VOL. 2. �
JANUARY, 1898. �
No. 1. 
EDITED 13Y 
FRANK W. Howls. 
BATTLE CREEK, MICH., U. S. A. 
YEARLY SUBSCRIPTION, 
FORTY CENTS. 
Tyr stEllristiatt gduratar 
IS DEVOTED TO 
The Thorough, Systematic, and Symmetrical Culture of 
the Hand, Head, and Heart, In the Home, 
School, and Church. 
I 5 5 1.../ ID MONTHLY. 
 
ntered at the Post-office in Battle Creek, Michigan. 
THE hand that hung the worlds in space is the 
hand that wrought with delicate skill the lilies of the 
field. 
OUR bodies are built up from what we eat and 
drink; and as in the natural economy, so in the spiri-
tual economy, it is what we meditate on that gives 
tone and strength to our spiritual nature. 
S �
- 
�
 MANUAL TRAINING IN EDUCATION. 
FAITH is not an opiate, but a stimulant. �
ALL the powers of the mind should be called into 
use, and developed, in order for men and women to 
LABOR is to human beings what they make it. �have well-balanced minds, The world is full of one- 
sided men and women, because one set of faculties is 
DIAL honestly and faithfully with your children. �
cultivated, while others are dwarfed from inaction. 
The education of most youth is a failure. They 
LAY a care and perplexities with the labors of overstudy, while they neglect that which pertains to 
the day. �
practical life. Men and women become parents with- 
Out considering their responsibilities, and their off- 
's
WHEN God lays a work on individuals, men are not spring sink lower in the scale of human deficiency 
 
to reject his sanctions. �
than they themselves. Thus we are fast degenera- 
c2.-1::: �
ting. �
The constant application to study, as most 
• •.. 
active in the wrong. And in order to preserve the 
obtaining an education, success is not to be balance of the mind, labor and study should be 
.regarded as a matter of chance or destiny. �united in our schools. 
In past generations, provision should have been 
NATTIB.E testifies of an intelligence, a presence, an 
made for education on a larger scale. In connection 
active energy, that works in and through all her laws, with the schools should have been agricultural and 
WE were created for a higher and nobler existence schools are now conducted, is unfitting youth for 
 
than the life that now is. �
practical life. The human mind will have action. 
If it is not active in the right direction, it will be 
 
100 �
THE CHRISTIAN EDUCATOR. 
 
anufacturing establishments. There should have 
--,Jeen teachers of household labor also. A portion of 
the time each day should have been devoted to labor, 
that the physical and mental might be equally exer-
cised. If, in the past, schools had been established 
upon this plan, there would not how be so many 
unbalanced minds. 
I have been led to inquire, Must all that is valu-
able in our youth be sacrificed in order that they may 
obtain an education at the schools? If there had been 
agricultural and manufacturing establishments in con-
nection with our schools, and competent teachers had 
been employed to educate the youth in the different 
branches of study and labor, devoting a portion of 
each day to mental improvement, and a portion of 
the day to physical labor, there would now be a more 
elevated class of youth to come upon the stage of 
action, and have an influence in molding society. 
Many of the youth who would graduate at such insti-
tutions would come forth with stability of character. 
They would have perseverance, fortitude, and courage 
to surmount obstacles,' and principles that would not 
be swerved by wrong influences, however popular. 
There should have been experienced teachers to give 
young ladies lessons in cooking. Young girls should 
have been instructed to manufacture wearing apparel, 
cut, make, and mend garments, and thus become 
-educated for the practical duties of life. 
For young men there should be establishments 
where they could learn various trades, which would 
bring into exercise their muscles as well as their men-
tal powers. If the youth can have but a one-sided 
education, and it is asked, Which is of the greater 
consequence, the study of the sciences, with all the 
disadvantages to health and life, or the knowledge of 
labor for practical life? we unhesitatingly say, The 
latter. If one must be neglected, let it be the pdv'i 
of books. There are very many girls who have 
married and have families, who have but little prac-
tical knowledge of the duties devolving upon a wife 
and mother. They can not cook, but they can read, 
and play upon an instrument of music. They can 
not make good bread, which is very essential to the 
health of the family. They can not cut and make 
garments, for they did not learn how to do these 
things. They did not consider them essential, and 
in their married life they are as dependent as are 
their own little children, upon some one to do these 
things for them. It is this inexcusable ignorance in 
regard to the most needful duties of life which makes 
very many unhappy families. . . 
intellectual, physical, and moral culture should be-
combined in order to have well-developed and well-
balanced men and women. Some are qualified to-
exercise greater intelleCtual strength than others, 
while others are inclined to love and enjoy physical. 
labor. Both of these should seek to improve where-
they are deficient, that they may present to God their 
entire being, a living sacrifice, holy and acceptable 
to him, which is their reasonable service. The habits 
and customs of fashionable society should not shape: 
their course of action. . . . 
The minds of thinking men labor too hard. Men 
frequently use their mental powers prodigally ; while 
there is another class whose highest aim in life is 
physical labor. The latter class do not exercise the 
mind. Their muscles are exercised, while their brain 
is robbed of intellectual strength ; and the brain-. 
workers neglect to exercise the muscles, and rob-
their bodies of strength and vigor. `‘Those who are-
content to devote their lives to physical labor, and 
leave others to do the thinking for them, while they 
simply carry out what other brains have planned, will 
have strength of muscle, but feeble intellects. Their 
influence for good is small in comparison with what-
it might be if they would use their brains as well as-
their muscles. This class fall more readily if at-
tacked with disease, because the system is not vital-
ized by the electrical force of the brain to resist. 
disease. Men who have good physical powers should 
educate themselves to think as well as to act. . . . 
<This is what might have been done by a proper-
system of education. . . . But we can do much, 
even in these last days, to correct the existing evils • 
in the education of youth. And because time is 
short, we should be in earnest, and work zealously to• 
give the young that education which is consistent 
with our faith. We are reformers. We desire that 
our children should study to the best advantage. In 
order to do this, employment should be given them 
which would call the muscles into exercise. Daily, 
systematic labor should constitute a part of the edu-
cation of youth even at this late period. Much can 
be gained even now by connecting labor with schools. 
The students will acquire, in following this plan, elas-
ticity of spirit and vigor of thought, and can ac-
complish more mental labor in a given time than 
they could by study alone. And they can leave their 
schools with physical constitutions, unimpaired, with 
strength and courage to persevere in, any position in. 
which the providence of God may place them.— Mrs.. 
E. G. White, in " Christian Education." 
Gentral gtictirlts 
THE CHRISTIAN EDUCATOR. �
l or 
THE EDUCATIONAL VALUE OF MANUAL 
TRAINING AND ITS MORAL 
- INFLUENCE.' 
Ch. may be safely said that the educational value of 
manual training, its moral influence, is not empha-
sized, is but little known. It is always the practical 
side that is considered, the utilitarian principle that 
finds advocates and followers, the dollars and cents 
that are worshiped. I wish, therefore, at the outset 
to dispel the idea, commonly held, that manual train-
ing is solely a mechanical process, merely a mus-
cular exercise. Manual training is not merely a 
training of the hand; it is intended more especially 
for the intellectual and moral development.) 
In order entirely to fulfil its mission, manual train-
ing must teach its pupils that they must create; that 
the only work of•any value for educational purposes is 
something over which they have made some intellec-
tual effort in the conception, delineation, construction, 
of an original idea. And in doing this, a pupil must 
receive complete hand-skill, the powers of the eye, 
the hand; and the...mind all being called into opera-
tion. Teaching a trade does not accomplish this ; it 
is the fundamentals which lie at the basis of all trades 
and occupations that should be taught. If a knowl-
edge is given of these, afterward the technicalities 
of the different trades will not prove difficult, as the 
most important part, the groundwork, has already 
been attained. 
(The necessity for some such training is obvious. 
Every day it is taking deeper root; schools are spring-
ing up all over the country, though as yet most of 
the systems are very crude and only partially devel-
oped. The chief fault which teachers have to guard 
against is the mistake of making the product, the 
visible product, the main thing, instead of only a 
means to an end. The aim should not be some 
special material product, but the benefiting of the 
whole individual by awakening his perceptive, recep-
tive, and conceptive faculties, and by giving him 
hand-dexterity; that is to say, the power to execute 
in any material the ideas he conceives in his brain. 
