Vol.. 1. �
AUGUST, 1897. �
No. 2. 
EDITED AY 
FRANK W. HOWE. 
BATTLE CREAK, MICH., U. S. A. 
YEARLY SCBSCR I PTI ON, 
FORTY CENTS. 
TO Christian gtiutatar 
13 DEVOTED TO 
The Thorough, Systematic, and Symmetrical Culture or 
the Hand, Head, and Heart, in the How, 
School, and Church. 
IS �
E 10 MONTHLY'. 
Entered at the Post-office in Battle Creek, 'Michigan. 
THE Christian alone can make the right use of 
knowledge. 
GOD has linked old and young together by the law 
of mutual dependence. 
CHILDREN may be trained for the service of sin or 
for the service of righteousness. 
• 
WHAT God intends to do with those apparently 
uninteresting youth, you do not know. 
. �
. 
How few schools are to be found that are not gov- 
erned bTthe maxims and customs of'the world ! 
• 
THE f oft•the Lord is fading from the minds of 
our youth? becitise of their neglect of Bib'e study. 
' �
• �
1:4;4 
.1 
HE is a un 
- nstian who aims to reach the highest 
attainments for the purpose of doing otheis good. 
IT is the degree of moral power pervading the 
college that is the test of its prosperity. 
STUDENTS must be impressed with the fact that 
knowledge alone may be, in the hands of the enemy 
of all good, a power to destroy them. 
GOD-FEARING parents will be more concerned in 
regard to the characters their children bring home 
with them from college, than in regard to the success 
and advancement made in their studies. 
TRUE EDUCATION. 
EDUCATION, as it is conducted in the schools of 
to-clay, is one-sided, and therefore a mistake. As 
the purchase of the Son of God, we are his property, 
and every one should have an education in the school 
of Christ. Wise teachers should be chosen for our 
schools. Teachers have to deal with human minds. 
and they are responsible to God to impress upon those 
minds the necessity of knowing Christ as a personal 
Saviour. But no one can truly educate God's pur-
chased possession unless he himself has learned in 
the school of Christ how to teach. 
I must tell you from the light given me by God, 
I know that much time and money are spent by 
students in acquiring a knowledge that is as chaff to 
them; for it does not enable them to help their fellow 
men to form characters that will It them to unite 
with saints and angels in the higher school. In the• 
place of crowding youthful minds with a mass of 
things that are distasteful, and that in many cases 
22 �
THE' CHRISTIAN EDUCATOR. 
will never be of any use to them, a practical educa-
tion should be given. Time and money are spent in 
gaining useless knowledge. The mind should be care-
fully and wisely taught to dwell upon Bible truth. 
The main object of education should be to gain a 
knowledge of how we can glorify God, whose we are 
by 'creation and bi redemption. The result of educa-
tion should be to enable .us to understand the voice 
of God. 
The earth is corrupt and dark and idolatrous, but 
amid the darkness and corruption a pure, divine light, 
the word of God, is shining. But although we have 
known the truth for many years, little advancement 
has been made by those who have been given light. 
Whose plan was it to produce that class of books that 
have been patronized in our schools ? It was largely 
the plan of men who did not have the experience of 
Moses and Joshua and Daniel, and the other prophets 
and apostles, who endured the seeing of Him who is 
invisible. Seeing God by faith, gives a conception of 
the divine character, the perfection of heaven. But 
to place in our schools the books that have been 
placed there as standard books, is an offense to God. 
In this age, as never before, when the two great 
forces of the Prince of Heaven and the prince of hell 
have met in decided conflict, our youth need instruc-
tion in Bible principles. Like the branches of the 
True Vine, the word of God presents unity in diver-
sity. There is in it a perfect, superhuman, mysterious 
unity. It contains divine wisdom, and that is the 
foundation of all true education; but this book has 
been treated indifferently. 
Now, as never before, we need to understand the 
true science of education. If we fail to understand 
this, we shall never have a place in the kingdom of 
God. " This is life eternal, that they might know 
thee, the only true God, and Jesus Christ whom thou 
bast sent." If this is the price of heaven, shall not 
our education be conducted on these lines ?. Christ 
must be everything to us. " Unto us a child is born, 
unto us a son is given: and the government shall be 
npal his shoulder; and his name shall be called Won-
derful, Counselor, the mighty God, the everlasting 
Father. the Prince of Peace." What a foundation is 
here laid for the faith of those who shall live in all 
ages. When Christ ascended to heaven, he ascended 
as our advocate. We always have a friend at court. 
And from on high Christ sends his representative to 
every nation, kindred, tongue, and people. The Holy 
Spirit gives the divine anointing to all who receive 
Chr:st. 
This is the great subject that underlies all true, 
sanctified education. When this is made the theme 
of our conversation, no idle, common talk will fall 
from our lips. Jesting and joking are heard because 
the soul temple is znsanctified and unholy. 
God, the everlasting Father, gave his only begotten 
Son to the world that all who come to him might have 
everlasting life. And in this gift he opened to us a. 
channel of the richest and most inexhaustible treas-
ures. This sacred theme should be the food of our 
minds. With this bread of life we should satisfy our 
soul-hunger. If we do this, we cannot hunger for 
worldly excitement or grandeur. Our religious expe-
rience is of exactly the same quality as the food we 
give our minds. . . . 
The truths contained in the Scriptures are grand, 
elelta.ting, uplifting, ennobling. If the lost image of 
God is restored in this world, these truths must be 
cherished. They are graced with such simplicity that 
they could not possibly have originated in any h'uman 
mind. A sower from a higher world went forth to 
sow the world with the seeds of truth. Only this 
higher phase of education is able to prepare students 
for the higher school, where Christ and God will be 
the teachers, and where, throughout eternity, we shall 
learn how best to magnify and glorify God's name. 
Men who are not burdened to learn Greek and Latin 
may yet possess a most earnest zeal to prepare in 
this life to receive life eternal, and enter the higher 
school, taking with them the result of their studies in 
this world. When they reach the heavenly school, 
their education will have advanced just in proportion 
as in this world they strove to obtain a knowledge of 
God and the world's Redeemer. And just in propor-
tion to the advancement they have made in seeking 
God and his righteousness will they be rewarded in 
the future immortal life. 
The scheme of redemption is not a common study. 
Had it been so, many souls would not have been dis-
loyal to God. Commencing with the apostasy and 
the gospel presented to Adam and Eve in Eden, and 
tracing down prophetic history, the word of God un-
folds the plan of redemption, gathering fresh and 
increased evidence, until the fulness of the time 
came, and then Christ made his advent into the 
world. In Christ the deity was represented. He 
was the great instructor in divine philosophy. He 
came without display, having no outward glory to 
stimulate mere admiration, and possessing no earthly 
riches. . . . 
But as a golden treasure, truth was entrusted to the 
I 
rr 
TEE CHRISTIAN EDUCATOR. �
23 
Jewish niition. The Jewish economy, bearing the 
signature of heaven, was instituted by the great 
teacher, Jesus Christ. In types and shadows, im-
portant truths and mysteries that needed an inter-
preter, were veiled. The shadow pointed to the sub-
stance; and when Jesus came to our world, it was to 
let spiritual light shine forth. Hear, 0 heavens ! and 
be astonished, 0 earth!! The appointed instructor 
waf..-, no less a personage • than the only begotten 
Son of God. God was revealed in Christ. He made 
plain the treasures of truth. He displaced the rub-
bish that. had been piled on the Sabbath of the fourth 
commandment, declaring himself the Lord of the 
Sabbath. He who made the world and made man, 
also made the Sabbath, and gave it to man to keep 
holy. . . 
