Earlier text: F. W. FIELDOur Work in the Natal-Transvaal Conference
By HERBERT J. EDMED.
I SUPPOSE the conditions we meet in our work are much the same as in other fields, and yet it may be serviceable to our esteemed missionary students to know something of our experiences, and what they are preparing to face when, released from the comforts and discipline of college life, they launch out into the great work of giving the Lord’s last message to a perishing world. Here in South Africa we have to deal with a very cosmopolitan people, who may also be called “a mixed multitude,” because they are from nearly all parts of the world. According to the last official statistics published, Natal has a population of 1,108,754, made up of 97,109 Europeans (white people), 910,727 natives (chiefly Zulus), and 100,918 Asiatics. In the Transvaal Colony the white population, which consists mostly of European, Colonial Dutch, and Jewish people, numbers 300,000, with about 100,000 natives, and 50,000 Chinese. Our conference territory covers an area of 150,000 square miles. Adjacent to our conference limits we have Zululand and Swaziland, two countries wholly populated by native races numbering millions, who have never been touched by our work, although the South African Union Conference is now contemplating24 opening a mission in Zululand, and a member of the Natal Parliament has offered to give us a farm for a mission in Swaziland. I trust this offer can be accepted, so that work may be begun among these two fine races of black people. None of the different peoples of Natal or the Transvaal are separated, and in every city and district our work must be planned to meet the needs of a very “mixed multitude,” and our workers must be educated to meet calls as widely different as are the people of our constituency. With the exception of probably four small cities and Johannesburg, our population is widely scattered. We have many small towns, which in Europe would be called villages; and also many small villages, which should properly be named hamlets; and, in consequence, much of the work outside of the leading cities must be done under most trying conditions. The farms are mostly from five to ten miles apart, and their homesteads are usually built well up under the mountains, with badly made roads and sandy hills around. The bicycle is a useful means of travel, although sometimes very difficult. We can not use it in the summer, owing to the rains that continue for about eight months. The other four months one can scarcely risk taking out a team, owing to the prevalence of horse-sickness. As showing how our workers fare, I take the liberty of quoting from a recent letter:— “May 8 we left Germiston for Pretoria (thirty miles). We slept that night with Brother Schmidt, and started early the next morning for Pienaar’s River, a ride of forty-three miles over stones, thorns, and sand. We reached there at 4:30 P. M., and immediately started out for some farms seventeen miles distant, through a dense bush. After traveling about six miles, we found the thorns so abundant, and they had made so many punctures in our tires, that we had to turn back, and we reached the railway waiting-room long after dark, and slept on the floor. “The next morning we started for Warmbaths, twenty-one miles distant, and owing to the bad roads, did not cover the distance until just before sunset. We knew that the angels had gone before us, and on our arrival we found they had opened a home for us with a poor Dutchman—too poor to buy a book. His home was well ventilated, and we had more fresh air than we wanted, but it was the best he could offer us. The people on the next farm sent us a loaf of bread, and some stamped mealies, which we enjoyed very much. Being very tired, we slept well that night. The next Monday we started to canvass the dorp (hamlet), and took orders from all the leading men, including the magistrate and the Dutch preacher. Then we left to go to Zwarts Hoek, a distance of seventy-two miles, where we felt that there were souls for whom Jesus died, and who must be reached with the message. Here again we found the road very rough, with stones and sand and broken sods. When about half-way, we stopped at another little farmhouse whose owner was too poor to buy our book, but he gave us a good supper and a comfortable bed, and the next day took us part of our way. We secured a few orders that day, and slept in the open veldt, under a tree, the next night. We were successful in securing orders the next day, and at the next sleeping place, a farm, we gave a Bible reading on the signs of the times to a number of farmers who were deeply interested. We have now been one week traveling, and have taken £25, or $100.50, worth of orders. The first night we slept in the open fields, we had to listen to the jackals all night, and on another occasion under similar circumstances, we had to light a fire to keep away the baboons, some of them as large as men, that wanted to steal our things. We feel that we have been on a road filled with rich blessings, and are grateful to God for the companionship and help of holy angels.” Among the white people, we have to meet with indifference to religious matters, and among the Dutch, although they are very religiously inclined, we must labor with most disappointing results. If one happens to secure the interest of a Dutch family, or an order for books, their church officials hear of it very quickly, and warn them against us and our books. They forbid them to listen to our instruction