The hand is very closely allied to the brain, working 
better for a trained mind, and the mind working 
better for a skilled hand to carry out its require- 
l A lecture recently delivered in Chicago. 
ments. Nor is this all, the training of the visual' 
faculties is nicessary to complete development. If 
one is taught to depend entirely on artificial aids, the• 
faculties of the individual still remain uncultivated. 
One might go on twenty years using tools 'mechan-
ically, and remain an unskilled artisan, as many do.. 
All 'this, however, must not mean that kind of educa-
tion that is intended to foster industrial skill and to- 
lit the pupil, while at school, for the industrial pur-
suits of later life. We make strenuous opposition to. 
industrial education in this sense. The state violates-
the rights of children when it undertakes to prescribe-
their future career during the school age ; and we-
hold that the public system of education should be 
kept free from any subserviency to " the bread-and-1 
butter interests" of later life. There is a totally 
different sense in which the phrase "industrial skill" 
or "industrial education " may be understood; not 
that education shall be made subservient to industrial 
success, but that the acquisition of industrial skill 
shall be a means for promoting the general education 
of the pupil; that the education of the hand shall be 
a means of more completely and more efficaciously 
educating the brain. It is in this sense, in which 
labor is regarded as a means of mental development, 
that industrial education is understood by the most 
enlightened of its advocates. 
Casting aside all these preliminary arguments and 
views on the subject, let me endeavor to point out the 
application of the ." creative method," as it has been 
appropriately named, in the school; first, to the train-
ing of the intellect; second, to the development and 
refinement of the taste; and third, to the formation of 
the character. 
c...,Manual training in its ideal meaning is merely a 
method. It is the method of self-thinking and self-
activity. In a true manual-training school, a school 
in which manual training is a main factor, in whose 
center stands the department of manual training like 
a laboratory in which everything pertaining to the • 
child's education is tested and verified,— in such a 
school the pupils have to do everything themselves; 
the teachers must not and can not do it for them. 
They have to think for themselves, to come to their 
own conclusions, and to execute, to act, for them-
selves. The child is thus taught by experience, 
making his own experience, and has to bring into 
action every faculty when at work. The work on 
which the pupil is engaged in the ,school workshop -
will make his conception of the fundamental geomet-
rical relations unusually clear and distinct. The 
102 �
THE CHRISTIAN' EDUCATOR. 
properties of a square, trapezoid, circle, ellipse, etc., 
will be more vividly realized by thoy who embody 
these forms than by those who only observe them. 
Every one knows that the language of form — refer-
zing here to mechanical drawing, to the mechanical 
sketch in the workshop — is essential to the harmoni- 
•ons development of the mind; and nobody will deny 
that the power of concretely expressing forms will 
give us a firmer mental hold upon the forms them-
selves. I want to add that the work of the pupils 
will aid them to a clearer understanding of the ele-
mentary facts of mechanics; they will not only gain a 
more realizing knowledge of mechanics,— tools and 
their functions,—but will also be led up to a better 
comprehension of the general Ihws and principles that 
underlie the action of machineries. The pupils who 
will, as far as possible, construct their own scientific 
apparatus, will undoubtedly be greatly benefited in 
the study of physics. 
What I have thus far said refers only to the value 
.of manual training for the culture of the intellect. 
But we desire an ‘4 all-sided rather than a one-sided 
development of the child, and must therefore take 
into account the esthetic and moral nature as well. 
Only by the harmonious culture of all three can the 
larger humanity be perfected; and the creative method 
must show itself capable of giving a powerful stimulus 
in all these different directioni, if it would vindicate 
.its title to the high significance which we ascribe 
to it. 
Now, it is easy to see that the production of beauti-
ful forms by the pupil will tend to heighten his appre- 
•eiation of what is beautiful, and to refine his taste. 
I speak here of the art departments free-hand 
drawing, designing, painting, and modeling. 
While mechanical drawing is made the basis of 
instruction in the workshop, and the work executed 
is the means of creating mathematical precision, in 
the schoolroom free-hand drawing is the basis, and 
the work done here is the means of cultivating a sense 
•of harmony and beauty. Little children of six years 
oasily learn to model leaves of various shapes, archi-
tectural ornaments, etc. ; and it is wonderful to see 
with what delight they enter upon their work, how like 
.a flood the instinct of creation, which is usually re-
pressed and pent up in children, rushes forth as soon 
.as an opportunity is given it to vent itself. I can 
testify that children of the poorest class have dis-
played a liking and an aptitude for artistic produc-
tion that in the judgment of artists who saw their 
work seemed truly remarkable. Let us consider what 
a promise is contained in this beginning ; and what a 
benefit it would be if all pupils, in all schools, could 
receive a similar education. How would art flourish 
anew if the slumbering art-instincts of the masses of 
the people were awakened, and a public sentiment 
were formed favorable to, and appreciative of, the 
highest efforts of true art! For it is idle to expect 
that great artists will be found in this country, or in 
any country, by having schools and advantages for 
the few only. 
The solitary artist must perish or deteriorate for 
lack of the congenial atmosphere in which alone he 
can live. The great artist is the rich, ripe fruit of 
a whole people's art life, the high-crested wave that 
rises out of a whole sea of similar tendency and en-
dowment. And not only would the public encourage-
ment and understanding of the best art be fostered in 
school ateliers, but the faculty of adequately execu-
ting the ideas of a sculptor or an architect would thus 
be trained. The complaint is made that we have not 
in this country workmen, who, like those of France, 
can enter sympathetically into the conception of an 
artist, feeling what he desires to express, and, in 
their subordinate capacity, contributing to the fine 
realization of his intentions. Can it excite surprise 
that this should be so, when we compare the pains 
which are taken with the art education of the people 
generally in France, and the all-but neglect into which 
this branch of education is suffered to fall among our-
selves ? Manual training has here, too, a mission of 
reform to fulfil; and a fairer future will dawn for art 
in America when its principles shall be generally 
understood and recognized. 
Lastly, in this connection I shall have to dwell 
upon the influence of the creative method on the 
formation of character. The influence of the new 
method in education will be nothing short of revolu-
tionary in this respect, inasmuch as it will help to 
overthrow many of the impure conceptions of morality 
that prevail at the present day. The mass of man-
kind have not yet learned the immanent quality of 
virtue, and therefore seek in extraneous motives the 
sanctions of moral conduct. The very question they 
ask — what is the good of performing a virtuous act ? 
— shows how unsound and how immoral their con-
ceptions of virtue are. And the answer commonly 
given — for the sake of some reward or punishment, 
either here or hereafter — tends to confirm the same 
conclusion. What men need to learn is the intrinsic 
value of virtue; what they need to revere is the au-
thority and majesty of laws inherent in the soul. 
NIB CHRISTIAN EDUCATOR. �
103 
And now I would point out how the occupations of 
p the workshop and the atelier combined tend to estab-
lish in the mind of the pupil an. unselfish and imper-
sonal standard of valuation, which will prepare him 
admirably for the truer moral estimate of life. For 
days and perhaps for weeks he labors to convert a 
formless material into a form illustrating mathemat-
ical truth or esthetic harmony. He undergoes pro-
tracted toil, and meets, perhaps, with many failures 
and disappointments in order to be rewarded at last — 
by what 2 — Simply by realizing in some degree that 
perfectness of the object which he aimed at from the 
beginning. His work is devoid of any pecuniary 
value. It is a mere typical form. Its worth con-
sists in being true or in being beautiful. And a habit 
is thus formed of judging things in general accord-
ing to their intrinsic rather than their superficial 
qualities. Gradually, and almost insensibly, the 
analogy of the work performed on outward objects 
will be applied to inward experience. A delicate 
sensibility to true and harmonious relations will be 
engendered, and the impressions thus obtained can 
later on be raised into convictions by direct moral 
instruction. 
The pupil, when of sufficient age, can be taught 
that in the world of thought, and feeling too, truth 
and harmony of relation are the sole ends to be 
sought. He can be exhorted to undergo similar toil, 
to be prepared for similar failures and disappoint-
ments, in order to realize at the last something of the 
same inward perfection which is to be his only and 
all-sufficient reward. Thus while he is shaping the 
typical objects which the instructor proposes to him 
as a task, while he pores silently, persistently, and 
lovingly over these objects, reaching success by dint 
of gradual approximation, he is, at the same time, 
shaping his own character, and a tendency of mind is 
being created from which may eventually result the 
loftiest and purest morality. 