God's standard of character is his law. • Satan said, 
 
I will tear down this standard, and will plant my own 
standard in its place. This he has tried and is still 
trying to do, that God's standard:may be eclipsed or 
seen through a glass darkly. The Jews did not see 
it. and that is why they crucified Christ. The Chris-
tian world do not see it, and that is why they refuse 
to acknowledge the law of God. In so doing they 
make themselves accountable for the sins that de - 
stroyed the inhabitants of the old world by a flood, 
that brought fire and brimstone upon Sodom, and 
that destroYed the Jewish nation. Shall those to 
whom God has given wonderful opportunities and 
great light follow in the tread of those who rejected 
light to their ruin ? Shall those to whom God has 
entrusted wonderful truth remain on the low level of 
the teachers of this generation ? 
Mas. E. G. WHITE. 
WILLINGNESS and obedience are the only conditions 
upon which God imparts knowledge. "He that willeth 
to do, shall know." The devotee of books says, "I 
must read and study and pore and burn oil at mid-
night, then I shall get knowledge." The anchoret 
says, " I must withdraw myself from the world and 
scourge my body and purge my soul by prayer and 
fasting, then I shall know the life of the Spirit." The 
philosopher says, " I must ponder and meditate, I 
must formulate and systematize, thus shall I learn 
wisdom's way." God says, "Do, and you shall know." 
So the Christian teacher sees more than human wisdom 
in "learning by doing." 
EVERY student should devote a portion of each day 
to active labor. 
THE PERILS OF THE SCHOOL. 
ONE of the perils of a child's life in a public school 
is the knowledge which is demanded in literature. 
No sooner has a child entered the first grade in many 
a public school than he is told the fabulous tales of 
"Red-Riding Hood," "Jack and the Bean Stalk,." 
the " Three Bears," and many other stories, in beau-
tiful and glowing words, such as will help to hold the 
child's attention. These charm their minds and fever 
their imaginations, and they soon become fascinated 
with this kind of mental food. As a consequence, 
other simple stories lose their relish. 
As the child gradually advances in school, these 
fairy tales give place to myths and fables. Indeed, 
mythology forms a very prominent part in the educa-
tion of to-day. Soon a list of books is given the 
pupil to read, consisting of books of travel, biogra-
phies, poems, and many and various works of fiction, 
the influence of some of which is positively evil. 
These are Considered to be the best literature to be 
found in order to giVe cultivated taste and breadth 
of mind. 
In the light of this practise and tendency, what 
Christian parent cannot but feel that his own•privilege 
and authority is being usurped by this demand ? Can 
we afford to permit our children to yield to these re-
quirements ? Is it not the duty of parents to regu-
late the children's reading their book companions ? 
But a still worse evil has arisen within the past 
year. It is the proposition to introduce into the pub-
lie schools the military drill; to organize " Boys' 
Brigades," and require all boys (and possibly girls 
— if the " new woman " finds her coveted place) un-
der eleven years to drill in military tactics. This will 
fill our youth with the war spirit as nothing else could. 
Already we may discern this spirit in the rising gener-
ation. This craze for military drill has spread all 
over the world like wild-fire, manifesting itself in 
England, Scotland, and other lands. The child who 
refuses to take part in this drill will be called " unpa-
triotic," a "despiser of the flag," and "a traitor." 
The children are required to give this salute to the 
flag,— "We give our hands and our hearts to our 
country. One country, one language, and one flag." 
24 . �
THE CHRISTIAN EDUCATOR. 
The plea urged in favor of the military drill is that 
it gives the boy "a manly, erect, and graceful bear-
-- ing, and makes him more self-respecting. It teaches 
discipline, and therefore submission to lawful author-
ity. It teaches him to be a good and loyal citizen, 
who loves his country, and is ready, if need be, to die 
in her defense ; in giving him self-control and com- 
mand of himself, and therefore valuable for its effect 
upon the mind as well as on the body, it makes him 
strong, active, and brave." 
Dear parents, do you realize what all this means ? 
Is it not a part of the fulfilment of the prophecy in 
Joel, " Prepare war " ? Can we allow our children 
in this solemn and eventful time to be filled with a 
spirit of war, and a thirst for blood, when the spirit 
of the gospel of our Lord Jesus Christ was, " Peace 
on earth, good will to men ? Can we allow them 
to pledge their hands and their hearts to a country 
which may require them to obey man rather than 
God ? 
No. �
It is not the spirit of war, but the spirit of 
peace with which we should be filled. It is not to an 
earthly country nor to a flag that we owe our first 
allegiance, but to Christ. And what would make a 
boy more a hero than daring to stand alone for prin-
ciple in the face of sneers and being called a " cow-
ard " ? What will give him an erect and manly 
••••••••. bearing like being able to look up into the face of 
his God with a consciousness of having stood loyally 
for the right. This is true heroism. �
. 
Still another fearful danger is looming above the 
moral horizon. It is one of the storm-clouds that 
are fast gathering, and which will soon overwhelm 
the world. It is coming coincident with the fast-
approaching demand for universal legislation. The 
demand for a religious education in our public schools 
is world-wide, and is fast becoming dominant. The 
religion taught will be the religion established by law. 
Our children will be taught that the "Christian Sab-
bath is the m ark of our " Christian nation." If they 
are taught otherwise at home and do not agree with 
the teaching at school, there will follow reproach, 
perhaps punishment ; and if they prove loyal to prin-
ciple, it will be deemed best to remove them from us, 
or .us from them. In that time both we and our 
children need such an education from God as will 
stand the test. 
Other perils in our country schools, not so preva-
lent in our cities, perhaps, might be spoken of, such 
as the free and evil companionship of vicious and 
licentious boys and girls, with no watchful teachers' 
or parents' eye upon them. These things demand 
faithful home instruction, and should be counted as 
one of the perils which beset the child as he goes out 
from the home to the public school. 
These are some of the perils which menace us in 
the public schools. And in all these things we see 
that the dividing line is being drawn. Whether we 
would or not, our children must soon choose upon 
which side they will stand. Are we calmly and 
quietly, and perseveringly' preparing for these events ? 
As .we stand, so will our children stand. 
MRS. M. C. WILCOX. 
Oakland, Cal. 
WHICH SCHOOL ? 
IN a certain rural district lived two boys who had 
been carefully reared under Christian influences. 
Upon their young minds and hearts were early im-
pressed the simple truths of God's word. There was 
no book that they loved to read so well as the Bible. 
At the age of sixteen, they gave their hearts to God, 
and were always glad to go to Sabbath-school and at-
tend the prayer-meeting. God impressed upon their 
minds that they should become workers in his cause ; 
and many times they talked over together their de-
sires to become ministers of his word. At the age of 
eighteen years, these two boys completed the work 
done in the district school, and their parents began to 
devise plans for their further education. 
In a city about three miles from their home was an 
institution of learning which was considered equal to 
any in the State, being well equipped with a large 
library, and modern laboratories for the carrying on 
of philosophical and scientific investigation. The 
parents of the boys had nearly decided to send them 
to this school, when John's father received through 
the mail a calendar of another institution about one 
hundred miles distant. 
He and the mother read it through carefully, and 
found some features in which they were much inter-
ested. In the first place, the study of the -Bible con-
stituted a very important part of the curriculum. It 
was the standard by which all truth was to be tested. 
While not regarded as the text-book in scientific and 
philosophical investigations, as to all their details, it 
was found to contain certain fundamental principles 
which, if closely adhered to, would keep the student 
from falling into error. The morals and character of 
the students were also carefully guarded. They im-
mediately decided to send John to this school, al 
I 
A 
THE CHRISTIAN EDUCATOR. �
25 
though they knew it would require much sacrifice on 
their part. But the influences in this school were 
such as their boy had been surrounded with at home. 
Their decision was at once communicated to James' 
parents, but though the latter were well-to-do, and 
thought the school a good one for their boy, yet they 
did not feel willing to have him separated from them, 
especially when a "good school" was so near home. 
So James went to school in the'city three miles away, 
while John, bidding his father and mother and com-
panions good-by, did not expect to return until he 
had completed his course. 