or to buy our books. They have a special antipathy to Sister White’s books, and they threaten to refuse to baptize, confirm, or marry their children, and to administer the church sacraments if they do not desist from buying. A worker frequently goes out for a trip like the one described above, and takes many orders, but on returning to deliver his books, finds that the Dutch minister has heard of his work and stopped his entire delivery. He goes from farm to farm under great difficulties to secure the order, then returns with his books, and fails to make a delivery. Yet we are thankful to say we have been able to place hundreds of our books among these scattered people, because the Lord has given us men and women for his work who would refuse to be discouraged, and who would endure the hardship almost to death’s door. It needs something more than theoretical education and thoughtless consecration to fit men for missionary work in such fields as this, and from the preceding I would conclude that in our educational system three graces are especially essential, and should be inculcated into the very hearts of our future workers; they are consecration, adaptability, and stick-to-it-iveness. These three have succeeded in this field to develop the work against hardship and trial, and they will bring victory every time where any amount of theoretical learning will fail as often. Training Youth in Moral Principles
By Ida Fischer Carnahan
“As the twig is bent, the tree’s inclined.” How true this proverb is! As we look back upon our early training, and see habits that have grown with us, influences that have been felt, and little inheritances that have been woven into our lives by association, thus helping to form the present man or woman, we see the truthfulness of the proverb wrought in our lives. Living in this age of the world, when all manner of vice and wickedness exists, a double responsibility rests upon the educators of the youth, not only to teach by word, but also by precept, the fundamental principles underlying a moral life. There are some principles upon which the majority of people can and do agree. Morals consist in the one great thought, “Whatsoever ye would that men should do to you, do ye even so to them.” This covers the whole ground. This principle, planted and nurtured in the heart of the child, will bring its results. IDA FISCHER CARNAHAN. Teaching Missionary Sympathy in Schools
“It is acquaintance that awakens sympathy, and sympathy is the spring of effective ministry. To awaken in the children and youth sympathy and the spirit of sacrifice for the suffering millions in the ‘regions beyond,’ let them become acquainted with these lands and their peoples. In this line much might again be accomplished in our schools. Instead of dwelling on the Alexanders and Napoleons of history, let the pupils study the lives of such men as the apostle Paul and Martin Luther, as Moffat and Livingstone and Carey, and the present daily unfolding history of missionary effort. . . . Let them study all lands in the light of missionary effort, and become acquainted with the people’s needs.” The Education of the Youth
WITH what interest the planter watches his grove of oranges! how carefully he plants the seeds, waters and cares for the ground, each day visiting the grove and anxiously watching for the first signs of life that will bring him the desired results. We may well compare sound education to a tree that first begins as a tiny seed placed in the soil, germinating and expanding into trunk, branches, leaves, and finally into fruit. In man we see the same organic parts—an uninterrupted chain. We see in the new-born child those hidden faculties which, in the future life, will gradually unfold. Education may be divided into two consecutive parts, dwelling first upon that which is termed the physical. No planter would think for a moment of crowding his trees, or of putting around them too much fertilizer, hoping by this means to cause them to bear the finest fruit in a short time. Well he knows that such a course would result in the destruction of the tree. So it is with the child; his physical frame will submit to just so much, then nature rebels. Pestalozzi exclaims, “Men, fathers, force not the faculties of your children into paths too distant before they have attained strength by exercise, and avoid harshness and overfatigue. When this right order of proceedings is anticipated; the faculties of the mind are weakened, and lose their steadiness and the equipoise of their structure.” In many of our large cities we are brought face to face with startling facts. Many of the children, either in the home or in the school, are being educated with only the mental object in view. We are constantly coming in contact with some child whose educators are urging him forward, anticipating the time when he will go forth from college, carrying his diploma or record of standing at the head of his class. Such individuals, if they do take the lead, which is seldom, as they generally break down under such a strain, make a failure of life from an educational view. What we need at the present time is an all-round education, which will not only prepare the child physically to battle with life, but morally also. Helpful Suggestions
By Grover R. Fattic