G. BAMBERGER, 
Supt. Chicago Jewish Training-School. 
(Concluded next month.) 
LANGUAGE TEACHING. 
THE use of what is taught to a child ought to have 
a bearing upon the manner in which it is taught. The 
use of language is to express,thought, and accordingly 
the thought which the language expresses should hold 
the first place in the teaching of language. In the 
expression of thought, either spoken or written lan- 
guage is used. Hearing, reading, speaking, and_ 
writing are the formal modes of studying language. 
By formal modes I mean that the expression of 
thought involves those forms, which, if the thought-
be correctly expressed, must be studied. But the-
study of these forms merely as forms, stultifies the 
young child's mind, and diverts it from the thought to• 
be expressed, thus hindering rather than helping in 
the acquisition of the power to use language. A per-
son may know all the rules of grammar, be able to-
read with beautiful accent and inflection, write a sym-
metrical band, and spell correctly, and yet at the same 
time be almost powerless in the expression of the 
thought which these forms should be the means of 
conveying. 
The problem which should submit itself to one who-
teaches language is, How can I assist the pupil in ob-
taining the power to use language and to form correct, 
habits of speech ? There can be only one answer, 
namely, To obtain correct habits of speech through a 
study of the intrinsic thought of the language. 
Thought is what makes language necessary. The 
little child's need of language and of the forms of 
speech is limited, because his thoughts are few and 
not closely connected. �
Uncivilized peoples do not 
need a large vocabulary; for their experiences are 
confined to such narrow limits that they have but few 
thoughts which differ one from another. Introduce 
the Bible to these same uncivilized people, and see 
how rapidly their vocabulary increases ! A whole 
universe of thought is opened to them, and words and 
phrases have to be invented to express the entirely 
new thoughts and shades of meaning which they thus-
receive. 
When the child enters school at eight or nine years 
of age, he has a consideroble range of thought, which 
is more or less definite, and a considerable vocabulary 
with which to express his thought. In obtaining this 
power of language, he has surmounted difficulties 
which appear almost insuperable to us who are older 
when we attempt to learn a new language. In the 
first place, the child learns to hear language. This is 
the result of a series of acts of attention. Long be-
fore he can talk, he will listen attentively to conver-
sation or reading. The power of speech is acquired 
by practise in uttering thought. To hear and speak, 
he must become familiar with the pronunciation of 
words. �
• 
,4 The pronunciation of a word consists, first, of the 
enunciation of each sound element ; second, the ar-
ticulation or uniting of the sounds enunciated (in ar- 
104 �
THE CHRISTIAN EDUCATOR. 
ticulation there is an imperceptible pause between two 
successively uttered sounds, and a perceptible pause 
between syllables); third, in words of more than one 
syllable, there must be inflection of voice and accent 
upon one of the syllables ; and, fourth, a slight in-
flection, less than accent, which is called rhythm, in 
the utterance of every syllable. In the analysis of 
pronunciation we have, then, enunciation, articula-
tion, pauses, perceptible and imperceptible, accent, 
and rhythm." 
What a wonderful thing the speaking of a word is 
-•hen we submit it to analysis, and write it out �
And 
;the wonder of the difficulties of language increases 
when we come to analyze the work of the vocal or-
gans in producing the word or the formation of words 
into sentences. But the child has quite mastered these 
•difficulties of language by the time he has reached the 
school age, and all by the force of his thoughts which 
must find expresSion. The law of interest is the rule 
by which he has worked out these marvelous results. 
He is interested, not in the words themselves, nor in 
-the manner in which they are produced or arranged 
into sentences. but in the effect of the words when 
-combined in the production of thought. He wants to 
know what other people know, and have them know 
what be knows. 
Now. the child has acquired his forms of language, 
•correct and incorrect, almost wholly by imitation. 
This statement needs no argument. Every child—
from one in the slums of our large cities to one who 
is surrounded by the comfort and refinement of a good 
home— is a proof ; for invariably he uses or comes to 
use the forms of language employed by those with 
whom he is associated., But in this use of language 
it must be noted and remembered that there is no 
meaningless reproduction of words for their own sake, 
but rather for practical use in the understanding and 
expression of thought. 
Until he comes to the age when he should be 
:assisted in acquiring a greater use of language, the 
.child has employed a natural method of learning. 
Now. ought not the same method in general to be con-
tinued in school ? His parents have taught him words 
just as they were needed for immediate use. The 
language thus acquired was adapted to the expression 
.of his thoughts. What a direful result would have 
-followed an attempt to teach him to use language. by 
beginning with the elementary sounds, then the 
uniting of these sounds into syllables, then the accent 
Ind rhythm, and so on — to the utter destruction of all 
.re child's powers of language, and the peace of the 
borne in general ! And yet that is just about what we 
do when we teach the child reading by beginning with 
the elementary sounds of words,' then go to the words 
themselves, and lastly to the sentences. To the little 
child learning to talk, a word is a complete thought ; 
and when he comes to reading, the words should be 
given to him in the form of complete thoughts. So 
in teaching the correct use of language, if we follow 
the natural method, we shall not set the child to 
tearing apart and putting together sentences merely 
for the purpose of teaching him meaningless technical 
terms ; but we shall let all his construction of sen-
tences be the result of the needs in expressing his own 
thought, or interpreting the thoughts of others. 
The object of all language teaching should be, then, 
to give the child a greater power to use language. 
And this can be done only by arriving at the cor-
rect form of language through its intrinsic thought. 
Mechanical copy-writing, parsing, analysis, and con-
struction, can only stultify unless thought is the foun-
dation. and there is an abundance of material, 
beautiful and elevating, which will produce this re-
sult when we rightly view nature and literature. 
FREDERICK GRIGGS. 
THE PHILOSOPHY OF EDITCATIOINT.1 
TRUE education is not a process of drilling and 
training, in the ordinary sense of these words ; it is a 
process of development. It is not putting something 
on, or taking something in, but a development, out-
ward and upward, of something that is within. True 
education is not a thing conceived and received from 
without, or put on like a garment ; it is something 
that is born within, and grows outward. 
The purpose of education is not to teach the child 
something, but to make him something. We ought 
not to try to get something into the child, but to get 
something out of him. The child is not to be orna-
mented or decorated with "culture," but rather to be 
unfolded and developed in his inner nature. The 
genuine rose is a thing that grows out of a bush ; a 
paper rose is one that you can pin to a bush or to 
anything else. The closer you look at the real rose, 
the more beautiful it appears. Look at the paper rose 
with a magnifying glass, and it appears like a shape-
less mass of sticks and straws. Turn the glass on 
the real rose, dissect it, and look down into its deli-
cate, intricate structure, and there is opened up a 
I Abstract of a recent lecture before the students of Battle 
Creek College, by Dr. J. B. Kellogg. Continued in February.' 
 
THE CHRISTIAN EDUCATOR. �
105 
-whole world of beauty undreamed of before. So it is 
-with the unfolding of an education that really de-
velops the individual ; every phase of the process 
brings out a newer beauty and a richer fragrance.. 
The teacher needs a sound philosophy by which to 
square his work. Before deciding on the method to 
be used, he must know what is to be done. The physi-
oian must be able to diagnose the case before he can 
-treat the patient properly. And so the teacher must 
first make a psychological diagnosis of his pupils be-
fore prescribing the system of education. 
We shall never have the right kind of education it 
operation until we have developed the true philosophy 
of education ; and we can never have this until we 
have carefully studied what the child is, and what he 
should become when normally educated. As a basis 
for such a study, I will submit the following defini-
tion : A child is, first, a machine ; second, a per- 
sonality ; and, third, an incarnation. �
If there is 
anything else embraced in the being of a child, I do 
mot know what it is ; and I am sure that if we care-
fully consider the child in these three relations, we 
shall have.laid the foundation for a correct philosophy 
of education. 
Considered as a machine, the child is simply a 
vehicle of energy. —A machine does not make energy, 
it merely transmits it, or transmutes it into some other 
form. So the body. as a machine, is only a means of 
utilizing energy, like a locomotive, a wheelbarrow, or 
a watch. The energy expended in the body is mani-
fested in several different ways ; through the brain, 
as mental energy ; through the muscles, as muscle 
energy, or work ; through the various glands, as 
secretory energy ; and in general, as animal heat. 
