THE weary teacher sat alone
While twilight gathered on,
And not a sound was heard around;
The boys and girls were gone.
The weary teacher sat alone;
Unnerved and pale was he;
Bowed ’neath a yoke of care, he spoke
In sad soliloquy:—
“Another round, another round
Of labor thrown away,—
Another chain of toil and pain
Dragged through a tedious day.
“Of no avail is constant zeal,
Love’s sacrifice is loss:
The hopes of morn, so golden, turn,
Each evening, into dross.
“I squander on a barren field
My strength, my life, my all;
The seeds I sow will never grow:
They perish where they fall.”
He sighed, and low upon his hands
His aching brow he prest;
And o’er his frame, erelong, there came
A soothing sense of rest. And then he lifted up his face,
But started back aghast;
The room by strange and sudden change
Assumed proportions vast.
It seemed a Senate Hall, and one
Addressed a listening throng.
Each burning word all bosoms stirred;
Applause rose loud and long.
The ’wildered teacher thought he knew
The speaker’s voice and look.
“And for his name,” said he, “the same
Is on my record-book.”
The stately Senate Hall dissolved;
A church rose in its place,
Wherein there stood a man of God,
Dispensing words of grace.
And though he spoke in solemn tone,
And though his hair was gray,
The teacher’s thought was strangely
wrought;
“I whipped that boy to-day.”
The church, a phantom, vanished soon;
What saw the teacher then?
In classic gloom of alcoved room
An author plied his pen.
“My idlest lad!” the teacher said,
Filled with a new surprise;
“Shall I behold his name enrolled
Among the great and wise?”
The vision of a cottage home
The teacher now descried.
A mother’s face illumined the place,
Her influence sanctified.
“A miracle! a miracle!
This matron, well I know,
Was but a wild and careless child
Not half an hour ago.
“And when she to her children speaks
Of duty’s golden rule;
Her lips repeat, in accents sweet,
My words to her at school.”
The scene was changed again: and lo,
The schoolhouse rude and old.
Upon the wall did darkness fall;
The evening air was cold.
“A dream!” the sleeper, waking, said,
Then paced along the floor,
And, whistling slow and soft and low,
He locked the schoolhouse door.
And walking home, his heart was full
Of peace and trust and praise;
And singing slow and soft and low,
He murmured: “After many days.”
—W. H. Venable.
Gardening for Church Schools
By Lula Tarbell-Leary
DON'T neglect the school garden this spring. Many duties press themselves into the daily program, as spring makes its appearance, but not one is more important than the garden. If you have never tried to have one, be sure to begin this year; if you have tried and have not been just as successful as you wished, try again.
The school garden pays. It brings the pupils in contact with nature, and helps interest them in the realities about them. It makes practical many of the lessons studied indoors, and above all, if it is, as it should be, a missionary garden, it is a means not only of interesting the children in missions, but also of adding dollars to this great work.
Possibly there is good ground for a garden on the property of the school; if not, often a kind patron near at hand has a small piece of land that he will gladly give for this purpose.
When neither of these can be secured, it has proved a very successful plan to encourage each child to have at his own home a small piece of land for his own garden. I have used the latter plan, and this is my method. As soon as it is warm enough to put in the garden, I present each child with a little bag containing a small variety of seeds. Evenings, after school is out, according to appointment, I go to the various homes, and help the children plant their gardens. Many, of course, do not need assistance, but do not neglect them; go and inspect their work, and encourage them.
After the gardens have been planted, and had time to make some showing, I spend a short time some morning during opening exercises telling the children how their gardens are progressing. A few Friday afternoons I use in making a special study of some of the favorite garden vegetables which the children have raised. Then they write out the lesson. After it is corrected, they place it in their note-books, with pictures and drawings.
The children deposit in their bags the pennies realized from the sale of their vegetables. Then when Harvest Ingathering comes, they are ready for it with their offering.
LULA TARBELL-LEARY.
Christ as a Disciplinarian
By W. C. MATHEWSON
Good schools can not be maintained without order. Order can not be secured without discipline. Discipline is not effective without authority, and there can be no authority without influence.
