Earlier text: The Work of the Southern Missionary Society— The Spanish steamer “Larache” struck on an uncharted rock off the Spanish coast on June 23 and went down. She carried 195 persons, all told, of whom 85 were drowned. Of these a considerable number were women. — Hon. Grover Cleveland, twice president of the United States, once governor of New York, and for a number of years the only living ex-president, died at his home at Princeton, N. J., on June 24. Mr. Cleveland was born at Caldwell, N. J., March 18, 1837, and was 71 years, 3 months, and 6 days old at the time of his death. He is survived by his wife and four of his five children. — The Chemical and American Exchange National banks of New York City, because of the new banking law, have returned to the national treasury all the government deposits held by them. This new law, passed at the last session of Congress, compels the banks which hold the national currency to pay interest at the rate of one per cent per annum on all such deposits. These are the first banks so far which have refused to pay the interest specified. — For a number of weeks it has been believed that a conspiracy was on foot in New York City to start a revolution in Cuba to overthrow the present government. Secret service men have been working for weeks to unearth this plot, and apprehend those who are at the head of it. Considerable quantities of arms and ammunition have been shipped to Cuba, and some shipments destined for that island have been seized by government officials at New York. — It is reported that Germany intends to spend several millions in fortifying Heligoland as a naval base for North Sea operations. Reports also state that Emden, the nearest German harbor to the English coast, is also to be fortified, and Wilhelmshaven is to be brought up to date as a torpedo-boat station. This contemplated action is significant in view of Germany’s displeasure at the recent conference between the king of England and the czar of Russia. — In spite of the protests of consumers and retailers alike, the Beef Trust has again advanced the price of meats on an average of five cents a pound for all cuts. It is claimed that many of the retailers, because of this advance in meat prices and because of the falling off in patronage on account of the higher prices, will be compelled to close their places of business, and yet there is no hope held out of any decrease in the prices during the present season. — On June 13 another expensive experiment was made upon the monitor “Florida” at Hampton Roads, Va. Members of the President’s cabinet were present to witness the torpedo attack upon this vessel. A white-head torpedo, carrying 220 pounds of guncotton, was discharged against the hull of the monitor below the water-line. The explosion tore a large hole through the heavy plates of the vessel, but failed to sink her on account of the perfect working of the bulkheads in the water-tight compartments. WE can not too highly appreciate that education which qualifies men to live well here and to live in the hereafter. The principles which underlie such an education are divine. It leads not to a trust in human wisdom or to a pride of superior intellect, but rather to a spirit of humble service. Our Divine Master was most highly educated, and yet he did not meet the popular standards of the day, and was considered unlearned. Those who ranked him as such were obliged, however, to confess the wonderful power of his teachings. He had developed all the faculties of his being in a natural manner. Certain elements were not overgrown and others dwarfed, but all the faculties of his mind, body, and soul were in perfect balance. It was this education that gave him such a power and authority in his teaching. He took a reasonable time to receive it. He prepared himself thoroughly for his life work. Christ connected with himself men who were willing to be humble learners in his school. His skilful hand aroused their dormant faculties. The enthusiasm of his love inspired them. There are to-day scores, hundreds, and even thousands of our young men and women who are awaiting the touch of a similar skilful hand to prepare them for a great work. What an opportunity is given the Christian teacher! His field of teaching is as broad as the work of creation. When he feels, and thus leads his students to feel, that they are indebted to God for all the talents which he has given them, and that they owe it to him to develop and improve upon these talents, they naturally meet the full meaning of the term “Christian education.” SEVERAL hundred of our teachers are now in attendance at our summer schools. The instruction and help which they are obtaining will be of great value in the advance of our general educational work. This is particularly true of the primary schools, in view of the fact that the larger number in attendance at the summer schools and conventions are to teach this coming year in these schools. We should continually lift the standard of qualifications necessary for the teacher's work. The spirit of these summer schools is the spirit which to a large extent will prevail in our primary and intermediate schools throughout this coming year. If ideals are high, if the most burning question is the preparation of workers for the finishing