And the amount of this energy utilized every day in 
an adult normal body is tremendous — no less than 
one million seven hundred thousand foot-pounds ! 
No machine ever made by man could begin to put 
forth so much energy as is daily manifested in that 
divine machine which we call the human body in pro-
portion to the amount of food or fuel consumed. 
But whence does all this energy come ? —It must 
be brought into the body from without. You can not 
run a locomotive without fuel and water. The amount 
of work which a locomotive can do is determined by 
the amount of fuel it can burn, and the water it can 
evaporate, in a definite period of time. The greater 
the amount of coal that can be utilized, the greater 
the work done. And so with the water-wheel ; the 
larger the quantity of water it can utilize, the greater 
the energy developed by it. 
This principle is true of all machines, including the 
human body. The daily.food taken into the body 
corresponds with the coal and water. The measure 
of energy in the body is the food it can utilize. 
Animals utilize and expend energy ; plants store it 
up in the form of food. The great source of all phys-
ical energy in this world is the sun. 'It is the con-
stant supply of energy from the sun that makes plant 
life possible, and through it all other life. It is the 
sun that ultimately drives the locomotive and the 
turbine wheel. 
I have said that the vegetable builds up, and the 
animal tears down. The vegetable stores up energy, 
while the animal expends energy. This is. the divine 
order of things. But sometimes one animal eats 
another animal. That is like feeding a locomotive 
with coal stoves. Some energy may be produced that 
way, but it is not the rational way. A missionary 
once asked a cannibal, " Why do you eat human 
beings — such a noble creature as man ? " And the 
cannibal replied, " The more noble the animal, the 
more noble the diet. " The argument seems irresistible. 
Some men are not content to feed on the noblest 
diet, not even upon animals almost as noble as man, 
but go down into the ooze, and slime, and filth of the 
ponds, and select crawling reptiles for food. Some 
go even down to the bottom of the ocean, and take 
from its slimy ooze such creatures as oysters, clams. 
and crabs,— the lowest of all scavengers living upon 
filth,— and suppose they are going to build up their 
bodies from these. Instead of going to the original 
source of energy, the vegetable kingdom, man often 
takes his nutriment at second hand, under the delu-
sion that food is improved by being incorporated into 
the bodies of various animals. It is improved in the 
same way that fuel is improved by putting it into a 
stove before putting it into a locomotive or a furnace. 
There is a divine energy in food,' because God's 
power is in it. So the taking and using of food is a 
divine unfolding of divine energy. Eating is the 
foundation of all animal life. So a most important 
part of a perfect education is to teach the child how 
to eat, what to eat, when to eat. and how much to 
eat. If I were sending a child away to school, I 
would be more solicitous about what he was to eat 
and what kind of air he was to breathe, than what 
books he was to study. But we seldom hear people 
ask, " What is my child going to eat? " but the ques-
tion is, instead, " How soon will he get through his 
books or his course " And all this because we do not 
yet follow a sound, philosophical system of education. 
106 �
THE CHRISTIAN EDUCATOR. 
THE EDUCATIONAL PROBLEM. 
TRE pre-eminent educational problem is undoubt-
edly this : How to devise and carry out a course of 
instruction and training that shall in the best way 
educate all the useful powers in the individual. Any 
good curriculum necessarily implies or prescribes the 
means by which it is to be carried out, so that ulti-
mately the important question is, What is the best 
general course of study which the schools may be able 
to carry out ? " How to improve the course of 
study " is, and must always continue to be, the peren-
nial subject of supremest interest to the progressive 
educator. Suggested or attempted improvements 
must, then, always be welcomed as a possibly greater 
good, if the effort shows an earnest and thoughtful 
interest in the problem. 
In pursuance of the intention foreshadowed in the 
last number of the EDUCATOR, I suggest herewith a 
plan of education suitable for the work of a modern 
Christian college. It is not offered as a profound 
and final statement of the whole subject, but as a 
working hypothesis, proposed in the same spirit with 
which Mr. Walker speaks of his imaginary educational 
reform commission : " It would be necessary, in the 
-,ginning, for each to submit his own ideas, however 
...Aide. The tables presented by the individual mem-
bers would form a basis for discussion; and from the 
careful comparison of these plans, would ultimately 
be worked out the report of the commission." 
It. is apparent that those who are interested in the 
subject of educational reform, particularly in Chris-
tian educational reform, have not as yet reached a 
definite common basis of work. There are certain 
notions and conceptions of educational truth that are 
generally accepted by our Christian teachers, but we 
have not yet attained to any adequate conception of 
the entire system of educational truth. The work in 
our schools has been said to be in a " transition 
stage" of development. It might also be added that 
the work of our schools is apparently in the " com-
petitive" stage; each is going on " its own hook." 
But there comes a time in every type of normal de-
velopment, commercial, industrial, or other, when the 
competitive period of effort passes over into the co-
operative stage. When shall we have this phase ex-
hibited in our Christian schools ? 
Complete and helpful co-operation can come only 
when there has been an intelligent agreement on the 
fundamental basis of work. Notions, ideas, concep- 
. �
Is, must be brought into such comparison that the 
workers in the common field may see "eye to eye." 
The EDUCATOR was brought into existence chiefly to-
assist in reaching these results in the work of our 
Christian schools. In preceding numbers, many-
general articles have appeared on the subject of 
educational reform, the basic principles of Christian 
education, the Bible in education, etc., etc. Now it 
seems very desirable to have these ideas and principles. 
more definitely and concretely applied. 
(The matter upon which there seems to be the great-
est variance of opinion, or at least vagueness of 
opinion, is the determination of a proper, curriculum 
for the Christian.school. What shall the Christian_ 
college attempt to teach ? Toward what ideal shall. 
its work be planned ? How and how far shall its stu-
dents be educated ? These are the questions yet un-
answered. The writer believes that they must be-
answered by our Christian educators, using therefor 
all the wisdom and knowledge that God has given 
them. Surely this can not be done by miscellaneous 
and unrelated experimenting, nor by confining the effort 
merely to some one or two phases of the problem. 
Nor is it sufficient.:answer to say that the Christian 
college must educate for a noble and useful manhood. 
and womanhood; that it must develop and train the 
student to the utmost in right ways; that it must not 
hold the student too long to his course of study; and. 
that it must not teach him error. The questions still 
remain —How noble ? How useful ? What are the-
right ways ? and, How long shall they be studied in 
school ? It is granted that these questions must be 
answered according to the special circumstance4 of 
the individual student's case; but the educational 
system ought to fit the case of each student; and of 
itself to answer all these questions at the proper time.. 
To do this, it must be a system, not a conglomera-
tion. It must follow a clearly conceived plan. It 
must not be the product of any one man's mind, or of 
any one school. It must have in it the best thought 
of all who are best qualified to be Christian educators. 
Each must contribute his mite as God has bestowed 
upon him. 
In harmony with this conception, and in the interest 
of furthering the best school system of Christian 
education, I venture to submit the following outline 
as a basis for constructive criticism and for further 
development. It is offered not as a detailed year-by-
year course of study, but as a statement of at least 
some important things that a student should have 
]earned who is graduated from a first-class Christian 
college. 
TEE CHRISTIAN EDUCATOR. �
107 
Synthe,tie Psychology. 
1. General Principles, as illustrated in every-day life. 
2. Habit, Heredity, Temperament, Character. 
3. Correct Self-estimate. 
4. Physical, Mental, and Moral Interrelations. 
THIRD GROUP.- SCIENCE. 
Mathematics. 
Geometry and Algebra introduced early in connec-
tion with Arithmetic. Practical applications of 
all principles. Trigonometry and Higher Mathe-
matics taught only to advanced students for 
practical use in Surveying, Mechanics, Astron-
omy, etc. 
II. Physics (with Drawing). 
Philosophy of common physical phenomena. 
Applications of all advanced study. Laboratory 
methods. Psycho-physical experiments. 
Principles of Mechanics. 
Chemistry. 
1. Inorganic. 
2. Organic. 
Including Food Analysis and Chemistry of Cook- 
ing and Digestion. 
IV. Astronomy, Geognosy, Mineralogy. 
FOURTH GROUP.- LAN IJAGM. 
