December, 1936 
A JOURNAL OF CHRISTIAN EDUCATION 
`1\T Tour 
HOME AND SCHOOL 
Official Organ of the Department of Education and the Home Commission of the General Conference of Seventh-day Adventists 
MRS. FLORA H. WILLIAMS, Editor �
ARTHUR W. SPALDING and CLIFFORD A. RUSSELL, Associate Editors 
Vol. XXIX 
 
 
 
 
DECEMBER, 1936 �
No. 4 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
rt============== 
The True Spirit of Christmas 
T
HE Christmas season is here again, the season which the world 
celebrates as the birthday of Christ. No event like unto "Christ 
manifest in the flesh" ever took place before it. Only Infinite Love could 
have determined such an act, and have carried it to a successful completion. 
The condescension of Jesus consisted not merely in laying aside divine 
splendor, but chiefly in adding to the divine nature the human form, 
human in every respect. 
Think deeply for a moment about this union of two natures. The 
former was matchless, sinless. It was divine. The latter was sinful and 
weak. Yet our Creator accepted it, and with unwavering will, guided by 
heavenly foresight, lived among us, till at last He triumphantly brought 
His earthly career to a climax in tasting "death for every man." 
During His days here on earth, He never shrank from the burden of 
human limitations, but patiently endured it, that we might find in Him 
a merciful high priest, a compassionate and tender friend. 
We would not be forgetful of what He endured in human form as we 
emphasize—now more than at other seasons—the incarnation. Is there a 
service we may perform for our neighbor which we consider too great? 
Then let us look to the Pattern. Do we find it difficult to part with a little 
gift? Then look again to the Example. 
How strange a contrast is offered by the simplicity of the nativity and 
the ostentation of present Christmas celebration! If we would truly observe 
the event, we should not feast upon delicacies which our Lord never en-
joyed, or present the gifts of which our Lord would not approve. • 
—Reinholdt L. Klingbeil 
Po. 
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PAGE TWO �
HOME AND SCHOOL 
CHRISTIANITY in Education 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
By MRS. GOLDA DOUB 
 
 
 
 
E
DUCATION, whether with or without Chris-
tianity in it, professes to prepare us for life. 
Is the fulfillment as fair as the promise? Having made 
trial of both, may I speak at first hand? 
It fell to my lot at an early age to enter a high 
school which was quite "modern, advanced," for that 
time, which meant that the faculty were persons 
well-trained in the latest educational lore. What a 
privilege to sit at the feet of such teachers! A few 
months before, I had joined a church, desiring in 
all sincerity to please God and do His will, but need-
ing a much better understanding of the way to 
nobility of life. The church was vague. Education, I 
thought, will do wonderful things for me, will pro-
vide the things lacking in the church. With great 
eagerness I opened my mind to the instruction of my 
teachers. 
WHEN EDUCATION FAILED 
In physiography I began to learn that our solar 
system was a fragment thrown centrifugally from a 
molten nebula eons ago, which gradually cooled and 
took its present form; that some of the strata of 
earth's crust were laid down millions of years before 
human life appeared; that the Bible story of the 
flood was probably the excited imaginings of some 
prehistoric inhabitant during the Pleistocene age, at 
the break-up of the great North American con-
tinental glacier. 
In biology I learned that the plagues of Egypt 
could readily be accounted for on natural grounds; 
that probably they had their seasons of drouth and 
locusts and insect pests just as we have today; that 
the first rains after a long drouth probably washed 
down so much red clay that the people thought the 
water looked like blood; that the disease among the 
livestock was similar to the foot-and-mouth disease 
of today, and the Israelites had a strain that had a 
higher resistance than the others; that all these 
events were probably much exaggerated in the re-
telling from generation to generation. 
In social science I learned that there are many 
really good things to be found in the Bible; but also 
much that is worthless, unworthy of the belief of an 
intelligent person; that it is a mark of ignorance to 
be too credulous; that education endows one with 
a fine sense of discrimination as to which parts are 
of value and which are not. Of course, I didn't want 
to be ignorant. I wanted to acquire that discern-
ment. Therefore, in this period of early youth I 
followed earnestly after education. 
In high school I learned many things, many 
excellent things. But I did not learn a way of life 
that met my needs. Education without Chris-
tianity had failed me in early youth. 
The home was broken up and we scattered. We 
had lost our father, and our mother was an invalid 
for years. The children scattered, each on his own 
resources. After I finished high school, I went to 
the university, a State school of high repute. Under 
the necessity of making my own living, I had a 
severe struggle with poverty and overwork. The 
specter of insolvency just a few paces before me 
haunted me always. Never more than a few dollars 
ahead of my current needs, I was in constant fear 
lest I should succumb to some unfavorable circum-
stances. Anxiety like leaden clouds hung over me. 
Eventually the strain began to tell on my physical 
resources. I knew I could not keep up that pace, to 
the end of a college career, and I could not make 
enough to enable me to pursue the course I most 
desired—medicine. 
Hoping always that education would furnish the 
answer to my troubled state, I inquired earnestly 
into the subjects that offered some enlightenment. I 
longed to be informed of some reliable guidebook to 
life, to find something in which to trust and rest. 
How EDUCATION FAILED 
I learned, among other things, that the men who 
wrote the Bible were undoubtedly good men, men 
who had a desire to uplift mankind, and deserved 
credit for that; but they were human and made 
mistakes, even as we do today. Since they were the 
teachers of religion in Israel and were supposed to 
know all that could be known as to where this world 
came from and the origin of the human race, they 
felt obliged to give an account of such matters.They 
couldn't tell the people that they didn't know, so 
they did the best they could at thinking up the way 
it probably happened and made up the stories of 
Genesis about the creation. And really they did a. 
pretty good job of it considering their lack of 
scientific information. Those stories are amusing 
bits of fiction, in the light of twentieth century 
knowledge. But the authors of them were good old 
fellows and meant well, and may have done a good 
work in their generation. Of course, today, we know 
a great deal better than they did, and can no longer 
rely upon their authority. And so on through 
scriptural history and prophecy. At the end of two 
years, this doctrine had taken from me all the faith 
DECEMBER, 1936 �
PAGE THREE 
I 
II 
IV 
VI 
vu 
VIII 
IX 
X 
I had and given me nothing in return. I had found 
nothing to ease my anxiety or uncertainty. Educa-
tion without Christianity had failed me in poverty. 
After two years I married and turned away from 
school. Prosperity came, a happy home, and every-
thing that would have seemed necessary to perfect 
contentment. I continued to study, but I was never 
altogether happy. Education had failed to direct 
me into a satisfying way of life, even in prosperity. 
Then came a series of physical crises that left me 
helpless, gradually losing my hold on life in spite of 
all that could be done. I had not yet learned how to 
live, and was wholly unprepared to die. Where was 
now the sustaining influence of education? Before 
the prospect of death, it forsook me utterly. 
Education without Christianity had given me 
many good things of scientific interest and cultural 
enjoyment, but it had proved inadequate alike for 
the occasions of poverty and plenty, of anxiety and 
security, in the fullness of vigor and in the decline 
of death; in fact, in all the major guidance of life. 
I resolved to study the Bible again, to unburden 
my mind of all previous impressions and prejudices, 
and take it at its own word. It had once seemed to 
hold promise for me; perhaps it would speak to me 
again. 
TRUE EDUCATION 
That was the beginning of an education with 
Christianity in it. With almost overwhelming 
rapidity, the grand survey of world history contained 
in the Scriptures opened up to my understanding. 
The hand of God appeared in all things. For the 
first time in my life I began to understand that I did 
not have to order my own life and circumstances 
alone, but that if I put myself in His paths, God 
would do for me what I could not do for myself. The 
ineffable peace of that discovery is past human ex-
pression. I asked God for life; He restored me to 
health. I asked the privilege of a place in His work; 
He filled my hands and my heart. I asked for further 
formal education as a training for better service; He 
bestowed it. 
These twelve years of education with Christianity 
in it have subjected that education to many tests. 
It has had to meet affluence and 
penury, good times and bad, joy 
and sorrow, success and disap-
pointment, loneliness and com-
panionship, friendship and en-
mity. In all these conditions it 
has provided a purpose and a 
power and a peace that are an 
unfailing guide to the way of 
life. 
The world can give only what 
the world possesses. It does not 
possess the gift of peace nor the 
power to guide aright. 
PAGE POUR 
If we have good judgment, we do not promise a 
sinner that the moment he becomes converted he 
will have no further difficulties or sorrows; but we do 
promise him a strength to endure and a peace to 
console which he never before enjoyed. 
If we are judicious, we do not promise the youth 
that education in a Christian school will spare him 
all further exposure to temptation and doubt and 
the knowledge of evil; but we can promise him an 
opportunity to find the Source of all virture and 
trust, and the knowledge of good. Christianity in 
education fulfills its promises. 
WHOLESOME SWEETNESS 
By HILDA RICHMOND 
A
YOUNG matron overheard a group discussing 
a new neighbor of hers—a mother of four little 
children. She was spoken of as a successful wife and 
mother, and one of the group said that her home was 
"pervaded by an atmosphere of wholesome sweet-
ness." Just what that meant the listener determined 
to find out, for she herself had two little ones, and 
she hoped that she might learn something worthwhile. 
Imagine her consternation when she discovered, 
or thought she discovered, that her neighbor was 
firm and unyielding along certain lines and not at all 
her idea of a sweet and loving parent. This' mother, 
she found, required definite things of her children, 
and held them rigidly to their tiny tasks. Some-
times these tasks were not easy. The onlooker 
had always been very tender with her own babies, 
helping them when there was something hard for 
them to do, sometimes even doing it for them, 
fearing they might get too tired or learn to dislike 
work. 
A little further observation, however, showed that 
this neighbor's children loved doing difficult things 
and coveted the praise that came from mother 
when they did them well. They might want to do 
something else instead of putting their play shelves 
in order, but the mother's look of approval and her 
words of praise repaid them for sticking to the task. 
In fact, she heard them refuse the aid of a doting 
aunt who wanted to lend a hand, one of them saying, 
"We like to do it all ourselves." 
"And now I know what 'wholesome sweetness' 
is," said the onlooker. "It is exactly the opposite of 
that 'sickly sweetness' that results in coddling and 
pampering." 
" I'm glad you've found that out, Helen," said 
her husband. "You used to wait on the youngsters 
much more than I thought you should, and you 
seemed to feel like a criminal when you had to 
discipline them in the slightest way. Now you are 
sweeter than ever with them, but you are sensible 
and firm and strong. The children behave better 
and are happier." 
(Concluded on page 31) 
HOME AND SCHOOL 
 
 
LIVING 
TOGETHER 
By 
LESSIE M. 
DROWN 
 
W
E WHO have watched the development of 
many children from infancy to maturity 
continually meet with surprises. Our predictions 
are likely to be all wrong. We see boys and girls 
from good Christian homes fail miserably in morals 
and character,—and we also see fine, upright young 
people emerge from the homes of spiritually mediocre 
parents. None of our pet theories of heredity, en-
vironment, or special systems seem to fit these cases. 
From constant study and observation of the 
children of friends, neighbors, and relatives, I grow 
more and more to believe that there is an element 
which does control the situation more than most of us 
believe. I have nothing original to offer, but I want 
to emphasize as strongly as possible the fact that a 
friendly, co-operative, confidential relationship be-
tween parent and child is tremendously important. 
While discussing this subject quite recently, 
someone said to me, "That's all right; we all believe 
that in theory, but why not get down to brass tacks 
and tell us how to do it?" That made me realize 
that some parents really can not get down (or climb 
up) to the level of a child, or at least they think 
they can not. It would almost seem as though just 
remembering one's own childhood would be all that 
was necessary. As we look back to our childhood, 
what do we remember about our parents? There 
are few memories which do not in some way touch 
the idea of intimacy and comradeship. We may 
DECEMBER, 1936 
remember times when we longed desperately to 
"talk things over" with father or mother, but there 
was a wall of reserve which we could not tear down. 
Or we may remember happy, intimate conversations 
which wiped away our doubts and fears. 
It would be difficult to tell others how to be 
"chummy" with their children, for it really is an 
attitude or state of mind rather than definite things 
that are done. Some chums work and play together 
with very few words. They have trust and confidence 
in each other. So it can be in some families, while 
other campanions might be more voluble. 
LITTLE PEOPLE 
We might say one good rule to follow would be: 
Recognize that boys and girls are real people with 
joys, sorrows, likes and dislikes, ambitions, aspira-
tions, and problems quite as real and important 
to them as those of older people. They are, as often 
labeled, "little people," but nevertheless real. 
We who have had so much more experience could 
save these little people many heartaches if we lived 
near enough to them to know what was in their 
minds. Many times they hear a stray bit of conversa-
tion from older people—perhaps only a figure of 
speech like "holding his nose to the grindstone"—
which assumes strange and awful meanings. They 
suffer needlessly if they do not have someone to 
explain away their fears. 
PAGE FIVE 
Children love dramatics. I once went into a home 
where the mother and a four-year-old girl were 
playing a game. It happened when I was quite 
young, but it made a great impression on me, and I 
always remembered it. The little girl was a make-
believe visitor and would knock at the door. Her 
mother would graciously welcome her, care for her 
wraps, give her a seat, and carry on a polite, 
conventional conversation with her. She even 
performed imaginary introductions. This mother, a 
very shy country woman, who had never had any 
social advantages, told me that she wanted to 
teach her little girl to "be polite" and "not to be 
bashful." And yet she had never heard of child 
psychology. 
I know another mother, just buried in work, yet 
she always finds time to play games, tell stories, 
get up picnic suppers, give little parties, and chum 
continually with her children. They adore her and 
are very happy, as all work together sharing the 
household tasks. 
When a youngster wants to spend more money 
than the family can afford, why not explain the 
family budget to him? A young child can get a good 
general idea of the inroads of taxes, insurance, rent, 
and mortgages if they are explained to him, not as 
tragedies or disasters, but as facts which have to be 
reckoned with. They will be very reasonable in 
their demands, and more appreciative of what is 
given them, where they have a real understanding of 
the money problem. 
Other responsibilities can be explained and shared 
in the same way. Both boys and girls get useful 
lessons in learning to care for their own rooms. Help-
ing with housework, or any other kind of work, not 
only teaches them how to do the actual work itself, 
but gives them a sense of responsibility. The act 
of working together gives the co-operation and good 
understanding which is so valuable. The economic 
angle of garden work and canning can be discussed 
while the actual work is being shared. Walks and 
rides and little trips can be mutually enjoyed. When 
once on the right path, a parent will have little 
difficulty in learning how to be on terms of intimacy 
with his children. 
FAIRNESS 
Lessons in religion, morals, and politics can be 
taught through friendly conversations. 
We ought to be very honest and fair with children. 
Once I asked my small neighbor how old he was. 
