“THE modern university is poisoning the minds of the young men of the present generation. Skepticism and atheism are being instilled in their minds through the teachings of our professors, and the situation is one that is most alarming to the church people of to-day.” With this comment, followed by a criticism of two professors in Garrett Biblical Institute, the Rev. L. B. Webb, of the Evansville Theological Seminary, Evansville, Wis., ended an address recently before the Free Methodist Conference held at the Free Methodist church, Lexington and Leavitt streets. “In the universities of the present time,” he said, “there are too many professors . . . whose teachings are instilling in the minds of our young people such ideas of skepticism and atheism that the situation is becoming alarming. It is impossible to expect any young man preparing for the ministry to attend the large universities, and not have his mind filled with the poisonous teachings. The influence that these professors possess we can not deny, and we must act, if we hope to eliminate or counteract it. We should counteract it by taking a greater interest in our schools and their teachings.”
The following was published about the same time by the Chicago American:—
Dr. ——, professor of theology in the Garrett Biblical Institute, is accused of being a teacher of the doctrines of Tom Paine in the latest issue of the Methodist Outlook, a magazine published by R. C. Powers. Dr. ——, who occupies a similar position in the Boston University school of theology, is attacked also.
A severe condemnation of the teachings of the Evansville and Boston theologians serves as a prelude to an exhortation that Methodist parents withdraw their children from the institutions named.
“Don’t send your children to schools where such teachers are allowed to remain on the faculty,” says the writer.
The article from which these extracts are taken concludes with the statement that “but recently a prominent officer in the W. C. T. U. on the Pacific Coast took President Benjamin Ide Wheeler, of the State University at Berkeley, Cal., to task in the public press for his public example of drinking and smoking before the eight hundred and more students under his charge. Surely there is a pressing need for Christian schools where sound doctrines are taught, and where godly and wholesome examples are set before the students.”
What Is True Education?
By J. A. Traugh
“THE true object of education is to restore the image of God in the soul.” What a broad and deep answer this is! Let us ponder it well. What noble principles we have given to us by the great God, principles which are an expression of his own character! Our youth should ever keep in mind this great principle, “God’s image in the soul.” This is what our schools stand for. Then, in its broadest sense, this is what the third angel’s message is to the world. If the parents of the youth to-day would understand this great question, and educate their children in the home, how much more rapidly this work would be carried on in our schools! It would lessen the work of the minister as well.
“It is the work of parents and teachers in the education of the youth to co-operate with the divine purpose; and in so doing they are laborers together with God.”—Patriarchs and Prophets, page 597. Parents, would it not be well for you to consider how far you have been working in line with the great purpose of God? Let us erect our family altars that have fallen down, and begin education in the home. Then the Lord will answer the prayers that we have prayed so often for the Lord to bless our schools. In this way, our youth will be a blessing when they enter our schools, and will quickly develop into active missionaries.
J. A. TRAUGH.
Methods
Assigning Lessons
MANY teachers fail in this department. Judging of the difficulty of the lesson by the ease with which they can acquire it, even in a text-book new to themselves, they not unfrequently assign more than can possibly be learned by the children. They forget that by long discipline of mind, and by the aid of much previously acquired knowledge, the lesson becomes comparatively easy to them; they forget, too, the toil a similar lesson cost them when they were children. Now the effect of poorly learning a lesson is most ruinous to the mind of a child. He, by the habit of missing, comes to think it a small thing to fail at recitation. He loses his self-respect. He loses all regard for his reputation as a scholar. It is truly deplorable to see a child fail in a lesson with indifference. Besides, the attempt to acquire27an unreasonable lesson, induces a superficial habit of study,—a skimming over the surface of things. The child studies, that he may live through the recitation; not that he may learn and remember. He passes thus through a book, and thinks himself wise while he is yet a fool,—a mistake that is no less common than fatal.
The motto of the wise teacher should be, “Not how much, but how well.” He should always ask, Is it possible that the child can master this lesson, and probable that he will? It is better that a class should make but very slow progress for several weeks, if they but acquire the habit of careful study and a pride of good scholarship,—a dread of failure,—than that they should ramble over a whole field, firing at random, missing oftener than they hit the mark, and acquiring a stupid indifference to their reputation as marksmen, and a prodigal disregard of their waste of ammunition, and their loss of the game.