I. English (with Penmanship). 
1. Grammatical and Rhetorical Principles applied. 
Classic English studied to cultivate literary taste 
and for its historical value. 
2. Special attention to letter and press writing, ex-
tempore speaking, etc. Logic taught in reasoned 
discussions. 
3. History of the Language. Thorough drills in 
word analysis and synthesis from the Anglo-
Saxon, Latin, and Greek elements. Orthog-
raphy and Orthoepy. 
IL French. 
III. German. 
One or both with sufficient• thoroughness to open 
up the. literature - especially scientific arid edu-
cational - in these languages. 
IV. Ancient Languages. 
1. Latin. 
2. Greek. 
Each only sufficiently to complement and sys-
tematize material previously used in word 
analysis, unless for students who desire to be-
come ministers, teachers, editors, or workers 
in other lines that, require considerable lin-
guistic knowledge. 
3. Hebrew and New Testament Greek. 
For those who desire to make a thorough study 
of the Bible in the original langUages. 
FIFTH GROUP .- PRACTICAL ACCOMPLISHMENTS. 
I. Voice Culture. 
Breathing, Speaking, Reading, Singing. 
II. Conversation and Personal Manners. 
Including a knowledge of Social Usages. 
A SCHEME OF EDUCATION IN THE CHRISTIAN 
COLLEGE. 
FIRST GROUP.- WISDOM. 
I. History (with Geography). 
1. Bible. 
Study beginning with simple biography of Bible 
characters, and ending with History of the 
Canon and Versions. 
2. United States History and Government (studied 
together), including a sufficient study of Eng-
lish History to furnish necessary information. 
Present social, industrial, educational, and re-
ligious tendencies in the United States. 
3. General History of the World. 
In outline ; beginning with Genesis and then 
passing through the great universal empires 
down to modern events, studying particu-
larly how and why " history repeats itself." 
Philosophy of civilization. 
II. Ethics. 
General principles drawn from the Bible and sys-
tematically arranged. Illustrated by a study of the 
life and influence of the great men and systems of 
ancient and modern times. 
1. Relations to God. 
2. Relation of the Sexes. 
a. Significance of Attraction. 
b. Rational Selection. 
c. Courtship. 
d. Conditions of Married Happiness. 
3. Relations with Fellow Men. 
a. Competition. 
b. Co-operation. 
c. Vocation (and Avocation). 
III. Civics. 
1. The Family. 
2. Origin and Theories of the state. 
3. Comparative Study of Constitutional Govern-
ments. 
6 �
4. General Ideas of International Law. 
IV. General Philosophy. 
Including Theology and Education. 
SECOND GROUP. - LIFE. 
I. Anatomy and Physiology (with Drawing). 
1. Vegetable. 
2. Animal. 
Both leading to General Biology. 
II. Hygiene and Sanitary Science. 
1. Food. 
2. Air. 
3. Exercise. 
4. Rest. 
5. Prevention of Disease. 
6. Treatment of Disease. 
7. Clothing. 
8. House Drainage. 
9. Lighting, Heating, Ventilation. 
10 �
THE CHRISTIAN EDUCATOR. • 
III. Mind Culture. 
IV . Rapid Writing and Readiness in Public Speaking. 
V. Drawing and Illustrating. 
VI. If/uric— theoretical and instrumental. 
Only rudimentary instruction in the last two unless 
unusual talent is discovered, 
SIXTH GROUP.-BUSINESS TRASNING. 
I. Principles of Organization and Economy. 
Illustrated in Farming, Manufacturing. Transporta-
tion, Government Departments, Store-keeping, 
Publishing, etc. 
II. Bookkeeping. 
Taught by practise in actual business operations. 
III. Indexing and Filing of Books and Papers. 
IV. General Ideas of Personal and Legal Responsibility. 
SEVENTH GROUP.—INDUSTRIAL WORE. 
I. Agriculture. 
As a primary form of physical occupation, Agri-
culture should have special attention in Gen-
eral Management, Rotation of Crops, Analysis 
of Soils and Plants, Fertilizing, Drainage, Care 
of Shrubs, Trees, and Live Stock. 
II. DOW Forms of Manual Training. 
• 
Including the Handling of Common Tools, Simple 
Wood and Metal Work, Sewing, Cooking, Sten-
ography, Typewriting, etc. These to accompany 
and be co-ordinated with the class-room work. 
III. Study of Great Inventions. Diwoveries and Processes. 
IV. General knowledge of the various professional and me-
chanical arts, and of their relations to each other 
and to society. 
Nothing is here suggested as to the order of time in 
'which these subjects should be taught, nor as to the 
practical .and pedagogical relations between them. 
These considerations may be dealt with after agree-
ment has been had on the correctness of the subjects 
themselves. The how is always easily derivable from 
the what. It seems important at this stage to confine 
attention to such questions as these :- 
1. Does the foregoing schedule embrace a proper 
list of subjects for study in a Christian college ? 
2. Is it too full or too meager ? What should be 
eliminated or added ? 
3. Are the various groups of subjects arranged in 
the order of relative importance ? 
The writer earnestly invites criticism, additions, or 
amendments from all who will thereby answer these 
questions. Do not withhold your assistance now, and 
then condemn later. Express your views plainly, and 
support them on the best authority you know. Send 
them promptly to the CHRISTIAN EDUCATOR. 
F. W. H. 
1grInadiren 
MANUAL TRAINING IN OUR SCHOOLS:, 
THE idea seems to prevail in the, minds of many,:, 
who perhapii have not given the subject a very thor-
ough study, that manual training means simply train-
ing the hand to certain movements that are required 
in the different manual occupations. But that there 
is another and much broader interpretation of the 
term, and one that its most enlightened advocates 
have given it, is shown by the fact that it is so rapidly 
working its way into the schools of the world, both 
public and private. 
There have been broad-minded men and women 
who have felt the lack in our educational system tfj 
meet the demands a practical world makes upon the 
young men and young women who are graduated from 
our institutions of learning; and this has led them to 
study the question, and work out principles which 
now make it possible for students, while getting the 
necessary mind-training, to be getting along with it 
something that is of practical benefit. It has been 
demonstrated again and again in the schools of the 
world, until now it is an established fact, that the 
different lines of manual training afford much of 
the same discipline of mind that has heretofore been 
obtained solely from books. And so manual training 
is coming to be looked upon as one of the greateit 
factors in educational work, and is taking its rightful 
place as a mind-trainer alongside of the purely dis-
ciplinary studies, and work and study are thus going 
hand in hand in honorable companionship. 
But how shall we relate ourselves and our schools C 
to this << new education ? Years ago there were 
laid before us sound pedagogical principles; but be-
cause we could not see every step, we did not have 
the courage to step out from the old beaten paths, 
nor the faith to lay bold of these principles and apply 
them. To-day we find ourselves just arousing to the 
fact that while we had the privilege of leading out in 
these advance ideas, we now stand almost the last in 
the list of those who are falling into line. 
I quote from << Christian Education :" We need 
Schools . . . to educate children and youth that they 
may be masters of labor, and not slaves of labor." 
,4 There is science in the humblest kind of work; and 
if all would thus regard it, they would see nobility in 
labor." << In agricultural or mechanical occupations, 
THE CHRISTIAN EDUCATOR. �
109 
‘
Ipten may give evidence that they appreciate his gift 
in the physical powers, and the mental faculties as 
well." " The various trades and occupations have to 
be learned, and they, call into exercise a great variety 
of mental and physical capabilities." 
If the various trades and occupations have to be 
learned, we must have teachers to teach them. The 
ordinary mechanic who has learned his trade in the 
ordinary way, sees nothing in it but the means which 
will provide him with a livelihood. If such a one 
should be called to teach even what he calls " his 
own trade " to another, he will do it in the quickest 
way to gain a visible result ; and the student has 
no opportunity to exercise his mental capabilities, and 
so gets no mind-training from the exercise. But to 
be a true educator, one must be able to draw out the 
Find of the student to formulate a reason for every 
4, Let the worker see what advantage he may 
gain in the humblest occupation, by using the ability 
God has given him as an endowment. Thus he may 
become an educator, teaching others the art of doing 
work intelligently." 
