„ E Eft 
SCH 
A JOURNAL OF CHRISTIAN EDUCATION 
WASHINGTON, D. C. �
MAY 
HOME AND SCHOOL 
A Journal of Christian Education 
Successor to Christian Educator 
Vol. XIV 
MAY, 1923 �
No. 9 
WARREN E. HOWELL, Editor 
ARTHUR W. SPALDING �Associate Editors 
MRS. FLORA H. WILLIAMS 
CONTENTS 
HOME MAKES TILE SPEECH �
 A Young Mother 259 
LET Us LOVE OUR CHILDREN �
 Mrs. Martha W. Howe 260 
PATIENCE AND THE PROBLEMS OF TEMPER � Agnes Lewis Caviness 261 
STANDARDS AND MEASUREMENTS IN READING �
 Lotta E. Bell 264 
A DAY IN THE GRAMMAR ROOM �
 266 
MY TEACHER: A BELATED APPRECIATION �
 267 
A STRANGE CALLER �
 Mrs. R. M. Knister 269 
A TRUE STORY �
 Mrs. Martha E. Warner 270 
ASH FOR THE OLD PATHS �
 272 
CRAMMING AND LEAKING �
 272 
COME UP TO THE HEALTH STANDARD �
 273 
SOCIAL IDEALS �
 273 
COME OUT OF HER, MY PEOPLE �
 274 
TURN AGAIN �
 274 
PROGRAM SUGGESTIONS �
 275 
BIBLE SIX �
 Fedalma Ragon 278 
PHYSIOLOGY SEVEN �
 Lottie Gibson 278 
BUSY WORK �
Winnifred James 279 
LESSON PLAN — THIRD GRADE ARITHMETIC � Winnie Walters-Turner 280 
TEACHING REVERENCE FOR GOD �
 Mrs. W. M. Keller 281 
FINAL PROGRAMS �
 281 
SUGGESTIVE PROGRAMS FOR YOUNG MOTHERS: SOCIETY �
 Mrs. W. L. Bates 282 
CRADLE SONG (Music) �
 283 
WHILE SHEPHERDS WATCHED THEIR FLOCKS (Music) �
 284 
r WAS WONDERING �
 286 
Issued monthly. Printed and published by the 
REVIEW AND HERALD PUB. ASSN., at WASHINGTON, D. C., U. S. A. 
Terms: One year, $1.50; half year, 75 cents; single copy, 15 cents. 
Entered as second-class mail matter Sept. 10, 1909, at the Post Office at Washington, D. C., 
under the Act of Congress of March 3, 1879. Acceptance for mailing at special rate of postage 
provided for in Sec. 1103, Act of Oct. 3, 1917, authorized on June 22. 1918. 
11111111111111t1 
it,11; , 1111II 
" MAMMA, DO YOU LIKE TO HAVE ME USE THAT WORD? " 
Home Makes the Speech 
A YOUNG MOTHER 
NOT long ago some one asked me to 
suggest some device to stop a small child 
from using " swear words " and slang. 
My first statement' was that time-worn 
truth, " No two children are alike. 
Each must be handled (it would have 
been better to say, guided) differently." 
But one device I have learned and used 
with success. 
Very well do I remember rushing into 
the house one day when I was fourteen 
years of age, to tell mother that my little 
sister, Elsie, had used a naughty word. 
It was such a disgrace ! Nearly every 
man in the neighborhood, except my 
father, used coarse language. We chil-
dren were never allowed to use it, afid 
now the baby was disgracing our house-
hold in such a manner. 
To my surprise, mother did not seem 
at all disturbed. She only said very 
quietly, " Don't pay any attention to her. 
She will forget it, for she won't hear any 
of us say it. You all have had your turn 
at using bad language." 
I entertained very serious doubts as to 
the wisdom of this course, so I decided to 
observe results. Well, she did forget it. 
She used the \ ord a few times, but we 
acted as if we did not hear, and soon it 
was dropped for good. 
Several years later I was boarding 
with a family who had a four-year-old 
son. A water main had been laid in 
front of their house that summer, and 
Quinton, while playing out there, had 
heard unfortunate language from some 
of the men. I had been teaching for some 
time, and the mother in her distress 
asked me, " What would you say to a boy 
who can't see why it's all right to talk 
about God in Sabbath school, but when 
he wants to talk about Him at play, 
it's wrong ? " Immediately I told her 
mother's device. She tried it. It worked. 
In his home the Lord's name was used 
only in the proper way, and Quinton was 
able to answer his own question as he 
grew older. 
A few years later my son was learning 
to talk. Husband and I often talked of 
the future of our son, the experiences 
we hoped we could shield him from. 
and others which he would likely pass 
through. We mentioned his likelihood 
to use bad words (yes, we presumed that 
Page 259 
time would come), and forthwith I told 
him of mother's method and how it had 
worked in Quinton's case. We decided 
to follow the same course. 
Several months before our boy was 
three, he was playing train with his 
blocks, and the train ran into the Kiddie 
Kar and was wrecked. And he said, 
it �
 ! 
I gasped, and turned from him ever so 
slowly, for not for the world would I let 
him think I had heard. He sat still a 
moment, and then said, " Mamma, do 
you like to have me use that word ? " 
My confidence in mother's method was 
almost shattered, but not quite. I said, 
" Mother is so sorry you said it." I 
spoke as impressively as I could, but with-
out severity. 
We had a high school teacher living in 
our home who used a great deal of slang 
and expletive. We were fearing that 
Son would pick it up, but school was 
nearly out, so we hesitated before doing 
anything. This was the first time I had 
heard him use any of her coarsest expres-
sions — it was an expletive that a woman 
seldom uses. I told my son that while we 
liked Miss R., we didn't like the naughty 
words she used. I was afraid her mamma 
had never told her that it wasn't nice. 
It was a year or so before we had any 
further trouble. We had moved, and 
rough language was common among the 
children of the neighborhood. Son 
would hear a word new to him, and 
would use it so cleverly that one would 
think him an old hand at it. He and I 
talked it over one day. We decided that 
he was to ask daddy or me about the new 
words he heard. If he didn't hear either 
of us use the new word, he was to ask 
us before he used it. It has worked beau-
tifully so far. 
Not for a moment do I think the lesson 
closed for all time. It will have to grow 
on him. • Coarse language is very com-
mon, but ultimately I hope for one-
hundred-per-cent clean English for he 
doesn't• hear the other kind in his home. 
Let Us Love Our Children 
MRS. MARTHA W. HOWE 
WHAT a strange thought to present to 
Christian parents, and these lines are 
directed very particularly to Christian 
parents. Of course we love our children. 
Well, if we as Christian parents do love 
our children, and I am free to confess 
that I really believe we do, how are we 
manifesting that love ? 
" Why, by feeding, clothing, housing, 
educating, training, and otherwise pro-
viding for their interests," we say. 
Very good. How are Johnny, and 
Harry, and Mary affected by your love 
as manifested in this way? 
" Well, really, to be honest, I some-
times think they hardly appreciate our 
hard work and sacrifice at all." 
Exactly. Johnny and Harry and 
Mary do not sense, cannot sense in any 
great degree, the hard work and sacrifice 
until in later years the burdens of life 
Page t60 
come upon them. It may be that only as 
they, too, give of their life and strength 
for their children, should time last, will 
they, can they, in its fullest sense, under-
stand the meaning of love so bestowed. 
But now, now, I say, in their tender 
years, while the clay is pliant to the 
potter's hand, let us love them now in 
ways they cannot misunderstand. 
I cannot remember that in my own 
motherless childhood days any person 
ever kissed me or bestowed upon me any-
thing that might be construed as a caress 
until I was eleven years old. Born of 
sturdy New England stock, conservative, 
undemonstrative, and silent upon those 
topics that lie nearest the heart, although 
fed, clothed, educated, and otherwise 
well provided for, I was unloved in any 
way that could be grasped by a lonesome, 
mother-hungry little girl. 
Home and School 
But at last the glad time came. Even 
today it stands out as a gleaming torch in 
the midst of the years. A school-teacher 
kissed me. Herself but a girl in years, 
yet possessed of heavenly intuition to 
meet the unspoken longing of a child-
ish heart, God sent her into my life. 
Never could the years again be lonesome, 
for some one lived who cared for me. 
Many years have passed since then, 
during which I have realized that my 
father cared for me, although bound by 
the family customs of years, but in its 
sweetest and truest sense I never had a 
father. 
0 fathers and mothers, if there are 
those in a similar state who read this, 
cast off the shackles of reserve and re-
pression, and gather your little folk or 
older ones into your arms and love them 
in a way that they cannot mistake. 
I am sorry to say that' in spite of the 
experience of my own childhood, I went 
on to make very nearly the same mistake 
with my own children. One day God 
opened my eyes, and as my baby was go- 
ing to school, I drew her to me and kissed 
her. Imagine the feelings of my heart 
when she said, " Why, mamma, I didn't 
know you loved me ! " Even today it 
hurts. Dear baby, food and raiment and 
other necessities of life did not express 
love she could understand. She accepted 
these things as a matter of course, just 
as we who are older accept the blessings 
of air, water, sunshine, the beautiful 
trees and flowers and birds, and fail so 
often to realize that all these are mani-
festations of the love of God to us. 
Then and there I turned over a new 
leaf, and although it wasn't easy to over-
come the inherited and acquired habits 
of self-repression and restraint, yet I 
struggled on, and little by little, by the 
blessing and help of God, we became 
welded together for this life and, we 
trust, for eternity. 
Never can I forget the glad note of 
surprise and joy in the voice of my little 
one who in a simple good-by kiss learned 
for the first time that her mamma loved 
her. 
Patience and the Problems 
of Temper 
AGNES LEWIS CAVINESS 
T HE 
_ _ stating of this subject suggests to 
my mind,— Patience, the battle of a par-
ent to conquer himself ; and Temper, a 
parent's battle to help his child conquer 
himself. And I have a firm conviction 
that we shall get nowhere with the second 
if we have not been successful in the first. 
Every human being who has powers 
and faculties worth developing has tem-
per; for temper means nerve force, un-
controlled perhaps, but nevertheless 
nerve force. Now nerve force is a val-
uable asset. It must be recognized, dis-
ciplined, and guarded — none lost ; but 
not crushed out as worthless. It is with-
out doubt dangerous ; but so is fire, so 
is electricity — both good servants of 
man. 
May, 1928 
In a way, people recognize this value. 
When the baby has been fed and made 
comfortable in his crib, and mother is 
going out of the room, baby suddenly 
begins to cry in protest, and shakes his 
tiny red fists in impotent wrath at being 
put down. " You see," says mother 
proudly to her caller, " he has a lot of 
spirit already." She waits a moment 
and listens. The crying continues. " If 
he cries too hard, I'll have to take him ; 
I can't have him injure himself, can I ? " 
More crying. Mother re-enters, and tak-
ing up the blue flannel bundle, snuggles 
it against her face. " Well, well, um 
dist would have um's muddah !" she coos. 
Then to her guest, " He has just had his 
bath, and should sleep till noon, but 
Page t61 
maybe he doesn't feel well. I'll hold him 
a little while anyway." 
They go downstairs, and mother be-
gins to pick up baby clothes and set 
things to rights, baby all the time con-
tentedly gazing over mother's shoulder. 
After a while she puts baby down, but his 
highness has learned something. So he 
stiffens his tiny back and screams after 
her, and she comes back and takes him. 
This may be repeated until mother, in 
desperation that it is nearly noon, the 
house not in order, and no lunch ready, 
puts him down,— in none too sweet a 
frame of mind herself,— and leaves him 
to cry till he has finished, which she 
should have done (ordinarily speaking) 
at first. Then he drops off to sleep. 
But of course he goes to sleep late, 
and so oversleeps his next feeding time. 
This breaks his schedule, and one inter-
val between nursings is too short. His 
tummy is overloaded, and he cries a good 
share of the afternoon. 
When daddy comes home at night, he 
finds mother overtired, dinner hurried 
and not as well prepared as usual, baby 
awake because after crying so long in the 
afternoon he finally went to sleep and has 
just now waked up ! So the evening goes 
Page t62 
as the day has gone, to the whims of 
King Baby ; parents go to bed and rise 
unrefreshed, and the day slips into an-
other equally badly managed. 
This is not' a treatise on management 
of baby's program; it is an effort to solve 
or avoid as far as possible the problems 
of child temper. The simplest solution 
is found in earliest infancy. Feed him, 
bathe him, exercise him, put him to bed, 
and take him up at regular, stated inter-
vals. At other times let him alone to 
grow and thrive of himself. It is hard 
to let a baby alone ; his thousand graces 
combine to bind our hands and arms 
about him. But the kindness of much 
handling is no kindness. 
If a young child screams and cries or 
throws himself on the floor to kick and 
roll in anger, see that he is perfectly 
comfortable and then let him scream. Go 
away and close the door softly, and go 
about your ordinary business. If there 
is a lull in the performance, try to hum 
or sing to show that you have perfect 
possession of yourself and that you are 
neither excited nor irritated. When he 
finds that no one is specially impressed 
with his tantrums, he will be so amazed 
that he will probably stop of his own 
accord. 
However, we must be sure that a child's 
bad humor comes from no outside cause, 
such as uncomfortable clothing or wrong 
habits of feeding. Irritation often comes 
from overfeeding or feeding at wrong 
times. Feeding a child to quiet it, giving 
food between meals, permitting candy 
at all hours, heavy meals at night, keep-
ing up after regular bedtime,— all these 
are certain means of disturbing diges-
tion; and an impaired digestion means 
sure irritability. Irritability, of course. 
has no control over emotions, thoughts, or 
actions. 
You will say all these apply to the 
perfectly well child. That is true. But 
if so, they must apply doubly to the frail 
child. It is more necessary that he eat 
simple food suited to his needs and at 
regular hours that he have quiet, un-
stimulating exercise and plenty of fresh 
air: that he be dressed in perfectly com- 
Home and School 
fortable clothes ; that he have a daily 
bath; and that he have much refreshing 
sleep. 
Speaking of baths. I have heard one 
woman say that a good full bath does 
more to sweeten the disposition than 
any other one thing. In our home, any 
outburst of temper was met by a gentle 
insistence on the part of the mother that 
the offender undress, have a neutral bath, 
and go to bed for a half hour. Often it 
was inconvenient to leave the play, but 
mother was firm, and off to bed they 
went, to rise a half hour later refreshed 
and ready to do differently. 
In playing together, children should 
be taught that there are better ways of 
acquiring an end than direct opposition. 
Self-control must be early inculcated 
into their characters. They must learn 
from experience that the surest way rot 
to get something is to cry for it ; that 
perseverance and patience win more 
favors than excited grabbing. And here 
is where we parents must learn our first 
lessons. A mother or father who quar-
rels with a child, giving anger for anger, 
blow for blow, can have no favorable 
influence on the child's character. A 
parent whose voice rises excitedly at 
the first encounter, can never hope ..to 
teach his child self-control. You see, here 
it is again,— example teaches rather than 
precept. Example, example, example ! 
We reap what we sow in these children's 
lives. Control ourselves, and then we 
can think of controlling our children. 
When things get exciting about the 
house, keep your own voice low. Make 
yourself do this. Fly to another corner. 
behind a door — anywhere to catch new 
hold of yourself. Then with new Dower 
from your Master, come out and direct 
the attention to other channels. Avoid 
the explosion if you can. If the disaster 
has come over some toy, explain that 
since the toy is to blame, we shall have to 
put it away, and simplify the situation. 
You will notice that I deal with temper 
problems only of little children. Well, 
the problems of bigger children grow 
out of these. If we are behind on the 
May, 1923 
task, let us begin just where we are, for 
the same principles hold good through-
out life. The expedient of " letting 
alone " when in anger has been used on 
young people in boarding school, with 
success. If one finds a hot temper in a 
child of school age, one can do most by 
getting his co-operation in conquering 
the difficulty himself. One little girl and 
I fought the " Temper-man " all through 
one winter term at school. Sometimes 
we lost and sometimes we both got dis-
couraged, but we really made progress 
for all that. 
Parents, " provoke not your children 
to wrath." Let us learn to control our 