In assigning lessons, the importance of good habits of study should be considered, and the lessons given accordingly. At the commencement of a term, the lessons should always be short, till the ability of the pupils is well understood, and their habits as good students are established. As the term progresses, they can be gradually lengthened as the capacity of the class will warrant, or their own desire will demand. It is frequently judicious to consult the class about the length of the lessons, though of course their judgment can not always be relied on; for they are almost always ready to undertake more than they can well perform. Assigning, however, somewhat less than they propose, will take from them all excuse for failure. When the lesson is given, a failure should be looked upon as a culpable dereliction of duty, as incompatible with a good conscience as it is with good scholarship. This high ground can not be taken, however, unless the teacher has been very judicious in the assignment of the lesson.—Page.
The Normal School a Success
By Richard Edwards
THE normal school has on the whole attained a noble success in the United States. To use a less forcible expression for this fact, would be an excessive affectation of a misplaced moderation. Some of the evidences of this success have been indicated. They are found in the multiplication of the schools, in the demand for the services of the teachers educated in them. They are also found in the introduction of normal departments into colleges, academies, and seminaries. They are found in the confidence with which the public regard the schools generally. They are found in the genuine and substantial progress in education which they have done so much to promote. To ignore this great fact, much more to deny it, would be not only unpolitic, but unjust.—Richard Edwards.
Moral Teachings of History
By James Currie
HISTORY should be studied with a moral purpose as well as with an intellectual. No one who is not more or less acquainted with his country can feel an enlightened interest in its fame and its privileges, can judge of those discussions of vital moment which are unceasingly on the lips of a free people, or can understand its current literature. And he is excluded from all those pleasant associations which almost every spot of its soil suggests to him who has traced its growth from infancy to manhood. But beyond contributing in an indirect way to raise the whole tone and temper of those who read it, history stands forth with claims to be regarded as a great moral teacher. It exhibits the punishment of crime, it may be after temporary success; and, where crime seems to prosper continuously, the miseries which follow in its train. It draws lessons of personal improvement from the characters who appear upon its stage, whether good or bad; from the devotion of the patriot, the fortitude of the martyr, the integrity of the honorable, and the charity of the pious, not less than from the craft and falsehood of the intriguer, the corruptness of the unjust, and the unscrupulousness of the selfish. The reader should have his own character heightened by the attraction of the virtuous and by the repulsion of the vicious. Thus it is that this subject occupies no mean place among the instruments for forming the moral judgment of youth.—James Currie.
Home Training
By Mrs. Ellen G. White
It is surprising to see how little is done by many parents to save their own children. Every family in the home life should be a church, a beautiful symbol of the church of God in heaven. If parents realize their responsibilities to their children, they would not under any circumstances scold and fret at them. This is not the kind of education any child should have. Many, many children have learned to be faultfinding, fretful, scolding, passionate children, because they were allowed to be passionate at home. Parents are to consider that they are in the place of God to their children, to encourage every right principle and to repress every wrong thought.
If in their own homes children are allowed to be disrespectful, disobedient, unthankful, and peevish, their sins lie at the door of the parents. It is the special work of fathers and mothers to teach their children with kindness and affection. They are to show that as parents they are the ones to hold the lines, to govern, and not to be governed by their children. They are to teach that obedience is required of them, and thus they educate them to submit to the authority of God.
Does not mother remember that she herself had to learn in jots and tittles before she could be helpful? It is a wrong to children to refuse to teach them little by little. Keep these children with you. Let them ask questions, and in patience answer them. Give your little children something to do; and let them have the happiness of supposing they help you. There must be no repulsing of your children when trying to do proper things. If they make mistakes, if accidents happen, and things break, do not blame. Their whole future life depends upon the education you give them in their childhood years. Teach them that all their faculties of body and mind were given them to use, and that all are the Lord’s, pledged to his service. To some of these children the Lord gives an early intimation of his will. Parents and teachers, begin to teach the children to cultivate their God-given qualities.—Mrs. E. G. White.