TEACHERS can make use of practical suggestions. In complying with the request to write on some practical subject for the REVIEW, I am reminded of some of the things that would have helped me to make the first year I spent as a teacher much easier, and more profitable to my students, if I had had them at my command. The first thing a teacher finds out when he begins his work at the first of the school term, and then day after day, until his little people are ready for books, is that he must keep them employed with useful work. The following suggestive program for the day may be helpful to some beginner in starting his children who have come to school for the first time:— Bible story telling — creation to ——. Take a systematic course of stories; always leave off in the class at the most interesting point, and send the children to their seats to engage in one or more of the following pursuits:— 1. Sew a perforated picture, made by the teacher, of something suggestive of the story told; for example, a tent, with some tree outlines, and a road leading off in the distance, illustrates the home of Abraham; the ark, animals, etc., serve to illustrate the flood. This is also a good means for teaching writing to the little ones. Following the sewing of perforated letters (which will be used in the future book work) by work at the board just before dismissal, impresses the letter or word indelibly on the child's mind. 2. Pictures of the different things talked about may be cut up and put together. 3. Paper cutting after a model which would remind the child of the lesson. (The combined word and sentence method would come in preference to the following, which is designed for teachers unacquainted with that method.) Board reading, illustrated at first by objects, actions, etc., beginning with the idiom “I see,” followed by the picture, and later the word; or perhaps, “I have,” with something the child may hold in his hand, as a flower, top, ball, apple, pear, box, book, etc. As the child reads, have him answer, when? who? what? and where? etc. After “I see” and “I have” are mastered, and the words going with them can be selected from any place on the board, and from a collection of cards, then, “we,” “you,” “they,” and one by one the children's names may be introduced with the same verbs and their objects. Then “like,” “want,” etc., may be substituted for “see” and “have.” From the reading class the child may go to his seat; the teacher puts the words with crayon on his desk, and he traces them with corn, lentils, pegs, pebbles, etc., which he has procured for himself. Be sure he traces from first to last. He can then pass quietly to the board, and make his best word on the board, and from there to his slate. Teach numbers, counting, use of the ruler, relation of numbers to concrete things, measuring, etc. For the first seat work the children may make squares, triangles, circles, equal simple flowers, leaves, etc., and arrange them with their accompanying figures. The time for this class may be profitably spent in phonics drill. Taking the different families, as the “at” family and its members, including “cat,” “mat,” “rat,” “sat,” “pat,” “fat,” etc.; and next the “ate” family and its members. The families might suggest themselves as follows: All, an, am, ing, it, op, el, ite, at, in, ig, est, en, ap, old, ay, ash, ink, air, ace, ide, ail, aim, ick, ank, alk, other, ought, age, ake, ill. For the seat work the child can print, with the letter cards, the members of the above families as they are on the board. Later have him print as many names of a given family as he remembers. Next change the printing to written work, and then the written work to printing. Secure a copy of No. 1, “Ways and Means Series,” entitled “One Hundred Devices for Busy Work,” of A. Flanagan, Chicago, Ill.; price, 10 cents; or “Suggestions for Seat Work,” the same firm; price, 15 cents. Make up a mission geography, from clippings from the REVIEW, Signs, Instructor, Life and Health, or Watchman. Copies of the old Missionary Magazine furnish material that tells of the founding of our different missions. Get a stereoscope and some views to illustrate your geography work. Visit points of interest near your school. Make a natural history collection. Set apart one-half day each week to either distribute literature or to write missionary letters. The Necessity of the Church-School
By Bertha S. Roger
WHAT is more common or more pleasant to the ear of the small son or daughter than the words, “You will soon be old enough to go to school, little one; mama will miss you, O so much! but you must go to school and get an education.” Educate! educate! educate! It can not be too emphatically spoken, nor too oft repeated. Everywhere do we mark institutions of learning rising before us almost without number, paralleling the march of civilization. It is right it should be so. What would this land be without her public-school system to-day? Think back a few short years, you who have grown gray in the conflict of life! Think of the days spent within the scarred walls of the old log schoolhouse on the hill. Those days of birch and plum sprout and rule were not without their sterling virtues in spite of the ferulings, dunce-caps, and lengthy vowel drills. There was also the unending rule of courtesy and politeness when a neighbor or traveler passed by. Perchance a sprightly game of bat and ball or leap-frog was in progress; what mattered? A superior was passing, and in respect every cap must be lifted, and the game must wait a moment until he had passed by. A failure on the part of a pupil to do this, or the giving of any rude salutation, such as greets our ears so often now, was severely punished. May we glean no lesson here? What is education? Is it not the equal