• Christian Educator a Magazine for Home and School

• CHRISTIAN EDUCATOR A MAGAZINE FOR HOME AND SCHOOL

Vol. VII April, 1916 No. 7 • CONTENTS Frontispiece, Professor G. H. Bell 226 Goodloe Harper Bell 227 The Place of Our American Foreign Seminaries in Our Educational System 230 School Sanitation and Planting Day 233 Editorials Spring Week of Prayer 235 The Measure of a Teacher 236 A National Reading Circle 237 Better Music Teaching 238 A Point in Punctuation 238 The Ministry The Choice of an Occupation 239 Flowers (Poem) 239 Reading Course Notes 239 The Normal Teaching Literature 243 Sand Table Work 244 A Missionary Pumpkin 245 Elementary Course by Periods 245 • The Budget Plan Works Best 247 It is Working Well 248 A School Boardman's Desire (Poem) 248 Weeds and Seeds (Poem) 249 Our Question Box 249 Home Education My Work is Best for Me (Poem) 250 Letter from a Mother-Teacher 250 Nature Month by Month 251 Influence of Environment on Children 254 Books and Magazines 255

Published Monthly By • Review and Herald Publishing Association Washington, D. C. + +00 40 0 +0 0 <>0+409449044...... 994+.44.44904....*.904.0 • . • •0. • EDUCATIONAL SUPPLIES o 0 • TEXTBOOKS • • Bell's Complete Grammar, Revised $x.00 0 0 Bell's Rhetoric 1.25 9B 4 Bible Lessons for the Elementary School, McKibbin, Nos. r, 2, each .go 4 Bible Lessons for the Elementary School, McKibbin, Nos. 3, 4, each 1.2o 0 0 0 0 Bible Lessons Outline Maps, Nos. 1, 2, 3, each .05 4 .0 Bible Nature Series, Cady, No. I 1.20 4 0 • Bible Nature Series, Cady, No. 2 1.35 0 0 Bible Nature Series, Cady, No. 3 I.5o 4 4 Bible Nature Outline Patterns, Nos. I, 2, 3, each .25 * Counsels to Teachers 1.00 +• 0• Education 1.25 4 4 Essentials of English, Rine .go 0 0 *0 Manual, Primary Reading, Hale .45 0 4 Manual, Bible Lessons, McKibbin .3o 0 Manual, Cardboard based on Household Economy, Robison .50 4 . 0 Nature Study Notebook, Nos. 1, 3, each -40 .0 4 Nature Study Notebook, Complete .85 4 • • New Testament History, Kern 0 1.00 0* + Outline Maps 4 0 0 • Set of 7, including China, Panama and Canal Zone, Australia and 0 Pacific Islands, Asia, South America, Japan and Korea, and India, 0 per set .75 * • Set of to, includes set of seven above, and in addition, North America, 0 4 Europe, and Africa, per set 1.00 0 • 0 Reader Card Series 4 4 No. x - Dissected Alphabet, 4 to to of each letter .to 4 • No. 4-Sentence Builder, Phrases, 634 words .20 <# 4 434 4 0 No. 5 - Phonetic Builder, 8 cards ruled for cutting .20 4 .0 No. it - Word Flash Cards, too 5i x 9, per set 1.00 0 No. 15 - Phonetic Charts, 3, 22 X 28 .65 4 0 • 4 Sight Singing, Nos. 1 and 2 combined .35 * 0 • • Sight Singing, No. 3 .25 . 4 True Education Reader, Nos. I, 2, each .6o 4 4 True Education Reader, No. 3 0 -75 0 True Education Reader, No. 4 1.00 0 : True Education Reader, No. 5 .go 0 0 True Education Reader, Nos. 6, 7, each Loo 0 0 4> 0 0 0 BLANKS 0 0 Form No. 0 0 1-B Pupil's Period Report .ox 40 : 3-B Church School Treasurer's Annual Report .oi . i 4-B Teacher's Contract .ot 5-B Enrollment .oi +: 4 6-B Superintendent's Report .02 4 7-A New School Register .25 4 4• • • g-B Certificate of Promotion, eighth grade .05 0, 0 to-A Certificate of Scholarship, tenth grade .05 4 14-B Application to Superintendent to Enter Reading Course, per TOO .. .25 I 0 0 t7-A Teacher's Reading Course Certificate, per too .5o 0. 4 25-A Teacher's Final Report, per book of 24 sheets (12 sheets duplicated) .35 4 27-A Period Report, Secondary Schools .03 • •0 • * 28-A Opening Report, Secondary Schools .03 4 4 29-A Closing Report, Secondary Schools, per too .5o 4 0 • 0 3o-A Final Report of Scholarship, Eighth Grade, per too .3o * 32-A Elementary School Pledges, pads of 5o, each .to 4 4 33-A Elementary School Statement, pads of 5o, each .15 4 4 0 + 34-A Pupil's Home Work Report, pads of 5o, each .30 * 0 BULLETINS AND PICTURES 0 0 • (See third cover page) * 0 0 0 Note.- Always give the form number when ordering blanks. 0 0 0 ORDER THROUGH YOUR TRACT SOCIETY 0 + 0 • • +00000 004444090400 0000+90000044400**4 04004400+00049000+9400*

• nuTtimm[A5wrmEmm,,m,mmw5msrrimom EE m APRIL SPECIALTIES m m EN ai Ki M ,Sanitation andr ,.Planting Day M There is inspiration in a concerted movement in a good cause. M • Spring is the cleaning-up season in country and city. Schools M M profess to teach ideals of living, and should be mod* of clean- M liness and 'enterprise to the community. Lei every school set a • rilt l day in April for improving its sanitary conditiOns and for platit- Mn M ing trees and flowers. We suggest Tuesday, the eleventh, but M M any day will do. For a suggestive program and material, see M M page 234,, inside. M M M Spring Week of Prayer il M Some of Our schools have been observing a week of prayer M in the spring. Our June educational council recommended such M a season to all our schools,— elementary to college,— suggesting M the first week in April. Let every school arrange for it. The times demand it. M Council Proceedings ' M EH M The complete report of our Educational and Missionary Vol- M M unteer Council held last June is ready. The proceedings of both M M Departments are included. The contents are as follows : — M M All the papers read. M M Much of the discussion. M The talks by Elder Evans. M • Mn All the recommendations. M M All the committee reports. M The price is 50 cents. All orders given last summer and paid M for will be filled at once. All who gave orders without pay M should send in their money immediately. All others should do likewise. Order of Review and Herald, or through your tract ME society. M mmmmwmmwmgrcAmmEwiwimn-Amirm • S

PROFESSOR G. H. BELL •

• • CHRISTIAN EDUCATOR Vol. VII Washington, D. C., April, 1916 No. 8 Goodloe Harper Bell A Sketch

EMINENTLY worthy of recogni- not give up the idea of securing tion among the pioneer builders an education. He set to work to of our denominational work, is educate himself by studying, and Professor Goodloe Harper Bell. It did it so well that at nineteen he was said fittingly of him at the began teaching public school in time of his tragic death, " Of a the country, then taught in vari- truth a father in Israel has ous city schools, till he became fallen." He was one of the chief known as " one of the most thor- pillars in our educational struc- ough, successful, and intelligently ture, if not indeed the founder of progressive educators in Mich- that type of school among us igan." which we call Christian. Of Coming to Battle Creek for his sturdy New England stock, the health in 1867, he accepted the eldest of twelve children, spiritual Adventist faith, gave up his place in temperament, and inured to the of distinction and a good salary hardships of frontier life, he early among public educators, and soon developed those sterling qualities found himself teaching a small of character that set him off private school of Adventist chil- above his fellows as man and as dren, with uncertain pay. Two teacher in later life. years later he became editor of His own educational opportuni- the Youth's Instructor, but con- ties were meager. Born in Wa- tinued his school work till the tertown, N. Y., in 1832, after the opening of the Battle Creek Col- first migration of the family west- lege in 1875, when he was chosen ward from New England, living as head of the English depart- for a time at Oberlin, Ohio, then ment. He retired from this posi- at Hillsdale and Grand Rapids, tion seven years later, to estab- Mich., his unflagging ambition to lish South Lancaster Academy, of gain an education led him to lay which he was principal the first plans for returning to Oberlin three years. He then returned to College, where he had made a be- Battle Creek and established the ginning while living there. His Fireside Teacher, an educational plan was frustrated by the death monthly, to which, it may truth- of his father, leaving to him the fully be said, but with modesty, responsibilities of the eldest son. that the CHRISTIAN EDUCATOR has He was thwarted, but not de- the honor of becoming the ulti- feated. He could not and would mate successor. • (227) 228 CHRISTIAN EDUCATOR

From this time on, Professor pils. To this day it is the uni- Bell devoted himself to the teach- form testimony of every one who ing of private pupils, to literary was so fortunate as to come under work, and to original research in his instruction, that never a the laboratory of nature. Though teacher taught him like this man. now approaching sixty years of His literary works are well age, this was one of the most known. His three volumes of the fruitful periods of his life, con- Fireside Teacher teem with in- sidered from the viewpoint of the struction so vital and fundamental permanent influence of his work. that it is as helpful now as the His aptness as a teacher first drew day he wrote it. His first book to him the attention of our de- was " Natural Method in Eng- nominational leaders. In the lish," a masterpiece in the teach- forthcoming denominational his- ing of grammar, which has just tory by Dr. M. E. Olsen, the fol- been revised for use in our schools. lowing story is told of how it " Guide to Correct Language " came about : — soon followed, and later his graded " While engaged for the sake of language series : " Primary Lan- his health in light outdoor labor guage Lessons from Life, Nature, on the sanitarium grounds, he and Revelation," " Elementary was very companionable with the Grammar," " Complete Gram- boys of the neighborhood, who mar," " Rhetoric," and " Studies occasionally consulted him about in English and American Litera- their lessons, and invariably found his suggestions exceedingly help- ture." At the time of his death, ful. Presently the White boys, at sixty-seven years of age, he Edson and Willie, told their par- was engaged in developing a series ents that Bell's explanations of of Nature Study books, four in difficult problems in arithmetic or number, of which he had com- puzzling constructions in grammar were a great deal more convinc- pleted only the first, much to the ing than those given by their loss of the schools that would have teachers, and asked why they benefited from them during the could not take lessons of him in- years before our present series stead of going to the public school. was brought out by Prof. M. E. Other persons heard of Bell's genius as a teacher, and he was Cady. His love of nature, how- encouraged to start a school, and ever, is clearly seen in all his lit- he did so, conducting it at first erary work. in a cottage on Washington Street, Equally far-reaching and perma- near the sanitarium." nent in its influence was the work Henceforth throughout his busy of Professor Bell in the develop- life, no matter what his chief oc- ment of the Sabbath school. Dur- cupation was, pupils continually ing the fifteen years while he sought him out for private in- was superintendent of the Battle struction. On the very day when Creek Sabbath school, he brought he met an untimely death by the the same qualities of thorough- running away of his spirited ness and efficiency into its work horse, he was on his way to fill that had characterized all he did an appointment with private pu- in the day school. He was not • GOODLOE HARPER BELL 229