Alcohol Neither a Food nor a Medicine
By GEO. KNAPP ABBOTT, M. D.
In a previous article mention was made of the fact that the cause of temperance has been weakened by the prevalent ideas concerning alcohol as a medicine. Brandy and whisky have long been regarded as stimulants and therefore, as such, useful in emergencies.
“A falsehood which dies hard is the idea that stimulants, of whatever kind, actually give strength, and are necessary for the maintenance of health and vigor. Such is not the case, and the well-worn comparison that they are the whip and spur, and not the corn and grass, is strictly accurate. Anything accomplished under the influence of stimulants is done at the expense of blood and tissue, and, if frequently repeated, at the expense of the constitution.”—Sir W. Broadbent, M. D., LL. D.
But let us even grant that a whip is sometimes necessary under exceptional circumstances. Is alcohol a stimulant? Is it useful in shock, in surgical collapse, or other conditions where prompt assistance is imperative? Dr. Munro, Physician to the Glasgow Royal Infirmary, says: “It has yet to be proved that the heart muscle can be stimulated by alcohol.” Let us examine the evidence. The following is from Martin and Stevens (1889) of the Biological Laboratory of Johns Hopkins University. “Experiments have shown that blood containing only one quarter of one per cent of alcohol diminished within a single minute the work done by the heart; and that blood containing one-half per cent so seriously affected its working power that it was scarcely able to drive a sufficient amount of blood to supply its own nutrient arteries.”
Again: it might be asked, Is it not useful in reviving those who have fainted? In giving any remedy by mouth, the mere act of swallowing stimulates the heart, causing it to beat more quickly. This is especially noticed if the liquid is warm or irritating. So that the same result may be obtained by non-alcoholic liquids, thus obviating the depressing effects which follow almost immediately on the taking of alcohol into the system. George W. Crile, A. M., M. D., in an article on “Blood Pressure in Surgery” has, by direct experiment on the state known as “shock,” shown that alcohol only aggravates the conditions resulting therefrom.
The prolonged use of alcohol results in an abnormal enlargement of the heart, due to dilatation and increase in fat at the expense of the heart muscle. “Drs. Bauer and Bollinger found that in Munich one in every sixteen of the hospital patients died from this disorder.”—Sir Victor Horsley. This condition is common among beer-drinkers. Is it not strange that what produces death should have ever been supposed to revive in the least the vital forces?
We are told by the “brewers’ association” that it has been proved that alcohol is a food. The proof is said to rest upon the experiments of Professor Atwater, in showing that alcohol is oxidized in the human body. This he claimed was one of the essentials of a food. In reply one could not do better than to quote further from “Alcohol and the Human Body:” —
“A food may be defined as any substance which, when absorbed into the blood, will nourish, repair waste, and furnish force and heat to the body without causing injury to any of its parts. It does not follow, because a substance is oxidized in the living tissues, that the results of such oxidation are of use to the body: on the contrary, many poisons are so oxidized. For instance, morphia and phosphorus are oxidized as far as possible by the tissues, the body striving to get rid of such poisons by the method of oxidation, just as in daily life we get rid of noxious materials by burning them in a rubbish heap. The fact that a substance is burned up in the body does not in the least entitle it to be called a food.”
With this evidence in mind, we may, with positiveness, say that alcohol has not place either as a food or a medicine. In any amount, however small, and under all circumstances, it acts as a poison.
GEO. KNAPP ABBOTT, M. D.
Reviews
In the prosecution of study by any class of students, frequent reviews are necessary. This is so, because the memory is very much aided by repetition and by association. But, further, the understanding is often much improved by a review. Many of the sciences can not be presented in independent parts, nor can all the terms employed be fully appreciated till these parts are again viewed as a whole. Many things which were but dimly seen the first time they were passed over, become perfectly clear to the mind when viewed afterward in connection with what follows them.