development of the whole being, physical, mental, and spiritual? Is man without this trinity? Not for a moment could we consider such an idea, and we know that the undue cultivation of any one of these regardless of the others erects an unbalanced structure, lacking in strength, beauty, and symmetry. It should be “a building fitly framed together;” but what shall we do? where shall we turn? The years of childhood and youth are brief. Should they wander through every treatise of learning to cull from the thrashings of years the grains for their sustenance and growth? It can not be done! Time would not permit it; reason would not uphold it. We must place within their hands the best while the mind is plastic, yielding, and susceptible. We will not even suggest the pursuit of mythology, higher criticism, or evolution. Sound reasoning can not sustain them; and yet the public-school system to-day is full of them. The idea that the Bible should be the foundation for every line of study, and should be the root of every text-book, is driven from their borders. But does that make it any the less true?—Nay, verily! Our Father in heaven has provided a bountiful feast of fat things for the whole man. “Taste and see!” But some one says, “The idea of taking the Bible as the foundation for everything. How stale and prosy! You would soon get it all learned by heart; and what stupid school work! Where would be room for the stretch of imagination so necessary to the development of the child mind? I’d rather my child would study the tale of King Midas and beautiful Cinderella, and enjoy good old ‘Mother Goose’!” Ah, indeed! you want your child amused. We will say he has had a lesson on the wondrous feats of ‘King Midas,’ the supposed fairy, who, by the touch of his finger, turned all things to solid gold. He has studied it, recited it, and perhaps written an essay on it. It has made an indelible impress on his brain which time can not efface. He comes home at night full of the wonders of his lesson. You smile on hearing it, and reply, “O my son, do not become so enthusiastic over just a fairy tale. It is not true, you know; it is simply a fairy story, and fairies are not real things.” He looks at you so disappointed, and asks, “Was it all a lie then, mama?” “Well, yes, you might call it a lie, I presume, for it is not true, dear.” His lesson has been a study in lies, plainly speaking. The next day he must needs learn another if he is following the course of study we had to follow when I was a child. Somehow, it is fascinating, and he’d rather hear fairy tales and ghost stories and read the Sunday’s “funny paper” than almost any thing else. Every theatrical bulletin-board is studied by him for the illustration of the thrilling, blood-curdling play to be enacted upon the stage. As he grows older, the appetite for the unreal becomes the strong ruling element in his nature. It has been nourished too long not to have grown strong and vigorous. The piles of novels and fictitious literature stored upon his shelves give evidence of the squandering of many precious hours. The bulletin-board illustrations no longer satisfy him; he must go and see the plays, each and every one within his range. ‘Wonderful how neatly that thief slipped those valuables out of the pocket of that26 old lord as He and his lady were walking by! Wonder if a fellow could do that with a bit of practise?’ He tries it on his chum, just for fun you know, just for sport. I will leave you to add the sequel. And this picture is not overdrawn in the least; in fact, the truth is scarcely touched on. On the other hand, let me suggest a scripture for the development of the imagination of the child: “In the beginning God created the heaven and the earth” (Gen. 1:1) — ten simple words, but what do they cover? We might better ask, What have they left out? Is it possible to search out any truth, to pursue any study whatsoever outside of the scope of those ten words? “Well,” one might say, “there is nothing said as to plants, animals, and man.” Indeed! is there not? Does not the eleventh verse of that same chapter say, “And God said, Let the earth bring forth grass, the herb yielding seed, and the fruit-tree yielding fruit after his kind, whose seed is in itself, upon the earth”? Do you not see it demonstrated as truth before your eyes daily? Then in the seventh verse of the second chapter, we read: “And the Lord God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul”—from the earth again. This is also a basis for the study of physiology as connected with the study of botany, which is the very best way it can be taught. Teach those beautiful mysteries so often coupled and often never rightly understood; teach them, I say, from the fragrant flowers at your feet; bring out the harmony and beauty of truth and purity as God intended it should be. Let this be done at the mother’s knee. Mothers, be faithful to your trust! We read of the wisdom of Solomon, a man who, while faithful to his God, stood forth as the wisest among men. “He spake of trees, from the cedar tree that is in Lebanon even unto the hyssop that springeth out of the wall: he spake also of beasts, and of fowl, and of creeping things, and of fishes.” I Kings 4:33. Quite a student of nature was King Solomon. Any room in the study of botany and biology for the expansion of the imagination? The thirty-second verse says that “he spake three thousand proverbs: and his songs were a thousand and five.” An excellent musician he must have been also; and if we carefully read a few of