own temper. In our battles, both for 
ourselves and for our children, let us 
claim the power of Him who is invisible. 
Let His perfect life be our inspiration 
and courage. Let His mercy-seat be our 
refuge when we fail, and our place of 
rejoicing when through faith He gives 
us the victory. When we can show our 
children patience in the wear and tear 
of every day, we shall have gone far to-
ward helping them to solve their prob-
lems of temper. 
Busy Work 
(Continued from page 279) 
Fridays 
You may use these days to work out 
some clay modeling designs. Those 
found on page 59 of " Applied Art " are 
very fine. This work is interesting, and 
will be greatly enjoyed by the boys and 
girls. 
" Let us labor to make the heart grow. 
larger as we become older, as the spread-
ing oak gives more shelter." 
THE notion of " duty " must have as 
large a place in the meaning of democ-
racy as the notion of " rights," and not 
the least important of democratic duties 
is the duty of intelligence.— William C. 
Bagley. 
Page 263 
Standards and Measurements 
in Reading 
LOTTA E. BELL 
READING has been called by one author 
a " master key." This is a true figure, 
for reading is a main avenue through 
which we acquire knowledge and gain 
an education. It is evident; then, that 
reading is the first of the three R's in 
importance. 
We sometimes think a child is a good 
reader if he can pronounce his words ac-
curately and fluently. But has it oc-
curred to you that one can read a page 
of English as glibly as you have read a 
page of Latin or Spanish, and under-
stand perhaps just as little of the trans-
lation as you did of the foreign tongue ? 
Oral reading is not a reliable test of pro-
ficiency in the art. Thought getting is 
the great object, and along with it, is 
the time limit in which to gather these 
ideas from the printed page. 
We hear much today about silent read-
ing, and along with it has come an er-
roneous idea that silent reading pre-
cludes a training in oral. Oral reading 
power is to be developed the same as 
the gift of music, and good reading is 
perhaps more entertaining than piano 
music. The mistake has been made, how-
ever, of drilling on the oral to the exclu-
sion of silent reading and thought get-
ting, so today educators are calling us 
back to the original policy of seeking for 
the thought. In this day of unlimited 
printing, in magazine and book, it is es-
sential that we learn to read rapidly, if 
we gain a tithe of that into which we de-
sire to look. Strange to say, we are now 
beginning to realize that the rapid reader 
is the more intelligent reader. 
In the articles on standards (found in 
the January and March issues), we have 
endeavored to set forth the importance 
of promptness in school duties. This at-
tribute is just as great an asset in read-
ing as in those subjects previously dis-
cussed (penmanship and arithmetic). 
Page f64 
Educators such as Courtis and Monroe 
have prepared tests whereby we can 
standardize our work in this art as well 
as in those thus far studied. 
Two goals stand out pre-eminently in 
this subject,—rate of reading and com-
prehension. It may be of interest to 
study the rate scores as given by Monroe : 
INITIAL TEST: 
Grades 
3 
4 
5 
6 
7 
8 
Rate �
 52 
73 89 88 
99 106 
Comprehension �
 7.2 13 19 20 
23 
26.4 
FINAL TEST FOR YEAR: 
Rate �
 60 80 
93 92 102 108 
Comprehension �
 9 14.5 20 21 
24 
27.5 
A paragraph example will give some 
idea of a test in this subject : 
" I am a little dark-skinned girl. I 
wear a slip of brown buckskin, and a 
pair of soft moccasins. I live in a wig-
wam. What kind of girl do you think 
I am,—Chinese, French, Indian, African, 
Eskimo ? " 
The answer to this exercise is Indian, 
and is to be indicated by drawing a 
line under Indian. The test consists of 
a number of exercises like this one, and 
is taken in five minutes. When every-
thing is in readiness, papers passed, pen-
cils sharpened, and hand raised with 
elbow on the desk, the signal may be 
given, as, " Ready, Go," and all race un-
til the teacher calls " Time " or " Stop." 
Each paragraph is given a score of 
from two to six points, depending upon 
the difficulty of comprehension. When 
the five-minute time has elapsed, a sig-
nal is given and every one stops on the 
dot, all pencils are brought back to the 
original position. Be sure to use a 
watch with a second hand and count 
very accurately, for if you are not exact, 
the comparison of results from different 
tests means nothing. More material is 
Home and School 
usually prepared than can be used in the 
time allotted, so that the rapid reader 
has enough to keep him busy. 
The initial test may be given purely 
as diagnostic. You will open your eyes 
wide at the results, and perhaps where 
you have previously blamed or censured 
some student for poor lessons, you will 
have learned part of the reason, a lack 
of comprehension. And this is not al-
ways due to a lack of ability. 
It is remarkable how many hindering 
causes enter into the case where one has 
failed to score. It may be mental in-
ability, or it may be found to be poor 
eyes, poor light, uncomfortable seats, 
etc. It may be that in earlier days the 
primary teacher has permitted lip read-
ing, which is as disastrous to speed as 
is the counting on fingers in scoring in 
arithmetic. It may be that the student 
has never learned that "long sweeps and 
short pauses" are advantageous. If you 
wish to know what the sweeps and 
pauses are for any individual pupil. 
place a mirror on the page opposite to 
the one on which he is reading, and count 
for yourself. This is a simple matter. 
In reading ordinary prose, from four 
to six words are included in one sweep. 
After you have made the diagnosis, elim-
inate all hindering causes, get some sim-
ple reading material, and practise for 
achievement. Take another test at the 
close of the course, and see how much 
improvement has been made. Take the 
test yourself, and set apart a few min-
utes each day for practice, and look for 
results. 
We have used these little devices in 
both methods and training classes, and 
the results are marked where the work 
has been followed up. One class of six 
scored as follows on the initial test : 
Pupil No �
 1 
2 
3 
4 
5 
f 
Rate �
 86 86 86 68 77 68 
Comprehension �
 12 29 23 28 15 12 
By comparing these scores with the 
standards already given, you may de-
termine in which grade in reading each 
of the students, Nos. 1-6. would be classi-
fied. 
May, 1923 
Drudgery disappears in these classes 
when put on a basis where standard tests 
take 'the place of the old-time dreaded 
examination, when each read a few lines 
of prose or poetry in the presence of a 
critical class and a more critical teacher. 
These standard, tests are accepted as 
games, in which all join heartily and 
good-humoredly. Nothing but anticipa-
tion and pleasure remain for the testing 
time. In our normal department we 
have used both Courtis and Monroe tests. 
Both are good, but for some minor rea-
sons we prefer the latter for reading. 
Oral and silent tests are prepared also 
by Gray, Kelly, Haggerty, and others. 
A very interesting book on " How to 
Teach Silent Reading to Beginners," 
may be secured from J. B. Lippincott 
& Co. From this book, I quote one para-
graph: 
" In using the silent reading method, each 
pupil in a class of forty, long before the end 
of the first school year, carried out without 
hesitation the following printed commands in 
the presence of the class and visitors: The man 
standing by the door and wearing a gray suit, 
lives in Omaha. Go to him, shake hands with 
him, tell him your name and your father's 
name; then show by the number of your swings 
on the swing just how old you are.' " 
When a child enters school, he has 
quite a large speaking vocabulary. By 
standard tests the following scores have 
been arrived at: 
8 years �
 3,600 words 
10 years �
 5,400 words 
12 years �
 7,200 words 
14 years �
 9,000 words 
Average adult �
 11,700 words 
These numbers are ascertained by giv-
ing a test on 100 definitions, the words 
having been selected by rule from a dic-
tionary of 18,000 words. The correct 
answers are multiplied by 180 (using the 
mathematical relations expressed above). 
Thus if a child defines 20 of the 100 
words, his vocabulary is 20 times 180, or 
3,600 words. This is Terman's Method. 
There are others, such as the example 
given by Kennedy, in our Teachers' 
Reading Course book for the current 
year. 
Page 265 
The teacher's problem is to reduce this 
spoken vocabulary to a written form, 
and she must use the method that is the 
most economical and time saving. To 
teach 3,600 words might seem a Hercu-
lean task, but when we begin to realize 
that modern methods claim this ability, 
we shall have a greater desire to study 
the best methods, and apply the good in 
them to our own work. 
Recently the following announcement 
came to my desk : " First graders in 
modern schools read fifteen to twenty-
five books, including second and third 
readers, during the school year." And 
the leaflet inclosed told how children on 
demonstration occasions had read in pub-
lic before large assemblies from books 
much higher than their grade. 
Method has much to do with results. 
The teacher cannot say, " Take page 5 
and read it fifteen times," more or less, 
and expect that it will bring the results 
she desires. Artists are not developed in 
that way. Some children can compre-
hend as much upon the first reading as 
others upon several reviews. We reread 
articles to bring out expression, as does 
the artist at the piano, and we need to 
practise as long upon a beautiful recita-
tion to be presented in public as a mu-
sician would upon his piece of music. 
As much pleasure can come from the ren-
dering of a beautiful poem as from a 
piano solo. 
It is evident that we shall have to pro-
vide more material than is furnished in 
our textbooks. Our supplementary read-
ing matter consists of primers and read-
ers gathered from the second-hand stores, 
nature and history stories, and material 
from the Little Friend and Youth's In-
structor. One class took a club of the 
latter, and filed the papers week by week 
for their class use. We maintain that a 
first-grade reader should complete from 
four to six books as a minimum prerequi-
site for entrance in his second-grade text, 
and that he should improve accordingly 
as he advances in the grades. 
In a recent examination given by this 
State (Alabama) to its teachers, the test 
Page 266 
in management and pedagogy included 
questions like the following, all of which 
dealt with standards and measurements : 
1. What evidence have we that the 
usual method of marking examination 
papers is inadequate ? 
2. Define a standardized test, and ex-
plain how it may be used. 
3. Give some of the methods for cor-
recting defects in silent reading. 
4. Describe one of the standard arith-
metic tests and its use. 
Nehemiah's standard for reading can-
not be lowered, and if we can reach it 
more quickly through a different kind 
of examination and by better methods 
than in the past, why defer? 
" So they read in the book in the law 
of God distinctly, and gave the sense, 
and caused them to understand the read-
ing." Neh. 8 : 8. 
A Day in the Grammar Room 
SINCE our visit was made in the time 
of the very first spring flowers and the 
returning of the early birds, the board 
where the program is found was prettily 
decorated with snowdrops and birds 
whose throats seemed to be fairly burst-
ing with song. There were a few pic-
tures on the walls. A case of good maps 
attracted our attention. Some very ex-
cellent penmanship papers were occupy-
ing the exhibit board, one from each 
grade. These papers were certainly 
worthy of praise. 
But it was time for school to open, 
and this was Wednesday morning,—
Junior meeting time, and as I looked up 
I saw leader and secretary at the front, 
ready to take charge. The teacher was 
asked to offer prayer, and short Scrip-
ture selections were read by several of 
the children. 
A little girl from the primary room 
had been invited in to sing a solo, which 
she rendered in a pleasing manner. 
Then one of the girls, in clear tones. 
read the sad story of " Little A-doo." 
Three of the girls sang a song, and a 
(Continued on. page 271) 
Home and School 
• 
My Teacher: A Belated Appreciation 
I READ in a newspaper the other day 
a brief notice of the death, in the New 
England city where I spent my boy-
hood, of a woman whom I shall call Miss 
Robinson, since that was not her name. 
I had not seen her — I suppose I had 
scarcely thought of her — for thirty-odd 
years. Yet there was a time when that 
woman and I came in daily contact with 
each other, and I saw as much of her, 
I think, as of any member of my family. 
And as I read the modest obituary, it 
came over me that in forgetting her I 
had sinned against the simplest stand-
ards of kindness and gratitude. For I 
can realize now that in those long-van-
ished days I was the cause of bringing 
some shadows into her life. If I brought 
also some little sunshine, it was not be-
cause I intended to do so, but because 
she had the grace to find it. There were 
times, I fear, when I made life about as 
hard for her as I could without suffering 
serious consequences. And I have let 
these wiser years slip by without an 
attempt at reparation. 
May, 1998 
She was not an angel; she was human. 
And we l — I think we were little bar-
barians. Sometimes when she tried to 
brighten things up a bit, we said she 
was silly. There were mornings when we 
said she was cross; very likely she was. 
Who is never cross? On the whole, I 
believe we liked her, but not for worlds 
would we have let her know it. I like.her 
now, but it is too late for her to know. 
I can see now that she had things to 
fight against, and she fought not unsuc-
cessfully. I can see that she had culti-
vated the virtue of patience to a re-
markable degree. There was something 
of the stuff of a martyr in that teacher, 
I honestly believe. 
I have allowed myself to forget many 
things that I should have remembered, 
but I can recall vividly enough just how 
Miss Robinson looked as she sat at her 
desk and opened the morning session 
with the simple religious exercises that 
were then in vogue. Her sincerity 
showed itself there. And I can still see 
her as she arose and came down to stand 
Page 267 
in front of her desk, 
her brow puckered 
with earnestness in 
her effort to make us 
understand. 
She was a good 
teacher, I think. 
That is, she was con-
scientious and intel-
ligent and eager to 
have us learn, and I 
don't know that any 
teacher can be much 
more than that. 
I wonder what she 
got out of it all. I 
wonder what were 
h e r compensations 
for the nerve-rack-
ing strain of keep-
ing order among 
thirty boys and girls 
bent on mischief. 
The salaries paid to 
public-school teach-
ers are not large to-
day; they were 
much less thirty years ago. And I think 
I knew that she was supporting her 
mother with her slender income. I won-
der if there were some few pupils —
among the girls, perhaps — who repaid 
her in some measure for her labors by 
some conscious or unconscious response 
of mind or affections. I hope that oth-
ers have proved themselves less forgetful 
and less ungrateful than I. 
I do not so much blame that young 
pagan who whispered and snickered and 
threw spitballs and rattled the windows 
and brought toads and snuff into school. 
His was but a half-awakened conscience. 
He wrought after the manner of his 
kind. He had not looked into human 
hearts to know them. The person I 
blame is the so-called Christian gentle-
man, twenty, twenty-five, thirty years 
later, who had walked out of that school-
room with never a regretful backward 
glance, and then forgot his teacher. He 
should have known better. 
I wish it might be that her sacrifice 
Page ns 
could be turned to some other's gain, that 
this confession of mine, these words of 
belated appreciation. might quicken the 
memory of some other teacher's pupils, 
might stir in their hearts the thing that 
has stirred in mine too late. 
Teacher, with the earnest frown and 
the nervous little smile, I am sorry. I 
am sorry for the mischief I did so long 
ago, when you were thirty and I was ten. 
I am sorry for those innumerable acts 
of mine that added to your full measure 
of burdens and worries. I am sorrier 
still for my thirty-odd years of silence. 
But if I know you as I think I do, I be-
lieve you will not withhold forgiveness. 
I would not lay a flower now on your 
grave if I could, since I lost my chance 
to send a rose to the living; shame would 
forbid. I can only hope that you found 
others kinder than I, and that before you 
lay down for your final rest, some of 
those things for which you hungered 
came into your life to reward you.—
Walter A. Dyer, in Collier's Weekly. 
Home and School 
C— 
TO3 
 