He immediately answered, "I'm three. How old are 
you?" A perfectly fair question on his part, was it 
not? We do ask children too many questions. 
It is not fair to look a child over critically, as 
though he were a piece of furniture, and say, "He 
looks like his Uncle John," or "Grandmother Smith," 
or some other relative. I have seen children look 
really distressed upon such occasions, and it has 
occurred to me that no matter how much a child 
may love Uncle John or Grandmother Smith, he may 
not want to,look like him. When my nephew was a 
little fellow, �
once ,said to his mother, "Everyone 
says I look like you, mother, but I don't mind." 
Some of us would not like to have people look us over 
and tell what they thought of our looks. Ilk us be 
more, fair and kind about this matter. 
A somewhat new problem has arisen in family life 
in late years. In altogether too many homes now 
the children and not the parents are the dictators. 
They scold and criticize their parents, and declare 
very clearly that they will do as they please. The 
parents are helpless and bewildered, knowing well 
that this new generation will do as it pleases. 
This condition furnishes another reason why a 
friendly relationship should be established very 
early in the child's life. It would help to establish a 
sort of "balance of power." Neither side needs to be 
tyrannical. 
Children can develop better mentally and spiritu-
ally where there is a comfortable atmosphere around 
them with confidence on both sides. They become 
"good sports." They are sane and well balanced. 
If any of the readers of this article are having 
problems with their children, I urge them to seek 
the friendly relationship. Approach it in a Christian 
spirit and they will reap the joys awaiting them. 
LUCK vs. PLUCK 
By MARY KELSEY 
"Hello," said Tommy to Jimmie Brown, 
" Why so forlorn, with head cast down? 
Weren't those exams a cinch, I say?. 
Best snap we've had in many a day!" 
"Easy! Why Tom, have you lost all your senses? 
I couldn't tell gender of verbs from tenses. 
It seemed the worst muddle we've ever had ! 
But then, my luck's most always bad. 
"And she said, 'Describe and bound Ceylon.' 
Now honest, Tom, which map is it on? 
If she'd only said, 'Bound the swimmin' hole, 
Or locate the bases in prisoner's goal!" 
Thus unconsciously Jimmie and Tommy took 
Their attitude toward both game and book; 
One following the trail of illusive luck, 
The other depending on downright pluck. 
And here they are, and they're here to stay. 
I can show them to you almost any day. 
The one with languor his work has begun 
When the other jumps up and says, "I'm done." 
You can hear them talk at every table— 
The ones who "just can't," and the ones who are able. 
PAGE SIX �
HOME AND SCHOOL 
By 
JESSIE 
STABLER 
BURDICK 
CHRISTMAS 
In-de-Land-o'-Cotton 
B
ANG! BANG! 
Laddy wakened out of sleep with a start, and 
cautiously peeped out of the window. 
"What was that noise?" he asked curiously. 
"Merry Christmas!" shouted Sister, running in 
from a distant room. 
Bang! Bang! Bang! Again came the reports in 
quick succession. 
"What are they shooting for today?" Laddy asked 
his sister. 
"Fireworks are a part of the celebration in 
Tennessee," Sister told her small brother, who was 
one of her Christmas guests. 
"Oh! Look! There is the funniest-looking squirrel! 
He's gray—I never saw a squirrel like that before," 
said Laddy, as he hurried into his clothes and ran 
into the living room. 
"What are those big dark things on the ground? 
There are six—no, seven—no, eight of them. They 
look like large, dark green, dirty oranges." 
"They are osage oranges, but some people call 
them hedge apples," Sister explained. 
As Laddy stepped out of the front door, there, right 
near the steps, he saw two circles, about a foot in 
diameter, of particles of the hedge apples which 
looked like pieces of pumpkin, which the squirrels 
had shredded and thrown carelessly about. 
"What do they cut up the hedge apples for?" 
Laddy asked. 
"To get the seeds," Sister answered. 
"I want to see a hedge apple tree," said Laddy 
as he started in search of one. 
"At the corner of the house there is one," Sister 
told him, as she took him by the hand and led him 
to an osage orange tree which they examined. 
"What funny bark it has. It looks as though some 
animal was using it for a rubbing post. The upper 
part of the trunk is full of ridges like an elm tree, 
but the lower half is just a smooth reddish-tan, with 
strings hanging down." 
THE ELEVATED RAILWAY 
After they returned to the house, Sister's husband 
asked, "Do you want to see the squirrels' elevated 
railway?" 
"Where is it?" Laddy questioned. 
"I'll open the door, and you watch those two out 
in the cedar tree to see where they go after getting a 
nut from their lunch counter," he answered. 
He opened the door quietly and stepped outside. 
The two squirrels instantly jumped to higher 
DECEMBER, 1936 
branches on the cedar tree, then to the still higher 
power wires and across to the stucco building next 
door, climbing the side wall as easily as though it 
were a tree trunk. 
"‘ They look much like our plump fox squirrel, 
with large, bushy tail, only they are a very soft 
gray, flecked with white," said Sister. "Their 
breasts are white, when they are clean, and the 
tips of their tails are whiter than their bodies." 
"They are more safe here than in the woods, aren't 
they?" Laddie asked. 
" Yes. Naturalists tell us that when the gray 
squirrel is in the silent forest he must be on the alert 
to protect his hidden store of nuts from those little 
scamps, the red squirrels and the wild mice, and 
must always listen for the fox's footstep on the leaves, 
or the screaming of a hawk above. The red-should-
ered hawks have keen eyesight and often drop from 
the sky, surprising the little squirrel during his 
working hours. Another smaller hawk, called 
Cooper's hawk, runs along through the under-
growth with great swiftness. The little squirrel has 
surprise enemies on every side." 
"It must be tough to be a little squirrel," said 
Laddy sympathetically. 
"Yes, they have a hard life, and they have another 
enemy that is sometimes more cruel than all the 
rest," Sister told him. 
"What is that?" asked Laddy quickly. 
"That is little boys with stones and sticks and 
sometimes small guns," she answered. 
"Well, they do have a hard life, and I'm not going 
to shoot any," Laddy decided. 
"While the folks are getting breakfast, how would 
you like to drive around the square and get the lay 
of the country?" asked Laddy's father. In a twinkling 
Laddy was speeding over the highway with his 
mother and father. 
"There are some mules over there. Did you ever 
see so many as there are in Kentucky and Tennessee? 
In one place, you remember, we saw thirty and in 
another we saw fifteen." 
PAGE SEVEN 
"I believe I'll see what they are selling for in this 
location," Father remarked, as he stopped the car 
and passed through several small yards with dilapi-
dated fences until he reached a tumble-down barn 
where several mules were frisking about trying to 
keep warm in the barnyard. 
As father approached the colored man who 
was the owner of the mules, the latter was in-
clined to run away. Perhaps he thought an officer 
was after him, but when he learned the big man was 
only interested in his mules, he was very sociable. 
As the man turned to leave, the colored man asked 
curiously, " VVheah you from, boss?" 
"We are from Michigan," he answered. 
"Oh, you-all down from the noff?" he asked again. 
"Yes, we came down to get some Tennessee 
sunshine," he laughed, "and here it is snowing!" 
"Dat's all right, boss, dat's all right. We-all jes' 
goin' to have a little Santa Claus weathah down 
heah, too." The old darky laughed as if he were 
happy to have a snowstorm in Tennessee. 
The return drive led past many quaint little 
shacks with large fireplace chimneys on at least 
one side, which was the only part of the house 
substantially built. Washings on the lines were gay 
with the most intense shades of pink, green, blue, 
and orange. 
Youngsters were running to and from some of the 
houses, displaying rows of shiny, white teeth, all 
evidently in a jolly holiday mood. 
Breakfast over, the folks gathered about the pine 
tree which had many curious-looking packages at 
its base. 
Bang!--1 ! 
"My—ce!" exclaimed Laddy. "I thought the 
whole house was going that time." 
Sister laughed as she explained, "I just noticed 
two boys put a large firecracker in a tin can so it 
would make more noise, and the can went right 
straight up in the air." 
"Wish I could have some firecrackers," Laddy 
said ruefully. 
"LONDON CALLING" 
"London calling you," came the announcement 
of a pleasant voice over the radio. "King George is 
about to send greetings to all his subjects"—a noble 
greeting it was—asking God's blessing for the year 
on every child and his parents, in all his provinces. 
Immediately following the king's greeting, hun-
dreds of voices burst forth singing the beautiful 
"Messiah." The music coming over the wires from 
Cleveland, was being given by the Akron Civic 
Chorus, considered one of the finest in the United 
States—a musical feast for all. 
"We ought to give the birds a nice dinner today. 
What shall I give them?" inquired Laddy. 
"We will give them a whole slice of whole-wheat 
bread broken into small bits, as we have given the 
PAGE EIGHT 
squirrels two Brazil nuts for their party—and one 
of them is already gone; they must have just taken 
it," said Sister in surprise. 
Soon the cardinals and five cunning tufted 
titmice came to the lunch counter, each snatching a 
crumb and flying to the cedar tree, and a mocking 
bird was seen picking the berries off the woodbine 
on a window near by. 
The titmice were making a queer little " chee-o-
wee, chee-o-wee" noise, a bit weird and monotonous, 
but in tune with their wild lives. Another called 
incessantly, "Peto-peto-peto-daytee-daytee!" 
"We do enjoy our tufted titmice more than any 
other birds. They are so regular about coming and 
talk away in their bird language. It makes us feel 
they are trying to be sociable," said Sister. 
"What would they do if you did not feed them?" 
Laddy asked. 
"Oh, they scramble up and down on the trunks 
of the trees and find lots of insects and their larva. 
Most of the time they seem very tame. They do not 
pay much attention to us." 
"That sounds like a chickadee, but the titmouse 
seems to be making the noise," Laddy observed, as 
he watched the banquet through the kitchen 
window. 
"Sometimes its call note is like the chickadee's, only 
louder." 
"Do they stay here all the time?" asked Laddy. 
"No," answered Sister. "In the spring they separate 
in pairs and fly away to the wildwood, where they 
raise their families. We do not see them in the 
summer time at all. They look like cedar waxwings, 
only they are smaller,—they are the same tannish-
gray with a tinge of olive green on the wings and 
tail. See what a long tail he has!" 
"Does the cedar waxwing have a crest too?" 
Laddy questioned. 
"Yes, the male has quite a conspicuous crest. The 
titmice all have crests alike. Do you see the tinge 
of olive green on the wings? And there is a reddish 
oval spot on the upper side of the breast next to the 
wings, too. Their throats are almost white, and their 
breasts a dirty gray." 
After the evening meal, Laddy was snugly tucked 
in bed for the night. 
Bang! Bang! Bang! came another triple explosion 
outside the house, startling the folks inside, but 
fun for the boys outside. 
"Isn't it funny to have fireworks in the winter 
time?" Laddy shouted. "I am glad we have our 
Christmas and Fourth of July one at a time in 
Michigan!" 
"You must remember you are down in de-land-o'-
cotton— sunny Tennessee—and they celebrate Christ-
mas a little differently down here," Sister laughed. 
'Sunny/ Did you say 'sunny Tennessee'? It's 
been snowing ever since we came," Laddy taunted, 
as he dozed off to sleep. 
HOME AND SCHOOL 
HOME GOVERNMENT* 
(Concluded) 
By MRS FLORA H. WILLIAMS 
TEASING 
M
ANY children have been allowed to form the 
habit of teasing. Let us illustrate: 
A boy came to the teacher with the request to be 
absent the last half of the afternoon. The teacher 
thought for a moment, then answered, "No, 
I must not let you go; you have been absent so much 
you are behind." 
"Oh, please, I'll make up all the work." 
No answer. 
"Please let me go." 
"You heard my answer." 
"I know, but I want to go awfully bad." 
"Don't you know that teasing will do no good? 
Are you in the habit of teasing your parents when 
they say no?" 
"Yes, I always tease till they let me do as I want 
to." An undesirable habit had been formed, and it 
was the natural thing for him to tease. It is hardly 
necessary to say that he did not do as he wanted 
that time. 
There is a variety of bad habits which children 
form, and sometimes the parents do not seem to 
comprehend that they are forming habits at all. 
SHOULD CHILDREN BE PUNISHED? 
In the cases of the sons of Aaron and also the sons 
of Eli, God Himself took the matter of punishment 
into His own hands, because both these fathers 
failed to correct and punish their sons. The same is 
true of David's sons. Surely this was a most severe 
rebuke to those fathers for their failure to do their 
duty. 
"He that spareth his rod hateth his son: but he 
that loveth him chasteneth him betimes." Proverbs 
13:24. "Chasten thy son while there is hope, and let 
not thy soul spare for his crying." Proverbs 19: 18. 
"The rod and reproof give wisdom: but a child left 
to himself bringeth his mother to shame." Proverbs 
29: 15. 
It seems that these texts from God's word make 
this matter clear. First he that does not correct his 
child hates him. Real love seeks to save him. He is 
not saved by neglecting to correct his faults; the 
cases we have herein discussed prove quite the 
opposite. "The Homiletic Commentary" on Proverbs 
13:24 says, "The rod is to be included in the means 
of education. . . . Children must be made to feel 
* Read at 1936 General Conference. 
that pain is the outcome of transgression, and evil 
habits must if possible be crushed while in the bud. 
They can be, overcome then with far less suffering 
than when they have taken firmer hold, and the pain 
is as nothing compared with that which the habits 
themselves will inflict if they are allowed to go on 
through life, and enthrall the soul entirely. A thorn 
which has but just entered the skin can be extracted 
with a very small amount of suffering even by an 
unskilful hand; if left for a few days, it may produce a 
festering wound; if not extracted at all, it may end in 
mortification. Therefore chasten him `betimes'—at 
the right time; early; while there is hope. �
. 
"The fear of suffering is also a great preventive of 
sin. The great Father of men uses it as an instrument 
to dissuade men from breaking His laws. He warns 
them over and over again of the suffering which 
they will bring upon themselves if they disobey His 
commands, and their experience of the suffering that 
has followed sin in the past often leads them to avoid 
it in the future. . . . This fear is not the highest motive 
for abstinence from wrong-doing, but in both the 
child and the man it may be the foundation of an 
upbuilding of character which shall by-and-by 
go on growing in goodness without this instrumen-
tality." 
Chastening, or the infliction of pain, is not in-
compatible with love, as many people seem to 
think. "For whom the Lord loveth He chasteneth, 
and scourgeth every son whom He receiveth." 
Hebrews 12:6. 
"Fond parents think it is love that spares the rod, 
but divine wisdom calls it hatred."—"Lange's Com-
mentary." 
Again I quote from "Homiletic Commentary:" 
"What should we think of a father who would see 
his child bleed to death rather than bind up the 
wound, because in so doing he would inflict some 
present bodily pain upon the child and some mental 
suffering upon himself? Or of the physician who 
would not use the knife to stop the progress of 
mortal disease because the patient shrinks from the 
incision and he himself is averse to the sight of blood? 