The boys corresponded with each other, and found 
that the two schools were much alike except in one 
particular. They were equally equipped with good 
teachers, libraries, and apparatus. But the plans of 
work were different. John, in one of his letters, wrote : 
We begin with the first chapter of Genesis to lay the 
foundation for the study of the sciences ; and we find 
some wonderful truths are developed in the study of 
trigonometry and analytic geometry in connection with 
physics and astronomy, which show the wonderful 
power and wisdom of God in constructing this 
universe. 
James wrote to John, just before completing his 
course, and said : �
By the study of science, I have 
come to the conclusion that the Bible is not an infal-
lible guide : for I can show by geology that the earth's 
crust proves the earth to be more than six thousand 
years old,— it is many millions at the least estimate. 
Then by the study of zoology it is plain that all the 
animals were not created within six days of twenty-
four hours each, but that all the higher forms, even 
man, were evolved from lower forms of animal life. 
I think from my study of physics, that matter always 
existed, and instead of the world's being spoken into 
existence, I believe that matter previously existed in 
a nebulous condition. The world and all the celestial 
bodies were formed by the cooling and contracting of 
nebulous matter. I have outgrown some of those 
foolish notions that I used to have, and, to tell the 
truth. I have n't much use for the old Bible any 
more." 
The years rolled on, and John and James completed 
their education. James' parents were much troubled 
over their boy, now a young man. He was seldom 
seen with the Bible in h's hands. He had entirely 
lost his desire to be a minister of God's word, and 
never attended religious serice, unless out of curi-
osity. His parents had wished a thousand times that 
James had gone with John to school. 
John returned home, but felt that he must make 
only a short visit with his parents and relatives. 
His desire to be a preacher of the gospel had been 
strengthened each year; and now he hears the call 
to go to Japan as a missionary, and he gladly re-
sponds to it. His parents thank God that they made 
the sacrifice, and rejoice to know that the Lord has a 
place for their son in his work. 
Which school is your child attending ? 
N. E. CADY. 
College View, Neb. 
WHO SHOULD ATTEND OUR SCHOOLS ? 
Is the Review and Herald of July 27, I considered 
the question, se Where shall our young people be edu-
cated ? " In that article special attention was called 
to our colleges and academies,— the advantages and 
opportunities they hold out to our young people, and 
why just at this time every school in the denomination 
should be filled with earnest young men and women, 
anxious to fit themselves as quickly as possible for 
the closing work of the everlasting gospel which is 
now going to the world. A brief comparison was 
also made between our schools and those of other 
denominations, and of the schools of the world in 
general. 
But " just who should attend our schools" is a ques-
tion of vital interest to the school managers themselves, 
as well as to the parents or the young people who ex-
pect to attend. The question is an important one to 
those in charge of the schools, from the fact that 
these schools have all been founded with a definite 
object in view. As stated in the various calendars, the 
purpose of these schools is to provide places where the 
youth of both sexes may receive a Christian educa-
tion under influences favorable to the development of 
Christian character. 
The moral tone of these schools must therefore be 
kept elevated in order that those who attend may have 
every opportunity for the development of true. Chris-
tian character and moral worth. To grant admission 
to those who are vicious and immoral, who are ad-
dicted to strong drink and the use of tobacco, or who 
seek to disseminate atheistic or infidel ideas, would not 
only be inconsistent on the part of the managers, but 
a positive injustice to those who attend expecting to 
receive the greatest benefit possible. 
So the question as to who ought to attend our 
schools, deserves more than simply a passing notice. 
In the first place let me emphasize my belief in the con- 
2u �
THE CHRISTIAN EDUCATOR. 
''iction that every young man or young woman who is 
member in good standing of a Seventh-day Adventist 
church, who has any ability, and who is ambitious to 
improve and desirous to become a worker in the cause 
of God, should begin to plan at once to enter one of 
our institutions at the opening of the coming school 
year. ' It matters not what branch of work he may 
desire to enter,— whether it be the ministry, teach-
ing, medicine, Bible work, canvassing, or business,—
there is no place where a knowledge of these subjects 
can be gained so thoroughly and so economically as 
in our own schools. Here, too, the student is asso-
ciated with fellow students and teachers who are in 
full sympathy with his plans, and ever ready to lend 
encouragement and help in all his right endeavors. 
Many of our laborers who occupy high positions of 
trust in the denomination, would to-day be practically 
unknown were it not from the fact that a few years 
ago they decided to take a course in one of our 
schools. Here, while gaining their education, they 
became acquainted with, and are known by, the mem-
bers of committees and boards who have in hand the 
management of the work, and who are constantly 
ooking for suitable persons to fill positions both in 
this country and in foreign lands. 
Then there is a class of young people who have 
_Lever made a profession of religion, but who are hon-
est, industrious, and of good principles. If these 
persons are ambitious to become educated and trained 
that they may lead useful lives, attain high ideals, 
and establish firm characters, they will find the doors 
of our schools ever open to them, and a hearty wel-
come extended by both teachers and students. 
Again : there are many young persons, members of 
churches other than those of our own denomination, 
who can find in these schools just the advantages they 
are seeking and most need. Here they will find the 
true principles of religious liberty taught and lived 
out. The religious convictions of every one are re-
spected, and no one. will be under embarrassment be-
cause of a difference of views. These are cordially 
invited to pursue their studies with us, and they will 
be given every encouragement so long as they do not 
attempt to hinder the progress of the work for which 
the institution was established. 
Besides the classes already mentioned, there are 
persons who are. older in years, who in the past have 
not enjoyed the educational advantages now offered by 
our schools. Many of them would be greatly bene-
fitted by even a short stay in school, 44 brushing up" 
n some line of study, and coming in touch with the 
spirit and enthusiasm of the work. In these schools 
are frequently found parents and children studying 
together, perhaps in the same classes, and no notice 
is taken of it except to commend it. In fact, no one 
should feel that he is too old or not sufficiently ad-
vanced to attend one 'of our schools. These institu-
tions are ordained by God to train laborers who are 
anxious to enter his work ; and these, whether old or 
young, who fee] their need of a better education 
should plan at once to enter one of our schools. 
Graysville Academy. �
W. T. BLAND. 
WHY SHOULD OUR YOUTH BE TAUGHT 
IN CHRISTIAN SCHOOLS? 
THE children of Israel were instructed to educate 
their children to take their place in the church and 
carry out the great plan of God for the Hebrew peo-
ple. 
The children of Israel understood from the 
instruction given them by God that it would be im-
possible for them to be free from the influences of 
heathen nations, unless the family and church had 
the exclusive right of teaching the young. Whenever 
they became lax in the training of their children, and. 
failed to keep God before thenci, and allowed them to 
be taught by unchristian teachers, then they became 
entangled with the nations round about. 
The Israelites had become so contaminated with 
heathen philosophy when Christ came that they could 
not discern their own Creator. The early Christians 
would not consent to have their children educated by 
teachers who were not in sympathy with their faith. 
As long as they adhered to this, they were a power in 
dispelling pagan darkness. But the early Christians, 
like the children of Israel, did not remain true to 
their trust, but gave the heritage to the heathen. The 
result was a flood of worldliness in the church. 
It is a recognized truth that the lives of men and 
women are largely molded by the training received 
during the first twelve years of their lives. If worldly-
minded teachers are entrusted with the children of 
Christian parents, it will be found that an influence 
is exerted upon the children that the parents cannot 
counteract. It takes years to unlearn the lessons so 
firmly impressed upon the plastic minds of the young 
Can Christian parents afford to have their children 
cast in the mold of the world, just to save themselves 
a little inconvenience and expense ? The neglect of 
Christian education has ben the great cause of the 
decline of true religion in the church and in the world. 
E. A. SUTHERLAND. 
TRE CHRISTIAN EDUCATOR. �
27 
I THE BASAL PRINCIPLES OF CHRISTIAN 
EDUCATION. 
