Last spring marked a crisis for the educational work at this place. At one time it was decided not to attempt to conduct a school here another year, and some arrangements were made looking to that end. Many of the students were arranging to go elsewhere; but a better way was found, and the school work received a thorough reorganization.
It was not until after the Oakland camp-meeting, however, which closed the last of July, that a definite decision was reached, and steps actually taken for the conducting of the work this year. This gave a trifle over six weeks in which to advertise the school.
Notwithstanding this serious condition and the drawbacks incident thereto, at the present writing we have a school considerably larger than we had last year. At the present there are one hundred and forty enrolled in all the departments. Sixty of these are in the training-school, leaving eighty enrolled in the collegiate and academic departments. There are almost forty students taking ninth-grade English, about thirty in the algebra classes, twenty-eight in the physical geography class, sixteen in the chemistry class, about twelve in the geometry class, and about ten in the physics class. There are fifteen students taking the normal course.25
We have sixty in the Home, which is a third more than we had in the Home last year, not excepting the attendance at the special Bible training classes, when an extra effort was made for a large attendance. There is nothing at the present time, except our regular work, to draw students here. Besides this, there are twelve students being kept away as yet through the inability of the publishing house to furnish them books for their deliveries. We think this increase in the attendance a very significant mark of progress, and are greatly encouraged by it.
The spirit in the Home and among the students in general is exceptionally good. We have been seeking in every way to make the school and the work in the Home co-operative as far as possible. Students are placed on their honor, and are being taught how to use their privileges.
The financial problem has been one of the most difficult in previous years. The school has run behind as much as seven thousand dollars in a single year. This year we are seeking especially to make a 'better' record financially. We have organized all our work to conduct it as economically as possible, and we believe that there will be some evidence of economy in the financial record at the end of this year. The school here has some expenses not common to our schools generally; for instance, in this State we are required to pay both State and city taxes. This amounts to five hundred dollars a year, and means just that amount of a handicap for us as compared with schools outside the State.
We have a good territory for a successful school. We have a large field, and many young people to interest in our work. We believe that if the school can be increased one third in the short time allowed for this year, next year we shall have a still more greatly increased attendance, and enjoy the benefits accruing therefrom.
L. A. REED, President.
The Potter
The potter stood at his daily work,
One patient foot on the ground,
The other with never-slackening speed
Turning his swift wheel around.
Silent we stood beside him there,
Watching the restless knee,
Till my friend said low in pitying voice,
“How tired his foot must be!”
The potter never paused in his work,
Shaping the wondrous thing.
’Twas only a common flower-pot,
But perfect in fashioning.
Slowly he raised his patient eyes,
With homely truth inspired;
“No, marm; it isn’t the foot that works,
The one that stands gets tired.”
— Selected.
Oakwood Manual Training-School
By W. J. Blake
The work at the Oakwood Training-school, at Huntsville, Ala., is going forward nicely. With school in session, and extensive building preparations going on, every one is very busy.
Both faculty and students seem impressed with the importance of the great work committed to their care, and are laboring earnestly to discharge every duty in the fear of the Lord.
It is encouraging to note that our recent fire has not discouraged new students from entering the school. Already some have arrived, and others are expected soon. We are very glad of this, for just as far as possible we are planning to use student labor in the erection of the new buildings. Opportunity will thus be furnished for several to get a good training in building work, and at the same time pay their way in school.
At present, however, we have not a sufficient number of this class of students to carry on our general farm work, and at the same time push our buildings as rapidly as we would like. We should be very glad to learn of more young men (colored) who would like to take advantage of the exceptional opportunities which the school can offer them at the present time. Any assistance which our friends can give us in the way of information regarding prospective students either in the North or in the South will be greatly appreciated.
The foundation of one of our new buildings, to be used for shops, is already laid. The material for Study Hall has been purchased, and in a few days active work will begin on it.
We were greatly pleased and encouraged by a recent visit from Elder W. C. White. His counsel was greatly appreciated by the management just at this time.
The spiritual interest of the school seems good at the present. Two more of the students were recently baptized and added to the church. Several are expressing a desire to become more active in home missionary work.