 
A Strange Caller 
MRS. R. M. KNISTER 
MANY years ago there lived in Har-
wich on the Thames River, in Ontario, 
a man named Adam Everett, with his 
wife, Nancy, five boys, and three girls —
Mary, Elizabeth, and Rachel. They 
lived in a log house in a great forest. 
In the kitchen was a large fireplace, for 
they had no stoves, as we now have. 
Of course there are many things that 
we have now that they knew nothing 
about. Their ,nearest store was in De-
troit, sixty miles away. You may be 
sure they made few trips to the store, 
and bought all they needed when there. 
The father usually made two trips each 
year, one in the summer and one in the 
winter. In the summer he went in a 
canoe, and in the winter he rode on 
horseback. 
One winter day, when Rachel was 
about ten years old, he started out on 
his usual trip, to be gone three days. 
The second night he was away, they were 
all sitting around the fireplace, the 
mother spinning, the older ones knitting, 
— for the boys then could knit as well 
as the girls,— the younger ones cracking 
nuts or eating apples. Suddenly there 
came a rap, rap, at the door. Who 
could it be? Evening callers were al-
most unknown. " Rachel," said the 
mother, " open the door and see who is 
there." 
Rachel hurried to the door, and in 
stepped — whom do you think? I am 
sure it was as strange a visitor as any 
one ever had — a large old wolf. Fright-
ened? Of course the children were 
frightened. William, the oldest boy, 
wanted to get his gun and shoot it, but 
the mother said they were quite safe. 
May, 1923 �
Page '69 
The wolf walked over to the fireplace, 
yawned, and lay down by the fire. The 
mother got a large pan of bread and 
milk and put it before the wolf. She 
eagerly ate it all, then lay down by the 
fire again. After staying where it was 
warm for nearly an hour, she went to 
the door, and they let her out. She went 
off into the forest, and they never saw 
her again. 
Why do you think the mother was not 
afraid ? Because when the wolf yawned, 
she could see it had no teeth. Don't you 
think they had quite a story to tell the 
father when he came home the next 
night? 
I have often heard Rachel tell that 
story when I was a little girl, for she 
was my grandmother. 
A True Story 
MRS. MARTHA E. WARNER 
ONCE there was a woman who was very 
wise. And she knew all about training 
children. She had attended the meetings 
of the Child's Welfare Club. She had 
also read several books treating on child 
culture. 
And she had firmly made up her mind 
that obedience should be required from 
her children, if she ever had any. And 
in the course of time she did have —
two, a little girl and a boy. 
When the little girl was just three, 
she was given a doll, oh, a wonderful doll, 
with real hair, and some teeth. And it 
could talk, really talk. 
Then the mother bought 
a carriage and put the doll 
into it. And she told the 
little girl not to take her 
out, for if she broke the 
doll, she never, never could 
have another. 
So the little girl would 
roll the dolly in its car-
riage. At times she would 
sit beside her, and look at 
her, or make her sit up. 
But one day it seemed as 
if she just must hold the 
doll baby in her arms, close 
to her heart. So she took 
her out of the carriage, and 
hugged her, and loved her. 
Then she kissed her, and 
was putting her back into 
the carriage, when mother 
came in. and the way she 
Page 2'70 
 