of this message in this generation, then there will go into hundreds of homes, this coming school year, a living power. The spirit of these summer schools is not made alone by the instructors, but those who are receiving instruction, those who are seeking a better preparation for teaching, by their faithful lives, by their earnest prayers, and by their spirit of consecration, may create an atmosphere whose holy influence will be felt for months to come. These summer schools should be as the schools of the prophets. It is a most serious work that is committed to those who attend them, and the sense of the responsibility which they are taking upon themselves should lead the students most earnestly and thoroughly to qualify for their high and holy calling. A revival of true godliness is the greatest need of all the teachers. The baptism of the Holy Spirit is the most important preparation for which we are to seek. With this preparation, we may do a valiant work for Christ, and greatly hasten his second coming. The Outpouring of the Holy Spirit
It is our privilege to take God at his word. As Jesus was about to leave his disciples, to ascend into heaven, he commissioned them to bear the gospel message to all nations, tongues, and peoples. He told them to tarry in Jerusalem till they were endued with power from on high. This was essential to their success. The holy unction must come upon the servants of God. All who were fully identified as disciples of Christ and associated with the apostles as evangelists, assembled together at Jerusalem. They put away all differences. They continued with one accord in prayer and supplication, that they might receive the fulfilment of the promise of the Holy Spirit; for they were to preach the gospel in the demonstration of the Spirit and in the power of God. It was a time of great danger to the followers of Christ. They were as sheep in the midst of wolves, yet they were of good courage, because Christ had risen from the dead, and had revealed himself to them, and had promised them a special blessing23 which would qualify them to go forth to preach his gospel to the world. They were waiting in expectation of the fulfilment of his promise, and were praying with special fervency. This is the very course that should be pursued by those who act a part in the work of proclaiming the coming of the Lord in the clouds of heaven; for a people are to be prepared to stand in the great day of God. Although Christ had given the promise to his disciples that they should receive the Holy Spirit, this did not remove the necessity of prayer. They prayed all the more earnestly; they continued in prayer with one accord. Those who are now engaged in the solemn work of preparing a people for the coming of the Lord, should also continue in prayer. The early disciples were of one accord. They had no speculations, no curious theory to advance as to how the promised blessing was to come. They were one in faith and spirit. They were agreed. Put away all doubt. Dismiss your fears, obtain the experience that Paul had when he exclaimed, “I am crucified with Christ: nevertheless I live; yet not I, but Christ liveth in me: and the life which I now live in the flesh I live by the faith of the Son of God, who loved me, and gave himself for me.” Surrender everything to Christ, and let your life be hid with Christ in God. Then you will be a power for good. One shall chase a thousand, and two put ten thousand to flight.—Selected. The Teacher's Preparation
CHRIST'S words to Peter, “When thou are converted, strengthen thy brethren,” are full of meaning to the Christian teacher. There is no element that is more necessary than that of a thorough conversion. The Christian teacher is wholly unprepared for his work until he is wholly consecrated to his Lord. This consecration leads him to the most thorough preparation for all that he is to teach, and he needs such a preparation. It gives an aim and a motive to every question and item of instruction which he may impart. He needs to be well qualified as to facts; but this qualification without his conversion will not enable him to strengthen his pupils for usefulness in life. In a few weeks, hundreds of our teachers will begin another year's duties. During this period of rest and preparation, the most important item to be considered is that of a genuine conversion. It is only a daily death to self that enables us effectively to strengthen others. Christ’s Care for the Children
OUR LORD loved the children. His great heart could enter into and understand their little perplexities, trials, and needs. He who could divine what was in the heart of man could see in these children promises of future usefulness. He blessed them that they might become a blessing. One of his last charges to Peter was that he feed the lambs. This charge comes down through all the ages to the Christian teacher of to-day. Always More Truth to Receive
We must not for a moment allow ourselves to feel that we have reached the goal in any direction. There is always more truth to be received. Over-confidence is dangerous. All the faculties of our mind must be open to the reception of new ideas, new inspirations. _The Missionary Teacher_
By NANNIE BLAKE