W. J. BLAKE.
Colegio Camarero, Argentina
By Arturo Fulton
WE are nearing the end of our school year, and can see that most of the students have made good progress in their studies. We have had the largest enrolment this year so far in the history of our school—sixty-six, thirty-six of whom have been in the training-school, and thirty in the church-school. Our home has been very much crowded, as we have had a family of over forty, with rooms to accommodate not more than half so many. We have from six to eight in a room. As our students do their studying in the evening in the schoolroom and dining-room,—the young men in the former, and the young ladies in the latter,—they are in their rooms but a short time when not sleeping.
The religious interest has been quite good during the year. Six of the students have been baptized since school began. At the beginning of the Sabbath, the school family meet together in social meeting, and if there have been any differences during the week, these are generally made right, that we may begin the Sabbath aright. At first but few took part in the social meeting, but now there are but few who do not do so. There has been a decided change in the lives of some, all of which gives us courage in the work.
During the year our young men have done good work in making a kiln of about forty-five thousand brick. This has all been done by the students on the place, who have brought together the necessary materials, molded the brick in a primitive way, built the kiln and burned them. These brick would have cost us about three hundred dollars if bought, and then would have to be hauled twelve or fifteen miles. The brick are superior to some we have bought in other years. Even the small boys of the church-school have assisted, turning them and piling to dry, and helping in many other ways. By this means we can provide necessary room for our students at a small cost, without going in debt or calling on the overburdened Mission Board for help, although we may have felt at times that some help would be welcome and could be used to good advantage in forwarding the work in South America.
We are of good courage, and although we would be glad to see our dear ones in the home land, we do not think of deserting this needy field. The signs of the times all show us that Jesus will soon come, and then we shall be with our loved ones for eternity. O that we may all prove faithful until that glad day!
ARTURO FULTON, Principal.
Diamante, Entre Rios, Argentina, S. A.
Our Mission School in Friedensau, Germany
By Otto Lupke
On Nov. 21, 1906, we could celebrate the seventh anniversary of the opening of our mission school in Friedensau. When we consider the conditions under which the work was started, the rooms and appliances at our disposal at that time, and the limited number of students and teachers, we must admit that the beginning was small indeed. And when we can say to-day that the inauspicious beginning made at that time has developed into a stately structure, it gives us only the more cause to praise the Lord for what we have experienced of his goodness. “Glory to God in the highest.”
Far from the educational centers of our great cities, in an old water-mill, with the most modest equipments, scarcely equal to those of a common country school, the work was started with one teacher and seven pupils. Such a beginning could indeed be considered small, especially in contrast with the task which was set before this undertaking. All southwestern Europe, Austria-Hungary, the German empire with its colonies, and western Asia, with a total population of over two hundred and fifty million, were waiting for missionaries which this school was to furnish.
In, the year 1900 the building of a sanitarium was begun. This was dedicated in July, 1901. It was a help to the school, for the physician who came to connect with the medical work took charge of the scientific department of the school, and inaugurated a course for the education of medical missionaries. The good patronage of the sanitarium furnished practical work for the nurses as early as the summer of 1901, and in the following winter medical missionary work was opened up in the large cities of Berlin, Hamburg, Breslau, etc. The gospel of health, finding its way from the quiet school out into a tumultuous world, opened the way for the message of the Great Physician and Friend of mankind, and our nurses were able to show themselves real disciples of Jesus, acquainted with his work. Assistance also came from the fields that were waiting for help. Through the sale of our German “Christ’s Object Lessons,” and direct financial aid from our Hamburg Publishing House, abundant funds were collected for the enlargement of the school, and in the autumn of the year 1902, the south wing of our present main building, containing class and living-rooms, was completed. The attendance increased with the increased facilities, or, more properly, the increase in the attendance had made an enlargement absolutely necessary. The addition of two new teachers to our faculty at this time placed us in a position to meet the needs of the Russian field by offering instruction in that language. In November, 1904, the present main building, with the chapel, was completed, and since that time the number of students in attendance has increased to one hundred and thirty, and the number of teachers to ten. The total number of workers that have been sent out by the school is one hundred and twenty, about one half26of whom are nurses. Some of these are in German East Africa, others are in Jerusalem, Constantinople, northern and southern Russia, and in all parts of German-speaking Europe. We may truly say, Thus far the Lord has helped, and we are of good courage, knowing that he will still help. The good work which has been done in sending out workers has increased the interest in the school, and applications for admission are continually being made and accepted.