only a leading spirit in organizing erature, as well as to everything the International Sabbath School else in life,— the test of perma- Association, acting as its presi- nent value. The question to be asked in regard to any production dent for several years, but he did is this, Will it be useful here- what was still better,— prepared after? — not simply in this life, a graded series of Sabbath school but in the life to come? It is gen- lessons covering eight years and erally believed by good men that adapted to pupils of different we may secure attainments here that will enhance our happiness ages. Many who read this sketch in the future life. The better we studied those neat little books as learn to love God now, the greater children. The merit of these les- power we shall have for loving sons was so great that they are him then, and the more perfect still used for Bible study in places will be our happiness; for unselfish love is the spring from which where they can be secured, espe- the highest happiness flows. The cially in mission schools. more fervently we enter into the We cannot better close this work of doing good, the more meager sketch of a great educator fully shall we be able to enter into the joy of our Lord, when he shall and a pioneer builder of our de- welcome home those who have nomination, than with a quotation been saved through him. The from his latest published writing, more we delight ourselves in ad- illustrative as it is of his exqui- miring the works of God in na- site literary style, and of his ex- ture, the more we shall, to all alted conception of the true aim eternity, enjoy the wonderful cre- ations which he has yet to make in education : — known to us. It is in this way that we may all be laying up " One of the best tests of any treasures in heaven; and the kind piece of writing is the state it of reading that aids most in this leaves us in when we have fin- work is the most profitable. ished reading it. If it leaves us " The knowledge, the literature, with a deeper reverence for the the training, which teaches us how Creator ; a tenderer feeling toward to gain a competency here, how mankind as a whole; with a to succeed in business, how to warmer admiration for the works gain a title to respectability, is of God in nature, both animate useful in its way, and should not and inanimate; — if it leaves us be neglected; but that which fits • with a keener sense of our obliga- us to take a loving part in our tions to God and to our fellow Master's work, is better. It is men ; with a more profound feel- part of that higher culture which ing of gratitude for the benefits prepares us to stand in the pres- we enjoy; with a stronger desire ence of God and the angels, and for some part in the work which to share in the exalted joys pre- the Saviour of the world has un- pared for us by the Author of our dertaken for man ; with a more being. This is a practical edu- gentle, tolerant, and generous cation in the truest sense, and the spirit,— it has been a good thing literature which tends to promote for us to read. it is as much higher in usefulness " But there is an all-important than that with a lower aim as • test which may be applied to lit- heaven is higher than the earth." The Place of Our American Foreign Seminaries in Our Educa- • tional System

BY H. L. ANDREASEN, PRINCIPAL OF DANISH-NORWEGIAN SEMINARY

IT is hardly necessary to re- given this wonderful truth, turn a mind the readers of this maga- deaf ear to this appeal? or shall zine that for a number of years we be true to the call of God and this country has received into its do all we can to enlighten these bosom more than a million immi- millions with the important mes- grants a year. These people have sage for these times? come from almost all countries of the earth to share the temporal What Is Our Responsibility? • blessings which God in great If we admit our responsibility abundance has showered upon toward the millions of foreigners America. coming to our shores, the next It is no exaggeration to say that question to engage our attention at this time the eyes and hearts is how far this responsibility goes. of millions in Europe are turned If it were possible to reach these to America, hoping and praying multitudes through the English that in some way this country language, the problem would pre- may make its voice heard to stop sent no unusual difficulties. As a the awful carnage now going on. matter of fact, however, most of Whole countries, as Belgium, Ser- these people, if reached at all, bia, and Poland, are dependent on must be reached through their American generosity for their mother tongue. Many of them daily bread. America is to them never learn the English language, their hope. And in the hearts of a goodly number learn only enough millions of mothers in these for ordinary business purposes; stricken countries the prayer is but their heart and home lan- daily ascending that God will guage, the language of their spare their little ones, that in thought and religion, remains some manner the way may open their mother tongue. Many of for them to escape the fate of the these people cannot conceive of • millions of young men already true religion being possible — or now dead on the battle field,— a if possible, of being capable — of fate which surely awaits them as expression in any other language soon as they are old enough to than their own. With a peculiar bear arms. Their only hope force do the expressions which seems to be to escape to America. they learned in childhood at moth- And so millions have come and er's knee seize them, as, in a many more millions are coming to strange land, they hear the well- this country. The eyes of the known words repeated. They may world are turned to the United have strayed far from the path States with a mute appeal for of rectitude, but an appeal to them help. Shall we, to whom God has in their mother tongue leaves an • (2301

AMERICAN FOREIGN SEMINARIES 231

• impression not easily effaced. No foreign language as of the Eng- other language contains — for lish. If we are to make a success them — the beauty of expression of our foreign work, we must or heart appeal as does their own. have men who are acquainted with And this is not to be wondered the language in which they are to at. An American in a strange work. This proficiency in a lan- land would probably feel the same. guage cannot be gained by merely It remains, therefore, that if we studying it in the classroom. To are to be successful in helping be able to use it efficiently the these foreigners, some must learn student must speak it daily, he the language of these national- must hear it spoken, he must be ities, or better still, a sufficient surrounded by an influence favor- number of those who have already able to the acquirement of the lan- a working knowledge of these language. This cannot be done in guages should be encouraged to our English schools as successfully work for their own nationality. as in separate schools established But to do this work successfully for the purpose. For this reason schools are required where these the German, the Swedish, and languages may be learned. These the Danish-Norwegian Seminaries schools must be of no secondary have been established. order, where work of an inferior character is done. These foreign- Create a Love for the Foreign Work ers are not all uneducated. In- In establishing these schools deed, if we compare the education this denomination recognizes its of the priests and ministers of duty to educate workers to labor foreign nationalities, whom our for the foreign nationalities. This workers in these languages must is by no means an easy task. The meet, with the education which allurement of the English work our workers generally receive, we is ever before the young people. do not find the comparison unfa- To them it seems much easier to vorable to the foreigners. On the go into a place, pitch a tent, dis- contrary, we find the educational tribute handbills, and in the eve- standard of these foreigners in ning speak to a large congregation • many cases much higher than any of interested hearers, than to go standard we have as yet set, or into the same town and go from probably could set. To meet these house to house seeking some cer- men successfully requires no mean tain nationality, meeting opposi- order of intelligence. It will not tion, hearing jeering taunts of do to send out men who do not " dago," " squarehead," or the know their mother tongue and like. The foreign work is a who make too many grammatical smaller, harder, less attractive errors. Correct use of language work, but a work which some covers a multitude of educational must do, and which should have sins and shortcomings. The study all reasonable encouragement. In of the mother language must al- an English school where there is ways be considered of first im- also a foreign department there is l" portance. This is as true of the a daily contrast between the two 232 CHRISTIAN EDUCATOR languages. The English depart- never become partisan or national. ment is, of course, the larger ; the Ever must be held before the stu- foreign department, because of its dent the great fact that the work very size, inferior. Under these of the Lord is one. No national circumstances it is almost impos- barrier must be raised to separate sible to imbue the students with those who are to be one in Christ. the thought that the foreign work A Distinct Work — their own work — is the great Our American foreign semina- work, the important work, the ries should not cater to nor ac- glorious work. The argument is cept American students. They all on the other side. On the con- have a distinct work to do, and trary, in a school where the spe- should be left free to do this cial object and whole aim is to work. Their field is the families create a love for the foreign work, and churches of their respective where every lesson taught and nationalities, regardless of confer- sermon preached has this thought ence lines. They should conscien- as a basis, it is much easier to tiously keep away from American imbue the student with the same churches and American families spirit and with a deep love for in their endeavor to secure stu- the foreign work — for the mil- dents ; but wherever families or lions of neglected and often churches of their respective na- passed-by foreigners. And with- tionality are found, there is their out this deep love for the foreign- legitimate field, and to these fam- ers the work will be a failure. ilies and churches they should In the management of these have undisputed access. schools great care is needed. What, then, is the place of our While a love for the foreign work American foreign seminaries in should be inculcated and encour- our educational system? Their aged, no foreign spirit should be place is to supplement and com- tolerated. The work is one. plete the system of education Unity must be preserved. There given to this people. They can do a must be no drawing apart, no work which our American schools building up of separate interests. in the very nature of things can- Thorough instruction should be not do. As surely as the educa- given in the mother tongue, but tional work has a place in this • this must not be done to the ex- message, so surely have the Amer- clusion of the English language. ican foreign schools a place in the The history of the fatherland educational system. The one with- should be studied, but American out the other is not complete; to- history must not be neglected. gether they form a complete and Love of the mother country and harmonious whole. respect for it should be encour- Wherever students are found aged, but love for the adopted that rightfully belong to these sem- country and respect for its insti- inaries, they should be encouraged tutions must come first. A strong to attend them. In these matters spirit of love for the foreign work our American brethren can greatly should prevail, but this love must aid us. • School Sanitation and Planting Day • IT is proposed that all our With the program we give the schools arrange for and observe poems suggested for recitation. a School Sanitation and Planting We specially request all who Day — sometime in April. It is observe the day as suggested here, customary for the newspapers in to send a report to the EDUCATOR. our progressive cities to promote a " clean-up day " for their cit- School Sanitation and Planting izens, in the interests of health Day and beauty. A profitable day Chairman and Director: The Head could be spent by our schools in Teacher. a specially arranged program on Broom and Bucket Brigade: The Boys and Girls, each with a leader. • sanitation, hygiene, and planting. Tools and Materials: Brooms, pails, It is an essential part of our re- mops, scrub brushes, dust cloths, soap, ligion to keep clean and neat, in Dutch Cleanser, Bon Ami, drying cloths; rakes, shovels, hoes, spades, gunny-sacks, person, buildings, and premises. baskets, hammer, saw, nails; trees, plants, It ought therefore to be a part of and seeds. our education. Inspection Committee: To inspect the Practical demonstration is work after it is done. worth more than theory. A day Program spent in making things as clean PART I and orderly as they ought to be, 1. Song. " Let Us Work for the School," is a stimulus toward keeping " Christ in Song," No. 607. them that way. Cleaning up and 2. Prayer. By church elder or member of school board. putting things in order is an es- 3. Purpose of the Day. Teacher. sential part of beautifying them. 4. Recitation —" The Robin's Lecture." Planting seeds and setting out Seventh Grade Pupil. 5. Essay — Personal Things We can Do plants and trees is an excellent to Improve Our Health. Fifth Grade h6lp toward perpetuating beauty Pupil. and order. 6. Recitation — Short selected passages on Health and Hygiene. By group of We give below a suggestive pro- boys and girls. gram in three parts, for our ele- 7. Music —" God Made Them," " Christ mentary schools, leaving it to the in Song," No. 426, or Instrumental piece. • 8. Essay — How to Make and Keep Our colleges and academies to develop School Sanitary Indoors. Seventh Grade their own. Some may want to Pupil. have three distinct parts to the PART IT program, at different times of 1. Song —" The Springtide." " Christ the day or on different days. in Song," No. 428. 2. Sentence Prayers. Others may want to select and 3. Essay — How We Can Improve Our combine into one program. All Grounds. Eighth Grade Pupil. we urge is that a program of 4. Recitation — " The Voice of the Grass." Sixth Grade Pupil. some kind be carried out — in 5. ESaay — Ways of Beautifying Our college, academy, and local school. Schoolroom and Premises. Make it as much of a day for 6. Remarks by the Teacher on Clean- ing Up. patrons and the community as 7. Recitation —" Clean-Up Day." Re- • may be found feasible. sponse by Pupils. (233) 234 CHRISTIAN EDUCATOR