In conducting reviews, regard must be had to the age and character of the pupils, and to the branch pursued. In arithmetic, and indeed in mathematics generally, where so much depends upon every link in the great chain, very frequent reviews are necessary. Indeed, almost daily it is profitable to call up some principle gone over before. In several branches, where the parts have a less intimate connection, as in geography, natural philosophy, and some others, the reviews may be at greater intervals. It would be well, I think, in every common school, to have a review-day once a week. This, besides the advantage already indicated, will lead the children to study for something beyond recitation.
Nor is it enough, at the review, that28the questions of the text-book be again proposed to the children. If this be all, they will exercise only their memories. As far as possible the subject should be called up, and the application of principles to practical life should be dwelt upon. If this course is expected by the learners, they will think during the week, in order to anticipate the examination of the teacher; and this thinking is more profitable to them than the knowledge itself.
It is always well, besides the periodical reviews, to have a general review at the close of any particular study. This enables the teacher to detect any false conceptions which the pupil has entertained during the first course. He can now present the subject as a whole, and view one part by the light of another. In natural philosophy, how much better the law of reflected motion can be appreciated after the subject of optics has been studied, in which the doctrine of reflection in general has been fully discussed and illustrated! In physiology, what light is thrown upon the process of growth in the system, by the subsequent chapters on absorption and secretion! How much clearer is the economy of respiration understood when viewed in connection with the circulation of the blood! A general review, then, is an enlightening process, and it is always profitable, with, perhaps, one exception. When it is instituted with reference to a public examination, it is very doubtful whether the evil is not greater than the good. It then degenerates into an effort to appear well at a particular time; it is again studying in order to recite; and I look upon it as no small evil that the mind should have any object in view which comes in between it and the grand desire to know,—to master the subject for its own sake, and not simply for the purpose of being able to talk about it on one great occasion.—Selected.
The Jewish Home School
By Hinsdale
JEWISH education began with the mother. . . . The very household duties that she performed molded her children in accordance with the national discipline. “The Sabbath meal, the kindling of the Sabbath lamp, the setting apart of a portion of dough from the bread for the household, these are but instances with which every ‘taph,’ as he clung to his mother’s skirts, must have been familiar.” . . . More than this, it was in the school of the mother’s knee that the stories of patriarchs and prophets, of statesmen and warriors, of poets and sages, of kings and judges, wise men and patriots, and the great Lawgiver himself,—the whole forming the very best body of material for the purposes of child nurture found in any language,—were told and retold until they became parts of the mind itself. It was not strange, but quite the contrary, that Timothy, although the son of a Gentile, and living at a distance from any school or synagogue, should have thoroughly known the Holy Scriptures from his infancy. As teachers of their children, the women of every country may learn lessons from the matrons of Israel.
Up to ten years of age, the Bible was the sole text-book. From ten to fifteen the Mischna, or traditional law, was used; and after that the pupil was admitted to the discussions of the rabbinical schools. . . . Bible study began with the book of Leviticus. Then came other parts of the Pentateuch; next the prophets, and finally the Hagiographa.—Hinsdale.
True Education Uplifting
By L. W. FELTER
We often speak of “educated people,” which is, perhaps, correct enough, as we mean it; but, in fact, and in a broad sense, there are none who are entirely uneducated. Education consists of what is learned, and, from the day we first see the light, we are learning. But it is to be lamented that the knowledge acquired too often consists of the wisdom of this world, and much of it only degrades the learner, making him worse off by its possession.
Another term for education, and perhaps a better one, would be character building; and true teachers are workmen engaged in building characters that are destined to shine as the stars forever and ever. We read in “Christ’s Object Lessons,” page 332, that “a character formed according to the divine likeness is the only treasure that we can take from this world to the next.” Such a character can be formed only by leading the mind to grasp the great truths of eternal things; and just here comes in the importance of Bible study. On page 37 of “Christian Education” is this statement: “No other study will so ennoble every thought, feeling, and aspiration as the study of the Scriptures.”
The great work of the Master Teacher was to train the mind to drink in life-giving, character-building truths from the great fountain of knowledge, and all the under teachers may engage in the same all-important work. “In all his teaching Christ brought the mind of man in contact with the Infinite mind. . . . He taught them to behold him as manifested in his works, in his Word, and by his providences.”—“Christ’s Object Lessons,” page 25.
