded in this time of peril.”