said, " Mary ! " made the little girl jump. 
The dolly fell with a thud, and when 
she picked her up, she was broken. 
The little girl cried and cried, and her 
mother scolded and spanked. And she 
took the doll and put it away forever, 
and she gave t'he dolly's carriage to the 
little girl's cousin. 
This little girl is now past five. And 
she has never been allowed to play with a 
doll since that day. And the mother 
boasts of it, for she considers herself a. 
very wise woman, who knows all about 
the training of children. 
Home and School 
A Day in the Grammar Room 
(Continued from page 266) 
fourth accompanied them at the piano. 
After the reading of the secretary's re-
port and the singing of several songs, 
the teacher again took her place at the 
desk. 
The penmanship drill this morning 
was the oval. The most of the pupils 
seemed to have reasonably good control 
of hand and arm. At the close of the 
drill the papers were passed to the front 
and were piled on each front seat. 
The visitor was fortunate enough to 
be present on the morning when "Courtis 
Tests " were to be given, but as the one 
in charge of this work did not enter the 
room quite on time, I noted that the 
teacher was prepared to avoid restless-
ness by having at hand a little story 
which she read in the two or three min-
utes that intervened. Three minutes. 
and perhaps twenty pupils. Twenty 
May, 1925 
times three are sixty. " Sixty minutes 
make an hour." No, no, that hour wasn't 
wasted, neither will such portions of time 
be wasted by other live teachers. They, 
too, will be prepared for little emergen-
cies, and not only avoid possible dis-
order, but really have something worth 
while gained ; and besides that, every 
one will be enjoying himself. 
But to the Cotirtis Tests. This was a 
very interesting period. Test No. 1 con-
sisted of problems in addition, in each 
problem nine numbers of three figures 
each. There were twenty-four problems 
on the page, and when pencils were lifted 
in the air, the signal, " Ready, go ! " was 
given and everybody went. Then for 
eight minutes all was still, save the 
brains well tucked out of sight and the 
pencils in the hands. No, not quite 
still, for occasionally there was a slip 
of the lip, just a murmur, but it was 
(Continued on page 884) 
Page t71 
fr 
 