We should say they were destroyers of life which had 
been trusted to them to preserve. But what shall 
we say of a parent who is so fond of his child that 
he cannot inflict pain upon him now for deeds that, 
if repeated until they become habits, will ruin him 
for time and for eternity? Such sickly sentimentalism 
in a parent makes him unworthy of his name, and 
(Concluded on page 22) 
DECEMBER, 1936 �
PAGE NINE 
The BURTON CHILDREN 
[We do not suppose that anyone knows the exact day of Christ's 
birth. I f it were necessary that we should know, our Lord would 
have revealed it. The most necessary thing for us to know is that 
Christ was born, and that He lives in us individually, and to use 
Christmas day and every other day to His honor and glory, and 
not to the pleasing of self. 
In the following article there is much said about Christmas, but 
there is also a most beautiful and helpful picture of real home life, 
not selfishly enjoyed by the family alone. They give of themselves 
for the life-long benefit of others. Through their giving of self true 
character is being built.—Ed.] 
M
RS. BURTON was one of those model house-
keepers whose home is always in order, and 
never shows any of the confusion or hurry and 
bustle which so many women consider the necessary 
accompaniment of extra work or of slightly unusual 
conditions. When anything out of the ordinary came 
above the domestic horizon, she used her head, laid 
her plans carefully, and usually brought about her 
results to the comfort or delight of the family with-
out making them feel that she was a martyr to the 
cause. A martyr may be an interesting character in 
history, but not the most cheerful companion for 
everyday life. 
With such a ruling spirit, all the household prepara-
tions for Christmas had been made with apparent 
ease, and while Mrs. Burton and Louise had been 
unusually busy, no one else heard anything about 
extra work, and the discussion cf domestic affairs 
was not allowed to get beyond the dining room doors. 
The family saw only results, and these were subtle 
and indefinable. In some mysterious way the house 
had taken on that peculiar glitter which follows a 
particularly careful burnishing. Each article of 
furniture seemed exactly in the best possible place. 
The mahogany had taken on a deeper luster, and the 
rugs a warmer glow; the floors were dust-free and 
shining, while all the light globes sparkled brilliantly. 
The glass in the windows was so clear that one forgot 
that anything intervened between the eye and the 
snow-covered lawn beyond, across whose white, 
sun-lit surface the great oak trees cast filmy shadows 
of leaf and twig tracery, while here and there a tall, 
untrimmed evergreen gave a pleasant note of color. 
THE SPIRIT OF CHRISTMAS PURITY 
White primroses and feathery ferns filled the 
sunny west windows on either side of the fireplace, 
where crackled and flamed a clear fire on a hearth 
clean enough to delight the soul of the critical Mrs. 
Battle. There were wreaths in the windows of 
delicate ground pine caught together with great 
bows of white ribbon, for Mrs. Burton had this year 
decided to get away from the conventional color 
scheme which called for red, and work out one 
suited to her own idea of the spirit of Christmas 
purity, which to her was the central thought of the 
holiday time. The white appeared again in the 
waxy berries of the long branch of mistletoe over 
the door from the hall, and in the cut flowers placed 
wherever they could be allowed without marring the 
effect. 
Mrs. Burton looked, as she was, the very genius 
of the place, moving about in a graceful white dress. 
She had dressed early today, and with Dophine and 
Margaret was now awaiting Jack's return from the 
station where he had gone to meet Reddy. 
Dophine was wild with excitement, both over the 
coming of her far-away adopted brother, whom she 
loved devotedly, and the suppressed secret joy of the 
Christmas time. She ran from window to mother 
and back again, chattering all the time about either 
Reddy, or Santa Claus, or the Christmas tree, or the 
surprises that would find their mysterious way into 
the stockings at night. 
Margaret was quieter and kept almost constant 
watch of the street lest she should lose one precious 
moment of her Reddy. She had one of those quiet 
natures whose feelings do not bubble forth emotion-
ally but go down deep to a well-spring of devotion 
which, as she grew older, would show itself in unend-
ing self-sacrifice for the loved ones. Mrs. Burton 
often sighed as she thought of the suffering that 
would fall to Margaret if her lot, in later years, 
should be cast among selfish people. 
CATCHING UP ON CHILDHOOD 
"They're coming!" exclaimed Margaret, rushing 
through the hall and down the driveway, meeting 
the two boys just as they turned in at the gate. Mrs. 
Burton followed to the door and waited to catch the 
first glimpse of Reddy's face, to see what story the 
few months at college had written there. 
With head high-lifted and eyes shining, he took the 
steps at a bound, exclaiming as he threw his arms 
around Mrs. Burton, "Oh, it is so good to have a real 
home to come to at Christmas! It makes me feel 
like other fellows, and I never did before." 
"You don't know how glad we are to count you 
in the family," said Mrs. Burton, as she led the way 
into the living room, while Jack carried suitcase 
and bundles up to the room which he and Reddy 
would occupy together. 
"And I'm going to hang up my stocking tonight 
with the rest of the kids," continued Reddy, "for I 
have never done that in all my life." 
"And then shall you slip down barefooted in the 
night to see if you can catch Santa Claus coming 
down the chimney, or are you going to be one of the 
PAGE TEN �
HOME AND SCHOOL 
nice children who knows that the story is only a 
myth?" 
"Indeed not!" exclaimed Reddy. "I'm going to 
bed and shut my eyes tight and believe every word 
of the whole thing—white beard, red coat, sleigh, 
reindeer, and all. I've been cheated out of a lot of 
that kind of fun and I'm going to catch up all I can. 
Wouldn't you, Dophine?" and he swung the little 
lady to his shoulder and walked around the room, 
enjoying every touch of its home spirit. 
The family gathered early for dinner and had a 
delightful half-hour with no light but the glow of 
the fire. Tom Davis was the last to arrive, and when 
he came into the room Reddy did not wait for an in-
troduction, but rose with extended hand to meet him. 
"You must be my new brother," he said. "I'm 
Reddy, and you and I ought to be mighty grateful 
for the good fortune that has let us into this family." 
" You can't be as grateful as I am," said Tom, 
"for you have had a lot of good things before." 
"Yes, I've had a few comforts that money can 
buy, but I've missed the real things that I've found 
here. Isn't this the nicest room you ever saw?" 
Tom agreed that it was, but when they went into 
the dining room, they were about ready to change 
DECEMBER, 1936 
their minds. Every electric light was covered with a 
flower-like shade. Wreaths of holly with great 
white bows were in the windows, branches of it rose 
from vases on the side-board, while in the center of 
the table stood a tiny Christmas tree with white 
candles burning on its branches. 
The table itself was perfect. The linen was of the 
whitest, the silver shone with that deep brilliancy 
which can be acquired only with frequent and 
persistent polishing. Each knife was turned with 
its cutting edge toward the plate, and the attendant 
spoons and forks were placed with mathematical ac-
curacy close to the edge of the table. Glasses were 
placed with equal care to the right at the point of 
the spoons, while the polished napkin holders lay uni-
formly at the left of the forks. The jelly, bon-bons, 
and celery were arranged with equal symmetry. 
All this care for details was new to Tom when he 
came for Thanksgiving dinner, for before a meal was 
to him merely something to eat, usually tumbled 
helter-skelter upon the table. But he had been 
frequently at the house since then, and by close 
watching, and with an occasional delicate hint from 
Mrs. Burton, he had learned what it meant to dine. 
Tonight he felt perfectly at home, and the tears 
PAGE ELEVEN 
gathered in his eyes as he thought of the glimpse of 
true refinement which these few weeks had given him. 
Mr. and Mrs. Burton looked with satisfaction at 
the young faces about the table. 
"A pretty good-sized family," said Mr. Burton, 
as his eye swept from Phil to Dophine. 
" 'We are seven,' quoted Reddy. "That is, if 
you count Tom and me." 
"We certainly do," said Mrs. Burton, "and you 
know the number is a magic one. We shall expect 
good things, if not great ones, of all of you." 
As the dinner drew to a close, Jack, at a signal from 
Mrs. Burton, slipped out of the room, while the 
others remained to hear the end of a story which Mr. 
Burton was telling. 
When they entered the great living room, everyone 
was amazed at the seeming transformation. At the 
end of the room usually occupied by Margaret 's and 
Ned's little study table and chairs, there between 
the two great windows, stood a symmetrical Christ-
mas tree, touching with its single slender top spike, 
the ceiling itself. Each branch shimmered in the 
light of myriads of white candles caught up and 
reflected by the glittering diamond dust and filmy 
silver strands that resembled the most delicate ice 
and snow. In the corner, at the left of the tree, was 
an irregular white mound, it, too, glistening as 
though covered with freshly fallen snow. Here and 
there about the room candles were alight, but the 
fire burned low, and neither gas nor electric light 
were allowed recognition. 
The stillness and solemnity of Christmas eve was 
in the room, and everyone was touched by it. 
Dophine, with wide eyes upon the beautiful tree, 
crept close to her mother and slipped her tiny hand 
into the stronger, protecting one. No one spoke for 
a little, but at last each found a seat, and all gave 
themselves up to the spirit of the hour. 
Mr. Burton had gone to his usual seat at the 
library table. His voice, in the rich, full tones of a 
man whose heart is in what be reads, broke the 
silence with the old familiar words: " 'Fear not : 
for, behold, I bring you good tidings of great joy, 
which shall be to all people. For unto you is born this 
day in the city of David a Saviour, which is Christ 
the Lord.' 
And he continued on through the beautiful story 
as told in the second chapter of Luke. 
When he had finished, Mrs. Burton repeated, as 
though without her own volition, but as though im-
pelled by Jeep reverence, " 'Glory to God in the 
highest, and on earth peace, good will to men.' 
Then she rose and going to the piano struck a few 
notes. The family gathered around and sang with 
feeling: 
"Carol, brothers, carol! 
Carol joyfully. 
Carol for the coming 
Of Christ's nativity." 
PAGE TWELVE 
This opened the way for others, and one after 
another followed until they sang themselves from 
the serious attitude into the lighter joyousness of the 
Christmas time. 
Then came the explanation of the snow bank in 
the corner. Under it were concealed the various 
Christmas remembrances which were to be dis-
tributed in the morning. When the bedtime of the 
younger children approached, they made mys-
terious journeys in and out of the room, and packages 
of strange shape were slipped into the mound under 
the white covering. 
"It looks as though there would be quite a snow 
drift in that corner by morning," said Mr. Burton, 
as Margaret tucked her last bundle out of sight. 
"Now for the stockings, children!" said Mrs. 
Burton. "How many are going to hang them up, I 
wonder?" 
"You can count on saving room for mine," said 
Reddy, "and if I don't get a red apple and a stick of 
candy, I'll never again believe in Santa Claus!" 
" Why can't we all get into the game?" asked 
Phil. "If a Yale man can play kid, I guess the rest 
of us can qualify." 
"All right," said Mrs. Burton. "Tom is going to 
stay here tonight and Jack can lend an extra stock-
ing for the occasion. Now scamper and get them 
ready." 
IN RETROSPECT 
There was a scurrying of feet, big and little, up 
the stairway, and in a short time stockings of as-
sorted lengths were hanging from the mantle, and if 
one looked at the fourteen shining eyes, he could not 
tell which one held most of childish joy. 
When Margaret, Ned, and Josephine had gone to 
bed, the others gathered around the fire for one of 
those good visits which never seem so perfect at 
any other time. 
"This year has been an eventful one to you young 
fellows," said Mr. Burton. "I wonder if it will not be 
interesting to take an account of stock and see 
where we stand. Phil, you are the oldest, suppose 
you tell in what direction the year has done the 
most for you." 
Phil was not an easy talker, but he did careful 
thinking, and usually knew where he stood. 
"The year has not been a startling one to me 
especially. I have gone on with my college work 
without flunking, and I've had my share of college 
fun, but I've escaped some of the difficulties that 
some of my classmates have fallen into." 
"What kind of difficulties?" asked Reddy, who 
was always alert to any situation. 
"The difficulties that came from their own 
foolishness and lack of self-control. I am grateful 
every day for the training my home gave me in 
settling my own personal questions, and in letting 
(Concluded on page 24) 
HOME AND SCHOOL 
OUR QUAKER POET 
By MILDRED C. WOOD 
T
HOSE two errant dames, Fame and Fortune, 
have a nice way of passing by the proud and 
mighty to place their garlands at the feet of the poor 
and humble. Thus it was, "one bleak December 
day"—the 17th, to be exact—in the year 1807, that 
they paused in their rovings to bestow the blessing of 
genius on a baby boy just uttering his first cries in 
the bedroom of an old log house nestled in the hollow 
of the hills of Haverhill, Massachusetts. 
John Greenleaf was the rather ponderous name 
bestowed upon this, the first son of Thomas Whit-
tier, a devout and austere Quaker. Born amid the 
rigors of a New England winter, young Greenleaf 
was to spend the later part of his life in ill health as a 
result of the vigorous exposures of his childhood. 
Whittier's autobiography may be traced through 
his poems. With detailed and accurate truthfulness 
he shuts us in with him around "the clean-winged 
hearth" with its glowing red logs- roaring up the 
"great throat of the chimney." There, too, we see 
"the house dog with his paws outspread," "the cat's 
dark silhouette on the wall," the "mug of cider" 
simmering "between the andirons' straddling feet," 
and the sputtering apples side by side with "the 
nuts from brown October's wood." There is the 
sweet-faced, gentle mother, plying her loom; the 
grave, seldom-smiling father; old Uncle Moses, 
"innocent of books" but "rich in lore of fields and 
brooks"; Aunt Mercy with her "smile of cheer"; 
sister Mary, the eldest, with her "full, rich nature, 
free to trust, truthful and almost sternly just, im-
impulsive, earnest, prompt to act and make her 
generous thought a fact"; Elizabeth, the "youngest 
and dearest"; and the mischievous small brother, 
Matthew Franklin. 
THE BUDDING OF GENIUS 
John Greenleaf had very little opportunity for 
schooling. During his childhood he attended for a 
short time the village school, with its "warping 
floor," and "battered seats," "the charcoal frescoes 
on its wall," and "the master's desk deep-scarred 
with raps official." However, because he was a 
farmer's son, he "eschewed books and tasks" and, 
talking "face to face with nature," let her answer 
all his questions. At night, as he sat on the gray 
doorstone with his pewter bowl of bread and milk, 
he was indeed "monarch; pomp and joy waited on 
the barefoot boy." 