Our attention has also been called to the fact that 
we should give students a speedy preparation for their 
life-work, and not confine them to long courses of 
study; but how to do this and still " not lower the 
standard " of education has seemed to be a problem 
difficult of solutiOn. But from some of the state-
ments quoted above, it may be seen that there is art 
and science in work, even of the humblest kind. 
When we have well-trained teachers, who are capable 
of seeing and bringing out the art and science that 
underlie various kinds of work, and who will so cor-
relate the practical and mental that the mind will be 
r disciplined and the hand trained to become the agent 
`of the mind, then the students will be getting an all-
round education; and the necessity of holding to long 
courses of study for requisite mental drill will no 
longer exist. 
Again we are told that trades should be taught, 
and our students prepared to support themselves and 
teach habits of industry to others. Now, in the field 
of trades, principles are few, but their application is 
infinitely varied. There are a few tools that, when 
mastered, give the key to a series of corresponding 
occupations. The square, saw, plane, chisel, and 
gouge can be applied to a wide range of industries, 
and an ordinarily ingenious person, who has learned 
the underlying principles of these simple tools, can 
advance himself at will to the highest skill in a great 
number of occupations. In iron-work, such tools as 
6 
the square, chisel, hammer, file, chuck, and lathe are 
fundamental ; and the mechanic skilled in the use of 
these, and with a knowledge of drawing and design, 
can follow a great variety of employments ; for " he 
enters the vestibule of all the trades that labor in 
wood or iron, on brass, copper, stone, tin, ivory, gold, 
silver, or the precious gems." 
In connecting shops with our schools, should it not 
be our aim to teach these underlying principles; rather 
than to confine the student to working at any one of 
the so-called trades ? When we give. students basic 
principles, are we not giving them a broader field for 
usefulness in industrial lines ? And will they not be 
better prepared to overcome difficulties, and to adapt 
themselves to the conditions which they will have to 
meet as they go into the world to carry the gospel of 
true Christian education to all nations, kindreds, 
tongues, and peoples ? �
A. J. BRISTOL. 
`'illatiTzt-'5 Srlioni 
 
HOME SCHOOL LESSON.—NO. 5. 
BLACKBOARD WORK. 
AND God said, Let there be a firmament. 
And God made the firmament, 
and divided the waters which were under the flr.ma- 
ment from the waters which were above the firma- 
ment. Gen. 1 :6, 7. 
He bindeth up the waters in his thick clouds. Job 26:8. 
The clouds also dropped water. Judges 5 :4. 
I will also command the clouds that they rain no rain. 
Isa. 5 : 6. 
He maketh the clouds his chariot. Ps. 104 :3. 
The Son of Man came with the clouds of heaven. Dan. 
7 :13. 
Behold, he cometh with clouds; and every eye shall see 
him. Rev. 1 :7. 
And God called the firmament Heaven. Gen. 1 :8. 
Thus saith the Lord, The heaven is my throne. Isa. 66 :1. 
Out of heaven he made thee to hear his voice. Deut. 
4 : 36. 
The Lord shall open . . . heaven to give the rain. 
Deut. 28 : 12. 
He . . . satisfied them with the bread of heaven. Ps. 
105:40. 
Thus saith the Lord, . . . be not dismayed at the signs 
of heaven. Jer. 10 :2. 
Do not I fill heaven and earth ? Jer. 23 : 24. 
Can any hide himself . . . that I • shall not see him ? 
Jer. 23:24. 
And the evening and the morning were the second day. 
Gen. 1 :8. 
110 �
THE CHRISTIAN EDUCATOR. 
From this time forward review constantly the points 
brought out in previous lessons. This should not be 
done as a set task, but as a delightful exercise of the 
child's mind on what he has learned. Get an elemen-
tary grammar and other books if necessary to inform 
yourself on what the child may ask. 
Have the Bible at hand, and find the place of 
every text. Teach the child to read the names of the 
books to which reference is made, also the numbers 
of chapter and verse, and how to find them himself. 
Have the child read the old lessons from the Bible, 
instead of from the board. Have him copy the lesson 
from the board, with a pencil, on tablet or slate ; and 
as soon as he learns how to write or print a word, 
have him place it on the board whenever it occurs in 
a new lesson. 
When he has thoroughly mastered a lesson, change 
places with him ; you become the pupil, and let him 
practise as the teacher. The best way. to learn any 
lesson is to try to teach it. No one is ever hilly pos-
sessed of anything until he has passed it on to some 
one else. This applies to clothes for the poor as well 
as to truth for the ignorant and Christ for the unsaved. 
These lessons should also be made the vehicle of 
first principles in numbers. If you will look over 
No. 1, you will see that every word added to the les-
son added also one to the number of parts which 
composed the words. This arrangement can be used 
in a review lesson as an easy study in addition and 
subtraction. The parts of words of various lengths 
all the way through can be used in the same manner ; 
also the numbers of chapters and verses in chapters. 
There is no need of going outside of the one Book 
for the first lessons in any of these rudimentary stud-
ies, provided the father will bring his business in-
stincts, and the mother her tact, to the work of ma-
king up the simple lessons. 
Example How many verses in Genesis 1 does it 
take to tell all that God did on the first day ? How 
many to tell all that be did on the second day ? 
What is the difference between these numbers ? How-
many must you add to the verses which tell the story 
of the second day to make as many as it takes to tell 
about the first day's work ? etc., etc., ad infinitum. • 
MRS. S. M. I. HENRY. 
Ax EXPIANATION.—Please keep in mind that the only 
portion of these lessons with which the children have any-
thing to do is the portion taken from the Bible. The ex-
planations are entirely for the busy father and mother, 
who are perhaps so isolated that the " Home School " is an 
absolute necessity, who have been obliged to "do the best 
they could " as to church and school, with no possibla 
means of knowing the most approved methods of work in. 
either. 
The "advanced methods" of the institute, whether 
desirable or not, are beyond their reach. If their children, 
are taught, they must teach them ; and if they teach at 
all, it must be in the most simple and direct way. My' 
purpose is not to furnish lesson hints to those who are --
already full of ideas with which they are satisfied, but to 
help those who would like help which is based on princi-. 
pies that are capable of being tested for truth. •I desire 
to aid these to so recall and use what. they have stored 
away in memory that they shall be able to lead the Minds 
of the children in the way of truth instead of leaving them 
to fall a. ready prey to error ; and to do this at as small 
expense of time and labor as possible. 
I expect these teachers of the Home School to so digest 
the lesson with the explanatory portions that they can 
make Out of it whatever the age or condition of their chil-
dren requires. What I send through the EDUCATOR is only 
the meal out of which the bread is to be made. Puq 
directly into the hands of the children, it would be ab-
solutely without value. 
It will be noticed that the arrangement which I adopt 
is on the plan of condensation, or loading up. It is easier 
to draw a cart when it is loaded up to a certain capacity 
than when it is empty. A word is more easily learned 
when loaded with ideas. There is no such thing as hold-
ing an absolutely abstract idea in the memory ; it must 
clothe itself in some form before it can even live as an 
idea. In conformity with this fact, I believe that it is the 
better way, all things considered, to clothe a word with 
all that it will carry, and teach the child how to build out 
of its cargo as out of a box of building-blocks whatever 
he chooses. For instance, the word "God " consists of 
three parts; here you have a lesson in numbers; it is 
formed of two styles of letters ; it is a name-word, or as the 
old grammar studied by my fathers and mothers of the 
Home School would call it, a. noun; a proper noun when 
it begins with a capital letter, and stands as the name of' 
the one true God, the Creator of all things and the Re-
deemer of men; a common noun when it. begins with the 
common "g " and stands for the idol gods of the heathen. 
These distinctions in themselves furnish opportunity for 
further teaching in truth. 
I have no sympathy with the transcendentalism which 
has crept even into primary methods. The children are 
often at the mercy of an embryo "Christian Science " 
even in the schoolroom, which would make them aimless 
dreamers, instead of intelligent, thinking, reasoning be-
ings who must have to do with things as well as ideas. 
I am aware that I am not teaching in harmony with 
much that is called " up to date ; but this " up-to date " 
tendency is not always the safest for those who would train 
their children to know truth when they see it. There is a• 
principle at stake in the methods which I have outlined, 
which I believe to be in harmony with the foundation of 
all things. Progress will not. be so rapid at first by these 
methods ; but every lesson will give the child something 
which he can use at once in such a variety of ways that 
his interest will not flag. Try it, and see. �
s. x. I. H.. 