 
 
 
 
 
 
 
 
EDITORIAL 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Ask for the Old Paths 
WE must come back to the standards 
of our godly forefathers. �
I do not 
merely say that we ought to, that we 
need to ; we must'. Of course I cannot 
make you do it, and you cannot make 
me do it ; but by the grace of God I can 
make myself do it, and by the same 
means you can make yourself do it. And 
unless we do, we are lost souls ; and not 
merely lost souls, but traitors and rec-
reants. 
There is no use blinking the fact that 
the world has set its feet in the paths of 
destruction. Moral standards have been 
largely lost, social conduct is on a plane 
of license, the high tension of life is 
dissipating the nervous force of the 
race ; and in consequence of all this the 
world is facing, not only the disintegra-
tion of its morality, but the sweep of 
dreadful physical scourges. 
The world as a whole will not be 
saved from its plagues, because the 
world will not reform its ways. Its ha-
tred, jealousy, and revenge, its pride, 
ambition, and cruelty, its sensuality and 
self-indulgence, will make its doom. But 
individuals will be saved from that doom 
because they come back to walk in the 
old paths of God. They will not be 
saved because they belong to a certain 
church, nor because they profess to be-
lieve certain truths ; they will be saved 
only by their obedience to the principles 
of right living, physical, intellectual, 
social, and spiritual. And, thus saved, 
they will be the agents for the finishing 
of God's work in the earth. 
" Thus saith the Lord, Stand ye in the 
ways, and see, and ask for the old paths, 
where is the good way, and walk therein, 
and ye shall find rest for your souls." 
Jer. 6: 16. �
A. W. S. 
Page 272 
Cramming and Leaking 
WE need to take an inventory of our 
mental habits. Most subtly have we 
been drawn into the theories and prac-
tices of worldly education. While seek-
ing, and with no little success, to avoid 
and oppose certain errors of popular 
science, we have allowed ourselves to fol-
low plans and methods which produce 
shallow thinking, and so weaken our 
defense against errors of all sorts. 
The daily mental diet of the greater 
public is newspapers, and nothing else, 
unless it be cheap magazines and novels. 
How many Seventh-day Adventists have 
the same habit? The newspaper has its 
value, but as an exclusive diet it is a 
thousand times more damaging than 
helpful. And to see professed Chris-
tians avidly devouring the records of 
crime and chuckling over the inanities 
of the comic page, must make the angels 
weep. If such people read, as a matter 
of duty, the books prescribed in our read-
ing courses, they do it with a haste and 
vacuity of mind that permit them to add 
nothing to their mental power. There 
is too much superficial reading and too 
little reflection, too little action resulting 
from thought. 
Our children, in their mental habits, 
are being led in the way of the world. 
Many parents seem to think that if they 
can cram their children's hands and 
heads with good books,— at least innoc-
uous books,— they have insured their 
love of the truth. That is a great mis-
take. Many become mental dyspeptics 
by too much reading of harmless litera-
ture. An all-round education demands 
interests which lead to physical work 
and to creative mental activity. Good 
books have their value, but they are a 
poor substitute for the broader education 
Home and School 
ETCHINGS 
every child should receive. Our chil-
dren are being overloaded with studies 
and reading. The relief must come, not 
by bare deprivation, but by substitution 
of a comprehensive and rational educa-
tion. 
The mind that is crammed will leak. 
Distaste for serious literature — for the 
Bible and other deep-reaching books, lit-
erature which requires mental effort —
is an almost universal fault today. Our 
education needs reforming. Come back 
to the old paths. �
A. W. S. 
Come Up to the Health Standard 
THERE has been serious backsliding, 
dangerous departing from the old paths, 
among Seventh-day Adventists in physi-
cal life. In some ways there has been 
progress in the world's attitude toward 
health. The modes of dress are more 
healthful, outdoor life is much more en-
couraged, vegetarian diet has become 
more popular, drugging is giving way to 
other means of treating disease. But 
while these principles are being accepted 
more widely, the practice of an all-round 
program of right physical living is not 
becoming more common. Self-indul-
gence still rules the majority ; and among 
this majority of the weak-souled are 
numbered a very great multitude of our 
own church people. 
Backsliding in health principles is 
common ; and many are sailing serenely 
along in disobedience, saying that it 
doesn't matter, that it is wrong to make 
a religion out of health ; and they quote, 
" The kingdom of God is not meat and 
drink," forgetting that the " body is 
the temple of the Holy Ghost," and that 
" if any man defile the temple of God, 
him shall God destroy." 
May, 1923 
It is true that eating bran bread and 
going without meat will not save a man. 
Neither, for that matter, will keeping the 
Sabbath save a man. But the man who 
is saved by the grace of God, will keep 
every law of God that he knows, physical 
as well as spiritual, because the life that 
is in him makes him do it. He loves 
to obey God. 
Come back to the old paths in health 
reform. �
A. W. S. 
Social Ideals 
THERE are no longer fixed social stand-
ards to which the world as a whole ad-
heres. Society is in a state of flux, and 
slopping over most dangerously. But 
there are fixed standards for the Chris-
tian, the most basic of which never 
change. The foundation stones of social 
conduct are respect for oneself and re-
spect for others, with a reverence for 
the Creator which permeates both. If 
I hold lightly my virtue, my reputation, 
my influence, it is because I have not 
looked into life and learned its meaning. 
And if I have lost my self-respect, I shall 
not be able voluntarily to respect others. 
But if I sense the purpose of God in 
giving me my powers of body and mind, 
I shall so conduct myself as to preserve 
them for God's service. 
The unsupervised and libertine con-
duct so common among the youth today, 
the flippant and heedless flouting of life's 
sacraments, the sorrow and despair that 
come as a consequence, are not to be 
cured by denunciations and punish-
ments. They exist because life is not 
understood, because parents and teachers 
have lived superficially, and have made 
themselves unfit for priests of the mys-
teries of God. 
Page 273 
The social conduct of many adult Sev-
enth-day Adventists as well as many 
youth, needs to be recovered to the stand-
ards of our fathers and our God. A 
surface work will not do ; it must go 
down to the heart. Let us not be swept 
off our feet by the licentious tide about 
us. �
A. w. s. 
Come Out of Her, My People 
THE pleasures of the world take hold 
upon empty souls. But we cannot ex-
pect to keep our souls filled unless we 
put them under the influence of God's 
word and works. The cities of today are 
become like Sodom and Gomorrah ; and 
yet we continue to crowd into them with 
our children, subjecting those children's 
impressionable senses to the influence 
of the city's pride, pleasure, and crime —
and still pray God to save them. I sup-
pose Lot prayed every day for his chil-
dren in Sodom. But Abraham not only 
prayed ; he acted. He kept his children 
under the influences of the country, 
where God could speak to them through 
the things He had created : so Isaac be-
came a man of God, and even wild Ish-
mael finally yielded to the God of his 
father. But Lot saved not one soul of 
his family, unless perhaps his own. 
To throw ourselves into the rush and 
the frenzy and the superficiality and the 
evil of the cities, and still ask God to save 
our children from the movies and the 
poolrooms and the dance halls and the 
jails and the brothels, is an insult to 
Him. Those who are in the cities may 
not find an immediate way to get out ; 
but if their will is set to get out, and 
they pray, and are willing to act even 
with sacrifice, they will be led by God in 
wisdom. 
Let us turn our backs upon the centers 
of pride and crime, and ask for the old 
paths of God. �
A. W. S. 
WHEN you play, play hard ; when 
you work, don't play at all.— Theodore 
Roosevelt. 
Page Vi 
Turn Again 
THE family altar is fallen down in 
half our homes. The love of God's word 
with many has faded out. The perfunc-
tory study of the Sabbath school lesson 
is not sufficient. " Thy words were 
found, and I did eat them ; and Thy 
word was unto me the joy and rejoicing 
of mine heart." Jer. 15 : 16. That is 
the experience that tells. 
Come; let the peace of God reign in 
our lives, in the consciousness of sins 
forgiven, of power for victory over sin, 
of joy and good cheer in all our rela-
tions with our families, with our neigh-
bors, and with our brethren. Let the 
authority of God govern the lives of par-
ents, and then let that authority be 
shown in parents, who can " command 
their households after them." 
Let us put ourselves and our children 
under conditions which make for solid 
growth of body and mind and soul. Let 
us forsake the hectic movement of the 
crowds, and take time for study, medita-
tion, thought, prayer, and work. Let us 
engage with our children in useful, prof-
itable, and thought-provoking labor and 
study. And let us not forget to culti-
vate their social side, in their relations 
with us and our relations with them and 
their youthful companions. 
Let us set up the altars that are thrown 
down, and call upon our families with 
us to worship the God who made the 
heavens and the earth, and whose power 
and right are about to be manifested in 
their fulness in behalf of His people. 
" Stand ye in the ways, and see, and 
ask for the old paths, where is the good 
way, and walk therein, and ye shall find 
rest for your souls." �A. W. S. 
HE who has conferred a kindness 
should be silent ; he who has received 
one should speak of it.— Seneca. 
LET no man despise thy youth ; but 
be thou an example of the believers, in 
word, in conversation, in faith, in purity. 
— Paul. 
Home and School 
Program Suggestions* 
NOBODY KNOWS 
NOBODY knows the work it takes 
To keep the home together; 
Nobody knows of the steps it takes, 
Nobody knows — but mother. 
Nobody listens to childish woes, 
Which only kisses smother; 
Nobody's pained by naughty blows, 
Nobody — only mother. 
Nobody knows of the sleepless care 
Bestowed on baby brother, 
Nobody knows of the tender prayer, 
Nobody — only mother. 
Nobody knows of the lessons taught 
Of loving one another; 
Nobody knows of the patience sought, 
Nobody — only mother. 
Nobody knows of the anxious fears 
Lest darlings may not weather 
The storm of life in after-years, 
Nobody knows — but mother. 
Nobody kneels at the throne above 
To thank the heavenly Father 
For the sweetest gift -- a mother's love; 
Nobody can — but mother. 
MOTHERLESS 
Iv's the lonesomest house you ever saw, 
This big gray house where I stay; 
I don't call it livin' at all, at all, 
Since my mother went away. 
Four long weeks ago, an' it seems a year; 
" At rest," so the preacher said; 
An' I ache in my breast with wantin' her, 
An' my eyes are always red. 
There are lots of women, it seems to me, 
That wouldn't be missed so much,— 
Women whose boys are about all grown up, 
An' cousins and aunties an' such. 
I tell you the very lonesomest thing 
In this great big world today, 
Is a boy of ten whose heart is broke 
'Cause his mother is gone away. 
— Otwell's Farmer Boy. 
• See " Final Programs." page 281. 
May, 1923 
THE BRAVEST BATTLE 
THE bravest battle that ever was fought, 
Shall I tell you where and when, 
On the maps of the world you will find it not ; 
'Twas fought by the Mothers of Men. 
Nay, not with a cannon or battle shot, 
With sword or nobler pen; 
Nay, not with eloquent words or thought 
From mouths of wonderful men, 
But deep in a walled-up woman's heart —
A woman that would not yield, 
But bravely, silently bore her part — 
Lo, there was the battlefield! 
No marshaling troops, no bivouac song, 
No banner to gleam and wave; 
But oh, these battles! they last so long, 
From babyhood to the grave! 
Yet faithful still as a bridge of stars 
She fights in her walled-up town —
Fights on and on in the endless wars, 
Then silent, unseen, goes down. 
O ye with banners and battle shot, 
And soldiers to shout and praise, 
I tell you the kingliest victories bought 
Are fought in these silent ways. 
O spotless woman in a world of shame, 
With a splendid and silent scorn, 
Go back to God as white as you came, 
The kingliest warrior born! 
—Joaquin Miller. 
A BOY'S MOTHER 
MY mother — she's so good to me! 
Ef I was good as I could be, 
I couldn't be as good — no, sir! 
Can't any boy be good as her! 
She loves me when I'm glad er sad; 
She loves me when I'm good er bad; 
An', what's a funniest thing, she says 
She loves me when she punishes. 
I don't like her to punish me. 
That don't hurt; but it hurts to see 
Her cryin',— nen I cry; and nen 
We both cry, an' be good again. 
— James Whitcomb Riley. 
Page 275 
" MOTHER HAS HAD HER DAY " 
IF mother would listen to me, dears, 
She would freshen the faded gown; 
She would sometimes take an hour's rest, 
And sometimes a trip to town. 
And it shouldn't be all for the children, 
The fun, and the cheer, and the play; 
With the patient droop of the tired mouth, 
And the " Mother has had her day! " 
True, mother has had her day, dears, 
When you were her babies three, 
And she stepped about the farm and the house 
As busy as ever a bee; 
When she rocked you all to sleep, dears, 
And sent you all to school, 
And wore herself out, and did without, 
And lived by the golden rule. 
And so your turn has come, dears; 
Her hair is growing white, 
And her eyes are gaining the far-away look 
That peers beyond the night. 
One of these days in the morning 
Mother will not be here; 
She will fade away into silence, 
The mother so true and dear. 
Then, what will you do in the daylight, 
And what in the gloaming dim; 
And father, tired and lonesome, then, 
Pray, what will you do for him? 
If you want to keep your mother, 
You must make her rest today; 
Must give her a share in the frolic, 
And draw her into the play. 
— Margaret E. Sangster. 
LOVE-LIGHT OF HOME 
" HERE'S a kiss for dearest mother," 
The boy was large and tall, 
Yet he thought his " little mother " 
The sweetest girl of all. 
He kissed her, oh, so fondly, 
And I'm glad she did not frown, 
But called him " dearest comfort —
The nicest boy in town." 
He doesn't feel too big to help her 
Wash the dishes, sweep the floor, 
While the other boys are idling, 
Lounging 'round the grocery store, 
Catching all the evil going, 
Rough and rowdy, loose and loud. 
From temptation he is sheltered, 
Safe with his own " little crowd." 
Often reading, sometimes singing, 
Nothing dull nor lonely there; 
All attractive, entertaining, 
Proving mother's love and care. 
Page f'76 
And his character is molding, 
Toward the good doth strongly bind, 
For his mother is his comrade — 
Safe companion, trusted friend. 
Talking, finding fault, and scolding, 
Will not give us children true, 
And praying only will not save them; 
There is something more to do. 
If we would hold them back from straying 
On the wilds where others roam, 
We must keep the love-light burning 
In that blessed place called home. 
— Mrs. Nannie Batson. 
MOTHER 
THERE came a day when cattle died, 
And every crop had failed beside, 
And not a dollar left to show. 
Then father said the place must go, 
And all of us, we hated so 
To go tell mother. 
Behind the barn there we three stood 
And wondered which one of us could 
Spare her the most —'tis easily said, 
But we just looked and looked in dread 
At one another. 
I spoke: " I'll trust to brother's tongue." 
But father said, " No, he's too young; 
I reckon I —" He gave a groan: 
" To know we've not a stick or stone 
Will just kill mother! 
" Maybe a mortgage can be raised. 
Here all her father's cattle grazed; 
She loves each flower and leaf and bird— 
' I'll mortgage ere I'll say a word 
To mother." 
Upon his hands he bowed his head, 
And then a voice behind us said: 
" Mortgage? And always have to pay? 
Now, father, I've a better way! "—
And there between the ricks of hay, 
Stood mother. 
I have been thinking, 'most a year, 
We'd sell this place, and somewhere near 
Just rent a cottage, small and neat, 
And raise enough for us to eat," 
Said mother. 
" There's trouble worse than loss of lands. 
We've honest hearts and willing hands, 
And not till earth and roof and door 
Can rob of peace, shall I be poor! " 
She smiled. " And now, it seems to me, 
You all had better come to tea," 
Said mother. 
Home and School 
As through the sunset field astir 
We three went following after her, 
The thrushes, they sang everywhere; 
Something had banished all our care, 
And we felt strong enough to bear 
All things — with mother. 
And listen: Once there came a day 
When troops returned from far away, 
And every one went up to meet 
His own, within the village street. 
But ere he reached our old milestone, 
I knew that father came alone—
And not with brother. 
Then through the twilight dense and gray, 
All that our choking sobs could say 
Was, " Who'll tell mother?" 
But waiting for us, by the wood, 
Pale in the dusk, again she stood. 
And then her arms round father prest 
And drew his head upon her breast: 
" The worst that comes is never death, 
For honor lived while he drew breath! " 
Said mother. 
Often, when some great deed is cried 
Of one, by flood or flame, who died, 
Of men who sought and won their fame, 
While all the land rings with some name 
Or other, 
I think me of one warfare long, 
Of Marah's water, bitter, strong, 
Of sword and fire that pierced the heart, 
Of all the dumb, unuttered part, 
And say, with eyes grown misty, wet 
(Love's vision, that cannot forget), 
" All heroes are not counted yet — 
There's mother." 
— Virginia Woodward Cloud. 
I THINK of all the tender care, 
The love, so full and free, 
That through the many years gone by, 
You've lavished upon me. 
I've seemed to take it carelessly, 
But just today I feel 
I'd like to draw aside the veil 
That my true thoughts conceal, 
And show you that my love for you 
Is deep as yours for me, 
And will but deepen day by day 
Through all the years to be." 
" OUR lives we cut on a curious plan, 
Shaping them, as it were, for man; 
But God, with better art than we, 
Shapes them for eternity." 
May, 1928 
Climbing 
(The following song was sent in by Miss Herr, 
educational superintendent of East Michigan Con-
ference. As it seems appropriate to use in the 
closing program. we hasten it into the May maga-
zine. " A. A." stands for Adelphian Academy, and 
It will, of course, be necessary to change the word-
ing slightly to suit the circumstances.—En.) 
(Tune: " Sweeter as the Years Go By") 
1. WE are a class of students 
And we are growing up; 
The days are passing swiftly, 
And we are far from top. 
But we will strive in earnest, 
As days are going by; 
And we will keep on climbing 
Till we shall reach A. A. 
CHORUS: 
Climbing, yes, we're climbing daily, 
We must not too long delay. 
Yes, we're all so happy 
While we work and study, 
Climbing on to dear A. A. 
2. We pass on from our schoolroom, 
From joys we hold most dear, 
Where gladly every morning 
We all would hasten here. 
Our hearts are young and happy, 
We love our teacher dear; 
We're climbing up to Adelphian, 
The time is drawing near. 
3. We've studied hard our lessons; 
We're climbing every day; 
We soon will enter ninth grade, 
And then we'll hear them say, 
" Oh, see our little Freshies! " 
But we'll not shirk or play; 
We'll show then by our standings 
We're climbing every day. 
4. We want success our standard, 
Our thoughts and hearts be purer. 
 