Position can not create authority. Christ upon this earth had no position, but he spoke “as one having authority.” His authority was sufficient to dismiss great multitudes of people, much against their own wishes, when they were already advancing to seize him by force and make him king. “His manner is so decisive that they dare not disobey. . . . In that throng are men of strong mind and firm determination; but the kingly bearing of Jesus, and his few quiet words of command, quell the tumult, and frustrate their designs.”—“Desire of Ages,” page 378. Twice he drove hundreds of people from the temple by means of his authority. Such authority in our schools would mean the best of order and discipline. But let us not imagine for a moment that Christ as a teacher in our schools would walk up and down the aisles, displaying a “scourge of small cords,” or would try to preserve order by means of stern commands or angry looks. His pupils would not be afraid of him, and he would not try to make them afraid. On the contrary, they would show him great respect, and cheerfully comply with his wishes and requirements.
Possibly there might be a Judas in the school, a headstrong, impulsive Peter, and some outspoken, quick-tempered sons of Zebedee. The whole school might be very ambitious for promotion, disputing about who should be the first27to graduate, etc. They might become very discontented at times, and secretly find fault concerning his management.
Do you think that he would get angry, losing all self-control, and give a public exhibition of the powers of the “unruly member?” Would he spend the greater part of his time in complaining, fretting, and scolding? He is “the same yesterday, and to-day, and forever.” That being so, he would manifest the same patience, the same compassionate, long-suffering spirit, in disciplining his school, as he manifested toward his disciples. He might, of course, find it necessary to enact rules he did not need in governing the twelve. He might need to adjust his management to change of circumstances and conditions, but in principle he would be the same kind of disciplinarian in 1908 that he was in A. D. 28. He would have the courage and tact to deal successfully with the most incorrigible, disorderly, and insubordinate pupils. Beholding kindness blended with firmness, mercy with justice, his pupils would love him. They would unconsciously imbibe the same spirit; for “like begets like.” After a few years of such discipline, although he might lose a Judas, the school as a whole would be reformed.
All teachers desiring to become better disciplinarians can profitably study his methods. W. C. MATHEWSON.
The Value of Knowledge
Said a king to his son, “Be diligent in learning all the arts; in acquiring of knowledge. If you come to need, they will be your capital; if you do not, they will always be accomplishments.”—Rueckert.
He who reads incessantly,
And to his reading brings not
A spirit, a judgment equal or superior,
Uncertain and unsettled still remains.
Deep versed in books, but shallow in himself.—Milton.
He who is seeking to qualify himself for the sacred work of God should be careful not to place himself on the enemy’s ground, but should choose the society of those who will help him to obtain divine knowledge.—Mrs. E. G. White.
EARL B. CARR
By Earl B. Carr
A New Scholarship Plan.—The eyes of many of our youth open wide, and their interest is instantly aroused, when this announcement is read. What is it? how is it obtained? are the first questions that come into mind. Enterprising youth are wide-awake to every opening for achievement, and make good that invaluable maxim, “Grasp Opportunity by the fore-lock.”
Another surprise awaits the interested youth. This scholarship includes not only tuition, but also board and room free,—after turning in the proceeds from the sale of the books,—and the student is at liberty to take full work, and devote his whole time to his studies, instead of having to work five hours a day during school, and having time to take only half of the regular school work. There is, however, one other consideration,—in order that the student may better protect his health, and become more proficient in his lessons, one hour’s manual work is required by our academies and colleges. This hour’s work is included in the scholarship; and for this work, of course the student receives no remuneration.
Something is now seen that is of deeper interest and import. This scholarship is offered only on literature having the message that is to go to the world in these last days. We have learned from the spirit of prophecy that the28selling of these books is missionary work of the highest order. Thus the scholarship is twofold in its design.
The membership of our academies and colleges is to be increased; there are to be more in the service of the tract societies, and the ranks in the conferences are to be widened. By these, and through these, the warning of this world is to be accomplished. This work is now going by leaps and bounds.
For these reasons, academy and college, conference and tract society, have agreed to put every inducement, every opportunity, and every privilege, before us to encourage us to enter this work. Here are educational advantages that have no parallel. Get them now; for they will not last long. Soon our schools will be closed; soon our work will be stopped.
You can earn a scholarship. Determine now to do so. It has been done by others. There is no more positive proof of this than that of living testimony. You can do efficient service for the Master. Do not be a rolling stone that gathers no moss. Let us strike while the iron is hot.
EARL B. CARR
The Scholarship Plan
By B. F. Machlan
“AND it shall be, when thou shalt hear a sound of going in the tops of the mulberry-trees, that thou shalt go out to battle: for God is gone forth before thee to smite the host of the Philistines.” 1 Chron. 14:15.