Although we rejoice over the progress which the work has made, we have no thought that we have reached completion or perfection. When we now look back upon the past, it is with no feeling of self-satisfaction, but in order to discover if the modest, unobtrusive spirit of self-denial in which the work was started has remained with us. Material outward growth, accompanied by the loss of the true spirit of Christ, would give no cause for rejoicing, but for reconversion and reconsecration. We have adopted for our school the well-known aim suggested by the approaching advent of our Lord—“The advent message to all the world in this generation.” But if this is to be accomplished, it will require more than human efforts. To us must be spoken the words once said to the impotent man, “Rise . . . and walk.” Then must be spoken, as in the beginning, the great creative word, “Let there be.” And we are joyful that we can already experience some of the power of that word, and with perfect confidence we shall continue our work until that great and rapidly approaching hour shall come, when the Master shall say at the completion of the message, “It is finished!” That will also be the closing cry of our school work on this earth.
OTTO LUPKE.
Need of Teachers, and Their Support
By JOEL C. ROGERS
THE fact that the wisdom of God ordains the education of children, shows the church-school to be a plant of his setting. With his fostering care, it is destined to grow among us. Are there any of us who can not see the need and important place of these schools? Could we enumerate the children and youth lost out of our ranks, from the cause of God and heaven, the figures would astound us all. Do you not recall some out of your conference or your church, or possibly closer still, out of your own family circle? While many causes work for enticing the precious ones from God’s service and cause, you will not deny that a good church-school may do much to spare them.
At one of our churches where a school has been held for two years, I baptized five youth last spring. Others in the same church now await baptism. No minister had visited this church for more than a year previous to my first visit. The conversion of these youth was largely the fruit of the church-school. If our children are to be trained for God’s work, we must have church-schools to take them at the proper age and educate them in a way that no other agency can educate them. Indeed, here is the foundation of our educational system, and consequently church-schools must grow rapidly among us.
There are at least two things necessary: the providing of teachers and the proper support of these teachers. Many churches are calling urgently for teachers, who can not be found, and the conference superintendents are perplexed over the dearth. Why is it so?—Because of the very small and uncertain wages offered teachers. I have just been talking with a teacher who declares her only reason for being out of the church-school is the little hope of earning a living in it. She has been promised wages due years ago, and although sadly needed for clothes or food, books or other means of improvement in her calling, the money is not forthcoming. No person having a talent for teaching is content to remain poorly qualified in these days of opportunity and demand for efficiency. God has a remedy, a consistent, beautiful plan, as in all his great economy. I can only name it here,—the tithing, or percentage plan, sometimes called the second tithe. It is time for us to study this matter seriously. Our schools can not be maintained by uncertain pledges and small tuition. The Southern California Tract Society, 257 South Hill St., Los Angeles, has a well-written leaflet on this subject. Price, two and a half cents. Also a careful study of the book of Deuteronomy will give the needed light. “Patriarchs and Prophets,” pages 525, 526, and 530, also makes it plain.
Another reason of our dearth of teachers is, I fear, the small encouragement given them by our conference organizations. This condition is changing for the better, but still there is much room for improvement.
Lack of appreciation by our young people of the great importance of educational work in this message, is a potent factor. The value of a Christian education must be impressed upon our youth by ministers and educators.
Failure of our higher schools to encourage normal training is also responsible for this condition. Trained teachers and trained superintendents are needed. This feature must receive more attention in our system of education.
Spiritual encouragement for the young is often sadly wanting. Warm-hearted friends must find them where they are. The world is bidding for them; not often will they come to us. We must go to them. Sometimes they need financial aid. Being independent, they will find worldly employment for money before asking help of us. A few dollars loaned a boy or girl for schooling may save a soul, and furnish God’s cause with a worker. Such an investment brings large returns. Individuals and conferences should be giving such encouragement and financial help to our youth. God’s cause needs every young man and woman in our ranks. Let us save them for finishing this blessed message.