What unlimited resources are at the command of the humble, God-fearing teacher by which the mind can be led to feed upon the thoughts of Him who is infinite in wisdom! It is said of the astronomer Kepler that while gazing at the heavens through a telescope, he became so enraptured that he exclaimed, “My God, I think thy thoughts after thee!” And so it is. When we study the works of God, from the construction of the tiniest flower, to the balancing of the heavenly bodies in their orbits, we are brought in contact with the Infinite mind. It is a very comforting and reassuring thought that we can read the thoughts of God in the things of nature as well as in his Word, and thus come to know him, whom to know aright is life everlasting.
The awakening of the young people among us is a hopeful omen, and the Spirit of the Lord is sending the children and youth to the schools to be “polished after the similitude of a palace,” by faithful teachers who have a keen appreciation of their responsibility.
L. W. FELTER.
Our Schools
By Ellen G. White
For Each Church
IN all our churches, and wherever there is a company of believers, church-schools should be established; and in these schools there should be teachers with a true missionary spirit, for the children are to be trained to become missionaries. It is essential that the teachers be educated to act their part in instructing children of Sabbath-keepers not only in the sciences, but in the Scriptures. These schools, established in different localities, and conducted by God-fearing men and women, as the case demands, should be built upon the same principles as were the schools of the prophets.
I say again, Establish schools for the children wherever there are churches; where there are those who assemble to worship God, let there be schools for the children. Work as if you were working for your life to save children from being drowned in the polluting, corrupting influences of this life.
If people would encourage the church in which they are members, and establish small, humble school buildings in which to do service for God, they would accommodate their own children within their borders.
Therefore, in localities where there is a church, a school should be established, if there are no more than six children to attend. A teacher should be employed who will educate the children in the truths of the Word of God, which are29so essential for these last days, and which it is so important for them to understand. A great test is coming: it will be upon obedience or disobedience to the commandments of God.
There should be schools established wherever there is a church or company of believers. Teachers should be employed to educate the children of Sabbath-keepers.—Mrs. E. G. White.
Sympathy
WE should seek to enter into the feelings of the youth, to sympathize with them in their joys and sorrows, their conflicts and victories. Jesus did not remain in heaven, away from the sorrowing and sinful, but he came down to this world that he might become acquainted with the weakness, the suffering and temptations, of the fallen race. He reached us where we were, that he might lift us up. Such should be our work.
We must come to the youth where they are, and make their case our own, if we would benefit them. If these youthful disciples are overcome by temptation, I hope that you who are older in experience will not deal with them harshly, or regard their efforts with indifference. Remember that you yourselves have shown but little strength to resist the tempter’s power. Be as patient with these lambs of the flock as you wish others to be with you. God has so constituted us that even the strongest desire sympathy. How much more, then, do children need it. Even a look of compassion will often soothe and strengthen the tried and tempted child.
Jesus calls to every wanderer, “My son, give me thine heart;” “return, ye backsliding children, and I will heal your backslidings.” The youth can not be happy without the love of Jesus. He is waiting with pitying tenderness to hear the confessions of the wayward, and to accept their penitence. He watches for some return of gratitude from us, as the mother watches for the smile of recognition from her beloved child. The great God teaches us to call him Father. He would have us understand how earnestly and tenderly his heart yearns over us, in all our trials and temptations. “Like as a father pitieth his children, so the Lord pitieth them that fear him.” The mother might sooner forget her child, than God could forget one soul that trusts him.—Selected.
Loma Linda School of Evangelists
By Geo. K. Abbott, M. D.
OUR work here is progressing very well. Elders R. S. Owen and Luther Warren will be connected with the school during the coming year. The Lord has greatly blessed our field work this year. During the first half of the year, each class spent from two to four weeks in field work. At present we are developing the field work on a little different plan, designed to give each student a half-day each week in canvassing, giving Bible readings, health talks, etc. We find that this is a much more satisfactory way of carrying on the work. It seems to us that it is also productive of much more good. Some of our oldest students are taking more active interest in it, and are entering the field. Our nurses' training-class is to continue for ten months. The length of term for advanced students is only nine months.