IT is hardly needful to prove the importance of 
forming an accurate idea of education. The posses-
sion of the true ideal, as a means to successful 
attainment, is an obvious necessity. Without it, 
even earnest and persistent effort is unavailing, for it 
is misdirected. it is only the arrow aimed straight 
at the mark that quivers in the bull's-eye. 
The purpose of this article is to set forth, in close 
compass, the ideas of Christian education. It will be 
found based on principles that vitally touch and in-
volve every human being. These principles are five 
in number, and may be stated as follows : — 
1. 1\lan was originally created in the image and 
likeness of God. 
2. • That image is now defaced in him, and well-
nigh obliterated. 
3. The disfigurement was caused by man's seeking 
for, and obtaining, the wrong kind of knowledge. 
4. The image of God is to be restored to the soul. 
5. The restoration is effected on man's part by seek-
ing for, and obtaining, the right kind of knowledge. 
Let us examine these principles briefly in the light 
of the word of God. and then offer a definition of 
education based upon them. 
1. Man was originally created in the image and 
likoa-ss of God. 
• And God said, Let us make man in our image, 
after our likeness. . . . So God created man in his 
own image, in the image of God created he him ; 
male and female created he them." " Lo, this only 
have I found, that God bath made man upright ; but 
they have sought out many inventions." " What is 
man. that thou art mindful of him ? . . . For thou 
bast made him a little lower than the angels [the 
Revised Version reads, " but little lower than God "], 
and hast crowned him with glory and honor." 
Consider also the following extracts, where the 
same thoughts are amplified in order : — 
•' In the beginning, God created man in his own 
likeness. �
He endowed him with noble qualities. 
Hi. mind was well balanced, and all the powers of 
his being were harmonious." " Man was to bear 
Gods image, both in outward resemblance and in 
character. Christ alone is the express image of the 
Father, but man was formed in the likeness of God. 
His nature was in harmony with the will of God. 
His mind was capable of comprehending divine 
things. �
His affections were pure ; his appetite 
and passions were under the control of reason. He 
was holy and happy in *bearing the image of God, 
and in perfect obedience to his will." " God made 
man upright, and he gave him noble traits of char-
acter, with no bias toward evil. He endowed him 
with high, intellectual powers." di Their intellectual 
power was but little less than that of the angels." 
These citations amply prove the proposition that 
man originally possessed God's image in mind and 
heart and soul, as well as in body. 
2. The image is now defaced in him, and well-nigh 
obliterated. 
And the Lord God said, Behold, what has become 
of the man, who was as one of us ? "—words uttered 
in the tenderest compassion, as God saw the wreck 
sin had wrought in his "masterpiece." " For all 
have sinned, and come short of the glory of God." 
The glory of God is his goodness, his character, him-
self ; hence, Conybeare and Howson translate this 
passage ; " For all have sinned, and none have at-
tained the glorious likeness of God." And further, 
Sin has marred and well-nigh obliterated the image 
of God in man." 
In accordance with these definite statements, every 
enlightened conscience testifies to.the same disastrous 
fact,— the present defacement and almost complete 
obliteration of the divine likeness in nihn. 
3. The disfigurement was caused by man's seeking 
and obtaining the wrong kind qf knowledge. 
It was the tree of knowledge of " good and evil " 
of which Adam was commanded not to take the fruit 
and eat. In other words, be was forbidden knowledge 
linked with, and hence vitiated and poisoned by, evil. 
But that was precisely the kind coveted to make him 
as God. In the temptation, the serpent said, " Ye 
shall be as gods, knowing good and evil." And hence 
we read, as the crowning motive inducing the sin, 
" When the woman saw that the tree was good for 
food, and that it was pleasant to the eyes, and a tree 
to be desired to make one wise, she took of the fruit 
thereof, and did eat, and gave also unto her husband 
with her, and be did eat." 
And then what was the result of this wisdom ? — 
" Thy wisdom and thy knowledge, it hath perverted 
thee." From the knowledge of good only, which they 
possessed before the fall, the human race was quickly 
perverted to the knowledge only of evil. So that of 
man in the antediluvian world we read " that every 
imagination of the thoughts of his heart was only evil 
continually ; " and of the chosen of God in the days of 
Jeremiah, "For my people are foolish, they have not 
• 28 �
THE CHRISTIAN EDUCATOR. 
known me ; they are sottish children, and they have 
understanding ; they are wise to do evil, but to 
do good they have no knowledge." And Paul assigns 
as a reason for the corruption of the whole Gentile 
world the fact that, " When they knew God, they 
glorified him not as God, neither were thankful ; but 
became vain in their imaginations, and their foolish 
heart was darkened. Professing themselves to be 
wise, they became fools, and changed the glory of 
the uncorruptible God into an image made like to 
corruptible man (and to birds, and fourfooted beasts, 
and creeping things. Wherefore God also gave them 
up to uncleanness through the lusts of their own 
hearts). . . . And even as they did not like to retain 
God in their knowledge, God gave them over to a 
reprobate mind, to do those things which are not con-
venient ; being filled with all unrighteousness," etc. 
From all these texts it becomes clear that it was 
the wrong kind of knowledge, a knowledge of evil, a 
knowledge apart from God, contrary to God, and 
forbidden by God, that induced the fall and ruin of 
mankind. �
H. C. LACEY. 
Cooranbong, Australia. 
(Continued in next number.) 
-- 
THE habit of alert and constant self-criticism, per-
sistently maintained, will go far to correct wrong 
methods of speech, manner, and life. Advantage 
should be taken of every means of improving all 
one's powers for usefulness, Every young man or 
woman should .be always observing, questioning, and 
"truing up " his own thought and practise. Keep 
always with you a note-book (better in the memory 
than in the pocket); in which to set down everything 
you see or hear that is at variance with your own 
custom. TL en, at the earliest opportunity, consult 
the best authority obtainable, and settle the question 
as to which is right. Never settle the matter off-
hand, without investigation, as this is fatal to all 
improvement. Prove all things. 
THE vanity of education begins when a given system 
is established with such conventional fixity that it 
ceases to move with the times, perpetuates a tradi-
tional formula, and becomes an object of reverence 
in itself. �
The idols of the school are no more 
worthy than those of the church or the market-
place. A people must frankly and freely seek new 
means for new ends — a new education to meet the 
requirements of modern conditions. — Selected. 
V 
A PRACTICAL LITERARY EDUCATION. 
A THOROUGHLY practical literary education is not 
so common as many suppose. The students of our 
schools and colleges have what seems to be an elabo-
rate course of training,— one, at least, that covers a 
number of precious years. They study grammar, 
rhetoric, and the history of our literature; read au-
thors, write essays, and deliver orations; and yet there 
are many of them whose literary acquirements do not 
enable them to prepare a piece of manuscript for the 
press, even though they may have written the article 
themselves. They have not acquired a true literary 
taste. To the real scholar, their high-sounding pro-
ductions appear wordy, vapid, and destitute of origi- 
nality. �
There is a lack of unity, sequence, and 
cumulative force. Yet earnest work has been be-
stowed upon these young people. and their teachers 
have not been deficient in intellect or technical knowl-
edge; but the result has been disappointing. True, 
there are some who acquit themselves creditably and 
rise to distinction; but how is it with the majority ? 
Can nothing better be done for them ? Most of this 
rank and file have fairly good minds, and ought to 
develop into useful workers. An occasional literary 
genius is sent into the world to hold high the torch of 
truth, and encourage men to press toward the light; 
but geniuses are few, and cannot be manufactured. 
The bulk of the world's work always has been done, 
and always will be done, by people upon whom nature 
has bestowed no higher gifts than good practical com-
mon sense, and a genius for hard work. Such minds 
are our main dependence, and we must find a way to 
train them. 