As our aim is to give “the gospel to all the world in this generation,” the question which comes from the teachers in our primary schools, as well as in the intermediate and advanced schools, is, In what way can we help most in forwarding this gospel? The teacher who, with the help of God, trains the child’s mind in such a way that he will have no other aim in life than to be a missionary, is, in the truest sense of the word, a missionary herself. But it is impossible to create this missionary spirit in the mind of the child unless it is first in the heart of the teacher. Circumstances make it impossible for many to do work in foreign lands, but the consecrated teacher has a wonderful opening for work in other lands through those whom she may instruct. Education is the broad term which pertains not only to books, libraries, the state, the school, etc., but to all that makes for a true and noble development of character. Some one has truly said, “Our deeds determine us as much as we determine our deeds.” Each thought and act wears in the brain a groove which helps to shape the next thought and action; thus habit is formed, and character molded. The principles which control our pupils as children are those which will actuate them as men and women. It will be most helpful to our pupils in creating a missionary spirit to have from time to time interesting missionary programs. As far as possible the pupils should make these original. This original work helps very much in creating definite knowledge and establishing those habits of thought which will lead directly to the life of the missionary. The more these pupils endeavor to explain the Word of God to others, the more their own souls are watered with the dew of God’s grace. A teacher’s chief joy is imparting instruction to the little ones, and taking note of their growing faith, and the interest which they manifest in the exercises relating to actual missionary work. Earnest, prayerful work will surely yield an abundant harvest in the salvation of the souls of our pupils, and also the salvation of those for whom they may labor later. NANNIE BLAKE. The Holy Spirit as a Teacher
By Wm. Covert
The wisdom expressed by Stephen in his controversy with Hebrew Pharisees and heathen philosophers regarding Christianity was due to the excellency of the Teacher who instructed him. Christ instructed his disciples that the Spirit would guide them into all truth, and that the “Comforter, which is the Holy Ghost, whom the Father will send in my name, . . . shall teach you all things, and bring all things to your remembrance, whatsoever I have said unto you.” In accepting Christ, Stephen had submitted himself to God, and had become filled with the Holy Ghost to such a degree that he was well prepared for Christian work. By divine illumination he was made master of the subject which he was handling. God presented truth by the mouth of his servant, and in this way the adversaries “were not able to resist the wisdom and the spirit by which he spake.” This achievement was in fulfilment of a promise made by Christ, when he said, “I will give you a mouth and wisdom, which all your adversaries shall not be able to gainsay or resist.” The man being under the tutorship of the Holy Spirit was taught of God and spake for God, yet his submission to God, under the divine guidance of the Spirit’s power, did not allay the wrath of the adversaries, nor prevent them from executing vengeance upon him. But his words, proceeding from the Spirit of life, are living, and they continue their work. At the very beginning of things the man formed of dust comprehended the works of God more truly than average men of our day who have spent years of time in the schools of the world. The same mental excellence which qualified Adam for the work assigned to him, was intended for all his posterity, and it would have been implanted in their natures had not sin estranged them from the image in which their parents were created. But with some the gross darkness begotten of sin has been overcome by a regeneration of the mind, and of this Paul said: “We speak the wisdom of God in a mystery, even the hidden wisdom, which God ordained before the world unto our glory: which none of the princes of this world knew: for had they known it, they would not have crucified the Lord of glory. But as it is written, Eye hath not seen, nor ear heard, neither have entered into the heart of man, the things which God hath prepared for them that love him. But God hath revealed them unto us by his Spirit: for the Spirit searcheth all things, yea, the deep things of God. . . . Which things also we speak, not in the words which man’s wisdom teacheth, but which the Holy Ghost teacheth; comparing spiritual things with spiritual. But the natural man receiveth not the things of the Spirit of God: for they are foolishness unto him: neither can he know them, because they are spiritually discerned.” It is hoped that this wonderful Teacher, who did so much for Paul and some of his companions in labor, may be received into our schools. He is needed to educate our children and ourselves for the work that must be done for the world before the Lord comes. And he is coming, for the Word of God has promised him for the work which has been assigned to us. He is coming down from heaven with great power, and the minds of those who are taught by him