THE CHRISTIAN EDUCATOR. �
111 
SriTroY1 --Natt5 
THE enrolment of Graysville Academy has reached 
almost the one hundred mark, with students from 
twelve different States. 
BATTLE CREEK COLLEGE has sent out this year fif-
teen missionary teachers, some into foreign lands, and 
some to take charge of church schools in *different 
States. Others are soon to go into the South to enter 
the same line of work. Among the latest to other 
lands are Mr. and Mrs. W. A. Gosmer, to teach on the 
island of Bonacca, and Mr. and Mrs. W. A. Ruble 
and Miss Ellen Burrill to South Africa. 
Later: A 
cablegram announces the sad death of Mrs. Gosmer 
and a number of other missionaries from yellow fever. 
THE laws and customs of the different States in the 
South require that the white and colored children be 
kept in separate schools. �
It makes no difference 
whether the school be public or private. Thus an 
ordinary school district must have two schoolhouses 
and two teachers, in order to do what is accomplished 
in the North by one building and one teacher. 
The Home Visitor is the name of a new periodical 
about to be published by the faculty of Battle Creek 
College. It is designed to circulate only in the col-
lege territory adjacent to Michigan, and is intended 
mainly to advertise and promote the work of Battle 
Creek College. A good telescope is needed in the sci-
entific department. Contributions for this purpose 
I 
will be 'thankfully received from people in this dis-
trict, or from any others who are disposed to aid in 
such a praiseworthy effort. �
• 
GRAYSVILLE ACADEMY opens its second term of 
four months on February 2. This will be the most 
important term of the year. Special attention will be 
given to those who expect to canvass in the South. 
Last year the students from the academy made an 
excellent record. This year the general canvassing 
agent will spend several weeks in school, giving 
special instruction to the students, and will then ac-
company them to their field of labor. The South is 
one of the best sections of the country in which to sell 
books, but the one undertaking this line of work needs 
some careful instruction beforehand. There ought to 
he a large company of first-class canvassers in this 
411 
field next summer, and a few months' preparation in 
school with the general agent would be very helpful. 
THE enrolment in Battle Creek College thus far dur-
ing the year is six hundred and fifty students ; present 
attendance about six hundred. 
AT the district conference held 'at Graysville, 
Tenn., in November, the educational work in the 
South received special consideration. It was unani-
mously voted to place Graysville Academy on a sub-
stantial industrial basis, and that the name of the in-
stitution be changed to "Southern Industrial School." 
THE Industrial Department of Battle Creek College 
has recently been increased by the addition of a shoe 
shop. Three hundred dollars' worth of machinery will 
also soon be put in for the manufacture of rugs. Op-
portunity is thus given to students to learn these 
trades, and help pay their school expenses. 
THE Oakwood Industrial School, located at Hunts-
ville, Ala., has one of the most beautiful farms in all 
the South. The old plantation building, now about 
seventy years old, is still in a fine state of preserva-
tion. What is needed now in order to make the work 
a success is a commodious school building. This is our 
leading school for the education and training of col-
ored youth, and its mission is an important one. 
THE students of Battle Creek College were recently 
entertained and instructed in a two-hour lecture by 
Dr. Tanner of forty-day-fast fame. The subject was 
the superiority of a vegetarian diet for students. 
PROBABLY the most important development in recent 
educational history is the announcement of the pro-
posed plans of the new Cosmopolitan University. It 
is stated that more than twelve thousand students have 
been enrolled within four months after the school was 
first projected. After the decision of President An-
drews to remain at Brown University, the presidency of 
the new university was accepted by Dr. Eliphalet Nott 
Potter, the grandson of Dr. Eliphalet Nott of old 
colonial repute, who was president of Union College 
(Schenectady, N. Y.) for nearly sixty years. During 
the last eight weeks President Potter with his faculty 
have effected a preliminary organization of the univer-
sity, and the January Cosmopolitan furnishes a brief 
prospectus of the school. Further information can be 
had by applying directly to the University. 
112 �
THE CHRISTIAN EDUCATOR. 
TIT2 Rrarling 
 
 
 
—011 
 
 
 
 
 
 
PAGE'S " THEORY AND PRACTISE." 
UNDER this department title, the EDUCATOR purposes 
to conduct, from month to month, a line of profess 
sional reading and study for teachers. Out of the 
many books that might be chosen as a basis for such 
study, Page's " Theory and Practise of Teaching" 
has been taken as probably the best introduction. 
The following reasons might be urged for this pref-
erence : The book has been a standard among teach-
ers for more than a generation ; it deals with its 
subject broadly and untechnically ; it has molded 
the thought and practise of thousands of American 
teachers ; and it was written by an educator of pro- 
found religious sentiments. �
The latter reason if 
no other should commend it to the Christian teacher. 
In the words of Chancellor W. H. Payne, it is a 
book " which no teacher can afford to be without." 
Many teachers own the book, and have read it re-
peatedly ; but we are not aware that it has ever been 
studied before on the plan here proposed. 
ASSIGNMENT.— Read the Preface, Biographical 
Sketch, and the first five chapters of the book. 
BIOGRAPHICAL. 
What circumstances in the life of David Page started 
him in his career as one of the foremost pioneer educators 
in America ? What motive started you in the work of 
teaching 
What was Page's distinctive characteristic as a public 
speaker ? 
Of what State institution was he the first principal? 
What success attended his work ? 
What was his age at death ? What was his influence 
on American education ? 
CHAPTERS I-V. 
What are the " three conceptions " of fitness for teach-
ing, stated in their historical sequence ? What better 
ones could you substitute ? 
What are the three principal objects of professional 
study ? What are the three main phases of the subject? 
What should be the "true spirit of the teacher " ? Can 
the best teaching ever be made a secondary interest ? 
Describe Page's experiment with the "neglected pear 
tree," and state the lessons to be drawn from it. 
'We recommend for this study the edition edited by Professor 
W. H. Payne, and published in 1855 by A. S. Barnes & Co. For 
those who do not own the book, we shall endeavor to get the best 
club rates, provided their orders are sent to the EDUCATOR im-
mediately. In any case we desire to receive at once a personal 
notice from all who will take up this study together. This book 
can easily be finished in June, 1895, by reading only two or thre,e 
pages daily ; then another study will be offered. 
How fir do you agree with his views as to the teacher 
responsibility for— 
a. The bodily health of the child. 
b. The intellectual growth of the child. 
c. The moral training of the child. 
d. The religious training of the child; • 
Do the views here expressed agree with the -principles 
of " Christian Education" ? 
What is the lesson drawn from the N. Y. State prison t 
What are the five essentials in the "personal habits of 
the teacher ? 
Does Page put too much emphasis on the "literary 
qualifications of the teacher " ? 
Do you agree with him in the importance attached to . , 
the subjects of orthography, reading, writing, geography, 
history, literature, mental and written arithmetic, gram- . 
mar, algebra, geometry, trigonometry, physics, chemistry, 
physiology, psychology, ethics, rhetoric, logic, bookkeeping, 
civics, drawing, and music ? 
Are there any views expressed, or positions taken, so fan 
in the reading, with which you do not .agree ? Can yoar 
justify or explain your thought on the basis of the funda-
mental principles of Christian education. 2 
2 All Christian teachers who wish to refute, endorse, or empha-
size the opinions found in the " Theory and Practise of Teaching," 
are earnestly invited to offer contributions on this series of 
studies. Promptly send us your best thoughts for the profit of all 
concerned.— ED. 
THE January Good Health comes out in a fine net
that should help to make it more attractive and 
popular than ever. It is full, as usual, of timely and 
valuable matter on health topics. Dr. J. H. Kellogg 
enters upon his twenty-fourth year in the editorial 
conduct of the journal, with Mrs. Mary Henry-Rossiter 
as literary editor. 
ream. ammo, 
• 
WE have received Mrs. S. M. I. Henry's recent 
book, " Studies in Home and Child Life." Out of its 
twenty-four chapters we instance the following titles 
Home Work, The Father's Office, The Mother's Office, 
Heredity and Environment, The Young Child. The. 
Little Body, Atmospheres, Authority, Culture, Truth 
Telling, Appetite, Dress, Companionship, Amuse-
ments, The Home Church. The Bible and the Child. 