PART III Then he stepped back and forth on the 1. Song —" Harvest Home." " Christ in limb of the tree, Song," No. 629 (first two stanzas). But I know all the while be was look- 2. Repeat the Lord's Prayer in concert. ing to see 3. Recitation —" Our Tree." If what he. had said my attention had 4. Essay — Shall We Have a School or caught, Home Garden? Eighth Grade Pupil. And made the impression upon me it 5. Short Talks— (a) MS, Favorite ought. Flower, and Why I Like It. Five Pupils. And then he went on: "I have known (b) My Favorite Tree, and Why I Like in my day it. Five Pupils. A great many birds all reared the 6. Receiving Plants and Seeds Brought same way; by Pupils. Their cradles were rocked to and fro 7. Song —" Beautiful Flowers." " Christ by the breeze, in Song," No. 578, or " Hold On," No. And the roofs of their houses were 570. leaves of the trees. April and May APRIL cold with dropping rain But I never have known a birdling to Willows and lilacs brings again, droop, The whistle of returning birds, Nor, old as I am, seen a case of the And trumpet-lowing of the herds; croup, The scarlet maple-keys betray Nor heard a bird say that so sore was What potent blood hath modest May; his throat What fiery force the earth renews, That he, for his life, could not raise The wealth of forms, the flush of hues; the eighth note. What joy in rosy waves outpoured, " And one with dyspepsia, too gloomy to Flows from the heart of Love, the Lord. sing, — Ralph Waldo Emerson. That he should consider a terrible The Robin's Lecture thing; Consumption has never unmated a I HEARD k bird lecture one morning this pair —" spring, Here the bird commenced warbling an And 'twas this that he said almost the ode to fresh air. first thing: " I've been off for awhile where the win- " Our habits are good, and our natures ters are warm, are quiet, But now have come back and am preach- We hold but one error, and that's in ing reform. our diet; We love grain and fruit, but now and " I've heard other lecturers say I would then eat find (I might as well own it) a tidbit of It a very hard thing to enlighten the meat. mind, But, nevertheless, my success I shall try " We lave in the brook, and we drink All over the country, wherever I fly." nothing strong (If I'd time, I would sing you a ' cold And his musical voice through the old water song '); orchard rang, And when earth's great lamp has gone For the lecture I speak of, a sweet out in the west, robin sang. You'll find our lays hushed, and our " Oh, do not feel hurt," this he said in bodies at rest. his song, " But I very much fear you have been " We birds are so happy; but I must not brought up wrong. stay, " Do open your windows and let in the For sev'ral appointments await me to- air,— day." I know you'll feel better and look far Then he stepped back and forth on the more fair; limb of the tree, Now, just look at me, why, I never take And flew out of sight, wishing long life cold, to me. And in excellent health I expect to — Selected. grow old." (Concluded on page 246) •

EDITORIALS

Spring Week of Prayer help to them in the Sabbath school FOR a number of years some and in the church and missionary of our schools have been holding meetings, and for this work our a special week of prayer in the students need the blessing of God spring. At the Educational and in a special measure. They are Missionary Volunteer Council, going back to mingle with young held last summer at St. Helena, people who have not had the ad- the following resolution was vantages which they have had passed : " That our schools ob- and they must be a light and a serve a special week of prayer power in their homes and in the • in the spring of each year, the churches. first week in April being sug- What has just been said applies gested as a suitable time." The in a special sense to our students experiences of those schools that in academies and colleges, away have conducted this season of con- from their homes, but the same secration during the past years principles apply where the stu- have been favorable ones; and dents are living in their own now, in view of the action taken homes, as is the case in our ele- at the Council, the time is pro- mentary schools, and with many pitious for the establishment of whose homes are located in the an annual week of prayer in the vicinity of the college or acad- spring in all our schools of all emy. The benefits of this season grades. of devotion to our elementary The advantages to our schools schools also, may be very large. from such a special season of de- Special programs should be pro- votion are not far to seek. It vided. It is well to have the pro- comes near the close of the school gram printed or written, so that year, when the students are leav- it may be in the hands of the ing for their homes and to engage students, and that they may know in gospel work. They must have from day to day what is to be 4111 a renewed consecration for this presented to them. A general work. Those who are going to topic, such as " Prayer and foreign fields and into the home Power," " Growth in Grace," or conferences need to he thoroughly " Faith and Its Victories," may consecrated to the cause of truth be suggested for the week. This which they are serving; and even topic can then be considered un- those who are going into their der eight different headings, one homes require a spiritual prep- for each day of the week of aration for the heavier respon- prayer. It has been found help- sibilities which will come to them. ful in some of our colleges and It is but natural that the people academies to take the thirty min- in the home churches should look utes usually devoted to chapel ex- • to these students to be of special ercises for a special study, and (235) 236 CHRISTIAN EDUCATOR then at the time of the evening his pupils, by an unconscious tu- worship, to call all the school to- ition, a desire for a noble life. • gether for a devotional service. This means of teaching was well At a proper time during the last expressed by President James A. of the week, revival efforts may Garfield when he said of Dr. Mark be held, the week of prayer con- Hopkins, that a university was a tinuing eight days, from Sabbath log in the woods with Mark Hop- to Sabbath, inclusive. For the kins on one end and James Gar- week of prayer to be of greatest field on the other. success, careful preparation must The student soon forgets the be given to the program by those classical instruction of his teach- who are arranging it as a whole, ers. He forgets many of their and by those who take the daily requirements concerning his con- topics assigned. duct and their moral injunctions ; These special seasons of devo- but there is a • something that is tion are not new with our schools. unexplainable, and yet most last- They have been held from time ing, which he takes away from the immemorial in schools whose spe- school each day, each month, and cial aim was the preparation of finally carries with him through- men and women for God's serv- out life. This something is the ice, and they have been found of life of the teacher, his bigness or inestimable value. The hay-stack littleness of soul, his nobility or prayer band is but an illustra- ignobility of life. Emerson well tion of a spontaneous movement expressed the force of this un- on the part of students to seek a conscious teaching when he said, higher religious life. This con- " I cannot hear what you say, for certed consecration movement of what you are speaks so loud." our students throughout the world It was the deep, wide, pure soul can but result in the upbuilding of Dr. Hopkins that made him of the kingdom of God in their a " university " to James Garfield. hearts and in their schools. It was the pouring out of a noble, FREDERICK GRIGGS. strong life that taught him most. It was the burning of soul within The Measure of aTeacher them as they talked with their • WE ordinarily measure a Master by the way that remained teacher by his ability to impart longest with the disciples and instruction and to discipline his taught them most. We teach what school; and in one way these we are. The big-hearted, kindly are correct standards of measure- teacher gives to his pupils a ment, for we employ the teacher something that teaches them the to instruct the child in knowledge highest meaning of life, and leads and in conduct. But there is an- his pupils to strive for high other standard of measurement, and noble standards. which, while not so apparent nor The student presents himself so easily reckoned with, is after before the teacher with all the all of larger value. It is the abil- avenues of his being wide open to receive, and the master's smile • ity of the teacher to impart to EDITORIAL 237

or frown, his restlessness or com- " It is to assist in finding and posure, are indelibly writ in the equipping such educators that the United States Bureau of Educa- pupil's eye; and his harshness or tion, with the assistance of a com- gentleness of voice takes perma- mittee of the Association of State nent abode in the ear. The ave- Superintendents, has recently ar- nues of the soul are never more ranged the first Rural Teachers' open betwedn two beings than be- Reading Circle, open to the teach- tween pupil and teacher. How ers of every State under such rules as are set forth in this letter." important, then, that the teacher's life be a holy one, that in its ful- The " rules " are substantially ness his pupil may find satisfac- these: — tion ! Only teachers residing in States Howe'er it be, it seems to me which express a desire to cooper- 'Tis only noble to be good; ate will be permitted to join. Kind hearts are more than coronets, A simple faith than Norman blood." Forty-three States have already FREDERICK GRIGGS. joined the circle. The work will be without cost A National Reading Circle to members, except for books WE have had occasion to men- read, and these may be procured tion before in this magazine, a from libraries or borrowed, if de- movement among educational lead- sired. ers in this country to establish a The course will cover two years, national reading circle for rural 1916 and 1917. teachers. Such a circle has now The books to be read are classi- been announced by the United fied under five heads, as, Nonpro- States Bureau of Education, which fessional Books of Cultural Value, took the initiative in the matter. Educational Classics, General It may be looked upon as one more Principles and Methods of Educa- product of Commissioner Clax- tion, Rural Education, and Rural ton's determination to place rural Life Problems. teachers on an undeniably equal To those who give satisfactory basis with others in the funda- evidence of having read intelli- mental policy of the Bureau. The gently not less than five books • announcement says : — from the general culture list and " The vital factor in education is three books from each of the other the teacher. Without the well-edu- four lists — seventeen books in all cated, broad-minded, sympathetic — within two years from the time teacher any system of education of registering, will be awarded a can only be a lifeless mechan- ism. Therefore, we must look to National Rural Teachers' Reading the country teachers and their Circle Certificate, signed by the preparation, and see to it that they United States Commissioner of shall be men and women of the Education and the chief school of- best native ability, the most thor- ficial of the State in which the ough education, and the highest degree of professional knowledge reader lives at the time when the course is completed. • and skill. 238 CHRISTIAN EDUCATOR

