324 (9
G. Cole. One-eighth of an acre each:
D. H. Jones, F. C. Gilbert, Mrs, M. N.
Cross, H. B, Tucker, C. R. Brown,
G. T. Beckner, J. B. Owens, A. J.
Jean, A. P. Needham. One-sixteenth
of an acre each: Mrs. M. A, Still-
man, Mrs. M. M. Campbell, L. S.
Wheeler, Ethel W. Meek, Mrs. L. S.
Wheeler, J. W. Sypher, D. J. Wheeler,
Rachel Wendell, Mrs. Bowers, L. A."
Cousins, Mrs. Dadmun, Mrs. C. M.
Belden, J. N. Anderson, Mrs. A. H.
Bradford, Charles W. Brown. Fifteen
persons took three-sixteenths of an
acre.
I am sure that our people are but
waiting for an opportunity to help out
the academy in this noble undertaking.
The academy is doing an excellent
work for our young people, and has all
the burdens it is able to carry without
increasing its indebtedness. As this
is a good investment, and a needed
asset of the school, I am sure that our
people everywhere throughout the At-
lantic Union Conference will quickly
respond by sending in cash and
pledges until the whole farm is pur-
chased.
The owner of the farm has ex-
tended the time of the payment four
weeks, in order to give us time to
raise the money in the meantime.
The academy does not have the
money to pay, it ought not to forfeit
the farm, and I am sure our people
will come to our rescue and save the
farm for the school.
All pledges and donations will be
reported through the GrEanEr. If
any desire to take one acre, or more,
or a considerable portion, we will give
them till next April to pay for the
same.
C. S. LoNGACRE, Principal.
CHURCH SCHOOL, JEDDO, NEW YORK.
THE sixth year of the Jeddo church
school opened on Monday, September
20, 1909, with seven pupils,
As I had been here two weeks be-
fore, the pupils were all classified, and
we were ready to begin the regular
ATLANTIC UNION GLEARER.
work, with a few exceptions on ac-
count of the delay in receiving our
text-books.
Our first manual-training work was
the making of a waste-basket. Since
then the pupils have made themselves
a small basket for their own desks,
thus showing their interest in keeping
the floor and desks free from bits of
papers. Their work shows neatness,
and a love for things beautiful.
Our schoolroom is cared for from
the volunteers of the pupils. One
volunteers to sweep the schoolroom
the first week, another to dust, and a
third to keep the towels clean. When
one is unable to be present to do his
part, they see that some one is pro-
vided in his place, thus they are
learning principles which they will
need when placed in a higher position.
I look forward to the parents’ meet-
ings as one of the great helps in my
school work. The first of these meet-
ings was held on Saturday evening,
September 18, 1909. Every one
present was anxious to do his part to-
wards the success of our school.
God will bless the school when we
have a united church.
L. L. TARBELL.
THAT BAD BOY.
SoME time ago a lady and a gentle-
man in a car heard some boys making
an unusual amount of noise. * Those
bad boys!” exclaimed the gentleman.
“Yes,” replied the lady, “all boys
are bad.”
I am of the opinion that many
teachers have the same sentiment.
How often we read of “The Boy
Problem” or “The Unruly Boy.”
The “ unruly boy,” the “bad boy,” is
usually a mischievous boy. He is the
boy with a deal of surplus energy
that overflows in various ways. He
hides the apple that Ruth brought for
luncheon; at home he unties his
mother’s apron strings; he talks out
in school without permission. Often
he is the one who gets his lessons
very easily——sometimes he is the one
who never gets them. Then again,
the ¢ bad boy ” is an obstinate one—
and he is a greater problem than the
first,
What shall we do with the boy ?—
Get acquainted with him-—make a
friend of him if possible. Perhaps
he isn’t so “bad” as you think.
Sometimes acquaintance makes a vast
difference in interpreting the motive
of an outburst of mischief, or a sullen,
insubordinate mood.
One day a typical bad boy brought -
a beautiful carnation to school. He
walked doubtfully up in front of the
teacher’s desk, then went over to his
seat and sat down, During the morn-
ing, the teacher had occasion to in-
spect the children’s work. As she
came down the aisle toward the boy’s
desk, he put the carnation up over
his shoulder and said, without looking
up, “Want a flower?” Behind all
his “badness” was a good feeling
toward his teacher. He was very
poor. His hours at school were his
happiest, and his interpretation of
happiness was to have a good time,
Acquaintance with the child goes a
long way in determining the method
of helping him. He is still in the
making ; we all are, and I imagine
we do not like being made any better
than the boy does, but we forget that.
Again; be interested in the boy.
Be honest in this interest. Praise his
efforts for right ; for there is an effort
—a bud of goodness somewhere. Say
do, instead of do »'t.
Be kind to the boy. He does not
always show what he feels. He may
be hungry for a little thoughtfulness,
Trust him greatly, and he will show
himself great (Trust is a good atmos-
phere for boys to live in. It begets
trustworthiness.), and keep him busy.
This very bad boy may become the
teacher’s righthand man. He gets
into trouble because he sees nothing
better to get into. The teacher, the
parent, always needs help, and here
is the opportunity. :
May G, CoLE,