will be illuminated with the glory of God. The prophet Isaiah saw the people of God wearing a beautiful garb of light, and he said to them: “Arise, shine; for thy light is come, and the glory of God is risen upon thee. For, behold, the darkness shall cover the earth, and gross darkness the people: but the Lord shall arise upon thee, and his glory shall be seen upon thee. And the Gentiles shall come to thy light, and kings to the brightness of thy rising.” A breach has been made in God’s plans, and a very wide one, too. It is deep and rough and ugly. The Lord asks his people who have taken their feet off his Sabbath to do this work for him. On page 126, Volume VI of “Testimonies for the Church,” the scriptures referred to in this connection are quoted, and then the author says:— “These words of Inspiration present before believers in present truth the work that should now be done in the education of our children and youth. When the truth for these last days came to the world in the proclamation of the first, second, and third angels’ messages, we were shown that in the education of our children a different order of things must be brought in; but it has taken much time to understand what changes should be made. “Our work is reformatory; and it is the purpose of God that through the excellence of the work done in our educational institutions the attention of the people shall be called to the last great effort to save the perishing. In our schools the standard of education must not be lowered. It must be lifted higher and still higher, far above where it now stands; but the education given must not be confined to a knowledge of text-books merely. The study of text-books alone can not afford students the discipline they need, nor can it impart true wisdom. The object of our schools is to provide places where the younger members of the Lord’s family may be trained according to his plan of growth and development.” “Satan has used the most ingenious methods to weave his plans and principles into the systems of education, and thus gain a strong hold on the minds of the children and youth. It is the work of the true educator to thwart his devices. We are under solemn, sacred covenant to God to bring up our children for him and not for the world; to teach them not to put their hands into the hand of the world, but to love and fear God, and to keep his commandments. They should be impressed with the thought that they are formed in the image of their Creator, and that Christ is the pattern after which they are to be24 fashioned. Most earnest attention must be given to the education which will impart a knowledge of salvation, and will conform the life and character to the divine similitude. It is the love of God, the purity of soul woven into the life like threads of gold, that is of true worth. The height man may thus reach has not been fully realized. “For the accomplishment of this work a broad foundation must be laid. A new purpose must be brought in and find place, and students must be aided in applying Bible principles in all they do. Whatever is crooked, whatever is twisted out of the right line, is to be plainly pointed out and avoided; for it is iniquity not to be perpetuated.” Putting these Bible quotations and the Testimonies side by side, it is clear that the Spirit of God is yet to do marvelous things with and for God’s people. All our people must submit themselves to this power, and all our institutions must become mediums of its operation. This power will baptize the people for service, and cause God’s servants to see eye to eye and work heart to heart in finishing the work. It will then be cut short in righteousness. WM. COVERT. Impartiality in Education
By Ellen G. White
WHO can determine which one of a family will prove to be efficient in the work of God? There should be general education of all the members, and all our youth should be permitted to have the blessings and privileges of an education at our schools, that they may be inspired to become laborers together with God. They all need an education that they may be fitted for usefulness in this life, qualified for places of responsibility both in private and public life. There is great necessity of making plans that there may be a large number of competent workers; and many should fit themselves as teachers, that others may be trained and disciplined for the great work of the future. The church should take in the situation, and by their influence and means seek to bring about the much-desired end. Let a fund be created by generous contributions for the establishment of schools for the advancement of educational work. We need men well trained, well educated to work in the interest of the churches. They should present the fact that we can not trust our youth to go to seminaries and colleges established by other denominations, but must gather them in where their religious training will not be neglected. God would not have us in any sense behind in educational work; our college should be far in advance in the highest kind of education. “The fear of the Lord is the beginning of wisdom.” “The entrance of thy word giveth light; it giveth understanding unto the simple.” If we do not have schools for our youth, they will attend other seminaries and colleges, and will be exposed to infidel sentiments, cavilings and questionings concerning the inspiration of the Bible. There is a great deal of talk concerning higher education, and many suppose that this higher education consists wholly in an education in science and literature; but this is not all. The highest education includes the knowledge of the word of God, and is comprehended in the words of Christ, “That they might know thee, the only true God, and Jesus Christ, whom thou hast sent.” Though we have come short of doing what we might have done for our youth and children in the past, let us now repent and redeem the time. The Lord says, “If ye be willing and obedient, ye shall eat the good of the land: but if ye refuse and rebel, ye shall be devoured with the sword.”