Better Music Teaching A Point in Punctuation STUDENTS in the high schools THE story is told in an ex- of Washington, D. C., are be- change that when bananas were ing credited with music as a ma- not on the free trade list as they jor subject. A plan has therefore now are, the tariff was suspended been laid before the educational for an entire year because of the board for raising the qualifications misplacement of a comma by a of music teachers to the proper clerk in copying a tariff bill. standard. It is proposed to give Among the items listed as free teachers' examinations . in music of duty was " all foreign fruit- the same as in other subjects. plants." By substituting a comma This is suggestive of a needed for the hyphen, the clerk made the step to be taken in our own sec- list include " all foreign fruit." ondary schools. Now that music Consequently oranges, lemons, ba- has been made eligible to major nanas, grapes, and the like were credit toward graduation, we are admitted free of duty, the mis- confronted with the same situation placed comma costing the United as the Washington board, namely, States about $2,000,000. the necessity of standardizing our Another Point music teaching. This work nat- In our January issue there ap- urally begins with the teacher. peared by oversight under the cut His qualifications must be on a in the article on junior work this par with those of teachers of title, " Miss Francis's School." other subjects. The efficiency of Any one who. tries to enunciate the music teacher will be one im- these words distinctly will readily portant item to be considered in see the fault in adding s after accrediting our academies. This the apostrophe, since it gives four should include not only his tech- successive sibilant sounds. The nical preparation and aptness to best rule to follow is not to add teach, but also his spirituality and s to the apostrophe when the his appreciation of the place that word already contains two s or z sacred music should occupy in sounds one of which is final, es- the curriculum of the Christian pecially when the other immedi- school. The same principles ap- ately precedes it. The rule is ply in the college department of often applied, too, when a word music. In fact, the college, being ends in a sibilant sound and the the accrediting institution, should next one begins with one, since set an example to the preparatory it creates the same condition from schools of what education in music the viewpoint of enunciation. Al- in a Christian and evangelistic in- ways seek to avoid three succes- stitution comprehends. sive sibilant sounds. That improvement in the teach- Another Point ing of music in our schools needs Whether we regard the thief on to be made, and that just now the cross as being in paradise to- we have a prime opportunity for day or not depends upon the plac- giving it the attention it deserves, ing of a comma — or would if we no thoughtful person will question. • had no other texts to study. • THE MINISTRY

The Choice of an Occupation insure safe guidance in the choice THE specific place appointed us of an occupation.—" Education," in life is determined by our capa- page 267. bilities. Not all reach the same Flowers development or do with equal ef- YOUR voiceless lips, 0 Flowers, are living ficiency the same work. God does preachers, not expect the hyssop to attain the Each cup a pulpit, every leaf a book, proportions of the cedar, or the Supplying to my fancy numerous teachers From lowliest nooks. olive the height of the stately Floral apostles, that in dewy splendor, • palm. But each should aim just Weep without woe, and blush without a as high as the union of human crime, Oh, may I treasure deep your sacred with divine power makes it pos- teaching sible for him to reach. Of Love divine! Many do not become what they — Horace Smith. might, because they do not put Reading Course Notes forth the power that is in them. They do not, as they might, lay (CONTRIBUTED BY PROF. M. E. KERN) hold on divine strength. Many Assignment: " History of Western Eu- are diverted from the line in which rope," by Robinson, chapters 33-41. they might reach the truest suc- MOST of the events of history cess. Seeking greater honor or a seem far off and quite unreal, but more pleasing task, they attempt in this month's assignment we have something for which they are not recorded many things that have fitted. Many a man whose talents happened in our own time, and we are adapted for some other calling, are made acquainted with the great is ambitious to enter a profession ; movements which have led to the and he who might have been suc- present national and international cessful as a farmer, an artisan, or conditions. The reading of these a nurse, fills inadequately the posi- chapters will form a good intro- • tion of a minister, a lawyer, or duction to the study of the present a physician. There are others, European situation. again, who might have filled a re- The source book which accom- sponsible calling, but who, for want panies this part of the text (Robin- of energy, application, or persever- son's " Readings in European His- ance, content themselves with an tory," Vol. II) will furnish further easier place. information, and enable one to ap- We need to follow more closely preciate more fully the spirit of God's plan of life. To do our best the times. Excellent bibliogra- in the work that lies nearest, to phies are given, which will enable commit our ways to God, and to the student to pursue the subjects watch for the indications of his further. Such study is almost nec- providence,— these are rules that essary to a good understanding of • (239) 240 CHRISTIAN EDUCATOR

the present European situation. terest which the American insurredtion inspired in them. Surely those who speak on these " The French government, which de- great world issues should be thor- sired the weakening of the power of Eng- oughly informed. land, was gradually drawn on by this liberal opinion, which showed itself in American Liberties so energetic a manner. At first it se- cretly furnished arms, munitions, and The history of England is of special money to the Americans, or permitted interest to Americans, for it was in Eng- supplies to reach them by French ships; land that the great principles of liberty but it was too weak to venture to declare were developed. It was for their rights itself openly in their favor, affecting on as Englishmen that our forefathers the contrary an appearance of strict fought. This was recognized in England neutrality, and so far blinding itself as to at the time, as the following extract from imagine that its secret measures would a speech made in the House of Commons not be suspected, and that it might ruin by the elder Pitt, Jan. 20, 1775, shows: — its rival without incurring the danger of " This resistance to your arbitrary sys- meeting it in the open field. Such an tem of taxation might have been fore- illusion could not last long, and the Eng- seen; it was obvious from the nature of lish cabinet was too clear-sighted to let things and of mankind, and, above all, us gain the advantages of a war without from the Whiggish spirit flourishing in incurring any of its risks. that country. The spirit which now re- " The veil became more and more sists your taxation in America is the transparent daily. Soon the American same which formerly opposed loans, be- envoys, Silas Deane and Arthur Lee, ar- nevolences, and ship money in England; rived in Paris, and shortly after the fa- the same spirit which called all England mous Benjamin Franklin joined them. on its legs, and by the Bill of Rights It would be difficult to express the en- vindicated the English constitution; the thusiasm and favor with which they were same spirit which established the great, welcomed in France, into the midst of fundamental, essential maxim of your an old monarchy,— these envoys of a liberties, that no subject of England shall people in insurrection against their king. be taxed but by his own consent."— Nothing could be more striking than the Robinson's "Readings in European His- contrast between the luxury of our cap- tory," Vol. II, p. 354. ital, the elegance of our fashions, the . The following, written by Count Segur magnificence of Versailles, the polished many years after the American Revolu- but haughty arrogance of our nobles,— tion, concerning the intervention of in short all those living signs of the France in that war, will also be of in- monarchical pride of Louis XIV,— with terest: — the almost rustic dress, the simple if "At this time liberty, which had been proud demeanor, the frank, direct speech. hushed in the civilized world for so many the plain, unpowdered hair, and, finally, centuries, awoke in another hemisphere, that flavor of antiquity which seemed to and engaged in a glorious struggle bring suddenly within our walls and into against an ancient monarchy which en- the midst of the soft and servile civiliza- joyed the most redoubtable power. Eng- tion of the seventeenth century these sage land, confident of its strength, had sub- contemporaries of Plato, or republicans sidized and dispatched forty thousand of Cato's or Fabius's time. men to America to stifle this liberty in " This unexpected sight delighted us its cradle; but a whole nation which the more both because it was novel and longs for freedom is scarce to be van- because it came at just the period when quished. our literature and philosophy had spread " The bravery of these new republicans everywhere among us a desire for re- won esteem in all parts of Europe, and form, a leaning toward innovation, and enlisted the sympathies of the friends a lively love for liberty. The clash of of justice and humanity. The young men arms served to excite still more the especially, who, although brought up in ardor of war-loving young men, since the the midst of monarchies, had by a sin- deliberate caution of our ministers ir- gular anomaly been nurtured in admira- ritated us, and we were weary of a long tion for the great writers of antiquity peace which had lasted more than ten and the heroes of Greece and Rome, car- years. Every one was burning with a ried to the point of enthusiasm the in- desire to repay the affronts of the last • THE MINISTRY 241

war, to fight the English, and to fly to at completeness, or to establish any the succor of the Americans. . . . theory. " The young French officers, who The relation between the attitude of breathed nothing but war, hastened to the France toward the Protestant Reforma- American envoys, questioned them upon tion of the sixteenth century and the the situation, the resources of Congress, French Revolution of the eighteenth, is the means of defense, and demanded all a very interesting question. One writer the various bits of news which were con- says: — stantly being received from that great " The last spark of liberty died with theater where freedom was fighting so the capture of Rochelle; and two cen- valiantly against British tyranny. . . . turies of unrelenting oppression were re- Silas Deane and Arthur Lee did not dis- quired to awaken the people generally to guise the fact that the aid of some well- a sense of the value of those blessings trained officers would be both agreeable which their armies had formally torn and useful. They even informed us that from the Huguenot brethren. France they were authorized to promise to those could have done more at the Revolution who would embrace their cause a rank if she had done more before it." appropriate to their services. That the Catholic Church was largely " The American troops already included responsible for the revolt against Chris- in their ranks several European volun- tianity is set forth in the following: — teers whom the love of glory and inde- " It was inevitable that in this breaking pendence had attracted. . . . The first down of religious authority and faith, three Fenchmen of distinguished rank at morality itself should also have lost its court who offered the aid of their service authoritative elements, and to this cause to the Americans were the marquis of must be largely attributed the spectacle Lafayette, the viscount of Noailles, and of a society almost perfect in its outer myself."— Id., p. 371-373. habits lost in perverse immorality and selfishness. The French Revolution "All this in time was to react with This great cataclysm of history has fearful violence upon the church itself. been treated from many viewpoints. Per- The sight of the luxury of the higher haps all would agree with Adams in the clergy, righteous indignation that they following statement of the result to Eu- should wring their dues from peasants rope of the Revolution: — already overburdened with taxes, was " During the eighteenth century France working a fierce hatred of clergy and had not been able to maintain her leader- church alike. If the Revolution seems ship in the international politics of Eu- godless, the cause is to be found chiefly rope, and in the struggle for colonial in the godless church of the Old Regime. empire she had been defeated by Eng- Faith, indeed, there was in France, but a land; but in another direction, in in- faith that had its grounds in philosophy, tellectual influence, and in the prepara- not religion. Reformers there were in tion of the nations of Europe for the France, and reforms — but nothing next great stage of political advancement, needed both more than the church of through revolution and war to civil lib- France. The friend of the rich, living erty, France exercised a leadership which off the poor, the enemy of intellectual was a compensation, in its real service freedom, the champion of abuse, the to mankind, for all that she had lost. sharer in moral degeneracy — the salt had At the close of the century she led again lost its savor; wherewith could it be in the Revolution itself. And in the wars salted? "--" The French Revolution," by which followed, with enormous loss and Shailer Mathews, pp. 50, 51. suffering, though with great military "All Catholicism was involved, in the glory, which is dear to the French heart, popular mind, with tyranny and treason. she opened the doors of all the continent Sheer panic, aggravated by treason and of Europe to the forms of free govern- treachery, caused the Terror; and, driven ment which the Anglo-Saxons had long by panic, France became for a while bit- enjoyed."— Adams's " European History," terly anti-Christian. . . . The Reign of P. 427 Terror was exactly parallel to the Inqui- It is probably true that the religious sition: it was an attempt to suppress side of the French Revolution has never opposition by killing out opponents. . . . been thoroughly worked out from the Liberty of worship was decreed again in sources. I give here a few quotations May, 1794."—" Church and State in • rather at random, without any attempt France," by Arthur Glalton, pp. 106-108. 242 CHRISTIAN EDUCATOR