his proverbs, we shall notice that he was a close student of the human mind; the science of psychology was not unknown to him. And now should the child show a taste for the study of astronomy, where can you select a truer foundation for his study than Isa. 40:25, 26? “To whom then will ye liken me, or shall I be equal? saith the Holy One. Lift up your eyes on high, and behold who hath created these things, that bringeth out their host by number: he calleth them all by the greatness of his might, for that he is strong in power; not one faileth.” Also Job 9:6-9: “Which shaketh the earth out of her place, and the pillars thereof tremble. Which commandeth the sun, and it riseth not, and sealeth up the stars. Which alone spreadeth out the heavens, and treadeth upon the waves of the sea. Which maketh Arcturus, Orion, and the Pleiades, and the chambers of the south.” Time and space would fail me if I were to attempt to explain (if it were in my power) the fulness of Gen. 1:1. A plant of thought it is whose roots reach to everything in heaven and in earth. You can never exhaust it. O! cultivate in the child (that crowning work of God’s creation) a taste for the true, the pure, and the holy. This life is but a brief span, a hand’s breadth as it were, set off from the great eternity. Educate in such a manner that the drop of learning here gathered may join the great ocean of knowledge we shall have the privilege of delving into, with the angels of God as our instructors. The public school can not be expected to teach from the Bible as its chief text-book. It is educating for citizenship in this world only. “Choose you this day whom ye will serve,” and educate! educate! educate! but waste not powers of body, mind, and soul on the unreal. Earth, sea, and sky will teem with countless topics for research, and remember we look “for a city which hath foundations, whose builder and maker is God.” The Relation of Education to Redemption
By Maude G. Henry
MAN'S greatest need has ever been, is to-day, and will ever be, true education. And never before was this need so great as it is to-day. Never in the history of this world has there been a generation called to meet issues so momentous; nor were young men and young women confronted by perils so great as confront them to-day; nor have they ever had so grand opportunities spread out before them as lie in their pathway at the present time. True education appreciates the value of scientific knowledge and literary acquirements; but above intellectual requisites, it values goodness; it values character. The world is in greater need of men of noble character than of great intellect. It needs young men and young women of pure, sweet, clean, upright lives, in whom ability is controlled by integrity of principle. What are some of the perils of to-day that confront young men and young women? As they launch out into the world to fulfil life's duties, they must meet the world's allurements to sin,—the passion for money getting, for pleasure seeking and indulgence, display and extravagance, outwitting fraud and robbery. They must meet intellectual minds filled with such thoughts as, “Men are unfallen demigods;” “each mind will judge itself;” “true knowledge places man above all law;” “all sins committed are innocent;” “whatever is, is right;” “God doth not condemn;” “it matters not what you do; live as you please, heaven is your home.” Many are thus led to believe (and act accordingly) that whatever they desire is their highest law, and that they are accountable only to themselves. With such teaching mingled with education, from the kindergarten to the university, when the impulsive nature of youth is strongest, and the necessity of self-restraint and purity is most essential, what is the greatest need of the youth to-day, not alone the youth of the world, but the lambs of our own flock, among whom Satan is working with quiet and peaceful efforts, through treacherous and deceptive devices, to draw just as many away from God and his precious truth and out into the world and its pleasures of sin as possible? I ask again, What is the children's and youth's greatest need to-day?—Their greatest need is true education. Upon whom rests the responsibility of imparting this instruction? Upon whom is laid the most important work, character-building, ever entrusted to human beings? I answer, Upon parents and teachers. What class of teachers?—Those who have accepted the name Christian teachers, you and me. Since we can not give to the children and youth that which we do not possess ourselves, we must daily receive Christian training that we may impart it to them; daily receive the greatest of all wisdom that we may have quickness of insight, and sympathy of heart, which will keep us in close touch with our pupils, and enable us to arouse their better nature, and inspire them to a higher life. To build characters in children and youth that will make of them those who in their inmost souls and heart of hearts will be true and honest; those who will not fear to call sin by its right name; those whose conscience will be as “true to duty as the needle to the pole,” those who will “stand for the right though the heavens fall,” we as teachers must be attaining to such characters. “But such a character is not the result of accident; it is not due to special favors or endowments of Providence. A noble character is the result of self-discipline, of the subjection of the lower to the higher nature,—the surrender of self for the service of love to God and man.” The true