The urgent need of efficient teachers in this land, and in all the great white harvest-field, demands our best efforts. Let us take courage. The Lord says, “Speak unto the children of Israel, that they go forward.” JOEL C. ROGERS.
The Percentage Idol
By C. C. Lewis
“If one hundred per cent were chosen idol, and teachers and pupils were devout idolaters, the worship of this percentage god would not be more zealous, or, we may add, more harmful, than it is in many schools.”—Emerson E. White, A. M., LL. D., in “School Management,” page 154.
“It is safe to class per-cent marking as a hurtful device. As the rod was the panacea of the old schoolmaster, so marking is the panacea of the modern stationary teacher. He sits with pencil in hand and marks each answer, marks each violation of the rules. Progressive educators substitute vital teaching for marking and all other hurtful devices. Col. F. W. Parker regards per-cent marking as criminal as stealing. Superintendent Arnold Tompkins considers the percentage device as an outrage on the learning process.”—Joseph Baldwin, M. N., LL. D., in “School Management,” page 180, edited and indorsed by Hon. W. T. Harris, U. S. Commissioner of Education.
Why do these eminent educational authorities speak so earnestly against the most common method of recording scholarship? The following are some of their reasons:—
1. Per-cent marking is a low incentive.
2. It magnifies success at the expense of fidelity.
3. It fosters a brood of school vipers, such as honors, prizes, and hurtful emulations.
4. Too often it proves an antidote to high thinking and moral teaching.
5. It proposes as a reward for mechanical success a high mark and as a punishment for mechanical failure a low mark.
6. At best it is an artificial and hurtful incentive. It does not create a thirst for truth.
7. It is not only useless, but vicious; for it emphasizes a comparison of the relative merits of students.
8. It squanders time and energy, and with its train of evils,—prizes, honors, will exact examinations, per-cent records, per-cent reports,—wastes, in many schools, full half the energies of teachers and pupils.
9. It is the monster educational robber. It hurts and does not help. The school keeper marks, but the true teacher teaches.
10. None but an infinite mind can tell why one student is marked 91 and another 91⅞%. All that can be said is that it figures out that way.
11. The system which causes one student to be regarded as one or two per cent better in his studies than another is absurd upon the face of it. No one dare assert that one student is one per cent better than another.
12. Even if it were true, and the teacher could know it to be true, it would not be best to tell the pupils.
We can think of no system that would make family training a greater burden or farce than the marking of children from day to day on a scale of one to one hundred.
The foregoing reasons are offered for discarding the per-cent system of marking. Will some of our readers give reasons for retaining it?
C. C. LEWIS.
A Change of Management
By George I. Butler
At the meeting of the Union Conference Committee at Huntsville, last week, Elder W. J. Blake was elected principal of the Oakwood (Huntsville, Ala.) Manual Training-school.
Elder Blake has been connected with the school as a member of the faculty for several years. He has been a very useful man there. He has of late had charge of the horticultural and gardening departments, and has made them a success. From the garden and tomato patch nearly five hundred dollars’ worth of produce was sold, and a large quantity was used by the school family. This was quite a help. This department, largely under his direction, is becoming more and more important. Here is a great field for intelligent management.
Prof. G. H. Baber, who had been principal up to a recent date, resigned his position some weeks since. He felt that the faculty was larger than the number of pupils would justify. Professor Baber had labored faithfully for the advancement of the school’s interests.
Brother Blake has served usefully as a member of the faculty, and we hope the school will prosper under his superintendence.—G. I. Butler, in The Watch-
Jesus Used Varied Illustrations
“Jesus sought an avenue to every heart. By using a variety of illustrations, he not only presented truth in its different phases, but appealed to the different hearers. Their interest was aroused by figures drawn from the surroundings of their daily life.”
Manual Training as an Essential Factor in Education
By J. H. Haughey
(Concluded)
If our work in agriculture could be placed alongside of that done in some of our State agricultural colleges, we would be ashamed at the contrast. Think also of what is being done at the Cornell University station, which is in charge of the university itself. Think of the volumes that have been issued from its press, written or edited by Prof. L. H. Bailey alone, who has for years been connected with that institution,—volumes on the subject of agriculture, or the raising of the common farm products; horticulture, or the raising of fruits; floriculture, or the raising of flowers; olericulture, or the raising of the common garden vegetables, and on many other rural subjects also, aside from his great twenty-dollar encyclopedia of agriculture, which should be in the libraries of all our intermediate schools, academies, training-schools, and colleges; and then you will see that his name has justly become a common household word among the children in all our public schools and in all our farmers’ homes.