The Worship of Reason France, is a fiction. Throughout the On the establishment of the Worship Reign of Terror the Convention main- of Reason, Shailer Mathews says: — tained the State Church, as established " Quite as revolutionary was the Con- by the Constituent Assembly in 1791. vention's treatment of religion. The Though the salaries of the clergy fell into philosophy of the day and the struggle arrears, the Convention rejected a pro- over the nonjuring priests had made the posal to cease paying them. The non- Jacobins fierce haters of Christianity, and juring priests were condemned by the among the necessities of the regenerate Convention to transportation, and were nation and the new epoch they were liable to be put to death if they returned establishing was a new religion. On to France. But where churches were pro- Nov. 7, 1793, Gobel, the Bishop of Paris, faned, or constitutional priests molested, and his chief ecclesiastics appeared in the it was the work of local bodies, or of Convention and solemnly abjured the individual Conventionalists on mission, Christian faith. Their action was emu- not of the law. The Commune of Paris lated by many of the sections of Paris. shut up most, but not all, of the churches As to what the new religion should be,. in Paris. Other local bodies did the the Commune and the Committee of Pub- same."—"History of Modern Europe," lic Safety differed, but until Robespierre's Vol. I, p. 261. brief supremacy, the Commune was able While, as Dr. A. H. Newman says, " the to carry out its plans. As usual with this destruction of religious objects (pictures, party of brutality, they were coarse and prayer books, hymnals, etc.) would prob- irrational. On Nov. 10, 1793, the Con- ably include the Bible, if copies were vention established the Worship of Rea- found in the churches," I have found son. Decked out in red liberty caps, the very little on the question of legislation deputies went in a body to the Cathedral against the Bible or concerning its de- of Notre Dame, and consecrated it to the struction. Oliphant says, " In the Revo- Goddess of Reason, whose representative, lution every Bible that could be found a beautiful actress, sat on the altar, while had been burnt, and the works of the old women of the town danced the Carmag- Reformers had to be buried in the , nole in the nave. Then the service ' in ground."—"Rome and Reform," Vol. 1, p. the noble church degenerated into a 467. shameless orgy. The Imprisonment of the Pope " This atheistic debauch was approved neither by the people at large, nor the The imprisonment of the Pope in 1798 Convention as a whole, nor even by all is thus described by a Catholic writer: — the Jacobin minority. It was one result " When, in 1797, Pope Pius VI fell of the influence of the Commune of Paris, grievously ill, Napoleon gave orders that under the lead of Hebert. in the event of his death no successor " Desecration of the churches by the should be elected to his office, and that Jacobins was common. At Lyons, during the Papacy should be discontinued. But a festival given in honor of Chalier, a the Pope recovered; the peace was soon donkey was adorned with a miter, made broken; Berthier entered Rome on the to drink out of a consecrated cup, with 10th of February, 1798, and proclaimed a crucifix and Bible tied to his tail. a republic. The aged pontiff refused to Marat's heart was placed on a table in violate his oath by recognizing it, and the Cordelier Club as an object of rever- was hurried from prison to prison into ence."—" The French Revolution," pp. France. Broken with fatigue and sor- 247, 248, including footnote. rows, he died on the 19th of August, 1799, From the above it is clear that the in the French fortress of Valence, aged Commune (or local government) of Paris eighty-two years. No wonder that half led out in the attack on Christianity. Europe thought Napoleon's veto would be There are good authorities which main- obeyed, and that with the Pope the Pa- tain that the Convention never passed pacy was dead. . . . Yet since then the a decree ordaining the worship of reason Papacy has been lifted to a pinnacle of and closing the churches. C. A. Fyffe spiritual power unreached, it may be, says: — since earliest Christian history."— Rev. " The statement, so often repeated, that Joseph Rickaby, S. J., in " The Modern the Convention prohibited Christian wor- Papacy," p. 1. (Catholic Tract Society, ship, or abolished Christianity,' in London.) • THE NORMAL Teaching Literature known to all young people, read it in a way that the poetry and MAX HILL the thought stand out, and it is a OFTEN when teachers are talk- queer person who does not learn ing together regarding their work, to love it. If you want to spoil one hears the question, " How do it completely, pick it to pieces you teach literature? " Another " grammatically." asks, " Do you study the gram- As to requiring pupils to re- matical construction of the sen- produce what they read, the an- tences? " And still another, " Do swer is similar to the second : you have the children reproduce " Not very often ; " it might be the poems and stories they read? " safe to say, " Never." No child • Now as to the first, it is out of can hope to improve a master- the question to " teach " litera- piece. Did you ever try to have ture. We do use the term, but in a music pupil " reproduce in your an accommodated sense at the best. own words " a piano selection The gems of literature that we from one of the masters? What want the children and young peo- were the results, if you were so ple to know must be made a part foolish? Then why should we do of their lives, assimilated by them it with poetry? Naturally, it will —" chewed and digested," as Ba- be necessary to explain the pecul- con says of some books. The iar constructions, point out the teacher must love them and under- figures of speech, make clear the stand them, and then pass them allusions, and make sure of the on as something desirable, some- new words. Do that first; and thing worth while, as of value. It then, when the pupil is able to will not help so much to speak of grasp the correct thought, throw their value as to show a real ap- yourself into it and enjoy it. preciation of them as the study Never worry about the children progresses. The children will — they know a good thing when catch the spirit — if there is any. they find it and are allowed to Then as to the second question, enjoy it in a natural way. Mem- • " Do you study the grammatical orize the best thoughts — many of construction? " My answer would them ; then the pupils can " re- be, " Indeed not! I want the chil- produce " the best, and in the very dren to enjoy literature, to love it. best way. And what child loves to diagram If you have no poetry in yo::, and analyze and explain every- teach prose; there is a world of thing he reads? " This, it seems it at hand. But read it well, and to me, is one of the great causes teach the children to read it well. of the failure that marks the ef- In the meantime, study poetry. It forts of so many who " teach lit- was one of the subjects in the erature." Take Gray's " Elegy," ancient schools of the prophets, and explain the historical allusions and surely it should have place in and a few words not usually the modern schools. ID (243) 244 CHRISTIAN EDUCATOR

We are neglecting one of the opening at the top of the trunk. The camp scene at the side was made of an most refining influences at our oblong piece of chamois skin and camels command when we fail to include taken from other patterns. The ostrich literature in our work, or when was also traced from a pattern, and the eggs in its nest were carved from bits we make it a burden to our of chalk. The pyramids at the foot of classes. The latter course is surely the hills in the background were made worse than to leave it out, for the of gray paper. LOUISE DEDEKER children must love it if they are benefited by it. Sand Table Work IN the normal department of Emmanuel Missionary College, Di- rector Kellogg and her student- teachers have been working out some of the possibilities of the sand table. Three of these scenes are given here, with a description of each by the one who originated and developed it. A Swiss Scene This little Swiss sand table scene can be used to illustrate a geography lesson on Switzerland. In the background are the Swiss mountains covered with snow, to represent which, flour was used. At one side of the mountains is a small Swiss hospital, and in front a little to the other side is a chalet. In front of the mountains are a few little Swiss children with their pet animals. To the left is the small corner of a lake, on which is a sailboat. FLORENCE BYLS M A.

A Desert Scene This sand table might be used to illustrate the story of " The Three Wise Men " or a desert scene in geography. The three men on camels in the foreground were traced on heavy brown paper from a pattern taken from Primary Education. The covering on each camel was colored with brightly colored chalk to give the appearance of an Oriental rug or mat; the garments and turbans of the men, with white chalk; and the beard and features, with black pencil. To make the A Christmas Story oasis in the center, the sand was hol- This picture represents a scene at the lowed out and blue paper put in to rep- time of Christ's birth. In the center is resent a pool of water. The trees were the cave with Joseph and Mary standing made of tubular rolls of brown paper, at the entrance. In the foreground is a and feathery looking leaves were made shepherd watching over his flock on the of green tissue paper inserted into the plains, while behind him are the wise men, i THE NORMAL 245

on their way to visit Jesus. To the right, Elementary Course by Periods nestled among the hills, is the town of Bethlehem. The patterns for this scene First Grade — Sixth Period are very easily made. Small boxes made BIBLE NATURE.— Stories 16-30 of the from heavy cardboard are used for the group formerly arranged for the first houses, and the people and animals can term, but now beginning with the thirty- be copied from pictures in magazines and first week, or the third period of the cut from Bristol board. second semester. LORRAINE FANKIIOUSER. READING.— Reader, pages 165-190. SPELLING.— Writing short, easy sen- tences from dictation. By the close of A Missionary Pumpkin the year spell a minimum of one hun- dred stock words selected from Reader EVERY one will agree that the der First Grade.) pumpkin in the following true story told by Miss Leola Winne, Second Grade — Sixth Period an east Michigan teacher, was BIBLE NATURE.— Stories 16-30. (See un- the means of doing good mission- der Bible Nature in First Grade.) ary service both at home and READING.— Reader, pages 218-240, and abroad: — review. SPELLING.— See February EDUCATOR. "A little boy sat in church listening to NUMBERS.— See March EDUCATOR. the appeal of a missionary for funds for the heathen. His heart was deeply Third Grade — Sixth Period touched, and he longed to be able to BIBLE NATURE.— Stories 16-30. (See un- help the little children who were neg- der First Grade.) lected and abused because their parents READING.— Reader, pages 252-292, and had never heard of the Saviour. But review. See that pupils have a thorough Harold lived with his grandmother, who knowledge of all diacritical marks. was old and very poor. So he knew he SPELLING.— See March EDUCATOR. could not give any money. But when the ARITHMETIC. — Stone - Millis' Primary, plate was being passed, he showed a pp. 136-154. pumpkin seed to his teacher. " I haven't Fourth Grade — Sixth Period anything but this to give," said he. " It BIBLE.— Bible Lessons, Book One, chap- is a good kind to plant. Perhaps the ter 10. Joshua. Review work of last heathen like pumpkin pies." His teacher semester. Develop map of Canaanite suggested that he plant it himself and tribes, division of land among tribes of sell the pumpkins he raised, and give the Israel. Develop and memorize chapter money. So that evening Harold sought outline of Joshua. out a good place in his grandmother's NATURE.— Bible Nature Series, Book untidy back yard in which to plant his One, chapters 12-16, and review. Develop , treasure. He rejoiced in the earliest nature notebook. green shoots, removing everything in the READING.— Reader, pages 301-345. way of the vine. Soon that corner of the MANUMENTAL.— (Fifth and sixth pe- yard was swept and garnished, for a riods.) See March EDUCATOR. missionary pumpkin must have a clean ARITHMETIC. — Stone - Millis' Primary, place to grow in. Then Harold, seeing pages 244-256, and review. that there was still a chance for improvement, set about to clean up the whole Fifth Grade — Sixth Period space, carrying away and burning rub- BIBLE.— Bible Lessons, Book Two, les- bish, piling up wood, until his arms were sons 103-122, and review. Outlines of the tired and his back ached. But he was three decrees of Ezra. Chapter outlines rewarded with as tidy a back yard as one of Ezra and Esther. General diagram of could wish to see. From his missionary Old Testament events from Creation to garden he was developing habits of neat- Malachi, including " 400 years of silence," ness. and extending to the birth of Jesus. " Little Harold raised a mammoth NATURE.— Bible Nature Series, Book pumpkin that took first prize at the Two, pages 329-432. Develop notebook. county fair. Its story was told, and it READING.— Reader, pages 293-347. was sold at auction, bringing him ten MANUMENTAL.— (Fifth and sixth peri- • dollars for the heathen." ods.) See March EDUCATOR. 246 CHRISTIAN EDUCATOR