And when temptations gather, 
May God help us endure. 
May our lives be consecrated 
While climbing up life's way,, 
And may we be a blessing 
For Jesus every day, 
" I'D rather be a Could-be, 
If I couldn't be an Are; 
For a Could-be is a May-be, 
With a chance of reaching par.. 
" I'd rather be a Has-been, 
Than a Might-have-been, by far; 
For a Might-have-been has never been, 
But a Has-been was once an — ARE." 
Page e777 
Teaching Suggestions for May 
Bible Six 
FEDALMA RAGON 
REVIEW days are strenuous days for 
boys and girls, and for teachers as well. 
If the work has been thorough, they may 
also be happy days. 
To review is to take another look. It 
is a pleasant exercise to see what the 
map will bring to our minds. Start with 
Jerusalem. Perhaps we may imagine 
Jesus walking along the streets of that 
city, but most of His experiences which 
have been recorded were connected with 
the temple. His first entrance there was 
when a babe forty days old. Other times 
were, when He was twelve years old, and 
again at the beginning of His public 
ministry, when He cleansed the temple. 
At still another time He came from Gali-
lee to attend a certain feast, and healed 
a man at the pool of Bethesda. It was 
in the last year of His life that He at-
tended the Feast of Tabernacles, when 
the blind man was healed, and the of-
ficers, who were sent to arrest Him, re-
turned saying, " Never man spake like 
this man." When Lazarus was raised. 
Jesus must have spent a few days in the 
neighborhood of Jerusalem until He was 
again forced to leave by the evil plot-
tings of the priests. Finally, He re-
turned and spent those six days before 
His death. In this time occurred the 
feast at Simon's house, the second cleans-
ing of the temple, and the many other 
events which crowded those last days. 
Assign these different occasions in 
Jesus' life as topics to be looked up from 
past lessons, and recited on by different 
members of the class. It would be a 
good way to review a series of high points 
in Jesus' life. Such an exercise would 
furnish good material for a closing day, 
if the program is to be based on school 
work. 
Many places on the map suggest to us 
events in the life of Christ. There are 
Page 278 
Bethabara, Sychar, Cana, Nail]. Beth-
saida, Cwsarea, Philippi, and many oth-
ers. Every sixth-grade child should be 
able to stand and make an intelligent 
recitation of at least a few sentences con-
cerning events connected with each place 
pointed to. Care should be taken that 
places are pointed out in the order in 
which the events occurred. Of all the 
places connected with Jesus' public min-
istry, more events cluster around Caper-
naum than any other. Ask your class to 
make a list of miracles and other occur-
rences which took place in or near that 
city. 
Use the four sets of review questions 
as a background for final review work. 
If these questions were used in connec-
tion with the regular lessons, as a basis 
of drill, going through them now will 
not be drudgery, but joy. 
[Let those who are considering last-
day program take note of the above.—
En.] 
Physiology Seven 
LOTTIE GIBSON 
THE eye is a wonderful organ, and 
our aim should be to make the child feel 
that it is. If one can do it, there is no 
better way than to dissect an eye before 
the class. The experiment showing the 
candle flame upside down, given in Bible 
Nature Series, No. 1, helps the child to 
understand how we see. Dwell upon 
the blessings that come to us through the 
eye, and pity the blind person, that by 
some means we may help each child —
even those who deliberately injure their 
eyes so they may wear glasses — to take 
the best care of the eyes. We must not 
leave these lessons until we have called 
the children's attention to the special 
message of God to us as found in Reve-
lation 3 : 17, 18. 
The ear is another organ we all want 
to keep uninjured. Children enjoy 
Home and School 
making loud noises in one another's ears ; 
or they are careless, take cold, then force 
the air into the Eustachian tube when 
blowing the nose. They wear great ear 
puffs. All these things should receive 
special attention. Note the experience 
of the actor who was cured of catarrh, as 
given at the bottom of page 260 of the 
textbook. The noted physician could do 
nothing, but God could as soon as the 
actor chose the right diet. 
The care and training of the voice has 
in most cases been passed over lightly, 
yet what could be of more importance ? 
Have we ever thought of the training of 
the voice as a means of warding off dis-
ease? (Read "Education," p. 199.) 
We have always known that God is 
glorified by pleasant words, but have we 
ever thought that He is honored by the 
physical training of the voice ? A study 
of the talent of speech, as given in 
" Christ's Object Lessons," page 335. 
will help us with these lessons on the 
voice. 
Now comes the general review. Chil-
dren get little good from a review if only 
told to review certain chapters. Why 
not ask the class to find out all they can 
about a certain part of the body? Tell 
them that you expect each one to tell 
one thing about the subject, but no one 
must repeat what another has said, nor 
allow any one to make a wrong state-
ment. Another time make a list of fifty 
or more questions that may be answered 
by yes or no. Each day vary the exer-
cise and make it lively, and the review 
will accomplish much. 
" Busy Work " 
WINNIFRED JAMES 
have worked, and by it have really lived 
and made life pass pleasantly and 
quickly. 
The outline for May is as follows : 
Monday — Paper folding. 
Tuesday — Paper construction. 
Wednesday — Paper cutting. 
Thursday — Weaving. 
Friday — Clay modeling. 
The card sewing can be given for busy 
work during other periods as you may 
choose. 
Mondays 
Give dictation for folding and cutting 
the letters 0, P, Q, R. The other letters 
of the alphabet can be made during 
drawing periods; or if your children are 
apt, you may make two letters a day. 
Make a booklet of the letters, with the 
cover of cover paper. 
Tuesdays 
The first Tuesday, May baskets, of 
course. You will find many designs for 
these everywhere. " Applied Art," 
pages 28 and 53, gives some very inter-
esting ones. The basket at the top of 
page 53 is especially interesting, and 
when decorated it: makes a pleasing 
model. 
The remaining three Tuesdays could 
be used in making some extra models. 
The bird house, wagon, and cradle, on 
page 52 of " Applied Art," are especially 
good. 
Wednesdays 
Cut the design of fish and water on 
page 60 of " Applied Art." Then cut 
some simple design for the cover of the 
paper-cutting booklet. The flower de-
sign on page 9 of the same book, is very 
pretty. 
" MAY is here! 
The air is so fresh and sunny; 
And the miser bees are busy 
Hoarding golden honey. 
See the knots of buttercups 
And the purple pansies." 
Another school year has nearly passed, 
and it seems so short, too, because we 
May, 1928 
Thursdays 
Weave a small hammock. This can be 
done by following the same idea for the 
rug as given in the April outline. By 
tying the fringe into a ring, you will 
have the hangers. If time permits, make 
a bag or any model you may choose. 
(Concluded on page Z68) 
Page 279 
Lesson Plan --- Third Grade Arithmetic 
WINNIE WALTERS-TURNER 
1. Purpose — To teach " borrowing " 
in arithmetic. 
2. Material — Dimes and pennies. 
3. Method. 
Send the class to the blackboard to 
work some of the problems in the day's 
lesson which do not call for borrowing. 
Then, without calling their attention to 
anything different, give them one which 
does call for borrowing, for example, 
3,1± Immediately they see that they 
cannot take nine from four. Then 
some such conversation as the following 
may result : 
" No, you cannot take nine from four, 
but we are going to learn today how to 
subtract numbers like that. We will 
learn it with dimes and pennies, playing 
store. I will be the storekeeper, and will 
give you the money to come to buy. 
We will play it a little differently today. 
You must give me just the right number 
of dimes and pennies. Now, Harold, you 
may come first. Here are four pennies 
and one dime. What would you like to 
buy ? " 
" I'd like that ball." 
" Very well, Harold. The ball costs 
nine cents. You must give me nine pen-
nies." 
" But I have only four pennies." 
" Yes, but you have a dime. Can't 
you think of what you can do ? " 
" Can you give me ten pennies for my 
dime ? " 
" Certainly. Here they are. Now how 
many pennies have you? " 
" I have ten and four. Fourteen." 
" Good! Here is the ball. Now how 
many pennies are left? " 
Five." 
" That's right. Now let's write that 
.on the board. �
Harold, tell me what 
14 means." 
" It means 4 ones and 1 ten." 
" Yes: Now does that make you think 
of the money I first gave you ? " 
Page 280 
" 0 yes, I see ! The dime and four 
pennies." 
" And what did we have to do to take 
away the 9? " 
" We had to change the dime to pen-
nies." 
" How many pennies " 
" Ten." 
" Then how many pennies had we? " 
" Fourteen." 
" Did we have any dimes left? " 
" No." 
" Then don't you see how we sub-
tracted the 9 ? We changed the dime to 
pennies, and you can show it like this,-
411, We do not always have to have 
dimes and pennies. We can just 
think of tens and ones. 
" Now Lois may come to buy. Lois, 
here are two dimes and four pennies. 
Is there anything here you would like 
to buy ? " 
" Yes, I want this pretty handker-
chief." 
" That usually sells for ten cents, but 
you may have it today for nine." 
" Will you give me pennies for one of 
my dimes too? " 
" Certainly. Now, you have bought 
the handkerchief, how much have you 
left ? " 
" A dime and five pennies." 
" How many cents altogether " 
" Fifteen." 
" And how many had you at first when 
you had two dimes and four pennies ? " 
" Twenty-four cents." 
" Then 9 from 24 leaves 15. Let's put 
that on thezu. board and see what we 
have done,--# Can you tell it, Lois? " 
" Yes'm. We changed one dime to 
pennies so there would be fourteen. 
Then we took 9 from 14 and had 5 left." 
" And did you have any dimes left? " 
" Yes'm, I had one dime left." 
" Now that is what our answer means, 
1 dime and 5 pennies, or 15. What do 
Home and School 
we say 15 means ? Yes, 5 ones and 1 ten. 
We took one of the tens and changed it 
to ones, and that left one ten, like this, 
Other children may buy, illustrating 
19 from 24 and 19 from 34. 
4. Drill. 
Further games if necessary. 
Class work at blackboard, indicating 
operation of borrowing, till thoroughly 
learned. 
Union College. 
Teaching Reverence for God 
MRS. W. M. KELLER 
TEACHING reverence ! What a world 
of meaning lies in the words ! 
To teach reverence for God one must 
first be reverent himself, for we have 
no right to expect the children we teach 
to become what we are not. When we 
continually keep ourselves right in the 
sight of God, then only are we ready to 
teach others. 
Reverence is a " profound respect 
mingled with fear and affection." In 
order to feel profound respect, one must 
know the Being reverenced. Until he 
knows Him, he cannot have " affection " 
for Him. In our daily life at home and 
at school, we should neglect no oppor-
tunity to impress upon the hearts of the 
children the goodness, mercy, love, wis-
dom, and power of God. At first the 
child must know about His attributes, 
and this depends on the parent and the 
teacher ; and if rightly taught and kept 
in proper environment, he will eventu-
ally come, not only to know about Him, 
but to know Him whom to know is life 
eternal. 
Gpd's love and goodness, how great ! 
God gives us all. His love to us, when 
we properly consider and realize it, calls 
forth our love for Him. 
It is natural for children to admire 
one who has strength and power. In 
God is all strength and power. If we or 
lour children see this, how can we help 
standing before Him in awe and admira- 
May, 1923 
tion, and having a feeling of most pro-
found respect? 
 