And this is only an illustration. Similar words might be spoken concerning Walter Page, Luther Burbank, Booker T. Washington, and many others. To this might also be added the great number of agricultural bulletins which have been issued by the United States government, and the several State governments of the Union. Again, think of the powerful instrument this same representation would have been in the hands of God’s people if they had risen to their high calling in harmony with the instruction given on this subject, even before any of these books, or the work of these men, and almost before they themselves, saw the light of day. What was this instruction? As has already been stated in the paper read by Prof. C. C. Lewis, the instruction was clear and explicit as to what relation the industries should sustain to the educational work among us as a people, even before the location and erection of the old Battle Creek College in 1874. A few statements bearing on this subject from “Christian Education” may be quoted at this point:—
“In order for children to have health, happiness, vivacity, and well-developed muscles and brains, they should be much in the open air, and have well-regulated employment and amusement. Children and youth who are kept at school and confined to books, can not have sound physical constitutions. The exercise of the brain in study, without corresponding physical exercise, has a tendency to attract the blood to the brain, and the circulation of the blood through the system becomes unbalanced. The brain has too much blood, and the extremities too little. There should be rules regulating their studies to certain hours, and then a portion of their time should be spent in physical labor.”
“In order to preserve the balance of the mind, labor and study should be united in schools.”
“If there had been agriculture and manufacturing establishments in connection with our schools, and competent teachers had been employed to educate the youth in the different branches of study and labor, devoting a portion of each day to mental improvement, and a portion of the day to physical labor, there would now be a more elevated class of youth to come upon the stage of action, to have influence in molding society. The youth who would be graduated from such institutions would many of them go forth with stability of character. They would have perseverance, fortitude, and courage to surmount obstacles, and principles that would not be swerved by a wrong influence, however popular.”
“The foregoing is a statement of what might have been done by a proper system of education. But time is too short now to accomplish that which might have been done in past generations. But we can do much, even in these last days, to correct the existing evils in the education of youth. And because time is short, we should be in earnest, and work zealously to give the youth that education which is consistent with our faith. We are reformers. We desire that our children should study to the best advantage. In order to do this, employment should be given them which would call into exercise the muscles. Daily, systematic labor constitutes a part of the education of the youth even at this late period. Much can now be gained in connecting labor with the schools. The students acquire, in following this plan, elasticity of spirit and vigor of thought, and can accomplish more mental labor in a given time than they could by study alone. And they can leave their schools with their constitutions unimpaired, with strength and courage to persevere in any position in which the providence of God may place them.”
Mark that all this was written in 1873, before a single college had been established among us, and tells not only what should be, but what ought to have been in our little schools which had been in operation previous to this time, as well as in all the schools of the generations of the past. In this connection I wish to call attention to the fact that from this same source we have been told in recent years, while struggling under the great burden of indebtedness hanging over our various institutions of learning, that had this first instruction been heeded, this28terrible financial distress would never have been known; and more, that our young men and women would have gone forth from these same institutions free from the apparent guilt of indebtedness, which, in many cases, has for long years hung almost like a funeral pall, not only over their heads, but over their characters as well.
And from that day to this the instruction has been repeated over and over again, “line upon line, line upon line, precept upon precept, here a little and there a little,” each time more fully, more explicitly, more earnestly, and more urgently than before. However, we have, at least until recently, been moving but slowly.
Many of our schools are now located in the country, on tracts of land more or less extensive, under far more favorable conditions than those under which our older and larger institutions of learning were established; and the idea of real reform along the lines of true higher education is assuming larger and larger proportions. And, praise the Lord, we can see the strongest evidences in the schools, as well as in this convention, that from this time forward these three great branches of our educational work will move forward in steady lines, and in a direct proportion to their relative value.