ARITHMETIC. — Stone - Millis' Complete, Sanitation and Planting Day pages 121-136, and review; intermediate, pages 121-136, and review. (Concluded from page 234) The Voice of the Grass Sixth Grade — Sixth Period BIBLE.— Bible Lessons, Book Three, les- HERE I come creeping, creeping every- sons 122-134, and review. Finish dia- where; gram of the life of Christ, showing the By the dusty roadside, remaining events of the passion week, On the sunny hillside, the resurrection, the forty days, and the Close by the noisy brook, ascension. Make plain the Marys and In every shady nook, the Johns of the New Testament. I come creeping, creeping everywhere. NATURE.— Bible Nature Series, Book Three, pages 170-204, and review. De- Here I come creeping, smiling every- velop notebook work. where; READING.— Reader, pages 286-336. All around the open door, MANUMENTAL.— (Fifth and sixth peri- Where sit the aged poor; ods.) See March EDUCATOR. Here where the children play, ARITHMETIC. — Stone - Millis' Complete, In the bright and merry May, pages 261-276, and general review; Inter- I come creeping, creeping everywhere. mediate, pages 261-276, and general review. Here I come creeping, creeping everywhere; Seventh Grade — Sixth Period In the noisy city street BIBLE.— Bible Lessons, Book Four, les- My pleasant face you'll meet, sons 101-120, and review. Arrange and Cheering the sick at heart memorize texts for short Bible readings Toiling his busy part,— on Baptism, the Heavenly Sanctuary, the Silently creeping, creeping everywhere. Judgment, the Second Coming of Christ, Signs of Christ's Coming, the Resurrec- Here I come creeping, creeping every- tion, the Millennium, the New Earth. where; Teacher or pupil may select other topics. You cannot see me coming, READING.— Reader, Book Six, pages 408- Nor hear my low sweet humming; 437. See February EDUCATOR for direc- For in the starry night, tions for reading during this semester. And the glad morning light, GRAMMAR.— Bell's " Natural Method in I come quietly creeping everywhere. English," revised, lessons 117-137, pages 175-209. Here I come creeping, creeping every- SPELLING.— See February EDUCATOR. where; MANUMENTAL.— ( Fifth and sixth peri- More welcome than the flowers ods.) See March EDUCATOR. In summer's pleasant hours: ARITHMETIC. — Stone - Millis' Complete, The gentle cow is glad, pages 405-420, and review; Advanced, And the merry bird not sad, pages 129-144, and review. To see me creeping, creeping everywhere. Eighth Grade — Sixth Period Here I come creeping, creeping every- BIBLE.— Bulletin No. 6, Part II, lessons where; 53-83, and review. When you're numbered with the dead U. S. HISTORY.— Dickson's, general re- In your still and narrow bed, view. In the happy spring I'll come AGRICULTURE.— Stebbins's " Principles of And deck your silent home— Agriculture through the School and Home Creeping, silently creeping everywhere. Garden," chapters 31-41, pages 239-344. (Note the appendix.) Correlate with school gardening. Here I come creeping, creeping every- GRAMMAR.— Bell's " Natural Method in where; English," revised, lessons 242-258, pages My humble song of praise 373-398. Most joyfully I raise MANUMENTAL.— ( Fifth and sixth peri- To Him at whose command ods.) See March EDUCATOR. I beautify the land, ARITHMETIC. — Stone - Millis' Complete, Creeping, silently creeping everywhere. pages 545-566; Advanced, pages 263-290. — Sarah Roberts Boyle. • THE NORMAL 247

Clean-Up Day The Budget Plan Works Best W. C. JOHN A BIT of interesting history in Boys: Away to the task, boys, and clean up the the financing of a local school in school, South Dakota is told in the union Come along with a shovel and broom, paper by Bert Rhoads. Since this Come on with your rakes and a big gunny- sack, story sounds remarkably like that For this is the day of dirt's doom. of some other schools, and since it All: led up to the final adoption of the Away with the rubbish heap, standing budget plan, as the most success- " eye-sore," Cart away the ash pile in the back, ful of all, our readers will be in- Pick up all stray papers and sticks on the terested to read it: — grounds, " Because the Elk Point school is the Leave no brick, stone, or can in your oldest one in the State, having been in track. operation more than twelve years, it may Girls: be of interest to recount some of its strug- Away to the task, girls, your aprons tie on, gles and achievements. Our greatest dif- The floors mop and scrub-brush de- ficulty all along the way has been the mand. securing of proper financial support. Now roll up your sleeves, make the win- Twelve years ago the method of getting dow panes shine, funds to run the school was about as fol- Let nothing your ardor withstand. lows: Let all send their children, give as All: they feel able, have faith in God, and Let's make a great bonfire and burn all somehow everything will go all right. the trash, This was a beautiful plan, except that it Let nothing escape our sharp eye. didn't pay the teacher. She had to wait Let's mend the old fences and fix up the long and patiently for part of her wages. gate: She was getting $15 a month and board- Come on. boys and girls, make things ing herself. fly. " Then we tried another plan of sup- Our Tree port! No pupil to be received as a member, or allowed in any classes, without a ONCE a little tree stood growing, certificate from the treasurer showing that Growing in a shady glen; tuition had been paid a month or more Through the tangled bushes round it in advance. This made the teacher some Came three stalwart little men: extra work, but we blossomed out at the Saw its straight and perfect beauty, end of the school year with a paid teacher Knew it would of all be best; and twenty-four cents in the treasury. Straightway took the pick and shovel, " But this plan seemed a little stiff and Dug it from its early rest. harsh, so the next year we mollified its harshness by permitting three days of Down into the school yard bore it; grace in which to bring the tuition. The Wond'ring, frightened little tree, three days of grace degenerated into sev Did not know its glorious purpose, What a famous one 'twould be; eral days of graft, and we came up to the end of the second year short in our How its tender upright branches Gleaming in the sunset's gold, funds. " Then we adopted the plan of having Full of promise for the future school keep as long as we had, or thought Brightness, joy, and hope foretold. we had, money for it. School might close See. its boughs are pointing heaven- Friday and not start again Monday. Pu- ward, pils could never finish any line of work And its roots are firmly set, under such a regime, and we were nearly And the lesson that it teaches discouraged. I think we should have We, as pupils, won't forget; fallen out altogether if it had not been We must look for help from Heaven, for the excellent care and oversight of Pray for help from God on high, our educational superintendent. Lay more firmly our foundation " Now we feel sure that we have come As each school year shall pass by. out into the light on the matter of • — Ethel Amidon. financing our church school. About the 248 CHRISTIAN EDUCATOR time the agitation was on for the present It is Working Well school year, we called a meeting and estimated the cost of the school for the I CAN heartily recommend the plan of year (eight months). Pledges of support giving school credits for home work. were called for to be made good at once, There are several things one might speak either in cash or bankable paper, bank of in its favor. notes having been brought for the occa- One mother told me that her boy was sion. When all had either signed notes usually so busy at the barn he didn't or paid cash, there was still lacking $50. often see things to do in the house. Of We made out a joint note for this amount, late, however, she said there had been a and we all signed it, with the under- change. When he sees her taking out standing that any donations or pledges ashes or doing other tasks, he remarks, that might be provided for later should " Mother, let me do that," until she says apply on that note. This arrangement is it is delightful to have such a gentleman working splendidly." around. We have tried it for ten weeks, and Notice there seems to be no lack of interest now. In the January number of CHRISTIAN Using the marking given on the blank, EDUCATOR the article entitled " Helps for except for first grades, I allow the schol- the Schoolroom " includes among school ars whatever credit they can attain. No exhibits furnished by manufacturers the one has received less than ninety, and name of Cassella Color Company as fur- some have received as high as one hun- nishing an exhibit of dye stuffs. Word dred and eighty-five credits. from this company informs us that these Briefly, it makes the pupils more will- are no longer available. ing and cheerful, and gives them splendid