A few years ago, when the scholarship plan was first introduced, a few of our young people had the courage to take advantage of it. However, they were so few that it scarcely stirred the leaves of the mulberry-trees; but now our young men and women are beginning to see the advantage of the plan, and we are beginning to hear a sound of going in the tops of the trees. It is time now to go out to battle: for God has gone before, and has prepared the way, and has removed every obstacle that has become hindered our earnest young people from getting a Christian education.
It means earnest, honest, persevering labor. From a financial point of view, the scholarship plan is very interesting; but looking beyond this, to the opportunities for helping humanity, of “sowing beside all waters,” of teaching the gospel to those who might never have the privilege of hearing one of our ministers, and of seeing this gospel of the kingdom preached in all the world for a witness unto all nations, we see something far more attractive than anything money could purchase.
It has been observed that those students who have earned a scholarship do better work while in school, and take more interest in the welfare of others, than while they were paying their expenses in cash. It means hard work to earn a scholarship. It means work at least eight hours to ten hours a day; but the girl in the factory works that long, and scarcely has time to raise her eyes from her work. To succeed in canvassing it must be regarded as a business. The worker must go on duty at a certain hour, work well and faithfully, and not quit until the day’s work is finished. One of our best canvassers said to me, “I always make it a point to hurry from one place to another.” Said he, “I know I get into more houses, and sell more literature, than if I moped along the street.”
Why should not the canvasser’s step be light, and his head up when the spirit of prophecy has said: “There is no higher work than evangelistic canvassing, for it involves the performance of the highest moral duties?” No higher work! does it not stir your heart, young man, young woman, to know you have the privilege of engaging in a work of which it has been said that there is no higher? And you need not wait until you have finished your school course, to do this work, but you may even make this great work the means of fitting you to do more efficient work for the Master.
In our canvassers’ band, the other evening, I listened to a program in which the best way to meet opposition was demonstrated by two young men. It was very interesting, and I noticed that every phase of opposition was met with a smile, and a word of kindness and courtesy. Canvassing develops character of the highest type. It straightens the spinal column of our boys and girls, and makes of them men and women, who are able to succeed under any discouragement.
In one of the fiercest battles, it was known that Philip of Macedon lost his eye from a bowshot. When the soldiers picked up the shaft which wounded him, they perceived upon it these words: “To Philip’s eye!” The archer was so certain of his skill that he had announced beforehand what his aim would be. How important it is that the canvasser should know beforehand what his aim will be. Before he begins his work he must carve the words, “To success in earning a scholarship!” Everything is on his side.
“God has his workmen in every age. The call of the hour is answered by the coming of the man. Thus when the divine voice cries, ‘Whom shall I send? and who will go for us?’ the response will come, ‘Here am I; send me.’”
My young friends, are you among God’s workmen? Do you hear the cry, “Who will go for us?” Are you going to answer, “Here am I; send me?” If so, you must have a training.
Plan to earn a scholarship to one of our schools. It is God’s plan for your education. There will be a large company at work this summer. Make sure that you are one of them.
B. F. MACHLAN.
Our Schools
By F. G.
The Fund for the Latin Union School
As yet but little actual money has been secured from our advanced and intermediate schools for this fund. We were encouraged from the many letters we received from the principals of these schools to believe that the fund would certainly be raised this year. We can not believe that such will not be the case. But in view of the fact that the year is so nearly spent, this matter should receive earnest consideration in all our schools.
This school is most needy, and we who are in this land should respond immediately and heartily to the call for help. The task will not be at all difficult if we all unite in the effort, and this important school can be quickly provided with proper facilities for the prosecution of its important work. F. G.
ARTHUR R. EVANS
By ARTHUR R. EVANS.
Canvassing for a Scholarship.—It has been said that the canvassing work and the scholarship plan are boon companions. They are supplementary to each other, and have contributed materially to the large attendance in our schools during the present year. The fact that one is working for a scholarship is itself a strong incentive to earnest effort. This, coupled with Christ’s command, “Go ye into all the world, and preach the gospel to every creature,” and the assurance, “Lo I am with you alway, even unto the end of the world,” is our best guarantee of success.
We hear so many young persons say, “I just can’t sell books.” There is no such word as “can’t” in the successful canvasser’s vocabulary.
Some points learned by actual experience may be valuable to the beginner. Canvassers should always go out in small companies, rather than singly. In country territory four persons may secure rooms in a central location, and plan their work so as to meet there on Friday afternoons, in time to prepare for the Sabbath. Thus the day may be spent in prayer and study, and in recounting God’s blessings in their experiences. On Sunday, plans should be laid for the weekly campaign. All necessary business is done, and everything is in readiness for an early start on Monday. This is important.