Literature sprang as a spontaneous impulse in 
the soul of this delicately-carved Quaker lad. His 
earliest inspiration to write was awakened by the 
visit to the farm of an old Scotchman who sat by the 
DECEMBER. 1936 
humble fire quaffing cider and quoting Burns. From 
then on music began to sing in Greenleaf's soul, and 
he sought for opportunities to write—under fences, 
in the barn, in the attic—anywhere, indeed, where 
he might escape detection, for his stern father had 
little use for poetry, and could not sympathize with 
such a waste of precious time. He was entirely too 
bashful, however, to let any eye but that of his 
sister see what he had written. So his first published 
poem was one which she submitted, without his 
knowledge, to a Newburyport newspaper. Of it the 
editor said, "It bears the stamp of genius which, if 
cultivated, will rank him among the bards of his 
country." 
GENIUS MATURED 
When he was nineteen, Greenleaf had the privilege 
of attending the Haverhill Academy for two terms, 
earning his own expenses. After he left school he 
became an editor, continuing to write a great deal, 
especially on the subject of slavery. His poems ap-
peared in each issue of the Atlantic Monthly, and he 
received fifty dollars for each one. 
His fame rests chiefly on "Snowbound," which 
was written as a sort of tribute to the memory of his 
mother. "The Barefoot Boy," "Barbara Frietchie," 
and "Maud Muller," are also among the finest of his 
works. His simple religious faith is beautifully ex-
pressed in the lines from "Eternal Goodness": 
"I know not where His islands lift 
Their fronded palms in air; 
I only know I cannot drift 
Beyond His love and care." 
On the seventh of September, 1892, while visiting 
friends in New Hampshire, the poet passed away 
quietly and peacefully, as he had lived, leaving be-
hind him the memory of a soul that held as its en-
deavor always "to render less the sum of human 
wretchedness." It could be said of him: "whate'er 
his life's defeatures, he loved his fellow-creatures," 
and he made the world a better and more beautiful 
place for his having tarried in it. 
HAD I a garden, it should lie 
All smiling to the sun; 
And after bird and butterfly, 
Children should romp and run, 
Filling their little laps with flowers, 
The air with shout and song, 
While golden crests in gilded bowers 
Ripple the whole day long. 
—Alfred Austin. 
PAGE THIRTEEN 
TEACHING MERCY 
A
MOTHER noticed among the children who 
came to play with her little ones a boy who 
seemed quite devoid of the finer feelings of mercy or 
consideration toward weaker things. To him the dog 
was something to be beaten, the cat to be chased, 
the birds to be stoned. He was tyrannical with 
younger children when left alone with them. 
The mother was surprised at this, for she knew 
that the boy came from a good family. By observa-
tion and inquiry she found that he was not allowed 
to have pets. He had once brought a forlorn dog 
home, and been commanded to stone it away. 
Neither of the parents had ever had a pet, and both 
disliked all animals exceedingly. 
It seemed to the mother that this boy was missing 
an important part of his training in being thus de-
prived of all pets. The care of a creature dependent 
upon the child for all its happiness is sure to call out 
the best qualities of the child's nature. He learns un-
selfishness, for he must sometimes give up some-
thing for his pet. And best of all, he gains a com-
prehension of the truth that all creatures are God's 
and all have a place in the world. A child who has 
learned to really love and understand a helpless 
creature is better for it all his life. Most cruelty is 
ignorance. I have seen a loving child maltreat a 
kitten just because no one had explained to the 
little one that the kitten was being hurt. 
THE DIFFERENCE IN DOGS 
When a mother gave a young boy a dog, she called 
his attention to two different dogs in the neighbor-
hood. One belonged to a surly man who never 
spoke to it except in reproof, and it was the most 
disobedient and ill-behaved dog imaginable. The 
other belonged to a family who were fond of it, and 
that dog was a model. He was quick to obey and 
understand, and his pretty tricks were the delight 
of small visitors. 
"Now," said the mother, "which dog should you 
like yours to be like?" 
Of course, the boy wanted a good and clever dog. 
"Then," said the mother, "you must always be 
kind and patient with him." 
A similar lesson could be given with the gift of 
any pet. It is the well-cared-for little creature that 
gives back a great deal of affection. Harriet Beecher 
Stowe said that a dog is love personified on four feet. 
And anyone who has known the loyal affection of a 
good dog must agree with her. The dog is an ideal 
pet, and the child who must grow up without having 
one is missing something from his life. The readers 
of Luther Burbank's famous book will remember that 
he thinks the care of living creatures necessary to 
the child's best development. 
A boy and a dog—perfect companionship. 
Think over what the poets have said about animals 
and you will realize that the highest-souled people 
in the world have loved all creation. Scott loved 
horses and dogs, and even let the gallant deer escape 
in the poem we love so well. Wordsworth writes of 
the kitten on the wall and the pet lamb. Whittier 
especially loved the birds, and Burns' heart was 
moved by the smallest helpless thing. Mrs. Brown-
ing writes of the best of dogs, and Robert Browning 
is one of many to sing of the gallant horse. Poor, 
sorrowful Cowper loved all animals. Almost any-
one, by a few minutes' thought, can increase this 
list almost indefinitely. The part that this feeling 
of mercy and love for the lower creatures has dis-
played in great lives ought to give us a hint 
about cultivating similar feelings in our young 
children. 
And these feelings can be cultivated. It is often 
said that young boys are always cruel. But such 
cruelty as they show is usually the result of ignorance. 
I have had boys of all ages in school, and I found that 
as soon as the child began to know the wild creatures, 
he grew merciful. The birds were safe from him 
because he knew about birds. Snakes and toads 
were interesting things, instead of simply something 
to kill, as the child learned more of the wonderful, 
living world. We all want our children to be merciful, 
and I would urge upon mothers that the best of all 
ways of cultivating a humane spirit is to give the 
child a pet to be cared for. Even if the mother her-
self does not like pets, it is better for her to try to 
conquer her dislike and take an interest in what the 
children love, instead of passing on her intolerant 
feelings.—Zelia Margaret Walters 
PAGE FOURTEEN �
HOME AND SCHOOL 
The Story Circle 
A MUD PIE QUARREL 
By INEZ BRASIER 
B
ETTY Jo, who lived in the little white house 
across the street, had come to play with Marjorie. 
They were having the best time ever making mud 
pies on the bench by the garage. 
"Mine is a choc'lit pie," Betty Jo said, as she 
patted it carefully. "You know I love choc'lits." 
"Mine is an apple pie, only it looks awf'ly dark." 
Marjorie put another spoonful of mud on the bench. 
"And this is going to be a pumpkin pie. Pumpkin 
pie is my fav'rite. That is what daddy says when 
mother makes it. An' he always asks for two 
pieces." 
"My pie is nicest, 'cause choc'lits are nicer than 
pumpkin," Betty Jo said. 
Marjorie stepped closer to the bench. She stubbed 
her toe, falling right onto Betty Jo's pretty mud pie. 
"Oh-oh! You broke my mud pie!" Betty Jo wailed. 
"You bad, bad girl!" She turned quickly— and 
would you believe it?—she threw Marjorie's apple 
mud pie and pumpkin mud pie right into the rose 
bushes! 
"Oh-oh!" Marjorie wailed. "You threw my two 
pies away! You go home! I don't like you one bit!" 
She caught Betty Jo's pretty curls and pulled and 
pulled. 
"Ouch! Oh-oh! Ouch!" Betty Jo cried. "You 
spoiled my pie! Let go my hair! Ouch!" 
"Oho, what is this?" Marjorie's big brother Fred 
asked, as he took Marjorie's fingers out of Betty 
Jo's curls. 
"She broke my two lovely mud pies on purpose, 
she did," Marjorie sobbed. 
"She spoiled my choc'lit pie," Betty Jo wailed. 
"She fell right on it." 
Big brother Fred laughed. "Did Marjorie really 
mean to spoil your pie?" 
"1 -I guess she didn't," Betty Jo admitted, quite 
ashamed of herself. "She hit her toe on that stone." 
"And it hurts yet." Marjorie winked hard. She did 
not want big brother Fred to see her crying again. 
"And she threw my two pies away." Tears fell 
splash were the mud pies had been. 
Betty Jo put her arm around Marjorie. "I am so 
sorry about your pies. I'll help you make two more," 
she whispered. 
Marjorie smiled and winked the tears away. 
"And I'll help you make another choc'lit pie." 
" What! Chocolate pies?" Big brother Fred pre-
tended to be very much surprised. "You shut your 
DECEMBER, 1936 
Ana now they've settled down 
to another kind of play. 
eyes, honest Injun, both of you." He stood ten 
pieces of chocolate candy in a row on the bench. 
"Now look!" he called, as he ran around the corner 
of the garage. 
" 0-o-o-h! Real choc'lits!" Betty Joe and Marjorie 
hugged each other. 
"They are ever 'n ever so much better than mud 
pies," Betty Jo said. 
"Let's never quarrel again." Marjorie took a tiny 
bite of candy. 
"Let's never," Betty Jo agreed, popping a whole 
chocolate into her mouth. 
AT THE END OF THE ROAD 
There's a crown waiting there at the end of the road 
When life's journey at last shall be o'er— 
We will lay down our burdens and cast off our load, 
When we cross to that beautiful shore. 
There's a crown there for you and a crown there for 
me, 
And we have this assurance divine, 
That the Saviour Himself will be there and will place 
That bright crown on your head and on mine. 
What a shame it would be if our home up above 
Should be lost by our carelessness here, 
When we've travelled so far on the heavenly road—
And the end is assuredly near. 
And the beautiful crown, though intended for us 
If we faithfully finish the race, 
If we lose, will be given to somebody else, 
Yes, to somebody else in our place. 
But this need not be so—it depends upon us— 
Won't you faithfully bear up your load, 
And wear through eternity the crown that is yours? 
For it's there—at the end of the road! 
—Floyd Hilliard. 
PAGE FIFTEEN 
OUR ELEMENTARY SCHOOLS--- 
Past, Present, and Future* 
By C. A. RUSSELL 
PAST 
I
T IS not my purpose to trace the history of our 
elementary educational work from its beginning 
down to the present; that would be too long a story, 
as interesting as it might prove; but rather to touch 
upon some of the high spots in its development. 
For more than seventy years this phase of our 
educational work has been in existence. As early as 
1872 there appeared from the pen of Mrs. E. G. 
White an article entitled "Proper Education." This 
was published in Volume III of "Testimonies for 
the Church." The first sentence of this article is the 
familiar one: "It is the nicest work ever assumed by 
men and women to deal with youthful minds." 
A new impetus was given to the cause of Christian 
education through the publishing in the early 
nineties of "Christian Education," and the book 
"Education." About the same time appeared 
"Testimonies for the Church," Volume VI, which 
contains such familiar expressions and earnest 
appeals as the following: "In some countries parents 
are compelled by law to send their children to school. 
In these countries, in localities where there is a 
church, schools should be established, if there are 
no more than six children to attend. Work as if you 
were working for your life to save the children from 
being drowned in the polluting, corrupting in- 
fluences of the world."—Page 199. �. 
"Let these schools now be started under wise 
direction, that the children and youth may be 
educated in their own churches. It is a grievous 
offense to God that there has been so great neglect 
in this line, when Providence has so abundantly 
supplied us with facilities with which to work. But 
though in the past we have come short of doing 
what we might have done for the youth and children, 
let us now repent and redeem the time."—Pages 
199, 200. 
" Workers in new territory should not feel free to 
leave their field of labor till the needed facilities have 
been provided for the churches under their care. Not 
only should a humble house of worship be erected, 
but all necessary arrangements should be made for 
the permanent establishment of the church school." 
—Page 108. 
"The schoolroom is needed just as much as is the 
church-building."—Page 109. 
The foundations of our elementary educational 
work were laid in a spirit of sacrifice. Buildings had 
to be erected and equipped; teachers provided; 
textbooks produced. Those were the days of humble 
*Read at Educational Council which preceeded the 1936 General Conference. 
PAGE SIXTEEN 
beginnings. Men of faith and vision, believing the 
messages which God was sending us, laid the founda-
tions and began to build. During the last decade of 
the past century many of these schools sprang into 
existence. From that time until the present there 
has been a steady growth in school sentiment among 
our people, as well as in providing buildings and 
equipment, in the matter of elementary teachers, and 
in the production of textbooks and other needed 
teacher helps. 
Since 1915 the Department has projected a line 
of graphs showing the development of our elementary 
schools along three lines, namely: 
1. Number of Schools 
2. Number of Teachers 
3. Enrollment 
This graphic representation indicates two peak 
years. These were 1920 and 1930. In 1920 there 
were in the United States and Canada 693 schools, 
924 teachers, 16,923 enrollment. 
In 1930 there were 743 schools, 1,011 teachers, 
17,735 enrollment. 
Then came the crash, the lean years of the Great 
Depression. During the three years, 1931 to 1933, 
we lost out of our church schools one thousand 
children each year. We struck bottom in the spring 
of 1933. In 1934 one half of our losses were made up, 
and in 1935 almost the other half. Then we stag-
nated, and today we are not quite up to the level of 
the 1930 peak in church school enrollment. Now for 
the second part of our title, 
PRESENT 
Based upon mid-year reports, the latest available, 
the figures stand: schools, 783; teachers, 1,036; en-
rollment, 16,519. These figures show the largest 
number of schools in the history of our work, but a 
small decrease in enrollment. Even though it may 
be found that this deficit has been made up when 
the final reports for the present year are all in, yet a 
distinct loss is indicated when we pause to consider 
that during these years since 1930 there has been a 
net gain in church membership in North America of 
35,278, or 8%. 
In order to keep pace with this increase we should 
have today instead of a mid-year enrollment of 
16,519 as just given, an enrollment of nearly 18,000. 
And may I point out that such an increase would be 
merely keeping pace with the normal growth of our 
churches. To put it in another way, we have fallen 
behind during the past six years approximately 1,500 
(Concluded on page 25) 
HOME AND SCHOOL 
Thoughts—the Road to Character 
I
N THESE days much is said about the human 
body,—how to feed it and care for it in every way. 
We'll have to admit that many people keep away 
about as far as possible from proper methods of 
care. Nevertheless, the principles remain the same. 
It is important that the right kind of food be given; 
that it be given in right quantities, at right times, 
and in the right way. 
Good food! Food that digests and causes no 
disease or other trouble; food given in right amounts, 
—not too much, not too little; at proper times; 
with due regularity. Not one meal a day which 
lasts all day, thus causing the stomach to work 
without rest. The consumption must be deliberate, 
not with nervous speed, and not when too tired.If 
these cautions are followed, there will be good 
digestion, and a consequent building up of a healthy 
body. 
RIGHT MENTAL FOOD 
Just so with the mental apparatus. It must be fed 
if it is to grow. If we desire proper mental develop-
ment in the child, or in ourselves, the mental food 
must be of good quality. Our minds as well as our 
bodies are made by the kind of food we give them. 
If we desire to be clean mentally, we must feed the 
mind with clean food. 
The brain grows as tired as does the stomach; it 
must have its proper periods of rest. It should be 
fed regularly, and in not too large amounts. When 
a man is physically tired, he can not put forth his 
best efforts. Just so the best mental products do not 
come from an exhausted brain. It must have 
proper food, proper exercise, proper rest, to produce 
its best products. The idle mind is not disciplined 
to do good work. "An idle brain is the devil's work-
shop." The products then must be the devil's. 