—Mrs. E. G. White. His [Christ’s] impressive parable of the Good Shepherd represents the responsibility of every minister and of every Christian who has accepted a position as teacher of children and youth and a teacher of old and young, in opening to them the Scriptures. If one strays from the fold, he is not followed with harsh words and a whip, but with winning invitations to return. The ninety and nine that had not strayed do not call for the sympathy and tender, pitying love of the shepherd. But the shepherd follows the sheep and lambs that have caused him the greatest anxiety and have engrossed his sympathies. The disinterested, faithful shepherd leaves all the rest of the sheep, and his whole heart and soul and energies are taxed to seek the one that is lost. And then the figure—praise God!—the shepherd returns with the sheep, carrying him in his arms, rejoicing at every step; he says, “Rejoice with me; for I have found my sheep which was lost.” I am so thankful we have in the parable, the sheep found. And this is the very lesson the shepherd is to learn,—success in bringing the sheep and lambs back. There is no picture presented before our imagination of a sorrowful shepherd returning without the sheep. And the Lord Jesus declares that the pleasure of the shepherd, and his joy in finding the sheep, causes pleasure and rejoicing in heaven among the angels. The wisdom of God, his power and his love, are without a parallel. It is the divine guarantee that not one, even of the straying sheep and lambs is overlooked, and not one left unsuccored. A golden chain—the mercy and compassion of divine power—is passed around every one of these imperiled souls. Then shall not the human agent co-operate with God? Shall he be sinful, failing, defective in character himself, regardless of the soul ready to perish? Christ has linked him to his eternal throne by offering his own life.—“Christian Education.” Simplicity as Related to Teaching
By W. C. Mathewson
THE results of good teaching, being so numerous and far-reaching, it is necessary that those who intend to devote their life, or a portion of it, to this work, should endeavor to learn how to teach. It is also important that those who are now teaching should learn to do better work, even though they be regarded as competent teachers. It is not probable that any modern teacher has achieved perfect success in that work, although there was a time when one man realized in himself that high ideal. That man was Jesus Christ. This is a fact too familiar to require proof. He is an example in this respect as well as all others. Moses was instructed to construct the tabernacle that was erected anciently, exactly according to the pattern; and to-day, the methods of the greatest Teacher the world ever produced are open to our scrutiny,—a pattern to all teachers who desire to improve. Conspicuous among the distinguishing features of his teachings, is simplicity, the result of which was that the “common people heard him gladly.” The common people admire and understand simplicity. Many writers and speakers do not have great success, do not influence to any great extent the masses of the people, because of the lack of simplicity in their manners and language. Is there not the same lack in many who assume the responsibility of teaching and training the youth? The writer well remembers a circumstance in his boyhood days which demonstrates the value of simplicity in the teaching art. He needed special help in solving an algebraic problem. The teacher spent much time and labor to make the problem clear, but having failed, the pupil sought the assistance of another teacher in the same school, and received the help that he needed in a very few minutes. The teacher first mentioned failed, not because she did not understand the principles involved in solving the problem, for she solved it correctly; but she spent too much time and talk in explaining unimportant details; her thoughts were disconnected, and not clearly expressed. Such teaching was confusing. But the other teacher, explaining in a few well-chosen words the salient points in the solution of the problem, very easily and quickly gave the required information. The faculty of coming to the point at once, and clearly and quickly giving the information needed—no more no less—is simplicity that is appreciated by students, and tends to make the teacher’s work easier, and much more inspiring and effective. One chief essential in teaching is clearness. We can not see the bottom of streams of muddy water, however