Let our motto be, “Forty hours a week! ten weeks of faithful work! and a scholarship at the end of the race!”
ARTHUR R. EVANS
E. R. CHENEY
By E. R. Cheney
Thoughts from One Who Has Earned a Scholarship.—Have you been wishing to attend one of our academies? Why wish longer? Financial circumstances need not hinder you. The scholarship plan now affords the means whereby any young man or woman may secure a year's schooling. The canvassing work is a school, in which you are both teaching and learning,—teaching the beautiful truths which God has intrusted to us as a people; and learning how to do better the work of the Lord.
When I entered the field last summer, my experience was somewhat limited. I found that success is spelled W-O-R-K. Do not enter the canvassing work with the thought that you will find it easy. Perhaps there are as many or more difficulties in canvassing than in any other branch of work; but the lessons learned, the tact and discipline acquired, will prepare one for other fields of usefulness.
“All branches of work connected with the third angel's message need men and women of self-culture and polished manners, not the artificial manners of the world; but the agreeable manners that are the natural result of kindness of heart and a desire to copy the example of Christ—men and women who have cultivated thoughtful, care-taking habits,—habits of industry and discretion,—who seek to honor God by making of themselves all that it is possible for them to become.”—“Gospel Workers,” page 347.
The canvassing work is the best way to cultivate these attributes. I know no reason why any young man or woman, who is willing to work, and desires to gain a Christian education, should be kept from attending one of our academies. Wherever one goes, he will find some one who is willing to help him in securing means to attend school. The Lord also will be with you. He has said, “Lo, I am with you alway, even unto the end of the world.” No one knows the truth of this text better than the God-fearing, truth-loving canvasser. I was engaged all summer in securing my scholarship, but let me repeat that I was new at canvassing. The coming summer's canvassing should bring the same results in a shorter time. Experience is a help in any work. Do not think, though, that because you have not had experience, you can not earn a scholarship; for you can. After you have earned a scholarship, and attended school one year, you will, I am sure, enter the field the following summer. In the words from the manual for canvassers I would say, “Let us who have been in school go out into the field, and put to a practical use the knowledge we have gained. If we will do this, using the ability that God has given us, seeking counsel from him, and combining the work of selling books with personal labor for the people, our talents will increase by exercise, and we will learn many practical lessons which we could not possibly learn in school.
E. R. CHENEY
Clearwater (Wis.) Industrial School
By D. H. Oberholtzer
THE CLEARWATER INDUSTRIAL SCHOOL
THE accompanying illustration shows the Clearwater (Wis.) Industrial School. This school was begun largely because of a local demand, one person giving ninety acres of land, and the citizens subscribing quite liberally for the erection of a suitable building for this purpose. This building was partially completed, and school work was begun, a little over a year ago, with two teachers doing primary and intermediate work. At the beginning of the present school year, the work was reorganized, and the school is now prepared to do a higher grade of work, including both vocal and instrumental music, dress-making and carpentry, as well as other industries. The school is located on the Chicago and Northwestern Railway, six miles from Eagle River, the county-seat of Vilas County, convenient for northeastern Wisconsin and northern Michigan. Though as yet in its pioneer state, it offers good facilities to our young people who desire a preparation to enter the Master's work. It is located away from the busy scenes of this world's traffic, where, in the quiet of the fields and woods, students can pursue their studies.
Land is cheap, and families who desire to locate near one of our schools, will find here a good opportunity of getting a home. All kinds of vegetables, small fruit, grain, and hay grow almost to perfection; fine apples are also grown here.
Students are now coming in, and we hope soon to have an interesting class at work. There is still room for others. Those desiring further information should write to C. W. Hess or the writer at Eagle River, who will gladly give all desired information.
D. H. OBERHOLTZER.
The Latin Union School Enrolment
Our fourth school year began Oct. 1, 1907. We enrolled twenty-six students, representing the following countries: France, ten; Switzerland, nine; Spain, five; Italy, one; England, one; total, twenty-six.
We have two courses: the Bible course and the nurses’ course, the two uniting into one for such studies as the Bible, French, anatomy, vocal music, etc. It has been decided to extend both courses over two years of nine months each. To these, we have added a preparatory course embracing one year.