What are the products of the brain? Thoughts, 
and whether they are good or evil, worthwhile or 
worthless, depends on the kind of food that has been 
given. 
How does the brain get its food? Through the 
avenues of the senses. We see, we hear, we taste, 
we smell, we feel. And by the impressions carried 
through these senses to the brain, thought is 
produced. Thought is carried into action; actions 
repeated make habits; and the sum of our habits is 
our character. Then by our thoughts our character 
is determined. Thus we can better understand what 
the wise man said, "As a man thinketh in his heart, 
so is he." Then how much time do we have for the 
DECEMBER, 1936 
frivolous, the light and trifling, the questionable 
joke, the jazz in music, the novel, "the funny paper," 
and much material that comes over the radio? We 
are held to account for the use of our time and for 
the product of our brains. 
"As A MAN THINKETH- 
To keep our thoughts on lofty subjects is of prime 
importance, as we readily see. It is necessary, then, 
for our eyes to see, our ears to hear, our other senses 
to act upon only those things which are good. But 
we live in a sinful world; sin and wrong are all about 
us. How can we help seeing and hearing things that 
are not good? There is an apt old saying, "You can't 
prevent the birds from flying over your head, but 
you can prevent them from building nests in your 
hair." We can not keep from seeing some things or 
hearing some things that we do not want to see and 
hear, but we can keep from letting our minds dwell 
upon them, thus causing them to make a deep im-
pression on our consciousness. We must build up a 
barrier of right principles; we must erect righteous 
ideals, and thus learn to love the good and hate the 
evil. 
Parents should consciously work on each virtue 
individually in building ideals. We can not say 
with one grand sweep, "Son, do what you know is 
right." That is good in its place, but son must know 
what is right relative to each moral principle. Build 
about son a fence of high ideals with individual stakes 
in it, and by daily life and teaching show him 
how to depend on his Heavenly Father for power to 
conquer each evil tendency.—W. 
CHRISTMAS CHIMES 
"The Christmas chimes are pealing high 
Beneath the solemn Christmas sky, 
And blowing winds their note prolong 
Like echoes from an angel's song; 
`Good will and peace, peace and good will,' 
Ring out the carols glad and gay, 
Telling the heavenly message still, 
That Christ the Child was born today. 
" In lowly hut and palace hall 
Peasant and king keep festival, 
And childhood wears a fairer guise, 
And tenderer shine all mothers' eyes; 
The aged man forgets his years, 
The mirthful heart is doubly gay, 
The sad are cheated of their tears, 
For Christ the Lord was born today." 
PAGE SEVENTEEN 
In I the Achoolroom 
ALCOHOL EDUCATION 
Lesson T'wo 
By MARION WILBER-VOLLMER 
Topic: Water Inside, Alcohol Outside. 
Aim: To teach the nature and action of alcohol. 
Salient Thought: Ethyl alcohol is valuable and has its 
proper uses, but this value and these uses are outside 
the human body. Inside the body it is a poison. 
Source Material: " ASyllabus in Alcohol Education." 
Illustrative Material: Prepare beforehand or secure 
specimen preserved in alcohol. Have several small 
jars, water in one, alcohol in another. Also have 
some camphor gum, varnish, grease or oil, an egg, 
some seeds that sprout readily, flax or radish, and 
two small plants about the same size in two small 
pots, and some absorbent cotton. 
Review: In our last lesson we learned how the grape 
juice made alcohol, and that there are many other 
things that can make alcohol, too, if just the right 
conditions exist. There must always be sugar 
present, and yeast germs, and the proper tempera-
ture. Then, as these little germs use up the oxygen 
in the sugar, what two other things are formed? How 
can we tell that these two things are present? And 
what do we usually do with things that are spoiled? 
Approach to Lesson Proper: When I was a little girl, 
there was one bottle in the family medicine cupboard 
that I shunned with horror. It had a red label on 
which was a picture of a skull and cross bones, and 
in large letters the words CARBOLIC ACID—
POISON. There were also pins stuck through the 
cork so that there could be no mistake made as to 
its contents. No one but my mother or father was 
allowed to touch this bottle. We knew that it had 
special uses in certain necessary instances, and no 
one thought of touching it, or using it for any other 
purpose. And I remember distinctly that no one 
ever did touch it. 
Lesson Proper: The alcohol that is made in the grape 
juice and other juices, as we learned, is one of a 
family of poisons. It is called "ethyl" alcohol to 
distinguish it from other kinds of alcohol that are 
just a little different. These different kinds of 
alcohol are related and, as we said, are all poison. 
Many of them are so very poisonous, and do such 
terrible things to the body, that people do not 
think of taking them into their bodies. For instance, 
"amyl" alcohol is four times as poisonous as ethyl 
alcohol; and "methyl," or wood, alcohol causes 
PAGE EIGHTEEN 
people to go blind because it affects especially the 
nerves of sight. People have become blind just 
from the effects of burning wood alcohol. 
But even though ethyl alcohol is not as poisonous 
as some of these others, it is a poison just the same, 
and is even more dangerous, for it is in many of the 
drinks that are used these days. It is just as surely 
a poison as is carbolic acid, and a large enough dose 
would cause the same results. But it is diluted with 
water and flavored in different ways, and people do 
not know that it is harming them, but it is, never-
theless. As we study about alcohol, and find out all 
we can about it, we will be putting it into a bottle 
with a red label and pins stuck through the cork, 
for we will be learning that it is never to be touched 
except for special necessary uses. 
Here are two jars, each containing a clear, colorless 
liquid. As you look at them, they seem alike to you, 
but I know that they are different, for I filled the 
One of the thirty-two persons in New York 
State who died from drinking bootleg 
liquor. 
jars. They are the two most important liquids used 
in industry and commerce. Now, we are going to 
see how these two liquids are different. First, we 
shall smell them. (Pass the bottles around and get 
from children the difference.) And now with these 
pieces of cotton I am going to put some of each on 
your hands. (Have children tell the difference in 
the feeling.) If I should put a drop or two on your 
tongues, the contents of this jar would have no 
taste, but this other liquid would sting, or "bite." 
Yes, you have guessed. One jar contains water and 
the other, alcohol. 
HOME AND SCHOOL 
Now we shall see what these liquids will do to 
these foods and other substances that we have here. 
(Continue the comparison of the effects of the two 
upon the camphor gum, grease, egg, etc.; show and 
explain about specimen, and bring out the fact that 
water softens certain things while alcohol hardens 
them, and that other things are dissolved by alcohol 
and not affected by water.) 
We have found that alcohol takes the water out 
of moist things, and dissolves other things that water 
does not affect. It is because of these properties that 
alcohol is a very valuable and useful thing, but you 
notice that this has all taken place outside of the 
body. It ,is only when alcohol is used in its proper 
place that it is a blessing to mankind. These speci-
mens that we have here show what happens when 
something is put into alcohol. Different forms of 
plant and animal life are thus preserved for study. 
The ability of alcohol to dissolve fatty and other 
substances that water will not dissolve makes it 
very useful in the manufacturing world. Perhaps 
some of you boys can tell of its use in radiators of 
cars in cold weather. It is used in thermometers, 
barometers and in antifreeze mixtures because it 
does not freeze easily. I live near a sanitarium, and 
when I am there I often see the nurses going to and 
from the patients' rooms carrying a blue bottle. 
That is the bottle that contains the rubbing alcohol, 
and I know that some poor sufferer has been relieved 
and made comfortable by the cooling effect of the 
alcohol as it was rubbed on. Alcohol is also used as an 
antiseptic, for it prevents the growth of, and kills, 
bacteria. And alcohol has another use, it is used as a 
fuel, and in many instances serves better than any 
other kind, for it leaves no smoke or ashes when it is 
burned. 
So we have learned that alcohol is valuable outside 
of the body because it takes the water from things 
and keeps them from spoiling, and because it will 
dissolve things that water will not dissolve. But 
because of these same two properties, alcohol 
interferes with the proper working of the organs of 
the body. It absorbs water from the moist tissues 
and dissolves fatty substances that it touches. 
The very thing that makes it so useful and helpful 
outside of the body makes it an enemy inside of the 
body. I believe that the quicker we get ethyl alcohol 
into a bottle with a red label on it and pins stuck 
through the cork the better it will be for us. Don't 
you think so too? 
Would you like to see just what alcohol will do to 
living things? I thought it would be interesting to 
take these seeds and place them on this cotton in 
these two jars and keep them in a warm place, with 
light and air, and moisten one jar with good fresh 
water, and the other with water into which we shall 
put a certain amount of alcohol, one drop of alcohol 
to a hundred drops of water. And here are two 
healthy little plants. They remind me of two healthy 
DECEMBER, 1936 
little boys. We are going to give one good water out 
of the faucet, and the other we shall give water into 
which we have put three drops of alcohol to one 
hundred drops of water. You know that is just about 
the same amount of alcohol that there is in beer. Let 
us choose two girls to care for the seeds and two 
boys to care for the plants, and they must faithfully 
care for them. Whenever I plan this little experi-
ment I always feel sorry for the little seeds and the 
plant that must have the alcohol, for I know just 
what will happen to them. But I think that if we 
watch carefully and learn the lesson that they 
teach us, it is worth while to do it. It is another 
way of getting ethyl alcohol into the bottle with the 
pins stuck through the cork. 
WE SUGGEST: 
1. That you make frequent reports of your work 
to your church school board. They should be kept 
informed regarding your progress, school needs, etc. 
2. That you counsel with parents regarding the 
work of their children. Parents should be kept in-
formed regarding the progress or lack of progress of 
their children. It pays to do this work. 
3. That report cards be issued promptly at the 
close of each period. 
4. That you write to the John Hancock Life 
Insurance Company, Boston, Massachusetts, and ask 
them for copies of their pamphlets on Lincoln, John 
Hancock, The Flag of the United States, and Fram-
ing the Declaration of Independence. These are 
excellent aids to your American History study and 
may be secured in sufficient numbers so that each 
pupil may have them. Better keep them for your 
library and let the pupils use them. 
The year's at the spring, 
The day's at the morn, 
The morning's at seven, 
The hillside's dew-pearled, 
The lark's on the wing, 
The snail's on the thorn, 
God's in His heaven, 
All's right with the world. 
—Robert Browning. 
"Life at best is short, a little span between two 
eternities, the greater part of which has passed be-
fore we learn how to improve it. One of the most 
important forces of each life is will-power, which con-
sists of capacity for decision and action. So you 
can best strengthen your will by doing things. 
Particularly by doing things that are difficult, 
things which demand determination, and persistence, 
to accomplish. Let us make the most of our op-
portunity and have a WILL, a great DETERMINA-
TION to bring our church schools up to standard." 
PAGE NINETEEN 
RECIPES that TEACHERS WANT 
SALT AND FLOUR MAPS 
D
RAW the outline of a map on art paper and 
cover it with the following mixture: Four 
teaspoonfuls of salt; three of flour; mix well in dish 
or tin pan; moisten to consistency of thick paste for 
spreading; place in warm spot and allow it to dry. 
For mountains, pile the paste to the desired height 
and let it dry, or apply a second treatment when the 
first coat has become solid. This mixture dries out 
beautifully white, and when rivers and lakes are 
marked on it with red ink, the study of physical 
features is a pleasure to the pupils. We prepare for 
one set of maps at a time, as the mixture can not 
be used after it dries in the pan. 
PULP MAPS 
Tear newspapers into small pieces and fill a 
wooden pail nearly full. Do not use a tin pail as 
tin will rust and discolor the pulp. Pour over the 
paper enough boiling water to cover the pieces, 
stirring all the time with a stick. Stir it occasionally 
for a few days until it is reduced to a pulp. When 
using, squeeze the pulp dry enough to be easily used. 
HOMEMADE MODELING MATERIAL 
Take two tablespoons cornstarch, four tablespoons 
salt, four tablespoons boiling water. Mix the corn-
starch and salt in a small saucepan, pour on the 
boiling water, and stir until the mixture is soft. Place 
on the fire and stir until it forms a soft ball; take 
off and knead for ten minutes. If the material 
crumbles, add a little boiling water; if it sticks, dust 
the hands with cornstarch. This material can be 
kept plastic by wrapping it in wax paper. 
The advantage that this home made material has 
over plasticine is that the child can keep the articles 
that he models, for it hardens as it dries; and so 
china for the doll's house, marbles, and articles of 
that kind can be used with satisfaction. 
HOW TO MAKE A HECTOGRAPH 
Materials: 
4 oz. white glue, not pulverized, 20c. 
12 oz. glycerine (obtainable at any drug store) 50c. 
6 oz. water 
A hectograph pan with cover 
Size 13x19% in. is obtainable at the Teachers' 
College Co-operative Store for $1.25. This is large 
enough to hold two sheets of paper 9x12 in. A 
smaller size with cover may be made at any tin 
shop', size 10x12% in. 
Directions for making: 
Put glue in cold water. Let soak overnight. Melt 
glue in a double boiler. Add glycerine and let cook 
PAGE TWENTY 
for ten minutes, stirring it thoroughly so that it will 
not burn. Pour out into the pan placed on a perfect 
level. Break bubbles with a toothpick or match. 
Do not disturb more than necessary. Let stand 
twenty-four hours before using. 
How to Use: 
For master copy use glazed paper. For type-
written work, use hectograph typewriter ribbon, or 
hectograph carbon paper. For handwritten work, 
use hectograph ink, preferably purple, and pen that 
has not been used in other ink. Coarse pens must be 
used, ball point or stub pens. These may be ob-
tained at any bookstore where such supplies are 
kept. Hectograph pencils, "Beckopy" sold by the 
Beck Duplicator Co., New York, are very satis-
factory. 
Dampen the gelatin bed with a moist sponge, then 
dry with old newspaper or other absorbent paper. 
Lay the master copy, copy-side down, on the 
gelatin bed, applying slight pressure to all parts. (A 
roller is used on the commercial machines.) Remove 
the copy after about two minutes. Next apply, in 
•succession, the papers on which copies are to be 
made. Smooth down; leave on gelatin-bed only a few 
seconds, and remove. When the desired number of 
copies has been made, wipe the gelatin with a soft 
cloth dipped in lukewarm water. 
Care of Hectograph: 
It is always preferable to wash the hectograph 
when one has finished using it so that it will be ready 
for immediate use. Wash it very carefully with 
lukewarm water, and dry with paper towels or 
newspapers. Do not allow the water to stand on the 
hectograph, as this will cause holes to come in the 
gelatin bed. Keep pan covered when not in use. 
Paste: 
1 cup sugar 
1 cup flour 
1 tablespoon powdered alum 
1 quart water 
Mix and cook ingredients in a double boiler until 
mixture is clear. Remove from fire and add 30 
drops of oil of cloves. This makes one quart. It 
sticks and does not sour. 