For our partial failure in developing intellectual 
workers there must be causes; and in searching for 
these causes, may it not be asked whether in the rush 
and excitement of the present generation we have not 
partially lost sight of fundamental principles, which, 
theoretically, we hold to be true ? for instance, that 
we learn by doing; that practise makes perfect; that 
example is more powerful than precept; that true 
education is a development—a growth,—and not a 
manufacture or an accretion; that ability can neither 
 
THE CHRISTIAN EDUCATOR. �
29 
be borrowed nor lent; that strength and skill come 
through exercise, and not by imitation. 
In pursuance of these principles, the learner from 
childhood up should be kept forever doing. New 
ideas or principles of truth should be introduced by 
examples and illustrations. The Bible is a remarka-
ble demonstration of this method of teaching. In it, 
God has given thousands of object-lessons and exam-
ples from life, to show the principles of his govern- 
ment and their application to men. �
• 
If a lesson is to be given in the wonders of nature, 
the object employed — plant, insect, mineral, or what-
ever it may be—must be present for the learner's 
inspection; and when he understands it, he should 
search for others like it; and having found his speci-
mens, he should point out the characteristics by which 
he distinguishes them. 
If it is a lesson in language that is to be taught, it 
should also be introduced through examples, and the 
learner should show bow completely he understands 
the construction or principle by selecting and making 
illustrations of the same thing. When he can do this 
readily, another construction or peculiar use of words 
may be introduced and made familiar in the same 
way. Then the two should be combined, and in like 
manner made a part of the learner's practical attain-
ment and experimental knowledge. Soon he will be 
able to write short descriptions of things and scenes 
that interest him. He may have had some earlier 
experience in such work, but he can now, after having 
completed his description, note the forms and groups 
that be bas had occasion to use. Thus he makes 
practical everything lie learns, and does so as fast as 
he learns it. 
As the learner advances, the same principles hold, 
and the same practises should prevail. He should 
observe and select and construct until all the repre-
sentative groups and constructions in language are 
so familiar to him that he can recognize them at a 
glance, in whatever connection they may occur, or 
however complicated they may be. And it is not 
enough simply to recognize them; he must notice 
their peculiar appropriateness for the place they fill. 
All this requires a close study of the ever-varying 
lights and shades of thought, and of the forms of 
expression best adapted to the coloring intended. 
Thus the discriminating faculties are brought under 
constant discipline, and the intellectual culture so 
derived is of inestimable value. 
Every true educational development is a process of 
growth. A na'neral grows, or increases in bulk, by 
accretion — the mere adding on of particles; but 
everything that has life grows by and through its 
own action. The mind, too, must grow by .its own 
action. In no other way can it gain strength, skill, 
and versatility. The mere accumulation of technical 
knowledge is like the accretion of dead matter, or like 
the laying up of adipose tissue: the one may furnish 
food for plants, and the other may serve as fuel to 
sustain the heat of the body; but in themselves, the 
former is mere bulk, and the latter is a burden. 
Knowledge merely g4 barreled up" is like food that 
has not been digested or assimilated. It is as power-
less to move the machinery of the mind as coal in the 
crib is to move an engine. The coal must be acted 
upon by fire before it can exert any force, and it is 
equally true that crude knowledge must be acted 
upon by the reflective and reasoning powers before it 
can impart intellectual energy. 
Instead of working away for years in storing up 
knowledge for use in later life, the learner should 
put all his gains to immediate use. It is the only 
way to make them available at any time of life; for 
knowledge not used, is soon forgotten, or becomes so 
remote and obscure that it is never ready for use 
when wanted. If properly invested, and kept em-
ployed, it will bear compound interest from the first. 
It is by use that knowledge is converted into power 
and becomes a part of the mind and character— the 
individuality — of the man. 
A youth should be taught to dig and coin his own 
gold, and not to depend upon borrowing. No one 
ever became truly great by studying the lives of 
distinguished men, and trying to imitate them. There 
is but one true Pattern,— but one ideal on which it is 
safe to mold mind or character. Neither can one 
become a good writer by trying to remember the forms 
of expression by which this or that author brings out 
his thoughts. Each has his own individuality, and 
what is suited to his habits of thinking and reasoning 
may not be appropriate to those of another. The 
writings of noble men are useful, since they stimulate 
to noble endeavor; but the Creator has given to every 
human being peculiar gifts a personality — which 
must be developed on lines not wholly identical with 
those best adapted to the training of other minds. 
Let each, then, have room to be original: let him 
develop his own individuality, and thus fill his ap-
pointed place in God's great plan. 
To this end, let every beginner write concerning 
the things which he has seen, or with which he has 
become familiar by his own experience. Let him 
THE CHRISTIAN E.DUCATOR. 
describe objects that he has handled with his own hands 
...—and examined with his own eyes. Let him write 
about the scenes be admires, and the little life his-
tories in which he has had a part. Above all things, 
encourage him to study nature, and to write of his 
discoveries therein. Urge him to acid to his descrip-
tions the thoughts and feelings awakened in him by 
such discoveries. This will lead to habits of reflec-
tion, than which nothing can be more important. 
He should put some of himself into everything he 
writes— modestly, but not cringingly. Do not set 
him to studying up a subject from books for the pur-
pose of writing upon it,— at least not until his origi-
nality has been thoroughly established. Teach him 
to think for himself, to observe for himself, to decide 
for himself. 
A boy or girl trained according to these principles, 
and having a fair opportunity, is almost sure to ac-
quire a practical literary education, if willing to work 
for it, and give himself time to develop in a natural 
and healthy manner. �
G. H. BELL. 
LAWS OF TEACHING. 
1. THERE is no school unless the father, the mother, 
tile teacher, and the pupil keep school together. 
2. Know thoroughly the subject to be taught, and 
e:plain to the pupil why you teach it. 
3. Gain and keep the attention of the pupils. 
Excite their interest. 
4. In your teaching use language that your pupils 
113clerstancl. 
5. Begin with the known and go by easy steps to 
the unknown. Take the whole class with you. 
6. Excite self-activity hi the pupils, and lead each 
to discover truth. Show the class how to study. 
7. In each lesson let a halt be made, and then have 
pupils fix points already made, the conclusion reached, 
and the premise upon which the conclusion is based. 
8. The teaching must touch the whole nature of 
the child and stimulate to higher action and more 
industrious habits of work, of silence, of obedience, 
honesty, and truthfulness. Three fourths of educa-
tion is a habit of work. — J. M. Greenwood, in Kansas 
Itdustrialist. 
MEMORY is a net. One finds it full of fish when 
he takes it from the brook, but a dozen miles of water 
.„,.; have run through it without sticking. —O. W. Holmes. 
THE BIBLE AS A TEXT-BOOK. 
TB's expression has been frequently used in our, 
recent educational discussions, and has given rise to 
an unanswered query in many minds as to its exact 
significance. It has been asked, for example, << How 
can we make the Bible a text-book in botany, mathe-
matics, chemistry, American literature ? " etc. We 
shall only attempt to suggest the line along which 
such questions may be answered. 
It does not seem probable that the intention of 
such statements is that we should collate and sys-
tematize all the incidental references that may be 
found in the Bible on the subjects mentioned, and use 
these exclusively as an outline for teaching science, 
mathematics, and language. Still less would it be 
proper to search out and classify the texts that are 
supposed to have such a reference, or that may be so 
manipulated as to seem to have, and use them in a 
similar way. It appears obvious that the Bible con-
tains no direct reference to the subject of grammar or 
modern languages and literature, and many other 
subjects of study in the schools ; though it may be 
very advantageously used as furnishing subject-
matter and vocabulary for language study. 
On the other hand, it is by no means necessary to 
learn all the < < ologies and �
osophies " that are 
taught (?) in the modern schools, in order to be thor-
oughly and symmetrically educated for the highest 
usefulness in life, The Bible is certainly not to be 
rejected as a text-book on the ground that it does not 
recognize, or is not recognized by, the various depart-
ments and courses of the great universities. 