And His mercy, that endures forever. 
Surely every one of us needs and desires 
His mercy. 
God's word came forth from Him. It 
is the portraiture of His character in 
language. If we as teachers, and as par-
ents, see Him through the word given us, 
we shall not grow impatient with the 
children when they seem irreverent, but 
rather blame ourselves and realize that 
we have somehow failed in keeping be-
fore them right knowledge of God and 
His attributes, and right examples of 
reverence. When teaching " all things 
whatsoever He has commanded," Christ 
has promised to be with us, " even unto 
the end of the world." 
Final Programs 
IT is wise to make up the final program 
from the regular work of the year, draw-
ing especially from Bible, nature, his-
tory, physiology, and geography. This 
kind of program can be made intensely 
interesting, and will also be a good ad-
vertisement for the school. In order to 
give variety, mix in some good songs and 
poems. There are many poems which 
would correlate well with the work of 
the different Bible classes, such as, 
" Burial of Moses," " The Passover," 
" Daughter of Jairus," " David's Lament 
for Absalom," " St. John the Aged," etc. 
It will delight parents and other visi-
tors to have the children tell some par-
ticular story, as, for instance, the story 
of Moses from birth to grave, each mem-
ber of the class being well drilled in giv-
ing his definite portion. 
The stories of Jesus as learned in the 
sixth grade are excellent. A series of 
mission stories learned in the seventh 
grade are extremely interesting. 
Some vital portion of our history, such 
as, " From Rail-Splitter to President," 
could be given in the same way. " The 
Body Wonderful " would make a fine 
subject for recitation. Whatever you 
use, put life and enthusiasm into it. 
Page t81 
111 
YOUNG MOTHERS 
Suggestive Programs for Young 
Mothers' Society 
MRS. W. L. BATES 
First Meeting in May, 1023 
Part I, Lesson 5 
OPENING SONG. 
Call on some member to repeat the " Little 
Stint." 
Ask for volunteer to repeat the " Big Stint." 
All stand and in concert offer the Lord's Prayer. 
Learn at least one of the Christian Story Songs. 
Children pass to the playroom with their teacher. 
Secretary's Report. 
Roll Call: (Answered by some good thought 
gleaned from the Parents' Reading Course.) 
Lesson: The first in the practice of story-tell- 
ing. (Call on different members for a story 
until the time of the meeting is expired.) 
Assignment for next meeting. 
Closing Song and Mizpah. 
Second Meeting in May, 1923 
Part H, Lesson 5 
Opening Song: " Christ in Song," No. 80. 
Memorial Scripture: Psalm 65; read or repeat. 
Prayer. 
All together learn a new song for the children, 
and let them help sing it before passing to 
their playroom. 
Secretary's Report. 
Roll Call: (Let each one respond by mentioning 
one thing that a child under five years of 
age should learn to do.) 
Ten-minute discussion on how our children 
cheek up with this. 
Song: "Christ in Song," No. 33, "We are 
building, every day." 
Let some one, previously appointed, give a 
demonstration of correct posture, breathing, 
etc. (The same is suitable for both mother 
and child.) 
Follow by a short drill by the class. (In 
this, as in all other phases of child culture, 
the mother's example is worth more than 
volumes of advice.) 
A Lesson on Birds. 
A Talk: "Cultivation in Garden Work." Dis-
cussion, 5 minutes. 
A Talk: "Insect Pests and Plant Diseases." 
Discussion, 5 minutes. 
Pass out the June lessons and give assignments 
for next meeting. 
Closing Exercise: Repeat in concert the memo-
rial poem, " To a Waterfowl." 
We hope each society will learn as 
many cradle songs as possible. 'We can 
only give you a few at present, but you 
may be able to find some for yourselves. 
And let us remember that good songs 
are a large factor in child training. 
Still Growing 
AT this date (March 27) there are 65 
societies with 669 members, and 60 moth-
ers doing the work alone, making an 
aggregate of 729 members in all. it is 
not quite three months since the work 
began. This is surely encouraging prog-
ress. 
Young mother, why not write a per-
sonal letter to five of your friends who 
have children, and tell them how much 
good the lessons are doing you r 
Motions for Cradle Song, page 283 
First verse : 
1. Hands extended and moved to left to indicate motion of river. 
2. Arms extended over head, waving to right and left to indicate waving of hushes. 
3, 4. Head rested on folded hands. 
Chorus: 
Imitate child in arms ; drop right arm into left, then sway arms from right to left as if putting 
child to sleep. 
Second verse: 
1. Arms outstretched to indicate direction of birds. 
2, 3. 4. Hands swayed from right to left to indicate swinging of grass. 
Third verse: 
1. Hands folded in attitude of prayer. 
2. Indicate creeping of foe. 
3. Hands outstretched in attitude of blessing. 
4. Head resting on folded hands. 
Humming, after last verse: 
Repeat motions of chorus. 
Page 280 �
Home and School 
/7- 
Words by F. J. Greenwood 
CRADLE SONG. 
Walter Spinney 
Arr. by C. F. Greenwood 
1. Si - lent riv - er creep - ing By �
the way - ing bush - es, Mo - ses on �
your 
2. Bird - ies, sing your sweet - est, On �
the grass - es swing - ing; Till �
the lit - tle 
3. An - gels safe - ly guard him, Let no foe come creep - ing; Hov - er gen - tly 
�
-o. �
-A 
�
A �
 
�
J �
 
f•c 
•�
 
Po • �
• _a • �
• �
r 
dr17111-1-
11141 
•• �
. 
1 
jo 
do 
 
�
 . �
• �
 
I 
CHORUS. 
• 
!' • 
�
 -I �
�
a, �
 
1 �
v . �
. • �
7-- 1 �
. �
0 • --• 
a 
a- 
'••••••.‘ 
4 
4 • 
7_171 
 
•
,• �
 
• 
r. 
a— 
1 �
1 
• 
-0' . �. 
May, 1923 
• 
-a- . 
Page 283 
• 
a-mong the bush - es. 
�
I �
 Pui, �
E•4:.
-0- �
-1
.
--. 
_t
• �
• 
Or : �
-11•0- •: 
• • 
I 
•••••m•••- 
0 • �
 
• 
HUMMING (after last verse.) 
�
 -1\ 
 �
• 
-•-• 
-0- �-a- 
rush - es; Hid- den by the riv- er's brink, Safe 
-a- • 
Lit - tle ark of 
�
 t` 
 
_t • 
�
I �
 
r- 
__ --j- 
--- �
1 
-PP 
---; 
t-i , �
a 
7R, -=.1 �
a 
f �
 
0 • 
 
-OP- • �-0- • —± �
-I- • . 21- 
• • �
-a- • 
• 
-a- 
a- • 0- • �
-0-• -00,- 
I 
�
1 �
ifl 
•• 
I �
: 
---J-1 
MPAIMall
• 
M �AP____C-- �
e 
.__, 
—10 
-ai- 
breast �
is �
sleeping �
In �
his �
ark �
of �
rush - es. 
babe �
is wakened �
By �
your joy - one sing - ing. 
o - ver the cra-dle, While �
the child �
is �
sleep - ing. 
I 
di �
di �
Ii— 4 
--+- 
-IP- �
a- • 
�
Rocking, rock- ing, to �
and fro, 
a • �
• �
' �
__i �0- 
 a_. 
_., 
I �
•-_-_•
.__-=.4
- _ �
ir_ 
 