"Young man, if you would be a leader among men, 
guard well your speech. 
"Young woman, would you be admired by your 
associates? Select your words with care." 
With Him love was life, and life was service.—
"Education," p. 80. 
HOME AND SCHOOL 
EDUCATION 
By ANNA KNIGHT 
A
LL fathers and mothers desire their sons and 
daughters to be educated. In these modern 
times we hear a great deal about education. There 
are many educational institutions—private, church, 
and public—in our great country, of which we are 
proud, and rightly so, for they are doing a great 
work for the youth of the nation. 
We must ever remember the words of the wise 
man, "Train up a child in the way he should go: 
and when he is old, he will not depart from it." 
Proverbs 22: 6. Ex-President Theodore Roosevelt 
sensed the importance of these words when he said, 
"If we would do anything for the average man, we 
must do it before he is a man." 
Therefore, at such a time as this we must educate, 
educate, educate. What is education? Webster 
says, "Development, to draw out." Many of us in 
our ideas take too narrow a range in education. 
"True education means more than the pursual of a 
certain course of study. . . . It is the harmonious 
development of the physical, the mental, and the 
spiritual powers"—in other words, the education of 
the hand, the head, and the heart. This threefold 
development that constitutes true education should 
be the aim and ambition of all our youth, and should 
not be neglected even by the older ones. It is never 
too late to do good. Therefore let all strive to attain 
to this true education, thereby being better able to 
serve the world's needs. 
WHAT EDUCATORS SAY 
Some months ago I began to study what some of 
the educators have to say of the trends in education, 
and have been both pleased and surprised at my 
discoveries. 
President Nicholas Murray Butler of Columbia 
University said in his annual report to the trustees: 
"The ant hills of civilization are always crowded; 
its beehives are too often empty. It is the function 
of a university to help populate the bee hives." Dr. 
Butler found that "the present day mocking appeal 
to an infant that he give expression to himself 
represents the abdication of education. . . . To 
starve youth," he continued, "by depriving it of 
intellectual and moral nourishment, and to cripple 
it by depriving it of the discipline of experience, are 
among the newest and most popular forms of cruelty 
that have been devised to make education impos-
sible." 
Francis M. Osborne, M. A., B. D., in an article, 
"Revolution or Evolution in Education," said some 
wonderful things, only a few of which can be quoted 
here. Under a section, "Value of Private Schools," 
DECEMBER, 1936 
he said: "As church schools should lead in the field 
of well-rounded education, so to private schools be-
longs the task of piogressive leadership. In the 
independence of private schools lies a privilege to 
experiment in fields new and untried by public 
education." He commended highly the church 
schools, colleges, and universities for the work they 
have done, also the Federal Relief Administration 
for the steps they have taken. 
EDUCATION AT THE CROSSROADS 
Mr. Osborne's article closes with these state-
ments: "If civilization stands at the crossroads, 
a new responsibility rests upon all educational forces, 
private, church, and public, to face the situation 
and stand shoulder to shoulder in meeting the crisis." 
Dr. George F. Zook expresses the conviction that 
the survival of democracy depends upon a proper 
provision for adult education. 
The writer of this article has spent more than 
twenty of the best years of her life in trying to help 
build up a stronger and better system of education 
among the colored people of the Southern states 
especially, and it is truly gratifying to note the 
progress being made all over the country; yet there is 
much more that needs to be done. 
I would suggest that in trying to attain our aims in 
education, that we pattern more fully after the 
system of education instituted at the beginning of 
the world. The Garden of Eden was the schoolroom, 
nature the lesson-book, the Creator Himself was the 
instructor, and the parents of the human family were 
the students. Let us live more in God's great out-
of-doors. Let parents be the first teachers of their 
children, and let us all earnestly set ourselves to the 
task of trying to realize more and more the fact 
that, "A man's gift maketh room for him, and 
bringeth him before great men." Proverbs 18: 16. 
Therefore, be prepared for every good work. Educate, 
educate, EDUCATE. 
"The elevator to success is not running; take the 
stairs." 
IS IT WORTH WHILE, AFTER ALL? 
"Brain fever at twelve—and we are left alone." 
" We pushed her, and God knows how we have 
suffered for our mistake." 
"She was graduated, but she never recovered, and 
in two years we had no daughter." 
"I thought more of a diploma than I did of my 
child. Now I have only the diploma."—Selected. 
PAGE TWENTY-ONE 
JUNIOR CONUNDRUMS 
By FLORENCE KIDDER 
1. My name contains eight letters. My first two 
are pronounced like a joint in .the body. My second 
two spell a pronoun, third person, singular number, 
masculine gender, and nominative case. My third 
two are pronounced like a pronoun, first person, 
singular number, possessive case. My last two spell 
an interjection. 
WHO AM I? 
2. I have seven brothers who are great men. I live 
out-of-doors most of the time. One day the Prophet 
came to our home and sent for me. He poured oil on 
my head and spoke kindly to me about preparing 
for the service of Jehovah. I try to do this by taking 
good care of my sheep. I love to play the flute and 
the harp. 
WHO AM I? 
3. I am an outcast. I was once a very much-loved 
Persian queen. I do not think it right to drink strong 
drinks, to dance, or to wear immodest clothes. My 
husbard loves wild parties and strong drink. Be-
cause I refused to attend one of these parties and 
dance for his friends, I became an outcast. 
WHO AM I? 
4. I am the first recorded deep sea diver. The 
God of heaven prepared my diving outfit. Probably 
no one else will ever stay in the ocean depths as 
long as I did. I dived from ship deck in mid-ocean 
and came up on shore many miles from my diving 
point. 
WHO AM I? 
5. I had beautiful long hair. I loved to associate 
with worldly young people. There was not enough 
going on in Israel to suit me. I loved popular sports. 
I grieved my parents very often. They were too 
old-fashioned and did not understand that a young 
fellow needs some fun once in a while. I married a 
young person of the world, despite my parents' 
pleadings. I was very powerful and muscular, but 
after my marriage I had my hair bobbed and my 
power was gone. I became the laughing stock of my 
young friends and finally landed in jail. 
WHO AM I? 
6. When I was about twelve years old a Christian 
missionary came to the heathen city where I lived 
with my mother and grandmother. Our family 
learned to love the missionary and accepted Chris-
tianity. The heathen people stoned the missionary 
and threw him out of the city for dead. As I stood 
beside his body I dedicated my young life to take his 
place. My mother bathed his brow and my grand- 
PAGE TWENTY-TWO 
mother wept and prayed. The Lord restored him to 
life and a few years later he came to our city again. 
This time I went with him on a long missionary trip. 
WHO AM I? 
Home Government 
(Concluded from page 9) 
turns him who should have been his child's highest 
earthly blessing into his direct curse. Many inmates 
of our prisons are there because they have been the 
victims of this so-called love; and when God sums up 
their misdeeds, a large portion of the guilt will fall 
elsewhere than on the child cursed by such a 
parent." 
How SHALL IT BE DONE? 
"The discipline of our children must commence 
with self-discipline. Nature teaches us to love them 
much. But we want a controlling principle to teach 
us to love them wisely. The indulgence of our 
children has its root in self-indulgence." 
We should never correct a child if we are angry. I 
once heard a mother say, "I couldn't punish my 
child if I were not angry." What an admission for a 
mother to make! What will that child be when 
grown! Here is a sentence that tells us how to 
punish It is taken from "Testimonies," Volume 2, 
page 259: 
"Punish them in love, manifesting the unwilling-
ness you feel to cause them pain." 
"We are not to give corporal punishment to 
children unless we can with clear conscience bow 
before God and ask His blessing upon the punish-
ment to be given. . . . Encourage love, not hate in 
the hearts of the children." Oftentimes after an 
earnest prayer, the child is melted down and feels 
very sorry for his misdemeanor. We well remember 
an incident which occurred in the long ago. It relates 
to a boy and his teacher. There was a punishment 
with the rod. After it he threw himself onto the 
teacher's shoulder sobbing and said, "You have 
taken the very way to make me love you better." It 
pays to think, talk kindly, and pray with these 
boys and girls, and punish if you must. 
I have dwelt at length on this subject of corporal 
punishment because many people have false ideas 
concerning it. But I would not have anyone think 
that I am advocating it as a usual method of correc-
tion. "One such punishment may be enough for a 
lifetime," but more often it is not. 
HOME AND SCHOOL 
OTHER CORRECTIVE MEASURES 
There are many ways of correcting misbehavior 
other than with a rod. If possible the punishment 
should be directly related to the offense. The Lord 
uses natural punishments. The one who created our 
bodies arranged for them to function according to 
natural law. It is not according to law that we 
should eat unripe fruit, so therefore the boy who 
insists on eating green apples gets his punishment 
just under his diaphragm in the form of pain. This 
is a natural punishment. 
If a boy wilfully destroys property, he should be 
required to take his own money to make good the 
damage. He will not then be likely to repeat his 
offense. 
Children sometimes steal; the parents often cover 
it up, simply telling them that it is wrong and that 
they should not do it; perhaps the parent weeps over 
it, and tells the child that it is a disgrace; but as one 
boy expressed it, "They let me get by with it." 
The stealing continues and includes articles of 
larger value. The proper course of action would have 
been to go with the boy, requiring him to return the 
article stolen, if that is possible; but if the thing is 
eaten or destroyed, then he must make good with 
his own money or labor. Almost always this pro-
cedure works a lasting cure. If not, then repeat the 
dose. This method is pedagogical, and illustrates 
the principle that the punishment should be related 
to the offense. Many times it takes real ingenuity 
to decide on the punishment that is best. In other 
cases, as in those cited, the course to follow is very 
clear. 
PREVENTION BETTER THAN CURE 
We all agree that prevention of disease is far 
better than cure. This certainly is just as true of 
moral diseases as of physical. How shall we prevent 
moral disease? The Lord told how back in the very 
early history of Israel, as follows: 
"And thou shalt teach them diligently unto thy 
children, and shalt talk of them when thou sittest 
in thine house, and when thou walkest by the way, 
and when thou liest down, and when thou risest 
up." Deuteronomy 6: 7. 
In this day, perhaps also in the day in which this 
was written, this instruction would become very 
wearisome if there were not much tact and care used 
in giving it. We should not make our instruction to 
be dreaded. Find a pleasant, happy way of giving it, 
not simply by precept, but by stories and illustra-
tions, in work and in play. 
In conclusion let us ask a few questions which 
must be answered positively if we expect to make a 
success of rearing the children God has given us. 
1. Are we parents obedient to God and to 
government regulations? If not, how can we expect 
our children to be obedient to rightful authority? 
DECEMBER, 1936 
2. Do we govern the child by love or by fear? 
Government by love begets one kind of spirit in the 
child; government by fear begets an entirely different 
kind. Furthermore the child habitually governed 
by fear does not develop self-control, but when out 
from under the controlling power, is weak and 
vacillating. 
3. Are we honest with the child? Do we answer his 
questions truly? Can he depend upon us? If not, he 
will not respect us, and therefore will find it difficult 
to be obedient. 
4. Do we always make sure that our commands are 
reasonable and that they are understood? Children 
can not do everything that grown-ups can do. Also 
sometimes they do not fully comprehend the re-
quests that are made of them. 
5. Do we speak indiscreetly before the child, as 
for instance, "Johnny moves when his father speaks, 
but he doesn't pay a bit of attention when I speak"? 
6. Do we require prompt obedience, or do we 
accept belated obedience which is not real obedience 
at all? It is easy to form the habit of procrastina-
tion in the matter of obedience. 
Will we follow the instruction God has given His 
remnant people and succeed in the task given us, 
or will we go our own way and fail? 
I took a piece of plastic clay, 
And idly fashioned it one day; 
And as my fingers pressed it, still 
It moved and yielded at my will. 
I came again when years were past; 
The bit of clay was hard at last; 
The form I gave it, still it bore, 
And I could change that form no more. 
I took a piece of living clay, 
And gently formed it day by day, 
And molded with my power and art 
A young child's soft and yielding heart. 
I came again when years were gone; 
It was a man I looked upon. 
He still that early impress bore, 
And I could change it nevermore. 
"It is easy enough to be pleasant 
When life flows along as a song; 
But the man worth while is he who can smile 
When everything goes dead wrong." 
"To the teacher is committed a great work,—a 
work for which, in his own strength, he is wholly 
insufficient." 
As we near the close of time, Satan's temptation 
to indulge appetite will be more powerful and more 
difficult to overcome. —"Testimonies," Vol. III, 
P. 491. 
PAGE TWENTY-THREE 
CHRISTMAS 
Christmas is a good time, 
A time for giving cheer 
To lonely ones and sad ones, 
And those we hold most dear. 
Christmas is a kind time, 
"On earth good will to men." 
Give sympathy, give friendship, 
Till Christmas comes again. 
Christmas is a glad time, 
For then the Christ was born; 
Oh, let the message of His love 
Be sung on Christmas morn. 
—Ida P. Ransom. 
The Burton Children 
(Concluded from page 12) 
me suffer for my own mistakes when it concerned 
only me. Why, I'll tell you," he continued, warm-
ing to his subject, "a lot of fellows are thrown out 
into college life who are no more fit than babies 
to look after themselves! They have never been 
allowed to decide anything for themselves, have 
been treated like little children at home, and then 
expected all at once to be men." 
"That is all very true," said his father. "I some-
times wonder that so many of them turn out as well 
as they do." 
"You and mother used sometimes to make us pay 
a pretty high price by our experience," said Phil, 
"but I'm glad now that you did." 
"One has to pay in life," said his mother, "so why 
shouldn't one begin early?" 
"Well, Jack, what have you to say?" said Mr. 
Burton. 
"That I was a pig-headed fool to want to quit 
school last spring. But you did the best thing in 
letting me have my way." 
"That's where you paid," said Phil. 
"Yes, I paid, but father and mother helped. It 
seems to me that I have gotten more out of the 
year than anyone else. I learned my lesson as to the 
necessity of having an education; I had my beautiful 
summer at Camp Songo; I found Reddy there, and I 
don't mean ever to lose him; I came back home and 
made a success of my school work, got on to the 
football team and won my 'C.' There I came to 
know Tom. Two new friends in one year is a good 
deal for a fellow who wasn't anything but an un-
licked cub a year ago. But thanks to a good father 
and mother, I'm now on the right track, and have a 
chance to amount to something yet. I don't believe 
anyone can equal that record." 
PAGE TWENTY-FOUR 
"I can top it," exclaimed Reddy, "and I'll not go 
back of last July either, for there is nothing worth 
mentioning before that time. Until then I was just 
a boy with too much money for his own good, and no 
particular ambition in life. I was going to Camp 
Songo in an aimless sort of way, for I knew I had to 
get into college by hook or by crook, and that seemed 
the easiest way, and besides, I liked the place. Then 
came Jack, and Jack's mother, with her letters that 
gripped me. After that the visit here, and examina-
tions successfully passed. I have come to tell my 
adopted parents of months of creditable work at 
Yale. I am sure to finish the semester without a 
condition—I am bound to do it," and he walked over 
behind Mrs. Burton's chair and stood with one 
hand upon her shoulder. 