shallow; but the eye may penetrate very deep streams, if their waters are clear. This is also true in regard to deep thoughts and difficult subjects. Just as clear water, though deep, appears shallow, so deep25 thoughts may be easily grasped by students of ordinary intellects, if the teacher’s methods and expressions are very clear. In the very nature of things, clearness is the result of simplicity. How simple are the words and teachings of the Great Teacher! “He made truth beautiful by presenting it in the most direct and simple way. His language was pure, refined, and clear as the running stream.” As a result, he had thousands of intensely interested pupils; and such teaching in our schools will produce the same results. Let us pray and work for such teaching ability, and joyfully view its inevitable results. 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. God suffered John, the beloved disciple, to be exiled to Patmos, where he was separated from the world’s bustle and strife, shut away from every outside influence, and even from the work that he loved. Then the Lord could commune with him, opening before him the closing scenes of this world’s history. John the Baptist made his home in the wilderness, there to receive of God the message he was to bear to prepare the way for the coming One. So far as consistent, we should shun every influence which would tend to divert the mind from the work of God. And those especially who are young in faith and experience should beware that they do not in self-confidence place themselves in the way of temptation.—Selected. The Value of Teaching in an Ungraded School
FORTY years ago the number of educated women was small everywhere. It was larger in Ohio than in most States, but not so large but that one might safely say of any well-prepared woman that she would probably become a teacher. This, Miss Thoburn became at the early age of eighteen. But though young in years, she was remarkably mature in judgment, and had that admirable admixture of frank kindliness with native leadership which enables its happy possessor to become at once the friend and guide of others. She, who was afterward to open the way to college education for Christian young women in India, began her experience as a humble country school-teacher in Ohio. And, indeed, it is no mean preparation for any place of usefulness in life to meet at life’s threshold the severe test of a “country schoolmarm’s” experiences. What tact and shrewdness and native force that experience calls for in any successful issue of it, only those know who have tried and either failed or succeeded. If we were advising a missionary candidate with suitable preparation, who, for any reason, is detained in the home land for a while, we would recommend a year’s experience in a country schoolroom as likely to exercise and develop all those qualities most needed in a foreign missionary.—Effective Workers in Needy Fields. Schools of the Early Church
The tender solicitude of the early Christians for the religious instruction of their children is one of their most beautiful characteristics. They taught them even at the earliest dawn of intelligence the sacred names of God and the Saviour. They sought to lead the infant minds of their children up to God by familiar narratives from Scripture, of Joseph, of young Samuel, of Josiah, and of the holy child Jesus. The history of the patriarchs and prophets, apostles and holy men, whose lives are narrated in the Sacred Volume, were the nursery tales with which they sought to form the tender minds of their children. As the mind of the child expanded, the parents made it their sacred duty and delightful task daily to exercise him in the recital of select passages of Scripture relating to the doctrines and duties of religion. The Bible was the entertainment of the fireside. It was the first, the last, almost the only school-book of the child; the sacred psalmody, the only song with which his infant cry was hushed as he was lulled to rest on his mother's arm. The sacred song and the rude melody of its music were, from the earliest periods of Christian antiquity, an important means of impressing the infant heart with sentiments of piety, and of imbuing the susceptible minds of the young with the knowledge and faith of the Scriptures. . . . The purpose of these early Christian parents, as of the ancient Jews, was to train up their children in the fear of God. In order that the children might be exposed as little as possible to the corrupting influence of heathen association, their education was conducted within the healthful precincts of the home. As a result, they grew up without a taste for debasing pleasures; they acquired domestic tastes; and, when the time came, they took their place as consistent and earnest workers in the church. . . . The beauty of this character made its impression upon an age notorious for its vice. It extorted unwilling praises from the enemies of Christianity. A celebrated heathen orator exclaimed, “What wives these Christians have!” “A noble testimony,” says a writer of note, “to the refining power of women, and the most beautiful tribute to the gentle, persuasive influence of her piety, which all antiquity, heathen or Christian, furnishes.” —Coleman. What Estimate Do You Place on Your Boy?