Through the avenue of the Sabbath-school each quarter our students take up special donations for some part of the field. This is in addition to the regular Sabbath-school donations. We shall be glad to devote the next quarter's special donation to helping the Latin Union school. The plans which we have adopted in this matter have proved a great blessing, and have created a greater interest in foreign missions.
GEO. K. ABBOTT, M. D.
A School in Mexico
By Mrs. Ellen B. Fattebert
AT San Luis Potosi we have established a mission school. It is increasing in numbers, and now has an enrolment of eighteen. We received the first Mexican this month, and now have three of this nationality among our students. We hope that this is the beginning of a large enrolment of Mexicans, for we long to be working for them more than we now are. There are quite a number of others who wish to enter the various grades of the school next year. We can not increase our school at the present time by more than three or four, as we do not have room. If we could have another teacher, there is no doubt but there would be sufficient work for two of us.
There are about twelve hundred English-speaking people here, among whom a teacher or colporteur could work while studying the Mexican language. Practically nothing has been done for these people. We could arrange for the teacher to do teaching enough to cover the expense of room, board, and tuition while learning the language. At the end of the year the teacher ought to be able to engage in teaching English to the Mexicans.
I believe that in all the large cities of Mexico there is opportunity for the kind of work which we are doing. The influence of godly teachers will tell much for the truth. So far I have taught the Bible freely, with the exception of the Sabbath question, on which I have said nothing, but will do so when the time comes. The other day one of the little girls said, “Mrs. Fattebert, why don’t you have school on Saturday? I am so lonesome on that day I don’t know what to do.” Then a little boy said, in answer, “Why, don’t you know she can’t work on Saturday? She is a Seventh-day Oddfellow.” We believe that there is a splendid opportunity for consecrated teachers to do a wonderful work in this country.
MRS. ELLEN B. FATTEBERT.
Adelphian Academy
By R. B. THURBER.
OUR young people in East Michigan are stirred up as I have never seen them before to educate themselves for the work. The suggestion which was recently made by the General Conference, of taking earnest steps to see that each student leaving the school is placed directly in some position in the work, is being carried out here in this conference as I have never seen it anywhere else. Our school is yet young, and we are not ready to send out many finished workers; but our young people are doing what they can, and using the ability which they have to forward this message. Every day we get new and broader views of how momentous and very urgent is this third angel's message. We are seeing more and more how perfectly our ideals of Christian education fit into its proclamation. Surely we are living in grand times in the history of this world. To be a wide-awake Seventh-day Adventist is to be a king. I see more and more every day how our schools can give a preparation to our young people which is far ahead of anything they can obtain in the schools of the world.
R. B. THURBER.
Western Slope Academy
By A. M. WOODALL
We have had a very pleasant school year. The Lord has blessed us greatly, and to him we give all the praise. There was a good interest at the close of the school, in spite of the fact that so many of the advance students had to stop on account of work. We enrolled ninety during the year, this being a far greater enrolment than previously.
From a financial standpoint, our school has been very successful. We also feel encouraged to know that several of our students will enter the church-school work the coming season.
Our school enjoys the sympathy and confidence of all the patrons, and they are well pleased with the progress made. We have had three teachers, but our work was so heavy the school board voted to build another recitation room, and hereafter employ four teachers. Our school board is interested in having the school conducted according to the true principles of Christian education, and is willing to do anything in its power to advance the work.
We have printed a neat little calendar describing our plans for the next year, which we shall be pleased to mail to interested students or parents. A copy of this calendar or any information concerning the school will be gladly furnished. Address the Western Slope Academy, Palisade, Colo.
A. M. WOODALL, Principal.
Educational Notes
THE summer school of the Central Union Conference began at College View, June 23, and is to continue six weeks. A large number of teachers and those who are planning to teach are in attendance.
Brother W. C. Mathewson, who has been connected with Cedar Lake Academy the past year as principal, is to engage in ministerial work in the Western New York Conference during the coming year.