foundation and pattern for such a character has always been the same. The divine law, “Thou shalt love the Lord thy God with all thy heart . . . and thy neighbor as thyself,” is the great principle that actuated every thought, word, and act of our Saviour, the great principle that was ever made manifest in his character; and it is our only secure foundation, our only sure guide. Just as truly as the beautiful rays of the glowing sun give life and growth to the tender plant, the flower, the grass, the tree, and all nature upon which the sun's rays fall, so the life filled with the indwelling presence of the Sun of Righteousness gives forth his radiant beams of life to every one. Some of the most radiant beams may be only a kind word, a pleasant thought, a smile, but they give vigor and life and courage to the one upon whom they fall. A radiant glow of love falling upon some poor soul's darkened, sinful life may touch a broken chord that “will vibrate once more.” As we seek to develop the spiritual nature of the children and youth God has entrusted to our care, let us dwell much upon the beautiful in life,—the fruit of the Spirit, which is “love, joy, peace, long-suffering, gentleness, goodness, faith, meekness, and temperance.” This will inspire the student with “principles of truth, obedience, honor, integrity, and purity,”—principles that will make him a power for the stability and uplifting of society in this world, and a joy in the companionship of angels27 and his Saviour by and by. Just think of the grand opportunity of lifting a soul from the depths of sin and sorrow, the association of the evil one, and eternal ruin, to the glorious height of purity and joy, and the companionship of heaven throughout eternity. “In the highest sense, the work of education and the work of redemption are one.” As we notice the slightest desire in the student to begin the building of a noble character, let us keep in close touch with him. There are few gifts a true teacher can give to his pupils so valuable as the gift of his own companionship. Pray often for and with them, remembering that prayer is the life of the soul, and is the key that unlocks the treasure-house of heaven. Prayer is to the character-builder what mortar is to the mason. It cements and holds in place the characteristics that form a noble character. If we so train the children and youth God entrusts to us, that they acquaint themselves with Christ, accept of his wisdom for the guide, his power for the strength, of their hearts and lives, they have within their reach “the power to realize their noblest ideals,” and the opportunities of the highest education in this life. Let us be of good courage, pressing ever onward and upward, till we, with those whom we have taught, continue the course here begun, in the university above, under the Master Teacher. How to Demoralize and Break up a Church-School
By H. M. Hiatt
I DESIRE to present this subject from the negative side of the question first, because of the abundant evidence obtainable from numerous incidents of the past that have helped to demoralize our earlier church-schools. By presenting it from a negative point of view the truths stand out with greater clearness. This, I trust, will result in a more sympathetic relation between our people generally and our church-schools. To ruin a school most successfully, begin with the State superintendent, and criticize all that he says and does. To do this it will not be necessary for you to know any of the facts in the case. Cast reflections upon everything the school board does; suggest that the very lowest wages shall be paid to the teacher, as the school is small, and she will have very little to do anyway. If any trouble comes up in school between your children and the teacher, promptly refuse to pay any more tuition into the school treasury until things go your way. From the beginning of the school, let your children know that you are not very well pleased with the teacher. They in turn will tell the other members of the school, and the whole community will soon know your sentiments. If this is done, your children will soon learn to disobey and oppose all the requirements of the teacher, and to spread the spirit of discontent among the other pupils. Satan successfully followed this plan in heaven. When the matter reaches the climax, do not investigate, but allow your children to bring you all the information you get. Believe all you hear, and decide at once that the teacher is incompetent, and express it as your candid opinion that she will never teach out the full term of school. Tell all your children so. Teach it diligently “when thou sittest down, and when thou risest up,” but tell them to keep it strictly to themselves. Next day, of course, the whole school will know all about it. If you receive a note from the teacher later on, stating that your son is believed to be guilty of a very serious offense, and soliciting your co-operation in bringing the young culprit to justice, doubt every word of it, for has not Plato said that doubt is the road to knowledge? When the school board investigates and finds him guilty of all that was claimed, and more too, pass over the evil lightly, and try to shield him by pointing to the children of Brother B or Sister A, who, you say, are just as bad. If, however, the Board remains firm, and demands punishment for his wickedness, offer to compromise the matter by allowing your son to be punished, provided the others are. This will help to ruin him as well as the school. Allow