TEACHERS
Our teaching force is comparatively large; but none of the eight teachers devote their entire time to the school. This variety of teachers is due to the fact that Gland is the seat of three branches of our work in this Latin Union field,—the sanitarium, the school, and our editorial offices.
A methodic Bible study is given by the writer; Brother P. A. DeForest, our sanitarium physician, teaches anatomy, physiology, and pathology. Sister Eunice Nonaly, assistant editor on the Vulgarisateur, teaches French, hygiene, and laboratory work; Brother L. Benezet, a licentiate, teaches the book of Daniel and ancient history; Brother L. P. Tieche, our union president, teaches vocal music and bookkeeping; and our sanitarium head nurses, A. Hammerly and Martha Schlegel, teach massage and water treatments. Our preparatory department is in the hands of Sister Louise Berlie, a translator and copyist.
FINANCE
Our school is a workers’ training-school, exclusively, and has this peculiarity that it has to support its scholars through school, most of them being unable to pay. This brings before us a serious financial problem, which grows in proportion to the number of students. Last year, at the Gland meeting in May, it was decided to create a three-thousand-dollar fund with the agreement that the Latin Union should raise one thousand dollars and North America two thousand dollars. We hear with gratitude that gifts are coming in rapidly to make up both amounts.
Our students may be loaned money from this fund with the understanding that it is to be returned. They are enabled to pay back a portion of it while at school through their labor. The boys spend each morning and the whole day on Monday at work on the farm, and the girls in housework or in the food factory. A few students work in connection with the sanitarium bath-rooms.
FACILITIES
As our brethren may know, we have as yet no school buildings. Our students room in the sanitarium cottages and take their meals in a large kitchen. The classes are held in the chapel, writing being done on each one’s lap. This situation is attended with various difficulties which will disappear when we have proper facilities. This winter a large dark room in the Chalet cottage has been transformed into three sunny classrooms. They are now ready to be occupied, but seats are yet lacking. We hope to be fully equipped in that respect by Oct. 1, 1908.
Educational Progress in the Southwestern Union Conference
By C. SORENSON
In the early days of our work in this field the idea was to have a school for the Texas Conference. Oklahoma and New Mexico were not thought of so much, as there was at that time no Southwestern Union Conference. I believe the brethren, however, were led by more than human wisdom in selecting a location for the school. We find by actual measurement that the distance from the southern part of Texas and from the northern part of Oklahoma to the school is just about the same; so the academy is located very nearly in the center of the conference. Arkansas is also about the same distance from Keene as is the western part of Texas; so the school is quite favorably located to give our young people a suitable training right in the home field.
An important feature in our school has been the canvassing work. We find that the State agents give a good deal more attention to this work than it has received heretofore. During the year 1906 Texas had seven canvassers in the field. They were students in the school, and they sold and delivered $1,090.95 worth of books. The next year there were nine canvassers, and the value of books delivered amounted to $2,445.50. During the year 1906, Oklahoma had four canvassers, who delivered $1,638.69 worth of books. The past year there were eight canvassers in the field, double the number that were out last year; but because of a partial crop failure, the sales were not as large in proportion to the number of canvassers, the amount being $2,218.21. In 1906 Arkansas had two canvassers from the school, who together delivered $314 worth of books. The past year there were six canvassers from the school, and these delivered books to the amount of $713.
There have been some improvements along industrial lines, which I think might be of interest. During the past year, we were able to offer students work to the amount of $4,807.50. This comprised work on the farm, in the tent factory, the bakery, broom factory, etc., and gave a good many worthy students quite a lift on their expenses. It was a very effective way of providing scholarships. If there had been no provision made in this way, some of the students would either have had to leave school or borrow money to pay their expenses.
The spiritual interest of the school is well worthy of consideration, as I believe it is to be the most important factor of all; for not only should the student have a well-developed mind, but also the mind of Christ. “Let this mind be in you, which was also in Christ Jesus.” Without humility and the Spirit of Christ, no amount of intellectuality will avail in the service of God. The Lord has been very gracious to us, and we have had some real outpourings of the Spirit of God. Several months before the school closed last year, there was not a single student in the school home who had not given his heart to God, and been baptized, and was preparing to work in the cause. There were six in the graduating class, and all of these are at present engaged in some branch of the work, or taking further training for service. During the week of prayer this year, at two different times seventeen persons were baptized.
C. SORENSON.
Against Rum
[We need to awaken to the evils of the rum traffic. The following from the New York Journal of Aug. 16, 1907, presents an alarming array of facts regarding this awful evil. All our schools may well give more instruction concerning this question, and take up in every laudable way a crusade against intemperance.—F. G.]