"And you forgot to mention that you are going 
to jump high enough next spring to get your 'I'," 
said Jack. 
"We were talking about what had happened. If 
we say anything about what is in the future, I should 
like to add that, through your influence here, I feel 
very different about the money question. Instead of 
being just a means to a good time, I think I begin to 
realize that the possession of it carries with it deep 
obligations, and I hope I can fit myself to carry them 
worthily." 
" To whom much is given, of him much shall be 
required,'" quoted Mrs. Burton. 
"Well, Tom, what has the year done for you?" 
asked Mr. Burton, turning to the boy who had sat 
close to the fire, giving it an occasional poke, as he 
listened in silence to the others. 
"It has given me Jack and his home. But best of 
all it has opened up visions of what life may be, even 
for me. I haven't much to show for the past year, 
but the coming one is full of possibilities, and no 
matter how hard things are, with such friends I 
shall surely win." 
"Tom, give me your hand," said Reddy, stepping 
eagerly toward him. "I'm trying to make a man of 
myself in spite of my money, and you're trying the 
same stunt against lack of money. Let's shake on it 
and go in to win, and if my measly dollars can ever 
help you, just remember that we are brothers, and 
that I have a right to help." 
"It pays, doesn't it, dear?" said Mrs. Burton for 
her husband's ears only, as she caught his eye in 
sympathy. 
"Of course it pays! Life always does if you take 
it in the right spirit. But we must not sit up all 
night. Santa Claus must have a chance at those 
seven stockings, and besides, we must be up 
early to dig for treasures in that snow bank in the 
corner." 
"And I shall come down at daybreak to look for 
the red apple that should be in the toe of my stock-
ing," said Reddy. Florence Milner. 
HOME AND SCHOOL 
Our Elementary Schools 
(Concluded from page 16) 
in church school enrollment. This means that 1,500 
of our children are in the schools of the world today 
who would be in our own schools, if we had simply 
maintained the relationship of enrollment to church 
membership as it was in 1930. This is appalling, 
tragic! What a challenge! What are we going to do 
about it? And when? 
Recent surveys have revealed some heartening 
developments. An attempt was made to ascertain 
the number of baptisms in our schools of all grades 
during the past year as compared with those baptized 
while attending worldly schools. While the returns 
are not complete, they are nearly so from one large 
union. From this field the figures are as follows: 
Church School____250 Public School �
38 
Academy �
77 High School �
10 
S. D. A. College____12 Worldly College �
2 
TOTALS �
 
Our Schools____339 Worldly Schools....50 
Another survey indicates that nearly 50% of our 
elementary teachers are normal graduates, while many 
of those who have not been graduated from our 
normal departments have teacher-training credits to 
the amount of many college hours. 
FUTURE 
The future, who can forecast?—None but God. We 
know that the time will come when "all schools 
among us will soon be closed up."—Volume V, p. 156. 
We are also told that "as long as time shall last, 
we shall have need of schools."—"Counsels to 
Teachers," p. 417. No doubt this refers to proba-
tionary time. Conditions may result in the closing 
of some of our schools while their " need " still exists. 
We should work untiringly to preserve the in-
tegrity of our schools of all grades and to increase 
their efficiency. The product of our schools should 
be able to measure up in intellectual attainments 
with the best that can be produced by the schools of 
the world, while in spiritual growth and character 
development they will rank with Daniel and his 
companions, who "in all matters of wisdom and 
understanding that the king inquired of them were 
ten times better than" his own wise men. 
A few suggestions for the future: 
1. Work to the end that a much larger proportion 
of our prospective teachers be graduated from the 
teacher-training departments of our colleges. 
2. Secure the adoption of a financial policy such 
that our elementary teachers may receive a living 
wage, one that is commensurate with the salary paid 
to other workers. 
3. Arrange for the summer employment of 
teachers. 
4. Encourage the conducting of teachers' institutes 
DECEMBER, 1936 
in those conferences where these are not already 
being held annually. 
5. See that only men and women are placed in 
charge of our educational work in the conferences 
who by training and experience are qualified for this 
position of responsible leadership. 
6. Urge that our conferences do not load upon the 
shoulders of our educational superintendents so 
many other burdens and responsibilities that the 
promotion and supervision of the educational work 
is hampered. 
7. Work earnestly to the end that schools be 
established in every church where there are at 
least "six children to attend." 
8. Give prominence to our educational work at 
camp meetings, workers' meetings, and other general 
assemblies. 
9. Hold frequent week-end conventions in our 
churches, especially in such as have the children but 
no school. 
10. Make good use of our periodicals, especially 
the Review and Herald and union papers in promoting 
Christian education. 
11. Support and promote our own journal of 
Christian education by contributing to its pages and 
increasing its circulation. 
12. Work, plan, pray to the end that our church 
schools may become just what God has pointed out 
they should be in His beautiful, all-sufficient plan of 
Christian education. 
The excellent example set us by an elderly colored 
woman is worthy of emulation. Said a white sister 
for whom old Aunt Hannah was washing: 
"Aunt Hannah, did you know that you have been 
accused of stealing?" 
"Yes, I hearn about it," said Aunt Hannah, and 
went on with her washing. 
" Well, you won't rest under it, will you?" said the 
sister. 
Aunt Hannah raised herself up from her work, 
with a broad smile on her face, and, looking up full 
at the white sister, said: "De Lord knows I ain't 
stole nuthin', an' I knows I ain't, an' life's too short 
for me to be provin' an' splainin' all de time; so I jes' 
goes on my way rejoicin'. Dey knows dey ain't tellin' 
de truf, an' dey'll feel ashamed an' quit after a while. 
If I can please de Lord, dat is enough for me." 
—Selected. 
ATTENTION I 
Home and School Association Leaders 
Home and School Associations will find it 
profitable to make a careful study in their 
meetings of the article concluded in this 
issue and entitled "Home Government." 
PAGE TWENTY-FIVE 
Two Lunch Boxes 
and 
What They Revealed 
By MRS. MARY KELSEY 
Herbert Photos, Inc. 
The girl on the left is underweight and is eating a building-up meal. It isn't 
difficult to see what the one on the right needs and is getting. 
"r-NOME on, Sybil, let's eat our lunch out on the 
steps." 
"No, I think I'd rather be here where I can spread 
my lunch cloth on a desk and arrange my food on it. 
It is too dusty out on the step." 
"All right then; here it shall be. But what an old 
maid you are! As for me now, I'm not so afraid of a 
germ or two. I've never saw any of them on my lunch." 
"No, probably not; but they are around. I'll go to 
wash my hands, and then we'll spread our lunch on 
this sunny desk." 
"I suppose I might as well go and wash, too, but 
I'm sure there's not much use. I always wash before I 
come in the morning. Does your mother ever have to 
call you back to see if you are clean?" 
"Certainly not! She sees that I am in shape be-
fore I start out." 
"TERRIBLY PARTICULAR" 
"My mother said your mother was terribly par-
ticular. I'm glad mine isn't. Anyway, she's 'most 
always phoning or busy with other things; or per-
haps she's been out the evening before till late and 
isn't up yet. Many times I get up when the first 
bell rings for school. So you see, there's not much 
time for primping. That's the reason mother had 
my hair cut, because it wasn't so much bother; and 
then, too, I could fix it myself. Or if I don't have 
time, it doesn't look too bad, because it fluffs so 
since I had my permanent." 
"Once I thought I wanted my hair cut, too; but 
when mother and I talked it over, she thought she'd 
rather not have me look so much like 'a boy; so we 
decided to let it go in curls. Now we can open our 
lunch boxes because our table is ready." 
"What are you shutting your eyes for?" 
"Oh, I love to guess what the surprise in my box is 
this time." 
"Why, Sybil, what a pretty picture! Did you guess 
picture?" 
PAGE TWENTY-SIX 
"No, I didn't." 
"Do you expect to eat that? What a beautiful 
tree! I sorta wish my box had a surprise in it. But 
then it couldn't because, you see, mother lets me go 
to Mary and tell her just what I want put in." 
"Certainly I don't expect to eat the picture, Grace. 
But mother likes to have fine things for me to look at 
while I eat. She says it makes me a better girl; at 
the same time it is helping my food to digest well." 
"Ha! Ha! Who ever heard of your eyes seeing 
things helping food to digest! My mother surely will 
laugh when I tell her that." 
"Sometimes, when she has them, mother puts in a 
flower or two; then not only the eyes see them, but 
the nose smells beauty." 
THE FIRST THING 
"What are you going to have first? I'm going to eat 
my doughnut. I had two today, but I ate one at 
recess. I snitched it and had it in my pocket out on 
the playground." 
"I shall begin on my whole-wheat sandwich. I 
see mother has put honey in today. I am so glad 
those little bees are kind enough to make honey for 
us. Aren't you?" 
"Oh yes, I like it well enough; but I like jam or 
jelly better. So you have dates instead of chocolates 
as I have." 
"Yes, won't you have some?" 
"Oh, maybe I'll trade you a candy for one." 
"Thank you, I have some, too, but mine is health 
candy." 
"Well, I wish you'd hurry up and finish eating. 
I'm about ready to go. When I eat this cake and 
pickle, I'm ready." 
BETWEEN MEALS 
"Aren't you going to eat your sandwich and 
apple?" 
"No, I'm leaving them for afternoon lunch. Now 
I want to go out to play pull-away." 
HOME AND SCHOOL 
"Well, perhaps you better go on without me, for 
I cannot hurry through lunch. I need to take time 
to chew my food well. I am determined not to have 
dyspepsia like old Grandpa Brown, when I grow up." 
"What does chewing your food have to do with 
that, whatever it is, you are not going to get?" 
"Why you see God put some little glands, six of 
them, in our mouths to throw out juice into the food 
as we eat. When we work our jaws plenty these 
wells throw the juice in and moisten the food and 
change some parts of it then and there. So you see, if 
one hurries through without chewing enough, the 
food is too dry, and one drinks to put it down the 
throat, or it goes down without the right changes 
being made. This makes the stomach more work, 
and it soon wears out." 
"Where did you learn all that?" 
"Oh, at home. We often have talks like that when 
mother and I are washing dishes and doing other 
things." 
"Catch me staying around to do dishes!" 
"Oh, mother and I are chums. We do our work to-
gether, and then we have time for walks and games 
and such like." 
"That sounds as if it would be nice. I wonder if my 
mother and I could be chums, too." 
Improving the Pupil's English 
G
RADUALLY we have been coming to recognize 
that correct linguistic habits were seldom or 
never acquired by the older exercises, and that the 
use of good English is a habit attained much as other 
good habits are gained. 
We have also come to realize that the child enters 
the school with his language habits partly formed 
and rapidly forming, and that we must take ad-
vantage of our opportunities during his very early 
and plastic years to help him establish correct habits 
of speech. We are also gradually awakening to the 
fact that the formation of even a few simple habits 
of correct speech among our pupils is often a task 
that makes all the labors of Hercules look like the 
pastime of a summer afternoon. When we teach a 
fact in geography or history or arithmetic we are 
not obliged to battle with a host of other instructors 
proclaiming a false doctrine. The playground, the 
street, the market, and the home are not insisting 
that 6x7 equals 41 or 43, as they are constantly 
insisting upon incorrect forms of speech. Fortunately, 
however, careful investigation, conducted in various 
sections of our country, has revealed the fact that, as 
frequent and pervasive as are many of these mis-
takes, the large majority of them fall into a few 
definitely marked classes, and that from Portland, 
Maine, to Portland, Oregon, there is an astonishing 
uniformity in the nature of these errors, especially 
in the misuse of certain verbs and pronouns. 
DECEMBER, 1936 
FIRST REQUIREMENT 
The first requirement for effective language train-
ing in our schools is a knowledge of the mistakes 
actually made by the pupils. This can be gained only 
by a careful survey of the speech habits of the com-
munity. Such surveys will, of course, bring results 
varying with the nature of the community; the 
problems of the teacher in the ghetto will naturally 
be quite different from those of her sister teacher in a 
fashionable suburb. 
After such a survey has been completed, the next 
task is to decide upon the errors which shall be at-
tacked and to assign the attack upon a small number 
of these to the teachers in each of the different grades. 
Much valuable time and strength have been wasted 
in our schools by shooting wildly at every error show-
ing its head in the linguistic field. The teacher who has 
succeeded in helping her pupils thoroughly eradicate 
three or four linguistic errors from their speech in a 
school year may well feel that her labor has not been in 
vain. 
Next the teacher must bring to bear in every grade 
whatever device or method she can discover for rousing 
in the pupils the desire for self-improvement, for we 
shall make little or no progress in this matter until we 
have secured the hearty and earnest co-operation of our 
students; linguistic betterment springs from within 
rather than from without. The teacher will collect and 
use the many effective arguments and illustrations 
she can find which help drive home the value of 
careful, cultivated speech. 
She will also strive to enlist the cordial co-operation 
of the home, which so frequently does much more 
than the school in forming and molding the pupil's 
speech habits.—Author Unknown. 
We wish to call your attention to the fact that 
the "Classroom Weight Record" charts are NOT 
obtainable at the General Conference office, but 
from the Department of the Interior, Bureau of 
Education, Washington, D. C. In quantities they 
are sold for lc each; a single copy is 5c. 
Do you have the leaflet "Health Education and 
Inspection for Church Schools"? Your superin-
tendent is supposed to have them. He obtains them 
from this office. They are free. 
You may not be able to leave your children a great 
inheritance, but day by day you may be weaving 
coats for them which they will wear through all 
eternity.—T. L. Cuyler. 
Education is to know for the sake of living, not to 
live for the sake of knowing. 
PAGE TWENTY-SEVEN 
L �
 The SCHOOL in the HOME 
SHARING the STUDY EXPERIENCE 
WITH OUR CHILDREN 
By M. E. OLSEN 
T
HE happiest homes are those where parents 
and children realize that they have a lot in 
common, and endeavor as much as possible to share 
their experiences. Especially is it well for wise 
parents to enter into the study experience of their 
children. How can they sympathize with the boy 
who is trying to understand the intricacies of English 
grammar, or the girl who is puzzling her childish 
brain over fractions, unless they have problems of 
their own to solve, and are not ashamed to admit 
that they do not always succeed with their tasks as 
well as they would like? 
The first business of parents, more especially of 
mothers, is to be teachers, and how can the mother 
be a live, wide-awake, sympathetic teacher if she 
is not daily studying the fine art of imparting 
knowledge to her children, and doing it in such a 
way that she is molding their characters for good? 