your children to go to school so untidy and unclean that they will be avoided by all the other pupils in school. Lay all the blame for this upon the teacher. When your children fail to get their lessons, and are held after school to make up for wasted time, they will come home with a pathetic tale of woe, telling how the teacher helps Amy Brown and Jennie Black, while they receive no assistance. Sympathize with them about this, assuring them that you can readily see they are learning nothing, and if any more trouble arises in this line, you will promptly take them out of school. Tell them you will pay no more tuition until you see that things go right. The next time you meet the teacher, treat her coldly. After this your children will know they have solid backing at home, and will be saucy and defiant at school. When trouble next arises, they will immediately rush home to receive your approbation and assurances of the promised blessing. Withdraw every child from school at once. Go out among your brethren and solicit their withdrawal also. Use as “helps” in this canvassing work all the untrue and inflated stories the children can furnish you. If, however, your brethren know you and your children too well to heed your story, and the teacher still holds the fort, write your State superintendent that “several are taking their children out of school,” that others intend to soon, that the teacher does not know as much as your thirteen-year-old daughter, that she can not control the school any longer, and you must have another teacher at once. Every one of these instructions given above has actually been put into practice, and has played its part in breaking up more than one church-school in the past. These suggestions, followed by others equally pernicious, may finally so discourage and dishearten your present teacher that she will give up in despair. Correlation of Work in the Primary School
By Nellie D. Plugh
In teaching a subject, the best results come from presenting it through as many avenues as will reach the child's mind, and from more than one standpoint. Throughout his school life, new facts come to the child's attention which are perfectly learned only when they have been related to his previous life in as many ways as possible. Therefore, in planning his work, a teacher should aim to correlate one branch with others. Besides being the most logical way of teaching, the interest is better, and the work is in many ways simplified. Almost any branch of work will be found to correlate with some other, but language is related to all others. The reading lesson is often more a language lesson than we realize, for every good teacher will have all or a part of the lesson retold in the child's own language. Occasionally, when the lesson extends over several days, it may be outlined, given orally, and later written in the composition books during either the language or the reading study period. I know of no place where there is more need of language study, and where more actual good, both mental and moral, is accomplished than in the arithmetic class. When a child can rise to his feet and explain a problem clearly, accurately, and concisely, he has learned what years of rhetoric may not be able to do for him, and he has the ability to tell the straight-forward truth in a simple and effective manner. Nature work and geography are the best adapted to correlate with language study. During the time the class is studying the southern section of the United States, for example, material upon the subject of cotton is gathered, discussed, outlined, and written upon in the language class. While the class is at work upon the Chinese empire is the time to get out the material you have been gathering upon China, and have a composition written on “Chinese Customs” or “Our Girls’ School in China.” Have it written upon uniform-sized paper, and a cover painted or drawn with a Chinese lantern or dragon design, and the title done to look as nearly like Chinese characters as possible. If the nature lesson is upon the red-winged blackbird, use the facts brought out as the material for an oral or written language lesson. Nature and agriculture are especially good to relate to Bible study. With the sowing and growth of seeds, study the application of it in Christ's teachings. In gardening, study from the Bible the instruction God gave the Israelites concerning the tilling of the land. Do not forget when hearing the Bible class, that although the truth in the lesson is of great importance, yet if your pupils are to be missionaries, they must learn to read with distinctness and thought, in a pleasant voice, that they may interest and convince their hearers. The words for the spelling lesson can very well be chosen from other lessons, thus dispensing with a text-book in spelling, and giving the child a more practical list of words. Writing should be related to every lesson where writing is28 done, requiring every written effort to be the best of which the child is capable, and accepting no other. The thoughtful teacher will find many other ways in which he can unite one branch with others. It is of utmost importance that with divine guidance the teacher correlate with all he teaches the blessed truths of a life like that of our great Elder Brother. A KNOWLEDGE of God, fellowship with him in study and in labor, likeness to him in character, were to be the source, the means, and the aim of Israel’s education,—the education imparted by God to the parents, and by them to be given to their children.