“WASHINGTON, Aug. 15.—United States internal revenue reports show that Americans are drinking more beer and whisky, and using more tobacco, cigarettes, and snuff, than ever before. Here are the receipts for the year ended June 30, as compared with the previous year:—
“Spirits, $156,336,901, as against $143,394,055.
“Tobacco, $51,811,069, as against $48,422,997.
“Fermented liquors, $59,567,818, as against $55,641,858.
“Chewing tobacco, 369,186,303 pounds, as against 354,915,499 pounds.
“Cigarettes used, 15,159,227, as against 9,493,600.
“Snuff, a gain of 693,658 pounds.
“Whisky, 11,409,252 gallons increase.
“Beer, 3,984,474 gallons increase.”
MISSIONARY WORK
By Jean Vuilleumier
This winter we have been studying the religious history of our field, the history of our work, and the development of our missions. We have also held four lectures on the message in a neighboring city (Nyon), and are now holding a series of lectures each Sunday night in Rolle, another neighboring city. Brother Benezet is doing most of the speaking. Our students attend these meetings and take an interest in inviting the people.
May God help us, while we labor, to prepare for the ideal school above!
JEAN VUILLEUMIER.
The Eufola (N. C.) Academy
By J. O. JOHNSTON.
The Eufola Academy of Industrial Mechanics closed its winter term March 26, after six months of steady school work. There were twenty students enrolled, and faithful work was done on the part of all. The Bible studies on the book of Daniel were thorough and satisfactory. During the closing exercises three papers were read, giving a resumé of the entire book. The first paper covered chapters one to six; the second, chapters seven to ten; and the third, the eleventh and twelfth chapters. These papers showed the writers to have received a comprehensive view of the entire book, and the final examinations gave them a standing of from eighty to one hundred per cent.
The industrial features of the school have been pursued according to the original design of the founders. All expenses, with the exception of those of one student, have been met by the labor which the students have performed. The school is furnishing employment to a number of students during the summer, paying them wages, until the fall term begins.
The financial depression during the winter has made our work very hard. Our only source of income is from the shops connected with the school; and when the panic began, very little work came in, and there was no sale for the shop's productions. Notwithstanding this, the blessing of the Lord has been with us, and our work has gone steadily forward. Through the providence of God we have been enabled to add another ten acres of land to the ten we had at first, and when this little farm is properly cultivated, we believe it will add materially to our resources.
We are trying to solve the problem of making a self-supporting school. So far this has been done, and more, as we were obliged to go in debt for our equipment. When this is paid for, our way will be much easier.
J. O. JOHNSTON.
Notes
ELDER S. M. BUTLER, formerly principal of Cedar Lake (Mich.) Academy, has accepted a call to the presidency of Mount Vernon (Ohio) College. Elder Butler is this year teaching Bible in Union College, College View, Neb.
Arrangements are being perfected by which the Pacific Union College, of Healdsburg, Cal., is to be located in the country. The Pacific Union Conference is also contemplating the establishment of a normal school. These changes should greatly increase the efficiency of the educational work in this union conference.
The Southern Training-School, of Graysville, Tenn., has issued an announcement of the courses of study to be conducted during the coming summer school, to be held from May 5 to June 15. Valuable lines of work are offered. The announcement may be obtained by addressing the principal, M. B. VanKirk, Graysville, Tenn.
At the meeting of the Central Union Conference held at Boulder, Colo., last January, a study on the support of church-schools was given by Elder A. T. Robinson. This study has been published in pamphlet form, and can be obtained from the Nebraska Conference, 905 N. California Avenue, Hastings, Neb. It contains most valuable food for thought.
The meeting of the National Education Association is to be held at Cleveland, June 29 to July 3. The announcement is issued, and is obtainable from Wm. G. Rose, Executive Secretary of the National Education Association Convention, Chamber of Commerce Building, Cleveland, Ohio. It will undoubtedly be profitable for those of our teachers who can do so to attend.
“A new type of schoolma'am has come to rescue the Chicago school system from the toils of the ‘teachers' famine’ which has been crippling its work. The age of the new pedagogue averages somewhere around fourteen years. In scores of schoolrooms throughout the city, where it has been impossible to provide substitutes for teachers who were absent, privileged pupils have been put in charge of the rest of the class, rather than have the children dismissed to spend the day in the streets, and the usual program of study and recitation periods has been carried out.”—Dallas Express.