The ambitious artist studies for years, and keeps on 
studying as long as he lives, in order to be able to 
put a beautiful landscape on the canvass. How much 
greater is the task of shaping a human life! Yet how 
lightly some of us parents take our job as teachers! 
Three times a day parents and children sit down 
to a well-furnished table in order that their well-fed 
bodies may have strength to cope with work and 
duties of various kinds. But in most homes the 
children alone sit down to the table spread with that 
which is to feed their minds. I am aware of the fact 
that parents do some reading; but the study ex-
perience involves more than reading. It means 
reading thoughtfully and with the intention of 
appropriating for good that part which is suited to 
one's personal needs. Careless reading is a kind of 
mental dissipation. It injures instead of strengthen-
ing the memory, and it does not develop the mental 
faculties. 
THE STUDY HABIT 
Study of the fruitful and satisfying kind always 
leads the pupil to desire to compare notes with one 
who knows more than he. It gives one, too, the 
satisfying feeling of getting somewhere, and the 
appetite for knowledge grows more vigorous as it is 
fed. I have been greatly interested in observing the 
growth in mental stature of the busy fathers and 
mothers who have been taking courses through the 
Home Study Institute. They write the most en- 
PAGE TWENTY-EIGHT 
thusiastic letters that come to my office, and they 
report not only gains in memory and ability to deal 
with their many difficult problems, but also a large 
increase in happiness, and usually better health. 
Why should not the study habit improve the 
health? The body is under the control of the mind, 
and when the mind is strong, alert, resourceful, the 
body benefits accordingly. Mental indolence hampers 
mind and body alike, while serious study and the 
carrying out of a daily program that provides an 
hour for higher things build up body and mind, 
and fit one for the society of angels. 
One doesn't achieve the study spirit at once. It 
must be striven for, and prayed for, and even then 
it may be slow in coming. But it is worth all that it 
costs, and a great deal more. The Rusiian woman of 
middle age said she had a headache every day for 
months while she was applying her untaught brain 
to the mysteries of the Russian alphabet. But she 
persevered in spite of the headaches, and now she 
can read and write in her mother tongue. Some 
things are worth acquiring even at the cost of many 
headaches. 
THE SCHOOL IN THE HOME 
It is all well enough to talk about the school and 
the home, and show how closely they are related; 
but it is the school in the home that is doing the most 
today to train parents and children for time and for 
eternity. Only in this kind of school are the hearts of 
the fathers turned to the children and the hearts of 
the children to their fathers. The mother who is a 
comrade with her children in their studies learns to 
know them as no other mother can know her children, 
and she is able to help them in an intellectual way 
as they grow to maturity, whereas the mother who 
does not study is soon left far behind by her growing 
sons and daughters. 
Let us as parents often ponder the picture of the 
lad Jesus studying earnestly the deep things of the 
Word, while his parents, supposing Him to have been 
in the company, were thoughtlessly treading the 
homeward path. I wonder if they ever forgot His 
serious question, "Wist ye not that I must be about 
My Father's business?" 
Patriotism is something more than a sentiment, 
however enthusiastically expressed. It is something 
more than saluting the flag or singing "America" 
and the "Star Spangled Banner." Patriotism is 
consciousness of obligation and readiness forsacrifice. 
—John Grier Hibben, President Princeton University. 
HOME AND SCHOOL 
Parents at Study -,40
6- �
The Mothers' Society and 
the Parents' Council 
Bible Teaching in the Home--No. 
The Purpose in Teaching Bible 
By ARTHUR W. SPALDING 
What need is there for morals in the education of 
the child? 
By morals we understand the science of knowing 
what is right in conduct, and the power to keep that 
standard. Morals is the most important element 
in education, for unless a person has a high standard 
of conduct in relation to his fellows, he will be the 
more dangerous to society the more he learns; but 
with sound morals, all his powers will be given to the 
betterment of the race. This is the sum of judgment. 
"What doth the Lord require of thee, but to do 
justly, and to love mercy, and to walk humbly with 
thy God?" Micah 5: 8. 
STUDY: "Makers of the Home," p. 227; "All 
About the Baby," pp. 288-303; "Christ's Object 
Lessons," pp. 330-32. 
What relation have morals to religion? 
Religion is the sum of a man's ideas and attitudes 
toward a Supreme Being, the Giver of life and the 
DECEMBER, 1936 
Maker of laws governing life. By reflection it 
determines his attitudes toward his fellow men, 
which constitute his morals. All men, even atheists, 
have a religion. Since religion deals with the most 
fundamental values in life, it underlies and controls 
one's morals. Irrespective of his profession, a man's 
morals are an index to his religion. As a guide and 
support of morals, pure religion is indispensable. 
STUDY: "Makers of the Home," pp. 46-49; "All 
About the Baby," pp. 332-39; "Counsels to Teach-
ers," pp. 119-31. 
What relation has the Bible to religion and morals? 
The Bible is the great textbook of both religion 
and morals. From Moses to Jesus it gives a pro-
gressive revelation of God to man, in its highest 
reaches of philosophy revealing God as the Father 
of the human race, and so presenting His worship 
and communion in the likeness of human relations. 
The Bible presents the highest standards of morals, 
and connects them always with true religion. "Thy 
will be done in earth, as it is in heaven." Matthew 
6: 10. 
STUDY: "Makers of the Home," p. 229; "Grow-
ing Boys and Girls, pp. 97-100; "Education," pp. 123- 
PAGE TWENTY-NINE 
27; "Fundamentals of Christian Education," pp. 
123-37. 
Where will the Bible most effectively be taught? 
In the home. Why?—Because the pre-school years 
of the child, which are spent almost exclusively in the 
home, constitute the most formative period in his 
life; and what he learns in these early years becomes 
the foundation for all his later education. More-
over, the appointed instruments of the home school, 
such as the story hour, the worship hour, the song 
sessions, nature lessons, and the personal companion-
ship of parents and children, are most effective in 
impressing and fixing the lessons which they may be 
employed to teach from the Bible. 
STUDY: "Makers of the Home," pp. 26-29, 227-
30; "Growing Boys and Girls," pp. 171-76; "The 
Days of Youth," pp. 143-46;" "Education," pp. 185-
92; "Counsels to Teachers," pp. 107-9; "Funda-
mentals of Christian Education," p. 117. 
Will familiarity with the Bible alone insure good 
morals? 
No. And it will not insure pure religion. Nadab 
and Abihu, though daily dealing with the worship of 
God, revealed their lack of spiritual perception when 
they made no distinction between common and 
sacred fire. Neither the Bible nor any other instru-
ment of education is in itself an insurance of right-
eousness. There must be established a personal 
connection with the Source of life, and then, through 
Bible study and other means, grace will flow into 
the student. 
STUDY: "The Days of Youth," pp. 137-42; 
"Ministry of Healing," pp. 395-405. 
By what means can the parent best impress Bible 
truths? 
By having these truths written in his heart, and 
therefore lived out in his life. Example is the great-
est means of teaching. To this end the parent-
teacher must diligently study the word of God, 
must receive the life which is in the word, and by 
patient and earnest effort present these to his 
children in the living epistle of his own life. Coupled 
with his example, his teaching of the Bible will be 
filled with life; and virtue and power will flow from 
him into those whom he thus teaches. 
STUDY: "Makers of the Home," pp. 262-64; 
"Through Early Childhood," pp. 219-23; "The 
Days of Youth," pp. 142-52; "Ministry of Healing," 
pp. 371-94. 
Besides building and fortifying morals, what benefit 
is there in Bible knowledge? 
It gives grace and power in speech; it opens 
treasure houses of understanding in other literature 
because of the allusions to it and illustrations 'com-
monly drawn from it; it throws great light upon 
ancient history, and provides a guidepost to history 
to the end of time; it lays the foundations of true 
science; it inspires deep and high thinking upon the 
most profound problems of the race; it furnishes 
the one true philosophy that solves the enigma of 
human life and fortune, and reveals the glorious 
rather than ignoble goal of the race. It makes men 
to be the children of God. 
STUDY: "Education," pp. 128-84. 
PARENTS' WORK AT THE 
MICHIGAN CAMP-MEETING 
By Mrs. EUNICE JOHNSON 
O
UR Home Commission hour at the Michigan 
camp meeting was a very pleasant and profitable 
one. The hour was 1: 30 P.M., not a very convenient 
one for parents, especially mothers, but despite the 
time, those who were really interested in the salva-
tion of their children found time and a way to 
attend, and each day there was a goodly crowd at 
the tent. We had meetings on nine of the twelve 
days. Elder Haynes, the conference president, 
conducted three of these services, at which time he 
discussed the danger of public education. Home 
government, health, nature, and the organization 
of Mothers' Societies and Parents' Councils were 
among the topics discussed also. One interesting 
program was " What Is Expected of a Modern 
Mother and a Modern Child, and the Duties of Our 
Mothers in Israel." 
Besides our daily program, we .had an attractive 
booth in the departmental tent. We tried to make 
it as homelike as possible and as instructive to the 
mothers—a place where they could come and talk 
over their problems with those in charge, and learn 
more of the organization of the study groups. 
One of the most helpful features of our work was 
the prayer band every morning at 8: 15. From 
fifteen to seventeen mothers attended each day to 
seek God for their children and husbands, and to ask 
to be made better mothers. 
DAILY PROGRAM 
Wednesday, August 19—Word from societies 
Thursday, August 20 —Elder Haynes 
Friday, August 21 �
—Co-operation of parents and 
teacher. Parent, Mrs. Ray; 
Teacher, Professor Steen. 
Sunday, August 23 —Home, Elder Bunch 
Monday, August 24 —Elder Haynes 
Tuesday, August 25 —If I Were a Modern Parent,. 
B. J. White. 
—If I Were a Modern Child, 
Professor T. E. Unruh. 
—Duties of Our Mothers in 
Israel, Mrs. Bunch. 
Wednesday, August 26—Organization of Societies. 
Thursday, August 27 —Government, Professor 
Leffler 
Friday, August 28 �
—Health, Mrs. Rena Potts 
Sunday, August 30 —Elder Haynes 
PAGE THIRTY �
HOME AND SCHOOL. 
You Ask U 
zAndWe Say to nu 
Our boy will be five years old next month, and is large 
and old for his age. Would it be advisable to send him 
to kindergarten this coming school year? We plan to 
send him to church school when he is old enough. 
We have very definite and plain instruction on 
this point. "Counsels to Teachers, Parents, and 
Students," p. 79, gives us the following: "Parents 
should be the only teachers of their children until 
they have reached eight or ten years of age. As 
fast as their minds can comprehend it, the parents 
should open before them God's great book of nature." 
On the same page we find: "Many children have been 
ruined for life by urging the intellect and neglecting 
to strengthen the physical powers. Many have died 
in childhood because of the course pursued by 
injudicious parents and school-teachers in forcing 
the young intellects, by flattery or fear, when they 
were too young to see the inside of a schoolroom." 
On page 80 we have: "The only schoolroom for 
children until eight or ten years of age should be in 
the open air, amid the opening flowers and nature's 
beautiful scenery, and their most familiar textbook 
the treasures of nature." 
Mothers lose a wonderful privilege in sending 
their children away from them,—the privilege of 
forming in them just the kind of characters they 
wish them to possess. Mother, how can you afford 
to sacrifice this possibility? 
How much • church work should be expected of a 
teacher? 
Enough to assure her interest, but not enough to 
overburden her. We have known of teachers expected 
to do the work of the church elder, of the Sabbath 
school superintendent, to be the general pusher of all 
the church campaigns, and perhaps have other 
church duties. A teacher could hardly do all of 
this without neglecting that for which she is em-
ployed. But she should have responsibilities in 
church or Sabbath school, and should certainly be in 
attendance. 
Is it expected that the school board will furnish desk 
copies of the books for the use of the teacher? 
It is. The books remain the property of the school 
year after year. Of course, the teacher takes good 
care of them, and if she ruins them, she should re-
place them. They should not be the textbooks for 
any child. The parents should provide books for their 
own children, and if they are absolutely unable to do 
so, it should be a matter for church consideration. 
DECEMBER, 1936 
Wholesome Sweetness 
(Concluded from page 4) 
"Look!" said the delighted young mother, with a 
finger on her lips, pointing to the busy little workers 
in the sunny alcove that served as playroom. 
"There!" said the son and heir at last, with legs 
spread wide apart, viewing a box of paper scraps he 
had collected from the play rug. "That was an 
awful hard job, but I did it all myself." 
"Mine all myself," echoed his chubby sister. 
"Mother will be glad," said the boy. 
"I wonder what I was thinking of when I was 
always encouraging the children to want me to do 
things for them, instead of teaching them to want to 
do things for themselves," mused the wife and 
mother. "Children need to be able to face hard 
things and now is the time for them to learn how. 
And they enjoy learning. Yes, at last I know what 
`wholesome sweetness' in the home means."—
National Kindergarten Association. 
Contents 
THE TRUE SPIRIT OF CHRISTMAS �
 2 
CHRISTIANITY IN EDUCATION �
Mrs. Golda Doub 
3 
WHOLESOME SWEETNESS �
Hilda Richmond 
4 
LIVING TOGETHER �
Mrs. Lessie M. Drown 
5 
LUCK VS. PLUCK (Poem) �Mrs. Mary Kelsey 
6 
CHRISTMAS IN DE-LAND-0'-COTTON �
 
�
Mrs. Jessie Stabler Burdick 7 
HOME GOVERNMENT (Concluded) Mrs. Flora H. Williams 
9 
THE BURTON CHILDREN �
 10 
OUR QUAKER POET �
Mildred C. Wood 13 
TEACHING MERCY �
 14 
A MUD PIE QUARREL �
Inez Brasier 15 
AT THE END OF THE ROAD (Poem) �
 15 
OUR ELEMENTARY SCHOOLS, PAST, PRESENT, AND FUTURE 
C A. Russell 16 
THOUGHTS —THE ROAD TO CHARACTER �
 17 
CHRISTMAS CHIMES (Poem) �
 17 
ALCOHOL EDUCATION—LeSSOII 2 Marion Wilber-Vollmer 18 
RECIPES THAT TEACHERS WANT �
 20 
EDUCATION �
Anna Knight 21 
JUNIOR CONUNDRUMS �
Florence Kidder 22 
CHRISTMAS (Poem) �
 24 
Two LUNCH BORES AND WHAT THEY REVEALED � 
�
Mrs. Mary Kelsey 26 
IMPROVING THE PUPIL'S ENGLISH �
 27 
SHARING THE STUDY EXPERIENCE WITH OUR CHILDREN 
�
M. E. Olsen 28 
TEACHING BIBLE IN THE HOME . . . . Arthur W. Spalding 29 
PARENTS' WORK AT THE MICHIGAN CAMP MEETING . . . . 
�
Mrs. Eunice Johnson 30 
You ASK Us �
 31 
PAGE THIRTY-ONE 
110 
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