We conceive that the Bible is properly used as a 
text-book in much the same way as it should be used 
by the Christian minister. Christ did not always 
take his texts from the Bible of his day, but most 
frequently took them from nature. the budding fig-
tree, the grain of wheat, the clinging vine, and the 
ripening harvest. The preaching of our modern min-
isters would be much more effective if they studied 
nature more and books less; and so with the teacher. 
The Bible was written << for instruction in right-
eousness," rather than in science, mathematics, or 
language. Its references to these subjects are merely 
incidental, or rhetorical, not as special treatises, and 
only for the purpose of illustrating spiritual truth. 
The point and force of these illustrations are often 
unperceived or misunderstood by the Bible reader who 
is not also a diligent student of nature and of man-
kind. The Bible cannot interpret itself to one who 
711E CHRISTIAN EDUCATOR. �
31 
does not understand the meaning of the language of 
interpretation. How, then, can one learn science or 
mathematics from the Bible when he does not per-
ceive that the Bible is teaching a scientific or mathe-
matical fact ? 
The Bible is "profitable for doctrine [teaching]" 
precisely in consequence of the fact that it teaches 
the truth concerning every subject included in its 
pages. So it is of the utmost importance to every 
teacher to know all it does teach concerning his own 
special line of work, and then teach that truth rather 
than the speculations and surmises of "science falsely 
so called." Having faith in the truth he finds in the 
Bible, the student may enter realms of knowledge that 
are as yet undreamed of in the philosophy of the 
skeptic and the agnostic. 
It has been said that the Bible always strikes, not 
a direct, but "only a glancing. blow " at science and 
other subjects not directly related to salvation; but 
it chips off a piece here and there through which we 
=et a glimpse of the glories to be revealed to him who 
devoutly studies. And it is the privilege and duty 
of every Christian student to accept all these gracious 
invitations to learn more of the works of God in 
nature, in mathematics, in history, in man, and in 
his best gift to man —the understanding and use of 
articulate language. 
The Christian mathematician should, and must, see 
that the Bible is full of mathematical truth, because 
mathematics is the form in which God thinks and 
acts. Kepler understood it. The Christian scientist 
— who is rightly entitled to the name— must likewise 
see that the Bible is the storehouse of scientific facts 
and principles, because it is full of knowledge. The 
Christian philosopher sees the Bible full of wisdom. 
The Christian linguist sees in the Bible the divinest 
models of literary excellence. And the Christian 
teacher sees in the Bible the revelation of the meth-
ods and pedagogy of the Great Teacher. 
And by all this is meant not that all teachers must 
use the Bible; or any other printed book, exclusively 
as a text-book ; but that all their teaching and per-
sonal influence must be positively in harmony with 
the Bible. And when this is characteristic of all our 
schools and teachers, the Bible will have become 
• the leading text-book." �
F. W. H. 
IT is the privilege, the duty, and the glory of the 
Christian college to demonstrate the divine ideal of 
education to the waiting world. 
THE MOTHER'S SCHOOL. 
THE home and the school should agree in faith and 
doctrine. Disagreement among its teachers engenders 
doubt and unbelief in the mind of any child. I fully 
believe that the child should be taught at home until 
he is old enough to go to the church college, which 
college should he in harmony with the home faith. 
The parents are supposed to believe the things which 
they profess as Christians, and are bound by every 
consideration to see that the truth as they know it is 
taught their children; and time is now too short to 
spend in educational experiments. 
As an aid to fathers and mothers there could be 
connected with every church a parents' school, with 
one session a week, in which simple, practical, normal 
studies might be conducted, such as can ly3 used in 
the home teaching just as given, or upon which the 
parents can improve according to their time and 
ability. 
In the home there should be a blackboard, with a 
box of crayons, and an assortment of letters of the 
alphabet on cards. It is better to let the first• lessons 
grow from small beginnings, under the eyes of the 
children, on the board, than to put a printed card, or 
book, or a whole lesson before them at once. Eyes 
and mind are easily confused if many characters 
are thrust upon them at the same time, and the effort 
required to cone ntrate either upon any one of the 
many points is too great. The children will become 
tired, and when that hippens, the lesson must stop, 
or be very unprofitable both to teacher and child. 
Begin with a clean board, and add words one by one 
as the first are thoroughly mastered. 
Any child will learn a whole word more quickly 
than one lette7 ; he will learn letters as parts, or frac-
tions, of the word ; will take his first lessons in num-
bers, addition and subtraction, by counting and 
comparing these parts of words ; he will learn analy-
sis and c3mbination by rearranging letters so as 
to form other word,. If the parents are conscien-
tious, love the truth, and have an appreciation of the 
importance of the r work, th4 se little home lessons 
may be made gospel vehicles all the way. 
32 �
THE CHRISTIAN EDUCATOR. 
I have been asked to prepare for the CHRISTIAN 
EDUCATOR a series of lessons for this home teaching., 
such as a busy mother or father can reproduce ; and 
we will begin with the first les,,n in reading, spelling, 
writing, numbers, and truth — all in one. We will 
suppose that we have a clean blackboard. 
."I" has been written or printed on the board, or 
the printed letter on cardboard has been stuck in place 
with a pin ; and the mother says :— 
" This is the first word of nur reading lesson. How 
many parts are there in it ? '' 
If the child has been taught to count, he will 
answer, l• One." 
" Yes, and its name is �
Did you ever say 
or lir ar it said ? That is the way it looks in a book, 
or when it is written. Now what is its name ? " 
The first answers will vary according to the chil- 
dren ; one may quickly gra.p what you mean, acd 
answer, " �
while another may not be able to sepa-
rate yourself from the pronoun, and so will say, " You." 
But do not become impatient with the child's dullness; 
that would bring a dark cloud over any lesson. 
When the child knows this " I " so well that he can 
find it anywhere (use the Bible, his own large-typed 
Bible, with every lesson), then give him the next 
word,— 
and say,— 
" Now we have a new word. Is it just like the first 
word ? - 
" No, it is bigger ; it is made different." 
" How many parts has it ? " 
Two " 
" How many more than the first word ?" 
" One more.' 
" If we want it to have only one part like the other, 
what will we have to do to it? 
"Take one of the parts away." 
" Would that make it just like the other ? We will 
try and see. I will subtract one of the parts. Whk n 
I say subtract,' it means take away one part." 
[Erase from the board.] 
" Now are they alike ? " 
" No ; each is just one, but they are different." 
" How many more were in the second word when I 
first wrote it ?" 
" One more." 
" Now we will add on again that part which we 
subtracted,— 
and I will tell you the name of this word ; it is am. 
Can you tell me what it is now ? " 
• Am." 
" Did you ever say am,' or hear any one Fay 
(am • ? " 
Here will follow probably a conversation, which 
will develop how much the child remembers of the 
word which it has been in the habit of using. 
" How many parts has this word ? " 
" Two parts." 
" Now I will tell you the names of these parts ; 
this one is a,' and this one is em,' and 'a' and 
em ' when they stand just like that together always 
make am ' wherever you find them." 
In the same way go on until the child has learned 
to read, spell, write, and count the difference in 
numbers, or parts, of all the words in the following 
lesson and can find them in the first chapter of 
Genesis and of Matthew :— 
Teach him the connection between all these words 
and the truth they represent, in such a way as to 
identify him in his own little life with that truth. 
You will do well to have on the board only the words 
actually in use, and let them be added as they are 
needed. Let those which have been studied remain 
until all have been added and the lesson is completed. 
The lesson should be short, not more than one new 
word each day at first. 
MRS. S. M. I. HENRY. 
OTES FROM THE 
SCH OLS 
THE CHRISTIAN EDUCATOR. �
33 
PROFESSOR AND MRS. LYNDON are visiting relatives 
and renewing old acquaintances up the Tennessee" 
during vacation. 
GRAYSVILLE ACADEMY has still on hand a few An-
nouncements, which will be sent to any one addressing 
the Principal for a copy. 
UNION COLLEGE is circulating a Fall Announcement 
calling special attention to matters the student should 
remember just before leaving home. 