The book is designed " to stimulate that kind of 
questioning in the mind of the busy father and 
mother which is sure to compel an answer,— an argu-
ment in outline for daily experience to elaborate." It 
is none the less a book worth the careful study of 
pastors, teachers, and all others whose work brings 
them into co-operative contact with parents and chil- 
THE CHRISTIAN' EDUCATOR. �
113 
wren. The whole is written with the chaste directness 
of style that characterizes all of Mrs. Henry's work. 
In buckram, 250 pp., price $1. Fleming H. Revell 
Company. 
WITH its new magazine form and handsome cover, 
the Youth's Instructor enters upon its forty-sixth year 
under the most favorable auspices for enlarged suc-
cess. Its beautiful modern cover design furnishes an 
attractive table of contents, and the general make-
up is greatly improved. The cover encloses twenty 
pages of choice reading-matter divided among the fol-
lowing departments : Gospel Light, God's Handiwork, 
The Children. The Christian Pathway, The Sabbath-
School and the International Lesson, How Things Are 
Made, Happy Hours at Home, Good Manners, and 
clitoris'. Besides these are the following depart-
ments which appear every other week, alternating with 
each other : Our Wonderful Bodies, and Health Cul-
ture; Historical, and Biographical ; Music, and Art ; 
Science Stories, and The Science of Common Things. 
Highways and Hedges, and Literature, also appear 
from time to time, besides general articles from con-
tributors. New departments will be added as the 
magazine increases in size, and new fields of interest 
for its readers are discovered. It is evident from its 
contents and style that the purpose of the editors 
is to put forth as much effort to make the real, true, 
and important lessons of life and observation interest-
ing and attractive to our youth as many other papers 
do to make interesting the unreal, the unimportant, 
and the untrue. The. Instructor occupies a sphere 
all its own, and is unique among weekly magazines in 
supplying an interesting and instructive literature for 
4, the young that is entirely free from sickly sentiment, 
trash, and elitement. It ought to have the 100,000 
circulation for which the publishers are now planning. 
We shall have frequent occasion to refer our readers 
to the Instructor for wholesome illustrations of the 
best Christian education for the young. For free 
sample copies, address the Review and Herald Pub-
lishing Company, Battle Creek, Mich. 
!MI •••• 
PROM Ginn & Co., a new < < Practical Physiology," 
by Albert F. Blaisdell, M. D. All text-books on this 
subject are supposed to be practical, and it would 
seem that they are already numerous enough ; but this 
is certainly one of unusual excellence. It is written on 
the principle that 4,a mere knowledge of the facts 
which can be gained in secondary schools concerning 
the anatomy and physiology of the human body, is of 
little value or interest in itself ; such facts are impor-
tant and of practical worth to young students only so 
far as to enable them to understand the relation of 
these facts to the great laws of health, and to apply 
them to daily living." The book therefore lays 
especial emphasis upon the importance and means of 
maintaining personal health of body. A large num-
ber of carefully planned, but simple, experiments are 
offered to illustrate and demonstrate the text. Al-
coholics and narcotics are fully treated. A specially 
excellent feature is the abundance and clearness of 
the cuts that are used as illustrations. The use of 
various microscopes is explained, and vivisection in 
the secondary schools is strongly condemned. Excel-
lent 18—page glossary. 440 pp., fine red cloth, 
price $1.30. 
•••1=M1111 
MOW 
snare 
WE shall never have the right kind of education in 
operation until we have developed the true philosophy 
of education ; and we can never have this until we 
have carefully studied what the child is, and what he 
should become when normally educated." (J. H. K. 
p. 105.) This emphasizes the importance of child 
study on the widest basis. It also emphasizes the 
importance of certain qualifications in the teacher. 
No one is fit to be a gardener who merely plants an 
unknown seed, and then raptly gazes, with folded 
hands, wondering what it will become. If he knows 
anything about gardening, he knows the difference 
between various seeds, what kind of plants each will 
produce, when they blossom. when they mature, and 
what kind of soil and culture they require all the way 
along. So no one is fit to be an educator of youth 
who has no definite ideal of education, no particular 
method of procedure, and no clear notion of the 
results to be produced. Such a one would better do 
his experimenting on plants. The real educator must 
know when to plant, how to till, and when to send the 
crop to market. He must have a system of culture, 
always open to improvement, but always
e 
 a system. 
He must have foresight of the ends to be accom-
plished. He must know how to fertilize and how to 
prune. He must understand the true philosophy of 
education. And this philosophy comes by saving, 
comparing, and systematizing all the valid and valu-
able results in the sum total of educational experience. 
Every educator must pass in his contribution to the 
general fund, his tithe of income from the Source of 
all wisdom and knowledge. 
114 �
THE CHRISTIAN EDUCATOR. 
PUBLISHED MONTHLY AT 
BATTLE CREEK, MICHIGAN, C. S. A. 
PRICE, 40 CENTS PER ANNUL 
SEND BY POSTAL IONEY-ORDER. 
VRANK W. H(1WE, �
Editor. 
DURING the past month, the editor of the EDUCATOR 
had the opportunity of visiting in Chicago the Jewish 
Manual Training-School, the Armour Institute of 
Technology, and the Chicago Manual Training-School. 
These schools are all in the front rank in their respec-
tive lines. Space does not permit here any extended 
notice of the work carried on in each ; but we are glad 
to be able to publish an important contribution from 
the superintendent of the Jewish School. �
It is 
•worthy of careful study. The EDUCATOR is also for-
tnnate in receiving some valuable matter from Dr. 
Belfield, the director of the Chicago Manual Training. 
School, who was sent by the United States govern-
ment, some years ago, as a special commissioner to 
investigate the trades schools of Europe. 
THE explanation attached to Mrs. Henry's lesson 
this month has an application also to the December 
lesson, lend to all that will follow. Some may not 
agree as to the advisability of teaching the parts of 
speech by their technical names to young children; 
but it should be remembered that these lessons are 
adapted to children who may differ widely in age and 
natural aptitude. The lessons are addressed to 
parents. not to the children, and terms are used 
which tht average parent will understand. The 
parent should be wise enough not to press upon the 
memory of the child fine grammatical distinctions 
which his mental development has not yet prepared 
him to understand. Such points can be reserved till 
later, but not indefinitely. We believe that parents 
should always maintain intellectual leadership over 
the child, in language as in everything else, and that 
both by example and precept the child should have 
thoroughly learned the grammatical rudiments of his 
mother tongue before going to school away from home. 
Qurrits far Stmfints 
0 
1. What is an atelier ? ellipse ? trapezoid ? tran-
scendentalism? vivisection? 
2. Who said, " sermons in stones " ? What is the, 
 
rest of the quotation ? Who was David P. Page ? 
W. H. Payne ? 
3. What is the difference between " prescribe " and 
" proscribe " ? What is meant by " foot-pounds" ? 
secondary schools ? vocabulary ? 
4. What is a chancellor ? an earl ? Name the 
various orders of the English nobility from the lowest_ 
upward. 
5. What is the meaning of " ethics " ? " synthetic 
psychology " ? " technology " ? 
THERE is one thing, among many others, that we 
especially like in our readers and correspondents, and 
that is their responsiveness to the numerous questions 
we throw out. The teacher habit is still strong upon 
us, and doubtless our editorial utterances are not al-
ways as staid and dignified as some people think they 
ought to be. But we like to feel that every reader of 
the EDUCATOR is personally interested in all the sub-
jects it discusses, and we are sure that it may become 
more and more valuable to all in proportion as we know 
the real wants and aspirations of its patrons. Each 
number of the paper is simply our personal letter to 
each reader, printed merely because we can produce it 
and mail it cheaper in that form. That is what we 
mean by the CHRISTIAN EDUCATOR Family. Your 
personal address is on the mailing label ; and so, if 
possible, we want to get your personal answer ted 
every important question that is designed to promote 
the highest Christian education especially those on 
" The Educational Problem " in this and later numbers. 
WE expect " our readers" will be pleased with some 
improvements shown in this issue of the EDUCATOR. 
In the February number a new department, " The 
Farm," will be inaugurated, for the educational and 
practical benefit of farmers and farmers' families. 
We should be glad to hear from any other educational 
journals that devote any space to this purpose. 
Br' Has your subscription to the EDUCATOR 
expired? Please renew at once and save loss to 
yourself and us. �
C.;)