Our industrial schools have begun, as they should, at the lower round of the ladder, and are mounting toward its summit round by round. The work is cumulative, broad, and extensive and since the work has begun in a really practical way, I am now prepared to say that the wave is rolling with a rapidity, a strength, and a volume, such that no one of us need be ashamed, but, on the contrary, encouraged to take up this work with renewed vigor, zeal, and energy until the close of probationary time.
J. H. HAUGHEY.
Christian Education Our Present Need
By J. M. Burdick
WHILE many fail to realize it, is it not evident that true education is not only the end, but a means to an end? The end will be attained only when we see souls who have been saved through our true education, rejoicing in the heavenly Jerusalem.
Teachers of this world feel proud when they see some student of theirs taking the degree of Ph. D., and in some cases this seems to be the desired goal. How short this falls of the true ideal! All education will in the end prove worthless if it fails to lead its possessors into the everlasting kingdom.
What God calls for to-day is a people of whom his angels may truthfully proclaim before the universe, “These are they which came out of great tribulation” (Rev. 7:14), and, “Here is the patience of the saints.” Rev. 14:12. This tribulation, through which we must pass, develops the patience we shall be said to possess. See Rom. 5:3. The tribulation works the patience, the patience the experience, and the experience will give us a hope of which we shall not be ashamed, though all the world scoff at it, for the love of God is shed abroad in our hearts.
Can we develop such character of faith and trust by doubting the many promises of God, and clinging to the luxuries of this life, for fear Jesus may not come as soon as we think, or by holding back from attending a Christian school, or entering the work, fearing God may not provide for our necessities? Can our young people gain such faith by remaining in public schools? Can we grow to such Christian maturity by allowing our thoughts to dwell upon the things of this life and worldly attainments? The answer to these questions is self-evident. “Higher than the highest human thought can reach is God’s ideal for his children. He wants our minds to be clear, our tempers to be sweet, and our love abounding.”
The education we need is that which honors, will enable us to help every one his neighbor. Isa. 41:6. If we love our neighbor as ourselves, shall we not be as desirous of seeing him saved as to be saved ourselves? See Ex. 32:32. And shall we not sacrifice all that may be necessary to attain a knowledge of how to help him?
A more thorough knowledge of present truth, in all its phases, will be required from now to the end, that we may help those who become confused, as well as to avoid being confused. Many, having accepted a part of the truth, have advanced new theories and vague interpretations of important prophecies. While at first some of these may seem to be based upon Scripture, a careful, prayerful perusal of the Bible shows them false and contradictory. Now is the time to become thoroughly grounded in the truth, so that afterward when affliction or persecution arises for the Word’s sake, we shall not be offended.
J. M. BURDICK.
Lessons in Education from Israel
By W. H. Armstrong
EDUCATION is one of heaven’s laws which is handed down to us. It occupied a prominent place in Israel. In the days of Jehoshaphat he sent princes, Levites, and priests, who took with them the book of the law of the Lord and taught throughout all the cities of Judah with such success that the fear of the Lord fell on all the kingdoms round about Judah, and the Philistines brought presents and tribute of silver, and the Arabians brought flocks to King Jehoshaphat. In the days of Elijah there were schools, and the sons of the prophets were there in attendance.
Before Elijah was translated, he visited three of the prominent schools, and each of these schools knew that Elijah was going to be translated. I think that this thought of translation should be paramount in all the teachings of our schools as well as in our churches. It will, if rightly revealed, add zeal and courage to those who receive it to the saving of their souls. This was the central thought in the minds of the sons of the prophets in the last days of Elijah on earth.
To Elisha it was said, “Knowest thou that the Lord will take away thy master from thy head to-day?” Note the fact that there was no doubt attached to their statement.
Those who are going out from our schools into the field to help give the message of the last warning to the world should be so educated that they would know the message. Then they will be able to give the trumpet a sound that can not be mistaken.
We are living in a world of uncertainties. But such is not to be the condition of the Israel of God. His servants will go forth bearing a positive message, “Prepare to meet thy God.” We have a sample of this in the days of David, in the case of Absalom and of Joab’s messenger. Joab did not want Ahimaaz to go, for he did not have a definite message to bear. But he insisted upon going, and Joab at last gave a reluctant consent. Although he outran the other messenger, yet when he reached King David, he could only say that he saw a tumult. Cushi came later with a definite message, saying, “Tidings, my lord the king.” He had the message for the hour. He knew it, and could deliver it.