PROFESSOR LAWRENCE has turned architect, and is 
doing valuable work in designing some of the neat 
cottages that are going up this summer at Graysville. 
APPLICATIONS have already been granted to more 
students than can be accommodated in the Industrial 
Academy Home at Keene, Tex. Provision is being 
made in private homes for the rest. All will be cared• 
for. 
PROFESSOR BELL'S article is very timely when it is 
considered how many graduates from the schools, 
and how many men in public life, have not been edu-
cated in such a way as to give them a practical com-
mand of their mother tongue. There is room and 
need for great improvement along the line of this 
article. 
THE Editor recently had the privilege of attending 
the Michigan general camp-meeting at Owosso, in the 
interests of the CHRISTIAN EDUCATOR and his own 
spiritual life. The meeting was a grand success from 
every point of 'view. The educational work in our 
homes, Sabbath-schools, and colleges was made very 
prominent and instructive. A marked revival in the 
religious experience and education of the people was 
accomplished through the blessing of God upon the 
labors of the ministry and other workers. We are 
pleased to add that the close of the meeting found 
nearly every family on the ground taking "our new 
educational journal" and the Review. 
FAILING health compels Elder St. John to retire 
from the Healdsburg faculty. Miss Myrtle Harris 
has been offered a position. 
ELDER KAUBLE has been sending out to the churches 
in his district a very effective letter .on the importance 
of educating their children and young people. 
PROFESSOR HAUGHEY has returned to South Lan-
caster, visiting the :New York camp-meeting at Syra-
cuse on the way, in the interests of the academy. 
A LETTER from Professor Hibbard indicates that the 
heavy wheat crops in the West, with the recent ad-
vance in price, have greatly improved the financial 
prospects of school patrons. Walla Walla College 
expects a large attendance. 
ELDER R S. OWEN is stirring up the people of 
California through the State paper, to send their 
young people to Healdsburg College. Recent im-
provements in the Home and grounds will add greatly 
to the attractiveness of the school. 
READERS of the. Review and Herald will note that 
steps have been taken for the purchase of eighty acres 
of land for the use of Battle Creek College. Each 
acre is represented by a share, or certificate, costing 
$56.25, which may be purchased by one individual or 
by several uniting. About one half of the shares 
have already been sold. The farm will be equipped 
as far as possible by donations of cows, sheep, poultry, 
plows, wagons, horses. etc. Why can not some of 
our other schools adopt this plan? 
PROFESSOR M. E. CADY, of Union College, has been 
giving a very interesting series of lessons in the Sani-
tarium Summer School on the subject of nature study. 
Beginning with the Bible account of creation, the 
primary forms of matter, light, air, water, earth, plants, 
the heavenly bodies, water animals, air animals, and 
land animals, are successively studied with their char-
acteristics and uses, each with its predecessors being 
considered in the order of creation as necessary con-
ditions for the forms that came later. Last of all, man 
is studied in his physical and mental constitution, his 
relations to the lower animals, to fellow men, and to 
his Creator. This outline of the general plan will be 
more fully developed in a series of articles which 
Professor Cady expects soon to write for publication. 
34 �
THE CHRISTIAN EDUCATOR. 
QUESTIONS FOR ENTRANCE EXAMINA- 
TIONS. 
IT is important and necessary that some kind of 
examination should be made at the beginning of a 
school year to determine the intellectual attainments 
and abilities of students who present themselves for 
enrolment. The student should never regard this 
with dread, nor as a hardship. If he cannot do 
himself justice in the first attempt, teachers are al-
ways glad to promote him as soon as he shows suffi-
cient competency to enter higher classes than those to 
which he was first assigned. Any one who has been 
in school knows that some kind of an examination is 
necessary before he can be assigned to any class ; and 
the kind of examination prescribed by the teacher 
is usually the best possible to enable that teacher to 
classify his own pupils. Students who cheerfully and 
confidently enter upon such examinations always ar-
rive at successful results. 
But in addition to these intellectual examinations, 
it is also important to the teacher to know, and im-
portant to the student that the teacher should know, 
some other facts that materially affect the student's 
success in school. For example, if the student has 
defective hearing or eyesight, or is not in robust 
health, it is important to both that the teacher should 
know how he may be so seated at study and recitation 
as to give him as little disadvantage as possible. 
'When such facts are known concerning all the mem-
bers of the school, the wise teacher is prepared to 
conduct the work to the greatest advantage of all. 
Some years ago Dr. J. H. Kellogg suggested a 
series of questions and tests that have been adopted 
for such examinations, and are herewith printed for 
the use of all schools and teachers who appreciate the 
importance of the subject. 
HEALTH QUESTIONS. 
1. Full name and address. 
2. Ag.e. reckoning to nearest birthday. 
3. :Nationality. �
• 
4. Are you in good health? If not, mention any dis-
ease or disability from which you are suffering. Or, if 
.you prefer to do so. report the matter, in person, to the 
principal or preceptress. 
5. Have you any special hereditary tendency to con-
sumption. or rheumatism, or any nervous disorder? If so, 
what? 
0. Are you subject to headache? If so, how frequently 
and under what circumstances? 
7. What is your weight in health? and what is your 
present weight? 
8. Do you suffer from indigestion? 
9. How many hours of sleep do you obtain regularly? 
10. Are all the functions of the body, as far. as you 
know, properly performed? 
11. Have you good eyesight? 
12. Do you suffer from headache, pain in the eyes, or 
blurring of vision when using the eyes in reading or fine 
work? 
13. Have you good hearing? 
14. Are you subject to earache? 
15. Have you ringing or other sounds in your ears? 
16. Have you had measles, scarlet fever, German mea-
sles, whooping-cough, diphtheria, typhoid fever, or other 
contagious diseases? 
17. Have you any skin disease? 
18. Have you suffered from sore eyes? 
19. Have you been accustomed to active physical labor? 
20. What kinds of manual labor are you most proficient 
in? In what kinds least proficient? 
PHYSICAL AND PSYCHOLOGICAL TESTS. 
I. For heart: Count pulse and respiration at rest. and -
after gentle and violent exercise. 
2. For strength of muscles: Count times one can lift 
himself up by the arms, and rise upon tips of toes. 
3. For quick eess of muscles : Count number of dots 
made in five seconds. 
4. For quickness of vision : Cover letters on the black-
board and note greatest number that can be named after 
a single glance. 
5. For acuteness of vision : Test with given sized let-
ters at measured distances: for color blindness, classify 
colored worsted. 
6. For hearing: Watch or tuning fork, at measured 
distances. 
7. For mental concentration: Mentally adding and 
multiplying two numbers of three figures each. Note 
time. 
8. For memory : Write all that can be remembered of 
a one-hundred-word prose paragraph of new matter, after 
seeing it one-half minute on the blackboard. Also another 
paragraph of matter unrelated to the first, after hearing 
it plainly read once during half a minute. 
9. For sense of location : With eyes closed walk a 
measured distance, six or eight feet, and touch a desig-
nated object. (Count the successful efforts in five 
attempts.) With eyes closed, face north, and turning 
slowly round, indicate in this order east., west, south, and 
north. 
10. For self-control: Note whether the individual is 
easily startled by an unexpected bell tap or other alarm 
at a measured distance behind him. 
It is hoped that many teachers will make use of 
these questions. A circular letter containing full 
instructions for conducting these examinations with-
out embarrassment to student or teacher, will be sent 
free to all who apply with a stamped envelope en- 
closed. �
F. H. w. 
4.1) 
rt e 
THE CHRISTIAN EDUCATOR. �
35 
This is a special number of the CHRISTIAN EDUCATOR, 
designed to emphasize the importance of the work done 
in our colleges and academies. May it be carefully 
read by every parent and young person who is in search 
of the best education. 
NOTICE the clubbing rates on page 38. Many 
churches, Sabbath-schools, and missionary societies 
can by this arrangement easily supply the paper to 
families who could not afford to subscribe for it 
alone. 