Word comes from the summer school being held at Graysville that, while the attendance is not as large as was hoped, a most excellent spirit prevails, and commendable work is being done by the school as a whole.
The Florida Conference has recently established an intermediate school at Fort Ogden. It now has an enrolment of thirty-two. The present term began May 4, and will close December 24. It is in charge of Brother B. D. Gullett.
The Huntsville Manual Training-School for the colored people has made arrangements for a summer school to be conducted from June 2 to July 28. Plans have been laid for an effective teaching course, and as nearly all the colored teachers are expected to be in attendance, a very important and profitable meeting is expected.
The Keene Industrial Academy has raised two hundred dollars for the Latin Union school. This is the largest donation received thus far, and this school has shown a very commendable interest in raising this large sum. It will greatly rejoice the hearts of our people in the Latin Union field to know of this generous help. We trust our other schools will do proportionately as well.
Sister Eliza Warner, the educational secretary of the South Carolina Conference, writes that they are planning to establish a number of mission schools in the State during the coming summer. The plan is to connect the school with isolated Sabbath-keepers as a nucleus, and draw the patronage largely from people not of our faith. We trust that this plan may prove of much benefit to the work in this conference.
Elder D. T. Shireman recently paid a visit to Washington on his way North. Elder Shireman is conducting an industrial school at Toluca, N. C. He is visiting the North to solicit assistance from those interested in education in the South, for the upbuilding of his school. This school publishes a little paper descriptive of its work, entitled the Toluca Industrial Advocate. Elder Shireman is certainly doing a most valuable work.
Brother J. W. Christian, president of the South Dakota Conference, writes: “We shall have this summer an army of student helpers numbering about twenty-one engaged in ministerial, Bible reading, and canvassing work; and still the doors are open for more who are worthy, and who desire to prepare to enter these various callings. The missionary enthusiasm of our schools is wonderful. It surely gives cause for rejoicing.”
Chesapeake, Wilmington, Del., ............
....................June 25 to July 5
New Jersey, Woodbury ............Aug. 6-16
Ohio, Mansfield ............Aug. 13-23
LAKE UNION CONFERENCE
Indiana (local), La Grange ........July 14-20
Southern Illinois, Vandalia ........July 30 to Aug. 9
Indiana (State), La Fayette ......Aug. 6-16
West Michigan ....................Aug. 13-23
Northern Illinois ...............Aug. 20-30
East Michigan, Lapeer ..........Aug. 20-30
Indiana (local), North Vernon ....Aug. 25-31
North Michigan (conference), Petoskey
................................Aug. 27 to Sept. 6
Wisconsin, Madison ........Aug. 31 to Sept. 13
NORTHERN UNION CONFERENCE
North Dakota (local), Dickinson, July 6-12
Iowa, Nevada ........Aug. 27 to Sept. 6
PACIFIC UNION CONFERENCE
Southern California, Los Angeles, Aug. 6-16
California (northern), Eureka ............
........................July 23 to Aug. 2
SOUTHERN UNION CONFERENCE
Louisiana, Lake Charles ............Aug. 6-16
Tennessee River, Dixon ............Sept. 3-13
Alabama, Cullman ............Sept. 3-13
Alabama, near Mobile ............Oct. 8-18
SOUTHEASTERN UNION CONFERENCE
South Carolina, Greenville, July 24 to Aug. 3
Georgia, Atlanta ............Aug. 6-16
North Carolina, Lexington ............Aug. 13-23
Cumberland, Cleveland, Tenn., Aug. 26
........................to Sept. 6
Florida, Palatka ............Oct. 1-12
SOUTHWESTERN UNION CONFERENCE
Texas (local), Nacogdoches ........July 7-13
Oklahoma (local), Muskogee .....July 15-20
Texas (State), Keene ....July 30 to Aug. 9
Oklahoma (State), Enid ........Aug. 20-31
Arkansas (State), Fort Smith ....Sept. 3-31
The presidents of the various conferences are requested to forward any information which will enable us to publish a complete and correct list of the camp-meetings appointed for the present season. If any changes are made in either time or place of meetings already appointed, notice should be forwarded at once.