I am glad to see taking hold of our ministers and teachers this idea of bearing a definite message to the world. The time of our departure is drawing near; we are homeward bound.
If the rulers and the merchants and their sons and daughters would take hold of the work as in the days of Nehemiah, the work would soon be finished.
W. H. ARMSTRONG.
The Principal Reason
By A. W. Spaulding
Who should welcome the opportunities of the industrial school? only he who has no money, and sees there a good chance to get a training without it? Naturally this view will be held by any one who thinks the principal reason for connecting industries with schools is to help the student pay the expense of getting a literary training.
But the principal reason for connecting industries with schools is not to help students pay the expense of getting a literary training. If it were, it would be better to obtain from rich men and by popular subscription, money enough to pay the tuition of all such students, for it would save the time and energy of teachers. Or it would be better to have such prospective students take up the most paying job they could find in the world, and earn more quickly the money necessary for their schooling. If teachers or students regard the industrial work as simply a mill out of which to grind enough pennies to pay the bills, students will have the temptation to shirk and cheat, and teachers to oversee by proxy.
The principal reason for establishing an industrial school is to give the essential education, the education needed by every minister, teacher, physician, and every foreign missionary of whatever class. It is true that the industries may and should help students to make their way, but he who works just to make his way will lose his way. Any normal young person who is not able to do something with his hands which adds to men’s comfort and profit, is handicapped as a missionary. And as in ancient Israel, every one of us and of our sons and daughters should become proficient in a trade.
Further, the benefit gained by industrial work is not measured by the knowledge and skill attained in the trade. The sense of mastery over nature’s obstacles, the experience of dealing with men in mind and spirit, and the practise of applying principles of science, tell infinitely more for the development of character and of mind than any amount of solitary mental study.
If these things are true, who should seek the benefits of a thorough industrial school?—All young men and women who wish to give the third angel’s message, irrespective of whether they have plenty of money or whether they have not.
The problem is not yet solved of how to make possible the earning of a livelihood while still getting a school education. It is being solved, but it can not be said to be yet made evident to the common mind. It needs to be solved, and its solution should not be left only to farmers and artisans, but should engage the thought of scholars who from their lack of practical training are prone to look upon it as impractical. Many think it neither essential nor feasible. Should not the question be asked, if school is the place to learn how to live the right life (which is doing the right work), should not the school conform to the conditions of real life, in which men support themselves by working? And should not an answer be given to the retorting question. Is it the rule of real life to be gaining more knowledge and greater efficiency, while at the same time producing the means of support?
And at the end, the decision may turn upon whether school education is life or a preparation for life.
A. W. SPAULDING.
Restoring Old Paths
By H. C. Balsbaugh
THE church of the last generation is learning more rapidly as the generation is closing, to let the Spirit of truth guide it into all truth. Paul, through the sanctification of the Spirit and by revelation from Christ, learned to know error, and to sift it from his former perverted education. Thus he became an effectual worker with God.
This sifting of error from truth is a necessity now laid upon the church preparing for translation, as perhaps upon no other church of all time. The time for education in pure truth—not in truth and error mixed—is surely here, for we are in the time of preparation to meet the God of truth. We are to be so filled with truth that we may meet him without fear. Our safety lies not in being imitators of Saul of Tarsus, but of Paul, the follower of Christ. 1 Cor. 11:1.
Christ’s superior learning (John 7:17, margin) made even his enemies marvel. His learning consisted of truth from the word which he was taught from his infancy by his godly parents. As to the text-book and the result there can be no question. This true record is for our learning.
The Scriptures teach that parents are to teach the knowledge of God to their children. The church for generations lost sight of this great truth, and in the time of this great loss parents have lacked the knowledge, faith, and piety to recover it. The voice of God, through the spirit of prophecy, has spoken it again, and has outlined the way for its revival. Doubtless because of present conditions the revival is not to be solely through the parents, but through their co-operation with our training-schools and the church.29
The Lord has spoken, and his plan of operation, embracing the whole church, indicates it a great and true work. It is the restoring of an old path, and is so great and important because it is God’s best way for building up in his people a character that will stand at the coming of the Lord.