SOME excellent answers haVe been sent in response 
to our " Queries for Students; •' but as this number fol-
lows the first so closely, we have decided to wait for 
the third one. in order to give all our students an equal 
opportunity to send in their answers before publication. 
IT should be understood by our subscribers that the 
first few numbers of the EDUCATOR are mailed from 
the Rtri; list. As soon as our own list is completed, 
the mailing label will indicate the date to which your 
subscription is paid. In the meantime all who get 
the paper regularly should feel satisfied. 
WE begin in this number a series of articles by Mrs. 
S. M. I. Henry, designed to assist parents in the home 
teaching of their children. We trust that many par-
ents who may have been neglecting or postponing this 
important duty will follow out this series from the 
beginning, and report results for the encouragement of 
others. It will interest our readers to know that up-
wards of twenty years ago Mrs. Henry published an 
excellent series of books on this subject, planned to 
direct the education of the child at home until he 
should be prepared to enter a Christian college. 
ONE of our contributors says, "A youth should be 
taught to dig and coin his own gold." Let our younger 
readers apply that energy to " digging out" the 
answers to our Queries." They all grow out of the 
articles in this number, and there is some gold below 
each one. Don't "give it up," but ask father, mother, 
older brothers or sisters, Sabbath-school teachers, 
ministers, or any one else who can tell you — if you 
have IA books from which you can study it out your-
selves. 
IT should not be understood that Mrs. Henry's 
lessons ought to be taught to the youngest children 
who migbt be made interested in them. Artificial or 
book education should never be prematurely urged 
upon the child. " Many children have been ruined for 
life by urging the intellect, and neglecting to strengthen 
the physical powers. . . . Their minds have been taxed 
with lessons when they should not have been called out, 
but kept back until the physical constitution was 
strong. enough to endure mental effort." But when 
that time has come, the mental development should not 
be neglected or postponed. But do not send the child 
away from home to learn to read,—and do not waste 
time, and outrage reason, by trying to teach him his 
''A B C's" before he can see the use of " his letters." 
The child grasps wholes. not fractions, in his mental 
development. 
THE order in which nature was created is clearly the 
most natural order in which nature should be studied. 
The mind of the student thus sees each new subject of 
study as a precedent and necessary condition for the 
understanding of all the subjects that follow, instead 
of seeing these subjects as isolated fragments of an 
unseen whole. True education always develops the 
philosophic spirit that discerns unity in variety. 
The order of creation thus suggests a Biblical foun-
dation for the entire curriculum to be pursued in our 
schools. Through physics, botany, astronomy, chem-
istry, and mineralogy is the natural introduction to 
mathematics and the other exact sciences. Language 
study, drawing, and handicraft, are a necessary means 
and accompaniment of all the other studies, and the 
whole field of human interest and endeavor is embraced 
in history, sacred and secular. 
Such a concept of education gives a unity and pur-
pose to teaching and study that is discoverable in few, 
if any, of the world's great schools. In such a sys-
tem there would be nothing forced, artificial, arbitrary, 
unrelated, superfluous, or merely ornamental. It would 
systematically and symmetrically develop all the useful 
powers of the individual, repress display and selfish-
ness, and cultivate the spirit of devoutness and service. 
In short, it would educate for life, through life, and 
throughout life, here and hereafter. 
36 • �
THE CHRISTIAN EDUCATOR. 
QUERIES FOR 
sir r. r434ffrar 
iVu �
ej 
 
 
 
 
 
 
PCEILISUED MONTHLY AT 
 
 
 
 
 
BATTLE CHEEK, MICHIGAN, U. S. A. 
PRICE, 40 CENTS PER ANNUM. 
SEND BY POSTAL MONEV-ORDEIL 
FRANK W. nowt:, �
Editor. 
SPECIAL CONTRIBUTORS. 
Ides. E. G. WRITE, �
, �
Cooranbong, N. S. W., Australia 
C. A. IRWIN, �
Battle Creek, Mich., U. S. .4. 
W. W. PRESCOTT, �
. 
London, Eng. 
A. T. josrs, �
New York, U. S. A. 
J. H. KELLOGG. �
. Louie Creek, Afieh., U. S. A. 
MRS. S. M. r. HENRY �
Battle Creek, Mich., U. S. A. 
E. A. SUTHERLAND, �
. Battle Creek. Mich., U. S. A. 
N. W. KAI:13LE, �
College l.'iew, Neb., U S. A. 
E. J. HIBBARD, �
College Place, Wash., U. S. .4. 
R. S. OWEN, �
Healdsburg. Cal., U. S. A. 
J. L. SHAW, �
. �
Claremont. South Africa 
J. H. HAUGHEY, �
S. Lancaster, Mass., U. S. A. 
J. W. LouGnmEan, �
. �
Mt. Vernon, 0., U. S. A. 
C. C. LEWIS, �
. �
Keene, Tex., U. S. A. 
W. T. BLAND. �
Graysuille, Tenn., U. S. A. 
C. B. HUGHES, �
Cooranbong, N S. W., Australia 
J. C. WHATLEY. �
Pitcairn Island 
W. E. HOWELL, �
. Honolulu. H. 1. 
and many others. 
CLUBBING RATES. 
CHRISTIAN Ept,caTon. and Youth' s Instructor (New Sub.) St.co 
6 • �
" Gospel of Health 
�
70 
in clubs of 5 to to (to one address) �
:',5 
4 • �
• t �"""101025"" �
i 4 �
30 
•t �
t �" " �
" 25 upward " �
" 
4 �
23 
Special terms to agents. 
1. WHAT is a " practical education " ? 
2. Legal meaning of advocate f attorney ? bar-
rister ? counsel ? 
3. What is the significance of these periods (. . . )? 
4. Does the term " fiction" include such works as 
" Pilgrim's Progress" and " Paradise Lost " ? 
5. Curriculum ? Distinction between anatomy and 
physiology ? 
6. In what other studies is trigonometry most 
useful ? 
.7'7. What is atheism ? theism ? deism ? 
E 8. What is a " gospel vehicle " ? 
E9. What is the difference between sequence and 
consequence ? Between cumulative and accumulative ? 
(Which is right — " cumulative voting or " accumu-
lative voting" ? Is such voting right ?) 
10. Meaning of accretion. (Quote the answer 
from one of the articles. How do you pronounce, 
" quote" ?) 
. • • �
. • �
asamm••••..Cits•••••••••userfinemirry �
..•••••,•%••••••••••••=•••••• 
C11. What is the distinction between principal, su-
perintendent, or president of a school ? Is it proper 
to say, " He is the professor of the school " ? 
" Principal of the College " ? Is the president of a 
college the presiding officer of the faculty or of the 
board of directors ? 
12. Meaning of anchorite ? (Has this question any 
relation to one in the first number of the EDUCATOR ?) 
The Ypigkiiiigructor 
An illustrated, eight-page weekly paper, for the benefit of 
English-speaking youth in all lands. 
An undenominational paper, whose columns ars devoted 
exclusively to reading matter. No space used in advertise-
ments. 
One of the very best papers for young people. �
Well illustrated, lively, and entertaining. �
Entirely free from the cheap, exciting stories 
so common nowadays in reading designed for the youth. 
Parents, do you desire to see the minds of your children turned into pure and elevating channels of thought ?— Supply them with the 
Youth's Instructor. 
Yearly Subscriptions ',renewals), $1.00; Yearly Subscriptions to New Subscribers, 75 cents; Six Months' Subscriptions to New 
Subscribers, 40 cents ; To Clubs of Five, per copy, 65 cents ; To Clubs of Ten or more, per copy, 60 cents ; 
Extra to Foreign Countries, 25 cents. Sample Copies Sent Free on Application. 
Any one sending two new subscriptions and $1.50 will be entitled to his own subscription free. 
Address all communications to REVIEW & HERALD PUBLISHING CO., Department of Circulation, Battle Creek, Mich.