A School Boardman's Desire G. M. WOODRUFF You ask what the school board expects of the teacher : About the same virtues that grow on the preacher. The teacher that I am now looking to find, Is one who is gentle, and patient, and kind; Who is neat on the Sabbath, and neat every day, And as prompt in her work as collecting her pay ; Who loves the prayer meeting, acting her part, And has a religion that comes from the heart; Who goes to Sabbath school, also to meeting, And is always in mood to exchange friendly greeting; Whose adorning consists not in flower and feather, Nor in styles that change like the wind and the weather; Who cares more for her health than she does for the fashion, And when gently reproved does not fly into passion; Not enticed by the theater, circus, or show, When assailed by the tempter can plainly say, No. Now, to sum it all up in a few simple lines, The teacher I like is the one whose light shines. If she's faithful to God, and walks by his rule, You have nothing to fear when she enters the school. But if form and book learning is all you desire, The public school gives it, without extra hire. Or if you want fables and stories called funny, These you can get and not spend hard-earned money. 'Twon't pay to keep cows and get milk to sell, If you can pump the same thing from the well. These words may sound strange from my pen here now falling, But I want a teacher who's not missed her calling. • THE NORMAL 249

drill in addition and concentration, or, rather, stick-to-it-iveness, causing them to keep a daily record. The articles from teachers in the Our Question Box CHRISTIAN EDUCATOR have been very helpful. I should like to see more of them. GRACE H. SCOTT. ANSWERS BY MAY COLE KUHN We have been giving a good deal of at- QUESTION 5.— Should children be al- tention of late to the matter of introduc- lowed to leave their seats without per- ing school /credits for home work into our mission? schools. I find a very hearty response At stated periods, yes. The leading from parents and children, and I am thor- educators are recognizing that there is no oughly convinced that this phase of edu- psychological nor physical advantage in cation is one of great importance. We keeping a child in one position for five shall continue our work here along this hours. During reading they should re- line until every child is receiving its main quietly in their seats, working. benefits. A few children seem averse to it, but they are the very ones who need QUES. 6.— Should a teacher of eight it most. I am so glad that it is placed grades act as janitor for the school? ' on the same basis as any school subject. No; unless the eight grades contain one Surely this is as it should be, for it cer- pupil each. Then the children should tainly is a very important line of edu- help. cation. SARAH E. PECK. QUES. 7.— Is it permissible for pupils I wish to indorse heartily the Home to mark their books? Workers' Report Blanks. Of the various Not for children. Older pupils, as those devices — and really they have been many in our academies, may be excusable in so — that I have sent to my teachers, which doing, provided that it aids in their study I thought would be helpful to them in to make notes in the margin, and under- their work, there is not one which has re- line certain passages. Even these should ceived so hearty a reception as has this have some guidance. one of the Home Workers' Blank. I just placed an order today for one thousand QUES. 8.— Is it necessary for the pupil more. G. R. FArric. to do all the memorizing in reading and in Bible? Weeds and Seeds It is an advantage, not a necessity, and A NAUGHTY little weed one day may be very easily done, if illustrations Poked up its tiny head. are used to aid the pupil's memory. By " Tomorrow I will pull you up, all means let the child memorize some- You Mr. Weed," I said. thing good; if he doesn't, he will mem- But I put off the doing till, orize something undesirable. When next I passed that way, QUES. 9.— Suggest some good indoor The hateful thing had spread abroad, games. And laughed at my dismay. " I Saw It," a language game; " I Put A naughty little thought one day My Left Foot Out," a calisthenic game. Popped right into my mind. " 0-ho! " I cried, " I'll put you out QUES. 10.— Please tell us generally what Tomorrow, you will find." we need to improve in most. But once again I put it off (1) Personally: in breadth of mind, Till, like the little weed, and in disposition. The ugly thing sprang up apace (2) In the use of plenty of illustra- And grew into a deed. tions and object lessons. Recognize that the children must be reached through the So, boys and girls, heed what I say, eyes, the ears, or the feelings. And learn it with your sums: (3) In composition and English. Don't put off till tomorrow, for Tomorrow never comes. QUES. 11.— Does not- the teacher's au- Today pull up the little weeds, thority extend from the time the chil- The naughty thoughts subdue, dren reach the school until they reach Or they may take the reins themselves, home? And some day master you. Yes; his interest goes beyond even that • — The Sunday School Times. portal.

HOME EDUCATION • Fathers and mothers, you can be educators in your homes.— Mrs. E. G. White.

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My Work is Best for Me • Let me but find it in my heart to say, This is my work, my blessing ; not my doom ; Of all who live, I am the only one by whom • This work can best be done in the griht wa.y

Then shall I see it not too great or small To suit my spirit and prove my powers ; • Then shall I, cheerful, greet the laboring hours, And cheerful, turn, when the long shadows fall At eventide, to play, and love, and rest; Because I know for me, my work is best. — Henry van Dyke.

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Letter from a Mother-Teacher Dear Mothers of Little Children: world, but it cannot educate them Are some of you situated as I am, for the kingdom of God. And how with little children to educate and can you be successful in educating no church school in your vicinity? them for God while you send them Then why not follow the Lord's to a school which teaches some plan, and teach them yourself? things contrary to God's Word? The servant of the Lord has told us How much better it is for the that mothers should be the only little child to learn from mother teachers of their children until they the sweet Bible stories than to have reached the age of eight or have his mind filled with the fairy ten years. After teaching my child tales and folklore taught in the for three years, I wish to tell you public schools ! As you teach him some of the advantages gained. to read, you have the opportunity It is the highest hope of every to develop his taste for the good Christian mother to see her chil- and true in literature. Then when dren saved in the kingdom of God. you teach him the Bible story of God has given to her the work of creation, you lay the right foun- teaching her children, and upon her dation for all his future work in faithfulness in this work depends science, and he is able to meet, to a large extent their salvation. with the Word of God, the theo- It is the work of the public school ries of men concerning the ori- to educate the children for this gin of all things. • (250)

HOME EDUCATION 251

When his playtime comes, he is • not exposed to contact with evil Nature Month by Month which he is almost sure to meet in a mixed school. You cannot afford to run the fearful risk of 3,IADGE MOORE placing a child of six in association with evil companions. How " THE South wind's balm is in the air, The melting snow wreaths everywhere much better to keep him in the Are leaping off in showers." pure atmosphere of the Christian home until he has developed suffi- April weather is uncertain. cient strength of character to re- Often in places we find traces of sist evil ! snow. Yet the balmy days when It is much better for the young they do come have a wonderful 111/ child's health to teach him at influence upon the growing vege- home. It requires but a few min- tation. The sap begins to flow, utes' time for his lessons, and the plant is kept moist with fre- then he is free to run and play quent rains, and the leaves are instead of having to sit still for ready to unfold. hours in a crowded schoolroom. Notice the general hue of the The same work may be accom- woods. Is it not a delicate green plished in a much shorter time in and a pale red? Even at the end the home than it takes to do it in of the month the forest is not en- the schoolroom. Then there is tirely leaved out. How good the time to teach him to be helpful tender grass seems to the hungry about the home. You have the pasture animals! opportunity to teach him the " joy First Week — Flowers and Chickens of unselfish service, which is the In the children's report let them great lesson of life." notice the buds, flowers, leaves, Do you feel that you do not birds, and insects as they appear. know how to teach? There is The following diagram might help help for you. Any mother with them to be observing: — an ordinary education ought to be able to take Miss Hale's " Pri- • mary Reading Manual," and Date Object Seen Where Description " True Education Reader," No. 1, and be successful in teaching her child to read. Why are the winds strongest in Try it, mothers, and prove the early spring? They melt the wisdom in following the Lord's snow, dry up the mud, blow up plan in the education of your chil- the rain clouds, and carry the pol- dren. When you have tasted the len from one plant to another. joy of teaching your little chil- The spring rains are warm. dren, you will not wish to give up They wash the ground, and, soak- the task to another. This pleasing into it, start the little seeds ure rightfully belongs to you. to growing. The trees and grass • MRS. MAGGIE COREY. also need water. 252 CHRISTIAN EDUCATOR

Watch for the hepatica, blood- them plenty of water. Fill a root, Dutchman's breeches, anem- tumbler or glass jar to the brim, S one, trillium, trailing arbutus, and and over it place a shallow dish, violets. The flowers at this time invert the jar, and the water will of year are of a delicate shade, run out just right for them. frail, and short stemmed. There Clean the dish and change the are also the tame flowers — the water often. crocus, daffodil, tulip, and the blue " It has been estimated that flag. chickens and their parents have Let Mary or John have a good twenty-three different notes." Let healthy missionary hen. The chil- us learn the chicken language. dren could find a clean box, turn Notice the pathetic note when fluffy is lost, the warning cluck of the hen, the call to dinner by S the mother, and the contented peep of the chick when safe under mother's wing. See how he grows. How funny his growing feathers make him appear. Now is a good time to it so that the hen will be shel- notice his body as to shape. Com- tered, and place in it straw or pare his wings with those of other hay for a nest. Feed her well birds, also his feet and legs. No- with grain while she is sitting on tice his ears, eyes, shape of bill, her eggs — say thirteen. After feet, and the perhaps nineteen days, the little little " perch chicks peep out. Give them noth- toe " on the ing to eat for twenty-four hours. back. Talk Then some bread crumbs, corn about his rel- meal, and broken or ground shell atives. T h e will make them a fine meal. A tame ones are soft food of corn meal, bread the turkey crumbs, and skimmed milk could a n d guinea be mixed and given three times a hen ; the wild ones are the quail, day. Corn and wheat ground fine partridge, and grouse. Bring out are good dry food, and should be the family characteristics. given every few hours. If the The children will surely learn weather does not permit them to to love their chickens, and will not be out, put chaff or bits of hay want to " eat " them, but rather upon the floor, scatter a little to protect them, and through them grain on it, and let them take learn to love and protect others their first lesson in scratching. of God's creation. Little tender tips of grass are good for them. For grit with Second Week — Animal Life which to grind their food, broken In this spring month when all egg shells will do. They soon be- plant and animal life is begin- gin to like Dutch cheese. Give ning, in answer to the child's • HOME EDUCATION 253

question, " Where did I come Third Week — Budding from? " the story of life may be told and beautifully illustrated by April is the month to go budding. the little flowers, the budding Collect twigs from the maple, elm, trees, and the domestic life of poplar, chestnut, lilac. Notice the birds, and others of God's crea- structure of the buds. We noticed tures. The shapes and kinds last meadow mice month. Are they scaly? build nests on Leaf or flower? Draw the ground, the the different shapes squirrels i n showing t h e arrange- holes o f the ment on the stem. On trees, the toads your chart date the open- • and frogs go to ing of different kinds of the ponds to buds. Study the little hatch their leaves as they appear as young. T h e to margin, shape, parts, queen bees veins, and purpose. visit the early When the buds have flowers of the leaved, try some blue willow and other blossoms to gather print work and see how fascinat- nectar, and start new nests — un- ing it is. It helps in studying flow- der shelter, sometimes using old ers and leaves. Blue print paper mouse nests. Even the ants are can be ob- preparing their colonies, and the - tained at fly comes out from his winter re- - any drug treat to deposit millions of eggs in ( store. Have refuse heaps. More birds come a piece of north and outdo each other in sing- glass about ing. The father bird in his bright- eight inches est frock, and with his happiest square, com- note, coaxes the mother bird away mon window in search of a suitable location for glass will their home, and they are soon bus- do. Cut a 1110 ily at work. Show the system, c a rdboard order, and beauty in creation and the same also why it is now marred. The size. Place a kingfisher, whippoorwill, vesper piece of the paper in the center and chipping sparrows, barn swal- of the cardboard. Select a leaf or low, brown thrasher, and house flower and place it on the paper wren are usually here by the end quickly and carefully (not in a of the second week. Toward the bright light while putting it to- last come the humming bird and gether). Over this place the the wood thrush. The robin and glass, secure the edges with chickadee nest about the third clothespin clips, place in a strong week, and the bluebird and crow sunlight until that part of the perhaps a little earlier. paper not covered by flower or 254 CHRISTIAN EDUCATOR