_f �
• 
Or • �
-dr • �
;iii- • 
,
---_ • �
• • 
1 �
1 
a �
_ 
• 
-ii-- • 
1 
,.. 
OW 
•-:- �
 
1,—.- 
1-1 •,,_,;,_______, 
rel �
d 
,...._ 
---r-11
_•____40 
• : _f �
• 1 ,_-_—_, 0 
..4 
4 
wt,71= 
• 
• 
A Day in the Grammar Room 
(Contimued from page 271) 
only an outward manifestation of great 
inward activity. Then came the signal, 
" Pencils up,"— not a single mark after 
that. Each placed his score of " No. 
attempted " and " No. right " in the 
proper corner of the page. 
Then came four minutes for subtrac-
tion, dealing with numbers of eight and 
nine figures each. Test No. 3 was com-
posed of multiplication work; and No. 4 
of long division. 
The study in the eighth grade lan-
guage class was on descriptive words and 
expressions. Short, original stories were 
read by the pupils, and the words and 
phrases which expressed the main ideas 
—1111-111 
a �
 
Page t84 
pointed out and discussed. It was really 
surprising how many pithy expressions 
those boys and girls had used. 
The sixth grade had action words end-
ing in ed for their spelling lesson. They 
noticed that these words denoted past 
time. The lesson was written and the 
papers gathered, and then the pupils 
were carefully prepared for the next les-
son. The teacher suggested that as the 
pupils studied their lesson by writing it, 
they make three columns of the words,—
one for the words in which the conso-
nant was doubled, one for those in which 
it was not doubled, then another for 
difficult words. 
The seventh and eighth grade Bible 
class was studying the life of David 
Brainard under these 
several headings : 
(1) His early life ; 
(2) At twenty-four; 
• 
(3) His trip West ; 
(4) Language diffi-
culties ; (5) Influence 
over Indians; (6) 
Work of traders. The 
questions had been 
duplicated by the 
teacher and distrib-
uted to the class, and 
today they followed 
the plan of each read-
ing a question and 
answering it in a com-
plete sentence. Then 
• 
there was just a little 
talk about tomorrow's 
lesson, to arouse an 
interest in Robert 
Moffat. 
The Courtis Tests 
took the time which 
would have been 
spent in studying the 
physiology lesson, so 
another problem was 
to be met,—one which 
confronts every 
teacher at some time 
or other. There are 
several ways in which 
Home and School 
While Shepherds Watched their Flocks. 
E. A. Wales 
IN 
.1=111IMME �
MP =1. ; 
la HIM 
—111, 
 
t, �
70' �
VP- �trir 
I While shepherds watched their flocks by night, All seated on the ground. 
2. To you in Da - vld's town this day �
Is bora of Da- vid's line, 
3. Thus spake the ser - aph, and forth-with Appeared a shin tug throng 
The an - gel of the Lord came down, And glo - ry shone a- round. 
The Sav for who is Christ the Lord, And this shall be' the sign: 
Of �
an-gels praiszing God, who thus Address'd their joy - ful song; 
1?-0- 
"Fear not," said he, for might - y dread Had seized their roubled mind, 
The heavenly Babe you there shall find To hu - man v ew dis - played, 
"All glo - ry be to God on high, And to the earth be peace: 
�
_41 
c+ 
• • �
• • • 
= 
_=f
--•--
.0. 
7Ir 
-II- -I- �i • 
"Glad ti dings o �
great joy I bring To you and all man-kind. 
AU mean - ly wrapt in swath-ing bands, Ana in a man - ger laid." 
Good-will henceforth from heav'n to men Be-gin and nev er cease." 
1)0 
-- -I- 
-0- 
Beautiful for Situation " 
11111101 �
1101111118111111111 till �
t 
1111 
ii111;;;;11113:;11111111;pi1t 
MINN MOM EOM MT: 
ifllliliill �
ti;#11111 �
thontlii hHt I 
it might be met, and the class feel like 
saying, " Value received." But at this 
particular time the teacher said, " We 
will read the lesson, and discuss it." It 
was on the functions of the liver, and 
the discussion was both interesting and 
enlightening. One could not help won-
dering how a teacher who was not 
herself saturated with the lesson would 
have met the emergency, and still have 
dismissed the class with a feeling that its 
members had gained something worth 
while. The lesson assignment brought 
in points calculated to make the children 
think as they studied the next lesson. 
The afternoon session opened with 
three rousing songs, really well sung. 
The little sheet they used was " Let's 
Go," for Children's Day, by Edith San-
ford Tillotson. Single copies, 8 cents; 
twelve copies for 85 cents. It is pub-
lished by Tuller-Meredith, 24 Christo-
pher St., New York City. 
It was a pleasure to see how quickly 
the seventh grade found the areas of 
various kinds of triangles, trapezoids, 
etc. Their next lesson was to be the rec-
tangular prism, and a chalk box cleared 
the path ready to start. 
The geography class brought out the 
outline maps of Europe which they were 
completing. These gave to the mind 
through the eye a good idea of where 
Europe's various productions are found. 
On the board was a beautiful map of 
Europe, probably placed there by the 
tsacher ; and from it was studied a bit 
of the history of the European language 
families, and the regions where they 
prevail. Twenty-six languages have de-
veloped from these, and the class decided 
that this makes Europe a difficult field 
to reach with the third angel's message. 
They thought the best way was to 
acquaint the people of the various na-
tions who are scattered about the United 
States, with this truth, and then let them 
carry it to their own nations. 
The day ended with the meeting of 
the prayer bands. The visitor was per-
mitted to meet with the girls, so she can 
testify that the day ended well. 
F. H. W. 
QUALITY Mount Vernon Academy 
FIRST 
MOUNT, VERNON, OHIO 
1920-21 — Full to overflowing. 
1921-22 — Building commodious dormitory and dining-room. 
For Catalogue, address �
: : �
: : �
The Principal 
May, 1923 �
Page $85 
.....:........:..............................:.+4..:.+.:..:..:..:...:....:..:..:....:...:..:..:„.4..:..,..:...:. 
. �
.:. 
4. �
.:. 
I WAS WONDERING 
.:. �
.:. .:. .:. 
.:. �
.:. 
.:.
.:. 
And So I Thought I'd Ask You 
 
T. ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++1: 
Is corporal punishment n4 
,,sary in proper 
ehild training? 
With an ideal child and an ideal ppir-
. ent, perhaps not. But there are few 
children so happy as to have perfect 
parents, and there are no parents who 
have perfect children. The counsel of 
Solomon is not to be despised: " Chasten 
thy son while there is hope, and let not 
thy soul spare for his crying." Prov. 
19 : 18. " He that spareth his rod hateth 
his son; but he that loveth him chasten-
eth him betimes." Prov. 13 : 24. " With-
hold not correction from the child ; for 
if thou beat him with the rod, he will 
not die. Thou shalt beat him with the 
rod, and shalt deliver his soul from 
Sheol." Prov. 23: 13, 14, A. R. V. 
Nevertheless, corporal punishment 
should in most cases be the last resort. 
Our children should be guided by a 
sense of right, inculcated through our 
example, precept, and pride. We should 
teach our children to be proud to be obe-
dient, foursquare, open-faced, self-con-
trolled, and generous, — too proud to 
stoop to a lawless or mean or sneaky or 
weak or unkind act,—the family pride 
of the children of God. Yet there will 
be some failures with every one, and 
there must be correction. So far as pos-
sible it should be of a character to fit the 
offense, that it may appear as a natural 
consequence of the fault. The better bal-
anced the parent, the better will he fit 
the punishment to the sin, and the less 
will he find it necessary to resort to 
whipping. But whipping is sometimes 
necessary even with the best of parents. 
It should be with a switch ; the sharp 
pain leaves a salutary memory. Spank-
ing is bad physically. and cuffing more 
so; and the latter particularly is an in-
dication of parent's temper more than 
of righteous punishment. 
Page 286 
Is it necessary to say that punishment 
should never be in anger? There is no 
scene so agonizing to the sensitive human 
soul, or so abhorrent to God, as the sav-
age punishment of a helpless child by-
an enraged parent; for it is mean in-
justice exercised by the strong upon the 
weak under cover of authority. I think 
that God can forgive it only after deep 
self-humiliation and confession to God 
and to the child. 
Is it right for children to be permitted tool 
run about in church? 
No ; and if parents fail in keeping 
their children in place, the church au-
thorities should see to it. During the 
service mere decorum demands quietness 14/-
and good behavior. Some latitude as 
to noise and movement must be accorded 4w 
babies and small children, but it should .1 , 
be as limited as possible. A crying baby,"/ 
should be taken out ; also a child that 
cannot be hushed. In no case should a 
child be allowed to run about in church. 
If children are present in the church 
building when services are not in prog-
ress, their parents should teach them 
due reverence. There should be no loud 
talking, no playing. Sometimes children 
are allowed at such times to run about, 
and even up into the pulpit. This is 
sacrilegious. The sacred desk is conse-
crated to the ministry; it should not be 
lightly invaded, even by adult members. 
and children should be taught to regard 
its sacred character. 
After having worship just before breakfast. 
should we return thanks for the meal afterward? 
Yes. If possible, have family worship 
in another room than where breakfast is 
waiting ; certainly away from the table. 
In any case, when you sit down to table. 
give God thanks and ask His blessing 
upon the food provided. �-J 
Home and School 
EMMANUEL MISSIONARY COLLEGE 
The School of Opportunity - 
Frederick Griggs, President �
: : �
Berrien Springs, Mich. 
ATLANTIC UNION COLLEGE 
Founded in 1882 
The Oldest Educational Institution in the Denomination Now in Operation 
ci Situated in the beautiful village of South Lancaster, twelve miles from Worcester, with 
its fine Antiquarian Library. thirty-five miles from Boston, called The Athens of Amer-
ica," thus combining the advantages of a quiet, homelike village with nearness to a great 
educational center. 
COURSES OFFERED: 
BIBLICAL, SCIENTIFIC, LITERARY, NORMAL, MUSICAL. 
COMMERCIAL, PREPARATORY MEDICAL. 
and PREPARATORY NURSES' 
Our Grade, Are Accepted by the 
Nes, York State Board of Regent3 
ALL MODERN CONVENIENCES, REASONABLE RATES 
For Further Information Address 
B. F. MACHLAN, President �
South Lancaster, Mass. 
" The Student's Desire " 
Recognized Everywhere 
UNION COLLEGE 
0. M. JOHN, President 
College View, Nebraska 
WASHINGTON MISSIONARY COLLEGE 
1;4 
" The Gateway to Service " 
HARVEY A. MORRISON, President �
Takoma Park, Washington, D. C.