By L. A. Hoopes
As we visit from place to place, and see the indifference so many manifest in the future welfare of their children, we are led to ask this question, “What estimate do they place upon their boys?” But their love for position, power, and honor are the inducements held out to lay claim upon their best energies. These all appear to be objects worthy of aspiration, but they universally fall short of the high ideal that God has set for his children. With these ideals eternity is lost sight of, and the estimate placed upon children is measured chiefly by the possibilities of worldly aggrandizement. But what are the results? How many there are who see no further than that which is found in worldly glory and honor. They seem to be dazed when told that a storm is coming which will dash to nothing all their fine hopes. “Because iniquity shall be multiplied, the love of the many shall wax cold.” In no way is this scripture more manifest than in the lack of interest shown by many parents in the eternal welfare of their children. One reason for this state of affairs is that the ideals of many parents concerning the education of their children are not pure ones. The system of education which is in vogue in the world is planned to meet the demands of the world. The courses of instruction are so arranged as to influence the child's impressions at the earliest period of his life. It is planned that the child shall be in school just at the time when his services are of the least value to his money-loving parents. “Why,” says the money lover, “go to the expense of establishing and maintaining a church-school when we can educate our children just as well in public schools?” Such statements only impress us more and more with the very low estimate which parents place upon their boys. Public schools, like many state governments, are arranged with specific objects in view. As such they serve their purpose; but the child of God, a citizen of the heavenly King, should have higher and more exalted ideals than those which dominate the public school. It is true that many great and useful men have been educated in public schools: but, if the truth were known in many cases might would be seen a “Jochebed” or a “Mary” for a mother, whose untiring watchfulness over them, and whose careful and prayerful instruction in their early childhood, laid the foundation of26 their useful lives. If we are to rescue our children from the influence of the world, there must be a power stronger than death to take hold of them, and enable them to learn those things which make for life eternal. Our schools must teach truth instead of fiction; the wisdom of God instead of the wisdom of the world; faith instead of unbelief; true mental science instead of the blackening influence of hypnotism and spiritualism; the mind of Christ instead of the mind of man. If our children are under the influence of such teachings as this, it is not so easy for them to form worldly aspirations. Worldly honor, what is it? Perhaps only a laurel wreath, a victor’s plume, or honor of a corruptible nature, which must pass away. The honor of the nation demands that our boys be educated in the most approved military fashion. But the cries of a perishing world, the longing of sin-sick souls, the anxiety, the trouble, and the sorrow which fill men’s hearts, should demand most loudly in the training and education of our children that which will best fit them for service under the banner of Prince Emmanuel. What estimate do you place upon your boy? Are you training him for the great battle of Armageddon, or are you training him for a place in the Christian warfare? Be assured that a high estimate has been placed upon him by One who knows the value of a soul. Would you know the worth of a soul? Then look to the infinite sacrifice and see what that soul’s salvation cost. Heaven has poured out in one gift that which demands your all. The way to the cross is a sacred way. Our Leader has been over it; and he has left it fragrant with his pure, sweet life of self-sacrificing love. What a revelation of divine things in the light from Calvary! Our children must be taught to travel that way. In the way of Christ there is given to the individual a power to grasp things divine. Our children must be surrounded in our homes and in the school with those influences which may fit them for eternal life. What tremendous possibilities are brought within their reach, if we as parents do all we can on our part to place them on right lines of education! As we plan for the future of our children, let us plan wisely and well. Results of Christian Education
By Ellen G. White
The work of teachers is an important one. They should make the Word of God their meditation. God will communicate by his own Spirit to the soul. Pray as you study, “Lord, open thou mine eyes, that I may behold wondrous things out of thy law.” When the teacher will rely upon God in prayer, the Spirit of Christ will come upon him, and God will work through him by the Holy Spirit upon the minds of the students. The Holy Spirit fills the mind and heart with sweet hope, and courage, and Bible imagery, and this will be communicated to the students; the words of truth will grow in importance, and assume a breadth and fullness of meaning of which you have never dreamed. The beauty and riches of the Word of God have a transforming influence upon mind and character; the sparks of heavenly love will fall upon the hearts of the children as an inspiration. We may bring hundreds and thousands of children to Christ if we will work for them. Let all to whom these words may come be melted and subdued. Let us in our educational work embrace far more than we have done of the children and youth, and there will be a whole army of missionaries raised up to work for God. I say again, Establish schools for the children where there are churches,—those who assemble to worship God.—Mrs. E. G. White. Development of Individuality
By C. W. Bardeen.
The teacher is to develop individuality, not to absorb it. She should teach pupils to do, not what she wills, because she wills it, but what is right, because it is right. The moment Miss Duzenberry leaves her room, the pupils are in an uproar, showing by their extravagant misbehavior how great was the will-pressure upon them, and how lamentable a reaction is sure to follow when the pressure is removed. Besides, think what a strain it puts upon these little minds and bodies. Our whole system of primary instruction is barbarous. But when to the crowded seats, bad ventilation, infectious atmosphere, long hours, and unnatural discipline, you add a constant nervous excitement, you have every requisite for fitting children for madhouses or for coffins.—C. W. Bardeen.