leaf turns an even grayish blue. until it feeds itself through its Then remove clips, take off glass, roots. Plant some soaked beans lift paper carefully by one corner, in the sawdust. Place a few shake off the leaf or flower, and in cotton in a glass of water, and place the blue print in a dish of watch the roots grow. clean water. Rinse it until no color In three days let him dig up a will wash off. Place between blot- bean from the sawdust, and see ters, and press between books. what has happened to the white The latent buds are interesting. lump. It has pushed out, and Find these tiny buds — some only formed a little stem with several little roots from it. In a few days the bean pushes up through the sawdust. Its skin is dry and hardy and almost off. This drops off soon, and the little green leaves are seen peeping out between the halves of the bean. The leaves unfold and show a lit- as large as a pinhead. They do tle bud between them. The two not open when the others do, but halves of the bean die and drop if the twig or tree is broken off, off, leaving a little bean plant. these and the larger buds are left, There are many little poems then these fill the emergency and that are good to teach with this. from them come forth large limbs. lesson. They are sometimes in the trunk of a tree asleep for years — but Influence of Environment do their work when needed. Take on Children a twig, break it off just above SARAH STICKLE this little bud. Take another and (Concluded front last month) break off the large buds. Watch Ray and Paul the little latent buds spring forth IT was not an ideal schoolroom, and swell up. this one that Ray had spent his first Fourth Week — Seed Germination two school years in. No, it was Give the child a little box of not, although it might have been. sawdust, also some Lima beans. As we look at the teacher, we do Notice the little mark where the not blame Paul any for saying, bean was fastened to the pod. " I wish she looked like Miss San- Put beans in a glass of water, ders "— a very neat and tidy-look- and watch them swell. Next day ing person who taught Paul's Sab- take one; feel of its soft, loose bath school class. This teacher skin. Taking it off, we find the looked just the opposite. As we bean to be in two parts. Opening looked around the schoolroom, we these halves like a book, inside could not help but think that ev- we find a little white lump. On erything looked a great deal like the end of the lump see two tiny the teacher. On her desk were leaves. In these leaves is stored books, papers, and what not, in a up enough food for the little plant very chaotic condition. And of HOME EDUCATION 255

course the pupils' desks looked that unless he does his work more very much like the teacher's. neatly, he will never get a position. When asked to see her daily There must have been a mistake program, she said that she had in his teaching somewhere." Of found out that she could get along course our minds at once turned just as well without one. So she back to Ray's early school years, did not use one now. and we related the story to his She first called for the second teacher. " How sad ! " she replied. grade reading to come up to recite, " Oh, if our teachers could only which we were very glad of, for realize the importance of the this was one of Paul's classes, and child's early surroundings ! I do we had come especially to visit not know whether Ray will ever be Paul's school. There were four able to overcome this element of pupils in the class, none of whom untidiness that enters into all his did remarkably well. One of the work, and is especially detrimental little boys went so far as to say to bookkeeping." We felt sorry that he had forgotten where his for Ray as we left, for we knew lesson was. So of course he could that it really was not his own not study it. The teacher promptly fault. told him, and sent him to his seat Ray had spent only two years to study it. in this environment that had such Several years have passed since a terrible effect on his life; but our visit to this school. It still they were two of the most im- exists, but with a different teacher portant years. It is the little foxes and different pupils. On inquir- that spoil the vines. ing about Paul, we hear that he is +++ ++++++++ t++++++44+++. attending an academy near by, tak- o Books and Magazines ing the commercial course. We • are very glad to hear this, for we " GETTING ACQUAINTED WITH THE expect to visit this academy in a TREES," by J. Horace McFarland. 241 pages. Price, 50 cents. Macmillan Com- few days. pany. We have always been much in- If you are a lover of the trees, you terested in bright-faced little Ray, will want to read this little volume, for you will be refreshed by the delightful as he still seems to us. But as outdoor atmosphere of its pages, and you he walked forward to greet us, we will feel still better acquainted with the felt rather disappointed. Some- objects of your pleasure. If you are not a lover of trees, you need to get ac- thing about him does not seem as quainted with them for the new pleasure we expected. and interest you will conceive in the com- On inquiring of his teacher mon varieties of trees that frequent the hills and lanes and dooryards about you. about Ray's work, she said, " Well, The book is written in an untechnical, it is too bad; he has such a keen easy style, by one who sought the com- mind, but his work will never pass. panionship of trees for recreative purposes, and found so much of pleasure and He seems to think as long as he profit in observing the changes from gets it done any way, it is all naked winter through budding, blooming, right. We are trying very hard to and bearing, that he has set down his observations in an informal, chatty style reform him, and to get him to see that will entertain the young and inspire S '256 CHRISTIAN EDUCATOR

amples, the evils resulting from access Christian Educator to the treasury funds through appropria- tion measures originating with Congress- FREDERICK GRIGGS - - Editor men who have a constituency to serve. In view of our present interest in the W. E. HOWELL - - Managing Editor budget plan, its superior merits from an Special Contributors: J. L. Shaw, 0. J. Graf, C. W. Irwin, H. A. Morrison, E. C. Kellogg, B. F. economic viewpoint, as set forth in these Machlan. articles in contrast to " pork " methods, make very interesting and profitable Takoma Park, Washington, D. C., April, 1916 reading.

$1.00 a Year Single Copy, 10 Cents Recognized Five subscriptions, one order, one address, $3.00 OUR Singapore training school has re- No subscription accepted for less than half-year ceived recognition from the government school inspector. He visited the school Published monthly by several times, and finally said that it REVIEW AND HERALD PUB. ASSN., Washington, D. C. came more nearly to his ideal of a missionary school than any other in the city. Entered as second-class matter, September 10, 1909, at the post-office at Washington, D. C., under New Studies by Correspondence the act of Congress of March 3, 1879. The Fireside Correspondence School, Takoma Park, D. C., desires to announce the teacher. Opening with "A Story of lessons in the following new subjects: Some Maples," the chapters glide along Logic, Geology, Reporting and Punctua- through the seasonal story of the oak, tion, and Bible for grades four to seven. pine, apple, willow, poplar, elm, tulip, Those interested should write to the fore- nut-bearing, and " other trees," like the going address for further information and birch, holly, dogwood, sycamore, persim- for our booklet entitled " The Fireside mon, etc. Just the book for the season. Correspondence School in a Nutshell." C. C. LEWIS, Principal. " SELECTIONS FROM AMERICAN POETRY," edited by Frederick Houk Law, A. M., The New School Register Ph. D., head of the department of Eng- TIIE new school register is now used in lish in the Stuyvesant High School, New all the schools in both the California and York City. 122 pages. Houghton Mifflin the Northwestern California Conference, Company. and it is meeting with general favor. The With the usual excellent qualities of teachers say that it is easier to make out judgment, taste, and workmanship char- their reports than from the register we acteristic of the Riverside Literature used last year. From the superintendent's Series, the Houghton Mifflin Company has point of view, I can say most assuredly just brought out a little cloth-bound vol- that we are getting better results in the ume of poetical selections that is " just way of reports. I am certain that our the thing " for American adolescent life, present register is going to be a strong and also meets the present college en- factor in strengthening the Junior work trance requirement. It gives special at- in our schools, and in helping the teach- tention to Longfellow, Whittier, Poe, and Lowell, but includes Bryant, Emerson, ers to feel that it is a regular part of the SARAH E. PECK. Holmes, and Whitman. In the back of school work. the volume are " Helps in Reading," " Biographical Notes," and a list of Ref- erence Books. An introduction gives some The Fireside Cor- very helpful suggestions on " Method of STUDY respondence School Study " in poetry. at will show you how. In the January and February World's Agents wanted. Send Work are two very illuminating articles for our " Nutshell" on the " pork barrel" versus the budget HOME system of appropriating Uncle Sam's Calendar. money. The articles are entitled: " Shall We Have Responsible Government? " Address, C. C. Lewis, Principal, They expose, with many concrete ex- Takoma Park, Washington, D. C. Washington Missionary College

" THE GATEWAY TO SERVICE "

AT HOME AND ABROAD

For Calendar, Apply to the President, J. L. SHAW, Takoma Park, WASHINGTON, D. C.

DEPARTMENT PUBLICATIONS Christian Educator (Monthly - 10 Nos.), one year 51.00 With premium and club offers. Spelling Booklets for Grades 2, 3, 4, 5,- each grade .10 Words selected from pupil's various books. Pioneer Pictures, Set 1 (5 Pictures), 10 cents a set; 3 sets .25 James White, Joseph Bates, J. N. Andrews, Uriah Smith, Ellen G. White. EDUCATIONAL BULLETINS No. 1. Teachers' Reading Course, First Year, 24 pages $ .05 Based on " Education " and " Waymarks for Teachers." No. 2. Blackboard Suggestions for Oral Bible, 12 pages .03 With illustrations and directions for drawing. No. 3. Elementary Woodwork, 12 pages .03 With drawn models and directions for work. No. 4. Construction Work in the Elementary School, 16 pages .04 With drawings, directions, and weekly assignments. No. 5. Language in the Primary Grades, 10 pages .02 With suggestions, drills, and pupil drawings. No. 6. Outline Lessons in Prophetic History, 48 pages - .15 Covers Daniel and Revelation for the eighth grade. No. 7. Teachers' Reading Course, Second Year, 20 pages .05 Based on " Special Method in Reading " and " Mistakes in Teaching." No. 8. Lessons in Drawing, 28 pages .07 Directions for work by months, and occupation period by weeks, illustrated. No. 9. Outline in Geography, 16 pages .04 Based on Morton's Geography and General Conference organization. No. 10. Educational Council (1913), 16 pages .05 Report of Council at the General Conference. No. 11. Teachers' Reading Course, Third Year, 20 pages .05 Based on " Counsels to Teachers " and " School Management and Methods." No. 12. Primary Bible Nature, 42 pages .15 Outlines and Methods for Primary Grades. No. 13. Standards and Courses (Revised) .05 Courses, standards, certificates, examinations. No. 14. Elementary Course of Study .05 Specifications in detail by semesters. No. 15. Teachers' Reading Course, Fourth Year .05 Based on " Special Method in Arithmetic," and "All the Children of All the People." No. 16. Outline Notebook, Teachers' Reading Course, 1915-16 .15 No. 17. Nature Month by Month .05 Reprint of Serial by Mrs. C. C. Lewis, 1914-15. Order Through Your Tract Society

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